GEOG - 447 - Peacemaking and Peacebuilding

Zee Archive: 2024-2025 UNDERGRADUATE - Course Revision/Deactivation proposal

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Course Information
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  • READ BEFORE YOU BEGIN

    • Run an Impact Report from the top menu to judge the impact this course has on curricula and attach the report to the proposal by clicking the PAPERCLIP icon. Right click on the report that is generated and print to a PDF in order to attach it to the proposal. Run the report prior to changing the code for any revisions.
      • For instructions on running an impact report, click here.
    • All action on a crosslisted course must be taken by the course owner. If a course is adding a crosslisting, it MAY NOT be crosslisted with an existing course. Attach support letter(s) from the cross-listing department(s) by clicking the PAPERCLIP icon. Proposals that do not have a support letter from corresponding departments will not be crosslisted.

    For questions about this form, contact curriculog@udel.edu.

    INSTRUCTIONS

    1. Select the Proposal Type below.
    2. Run an Impact Report from the top menu to judge the impact this course has on curricula and attach the report to the proposal by clicking the PAPERCLIP icon to the right.
      • For instructions on running an impact report, click here.
    3. Complete the proposal, including the Catalog Data section, providing letters of support, completing additional relevant fields and attaching any pertinent and required documents.You will not be able to launch the proposal without completing required fields marked by an asterisk.
    4. To submit the proposal and send it to the next step, click "Validate and Launch Approval Process" at the top or bottom of the screen.


  • Proposal Type:*
  • Department:*
  • Course Type:*
  • Prefix:*
    Code:*
    447
    447
    Run an impact report on the original number prior to revising the code.
  • Course Title:*
    Peacemaking and Peacebuilding
    Peacemaking and Peacebuilding
  • Indicate the nature of the revision or deactivation:*

    This course revision is to request that GEOG447 to be approved as a Discovery Learning Experience course while keeping its approvals as meeting the Multicultural  and the History and Cultural Change course requirements.

  • Justification of revision or deactivation:*

    A major component of the learning experience in GEOG447 is a required internship of at least 4 hours per week in a choice from pre-approved, pre-arranged internships with organizations whose mission is to achieve some facets of peace locally, regionally or internationally.  Students may also request to work with an organization of their choice, subject to the professor's approval. To publicize GEOG447's learning opportunities to students, having this course listed among the DLE options is requested and very appropriate.

    GEOG447 is also approved as meeting the multi-cultural requirement and the history and cultural change requirements which the impact report certifies.

    Justify the need to revise the course or the reason to deactivate the course.
  • Identify and justify any effect on other courses in your department or in another department:

    The Department of Geography currently does not offer DLE-approved classes. Therefore, approving this course as meeting the DLE requirement and listing it as a DLE course has a positive impact on the department.

    Specifically list other departments chairpersons and/ or faculty consulted and summarize results of discussion.
  • If this course is required by majors/minors/concentrations, outline how this course relates to the overall program goals:

    This course, GEOG447, is required as a synthesis course for the Peace and Justice Studies minor. It provides students with readings by renowned scholar/practitioners in the fields of peacemaking and peacebuilding with a major consciousness of justice issues.  This course takes students' knowledge to a more advanced level than GEOG204, the introductory course for the minor. Through an internship required in the course, students apply critical thinking skills and academic skills and knowledge learned in their peace and justice studies to real-world work for greater peace. Students reflect on their learning experiences and increased multi-cultural awareness through keeping a journal and writing a summary paper of new awareness, understanding, and application of skills and knowledge. 

  • Instructor reference:
    Nancy Boyer
    Nancy Boyer
    Enter the faculty name to whom questions may be directed.
  • Additional comments about this course:
    These comments are for approver reference only and will not be stored in UDSIS.

  • University-level Requirements

    **Only select a category for NEW nominations**

    If you are not proposing any changes to University-level requirement eligibility for this course, you can skip this section.

