http://wikis.evergreen.edu/civicintelligence/api.php?action=feedcontributions&user=Rogjoh26&feedformat=atomcivicintelligence - User contributions [en]2024-03-28T20:50:53ZUser contributionsMediaWiki 1.26.3http://wikis.evergreen.edu/civicintelligence/index.php?title=Main_Page&diff=5383Main Page2015-11-30T18:24:47Z<p>Rogjoh26: </p>
<hr />
<div>__NOTOC__<br />
<br />
=== Civic Intelligence Research and Action Laboratory (CIRAL) ===<br />
<br />
This page is a meta-table of contents that points to the ongoing work at Evergreen to understand and develop civic intelligence. The site is an archive of past program's studies in the field of civic intelligence as well as a collaborative space for students and other participants. <br />
<br />
If you're new to wiki formatting and markup please look through the wiki editing resources below. Creating a personal profile in the [[participant profiles | profiles section]] is a good way to get your feet wet and for others to learn a little about you.<br />
<br />
'''The [[Main Page.2012-02-03 | previous main page]] has been moved.'''<br />
<br />
----<br />
<br />
===[[Civic Intelligence Open Text Book]]===<br />
<br />
----<br />
<br />
===[[Pattern Language Seeds and Suggestions]]===<br />
<br />
----<br />
===[[Anti Pattern Project]]===<br />
<br />
=== [[Anti Patterns | Anti Pattern Candidates]] === <br />
at the very least I'd like to see a list of anti pattern candidates here!<br />
<br />
===[[Anti Patterns on one page | Anti Patterns Book (draft)]]===<br />
<br />
=== [[Task Clusters | Student Task Clusters]] ===<br />
=== [[New/Current Work]] ===<br />
=== [[CIRAL Database]] ===<br />
=== [[FAQ | CIRAL FAQ]] ===<br />
=== [[Reviews to Review]] ===<br />
<br />
----<br />
<br />
[http://www.facebook.com/groups/CIRAL/ CIRAL on Facebook] Check it out!<br />
<br />
CIRAL Email Listserv: CIRAL@GoogleGroups.com<br />
<br />
----<br />
<br />
=== Spring 2013 ===<br />
<br />
[[Digital Resources Project]]<br />
<br />
=== Spring 2012 ===<br />
<br />
*[[Open Text Book Project | Open Text Book Project FAQ]]<br />
*[[Spring 2012 CIRAL Development Group Project]]<br />
*[[Remarks in Reed, Purce, Schuler panel on citizen engagement]]<br />
*[[Ciral 2.0]]<br />
*[[The work of the 2012 Student Think Tank | The work of the Spring 2012 Student Think Tank]]<br />
*[[CIRAL Processes | Schematic of CIRAL processes]] <br />
*[[Learning Modules | Civic Intelligence Learning Modules]]<br />
*[[Home Office Learning Modules | Home Office Learning Modules]]<br />
*[[Home Office]] - put your class feedback here!<br />
*[[Main Presentation | CIRAL Overview]]<br />
*[[CIRAL Pattern Language | CIRAL Pattern Language]]<br />
*[[Handbook | CIRAL Handbook]]<br />
*[[Objectives]]<br />
*[[Pick List | Current CIRAL Tasks]]<br />
*[[Suggestion Box | Suggestion Box]]<br />
*[[Participant profiles | Who We Are]]<br />
<br />
=== Evergreen Centers, Programs, and Contracts ===<br />
<br />
* [http://www.evergreen.edu/communitybasedlearning/ The Center for Community-Based Learning and Action at Evergreen]<br />
<br />
* Winter 2012 &mdash; Civic Intelligence and Collective Action<br />
<br />
* Fall 2011 &mdash; Patterns of Intelligence: Beyond the Individual<br />
<br />
**[[CIRAL Group Project]] - This has a lot of work in developing CIRAL<br />
**[[Brainstorm Communication Strategy]]<br />
**[[Case Studies]]<br />
**[[Community Inquiries]]<br />
**[[Measures for Collective Intelligence]]<br />
**[[Thoughts on Seeing and Knowing]]<br />
**[[Thoughts on Why David Sometimes Wins]]<br />
**[[Thoughts on Street Science]]<br />
**[[Fall 2011 Main | Archive of Fall 2011 pages]]<br />
<br />
* Spring 2011 &mdash; Civic Intelligence: Theory and Practice<br />
**[[Game Projects | Civic Intelligence Games]]<br />
**[[Proposed Examples of Civic Intelligence | Examples of Civic Intelligence]]<br />
**[[Learning about Civic Intelligence]]<br />
**[[Big Questions]] <br />
**[[Little Questions | All other questions about civic intelligence.]]<br />
**[[Recommended Content | What belongs in the book?]]<br />
**[[Glossary | Terms]]<br />
**[[References]]<br />
**[[old Main Page | Archive of Spring 2011 pages]]<br />
<br />
<br />
=== Civic Intelligence ===<br />
*[[Civic Intelligence Applied! |Workshops and Games]]<br />
*[[Learning Modules | Civic Intelligence Learning Modules]]<br />
*[[Book Project | Main Civic Intelligence Open Book Project page]] (this page is no longer the main page to the OTB project)<br />
**[[Book Table of Contents]]<br />
*[[Organizations and Movements | Organizations and other efforts that address civic intelligence]]<br />
*[[Films | Films that address civic intelligence]]<br />
*[[Glossary | Civic Intelligence Glossary]]<br />
* [[People | Notable People Associated With Civic Intelligence]]<br />
<br />
=== Resources===<br />
<br />
* Wiki Editing<br />
**[[Help:Contents| help files]]<br />
**[http://upload.wikimedia.org/wikipedia/meta/e/e7/MediaWikiRefCard.png quick reference guide]<br />
**[http://en.wikipedia.org/wiki/Help:Wiki_markup ''Wiki Editing Cheat Sheet'']<br />
**[http://vimeo.com/user1222017/basic-wiki-editing Basic Wiki Editing Video Tutorial]<br />
<br />
<br />
*[[Test Page]] - Try out text entry, formatting, images, etc., it won't matter if you mess up!<br />
<br />
*[http://www.imtm-iaw.rub.de/imperia/md/content/seeme/seeme_in_a_nutshell.pdf Full SeeMe Documentation]<br />
<br />
*Pattern Card Links<br />
**[http://publicsphereproject.org/sites/default/files/001-136.small_.pdf PDF of all 136 pattern cards]<br />
<br />
*Patterns<br />
**[http://www.publicsphereproject.org/patterns/lv Liberating Voices patterns] (access to full pattern text)<br />
<br />
===Miscellaneous===<br />
<br />
* Videos<br />
**[http://www.youtube.com/watch?v=q7JRiIXP30U&feature=plcp&context=C3b097e6UDOEgsToPDskL8ZVajiQbDPa9SL7ImhS7n Civilization by John Baldridge]<br />
<br />
* [http://webcontentwarehouse.com Index]<br />
<br />
----<br />
----</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=CIRAL_Pattern_Language&diff=5382CIRAL Pattern Language2015-11-30T18:11:13Z<p>Rogjoh26: /* Relationships (CIRAL & others) */</p>
<hr />
<div>==Preface==<br />
This list contains patterns in various stages of completion -- all the way from just a title to a pattern in the Liberating Voices book. The idea is to use these patterns as an organizing strategy. The patterns, essentially, would form a “master plan” similar to that used by the University of Oregon. One of the most important aspects of the patterns, required by the project (we hypothesize) is the use of various facets. A preliminary list of these facets includes: Status (basically whether it’s adopted, preliminarily adopted, etc.), phase of life-cycle, category (perhaps), and other contextual information (e.g. used for home office).<br />
<br />
==Philosophy and Perspective==<br />
<br />
==== [http://www.publicsphereproject.org/content/civic-intelligence-1 Civic Intelligence] (1) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/design-stance Design Stance] (44) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/open-action-and-research-network Open Action and Research Network] (45) ====<br />
<br />
==== Ecosystem of Efforts (proposed) ====<br />
''Evergreen (and the community “outside” of Evergreen) engage in many activities that demonstrate and promote civic intelligence: we must think of CIRAL as a symbiotic entity that strives to support other groups with similar objectives by encouraging the use of their facilities and services while developing facilities and services that others can use.''<br />
<br />
==== [http://www.publicsphereproject.org/content/experimental-school Experimental School] (89) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/opportunity-spaces Opportunity Spaces] (33) ====<br />
<br />
==Community (CIRAL / internal)==<br />
<br />
====Inclusivity (proposed) ==== <br />
''We are consciously opening up participation for Evergreen students, Evergreen faculty and staff, as well as community members and students around the world.''<br />
<br />
==== [http://www.publicsphereproject.org/content/thinking-communities Thinking Communities] (118) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/self-designed-development Self-Designed Development] (106) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/appreciative-collaboration Appreciative Collaboration] (99) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/shared-vision Shared Vision] (101) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/collective-decision-making Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/memory-and-responsibility Memory and Responsibility] (11) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/teaching-transgress-0 Teaching to Transgress] (20) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/education-and-values Education and Values] (17) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/sustainable-design-1 Sustainable Design] (22) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/participatory-design Participatory Design] (36) ====<br />
<br />
==Capacity (CIRAL and beyond)==<br />
==== [[Capacity Bootstrapping]] (proposed) ====<br />
''Our capacity will always (of course) be finite. But we can build on what we have and increase it gradually over time through reflection, experiment, experience, dedication and creativity.'' <br />
<br />
==== [http://www.publicsphereproject.org/content/strategic-capacity Strategic Capacity] (34) ====<br />
<br />
==== [[Leadership Development]] (proposed)====<br />
''Leadership, much as the ability to support or follow, is of value and has rights and responsibilities. While we believe that everyone can -- and should -- lead, we believe that leadership skills can be improved through practice and reflection.''<br />
<br />
==== [[Metacognition]] (proposed) ====<br />
''We improve our thinking by thinking about it and by changing it as necessary.''<br />
<br />
==== [[Asset Mapping]] (proposed) ====<br />
''How can we work together if don’t know what we have to work with? This applies to our work within CIRAL and to our collaborations with the community.'' <br />
<br />
==== [[Research and Reflection]] (proposed)====<br />
<br />
==== [[In-House Projects]] (proposed)====<br />
''Our in-house projects can increase our ability to work on collaborative ones with the community.''<br />
<br />
==== [[Marketing]] (proposed) ====<br />
''While we refuse to engage in the less savory aspects of marketing, we fail if we don’t do our marketing properly.''<br />
<br />
==== [[Institutional Memory]] (proposed)====<br />
''Done thoughtfully today, CIRAL participants in the future can easily obtain the information they’ll need tomorrow. “Smart memory” development promotes “smart information retrieval” ''<br />
<br />
==== [http://www.publicsphereproject.org/content/open-access-scholarly-publishing Open Access Scholarly Publishing] (76) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/online-community-service-engine Online Community Service Engine] (62) ====<br />
<br />
==== http://www.publicsphereproject.org/content/document-centered-discussion Document Centered Discussion] (92) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/accessibility-online-information Accessibility of Online Information] (75) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/online-deliberation-7 Online Deliberation] (52)====<br />
<br />
==== Removing Barriers to Participation (proposed) ====<br />
<br />
== Structure, Policy, and Procedures==<br />
<br />
==== [[Pattern Language Master Plan]] (proposed)====<br />
''A pattern language has the potential to represent our shared vision from launching the CIRAL project to its development and maintenance and beyond.''<br />
<br />
==== [[Focus and Activity Clusters]] (proposed)====<br />
''The simplest way to bring people together is around common interest and projects. We’re calling them clusters and how they form, act, and are evaluated may change over time.''<br />
<br />
==== [[Ground Rules]] (proposed)====<br />
''These include the guidelines we’ll use for the Lab and the ones that we’ll use when working with the community. It also must include the ones that Evergreen introduces, such as those about “human subjects”, privacy, research, and intellectual property – among others.''<br />
<br />
==== [[Collaborative Scheduling | Collaborative Scheduling / Default Meetings]] (proposed)====<br />
''Our meetings don’t have to be the same every time but they don’t have to be different either: 30 minutes for faculty time then 60 for student time -- unless we decide differently.''<br />
<br />
==== [[Dynamic Leadership]] (proposed)====<br />
''Dynamic Leadership We recognize the roles of leadership while acknowledging that leadership must not be absolute or persistent: thus dynamic leadership is needed in which leadership changes and evolves.''<br />
<br />
==== [[Document Template]] (proposed) ====<br />
''If we think through what types of information we’ll need, we can design templates that provide a similar look and feel for the lab. It will also make our retrieval job easier.''<br />
<br />
==== [http://www.publicsphereproject.org/content/service-learning Service Learning] (90) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/citizenship-schools Citizenship Schools] (96) ====<br />
<br />
==Projects==<br />
==== [[Project Life Cycle]] (proposed) ====<br />
''As with other things that are created or that otherwise live, projects have life cycles. The fact that different things are done during different phases of life informs our project work. Research and Reflection Because this is a research – as well as action – project, the research (and reflection) aspect of it must always be present''.<br />
<br />
==== [[Generic Task List]] (proposed)====<br />
''In addition to specific tasks we should always maintain a list of generic tasks so that people can feel secure that they’re contributing even when guidance is unclear or unavailable.''<br />
<br />
==== [http://www.publicsphereproject.org/content/online-community-service-engine Online Community Service Engine] (62) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/future-design Future Design] (88) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/open-source-search-technology Open Source Search Technology] (125) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/intermediate-technologies Intermediate Technologies] (57) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/cyberpower Cyberpower] (25) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/indicators-0 Indicators] (29) ====<br />
<br />
==== [[Diverse Portfolio]] (proposed)====<br />
''A diverse portfolio helps provide evidence for comparative research. It also raises that chance that there is something for <br />
everybody. Diversity of size, approach, duration, focus, etc.''<br />
<br />
==Relationships (CIRAL & others)==<br />
==== [[Partnership Life Cycle]] (proposed) ====<br />
''Like any relationship, from dating to scientific collaboration, there is a natural life cycle. To the extent that we acknowledge this, the higher the likelihood that we are successful.''<br />
<br />
==== [[Liaisons]] (proposed)====<br />
''Rather than have nobody or everybody talking to nobody or everybody, we appoint -- at least informally -- liaisons, who, as part of their job, carry information back and forth between groups.''<br />
<br />
==== [[Covenants]] (proposed) ====<br />
''Covenants help codify the relationships of the various participants including rights and obligations.'' <br />
<br />
==== [http://www.publicsphereproject.org/content/collective-decision-making Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/transforming-institutions Transforming Institutions] (19) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/social-dominance-attenuation Social Dominance Attenuation] (4) ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=CIRAL_Pattern_Language&diff=5381CIRAL Pattern Language2015-11-30T18:09:37Z<p>Rogjoh26: /* Projects */</p>
<hr />
<div>==Preface==<br />
This list contains patterns in various stages of completion -- all the way from just a title to a pattern in the Liberating Voices book. The idea is to use these patterns as an organizing strategy. The patterns, essentially, would form a “master plan” similar to that used by the University of Oregon. One of the most important aspects of the patterns, required by the project (we hypothesize) is the use of various facets. A preliminary list of these facets includes: Status (basically whether it’s adopted, preliminarily adopted, etc.), phase of life-cycle, category (perhaps), and other contextual information (e.g. used for home office).<br />
<br />
==Philosophy and Perspective==<br />
<br />
==== [http://www.publicsphereproject.org/content/civic-intelligence-1 Civic Intelligence] (1) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/design-stance Design Stance] (44) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/open-action-and-research-network Open Action and Research Network] (45) ====<br />
<br />
==== Ecosystem of Efforts (proposed) ====<br />
''Evergreen (and the community “outside” of Evergreen) engage in many activities that demonstrate and promote civic intelligence: we must think of CIRAL as a symbiotic entity that strives to support other groups with similar objectives by encouraging the use of their facilities and services while developing facilities and services that others can use.''<br />
<br />
==== [http://www.publicsphereproject.org/content/experimental-school Experimental School] (89) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/opportunity-spaces Opportunity Spaces] (33) ====<br />
<br />
==Community (CIRAL / internal)==<br />
<br />
====Inclusivity (proposed) ==== <br />
''We are consciously opening up participation for Evergreen students, Evergreen faculty and staff, as well as community members and students around the world.''<br />
<br />
==== [http://www.publicsphereproject.org/content/thinking-communities Thinking Communities] (118) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/self-designed-development Self-Designed Development] (106) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/appreciative-collaboration Appreciative Collaboration] (99) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/shared-vision Shared Vision] (101) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/collective-decision-making Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/memory-and-responsibility Memory and Responsibility] (11) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/teaching-transgress-0 Teaching to Transgress] (20) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/education-and-values Education and Values] (17) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/sustainable-design-1 Sustainable Design] (22) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/participatory-design Participatory Design] (36) ====<br />
<br />
==Capacity (CIRAL and beyond)==<br />
==== [[Capacity Bootstrapping]] (proposed) ====<br />
''Our capacity will always (of course) be finite. But we can build on what we have and increase it gradually over time through reflection, experiment, experience, dedication and creativity.'' <br />
<br />
==== [http://www.publicsphereproject.org/content/strategic-capacity Strategic Capacity] (34) ====<br />
<br />
==== [[Leadership Development]] (proposed)====<br />
''Leadership, much as the ability to support or follow, is of value and has rights and responsibilities. While we believe that everyone can -- and should -- lead, we believe that leadership skills can be improved through practice and reflection.''<br />
<br />
==== [[Metacognition]] (proposed) ====<br />
''We improve our thinking by thinking about it and by changing it as necessary.''<br />
<br />
==== [[Asset Mapping]] (proposed) ====<br />
''How can we work together if don’t know what we have to work with? This applies to our work within CIRAL and to our collaborations with the community.'' <br />
<br />
==== [[Research and Reflection]] (proposed)====<br />
<br />
==== [[In-House Projects]] (proposed)====<br />
''Our in-house projects can increase our ability to work on collaborative ones with the community.''<br />
<br />
==== [[Marketing]] (proposed) ====<br />
''While we refuse to engage in the less savory aspects of marketing, we fail if we don’t do our marketing properly.''<br />
<br />
==== [[Institutional Memory]] (proposed)====<br />
''Done thoughtfully today, CIRAL participants in the future can easily obtain the information they’ll need tomorrow. “Smart memory” development promotes “smart information retrieval” ''<br />
<br />
==== [http://www.publicsphereproject.org/content/open-access-scholarly-publishing Open Access Scholarly Publishing] (76) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/online-community-service-engine Online Community Service Engine] (62) ====<br />
<br />
==== http://www.publicsphereproject.org/content/document-centered-discussion Document Centered Discussion] (92) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/accessibility-online-information Accessibility of Online Information] (75) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/online-deliberation-7 Online Deliberation] (52)====<br />
<br />
==== Removing Barriers to Participation (proposed) ====<br />
<br />
== Structure, Policy, and Procedures==<br />
<br />
==== [[Pattern Language Master Plan]] (proposed)====<br />
''A pattern language has the potential to represent our shared vision from launching the CIRAL project to its development and maintenance and beyond.''<br />
<br />
==== [[Focus and Activity Clusters]] (proposed)====<br />
''The simplest way to bring people together is around common interest and projects. We’re calling them clusters and how they form, act, and are evaluated may change over time.''<br />
<br />
==== [[Ground Rules]] (proposed)====<br />
''These include the guidelines we’ll use for the Lab and the ones that we’ll use when working with the community. It also must include the ones that Evergreen introduces, such as those about “human subjects”, privacy, research, and intellectual property – among others.''<br />
<br />
==== [[Collaborative Scheduling | Collaborative Scheduling / Default Meetings]] (proposed)====<br />
''Our meetings don’t have to be the same every time but they don’t have to be different either: 30 minutes for faculty time then 60 for student time -- unless we decide differently.''<br />
<br />
==== [[Dynamic Leadership]] (proposed)====<br />
''Dynamic Leadership We recognize the roles of leadership while acknowledging that leadership must not be absolute or persistent: thus dynamic leadership is needed in which leadership changes and evolves.''<br />
<br />
==== [[Document Template]] (proposed) ====<br />
''If we think through what types of information we’ll need, we can design templates that provide a similar look and feel for the lab. It will also make our retrieval job easier.''<br />
<br />
==== [http://www.publicsphereproject.org/content/service-learning Service Learning] (90) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/citizenship-schools Citizenship Schools] (96) ====<br />
<br />
==Projects==<br />
==== [[Project Life Cycle]] (proposed) ====<br />
''As with other things that are created or that otherwise live, projects have life cycles. The fact that different things are done during different phases of life informs our project work. Research and Reflection Because this is a research – as well as action – project, the research (and reflection) aspect of it must always be present''.<br />
<br />
==== [[Generic Task List]] (proposed)====<br />
''In addition to specific tasks we should always maintain a list of generic tasks so that people can feel secure that they’re contributing even when guidance is unclear or unavailable.''<br />
<br />
==== [http://www.publicsphereproject.org/content/online-community-service-engine Online Community Service Engine] (62) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/future-design Future Design] (88) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/open-source-search-technology Open Source Search Technology] (125) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/intermediate-technologies Intermediate Technologies] (57) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/cyberpower Cyberpower] (25) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/indicators-0 Indicators] (29) ====<br />
<br />
==== [[Diverse Portfolio]] (proposed)====<br />
''A diverse portfolio helps provide evidence for comparative research. It also raises that chance that there is something for <br />
everybody. Diversity of size, approach, duration, focus, etc.''<br />
<br />
==Relationships (CIRAL & others)==<br />
==== [[Partnership Life Cycle]] (proposed) ====<br />
''Like any relationship, from dating to scientific collaboration, there is a natural life cycle. To the extent that we acknowledge this, the higher the likelihood that we are successful.''<br />
<br />
==== [[Liaisons]] (proposed)====<br />
''Rather than have nobody or everybody talking to nobody or everybody, we appoint -- at least informally -- liaisons, who, as part of their job, carry information back and forth between groups.''<br />
<br />
==== [[Covenants]] (proposed) ====<br />
''Covenants help codify the relationships of the various participants including rights and obligations.'' <br />
<br />
==== [http://www.publicsphereproject.org/node/209 Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/218 Transforming Institutions] (19) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/203 Social Dominance Attenuation] (4) ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=CIRAL_Pattern_Language&diff=5380CIRAL Pattern Language2015-11-30T18:06:01Z<p>Rogjoh26: /* Structure, Policy, and Procedures */</p>
<hr />
<div>==Preface==<br />
This list contains patterns in various stages of completion -- all the way from just a title to a pattern in the Liberating Voices book. The idea is to use these patterns as an organizing strategy. The patterns, essentially, would form a “master plan” similar to that used by the University of Oregon. One of the most important aspects of the patterns, required by the project (we hypothesize) is the use of various facets. A preliminary list of these facets includes: Status (basically whether it’s adopted, preliminarily adopted, etc.), phase of life-cycle, category (perhaps), and other contextual information (e.g. used for home office).<br />
<br />
==Philosophy and Perspective==<br />
<br />
==== [http://www.publicsphereproject.org/content/civic-intelligence-1 Civic Intelligence] (1) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/design-stance Design Stance] (44) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/open-action-and-research-network Open Action and Research Network] (45) ====<br />
<br />
==== Ecosystem of Efforts (proposed) ====<br />
''Evergreen (and the community “outside” of Evergreen) engage in many activities that demonstrate and promote civic intelligence: we must think of CIRAL as a symbiotic entity that strives to support other groups with similar objectives by encouraging the use of their facilities and services while developing facilities and services that others can use.''<br />
<br />
==== [http://www.publicsphereproject.org/content/experimental-school Experimental School] (89) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/opportunity-spaces Opportunity Spaces] (33) ====<br />
<br />
==Community (CIRAL / internal)==<br />
<br />
====Inclusivity (proposed) ==== <br />
''We are consciously opening up participation for Evergreen students, Evergreen faculty and staff, as well as community members and students around the world.''<br />
<br />
==== [http://www.publicsphereproject.org/content/thinking-communities Thinking Communities] (118) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/self-designed-development Self-Designed Development] (106) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/appreciative-collaboration Appreciative Collaboration] (99) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/shared-vision Shared Vision] (101) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/collective-decision-making Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/memory-and-responsibility Memory and Responsibility] (11) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/teaching-transgress-0 Teaching to Transgress] (20) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/education-and-values Education and Values] (17) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/sustainable-design-1 Sustainable Design] (22) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/participatory-design Participatory Design] (36) ====<br />
<br />
==Capacity (CIRAL and beyond)==<br />
==== [[Capacity Bootstrapping]] (proposed) ====<br />
''Our capacity will always (of course) be finite. But we can build on what we have and increase it gradually over time through reflection, experiment, experience, dedication and creativity.'' <br />
<br />
==== [http://www.publicsphereproject.org/content/strategic-capacity Strategic Capacity] (34) ====<br />
<br />
==== [[Leadership Development]] (proposed)====<br />
''Leadership, much as the ability to support or follow, is of value and has rights and responsibilities. While we believe that everyone can -- and should -- lead, we believe that leadership skills can be improved through practice and reflection.''<br />
<br />
==== [[Metacognition]] (proposed) ====<br />
''We improve our thinking by thinking about it and by changing it as necessary.''<br />
<br />
==== [[Asset Mapping]] (proposed) ====<br />
''How can we work together if don’t know what we have to work with? This applies to our work within CIRAL and to our collaborations with the community.'' <br />
<br />
==== [[Research and Reflection]] (proposed)====<br />
<br />
==== [[In-House Projects]] (proposed)====<br />
''Our in-house projects can increase our ability to work on collaborative ones with the community.''<br />
<br />
==== [[Marketing]] (proposed) ====<br />
''While we refuse to engage in the less savory aspects of marketing, we fail if we don’t do our marketing properly.''<br />
<br />
==== [[Institutional Memory]] (proposed)====<br />
''Done thoughtfully today, CIRAL participants in the future can easily obtain the information they’ll need tomorrow. “Smart memory” development promotes “smart information retrieval” ''<br />
<br />
==== [http://www.publicsphereproject.org/content/open-access-scholarly-publishing Open Access Scholarly Publishing] (76) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/online-community-service-engine Online Community Service Engine] (62) ====<br />
<br />
==== http://www.publicsphereproject.org/content/document-centered-discussion Document Centered Discussion] (92) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/accessibility-online-information Accessibility of Online Information] (75) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/online-deliberation-7 Online Deliberation] (52)====<br />
<br />
==== Removing Barriers to Participation (proposed) ====<br />
<br />
== Structure, Policy, and Procedures==<br />
<br />
==== [[Pattern Language Master Plan]] (proposed)====<br />
''A pattern language has the potential to represent our shared vision from launching the CIRAL project to its development and maintenance and beyond.''<br />
<br />
==== [[Focus and Activity Clusters]] (proposed)====<br />
''The simplest way to bring people together is around common interest and projects. We’re calling them clusters and how they form, act, and are evaluated may change over time.''<br />
<br />
==== [[Ground Rules]] (proposed)====<br />
''These include the guidelines we’ll use for the Lab and the ones that we’ll use when working with the community. It also must include the ones that Evergreen introduces, such as those about “human subjects”, privacy, research, and intellectual property – among others.''<br />
<br />
==== [[Collaborative Scheduling | Collaborative Scheduling / Default Meetings]] (proposed)====<br />
''Our meetings don’t have to be the same every time but they don’t have to be different either: 30 minutes for faculty time then 60 for student time -- unless we decide differently.''<br />
<br />
==== [[Dynamic Leadership]] (proposed)====<br />
''Dynamic Leadership We recognize the roles of leadership while acknowledging that leadership must not be absolute or persistent: thus dynamic leadership is needed in which leadership changes and evolves.''<br />
<br />
==== [[Document Template]] (proposed) ====<br />
''If we think through what types of information we’ll need, we can design templates that provide a similar look and feel for the lab. It will also make our retrieval job easier.''<br />
<br />
==== [http://www.publicsphereproject.org/content/service-learning Service Learning] (90) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/citizenship-schools Citizenship Schools] (96) ====<br />
<br />
==Projects==<br />
==== [[Project Life Cycle]] (proposed) ====<br />
''As with other things that are created or that otherwise live, projects have life cycles. The fact that different things are done during different phases of life informs our project work. Research and Reflection Because this is a research – as well as action – project, the research (and reflection) aspect of it must always be present''.<br />
<br />
==== [[Generic Task List]] (proposed)====<br />
''In addition to specific tasks we should always maintain a list of generic tasks so that people can feel secure that they’re contributing even when guidance is unclear or unavailable.''<br />
<br />
==== [http://www.publicsphereproject.org/node/261 Online Community Service Engine] (62) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/287 Future Design] (88) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/324 Open Source Search Technology] (125) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/256 Intermediate Technologies] (57) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/224 Cyberpower] (25) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/228 Indicators] (29) ====<br />
<br />
==== [[Diverse Portfolio]] (proposed)====<br />
''A diverse portfolio helps provide evidence for comparative research. It also raises that chance that there is something for <br />
everybody. Diversity of size, approach, duration, focus, etc.'' <br />
<br />
==Relationships (CIRAL & others)==<br />
==== [[Partnership Life Cycle]] (proposed) ====<br />
''Like any relationship, from dating to scientific collaboration, there is a natural life cycle. To the extent that we acknowledge this, the higher the likelihood that we are successful.''<br />
<br />
==== [[Liaisons]] (proposed)====<br />
''Rather than have nobody or everybody talking to nobody or everybody, we appoint -- at least informally -- liaisons, who, as part of their job, carry information back and forth between groups.''<br />
<br />
==== [[Covenants]] (proposed) ====<br />
''Covenants help codify the relationships of the various participants including rights and obligations.'' <br />
<br />
==== [http://www.publicsphereproject.org/node/209 Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/218 Transforming Institutions] (19) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/203 Social Dominance Attenuation] (4) ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=CIRAL_Pattern_Language&diff=5379CIRAL Pattern Language2015-11-30T18:04:44Z<p>Rogjoh26: /* Capacity (CIRAL and beyond) */</p>
<hr />
<div>==Preface==<br />
This list contains patterns in various stages of completion -- all the way from just a title to a pattern in the Liberating Voices book. The idea is to use these patterns as an organizing strategy. The patterns, essentially, would form a “master plan” similar to that used by the University of Oregon. One of the most important aspects of the patterns, required by the project (we hypothesize) is the use of various facets. A preliminary list of these facets includes: Status (basically whether it’s adopted, preliminarily adopted, etc.), phase of life-cycle, category (perhaps), and other contextual information (e.g. used for home office).<br />
<br />
==Philosophy and Perspective==<br />
<br />
==== [http://www.publicsphereproject.org/content/civic-intelligence-1 Civic Intelligence] (1) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/design-stance Design Stance] (44) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/open-action-and-research-network Open Action and Research Network] (45) ====<br />
<br />
==== Ecosystem of Efforts (proposed) ====<br />
''Evergreen (and the community “outside” of Evergreen) engage in many activities that demonstrate and promote civic intelligence: we must think of CIRAL as a symbiotic entity that strives to support other groups with similar objectives by encouraging the use of their facilities and services while developing facilities and services that others can use.''<br />
<br />
==== [http://www.publicsphereproject.org/content/experimental-school Experimental School] (89) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/opportunity-spaces Opportunity Spaces] (33) ====<br />
<br />
==Community (CIRAL / internal)==<br />
<br />
====Inclusivity (proposed) ==== <br />
''We are consciously opening up participation for Evergreen students, Evergreen faculty and staff, as well as community members and students around the world.''<br />
<br />
==== [http://www.publicsphereproject.org/content/thinking-communities Thinking Communities] (118) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/self-designed-development Self-Designed Development] (106) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/appreciative-collaboration Appreciative Collaboration] (99) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/shared-vision Shared Vision] (101) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/collective-decision-making Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/memory-and-responsibility Memory and Responsibility] (11) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/teaching-transgress-0 Teaching to Transgress] (20) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/education-and-values Education and Values] (17) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/sustainable-design-1 Sustainable Design] (22) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/participatory-design Participatory Design] (36) ====<br />
<br />
==Capacity (CIRAL and beyond)==<br />
==== [[Capacity Bootstrapping]] (proposed) ====<br />
''Our capacity will always (of course) be finite. But we can build on what we have and increase it gradually over time through reflection, experiment, experience, dedication and creativity.'' <br />
<br />
==== [http://www.publicsphereproject.org/content/strategic-capacity Strategic Capacity] (34) ====<br />
<br />
==== [[Leadership Development]] (proposed)====<br />
''Leadership, much as the ability to support or follow, is of value and has rights and responsibilities. While we believe that everyone can -- and should -- lead, we believe that leadership skills can be improved through practice and reflection.''<br />
<br />
==== [[Metacognition]] (proposed) ====<br />
''We improve our thinking by thinking about it and by changing it as necessary.''<br />
<br />
==== [[Asset Mapping]] (proposed) ====<br />
''How can we work together if don’t know what we have to work with? This applies to our work within CIRAL and to our collaborations with the community.'' <br />
<br />
==== [[Research and Reflection]] (proposed)====<br />
<br />
==== [[In-House Projects]] (proposed)====<br />
''Our in-house projects can increase our ability to work on collaborative ones with the community.''<br />
<br />
==== [[Marketing]] (proposed) ====<br />
''While we refuse to engage in the less savory aspects of marketing, we fail if we don’t do our marketing properly.''<br />
<br />
==== [[Institutional Memory]] (proposed)====<br />
''Done thoughtfully today, CIRAL participants in the future can easily obtain the information they’ll need tomorrow. “Smart memory” development promotes “smart information retrieval” ''<br />
<br />
==== [http://www.publicsphereproject.org/content/open-access-scholarly-publishing Open Access Scholarly Publishing] (76) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/online-community-service-engine Online Community Service Engine] (62) ====<br />
<br />
==== http://www.publicsphereproject.org/content/document-centered-discussion Document Centered Discussion] (92) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/accessibility-online-information Accessibility of Online Information] (75) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/online-deliberation-7 Online Deliberation] (52)====<br />
<br />
==== Removing Barriers to Participation (proposed) ====<br />
<br />
== Structure, Policy, and Procedures==<br />
<br />
==== [[Pattern Language Master Plan]] (proposed)====<br />
''A pattern language has the potential to represent our shared vision from launching the CIRAL project to its development and maintenance and beyond.''<br />
<br />
==== [[Focus and Activity Clusters]] (proposed)====<br />
''The simplest way to bring people together is around common interest and projects. We’re calling them clusters and how they form, act, and are evaluated may change over time.''<br />
<br />
==== [[Ground Rules]] (proposed)====<br />
''These include the guidelines we’ll use for the Lab and the ones that we’ll use when working with the community. It also must include the ones that Evergreen introduces, such as those about “human subjects”, privacy, research, and intellectual property – among others.''<br />
<br />
==== [[Collaborative Scheduling | Collaborative Scheduling / Default Meetings]] (proposed)====<br />
''Our meetings don’t have to be the same every time but they don’t have to be different either: 30 minutes for faculty time then 60 for student time -- unless we decide differently.''<br />
<br />
==== [[Dynamic Leadership]] (proposed)====<br />
''Dynamic Leadership We recognize the roles of leadership while acknowledging that leadership must not be absolute or persistent: thus dynamic leadership is needed in which leadership changes and evolves.''<br />
<br />
==== [[Document Template]] (proposed) ====<br />
''If we think through what types of information we’ll need, we can design templates that provide a similar look and feel for the lab. It will also make our retrieval job easier.''<br />
<br />
==== [http://www.publicsphereproject.org/node/289 Service Learning] (90) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/295 Citizenship Schools] (96) ====<br />
<br />
<br />
==Projects==<br />
==== [[Project Life Cycle]] (proposed) ====<br />
''As with other things that are created or that otherwise live, projects have life cycles. The fact that different things are done during different phases of life informs our project work. Research and Reflection Because this is a research – as well as action – project, the research (and reflection) aspect of it must always be present''.<br />
<br />
==== [[Generic Task List]] (proposed)====<br />
''In addition to specific tasks we should always maintain a list of generic tasks so that people can feel secure that they’re contributing even when guidance is unclear or unavailable.''<br />
<br />
==== [http://www.publicsphereproject.org/node/261 Online Community Service Engine] (62) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/287 Future Design] (88) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/324 Open Source Search Technology] (125) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/256 Intermediate Technologies] (57) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/224 Cyberpower] (25) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/228 Indicators] (29) ====<br />
<br />
==== [[Diverse Portfolio]] (proposed)====<br />
''A diverse portfolio helps provide evidence for comparative research. It also raises that chance that there is something for <br />
everybody. Diversity of size, approach, duration, focus, etc.'' <br />
<br />
==Relationships (CIRAL & others)==<br />
==== [[Partnership Life Cycle]] (proposed) ====<br />
''Like any relationship, from dating to scientific collaboration, there is a natural life cycle. To the extent that we acknowledge this, the higher the likelihood that we are successful.''<br />
<br />
==== [[Liaisons]] (proposed)====<br />
''Rather than have nobody or everybody talking to nobody or everybody, we appoint -- at least informally -- liaisons, who, as part of their job, carry information back and forth between groups.''<br />
<br />
==== [[Covenants]] (proposed) ====<br />
''Covenants help codify the relationships of the various participants including rights and obligations.'' <br />
<br />
==== [http://www.publicsphereproject.org/node/209 Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/218 Transforming Institutions] (19) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/203 Social Dominance Attenuation] (4) ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=CIRAL_Pattern_Language&diff=5378CIRAL Pattern Language2015-11-30T18:01:27Z<p>Rogjoh26: /* Community (CIRAL / internal) */</p>
<hr />
<div>==Preface==<br />
This list contains patterns in various stages of completion -- all the way from just a title to a pattern in the Liberating Voices book. The idea is to use these patterns as an organizing strategy. The patterns, essentially, would form a “master plan” similar to that used by the University of Oregon. One of the most important aspects of the patterns, required by the project (we hypothesize) is the use of various facets. A preliminary list of these facets includes: Status (basically whether it’s adopted, preliminarily adopted, etc.), phase of life-cycle, category (perhaps), and other contextual information (e.g. used for home office).<br />
<br />
==Philosophy and Perspective==<br />
<br />
==== [http://www.publicsphereproject.org/content/civic-intelligence-1 Civic Intelligence] (1) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/design-stance Design Stance] (44) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/open-action-and-research-network Open Action and Research Network] (45) ====<br />
<br />
==== Ecosystem of Efforts (proposed) ====<br />
''Evergreen (and the community “outside” of Evergreen) engage in many activities that demonstrate and promote civic intelligence: we must think of CIRAL as a symbiotic entity that strives to support other groups with similar objectives by encouraging the use of their facilities and services while developing facilities and services that others can use.''<br />
<br />
==== [http://www.publicsphereproject.org/content/experimental-school Experimental School] (89) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/opportunity-spaces Opportunity Spaces] (33) ====<br />
<br />
==Community (CIRAL / internal)==<br />
<br />
====Inclusivity (proposed) ==== <br />
''We are consciously opening up participation for Evergreen students, Evergreen faculty and staff, as well as community members and students around the world.''<br />
<br />
==== [http://www.publicsphereproject.org/content/thinking-communities Thinking Communities] (118) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/self-designed-development Self-Designed Development] (106) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/appreciative-collaboration Appreciative Collaboration] (99) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/shared-vision Shared Vision] (101) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/collective-decision-making Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/memory-and-responsibility Memory and Responsibility] (11) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/teaching-transgress-0 Teaching to Transgress] (20) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/education-and-values Education and Values] (17) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/sustainable-design-1 Sustainable Design] (22) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/participatory-design Participatory Design] (36) ====<br />
<br />
==Capacity (CIRAL and beyond)==<br />
==== [[Capacity Bootstrapping]] (proposed) ====<br />
''Our capacity will always (of course) be finite. But we can build on what we have and increase it gradually over time through reflection, experiment, experience, dedication and creativity.'' <br />
<br />
==== [http://www.publicsphereproject.org/node/233 Strategic Capacity] (34) ====<br />
<br />
==== [[Leadership Development]] (proposed)====<br />
''Leadership, much as the ability to support or follow, is of value and has rights and responsibilities. While we believe that everyone can -- and should -- lead, we believe that leadership skills can be improved through practice and reflection.''<br />
<br />
==== [[Metacognition]] (proposed) ====<br />
''We improve our thinking by thinking about it and by changing it as necessary.''<br />
<br />
==== [[Asset Mapping]] (proposed) ====<br />
''How can we work together if don’t know what we have to work with? This applies to our work within CIRAL and to our collaborations with the community.'' <br />
<br />
==== [[Research and Reflection]] (proposed)====<br />
<br />
==== [[In-House Projects]] (proposed)====<br />
''Our in-house projects can increase our ability to work on collaborative ones with the community.''<br />
<br />
==== [[Marketing]] (proposed) ====<br />
''While we refuse to engage in the less savory aspects of marketing, we fail if we don’t do our marketing properly.''<br />
<br />
==== [[Institutional Memory]] (proposed)====<br />
''Done thoughtfully today, CIRAL participants in the future can easily obtain the information they’ll need tomorrow. “Smart memory” development promotes “smart information retrieval” ''<br />
<br />
==== [http://www.publicsphereproject.org/node/275 Open Access Scholarly Publishing] (76) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/261 Online Community Service Engine] (62) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/291 Document Centered Discussion] (92) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/274 Accessibility of Online Information] (75) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/251 Online Deliberation] (52)====<br />
<br />
==== Removing Barriers to Participation (proposed) ====<br />
<br />
== Structure, Policy, and Procedures==<br />
<br />
==== [[Pattern Language Master Plan]] (proposed)====<br />
''A pattern language has the potential to represent our shared vision from launching the CIRAL project to its development and maintenance and beyond.''<br />
<br />
==== [[Focus and Activity Clusters]] (proposed)====<br />
''The simplest way to bring people together is around common interest and projects. We’re calling them clusters and how they form, act, and are evaluated may change over time.''<br />
<br />
==== [[Ground Rules]] (proposed)====<br />
''These include the guidelines we’ll use for the Lab and the ones that we’ll use when working with the community. It also must include the ones that Evergreen introduces, such as those about “human subjects”, privacy, research, and intellectual property – among others.''<br />
<br />
==== [[Collaborative Scheduling | Collaborative Scheduling / Default Meetings]] (proposed)====<br />
''Our meetings don’t have to be the same every time but they don’t have to be different either: 30 minutes for faculty time then 60 for student time -- unless we decide differently.''<br />
<br />
==== [[Dynamic Leadership]] (proposed)====<br />
''Dynamic Leadership We recognize the roles of leadership while acknowledging that leadership must not be absolute or persistent: thus dynamic leadership is needed in which leadership changes and evolves.''<br />
<br />
==== [[Document Template]] (proposed) ====<br />
''If we think through what types of information we’ll need, we can design templates that provide a similar look and feel for the lab. It will also make our retrieval job easier.''<br />
<br />
==== [http://www.publicsphereproject.org/node/289 Service Learning] (90) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/295 Citizenship Schools] (96) ====<br />
<br />
<br />
==Projects==<br />
==== [[Project Life Cycle]] (proposed) ====<br />
''As with other things that are created or that otherwise live, projects have life cycles. The fact that different things are done during different phases of life informs our project work. Research and Reflection Because this is a research – as well as action – project, the research (and reflection) aspect of it must always be present''.<br />
<br />
==== [[Generic Task List]] (proposed)====<br />
''In addition to specific tasks we should always maintain a list of generic tasks so that people can feel secure that they’re contributing even when guidance is unclear or unavailable.''<br />
<br />
==== [http://www.publicsphereproject.org/node/261 Online Community Service Engine] (62) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/287 Future Design] (88) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/324 Open Source Search Technology] (125) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/256 Intermediate Technologies] (57) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/224 Cyberpower] (25) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/228 Indicators] (29) ====<br />
<br />
==== [[Diverse Portfolio]] (proposed)====<br />
''A diverse portfolio helps provide evidence for comparative research. It also raises that chance that there is something for <br />
everybody. Diversity of size, approach, duration, focus, etc.'' <br />
<br />
==Relationships (CIRAL & others)==<br />
==== [[Partnership Life Cycle]] (proposed) ====<br />
''Like any relationship, from dating to scientific collaboration, there is a natural life cycle. To the extent that we acknowledge this, the higher the likelihood that we are successful.''<br />
<br />
==== [[Liaisons]] (proposed)====<br />
''Rather than have nobody or everybody talking to nobody or everybody, we appoint -- at least informally -- liaisons, who, as part of their job, carry information back and forth between groups.''<br />
<br />
==== [[Covenants]] (proposed) ====<br />
''Covenants help codify the relationships of the various participants including rights and obligations.'' <br />
<br />
==== [http://www.publicsphereproject.org/node/209 Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/218 Transforming Institutions] (19) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/203 Social Dominance Attenuation] (4) ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=CIRAL_Pattern_Language&diff=5377CIRAL Pattern Language2015-11-30T17:56:32Z<p>Rogjoh26: /* Philosophy and Perspective */</p>
<hr />
<div>==Preface==<br />
This list contains patterns in various stages of completion -- all the way from just a title to a pattern in the Liberating Voices book. The idea is to use these patterns as an organizing strategy. The patterns, essentially, would form a “master plan” similar to that used by the University of Oregon. One of the most important aspects of the patterns, required by the project (we hypothesize) is the use of various facets. A preliminary list of these facets includes: Status (basically whether it’s adopted, preliminarily adopted, etc.), phase of life-cycle, category (perhaps), and other contextual information (e.g. used for home office).<br />
<br />
==Philosophy and Perspective==<br />
<br />
==== [http://www.publicsphereproject.org/content/civic-intelligence-1 Civic Intelligence] (1) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/design-stance Design Stance] (44) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/open-action-and-research-network Open Action and Research Network] (45) ====<br />
<br />
==== Ecosystem of Efforts (proposed) ====<br />
''Evergreen (and the community “outside” of Evergreen) engage in many activities that demonstrate and promote civic intelligence: we must think of CIRAL as a symbiotic entity that strives to support other groups with similar objectives by encouraging the use of their facilities and services while developing facilities and services that others can use.''<br />
<br />
==== [http://www.publicsphereproject.org/content/experimental-school Experimental School] (89) ====<br />
<br />
==== [http://www.publicsphereproject.org/content/opportunity-spaces Opportunity Spaces] (33) ====<br />
<br />
==Community (CIRAL / internal)==<br />
<br />
====Inclusivity (proposed) ==== <br />
''We are consciously opening up participation for Evergreen students, Evergreen faculty and staff, as well as community members and students around the world.''<br />
<br />
==== [http://www.publicsphereproject.org/node/317 Thinking Communities] (118) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/205 Self-Designed Development] (106) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/298 Appreciative Collaboration] (99) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/300 Shared Vision] (101) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/209 Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/210 Memory and Responsibility] (11) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/219 Teaching to Transgress] (20) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/216 Education and Values] (17) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/221 Sustainable Design] (22) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/235 Participatory Design] (36) ====<br />
<br />
==Capacity (CIRAL and beyond)==<br />
==== [[Capacity Bootstrapping]] (proposed) ====<br />
''Our capacity will always (of course) be finite. But we can build on what we have and increase it gradually over time through reflection, experiment, experience, dedication and creativity.'' <br />
<br />
==== [http://www.publicsphereproject.org/node/233 Strategic Capacity] (34) ====<br />
<br />
==== [[Leadership Development]] (proposed)====<br />
''Leadership, much as the ability to support or follow, is of value and has rights and responsibilities. While we believe that everyone can -- and should -- lead, we believe that leadership skills can be improved through practice and reflection.''<br />
<br />
==== [[Metacognition]] (proposed) ====<br />
''We improve our thinking by thinking about it and by changing it as necessary.''<br />
<br />
==== [[Asset Mapping]] (proposed) ====<br />
''How can we work together if don’t know what we have to work with? This applies to our work within CIRAL and to our collaborations with the community.'' <br />
<br />
==== [[Research and Reflection]] (proposed)====<br />
<br />
==== [[In-House Projects]] (proposed)====<br />
''Our in-house projects can increase our ability to work on collaborative ones with the community.''<br />
<br />
==== [[Marketing]] (proposed) ====<br />
''While we refuse to engage in the less savory aspects of marketing, we fail if we don’t do our marketing properly.''<br />
<br />
==== [[Institutional Memory]] (proposed)====<br />
''Done thoughtfully today, CIRAL participants in the future can easily obtain the information they’ll need tomorrow. “Smart memory” development promotes “smart information retrieval” ''<br />
<br />
==== [http://www.publicsphereproject.org/node/275 Open Access Scholarly Publishing] (76) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/261 Online Community Service Engine] (62) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/291 Document Centered Discussion] (92) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/274 Accessibility of Online Information] (75) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/251 Online Deliberation] (52)====<br />
<br />
==== Removing Barriers to Participation (proposed) ====<br />
<br />
== Structure, Policy, and Procedures==<br />
<br />
==== [[Pattern Language Master Plan]] (proposed)====<br />
''A pattern language has the potential to represent our shared vision from launching the CIRAL project to its development and maintenance and beyond.''<br />
<br />
==== [[Focus and Activity Clusters]] (proposed)====<br />
''The simplest way to bring people together is around common interest and projects. We’re calling them clusters and how they form, act, and are evaluated may change over time.''<br />
<br />
==== [[Ground Rules]] (proposed)====<br />
''These include the guidelines we’ll use for the Lab and the ones that we’ll use when working with the community. It also must include the ones that Evergreen introduces, such as those about “human subjects”, privacy, research, and intellectual property – among others.''<br />
<br />
==== [[Collaborative Scheduling | Collaborative Scheduling / Default Meetings]] (proposed)====<br />
''Our meetings don’t have to be the same every time but they don’t have to be different either: 30 minutes for faculty time then 60 for student time -- unless we decide differently.''<br />
<br />
==== [[Dynamic Leadership]] (proposed)====<br />
''Dynamic Leadership We recognize the roles of leadership while acknowledging that leadership must not be absolute or persistent: thus dynamic leadership is needed in which leadership changes and evolves.''<br />
<br />
==== [[Document Template]] (proposed) ====<br />
''If we think through what types of information we’ll need, we can design templates that provide a similar look and feel for the lab. It will also make our retrieval job easier.''<br />
<br />
==== [http://www.publicsphereproject.org/node/289 Service Learning] (90) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/295 Citizenship Schools] (96) ====<br />
<br />
<br />
==Projects==<br />
==== [[Project Life Cycle]] (proposed) ====<br />
''As with other things that are created or that otherwise live, projects have life cycles. The fact that different things are done during different phases of life informs our project work. Research and Reflection Because this is a research – as well as action – project, the research (and reflection) aspect of it must always be present''.<br />
<br />
==== [[Generic Task List]] (proposed)====<br />
''In addition to specific tasks we should always maintain a list of generic tasks so that people can feel secure that they’re contributing even when guidance is unclear or unavailable.''<br />
<br />
==== [http://www.publicsphereproject.org/node/261 Online Community Service Engine] (62) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/287 Future Design] (88) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/324 Open Source Search Technology] (125) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/256 Intermediate Technologies] (57) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/224 Cyberpower] (25) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/228 Indicators] (29) ====<br />
