This document outlines a draft for Version 2.0 of a Diploma of Applied Permaculture Design. The diploma system is designed to be agile, project-based, and involve ongoing mentoring. It aims to grow the permaculture community and provide low-cost, lifelong learning opportunities. Students would complete design packets to demonstrate their learning over 2 years until graduation, with support from local and online mentors. The diploma would be initially accredited by Gaia University and local colleges. Feedback is requested on the draft proposal.
Multifaceted Benefits of Studio Based Service LearningJennifer B
Our senior commercial (non-office) studio partnered with a local inter-denominational church on the brink of beginning a building campaign but was without direction. It will be shown how the process not only benefited multiple entities, but also facilitated the meeting of course objectives. There can be many challenges to such a project type but early planning and an open dialog with the client group and students alleviated many issues. Concerns: Aligning client needs and expectations with course competencies; Beliefs/preferences of students; Preliminary planning for instructor. Prior to student involvement, basic conceptual goals were discussed with the committee and a potential site was acquired to give students as practical an experience as possible. The committee was informed of the course competencies to be retained and the time commitments required of this partnership.
Students were given background information about the church and its founders, learned about the developer, and analyzed the master plan of the site. Students were given brief research and on-site observation homework assignments (re: liturgical design, multi-use facilities, etc.) and returned to class to pool their findings. Students and I discussed how designing this type of large scale, mutli-use facility and how the future pro-bono client interaction would benefit them as future designers. This allowed them to take more ownership of the project and set aside discomforts they may have had with the subject matter. Students developed, as a group, their own programming list based on findings in their research and the preliminary conceptual ideas of the committee. They interviewed the committee and toured the proposed site with the developer. Students forecasted attainable sustainability goals, design appropriately and documented their solutions. Client contact continued throughout the semester through email correspondence, a midterm visit by the committee to our studio, and a final presentation to the committee and professional jurors. During winter break, student projects were put on display at the current facility for viewing by the congregation and community. Students grew from the client interaction and real world application and reacted positively to the overall experience. Course objectives were enriched through authentic client, tangible project site, and ongoing communication opportunities. ; The client/end user received free design ideas for a potential building campaign and assistance with developing the organization’s facility program. ; For the instructor, this served as an important addition to the teaching and service categories of academic advancement. Creative activity and scholarship opportunities were attained by professional exposure and supplemental consultations; Positive program exposure was an advantage for the university while the ID profession benefited from exposing a local audience to the true responsibilities of professional designers.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
Multifaceted Benefits of Studio Based Service LearningJennifer B
Our senior commercial (non-office) studio partnered with a local inter-denominational church on the brink of beginning a building campaign but was without direction. It will be shown how the process not only benefited multiple entities, but also facilitated the meeting of course objectives. There can be many challenges to such a project type but early planning and an open dialog with the client group and students alleviated many issues. Concerns: Aligning client needs and expectations with course competencies; Beliefs/preferences of students; Preliminary planning for instructor. Prior to student involvement, basic conceptual goals were discussed with the committee and a potential site was acquired to give students as practical an experience as possible. The committee was informed of the course competencies to be retained and the time commitments required of this partnership.
Students were given background information about the church and its founders, learned about the developer, and analyzed the master plan of the site. Students were given brief research and on-site observation homework assignments (re: liturgical design, multi-use facilities, etc.) and returned to class to pool their findings. Students and I discussed how designing this type of large scale, mutli-use facility and how the future pro-bono client interaction would benefit them as future designers. This allowed them to take more ownership of the project and set aside discomforts they may have had with the subject matter. Students developed, as a group, their own programming list based on findings in their research and the preliminary conceptual ideas of the committee. They interviewed the committee and toured the proposed site with the developer. Students forecasted attainable sustainability goals, design appropriately and documented their solutions. Client contact continued throughout the semester through email correspondence, a midterm visit by the committee to our studio, and a final presentation to the committee and professional jurors. During winter break, student projects were put on display at the current facility for viewing by the congregation and community. Students grew from the client interaction and real world application and reacted positively to the overall experience. Course objectives were enriched through authentic client, tangible project site, and ongoing communication opportunities. ; The client/end user received free design ideas for a potential building campaign and assistance with developing the organization’s facility program. ; For the instructor, this served as an important addition to the teaching and service categories of academic advancement. Creative activity and scholarship opportunities were attained by professional exposure and supplemental consultations; Positive program exposure was an advantage for the university while the ID profession benefited from exposing a local audience to the true responsibilities of professional designers.
