http://wiki.olinatwoodlandharvest.com/api.php?action=feedcontributions&user=Magic&feedformat=atomWoodland Harvest Wiki - User contributions
[en]2024-03-29T11:42:21ZUser contributions
MediaWiki 1.34.2http://wiki.olinatwoodlandharvest.com/index.php?title=Ideas_for_the_next_round&diff=568Ideas for the next round2021-04-08T21:49:17Z<p>Magic: /* Onboarding */</p>
<hr />
<div>This is a collection of insights from the Fall 2020 and Spring 2021 semesters. <br />
<br />
## Onboarding<br />
<br />
- go through every part of the house together, show where every spice in the kitchen is, every tool, every pot. Show how compost and humanure is being done. Super detailed!!!<br />
- show logins for this farm wiki, how it works, what it is useful for. <br />
<br />
## Project organization<br />
<br />
- have checklists for large projects that are made upfront (e.g. for building walls, two nails every 12 inches)<br />
<br />
## Logistics around money <br />
<br />
- have a folder and place for all receipts <br />
<br />
## Tools<br />
<br />
- have (buy!!) at least one drill and one impact drill, same brand, one set of batteries for them. This should probably be Dewalt brand so we can expand with the same good battery system and other devices.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=File:GlowingBucket.jpeg&diff=544File:GlowingBucket.jpeg2021-03-23T18:05:04Z<p>Magic: </p>
<hr />
<div></div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Thesis_outline_-_resilience_and_dynamic_complexity&diff=518Thesis outline - resilience and dynamic complexity2021-03-13T03:17:30Z<p>Magic: </p>
<hr />
<div>_by Leon Santen_<br />
<br />
# Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences<br />
<br />
## Abstract<br />
<br />
Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013[^Scharmer2013]). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001[^Holling2001]). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that led to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of all the sciences and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.<br />
<br />
## Introduction<br />
<br />
The COVID pandemic has unveiled major systemic issues that regard nation-states as well as the international community. While the emergence of the internet and the digital revolution have strengthened and accelerated communication across the globe and created a stronger sense of interconnectedness, systems on the international, national, and local level have failed to offer social, economic, and spiritual support. While our collective ability to be resilient in times of disruption is low, academic disciplines have not failed to point out systemic disconnects that manifest in an ecological, social, spiritual-cultural divide (Scharmer 2013[^Scharmer2013]). <br />
<br />
We are using 50% more resources than our planet can regenerate, and our climate patterns have become irregular leading to a decrease in diversity in our forests. In the United States, the wealth distribution is far from balanced with the top 1% representing a greater collective worth than the bottom 90% [^NYT-bottom]. The modern technology and industrial sector outsource their production to the developing world making use of the economic pressure in those countries to catch up with the advancements in the Western world. More than two billion people live on less than $2 per day. This strong social divide has lead to structures that suppress rather than encourage creative actions. (companies don’t listen to their customers; outsourcing results in a disconnect between company and situation in other countries; example: facebooks Free Basics program is imperialistic system to exploit need in other countries to catch up) On a personal level, individuals struggle to envision a meaningful, novel future for themselves despite an ever-increasing specialization on the job market. Such a perspective on life opens up little opportunity for change and creative actions, which are desperately needed for social change. Moreoften, responses to those divides come from the technological sector. Oftentimes, those technological band-aids don’t address the root cause and can easily deepen the cut because those implementing and developing the technology are unaware of parts of the system and its characteristics. <br />
<br />
Institutions in higher education see the need to respond to those divides but have yet to figure out how to create a resilient society that goes beyond the institution’s walls. STEM (science, technology, engineering, and mathematics) institutions have come up with numerous solutions to prevent climate change, but there are no larger social structures in place to engage in a co-creative implementation of those ideas. We argue that the educational approach to understanding and teaching the sciences (physics, chemistry, biology, social sciences, psychology, economics) at institutions of higher education has gotten stuck in disciplinary specialization that fails to draw trans-disciplinary connections between the different fields. Most students start to understand the physical world around them through physics and chemistry classes. Those disciplines offer linear systems thinking as useful tools to predict outcomes and manipulate our surroundings. However, linear systems are rare exceptions in our bio-physical world that is dominated by ever-changing complex systems. [one can’t make predictions about complex systems, only assumptions about possible development]] [[more on the nature of complex systems]. Understanding those complex systems, the biophysical and socio-political world around us, therefore, requires a familiarity with the dynamically complex characteristics of nature. We believe that an integrated understanding of the sciences, treating them as a web rather than drawers, will lead to a more intuitive and constructive engagement with issues occurring in the systems around us.<br />
<br />
At Olin College, the disruption and uncertainty of the 2020 pandemic created a moment of collective reflection, in which students, alumni, staff, and faculty investigated needs and opportunities for the Fall semester of 2020. As a result of this campus-community collaboration, the college was open to receiving proposals from the community. With help from faculty, staff, and students, we asked for support for student pods with volunteering professors to work on urgent systemic issues. However, the path-planning committee shied away from implementing institutionally-led experiments. Therefore, we independently organized a micro-campus of 15 students at a family-owned off-grid permaculture farm, Woodland Harvest Mountain Farm, in the Appalachian mountains in North Carolina. The experience at the micro-campus served as strong evidence for a needed integrated understanding of the sciences ranging from logistics to physics, social sciences, and biology. As engineers seek to take on a meaningful role in healing our planet, they need to experience what it means to be part of an eco-system and interact with it. A typical streamlined college experience leaves little room to immersive yourself in nature and close-knit communities to even start to grasp the immensity and complexity of life that we are all a part of. Most campus facilities such as the dining hall, double dorm rooms, libraries, and student services optimize for disengagement setting the focus on academic work. However, a much broader and interconnected understanding is required to take responsible and effective action in our modern, complex world.<br />
While these forms of integrated understanding and knowledge are crucial, students need more than just the knowledge and identity around their field of interest. Students need spaces and time to act upon emerging opportunities that they start to sense. When they sense those opportunities, they can only act upon them as social entrepreneurs when they have the social and spiritual means to do so. The focus of higher education institutions needs to shift from academic analysis and experimentation to society-based methods that cultivate social entrepreneurs that than create social enterprises and in the long run wide-ranging social innovation (Westley 2010[^Westley2010]). Therefore, fostering our ability to live and work with each other doesn’t only strengthen our inter-personal networks but empowers students to take action when needed because they can make use of their social and creative capital.<br />
<br />
Therefore, we see strong evidence that an educational environment that emphasizes an integrated understanding of the sciences and values the interconnectedness of living beings can lead to a more resilient society, improve their wellbeing and consequently make use of the most meaningful capital that we have: creativity. <br />
<br />
## What are the web-nodes for a new science of holism?<br />
<br />
The following list is an open-ended collection of concepts and insights that are crucial to holistically understanding our reality.<br />
<br />
- Doughnut economics, create goals that honor the whole, un-learn traditional economic theory<br />
- autopoietic systems, what does it mean to be alive?<br />
- creating conditions to favor a certain outcome rather than controlling to predict the outcome<br />
- observation of your environment, apprehend as much as possible<br />
- interoception, listen to your body<br />
- empathy, listen to people not analyse them with our left side of the brain<br />
- self-governance, learn that we have the ability to live with and create policies ourselves<br />
- our body's metabolism, healthy breathing<br />
- proprioception on the level of our body, how does proprioception apply to organisms such as a college? Which structures favor proprioception of larger autopoietic organisms?<br />
- dynamically complex systems theory, what are the characteristics and limits of working with dynamically complex systems?<br />
- non-linear project management, how can we plan linearly if work does not evolve linearly? How can we write linear papers when insights are not linearly connected?<br />
- awareness of patterns in our world<br />
- the fractal nature of phenomena<br />
- change is the interconnection of people, social innovation theory, not a self-assertive personal path through life<br />
- Meadows list of leverage points (Meadow 1999[^leveragePoints]), highest intervention is change of paradigms<br />
- cycles in nature, figure 8: exploitation --> conservation --> release --> reorganization --> exploitation<br />
- mentors are crucial to growing up<br />
- inter-generational engagement; or inter-system engagement<br />
- connection to nature is healing (Capra 2014[^systemsView])<br />
- reductionist sciences and where they are useful, clear boundaries for concepts that are limited in their abstractability and application<br />
- the status quo of our economic system and its ties to colonialism, "developing countries"<br />
- eastern - western history, two disconnected worlds<br />
- imperialism of knowledge, how western institutions dominate "worthy" science; Indian sociologist Claude Alvares on academic imperialism [video](https://www.youtube.com/watch?v=cySj7da5fB0&list=PL37s_eoRvbIbRVOl8qKkyNXuYb0UrwT2v)/[paper](https://www.jstor.org/stable/23018594?seq=1))<br />
- imperialism, superiority thinking, the ones who have everything and their duty to help others<br />
- the development of science from Aristotle to Galileo, Descarte, A. Smith<br />
- original forms of living with eco-systems, closed-loop life styles, "we shall live with animals"<br />
- white male supremacist culture and its ties to passive, receiving lifestyles that feed the capitalist system; co-creation is the beauty of life and creates independence<br />
- design for yourself, it is crucial to feel values, interests, and desire for beauty affect your work and creations<br />
- un-learning reductionist sciences, economic thought <br />
- rediscovering creativity, we need freedom, time, and unpressured productivity; fewer words, more visuals, more thoughts. Why are our inner thoughts not valuable?<br />
- illustration of crucial flows to allow for proprioception (money flows...)<br />
- first steps to take when learning smth: visualization, sketching, observation, exploration, synthesis (Schumpeter and others), immersive yourself<br />
- different approach to equations and math, what drives what? (from mechanics class)<br />
- Theory U, presencing, how to unveil our blind spots, through the eye of the needle<br />
- lateral thinking (design, difference/diversity is valuable) vs linear thinking, you can't know, have to sit with ambiguity, time-invariant<br />
- self-nurishment wisdom, diet needs, metabolism, how to cook <br />
- untangle the myth that science is better than humans<br />
<br />
## Reunderstanding the living being<br />
<br />
In the Western educational system, physics, biology, and chemistry teach us skills to analyze and understand phenomena around us. The phenomenon of life is often tackled with a list of essential features that living beings exhibit. In traditional biology, homeostasis, organization, metabolism, growth, adaption, response to stimuli, reproduction are among the commonly identified features of living beings.<br />
<br />
From a systemic perspective, life is identified as a self-organizing and autopoietic (self-reproducing) entity. <br />
What does it mean to be alive? Like actually be a living being? My theory and hope are that the re-understanding of what living beings are will inform us about being a good being yourself. <br />
<br />
### What makes anything alive? <br />
<br />
If we compare swarm robots, artificial intelligence, and factories with plants, humans, or cells, a common shared feature among the living is that they can take care of themselves. They are entities concerned with self-maintenance (Capra 2014[^sytemsView]).<br />
<br />
The spiritual and simultaneously technical insight that living beings defend their identity. In mathematical language, they defend and reproduce their topology. Once a brain cell is developed is stays a brain cell. Likewise, the heart, its own autopoietic system, will do everything to stay in heart-shape. Following the idea of life as autopoietic, occurring on many different scales, makes it hard to distinguish the boundaries of any organism. An organ is a self-reproducing entity within the human body. But animals and humans are self-reproducing entities that serve to create even larger self-reproducing systems such as a pack of wolf, protestant community, or college. <br />
<br />
The autopoietic view on life shines a light on the living, re-producing nature of systems, in which living beings immerse themselves. A conservative institution such as Harvard seeks to maintain itself throughout the course of time and disruptions. Looking at systems that arose from living beings as autopoietic systems allows us to understand the nature of self-reproduction of human-made institutions. <br />
<br />
<blockquote><br />
An autopoietic system is to be contrasted with an allopoietic system, such as a car factory, which uses raw materials (components) to generate a car (an organized structure) which is something other than itself (the factory). However, if the system is extended from the factory to include components in the factory's "environment", such as supply chains, plant/equipment, workers, dealerships, customers, contracts, competitors, cars, spare parts, and so on, then as a total viable system it could be considered to be autopoietic.<br />
</blockquote><br />
<br />
Such an understanding of the occurrence of self-reproducing orgasms on any level is crucial in developing an eye for the hidden power flows that keep our institutions alive. The life force is in our systems as much as it is in our cells. White supremacy and other systems that resulted from colonialism are contemporary examples of power dynamics that make the fight for systemic justice so hard. The Western capitalist system, majorly based on power-structures from colonialism, is a reproducing organism that will resist when systematic change occurs.<br />
<br />
## Holistic thinking needs to come back - everything is one big system: Our biophysical world and sociopolitical as well as all other disciplines are interconnected<br />
<br />
Therefore, forms of governance that encompass and honor every part of our world are crucial to fighting climate change and systemic injustice. <br />
<br />
<br />
## Complex systems and their characteristics<br />
<br />
### What are methods of working with dynamically complex systems and how do these differ from ‘simple systems’ (i.e., what is the organized way of learning, or the “science” of dynamic complexity?)<br />
<br />
### How can we learn and teach dynamically complex systems?<br />
<br />
### How do we foster personal and collective resilience and create a fertile breeding ground for social innovation?<br />
<br />
## Sustainability in future living - immersion into a regenerative lifestyle and intentional communities create an environment that leads to an integrated understanding of science through the fusion of knowledge, lived experience, mentorship, and connection with nature<br />
<br />
### Farm experience, a social enterprise, serves as evidence for a needed integrated understanding of science (bio, chemistry, social sciences, physics) and natural pull for technical knowledge<br />
- contextualized understanding of nature - we live next to a small creek? What does this energy and water mean for the ecosystem? How much energy can we extract with turbines?<br />
- we don't need complicated engineering projects to learn about group work - let's start simple. We can learn a lot about group dynamics, our own tendencies, and the complexity of planning when we work on long-term simple projects such as building a wall that only requires rectangular cuts - when we work on complicated projects, the trickiness that arises from the group becomes abstract and hard to grasp<br />
- why don't we ever design for ourselves? we are surprisingly bad at identifying our own needs and designing for our our wellbeing<br />
<br />
### Pedagogy of the oppressed - why is it so hard to push for change within an institution?<br />
<br />
#### Olin asked for progessive ideas for the fall semester 2020, none of the experimental proposals were accepted<br />
- common reason: we didn't have the capacity - however, we did it anyway without any help<br />
<br />
#### The power of rules and guidelines <br />
- internet guidlines as an example for an institution's classist reflex to learning-hindering circumstances<br />
- no politics allowed, no posters in hallways allowed - how cleanliness kills motivaiton to contribute in small pieces - only if it's academic it worth being presented<br />
<br />
#### Once we settle down and build on our past success, we close the space for future innovation. How about Nomadic Education?<br />
- students could travel from micro-campus to micro-campus<br />
- easier to establish a relationship to more than one space<br />
- multi-dimensional campus character, what kind of community do I want?<br />
- more space for students to bless spaces with their own creativity<br />
<br />
<br />
### Empowering students and community partners using inter-personal networks to leverage our collective ability to create change and social innovation - house building, off-grid technical systems, permaculture, open spaces for the youth to act upon opportunities and innovative ideas<br />
<br />
### Opening a pathway for school collaboration and cross-disciplinary exercise that creates social and institutional entrepreneurs that are able to work in highly complex conditions - increase opportunities for social innovation on institutional level<br />
<br />
### Models for financial independence that make use of opportunities for independence of the current time (off-grid living vs urban lifestyles, intentional communities, etsy, airbnb, thrift stores)<br />
<br />
<br />
<br />
## References<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the Complexity of Economic, Ecological, and Social Systems. Ecosystems, 4(5), 390–405. http://doi.org/10.1007/s10021-001-0101-5<br />
<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).<br />
<br />
<br />
[^NYT-bottom]: Nicholas D. Kristof, “Equality, a True Soul Food,” Opinion, New York Times, January 1, 2011, www.nytimes.com/2011/01/02/opinion/02kristof.html?_r=0 (accessed December 14, 2012)<br />
<br />
[^systemsView]: Capra, F., & Luisi, P. L. (2014). The systems view of life: A unifying vision. Cambridge University Press.<br />
<br />
[^leveragePoints]:Meadows, D. (1999). Leverage points. Places to Intervene in a System, 19. http://donellameadows.org/wp-content/userfiles/Leverage_Points.pdf</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Thesis_outline_-_resilience_and_dynamic_complexity&diff=517Thesis outline - resilience and dynamic complexity2021-03-13T03:11:05Z<p>Magic: /* Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences */</p>
<hr />
<div>_by Leon Santen_<br />
<br />
# Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences<br />
<br />
## Abstract<br />
<br />
Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013[^Scharmer2013]). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001[^Holling2001]). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that led to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of all the sciences and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.<br />
<br />
## Introduction<br />
<br />
The COVID pandemic has unveiled major systemic issues that regard nation-states as well as the international community. While the emergence of the internet and the digital revolution have strengthened and accelerated communication across the globe and created a stronger sense of interconnectedness, systems on the international, national, and local level have failed to offer social, economic, and spiritual support. While our collective ability to be resilient in times of disruption is low, academic disciplines have not failed to point out systemic disconnects that manifest in an ecological, social, spiritual-cultural divide (Scharmer 2013[^Scharmer2013]). <br />
<br />
We are using 50% more resources than our planet can regenerate, and our climate patterns have become irregular leading to a decrease in diversity in our forests. In the United States, the wealth distribution is far from balanced with the top 1% representing a greater collective worth than the bottom 90% [^NYT-bottom]. The modern technology and industrial sector outsource their production to the developing world making use of the economic pressure in those countries to catch up with the advancements in the Western world. More than two billion people live on less than $2 per day. This strong social divide has lead to structures that suppress rather than encourage creative actions. (companies don’t listen to their customers; outsourcing results in a disconnect between company and situation in other countries; example: facebooks Free Basics program is imperialistic system to exploit need in other countries to catch up) On a personal level, individuals struggle to envision a meaningful, novel future for themselves despite an ever-increasing specialization on the job market. Such a perspective on life opens up little opportunity for change and creative actions, which are desperately needed for social change. Moreoften, responses to those divides come from the technological sector. Oftentimes, those technological band-aids don’t address the root cause and can easily deepen the cut because those implementing and developing the technology are unaware of parts of the system and its characteristics. <br />
<br />
Institutions in higher education see the need to respond to those divides but have yet to figure out how to create a resilient society that goes beyond the institution’s walls. STEM (science, technology, engineering, and mathematics) institutions have come up with numerous solutions to prevent climate change, but there are no larger social structures in place to engage in a co-creative implementation of those ideas. We argue that the educational approach to understanding and teaching the sciences (physics, chemistry, biology, social sciences, psychology, economics) at institutions of higher education has gotten stuck in disciplinary specialization that fails to draw trans-disciplinary connections between the different fields. Most students start to understand the physical world around them through physics and chemistry classes. Those disciplines offer linear systems thinking as useful tools to predict outcomes and manipulate our surroundings. However, linear systems are rare exceptions in our bio-physical world that is dominated by ever-changing complex systems. [one can’t make predictions about complex systems, only assumptions about possible development]] [[more on the nature of complex systems]. Understanding those complex systems, the biophysical and socio-political world around us, therefore, requires a familiarity with the dynamically complex characteristics of nature. We believe that an integrated understanding of the sciences, treating them as a web rather than drawers, will lead to a more intuitive and constructive engagement with issues occurring in the systems around us.<br />
<br />
At Olin College, the disruption and uncertainty of the 2020 pandemic created a moment of collective reflection, in which students, alumni, staff, and faculty investigated needs and opportunities for the Fall semester of 2020. As a result of this campus-community collaboration, the college was open to receiving proposals from the community. With help from faculty, staff, and students, we asked for support for student pods with volunteering professors to work on urgent systemic issues. However, the path-planning committee shied away from implementing institutionally-led experiments. Therefore, we independently organized a micro-campus of 15 students at a family-owned off-grid permaculture farm, Woodland Harvest Mountain Farm, in the Appalachian mountains in North Carolina. The experience at the micro-campus served as strong evidence for a needed integrated understanding of the sciences ranging from logistics to physics, social sciences, and biology. As engineers seek to take on a meaningful role in healing our planet, they need to experience what it means to be part of an eco-system and interact with it. A typical streamlined college experience leaves little room to immersive yourself in nature and close-knit communities to even start to grasp the immensity and complexity of life that we are all a part of. Most campus facilities such as the dining hall, double dorm rooms, libraries, and student services optimize for disengagement setting the focus on academic work. However, a much broader and interconnected understanding is required to take responsible and effective action in our modern, complex world.<br />
While these forms of integrated understanding and knowledge are crucial, students need more than just the knowledge and identity around their field of interest. Students need spaces and time to act upon emerging opportunities that they start to sense. When they sense those opportunities, they can only act upon them as social entrepreneurs when they have the social and spiritual means to do so. The focus of higher education institutions needs to shift from academic analysis and experimentation to society-based methods that cultivate social entrepreneurs that than create social enterprises and in the long run wide-ranging social innovation (Westley 2010[^Westley2010]). Therefore, fostering our ability to live and work with each other doesn’t only strengthen our inter-personal networks but empowers students to take action when needed because they can make use of their social and creative capital.<br />
<br />
Therefore, we see strong evidence that an educational environment that emphasizes an integrated understanding of the sciences and values the interconnectedness of living beings can lead to a more resilient society, improve their wellbeing and consequently make use of the most meaningful capital that we have: creativity. <br />
<br />
## What are the web-nodes for a new science of holism?<br />
<br />
The following list is an open-ended collection of concepts and insights that are crucial to holistically understanding our reality.<br />
<br />
- Doughnut economics, create goals that honor the whole, un-learn traditional economic theory<br />
- autopoietic systems, what does it mean to be alive?<br />
- creating conditions to favor a certain outcome rather than controlling to predict the outcome<br />
- observation of your environment, apprehend as much as possible<br />
- interoception, listen to your body<br />
- empathy, listen to people not analyse them with our left side of the brain<br />
- self-governance, learn that we have the ability to live with and create policies ourselves<br />
- our body's metabolism, healthy breathing<br />
- proprioception on the level of our body, how does proprioception apply to organisms such as a college? Which structures favor proprioception of larger autopoietic organisms?<br />
- dynamically complex systems theory, what are the characteristics and limits of working with dynamically complex systems?<br />
- non-linear project management, how can we plan linearly if work does not evolve linearly? How can we write linear papers when insights are not linearly connected?<br />
- awareness of patterns in our world<br />
- the fractal nature of phenomena<br />
- change is the interconnection of people, social innovation theory, not a self-assertive personal path through life<br />
- Meadows list of leverage points (Meadow 1999[^leveragePoints]), highest intervention is change of paradigms<br />
- cycles in nature, figure 8: exploitation --> conservation --> release --> reorganization --> exploitation<br />
- mentors are crucial to growing up<br />
- inter-generational engagement; or inter-system engagement<br />
- connection to nature is healing (Capra 2014[^systemsView])<br />
- reductionist sciences and where they are useful, clear boundaries for concepts that are limited in their abstractability and application<br />
- the status quo of our economic system and its ties to colonialism, "developing countries"<br />
- eastern - western history, two disconnected worlds<br />
- imperialism of knowledge, how western institutions dominate "worthy" science; Indian sociologist Claude Alvares on academic imperialism [video](https://www.youtube.com/watch?v=cySj7da5fB0&list=PL37s_eoRvbIbRVOl8qKkyNXuYb0UrwT2v)/[paper](https://www.jstor.org/stable/23018594?seq=1))<br />
- imperialism, superiority thinking, the ones who have everything and their duty to help others<br />
- the development of science from Aristotle to Galileo, Descarte, A. Smith<br />
- original forms of living with eco-systems, closed-loop life styles, "we shall live with animals"<br />
- white male supremacist culture and its ties to passive, receiving lifestyles that feed the capitalist system; co-creation is the beauty of life and creates independence<br />
- design for yourself, it is crucial to feel values, interests, and desire for beauty affect your work and creations<br />
- un-learning reductionist sciences, economic thought <br />
- rediscovering creativity, we need freedom, time, and unpressured productivity; fewer words, more visuals, more thoughts. Why are our inner thoughts not valuable?<br />
- illustration of crucial flows to allow for proprioception (money flows...)<br />
- first steps to take when learning smth: visualization, sketching, observation, exploration, synthesis (Schumpeter and others), immersive yourself<br />
- different approach to equations and math, what drives what? (from mechanics class)<br />
- Theory U, presencing, how to unveil our blind spots, through the eye of the needle<br />
- lateral thinking (design, difference/diversity is valuable) vs linear thinking, you can't know, have to sit with ambiguity, time-invariant<br />
- self-nurishment wisdom, diet needs, metabolism, how to cook <br />
<br />
## Reunderstanding the living being<br />
<br />
In the Western educational system, physics, biology, and chemistry teach us skills to analyze and understand phenomena around us. The phenomenon of life is often tackled with a list of essential features that living beings exhibit. In traditional biology, homeostasis, organization, metabolism, growth, adaption, response to stimuli, reproduction are among the commonly identified features of living beings.<br />
<br />
From a systemic perspective, life is identified as a self-organizing and autopoietic (self-reproducing) entity. <br />
What does it mean to be alive? Like actually be a living being? My theory and hope are that the re-understanding of what living beings are will inform us about being a good being yourself. <br />
<br />
### What makes anything alive? <br />
<br />
If we compare swarm robots, artificial intelligence, and factories with plants, humans, or cells, a common shared feature among the living is that they can take care of themselves. They are entities concerned with self-maintenance (Capra 2014[^sytemsView]).<br />
<br />
The spiritual and simultaneously technical insight that living beings defend their identity. In mathematical language, they defend and reproduce their topology. Once a brain cell is developed is stays a brain cell. Likewise, the heart, its own autopoietic system, will do everything to stay in heart-shape. Following the idea of life as autopoietic, occurring on many different scales, makes it hard to distinguish the boundaries of any organism. An organ is a self-reproducing entity within the human body. But animals and humans are self-reproducing entities that serve to create even larger self-reproducing systems such as a pack of wolf, protestant community, or college. <br />
<br />
The autopoietic view on life shines a light on the living, re-producing nature of systems, in which living beings immerse themselves. A conservative institution such as Harvard seeks to maintain itself throughout the course of time and disruptions. Looking at systems that arose from living beings as autopoietic systems allows us to understand the nature of self-reproduction of human-made institutions. <br />
<br />
<blockquote><br />
An autopoietic system is to be contrasted with an allopoietic system, such as a car factory, which uses raw materials (components) to generate a car (an organized structure) which is something other than itself (the factory). However, if the system is extended from the factory to include components in the factory's "environment", such as supply chains, plant/equipment, workers, dealerships, customers, contracts, competitors, cars, spare parts, and so on, then as a total viable system it could be considered to be autopoietic.<br />
</blockquote><br />
<br />
Such an understanding of the occurrence of self-reproducing orgasms on any level is crucial in developing an eye for the hidden power flows that keep our institutions alive. The life force is in our systems as much as it is in our cells. White supremacy and other systems that resulted from colonialism are contemporary examples of power dynamics that make the fight for systemic justice so hard. The Western capitalist system, majorly based on power-structures from colonialism, is a reproducing organism that will resist when systematic change occurs.<br />
<br />
## Holistic thinking needs to come back - everything is one big system: Our biophysical world and sociopolitical as well as all other disciplines are interconnected<br />
<br />
Therefore, forms of governance that encompass and honor every part of our world are crucial to fighting climate change and systemic injustice. <br />
<br />
<br />
## Complex systems and their characteristics<br />
<br />
### What are methods of working with dynamically complex systems and how do these differ from ‘simple systems’ (i.e., what is the organized way of learning, or the “science” of dynamic complexity?)<br />
<br />
### How can we learn and teach dynamically complex systems?<br />
<br />
### How do we foster personal and collective resilience and create a fertile breeding ground for social innovation?<br />
<br />
## Sustainability in future living - immersion into a regenerative lifestyle and intentional communities create an environment that leads to an integrated understanding of science through the fusion of knowledge, lived experience, mentorship, and connection with nature<br />
<br />
### Farm experience, a social enterprise, serves as evidence for a needed integrated understanding of science (bio, chemistry, social sciences, physics) and natural pull for technical knowledge<br />
- contextualized understanding of nature - we live next to a small creek? What does this energy and water mean for the ecosystem? How much energy can we extract with turbines?<br />
- we don't need complicated engineering projects to learn about group work - let's start simple. We can learn a lot about group dynamics, our own tendencies, and the complexity of planning when we work on long-term simple projects such as building a wall that only requires rectangular cuts - when we work on complicated projects, the trickiness that arises from the group becomes abstract and hard to grasp<br />
- why don't we ever design for ourselves? we are surprisingly bad at identifying our own needs and designing for our our wellbeing<br />
<br />
### Pedagogy of the oppressed - why is it so hard to push for change within an institution?<br />
<br />
#### Olin asked for progessive ideas for the fall semester 2020, none of the experimental proposals were accepted<br />
- common reason: we didn't have the capacity - however, we did it anyway without any help<br />
<br />
#### The power of rules and guidelines <br />
- internet guidlines as an example for an institution's classist reflex to learning-hindering circumstances<br />
- no politics allowed, no posters in hallways allowed - how cleanliness kills motivaiton to contribute in small pieces - only if it's academic it worth being presented<br />
<br />
#### Once we settle down and build on our past success, we close the space for future innovation. How about Nomadic Education?<br />
- students could travel from micro-campus to micro-campus<br />
- easier to establish a relationship to more than one space<br />
- multi-dimensional campus character, what kind of community do I want?<br />
- more space for students to bless spaces with their own creativity<br />
<br />
<br />
### Empowering students and community partners using inter-personal networks to leverage our collective ability to create change and social innovation - house building, off-grid technical systems, permaculture, open spaces for the youth to act upon opportunities and innovative ideas<br />
<br />
### Opening a pathway for school collaboration and cross-disciplinary exercise that creates social and institutional entrepreneurs that are able to work in highly complex conditions - increase opportunities for social innovation on institutional level<br />
<br />
### Models for financial independence that make use of opportunities for independence of the current time (off-grid living vs urban lifestyles, intentional communities, etsy, airbnb, thrift stores)<br />
<br />
<br />
<br />
## References<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the Complexity of Economic, Ecological, and Social Systems. Ecosystems, 4(5), 390–405. http://doi.org/10.1007/s10021-001-0101-5<br />
<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).<br />
<br />
<br />
[^NYT-bottom]: Nicholas D. Kristof, “Equality, a True Soul Food,” Opinion, New York Times, January 1, 2011, www.nytimes.com/2011/01/02/opinion/02kristof.html?_r=0 (accessed December 14, 2012)<br />
<br />
[^systemsView]: Capra, F., & Luisi, P. L. (2014). The systems view of life: A unifying vision. Cambridge University Press.<br />
<br />
[^leveragePoints]:Meadows, D. (1999). Leverage points. Places to Intervene in a System, 19. http://donellameadows.org/wp-content/userfiles/Leverage_Points.pdf</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Thesis_outline_-_resilience_and_dynamic_complexity&diff=514Thesis outline - resilience and dynamic complexity2021-03-12T18:03:22Z<p>Magic: </p>
<hr />
<div>_by Leon Santen_<br />
<br />
# Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences<br />
<br />
## Abstract<br />
<br />
Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013[^Scharmer2013]). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001[^Holling2001]). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that led to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of all the sciences and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.<br />
<br />
## Introduction<br />
<br />
The COVID pandemic has unveiled major systemic issues that regard nation-states as well as the international community. While the emergence of the internet and the digital revolution have strengthened and accelerated communication across the globe and created a stronger sense of interconnectedness, systems on the international, national, and local level have failed to offer social, economic, and spiritual support. While our collective ability to be resilient in times of disruption is low, academic disciplines have not failed to point out systemic disconnects that manifest in an ecological, social, spiritual-cultural divide (Scharmer 2013[^Scharmer2013]). <br />
<br />