  • Select University Requirement option(s)
Catalog Data
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  • SHORT TITLE: (UPPERCASE)*
    PEACEMAKING AND PEACEBUILDING
    PEACEMAKING AND PEACEBUILDING
    Please limit to 30 UPPERCASE characters.
  • Credit(s) for Catalog Display:*
    3
    3
    For variable credits hyphenate, ex: 1-6
  • Min Credits:*
    3
    3
    Max Credits:*
    3
    3
  • Can this be taken more than once per term?*
  • Can this be repeated for credit?*
  • Total Allowed Credits:*
    3
    3
    Total Allowed Credits is the number of credits a student can take and count towards graduation. Must be a multiple of the credit (or the Min of a variable credit course). Example: Three credit course can be repeated once for credit; Total Allowed Credits = 6. Example: Three credit course cannot be repeated for credit Max Repeatable Credits = 3.
  • Grading Basis:*
    Student Option defaults to Standard Grading. Student Option is the mechanism that allows for P/F, auditing and listening.

  • Primary Instructional Format

    Select the Primary Instructional Format for the course.  For an explanation of the format options, click here.

    If Lecture is a component, it must be the primary.

  • Primary Instructional Format:*

  • Contact Hours & Additional Components

    To add a secondary Instructional format, add contact hours to another component. Courses typically do not have more than two formats.

  • Clinical contact hours:
    Discussion contact hours:
    3
    3
  • Field Studies contact hours:
    Independent Study contact hours:
  • Internship contact hours:
    4
    4
    Laboratory contact hours:
  • Lecture contact hours:
    Practicum contact hours:
  • Research contact hours:
    Studio contact hours:
  • Course Typically Offered:*
  • Description: (Please limit to 50-75 words)*

    Develop a nuanced understanding of peacemaking and peacebuilding through readings by renowned and award-winning scholar/practitioners and immersion in an internship. Conflicts across a broad range of causalities and contexts will be explored. Frameworks and a toolkit for peacemaking and peacebuilding will be critically assessed and explored.

  • Crosslisting (only complete if applicable):
    Two pre-existing courses may not be cross-listed with each other. Please email curriculog@udel.edu for questions about course number availability for cross-listing purposes.

  • Requisites & Restrictions

    Only specific UD courses can be coded as requisites in UDSIS and enforced for enrollment purposes.  Non-course restrictions will be included in course descriptions but are not system-enforced.

    Contact grading-registration@udel.edu with questions about requisites and restrictions.

    Prerequisites

    These are course(s) or conditions that must be met before a student can register. In this context, conditions refer to non-course requirements such as a minimum score on the Math placement exam.

    Examples: 

    • FREN 211 and one 300-level French class.
    • Grade of C- or better in MMSC 428
    • NTDT 400 or NTDT611
  • Prerequisite(s) (only complete if applicable):

  • Corequisites

    These are courses that must be enrolled concurrently or may be satisfied by previously earned credit.

    Examples:

    • MATH 117 or MATH 231 or MATH 241
    • NURS 358 and NURS 359
  • Corequisite(s) (only complete if applicable):
    A corequisite operates as a prerequisite if a student has already earned credit in the course.

  • Antirequisites

    When a department offers different courses that have similar content, they can prevent students from registering in a course if they have earned credit in a similar course

    Examples:

    • Students who have received credit in ECON 101 or ECON 103 are not eligible to take this course without permission.
    • Students who have received credit in CISC465, CPEG465, ELEG465, MISY465, CISC 665, CPEG665, or MISY665 are not eligible to take this course without permission
  • Antirequisite(s) (only complete if applicable):

  • Restrictions

    Restrictions are used to convey information that students should be aware of prior to enrolling in the course.  These are included in the course description but are not enforceable as specific enrollment restrictions in UDSIS.

    Examples:

    • Knowledge of probability and statistics recommended.
    • Laboratory requires some out of class time for hands-on experience.

    Please note:

    No requisite information (minimum grades, completion of specific courses, etc.) should be included as restrictions. That information should be in the appropriate requisite section above.

    Enrollment restrictions that are not based on specific courses may be enforced on individual class sections as Reserve Capacities.

    Contact grading-registration@udel.edu with questions about requisites and restrictions

  • Restriction(s) (only complete if applicable):

  • GENERAL EDUCATION OBJECTIVES

    Click here for more infomation about General Education Objectives.

