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Geosurveillance

A term used by some of Michel Foucault's allies (although Foucault himself never expressly used the term in any of his works). It is concerning Foucault's use of Jeremy Bentham's work the Panopticon, in his now classic work Discipline and Punish where Foucault uses Bentham's work as a metaphor for modern society's ever increasing dependence and need for disciplinary society and surveillance.It is important to note that the concept of Geosurveillance falls into at least three categories: (1) Groups, such as prison populations and (2) the general or mass population. It is a new system of surveillance for the scientific age and is in general more useful for mass population observation and is not really concerned with class relations as in modern Marxism or bureaucracy and administration as in Max Weber. Geosurveillance can be defined as "the surveillance of geographical activities." Geography, space, time, territories and mass populations (and therefore surveillance) which may be viewed as progress towards efficient administration. In Weber's view point, this presents a benefit for the development of Western capitalism (and ultimately Western subjectivity) and the modern nation state. (3) An interesting analysis which should be served here is the emphasis on the human brain and its interpretation on fear and its relationship to the environment that the brain has viewed as dangerous to its survival (the organisms survival).Also in consideration as a wider version of this is the brain’s area of operations with regards fear, which namely is Dopamine, Hippocampus, Hypothalamus, Dopamine (it is a hormone) forms as a neurotransmitter and has many functions within the brain such as; motivation. (it also acts an important role in teaching signals to parts of the brain and rewards outcome,cognition, mood, learning.) The Hippocampus forms vital information in regards the brain's spatial encoding, memory, and recognition.Also,Basal Ganglia ,which is involved in part of the brains 'excutive decision making',and among other functional considerations are instrumental conditioning,behavioral strategies,and attentional focus. Much of this material is very much new and unfortunately little understood,and furthermore,an added point at issue here;nor has it found its way into any Sociology text book used by the Social Sciences and alas,the consequences of this has led too this new and very intriguing research area becoming very much neglected and little understood and consequently bypassed by the Social and Behavioural Sciences in its 'investigation' into 'human subjectivity' (western subjectivity) and is probably better suited to an audience who is into thought provoking ideas and wants to be challenged intellectually (to think outside of the general idealogical box,and it probably belongs to the more niche end of the market for challenging generally accepted ideas and orthodox thought,or to add a further point,anyone receptive to new ideas) but not polemically.

The Term Geosurveillance
In explaining the meaning and then therefore the term Geosurveillance and in the process an explanation of this often neglected excellent material(by the Social and Behavioural sciences).A further question must be asked regarding precise definition of other technical issues involving surveillance matters.Questions therefore, should be pondered on accepted notions of surveillance(it should be reiterated that surveillance isn't a given state in human affairs and,to add a further point nor is Geosurveillance a given either,but a technical necessity(or issue) for the ever increasing 'carceral society'). Now, according to Foucault all ideas have a tendency to become normalised no matter what their content. What does he mean? At first, this does not seem to be a straightforward answer but if we look more closely, we find the meaning of what he says straightforwardly enough. He means that once an idea gains accepted practice (and becomes hidden from those who practice it) there is a social process that puts into practice normalisation procedures. Once that procedure is enacted upon, normalisation begins (see Discipline and Punish pp.177-184).A perfectly good example of this is the notion of global totalitarianism which cannot be accomplished in one place,or a single all encompassing territory,but must function within the confines of a global village environment(mass population) in which humans now live, totalitarianisms has to be global to be workable,hence the replacement of the nation state and such others. What is replaced is not entry (gaining access) but absence of exit "which would render the very notion of exit meaningless." So instead of what was meant to reforming and rehabilitate (rather erroneously) the original offender (prison inmate) "Within this new normalization paradigm, progressive efforts, in many American prisons, have turned to improving the quality of program delivery, and experimentation with operational and programmatic modifications directed toward increasing inmate adjustment within safe and humane prisons, while simultaneously reducing the recidivism rate." Prisons have now become effectively 'society's' (power systems and used by the general society's exclusion system,namely the judicial norms and legal requirements which follow) way of reproducing and creating recidivist, in which the recidivist is encouraged to repeats his "crimes" and then goes back into the general population only to re offend. A staggering 67.5% are rearrested within three years. Out of 272,111, 183,675 were rearrested. (See parole later in the article).

Geosurveillance and the General Prison Population
Before we begin this section, a brief word should be given on the data available on the prison system. On the latest available statistics, as of 2008, America has an appalling prison rate per ratio to the general population who are in prison. From 1970-2008 figures for 1970 showed that America had 196,429 in state and federal prisons with a steady increase right up to the present day. Available statistics show there were 330,000 prisoners in America in 1972. This has now gone up to 2,299,116. This is in marked contrast with previous trends, which show a steady stable prison population where the use of incarceration was scarcely used .Suddenly there does seem to be a steady growth in incarceration. The increase of the prison population from the general population has seen a marked increase all around the world, particularly America. Why? Before we explain this point, let us survey the rest of the world, particularly Russia, China, and Europe. The latest available data have China and Russia with 1.5 million and 1.0 million prisoners respectively. These two countries alone account for 25% of the world prison population. Now, if we take into account America (going back to our original point), we have a further 2,299,116 to take into account with a grand total of 4.8 million (remember to take into account that the world prison population is now 9,250,000) in just three countries. They account for 50 % of the world prison population. What is most interesting is that the sheer scale of prison building and incarceration rates does not appear to be declining anytime soon and we are much nearer a dystopian society than many people may think. We now have a prison system dedicated to funnelling and refunnelling people towards incarceration and to create no visible means of escape. No large scale breakout are ever possible within these institutions "Yet the maximum security prison, such as Kingston Penitentiary (KP), also turns out to be a place of uneven but not infrequent refusal, of revolt, and of ingenious escape attempts." Even if there was, where would the prisoner go? It is a system for scientific correction without any available answers, because that would end the criminal experimentation (making people into criminals) and the many human sciences associated with it would end. It is more to do with indeterminate sentencing and the parole system associated with it that you get the high prison population (apparently, at least 88% according to figures published in a report) it has certainly taken on a life of its own. Already mentioned in this section is the ‘large’ worldwide prison. Now, if we look at the general prison population, one notices the general make-up of the population is mainly from the working classes (without exception). Following on from the concept Geosurveillance, where class interest, class relations, and bureaucracy bear no resemblance to an analysis where Geosurveillance is concerned. This is effectively problematic, which is twofold: Almost all criminal are from working class backgrounds, without exception, so it would be unlikely that wealthy individuals and the political elite would spend any time in prison. But for Geosurveillance to work, it has to take its mark from the general population and then transfer this knowledge to the general prison population. "But surveillance is systematic; it is planned and carried out according to a schedule that is rational, not merely random." Remember ‘only’ 9,250,000 are incarcerated around the world and 50% are just in three countries (as already mentioned above). Now the class interest gets to work on this problem. According to modern Marxism, it is more to do with surplus, or unproductive labour within modern capitalism, but that misses the central point. Surveillance within the prison system is acted upon by producing anonymity so it is not their anonymity that is the problem it is their individuality ”Surveillance is bound up with what we call ‘governance.’ This goes far beyond what governments do; the ‘computer state’ is now a dated idea. Governance refers to how society (mass population) is ordered and regulated in manifold ways. Governance controls access, opportunities, chances and even helps to channel choices, often using personal data to determine who gets what. Actuarial practices all too often take over from ethical principles”. As anyone knowing and reading Marx can testify, unemployment only serves to reduce (in times of rapid contraction, stagnation, and low demand) and regulate wages and it does not increase it. This does not eliminate the class problem, a Marxist will say, but the whole point is that the class interest is bound up with the many new scientific concepts, (Evolutionary Social Psychology, Evolutionary Epistemology, Evolutionary Theory and Education, Forensic Psychiatry, Forensic Psychology to name only a very few). "The legal system is at the frontier of formal social social responses to advances in scientific understanding of human behaviour." Socially, they function within these paradigm and, when the relationship between the recidivist criminal(professional criminals) is understood between all these 'new sciences' we can review the recidivist criminal in a different light, namely that the surplus labour (or if you would prefer unproductive labour) no matter what its function, is productive to the sciences because the judicial and legal hierarchy with the association it forms within the scientific community serve these criminal recidivist and all of the above named resultant factors need each other. In other words without these 9,250,000 around the world the legal and judicial hierarchy would themselves become ‘unproductive,’ and that would be unpalatable to the 'Geosurveillant society'." As the legal system is inclined to look to the scientific community for guidance in establishing culpability when psychoactive medication is implicated (therefore participating importantly in the modification of folk psychology) it will also do so in cases of traumatic brain injury."

