Objectives are notions about future desired conditions and are usually embedded in a set of ideas organizations have about their plight and what can be done about it.
ProtoVillage will be an intentional community of seekers committed to practicing Abundance. It will be a centre for learning, practice, demonstration and dissemination of the knowledge on how any community in this region can organise itself for abundance.
Abundance is a state in which a community employs ecologically sustainable means to ensure a resilient access to resources that are necessary and sufficient to fulfill the basic needs of all its inhabitants (including humans).
Video: TBA | Concurrent Paper Session 3.2 Cross-cutting SDGs
Tourism and the Sustainable Development Goals Conference 2019, 24-25 Jan 2019, Massey University, Auckland, New Zealand | https://tourism-sdg.nz
Meet Hai Dai in Virtual Reality! Special engagements with WOW Bali's founder; Creative Director of a sustainable and regenerative NGO, operating in Indonesia and South East Asia. Hear his thoughts and research on an ecosystem design thinking; regenerative frameworks for the digital frontier to reshape the human conditions.
Learn how integrate local wisdom (ancient and indigenous cultures) and native intelligences and modalities (healing arts and other creative culture processes) via a social emotional matrix that can be integrated within technology developments and within an ecosystem design thinking framework for optimal dynamics in everyday living and learning. In short, local wisdom and modern methodologies for a more lean culture.
Action Research: Learning Exchange Modules are done in AltspaceVR and Minecraft at Disorient Camp at BRCvr, the official virtual Burningman in VR space.
Hai Dai can be reach directly on AltSpaceVR and/or Discord at 9haidai9.
Judy Ling Wong - Establishing Ethnic Environmental Participationbenbnhc
Presentation delivered by Judy Ling Wong, Honorary President, Black Environmental Network, as part of the Engaging New Audiences session at Communicate 2012: Breaking Boundaries
Objectives are notions about future desired conditions and are usually embedded in a set of ideas organizations have about their plight and what can be done about it.
ProtoVillage will be an intentional community of seekers committed to practicing Abundance. It will be a centre for learning, practice, demonstration and dissemination of the knowledge on how any community in this region can organise itself for abundance.
Abundance is a state in which a community employs ecologically sustainable means to ensure a resilient access to resources that are necessary and sufficient to fulfill the basic needs of all its inhabitants (including humans).
Video: TBA | Concurrent Paper Session 3.2 Cross-cutting SDGs
Tourism and the Sustainable Development Goals Conference 2019, 24-25 Jan 2019, Massey University, Auckland, New Zealand | https://tourism-sdg.nz
Meet Hai Dai in Virtual Reality! Special engagements with WOW Bali's founder; Creative Director of a sustainable and regenerative NGO, operating in Indonesia and South East Asia. Hear his thoughts and research on an ecosystem design thinking; regenerative frameworks for the digital frontier to reshape the human conditions.
Learn how integrate local wisdom (ancient and indigenous cultures) and native intelligences and modalities (healing arts and other creative culture processes) via a social emotional matrix that can be integrated within technology developments and within an ecosystem design thinking framework for optimal dynamics in everyday living and learning. In short, local wisdom and modern methodologies for a more lean culture.
Action Research: Learning Exchange Modules are done in AltspaceVR and Minecraft at Disorient Camp at BRCvr, the official virtual Burningman in VR space.
Hai Dai can be reach directly on AltSpaceVR and/or Discord at 9haidai9.
Judy Ling Wong - Establishing Ethnic Environmental Participationbenbnhc
Presentation delivered by Judy Ling Wong, Honorary President, Black Environmental Network, as part of the Engaging New Audiences session at Communicate 2012: Breaking Boundaries
Communities respond to sustainable development in diverse ways. Using local wisdom and resources and accessing global networks, community members work together to sustain their economic and social wellbeing, and regenerate their natural ecosystems. The Sustainable Dynamics Model captures the processes with which interdependent actors and stakeholders leverage each other’s forces and capabilities to achieve their visions of a sustainable community. This exploratory study that aims to introduce and define the Sustainable Dynamics Model emanated from an observational case study of a sustainable community-based ecotourism project through the Asian Productivity Organization Workshop on Agrotourism Development and Marketing in Bali, Indonesia. Later on, it evolved into interdisciplinary action research seeking to integrate sustainability solutions initiated by various stakeholders to the local community’s vision of a global banjar (community). Focus group discussion and workshops, interviews and case studies propelled the gathering of information on the processes of implementing these solutions from local and international stakeholders. The main lesson that emerged from these local initiatives is that achieving social, economic and ecological balance within the community depends on the dynamics of the actors and stakeholders participating in the collaboration. Developing a sustainable community requires human-level (self) transformation: personal wellness and creative autonomy leading towards the creation of opportunities for social, economic, and environmental transformation.