We are using 50% more resources than our planet can regenerate, and our climate patterns have become irregular leading to a decrease in diversity in our forests. In the United States, the wealth distribution is far from balanced with the top 1% representing a greater collective worth than the bottom 90% [^NYT-bottom]. The modern technology and industrial sector outsource their production to the developing world making use of the economic pressure in those countries to catch up with the advancements in the Western world. More than two billion people live on less than $2 per day. This strong social divide has lead to structures that suppress rather than encourage creative actions. (companies don’t listen to their customers; outsourcing results in a disconnect between company and situation in other countries; example: facebooks Free Basics program is imperialistic system to exploit need in other countries to catch up) On a personal level, individuals struggle to envision a meaningful, novel future for themselves despite an ever-increasing specialization on the job market. Such a perspective on life opens up little opportunity for change and creative actions, which are desperately needed for social change. Moreoften, responses to those divides come from the technological sector. Oftentimes, those technological band-aids don’t address the root cause and can easily deepen the cut because those implementing and developing the technology are unaware of parts of the system and its characteristics. <br />
<br />
Institutions in higher education see the need to respond to those divides but have yet to figure out how to create a resilient society that goes beyond the institution’s walls. STEM (science, technology, engineering, and mathematics) institutions have come up with numerous solutions to prevent climate change, but there are no larger social structures in place to engage in a co-creative implementation of those ideas. We argue that the educational approach to understanding and teaching the sciences (physics, chemistry, biology, social sciences, psychology, economics) at institutions of higher education has gotten stuck in disciplinary specialization that fails to draw trans-disciplinary connections between the different fields. Most students start to understand the physical world around them through physics and chemistry classes. Those disciplines offer linear systems thinking as useful tools to predict outcomes and manipulate our surroundings. However, linear systems are rare exceptions in our bio-physical world that is dominated by ever-changing complex systems. [one can’t make predictions about complex systems, only assumptions about possible development]] [[more on the nature of complex systems]. Understanding those complex systems, the biophysical and socio-political world around us, therefore, requires a familiarity with the dynamically complex characteristics of nature. We believe that an integrated understanding of the sciences, treating them as a web rather than drawers, will lead to a more intuitive and constructive engagement with issues occurring in the systems around us.<br />
<br />
At Olin College, the disruption and uncertainty of the 2020 pandemic created a moment of collective reflection, in which students, alumni, staff, and faculty investigated needs and opportunities for the Fall semester of 2020. As a result of this campus-community collaboration, the college was open to receiving proposals from the community. With help from faculty, staff, and students, we asked for support for student pods with volunteering professors to work on urgent systemic issues. However, the path-planning committee shied away from implementing institutionally-led experiments. Therefore, we independently organized a micro-campus of 15 students at a family-owned off-grid permaculture farm, Woodland Harvest Mountain Farm, in the Appalachian mountains in North Carolina. The experience at the micro-campus served as strong evidence for a needed integrated understanding of the sciences ranging from logistics to physics, social sciences, and biology. As engineers seek to take on a meaningful role in healing our planet, they need to experience what it means to be part of an eco-system and interact with it. A typical streamlined college experience leaves little room to immersive yourself in nature and close-knit communities to even start to grasp the immensity and complexity of life that we are all a part of. Most campus facilities such as the dining hall, double dorm rooms, libraries, and student services optimize for disengagement setting the focus on academic work. However, a much broader and interconnected understanding is required to take responsible and effective action in our modern, complex world.<br />
While these forms of integrated understanding and knowledge are crucial, students need more than just the knowledge and identity around their field of interest. Students need spaces and time to act upon emerging opportunities that they start to sense. When they sense those opportunities, they can only act upon them as social entrepreneurs when they have the social and spiritual means to do so. The focus of higher education institutions needs to shift from academic analysis and experimentation to society-based methods that cultivate social entrepreneurs that than create social enterprises and in the long run wide-ranging social innovation (Westley 2010[^Westley2010]). Therefore, fostering our ability to live and work with each other doesn’t only strengthen our inter-personal networks but empowers students to take action when needed because they can make use of their social and creative capital.<br />
<br />
Therefore, we see strong evidence that an educational environment that emphasizes an integrated understanding of the sciences and values the interconnectedness of living beings can lead to a more resilient society, improve their wellbeing and consequently make use of the most meaningful capital that we have: creativity. <br />
<br />
## What are the web-nodes for a new science of holism?<br />
<br />
The following list is an open-ended collection of concepts and insights that are crucial to holistically understanding our reality.<br />
<br />
- Doughnut economics, create goals that honor the whole, un-learn traditional economic theory<br />
- autopoietic systems, what does it mean to be alive?<br />
- creating conditions to favor a certain outcome rather than controlling to predict the outcome<br />
- observation of your environment, apprehend as much as possible<br />
- interoception, listen to your body<br />
- empathy, listen to people not analyse them with our left side of the brain<br />
- self-governance, learn that we have the ability to live with and create policies ourselves<br />
- our body's metabolism, healthy breathing<br />
- proprioception on the level of our body, how does proprioception apply to organisms such as a college? Which structures favor proprioception of larger autopoietic organisms?<br />
- dynamically complex systems theory, what are the characteristics and limits of working with dynamically complex systems?<br />
- non-linear project management, how can we plan linearly if work does not evolve linearly? How can we write linear papers when insights are not linearly connected?<br />
- awareness of patterns in our world<br />
- the fractal nature of phenomena<br />
- change is the interconnection of people, social innovation theory, not a self-assertive personal path through life<br />
- Meadows list of leverage points (Meadow 1999[^leveragePoints]), highest intervention is change of paradigms<br />
- cycles in nature, figure 8: exploitation --> conservation --> release --> reorganization --> exploitation<br />
- mentors are crucial to growing up<br />
- inter-generational engagement; or inter-system engagement<br />
- connection to nature is healing (Capra 2014[^systemsView])<br />
- reductionist sciences and where they are useful, clear boundaries for concepts that are limited in their abstractability and application<br />
- the status quo of our economic system and its ties to colonialism, "developing countries"<br />
- eastern - western history, two disconnected worlds<br />
- imperialism of knowledge, how western institutions dominate "worthy" science; Indian sociologist Claude Alvares on academic imperialism [video](https://www.youtube.com/watch?v=cySj7da5fB0&list=PL37s_eoRvbIbRVOl8qKkyNXuYb0UrwT2v)/[paper](https://www.jstor.org/stable/23018594?seq=1))<br />
- imperialism, superiority thinking, the ones who have everything and their duty to help others<br />
- the development of science from Aristotle to Galileo, Descarte, A. Smith<br />
- original forms of living with eco-systems, closed-loop life styles, "we shall live with animals"<br />
- white male supremacist culture and its ties to passive, receiving lifestyles that feed the capitalist system; co-creation is the beauty of life and creates independence<br />
- design for yourself, it is crucial to feel values, interests, and desire for beauty affect your work and creations<br />
- un-learning reductionist sciences, economic thought <br />
- rediscovering creativity, we need freedom, time, and unpressured productivity; fewer words, more visuals, more thoughts. Why are our inner thoughts not valuable?<br />
- illustration of crucial flows to allow for proprioception (money flows...)<br />
- first steps to take when learning smth: visualization, sketching, observation, exploration, synthesis (Schumpeter and others)<br />
<br />
<br />
## Reunderstanding the living being<br />
<br />
In the Western educational system, physics, biology, and chemistry teach us skills to analyze and understand phenomena around us. The phenomenon of life is often tackled with a list of essential features that living beings exhibit. In traditional biology, homeostasis, organization, metabolism, growth, adaption, response to stimuli, reproduction are among the commonly identified features of living beings.<br />
<br />
From a systemic perspective, life is identified as a self-organizing and autopoietic (self-reproducing) entity. <br />
What does it mean to be alive? Like actually be a living being? My theory and hope are that the re-understanding of what living beings are will inform us about being a good being yourself. <br />
<br />
### What makes anything alive? <br />
<br />
If we compare swarm robots, artificial intelligence, and factories with plants, humans, or cells, a common shared feature among the living is that they can take care of themselves. They are entities concerned with self-maintenance (Capra 2014[^sytemsView]).<br />
<br />
The spiritual and simultaneously technical insight that living beings defend their identity. In mathematical language, they defend and reproduce their topology. Once a brain cell is developed is stays a brain cell. Likewise, the heart, its own autopoietic system, will do everything to stay in heart-shape. Following the idea of life as autopoietic, occurring on many different scales, makes it hard to distinguish the boundaries of any organism. An organ is a self-reproducing entity within the human body. But animals and humans are self-reproducing entities that serve to create even larger self-reproducing systems such as a pack of wolf, protestant community, or college. <br />
<br />
The autopoietic view on life shines a light on the living, re-producing nature of systems, in which living beings immerse themselves. A conservative institution such as Harvard seeks to maintain itself throughout the course of time and disruptions. Looking at systems that arose from living beings as autopoietic systems allows us to understand the nature of self-reproduction of human-made institutions. <br />
<br />
<blockquote><br />
An autopoietic system is to be contrasted with an allopoietic system, such as a car factory, which uses raw materials (components) to generate a car (an organized structure) which is something other than itself (the factory). However, if the system is extended from the factory to include components in the factory's "environment", such as supply chains, plant/equipment, workers, dealerships, customers, contracts, competitors, cars, spare parts, and so on, then as a total viable system it could be considered to be autopoietic.<br />
</blockquote><br />
<br />
Such an understanding of the occurrence of self-reproducing orgasms on any level is crucial in developing an eye for the hidden power flows that keep our institutions alive. The life force is in our systems as much as it is in our cells. White supremacy and other systems that resulted from colonialism are contemporary examples of power dynamics that make the fight for systemic justice so hard. The Western capitalist system, majorly based on power-structures from colonialism, is a reproducing organism that will resist when systematic change occurs.<br />
<br />
## Holistic thinking needs to come back - everything is one big system: Our biophysical world and sociopolitical as well as all other disciplines are interconnected<br />
<br />
Therefore, forms of governance that encompass and honor every part of our world are crucial to fighting climate change and systemic injustice. <br />
<br />
<br />
## Complex systems and their characteristics<br />
<br />
### What are methods of working with dynamically complex systems and how do these differ from ‘simple systems’ (i.e., what is the organized way of learning, or the “science” of dynamic complexity?)<br />
<br />
### How can we learn and teach dynamically complex systems?<br />
<br />
### How do we foster personal and collective resilience and create a fertile breeding ground for social innovation?<br />
<br />
## Sustainability in future living - immersion into a regenerative lifestyle and intentional communities create an environment that leads to an integrated understanding of science through the fusion of knowledge, lived experience, mentorship, and connection with nature<br />
<br />
### Farm experience, a social enterprise, serves as evidence for a needed integrated understanding of science (bio, chemistry, social sciences, physics) and natural pull for technical knowledge<br />
- contextualized understanding of nature - we live next to a small creek? What does this energy and water mean for the ecosystem? How much energy can we extract with turbines?<br />
- we don't need complicated engineering projects to learn about group work - let's start simple. We can learn a lot about group dynamics, our own tendencies, and the complexity of planning when we work on long-term simple projects such as building a wall that only requires rectangular cuts - when we work on complicated projects, the trickiness that arises from the group becomes abstract and hard to grasp<br />
- why don't we ever design for ourselves? we are surprisingly bad at identifying our own needs and designing for our our wellbeing<br />
<br />
### Pedagogy of the oppressed - why is it so hard to push for change within an institution?<br />
<br />
#### Olin asked for progessive ideas for the fall semester 2020, none of the experimental proposals were accepted<br />
- common reason: we didn't have the capacity - however, we did it anyway without any help<br />
<br />
#### The power of rules and guidelines <br />
- internet guidlines as an example for an institution's classist reflex to learning-hindering circumstances<br />
- no politics allowed, no posters in hallways allowed - how cleanliness kills motivaiton to contribute in small pieces - only if it's academic it worth being presented<br />
<br />
#### Once we settle down and build on our past success, we close the space for future innovation. How about Nomadic Education?<br />
- students could travel from micro-campus to micro-campus<br />
- easier to establish a relationship to more than one space<br />
- multi-dimensional campus character, what kind of community do I want?<br />
- more space for students to bless spaces with their own creativity<br />
<br />
<br />
### Empowering students and community partners using inter-personal networks to leverage our collective ability to create change and social innovation - house building, off-grid technical systems, permaculture, open spaces for the youth to act upon opportunities and innovative ideas<br />
<br />
### Opening a pathway for school collaboration and cross-disciplinary exercise that creates social and institutional entrepreneurs that are able to work in highly complex conditions - increase opportunities for social innovation on institutional level<br />
<br />
### Models for financial independence that make use of opportunities for independence of the current time (off-grid living vs urban lifestyles, intentional communities, etsy, airbnb, thrift stores)<br />
<br />
<br />
<br />
## References<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the Complexity of Economic, Ecological, and Social Systems. Ecosystems, 4(5), 390–405. http://doi.org/10.1007/s10021-001-0101-5<br />
<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).<br />
<br />
<br />
[^NYT-bottom]: Nicholas D. Kristof, “Equality, a True Soul Food,” Opinion, New York Times, January 1, 2011, www.nytimes.com/2011/01/02/opinion/02kristof.html?_r=0 (accessed December 14, 2012)<br />
<br />
[^systemsView]: Capra, F., & Luisi, P. L. (2014). The systems view of life: A unifying vision. Cambridge University Press.<br />
<br />
[^leveragePoints]:Meadows, D. (1999). Leverage points. Places to Intervene in a System, 19. http://donellameadows.org/wp-content/userfiles/Leverage_Points.pdf</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Thesis_outline_-_resilience_and_dynamic_complexity&diff=513Thesis outline - resilience and dynamic complexity2021-03-12T17:56:03Z<p>Magic: /* Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences */</p>
<hr />
<div>_by Leon Santen_<br />
<br />
# Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences<br />
<br />
## Abstract<br />
<br />
Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013[^Scharmer2013]). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001[^Holling2001]). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that led to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of all the sciences and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.<br />
<br />
## Introduction<br />
<br />
The COVID pandemic has unveiled major systemic issues that regard nation-states as well as the international community. While the emergence of the internet and the digital revolution have strengthened and accelerated communication across the globe and created a stronger sense of interconnectedness, systems on the international, national, and local level have failed to offer social, economic, and spiritual support. While our collective ability to be resilient in times of disruption is low, academic disciplines have not failed to point out systemic disconnects that manifest in an ecological, social, spiritual-cultural divide (Scharmer 2013[^Scharmer2013]). <br />
<br />
We are using 50% more resources than our planet can regenerate, and our climate patterns have become irregular leading to a decrease in diversity in our forests. In the United States, the wealth distribution is far from balanced with the top 1% representing a greater collective worth than the bottom 90% [^NYT-bottom]. The modern technology and industrial sector outsource their production to the developing world making use of the economic pressure in those countries to catch up with the advancements in the Western world. More than two billion people live on less than $2 per day. This strong social divide has lead to structures that suppress rather than encourage creative actions. (companies don’t listen to their customers; outsourcing results in a disconnect between company and situation in other countries; example: facebooks Free Basics program is imperialistic system to exploit need in other countries to catch up) On a personal level, individuals struggle to envision a meaningful, novel future for themselves despite an ever-increasing specialization on the job market. Such a perspective on life opens up little opportunity for change and creative actions, which are desperately needed for social change. Moreoften, responses to those divides come from the technological sector. Oftentimes, those technological band-aids don’t address the root cause and can easily deepen the cut because those implementing and developing the technology are unaware of parts of the system and its characteristics. <br />
<br />
Institutions in higher education see the need to respond to those divides but have yet to figure out how to create a resilient society that goes beyond the institution’s walls. STEM (science, technology, engineering, and mathematics) institutions have come up with numerous solutions to prevent climate change, but there are no larger social structures in place to engage in a co-creative implementation of those ideas. We argue that the educational approach to understanding and teaching the sciences (physics, chemistry, biology, social sciences, psychology, economics) at institutions of higher education has gotten stuck in disciplinary specialization that fails to draw trans-disciplinary connections between the different fields. Most students start to understand the physical world around them through physics and chemistry classes. Those disciplines offer linear systems thinking as useful tools to predict outcomes and manipulate our surroundings. However, linear systems are rare exceptions in our bio-physical world that is dominated by ever-changing complex systems. [one can’t make predictions about complex systems, only assumptions about possible development]] [[more on the nature of complex systems]. Understanding those complex systems, the biophysical and socio-political world around us, therefore, requires a familiarity with the dynamically complex characteristics of nature. We believe that an integrated understanding of the sciences, treating them as a web rather than drawers, will lead to a more intuitive and constructive engagement with issues occurring in the systems around us.<br />
<br />
At Olin College, the disruption and uncertainty of the 2020 pandemic created a moment of collective reflection, in which students, alumni, staff, and faculty investigated needs and opportunities for the Fall semester of 2020. As a result of this campus-community collaboration, the college was open to receiving proposals from the community. With help from faculty, staff, and students, we asked for support for student pods with volunteering professors to work on urgent systemic issues. However, the path-planning committee shied away from implementing institutionally-led experiments. Therefore, we independently organized a micro-campus of 15 students at a family-owned off-grid permaculture farm, Woodland Harvest Mountain Farm, in the Appalachian mountains in North Carolina. The experience at the micro-campus served as strong evidence for a needed integrated understanding of the sciences ranging from logistics to physics, social sciences, and biology. As engineers seek to take on a meaningful role in healing our planet, they need to experience what it means to be part of an eco-system and interact with it. A typical streamlined college experience leaves little room to immersive yourself in nature and close-knit communities to even start to grasp the immensity and complexity of life that we are all a part of. Most campus facilities such as the dining hall, double dorm rooms, libraries, and student services optimize for disengagement setting the focus on academic work. However, a much broader and interconnected understanding is required to take responsible and effective action in our modern, complex world.<br />
While these forms of integrated understanding and knowledge are crucial, students need more than just the knowledge and identity around their field of interest. Students need spaces and time to act upon emerging opportunities that they start to sense. When they sense those opportunities, they can only act upon them as social entrepreneurs when they have the social and spiritual means to do so. The focus of higher education institutions needs to shift from academic analysis and experimentation to society-based methods that cultivate social entrepreneurs that than create social enterprises and in the long run wide-ranging social innovation (Westley 2010[^Westley2010]). Therefore, fostering our ability to live and work with each other doesn’t only strengthen our inter-personal networks but empowers students to take action when needed because they can make use of their social and creative capital.<br />
<br />
Therefore, we see strong evidence that an educational environment that emphasizes an integrated understanding of the sciences and values the interconnectedness of living beings can lead to a more resilient society, improve their wellbeing and consequently make use of the most meaningful capital that we have: creativity. <br />
<br />
## What are the web-nodes for a new science of holism?<br />
<br />
The following list is an open-ended collection of concepts and insights that are crucial to holistically understanding our reality.<br />
<br />
- Doughnut economics, create goals that honor the whole, un-learn traditional economic theory<br />
- autopoietic systems, what does it mean to be alive?<br />
- creating conditions to favor a certain outcome rather than controlling to predict the outcome<br />
- observation of your environment, apprehend as much as possible<br />
- interoception, listen to your body<br />
- empathy, listen to people not analyse them with our left side of the brain<br />
- self-governance, learn that we have the ability to live with and create policies ourselves<br />
- our body's metabolism, healthy breathing<br />
- proprioception on the level of our body, how does proprioception apply to organisms such as a college? Which structures favor proprioception of larger autopoietic organisms?<br />
- dynamically complex systems theory, what are the characteristics and limits of working with dynamically complex systems?<br />
- non-linear project management, how can we plan linearly if work does not evolve linearly? How can we write linear papers when insights are not linearly connected?<br />
- awareness of patterns in our world<br />
- the fractal nature of phenomena<br />
- change is the interconnection of people, social innovation theory, not a self-assertive personal path through life<br />
- Meadows list of leverage points (Meadow 1999[^leveragePoints]), highest intervention is change of paradigms<br />
- cycles in nature, figure 8: exploitation --> conservation --> release --> reorganization --> exploitation<br />
- mentors are crucial to growing up<br />
- inter-generational engagement; or inter-system engagement<br />
- connection to nature is healing (Capra 2014[^systemsView])<br />
- reductionist sciences and where they are useful, clear boundaries for concepts that are limited in their abstractability and application<br />
- the status quo of our economic system and its ties to colonialism, "developing countries"<br />
- eastern - western history, two disconnected worlds<br />
- imperialism of knowledge, how western institutions dominate "worthy" science; Indian sociologist Claude Alvares on academic imperialism [video](https://www.youtube.com/watch?v=cySj7da5fB0&list=PL37s_eoRvbIbRVOl8qKkyNXuYb0UrwT2v)/[paper](https://www.jstor.org/stable/23018594?seq=1))<br />
- imperialism, superiority thinking, the ones who have everything and their duty to help others<br />
- the development of science from Aristotle to Galileo, Descarte, A. Smith<br />
- original forms of living with eco-systems, closed-loop life styles, "we shall live with animals"<br />
- white male supremacist culture and its ties to passive, receiving lifestyles that feed the capitalist system; co-creation is the beauty of life and creates independence<br />
- design for yourself, it is crucial to feel values, interests, and desire for beauty affect your work and creations<br />
- un-learning reductionist sciences<br />
- rediscovering creativity, we need freedom, time, and unpressured productivity; fewer words, more visuals, more thoughts. Why are our inner thoughts not valuable?<br />
- illustration of crucial flows to allow for proprioception (money flows...)<br />
<br />
<br />
## Reunderstanding the living being<br />
<br />
In the Western educational system, physics, biology, and chemistry teach us skills to analyze and understand phenomena around us. The phenomenon of life is often tackled with a list of essential features that living beings exhibit. In traditional biology, homeostasis, organization, metabolism, growth, adaption, response to stimuli, reproduction are among the commonly identified features of living beings.<br />
<br />
From a systemic perspective, life is identified as a self-organizing and autopoietic (self-reproducing) entity. <br />
What does it mean to be alive? Like actually be a living being? My theory and hope are that the re-understanding of what living beings are will inform us about being a good being yourself. <br />
<br />
### What makes anything alive? <br />
<br />
If we compare swarm robots, artificial intelligence, and factories with plants, humans, or cells, a common shared feature among the living is that they can take care of themselves. They are entities concerned with self-maintenance (Capra 2014[^sytemsView]).<br />
<br />
The spiritual and simultaneously technical insight that living beings defend their identity. In mathematical language, they defend and reproduce their topology. Once a brain cell is developed is stays a brain cell. Likewise, the heart, its own autopoietic system, will do everything to stay in heart-shape. Following the idea of life as autopoietic, occurring on many different scales, makes it hard to distinguish the boundaries of any organism. An organ is a self-reproducing entity within the human body. But animals and humans are self-reproducing entities that serve to create even larger self-reproducing systems such as a pack of wolf, protestant community, or college. <br />
<br />
The autopoietic view on life shines a light on the living, re-producing nature of systems, in which living beings immerse themselves. A conservative institution such as Harvard seeks to maintain itself throughout the course of time and disruptions. Looking at systems that arose from living beings as autopoietic systems allows us to understand the nature of self-reproduction of human-made institutions. <br />
<br />
<blockquote><br />
An autopoietic system is to be contrasted with an allopoietic system, such as a car factory, which uses raw materials (components) to generate a car (an organized structure) which is something other than itself (the factory). However, if the system is extended from the factory to include components in the factory's "environment", such as supply chains, plant/equipment, workers, dealerships, customers, contracts, competitors, cars, spare parts, and so on, then as a total viable system it could be considered to be autopoietic.<br />
</blockquote><br />
<br />
Such an understanding of the occurrence of self-reproducing orgasms on any level is crucial in developing an eye for the hidden power flows that keep our institutions alive. The life force is in our systems as much as it is in our cells. White supremacy and other systems that resulted from colonialism are contemporary examples of power dynamics that make the fight for systemic justice so hard. The Western capitalist system, majorly based on power-structures from colonialism, is a reproducing organism that will resist when systematic change occurs.<br />
<br />
## Holistic thinking needs to come back - everything is one big system: Our biophysical world and sociopolitical as well as all other disciplines are interconnected<br />
<br />
Therefore, forms of governance that encompass and honor every part of our world are crucial to fighting climate change and systemic injustice. <br />
<br />
<br />
## Complex systems and their characteristics<br />
<br />
### What are methods of working with dynamically complex systems and how do these differ from ‘simple systems’ (i.e., what is the organized way of learning, or the “science” of dynamic complexity?)<br />
<br />
### How can we learn and teach dynamically complex systems?<br />
<br />
### How do we foster personal and collective resilience and create a fertile breeding ground for social innovation?<br />
<br />
## Sustainability in future living - immersion into a regenerative lifestyle and intentional communities create an environment that leads to an integrated understanding of science through the fusion of knowledge, lived experience, mentorship, and connection with nature<br />
<br />
### Farm experience, a social enterprise, serves as evidence for a needed integrated understanding of science (bio, chemistry, social sciences, physics) and natural pull for technical knowledge<br />
- contextualized understanding of nature - we live next to a small creek? What does this energy and water mean for the ecosystem? How much energy can we extract with turbines?<br />
- we don't need complicated engineering projects to learn about group work - let's start simple. We can learn a lot about group dynamics, our own tendencies, and the complexity of planning when we work on long-term simple projects such as building a wall that only requires rectangular cuts - when we work on complicated projects, the trickiness that arises from the group becomes abstract and hard to grasp<br />
- why don't we ever design for ourselves? we are surprisingly bad at identifying our own needs and designing for our our wellbeing<br />
<br />
### Pedagogy of the oppressed - why is it so hard to push for change within an institution?<br />
<br />
#### Olin asked for progessive ideas for the fall semester 2020, none of the experimental proposals were accepted<br />
- common reason: we didn't have the capacity - however, we did it anyway without any help<br />
<br />
#### The power of rules and guidelines <br />
- internet guidlines as an example for an institution's classist reflex to learning-hindering circumstances<br />
- no politics allowed, no posters in hallways allowed - how cleanliness kills motivaiton to contribute in small pieces - only if it's academic it worth being presented<br />
<br />
#### Once we settle down and build on our past success, we close the space for future innovation. How about Nomadic Education?<br />
- students could travel from micro-campus to micro-campus<br />
- easier to establish a relationship to more than one space<br />
- multi-dimensional campus character, what kind of community do I want?<br />
- more space for students to bless spaces with their own creativity<br />
<br />
<br />
### Empowering students and community partners using inter-personal networks to leverage our collective ability to create change and social innovation - house building, off-grid technical systems, permaculture, open spaces for the youth to act upon opportunities and innovative ideas<br />
<br />
### Opening a pathway for school collaboration and cross-disciplinary exercise that creates social and institutional entrepreneurs that are able to work in highly complex conditions - increase opportunities for social innovation on institutional level<br />
<br />
### Models for financial independence that make use of opportunities for independence of the current time (off-grid living vs urban lifestyles, intentional communities, etsy, airbnb, thrift stores)<br />
<br />
<br />
<br />
## References<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the Complexity of Economic, Ecological, and Social Systems. Ecosystems, 4(5), 390–405. http://doi.org/10.1007/s10021-001-0101-5<br />
<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).<br />
<br />
<br />
[^NYT-bottom]: Nicholas D. Kristof, “Equality, a True Soul Food,” Opinion, New York Times, January 1, 2011, www.nytimes.com/2011/01/02/opinion/02kristof.html?_r=0 (accessed December 14, 2012)<br />
<br />
[^systemsView]: Capra, F., & Luisi, P. L. (2014). The systems view of life: A unifying vision. Cambridge University Press.<br />
<br />
[^leveragePoints]:Meadows, D. (1999). Leverage points. Places to Intervene in a System, 19. http://donellameadows.org/wp-content/userfiles/Leverage_Points.pdf</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Notes_-_Dynamic_Complexity_and_Resilience_Thesis/ISR-G&diff=488Notes - Dynamic Complexity and Resilience Thesis/ISR-G2021-03-01T16:28:59Z<p>Magic: /* The shift in our ontological understanding of nature */</p>
<hr />
<div>by Leon Santen<br />
<br />
_These are notes for my thesis and independent study with Linda Vanasupa._<br />
<br />
Preliminary title: __Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences__<br />
<br />
_Abstract_<br />
<blockquote>Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that lead to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of science and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.</blockquote>[^Scharmer2013]<sup>,</sup>[^Holling2001]<br />
<br />
For more thoughts and the introduction, please follow this link to the [[Thesis outline - resilience and dynamic complexity]].<br />
<br />
# The shift in our ontological understanding of nature<br />
<br />
Coming from a century mainly driven by insights from the reductionist sciences and specialized disciplines, the western sciences look at the world around us (nature) by analyzing small pieces of the larger system. As in every reproducing organism, the increasing specialization in the natural sciences (e.g. subject specialization in master's degrees) is a reflection of the internal reductionist characteristic in the various disciplines. Therefore, we perceive nature as set of objects with different properties that can be analyzed, manipulated, and predicted. The relationship between different objects has only lately come into our focus. When we look at the relationships among the world around us, we observe that nature is an interconnected web, which does not prevail linear characteristics. Our science education from high school (chemistry, physics, mathematics) fails to give us an intuition for the complexity and characteristic of the interplay in nature. This issue brings up the following question:<br />
<br />
What essential scientific understanding is needed for a technologist in a world that is fundamentally dynamically complex?<br />
<br />
A _new_ science of holism is needed to convey an understanding of the world around us and all its layers; the natural, social, and critical epistemological realms. As this ontological shift is slowly taking place, we attempt to provide appropriate models, methods, language for phenomena, and threshold understandings that account for a dynamically complex world. <br />
<br />
The following categories attempt to embrace and suggest the emerging shape of a holistic epistemology. Epistemology is the investigation of what distinguishes justified belief from opinion [^epis-oxford]. A new science that sees the interconnectedness of nature will therefore change our belief of what nature is (compared to the reducinist sciences).<br />
<br />
## 1. Models for a holistic world<br />
Insights/concepts that inform a holistic epistemology: structure conditions behavior, emergence as a phenomenon, fractals or emergence on different scales, the role of fields (disciplines), self-organization<br />
<br />
## 2. Methods of study that respect the nature of reality<br />
The _scientific method_ does not seem to be sufficient to account for learning on the way, drastically slowing down the discovery process. Furthermore, the researcher should be immersed in the study space. <br />
<br />
Emancipatory action research as an example for a research method that recognizes the nature of reality. <br />
<br />
## 3. Language for natural phenomena<br />
A _new_ approach to science requires a collective, shared understanding of natural phenomena. We need concepts to share and describe phenomena emerging in reality. Fields of study that offer such language are _systems thinking_, _concepts for dynamically complex systems_, _indigenous knowledge_ that perceives the world through a holistic lense.<br />
<br />
## 4. Threshold understandings of our current disciplines<br />
Some of these understandings arose from the reducinist sciences and should be understood inside the shift toward a holistic epistemology. <br />
<br />
### Biology <br />
<br />
- Autopoiesis as an example of reproduction of the internal characteristics, parts in a cell are only alive when in symbiosis with others. <br />
- The way we think about the world is not how we perceive the world with our senses. Our left half of the brain overwrites the sensory input and perception from our right side of the brain [^stroke-of-insight]. <br />
- the line between animate and inanimate is blurry. This is not a surprise considering how vital to life inanimate matter is. <br />
<br />
### Physics <br />
<br />
- energy fields <br />
<br />
## 5. Questions and knots to untangle for a change<br />
<br />
How can we transform the scientific landscape into a trans-disciplinary, co-creative project?</br><br />
What kind of internet interface do we need to support co-creation with transparency, dialectic, peer-assement, and accessibility?<br />
<br />
# Recommendations for higher Ed institutions <br />
<br />
- create a valid and accessible feedback loop. For instance, keep a keyboard and mail box in the dining hall where students can input any form of feedback. Make it visible to students. <br />
<br />
- transparency: publish all the money flows within and outward from the institution. The system can only be aware of itself when it can see itself.<br />
<br />
- allow a platform for political dialogue to fight the consensus that politics and policies are far away from us. <br />
<br />
- allow a collective co-creative project. Imagine an Olin Wikipedia where all insights from courses and research are saved. You have any question about a project or where to find something on campus? You know where to search! Anyone can add and edit. <br />
<br />
# Living and co-creating in community<br />
<br />
Our collective power lies in creativity. If we are meaningfully bonded through a collective aspiration and purpose, we can create long-lasting change and social innovation. Below are insights from the experimental Olin semester at Woodland Harvest Mountain farm and tips for a successful experience for students and mentors. <br />