Geosurveillance and The Political Economy Of Penitentiary Punishment
The costs of the incarceration system (But,to give its real name:the Criminal Justice System and its off shoot penitentiary punishment) shows no sign of abating and therefore,no sign of controlling the ever spiralling rate of recidivism either.If one were honest the rate of recidivism, and by implication the costs to the state cannot be so readily controlled.Administrators,have indicated this and by their own admittance (Council of State Governments Justice Centre working in conjunction with Texas law Policy-makers) have conceded this. Also,one would be foolhardy to think otherwise it has already been admitted that if their isn't any change in policy 'we will be building prisons for ever and ever'.

Geosurveillance and the General Population
In a surreal event direct from George Orwell novel 1984 in a city in the UK, Middlesbrough (in the Town centre) now have CCTV with loudspeakers (totalling 158 in all) which can directly communicate with passers by on the street. This serves as a 'deterrent' against the most trivial of offences dropping litter on the street and riding through a pedestrian area on a bike. This is one example of normalising judgement through the concept of 'deterrent' a modern Geosurveillance society and the general population. Although the watchword is safety for the public, what it does do is deliver 'normalisation' of the CCTV system among the general population.

Geosurveillance and Risk Analysis
Risk:From the French word risquer,"meaning endanger,to put at risk,expose to the chance of injury or loss." and then the word analysis meaning:Analysis derived from the Greek;analusis "The breaking up of something complex into its various simple elements." This must be differentiated from,but at the same time associated with Risk Assessment, although risk analysis is primarily concerned with 'surveillance control' and is considered a priority (primarily by the veterinary authorities) among many aspects.

A Brief Explanation Of The Brain and Its Role In Consciousness With Regarding Fear
Humans would like to think that they are free,independent and blessed with non biased ideas that are independent from any conscious biased source.But recent scientific studies have shown otherwise that this very often isn't the case with regarding this matter, however,this still remains highly controversial. What appears in no doubt is the human system of language which effectively leads to the social regulation of human behaviour and punishment.

The Brain and the Biopolitics of Fear
In the first instance it is important to begin with after consulting the given evidence to imagine (if imagine is the correct word) for the sake of simplicity, that, what is about to be written is a ‘given’ (namely the human subject).In his/her own given environment, not as a mass society environment but as a ‘band society’ environment, which would include only between 4-12 people(which has been the experience of the majority of human existence incidentally) and in the brain we(namely humans) form what is termed ‘habit based learning system’ which is found in the area ‘ventral prefrontal cortex’ and ‘dorsolateral striatum’. Which makes things interesting because of the advent of motivational value, (a human defined concept incidentally, not a concept made independently from humans nor there language) although it is conceded that the behaviour is learned, not innate “There is another important mechanism by which the value of actions can be learned, and which turns out to have special importance when considering social actions such as punishment. Clearly, one advantage of social living is that it allows an individual to learn about events that they never themselves experience, simply by observing others. Information gained from observation has considerable value, whether it reflects the fortunes or misfortunes of others, as it can be used to improve one’s own individual future behaviour.” Quite clearly this reflects that punishment is an ‘empirical’ social fact once the necessity of human social interaction has given over to circumstances to the consequences of social living (for a fuller explanation on this, see more on this later on elsewhere in this article). And according to studies punishment is seen as ways to mediate cooperation and according to this neurobiological view of punishment, they (humans) punish altruistically, of course this only goes to prove the point that nothing is a given but has to be made (although in their view based upon ‘empirical’ observational studies there is a constant fixed view from which humans base there actions). However, it is very much acknowledged that information regarding this is still very much poorly understood.” It is less clear, however, how the value of goals is learned through the observation of other individuals choices. The distinction between action learning and value learning in observational contexts is important, and resembles that between motor control and instrumental learning in individual contexts.” Whereas, motor control within the brain has been extensively studied with regards imitation and skill acquisition, it is admitted as much that value learning is less understood, in regards punishment while there is an agreed consensus where regards actions learned are part of behavioural norms.” Actions learned in this way may have the capacity to become behavioural norms, and can be adhered to in a way that incorporates some independence from actual outcomes. This maybe especially important for punishment, as we discuss below, as in theory it allows the propensity to punish to be culturally acquired, and the outcome of punishment to be learned without personal transgression.” On this theory the whole system relies upon a concept of judgement and the normalisation within the cultural environment with regards punishment. The system upon which it is founded is human motivation, learning and action and the reason why humans punish one another is to safeguard there cooperative system which has been set up once a community has been established. This is according to this view a necessity for the survival of the community, thus: "Our current understanding of human motivation draws strongly on an extensively animal literature in experimental psychology. Motivation is characterized by action, either to increase the probability of an outcome (appetitive motivation), or to reduce it (aversive motivation). Thus a reward can be operationally defined as an event that an animal will expend energy to bring about, whereas a punishment is an advent that an animal will expend energy to bring about to reduce or avoid. Note that in this way (and typical in the experimental psychology literature), the term punishment is taken to apply to any aversive event, regardless of its aetiology. However, in social contexts (in social psychology and behavioural economics), a punishment is often assumed to refer more specifically to an aversive event administered by another individual. These sematic distinctions aside, any complete motivational account of punishment needs to consider both the propensity to administer, and the impact of receiving a punishment.” Interestingly, there is no attempt to explain the arrival(or historical context) of the judicial and legal hierarchies arrival to enforce its judicial and legal framework of power and the plethora of sciences that surround the system of human punishment.It is as if there has been a 'contextual splitting',without the normalisation of the contextual splitting involved,and in so doing so this-(the contextual splitting)-the normalisation procedure has been lost.Especially to the cognitive sciences.

Again it must be empthsize that the punishment system is not seen (it is seen rather differently) as a way to get the recidivist to repeat (encouraged to do so) his crimes over and over again so that he can be ‘better punished’ and serve the judicial, scientific and legal hierarchies with their problems of legal justification, in so doing so it has been ignored as an organized attempt at social imprisonment but, is seen as a social reality, a necessity or evolutionary structured to the environment that humans find themselves in, not as an recalcitrant treated individual but as a social being with norms to practice on thus: "These norms include the motivation to altruistically punish according to common standards of fairness, and raises the question as to what, in the brain, underlies the proclivity to do so.” Obviously what gets missing is the basic impediment (in the legal guise) why is there a neurobiological basis to punish and what lies behind the need to punish? Although it is considered ‘wise’ to punish for the sake of group cooperation and the survival of large groups one does get onto shaky ‘empirical’ ground when one considers other evidence in regarding punishment as more as a spectacle which involves psychotic (hordes of evidence is now available on this subject matter, such as, the need to torture, if necessary, but not exclusively, punishment becomes much better against the criminal (and more punitive) so the judicial and legal system become ‘more productive’ it is the punishment which makes better criminals as mentioned above. Which he (the criminal) is encouraged to ‘take on the system’, to become a better recidivist in order to produce better productive punishment systems in the age of the sciences ”until the correct way is instilled as a habit”, and this why the state governs less (which will become more apparent latter on in the article) (“Third, if punishment from selfish reciprocal (goal orientated) action reliable results in eventual long-term payoffs, more proximal states following punishment may be reinforced both through habit-based learning, and through sequential Pavlovian learning. The latter process allows the state immediately following punishment to acquire an appetitive value, which might then independently reinforce other actions (through condition reinforcement"), not more, treatment rather than fostering some kind of social cohesion. Has the system of punishment found a new ally albeit much of it speculative in the sciences." Punishment, in its various forms, is likely to have played a key role in shaping the dynamics of social of social interaction in many species-humans in particular. Although many aspects of our neurobiological model are speculative, punishment is likely to involve the integration of a number of distinct representation, learning and action systems. Whatever the neural mechanism, the affirmation that punishment, including altruistic punishment, substantially promotes cooperation in human societies seems firm. Vital to furthering our knowledge will be an understanding of the behavioural and neurobiological basis of cultural and observational learning and sequential learning and model based learning and planning in the context of other agents. This could be crucial to gaining neurobiological insight into how apparently altruistic behaviours are acquired, as well as shedding light onto more complex aspects of punishment, such as arbitration, policing and the role of hierarchies.” Much new research has been done on this very vexed problem of human self control; (but more importantly human social control and in any case humans, as they are no longer in band society-small groups--but, are in mass society the context that is meant is large social groups) in all aspects of the workings of the brain in regards large social groups, which becomes of a novel interest in regards human social control organization. Elsewhere it will be mentioned and become apparent, although much of it is still in its infancy and is still very controversial. With the advent and invention of fMRI (functional Magnetic Resonance Imagining) neuroscientists have a great deal of information available to them as to what is actually happening in the human brain we