Intentional communities and eco-villages talk at City University of Hong KongRija Ménagé
This is the slide deck I used for a talk I gave at City University of Hong Kong on Intentional Communities and Eco-villages, and what can we apply to Hong Kong.
Community Education Network Involving Hawkesbury Earthcare Centre, Permacultu...ESD UNU-IAS
Community Education Network Involving Hawkesbury Earthcare Centre, Permaculture and Multiple Stakeholders
Mr. Eric Brocken, RCE Greater Western Sydney (Hawkesbury EarthCare Centre)
Asia-Pacific Regional RCE Meeting 2018
25-27 September, 2018, Parramatta (Sydney), Australia
From House to Home; Building for a Dignified Living. Martin Scherfler
The Auroville Green Practices Summer School program is an initiative using Auroville and its outstanding experience in human unity & sustainable living as a platform for the learning and personal growth of students from around the world.
This publication documents the three-week Auroville Green Practices Summer School 2013 ‘Building for a Dignified Living’. The publication was prepared in a collaborative way by participating students and facilitators. Those were: Aakash Divanji, Aashman Goghari, Aishwarya Das, Carlotta Dabove, Chaitanya Krishna Kumar, Chirag Batra, Jasmitha Arvind, Karishma Asarpota, Manu Gopalan, Martin Scherfler, Nicole Soellinger, Parinitha Vishweshwar, Pragna Prasad, Pranav DM, Pranay Golecha, Priscilla Joseph, Richa Raut, Richard Kleinjans, Sarmistha Saha, Shefali Mendon, Siddharth Chourasiya, Somya Gupta, Stefanie B. Overbeck, Sushruthi Krishna, Tania Poggi, Tapas Upadhyay.
This publication documents the endeavor of the Auroville Green Practices (AGP) Summer School 2013, to find solutions for today’s fragmented educational systems. Higher education today is exclusively a skill & competencies oriented learning program. It produces, at its best, a recruitable work force for a market that operates on the premise that more consumption creates a better quality of life. What our current educational paradigm fundamentally produces is a perpetuation and acceleration of unsustainable development and inequality due to a fragmented educational system. Conventional educational paradigms do not address the entire human being and its place in the cosmos. It lacks the freedom an individual needs for inner growth and fails to cultivate principles of social
and environmental justice and dignity for all.
Communities respond to sustainable development in diverse ways. Using local wisdom and resources and accessing global networks, community members work together to sustain their economic and social wellbeing, and regenerate their natural ecosystems. The Sustainable Dynamics Model captures the processes with which interdependent actors and stakeholders leverage each other’s forces and capabilities to achieve their visions of a sustainable community. This exploratory study that aims to introduce and define the Sustainable Dynamics Model emanated from an observational case study of a sustainable community-based ecotourism project through the Asian Productivity Organization Workshop on Agrotourism Development and Marketing in Bali, Indonesia. Later on, it evolved into interdisciplinary action research seeking to integrate sustainability solutions initiated by various stakeholders to the local community’s vision of a global banjar (community). Focus group discussion and workshops, interviews and case studies propelled the gathering of information on the processes of implementing these solutions from local and international stakeholders. The main lesson that emerged from these local initiatives is that achieving social, economic and ecological balance within the community depends on the dynamics of the actors and stakeholders participating in the collaboration. Developing a sustainable community requires human-level (self) transformation: personal wellness and creative autonomy leading towards the creation of opportunities for social, economic, and environmental transformation.
Intentional communities and eco-villages talk at City University of Hong KongRija Ménagé
This is the slide deck I used for a talk I gave at City University of Hong Kong on Intentional Communities and Eco-villages, and what can we apply to Hong Kong.
