From MAILER-DAEMON Thu Sep 12 19:36:45 2002 Return-Path: Received: from acsu.buffalo.edu (deliverance.acsu.buffalo.edu [128.205.7.57]) by linux00.LinuxForce.net (8.12.3/8.12.3/Debian -4) with SMTP id g8CNaiL2012763 for ; Thu, 12 Sep 2002 19:36:44 -0400 Message-Id: <200209122336.g8CNaiL2012763@linux00.LinuxForce.net> Received: (qmail 14300 invoked from network); 12 Sep 2002 23:29:05 -0000 Received: from listserv.acsu.buffalo.edu (128.205.7.35) by deliverance.acsu.buffalo.edu with SMTP; 12 Sep 2002 23:29:05 -0000 Date: Thu, 12 Sep 2002 19:29:05 -0400 From: "L-Soft list server at University at Buffalo (1.8d)" Subject: File: "GEODESIC LOG9708" To: Chris Fearnley Content-Length: 690719 Lines: 16956 ========================================================================= Date: Fri, 1 Aug 1997 00:00:06 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Patrick Salsbury Subject: *SEMI-MONTHLY POSTING* - GEODESIC 'how-to' info ------------------------------------------------------------------------------- This is the semi-monthly "How To" file about the GEODESIC list. It has info on content and purpose of the list, as well as subscription info, posting instructions, etc. It should prove useful to new subscribers, as well as those who are unfamiliar with LISTSERV operations. This message is being posted on Fri Aug 1 00:00:03 PDT 1997. If you are tired of receiving this message twice per month, and are reading bit.listserv.geodesic through USENET news, then you can enter this subject into your KILL/SCORE file. If you're reading through email, you can set up a filter to delete the message. Both of these tricks are WELL worth learning how to do, if you don't know already. And isn't it about time to learn something new? Isn't it always? :-) ------------------------------------------------------------------------------- GEODESIC is a forum for the discussion of the ideas and creations relating to the work of R. Buckminster (Bucky) Fuller. Topics range from geodesic math to world hunger; floating cities to autonoumous housing, and little bit of everything in between. On topic discussion and questions are welcome. SPAM and unsolicited promotions are not. (Simple, eh?) ----------------------- To subscribe, send mail to LISTSERV@LISTSERV.ACSU.BUFFALO.EDU and in the body of your letter put the line: SUB GEODESIC When you want to post, send mail to GEODESIC@LISTSERV.ACSU.BUFFALO.EDU ******NOT***** to LISTSERV@LISTSERV.ACSU.BUFFALO.EDU! LISTSERV@LISTSERV.ACSU.BUFFALO.EDU is for subscriptions, administrivia, archive requests, etc. GEODESIC@LISTSERV.ACSU.BUFFALO.EDU is the actual discussion group. Anything sent to GEODESIC will go to all members. (And you don't want to look like a jerk having everyone see your "SUB GEODESIC John Q. Public" command! ;^) ) This list is also linked to USENET in the group bit.listserv.geodesic If you want to receive copies of everything you send to the list, use the command SET GEODESIC REPRO. 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(Can be in the same message.) ------------------------------------------------------------------------------- (You may want to save this file to forward on to people who are interested, as it tells what the list is about, and how to subscribe and unsubscribe.) Pat _____________________________Think For Yourself______________________________ Patrick G. Salsbury http://www.sculptors.com/~salsbury/ ----------------------- Don't break the Law...fix it. ;^) ========================================================================= Date: Fri, 1 Aug 1997 03:29:01 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Filip De Vos Organization: University of Ghent, Belgium Subject: Japanese macrostrucures Yesterday (well, the day before yestarday now) I glimpsed part of a travel programme on RTBF1 (a Belgian French language state TV station), an item about Japanese preparedness against earthquakes. After showing how the Japanese, contrary to their claims, were _not well prepared to deal with a large disaster (as the Kobe quake showed), they moved on towards the construction of large artificial structures, which would have earthquake protection build in. The programme showed the original artwork for the Try 2004 construct, a giant 2004 meter high (yesyes) pyramid, made out of beams or tubes. The actual buildings in which people would live, work etc, are suspended from the nodes where the beams join. The beams serve as connecting elements, including transport. I first saw this picture in an article of 'Sciences et Avenir' (may 1994) in an article about Japanese megastructures. A model of this construct was also briefly shown in the TV programme.. What is still not clear to me is if the pyramid is a normal one, or a tetrahedron, a pyramid with triangular base. Anybody know more about this? Using a tetrahedral frame for the building would be a nice touch, and further improve the ability of the construct, to house a million people, to withstand every conceivable calamity. Accoring to the artwork, the ball-formed connectors appear to have a geodesic framework. The Try 2004 is a design by the Shimizu corporation. Other Japanese megastructures are (summarised FYI from the Sciences et Avenir article): The Millenium tower by the Obayashi corporation. This one is sharp cone, the outside frame looks geodetic. I once saw the great British architect Norman Foster toghether with Mr. Obayashi testing a model in the windtunnel. Apparently the cone shaping helps in avoiding problems with the wind. The Sky City 1000, A kilometer high tower including 14 platforms suspended between the columns by the Takenaka corp. Aeropolis, a 2001m high skyscraper of rather conventional appearance. Think the Sears tower on steroid, with triangular groundplan instead of squares. X-Seed, the most megalomaniac tower, consists of a bundle of giant columns. the inhabitants live rather conventionally in the columns. Or maybe habitation clads them. To avoid constructing foundation several kilometers deep, the engineers propose to build it on gigantic floating structures. This would allow it to be more resistant to seismic shock. No habitation above 2 km, the top of the structure at 4km hight is a solar power plant. And the DIB 200, the Dynamic Intelligent Building 200 consists of paralell geodesic framed cylinders. The engineers of Kajima corporation propose to control their respective positions in real time to modify the centre of gravity of the building to deal with quakes. This list is not exhaustive, and does not mention any Japanese proposal specifically for building on the sea, like the model of professor Terai... -- Filip De Vos The idea that space travel is inherently enormously expensive is fraudulent. FilipPC.DeVos@rug.ac.be John S. Lewis ========================================================================= Date: Thu, 31 Jul 1997 21:40:06 -0400 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Brenda Myers Subject: Re: Dome Houses Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" I moved into our completed dome back in January and I love it. I served as my own contractor, which was a real pain, but I would do it again (without the mistakes, of course). The following URL's will probably answer most of your questions: Timberline, the company my dome kit came from: http://www.domehome.com/ They will be adding photos of my dome to their album in the future. Archives for the DomeHome Mailing List: http://users.vnet.net/ozzyman/Dome/domepage.html The pictures included here are the beginning contruction pictures of my dome. Good general information and links to other dome pages and manufacturers: http://www.dnaco.net/~michael/domes/ http://www.sculptors.com/lists.html Technical stuff and how-to's: http://www.mmedia.is/kingdome/ Offers a dome construction manual under SERVICES link: http://www.wr.com.au/domeco/WW3.html Hope this information helps. Let me know if you have any questions. Brenda Myers, Dome-Dweller At 01:35 PM 7/30/97 -0400, you wrote: >I just wanted to know if you knew of a address i can write to or where i >could go to get more information on dome houses. I want to learn about how >you build one the costs to build it, and where you would buy your supplies to >build one? If you can help please e-mail me at: Orange1000@aol.com > >Thanks, >Mary > ========================================================================= Date: Fri, 1 Aug 1997 09:29:37 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Re: Japanese macrostrucures MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Filip, Look in my web pages (URL below) under Links/Shelter/Cities/... There should be several items about megacities of various designs--including some that you have mentioned. JSM **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: Filip De Vos > To: GEODESIC@LISTSERV.ACSU.BUFFALO.EDU > Subject: Japanese macrostrucures > Date: Thursday, July 31, 1997 08:29 PM > (snip) > > The programme showed the original artwork for the Try 2004 construct, a (snip) > I first saw this picture in an article of 'Sciences et Avenir' (may 1994) > in an article about Japanese megastructures. Also, look in the Bibliography section under About Bucky/Articles/1990s... (snip) > > The Millenium tower by the Obayashi corporation. This one is sharp cone, > (snip) > The Sky City 1000, A kilometer high tower including 14 platforms (snip) > > Aeropolis, a 2001m high skyscraper of rather conventional appearance. Think (snip) > X-Seed, the most megalomaniac tower, consists of a bundle of giant (snip) > > And the DIB 200, the Dynamic Intelligent Building 200 consists of paralell (snip) ========================================================================= Date: Fri, 1 Aug 1997 13:59:43 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Re: GENI Op-Ed . . .No Cure? Comments: cc: Peter Meisen MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Peter, Excellent article! In case you don't know, the Geodesic List has about 100? subscribers and it is "gatewayed" to the Geodesic Newsgroup which has about 7,000+ readers. JSM PS: Please note my new email address. **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: ll > To: GEODESIC@LISTSERV.ACSU.BUFFALO.EDU > Subject: Fwd: GENI Op-Ed . . .No Cure? > Date: Thursday, July 31, 1997 08:45 AM > (snip) > > Opinion/Editorial > Peter Meisen > President, Global Energy Network International (GENI) > > No cure for a sick world? > or > Asking the right question for Spaceship Earth > (snip) > > GLOBAL ENERGY NETWORK INTERNATIONAL > Peter Meisen > P.O.Box 81565 > San Diego, CA 92138 > > (619) 595-0139 > FAX: (619) 595-0403 > > Visit the GENI World Wide Web Home Page: http://www.geni.org/ > Email: Internet: geni@cerf.net > Compuserve: 75543.520@compuserve.com > (snip) ========================================================================= Date: Sat, 2 Aug 1997 08:19:37 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Re: syn-l: Synopsis Comments: To: synergetics-l@teleport.com MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Rudi & Others, You may want to take a look at my "Selected Ideas" section of my web pages (URL below). Maybe some parts of it may help you to grasp Bucky's basic ideas. JSM **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: R.K. Treutlein > To: synergetics-l@teleport.com > Subject: Re: Re: syn-l: Synopsis > Date: Saturday, August 02, 1997 04:05 AM > (snip) > > Rudi Treutlein ========================================================================= Date: Sat, 2 Aug 1997 09:40:38 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Re: NEW BUCKY FORUMS Comments: To: David Freedman MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Dave, Medard Gabel runs the World Game. See: http://www.worldgame.org/~wgi wgi@worldgame.org **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: David Freedman > To: joemoore@MAIL.CRUZIO.COM > Subject: Re: NEW BUCKY FORUMS > Date: Saturday, August 02, 1997 09:24 AM > > trying to lacate locate meddie gable > tell him hi > from > genevieve, gigi grimme. > .- ========================================================================= Date: Sun, 3 Aug 1997 14:02:08 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Design Strategy notes DESIGN STRATEGY by R. Buckminster Fuller from "Utopia or Oblivion" Relevant Notes taken from the article from Bill Paton, Solutioneer bpaton@inforamp.net -"Better than 99% of humanity's frustrations are occasioned by surprise encounters with the almost completely invisible evolutionary-transformation trendings of human ecology and the latter's environmental transformings." -Two main and clearly differentiated modes of biological and zoological survival are STATIC (Static) and MOBILE (Dynamic). The biologically static are subjectively advantaged. The environment brings them what they need. The mobiles are objectively advantaged to "go" and get what they need or want. -"Only one's own "personality" and life are ownable." -"For only the last decade of all history has total physical and economic success for all humanity been conceded by science as feasible. Realization of this extraordinary potential is importantly frustrated, however, by several factors." 1) Local political systems based on rigid geographical and political partitioning of humanity under divisive and comptetitive ideological concepts. 2) Scientific evolution is largely invisible. 3) Mankind's behaviors and beliefs deny these truths. 4) Worldwide Language barriers. To effect the successful transition of world society to the new "norm" of man as a physical and intellectual success can, and we hope will, be realized on Spaceship Earth through the idealism of youth, as implemented by the educational-process revolution....It is not a matter of looking ahead one or two generations. IT IS A MATTER OF MAKING MAN ON EARTH A CONTINUING SUCCESS--FOREVER. We must ask "From whence will come the tools of conceptuality which will emancipate science and permit its assumption of the prime social, direct, conscious, sensorial responsibility? What can and will bring the world society's leaders and world society itself to comprehend its economic potential and its essential function in universe and to its successful performance of that function. -a problem adequately stated is a problem fundamentally ripe and potential of solution. First I refer you to my own attempts to make experience-founded-ergo scientifically definitive--answers to all 40 of the questions. 1. What do we mean by universe? 2. Has man a function in universe? 3. What is thinking? 4. What are experiences? 5. What are experiments? 6. What is subjective? 7. What is objective? 8. What is apprehension? 9. What is comprehension? 10. What is positive? Why? 11. What is negative? Why? 12. What is physical? 13. What is metaphysical? 14. What is synergy? 15. What is energy? 16. What is brain? 17. What is intellect? 18. What is science? 19. What is a system? 20. What is consciousness? 21. What is subconsciousness? 22. What is teleology? 23. What is automation? 24. What is a tool? 25. What is industry? 26. What is animate? 27. What is inanimate? 28. What are metabolics? 29. What is wealth? 30. What is intuition? 31. What are aesthetics? 32. What is harmonic? 33. What is prosaic? 34. What are the senses? 35. What are mathematics? 36. What is structure? 37. What is differentiation? 38. What is integration? 39. What is integrity? 40. What is "truth? " The results of these questions are developed into Bucky's: DOMINATE CONCEPTS 1. Universe 2. Humanity 3. Children 4. Teleology 5. Reform the Environment 6. General Systems Theory 7. Industrialization 8. Design Science 9. World Service Industries 10. Ephemeralization and Invisible Commonwealth 11. Prime Design Initiative 12. Self-Disciplines 13. Comprehensive Coordination 14. World Community and Subcommunities of World Man Concept One: Universe "Universe is the aggregate of all humanity's all time consciously apprehended and communicated experiences." -Energy can be neither created nor destroyed. Concept Two: Humanity The human is not an accidental onlooker "who happened in on the 'Play of Life,' but an essential syntropic function of Universe." -Unity is plural and at minimum two. -Specialization is no longer appropriate. -It is my intent to advantage all without depriving anyone. Concept Three: Children "Focus on new life. Since children are the hope of the future and 98% of the environment's positive or negative effects upon new life are wrought by age thirteen, it is obvious that effective work in advantaging life through environment can mainly be realized within the first thirteen years." Concept Four: Teleology Teleology by Bucky's definition means "the intuitive conversion by brain and mind of special case, subjective experiences into generalized principles...which permit the individual to reform the environment...so as to provide ultimately higher advantages for men" and to inspire others to do likewise. DESIGN SCIENCE EVENT FLOW: SUBJECTIVE: (Search, Research) -Teleology -Intuition -Conception -Apprehension -Comprehension -Experiment -Feedback Generalization Objective Development -Prototyping #1 -Prototyping #2 -Prototyping #3 -Production Design -Production Modification Reduction to Practice -Tooling -Production -Distribution -Installation -Maintenance...Service Regeneration -Reinstallation -Replacement -Removal -Scrapping -Recirculation Concept Five: Reform the Environment, Not Man. Bucky's philosophy and strategy confine design initiative to reforming only the environment and never to emulate the almost universal attempts of humans to reform and restrain other humans by political actions, laws, and codes. Concept Six: General Systems Theory Using the generalized principles he has discovered, Bucky says "I always start all problem-solving with Universe, and thereafter subdivide progressively to identify a special local problem within the total of problems." He thus attacks it comprehensively and anticipatorily. Concept Seven: Industrialization. "Industrialization consists of tools". It involves "all experiences of all men everywhere in history." Bucky sees it as inherently comprehensive and omni-interrelated in respect to all humanity. And he believes that, though subsystems of it are run shortsightedly by selfishly motivated people, the whole works inadvertently towards ultimately providing all men with higher standards of living....Because energy plus know-how is wealth, "the integrating world industrial networks mean ultimate access of all humanity to the total operative commonwealth of Earth." -Wealth cannot alter yesterday. It can only alter today and tomorrow. -Energy cannot decrease. Knowledge can only increase. Concept Eight: Design Science Design Science is concerned "with the scheduling of the complex interaction of the general systems events of industrialization." The rapid advance of technology in one field- air transportation, for example - must be "comprehensively integrated with all other vastly accelerating environment relationship transformations." The rental service industry must be compounded with time-designing doubling and possibly tripling the environment-control capabilities. Concept Nine: The Service Industry "Humanity is gradually trending towards becoming Worldians." Therefore, the static appurtenances of life - houses, automobiles, even typewriters - will all be rented like telephones because of man's increasing mobility. Amplifying this thought in another article, Bucky foresees man's ability to deploy at will all over the earth and the solar system by means of autonomous structures made livable by our astronauts life-support 'black box'. And he adds, "Quite clearly, man, free to enjoy all of his planets...will also be swiftly outward bound to occupy even greater ranges of the universe." Concept Ten: Ephemeralization "The acceleration of doing more with less...will complete the task of providing enough for all humanity within another thirty-four years...despite political systems that deliberately divide society and set one group against another." Bucky believes that without the interference of political systems it could be done in twenty years. Concept Eleven: Prime Design Initiative Bucky believes that it is essential for the individual, invention-developing pioneer to maintain his economic initiative and not get tied up with the massive capital-cum-bureaucracy of large corporations, despite the leverage of their wealth. They only seemingly overwhelm the individual with their economic advantages in respect to investment capital, working capital, credit capital and influence. -it is fatal for an invention-developing pioneer to own his own shop and tools because of overhead. -It is fatal to build up any large staff dependent on any one economic product or focus. -the lone individual has complete freedom from bureaucracy. Concept Twelve: Self-Discipline Instead of the obligation to make a living, Bucky substitutes the higher obligation of the individual's syntropic responsibility in Universe. He says " Do not mind if I am not understood as long as I am not misunderstood." -A curriculum of design science includes: 1. Synergetics 2. General Systems Theory 3. Theory of Games (Von Neumann) 4. Chemistry and physics 5. Topology, projective geometry 6. Cybernetics 7. Communicationns 8. Meteorology 9. Geology 10. Biology 11. Sciences of energy 12. Political geography 13. Ergonomics 14. Production Engineering Concept Thirteen: Comprehensive Coordination Comprehensivity instead of specialization is Bucky's key to successful design competence. His foremost self-discipline is never to try to sell one of his ideas to others. He will just design and test it, and wait for others, who need it, to come to him. He only goes where he is asked to speak because, if you force your ideas on people they listen unwillingly, but if they ask you to speak to them - especially if they pay a high fee -"they are very receptive." -the attempt to discipline myself to be an effective explorer in the realm of mastery of principles of comprehensive anticipatory design science. -I assumed in 1917 that nature did not have separate departments for chemistry, mathematics, physics, biology, history etc. -I am quite confident that I have discovered an importantly large area of arithmetical, geometrical ...vectorial coordinate system employed by nature itself. It is a triangular and tetrahedronal system. it uses 60 degree instead of 90 degree coordination. Bucky incessantly engages in trying to make all his previous inventions obsolete by designing better ones. Concept Fourteen: World Community and its Subcommunities Bucky believes that Chapter Three of World History is just beginning, in which world man will realize his potential for success as a function of Universe through his accelerating mastery of "vast inanimate, inexhaustible energy sources combined with doing more with less." -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Sun, 3 Aug 1997 10:39:40 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: POPULATION Comments: To: SYNERGETICS _LIST MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Rudi et al, As the energy per capita in a society goes up, the birth rate in that society goes down. **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Sun, 3 Aug 1997 18:52:02 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Re: syn-l: Synergetics based movie Comments: To: synergetics-l@teleport.com MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit How about a little boy (Bucky) dreaming of a far-off world filled with all his ideas and inventions? **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: AS02001@aol.com > To: synergetics-l@teleport.com > Subject: Re: syn-l: Synergetics based movie > Date: Sunday, August 03, 1997 05:28 PM > > i was thinking it in reference to the vector equilibrium...and the middles of > the stories or scenarios would be there just to add an extra level of > conceptuality and context, not as the most important part of all > scenarios...for instance, one of the scenarios would include a fantasy > sequence in which Earth functions the way Bucky envisioned, justapoxed with > an alternate scenario in which Earth functions worst than now, while an > element (symbol) connects them both.. This is way too dificult to explain > verbally, as the synergetic aspects of the combinations of visuals, motion > and audio cannot be explained fully or properly.....:) > .- ========================================================================= Date: Mon, 4 Aug 1997 18:58:07 +1000 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "R.K. Treutlein" Subject: Dymaxion Car Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" I've just unearthed "The Dymaxion World of Buckminster Fuller" from my bookshelves (hung by chains from the ceyling--how fullersque can you get). In the section on the Dymaxion Car it says that car #3 was sold to Stockowski and his wife, who sold it a few months later. Over the next 9 years it repeatedly changed hands, popping up in Brooklyn in 1944 when it was bought by J. Arch. Butts Jr. who gave it to Fuller. At this point it was *estimated* to have done 300,000 miles. Note that: estimated. Bucky restored it to prime condition. This information was as of 1960, my edition revised"slightly", dated 1973. How to identify the vehicles: #1 had a single headlight, forward facing airintakes over engine bay. #2 had 2 headlights, forward facing airintakes over engine bay. #3 had 2 headlights and the tailfin, louvred airintakes on side of engine bay. Talking of 3 wheelers, I saw one the other day at a farm expo. Based on a Subaru front end, engine, frontwheel drive setup, front wheel steering. The rear wheel was mounted on a large swinging arm, not steerable. There was future provision for rear (ie 3 wheel drive) as well. The whole thing mounted in what used to be called a space frame. The vehicle had been built for a driver education school, to teach skid handling. With the CofG very near the front axle, it had loads of lateral stability, but the single rear wheel easily loses traction when pushed and skids out very nicely. With our certificatioon system it's doubtful that it will ever be seen on the public roads though. Rudi T. ========================================================================= Date: Mon, 4 Aug 1997 19:12:39 +1000 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "R.K. Treutlein" Subject: Re: the wonderful octet truss In-Reply-To: <33DC9325.39DD@xtra.co.nz> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" At 00:40 29/07/97 +1200, John Rich wrote: > >Kirby Urner wrote: > >> will look like (of choice -- not talking force here). The idea of >> a wooden dwelling machine will make about as much sense as a wooden >> airplane or computer. >What's wrong with a timber aeroplane - it would be lighter, safer, more >durable, more energy efficient in construction and operation. Boeing >747's made from Glulam, LVL, plywood, honeycomb paper, cellulose etc? >And a wooden computer, as I've mentioned before in this NG is called an >abacus. Wooden aircraft, properly maintained will last allmost forever. They certainly outlast metal, which suffers from fatigue problems. Don't know about 747s though, that's getting a bit big. >My major problem with metals is the energy requirement to smelt them and >where that comes from. Well, accoprding to the pundits, the pipelines are almost full, and most of our future meatlconsumption can be supplied by re-cycling. >As a muesli munching, macrame underwear, quiche stained, trendy liberal, >anti-nuclear Kiwi who totally believes in land rights for gay paraplegic >whales, I don't believe you can ignore this issue - an economy based on >the consumption of Nuclear Power is false, What, not even fusion, if they ever get it off the ground? >and thus makes cheap >materials which are not really cheap - one day we will either pay >heavily to clean up the mess or die - in the meantime while this monster >runs its course the only saving grace if you are going to use such >materials is to make things which last (in contrast to the programmed >obsolesence philosophy) and re-cycle, re-cycle, re-cycle. My concern is the waste of known energy sources. The paddocks of timber, cleared by farmers, which then gets burnt, just to get rid of it. The methane wafting up from landfills and sewage plants, when it is known that it can not only be used, but that such use will also cut its green house potential by a factor of 21. The system around here, of putting people who need infrastructure work done to connect them to the powergrid, onto a system of fixed annual power bills, whether they use the power or not. I have neighbours who *never* turn their garden floodlights of. Why should they, they make no difference to their power bills. I'm not sure what the delivered effeciency is for their power, but there's an awful lot of coal going up in smoke for nothing. Rudi T. ========================================================================= Date: Mon, 4 Aug 1997 18:24:29 EDT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Ben Malkevitch Subject: Subscribing to this listserv Hello. Is there any way I can subscribe to this listserv so that I can get the messages posted sent directly to me? TIA, Ben ========================================================================= Date: Tue, 5 Aug 1997 02:02:53 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Kevin Sahr Organization: Information Services - Oregon State University Subject: Global Grid page We've been doing some work here at Oregon State U. that I thought might interest you all: developing grids for scientific analysis of global data sets. Our work has been greatly inspired by Bucky. If you'd like to check it out, our WWW site is: http://bufo.geo.orst.edu/tc/firma/gg/ Kevin -- //////////////////////////////////////////////////////////////////////// // // // Kevin Sahr Terra Cognita // // Research Assistant/Programmer Wilkinson Hall, Room 204 // ========================================================================= Date: Fri, 8 Aug 1997 09:25:04 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: AMERICAN SCIENTIST July-Aug 97 Comments: cc: SYNERGETICS _LIST MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit QUOTE: ------------------------------------------------------------------------ Fullerene Nanotubes: C1,000,000 and Beyond Boris I. Yakobson and Richard E. Smalley ------------------------------------------------------------------------ Keywords buckytubes, carbon polymers, nanotubes synthesis, nanotube properties, nanotube applications, nanotube electronics Abstract For the past few years materials scientists have been eagerly exploring the properties of fullerenes--geometric structures built of carbon atoms. Recently a new fullerene has joined the buckyball, the striking cage built of 60 atoms. Scientists have found that the buckyball structure can be extended to form long, slender tubes--carbon nanotubes--that are single molecules comprised of rolled graphene sheets capped at each end. Computer simulations and laboratory experiments show that these tubes have extraordinary resilience and strength and various unusual properties; for instance, they can abruptly and reversibly snap from one shape to another under load, and they can be formed into very strong ropes. They also exhibit electrical conductivity in a quantized fashion that has lead to experiments with tiny nanowires and nanoscale transistors. A number of practical applications are now being explored, although manufacture of such incredibly small molecular wires poses enormous challenges. UNQUOTE. http://www.amsci.org/amsci/articles/97articles/Yakobson.html **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Fri, 8 Aug 1997 20:16:07 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Kirby Urner Organization: 4D Solutions Subject: Science in the Silicon Forest (archival) Mime-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit ARCHIVE COPY >From the Oregonian (local newspaper), Portland section. Don't have the exact date handy (1987 or so, given it says I'm 29). Came with a picture of me holding one of those Fuller Projection postcards up next to my head. ======================= Young Portlander entertains dream of lighting up world By Peter Carlin Correspondent, The Oregonian Kirby Urner has a plan. It involves geodesic domes, a new world map, an international power grid, world peace and the teachings of R. Buckminster Fuller. And Portland might play a big part in all this, Urner contends. One of Fuller's most distinct images is his Dymaxion Projection map, a super-accurate projection of the earth's land masses and oceans that the Medal of Freedom winner copyrighted in order to guarantee that it would never show national boundaries. While living in Jersey City, N.J. during the early 1980s, Urner attempted to interest some corporate donors in constructing a huge, wall-sized projection of the Dymaxion map out of millions of tiny light bulbs, much like the scoreboard screens at football stadiums. Urner said the map project met with some interest, but he found investors unwilling to gamble their funds on the future of a ravaged urban center such as Jersey City. "Portland, on the other hand, has a much brighter future," Urner said. "If OMSI goes ahead with their plans to develop a new site on the Willamette, I expect many Fuller-related artifacts to become part of that project." He noted that there were Fuller displays at the Louvre in Paris, at Disney's Epcot center in Florida, and at Expo in Vancouver, British Columbia. The map, Urner said, "would be a great way to educate people about the Earth, as well as providing businesses with a unique method of advertisement. Companies could get access to the map on a time-share basis to show off their assets. ...I suspect airlines would love to use it to show their routes around the globe." Urner said corporations he had approached with the sponsorship plan generally were receptive, but nothing concrete had been arranged for display of the map. Meanwhile, Urner, a 29-year-old computer consultant with the Center for Urban Education, is laying some of the groundwork for acceptance of Fuller's ideas. He teaches computer skills to the underprivileged and is making plans to expand the center's educational influence through the use of video technology. "I don't expect people to buy into all this immediately," Urner admitted. "But, as Buckminster Fuller showed, we have access to all the tools we need to transform the world into a more prosperous, peaceful place. We just need to pick them up." Urner spent some of his childhood years in Portland, before his father's career as an urban planner carried his family to a series of far-flung places around the world. Back in the United States, Urner studied at Princeton University and then spent some time teaching high school in New Jersey before moving back to Portland in 1983. He has been working with computers at the center since 1984. Fuller, who died in 1982, was a modern philosopher, mathematician, architect, theorist and writer who could count President Reagan, Henry Ford II, former CIA chief Stansfield Turner and Soviet premier Leonid Brezhnev among his more influential admirers. Fuller's revolutionary mathematics, explained in his books, "Synergetics Vols I and II," are the basis for his concepts of design and education. Products of these theories include architectural designs such as geodesic domes and Fuller's international energy grid, a proposal that would link the power supplies of nations around the globe. Urner said he hoped that Fuller's approach to science and math would open up peoples' perceptions of the world's future. "Frustration with science and math is the main roadblock between the world today and the world we want to live in," Urner maintains. "True awareness of the globe and the solutions to problems like hunger and war -- which Fuller says are under our noses -- will present themselves much more clearly if we acquaint ourselves more with the basic principles of math and science. "Media extravaganzas like scoreboard-sized maps and video programs are important, because they are dramatic methods of education, and education is the key to the future." ---------------------------------------------------- Kirby Urner "ALL realities are 'virtual'" -- KU Email: pdx4d@teleport.com Web: http://www.teleport.com/~pdx4d/ ========================================================================= Date: Fri, 8 Aug 1997 20:17:32 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Kirby Urner Organization: 4D Solutions Subject: Re: Science in the Silicon Forest (archival) Mime-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit ARCHIVE COPY Note: there's another page to this thing which I can't lay hands on at the moment -- continues in a similarly humorous vein -- talks about the Mathematical Association of America (MAA) as I recall. ========================= O P E N L E T T E R TO: Mr. Ronald W. Reagan President of the United States of America FR: Kirby T. Urner American Network Chief RE: Education DATE: A.D. 5/25/85 Dear Mr. President: Although the Europeans are a great people, like you said, American kids want you to know that European invisible colleges are pushing a junk syllabus in American high schools and universities. Their Euclidean geometry, for example, comes from flatlander Greeks who'd forgotten about the earth's roundness. Their infinite planes and nonconvergent parallel lines delayed the discovery of our New World by the Europeans for centuries. We have reason to believe that their Church Hierarchies actually classified round-earth theories, kept them "top secret" in their special drawers, and persecuted those brave theoreticians as heretics, Satan's agents, spies for the "Evil Empire" (Hell). And the European measurement system is obsessed with The Cube as somehow God's "pet polyhedron," even though God's crystals, microorganisms and such clearly show that God avoids cubes like the plague (apparently cubic crystals are actually mid-edge joined tetrahedra). It's those fool Euclideans and their Cartesian accomplices who insist on imposing a rectilinear grid on our globe and on filling our space with their dumb little cubes. << EDIT >> ========================= ---------------------------------------------------- Kirby Urner "ALL realities are 'virtual'" -- KU Email: pdx4d@teleport.com Web: http://www.teleport.com/~pdx4d/ ========================================================================= Date: Fri, 8 Aug 1997 16:33:27 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: DYMAXION CAR #2 MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Fuller's Dymaxion Car #2 is located at: Harrah National Automobile Museum (702) 333-9300..FAX:(702) 333-9309 10 Lake St. S, Reno, NV 89501, USA "The museum exhibits over 200 antique, classic vintage and special interest automobiles in 4 galleries and on 4 authentic street scenes representing each quarter of the 20th Century. Feature includes a unique multi-media theatre presentation; multi-media time lines chronicling the automobile; gift shop; and riverside cafe. World-famous automotive library offers research by mail. Museum is available in the evenings for group and convention activities. Open daily 9:30 to 5:30 (closed Thanksgiving, Christmas)." **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Fri, 8 Aug 1997 16:52:47 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: FULLER'S DYMAXION (WICHITA) HOUSE MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Fuller's Dymaxion or 'Wichita' House is located at: Henry Ford Museum & Greenfield Village 20900 Oakwood Boulevard P.O. Box 1970 Dearborn, MI 48121-1970, USA 1-800 TELL-A-FRiend or (313) 271-1620 (313) 271-2455 (Telecommunications for the Deaf) http://www.hfmgv.org/ **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Sat, 9 Aug 1997 03:48:04 -0400 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Thomas Dosemagen Subject: STARPLATE CONNECTORS Comments: To: GEODESIC@UBVM.cc.buffalo.edu MIME-Version: 1.0 Content-Type: text/plain; charset="us-ascii" I realize that this subject has been addressed before, but I elected not to pay attention and for that I am truly sorry. Does anyone still sell starplate connectors? If they do, who are they and how can I get in touch with them. Thanks in advance for all your help. Thomas Dosemagen ========================================================================= Date: Thu, 7 Aug 1997 09:54:06 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: ll Subject: Bucky Fuller Memorial Lecture, Aug 16th I am honored to be one of the speakers at this years' Buckminster Fuller Memorial Lecture at the United States International University in San Diego. If you or any friends are in San Diego on August 16th --please come! I gaurantee you'll be educated, inspired and challenged. _____________________________ Please join us for The Buckminster Fuller Annual Memorial Lecture Saturday August 16th 2:30pm - 4:30pm USIU - Walter Library 10455 Pomerado Road San Diego, CA "Buckminster Fuller's Vision of Humans in Universe" Dr. Valentin Berezhkov Fluent in French, Spanish, German, Russian and English, Dr. Berezhkov served as Stalin's translator and authored the book, "At Stalin's Side". He was a good friend of Buckminster Fuller, meeting several times in his long career. After decades as a journalist in the USSR, he now teaches at Claremont University and the Monterey Institute of International Studies. "A Compelling Strategy for Peace and Sustainable Development" Peter Meisen A San Diego native, Mr. Meisen founded Global Energy Network International (GENI) to investigate Buckminster Fuller's premier global strategy -- the electrical interconnection of renewable energy resources around the world. This solution has been called one of the most thoughtful strategies in solving many of the world's problems. Special guest and film-maker Robert Snyder will be showing segments of his award-winning documentary "The World of Buckminster Fuller" Hosted by Dr. Anwar Dil, Professor of Interdisciplinary Studies United States International University _______________________ For more information: the Intercultural Forum at USIU: 619-484-2228 (refreshments served) "Man is destined to be an extraordinary success" R. Buckminster Fuller _______________________ END GLOBAL ENERGY NETWORK INTERNATIONAL Peter Meisen P.O.Box 81565 San Diego, CA 92138 (619) 595-0139 FAX: (619) 595-0403 Visit the GENI World Wide Web Home Page: http://www.geni.org/ Email: Internet: geni@cerf.net Compuserve: 75543.520@compuserve.com GENI is a 501(c)(3) non-profit corporation conducting education and research into the interconnection of renewable energy resources around the world. This was proposed as the highest priority objective from the World Game of 20th century visionary, Dr. R Buckminster Fuller. ========================================================================= Date: Sat, 9 Aug 1997 18:27:37 -0500 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Dennis Johnson Organization: Natural Spaces Domes Subject: Re: STARPLATE CONNECTORS MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Thomas Dosemagen wrote: > > I realize that this subject has been addressed before, but I elected not to > pay attention and for that I am truly sorry. > > Does anyone still sell starplate connectors? If they do, who are they and > how can I get in touch with them. > > Thanks in advance for all your help. > Thomas Dosemagen Tom I just talked to the retailer on Friday. They may be the only source for the Starplates. They retail for $44.95 plus 10% for shipping for the set with instructions. That builds an Icosa with the bottom cut off for a flat pentagon shaped floor. Order from: Stromberg's Chicks & Gamebirds PO Box 400 Pine River, MN 56474 218-587-2222 They are listed on Kirby's Dome Manufacturers List but the price is old. Have fun and keep building those domes. Dennis Odin Johnson http://www.naturalspacesdomes.com ========================================================================= Date: Sat, 9 Aug 1997 11:32:54 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: STATS MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit >From Tile.Net http://tile.net/listserv/geodesic.html GEODESIC List for the discussion of Buckminster Fuller's works Number of Members: 198 Country: US Site: State University of New York at Buffalo Computerized administrator: listserv@listserv.acsu.buffalo.edu Human administrator: geodesic-request@listserv.acsu.buffalo.edu You can join this group by sending the message "sub GEODESIC your name" to listserv@listserv.acsu.buffalo.edu ----------------------------------------------------------------- >From the Usenet Info Center http://sunsite.unc.edu/usenet-i/groups-html/bit.listserv.geodesic.html bit.listserv.geodesic List for the Discussion of Buckminster Fuller Gatewayed to geodesic@ubvm.cc.buffalo.edu Readers: 7,900 (0.1%) Mesgs per month/day: 292/10 Crossposting: 0% Megs per month/day: 0.9/0.030 Sites receiving this Group: 38% Cost ratio ($US/month/rdr): 0.05 **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Sat, 9 Aug 1997 15:33:27 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Kirby Urner Organization: 4D Solutions Subject: Re: lllll DON'T READ THIS llllll Mime-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit testing 1-2-3... ---------------------------------------------------- Kirby Urner "ALL realities are 'virtual'" -- KU Email: pdx4d@teleport.com Web: http://www.teleport.com/~pdx4d/ ========================================================================= Date: Sat, 9 Aug 1997 12:14:00 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Re: STARPLATE CONNECTORS MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Only source I know of: Stromberg's Chicks & Gamebirds _____?