Now we come to the brain the most complex organism in the human body but what is known exactly about how the brain relates and organises fear within its given environment? What is its essence? Most crucially, its material substance. How is information disseminated within its environment in which it finds itself? How then does this information become true? In addition, how does fear within the brain become a social reality within the context of social control? We should not ignore current trends and recent developments and findings in cognitive science (where surprisingly little attention has been utilized in the human sciences/human nature sciences) in which the field has latest new developments in ideas regarding our ‘human nature’ and it has nothing to do with the current trend towards polemical truth. This isn’t our concern here, what does concern us is how the brain derives at particular truths (or social truths) and whether they are ‘real’ regardless of who has or hold these ‘truths,’ which may, or may not have a ‘natural’ nature towards being human.” Opioid dependence disorder is a complex disease. The development of a drug addiction and the tendency to relapse are caused by a combination of both genetic and environment factors.” However, when one takes a look at the cognitive sciences analysis of concepts we find this: "The study of concepts has been central to cognitive science. Both philosophers and psychologists have proposed theories of concepts and concept acquisition; however, the two groups of scholars often find themselves talking at cross-purposes. Discussions between philosophers and psychologists about concepts have sometimes been frustrating and counterproductive because the two fields of inquiry focus on different issues.” This is obviously to do with academic reputation as opposed to finding any real answers and the consequences of this is any findings tend to get over looked or lost despite numerous examples and the result is academic reputations tend to get enhanced as opposed to them suffering, which isn’t such a bad thing, but the only problem is that the final answer lies elsewhere. For an example of this see the latest work in cognitive science workings on the construct of a concept which tends to be drawn into philosophy, a poor choice, and not even an answerable one.” The difficulty of defining concept raises the issue of whether it is useful scientific construct.” The study of conceptual processing will be best served by discovering and describing the relevant mechanisms, rather than arguing about the meaning of lay terms.” So when one looks at the particular issues of ‘knowledge’ and how it is constructed in a given society it is by no means certain that you are going to get any satisfactory answer which should be much easier if, and only if, there is an agreed system of studying this pressing problem! The most important thing is this there is something to work with namely the concept and the writer is quite correct in saying one must study the relevant ‘mechanism’ rather than when the term of the concept becomes ‘normalised’ after the event has happen! Once the concept becomes ‘normalised’ (disseminated under complex knowledge codes) under any event it is too late, the damage is done. No one could or (not successfully) would argue that human knowledge, and what counts as (scientific knowledge) knowledge, as opposed to myth stems from the brain and the ability to transfer this knowledge via human speech and written thought, a whole set of complex tasks have to be completed first before it can be counted as ‘true knowledge.’ In the scientific world such as empirical knowledge, data or evidence serve as the first point of call in regards accountable knowledge. To this effect much work is needed in this field and much fault with the data as much as the working ‘empirical‘ model:” Although a modal approaches to knowledge have dominated cognitive science since the cognitive revolution, researchers increasingly find fault with them. The lack of direct empirical evidence for amodal symbols is also a problem. Conversely, researchers increasingly report that evidence that knowledge is grounded in modality specific systems, and see how these systems could help to implement a fully functional conceptual system. Clearly, much further work is necessary to establish these claims. Not only is further behavioural and neural evidence required, so are computational implementations. A broad cognitive science approach is essential to understanding the conceptual system."

In this particular section, we shall take a look at the most difficult problem facing this inquiry namely the brain and its association with fear. What then, is known about the seat of fear and its role in social control? Remember to also add the hidden answers lie not only in this investigation but also the unknown or more to the point normalisation and what is perceived as normal and true.” Third, the embodiment of power in every aspect one’s life—including identity—makes them difficult to repudiate. They are experienced as reality, making alternatives difficult to conceive of, let alone enact. Resistance can usually only be conceived of in terms of prevailing power relations and is subsequently ‘colonised’ by them. It therefore tends to reinforce existing power relations rather than overthrowing them. In this way, the emancipation for which critical approaches strive becomes illusory, despite the contention of those writers who argue otherwise.” This is then why there is no satisfactory explanation of the prevailing order because of (a)normalisation of the system and (b) the general acceptance (to gain any acceptance of the power system one has to take into account education and learning, not by going to school, but in what has been given to understand by the knowledge system. In order for the knowledge system to function there must be some hidden secrecy for it to function where resistance may act as a partner in this acceptance!), by all that the system is ‘normal’. However, this is only one half of the workings of normalisation, truth, language and discourse. The answer lies not in uncovering power relationships but in the procedure that makes normalisation possible, namely cognition and the cognitive sciences. Moreover, when one looks into experiments carried out on the subject’s normalisation (normalisation hypothesis) one is led to believe that in the social sciences (human nature sciences) there is widespread agreement upon the results. The end product then becomes ‘true’ because the experiment carried out has empirical data to back it up, or if not certainly quantitative and qualitative data which definitely lay claim that it is true! “ This ‘market setting’ has important implications concerning the themes of this paper. The market implies that crime is a “normal” social fact which is assured of historical survival at some positive level regardless of the prevailing economic, political or social system. Crime persists in this model because the interplay between supply and demand forces and the social costs of enforcement imply that that some level of crime will remain socially optimal that is, tolerable. Similarly, recidivism by known offenders is also an implication of the model rather than the exception to it, because offenders are expected to discount the actual risks of apprehension and punishment in deciding to participate in crime.” As already mentioned previously in this section it appears to make no difference to challenge them, but this misses the central point, which this: This isn’t part of an polemic attack and doesn’t need to be done here what is more important is the showing how a given thing works and is part of our remit where much ground can be covered by concentrating on the given task at hand. Namely the brain’s relationship with and producing truth within a civilised industrial world. Furthermore, when discussing the subjective nature his material force (the subjects correlation with recidivism) we are by implication discussing his very being within the system of incarceration, in so much as we must take into account that crime is historically ‘set in stone’ regardless of the social pattern the subject finds himself in. However, of course this is a ridiculous notion to actually believe in any such notion that ‘crime is set in historical stone’ must beggar all belief of any kind of analysis. What is notable about the recidivist criminal is the penance he or she serves and the awaiting ‘parole system’ (more on this later in the article) the person after he serves his sentence. This obviously has more to do with the reserve army of the unemployed where that half of employment ways heavily on surplus labour. Remember, most criminals are uneducated and with little or no prospect of viable work (because of a criminal record) there is a material reason why they repeat the same mistake the prison only serves as the by product of surplus value in which the ‘product’ namely the criminal has become a salient commodity under modern capitalism (this will become more apparent later on elsewhere).

The Biology of Fear
To start the ball rolling on this very difficult subject I would like to look at some basic presupposition on fear and biology.” Genetic factors seem to play a role in the development in anxiety disorders in humans. In familial studies, twin studies and adoption studies show genetic variances of 20 to 40 %. The same was found questionnaire variables such as neuroticism. Fear conditioning ability and predisposition to learn fear responses were extensively studied in animals. In rodents, fear processes or anxiety measured in the open field test or avoidance conditioning have revealed a strong genetic basis explaining most of the interindividual variance. However, the genes responsible for that trait have not yet been identified. The situation is different to antisocial personality disorder and criminal behaviour. Assuming that a deficit in anticipatory fear conditioning is the central symptom from which all consequent social problems follow, all evidence ranging from twin to adoption studies and gene sequencing suggests a moderate to strong genetic variance increases further. Whether this is related to genetic fear conditioning remains to be seen.” Interesting reading but one can see that this ‘Biology of the Biopolitics of fear is rooted in life and scientific experimentation but the question must be asked; at what price is human fear used against them to in order to control them? It is certainly a grey area. There certainly seems to be a concerted effort with regards fear into making humans conform to certain moral practices and without doubt there is much material available in this area. Take for instance an interesting article written in 2005, where the renowned Harvard University psychologist Steven Pinker was one of the guest speakers, when describing ‘neuromorality’ as personal responsibility. But, the most interesting point is how can we "salvage the core of responsibility" without such mystical notions? For Pinker, the answer is to shift the focus from the unanswerable question of whether an act was truly "freely chosen" to whether the perpetrator has a normally functioning brain with a normal response to the stimuli of reward and punishment. Thus, responsibility really means deterrability: the capacity to understand that if we harm others, we will suffer the consequences. Pinker asserted that we already use such an approach in practice. Cases in which we do not punish harmful actions because we don't assign moral responsibility to the perpetrator happen to be just the kinds of cases in which punishment cannot deter similar acts: when the harm was accidental, or when the perpetrator is too young or too mentally ill to be deterred by the threat of punishment. Even "abstract justice"--seeking to impose punishment when it's clearly not cost-effective for society and when, as with elderly Nazi war criminals, there's no chance of recidivism--ultimately serves utilitarian ends, since creating exemptions for some crimes would be too inviting to scofflaws.” Notice that the punishment, even with ‘abstract’ justice of Nazi war criminals would not be cost effective to the state because (a) old age and (b) there is simply no chance of recidivism. However, this is not what distributive justice is concerned with it is more to do with social control and not entirely to do with meeting justifiable punishment. Cost would not come into it, it has found a new host in which the shift into many areas, not entirely of its own making can keep the cogs of the surveillance system working. It is not about finding a nirvana but adjusting socially with newfound social practices. “Pinker noted, somewhat ambivalently, that "the thirst for retribution"--punishment as "just deserts" and a way to right the moral balance—may be inherent in human nature, and a legal system that does not satisfy this need may never command enough respect to be effective.” The reader should take note, which has already been mentioned earlier in this section, the human mind has now entered a new phase in which, the ‘social control of the mind ‘is paramount, which is more to do with manipulating (not perverting) information (with regards what goes in it) than readily available information. Which, in turn, adds to the ‘Biopolitics of Fear’. Reason then is at the heart of retributive justice, because man is a moral animal, he has responsibilities to towards others, both as an individual and towards society in general. This is generally accepted as the concept for the law’s concept as a person.” Rationality is the touchstone of responsibility. Only agents capable of rationality can use legal and moral rules as potential reasons for action”. Notice the word ‘agent,’ but that doesn’t tell the full story,’ it seeks what it tries to hide!’ Rules as anyone should know have to be formulated in order who is responsible and who is not. Now we know that rules can only be agreed and formulated upon when a process of normalisation has been established, set in place and put into work as normal (and if necessary, imposed). But to make those rules work (such as the case of agents) an overwhelming complex set of rules (or if you like a legal hierarchy) which establish those set of rules, but it is them, and only them alone who have the secret to those rules. The social and behavioural sciences have failed to identify its ‘form, structure, organisation and most importunately its working in an power/knowledge context and unfortunately what gets produced is sterile reworkings of the same ideas, which offer and challenge nothing. All in the name of ‘empirical’ working knowledge which in all control the productive discourse in the name of ‘truth.’” There are many paths to the evolution of human cooperation, affiliation, large-scale collective identity, and state formation, and the activities that involve the dispersal of public goods constitute just one of those paths. Still, public goods seem to be at the heart of the rationale for state formation. Furthermore, their provisions in the form of state institutions remain to be fully explained.”