Ongoing integration of digital communications into online coursesEileen O'Connor
This presentation explains how one instructor developed an approach to the ongoing integration of digital communications within online courses – using a cycle of testing, implementation, evaluation, and dissemination. Examples are shown from YouTube, wikis, badging, and virtual reality. Questions are posed for instructors considering such tools in their courses. A list of the author’s publications are included.
Good Webinars Gone Bad: Avoid the Pitfalls of Webinars and Virtual ClassesAndy Petroski
We’ve all experienced them as attendees; the good, the bad, the ugly webinars. But, what makes a good webinar good and bad webinar bad? The presenter and the presentation material are a key to the experience, but so are many other little details. Attend this session to explore many of the before-and-after details of a webinar that can make or break the experience.
What is your process and webinar preparation checklist? Have you considered time zone differences in your promotional message? Have you established the location from which the presenter will participate? What information will you provide the audience when they enter the webinar?
I’m Ready to do a Webinar, Now What? Webinar Best PracticesPardot
Join Michael McKinnon, Sr. Demand Generation Manager of ReadyTalk and Adam Blitzer, Pardot’s very own COO, for an exclusive look at the world of webinar creation, hosting and all-around webinar best practices. (And trust me – these guys really know what they’re talking about!) Please join us for an information-packed hour of valuable webinar process magic.
Rise to the Challenge: Creating a High-Stakes Graduation Project Program to D...Michelle Fossum
Rise to the Challenge: Creating a High-Stakes Graduation Project Program to Demonstrate Excellence in Information Literacy and Independent Learning will engage participants in creating a graduation project in any school setting.
Presented at AASL National Conference, October 2011
Sustainability Officers 1.0 To 2.0 Toolkit Strategic And Sane Workload Manag...Mieko Ozeki
prepared by Mieko Ozeki, Lindsey Cromwell Kalkbrenner (Santa Clara University), Tavey McDaniel Capps (Duke University), and Smith Getterman (Baylor University) and presented at AASHE 2012 Conference.
Sustainability staff are involved in many initiatives at a time, and often these are run in collaboration with multiple stakeholders. The Sustainability Office version 1.0 consisted of one staffer--it was easy to determine priorities, manage work flow, and keep track of programs and contacts. The Sustainability Office version 2.0 consists of multiple staff (or students) and a bigger presence on campus. This means we are faced with more “hands in the toybox” and increasing demands from the campus community. How do we juggle multiple concurrent projects, share institutional memory, nurture relationships with campus contacts, repeat best practices, and avoid past mistakes? Overall, how do we create a sense of personal sustainability within the professional operation of our sustainability programs?
Sustainability officers from four universities will share strategies they use to seek balance in the workplace. Many tools exist to help (or hinder) our workflow and projects--we just need to identify our specific needs and determine which tool is best for our work environment. Panelists will share tools they use to increase efficiency when managing staff and students, organizing and tracking progress of multiple projects, documenting and sharing campus metrics, and effectively harness the power of collaboration with campus partners. Rather than simply describing the tools we use, and the purpose(s) they serve on our campuses, we will share our thought processes and strategies in tool selection.
Gcsv2011 using career portfolios-anna graf williams and emily sellersServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
The oil and gas industry is facing a huge hurdle iin technical talent. Known in the industry as "the big crew change," the coming bubble of retiring technical professionals presents a looming challenge to the industry.
This presentation follows our work with a large international oil company to tackle that problem at the earliest stage - the newly degreed and hired technical professional.
Good Webinars Gone Bad: Avoid the Pitfalls of Webinars and Virtual ClassesAndy Petroski
We’ve all experienced them as attendees; the good, the bad, the ugly webinars. But, what makes a good webinar good and bad webinar bad? The presenter and the presentation material are a key to the experience, but so are many other little details. Attend this session to explore many of the before-and-after details of a webinar that can make or break the experience.
What is your process and webinar preparation checklist? Have you considered time zone differences in your promotional message? Have you established the location from which the presenter will participate? What information will you provide the audience when they enter the webinar?
I’m Ready to do a Webinar, Now What? Webinar Best PracticesPardot
Join Michael McKinnon, Sr. Demand Generation Manager of ReadyTalk and Adam Blitzer, Pardot’s very own COO, for an exclusive look at the world of webinar creation, hosting and all-around webinar best practices. (And trust me – these guys really know what they’re talking about!) Please join us for an information-packed hour of valuable webinar process magic.