  • 1A: Read Critically:
    1B: Analyze Arguments and Information:
  • 1C: Engage in Constructive Ideation:
    2A: Communicate Effectively in Writing:
  • 2B: Communicate Orally:
    2C: Communicate through Creative Expression:
  • 3A: Work Collaboratively across Cultural Contexts and Differences:
    3B: Work Independently across Cultural Contexts and Differences:
  • 4: Critically Evaluate Ethical Implications:
    5A: Reason Quantitatively:
  • 5B: Reason Computationally:
    5C: Reason Scientifically:
Routing
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  • Which College Approval Routing needs to be utilized?*
    Select the proper College or Program in order to ensure proposal is on the correct track. Ignore any symbols, they are used on the back end of the form so the number of routing questions could be limited.
  • Departmental Committee Routing*
    If your department is not listed, select 'Other'.
Attachments
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  • Attachments can be added using the paperclip icon to the right.

    1. Provide an updated syllabus/precise description of content.
    2. Provide support letter(s) from any cross-listing department(s).
    3. Provide an impact report for course revisions or deactivations.

    Supporting documentation, e.g., letters of support, syllabi, etc., does not constitute the "approved" language that will be imported into the Catalog. 

  • Attached: Documentation*

  • THE REQUIREMENT JUSTIFICATION SECTIONS BELOW ARE ONLY REQUIRED IF YOU ARE NOMINATING THE COURSE.  COMPLETE ALL PERTINENT FIELDS BELOW AND ATTACH ALL PERTINENT DOCUMENTS.

    IF YOU ARE NOT NOMINATING THE COURSE FOR A UNIVERSITY REQUIREMENT, CLICK "VALIDATE AND LAUNCH APPROVAL PROCESS" TO SUBMIT THE PROPOSAL.

Capstone Course Justification
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  • The Capstone Experience will require students to engage in explorations in which the outcomes are unknown, and/ or engage in self-assessment, reflection, and analysis that prepares them for future success. These experiences should occur during the senior year or near the end of the program of study and must have a set of learning goals that are well communicated to students.

    In all possible regards, the Capstone Experience should be an expression of the totality of a student's growth, development, and learning as an undergraduate. If the Capstone experience is primarily course based (vs. internship, research, etc.) it is recommended that whenever possible, the course include high impact practices such as service learning and problem based learning. Each capstone requirement will be a minimum of a (1) credit, credit-bearing course. A Capstone Experience may be solely based within the discipline or be interdisciplinary in nature.

  • Type of Capstone Experience:
    *DISCLAIMER: Other types of courses may be considered as Capstone, but these courses are less well defined and need supporting justification
  • Explain how this course will require students to engage in explorations in which the outcomes are unknown.
  • Explain how this course will engage in self-assessment, reflection, and analysis that prepares them for future success.
Discovery Learning Experience Justification
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  • Context in which discovery and experiential learning will occur:
  • Explain how this course is an experiential learning experience and how it involves out-of-class and beyond typical curriculum instructional experiences:

    GEOG447 has a required minimum of four hours per week internship for students to work with an organization whose mission is to create greater peace with justice in the populations it serves.  The intent of the internship requirement of GEOG447 as a culminating course in the minor is for students to consciously apply critical thinking skills and academic skills and knowledge learned in their peace and justice studies courses to real-world work for greater peace. Students experience work in an organization whose mission is to achieve some facet of peace, such as combatting the direct violence of poverty and food insecurity through work in the Delaware Department of Social Services with administers the SNAP (formerly Food Stamp) program or One Village Alliance which offers programs to empower boys and girls from disadvantaged neighborhoods in Wilmington and Ghana or the World's Youth for Climate Justice organization which just won the Youth Carnegie Peace Prize.  Through keeping a weekly journal of their reflections on their course-relevant learning experiences in the internship and the application of theory and skills to lived experiences and decision-making to solve real-world problems, students will meet the goals of the discovery learning experience required for a University of Delaware undergraduate degree. Students will also write a paper at the end of the semester to articulate an over-view of their discovery learning experience.

  • Explain how this course achieves each of the following student learning goals.

  • Students will apply critical thinking skills and academic knowledge/ concepts to develop effective responses to, and make informed decisions about, problems or situations encountered in the course of the learning experience.