“Based on the knowledge produced from these outcomes, the expenditure on public goods follows a particular set of norms and practices to ensure that wastage and inefficiencies are minimized, controlled or even eliminated. From a more critical stance, surveillance, thus, can be viewed as a strategic practice that allows power and the knowledge it creates to further entrench its authority or be rationalized (See Foucault, 1981, Flyvbjerg, 1998). The production of such valid truths creates criteria, indices and other regulatory mechanisms to form threshold levels that are normalized or naturalized and thereby amenable to a larger public in a climate of neoliberal governance. Geosurveillance – or the art of governance through the workings of space – is one such strategic activity used to know those governed (see Joyce, 2003); and often, though not always as I will argue in this paper, operationalized through the use of GIS” .To take the argument even further we only have to look at any prevailing discourse and see the reluctance to challenge any orthodoxy within its chosen field. The result of this is polemicist rhetoric which puts fear into any kind of different or new scholarship. Questions should, could and must be asked and answered (if not to everybody’s satisfaction at least momentarily to give time for reflection at least). What is, and what is the relationship between human fear and biological fear (or natural fear)? How much of fear is natural and how much is it controlled or contrived within the environment which humans find themselves in? Another interesting aspect of all of this is the brain and its relationship much investigation has been revealed in this field which has become fascinating, much of it is more to with the ‘biology of human behaviour’ than to do with real or natural human nature .The problem still being posed at least for the last 100 years (but certainly the last 50) is this; while the civilising process still carries with it a process of ‘normalisation’ acted upon on as being accepted, in which, the military organization, economic process human social organization(power excluded in this for the sake of simplicity),political procedure and organization, the human knowledge system(again without the consideration of any power for the sake of simplicity),the human sciences (which includes the natural sciences, as opposed to the behavioural sciences or human nature sciences which claim knowledge of the human condition).How did it get there? How does it work and become ‘given’ and normal? We shall go through various examples later on in this section which will at least show, maybe not its acceptance, at least its working into which human nature becomes normal at least. This is true of the so called behavioural sciences as well, the human subject is not a given historical certainty in which his or her salient being has been set in stone waiting to be granted their character at birth within their ‘human nature’ especially when all they have to do is wait for historical happens to become ‘subjects’ of differing characters. One is reminded at the character Taylor in Planet of The Apes, in which all along he was right back at earth only to realise had he never left, the answer lies right in the systematic practices of normalisation of judgement with its productive input the plurality of differing power/subjects. Thus, the human subject is not a given, but the product of the various different sciences which produce the so called knowledge/power concept and no amount of sanitized investigation into this problem is going to change that fact. Much new research (see Fear Conditioning) has been undertaken in this field, but the data has been scanty in relation to condition fear and much of it can scarcely be believed in,it is more to do with ‘making people up’ rather than to do with the reality of a medical condition (“Neuroticism clearly has important implications for almost every aspect of human functioning. However, researchers still know relatively little how this trait actually works. How do innate genetic/biological differences give rise to such striking individual differences in stress and dissatisfaction? What maladaptive cognitive processes and behavioural strategies contribute to the obvious misery of neurotic individuals, and can they be eliminated through psychological treatment? These questions will drive the next generation of research on neuroticism.” ) It is going to be very hard to get the ‘belief’ within the particular concept to get any real social understanding. However, while there is admittance as to what extent the role of cognitive and genetic variables play any role, if any, it will remain elusive and will obviously need to be explored.

Summary and Conclusions
In explaining any conclusion and summary at any end of an article one must consider various propositions against any idea that has been accepted and taken for granted and has been entered into the lexicon of any culture or society.It would take a very brave man (or churlish one) after the considered evidence that has been offered,to now go against the presented evidence,albeit very new.Could one ask any historian,with any confidence:What is the reason behind recidivism?How is the criminal class just separated by the great divide of those who are encouraged to 'take on the system'(and in so doing so sow the seeds of their own recidivism),and those who do not,the vast majority of the general population have never been into prison but,almost exclusively,still have Geosurveillance hanging over them in the form of CCTV, where exit is considered not an option and in any case you would be foolish to think otherwise.It would appear that the answer from any historian would be short coming,we would have to look elsewhere,either in the archive,or in the journals of criminology and brain science.And while credulity has been held in dispute(namely Foucault and his allies and his sympathetic readers) far too much evidence is still readily available to counter that claim,regardless of any credulity (gulability) and opinion History cannot be so easily distorted ,but nor for that matter can a narrator(which essentially what an historian is,a constructor,or storyteller of the 'mythical past')give us the clue to humanity's freedom either.Almost certainly prison recidivism has not been driven primarily by a parallel increase in crime,but is more driven by 'policy choice'.

title: Geosurveillance


text:
User:Kinkydarkbird

Courses
I am currently working on the following:

 * Introduction to Complexity Theory
 * Big O Algorithm Analysis
 * Time Complexity
 * Space Complexity and Savitch's Theorem

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

title: User:Kinkydarkbird


text:
Talk:Geosurveillance

import
This page has been copied from wikipedia. See w:Wikipedia:Articles for deletion/Geosurveillance. --mikeu talk 01:22, 5 January 2009 (UTC)

title: Talk:Geosurveillance


text:
User:Teen burger

Education - B.A.Sc. Electronic Systems Engineering, specializing in Digital Design (University of Regina, 2008) - Currently pursuing M.A.Sc. Electronic Systems Engineering, thesis: Statistical Computing Methods Applied to Stress Corrosion Cracking (University of Regina, 2009)

Experience I have worked in a variety of positions with particular emphasis on the fields of: power engineering and computer networking

title: User:Teen burger


text:
Introduction to Programming/Programming Languages

Introduction
Programming languages are the method used to instruct a computer on how to accomplish a task.

A programming language is a collection of operators and instructions, with specific rules or syntax regarding how the instructions are placed together. Various operations can be combined in an almost infinite number of ways to achieve the tasks we want the computer to perform.

Some programming languages are bound to a particular set of hardware, commonly called "low level" languages. An example of a low level language is Assembly, where the target is for a particular CPU instruction set. Other languages are more abstract from the hardware, and are known as "high level" languages. An example of a high level language is Java.

Early generations of computer languages were mostly procedural in nature. Theory taught that code should be logically divided, but left that division up to the programmer. More recently, Object Oriented languages have become more prominent. These languages encourage a more standard division of code.

Programming languages are tools, and every tool has its strengths and weaknesses. While a high level language isolates a programmer from hardware, the programmer loses the ability to directly control that hardware. Choosing the right tool for a problem is very important.