____ ____?__________ Pine River, MN __?__, USA Phone: ? (I believe this came from DOME mag. JSM) Also, you might try searching the Geodesic Archives. **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: Thomas Dosemagen > To: GEODESIC@LISTSERV.ACSU.BUFFALO.EDU > Subject: STARPLATE CONNECTORS > Date: Saturday, August 09, 1997 12:48 AM > > I realize that this subject has been addressed before, but I elected not to > pay attention and for that I am truly sorry. > > Does anyone still sell starplate connectors? If they do, who are they and > how can I get in touch with them. > > Thanks in advance for all your help. > Thomas Dosemagen > .- ========================================================================= Date: Sat, 9 Aug 1997 14:27:37 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: SIU-E RELIGIOUS CENTER GEOSCOPE DOME MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Religious Center "The Religious Center was designed by Buckminster Fuller, who was famous for his geodesic dome designs -- just like this one. Eight religious denominations are represented on campus. Catholic and Lutheran services are held regularly, but other denominations also hold services and provide counseling there. Interdenominational services also are available. The Religious Center was designed as a true planetarium, which means when you look out from the center of the building, you see all the continents of the world painted on the dome and, after dark, if you were to look up through the specific country, you would see the stars just as they appear from that country. If, for example, you were to look up through Italy, you would see the stars as people in Italy see them. SIUE lies directly on the 90th meridian, which is the source of some of our room names, such as the Meridian Hall in the University Center." http://www.admis.siue.edu/recruit/virtour4.htm Campus map with location of Religious Center (#10): http://www.admis.siue.edu/recruit/slftour2.htm **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Sun, 10 Aug 1997 11:38:14 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: klfjsdlfj@DJFLASDJFS.COM Subject: Young Asians Show all Uncensored.....sample.jpg Check out the Hottest New Asian Sex Site on the Net !!! The Worlds most Erotic Young Asians Around UNCENSORED !!! Visit: http://www.hot-asians.com All Models are over the Age of 18 Years of Age or Older. ========================================================================= Date: Sun, 10 Aug 1997 22:37:49 +0200 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works Comments: RFC822 error: Incorrect or incomplete address field found and ignored. From: Tognon Marco Subject: Re: STARPLATE CONNECTORS MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Hi Thomas and all others interested in starplates. I ordered some plates from Stromberg. The price is still 42.95 US$ plus 8.59 US$ shipping charges. For export they charge another 20 US$. The order whas placed the 30th of december 1996 and the plates arived 12 weeks later. They (Stromberg) have no experiance with selling products abroad and do not intend to try to gain experiance. After long search I found out who is the manufacturer of these plates. The United Steel Products Co. 703 Rogers Drive MN 56069 of Montgomery, Minnesota, USA They have a telephone :800 328 5935 and fax: 507 364 8762 Ask for Mrs. Jacky. She is very helpfull, but Stromberg is a serious client of them. I try to buy a serious quantity of these plates but so far no response from either. I know that they do still deliver small quantities within the boundaries of the US. After all, it's a great connector for a quick and nice 1 frequency dome. I build 2 of them and evrebody likes them. Good luck, Marco Tognon Belgium ---------- > From: Thomas Dosemagen > To: GEODESIC@LISTSERV.ACSU.BUFFALO.EDU > Subject: STARPLATE CONNECTORS > Date: zaterdag 9 augustus 1997 9:48 > > I realize that this subject has been addressed before, but I elected not to > pay attention and for that I am truly sorry. > > Does anyone still sell starplate connectors? If they do, who are they and > how can I get in touch with them. > > Thanks in advance for all your help. > Thomas Dosemagen ========================================================================= Date: Mon, 11 Aug 1997 21:43:14 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: EXPO '67 EVENT MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 8bit QUOTE: FOR IMMEDIATE RELEASE THE EXPO 67 - BIOSPHERE 97 RETROSPECTIVES AN EXCLUSIVE ENCOUNTER WITH THE ARCHITECTS OF MAN AND HIS WORLD MONTREAL, August 4th, 1997-- Environment Canadaís Biosphere is proud to present the Expo 67 - Biosphere 97 Retrospective Evenings, starting from August 6th, 1997. This series of 4 weekly conferences will give the public a chance to meet 10 of the principal architects and observers of Expo 67. These guest speakers will share their experiences, anecdotes and memories of the creation, highlights and inside stories of this important event. Hosted by journalist Isabelle Maréchal, these retrospectives are free of charge and take place on successive Wednesday evenings in Augustóthe 6th, 13th, 20th and 27thóbetween 7:30 and 9:00 PM. Door prizes will be drawn and participants can also enter a draw to win a trip for two to the World Fair in Lisbon, Portugal in 1998. This event is part of the Biosphereís summer programming on the theme of the 30th anniversary of Expo 67 which runs until October 5th and also includes expositions of photographs, short films, scale models, a nostalgia guided tour and numerous artefacts. 4 Evenings: 4 Themes What were the origins of the project and its theme? Was there an impact on the urban environment? Who were the exhibitors? What was life like on the Expo site? What were the major events? What is the legacy of Expo 67? What was its impact on Montreal? Is there a future for World Fairs? These questions will all be answered by the reknowned speakers who will participate in the Expo 67 - Biosphere 97 Retrospective Evenings. The invited guests will include: Pierre de Bellfeuille, then manager of exhibitorsí services; Roger Blais, manager of audio-visual production; Guy Dozois, thematic pavilions director; Jean V. Dufresne, journalist who covered Expo 67 daily; Jean-Claude Huot, engineer; Yves Jasmin, director of public relations, information and publicity; Yvonne Morrissette, head of French language writing services and one of the few women to hold a managerial position at Expo; and Brigitte Schroeder-Gudehus, World Fair expert. August 6th -  The origins and construction of Expo 67 Invited guests: Jean-Claude Huot, Yves Jasmin, Guy Legault. August 13 - The national pavilions and themes Invited guests: Pierre de Bellefeuille, Roger Blais, Guy Dozois, Yves Jasmin. August 20th - A Day at Expo Invited guests: Jean Gaudry, Gilles Lefebvre, Yvonne Morrissette. August 27th - An overview of Expo 67 and a look back from todayís perspective Invited guests: Pierre de Bellefeuille, Jean V. Dufresne, Nicole Lavigne, Brigitte Schroeder-Gudehus. Presentations are made in French but a free simultaneous English translation service will be provided during each conference. For more information on the Expo 67 - Biosphere 97 Retrospective Evenings, telephone (514) 283-5000. -30- Information: Suzanne Blais (514) 496-8285 (Également disponible en français) INFORMATION SHEET THE EXPO 67 - BIOSPHERE 97 RETROSPECTIVE EVENINGS PROGRAMMING August 6th to 27th, 1997 from 7:30 to 9:00 PM August 6th:  THE ORIGINS AND CONSTRUCTION OF EXPO 67 Invited guests: Jean-Claude Huot, Yves Jasmin, Guy Legault The projectís origins: Montrealís candidature; An unknown proposal: a site on Université street; The development of the Expo site: dredging the river, excavating the métro route, planning the site; Building the infrastructure: the cheminement critique method; Expoís influence on the urban transformation of Montreal. August 13: THE NATIONAL PAVILIONS AND THEMES Invited guests: Pierre de Bellefeuille, Roger Blais, Guy Dozois, Yves Jasmin The origin of Expoís themes ; The national, thematic and private pavilions; The methods of communicating Expoís themes: exhibits, audiovisual; The relationships with exhibitors; Presentation standards; Launching and marketing Expo 67; Did Expo have an impact on the way cinema and television are made? August 20th: A DAY AT EXPO 67 Invited guests: Jean Gaudry, Gilles Lefebvre, Yvonne Morrissette Welcoming the visitors and V.I.P.s; Transporting visitors around the site; The maintenance of the site, the buildings and the equipment; The World Fair: origins, scope, public interest, the influence on the artistic and cultural life of Montreal after Expo; The behaviour and attitude of the visitors; The major events and the minor incidents which marked Expo life. August 27th: AN OVERVIEW OF EXPO 67 AND A LOOK BACK FROM TODAYíS PERSPECTIVE Invited guests: Pierre de Bellefeuille, Jean V. Dufresne, Nicole Lavigne, Brigitte Schroeder-Gudehus What were the effects of Expo on the architectural development and city planning of Montreal and the province of Québec? The influence of Expo on the mentality of Quebecers, collective culture, the course of the Quiet Revolution and Quebecersí view of themselves. The influence of Expo 67 on collective values: the humanist messages of the Expo; Expo 67 in the tradition of the World Fairs: continuity and renewal. Note: A free simultaneous translation service will be provided during each conference. Information: (514) 283 5000. INFORMATION SHEET EXPO 67 - BIOSPHERE 97 RETROSPECTIVE EVENINGS SPEAKER PROFILES Pierre de Bellefeuille (August 13th and 27th) Manager of exhibitorsí services, he dealt with all national pavilions at Expo 67. Previously he had been a journalist, most notably with Macleanís magazine. Following Expo he was a member of the National Assembly under René Lévesqueís government. Roger Blais (August 13th) Having played a dominant role in Quebec cinema since the 1950s, he was in charge of audio-visual production for the thematic pavilions; more than 500 films were produced and a number of new projection methods and other innovations were developed. Guy Dozois (August 13th) As director of the thematic pavilions, he was in charge of their conception and creation. Having previously worked as a senior manager in the Quebec civil service, as a professor of political science in Ottawa and as a commentator for Radio-Canada, after Expo he became the secretary general of the Centre de coopération inter-universitaire franco-québecoise in Paris. Jean V. Dufresne (August 27th) As a Le Devoir journalist assigned to cover Expo for the six months of its duration, he wrote a daily article on the event. Now retired after a long and fruitful journalistic career, he is one of the closest observers of the evolution of Quebec society. Jean Gaudry (August 20th) He was selected as a V.I.P. guide for the thematic pavilions while still a student. Notably he was guide to the speakers invited by Noranda for a series of lectures. Expo had a great influence on his life: it opened the door to his first career at Noranda in Toronto and it is where he met his wife, who was a guide for the thematic pavilions. Jean-Claude Huot (August 6th) As an engineer and member of the colonel Churchill team, the Expo constructor, his work consisted primarily of evaluating and comparing the progression of the multiple construction sites of Expo to the cheminement critique. This document was the basis for planning the whole project and following its recommendations was essential to the on-time completion of Expo. A new technique at the time, the cheminement critique method had undoubtedly never before been used on such a vast scale. Yves Jasmin (August 6th and 13th) As Director of public relations, information and publicity, he was central to the acceptance of Expo by the media and the Canadian public: he was responsible for the launching and promotion of the biggest project ever conceived in Canada. He is the author of La petite histoire díExpo 67 (The inside story of Expo 67), published by Québec/Amérique last April. Nicole Lavigne (August 27th) As the Director of the Biosphere, she is witness to the attraction the American pavilion held for its visitors, the diversity of roles it has been called upon to fulfill since then and its present context. She has previously been responsible for the State of the environment program and the environmental reports at Centre Saint-Laurent (Environment Canada). She was also responsible for the ZIP (zones d'intervention prioritaire) program, which is aimed at involving riverside communities in the protection and conservation of the river. Gilles Lefebvre (August 20th) Associate Artistic Director of the World Festival, he contributed to offer an exceptional and fascinating variety of high-level shows from every part of the globe. Creator of Les Jeunesses musicales du Canada before Expo, he then pursued a career in the arts. Presently, he is President of the Conseil des arts de la Communauté urbaine de Montréal. Guy Legault (August 6th) As a city planner, he was deputy under Claude Robillard, then Director of city planning services of the City of Montreal. He was involved in the development of the Montreal infrastructures linked to the Expo project (metro, highways, etc.). Furthermore, he was associated with the first proposal to establish Expo on an urban site, south of Université street, in order that the investments put into Expo would directly benefit the city after the event. This approach was rejected, however, in favour of the islands project, notably under the influence of Mayor Drapeau. Yvonne Morrissette (August 20) As head of French language writing services, she was one of the few women to hold a management position at Expo 67. Her department, comprised of 20 journalists, produced phenomenal quantities of press releases and other documents. She was already hard at work several years before the opening and kept a journal of the every-day activities at Expo. Brigitte Schroeder-Gudehus (August 27th) A professor of political science at Université de Montréal, she is co-author of a work on the World Fairs, “Les fastes du progrès. Le Guide des expositions universelles, 1851-1992,” published by Flammarion in Paris. She directed student works on the memories and perceptions of Expo 67 visitors. Public Relations: Suzanne Blais 1.496 8285 ------------------------------------------------------------------------ UNQUOTE. http://www.qc.doe.ca/biospher/bios_00000_f.html **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Wed, 13 Aug 1997 11:09:37 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: FREE ADOBE ACROBAT PDF READERS Comments: cc: SYNERGETICS _LIST MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit To download the latest (3.0) free Adobe Acrobat PDF (Portable Document Format) readers see: http://www.adobe.com/acrobat/ **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Wed, 13 Aug 1997 10:02:50 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Re: Syn-l: Hate to show my ignorance, but ... Comments: To: synergetics-l@teleport.com MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Roger, Look in my web pages (address below) in the "Glossary" and the "Master Index". **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: Roger Tobie > To: < > Subject: Syn-l: Hate to show my ignorance, but ... > Date: Sunday, August 10, 1997 07:40 PM > > Gentlefolk; > ... what's an IVM? > I've been back tracking through the various postings and I cannot find the > definition. Everybody just assumes that everybody else knows what the > acronym stands for. Sorry, being new to this group, I've missed it though > it may be out in plain sight. Maybe it's in Fuller's writings which I > certainly haven't read all of. > Anyway, I'd much appreciate it if somebody could enlighten me with the > definition or point me to a source where I can read about it. Whichever. > > Thank you, > Roger Tobie > > .- ========================================================================= Date: Thu, 14 Aug 1997 16:02:38 GMT Reply-To: stutz@dsl.org Sender: List for the discussion of Buckminster Fuller's works From: Michael Stutz Organization: Subject: Hi-res satellite photos: donor needed I'm forwarding this info to the GEODESIC list because I figure some Bucky-related institution (such as BFI or the World Game Institute) might be interested. On Mon, 11 Aug 1997, La Monte H Yarroll wrote: > A friend of mine was recently approached by a fellow who is looking to > donate a semi-truck load of detailed satellite photos of most of the > earth's surface. He bought the truckload from Eros Data Center in > South Dakota as silver scrap, and would now like to donate it (as > photos) for a tax writeoff. Eros has converted all these photos to > digital form and sells subsets of this dataset. > > The South Dakota State Archives do not have the facilities to handle > such a large set of photographs, so they have declined. > > Do you know of a not-for-profit organization which could take > advantage of this? > > Please contact either me: > > La Monte Henry Piggy Yarroll > > or my friend: > > Richard Popp > State Archivist of South Dakota > Piere, SD The main contact for the photos themselves is: Doug Loen South Dakota Governor's Office 500 E. Capitol Piere, SD 57501 605-773-3212 And Mr. Yarroll also noted: "Please keep in mind that the donor is looking for a tax writeoff, so the recipient needs to have the appropriate tax status." -- email stutz@dsl.org Copyright (c) 1997 Michael Stutz; this information is free and may be reproduced under GNU GPL, and as long as this sentence remains; it comes with absolutely NO WARRANTY; for details see . ========================================================================= Date: Thu, 14 Aug 1997 22:22:21 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Steve Brant Subject: Time Magazine/CBS choosing "Person of the Century" Mime-Version: 1.0 Content-Type: text/plain; charset="US-ASCII" Dear friends, A once-in-a-lifetime opportunity has just been handed to all of us who wish Bucky Fuller's contribution to society to be even greater in the future than it has been up 'til now. Time Magazine and CBS News will be doing major stories on the 100 "people of the century," between now and the year 2000. Given that Bucky foresaw the world becoming one, interdependent whole AND saw that it was Malthusian/Darwinian "old truths" that were keeping us stuck in a "me or you world" paradigm, I can think of no one who better deserves to be in that list of 100 - and, possibly, be number one on the list. I don't say what I'm about to say lightly; but, in my opinion, NOTHING could be more important than getting Bucky's work into the "public conversation" the way Time and CBS are going to do for these 100 people. It is a fact of today's civilization that MARKETING IS EVERYTHING. We no longer live in a society in which the "better mouse trap" wins in the marketplace. It's the BEST MARKETED mouse trap that does. If you need proof, look at Microsoft/Intel computers vs. Apple. Apple's operating system IS the "better mousetrap," and it has about 4% of the market. So, I send you the following excerpt from Time's announcement of their "People of the Century" project in the hope that you will (a) participate directly in it in whatever ways you can, and (b) that you will pass this message on to those who you think would benefit from knowing about it. Of course, Bucky need not be the only person you submit to Time/CBS. (I know, I'm just stating the obvious.) So, here's the text of the message, from this week's (August 18th) issue of Time magazine: HAVE FUN! Steve Brant ------------------------------------------ The Time 100: Help Us Choose As we head toward the end of one of history's most amazing centuries, we at Time are embarking on an ambitious project. Its goal is to tell the story of the century, and to preview the coming millennium, by looking at the 100 people who have had the most impact on our world and the way we'll live in the future. Beginning next year, we'll publish special issues on the most influental leaders, business titans, scientists, entertainers and heroes, culminating at the end of 1999 with an issue on the Person of the Century.. . .CBS News will broadcast prime-time specials in conjunction with EACH (my emphasis - SB) of the issues. How will we choose the Time 100? Parly, we hope, with your help. The Time Website (www.time.com) has an area soliciting opinions. In addition, Time and CBS will host a series of PUBLIC FORUMS (my emphasis - SB around the country where people will debate the relative influence of those who might make the list. Schools and colleges will be asked to participate. We also invite you to send in your suggestion via mail (Time 100, Room 25-48, Time & Life Building, Rockefeller Center, New York, NY 1020) or e-mail (time100@time.com) (rest of announcement skipped, because it just states their hope that the process will be a valuable one, along with the end result) ------------------------------------------------- Steven G. Brant, President Trimtab Management Systems "Charting new routes to the 21st Century" 81 Ocean Parkway, Suite 3H, Brooklyn, NY 11218-1754 USA (718) 972-0949 (voice) (718) 972-3465 (fax) sbrant@trimtab.com http://www.trimtab.com -------------------------------------------------- "It no longer has to be you or me." - R. Buckminster Fuller -------------------------------------------------- ========================================================================= Date: Fri, 15 Aug 1997 00:00:06 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Patrick Salsbury Subject: *SEMI-MONTHLY POSTING* - GEODESIC 'how-to' info ------------------------------------------------------------------------------- This is the semi-monthly "How To" file about the GEODESIC list. It has info on content and purpose of the list, as well as subscription info, posting instructions, etc. It should prove useful to new subscribers, as well as those who are unfamiliar with LISTSERV operations. This message is being posted on Fri Aug 15 00:00:03 PDT 1997. If you are tired of receiving this message twice per month, and are reading bit.listserv.geodesic through USENET news, then you can enter this subject into your KILL/SCORE file. If you're reading through email, you can set up a filter to delete the message. Both of these tricks are WELL worth learning how to do, if you don't know already. And isn't it about time to learn something new? Isn't it always? :-) ------------------------------------------------------------------------------- GEODESIC is a forum for the discussion of the ideas and creations relating to the work of R. Buckminster (Bucky) Fuller. Topics range from geodesic math to world hunger; floating cities to autonoumous housing, and little bit of everything in between. On topic discussion and questions are welcome. SPAM and unsolicited promotions are not. (Simple, eh?) ----------------------- To subscribe, send mail to LISTSERV@LISTSERV.ACSU.BUFFALO.EDU and in the body of your letter put the line: SUB GEODESIC When you want to post, send mail to GEODESIC@LISTSERV.ACSU.BUFFALO.EDU ******NOT***** to LISTSERV@LISTSERV.ACSU.BUFFALO.EDU! LISTSERV@LISTSERV.ACSU.BUFFALO.EDU is for subscriptions, administrivia, archive requests, etc. GEODESIC@LISTSERV.ACSU.BUFFALO.EDU is the actual discussion group. Anything sent to GEODESIC will go to all members. (And you don't want to look like a jerk having everyone see your "SUB GEODESIC John Q. Public" command! ;^) ) This list is also linked to USENET in the group bit.listserv.geodesic If you want to receive copies of everything you send to the list, use the command SET GEODESIC REPRO. If you DON'T want copies, use SET GEODESIC NOREPRO. ------------------------------------------------------------------------------- TO SIGN OFF THE LIST: Simply send a message to LISTSERV@LISTSERV.ACSU.BUFFALO.EDU and in the body of your letter put the line: SIGNOFF GEODESIC You should receive a confirmation note in the mail when you have been successfully removed. ------------------------------------------------------------------------------- LIST ARCHIVES: - Reference.COM has begun archiving this list as of: Jan. 4, 1997 - Searchable archives for the lists are available at: http://www.reference.com/cgi-bin/pn/listarch?list=GEODESIC@ubvm.cc.buffalo.edu And of course, Listserv itself is keeping archives of the list, dating back to June, 1992. Send a note to listserv@listserv.acsu.buffalo.edu with this message in the BODY of the note: INDEX GEODESIC You can get help on other Listserv commands by putting the line HELP into the body of the note. (Can be in the same message.) ------------------------------------------------------------------------------- (You may want to save this file to forward on to people who are interested, as it tells what the list is about, and how to subscribe and unsubscribe.) Pat _____________________________Think For Yourself______________________________ Patrick G. Salsbury http://www.sculptors.com/~salsbury/ ----------------------- Don't break the Law...fix it. ;^) ========================================================================= Date: Fri, 15 Aug 1997 10:18:02 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: TIME 100 LIST Comments: To: time100@time.com MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Dear Time Mag-CBS News, I suggest that R. Buckminster Fuller be included in your list of the 100 most influential people of the 20th Century. **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Fri, 15 Aug 1997 14:14:38 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: POWERING MODELS Comments: cc: SYNERGETICS _LIST MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Synergetics allows the physical modeling of 4th (2x2x2x2) & 5th (2x2x2x2x2) power phenomena ("dimensions"). Number of units around a single point: ---------------------------------------------- BUCKY BLOCKS..POWER..VOLUME..PRESENT SYSTEM ---------------------------------------------- 1_TET..0_OCT...1ST...1+00=01.....1 CUBE 0_TET..1_OCT...2ND...0+04=04.....4 CUBES 8_TETS.0_OCT...3RD...8+00=08.....8 CUBES 8_TETS.2_OCTS..4TH...8+08=16......N/A 8_TETS.6_OCTS..5TH...8+24=32......N/A See _Utopia or Oblivion_, pages 82-3 and 95-100 (Note: Volume of TETrahedron & CUBE=1, OCTahedron=4) **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Sun, 17 Aug 1997 02:51:56 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "P. O. Box 2321" Organization: Teleport - Portland's Public Access (503) 220-1016 Subject: 100 Influential People Comments: cc: Kirby Urner Mime-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII I suggest R. Buckminster Fuller be considered for the forthcoming Time/CBS list of 100 influential people of the 20th Century. - Trevor -- Trevor Blake box2321@teleport.com http://www.teleport.com/~box2321/ Post Office Box 2321, Portland Oregon 97208-2321, United States ========================================================================= Date: Mon, 18 Aug 1997 11:50:52 -0400 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Gary Lawrence Murphy Subject: [Stratospheric Net Service Floats into Action] Mime-Version: 1.0 (generated by tm-edit 7.106) Content-Type: multipart/mixed; boundary="Multipart_Mon_Aug_18_11:49:28_1997-1" Content-Transfer-Encoding: 7bit --Multipart_Mon_Aug_18_11:49:28_1997-1 Content-Type: text/plain; charset=US-ASCII Why does this remind me of Fuller's floating cities? Why does it remind me of the geostationary icosa-grid of earth-monitor stations? Why was I instantly moved to post this to Geodesic? ;) --Multipart_Mon_Aug_18_11:49:28_1997-1 Content-Type: message/rfc822 From: John Walker Subject: Stratospheric Net Service Floats into Action Reply-To: gkd97@tristram.edc.org Stratospheric Net Service Floats into Action by Kristi Coale 9:04am 14.Aug.97.PDT http://www.wired.com/news/news/technology/story/6046.html When the Clinton administration set out to auction off slices of the radio spectrum, officials had no idea what telecommunications technologies would cross the FCC's transom. And little did they know that they would receive a proposal that looked like a satellite communications service but was really a new balloon-driven terrestrial service in disguise. A stealthy DC-based operation called Sky Station International is in the throes of carving out its own 1-GHz niche in the communications world amid criticism from satellite service providers and communications consultants that their plan just won't fly. "There's a tremendous amount of technology in something like Sky Station ... but if it's only a great product except for when clouds get between you and the [platform], then it's not convenient," said Roger Rusch, president of TelAstra. Nonetheless, the company has the backing of several large international telecommunications and aerospace firms including Italy's Alanea Aerospazio and Britain-based CSF Thompson, along with the recent signing of Credit Suisse First Boston as a financial consultant. The company also garners attention for its high-profile board, which counts as members former Reagan Secretary of State Alexander Haig, his son Alex, and a well-known regulatory lawyer and transsexual, Martine Rothblatt. What Sky Station bids to do is offer wireless telecommunications services over the newly opened millimeter wave spectrum to laptop- and handheld-clad netizens at speeds ranging from 64 Kbps to 2 Mbps - all from a solar-powered platform suspended 70,000 feet above the earth by helium-filled dirigibles "moored" in place with the help of propulsion system powered by solar panels and fuel cells. But for all the attention focused on the use of balloons or the opinion that the spectrum Sky Station seeks - real estate in the neighborhood above 40 GHz - can be inhospitable to telecommunications services, folks are still missing the point, says DeWayne Hendricks. CEO of Warp Speed Imagineering and a member of Tucson Amateur Packet Radio, Hendricks believes the communications aspect of Sky Station is a no-brainer. "Look at how we're communicating with Mars - that's taking 5 watts," he explained. "You don't need a lot of power for 70,000 feet." In all, a single Sky Station platform will generate 157 kilowatts of power, 15 of which will be used for running the communications system. The rest will be used to keep each station in place and operating. This task of station keeping had been the company's obsession. Its initial plans called for a Corona Ion engine, a new plasma-propulsion device that would run on a combination of solar power and fuel derived from the atmosphere. Then a bit of reality crept in: Developing and tuning the engine seemed to be working against the simultaneous effort of pulling together the communications technology in time for the first launch at the end of 1999. So Sky Station jettisoned the ion engine. "We realized we're not a propulsion company," said Paul Mahon, senior vice president and general counsel for Sky Station. "Using something uncool that works and improving it was the better way to go." That "uncool" way could prove to be the missing link for stratospheric systems which historically have had problems staying aloft. Where satellites rely on a combination of their own momentum and the pull of Earth's gravity to stay in orbit, stratospheric systems are mired in the planet's atmosphere - too low to take advantage of these forces. Satellite-keeping technology has historically had to depend on human ingenuity - or at least a willingness to put up with a few bumps here and there. Wilbur Pritchard, president of W. L. Pritchard and Associates, recalls a broadcasting service in Indiana that relied upon a plane to keep its television platform aloft. "It brought television into homes, but it had to come down after a while to refuel," said Pritchard, who has studied a number of stratospheric systems. Others have also tried balloons. Pritchard remembers a Nigerian system from the 1970s where stations - located 20,000 feet in the air - were tethered in place by cables, a system which created a hazard. "There were accidents. Airplanes crashed into the cables," he said. "It's like a collision with a piano string - cut the wings right off." And "everybody has used propellers and thrusters," he added. And they've failed. The failures of balloon-borne systems - and people's memories of them - work against Sky Station. But Mahon points to the fact that long-term balloon stations are launched all the time to monitor weather and other functions. "It's not a problem," he said. The new engine that will keep Sky Station platforms running in place will consist of several proprietary technologies from the light-weight mixture of materials used in the propellers to the engine to the fuel system. Power will come from "ultra light weight, efficient" solar panels which will cover the skin of the balloon. These panels will generate the energy for the station as well as excite water molecules for the night-time fuel source - fuel cells. The move away from the ion engine won Sky Station some coveted approval. "Wall Street liked it when we switched," Mahon said. That switch signaled the financial community that Sky Station had grown up a bit, and was getting serious about its telecommunications platform instead of spending its time - and money - developing an untested propulsion technology. But whether this translates into a viable telecommunications system is still to be worked out. For now, the communications platform's future lies in the upcoming present and a "before-October" test run at full altitude over the New Mexico desert. Links: Tucson Amateur Packet Radio: http://www.tapr.org/tapr/html/biblio.html station keeping: http://www.afbmd.laafb.af.mil/xrt/xrts/spclft/tnprop8.htm ------------------------------- Excerpt from CSS Internet News (tm) ,-~~-.____ For subscription details email / | ' \ jwalker@tor.hookup.net with ( ) 0 SUBINFO CSSINEWS in the \_/-, ,----' subject line. ==== // / \-'~; /~~~(O) "On the Internet no one / __/~| / | knows you're a dog" =( _____| (_________| ------------------------------- --Multipart_Mon_Aug_18_11:49:28_1997-1-- Gary Lawrence Murphy - TeleDynamics - (519)422-1150 f(519):422-2723 mailto:garym@sos.on.ca - http://www.geocities.com/SiliconValley/7704 http://www.sos.on.ca/~garym - RR#1 7 Forest Pl Sauble Beach, Ont CAN ------------------------------------------------- Test the impossible ========================================================================= Date: Mon, 18 Aug 1997 10:12:23 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: NANOTECH POTENTIAL MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 8bit Conclusions from a paper by David R. Forrest presented at the Discover Expo '95 Industrial Fabric & Equipment Exposition in Charlotte, North Carolina, on October 12, 1995, quote: 1.Engineering calculations based on proven molecular modeling techniques show us that molecular mechanical systems can be designed with general capabilities to manipulate individual molecules and build materials and devices to atomic specification. 2.Biological examples show us that molecular mechanical systems work in practice, with high levels of reliability. Analysis of potential failure modes shows that mechanical nanosystems could operate reliably for many decades. 3.Calculations of theoretical properties and measurements of near-perfect whiskers show us that, with the capabilities of molecular nanotechnology, we can expect materials that are 10-50 times stronger and tougher, and 100 times more elastic than today’s commercial products. 