<br />
## collective vision and approaches for communal co-creation<br />
<br />
It seems to be crucial to uniting a group with a collective vision, goal, and purpose. If expectations are aligned, a satisfying group experience is much easier to achieve. <br />
<br />
## Insights from fall 2020 semester<br />
<br />
Judgment permeates most institutions. How can we find shelter and safety without judgment? Do we need to feel safe first to refrain from applying judgment to other people's actions? Why do we not assume that someone else might have had a good reason for an action, behavior, or statement? Judgment is linked to grading and the nature of hierarchical reviewing. If a professor grades a report, their _legitimate_ judgment permeates the student's perception of their own work. They might even forget why they chose that title, on which their professor commented. <br />
</br></br><br />
<br />
We are only free in our minds. Why do we expect students to always report in words? If we allow ourselves to merely discover in our brains, we free ourselves from the constructs and rigidity that language inevitably creates. Why is it not enough to do something? Why do we always need to deliver words for the things we do in the world? I want to be among people that do something. I care less about how they write about what they do. Considering the dualistic ("one or the other") nature of many of our words, it seems obvious that it must be hard for students to embrace the un-understandableness of the world. Buddhism stays away from dualistic terms (body - soul, mankind - god) because it understands the totality of things and interconnectedness that leads to a complexity that goes beyond defined boundaries and black-and-white thinking.<br />
</br></br><br />
<br />
How can we give education meaning that goes beyond semester-long hands-on projects?<br />
</br></br><br />
<br />
We only take a break when we're sick. As soon as we're sick the door opens to relax. Why do we need to have a weekly schedule that continues throughout the entire semester without any divergences? Such a repetitive routine attenuates any enthusiasm for the project work itself as you will have to inevitably face it. It doesn't matter whether or not you choose to engage with the project; if it's already in your calendar, there is no need to self-initiate engagement with the material. SCOPE was on every Tuesday (8-10AM), every Wednesday (6-7 PM), every Thursday (8-10AM), and every Friday (12-5PM). Good luck connecting with the material outside of your mental obligation zone. The only break from the five-hour Friday meeting was after thanksgiving. It felt as if I had never even been able to imagine what a free Friday was like. Why do we stick to weekly schedules in such a pathological manner? Anything that is not the exact plan is a failure - 14 vacation days per year are a good example.<br />
</br></br><br />
<br />
Why do we never design for ourselves? Why don't we apply Sustainable design projects to our living spaces? Why do our living spaces not allow for design interaction? Because they’re finished. Do we need unfinished environments that invite us to be modified? In the modern Western house, our environments start empty and are highly controlled. Everything that we add, change, or improve is an active decision that changes the untouched surfaces of our rooms. Every product that we buy to place in our rooms is a _perfectly_ designed solution to a problem. We are in full control. At a farm, in contrast, everything is messy at first, and one needs to make an active effort to bring satisfying structure and beauty into the world. I believe that the latter way of living comes closer to the character of the world we live in. Modern households are deceiving in their perfection and don't invite for engagement.<br />
</br></br><br />
<br />
We, humans, want things to be frictionless but the reality is that every step and action creates struggle because we’re smart enough to realize and see the mess. Is that the meaning behind Buddhism’s message: “Life is struggle”.<br />
</br></br><br />
<br />
From AlJazeera news: We need to go back to learning how to function as a society, people being together. Technology is not good or bad or neutral, is it what the intrinsic motivation behind it is. It’s a myth that Data is something we have within us. Its value is created by the interest that companies are allowed to put into it. <br />
</br></br><br />
<br />
_We create heaven and hell on earth ourselves_ (Buddhism). Christianity has this idea of fate which is counterproductive and creates a disconnect as it doesn’t underline everyone’s responsibility to the work on themselves in order to create the desired state of heaven. Don’t work hard, be critical with yourself. <br />
</br></br><br />
<br />
This WHMF experience was magical in so many ways, but I'm only slowly starting to understand that this is a lived form of research even though the orthodox definition of _research_ doesn't apply. One could call this _Emancapatory action research_ after Ledwith, 2017[^Ledwith2017]. This brings up a question to myself: how can we look at the spring 2021 semester as participatory/emancipatory action research?<br />
</br></br><br />
<br />
An unchecked positive loop will ultimately destroy itself. <br />
</br></br><br />
<br />
Wait and create an environment where people want to do something. But humans need time to change. Humans need to learn how to learn, how to become a learning society. Encouring reflection, learning, and personal choice. <br />
</br></br><br />
Current science allows us to rule out a range of future as unrealistic. Relatedly, goal setting is rather a psychological than a scientific or technical aspect of project work.<br />
<br />
<blockquote>To be considered challenging, a goal must be relatively difficult but still realistically attainable. If a goal is too easy, then people are not motivated by it (e.g., change a light bulb?). Similarly, a goal that is clearly unrealistic and overly difficult causes people to give up and not even take the first steps toward achievement (e.g., go completely carbon neutral?) (Locke and Latham, 1990). Thus the best goals are specific, realistic, and challenging and can be broken down into specific behavioral steps. This type of goal results in the highest levels of motivation and achievement. Only a few studies have examined goal setting and sustainable behavior. One set of experiments examined<br />
goal setting and energy use.</blockquote>[^Manning2009]<br />
</br><br />
Systems with humans will show :<br />
- limited predictability<br />
- bounded rationality<br />
- limited certainty<br />
- undetermined causality<br />
- evolutionary change (Hjorth 2005[^Hjorth2005])<br />
</br></br><br />
Hidden things control the system, especially where we don't have feedback loops. Where is the mailbox for all those frustrated students to voice their frustrations? Course evaluations are something quite different? Where is the course evaluation for students' experience for the institution, in which they live for four years?<br />
</br></br><br />
Why do engineers not work with wood? Why do they think that they can only do things that go beyond carpentry and woodworking - i.e. working with metals and CNC machines.<br />
</br></br><br />
There are so many meaningful group work insights and learning outcomes that arise from working on simple geometry with people - build a wall frame with timber. Make cuts that are the right size. Plan and build together. When we take group work to a more abstract level, the issue-points of group work also become more abstract, which makes it harder to act upon arising issues. To get to know your own working habits, styles of communication and planning, we don’t need complicated projects. Keep it simple! If it’s even then still tricky, that tells you more than a tricky project that becomes more tricky. <br />
</br></br><br />
“Social innovation is not only a result of a brilliant idea or hard work of an individual. Successful social innovations are achieved through the interplay of “effective demand” (the “pull” factor) and “effective supply” (the “push” factor) (Westley 2010[^Westley2010]). At Olin College, the pull from the students was too low to plan a full-blown immersive education prototype for the spring 2021 semester. In comparison, up to 25 Wellesley College students showed interest to live at WHMF in the spring semester. My underlying assumption is that some Wellesley students believe regenerative agriculture, intentional community, and sustainable living are very much part of their identity as a pro-active inhabitant of this planet. Olin students might hear and consume less of such ideology but ironically believe that engineers will stop climate change. <br />
</br></br><br />
The Design Nature project at the farm should be to design a playground for an animal. Rats, cats, dogs have so much fun on playgrounds.<br />
</br></br><br />
<br />
## What sciences form the basis for living in a world of dynamic complexities?<br />
<br />
There is no right or wrong<br />
<br />
_Logistics_<br />
<br />
- How do we organize with several groups of three or more?<br />
- Grocery availability; food planning; which leftovers do we have? When will they spoil?<br />
- How to have a collective sense of what our needs are? What is the goal of the day?<br />
- Where are which tools? Will it rain or can we leave them at the worksite?<br />
- Who feels responsible for checking if work sites are covered from rain?<br />
<br />
_Climate/the elements/seasonal change_<br />
<br />
- What is the winter going to be like? Can we predict it? Why does climate change make predicting harder?<br />
- Which plants can I plant right now to take care of my future self? Which beds need to be maintained?<br />
- How does an early sunset affect my life?<br />
<br />
_Indigenous wisdom_<br />
<br />
- How to live in reciprocity?<br />
- Say thank you when you take something, leave gifts<br />
<br />
_Community and mental balance_<br />
<br />
- When should we go to bed?<br />
- How do I maintain healthy relationships and vibes?<br />
- How much work is good for us? How little work is bad for us?<br />
- How to lead a group meeting - organize rituals, celebrations, moments of grounding<br />
- How to address conflict in a productive, non-discussion manner?<br />
<br />
_Ethical self and the world around me_<br />
- How can I contribute to this world to live with each other in harmony?<br />
- What does fulfilling, meaningful work mean?<br />
- Which career paths are actually aligned with my values for others and myself?<br />
- Which work aligns with the mental and ethical standards for myself?<br />
<br />
_Biology_<br />
- How to keep ourselves healthy? What are basic animal needs?<br />
- How does the world around us live? From what?<br />
- What happens to us, the house, the animals when temperature drop below freezing?<br />
<br />
_Study of tools_<br />
<br />
- Operate tools safely and with confidence, build intuition for your own safety: hammers, electric drills, circular saw, rock bar…<br />
- Manage and keep track of tools. <br />
<br />
_Sport theory/anatomy /physical therapy_<br />
<br />
- How do I carry heavy wood without hurting my back? How do throw a rock bar?<br />
- How to chop wood without hurting your back.<br />
- How do I hammer properly without putting to much pressure on my wrist? <br />
- What do I do when my back hurts?<br />
- How to be aware of your own body needs. <br />
<br />
_Mechanical physics_<br />
<br />
- How do four people lift a heavy beam safely?<br />
- When is a structure sturdy (non-computational thinning and analysis)<br />
- Intuition of structure<br />
<br />
_Electrical world_<br />
<br />
- How does electricity flow? Which direction? When is it dangerous? From which side do sparks come and why?<br />
- How do you work with cables? How do you connect electrical devices properly with cables? Cabel labeling, cable harness<br />
- How do you keep an electrical working space clean and safe?<br />
- Simple electronics: connect batteries in series/parallel, <br />
<br />
- Coding, Laptop work, CADing<br />
- Arduino programming<br />
- Website HTML coding for communication with other people<br />
- CAD 3D structure for FAE analysis<br />
- Photoshop, make stickers, design signs for people<br />
<br />
<br />
<br />
## Vocabulary<br />
<br />
- _amelioration_ - the act of making something better; improvement.<br />
- _paradigm_ - a typical example or pattern of something; a model. __or__ a set of linguistic items that form mutually exclusive choices in particular syntactic roles.<br />
- _heterodox_ - not conforming with accepted or orthodox standards or beliefs.<br />
- _counterintuitive_<br />
- _panacea_<br />
- _expenditures & depreciation_<br />
- _leverage point_ or _bandaid_ in Odalys's words<br />
- _panarchy_ a term to describe a concept that explains the evolving nature of complex adaptive systems. P. is the hierarchical structure in which systems of nature (forests, grasslands), and humans (structures of governance, settlements, and cultures), as well as combines human-nature systems (agencies that control natural resources) and social-ecological systems are interlinked in never-ending adaptive cycles of growth, accumulation, restructuring, and renewal. - <br />
(from pan- and -archy), coined by Paul Émile de Puydt in 1860, is a form of governance that would encompass all others.<br />
- autopoiesis (from Greek αὐτo- (auto-) 'self', and ποίησις (poiesis) 'creation, production') refers to a system capable of reproducing and maintaining itself by creating its own parts and eventually further components.<br />
- Collective intelligence - Collective intelligence (CI) is shared or group intelligence that emerges from the collaboration, collective efforts, and competition of many individuals and appears in consensus decision making.<br />
- Tektology is a term used by Alexander Bogdanov to describe a discipline that consisted of unifying all social, biological and physical sciences by considering them as systems of relationships and by seeking the organizational principles that underlie all systems.<br />
- teleological - relating to or involving the explanation of phenomena in terms of the purpose they serve rather than of the cause by which they arise.<br />
- Vitalism is the belief that "living organisms are fundamentally different from non-living entities because they contain some non-physical element or are governed by different principles than are inanimate things<br />
- vitalist-teleological - in the 1950s competing view to a mechanistic-causal philosophy around life/systems<br />
- pantheism - a doctrine which identifies God with the universe, or regards the universe as a manifestation of God<br />
<br />
<br />
## References<br />
<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Ledwith2017]:Ledwith, M. (2017). Emancipatory action research as a critical living praxis: From dominant narratives to counternarrative. In The Palgrave international handbook of action research (pp. 49-62). Palgrave Macmillan, New York.<br />
<br />
[^Hjorth2005]:Hjorth, P., & Bagheri, A. (2006). Navigating towards sustainable development: A system dynamics approach. Futures, 38(1), 74-92.<br />
<br />
[^Manning2009]:Manning, C. (2009). The psychology of sustainable behavior: Tips for empowering people to take environmentally positive action. Minnesota Pollution Control Agency.<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the complexity of economic, ecological, and social systems. Ecosystems, 4(5), 390-405.<br />
<br />
[^stroke-of-insight]: Jill Bolte Taylor: My stroke of insight | TED Talk. (n.d.). . Retrieved February 18, 2021, from https://www.ted.com/talks/jill_bolte_taylor_my_stroke_of_insight?language=en<br />
<br />
[^epis-oxford]: Oxford Languages and Google - English | Oxford Languages</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Thesis_outline_-_resilience_and_dynamic_complexity&diff=487Thesis outline - resilience and dynamic complexity2021-02-28T03:56:48Z<p>Magic: /* Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences */autopoeisis</p>
<hr />
<div>_by Leon Santen_<br />
<br />
# Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences<br />
<br />
## Abstract<br />
<br />
Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013[^Scharmer2013]). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001[^Holling2001]). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that led to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of all the sciences and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.<br />
<br />
## Introduction<br />
<br />
The COVID pandemic has unveiled major systemic issues that regard nation-states as well as the international community. While the emergence of the internet and the digital revolution have strengthened and accelerated communication across the globe and created a stronger sense of interconnectedness, systems on the international, national, and local level have failed to offer social, economic, and spiritual support. While our collective ability to be resilient in times of disruption is low, academic disciplines have not failed to point out systemic disconnects that manifest in an ecological, social, spiritual-cultural divide (Scharmer 2013[^Scharmer2013]). <br />
<br />
We are using 50% more resources than our planet can regenerate, and our climate patterns have become irregular leading to a decrease in diversity in our forests. In the United States, the wealth distribution is far from balanced with the top 1% representing a greater collective worth than the bottom 90% [^NYT-bottom]. The modern technology and industrial sector outsource their production to the developing world making use of the economic pressure in those countries to catch up with the advancements in the Western world. More than two billion people live on less than $2 per day. This strong social divide has lead to structures that suppress rather than encourage creative actions. (companies don’t listen to their customers; outsourcing results in a disconnect between company and situation in other countries; example: facebooks Free Basics program is imperialistic system to exploit need in other countries to catch up) On a personal level, individuals struggle to envision a meaningful, novel future for themselves despite an ever-increasing specialization on the job market. Such a perspective on life opens up little opportunity for change and creative actions, which are desperately needed for social change. Moreoften, responses to those divides come from the technological sector. Oftentimes, those technological band-aids don’t address the root cause and can easily deepen the cut because those implementing and developing the technology are unaware of parts of the system and its characteristics. <br />
<br />
Institutions in higher education see the need to respond to those divides but have yet to figure out how to create a resilient society that goes beyond the institution’s walls. STEM (science, technology, engineering, and mathematics) institutions have come up with numerous solutions to prevent climate change, but there are no larger social structures in place to engage in a co-creative implementation of those ideas. We argue that the educational approach to understanding and teaching the sciences (physics, chemistry, biology, social sciences, psychology, economics) at institutions of higher education has gotten stuck in disciplinary specialization that fails to draw trans-disciplinary connections between the different fields. Most students start to understand the physical world around them through physics and chemistry classes. Those disciplines offer linear systems thinking as useful tools to predict outcomes and manipulate our surroundings. However, linear systems are rare exceptions in our bio-physical world that is dominated by ever-changing complex systems. [one can’t make predictions about complex systems, only assumptions about possible development]] [[more on the nature of complex systems]. Understanding those complex systems, the biophysical and socio-political world around us, therefore, requires a familiarity with the dynamically complex characteristics of nature. We believe that an integrated understanding of the sciences, treating them as a web rather than drawers, will lead to a more intuitive and constructive engagement with issues occurring in the systems around us.<br />
<br />
At Olin College, the disruption and uncertainty of the 2020 pandemic created a moment of collective reflection, in which students, alumni, staff, and faculty investigated needs and opportunities for the Fall semester of 2020. As a result of this campus-community collaboration, the college was open to receiving proposals from the community. With help from faculty, staff, and students, we asked for support for student pods with volunteering professors to work on urgent systemic issues. However, the path-planning committee shied away from implementing institutionally-led experiments. Therefore, we independently organized a micro-campus of 15 students at a family-owned off-grid permaculture farm, Woodland Harvest Mountain Farm, in the Appalachian mountains in North Carolina. The experience at the micro-campus served as strong evidence for a needed integrated understanding of the sciences ranging from logistics to physics, social sciences, and biology. As engineers seek to take on a meaningful role in healing our planet, they need to experience what it means to be part of an eco-system and interact with it. A typical streamlined college experience leaves little room to immersive yourself in nature and close-knit communities to even start to grasp the immensity and complexity of life that we are all a part of. Most campus facilities such as the dining hall, double dorm rooms, libraries, and student services optimize for disengagement setting the focus on academic work. However, a much broader and interconnected understanding is required to take responsible and effective action in our modern, complex world.<br />
While these forms of integrated understanding and knowledge are crucial, students need more than just the knowledge and identity around their field of interest. Students need spaces and time to act upon emerging opportunities that they start to sense. When they sense those opportunities, they can only act upon them as social entrepreneurs when they have the social and spiritual means to do so. The focus of higher education institutions needs to shift from academic analysis and experimentation to society-based methods that cultivate social entrepreneurs that than create social enterprises and in the long run wide-ranging social innovation (Westley 2010[^Westley2010]). Therefore, fostering our ability to live and work with each other doesn’t only strengthen our inter-personal networks but empowers students to take action when needed because they can make use of their social and creative capital.<br />
<br />
Therefore, we see strong evidence that an educational environment that emphasizes an integrated understanding of the sciences and values the interconnectedness of living beings can lead to a more resilient society, improve their wellbeing and consequently make use of the most meaningful capital that we have: creativity. <br />
<br />
<br />
## Reunderstanding the living being<br />
<br />
What does it mean to be alive? Like actually be a living being? My theory and hope are that the reunderstanding of what living beings are will inform us about being a good being yourself. <br />
<br />
### What makes anything alife? <br />
<br />
If we comapare swarm robots, artificial intelligence, and factories with plants, humans, or cells, common shared feature among the living is that they can take care of themselves.<br />
<br />
The spiritual and simultaneously technical insight that living beings defend their identity. In the mathematical language, they defend their topology, their ... Once a brain cell is developed is stays a brain cell. Likewise, the heart, its own autopeitic system, will do everything to stay in heart-shape. <br />
<br />
autopoeitic systems exist on the small scale, but obviously occur on the level of a whole Organism. <br />
<br />
<quote><br />
An autopoietic system is to be contrasted with an allopoietic system, such as a car factory, which uses raw materials (components) to generate a car (an organized structure) which is something other than itself (the factory). However, if the system is extended from the factory to include components in the factory's "environment", such as supply chains, plant / equipment, workers, dealerships, customers, contracts, competitors, cars, spare parts, and so on, then as a total viable system it could be considered to be autopoietic.<br />
<quote><br />
<br />
Such an understanding of the occurrence of self-reproducing orgasms on any level is crucial in developing an eye for the hidden power flows that keep our institutions alive. The life force is in our systems as much as it is in our cells. White supremacy and other systems that resulted from koloniasim are contemporary examples for power dynamics that make the fight for systemic justice so hard. <br />
<br />
The phenomenon of life and its unde<br />
<br />
## We live in a panarchy - everything is one big system: Our biophysical world and sociopolitical as well as all other disciplines are interconnected<br />
<br />
<br />
<br />
## Complex systems and their characteristics<br />
<br />
### What are methods of working with dynamically complex systems and how do these differ from ‘simple systems’ (i.e., what is the organized way of learning, or the “science” of dynamic complexity?)<br />
<br />
### How can we learn and teach dynamically complex systems?<br />
<br />
### How do we foster personal and collective resilience and create a fertile breeding ground for social innovation?<br />
<br />
## Sustainability in future living - immersion into a regenerative lifestyle and intentional communities create an environment that leads to an integrated understanding of science through the fusion of knowledge, lived experience, mentorship, and connection with nature<br />
<br />
### Farm experience, a social enterprise, serves as evidence for a needed integrated understanding of science (bio, chemistry, social sciences, physics) and natural pull for technical knowledge<br />
- contextualized understanding of nature - we live next to a small creek? What does this energy and water mean for the ecosystem? How much energy can we extract with turbines?<br />
- we don't need complicated engineering projects to learn about group work - let's start simple. We can learn a lot about group dynamics, our own tendencies, and the complexity of planning when we work on long-term simple projects such as building a wall that only requires rectangular cuts - when we work on complicated projects, the trickiness that arises from the group becomes abstract and hard to grasp<br />
- why don't we ever design for ourselves? we are surprisingly bad at identifying our own needs and designing for our our wellbeing<br />
<br />
### Pedagogy of the oppressed - why is it so hard to push for change within an institution?<br />
<br />
#### Olin asked for progessive ideas for the fall semester 2020, none of the experimental proposals were accepted<br />
- common reason: we didn't have the capacity - however, we did it anyway without any help<br />
<br />
#### The power of rules and guidelines <br />
- internet guidlines as an example for an institution's classist reflex to learning-hindering circumstances<br />
- no politics allowed, no posters in hallways allowed - how cleanliness kills motivaiton to contribute in small pieces - only if it's academic it worth being presented<br />
<br />
#### Once we settle down and build on our past success, we close the space for future innovation. How about Nomadic Education?<br />
- students could travel from micro-campus to micro-campus<br />
- easier to establish a relationship to more than one space<br />
- multi-dimensional campus character, what kind of community do I want?<br />
- more space for students to bless spaces with their own creativity<br />
<br />
<br />
### Empowering students and community partners using inter-personal networks to leverage our collective ability to create change and social innovation - house building, off-grid technical systems, permaculture, open spaces for the youth to act upon opportunities and innovative ideas<br />
<br />
### Opening a pathway for school collaboration and cross-disciplinary exercise that creates social and institutional entrepreneurs that are able to work in highly complex conditions - increase opportunities for social innovation on institutional level<br />
<br />
### Models for financial independence that make use of opportunities for independence of the current time (off-grid living vs urban lifestyles, intentional communities, etsy, airbnb, thrift stores)<br />
<br />
<br />
<br />
## References<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the Complexity of Economic, Ecological, and Social Systems. Ecosystems, 4(5), 390–405. http://doi.org/10.1007/s10021-001-0101-5<br />
<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).<br />
<br />
<br />
[^NYT-bottom]: Nicholas D. Kristof, “Equality, a True Soul Food,” Opinion, New York Times, January 1, 2011, www.nytimes.com/2011/01/02/opinion/02kristof.html?_r=0 (accessed December 14, 2012)</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Main_House_Electricity_System&diff=486Main House Electricity System2021-02-28T01:41:05Z<p>Magic: </p>
<hr />
<div>The electricity system consists of a set of four deep cycle batteries, an inverter, the [[Main 1000 W Solar System]], one 250 W solar panel, an MPPT charge controllers for the five solar panels, a 70 W [[Micro Hydro Turbine]], and a diversion controller. <br />
<br />
[[File:Power_system_layout.png|1200px]]<br />
<br />
<br />
# Solar panels and MPPT charge controller<br />
<br />
There are five [SUNGOLDPOWER 24V Monocrystalline 200W Solar Panels](https://sungoldpower.com/collections/monocrystalline-solar-panel/products/200-watt-monocrystalline-solar-panel#specification_1)(62.2 x 31.8 x 1.4 inches) that are connected in parallel, which keeps their voltage at 24 V and adds up their amperage. On a sunny day, they output up to 750 W to the [SolarEpic 4215BN MPPT Solar Charge Controller](https://solarepic.com/products/solarepic-mppt-40a-solar-charge-controller-150v-pv-input-tracer-4215bn?variant=12497866457137) ([manual](https://www.epsolarpv.com/upload/file/1903/Tracer-BN-SMS-EL-V1.2.pdf)). The charge controller is rated for 40 A. <br />
<br />
The additional, older 250 W panel is connected to a small PWM charge controller. Note that PWM charge controllers are less efficient than MPPT controllers.<br />
<br />
For more information on the solar panel upgrade that was done, please refer to [[Additional Solar Panels Research]].<br />
<br />
### Wires and connectors<br />
<br />
We are using around 100 feet of 2 AWG copper cable for each positive and negative connection. The cables are NOT fully water-resistant. Ideally, we should bury them in PVC pipes underground. The SUNDGOLDPOWER panels used to have standard MC4 connectors that we cut off.<br />
<br />
### Mounts and brackets<br />
[SunWize](https://www.sunwize.com/application-item/solar-panel-mounts/) has a large number of solar panel connectors and brackets. [Solar Electric](https://www.solar-electric.com/residential/panel-mounts-trackers/pole-mounts.html) has pole mounts.<br />
<br />
__Angles for mounting__:<br />
- February 5th – Set to same angle as your latitude.<br />
- May 5th – Set at the same angle as your latitude minus 15 degrees. At noon the panel will be almost horizontal to the ground.<br />
- August 5th – Set at the same angle as your latitude.<br />
- November 5th – Set at the angle of latitude plus 15 degrees. This tilts your panels towards the sun as it travels low in the southern sky during the winter.<br />
<br />
_Our latitude is 36.4037°_.<br />
<br />
# Micro-Hydro and diversion controller<br />
<br />
The [[Micro Hydro Turbine]] system outputs around 60-110 W all day long. We currently don't have any accurate information on its original efficiency, head, or other characteristics. Please update this section and the micro-hydro page if you know more. <br />
<br />
As the micro-hydro system charges the batteries 24/7, it is important to prevent overcharging with a diversion controller that redirects the energy to a heating element. The heating element dumps the electricity and converts it into heat. The diversion controller is the C-35 by Schneider ([Manual](http://solar.schneider-electric.com/wp-content/uploads/2014/11/c-series-manual-975-0004-01-02-rev-d_eng.pdf)). <br />
<br />
Oftentimes, the micro-hydro system stops working or outputs low power. If that is the case, you might have to flash the generator or remove leaves from the bucket. For more maintenance information go to [[Micro Hydro Turbine]].<br />
<br />
# Meters <br />
<br />
The micro hydro input, the small solar panel<br />
input, and the overall energy usage output that leads to the inverter are connected to blue watt-meter displays ([Bayite DC 6.5-100V 0-100A LCD Display](https://www.amazon.com/dp/B013PKYILS/ref=cm_sw_r_cp_api_fab_QHpEFb372H267)). The meters are multi-functional and display volts, amps, watts, and watt hours. There is also an option to turn on an alarm when the voltage turns low. <br />
<br />
[[File:meter-how-to-connect.jpeg |thumb|This graphic informs you about how to connect the blue watt-meter displays to different inputs and outputs.]]<br />
<br />
# Inverter<br />
<br />
We have a Xantrex SW Series Inverter/Charger that is rated for 3000 W ([manual](http://www.xantrex.com/documents/Discontinued-Products/SW2512MC-SW4024MC2UserGuide.pdf)). <br />
The current inverter's maximum continuous battery charger input is 3600VA. It's maximum alternating current (AC) output overcurrent protection is 35 A at 110 V. <br />
<br />
# Deep-Cycle batteries<br />
<br />
[[File:12-FS-210 Rolls Battery.JPG|thumb|Deep-cycle battery 12 FS 210 by Rolls Battery]]<br />
The main house has a 24 Volt [V] deep-cycle battery system with a capacity of 420 Ampere-hours [Ah]. <br />
The battery system consists of four deep cycle batteries of the type 12 FS 210 by Rolls Battery ([data sheet](https://rollsbattery.com/wp-content/uploads/batteries/12FS210.pdf)). Each individual battery has an output voltage of 12 V and a capacity of 210 Ah at a discharging rate of 20 hours (please check datasheets for lower discharging rates). The four batteries are parallel- and series-connected, which doubles the system’s voltage and capacity. <br />
<br />
[[File:Batteriesinseriesandparallel.JPG|border|thumb|Four 12V batteries in series and parallel]]<br />
<br />
As with all deep cycle batteries, they shouldn’t be drained to less than 20% of their capacity, which results in a usable capacity of 336 Ah with 24 V (~8,000 Watt-hours [Wh]) after purchase. Please note that these numbers will be lower after long-term usage. Based on experience, the batteries are severely damaged resulting in a capacity of approx. 40% (3,200 Wh).<br />
<br />
### Charging tips<br />
<br />
__Always fill the battery with water before charging.__<br />
<br />
The most dangerous lead acid battery would be a flooded battery with most of the water gone, which maximizes the amount of stored gas possible. When the battery is filled with water there isn't much volume to store the hydrogen. And, of course, the battery will be happier and give more capacity when topped off.<br />
<br />
Most of the reported lead acid battery explosions are caused by charging a flooded automotive battery outside the car with an unregulated battery charger. In this case the battery can be left on charge for a long time, and the unregulated charger can run it out of water. Chargers that are designed for battery tending or maintenance , as well as most of the PowerStream lead acid chargers can be left on the battery forever without causing them to gas. Simple, old fashioned, or unregulated transformer chargers should not be left on the battery after it is charged.[^powerstream]<br />
<br />
## Upgrading the batteries<br />
<br />
One should refrain from adding new batteries to an already used set as it wears down the old batteries faster. This will result in deep discharged old batteries. Therefore, we could consider moving the current/old set to our future octagonal cabins. As depicted in the illustration above, we could run two independent 12 V systems in different locations. Rolls Battery released a new version of our current batteries, the S12 185 ([data sheet](https://www.rollsbattery.com/battery/s12-185/?pdf=8512)). Here is a [summary of the model updates](https://rollsbattery.com/wp-content/uploads/2019/05/Model-Updates.pdf).<br />
<br />
## Software and hardware<br />
<br />
The Main House Electricity System is connected to an Arduino-based [[Electrical Control Unit]]. Please refer to the aforementioned page for the GitHub repository.<br />
<br />
# Generators <br />
<br />
The large, yellow generator behind the house is used to charge the batteries through the inverter whenever the battery voltage is low. The champion 3650 generator ([manual](https://y79961nbs4u2hvbnwronx9zx-wpengine.netdna-ssl.com/wp-content/uploads/2017/08/100216-om-english.pdf )) can supply up to 3650 watts. However, it will be much happier around 1000 watts. You can set the charging amps on the inverter. We recommend no more than 6 A (around 700 watts) for charging the batteries. <br />
<br />
# References<br />
<br />
[^powerstream]:https://www.powerstream.com/how-to-use-a-battery-charger.htm</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Main_House_Electricity_System&diff=485Main House Electricity System2021-02-28T00:41:03Z<p>Magic: </p>
<hr />
<div>The electricity system consists of a set of four deep cycle batteries, an inverter, the [[Main 1000 W Solar System]], one 250 W solar panel, an MPPT charge controllers for the five solar panels, a 70 W [[Micro Hydro Turbine]], and a diversion controller. <br />
<br />
[[File:Power_system_layout.png|1200px]]<br />
<br />
<br />
# Solar panels and MPPT charge controller<br />
<br />
There are five [SUNGOLDPOWER 24V Monocrystalline 200W Solar Panels](https://sungoldpower.com/collections/monocrystalline-solar-panel/products/200-watt-monocrystalline-solar-panel#specification_1)(62.2 x 31.8 x 1.4 inches) that are connected in parallel, which keeps their voltage at 24 V and adds up their amperage. On a sunny day, they output up to 750 W to the [SolarEpic 4215BN MPPT Solar Charge Controller](https://solarepic.com/products/solarepic-mppt-40a-solar-charge-controller-150v-pv-input-tracer-4215bn?variant=12497866457137) ([manual](https://www.epsolarpv.com/upload/file/1903/Tracer-BN-SMS-EL-V1.2.pdf)). The charge controller is rated for 40 A. <br />
<br />
The additional, older 250 W panel is connected to a small PWM charge controller. Note that PWM charge controllers are less efficient than MPPT controllers.<br />
<br />
For more information on the solar panel upgrade that was done, please refer to [[Additional Solar Panels Research]].<br />
<br />
### Wires and connectors<br />
<br />
We are using around 100 feet of 2 AWG copper cable for each positive and negative connection. The cables are NOT fully water-resistant. Ideally, we should bury them in PVC pipes underground. The SUNDGOLDPOWER panels used to have standard MC4 connectors that we cut off.<br />
<br />
### Mounts and brackets<br />
[SunWize](https://www.sunwize.com/application-item/solar-panel-mounts/) has a large number of solar panel connectors and brackets. [Solar Electric](https://www.solar-electric.com/residential/panel-mounts-trackers/pole-mounts.html) has pole mounts.<br />
<br />
__Angles for mounting__:<br />
- February 5th – Set to same angle as your latitude.<br />
- May 5th – Set at the same angle as your latitude minus 15 degrees. At noon the panel will be almost horizontal to the ground.<br />
- August 5th – Set at the same angle as your latitude.<br />
- November 5th – Set at the angle of latitude plus 15 degrees. This tilts your panels towards the sun as it travels low in the southern sky during the winter.<br />
<br />
_Our latitude is 36.4037°_.<br />
<br />
# Micro-Hydro and diversion controller<br />
<br />
The [[Micro Hydro Turbine]] system outputs around 60-110 W all day long. We currently don't have any accurate information on its original efficiency, head, or other characteristics. Please update this section and the micro-hydro page if you know more. <br />
<br />
As the micro-hydro system charges the batteries 24/7, it is important to prevent overcharging with a diversion controller that redirects the energy to a heating element. The heating element dumps the electricity and converts it into heat. The diversion controller is the C-35 by Schneider ([Manual](http://solar.schneider-electric.com/wp-content/uploads/2014/11/c-series-manual-975-0004-01-02-rev-d_eng.pdf)). <br />
<br />
Oftentimes, the micro-hydro system stops working or outputs low power. If that is the case, you might have to flash the generator or remove leaves from the bucket. For more maintenance information go to [[Micro Hydro Turbine]].<br />
<br />
# Meters <br />
<br />
The micro hydro input, the small solar panel<br />
input, and the overall energy usage output that leads to the inverter are connected to blue watt-meter displays ([Bayite DC 6.5-100V 0-100A LCD Display](https://www.amazon.com/dp/B013PKYILS/ref=cm_sw_r_cp_api_fab_QHpEFb372H267)). The meters are multi-functional and display volts, amps, watts, and watt hours. There is also an option to turn on an alarm when the voltage turns low. <br />
<br />