Rise to the Challenge: Creating a High-Stakes Graduation Project Program to D...Michelle Fossum
Rise to the Challenge: Creating a High-Stakes Graduation Project Program to Demonstrate Excellence in Information Literacy and Independent Learning will engage participants in creating a graduation project in any school setting.
Presented at AASL National Conference, October 2011
Sustainability Officers 1.0 To 2.0 Toolkit Strategic And Sane Workload Manag...Mieko Ozeki
prepared by Mieko Ozeki, Lindsey Cromwell Kalkbrenner (Santa Clara University), Tavey McDaniel Capps (Duke University), and Smith Getterman (Baylor University) and presented at AASHE 2012 Conference.
Sustainability staff are involved in many initiatives at a time, and often these are run in collaboration with multiple stakeholders. The Sustainability Office version 1.0 consisted of one staffer--it was easy to determine priorities, manage work flow, and keep track of programs and contacts. The Sustainability Office version 2.0 consists of multiple staff (or students) and a bigger presence on campus. This means we are faced with more “hands in the toybox” and increasing demands from the campus community. How do we juggle multiple concurrent projects, share institutional memory, nurture relationships with campus contacts, repeat best practices, and avoid past mistakes? Overall, how do we create a sense of personal sustainability within the professional operation of our sustainability programs?
Sustainability officers from four universities will share strategies they use to seek balance in the workplace. Many tools exist to help (or hinder) our workflow and projects--we just need to identify our specific needs and determine which tool is best for our work environment. Panelists will share tools they use to increase efficiency when managing staff and students, organizing and tracking progress of multiple projects, documenting and sharing campus metrics, and effectively harness the power of collaboration with campus partners. Rather than simply describing the tools we use, and the purpose(s) they serve on our campuses, we will share our thought processes and strategies in tool selection.
Gcsv2011 using career portfolios-anna graf williams and emily sellersServe Indiana
This document was created by an individual or individuals who submitted a proposal so he / she / they may present at the Office of Faith-Based and Community Initiative’s 2011 Conference on Service and Volunteerism (GCSV11). This proposal was approved by the Indiana Commission on Community Service and Volunteerism (ICCSV) and other community partners. Sharing this document is a courtesy extended by the OFBCI to conference attendees who may want to reference materials covered at the GCSV11, and the OFBCI in no way not responsible for specific content within.
The oil and gas industry is facing a huge hurdle iin technical talent. Known in the industry as "the big crew change," the coming bubble of retiring technical professionals presents a looming challenge to the industry.
This presentation follows our work with a large international oil company to tackle that problem at the earliest stage - the newly degreed and hired technical professional.
Institute for New Paradigms - poster materials (higher ed) Eileen O'Connor
These poster session slides overview the development and evaluation of an institute that was launched from within a higher education master's program at SUNY Empire State College (the Masters of Arts in Learning and Emerging Technology (MALET)). The intent of the institute is to provide an ongoing forum for graduate students to develop their understanding of innovative and creative uses of technology for education and communication. Alumni, other educators / innovators have joined the group. There are monthly meetings to address conceptual / education / communication topics and to share new technologies that can serve education and communication. Topics and technologies have included: 360 camera, augment reality, virtual reality, healthcare and technologies, visual learning, experiential learning,
ESI Supplemental 3 Slides, Fit for PurposeDuraSpace
Fit for Purpose: Developing Business Cases for New Services in Research
Libraries
Supplemental Webinar 3 is part of the DuraSpace/ARL/DLF E-Science Institute
Thursday, November 29, 2012
Presented by Mike Furlough & David Minor
Training In-Service Teachers to be Online Instructors and Online Course Devel...Richard Smith
This slide show on preparing online teachers and online course developers was presented at the Texas Education Agency conference, "21st Century Skills for the Digital Learner" held in Austin, Texas
February 8, 2010
Permaculture Orchard Renovation Design complete by 2010 AppleSeed Permaculture Interns Brandy Hall and Evan Schoepke. Visit www.appleseedpermaculture.com/blog For more information about this year's internships!