4.Molecular nanotechnology will enable a very fine-grained integration of computers and sensors with materials (intelligent materials systems). The additional integration of electromechanical devices will blur the distinction between materials and machines. Materials will be viewed as active systems with programmable shapes and properties. (Unquote, JSM.) http://www.nanothinc.com/nanosci/NanoSci_frames/nanosciframes.html **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Tue, 19 Aug 1997 14:25:28 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Metaphor's Importance FROM: I SEEM TO BE A VERB "We are frustrated by having to use outdated organizations and techniques. We are prisoners of our metaphors, metaphorically speaking." Bucky worked hard at examining and re-examining metaphors and our everyday perceptions. He realized the importance of metaphors both in locking in our old-style thinking and re-perceiving new ways of thinking. He was aware how inappropriate basic ideas of "Sunrise and Sunset" which are old-think as if the Earth was the centre of the universe. His seemingly simple notions of "Spaceship Earth", "Earth (with a capital `E')", the notion of "First hand Gods" and many other phrases and systems encourage a fresh way of thinking. His "Dymaxion Map" which was unbiased literally encouraged a new way of viewing the Earth. His use of Metaphors and his appreciation of it shows how important they are to changing perceptions and i think it is a very valuable lesson for us to learn as future "Solutioneers" (another metaphor that describes an intent and approach). Bill Paton, Solutioneer -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Tue, 19 Aug 1997 14:26:31 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Reform man & environment From: I SEEM TO BE A VERB "All animals, except man, adapt according to their environment. Man changes his environment, making it adapt to him." Bucky wrote that his object was to "Reform the environment, not man" and he is right in understanding the importance of this and it helped him to create important artifacts. However, one thing he doesn't state is that by reforming man's environment you are reforming man and that by reforming man you are reforming his environment. This may seem like a very simple statement but i believe the repercussions in perception are enormous. For example, the invention of the Personal Computer has changed mankind enormously. The internet has a potential for democratizing the entire world. Reforming man i.e. his concern for the environment reforms the environment by his willingness to change it. This ends up being a double edged sword, or a double edged ploughshare. i feel that anything done to reform either is beneficial. However, I think Bucky realized that people resist change and that by reforming his environment is a more realistic way to get them to change. For example, rather than changing people's inherent laziness in dealng with garbage, we could re-design a system that encourages people to recycle--using technology or economic methods. If we charge garbage collection by the bag but have recycling free we will reform man's environment and thus him. If instead we have a garbage sorting capacity within one's kitchen, we reform the environment to recycle and thus reform man. I believe Bucky's awareness of this and our understanding and appreciation for this basic "psychology" will help us construct better-suited systems and applications to benefit mankind and our environment. Bill Paton, Solutioneer -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Wed, 20 Aug 1997 17:51:33 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Kirby Urner Organization: 4D Solutions Subject: Re: Metaphor's Importance Mime-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit MORE DOODLES FOR SYN-L by Kirby Urner August 18, 1997 Bucky's Euler-Gibbs merger is much easier to conceptualize in the operational field of the humanities than as some literal implementation of Pauling-style chemistry. The place to begin is Chako's viewpoint that you need a mix of randomness and discipline to beget a musical flow -- degrees of freedom talk. The gas phase is characterized by its high degree of compressibility -- only hinge-joined affiliations, as I sometimes sense in Bonnie's writing (but phase-shifting to a more liquid lava-like flow, as Penrose and company begin to pool their ideas more intimately within her text). Synergetics itself is often perceived as frozen in time -- ice, crystal -- a unified theory in which nothing moves because all is locked into place (the hallmark of a 'closed mind' -- or an impenetrable one ("Fortress of Solitude" meme)). I'd draw hermeneutical justifications for the above reading from Fuller's 'system talk' -- here we're clearly dealing with systems of thought, halo-like omnitriangluted structures, and hence meta- physical entities (as in "you are a system" -- as are Gibbs and Euler). So what we get in Synergetics around "Phase Rule meets Euler's Law" is a convergence of two subjectivities: one deals with visual-vector traceries, polynets; the other with a thermo- chemical 'gut level' apperception of reality. These two modes get to be personified by Euler and Gibbs in Bucky's system. Synergetics is a topological edgeworks pumped through with real, bona fide, humanity. Now a chemist comes to a text like this and says "oh, that's all fine and good if you're a literary critic, but to me that's just, just, well GAS" -- meaning the hard scientist is uncomfortable with the kind of highly compressible logical space structuring which readers in the humanities consider their everyday bread and butter. Hard science counterposes itself to such gas phase academics as crystal -- where the "hard" comes from. In chemistry, our concepts are all much more face-bonded and you can't get away with such stargazer metaphorics if you want your peers to turn the way you turn -- chemists all turn together, as a whole, because their structures are simply more rigid (mostly -- at the edges you get some melt-down and flow, even some gas phase stuff at the outermost fringes, like where Fuller meets Pauling). I like what Karl says: Synergetics is an exploration of language itself. Our logical space is gravitational in the sense that tensegrity is real enough -- somebody takes "tensegrity" and dives off some Carlos Casteneda deep end (there's a web page on this) and Ken Snelson takes notice, pulls back, tightening the picture up some more. It's like we're all spiders feeling rightly possessive about our key terms (there's only a finite number of them, as any dictionary will attest), and when someone jerks the web, the invested spiders notice, and converge, to see what might be edible, or in need of repulsion, or welcoming into the nest. Synergetics is not oblivious to any of this webjerky hyper- dimensionality (precession lives!). Fuller well knew that in roping in "gravity" and "radiation" for his personal cosmic fishing pleasure (Ed at the helm) that he was warping the surrounding semantics -- only a matter of time before the webmasters came to check him out (Kirby being one of the first -- _the_ first officially in some ways, like if we think in terms of BFI). That being said, I don't see Synergetics as walled within some humanities maxi-secure prison, surrounded with razor wire to keep the hardened scientists from enjoying its innermost chambers. On the contrary, the whole idea was to hand some rope-ends to the scientists and mathematicians, so they could hand-over-hand their way into a more integrated and comprehensivist viewpoint, from which viewpoint the whole fragmented notion of "academic departments" appears more a symptom of academentia than a built-in requirement of the more primitive, more archetypal polar pairs (e.g. Apollo and Dionysus). We're more specialized as we go outwards, towards the limbs, but in CPU central, every key term anchors a million 'shadow meanings' -- not to be occult, but to be efficient. Synergetics is the inside-outting of deliberate sensory overloading, of soaking and squeezing vast amounts of culture through the gray matter sponge. What's left behind, the distilled essense of a lifetime of experiencing, some of it hard won, is a webworks, all gooey and gothic if you like it that way, or more hot and deserted, like a multi-domed mosque in the Sahara, shimmering like a mirage, a reflection of a waking dream. It all depends on how you like to mix your water, ice and air. Kirby ============= bpaton@inforamp.net. (bill paton) wrote: > >FROM: I SEEM TO BE A VERB >"We are frustrated by having to use outdated organizations and techniques. >We are prisoners of our metaphors, metaphorically speaking." > >Bucky worked hard at examining and re-examining metaphors and our everyday >perceptions. He realized the importance of metaphors both in locking in >our old-style thinking and re-perceiving new ways of thinking. He was >aware how inappropriate basic ideas of "Sunrise and Sunset" which are >old-think as if the Earth was the centre of the universe. His seemingly >simple notions of "Spaceship Earth", "Earth (with a capital `E')", the >notion of "First hand Gods" and many other phrases and systems encourage a >fresh way of thinking. His "Dymaxion Map" which was unbiased literally >encouraged a new way of viewing the Earth. > >His use of Metaphors and his appreciation of it shows how important they >are to changing perceptions and i think it is a very valuable lesson for >us to learn as future "Solutioneers" (another metaphor that describes an >intent and approach). > >Bill Paton, Solutioneer ---------------------------------------------------- Kirby Urner "ALL realities are 'virtual'" -- KU Email: pdx4d@teleport.com Web: http://www.teleport.com/~pdx4d/ ========================================================================= Date: Wed, 20 Aug 1997 18:17:39 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Kirby Urner Organization: 4D Solutions Subject: Re: [Stratospheric Net Service Floats into Action] Mime-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Gary Lawrence Murphy wrote: >Why does this remind me of Fuller's floating cities? Why does it >remind me of the geostationary icosa-grid of earth-monitor stations? >Why was I instantly moved to post this to Geodesic? ;) Lots of fun Gary. Reminds me of the propulsion systems we've been discussing on Syn-L, which do stationkeeping using four vectors of thrust (outward from a regular tetrahedron center towards the vertices) versus the XYZ 6-vector system. Given any force vector aiming to push a quadpod off center, a computerized mix of blast would counter it -- the only require- ment is the countering blast-vector sum net the push vector to zero (the quadpod would fail in this effort if its onboard horse- power were insufficient -- something the blimp folks also have to wrestle with (I'm presuming 70K feet is out of range of jet streams -- would be hell to try stationkeeping in those)). But the quadpods were more videogame devices than actual placement proposals in time-energy (although the video screen is certainly timewise energized, but at very low cost compared to launching hardware into the stratosphere and keeping it positioned). We use quadpods more as a simple teaching device, leading to analysis of an alternative vector sum game which maps all the same points as Cartesians do, but with four basis arrows labeled: (1,0,0,0)(0,1,0,0)(0,0,1,0)(0,0,0,1). Sure, we add a 4th n-tupe to the Cartesian 3, a seeming-inefficiency, but consider: we don't need any negative numbers to map volume, so in gaining a coordinate, we're allowed to end our over- dependence on 180-degree opposed positive\negative mirroring. Four sticks fanning from a center in an omnisymmetric broad- cast is simply more efficient than six -- you can see that by just staring at the two, placed side-by-side on a desk top ("by inspection" as Euclideans are wont to say). I'm not seriously proposing quadray (or v-ray) vectors as a near term takeover bid vs. the XYZ establishment however, which is well-entrenched with its thousands of useful library functions, a lot of them already debugged and ready to run, cross-platform if in Java, or portable if in C. But I do find the existence of this alternative system useful from a pedagogical viewpoint, whenever I encounter some know-it-all who says Synergetics is 'incomplete' because unable to contain anything usefully algebraic when it comes to coordinating its 4D isotropic vector matrix (IVM). At that point, I can finger my relevant web pages as counter- intelligence plus clue the reader to my relatedly relevant anti-hypercross polemics, which aims to free would-be Synergetics students from the pseudo-logical snares embedded 'Flatland' which lead their poor victims straight into the maw of academentia's "four axes all mutually perpendicular" nonsense dogmatics. Kirby 4D Solutions Principal link: http:www.teleport.com/~pdx4d/terms.html#4d ---------------------------------------------------- Kirby Urner "ALL realities are 'virtual'" -- KU Email: pdx4d@teleport.com Web: http://www.teleport.com/~pdx4d/ ========================================================================= Date: Wed, 20 Aug 1997 18:47:48 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Kirby Urner Organization: 4D Solutions Subject: Let's end the reign of HyperCross Dogmatics! Comments: To: SCIMATH@SUPERPRISM.NET Mime-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Everyone is so busy battling to be "the next Einstein" that very little attention gets paid to curriculum weak- nesses already on the books and still fed to children. When it comes to real curriculum reform, no one's got the time. Take this little tract 'Flatland' for example, by Edwin A. Abbott. Everyone who reads it seems to buy its central tenet, that we can imagine from the point of view of a '2-D' being. But think about it -- you can't. If you see a line, you see it against a back- ground, plus you are aware of the line, so you are aware of your own observational position relative to it. I've just drawn two perpediculars to the original line: one on the surrounding canvas or background, and one the axis of observation between you and the line segment. Awareness of a simple line segment is already inherently volumetric therefore. You have no cogent concept of what a '2-D' point of view might actually mean, in terms of real time experience. >From this bogus beginning of having us think we know what a '2-D point of view' might be, 'Flatland' seeks to under- mine our natural skepticism about the possible reality of 'four lines all perpendicular to each other' -- on the face of it nonsensical. But now that we've bought into this literary figment about '2-D beings' which supposedly can't appreciate our reality as presumably '3-D creatures", it's a lot easier to sneak '4-D' into the literature. And once that's done, the door is wide open for all kinds of mind-numbing pseudo-intellectual blather. Forget about "being the next Einstein" for a change and try explaining to your kids why you still think it's cool to think like a Flatlander. Kirby Curriculum Writer for 4D Solutions Principal link: Synergetics Versus HyperCross Dogmatics at http://www.teleport.com/~pdx4d/hypercross.html Cc: Oregon homeschooler network ---------------------------------------------------- Kirby Urner "ALL realities are 'virtual'" -- KU Email: pdx4d@teleport.com Web: http://www.teleport.com/~pdx4d/ ========================================================================= Date: Wed, 20 Aug 1997 16:18:02 -0500 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Darrell Lennis Schmidt Organization: Lockheed Martin Energy Systems Subject: Want Job in Atlanta or Orlando Comments: To: GEOGRAPH@SEGATE.SUNET.SE Mime-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit I'm a programmer/geographer who is looking for work in Atlanta, GA, or Orlando, FL. I specialize in programming, customizing, configuring, enhancing, extending, etc. GISs. Please see my resume below or access my web page at http://funnelweb.utcc.utk.edu/~dschmidt and reply with ideas. thanks, Darrell The Resume of: Mr. DARRELL L. SCHMIDT CAREER To create, extend, and apply the capabilities of mapping sciences type OBJECTIVE:computer software to remote sensing (image processing), geography (GIS and/or cartography (automated mapping) on high-end workstations. EDUCATION:B. A., Mathematics, University of North Alabama, 1976 M. S., Computer Science, University of Alabama in Huntsville, 1982 M. S., Geography, University of Tennessee, 1997, Thesis topic: An Exploration in Exchanging Transportation Networks Between Two Geographic Information Systems (GIS) via the SDTS. EXPERIENCE: Date Employer 1991 - Present Lockheed Martin Energy Systems (LMES) 1985 - 1991 Martin Marietta Defense Space and Communication Systems (DS&C) 1980 - 1985 Teledyne Brown Engineering (TBE) 1979 - 1980 Computer Sciences Corporation (CSC) Description * Currently at LMES, Mr. Schmidt is the technical lead for the development and integration of facilities management type functions into the Graphical Facilities Information Center (GraFIC) software system. These functions include space management, work order management, and access to engineering drawings, procedures, and regulations. Previously, Mr. Schmidt was the lead of the development of several software systems including (1) GraFIC, originally an automated inventory system only, (2) the ElectroForming Advisory (EFA) system, a solids modeling system, and (3) the Hydroforming Design and Process Advisor (HDPA) software system. GraFIC was written in the C and C++ programming languages using MSVC, Pro*C, and PowerBuilder. The EFA and HDPA were written in PPL (Parametric Programming Language) to run within EMS (Engineering Modeling System) on an Intergraph workstation. Between lead roles, Mr. Schmidt performed several GIS tasks, including the importation and application of aerial survey data in Arc/Info on a Sun SPARCstation 10/41 and the creation of several business geographic displays for a local customer and for guests on a world wide web site. (See inserts.) The aerial survey data was a voluminous data set containing 60 layers or themes divided into a matrix of 108 separate regions totaling over 500 megabytes. Other tools used at LMES include AML, C, C++, Pascal, and FORTRAN programming languages; I/Forms, X Window System, SMG, and FMS graphic languages; and the Windows NT, Unix and VMS operating systems on several types of workstations. * At DS&C, Mr. Schmidt was the manager of the Digital Mapping Technology Area (DMTA), which designed, implemented, formally tested, and delivered the Digital Map Background (DMBG) software system of approximately 140,000 lines of code. (See figure on adjoining page.) Mr. Schmidt's management responsibilities included estimating, scheduling, budgeting, and progress reporting. In addition to management, he personally wrote 42,000 lines of the DMBG code. Development of the DMBG included all of the normal review meetings such as SSR, PDR, CDR, etc. and included the full documentation suite of SRD, SDD, IDD, etc. Mr. Schmidt personally wrote the 227 page Interface Design Document (IDD). Before spring 1989, Mr. Schmidt was the senior software engineer of the DMTA, which called for both software and systems engineering tasks. He single handedly wrote a 16,000 line image processing system of numerous programs in the C programming language, which perform linear stretches, level slicing, speckle removal, and unsupervised classifications on 24-bit RGB data. He ordered, installed, and modified hardware subsystems in three DEC MicroVAXes, one HP 9000/730, and one IBM PC. The DMTA responsibilities included programming in C, Fortran, VMS DCL, AML, Make, and Unix Script programming languages along with X Windows, GKS, and UIS graphic languages on the above mentioned platforms plus DEC- stations, Suns, Apollos, IBM RS6000s, Chromatics, and SGI computers running Unix. Initially at DS&C, Mr. Schmidt was a member of the PAWS (Portable ASAS WorkStation) Systems Engineering Group where he contributed to the hardware integration engineering of the PAWS, exemplified by the preparation of both a Hardware Requirements Document and a Hardware Definition Document (approx. 100 pages each). * At TBE, Mr. Schmidt was Task Manager for the development of the Configuration Management (CM) package of the CASE tool called TAGS or Technology for the Automated Generation of Systems. CM (38000 LOC) is a package of software which manages the identification of system problems and their resolution. Previously, Mr. Schmidt managed the design of the Storage and Retrieval (S&R) package (first of four packages contributing to TAGS) in which he personally designed, coded, tested, and integrated the centralized database managerial program and the interprocess communication software. These packages were designed using IORL, a 4GL, and implemented in C, Assembly, VMS DCL, and Unix Script programming languages on VAX 11/7xx, Apollo, and Zilog computers running VMS, Aegis, and Unix. Mr. Schmidt designed the 8 screens comprising the Graphical User Interface (GUI) for the Simulation Compiler (SC) package of the TAGS system. SC is a package of software which translates the IORL graphical design language to Ada, compiles, executes, and prepares reports on the IORL specification. Initially at TBE, Mr. Schmidt was the lead analyst in the development of the Software Requirements Analyzer for Test (SRAFT) software system. Via a research and development contract, SRAFT was a forerunner package to TAGS. This system was also formulated in IORL but was implemented in Fortran on a PDP 11/40. Also while at TBE, Mr. Schmidt taught two college computer science courses: (1) Introduction to Fortran and (2) Data Structures at a local university. * At CSC, as a member of the Marshall Space Flight Center Interactive Planning System (MIPS) maintenance team, Mr. Schmidt was responsible for system design, implementation, testing, maintenance, and troubleshooting user problems. Much of his system work centered around an on-line documentation retrieval and off-line update subsystem while having application programming work also. MIPS is written in Fortran and Assembly languages and is executed on a Univac 1100 series and VAX 11/7xx computers. --=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-= -- PERSONAL DETAILS: Darrell L. Schmidt 106 English Court, Oak Ridge, Tennessee 37830, home: (423) 482-2475 work: (423) 574-2945 Born 5 August 1953. Married 14 years. 1 child. 5' 10", 175 lbs. Citizenship: U.S.A. Clearances KEYWORDS: Hardware: Apollo DN 300, DN 3000, DN 10000, Chromatics, DECstation 3100, DECstation 5000/200, Eikonix Scanner, HP 9000/350, HP 9000/725, HP 9000/730, IBM RS6000/580, Intergraph InterPro 225, InterPro 6750, TD3, TD30, MicroVAX II/GPX, VAXstation 3100, VAXstation 3800, PDP 11/40, Silicon Graphics IRIS, Sun 2, Sun 3, Sun 4/75, SPARCstation 2, SPARCstation 10/41, TEI Drum Scanner, Univac 1108, VAX 11/7xx, 4xxx, 8xxx, 9xxx Zilog 8000 O/S: Aegis, MS-DOS, NT, RT11, Unix (CLIX, HP-UX, SunOS, Ultrix, etc.), and VMS Software: ERDAS and Imagine, E R Mapper by E. R. Mapping Company, ESRI's Arc/Info (arc, arcedit, arcplot, arcview, grid, tables, etc.), Intergraphs's EMS, MicroStation, MGE, MGA, Project Layout, JPL Multi-Mission Image Processing Lab's Vicar System, Martin Marietta's DMBG Data: ADRG, DCW, DMBG, DTED, Gazetteer, LandSat, SDTS, SPOT, TIGER, and BSQ & BIP 24-bit raster data Databases:Informix, Oracle Languages:AML, Avenue, C, C++, Fortran, Make, MDL, MSVC++, Pascal, PPL, Pro*C (embedded SQL), Unix C Shell, and VMS DCL Graphics: DEC Windows, FMS, GKS, I/Forms, IMLAC, Parallax, SMG, UIS, and X Windows Research: Raster image compression software (color and spatial), Raster image display and manipulation techniques, Raster image data production, Vector data exchange between GISs via SDTS AFFILIATIONS: Member of AAG Transportation Geography Specialty Group, ASPRS Remote Sensing Applications Division, IEEE Computer Society OUTSIDE INTERESTS:Soccer, bicycling, skiing, and desktop software development. A copy of this resume including figures may may be viewed on-line at http://funnelweb.utcc.utk.edu/~dschmidt/resume.html (Note there is a tilde between ".edu/" and "dschmidt") ========================================================================= Date: Thu, 21 Aug 1997 00:24:49 -0400 Reply-To: jgiffen@hgo.net Sender: List for the discussion of Buckminster Fuller's works From: J Giffen Organization: Giffen Family Subject: Re: Let's end the reign of HyperCross Dogmatics! Comments: To: SCIMATH@SUPERPRISM.NET Mime-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Kirby Urner wrote: > > Everyone is so busy battling to be "the next Einstein" > that very little attention gets paid to curriculum weak- > nesses already on the books and still fed to children. > When it comes to real curriculum reform, no one's got > the time. > > Take this little tract 'Flatland' for example, by > Edwin A. Abbott. Everyone who reads it seems to buy > its central tenet, that we can imagine from the point > of view of a '2-D' being. But think about it -- you > can't. If you see a line, you see it against a back- > ground, plus you are aware of the line, so you are > aware of your own observational position relative > to it. > > I've just drawn two perpediculars to the original line: > one on the surrounding canvas or background, and one > the axis of observation between you and the line segment. > Awareness of a simple line segment is already inherently > volumetric therefore. You have no cogent concept of what > a '2-D' point of view might actually mean, in terms of > real time experience. > > From this bogus beginning of having us think we know what > a '2-D point of view' might be, 'Flatland' seeks to under- > mine our natural skepticism about the possible reality of > 'four lines all perpendicular to each other' -- on the > face of it nonsensical. But now that we've bought into > this literary figment about '2-D beings' which supposedly > can't appreciate our reality as presumably '3-D creatures", > it's a lot easier to sneak '4-D' into the literature. And > once that's done, the door is wide open for all kinds of > mind-numbing pseudo-intellectual blather. > > Forget about "being the next Einstein" for a change and > try explaining to your kids why you still think it's cool > to think like a Flatlander. > > Kirby > Curriculum Writer > for 4D Solutions > > Principal link: > Synergetics Versus HyperCross Dogmatics at > http://www.teleport.com/~pdx4d/hypercross.html > > Cc: Oregon homeschooler network > > ---------------------------------------------------- > Kirby Urner "ALL realities are 'virtual'" -- KU > Email: pdx4d@teleport.com > Web: http://www.teleport.com/~pdx4d/ I read about Flatland in a pop book on higher dimensions. Just as a Flatlander wouldn't be able to detect a 3D entity placing a tip of a pencil on their Flatland; inexplicable events in 3D might be due to some mysterious 4D source. Objects could appear and disappear, and travel great distances and do the same, without ever being involved in this space. Suppose in frame I of regular 3-space, there is associated another frame II in a hyper-3-space; and that every event in I corresponds to an associated event in II. If events in I cause events in II, then II might be manipulated by changing events in I. But if events in II cause events in I, then I might be able to be changed by manipulating events in II. The relationship between I and II might be some mathematical relation or simple mapping. If, however, hyperspace math proves that a baseball thrown in Japan causes a tree to fall in Washington, it might be pushing its practicality. However some physical laws are known to operate predictably by principles of higher dimensions. ========================================================================= Date: Thu, 21 Aug 1997 11:06:52 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Steve Brant Subject: Fwd: Internet Maverick Pioneers Free Net Telephony Mime-Version: 1.0 Content-Type: text/plain; charset="US-ASCII" Dear friends, Under the heading of "doing more with less" (or "someday telephone service costs per call may approach zero"), I offer the following post entitled "Internet Maverick Pioneers Free Net Telephony". On a similar subject, the September issue of WIRED magazine contains an article entitled "The New Rules of the New Econmy," by WIRED editor Kevin Kelly. Kelly's article also hits on the theme that "many things are headed in the direction of costing very little." The only thing Kelly doesn't do is mention Bucky and talk about what prospects for humanity this little economic sea change makes possible. Oh well, I guess it's up to us to get that point across. :) - Steve Brant ------------------------------------------------------------------ Subject: Internet Maverick Pioneers Free Net Telephony Sent: 08/21 12:49 AM Received: 08/21 2:00 PM From: John Walker, jwalker@tor.hookup.net Reply-To: gkd97@tristram.edc.org To: GKD97@tristram.edc.org Internet Maverick Pioneers Free Net Telephony (08/19/97; 9:00 a.m. EDT) By Stewart Taggart , TechWire http://192.215.107.71/wire/news/aug/0819telephony.html SYDNEY, Australia -- People all over the world are reaching out and touching someone with free long distance phone calls over the Internet. Using a global group of Internet telephony gateways maintained by volunteers, Internet maverick Jeff Pulver has created a network of 25 cities that routes voice calls at no cost to callers. The volunteers running the gateways have each contributed roughly $1,700 for the hardware and software needed to become part of Pulver's Free World Dialup project. Pulver, on a visit to Sydney, Australia for an Internet conference, said he expects the network to grow to 50 locations by the end of this year. Earlier this month, Pulver announced new telephone gateways in Sydney and in Melbourne. They join existing international gateways in cities including Kuala Lumpur, Hong Kong, Seoul, Singapore, Moscow, Athens, and Toronto. U.S. gateways include cities in New York, New Jersey, Texas, and Florida. Under the system, volunteers install hardware and software strictly specified by Pulver so specifications are kept uniform. Registered callers to the gateway then enter a personal identification number and the telephone number they want to call, which must be within the local calling range of another gateway in the system. The caller's gateway then contacts the receiving gateway over the Internet, and the receiving gateway completes the call within its own local calling area. As part of the deal, volunteers pay for the ongoing maintenance of their gateway and agree not to charge users for the service. By not charging money, the network falls outside government telephony regulations, which never took into account the possibility someone might one day offer free service, Pulver said. Pulver established the network partly to help expatriate friends phone home at lower cost. By registering to use the service, callers must agree they are not using the system for business. And as long as the system remains free to users -- and keeps a low profile -- it should be able to survive, Pulver said. "By not charging the end points, we're functioning and providing a service but remain a non-entity" in commercial terms, Pulver said. "How can they go after us?" The telephony network got its start in 1995 and has undergone a major quality upgrade earlier this year to become among the largest on the Internet. "The reason people are doing it is that it provides a chance to prove the technology works," he said. "I'm providing a test bed." Many of Pulver's volunteers are entrepreneurs eager to learn the tricks of Internet telephony with the aim of eventually opening profit-making Internet telephony businesses, but others are Internet idealists who -- like Pulver -- say they are eager to give something back to the Internet. A third category of volunteers are telecommunications companies looking for ways to make money. "When I told telcos they could learn from this [if they participate], they had a hard time understanding they could get free market research out of it," Pulver said. "But once they understood that, they were eager to participate -- but eager to remain anonymous." Internet-based services are expected to cause a drop of hundreds of millions of dollars each year in the international revenues of the major telcos, according to a report published in May by a London-based telecom consultancy, Philips Tarifica. In Europe alone, the three major telcos -- British Telecom, Deutsche Telekom, and France Telecom -- will lose a combined $372 million from their international call revenues in 2001, according to Tarifica. Looking ahead, Pulver said the next potential goal for the system might be to introduce conferencing, where people in several gateway cities might be able to converse simultaneously. Although lags in transmission and other technical difficulties might make it hard to offer such a service, Pulver said he's willing to give it a try. "People have shown they are willing to put up with a lot for a free phone call," he said. Link: Free World Dialup project: http://www.pulver.com.80/fwd/ ----------------- Also in this issue: - Internet transforming investor-broker relations - Hands off the Net, politicians warned - Five Easy Ways to Avoid Spam - Internet Maverick Pioneers Free Net Telephony - Local ISPs may survive coming shakeout - CompuServe extends Net backbone internationally - Modem times: Researcher predicts dial-up will prevail for years - New Lists and Journals on the Net ------------------------------- Excerpt from CSS Internet News (tm) ,-~~-.____ For subscription details email / | ' \ jwalker@tor.hookup.net with ( ) 0 SUBINFO CSSINEWS in the \_/-, ,----' subject line. ==== // / \-'~; /~~~(O) "On the Internet no one / __/~| / | knows you're a dog" =( _____| (_________| ------------------------------- Steven G. Brant, President Trimtab Management Systems "Charting new routes to the 21st Century" 81 Ocean Parkway, Suite 3H, Brooklyn, NY 11218-1754 USA (718) 972-0949 (voice) (718) 972-3465 (fax) sbrant@trimtab.com http://www.trimtab.com -------------------------------------------------- "It no longer has to be you or me." - R. Buckminster Fuller -------------------------------------------------- ========================================================================= Date: Thu, 21 Aug 1997 16:47:08 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Kirby Urner Organization: 4D Solutions Subject: Re: Let's end the reign of HyperCross Dogmatics! Comments: To: SCIMATH@SUPERPRISM.NET Mime-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit >I read about Flatland in a pop book on higher dimensions. >Just as a Flatlander wouldn't be able to detect a 3D >entity placing a tip of a pencil on their Flatland; >inexplicable events in 3D might be due to some mysterious >4D source. Objects could appear and disappear, and travel >great distances and do the same, without ever being involved >in this space. > 'Flatland' permeates the literature, true. I argue above that "just as a Flatlander wouldn't be able to detect a 3D entity" is worth critical examination, as a premise, before heading off into higher dimensional realms. Just what _is_ this 2-D flatlander _able_ to detect? If you try to visualize from a flatlander viewpoint, will you be able to quash your perceptions down to only '2' instead of '3' (as those "schooled" in the use of "dim talk" would have it)? In my posting (which you repeated verbatim in yours, as if to reply, but then seemed to ignore), I point out that even visualizing a line segment creates a background and self-other distance: two more lines perpendicular to the first -- hence we've lost out in our bid to 'see from a 2-D viewpoint'. I'm arguing we have no concept of such a view- point -- this is an asubjective literary fiction. The 2-D beings have their 'talk balloons', but you, the reader, cannot realistically expect to perceive as a flatlander yourself. But that never seems to bother people much. Once this '2-D being' possibility is drummed home, and their ignorance of "subjectivity the way we experience it" (nevermind the nonesensical impossibility of theirs), it takes little more in the way of literary slight of hand to make '4-D beings' a possibility as well, and now we're in the position of Flatlanders, thinking ourselves bright and self-aware, but oblivious of hyperdimensional realities. Enter those brave scholars and mathematicians who know how to manipulate NxN matrices and do tensor mathematics in a Gaussian manifold: they are as gods among us, able to access these higher realms and interpret the affairs of higher dimensions to us lowly 3-Ders. >Suppose in frame I of regular 3-space, there is associated >another frame II in a hyper-3-space; and that every event >in I corresponds to an associated event in II. If events >in I cause events in II, then II might be manipulated by >changing events in I. The word Frame has meaning, like a frame around a picture. Mostly people will probably think of a frame of film. By using 'Frame' with regard to 'hyper-3-space' you are making use of what in the humanities we call 'analogy and/or metaphor' and in so doing immediately give the reader a sense of another 'space' that might be 'framed', thus begging the question, which is whether we need to impute visual attributes to n-tuple-mapped logical spaces, and, if we do so, how literally do we wish our students to interpret this move? Maybe mathematicians aren't trained to ask such questions ('metaphor' is for people down that hall -- everything in math is as literal as the piece of paper -- frame -- it gets scribbled on), but I actually don't believe that. Many intelligent mathematicians don't buy 'Flatland' either -- more a dogma-basing tract in physics departments I should think. >But if events in II cause events in >I, then I might be able to be changed by manipulating >events in II. The relationship between I and II might be >some mathematical relation or simple mapping. > "Mapping" as a math term need not imply any literally visualizable 4th or 5th dimensional realm. In the mathematics I use, even '3rd dimensional' is not part of the jargon, the cube, with its three orthogonals, having been jettisoned as the 'prime space case', in favor of the topologically simpler volume: the tetra- hedron, and points, lines, and planes all having the same "dimensionality" given their conceptual coexist- ence as logical entities in a volumetric space. My polemics are not directed at mathematical language games which extend 3-tuple operations (e.g. vector addition) into logical spaces of n-tuple operations, but against the "cult of the hypercross" which insists some visual meaning must attach to the notion of four lines all perpendicular to one another through the same point, and suggests our inability to "see" such nonsense has something to do with failings of the human design, that we are simply not endowed with the "higher faculties" it would take to really "see" what our math- ematics is showing is "really there". I'm saying our mathematics doesn't need to buy into such rhetoric, fanned by 'Flatland', which is more just humanities- style propaganda aimed to keep people who don't do n-tuple math feeling somehow perceptually 'in the dark' and therefore beholden to a superior caste of symbolic manipulator. This is what I call HyperCross Dogmatics, and I'm polemical against it at my website. >If, however, hyperspace math proves that a baseball >thrown in Japan causes a tree to fall in Washington, >it might be pushing its practicality. However some >physical laws are known to operate predictably by >principles of higher dimensions. But what do you mean by "higher dimensions" exactly? You seem good at reciting the dogma, having just been brainwashed by 'Flatland', without any ability to turn a critical eye on the subject. In my book, that makes you blind to a higher level viewpoint (call it a "hidden dimension" if you have to) from which it is not at all obvious that these decades of "dimension talk" have been as constructive as many might think. For one thing, Cantor came along in the interim and trashed a lot of the commonsense hyperlinks we thought were secure, e.g. between 'number of coordinates used' and 'dimensionality of space', and for another, steep investment in hypercross dogmatics seems to have rendered academics from deciphering Bucky Fuller's Synergetics, which takes a different tack on this whole dimensions business, in many ways a more self- consistent and interesting one. But because everyone seems competing to "be the next Einstein", it becomes mandatory to espouse "relativity" in the form he did, with consequent investments in Hypercross Dogmatics, which I would argue are completely dispensible even while keeping the essentials of Einstein's insights operational in our thinking (including our mathematics). Kirby ---------------------------------------------------- Kirby Urner "ALL realities are 'virtual'" -- KU Email: pdx4d@teleport.com Web: http://www.teleport.com/~pdx4d/ ========================================================================= Date: Thu, 21 Aug 1997 21:04:13 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Steve Brant Subject: Fwd: Re: Internet Maverick Pioneers Free Net Telephony Mime-Version: 1.0 Content-Type: text/plain; charset="US-ASCII" Please note corrected link info below. - Steve Brant ------------------------------------------ Subject: Re: Internet Maverick Pioneers Free Net Telephony Sent: 08/21 2:32 PM Received: 08/21 5:30 PM From: David Holt, dholt@uvic.ca Reply-To: gkd97@tristram.edc.org To: gkd97@tristram.edc.org >Link: > >Free World Dialup project: >http://www.pulver.com.80/fwd/ I noticed that the link is actually http://www.pulver.com:80/fwd/ Steven G. Brant, President Trimtab Management Systems "Charting new routes to the 21st Century" 81 Ocean Parkway, Suite 3H, Brooklyn, NY 11218-1754 USA (718) 972-0949 (voice) (718) 972-3465 (fax) sbrant@trimtab.com http://www.trimtab.com -------------------------------------------------- "It no longer has to be you or me." - R. Buckminster Fuller -------------------------------------------------- ========================================================================= Date: Sat, 23 Aug 1997 15:58:58 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Re: Syn-l: Russel Chu - Struck Film on the Web! Comments: To: synergetics-l@teleport.com MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: Gerald A. de Jong > To: synergetics-l@teleport.com > Subject: Syn-l: Russel Chu - Struck Film on the Web! > Date: Saturday, August 23, 1997 08:33 AM > > Joe Moore to kirby: > >Say "Hi" to Russell for me. I wish his stuff were up on a web page > >somewhere. > > we aim to please! how about a movie of Russel's Foldable Dome, > courtesy of Struck and POV: > > http://www.xs4all.nl/~gdj/temp/Chu.html > --- Absolutely beautiful!! That's the kind of stuff we could only dream about in our imaginations in the past. Actually, what I had in mind was Russell's (2 l's, BTW) first issue of "Synergetica, Journal of Synergetics" (April 1985) in which he discusses how the "Isomatrix Lattice" (IVM) can accommodate both Cubic Close Packing (CCP), Face-Centered Cubic (FCC) packing, and Hexagonal Closest Packing (HCP). I wish all the issues of "Synergetica" were available on the web. JSM ========================================================================= Date: Sat, 23 Aug 1997 17:07:15 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Fw: Syn-l: Struck Films on the Web MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit A wonderful pulsating tetrahedron from the DeJong Studios. **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: John Mac Cosham > To: synergetics-l@teleport.com > Subject: Re: Syn-l: Struck Films on the Web > Date: Friday, August 22, 1997 05:07 PM > > >sneak preview, folks. 