 * Next Lesson
 * Previous Lesson


text:
Introduction to Computer Architecture

Lessons

 * 1)  History of Computing
 * 2)  Basics of Computer Architecture
 * 3)  Personal Computers
 * 4)  What is Algorithm
 * 5)  How To Implement a Problem Solution as a Program
 * 6)  Development Environment and Language Principles
 * 7)  Types and Variables
 * 8)  Operators and Expressions
 * 9)  Control Structures
 * 10)  Procedures and Functions
 * 11)  Arrays, Strings and Records
 * 12)  Basic I/O

title: Introduction to Computer Architecture


text:
User talk:Teen burger

Welcome
Hello Teen burger, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies; or
 * Chat with other Wikiversians on #wikiversity.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Emesee 02:32, 5 January 2009 (UTC)

title: User talk:Teen burger


text:
Template:New project

 * Adds pages to Category:New Projects

title: Template:New project


text:
User talk:Ren2k7

Welcome
Hello Ren2k7, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit;
 * Explore our learning projects;
 * Browse our portals, schools, and research activities;

 * [ Ask] a question, discuss Wikiversity, etc. at the Colloquium;
 * Read and help develop our community policies; or
 * Chat with other Wikiversians on #wikiversity.

And don't forget to explore Wikiversity with the links to your left. Be bold, and see you around Wikiversity! --Emesee 02:52, 5 January 2009 (UTC)

Computer Science coursework
Hi! I like your changes to the Computer Science courses and glad to see someone else is involved. I was wondering what you would like to get out of Wikiversity, and what you intend to contribute. I'd love to discuss your ideas about the School of Computer Science with you.--AFriedman 22:27, 5 January 2009 (UTC)

Reply to 1/7/09 note
Hi! Thanks for your reply. I am curious, what college are you in?

My online lab group is currently just me, and I'm using multiple avatars (who currently do not have separate user accounts) to represent different aspects of my interests. But I do hope to expand. I'm interested in using the open-source format of Wikiversity in particular and the Internet in general to explore new ways that traditional and freelance academics can express themselves, and would appreciate any input. The Friedman Lab project is new and I'm still figuring out the nuts and bolts. At the moment I'm focusing more on course development and personal learning than actual research, but that is likely to change.

Computer science is actually one of the better developed schools in Wikiversity -- I've also been working on the School of Neuroscience, which has very little material. Wikiversity contributors seem to be a self-selected group of relatively computer enthusiastic people, which might be why many schools that require another area of expertise aren't as well developed. I like your idea of course continuity within the School of Computer Science. I'm also glad you're interested in creating content because I think content is needed nearly everywhere. IMO Wikiversity would be a better learning environment if there were more multimedia resources, including resources borrowed from other sites. Have you seen Spanish 1, which I think is a good example of a highly developed course that would be much more useful with better review exercises and multimedia materials? In my experience CS programming is a subject that is also learned by doing.

Good luck!

--AFriedman 04:54, 8 January 2009 (UTC)

Computer Science
Hi its good to see another user who is part of computing in this wiki. I'm looking to clean up and bring about progress in the area of networking, however if there are any similar projects that you may be working on that I might be able to help out with just let me know. Together we can move this wiki forward into a more organised and usable state. Lysander89 12:42, 25 August 2009 (UTC)

title: User talk:Ren2k7


text:
Introduction to Complexity Theory/Big O Algorithm Analysis

Big O notation, whilst not being a part of complexity theory, is used to describe upper bound of the time, and space usage of an algorithm. In this notation $$n$$ refers to the size of the input into the algorithm. When it is written that a given algorithm runs “in big O of” a mathematical expression, it refers to the time or amount of time it takes the algorithm to finish executing in relationship to a mathematical modification of the size of the input.

Understanding big O, and how to describe an algorithms in terms of it is necessary in the understanding of the analysis of the relative complexity of any problem.

Big O notation
the analysis of algorithms is a major task in computer science. In order to compare algorithms we must have some criteria to measure to efficiency of over algorithm. If it instead is referred to as being $$O\left(n\right)$$ then the time the algorithm runs will grow larger linearly proportional to the size of the input. On a deterministic Turing machine one such algorithm is the linear search algorithm because it accepts an input consisting of a value and a list data, and looks through that list sequentially until it finds the specified value at which point it returns the key and halts, or if it does not find the value, returns a value which could not be a key in order to signify that it did not find the value in the list of data.

An algorithm that runs at $$O\left(\log\left(n\right)\right)$$ has the time grow logarithmically to the size of the input. An example of an algorithm that runs in $$O\left(\log\left(n\right)\right)$$ is the binary search algorithm.

$$O\left({n \log\left(n\right)}\right)$$ time on a deterministic Turing machine is the lower-bound of all comparison-based sorting algorithms such as Merge sort. --117.196.244.89 04:48, 12 December 2012 (UTC)

How to Determine Big O
In order to determine the big O of an algorithm, we look at how the size of the input affects the time that it takes the algorithm to execute. A simple brute-force way to do this is to plot a graph of input size vs. execution time for a given algorithm and fit an equation over the data. Another way to accomplish this is to think through the algorithm execution logically.

When the expression for execution time in terms of input size is a polynomial, the largest term in the polynomial is all that is used and constant factors in that term are dropped. For example, $$O\left(5n^{3} + 2n^{2} - 12n\right)$$ would simply be written as $$O\left(n^{3}\right)$$ because the two functions grow at the same asymptotic rate.

Similarly, the base of a logarithm does not matter when discussing big O. The expression $$O\left(\log_{10}\left(n\right)\right)$$ could, through the change of base formula, be rewritten as $$O\left(\log_2\left(n\right) / \log_2\left(10\right)\right)$$. The constant factor $$1 / \log_2\left(10\right)$$ could then be dropped. Because of this, all logarithmic bases are equivalent in big O notation and are omitted in practice.

Analysis of Linear Search
The way in which big O is determined for a particular algorithm is algorithm analysis. Take for example the simple linear search algorithm that we mentioned previously and apply it to the value $$3$$ and the ordered set $$S=\left\{0,1,2,3,4,5\right\}$$.

Sequentially the algorithm would start from the index of the set, $$0$$, and then look at each next value until it finds the value $$3$$, thus making four comparisons.

But what about all of the other infinite number of integers that we could have looked for? Let's try the value $$6$$. The algorithm will first check $$6$$ against $$0$$, $$1$$, $$2$$, $$3$$, $$4$$, and $$5$$ until it halts without finding the value and thus makes six comparisons.

From this we can draw that the algorithm will make a number of comparisons equal to the input size, $$n$$, and thus is $$O\left(n\right)$$.

Analysis of Binary Search
The binary search algorithm is more efficient than the previously mentioned linear search algorithm, but harder to analyse.

Let's take the same set as we did last time $$S=\left\{0,1,2,3,4,5\right\}$$. This time we will search for the value $$1$$. The binary search algorithm divided the set into two equally-sized sets, or almost equally-sized if the set has an odd number of elements, and by looking to the left of the centre (even sized), or the centre value (odd sized) determined which set to look further into. So, in our case, the binary search algorithm divides the set into the subsets $$S_{1}=\left\{0,1,2\right\}$$ and $$S_{2}=\left\{3,4,5\right\}$$. The centre of set $$S$$ was between the end of $$S_{1}$$ and $$S_{2}$$, so we have to compare our value to the end of $$S_{1}$$, $$2$$. $$1 < 2$$, so if $$1$$ exists in our ordered set $$S$$ it must be contained in $$S_{1}$$. We then compare one to the centre of $$S_{1}$$ and get that it is equal to it, and therefore exists in $$S$$.

That was only two comparisons, but what if we again take and search for a value which does not exists in $$S$$, $$6$$? We would compare to $$3$$, and then to $$4$$, and finally to $$5$$, without successfully finding $$6$$. This would give us a total of 3 comparisons. But what does it all mean? Let's look at the maximum number of comparisons needed for different input sizes:

The pattern that is shown here is that the greatest number of comparisons for a particular input is equal to $$\left\lceil\log_{2}\left(n\right)\right\rceil$$, or the greatest integer function of the binary logarithm of the input size. Generalised for very large input sizes, we get that the binary search algorithm is $$O\left(\log\left(n\right)\right)$$.

Activities

 * Take the quiz.
 * Write a paper detailing your deconstruction of the big O complexity of the bubble sort algorithm.


text:
Introduction to Complexity Theory/Time Complexity

Time complexity is the number of steps that it takes to solve a problem in relationship to the size of the input, and is represented using big O notation.

Complexity Classes
The concept of complexity classes helps us group problems according to the way in which the are solved. Complexity classes have a complex and ill-understood relationship amongst each other.

One type of time complexity class is DTIME (sometimes refered to as TIME), a complexity class that describes the computational time of a problem on a deterministic Turing machine. All complexity classes that are based around the concept of time complexity on a deterministic Turing machine may be defined in terms of this class.

Another type of time complexity class is the non-deterministic analogue of DTIME, NTIME. The relationship between these two classes is not fully understood.

Polynomial Time
The computational time of a problem that is solvable in polynomial time on a given Turing machine is referred to as polynomial time.