[[File:meter-how-to-connect.jpeg |thumb|This graphic informs you about how to connect the blue watt-meter displays to different inputs and outputs.]]<br />
<br />
# Inverter<br />
<br />
We have a Xantrex SW Series Inverter/Charger that is rated for 3000 W ([manual](http://www.xantrex.com/documents/Discontinued-Products/SW2512MC-SW4024MC2UserGuide.pdf)). <br />
The current inverter's maximum continuous battery charger input is 3600VA. It's maximum alternating current (AC) output overcurrent protection is 35 A at 110 V. <br />
<br />
# Deep-Cycle batteries<br />
<br />
[[File:12-FS-210 Rolls Battery.JPG|thumb|Deep-cycle battery 12 FS 210 by Rolls Battery]]<br />
The main house has a 24 Volt [V] deep-cycle battery system with a capacity of 420 Ampere-hours [Ah]. <br />
The battery system consists of four deep cycle batteries of the type 12 FS 210 by Rolls Battery ([data sheet](https://rollsbattery.com/wp-content/uploads/batteries/12FS210.pdf)). Each individual battery has an output voltage of 12 V and a capacity of 210 Ah at a discharging rate of 20 hours (please check datasheets for lower discharging rates). The four batteries are parallel- and series-connected, which doubles the system’s voltage and capacity. <br />
<br />
[[File:Batteriesinseriesandparallel.JPG|border|thumb|Four 12V batteries in series and parallel]]<br />
<br />
As with all deep cycle batteries, they shouldn’t be drained to less than 20% of their capacity, which results in a usable capacity of 336 Ah with 24 V (~8,000 Watt-hours [Wh]) after purchase. Please note that these numbers will be lower after long-term usage. Based on experience, the batteries are severely damaged resulting in a capacity of approx. 40% (3,200 Wh).<br />
<br />
### Charging tips<br />
<br />
__Always fill the battery with water before charging.__<br />
<br />
The most dangerous lead acid battery would be a flooded battery with most of the water gone, which maximizes the amount of stored gas possible. When the battery is filled with water there isn't much volume to store the hydrogen. And, of course, the battery will be happier and give more capacity when topped off.<br />
<br />
Most of the reported lead acid battery explosions are caused by charging a flooded automotive battery outside the car with an unregulated battery charger. In this case the battery can be left on charge for a long time, and the unregulated charger can run it out of water. Chargers that are designed for battery tending or maintenance , as well as most of the PowerStream lead acid chargers can be left on the battery forever without causing them to gas. Simple, old fashioned, or unregulated transformer chargers should not be left on the battery after it is charged.[^powerstream]<br />
<br />
## Upgrading the batteries<br />
<br />
One should refrain from adding new batteries to an already used set as it wears down the old batteries faster. This will result in deep discharged old batteries. Therefore, we could consider moving the current/old set to our future octagonal cabins. As depicted in the illustration above, we could run two independent 12 V systems in different locations. Rolls Battery released a new version of our current batteries, the S12 185 ([data sheet](https://www.rollsbattery.com/battery/s12-185/?pdf=8512)). Here is a [summary of the model updates](https://rollsbattery.com/wp-content/uploads/2019/05/Model-Updates.pdf).<br />
<br />
## Software and hardware<br />
<br />
The Main House Electricity System is connected to an Arduino-based [[Electrical Control Unit]]. Please refer to the aforementioned page for the GitHub repository.<br />
<br />
# Generators <br />
<br />
The large, yellow generator behind the house is used to charge the batteries through the inverter whenever the battery voltage is low. The champion 3650 generator [manual](https://y79961nbs4u2hvbnwronx9zx-wpengine.netdna-ssl.com/wp-content/uploads/2017/08/100216-om-english.pdf ) can supply up to 3650 watts. However, it will be much happier around 1000 watts. You can set the charging amps on the inverter. We recommend no more than 6 A (around 700 watts) for charging the batteries. <br />
<br />
# References<br />
<br />
[^powerstream]:https://www.powerstream.com/how-to-use-a-battery-charger.htm</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Electrical_Control_Unit&diff=478Electrical Control Unit2021-02-26T13:16:29Z<p>Magic: </p>
<hr />
<div>Please refer to this [GitHub Repository](https://github.com/LSanten/WoodlandHarvestControlSystem) for the code for all Arduinos.<br />
<br />
# Repository Sections<br />
<br />
## master-arduino<br />
<br />
The master Arduino measures the battery voltage with a voltage divider circuit. For precise voltage measurements, it is recommended to use `(analogRead(pin) + 0.5) * 5.0 / 1024.0` [^preciseVoltage].<br />
<br />
## backporch-arduino<br />
<br />
## anemometer<br />
<br />
[[File:Porch-anemometer.jpg|border|thumb|Anemometer data logger prototype on porch]]<br />
We are using a Vortex wind sensor. One revolution per second equals 2.5 mph. Since our anemometer has a relay (a mechanical switch), it creates a _switch bounce_. Therefore, we need a debounce circuit.<br />
[[File:WindSpeed Porch Oct14.jpg|border|thumb]]<br />
<br />
_A bug with the current code seems to be related to saving the dateTime string. The dateTime string is saved incorrectly when there should be a trailing 0 in front of the minute reading. I believe that the current code does not include an additional 0 to save minute readings below 10. <br />
<br />
# Wireless communication codes<br />
<br />
# Opportunities to improve the system<br />
<br />
- We are currently supplying power to the Arduinos via USB. If we used DC converters from the batteries to the Arduinos, we might save some electricity.<br />
<br />
# Useful Guides<br />
<br />
__Real Time Clock Setup for SD3231__<br />
<br />
[Tutorial on arduino.com](https://create.arduino.cc/projecthub/MisterBotBreak/how-to-use-a-real-time-clock-module-ds3231-bc90fe)<br />
<br />
[Download DS3231 library on GitHub](https://github.com/rodan/ds3231)<br />
<br />
__Data logging on SD-card__<br />
<br />
this [randomnerdtutorial.com](https://randomnerdtutorials.com/guide-to-sd-card-module-with-arduino/) leads you through SD-card usage with an arduino.<br />
<br />
__Wireless communication with NRF24L01__<br />
<br />
We have [long-run antennas](https://www.amazon.com/gp/product/B06WLH4ZG6/ref=ppx_yo_dt_b_asin_image_o06_s00?ie=UTF8&psc=1) for wireless communication ([NRF24L01 Tutorial](https://howtomechatronics.com/tutorials/arduino/arduino-wireless-communication-nrf24l01-tutorial/)).</br><br />
You should solder a 10uf electrolytic capacitor between the power leads.<br />
<br />
How to connect several [SPI devices to Arduino](http://www.learningaboutelectronics.com/Articles/Multiple-SPI-devices-to-an-arduino-microcontroller.php).<br />
<br />
__Non-invasive AC Current Sensor ANSANE SCT-013-030__<br />
<br />
Outputs approximately 1 V for every 30 A.<br />
<br />
__LoRa Overview on Digikey__<br />
<br />
https://www.digikey.com/en/maker/blogs/introduction-to-lora-technology<br />
<br />
### References<br />
<br />
[^preciseVoltage]: http://www.skillbank.co.uk/arduino/measure.htm#:~:text=Precise%20voltage%20measurement%20with%20the,number%20between%200%20and%201023.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Notes_-_Dynamic_Complexity_and_Resilience_Thesis/ISR-G&diff=475Notes - Dynamic Complexity and Resilience Thesis/ISR-G2021-02-20T04:41:45Z<p>Magic: </p>
<hr />
<div>by Leon Santen<br />
<br />
_These are notes for my thesis and independent study with Linda Vanasupa._<br />
<br />
Preliminary title: __Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences__<br />
<br />
_Abstract_<br />
<blockquote>Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that lead to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of science and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.</blockquote>[^Scharmer2013]<sup>,</sup>[^Holling2001]<br />
<br />
For more thoughts and the introduction, please follow this link to the [[Thesis outline - resilience and dynamic complexity]].<br />
<br />
# The shift in our ontological understanding of nature<br />
<br />
Coming from a century mainly driven by insights from the reductionist sciences and specialized disciplines, the western sciences look at the world around us (nature) by analyzing small pieces of the larger system. As in every reproducing organism, the increasing specialization in the natural sciences (e.g. subject specialization in master's degrees) is a reflection of the internal reductionist characteristic in the various disciplines. Therefore, we perceive nature as set of objects with different properties that can be analyzed, manipulated, and predicted. The relationship between different objects has only lately come into our focus. When we look at the relationships among the world around us, we observe that nature is an interconnected web, which does not prevail linear characteristics. Our science education from high school (chemistry, physics, mathematics) fails to give us an intuition for the complexity and characteristic of the interplay in nature. This issue brings up the following question:<br />
<br />
What essential scientific understanding is needed for a technologist in a world that is fundamentally dynamically complex?<br />
<br />
A _new_ science of holism is needed to convey an understanding of the world around us and all its layers; the natural, social, and critical epistemological realms. As this ontological shift is slowly taking place, we attempt to provide appropriate models, methods, language for phenomena, and threshold understandings that account for a dynamically complex world.<br />
<br />
The following categories attempt to embrace and suggest the emerging shape of such a new science. <br />
<br />
## 1. Models for a holistic world<br />
<br />
## 2. Methods of study that respect the nature of reality<br />
The _scientific method_ does not seem to be sufficient to account for learning on the way, drastically slowing down the discovery process. Furthermore, the researcher should be immersed in the study space. <br />
<br />
## 3. Language for natural phenomena<br />
<br />
## 4. Threshold understandings of our current disciplines<br />
<br />
### Biology <br />
<br />
- Autopoiesis as an example of reproduction of the internal characteristics, parts in a cell are only alive when in symbiosis with others. <br />
- The way we think about the world is not how we perceive the world with our senses. Our left half of the brain overwrites the sensory input and perception from our right side of the brain [^stroke-of-insight]. <br />
- the line between animate and inanimate is blurry. This is not a surprise considering how vital to life inanimate matter is. <br />
<br />
### Physics <br />
<br />
- energy fields <br />
<br />
# Living and co-creating in community<br />
<br />
Our collective power lies in creativity. If we are meaningfully bonded through a collective aspiration and purpose, we can create long-lasting change and social innovation. Below are insights from the experimental Olin semester at Woodland Harvest Mountain farm and tips for a successful experience for students and mentors. <br />
<br />
## collective vision and approaches for communal co-creation<br />
<br />
It seems to be crucial to uniting a group with a collective vision, goal, and purpose. If expectations are aligned, a satisfying group experience is much easier to achieve. <br />
<br />
## Insights from fall 2020 semester<br />
<br />
Judgment permeates most institutions. How can we find shelter and safety without judgment? Do we need to feel safe first to refrain from applying judgment to other people's actions? Why do we not assume that someone else might have had a good reason for an action, behavior, or statement? Judgment is linked to grading and the nature of hierarchical reviewing. If a professor grades a report, their _legitimate_ judgment permeates the student's perception of their own work. They might even forget why they chose that title, on which their professor commented. <br />
</br></br><br />
<br />
We are only free in our minds. Why do we expect students to always report in words? If we allow ourselves to merely discover in our brains, we free ourselves from the constructs and rigidity that language inevitably creates. Why is it not enough to do something? Why do we always need to deliver words for the things we do in the world? I want to be among people that do something. I care less about how they write about what they do. Considering the dualistic ("one or the other") nature of many of our words, it seems obvious that it must be hard for students to embrace the un-understandableness of the world. Buddhism stays away from dualistic terms (body - soul, mankind - god) because it understands the totality of things and interconnectedness that leads to a complexity that goes beyond defined boundaries and black-and-white thinking.<br />
</br></br><br />
<br />
How can we give education meaning that goes beyond semester-long hands-on projects?<br />
</br></br><br />
<br />
We only take a break when we're sick. As soon as we're sick the door opens to relax. Why do we need to have a weekly schedule that continues throughout the entire semester without any divergences? Such a repetitive routine attenuates any enthusiasm for the project work itself as you will have to inevitably face it. It doesn't matter whether or not you choose to engage with the project; if it's already in your calendar, there is no need to self-initiate engagement with the material. SCOPE was on every Tuesday (8-10AM), every Wednesday (6-7 PM), every Thursday (8-10AM), and every Friday (12-5PM). Good luck connecting with the material outside of your mental obligation zone. The only break from the five-hour Friday meeting was after thanksgiving. It felt as if I had never even been able to imagine what a free Friday was like. Why do we stick to weekly schedules in such a pathological manner? Anything that is not the exact plan is a failure - 14 vacation days per year are a good example.<br />
</br></br><br />
<br />
Why do we never design for ourselves? Why don't we apply Sustainable design projects to our living spaces? Why do our living spaces not allow for design interaction? Because they’re finished. Do we need unfinished environments that invite us to be modified? In the modern Western house, our environments start empty and are highly controlled. Everything that we add, change, or improve is an active decision that changes the untouched surfaces of our rooms. Every product that we buy to place in our rooms is a _perfectly_ designed solution to a problem. We are in full control. At a farm, in contrast, everything is messy at first, and one needs to make an active effort to bring satisfying structure and beauty into the world. I believe that the latter way of living comes closer to the character of the world we live in. Modern households are deceiving in their perfection and don't invite for engagement.<br />
</br></br><br />
<br />
We, humans, want things to be frictionless but the reality is that every step and action creates struggle because we’re smart enough to realize and see the mess. Is that the meaning behind Buddhism’s message: “Life is struggle”.<br />
</br></br><br />
<br />
From AlJazeera news: We need to go back to learning how to function as a society, people being together. Technology is not good or bad or neutral, is it what the intrinsic motivation behind it is. It’s a myth that Data is something we have within us. Its value is created by the interest that companies are allowed to put into it. <br />
</br></br><br />
<br />
_We create heaven and hell on earth ourselves_ (Buddhism). Christianity has this idea of fate which is counterproductive and creates a disconnect as it doesn’t underline everyone’s responsibility to the work on themselves in order to create the desired state of heaven. Don’t work hard, be critical with yourself. <br />
</br></br><br />
<br />
This WHMF experience was magical in so many ways, but I'm only slowly starting to understand that this is a lived form of research even though the orthodox definition of _research_ doesn't apply. One could call this _Emancapatory action research_ after Ledwith, 2017[^Ledwith2017]. This brings up a question to myself: how can we look at the spring 2021 semester as participatory/emancipatory action research?<br />
</br></br><br />
<br />
An unchecked positive loop will ultimately destroy itself. <br />
</br></br><br />
<br />
Wait and create an environment where people want to do something. But humans need time to change. Humans need to learn how to learn, how to become a learning society. Encouring reflection, learning, and personal choice. <br />
</br></br><br />
Current science allows us to rule out a range of future as unrealistic. Relatedly, goal setting is rather a psychological than a scientific or technical aspect of project work.<br />
<br />
<blockquote>To be considered challenging, a goal must be relatively difficult but still realistically attainable. If a goal is too easy, then people are not motivated by it (e.g., change a light bulb?). Similarly, a goal that is clearly unrealistic and overly difficult causes people to give up and not even take the first steps toward achievement (e.g., go completely carbon neutral?) (Locke and Latham, 1990). Thus the best goals are specific, realistic, and challenging and can be broken down into specific behavioral steps. This type of goal results in the highest levels of motivation and achievement. Only a few studies have examined goal setting and sustainable behavior. One set of experiments examined<br />
goal setting and energy use.</blockquote>[^Manning2009]<br />
</br><br />
Systems with humans will show :<br />
- limited predictability<br />
- bounded rationality<br />
- limited certainty<br />
- undetermined causality<br />
- evolutionary change (Hjorth 2005[^Hjorth2005])<br />
</br></br><br />
Hidden things control the system, especially where we don't have feedback loops. Where is the mailbox for all those frustrated students to voice their frustrations? Course evaluations are something quite different? Where is the course evaluation for students' experience for the institution, in which they live for four years?<br />
</br></br><br />
Why do engineers not work with wood? Why do they think that they can only do things that go beyond carpentry and woodworking - i.e. working with metals and CNC machines.<br />
</br></br><br />
There are so many meaningful group work insights and learning outcomes that arise from working on simple geometry with people - build a wall frame with timber. Make cuts that are the right size. Plan and build together. When we take group work to a more abstract level, the issue-points of group work also become more abstract, which makes it harder to act upon arising issues. To get to know your own working habits, styles of communication and planning, we don’t need complicated projects. Keep it simple! If it’s even then still tricky, that tells you more than a tricky project that becomes more tricky. <br />
</br></br><br />
“Social innovation is not only a result of a brilliant idea or hard work of an individual. Successful social innovations are achieved through the interplay of “effective demand” (the “pull” factor) and “effective supply” (the “push” factor) (Westley 2010[^Westley2010]). At Olin College, the pull from the students was too low to plan a full-blown immersive education prototype for the spring 2021 semester. In comparison, up to 25 Wellesley College students showed interest to live at WHMF in the spring semester. My underlying assumption is that some Wellesley students believe regenerative agriculture, intentional community, and sustainable living are very much part of their identity as a pro-active inhabitant of this planet. Olin students might hear and consume less of such ideology but ironically believe that engineers will stop climate change. <br />
</br></br><br />
The Design Nature project at the farm should be to design a playground for an animal. Rats, cats, dogs have so much fun on playgrounds.<br />
</br></br><br />
<br />
## What sciences form the basis for living in a world of dynamic complexities?<br />
<br />
There is no right or wrong<br />
<br />
_Logistics_<br />
<br />
- How do we organize with several groups of three or more?<br />
- Grocery availability; food planning; which leftovers do we have? When will they spoil?<br />
- How to have a collective sense of what our needs are? What is the goal of the day?<br />
- Where are which tools? Will it rain or can we leave them at the worksite?<br />
- Who feels responsible for checking if work sites are covered from rain?<br />
<br />
_Climate/the elements/seasonal change_<br />
<br />
- What is the winter going to be like? Can we predict it? Why does climate change make predicting harder?<br />
- Which plants can I plant right now to take care of my future self? Which beds need to be maintained?<br />
- How does an early sunset affect my life?<br />
<br />
_Indigenous wisdom_<br />
<br />
- How to live in reciprocity?<br />
- Say thank you when you take something, leave gifts<br />
<br />
_Community and mental balance_<br />
<br />
- When should we go to bed?<br />
- How do I maintain healthy relationships and vibes?<br />
- How much work is good for us? How little work is bad for us?<br />
- How to lead a group meeting - organize rituals, celebrations, moments of grounding<br />
- How to address conflict in a productive, non-discussion manner?<br />
<br />
_Ethical self and the world around me_<br />
- How can I contribute to this world to live with each other in harmony?<br />
- What does fulfilling, meaningful work mean?<br />
- Which career paths are actually aligned with my values for others and myself?<br />
- Which work aligns with the mental and ethical standards for myself?<br />
<br />
_Biology_<br />
- How to keep ourselves healthy? What are basic animal needs?<br />
- How does the world around us live? From what?<br />
- What happens to us, the house, the animals when temperature drop below freezing?<br />
<br />
_Study of tools_<br />
<br />
- Operate tools safely and with confidence, build intuition for your own safety: hammers, electric drills, circular saw, rock bar…<br />
- Manage and keep track of tools. <br />
<br />
_Sport theory/anatomy /physical therapy_<br />
<br />
- How do I carry heavy wood without hurting my back? How do throw a rock bar?<br />
- How to chop wood without hurting your back.<br />
- How do I hammer properly without putting to much pressure on my wrist? <br />
- What do I do when my back hurts?<br />
- How to be aware of your own body needs. <br />
<br />
_Mechanical physics_<br />
<br />
- How do four people lift a heavy beam safely?<br />
- When is a structure sturdy (non-computational thinning and analysis)<br />
- Intuition of structure<br />
<br />
_Electrical world_<br />
<br />
- How does electricity flow? Which direction? When is it dangerous? From which side do sparks come and why?<br />
- How do you work with cables? How do you connect electrical devices properly with cables? Cabel labeling, cable harness<br />
- How do you keep an electrical working space clean and safe?<br />
- Simple electronics: connect batteries in series/parallel, <br />
<br />
- Coding, Laptop work, CADing<br />
- Arduino programming<br />
- Website HTML coding for communication with other people<br />
- CAD 3D structure for FAE analysis<br />
- Photoshop, make stickers, design signs for people<br />
<br />
<br />
<br />
## Vocabulary<br />
<br />
- _amelioration_ - the act of making something better; improvement.<br />
- _paradigm_ - a typical example or pattern of something; a model. __or__ a set of linguistic items that form mutually exclusive choices in particular syntactic roles.<br />
- _heterodox_ - not conforming with accepted or orthodox standards or beliefs.<br />
- _counterintuitive_<br />
- _panacea_<br />
- _expenditures & depreciation_<br />
- _leverage point_ or _bandaid_ in Odalys's words<br />
- _panarchy_ a term to describe a concept that explains the evolving nature of complex adaptive systems. P. is the hierarchical structure in which systems of nature (forests, grasslands), and humans (structures of governance, settlements, and cultures), as well as combines human-nature systems (agencies that control natural resources) and social-ecological systems are interlinked in never-ending adaptive cycles of growth, accumulation, restructuring, and renewal. - <br />
(from pan- and -archy), coined by Paul Émile de Puydt in 1860, is a form of governance that would encompass all others.<br />
- autopoiesis (from Greek αὐτo- (auto-) 'self', and ποίησις (poiesis) 'creation, production') refers to a system capable of reproducing and maintaining itself by creating its own parts and eventually further components.<br />
- Collective intelligence - Collective intelligence (CI) is shared or group intelligence that emerges from the collaboration, collective efforts, and competition of many individuals and appears in consensus decision making.<br />
<br />
<br />
## References<br />
<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Ledwith2017]:Ledwith, M. (2017). Emancipatory action research as a critical living praxis: From dominant narratives to counternarrative. In The Palgrave international handbook of action research (pp. 49-62). Palgrave Macmillan, New York.<br />
<br />
[^Hjorth2005]:Hjorth, P., & Bagheri, A. (2006). Navigating towards sustainable development: A system dynamics approach. Futures, 38(1), 74-92.<br />
<br />
[^Manning2009]:Manning, C. (2009). The psychology of sustainable behavior: Tips for empowering people to take environmentally positive action. Minnesota Pollution Control Agency.<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the complexity of economic, ecological, and social systems. Ecosystems, 4(5), 390-405.<br />
<br />
[^stroke-of-insight]: Jill Bolte Taylor: My stroke of insight | TED Talk. (n.d.). . Retrieved February 18, 2021, from https://www.ted.com/talks/jill_bolte_taylor_my_stroke_of_insight?language=en</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Notes_-_Dynamic_Complexity_and_Resilience_Thesis/ISR-G&diff=470Notes - Dynamic Complexity and Resilience Thesis/ISR-G2021-02-18T04:12:57Z<p>Magic: </p>
<hr />
<div>by Leon Santen<br />
<br />
_These are notes for my thesis and independent study with Linda Vanasupa._<br />
<br />
## Threshold understandings of our current disciplines<br />
<br />
Biology - Autopoiesis as an example of reproduction of the internal characteristics, parts in a cell are only alive when in symbiosis with others. <br />
<br />
Physics - energy fields <br />
<br />
## collective vision and approaches <br />
<br />
## Thesis thoughts<br />
<br />
_Preliminary title_<br />
<br />
__Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences__<br />
<br />
_Abstract_<br />
<blockquote>Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that lead to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of science and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.</blockquote>[^Scharmer2013]<sup>,</sup>[^Holling2001]<br />
<br />
For more thoughts and the introduction, please follow this link to the [[Thesis outline - resilience and dynamic complexity]].<br />
<br />
## Insights from fall 2020 semester<br />
<br />
Judgment permeates most institutions. How can we find shelter and safety without judgment? Do we need to feel safe first to refrain from applying judgment to other people's actions? Why do we not assume that someone else might have had a good reason for an action, behavior, or statement? Judgment is linked to grading and the nature of hierarchical reviewing. If a professor grades a report, their _legitimate_ judgment permeates the student's perception of their own work. They might even forget why they chose that title, on which their professor commented. <br />
</br></br><br />
<br />
We are only free in our minds. Why do we expect students to always report in words? If we allow ourselves to merely discover in our brains, we free ourselves from the constructs and rigidity that language inevitably creates. Why is it not enough to do something? Why do we always need to deliver words for the things we do in the world? I want to be among people that do something. I care less about how they write about what they do. Considering the dualistic ("one or the other") nature of many of our words, it seems obvious that it must be hard for students to embrace the un-understandableness of the world. Buddhism stays away from dualistic terms (body - soul, mankind - god) because it understands the totality of things and interconnectedness that leads to a complexity that goes beyond defined boundaries and black-and-white thinking.<br />
</br></br><br />
<br />
How can we give education meaning that goes beyond semester-long hands-on projects?<br />
</br></br><br />
<br />
We only take a break when we're sick. As soon as we're sick the door opens to relax. Why do we need to have a weekly schedule that continues throughout the entire semester without any divergences? Such a repetitive routine attenuates any enthusiasm for the project work itself as you will have to inevitably face it. It doesn't matter whether or not you choose to engage with the project; if it's already in your calendar, there is no need to self-initiate engagement with the material. SCOPE was on every Tuesday (8-10AM), every Wednesday (6-7 PM), every Thursday (8-10AM), and every Friday (12-5PM). Good luck connecting with the material outside of your mental obligation zone. The only break from the five-hour Friday meeting was after thanksgiving. It felt as if I had never even been able to imagine what a free Friday was like. Why do we stick to weekly schedules in such a pathological manner? Anything that is not the exact plan is a failure - 14 vacation days per year are a good example.<br />
</br></br><br />
<br />
Why do we never design for ourselves? Why don't we apply Sustainable design projects to our living spaces? Why do our living spaces not allow for design interaction? Because they’re finished. Do we need unfinished environments that invite us to be modified? In the modern Western house, our environments start empty and are highly controlled. Everything that we add, change, or improve is an active decision that changes the untouched surfaces of our rooms. Every product that we buy to place in our rooms is a _perfectly_ designed solution to a problem. We are in full control. At a farm, in contrast, everything is messy at first, and one needs to make an active effort to bring satisfying structure and beauty into the world. I believe that the latter way of living comes closer to the character of the world we live in. Modern households are deceiving in their perfection and don't invite for engagement.<br />
</br></br><br />
<br />
We, humans, want things to be frictionless but the reality is that every step and action creates struggle because we’re smart enough to realize and see the mess. Is that the meaning behind Buddhism’s message: “Life is struggle”.<br />
</br></br><br />
<br />
From AlJazeera news: We need to go back to learning how to function as a society, people being together. Technology is not good or bad or neutral, is it what the intrinsic motivation behind it is. It’s a myth that Data is something we have within us. Its value is created by the interest that companies are allowed to put into it. <br />
</br></br><br />
<br />
_We create heaven and hell on earth ourselves_ (Buddhism). Christianity has this idea of fate which is counterproductive and creates a disconnect as it doesn’t underline everyone’s responsibility to the work on themselves in order to create the desired state of heaven. Don’t work hard, be critical with yourself. <br />
</br></br><br />
<br />
This WHMF experience was magical in so many ways, but I'm only slowly starting to understand that this is a lived form of research even though the orthodox definition of _research_ doesn't apply. One could call this _Emancapatory action research_ after Ledwith, 2017[^Ledwith2017]. This brings up a question to myself: how can we look at the spring 2021 semester as participatory/emancipatory action research?<br />
</br></br><br />
<br />
An unchecked positive loop will ultimately destroy itself. <br />
</br></br><br />
<br />
Wait and create an environment where people want to do something. But humans need time to change. Humans need to learn how to learn, how to become a learning society. Encouring reflection, learning, and personal choice. <br />
</br></br><br />
Current science allows us to rule out a range of future as unrealistic. Relatedly, goal setting is rather a psychological than a scientific or technical aspect of project work.<br />
<br />
<blockquote>To be considered challenging, a goal must be relatively difficult but still realistically attainable. If a goal is too easy, then people are not motivated by it (e.g., change a light bulb?). Similarly, a goal that is clearly unrealistic and overly difficult causes people to give up and not even take the first steps toward achievement (e.g., go completely carbon neutral?) (Locke and Latham, 1990). Thus the best goals are specific, realistic, and challenging and can be broken down into specific behavioral steps. This type of goal results in the highest levels of motivation and achievement. Only a few studies have examined goal setting and sustainable behavior. One set of experiments examined<br />
goal setting and energy use.</blockquote>[^Manning2009]<br />
</br><br />
Systems with humans will show :<br />
- limited predictability<br />
- bounded rationality<br />
- limited certainty<br />
- undetermined causality<br />
- evolutionary change (Hjorth 2005[^Hjorth2005])<br />
</br></br><br />
Hidden things control the system, especially where we don't have feedback loops. Where is the mailbox for all those frustrated students to voice their frustrations? Course evaluations are something quite different? Where is the course evaluation for students' experience for the institution, in which they live for four years?<br />
</br></br><br />
Why do engineers not work with wood? Why do they think that they can only do things that go beyond carpentry and woodworking - i.e. working with metals and CNC machines.<br />
</br></br><br />
There are so many meaningful group work insights and learning outcomes that arise from working on simple geometry with people - build a wall frame with timber. Make cuts that are the right size. Plan and build together. When we take group work to a more abstract level, the issue-points of group work also become more abstract, which makes it harder to act upon arising issues. To get to know your own working habits, styles of communication and planning, we don’t need complicated projects. Keep it simple! If it’s even then still tricky, that tells you more than a tricky project that becomes more tricky. <br />
</br></br><br />
“Social innovation is not only a result of a brilliant idea or hard work of an individual. Successful social innovations are achieved through the interplay of “effective demand” (the “pull” factor) and “effective supply” (the “push” factor) (Westley 2010[^Westley2010]). At Olin College, the pull from the students was too low to plan a full-blown immersive education prototype for the spring 2021 semester. In comparison, up to 25 Wellesley College students showed interest to live at WHMF in the spring semester. My underlying assumption is that some Wellesley students believe regenerative agriculture, intentional community, and sustainable living are very much part of their identity as a pro-active inhabitant of this planet. Olin students might hear and consume less of such ideology but ironically believe that engineers will stop climate change. <br />
</br></br><br />
The Design Nature project at the farm should be to design a playground for an animal. Rats, cats, dogs have so much fun on playgrounds.<br />
</br></br><br />
<br />
## What sciences form the basis for living in a world of dynamic complexities?<br />
<br />
There is no right or wrong<br />
<br />
_Logistics_<br />
<br />
- How do we organize with several groups of three or more?<br />
- Grocery availability; food planning; which leftovers do we have? When will they spoil?<br />
- How to have a collective sense of what our needs are? What is the goal of the day?<br />
- Where are which tools? Will it rain or can we leave them at the worksite?<br />
- Who feels responsible for checking if work sites are covered from rain?<br />
<br />
_Climate/the elements/seasonal change_<br />
<br />
- What is the winter going to be like? Can we predict it? Why does climate change make predicting harder?<br />
- Which plants can I plant right now to take care of my future self? Which beds need to be maintained?<br />
- How does an early sunset affect my life?<br />
<br />
_Indigenous wisdom_<br />
<br />
- How to live in reciprocity?<br />
- Say thank you when you take something, leave gifts<br />
<br />
_Community and mental balance_<br />
<br />
- When should we go to bed?<br />
- How do I maintain healthy relationships and vibes?<br />
- How much work is good for us? How little work is bad for us?<br />
- How to lead a group meeting - organize rituals, celebrations, moments of grounding<br />
- How to address conflict in a productive, non-discussion manner?<br />
<br />
_Ethical self and the world around me_<br />
- How can I contribute to this world to live with each other in harmony?<br />
- What does fulfilling, meaningful work mean?<br />
- Which career paths are actually aligned with my values for others and myself?<br />
- Which work aligns with the mental and ethical standards for myself?<br />
<br />
_Biology_<br />
- How to keep ourselves healthy? What are basic animal needs?<br />
- How does the world around us live? From what?<br />
- What happens to us, the house, the animals when temperature drop below freezing?<br />
<br />
_Study of tools_<br />
<br />
- Operate tools safely and with confidence, build intuition for your own safety: hammers, electric drills, circular saw, rock bar…<br />
- Manage and keep track of tools. <br />
<br />
_Sport theory/anatomy /physical therapy_<br />
<br />
- How do I carry heavy wood without hurting my back? How do throw a rock bar?<br />
- How to chop wood without hurting your back.<br />
- How do I hammer properly without putting to much pressure on my wrist? <br />
- What do I do when my back hurts?<br />
- How to be aware of your own body needs. <br />
<br />
_Mechanical physics_<br />
<br />
- How do four people lift a heavy beam safely?<br />
- When is a structure sturdy (non-computational thinning and analysis)<br />
- Intuition of structure<br />
<br />
_Electrical world_<br />
<br />
- How does electricity flow? Which direction? When is it dangerous? From which side do sparks come and why?<br />
- How do you work with cables? How do you connect electrical devices properly with cables? Cabel labeling, cable harness<br />
- How do you keep an electrical working space clean and safe?<br />
- Simple electronics: connect batteries in series/parallel, <br />
<br />
- Coding, Laptop work, CADing<br />
- Arduino programming<br />
- Website HTML coding for communication with other people<br />
- CAD 3D structure for FAE analysis<br />
- Photoshop, make stickers, design signs for people<br />
<br />
<br />
<br />
## Vocabulary<br />
<br />
- _amelioration_ - the act of making something better; improvement.<br />
- _paradigm_ - a typical example or pattern of something; a model. __or__ a set of linguistic items that form mutually exclusive choices in particular syntactic roles.<br />
- _heterodox_ - not conforming with accepted or orthodox standards or beliefs.<br />
- _counterintuitive_<br />
- _panacea_<br />
- _expenditures & depreciation_<br />
- _leverage point_ or _bandaid_ in Odalys's words<br />
- _panarchy_ a term to describe a concept that explains the evolving nature of complex adaptive systems. P. is the hierarchical structure in which systems of nature (forests, grasslands), and humans (structures of governance, settlements, and cultures), as well as combines human-nature systems (agencies that control natural resources) and social-ecological systems are interlinked in never-ending adaptive cycles of growth, accumulation, restructuring, and renewal. - <br />
(from pan- and -archy), coined by Paul Émile de Puydt in 1860, is a form of governance that would encompass all others.<br />
- autopoiesis (from Greek αὐτo- (auto-) 'self', and ποίησις (poiesis) 'creation, production') refers to a system capable of reproducing and maintaining itself by creating its own parts and eventually further components.<br />
<br />
<br />
## References<br />
<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Ledwith2017]:Ledwith, M. (2017). Emancipatory action research as a critical living praxis: From dominant narratives to counternarrative. In The Palgrave international handbook of action research (pp. 49-62). Palgrave Macmillan, New York.<br />
<br />
[^Hjorth2005]:Hjorth, P., & Bagheri, A. (2006). Navigating towards sustainable development: A system dynamics approach. Futures, 38(1), 74-92.<br />
<br />
[^Manning2009]:Manning, C. (2009). The psychology of sustainable behavior: Tips for empowering people to take environmentally positive action. Minnesota Pollution Control Agency.<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the complexity of economic, ecological, and social systems. Ecosystems, 4(5), 390-405.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Notes_-_Dynamic_Complexity_and_Resilience_Thesis/ISR-G&diff=469Notes - Dynamic Complexity and Resilience Thesis/ISR-G2021-02-18T04:11:33Z<p>Magic: /* Threshold understandings of our current disciplines */</p>
<hr />
<div>by Leon Santen<br />
<br />
_These are notes for my thesis and independent study with Linda Vanasupa._<br />