Permaculture for Farmers: Crops, Patterns, Polycultures. Presented at the 2010 Northeast Organic Farming Association Conference by Ethan Roland and Benneth Phelps - read more and donwload resources at http://www.appleseedpermaculture.com/blog
The potential of regenerative agriculture for global climate regulation. Farming approaches, market potential, local carbon markets. Read more at www.regenerativedesigns.wordpress.com
Ecosystem Investing and Financial Permaculture - practical solutions for a regenerative economic future. Learn more at http://www.regenerativedesigns.wordpress.com
Permaculture design and action at Camp Epworth - organic vegetables, forest garden fruit, timber-frame strawbale house, community celebration. Learn more at http://permacultureepworth.blogspot.com
Carbon-Negative Chocolate and the New Realm of Ecosystemic Investing. We will present new ecosystemic investment opportunities and facilitate activities on systems-thinking for economic regeneration and financial permaculture. Our goal is to develop clear permaculture business language to capture and direct the large capital investments that are available whether from private or public sectors.
Production agriculture, like an ecosysystem! Plant species working together to increase economic wealth through growing ecological health. More at www.regenerativedesigngroup.com and www.apiosinstitute.org
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1.4 modern child centered education - mahatma gandhi-2.pptx
DAPD_v2_LEOs - 090810
1. Diploma of Applied
Permaculture Design
Version 2.0
DRAFT
for Local Enabling Organizations
Presented by Gaia University, Peninsula Permaculture, AppleSeed
Permaculture
Endorsed by: ? (your organization!?!)
2. Overview
• Guiding Principles
• Why create a Diploma? And some history.
• Goals of the Diploma
• How does it work?
• Roadmap & Feedback
3. Guiding Principles
Goals Articulation
• Agile Permaculture Design Process
• Rapid prototype
• Community feedback
• Version deployment
• Feature requests
• Transparent roadmap
4. Why a Diploma System?
Goals Articulation
• Post-PDC progression
• Professional development of
permaculture community
• Dynamic of continual quality
improvement
• Teacher progressions
5. A Brief History
Site Analysis & Assessment; Survey
• The first Diploma system - Mollison
• The UK system - Langford et al
• Other European Systems (IT, ES, DE)
• Accredited Permaculture Training (APT - AU)
• Chaordic Permaculture Institute
6. A Brief History
Site Analysis & Assessment; Survey
• Earlier systems were versions 1.0, 1.1, etc.
• Designed and implemented pre-computers
• Lack of transparency, accountability, and no adequate
compensation for mentors & advisors
• Now, it’s time to design v2.0
• Transcends and includes learnings from all earlier versions
8. Goals of v2.0 Community
• Grow the permaculture community
• Held by bioregional organizations
(e.g. RDI, FLPCI, PINE, etc.)
• Shared processes & infrastructure
• Grow the permaculture commons
9. Goals of v2.0
Financial
• Low financial barriers to participate
• Community-supported funding
• Scholarships available
10. How does it work?
An overview of the Diploma Process - Described in detail in following slides.
Meet Dyami!
She just finished a Design
PDC, and wants to Packet
keep learning. Action Learning
Diploma
Certificate
3 months accredited by
local & intl
Universities
Gaia University,
She signs up Design Prescott? Evergreen?
for DAPD. Packet 01
0 Mo. 3 Mo. 1 Yr. ~2 Yrs.
• Moves through a spiral of learning with mentoring, resources,
self-review... after 10 design packets completed, she graduates!
11. Suggested Themes
Emerge through the course of the Diploma - Über-flexible
• Site Design • Finance & Economics
• Site Development • Manufacturing
• Education • Media and
Communications
• Research
• Administration
• Art & Culture
• Agriculture
• Community
Development
• Other...
12. Action Learning Certificate How does it work?
• First 3 Months of a diploma -
The basics of Action Learning
• Modules:
• Action Learning
• Design Process & Skills
• Documentation
• Digital Literacy
• The whole certificate is delivered online by
west-coast team at Earth Action Mentor
13. Action Learning Cycle How does it work?
I consider my learning &
unlearning needs
I design my next I design projects to
action learning cycle Each cycle deliver these needs
with the benefit of produces a and stay alert for
my new learnings & Design Packet unpredicted learnings
unlearnings & unlearnings
I reflect on my learnings & fully document the
project’s outcomes and processes
14. Design Packet How does it work?
Example Design Packet
(posted online with shared software)
Design Project 05 - Forest Garden
1. Project Brief (Goals & Client Interview)
2. Site Analysis (Base maps, soils, water, etc)
3. Design
- Drawings & Details
- Design description • Learning Reflections:
- Implementation plan - What went well?