<br />
==== [[Diverse Portfolio]] (proposed)====<br />
''A diverse portfolio helps provide evidence for comparative research. It also raises that chance that there is something for <br />
everybody. Diversity of size, approach, duration, focus, etc.'' <br />
<br />
==Relationships (CIRAL & others)==<br />
==== [[Partnership Life Cycle]] (proposed) ====<br />
''Like any relationship, from dating to scientific collaboration, there is a natural life cycle. To the extent that we acknowledge this, the higher the likelihood that we are successful.''<br />
<br />
==== [[Liaisons]] (proposed)====<br />
''Rather than have nobody or everybody talking to nobody or everybody, we appoint -- at least informally -- liaisons, who, as part of their job, carry information back and forth between groups.''<br />
<br />
==== [[Covenants]] (proposed) ====<br />
''Covenants help codify the relationships of the various participants including rights and obligations.'' <br />
<br />
==== [http://www.publicsphereproject.org/node/209 Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/218 Transforming Institutions] (19) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/203 Social Dominance Attenuation] (4) ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=CIRAL_Pattern_Language&diff=5376CIRAL Pattern Language2015-11-30T17:53:45Z<p>Rogjoh26: /* Civic Intelligence (1) */</p>
<hr />
<div>==Preface==<br />
This list contains patterns in various stages of completion -- all the way from just a title to a pattern in the Liberating Voices book. The idea is to use these patterns as an organizing strategy. The patterns, essentially, would form a “master plan” similar to that used by the University of Oregon. One of the most important aspects of the patterns, required by the project (we hypothesize) is the use of various facets. A preliminary list of these facets includes: Status (basically whether it’s adopted, preliminarily adopted, etc.), phase of life-cycle, category (perhaps), and other contextual information (e.g. used for home office).<br />
<br />
==Philosophy and Perspective==<br />
<br />
==== [http://www.publicsphereproject.org/content/civic-intelligence-1] (1) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/243 Design Stance] (44) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/244 Open Action and Research Network] (45) ====<br />
<br />
==== Ecosystem of Efforts (proposed) ====<br />
''Evergreen (and the community “outside” of Evergreen) engage in many activities that demonstrate and promote civic intelligence: we must think of CIRAL as a symbiotic entity that strives to support other groups with similar objectives by encouraging the use of their facilities and services while developing facilities and services that others can use.''<br />
<br />
==== [http://www.publicsphereproject.org/node/288 Experimental School] (89) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/232 Opportunity Spaces] (33) ====<br />
<br />
==Community (CIRAL / internal)==<br />
<br />
====Inclusivity (proposed) ==== <br />
''We are consciously opening up participation for Evergreen students, Evergreen faculty and staff, as well as community members and students around the world.''<br />
<br />
==== [http://www.publicsphereproject.org/node/317 Thinking Communities] (118) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/205 Self-Designed Development] (106) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/298 Appreciative Collaboration] (99) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/300 Shared Vision] (101) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/209 Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/210 Memory and Responsibility] (11) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/219 Teaching to Transgress] (20) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/216 Education and Values] (17) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/221 Sustainable Design] (22) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/235 Participatory Design] (36) ====<br />
<br />
==Capacity (CIRAL and beyond)==<br />
==== [[Capacity Bootstrapping]] (proposed) ====<br />
''Our capacity will always (of course) be finite. But we can build on what we have and increase it gradually over time through reflection, experiment, experience, dedication and creativity.'' <br />
<br />
==== [http://www.publicsphereproject.org/node/233 Strategic Capacity] (34) ====<br />
<br />
==== [[Leadership Development]] (proposed)====<br />
''Leadership, much as the ability to support or follow, is of value and has rights and responsibilities. While we believe that everyone can -- and should -- lead, we believe that leadership skills can be improved through practice and reflection.''<br />
<br />
==== [[Metacognition]] (proposed) ====<br />
''We improve our thinking by thinking about it and by changing it as necessary.''<br />
<br />
==== [[Asset Mapping]] (proposed) ====<br />
''How can we work together if don’t know what we have to work with? This applies to our work within CIRAL and to our collaborations with the community.'' <br />
<br />
==== [[Research and Reflection]] (proposed)====<br />
<br />
==== [[In-House Projects]] (proposed)====<br />
''Our in-house projects can increase our ability to work on collaborative ones with the community.''<br />
<br />
==== [[Marketing]] (proposed) ====<br />
''While we refuse to engage in the less savory aspects of marketing, we fail if we don’t do our marketing properly.''<br />
<br />
==== [[Institutional Memory]] (proposed)====<br />
''Done thoughtfully today, CIRAL participants in the future can easily obtain the information they’ll need tomorrow. “Smart memory” development promotes “smart information retrieval” ''<br />
<br />
==== [http://www.publicsphereproject.org/node/275 Open Access Scholarly Publishing] (76) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/261 Online Community Service Engine] (62) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/291 Document Centered Discussion] (92) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/274 Accessibility of Online Information] (75) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/251 Online Deliberation] (52)====<br />
<br />
==== Removing Barriers to Participation (proposed) ====<br />
<br />
== Structure, Policy, and Procedures==<br />
<br />
==== [[Pattern Language Master Plan]] (proposed)====<br />
''A pattern language has the potential to represent our shared vision from launching the CIRAL project to its development and maintenance and beyond.''<br />
<br />
==== [[Focus and Activity Clusters]] (proposed)====<br />
''The simplest way to bring people together is around common interest and projects. We’re calling them clusters and how they form, act, and are evaluated may change over time.''<br />
<br />
==== [[Ground Rules]] (proposed)====<br />
''These include the guidelines we’ll use for the Lab and the ones that we’ll use when working with the community. It also must include the ones that Evergreen introduces, such as those about “human subjects”, privacy, research, and intellectual property – among others.''<br />
<br />
==== [[Collaborative Scheduling | Collaborative Scheduling / Default Meetings]] (proposed)====<br />
''Our meetings don’t have to be the same every time but they don’t have to be different either: 30 minutes for faculty time then 60 for student time -- unless we decide differently.''<br />
<br />
==== [[Dynamic Leadership]] (proposed)====<br />
''Dynamic Leadership We recognize the roles of leadership while acknowledging that leadership must not be absolute or persistent: thus dynamic leadership is needed in which leadership changes and evolves.''<br />
<br />
==== [[Document Template]] (proposed) ====<br />
''If we think through what types of information we’ll need, we can design templates that provide a similar look and feel for the lab. It will also make our retrieval job easier.''<br />
<br />
==== [http://www.publicsphereproject.org/node/289 Service Learning] (90) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/295 Citizenship Schools] (96) ====<br />
<br />
<br />
==Projects==<br />
==== [[Project Life Cycle]] (proposed) ====<br />
''As with other things that are created or that otherwise live, projects have life cycles. The fact that different things are done during different phases of life informs our project work. Research and Reflection Because this is a research – as well as action – project, the research (and reflection) aspect of it must always be present''.<br />
<br />
==== [[Generic Task List]] (proposed)====<br />
''In addition to specific tasks we should always maintain a list of generic tasks so that people can feel secure that they’re contributing even when guidance is unclear or unavailable.''<br />
<br />
==== [http://www.publicsphereproject.org/node/261 Online Community Service Engine] (62) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/287 Future Design] (88) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/324 Open Source Search Technology] (125) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/256 Intermediate Technologies] (57) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/224 Cyberpower] (25) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/228 Indicators] (29) ====<br />
<br />
==== [[Diverse Portfolio]] (proposed)====<br />
''A diverse portfolio helps provide evidence for comparative research. It also raises that chance that there is something for <br />
everybody. Diversity of size, approach, duration, focus, etc.'' <br />
<br />
==Relationships (CIRAL & others)==<br />
==== [[Partnership Life Cycle]] (proposed) ====<br />
''Like any relationship, from dating to scientific collaboration, there is a natural life cycle. To the extent that we acknowledge this, the higher the likelihood that we are successful.''<br />
<br />
==== [[Liaisons]] (proposed)====<br />
''Rather than have nobody or everybody talking to nobody or everybody, we appoint -- at least informally -- liaisons, who, as part of their job, carry information back and forth between groups.''<br />
<br />
==== [[Covenants]] (proposed) ====<br />
''Covenants help codify the relationships of the various participants including rights and obligations.'' <br />
<br />
==== [http://www.publicsphereproject.org/node/209 Collective Decision Making] (10) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/218 Transforming Institutions] (19) ====<br />
<br />
==== [http://www.publicsphereproject.org/node/203 Social Dominance Attenuation] (4) ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Violence&diff=4881Violence2013-06-04T15:16:14Z<p>Rogjoh26: /* Notes and Suggestions */</p>
<hr />
<div>[[File:320px-Riot in Vancouver.jpg|thumb|300px|Rioter cheers while a car burns during the 2011 Stanley Cup riot in Vancouver.]]<br />
====Description====<br />
Effective rule can be achieved through dominance and submission by using violence. If the subject cannot be subdued psychologically through fear, then injury can be inflicted. If injury is not enough, then the subject can ultimately be eliminated by murder.<br />
<br />
====How it Works====<br />
The population is desensitized to violence through the media where it is overtly displayed, and portrayed culturally as the most convenient and efficient means of solving problems. Violence is also celebrated and glorified in sporting events, mass media, and video games. This desensitization to violence eventually makes it universally accepted by the populace. It has been, for example, that heavy users of violent video games are more likely to see violence as a "solution" to social problems and are more likely to ascribe negative motives to people than the average. When violence becomes the norm, it can be used overtly by the ruling class as a means of control. The glorification of domination through violent means can also be used to gain popular support for war.<br />
<br />
Creating a culture of violence can also be used for indirectly inflicting psychological problems on the populace. When plagued with their own mental health issues and the mental health issues of the people close to them, people are much more likely not to be concerned with what the ruling class is doing and how they are doing it.<br />
<br />
====Evidence====<br />
349 soldiers committed suicide in 2012, while 301 died in active combat. This was the third time in four years that suicide surpassed combat deaths among American soldiers. It is assumed though not verified through scientific study that the reasons for suicide are linked to the psychological effects of combat service. The 90 percent increase in violent sex crimes committed by active U.S. Army soldiers between 2006 and 2011 is also attributed in part to the trauma of war. Soldiers suffering post-traumatic stress, traumatic brain injury, and depression have also been shown to have higher incidences of partner abuse.<br />
<br />
A study conducted in Lebanon revealed that civilians exposed to (armed) conflict where six times more likely to have an anxiety disorder, three times as likely to have a mood disorder, and 13 times as likely to have an impulse-control disorder as people who had not experienced such events.<br />
<br />
==== Linked patterns====<br />
[[Eye for an Eye – Retribution]], [[Fear Mongering]], [[Xenophobia]]<br />
<br />
==== References ====<br />
<br />
It might also be good because it increases fear and thus decreases the possibility of solving problems intelligently. If one can manipulate people through fear you can lead them into thinking the way you'd like to to think. <br />
<br />
Violence also often leads to more violence.<br />
<br />
-----<br />
<br />
Elie Karam of the Institute for Development, Research, Advocacy and Applied Care in Beirut, Lebanon, and colleagues measured the effects of war on the mental health of 2857 Lebanese civilians. They found that 70 per cent of respondents to their survey had been exposed to traumatic events related to the country's ongoing conflict, including living in a war zone or being a refugee.<br />
<br />
Those exposed to conflict were six times as likely to have an anxiety disorder, three times as likely to have a mood disorder, and 13 times as likely to have an impulse-control disorder as people who had not experienced such events. Less than half of the survey respondents who reported a disorder had sought any treatment - and they took an average of six years to do so. (PLoS Medicine, DOI: 10.1371/journal.pmed.0050061).</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Violence&diff=4880Violence2013-06-04T15:16:01Z<p>Rogjoh26: /* Links */</p>
<hr />
<div>[[File:320px-Riot in Vancouver.jpg|thumb|300px|Rioter cheers while a car burns during the 2011 Stanley Cup riot in Vancouver.]]<br />
====Description====<br />
Effective rule can be achieved through dominance and submission by using violence. If the subject cannot be subdued psychologically through fear, then injury can be inflicted. If injury is not enough, then the subject can ultimately be eliminated by murder.<br />
<br />
====How it Works====<br />
The population is desensitized to violence through the media where it is overtly displayed, and portrayed culturally as the most convenient and efficient means of solving problems. Violence is also celebrated and glorified in sporting events, mass media, and video games. This desensitization to violence eventually makes it universally accepted by the populace. It has been, for example, that heavy users of violent video games are more likely to see violence as a "solution" to social problems and are more likely to ascribe negative motives to people than the average. When violence becomes the norm, it can be used overtly by the ruling class as a means of control. The glorification of domination through violent means can also be used to gain popular support for war.<br />
<br />
Creating a culture of violence can also be used for indirectly inflicting psychological problems on the populace. When plagued with their own mental health issues and the mental health issues of the people close to them, people are much more likely not to be concerned with what the ruling class is doing and how they are doing it.<br />
<br />
====Evidence====<br />
349 soldiers committed suicide in 2012, while 301 died in active combat. This was the third time in four years that suicide surpassed combat deaths among American soldiers. It is assumed though not verified through scientific study that the reasons for suicide are linked to the psychological effects of combat service. The 90 percent increase in violent sex crimes committed by active U.S. Army soldiers between 2006 and 2011 is also attributed in part to the trauma of war. Soldiers suffering post-traumatic stress, traumatic brain injury, and depression have also been shown to have higher incidences of partner abuse.<br />
<br />
A study conducted in Lebanon revealed that civilians exposed to (armed) conflict where six times more likely to have an anxiety disorder, three times as likely to have a mood disorder, and 13 times as likely to have an impulse-control disorder as people who had not experienced such events.<br />
<br />
==== Linked patterns====<br />
[[Eye for an Eye – Retribution]], [[Fear Mongering]], [[Xenophobia]]<br />
<br />
==== Notes and Suggestions ====<br />
<br />
It might also be good because it increases fear and thus decreases the possibility of solving problems intelligently. If one can manipulate people through fear you can lead them into thinking the way you'd like to to think. <br />
<br />
Violence also often leads to more violence.<br />
<br />
-----<br />
<br />
Elie Karam of the Institute for Development, Research, Advocacy and Applied Care in Beirut, Lebanon, and colleagues measured the effects of war on the mental health of 2857 Lebanese civilians. They found that 70 per cent of respondents to their survey had been exposed to traumatic events related to the country's ongoing conflict, including living in a war zone or being a refugee.<br />
<br />
Those exposed to conflict were six times as likely to have an anxiety disorder, three times as likely to have a mood disorder, and 13 times as likely to have an impulse-control disorder as people who had not experienced such events. Less than half of the survey respondents who reported a disorder had sought any treatment - and they took an average of six years to do so. (PLoS Medicine, DOI: 10.1371/journal.pmed.0050061).</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Dehumanization&diff=4879Dehumanization2013-06-04T15:12:49Z<p>Rogjoh26: /* Notes and Suggestions */</p>
<hr />
<div>[[File:Cicatrices de flagellation sur un esclave.jpg|thumb|300px|Scars of a whipped Mississippi slave.]]<br />
<br />
====Description====<br />
<br />
One of the best ways to exploit and mistreat a population is to distance oneself from them as much as possible. We can justify our actions against others by portraying our enemies as sub-human monsters that deserve less that ethical treatment. By creating rigid us/them boundaries we can effectively establish that "we" are in the right, and "they" are dead wrong.<br />
<br />
====How it Works====<br />
Dehumanization is an effective method of controlling the populace. The target group will suffer psychologically and become accustomed to the maltreatment, and the conformist population will have an enemy that is easy to hate and blame problems on. By continually treating and portraying subsets of people who aren't in line with the goals of the state as less than human, that representation will eventually permeate the minds of the rest of the population. As the rest of the population adopts the dehumanizing attitude, they will naturally treat the target peoples with malice. This will serve to reinforce the aims of the state and will create an institutionalized oppression.<br />
<br />
====Evidence====<br />
Treatment of slaves in America was generally brutal, degrading, and inhumane. About 25% of colonial Americans owned slaves, but because slave labor was considerably cheaper than hired labor, nearly all of the white population benefited from slavery in some way. Slave labor as well as slave trade factored heavily into the economies of all colonies. Even most of those who were morally against slavery participated indirectly because it made financial sense. 200 years after abolition racist attitudes towards African Americans persist.<br />
<br />
During colonial times and through the westward expansion across America, Native Americans were referred to and considered savages. The term savages was used specifically to help foster an attitude toward them as being less than human, which aided in justifying the slaughter of many, and relegating the rest to reservations.<br />
<br />
Shortly after Japan's attack on Pearl Harbor, President Roosevelt ordered the internment of over 100,000 people of Japanese ancestry. One Wyoming camp was described as "a barbed-wire-surrounded enclave with unpartitioned toilets, cots for beds, and a budget of 45 cents daily per capita for food rations." The proliferation of anti-Japanese propaganda fueled a fear mongering campaign that largely justified the internment in the minds of the civilian population.<br />
<br />
==== Linked patterns====<br />
[[Cultural imperialism]], [[Criminalizing Poverty]], [[Racism]], [[Silenced Voices]], [[Xenophobia]]<br />
<br />
==== Resources ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Dehumanization&diff=4878Dehumanization2013-06-04T15:12:37Z<p>Rogjoh26: /* Links (to other anti-patterns) */</p>
<hr />
<div>[[File:Cicatrices de flagellation sur un esclave.jpg|thumb|300px|Scars of a whipped Mississippi slave.]]<br />
<br />
====Description====<br />
<br />
One of the best ways to exploit and mistreat a population is to distance oneself from them as much as possible. We can justify our actions against others by portraying our enemies as sub-human monsters that deserve less that ethical treatment. By creating rigid us/them boundaries we can effectively establish that "we" are in the right, and "they" are dead wrong.<br />
<br />
====How it Works====<br />
Dehumanization is an effective method of controlling the populace. The target group will suffer psychologically and become accustomed to the maltreatment, and the conformist population will have an enemy that is easy to hate and blame problems on. By continually treating and portraying subsets of people who aren't in line with the goals of the state as less than human, that representation will eventually permeate the minds of the rest of the population. As the rest of the population adopts the dehumanizing attitude, they will naturally treat the target peoples with malice. This will serve to reinforce the aims of the state and will create an institutionalized oppression.<br />
<br />
====Evidence====<br />
Treatment of slaves in America was generally brutal, degrading, and inhumane. About 25% of colonial Americans owned slaves, but because slave labor was considerably cheaper than hired labor, nearly all of the white population benefited from slavery in some way. Slave labor as well as slave trade factored heavily into the economies of all colonies. Even most of those who were morally against slavery participated indirectly because it made financial sense. 200 years after abolition racist attitudes towards African Americans persist.<br />
<br />
During colonial times and through the westward expansion across America, Native Americans were referred to and considered savages. The term savages was used specifically to help foster an attitude toward them as being less than human, which aided in justifying the slaughter of many, and relegating the rest to reservations.<br />
<br />
Shortly after Japan's attack on Pearl Harbor, President Roosevelt ordered the internment of over 100,000 people of Japanese ancestry. One Wyoming camp was described as "a barbed-wire-surrounded enclave with unpartitioned toilets, cots for beds, and a budget of 45 cents daily per capita for food rations." The proliferation of anti-Japanese propaganda fueled a fear mongering campaign that largely justified the internment in the minds of the civilian population.<br />
<br />
==== Linked patterns====<br />
[[Cultural imperialism]], [[Criminalizing Poverty]], [[Racism]], [[Silenced Voices]], [[Xenophobia]]<br />
<br />
==== Notes and Suggestions ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Distorting_History&diff=4877Distorting History2013-06-04T15:11:57Z<p>Rogjoh26: /* Links (to other anti-patterns) */</p>
<hr />
<div>[[File:320px-The_First_Thanksgiving_cph.3g04961.jpg|thumb|300px|The story of the first Thanksgiving is typical of whitewashed depictions of the relationship between native North Americans and European settlers.]]<br />
====Description====<br />
Altering history by teaching manipulated stories, facts, and data is a means of promoting specific ideologies and agendas. This can be achieved by creating events that did not happen, altering events that did happen, or omitting events altogether. Over time, knowledge of the truth will die with those who lived or witnessed it, and the alternate version will be universally accepted as true.<br />
<br />
====How it Works====<br />
Distorting history is an effective method of erasing events from the minds of the population, of glorifying events and people in support of state ideals, and vilifying events and people in conflict with state ideals. Presenting history in a way that supports the agenda of the state, and reinforcing it through the public education system and the media can be used to control the perceptions of the populace in ways that prevent dissent and promote nationalism.<br />
<br />
====Evidence====<br />
Early American history as taught in the public school system contains many examples of myths and exaggerated heroism. The early European settlers are depicted as good Christians fleeing oppressive British rule and settling peacefully in the New World with the good Indians while having to defend themselves against the bad Indians. Little is said about the native population plummeting by an estimated 80% between 1492-1650 due to disease carried from the Old World settlers, outright massacres, and forced labor.<br />
<br />
The Vietnam War seems to barely be mentioned in public school history lessons. Most Americans have a perception of it being unpopular, and even bad, but have no knowledge of the war crimes committed by Americans, and the extent to which even soldiers protested the war.<br />
<br />
==== Linked patterns====<br />
[[Semantic Manipulation]], [[Denialism]], [[Cultural imperialism]], [[Ultra-nationalism]], [[Dumbing Down]], [[Xenophobia]]<br />
<br />
==== Resources ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Distorting_History&diff=4876Distorting History2013-06-04T15:10:58Z<p>Rogjoh26: /* Notes and Suggestions */</p>
<hr />
<div>[[File:320px-The_First_Thanksgiving_cph.3g04961.jpg|thumb|300px|The story of the first Thanksgiving is typical of whitewashed depictions of the relationship between native North Americans and European settlers.]]<br />
====Description====<br />
Altering history by teaching manipulated stories, facts, and data is a means of promoting specific ideologies and agendas. This can be achieved by creating events that did not happen, altering events that did happen, or omitting events altogether. Over time, knowledge of the truth will die with those who lived or witnessed it, and the alternate version will be universally accepted as true.<br />
<br />
====How it Works====<br />
Distorting history is an effective method of erasing events from the minds of the population, of glorifying events and people in support of state ideals, and vilifying events and people in conflict with state ideals. Presenting history in a way that supports the agenda of the state, and reinforcing it through the public education system and the media can be used to control the perceptions of the populace in ways that prevent dissent and promote nationalism.<br />
<br />
====Evidence====<br />
Early American history as taught in the public school system contains many examples of myths and exaggerated heroism. The early European settlers are depicted as good Christians fleeing oppressive British rule and settling peacefully in the New World with the good Indians while having to defend themselves against the bad Indians. Little is said about the native population plummeting by an estimated 80% between 1492-1650 due to disease carried from the Old World settlers, outright massacres, and forced labor.<br />
<br />
The Vietnam War seems to barely be mentioned in public school history lessons. Most Americans have a perception of it being unpopular, and even bad, but have no knowledge of the war crimes committed by Americans, and the extent to which even soldiers protested the war.<br />
<br />
==== Links (to other anti-patterns)====<br />
[[Semantic Manipulation]], [[Denialism]], [[Cultural imperialism]], [[Ultra-nationalism]], [[Dumbing Down]], [[Xenophobia]]<br />
<br />
==== Resources ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Violence&diff=4838Violence2013-06-02T18:39:11Z<p>Rogjoh26: /* How it Works */</p>
<hr />
<div>[[File:320px-Riot in Vancouver.jpg|thumb|300px|Rioter cheers while a car burns during the 2011 Stanley Cup riot in Vancouver.]]<br />
====Description====<br />
Effective rule can be achieved through dominance and submission by using violence. If the subject cannot be subdued psychologically through fear, then injury can be inflicted. If injury is not enough, then the subject can ultimately be eliminated by murder.<br />
<br />
====How it Works====<br />
The population is desensitized to violence through the media where it is overtly displayed, and portrayed culturally as the most convenient and efficient means of solving problems. Violence is also celebrated and glorified in sporting events and mass media. This desensitization to violence eventually makes it universally accepted by the populace. When violence becomes the norm, it can be used overtly by the ruling class as a means of control. The glorification of domination through violent means can also be used to gain popular support for war.<br />
<br />
Creating a culture of violence can also be used for indirectly inflicting psychological problems on the populace. When plagued with their own mental health issues and the mental health issues of the people close to them, people are much more likely not to be concerned with what the ruling class is doing and how they are doing it.<br />
<br />
====Evidence====<br />
349 soldiers committed suicide in 2012, while 301 died in active combat. This was the third time in four years that suicide surpassed combat deaths among American soldiers. It is assumed though not verified through scientific study that the reasons for suicide are linked to the psychological effects of combat service. The 90 percent increase in violent sex crimes committed by active U.S. Army soldiers between 2006 and 2011 is also attributed in part to the trauma of war. Soldiers suffering post-traumatic stress, traumatic brain injury, and depression have also been shown to have higher incidences of partner abuse.<br />
<br />
A study conducted in Lebanon revealed that civilians exposed to (armed) conflict where six times more likely to have an anxiety disorder, three times as likely to have a mood disorder, and 13 times as likely to have an impulse-control disorder as people who had not experienced such events.<br />
<br />
==== Links (to other anti-patterns)====<br />
[[Eye for an Eye – Retribution]], [[Fear Mongering]], [[Xenophobia]]<br />
<br />
==== Notes and Suggestions ====<br />
<br />
It might also be good because it increases fear and thus decreases the possibility of solving problems intelligently. If one can manipulate people through fear you can lead them into thinking the way you'd like to to think. <br />
<br />
Violence also often leads to more violence.<br />
<br />
-----<br />
<br />
Elie Karam of the Institute for Development, Research, Advocacy and Applied Care in Beirut, Lebanon, and colleagues measured the effects of war on the mental health of 2857 Lebanese civilians. They found that 70 per cent of respondents to their survey had been exposed to traumatic events related to the country's ongoing conflict, including living in a war zone or being a refugee.<br />
<br />
Those exposed to conflict were six times as likely to have an anxiety disorder, three times as likely to have a mood disorder, and 13 times as likely to have an impulse-control disorder as people who had not experienced such events. Less than half of the survey respondents who reported a disorder had sought any treatment - and they took an average of six years to do so. (PLoS Medicine, DOI: 10.1371/journal.pmed.0050061).</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Denialism&diff=4837Denialism2013-06-02T18:35:33Z<p>Rogjoh26: </p>
<hr />
<div>[[File:White_washing_war_crimes_by_Latuff2.jpg|frame|Political cartoon by Carlos Latuff]]<br />
====Description====<br />
<br />
The adherence to certain beliefs proven to be untrue, sometimes supported by certain media outlets and pseudo-sciences. Refusing to accept as truth something that has been proven to be true. Often motivated by religious beliefs, self-interest, or as a defense mechanism out of fear or discomfort.<br />
<br />
====How It Works====<br />
<br />
Relieves guilt by taking away responsibility.<br />
<br />
Can be used to postpone or eradicate fixing problems that the state doesn't want fixed.<br />
<br />
Though proof is presented, individuals continue to deny the proof and adhere to their false beliefs. <br />
<br />
Problems can be reframed in a way that they are represented as not being problems at all. Popular beliefs can be played upon to invoke denial of the problem.<br />
<br />
====Evidence====<br />
<br />
Holocaust Denial<br />
<br />
"Nazi policy did a great deal to facilitate denial of the Holocaust even as the killing operation unfolded across German-occupied Europe during World War II.<br />
The Holocaust was a state secret in Nazi Germany. The Germans wrote down as little as possible. Most of the killing orders were verbal, particularly at the highest levels. Hitler's order to kill Jews was issued only on a need-to-know basis. The Nazi leaders generally avoided detailed planning of killing operations, preferring to proceed in a systematic but often improvised manner. The Germans destroyed most documentation that did exist before the end of the war. The documents that survived and related directly to the killing program were virtually all classified and stamped “Geheime Reichssache” (Top Secret), requiring special handling and destruction to prevent capture by the enemy. Heinrich Himmler, Reich Leader of the SS and Chief of the German Police, said in a secret speech to SS generals in Posen in 1943 that the mass murder of the European Jews was a secret, never to be recorded.<br />
<br />
In order to hide the killing operation as much as possible from the uninitiated, Hitler ordered that the killings not be spoken of directly in German documentation or in public statements. Instead, the Germans used codenames and neutral-sounding terms for the killing process. In Nazi parlance, for example, “action” (Aktion) referred to a violent operation against Jewish (or other) civilians by German security forces; “resettlement to the East” (Umsiedlung nach dem Osten) referred to the forced deportation of Jewish civilians to killing centers in German-occupied Poland; and “special treatment” (Sonderbehandlung) meant killing.<br />
<br />
Both at the time and later, such euphemisms impeded a clear understanding of what the Nazis were doing. This was partly to facilitate the killing process by keeping the victims in the dark about their fate as long as possible. Widespread Jewish resistance was only possible once Jews understood that Nazi policy was to kill all of them. Furthermore, Hitler could not just assume that almost no one would protest the killing of Jews. Even within his own party there were those who agreed with the campaign of persecution against Jews but who occasionally balked at systematic murder. For example, Wilhelm Kube, the German civilian administrator of occupied Belarus, fully supported the murder of the Belarusian Jews, but protested when the SS deported German Jews to Minsk and shot them there."<br />
<br />
Climate Change Denial<br />
<br />
"Conservative billionaires used a secretive funding route to channel nearly $120m (£77m) to more than 100 groups casting doubt about the science behind climate change, the Guardian has learned.<br />
<br />
The funds, doled out between 2002 and 2010, helped build a vast network of thinktanks and activist groups working to a single purpose: to redefine climate change from neutral scientific fact to a highly polarising "wedge issue" for hardcore conservatives.<br />
<br />
The millions were routed through two trusts, Donors Trust and the Donors Capital Fund, operating out of a generic town house in the northern Virginia suburbs of Washington DC. Donors Capital caters to those making donations of $1m or more.<br />
<br />
Whitney Ball, chief executive of the Donors Trust told the Guardian that her organisation assured wealthy donors that their funds would never by diverted to liberal causes."<br />
<br />
http://www.guardian.co.uk/environment/2013/feb/14/funding-climate-change-denial-thinktanks-network<br />
<br />
http://www.pacinst.org/wp-content/uploads/2013/02/climate_statement3.pdf<br />
<br />
==== Linked Patterns ====<br />
<br />
[[Weapons of Mass Distraction]], [[Dumbing Down]], [[Compartmentalization of Knowledge]], [[Distorting History]], [[Social Apathy]], [[Media Monopolies]].<br />
<br />
==== Resources ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Films&diff=4836Films2013-06-02T18:29:36Z<p>Rogjoh26: </p>
<hr />
<div>[[Film Review Template]]<br />
<br />
==Documentary Films==<br />
<br />
*Documentary films are a useful tool to present complex issues in a manner that entertains and educates. The medium enables the filmmaker to describe intricate social and environmental problems, often making the material more accessible to a broader audience. Frequently this art form is used to tell stories of the unheard, and to encourage activism on their behalf. The films below are examples of documentaries that capture civic intelligence in action, or the act of their creation is civic intelligence itself. These films are analyzed for their presentation of civic intelligence, as well as extracting themes using the 'Liberating Voices' patterns. <br />
<blockquote>We think of film as a bullet that ignites consciousness WE must serve as the stone that breaks silence, or the bullet that starts the battle. <br />
—Raymundo Gleyzer</blockquote><br />
<br />
==Unreviewed Films==<br />
<br />
The following films are all good candidates for civic intelligence reviews. They can be reviewed here and also on the Public Sphere Project site. These were all shown at the NW FilmCenter in Portland, Oregon in the fall of 2012.<br />
<br />
* Bidder 70<br />
* Brothers on the Line<br />
* Escape Fire: The Fight to Rescue American Healthcare<br />
* Five Broken Cameras<br />
* The Invisible War<br />
* Radio Unnamable<br />
* Raising Resistance<br />
* [[Revolutionary Optimists]]<br />
* Words of Witness<br />
* The World Before Her<br />
<br />
<br />
<br />
[[File:After_innocence.jpg|thumb]]<br />
<br />
==After Innocence==<br />
''Directed by Jessica Sanders, released in 2005''<br />
<br />
[http://www.afterinnocence.net/ After Innocence official website]<br />
<br />
[http://www.youtube.com/watch?v=Wh8WnERdvoE After Innocence trailer]<br />
<br />
[http://www.hulu.com/watch/479812 Stream After Innocence on Hulu]<br />
<br />
===Synopsis===<br />
<blockquote>"AFTER INNOCENCE tells the dramatic and compelling story of the exonerated — innocent men wrongfully imprisoned for decades and then released after DNA evidence proved their innocence. The film focuses on the gripping story of seven men and their emotional journey back into society and efforts to rebuild their lives. Included are a police officer, an army sergeant and a young father sent to prison and even death row for decades for crimes they did not commit.The men are thrust back into society with little or no support from the system that put them behind bars. While the public views exonerations as success stories — wrongs that have been righted — AFTER INNOCENCE shows that the human toll of wrongful imprisonment can last far longer than the sentences served.The film raises basic questions about human rights and society's moral obligation to the innocent and places a spotlight on the flaws in our criminal justice system that lead to wrongful conviction of the innocent. The film features exonerees Dennis Maher of Lowell, MA; Calvin Willis of Shreveport, LA; Scott Hornoff of Providence, RI; Wilton Dedge of Cocoa Beach, FL.; Vincent Moto of Philadelphia, PA; Nick Yarris of Philadelphia, PA; and Herman Atkins of Los Angeles, CA. It also features Barry Scheck and Peter Neufeld, founders of the Innocent Project which has helped to exonerate the more than l50 people freed through the use of DNA testing in the last decade; and highlights the work of human rights activist Dr. Lola Vollen, co-founder of the Life After Exoneration Program.</blockquote><br />
<br />
===Civic Intelligence===<br />
<br />
===Patterns===<br />
<br />
[[File:Amandla.jpg|thumb]]<br />
<br />
==Amandla! A Revolution in Four Part Harmony==<br />
''Directed by Lee Hirsch, released in 2002''<br />
<br />
[http://vimeo.com/15231827 Amandla! trailer]<br />
<br />
[http://www.snagfilms.com/films/title/amandla_a_revolution_in_four_part_harmony Stream Amandla! at SnagFilms]<br />
<br />
===Synopsis===<br />
<br />
<br />
===Civic Intelligence=== <br />
<br />
<br />
===Patterns===<br />
<br />
[[File:Blue_gold.jpg|thumb]]<br />
<br />
==Blue Gold: World Water Wars==<br />
''Directed by Sam Bozzo, released in 2008''<br />
<br />
[http://www.bluegold-worldwaterwars.com/ Blue Gold official website]<br />
<br />
[http://www.youtube.com/watch?v=Ikb4WG8UJRw Blue Gold trailer]<br />
<br />
[http://www.youtube.com/watch?v=lKcf-RBHirw Stream Blue Gold on YouTube]<br />
<br />
===Synopsis===<br />
<blockquote> "Wars of the future will be fought over water as they are over oil today, as the source of human survival enters the global marketplace and political arena. Corporate giants, private investors, and corrupt governments vie for control of our dwindling supply, prompting protests, lawsuits, and revolutions from citizens fighting for the right to survive. Past civilizations have collapsed from poor water management. Can the human race survive?" (IMDB)</blockquote><br />
<br />
===Civic Intelligence=== <br />
This documentary exhibits civic intelligence in several ways; By presenting this complex issue, and allowing the viewer to review the data on world water resources, and how scientists predict this will unfold in the future. It is often hard for the everyday person to gather all the evidence to gain a complete picture of intricate environmental issues, documentary film is a perfect tool to both show, and allow the experts to interpret scientific studies and observations. Secondly, the filmmakers show how the citizens of Bolivia created a united front, to fight the corporations who privatized their water. The case of Bolivia alone is a wonderful example of civic intelligence applied into action, due to their success their framework has been used in other nations who are fighting for their water rights against MNC. The film shows many individuals and groups working towards the protection of the worlds water resources, and ensuring that there is equal access to it both now, and in the future. Activism is demonstrated by many small community groups, among them the citizens who founded The Michigan Citizens Water Conservation, during their battle to prevent Nestle from removing, bottling, and selling their groundwater. Through presenting the facts, and showing the many individuals and groups working on this issue, the viewer gains a greater understanding of the perils we face globally if we ignore the corporations who are slowly moving to privatize the worlds water resources. This information collectively would be hard for the average person to attain without a tremendous investment in time and resources. It is hard to watch this film without feeling an urgent need to get involved with one of the many organizations introduced. In an act of civic intelligence the filmmakers have a website full of information on the issue, organizations to join, and how to approach local government to promote water preservation.<br />
<br />
===Patterns===<br />
[http://www.publicsphereproject.org/node/329 Whistle Blowing (130)]<br />
[http://www.publicsphereproject.org/node/282 Voices of the Unheard (83)]<br />
[http://www.publicsphereproject.org/node/332 Peaceful Public Demonstrations (133)]<br />
[http://www.publicsphereproject.org/node/334 Follow the Money (135)]<br />
[http://www.publicsphereproject.org/node/315 Everyday Heroism (116)]<br />
[http://www.publicsphereproject.org/node/303 Sense of Struggle (104)]<br />
[http://www.publicsphereproject.org/node/263 Transparency (64)]<br />
[http://www.publicsphereproject.org/node/257 Durable Assets (58)]<br />
[http://www.publicsphereproject.org/node/211 Working Class Consciousness (12)]<br />
[http://www.publicsphereproject.org/node/203 Social Dominance Attenuation (4)]<br />
<br />
==Blue Vinyl==<br />
''Directed by Judith Helfand and Daniel Gold, Released in 2002.''<br />
*[[bluevinyl.jpeg]]<br />
<br />
*<blockquote>"A detective story, an eco-activism doc, and a rollicking comedy, BLUE VINYL puts a human face on the dangers posed by PVC at every stage of its life cycle, from factory to incinerator. Consumer consciousness and the "precautionary principle" have never been this much fun." (Bullfrog Films)</blockquote><br />
*When Judith Helfand's parents decided to re-side their home with vinyl, it set her on a journey of discovery into the manufacturing process. Judith's exploration take her to the heart of Louisiana's industrial district to discover a community struggling with high cancer rates, lack of governmental support from the EPA, and denials from the Vinyl industry. The film explores the work of 'The Bucket Brigade' and how they empower local communities to gather scientific evidence of air pollution.These grassroot organizations are holding industry accountable for their pollution, and pressuring government agencies to get involved. Judith presents the history of the vinyl industry and the controversial scientific evidence that proves the devastating harm it can cause to humans. Judith has done for vinyl chloride what Rachel Carson did for DDT through writing her book 'Silent Spring' in 1962. <br />
<br />
'''Patterns'''<br />
*Memory and Responsibility (11)<br />
*Health as a Human Right (5)<br />
*Social Responsibility (8)<br />
*Whistle Blowing (130)<br />
*Activist Roadtrip (134)<br />
*Appropriating Technology (108)<br />
*Transparency (64)<br />
<br />
==Children Full of Life==<br />
''Directed by,Noboru Kaetsu released 2006''<br />
*<blockquote>In the award-winning documentary Children Full of Life, a fourth-grade class in a primary school in Kanazawa, northwest of Tokyo, learn lessons about compassion from their homeroom teacher, Toshiro Kanamori. He instructs each to write their true inner feelings in a letter, and read it aloud in front of the class. By sharing their lives, the children begin to realize the importance of caring for their classmates.Capturing the intimate moments of the students' laughter and tears, the film explores one teacher's approach to allowing children the opportunity to discover the value of sharing powerful emotions. Classroom discussions include difficult issues such as the death of a parent or being the victim of bullying. In this "school of life," the simple message is learning to look after one another. Following Mr. Kanamori's class for a whole school year, the cameras were kept at the children's eye-level, giving their view of the world as they cope with troubled relationships and the loss of loved ones. Through their daily experiences, viewers see how they develop together a spirit of co-operation and compassion.Children Full of Life was awarded the Global Television Grand Prize at this year's 25th Anniversary Banff Television Festival, the festival's highest honour. It was the first time Japan took the top prize. As well, the documentary won the Rockie Award in the Family and Youth Programs category.(CBC.com)"</blockquote><br />
<br />
==Darwin's Nightmare==<br />
''Directed by, released''<br />
*<blockquote>The old question, which social and political structure is the best for the world seems to have been answered. Capitalism has won. The ultimate forms for future societies are "consumer democracies", which are seen as "civilized" and "good". In a Darwinian sense the "good system" won. It won by either convincing its enemies or eliminating them. <br />
<br />
In DARWIN’S NIGHTMARE I tried to transform the bizarre success story of a fish and the ephemeral boom around this "fittest" animal into an ironic, frightening allegory for what is called the New World Order. I could make the same kind of movie in Sierra Leone, only the fish would be diamonds, in Honduras, bananas, and in Libya, Nigeria or Angola, crude oil. Most of us I guess, know about the destructive mechanisms of our time, but we cannot fully picture them. We are unable to "get it", unable to actually believe what we know. <br />
It is, for example, incredible that wherever prime raw material is discovered, the locals die in misery, their sons become soldiers, and their daughters are turned into servants and whores. Hearing and seeing the same stories over and over makes me feel sick. After hundreds of years of slavery and colonisation of Africa, globalisation of african markets is the third and deadliest humiliation for the people of this continent. The arrogance of rich countries towards the third world (that's three quarters of humanity) is creating immeasurable future dangers for all peoples.<br />
<br />
<br />
It seems that the individual participants within a deadly system don't have ugly faces, and for the most part, no bad intentions. These people include you and me. Some of us are "only doing their job" (like flying a jumbo from A to B carrying napalm), some don’t want to know, others simply fight for survival. I tried to film the personalities in this documentary as intimately as possible. Sergey, Dimond, Raphael, Eliza: real people who wonderfully represent the complexity of this system, and for me, the real enigma.</blockquote><br />
<br />
* This film presents the incredibly complex issue, and history, of the Nile Perch, in Lake Victoria. In order for society to begin to solve environmental issues we have to have an in depth understanding of the whole picture, this film does that for the people who live on Lake Victoria. The filmmakers risked their lives to expose the full depth of this dynamic, and shocking story.<br />
<br />
==The Garbage Warrior==<br />
<blockquote>"The Garbage Warrior is a feature-length documentary film telling the epic story of maverick US architect Michael Reynolds and his fight to introduce radically sustainable housing. An extraordinary tale of triumph over bureaucracy, Garbage Warrior is above all an intimate portrait of an extraordinary individual and his dream of changing the world." (IMDB)</blockquote><br />
<br />
*This documentary charts the career of Michael Reynolds as he dedicates his life to providing the planet with off the grid, sustainable houses. Reynolds has a passion for his designs and a conviction that it can be a solution to many of the worlds environmental problems, but he faces constant obstacles from State legislation in the form of building permits. His fight for permission to build these homes in the US takes him to fight city hall. This film also demonstrates Reynolds work in countries that have experienced natural disasters, as he teaches local communities how to build these structures out of available materials. This film explores the notion of what to do when solutions are not met with action and acceptance. How can civic intelligence work towards mitigating this scenario? Michael Reynolds is a tremendous example of a man who dedicates his life to a singular mission to enable these buildings to be constructed, in order to help the earth deal with the reality of 7 billion residents.<br />
*'''Patterns'''<br />
*Dematerialization (18)<br />
*Sustainable Design (22)<br />
*Durable Assets (58)<br />
*Shared Vision (101)<br />
<br />
<br />
==The Garden==<br />
''Directed by Scott Hamilton Kennedy, released in 2008''<br />
<blockquote>"The fourteen-acre community garden at 41st and Alameda in South Central Los Angeles is the largest of its kind in the United States. Started as a form of healing after the devastating L.A. riots in 1992, the South Central Farmers have since created a miracle in one of the country’s most blighted neighborhoods. Growing their own food. Feeding their families. Creating a community.But now, bulldozers are poised to level their 14-acre oasis.The Garden follows the plight of the farmers, from the tilled soil of this urban farm to the polished marble of City Hall. Mostly immigrants from Latin America, from countries where they feared for their lives if they were to speak out, we watch them organize, fight back, and demand answers:Why was the land sold to a wealthy developer for millions less than fair-market value? Why was the transaction done in a closed-door session of the LA City Council? Why has it never been made public?And the powers-that-be have the same response: “The garden is wonderful, but there is nothing more we can do.”<br />
<br />
If everyone told you nothing more could be done, would you give up?"</blockquote><br />
<br />
'''Patterns'''<br />
[http://publicsphereproject.org/drupal/node/212 Back to the Roots]<br />
<br />
==Harlan County, USA==<br />
''Directed by Barbara Kopple and released in 1976.''<br />
<blockquote>"If Barbara Kopple had made no other film than this documentary account of the 1974 strike of Kentucky mine workers, arguably one of the finest documentaries ever made in the U.S. and possibly the best on the problems of organized labor, her place in film industry history would be assured. The strike began when the miners working for the Eastover Mining Co. joined the UMW, and its corporate parent, Duke Power, refused to sign the standard union contract. By living with the 180 families involved in the strike, Kopple shows the backbreaking burdens of the miners life in the best of times and the looming fear of destitution in the worst. As the strikers strive to remain united through a difficult year, Kopple photographs the picketing, the company's use of state troopers to keep the roads open for scabs, the showdowns between the miners and strikebreakers brandishing firearms. While the film is unabashedly partisan, its worth remembering that the company's refusal to sign a contract was condemned by the National Labor Relations Board and that the corporation agreed to sign only under heavy pressure from federal mediators." (cabincreekfilms)</blockquote><br />
* As a young filmmaker, Barbara Kopple gained incredible access to the community of Harlan County, allowing her to portray those impacted by the strike with compelling honesty. This film demonstrates the civic intelligence of a community fighting for greater labor rights for the miners, and their families. As the strike continues they have many town hall meetings to discuss their strategy, and to define the needs of the community. This film gives a rare glimpse behind the picket lines, showing us what worked and more importantly what didn't work.<br />
<br />
*'''Patterns'''<br />
*Labor Visions (112)<br />
*Community Inquiry<br />
*Sense of Struggle<br />
*Transparency (64)<br />
*Matrifocal Orientation (9)<br />
*Working Class Consciousness (12)<br />
* Social Dominance Attenuation (4)<br />
*Voices of the Unheard (83)<br />
*Civic Capacities (85)<br />
*Whistle Blowing (130)<br />
*Everyday Heroism (116)<br />
<br />
==How to Survive a Plague== <br />
''Directed by David France, released in 2012.''<br />
<br />
[http://surviveaplague.com/ How to Survive a Plague official website]<br />
<br />
[http://youtu.be/haEPLCA_H2Y How to Survive a Plague trailer]<br />
<br />
<br />
*'''Patterns'''<br />
<br />
<br />
==Human Resources== <br />
''Directed by Scott Noble, released in 2010.''<br />
<br />
[http://metanoia-films.org/human-resources/ Human Resources official website]<br />
<br />
[http://vimeo.com/17008998# Human Resources trailer]<br />
<br />
[http://www.openfilm.com/videos/human-resources-remastered Stream Human Resources on openfilm]<br />
<br />
Note: excellent for studying anti-patterns<br />
<br />
*'''Patterns'''<br />
<br />
<br />
==I Have Never Forgotten You==<br />
<blockquote>"I Have Never Forgotten You" is a comprehensive look at the life and legacy of Simon Wiesenthal, the famed Nazi hunter and humanitarian. Narrated by Academy Award winning actress Nicole Kidman, it features interviews with longtime Wiesenthal associates, government leaders from around the world, friends and family members — many of whom have never discussed the legendary Nazi hunter and humanitarian on camera. Previously unseen archival film and photos also highlight the film. What was the driving force behind his work? What kept him going when for years the odds were against his efforts? What is his legacy today, more than 60 years after the end of World War Two?" (IMDB)</blockquote> <br />
*The work of Simon Wiesenthal to locate and prosecute Nazi war criminals, is an important part of the healing process after war. Many nations allowed Nazi's to live unhindered in their countries furthering the damage inflicted upon not only families lost to the concentration camps, but creating national distrust in the justice system. This process is also an important part of a nation's ability to remember their history. <br />
* '''Patterns'''<br />
* Voices of the Unheard (83)<br />
* Everyday Heroism (116)<br />
* Power of Story (114)<br />
*Equal Access to Justice (69)<br />
*Truth and Reconciliation Commissions (51)<br />
<br />
<br />
==Lost Angels: Skid Row is My Home==<br />
''Directed by Thomas Q. Napper, released in 2010. ''<br />
<br />
<br />
<br />
<br />
==The Listening Project==<br />
''Directed by Dominic Howes, Released in 2008''<blockquote>"What does the world think of America?" This question is the foundation of the documentary, and turns into a quest for the answer, as four Americans travel through 15 countries and 6 continents asking those citizens of their opinion of America, and how they have been impacted by the most powerful country in the world. "The result is an emotional and inspiring examination of crumbling empires, human fellowship and the meaning of citizenship in a globalized world" (The Listening Project)</blockquote><br />
<br />
*While this documentary was filmed during the Bush administration, and therefore reflects feelings in regards to the foreign policy of the time, as a concept it still represents an important skill in the art of listening, and understanding diversity. Asking simple questions, founded in an earnest desire to fully understand another has a powerful impact on individuals, nations and global peace.Civic intelligence can only truly be embraced when there is an ability to communicate with one another. This documentary shows the far reaching impact of active listening.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Whistle Blowing (130)<br />
*Social Dominance Attenuation (4)<br />
<br />
==Paper Clips==<br />
''2004. Directed by Eliot Berlin and Joe Fab, released in 2004. '' <br />
<blockquote>"An inspiring production of The Johnson Group, in association with One Clip at a Time Films and Ergo Entertainment, "Paper Clips" tells the story of the students of Whitwell Middle School in rural Whitwell, Tennessee.<br />
<br />
In 1998, the students embarked on a classroom project aimed at teaching about cultural diversity in a small community almost exclusively white and Christian. Their "Paper Clips" project sparked one of the most inspirational and profound lessons in tolerance, in the least likely of places.<br />
<br />
Out of a desire to help students open their eyes to the diversity of the world beyond their insulated valley, the school's principal, Linda Hooper, created the "Paper Clips" project to help her students to grasp the enormity of human suffering during the Holocaust. The idea was to collect six million paper clips — one for each of the six million Jewish victims of the Holocaust — an idea that touched a chord among Holocaust survivors, their families and even world leaders and celebrities as word of the project spread.<br />
<br />
Ultimately, the school project generated an international outpouring of support and encouragement that none of the students and teachers — nor the citizens of Whitwell — had ever envisioned." (Anti-Defamation League.com)</blockquote><br />
<br />
* This film documents the story of a school as they transform, not only their students, but ultimately the surrounding community. Globally, we are still fighting against racism within our communities and institutions, equality is still a right we are striving for, and while we had thought that horrors such as the holocaust would never happen again, they have in Yugoslavia, Rwanda and Sudan. Paperclips demonstrates how a classroom project with middle school children really can make a substantial impact on a community, by changing the way they view others, by discovering that we are all the same. Perhaps the most powerful lessons for these children was the impact of meeting holocaust survivors and listening to their stories, transforming black and white pictures to flesh and blood. This process of discovery did not only change the children but profoundly impacted the teachers, and parents, demonstrating the power of involved community to the engagement of civic intelligence.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
<br />
==The Park That Kids Built==<br />
Linda Jassim.<blockquote>"an inspiring documentary of urban renewal. Set in South Los Angeles, the film depicts how two teachers, fifth and sixth graders and the community turned a vacant lot &mdash; filled with abandoned cars and trash &mdash; into Estrella Children's Park."</blockquote><br />