<br />
## Threshold understandings of our current disciplines<br />
<br />
Biology - Autopoiesis as an example of reproduction of the internal characteristics, parts in a cell are only alive when in symbiosis with others. <br />
<br />
Physics - energy fields <br />
<br />
<br />
<br />
## Thesis thoughts<br />
<br />
_Preliminary title_<br />
<br />
__Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences__<br />
<br />
_Abstract_<br />
<blockquote>Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that lead to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of science and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.</blockquote>[^Scharmer2013]<sup>,</sup>[^Holling2001]<br />
<br />
For more thoughts and the introduction, please follow this link to the [[Thesis outline - resilience and dynamic complexity]].<br />
<br />
## Insights from fall 2020 semester<br />
<br />
Judgment permeates most institutions. How can we find shelter and safety without judgment? Do we need to feel safe first to refrain from applying judgment to other people's actions? Why do we not assume that someone else might have had a good reason for an action, behavior, or statement? Judgment is linked to grading and the nature of hierarchical reviewing. If a professor grades a report, their _legitimate_ judgment permeates the student's perception of their own work. They might even forget why they chose that title, on which their professor commented. <br />
</br></br><br />
<br />
We are only free in our minds. Why do we expect students to always report in words? If we allow ourselves to merely discover in our brains, we free ourselves from the constructs and rigidity that language inevitably creates. Why is it not enough to do something? Why do we always need to deliver words for the things we do in the world? I want to be among people that do something. I care less about how they write about what they do. Considering the dualistic ("one or the other") nature of many of our words, it seems obvious that it must be hard for students to embrace the un-understandableness of the world. Buddhism stays away from dualistic terms (body - soul, mankind - god) because it understands the totality of things and interconnectedness that leads to a complexity that goes beyond defined boundaries and black-and-white thinking.<br />
</br></br><br />
<br />
How can we give education meaning that goes beyond semester-long hands-on projects?<br />
</br></br><br />
<br />
We only take a break when we're sick. As soon as we're sick the door opens to relax. Why do we need to have a weekly schedule that continues throughout the entire semester without any divergences? Such a repetitive routine attenuates any enthusiasm for the project work itself as you will have to inevitably face it. It doesn't matter whether or not you choose to engage with the project; if it's already in your calendar, there is no need to self-initiate engagement with the material. SCOPE was on every Tuesday (8-10AM), every Wednesday (6-7 PM), every Thursday (8-10AM), and every Friday (12-5PM). Good luck connecting with the material outside of your mental obligation zone. The only break from the five-hour Friday meeting was after thanksgiving. It felt as if I had never even been able to imagine what a free Friday was like. Why do we stick to weekly schedules in such a pathological manner? Anything that is not the exact plan is a failure - 14 vacation days per year are a good example.<br />
</br></br><br />
<br />
Why do we never design for ourselves? Why don't we apply Sustainable design projects to our living spaces? Why do our living spaces not allow for design interaction? Because they’re finished. Do we need unfinished environments that invite us to be modified? In the modern Western house, our environments start empty and are highly controlled. Everything that we add, change, or improve is an active decision that changes the untouched surfaces of our rooms. Every product that we buy to place in our rooms is a _perfectly_ designed solution to a problem. We are in full control. At a farm, in contrast, everything is messy at first, and one needs to make an active effort to bring satisfying structure and beauty into the world. I believe that the latter way of living comes closer to the character of the world we live in. Modern households are deceiving in their perfection and don't invite for engagement.<br />
</br></br><br />
<br />
We, humans, want things to be frictionless but the reality is that every step and action creates struggle because we’re smart enough to realize and see the mess. Is that the meaning behind Buddhism’s message: “Life is struggle”.<br />
</br></br><br />
<br />
From AlJazeera news: We need to go back to learning how to function as a society, people being together. Technology is not good or bad or neutral, is it what the intrinsic motivation behind it is. It’s a myth that Data is something we have within us. Its value is created by the interest that companies are allowed to put into it. <br />
</br></br><br />
<br />
_We create heaven and hell on earth ourselves_ (Buddhism). Christianity has this idea of fate which is counterproductive and creates a disconnect as it doesn’t underline everyone’s responsibility to the work on themselves in order to create the desired state of heaven. Don’t work hard, be critical with yourself. <br />
</br></br><br />
<br />
This WHMF experience was magical in so many ways, but I'm only slowly starting to understand that this is a lived form of research even though the orthodox definition of _research_ doesn't apply. One could call this _Emancapatory action research_ after Ledwith, 2017[^Ledwith2017]. This brings up a question to myself: how can we look at the spring 2021 semester as participatory/emancipatory action research?<br />
</br></br><br />
<br />
An unchecked positive loop will ultimately destroy itself. <br />
</br></br><br />
<br />
Wait and create an environment where people want to do something. But humans need time to change. Humans need to learn how to learn, how to become a learning society. Encouring reflection, learning, and personal choice. <br />
</br></br><br />
Current science allows us to rule out a range of future as unrealistic. Relatedly, goal setting is rather a psychological than a scientific or technical aspect of project work.<br />
<br />
<blockquote>To be considered challenging, a goal must be relatively difficult but still realistically attainable. If a goal is too easy, then people are not motivated by it (e.g., change a light bulb?). Similarly, a goal that is clearly unrealistic and overly difficult causes people to give up and not even take the first steps toward achievement (e.g., go completely carbon neutral?) (Locke and Latham, 1990). Thus the best goals are specific, realistic, and challenging and can be broken down into specific behavioral steps. This type of goal results in the highest levels of motivation and achievement. Only a few studies have examined goal setting and sustainable behavior. One set of experiments examined<br />
goal setting and energy use.</blockquote>[^Manning2009]<br />
</br><br />
Systems with humans will show :<br />
- limited predictability<br />
- bounded rationality<br />
- limited certainty<br />
- undetermined causality<br />
- evolutionary change (Hjorth 2005[^Hjorth2005])<br />
</br></br><br />
Hidden things control the system, especially where we don't have feedback loops. Where is the mailbox for all those frustrated students to voice their frustrations? Course evaluations are something quite different? Where is the course evaluation for students' experience for the institution, in which they live for four years?<br />
</br></br><br />
Why do engineers not work with wood? Why do they think that they can only do things that go beyond carpentry and woodworking - i.e. working with metals and CNC machines.<br />
</br></br><br />
There are so many meaningful group work insights and learning outcomes that arise from working on simple geometry with people - build a wall frame with timber. Make cuts that are the right size. Plan and build together. When we take group work to a more abstract level, the issue-points of group work also become more abstract, which makes it harder to act upon arising issues. To get to know your own working habits, styles of communication and planning, we don’t need complicated projects. Keep it simple! If it’s even then still tricky, that tells you more than a tricky project that becomes more tricky. <br />
</br></br><br />
“Social innovation is not only a result of a brilliant idea or hard work of an individual. Successful social innovations are achieved through the interplay of “effective demand” (the “pull” factor) and “effective supply” (the “push” factor) (Westley 2010[^Westley2010]). At Olin College, the pull from the students was too low to plan a full-blown immersive education prototype for the spring 2021 semester. In comparison, up to 25 Wellesley College students showed interest to live at WHMF in the spring semester. My underlying assumption is that some Wellesley students believe regenerative agriculture, intentional community, and sustainable living are very much part of their identity as a pro-active inhabitant of this planet. Olin students might hear and consume less of such ideology but ironically believe that engineers will stop climate change. <br />
</br></br><br />
The Design Nature project at the farm should be to design a playground for an animal. Rats, cats, dogs have so much fun on playgrounds.<br />
</br></br><br />
<br />
## What sciences form the basis for living in a world of dynamic complexities?<br />
<br />
There is no right or wrong<br />
<br />
_Logistics_<br />
<br />
- How do we organize with several groups of three or more?<br />
- Grocery availability; food planning; which leftovers do we have? When will they spoil?<br />
- How to have a collective sense of what our needs are? What is the goal of the day?<br />
- Where are which tools? Will it rain or can we leave them at the worksite?<br />
- Who feels responsible for checking if work sites are covered from rain?<br />
<br />
_Climate/the elements/seasonal change_<br />
<br />
- What is the winter going to be like? Can we predict it? Why does climate change make predicting harder?<br />
- Which plants can I plant right now to take care of my future self? Which beds need to be maintained?<br />
- How does an early sunset affect my life?<br />
<br />
_Indigenous wisdom_<br />
<br />
- How to live in reciprocity?<br />
- Say thank you when you take something, leave gifts<br />
<br />
_Community and mental balance_<br />
<br />
- When should we go to bed?<br />
- How do I maintain healthy relationships and vibes?<br />
- How much work is good for us? How little work is bad for us?<br />
- How to lead a group meeting - organize rituals, celebrations, moments of grounding<br />
- How to address conflict in a productive, non-discussion manner?<br />
<br />
_Ethical self and the world around me_<br />
- How can I contribute to this world to live with each other in harmony?<br />
- What does fulfilling, meaningful work mean?<br />
- Which career paths are actually aligned with my values for others and myself?<br />
- Which work aligns with the mental and ethical standards for myself?<br />
<br />
_Biology_<br />
- How to keep ourselves healthy? What are basic animal needs?<br />
- How does the world around us live? From what?<br />
- What happens to us, the house, the animals when temperature drop below freezing?<br />
<br />
_Study of tools_<br />
<br />
- Operate tools safely and with confidence, build intuition for your own safety: hammers, electric drills, circular saw, rock bar…<br />
- Manage and keep track of tools. <br />
<br />
_Sport theory/anatomy /physical therapy_<br />
<br />
- How do I carry heavy wood without hurting my back? How do throw a rock bar?<br />
- How to chop wood without hurting your back.<br />
- How do I hammer properly without putting to much pressure on my wrist? <br />
- What do I do when my back hurts?<br />
- How to be aware of your own body needs. <br />
<br />
_Mechanical physics_<br />
<br />
- How do four people lift a heavy beam safely?<br />
- When is a structure sturdy (non-computational thinning and analysis)<br />
- Intuition of structure<br />
<br />
_Electrical world_<br />
<br />
- How does electricity flow? Which direction? When is it dangerous? From which side do sparks come and why?<br />
- How do you work with cables? How do you connect electrical devices properly with cables? Cabel labeling, cable harness<br />
- How do you keep an electrical working space clean and safe?<br />
- Simple electronics: connect batteries in series/parallel, <br />
<br />
- Coding, Laptop work, CADing<br />
- Arduino programming<br />
- Website HTML coding for communication with other people<br />
- CAD 3D structure for FAE analysis<br />
- Photoshop, make stickers, design signs for people<br />
<br />
<br />
<br />
## Vocabulary<br />
<br />
- _amelioration_ - the act of making something better; improvement.<br />
- _paradigm_ - a typical example or pattern of something; a model. __or__ a set of linguistic items that form mutually exclusive choices in particular syntactic roles.<br />
- _heterodox_ - not conforming with accepted or orthodox standards or beliefs.<br />
- _counterintuitive_<br />
- _panacea_<br />
- _expenditures & depreciation_<br />
- _leverage point_ or _bandaid_ in Odalys's words<br />
- _panarchy_ a term to describe a concept that explains the evolving nature of complex adaptive systems. P. is the hierarchical structure in which systems of nature (forests, grasslands), and humans (structures of governance, settlements, and cultures), as well as combines human-nature systems (agencies that control natural resources) and social-ecological systems are interlinked in never-ending adaptive cycles of growth, accumulation, restructuring, and renewal. - <br />
(from pan- and -archy), coined by Paul Émile de Puydt in 1860, is a form of governance that would encompass all others.<br />
- autopoiesis (from Greek αὐτo- (auto-) 'self', and ποίησις (poiesis) 'creation, production') refers to a system capable of reproducing and maintaining itself by creating its own parts and eventually further components.<br />
<br />
<br />
## References<br />
<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Ledwith2017]:Ledwith, M. (2017). Emancipatory action research as a critical living praxis: From dominant narratives to counternarrative. In The Palgrave international handbook of action research (pp. 49-62). Palgrave Macmillan, New York.<br />
<br />
[^Hjorth2005]:Hjorth, P., & Bagheri, A. (2006). Navigating towards sustainable development: A system dynamics approach. Futures, 38(1), 74-92.<br />
<br />
[^Manning2009]:Manning, C. (2009). The psychology of sustainable behavior: Tips for empowering people to take environmentally positive action. Minnesota Pollution Control Agency.<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the complexity of economic, ecological, and social systems. Ecosystems, 4(5), 390-405.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Notes_-_Dynamic_Complexity_and_Resilience_Thesis/ISR-G&diff=468Notes - Dynamic Complexity and Resilience Thesis/ISR-G2021-02-13T04:19:22Z<p>Magic: </p>
<hr />
<div>by Leon Santen<br />
<br />
_These are notes for my thesis and independent study with Linda Vanasupa._<br />
<br />
## Thesis thoughts<br />
<br />
_Preliminary title_<br />
<br />
__Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences__<br />
<br />
_Abstract_<br />
<blockquote>Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that lead to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of science and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.</blockquote>[^Scharmer2013]<sup>,</sup>[^Holling2001]<br />
<br />
For more thoughts and the introduction, please follow this link to the [[Thesis outline - resilience and dynamic complexity]].<br />
<br />
## Insights from fall 2020 semester<br />
<br />
Judgment permeates most institutions. How can we find shelter and safety without judgment? Do we need to feel safe first to refrain from applying judgment to other people's actions? Why do we not assume that someone else might have had a good reason for an action, behavior, or statement? Judgment is linked to grading and the nature of hierarchical reviewing. If a professor grades a report, their _legitimate_ judgment permeates the student's perception of their own work. They might even forget why they chose that title, on which their professor commented. <br />
</br></br><br />
<br />
We are only free in our minds. Why do we expect students to always report in words? If we allow ourselves to merely discover in our brains, we free ourselves from the constructs and rigidity that language inevitably creates. Why is it not enough to do something? Why do we always need to deliver words for the things we do in the world? I want to be among people that do something. I care less about how they write about what they do. Considering the dualistic ("one or the other") nature of many of our words, it seems obvious that it must be hard for students to embrace the un-understandableness of the world. Buddhism stays away from dualistic terms (body - soul, mankind - god) because it understands the totality of things and interconnectedness that leads to a complexity that goes beyond defined boundaries and black-and-white thinking.<br />
</br></br><br />
<br />
How can we give education meaning that goes beyond semester-long hands-on projects?<br />
</br></br><br />
<br />
We only take a break when we're sick. As soon as we're sick the door opens to relax. Why do we need to have a weekly schedule that continues throughout the entire semester without any divergences? Such a repetitive routine attenuates any enthusiasm for the project work itself as you will have to inevitably face it. It doesn't matter whether or not you choose to engage with the project; if it's already in your calendar, there is no need to self-initiate engagement with the material. SCOPE was on every Tuesday (8-10AM), every Wednesday (6-7 PM), every Thursday (8-10AM), and every Friday (12-5PM). Good luck connecting with the material outside of your mental obligation zone. The only break from the five-hour Friday meeting was after thanksgiving. It felt as if I had never even been able to imagine what a free Friday was like. Why do we stick to weekly schedules in such a pathological manner? Anything that is not the exact plan is a failure - 14 vacation days per year are a good example.<br />
</br></br><br />
<br />
Why do we never design for ourselves? Why don't we apply Sustainable design projects to our living spaces? Why do our living spaces not allow for design interaction? Because they’re finished. Do we need unfinished environments that invite us to be modified? In the modern Western house, our environments start empty and are highly controlled. Everything that we add, change, or improve is an active decision that changes the untouched surfaces of our rooms. Every product that we buy to place in our rooms is a _perfectly_ designed solution to a problem. We are in full control. At a farm, in contrast, everything is messy at first, and one needs to make an active effort to bring satisfying structure and beauty into the world. I believe that the latter way of living comes closer to the character of the world we live in. Modern households are deceiving in their perfection and don't invite for engagement.<br />
</br></br><br />
<br />
We, humans, want things to be frictionless but the reality is that every step and action creates struggle because we’re smart enough to realize and see the mess. Is that the meaning behind Buddhism’s message: “Life is struggle”.<br />
</br></br><br />
<br />
From AlJazeera news: We need to go back to learning how to function as a society, people being together. Technology is not good or bad or neutral, is it what the intrinsic motivation behind it is. It’s a myth that Data is something we have within us. Its value is created by the interest that companies are allowed to put into it. <br />
</br></br><br />
<br />
_We create heaven and hell on earth ourselves_ (Buddhism). Christianity has this idea of fate which is counterproductive and creates a disconnect as it doesn’t underline everyone’s responsibility to the work on themselves in order to create the desired state of heaven. Don’t work hard, be critical with yourself. <br />
</br></br><br />
<br />
This WHMF experience was magical in so many ways, but I'm only slowly starting to understand that this is a lived form of research even though the orthodox definition of _research_ doesn't apply. One could call this _Emancapatory action research_ after Ledwith, 2017[^Ledwith2017]. This brings up a question to myself: how can we look at the spring 2021 semester as participatory/emancipatory action research?<br />
</br></br><br />
<br />
An unchecked positive loop will ultimately destroy itself. <br />
</br></br><br />
<br />
Wait and create an environment where people want to do something. But humans need time to change. Humans need to learn how to learn, how to become a learning society. Encouring reflection, learning, and personal choice. <br />
</br></br><br />
Current science allows us to rule out a range of future as unrealistic. Relatedly, goal setting is rather a psychological than a scientific or technical aspect of project work.<br />
<br />
<blockquote>To be considered challenging, a goal must be relatively difficult but still realistically attainable. If a goal is too easy, then people are not motivated by it (e.g., change a light bulb?). Similarly, a goal that is clearly unrealistic and overly difficult causes people to give up and not even take the first steps toward achievement (e.g., go completely carbon neutral?) (Locke and Latham, 1990). Thus the best goals are specific, realistic, and challenging and can be broken down into specific behavioral steps. This type of goal results in the highest levels of motivation and achievement. Only a few studies have examined goal setting and sustainable behavior. One set of experiments examined<br />
goal setting and energy use.</blockquote>[^Manning2009]<br />
</br><br />
Systems with humans will show :<br />
- limited predictability<br />
- bounded rationality<br />
- limited certainty<br />
- undetermined causality<br />
- evolutionary change (Hjorth 2005[^Hjorth2005])<br />
</br></br><br />
Hidden things control the system, especially where we don't have feedback loops. Where is the mailbox for all those frustrated students to voice their frustrations? Course evaluations are something quite different? Where is the course evaluation for students' experience for the institution, in which they live for four years?<br />
</br></br><br />
Why do engineers not work with wood? Why do they think that they can only do things that go beyond carpentry and woodworking - i.e. working with metals and CNC machines.<br />
</br></br><br />
There are so many meaningful group work insights and learning outcomes that arise from working on simple geometry with people - build a wall frame with timber. Make cuts that are the right size. Plan and build together. When we take group work to a more abstract level, the issue-points of group work also become more abstract, which makes it harder to act upon arising issues. To get to know your own working habits, styles of communication and planning, we don’t need complicated projects. Keep it simple! If it’s even then still tricky, that tells you more than a tricky project that becomes more tricky. <br />
</br></br><br />
“Social innovation is not only a result of a brilliant idea or hard work of an individual. Successful social innovations are achieved through the interplay of “effective demand” (the “pull” factor) and “effective supply” (the “push” factor) (Westley 2010[^Westley2010]). At Olin College, the pull from the students was too low to plan a full-blown immersive education prototype for the spring 2021 semester. In comparison, up to 25 Wellesley College students showed interest to live at WHMF in the spring semester. My underlying assumption is that some Wellesley students believe regenerative agriculture, intentional community, and sustainable living are very much part of their identity as a pro-active inhabitant of this planet. Olin students might hear and consume less of such ideology but ironically believe that engineers will stop climate change. <br />
</br></br><br />
The Design Nature project at the farm should be to design a playground for an animal. Rats, cats, dogs have so much fun on playgrounds.<br />
</br></br><br />
<br />
## What sciences form the basis for living in a world of dynamic complexities?<br />
<br />
There is no right or wrong<br />
<br />
_Logistics_<br />
<br />
- How do we organize with several groups of three or more?<br />
- Grocery availability; food planning; which leftovers do we have? When will they spoil?<br />
- How to have a collective sense of what our needs are? What is the goal of the day?<br />
- Where are which tools? Will it rain or can we leave them at the worksite?<br />
- Who feels responsible for checking if work sites are covered from rain?<br />
<br />
_Climate/the elements/seasonal change_<br />
<br />
- What is the winter going to be like? Can we predict it? Why does climate change make predicting harder?<br />
- Which plants can I plant right now to take care of my future self? Which beds need to be maintained?<br />
- How does an early sunset affect my life?<br />
<br />
_Indigenous wisdom_<br />
<br />
- How to live in reciprocity?<br />
- Say thank you when you take something, leave gifts<br />
<br />
_Community and mental balance_<br />
<br />
- When should we go to bed?<br />
- How do I maintain healthy relationships and vibes?<br />
- How much work is good for us? How little work is bad for us?<br />
- How to lead a group meeting - organize rituals, celebrations, moments of grounding<br />
- How to address conflict in a productive, non-discussion manner?<br />
<br />
_Ethical self and the world around me_<br />
- How can I contribute to this world to live with each other in harmony?<br />
- What does fulfilling, meaningful work mean?<br />
- Which career paths are actually aligned with my values for others and myself?<br />
- Which work aligns with the mental and ethical standards for myself?<br />
<br />
_Biology_<br />
- How to keep ourselves healthy? What are basic animal needs?<br />
- How does the world around us live? From what?<br />
- What happens to us, the house, the animals when temperature drop below freezing?<br />
<br />
_Study of tools_<br />
<br />
- Operate tools safely and with confidence, build intuition for your own safety: hammers, electric drills, circular saw, rock bar…<br />
- Manage and keep track of tools. <br />
<br />
_Sport theory/anatomy /physical therapy_<br />
<br />
- How do I carry heavy wood without hurting my back? How do throw a rock bar?<br />
- How to chop wood without hurting your back.<br />
- How do I hammer properly without putting to much pressure on my wrist? <br />
- What do I do when my back hurts?<br />
- How to be aware of your own body needs. <br />
<br />
_Mechanical physics_<br />
<br />
- How do four people lift a heavy beam safely?<br />
- When is a structure sturdy (non-computational thinning and analysis)<br />
- Intuition of structure<br />
<br />
_Electrical world_<br />
<br />
- How does electricity flow? Which direction? When is it dangerous? From which side do sparks come and why?<br />
- How do you work with cables? How do you connect electrical devices properly with cables? Cabel labeling, cable harness<br />
- How do you keep an electrical working space clean and safe?<br />
- Simple electronics: connect batteries in series/parallel, <br />
<br />
- Coding, Laptop work, CADing<br />
- Arduino programming<br />
- Website HTML coding for communication with other people<br />
- CAD 3D structure for FAE analysis<br />
- Photoshop, make stickers, design signs for people<br />
<br />
<br />
<br />
## Vocabulary<br />
<br />
- _amelioration_ - the act of making something better; improvement.<br />
- _paradigm_ - a typical example or pattern of something; a model. __or__ a set of linguistic items that form mutually exclusive choices in particular syntactic roles.<br />
- _heterodox_ - not conforming with accepted or orthodox standards or beliefs.<br />
- _counterintuitive_<br />
- _panacea_<br />
- _expenditures & depreciation_<br />
- _leverage point_ or _bandaid_ in Odalys's words<br />
- _panarchy_ a term to describe a concept that explains the evolving nature of complex adaptive systems. P. is the hierarchical structure in which systems of nature (forests, grasslands), and humans (structures of governance, settlements, and cultures), as well as combines human-nature systems (agencies that control natural resources) and social-ecological systems are interlinked in never-ending adaptive cycles of growth, accumulation, restructuring, and renewal. - <br />
(from pan- and -archy), coined by Paul Émile de Puydt in 1860, is a form of governance that would encompass all others.<br />
- autopoiesis (from Greek αὐτo- (auto-) 'self', and ποίησις (poiesis) 'creation, production') refers to a system capable of reproducing and maintaining itself by creating its own parts and eventually further components.<br />
<br />
<br />
## References<br />
<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Ledwith2017]:Ledwith, M. (2017). Emancipatory action research as a critical living praxis: From dominant narratives to counternarrative. In The Palgrave international handbook of action research (pp. 49-62). Palgrave Macmillan, New York.<br />
<br />
[^Hjorth2005]:Hjorth, P., & Bagheri, A. (2006). Navigating towards sustainable development: A system dynamics approach. Futures, 38(1), 74-92.<br />
<br />
[^Manning2009]:Manning, C. (2009). The psychology of sustainable behavior: Tips for empowering people to take environmentally positive action. Minnesota Pollution Control Agency.<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the complexity of economic, ecological, and social systems. Ecosystems, 4(5), 390-405.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Internet_networking_system&diff=467Internet networking system2021-02-08T16:08:58Z<p>Magic: </p>
<hr />
<div>List of all networking components:<br />
<br />
## LTE router<br />
<br />
## Wifi extender<br />
The wifi extender's IP address is [192.168.1.103](http://192.168.1.103/).<br />
<br />
## 2-port passive POE switch<br />
<br />
## Omni-directional wide-band antenna<br />
By Waveform: MIMO Panel External Antenna Kit for 4G LTE/5G Hotspots & Routers ([link](https://www.waveform.com/products/mimo-panel-kit-for-hotspots-routers))<br />
<br />
## Directional wide-band antenna<br />
<br />
## Signal booster <br />
<br />
## Ethernet cord</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Notes_-_Wind_Turbine_ISR-G&diff=410Notes - Wind Turbine ISR-G2021-01-16T22:50:00Z<p>Magic: </p>
<hr />
<div>_by Leon Santen_<br />
<br />
These are notes for my wind turbine independent study with Jeff Dusek.<br />
<br />
##11/12/2020<br />
<br />
### Tower design<br />
<br />
[[File:Wooden-tower-2.JPG|border|thumb|potential design: 6x6s with cross beams]]<br />
<br />
A tower design with four pressure-treated 4x4s or 6x6s that are connected via diagonal crossbeams on the outside and plateaus seem reasonable. <br />
On this [website](https://www.rockridgewindmills.com/photo-video-gallery/new-windmill-projects/big-wood-tower/) you can find some inspiring images.<br />
<br />
[[File:Tower-design-v1.JPG|300px]]<br />
<br />
### Small Scale Wind Turbines Optimized for Low Wind Speeds<br />
<br />
Letcher, T. (2010). [Small scale wind turbines optimized for Low Wind Speeds](https://drive.google.com/file/d/1ZQyqHlQZY_gyVylVg2PHsEZCPJwZ3cGe/view?usp=sharing). <br />
<br />
### 10 Wind Turbines That Push the Limits of Design<br />
<br />
https://www.popularmechanics.com/science/energy/a4428/4324331/<br />
<br />
### Design and Manufacture of a Cross-Flow Helical Tidal Turbine<br />
<br />
Anderson, J., Hughes, B., Johnson, C., Stelzenmuller, N., Sutanto, L., & Taylor, B. (2011). [Capstone Project Report: Design and Manufacture of a Cross-flow Helical Tidal Turbine](https://drive.google.com/file/d/110NNrJwMsjzH_Jbfal9jF5kHzRMOwEfB/view?usp=sharing). University of Washington, Washington. <br />
<br />
##11/05/2020<br />
<br />
### up next<br />
<br />
- think about Gorlov blade design - [Onix 1 3D printer](https://markforged.com/3d-printers/onyx-one) - prints with carbon embedded - build volume 320 x 132 mm 154mm tall<br />
- scale down based on reynolds number - relevant dimension: qart of the foil, dynamic viscosity [paper](https://asmedigitalcollection.asme.org/energyresources/article-abstract/137/5/051208/372961/Small-Scale-Wind-Turbine-Testing-in-Wind-Tunnels?redirectedFrom=fulltext)<br />
- look into motor shaft sealing water - propellor shaft seals - drive shaft seal<br />
- https://wes.copernicus.org/preprints/wes-2020-66/wes-2020-66.pdf<br />
- final deliverable<br />
- tower design<br />
- email STI files to Tim or Daniela <br />
<br />
### Newly structured wiki page for wind turbine system<br />
All research insights, prototyping steps, and other system information is documented in [[Wind turbine system]].<br />
<br />
### Twisted Savonius V1<br />
<br />
[[File:CAD-v1-savonius.png|border|thumb|CAD of twisted Savonius prototype]]<br />
[[File:Savonius-prototype-v1.jpg|border|thumb|V1 of twisted Savonius prototype]]<br />
We attempted to prototype a twisted Savonius turbine to allow a more continuous application of force when the wind turbine spins. Ideally, both sails would be slightly offset to each other to allow airflow from one airfoil to the other. Such an offset can be seen in the following picture that inspired our design. As the Savonius turbine is based on drag, it has a high starting torque, which will allow for lower self-starting speeds. <br />
<br />
[[File:Savonius-twisted-airfoil.png|frameless|border|]]<br />
<br />
With our next prototype, we seek to combine a twisted Savonius turbine with a Gorlov turbine (Rajdeep Nath Dr. John Rajan; How to Design and Fabricate a Vertical Axis Wind Turbine: Design, Analysis, and Fabrication using Gorlov and Savonius Blades (p. 75)). We can 3D print the blades but might want to scale down the prototype to decrease printing time.<br />
<br />
[[File:Savonius-gorlov-waterpump.jpeg|frameless|border|]]<br />
<br />
### How to charge our batteries<br />
<br />
We seek to charge our battery system with the energy obtained from the wind turbine. However, our current system diagram connects the AC rectifier to the inverter, which outputs 110 V alternating current (US outlets). As the energy output from the wind turbine will vary quite a lot, we need to charge the batteries with direct current (DC). For that purpose, we might have to acquire a wind turbine battery charge controller that can handle high voltages (0-600 V from the AC rectifier) to charge our 24 V battery system. Tae Chang offers a [Battery Charge Controller](https://tcnet.en.ec21.com/Battery_Charger_Controller--1105310_1105320.html). We probably need a _600 VDC 24v wind turbine MPPT charge controller 2500W_. Most charge controllers seem to be in the range of 200-300 VDC ([example](https://www.grainger.com/product/55HX52?cm_mmc=PPC:+Google+PLA&ef_id=CjwKCAiA4o79BRBvEiwAjteoYOv_peCpu8ur8vgakfuuD9tEog_f5FFEEgu7gsxPleKhCmGqSbyKoRoCkEUQAvD_BwE:G:s&s_kwcid=AL!2966!3!264955915673!!!g!461787465034!&gucid=N:N:PS:Paid:GGL:CSM-2295:4P7A1P:20501231&gclid=CjwKCAiA4o79BRBvEiwAjteoYOv_peCpu8ur8vgakfuuD9tEog_f5FFEEgu7gsxPleKhCmGqSbyKoRoCkEUQAvD_BwE)), which might be enough considering wind speeds in our area. <br />
<br />
## Tower design<br />
<br />
We considering building a wooden structure on top of the house to elevate the wind turbine. A tripod design that attaches to the two bump-outs and the gable would make the tower accessible. We are currently considering a tower height of 15 feet up to 22 feet.<br />
<br />
[[File:Anemometer-house.jpeg|border|thumb|The tower could be mounted in between the two bump outs]]<br />
<br />
Guy wires are an option to secure the turbine as it will be quite large to account for low wind speeds. However, a pole that is merely held up by guy wires is not accessible enough.<br />
<br />
##10/29/2020<br />
<br />
### Materials - stress and strain<br />
<br />
[[File:Aerodynamic-load-wind-turbine.JPG|border|thumb|]]<br />
[[File:Stress-strain.JPG|border|thumb|]]<br />
<br />
### Forces on VAWT<br />
<br />
[[File:ForcesOnVAWTairfoil.JPG|border|thumb|Vector diagram of the aerodynamic forces acting on a VAWT airfoil. Here U is the freestream velocity, ω is the angular velocity of the turbine, R is the turbine radius, Urel is the relative freestream velocity as seen by the turbine blade, and Ft(lift) and Ft(drag) are the tangential components of the lift and drag forces, i.e., Flift and Fdrag, respectively.<ref>Araya, D. B. (2016). Aerodynamics of vertical-axis wind turbines in full-scale and laboratory-scale experiments (Doctoral dissertation, California Institute of Technology).</ref>]]<br />
<br />
### Meeting at Farm - Agenda<br />
<br />
- where does everyone's interest lie?<br />
- go over the system diagram and questions<br />
- what are our resources? Whom do you know? - Dylan and maybe folks from Appalachian State University<br />
- look at to-dos<br />
- find a meeting time - Tuesdays 5PM<br />
- assign rough groups and projects (__tower, shaft, blades__ - Jasmine, Seba; __electrical system__ - Riley, Odalys; __fluids analysis__ - Seba, Nicola)<br />
<br />
<br />
<br />
### Equipment manuals<br />
<br />
__Aurora 3kW inverter__ - [data sheet](https://drive.google.com/file/d/1b_QylTKJzde8saR7A5cHfEcUz2PQZ7JJ/view?usp=sharing)</br><br />
__Aurora wind interface box/rectifier__ - [manual](https://drive.google.com/file/d/1YciYcLJHPdqsU5kGbLKZFx5bYpHzk-JD/view?usp=sharing)</br><br />
__TCMG-3kW Taechang N.E.T. Generator__ - [online specs](https://tcnet.en.ec21.com/3kW_Small_Wind_Turbine--1105310_1105312.html)</br><br />
__3kW Discharger Breaker__ - </br><br />
__3kW Dynamic Braking Resistor__ - [instruction manual](https://drive.google.com/file/d/1u_LV9H5tyxtQRk8UA6zT45W3fTitwZu3/view?usp=sharing)</br><br />
__Anemometer__ </br><br />
__Wind direction meter__ </br><br />
<br />
### Moving forward, we will do these things by next Thursday:<br />
<br />
__FOCUS ITEMS__</br><br />
- choose design<br />
- CAD turbine<br />
- tower design thoughts and calculations<br />
<br />
__also relevant__</br><br />
- alternating current research - how do you work with it?<br />
- location, what tower is going to look like, how strong should it be - tower mounting <br />
- transmission<br />
- 3D print several pieces, wrap-around fiberglass or carbon fiber<br />
- find a weekly meeting time<br />
- connect wind direction meter to pole<br />
- which type of wind turbine should we prototype?<br />
- how can we get a system up the fastest? Sheet metal, etc...<br />
- read through all manuals and understand the purpose of all components<br />
- how can we charge the 24V battery system in the house?<br />
- CAD our house and run fluids analysis<br />
- assign projects to people<br />
- timeline<br />
- analysis of the tower torque<br />
<br />
<br />
<br />
<br />
## 10/22/2020<br />
<br />
### System diagram - wind turbine<br />
<br />
[[File:Wind-turbine-system-diagram-v1.png|850px]]<br />
<br />
[view and comment on system diagram](https://whimsical.com/RTwJtGcE62ijqnrpdg2m85)<br />
<br />
### Anemometer mount on roof<br />
[[File:Anemometer-house.jpeg|border|thumb]]<br />
<br />
The anemometer is mounted at an altitude, 8.85 m (29 ft), where the wind turbine could possibly go. However, it is slightly offset from the gable. Ideally, the wind turbine would sit on the gabble as the wind speeds up when it passes over that point. Furthermore, I added a real-time clock to the system and connected the Arduino to a power supply that is independent from the inverter, which is turned off every night.<br />
<br />
[[File:Anemometer-roof.jpeg|400px]]<br />
<br />
<br />
### Approximate size of vertical axis turbine<br />
<br />
Mechanical power = 0.5 x p x A x V^3 x Cp<br />
<br />
_Cp for Savonius turbine_ = 0.05-0.1</br><br />
_Cp for Darrieus turbine_ = 0.3-0.38</br><br />
_Cp for Gorlov turbine_ = 0.3-0.35<br />
<br />
During extremely windy days, we will wind speeds up to 15 m/s and a power-coefficients of around 0.08 with a refined Savonius turbine prototype. Thus, a Savonius turbine would have to cover an __area of 17.83 m^2__ (2m x 8.9m) to output 3000 W of mechanical power. In comparison, a Darrieus or Gorlov turbine with a power coefficient of 0.3 would only require an __area of 4.7 m^2__ (2m x 2.377m) and will lighter due to its mechanical features.<br />
<br />
As the wind speed during normal days won't be higher than 6 m/s, we probably want to optimize for medium wind speeds.</br><br />
<br />
area of Savonius turbine at 6 m/s: 278 m^2<br />
area of Gorlov or Darrieus turbine at 6 m/s: 74 m^2<br />
<br />
### Next Steps<br />
<br />
- how can we charge the 24V battery system in the house?<br />
- mount wind direction sensor and determine average wind direction<br />
- create CAD model of the house to run fluids analysis. How will the "bump-outs" affect wind from different directions? Will they channel the wind?<br />
- kick-off with wind energy group on Saturday<br />
- research sheet metal Savonius wind turbine options<br />
- write up report with learning insights from Coursera course<br />
- literature search<br />
<br />
### Questions for Elizabeth - Apalachian State Univerity <br />
<br />
- do you have any turbine blades?<br />
- could you help us with composites?<br />
- shaft <br />
<br />
## 10/15/2020<br />
<br />
### Wind speed measuring<br />
<br />