Community Education Network Involving Hawkesbury Earthcare Centre, Permacultu...ESD UNU-IAS
Community Education Network Involving Hawkesbury Earthcare Centre, Permaculture and Multiple Stakeholders
Mr. Eric Brocken, RCE Greater Western Sydney (Hawkesbury EarthCare Centre)
Asia-Pacific Regional RCE Meeting 2018
25-27 September, 2018, Parramatta (Sydney), Australia
From House to Home; Building for a Dignified Living. Martin Scherfler
The Auroville Green Practices Summer School program is an initiative using Auroville and its outstanding experience in human unity & sustainable living as a platform for the learning and personal growth of students from around the world.
This publication documents the three-week Auroville Green Practices Summer School 2013 ‘Building for a Dignified Living’. The publication was prepared in a collaborative way by participating students and facilitators. Those were: Aakash Divanji, Aashman Goghari, Aishwarya Das, Carlotta Dabove, Chaitanya Krishna Kumar, Chirag Batra, Jasmitha Arvind, Karishma Asarpota, Manu Gopalan, Martin Scherfler, Nicole Soellinger, Parinitha Vishweshwar, Pragna Prasad, Pranav DM, Pranay Golecha, Priscilla Joseph, Richa Raut, Richard Kleinjans, Sarmistha Saha, Shefali Mendon, Siddharth Chourasiya, Somya Gupta, Stefanie B. Overbeck, Sushruthi Krishna, Tania Poggi, Tapas Upadhyay.
This publication documents the endeavor of the Auroville Green Practices (AGP) Summer School 2013, to find solutions for today’s fragmented educational systems. Higher education today is exclusively a skill & competencies oriented learning program. It produces, at its best, a recruitable work force for a market that operates on the premise that more consumption creates a better quality of life. What our current educational paradigm fundamentally produces is a perpetuation and acceleration of unsustainable development and inequality due to a fragmented educational system. Conventional educational paradigms do not address the entire human being and its place in the cosmos. It lacks the freedom an individual needs for inner growth and fails to cultivate principles of social
and environmental justice and dignity for all.
"Understanding the Carbon Cycle: Processes, Human Impacts, and Strategies for...MMariSelvam4
The carbon cycle is a critical component of Earth's environmental system, governing the movement and transformation of carbon through various reservoirs, including the atmosphere, oceans, soil, and living organisms. This complex cycle involves several key processes such as photosynthesis, respiration, decomposition, and carbon sequestration, each contributing to the regulation of carbon levels on the planet.
Human activities, particularly fossil fuel combustion and deforestation, have significantly altered the natural carbon cycle, leading to increased atmospheric carbon dioxide concentrations and driving climate change. Understanding the intricacies of the carbon cycle is essential for assessing the impacts of these changes and developing effective mitigation strategies.
By studying the carbon cycle, scientists can identify carbon sources and sinks, measure carbon fluxes, and predict future trends. This knowledge is crucial for crafting policies aimed at reducing carbon emissions, enhancing carbon storage, and promoting sustainable practices. The carbon cycle's interplay with climate systems, ecosystems, and human activities underscores its importance in maintaining a stable and healthy planet.
In-depth exploration of the carbon cycle reveals the delicate balance required to sustain life and the urgent need to address anthropogenic influences. Through research, education, and policy, we can work towards restoring equilibrium in the carbon cycle and ensuring a sustainable future for generations to come.
WRI’s brand new “Food Service Playbook for Promoting Sustainable Food Choices” gives food service operators the very latest strategies for creating dining environments that empower consumers to choose sustainable, plant-rich dishes. This research builds off our first guide for food service, now with industry experience and insights from nearly 350 academic trials.
Artificial Reefs by Kuddle Life Foundation - May 2024punit537210
Situated in Pondicherry, India, Kuddle Life Foundation is a charitable, non-profit and non-governmental organization (NGO) dedicated to improving the living standards of coastal communities and simultaneously placing a strong emphasis on the protection of marine ecosystems.
One of the key areas we work in is Artificial Reefs. This presentation captures our journey so far and our learnings. We hope you get as excited about marine conservation and artificial reefs as we are.
Please visit our website: https://kuddlelife.org
Our Instagram channel:
@kuddlelifefoundation
Our Linkedin Page:
https://www.linkedin.com/company/kuddlelifefoundation/
and write to us if you have any questions:
info@kuddlelife.org
Natural farming @ Dr. Siddhartha S. Jena.pptxsidjena70
A brief about organic farming/ Natural farming/ Zero budget natural farming/ Subash Palekar Natural farming which keeps us and environment safe and healthy. Next gen Agricultural practices of chemical free farming.