4. Implementation evidence - What could be
5. Evaluation of Design improved?
• Self-Evaluation
15. Design Packet Technology How does it work?
• Posted online with shared software
• At first, use Gaia University E-Learning site (GEL)
• Peer review becomes possible
• Public display of best
work spreads Example Design Packet
permaculture meme Design Project 05 - Forest Garden
• Export publishable
1. Project Brief (Goals & Client Interview)
2. Site Analysis (Base maps, soils, water, etc)
3. Design
material to Earth - Drawings & Details
- Design description
• Learning
Reflections:
- Implementation plan
Action Mentor
- What went
4. Implementation evidence well?
5. Evaluation of Design - What could be
16. Mentoring
How does it work?
• Local - through Local Enabling Organization
• Online - through Earth Action Mentor
17. Earth Action
Mentor
Permaculture Mentoring
• Access to Premium Content
• Mentors from various backgrounds and
skill sets
Community Inspiration
•Discussion Forums
•Live Conference Calls
Direct Application
•Tools to apply immediatly to your life
•Design and Communication Training
18. Community Supported Funding
•Everyone pays low monthly fee to support the
mentoring community
•Operated out of 501c3 with all profits beyond
operating expense going to support on-the-ground
Casual permaculture projects and scholarships
Learners
Casual Learners Dedicated Students Diplomats Mentors
19. Diploma Design on EarthActionMentor.org
• Provide Distance Learning to enable anyone to have access to
permaculture mentoring
• Provide publication for portfolio
• Assist diplomats studying at bioregional centers
• Independent Study Curriculum, Learning Worksheets, videos,
articles, interviews, case studies and valuable permaculture
content to aid in students studies.
20. Completion
How does it work?
• Congratulations! Well done Dyami!
• Local universities & colleges may accredit
your Permaculture Diploma.
e.g. Prescott, Evergreen, etc.
• Gaia University has pre-approved your
diploma for accelerated entry into
accredited degree programs:
• Year 4 of BSc
• Year 2 of MSc
21. Features of v2.0
• Features for three groups:
• Pre-Diplomats
• Local Enabling Organizations
• Permaculture Commons
22. Pre-Diplomats
Features of v2.0
• Self-directed, project-based learning
• Access to permaculture resources
• Active, experienced mentors
23. Pre-Diplomats
Features of v2.0
• Transparent quality assurance system
• Initially accredited by Gaia University
• Life-long professional development
24. Local Enabling Organizations
Features of v2.0
• Local management & local income
• Increased opportunities for experienced
permaculture designers
• Energize regional/local priority projects!
25. Local Enabling Organizations
Features of v2.0
• Shared infrastructure = Lower costs
• External quality assurance system
• Initially accredited by Gaia University
26. Permaculture Commons
Features of v2.0
• Online documentation & sharing of
permaculture designs & resources
• Collaborative research projects of scale
• Peer review and publishing
27. Permaculture Commons
Features of v2.0
• Continual professional development
• Capacity to field large-scale consultancy
teams
• Accelerated succession of movement
29. Guiding Principles
Implementation & Evaluation
• Agile Permaculture Design Process
• Rapid prototype
• Community feedback
• Version deployment
• Feature requests
• Transparent roadmap
30. Roadmap
Implementation & Evaluation
• Proposed Dates of evaluation and feedback:
0 Mo. • Aug 2009 - conceptual design shared with targeted
audiences
3 Mo.
• Aug-Oct 2009 - design refined and shared with larger
LEO audience, prototype launched with EAM
6 Mo. • Jan-Mar 2010 - design refined and shared with global
permaculture community
9 Mo. • Jun 2010 - DAPD Prototypes launch in North America,
Chile, Israel, ... ?
31. How much does it cost?
• Current Projected costs for Economy-One:
(Over-developed countries like USA, Canada, Western Europe, Israel, etc.)
• $2470 over 2 years
• $1450 to LEO for mentoring, review, admin
• $420 to Earth Action Mentor
• $600 to DAPD system administration
• Variation expexted between LEOs
32. Livelihood Example
• The DAPD can provide right livelihoods for
LEO-approved mentors:
33. Feedback
Implementation & Evaluation
• Whad’ya think?
• Give us your feedback:
• http://sites.google.com/site/permaculturediploma/feedback
34. Diploma of Applied
Permaculture Design
Version 2.0
DRAFT
for Local Enabling Organizations
Presented by Gaia University, Peninsula Permaculture, AppleSeed
Permaculture
Endorsed by: ? (your organization!?!)