98 lines of Java, written from scratch in an hour. > > > >http://www.xs4all.nl/~gdj/temp/Bijou.html > > > >(the AVI was 900k, but the JPGs involved here are 125k) > >--- > >Gerald de Jong, Rotterdam NL, gdj@xs4all.nl > >Elastic Interval Geometry, featuring the ellipsoid (:) > http://www.xs4all.nl/~gdj > > > Hi Gerald: > I looked at this one. It was fun watching the tetrahedron metamorphosize > on the monitor. Was there a random arrangement in the struts as far as > colors because it seemed like three silver came to a vertex while the red > and green made triangles. > I don't know what the movie was about but I really like it. > My computer froze at the end. I was using Netscape 3.0. My Netscape Icon > went a nice greeny color. > > dharmraj > > .- ========================================================================= Date: Sat, 23 Aug 1997 17:09:25 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Fw: Syn-l: Nova on the Web MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Another marvelous animation from Gerald. **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: Gerald A. de Jong > To: synergetics-l@teleport.com > Subject: Syn-l: Nova on the Web > Date: Saturday, August 23, 1997 12:17 PM > > not for the faint of heart: > > http://www.xs4all.nl/~gdj/temp/nova.html > --- ========================================================================= Date: Sat, 23 Aug 1997 17:13:13 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Fw: Syn-l: Web Synergetics MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit 'Synergetics' 1 & 2 with graphics are now available on the web!!! **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: Robert W. Gray > To: synergetics-l@teleport.com > Subject: Syn-l: Web Synergetics > Date: Saturday, August 23, 1997 03:26 PM > > A *preview* of Synergetics is now on the web. You can access > it by > > 1) going to my homepage http://www.servtech.com/public/rwgray > 2) click on the underlined "here" at the bottom of the page to > get to my R.B.Fuller Notes web pages. > 3) click on "My notes to Fuller's work" > 4) which gets you to a list of topics. Select either > a) "Books and Articles by R. Buckminster Fuller" or > b) "Fuller's Synergetics > > Or you can go directly to > > http://www.servtech.com/public/rwgray/synergetics/synergetics.html > > I have more work to do on Synergetics. In particular, a lot of > the special symbols in the text is not yet reproduced on the web > version. I still need to scan these in. (Symbols like "square- > root-of-2", and Fuller's special symbols for Universe, Synergy, etc.) > > A mirror site is being set up. > > Please let me know if you have problems accessing any part of > Synergetics. > > Note that Ed Applewhite and I have not made any of the "corrections" > to Synergetics which are listed in my "Errata" web page (and > other corrections.) We are first trying to get Synergetics > out on the web in its integrated form. Corrections may be made > later. > > WARNING: Downloading the "ZOOMED" version of he color plates > takes a *very* long time (3 to 4 minutes). > > Have fun... > > Bob Gray > .- ========================================================================= Date: Sat, 23 Aug 1997 18:02:10 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: ADDRESS OF RBF ESTATE MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit >From the copyright notice for the online version of 'Synergetics": Estate of R. Buckminster Fuller 708 Gravenstein Highway, North, #188 Sebastopol, CA 95472 http://www.servtech.com/public/rwgray/synergetics/toc/copyrght.html **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Sat, 23 Aug 1997 17:14:36 MST Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Richard F. Hall" Organization: Seanet Corp. Subject: Re: Let's end the reign of HyperCross Dogmatics! Comments: To: SCIMATH@SUPERPRISM.NET Re: Let's end the reign of HyperCross Dogmatics! It seems that one no sooner begins to get a grip on Holy-Cross Dogmatic, and along come Hypercross Dogmatics. I ll leave this subject and statement as hopefully a little chuckle and a reminder for further research. Meantime.. To get one up to speed, someone wrote (edited): Take this little tract 'Flatland' for example, by Edwin A. Abbott. Everyone who reads it seems to buy its central tenet, that we can imagine from the point of view of a '2-D' being. But think about it -- you can't. If you SEE a line, it MUST have a third dimension. Just as a Flatlander wouldn't be able to identify a 3D entity placing a tip of a pencil on their Flatland, you can t experience something in just 2D. Advocates continue to explain that inexplicable events in 3D might be due to some mysterious 4D source. Objects could appear and disappear, and travel great distances, without ever being involved in this space. If you try to visualize from a flatlander viewpoint, will you be able to quash your perceptions down to only '2' instead of '3' (as those "schooled" in the use of "dim talk" would have it)? The answer is: No. We can no more imagine experiencing a 2D world than we can a 5+D world, is one summation of Kirby Urner s post (I ve always considered time as a fourth dimension). Kirby also points out that Abbott s Flatlander world is a metaphor designed for, not mathematicians, but the folks down the hall . I couldn t agree with him more. Being from down the hall, myself, I notice many of the Flatland advocates utilize this metaphor in the promotion of a spirit world or multi-planes of existence. In that the Faltlander metaphor is introduced into the religious aspect of humanity, I don t think that I m out of line in saying that one of the main attractions of this concept is that for a moment it makes us feel like Gods. Of course, until we get to that part were the other dimensions are introduced. As an advocate of the concept of Realistic Idealism, I must underline that there s plenty in our good-ol 4D world (gravity, magnetism, neutrinos, humanity, etc.) that we can puzzle over with no need for 5+D s. In the final analysis, it is a matter of faith that these mysteries are inherent in the dimensions in which we know we exist. It is faith that we continue to explore with the idea that these mysteries are just out of our understanding. The reason I advocate this faith could not be expressed any better than in Kirby s words: But now that we've bought into this literary figment about '2-D beings' which supposedly can't appreciate our reality as presumably '3-D creatures", it's a lot easier to sneak '4-D' into the literature. And once that's done, the door is wide open for all kinds of mind-numbing, pseudo-intellectual blather. But Faith is Faith. rich http://www.seanet.com/~realistic/idealism.html Realistic Idealism This is the recipe, you have the ingredients. ========================================================================= Date: Sat, 23 Aug 1997 21:24:30 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Steve Brant Subject: Fwd: Re: Internet Maverick Pioneers Free Net Telephony Mime-Version: 1.0 Content-Type: text/plain; charset="US-ASCII" One last correction to the Free Net Telephony post. . . Subject: Re: Internet Maverick Pioneers Free Net Telephony Sent: 08/21 10:27 PM Received: 08/24 12:25 AM From: adam, anash@access.net.au Reply-To: gkd97@tristram.edc.org To: gkd97@tristram.edc.org please note that you do not need to put the port number (":80"). At 10:32 21/08/97 -0800, you wrote: >>Link: >> >>Free World Dialup project: >>http://www.pulver.com.80/fwd/ > >I noticed that the link is actually >http://www.pulver.com:80/fwd/ > > > > Steven G. Brant, President Trimtab Management Systems "Charting new routes to the 21st Century" 81 Ocean Parkway, Suite 3H, Brooklyn, NY 11218-1754 USA (718) 972-0949 (voice) (718) 972-3465 (fax) sbrant@trimtab.com http://www.trimtab.com -------------------------------------------------- "It no longer has to be you or me." - R. Buckminster Fuller -------------------------------------------------- ========================================================================= Date: Sun, 24 Aug 1997 01:52:59 -0400 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Tim Hess Subject: Conduit Trusses? Hello All, First, I must thank everyone who is contributing so much to this forum. I truly appreciate all the information that is provided here! Recently, I saw in use, a system of roof trusses which employed 2X4's and 3/4" conduit. Basically, an "I" beam was formed with conduit spanning the area between two 2x4's. The conduit looked to be flattened at the ends (nothing new here...) and then drilled. A corresponding hole was drilled through the 2X4 and a bolt was inserted to pass through the wood and conduit, where it was bolted on the other side. This seems to me to be an economical and efficient use of materials, and dare I say, a beautiful melding of **steel** and **wood**. Would Bucky refer to this as a synergy of the two materials? I have been thinking of making a similar truss, using conduit entirely, and would greatly appreciate any input (good or bad) on how this might fare. In the place of the 2X4's, I would use a 1" (or greater as the situation may dictate) piece of conduit with a 1/8" channel cut lengthwise along the entire piece of conduit. Then, I would place the drilled and compressed ends of 3/4" into the channel and secure with the aforementioned bolt/nut method. I'm thinking that the triangular sections of the truss (cross bracing) would have to be placed at a frequency of 1-2 feet, but experimentation will be necessary. In regards to load bearing capacity, I am somewhat unsure of how I would be able to evaluate this. Can anyone suggest a method by which I could ascertain the load bearing capacities of this material (or for that matter, any material)? After the trusses were assembled and in place in the supporting structure, it would seem that the sub-floor (or ceiling) could be attached using conduit clamps. Since the truss would bear the load, the clamps would serve only to hold the sub-floor/ceiling in place. The main advantages I see to this potential method are: cost and simplicity. I estimate that the total cost for the floor trusses for a 32' dome would cost about $2-300. And, the method of manufacture is not terribly complex or difficult. Could be done by a machine shop though, if one were not inclined to undertake it. It seems reasonable to me. Any thoughts? Thanking you in advance. Thanks again for all the information you all so selflessly provide. Take care. Tim Hess Albuquerque, NM ========================================================================= Date: Sun, 24 Aug 1997 18:33:11 -0400 Reply-To: rwgray@servtech.com Sender: List for the discussion of Buckminster Fuller's works From: "Robert W. Gray" Organization: P.D.Structures Subject: Re: Conduit Trusses? MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Tim Hess wrote: > > I have been thinking of making a similar truss, using conduit entirely, and > would greatly appreciate any input (good or bad) on how this might fare. In > the place of the 2X4's, I would use a 1" (or greater as the situation may > dictate) piece of conduit with a 1/8" channel cut lengthwise along the entire > piece of conduit. Then, I would place the drilled and compressed ends of > 3/4" into the channel and secure with the aforementioned bolt/nut method. > I'm thinking that the triangular sections of the truss (cross bracing) would > have to be placed at a frequency of 1-2 feet, but experimentation will be > necessary. In regards to load bearing capacity, I am somewhat unsure of how > I would be able to evaluate this. Can anyone suggest a method by which I > could ascertain the load bearing capacities of this material (or for that > matter, any material)? After the trusses were assembled and in place in the > supporting structure, it would seem that the sub-floor (or ceiling) could be > attached using conduit clamps. Since the truss would bear the load, the > clamps would serve only to hold the sub-floor/ceiling in place. > It seems to me that spliting the conduit all along the length would make it very weak. Could you not slot the conduit tube only at the place you want the flatten end of the other conduit to be? Then drill (or drill before you put the flatten end in) a hole through the tube 90 degrees to the slot. Now a bolt will go through 1) round tube wall, 2) flatten end of inserted tube, 3) and out through the tube wall agian on the other side. Bob Gray ========================================================================= Date: Sun, 24 Aug 1997 17:17:50 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Clifford J. Nelson" Organization: gte.net Subject: Re: Fw: Syn-l: Web Synergetics Mime-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: 7bit >> >> Or you can go directly to >> >> http://www.servtech.com/public/rwgray/synergetics/synergetics.html >> >> >> Please let me know if you have problems accessing any part of >> Synergetics. >> Cyberdog 2.0 and Mac OS 8 crash when Synergetics is selected on the second page of the intro. Cliff Nelson >> >> Bob Gray >> .- > ========================================================================= Date: Sun, 24 Aug 1997 10:48:28 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Re: Conduit Trusses? MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Tim, Look in my web pages in the following areas: In the "Links" section under "Trusses/Octet/..." In the "Master Index" section under "Octet Truss" In the "Selected Ideas" section under "Octets" Joe **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: Tim Hess > To: GEODESIC@LISTSERV.ACSU.BUFFALO.EDU > Subject: Conduit Trusses? > Date: Saturday, August 23, 1997 10:52 PM [snip] > Recently, I saw in use, a system of roof trusses which employed 2X4's and > 3/4" conduit. [snip] > I have been thinking of making a similar truss, using conduit entirely, and > would greatly appreciate any input (good or bad) on how this might fare. [snip] > Tim Hess > Albuquerque, NM > .- ========================================================================= Date: Mon, 25 Aug 1997 09:53:06 -0400 Reply-To: rwgray@servtech.com Sender: List for the discussion of Buckminster Fuller's works From: "Robert W. Gray" Organization: P.D.Structures Subject: Re: Fw: Syn-l: Web Synergetics MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Clifford J. Nelson wrote: > > >> > >> Or you can go directly to > >> > >> http://www.servtech.com/public/rwgray/synergetics/synergetics.html > >> > >> > >> Please let me know if you have problems accessing any part of > >> Synergetics. > >> > > Cyberdog 2.0 and Mac OS 8 crash when Synergetics is selected on the > second page of the intro. > > Cliff Nelson > >> > >> Bob Gray > >> .- > > I don't know these web browsers. But if they handle HTML 3.2 standards, everything should work O.K. I am not doing any that is not in the HTNL 3.2 reference books. No JAVA Applets or anything (yet). Make sure your web browsers can handle "frames" is all I can suggest. If you find out why it crashs, please let me know. Bob Gray ========================================================================= Date: Mon, 25 Aug 1997 05:34:03 GMT Reply-To: box2321@teleport.com Sender: List for the discussion of Buckminster Fuller's works From: "P. O. Box 2321" Organization: Teleport - Portland's Public Access (503) 220-1016 Subject: Re: Fw: Syn-l: Web Synergetics For those who use remailers to view pages on the World Wide Web by e-mail, here is an alphabetical list of every URL of Synergetics online. An incorrect listing here is probably my fault, although these should be very close to correct in every case. I did this on my own, for The Cause. Enjoy & distribute freely. Note the occasional 'ren' file, which will almost certainly disappear within days if they're not gone already. This is a first look at Synergetics online, not the last. And thanks to all those who got it there! - Trevor http://www.servtech.com/public/rwgray/synergetics/after/ http://www.servtech.com/public/rwgray/synergetics/afterafter.html http://www.servtech.com/public/rwgray/synergetics/figs/ http://www.servtech.com/public/rwgray/synergetics/figs/blanksp.gif http://www.servtech.com/public/rwgray/synergetics/figs/blankt.gif http://www.servtech.com/public/rwgray/synergetics/figs/cube1.gif http://www.servtech.com/public/rwgray/synergetics/figs/holdt.gif http://www.servtech.com/public/rwgray/synergetics/figs/icosa1.gif http://www.servtech.com/public/rwgray/synergetics/figs/rparrow.gif http://www.servtech.com/public/rwgray/synergetics/figs/scircle.gif http://www.servtech.com/public/rwgray/synergetics/figs/sqrt2.gif http://www.servtech.com/public/rwgray/synergetics/figs/sqrt23.gif http://www.servtech.com/public/rwgray/synergetics/figs/tetra1.gif http://www.servtech.com/public/rwgray/synergetics/figs/tetra2.gif http://www.servtech.com/public/rwgray/synergetics/figs/ve1.gif http://www.servtech.com/public/rwgray/synergetics/index/ http://www.servtech.com/public/rwgray/synergetics/intro/ http://www.servtech.com/public/rwgray/synergetics/intro/ack.html http://www.servtech.com/public/rwgray/synergetics/intro/coll.html http://www.servtech.com/public/rwgray/synergetics/intro/dedicate.html http://www.servtech.com/public/rwgray/synergetics/intro/explicit.html http://www.servtech.com/public/rwgray/synergetics/intro/moral.html http://www.servtech.com/public/rwgray/synergetics/intro/note.html http://www.servtech.com/public/rwgray/synergetics/intro/preface.html http://www.servtech.com/public/rwgray/synergetics/intro/scenario.html http://www.servtech.com/public/rwgray/synergetics/intro/well.html http://www.servtech.com/public/rwgray/synergetics/plates/ http://www.servtech.com/public/rwgray/synergetics/plates/figs/ http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate01.html http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate01.jpg http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate01z.html http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate01z.jpg http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate02.html http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate02.jpg http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate02z.html http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate02z.jpg http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate03.html http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate03.jpg http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate03z.html http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate03z.jpg http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate04.html http://www.servtech.com/public/rwgray/synergetics/plates/figs/plate04.jpg 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http://www.servtech.com/public/rwgray/synergetics/s12/p2000.html http://www.servtech.com/public/rwgray/synergetics/s12/p2200.html http://www.servtech.com/public/rwgray/synergetics/s12/p3100.html http://www.servtech.com/public/rwgray/synergetics/s12/p3830.html http://www.servtech.com/public/rwgray/synergetics/s12/ren http://www.servtech.com/public/rwgray/synergetics/s12/toc12.html http://www.servtech.com/public/rwgray/synergetics/synergetics.html http://www.servtech.com/public/rwgray/synergetics/toc/ http://www.servtech.com/public/rwgray/synergetics/toc/buttons.html http://www.servtech.com/public/rwgray/synergetics/toc/copyrght.html http://www.servtech.com/public/rwgray/synergetics/toc/frameit.html http://www.servtech.com/public/rwgray/synergetics/toc/oldstat.html http://www.servtech.com/public/rwgray/synergetics/toc/status.html http://www.servtech.com/public/rwgray/synergetics/toc/toc.html -- Trevor Blake box2321@teleport.com http://www.teleport.com/~box2321/ Post Office Box 2321, Portland Oregon 97208-2321, United States ========================================================================= Date: Mon, 25 Aug 1997 13:36:22 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Mike Markowski Organization: University of Delaware, Newark Subject: A little Bucky boo boo Remember the moving speech by Chief Seattle quoted at the beginning of Critical Path? As you might already know, Bucky's source is listed as a submission by Dr. Glenn T. Olds at Alaska's Future Frontiers conference in 1979. However, it is apparently an edited version of the so-called "chief Seattle" speech that first appeared at the Spokane Expo of 1974. That, in turn, is an edited version of a movie script written around 1972 by Ted Perry for the Southern Baptist Convention's movie "Home." I've been told there is an exhaustive study of the history of the speech in Rudolf Kaiser's "Chief Seattle's Speech(es): American Origins and European Reception," and in Brian Swann's "Recovering the Word, Essways on Native American Literature" (Berkeley, U CAL, 1987). There are also some web sites devoted to it. I wonder if Bucky ever learned of this. If so, does anyone know what his response was? In any case, it doesn't make the piece any less moving. It's a great bit of writing, even if the real author's name was not associated with it for a few years. Just wondering, Mike -- Mike Markowski "Computers are useless. They can only give you answers." - Pablo Picasso ========================================================================= Date: Mon, 25 Aug 1997 18:32:19 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: SYNERGETICS COORDINATES Comments: To: SYNERGETICS _LIST MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit >From the Bucky Forum at WNET: Posted by: Clifford J. Nelson (nelsoncj@gte.net) Institution: Geodesic Synergy Date posted: Sat Jun 14 20:45:56 1997 Message: I thought off and on about Synergetics, Synergetics 2, and Critical Path for about 15-18 years. I considered the cheese tetrahedron and discovered the Synergetics coordinate system in 1994. Bucky discovered them in 1940 according to Critical Path, 1980. Now I can go from perpendicular to Synergetics coordinates and vice-versa, for any number of dimensions. If there are an odd number of coordinates that sum to zero, they can be added, subtracted, multiplied and divided, like complex numbers can. That is impossible as far as the specialist mathematicians are concerned. I call them B numbers, B for Bucky as in R. Buckminster Fuller. Bucky wrote that you can patent anything you make with his math, but you can't patent the ideas behind your inventions. That is why he never made the Synergetics coordinate system explicit. I'm afraid that I am so much of a specialist in math and Mathematica that I can only guess at the applications of my discoveries. Any comments, suggestions? -- Cliff Nelson -- [http://www.wnet.org/cgi-bin/bucky-bin/netforum/bf/a/1] **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ========================================================================= Date: Tue, 26 Aug 1997 08:18:10 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "Joe S. Moore" Subject: Re: Syn-l: 3fTet & 4fTet minimum chiral-containing freqs Comments: To: synergetics-l@teleport.com MIME-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 7bit Richard, Wonderful Quicktime anims! Just a note: I had to download the latest version of QT [2.1.2]. I didn't realize that I had an older version until I tried to view your anims. Everything works just fine, now. Thanks. JSM **************************************** * Joe S. Moore * Independent Buckminster Fuller Scholar * joemoore@mail.cruzio.com * Buckminster Fuller Virtual Institute * http://www.cruzio.com/~joemoore/ **************************************** ---------- > From: richard hawkins > To: synergetics-l@teleport.com > Subject: Re: Syn-l: 3fTet & 4fTet minimum chiral-containing freqs > Date: Monday, August 25, 1997 10:14 PM > > Here is the 4F tetrahelix movie: > > http://www.rt66.com/~charhawk/4fth.html > > It's 808K, so be prepared for a lengthy download. To me, this is a > fascinating construction. The 4F tetra is the lowest frequency for which > the tetra is nucleated in close-packed sphere packing. In this model, I > am particularly intrigued by the semi-circular arcs made by the > combining of VE circumferentials as the VE helix evolves. Also if you > follow the 3 exterior spirals of the tetrahelix, note that the > construction is alternating tet, half-octa except where the 4F tetras > face bond. Here they are tet to tet and change orientation. There may be > a clue here to the overall formation of the helix. > -- > Richard Hawkins > http://www.newciv.org/Synergetic_Geometry/ > .- ========================================================================= Date: Tue, 26 Aug 1997 12:26:33 -0400 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Tim Hess Subject: Aluminum welding rods Comments: To: DomeHome-H@h19.hoflin.com Hello all, Just came across this (Excerpted from the Northern Tool Catalog): Weld Aluminum, Galvanized Metal and more with a propane Torch. Make metal repairs with this kit and your propane or Mapp gas torch. Amazingly strong repair: Rockwell B hardness up to 60. Tensile strength up to 40,000 PSI. Shear strength up to 33,000 PSI. Working temp: 732 degress Fahrenheit. Working thickness: 1/32" to 3/8". Item # 11070-C121 20 welding rods: $11.99 1-800-533-5545 http://www.northern-online.com Thought this might be of interest to those of you who are considering welding aluminum cans for struts. Seems like these rods would work for EMT too, but I'm not sure. Can a welder out there explain all the info relating to "Rockwell B...." and the like? Tim ========================================================================= Date: Tue, 26 Aug 1997 12:05:49 -0400 Reply-To: hseaver@usaovid.usouthal.edu Sender: List for the discussion of Buckminster Fuller's works From: hseaver@USAOVID.USOUTHAL.EDU Organization: Biomedical Library Subject: Re: Aluminum welding rods MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Welding aluminum is extremely tricky business -- mostly you'll just melt holes in what you are trying to weld -- or even just melt the whole thing. If you can learn to do it well, you can make good money welding aluminum boats. 8-) It's much, much harder to do than welding steel - an order of magnitude more difficult. Or maybe two or three. But hey, give it a try, propane torches are cheap and you can get aluminum rod most anywhere -- just don't try it first on something you want to keep. It'll really bum ya' out when the motorcycle crankcase with a crack just turns into a puddle of slag. -- Harmon Seaver ========================================================================= Date: Wed, 27 Aug 1997 08:50:10 +1000 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "R.K. Treutlein" Subject: Re: Aluminum welding rods In-Reply-To: <3402FEDD.6A3E@usaovid.usouthal.edu> Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" At 12:05 26/08/97 -0400, you wrote: >Welding aluminum is extremely tricky business -- mostly you'll just >melt holes in what you are trying to weld -- or even just melt the whole >thing. If you can learn to do it well, you can make good money welding >aluminum boats. 8-) > It's much, much harder to do than welding steel - an order of >magnitude more difficult. Or maybe two or three. But hey, >give it a try, propane torches are cheap and you can get aluminum rod >most anywhere -- just don't try it first on something you want to keep. >It'll really bum ya' out when the motorcycle crankcase with a crack just >turns into a puddle of slag. There are rods made from a eutectic alloy available that let you weld very thin aluminium, like coke cans, using just a small propane torch. One sees them at agricultural shows here in oz. They tend to look a little snakeoily, but might be useful. The operators make it look very easy, but there is a certain amount of skill involved. Rudi T. ========================================================================= Date: Tue, 26 Aug 1997 22:34:16 CDT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: "J. Michael Rowland" Organization: Management 21 Inc. Subject: Re: Aluminum welding rods Comments: cc: DomeHome-H@h19.hoflin.com THess75965@aol.com writes: > Make metal repairs with this kit and your propane > or Mapp gas torch. Amazingly strong repair: > Rockwell B hardness up to 60. Tensile strength up > to 40,000 PSI. Shear strength up to 33,000 PSI. > Working temp: 732 degress Fahrenheit. > Working thickness: 1/32" to 3/8". Hmmm... does anyone know what the melting point of aluminum cans is? I have a picture in my mind of turning a propane torch on a pair of cans to spot-weld them... and having the cans melt away! > Can a welder out there explain all the info relating to > "Rockwell B...." and the like? The Rockwell scale is a measure of hardness for metals (and maybe minerals?). As for the other stuff... does anyone know of a Web site where explanations of such engineering terminology can be found in layman's terms? It would be a valuable resource for this list. I know that shear strength is a measure of how well the material holds up before deforming under opposing but parallel forces (think of a pair of shears cutting through something)... but I don't know how 33,000 PSI compares to other metals. Same for tensile strength: the maximum force a material can withstand without tearing; I have no idea whether 40,000 PSI is something to be proud of. I have a feeling, though, that the specs given above will probably turn out to exceed those of the cans. I'm starting to think that if I build anything with cans, I will take John Belt's suggestion and use them in a "closest pcking" arrangement, at least three abreast. jmr ========================================================================= Date: Wed, 27 Aug 1997 15:03:26 -0400 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: HelpDesk@ROARK-CONSULTING.COM Organization: posted via: CyberRamp.net, Dallas, TX (214) 343-3333/(817) 461-8484 for info Subject: Computer Help needed ! Comments: To: GEODESIC@LISTSERV.ACSU.BUFFALO.EDU#!rnews0#!rnews1798 Do you want answers to your computer questions QUICK, CHEAP and GUARANTEED ? As low as $25 per solution NT, NetWare, Windows 95, Windows, DOS, Accounting Programs, Office, word perfect, Lotus, Internet, and many many more!!!! Visit our Website at http://www.Roark-Consulting.com At Roark Consulting, our "Answer-Base" is made up from 18 years of hands field experience supporting computers and their owners in the office and their homes. If your like most people you feel like pulling your hair out waiting for those blasted automated phone systems to route you to a person to talk to, only to find yourself in voice-mail purgatory. Our Help Desk staff is available 24 Hours a day 7 Days a week to give our customers the attention that you deserve. We are a "Solution Fee" firm which means that you only pay if you are satisfied with the answer you receive. For your convenience, we take all major credit cards. Give us a try! You'll be glad you did. William R. Roark President Roark Consulting, L.L.C. 1530 south Center Street Arlington, TX 76010 (800)824-9411 Tech Support (817)795-7399 fax ========================================================================= Date: Wed, 27 Aug 1997 17:35:34 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Steve Brant Subject: inspirational solar power story Comments: To: Rona Fried , Beth Versten , Gil Friend , Ellen Rulseh , Hunter and Amory Lovins Mime-Version: 1.0 Content-Type: text/plain; charset="US-ASCII" Dear fellow fans of clean energy, Thought you'd enjoy the enclosed story of solar powered computers in India. - Steve --------------------------------------------- Subject: Alternative energy sources for technology Sent: 08/25 5:17 PM Received: 08/27 8:28 PM From: Prof. Arunachalam, arun@indy.iitm.ernet.in Reply-To: gkd97@tristram.edc.org To: gkd97@tristram.edc.org Friends: A few days ago Barry Mahon asked if a solar panel can be used to run a PC/CD-ROM for any length of time. He specifically mentioned ask anyone in India. I am from India and I work for the M S Swaminathan Research Foundation in the coastal city of Chennai (Madras) in southern India. Our Informatics Centre has about ten PCs and half a dozen CD-ROM drives. We have multimedia facilities and Email and Internet connections. We have two scanners, and a few laser and inkjet printers. And the entire Informatics Centre is run on solar power! For the past five years. Of course, it requires considerable effort to keep the system in working oeder all the time and Dr V Balaji, Head of the Informatics group,and his skilled colleagues can really be proud of their solar powered computing facilities. Dr Balaji can be contacted at: MDSAAA51@giasmd01.vsnl.net.in Fax: 91-44-235 1319 Arun [Subbiah Arunachalam] Steven G. Brant, President Trimtab Management Systems "Charting new routes to the 21st Century" 81 Ocean Parkway, Suite 3H, Brooklyn, NY 11218-1754 USA (718) 972-0949 (voice) (718) 972-3465 (fax) sbrant@trimtab.com http://www.trimtab.com -------------------------------------------------- "It no longer has to be you or me." - R. Buckminster Fuller -------------------------------------------------- ========================================================================= Date: Thu, 28 Aug 1997 14:36:39 -0500 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Web Publishing Subject: Re: Computer Help needed ! Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" At 15:03 8/27/97 -0400, you wrote: >Do you want answers to your computer questions QUICK, CHEAP and >GUARANTEED ? > >As low as $25 per solution > >NT, NetWare, Windows 95, Windows, DOS, Accounting Programs, Office, >word perfect, Lotus, Internet, and many many more!!!! > >Visit our Website at http://www.Roark-Consulting.com > >At Roark Consulting, our "Answer-Base" is made up from 18 years of hands field >experience supporting computers and their owners in the office and their homes. > >If your like most people you feel like pulling your hair out waiting for those >blasted >automated phone systems to route you to a person to talk to, only to find >yourself >in voice-mail purgatory. > >Our Help Desk staff is available 24 Hours a day 7 Days a week to give our >customers the attention that you deserve. > >We are a "Solution Fee" firm which means that you only pay if you are satisfied >with >the answer you receive. > >For your convenience, we take all major credit cards. > >Give us a try! You'll be glad you did. > >William R. Roark >President >Roark Consulting, L.L.C. >1530 south Center Street >Arlington, TX 76010 > >(800)824-9411 Tech Support >(817)795-7399 fax > Web Publishing mailto:web-pub@web-pub.com http://www.web-pub.com ========================================================================= Date: Thu, 28 Aug 1997 18:24:18 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Peter Cramer Subject: Help Needed for Dome Specs MIME-Version: 1.0 Content-Type: text/plain; charset="ISO-8859-1" Content-Transfer-Encoding: quoted-printable Hi all: I want to put together an 8-foot diameter icosa 3 freq dome using dowel rod struts and air-hose hubs. The fit appears tight and I think it will work. But I have taken chord-factor from two different sources - DomeBook2 and a website (I forget which). And since they = (the cf) are slightly different, I naturally get different results. Perhaps someone out there in dome mathland can set me straight. I have used ( cf x r =3D strut length ), and this is what I get: =20 =20 It would seem that the second is closer to what I would expect, but I would appreciate any opinion on the matter. Another thing: I went through lots of books before finding one that indicated that the pent angle (for icosa 3F) should be 70.44=BA at the hub, and the hex angle should be 58.35=BA. Can anyone verify these two measurements? I am curious as to why there are no tables that show the pent- and hex-angles for the various configuration, because unless I'm not understanding something (and I realize that's all too possible!) = the angles should remain constant (for a given configuration) regardless of the diameter, no? Strut dimensions can be calculated later, I think. Thanks. Peter =20 ========================================================================= Date: Thu, 28 Aug 1997 21:24:11 -0500 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Dennis Johnson Organization: Natural Spaces Domes Subject: Re: Help Needed for Dome Specs MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Peter The strut calcs you posted did not appear on my e-mail posting. That section was blank after you said "and this is what I get" - was this just me? Maybe you want to repost that part. There are two kinds of 3 frequency domes commonly used; one has 3 different strut lengths with 2 different panels, the other has 4 different strut lengths with 3 different panels. The latter lies flat when truncated at the 4/9ths or 5/9ths band of struts. Thanks Dennis Odin Johnson http://www.naturalspacesdomes.com ========================================================================= Date: Thu, 28 Aug 1997 20:52:18 -0700 Reply-To: creditc@aoI.net Sender: List for the discussion of Buckminster Fuller's works Comments: Authenticated Sender is From: what@DEAL4U.NET Subject: "CHARGE IT" & your credit card can pay you + more!!! Comments: To: friends24@aoI.net ***DO NOT HIT RESPOND*** RESPOND BELOW FOR MORE INFORMATION OR REMOVAL: ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ You say,"CHARGE IT!"and your credit card can PAY YOU! We verified info before telling you - YES, it's real! MAJOR "GUARANTEED" cards + $50 Daily Bonuses ISSUED DAILY! RECEIVED & VERIFIED Starting Week of July 13th! Income opportunity pays up to $15,930/mo per position! Cards issued daily, HIGHEST PAY! 4 X 5 FORCED! This ad is being sent to thousand's daily starting now! 