Spatial Reserves

The Internet Society has created and hosts an intriguing, useful course entitled “Digital Footprints” which I think would be of interest to the readers of our Spatial Reserves Data & Society blog: https://www.internetsociety.org/learning/digital-footprints/. We have written about location privacy many times over the past 13 years in this space, including, “is it a legitimate concern?“, in autonomous cars, while shopping at physical stores, an everyday life scenario, and how to teach about location privacy.

As we are always advising readers of this blog to develop critical thinking, here, it is appropriate to ask questions about the provider of this course; in this case, the Internet Society. The goal of the Internet Society is to “support and promote the development of the Internet as a global technical infrastructure, a resource to enrich people’s lives, and a force for good in society.” Their work “aligns with our goals for the Internet to be open, globally connected, secure, and trustworthy. We seek collaboration with all who share these goals.” Also, keenly aligned with this Spatial Reserves blog, the site says “we believe the Internet changes lives. But only when people can access, trust, and use it safely.”

According to the course description, “This course gives you an understanding of the different trails that you are leaving on the Internet and how this might affect you. While it is not possible to have zero digital footprints, the first steps toward reducing your digital footprint and managing your digital identity are simple.”

I particularly like the goal of module 4 of the course, “Are digital footprints a problem?”, which states that “Learners will be able to critically assess the risks associated with data breaches, identity theft, and surveillance, and argue for or against the importance of online privacy.” The other outcomes and modules are:

Module 1: What is a digital footprint?

• Students will be able to articulate a clear definition of a digital footprint and provide examples of both positive and negative consequences.

Module 2: Why did we start leaving such big digital footprints?

• Learners will be able to describe various ways in which individuals unknowingly contribute to their digital footprint, such as social media activity, online purchases, and web browsing history.

Module 3: What is the economic bargain for internet users?

• Students will be able to discuss how companies and organizations profit from user data, and how this impacts individual privacy and societal well-being.

Module 4: Are digital footprints a problem?

• Learners will be able to critically assess the risks associated with data breaches, identity theft, and surveillance, and argue for or against the importance of online privacy.

Module 5: Do different devices make digital footprints?

• Students will be able to identify the unique digital footprints created by various devices, such as smartphones, laptops, and IoT devices, and explain how these footprints differ in terms of data sensitivity and potential risks

Module 6: How can I manage my digital footprints?

• Learners will be able to implement practical techniques, such as strong passwords, privacy settings, and secure browsing habits, to minimize their digital footprint and protect their personal information.

Module 7: Who is tracking me and how do they do it?

• Learners will be able to recognize the various actors involved in online tracking, including advertisers, data brokers, and government agencies, and explain the tactics they use to collect user data.

Module 8: What dynamics are at work in the world of digital footprints?

• Students will be able to compare and contrast how different cultures and legal systems view digital privacy and the implications for individual rights and societal norms.

Module 9: How does legislation affect digital footprints?

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You can be a guest or a member of the Internet Society to take the course. I salute them for offering such a course.

I look forward to hearing your reactions to the course.

–Joseph Kerski

The development of a beta version of an Item Details assistant in ArcGIS Online, I believe, will greatly aid in creating metadata, and subsequently help people make smarter decisions about whether data are “fit” for their use.

Read more about the item details assistant, here:

https://www.esri.com/arcgis-blog/products/arcgis-enterprise/announcements/introducing-item-details-assistant-beta

According to the above documentation, the “Item Details assistant leverages AI to make metadata more complete and ready to use. Users interact with generative AI to receive suggestions for completing or further enriching their metadata directly on the item page. You can create or improve your item’s title, summary, description, tags, and attribute field information.” How many times have you skipped the metadata section or provided the bare minimum of information, because you are in a rush to get to the mapping and analysis stages in your workflow? I confess that I have done so, but this assistant will help while you are creating the content items in your ArcGIS Online organization, but also, when you do carve out some time, to go back and populate the metadata. This is especially critical when you are sharing your content with others, but also, it will help you understand your own data, even if none of it is being shared.

What’s more, the metadata you create on the item page automatically syncs with the standards-based metadata (e.g. ISO, FGDC CSDGM). And, you can sync your attribute fields and field details using the metadata editor. See the Sync Attribute Fields Using the Metadata Editor blog to learn more.