<br />
<br />
==Pray the Devil Back to Hell==<br />
''Directed by Gini Reticker, released in 2008.''<blockquote> "Pray the Devil Back to Hell chronicles the remarkable story of the courageous Liberian women who came together to end a bloody civil war and bring peace to their shattered country.Thousands of women — ordinary mothers, grandmothers, aunts and daughters, both Christian and Muslim — came together to pray for peace and then staged a silent protest outside of the Presidential Palace. Armed only with white T-shirts and the courage of their convictions, they demanded a resolution to the country’s civil war. Their actions were a critical element in bringing about a agreement during the stalled peace talks.A story of sacrifice, unity and transcendence, Pray the Devil Back to Hell honors the strength and perseverance of the women of Liberia. Inspiring, uplifting, and most of all motivating, it is a compelling testimony of how grassroots activism can alter the history of nations." (praythedevilbacktoheall.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Activist Road Trip (134)<br />
*Peaceful Public Demonstrations (133)<br />
*Matrifocal Orientation (9)<br />
<br />
==Promises==<br />
''Directed by Carlos Bolado,and B.Z Goldberg, released in 2001''.<blockquote> "PROMISES follows the journey of one of the filmmakers, Israeli-American B.Z. Goldberg. B.Z. travels to a Palestinian refugee camp and to an Israeli settlement in the West Bank, and to the more familiar neighborhoods of Jerusalem where he meets seven Palestinian and Israeli children. Though the children live only 20 minutes apart, they exist in completely separate worlds; the physical, historical and emotional obstacles between them run deep. PROMISES explores the nature of these boundaries and tells the story of a few children who dared to cross the lines to meet their neighbors. Rather than focusing on political events, the seven children featured in PROMISES offer a refreshing, human and sometimes humorous portrait of the Palestinian-Israeli conflict."</blockquote><br />
'''*Patterns'''<br />
*Memory and Responsibility (11)<br />
*Peace Education (56)<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
<br />
==The Power of Forgiveness==<br />
Director, Martin Doblmeier, released 2008.<blockquote> '"The Power of Forgiveness explores recent research into the psychological and physical effects of forgiveness on individuals and within relationships under a wide variety of conditions and translates it into a popular, accessible documentary film for national public television. This includes feature stories on the Amish, the 9/11 tragedy and peace-building in Northern Ireland, along with interviews with renowned Buddhist teacher Thich Nhat Hanh, Nobel Laureate Elie Wiesel, best-selling authors Thomas Moore and Marianne Williamson and others. The film also explores the role forgiveness holds in various faiths traditions. It provides an honest look at the intensity of anger and grief that human nature is heir to. We see in the film that there are transgressions people find themselves unwilling or unable to forgive. Through character-driven stories the film shows the role forgiveness can play in alleviating anger and grief and the physical, mental and spiritual benefits that come with it." (Power of Forgiveness)</blockquote><br />
<br />
* In order for civic intelligence to thrive there has to be a fundamental ability for active communication to exist, propelling societies forward rather than stuck in endless cycles of hatred, anger, and revenge. How ca healing begin after intense violence and overwhelming loss? This film focuses on the single factor of moving individuals, groups and nations beyond this cycle and into forgiveness and peace. While many interviewed in the film declare that the process is not an easy one it is an essential one to end continuing generational violence. We all need to develop the skills shown in this film, whether they come from religion, as demonstrated by the Amish community grieving after grieving the loss of children during a school shooting, or the widows of 9/11 striving to build a peace garden at ground zero.<br />
<br />
*'''Patterns'''<br />
*Voices of The Unheard (83)<br />
*Self Help Groups (105)<br />
*Power of Story (114)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==The Real Dirt on Farmer John==<br />
''Directed by Taggert Siegal, released in 2005''<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)<br />
<br />
==Revolutionary Optimists==<br />
"Children are saving lives in the slums of Kolkata. Amlan Ganguly doesn't rescue slum children. He empowers the youth to become change agents, battling poverty and transforming their neighborhoods with dramatic results. Filmed over the course of several years, The Revolutionary Optimists follows Amlan and three of the children he works with on an intimate journey through adolescence, as they fight for the better future he encourages them to imagine is deservedly theirs."<br />
<br />
<center><br />
[[File:Revolutionary-optimists.png]]<br />
</center><br />
<br />
"Hot-headed, theatrical, but astonishingly dedicated and sincere, Amlan left a successful law career to try to make meaningful change where the law and other NGO's had failed. A dancer, choreographer, and costume designer, he brings creative expression to subjects that can otherwise be difficult for film audiences to approach. Meet local youth using the Map Your World app from the film to effect change right here in the Puget Sound. <br />
<br />
Nicole Newnham (co-director) was nominated for a national Emmy Award for co-producing and directing the documentary PBS Independent Lens Sentenced Home (2006), which follows three Cambodian refugees in Seattle who are deported back to Cambodia after 9/11. <br />
<br />
Maren Grainger-Monsen (co-director) is a physician, filmmaker-in-residence and director of the Program in Bioethics in Film at the Stanford University Center for Biomedical Ethics."<br />
<br />
==The Singing Revolution==<br />
''Directed by James and Maureen Tusty, Released in 2006''<br />
<blockquote>"Most people don’t think about singing when they think about revolution. But song was the weapon of choice when Estonians sought to free themselves from decades of Soviet occupation. The Singing Revolution is an inspiring account of one nation’s dramatic rebirth. It is the story of humankind’s irrepressible drive for freedom and self-determination.The Singing Revolution shares how, between 1987 and 1991, hundreds of thousands of Estonians gathered publicly to sing forbidden patriotic songs and share protest speeches, risking their lives to proclaim their desire for independence. While violence and bloodshed was the unfortunate end result in other occupied nations of the USSR, the revolutionary songs of the Estonians anchored their struggle for freedom, which was ultimately accomplished without the loss of a single life."</blockquote><br />
<br />
In a 1939 Joseph Stalin and Adolph Hitler divided Eastern Europe into "spheres of special interest." As a result of this agreement, the USSR invaded, occupied, and established military bases in The Republic of Estonia. In 1940, Estonia was annexed by the Soviet Union. In 1941 Germany invaded the USSR and battled with the Soviet Republic on Estonian soil from that time until autumn of 1944 when the USSR reconquered Estonia. The Soviets occupied Estonia until the fall of the Soviet Union in 1991.<br />
<br />
The Singing Revolution tells the story of Estonia from World War II to the restoration of their republic when the parliament issued a Declaration of Independence from the USSR on August 20, 1991. The central theme of the film is Estonia's rich tradition of song and how the Estonian people relied on those traditions to maintain their cultural identity, and ultimately used singing to unify and empower themselves in a way that resulted in them rising up against their oppressors and regaining independence.<br />
<br />
<br />
==Rize==<br />
''Directed by David Chapelle, released in 2005''<br />
*[[File:Large Rize1.jpg]]<blockquote>"Rize" reveals a groundbreaking dance phenomenon that’s exploding on the streets of South Central, Los Angeles. Taking advantage of unprecedented access, this documentary film brings to first light a revolutionary form of artistic expression borne from oppression. The aggressive and visually stunning dance modernizes moves indigenous to African tribal rituals and features mind-blowing, athletic movement sped up to impossible speeds. “Rize” tracks the fascinating evolution of the dance: we meet Tommy Johnson (Tommy the Clown), who first created the style as a response to the 1992 Rodney King riots and named it “Clowning”, as well as the kids who developed the movement into what they now call Krumping. The kids use dance as an alternative to gangs and hustling: they form their own troupes and paint their faces like warriors, meeting to outperform rival gangs of dancers or just to hone their skills. For the dancers, Krumping becomes a way of life – and, because it’s authentic expression (in complete opposition to the bling-bling hip-hop culture), the dance becomes a vital part of who they are. Like “Paris is Burning” or “Style Wars” before it, “Rize” illuminates an entire community by focusing on an artform as a movement that the disenfranchised have created. But the true stars of the film are the dancers themselves: surrounded by drug addiction, gang activity, and impoverishment, they have managed to somehow rise above. The film offers an intimate, completely fresh portrayal of kids in South Central as they reveal their spirit and creativity. These kids have created art – and often family – where before there was none.</blockquote> <br />
<br />
*Charting new dance movements among youth of South Central LA, called Krumping and Clowning. Founded by ex gang members to reduce the amount of youth entering the gang lifestyle. The documentary follows several groups of dancers as they practice as teams for the annual dance competition,"BattleZone". Many of the dancers have been impacted by the gang activity in their neighborhoods, or lost family members as a result of shootings. This film shows the impact of civic intelligence through the power of art in the community, resulting in a reduction of local youth getting involved with gangs. Through the activity of community dance these youth are able to create a new family structure, through team dancing. Interesting to note that the Crips and Bloods originally emerged due to the inability of black male youth to enter Cub programs in LA.<br />
<br />
==Run Granny Run==<br />
*''Directed by Marlo Poras, released in 2002''<br />
*[[File: Unknown.jpeg]]<br />
<blockquote>Doris "Granny D" Haddock, died at the ripe age of 100, lived in the woods between Dublin and Peterborough, New Hampshire, made famous as Our Town by Thornton Wilder. She was born January 24, 1910 in Laconia, New Hampshire and attended Emerson College before marrying James Haddock.Doris raised two children during the Great Depression and later she worked at a shoe company for twenty years. With her husband, Jim, Doris helped stop the planned use of hydrogen bombs in Alaska in 1960, saving an Inuit fishing village at Point Hope. The couple retired in 1972, during which time Doris served on the Planning Board of her town and was active in community affairs. She nursed Jim through 10 years of Alzheimer’s disease.<br />
<br />
After the defeat of Senator McCain and Senator Feingold's first attempt to remove unregulated "soft" money from campaigns in 1995, Doris became interested in campaign reform and led a petition movement. On January 1, 1999–at the age of 89–she began a 3,200–mile walk across the country to demonstrate her concern for the issue, walking ten miles each day for fourteen months. Doris traveled as a pilgrim, walking until given shelter, fasting until given food. With the unflagging generosity of strangers she met along the way, Doris never went without a meal or a bed. She trekked through over 1,000 miles of desert, climbed the Appalachian Range in blizzard conditions and even skied 100 miles after a historic snowfall made roadside walking impossible. When she arrived in Washington D.C., Granny D was met by 2,200 supporters representing a wide variety of reform groups. Several dozen members of Congress walked the final miles with her. Granny D walking with supporters It took two more years to gain passage of the McCain/Feingold bill, during which time Doris engaged in walking fasts around the Capitol, organized rallies in many states, and held demonstrations that twice landed her in DC jails.<br />
<br />
<br />
In 2003, Doris had her eyes on the upcoming election, and so she drove around the country on a 22,000 mile voter registration effort targeting working women and minorities. This trek was cut short in June 2004, when Doris heard that the presumed Democratic nominee for U.S. Senate in NH had dropped out of the race days before the filing deadline. 94 years old and still eager to "raise a little hell," Doris surprised everyone by deciding to challenge the Republican incumbent. Her insurgent, grassroots campaign defied all expectations. Politicians and pundits alike have lauded the work of this indefatigable great–grandmother of sixteen: “I believe she represents all that is good in America. She has taken up this struggle to clean up American politics… Granny D, you exceed any small, modest contributions those of us who have labored in the vineyards of reform have made to this Earth. We are grateful for you.” Sen. John McCain “Doris Haddock is a true patriot, and our nation has been blessed by her remarkable life.” Jimmy Carter “The problem with Granny D…is that she makes the rest of us look like such schlumps.” (www.grannyd.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Everyday Heroism (116)<br />
*Follow the Money (135)<br />
*Activist Road Trip (134)<br />
*Peaceful Demonstrations (133)<br />
<br />
==Rural Studio==<br />
''Directed by Chuck Schultz, released in 2003''<br />
<br />
==Sir! No Sir!==<br />
''Directed by David Zeigler, released in 2005''.<blockquote>"This feature-length documentary focuses on the efforts by troops in the U.S. military during the Vietnam War to oppose the war effort by peaceful demonstration and subversion. It speaks mainly to veterans, but serves as a ready reminder to civilians that soldiers may oppose war as stridently as any civilian, and at greater personal peril." (IMDB)</blockquote><br />
*'''Patterns<br />
*<br />
<br />
==The Take==<br />
''Directed by Avi Lewis, Released in 2004''<br />
<br />
==Transmission 6-10==<br />
''Directed by, Released in 2009''<br />
*<blockquote>“A brilliant expose about the current genocide and human rights crisis in China, centering around the pacifist religious group the Falun Gong. 10/10Using personal accounts, eyewitnesses, photographs, interviews, and stories from the people that actually endured the torture, Transmission 6- 10 brings the viewer into the stark reality that is Modern China. The film is painstakingly researched, and covers everything; from the start of the movement and ensuing persecution to the organ harvesting and genocidal nature of Chinese prisons and “justice”. This films cuts clear through the propaganda and shows the true intentions and actions of the Chinese government. Ample evidence is provided, from photos and personal accounts, to scholars and even official Chinese documents and press statements."(transmission6-10.com)</blockquote><br />
<br />
* While this film documents the oppression of the Falun Gong, it also shows how one group fought for their rights to freedom of spiritual expression, under the veil of secrecy of communist China. Despite suffering the torture and genocide of large numbers of their group, they continued to fight to have their story known in the Western world.<br />
<br />
<br />
<br />
==The Trials Of Darryl Hunt==<br />
''Directed by Ricki Stern and Annie Sundberg, released in 2006''<br />
<br />
<blockquote>"North Carolina, 1984. A brutal murder leaves a white woman dead, and a young black man accused. This exclusive portrait of a harrowing wrongful conviction offers a provocative and haunting examination of a community – and a criminal justice system — subject to racial bias and tainted by fear.“The Trials of Darryl Hunt” documents a brutal rape/murder in the American South, and offers a deeply personal story of a wrongfully convicted man, Darryl Hunt, who spent twenty years in prison for a crime he did not commit.In 1984, a young white newspaper reporter, Deborah Sykes, was raped, sodomized and stabbed to death just blocks from where she worked in Winston-Salem, NC.Base on an ID made by a former Klan member, a 19-year-old black man, Darryl Hunt, was charged. No physical evidence linked Hunt to the crime. Hunt was convicted by an all white jury, and sentenced to life imprisonment. In 1994, DNA testing cleared Hunt, yet he would spend another ten years behind bars. The film chronicles this capital case from 1984 through 2004. With personal narratives and exclusive footage from two decades, the film frames the judicial and emotional responses to this chilling crime – and the implications surrounding Hunt’s conviction — against a backdrop of class and racial bias in America.This unique look at one man’s loss and redemption challenges the assumption that all Americans have the right to unbiased justice.(BreakthruFilms)</blockquote><br />
<br />
==Very Young Girls==<br />
*<blockquote>Very Young Girls is an exposé of the commercial sexual exploitation of girls in New York City as they are sold on the streets by pimps and treated as adult criminals by police. The film follows barely adolescent girls in real time, using vérité and intimate interviews with them, documenting their struggles and triumphs as they seek to exit the commercial sex industry. The film also uses startling footage shot by pimps themselves, giving a rare glimpse into how the cycle of exploitation begins for many women.The film identifies hope for these girls in the organization GEMS (Girls Educational and Mentoring Services), a recovery agency founded and run by Rachel Lloyd, herself a survivor of commercial sexual exploitation. GEMS is committed to ending commercial sexual exploitation and domestic trafficking of children by changing individual lives, transforming public perception, and revolutionizing the systems and policies that impact commercially sexually exploited youth. Very Young Girls will change the way law enforcement, the media, and society as a whole look at the commercial sexual exploitation, street prostitution, and human trafficking that is happening right in our own backyard.</blockquote><br />
<br />
<br />
<br />
<br />
<br />
<br />
==References==<br />
<br />
*http://www.bluevinyl.org/<br />
*http://www.breakthrufilms.org/the-trials-of-darryl-hunt/<br />
*http://www.promisesproject.org/film.html<br />
*http://www.praythedevilbacktohell.com<br />
*http://www.angelicorganics.com<br />
*http://www.listeningprojectfilm.com<br />
*http://www.thegarbagewarrior.com<br />
*http://www.thepowerofforgiveness.com<br />
*http://www.moriahfilms.com<br />
*http://www.grannyd.com<br />
*http://www.thesingingrevolution.com<br />
*http://www.irispictures.com<br />
*http://www.imdb.com<br />
*http://www.cabincreekfilms.com<br />
*http://www.davidchappelle.com<br />
*http://www.breakthrufilms.com<br />
*http://www.thegardenmovie.com<br />
*http://www.forlibertymovie.com<br />
*http://topdocumentaryfilms.com/the-911-chronicles/</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Distorting_History&diff=4834Distorting History2013-06-02T18:20:50Z<p>Rogjoh26: </p>
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<div>[[File:320px-The_First_Thanksgiving_cph.3g04961.jpg|thumb|300px|The story of the first Thanksgiving is typical of whitewashed depictions of the relationship between native North Americans and European settlers.]]<br />
====Description====<br />
Altering history by teaching manipulated stories, facts, and data is a means of promoting specific ideologies and agendas. This can be achieved by creating events that did not happen, altering events that did happen, or omitting events altogether. Over time, knowledge of the truth will die with those who lived or witnessed it, and the alternate version will be universally accepted as true.<br />
<br />
====How it Works====<br />
Distorting history is an effective method of erasing events from the minds of the population, of glorifying events and people in support of state ideals, and vilifying events and people in conflict with state ideals. Presenting history in a way that supports the agenda of the state, and reinforcing it through the public education system and the media can be used to control the perceptions of the populace in ways that prevent dissent and promote nationalism.<br />
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====Evidence====<br />
Early American history as taught in the public school system contains many examples of myths and exaggerated heroism. The early European settlers are depicted as good Christians fleeing oppressive British rule and settling peacefully in the New World with the good Indians while having to defend themselves against the bad Indians. Little is said about the native population plummeting by an estimated 80% between 1492-1650 due to disease carried from the Old World settlers, outright massacres, and forced labor.<br />
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The Vietnam War seems to barely be mentioned in public school history lessons. Most Americans have a perception of it being unpopular, and even bad, but have no knowledge of the war crimes committed by Americans, and the extent to which even soldiers protested the war.<br />
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==== Links (to other anti-patterns)====<br />
[[Semantic Manipulation]], [[Denialism]], [[Cultural imperialism]], [[Ultra-nationalism]], [[Dumbing Down]], [[Xenophobia]]<br />
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==== Notes and Suggestions ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Films&diff=4833Films2013-05-31T23:10:55Z<p>Rogjoh26: /* Human Resources */</p>
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<div>[[Film Review Template]]<br />
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==Documentary Films==<br />
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*Documentary films are a useful tool to present complex issues in a manner that entertains and educates. The medium enables the filmmaker to describe intricate social and environmental problems, often making the material more accessible to a broader audience. Frequently this art form is used to tell stories of the unheard, and to encourage activism on their behalf. The films below are examples of documentaries that capture civic intelligence in action, or the act of their creation is civic intelligence itself. These films are analyzed for their presentation of civic intelligence, as well as extracting themes using the 'Liberating Voices' patterns. <br />
<blockquote>We think of film as a bullet that ignites consciousness WE must serve as the stone that breaks silence, or the bullet that starts the battle. <br />
—Raymundo Gleyzer</blockquote><br />
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==Unreviewed Films==<br />
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The following films are all good candidates for civic intelligence reviews. They can be reviewed here and also on the Public Sphere Project site. These were all shown at the NW FilmCenter in Portland, Oregon in the fall of 2012.<br />
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* Bidder 70<br />
* Brothers on the Line<br />
* Escape Fire: The Fight to Rescue American Healthcare<br />
* Five Broken Cameras<br />
* The Invisible War<br />
* Radio Unnamable<br />
* Raising Resistance<br />
* [[Revolutionary Optimists]]<br />
* Words of Witness<br />
* The World Before Her<br />
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[[File:After_innocence.jpg|thumb]]<br />
<br />
==After Innocence==<br />
''Directed by Jessica Sanders, released in 2005''<br />
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[http://www.afterinnocence.net/ After Innocence official website]<br />
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[http://www.youtube.com/watch?v=Wh8WnERdvoE After Innocence trailer]<br />
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[http://www.hulu.com/watch/479812 Stream After Innocence on Hulu]<br />
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===Synopsis===<br />
<blockquote>"AFTER INNOCENCE tells the dramatic and compelling story of the exonerated — innocent men wrongfully imprisoned for decades and then released after DNA evidence proved their innocence. The film focuses on the gripping story of seven men and their emotional journey back into society and efforts to rebuild their lives. Included are a police officer, an army sergeant and a young father sent to prison and even death row for decades for crimes they did not commit.The men are thrust back into society with little or no support from the system that put them behind bars. While the public views exonerations as success stories — wrongs that have been righted — AFTER INNOCENCE shows that the human toll of wrongful imprisonment can last far longer than the sentences served.The film raises basic questions about human rights and society's moral obligation to the innocent and places a spotlight on the flaws in our criminal justice system that lead to wrongful conviction of the innocent. The film features exonerees Dennis Maher of Lowell, MA; Calvin Willis of Shreveport, LA; Scott Hornoff of Providence, RI; Wilton Dedge of Cocoa Beach, FL.; Vincent Moto of Philadelphia, PA; Nick Yarris of Philadelphia, PA; and Herman Atkins of Los Angeles, CA. It also features Barry Scheck and Peter Neufeld, founders of the Innocent Project which has helped to exonerate the more than l50 people freed through the use of DNA testing in the last decade; and highlights the work of human rights activist Dr. Lola Vollen, co-founder of the Life After Exoneration Program.</blockquote><br />
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===Civic Intelligence===<br />
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===Patterns===<br />
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[[File:Amandla.jpg|thumb]]<br />
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==Amandla! A Revolution in Four Part Harmony==<br />
''Directed by Lee Hirsch, released in 2002''<br />
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[http://vimeo.com/15231827 Amandla! trailer]<br />
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[http://www.snagfilms.com/films/title/amandla_a_revolution_in_four_part_harmony Stream Amandla! at SnagFilms]<br />
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===Synopsis===<br />
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===Civic Intelligence=== <br />
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===Patterns===<br />
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[[File:Blue_gold.jpg|thumb]]<br />
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==Blue Gold: World Water Wars==<br />
''Directed by Sam Bozzo, released in 2008''<br />
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[http://www.bluegold-worldwaterwars.com/ Blue Gold official website]<br />
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[http://www.youtube.com/watch?v=Ikb4WG8UJRw Blue Gold trailer]<br />
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[http://www.youtube.com/watch?v=lKcf-RBHirw Stream Blue Gold on YouTube]<br />
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===Synopsis===<br />
<blockquote> "Wars of the future will be fought over water as they are over oil today, as the source of human survival enters the global marketplace and political arena. Corporate giants, private investors, and corrupt governments vie for control of our dwindling supply, prompting protests, lawsuits, and revolutions from citizens fighting for the right to survive. Past civilizations have collapsed from poor water management. Can the human race survive?" (IMDB)</blockquote><br />
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===Civic Intelligence=== <br />
This documentary exhibits civic intelligence in several ways; By presenting this complex issue, and allowing the viewer to review the data on world water resources, and how scientists predict this will unfold in the future. It is often hard for the everyday person to gather all the evidence to gain a complete picture of intricate environmental issues, documentary film is a perfect tool to both show, and allow the experts to interpret scientific studies and observations. Secondly, the filmmakers show how the citizens of Bolivia created a united front, to fight the corporations who privatized their water. The case of Bolivia alone is a wonderful example of civic intelligence applied into action, due to their success their framework has been used in other nations who are fighting for their water rights against MNC. The film shows many individuals and groups working towards the protection of the worlds water resources, and ensuring that there is equal access to it both now, and in the future. Activism is demonstrated by many small community groups, among them the citizens who founded The Michigan Citizens Water Conservation, during their battle to prevent Nestle from removing, bottling, and selling their groundwater. Through presenting the facts, and showing the many individuals and groups working on this issue, the viewer gains a greater understanding of the perils we face globally if we ignore the corporations who are slowly moving to privatize the worlds water resources. This information collectively would be hard for the average person to attain without a tremendous investment in time and resources. It is hard to watch this film without feeling an urgent need to get involved with one of the many organizations introduced. In an act of civic intelligence the filmmakers have a website full of information on the issue, organizations to join, and how to approach local government to promote water preservation.<br />
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===Patterns===<br />
[http://www.publicsphereproject.org/node/329 Whistle Blowing (130)]<br />
[http://www.publicsphereproject.org/node/282 Voices of the Unheard (83)]<br />
[http://www.publicsphereproject.org/node/332 Peaceful Public Demonstrations (133)]<br />
[http://www.publicsphereproject.org/node/334 Follow the Money (135)]<br />
[http://www.publicsphereproject.org/node/315 Everyday Heroism (116)]<br />
[http://www.publicsphereproject.org/node/303 Sense of Struggle (104)]<br />
[http://www.publicsphereproject.org/node/263 Transparency (64)]<br />
[http://www.publicsphereproject.org/node/257 Durable Assets (58)]<br />
[http://www.publicsphereproject.org/node/211 Working Class Consciousness (12)]<br />
[http://www.publicsphereproject.org/node/203 Social Dominance Attenuation (4)]<br />
<br />
==Blue Vinyl==<br />
''Directed by Judith Helfand and Daniel Gold, Released in 2002.''<br />
*[[bluevinyl.jpeg]]<br />
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*<blockquote>"A detective story, an eco-activism doc, and a rollicking comedy, BLUE VINYL puts a human face on the dangers posed by PVC at every stage of its life cycle, from factory to incinerator. Consumer consciousness and the "precautionary principle" have never been this much fun." (Bullfrog Films)</blockquote><br />
*When Judith Helfand's parents decided to re-side their home with vinyl, it set her on a journey of discovery into the manufacturing process. Judith's exploration take her to the heart of Louisiana's industrial district to discover a community struggling with high cancer rates, lack of governmental support from the EPA, and denials from the Vinyl industry. The film explores the work of 'The Bucket Brigade' and how they empower local communities to gather scientific evidence of air pollution.These grassroot organizations are holding industry accountable for their pollution, and pressuring government agencies to get involved. Judith presents the history of the vinyl industry and the controversial scientific evidence that proves the devastating harm it can cause to humans. Judith has done for vinyl chloride what Rachel Carson did for DDT through writing her book 'Silent Spring' in 1962. <br />
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'''Patterns'''<br />
*Memory and Responsibility (11)<br />
*Health as a Human Right (5)<br />
*Social Responsibility (8)<br />
*Whistle Blowing (130)<br />
*Activist Roadtrip (134)<br />
*Appropriating Technology (108)<br />
*Transparency (64)<br />
<br />
==Children Full of Life==<br />
''Directed by,Noboru Kaetsu released 2006''<br />
*<blockquote>In the award-winning documentary Children Full of Life, a fourth-grade class in a primary school in Kanazawa, northwest of Tokyo, learn lessons about compassion from their homeroom teacher, Toshiro Kanamori. He instructs each to write their true inner feelings in a letter, and read it aloud in front of the class. By sharing their lives, the children begin to realize the importance of caring for their classmates.Capturing the intimate moments of the students' laughter and tears, the film explores one teacher's approach to allowing children the opportunity to discover the value of sharing powerful emotions. Classroom discussions include difficult issues such as the death of a parent or being the victim of bullying. In this "school of life," the simple message is learning to look after one another. Following Mr. Kanamori's class for a whole school year, the cameras were kept at the children's eye-level, giving their view of the world as they cope with troubled relationships and the loss of loved ones. Through their daily experiences, viewers see how they develop together a spirit of co-operation and compassion.Children Full of Life was awarded the Global Television Grand Prize at this year's 25th Anniversary Banff Television Festival, the festival's highest honour. It was the first time Japan took the top prize. As well, the documentary won the Rockie Award in the Family and Youth Programs category.(CBC.com)"</blockquote><br />
<br />
==Darwin's Nightmare==<br />
''Directed by, released''<br />
*<blockquote>The old question, which social and political structure is the best for the world seems to have been answered. Capitalism has won. The ultimate forms for future societies are "consumer democracies", which are seen as "civilized" and "good". In a Darwinian sense the "good system" won. It won by either convincing its enemies or eliminating them. <br />
<br />
In DARWIN’S NIGHTMARE I tried to transform the bizarre success story of a fish and the ephemeral boom around this "fittest" animal into an ironic, frightening allegory for what is called the New World Order. I could make the same kind of movie in Sierra Leone, only the fish would be diamonds, in Honduras, bananas, and in Libya, Nigeria or Angola, crude oil. Most of us I guess, know about the destructive mechanisms of our time, but we cannot fully picture them. We are unable to "get it", unable to actually believe what we know. <br />
It is, for example, incredible that wherever prime raw material is discovered, the locals die in misery, their sons become soldiers, and their daughters are turned into servants and whores. Hearing and seeing the same stories over and over makes me feel sick. After hundreds of years of slavery and colonisation of Africa, globalisation of african markets is the third and deadliest humiliation for the people of this continent. The arrogance of rich countries towards the third world (that's three quarters of humanity) is creating immeasurable future dangers for all peoples.<br />
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It seems that the individual participants within a deadly system don't have ugly faces, and for the most part, no bad intentions. These people include you and me. Some of us are "only doing their job" (like flying a jumbo from A to B carrying napalm), some don’t want to know, others simply fight for survival. I tried to film the personalities in this documentary as intimately as possible. Sergey, Dimond, Raphael, Eliza: real people who wonderfully represent the complexity of this system, and for me, the real enigma.</blockquote><br />
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* This film presents the incredibly complex issue, and history, of the Nile Perch, in Lake Victoria. In order for society to begin to solve environmental issues we have to have an in depth understanding of the whole picture, this film does that for the people who live on Lake Victoria. The filmmakers risked their lives to expose the full depth of this dynamic, and shocking story.<br />
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==The Garbage Warrior==<br />
<blockquote>"The Garbage Warrior is a feature-length documentary film telling the epic story of maverick US architect Michael Reynolds and his fight to introduce radically sustainable housing. An extraordinary tale of triumph over bureaucracy, Garbage Warrior is above all an intimate portrait of an extraordinary individual and his dream of changing the world." (IMDB)</blockquote><br />
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*This documentary charts the career of Michael Reynolds as he dedicates his life to providing the planet with off the grid, sustainable houses. Reynolds has a passion for his designs and a conviction that it can be a solution to many of the worlds environmental problems, but he faces constant obstacles from State legislation in the form of building permits. His fight for permission to build these homes in the US takes him to fight city hall. This film also demonstrates Reynolds work in countries that have experienced natural disasters, as he teaches local communities how to build these structures out of available materials. This film explores the notion of what to do when solutions are not met with action and acceptance. How can civic intelligence work towards mitigating this scenario? Michael Reynolds is a tremendous example of a man who dedicates his life to a singular mission to enable these buildings to be constructed, in order to help the earth deal with the reality of 7 billion residents.<br />
*'''Patterns'''<br />
*Dematerialization (18)<br />
*Sustainable Design (22)<br />
*Durable Assets (58)<br />
*Shared Vision (101)<br />
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==The Garden==<br />
''Directed by Scott Hamilton Kennedy, released in 2008''<br />
<blockquote>"The fourteen-acre community garden at 41st and Alameda in South Central Los Angeles is the largest of its kind in the United States. Started as a form of healing after the devastating L.A. riots in 1992, the South Central Farmers have since created a miracle in one of the country’s most blighted neighborhoods. Growing their own food. Feeding their families. Creating a community.But now, bulldozers are poised to level their 14-acre oasis.The Garden follows the plight of the farmers, from the tilled soil of this urban farm to the polished marble of City Hall. Mostly immigrants from Latin America, from countries where they feared for their lives if they were to speak out, we watch them organize, fight back, and demand answers:Why was the land sold to a wealthy developer for millions less than fair-market value? Why was the transaction done in a closed-door session of the LA City Council? Why has it never been made public?And the powers-that-be have the same response: “The garden is wonderful, but there is nothing more we can do.”<br />
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If everyone told you nothing more could be done, would you give up?"</blockquote><br />
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'''Patterns'''<br />
[http://publicsphereproject.org/drupal/node/212 Back to the Roots]<br />
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==Harlan County, USA==<br />
''Directed by Barbara Kopple and released in 1976.''<br />
<blockquote>"If Barbara Kopple had made no other film than this documentary account of the 1974 strike of Kentucky mine workers, arguably one of the finest documentaries ever made in the U.S. and possibly the best on the problems of organized labor, her place in film industry history would be assured. The strike began when the miners working for the Eastover Mining Co. joined the UMW, and its corporate parent, Duke Power, refused to sign the standard union contract. By living with the 180 families involved in the strike, Kopple shows the backbreaking burdens of the miners life in the best of times and the looming fear of destitution in the worst. As the strikers strive to remain united through a difficult year, Kopple photographs the picketing, the company's use of state troopers to keep the roads open for scabs, the showdowns between the miners and strikebreakers brandishing firearms. While the film is unabashedly partisan, its worth remembering that the company's refusal to sign a contract was condemned by the National Labor Relations Board and that the corporation agreed to sign only under heavy pressure from federal mediators." (cabincreekfilms)</blockquote><br />
* As a young filmmaker, Barbara Kopple gained incredible access to the community of Harlan County, allowing her to portray those impacted by the strike with compelling honesty. This film demonstrates the civic intelligence of a community fighting for greater labor rights for the miners, and their families. As the strike continues they have many town hall meetings to discuss their strategy, and to define the needs of the community. This film gives a rare glimpse behind the picket lines, showing us what worked and more importantly what didn't work.<br />
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*'''Patterns'''<br />
*Labor Visions (112)<br />
*Community Inquiry<br />
*Sense of Struggle<br />
*Transparency (64)<br />
*Matrifocal Orientation (9)<br />
*Working Class Consciousness (12)<br />
* Social Dominance Attenuation (4)<br />
*Voices of the Unheard (83)<br />
*Civic Capacities (85)<br />
*Whistle Blowing (130)<br />
*Everyday Heroism (116)<br />
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==I Have Never Forgotten You==<br />
<blockquote>"I Have Never Forgotten You" is a comprehensive look at the life and legacy of Simon Wiesenthal, the famed Nazi hunter and humanitarian. Narrated by Academy Award winning actress Nicole Kidman, it features interviews with longtime Wiesenthal associates, government leaders from around the world, friends and family members — many of whom have never discussed the legendary Nazi hunter and humanitarian on camera. Previously unseen archival film and photos also highlight the film. What was the driving force behind his work? What kept him going when for years the odds were against his efforts? What is his legacy today, more than 60 years after the end of World War Two?" (IMDB)</blockquote> <br />
*The work of Simon Wiesenthal to locate and prosecute Nazi war criminals, is an important part of the healing process after war. Many nations allowed Nazi's to live unhindered in their countries furthering the damage inflicted upon not only families lost to the concentration camps, but creating national distrust in the justice system. This process is also an important part of a nation's ability to remember their history. <br />
* '''Patterns'''<br />
* Voices of the Unheard (83)<br />
* Everyday Heroism (116)<br />
* Power of Story (114)<br />
*Equal Access to Justice (69)<br />
*Truth and Reconciliation Commissions (51)<br />
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==Human Resources== <br />
''Directed by Scott Noble, released in 2010.''<br />
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[http://metanoia-films.org/human-resources/ Human Resources official website]<br />
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[http://vimeo.com/17008998# Human Resources trailer]<br />
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[http://www.openfilm.com/videos/human-resources-remastered Stream Human Resources on openfilm]<br />
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Note: excellent for studying anti-patterns<br />
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*'''Patterns'''<br />
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==Lost Angels: Skid Row is My Home==<br />
''Directed by Thomas Q. Napper, released in 2010. ''<br />
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==The Listening Project==<br />
''Directed by Dominic Howes, Released in 2008''<blockquote>"What does the world think of America?" This question is the foundation of the documentary, and turns into a quest for the answer, as four Americans travel through 15 countries and 6 continents asking those citizens of their opinion of America, and how they have been impacted by the most powerful country in the world. "The result is an emotional and inspiring examination of crumbling empires, human fellowship and the meaning of citizenship in a globalized world" (The Listening Project)</blockquote><br />
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*While this documentary was filmed during the Bush administration, and therefore reflects feelings in regards to the foreign policy of the time, as a concept it still represents an important skill in the art of listening, and understanding diversity. Asking simple questions, founded in an earnest desire to fully understand another has a powerful impact on individuals, nations and global peace.Civic intelligence can only truly be embraced when there is an ability to communicate with one another. This documentary shows the far reaching impact of active listening.<br />
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*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Whistle Blowing (130)<br />
*Social Dominance Attenuation (4)<br />
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==Paper Clips==<br />
''2004. Directed by Eliot Berlin and Joe Fab, released in 2004. '' <br />
<blockquote>"An inspiring production of The Johnson Group, in association with One Clip at a Time Films and Ergo Entertainment, "Paper Clips" tells the story of the students of Whitwell Middle School in rural Whitwell, Tennessee.<br />
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In 1998, the students embarked on a classroom project aimed at teaching about cultural diversity in a small community almost exclusively white and Christian. Their "Paper Clips" project sparked one of the most inspirational and profound lessons in tolerance, in the least likely of places.<br />
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Out of a desire to help students open their eyes to the diversity of the world beyond their insulated valley, the school's principal, Linda Hooper, created the "Paper Clips" project to help her students to grasp the enormity of human suffering during the Holocaust. The idea was to collect six million paper clips — one for each of the six million Jewish victims of the Holocaust — an idea that touched a chord among Holocaust survivors, their families and even world leaders and celebrities as word of the project spread.<br />
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Ultimately, the school project generated an international outpouring of support and encouragement that none of the students and teachers — nor the citizens of Whitwell — had ever envisioned." (Anti-Defamation League.com)</blockquote><br />
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* This film documents the story of a school as they transform, not only their students, but ultimately the surrounding community. Globally, we are still fighting against racism within our communities and institutions, equality is still a right we are striving for, and while we had thought that horrors such as the holocaust would never happen again, they have in Yugoslavia, Rwanda and Sudan. Paperclips demonstrates how a classroom project with middle school children really can make a substantial impact on a community, by changing the way they view others, by discovering that we are all the same. Perhaps the most powerful lessons for these children was the impact of meeting holocaust survivors and listening to their stories, transforming black and white pictures to flesh and blood. This process of discovery did not only change the children but profoundly impacted the teachers, and parents, demonstrating the power of involved community to the engagement of civic intelligence.<br />
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*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
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==The Park That Kids Built==<br />
Linda Jassim.<blockquote>"an inspiring documentary of urban renewal. Set in South Los Angeles, the film depicts how two teachers, fifth and sixth graders and the community turned a vacant lot &mdash; filled with abandoned cars and trash &mdash; into Estrella Children's Park."</blockquote><br />
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==Pray the Devil Back to Hell==<br />
''Directed by Gini Reticker, released in 2008.''<blockquote> "Pray the Devil Back to Hell chronicles the remarkable story of the courageous Liberian women who came together to end a bloody civil war and bring peace to their shattered country.Thousands of women — ordinary mothers, grandmothers, aunts and daughters, both Christian and Muslim — came together to pray for peace and then staged a silent protest outside of the Presidential Palace. Armed only with white T-shirts and the courage of their convictions, they demanded a resolution to the country’s civil war. Their actions were a critical element in bringing about a agreement during the stalled peace talks.A story of sacrifice, unity and transcendence, Pray the Devil Back to Hell honors the strength and perseverance of the women of Liberia. Inspiring, uplifting, and most of all motivating, it is a compelling testimony of how grassroots activism can alter the history of nations." (praythedevilbacktoheall.com)</blockquote><br />
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*'''Patterns'''<br />
*Activist Road Trip (134)<br />
*Peaceful Public Demonstrations (133)<br />
*Matrifocal Orientation (9)<br />
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==Promises==<br />
''Directed by Carlos Bolado,and B.Z Goldberg, released in 2001''.<blockquote> "PROMISES follows the journey of one of the filmmakers, Israeli-American B.Z. Goldberg. B.Z. travels to a Palestinian refugee camp and to an Israeli settlement in the West Bank, and to the more familiar neighborhoods of Jerusalem where he meets seven Palestinian and Israeli children. Though the children live only 20 minutes apart, they exist in completely separate worlds; the physical, historical and emotional obstacles between them run deep. PROMISES explores the nature of these boundaries and tells the story of a few children who dared to cross the lines to meet their neighbors. Rather than focusing on political events, the seven children featured in PROMISES offer a refreshing, human and sometimes humorous portrait of the Palestinian-Israeli conflict."</blockquote><br />
'''*Patterns'''<br />
*Memory and Responsibility (11)<br />
*Peace Education (56)<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
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==The Power of Forgiveness==<br />
Director, Martin Doblmeier, released 2008.<blockquote> '"The Power of Forgiveness explores recent research into the psychological and physical effects of forgiveness on individuals and within relationships under a wide variety of conditions and translates it into a popular, accessible documentary film for national public television. This includes feature stories on the Amish, the 9/11 tragedy and peace-building in Northern Ireland, along with interviews with renowned Buddhist teacher Thich Nhat Hanh, Nobel Laureate Elie Wiesel, best-selling authors Thomas Moore and Marianne Williamson and others. The film also explores the role forgiveness holds in various faiths traditions. It provides an honest look at the intensity of anger and grief that human nature is heir to. We see in the film that there are transgressions people find themselves unwilling or unable to forgive. Through character-driven stories the film shows the role forgiveness can play in alleviating anger and grief and the physical, mental and spiritual benefits that come with it." (Power of Forgiveness)</blockquote><br />
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* In order for civic intelligence to thrive there has to be a fundamental ability for active communication to exist, propelling societies forward rather than stuck in endless cycles of hatred, anger, and revenge. How ca healing begin after intense violence and overwhelming loss? This film focuses on the single factor of moving individuals, groups and nations beyond this cycle and into forgiveness and peace. While many interviewed in the film declare that the process is not an easy one it is an essential one to end continuing generational violence. We all need to develop the skills shown in this film, whether they come from religion, as demonstrated by the Amish community grieving after grieving the loss of children during a school shooting, or the widows of 9/11 striving to build a peace garden at ground zero.<br />
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*'''Patterns'''<br />
*Voices of The Unheard (83)<br />
*Self Help Groups (105)<br />
*Power of Story (114)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
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==The Real Dirt on Farmer John==<br />
''Directed by Taggert Siegal, released in 2005''<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
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*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
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*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)<br />
<br />
==Revolutionary Optimists==<br />
"Children are saving lives in the slums of Kolkata. Amlan Ganguly doesn't rescue slum children. He empowers the youth to become change agents, battling poverty and transforming their neighborhoods with dramatic results. Filmed over the course of several years, The Revolutionary Optimists follows Amlan and three of the children he works with on an intimate journey through adolescence, as they fight for the better future he encourages them to imagine is deservedly theirs."<br />
<br />
<center><br />
[[File:Revolutionary-optimists.png]]<br />
</center><br />
<br />
"Hot-headed, theatrical, but astonishingly dedicated and sincere, Amlan left a successful law career to try to make meaningful change where the law and other NGO's had failed. A dancer, choreographer, and costume designer, he brings creative expression to subjects that can otherwise be difficult for film audiences to approach. Meet local youth using the Map Your World app from the film to effect change right here in the Puget Sound. <br />
<br />
Nicole Newnham (co-director) was nominated for a national Emmy Award for co-producing and directing the documentary PBS Independent Lens Sentenced Home (2006), which follows three Cambodian refugees in Seattle who are deported back to Cambodia after 9/11. <br />
<br />
Maren Grainger-Monsen (co-director) is a physician, filmmaker-in-residence and director of the Program in Bioethics in Film at the Stanford University Center for Biomedical Ethics."<br />
<br />
==The Singing Revolution==<br />
''Directed by James and Maureen Tusty, Released in 2006''<br />
<blockquote>"Most people don’t think about singing when they think about revolution. But song was the weapon of choice when Estonians sought to free themselves from decades of Soviet occupation. The Singing Revolution is an inspiring account of one nation’s dramatic rebirth. It is the story of humankind’s irrepressible drive for freedom and self-determination.The Singing Revolution shares how, between 1987 and 1991, hundreds of thousands of Estonians gathered publicly to sing forbidden patriotic songs and share protest speeches, risking their lives to proclaim their desire for independence. While violence and bloodshed was the unfortunate end result in other occupied nations of the USSR, the revolutionary songs of the Estonians anchored their struggle for freedom, which was ultimately accomplished without the loss of a single life."</blockquote><br />
<br />
In a 1939 Joseph Stalin and Adolph Hitler divided Eastern Europe into "spheres of special interest." As a result of this agreement, the USSR invaded, occupied, and established military bases in The Republic of Estonia. In 1940, Estonia was annexed by the Soviet Union. In 1941 Germany invaded the USSR and battled with the Soviet Republic on Estonian soil from that time until autumn of 1944 when the USSR reconquered Estonia. The Soviets occupied Estonia until the fall of the Soviet Union in 1991.<br />
<br />
The Singing Revolution tells the story of Estonia from World War II to the restoration of their republic when the parliament issued a Declaration of Independence from the USSR on August 20, 1991. The central theme of the film is Estonia's rich tradition of song and how the Estonian people relied on those traditions to maintain their cultural identity, and ultimately used singing to unify and empower themselves in a way that resulted in them rising up against their oppressors and regaining independence.<br />
<br />
<br />
==Rize==<br />
''Directed by David Chapelle, released in 2005''<br />
*[[File:Large Rize1.jpg]]<blockquote>"Rize" reveals a groundbreaking dance phenomenon that’s exploding on the streets of South Central, Los Angeles. Taking advantage of unprecedented access, this documentary film brings to first light a revolutionary form of artistic expression borne from oppression. The aggressive and visually stunning dance modernizes moves indigenous to African tribal rituals and features mind-blowing, athletic movement sped up to impossible speeds. “Rize” tracks the fascinating evolution of the dance: we meet Tommy Johnson (Tommy the Clown), who first created the style as a response to the 1992 Rodney King riots and named it “Clowning”, as well as the kids who developed the movement into what they now call Krumping. The kids use dance as an alternative to gangs and hustling: they form their own troupes and paint their faces like warriors, meeting to outperform rival gangs of dancers or just to hone their skills. For the dancers, Krumping becomes a way of life – and, because it’s authentic expression (in complete opposition to the bling-bling hip-hop culture), the dance becomes a vital part of who they are. Like “Paris is Burning” or “Style Wars” before it, “Rize” illuminates an entire community by focusing on an artform as a movement that the disenfranchised have created. But the true stars of the film are the dancers themselves: surrounded by drug addiction, gang activity, and impoverishment, they have managed to somehow rise above. The film offers an intimate, completely fresh portrayal of kids in South Central as they reveal their spirit and creativity. These kids have created art – and often family – where before there was none.</blockquote> <br />
<br />
*Charting new dance movements among youth of South Central LA, called Krumping and Clowning. Founded by ex gang members to reduce the amount of youth entering the gang lifestyle. The documentary follows several groups of dancers as they practice as teams for the annual dance competition,"BattleZone". Many of the dancers have been impacted by the gang activity in their neighborhoods, or lost family members as a result of shootings. This film shows the impact of civic intelligence through the power of art in the community, resulting in a reduction of local youth getting involved with gangs. Through the activity of community dance these youth are able to create a new family structure, through team dancing. Interesting to note that the Crips and Bloods originally emerged due to the inability of black male youth to enter Cub programs in LA.<br />
<br />
==Run Granny Run==<br />
*''Directed by Marlo Poras, released in 2002''<br />
*[[File: Unknown.jpeg]]<br />
<blockquote>Doris "Granny D" Haddock, died at the ripe age of 100, lived in the woods between Dublin and Peterborough, New Hampshire, made famous as Our Town by Thornton Wilder. She was born January 24, 1910 in Laconia, New Hampshire and attended Emerson College before marrying James Haddock.Doris raised two children during the Great Depression and later she worked at a shoe company for twenty years. With her husband, Jim, Doris helped stop the planned use of hydrogen bombs in Alaska in 1960, saving an Inuit fishing village at Point Hope. The couple retired in 1972, during which time Doris served on the Planning Board of her town and was active in community affairs. She nursed Jim through 10 years of Alzheimer’s disease.<br />
<br />
After the defeat of Senator McCain and Senator Feingold's first attempt to remove unregulated "soft" money from campaigns in 1995, Doris became interested in campaign reform and led a petition movement. On January 1, 1999–at the age of 89–she began a 3,200–mile walk across the country to demonstrate her concern for the issue, walking ten miles each day for fourteen months. Doris traveled as a pilgrim, walking until given shelter, fasting until given food. With the unflagging generosity of strangers she met along the way, Doris never went without a meal or a bed. She trekked through over 1,000 miles of desert, climbed the Appalachian Range in blizzard conditions and even skied 100 miles after a historic snowfall made roadside walking impossible. When she arrived in Washington D.C., Granny D was met by 2,200 supporters representing a wide variety of reform groups. Several dozen members of Congress walked the final miles with her. Granny D walking with supporters It took two more years to gain passage of the McCain/Feingold bill, during which time Doris engaged in walking fasts around the Capitol, organized rallies in many states, and held demonstrations that twice landed her in DC jails.<br />
<br />
<br />