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Click Here ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ For Fast & Easy Automatic Removal: Click Here ========================================================================= Date: Fri, 29 Aug 1997 09:41:31 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Peter Cramer Subject: Re-Sending of my " Help Needed for Dome Specs" MIME-Version: 1.0 Content-Type: text/plain; charset="ISO-8859-1" Content-Transfer-Encoding: quoted-printable Dennis Johnson let me know that the Excel portion of my original msg came out blank (at least for some recipients) so I am re-sending it, this time with the calculations visible to all, I hope. Thanks Dennis. P. > ---------- > From: Peter Cramer > Sent: Thursday 28 August 1997 6:24 PM > To: 'List for the discussion of Buckminster Fuller's works' > Subject: Help Needed for Dome Specs >=20 >=20 > Hi all: >=20 > I want to put together an 8-foot diameter icosa 3 freq dome using > dowel rod struts and air-hose hubs. The fit appears tight and I = think > it will work. But I have taken chord-factor from two different > sources - DomeBook2 and a website (I forget which). And since they > (the cf) are slightly different, I naturally get different results. > Perhaps someone out there in dome mathland can set me straight. I > have used ( cf x r =3D strut length ), and this is what I get: >=20 > =20 > Radius =3D 4 feet >=20 > DomeBook cf Strut > a (pent) 0.348620000 1.39448000 > base 0.403550000 1.61420000 > c (hex) 0.412410000 1.64964000 >=20 > www cf Strut > a (pent) 0.366958816 1.46783526 > base 0.403828245 1.61531298 > c (hex) 0.424062560 1.69625024 >=20 >=20 >=20 > It would seem that the second is closer to what I would expect, but I > would appreciate any opinion on the matter. >=20 > Another thing: I went through lots of books before finding one that > indicated that the pent angle (for icosa 3F) should be 70.44=BA at = the > hub, and the hex angle should be 58.35=BA. Can anyone verify these = two > measurements? I am curious as to why there are no tables that show > the pent- and hex-angles for the various configuration, because = unless > I'm not understanding something (and I realize that's all too > possible!) the angles should remain constant (for a given > configuration) regardless of the diameter, no? Strut dimensions can > be calculated later, I think. >=20 > Thanks. >=20 > Peter >=20 > =20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 >=20 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so I am re-sending, this time with the calculations visible to all, I hope. Thanks Dennis. P. > ---------- > From: Peter Cramer > Sent: Thursday 28 August 1997 6:24 PM > To: 'List for the discussion of Buckminster Fuller's works' > Subject: Help Needed for Dome Specs >=20 >=20 > Hi all: >=20 > I want to put together an 8-foot diameter icosa 3 freq dome using > dowel rod struts and air-hose hubs. The fit appears tight and I = think > it will work. But I have taken chord-factor from two different > sources - DomeBook2 and a website (I forget which). And since they > (the cf) are slightly different, I naturally get different results. > Perhaps someone out there in dome mathland can set me straight. I > have used ( cf x r =3D strut length ), and this is what I get: >=20 > =20 > Radius =3D 4 feet >=20 > DomeBook cf Strut > a (pent) 0.348620000 1.39448000 > base 0.403550000 1.61420000 > c (hex) 0.412410000 1.64964000 >=20 > www cf Strut > a (pent) 0.366958816 1.46783526 > base 0.403828245 1.61531298 > c (hex) 0.424062560 1.69625024 >=20 >=20 >=20 > It would seem that the second is closer to what I would expect, but I > would appreciate any opinion on the matter. >=20 > Another thing: I went through lots of books before finding one that > indicated that the pent angle (for icosa 3F) should be 70.44=BA at = the > hub, and the hex angle should be 58.35=BA. Can anyone verify these = two > measurements? I am curious as to why there are no tables that show > the pent- and hex-angles for the various configuration, because = unless > I'm not understanding something (and I realize that's all too > possible!) the angles should remain constant (for a given > configuration) regardless of the diameter, no? Strut dimensions can > be calculated later, I think. >=20 > Thanks. >=20 > Peter >=20 > =20 >=20 >=20 ========================================================================= Date: Fri, 29 Aug 1997 09:55:58 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Peter Cramer Subject: Re: Help Needed for Dome Specs MIME-Version: 1.0 Content-Type: text/plain; charset="ISO-8859-1" Content-Transfer-Encoding: quoted-printable Dennis The 3/8 3F icoa dome I want to assemble is the first of the two you describe, i.e.: 3 strut lengths, 2 panels. It consists of 6 pents, 5 hexs, and 5 =BD-hexes. Pent and hex triangles share the base struts, = so we have three struts: =20 a-struts (pent spokes)=20 base c-struts (hex spokes) =20 I'm curious about the second one you describe. Thanks, Peter ========================================================================= Date: Thu, 28 Aug 1997 20:37:19 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Kirby Urner Organization: 4D Solutions Subject: Re: Let's end the reign of HyperCross Dogmatics! Comments: To: SCIMATH@SUPERPRISM.NET Mime-Version: 1.0 Content-Type: text/plain; charset=ISO-8859-1 Content-Transfer-Encoding: 8bit realistic@seanet.com (Richard F. Hall) wrote: >As an advocate of the concept of Realistic Idealism, I must underline that >there s plenty in our good-ol 4D world (gravity, magnetism, neutrinos, >humanity, etc.) that we can puzzle over with no need for 5+D s. In the final >analysis, it is a matter of faith that these mysteries are inherent in the >dimensions in which we know we exist. It is faith that we continue to >explore with the idea that these mysteries are just out of our understanding. > You post is somewhat clever in that you side with my polemics, but direct it at the 5+Ders, reserving your own brand of 4-D as sacrosanct. You probably are innocently unaware of the fact that you are piggybacking on one of several multi-pronged thrusts aimed at mainstreaming a philosophical geometry (in the old days that would have sounded more redundant than it does today) wherein even the Einsteinian 4-D (=3 space dimensions + time) is not embraced as such (although Einstein remains in the picture). The gist of it is "heighth, width and depth" are not conceptually separable, one from the other -- as if a "one sided coin" could really be minted. Once you toss "3" as paradigmatic, "time" doesn't resonate with "4" so strongly -- the whole picture changes in other words. I won't go in to any more details here. Mostly we're making inroads in the humanities departments while the majority of math and science types seem destined to remain clueless until the endgame, when their metaphysical faith in hypercross dogmatics will have to fend for itself in a more public forum, with onlookers across the aisle (faculty in the humanities wing) growing increasingly skeptical about the future prospects for this already well-known brand of hype. >The reason I advocate this faith could not be expressed any better than >in Kirby s words: > But now that we've bought into this literary figment about '2-D beings' >which supposedly can't appreciate our reality as presumably '3-D >creatures", it's a lot easier to sneak '4-D' into the literature. And once >that's done, the door is wide open for all kinds of mind-numbing, >pseudo-intellectual blather. > >But Faith is Faith. > >rich >http://www.seanet.com/~realistic/idealism.html >Realistic Idealism >This is the recipe, you have the ingredients. Kirby ---------------------------------------------------- Kirby Urner "ALL realities are 'virtual'" -- KU Email: pdx4d@teleport.com Web: http://www.teleport.com/~pdx4d/ ========================================================================= Date: Fri, 29 Aug 1997 13:06:53 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Solutioneering Hello all. I have been interested in Bucky and his vision for about 5 years now .I have done fairly extensive personal research and putting into practice several of his philosophies. i believe a realistic and technological and honest approach towards dealing with the future will be necessary for our UTOPIA in order to prevent OBLIVION, which I believe to have alot of potential given the truth of ozone depletion and what not. I believe the Western world's negative and ME or YOU approach to be ultimately wrong and have studied fuzzy logic a la Bart Kosko and the Positive Revolution a la Edward de Bono to offer some better approaches. I have also studied "Creativity", Living Systems, prototyping, Ecological Design , Urban Studies, war , The Third Wave, Information Overload, Ergonomics and many other subjects. My favourite Bucky books, in order are: I seem to be a Verb, Critical Path, Utopia or Oblivion, Operating Manual for Spaceship earth. I also enjoy THE DYMAXION WORLD and Pawley's Book and also other books about his life and methods. In studying Bucky i have adopted my own approach that I call "Solutioneering", making me a "Solutioneer". i have just been accepted to go to Bosnia with the NATO FORCES for 6 months starting in January and am starting preparation training in just over 1 week. I hope to be able to continue "solutioneering" and carry on with a Buckylike approach to advantaging humanity. I am writing this to explain the large number of postings that i intend to place on this newsgroup. They are basically notes, researches and works in progress that I have been working on. i know this breaks one of Bucky's fundamental rules of never showing a work in progress, but i am posting them in the hopes that others may wish to pursue them in more detail that I will be able to in the next year or so. I have written in the past in this group about the idea of starting up "Online Design Groups" but no one seems interested overly. Hopefully this may spur some interest in these various subjects. I apologize to any inconvenience these postings may cause people. I will try to have the subject listed appropriately so it will indicate if it will interest you or not. Sincerely, Bill Paton, Solutioneer -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:10:08 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Scientist Hippocratic Oath Hippocratic Oath for Scientists, Engineers and Executives I vow to practice my profession with conscience and dignity; I will strive to apply my skills only with the utmost respect for the well-being of humanity, the earth and all its species; I will not permit considerations of nationality; politics, prejudice or material advancement to intervene between my work and this duty to present and future generations; I make this Oath solemnly, freely and upon my honour. Signed _________________________ Date _______________ -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:11:15 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Design Strategy notes DESIGN STRATEGY by R. Buckminster Fuller from "Utopia or Oblivion" Relevant Notes taken from the article from Bill Paton, Solutioneer bpaton@inforamp.net -"Better than 99% of humanity's frustrations are occasioned by surprise encounters with the almost completely invisible evolutionary-transformation trendings of human ecology and the latter's environmental transformings." -Two main and clearly differentiated modes of biological and zoological survival are STATIC (Static) and MOBILE (Dynamic). The biologically static are subjectively advantaged. The environment brings them what they need. The mobiles are objectively advantaged to "go" and get what they need or want. -"Only one's own "personality" and life are ownable." -"For only the last decade of all history has total physical and economic success for all humanity been conceded by science as feasible. Realization of this extraordinary potential is importantly frustrated, however, by several factors." 1) Local political systems based on rigid geographical and political partitioning of humanity under divisive and comptetitive ideological concepts. 2) Scientific evolution is largely invisible. 3) Mankind's behaviors and beliefs deny these truths. 4) Worldwide Language barriers. To effect the successful transition of world society to the new "norm" of man as a physical and intellectual success can, and we hope will, be realized on Spaceship Earth through the idealism of youth, as implemented by the educational-process revolution....It is not a matter of looking ahead one or two generations. IT IS A MATTER OF MAKING MAN ON EARTH A CONTINUING SUCCESS--FOREVER. We must ask "From whence will come the tools of conceptuality which will emancipate science and permit its assumption of the prime social, direct, conscious, sensorial responsibility? What can and will bring the world society's leaders and world society itself to comprehend its economic potential and its essential function in universe and to its successful performance of that function. -a problem adequately stated is a problem fundamentally ripe and potential of solution. First I refer you to my own attempts to make experience-founded-ergo scientifically definitive--answers to all 40 of the questions. 1. What do we mean by universe? 2. Has man a function in universe? 3. What is thinking? 4. What are experiences? 5. What are experiments? 6. What is subjective? 7. What is objective? 8. What is apprehension? 9. What is comprehension? 10. What is positive? Why? 11. What is negative? Why? 12. What is physical? 13. What is metaphysical? 14. What is synergy? 15. What is energy? 16. What is brain? 17. What is intellect? 18. What is science? 19. What is a system? 20. What is consciousness? 21. What is subconsciousness? 22. What is teleology? 23. What is automation? 24. What is a tool? 25. What is industry? 26. What is animate? 27. What is inanimate? 28. What are metabolics? 29. What is wealth? 30. What is intuition? 31. What are aesthetics? 32. What is harmonic? 33. What is prosaic? 34. What are the senses? 35. What are mathematics? 36. What is structure? 37. What is differentiation? 38. What is integration? 39. What is integrity? 40. What is "truth? " The results of these questions are developed into Bucky's: DOMINATE CONCEPTS 1. Universe 2. Humanity 3. Children 4. Teleology 5. Reform the Environment 6. General Systems Theory 7. Industrialization 8. Design Science 9. World Service Industries 10. Ephemeralization and Invisible Commonwealth 11. Prime Design Initiative 12. Self-Disciplines 13. Comprehensive Coordination 14. World Community and Subcommunities of World Man Concept One: Universe "Universe is the aggregate of all humanity's all time consciously apprehended and communicated experiences." -Energy can be neither created nor destroyed. Concept Two: Humanity The human is not an accidental onlooker "who happened in on the 'Play of Life,' but an essential syntropic function of Universe." -Unity is plural and at minimum two. -Specialization is no longer appropriate. -It is my intent to advantage all without depriving anyone. Concept Three: Children "Focus on new life. Since children are the hope of the future and 98% of the environment's positive or negative effects upon new life are wrought by age thirteen, it is obvious that effective work in advantaging life through environment can mainly be realized within the first thirteen years." Concept Four: Teleology Teleology by Bucky's definition means "the intuitive conversion by brain and mind of special case, subjective experiences into generalized principles...which permit the individual to reform the environment...so as to provide ultimately higher advantages for men" and to inspire others to do likewise. DESIGN SCIENCE EVENT FLOW: SUBJECTIVE: (Search, Research) -Teleology -Intuition -Conception -Apprehension -Comprehension -Experiment -Feedback Generalization Objective Development -Prototyping #1 -Prototyping #2 -Prototyping #3 -Production Design -Production Modification Reduction to Practice -Tooling -Production -Distribution -Installation -Maintenance...Service Regeneration -Reinstallation -Replacement -Removal -Scrapping -Recirculation Concept Five: Reform the Environment, Not Man. Bucky's philosophy and strategy confine design initiative to reforming only the environment and never to emulate the almost universal attempts of humans to reform and restrain other humans by political actions, laws, and codes. Concept Six: General Systems Theory Using the generalized principles he has discovered, Bucky says "I always start all problem-solving with Universe, and thereafter subdivide progressively to identify a special local problem within the total of problems." He thus attacks it comprehensively and anticipatorily. Concept Seven: Industrialization. "Industrialization consists of tools". It involves "all experiences of all men everywhere in history." Bucky sees it as inherently comprehensive and omni-interrelated in respect to all humanity. And he believes that, though subsystems of it are run shortsightedly by selfishly motivated people, the whole works inadvertently towards ultimately providing all men with higher standards of living....Because energy plus know-how is wealth, "the integrating world industrial networks mean ultimate access of all humanity to the total operative commonwealth of Earth." -Wealth cannot alter yesterday. It can only alter today and tomorrow. -Energy cannot decrease. Knowledge can only increase. Concept Eight: Design Science Design Science is concerned "with the scheduling of the complex interaction of the general systems events of industrialization." The rapid advance of technology in one field- air transportation, for example - must be "comprehensively integrated with all other vastly accelerating environment relationship transformations." The rental service industry must be compounded with time-designing doubling and possibly tripling the environment-control capabilities. Concept Nine: The Service Industry "Humanity is gradually trending towards becoming Worldians." Therefore, the static appurtenances of life - houses, automobiles, even typewriters - will all be rented like telephones because of man's increasing mobility. Amplifying this thought in another article, Bucky foresees man's ability to deploy at will all over the earth and the solar system by means of autonomous structures made livable by our astronauts life-support 'black box'. And he adds, "Quite clearly, man, free to enjoy all of his planets...will also be swiftly outward bound to occupy even greater ranges of the universe." Concept Ten: Ephemeralization "The acceleration of doing more with less...will complete the task of providing enough for all humanity within another thirty-four years...despite political systems that deliberately divide society and set one group against another." Bucky believes that without the interference of political systems it could be done in twenty years. Concept Eleven: Prime Design Initiative Bucky believes that it is essential for the individual, invention-developing pioneer to maintain his economic initiative and not get tied up with the massive capital-cum-bureaucracy of large corporations, despite the leverage of their wealth. They only seemingly overwhelm the individual with their economic advantages in respect to investment capital, working capital, credit capital and influence. -it is fatal for an invention-developing pioneer to own his own shop and tools because of overhead. -It is fatal to build up any large staff dependent on any one economic product or focus. -the lone individual has complete freedom from bureaucracy. Concept Twelve: Self-Discipline Instead of the obligation to make a living, Bucky substitutes the higher obligation of the individual's syntropic responsibility in Universe. He says " Do not mind if I am not understood as long as I am not misunderstood." -A curriculum of design science includes: 1. Synergetics 2. General Systems Theory 3. Theory of Games (Von Neumann) 4. Chemistry and physics 5. Topology, projective geometry 6. Cybernetics 7. Communicationns 8. Meteorology 9. Geology 10. Biology 11. Sciences of energy 12. Political geography 13. Ergonomics 14. Production Engineering Concept Thirteen: Comprehensive Coordination Comprehensivity instead of specialization is Bucky's key to successful design competence. His foremost self-discipline is never to try to sell one of his ideas to others. He will just design and test it, and wait for others, who need it, to come to him. He only goes where he is asked to speak because, if you force your ideas on people they listen unwillingly, but if they ask you to speak to them - especially if they pay a high fee -"they are very receptive." -the attempt to discipline myself to be an effective explorer in the realm of mastery of principles of comprehensive anticipatory design science. -I assumed in 1917 that nature did not have separate departments for chemistry, mathematics, physics, biology, history etc. -I am quite confident that I have discovered an importantly large area of arithmetical, geometrical ...vectorial coordinate system employed by nature itself. It is a triangular and tetrahedronal system. it uses 60 degree instead of 90 degree coordination. Bucky incessantly engages in trying to make all his previous inventions obsolete by designing better ones. Concept Fourteen: World Community and its Subcommunities Bucky believes that Chapter Three of World History is just beginning, in which world man will realize his potential for success as a function of Universe through his accelerating mastery of "vast inanimate, inexhaustible energy sources combined with doing more with less." -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:16:03 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: non-profit fundraising pt1 Fund Raising for the Free Society IHS Working Paper 87/12 by John Blundell Executive Vice President Institute for Humane Studies 4084 University Drive Fairfax, VA 22030 (703) 323-1055 Based on A draft discussion document presented to the Atlas Economic Research Foundation seminar "Independent Institutes And Their Consequences" Indianapolis, Indiana September 6, 1987 Revised March 1988 Critical comments on content to the author most welcome. ACKNOWLEDGMENTS I would like to thank the individuals who contributed to this effort. The first draft incorporated the thoughtful comments of Willa Johnson, Chairman, Capital Research Center; Richard Fink, President, Citizens for a Sound Economy; Antony Fisher, Chairman, Atlas Economic Research Foundation; Kim Ohnemus, John M. Olin Foundation; Sheldon Richman, Director of Public Affairs, Institute for Humane Studies; George H. Pearson, member of the Board of Directors of the Humane Studies Foundation; and Robert Poole, President Reason Foundation. Additional comments have been contributed by John Baden, Chairman, Foundation for Research on Economics and the Environment; Edward H. Crane, President, Cato Institute; and Edwin Feulner, Jr., President, and Victoria Hughes, Director of Development, Heritage Foundation. INDEX Introduction Mission Prospects Research Networking, Referrals, and References U.S. Prospects for Foreign Institutes Foundations Outside the U.S Your Board - The 3G Rule Competition? No, Cooperation The Pre-Interview The Interview Solo or Duo? Presentation If you don't ask . . . you don't get The White Knuckle Theory The $64,000 Question Why did he cut me? Why did he support me? Don't accept money for the sake of it Don't take funny money or government money Do you ever reject a check? Measuring Success (And Failure) Backloading Grants You Administer Accommodating regional interests On-site visits Proposal writing Dialogue or Kicking the proposal back and forth Direct mail Thank you Special Events Entertaining the donor Building Donor Relations Records and computer packages Hiring a fund raiser It's Your Business and Nobody Else's Ethical behavior Conclusion APPENDICES Appendix 1: An Opening Shot Letter Appendix 2: A Typical Follow Up Letter requesting support after earlier correspondence and a visit Appendix 3: Three Thank You Letters Appendix 4: A Typical Renewal Letter to an existing donor for a $2,000 - $10,000 annual grant Appendix 5: Short Proposal with Cover Note INTRODUCTION Ethical and effective fund raising for nonprofit organizations is a mix of salesmanship, public relations, and sound management. Principles and techniques from all three are combined to identify and persuade the potential donor (PoDo) to become an active donor and later to renew and hopefully to increase his support. Salesmanship You are selling a product. It is not a clearly tangible product such as a car or a vacuum cleaner. Rather it is an intangible or less tangible product such as education or influence on the course of society. You are promising to produce a future stream of goods and services, most, probably all, of which will not be directly consumed by the person paying for them, i.e. the donor. You are promising psychic income. Nevertheless, the fund raiser is in sales, competing in the market place for limited resources. If you don't get the PoDo's funds somebody else will, be it another nonprofit, a for-profit business, his heirs, or the taxman. Public Relations If people feel goodwill toward you, your organization, and your product, they are more likely to donate funds. Much of a fund raiser's daily work involves adapting public relations tools to achieve this goodwill. And in larger charitable organizations the Director of Development (fund raiser) will work hand in glove with the Director of Public Affairs (PR hack). Sound Management When you purchase a book you have zero interest in whether the publisher manages his company soundly. You couldn't care less. Your sole concern is with the tangible product and its contents. When you donate money to a nonprofit group the soundness of its management is very high on your list of concerns. It is probably second, right after "do they do something I want to support?" And if the group fails to deliver on its promises you will not renew your support. There's a natural tendency to do fund raising last - it's probably the least appealing task that has to be performed by your organization. However successful, nonprofit groups share an overriding commitment to fund raising - it is their number one priority. They have well organized schedules, good systems, and consistent follow through. They realize that it takes hard work on a continuing basis, but without the funds coming in you are unable to do what is really close to your heart, namely carry out your corporate mission I have yet to find a single good book on fund raising on either side of the Atlantic. Most are geared toward social welfare organizations and are padded with Jargon. And there's often a clear pro-government funding bias. However, on one or two subjects such as direct mall and proposal writing, I do recommend some titles later. MISSION You must have a simple clear mission or corporate goal which can be stated in less than a short paragraph and hopefully in only one or two sentences. Anything longer than that will tend to confuse and lose interest. It must also be precise and readily understood, not vague, woolly, and promising all things to all men. It can be expanded upon later but in both written and oral presentations should be immediately followed by clear, short examples of the effectiveness and leverage of past donors' dollars. This is critical not only for fund raising but also for other management purposes. You are (hopefully) building an institution of influence and lasting duration. A clearly stated, readily understood corporate goal that permeates your whole staff and everything you do will be enormously helpful. In one sense your mission is set in stone: if you can't raise money for pro-market reforms you don't change to being antimarket. However, the strategies and tactics you use to achieve your mission and many of the nuances or implications of the way you express your mission will change over time. At most - probably all - successful market-oriented institutes, senior staff (and maybe key board members) will either formally or informally regularly discuss the broad mission and the strategies and tactics being used to achieve it. Out of such discussions will come new program ideas and new ways of articulating the group's mission which in turn will produce new ideas for funding methods and prospects. Other matters such as strategy and philosophy (both political and corporate) should be expressed in equally lucid and concise terms. Your donors will probably fall into two categories. There will be those who have a deep understanding of your mission and your strategy. However, there will also be some who support you simply because they have a strong gut feeling that you are engaged in a worthwhile endeavor. Members of this latter group probably cannot articulate what you do and, if they ever try, they will probably come up with something that's not quite on target. This used to frustrate and bother me enormously. I wanted every one of our donors to have a thorough, deep understanding of the IHS mission and strategy; somehow I even felt it was dishonest to accept money unless the donor had such an understanding. More recently I've concluded that it's the way of the world - we'll always have donors who give simply because "you're good free-market guys." There are even cases where trying to raise their level of understanding would be counterproductive, not because they would disagree with what we do but rather because they don't want to be bothered and trust us to get on with our work. PROSPECTS For many fund raisers their initial constituency of prospects or PoDos is obvious. For the university development officer it includes alumni, local corporations, and corporations with an interest in a special subject taught there. For the local humane society it's pet owners, animal lovers, pet stores, corporations in relevant industries, and so on. Without sounding too obvious: your mission and the way it is articulated determines your prospects and everyone you meet should be treated as a prospect. The person who gives only $10 or $20 now could endow you in 25 year's time. For a new market-oriented institute, the initial prospect list may not be so obvious or so long. However, you must presumably have some list - however short - to have started in the first place. As you kick around your mission, strategies, tactics, and program ideas new names will surface to add to your list. And as you get out on the road meeting with people, networking, and seeking referrals others will come to light. Different approaches or ways of expressing your mission will have to be developed for different constituencies. A foundation with full time professional staff will probably require greater detail than say a medium-sized corporation where one senior officer spends perhaps a quarter of his time on such matters. RESEARCH As new manes come up, you need to determine whether or not to follow up on each individual. Consider the following criteria: ability to give, knowledge of the organization, interest, and factor "X". The "X" factor refers to an intangible gut feeling that you get as you progress through your research. It may be the case that an individual has the ability, knowledge, and interest to give, but you just don't feel as if it is going to happen. In this event, you need to weigh the costs of pursuing or not pursuing the PoDo, given the "X" factor. The more your know about the PoDo the better, and by far and away the best intelligence is the PoDo's previous track record of giving - both to whom and at what level. Research sources include: o corporate annual reports, o foundation annual reports, o corporate and foundation directories, o tax returns (assuming they are in the public domain), o press cuttings, o biographies and autobiographies, o annual reports of other groups in the same field, o Standard & Poors o Value Line o Lexis Nexis Information Services Research will determine the track you take. If the PoDo is keen on youth you stress how your programs are helping young people. If the donor thinks "all academics are lazy layabouts" you downplay their role in your operation. And so on. Also, it is important to continuously research current donors as well for upgrade potential. An individual who contributes $50 every year may very well give more if approached in the right way. If you don't check out the PoDo you'll end up with egg on your face. Your reputation will quickly nose dive if you ask a source for operating funds when his policy clearly states "no grants for overhead." Likewise if you ask a regional foundation for national funds, and so on. If your knowledge is limited, briefly present a short shopping list, see which one attracts attention, and then develop it. NETWORKING, REFERRALS, AND REFERENCES As you build a stable of Donors and PoDos, you should begin to network frequently with them. This is not just a fancy word for "talking." Rather it implies (a) keeping them up-to-date on what you are doing, (b) asking and learning more about their interests, and (c) being alert to new opportunities that will benefit not only you and the person you're talking with, but also third parties with shared interests. The more you do this the more accepted you will become as part of a broader nonprofit family and soon you will start receiving calls asking for your input on donors' and PoDos' giving strategy. As you work your network you will also be in a position to ask for referrals to new PoDos. You are hardly likely to get such introductions in the early stages of a relationship. However, as it develops you will feel comfortable asking "do you know anybody interested in project X?" and the donor will also feel comfortable in saying "well, you could use my name with Y." Such people are also potentially important as references or referees for your organization. Most major proposals to a new source should include a list of 4-12 people who can be asked for a reference on you and your organization. Normally, I balance my list 50:50 between the scholars and intellectuals with whom we work and the foundation and corporate officers who support that work. Clearly, one lists only those who will give an accurate assessment of your institution and only after you have obtained both their permission and their promise to respond promptly to such inquiries. U.S. PROSPECTS FOR FOREIGN INSTITUTES The vast majority of U.S. sources either cannot or simply will not give abroad. However it is worth checking all the standard U.S. reference books on corporations and foundations for any special overseas interests they may have. The latest edition of The Foundation Directory, for example, lists the following overseas interests: Topic, Number of Foundations Africa, 13 Asia, 7 Australia, 1 Belgium, 2 Canada, 8 Caribbean, 5 Europe, 4 France, 6 Greece, 1 Israel, 75 Italy, 4 Japan, 4 Latin America, 13 Mexico, 3 Middle East, 7 Philippines, 4 Poland, 3 Portugal, 1 Scotland, 2 South Pacific, 1 Southeast Asia, 4 Southern Africa, 1 Spain, 1 UK, 2 Venezuela, 1 However, many of these are further restricted say to religion or the environment. And many foundations with the ability and interest to give abroad don't necessarily list such. A general purpose foundation set up by a family of say Italian descent might well entertain an appropriate proposal from Palermo or Naples. Finally, there are the US corporations with overseas operations. Most are capable of general operating grants in the $2,000 - $10,000 range. FOUNDATIONS OUTSIDE THE UNITED STATES There's a myth that fund raisers in the United States have it easy - after all, other countries don't have foundations, do they! Here's a list of directories of foundations outside the United States from pages 162-163 of Tenbrunsel's The Fund Raising Resource Manual: Australia Directory of Philanthropic Trusts in Australia. Australian Council for Educational Research, Frederick Street, Hawthorn, Victoria: 3122. Australia, 1968. 226 listings, 274 pages. Canada Canadian Universities' Guide to Foundations and Granting Agencies. 3rd ed. Information Division of the Association of Universities and Colleges of Canada, 151 Slater, Ottawa K1P, Canada, 1973. 300 listings. 161 pages. This directory includes US foundations that support Canadian institutions. Europe Guide to European Foundations. Prepared by the Giovanni Agnelli Foundation. Irvington, New York: Columbia University Press, 1973. 296 listings. 401 pages. European Funding Resources for Women in Development Projects. By Marilyn W. Richards, Secretariat for Women in Development, New TransCentury Foundation, 1789 Columbia Road, NW, Washington, DC 20009. 1979. France Foundations. Published under the auspices of the Ministry of the Interior by Journaux Officiels, 26 rue Desaix, 75 Paris 15, France. 1971. 263 listings. 134 pages. Germany p Deutsche Stiftungen fur Wissenschaft, Bildung and Kultur. Published by Nomos Verlagegesellschaft, Baden-Baden, Germany, 1969. 629 listings. 428 pages. International International Foundation Directory. Gale Research Company, Book Tower, Detroit, Michigan 48226. 686 listings for 45 countries in North America, Europe, South America, Japan and parts of Asia, 1979. Latin America Philanthropic Foundations in Latin America. Russell Sage Foundation, 230 Park Avenue, New York, New York, 10017, 1968. 215 pages. New Zealand Directory of Philanthropic Trusts. New Zealand Council for Educational Research, PO Box 3237, Wellington 1, New Zealand, 1964. 59 listings, 68 pages, available free upon request. Sweden Svenska Kulturfonder, P.A. Norstedt & Soners forlag, Stockholm, Sweden. 1970. 700 listings (approximately), 288 pages. United Kingdom Directory of Grant-Making Trusts. National Council of Social Services, 26 Bedford Square, London WC1B 3HU, UK, 1971. 2,000 listings (approximately) and 854 pages. I cannot vouch for the information any of the above contain. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:08:27 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Design teach, Doing, Groups COMMON GROUND An experiment in the teaching of Generic skills for Design Students E. J. Gleeson, School of Design and Media, University of Westminster [First presented at 3rd National Conference, Product Design Education, University of Lancashire, 1996] ---------------------------------------------------------------------------- Abstract This paper describes an experiment in the delivery of generic design skills to students on two design courses at the University of Westminster. The author outlines the rationale and structure of one first level module which addresses the design process itself. The paper further goes on to outline the project based method used and argues that whilst such an approach has significant benefits in the current educational climate there are also important curricular implications which need to be addressed by courses exploring similar models. ---------------------------------------------------------------------------- J.C.Jones[1] once referred to designing as "The performing of a very complicated act of faith." It's a definition which I find appealing for a number of reasons, but mostly because, unlike other more pedantic definitions, it hints at the magical and the mysterious qualities associated with a creative act which can bring into being that which had not previously existed. It is also a definition which may be used to describe the entry of first year undergraduates into a course which aims to turn them into designers. For that too is a magical and for many a mysterious journey leading, if it can be said to have direction, towards some ill defined and constantly changing goal. This paper is concerned with both acts of faith; the one involved in designing and the one involved in becoming a designer. It describes a first year module in the undergraduate programme of the school of design and media at the University of Westminster. In this module aspiring designers are introduced to the act of designing with the aim of encouraging them to work collaboratively in order to develop a range of skills for creating, exploring and resolving design briefs. It seeks to orientate novice designers within the designing environment and develop with them appropriate structures which will enable each to work effectively thereby taking a little of the blindness out of faith. DESIGN FUTURES The undergraduate course concerned is the Design futures B.Sc. It is a new course which, as its name implies, attempts to address design issues relevant to a post industrial, information centred economy of the twenty first century. The course rationale describes a world in which design, manufacturing and production processes are undergoing rapid and fundamental change. These changes, being driven by technological, environmental, political and economic factors are shaping the world in which we live now and they will, it is argued, have an accelerating and dramatic effect on the world in which young designers will practice. We can only guess at the shape of the future and judge for ourselves the informed predictions of writers such as Charles Handy[2] who have described what that environment will be like for those who will be seeking work in the next twenty years. As the knowledge base expands and the rate of change accelerates, skills which have in the past resided in familiarity with particular media, materials, processes or technologies are now often task oriented and short lived. In such circumstances the role and viability of the "expert" designer needs to be redefined. Current practice indicates that the design worker of the future will increasingly operate within teams of specialists drawing upon the knowledge of technicians, consultants and engineers, psychologists and others in the identification, definition and resolution of opportunities. Although these product designers will continue to depend on a degree of specialist knowledge, I argue that these task dependent skills will increasingly need to be supported by other skills: skills which may be described as generic yet focussed and skills which have been collectively referred to as transferable skills. MODULE AIMS The Design Processes module at the University of Westminster, which addresses the issues outlined above represents a recent experiment in the construction and delivery of a generic first level module. It is both a first experiment in teaching design skills across several courses and an attempt to establish, through explicit teaching, transferable skills which we know to be of vital importance to designers generally and student designers in particular. It is hoped to develop this initiative in the future, perhaps to the point of a substantially generic first level which progressively develops student autonomy and leads to a number of focussed pathways. MODULE RATIONALE There are a number of reasons why these developments seems appropriate at this moment: Some relate to the Design Futures B.Sc. course philosophy, others are more pragmatic: * Observations suggested that students could benefit from an introduction to design methodology which explicitly addressed ways of working and could be developed throughout their course. * In the face of increasing overlaps in the world of design practice and in the products produced by students it is important to focus on the core skills which can be applied in a variety of contexts. * The current modular environment offers opportunities for contact between courses. It is important therefore that the curriculum should facilitate this fluidity and encourage further student initiated exchange as the course develops. * In a climate of dwindling educational resources, design students must be enabled to reflect on their practice and encouraged to manage their own learning more effectively. * The development of interpersonal skills will enable students to maximise their potential within the context of their peer group as a learning resource. * Recent empirical research by the course team has shown that these self management and group work skills are increasingly important in the professional practice of design . * Increasing student numbers should not deter design courses from aspiring to maintain and develop best practice based upon student centred and project based methods. THE MODULE Victor Papanek[3] describes design as "Goal directed play" and that is the spirit in which our planning for this module proceeded. The teaching strategy and mode of delivery were important aspects of the learning experience. Students would need to feel a sense of excitement and exploration. They would have to participate and work together as much as possible in order to experience the potential of group work and they would have to construct their own understandings based upon that experience. By involving the students fully in each stage of the module we hoped to emphasise that cross-course cooperation and the exchange of ideas was a normal and healthy part of design experience in the school. In order to make this point clear it was essential that the staff team modelled this process and be seen to work together throughout the module. In many ways it was a case of "It's not what you say but the way that you say it" which needed to be established. Learning can only be deep if is confirmed by student experience and observation. "Don't do what I do. Do what I say." is not (as any parent can tell you) a persuasive argument in the educational context . It was decided that the module would be delivered as a series of conference days. Each day focussing on a different aspect of designing and offering the students one approach which they could experience and evaluate for themselves. Theory, kept to a minimum, the emphasis was on practically oriented group work. The module would finish with a summative piece to enable students to demonstrate their ability to select and integrate appropriate strategies in the resolution of a design task. The conference topics were: Working in groups: Design by Doing: Design as a Process of Knowing: Designing from experience: Drawing as inquiry: Modelling the Design Process: There follows a brief outline of these individual elements which indicates something of the content and the method of delivery. This has been kept relatively brief because the importance lies not only in the precise content of the experience but in the mode of delivery and the assertion that these are generic skills, the acquisition of which is appropriate to all designers. WORKING IN GROUPS To begin with it was important to activate and empower the group. Get them interacting on a social level and in relation to their work. Being first level students they were understandably nervous and somewhat intimidated by their new surroundings and finding themselves in such a large group of peers. A variety of short group exercises were constructed for this component of the module. The aim of these exercises was to make explicit some communication skills which we all use and often take for granted. As Edward De Bono[4] says of another core skill, thinking. "As soon as one is able to talk about thinking one is on the way to regarding it as a skill like playing tennis or cooking." This is also true of skills such as listening, speaking, observing and giving feedback. These skills, if consciously developed and utilised within the working environment can be powerful, liberating and enabling. (They are also skills which, on our recent visits to design studios were identified by employers as critical in the selection of designers to work within a team.) The means of making explicit these skills varied but each session, which was conducted in small groups of around eight- ten students, was task oriented and facilitated interaction, with each student being given a space in which to contribute. From the start, this process began to establish expectations of the studio experience which suggested that it could be interactive and collaborative rather than solitary and competitive. For many it provided anew experience of the power of collective endeavour. Throughout these early stages of the module working units were formed and reformed in order to vary the experience. Plenary sessions were organised to keep the various groups aware of the whole picture and allow staff to share information and compare outcomes. By the end of this introductory phase students had practised and discussed their roles within groups, they had developed lists of useful advice on how to perform these roles well (and badly); had discussed what makes a group work; and had spent some time evaluating the effectiveness of their own group using a group effectiveness pro-forma; DESIGN BY DOING This approach to design is familiar to most of us. We need something, anew chair or table or we want to make a childs' toy for Christmas. Or perhaps we have an idea for a product which could be manufactured. Whatever it is, one very familiar and sensible way of proceeding toward the desired result is to have a go. Make it; Figure it out as you go along, find good materials which you can afford and which you think will do the job. Find out how to join two pieces of wood or how to make the toy move.Then you will probably need to see what happens when you try to sit in your chair or when you give the toy to a young child. Disaster may strike and you may need to start all over again. Designing by Doing is sometimes dramatic but it does often provide good feedback and even a degree of excitement. The task students are faced with in this component is designed to provide just such a dramatic and direct experience. It doesn't last long and so is very intense. The practical task is based around a stated problem and a given amount of materials and time. Working together students must use a variety of skills in order to negotiate their way toward a design solution. At the end point of this process students are often surprised by the diversity, quality and ingenuity of the solutions. Pressure of time and the group dynamic bring a special quality to these workshops and they are generally enjoyed by all. DESIGNING FROM EXPERIENCE This approach to designing stresses knowledge of materials as a basis from which to explore a design brief. In this case, because of the brevity of the experience a readily available material such as paper is used. Students are made aware of the vast range of possible forms paper can be manufactured in and how these can be manipulated in ways which will enable the construction of forms which have structural stability and the strength to absorb pressure and shock. A one day workshop provides a miniature apprenticeship and this is followed by a design task in which students are invited to design and make a package for an egg. The students knowledge of the material is then tested in dramatic fashion! DESIGN AS A PROCESS OF KNOWING It has been said that "design is a process of knowing". In this process the designer actively extends his or her knowledge base in order to move away from the state of not knowing which prevails at the initial briefing. Gradually, knowledge of the factors which have a bearing on the design problem are gained and these are used to provide the basis for the development of proposed solutions. Novice designers often assume that they can resolve design problems on the basis of existing knowledge. This element of the module introduces students to four concepts; 1. Brain storming: in which the resources of the group are exploited in order to vastly expand the possibilities available to us in beginning a design project. 2. Mind Mapping: in which the group explore connections between elements which arose out of the brainstorming exercise. 3. Developing a research wheel: in which students focus in on a finite topic from their mind map and identify a range of research opportunities associated with that topic.This research wheel is then used to build up knowledge of the subject and prepare a mood board for discussion. 4. Mood Board: a predominately visual evocation of the design area developed as a means of communication, feedback and stimulus. DRAWING AS ENQUIRY Drawing has traditionally formed a part of the designers skills base. Today however, because of the increasing complexity of the design environment and the impact of newer technologies, it is more important than ever that the reasons for teaching drawing to design students are clear and understood by both student and staff. This element of the module identifies drawing as a key skill for designers. One which is used both in the exploration of the design task and in the development and communication of ideas. The workshop which examined this contention was highly structured and involved students in speculating, observing, recording, analysing proposing and amending through the medium of drawing. Emphasis throughout the workshop was on the generation of informative visual material which recorded what was seen and conveyed what was understood of the object in question. As the day progressed participants became more knowledgeable about the object than when they had started. They were also able to communicate that understanding to others by means of that skill. The act of drawing can be seen therefore, as a way of extending the perception of the designer and placing them in a progressive situation thereby enabling meaningful dialogue to take place with themselves and others in the design process. BRINGING IT ALL TOGETHER After such a diverse range of experiences it is important that students have an opportunity to reflect both on the distinct nature of these experiences and the similarities between them. This session focusses on the students emerging view of what the design process may look like. In this workshop students were invited to discuss and develop a model of a design process. This was then made visual and modified before presentation to the whole group. In the construction of their models students had the opportunity to discuss the relevance of the strategies which they had been introduced to and explore with others appropriate ways of using these. As well as offering a space for reflection this phase of the module begins to prepare students for the moment when they will be invited to apply their understandings to a design task and demonstrate their ability to use appropriate strategies in order to resolve that brief. SUMMATIVE PROJECT The module culminates for the students in a short design project which requires the utilisation of some or all of the above approaches in the design process. For the first time students have to deal with the synthesis of approaches and forge for themselves a way of working which enables them to resolve the design brief. Interim presentations are used both to monitor individual processes and encourage the sharing of ideas and methods. Toward the end of the project students refine their design proposals and present them within their groups, demonstrating by this stage a degree of confidence and clarity which are design skills too. The activity then forms the basis of a period of reflection and analysis which is supported by staff. The assessment of the end of module task forms one element of the overall module assessment and it is stressed that process not product is what is being examined. Students therefore must demonstrate their process and show how their designs evolved. CONCLUSION This experiment in the delivery of a generic module across two design based courses had three main aims: It aimed, firstly, to identify and teach some generic skills: this is possibly the most contentious element of the endeavour because each discipline, despite the evidence around us, continues to hold on to its own special skills and approaches and is loath to acknowledge the existence of any substantial shared base of knowledge, skill or experience. Modular schemes which offer student choice will need to be further developed so as to offer more than small chunks of highly specialised material. Individual modules which address generic content could provide a useful basis for the development of a wider range of graduate profiles, some of which may not readily fit neatly into previous specialisms such as product designer, graphic designer or software designer. It's an exciting possibility and one which may frighten those of us who have depended in our careers upon a firm and slowly changing skills base and industrial environment. I believe however, that such change can be brought about in a way which provides a clear and secure framework for the designers of tomorrow. I believe, also, that modules such as "Design Processes" and "Visual Communication" (which was also piloted this year) can be complimented by others. e.g. Information Technology; Contextual studies; Visual representation; Visualisation; Multi-media design; Communication: to provide a strong platform of generic skills capable of supporting and stimulating innovative design in the future. Secondly the module aimed to establish working methods and group practices as the basis for future development throughout the design courses. As we move into a mass system of higher education, characterised by larger student groups and less, if any, one to one contact these 'transferable skills' will become even more central to the learning process. Throughout the module students responded well to this new paradigm and critical and creative interaction became an observable part of the project work. Given a set of parameters and protocols, they demonstrated a heightened awareness of their roles in the design process. Their participation and sense of learning community, although not self sustaining was significant and capable of further development. If it is true that 'design is a social process carried on for social ends' this dynamic can be seen as particularly important in design disciplines. During this module we felt that we had planted a few seeds and demolished (partially) the myth of the passive learner. The messages were clear from the start. Learning is a dynamic process. It requires participation and interaction. The group is a learning resource and each member of the learning community must contribute to its work. Finally, the module set out to examine the relationship between studio based design studies and student numbers. Large groups of students are part of the current context within design is taught. Traditionally design has relied heavily on the atelier model with its attendant one to one teaching. This model will continue to have a place but its continuance will be heavily dependent upon alternative strategies which maximise the potential of students to work independently thereby creating the space for some small group or individual contact. Whilst this experiment did not remove or significantly reduce the demand for staff within the studio it did indicate that well structured teaching and the use of appropriate resources can support studio based teaching and facilitate learner autonomy. Overall I would argue that the experiment in teaching generic skills across design courses was successful and useful. Students did demonstrate in their process, project work and their written reports understanding of and an ability to manipulate the strategies which they were introduced to. The ultimate test, however, is whether they continue to use and build upon these skills. This raises two key issues relating to the individual courses: Firstly, team teaching is an important element of the teaching of generic skills. Without a demonstrable commitment by each course to the concept of shared skills, experience and knowledge the student experience will be one of dissonance and confusion; Secondly, project assessment in subsequent modules must be geared to recognise explicitly the agreed generic skills which are taught. Without such structural support many students will allow these skills to fall into disrepair and their practice to revert to less satisfactory models. AUTHOR: E. J. Gleeson Design Futures B.Sc. School of Design and Media University of Westminster Harrow Middx. HA1 3TP 0171 911 5000 www.Gleeson@Westmin.ac.uk REFERENCES [1] J. C. JONES Design Methods 1992 [2] C. HANDY The Empty Raincoat 1995 [3] V. PAPANEK The Green Imperative 1996 [4] E. de BONO Practical Thinking 1978 -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:20:45 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: non-profit fundraising pt2 YOUR BOARD - THE 3G RULE The role of board members is varied: their names and titles lend legitimacy to your enterprise; they are a source of advice and counseling, and so on. However, as far as the fund raising side of your operation is concerned, they should either "give, get, or git." That is the 3G Rule. In less colloquial terms it means they should either be major donors or be people who bring in major donations from others. If they are neither, they should "git" or resign. (Obviously there are exceptions, but they should be real exceptions.) One reaction from Board members you may encounter is: "but if I ask Mr. Z for $5,000 for you now, he'll only be back to me asking for $5,000 for his favorite cause in 3 month's time." This is a perfectly legitimate objection from Board members who are supporting you financially. However, you can still work with them in other ways such as sitting them at critical tables at your functions and having them come to other events where their personal testimony as to why they support you sounds much better from them than from you. Many institutes also have an Academic Advisory Board which they list conspicuously. Two recent comments made to me by very prominent members of such Boards are worth noting. One commented: "I don't know why X institute has such a Board - except for PR purposes. They never ask for advice or input." The other said: "I'm on so many, I've lost track of them all!" These remarks confirmed my own suspicion that such listings are mostly windowdressing and rather transparent. IHS has an Academic Review Committee but its members are expected to give a certain amount of time now and then to reviewing files - and if they feel they can no longer do so, they stand down and are replaced. By all means have such a board but have an active one whose members bring you extra expertise and, properly enthused, unthinkingly become ambassadors-at-large for you. COMPETITION? NO, COOPERATION In the for-profit world one seeks a competitive edge and that often involves keeping certain matters secret. In the nonprofit world it's a little different - for those that are (potentially) successful. My colleagues fall into two categories: the small minded, who are running small organizations and have limited prospects, and the broader minded individuals who are building. Two experiences come to mind. One was the head (now ex-head) of a free-market group who confided: "You're crazy to publish an annual report listing all your institutional donors. I never do it. I keep all mine secret and go after yours." The second was the other CEO who was showing me around his office. Noticing a glossy newsletter I innocently picked it up asking, "What's this?" Snatch. It was gone. Apparently it contained a list of current donors which he was not about to share with me. First, such subterfuge can be overcome in half an hour. In the first case, I ran a check through all the foundation and corporate indexes. In the second, I had a friend donate a small sum, but enough to put him on the relevant newsletter mailing list. Second, there is not a fIxed pot or pie of money for free-market institutions. Let's put it another way: the more people who knock on the same door the merrier - with a slight caveat. If I am the only free-market person visiting corporation X, I'll stand out like a sore thumb. If several free-market people are dropping by, I'm mainstream. And, given that my product is better The only caveat is the case of the new PoDo you're just about to convert into a live Donor to market-oriented work for the first time. Here there might be a critical moment when you do not want others in the picture. But if you're the person who shares information, then this is the time you collect: "Lay off him for a couple of months." And everyone will play ball. THE PRE-INTERVIEW Once you have done the preliminary research and identified a PoDo, it is useful to prepare for an interview. Walking in cold for an interview can be both unnerving and unrewarding. You could send a letter of introduction weeks before you plan to visit a PoDo, asking if you might drop in if you are "ever in the area". If you get a positive response, it is that much easier to structure your approach. If you don't get a response, it gives you time to try some other introduction. Other ideas are to send an interest survey, examples of your publications and reports, and so on. THE INTERVIEW You've managed to arrange an appointment with a wealthy PoDo. First, review your files on him and his existing track record of donations and interests. Second, schedule to get there in good time. There's nothing worse than being in a strange city on a too tight schedule tearing from appointment to appointment. You often don't know how long an appointment may last or whether it might, for example, lead to lunch. Consequently, I tend to be liberal in the gaps I leave between appointments and to take lots of work with me with which I can fill in the time. Also, that extra half hour or more between appointments is good for taking immediate notes on the previous appointment both on what was said, and for follow-up action, as well as for getting your thoughts in order for the next one. Such notes should be filed on your return so that they are there when you need to refresh your memory or in case you meet with a fatal accident. Regarding the interview itself, the best advice comes from TV training manuals. Inter alia they stress: o alertness, e.g., sitting on the front edge of the chair - not lolling back; o no jargon - clarity of expression; o not being side-tracked; o being positive; and o coming to a clear conclusion. Other points of overlap with such TV guides as Michael Bland's "You're on Next" (US title: Presenting Yourself On Television and Radio), include dress and not smoking although the late Bev Thompson, a great supporter of free enterprise groups, did have a sign on his desk reading "THANK YOU FOR SMOKING!" Listen as well as talk. You'll get a much, much better feel for the PoDos' real interests this way then any other. And do not have the attitude that you are asking for a hand-out. There's a "problem" that concerns both of you "deeply." Your group of "professionals" has a "proven highly-leveraged strategy" and "expertise" in carrying it out. With his "investment" in your "program" you are confident he will see a "good return." Going on the road to raise funds can incur substantial expenses. One way to avoid this is to accept speaking invitations in targeted cities and then arrange appointments on either side of the engagement. This achieves three things: (a) it raises your credibility with the PoDo if you are this month's speaker at say the local downtown business club; (b) it makes the whole meeting a lot more comfortable because you're not in town just to raise money; and (c) someone else is paying your way. Finally, dinners, conferences, and such gatherings organized by other groups who have an overlap of interest with yours are good places to meet new PoDos. SOLO OR DUO? A common theory of fund raising is that one should go out in pairs. This is utter nonsense, and even worse, counter productive. The theory is that you somehow outnumber the PoDo, that two are better than one, that you perform a duet, backing up each other at critical moments. It works for on site visits but for on-the-road it's hogwash. First, if your organization does not possess at least one senior officer who can speak authoritatively for the whole group, then forget it. Second, consider the reaction of the PoDo. Here's the view of J. Paul Getty from pages 244-245 of the 1986 U.S. paperback edition of his autobiography, As I See It: I have a few additional comments to make on this subject of charities and eleemosynary organizations. The dogged persistence (and the peculiar mentality) found among some who seek funds for certain groups and institutions will sometimes defy comprehension. For example, a few years ago I was prevailed upon to make a $100,000 gift to an institution of higher learning (no, NOT one of the two universities in which I have said that I am interested). The institution is in the United States. Its heads and hard- driving fund-raisers had barely received my contribution before getting the idea that this was a marvelous opening wedge. I can imagine their ensuing conversation going something like this: "We've got a hundred thousand from Getty - let's see if we can't parlay it." "Absolutely! Only we really must think BIG this time! They did think "BIG" alright. About three months later, was visited by an impressive four-man delegation. Each member was highly-placed in the institution and bore long strings of academic credential-letters after his name. "We've long had an ambitious building programme in mind," was the gist of their approach. "Our present estimates are that it will cost around $10 million - we've brought the plans and reports to show you. Now, if you'll just underwrite this... I not only refused, but I deeply regretted having donated the original $100,000. It could have gone elsewhere and done much more good. I needed only to make a mental calculation of what the first-class roundtrip airfares (fund-raisers do not usually travel tourist), hotel bills and incidental expenses of the delegation's visit cost. The total could not have been less than $25,000 when the expense of preparing the "presentation" of the plans and reports was taken into consideration. In other words, at least 25 per cent of what I had given to aid the institution had been promptly spent on trying to get more money from me. PRESENTATION Donors and PoDos can't judge you in the same way they judge a good wine, a restaurant, a car, or other such tangibles. However, the way you do many of the same things that a for-profit group does will send signals. Would you go to a restaurant that had a bad telephonist who left you on hold to the sound of tinny music, a rude receptionist, a scruffy maitre d', a misspelled menu, and an oleaginous waiter? No, of course not. And you'd probably tell your friends to avoid it too. Likewise in fund raising: o phones are answered promptly and courteously; o spelling and grammatical mistakes are simply not acceptable; and o a smart, conservative presentation is a must. As the LA Raiders say, it's a "Commitment To Excellence." If you do all these things well you will go a long way to creating your own luck. IHS recently received a nice bequest under the terms of the will of a gentleman who had never supported us financially during his lifetime. However, he had been on our mailing list and had occasionally dropped us a short note or letter. When I checked the file on him, I found that every single letter had been answered promptly and politely. Some might say his bequest was a "lucky windfall"; my reply would be "we created our own luck." IF YOU DON'T ASK . . . YOU DON'T GET Some people have tried to raise money by explaining what they do to PoDos and then sitting back and waiting for the checks to flow in. Such people are today unemployed. The biggest psychological barrier to becoming an effective fund raiser is the will necessary to ask a potential donor in clear uncertain terms for funds. And you don't look at the floor, you look at his eyes. To many people, with otherwise outstanding talents, this barrier is insurmountable. They feel it is tacky, not quite U, and possibly crass to ask for money. Clearly, they think, their projects are so outstanding that if well presented, they will sell themselves. This is not the case. The PoDo will think: "How nice of him to brief me. He's obviously doing very well as he didn't ask me for funds." Find a form of wording with which you are comfortable but which nevertheless puts across your need for support. Avoid the verb "able" - it might imply the PoDo is strapped for cash! Here are a couple of lines I use: o Is it appropriate for me to submit a formal request for funding for the project we've been discussing? o May I submit a proposal to you and your colleagues for funding for the Institute? Finally, avoid the conditional tense, If I were a foundation officer and received a letter that started "I would like to request support of $ x for......," I would wonder "Well, what's stopping him?" Try to be as direct as possible: "I request support of $x for...... THE WHITE KNUCKLE THEORY Simply stated this theory claims that you have not asked for enough unless you see the knuckles of the PoDo turn white. In practice, its main use is to serve as a reminder that one should not ask for too little. If a company typically gives $5,000 you don't request $2,000, unless, of course, that's the level at which it starts newcomers. However, the one time I consciously, deliberately used the White Knuckle Theory it worked albeit indirectly. The donor blanched all over - and rapidly referred me to someone who did come through with the support requested. This raises two further points, namely don't be ridiculous or outrageous in your request or you will be dismissed out of hand and don't pad budgets. Proposal budgets that are clearly padded are insulting. They too can lead to outright rejection or, as the following quote from a foundation officer reveals, to diminished support: They visited us and we told them to ask for $20,000. The proposal came in with padding for $30,000. We wanted to do something but not at the $30,000 level so our Board said to give them half. Thus, they got $15,000 when they could have had $20,000. THE $64,000 QUESTION You've made your pitch. You've explained how you developed X which led to Y. You expect the PoDo to be impressed. Maybe he is, but he asks: "If you had not done X would a large part of Y maybe happened anyway?" Such questions are sent to try one's ethical standards. At IHS, we are in the business of discovering, developing, and supporting bright young people who are intent on a scholarly or intellectual career, and committed to the ideal of the free society. Consequently, I might say to a PoDo: "Twenty-five of our young people were recently hired for jobs that are important in the long run." He might equally respond "well, how many would have done so anyway without you?" Clear analogies abound in the policy world. My reply is: We don't know - the kind of work we're involved in is not easily quantifiable. Yes, some of them would have made it although maybe not quite so quickly or so well or in such good shape. In the case of X we made a huge difference by . . . And with Y we . . . I think if you were to visit our offices you would see how we daily . WHY DID HE CUT ME? WHY DID HE SUPPORT ME? You have just received a rejection note - a PoDo has failed to come through or an existing donor has cut you. Sometimes, the letter tells you why but mostly it's fairly curt and you can only guess. And that is all you should do in most cases, guess. Going back and asking why exactly did you cut me or reject me is not only highly embarrassing for both sides but also unlikely to reveal useful information. The time to ask for feedback is when somebody has just recently supported you or renewed previous support. At such times don't simply say "thanks," say "thanks and may I ask what in particular led to your decision - it would be most useful for me in future fund raising to know exactly what it was about my presentation and proposal that you liked most." This achieves two things: 1. You will get good accurate feedback - the donor's high on you, has just given you a nice check, and is possibly flattered by your inquiry. He has no incentive to be other than helpful, thinking that a few good tips now might well leverage his donation into other support. 2. It brings you and the donor closer together. If you consult him at this stage and again every so often it will make him feel part of the institutional family or team. This will increase your chances of renewal, hopefully at a higher level, and decrease your chances of being cut. DON'T ACCEPT MONEY FOR THE SAKE OF IT! You have been courting a PoDo for six months. You get on well and clearly hold the same general values and interests. However, while he wants you to do project X you feel very strongly that it does not quite fit your goal and that project Y is clearly better in every respect. Finally, the PoDo puts his money on the table and tied to it is a very generous contribution to general overhead. Do you take the project money and overhead and try to do something that's not quite you or do you say thanks but no thanks? I would say thanks but no thanks. A second aspect of this problem arises if there is a clear overlap of intent (i.e., you both want to do project Y) but you are currently very badly stretched on all fronts. Thus, if you take on Y now you might not do a very good job. The motto here is that it's better to take on 9 projects and do them all well than take on 10 and fall below standard on one or two. A further aspect of this is to stay in balance on general versus restricted giving. Restricted giving is ten times easier to raise but if you can't meet overhead you're out of business. With restricted donors always ask for some overhead; if it's not offered you can still reject the restricted funds. And with general donors, point out how their support for overhead makes it possible for you to go out for the bigger restricted sums. DON'T TAKE FUNNY MONEY OR GOVERNMENT MONEY >From time to time, you will be propositioned: could your charitable status allow you to launder some money? For example, a PoDo with a college-aged son might seek to make his education expenses tax deductible by passing such funds through your accounts. Clearly, one wants nothing to do with such arrangements. Equally, funds from government or quasi-government sources are to be refused. Even if you have no principled objection, such monies will (a) undermine your credibility as a champion of reducing the role of government and (b) deter private sector donors from supporting you. I would go further and also (a) refuse tax funded research/consulting contracts and (b) write into your employee manual that staff who accept such funds in a private capacity (e.g., a lecture or writing fee) are instantly dismissed. DO YOU EVER REJECT A CHECK? The only times I would turn down support are (a) if it comes from a government or quasi-government source; (b) if the donor is using you for other purposes (see FUNNY MONEY section); (c) if the donor has a dubious reputation and his association might well damage your long term interest; and (d) if the donor is asking you to do something that either does not fit or cannot be done to the highest possible standard. Other than such cases, take every check offered, however small. IHS currently has 527 donors under the $100 level of whom 103 are contributing $10 or less. However (a) they cost very little to service (b) many are potential $250-$1,000 range donors in the long run (c) they all help IHS to pass the Internal Revenue Service test of broad public support necessary to maintain charitable status and (d) they all have wills. The average American estate is substantial. MEASURING SUCCESS (AND FAILURE) PoDos need to be convinced that their money will be spent wisely and effectively. Your reputation and track record will help but, as noted elsewhere, much of the work of an institute is not readily quantifiable. It is not like a home for battered wives which can report "we provided a total of 5,432 nights of accommodation for 373 different clients during the past year." In a recent proposal for funds for a training seminar for advanced graduate students, I tried to deal with this as follows: Monitoring the Results To assess the effectiveness of the program three short run and one long run arrangements are proposed: A. SHORT RUN 1. A representative of the foundation will attend and audit all sessions. 2. Each participant will be issued a questionnaire at the end of the seminar and asked to complete and return it. The results will be tabulated for the foundation. 