[[File:Porch-anemometer.jpg|border|thumb|Anemometer data logger prototype on porch]]<br />
We are using a Vortex wind sensor. One revolution per second equals 2.5 mph. Since our anemometer has a relay (a mechanical switch), it creates a _switch bounce_. Therefore, we need a debounce circuit.<br />
[[File:WindSpeed Porch Oct14.jpg|border|thumb]]<br />
<br />
### What I did<br />
<br />
- data logging to SD card with Vortex anemometer and Arduino<br />
- site observation and assessment<br />
<br />
### Next steps<br />
<br />
- how does Aurora rectifier work?<br />
- create datasheet list<br />
- finish structural mechanics section<br />
- write up report with learning insights from Coursera course<br />
- apply learning insights to current project - site assessment<br />
- improve portable stand for data logger anemometer<br />
- __look at the generator optimal RPM range (do I need a transmission?)__<br />
- __find manuals and data sheets__<br />
- __system diagram for electrical and mechanical components__ and identify pieces that we currently don't have<br />
- does brake monitor RPM?<br />
- look into bicycle components for gear shifting<br />
<br />
## 10/01/2020<br />
<br />
### Forces on the blade<br />
<br />
[[File:Forces-on-blade.JPG|border|thumb|Forces acting on blade]]<br />
<br />
__Moving forward, I will:__<br />
<br />
- I will look into saving data on SD-card with an Arduino. I will also try to set up Arduino MATLAB.<br />
- order tech components (sd card reader, sd card, voltmeter...)<br />
- Mount new anemometers, and figure out how to read their outputs. <br />
- CAD solar panel mount. (I just couldn't find the time to do that last week.)<br />
- clear out the area for solar panel mounts and start locating post holes<br />
- Reassess locations for turbines. I have been trying to find spots, but I will approach this question more professionally. <br />
- find fluid dynamics book?<br />
- take more quizzes<br />
<br />
<br />
## 9/24/2020<br />
### Wind turbine terminology<br />
<br />
[[File:Nacelle-wind-turbine.JPG|border|thumb|Drivetrain of the nacelle]]<br />
<br />
<br />
<br />
- rotor - generates aerodynamic torque<br />
- nacelle - converts torque into electrical power<br />
- tower - hold nacelle and rotor blades<br />
- foundation - hold the whole turbine in place<br />
<br />
__Main degrees of conventional Darrieus turbine__<br />
<br />
- azimuth - rotation of rotor to generator<br />
- yaw - rotation of nacelle about vertical tower<br />
- pitch - angle/ pitch of blades about their lengthwise axis<br />
<br />
__Towers__<br />
[[File:Towers-wind-energy.JPG|border|thumb|Different options for tower construction]]<br />
<br />
- tubular towers<br />
- lattice towers<br />
- tripod towers<br />
<br />
__Foundation__<br />
<br />
Foundations are oftentimes made out of concrete.<br />
<br />
### Wind energy extraction<br />
<br />
[[File:Efficiency-betz-limit.JPG|border|thumb|Mechanical power of a wind turbine]]<br />
[[File:Betz-power-coefficients-different-types.JPG|border|thumb|Betz coefficients for different turbines]]<br />
<br />
The mechanical power of a turbine can be calculated with the equation to the right. The Betz limit on the power of a fast-spinning wind turbine (59%) describes the maximum energy that a turbine can extract from the wind. <br />
<br />
<br />
__Rotating lift-based machines__<br />
<br />
Horizontal axis wind turbine, Darrieus turbine, vertical axis wind turbine with blades,<br />
<br />
<br />
__Rotating drag-based machines__<br />
<br />
Vertical axis turbines - similar to cup anemometer; Savonius (efficiency 10%-15%) could be nice for aesthetically pleasing turbine<br />
<br />
<br />
__Flying lift-based machines__<br />
<br />
pulls up sail that pulls on a cord that spins spindel<br />
<br />
<br />
__Machines using flow-induced vibrations__<br />
<br />
<br />
<br />
<br />
### Financing<br />
<br />
Our revenue is the production of net electricity in Wh (Annual Energy Production): Capacity of Farm __x__ 8760h __x__ capacity factor 0.25<br />
<br />
__1 - Simple payback time (SPT)__<br />
<br />
Simplistic Calculation<br />
<br />
- estimate of annual production in Wh<br />
- annual revenue - production x energy sale price<br />
- annual operating costs<br />
<br />
<br />
__2 - Net present value (NPV)__<br />
<br />
(revenue - costs) - original investment</br><br />
if less than 0, probably not profitable<br />
<br />
excel has NPV function<br />
<br />
__3 - Levelised cost of Energy (LCoE)__<br />
<br />
goal is to find cost per MWh that can be used for comparison: <br/><br />
(Capital Investment + Operational Costs + Decommissioning Cost)/ MWh<br />
<br />
<br />
<br />
<br />
### Wind drag on solar panel plate <br />
<br />
<br />
[[File:Dragforceonsolarpanels_1.jpg|border|thumb|drag force on five solar panels at varying angles approximated]]<br />
<br />
Individual solar panels have an aspect ratio of 1:2 (62.2 x 31.8 x 1.4 inches). The current plan for the five panels is to mount them side by side resulting in an aspect ratio of 1:2.56 (62.2 x 159 x 1.4 inches). <br />
<br />
F = 1/2 * p * v^2 * A * 2pi * sin(alpha); (p - density of air, v - wind speed, 2pi sin(a) - drag coefficient); density of 10 celsius air - 1.246 kg/m^3; <br><br />
solar panel dimension - 62.2 x 31.8 x 1.4 inches - 1.58m x 0.8m x 0.0355; area = 1.264 m^2<br><br />
__Lift on all five panels__: F = 0.5 * 1.246 kg/m^3 * (17.8 m/s)^2 * 1.264 m^2 * 5 * 2pi * sin(a) <= __7835 N__<br />
<br />
_Sources_<br />
<br />
- [Maximum Wind Speeds in the Southern States](https://sercc.com/climateinfo/historical/maxwind.html)<br />
- [Paper on wind lift on photovoltaic panels - Researchgate](https://www.researchgate.net/publication/277553524_Forces_and_Moments_on_Flat_Plates_of_Small_Aspect_Ratio_with_Application_to_PV_Wind_Loads_and_Small_Wind_Turbine_Blades)<br />
- [The Flat Plate Airfoil](http://brennen.caltech.edu/FLUIDBOOK/externalflows/lift/flatplateairfoil.pdf)<br />
<br />
<br />
### Remote Wind Speed Sensing<br />
<br />
- __two challanges__: low noise to signal ratio, need to measure volume not single point <br />
- LIDAR & SODAR Doppler shift measuring; LIDAR measurements are more precise <br />
<br />
### Statistical Analysis of Wind Speeds and Turbulence<br />
<br />
- Navier-Stokes equation (evolution equation) to calculate wind speeds in space<br />
- statistical analysis, spectra, turbulence intensity is obtained by mean wind speed and standard deviation of wind speeds<br />
- every wavelength (after Fourier transform) can be thought of as a length scale<br />
- wind vector (u, v, w)<br />
- integral length scale; from time series, we compute the auto-correlation function<br />
- turbulence spectra<br />
- averaging periods of 10 min are commonly used; 30 min period for turbulence studies; the larger integral time scale, the larger should be averaging period; sampling frequencies should be much smaller than integral time scale<br />
- you have to detrend te time series to get rid of high-frequency fluctuation<br />
<br />
_Sources_:<br />
<br />
[Flat Plate Approximation - Caltech](http://brennen.caltech.edu/FLUIDBOOK/externalflows/lift/flatplateairfoil.pdf)<br />
<br />
[Turbulence Spectra and Scales](http://brennen.caltech.edu/FLUIDBOOK/basicfluiddynamics/turbulence/turbulencescales.pdf)<br><br />
<blockquote>Transition to turbulence begins when some flow instability (such as the instability analyzed in sections (Bkc) and (Bkd)) leads to some fairly large scale disturbance(s) or “eddies” in the flow field. As these disturbances gather energy from the mean flow, they begin to spawn smaller disturbances or eddies which, in turn spawn even smaller eddies. This process ends because, eventually, the eddies reach a size for which viscous effects become important and the very small eddies are damped out by viscosity. Eventually, the spectrum of spatial or temporal eddy sizes reaches a “fully developed” state in which energy is fed from the mean flow into large eddies and then continually cascades down to smaller and then smaller eddies eventually reaching a size at which viscosity becomes important and damps out those small eddies. In this fully-developed state the disturbance energy for any one size of eddy becomes relatively constant though it can, of course, continue to change with the flow conditions.</blockquote><br />
<br />
### Next Steps<br />
<br />
- write up questions about auto-correlation function<br />
- include lift coefficient in flat plate lift equation<br />
- reading on the efficiency of vertical turbines vs conventional turbines<br />
- interview farmer Ann again<br />
- ask Ayden to mount anemometer<br />
- CAD solar panel construction, include Jasmine<br />
<br />
<br />
<br />
<br />
## 9/17/2020 - Wind Profiles<br />
<br />
__What I did__:<br />
<br />
- I measured wind speeds throughout the week. At a height of 4 m, the wind speeds vary around 0-4 mph. We had gust of up to 10-15 mph. However, wind speeds seem to be quite low. From talking to a nearby farmer I learned that wind speeds increase during the months November - January.<br />
- I completed the first two weeks on Coursera, but I didn't take the quizzes due to limited time<br />
- We have been working on a mount for the five solar panels. We will most likely build a solar-sail that rotates around its middle axis. Its angle of rotation can be manually adjusted for winter and summer times. We will have to dig at least four post holes to keep the construction sturdy during heavy storms.<br />
- the surface roughness is important for wind energy estimations<br />
- surface roughness is hard to determine<br />
<br />
__To Do__:<br />
<br />
- __orientation of the turbine__<br />
- mount anemometer higher up in the trees<br />
- look into turbine tree mounting techniques<br />
- finish week three and take week 2 quizzes<br />
- work when it doesn't rain<br />
- what's the surface roughness here at the farm?<br />
- find possible turbine spots<br />
- research boundary layers and atmospheric stability correction<br />
- look into calculating the lift of solar panels (flat plate approximation - coefficient for lift and drag)<br />
<br />
<br />
## 9/12/2020 - I began Coursera Course<br />
<br />
- we have a hight surface roughness probably around z_0=0.4 ([wind profiles](https://www.coursera.org/learn/wind-energy/lecture/wpRiT/wind-profiles))<br />
- Eddies are swirls of a fluid and it's reverse current in a turbulent flow regime ([Wikipedia](https://en.wikipedia.org/wiki/Eddy_(fluid_dynamics)))<br />
<br />
__Wind Resource Assessment__<br />
<br />
- due to roughness of the forest, wind speed increases<br />
- The Wind Atlas Analysis And Application Program (WAsP) provides an upward and downard analysis of the terrain<br />
- on top of hills, we have _over speeding_ due to continuity <br />
- What is _Weibull distribution_?<br />
<br />
<br />
<br />
## 9/10/2020 - First Semester Call with Jeff<br />
<br />
site assessment - take photography and topography<br />
<br />
data collection with raspi anemometer<br />
<br />
hard part: is there enough detail in the Coursera course?<br />
<br />
deliverables: structural design of design the tower, beam bending, <br />
blade design --> lifting line theory<br />
<br />
model for the amount of power --> modeling in Simulink --> amount of wind, size of turbine... <br />
<br />
<br />
Grade? --> a few deliverables: weekly journal entry/blog, Coursera quizzes (weekly entry), site assessment, modeling, <br />
<br />
Get started: Coursera, as you work trough (document built-in quizzes)<br />
Do Simulink onramp<br />
<br />
<br />
<br />
__To-do for next week__:<br />
<br />
- Write up ISR-G application<br />
- First week or two of Coursera course, wind resources, tests, and measurement part<br />
- Personal notes in a google doc, final Report - technical report in latex, final deliverable that is more public-facing<br />
<br />
## References<br />
<br />
<references /></div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Devices_at_Woodland&diff=403Devices at Woodland2021-01-16T21:41:03Z<p>Magic: /* HP OfficeJet Pro 7740 Wide Format All-in-One Printer */</p>
<hr />
<div># HP OfficeJet Pro 7740 Wide Format All-in-One Printer<br />
<br />
__Email address for printing PDFs__: [mailto:89ith27etcab@hpeprint.com 89ith27etcab@hpeprint.com]<br />
<br />
## Ink replacement <br />
<br />
If you need new ink, don't buy HP ink. There are cheaper alternatives such as [WOKOK remanufactured 952 XL Ink on Amazon](https://www.amazon.com/dp/B08P412CGM/ref=cm_sw_r_cp_api_glc_fabc_gY1aGbD1KTEV2?_encoding=UTF8&psc=1). <br />
<br />
Some off-brand inks __don’t work__ such as [this one](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=). <br />
<br />
## Troubleshooting<br />
<br />
### Printer is OFFLINE<br />
If the printer appears to be offline, run the printer troubleshooter on your Windows computer. Oftentimes, it wakes up the printer again. Alternatively, you can use print from your iPhone, which works more reliably than printing from Windows laptops. You can also send a PDF to the following email [mailto:89ith27etcab@hpeprint.com 89ith27etcab@hpeprint.com].As your last resort, you could try to use this [HP Print and Scan Doctor](https://support.hp.com/us-en/document/c04249080) application.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Devices_at_Woodland&diff=401Devices at Woodland2021-01-16T21:40:22Z<p>Magic: /* HP OfficeJet Pro 7740 Wide Format All-in-One Printer */</p>
<hr />
<div># HP OfficeJet Pro 7740 Wide Format All-in-One Printer<br />
<br />
__Email address for printing PDFs__: [mailto:89ith27etcab@hpeprint.com 89ith27etcab@hpeprint.com]<br />
<br />
## Ink replacement <br />
<br />
If you need new ink, don't buy HP ink. There are cheaper alternatives such as [WOKOK remanufactured 952 XL Ink on Amazon](https://www.amazon.com/dp/B08P412CGM/ref=cm_sw_r_cp_api_glc_fabc_gY1aGbD1KTEV2?_encoding=UTF8&psc=1). <br />
<br />
Some off-brand inks __don’t work__ such as [this one](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=). <br />
<br />
## Troubleshooting<br />
<br />
### Printer is OFFLINE<br />
If the printer appears to be offline, run the printer troubleshooter. Oftentimes, it wakes up the printer again. Alternatively, you can use print from your iPhone, which works more reliably than printing from Windows laptops. You can also send a PDF to the following email [mailto:89ith27etcab@hpeprint.com 89ith27etcab@hpeprint.com].As your last resort, you could try to use this [HP Print and Scan Doctor](https://support.hp.com/us-en/document/c04249080) application.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Devices_at_Woodland&diff=400Devices at Woodland2021-01-16T21:39:54Z<p>Magic: /* HP OfficeJet Pro 7740 Wide Format All-in-One Printer */</p>
<hr />
<div># HP OfficeJet Pro 7740 Wide Format All-in-One Printer<br />
<br />
__Email address for printing PDFs__: [mailto:89ith27etcab@hpeprint.com 89ith27etcab@hpeprint.com]<br />
<br />
## Ink replacement <br />
<br />
If you need new ink, don't buy HP ink. There are cheaper alternatives such as [WOKOK remanufactured 952 XL Ink on Amazon](https://www.amazon.com/dp/B08P412CGM/ref=cm_sw_r_cp_api_glc_fabc_gY1aGbD1KTEV2?_encoding=UTF8&psc=1). <br />
<br />
Some off-brand inks __don’t work__ such as [this one](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=). <br />
<br />
## Troubleshooting<br />
<br />
__Printer is OFFLINE__</br><br />
If the printer appears to be offline, run the printer troubleshooter. Oftentimes, it wakes up the printer again. Alternatively, you can use print from your iPhone, which works more reliably than printing from Windows laptops. You can also send a PDF to the following email [mailto:89ith27etcab@hpeprint.com 89ith27etcab@hpeprint.com].As your last resort, you could try to use this [HP Print and Scan Doctor](https://support.hp.com/us-en/document/c04249080) application.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Devices_at_Woodland&diff=399Devices at Woodland2021-01-16T21:39:01Z<p>Magic: </p>
<hr />
<div># HP OfficeJet Pro 7740 Wide Format All-in-One Printer<br />
<br />
__Email address for printing PDFs__: [mailto:89ith27etcab@hpeprint.com 89ith27etcab@hpeprint.com]<br />
<br />
## Maintenance<br />
<br />
If you need new ink, don't buy HP ink. There are cheaper alternatives such as [WOKOK remanufactured 952 XL Ink on Amazon](https://www.amazon.com/dp/B08P412CGM/ref=cm_sw_r_cp_api_glc_fabc_gY1aGbD1KTEV2?_encoding=UTF8&psc=1). <br />
<br />
Some off-brand inks __don’t work__ such as [this one](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=). <br />
<br />
## Troubleshooting<br />
<br />
__Printer is OFFLINE__</br><br />
If the printer appears to be offline, run the printer troubleshooter. Oftentimes, it wakes up the printer again. Alternatively, you can use print from your iPhone, which works more reliably than printing from Windows laptops. You can also send a PDF to the following email [mailto:89ith27etcab@hpeprint.com 89ith27etcab@hpeprint.com].As your last resort, you could try to use this [HP Print and Scan Doctor](https://support.hp.com/us-en/document/c04249080) application.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Devices_at_Woodland&diff=398Devices at Woodland2021-01-16T21:37:37Z<p>Magic: /* HP OfficeJet Pro 7740 Wide Format All-in-One Printer */</p>
<hr />
<div># HP OfficeJet Pro 7740 Wide Format All-in-One Printer<br />
<br />
__Email address for printing PDFs__: [mailto:89ith27etcab@hpeprint.com 89ith27etcab@hpeprint.com]<br />
<br />
## Maintenance<br />
<br />
If you need new ink, don't buy HP ink. There are cheaper alternatives such as [952 XL Ink on Amazon](WOKOK Remanufactured Ink Cartridge Replacement for HP 952 XL 952XL use with OfficeJet Pro 8710 8720 8730 7740 8740 7720 8715 8725 8728 8702 8210 Printer (1 Black, 1 Cyan, 1 Magenta, 1 Yellow, 4-Pack) https://www.amazon.com/dp/B08P412CGM/ref=cm_sw_r_cp_api_glc_fabc_gY1aGbD1KTEV2?_encoding=UTF8&psc=1). <br />
<br />
Some off-brand inks __don’t work__ such as [this one](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=). <br />
<br />
## Troubleshooting<br />
<br />
__Printer is OFFLINE__</br><br />
If the printer appears to be offline, run the printer troubleshooter. Oftentimes, it wakes up the printer again. Alternatively, you can use print from your iPhone, which works more reliably than printing from Windows laptops. You can also send a PDF to the following email [mailto:89ith27etcab@hpeprint.com 89ith27etcab@hpeprint.com].As your last resort, you could try to use this [HP Print and Scan Doctor](https://support.hp.com/us-en/document/c04249080) application.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Thesis_outline_-_resilience_and_dynamic_complexity&diff=375Thesis outline - resilience and dynamic complexity2021-01-05T00:39:28Z<p>Magic: /* Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences */</p>
<hr />
<div>_by Leon Santen_<br />
<br />
# Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences<br />
<br />
## Abstract<br />
<br />
Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013[^Scharmer2013]). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001[^Holling2001]). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that led to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of all the sciences and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.<br />
<br />
## Introduction<br />
<br />
The COVID pandemic has unveiled major systemic issues that regard nation-states as well as the international community. While the emergence of the internet and the digital revolution have strengthened and accelerated communication across the globe and created a stronger sense of interconnectedness, systems on the international, national, and local level have failed to offer social, economic, and spiritual support. While our collective ability to be resilient in times of disruption is low, academic disciplines have not failed to point out systemic disconnects that manifest in an ecological, social, spiritual-cultural divide (Scharmer 2013[^Scharmer2013]). <br />
<br />
We are using 50% more resources than our planet can regenerate, and our climate patterns have become irregular leading to a decrease in diversity in our forests. In the United States, the wealth distribution is far from balanced with the top 1% representing a greater collective worth than the bottom 90% (Nicholas D. Kristof, “Equality, a True Soul Food,” Opinion, New York Times, January 1, 2011, www.nytimes.com/2011/01/02/opinion/02kristof.html?_r=0 (accessed December 14, 2012). The modern technology and industrial sector outsource their production to the developing world making use of the economic pressure in those countries to catch up with the advancements in the Western world. More than two billion people live on less than $2 per day. This strong social divide has lead to structures that suppress rather than encourage creative actions. (companies don’t listen to their customers; outsourcing results in a disconnect between company and situation in other countries; example: facebooks Free Basics program is imperialistic system to exploit need in other countries to catch up) On a personal level, individuals struggle to envision a meaningful, novel future for themselves despite an ever-increasing specialization on the job market. Such a perspective on life opens up little opportunity for change and creative actions, which are desperately needed for social change. Moreoften, responses to those divides come from the technological sector. Oftentimes, those technological band-aids don’t address the root cause and can easily deepen the cut because those implementing and developing the technology are unaware of parts of the system and its characteristics. <br />
<br />
Institutions in higher education see the need to respond to those divides but have yet to figure out how to create a resilient society that goes beyond the institution’s walls. STEM (science, technology, engineering, and mathematics) institutions have come up with numerous solutions to prevent climate change, but there are no larger social structures in place to engage in a co-creative implementation of those ideas. We argue that the educational approach to understanding and teaching the sciences (physics, chemistry, biology, social sciences, psychology, economics) at institutions of higher education has gotten stuck in disciplinary specialization that fails to draw trans-disciplinary connections between the different fields. Most students start to understand the physical world around them through physics and chemistry classes. Those disciplines offer linear systems thinking as useful tools to predict outcomes and manipulate our surroundings. However, linear systems are rare exceptions in our bio-physical world that is dominated by ever-changing complex systems. [one can’t make predictions about complex systems, only assumptions about possible development]] [[more on the nature of complex systems]. Understanding those complex systems, the biophysical and socio-political world around us, therefore, requires a familiarity with the dynamically complex characteristics of nature. We believe that an integrated understanding of the sciences, treating them as a web rather than drawers, will lead to a more intuitive and constructive engagement with issues occurring in the systems around us.<br />
<br />
At Olin College, the disruption and uncertainty of the 2020 pandemic created a moment of collective reflection, in which students, alumni, staff, and faculty investigated needs and opportunities for the Fall semester of 2020. As a result of this campus-community collaboration, the college was open to receiving proposals from the community. With help from faculty, staff, and students, we asked for support for student pods with volunteering professors to work on urgent systemic issues. However, the path-planning committee shied away from implementing institutionally-led experiments. Therefore, we independently organized a micro-campus of 15 students at a family-owned off-grid permaculture farm, Woodland Harvest Mountain Farm, in the Appalachian mountains in North Carolina. The experience at the micro-campus served as strong evidence for a needed integrated understanding of the sciences ranging from logistics to physics, social sciences, and biology. As engineers seek to take on a meaningful role in healing our planet, they need to experience what it means to be part of an eco-system and interact with it. A typical streamlined college experience leaves little room to immersive yourself in nature and close-knit communities to even start to grasp the immensity and complexity of life that we are all a part of. Most campus facilities such as the dining hall, double dorm rooms, libraries, and student services optimize for disengagement setting the focus on academic work. However, a much broader and interconnected understanding is required to take responsible and effective action in our modern, complex world.<br />
While these forms of integrated understanding and knowledge are crucial, students need more than just the knowledge and identity around their field of interest. Students need spaces and time to act upon emerging opportunities that they start to sense. When they sense those opportunities, they can only act upon them as social entrepreneurs when they have the social and spiritual means to do so. The focus of higher education institutions needs to shift from academic analysis and experimentation to society-based methods that cultivate social entrepreneurs that than create social enterprises and in the long run wide-ranging social innovation (Westley 2010[^Westley2010]). Therefore, fostering our ability to live and work with each other doesn’t only strengthen our inter-personal networks but empowers students to take action when needed because they can make use of their social and creative capital.<br />
<br />
Therefore, we see strong evidence that an educational environment that emphasizes an integrated understanding of the sciences and values the interconnectedness of living beings can lead to a more resilient society, improve their wellbeing and consequently make use of the most meaningful capital that we have: creativity. <br />
<br />
## We live in a panarchy - everything is one big system: Our biophysical world and sociopolitical as well as all other disciplines are interconnected<br />
<br />
## Complex systems and their characteristics<br />
<br />
### What are methods of working with dynamically complex systems and how do these differ from ‘simple systems’ (i.e., what is the organized way of learning, or the “science” of dynamic complexity?)<br />
<br />
### How can we learn and teach dynamically complex systems?<br />
<br />
### How do we foster personal and collective resilience and create a fertile breeding ground for social innovation?<br />
<br />
## Sustainability in future living - immersion into a regenerative lifestyle and intentional communities create an environment that leads to an integrated understanding of science through the fusion of knowledge, lived experience, mentorship, and connection with nature<br />
<br />
### Farm experience, a social enterprise, serves as evidence for a needed integrated understanding of science (bio, chemistry, social sciences, physics) and natural pull for technical knowledge<br />
- contextualized understanding of nature - we live next to a small creek? What does this energy and water mean for the ecosystem? How much energy can we extract with turbines?<br />
- we don't need complicated engineering projects to learn about group work - let's start simple. We can learn a lot about group dynamics, our own tendencies, and the complexity of planning when we work on long-term simple projects such as building a wall that only requires rectangular cuts - when we work on complicated projects, the trickiness that arises from the group becomes abstract and hard to grasp<br />
- why don't we ever design for ourselves? we are surprisingly bad at identifying our own needs and designing for our our wellbeing<br />
<br />
### Pedagogy of the oppressed - why is it so hard to push for change within an institution?<br />
<br />
#### Olin asked for progessive ideas for the fall semester 2020, none of the experimental proposals were accepted<br />
- common reason: we didn't have the capacity - however, we did it anyway without any help<br />
<br />
#### The power of rules and guidelines <br />
- internet guidlines as an example for an institution's classist reflex to learning-hindering circumstances<br />
- no politics allowed, no posters in hallways allowed - how cleanliness kills motivaiton to contribute in small pieces - only if it's academic it worth being presented<br />
<br />
#### Once we settle down and build on our past success, we close the space for future innovation. How about Nomadic Education?<br />
- students could travel from micro-campus to micro-campus<br />
- easier to establish a relationship to more than one space<br />
- multi-dimensional campus character, what kind of community do I want?<br />
- more space for students to bless spaces with their own creativity<br />
<br />
<br />
### Empowering students and community partners using inter-personal networks to leverage our collective ability to create change and social innovation - house building, off-grid technical systems, permaculture, open spaces for the youth to act upon opportunities and innovative ideas<br />
<br />
### Opening a pathway for school collaboration and cross-disciplinary exercise that creates social and institutional entrepreneurs that are able to work in highly complex conditions - increase opportunities for social innovation on institutional level<br />
<br />
### Models for financial independence that make use of opportunities for independence of the current time (off-grid living vs urban lifestyles, intentional communities, etsy, airbnb, thrift stores)<br />
<br />
<br />
<br />
## References<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the Complexity of Economic, Ecological, and Social Systems. Ecosystems, 4(5), 390–405. http://doi.org/10.1007/s10021-001-0101-5<br />
<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Thesis_outline_-_resilience_and_dynamic_complexity&diff=374Thesis outline - resilience and dynamic complexity2021-01-05T00:38:14Z<p>Magic: /* Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences */</p>
<hr />
<div>_by Leon Santen_<br />
<br />
# Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences<br />
<br />
## Abstract<br />
<br />
Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013[^Scharmer2013]). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001[^Holling2001]). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that led to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of all the sciences and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.<br />
<br />
## Introduction<br />
<br />
The COVID pandemic has unveiled major systemic issues that regard nation-states as well as the international community. While the emergence of the internet and the digital revolution have strengthened and accelerated communication across the globe and created a stronger sense of interconnectedness, systems on the international, national, and local level have failed to offer social, economic, and spiritual support. Even though our collective ability to be resilient in times of disruption is low, academic disciplines have not failed to point out systemic disconnects that manifest in an ecological, social, spiritual-cultural divide (Scharmer 2013[^Scharmer2013]). <br />
<br />
We are using 50% more resources than our planet can regenerate, and our climate patterns have become irregular leading to a decrease in diversity in our forests. In the United States, the wealth distribution is far from balanced with the top 1% representing a greater collective worth than the bottom 90% (Nicholas D. Kristof, “Equality, a True Soul Food,” Opinion, New York Times, January 1, 2011, www.nytimes.com/2011/01/02/opinion/02kristof.html?_r=0 (accessed December 14, 2012). The modern technology and industrial sector outsource their production to the developing world making use of the economic pressure in those countries to catch up with the advancements in the Western world. More than two billion people live on less than $2 per day. This strong social divide has lead to structures that suppress rather than encourage creative actions. (companies don’t listen to their customers; outsourcing results in a disconnect between company and situation in other countries; example: facebooks Free Basics program is imperialistic system to exploit need in other countries to catch up) On a personal level, individuals struggle to envision a meaningful, novel future for themselves despite an ever-increasing specialization on the job market. Such a perspective on life opens up little opportunity for change and creative actions, which are desperately needed for social change. Moreoften, responses to those divides come from the technological sector. Oftentimes, those technological band-aids don’t address the root cause and can easily deepen the cut because those implementing and developing the technology are unaware of parts of the system and its characteristics. <br />
<br />
Institutions in higher education see the need to respond to those divides but have yet to figure out how to create a resilient society that goes beyond the institution’s walls. STEM (science, technology, engineering, and mathematics) institutions have come up with numerous solutions to prevent climate change, but there are no larger social structures in place to engage in a co-creative implementation of those ideas. We argue that the educational approach to understanding and teaching the sciences (physics, chemistry, biology, social sciences, psychology, economics) at institutions of higher education has gotten stuck in disciplinary specialization that fails to draw trans-disciplinary connections between the different fields. Most students start to understand the physical world around them through physics and chemistry classes. Those disciplines offer linear systems thinking as useful tools to predict outcomes and manipulate our surroundings. However, linear systems are rare exceptions in our bio-physical world that is dominated by ever-changing complex systems. [one can’t make predictions about complex systems, only assumptions about possible development]] [[more on the nature of complex systems]. Understanding those complex systems, the biophysical and socio-political world around us, therefore, requires a familiarity with the dynamically complex characteristics of nature. We believe that an integrated understanding of the sciences, treating them as a web rather than drawers, will lead to a more intuitive and constructive engagement with issues occurring in the systems around us.<br />
<br />
At Olin College, the disruption and uncertainty of the 2020 pandemic created a moment of collective reflection, in which students, alumni, staff, and faculty investigated needs and opportunities for the Fall semester of 2020. As a result of this campus-community collaboration, the college was open to receiving proposals from the community. With help from faculty, staff, and students, we asked for support for student pods with volunteering professors to work on urgent systemic issues. However, the path-planning committee shied away from implementing institutionally-led experiments. Therefore, we independently organized a micro-campus of 15 students at a family-owned off-grid permaculture farm, Woodland Harvest Mountain Farm, in the Appalachian mountains in North Carolina. The experience at the micro-campus served as strong evidence for a needed integrated understanding of the sciences ranging from logistics to physics, social sciences, and biology. As engineers seek to take on a meaningful role in healing our planet, they need to experience what it means to be part of an eco-system and interact with it. A typical streamlined college experience leaves little room to immersive yourself in nature and close-knit communities to even start to grasp the immensity and complexity of life that we are all a part of. Most campus facilities such as the dining hall, double dorm rooms, libraries, and student services optimize for disengagement setting the focus on academic work. However, a much broader and interconnected understanding is required to take responsible and effective action in our modern, complex world.<br />
While these forms of integrated understanding and knowledge are crucial, students need more than just the knowledge and identity around their field of interest. Students need spaces and time to act upon emerging opportunities that they start to sense. When they sense those opportunities, they can only act upon them as social entrepreneurs when they have the social and spiritual means to do so. The focus of higher education institutions needs to shift from academic analysis and experimentation to society-based methods that cultivate social entrepreneurs that than create social enterprises and in the long run wide-ranging social innovation (Westley 2010[^Westley2010]). Therefore, fostering our ability to live and work with each other doesn’t only strengthen our inter-personal networks but empowers students to take action when needed because they can make use of their social and creative capital.<br />
<br />
Therefore, we see strong evidence that an educational environment that emphasizes an integrated understanding of the sciences and values the interconnectedness of living beings can lead to a more resilient society, improve their wellbeing and consequently make use of the most meaningful capital that we have: creativity. <br />
<br />
## We live in a panarchy - everything is one big system: Our biophysical world and sociopolitical as well as all other disciplines are interconnected<br />
<br />
## Complex systems and their characteristics<br />
<br />
### What are methods of working with dynamically complex systems and how do these differ from ‘simple systems’ (i.e., what is the organized way of learning, or the “science” of dynamic complexity?)<br />
<br />
### How can we learn and teach dynamically complex systems?<br />
<br />
### How do we foster personal and collective resilience and create a fertile breeding ground for social innovation?<br />
<br />
## Sustainability in future living - immersion into a regenerative lifestyle and intentional communities create an environment that leads to an integrated understanding of science through the fusion of knowledge, lived experience, mentorship, and connection with nature<br />
<br />
### Farm experience, a social enterprise, serves as evidence for a needed integrated understanding of science (bio, chemistry, social sciences, physics) and natural pull for technical knowledge<br />
- contextualized understanding of nature - we live next to a small creek? What does this energy and water mean for the ecosystem? How much energy can we extract with turbines?<br />
- we don't need complicated engineering projects to learn about group work - let's start simple. We can learn a lot about group dynamics, our own tendencies, and the complexity of planning when we work on long-term simple projects such as building a wall that only requires rectangular cuts - when we work on complicated projects, the trickiness that arises from the group becomes abstract and hard to grasp<br />
- why don't we ever design for ourselves? we are surprisingly bad at identifying our own needs and designing for our our wellbeing<br />
<br />
### Pedagogy of the oppressed - why is it so hard to push for change within an institution?<br />
<br />
#### Olin asked for progessive ideas for the fall semester 2020, none of the experimental proposals were accepted<br />
- common reason: we didn't have the capacity - however, we did it anyway without any help<br />
<br />
#### The power of rules and guidelines <br />
- internet guidlines as an example for an institution's classist reflex to learning-hindering circumstances<br />
- no politics allowed, no posters in hallways allowed - how cleanliness kills motivaiton to contribute in small pieces - only if it's academic it worth being presented<br />
<br />
#### Once we settle down and build on our past success, we close the space for future innovation. How about Nomadic Education?<br />
- students could travel from micro-campus to micro-campus<br />
- easier to establish a relationship to more than one space<br />
- multi-dimensional campus character, what kind of community do I want?<br />
- more space for students to bless spaces with their own creativity<br />
<br />
<br />
### Empowering students and community partners using inter-personal networks to leverage our collective ability to create change and social innovation - house building, off-grid technical systems, permaculture, open spaces for the youth to act upon opportunities and innovative ideas<br />
<br />
### Opening a pathway for school collaboration and cross-disciplinary exercise that creates social and institutional entrepreneurs that are able to work in highly complex conditions - increase opportunities for social innovation on institutional level<br />
<br />
### Models for financial independence that make use of opportunities for independence of the current time (off-grid living vs urban lifestyles, intentional communities, etsy, airbnb, thrift stores)<br />
<br />
<br />
<br />
## References<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the Complexity of Economic, Ecological, and Social Systems. Ecosystems, 4(5), 390–405. http://doi.org/10.1007/s10021-001-0101-5<br />
<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Thesis_outline_-_resilience_and_dynamic_complexity&diff=373Thesis outline - resilience and dynamic complexity2021-01-05T00:36:51Z<p>Magic: /* Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences */</p>
<hr />
<div>_by Leon Santen_<br />
<br />