    Students will work collaboratively with supervisors, colleagues, and served populations on the job to achieve the organization's mission to achieve greater peace with justice.  Students will apply critical thinking skills and academic knowledge and concepts in developing effective responses to, and making informed decisions about, problems or situations encountered in their internship. Some of these peace and justice skills include acquiring knowledge of local cultures, history, and language and then responding with empathy and respect in the local environment, while serving within the mandates and culture of their organization.  Students will also assess the kinds of peace with justice that their organization is working to achieve and respect the limitations and parameters of their organization.  Students will keep a journal to articulate and reflect on their application of critical thinking skills and relevance of academic knowledge/concepts to their decision-making on the job and write a final summary paper.

  • Students will engage in reflection, which incorporates self-assessment and analysis of the learning that has occurred as a result of their participation in the DLE. At a minimum, students will be expected to examine and demonstrate what they have learned as a result of the DLE, how they have learned it, the impact of their learning on their personal and professional growth, and how to apply that learning in other situations or contexts.

    In their weekly journals, students will reflect, self-assess, and analyze the learning that they have achieved as a result of their participation that week in the internship.  They will also write an over-all final assessment of their learning experiences at the end of the course.  They will answer the questions of "what they have learned," "how they have learned it, the impact of their learning on their personal and professional growth, and how they may apply that learning to other situations and contexts."

  • Explain the cycle of when and how this course will be offered. Include terms course is to be offered, (i.e., fall and spring); whether all sections or only selected sections of the course are to carry the DLE designation; and additional information about the particulars of this course offering.

    This course is intended to be a synthesis for the minor in Peace and Justice Studies.  Therefore it is to be offered each spring, to accommodate the cohort of graduating seniors who have minored in Peace and Justice Studies.  The course may be taken without prerequisite for students who would like to take this 400-level course, and initial classes will review key concepts from the introductory course, GEOG204. The class meets twice a week for discussion of the readings and briefings on important concepts or knowledge.  Students have flexibility to arrange their internship hours to meet their other course and extracurricular obligations. All sections of GEOG447 are to have the internship requirement and carry the DLE designation.

    The course will have four major readings which students will discuss in classes which meet twice a week.  These four readings are first, Séverine Autesserre, The Frontlines of Peace, which presents a novel way of doing peacemaking, advocating that international peacemakers work at a grassroots level with knowledge of local language, culture and history, rather than prioritizing high-level diplomatic peacebuilding negotiations.  Autesserre draws on her personal career history and extensive work in many countries.  Next, taking this exposure to peacebuilding to a higher level of broader conceptual knowledge, students read renowned practitioner and prolific author/scholar John Paul Lederach, The Moral Imagination, in which he draws on his extensive work in many conflict zones to encourage radical courage and practice of peacemaking and peacebuilding.  Next students read Ken Conca's award-winning, An Unfinished Foundation: the United Nations and Global Environmental Governance, in which he extensively uses quantitative methods to examine how effective the UN has been in working for peace where the environment is a major issue in the conflict.  He calls on the UN community to become more effective at peacemaking and peacebuilding.  Lastly, students review a website on monitoring and evaluation of the implementation of peace agreements.  It was developed by the Environmental Peacebuilding Association under a grant from the United States Institute for Peace.  Modules establish theories of environmental peacebuilding and provide a monitoring and evaluation toolkit for peacebuilding practitioners and students of peacemaking and peacebuilding. 

    In addition to the weekly journal and the final learning assessment for the internship, students will write four reflection papers on the readings in which they evaluate and assess the relevance and applicability of the theories and concepts presented and compare the theories and toolkits to each other. 

    To allow for or encourage creative expression, students may opt to create an art piece, musical composition, poem or dramatic play to illustrate concepts learned in the four readings in lieu of the written essays on the readings.  If they choose the creative option, they will write a short explanatory paper to enable interpretation and validate acquisition of understanding of concepts and skills explained in the readings.

First Year Seminar (FYS) Justification
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  • The faculty senate has recognized the FYS as an important experience for students with clearly articulated content aligned with best practices in helping students through the transition from high school to college. Since it serves as the first introduction to the University of Delaware, a committed portion of the FYS course time should be allotted to common content that furthers the aims of General Education at the University of Delaware and/ or provides a foundation for student success. As such, in May 2015, the faculty senate approved the topics listed below for mandatory inclusion in all FYS courses.