In 2003, Doris had her eyes on the upcoming election, and so she drove around the country on a 22,000 mile voter registration effort targeting working women and minorities. This trek was cut short in June 2004, when Doris heard that the presumed Democratic nominee for U.S. Senate in NH had dropped out of the race days before the filing deadline. 94 years old and still eager to "raise a little hell," Doris surprised everyone by deciding to challenge the Republican incumbent. Her insurgent, grassroots campaign defied all expectations. Politicians and pundits alike have lauded the work of this indefatigable great–grandmother of sixteen: “I believe she represents all that is good in America. She has taken up this struggle to clean up American politics… Granny D, you exceed any small, modest contributions those of us who have labored in the vineyards of reform have made to this Earth. We are grateful for you.” Sen. John McCain “Doris Haddock is a true patriot, and our nation has been blessed by her remarkable life.” Jimmy Carter “The problem with Granny D…is that she makes the rest of us look like such schlumps.” (www.grannyd.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Everyday Heroism (116)<br />
*Follow the Money (135)<br />
*Activist Road Trip (134)<br />
*Peaceful Demonstrations (133)<br />
<br />
==Rural Studio==<br />
''Directed by Chuck Schultz, released in 2003''<br />
<br />
==Sir! No Sir!==<br />
''Directed by David Zeigler, released in 2005''.<blockquote>"This feature-length documentary focuses on the efforts by troops in the U.S. military during the Vietnam War to oppose the war effort by peaceful demonstration and subversion. It speaks mainly to veterans, but serves as a ready reminder to civilians that soldiers may oppose war as stridently as any civilian, and at greater personal peril." (IMDB)</blockquote><br />
*'''Patterns<br />
*<br />
<br />
==The Take==<br />
''Directed by Avi Lewis, Released in 2004''<br />
<br />
==Transmission 6-10==<br />
''Directed by, Released in 2009''<br />
*<blockquote>“A brilliant expose about the current genocide and human rights crisis in China, centering around the pacifist religious group the Falun Gong. 10/10Using personal accounts, eyewitnesses, photographs, interviews, and stories from the people that actually endured the torture, Transmission 6- 10 brings the viewer into the stark reality that is Modern China. The film is painstakingly researched, and covers everything; from the start of the movement and ensuing persecution to the organ harvesting and genocidal nature of Chinese prisons and “justice”. This films cuts clear through the propaganda and shows the true intentions and actions of the Chinese government. Ample evidence is provided, from photos and personal accounts, to scholars and even official Chinese documents and press statements."(transmission6-10.com)</blockquote><br />
<br />
* While this film documents the oppression of the Falun Gong, it also shows how one group fought for their rights to freedom of spiritual expression, under the veil of secrecy of communist China. Despite suffering the torture and genocide of large numbers of their group, they continued to fight to have their story known in the Western world.<br />
<br />
<br />
<br />
==The Trials Of Darryl Hunt==<br />
''Directed by Ricki Stern and Annie Sundberg, released in 2006''<br />
<br />
<blockquote>"North Carolina, 1984. A brutal murder leaves a white woman dead, and a young black man accused. This exclusive portrait of a harrowing wrongful conviction offers a provocative and haunting examination of a community – and a criminal justice system — subject to racial bias and tainted by fear.“The Trials of Darryl Hunt” documents a brutal rape/murder in the American South, and offers a deeply personal story of a wrongfully convicted man, Darryl Hunt, who spent twenty years in prison for a crime he did not commit.In 1984, a young white newspaper reporter, Deborah Sykes, was raped, sodomized and stabbed to death just blocks from where she worked in Winston-Salem, NC.Base on an ID made by a former Klan member, a 19-year-old black man, Darryl Hunt, was charged. No physical evidence linked Hunt to the crime. Hunt was convicted by an all white jury, and sentenced to life imprisonment. In 1994, DNA testing cleared Hunt, yet he would spend another ten years behind bars. The film chronicles this capital case from 1984 through 2004. With personal narratives and exclusive footage from two decades, the film frames the judicial and emotional responses to this chilling crime – and the implications surrounding Hunt’s conviction — against a backdrop of class and racial bias in America.This unique look at one man’s loss and redemption challenges the assumption that all Americans have the right to unbiased justice.(BreakthruFilms)</blockquote><br />
<br />
==Very Young Girls==<br />
*<blockquote>Very Young Girls is an exposé of the commercial sexual exploitation of girls in New York City as they are sold on the streets by pimps and treated as adult criminals by police. The film follows barely adolescent girls in real time, using vérité and intimate interviews with them, documenting their struggles and triumphs as they seek to exit the commercial sex industry. The film also uses startling footage shot by pimps themselves, giving a rare glimpse into how the cycle of exploitation begins for many women.The film identifies hope for these girls in the organization GEMS (Girls Educational and Mentoring Services), a recovery agency founded and run by Rachel Lloyd, herself a survivor of commercial sexual exploitation. GEMS is committed to ending commercial sexual exploitation and domestic trafficking of children by changing individual lives, transforming public perception, and revolutionizing the systems and policies that impact commercially sexually exploited youth. Very Young Girls will change the way law enforcement, the media, and society as a whole look at the commercial sexual exploitation, street prostitution, and human trafficking that is happening right in our own backyard.</blockquote><br />
<br />
<br />
<br />
<br />
<br />
<br />
==References==<br />
<br />
*http://www.bluevinyl.org/<br />
*http://www.breakthrufilms.org/the-trials-of-darryl-hunt/<br />
*http://www.promisesproject.org/film.html<br />
*http://www.praythedevilbacktohell.com<br />
*http://www.angelicorganics.com<br />
*http://www.listeningprojectfilm.com<br />
*http://www.thegarbagewarrior.com<br />
*http://www.thepowerofforgiveness.com<br />
*http://www.moriahfilms.com<br />
*http://www.grannyd.com<br />
*http://www.thesingingrevolution.com<br />
*http://www.irispictures.com<br />
*http://www.imdb.com<br />
*http://www.cabincreekfilms.com<br />
*http://www.davidchappelle.com<br />
*http://www.breakthrufilms.com<br />
*http://www.thegardenmovie.com<br />
*http://www.forlibertymovie.com<br />
*http://topdocumentaryfilms.com/the-911-chronicles/</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Films&diff=4832Films2013-05-31T23:07:11Z<p>Rogjoh26: /* Long Night's Journey into Day */</p>
<hr />
<div>[[Film Review Template]]<br />
<br />
==Documentary Films==<br />
<br />
*Documentary films are a useful tool to present complex issues in a manner that entertains and educates. The medium enables the filmmaker to describe intricate social and environmental problems, often making the material more accessible to a broader audience. Frequently this art form is used to tell stories of the unheard, and to encourage activism on their behalf. The films below are examples of documentaries that capture civic intelligence in action, or the act of their creation is civic intelligence itself. These films are analyzed for their presentation of civic intelligence, as well as extracting themes using the 'Liberating Voices' patterns. <br />
<blockquote>We think of film as a bullet that ignites consciousness WE must serve as the stone that breaks silence, or the bullet that starts the battle. <br />
—Raymundo Gleyzer</blockquote><br />
<br />
==Unreviewed Films==<br />
<br />
The following films are all good candidates for civic intelligence reviews. They can be reviewed here and also on the Public Sphere Project site. These were all shown at the NW FilmCenter in Portland, Oregon in the fall of 2012.<br />
<br />
* Bidder 70<br />
* Brothers on the Line<br />
* Escape Fire: The Fight to Rescue American Healthcare<br />
* Five Broken Cameras<br />
* The Invisible War<br />
* Radio Unnamable<br />
* Raising Resistance<br />
* [[Revolutionary Optimists]]<br />
* Words of Witness<br />
* The World Before Her<br />
<br />
<br />
<br />
[[File:After_innocence.jpg|thumb]]<br />
<br />
==After Innocence==<br />
''Directed by Jessica Sanders, released in 2005''<br />
<br />
[http://www.afterinnocence.net/ After Innocence official website]<br />
<br />
[http://www.youtube.com/watch?v=Wh8WnERdvoE After Innocence trailer]<br />
<br />
[http://www.hulu.com/watch/479812 Stream After Innocence on Hulu]<br />
<br />
===Synopsis===<br />
<blockquote>"AFTER INNOCENCE tells the dramatic and compelling story of the exonerated — innocent men wrongfully imprisoned for decades and then released after DNA evidence proved their innocence. The film focuses on the gripping story of seven men and their emotional journey back into society and efforts to rebuild their lives. Included are a police officer, an army sergeant and a young father sent to prison and even death row for decades for crimes they did not commit.The men are thrust back into society with little or no support from the system that put them behind bars. While the public views exonerations as success stories — wrongs that have been righted — AFTER INNOCENCE shows that the human toll of wrongful imprisonment can last far longer than the sentences served.The film raises basic questions about human rights and society's moral obligation to the innocent and places a spotlight on the flaws in our criminal justice system that lead to wrongful conviction of the innocent. The film features exonerees Dennis Maher of Lowell, MA; Calvin Willis of Shreveport, LA; Scott Hornoff of Providence, RI; Wilton Dedge of Cocoa Beach, FL.; Vincent Moto of Philadelphia, PA; Nick Yarris of Philadelphia, PA; and Herman Atkins of Los Angeles, CA. It also features Barry Scheck and Peter Neufeld, founders of the Innocent Project which has helped to exonerate the more than l50 people freed through the use of DNA testing in the last decade; and highlights the work of human rights activist Dr. Lola Vollen, co-founder of the Life After Exoneration Program.</blockquote><br />
<br />
===Civic Intelligence===<br />
<br />
===Patterns===<br />
<br />
[[File:Amandla.jpg|thumb]]<br />
<br />
==Amandla! A Revolution in Four Part Harmony==<br />
''Directed by Lee Hirsch, released in 2002''<br />
<br />
[http://vimeo.com/15231827 Amandla! trailer]<br />
<br />
[http://www.snagfilms.com/films/title/amandla_a_revolution_in_four_part_harmony Stream Amandla! at SnagFilms]<br />
<br />
===Synopsis===<br />
<br />
<br />
===Civic Intelligence=== <br />
<br />
<br />
===Patterns===<br />
<br />
[[File:Blue_gold.jpg|thumb]]<br />
<br />
==Blue Gold: World Water Wars==<br />
''Directed by Sam Bozzo, released in 2008''<br />
<br />
[http://www.bluegold-worldwaterwars.com/ Blue Gold official website]<br />
<br />
[http://www.youtube.com/watch?v=Ikb4WG8UJRw Blue Gold trailer]<br />
<br />
[http://www.youtube.com/watch?v=lKcf-RBHirw Stream Blue Gold on YouTube]<br />
<br />
===Synopsis===<br />
<blockquote> "Wars of the future will be fought over water as they are over oil today, as the source of human survival enters the global marketplace and political arena. Corporate giants, private investors, and corrupt governments vie for control of our dwindling supply, prompting protests, lawsuits, and revolutions from citizens fighting for the right to survive. Past civilizations have collapsed from poor water management. Can the human race survive?" (IMDB)</blockquote><br />
<br />
===Civic Intelligence=== <br />
This documentary exhibits civic intelligence in several ways; By presenting this complex issue, and allowing the viewer to review the data on world water resources, and how scientists predict this will unfold in the future. It is often hard for the everyday person to gather all the evidence to gain a complete picture of intricate environmental issues, documentary film is a perfect tool to both show, and allow the experts to interpret scientific studies and observations. Secondly, the filmmakers show how the citizens of Bolivia created a united front, to fight the corporations who privatized their water. The case of Bolivia alone is a wonderful example of civic intelligence applied into action, due to their success their framework has been used in other nations who are fighting for their water rights against MNC. The film shows many individuals and groups working towards the protection of the worlds water resources, and ensuring that there is equal access to it both now, and in the future. Activism is demonstrated by many small community groups, among them the citizens who founded The Michigan Citizens Water Conservation, during their battle to prevent Nestle from removing, bottling, and selling their groundwater. Through presenting the facts, and showing the many individuals and groups working on this issue, the viewer gains a greater understanding of the perils we face globally if we ignore the corporations who are slowly moving to privatize the worlds water resources. This information collectively would be hard for the average person to attain without a tremendous investment in time and resources. It is hard to watch this film without feeling an urgent need to get involved with one of the many organizations introduced. In an act of civic intelligence the filmmakers have a website full of information on the issue, organizations to join, and how to approach local government to promote water preservation.<br />
<br />
===Patterns===<br />
[http://www.publicsphereproject.org/node/329 Whistle Blowing (130)]<br />
[http://www.publicsphereproject.org/node/282 Voices of the Unheard (83)]<br />
[http://www.publicsphereproject.org/node/332 Peaceful Public Demonstrations (133)]<br />
[http://www.publicsphereproject.org/node/334 Follow the Money (135)]<br />
[http://www.publicsphereproject.org/node/315 Everyday Heroism (116)]<br />
[http://www.publicsphereproject.org/node/303 Sense of Struggle (104)]<br />
[http://www.publicsphereproject.org/node/263 Transparency (64)]<br />
[http://www.publicsphereproject.org/node/257 Durable Assets (58)]<br />
[http://www.publicsphereproject.org/node/211 Working Class Consciousness (12)]<br />
[http://www.publicsphereproject.org/node/203 Social Dominance Attenuation (4)]<br />
<br />
==Blue Vinyl==<br />
''Directed by Judith Helfand and Daniel Gold, Released in 2002.''<br />
*[[bluevinyl.jpeg]]<br />
<br />
*<blockquote>"A detective story, an eco-activism doc, and a rollicking comedy, BLUE VINYL puts a human face on the dangers posed by PVC at every stage of its life cycle, from factory to incinerator. Consumer consciousness and the "precautionary principle" have never been this much fun." (Bullfrog Films)</blockquote><br />
*When Judith Helfand's parents decided to re-side their home with vinyl, it set her on a journey of discovery into the manufacturing process. Judith's exploration take her to the heart of Louisiana's industrial district to discover a community struggling with high cancer rates, lack of governmental support from the EPA, and denials from the Vinyl industry. The film explores the work of 'The Bucket Brigade' and how they empower local communities to gather scientific evidence of air pollution.These grassroot organizations are holding industry accountable for their pollution, and pressuring government agencies to get involved. Judith presents the history of the vinyl industry and the controversial scientific evidence that proves the devastating harm it can cause to humans. Judith has done for vinyl chloride what Rachel Carson did for DDT through writing her book 'Silent Spring' in 1962. <br />
<br />
'''Patterns'''<br />
*Memory and Responsibility (11)<br />
*Health as a Human Right (5)<br />
*Social Responsibility (8)<br />
*Whistle Blowing (130)<br />
*Activist Roadtrip (134)<br />
*Appropriating Technology (108)<br />
*Transparency (64)<br />
<br />
==Children Full of Life==<br />
''Directed by,Noboru Kaetsu released 2006''<br />
*<blockquote>In the award-winning documentary Children Full of Life, a fourth-grade class in a primary school in Kanazawa, northwest of Tokyo, learn lessons about compassion from their homeroom teacher, Toshiro Kanamori. He instructs each to write their true inner feelings in a letter, and read it aloud in front of the class. By sharing their lives, the children begin to realize the importance of caring for their classmates.Capturing the intimate moments of the students' laughter and tears, the film explores one teacher's approach to allowing children the opportunity to discover the value of sharing powerful emotions. Classroom discussions include difficult issues such as the death of a parent or being the victim of bullying. In this "school of life," the simple message is learning to look after one another. Following Mr. Kanamori's class for a whole school year, the cameras were kept at the children's eye-level, giving their view of the world as they cope with troubled relationships and the loss of loved ones. Through their daily experiences, viewers see how they develop together a spirit of co-operation and compassion.Children Full of Life was awarded the Global Television Grand Prize at this year's 25th Anniversary Banff Television Festival, the festival's highest honour. It was the first time Japan took the top prize. As well, the documentary won the Rockie Award in the Family and Youth Programs category.(CBC.com)"</blockquote><br />
<br />
==Darwin's Nightmare==<br />
''Directed by, released''<br />
*<blockquote>The old question, which social and political structure is the best for the world seems to have been answered. Capitalism has won. The ultimate forms for future societies are "consumer democracies", which are seen as "civilized" and "good". In a Darwinian sense the "good system" won. It won by either convincing its enemies or eliminating them. <br />
<br />
In DARWIN’S NIGHTMARE I tried to transform the bizarre success story of a fish and the ephemeral boom around this "fittest" animal into an ironic, frightening allegory for what is called the New World Order. I could make the same kind of movie in Sierra Leone, only the fish would be diamonds, in Honduras, bananas, and in Libya, Nigeria or Angola, crude oil. Most of us I guess, know about the destructive mechanisms of our time, but we cannot fully picture them. We are unable to "get it", unable to actually believe what we know. <br />
It is, for example, incredible that wherever prime raw material is discovered, the locals die in misery, their sons become soldiers, and their daughters are turned into servants and whores. Hearing and seeing the same stories over and over makes me feel sick. After hundreds of years of slavery and colonisation of Africa, globalisation of african markets is the third and deadliest humiliation for the people of this continent. The arrogance of rich countries towards the third world (that's three quarters of humanity) is creating immeasurable future dangers for all peoples.<br />
<br />
<br />
It seems that the individual participants within a deadly system don't have ugly faces, and for the most part, no bad intentions. These people include you and me. Some of us are "only doing their job" (like flying a jumbo from A to B carrying napalm), some don’t want to know, others simply fight for survival. I tried to film the personalities in this documentary as intimately as possible. Sergey, Dimond, Raphael, Eliza: real people who wonderfully represent the complexity of this system, and for me, the real enigma.</blockquote><br />
<br />
* This film presents the incredibly complex issue, and history, of the Nile Perch, in Lake Victoria. In order for society to begin to solve environmental issues we have to have an in depth understanding of the whole picture, this film does that for the people who live on Lake Victoria. The filmmakers risked their lives to expose the full depth of this dynamic, and shocking story.<br />
<br />
==The Garbage Warrior==<br />
<blockquote>"The Garbage Warrior is a feature-length documentary film telling the epic story of maverick US architect Michael Reynolds and his fight to introduce radically sustainable housing. An extraordinary tale of triumph over bureaucracy, Garbage Warrior is above all an intimate portrait of an extraordinary individual and his dream of changing the world." (IMDB)</blockquote><br />
<br />
*This documentary charts the career of Michael Reynolds as he dedicates his life to providing the planet with off the grid, sustainable houses. Reynolds has a passion for his designs and a conviction that it can be a solution to many of the worlds environmental problems, but he faces constant obstacles from State legislation in the form of building permits. His fight for permission to build these homes in the US takes him to fight city hall. This film also demonstrates Reynolds work in countries that have experienced natural disasters, as he teaches local communities how to build these structures out of available materials. This film explores the notion of what to do when solutions are not met with action and acceptance. How can civic intelligence work towards mitigating this scenario? Michael Reynolds is a tremendous example of a man who dedicates his life to a singular mission to enable these buildings to be constructed, in order to help the earth deal with the reality of 7 billion residents.<br />
*'''Patterns'''<br />
*Dematerialization (18)<br />
*Sustainable Design (22)<br />
*Durable Assets (58)<br />
*Shared Vision (101)<br />
<br />
<br />
==The Garden==<br />
''Directed by Scott Hamilton Kennedy, released in 2008''<br />
<blockquote>"The fourteen-acre community garden at 41st and Alameda in South Central Los Angeles is the largest of its kind in the United States. Started as a form of healing after the devastating L.A. riots in 1992, the South Central Farmers have since created a miracle in one of the country’s most blighted neighborhoods. Growing their own food. Feeding their families. Creating a community.But now, bulldozers are poised to level their 14-acre oasis.The Garden follows the plight of the farmers, from the tilled soil of this urban farm to the polished marble of City Hall. Mostly immigrants from Latin America, from countries where they feared for their lives if they were to speak out, we watch them organize, fight back, and demand answers:Why was the land sold to a wealthy developer for millions less than fair-market value? Why was the transaction done in a closed-door session of the LA City Council? Why has it never been made public?And the powers-that-be have the same response: “The garden is wonderful, but there is nothing more we can do.”<br />
<br />
If everyone told you nothing more could be done, would you give up?"</blockquote><br />
<br />
'''Patterns'''<br />
[http://publicsphereproject.org/drupal/node/212 Back to the Roots]<br />
<br />
==Harlan County, USA==<br />
''Directed by Barbara Kopple and released in 1976.''<br />
<blockquote>"If Barbara Kopple had made no other film than this documentary account of the 1974 strike of Kentucky mine workers, arguably one of the finest documentaries ever made in the U.S. and possibly the best on the problems of organized labor, her place in film industry history would be assured. The strike began when the miners working for the Eastover Mining Co. joined the UMW, and its corporate parent, Duke Power, refused to sign the standard union contract. By living with the 180 families involved in the strike, Kopple shows the backbreaking burdens of the miners life in the best of times and the looming fear of destitution in the worst. As the strikers strive to remain united through a difficult year, Kopple photographs the picketing, the company's use of state troopers to keep the roads open for scabs, the showdowns between the miners and strikebreakers brandishing firearms. While the film is unabashedly partisan, its worth remembering that the company's refusal to sign a contract was condemned by the National Labor Relations Board and that the corporation agreed to sign only under heavy pressure from federal mediators." (cabincreekfilms)</blockquote><br />
* As a young filmmaker, Barbara Kopple gained incredible access to the community of Harlan County, allowing her to portray those impacted by the strike with compelling honesty. This film demonstrates the civic intelligence of a community fighting for greater labor rights for the miners, and their families. As the strike continues they have many town hall meetings to discuss their strategy, and to define the needs of the community. This film gives a rare glimpse behind the picket lines, showing us what worked and more importantly what didn't work.<br />
<br />
*'''Patterns'''<br />
*Labor Visions (112)<br />
*Community Inquiry<br />
*Sense of Struggle<br />
*Transparency (64)<br />
*Matrifocal Orientation (9)<br />
*Working Class Consciousness (12)<br />
* Social Dominance Attenuation (4)<br />
*Voices of the Unheard (83)<br />
*Civic Capacities (85)<br />
*Whistle Blowing (130)<br />
*Everyday Heroism (116)<br />
<br />
==I Have Never Forgotten You==<br />
<blockquote>"I Have Never Forgotten You" is a comprehensive look at the life and legacy of Simon Wiesenthal, the famed Nazi hunter and humanitarian. Narrated by Academy Award winning actress Nicole Kidman, it features interviews with longtime Wiesenthal associates, government leaders from around the world, friends and family members — many of whom have never discussed the legendary Nazi hunter and humanitarian on camera. Previously unseen archival film and photos also highlight the film. What was the driving force behind his work? What kept him going when for years the odds were against his efforts? What is his legacy today, more than 60 years after the end of World War Two?" (IMDB)</blockquote> <br />
*The work of Simon Wiesenthal to locate and prosecute Nazi war criminals, is an important part of the healing process after war. Many nations allowed Nazi's to live unhindered in their countries furthering the damage inflicted upon not only families lost to the concentration camps, but creating national distrust in the justice system. This process is also an important part of a nation's ability to remember their history. <br />
* '''Patterns'''<br />
* Voices of the Unheard (83)<br />
* Everyday Heroism (116)<br />
* Power of Story (114)<br />
*Equal Access to Justice (69)<br />
*Truth and Reconciliation Commissions (51)<br />
<br />
==Human Resources== <br />
''Directed by Scott Noble, released in 2010.''<br />
Note: excellent for studying anti-patterns<br />
<br />
*'''Patterns'''<br />
<br />
==Lost Angels: Skid Row is My Home==<br />
''Directed by Thomas Q. Napper, released in 2010. ''<br />
<br />
<br />
<br />
<br />
==The Listening Project==<br />
''Directed by Dominic Howes, Released in 2008''<blockquote>"What does the world think of America?" This question is the foundation of the documentary, and turns into a quest for the answer, as four Americans travel through 15 countries and 6 continents asking those citizens of their opinion of America, and how they have been impacted by the most powerful country in the world. "The result is an emotional and inspiring examination of crumbling empires, human fellowship and the meaning of citizenship in a globalized world" (The Listening Project)</blockquote><br />
<br />
*While this documentary was filmed during the Bush administration, and therefore reflects feelings in regards to the foreign policy of the time, as a concept it still represents an important skill in the art of listening, and understanding diversity. Asking simple questions, founded in an earnest desire to fully understand another has a powerful impact on individuals, nations and global peace.Civic intelligence can only truly be embraced when there is an ability to communicate with one another. This documentary shows the far reaching impact of active listening.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Whistle Blowing (130)<br />
*Social Dominance Attenuation (4)<br />
<br />
==Paper Clips==<br />
''2004. Directed by Eliot Berlin and Joe Fab, released in 2004. '' <br />
<blockquote>"An inspiring production of The Johnson Group, in association with One Clip at a Time Films and Ergo Entertainment, "Paper Clips" tells the story of the students of Whitwell Middle School in rural Whitwell, Tennessee.<br />
<br />
In 1998, the students embarked on a classroom project aimed at teaching about cultural diversity in a small community almost exclusively white and Christian. Their "Paper Clips" project sparked one of the most inspirational and profound lessons in tolerance, in the least likely of places.<br />
<br />
Out of a desire to help students open their eyes to the diversity of the world beyond their insulated valley, the school's principal, Linda Hooper, created the "Paper Clips" project to help her students to grasp the enormity of human suffering during the Holocaust. The idea was to collect six million paper clips — one for each of the six million Jewish victims of the Holocaust — an idea that touched a chord among Holocaust survivors, their families and even world leaders and celebrities as word of the project spread.<br />
<br />
Ultimately, the school project generated an international outpouring of support and encouragement that none of the students and teachers — nor the citizens of Whitwell — had ever envisioned." (Anti-Defamation League.com)</blockquote><br />
<br />
* This film documents the story of a school as they transform, not only their students, but ultimately the surrounding community. Globally, we are still fighting against racism within our communities and institutions, equality is still a right we are striving for, and while we had thought that horrors such as the holocaust would never happen again, they have in Yugoslavia, Rwanda and Sudan. Paperclips demonstrates how a classroom project with middle school children really can make a substantial impact on a community, by changing the way they view others, by discovering that we are all the same. Perhaps the most powerful lessons for these children was the impact of meeting holocaust survivors and listening to their stories, transforming black and white pictures to flesh and blood. This process of discovery did not only change the children but profoundly impacted the teachers, and parents, demonstrating the power of involved community to the engagement of civic intelligence.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
<br />
==The Park That Kids Built==<br />
Linda Jassim.<blockquote>"an inspiring documentary of urban renewal. Set in South Los Angeles, the film depicts how two teachers, fifth and sixth graders and the community turned a vacant lot &mdash; filled with abandoned cars and trash &mdash; into Estrella Children's Park."</blockquote><br />
<br />
<br />
==Pray the Devil Back to Hell==<br />
''Directed by Gini Reticker, released in 2008.''<blockquote> "Pray the Devil Back to Hell chronicles the remarkable story of the courageous Liberian women who came together to end a bloody civil war and bring peace to their shattered country.Thousands of women — ordinary mothers, grandmothers, aunts and daughters, both Christian and Muslim — came together to pray for peace and then staged a silent protest outside of the Presidential Palace. Armed only with white T-shirts and the courage of their convictions, they demanded a resolution to the country’s civil war. Their actions were a critical element in bringing about a agreement during the stalled peace talks.A story of sacrifice, unity and transcendence, Pray the Devil Back to Hell honors the strength and perseverance of the women of Liberia. Inspiring, uplifting, and most of all motivating, it is a compelling testimony of how grassroots activism can alter the history of nations." (praythedevilbacktoheall.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Activist Road Trip (134)<br />
*Peaceful Public Demonstrations (133)<br />
*Matrifocal Orientation (9)<br />
<br />
==Promises==<br />
''Directed by Carlos Bolado,and B.Z Goldberg, released in 2001''.<blockquote> "PROMISES follows the journey of one of the filmmakers, Israeli-American B.Z. Goldberg. B.Z. travels to a Palestinian refugee camp and to an Israeli settlement in the West Bank, and to the more familiar neighborhoods of Jerusalem where he meets seven Palestinian and Israeli children. Though the children live only 20 minutes apart, they exist in completely separate worlds; the physical, historical and emotional obstacles between them run deep. PROMISES explores the nature of these boundaries and tells the story of a few children who dared to cross the lines to meet their neighbors. Rather than focusing on political events, the seven children featured in PROMISES offer a refreshing, human and sometimes humorous portrait of the Palestinian-Israeli conflict."</blockquote><br />
'''*Patterns'''<br />
*Memory and Responsibility (11)<br />
*Peace Education (56)<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
<br />
==The Power of Forgiveness==<br />
Director, Martin Doblmeier, released 2008.<blockquote> '"The Power of Forgiveness explores recent research into the psychological and physical effects of forgiveness on individuals and within relationships under a wide variety of conditions and translates it into a popular, accessible documentary film for national public television. This includes feature stories on the Amish, the 9/11 tragedy and peace-building in Northern Ireland, along with interviews with renowned Buddhist teacher Thich Nhat Hanh, Nobel Laureate Elie Wiesel, best-selling authors Thomas Moore and Marianne Williamson and others. The film also explores the role forgiveness holds in various faiths traditions. It provides an honest look at the intensity of anger and grief that human nature is heir to. We see in the film that there are transgressions people find themselves unwilling or unable to forgive. Through character-driven stories the film shows the role forgiveness can play in alleviating anger and grief and the physical, mental and spiritual benefits that come with it." (Power of Forgiveness)</blockquote><br />
<br />
* In order for civic intelligence to thrive there has to be a fundamental ability for active communication to exist, propelling societies forward rather than stuck in endless cycles of hatred, anger, and revenge. How ca healing begin after intense violence and overwhelming loss? This film focuses on the single factor of moving individuals, groups and nations beyond this cycle and into forgiveness and peace. While many interviewed in the film declare that the process is not an easy one it is an essential one to end continuing generational violence. We all need to develop the skills shown in this film, whether they come from religion, as demonstrated by the Amish community grieving after grieving the loss of children during a school shooting, or the widows of 9/11 striving to build a peace garden at ground zero.<br />
<br />
*'''Patterns'''<br />
*Voices of The Unheard (83)<br />
*Self Help Groups (105)<br />
*Power of Story (114)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==The Real Dirt on Farmer John==<br />
''Directed by Taggert Siegal, released in 2005''<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)<br />
<br />
==Revolutionary Optimists==<br />
"Children are saving lives in the slums of Kolkata. Amlan Ganguly doesn't rescue slum children. He empowers the youth to become change agents, battling poverty and transforming their neighborhoods with dramatic results. Filmed over the course of several years, The Revolutionary Optimists follows Amlan and three of the children he works with on an intimate journey through adolescence, as they fight for the better future he encourages them to imagine is deservedly theirs."<br />
<br />
<center><br />
[[File:Revolutionary-optimists.png]]<br />
</center><br />
<br />
"Hot-headed, theatrical, but astonishingly dedicated and sincere, Amlan left a successful law career to try to make meaningful change where the law and other NGO's had failed. A dancer, choreographer, and costume designer, he brings creative expression to subjects that can otherwise be difficult for film audiences to approach. Meet local youth using the Map Your World app from the film to effect change right here in the Puget Sound. <br />
<br />
Nicole Newnham (co-director) was nominated for a national Emmy Award for co-producing and directing the documentary PBS Independent Lens Sentenced Home (2006), which follows three Cambodian refugees in Seattle who are deported back to Cambodia after 9/11. <br />
<br />
Maren Grainger-Monsen (co-director) is a physician, filmmaker-in-residence and director of the Program in Bioethics in Film at the Stanford University Center for Biomedical Ethics."<br />
<br />
==The Singing Revolution==<br />
''Directed by James and Maureen Tusty, Released in 2006''<br />
<blockquote>"Most people don’t think about singing when they think about revolution. But song was the weapon of choice when Estonians sought to free themselves from decades of Soviet occupation. The Singing Revolution is an inspiring account of one nation’s dramatic rebirth. It is the story of humankind’s irrepressible drive for freedom and self-determination.The Singing Revolution shares how, between 1987 and 1991, hundreds of thousands of Estonians gathered publicly to sing forbidden patriotic songs and share protest speeches, risking their lives to proclaim their desire for independence. While violence and bloodshed was the unfortunate end result in other occupied nations of the USSR, the revolutionary songs of the Estonians anchored their struggle for freedom, which was ultimately accomplished without the loss of a single life."</blockquote><br />
<br />
In a 1939 Joseph Stalin and Adolph Hitler divided Eastern Europe into "spheres of special interest." As a result of this agreement, the USSR invaded, occupied, and established military bases in The Republic of Estonia. In 1940, Estonia was annexed by the Soviet Union. In 1941 Germany invaded the USSR and battled with the Soviet Republic on Estonian soil from that time until autumn of 1944 when the USSR reconquered Estonia. The Soviets occupied Estonia until the fall of the Soviet Union in 1991.<br />
<br />
The Singing Revolution tells the story of Estonia from World War II to the restoration of their republic when the parliament issued a Declaration of Independence from the USSR on August 20, 1991. The central theme of the film is Estonia's rich tradition of song and how the Estonian people relied on those traditions to maintain their cultural identity, and ultimately used singing to unify and empower themselves in a way that resulted in them rising up against their oppressors and regaining independence.<br />
<br />
<br />
==Rize==<br />
''Directed by David Chapelle, released in 2005''<br />
*[[File:Large Rize1.jpg]]<blockquote>"Rize" reveals a groundbreaking dance phenomenon that’s exploding on the streets of South Central, Los Angeles. Taking advantage of unprecedented access, this documentary film brings to first light a revolutionary form of artistic expression borne from oppression. The aggressive and visually stunning dance modernizes moves indigenous to African tribal rituals and features mind-blowing, athletic movement sped up to impossible speeds. “Rize” tracks the fascinating evolution of the dance: we meet Tommy Johnson (Tommy the Clown), who first created the style as a response to the 1992 Rodney King riots and named it “Clowning”, as well as the kids who developed the movement into what they now call Krumping. The kids use dance as an alternative to gangs and hustling: they form their own troupes and paint their faces like warriors, meeting to outperform rival gangs of dancers or just to hone their skills. For the dancers, Krumping becomes a way of life – and, because it’s authentic expression (in complete opposition to the bling-bling hip-hop culture), the dance becomes a vital part of who they are. Like “Paris is Burning” or “Style Wars” before it, “Rize” illuminates an entire community by focusing on an artform as a movement that the disenfranchised have created. But the true stars of the film are the dancers themselves: surrounded by drug addiction, gang activity, and impoverishment, they have managed to somehow rise above. The film offers an intimate, completely fresh portrayal of kids in South Central as they reveal their spirit and creativity. These kids have created art – and often family – where before there was none.</blockquote> <br />
<br />
*Charting new dance movements among youth of South Central LA, called Krumping and Clowning. Founded by ex gang members to reduce the amount of youth entering the gang lifestyle. The documentary follows several groups of dancers as they practice as teams for the annual dance competition,"BattleZone". Many of the dancers have been impacted by the gang activity in their neighborhoods, or lost family members as a result of shootings. This film shows the impact of civic intelligence through the power of art in the community, resulting in a reduction of local youth getting involved with gangs. Through the activity of community dance these youth are able to create a new family structure, through team dancing. Interesting to note that the Crips and Bloods originally emerged due to the inability of black male youth to enter Cub programs in LA.<br />
<br />
==Run Granny Run==<br />
*''Directed by Marlo Poras, released in 2002''<br />
*[[File: Unknown.jpeg]]<br />
<blockquote>Doris "Granny D" Haddock, died at the ripe age of 100, lived in the woods between Dublin and Peterborough, New Hampshire, made famous as Our Town by Thornton Wilder. She was born January 24, 1910 in Laconia, New Hampshire and attended Emerson College before marrying James Haddock.Doris raised two children during the Great Depression and later she worked at a shoe company for twenty years. With her husband, Jim, Doris helped stop the planned use of hydrogen bombs in Alaska in 1960, saving an Inuit fishing village at Point Hope. The couple retired in 1972, during which time Doris served on the Planning Board of her town and was active in community affairs. She nursed Jim through 10 years of Alzheimer’s disease.<br />
<br />
After the defeat of Senator McCain and Senator Feingold's first attempt to remove unregulated "soft" money from campaigns in 1995, Doris became interested in campaign reform and led a petition movement. On January 1, 1999–at the age of 89–she began a 3,200–mile walk across the country to demonstrate her concern for the issue, walking ten miles each day for fourteen months. Doris traveled as a pilgrim, walking until given shelter, fasting until given food. With the unflagging generosity of strangers she met along the way, Doris never went without a meal or a bed. She trekked through over 1,000 miles of desert, climbed the Appalachian Range in blizzard conditions and even skied 100 miles after a historic snowfall made roadside walking impossible. When she arrived in Washington D.C., Granny D was met by 2,200 supporters representing a wide variety of reform groups. Several dozen members of Congress walked the final miles with her. Granny D walking with supporters It took two more years to gain passage of the McCain/Feingold bill, during which time Doris engaged in walking fasts around the Capitol, organized rallies in many states, and held demonstrations that twice landed her in DC jails.<br />
<br />
<br />
In 2003, Doris had her eyes on the upcoming election, and so she drove around the country on a 22,000 mile voter registration effort targeting working women and minorities. This trek was cut short in June 2004, when Doris heard that the presumed Democratic nominee for U.S. Senate in NH had dropped out of the race days before the filing deadline. 94 years old and still eager to "raise a little hell," Doris surprised everyone by deciding to challenge the Republican incumbent. Her insurgent, grassroots campaign defied all expectations. Politicians and pundits alike have lauded the work of this indefatigable great–grandmother of sixteen: “I believe she represents all that is good in America. She has taken up this struggle to clean up American politics… Granny D, you exceed any small, modest contributions those of us who have labored in the vineyards of reform have made to this Earth. We are grateful for you.” Sen. John McCain “Doris Haddock is a true patriot, and our nation has been blessed by her remarkable life.” Jimmy Carter “The problem with Granny D…is that she makes the rest of us look like such schlumps.” (www.grannyd.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Everyday Heroism (116)<br />
*Follow the Money (135)<br />
*Activist Road Trip (134)<br />
*Peaceful Demonstrations (133)<br />
<br />
==Rural Studio==<br />
''Directed by Chuck Schultz, released in 2003''<br />
<br />
==Sir! No Sir!==<br />
''Directed by David Zeigler, released in 2005''.<blockquote>"This feature-length documentary focuses on the efforts by troops in the U.S. military during the Vietnam War to oppose the war effort by peaceful demonstration and subversion. It speaks mainly to veterans, but serves as a ready reminder to civilians that soldiers may oppose war as stridently as any civilian, and at greater personal peril." (IMDB)</blockquote><br />
*'''Patterns<br />
*<br />
<br />
==The Take==<br />
''Directed by Avi Lewis, Released in 2004''<br />
<br />
==Transmission 6-10==<br />
''Directed by, Released in 2009''<br />
*<blockquote>“A brilliant expose about the current genocide and human rights crisis in China, centering around the pacifist religious group the Falun Gong. 10/10Using personal accounts, eyewitnesses, photographs, interviews, and stories from the people that actually endured the torture, Transmission 6- 10 brings the viewer into the stark reality that is Modern China. The film is painstakingly researched, and covers everything; from the start of the movement and ensuing persecution to the organ harvesting and genocidal nature of Chinese prisons and “justice”. This films cuts clear through the propaganda and shows the true intentions and actions of the Chinese government. Ample evidence is provided, from photos and personal accounts, to scholars and even official Chinese documents and press statements."(transmission6-10.com)</blockquote><br />
<br />
* While this film documents the oppression of the Falun Gong, it also shows how one group fought for their rights to freedom of spiritual expression, under the veil of secrecy of communist China. Despite suffering the torture and genocide of large numbers of their group, they continued to fight to have their story known in the Western world.<br />
<br />
<br />
<br />
==The Trials Of Darryl Hunt==<br />
''Directed by Ricki Stern and Annie Sundberg, released in 2006''<br />
<br />
<blockquote>"North Carolina, 1984. A brutal murder leaves a white woman dead, and a young black man accused. This exclusive portrait of a harrowing wrongful conviction offers a provocative and haunting examination of a community – and a criminal justice system — subject to racial bias and tainted by fear.“The Trials of Darryl Hunt” documents a brutal rape/murder in the American South, and offers a deeply personal story of a wrongfully convicted man, Darryl Hunt, who spent twenty years in prison for a crime he did not commit.In 1984, a young white newspaper reporter, Deborah Sykes, was raped, sodomized and stabbed to death just blocks from where she worked in Winston-Salem, NC.Base on an ID made by a former Klan member, a 19-year-old black man, Darryl Hunt, was charged. No physical evidence linked Hunt to the crime. Hunt was convicted by an all white jury, and sentenced to life imprisonment. In 1994, DNA testing cleared Hunt, yet he would spend another ten years behind bars. The film chronicles this capital case from 1984 through 2004. With personal narratives and exclusive footage from two decades, the film frames the judicial and emotional responses to this chilling crime – and the implications surrounding Hunt’s conviction — against a backdrop of class and racial bias in America.This unique look at one man’s loss and redemption challenges the assumption that all Americans have the right to unbiased justice.(BreakthruFilms)</blockquote><br />
<br />
==Very Young Girls==<br />
*<blockquote>Very Young Girls is an exposé of the commercial sexual exploitation of girls in New York City as they are sold on the streets by pimps and treated as adult criminals by police. The film follows barely adolescent girls in real time, using vérité and intimate interviews with them, documenting their struggles and triumphs as they seek to exit the commercial sex industry. The film also uses startling footage shot by pimps themselves, giving a rare glimpse into how the cycle of exploitation begins for many women.The film identifies hope for these girls in the organization GEMS (Girls Educational and Mentoring Services), a recovery agency founded and run by Rachel Lloyd, herself a survivor of commercial sexual exploitation. GEMS is committed to ending commercial sexual exploitation and domestic trafficking of children by changing individual lives, transforming public perception, and revolutionizing the systems and policies that impact commercially sexually exploited youth. Very Young Girls will change the way law enforcement, the media, and society as a whole look at the commercial sexual exploitation, street prostitution, and human trafficking that is happening right in our own backyard.</blockquote><br />
<br />
<br />
<br />
<br />
<br />
<br />
==References==<br />
<br />
*http://www.bluevinyl.org/<br />
*http://www.breakthrufilms.org/the-trials-of-darryl-hunt/<br />
*http://www.promisesproject.org/film.html<br />
*http://www.praythedevilbacktohell.com<br />
*http://www.angelicorganics.com<br />
*http://www.listeningprojectfilm.com<br />
*http://www.thegarbagewarrior.com<br />
*http://www.thepowerofforgiveness.com<br />
*http://www.moriahfilms.com<br />
*http://www.grannyd.com<br />
*http://www.thesingingrevolution.com<br />
*http://www.irispictures.com<br />
*http://www.imdb.com<br />
*http://www.cabincreekfilms.com<br />
*http://www.davidchappelle.com<br />
*http://www.breakthrufilms.com<br />
*http://www.thegardenmovie.com<br />
*http://www.forlibertymovie.com<br />
*http://topdocumentaryfilms.com/the-911-chronicles/</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4831Digital Resources Project2013-05-30T16:16:11Z<p>Rogjoh26: /* ROLES */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
''(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.''<br />
<br />
''We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )''<br />
<br />
''The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.'')<br />
<br />
''It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.''<br />
<br />
''One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)''<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* review and approval process for proposals<br />
* place to submit mission statements<br />
* review and approval process for mission statements<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
* file repository<br />
* current version of handbook<br />
* place for handbook update suggestions<br />
* workspaces not accessible by the general public<br />
* public place to share products (videos, podcasts, whitepapers, etc.)<br />
* directory of past CIRAL members<br />
<br />
== ROLES ==<br />
''(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)''<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
Some roles don't take a lot of time, but are important to CIRAL as a whole. We can call those 'additional duties' or something similar. When there are no volunteers for those roles, there should a process for voluntelling someone they are responsible for a particular role, and the duration of the appointment (one quarter?).<br />
<br />
There should be a role for the person who runs the weekly CIRAL meeting.<br />
<br />
There should be a secretary role for recording minutes of the weekly CIRAL meeting.<br />
<br />
Each cluster should have an appointed representative who is able to speak for the cluster as a whole.<br />
<br />
If CIRAL gets to the point of raising funds for field trips, etc. there should be a treasurer.<br />
<br />
Advisor role for past CIRAL members<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4830Digital Resources Project2013-05-30T16:15:20Z<p>Rogjoh26: /* REQUIREMENTS */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
''(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.''<br />
<br />
''We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )''<br />
<br />
''The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.'')<br />
<br />
''It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.''<br />
<br />
''One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)''<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* review and approval process for proposals<br />
* place to submit mission statements<br />
* review and approval process for mission statements<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
* file repository<br />
* current version of handbook<br />
* place for handbook update suggestions<br />
* workspaces not accessible by the general public<br />
* public place to share products (videos, podcasts, whitepapers, etc.)<br />
* directory of past CIRAL members<br />
<br />
== ROLES ==<br />
''(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)''<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
Some roles don't take a lot of time, but are important to CIRAL as a whole. We can call those 'additional duties' or something similar. When there are no volunteers for those roles, there should a process for voluntelling someone they are responsible for a particular role, and the duration of the appointment (one quarter?).<br />
<br />
There should be a role for the person who runs the weekly CIRAL meeting.<br />
<br />
There should be a secretary role for recording minutes of the weekly CIRAL meeting.<br />
<br />
Each cluster should have an appointed representative who is able to speak for the cluster as a whole.<br />
<br />
If CIRAL gets to the point of raising funds for field trips, etc. there should be a treasurer.<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4829Digital Resources Project2013-05-28T16:19:36Z<p>Rogjoh26: /* ROLES */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
''(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.''<br />
<br />
''We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )''<br />
<br />
''The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.'')<br />
<br />
''It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.''<br />
<br />
''One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)''<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* review and approval process for proposals<br />
* place to submit mission statements<br />
* review and approval process for mission statements<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
* file repository<br />
* current version of handbook<br />
* place for handbook update suggestions<br />
* workspaces not accessible by the general public<br />
* public place to share products (videos, podcasts, whitepapers, etc.)<br />
<br />
== ROLES ==<br />
''(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)''<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
Some roles don't take a lot of time, but are important to CIRAL as a whole. We can call those 'additional duties' or something similar. When there are no volunteers for those roles, there should a process for voluntelling someone they are responsible for a particular role, and the duration of the appointment (one quarter?).<br />
<br />
There should be a role for the person who runs the weekly CIRAL meeting.<br />
<br />
There should be a secretary role for recording minutes of the weekly CIRAL meeting.<br />
<br />
Each cluster should have an appointed representative who is able to speak for the cluster as a whole.<br />
<br />
If CIRAL gets to the point of raising funds for field trips, etc. there should be a treasurer.<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Denialism&diff=4828Denialism2013-05-27T18:33:33Z<p>Rogjoh26: /* Evidence */</p>
<hr />
<div>[[File:White_washing_war_crimes_by_Latuff2.jpg|frame|Political cartoon by Carlos Latuff]]<br />
====Description====<br />
<br />
A society of people that adhere to certain beliefs proven to be untrue, sometimes supported by certain media outlets and pseudo-sciences.<br />
<br />
i.e. Global warming is a lie, Holocaust denial, etc.<br />
<br />
Refusing to accept as truth something that has been proven to be true. Often motivated by religious beliefs, self-interest, or as a defense mechanism out of fear or discomfort.<br />
<br />
====How It Works====<br />
<br />
Relieves guilt by taking away responsibility.<br />
<br />
Can be used to postpone or eradicate fixing problems that the state doesn't want fixed.<br />
<br />
Though proof is exposed to a certain topic, individuals continue to deny the data and continue to adhere to these false beliefs. <br />
<br />
Problems can be reframed in a way that they are represented as not being problems at all. Popular beliefs can be played upon to invoke denial of the problem.<br />
<br />
====Evidence====<br />
<br />
Holocaust Denial<br />
<br />
"Nazi policy did a great deal to facilitate denial of the Holocaust even as the killing operation unfolded across German-occupied Europe during World War II.<br />
The Holocaust was a state secret in Nazi Germany. The Germans wrote down as little as possible. Most of the killing orders were verbal, particularly at the highest levels. Hitler's order to kill Jews was issued only on a need-to-know basis. The Nazi leaders generally avoided detailed planning of killing operations, preferring to proceed in a systematic but often improvised manner. The Germans destroyed most documentation that did exist before the end of the war. The documents that survived and related directly to the killing program were virtually all classified and stamped “Geheime Reichssache” (Top Secret), requiring special handling and destruction to prevent capture by the enemy. Heinrich Himmler, Reich Leader of the SS and Chief of the German Police, said in a secret speech to SS generals in Posen in 1943 that the mass murder of the European Jews was a secret, never to be recorded.<br />
<br />
In order to hide the killing operation as much as possible from the uninitiated, Hitler ordered that the killings not be spoken of directly in German documentation or in public statements. Instead, the Germans used codenames and neutral-sounding terms for the killing process. In Nazi parlance, for example, “action” (Aktion) referred to a violent operation against Jewish (or other) civilians by German security forces; “resettlement to the East” (Umsiedlung nach dem Osten) referred to the forced deportation of Jewish civilians to killing centers in German-occupied Poland; and “special treatment” (Sonderbehandlung) meant killing.<br />
<br />
Both at the time and later, such euphemisms impeded a clear understanding of what the Nazis were doing. This was partly to facilitate the killing process by keeping the victims in the dark about their fate as long as possible. Widespread Jewish resistance was only possible once Jews understood that Nazi policy was to kill all of them. Furthermore, Hitler could not just assume that almost no one would protest the killing of Jews. Even within his own party there were those who agreed with the campaign of persecution against Jews but who occasionally balked at systematic murder. For example, Wilhelm Kube, the German civilian administrator of occupied Belarus, fully supported the murder of the Belarusian Jews, but protested when the SS deported German Jews to Minsk and shot them there."<br />
<br />
Climate Change Denial<br />
<br />
"Conservative billionaires used a secretive funding route to channel nearly $120m (£77m) to more than 100 groups casting doubt about the science behind climate change, the Guardian has learned.<br />
<br />
The funds, doled out between 2002 and 2010, helped build a vast network of thinktanks and activist groups working to a single purpose: to redefine climate change from neutral scientific fact to a highly polarising "wedge issue" for hardcore conservatives.<br />
<br />
The millions were routed through two trusts, Donors Trust and the Donors Capital Fund, operating out of a generic town house in the northern Virginia suburbs of Washington DC. Donors Capital caters to those making donations of $1m or more.<br />
<br />
Whitney Ball, chief executive of the Donors Trust told the Guardian that her organisation assured wealthy donors that their funds would never by diverted to liberal causes."<br />
<br />
http://www.guardian.co.uk/environment/2013/feb/14/funding-climate-change-denial-thinktanks-network<br />
<br />
http://www.pacinst.org/wp-content/uploads/2013/02/climate_statement3.pdf<br />
<br />
==== Linked Patterns ====<br />
<br />
[[Weapons of Mass Distraction]], [[Dumbing Down]], [[Compartmentalization of Knowledge]], [[Distorting History]], [[Social Apathy]], [[Media Monopolies]].<br />
<br />
==== Resources ====</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4769Digital Resources Project2013-05-19T18:20:23Z<p>Rogjoh26: /* REQUIREMENTS */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
''(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.''<br />
<br />
''We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )''<br />
<br />
''The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.'')<br />
<br />
''It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.''<br />
<br />
''One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)''<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* review and approval process for proposals<br />
* place to submit mission statements<br />
* review and approval process for mission statements<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
* file repository<br />
* current version of handbook<br />
* place for handbook update suggestions<br />
* workspaces not accessible by the general public<br />