For more information:

Blog Essay: Introducing the Item Details assistant (beta) – helping you create and enhance information about your content

Early Adopter Community: https://earlyadopter.esri.com/ItemDetailsAssistant

Esri Live Training Seminar: Metadata Essentials for AI‑Ready GIS

Remember that your ArcGIS Online or Enterprise administrator needs to enable AI assistants first, before you can use them.

I’ve tested this on my own content and while not perfect, the assistant has greatly aided fleshing out the metadata on the items that I’ve been too rushed to fill out while I was creating them (maybe that has happened to you a few times? :-)).

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I look forward to your thoughts on this and if you are already using this, what your reactions are.

–Joseph Kerski

Not long ago I was proud to be cited as the Biggest Map Nerd in the World in “Chris The Producer’s” video on mapping a missing city in Google Street View. That video, located here: https://spatialreserves.wordpress.com/2026/03/09/mapping-a-missing-city-in-google-street-view/ touched on much broader discussion about areas that are mapped and areas that are not mapped in Google Street View, and other tools. As such I highly recommend reading this essay and watching the video.

Chris The Producer has since created another video that is aligned with many of the themes of the Spatial Reserves data and society blog, namely location privacy, entitled “I spent 7 days evading America’s 82 MILLION surveillance cameras”, at this link. Fitting Chris’ style of being informative, witty, and fun, but also not shying away from very real and broader issues, I encourage you to watch this video and use it in courses you teach and conversations you have with colleagues. Chris helpfully breaks down 5 layers of surveillance, and thoughtfully discusses the benefits and concerns associated with cameras in public spaces in the community, and even on people’s doorbells. I found the sections where Chris dons a sheet to cover his view from local cameras amusing and thought provoking, and his discussion with local law enforcement was illuminating. Indeed, from this short 20 minute video, many lines of discussion and thought can be drawn, and thus I have already found it extremely useful in conjunction with my geography and GIS courses, and I trust you will as well in your work and everyday discussions.

Once during a conference at Texas State University, I met a graduate student in geography who was keen on living “off the grid.” I’m not sure if the grad student was conducting their own study that would fit into a master’s thesis, or if the student was just low on finances, but I found this fascinating. The student didn’t use credit cards. The student did bathe at the campus rec center and also was on campus for classes, but this was back in 1996, probably before any cameras were on campus or in the community. Was the student truly “off grid” or not? If yes, would the person be able to live and be off grid as a university student today?

Chris reports that 82 million CCTV cameras currently exist in the USA alone. I was in the UK, Greece, and Austria recently and saw many of them there as well. Certainly these cameras and the bubbles encasing them have been obvious in airports and banks for years. But I challenge you to go to a gas station, store, or a major street intersection and not find a camera. Let me know what you find out there on the landscape, and what your thoughts are about this, in the comments below.

One of Chris’ “evading” techniques.

For more on Location Privacy in this blog space, see:

https://spatialreserves.wordpress.com/?s=location+privacy

And one of my favorite resources that I have used in many courses is the discussion with “REPO MAN” here:

Teaching and learning about geo-ethics with the Geoprivacy video series

I look forward to your reactions.

–Joseph Kerski

The federal data field guide is a new comprehensive guide to US federal data, and because it contains some true gems and unexpected surprises with regards to geospatial data, I believe it will be of great use to the readers of Spatial Reserves.

The purpose of this guide is to “provide a more complete context for federal data users and stakeholders that will inspire them to consider a broader range of data types in their research and advocacy; we also hope it will also inform national dialogues about the future of federal data.”

The Guide is organized into eight primary categories of federal data, each representing distinct collection methods, policy frameworks, and use cases, shown in the graphic below.

Under geospatial data, the first data set highlighted is one I had not explored before, the https://www.nabatmonitoring.org/ North American Bat Monitoring Program. This is just one of many examples of intriguing data sets featured, and one reason the guide is so interesting. The National Bridge Inventory and the GIS section of the Department of Heath & Human Services are also featured, among many others.

This field guide focuses primarily on publicly available datasets created, maintained, and published by executive branch agencies of the federal government. This Guide does not include sensitive or classified datasets, or derivative works such as reports or interactive web tools that use data.