    It is important to note that as an introductory course, the FYS will introduce many of these topics to students, but it is understood that subsequent additional learning opportunities will occur through other general education requirements, courses student must take as a requirement of their college and/ or major, and out of the classroom learning experiences.

    Please complete the questions below explaining how the specific outcomes will be met.

    Important: Modules related to outcomes, will be available on the Sakai site dedicated to First Year Seminar instructors. For access to the Sakai site contact Meghan Biery by email mbiery@udel.edu

  • Ethics/Academic Honesty

    UD graduates should be able to explain the reasons behind the positions they hold on key ethical questions and to articulate the values that underlie their decisions.

    Students who complete the FYS course will be able to:

    1. Distinguish between values, morals, and ethics and laws.
    2. Define elements of academic dishonesty including plagiarism, fabrication, cheating, and academic misconduct as defined by UD's Code of Conduct.
    3. Articulate the possible consequences for academic dishonesty at UD.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?

  • Responsible Use of Internet/Social Media

    Understanding how to responsibly use social media, other technologies, and develop a positive digital identity is crucial for today's successful student.

    Students who complete the FYS course will be able to:

    1. Describe principles and specific examples of ways the internet and social media can be used to both help and harm others.
    2. Demonstrate effective ways to responsibly use social media to positively engage with others and portray oneself with authenticity.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?

  • Academic Policies and Procedures

    Early in their academic careers at UD, students should be aware of the important policies and practices that will guide their progress and be familiar with those resources that will support their academic success.

    Students who complete the FYS should be able to:

    1. Find the name of their academic advisor on UDSIS and know how to contact this individual.
    2. Identify important dates on the University of Delaware Academic Calendar, including those for registration and course drop and add.
    3. Understand the difference between a semester GPA and a cumulative GPA. and how to calculate both.
    4. Identify where to access UD academic policies.
    5. Be able to explain what academic probation means including the criteria for being placed on probation and at least three campus resources to support students facing academic challenges.
    6. Know how to access the academic support resources available to them at UD.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?
  • Other strategies to meet the outcome:

  • Diversity

    The development of skills to work independently and collaboratively across a variety of cultural contexts and a spectrum of differences ensures that students will understand the limitations of a single perspective and the value of diverse perspectives and cultures in creative problem solving of major challenges and discussion in debates, and establishment of an engaged society.

    Students who complete the FYS course will be able to:

    1. Define diversity as it is described in UD's "Diversity Statement."
    2. Provide three examples of how individual students at UD can contribute to making UD a respectful, equitable, and inclusive academic community.
    3. Identify three sites on campus where students can become better informed about diversity (academic departments, SROs, or offices).
    4. Describe the process for reporting an incident of discrimination/ misconduct based on race, gender, sexuality, religion, or other diversity category.
  • How will you achieve the outcome?
  • If using a custom strategy how will you achieve the outcome?
  • Other strategies to meet the outcome:

  • Safety and Wellness

    Three sessions of the FYS course must be designated to student wellness and safety with a defined significant emphasis on alcohol and other substance education as well as sexual misconduct/ violence prevention education, accomplished through the teaching of bystander intervention theory and practice* which must be taught by qualified, trained personnel or prevention staff. For more information about how to schedule the "Safety and Wellness" sessions contact Meghan Biery by email mbiery@udel.edu

  • What is your strategy to achieve the outcome?
Multicultural Course Justification
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  • Important: Explain how this course achieves at least 3 of the 4 goals of a multicultural course. Attach the assignment this course uses to satisfy each of the three criteria (this could be a reading, project, essay, etc.) in the appropriate space below that criteria. You may also offer a brief explanation of the assignment in the text box, but this is not required.

    For additional help with the application process and the requirements for multicultural courses, please see the handbook written by members of the Diversity and Inclusion committee, which reviews these courses: https://sites.udel.edu/ctal/files/2017/09/MC-Handbook-r4vntc.pdf

  • Attached:

  • Diversity Self-Awareness and Perspective Taking

    Students can articulate their own individual identity in relation to key concepts such as race, ethnicity, gender, sexuality, language, social class, disability, national origin, and religious affiliation and can also reflect on how their social position differs from and impacts their relationships in diverse environments. In other words, students will learn to locate themselves within larger structures of difference and understand how their own position shapes their identity and/ or worldview, as well as how that identity and/ or worldview may differ from others.