* public place to share products (videos, podcasts, whitepapers, etc.)<br />
<br />
== ROLES ==<br />
''(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)''<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
Some roles don't take a lot of time, but are important to CIRAL as a whole. We can call those 'additional duties' or something similar. When there are no volunteers for those roles, there should a process for voluntelling someone they are responsible for a particular role, and the duration of the appointment (one quarter?).<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4768Digital Resources Project2013-05-19T18:13:26Z<p>Rogjoh26: /* ROLES */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
''(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.''<br />
<br />
''We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )''<br />
<br />
''The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.'')<br />
<br />
''It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.''<br />
<br />
''One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)''<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* review and approval process for proposals<br />
* place to submit mission statements<br />
* review and approval process for mission statements<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
* file repository<br />
* current version of handbook<br />
* place for handbook update suggestions<br />
<br />
== ROLES ==<br />
''(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)''<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
Some roles don't take a lot of time, but are important to CIRAL as a whole. We can call those 'additional duties' or something similar. When there are no volunteers for those roles, there should a process for voluntelling someone they are responsible for a particular role, and the duration of the appointment (one quarter?).<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4767Digital Resources Project2013-05-19T18:08:43Z<p>Rogjoh26: /* REQUIREMENTS */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
''(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.''<br />
<br />
''We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )''<br />
<br />
''The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.'')<br />
<br />
''It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.''<br />
<br />
''One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)''<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* review and approval process for proposals<br />
* place to submit mission statements<br />
* review and approval process for mission statements<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
* file repository<br />
* current version of handbook<br />
* place for handbook update suggestions<br />
<br />
== ROLES ==<br />
''(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)''<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4766Digital Resources Project2013-05-19T17:55:09Z<p>Rogjoh26: /* ROLES */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
''(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.''<br />
<br />
''We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )''<br />
<br />
''The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.'')<br />
<br />
''It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.''<br />
<br />
''One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)''<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
<br />
== ROLES ==<br />
''(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)''<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4765Digital Resources Project2013-05-19T17:54:35Z<p>Rogjoh26: /* REQUIREMENTS */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
''(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.''<br />
<br />
''We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )''<br />
<br />
''The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.'')<br />
<br />
''It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.''<br />
<br />
''One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)''<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
<br />
== ROLES ==<br />
(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4764Digital Resources Project2013-05-19T17:53:56Z<p>Rogjoh26: /* REQUIREMENTS */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
''(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.)<br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)''<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
<br />
== ROLES ==<br />
(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4763Digital Resources Project2013-05-19T17:52:16Z<p>Rogjoh26: /* REQUIREMENTS */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
'(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )'<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.)<br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
<br />
== ROLES ==<br />
(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Digital_Resources_Project&diff=4762Digital Resources Project2013-05-19T17:51:43Z<p>Rogjoh26: /* CIRAL Email Listserv */</p>
<hr />
<div>== REQUIREMENTS ==<br />
<br />
(from Doug - A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.)<br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL.)<br />
<br />
'''Let's start by listing requirements here.'''<br />
<br />
* collaborative area for each cluster<br />
* place to submit fresh sheet input<br />
* place to submit activity reports<br />
* place to submit proposals<br />
* digital archive of past work<br />
* place to share news items, events, videos, etc.<br />
<br />
<br />
<br />
== ROLES ==<br />
(from Doug - Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group. And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.)<br />
<br />
'''Share your ideas about roles here.'''<br />
<br />
We should have someone in a webmaster role to run all of the updates, security patches, backups, etc. on the Public Sphere Project site. Obviously that person would have to be vetted by Doug. That person could possibly manage all of the digital resources.<br />
<br />
How is CIRAL marketed at Evergreen? Are campus activists aware of the opportunity to earn credit while working on their cause?<br />
<br />
== CIRAL Moodle ==<br />
<br />
https://moodle.evergreen.edu/course/view.php?id=3481<br />
<br />
'''Overview and Current Content'''<br />
* Contains CIRAL Fresh Sheets<br />
* Contains the following forums<br />
* General Discussion for CIRAL Development<br />
* Home Office Forum (Liaisons too!)<br />
* Cluster Proposals to Review <br />
* Mission Statements to Review<br />
* Plans to Review<br />
<br />
<br />
'''Why it is Necessary'''<br />
<br />
Access restricted to Evergreen students and faculty<br />
<br />
'''Issues and Challenges'''<br />
<br />
New students aren’t added to the Moodle by the automation process<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Resolve the automation issue with new students not being added, and if that isn’t possible, manually add new students during the first week of each quarter<br />
<br />
== CIRAL Wiki ==<br />
<br />
http://wikis.evergreen.edu/civicintelligence<br />
<br />
'''Overview and Current Content'''<br />
<br />
Site can be viewed by anyone. Content can only be posted and edited by users with an Evergreen login and password. It is unknown whether posting and editing is restricted to certain students and faculty.<br />
<br />
Contains historical information from past students and projects<br />
<br />
Being used by current Civic Intelligence and Social Imagination class for Anti-Pattern project<br />
<br />
The vast majority of information, other than a bit of stuff from Doug, appears to be from June 2012 and earlier<br />
<br />
'''Why it is Necessary'''<br />
<br />
Contains valuable and useful CIRAL historic information<br />
<br />
Being used by a current class for a group project<br />
<br />
'''Issues and Challenges'''<br />
<br />
Profiles section both on the Wiki and Public Sphere sites<br />
<br />
Pages with a framework for future use were created, but never used<br />
<br />
Organization of the main page confusing<br />
<br />
'''Ideas for Improvement'''<br />
<br />
Decide which site profiles are to be posted to. Edit the other profile section to indicate it is no longer being used with a link to the correct place to post profiles.<br />
<br />
Eliminate pages that a framework was created for, but were never used<br />
<br />
Organize the main page in a coherent manner<br />
<br />
== Public Sphere Project ==<br />
<br />
http://publicsphereproject.org/<br />
<br />
'''Overview and Current Content'''<br />
<br />
This website has information about various projects associated with the Public Sphere Project. It has pages about eLiberate and Liberating Voices. This website also allows logins to be created for users to view and/or create certain content. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
A very large portion of the links on this website are broken<br />
Using this website to both showcase CIRAL to the world, and for internal class usage such as activity reports, student profiles, and other course related documents could make the site less appealing to the public and present privacy risks.<br />
<br />
The blog that serves as the existing CIRAL Repository is not as impressive looking as it should be. It is somewhat hidden because it is toward the bottom of the homepage. <br />
<br />
There seems to be issues with how user accounts are handled. Spam account registrations are a major problem.<br />
<br />
The New Community Network pages have a different style than the rest of the website http://publicsphereproject.org/ncn/<br />
<br />
It is unclear how CIRAL fits into the broader Public Sphere Project and its website<br />
<br />
Navigation of the site is difficult to impossible (for example, when logged in there is a link to add a CIRAL Participant Profile, but no link to view published profiles)<br />
<br />
'''Ideas for Improvement'''<br />
<br />
We need to put in a captcha for the registration. I would check the Drupal repository for a plugin or see if you can put one in from Recaptcha (which is google's project to decipher old books). http://www.google.com/recaptcha/whyrecaptcha (Ele from 4/27)<br />
<br />
The need for some type of file repository has come up. The public sphere project site may be the only place with the capacity to accomplish this. Users would need the ability to upload files, possibly to a cluster home page?<br />
<br />
== CIRAL Facebook Group ==<br />
<br />
https://www.facebook.com/groups/ciral<br />
<br />
'''Overview and Current Content'''<br />
<br />
This uses the Facebook Groups (rather than a Facebook Page). This group can only be viewed by people with a Facebook account. There are currently some photos that are visible to the public. Members of the group must request a membership and get it approved. Members of the group can view the groups wall, which currently has several posts. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
Current admin isn’t approving new members. ('''resolved on 4/21''')<br />
<br />
There are only 22 members total and it seems that few of them are currently in CIRAL (I don't know if this is a problem, it seems like a good way to keep in touch with people formerly in the program. Do we have another way to do that? - Ele 4/27)<br />
<br />
Very little content. The photos could use some organization<br />
There are some interesting posts from CIRAL students, but the posts could potentially get more views if they were posted to a Moodle forum. <br />
<br />
'''Ideas for Improvement'''<br />
<br />
Suggest making Doug an admin ('''resolved on 4/21''')<br />
<br />
== Pattern Language List ==<br />
<br />
http://lists.cpsr.org/lists/info/pattern-language<br />
<br />
'''Overview and Current Content'''<br />
This list is for the discussion and implementation of Liberating Voices, a Pattern Language for Communication Revolution an initiative of CPSR's Public Sphere Project. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== Civic Intelligence List ==<br />
<br />
http://lists.cpsr.org/lists/info/psp-civic-intelligence<br />
<br />
'''Overview and Current Content'''<br />
This list is devoted to discussion about "civic intelligence." Since civic intelligence is intended to describe a collective behavior, the development of the concept should also be a collective enterprise. <br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Email Listserv ==<br />
<br />
CIRAL@GoogleGroups.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
== CIRAL Gmail Account ==<br />
<br />
tesc.ciral@gmail.com<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
== Personal Email Accounts ==<br />
<br />
'''Overview and Current Content'''<br />
<br />
'''Why it is Necessary'''<br />
<br />
'''Issues and Challenges'''<br />
<br />
'''Ideas for Improvement'''<br />
<br />
<br />
<br />
== Comments ==<br />
<br />
'''Ele comments from 4/27'''<br />
<br />
One thing that would be useful, and I think we're getting there, is that when students do anything we clearly state where to submit it; we have multiple submit points for the mission statements, for example. Submissions should each go to where they belong and admins should download them from there. When something is announced in the fresh sheet and we need to contribute, the location of the material should be part of the statement. <br />
<br />
Is it possible that each resource repository has a mission of it's own? How would we define these?<br />
<br />
<br />
'''Doug’s notes from 4/30/13'''<br />
<br />
I think a brief description of what each host / system —particularly its strong points and weaknesses — should be added to the inventory. For example, a system / host description on the Facebook group section would mention that FB has 83 trillion users and that it’s fairly easy for non-CIRAL people to read and use it. (and, of course, it has drawbacks too — which would need to be discussed also. )<br />
<br />
REQUIREMENTS <br />
A requirements document should help us prioritize our work. It doesn't have to be exhaustive. It's more important that it is recorded, visible, and evolvable.<br />
<br />
We need to consider what processes do we need and which ones could we imagine ultimately needing? (e.g. scheduling, collaborative document development, etc. etc. )<br />
<br />
The requirements should tell us what tasks need to be supported, what constraints and affordances exist, and who needs to do what in relation to the tasks. (Also it would be good to briefly describe the (likely) stakeholders or users (e.g. who needs to add a certain type of information, . (This is discussed in the handbook, roles section.) <br />
<br />
It would be nice if the requirements were prioritized. Perhaps they could be summarized in a grid.<br />
<br />
One possible requirement could look something like this: Anybody who is involved with CIRAL should be able to add their own profile. These should be visible to everybody who is involved with CIRAL. <br />
<br />
<br />
ROLES (from Handbook)<br />
Possible roles include faculty members, community partners, advisors, or friends. People in these roles can take on other roles as well. For example, CIRAL members (students, usually) can assume other roles, such as member of a cluster, or liaison to Home Office or a community group.And these roles can take on other important distinctions. A faculty member, or example, may be a professor at another institution besides Evergreen.<br />
<br />
<br />
OTHER<br />
You mention the CIRAL list serve (CIRAL@googlegroups.com) but who’s the admin and who’s on this?! I fear that it’s way out of date. The question here is what list serves do we need (e.g. one for each cluster) and where do we go for this service for free. Also the service needs to be easily administered. <br />
<br />
CIRAL gmail account, tesc.ciral@gmail.com goes where?!?!?! To me? Maybe!<br />
<br />
BTW, I think that any Evergreen student or faculty member can post to the Wiki.<br />
<br />
There are related matters in the Handbook. See Roles, Processes, and Templates. (although some of these may be in the Handbook appendixes and you probably don’t have those — let me know if you need them.)<br />
<br />
<br />
'''Jonesy email from 5/7'''<br />
<br />
Hello,<br />
<br />
I wanted to get a conversation started among the people who have been actively working on CIRAL related websites. One way that we could combine our efforts is by creating a CIRAL web committee. I know it is late in the year to accomplish much in this realm, but it would be nice if we could create some roles and processes for future CIRAL participants to utilize. My hope is that this web committee would complete the quarter by creating an information resource from the work that we did this year. This resource would allow next year's students to see what we worked on and what we wanted to work on but didn't get to. <br />
<br />
With all of the recent improvements of the Public Sphere Project website, I am excited about its future potential as communication medium and an archive of course work. My concern is that it is not yet configured to collect and organize all of the information that needs to be collected before the quarter (and year) ends. I don't know exactly what are capabilities are with Drupal, but it seems like a lot can be done with it. There a few features that I would like to see implemented. <br />
<br />
The current method for sorting activity reports could be improved upon. Currently, the reports of all users are mixed together and sorted in chronological order. The author name is based on the user filling in a name field. This has lead to some inconsistency. It would be great if activity report authorship was automatically taken from the username of the person filling in the form. Activity reports would be more useful if there was some convenient way to sort by user. I am envisioning going to someone's user profile and seeing a section with just their activity reports in chronological order. I think this would help each CIRAL student see their past progress. It may also encourage the reading of other students' profiles. <br />
<br />
I think it would be really handy if there were a profile for each CIRAL cluster that was maintained by the members of the cluster. It would have a listing of the current members, mission statement, and a list of the projects that were underway. Another layer to this would be to add a profile for each project. The project profiles could have the project's description, a week-by-week timeline (or Gantt chart) of what has been accomplished and what has yet to be done, attachments of project deliverables, and perhaps a shout box (microblog) for making project related announcements. <br />
<br />
I outlined a few of these ideas in my portfolio last quarter. I also created a mockup of a method for collecting weekly activity reports on Moodle. Moodle has some advantages in that it is already configured and the students are already have access and experience using it. Though, I think the Public Sphere Project website offers more flexibility and is worth relying on if it is possible to maintain effectively. <br />
<br />
I did want to point out this privacy concern again. I am able to see the content of the activity reports without logging in (http://publicsphereproject.org/content/week-4-activity-report) if I know the URL. It doesn't appear that it is indexed in search engines, but It would be ideal if the content wouldn't appear unless the viewer is logged in as a CIRAL user. It seems like this is possible because I am not able to view the listing of activity reports when I am not logged in http://publicsphereproject.org/users/http://publicsphereproject.org/activity-reports; it would be nice if this was true for the reports themselves. <br />
<br />
I hope this gets a conversation going. I would really like to here feedback about these ideas and other ideas that you all have. If you are not interested in being involved in this conversation, let us know so you are not CC'd on future emails about this. <br />
<br />
'''Ele email from 5/7'''<br />
<br />
I think this is a great idea Jonesy. One thing we could do even in a short amount of time is establish a standard for where the information goes and document that; I think John is working on that. Professionally, I'd go about determining the way the information is loaded with both a chart of the necessary permissions and a use case, which is a diagram made by interviewing users about what functionality they need from the system. Maybe we could have a power session to determine use case for CIRAL architecture with the liaisons Everyone has to fill out a worksheet that clearly dictates what they create in the system and who needs to see or use it. We do that as a kind of storyboard. <br />
<br />
My impression is that Doug doesn't want to have multiple admins on Drupal, but there are options to create a manager role with limited access and permissions. To carry that off securely, managers would need to have an assigned password and have their accounts destroyed when they leave the program. <br />
<br />
We also need enforcement. I can't believe how few people are filling out activity reports. I went in there to try and track what was going on in class, and only a handful of people bother to put in the simple weekly report. <br />
<br />
'''Doug email from 5/7'''<br />
<br />
Jonesy et al,<br />
<br />
The basic order I see this taken care of is: inventory, roles, requirements, recommendations<br />
<br />
I mention roles explicitly because I think it will make the requirements etc. a lot easier.<br />
<br />
Also, in terms of goals, I think we'll see a bit of an expansion in roles fairly soon. Some of our people will be graduating this quarter — and it looks like there is nothing we can do to prevent it! But, what is their role? advisor, escapee, etc. etc. I made a start in the Handbook but it's just a start. I don't think we want to greatly multiply the number of roles, but if there are new ones then we should name them.<br />
<br />
I'm in favor of naming activities and processes that we'd like to do (and have online support for) but we definitely want to address the big (and, often, not so terribly difficult) jobs first. (e.g. our own online resources, like reports & white papers).<br />
<br />
Thanks !!</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Films&diff=4761Films2013-05-19T17:24:54Z<p>Rogjoh26: /* Blue Gold */</p>
<hr />
<div>[[Film Review Template]]<br />
<br />
==Documentary Films==<br />
<br />
*Documentary films are a useful tool to present complex issues in a manner that entertains and educates. The medium enables the filmmaker to describe intricate social and environmental problems, often making the material more accessible to a broader audience. Frequently this art form is used to tell stories of the unheard, and to encourage activism on their behalf. The films below are examples of documentaries that capture civic intelligence in action, or the act of their creation is civic intelligence itself. These films are analyzed for their presentation of civic intelligence, as well as extracting themes using the 'Liberating Voices' patterns. <br />
<blockquote>We think of film as a bullet that ignites consciousness WE must serve as the stone that breaks silence, or the bullet that starts the battle. <br />
—Raymundo Gleyzer</blockquote><br />
<br />
==Unreviewed Films==<br />
<br />
The following films are all good candidates for civic intelligence reviews. They can be reviewed here and also on the Public Sphere Project site. These were all shown at the NW FilmCenter in Portland, Oregon in the fall of 2012.<br />
<br />
* Bidder 70<br />
* Brothers on the Line<br />
* Escape Fire: The Fight to Rescue American Healthcare<br />
* Five Broken Cameras<br />
* The Invisible War<br />
* Radio Unnamable<br />
* Raising Resistance<br />
* Words of Witness<br />
* The World Before Her<br />
<br />
<br />
<br />
[[File:After_innocence.jpg|thumb]]<br />
<br />
==After Innocence==<br />
''Directed by Jessica Sanders, released in 2005''<br />
<br />
[http://www.afterinnocence.net/ After Innocence official website]<br />
<br />
[http://www.youtube.com/watch?v=Wh8WnERdvoE After Innocence trailer]<br />
<br />
[http://www.hulu.com/watch/479812 Stream After Innocence on Hulu]<br />
<br />
===Synopsis===<br />
<blockquote>"AFTER INNOCENCE tells the dramatic and compelling story of the exonerated — innocent men wrongfully imprisoned for decades and then released after DNA evidence proved their innocence. The film focuses on the gripping story of seven men and their emotional journey back into society and efforts to rebuild their lives. Included are a police officer, an army sergeant and a young father sent to prison and even death row for decades for crimes they did not commit.The men are thrust back into society with little or no support from the system that put them behind bars. While the public views exonerations as success stories — wrongs that have been righted — AFTER INNOCENCE shows that the human toll of wrongful imprisonment can last far longer than the sentences served.The film raises basic questions about human rights and society's moral obligation to the innocent and places a spotlight on the flaws in our criminal justice system that lead to wrongful conviction of the innocent. The film features exonerees Dennis Maher of Lowell, MA; Calvin Willis of Shreveport, LA; Scott Hornoff of Providence, RI; Wilton Dedge of Cocoa Beach, FL.; Vincent Moto of Philadelphia, PA; Nick Yarris of Philadelphia, PA; and Herman Atkins of Los Angeles, CA. It also features Barry Scheck and Peter Neufeld, founders of the Innocent Project which has helped to exonerate the more than l50 people freed through the use of DNA testing in the last decade; and highlights the work of human rights activist Dr. Lola Vollen, co-founder of the Life After Exoneration Program.</blockquote><br />
<br />
===Civic Intelligence===<br />
<br />
===Patterns===<br />
<br />
[[File:Amandla.jpg|thumb]]<br />
<br />
==Amandla! A Revolution in Four Part Harmony==<br />
''Directed by Lee Hirsch, released in 2002''<br />
<br />
[http://vimeo.com/15231827 Amandla! trailer]<br />
<br />
[http://www.snagfilms.com/films/title/amandla_a_revolution_in_four_part_harmony Stream Amandla! at SnagFilms]<br />
<br />
===Synopsis===<br />
<br />
<br />
===Civic Intelligence=== <br />
<br />
<br />
===Patterns===<br />
<br />
[[File:Blue_gold.jpg|thumb]]<br />
<br />
==Blue Gold: World Water Wars==<br />
''Directed by Sam Bozzo, released in 2008''<br />
<br />
[http://www.bluegold-worldwaterwars.com/ Blue Gold official website]<br />
<br />
[http://www.youtube.com/watch?v=Ikb4WG8UJRw Blue Gold trailer]<br />
<br />
[http://www.youtube.com/watch?v=lKcf-RBHirw Stream Blue Gold on YouTube]<br />
<br />
===Synopsis===<br />
<blockquote> "Wars of the future will be fought over water as they are over oil today, as the source of human survival enters the global marketplace and political arena. Corporate giants, private investors, and corrupt governments vie for control of our dwindling supply, prompting protests, lawsuits, and revolutions from citizens fighting for the right to survive. Past civilizations have collapsed from poor water management. Can the human race survive?" (IMDB)</blockquote><br />
<br />
===Civic Intelligence=== <br />
This documentary exhibits civic intelligence in several ways; By presenting this complex issue, and allowing the viewer to review the data on world water resources, and how scientists predict this will unfold in the future. It is often hard for the everyday person to gather all the evidence to gain a complete picture of intricate environmental issues, documentary film is a perfect tool to both show, and allow the experts to interpret scientific studies and observations. Secondly, the filmmakers show how the citizens of Bolivia created a united front, to fight the corporations who privatized their water. The case of Bolivia alone is a wonderful example of civic intelligence applied into action, due to their success their framework has been used in other nations who are fighting for their water rights against MNC. The film shows many individuals and groups working towards the protection of the worlds water resources, and ensuring that there is equal access to it both now, and in the future. Activism is demonstrated by many small community groups, among them the citizens who founded The Michigan Citizens Water Conservation, during their battle to prevent Nestle from removing, bottling, and selling their groundwater. Through presenting the facts, and showing the many individuals and groups working on this issue, the viewer gains a greater understanding of the perils we face globally if we ignore the corporations who are slowly moving to privatize the worlds water resources. This information collectively would be hard for the average person to attain without a tremendous investment in time and resources. It is hard to watch this film without feeling an urgent need to get involved with one of the many organizations introduced. In an act of civic intelligence the filmmakers have a website full of information on the issue, organizations to join, and how to approach local government to promote water preservation.<br />
<br />
===Patterns===<br />
[http://www.publicsphereproject.org/node/329 Whistle Blowing (130)]<br />
[http://www.publicsphereproject.org/node/282 Voices of the Unheard (83)]<br />
[http://www.publicsphereproject.org/node/332 Peaceful Public Demonstrations (133)]<br />
[http://www.publicsphereproject.org/node/334 Follow the Money (135)]<br />
[http://www.publicsphereproject.org/node/315 Everyday Heroism (116)]<br />
[http://www.publicsphereproject.org/node/303 Sense of Struggle (104)]<br />
[http://www.publicsphereproject.org/node/263 Transparency (64)]<br />
[http://www.publicsphereproject.org/node/257 Durable Assets (58)]<br />
[http://www.publicsphereproject.org/node/211 Working Class Consciousness (12)]<br />
[http://www.publicsphereproject.org/node/203 Social Dominance Attenuation (4)]<br />
<br />
==Blue Vinyl==<br />
''Directed by Judith Helfand and Daniel Gold, Released in 2002.''<br />
*[[bluevinyl.jpeg]]<br />
<br />
*<blockquote>"A detective story, an eco-activism doc, and a rollicking comedy, BLUE VINYL puts a human face on the dangers posed by PVC at every stage of its life cycle, from factory to incinerator. Consumer consciousness and the "precautionary principle" have never been this much fun." (Bullfrog Films)</blockquote><br />
*When Judith Helfand's parents decided to re-side their home with vinyl, it set her on a journey of discovery into the manufacturing process. Judith's exploration take her to the heart of Louisiana's industrial district to discover a community struggling with high cancer rates, lack of governmental support from the EPA, and denials from the Vinyl industry. The film explores the work of 'The Bucket Brigade' and how they empower local communities to gather scientific evidence of air pollution.These grassroot organizations are holding industry accountable for their pollution, and pressuring government agencies to get involved. Judith presents the history of the vinyl industry and the controversial scientific evidence that proves the devastating harm it can cause to humans. Judith has done for vinyl chloride what Rachel Carson did for DDT through writing her book 'Silent Spring' in 1962. <br />
<br />
'''Patterns'''<br />
*Memory and Responsibility (11)<br />
*Health as a Human Right (5)<br />
*Social Responsibility (8)<br />
*Whistle Blowing (130)<br />
*Activist Roadtrip (134)<br />
*Appropriating Technology (108)<br />
*Transparency (64)<br />
<br />
==Children Full of Life==<br />
''Directed by,Noboru Kaetsu released 2006''<br />
*<blockquote>In the award-winning documentary Children Full of Life, a fourth-grade class in a primary school in Kanazawa, northwest of Tokyo, learn lessons about compassion from their homeroom teacher, Toshiro Kanamori. He instructs each to write their true inner feelings in a letter, and read it aloud in front of the class. By sharing their lives, the children begin to realize the importance of caring for their classmates.Capturing the intimate moments of the students' laughter and tears, the film explores one teacher's approach to allowing children the opportunity to discover the value of sharing powerful emotions. Classroom discussions include difficult issues such as the death of a parent or being the victim of bullying. In this "school of life," the simple message is learning to look after one another. Following Mr. Kanamori's class for a whole school year, the cameras were kept at the children's eye-level, giving their view of the world as they cope with troubled relationships and the loss of loved ones. Through their daily experiences, viewers see how they develop together a spirit of co-operation and compassion.Children Full of Life was awarded the Global Television Grand Prize at this year's 25th Anniversary Banff Television Festival, the festival's highest honour. It was the first time Japan took the top prize. As well, the documentary won the Rockie Award in the Family and Youth Programs category.(CBC.com)"</blockquote><br />
<br />
==Darwin's Nightmare==<br />
''Directed by, released''<br />
*<blockquote>The old question, which social and political structure is the best for the world seems to have been answered. Capitalism has won. The ultimate forms for future societies are "consumer democracies", which are seen as "civilized" and "good". In a Darwinian sense the "good system" won. It won by either convincing its enemies or eliminating them. <br />
<br />
In DARWIN’S NIGHTMARE I tried to transform the bizarre success story of a fish and the ephemeral boom around this "fittest" animal into an ironic, frightening allegory for what is called the New World Order. I could make the same kind of movie in Sierra Leone, only the fish would be diamonds, in Honduras, bananas, and in Libya, Nigeria or Angola, crude oil. Most of us I guess, know about the destructive mechanisms of our time, but we cannot fully picture them. We are unable to "get it", unable to actually believe what we know. <br />
It is, for example, incredible that wherever prime raw material is discovered, the locals die in misery, their sons become soldiers, and their daughters are turned into servants and whores. Hearing and seeing the same stories over and over makes me feel sick. After hundreds of years of slavery and colonisation of Africa, globalisation of african markets is the third and deadliest humiliation for the people of this continent. The arrogance of rich countries towards the third world (that's three quarters of humanity) is creating immeasurable future dangers for all peoples.<br />
<br />
<br />
It seems that the individual participants within a deadly system don't have ugly faces, and for the most part, no bad intentions. These people include you and me. Some of us are "only doing their job" (like flying a jumbo from A to B carrying napalm), some don’t want to know, others simply fight for survival. I tried to film the personalities in this documentary as intimately as possible. Sergey, Dimond, Raphael, Eliza: real people who wonderfully represent the complexity of this system, and for me, the real enigma.</blockquote><br />
<br />
* This film presents the incredibly complex issue, and history, of the Nile Perch, in Lake Victoria. In order for society to begin to solve environmental issues we have to have an in depth understanding of the whole picture, this film does that for the people who live on Lake Victoria. The filmmakers risked their lives to expose the full depth of this dynamic, and shocking story.<br />
<br />
==The Garden==<br />
''Directed by Scott Hamilton Kennedy, released in 2008''<br />
<blockquote>"The fourteen-acre community garden at 41st and Alameda in South Central Los Angeles is the largest of its kind in the United States. Started as a form of healing after the devastating L.A. riots in 1992, the South Central Farmers have since created a miracle in one of the country’s most blighted neighborhoods. Growing their own food. Feeding their families. Creating a community.But now, bulldozers are poised to level their 14-acre oasis.The Garden follows the plight of the farmers, from the tilled soil of this urban farm to the polished marble of City Hall. Mostly immigrants from Latin America, from countries where they feared for their lives if they were to speak out, we watch them organize, fight back, and demand answers:Why was the land sold to a wealthy developer for millions less than fair-market value? Why was the transaction done in a closed-door session of the LA City Council? Why has it never been made public?And the powers-that-be have the same response: “The garden is wonderful, but there is nothing more we can do.”<br />
<br />
If everyone told you nothing more could be done, would you give up?"</blockquote><br />
<br />
'''Patterns'''<br />
[http://publicsphereproject.org/drupal/node/212 Back to the Roots]<br />
<br />
==Harlan County, USA==<br />
''Directed by Barbara Kopple and released in 1976.''<br />
<blockquote>"If Barbara Kopple had made no other film than this documentary account of the 1974 strike of Kentucky mine workers, arguably one of the finest documentaries ever made in the U.S. and possibly the best on the problems of organized labor, her place in film industry history would be assured. The strike began when the miners working for the Eastover Mining Co. joined the UMW, and its corporate parent, Duke Power, refused to sign the standard union contract. By living with the 180 families involved in the strike, Kopple shows the backbreaking burdens of the miners life in the best of times and the looming fear of destitution in the worst. As the strikers strive to remain united through a difficult year, Kopple photographs the picketing, the company's use of state troopers to keep the roads open for scabs, the showdowns between the miners and strikebreakers brandishing firearms. While the film is unabashedly partisan, its worth remembering that the company's refusal to sign a contract was condemned by the National Labor Relations Board and that the corporation agreed to sign only under heavy pressure from federal mediators." (cabincreekfilms)</blockquote><br />
* As a young filmmaker, Barbara Kopple gained incredible access to the community of Harlan County, allowing her to portray those impacted by the strike with compelling honesty. This film demonstrates the civic intelligence of a community fighting for greater labor rights for the miners, and their families. As the strike continues they have many town hall meetings to discuss their strategy, and to define the needs of the community. This film gives a rare glimpse behind the picket lines, showing us what worked and more importantly what didn't work.<br />
<br />
*'''Patterns'''<br />
*Labor Visions (112)<br />
*Community Inquiry<br />
*Sense of Struggle<br />
*Transparency (64)<br />
*Matrifocal Orientation (9)<br />
*Working Class Consciousness (12)<br />
* Social Dominance Attenuation (4)<br />
*Voices of the Unheard (83)<br />
*Civic Capacities (85)<br />
*Whistle Blowing (130)<br />
*Everyday Heroism (116)<br />
<br />
==I Have Never Forgotten You==<br />
<blockquote>"I Have Never Forgotten You" is a comprehensive look at the life and legacy of Simon Wiesenthal, the famed Nazi hunter and humanitarian. Narrated by Academy Award winning actress Nicole Kidman, it features interviews with longtime Wiesenthal associates, government leaders from around the world, friends and family members — many of whom have never discussed the legendary Nazi hunter and humanitarian on camera. Previously unseen archival film and photos also highlight the film. What was the driving force behind his work? What kept him going when for years the odds were against his efforts? What is his legacy today, more than 60 years after the end of World War Two?" (IMDB)</blockquote> <br />
*The work of Simon Wiesenthal to locate and prosecute Nazi war criminals, is an important part of the healing process after war. Many nations allowed Nazi's to live unhindered in their countries furthering the damage inflicted upon not only families lost to the concentration camps, but creating national distrust in the justice system. This process is also an important part of a nation's ability to remember their history. <br />
* '''Patterns'''<br />
* Voices of the Unheard (83)<br />
* Everyday Heroism (116)<br />
* Power of Story (114)<br />
*Equal Access to Justice (69)<br />
*Truth and Reconciliation Commissions (51)<br />
<br />
==Long Night's Journey into Day== <br />
''Directed by Deborah Hoffman, released in 2000.''<br />
<br />
<blockquote>"Long Night's Journey Into Day reveals a South Africa trying to forge a lasting peace after 40 years of government by the most notorious system of racial segregation since Nazi Germany. The documentary studies South Africa's Truth and Reconciliation Commission (TRC), set up by the post-apartheid, democratic government to consider amnesty for perpetrators of crimes committed under apartheid's reign. Long Night's Journey Into Day takes viewers to the hearings where murderers meet the surviving family members of their victims in four cases: The Amy Biehl Story, The Cradock 4, the Magoo's Bar Bombing and The Guguletu 7. The stories in the film underscore the universal themes of conflict, forgiveness, and renewal. A white special forces officer, deeply remorseful for the crimes he committed, struggles to reach peace with the embittered wife of a black activist he killed 14 years ago.A group of mothers, after enduring years of misinformation and denials by the authorities, learns the truth about how their sons were set up, betrayed, and killed in a vicious police conspiracy. A young black activist comes to recognize the anguish he caused by killing a white California student during a mob riot, while her parents see past their pain to embrace a new, multi-racial South Africa. The TRC is raising some of the most profound moral and ethical questions facing the world today — questions about justice, truth, forgiveness, redemption, and the ability of brutalized and brutalizing individuals to subsequently coexist in harmony. As it emerges from its tragedy, South Africa is showing the rest of the world that even the most bitter of conflicts can be addressed through honesty and communication. Long Night's Journey Into Day is witness to history in the making." (Irisfilms)</blockquote><br />
<br />
*The work demonstrated in this film is not easy and requires bravery on an individual and national level. As reflected in the films 'The Power of Forgiveness' and "I Will Never Forget You" the journey through the stages of reconciliation are essential to allowing civic intelligence to flourish and repair a wounded nation. Without the process of reconciliation nations hang, stagnant unable to move on to a place of peace. <br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==Lost Angels: Skid Row is My Home==<br />
''Directed by Thomas Q. Napper, released in 2010. ''<br />
<br />
==Paper Clips==<br />
''2004. Directed by Eliot Berlin and Joe Fab, released in 2004. '' <br />
<blockquote>"An inspiring production of The Johnson Group, in association with One Clip at a Time Films and Ergo Entertainment, "Paper Clips" tells the story of the students of Whitwell Middle School in rural Whitwell, Tennessee.<br />
<br />
In 1998, the students embarked on a classroom project aimed at teaching about cultural diversity in a small community almost exclusively white and Christian. Their "Paper Clips" project sparked one of the most inspirational and profound lessons in tolerance, in the least likely of places.<br />
<br />
Out of a desire to help students open their eyes to the diversity of the world beyond their insulated valley, the school's principal, Linda Hooper, created the "Paper Clips" project to help her students to grasp the enormity of human suffering during the Holocaust. The idea was to collect six million paper clips — one for each of the six million Jewish victims of the Holocaust — an idea that touched a chord among Holocaust survivors, their families and even world leaders and celebrities as word of the project spread.<br />
<br />
Ultimately, the school project generated an international outpouring of support and encouragement that none of the students and teachers — nor the citizens of Whitwell — had ever envisioned." (Anti-Defamation League.com)</blockquote><br />
<br />
* This film documents the story of a school as they transform, not only their students, but ultimately the surrounding community. Globally, we are still fighting against racism within our communities and institutions, equality is still a right we are striving for, and while we had thought that horrors such as the holocaust would never happen again, they have in Yugoslavia, Rwanda and Sudan. Paperclips demonstrates how a classroom project with middle school children really can make a substantial impact on a community, by changing the way they view others, by discovering that we are all the same. Perhaps the most powerful lessons for these children was the impact of meeting holocaust survivors and listening to their stories, transforming black and white pictures to flesh and blood. This process of discovery did not only change the children but profoundly impacted the teachers, and parents, demonstrating the power of involved community to the engagement of civic intelligence.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
<br />
==The Garbage Warrior==<br />
<blockquote>"The Garbage Warrior is a feature-length documentary film telling the epic story of maverick US architect Michael Reynolds and his fight to introduce radically sustainable housing. An extraordinary tale of triumph over bureaucracy, Garbage Warrior is above all an intimate portrait of an extraordinary individual and his dream of changing the world." (IMDB)</blockquote><br />
<br />
*This documentary charts the career of Michael Reynolds as he dedicates his life to providing the planet with off the grid, sustainable houses. Reynolds has a passion for his designs and a conviction that it can be a solution to many of the worlds environmental problems, but he faces constant obstacles from State legislation in the form of building permits. His fight for permission to build these homes in the US takes him to fight city hall. This film also demonstrates Reynolds work in countries that have experienced natural disasters, as he teaches local communities how to build these structures out of available materials. This film explores the notion of what to do when solutions are not met with action and acceptance. How can civic intelligence work towards mitigating this scenario? Michael Reynolds is a tremendous example of a man who dedicates his life to a singular mission to enable these buildings to be constructed, in order to help the earth deal with the reality of 7 billion residents.<br />
*'''Patterns'''<br />
*Dematerialization (18)<br />
*Sustainable Design (22)<br />
*Durable Assets (58)<br />
*Shared Vision (101)<br />
<br />
<br />
<br />
==The Listening Project==<br />
''Directed by Dominic Howes, Released in 2008''<blockquote>"What does the world think of America?" This question is the foundation of the documentary, and turns into a quest for the answer, as four Americans travel through 15 countries and 6 continents asking those citizens of their opinion of America, and how they have been impacted by the most powerful country in the world. "The result is an emotional and inspiring examination of crumbling empires, human fellowship and the meaning of citizenship in a globalized world" (The Listening Project)</blockquote><br />
<br />
*While this documentary was filmed during the Bush administration, and therefore reflects feelings in regards to the foreign policy of the time, as a concept it still represents an important skill in the art of listening, and understanding diversity. Asking simple questions, founded in an earnest desire to fully understand another has a powerful impact on individuals, nations and global peace.Civic intelligence can only truly be embraced when there is an ability to communicate with one another. This documentary shows the far reaching impact of active listening.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Whistle Blowing (130)<br />
*Social Dominance Attenuation (4)<br />
<br />
==The Park That Kids Built==<br />
Linda Jassim.<blockquote>"an inspiring documentary of urban renewal. Set in South Los Angeles, the film depicts how two teachers, fifth and sixth graders and the community turned a vacant lot &mdash; filled with abandoned cars and trash &mdash; into Estrella Children's Park."</blockquote><br />
<br />
==The Power of Forgiveness==<br />
Director, Martin Doblmeier, released 2008.<blockquote> '"The Power of Forgiveness explores recent research into the psychological and physical effects of forgiveness on individuals and within relationships under a wide variety of conditions and translates it into a popular, accessible documentary film for national public television. This includes feature stories on the Amish, the 9/11 tragedy and peace-building in Northern Ireland, along with interviews with renowned Buddhist teacher Thich Nhat Hanh, Nobel Laureate Elie Wiesel, best-selling authors Thomas Moore and Marianne Williamson and others. The film also explores the role forgiveness holds in various faiths traditions. It provides an honest look at the intensity of anger and grief that human nature is heir to. We see in the film that there are transgressions people find themselves unwilling or unable to forgive. Through character-driven stories the film shows the role forgiveness can play in alleviating anger and grief and the physical, mental and spiritual benefits that come with it." (Power of Forgiveness)</blockquote><br />
<br />
* In order for civic intelligence to thrive there has to be a fundamental ability for active communication to exist, propelling societies forward rather than stuck in endless cycles of hatred, anger, and revenge. How ca healing begin after intense violence and overwhelming loss? This film focuses on the single factor of moving individuals, groups and nations beyond this cycle and into forgiveness and peace. While many interviewed in the film declare that the process is not an easy one it is an essential one to end continuing generational violence. We all need to develop the skills shown in this film, whether they come from religion, as demonstrated by the Amish community grieving after grieving the loss of children during a school shooting, or the widows of 9/11 striving to build a peace garden at ground zero.<br />
<br />
*'''Patterns'''<br />
*Voices of The Unheard (83)<br />
*Self Help Groups (105)<br />
*Power of Story (114)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==The Real Dirt on Farmer John==<br />
''Directed by Taggert Siegal, released in 2005''<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)<br />
<br />
==The Singing Revolution==<br />
''Directed by James and Maureen Tusty, Released in 2006''<br />
<blockquote>"Most people don’t think about singing when they think about revolution. But song was the weapon of choice when Estonians sought to free themselves from decades of Soviet occupation. The Singing Revolution is an inspiring account of one nation’s dramatic rebirth. It is the story of humankind’s irrepressible drive for freedom and self-determination.The Singing Revolution shares how, between 1987 and 1991, hundreds of thousands of Estonians gathered publicly to sing forbidden patriotic songs and share protest speeches, risking their lives to proclaim their desire for independence. While violence and bloodshed was the unfortunate end result in other occupied nations of the USSR, the revolutionary songs of the Estonians anchored their struggle for freedom, which was ultimately accomplished without the loss of a single life."</blockquote><br />
<br />
In a 1939 Joseph Stalin and Adolph Hitler divided Eastern Europe into "spheres of special interest." As a result of this agreement, the USSR invaded, occupied, and established military bases in The Republic of Estonia. In 1940, Estonia was annexed by the Soviet Union. In 1941 Germany invaded the USSR and battled with the Soviet Republic on Estonian soil from that time until autumn of 1944 when the USSR reconquered Estonia. The Soviets occupied Estonia until the fall of the Soviet Union in 1991.<br />
<br />
The Singing Revolution tells the story of Estonia from World War II to the restoration of their republic when the parliament issued a Declaration of Independence from the USSR on August 20, 1991. The central theme of the film is Estonia's rich tradition of song and how the Estonian people relied on those traditions to maintain their cultural identity, and ultimately used singing to unify and empower themselves in a way that resulted in them rising up against their oppressors and regaining independence.<br />
<br />
==The Take==<br />
''Directed by Avi Lewis, Released in 2004''<br />
<br />
==Transmission 6-10==<br />
''Directed by, Released in 2009''<br />
*<blockquote>“A brilliant expose about the current genocide and human rights crisis in China, centering around the pacifist religious group the Falun Gong. 10/10Using personal accounts, eyewitnesses, photographs, interviews, and stories from the people that actually endured the torture, Transmission 6- 10 brings the viewer into the stark reality that is Modern China. The film is painstakingly researched, and covers everything; from the start of the movement and ensuing persecution to the organ harvesting and genocidal nature of Chinese prisons and “justice”. This films cuts clear through the propaganda and shows the true intentions and actions of the Chinese government. Ample evidence is provided, from photos and personal accounts, to scholars and even official Chinese documents and press statements."(transmission6-10.com)</blockquote><br />
<br />
* While this film documents the oppression of the Falun Gong, it also shows how one group fought for their rights to freedom of spiritual expression, under the veil of secrecy of communist China. Despite suffering the torture and genocide of large numbers of their group, they continued to fight to have their story known in the Western world.<br />
<br />
==Pray the Devil Back to Hell==<br />
''Directed by Gini Reticker, released in 2008.''<blockquote> "Pray the Devil Back to Hell chronicles the remarkable story of the courageous Liberian women who came together to end a bloody civil war and bring peace to their shattered country.Thousands of women — ordinary mothers, grandmothers, aunts and daughters, both Christian and Muslim — came together to pray for peace and then staged a silent protest outside of the Presidential Palace. Armed only with white T-shirts and the courage of their convictions, they demanded a resolution to the country’s civil war. Their actions were a critical element in bringing about a agreement during the stalled peace talks.A story of sacrifice, unity and transcendence, Pray the Devil Back to Hell honors the strength and perseverance of the women of Liberia. Inspiring, uplifting, and most of all motivating, it is a compelling testimony of how grassroots activism can alter the history of nations." (praythedevilbacktoheall.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Activist Road Trip (134)<br />
*Peaceful Public Demonstrations (133)<br />
*Matrifocal Orientation (9)<br />
<br />
==Promises==<br />
''Directed by Carlos Bolado,and B.Z Goldberg, released in 2001''.<blockquote> "PROMISES follows the journey of one of the filmmakers, Israeli-American B.Z. Goldberg. B.Z. travels to a Palestinian refugee camp and to an Israeli settlement in the West Bank, and to the more familiar neighborhoods of Jerusalem where he meets seven Palestinian and Israeli children. Though the children live only 20 minutes apart, they exist in completely separate worlds; the physical, historical and emotional obstacles between them run deep. PROMISES explores the nature of these boundaries and tells the story of a few children who dared to cross the lines to meet their neighbors. Rather than focusing on political events, the seven children featured in PROMISES offer a refreshing, human and sometimes humorous portrait of the Palestinian-Israeli conflict."</blockquote><br />
'''*Patterns'''<br />
*Memory and Responsibility (11)<br />
*Peace Education (56)<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
<br />
==Rize==<br />
''Directed by David Chapelle, released in 2005''<br />
*[[File:Large Rize1.jpg]]<blockquote>"Rize" reveals a groundbreaking dance phenomenon that’s exploding on the streets of South Central, Los Angeles. Taking advantage of unprecedented access, this documentary film brings to first light a revolutionary form of artistic expression borne from oppression. The aggressive and visually stunning dance modernizes moves indigenous to African tribal rituals and features mind-blowing, athletic movement sped up to impossible speeds. “Rize” tracks the fascinating evolution of the dance: we meet Tommy Johnson (Tommy the Clown), who first created the style as a response to the 1992 Rodney King riots and named it “Clowning”, as well as the kids who developed the movement into what they now call Krumping. The kids use dance as an alternative to gangs and hustling: they form their own troupes and paint their faces like warriors, meeting to outperform rival gangs of dancers or just to hone their skills. For the dancers, Krumping becomes a way of life – and, because it’s authentic expression (in complete opposition to the bling-bling hip-hop culture), the dance becomes a vital part of who they are. Like “Paris is Burning” or “Style Wars” before it, “Rize” illuminates an entire community by focusing on an artform as a movement that the disenfranchised have created. But the true stars of the film are the dancers themselves: surrounded by drug addiction, gang activity, and impoverishment, they have managed to somehow rise above. The film offers an intimate, completely fresh portrayal of kids in South Central as they reveal their spirit and creativity. These kids have created art – and often family – where before there was none.</blockquote> <br />
<br />
*Charting new dance movements among youth of South Central LA, called Krumping and Clowning. Founded by ex gang members to reduce the amount of youth entering the gang lifestyle. The documentary follows several groups of dancers as they practice as teams for the annual dance competition,"BattleZone". Many of the dancers have been impacted by the gang activity in their neighborhoods, or lost family members as a result of shootings. This film shows the impact of civic intelligence through the power of art in the community, resulting in a reduction of local youth getting involved with gangs. Through the activity of community dance these youth are able to create a new family structure, through team dancing. Interesting to note that the Crips and Bloods originally emerged due to the inability of black male youth to enter Cub programs in LA.<br />
<br />
==Run Granny Run==<br />
*''Directed by Marlo Poras, released in 2002''<br />
*[[File: Unknown.jpeg]]<br />
<blockquote>Doris "Granny D" Haddock, died at the ripe age of 100, lived in the woods between Dublin and Peterborough, New Hampshire, made famous as Our Town by Thornton Wilder. She was born January 24, 1910 in Laconia, New Hampshire and attended Emerson College before marrying James Haddock.Doris raised two children during the Great Depression and later she worked at a shoe company for twenty years. With her husband, Jim, Doris helped stop the planned use of hydrogen bombs in Alaska in 1960, saving an Inuit fishing village at Point Hope. The couple retired in 1972, during which time Doris served on the Planning Board of her town and was active in community affairs. She nursed Jim through 10 years of Alzheimer’s disease.<br />
<br />
After the defeat of Senator McCain and Senator Feingold's first attempt to remove unregulated "soft" money from campaigns in 1995, Doris became interested in campaign reform and led a petition movement. On January 1, 1999–at the age of 89–she began a 3,200–mile walk across the country to demonstrate her concern for the issue, walking ten miles each day for fourteen months. Doris traveled as a pilgrim, walking until given shelter, fasting until given food. With the unflagging generosity of strangers she met along the way, Doris never went without a meal or a bed. She trekked through over 1,000 miles of desert, climbed the Appalachian Range in blizzard conditions and even skied 100 miles after a historic snowfall made roadside walking impossible. When she arrived in Washington D.C., Granny D was met by 2,200 supporters representing a wide variety of reform groups. Several dozen members of Congress walked the final miles with her. Granny D walking with supporters It took two more years to gain passage of the McCain/Feingold bill, during which time Doris engaged in walking fasts around the Capitol, organized rallies in many states, and held demonstrations that twice landed her in DC jails.<br />
<br />
<br />
In 2003, Doris had her eyes on the upcoming election, and so she drove around the country on a 22,000 mile voter registration effort targeting working women and minorities. This trek was cut short in June 2004, when Doris heard that the presumed Democratic nominee for U.S. Senate in NH had dropped out of the race days before the filing deadline. 94 years old and still eager to "raise a little hell," Doris surprised everyone by deciding to challenge the Republican incumbent. Her insurgent, grassroots campaign defied all expectations. Politicians and pundits alike have lauded the work of this indefatigable great–grandmother of sixteen: “I believe she represents all that is good in America. She has taken up this struggle to clean up American politics… Granny D, you exceed any small, modest contributions those of us who have labored in the vineyards of reform have made to this Earth. We are grateful for you.” Sen. John McCain “Doris Haddock is a true patriot, and our nation has been blessed by her remarkable life.” Jimmy Carter “The problem with Granny D…is that she makes the rest of us look like such schlumps.” (www.grannyd.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Everyday Heroism (116)<br />
*Follow the Money (135)<br />
*Activist Road Trip (134)<br />
*Peaceful Demonstrations (133)<br />