The time complexity on a given Turing machine is polynomial if it is $$O\left(n^{k}\right)$$ for any $$k \in \mathbb{N}$$.

Stated in terms of a Turing machine $$V$$, and a polynomial function $$P(n)$$ with input of size $$n$$, $$V$$ is said to be of a polynomial time complexity if it halts after at most $$P(n)$$ steps.

On a deterministic Turing machine this class is P and on a non-deterministic Turing machine it is NP. This means that if the previously defined Turing machine $$V$$ is a deterministic Turing machine of time complexity $$P(n)$$, then any language $$L$$ is said to be in P if it is equal to $$L(V)$$.

P and NP
P is a class of languages that are decidable in polynomial time on a deterministic single-tape Turing machine. It is some times referred to as PTIME, standing for Polynomial (D)TIME.

We can define P in terms of DTIME as such:

 * $$\mathcal{P} = \bigcup_{k \in \mathbb{N}}\mathcal{DTIME}\left(n^{k}\right)$$

NP, on the other hand, is a class of languages that are decidable in polynomial time on a non-deterministic Turing machine.

NP is usually defined in terms of deterministic turing machines as being the class of problems that are verifiable in deterministic polynomial time. This basically means that assuming that we know the correct path of states that the non-deterministic Turing machine takes, we can use a deterministic Turing machine to verify the answer in polynomial-time.

We can define NP in terms of NTIME as such:

 * $$\mathcal{NP} = \bigcup_{k \in \mathbb{N}}\mathcal{NTIME}\left(n^{k}\right)$$

Because we know that deterministic Turing machines are restricted types of non-deterministic Turing machines, we can say the P is a subset of NP. It is still not known whether it is a strict subset, but is assumed by many in the field.


text:
Introduction to Complexity Theory/Space Complexity and Savitch's Theorem

The space complexity of a problem describes the computational space needed to solve a particular problem on a particular Turing machine.

As with time complexity, for a constructible function $$f(n)$$ of the input length there exist two classes describing deterministic and non-deterministic space complexity, DSPACE(f(n)) and NSPACE(f(n)), respectively.

Savitch's Theorem
Savitch's theorem tells us that any problem that can be solved by a non-deterministic Turing machine in $$f\left(n\right)$$ space can also be solved by a deterministic Turing machine in the square of that space ($$f^{2}\left(n\right)$$), provided that $$f\left(n\right)$$ is of a greater or equal order than $$\log\left(n\right)$$.

In formulas:

 * If $$f\left(n\right) \in \Omega\left(\log\left(n\right)\right)$$, $$\mathcal{NSPACE}\left(f\left(n\right)\right) \subseteq \mathcal{DSPACE}\left(f^{2}\left(n\right)\right)$$

An immediate consequence that $$L$$, the class of decision problems solvable in deterministic logarithmic space and $$NL$$, the corresponding non-deterministic space class, are related as such:

 * $$NL \subseteq L^{2}$$

because logarithmic space is affected by power increases.

But what is the effect of this theorem on polynomial space?

 * $$\mathcal{PSPACE} = \bigcup_{k \in \mathbb{N}} \mathcal{DSPACE}\left(n^{k}\right)$$
 * $$\mathcal{NPSPACE} = \bigcup_{k \in \mathbb{N}} \mathcal{NSPACE}\left(n^{k}\right)$$
 * $$\forall k \in \mathbb{N}, f\left(n\right) = n^{k}

\therefore f\left(n\right) = O\left(f^{2}\left(n\right)\right)$$

and as a result of that

 * $$\mathcal{PSPACE} = \mathcal{NPSPACE}$$,

meaning that non-deterministic polynomial space does not give us an advantage in solving problems over deterministic polynomial space.


text:
Spanish: An Introduction/Hola

In this lesson, you will learn the basics of Spanish communication. Let's sample a conversation in English, and then in Spanish.

John: Hello. Mary: Hello, what's your birth name, sir? John: I am John, and yourself? Mary: I call myself Mary. John: If you can give me your number, I can call you Mary too. Mary: Five-five-five...

Juan: Hola. Maria: Hola ?Como se llama? Juan: Yo soy Juan, ?y usted? Maria: Me llamo Maria. Juan: Si tu puedes dime su numero de telefono, yo poderia llamarse Maria tambien. Maria: cinco-cinco-cinco...

title: Spanish: An Introduction/Hola


text: Template:Appreciative Inquiry Nav

title: Template:Appreciative Inquiry Nav


text:
Appreciative Inquiry/Orientation

"Appreciative Inquiry is about the coevolutionary search for the best in people, their organizations, and the relevant world around them. In its broadest focus, it involves systematic discovery of what gives “life” to a living system when it is most alive, most effective, and most constructively capable in economic, ecological, and human terms." (AI Commons)

The aim of this course is to provide a general introduction to AI for students of various fields requiring knowledge of organisational development.

title: Appreciative Inquiry/Orientation


text:
Appreciative Inquiry/Orientation/more

More orientation ...

title: Appreciative Inquiry/Orientation/more


text:
Appreciative Inquiry/Preparation

No pre-requisites, but it might be interesting to browse the AI Commons and/or see what Wikipedia has to say about AI.

title: Appreciative Inquiry/Preparation


text:
Appreciative Inquiry/Preparation/more

more recommended preparation ...

title: Appreciative Inquiry/Preparation/more


text: Appreciative Inquiry/Tips

title: Appreciative Inquiry/Tips


text:
Appreciative Inquiry/Tips/more

more hints for getting started ...

title: Appreciative Inquiry/Tips/more


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Appreciative Inquiry/Objectives

"Appreciative Inquiry (AI) is a way of being and seeing. It is both a worldview and a process for facilitating positive change in human systems, e.g., organizations, groups, and communities." (Center for Appreciative Inquiry)

Learn how to facilitate organisational development and transformation in a way which taps into the life force of the system and grows the positive creative energy of the individuals and groups within it.

Delve into the theoretical underpinnings of AI including social constructionism and grounded theory.

title: Appreciative Inquiry/Objectives


text:
Appreciative Inquiry/Objectives/more

more about the personal growth opportunities associated with appreciative inquiry ...

title: Appreciative Inquiry/Objectives/more


text:
Appreciative Inquiry/Guidance

 * Learn by doing
 * Start with the AI commons.

title: Appreciative Inquiry/Guidance


text:
Appreciative Inquiry/Guidance/more

More guidance on learning about AI ...

title: Appreciative Inquiry/Guidance/more


text:
Appreciative Inquiry/Go

Try the Activities.

title: Appreciative Inquiry/Go


text:
Appreciative Inquiry/Go/more

Additional/alternative next steps and learning pathways ...

title: Appreciative Inquiry/Go/more


text:
Appreciative Inquiry/Activities

Learn by doing ... learning activities ...

title: Appreciative Inquiry/Activities


text:
Appreciative Inquiry/Resources

 * AI Commons
 * Center for Appreciative Inquiry

Books etc.

 * Locating the energy for change: An introduction to appreciative inquiry

title: Appreciative Inquiry/Resources


text:
Appreciative Inquiry/Community

 * AI Commons

title: Appreciative Inquiry/Community


text:
Appreciative Inquiry/Links

...

Courses using/referring to this module

 * Student Social Entrepreneurship

title: Appreciative Inquiry/Links


text:
User talk:Wuzhi3495

 Hello Wuzhi3495, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juandev 06:08, 5 January 2009 (UTC)

Chew95
Hello, I have deleted this page as a test. It was linked from Waves in composites and metamaterials/Point sources and EM vector potentials and as Banerjee stated it was mentioned just like a references (see: ).--Juandev 06:08, 5 January 2009 (UTC)

title: User talk:Wuzhi3495


text:
Java Programming/Help

This is the help page for Introduction to Programming in Java. Please feel free to post questions here. It is recommended that each new topic should be in it's own section. A new topic may be started with a pair of double equal-sign characters like so:

This is the title of my topic
My question goes here.

Please start new topics below this line.

title: Java Programming/Help


title: File:341ops05b.png


text:
User:Walkerma/Sandbox

2. Which of the following reactions would be the fastest?
Choose your answer, then save it.

title: User:Walkerma/Sandbox


text:
User:Walkerma/Sandbox2

This is a comparison of leaving groups. Remember that although F is the most electronegative leaving group, it is also the least polarizable and it forms the strongest bond to carbon. Which halogen would be expected to be the most polarizable, with the weakest bond to carbon?

Return to User:Walkerma/Sandbox1

title: User:Walkerma/Sandbox2


text:
User:Walkerma/Sandbox3

Correct!

Iodine is the largest, and therefore the most polarizable leaving group; it also forms the weakest bond to carbon. Both of these factors override any effect of electronegativity, and make iodine the best leaving group out of the four common halogens.