    Please attach assignment document by clicking on the PAPERCLIP icon to the right.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation:

    In at least one and possibly more journal entries as their experiences develop, students articulate their own cultural identity in relation to key concepts such as race, ethnicity, gender, sexuality, language, social class, disability, national origin, and religious affiliation.  They reflect on their cultural identity and social position in relation to the people they serve in their internship at an organization whose mission is to advance peace with justice. They reflect on how their personal identity impacts their relationships with the people they serve and their colleagues at their organization.  They may also reflect on how stepping outside their cultural norms may shape their worldview and identity in the future, if that was part of their internship experience.  Students will also include this reflection as it may have evolved in their summary of their internship learning experience.

  • Cultural Difference

    Students gain in-depth knowledge of the history, lived experience, artistic production, identity and/ or worldview of one or more underrepresented groups in the West (i.e., the US, Great Britain, Europe, Canada, Australia, New Zealand) and/or of a non-Western culture (or cultures). Students can articulate particular aspects and experiences of these cultures as well as how they may be similar to or different than the student's own.

    Please attach assignment document by clicking on the PAPERCLIP icon.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation:

    In another journal entry or entries over time, students will articulate their newly-acquired in-depth knowledge of one or more underrepresented groups in the West in which they have become immersed through their internship.  They will articulate particular aspects and experiences of these cultures and how those are similar to or different from the student's own history, lived experience, artistic production, identity and/or worldview.

    In their essay on the Autesserre book, Frontlines of Peace, they will articulate how Autesserre became convinced of the importance of gaining in-depth knowledge of local history, lived experience, artistic production, identity and/or worldviews of the people she where she was attempting to facilitate peace agreements and the practice of peace with justice.  They will examine one of those cultures in depth and compare it to their own lives.  

  • Personal and Social Responsibility

    Students analyze the ethical, social, and/ or environmental consequences of policies, ideologies, or actions on marginalized communities/ groups within the US or intentionally. Based on this analysis, students identify a range of potential personal and civic responses to these issues. A service learning version of this course may allow students to directly take informed and responsible action to address these challenges.

    Please attach assignment document by clicking on the PAPERCLIP icon.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation:

    Across most or all of their journal entries, students will analyze the ethical, social, and/or environmental consequences of policies, ideologies, or actions on the marginalized communities they serve through their internship.  Based on this analysis, students will identify a range of potential personal and civic or organizational/public policy responses to these issues.  In their final summary of their internship, students will be encouraged to think broadly over the course of their internship and identify a range of potential responses as new experiences, analysis, and ideas occurred.

  • Understanding Global Systems

    Students gain and apply the tools to think systematically about how institutions, ideologies, rhetoric, and/ or cultural representations shape a people's culture and identity, which may include their role in perpetuating inequality, whether historically or in the present day.

    Please attach assignment document by clicking on the PAPERCLIP icon.

    In the box below, please also provide a brief explanation of how you process this particular assignment/reading with students to help them engage with the guideline.

  • Brief explanation
University Breadth Justification
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  • University Breadth category:
  • Proposed by:
  • Chair/ Director:
  • Proposed Enrollment:
  • Does this course satisfy a requirement for the major?
  • Is this course restricted to students in the major?
  • Does this course have prerequisites?
  • Are the prerequisite course(s) open to all students in all majors?
  • How often do you expect to offer this course?
    each spring
    each spring
  • Do you expect this to be a multiple section course?

  • Please attach sample syllabus by clicking on the PAPERCLIP icon to the right.

Administrative Fields (DO NOT EDIT)
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  • Crosslisting Code 4:
  • Course Offering Number: 5
  • Crosslisting Prefix 6:
    Crosslisting Code 6:
  • Course Offering Number: 6
  • Crosslisting Prefix 7:
    Crosslisting Code 7:
  • Course Offering Number: 7
  • Crosslisting Prefix 8:
    Crosslisting Code 8:
  • Course Offering Number: 8

  • User Tracking

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