<br />
==Rural Studio==<br />
''Directed by Chuck Schultz, released in 2003''<br />
<br />
==Sir! No Sir!==<br />
''Directed by David Zeigler, released in 2005''.<blockquote>"This feature-length documentary focuses on the efforts by troops in the U.S. military during the Vietnam War to oppose the war effort by peaceful demonstration and subversion. It speaks mainly to veterans, but serves as a ready reminder to civilians that soldiers may oppose war as stridently as any civilian, and at greater personal peril." (IMDB)</blockquote><br />
*'''Patterns<br />
*<br />
<br />
==The Trials Of Darryl Hunt==<br />
''Directed by Ricki Stern and Annie Sundberg, released in 2006''<br />
<br />
<blockquote>"North Carolina, 1984. A brutal murder leaves a white woman dead, and a young black man accused. This exclusive portrait of a harrowing wrongful conviction offers a provocative and haunting examination of a community – and a criminal justice system — subject to racial bias and tainted by fear.“The Trials of Darryl Hunt” documents a brutal rape/murder in the American South, and offers a deeply personal story of a wrongfully convicted man, Darryl Hunt, who spent twenty years in prison for a crime he did not commit.In 1984, a young white newspaper reporter, Deborah Sykes, was raped, sodomized and stabbed to death just blocks from where she worked in Winston-Salem, NC.Base on an ID made by a former Klan member, a 19-year-old black man, Darryl Hunt, was charged. No physical evidence linked Hunt to the crime. Hunt was convicted by an all white jury, and sentenced to life imprisonment. In 1994, DNA testing cleared Hunt, yet he would spend another ten years behind bars. The film chronicles this capital case from 1984 through 2004. With personal narratives and exclusive footage from two decades, the film frames the judicial and emotional responses to this chilling crime – and the implications surrounding Hunt’s conviction — against a backdrop of class and racial bias in America.This unique look at one man’s loss and redemption challenges the assumption that all Americans have the right to unbiased justice.(BreakthruFilms)</blockquote><br />
<br />
==Very Young Girls==<br />
*<blockquote>Very Young Girls is an exposé of the commercial sexual exploitation of girls in New York City as they are sold on the streets by pimps and treated as adult criminals by police. The film follows barely adolescent girls in real time, using vérité and intimate interviews with them, documenting their struggles and triumphs as they seek to exit the commercial sex industry. The film also uses startling footage shot by pimps themselves, giving a rare glimpse into how the cycle of exploitation begins for many women.The film identifies hope for these girls in the organization GEMS (Girls Educational and Mentoring Services), a recovery agency founded and run by Rachel Lloyd, herself a survivor of commercial sexual exploitation. GEMS is committed to ending commercial sexual exploitation and domestic trafficking of children by changing individual lives, transforming public perception, and revolutionizing the systems and policies that impact commercially sexually exploited youth. Very Young Girls will change the way law enforcement, the media, and society as a whole look at the commercial sexual exploitation, street prostitution, and human trafficking that is happening right in our own backyard.</blockquote><br />
<br />
<br />
<br />
<br />
<br />
<br />
==References==<br />
<br />
*http://www.bluevinyl.org/<br />
*http://www.breakthrufilms.org/the-trials-of-darryl-hunt/<br />
*http://www.promisesproject.org/film.html<br />
*http://www.praythedevilbacktohell.com<br />
*http://www.angelicorganics.com<br />
*http://www.listeningprojectfilm.com<br />
*http://www.thegarbagewarrior.com<br />
*http://www.thepowerofforgiveness.com<br />
*http://www.moriahfilms.com<br />
*http://www.grannyd.com<br />
*http://www.thesingingrevolution.com<br />
*http://www.irispictures.com<br />
*http://www.imdb.com<br />
*http://www.cabincreekfilms.com<br />
*http://www.davidchappelle.com<br />
*http://www.breakthrufilms.com<br />
*http://www.thegardenmovie.com<br />
*http://www.forlibertymovie.com<br />
*http://topdocumentaryfilms.com/the-911-chronicles/</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=File:Blue_gold.jpg&diff=4760File:Blue gold.jpg2013-05-19T17:20:43Z<p>Rogjoh26: </p>
<hr />
<div></div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Films&diff=4759Films2013-05-19T17:05:16Z<p>Rogjoh26: /* Amandla! */</p>
<hr />
<div>[[Film Review Template]]<br />
<br />
==Documentary Films==<br />
<br />
*Documentary films are a useful tool to present complex issues in a manner that entertains and educates. The medium enables the filmmaker to describe intricate social and environmental problems, often making the material more accessible to a broader audience. Frequently this art form is used to tell stories of the unheard, and to encourage activism on their behalf. The films below are examples of documentaries that capture civic intelligence in action, or the act of their creation is civic intelligence itself. These films are analyzed for their presentation of civic intelligence, as well as extracting themes using the 'Liberating Voices' patterns. <br />
<blockquote>We think of film as a bullet that ignites consciousness WE must serve as the stone that breaks silence, or the bullet that starts the battle. <br />
—Raymundo Gleyzer</blockquote><br />
<br />
==Unreviewed Films==<br />
<br />
The following films are all good candidates for civic intelligence reviews. They can be reviewed here and also on the Public Sphere Project site. These were all shown at the NW FilmCenter in Portland, Oregon in the fall of 2012.<br />
<br />
* Bidder 70<br />
* Brothers on the Line<br />
* Escape Fire: The Fight to Rescue American Healthcare<br />
* Five Broken Cameras<br />
* The Invisible War<br />
* Radio Unnamable<br />
* Raising Resistance<br />
* Words of Witness<br />
* The World Before Her<br />
<br />
<br />
<br />
[[File:After_innocence.jpg|thumb]]<br />
<br />
==After Innocence==<br />
''Directed by Jessica Sanders, released in 2005''<br />
<br />
[http://www.afterinnocence.net/ After Innocence official website]<br />
<br />
[http://www.youtube.com/watch?v=Wh8WnERdvoE After Innocence trailer]<br />
<br />
[http://www.hulu.com/watch/479812 Stream After Innocence on Hulu]<br />
<br />
===Synopsis===<br />
<blockquote>"AFTER INNOCENCE tells the dramatic and compelling story of the exonerated — innocent men wrongfully imprisoned for decades and then released after DNA evidence proved their innocence. The film focuses on the gripping story of seven men and their emotional journey back into society and efforts to rebuild their lives. Included are a police officer, an army sergeant and a young father sent to prison and even death row for decades for crimes they did not commit.The men are thrust back into society with little or no support from the system that put them behind bars. While the public views exonerations as success stories — wrongs that have been righted — AFTER INNOCENCE shows that the human toll of wrongful imprisonment can last far longer than the sentences served.The film raises basic questions about human rights and society's moral obligation to the innocent and places a spotlight on the flaws in our criminal justice system that lead to wrongful conviction of the innocent. The film features exonerees Dennis Maher of Lowell, MA; Calvin Willis of Shreveport, LA; Scott Hornoff of Providence, RI; Wilton Dedge of Cocoa Beach, FL.; Vincent Moto of Philadelphia, PA; Nick Yarris of Philadelphia, PA; and Herman Atkins of Los Angeles, CA. It also features Barry Scheck and Peter Neufeld, founders of the Innocent Project which has helped to exonerate the more than l50 people freed through the use of DNA testing in the last decade; and highlights the work of human rights activist Dr. Lola Vollen, co-founder of the Life After Exoneration Program.</blockquote><br />
<br />
===Civic Intelligence===<br />
<br />
===Patterns===<br />
<br />
[[File:Amandla.jpg|thumb]]<br />
<br />
==Amandla! A Revolution in Four Part Harmony==<br />
''Directed by Lee Hirsch, released in 2002''<br />
<br />
[http://vimeo.com/15231827 Amandla! trailer]<br />
<br />
[http://www.snagfilms.com/films/title/amandla_a_revolution_in_four_part_harmony Stream Amandla! at SnagFilms]<br />
<br />
===Synopsis===<br />
<br />
<br />
===Civic Intelligence=== <br />
<br />
<br />
===Patterns===<br />
<br />
==Blue Gold==<br />
''Directed by Sam Bozzo, released in 2008''<br />
*[[File:Bluegold.jpeg]]<br />
<br />
<blockquote> "Wars of the future will be fought over water as they are over oil today, as the source of human survival enters the global marketplace and political arena. Corporate giants, private investors, and corrupt governments vie for control of our dwindling supply, prompting protests, lawsuits, and revolutions from citizens fighting for the right to survive. Past civilizations have collapsed from poor water management. Can the human race survive?" (IMDB)</blockquote><br />
* This documentary exhibits civic intelligence in several ways; By presenting this complex issue, and allowing the viewer to review the data on world water resources, and how scientists predict this will unfold in the future. It is often hard for the everyday person to gather all the evidence to gain a complete picture of intricate environmental issues, documentary film is a perfect tool to both show, and allow the experts to interpret scientific studies and observations. Secondly, the filmmakers show how the citizens of Bolivia created a united front, to fight the corporations who privatized their water. The case of Bolivia alone is a wonderful example of civic intelligence applied into action, due to their success their framework has been used in other nations who are fighting for their water rights against MNC. The film shows many individuals and groups working towards the protection of the worlds water resources, and ensuring that there is equal access to it both now, and in the future. Activism is demonstrated by many small community groups, among them the citizens who founded The Michigan Citizens Water Conservation, during their battle to prevent Nestle from removing, bottling, and selling their groundwater. Through presenting the facts, and showing the many individuals and groups working on this issue, the viewer gains a greater understanding of the perils we face globally if we ignore the corporations who are slowly moving to privatize the worlds water resources. This information collectively would be hard for the average person to attain without a tremendous investment in time and resources. It is hard to watch this film without feeling an urgent need to get involved with one of the many organizations introduced. In an act of civic intelligence the filmmakers have a website full of information on the issue, organizations to join, and how to approach local government to promote water preservation.<br />
* '''Patterns'''<br />
*Whistle Blowing (130)<br />
*Voices of the Unheard (83)<br />
*Peaceful Public Demonstrations (133)<br />
*Follow the Money (135)<br />
*Everyday Heroism (116)<br />
*Sense of Struggle (104)<br />
*Transparency (64)<br />
*Durable Assets (58)<br />
*Working Class Consciousness (12)<br />
*Social Dominance Attenuation (4)<br />
<br />
==Blue Vinyl==<br />
''Directed by Judith Helfand and Daniel Gold, Released in 2002.''<br />
*[[bluevinyl.jpeg]]<br />
<br />
*<blockquote>"A detective story, an eco-activism doc, and a rollicking comedy, BLUE VINYL puts a human face on the dangers posed by PVC at every stage of its life cycle, from factory to incinerator. Consumer consciousness and the "precautionary principle" have never been this much fun." (Bullfrog Films)</blockquote><br />
*When Judith Helfand's parents decided to re-side their home with vinyl, it set her on a journey of discovery into the manufacturing process. Judith's exploration take her to the heart of Louisiana's industrial district to discover a community struggling with high cancer rates, lack of governmental support from the EPA, and denials from the Vinyl industry. The film explores the work of 'The Bucket Brigade' and how they empower local communities to gather scientific evidence of air pollution.These grassroot organizations are holding industry accountable for their pollution, and pressuring government agencies to get involved. Judith presents the history of the vinyl industry and the controversial scientific evidence that proves the devastating harm it can cause to humans. Judith has done for vinyl chloride what Rachel Carson did for DDT through writing her book 'Silent Spring' in 1962. <br />
<br />
'''Patterns'''<br />
*Memory and Responsibility (11)<br />
*Health as a Human Right (5)<br />
*Social Responsibility (8)<br />
*Whistle Blowing (130)<br />
*Activist Roadtrip (134)<br />
*Appropriating Technology (108)<br />
*Transparency (64)<br />
<br />
==Children Full of Life==<br />
''Directed by,Noboru Kaetsu released 2006''<br />
*<blockquote>In the award-winning documentary Children Full of Life, a fourth-grade class in a primary school in Kanazawa, northwest of Tokyo, learn lessons about compassion from their homeroom teacher, Toshiro Kanamori. He instructs each to write their true inner feelings in a letter, and read it aloud in front of the class. By sharing their lives, the children begin to realize the importance of caring for their classmates.Capturing the intimate moments of the students' laughter and tears, the film explores one teacher's approach to allowing children the opportunity to discover the value of sharing powerful emotions. Classroom discussions include difficult issues such as the death of a parent or being the victim of bullying. In this "school of life," the simple message is learning to look after one another. Following Mr. Kanamori's class for a whole school year, the cameras were kept at the children's eye-level, giving their view of the world as they cope with troubled relationships and the loss of loved ones. Through their daily experiences, viewers see how they develop together a spirit of co-operation and compassion.Children Full of Life was awarded the Global Television Grand Prize at this year's 25th Anniversary Banff Television Festival, the festival's highest honour. It was the first time Japan took the top prize. As well, the documentary won the Rockie Award in the Family and Youth Programs category.(CBC.com)"</blockquote><br />
<br />
==Darwin's Nightmare==<br />
''Directed by, released''<br />
*<blockquote>The old question, which social and political structure is the best for the world seems to have been answered. Capitalism has won. The ultimate forms for future societies are "consumer democracies", which are seen as "civilized" and "good". In a Darwinian sense the "good system" won. It won by either convincing its enemies or eliminating them. <br />
<br />
In DARWIN’S NIGHTMARE I tried to transform the bizarre success story of a fish and the ephemeral boom around this "fittest" animal into an ironic, frightening allegory for what is called the New World Order. I could make the same kind of movie in Sierra Leone, only the fish would be diamonds, in Honduras, bananas, and in Libya, Nigeria or Angola, crude oil. Most of us I guess, know about the destructive mechanisms of our time, but we cannot fully picture them. We are unable to "get it", unable to actually believe what we know. <br />
It is, for example, incredible that wherever prime raw material is discovered, the locals die in misery, their sons become soldiers, and their daughters are turned into servants and whores. Hearing and seeing the same stories over and over makes me feel sick. After hundreds of years of slavery and colonisation of Africa, globalisation of african markets is the third and deadliest humiliation for the people of this continent. The arrogance of rich countries towards the third world (that's three quarters of humanity) is creating immeasurable future dangers for all peoples.<br />
<br />
<br />
It seems that the individual participants within a deadly system don't have ugly faces, and for the most part, no bad intentions. These people include you and me. Some of us are "only doing their job" (like flying a jumbo from A to B carrying napalm), some don’t want to know, others simply fight for survival. I tried to film the personalities in this documentary as intimately as possible. Sergey, Dimond, Raphael, Eliza: real people who wonderfully represent the complexity of this system, and for me, the real enigma.</blockquote><br />
<br />
* This film presents the incredibly complex issue, and history, of the Nile Perch, in Lake Victoria. In order for society to begin to solve environmental issues we have to have an in depth understanding of the whole picture, this film does that for the people who live on Lake Victoria. The filmmakers risked their lives to expose the full depth of this dynamic, and shocking story.<br />
<br />
==The Garden==<br />
''Directed by Scott Hamilton Kennedy, released in 2008''<br />
<blockquote>"The fourteen-acre community garden at 41st and Alameda in South Central Los Angeles is the largest of its kind in the United States. Started as a form of healing after the devastating L.A. riots in 1992, the South Central Farmers have since created a miracle in one of the country’s most blighted neighborhoods. Growing their own food. Feeding their families. Creating a community.But now, bulldozers are poised to level their 14-acre oasis.The Garden follows the plight of the farmers, from the tilled soil of this urban farm to the polished marble of City Hall. Mostly immigrants from Latin America, from countries where they feared for their lives if they were to speak out, we watch them organize, fight back, and demand answers:Why was the land sold to a wealthy developer for millions less than fair-market value? Why was the transaction done in a closed-door session of the LA City Council? Why has it never been made public?And the powers-that-be have the same response: “The garden is wonderful, but there is nothing more we can do.”<br />
<br />
If everyone told you nothing more could be done, would you give up?"</blockquote><br />
<br />
'''Patterns'''<br />
[http://publicsphereproject.org/drupal/node/212 Back to the Roots]<br />
<br />
==Harlan County, USA==<br />
''Directed by Barbara Kopple and released in 1976.''<br />
<blockquote>"If Barbara Kopple had made no other film than this documentary account of the 1974 strike of Kentucky mine workers, arguably one of the finest documentaries ever made in the U.S. and possibly the best on the problems of organized labor, her place in film industry history would be assured. The strike began when the miners working for the Eastover Mining Co. joined the UMW, and its corporate parent, Duke Power, refused to sign the standard union contract. By living with the 180 families involved in the strike, Kopple shows the backbreaking burdens of the miners life in the best of times and the looming fear of destitution in the worst. As the strikers strive to remain united through a difficult year, Kopple photographs the picketing, the company's use of state troopers to keep the roads open for scabs, the showdowns between the miners and strikebreakers brandishing firearms. While the film is unabashedly partisan, its worth remembering that the company's refusal to sign a contract was condemned by the National Labor Relations Board and that the corporation agreed to sign only under heavy pressure from federal mediators." (cabincreekfilms)</blockquote><br />
* As a young filmmaker, Barbara Kopple gained incredible access to the community of Harlan County, allowing her to portray those impacted by the strike with compelling honesty. This film demonstrates the civic intelligence of a community fighting for greater labor rights for the miners, and their families. As the strike continues they have many town hall meetings to discuss their strategy, and to define the needs of the community. This film gives a rare glimpse behind the picket lines, showing us what worked and more importantly what didn't work.<br />
<br />
*'''Patterns'''<br />
*Labor Visions (112)<br />
*Community Inquiry<br />
*Sense of Struggle<br />
*Transparency (64)<br />
*Matrifocal Orientation (9)<br />
*Working Class Consciousness (12)<br />
* Social Dominance Attenuation (4)<br />
*Voices of the Unheard (83)<br />
*Civic Capacities (85)<br />
*Whistle Blowing (130)<br />
*Everyday Heroism (116)<br />
<br />
==I Have Never Forgotten You==<br />
<blockquote>"I Have Never Forgotten You" is a comprehensive look at the life and legacy of Simon Wiesenthal, the famed Nazi hunter and humanitarian. Narrated by Academy Award winning actress Nicole Kidman, it features interviews with longtime Wiesenthal associates, government leaders from around the world, friends and family members — many of whom have never discussed the legendary Nazi hunter and humanitarian on camera. Previously unseen archival film and photos also highlight the film. What was the driving force behind his work? What kept him going when for years the odds were against his efforts? What is his legacy today, more than 60 years after the end of World War Two?" (IMDB)</blockquote> <br />
*The work of Simon Wiesenthal to locate and prosecute Nazi war criminals, is an important part of the healing process after war. Many nations allowed Nazi's to live unhindered in their countries furthering the damage inflicted upon not only families lost to the concentration camps, but creating national distrust in the justice system. This process is also an important part of a nation's ability to remember their history. <br />
* '''Patterns'''<br />
* Voices of the Unheard (83)<br />
* Everyday Heroism (116)<br />
* Power of Story (114)<br />
*Equal Access to Justice (69)<br />
*Truth and Reconciliation Commissions (51)<br />
<br />
==Long Night's Journey into Day== <br />
''Directed by Deborah Hoffman, released in 2000.''<br />
<br />
<blockquote>"Long Night's Journey Into Day reveals a South Africa trying to forge a lasting peace after 40 years of government by the most notorious system of racial segregation since Nazi Germany. The documentary studies South Africa's Truth and Reconciliation Commission (TRC), set up by the post-apartheid, democratic government to consider amnesty for perpetrators of crimes committed under apartheid's reign. Long Night's Journey Into Day takes viewers to the hearings where murderers meet the surviving family members of their victims in four cases: The Amy Biehl Story, The Cradock 4, the Magoo's Bar Bombing and The Guguletu 7. The stories in the film underscore the universal themes of conflict, forgiveness, and renewal. A white special forces officer, deeply remorseful for the crimes he committed, struggles to reach peace with the embittered wife of a black activist he killed 14 years ago.A group of mothers, after enduring years of misinformation and denials by the authorities, learns the truth about how their sons were set up, betrayed, and killed in a vicious police conspiracy. A young black activist comes to recognize the anguish he caused by killing a white California student during a mob riot, while her parents see past their pain to embrace a new, multi-racial South Africa. The TRC is raising some of the most profound moral and ethical questions facing the world today — questions about justice, truth, forgiveness, redemption, and the ability of brutalized and brutalizing individuals to subsequently coexist in harmony. As it emerges from its tragedy, South Africa is showing the rest of the world that even the most bitter of conflicts can be addressed through honesty and communication. Long Night's Journey Into Day is witness to history in the making." (Irisfilms)</blockquote><br />
<br />
*The work demonstrated in this film is not easy and requires bravery on an individual and national level. As reflected in the films 'The Power of Forgiveness' and "I Will Never Forget You" the journey through the stages of reconciliation are essential to allowing civic intelligence to flourish and repair a wounded nation. Without the process of reconciliation nations hang, stagnant unable to move on to a place of peace. <br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==Lost Angels: Skid Row is My Home==<br />
''Directed by Thomas Q. Napper, released in 2010. ''<br />
<br />
==Paper Clips==<br />
''2004. Directed by Eliot Berlin and Joe Fab, released in 2004. '' <br />
<blockquote>"An inspiring production of The Johnson Group, in association with One Clip at a Time Films and Ergo Entertainment, "Paper Clips" tells the story of the students of Whitwell Middle School in rural Whitwell, Tennessee.<br />
<br />
In 1998, the students embarked on a classroom project aimed at teaching about cultural diversity in a small community almost exclusively white and Christian. Their "Paper Clips" project sparked one of the most inspirational and profound lessons in tolerance, in the least likely of places.<br />
<br />
Out of a desire to help students open their eyes to the diversity of the world beyond their insulated valley, the school's principal, Linda Hooper, created the "Paper Clips" project to help her students to grasp the enormity of human suffering during the Holocaust. The idea was to collect six million paper clips — one for each of the six million Jewish victims of the Holocaust — an idea that touched a chord among Holocaust survivors, their families and even world leaders and celebrities as word of the project spread.<br />
<br />
Ultimately, the school project generated an international outpouring of support and encouragement that none of the students and teachers — nor the citizens of Whitwell — had ever envisioned." (Anti-Defamation League.com)</blockquote><br />
<br />
* This film documents the story of a school as they transform, not only their students, but ultimately the surrounding community. Globally, we are still fighting against racism within our communities and institutions, equality is still a right we are striving for, and while we had thought that horrors such as the holocaust would never happen again, they have in Yugoslavia, Rwanda and Sudan. Paperclips demonstrates how a classroom project with middle school children really can make a substantial impact on a community, by changing the way they view others, by discovering that we are all the same. Perhaps the most powerful lessons for these children was the impact of meeting holocaust survivors and listening to their stories, transforming black and white pictures to flesh and blood. This process of discovery did not only change the children but profoundly impacted the teachers, and parents, demonstrating the power of involved community to the engagement of civic intelligence.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
<br />
==The Garbage Warrior==<br />
<blockquote>"The Garbage Warrior is a feature-length documentary film telling the epic story of maverick US architect Michael Reynolds and his fight to introduce radically sustainable housing. An extraordinary tale of triumph over bureaucracy, Garbage Warrior is above all an intimate portrait of an extraordinary individual and his dream of changing the world." (IMDB)</blockquote><br />
<br />
*This documentary charts the career of Michael Reynolds as he dedicates his life to providing the planet with off the grid, sustainable houses. Reynolds has a passion for his designs and a conviction that it can be a solution to many of the worlds environmental problems, but he faces constant obstacles from State legislation in the form of building permits. His fight for permission to build these homes in the US takes him to fight city hall. This film also demonstrates Reynolds work in countries that have experienced natural disasters, as he teaches local communities how to build these structures out of available materials. This film explores the notion of what to do when solutions are not met with action and acceptance. How can civic intelligence work towards mitigating this scenario? Michael Reynolds is a tremendous example of a man who dedicates his life to a singular mission to enable these buildings to be constructed, in order to help the earth deal with the reality of 7 billion residents.<br />
*'''Patterns'''<br />
*Dematerialization (18)<br />
*Sustainable Design (22)<br />
*Durable Assets (58)<br />
*Shared Vision (101)<br />
<br />
<br />
<br />
==The Listening Project==<br />
''Directed by Dominic Howes, Released in 2008''<blockquote>"What does the world think of America?" This question is the foundation of the documentary, and turns into a quest for the answer, as four Americans travel through 15 countries and 6 continents asking those citizens of their opinion of America, and how they have been impacted by the most powerful country in the world. "The result is an emotional and inspiring examination of crumbling empires, human fellowship and the meaning of citizenship in a globalized world" (The Listening Project)</blockquote><br />
<br />
*While this documentary was filmed during the Bush administration, and therefore reflects feelings in regards to the foreign policy of the time, as a concept it still represents an important skill in the art of listening, and understanding diversity. Asking simple questions, founded in an earnest desire to fully understand another has a powerful impact on individuals, nations and global peace.Civic intelligence can only truly be embraced when there is an ability to communicate with one another. This documentary shows the far reaching impact of active listening.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Whistle Blowing (130)<br />
*Social Dominance Attenuation (4)<br />
<br />
==The Park That Kids Built==<br />
Linda Jassim.<blockquote>"an inspiring documentary of urban renewal. Set in South Los Angeles, the film depicts how two teachers, fifth and sixth graders and the community turned a vacant lot &mdash; filled with abandoned cars and trash &mdash; into Estrella Children's Park."</blockquote><br />
<br />
==The Power of Forgiveness==<br />
Director, Martin Doblmeier, released 2008.<blockquote> '"The Power of Forgiveness explores recent research into the psychological and physical effects of forgiveness on individuals and within relationships under a wide variety of conditions and translates it into a popular, accessible documentary film for national public television. This includes feature stories on the Amish, the 9/11 tragedy and peace-building in Northern Ireland, along with interviews with renowned Buddhist teacher Thich Nhat Hanh, Nobel Laureate Elie Wiesel, best-selling authors Thomas Moore and Marianne Williamson and others. The film also explores the role forgiveness holds in various faiths traditions. It provides an honest look at the intensity of anger and grief that human nature is heir to. We see in the film that there are transgressions people find themselves unwilling or unable to forgive. Through character-driven stories the film shows the role forgiveness can play in alleviating anger and grief and the physical, mental and spiritual benefits that come with it." (Power of Forgiveness)</blockquote><br />
<br />
* In order for civic intelligence to thrive there has to be a fundamental ability for active communication to exist, propelling societies forward rather than stuck in endless cycles of hatred, anger, and revenge. How ca healing begin after intense violence and overwhelming loss? This film focuses on the single factor of moving individuals, groups and nations beyond this cycle and into forgiveness and peace. While many interviewed in the film declare that the process is not an easy one it is an essential one to end continuing generational violence. We all need to develop the skills shown in this film, whether they come from religion, as demonstrated by the Amish community grieving after grieving the loss of children during a school shooting, or the widows of 9/11 striving to build a peace garden at ground zero.<br />
<br />
*'''Patterns'''<br />
*Voices of The Unheard (83)<br />
*Self Help Groups (105)<br />
*Power of Story (114)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==The Real Dirt on Farmer John==<br />
''Directed by Taggert Siegal, released in 2005''<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)<br />
<br />
==The Singing Revolution==<br />
''Directed by James and Maureen Tusty, Released in 2006''<br />
<blockquote>"Most people don’t think about singing when they think about revolution. But song was the weapon of choice when Estonians sought to free themselves from decades of Soviet occupation. The Singing Revolution is an inspiring account of one nation’s dramatic rebirth. It is the story of humankind’s irrepressible drive for freedom and self-determination.The Singing Revolution shares how, between 1987 and 1991, hundreds of thousands of Estonians gathered publicly to sing forbidden patriotic songs and share protest speeches, risking their lives to proclaim their desire for independence. While violence and bloodshed was the unfortunate end result in other occupied nations of the USSR, the revolutionary songs of the Estonians anchored their struggle for freedom, which was ultimately accomplished without the loss of a single life."</blockquote><br />
<br />
In a 1939 Joseph Stalin and Adolph Hitler divided Eastern Europe into "spheres of special interest." As a result of this agreement, the USSR invaded, occupied, and established military bases in The Republic of Estonia. In 1940, Estonia was annexed by the Soviet Union. In 1941 Germany invaded the USSR and battled with the Soviet Republic on Estonian soil from that time until autumn of 1944 when the USSR reconquered Estonia. The Soviets occupied Estonia until the fall of the Soviet Union in 1991.<br />
<br />
The Singing Revolution tells the story of Estonia from World War II to the restoration of their republic when the parliament issued a Declaration of Independence from the USSR on August 20, 1991. The central theme of the film is Estonia's rich tradition of song and how the Estonian people relied on those traditions to maintain their cultural identity, and ultimately used singing to unify and empower themselves in a way that resulted in them rising up against their oppressors and regaining independence.<br />
<br />
==The Take==<br />
''Directed by Avi Lewis, Released in 2004''<br />
<br />
==Transmission 6-10==<br />
''Directed by, Released in 2009''<br />
*<blockquote>“A brilliant expose about the current genocide and human rights crisis in China, centering around the pacifist religious group the Falun Gong. 10/10Using personal accounts, eyewitnesses, photographs, interviews, and stories from the people that actually endured the torture, Transmission 6- 10 brings the viewer into the stark reality that is Modern China. The film is painstakingly researched, and covers everything; from the start of the movement and ensuing persecution to the organ harvesting and genocidal nature of Chinese prisons and “justice”. This films cuts clear through the propaganda and shows the true intentions and actions of the Chinese government. Ample evidence is provided, from photos and personal accounts, to scholars and even official Chinese documents and press statements."(transmission6-10.com)</blockquote><br />
<br />
* While this film documents the oppression of the Falun Gong, it also shows how one group fought for their rights to freedom of spiritual expression, under the veil of secrecy of communist China. Despite suffering the torture and genocide of large numbers of their group, they continued to fight to have their story known in the Western world.<br />
<br />
==Pray the Devil Back to Hell==<br />
''Directed by Gini Reticker, released in 2008.''<blockquote> "Pray the Devil Back to Hell chronicles the remarkable story of the courageous Liberian women who came together to end a bloody civil war and bring peace to their shattered country.Thousands of women — ordinary mothers, grandmothers, aunts and daughters, both Christian and Muslim — came together to pray for peace and then staged a silent protest outside of the Presidential Palace. Armed only with white T-shirts and the courage of their convictions, they demanded a resolution to the country’s civil war. Their actions were a critical element in bringing about a agreement during the stalled peace talks.A story of sacrifice, unity and transcendence, Pray the Devil Back to Hell honors the strength and perseverance of the women of Liberia. Inspiring, uplifting, and most of all motivating, it is a compelling testimony of how grassroots activism can alter the history of nations." (praythedevilbacktoheall.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Activist Road Trip (134)<br />
*Peaceful Public Demonstrations (133)<br />
*Matrifocal Orientation (9)<br />
<br />
==Promises==<br />
''Directed by Carlos Bolado,and B.Z Goldberg, released in 2001''.<blockquote> "PROMISES follows the journey of one of the filmmakers, Israeli-American B.Z. Goldberg. B.Z. travels to a Palestinian refugee camp and to an Israeli settlement in the West Bank, and to the more familiar neighborhoods of Jerusalem where he meets seven Palestinian and Israeli children. Though the children live only 20 minutes apart, they exist in completely separate worlds; the physical, historical and emotional obstacles between them run deep. PROMISES explores the nature of these boundaries and tells the story of a few children who dared to cross the lines to meet their neighbors. Rather than focusing on political events, the seven children featured in PROMISES offer a refreshing, human and sometimes humorous portrait of the Palestinian-Israeli conflict."</blockquote><br />
'''*Patterns'''<br />
*Memory and Responsibility (11)<br />
*Peace Education (56)<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
<br />
==Rize==<br />
''Directed by David Chapelle, released in 2005''<br />
*[[File:Large Rize1.jpg]]<blockquote>"Rize" reveals a groundbreaking dance phenomenon that’s exploding on the streets of South Central, Los Angeles. Taking advantage of unprecedented access, this documentary film brings to first light a revolutionary form of artistic expression borne from oppression. The aggressive and visually stunning dance modernizes moves indigenous to African tribal rituals and features mind-blowing, athletic movement sped up to impossible speeds. “Rize” tracks the fascinating evolution of the dance: we meet Tommy Johnson (Tommy the Clown), who first created the style as a response to the 1992 Rodney King riots and named it “Clowning”, as well as the kids who developed the movement into what they now call Krumping. The kids use dance as an alternative to gangs and hustling: they form their own troupes and paint their faces like warriors, meeting to outperform rival gangs of dancers or just to hone their skills. For the dancers, Krumping becomes a way of life – and, because it’s authentic expression (in complete opposition to the bling-bling hip-hop culture), the dance becomes a vital part of who they are. Like “Paris is Burning” or “Style Wars” before it, “Rize” illuminates an entire community by focusing on an artform as a movement that the disenfranchised have created. But the true stars of the film are the dancers themselves: surrounded by drug addiction, gang activity, and impoverishment, they have managed to somehow rise above. The film offers an intimate, completely fresh portrayal of kids in South Central as they reveal their spirit and creativity. These kids have created art – and often family – where before there was none.</blockquote> <br />
<br />
*Charting new dance movements among youth of South Central LA, called Krumping and Clowning. Founded by ex gang members to reduce the amount of youth entering the gang lifestyle. The documentary follows several groups of dancers as they practice as teams for the annual dance competition,"BattleZone". Many of the dancers have been impacted by the gang activity in their neighborhoods, or lost family members as a result of shootings. This film shows the impact of civic intelligence through the power of art in the community, resulting in a reduction of local youth getting involved with gangs. Through the activity of community dance these youth are able to create a new family structure, through team dancing. Interesting to note that the Crips and Bloods originally emerged due to the inability of black male youth to enter Cub programs in LA.<br />
<br />
==Run Granny Run==<br />
*''Directed by Marlo Poras, released in 2002''<br />
*[[File: Unknown.jpeg]]<br />
<blockquote>Doris "Granny D" Haddock, died at the ripe age of 100, lived in the woods between Dublin and Peterborough, New Hampshire, made famous as Our Town by Thornton Wilder. She was born January 24, 1910 in Laconia, New Hampshire and attended Emerson College before marrying James Haddock.Doris raised two children during the Great Depression and later she worked at a shoe company for twenty years. With her husband, Jim, Doris helped stop the planned use of hydrogen bombs in Alaska in 1960, saving an Inuit fishing village at Point Hope. The couple retired in 1972, during which time Doris served on the Planning Board of her town and was active in community affairs. She nursed Jim through 10 years of Alzheimer’s disease.<br />
<br />
After the defeat of Senator McCain and Senator Feingold's first attempt to remove unregulated "soft" money from campaigns in 1995, Doris became interested in campaign reform and led a petition movement. On January 1, 1999–at the age of 89–she began a 3,200–mile walk across the country to demonstrate her concern for the issue, walking ten miles each day for fourteen months. Doris traveled as a pilgrim, walking until given shelter, fasting until given food. With the unflagging generosity of strangers she met along the way, Doris never went without a meal or a bed. She trekked through over 1,000 miles of desert, climbed the Appalachian Range in blizzard conditions and even skied 100 miles after a historic snowfall made roadside walking impossible. When she arrived in Washington D.C., Granny D was met by 2,200 supporters representing a wide variety of reform groups. Several dozen members of Congress walked the final miles with her. Granny D walking with supporters It took two more years to gain passage of the McCain/Feingold bill, during which time Doris engaged in walking fasts around the Capitol, organized rallies in many states, and held demonstrations that twice landed her in DC jails.<br />
<br />
<br />
In 2003, Doris had her eyes on the upcoming election, and so she drove around the country on a 22,000 mile voter registration effort targeting working women and minorities. This trek was cut short in June 2004, when Doris heard that the presumed Democratic nominee for U.S. Senate in NH had dropped out of the race days before the filing deadline. 94 years old and still eager to "raise a little hell," Doris surprised everyone by deciding to challenge the Republican incumbent. Her insurgent, grassroots campaign defied all expectations. Politicians and pundits alike have lauded the work of this indefatigable great–grandmother of sixteen: “I believe she represents all that is good in America. She has taken up this struggle to clean up American politics… Granny D, you exceed any small, modest contributions those of us who have labored in the vineyards of reform have made to this Earth. We are grateful for you.” Sen. John McCain “Doris Haddock is a true patriot, and our nation has been blessed by her remarkable life.” Jimmy Carter “The problem with Granny D…is that she makes the rest of us look like such schlumps.” (www.grannyd.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Everyday Heroism (116)<br />
*Follow the Money (135)<br />
*Activist Road Trip (134)<br />
*Peaceful Demonstrations (133)<br />
<br />
==Rural Studio==<br />
''Directed by Chuck Schultz, released in 2003''<br />
<br />
==Sir! No Sir!==<br />
''Directed by David Zeigler, released in 2005''.<blockquote>"This feature-length documentary focuses on the efforts by troops in the U.S. military during the Vietnam War to oppose the war effort by peaceful demonstration and subversion. It speaks mainly to veterans, but serves as a ready reminder to civilians that soldiers may oppose war as stridently as any civilian, and at greater personal peril." (IMDB)</blockquote><br />
*'''Patterns<br />
*<br />
<br />
==The Trials Of Darryl Hunt==<br />
''Directed by Ricki Stern and Annie Sundberg, released in 2006''<br />
<br />
<blockquote>"North Carolina, 1984. A brutal murder leaves a white woman dead, and a young black man accused. This exclusive portrait of a harrowing wrongful conviction offers a provocative and haunting examination of a community – and a criminal justice system — subject to racial bias and tainted by fear.“The Trials of Darryl Hunt” documents a brutal rape/murder in the American South, and offers a deeply personal story of a wrongfully convicted man, Darryl Hunt, who spent twenty years in prison for a crime he did not commit.In 1984, a young white newspaper reporter, Deborah Sykes, was raped, sodomized and stabbed to death just blocks from where she worked in Winston-Salem, NC.Base on an ID made by a former Klan member, a 19-year-old black man, Darryl Hunt, was charged. No physical evidence linked Hunt to the crime. Hunt was convicted by an all white jury, and sentenced to life imprisonment. In 1994, DNA testing cleared Hunt, yet he would spend another ten years behind bars. The film chronicles this capital case from 1984 through 2004. With personal narratives and exclusive footage from two decades, the film frames the judicial and emotional responses to this chilling crime – and the implications surrounding Hunt’s conviction — against a backdrop of class and racial bias in America.This unique look at one man’s loss and redemption challenges the assumption that all Americans have the right to unbiased justice.(BreakthruFilms)</blockquote><br />
<br />
==Very Young Girls==<br />
*<blockquote>Very Young Girls is an exposé of the commercial sexual exploitation of girls in New York City as they are sold on the streets by pimps and treated as adult criminals by police. The film follows barely adolescent girls in real time, using vérité and intimate interviews with them, documenting their struggles and triumphs as they seek to exit the commercial sex industry. The film also uses startling footage shot by pimps themselves, giving a rare glimpse into how the cycle of exploitation begins for many women.The film identifies hope for these girls in the organization GEMS (Girls Educational and Mentoring Services), a recovery agency founded and run by Rachel Lloyd, herself a survivor of commercial sexual exploitation. GEMS is committed to ending commercial sexual exploitation and domestic trafficking of children by changing individual lives, transforming public perception, and revolutionizing the systems and policies that impact commercially sexually exploited youth. Very Young Girls will change the way law enforcement, the media, and society as a whole look at the commercial sexual exploitation, street prostitution, and human trafficking that is happening right in our own backyard.</blockquote><br />
<br />
<br />
<br />
<br />
<br />
<br />
==References==<br />
<br />
*http://www.bluevinyl.org/<br />
*http://www.breakthrufilms.org/the-trials-of-darryl-hunt/<br />
*http://www.promisesproject.org/film.html<br />
*http://www.praythedevilbacktohell.com<br />
*http://www.angelicorganics.com<br />
*http://www.listeningprojectfilm.com<br />
*http://www.thegarbagewarrior.com<br />
*http://www.thepowerofforgiveness.com<br />
*http://www.moriahfilms.com<br />
*http://www.grannyd.com<br />
*http://www.thesingingrevolution.com<br />
*http://www.irispictures.com<br />
*http://www.imdb.com<br />
*http://www.cabincreekfilms.com<br />
*http://www.davidchappelle.com<br />
*http://www.breakthrufilms.com<br />
*http://www.thegardenmovie.com<br />
*http://www.forlibertymovie.com<br />
*http://topdocumentaryfilms.com/the-911-chronicles/</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=File:Amandla.jpg&diff=4758File:Amandla.jpg2013-05-19T17:04:56Z<p>Rogjoh26: </p>
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<div></div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Film_Review_Template&diff=4753Film Review Template2013-05-19T16:46:59Z<p>Rogjoh26: </p>
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<div>[[File:Lost_angels.jpg|thumb]]<br />
<br />
==Film Title==<br />
''Directed by Xxxxxxx Xxxxx, released in YYYY''<br />
<br />
[http://www.skidrowismyhome.com/ link to official website for film if there is one]<br />
<br />
[http://www.youtube.com/watch?v=ZvG_UlvqggA link to trailer if there is one]<br />
<br />
[http://www.hulu.com/watch/460340 link to streaming version of film if there is one]<br />
<br />
===Synopsis===<br />
A summary of what the film is about.<br />
<br />
===Civic Intelligence=== <br />
Discussion about the elements of civic intelligence portrayed in the film.<br />
<br />
What were the problems? How was civic intelligence used to address the problems? To what degree were the efforts successful? What else could have been done, or could be done in the future?<br />
<br />
===Patterns===<br />
[http://www.publicsphereproject.org/node/282 Link to Liberating Voices Patterns (83)]</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Films&diff=4752Films2013-05-19T16:44:31Z<p>Rogjoh26: /* After Innocence */</p>
<hr />
<div>[[Film Review Template]]<br />
<br />
==Documentary Films==<br />
<br />
*Documentary films are a useful tool to present complex issues in a manner that entertains and educates. The medium enables the filmmaker to describe intricate social and environmental problems, often making the material more accessible to a broader audience. Frequently this art form is used to tell stories of the unheard, and to encourage activism on their behalf. The films below are examples of documentaries that capture civic intelligence in action, or the act of their creation is civic intelligence itself. These films are analyzed for their presentation of civic intelligence, as well as extracting themes using the 'Liberating Voices' patterns. <br />
<blockquote>We think of film as a bullet that ignites consciousness WE must serve as the stone that breaks silence, or the bullet that starts the battle. <br />
—Raymundo Gleyzer</blockquote><br />
<br />
==Unreviewed Films==<br />
<br />
The following films are all good candidates for civic intelligence reviews. They can be reviewed here and also on the Public Sphere Project site. These were all shown at the NW FilmCenter in Portland, Oregon in the fall of 2012.<br />
<br />
* Bidder 70<br />
* Brothers on the Line<br />
* Escape Fire: The Fight to Rescue American Healthcare<br />
* Five Broken Cameras<br />
* The Invisible War<br />
* Radio Unnamable<br />
* Raising Resistance<br />
* Words of Witness<br />
* The World Before Her<br />
<br />
<br />
<br />
[[File:After_innocence.jpg|thumb]]<br />
<br />
==After Innocence==<br />
''Directed by Jessica Sanders, released in 2005''<br />
<br />
[http://www.afterinnocence.net/ After Innocence official website]<br />
<br />
[http://www.youtube.com/watch?v=Wh8WnERdvoE After Innocence trailer]<br />
<br />
[http://www.hulu.com/watch/479812 Stream After Innocence on Hulu]<br />
<br />
===Synopsis===<br />
<blockquote>"AFTER INNOCENCE tells the dramatic and compelling story of the exonerated — innocent men wrongfully imprisoned for decades and then released after DNA evidence proved their innocence. The film focuses on the gripping story of seven men and their emotional journey back into society and efforts to rebuild their lives. Included are a police officer, an army sergeant and a young father sent to prison and even death row for decades for crimes they did not commit.The men are thrust back into society with little or no support from the system that put them behind bars. While the public views exonerations as success stories — wrongs that have been righted — AFTER INNOCENCE shows that the human toll of wrongful imprisonment can last far longer than the sentences served.The film raises basic questions about human rights and society's moral obligation to the innocent and places a spotlight on the flaws in our criminal justice system that lead to wrongful conviction of the innocent. The film features exonerees Dennis Maher of Lowell, MA; Calvin Willis of Shreveport, LA; Scott Hornoff of Providence, RI; Wilton Dedge of Cocoa Beach, FL.; Vincent Moto of Philadelphia, PA; Nick Yarris of Philadelphia, PA; and Herman Atkins of Los Angeles, CA. It also features Barry Scheck and Peter Neufeld, founders of the Innocent Project which has helped to exonerate the more than l50 people freed through the use of DNA testing in the last decade; and highlights the work of human rights activist Dr. Lola Vollen, co-founder of the Life After Exoneration Program.</blockquote><br />
<br />
===Civic Intelligence===<br />
<br />
===Patterns===<br />
<br />
==Amandla! ==<br />
<br />
<br />
==Blue Gold==<br />
''Directed by Sam Bozzo, released in 2008''<br />
*[[File:Bluegold.jpeg]]<br />
<br />
<blockquote> "Wars of the future will be fought over water as they are over oil today, as the source of human survival enters the global marketplace and political arena. Corporate giants, private investors, and corrupt governments vie for control of our dwindling supply, prompting protests, lawsuits, and revolutions from citizens fighting for the right to survive. Past civilizations have collapsed from poor water management. Can the human race survive?" (IMDB)</blockquote><br />
* This documentary exhibits civic intelligence in several ways; By presenting this complex issue, and allowing the viewer to review the data on world water resources, and how scientists predict this will unfold in the future. It is often hard for the everyday person to gather all the evidence to gain a complete picture of intricate environmental issues, documentary film is a perfect tool to both show, and allow the experts to interpret scientific studies and observations. Secondly, the filmmakers show how the citizens of Bolivia created a united front, to fight the corporations who privatized their water. The case of Bolivia alone is a wonderful example of civic intelligence applied into action, due to their success their framework has been used in other nations who are fighting for their water rights against MNC. The film shows many individuals and groups working towards the protection of the worlds water resources, and ensuring that there is equal access to it both now, and in the future. Activism is demonstrated by many small community groups, among them the citizens who founded The Michigan Citizens Water Conservation, during their battle to prevent Nestle from removing, bottling, and selling their groundwater. Through presenting the facts, and showing the many individuals and groups working on this issue, the viewer gains a greater understanding of the perils we face globally if we ignore the corporations who are slowly moving to privatize the worlds water resources. This information collectively would be hard for the average person to attain without a tremendous investment in time and resources. It is hard to watch this film without feeling an urgent need to get involved with one of the many organizations introduced. In an act of civic intelligence the filmmakers have a website full of information on the issue, organizations to join, and how to approach local government to promote water preservation.<br />
* '''Patterns'''<br />
*Whistle Blowing (130)<br />
*Voices of the Unheard (83)<br />
*Peaceful Public Demonstrations (133)<br />
*Follow the Money (135)<br />
*Everyday Heroism (116)<br />
*Sense of Struggle (104)<br />
*Transparency (64)<br />
*Durable Assets (58)<br />
*Working Class Consciousness (12)<br />
*Social Dominance Attenuation (4)<br />
<br />
==Blue Vinyl==<br />
''Directed by Judith Helfand and Daniel Gold, Released in 2002.''<br />
*[[bluevinyl.jpeg]]<br />
<br />
*<blockquote>"A detective story, an eco-activism doc, and a rollicking comedy, BLUE VINYL puts a human face on the dangers posed by PVC at every stage of its life cycle, from factory to incinerator. Consumer consciousness and the "precautionary principle" have never been this much fun." (Bullfrog Films)</blockquote><br />
*When Judith Helfand's parents decided to re-side their home with vinyl, it set her on a journey of discovery into the manufacturing process. Judith's exploration take her to the heart of Louisiana's industrial district to discover a community struggling with high cancer rates, lack of governmental support from the EPA, and denials from the Vinyl industry. The film explores the work of 'The Bucket Brigade' and how they empower local communities to gather scientific evidence of air pollution.These grassroot organizations are holding industry accountable for their pollution, and pressuring government agencies to get involved. Judith presents the history of the vinyl industry and the controversial scientific evidence that proves the devastating harm it can cause to humans. Judith has done for vinyl chloride what Rachel Carson did for DDT through writing her book 'Silent Spring' in 1962. <br />
<br />
'''Patterns'''<br />
*Memory and Responsibility (11)<br />
*Health as a Human Right (5)<br />
*Social Responsibility (8)<br />
*Whistle Blowing (130)<br />
*Activist Roadtrip (134)<br />
*Appropriating Technology (108)<br />
*Transparency (64)<br />
<br />
==Children Full of Life==<br />
''Directed by,Noboru Kaetsu released 2006''<br />
*<blockquote>In the award-winning documentary Children Full of Life, a fourth-grade class in a primary school in Kanazawa, northwest of Tokyo, learn lessons about compassion from their homeroom teacher, Toshiro Kanamori. He instructs each to write their true inner feelings in a letter, and read it aloud in front of the class. By sharing their lives, the children begin to realize the importance of caring for their classmates.Capturing the intimate moments of the students' laughter and tears, the film explores one teacher's approach to allowing children the opportunity to discover the value of sharing powerful emotions. Classroom discussions include difficult issues such as the death of a parent or being the victim of bullying. In this "school of life," the simple message is learning to look after one another. Following Mr. Kanamori's class for a whole school year, the cameras were kept at the children's eye-level, giving their view of the world as they cope with troubled relationships and the loss of loved ones. Through their daily experiences, viewers see how they develop together a spirit of co-operation and compassion.Children Full of Life was awarded the Global Television Grand Prize at this year's 25th Anniversary Banff Television Festival, the festival's highest honour. It was the first time Japan took the top prize. As well, the documentary won the Rockie Award in the Family and Youth Programs category.(CBC.com)"</blockquote><br />
<br />
==Darwin's Nightmare==<br />
''Directed by, released''<br />
*<blockquote>The old question, which social and political structure is the best for the world seems to have been answered. Capitalism has won. The ultimate forms for future societies are "consumer democracies", which are seen as "civilized" and "good". In a Darwinian sense the "good system" won. It won by either convincing its enemies or eliminating them. <br />
<br />
In DARWIN’S NIGHTMARE I tried to transform the bizarre success story of a fish and the ephemeral boom around this "fittest" animal into an ironic, frightening allegory for what is called the New World Order. I could make the same kind of movie in Sierra Leone, only the fish would be diamonds, in Honduras, bananas, and in Libya, Nigeria or Angola, crude oil. Most of us I guess, know about the destructive mechanisms of our time, but we cannot fully picture them. We are unable to "get it", unable to actually believe what we know. <br />
It is, for example, incredible that wherever prime raw material is discovered, the locals die in misery, their sons become soldiers, and their daughters are turned into servants and whores. Hearing and seeing the same stories over and over makes me feel sick. After hundreds of years of slavery and colonisation of Africa, globalisation of african markets is the third and deadliest humiliation for the people of this continent. The arrogance of rich countries towards the third world (that's three quarters of humanity) is creating immeasurable future dangers for all peoples.<br />
<br />
<br />
It seems that the individual participants within a deadly system don't have ugly faces, and for the most part, no bad intentions. These people include you and me. Some of us are "only doing their job" (like flying a jumbo from A to B carrying napalm), some don’t want to know, others simply fight for survival. I tried to film the personalities in this documentary as intimately as possible. Sergey, Dimond, Raphael, Eliza: real people who wonderfully represent the complexity of this system, and for me, the real enigma.</blockquote><br />
<br />
* This film presents the incredibly complex issue, and history, of the Nile Perch, in Lake Victoria. In order for society to begin to solve environmental issues we have to have an in depth understanding of the whole picture, this film does that for the people who live on Lake Victoria. The filmmakers risked their lives to expose the full depth of this dynamic, and shocking story.<br />
<br />
==The Garden==<br />
''Directed by Scott Hamilton Kennedy, released in 2008''<br />
<blockquote>"The fourteen-acre community garden at 41st and Alameda in South Central Los Angeles is the largest of its kind in the United States. Started as a form of healing after the devastating L.A. riots in 1992, the South Central Farmers have since created a miracle in one of the country’s most blighted neighborhoods. Growing their own food. Feeding their families. Creating a community.But now, bulldozers are poised to level their 14-acre oasis.The Garden follows the plight of the farmers, from the tilled soil of this urban farm to the polished marble of City Hall. Mostly immigrants from Latin America, from countries where they feared for their lives if they were to speak out, we watch them organize, fight back, and demand answers:Why was the land sold to a wealthy developer for millions less than fair-market value? Why was the transaction done in a closed-door session of the LA City Council? Why has it never been made public?And the powers-that-be have the same response: “The garden is wonderful, but there is nothing more we can do.”<br />