I highly recommend that you not limit yourself to just the geospatial section, because if you do, you will miss out on the other geospatial gems in the other sections, such as the maritime limits and boundaries, Census Designated Places, Data Quality section, and the section on geospatial data governance. I also recommend browsing the many other data items listed, because as we have discussed many times in this blog space, an increasing amount of non-spatial data can be tied to locations and imported and mapped in a GIS.

As such I think this guide is useful to all in the GIS sector as a research aid, but also to those in GIS instruction, as a teaching aid and a good check on “what to include” in courses. The guide is a product of the Executive Fellowship in Applied Technology Policy, a joint program of UC Berkeleyʼs School of Information and Goldman School of Public Policy, and I salute them and all who were involved in this important, comprehensive, effort.

I look forward to hearing how you used the guide!

—Joseph Kerski

Way Back – 1990s.
When I conducted GIS and GPS workshops back in the 1990s, when I worked at the USGS, I used to rejoice when our position was within 100 meters of our plotted location on our GIS. Yes, 100 meters! I know it sounds like the “stone age” but we were grateful to be within 100 meters when considering the entire Earth. This was before the GPS Selective Availability was turned off. The base layer we were using in a GIS was typically a scanned rectified DOQ – Digital Orthophotoquad. Sometime I need to dig up some graphic results of these workshops and share them with you all.

Back in 2014
Back in 2014, I tested the accuracy of smartphone positional accuracy in a small tight area by walking around a track. My results are in a screen capture and essay, here:  The accuracy of smartphone positional accuracy in a small tight area, walking around a track. 

Fast Forward to 2018
In 2018, during a visit to teach GIS workshops at Carnegie Mellon University, I decided to re-test, again on a running track.  My hypothesis was that triangulation off of wi-fi hotspots, cell phone towers, and the improved GPS constellation would have improved the spatial accuracy of my resulting track over those 4 intervening years.

After an hour of walking, and collecting the track on my smartphone with a fitness app (Runkeeper), I uploaded my track as a GPX file and created a web map showing it in ArcGIS Online.  Open this map > use bookmarks > navigate to the Atlanta and Pittsburgh (Carnegie Mellon University) locations (also shown on the graphic below on the left and right, respectively).   Once I mapped my data, my hypothesis was confirmed:  I kept to the same lane on the running track, and the width of the resulting lines averaged about 5 meters, as opposed to 15 meters on the track from four years ago.  True, the 2014 track variability was no doubt in part because I was surrounded by tall buildings on three sides (as you can see in my video that I recorded at the same time) , while the building heights on the Carnegie Mellon campus were much lower.  However, you can measure for yourself on the ArcGIS Online map linked above and see the improvement over those two tracks taken just 4 years apart.

I did another test while at Carnegie Mellon University: During my last lap on the track, I moved to the inside lane.   This was 5 meters inside the next-to-outer lane where I completed my other laps.  I wanted to see whether this shift would be visible on the resulting map.  It is!  The lane is clearly visible on the map and on the right side of the graphic below, which I labeled as “inside lane.”

To explore further, on the map above, go to > Contents, to the left of the map, and turn on the World Imagery Clarity layer.   Then use the Measure tool to determine how close the track is to the satellite imagery (which isn’t perfect either, but see teachable moments link below).  You will find that at times the track was 0.5 meters from the image underneath Lane 1, and at other times 3.5 meters away.

Both tracks featured “zingers” – lines stretching away from the actual walking tracks, resulting from points dropped as I exited the nearby buildings and walked outside, as my location based service first got its bearing.  But again, an improvement was seen:  The initial point was 114 meters off in 2014, but in 2018, only 21.5 meters.  In both cases, as I remained outside, the points became more accurate.  When you collect data, the more time you spend on the point you are collecting, typically the more spatially accurate that point is.

Comparison of tracks taken with the same application (RunKeeper) on a smartphone four years apart illustrate the improvements in positional accuracy over that time. 

Fast Forward to 2026
In 2026, I visited another track and traveled counterclockwise around it about 15 times. This time, I was on a trike, and I also kept to the outer 2 lanes of the running track. I saved the track from a fitness app as a GPX, converted it to a shapefile, and uploaded the shapefile to ArcGIS Online; results are here. The yellow lines represent my track. Notice that even though I was just collecting this with an ordinary smartphone, the spatial accuracy has markedly improved from 2018.