3. The Institute will prepare a detailed report within a month of the completion of the seminar. B. LONG RUN 1. One year to eighteen months later the Institute will report to the foundation on the then-current status of all attendees including any significant career developments BACKLOADING GRANTS YOU ADMINISTER Many institutes receive funds which they in turn administer for third parties. Institute X receives a grant from Foundation Y to produce and publish a book; author Z is chosen to write the volume. On more than one occasion I've heard of the balance of funds being given to Z in the early stages of the project. This is crazy: it removes virtually all your control on the author and project and significantly lessens your chances of seeing a complete manuscript. Here's a counter example: One of IHS's programs is the F. Leroy Hill Summer Non-Residential Fellowship for young untenured faculty. Its purpose is to buy out the summer months for young faculty, who might otherwise have to teach summer school, and thus it facilitates the writing of the journal articles necessary for tenure. The funds are paid as follows: 25% on June 1st 25% on July 1st subject to receipt of satisfactory progress report 25% on August 1st again subject to receipt of satisfactory progress report 25% in the Fall after paper has been received and satisfactorily reviewed. For a similar advanced graduate student program 40% is retained for the final payment. ACCOMMODATING REGIONAL INTERESTS Many PoDos have strong regional interests and are reluctant to give to groups with a national or even international perspective. I try to accommodate this in three ways: (a) Explain that the world of ideas today is not regional, not national, but international. If the PoDo is concerned about say the marxist Economics Department at his local college, he won't cure it by spending money at that level. What is needed is an overall change of outlook which will permeate down as new professors are hired, etc. (b) If a foundation/corporation is limited by its charter to giving only in area X, then offer to establish a restricted account and ask for a float to be spent only on projects in that area as they come along. (c) Should I have a program such as a training seminar which can be held anywhere, I offer to put it on in the PoDo's region. ON-SITE VISITS Assuming that you have something to show to donors and PoDos (i.e., you are not operating a fledgling institute from your kitchen table), on-site visits are infinitely preferable to your visiting the donor or PoDo's office. Why? o You're on your home turf and will hopefully feel more confident. o You are controlling the agenda of the visit, presenting your case in the best possible light. o You will probably get more time and more importantly undivided attention. o Seeing the building(s) and the people who work there makes your intangible product more tangible. PROPOSAL WRITING This is one of two major areas where help is at hand, namely, the best of the literature on writing business plans and venture capital proposals. William Osgood's How To Plan And Finance Your Business: A Do-It-Yourself Guide To Developing Successful Small Business Strategies (CBI Publishing, Boston, Mass., 1980) is one such volume. Here is a check list to use in drafting major proposals: Cover: A Proposal to Fund the X Program at the Y Institute Submitted to: PoDo's name, title, address, and phone number Submitted by: your name, title, address, and phone number Amount Requested: $XXX,XXX Date: September X, XXX Page 1 Executive Summary short: 3 paragraphs Page 2 Table of Contents (if needed) Page 3 The Institution corporate goal, methods, programs, history, etc., to set the scene, to show how you fit in the big picture Page 4 The Program purpose of the proposed program; how it fills a void; why it's important; how it will work, and what it will lead to Page 7 Timetable schedule of proposed program Page 8 Budget detailed breakdown of proposed expenditures, including overhead Page 9 Personnel who will be carrying it out and what their credentials are Page 10 Evaluation how the results of the program will be checked and reported back, e.g., sales figures, reviews, etc. Page 11 References names and addresses of 4-12 people who can vouch for you, your group, and your effectiveness Page 12 Conclusion upbeat ending; leave the reader on a confident, high note Page 13 Appendices drop to the back material the PoDo should or might like to have but which clutters up the main body See Appendix 5 for an example of a short proposal with a cover note. Proposals should be as concise as possible. If there is a relationship between length of proposal and size of grant it's probably inverse; and if there's a relationship between length of proposal and chance of success it too is probably inverse. You might get a big kick out of sending off 6 copies of your 100 page proposal to Foundation X - "boy, how can they turn me down when they see this?" - but the overworked officers and trustees at the other end will be thinking "I wish they'd summarized this in 10 or 15 pages." DIALOGUE OR KICKING THE PROPOSAL BACK AND FORTH Writing a first class funding proposal is often a very expensive exercise both in terms of your time and overhead costs. If you have been given a very clear indication of what the PoDo wants, then you might move straight to this stage. However, if you are still feeling your way with each other there is an alternative route. Say to the PoDo: "I think we are beginning to see an overlap of interest and a variety of ways in which we might work together. However, rather than going straight to a full proposal, could I outline my thoughts in a rough draft form which we can then kick around?" This route also has the advantage of involving the PoDo more in an exercise which will hopefully increase his understanding of what you do, how you do it, and why you do it in that particular way, as well as your understanding of his concerns. And if it comes to nought, you have not wasted so much time and effort. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:22:34 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: non-profit fundraising pt3 DIRECT MAIL This is the second major area where help is at hand, namely the very advanced and comprehensive American literature on direct mail methods. Here, I strongly recommend three books: Successful Direct Marketing Methods by Bob Stone, 2nd edition, pub. Crain Books, Chicago, 1979. Dear Friend: Mastering the Art of Direct Mail Fund Raising by K.P. Lautman and H. Goldstein, pub. Taft, Washington, DC, 1984. A Treasury Of Successful Appeal Letters by Joseph Dermer, pub. Public Service Materials Center, New York, 1985. Even if you are not planning to use direct mail as such, it is useful to study successful appeal letters of the past and all three of these books contain many fine examples. A particularly well-thumbed part of my own copy of the Stone volume is pages 210 and 211. Here, the author sets out his famous Seven Step Method of writing a letter as follows: 1. Promise a benefit in your heading or first paragraph - your most important benefit. You simply can't go wrong by leading off with the most important benefit to the reader. Some writers believe in the slow buildup. But, most experienced writers I know favor making the important point first. 2. Immediately enlarge on your most important benefit. This step is crucial. Many writers come up with a great lead, then fail to follow through. Or they catch attention with their heading, but then take two or three paragraphs to warm up to their subject. The reader's attention is gone! Try hard to elaborate on your most benefit right away, and you'll build up interest fast. 3. Tell the reader specifically what he or she is going to get. It's amazing how many letters lack details on such basic product features as size, color, weight, and sales terms. Perhaps the writer is so close to his proposition he assumes the readers knows all about it. A dangerous assumption! And when you tell the reader what he or she's going to get, don't overlook the intangibles that go along with your product or service. For example, he's getting smart appearance in addition to a pair of slacks, knowledge in addition to a 340-page book. 4. Back up your statements with proof and endorsements. Most prospects are somewhat skeptical about advertising. They know it sometimes gets a little over enthusiastic about a product. So they accept it only with a grain of salt. If you can back up your own statements with third-party testimonials or a list of satisfied users, everything you say becomes more believable. 5. Tell the reader what he might lose if he doesn't act. As noted, people respond affirmatively either to gain something they do not possess or to avoid losing something they already have. Here is a good spot in your letter to overcome human inertia - imply what may be lost if action is postponed. People don't like to be left out. A skillful writer can use this human trait as a powerful influence in his or her message. 6. Re-phrase your prominent benefits in your closing offer. As a good salesperson does, sum up the benefits to the prospect in your closing offer. This is the proper prelude to asking for action. This is where you can intensify the prospect's desire to have the product. The stronger the benefits you can persuade the reader to recall, the easier it will be for him or her to justify an affirmative decision. 7. Incite action, NOW. This is the spot where you win or lose the battle with inertia. Experienced advertisers know once a letter is put aside or tossed into that file, you're out of luck. So wind up with a call for action and a logical reason for acting now. Too many letters close with a statement like "supplies are limited." That argument lacks credibility. Today's consumer knows you probably have a warehouse full of merchandise. So make your reason a believable one. For example, "It may be many months before we go back to press on this book." Or, "Orders are shipped on a first-come basis. The sooner yours is received, the sooner you can be enjoying your new widget." (Incidentally, the same volume also contains a very interesting analysis of selling books by direct mail. For example, you will have a much higher response rate in Alaska in January than you will in Alabama in June!) There are several approaches to direct mail: o large-scale prospecting to attract new supporters from rented lists of individuals, o mailing to individuals on an in-house mailing list (past contributors, associates, and likely PoDos), o some combination of the above. A word of warning is in order: direct mail on the kind of scale envisioned in the literature will probably not work for you. The only free-market groups to have successfully used direct mail on a very large scale is Citizens for a Sound Economy (CSE) and the Heritage Foundation in Washington, D.C. However, CSE is much more of a lobbying organization involved in daily political battles on Capitol Hill and thus has the kind of audience or constituency for which direct mail works. Likewise with the Heritage Foundation which has also used direct mail to some extent. The Cato Institute mails about 100,000 letters a year to fairly ideological lists (including its in-house names) describing the institute. The nature of the letter does not make is suitable for mass mailings because there are no dramatic appeals. Instead, a Cato letter tries to lay out an intelligent case for support by making its mission clear. While a smaller percentage of people respond (compared to the dramatic appeals approach), the renewal rate tends to be higher because people have a clear understanding about the organization. The Cato mailing also aims to upgrade existing donors through its Sponsor Program. Each level of sponsorship receives a different package of publications and conference invitations. Donors, of course, are encouraged to move to higher levels. The Institute for Humane Studies mails primarily to individuals on its in-house list, and to carefully selected individual potential donors. Finally, Bob Poole of Reason has used direct mail to garner new magazine subscribers in the U.S., as well as to solicit contributions. In general, direct mail should be used only if you have tested a list via a sample and only if you can afford to wait until Year 2 to begin to show a profit. However, direct mail techniques can teach one a lot about servicing small groups of existing individual contributors at renewal time with personalized computer-generated letters. Two of the best tricks of the trade are: o Always use a live stamp - not a postage meter - for personal appeal letters to individual donors. There's a higher propensity to open stamped mail than metered mail. o For some perverse reason longer direct mail letters do better than shorter ones. Mention should also be made of telephone solicitations. IHS has Just started such a program as an experiment on a very small scale and it is too early to gauge results. In general, I would approach this method as cautiously as direct mail and under no circumstances view either one as a substitute for "proper" fund raising. THANK YOU Every donation must be acknowledged with a thank you letter the day it arrives at your office. If you are away, arrange for someone else to write in terms of: In Mr. XX's absence, I acknowledge receipt of your very generous donation. Mr. XX is away until the 25th but will write personally the moment he returns. I acknowledge small donations with a standard letter designed for tax records. However, anything from $100 and up merits a personal letter as well, not necessarily from me, possibly from someone else on the staff or board if he knows the donor better. We sometimes send three letters: one for the files and for circulating to trustees, one of a more personal nature, and the standard letter for tax records. Sometimes all three go in one envelope; at other times the personal one will go separately - see Appendix 3. Some groups reward donors at different levels of giving in various ways - these are called Donor Incentive Programs. I would be very cautious about using most of these because the obvious criticism is that a percentage of the donated funds is clearly not going into mission-oriented activities. Of course donors above a certain level receive special treatment (e.g., invited to an Annual Dinner) but special plaques for mounting on a wall, books, tapes and so on are another matter. SPECIAL EVENTS Some organizations have found it profitable to host special events. Examples include the Heritage Foundations's President's Club, Associates Meeting, the Annual Public Policy Seminars, and Washington Policy Roundtable. Such events serve the purpose of: o increasing donors' understanding of the organization; o offering an opportunity to get to know the donors; o creating a sense of membership; o increasing donor involvement; o giving donors an opportunity to meet and reinforce each other's support, and o providing a tangible donor benefit. ENTERTAINING THE DONOR Preferably the donor or PoDo will invite you out, choose the restaurant, and pick up the bill. If he doesn't it's up to you. On the one hand, you don't want to look cheap - on the other hand you don't want to spend too much and look as though you're throwing money around. With on site visits it's easy: serve something nice but reasonable and modest. On the road, I always turn to my guest and in effect say "it's your town - where would you suggest?" BUILDING DONOR RELATIONS It is important to maintain a healthy relationship with your donors. You tread a delicate balance. On the one hand, you don't want to send out so much the donor feels (a) overwhelmed and (b) that money is being wasted. On the other hand you don't want him to feel left out or in the dark. Three years ago, IHS instituted what has to date proven to be a very popular and, I believe, very effective donor communication program. Every 2-3 weeks the top 200 donors and PoDos receive a one-page 8 1/2 x 11 (UK: A4) publication called People and Ideas. A sample copy has been included as Appendix 7. Each one highlights a real life example of the successful work of the Institute. They are never longer than one side and can be read in about a minute. The master copy is produced on blank paper and then photocopied onto specially designed, preprinted, 2-color letterhead. It's a very inexpensive program but it brings our work alive by the use of personal stories. In addition to keeping the donor informed, it is useful to keep your organization informed of the donor's interests. One way is to send an interest survey or include a response form from time to time, as one major Washington, DC organization does. In this way, you can establish an on-going relationship with your donors. As you get a better sense of your donors' commitment to the organization, and as they begin to trust you to deliver what you promise, your working relationships will strengthen. Once this occurs, you don't have to do through the whole fund raising process from start to finish, each time you have a new proposal. Often, you can just call a donor and get preliminary responses to an idea. Find out if there is any interest in the idea and, if so, what suggestions or additions would improve it. If the interest isn't there, you have saved yourself the hassle of preparing a formal proposal. You have also saved the donor the hassle of looking over a proposal that is of little interest to him. RECORDS AND COMPUTER PACKAGES IHS's main data base is called Alpha 3. It consists of 60 main fields all of which are interactive. This is what a blank screen looks like before any information is entered: LName Fn Title Place DOE Address Comp _ Add2 Chk City State Zip Cty OPhone HPhone Jsal Lsal Wsal Fac _Stud Nut J/PA Pro Biz Bd Fnd Dnr PoDo_ _ _ _ _ Last Gen Don $ // Last Restr Don $ // Fnd Account _ IS HSRsub HSR cmp AnnRpt Op/ed OPwtr_ Econ 12345 Hist 12345 Law 12345 Phil 12345 PolSci/Tht 12345 Sci _ J _ Rel _ Lit _ Soc/Psy _ Mon _ Spec Inter _ JB's VIP _ GMU/DC Invitee _ Pgm Alumnus _ Fellow CRL _ FLH _ LPC _ HFFS _ Most of the codes are either self explanatory or irrelevant to our topic. However, let me take you through the ones that are italicized. Jsal John Blundell's normal salutation for this person. If I'm doing say 50 letters they will all automatically carry the correct salutation. Fnd Foundation Officer Dnr Current active donor PoDo Potential Donor Last Gen Don Last donation to general funds, showing amount and date of check. Last Restr Don Last donation to restricted funds, showing amount, date and to which fund it was restricted. JB's VIP Top 50 donors and PoDos. Pgm Alumnus Person has attended at least one IHS program. Fellow Person has received $ from IHS in the past. Because all sixty fields are interactive one can create: o a list of all former alumni and fellows who now have jobs (FAC, J/PA, PRO, BIZ) but are not yet active donors and then a mail merge letter with the correct salutation; o a list of all active donors in a certain zip code range with an interest in law and economics; and o toward year end, perhaps, a list of all individual donors below a certain amount yet to give that year. HIRING A FUND RAISER If you're the head of a market-oriented institute and either don't like fund raising or are struggling, don't think you can solve your problems simply by going out and hiring a fund raiser. It might work, but it probably won't. However, if you do go that route here's a simple checklist: o Has the applicant ever asked anyone for money before? If no, move to the next person If yes: o Is he committed to the cause? o Does he really understand your mission and modus operandi? o Is he presentable, articulate, literate, and numerate? o Will he be committed to you for a sufficiently long period to repay your investment in him or is it just another job? If the lead applicant has never raised a penny, devise a test to determine if he can on a first try at least blurt out the necessary punch line. Send him to visit a regular donor or board member and get a report back. Most people, including myself, don't like most full time fund raisers. Indeed many people have a policy of never meeting such people. For very good reasons they would rather meet with someone who is involved directly in the program side. On the other hand, there has to be some division of labor - someone has to be the main fund raiser. Many nonprofit groups have used professional fund raising consultants. In the Introduction above I noted that "successful nonprofit groups . . . have well organized schedules, good systems, and consistent follow through." Although consultants will probably know a lot about direct mail and proposal writing, their main benefit is that they force people to make fund raising their top priority and to set up the necessary internal structures and procedures. IT'S YOUR BUSINESS AND NOBODY ELSE'S In many nonprofit circles there's an attitude that there's a "right to know" everything that goes on at an institute. I think there are two reasons for this: (a) you are in a broad ideological movement which often involves many people giving their time and resources voluntarily and (b) you are a "public" entity. The result is that the slightest piece of internal news can assume hideous proportions and spread like wild fire among certain people interested in your work. This is utter nonsense and can be very damaging. It's your business, and just because it's not run for profit, does not make it any less of a private concern. Of course, there are developments you want to publicize but you should have well developed professional mechanisms for achieving that - with appropriate safeguards. And, of course, there are internal fund raising and management matters which have to be written up for the board and others such as auditors. These are your private concerns and of no legitimate interest outside the circle of those entitled to know of them. Outsiders who persist in inquiring into your affairs for no legitimate reason should be reminded that "it's a private corporation" and staff who gossip should be sacked. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:30:41 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Inquiry maps & internet Project-based Learning, Inquiry Maps, and the Internet David J. Rosen (David Rosen is the Director of the Adult Literacy Resource Institute and has been active in adult literacy and technology work for several years. He is a founding member of the Boston area Literacy Telecommunications Collaborative and of the Massachusetts Adult Literacy and Technology Team.) PART I A written conversation on project-based learning has been taking place recently on an internet electronic list sponsored by the Massachusetts Adult Literacy and Technology Team (MALTT). I have constructed this two- part article by taking excerpts from that conversation, mine and others, and re-organizing them but leaving the authors' original words -- including mine -- largely unedited. Nearly a dozen adult literacy practitioners have participated in the conversation from across Massachusetts. Susan Gaer, an adult ESOL teacher and technology coordinator from the Visalia Adult School in central California was also invited to join the discussion. Susan is an experienced user of the Internet and project- based learning in her classes. Silja Kallenbach, the Coordinator of the New England Literacy Resource Center, was also a participant. I am grateful for Susan's and Silja's contributions, which are quoted extensively in this article. The entire project-based learning dialogue is available by electronic mail from . What is Project-based Learning? Susan Gaer: "To me project based learning is where outcomes for students are based upon a project that learners feel that they can identify with." Silja Kallenbach: "Project-based instruction develops both academic and higher order thinking skills through inquiry-based learning projects on specific topics ideally based on questions articulated by students. The projects are often conducted by groups of students together in which case they promote cooperative learning and team work. Project-based instruction is associated with constructivist, student-directed learning in which the teacher functions more as a guide and facilitator than the sole source of information and direction." How does this differ from skills-based, content-based and co-operative learning? Susan Gaer: "To me content, skill learning, cooperative learning are all part of project based learning. But rather than learning about the presidents (content) students might develop a guide to help other students get their citizenship (project). While developing this guide, they will learn about the presidents, they will develop their reading and writing skill and they will work in groups. " What is the Rationale for integrated, project-based instruction? Silja Kallenbach: "Brain research on the way people learn underscores the importance of integrated or interdisciplinary teaching: (1) The brain searches for common patterns and connections; (2) Every experience actually contains within it the seeds of many, and possibly all disciplines.* Integrated, project-based instruction can make learning more meaningful and interesting to students especially when the themes are rich, provocative and meaningful to students, and when students are encouraged to formulate their own questions and direct the learning process. Genuine learning involves interaction with the environment in such a way that what we experience becomes integrated into our system of meanings. It is constructivist. The Cognitive Learning Theory states that: * Knowledge is constructed. Learning is a process of creating personal meaning from new information and prior knowledge. * Learning isn't necessarily a linear progression of discrete skills. * There is great variety in learning styles, attention spans, developmental paces and intelligences. * People learn better when they know the goal, see and experiment with models and applications, and * get constructive feedback on their performance. * Motivation, effort and self-esteem affect learning and performance. * Learning has a social dimension. Group work is valuable. * People learn better when the content is relevant to their concerns and interests. * Integrated, project based learning supports the Cognitive Learning Theory. " What Does Project-based Learning Look Like? 1) Silja Kallenbach: "...A unit on heart disease could include reading informational materials as well as stories by heart disease patients; interviewing people whose lives have been touched by heart disease and writing their stories; science lessons and demonstrations on anatomy focusing on the circulatory system and viewing a videotape of open-heart surgery; reading, comparing and writing a critical analysis of different studies on causes of heart disease; learning to calculate percentages and read graphs using information about the incidence of heart disease in different populations; learning about healthy nutrition from publications and nutritionists; cooking a low-fat, low-cholesterol meal; conducting a class debate about vegetarianism; designing a healthy heart public awareness campaign; making heart shapes with different materials; learning about the history of the heart shape, how it came to symbolize romantic love in Western cultures and what organs other non-western cultures associate with emotions; reading romantic literature and discussing the concept of love." 2) Susan Gaer: "One of the projects I have done is an internet cookbook. Most of my students come from countries where there are no recipes. Knowing that this cuisine would be lost to future generations, I persuaded my students to record them. Since where there are no recipes there are also no standards for measuring, it soon became apparent to me that we would have to cook these recipes together to get them written down. Thus was born the cookbook project. Now a yearly event at our site. I posted the project on the internet and asked if others would be interested. Soon the class had recipes flowing in from all over the world. We have a desktop publishing class at our school and they said that they would publish it for us. So now we sell the cookbooks and make money to buy things for the school. The students sell the cookbook and help decide on what will be purchased. I am excited by this type of learning because it involves the students completely in the learning experience. In fact , they seem to get so caught up in the learning that they forget they are learning. Because they are so involved they seem to retain the knowledge longer. One student was able to recount a recipe from 2 years prior because she learned to use chopsticks that day. She didn't forget the recipe or the students who helped her. I have never had a student remember the day they learned how to add fractions or the day they learned the past tense. But this student learned how to use both those things in the cookbook project and never forgot. That is why I am excited by this kind of learning." 3) Susan Gaer: "For the last year, I have helped out an adult ed economics teacher develop a small business exploration project with her class. It was just a pilot and as such was only given 4 weeks of time. During the pilot the students got into groups, chose a small business idea that they might be interested in starting, researched it and presented their findings to our local chamber of commerce. The structure had its problems but it was bascially successful. The students were out of the text, interacting with the community and learning something about starting a small business. So now it is to be a semester course. I will co- teach this class with the instructor. The first section will be computer literacy. Next there will be some goal exploration. Then we will let students decide what businesses to research. We used to make them work in groups but this time we decided that if they have a business that no one else is interested in then they can do it solo. We hope that this will stimulate their interest more. They will have to research the business (not sure how to do this but I am sure we can do it on the Internet.) They will have to research the consumer (again not sure how we will do this.) They will have to find out how much financing they will need and try to find places to get it. If there is time, they will write up their business plan and try to actually get some financing. Last they will present their findings to the chamber." 4) Heide Spruck Wrigley (from a message posted to the NLA electronic list last year from El Paso, Texas, and re-posted on the MALTT list by David Rosen): "Susan Gaer talked about the project based curriculum she is using with her ESL students and asks what others are doing - I am working with a JOBS project in Texas where teachers are developing projects with women enrolled in a GED program (GED preparation is integrated into the curriculum rather than consisting mostly of workbook practice.) Here are some of the projects the groups are discussing - (1) a newsletter that addresses the myths and realities of families on welfare -- based on interviews of people in the street and fleshed out with stories of the women in the program - (2) a student-developed survey that tracks women who have left the program and documents where they are now and what kind of difference participation in the program has made in their lives; - (3) a student-generated cookbook featuring family recipes along with family stories that go along with special meals and celebrations (while developing and field testing the recipes - students use their math skills for measuring , estimating, figuring out fat grams and other nutritional values.) The program will use a SCANS Plus framework to help students document the skills they are using in these projects and evaluate their own participation in various project components - project materials and assessment forms and comments will be part of the students' portfolios and they will discuss how they can present their contributions and highlight their skills in a job interview ...." 5) David Rosen: "There are different kinds of project-based learning. Susan Gaer has given one, the on-line cookbook project, which I would say is an example of product project-based learning, where, from the start, one of the students' intentions was to create and disseminate a useful product. Another example of project-based learning is what I would call inquiry project-based learning. An inquiry project begins with a question or problem, ideally one which, in the normal course of things, has emerged from a student, and which other students feel is interesting, important to them, and worth taking the time to get answers or solutions. It ends not in a product, but in some answers, some points of view, and more questions. These, of course can be documented and published in print, or electronically, on line. For example, one day a student brings her pay stub to class to get help interpreting it. She tells her teacher she's willing to have it used as an example if her name is blocked out. The teacher puts it on the overhead projector. The pay stub has deductions taken out for health benefits, social security, and something else which isn't clear to anyone. It refers to "net" and "gross" pay. It generates a lot of questions: 1. "What is the difference between 'net' and 'gross' pay?" 2. "Why is so much taken out for health benefits?" (Someone adds, "and the employer has to pay for health benefits, too.") 3. "What is FICA?" (Then, when this is explained, someone asks, " Will this be enough money for retirement?") 4. Someone asks, apparently veering off into a new subject, "How do they decide how much to pay you?" 5. Someone else, adds, "Yeah, and who decides?" 6. And someone else, "And how can I get them to pay me more?" Everyone laughs at that one, but the teacher takes these questions seriously. The next day she brings the same questions back to the class, in writing. They read them over, discuss them again; and other, related questions emerge. She says they can get the answers to these questions, but first they have to decide which ones seem to be most important to the class. The class decides on: 1. "Who decides how much to pay me, how do they decide, and how can I get paid more?" and 2. "Exactly what are they taking out of my paycheck and what does it go for?" Everyone in the class is working, or has recently worked, and everyone is very interested in these questions.Together they discuss how to get answers, how to research these questions themselves. Since the questions are very particular to each student's situation, they decide that each person has to investigate his or her own case. But they also decide to share the results of their information to see if there are any patterns in what they find out. Together they discuss who might have the answers to question 1: shop steward/union rep, supervisor, personnel department, co-workers are all possibilities. Together they generate a good list of questions for each person to start from, a kind of interview format. Then, over a two-week period, they carry out their interviews. In class, the interview format questions are written on an overhead (in a high tech class, on a computer with an LCD overhead display) and the students each tell what answers they receive. The results are printed, photocopied and given to each student to think about, to see if they can see patterns. In the next class they discuss patterns: almost everyone has an annual "performance review" at work done by a supervisor or manager. Many students found out about "cost of living" increases. Some students found out they had more benefits than they knew about, and that the company considered benefits an important part of the whole pay package (salary or wages and benefits). One student learned that although the amount taken out for FICA differed from student to student the percentage was always the same. (The teacher noted this for next week's math lesson on percentages.) What one student said he has found out, another student or the teacher is not sure is correct. The teacher puts a question marks next to it, indicating that it needs further research, verification. The teacher (or a small group of students where possible) types up the questions, sub-questions, and the answers students found, puts them in hypertext language (html) and adds this text to the literacy program's inquiry maps on "Employability" on the program's web page on the World Wide Web. The web page already has such questions (and some answers) relating to: how to know what jobs are out there, how to know what education/training is required for a job, how to find a job, how to interview for a job, how to change jobs. Some of the questions and answers branch to other questions, and other answers on other inquiry maps, on other web pages. These inquiry maps are usually incomplete, with some questions left for others to pursue. There are enough questions and answers to make them interesting, but many are left unanswered to stimulate further questions, further research. Sometimes a question leads to one answer. In some cases a question leads not to an answer, but to a debate -- a transcript of a forum where students, from across the world, have wrestled with the question and come up with different answers, different points of view. One inquiry map leads to others. The questions above lead to a question about health benefits. This leads to a question about health conditions at work. This leads to a question about indoor air quality and how it is measured and so on." PART II (The second part of this article is taken from the author's postings in July, 1995 on the MALTT Electronic list, sponsored by the Massachusetts Adult Literacy and Technology Team.) How Can Learning Projects Continue to Generate New Learning for Each New Set of Learners? Project-based learning may be learner-centered, collaborative, and inquiry-oriented; the students may create a learning product and learn a lot from making it; however, the product itself may not be learner-centered, inquiry-oriented and may not enage those who see it in new learning which means something to them. Too often the product is simply a presentation of what was learned. I want to explore how learning experiences can continue to be ongoing, generative learning projects, so that each new group of students is stimulated, challenged, and engaged, and can see ways not only to benefit from what other students learned but to further develop the learning product themselves. Recently I heard an East African musician describe the difference, as he saw it, between Western and African music. In Western (classical) music, he said, there are too many notes. A composer plans a piece for a certain number of musicians and for certain instruments. Because of the density of the notes and because it is planned, there is no room for others to join in. In African music, there are planned rhythms and instruments, but there is always room for other rhythms and instruments, for new layers to be laid on top of the existing layers of rhythm. There is always space for others to join in, to play music, too. I see this as a useful metaphor for generative learning projects. While planned, they must be unfinished works. There must be space left for others' questions, others'points of view, and their departures into new areas of questioning. The learning products must be untrimmed inquiry maps, not tidy units or modules. What is an Inquiry Map? An inquiry map is a learning tool. It includes text and may include drawings, illustrations or photographs. A digital inquiry map may also include sound, full-motion video, and Hypertext features such as pronounced words, or windows which can be opened to display definitions of words, or illustrations. What Does an Inquiry Map look like? An inquiry map could look like a simple, one-page brochure or pamphlet, a comic book, a three-ring binder, or it could be a more expensive and high-tech interactive videodisc or laserdisc, or a homepage (and connecting pages) on the World Wide Web. An inquiry map could even be a set of questions and information organized like a treasure hunt. Let me give some examples, starting with simple, low- cost, and familiar ones: A well-designed information brochure could be a kind of inquiry map. For example, a health brochure on alcohol use/abuse could begin with a true/false quiz about alcoholism. Then it could pose some common questions. It could answer some of them simply, directly and factually; with others -- those where there are differing points of view -- it could point out some of the different ways one could look at the question. Some questions deliberately could be left unanswered. At the end there could be a short list of other resources: organizations, phone numbers, other pamphlets and books on the subject. A group of students could produce such a brochure. They could deliberately set out to engage the readers, and leave space for them to take it further, deeper, or off into a new, related area of inquiry. A videotape could be part of an inquiry map. It could include a debate about an issue. For example, students could debate whether or not alcoholism is a disease influenced by genetics or an unfortunate strategy to cope with difficult personal problems. Students could present their arguments on the tape, and the debate or discussion could be carried forward by another class which views the videotape first, then has a discussion or debate of its own, which could also be recorded. Each year the National Issues Forums (NIF), for example, prepares written and videotaped materials which focus on a national issue such as racism, abortion, the drug problem, immigration, and others. They present different points of view on the problem to stimulate discussion for study circles. NIF materials could be a starting point for inquiry maps, particularly if participants were encouraged to write their own points of view and add them to the NIF materials for the next group as articles, letters to the editor, transcripts of their discussions, or results of their own , original research. One medium with great potential for inquiry maps is, unfortunately, not yet readily accessible to all adult learners; however, I believe it soon will be available in many homes and learning centers within five years. It is the World Wide Web. In particular, the possibilities of using Hypertext (html) to allow infinite, seemless branching from anywhere within text, and the capacity to add sound, images and even full-motion video, make a rich medium for participatory, generative curriculum development. The web page is the perfect inquiry map, the perfect vehicle for student-centered, participatory ongoing curriculum development, a medium where it should be easy to pick up where one group of students left off and build from there, from one's own set of questions sparked by other students' questions and research. And like African music, there is always room for new players to add their own questions and their own research on the answers. Who are Inquiry Maps Intended For? Students and teachers build or add to inquiry maps. Inquiry map users may also be builders at the same time. Inquiry maps can be made for a particular audience or not. For example, an inquiry map could be built for junior high schoolers, adults pursuing English as another language, teachers, plumbers, antique restorers, auto mechanics, or adult learners studying for the GED test in Spanish. What are the Different Kinds of Inquiry Maps? Inquiry maps can be: 1) Edited or Unedited An unedited inquiry map might be produced by a group of students for their own use, This might then become a product or the beginning of a product which is edited so that others could use it, too. Editing inquiry maps will be discusssed more later. 