permaculture

[Steve Hart <stevenlawrencehart@gmail.com>]

LL....are you sure this is what Scott was alluding to ?

"Scott has talked about integrating permaculture with disaster relief
through education, direct aid in the field and long  term adoption by the
intended beneficiaries."

I have been talking with Scott on the whole subject of Permaculture
and Aid to consider how the global Permaculture fraternity can be more
effective. It is a big can o worms with some influential activity, to
say the least. We do not see it as an integration as such but more of
a growth of a responsible organisational structure or entity separate
from anything else but with inclusive links to all systems forms and
participants of Permaculture at all levels through all fields. It has
evolved over the past 18 months with the likelihood that such an
organisation may be on the agenda at IPC11 in Cuba in order to evolve
it more.

We do look forward to its positive development for all beneficiaries.
The frameworks mooted may also go a long way to consider a more
responsive  and representative structure of Permaculture
globally.....long overdue

Steve Hart

On 18 November 2013 15:00, Lawrence London <lfljvenaura@gmail.com> wrote:
> A Permaculture Knowledgebase
> An organized definition of Permaculture
> Permaculture Standards, an organized set of concepts and methods
>
>
> I'll start the ball rolling with a few ideas of my own, based in part on
> the resources described in these snippets:
>
> How to develop a common knowledgebase; how to organize, access, use and
> especially share the knowledge you acquire
> to push the envelope on what permaculture is, how it can be used and how to
> get it to people. Bill Mollison said that the only limit to a permaculture
> design
> is the imagination of the designer.
>
> How can we all make better use of this mailing list? for each of us? for
> everyone else?
>
> Scott has talked about integrating permaculture with disaster relief
> through education, direct aid in the field and long  term adoption by the
> intended beneficiaries.
>
> Tools to think about and possibly use for group brainstorming and personal
> knowledgebase development:
>
> <>
>
> Chunking, Coding, Expertise, & Other Cognitive Classics | Duke ...
> www.dibs.duke.edu/.../557-chunking-coding-expertise-and-other-cogniti...
> Mar 18, 2011 - Ruth Day, Ph.D. Duke University. Chunking, Coding,
> Expertise, & Other Cognitive Classics. Associate Professor, Psychology &
> Neuroscience.
> http://www.dibs.duke.edu/events/2011/03/557-chunking-coding-expertise-and-other-cognitive-classics
>
> Ruth Day, Ph.D.
> Duke University
> Chunking, Coding, Expertise, & Other Cognitive Classics
> Associate Professor, Psychology & Neuroscience
> This lecture is part of Cognitive Fridays: "Cognition: Then & Now"
> Dr. Day's website.
> http://people.duke.edu/~ruthday/
> http://people.duke.edu/~ruthday/basiccog.html#knowledge
>
> [copied from her website]
>
> ALTERNATIVE REPRESENTATIONS
>
> All information can be represented in alternative formats, such as text,
> lists, outlines, matrices, tree diagrams, and other spatial arrangements.
> Each representation carries its own cognitive consequences -- it has
> characteristic effects on perception, memory, comprehension, problem
> solving, and other cognitive processes. There is no one "correct" way to
> represent information. It depends not only on the nature of the information
> itself, but also on the cognitive task(s) to be performed. For example, a
> grocery shopper with time constraints will do better with a list ordered by
> spatial location in the store, while one still thinking about dishes for a
> given meal may benefit from having a dish-ordered list. The idea of
> alternative representations of the same information (Day, 1988) holds
> implications for how experiments in cognitive psychology are conducted and
> interpreted, as well as for situations in everyday
> cognition<http://people.duke.edu/%7Eruthday/evdaycog.html>
> .
>
> KNOWLEDGE STRUCTURES
>
> Many empirical studies about knowledge examine how much people know about
> various content domains, from physics and history to movies and chess. Our
> research examines the structure of such knowledge. For example, is the
> information loosely structured based on weak associations, or is it
> structured in a systematic, hierarchical way? To study knowledge
> structures, we use a variety of empirical and quantitative methods (such as
> hierarchical clustering). Experiments examine:
>
> --what knowledge structures are
> --how to measure them
> --how they vary across content domains
> --how they vary with degrees of expertise
> --how to foster their development
>
> Sample Paper
> Day, Ruth S. Knowledge vs. knowledge structures. In W. A Cashin (Ed.),
> National Issues in Higher Education, 1987, 26, 35-56.
>
> LINGUISTIC CODABILITY
>
> Linguistic codability is the ease with which people can name things and the
> effects of naming on cognition and behavior.
>
> <><><>
>
> And a comment at this blog site about "pair programming":
>
> Programmer Interrupted
> http://blog.ninlabs.com/2013/01/programmer-interrupted/
>
> James Grenning
> Interesting article. I was surprised to discover when I first started pair
> programming 13 years ago, how one person ia a pair can hold the context
> while the other person in the pair gets interrupted. We could get back to
> work in seconds.
> I was also surprised by test-driven development, how it helps keep track of
> where you are. Here are some of the factors I've noticed:
> * The test tell you how far you have gone.
> * Your test list serves as a reminder of where you need to still get to.
> * The focus on small steps means at any instance there are fewer balls in
> the air.
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-- 
Kia ora


Steve Hart
Ecology Architect
skype: stevenlawrencehart