Here is the same collected track on the OSM Open Street Map basemap:

To dig deeper into issues of GPS track accuracy and precision, see my related essay on errors and teachable moments in collecting data, and on comparing the accuracy of GPS receivers and smartphones and mapping field collected data in ArcGIS Online here.

Using the default satellite image behind the track, but then also with some much appreciated high resolution (.152 m, or 6″) metro-Denver area photography that my colleagues here in Colorado collected, I measured the offset between some of my tracks and the white lines representing the lanes on the track, and most were under 1 meter offset. Even taking into account the fact that the image is not perfect in terms of position, either, this 0.86 meters between my track and the lane as visible in the imagery is still impressive (see below). I have noticed the same accuracy improvements using survey tools such as ArcGIS Field Maps and ArcGIS Survey123.

Also of note is that my track points were placed in my data about every 10 meters, shown below as small yellow dots.

Location based services on the smartphone still do not yet deliver the spatial accuracy for laying fiber optic cable or determining differences in closely-spaced headstones in cemeteries (unless a device such as Bad Elf or a survey-grade GPS is used).  Articles appeared beginning 10 years ago that predicted spatial accuracy improvements in smartphones.  Even today, though, I was quite pleased with my track’s spatial accuracy, particularly in 2026.  I was even more pleased considering that this high school, where I have taught numerous GIS courses and field experiences, is in a notorious dead zone in terms of cell phone coverage, in the lee of a large conglomerate mountain with multiple radio towers. I am not sure what these two aspects of the mountain have to do with cell phone reception, and what the cell phone reception may or may not have to do with the positional accuracy here, but suffice it to say that I was very happily impressed with the results. To highlight one more aspect of the position, I want to point out that a set of equipment used for the school’s football team was sitting on Lane 6 of the track at the tip of the arrow shown below. My circuits around around the field clearly show me avoiding this equipment in the bending of the tracks below:

Comparing the tracks across 12 short years, from 2014 to 2026, is really quite amazing. What will the future bring?

On this same blog space are my experiments on steep slopes vs flat lands, cell phones vs GPS receivers, and interference from vegetative cover, tall buildings, and steep canyon walls.

I look forward to your reactions. Happy field data collection and mapping!

–Joseph Kerski

The On The Map tool https://onthemap.ces.census.gov/ from the US Census Bureau provides a wealth of data and maps to examine. As a former geographer at the US Census Bureau, I love all things census and demographic data, and this is one of my all time favorite resources they have created. I have taught with this in many subject areas and in many universities and secondary schools, online and face to face. It makes an excellent research tool as well.

This resource is part of The Longitudinal Employer-Household Dynamics (LEHD) program, which is in turn part of the Center for Economic Studies at the US Census Bureau: “The LEHD program produces cost effective, public-use information combining federal, state and Census Bureau data on employers and employees under the Local Employment Dynamics (LED) Partnership. State and local authorities increasingly need detailed local information about their economies to make informed decisions. The LED Partnership works to fill critical data gaps and provide indicators needed by state and local authorities.”

Why? Not only is there richness of data, but the site allows you to conduct spatial analysis using web GIS capabilities. You can start an analysis by using a tool such as Search, Import Geography, or Load an .OTM (On The Map) file. The site is user friendly with hover-over Help icons located throughout the application. Sections in the control panel can be collapsed or opened by clicking the section title. Workforce statistics include Origin-Destination (OD), Residence Area Characteristics (RAC), and Workplace Area Characteristics (WAC) for detailed areas such as census blocks. You can obtain jobs by private or public sector, NAICS industry, ethnicity, educational attainment, and more. The geography can be exported by shapefile, KML, or CSV for further analysis in your chosen GIS tools, and the reports can be exported as PDF, XLS, and HTML. For a helpful document to get started, see: https://lehd.ces.census.gov/doc/help/onthemap/GettingStartedwithOnTheMap.pdf

I highly recommend using this resource for research and for instructional purposes.

Below is one of my favorite features, the inflow-outflow employment map, for Cheyenne County, Kansas.

Another example below shows data and maps for zip code 50309 in Iowa, where you can see those who live in that zip code, where they work, and that the strongest directional pull is to the west for jobs in the west side of the metropolitan area (Des Moines).

Next, see map of those who work in the 50309 ZIP Code and where they live.  Where people reside is more dispersed, though the strongest pull for downtown workers comes from communities in the west.

I look forward to your reactions and how you are using this resource.