# Title: Creating collective resilience, empowerment, and social innovation in higher education through immersive, community-based learning experiences and an integrated understanding of all the sciences<br />
<br />
## Abstract<br />
<br />
Modern science has reached a paradoxical position, in which the international community has acquired overwhelming amounts of knowledge by the means of ever-increasing specialization. However, those insights, oftentimes separated by discipline, leave us with little understanding to fight our current time’s structural disconnects (Scharmer 2013[^Scharmer2013]). We argue that life in the 21st century is one of dynamic complexity that asks for non-linear and organic thinking to engage in sustainable and effective problem-solving efforts, often called sustainable development (Holling 2001[^Holling2001]). At Olin College of Engineering, the disruption caused by the 2020 pandemic created a moment of campus-wide reflection that led to an independently organized micro-campus of 15 students at a family-owned off-grid permaculture farm in North Carolina. This social enterprise showed a need for an integrated understanding of science and served as evidence that immersion into nature, sustainable living, and an intentional community can lead to a better understanding of our ecosystems and social-ecological systems. We see an opportunity in higher education to leverage our collective ability to create change and initiate social innovation by teaching an integrated, transdisciplinary understanding of science and opening up spaces and time for students to act upon emerging opportunities to contribute to and scale-up social innovation.<br />
<br />
## Introduction<br />
<br />
The COVID pandemic has unveiled major systemic issues that regard nation-states as well as the international community. While the emergence of the internet and the digital revolution have strengthened and accelerated communication across the globe and created a stronger sense of interconnectedness, systems on the international, national, and local level have failed to offer social, economic, and spiritual support. Even though our collective ability to be resilient in times of disruption is low, academic disciplines have not failed to point out systemic disconnects that manifest in an ecological, social, spiritual-cultural divide (Scharmer 2013[^Scharmer2013]). <br />
<br />
We are using 50% more resources than our planet can regenerate, and our climate patterns have become irregular leading to a decrease in diversity in our forests. In the United States, the wealth distribution is far from balanced with the top 1% representing a greater collective worth than the bottom 90% (Nicholas D. Kristof, “Equality, a True Soul Food,” Opinion, New York Times, January 1, 2011, www.nytimes.com/2011/01/02/opinion/02kristof.html?_r=0 (accessed December 14, 2012). The modern technology and industrial sector outsource their production to the developing world making use of the economic pressure in those countries to catch up with the advancements in the Western world. More than two billion people live on less than $2 per day. This strong social divide has lead to structures that suppress rather than encourage creative actions. (companies don’t listen to their customers; outsourcing results in a disconnect between company and situation in other countries; example: facebooks Free Basics program is imperialistic system to exploit need in other countries to catch up) On a personal level, individuals struggle to envision a meaningful, novel future for themselves despite an ever-increasing specialization on the job market. Such a perspective on life opens up little opportunity for change and creative actions, which are desperately needed for social change. Moreoften, responses to those divides come from the technological sector. Oftentimes, those technological band-aids don’t address the root cause and can easily deepen the cut because those implementing and developing the technology are unaware of parts of the system and its characteristics. <br />
<br />
Institutions in higher education see the need to respond to those divides but have yet to figure out how to create a resilient society that goes beyond the institution’s walls. STEM (science, technology, engineering, and mathematics) institutions have come up with numerous solutions to prevent climate change, but there are no larger social structures in place to engage in a co-creative implementation of those ideas. We argue that the educational approach to understanding and teaching the sciences (physics, chemistry, biology, social sciences, psychology, economics) at institutions of higher education has gotten stuck in disciplinary specialization that fails to draw trans-disciplinary connections between the different fields. Most students start to understand the physical world around them through physics and chemistry classes. Those disciplines offer linear systems thinking as useful tools to predict outcomes and manipulate our surroundings. However, linear systems are rare exceptions in our bio-physical world that is dominated by ever-changing complex systems. [one can’t make predictions about complex systems, only assumptions about possible development]] [[more on the nature of complex systems]. Understanding those complex systems, the biophysical and socio-political world around us, therefore, requires a familiarity with the dynamically complex characteristics of nature. We believe that an integrated understanding of the sciences, treating them as a web rather than drawers, will lead to a more intuitive and constructive engagement with issues occurring in the systems around us.<br />
<br />
At Olin College, the disruption and uncertainty of the 2020 pandemic created a moment of collective reflection, in which students, alumni, staff, and faculty investigated needs and opportunities for the Fall semester of 2020. As a result of this campus-community collaboration, the college was open to receiving proposals from the community. With help from faculty, staff, and students, we asked for support for student pods with volunteering professors to work on urgent systemic issues. However, the path-planning committee shied away from implementing institutionally-led experiments. Therefore, we independently organized a micro-campus of 15 students at a family-owned off-grid permaculture farm, Woodland Harvest Mountain Farm, in the Appalachian mountains in North Carolina. The experience at the micro-campus served as strong evidence for a needed integrated understanding of the sciences ranging from logistics to physics, social sciences, and biology. As engineers seek to take on a meaningful role in healing our planet, they need to experience what it means to be part of an eco-system and interact with it. A typical streamlined college experience leaves little room to immersive yourself in nature and close-knit communities to even start to grasp the immensity and complexity of life that we are all a part of. Most campus facilities such as the dining hall, double dorm rooms, libraries, and student services optimize for disengagement setting the focus on academic work. However, a much broader and interconnected understanding is required to take responsible and effective action in our modern, complex world.<br />
While these forms of integrated understanding and knowledge are crucial, students need more than just the knowledge and identity around their field of interest. Students need spaces and time to act upon emerging opportunities that they start to sense. When they sense those opportunities, they can only act upon them as social entrepreneurs when they have the social and spiritual means to do so. The focus of higher education institutions needs to shift from academic analysis and experimentation to society-based methods that cultivate social entrepreneurs that than create social enterprises and in the long run wide-ranging social innovation (Westley 2010[^Westley2010]). Therefore, fostering our ability to live and work with each other doesn’t only strengthen our inter-personal networks but empowers students to take action when needed because they can make use of their social and creative capital.<br />
<br />
Therefore, we see strong evidence that an educational environment that emphasizes an integrated understanding of the sciences and values the interconnectedness of living beings can lead to a more resilient society, improve their wellbeing and consequently make use of the most meaningful capital that we have: creativity. <br />
<br />
## We live in a panarchy - everything is one big system: Our biophysical world and sociopolitical as well as all other disciplines are interconnected<br />
<br />
## Complex systems and their characteristics<br />
<br />
### What are methods of working with dynamically complex systems and how do these differ from ‘simple systems’ (i.e., what is the organized way of learning, or the “science” of dynamic complexity?)<br />
<br />
### How can we learn and teach dynamically complex systems?<br />
<br />
### How do we foster personal and collective resilience and create a fertile breeding ground for social innovation?<br />
<br />
## Sustainability in future living - immersion into a regenerative lifestyle and intentional communities create an environment that leads to an integrated understanding of science through the fusion of knowledge, lived experience, mentorship, and connection with nature<br />
<br />
### Farm experience, a social enterprise, serves as evidence for a needed integrated understanding of science (bio, chemistry, social sciences, physics) and natural pull for technical knowledge<br />
- contextualized understanding of nature - we live next to a small creek? What does this energy and water mean for the ecosystem? How much energy can we extract with turbines?<br />
- we don't need complicated engineering projects to learn about group work - let's start simple. We can learn a lot about group dynamics, our own tendencies, and the complexity of planning when we work on long-term simple projects such as building a wall that only requires rectangular cuts - when we work on complicated projects, the trickiness that arises from the group becomes abstract and hard to grasp<br />
- why don't we ever design for ourselves? we are surprisingly bad at identifying our own needs and designing for our our wellbeing<br />
<br />
### Pedagogy of the oppressed - why is it so hard to push for change within an institution?<br />
<br />
#### Olin asked for progessive ideas for the fall semester 2020, none of the experimental proposals were accepted<br />
- common reason: we didn't have the capacity - however, we did it anyway without any help<br />
<br />
#### The power of rules and guidelines <br />
- internet guidlines as an example for an institution's classist reflex to learning-hindering circumstances<br />
- no politics allowed, no posters in hallways allowed - how cleanliness kills motivaiton to contribute in small pieces - only if it's academic it worth being presented<br />
<br />
#### Once we settle down and build on our past success, we close the space for future innovation. How about Nomadic Education?<br />
- students could travel from micro-campus to micro-campus<br />
- easier to establish a relationship to more than one space<br />
- multi-dimensional campus character, what kind of community do I want?<br />
- more space for students to bless spaces with their own creativity<br />
<br />
<br />
### Empowering students and community partners using inter-personal networks to leverage our collective ability to create change and social innovation - house building, off-grid technical systems, permaculture, open spaces for the youth to act upon opportunities and innovative ideas<br />
<br />
### Opening a pathway for school collaboration and cross-disciplinary exercise that creates social and institutional entrepreneurs that are able to work in highly complex conditions - increase opportunities for social innovation on institutional level<br />
<br />
### Models for financial independence that make use of opportunities for independence of the current time (off-grid living vs urban lifestyles, intentional communities, etsy, airbnb, thrift stores)<br />
<br />
<br />
<br />
## References<br />
[^Scharmer2013]:Scharmer, C. O., & Kaufer, K. (2013). Leading from the emerging future: From ego-system to eco-system economies. Berrett-Koehler Publishers.<br />
<br />
[^Holling2001]:Holling, C. S. (2001). Understanding the Complexity of Economic, Ecological, and Social Systems. Ecosystems, 4(5), 390–405. http://doi.org/10.1007/s10021-001-0101-5<br />
<br />
<br />
[^Westley2010]:Westley, F., & Antadze, N. (2010). Making a difference: Strategies for scaling social innovation for greater impact. Innovation Journal, 15(2).</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Project_opportunities_for_Spring_2021&diff=344Project opportunities for Spring 20212020-12-01T17:10:05Z<p>Magic: </p>
<hr />
<div>_These projects are learning opportunities for the Spring 2021 semester. While some of the projects were started in the Fall 2020 semester, there are plenty of options to advance and improve the current systems._<br />
<br />
## Be part of an experiment<br />
- This experiment is new to all of us. What do you think this experience should look like?<br />
- Sense emerging future opportunities for change, and decide what you want to contribute to and do it.<br />
<br />
## __Independent studies that need to be continued__<br />
- Wind turbine design - see ISR-G from fall 2020 - [[Notes - Wind Turbine ISR-G]]<br />
- Accessible interior cabin design<br />
<br />
<br />
## Community building<br />
- What does it take to live in an intimate community of ten or more people?<br />
- Intentional community engagement - how to address conflicts, balance community needs, develop relationships<br />
- Ceremonies, intentional group meetings, <br />
- Being immersed in a supportive off-grid farm community<br />
<br />
## Activism and direct action</br><br />
- Be part of an experiment - this is something new for everyone. What opportunities do you see?<br />
- How to leverage our collective network to co-create lasting change<br />
- Humanitarian outreach and design for people who need your help as an artist, engineer, and thinker<br />
- Learn how to take a stance and become an activist: make stickers, raise money, read about systemic injustice<br />
- Engage in or create an activist community. What does it mean to be an activist and engineer/designer? <br />
<br />
## Art, sewing, crafting, cooking</br><br />
- Light Installation that tells us the battery status in a non-numerical way<br />
- Make your own earrings out of clay<br />
- Thread bracelets, <br />
- Screen printing<br />
- Use the 30 acres on the farm to install your art installations<br />
<br />
## Inclusive design and accessibilty</br><br />
- Inclusive cabin design for the elderly<br />
<br />
## Electrical/technical work</br><br />
- Wireless Arduino-based control system to regulate power consumption from the fridge. Measure input from the solar panels, wind turbine and determine if we have enough electricity to run the fridge.<br />
- Deep-cycle battery maintenance and protection<br />
- Wind turbine power electronics - see [[Wind turbine system]]<br />
- Weather station to data log and measure wind speed, temperature, air pressure<br />
- Internet optimization with LTE antennas, Wifi extenders<br />
- Micro-hydro brushless generator maintenance<br />
- Backup self-starting generator electricity supply<br />
<br />
## Carpentry and wood working</br><br />
- Furniture<br />
- Mechanical prototyping<br />
- Interior architecture <br />
- Small tool cabin building<br />
<br />
## Mechanical (and electrical) building/design</br><br />
- Solar panel panning mechanism to track sun; integration of sunlight sensor to self-calibrate<br />
- 3 kW wind turbine blade design and iteration on current design<br />
- Solar hot water system<br />
<br />
## Tree house</br><br />
- Build safely up in the trees in a harness<br />
<br />
## Logistics and project/group management<br />
- How do you organize a semester experience for 12 people?<br />
- Project planning and group communication<br />
- Food budgeting for a large group<br />
- Reaching out to sponsors, fundraising, leveraging our communal power<br />
- Sliding-scale monetary contribution, ethical group economics</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Micro_Hydro_Turbine&diff=336Micro Hydro Turbine2020-11-25T00:02:56Z<p>Magic: /* Maintenance */</p>
<hr />
<div>The Micro Hydro Turbine system outputs around 60-110 W all day long. We currently don't have any accurate information on its original efficiency, head, or other characteristics. Please update this section and the micro-hydro page if you know more. <br />
<br />
# Maintenance<br />
<br />
You have to flash the magnetic field of the generator if it looses its magnetic field. Residual magnetism in the generator exciter field allows the generator to build up voltage during start-up. This magnetism is sometimes lost due to shelf time or improper operation, among other reasons. Restoring this residual magnetism is possible and is sometimes referred to as "flashing the exciter field". [^flash-batteries]<br />
<br />
Furthermore, we could get a flashing module to automatically flash the generator. Another option is to use a drill to excite the magnetic field again.[^flush-1]<br />
<br />
https://www.hunker.com/13403116/how-to-flash-the-field-of-a-brushless-generator<br />
<br />
http://www.dieselduck.info/machine/03%20electricity/flashing_generator.htm<br />
<br />
http://www.jencin.com/Fixing.htm<br />
<br />
## How to flash the hydro generator<br />
<br />
Step 1<br />
<br />
Start the generator. Check the circuit breakers. Reset them if they are tripped.<br />
<br />
Step 2<br />
<br />
Insert the steel rod into the chuck of the corded drill. Tighten the chuck.<br />
<br />
Step 3<br />
<br />
Insert the other end of the steel rod into the cordless drill. Tighten the chuck.<br />
<br />
Step 4<br />
<br />
Plug the corded drill into the generator. Make sure both drills are set for forward (clockwise as viewed from the handle) rotation.<br />
<br />
Step 5<br />
<br />
Hold both drills tightly. Press the trigger switch of the corded drill.<br />
<br />
Step 6<br />
<br />
Press the trigger switch of the cordless drill, so that it spins the chuck of the corded drill. The corded drill acts as a small generator to feed current into the windings of the larger generator to magnetize the field and force it to start working. When this happens, the corded drill will start fighting against the cordless drill.<br />
<br />
(https://www.hunker.com/13403116/how-to-flash-the-field-of-a-brushless-generator)<br />
<br />
# References<br />
<br />
[^flash-batteries]: http://www.dieselduck.info/machine/03%20electricity/flashing_generator.htm</br><br />
[^flush-1]: https://www.ehow.co.uk/how_7987906_flash-field-brushless-generator.html</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Micro_Hydro_Turbine&diff=335Micro Hydro Turbine2020-11-25T00:02:24Z<p>Magic: </p>
<hr />
<div>The Micro Hydro Turbine system outputs around 60-110 W all day long. We currently don't have any accurate information on its original efficiency, head, or other characteristics. Please update this section and the micro-hydro page if you know more. <br />
<br />
# Maintenance<br />
<br />
You have to flash the magnetic field of the generator if it looses its magnetic field. Residual magnetism in the generator exciter field allows the generator to build up voltage during start-up. This magnetism is sometimes lost due to shelf time or improper operation, among other reasons. Restoring this residual magnetism is possible and is sometimes referred to as "flashing the exciter field". [^flash-batteries]<br />
<br />
Furthermore, we could get a flashing module to automatically flash the generator. Another option is to use a drill to excite the magnetic field again.[^flush-1]<br />
<br />
https://www.hunker.com/13403116/how-to-flash-the-field-of-a-brushless-generator<br />
<br />
http://www.dieselduck.info/machine/03%20electricity/flashing_generator.htm<br />
<br />
http://www.jencin.com/Fixing.htm<br />
<br />
## How to flash the hydro generator<br />
<br />
Step 1<br />
<br />
Start the generator. Check the circuit breakers. Reset them if they are tripped.<br />
<br />
Step 2<br />
<br />
Insert the steel rod into the chuck of the corded drill. Tighten the chuck.<br />
<br />
Step 3<br />
<br />
Insert the other end of the steel rod into the cordless drill. Tighten the chuck.<br />
<br />
Step 4<br />
<br />
Plug the corded drill into the generator. Make sure both drills are set for forward (clockwise as viewed from the handle) rotation.<br />
<br />
Step 5<br />
<br />
Hold both drills tightly. Press the trigger switch of the corded drill.<br />
<br />
Step 6<br />
<br />
Press the trigger switch of the cordless drill, so that it spins the chuck of the corded drill. The corded drill acts as a small generator to feed current into the windings of the larger generator to magnetize the field and force it to start working. When this happens, the corded drill will start fighting against the cordless drill.<br />
<br />
# References<br />
<br />
[^flash-batteries]: http://www.dieselduck.info/machine/03%20electricity/flashing_generator.htm</br><br />
[^flush-1]: https://www.ehow.co.uk/how_7987906_flash-field-brushless-generator.html</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Micro_Hydro_Turbine&diff=334Micro Hydro Turbine2020-11-24T23:59:43Z<p>Magic: /* Maintenance */</p>
<hr />
<div>The Micro Hydro Turbine system outputs around 60-110 W all day long. We currently don't have any accurate information on its original efficiency, head, or other characteristics. Please update this section and the micro-hydro page if you know more. <br />
<br />
# Maintenance<br />
<br />
You have to flash the magnetic field of the generator if it looses its magnetic field. Residual magnetism in the generator exciter field allows the generator to build up voltage during start-up. This magnetism is sometimes lost due to shelf time or improper operation, among other reasons. Restoring this residual magnetism is possible and is sometimes referred to as "flashing the exciter field". [^flash-batteries]<br />
<br />
Furthermore, we could get a flashing module to automatically flash the generator. Another option is to use a drill to excite the magnetic field again.[^flush-1]<br />
<br />
https://www.hunker.com/13403116/how-to-flash-the-field-of-a-brushless-generator<br />
<br />
http://www.dieselduck.info/machine/03%20electricity/flashing_generator.htm<br />
<br />
http://www.jencin.com/Fixing.htm<br />
<br />
## How to flash the hydro generator<br />
<br />
Plug in an electric drill into the generator receptacle.<br />
<br />
If the drill is reversible, move the direction switch to the forward position.<br />
<br />
Start the generator.<br />
<br />
While depressing the trigger on the drill, spin the drill chuck in reverse direction. This will excite the field and the generator will now produce electricity. If spinning the chuck one direction does not work, try spinning the chuck in the other direction as you may have the reverse switch positioned backward. (http://www.jencin.com/Fixing.htm)<br />
<br />
# References<br />
<br />
[^flash-batteries]: http://www.dieselduck.info/machine/03%20electricity/flashing_generator.htm</br><br />
[^flush-1]: https://www.ehow.co.uk/how_7987906_flash-field-brushless-generator.html</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Main_House_Electricity_System&diff=328Main House Electricity System2020-11-22T23:08:27Z<p>Magic: </p>
<hr />
<div>The electricity system consists of a set of four deep cycle batteries, an inverter, the [[Main 1000 W Solar System]], one 250 W solar panel, an MPPT charge controllers for the five solar panels, a 70 W [[Micro Hydro Turbine]], and a diversion controller. <br />
<br />
[[File:Power_system_layout.png|1200px]]<br />
<br />
<br />
# Solar panels and MPPT charge controller<br />
<br />
There are five [SUNGOLDPOWER 24V Monocrystalline 200W Solar Panels](https://sungoldpower.com/collections/monocrystalline-solar-panel/products/200-watt-monocrystalline-solar-panel#specification_1)(62.2 x 31.8 x 1.4 inches) that are connected in parallel, which keeps their voltage at 24 V and adds up their amperage. On a sunny day, they output up to 500 W to the [SolarEpic 4125BN MPPT Solar Charge Controller](https://solarepic.com/products/solarepic-mppt-40a-solar-charge-controller-150v-pv-input-tracer-4215bn?variant=12497866457137). The charge controller is rated for 40 A. <br />
<br />
The additional, older 250 W panel is connected to a small PWM charge controller. Note that PWM charge controllers are less efficient than MPPT controllers.<br />
<br />
For more information on the solar panel upgrade that was done, please refer to [[Additional Solar Panels Research]].<br />
<br />
### Wires and connectors<br />
<br />
We are using around 100 feet of 2 AWG copper cable for each positive and negative connection. The cables are NOT fully water-resistant. Ideally, we should bury them in PVC pipes underground. The SUNDGOLDPOWER panels used to have standard MC4 connectors that we cut off.<br />
<br />
### Mounts and brackets<br />
[SunWize](https://www.sunwize.com/application-item/solar-panel-mounts/) has a large number of solar panel connectors and brackets. [Solar Electric](https://www.solar-electric.com/residential/panel-mounts-trackers/pole-mounts.html) has pole mounts.<br />
<br />
__Angles for mounting__:<br />
- February 5th – Set to same angle as your latitude.<br />
- May 5th – Set at the same angle as your latitude minus 15 degrees. At noon the panel will be almost horizontal to the ground.<br />
- August 5th – Set at the same angle as your latitude.<br />
- November 5th – Set at the angle of latitude plus 15 degrees. This tilts your panels towards the sun as it travels low in the southern sky during the winter.<br />
<br />
_Our latitude is 36.4037°_.<br />
<br />
# Micro-Hydro and diversion controller<br />
<br />
The [[Micro Hydro Turbine]] system outputs around 60-110 W all day long. We currently don't have any accurate information on its original efficiency, head, or other characteristics. Please update this section and the micro-hydro page if you know more. <br />
<br />
As the micro-hydro system charges the batteries 24/7, it is important to prevent overcharging with a diversion controller that redirects the energy to a heating element. The heating element dumps the electricity and converts it into heat. The diversion controller is the C-35 by Schneider ([Manual](http://solar.schneider-electric.com/wp-content/uploads/2014/11/c-series-manual-975-0004-01-02-rev-d_eng.pdf)). <br />
<br />
For more maintenance information go to [[Micro Hydro Turbine]].<br />
<br />
# Meters <br />
<br />
The micro hydro input, the small solar panel<br />
input, and the overall energy usage output that leads to the inverter are connected to blue watt-meter displays ([Bayite DC 6.5-100V 0-100A LCD Display](https://www.amazon.com/dp/B013PKYILS/ref=cm_sw_r_cp_api_fab_QHpEFb372H267)). The meters are multi-functional and display volts, amps, watts, and watt hours. There is also an option to turn on an alarm when the voltage turns low. <br />
<br />
[[File:meter-how-to-connect.jpeg |thumb|This graphic informs you about how to connect the blue watt-meter displays to different inputs and outputs.]]<br />
<br />
# Inverter<br />
<br />
We have a Xantrex SW Series Inverter/Charger that is rated for 3000 W ([manual](http://www.xantrex.com/documents/Discontinued-Products/SW2512MC-SW4024MC2UserGuide.pdf)). <br />
The current inverter's maximum continuous battery charger input is 3600VA. It's maximum alternating current (AC) output overcurrent protection is 35 A at 110 V. <br />
<br />
# Deep-Cycle batteries<br />
<br />
[[File:12-FS-210 Rolls Battery.JPG|thumb|Deep-cycle battery 12 FS 210 by Rolls Battery]]<br />
The main house has a 24 Volt [V] deep-cycle battery system with a capacity of 420 Ampere-hours [Ah]. <br />
The battery system consists of four deep cycle batteries of the type 12 FS 210 by Rolls Battery ([data sheet](https://rollsbattery.com/wp-content/uploads/batteries/12FS210.pdf)). Each individual battery has an output voltage of 12 V and a capacity of 210 Ah at a discharging rate of 20 hours (please check datasheets for lower discharging rates). The four batteries are parallel- and series-connected, which doubles the system’s voltage and capacity. <br />
<br />
[[File:Batteriesinseriesandparallel.JPG|border|thumb|Four 12V batteries in series and parallel]]<br />
<br />
As with all deep cycle batteries, they shouldn’t be drained to less than 20% of their capacity, which results in a usable capacity of 336 Ah with 24 V (~8,000 Watt-hours [Wh]) after purchase. Please note that these numbers will be lower after long-term usage. Based on experience, the batteries are severely damaged resulting in a capacity of approx. 40% (3,200 Wh).<br />
<br />
### Charging tips<br />
<br />
__Always fill the battery with water before charging.__<br />
<br />
The most dangerous lead acid battery would be a flooded battery with most of the water gone, which maximizes the amount of stored gas possible. When the battery is filled with water there isn't much volume to store the hydrogen. And, of course, the battery will be happier and give more capacity when topped off.<br />
<br />
Most of the reported lead acid battery explosions are caused by charging a flooded automotive battery outside the car with an unregulated battery charger. In this case the battery can be left on charge for a long time, and the unregulated charger can run it out of water. Chargers that are designed for battery tending or maintenance , as well as most of the PowerStream lead acid chargers can be left on the battery forever without causing them to gas. Simple, old fashioned, or unregulated transformer chargers should not be left on the battery after it is charged.[^powerstream]<br />
<br />
## Upgrading the batteries<br />
<br />
One should refrain from adding new batteries to an already used set as it wears down the old batteries faster. This will result in deep discharged old batteries. Therefore, we could consider moving the current/old set to our future octagonal cabins. As depicted in the illustration above, we could run two independent 12 V systems in different locations. Rolls Battery released a new version of our current batteries, the S12 185 ([data sheet](https://www.rollsbattery.com/battery/s12-185/?pdf=8512)). Here is a [summary of the model updates](https://rollsbattery.com/wp-content/uploads/2019/05/Model-Updates.pdf).<br />
<br />
## Software and hardware<br />
<br />
The Main House Electricity System is connected to an Arduino-based [[Electrical Control Unit]]. Please refer to the aforementioned page for the GitHub repository.<br />
<br />
# References<br />
<br />
[^powerstream]:https://www.powerstream.com/how-to-use-a-battery-charger.htm</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Main_House_Electricity_System&diff=324Main House Electricity System2020-11-21T22:04:49Z<p>Magic: </p>
<hr />
<div>The electricity system consists of a set of four deep cycle batteries, an inverter, the [[Main 1000 W Solar System]], one 250 W solar panel, an MPPT charge controllers for the five solar panels, a 70 W [[Micro Hydro Turbine]], and a diversion controller. <br />
<br />
[[File:Power_system_layout.png|1200px]]<br />
<br />
<br />
# Solar panels and MPPT charge controller<br />
<br />
There are five [SUNGOLDPOWER 24V Monocrystalline 200W Solar Panels](https://sungoldpower.com/collections/monocrystalline-solar-panel/products/200-watt-monocrystalline-solar-panel#specification_1)(62.2 x 31.8 x 1.4 inches) that are connected in parallel, which keeps their voltage at 24 V and adds up their amperage. On a sunny day, they output up to 500 W to the [SolarEpic 4125BN MPPT Solar Charge Controller](https://solarepic.com/products/solarepic-mppt-40a-solar-charge-controller-150v-pv-input-tracer-4215bn?variant=12497866457137). The charge controller is rated for 40 A. <br />
<br />
The additional, older 250 W panel is connected to a small PWM charge controller. Note that PWM charge controllers are less efficient than MPPT controllers.<br />
<br />
For more information on the solar panel upgrade that was done, please refer to [[Additional Solar Panels Research]].<br />
<br />
### Wires and connectors<br />
<br />
We are using around 100 feet of 2 AWG copper cable for each positive and negative connection. The cables are NOT fully water-resistant. Ideally, we should bury them in PVC pipes underground. The SUNDGOLDPOWER panels used to have standard MC4 connectors that we cut off.<br />
<br />
### Mounts and brackets<br />
[SunWize](https://www.sunwize.com/application-item/solar-panel-mounts/) has a large number of solar panel connectors and brackets. [Solar Electric](https://www.solar-electric.com/residential/panel-mounts-trackers/pole-mounts.html) has pole mounts.<br />
<br />
__Angles for mounting__:<br />
- February 5th – Set to same angle as your latitude.<br />
- May 5th – Set at the same angle as your latitude minus 15 degrees. At noon the panel will be almost horizontal to the ground.<br />
- August 5th – Set at the same angle as your latitude.<br />
- November 5th – Set at the angle of latitude plus 15 degrees. This tilts your panels towards the sun as it travels low in the southern sky during the winter.<br />
<br />
_Our latitude is 36.4037°_.<br />
<br />
# Micro-Hydro and diversion controller<br />
<br />
The [[Micro Hydro Turbine]] system outputs around 60-110 W all day long. We currently don't have any accurate information on its original efficiency, head, or other characteristics. Please update this section and the micro-hydro page if you know more. <br />
<br />
As the micro-hydro system charges the batteries 24/7, it is important to prevent overcharging with a diversion controller that redirects the energy to a heating element. The heating element dumps the electricity and converts it into heat. The diversion controller is the C-35 by Schneider ([Manual](http://solar.schneider-electric.com/wp-content/uploads/2014/11/c-series-manual-975-0004-01-02-rev-d_eng.pdf)). <br />
<br />
For more maintenance information go to [[Micro Hydro Turbine]].<br />
<br />
# Meters <br />
<br />
The micro hydro input, the small solar panel<br />
input, and the overall energy usage output that leads to the inverter are connected to blue watt-meter displays ([Bayite DC 6.5-100V 0-100A LCD Display](https://www.amazon.com/dp/B013PKYILS/ref=cm_sw_r_cp_api_fab_QHpEFb372H267)). The meters are multi-functional and display volts, amps, watts, and watt hours. There is also an option to turn on an alarm when the voltage turns low. <br />
<br />
[[File:meter-how-to-connect.jpeg |thumb|This graphic informs you about how to connect the blue watt-meter displays to different inputs and outputs.]]<br />
<br />
# Inverter<br />
<br />
The current inverter's maximum continuous battery charger input is 3600VA. It's maximum alternating current (AC) output overcurrent protection is 35 A at 110 V. <br />
<br />
# Deep-Cycle batteries<br />
<br />
[[File:12-FS-210 Rolls Battery.JPG|thumb|Deep-cycle battery 12 FS 210 by Rolls Battery]]<br />
The main house has a 24 Volt [V] deep-cycle battery system with a capacity of 420 Ampere-hours [Ah]. <br />
The battery system consists of four deep cycle batteries of the type 12 FS 210 by Rolls Battery ([data sheet](https://rollsbattery.com/wp-content/uploads/batteries/12FS210.pdf)). Each individual battery has an output voltage of 12 V and a capacity of 210 Ah at a discharging rate of 20 hours (please check datasheets for lower discharging rates). The four batteries are parallel- and series-connected, which doubles the system’s voltage and capacity. <br />
<br />
[[File:Batteriesinseriesandparallel.JPG|border|thumb|Four 12V batteries in series and parallel]]<br />
<br />
As with all deep cycle batteries, they shouldn’t be drained to less than 20% of their capacity, which results in a usable capacity of 336 Ah with 24 V (~8,000 Watt-hours [Wh]) after purchase. Please note that these numbers will be lower after long-term usage. Based on experience, the batteries are severely damaged resulting in a capacity of approx. 40% (3,200 Wh).<br />
<br />
### Charging tips<br />
<br />
__Always fill the battery with water before charging.__<br />
<br />
The most dangerous lead acid battery would be a flooded battery with most of the water gone, which maximizes the amount of stored gas possible. When the battery is filled with water there isn't much volume to store the hydrogen. And, of course, the battery will be happier and give more capacity when topped off.<br />
<br />
Most of the reported lead acid battery explosions are caused by charging a flooded automotive battery outside the car with an unregulated battery charger. In this case the battery can be left on charge for a long time, and the unregulated charger can run it out of water. Chargers that are designed for battery tending or maintenance , as well as most of the PowerStream lead acid chargers can be left on the battery forever without causing them to gas. Simple, old fashioned, or unregulated transformer chargers should not be left on the battery after it is charged.[^powerstream]<br />
<br />
## Upgrading the batteries<br />
<br />
One should refrain from adding new batteries to an already used set as it wears down the old batteries faster. This will result in deep discharged old batteries. Therefore, we could consider moving the current/old set to our future octagonal cabins. As depicted in the illustration above, we could run two independent 12 V systems in different locations. Rolls Battery released a new version of our current batteries, the S12 185 ([data sheet](https://www.rollsbattery.com/battery/s12-185/?pdf=8512)). Here is a [summary of the model updates](https://rollsbattery.com/wp-content/uploads/2019/05/Model-Updates.pdf).<br />
<br />
## Software and hardware<br />
<br />
The Main House Electricity System is connected to an Arduino-based [[Electrical Control Unit]]. Please refer to the aforementioned page for the GitHub repository.<br />
<br />
# References<br />
<br />
[^powerstream]:https://www.powerstream.com/how-to-use-a-battery-charger.htm</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Project_opportunities_for_Spring_2021&diff=316Project opportunities for Spring 20212020-11-18T17:38:10Z<p>Magic: </p>
<hr />
<div>_All of these projects are learning opportunities for the Spring 2021 semester. While some of the projects were started in the Fall 2020 semester, there are plenty of options to advance and improve the current systems._<br />
<br />
## Be part of an experiment<br />
- This experiment is new to all of us. What do you think this experience should look like?<br />
- Sense emerging future opportunities for change, and decide what you want to contribute to and do it.<br />
<br />
## Community building<br />
- What does it take to live in an intimate community of ten or more people?<br />
- Intentional community engagement - how to address conflicts, balance community needs, develop relationships<br />
- Ceremonies, intentional group meetings, <br />
- Being immersed in a supportive off-grid farm community<br />
<br />
## Activism and direct action</br><br />
- Be part of an experiment - this is something new for everyone. What opportunities do you see?<br />
- How to leverage our collective network to co-create lasting change<br />
- Humanitarian outreach and design for people who need your help as an artist, engineer, and thinker<br />
- Learn how to take a stance and become an activist: make stickers, raise money, read about systemic injustice<br />
- Engage in or create an activist community. What does it mean to be an activist and engineer/designer? <br />
<br />
## Art, sewing, crafting, cooking</br><br />
- Make your own earrings out of clay<br />
- Thread bracelets, <br />
- Screen printing<br />
- Use the 30 acres on the farm to install your art installations<br />
<br />
## Inclusive design and accessibilty</br><br />
- Inclusive cabin design for the elderly<br />
<br />
## Electrical/technical work</br><br />
- Wireless Arduino-based control system to regulate power consumption from the fridge. Measure input from the solar panels, wind turbine and determine if we have enough electricity to run the fridge.<br />
- Deep-cycle battery maintenance and protection<br />
- Wind turbine power electronics - see [[Wind turbine system]]<br />
- Weather station to data log and measure wind speed, temperature, air pressure<br />
- Internet optimization with LTE antennas, Wifi extenders<br />
- Micro-hydro brushless generator maintenance<br />
- Backup self-starting generator electricity supply<br />
<br />
## Carpentry and wood working</br><br />
- <br />
<br />
## Mechanical (and electrical) building/design</br><br />
- Solar panel panning mechanism to track sun; integration of sunlight sensor to self-calibrate<br />
- 3 kW wind turbine blade design and iteration on current design<br />
- Solar hot water system<br />
<br />
## Tree house</br><br />
- Build safely up in the trees in a harness<br />
<br />
## Logistics and project/group management<br />
- How do you organize a semester experience for 12 people?<br />
- Project planning and group communication<br />
- Food budgeting for a large group<br />
- Reaching out to sponsors, fundraising, leveraging our communal power<br />
- Sliding-scale monetary contribution, ethical group economics</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=260Group Purchases for Fall 20202020-10-29T17:37:42Z<p>Magic: /* To Order ‼️ */</p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
# To Order ‼️<br />
<br />
## 24V battery charger<br />
<br />