Characterization and the Kinetics of drying at the drying oven and with micro...Open Access Research Paper
The objective of this work is to contribute to valorization de Nephelium lappaceum by the characterization of kinetics of drying of seeds of Nephelium lappaceum. The seeds were dehydrated until a constant mass respectively in a drying oven and a microwawe oven. The temperatures and the powers of drying are respectively: 50, 60 and 70°C and 140, 280 and 420 W. The results show that the curves of drying of seeds of Nephelium lappaceum do not present a phase of constant kinetics. The coefficients of diffusion vary between 2.09.10-8 to 2.98. 10-8m-2/s in the interval of 50°C at 70°C and between 4.83×10-07 at 9.04×10-07 m-8/s for the powers going of 140 W with 420 W the relation between Arrhenius and a value of energy of activation of 16.49 kJ. mol-1 expressed the effect of the temperature on effective diffusivity.
UNDERSTANDING WHAT GREEN WASHING IS!.pdfJulietMogola
Many companies today use green washing to lure the public into thinking they are conserving the environment but in real sense they are doing more harm. There have been such several cases from very big companies here in Kenya and also globally. This ranges from various sectors from manufacturing and goes to consumer products. Educating people on greenwashing will enable people to make better choices based on their analysis and not on what they see on marketing sites.
2. AGENDA
• INTRODUCTION.
• RESILIENCE.
• THE METHODS OF A RESILIENT COMMUNITY
• PRINCIPLES.
• OBJECTIVES.
• EDUCATION.
• 9 BASIC NEEDS.
• GRAAMAM.
• CONCLUTION.
3. INTRODUCTION
• The dream of a Resilient Rural India.
• Being set up in 12.5 acres of land, in the 2nd driest district in India (Anantapur, Andhra Pradesh).
• Proto Village is the prototype of a “Resilient” rural community built for the villagers ,by the
villagers.
• Proto Village is a space for systemic solutions for rural resilience to be iteratively co-created
,diligently practiced ,comprehensively demonstrated and openly shared!
• It will be a center for learning, practice, demonstration and dissemination of the knowledge on how
any community in this region can organize itself to be Resilient ecologically sustainable ,socially
cohesive and economically viable.
• A Resilient community is one in which the inhabitants practice harmonious interdependence,
employ ecologically sustainable means and blend native knowledge systems with contemporary
appropriate technology to achieve self-reliance in terms of the 9 basic needs.
5. RESILIENCE
Resilience is a decentralized, cooperative, steady-state that breaks away from the paradigm of
limitless economic growth. It requires that we adopt a lifestyle that is more respectful of all life
around us.
6. THE METHODS OF A RESILIENT COMMUNITY
• Self-Reliance – The community builds and nurtures the capability to fulfil the 9 basic needs
without having to depend on anyone external to the community.
• The community commits to respecting, preserving and nurturing the soil, water and the air in the
process of building this self-reliance.
• Interdependence – There’s a commitment to learn and practice the ways of mutuality and
coexistence, synergistically leveraging each other’s strengths, experience and wisdom. It is only
when the individual members establish and respect the traditions of interdependence, that the
community as a whole can enjoy independence.
• Interdependence leads to a resource-efficient system, that gifts each member an abundance of time.
• The community provides an environment that inspires all members to invest the abundant time in
whatever expresses them best!
7. PRINCIPLES
• Highest respect Earth’s ecological systems and processes that sustain life.
• Adopt patterns of production and consumption that safeguard the Earth’s regenerative capacities.
• Design interventions that incentivise the nurturing of the natural ecosystems.
• Scaling-in is about Learning and practicing the ways of Resilience and thereby being the change.
• Staying steady is about consolidating the learning and creating pathways for sharing.
• Scaling-out refers to the replication in different locations. It’s like co-creating millions of drops that
collectively form an ocean rather than trying to scale- up one drop into an ocean.
• To optimize efficiencies through leverage, and to prevent reinvention.
• All the knowledge we may have the privilege to get access to is due to the generosity of many, we
express gratitude by sharing it with the many openly. Let an individual’s progress be measured by
her/his contribution to the collective.
8. OBJECTIVES
• To be a fully functional prototype village demonstrating a Resilient community life.
• To design and implement a replicable entrepreneurial model for the villagers to organize their
respective villages for Resilience.