<br />
If everyone told you nothing more could be done, would you give up?"</blockquote><br />
<br />
'''Patterns'''<br />
[http://publicsphereproject.org/drupal/node/212 Back to the Roots]<br />
<br />
==Harlan County, USA==<br />
''Directed by Barbara Kopple and released in 1976.''<br />
<blockquote>"If Barbara Kopple had made no other film than this documentary account of the 1974 strike of Kentucky mine workers, arguably one of the finest documentaries ever made in the U.S. and possibly the best on the problems of organized labor, her place in film industry history would be assured. The strike began when the miners working for the Eastover Mining Co. joined the UMW, and its corporate parent, Duke Power, refused to sign the standard union contract. By living with the 180 families involved in the strike, Kopple shows the backbreaking burdens of the miners life in the best of times and the looming fear of destitution in the worst. As the strikers strive to remain united through a difficult year, Kopple photographs the picketing, the company's use of state troopers to keep the roads open for scabs, the showdowns between the miners and strikebreakers brandishing firearms. While the film is unabashedly partisan, its worth remembering that the company's refusal to sign a contract was condemned by the National Labor Relations Board and that the corporation agreed to sign only under heavy pressure from federal mediators." (cabincreekfilms)</blockquote><br />
* As a young filmmaker, Barbara Kopple gained incredible access to the community of Harlan County, allowing her to portray those impacted by the strike with compelling honesty. This film demonstrates the civic intelligence of a community fighting for greater labor rights for the miners, and their families. As the strike continues they have many town hall meetings to discuss their strategy, and to define the needs of the community. This film gives a rare glimpse behind the picket lines, showing us what worked and more importantly what didn't work.<br />
<br />
*'''Patterns'''<br />
*Labor Visions (112)<br />
*Community Inquiry<br />
*Sense of Struggle<br />
*Transparency (64)<br />
*Matrifocal Orientation (9)<br />
*Working Class Consciousness (12)<br />
* Social Dominance Attenuation (4)<br />
*Voices of the Unheard (83)<br />
*Civic Capacities (85)<br />
*Whistle Blowing (130)<br />
*Everyday Heroism (116)<br />
<br />
==I Have Never Forgotten You==<br />
<blockquote>"I Have Never Forgotten You" is a comprehensive look at the life and legacy of Simon Wiesenthal, the famed Nazi hunter and humanitarian. Narrated by Academy Award winning actress Nicole Kidman, it features interviews with longtime Wiesenthal associates, government leaders from around the world, friends and family members — many of whom have never discussed the legendary Nazi hunter and humanitarian on camera. Previously unseen archival film and photos also highlight the film. What was the driving force behind his work? What kept him going when for years the odds were against his efforts? What is his legacy today, more than 60 years after the end of World War Two?" (IMDB)</blockquote> <br />
*The work of Simon Wiesenthal to locate and prosecute Nazi war criminals, is an important part of the healing process after war. Many nations allowed Nazi's to live unhindered in their countries furthering the damage inflicted upon not only families lost to the concentration camps, but creating national distrust in the justice system. This process is also an important part of a nation's ability to remember their history. <br />
* '''Patterns'''<br />
* Voices of the Unheard (83)<br />
* Everyday Heroism (116)<br />
* Power of Story (114)<br />
*Equal Access to Justice (69)<br />
*Truth and Reconciliation Commissions (51)<br />
<br />
==Long Night's Journey into Day== <br />
''Directed by Deborah Hoffman, released in 2000.''<br />
<br />
<blockquote>"Long Night's Journey Into Day reveals a South Africa trying to forge a lasting peace after 40 years of government by the most notorious system of racial segregation since Nazi Germany. The documentary studies South Africa's Truth and Reconciliation Commission (TRC), set up by the post-apartheid, democratic government to consider amnesty for perpetrators of crimes committed under apartheid's reign. Long Night's Journey Into Day takes viewers to the hearings where murderers meet the surviving family members of their victims in four cases: The Amy Biehl Story, The Cradock 4, the Magoo's Bar Bombing and The Guguletu 7. The stories in the film underscore the universal themes of conflict, forgiveness, and renewal. A white special forces officer, deeply remorseful for the crimes he committed, struggles to reach peace with the embittered wife of a black activist he killed 14 years ago.A group of mothers, after enduring years of misinformation and denials by the authorities, learns the truth about how their sons were set up, betrayed, and killed in a vicious police conspiracy. A young black activist comes to recognize the anguish he caused by killing a white California student during a mob riot, while her parents see past their pain to embrace a new, multi-racial South Africa. The TRC is raising some of the most profound moral and ethical questions facing the world today — questions about justice, truth, forgiveness, redemption, and the ability of brutalized and brutalizing individuals to subsequently coexist in harmony. As it emerges from its tragedy, South Africa is showing the rest of the world that even the most bitter of conflicts can be addressed through honesty and communication. Long Night's Journey Into Day is witness to history in the making." (Irisfilms)</blockquote><br />
<br />
*The work demonstrated in this film is not easy and requires bravery on an individual and national level. As reflected in the films 'The Power of Forgiveness' and "I Will Never Forget You" the journey through the stages of reconciliation are essential to allowing civic intelligence to flourish and repair a wounded nation. Without the process of reconciliation nations hang, stagnant unable to move on to a place of peace. <br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==Lost Angels: Skid Row is My Home==<br />
''Directed by Thomas Q. Napper, released in 2010. ''<br />
<br />
==Paper Clips==<br />
''2004. Directed by Eliot Berlin and Joe Fab, released in 2004. '' <br />
<blockquote>"An inspiring production of The Johnson Group, in association with One Clip at a Time Films and Ergo Entertainment, "Paper Clips" tells the story of the students of Whitwell Middle School in rural Whitwell, Tennessee.<br />
<br />
In 1998, the students embarked on a classroom project aimed at teaching about cultural diversity in a small community almost exclusively white and Christian. Their "Paper Clips" project sparked one of the most inspirational and profound lessons in tolerance, in the least likely of places.<br />
<br />
Out of a desire to help students open their eyes to the diversity of the world beyond their insulated valley, the school's principal, Linda Hooper, created the "Paper Clips" project to help her students to grasp the enormity of human suffering during the Holocaust. The idea was to collect six million paper clips — one for each of the six million Jewish victims of the Holocaust — an idea that touched a chord among Holocaust survivors, their families and even world leaders and celebrities as word of the project spread.<br />
<br />
Ultimately, the school project generated an international outpouring of support and encouragement that none of the students and teachers — nor the citizens of Whitwell — had ever envisioned." (Anti-Defamation League.com)</blockquote><br />
<br />
* This film documents the story of a school as they transform, not only their students, but ultimately the surrounding community. Globally, we are still fighting against racism within our communities and institutions, equality is still a right we are striving for, and while we had thought that horrors such as the holocaust would never happen again, they have in Yugoslavia, Rwanda and Sudan. Paperclips demonstrates how a classroom project with middle school children really can make a substantial impact on a community, by changing the way they view others, by discovering that we are all the same. Perhaps the most powerful lessons for these children was the impact of meeting holocaust survivors and listening to their stories, transforming black and white pictures to flesh and blood. This process of discovery did not only change the children but profoundly impacted the teachers, and parents, demonstrating the power of involved community to the engagement of civic intelligence.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
<br />
==The Garbage Warrior==<br />
<blockquote>"The Garbage Warrior is a feature-length documentary film telling the epic story of maverick US architect Michael Reynolds and his fight to introduce radically sustainable housing. An extraordinary tale of triumph over bureaucracy, Garbage Warrior is above all an intimate portrait of an extraordinary individual and his dream of changing the world." (IMDB)</blockquote><br />
<br />
*This documentary charts the career of Michael Reynolds as he dedicates his life to providing the planet with off the grid, sustainable houses. Reynolds has a passion for his designs and a conviction that it can be a solution to many of the worlds environmental problems, but he faces constant obstacles from State legislation in the form of building permits. His fight for permission to build these homes in the US takes him to fight city hall. This film also demonstrates Reynolds work in countries that have experienced natural disasters, as he teaches local communities how to build these structures out of available materials. This film explores the notion of what to do when solutions are not met with action and acceptance. How can civic intelligence work towards mitigating this scenario? Michael Reynolds is a tremendous example of a man who dedicates his life to a singular mission to enable these buildings to be constructed, in order to help the earth deal with the reality of 7 billion residents.<br />
*'''Patterns'''<br />
*Dematerialization (18)<br />
*Sustainable Design (22)<br />
*Durable Assets (58)<br />
*Shared Vision (101)<br />
<br />
<br />
<br />
==The Listening Project==<br />
''Directed by Dominic Howes, Released in 2008''<blockquote>"What does the world think of America?" This question is the foundation of the documentary, and turns into a quest for the answer, as four Americans travel through 15 countries and 6 continents asking those citizens of their opinion of America, and how they have been impacted by the most powerful country in the world. "The result is an emotional and inspiring examination of crumbling empires, human fellowship and the meaning of citizenship in a globalized world" (The Listening Project)</blockquote><br />
<br />
*While this documentary was filmed during the Bush administration, and therefore reflects feelings in regards to the foreign policy of the time, as a concept it still represents an important skill in the art of listening, and understanding diversity. Asking simple questions, founded in an earnest desire to fully understand another has a powerful impact on individuals, nations and global peace.Civic intelligence can only truly be embraced when there is an ability to communicate with one another. This documentary shows the far reaching impact of active listening.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Whistle Blowing (130)<br />
*Social Dominance Attenuation (4)<br />
<br />
==The Park That Kids Built==<br />
Linda Jassim.<blockquote>"an inspiring documentary of urban renewal. Set in South Los Angeles, the film depicts how two teachers, fifth and sixth graders and the community turned a vacant lot &mdash; filled with abandoned cars and trash &mdash; into Estrella Children's Park."</blockquote><br />
<br />
==The Power of Forgiveness==<br />
Director, Martin Doblmeier, released 2008.<blockquote> '"The Power of Forgiveness explores recent research into the psychological and physical effects of forgiveness on individuals and within relationships under a wide variety of conditions and translates it into a popular, accessible documentary film for national public television. This includes feature stories on the Amish, the 9/11 tragedy and peace-building in Northern Ireland, along with interviews with renowned Buddhist teacher Thich Nhat Hanh, Nobel Laureate Elie Wiesel, best-selling authors Thomas Moore and Marianne Williamson and others. The film also explores the role forgiveness holds in various faiths traditions. It provides an honest look at the intensity of anger and grief that human nature is heir to. We see in the film that there are transgressions people find themselves unwilling or unable to forgive. Through character-driven stories the film shows the role forgiveness can play in alleviating anger and grief and the physical, mental and spiritual benefits that come with it." (Power of Forgiveness)</blockquote><br />
<br />
* In order for civic intelligence to thrive there has to be a fundamental ability for active communication to exist, propelling societies forward rather than stuck in endless cycles of hatred, anger, and revenge. How ca healing begin after intense violence and overwhelming loss? This film focuses on the single factor of moving individuals, groups and nations beyond this cycle and into forgiveness and peace. While many interviewed in the film declare that the process is not an easy one it is an essential one to end continuing generational violence. We all need to develop the skills shown in this film, whether they come from religion, as demonstrated by the Amish community grieving after grieving the loss of children during a school shooting, or the widows of 9/11 striving to build a peace garden at ground zero.<br />
<br />
*'''Patterns'''<br />
*Voices of The Unheard (83)<br />
*Self Help Groups (105)<br />
*Power of Story (114)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==The Real Dirt on Farmer John==<br />
''Directed by Taggert Siegal, released in 2005''<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)<br />
<br />
==The Singing Revolution==<br />
''Directed by James and Maureen Tusty, Released in 2006''<br />
<blockquote>"Most people don’t think about singing when they think about revolution. But song was the weapon of choice when Estonians sought to free themselves from decades of Soviet occupation. The Singing Revolution is an inspiring account of one nation’s dramatic rebirth. It is the story of humankind’s irrepressible drive for freedom and self-determination.The Singing Revolution shares how, between 1987 and 1991, hundreds of thousands of Estonians gathered publicly to sing forbidden patriotic songs and share protest speeches, risking their lives to proclaim their desire for independence. While violence and bloodshed was the unfortunate end result in other occupied nations of the USSR, the revolutionary songs of the Estonians anchored their struggle for freedom, which was ultimately accomplished without the loss of a single life."</blockquote><br />
<br />
In a 1939 Joseph Stalin and Adolph Hitler divided Eastern Europe into "spheres of special interest." As a result of this agreement, the USSR invaded, occupied, and established military bases in The Republic of Estonia. In 1940, Estonia was annexed by the Soviet Union. In 1941 Germany invaded the USSR and battled with the Soviet Republic on Estonian soil from that time until autumn of 1944 when the USSR reconquered Estonia. The Soviets occupied Estonia until the fall of the Soviet Union in 1991.<br />
<br />
The Singing Revolution tells the story of Estonia from World War II to the restoration of their republic when the parliament issued a Declaration of Independence from the USSR on August 20, 1991. The central theme of the film is Estonia's rich tradition of song and how the Estonian people relied on those traditions to maintain their cultural identity, and ultimately used singing to unify and empower themselves in a way that resulted in them rising up against their oppressors and regaining independence.<br />
<br />
==The Take==<br />
''Directed by Avi Lewis, Released in 2004''<br />
<br />
==Transmission 6-10==<br />
''Directed by, Released in 2009''<br />
*<blockquote>“A brilliant expose about the current genocide and human rights crisis in China, centering around the pacifist religious group the Falun Gong. 10/10Using personal accounts, eyewitnesses, photographs, interviews, and stories from the people that actually endured the torture, Transmission 6- 10 brings the viewer into the stark reality that is Modern China. The film is painstakingly researched, and covers everything; from the start of the movement and ensuing persecution to the organ harvesting and genocidal nature of Chinese prisons and “justice”. This films cuts clear through the propaganda and shows the true intentions and actions of the Chinese government. Ample evidence is provided, from photos and personal accounts, to scholars and even official Chinese documents and press statements."(transmission6-10.com)</blockquote><br />
<br />
* While this film documents the oppression of the Falun Gong, it also shows how one group fought for their rights to freedom of spiritual expression, under the veil of secrecy of communist China. Despite suffering the torture and genocide of large numbers of their group, they continued to fight to have their story known in the Western world.<br />
<br />
==Pray the Devil Back to Hell==<br />
''Directed by Gini Reticker, released in 2008.''<blockquote> "Pray the Devil Back to Hell chronicles the remarkable story of the courageous Liberian women who came together to end a bloody civil war and bring peace to their shattered country.Thousands of women — ordinary mothers, grandmothers, aunts and daughters, both Christian and Muslim — came together to pray for peace and then staged a silent protest outside of the Presidential Palace. Armed only with white T-shirts and the courage of their convictions, they demanded a resolution to the country’s civil war. Their actions were a critical element in bringing about a agreement during the stalled peace talks.A story of sacrifice, unity and transcendence, Pray the Devil Back to Hell honors the strength and perseverance of the women of Liberia. Inspiring, uplifting, and most of all motivating, it is a compelling testimony of how grassroots activism can alter the history of nations." (praythedevilbacktoheall.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Activist Road Trip (134)<br />
*Peaceful Public Demonstrations (133)<br />
*Matrifocal Orientation (9)<br />
<br />
==Promises==<br />
''Directed by Carlos Bolado,and B.Z Goldberg, released in 2001''.<blockquote> "PROMISES follows the journey of one of the filmmakers, Israeli-American B.Z. Goldberg. B.Z. travels to a Palestinian refugee camp and to an Israeli settlement in the West Bank, and to the more familiar neighborhoods of Jerusalem where he meets seven Palestinian and Israeli children. Though the children live only 20 minutes apart, they exist in completely separate worlds; the physical, historical and emotional obstacles between them run deep. PROMISES explores the nature of these boundaries and tells the story of a few children who dared to cross the lines to meet their neighbors. Rather than focusing on political events, the seven children featured in PROMISES offer a refreshing, human and sometimes humorous portrait of the Palestinian-Israeli conflict."</blockquote><br />
'''*Patterns'''<br />
*Memory and Responsibility (11)<br />
*Peace Education (56)<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
<br />
==Rize==<br />
''Directed by David Chapelle, released in 2005''<br />
*[[File:Large Rize1.jpg]]<blockquote>"Rize" reveals a groundbreaking dance phenomenon that’s exploding on the streets of South Central, Los Angeles. Taking advantage of unprecedented access, this documentary film brings to first light a revolutionary form of artistic expression borne from oppression. The aggressive and visually stunning dance modernizes moves indigenous to African tribal rituals and features mind-blowing, athletic movement sped up to impossible speeds. “Rize” tracks the fascinating evolution of the dance: we meet Tommy Johnson (Tommy the Clown), who first created the style as a response to the 1992 Rodney King riots and named it “Clowning”, as well as the kids who developed the movement into what they now call Krumping. The kids use dance as an alternative to gangs and hustling: they form their own troupes and paint their faces like warriors, meeting to outperform rival gangs of dancers or just to hone their skills. For the dancers, Krumping becomes a way of life – and, because it’s authentic expression (in complete opposition to the bling-bling hip-hop culture), the dance becomes a vital part of who they are. Like “Paris is Burning” or “Style Wars” before it, “Rize” illuminates an entire community by focusing on an artform as a movement that the disenfranchised have created. But the true stars of the film are the dancers themselves: surrounded by drug addiction, gang activity, and impoverishment, they have managed to somehow rise above. The film offers an intimate, completely fresh portrayal of kids in South Central as they reveal their spirit and creativity. These kids have created art – and often family – where before there was none.</blockquote> <br />
<br />
*Charting new dance movements among youth of South Central LA, called Krumping and Clowning. Founded by ex gang members to reduce the amount of youth entering the gang lifestyle. The documentary follows several groups of dancers as they practice as teams for the annual dance competition,"BattleZone". Many of the dancers have been impacted by the gang activity in their neighborhoods, or lost family members as a result of shootings. This film shows the impact of civic intelligence through the power of art in the community, resulting in a reduction of local youth getting involved with gangs. Through the activity of community dance these youth are able to create a new family structure, through team dancing. Interesting to note that the Crips and Bloods originally emerged due to the inability of black male youth to enter Cub programs in LA.<br />
<br />
==Run Granny Run==<br />
*''Directed by Marlo Poras, released in 2002''<br />
*[[File: Unknown.jpeg]]<br />
<blockquote>Doris "Granny D" Haddock, died at the ripe age of 100, lived in the woods between Dublin and Peterborough, New Hampshire, made famous as Our Town by Thornton Wilder. She was born January 24, 1910 in Laconia, New Hampshire and attended Emerson College before marrying James Haddock.Doris raised two children during the Great Depression and later she worked at a shoe company for twenty years. With her husband, Jim, Doris helped stop the planned use of hydrogen bombs in Alaska in 1960, saving an Inuit fishing village at Point Hope. The couple retired in 1972, during which time Doris served on the Planning Board of her town and was active in community affairs. She nursed Jim through 10 years of Alzheimer’s disease.<br />
<br />
After the defeat of Senator McCain and Senator Feingold's first attempt to remove unregulated "soft" money from campaigns in 1995, Doris became interested in campaign reform and led a petition movement. On January 1, 1999–at the age of 89–she began a 3,200–mile walk across the country to demonstrate her concern for the issue, walking ten miles each day for fourteen months. Doris traveled as a pilgrim, walking until given shelter, fasting until given food. With the unflagging generosity of strangers she met along the way, Doris never went without a meal or a bed. She trekked through over 1,000 miles of desert, climbed the Appalachian Range in blizzard conditions and even skied 100 miles after a historic snowfall made roadside walking impossible. When she arrived in Washington D.C., Granny D was met by 2,200 supporters representing a wide variety of reform groups. Several dozen members of Congress walked the final miles with her. Granny D walking with supporters It took two more years to gain passage of the McCain/Feingold bill, during which time Doris engaged in walking fasts around the Capitol, organized rallies in many states, and held demonstrations that twice landed her in DC jails.<br />
<br />
<br />
In 2003, Doris had her eyes on the upcoming election, and so she drove around the country on a 22,000 mile voter registration effort targeting working women and minorities. This trek was cut short in June 2004, when Doris heard that the presumed Democratic nominee for U.S. Senate in NH had dropped out of the race days before the filing deadline. 94 years old and still eager to "raise a little hell," Doris surprised everyone by deciding to challenge the Republican incumbent. Her insurgent, grassroots campaign defied all expectations. Politicians and pundits alike have lauded the work of this indefatigable great–grandmother of sixteen: “I believe she represents all that is good in America. She has taken up this struggle to clean up American politics… Granny D, you exceed any small, modest contributions those of us who have labored in the vineyards of reform have made to this Earth. We are grateful for you.” Sen. John McCain “Doris Haddock is a true patriot, and our nation has been blessed by her remarkable life.” Jimmy Carter “The problem with Granny D…is that she makes the rest of us look like such schlumps.” (www.grannyd.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Everyday Heroism (116)<br />
*Follow the Money (135)<br />
*Activist Road Trip (134)<br />
*Peaceful Demonstrations (133)<br />
<br />
==Rural Studio==<br />
''Directed by Chuck Schultz, released in 2003''<br />
<br />
==Sir! No Sir!==<br />
''Directed by David Zeigler, released in 2005''.<blockquote>"This feature-length documentary focuses on the efforts by troops in the U.S. military during the Vietnam War to oppose the war effort by peaceful demonstration and subversion. It speaks mainly to veterans, but serves as a ready reminder to civilians that soldiers may oppose war as stridently as any civilian, and at greater personal peril." (IMDB)</blockquote><br />
*'''Patterns<br />
*<br />
<br />
==The Trials Of Darryl Hunt==<br />
''Directed by Ricki Stern and Annie Sundberg, released in 2006''<br />
<br />
<blockquote>"North Carolina, 1984. A brutal murder leaves a white woman dead, and a young black man accused. This exclusive portrait of a harrowing wrongful conviction offers a provocative and haunting examination of a community – and a criminal justice system — subject to racial bias and tainted by fear.“The Trials of Darryl Hunt” documents a brutal rape/murder in the American South, and offers a deeply personal story of a wrongfully convicted man, Darryl Hunt, who spent twenty years in prison for a crime he did not commit.In 1984, a young white newspaper reporter, Deborah Sykes, was raped, sodomized and stabbed to death just blocks from where she worked in Winston-Salem, NC.Base on an ID made by a former Klan member, a 19-year-old black man, Darryl Hunt, was charged. No physical evidence linked Hunt to the crime. Hunt was convicted by an all white jury, and sentenced to life imprisonment. In 1994, DNA testing cleared Hunt, yet he would spend another ten years behind bars. The film chronicles this capital case from 1984 through 2004. With personal narratives and exclusive footage from two decades, the film frames the judicial and emotional responses to this chilling crime – and the implications surrounding Hunt’s conviction — against a backdrop of class and racial bias in America.This unique look at one man’s loss and redemption challenges the assumption that all Americans have the right to unbiased justice.(BreakthruFilms)</blockquote><br />
<br />
==Very Young Girls==<br />
*<blockquote>Very Young Girls is an exposé of the commercial sexual exploitation of girls in New York City as they are sold on the streets by pimps and treated as adult criminals by police. The film follows barely adolescent girls in real time, using vérité and intimate interviews with them, documenting their struggles and triumphs as they seek to exit the commercial sex industry. The film also uses startling footage shot by pimps themselves, giving a rare glimpse into how the cycle of exploitation begins for many women.The film identifies hope for these girls in the organization GEMS (Girls Educational and Mentoring Services), a recovery agency founded and run by Rachel Lloyd, herself a survivor of commercial sexual exploitation. GEMS is committed to ending commercial sexual exploitation and domestic trafficking of children by changing individual lives, transforming public perception, and revolutionizing the systems and policies that impact commercially sexually exploited youth. Very Young Girls will change the way law enforcement, the media, and society as a whole look at the commercial sexual exploitation, street prostitution, and human trafficking that is happening right in our own backyard.</blockquote><br />
<br />
<br />
<br />
<br />
<br />
<br />
==References==<br />
<br />
*http://www.bluevinyl.org/<br />
*http://www.breakthrufilms.org/the-trials-of-darryl-hunt/<br />
*http://www.promisesproject.org/film.html<br />
*http://www.praythedevilbacktohell.com<br />
*http://www.angelicorganics.com<br />
*http://www.listeningprojectfilm.com<br />
*http://www.thegarbagewarrior.com<br />
*http://www.thepowerofforgiveness.com<br />
*http://www.moriahfilms.com<br />
*http://www.grannyd.com<br />
*http://www.thesingingrevolution.com<br />
*http://www.irispictures.com<br />
*http://www.imdb.com<br />
*http://www.cabincreekfilms.com<br />
*http://www.davidchappelle.com<br />
*http://www.breakthrufilms.com<br />
*http://www.thegardenmovie.com<br />
*http://www.forlibertymovie.com<br />
*http://topdocumentaryfilms.com/the-911-chronicles/</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=File:After_innocence.jpg&diff=4751File:After innocence.jpg2013-05-19T16:44:02Z<p>Rogjoh26: </p>
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<div></div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Film_Review_Template&diff=4747Film Review Template2013-05-19T16:20:44Z<p>Rogjoh26: </p>
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==Film Title==<br />
''Directed by Xxxxxxx Xxxxx, released in YYYY''<br />
<br />
[http://www.skidrowismyhome.com/ link to official website for film if there is one]<br />
<br />
[http://www.youtube.com/watch?v=ZvG_UlvqggA link to trailer if there is one]<br />
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[http://www.hulu.com/watch/460340 link to streaming version of film if there is one]<br />
<br />
===Synopsis===<br />
A summary of what the film is about.<br />
<br />
===Civic Intelligence=== <br />
Discussion about the elements of civic intelligence portrayed in the film.<br />
<br />
What were the problems? How was civic intelligence used to address the problems? To what degree were the efforts successful? What else could have been done, or could be done in the future?<br />
<br />
===Patterns===<br />
[http://www.publicsphereproject.org/node/282 Link to Liberating Voices Patterns (83)]</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Film_Review_Template&diff=4746Film Review Template2013-05-19T15:56:43Z<p>Rogjoh26: /* Film Title */</p>
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==Film Title==<br />
''Directed by Xxxxxxx Xxxxx, released in YYYY''<br />
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[[File:Lost_angels.jpg|thumb|Caption for graphic]]<br />
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[http://www.skidrowismyhome.com/ link to official website for film if there is one]<br />
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[http://www.youtube.com/watch?v=ZvG_UlvqggA link to trailer if there is one]<br />
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[http://www.hulu.com/watch/460340 link to streaming version of film if there is one]<br />
<br />
===Synopsis===<br />
A summary of what the film is about.<br />
<br />
===Civic Intelligence=== <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Film_Review_Template&diff=4745Film Review Template2013-05-19T15:49:26Z<p>Rogjoh26: /* Film Title */</p>
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<div><br />
<br />
==Film Title==<br />
''Directed by Xxxxxxx Xxxxx, released in YYYY''<br />
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[[File:Lost_angels.jpg|thumb|Caption for graphic]]<br />
<br />
[http://www.skidrowismyhome.com/ link to official website for film if there is one]<br />
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[http://www.youtube.com/watch?v=ZvG_UlvqggA link to trailer if there is one]<br />
<br />
[http://www.youtube.com/watch?v=ZvG_UlvqggA link to streaming version of film if there is one]<br />
<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Film_Review_Template&diff=4744Film Review Template2013-05-19T15:47:39Z<p>Rogjoh26: /* Film Title */</p>
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<div><br />
<br />
==Film Title==<br />
''Directed by Xxxxxxx Xxxxx, released in YYYY''<br />
<br />
[[File:Lost_angels.jpg|thumb|Caption for graphic]]<br />
<br />
[http://www.example.com link to official website for film if there is one]<br />
<br />
[http://www.example.com link to trailer if there is one]<br />
<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Film_Review_Template&diff=4743Film Review Template2013-05-19T15:47:17Z<p>Rogjoh26: /* Film Title */</p>
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<div><br />
<br />
==Film Title==<br />
''Directed by Xxxxxxx Xxxxx, released in YYYY''<br />
[[File:Lost_angels.jpg|thumb|Caption for graphic]]<br />
[http://www.example.com link to official website for film if there is one]<br />
[http://www.example.com link to trailer if there is one]<br />
<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Film_Review_Template&diff=4742Film Review Template2013-05-19T15:38:23Z<p>Rogjoh26: /* Film Title */</p>
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<div><br />
<br />
==Film Title==<br />
''Directed by Xxxxxxx Xxxxx, released in YYYY''<br />
<iframe width="640" height="360" src="http://www.youtube.com/embed/ZvG_UlvqggA?rel=0" frameborder="0" allowfullscreen></iframe><br />
[[File:Lost_angels.jpg|thumb|Caption for graphic]]<br />
<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Film_Review_Template&diff=4741Film Review Template2013-05-19T15:36:01Z<p>Rogjoh26: /* Film Title */</p>
<hr />
<div><br />
<br />
==Film Title==<br />
''Directed by Xxxxxxx Xxxxx, released in YYYY''<br />
[[File:Lost_angels.jpg|thumb|Caption for graphic]]<br />
<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=File:Lost_angels.jpg&diff=4740File:Lost angels.jpg2013-05-19T15:35:09Z<p>Rogjoh26: </p>
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<div></div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Film_Review_Template&diff=4739Film Review Template2013-05-19T15:34:45Z<p>Rogjoh26: Created page with ' ==Film Title== ''Directed by Xxxxxxx Xxxxx, released in YYYY'' <blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely st…'</p>
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<div><br />
<br />
==Film Title==<br />
''Directed by Xxxxxxx Xxxxx, released in YYYY''<br />
<br />
<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Films&diff=4738Films2013-05-19T15:28:07Z<p>Rogjoh26: </p>
<hr />
<div>[[Film Review Template]]<br />
<br />
==Documentary Films==<br />
<br />
*Documentary films are a useful tool to present complex issues in a manner that entertains and educates. The medium enables the filmmaker to describe intricate social and environmental problems, often making the material more accessible to a broader audience. Frequently this art form is used to tell stories of the unheard, and to encourage activism on their behalf. The films below are examples of documentaries that capture civic intelligence in action, or the act of their creation is civic intelligence itself. These films are analyzed for their presentation of civic intelligence, as well as extracting themes using the 'Liberating Voices' patterns. <br />
<blockquote>We think of film as a bullet that ignites consciousness WE must serve as the stone that breaks silence, or the bullet that starts the battle. <br />
—Raymundo Gleyzer</blockquote><br />
<br />
==Unreviewed Films==<br />
<br />
The following films are all good candidates for civic intelligence reviews. They can be reviewed here and also on the Public Sphere Project site. These were all shown at the NW FilmCenter in Portland, Oregon in the fall of 2012.<br />
<br />
* Bidder 70<br />
* Brothers on the Line<br />
* Escape Fire: The Fight to Rescue American Healthcare<br />
* Five Broken Cameras<br />
* The Invisible War<br />
* Radio Unnamable<br />
* Raising Resistance<br />
* Words of Witness<br />
* The World Before Her<br />
<br />
<br />
<br />
==After Innocence==<br />
''Directed by, released''<br />
<blockquote>"AFTER INNOCENCE tells the dramatic and compelling story of the exonerated — innocent men wrongfully imprisoned for decades and then released after DNA evidence proved their innocence. The film focuses on the gripping story of seven men and their emotional journey back into society and efforts to rebuild their lives. Included are a police officer, an army sergeant and a young father sent to prison and even death row for decades for crimes they did not commit.The men are thrust back into society with little or no support from the system that put them behind bars. While the public views exonerations as success stories — wrongs that have been righted — AFTER INNOCENCE shows that the human toll of wrongful imprisonment can last far longer than the sentences served.The film raises basic questions about human rights and society's moral obligation to the innocent and places a spotlight on the flaws in our criminal justice system that lead to wrongful conviction of the innocent. The film features exonerees Dennis Maher of Lowell, MA; Calvin Willis of Shreveport, LA; Scott Hornoff of Providence, RI; Wilton Dedge of Cocoa Beach, FL.; Vincent Moto of Philadelphia, PA; Nick Yarris of Philadelphia, PA; and Herman Atkins of Los Angeles, CA. It also features Barry Scheck and Peter Neufeld, founders of the Innocent Project which has helped to exonerate the more than l50 people freed through the use of DNA testing in the last decade; and highlights the work of human rights activist Dr. Lola Vollen, co-founder of the Life After Exoneration Program.</blockquote><br />
<br />
==Amandla! ==<br />
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==Blue Gold==<br />
''Directed by Sam Bozzo, released in 2008''<br />
*[[File:Bluegold.jpeg]]<br />
<br />
<blockquote> "Wars of the future will be fought over water as they are over oil today, as the source of human survival enters the global marketplace and political arena. Corporate giants, private investors, and corrupt governments vie for control of our dwindling supply, prompting protests, lawsuits, and revolutions from citizens fighting for the right to survive. Past civilizations have collapsed from poor water management. Can the human race survive?" (IMDB)</blockquote><br />
* This documentary exhibits civic intelligence in several ways; By presenting this complex issue, and allowing the viewer to review the data on world water resources, and how scientists predict this will unfold in the future. It is often hard for the everyday person to gather all the evidence to gain a complete picture of intricate environmental issues, documentary film is a perfect tool to both show, and allow the experts to interpret scientific studies and observations. Secondly, the filmmakers show how the citizens of Bolivia created a united front, to fight the corporations who privatized their water. The case of Bolivia alone is a wonderful example of civic intelligence applied into action, due to their success their framework has been used in other nations who are fighting for their water rights against MNC. The film shows many individuals and groups working towards the protection of the worlds water resources, and ensuring that there is equal access to it both now, and in the future. Activism is demonstrated by many small community groups, among them the citizens who founded The Michigan Citizens Water Conservation, during their battle to prevent Nestle from removing, bottling, and selling their groundwater. Through presenting the facts, and showing the many individuals and groups working on this issue, the viewer gains a greater understanding of the perils we face globally if we ignore the corporations who are slowly moving to privatize the worlds water resources. This information collectively would be hard for the average person to attain without a tremendous investment in time and resources. It is hard to watch this film without feeling an urgent need to get involved with one of the many organizations introduced. In an act of civic intelligence the filmmakers have a website full of information on the issue, organizations to join, and how to approach local government to promote water preservation.<br />
* '''Patterns'''<br />
*Whistle Blowing (130)<br />
*Voices of the Unheard (83)<br />
*Peaceful Public Demonstrations (133)<br />
*Follow the Money (135)<br />
*Everyday Heroism (116)<br />
*Sense of Struggle (104)<br />
*Transparency (64)<br />
*Durable Assets (58)<br />
*Working Class Consciousness (12)<br />
*Social Dominance Attenuation (4)<br />
<br />
==Blue Vinyl==<br />
''Directed by Judith Helfand and Daniel Gold, Released in 2002.''<br />
*[[bluevinyl.jpeg]]<br />
<br />
*<blockquote>"A detective story, an eco-activism doc, and a rollicking comedy, BLUE VINYL puts a human face on the dangers posed by PVC at every stage of its life cycle, from factory to incinerator. Consumer consciousness and the "precautionary principle" have never been this much fun." (Bullfrog Films)</blockquote><br />
*When Judith Helfand's parents decided to re-side their home with vinyl, it set her on a journey of discovery into the manufacturing process. Judith's exploration take her to the heart of Louisiana's industrial district to discover a community struggling with high cancer rates, lack of governmental support from the EPA, and denials from the Vinyl industry. The film explores the work of 'The Bucket Brigade' and how they empower local communities to gather scientific evidence of air pollution.These grassroot organizations are holding industry accountable for their pollution, and pressuring government agencies to get involved. Judith presents the history of the vinyl industry and the controversial scientific evidence that proves the devastating harm it can cause to humans. Judith has done for vinyl chloride what Rachel Carson did for DDT through writing her book 'Silent Spring' in 1962. <br />
<br />
'''Patterns'''<br />
*Memory and Responsibility (11)<br />
*Health as a Human Right (5)<br />
*Social Responsibility (8)<br />
*Whistle Blowing (130)<br />
*Activist Roadtrip (134)<br />
*Appropriating Technology (108)<br />
*Transparency (64)<br />
<br />
==Children Full of Life==<br />
''Directed by,Noboru Kaetsu released 2006''<br />
*<blockquote>In the award-winning documentary Children Full of Life, a fourth-grade class in a primary school in Kanazawa, northwest of Tokyo, learn lessons about compassion from their homeroom teacher, Toshiro Kanamori. He instructs each to write their true inner feelings in a letter, and read it aloud in front of the class. By sharing their lives, the children begin to realize the importance of caring for their classmates.Capturing the intimate moments of the students' laughter and tears, the film explores one teacher's approach to allowing children the opportunity to discover the value of sharing powerful emotions. Classroom discussions include difficult issues such as the death of a parent or being the victim of bullying. In this "school of life," the simple message is learning to look after one another. Following Mr. Kanamori's class for a whole school year, the cameras were kept at the children's eye-level, giving their view of the world as they cope with troubled relationships and the loss of loved ones. Through their daily experiences, viewers see how they develop together a spirit of co-operation and compassion.Children Full of Life was awarded the Global Television Grand Prize at this year's 25th Anniversary Banff Television Festival, the festival's highest honour. It was the first time Japan took the top prize. As well, the documentary won the Rockie Award in the Family and Youth Programs category.(CBC.com)"</blockquote><br />
<br />
==Darwin's Nightmare==<br />
''Directed by, released''<br />
*<blockquote>The old question, which social and political structure is the best for the world seems to have been answered. Capitalism has won. The ultimate forms for future societies are "consumer democracies", which are seen as "civilized" and "good". In a Darwinian sense the "good system" won. It won by either convincing its enemies or eliminating them. <br />
<br />
In DARWIN’S NIGHTMARE I tried to transform the bizarre success story of a fish and the ephemeral boom around this "fittest" animal into an ironic, frightening allegory for what is called the New World Order. I could make the same kind of movie in Sierra Leone, only the fish would be diamonds, in Honduras, bananas, and in Libya, Nigeria or Angola, crude oil. Most of us I guess, know about the destructive mechanisms of our time, but we cannot fully picture them. We are unable to "get it", unable to actually believe what we know. <br />
It is, for example, incredible that wherever prime raw material is discovered, the locals die in misery, their sons become soldiers, and their daughters are turned into servants and whores. Hearing and seeing the same stories over and over makes me feel sick. After hundreds of years of slavery and colonisation of Africa, globalisation of african markets is the third and deadliest humiliation for the people of this continent. The arrogance of rich countries towards the third world (that's three quarters of humanity) is creating immeasurable future dangers for all peoples.<br />
<br />
<br />
It seems that the individual participants within a deadly system don't have ugly faces, and for the most part, no bad intentions. These people include you and me. Some of us are "only doing their job" (like flying a jumbo from A to B carrying napalm), some don’t want to know, others simply fight for survival. I tried to film the personalities in this documentary as intimately as possible. Sergey, Dimond, Raphael, Eliza: real people who wonderfully represent the complexity of this system, and for me, the real enigma.</blockquote><br />
<br />
* This film presents the incredibly complex issue, and history, of the Nile Perch, in Lake Victoria. In order for society to begin to solve environmental issues we have to have an in depth understanding of the whole picture, this film does that for the people who live on Lake Victoria. The filmmakers risked their lives to expose the full depth of this dynamic, and shocking story.<br />
<br />
==The Garden==<br />
''Directed by Scott Hamilton Kennedy, released in 2008''<br />
<blockquote>"The fourteen-acre community garden at 41st and Alameda in South Central Los Angeles is the largest of its kind in the United States. Started as a form of healing after the devastating L.A. riots in 1992, the South Central Farmers have since created a miracle in one of the country’s most blighted neighborhoods. Growing their own food. Feeding their families. Creating a community.But now, bulldozers are poised to level their 14-acre oasis.The Garden follows the plight of the farmers, from the tilled soil of this urban farm to the polished marble of City Hall. Mostly immigrants from Latin America, from countries where they feared for their lives if they were to speak out, we watch them organize, fight back, and demand answers:Why was the land sold to a wealthy developer for millions less than fair-market value? Why was the transaction done in a closed-door session of the LA City Council? Why has it never been made public?And the powers-that-be have the same response: “The garden is wonderful, but there is nothing more we can do.”<br />
<br />
If everyone told you nothing more could be done, would you give up?"</blockquote><br />
<br />
'''Patterns'''<br />
[http://publicsphereproject.org/drupal/node/212 Back to the Roots]<br />
<br />
==Harlan County, USA==<br />
''Directed by Barbara Kopple and released in 1976.''<br />
<blockquote>"If Barbara Kopple had made no other film than this documentary account of the 1974 strike of Kentucky mine workers, arguably one of the finest documentaries ever made in the U.S. and possibly the best on the problems of organized labor, her place in film industry history would be assured. The strike began when the miners working for the Eastover Mining Co. joined the UMW, and its corporate parent, Duke Power, refused to sign the standard union contract. By living with the 180 families involved in the strike, Kopple shows the backbreaking burdens of the miners life in the best of times and the looming fear of destitution in the worst. As the strikers strive to remain united through a difficult year, Kopple photographs the picketing, the company's use of state troopers to keep the roads open for scabs, the showdowns between the miners and strikebreakers brandishing firearms. While the film is unabashedly partisan, its worth remembering that the company's refusal to sign a contract was condemned by the National Labor Relations Board and that the corporation agreed to sign only under heavy pressure from federal mediators." (cabincreekfilms)</blockquote><br />
* As a young filmmaker, Barbara Kopple gained incredible access to the community of Harlan County, allowing her to portray those impacted by the strike with compelling honesty. This film demonstrates the civic intelligence of a community fighting for greater labor rights for the miners, and their families. As the strike continues they have many town hall meetings to discuss their strategy, and to define the needs of the community. This film gives a rare glimpse behind the picket lines, showing us what worked and more importantly what didn't work.<br />
<br />
*'''Patterns'''<br />
*Labor Visions (112)<br />
*Community Inquiry<br />
*Sense of Struggle<br />
*Transparency (64)<br />
*Matrifocal Orientation (9)<br />
*Working Class Consciousness (12)<br />
* Social Dominance Attenuation (4)<br />
*Voices of the Unheard (83)<br />
*Civic Capacities (85)<br />
*Whistle Blowing (130)<br />
*Everyday Heroism (116)<br />
<br />
==I Have Never Forgotten You==<br />
<blockquote>"I Have Never Forgotten You" is a comprehensive look at the life and legacy of Simon Wiesenthal, the famed Nazi hunter and humanitarian. Narrated by Academy Award winning actress Nicole Kidman, it features interviews with longtime Wiesenthal associates, government leaders from around the world, friends and family members — many of whom have never discussed the legendary Nazi hunter and humanitarian on camera. Previously unseen archival film and photos also highlight the film. What was the driving force behind his work? What kept him going when for years the odds were against his efforts? What is his legacy today, more than 60 years after the end of World War Two?" (IMDB)</blockquote> <br />
*The work of Simon Wiesenthal to locate and prosecute Nazi war criminals, is an important part of the healing process after war. Many nations allowed Nazi's to live unhindered in their countries furthering the damage inflicted upon not only families lost to the concentration camps, but creating national distrust in the justice system. This process is also an important part of a nation's ability to remember their history. <br />
* '''Patterns'''<br />
* Voices of the Unheard (83)<br />
* Everyday Heroism (116)<br />
* Power of Story (114)<br />
*Equal Access to Justice (69)<br />
*Truth and Reconciliation Commissions (51)<br />
<br />
==Long Night's Journey into Day== <br />
''Directed by Deborah Hoffman, released in 2000.''<br />
<br />
<blockquote>"Long Night's Journey Into Day reveals a South Africa trying to forge a lasting peace after 40 years of government by the most notorious system of racial segregation since Nazi Germany. The documentary studies South Africa's Truth and Reconciliation Commission (TRC), set up by the post-apartheid, democratic government to consider amnesty for perpetrators of crimes committed under apartheid's reign. Long Night's Journey Into Day takes viewers to the hearings where murderers meet the surviving family members of their victims in four cases: The Amy Biehl Story, The Cradock 4, the Magoo's Bar Bombing and The Guguletu 7. The stories in the film underscore the universal themes of conflict, forgiveness, and renewal. A white special forces officer, deeply remorseful for the crimes he committed, struggles to reach peace with the embittered wife of a black activist he killed 14 years ago.A group of mothers, after enduring years of misinformation and denials by the authorities, learns the truth about how their sons were set up, betrayed, and killed in a vicious police conspiracy. A young black activist comes to recognize the anguish he caused by killing a white California student during a mob riot, while her parents see past their pain to embrace a new, multi-racial South Africa. The TRC is raising some of the most profound moral and ethical questions facing the world today — questions about justice, truth, forgiveness, redemption, and the ability of brutalized and brutalizing individuals to subsequently coexist in harmony. As it emerges from its tragedy, South Africa is showing the rest of the world that even the most bitter of conflicts can be addressed through honesty and communication. Long Night's Journey Into Day is witness to history in the making." (Irisfilms)</blockquote><br />
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*The work demonstrated in this film is not easy and requires bravery on an individual and national level. As reflected in the films 'The Power of Forgiveness' and "I Will Never Forget You" the journey through the stages of reconciliation are essential to allowing civic intelligence to flourish and repair a wounded nation. Without the process of reconciliation nations hang, stagnant unable to move on to a place of peace. <br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==Lost Angels: Skid Row is My Home==<br />
''Directed by Thomas Q. Napper, released in 2010. ''<br />
<br />
==Paper Clips==<br />
''2004. Directed by Eliot Berlin and Joe Fab, released in 2004. '' <br />
<blockquote>"An inspiring production of The Johnson Group, in association with One Clip at a Time Films and Ergo Entertainment, "Paper Clips" tells the story of the students of Whitwell Middle School in rural Whitwell, Tennessee.<br />
<br />
In 1998, the students embarked on a classroom project aimed at teaching about cultural diversity in a small community almost exclusively white and Christian. Their "Paper Clips" project sparked one of the most inspirational and profound lessons in tolerance, in the least likely of places.<br />
<br />
Out of a desire to help students open their eyes to the diversity of the world beyond their insulated valley, the school's principal, Linda Hooper, created the "Paper Clips" project to help her students to grasp the enormity of human suffering during the Holocaust. The idea was to collect six million paper clips — one for each of the six million Jewish victims of the Holocaust — an idea that touched a chord among Holocaust survivors, their families and even world leaders and celebrities as word of the project spread.<br />
<br />
Ultimately, the school project generated an international outpouring of support and encouragement that none of the students and teachers — nor the citizens of Whitwell — had ever envisioned." (Anti-Defamation League.com)</blockquote><br />
<br />
* This film documents the story of a school as they transform, not only their students, but ultimately the surrounding community. Globally, we are still fighting against racism within our communities and institutions, equality is still a right we are striving for, and while we had thought that horrors such as the holocaust would never happen again, they have in Yugoslavia, Rwanda and Sudan. Paperclips demonstrates how a classroom project with middle school children really can make a substantial impact on a community, by changing the way they view others, by discovering that we are all the same. Perhaps the most powerful lessons for these children was the impact of meeting holocaust survivors and listening to their stories, transforming black and white pictures to flesh and blood. This process of discovery did not only change the children but profoundly impacted the teachers, and parents, demonstrating the power of involved community to the engagement of civic intelligence.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
<br />
==The Garbage Warrior==<br />
<blockquote>"The Garbage Warrior is a feature-length documentary film telling the epic story of maverick US architect Michael Reynolds and his fight to introduce radically sustainable housing. An extraordinary tale of triumph over bureaucracy, Garbage Warrior is above all an intimate portrait of an extraordinary individual and his dream of changing the world." (IMDB)</blockquote><br />
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*This documentary charts the career of Michael Reynolds as he dedicates his life to providing the planet with off the grid, sustainable houses. Reynolds has a passion for his designs and a conviction that it can be a solution to many of the worlds environmental problems, but he faces constant obstacles from State legislation in the form of building permits. His fight for permission to build these homes in the US takes him to fight city hall. This film also demonstrates Reynolds work in countries that have experienced natural disasters, as he teaches local communities how to build these structures out of available materials. This film explores the notion of what to do when solutions are not met with action and acceptance. How can civic intelligence work towards mitigating this scenario? Michael Reynolds is a tremendous example of a man who dedicates his life to a singular mission to enable these buildings to be constructed, in order to help the earth deal with the reality of 7 billion residents.<br />
*'''Patterns'''<br />
*Dematerialization (18)<br />
*Sustainable Design (22)<br />
*Durable Assets (58)<br />
*Shared Vision (101)<br />
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<br />
<br />
==The Listening Project==<br />
''Directed by Dominic Howes, Released in 2008''<blockquote>"What does the world think of America?" This question is the foundation of the documentary, and turns into a quest for the answer, as four Americans travel through 15 countries and 6 continents asking those citizens of their opinion of America, and how they have been impacted by the most powerful country in the world. "The result is an emotional and inspiring examination of crumbling empires, human fellowship and the meaning of citizenship in a globalized world" (The Listening Project)</blockquote><br />
<br />
*While this documentary was filmed during the Bush administration, and therefore reflects feelings in regards to the foreign policy of the time, as a concept it still represents an important skill in the art of listening, and understanding diversity. Asking simple questions, founded in an earnest desire to fully understand another has a powerful impact on individuals, nations and global peace.Civic intelligence can only truly be embraced when there is an ability to communicate with one another. This documentary shows the far reaching impact of active listening.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Whistle Blowing (130)<br />
*Social Dominance Attenuation (4)<br />
<br />
==The Park That Kids Built==<br />
Linda Jassim.<blockquote>"an inspiring documentary of urban renewal. Set in South Los Angeles, the film depicts how two teachers, fifth and sixth graders and the community turned a vacant lot &mdash; filled with abandoned cars and trash &mdash; into Estrella Children's Park."</blockquote><br />
<br />
==The Power of Forgiveness==<br />
Director, Martin Doblmeier, released 2008.<blockquote> '"The Power of Forgiveness explores recent research into the psychological and physical effects of forgiveness on individuals and within relationships under a wide variety of conditions and translates it into a popular, accessible documentary film for national public television. This includes feature stories on the Amish, the 9/11 tragedy and peace-building in Northern Ireland, along with interviews with renowned Buddhist teacher Thich Nhat Hanh, Nobel Laureate Elie Wiesel, best-selling authors Thomas Moore and Marianne Williamson and others. The film also explores the role forgiveness holds in various faiths traditions. It provides an honest look at the intensity of anger and grief that human nature is heir to. We see in the film that there are transgressions people find themselves unwilling or unable to forgive. Through character-driven stories the film shows the role forgiveness can play in alleviating anger and grief and the physical, mental and spiritual benefits that come with it." (Power of Forgiveness)</blockquote><br />
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* In order for civic intelligence to thrive there has to be a fundamental ability for active communication to exist, propelling societies forward rather than stuck in endless cycles of hatred, anger, and revenge. How ca healing begin after intense violence and overwhelming loss? This film focuses on the single factor of moving individuals, groups and nations beyond this cycle and into forgiveness and peace. While many interviewed in the film declare that the process is not an easy one it is an essential one to end continuing generational violence. We all need to develop the skills shown in this film, whether they come from religion, as demonstrated by the Amish community grieving after grieving the loss of children during a school shooting, or the widows of 9/11 striving to build a peace garden at ground zero.<br />
<br />