[1480 W Charger](https://www.batterystuff.com/power-supplies/load-bearing-chargers/power-max/power-max-24v-50-amp-charger-converter-power-supply-pm3-50-24.html?gclid=CjwKCAjw0On8BRAgEiwAincsHL0RReCFvOMgWjP6iLE5aUzC1rRlzhryti4xOSIgYgWoTKh7yLbUohoCEUsQAvD_BwE)<br />
<br />
[Cables](https://www.batterystuff.com/battery-cables-connectors-plugs/custom-made-cable-sets/6ga8PPR.html)<br />
<br />
http://www.hopwo.com/index.php?route=product/product&product_id=85<br />
<br />
https://delta-q.com/product/rc1000-battery-charger/<br />
<br />
## Iterate - Communication Board - Anya<br />
<br />
- [Dry Erase Labels](https://www.amazon.com/Magnetic-Dry-Erase-Labels-Effective/dp/B07L749BGH/ref=sr_1_1_sspa?dchild=1&keywords=whiteboard+magnets+with+label&qid=1600889978&s=office-products&sr=1-1-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUFPTlhJTDBTUDI5MkkmZW5jcnlwdGVkSWQ9QTA1MzI1NTgzT0NKWDNVRTJOTFJZJmVuY3J5cHRlZEFkSWQ9QTAwNjUzMTcxSDFBVUk4OEI3R0hLJndpZGdldE5hbWU9c3BfYXRmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm90TG9nQ2xpY2s9dHJ1ZQ==)<br />
- [Super Sticky Notes](https://www.amazon.com/Post-712881-Miami-Super-Sticky/dp/B01LLW2S5U/ref=sr_1_12?dchild=1&keywords=extra+sticky+sticky+notes&qid=1600890211&s=office-products&sr=1-12)<br />
- [Whiteboard](https://www.amazon.com/Magnetic-Whiteboard-Ultra-Slim-Lightweight-Aluminum/dp/B07RTVPN6L/ref=sr_1_4?dchild=1&keywords=whiteboard%2Bhanging&qid=1600890068&s=office-products&sr=1-4&th=1)<br />
- [Refillable Markers](https://www.amazon.com/PIL43917-Pilot-BeGreen-Erase-Marker/dp/B003DC2MGC/ref=sr_1_3?crid=OSUHYFFPXCO5&dchild=1&keywords=refillable+dry+erase+marker&qid=1600890827&s=office-products&sprefix=refillable+dry+erase+%2Coffice-products%2C811&sr=1-3)<br />
<br />
__Address__<br />
<br />
Anya Jensen</br>639 Edwards Rd.<br>West Jefferson, NC 28694<br />
<br />
## Potential Purchases<br />
<br />
[Rock pals 50W portable cooler](https://www.rockpals.com/products/rockpals-26-quart-portable-rv-refrigerator?_ke=eyJrbF9lbWFpbCI6ICJsZW9uLnNhbnRlbkBpY2xvdWQuY29tIiwgImtsX2NvbXBhbnlfaWQiOiAiSlZLeUo0In0%3D)<br />
<br />
<br />
[__Extension Cord - 3Pong - Amazon__](https://www.amazon.com/Holiday-Lighting-Outlet-Extension-Landscape/dp/B00H4CI3WY/ref=sr_1_20_sspa?dchild=1&keywords=extension%2Bcord%2Bbrown&qid=1600187046&sr=8-20-spons&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyWkZLMzhXRkxTU1k4JmVuY3J5cHRlZElkPUEwOTA1NTQ4MzJXNzFPMEhPUktZRSZlbmNyeXB0ZWRBZElkPUEwNjQxODI2SDhBQkNPRlM3Rjk0JndpZGdldE5hbWU9c3BfbXRmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm90TG9nQ2xpY2s9dHJ1ZQ&th=1)<br />
<br />
# Already ordered ✅<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon order NOT until October](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5) - [Office Depot fast delivery order link](https://www.officedepot.com/a/products/903378/HP-OfficeJet-Pro-7740-Wide-Format/)<br />
<br />
[__Cheaper 952 XL Ink for the printer__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[__SolarEpic controller on Amazon__](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
## Laminator<br />
<br />
[__13 inches Laminator with cutting board__](https://www.amazon.com/dp/B084THQ731/ref=cm_sw_r_cp_api_i_z.5vFbAG7MBQF)<br />
<br />
_We still need laminator pouches!_</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=255Group Purchases for Fall 20202020-10-29T14:58:24Z<p>Magic: /* To Order ‼️ */</p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
# To Order ‼️<br />
<br />
## 24V battery charger<br />
<br />
[1480 W Charger](https://www.batterystuff.com/power-supplies/load-bearing-chargers/power-max/power-max-24v-50-amp-charger-converter-power-supply-pm3-50-24.html?gclid=CjwKCAjw0On8BRAgEiwAincsHL0RReCFvOMgWjP6iLE5aUzC1rRlzhryti4xOSIgYgWoTKh7yLbUohoCEUsQAvD_BwE)<br />
<br />
[Cables](https://www.batterystuff.com/battery-cables-connectors-plugs/custom-made-cable-sets/6ga8PPR.html)<br />
<br />
http://www.hopwo.com/index.php?route=product/product&product_id=85<br />
<br />
https://delta-q.com/product/rc1000-battery-charger/<br />
<br />
## Iterate - Communication Board - Anya<br />
<br />
- [Dry Erase Labels](https://www.amazon.com/Magnetic-Dry-Erase-Labels-Effective/dp/B07L749BGH/ref=sr_1_1_sspa?dchild=1&keywords=whiteboard+magnets+with+label&qid=1600889978&s=office-products&sr=1-1-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUFPTlhJTDBTUDI5MkkmZW5jcnlwdGVkSWQ9QTA1MzI1NTgzT0NKWDNVRTJOTFJZJmVuY3J5cHRlZEFkSWQ9QTAwNjUzMTcxSDFBVUk4OEI3R0hLJndpZGdldE5hbWU9c3BfYXRmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm90TG9nQ2xpY2s9dHJ1ZQ==)<br />
- [Super Sticky Notes](https://www.amazon.com/Post-712881-Miami-Super-Sticky/dp/B01LLW2S5U/ref=sr_1_12?dchild=1&keywords=extra+sticky+sticky+notes&qid=1600890211&s=office-products&sr=1-12)<br />
- [Whiteboard](https://www.amazon.com/Magnetic-Whiteboard-Ultra-Slim-Lightweight-Aluminum/dp/B07RTVPN6L/ref=sr_1_4?dchild=1&keywords=whiteboard%2Bhanging&qid=1600890068&s=office-products&sr=1-4&th=1)<br />
- [Refillable Markers](https://www.amazon.com/PIL43917-Pilot-BeGreen-Erase-Marker/dp/B003DC2MGC/ref=sr_1_3?crid=OSUHYFFPXCO5&dchild=1&keywords=refillable+dry+erase+marker&qid=1600890827&s=office-products&sprefix=refillable+dry+erase+%2Coffice-products%2C811&sr=1-3)<br />
<br />
__Address__<br />
<br />
Anya Jensen</br>639 Edwards Rd.<br>West Jefferson, NC 28694<br />
<br />
## Potential Purchases<br />
<br />
<br />
[__Extension Cord - 3Pong - Amazon__](https://www.amazon.com/Holiday-Lighting-Outlet-Extension-Landscape/dp/B00H4CI3WY/ref=sr_1_20_sspa?dchild=1&keywords=extension%2Bcord%2Bbrown&qid=1600187046&sr=8-20-spons&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyWkZLMzhXRkxTU1k4JmVuY3J5cHRlZElkPUEwOTA1NTQ4MzJXNzFPMEhPUktZRSZlbmNyeXB0ZWRBZElkPUEwNjQxODI2SDhBQkNPRlM3Rjk0JndpZGdldE5hbWU9c3BfbXRmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm90TG9nQ2xpY2s9dHJ1ZQ&th=1)<br />
<br />
# Already ordered ✅<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon order NOT until October](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5) - [Office Depot fast delivery order link](https://www.officedepot.com/a/products/903378/HP-OfficeJet-Pro-7740-Wide-Format/)<br />
<br />
[__Cheaper 952 XL Ink for the printer__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[__SolarEpic controller on Amazon__](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
## Laminator<br />
<br />
[__13 inches Laminator with cutting board__](https://www.amazon.com/dp/B084THQ731/ref=cm_sw_r_cp_api_i_z.5vFbAG7MBQF)<br />
<br />
_We still need laminator pouches!_</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=254Group Purchases for Fall 20202020-10-29T14:57:12Z<p>Magic: /* To Order ‼️ */</p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
# To Order ‼️<br />
<br />
## 24V battery charger<br />
<br />
[1480 W Charger](https://www.batterystuff.com/power-supplies/load-bearing-chargers/power-max/power-max-24v-50-amp-charger-converter-power-supply-pm3-50-24.html?gclid=CjwKCAjw0On8BRAgEiwAincsHL0RReCFvOMgWjP6iLE5aUzC1rRlzhryti4xOSIgYgWoTKh7yLbUohoCEUsQAvD_BwE)<br />
<br />
[Cables](https://www.batterystuff.com/battery-cables-connectors-plugs/custom-made-cable-sets/6ga8PPR.html)<br />
<br />
http://www.hopwo.com/index.php?route=product/product&product_id=85<br />
<br />
## Iterate - Communication Board - Anya<br />
<br />
- [Dry Erase Labels](https://www.amazon.com/Magnetic-Dry-Erase-Labels-Effective/dp/B07L749BGH/ref=sr_1_1_sspa?dchild=1&keywords=whiteboard+magnets+with+label&qid=1600889978&s=office-products&sr=1-1-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUFPTlhJTDBTUDI5MkkmZW5jcnlwdGVkSWQ9QTA1MzI1NTgzT0NKWDNVRTJOTFJZJmVuY3J5cHRlZEFkSWQ9QTAwNjUzMTcxSDFBVUk4OEI3R0hLJndpZGdldE5hbWU9c3BfYXRmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm90TG9nQ2xpY2s9dHJ1ZQ==)<br />
- [Super Sticky Notes](https://www.amazon.com/Post-712881-Miami-Super-Sticky/dp/B01LLW2S5U/ref=sr_1_12?dchild=1&keywords=extra+sticky+sticky+notes&qid=1600890211&s=office-products&sr=1-12)<br />
- [Whiteboard](https://www.amazon.com/Magnetic-Whiteboard-Ultra-Slim-Lightweight-Aluminum/dp/B07RTVPN6L/ref=sr_1_4?dchild=1&keywords=whiteboard%2Bhanging&qid=1600890068&s=office-products&sr=1-4&th=1)<br />
- [Refillable Markers](https://www.amazon.com/PIL43917-Pilot-BeGreen-Erase-Marker/dp/B003DC2MGC/ref=sr_1_3?crid=OSUHYFFPXCO5&dchild=1&keywords=refillable+dry+erase+marker&qid=1600890827&s=office-products&sprefix=refillable+dry+erase+%2Coffice-products%2C811&sr=1-3)<br />
<br />
__Address__<br />
<br />
Anya Jensen</br>639 Edwards Rd.<br>West Jefferson, NC 28694<br />
<br />
## Potential Purchases<br />
<br />
<br />
[__Extension Cord - 3Pong - Amazon__](https://www.amazon.com/Holiday-Lighting-Outlet-Extension-Landscape/dp/B00H4CI3WY/ref=sr_1_20_sspa?dchild=1&keywords=extension%2Bcord%2Bbrown&qid=1600187046&sr=8-20-spons&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyWkZLMzhXRkxTU1k4JmVuY3J5cHRlZElkPUEwOTA1NTQ4MzJXNzFPMEhPUktZRSZlbmNyeXB0ZWRBZElkPUEwNjQxODI2SDhBQkNPRlM3Rjk0JndpZGdldE5hbWU9c3BfbXRmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm90TG9nQ2xpY2s9dHJ1ZQ&th=1)<br />
<br />
# Already ordered ✅<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon order NOT until October](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5) - [Office Depot fast delivery order link](https://www.officedepot.com/a/products/903378/HP-OfficeJet-Pro-7740-Wide-Format/)<br />
<br />
[__Cheaper 952 XL Ink for the printer__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[__SolarEpic controller on Amazon__](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
## Laminator<br />
<br />
[__13 inches Laminator with cutting board__](https://www.amazon.com/dp/B084THQ731/ref=cm_sw_r_cp_api_i_z.5vFbAG7MBQF)<br />
<br />
_We still need laminator pouches!_</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=253Group Purchases for Fall 20202020-10-29T14:52:59Z<p>Magic: /* To Order ‼️ */</p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
# To Order ‼️<br />
<br />
## 24V battery charger<br />
<br />
[1480 W Charger](https://www.batterystuff.com/power-supplies/load-bearing-chargers/power-max/power-max-24v-50-amp-charger-converter-power-supply-pm3-50-24.html?gclid=CjwKCAjw0On8BRAgEiwAincsHL0RReCFvOMgWjP6iLE5aUzC1rRlzhryti4xOSIgYgWoTKh7yLbUohoCEUsQAvD_BwE)<br />
<br />
[Cables](https://www.batterystuff.com/battery-cables-connectors-plugs/custom-made-cable-sets/6ga8PPR.html)<br />
<br />
## Iterate - Communication Board - Anya<br />
<br />
- [Dry Erase Labels](https://www.amazon.com/Magnetic-Dry-Erase-Labels-Effective/dp/B07L749BGH/ref=sr_1_1_sspa?dchild=1&keywords=whiteboard+magnets+with+label&qid=1600889978&s=office-products&sr=1-1-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUFPTlhJTDBTUDI5MkkmZW5jcnlwdGVkSWQ9QTA1MzI1NTgzT0NKWDNVRTJOTFJZJmVuY3J5cHRlZEFkSWQ9QTAwNjUzMTcxSDFBVUk4OEI3R0hLJndpZGdldE5hbWU9c3BfYXRmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm90TG9nQ2xpY2s9dHJ1ZQ==)<br />
- [Super Sticky Notes](https://www.amazon.com/Post-712881-Miami-Super-Sticky/dp/B01LLW2S5U/ref=sr_1_12?dchild=1&keywords=extra+sticky+sticky+notes&qid=1600890211&s=office-products&sr=1-12)<br />
- [Whiteboard](https://www.amazon.com/Magnetic-Whiteboard-Ultra-Slim-Lightweight-Aluminum/dp/B07RTVPN6L/ref=sr_1_4?dchild=1&keywords=whiteboard%2Bhanging&qid=1600890068&s=office-products&sr=1-4&th=1)<br />
- [Refillable Markers](https://www.amazon.com/PIL43917-Pilot-BeGreen-Erase-Marker/dp/B003DC2MGC/ref=sr_1_3?crid=OSUHYFFPXCO5&dchild=1&keywords=refillable+dry+erase+marker&qid=1600890827&s=office-products&sprefix=refillable+dry+erase+%2Coffice-products%2C811&sr=1-3)<br />
<br />
__Address__<br />
<br />
Anya Jensen</br>639 Edwards Rd.<br>West Jefferson, NC 28694<br />
<br />
## Potential Purchases<br />
<br />
<br />
[__Extension Cord - 3Pong - Amazon__](https://www.amazon.com/Holiday-Lighting-Outlet-Extension-Landscape/dp/B00H4CI3WY/ref=sr_1_20_sspa?dchild=1&keywords=extension%2Bcord%2Bbrown&qid=1600187046&sr=8-20-spons&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyWkZLMzhXRkxTU1k4JmVuY3J5cHRlZElkPUEwOTA1NTQ4MzJXNzFPMEhPUktZRSZlbmNyeXB0ZWRBZElkPUEwNjQxODI2SDhBQkNPRlM3Rjk0JndpZGdldE5hbWU9c3BfbXRmJmFjdGlvbj1jbGlja1JlZGlyZWN0JmRvTm90TG9nQ2xpY2s9dHJ1ZQ&th=1)<br />
<br />
# Already ordered ✅<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon order NOT until October](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5) - [Office Depot fast delivery order link](https://www.officedepot.com/a/products/903378/HP-OfficeJet-Pro-7740-Wide-Format/)<br />
<br />
[__Cheaper 952 XL Ink for the printer__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[__SolarEpic controller on Amazon__](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
## Laminator<br />
<br />
[__13 inches Laminator with cutting board__](https://www.amazon.com/dp/B084THQ731/ref=cm_sw_r_cp_api_i_z.5vFbAG7MBQF)<br />
<br />
_We still need laminator pouches!_</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Media_Around_Fall_2020_-_Olin_at_Woodland_Harvest&diff=212Media Around Fall 2020 - Olin at Woodland Harvest2020-10-18T13:10:45Z<p>Magic: /* Main page - all newsletters and updates */</p>
<hr />
<div>_This is a collection of public media for the Olin College micro-campus at Woodland Harvest Mountain Farm during the fall semester 2020._<br />
<br />
<br />
###Main page - all newsletters and updates <br />
<br />
https://olinatwoodlandharvest.com/</br><br />
<br />
__1st Newsletter__ - https://olinatwoodlandharvest.com/files/pdfs/newsletter-1.pdf</br><br />
__2nd Newsletter__ - https://olinatwoodlandharvest.com/files/pdfs/newsletter-2.pdf</br><br />
__3rd Newsletter__ - https://olinatwoodlandharvest.com/files/pdfs/newsletter-3.pdf</br><br />
__4th Newsletter__ - https://olinatwoodlandharvest.com/files/pdfs/newsletter-4.pdf<br />
<br />
###A personal look at a students' lives here at the farm<br />
<br />
https://www.closerlook.olinatwoodlandharvest.com/<br />
<br />
###Fundraisers<br />
<br />
<br />
__First fundraiser__ - https://olinatwoodlandharvest.com/fundraiser.html </br><br />
__Second Round Fundraiser__ - https://olinatwoodlandharvest.com/fundraiser-round-two.html<br />
<br />
###Photos<br />
__Public-facing photos__ - https://photos.google.com/share/AF1QipNsocv4WLDADCBDPkUyJVpuxvRUxq-u5IBJ7EMgNlCuvdlcdE7hKWwxVIexnkR7dw?key=UkJ0a21TcXpDd25pb2x3b3V1dm1Ic0RpaGRPWWRn<br />
<br />
###Wiki<br />
<br />
http://wiki.olinatwoodlandharvest.com/<br />
<br />
###Introductory website for students <br />
<br />
https://spark.adobe.com/page/jFf6eDBnfvwdh/</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Media_Around_Fall_2020_-_Olin_at_Woodland_Harvest&diff=211Media Around Fall 2020 - Olin at Woodland Harvest2020-10-18T13:10:10Z<p>Magic: </p>
<hr />
<div>_This is a collection of public media for the Olin College micro-campus at Woodland Harvest Mountain Farm during the fall semester 2020._<br />
<br />
<br />
###All newsletters and updates <br />
<br />
https://olinatwoodlandharvest.com/</br><br />
<br />
__1st Newsletter__ - https://olinatwoodlandharvest.com/files/pdfs/newsletter-1.pdf</br><br />
__2nd Newsletter__ - https://olinatwoodlandharvest.com/files/pdfs/newsletter-2.pdf</br><br />
__3rd Newsletter__ - https://olinatwoodlandharvest.com/files/pdfs/newsletter-3.pdf</br><br />
__4th Newsletter__ - https://olinatwoodlandharvest.com/files/pdfs/newsletter-4.pdf<br />
<br />
###A personal look at a students' lives here at the farm<br />
<br />
https://www.closerlook.olinatwoodlandharvest.com/<br />
<br />
###Fundraisers<br />
<br />
<br />
__First fundraiser__ - https://olinatwoodlandharvest.com/fundraiser.html </br><br />
__Second Round Fundraiser__ - https://olinatwoodlandharvest.com/fundraiser-round-two.html<br />
<br />
###Photos<br />
__Public-facing photos__ - https://photos.google.com/share/AF1QipNsocv4WLDADCBDPkUyJVpuxvRUxq-u5IBJ7EMgNlCuvdlcdE7hKWwxVIexnkR7dw?key=UkJ0a21TcXpDd25pb2x3b3V1dm1Ic0RpaGRPWWRn<br />
<br />
###Wiki<br />
<br />
http://wiki.olinatwoodlandharvest.com/<br />
<br />
###Introductory website for students <br />
<br />
https://spark.adobe.com/page/jFf6eDBnfvwdh/</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Timeline_of_Accomplishments_during_Fall_2020&diff=189Timeline of Accomplishments during Fall 20202020-10-12T23:30:58Z<p>Magic: </p>
<hr />
<div>__Students__: ANYA JENSEN, BLAKE BLANCETT, CARLOS GODINEZ, DREW CHASSE, DYLAN MERZENICH, JASMINE KAMDAR, JEREMY SKOLER, KATIE GOLDSTEIN, LEON SANTEN, MIA SKAGGS, NICOLA VAN MOON, ODALYS BENITEZ, RILEY ZITO, SEBASTIAN CALVO, WHITNEY XU<br />
<br />
### August <br />
<br />
__16__ - Drew, Whitney, and Leon arrived at the farm<br />
<br />
__17__<br />
<br />
__18__ - Sebastian, Mia, and Jeremy arrived<br />
<br />
__19__<br />
<br />
__20__<br />
<br />
__21__<br />
<br />
__22__<br />
<br />
__23__<br />
<br />
__24__<br />
<br />
__25__ - Jasmine and Carlos arrived<br />
<br />
__26__ - Dylan, Riley, and Katie arrived<br />
<br />
__27__ - Blake arrived<br />
<br />
__28__<br />
<br />
__29__ - Odalys, Anya, and Nicola arrived<br />
<br />
__30__<br />
<br />
__31__<br />
<br />
### September <br />
<br />
__1__ - Micro-hydro is connected outputting around 70W. <br />
<br />
__2__<br />
<br />
__3__ - Kayaking and tubing trip <br />
<br />
__4__ - Jasmine’s birthday, three solar panels connected (rated for 600W, outputting around 230W)<br />
<br />
__5__ - first game night <br />
<br />
__6__ — met to work on planning end design for buildings <br />
<br />
__7__ - [first newsletter](https://olinatwoodlandharvest.com/files/pdfs/newsletter-1.pdf), group visioning and commitments for the semester <br />
<br />
__8__ - first day of classes for Olin students. A little bit of a rocky start with the WiFi connection. We also cleared the space for the octagon by cutting poplars and sassafras. Evened out the ground for the crones cottage and extended the dam for the pond. <br />
<br />
__9__ - officially broke ground all together. Finished digging and planting 4 posts for the crones cottage. Accidentally put one of the posts in the wrong spot by 11 inches so we redug and replanted. Ate such yummy dumplings for dinner. <br />
<br />
__10__ - dug 9 holes for the octagon and planted 2 posts. <br />
<br />
__11__ - connected MPPT solar charge controller with the three solar panels outputting more than 300W during peak hours. <br />
<br />
__12__ - took a rest day for the rain and played games, read, baked, and cleaned the main house. Took bunkbeds and flooring out of the bus.<br />
<br />
__13__ - <br />
<br />
__14__ - started underpinning of crown's cottage<br />
<br />
__15__ - sent out second newsletter. Had so much power coming into our batteries that we plugged in The fridge for the first time <br />
<br />
__16__ - Riley and Dylan moved into Bus<br />
<br />
__17__ - rainy day. Played games and made bread. <br />
<br />
__18__ - finished the octagon joists and moved new lumber. <br />
<br />
__19__ - Cob oven workshop. Learned how to mix clay and sand to make cob and then put a lotus on the cob oven. <br />
<br />
__20__ - Had our weekly Sunday meeting and brunch. Are crepes :). Took a photo with the octagon joists. <br />
<br />
__21__ - Learned how to put down sub-flooring. Finishing joists on crones cottage. <br />
<br />
__22__ - cut octagon sub-flooring and filled in crones sub-flooring. Had a celebration for the equinox.<br />
<br />
__23__ - Put up 3 walls of the octogenarian and cut crones sub-floorings. Fixed the microhydro turbine- current was running backwards. <br />
<br />
__24__ - planned out sub flooring for treehouse Andy measured boards to cut.<br />
<br />
## Oct<br />
<br />
__03__ decided to move into the sun with tiny cabin. <br />
<br />
__04__ - decided to go without chore chart besides cooking and AM animals; cleared out new place for tiny cabin, cut down trees.<br />
<br />
<br />
__12__ - broke second ground on tiny house and finished six post holes. Three crones wall frames are up</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Timeline_of_Accomplishments_during_Fall_2020&diff=184Timeline of Accomplishments during Fall 20202020-10-08T02:44:33Z<p>Magic: </p>
<hr />
<div>__Students__: ANYA JENSEN, BLAKE BLANCETT, CARLOS GODINEZ, DREW CHASSE, DYLAN MERZENICH, JASMINE KAMDAR, JEREMY SKOLER, KATIE GOLDSTEIN, LEON SANTEN, MIA SKAGGS, NICOLA VAN MOON, ODALYS BENITEZ, RILEY ZITO, SEBASTIAN CALVO, WHITNEY XU<br />
<br />
### August <br />
<br />
__16__ - Drew, Whitney, and Leon arrived at the farm<br />
<br />
__17__<br />
<br />
__18__ - Sebastian, Mia, and Jeremy arrived<br />
<br />
__19__<br />
<br />
__20__<br />
<br />
__21__<br />
<br />
__22__<br />
<br />
__23__<br />
<br />
__24__<br />
<br />
__25__ - Jasmine and Carlos arrived<br />
<br />
__26__ - Dylan, Riley, and Katie arrived<br />
<br />
__27__ - Blake arrived<br />
<br />
__28__<br />
<br />
__29__ - Odalys, Anya, and Nicola arrived<br />
<br />
__30__<br />
<br />
__31__<br />
<br />
### September <br />
<br />
__1__ - Micro-hydro is connected outputting around 70W. <br />
<br />
__2__<br />
<br />
__3__ - Kayaking and tubing trip <br />
<br />
__4__ - Jasmine’s birthday, three solar panels connected (rated for 600W, outputting around 230W)<br />
<br />
__5__ - first game night <br />
<br />
__6__ — met to work on planning end design for buildings <br />
<br />
__7__ - [first newsletter](https://olinatwoodlandharvest.com/files/pdfs/newsletter-1.pdf), group visioning and commitments for the semester <br />
<br />
__8__ - first day of classes for Olin students. A little bit of a rocky start with the WiFi connection. We also cleared the space for the octagon by cutting poplars and sassafras. Evened out the ground for the crones cottage and extended the dam for the pond. <br />
<br />
__9__ - officially broke ground all together. Finished digging and planting 4 posts for the crones cottage. Accidentally put one of the posts in the wrong spot by 11 inches so we redug and replanted. Ate such yummy dumplings for dinner. <br />
<br />
__10__ - dug 9 holes for the octagon and planted 2 posts. <br />
<br />
__11__ - connected MPPT solar charge controller with the three solar panels outputting more than 300W during peak hours. <br />
<br />
__12__ - took a rest day for the rain and played games, read, baked, and cleaned the main house. Took bunkbeds and flooring out of the bus.<br />
<br />
__13__ - <br />
<br />
__14__ - started underpinning of crown's cottage<br />
<br />
__15__ - sent out second newsletter. Had so much power coming into our batteries that we plugged in The fridge for the first time <br />
<br />
__16__ - Riley and Dylan moved into Bus<br />
<br />
__17__ - rainy day. Played games and made bread. <br />
<br />
__18__ - finished the octagon joists and moved new lumber. <br />
<br />
__19__ - Cob oven workshop. Learned how to mix clay and sand to make cob and then put a lotus on the cob oven. <br />
<br />
__20__ - Had our weekly Sunday meeting and brunch. Are crepes :). Took a photo with the octagon joists. <br />
<br />
__21__ - Learned how to put down sub-flooring. Finishing joists on crones cottage. <br />
<br />
__22__ - cut octagon sub-flooring and filled in crones sub-flooring. Had a celebration for the equinox.<br />
<br />
__23__ - Put up 3 walls of the octogenarian and cut crones sub-floorings. Fixed the microhydro turbine- current was running backwards. <br />
<br />
__24__ - planned out sub flooring for treehouse Andy measured boards to cut.<br />
<br />
## Oct<br />
<br />
__03__ decided to move into the sun with tiny cabin. <br />
<br />
__04__ - decided to go without chore chart besides cooking and AM animals; cleared out new place for tiny cabin, cut down trees.</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Additional_Solar_Panels_Research&diff=96Additional Solar Panels Research2020-09-14T15:24:52Z<p>Magic: </p>
<hr />
<div>The current solar panel is a 250W, 24V panel. To upgrade the system correctly, we need one or more 24V panels. Around 750 additional Watts would be ideal. The current inverter's maximum continuous battery charger input is 3600VA.<br />
Monocrystalline solar cells are made from a single silicon crystal which makes them up to 20% efficient.<br />
<br />
Here are things to consider when connecting panels [in series or parallel](https://solarpanelsvenue.com/mixing-solar-panels/). However, it seems wise to [use two charge controller](https://www.cedgreentech.com/question/can-i-connect-two-charge-controllers-same-battery-bank).<br />
<br />
__We ordered five of these panels__<br />
- $ 259 - 62.2 x 31.8 x 1.4 inches - [SUNGOLDPOWER Solar Panel 200W 24V Monocrystalline Solar Panel 200 Watt Solar Module Grade A Solar Cell](https://www.amazon.com/SUNGOLDPOWER-Solar-Panel-Monocrystalline-Module/dp/B07N6CX9MC/ref=sr_1_4?dchild=1&keywords=24v+solar+panels&qid=1598213514&sr=8-4) [Panels on Sungoldpower website](https://sungoldpower.com/collections/monocrystalline-solar-panel/products/200-watt-monocrystalline-solar-panel#specification_1))<br />
<br />
__Another option: Monocrystalline Solar Panels__<br />
- $ 192 - [NEWPOWA 200W 24V MONOCRYSTALLINE HIGH EFFICIENCY SOLAR PANEL](https://www.newpowa.com/products/newpowa-200w-24v-monocrystalline-high-efficiency-solar-panel?variant=31891763396682&currency=USD&utm_medium=product_sync&utm_source=google&utm_content=sag_organic&utm_campaign=sag_organic&utm_campaign=gs-2020-04-10&utm_source=google&utm_medium=smart_campaign)<br />
<br />
__Another option: Polycrystalline Solar Panels__<br />
- $ 285 - [Renogy 270 Watt 24 Volt Polycrystalline Solar Panel](https://www.overstock.com/Home-Garden/Renogy-270-Watt-24-Volt-Polycrystalline-Solar-Panel/26521591/product.html?option=44606635)<br />
<br />
## Charge Controller and Diversion Controller<br />
<br />
- __POTENTIAL PURCHASE__: [Schneider C-60](https://www.solarflexion.com/product-p/c60.htm?gclid=CjwKCAjwkdL6BRAREiwA-kiczEukfCixIMcoghe-eUk7crbVxUWEfZmWXz50Qy7D-q5YD3yHzt9aAhoCQy4QAvD_BwE) for the 1000W solar system<br />
- The TriStar TS-45 is __broken__ ([manual](https://2n1s7w3qw84d2ysnx3ia2bct-wpengine.netdna-ssl.com/wp-content/uploads/2014/02/TS.IOM_.Operators_Manual.04.EN_1.pdf)) by Morningstar.<br />
- We’re currently using the Schneider C-35 ([Manual](http://solar.schneider-electric.com/wp-content/uploads/2014/11/c-series-manual-975-0004-01-02-rev-d_eng.pdf)) as a diversion controller with a heating element attached. <br />
- __POTENTIAL PURCHASE__: [MPPT Solar Charge Controller](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
<br />
<br />
## Wires and Connectors<br />
<br />
Our 1000W and 24V solar system (5x 200W Sungoldpower panels) will have a peak current of 40A. As the average current will be around 30A or lower, however, a [2 AWG cable](https://www.rapidtables.com/calc/wire/2-gauge.html) for the distance of 10m (30 feet) will be appropriate.<br />
[[File:WireSize.JPG|border|thumb|Wire AWG size recommendations for a 12V solar system from the TS-45 manual]]<br />
<br />
Sunpowergold panels have [MC4 connectors](https://en.wikipedia.org/wiki/MC4_connector). We probably need a [5 to 1 T-branch connector](https://www.amazon.com/Solar-Branch-Connectors-Coupler-Combiner/dp/B0833Y99Q1/ref=asc_df_B0833Y99Q1/?tag=hyprod-20&linkCode=df0&hvadid=416960572979&hvpos=&hvnetw=g&hvrand=9974211773035361050&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9008236&hvtargid=pla-898513968645&psc=1&tag=&ref=&adgrpid=97671768687&hvpone=&hvptwo=&hvadid=416960572979&hvpos=&hvnetw=g&hvrand=9974211773035361050&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9008236&hvtargid=pla-898513968645) and an additional adapter from the 12 AWG cable to a 2 AWG cable that runs back to the charge controller.<br />
<br />
## Mounting<br />
<br />
https://www.solarreviews.com/blog/are-solar-axis-trackers-worth-the-additional-investment<br />
<br />
## Tax Refund<br />
<br />
We can try to claim solar rebates, a tax refund, to lower our costs. North Carolina's [solar incentives](https://www.energysage.com/local-data/solar-rebates-incentives/nc/) reach from property tax exemption to refunds per watt. Duke Energy offers a $0.60/Watt rebate for systems up to 10 kilowatts. <br />
<br />
On [solarize-nc.org](http://solarize-nc.org/taxes/#:~:text=From%20now%20through%202019%2C%20it,to%2010%25%20for%20commercial%20installations.), they mention the following about tax credits and deductions in North Carolina:<br />
<br />
<blockquote>Unfortunately, the North Carolina solar tax credit (which paid back 35% of the installed cost of your system), expired on December 31, 2015, so it is too late to take advantage of that tax credit. (For those whose solar was installed before Dec. 31, 2015, your state credit can be used over five years, but can only account for 50% of your tax bill in any one year.) <br />
<br />
The Federal solar tax credit, which was scheduled to expire December 31, 2016, has now been extended through 2021 as part of the spending bill passed on Dec. 18, 2015. From now through 2019, it pays back 30% of the installed cost of your system (assuming you pay enough tax to use it up). The credit drops to 26% in 2020 and 22% in 2021. After Dec. 31, 2021, the Federal tax credit expires for residential customers and drops to 10% for commercial installations.</blockquote></div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Timeline_of_Accomplishments_during_Fall_2020&diff=93Timeline of Accomplishments during Fall 20202020-09-11T18:58:55Z<p>Magic: </p>
<hr />
<div>__Students__:<br />
<br />
### August <br />
<br />
25<br />
<br />
26<br />
<br />
27<br />
<br />
28<br />
<br />
29<br />
<br />
30<br />
<br />
### September <br />
<br />
__1__ - Micro-hydro is connected outputting around 70W. <br />
<br />
__2__<br />
<br />
__3__ - Kayaking and tubing trip <br />
<br />
__4__ - Jasmine’s birthday, three solar panels connected (rated for 600W, outputting around 230W)<br />
<br />
__5__ - first game night <br />
<br />
__6__ — met to work on planning end design for buildings <br />
<br />
__7__ - group visioning and commitments for the semester <br />
<br />
__8__ - first day of classes for Olin students. A little bit of a rocky start with the WiFi connection. We also cleared the space for the octagon by cutting poplars and sassafras. Evened out the ground for the crones cottage and extended the dam for the pond. <br />
<br />
__9__ - officially broke ground all together. Finished digging and planting 4 posts for the crones cottage. Accidentally put one of the posts in the wrong spot by 11 inches so we redug and replanted. Ate such yummy dumplings for dinner. <br />
<br />
__10__ - dug 9 holes for the octagon and planted 2 posts. <br />
<br />
__11__ - connected MPPT solar charge controller with the three solar panels outputting more than 300W during peak hours. <br />
<br />
__12__</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=89Group Purchases for Fall 20202020-09-09T15:31:40Z<p>Magic: </p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
# To Order ‼️<br />
<br />
Add potential purchases here. <br />
<br />
# Already ordered ✅<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon order NOT until October](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5) - [Office Depot fast delivery order link](https://www.officedepot.com/a/products/903378/HP-OfficeJet-Pro-7740-Wide-Format/)<br />
<br />
[__Cheaper 952 XL Ink for the printer__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[__SolarEpic controller on Amazon__](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
## Laminator<br />
<br />
[__13 inches Laminator with cutting board__](https://www.amazon.com/dp/B084THQ731/ref=cm_sw_r_cp_api_i_z.5vFbAG7MBQF)<br />
<br />
_We still need laminator pouches!_</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=88Group Purchases for Fall 20202020-09-08T16:33:48Z<p>Magic: </p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
# To Order ‼️<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon order NOT until October](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5) - [Office Depot fast delivery order link](https://www.officedepot.com/a/products/903378/HP-OfficeJet-Pro-7740-Wide-Format/)<br />
<br />
[__Cheaper 952 XL Ink for the printer__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[__SolarEpic controller on Amazon__](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
## Laminator<br />
<br />
[__13 inches Laminator with cutting board__](https://www.amazon.com/dp/B084THQ731/ref=cm_sw_r_cp_api_i_z.5vFbAG7MBQF)<br />
<br />
_We still need laminator pouches!_<br />
<br />
## Already ordered ✅</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=87Group Purchases for Fall 20202020-09-08T16:15:37Z<p>Magic: </p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
# To Order ‼️<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon order link](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5)<br />
<br />
[__Cheaper 952 XL Ink for the printer__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[__SolarEpic controller on Amazon__](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
## Laminator<br />
<br />
[__13 inches Laminator with cutting board__](https://www.amazon.com/dp/B084THQ731/ref=cm_sw_r_cp_api_i_z.5vFbAG7MBQF)<br />
<br />
_We still need laminator pouches!_<br />
<br />
## Already ordered ✅</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=86Group Purchases for Fall 20202020-09-08T16:13:59Z<p>Magic: </p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
# To Order<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon order link](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5)<br />
<br />
[__Cheaper 952 XL Ink for the printer__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[__SolarEpic controller on Amazon__](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
## Laminator<br />
<br />
[__13 inches Laminator with cutting board__](https://www.amazon.com/dp/B084THQ731/ref=cm_sw_r_cp_api_i_z.5vFbAG7MBQF)<br />
<br />
_We still need laminator pouches!_</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=85Group Purchases for Fall 20202020-09-08T15:18:18Z<p>Magic: </p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon Link](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5)<br />
<br />
[__Cheaper 952 XL Ink__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[Controller on Amazon](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
## Laminator<br />
<br />
[13 inches Laminator with cutting board](https://www.amazon.com/dp/B084THQ731/ref=cm_sw_r_cp_api_i_z.5vFbAG7MBQF)<br />
<br />
__We still need laminator pouches!__</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=84Group Purchases for Fall 20202020-09-08T15:17:18Z<p>Magic: </p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon Link](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5)<br />
<br />
[__Cheaper 952 XL Ink__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[Controller on Amazon](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)<br />
<br />
## Laminator<br />
<br />
[13 inches Laminator with cutting board](13 Inches Laminator Machine, UALAU 7 in 1 Thermal Laminator with 20 Laminating Pouches, Paper Trimmer, Corner Rounder, Photo Frame, for Home/School/Office Use https://www.amazon.com/dp/B084THQ731/ref=cm_sw_r_cp_api_i_z.5vFbAG7MBQF)<br />
<br />
__We still need laminator pouches!__</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Group_Purchases_for_Fall_2020&diff=83Group Purchases for Fall 20202020-09-08T14:46:57Z<p>Magic: </p>
<hr />
<div>This page is a dump for notes and links regarding group purchases.<br />
<br />
## Color Printer<br />
<br />
Most HP printers can print from iPhones, which would be great.<br />
<br />
[__HP OfficeJet Pro 7740 Wide Format All-in-One Printer__](https://store.hp.com/us/en/pdp/hp-officejet-pro-7740-wide-format-all-in-one-printer) - [Amazon Link](https://www.amazon.com/HP-OfficeJet-Wireless-Replenishment-G5J38A/dp/B01JUCLLGK/ref=sr_1_5?dchild=1&keywords=HP+OfficeJet+Pro+7740+wide&qid=1599572367&sr=8-5)<br />
<br />
[__Cheaper 952 XL Ink__](https://www.amazon.com/OfficeWorld-952XL-Cartridges-Combo-Pack/dp/B08F2CBQDB/ref=sr_1_21_sspa?crid=2GK9D4PUKVQ7P&dchild=1&keywords=hp+952+ink+cartridges&qid=1599573448&sprefix=hp+952+ink+%2Caps%2C911&sr=8-21-spons&psc=1&spLa=ZW5jcnlwdGVkUXVhbGlmaWVyPUEyM0xTVkU5N1c1SFNEJmVuY3J5cHRlZElkPUEwNDkxMDk0MUExT0xDSzIySEhMSSZlbmNyeXB0ZWRBZElkPUEwNzkyNjIxMVVIRVNLN1pTSkVOSSZ3aWRnZXROYW1lPXNwX210ZiZhY3Rpb249Y2xpY2tSZWRpcmVjdCZkb05vdExvZ0NsaWNrPXRydWU=)<br />
<br />
## MPPT Solar Charge Controller<br />
<br />
[Controller on Amazon](https://www.amazon.com/SolarEpic-Charge-Controller-Temperature-Communication/dp/B07429RK43/ref=asc_df_B07429RK43/?tag=hyprod-20&linkCode=df0&hvadid=198064505516&hvpos=&hvnetw=g&hvrand=16807528780714719740&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9010298&hvtargid=pla-352412316426&psc=1)</div>Magichttp://wiki.olinatwoodlandharvest.com/index.php?title=Additional_Solar_Panels_Research&diff=81Additional Solar Panels Research2020-09-08T14:13:18Z<p>Magic: </p>
<hr />
<div>The current solar panel is a 250W, 24V panel. To upgrade the system correctly, we need one or more 24V panels. Around 750 additional Watts would be ideal. The current inverter's maximum continuous battery charger input is 3600VA.<br />
Monocrystalline solar cells are made from a single silicon crystal which makes them up to 20% efficient.<br />
<br />
Here are things to consider when connecting panels [in series or parallel](https://solarpanelsvenue.com/mixing-solar-panels/). However, it seems wise to [use two charge controller](https://www.cedgreentech.com/question/can-i-connect-two-charge-controllers-same-battery-bank).<br />
<br />
__We ordered five of these panels__<br />
- $ 259 - 62.2 x 31.8 x 1.4 inches - [SUNGOLDPOWER Solar Panel 200W 24V Monocrystalline Solar Panel 200 Watt Solar Module Grade A Solar Cell](https://www.amazon.com/SUNGOLDPOWER-Solar-Panel-Monocrystalline-Module/dp/B07N6CX9MC/ref=sr_1_4?dchild=1&keywords=24v+solar+panels&qid=1598213514&sr=8-4) [Panels on Sungoldpower website](https://sungoldpower.com/collections/monocrystalline-solar-panel/products/200-watt-monocrystalline-solar-panel#specification_1))<br />
<br />
__Another option: Monocrystalline Solar Panels__<br />
- $ 192 - [NEWPOWA 200W 24V MONOCRYSTALLINE HIGH EFFICIENCY SOLAR PANEL](https://www.newpowa.com/products/newpowa-200w-24v-monocrystalline-high-efficiency-solar-panel?variant=31891763396682&currency=USD&utm_medium=product_sync&utm_source=google&utm_content=sag_organic&utm_campaign=sag_organic&utm_campaign=gs-2020-04-10&utm_source=google&utm_medium=smart_campaign)<br />
<br />
__Another option: Polycrystalline Solar Panels__<br />
- $ 285 - [Renogy 270 Watt 24 Volt Polycrystalline Solar Panel](https://www.overstock.com/Home-Garden/Renogy-270-Watt-24-Volt-Polycrystalline-Solar-Panel/26521591/product.html?option=44606635)<br />
<br />
## Charge Controller and Diversion Controller<br />
<br />
- __POTENTIAL PURCHASE__: [Schneider C-60](https://www.solarflexion.com/product-p/c60.htm?gclid=CjwKCAjwkdL6BRAREiwA-kiczEukfCixIMcoghe-eUk7crbVxUWEfZmWXz50Qy7D-q5YD3yHzt9aAhoCQy4QAvD_BwE) for the 1000W solar system<br />
- The TriStar TS-45 is __broken__ ([manual](https://2n1s7w3qw84d2ysnx3ia2bct-wpengine.netdna-ssl.com/wp-content/uploads/2014/02/TS.IOM_.Operators_Manual.04.EN_1.pdf)) by Morningstar.<br />
- We’re currently using the Schneider C-35 ([Manual](http://solar.schneider-electric.com/wp-content/uploads/2014/11/c-series-manual-975-0004-01-02-rev-d_eng.pdf)) as a diversion controller with a heating element attached. <br />
<br />
<br />
## Wires and Connectors<br />
<br />
Our 1000W and 24V solar system (5x 200W Sungoldpower panels) will have a peak current of 40A. As the average current will be around 30A or lower, however, a [2 AWG cable](https://www.rapidtables.com/calc/wire/2-gauge.html) for the distance of 10m (30 feet) will be appropriate.<br />
[[File:WireSize.JPG|border|thumb|Wire AWG size recommendations for a 12V solar system from the TS-45 manual]]<br />
<br />
Sunpowergold panels have [MC4 connectors](https://en.wikipedia.org/wiki/MC4_connector). We probably need a [5 to 1 T-branch connector](https://www.amazon.com/Solar-Branch-Connectors-Coupler-Combiner/dp/B0833Y99Q1/ref=asc_df_B0833Y99Q1/?tag=hyprod-20&linkCode=df0&hvadid=416960572979&hvpos=&hvnetw=g&hvrand=9974211773035361050&hvpone=&hvptwo=&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9008236&hvtargid=pla-898513968645&psc=1&tag=&ref=&adgrpid=97671768687&hvpone=&hvptwo=&hvadid=416960572979&hvpos=&hvnetw=g&hvrand=9974211773035361050&hvqmt=&hvdev=c&hvdvcmdl=&hvlocint=&hvlocphy=9008236&hvtargid=pla-898513968645) and an additional adapter from the 12 AWG cable to a 2 AWG cable that runs back to the charge controller.<br />
<br />
## Tax Refund<br />
<br />
We can try to claim solar rebates, a tax refund, to lower our costs. North Carolina's [solar incentives](https://www.energysage.com/local-data/solar-rebates-incentives/nc/) reach from property tax exemption to refunds per watt. Duke Energy offers a $0.60/Watt rebate for systems up to 10 kilowatts. <br />
<br />
On [solarize-nc.org](http://solarize-nc.org/taxes/#:~:text=From%20now%20through%202019%2C%20it,to%2010%25%20for%20commercial%20installations.), they mention the following about tax credits and deductions in North Carolina:<br />
<br />
<blockquote>Unfortunately, the North Carolina solar tax credit (which paid back 35% of the installed cost of your system), expired on December 31, 2015, so it is too late to take advantage of that tax credit. (For those whose solar was installed before Dec. 31, 2015, your state credit can be used over five years, but can only account for 50% of your tax bill in any one year.) <br />
<br />
The Federal solar tax credit, which was scheduled to expire December 31, 2016, has now been extended through 2021 as part of the spending bill passed on Dec. 18, 2015. From now through 2019, it pays back 30% of the installed cost of your system (assuming you pay enough tax to use it up). The credit drops to 26% in 2020 and 22% in 2021. After Dec. 31, 2021, the Federal tax credit expires for residential customers and drops to 10% for commercial installations.</blockquote></div>Magic