• To co-create a rural education system that empowers rural learners with the knowledge that makes
them locally relevant and globally responsible citizens.
• To design and initiate a fellowship programme through which teams of fellows from various parts
of the country collaboratively replicate Proto village in their respective districts.
9. EDUCATION
INSPIRATION
• A forest is a thriving eco-system of diverse interdependent species, coexisting and operating in
harmony, individually and collectively contributing to the perpetuation of the miracle of life. A
seed needs no teaching as to how to grow. And not every seed will grow into a big tree, what it
ought to be and how is all within the seed. All it needs is a conducive environment to thrive. As
each seed grows into a unique tree, there is diversity in the forest. And when there’s diversity,
there’s interdependence, when there’s interdependence, there’s harmony.
VISION
• Our Vision is to create a cohesive community environment that celebrates the unique physical,
mental and spiritual potential of each learner and inspires them to strive for excellence in whatever
expresses them the best, both as individuals and as contributors to the larger collective of life.
10. EDUCATION
CURRICULUM
• The important 4 Learning Journeys are ,
SELF
• The journey takes the learner from understanding basic physiology all the way to the practice of maintaining
physical, mental (intellectual, & emotional) and Spiritual balance.
ENVIRONMENT
• This will perhaps be the largest chunk of the content. This will be a journey through natural (evolution), social
(bushmen to organised societies, morality, culture etc), political (tribes to nation-states, forms of Govt etc) and
economic (barter to cryptocurrencies) environments.
TOOLS AND SKILLS
• All tools that help learners make sense of and contribute to the world: example – mathematics, sciences,
reasoning, Non-violent communication, Digital skilling and empowerment {including but not limited to
Coding, Digital 3D design & manufacturing, Content creation & Distribution (Audio, visual and text)} etc.
11. EDUCATION
EXPRESSION
• Aided by the increasing awareness of the self, environment, and empowered with the tools and
skills, the learner constantly endeavours to seek and find what expresses him or her the best –
Languages, Arts, Martial arts, sports etc. This inculcates a tendency to look for meaning and
responsibility in our life instead of focusing on just rights and privileges. To empower learners with
the knowledge, skills and wisdom that makes them conceptually sound, self-aware,
environmentally conscious, globally competent, and locally relevant.
12. EDUCATION
WHERE FROM HERE
• The school at Proto Village will act as a Nucleus – with a steady population of no more than 30 learners, it presents a
space to experiment, iteratively refine and demonstrate this new system, the evolving content, and the pedagogy. It
also aims to be a training & facilitation centre that enables replication, we need support to make this kind of
education system easily available, and accessible to the learners in the villages.
2020 – 21
• They are determined to provide such education free of cost to about 30 learners from the villages around
ProtoVillage in 2020-21.
2021 – 22
• They will work on digitising the curriculum, in the form of videos much in the lines of Khan Academy (helping
learners interpret concepts from the daily activities), hosting the digitised curriculum on the server in ProtoVillage,
and broadcasting it to the satellite learning centres in 2-5 village clusters around ProtoVillage, as an attempt to scale
it out.
13. EDUCATION
2022 – 24
• They will utilise the lessons learned from scaling out to the village clusters around ProtoVillage, to
develop a blueprint for context-specific replication. The purpose of the blueprint will be to have the
model replicated across geographies allowing for the incorporation of local contextual specificities.
• They will work on collaborations with organisations and individuals to replicate and scale out the
model to other districts and states.
14. 9 BASIC NEEDS
FOOD AND WATER SECURITY
• In 2014, the villagers started digging 8 ponds, 16 swales and 300 contour trenches. The aim was to accomplish as
much as possible before the very unlikely event of a rain. They completed this project in a year and a half, and on
the very day of completion, rain filled up the trenches, swales and ponds! It was the perfect merger of fortitude and
serendipity.For food, they grow seasonal fruits and vegetables, and millets over two seasons.
HOUSING/BUILDINGS
• All constructions are earth-friendly and buildings are made by the inhabitants themselves. Usually hexagonal
structures are preferred, due to their resilient quality. “Hexagon reminds me of our inspiration, the bees, to remain
true to our practice of resilience through collective intelligence”, says Kalyan.
CLOTHING
• Two pit handlooms are used for weaving. They are also experimenting with various types of yarn/plant fibres and
natural dyeing. As the handloom organically grow, they hope to depend completely on making their own clothes.