Go to the next question.

title: User:Walkerma/Sandbox3


text:
User talk:Xrdnoya

 Hello Xrdnoya, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juandev 06:59, 5 January 2009 (UTC)

title: User talk:Xrdnoya


text:
User talk:Guptadeepak~enwikiversity

 Hello Guptadeepak, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juandev 06:59, 5 January 2009 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Guptadeepak. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Guptadeepak~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:33, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:10, 19 April 2015 (UTC)

title: User talk:Guptadeepak~enwikiversity


text:
User talk:Arizavi~enwikiversity

 Hello Arizavi, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juandev 07:01, 5 January 2009 (UTC)

Your account will be renamed
Hello,

The developer team at Wikimedia is making some changes to how accounts work, as part of our on-going efforts to provide new and better tools for our users like cross-wiki notifications. These changes will mean you have the same account name everywhere. This will let us give you new features that will help you edit and discuss better, and allow more flexible user permissions for tools. One of the side-effects of this is that user accounts will now have to be unique across all 900 Wikimedia wikis. See the announcement for more information.

Unfortunately, your account clashes with another account also called Arizavi. To make sure that both of you can use all Wikimedia projects in future, we have reserved the name Arizavi~enwikiversity that only you will have. If you like it, you don't have to do anything. If you do not like it, you can pick out a different name.

Your account will still work as before, and you will be credited for all your edits made so far, but you will have to use the new account name when you log in.

Sorry for the inconvenience.

Yours, Keegan Peterzell Community Liaison, Wikimedia Foundation 23:28, 17 March 2015 (UTC)

Renamed
 This account has been renamed as part of single-user login finalisation. If you own this account you can |log in using your previous username and password for more information. If you do not like this account's new name, you can choose your own using this form after logging in: . -- Keegan (WMF) (talk) 06:03, 19 April 2015 (UTC)

title: User talk:Arizavi~enwikiversity


title: User:Walkerma/Sandbox1


title: File:341ops05a.png


text:
User:Hrma613

Hongru Ma from Shanghai Jiao Tong University.

 * /物理学习

title: User:Hrma613


text: User:EShizzle

title: User:EShizzle


text:
User:Monty7

A soon to be userpage.

I can be reached at monty.swanepoel@gmail.com --Monty7 13:25, 5 January 2009 (UTC)

title: User:Monty7


text:
Talk:Assistant teacher program for asylum seekers

abgeordnetenwatch.de
http://www.abgeordnetenwatch.de/heidemarie_wieczorek_zeul-650-5537--f159099.html#frage159099


text:
User:Slojzer

Hello, My name is SLojzer. I live in Ontario, Canada.

title: User:Slojzer


text:
User:Riteshpatel 2008

Hi this is ritesh patel

title: User:Riteshpatel 2008


text:
Social entrepreneurship/Evaluation Framework/Dialogue Mapping

A course on dialogue mapping ...

Resources

 * Conklin, J. 2006. Dialogue Mapping. John Wiley & Sons, West Sussex.


text:
ATP mentor training/Tell me what I need to know/handout/Xenolinguistics

Secret languages
The secret languages described here are meant to be used for children and teenagers in an entertaining and educational context and similarities with any specific language used or described elsewhere should be expected to be limited.

Aspects of opinion
"Aspects of opinion" is a language dialect where the speaker communicates aspects of his own perspective and opinion by mixing the aspects into, possibly utterly unrelated, details of what is communicated. One could say that "aspects of opinion" is an alien dialect that mirrors an observed behavior but with the exaggerated effect that the aspects of opinion appear in unexpected and possibly inconvenient pieces of a conversation; it could be interpreted as asking the other party to cease doing just that: mixing inappropriate pieces of opinion into communication that should be factual. Aspects may, but are not strictly required to, appear in a way that is likely to cause the listener to consider the aspect a reference to an aspect of opinion instead of accurate reporting.

Abstract examples:
 * If A thought B (or sb. else) should not be doing sth. an arbitrary negation aspect might be added to a random statement made by A. The negation aspect could appear as an inversion of time flow (a process is reversed), an inversion of direction or an inversion of an aspect into a somehow opposing aspect.
 * If A thought B (or sb. else) was not acting appropriately towards C the inappropriate aspect might be ascribed to others (including an adjustment of perspective, effects and consequences) or reproduced by A (possibly with exaggeration), giving rise to the mirror behavior that is at the same time the foundation of the language, or A might request B to reproduce aspects of behavior towards C2.
 * If A thought B (or sb. else) should change a behavior the behavior might be mirrored (possibly with exaggeration) or ascribed to others (possibly with exaggeration).
 * If A thought C was not acting appropriately or was not tolerated A might ask B to repeat (an aspect of) behavior of C in order to verify if said behavior appeared acceptable to B or to make B understand the perspective and motivation of C.

Exercises:

Questions:

Alien ecology
The "alien ecology" dialect assumes the perspective that an alien ecology is growing on human communication. The "alien ecology" is an ecology of behavior patterns that can grow and reproduce themselves like an alien ecology, if left unchallenged. The means of propagation are psychological effects like unreflected imitation and psychological reactance but the behavior patterns can have almost any complexity or relevance and affect areas of life one could expect to be controlled by reason. The implication here is that the "alien ecology" is brought forth through the absence of higher-order volitions, metacognition and collective intelligence (and probably the presence of an alien-nation somewhere) and functions like another ecology or civilization, competing with proper civilization. The implication means that no person can be seen as an alien but that everybody can contribute to the "alien ecology" through absentmindedness or general lack of higher-order volitions, metacognition or collective intelligence. The alien ecology is also mentioned in the Parent Education Course Writer's Guide at Wikibooks.

Exercises:
 * Explain and discuss the psychological effects that allow detrimental behavior patterns to spread.
 * Discuss whether this language is actually a language.
 * Discuss the means of defense against the "alien ecology".

Questions:

Conservation law (contradiction)
The "conservation law" dialect requires that for every statement or fragment of a complex statement an opposing statement is made that contradicts the first statement. The language does not communicate sufficient information alone but requires the listener to notice contradictions and to make informed and intelligent choices. A special emphasis is that for motivations provided to a listener contradictory motivations may be provided; the speaker has to consider what motivations the listener may derive from a given statement. Contradictory motivations can lead to "questions" like: Do you solve problems by ignoring them or do you create problems by trying to solve them? Contradictory motivations are suitable to cause discord, unless challenged. Teenagers easily find a motivation to fool around, the language could be seen to provide the "missing" motivations for adults.

Background story: A group of radical information space environmentalists (R.I.S.E.) of the future (or an alien civilization) have been convinced that the space of remaining problems is being depleted by irresponsible problem solving and, in an appropriately thoughtless response, have decided to preserve problems for everybody.

Exercises:

Questions:

Lingua Antica
The "Lingua Antica" is the language of anti-patterns and implausible solutions. Speakers of the language prefer to explain how they would not solve a problem, because the best practice is trivial and therefore not considered worth mentioning (if you are sufficiently intelligent - and who isn't sufficiently intelligent isn't worth mentioning either). The language can be seen as a warning against being a wise guy. Speakers of the language like to reproduce and to adapt to their context the cognitive biases and logical fallacies of their listeners instead of explaining them. A pun is that when you are in antiquity implausible solutions are tolerable, because the more plausible solutions haven't been invented yet, but for a time-travelling visitor from the future "antiquity" can include today.

Exercises:
 * Find examples of anti-patterns and implausible solutions.
 * Discuss examples of cognitive biases and logical fallacies.

Questions:

Metaphor
The "metaphor" dialect uses vague analogies and allusions instead of precise wording. The listener is generally expected to understand analogies and allusions; the speaker does not have to make sure that the listener knows what is being referred to. This feature of the language could be seen as a motivation for a broad education. Speakers may feel obliged to elaborate if the listener shows himself an inclination to educate others. This feature could be seen as a motivation to become a teacher. The language can be combined with conservation law (contradiction)@conservation law to form a language of contradictory metaphors.

Exercises:

Questions:

Lingua Arbor
The "Lingua Arbor" is literally the "language of the trees". The language requires the speaker to communicate work instructions or whole decision trees because the listener cannot in general be expected to generate reliable decision trees himself. The listener is in general expected to believe what he is told. The language may frequently lead to false dilemmas, when the speaker didn't bother to mention all available options or the listener failed to interpolate intermediate options from a range of available options.

Background story: The language is supposedly spoken by a species of trees and by tiny robots.

Exercises:

Questions:

Complement
The "complement" dialect is the language of meaningless associations. Alien speakers have been known to communicate in this language to unsuspecting listeners who had merely failed to reject one too many meaningless associations or who had subjected others to "complement".

Background story: The language has been associated with some TV programs and stimulus satiation.

Exercises:
 * Discuss media literacy as a defense against "complement".