*'''Patterns'''<br />
*Voices of The Unheard (83)<br />
*Self Help Groups (105)<br />
*Power of Story (114)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==The Real Dirt on Farmer John==<br />
''Directed by Taggert Siegal, released in 2005''<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
<br />
*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
<br />
<br />
*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
<br />
<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)<br />
<br />
==The Singing Revolution==<br />
''Directed by James and Maureen Tusty, Released in 2006''<br />
<blockquote>"Most people don’t think about singing when they think about revolution. But song was the weapon of choice when Estonians sought to free themselves from decades of Soviet occupation. The Singing Revolution is an inspiring account of one nation’s dramatic rebirth. It is the story of humankind’s irrepressible drive for freedom and self-determination.The Singing Revolution shares how, between 1987 and 1991, hundreds of thousands of Estonians gathered publicly to sing forbidden patriotic songs and share protest speeches, risking their lives to proclaim their desire for independence. While violence and bloodshed was the unfortunate end result in other occupied nations of the USSR, the revolutionary songs of the Estonians anchored their struggle for freedom, which was ultimately accomplished without the loss of a single life."</blockquote><br />
<br />
In a 1939 Joseph Stalin and Adolph Hitler divided Eastern Europe into "spheres of special interest." As a result of this agreement, the USSR invaded, occupied, and established military bases in The Republic of Estonia. In 1940, Estonia was annexed by the Soviet Union. In 1941 Germany invaded the USSR and battled with the Soviet Republic on Estonian soil from that time until autumn of 1944 when the USSR reconquered Estonia. The Soviets occupied Estonia until the fall of the Soviet Union in 1991.<br />
<br />
The Singing Revolution tells the story of Estonia from World War II to the restoration of their republic when the parliament issued a Declaration of Independence from the USSR on August 20, 1991. The central theme of the film is Estonia's rich tradition of song and how the Estonian people relied on those traditions to maintain their cultural identity, and ultimately used singing to unify and empower themselves in a way that resulted in them rising up against their oppressors and regaining independence.<br />
<br />
==The Take==<br />
''Directed by Avi Lewis, Released in 2004''<br />
<br />
==Transmission 6-10==<br />
''Directed by, Released in 2009''<br />
*<blockquote>“A brilliant expose about the current genocide and human rights crisis in China, centering around the pacifist religious group the Falun Gong. 10/10Using personal accounts, eyewitnesses, photographs, interviews, and stories from the people that actually endured the torture, Transmission 6- 10 brings the viewer into the stark reality that is Modern China. The film is painstakingly researched, and covers everything; from the start of the movement and ensuing persecution to the organ harvesting and genocidal nature of Chinese prisons and “justice”. This films cuts clear through the propaganda and shows the true intentions and actions of the Chinese government. Ample evidence is provided, from photos and personal accounts, to scholars and even official Chinese documents and press statements."(transmission6-10.com)</blockquote><br />
<br />
* While this film documents the oppression of the Falun Gong, it also shows how one group fought for their rights to freedom of spiritual expression, under the veil of secrecy of communist China. Despite suffering the torture and genocide of large numbers of their group, they continued to fight to have their story known in the Western world.<br />
<br />
==Pray the Devil Back to Hell==<br />
''Directed by Gini Reticker, released in 2008.''<blockquote> "Pray the Devil Back to Hell chronicles the remarkable story of the courageous Liberian women who came together to end a bloody civil war and bring peace to their shattered country.Thousands of women — ordinary mothers, grandmothers, aunts and daughters, both Christian and Muslim — came together to pray for peace and then staged a silent protest outside of the Presidential Palace. Armed only with white T-shirts and the courage of their convictions, they demanded a resolution to the country’s civil war. Their actions were a critical element in bringing about a agreement during the stalled peace talks.A story of sacrifice, unity and transcendence, Pray the Devil Back to Hell honors the strength and perseverance of the women of Liberia. Inspiring, uplifting, and most of all motivating, it is a compelling testimony of how grassroots activism can alter the history of nations." (praythedevilbacktoheall.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Activist Road Trip (134)<br />
*Peaceful Public Demonstrations (133)<br />
*Matrifocal Orientation (9)<br />
<br />
==Promises==<br />
''Directed by Carlos Bolado,and B.Z Goldberg, released in 2001''.<blockquote> "PROMISES follows the journey of one of the filmmakers, Israeli-American B.Z. Goldberg. B.Z. travels to a Palestinian refugee camp and to an Israeli settlement in the West Bank, and to the more familiar neighborhoods of Jerusalem where he meets seven Palestinian and Israeli children. Though the children live only 20 minutes apart, they exist in completely separate worlds; the physical, historical and emotional obstacles between them run deep. PROMISES explores the nature of these boundaries and tells the story of a few children who dared to cross the lines to meet their neighbors. Rather than focusing on political events, the seven children featured in PROMISES offer a refreshing, human and sometimes humorous portrait of the Palestinian-Israeli conflict."</blockquote><br />
'''*Patterns'''<br />
*Memory and Responsibility (11)<br />
*Peace Education (56)<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
<br />
==Rize==<br />
''Directed by David Chapelle, released in 2005''<br />
*[[File:Large Rize1.jpg]]<blockquote>"Rize" reveals a groundbreaking dance phenomenon that’s exploding on the streets of South Central, Los Angeles. Taking advantage of unprecedented access, this documentary film brings to first light a revolutionary form of artistic expression borne from oppression. The aggressive and visually stunning dance modernizes moves indigenous to African tribal rituals and features mind-blowing, athletic movement sped up to impossible speeds. “Rize” tracks the fascinating evolution of the dance: we meet Tommy Johnson (Tommy the Clown), who first created the style as a response to the 1992 Rodney King riots and named it “Clowning”, as well as the kids who developed the movement into what they now call Krumping. The kids use dance as an alternative to gangs and hustling: they form their own troupes and paint their faces like warriors, meeting to outperform rival gangs of dancers or just to hone their skills. For the dancers, Krumping becomes a way of life – and, because it’s authentic expression (in complete opposition to the bling-bling hip-hop culture), the dance becomes a vital part of who they are. Like “Paris is Burning” or “Style Wars” before it, “Rize” illuminates an entire community by focusing on an artform as a movement that the disenfranchised have created. But the true stars of the film are the dancers themselves: surrounded by drug addiction, gang activity, and impoverishment, they have managed to somehow rise above. The film offers an intimate, completely fresh portrayal of kids in South Central as they reveal their spirit and creativity. These kids have created art – and often family – where before there was none.</blockquote> <br />
<br />
*Charting new dance movements among youth of South Central LA, called Krumping and Clowning. Founded by ex gang members to reduce the amount of youth entering the gang lifestyle. The documentary follows several groups of dancers as they practice as teams for the annual dance competition,"BattleZone". Many of the dancers have been impacted by the gang activity in their neighborhoods, or lost family members as a result of shootings. This film shows the impact of civic intelligence through the power of art in the community, resulting in a reduction of local youth getting involved with gangs. Through the activity of community dance these youth are able to create a new family structure, through team dancing. Interesting to note that the Crips and Bloods originally emerged due to the inability of black male youth to enter Cub programs in LA.<br />
<br />
==Run Granny Run==<br />
*''Directed by Marlo Poras, released in 2002''<br />
*[[File: Unknown.jpeg]]<br />
<blockquote>Doris "Granny D" Haddock, died at the ripe age of 100, lived in the woods between Dublin and Peterborough, New Hampshire, made famous as Our Town by Thornton Wilder. She was born January 24, 1910 in Laconia, New Hampshire and attended Emerson College before marrying James Haddock.Doris raised two children during the Great Depression and later she worked at a shoe company for twenty years. With her husband, Jim, Doris helped stop the planned use of hydrogen bombs in Alaska in 1960, saving an Inuit fishing village at Point Hope. The couple retired in 1972, during which time Doris served on the Planning Board of her town and was active in community affairs. She nursed Jim through 10 years of Alzheimer’s disease.<br />
<br />
After the defeat of Senator McCain and Senator Feingold's first attempt to remove unregulated "soft" money from campaigns in 1995, Doris became interested in campaign reform and led a petition movement. On January 1, 1999–at the age of 89–she began a 3,200–mile walk across the country to demonstrate her concern for the issue, walking ten miles each day for fourteen months. Doris traveled as a pilgrim, walking until given shelter, fasting until given food. With the unflagging generosity of strangers she met along the way, Doris never went without a meal or a bed. She trekked through over 1,000 miles of desert, climbed the Appalachian Range in blizzard conditions and even skied 100 miles after a historic snowfall made roadside walking impossible. When she arrived in Washington D.C., Granny D was met by 2,200 supporters representing a wide variety of reform groups. Several dozen members of Congress walked the final miles with her. Granny D walking with supporters It took two more years to gain passage of the McCain/Feingold bill, during which time Doris engaged in walking fasts around the Capitol, organized rallies in many states, and held demonstrations that twice landed her in DC jails.<br />
<br />
<br />
In 2003, Doris had her eyes on the upcoming election, and so she drove around the country on a 22,000 mile voter registration effort targeting working women and minorities. This trek was cut short in June 2004, when Doris heard that the presumed Democratic nominee for U.S. Senate in NH had dropped out of the race days before the filing deadline. 94 years old and still eager to "raise a little hell," Doris surprised everyone by deciding to challenge the Republican incumbent. Her insurgent, grassroots campaign defied all expectations. Politicians and pundits alike have lauded the work of this indefatigable great–grandmother of sixteen: “I believe she represents all that is good in America. She has taken up this struggle to clean up American politics… Granny D, you exceed any small, modest contributions those of us who have labored in the vineyards of reform have made to this Earth. We are grateful for you.” Sen. John McCain “Doris Haddock is a true patriot, and our nation has been blessed by her remarkable life.” Jimmy Carter “The problem with Granny D…is that she makes the rest of us look like such schlumps.” (www.grannyd.com)</blockquote><br />
<br />
*'''Patterns'''<br />
*Everyday Heroism (116)<br />
*Follow the Money (135)<br />
*Activist Road Trip (134)<br />
*Peaceful Demonstrations (133)<br />
<br />
==Rural Studio==<br />
''Directed by Chuck Schultz, released in 2003''<br />
<br />
==Sir! No Sir!==<br />
''Directed by David Zeigler, released in 2005''.<blockquote>"This feature-length documentary focuses on the efforts by troops in the U.S. military during the Vietnam War to oppose the war effort by peaceful demonstration and subversion. It speaks mainly to veterans, but serves as a ready reminder to civilians that soldiers may oppose war as stridently as any civilian, and at greater personal peril." (IMDB)</blockquote><br />
*'''Patterns<br />
*<br />
<br />
==The Trials Of Darryl Hunt==<br />
''Directed by Ricki Stern and Annie Sundberg, released in 2006''<br />
<br />
<blockquote>"North Carolina, 1984. A brutal murder leaves a white woman dead, and a young black man accused. This exclusive portrait of a harrowing wrongful conviction offers a provocative and haunting examination of a community – and a criminal justice system — subject to racial bias and tainted by fear.“The Trials of Darryl Hunt” documents a brutal rape/murder in the American South, and offers a deeply personal story of a wrongfully convicted man, Darryl Hunt, who spent twenty years in prison for a crime he did not commit.In 1984, a young white newspaper reporter, Deborah Sykes, was raped, sodomized and stabbed to death just blocks from where she worked in Winston-Salem, NC.Base on an ID made by a former Klan member, a 19-year-old black man, Darryl Hunt, was charged. No physical evidence linked Hunt to the crime. Hunt was convicted by an all white jury, and sentenced to life imprisonment. In 1994, DNA testing cleared Hunt, yet he would spend another ten years behind bars. The film chronicles this capital case from 1984 through 2004. With personal narratives and exclusive footage from two decades, the film frames the judicial and emotional responses to this chilling crime – and the implications surrounding Hunt’s conviction — against a backdrop of class and racial bias in America.This unique look at one man’s loss and redemption challenges the assumption that all Americans have the right to unbiased justice.(BreakthruFilms)</blockquote><br />
<br />
==Very Young Girls==<br />
*<blockquote>Very Young Girls is an exposé of the commercial sexual exploitation of girls in New York City as they are sold on the streets by pimps and treated as adult criminals by police. The film follows barely adolescent girls in real time, using vérité and intimate interviews with them, documenting their struggles and triumphs as they seek to exit the commercial sex industry. The film also uses startling footage shot by pimps themselves, giving a rare glimpse into how the cycle of exploitation begins for many women.The film identifies hope for these girls in the organization GEMS (Girls Educational and Mentoring Services), a recovery agency founded and run by Rachel Lloyd, herself a survivor of commercial sexual exploitation. GEMS is committed to ending commercial sexual exploitation and domestic trafficking of children by changing individual lives, transforming public perception, and revolutionizing the systems and policies that impact commercially sexually exploited youth. Very Young Girls will change the way law enforcement, the media, and society as a whole look at the commercial sexual exploitation, street prostitution, and human trafficking that is happening right in our own backyard.</blockquote><br />
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<br />
<br />
<br />
==References==<br />
<br />
*http://www.bluevinyl.org/<br />
*http://www.breakthrufilms.org/the-trials-of-darryl-hunt/<br />
*http://www.promisesproject.org/film.html<br />
*http://www.praythedevilbacktohell.com<br />
*http://www.angelicorganics.com<br />
*http://www.listeningprojectfilm.com<br />
*http://www.thegarbagewarrior.com<br />
*http://www.thepowerofforgiveness.com<br />
*http://www.moriahfilms.com<br />
*http://www.grannyd.com<br />
*http://www.thesingingrevolution.com<br />
*http://www.irispictures.com<br />
*http://www.imdb.com<br />
*http://www.cabincreekfilms.com<br />
*http://www.davidchappelle.com<br />
*http://www.breakthrufilms.com<br />
*http://www.thegardenmovie.com<br />
*http://www.forlibertymovie.com<br />
*http://topdocumentaryfilms.com/the-911-chronicles/</div>Rogjoh26http://wikis.evergreen.edu/civicintelligence/index.php?title=Films&diff=4737Films2013-05-19T15:27:31Z<p>Rogjoh26: </p>
<hr />
<div>==Documentary Films==<br />
<br />
[[Film Review Template]]<br />
<br />
*Documentary films are a useful tool to present complex issues in a manner that entertains and educates. The medium enables the filmmaker to describe intricate social and environmental problems, often making the material more accessible to a broader audience. Frequently this art form is used to tell stories of the unheard, and to encourage activism on their behalf. The films below are examples of documentaries that capture civic intelligence in action, or the act of their creation is civic intelligence itself. These films are analyzed for their presentation of civic intelligence, as well as extracting themes using the 'Liberating Voices' patterns. <br />
<blockquote>We think of film as a bullet that ignites consciousness WE must serve as the stone that breaks silence, or the bullet that starts the battle. <br />
—Raymundo Gleyzer</blockquote><br />
<br />
==Unreviewed Films==<br />
<br />
The following films are all good candidates for civic intelligence reviews. They can be reviewed here and also on the Public Sphere Project site. These were all shown at the NW FilmCenter in Portland, Oregon in the fall of 2012.<br />
<br />
* Bidder 70<br />
* Brothers on the Line<br />
* Escape Fire: The Fight to Rescue American Healthcare<br />
* Five Broken Cameras<br />
* The Invisible War<br />
* Radio Unnamable<br />
* Raising Resistance<br />
* Words of Witness<br />
* The World Before Her<br />
<br />
<br />
<br />
==After Innocence==<br />
''Directed by, released''<br />
<blockquote>"AFTER INNOCENCE tells the dramatic and compelling story of the exonerated — innocent men wrongfully imprisoned for decades and then released after DNA evidence proved their innocence. The film focuses on the gripping story of seven men and their emotional journey back into society and efforts to rebuild their lives. Included are a police officer, an army sergeant and a young father sent to prison and even death row for decades for crimes they did not commit.The men are thrust back into society with little or no support from the system that put them behind bars. While the public views exonerations as success stories — wrongs that have been righted — AFTER INNOCENCE shows that the human toll of wrongful imprisonment can last far longer than the sentences served.The film raises basic questions about human rights and society's moral obligation to the innocent and places a spotlight on the flaws in our criminal justice system that lead to wrongful conviction of the innocent. The film features exonerees Dennis Maher of Lowell, MA; Calvin Willis of Shreveport, LA; Scott Hornoff of Providence, RI; Wilton Dedge of Cocoa Beach, FL.; Vincent Moto of Philadelphia, PA; Nick Yarris of Philadelphia, PA; and Herman Atkins of Los Angeles, CA. It also features Barry Scheck and Peter Neufeld, founders of the Innocent Project which has helped to exonerate the more than l50 people freed through the use of DNA testing in the last decade; and highlights the work of human rights activist Dr. Lola Vollen, co-founder of the Life After Exoneration Program.</blockquote><br />
<br />
==Amandla! ==<br />
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<br />
==Blue Gold==<br />
''Directed by Sam Bozzo, released in 2008''<br />
*[[File:Bluegold.jpeg]]<br />
<br />
<blockquote> "Wars of the future will be fought over water as they are over oil today, as the source of human survival enters the global marketplace and political arena. Corporate giants, private investors, and corrupt governments vie for control of our dwindling supply, prompting protests, lawsuits, and revolutions from citizens fighting for the right to survive. Past civilizations have collapsed from poor water management. Can the human race survive?" (IMDB)</blockquote><br />
* This documentary exhibits civic intelligence in several ways; By presenting this complex issue, and allowing the viewer to review the data on world water resources, and how scientists predict this will unfold in the future. It is often hard for the everyday person to gather all the evidence to gain a complete picture of intricate environmental issues, documentary film is a perfect tool to both show, and allow the experts to interpret scientific studies and observations. Secondly, the filmmakers show how the citizens of Bolivia created a united front, to fight the corporations who privatized their water. The case of Bolivia alone is a wonderful example of civic intelligence applied into action, due to their success their framework has been used in other nations who are fighting for their water rights against MNC. The film shows many individuals and groups working towards the protection of the worlds water resources, and ensuring that there is equal access to it both now, and in the future. Activism is demonstrated by many small community groups, among them the citizens who founded The Michigan Citizens Water Conservation, during their battle to prevent Nestle from removing, bottling, and selling their groundwater. Through presenting the facts, and showing the many individuals and groups working on this issue, the viewer gains a greater understanding of the perils we face globally if we ignore the corporations who are slowly moving to privatize the worlds water resources. This information collectively would be hard for the average person to attain without a tremendous investment in time and resources. It is hard to watch this film without feeling an urgent need to get involved with one of the many organizations introduced. In an act of civic intelligence the filmmakers have a website full of information on the issue, organizations to join, and how to approach local government to promote water preservation.<br />
* '''Patterns'''<br />
*Whistle Blowing (130)<br />
*Voices of the Unheard (83)<br />
*Peaceful Public Demonstrations (133)<br />
*Follow the Money (135)<br />
*Everyday Heroism (116)<br />
*Sense of Struggle (104)<br />
*Transparency (64)<br />
*Durable Assets (58)<br />
*Working Class Consciousness (12)<br />
*Social Dominance Attenuation (4)<br />
<br />
==Blue Vinyl==<br />
''Directed by Judith Helfand and Daniel Gold, Released in 2002.''<br />
*[[bluevinyl.jpeg]]<br />
<br />
*<blockquote>"A detective story, an eco-activism doc, and a rollicking comedy, BLUE VINYL puts a human face on the dangers posed by PVC at every stage of its life cycle, from factory to incinerator. Consumer consciousness and the "precautionary principle" have never been this much fun." (Bullfrog Films)</blockquote><br />
*When Judith Helfand's parents decided to re-side their home with vinyl, it set her on a journey of discovery into the manufacturing process. Judith's exploration take her to the heart of Louisiana's industrial district to discover a community struggling with high cancer rates, lack of governmental support from the EPA, and denials from the Vinyl industry. The film explores the work of 'The Bucket Brigade' and how they empower local communities to gather scientific evidence of air pollution.These grassroot organizations are holding industry accountable for their pollution, and pressuring government agencies to get involved. Judith presents the history of the vinyl industry and the controversial scientific evidence that proves the devastating harm it can cause to humans. Judith has done for vinyl chloride what Rachel Carson did for DDT through writing her book 'Silent Spring' in 1962. <br />
<br />
'''Patterns'''<br />
*Memory and Responsibility (11)<br />
*Health as a Human Right (5)<br />
*Social Responsibility (8)<br />
*Whistle Blowing (130)<br />
*Activist Roadtrip (134)<br />
*Appropriating Technology (108)<br />
*Transparency (64)<br />
<br />
==Children Full of Life==<br />
''Directed by,Noboru Kaetsu released 2006''<br />
*<blockquote>In the award-winning documentary Children Full of Life, a fourth-grade class in a primary school in Kanazawa, northwest of Tokyo, learn lessons about compassion from their homeroom teacher, Toshiro Kanamori. He instructs each to write their true inner feelings in a letter, and read it aloud in front of the class. By sharing their lives, the children begin to realize the importance of caring for their classmates.Capturing the intimate moments of the students' laughter and tears, the film explores one teacher's approach to allowing children the opportunity to discover the value of sharing powerful emotions. Classroom discussions include difficult issues such as the death of a parent or being the victim of bullying. In this "school of life," the simple message is learning to look after one another. Following Mr. Kanamori's class for a whole school year, the cameras were kept at the children's eye-level, giving their view of the world as they cope with troubled relationships and the loss of loved ones. Through their daily experiences, viewers see how they develop together a spirit of co-operation and compassion.Children Full of Life was awarded the Global Television Grand Prize at this year's 25th Anniversary Banff Television Festival, the festival's highest honour. It was the first time Japan took the top prize. As well, the documentary won the Rockie Award in the Family and Youth Programs category.(CBC.com)"</blockquote><br />
<br />
==Darwin's Nightmare==<br />
''Directed by, released''<br />
*<blockquote>The old question, which social and political structure is the best for the world seems to have been answered. Capitalism has won. The ultimate forms for future societies are "consumer democracies", which are seen as "civilized" and "good". In a Darwinian sense the "good system" won. It won by either convincing its enemies or eliminating them. <br />
<br />
In DARWIN’S NIGHTMARE I tried to transform the bizarre success story of a fish and the ephemeral boom around this "fittest" animal into an ironic, frightening allegory for what is called the New World Order. I could make the same kind of movie in Sierra Leone, only the fish would be diamonds, in Honduras, bananas, and in Libya, Nigeria or Angola, crude oil. Most of us I guess, know about the destructive mechanisms of our time, but we cannot fully picture them. We are unable to "get it", unable to actually believe what we know. <br />
It is, for example, incredible that wherever prime raw material is discovered, the locals die in misery, their sons become soldiers, and their daughters are turned into servants and whores. Hearing and seeing the same stories over and over makes me feel sick. After hundreds of years of slavery and colonisation of Africa, globalisation of african markets is the third and deadliest humiliation for the people of this continent. The arrogance of rich countries towards the third world (that's three quarters of humanity) is creating immeasurable future dangers for all peoples.<br />
<br />
<br />
It seems that the individual participants within a deadly system don't have ugly faces, and for the most part, no bad intentions. These people include you and me. Some of us are "only doing their job" (like flying a jumbo from A to B carrying napalm), some don’t want to know, others simply fight for survival. I tried to film the personalities in this documentary as intimately as possible. Sergey, Dimond, Raphael, Eliza: real people who wonderfully represent the complexity of this system, and for me, the real enigma.</blockquote><br />
<br />
* This film presents the incredibly complex issue, and history, of the Nile Perch, in Lake Victoria. In order for society to begin to solve environmental issues we have to have an in depth understanding of the whole picture, this film does that for the people who live on Lake Victoria. The filmmakers risked their lives to expose the full depth of this dynamic, and shocking story.<br />
<br />
==The Garden==<br />
''Directed by Scott Hamilton Kennedy, released in 2008''<br />
<blockquote>"The fourteen-acre community garden at 41st and Alameda in South Central Los Angeles is the largest of its kind in the United States. Started as a form of healing after the devastating L.A. riots in 1992, the South Central Farmers have since created a miracle in one of the country’s most blighted neighborhoods. Growing their own food. Feeding their families. Creating a community.But now, bulldozers are poised to level their 14-acre oasis.The Garden follows the plight of the farmers, from the tilled soil of this urban farm to the polished marble of City Hall. Mostly immigrants from Latin America, from countries where they feared for their lives if they were to speak out, we watch them organize, fight back, and demand answers:Why was the land sold to a wealthy developer for millions less than fair-market value? Why was the transaction done in a closed-door session of the LA City Council? Why has it never been made public?And the powers-that-be have the same response: “The garden is wonderful, but there is nothing more we can do.”<br />
<br />
If everyone told you nothing more could be done, would you give up?"</blockquote><br />
<br />
'''Patterns'''<br />
[http://publicsphereproject.org/drupal/node/212 Back to the Roots]<br />
<br />
==Harlan County, USA==<br />
''Directed by Barbara Kopple and released in 1976.''<br />
<blockquote>"If Barbara Kopple had made no other film than this documentary account of the 1974 strike of Kentucky mine workers, arguably one of the finest documentaries ever made in the U.S. and possibly the best on the problems of organized labor, her place in film industry history would be assured. The strike began when the miners working for the Eastover Mining Co. joined the UMW, and its corporate parent, Duke Power, refused to sign the standard union contract. By living with the 180 families involved in the strike, Kopple shows the backbreaking burdens of the miners life in the best of times and the looming fear of destitution in the worst. As the strikers strive to remain united through a difficult year, Kopple photographs the picketing, the company's use of state troopers to keep the roads open for scabs, the showdowns between the miners and strikebreakers brandishing firearms. While the film is unabashedly partisan, its worth remembering that the company's refusal to sign a contract was condemned by the National Labor Relations Board and that the corporation agreed to sign only under heavy pressure from federal mediators." (cabincreekfilms)</blockquote><br />
* As a young filmmaker, Barbara Kopple gained incredible access to the community of Harlan County, allowing her to portray those impacted by the strike with compelling honesty. This film demonstrates the civic intelligence of a community fighting for greater labor rights for the miners, and their families. As the strike continues they have many town hall meetings to discuss their strategy, and to define the needs of the community. This film gives a rare glimpse behind the picket lines, showing us what worked and more importantly what didn't work.<br />
<br />
*'''Patterns'''<br />
*Labor Visions (112)<br />
*Community Inquiry<br />
*Sense of Struggle<br />
*Transparency (64)<br />
*Matrifocal Orientation (9)<br />
*Working Class Consciousness (12)<br />
* Social Dominance Attenuation (4)<br />
*Voices of the Unheard (83)<br />
*Civic Capacities (85)<br />
*Whistle Blowing (130)<br />
*Everyday Heroism (116)<br />
<br />
==I Have Never Forgotten You==<br />
<blockquote>"I Have Never Forgotten You" is a comprehensive look at the life and legacy of Simon Wiesenthal, the famed Nazi hunter and humanitarian. Narrated by Academy Award winning actress Nicole Kidman, it features interviews with longtime Wiesenthal associates, government leaders from around the world, friends and family members — many of whom have never discussed the legendary Nazi hunter and humanitarian on camera. Previously unseen archival film and photos also highlight the film. What was the driving force behind his work? What kept him going when for years the odds were against his efforts? What is his legacy today, more than 60 years after the end of World War Two?" (IMDB)</blockquote> <br />
*The work of Simon Wiesenthal to locate and prosecute Nazi war criminals, is an important part of the healing process after war. Many nations allowed Nazi's to live unhindered in their countries furthering the damage inflicted upon not only families lost to the concentration camps, but creating national distrust in the justice system. This process is also an important part of a nation's ability to remember their history. <br />
* '''Patterns'''<br />
* Voices of the Unheard (83)<br />
* Everyday Heroism (116)<br />
* Power of Story (114)<br />
*Equal Access to Justice (69)<br />
*Truth and Reconciliation Commissions (51)<br />
<br />
==Long Night's Journey into Day== <br />
''Directed by Deborah Hoffman, released in 2000.''<br />
<br />
<blockquote>"Long Night's Journey Into Day reveals a South Africa trying to forge a lasting peace after 40 years of government by the most notorious system of racial segregation since Nazi Germany. The documentary studies South Africa's Truth and Reconciliation Commission (TRC), set up by the post-apartheid, democratic government to consider amnesty for perpetrators of crimes committed under apartheid's reign. Long Night's Journey Into Day takes viewers to the hearings where murderers meet the surviving family members of their victims in four cases: The Amy Biehl Story, The Cradock 4, the Magoo's Bar Bombing and The Guguletu 7. The stories in the film underscore the universal themes of conflict, forgiveness, and renewal. A white special forces officer, deeply remorseful for the crimes he committed, struggles to reach peace with the embittered wife of a black activist he killed 14 years ago.A group of mothers, after enduring years of misinformation and denials by the authorities, learns the truth about how their sons were set up, betrayed, and killed in a vicious police conspiracy. A young black activist comes to recognize the anguish he caused by killing a white California student during a mob riot, while her parents see past their pain to embrace a new, multi-racial South Africa. The TRC is raising some of the most profound moral and ethical questions facing the world today — questions about justice, truth, forgiveness, redemption, and the ability of brutalized and brutalizing individuals to subsequently coexist in harmony. As it emerges from its tragedy, South Africa is showing the rest of the world that even the most bitter of conflicts can be addressed through honesty and communication. Long Night's Journey Into Day is witness to history in the making." (Irisfilms)</blockquote><br />
<br />
*The work demonstrated in this film is not easy and requires bravery on an individual and national level. As reflected in the films 'The Power of Forgiveness' and "I Will Never Forget You" the journey through the stages of reconciliation are essential to allowing civic intelligence to flourish and repair a wounded nation. Without the process of reconciliation nations hang, stagnant unable to move on to a place of peace. <br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
<br />
==Lost Angels: Skid Row is My Home==<br />
''Directed by Thomas Q. Napper, released in 2010. ''<br />
<br />
==Paper Clips==<br />
''2004. Directed by Eliot Berlin and Joe Fab, released in 2004. '' <br />
<blockquote>"An inspiring production of The Johnson Group, in association with One Clip at a Time Films and Ergo Entertainment, "Paper Clips" tells the story of the students of Whitwell Middle School in rural Whitwell, Tennessee.<br />
<br />
In 1998, the students embarked on a classroom project aimed at teaching about cultural diversity in a small community almost exclusively white and Christian. Their "Paper Clips" project sparked one of the most inspirational and profound lessons in tolerance, in the least likely of places.<br />
<br />
Out of a desire to help students open their eyes to the diversity of the world beyond their insulated valley, the school's principal, Linda Hooper, created the "Paper Clips" project to help her students to grasp the enormity of human suffering during the Holocaust. The idea was to collect six million paper clips — one for each of the six million Jewish victims of the Holocaust — an idea that touched a chord among Holocaust survivors, their families and even world leaders and celebrities as word of the project spread.<br />
<br />
Ultimately, the school project generated an international outpouring of support and encouragement that none of the students and teachers — nor the citizens of Whitwell — had ever envisioned." (Anti-Defamation League.com)</blockquote><br />
<br />
* This film documents the story of a school as they transform, not only their students, but ultimately the surrounding community. Globally, we are still fighting against racism within our communities and institutions, equality is still a right we are striving for, and while we had thought that horrors such as the holocaust would never happen again, they have in Yugoslavia, Rwanda and Sudan. Paperclips demonstrates how a classroom project with middle school children really can make a substantial impact on a community, by changing the way they view others, by discovering that we are all the same. Perhaps the most powerful lessons for these children was the impact of meeting holocaust survivors and listening to their stories, transforming black and white pictures to flesh and blood. This process of discovery did not only change the children but profoundly impacted the teachers, and parents, demonstrating the power of involved community to the engagement of civic intelligence.<br />
<br />
*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
*Anti- Racism (23)<br />
<br />
==The Garbage Warrior==<br />
<blockquote>"The Garbage Warrior is a feature-length documentary film telling the epic story of maverick US architect Michael Reynolds and his fight to introduce radically sustainable housing. An extraordinary tale of triumph over bureaucracy, Garbage Warrior is above all an intimate portrait of an extraordinary individual and his dream of changing the world." (IMDB)</blockquote><br />
<br />
*This documentary charts the career of Michael Reynolds as he dedicates his life to providing the planet with off the grid, sustainable houses. Reynolds has a passion for his designs and a conviction that it can be a solution to many of the worlds environmental problems, but he faces constant obstacles from State legislation in the form of building permits. His fight for permission to build these homes in the US takes him to fight city hall. This film also demonstrates Reynolds work in countries that have experienced natural disasters, as he teaches local communities how to build these structures out of available materials. This film explores the notion of what to do when solutions are not met with action and acceptance. How can civic intelligence work towards mitigating this scenario? Michael Reynolds is a tremendous example of a man who dedicates his life to a singular mission to enable these buildings to be constructed, in order to help the earth deal with the reality of 7 billion residents.<br />
*'''Patterns'''<br />
*Dematerialization (18)<br />
*Sustainable Design (22)<br />
*Durable Assets (58)<br />
*Shared Vision (101)<br />
<br />
<br />
<br />
==The Listening Project==<br />
''Directed by Dominic Howes, Released in 2008''<blockquote>"What does the world think of America?" This question is the foundation of the documentary, and turns into a quest for the answer, as four Americans travel through 15 countries and 6 continents asking those citizens of their opinion of America, and how they have been impacted by the most powerful country in the world. "The result is an emotional and inspiring examination of crumbling empires, human fellowship and the meaning of citizenship in a globalized world" (The Listening Project)</blockquote><br />
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*While this documentary was filmed during the Bush administration, and therefore reflects feelings in regards to the foreign policy of the time, as a concept it still represents an important skill in the art of listening, and understanding diversity. Asking simple questions, founded in an earnest desire to fully understand another has a powerful impact on individuals, nations and global peace.Civic intelligence can only truly be embraced when there is an ability to communicate with one another. This documentary shows the far reaching impact of active listening.<br />
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*'''Patterns'''<br />
*Voices of the Unheard (83)<br />
*Whistle Blowing (130)<br />
*Social Dominance Attenuation (4)<br />
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==The Park That Kids Built==<br />
Linda Jassim.<blockquote>"an inspiring documentary of urban renewal. Set in South Los Angeles, the film depicts how two teachers, fifth and sixth graders and the community turned a vacant lot &mdash; filled with abandoned cars and trash &mdash; into Estrella Children's Park."</blockquote><br />
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==The Power of Forgiveness==<br />
Director, Martin Doblmeier, released 2008.<blockquote> '"The Power of Forgiveness explores recent research into the psychological and physical effects of forgiveness on individuals and within relationships under a wide variety of conditions and translates it into a popular, accessible documentary film for national public television. This includes feature stories on the Amish, the 9/11 tragedy and peace-building in Northern Ireland, along with interviews with renowned Buddhist teacher Thich Nhat Hanh, Nobel Laureate Elie Wiesel, best-selling authors Thomas Moore and Marianne Williamson and others. The film also explores the role forgiveness holds in various faiths traditions. It provides an honest look at the intensity of anger and grief that human nature is heir to. We see in the film that there are transgressions people find themselves unwilling or unable to forgive. Through character-driven stories the film shows the role forgiveness can play in alleviating anger and grief and the physical, mental and spiritual benefits that come with it." (Power of Forgiveness)</blockquote><br />
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* In order for civic intelligence to thrive there has to be a fundamental ability for active communication to exist, propelling societies forward rather than stuck in endless cycles of hatred, anger, and revenge. How ca healing begin after intense violence and overwhelming loss? This film focuses on the single factor of moving individuals, groups and nations beyond this cycle and into forgiveness and peace. While many interviewed in the film declare that the process is not an easy one it is an essential one to end continuing generational violence. We all need to develop the skills shown in this film, whether they come from religion, as demonstrated by the Amish community grieving after grieving the loss of children during a school shooting, or the widows of 9/11 striving to build a peace garden at ground zero.<br />
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*'''Patterns'''<br />
*Voices of The Unheard (83)<br />
*Self Help Groups (105)<br />
*Power of Story (114)<br />
*Multi-Party Negotiation for Conflict Resolution (79) <br />
*Memory and Responsibility (11)<br />
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==The Real Dirt on Farmer John==<br />
''Directed by Taggert Siegal, released in 2005''<br />
<blockquote>"The epic tale of a maverick Midwestern farmer. An outcast in his community, Farmer John bravely stands amidst a failing economy, vicious rumors, and violence. By melding the traditions of family farming with the power of art and free expression, this powerful story of transformation and renewal heralds a resurrection of farming in America."<br />
(angelicorganics.com) </blockquote><br />
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*This documentary charts the journey of 'Farmer John' as he struggles to keep his family farm operating. Using 30 years of archival footage the filmmaker weaves together the intricacies of the changing farming culture, and how a new community lifted his farm into a thriving organic co-operative. As more and more farms fall to large industrial farming companies, or suburbia, this story stands as to the power of a small group of people who value organic farming enough to fight for it. While financial loss is a reality the gains have been in the creation of a tight knit community, strengthening the skills of organic farming and passing that education to the next generation.<br />
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*Farmer John using film to connect with his viewers allows him to invoke sympathy for difficulties that, as explained in the film, many local farmers had been experiencing as corporate farms were beginning to sprout up around the mid-west in the 1980’s. His performances, after losing hundreds of acres of land that his family owned, displayed his shortcomings and voiced to many farmers that they too could soon be facing the same ordeal. This film displays civic intelligence through his method of including others, such as interns or families invested in his community support agriculture. They are able to gain knowledge through practice in a positive way. Different skills were utilized amongst farming, English speakers and Spanish speakers helped each other learn their language, individuals with skills in construction helped to build the new farmhouse. <br />
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<br />
*'''Patterns'''<br />
* Appreciative Collaboration (99)<br />
*The Good Life (3)<br />
*Community Currencies (63)<br />
<br />
==The Singing Revolution==<br />
''Directed by James and Maureen Tusty, Released in 2006''<br />
<blockquote>"Most people don’t think about singing when they think about revolution. But song was the weapon of choice when Estonians sought to free themselves from decades of Soviet occupation. The Singing Revolution is an inspiring account of one nation’s dramatic rebirth. It is the story of humankind’s irrepressible drive for freedom and self-determination.The Singing Revolution shares how, between 1987 and 1991, hundreds of thousands of Estonians gathered publicly to sing forbidden patriotic songs and share protest speeches, risking their lives to proclaim their desire for independence. While violence and bloodshed was the unfortunate end result in other occupied nations of the USSR, the revolutionary songs of the Estonians anchored their struggle for freedom, which was ultimately accomplished without the loss of a single life."</blockquote><br />
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In a 1939 Joseph Stalin and Adolph Hitler divided Eastern Europe into "spheres of special interest." As a result of this agreement, the USSR invaded, occupied, and established military bases in The Republic of Estonia. In 1940, Estonia was annexed by the Soviet Union. In 1941 Germany invaded the USSR and battled with the Soviet Republic on Estonian soil from that time until autumn of 1944 when the USSR reconquered Estonia. The Soviets occupied Estonia until the fall of the Soviet Union in 1991.<br />
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The Singing Revolution tells the story of Estonia from World War II to the restoration of their republic when the parliament issued a Declaration of Independence from the USSR on August 20, 1991. The central theme of the film is Estonia's rich tradition of song and how the Estonian people relied on those traditions to maintain their cultural identity, and ultimately used singing to unify and empower themselves in a way that resulted in them rising up against their oppressors and regaining independence.<br />
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==The Take==<br />
''Directed by Avi Lewis, Released in 2004''<br />
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==Transmission 6-10==<br />
''Directed by, Released in 2009''<br />
*<blockquote>“A brilliant expose about the current genocide and human rights crisis in China, centering around the pacifist religious group the Falun Gong. 10/10Using personal accounts, eyewitnesses, photographs, interviews, and stories from the people that actually endured the torture, Transmission 6- 10 brings the viewer into the stark reality that is Modern China. The film is painstakingly researched, and covers everything; from the start of the movement and ensuing persecution to the organ harvesting and genocidal nature of Chinese prisons and “justice”. This films cuts clear through the propaganda and shows the true intentions and actions of the Chinese government. Ample evidence is provided, from photos and personal accounts, to scholars and even official Chinese documents and press statements."(transmission6-10.com)</blockquote><br />
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* While this film documents the oppression of the Falun Gong, it also shows how one group fought for their rights to freedom of spiritual expression, under the veil of secrecy of communist China. Despite suffering the torture and genocide of large numbers of their group, they continued to fight to have their story known in the Western world.<br />
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==Pray the Devil Back to Hell==<br />
''Directed by Gini Reticker, released in 2008.''<blockquote> "Pray the Devil Back to Hell chronicles the remarkable story of the courageous Liberian women who came together to end a bloody civil war and bring peace to their shattered country.Thousands of women — ordinary mothers, grandmothers, aunts and daughters, both Christian and Muslim — came together to pray for peace and then staged a silent protest outside of the Presidential Palace. Armed only with white T-shirts and the courage of their convictions, they demanded a resolution to the country’s civil war. Their actions were a critical element in bringing about a agreement during the stalled peace talks.A story of sacrifice, unity and transcendence, Pray the Devil Back to Hell honors the strength and perseverance of the women of Liberia. Inspiring, uplifting, and most of all motivating, it is a compelling testimony of how grassroots activism can alter the history of nations." (praythedevilbacktoheall.com)</blockquote><br />
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*'''Patterns'''<br />
*Activist Road Trip (134)<br />
*Peaceful Public Demonstrations (133)<br />
*Matrifocal Orientation (9)<br />
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==Promises==<br />
''Directed by Carlos Bolado,and B.Z Goldberg, released in 2001''.<blockquote> "PROMISES follows the journey of one of the filmmakers, Israeli-American B.Z. Goldberg. B.Z. travels to a Palestinian refugee camp and to an Israeli settlement in the West Bank, and to the more familiar neighborhoods of Jerusalem where he meets seven Palestinian and Israeli children. Though the children live only 20 minutes apart, they exist in completely separate worlds; the physical, historical and emotional obstacles between them run deep. PROMISES explores the nature of these boundaries and tells the story of a few children who dared to cross the lines to meet their neighbors. Rather than focusing on political events, the seven children featured in PROMISES offer a refreshing, human and sometimes humorous portrait of the Palestinian-Israeli conflict."</blockquote><br />
'''*Patterns'''<br />
*Memory and Responsibility (11)<br />
*Peace Education (56)<br />
*Voices of the Unheard (83)<br />
*Power of Story (114)<br />
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==Rize==<br />
''Directed by David Chapelle, released in 2005''<br />
*[[File:Large Rize1.jpg]]<blockquote>"Rize" reveals a groundbreaking dance phenomenon that’s exploding on the streets of South Central, Los Angeles. Taking advantage of unprecedented access, this documentary film brings to first light a revolutionary form of artistic expression borne from oppression. The aggressive and visually stunning dance modernizes moves indigenous to African tribal rituals and features mind-blowing, athletic movement sped up to impossible speeds. “Rize” tracks the fascinating evolution of the dance: we meet Tommy Johnson (Tommy the Clown), who first created the style as a response to the 1992 Rodney King riots and named it “Clowning”, as well as the kids who developed the movement into what they now call Krumping. The kids use dance as an alternative to gangs and hustling: they form their own troupes and paint their faces like warriors, meeting to outperform rival gangs of dancers or just to hone their skills. For the dancers, Krumping becomes a way of life – and, because it’s authentic expression (in complete opposition to the bling-bling hip-hop culture), the dance becomes a vital part of who they are. Like “Paris is Burning” or “Style Wars” before it, “Rize” illuminates an entire community by focusing on an artform as a movement that the disenfranchised have created. But the true stars of the film are the dancers themselves: surrounded by drug addiction, gang activity, and impoverishment, they have managed to somehow rise above. The film offers an intimate, completely fresh portrayal of kids in South Central as they reveal their spirit and creativity. These kids have created art – and often family – where before there was none.</blockquote> <br />
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*Charting new dance movements among youth of South Central LA, called Krumping and Clowning. Founded by ex gang members to reduce the amount of youth entering the gang lifestyle. The documentary follows several groups of dancers as they practice as teams for the annual dance competition,"BattleZone". Many of the dancers have been impacted by the gang activity in their neighborhoods, or lost family members as a result of shootings. This film shows the impact of civic intelligence through the power of art in the community, resulting in a reduction of local youth getting involved with gangs. Through the activity of community dance these youth are able to create a new family structure, through team dancing. Interesting to note that the Crips and Bloods originally emerged due to the inability of black male youth to enter Cub programs in LA.<br />
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==Run Granny Run==<br />
*''Directed by Marlo Poras, released in 2002''<br />
*[[File: Unknown.jpeg]]<br />
<blockquote>Doris "Granny D" Haddock, died at the ripe age of 100, lived in the woods between Dublin and Peterborough, New Hampshire, made famous as Our Town by Thornton Wilder. She was born January 24, 1910 in Laconia, New Hampshire and attended Emerson College before marrying James Haddock.Doris raised two children during the Great Depression and later she worked at a shoe company for twenty years. With her husband, Jim, Doris helped stop the planned use of hydrogen bombs in Alaska in 1960, saving an Inuit fishing village at Point Hope. The couple retired in 1972, during which time Doris served on the Planning Board of her town and was active in community affairs. She nursed Jim through 10 years of Alzheimer’s disease.<br />
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After the defeat of Senator McCain and Senator Feingold's first attempt to remove unregulated "soft" money from campaigns in 1995, Doris became interested in campaign reform and led a petition movement. On January 1, 1999–at the age of 89–she began a 3,200–mile walk across the country to demonstrate her concern for the issue, walking ten miles each day for fourteen months. Doris traveled as a pilgrim, walking until given shelter, fasting until given food. With the unflagging generosity of strangers she met along the way, Doris never went without a meal or a bed. She trekked through over 1,000 miles of desert, climbed the Appalachian Range in blizzard conditions and even skied 100 miles after a historic snowfall made roadside walking impossible. When she arrived in Washington D.C., Granny D was met by 2,200 supporters representing a wide variety of reform groups. Several dozen members of Congress walked the final miles with her. Granny D walking with supporters It took two more years to gain passage of the McCain/Feingold bill, during which time Doris engaged in walking fasts around the Capitol, organized rallies in many states, and held demonstrations that twice landed her in DC jails.<br />
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In 2003, Doris had her eyes on the upcoming election, and so she drove around the country on a 22,000 mile voter registration effort targeting working women and minorities. This trek was cut short in June 2004, when Doris heard that the presumed Democratic nominee for U.S. Senate in NH had dropped out of the race days before the filing deadline. 94 years old and still eager to "raise a little hell," Doris surprised everyone by deciding to challenge the Republican incumbent. Her insurgent, grassroots campaign defied all expectations. Politicians and pundits alike have lauded the work of this indefatigable great–grandmother of sixteen: “I believe she represents all that is good in America. She has taken up this struggle to clean up American politics… Granny D, you exceed any small, modest contributions those of us who have labored in the vineyards of reform have made to this Earth. We are grateful for you.” Sen. John McCain “Doris Haddock is a true patriot, and our nation has been blessed by her remarkable life.” Jimmy Carter “The problem with Granny D…is that she makes the rest of us look like such schlumps.” (www.grannyd.com)</blockquote><br />
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*'''Patterns'''<br />
*Everyday Heroism (116)<br />
*Follow the Money (135)<br />
*Activist Road Trip (134)<br />
*Peaceful Demonstrations (133)<br />
<br />
==Rural Studio==<br />
''Directed by Chuck Schultz, released in 2003''<br />
<br />
==Sir! No Sir!==<br />
''Directed by David Zeigler, released in 2005''.<blockquote>"This feature-length documentary focuses on the efforts by troops in the U.S. military during the Vietnam War to oppose the war effort by peaceful demonstration and subversion. It speaks mainly to veterans, but serves as a ready reminder to civilians that soldiers may oppose war as stridently as any civilian, and at greater personal peril." (IMDB)</blockquote><br />
*'''Patterns<br />
*<br />
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==The Trials Of Darryl Hunt==<br />
''Directed by Ricki Stern and Annie Sundberg, released in 2006''<br />
<br />
<blockquote>"North Carolina, 1984. A brutal murder leaves a white woman dead, and a young black man accused. This exclusive portrait of a harrowing wrongful conviction offers a provocative and haunting examination of a community – and a criminal justice system — subject to racial bias and tainted by fear.“The Trials of Darryl Hunt” documents a brutal rape/murder in the American South, and offers a deeply personal story of a wrongfully convicted man, Darryl Hunt, who spent twenty years in prison for a crime he did not commit.In 1984, a young white newspaper reporter, Deborah Sykes, was raped, sodomized and stabbed to death just blocks from where she worked in Winston-Salem, NC.Base on an ID made by a former Klan member, a 19-year-old black man, Darryl Hunt, was charged. No physical evidence linked Hunt to the crime. Hunt was convicted by an all white jury, and sentenced to life imprisonment. In 1994, DNA testing cleared Hunt, yet he would spend another ten years behind bars. The film chronicles this capital case from 1984 through 2004. With personal narratives and exclusive footage from two decades, the film frames the judicial and emotional responses to this chilling crime – and the implications surrounding Hunt’s conviction — against a backdrop of class and racial bias in America.This unique look at one man’s loss and redemption challenges the assumption that all Americans have the right to unbiased justice.(BreakthruFilms)</blockquote><br />
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==Very Young Girls==<br />
*<blockquote>Very Young Girls is an exposé of the commercial sexual exploitation of girls in New York City as they are sold on the streets by pimps and treated as adult criminals by police. The film follows barely adolescent girls in real time, using vérité and intimate interviews with them, documenting their struggles and triumphs as they seek to exit the commercial sex industry. The film also uses startling footage shot by pimps themselves, giving a rare glimpse into how the cycle of exploitation begins for many women.The film identifies hope for these girls in the organization GEMS (Girls Educational and Mentoring Services), a recovery agency founded and run by Rachel Lloyd, herself a survivor of commercial sexual exploitation. GEMS is committed to ending commercial sexual exploitation and domestic trafficking of children by changing individual lives, transforming public perception, and revolutionizing the systems and policies that impact commercially sexually exploited youth. Very Young Girls will change the way law enforcement, the media, and society as a whole look at the commercial sexual exploitation, street prostitution, and human trafficking that is happening right in our own backyard.</blockquote><br />
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==References==<br />
<br />
*http://www.bluevinyl.org/<br />
*http://www.breakthrufilms.org/the-trials-of-darryl-hunt/<br />
*http://www.promisesproject.org/film.html<br />
*http://www.praythedevilbacktohell.com<br />
*http://www.angelicorganics.com<br />
*http://www.listeningprojectfilm.com<br />
*http://www.thegarbagewarrior.com<br />
*http://www.thepowerofforgiveness.com<br />
*http://www.moriahfilms.com<br />
*http://www.grannyd.com<br />
*http://www.thesingingrevolution.com<br />
*http://www.irispictures.com<br />
*http://www.imdb.com<br />
*http://www.cabincreekfilms.com<br />
*http://www.davidchappelle.com<br />
*http://www.breakthrufilms.com<br />
*http://www.thegardenmovie.com<br />
*http://www.forlibertymovie.com<br />
*http://topdocumentaryfilms.com/the-911-chronicles/</div>Rogjoh26