15. 9 BASIC NEEDS
HEALTHCARE
• Emphasis is on preventive healthcare, which is achieved by working on the body, having nutritious homegrown food
and leading a happy life. The day starts with exercise/yoga for about forty minutes, followed by (after breakfast)
community farming for about an hour, in silence. They believe that working with soil brings in a certain sense of
happiness. Therefore, the food that is consumed is not only without any pesticides but also tended to with joy. And
only nutritious crops are grown.They have also started on making a herbal garden, so that that is the first line of
defence in case of seasonal infections/diseases. The villagers plan to start Panchakarma (a five step Ayurvedic
treatment) and telemedicine for providing medical care to nearby village clusters. Digital Empowerment Foundation
set up the internet infrastructure for them, to meet the requirements of such a project and Aarogyaseva, an
organisation in Bangalore, plans to send non-specialist doctors on a pro bono basis to see the patients from Proto and
surrounding village clusters face to face, as well as with specialists over the internet.
ENERGY
• They use biogas for cooking and harness solar and wind energy for meeting their balance energy requirements. All
their buildings are designed to be highly energy efficient.
16. 9 BASIC NEEDS
EDUCATION
The curriculum is based on:
• SELF: Basic physiology to practice body-mind-spirit balance.
• ENVIRONMENT: Covers natural, political, social, economic and technological.
• SELF-EXPRESSION: Expressing the self through art, language, philosophy and more.
• TOOLS: Students are equipped with tools essential for the modern world, such as mathematics, science and NVC (non-
violent communication). They also have tinkering labs with different kinds of equipment including a 3D printer.
• Their curriculum and content so impressed the National Institute of Open Schooling that special permission was accorded
to continue their own methodology from 9th to 12th grades. Parents of children contribute in any way they can be it by
giving haircuts to children, or by providing millets for the meals. All parents join in for all festivities at school.
• Going ahead, all the educational content which Proto has on its servers will be made available to the outside world free of
cost. A few, currently unemployed youth, will turn into education entrepreneurs by setting up their facilities in their villages
where anyone can access the content for a fee.
17. 9 BASIC NEEDS
CONNECTIVITY
• They connect with the rest of the world through physical structures such as roads, as well as via newspapers, phones and
the internet.
TRADE
• Firmly founded on the principles of Sarvodaya – upliftment and progress of every single person – Proto aspires to become
a Rural Economic Zone. The concept of REZ was introduced by social reformer T Karunakaran, to further the concept of
local self-governance and local economy. It believes that economic activity and protecting the planet cannot be mutually
exclusive ideas. Most importantly, the livelihood means enables social cohesion and also conservation of environment.
DISASTER MANAGEMENT
• The community constantly looks for ways to ensure they are drought, and hunger proofed. Apart from growing seasonal
vegetables and fruits, each member grows vegetables in 3-4 wicking beds, which provides them more than enough
vegetables all through the year. A few beds are also used only to preserve seeds, so that they will not be any more
dependent on seeds even from the outside world. They also rear cows and chicken, and have a fish farm. The lifecycles of
animals and the human inhabitants are linked, and one feeds/leads to the other.
18. GRAAMAM
• The Rural Economic Zone translates in the local language (Telugu) into Graameena Aarthika
Mandali, whose abbreviated form GRAAMAM means a village in most Indian languages,
and is their brand.
• They are living in times when Good food, Good education, Good lifestyle, in fact Good
“anything” is labelled as an alternative.
• Graamam represents the commitment to mainstream goodness! This commitment is shared
across the growing producer network including women’s SHGs, farmers, rural youth groups
etc!
• Graamam represents a growing network of people who are taking on insurmountable
challenges to make impossible dreams possible, for themselves and their communities.
• They trust you to not buy from us out of sympathy, but because you trust us to produce and
deliver healthy products – made to the highest standards, with a lot of love and with an
obsession to keep you happy and healthy!
19. • Naturally grown and locally sourced renewable raw material gets processed in the hands of a
growing network of trained rural women into world-class nutritious food products that bring health
and happiness to your doorstep!
20. CONCLUSION
• Co-operation is possible.
• Community life is possible.
• Sustainability is possible.
• Circularity is possible.
• It needs a redesign of our economy and incentive structure that promotes the good of an individual
as a part of the community, not against it.