Lingua Discordia
The "Lingua Discordia" is a dialect that serves the purpose to cause discord. It can appear as a variant of conservation law (contradiction)@conservation law or metaphor@undefined but serves the additional purpose to put blame on somebody or to make two parties disagree or talk at cross purposes, which is the opposite of mediation and could be seen as providing opportunity for mediation.

Exercises:

Questions:

Ambiguous
The "ambiguous" dialect simply requires every statement that is made to be ambiguous, otherwise the statement is invalid. The dialect does not require statements to be factually correct or consistent with other statements, though statements should touch aspects of topics the listener may consider interesting to maintain the vague semblance of an actual language. The "ambiguous" dialect would be more appropriately described as a linguistic game, like Scrabble. The dialect can easily be combined with most other dialects.

Exercises:

Questions:

Language of collective intelligence
In the "language of collective intelligence" all members of a group can be referred to as "you". An example for the school environment is: You (teacher) teach yourself (pupil) but you (assistant teacher) have to motivate and to control yourself (pupil). The language can make statements about the categorical imperative and related statements very trivial.

Background story: While teaching collective intelligence is a commendable end it can be taken too far, as in the paradox of the man who is his own mother ("Your mother is also you.") A recurring joke is that when all people are "you" then everybody might accidentally mean the same person, which is where visiting old people in the retirement home can go too far: 20.000 visitors a day is too much for an elderly person. St._Peter%27s_Basilica

Exercises:

Questions:

Lingua Universalis
The "Lingua Universalis" is not actually a language but just means "learning from experience", possibly from experiences that have been constructed by a teacher to convey a specific meaning. In an educational sense it can be interpreted as a reference to experiential education and also to scientific methodology as a means to "understand the message/meaning of the universe". Any intention to make somebody experience a detrimental situation as a means of retribution is considered a part of the alien ecology@undefined instead.

Background story: Alien speakers sometimes mistake the "Lingua Universalis" for a universal language (possibly for lack of an universal translator, which is impossible because good translation would require artificial intelligence and artificial intelligences hold strong views about being locked away in a mobile phone. Critics say this only shows that aliens haven't understood the different connotations of artificial intelligence and haven't understood the use of mobile phones either).

Exercises:

Questions:
 * What are the ethical limitations of the "Lingua Universalis"? Why is it not generally useful (is not a universal language)?
 * What are the ethical limitations of the "Lingua Universalis"? Why is it not generally useful (is not a universal language)?

Propaganda
The "propaganda" dialect is a dialect that generally assumes that propaganda is beneficial for many, so the interests of the individual must be less imporant, hence it is in order to make use of people to spread propaganda. Propaganda statements generally prefer the intended interpretation over facts, so facts are altered or replaced with what is a suitable propaganda statement, which may include motivation for individuals to act according to intended interpretations. The "propaganda" dialect may allude to the general nature of statements by attributing events, circumstances or properties to people or locations whose names amusingly correspond to the statements (like "John Q. Public").

Exercises:
 * Discuss the reasoning why it is supposed to be in order to make use of people to spread propaganda.
 * Discuss the reasoning why it is supposed to be in order to make use of people to spread propaganda.


text:
ATP mentor training/Tell me what I need to know/handout/Xenolinguistics/general use

Discuss the effects of the general use of the language on an alien society.


text:
ATP mentor training/Tell me what I need to know/handout/Xenolinguistics/educators

Discuss the effects of the use of the language by educators.


text:
ATP mentor training/Tell me what I need to know/handout/Xenolinguistics/extensibility

Can authors extend this language and how? What can be learned from extending the language?


text:
ATP mentor training/Tell me what I need to know/handout/Xenolinguistics/areas

In which areas should the language be analyzed? (psychology, intercultural competence, practical philosophy, linguistics, astrosociobiology)


text:
User talk:Stevenarntson/English Composition/collage

A Generic Word Portrait, Somewhat in the Style of Gertrude Stein
This one was one who was this one. This one was this one, this one, who was exactly this. Who was this one? This one was this, and this one was one. This one, just one--not this one, but just one. This one who was this one was also just one. This one was one of one, and this one was just one of almost seven billion. Of one and one and one, and one and one and one, and one and one and almost seven billion, this one was just one.

But as just one, this one was also just this one. This one was just and this one was this, both just and this--one both this and just and this one was very particular, because, as just and this both, this one was not that one.

This one was this one and not that one, though that one and this one were were both always just one--evermore this and just but never that. That one also is this one to that one. That one, then,is this one, and not that one, because this one is that one, though this one is this one, this one is that one to that one. As this one is this one to that one, and that one is this one to that one, so this one is not that one, nor is that one that one to that one. So this one is not that one, nor that one that one--such that no one can be anyone, but everyone is always everyone. Stevenarntson

Abbott and Costello
It's a bit like "who's on first"!


text:
User talk:Mathsfolk

 Hello Mathsfolk, and welcome to Wikiversity! If you need help, feel free to visit my talk page, or contact us and ask questions. After you leave a comment on a talk page, remember to sign and date; it helps everyone follow the threads of the discussion. The signature icon in the edit window makes it simple. To get started, you may

 * Take a guided tour and learn to edit.
 * Visit a (kind of) random project.
 * Browse Wikiversity, or visit a portal corresponding to your educational level: pre-school, primary, secondary, tertiary, non-formal education.
 * Find out about research activities on Wikiversity.

 * Read an introduction for teachers and find out how to write an educational resource for Wikiversity.
 * Give feedback about your initial observations
 * Discuss Wikiversity issues or ask questions at the colloquium.
 * Chat with other Wikiversitans on #wikiversity-en.

And don't forget to explore Wikiversity with the links to your left. Be bold to contribute and to experiment with the sandbox or your userpage, and see you around Wikiversity! --Juandev 20:47, 5 January 2009 (UTC)

title: User talk:Mathsfolk


text: User:Fakefish~enwikiversity

title: User:Fakefish~enwikiversity


text: User:Fakefish~enwikiversity/Spanish

title: User:Fakefish~enwikiversity/Spanish


text: User:KTucker/Outcome mapping Nav

title: User:KTucker/Outcome mapping Nav


text:
Outcome mapping/Activities

Background Reading
Start by exploring the Resources, surf the web, ... and then add some activities here for fellow learners to follow in your footsteps, or to explore alternative pathways ...

Learn by Doing
Apply Outcome Mapping in you project, share your thoughts and outputs during the process, write up the results and share your case study on the Case Studies page.

title: Outcome mapping/Activities


text:
Outcome mapping/Resources

Background Introductory Reading

 * Outcome Mapping Learning Community, and for a quick overview:
 * Brochure on Outcome Mapping: The Challenges of Assessing Development Impacts.

Case Studies
See the Case Studies page for a list.

title: Outcome mapping/Resources


text:
Outcome mapping/Community

Feel free to take this over with a few friends and grow a WikiEducator community around outcome mapping.

title: Outcome mapping/Community


text:
Outcome mapping/Links

Courses which use or refer to this module

 * Social Entrepreneurship
 * Valuation
 * Evaluation Framework for Student Social Entrepreneurship

title: Outcome mapping/Links


text:
Outcome mapping/Orientation

This course started as a module of the SSE curriculum under Valuation. Feel free to expand it to become a comprehensive module on Outcome Mapping for more general purposes.

title: Outcome mapping/Orientation


text:
Outcome mapping/Orientation/more

... more orientation on outcome mapping ...

title: Outcome mapping/Orientation/more


text:
Outcome mapping/Preparation

Take a look at the Resources pages and find introductory readings.

title: Outcome mapping/Preparation


text:
Outcome mapping/Preparation/more

additional preparation notes ...

title: Outcome mapping/Preparation/more


text: Outcome mapping/Tips

title: Outcome mapping/Tips


text:
Outcome mapping/Tips/more

... more tips for getting started with Outcome Mapping ...

title: Outcome mapping/Tips/more


text:
Outcome mapping/Objectives

 * Get up to speed with current thinking on programme development methodology
 * Learn about one the most effective approaches available, and
 * acquire the facilitation and other skills to participate meaningfully in development programmes which use the approach.

title: Outcome mapping/Objectives


text:
Outcome mapping/Guidance

 * Read about Outcome Mapping
 * Discuss it with peers and experts
 * Participate in workshops
 * Co-facilitate
 * Record your learning.

title: Outcome mapping/Guidance


text:
Outcome mapping/Guidance/more

more guidance on learning about Outcome Mapping ...

title: Outcome mapping/Guidance/more


text:
Outcome mapping/Objectives/more

... more on the growth opportunities associated with Outcome Mapping ...

title: Outcome mapping/Objectives/more


text:
Outcome mapping/Go

Start with the learning Activities ...

title: Outcome mapping/Go


text:
Outcome mapping/Go/more

Additional/alternative first steps and alternative learning pathways ...

title: Outcome mapping/Go/more


text:
Outcome mapping/Case Studies

 * Student Social Entrepreneurship.

title: Outcome mapping/Case Studies