–Joseph Kerski

As we have advocated many times in this blog space for over a decade, a bit of time spent researching data resources up front can save much time later. This especially matters when you are up against a project deadline (and as we all know, this is *most* of the time). As we have also written, sometimes regional and local data libraries are more useful starting points than national or international data portals, depending on the theme and what you are seeking.

A case in point on the two above statements is the wealth of data on NOAA’s regional climate data center libraries: https://www.ncei.noaa.gov/regional/regional-climate-centers

The regional centers are housed in different locations. Based on the recommendation of a colleague, I have spent most time with the Midwest one, out of Purdue University: https://mrcc.purdue.edu/. Data available include freeze dates and probabilities, days without precipitation, heating degree days, and data on soil temperature, snowfall, and much more. Thankfully, much of the data is GIS-compatible and in a variety of formats. Time periods range from daily, monthly, seasonal, annual, and historical; scales range from regional to state to county to local weather stations.

Especially useful for educators and those training fellow staffmembers are apps such as the Ag Climate Dashboard: Recent conditions, forecasts, crop models, and more. Another resource useful for educators teaching cartography is the wide variety of map types for students to evaluate and learn about dot density, choropleth, interpolated surface, and others.

I look forward to your reactions to this resource.

–Joseph Kerski

Over the years we have written about GIS and law many times given its relevance to society. Among other essays, we reviewed a set of essays about spatial law, a case study of boundary law, and “can I use that picture? considerations here.

Geospatial Law, Policy and Ethics: Where Geospatial Technology is Taking the Law is a new book from an author I greatly respect. One of my favorite aspects of it is that it is written for geospatial professionals, not lawyers. In it, Kevin D. Pomfret’s purpose is to explain the key legal, policy and ethical issues that are restricting the full potential of geospatial information. Kevin says that because most lawyers do not understand geospatial technology or applications, geospatial professionals need to have a solid understanding of how these issues are impacting their work in order to develop solutions. The legal framework developing around AI is making knowledge of geospatial law even more critical. It is clear, relevant, and much needed.

Per the publisher Routledge, the book “explains how these issues cut across both legal and technology domains and how they impact geospatial information management across the globe. While focused on the USA, the framework and analysis can be applied to other nations and legal systems. Key topics covered include intellectual property, privacy, data protection, data quality and liability, security, ethical issues, licensing, and the impact of existing and emerging technologies, such as artificial intelligence, satellites, drones, software, machine learning, small satellites, and 5G. The book includes helpful features, such as a glossary of key legal terms and further reading, and is accompanied by digital supplements in the form of PowerPoint slides for each chapter.Geospatial Law, Policy and Ethics is the ideal companion for advanced undergraduate and graduate-level students of Geographic Information System (GIS), remote sensing geospatial intelligence, geospatial studies, and spatial data science courses. It will also be of interest to geospatial professionals employed in industry, government, or research.”

Chapters include:

• What Is Geospatial Law?
  Intellectual Property Rights in Geospatial
  Location Privacy
  Data Quality and Liability Considerations
  The U.S. Government as a Regulator
  Security Laws and Policies Associated With Geospatial Technology
  Licensing of Geospatial Information
  Ethics and Other Nongovernmental Instruments
  Selling Geospatial Products and Services to the U.S. Government
  Role of Federal Civil Agencies in Geospatial Information Management
  Role of Defense and Intelligence Agencies in Geospatial Information Management: Geospatial Intelligence
  Where Geospatial Technology Is Taking the Law
  Plus:  Additional Readings and an Index.

As an educator, I greatly appreciate the author’s provision of the slides and the accessible and understandable nature of the entire book on a very important topic for our times.

As geospatial technology increasingly impacts all aspects of society, including its legal aspects, I highly recommend that geospatial professionals read this new and important book, and I would be interested to hear your reactions,

—Joseph Kerski

As this blog and our book is all about GIS, data, and society, we frequently discuss what areas are mapped, and what areas are NOT mapped with specific tools. Chris The Producer recently set out to map a missing city from Google Street View. His thesis statement included: “Google Maps is one of the most insane projects humans have ever pulled off. Cars, satellites, planes, billions of photos… basically the entire planet, stitched together so you can drop a little yellow pegman guy anywhere and look around. Except for one place… North Oaks, Minnesota.”

As a part of Chris’ quest, I was happy to chat with him. What I didn’t expect is for me to get the title of “The Biggest Map Nerd in the World” in Chris’ video, which was indeed a great honor! I’m not sure if I qualify, but I was glad to be a part of this important conversation!

More importantly, I encourage you to watch Chris’ video, which is here:
https://youtu.be/gtiiHXsnsrY?si=s9cKb9BIHKGD3tsB

After you watch the video, aligned with the themes of what is included and what is left off of maps, and about location privacy, read the following line of text and then the following short entries:

• UAV imagery off a Tower in San Francisco.

• Teaching Location Privacy with a Big Pixel Image.

• Location Privacy while shopping at physical stores.

• Shining a Torch on Location Privacy.

As a 21st Century human, Google Maps is probably one of your most frequently used tools. I use it all the time as well! I use it, as you probably do as well, to measure hiking, biking, or driving distances, to find out what the turning intersections look like, to find local businesses, or my way across campus. I use it to plan new places to explore. I used it this month to determine what the office building looked like from the front where I would be teaching a GIS course.

As a geographer and educator, I also use Google Maps extensively. With its street and imagery basemaps, and the billions of images in its Street View (along with the trails and river views in the same tool), Google Maps and Street View is one of my all time favorite instructional tools. I use it to teach about physical regions (grasslands, lava, deserts, tropical rainforests, etc, physical processes (including climate and weather, rivers, coastal processes, and more), business types and locations, economic health and stagnation, and cultural regions and processes (language, housing type, population change, left-vs-right hand driving, urban forms, agricultural practice and crop type), and much more. I teach some of these same themes in 3D with Google Earth.

However, there are concerns with any mapping tools. Mapping has always been a value-laden enterprise, with many ethical decisions that must be made along the way (which we also discuss in this blog; search the blog for “ethics” for example). With all of this in mind, watching the above video and reading the above texts will provide many fruitful points of discussion with students and colleagues with which you interact, either in formal class settings or during informal chats. Questions you could raise could include:

• Do you think North Oaks Minnesota had a legitimate reasons for not wanting to be covered by the Street View imagery? Do you think it had the legal right not to be covered?
• In our book, published 2012, we noted that most of Germany had successfully blocked Google Street View up to that time. At a small scale, pull up Google Maps, set the scale so that you are looking at all of central Europe at once, and click on the Street View icon. Observe Germany. Is Germany still largely uncovered by Google Street View as we reported in 2012, or has the situation changed?
• What countries in Europe, if any, are still largely uncovered by Google Street View images? At the time of this writing, Belarus seems notably devoid of Google Street View images. Which countries in Asia, Africa, and South America are noticeably absent in these images? Note that Australia has many Street View images, but the interior is lacking–name one reason why this might be the case.
• What if a person wanted to blur their residence in Google Street View? See my recent essay on this topic, here: Blurring of residences in Google Street View.
• While still in Google Street View > search and find North Oaks, Minnesota, which is the subject of Chris’ video. What is the Street View coverage there today?
• In the video, Chris describes how he obtains a UAV license and flies a UAV in the community. With tools such as Drone2Map, SiteScan, and Pix4D, it has become fairly straightforward to bring UAV imagery into a GIS. How is do-it-yourself imagery via UAVs (Drones) becoming a key part of GIS workflows and geotechnologies? See some of our essays on this topic here. On the education side, most community college and university remote sensing/GIS programs include at least one course dedicated to UAVs, and if not, include it in their existing remote sensing courses. Even some secondary schools I work with include this type of imagery in their courses, and a few even fly their own imagery.
• Perhaps most importantly, who decides what gets mapped?  The crowdsourcing mapping movement, of which Chris provides a good example of, involves ordinary people creating useful mapping content.  One of the earliest examples of mapping making a difference is in the Darfur situation in Chad and Sudan.  Other examples include the ones we describe in this blog, including iNaturalist, OpenStreetMap, and probably the most famous of all, when local people mapped the Kibera neighborhood in Kenya, the government began to take action to supply the community with much needed infrastructure, sanitation, schools, and much else. 

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Read and reflect upon the above points and stories and consider that: Mapping is never just about putting things on a map, it is about understanding our world and making positive changes happen in our world, from the global scale to our own communities.

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I look forward to your reactions,

–Joseph Kerski