2) Inquiry-oriented (built and used by one learner or one group of learners) or Product-oriented (built and used by many successive groups of learners). A product-oriented inquiry map would usually be edited, and fairly complete. It would be intended for use and possibly further building by unknown other learners, and would be distributed. 3) Inexpensive print materials or high-cost, high- tech digital products 4) Finished, or Unfinished A finished inquiry map is one to which nothing further is to be added. It may be finished because the class is done with it and no one wants to make it into a product, or it may be a finished, edited product, used but no longer being built. It is possible to have a widely-used, product- oriented inquiry map which is, however, deliberately never finished. How are Inquiry Maps Different from..... Web Pages? A web page can be designed as an inquiry map, but not all web pages are necessarily inquiry maps. Brochures or pamphlets? Usually brochures are not inquiry maps. However, they can be. For example, imagine a one-page health information brochure on stress. It is organized by questions, not topics, such as: * What is stress? * What life events increase stress? * How can I tell if I am overstressed? * How can I assess my own stress level? * What can I do to deal with stress? * Where can I go for more information? Some questions are raised but deliberately not answered. Where there is controversy it is mentioned, e.g. "Not everyone agrees that stress is negative, but even positive stress can produce physical reactions." It may include -- sometimes begin with -- a brief self-assessment questionnaire to draw the reader into interesting questions and problems. Brochures on alcoholism, for example, sometimes include short self assessment questionnaires on one's behaviors which might or might not indicate an alcohol problem. Sometimes brochures also have some of the other characteristicsof inquiry maps discussed below. Articles? Articles are usually not inquiry maps. They are usually presentations of information, often from only one point of view. They try to answer questions, not raise more questions. They are linear, not branching. However, one could write an article which incorporated some of the characteristics of inquiry maps. A Set of Directions or Instructions? These are not inquiry maps. While they can be useful, they are directive, do not usually include questions, are linear, step-by-step, and not branching. Essays Some essays, particularly those which are driven by questions and which deliberately explore different points of view, may look like inquiry maps, but they usually are not. They are, rather, a reasoned argument from one point of view. Their purpose is to persuade, not to engage in the give and take of inquiry. What are the characteristics of Inquiry Maps? 1. Inquiry maps are driven by learners' real and important questions or problems; 2. They usually encourage controversy, and looking at a question or problem from different points of view; 3. Beginning with one question or problem, they quickly branch to other questions and/or problems. They are branching, sometimes circular or recursive, never linear. For this reason, videotape, audiotape, film, vinyl records, television or radio broadcasts all of which are linear, not branching, are not good media for a whole inquiry map, although, as in the above example, they could be parts of inquiry maps. 4. Their content -- the response(s) to the questions or problems posed -- is the result of learners' information gathering or research; 5. They may be written in more than one language; 6. In the learners' researched responses to questions there are new questions, new problems, and these are not always answered by the same learner(s) , not always answered at all; and 7. They include information which users regard as useful and practical. In addition, the following are also characteristics of edited, digital inquiry maps: a. They are organized for the user who may know little or nothing about the subject; b. They include simple, attractive graphic icons which identify: 1) questions, 2) problems, 3) controversy, and 4) additional resources; c. Hypertext is used to benefit learners of the language(s) in which the inquiry map is written. Difficult words are pronounced, and windows can opened with definitions and illustrations. What is an Edited Inquiry Map? An inquiry map is usually only edited if it is to be used by other learners. It is edited for clarity and accuracy of information, degree of completeness, ease of use, attractiveness, and possibly for reading difficulty. An inquiry map could be edited by one person; but it could also be edited by a group of learners and teacher(s). Different groups of learners/teacher(s) could edit different parts of an inquiry map once the editorial policies were agreed upon. Where Do We Go From Here? We need to work with students to try making Inquiry Maps, and try out other short-term learning projects. I hope to be working this year with workplace education teachers and adult literacy teachers working on health topics to build inquiry maps and put them up on the World Wide Web. __________________________________ * Caine G. and Nummela Caine, R. 1991. Making Connections: Teaching and the Human Brain. ASCD -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:28:38 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Group inquiry maps How to Make Inquiry Maps David J. Rosen January, 1996 A group decides to make an inquiry map. This could be a group of students, educators, a study circle of people interested in a particular topic, or other group. A guide -- someone who knows how to make inquiry maps, or at least who understands the process described below -- leads the group. An inquiry map generally takes several meetings or sessions, at least three and perhaps as many as ten. A session could range from an hour to two hours. 1. The group chooses a topic together, one which participants care about, and want to learn more about. Then the participants: 2. generate (real and important) questions; a. The questions are clarified and possibly focused and narrowed so that they can be researched; then b. Questions are selected by the participants who want to research them; 3. identify and choose the inquiry methods, such as: a. an interview b. documenting personal experience c. a survey (classroom, school, family, neigborhood) d. systematic observation and recording of information e. experiment f. access to an expert -- and opportunity to interview by telephone or in-person g. reference book(s) at home or school h. library research i . research using databases on the WorldWide Web j. posting questions to net user groups or listservs; 4. plan their research; 5. carry out research; 6. present their findings, usually in prose, but possibly in a chart, graph or illustration, or through a photograph, or videotape. They: a. cite sources b. indicate if there are multiple (and consistent/inconsistent) findings c. indicate new questions which have emerged d. critique limitations of findings e. may recommend further research that is needed f. may critique their findings 7. The questions are graphically linked with the findings (and possibly to emerging questions.) In the case of an inquiry map on a wall, these can be linked by colored string or thread. For a three-ring binder version, at then end of each question is the page number of the answer(s). In the case of a hypertext version, the link is made with html tags. 8. Other participants read and possibly critique findings ------------------------------------------------------------------------------- ------------------ 1. The same group, or a new group which has chosen the same topic, may review the inquiry map; 2. Participants identify existing or new questions to research, or new or additional questions to do their research on. The process continues from step 3 above. ---------------------------------------------------------------------------- -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:38:16 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: project based learning online PROJECT BASED LEARNING AND THE INTERNET ---------------------------------------------------------------------------- "We must get over the idea of trying to oversimplify education...by making it unreal, isolated, non-operational." Buckminster Fuller ---------------------------------------------------------------------------- Project Based Learning is a broad educational term which means different things to different people. However, in general, there are common characteristics of all Project Based Learning models. These include: * The end product is, of course, a Project. * Students spend time in independent research. * Teachers take on the role of mentors or coaches, as opposed to lecturers. * Students often collaborate with other students, sharing methods, techniques, results and conclusions. * Learning is hands-on and highly engaging. * Activities are usually interdisciplinary. The Internet provides many great opportunities to enhance Problem Based Learning activities in the classroom. Some of these include: * The ability to communicate and collaborate on projects with students from all over the world. * Access to the most current (real world) research available. * Access to a multitude of ideas presented by other teachers and students. * Opportunities for your students to publish their findings for others. Here are a few suggestions as where to start looking for Project Based Ideas. * Project Based Science at the University of Michigan's School of Education * Science Education for Public Understanding Program (SEPUP) at the Lawrence Hall of Science at University of California, Berkely * Ethics , Legal and Social Issues in Science at the Lawrence Hall of Science at University of California, Berkely * Center for Problem Based Learning at the Illinois Mathematics & Science Academy * Southern Illinois University's School of Medicine * Web 66 ---------------------------------------------------------------------------- Joe Cave (jcave@fnal.gov) August 3, 1995 -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:39:20 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Prototyping primer PROTOTYPING PRIMER

PROTOTYPING PRIMER

A hyperlinked document about prototyping designed specifically for the SOLUTIONEER. Like Buckminster Fuller said; You will have to make 3 prototypes minimum until you have worked out all the bugs.

  • One-Off Construction Using Fiberglass Over Urethane Foam. The document describes a system for making custom-designed fiberglass automobile bodies, boats, and many other products without having to build a mold. Explains step-by-step how to do it. Extensively illustrated with photos of an automobile body at various stages of construction.
  • Modelmaking Tips http://www.core77.com/design.edu/tools/model.html Fabrication Techniques--sheet materials, additive process, subtractive process, finishing processes. http://www.core77.com/design.edu/homeshop/index.html Some basic ideas for creating a home design shop. ERGONOMICS http://www.thomasregister.com:8000/ Thomas Register extensively lists various manufacturers
  • Cybernetics (Automatic Control Systems)
  • Ergonomics
  • Production Engineering
    • Operations Management Index -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:40:22 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: CERES Principles The CERES Principles Introduction By adopting these Principles, we publicly affirm our belief that corporations have a responsibility for the environment, and must conduct all aspects of their business as responsible stewards of the environment by operating in a manner that protects the Earth. We believe that corporations must not compromise the ability of future generations to sustain themselves. We will update our practices constantly in light of advances in technology and new understandings in health and environmental science. In collaboration with CERES, we will promote a dynamic process to ensure that the Principles are interpreted in a way that accommodates changing technologies and environmental realities. We intend to make consistent, measurable progress in implementing these Principles and to apply them to all aspects of our operations throughout the world. Protection of the Biosphere We will reduce and make continual progress toward eliminating the release of any substance that may cause environmental damage to the air, water, or the earth or its inhabitants. We will safeguard all habitats affected by our operations and will protect open spaces and wilderness, while preserving biodiversity. Sustainable Use of Natural Resources We will make sustainable use of renewable natural resources, such as water, soils and forests. We will conserve nonrenewable natural resources through efficient use and careful planning. Reduction and Disposal of Wastes We will reduce and where possible eliminate waste through source reduction and recycling. All waste will be handled and disposed of through safe and responsible methods. Energy Conservation We will conserve energy and improve the energy efficiency of our internal operations and of the goods and services we sell. We will make every effort to use environmentally safe and sustainable energy sources. Risk Reduction We will strive to minimize the environmental, health and safety risks to our employees and the communities in which we operate through safe technologies, facilities and operating procedures, and by being prepared for emergencies. Safe Products and Services We will reduce and where possible eliminate the use, manufacture or sale of products and services that cause environmental damage or health or safety hazards. We will inform our customers of the environmental impacts of our products or services and try to correct unsafe use. Environmental Restoration We will promptly and responsibly correct conditions we have caused that endanger health, safety or the environment. To the extent feasible, we will redress injuries we have caused to persons or damage we have caused to the environment and will restore the environment. Informing the Public We will inform in a timely manner everyone who may be affected by conditions caused by our company that might endanger health, safety or the environment. We will regularly seek advice and counsel through dialogue with persons in communities near our facilities. We will not take any action against employees for reporting dangerous incidents or conditions to management or to appropriate authorities. Management Commitment We will implement these Principles and sustain a process that ensures that the Board of Directors and Chief Executive Officer are fully informed about pertinent environmental issues and are fully responsible for environmental policy. In selecting our Board of Directors, we will consider demonstrated environmental commitment as a factor. Audits and Reports We will conduct an annual self-evaluation of our progress in implementing these Principles. We will support the timely creation of generally accepted environmental audit procedures. We will annually complete the CERES Report, which will be made available to the public. Disclaimer These Principles established an ethic with criteria by which investors and others can assess the environmental performance of companies. Companies that endorse these Principles pledge to go voluntarily beyond the requirements of the law. The terms may and might in Principles one and eight are not meant to encompass every imaginable consequence, no matter how remote. Rather, these Principles obligate endorsers to behave as prudent persons who are not governed by conflicting interests and who possess a strong commitment to environmental excellence and to human health and safety. These Principles are not intended to create new legal liabilities, expand existing rights or obligations, waive legal defenses, or otherwise affect the legal position of any endorsing company, and are not intended to be used against an endorser in any legal proceedings for any purpose. Prepared By: Coalition for Environmentally Responsible Economies -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:27:17 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: non-profit fundraising pt5 APPENDIX 3 THREE THANK YOU LETTERS 1. Formal acknowledgement. 2. Less formal - for circulation to board and trustees. 3. Very personal. ---------------------------------------------------------------------------- IHS Institute for Humane Studies George Mason University 4400 University Drive Fairfax, VA 22030-4444 Tel: 703/323-1055 Fax: 703/425-1536 April 22, 1988 Mr. John Smith XYZ Foundation P.O. Box 2222 Anytown, PA 12345 The Officers and Directors of the Institute appreciate your recent, generous contribution of $5,000 (dated 8/15/88). Your support for the Institute's programs and objectives is most welcome. The Institute is a 501(c)(3) tax exempt educational foundation IRS 94-162333852. This is a formal acknowledgement of your support for your records. Thank you, John Blundell Executive Vice President ---------------------------------------------------------------------------- IHS Institute for Humane Studies George Mason University 4400 University Drive Fairfax, VA 22030-4444 Tel: 703/323-1055 Fax: 703/425-1536 April 22, 1988 Mr. John Smith XYZ Foundation P.O. Box 2222 Anytown, PA 12345 Dear John: Just a short personal note to thank you for all your help in securing the Foundation's support for our work. I look forward to continuing to work closely with you as our programs develop. Thanks again. Sincerely, > John Blundell Executive Vice President ---------------------------------------------------------------------------- IHS Institute for Humane Studies George Mason University 4400 University Drive Fairfax, VA 22030-4444 Tel: 703/323-1055 Fax: 703/425-1536 April 22, 1988 Mr. John Smith XYZ Foundation P.O. Box 2222 Anytown, PA 12345 Dear Mr. Smith: I would like to thank the officers and trustees of the XYZ Foundation for the recent generous contribution to the Institute's general funds. Your support for our work is very encouraging and very much appreciated. If any representatives from the Foundation are ever in our area, we would be more than happy to welcome them to our offices and the George Mason University campus. Sincerely, John Blundell Executive Vice President APPENDIX 4 A TYPICAL RENEWAL LETTER TO AN EXISTING DONOR FOR SAY A TWO TO TEN THOUSAND DOLLAR ANNUAL GRANT Note: 1. This example is simply for a renewal there's no mention of an increase. An alternate opening might be to extend the first sentence with: "...". at the higher level of "$X." 2. Again note clear, up front request. 3. Invitation to visit included. IHS Institute for Humane Studies George Mason University 4400 University Drive Fairfax, VA 22030-4444 Tel: 703/323-1055 Fax: 703/425-1536 April 22, 1988 [1] [2] [3] [4] [5] Dear [6]: I am writing to request a renewal of your support for the work of the Institute for Humane Studies at George Mason University. As you know our mission is to discover, develop, support and place the very best young people we can find who share our concern for liberty with a commitment to an intellectual or scholarly career. It is a highly leveraged and very effective strategy. Our alumni of the '60s are today deans of law schools, senior professors and newspaper editors. Those of the '70s are gaining tenure at top schools, editing editorial pages and publishing influential articles and books. And our young people of the '80s are even more impressive. Eighteen months ago the Institute relocated to George Mason University. That move has been a tremendous success and we are now much better placed to continue our mission. Indeed since the move over 20 of our young people have secured positions at schools around the country from which they will influence many generations of opinion-leaders in decades to come. Last year was of course momentous for the Institute and for George Mason University. In the spring Henry Manne - an IHS fellow of the early '60s - was appointed Dean of the GMU School of Law and relocated here with his Law and Economics Center. In the summer Charles Rowley, a close IHS associate since the mid '70s, became Dean of the Graduate School and in October our neighbor, Professor James Buchanan, was awarded the Nobel Prize in Economics. Four weeks later Professor Buchanan, a close friend of IHS since its founding in 1961, spoke at the Institute's 25th AnniversarY Program. Page 2 The Institute is daily becoming a more effective institution, adding more academic staff to do the long term painstaking work of developing the best possible young advocates for the free society. I hope you will renew your support for our important work. If you have any questions or need any further information please do not hesitate to contact me. Likewise, if you are ever in our area we would be more than happy to show you around our buildings and the George Mason University campus. Sincerely, John Blundell Executive Vice President APPENDIX 5 SHORT PROPOSAL WITH COVER NOTE Note: 1. Short letter contains bare bones (i.e., how much and for what) but does not unduly delay reader from reading the proposal. 2. Upbeat and confident tone of middle paragraph. 3. Offer of further information if needed. IHS Institute for Humane Studies George Mason University 4400 University Drive Fairfax, VA 22030-4444 Tel: 703/323-1055 Fax: 703/425-1536 April 22, 1988 Mr. Harry Brown XYZ Foundation P.O. Box 2222 Anytown, PA 12345 Dear Harry: Following our recent meeting and correspondence, I am pleased to enclose a proposal for $50,000 to fund the Summer Residential Fellowship Program of the Institute for Humane Studies at George Mason University. Helping young students and faculty in the early stages of their careers is a very exciting and highly leveraged part of our work. I'm sure you would not be disappointed in the results of your investment. If you need any further information, please do not hesitate to contact me. Sincerely, John Blundell Executive Vice President A PROPOSAL TO FUND THE SUMMER RESIDENTIAL FELLOWSHIP PROGRAM AT THE INSTITUTE FOR HUMANE STUDIES AT GEORGE MASON UNIVERSITY Submitted to: Harry Brown XYZ Foundation P.O. Box 2222 Anytown, PA 12345 (415) 222-2222 Submitted by: John Blundell, Executive Vice President Institute for Humane Studies George Mason University 4400 University Drive Fairfax, VA 22030-4444 Tel: 703/323-1055 Fax: 703/425-1536 October, 1988 Amount Requested: $50,000 Executive Summary The Institute's Summer Residential Program is a ten-week long program designed to bring graduate students to the Institute for intensive research and interdisciplinary exchange. The program is carefully integrated with other fellowships and scholarships offered by the Institute, as well as with its less-formal academic networking. All of this promotes the Institute's entrepreneurial task of identifying, developing, supporting, and placing classical liberal scholars who will have influential careers. The Summer Residential Program is the ultimate, highest level IHS program for students. The Summer Residential Program is important to the Institute's goal of developing classical liberal scholars. Six of the world's top graduate students are selected from the fields of economics, law, philosophy, history, political science, and the other humane sciences. They are individually tutored by resident scholars and by international academics; also, they work closely with other scholars from a wide range of disciplines. While in residence, the students are required to write a dissertation chapter or an article of publishable quality. They are also required to present seminars in their areas of expertise, and to participate in weekly seminar presentations by top international scholars. The Summer Residential Program has been held for five years, paid for out of general funds. Because of the career achievements of past participants, the Institute is now seeking a restricted contribution to continue this successful venture as a named program. Table of Contents I. The Institution II. The Program III. Timetable A. Recruitment B. Summer Schedule IV. Budget V. ">Personnel VI. Evaluation VII. References VIII.Conclusion Appendix 1 - 1988 Flyer for the Summer Residential Program I. THE INSTITUTION The mission of the Institute for Humane Studies is to change the direction of society by strengthening the development and understanding of classical liberal thought. The Institute staff works to discover, develop, support, and place the very best students, scholars, and other intellectuals who value liberty, private property, free enterprise, free trade, and peace. The Institute has a wide range of fellowship and scholarship programs designed to assist individuals at most levels of their careers. For example, every summer, two week-long Liberty and Society Summer conferences, aimed at college juniors, seniors, and graduate students, serve as a key source for identifying promising students. The program introduces participants to the foundations of the classical liberal approach to social, moral, legal, economic, and political theory, and its historical expressions. Outstanding students, who demonstrate a serious interest in the classical liberal tradition and the determination to pursue an influential career path, are encouraged to apply for other IHS undergraduate and graduate student programs including the Claude R. Lambe Fellowship, the Leonard P. Cassidy Law and Philosophy Fellowship, and the Felix Morley Memorial Prize. Other programs, such as the Hayek Fund for Scholars, the Advanced Austrian Economics Seminar, Postdoctoral Fellowships, and the F. Leroy Hill Faculty Fellowships, are designed to help more advanced graduate students and untenured faculty members. Each of these programs is interdisciplinary, bringing together history and economics, law and moral philosophy, and economics and philosophy, to strengthen and extend the common, interlocking elements of free Western civilization. Through this complementary series of programs and its worldwide network of scholars, the Institute provides longterm encouragement and support to scholars interested In researching, writing, and teaching in subjects such as the rule of law, private property, and free markets. The programs are complementary also in that they create a role for the Institute's "alumnae." Scholarship and fellowship recipients often become the faculty who recommend their best students for IHS programs, teach at IHS seminars, or help judge IHS scholarship competitions. In this manner, an academic network of classical liberal scholars grows. Today the Institute's scholarly and intellectual network numbers some 10,000 people, and includes teachers, journalists, policy analysts, and foundation and corporate public affairs people. Il. THE PROGRAM As part of its development mission, the Institute has held a Summer Residential Graduate Student Fellowship Program every year since 1983. The program brings approximately six of the world's best advanced graduate students to IHS for ten summer weeks for the purpose of developing each student's scholarly talents, scholarship and interdisciplinary understanding of the nature and tradition of classical liberal thought. The students receive individual tutoring from international academics and resident scholars to produce a dissertation chapter or paper of publishable quality. They also present seminars on both their general fields of interest and on their specific summer project. Examples of such general topics by 1987 summer fellows include: "Law and Economics" by Gary Blumsohn, "Classical Liberalism and Classical Republicanism in the Era of the American Constitution" by Jack Warren, "Approaches to Western History" by Maria Montoya, and "Critical Legal Studies" by Catherine Valcke. In addition, students participate in weekly seminars presented by top international scholars. Some of the seminars in the 1987 program were: "Towards a Liberal Theory of Community" by Professor Stephen Macedo, "The Economics of Rules and Morals" by Professor Victor Vanberg, and "Interpretations of Liberalism" by Professor Ralph Raico. To be accepted, applicants must: be bright, be committed to an academic or intellectual career, show a demonstrated interest in the classical liberal tradition, and produce a superb writing proposal. Since the staff at IHS is often acquainted with many of the students who apply, great emphasis is placed on the last criterion. Even the brightest, most promising students must submit a well- thought-out proposal. It must not only be important, but also be a project that can be accomplished within the ten week timeframe. The proposed writing projects are generally part of research already in progress. Students have been encouraged, for example, to produce publishable articles from chapters of their dissertations or in other areas in which they have already done extensive research. Students are encouraged to utilize the tremendous number of facilities that are available to them, such as libraries at the Institute for Humane Studies, the Center for the Study of Market Processes, and Center for Study of Public Choice, as well as the Library of Congress and the greater DC area consortium of university libraries. Nonetheless, the brevity of the program requires that at least part of the research be completed before the students arrive at IHS. While in residence, the students finish such research and receive individual tutoring to help fashion a publishable paper. The scope of the program goes well beyond the written article. Students are taught how to market themselves as well as their work. Drawing from the expertise of IHS scholars, students are assisted in: developing and presenting ideas; public speaking; writing, editing, and publishing (as part of the broader IHS Writing, Editing, and Publishing Project). The Institute recently purchased extensive video equipment which will be used to tape students' presentations and help the fellows improve their speaking style, appearance, and effectiveness. There are several check-points to ensure that students are maintaining the high quality that is expected of them. First, each student is required to give two lectures on his project - one about mid-way through the summer and one nearer to the end. Secondly, the scholarship stipends are distributed three times during the summer, with the largest, final payment contingent on delivery of a high-quality finished product. Of the 32 students who have passed through this program, 31 produced papers or made significant progress on their dissertations both on time and up to standard. In just one case the final payment was withheld. The money was paid the following January on receipt of a thoroughly revised and improved paper. Ill. TIMETABLE A. Recruitment Although the IHS staff is continually learning of potential applicants from its broad international network of scholars, there is a formal notification process that begins the previous November. At that time, a fellowship announcement is sent to all IHS faculty contacts to be posted in their departments (see Appendix 1). In addition, notices are sent to the chairmen and secretaries of all relevant departments (economics, history, law, political science, philosophy, etc.) at the top 200 colleges and universities in the U.S. and around the world. The application deadline for the summer residential program is March 1 each year, and students are notified of their status by late March or early April. This schedule allows enough time for the summer tutors to contact students before they arrive at the Institute. Oftentimes, the tutor is able to recommend preliminary research or other activities that can help better prepare the student for the program. Thus the initial proposal is improved and refined before the program has formally started. B. Summer Schedule The students are in residence from early June to late August. The general academic schedule is as follows: Week 1: Administrative Orientation Academic Orientation Week 2: Latest student outlines due to academic tutor Week 3: Individual meetings to discuss program proposals and progress to date Weeks 4-5: Individual meetings with both academic tutor and writing tutor Week 6: First one-day conference for presentation of summer fellows' work Weeks 7-9: Work with tutors to complete and refine projects Week 10: One-day conference: final presentations of Papers by summer fellows In addition to this schedule, each student is expected to participate in weekly interdisciplinary seminars presented by the fellows, interdisciplinary seminars presented by visiting scholars, individual tutorial meetings, brown bag seminars, and other academic lectures. IV. BUDGET The budget for the 1988 Summer Residential Program is as follows: STUDENT STIPENDS Stipends for educational expenses (six fellows @ $2500 each) $15,000 EXPENSES FOR HOUSING travel, and so on (6 fellows @ $2500 each) 15,000 ADMINISTRATIVE EXPENSES Recruitment (computer services, telephone) 4,000 Advertising (poster design, printing, postage) 4,000 Selection 2,000 PERSONNEL SUPPORT Academic Tutors 7,500 Writing, editing, and publishing Tutor 2,500 TOTAL FUNDING REQUESTED FOR THE SUMMER RESIDENTIAL FELLOWSHIP PROGRAM $50,000 *Students receive $750 on arrival, $750 midway through the program, and $1,000 upon successful completion contingent upon tutor and referee approval of written article. V. PERSONNEL The overall academic content and direction of the program are the responsibility of the Academic Vice President, Walter E. Grinder. The budgeting and management aspects of the program are the responsibility of Executive Vice President, John Blundell. For the 1988 summer program, the academic tutors will be Jeremy Shearmur and Emilio Pacheco. Dr. Shearmur, IHS Senior Research Fellow, was educated at the London School of Economics (University of London), from where he holds a B.Sc. (Economics) degree, in which he specialized in philosophy; a Master's degree in the philosophy of science and a Ph.D. in political philosophy. Dr. Shearmur worked for eight years in the Department of Philosophy at the London School of Economics, as Assistant to Professor Sir Karl Popper, F.R.S., F.B.A. He subsequently taught in the Department of Philosophy at the University of Edinburgh, and later in the Department of Government at the University of Manchester. He was then Director of Studies at the Centre for Policy Studies in London, prior to moving to be Senior Research Fellow at the Institute for Humane Studies at George Mason University. He has published on a range of academic subjects, has spoken widely at academic conferences, and is currently writing two books on political philosophy at the invitation of Oxford University Press. Emilio Pacheco received his Bachelor's degree from the Catholic University in Caracas, Venezuela, his Master's degree in Intellectual History from the University of Sussex, England, and his D. Phil. in Politics from the University of Oxford. He is a former head of the Information Department at the Central Bank of Venezuela, where he was in charge of library services, publications, and Institutional relations, and is a former editor of Venezuela's leading economics journal. Dr. Pacheco is fluent In English and Spanish and has a working knowledge of French and Italian. He has written two books, and has presented a number of papers both at Oxford and at various professional meetings in this country. The writing, editing, and publishing tutor will be the director of the Institute's Writing, Editing, and Publishing Program, Sheldon Richman. Mr. Richman is also the Institute's director of public affairs. Richman's background in journalism, writing instruction, and editing prepared him well for overseeing the Project. He was a newspaper reporter from 1971 to 1978; among his employers were the Wilmington, Delaware, News Journal and the Associated Press. After leaving the newspaper business he taught writing to business and professional people as senior associate with a consulting firm. Later he was a writer and editor for various public-policy organizations and a monthly magazine. Since coming to the Institute in 1985, Richman has edited three newsletters, the IHS Op-Ed Program, and other written materials put out by the Institute. Richman is an active free-lance writer and the weekly computer columnist for the Washington Times. VI. EVALUATION Foundation Evaluation - The ABC Foundation officers will be notified of student topic presentations and schedules and are welcome to observe any of the sessions. Given the close proximity of the Foundation, it is proposed that at least one foundation officer attend each of the one-day conferences at which the fellows present their work. Bound copies of each students' final revised draft appear in the IHS Working Paper Series and copies of these papers will be made available to the Foundation. Spot Evaluation - Students are evaluated throughout the summer on the basis of their presentations and by the IHS tutors. Long-Run Evaluation - Continuing records are maintained on the students as their careers progress and as they participate in other IHS programs. In the past, high quality has been achieved not only while the students were in residence, but also afterwards. Consider the current positions of past program participants: 1983 Summer Residential Program Robert Blumen Ph.D. candidate, University of CalIfornia, Berkeley David Hart Professor, University of Adelaide Randy Kroszner President's Council of Economic Advisors Kevin Lacobie Ph.D. candidate, George Mason University Gerard Mildner Ph.D. candidate, New York University David Price US Justice Department, Office of Legal Policy 1984 Donald J. Boudreaux Professor, George Mason University Hannes Gissurarson Professor, University of Iceland Sanford Ikeda Professor, California State University, Hayward Stephen Macedo Professor, Harvard University M.L. Rantala Ph.D. candidate, University of Chicago Roger Silk Ph.D. candidate, Stanford University 1985 David Beito IHS Postdoctoral Fellow, George Mason University Mark Brady Professor, Pitzer College, Claremont Lee Cronk Postdoctoral Fellow, University of Cincinnati Roger Koppl Ph.D. candidate, Auburn University Elizabeth Langby Postdoctoral Fellow, John F. Kennedy School of Government, Harvard University George Selgin Professor, George Mason University Keith Shimko Ph.D. candidate, Indiana University Richard Vernier Ph.D. candidate, University of California, Los Angeles 1986* David Boonin Ph.D. candidate, University of Pittsburgh Eugene Heath Ph.D. candidate, Yale University Esteban Thomsen Ph.D. candidate, New York University 1987 Gary Blumsohn Ph.D. candidate, New York University Frank Brooks Ph.D. candidate, Cornell University Roderick Long Ph.D. candidate, Cornell University Maria Montoya Ph.D. candidate, University of New Mexico Andrew Melnyk D. Phil. candidate, Corpus Christi College, Oxford University David Prychitko Ph.D. candidate, George Mason University David Schmitz Ph.D. candidate, University of Arizona; Fall 1988 Professor of Philosophy, Yale University Catherine Valcke Ph.D. candidate, University of Toronto Jack Warren Ph.D. candidate, Brown University *Following the Institute's move from Menlo Park, California, to Fairfax, Virginia, there was insufficient time to recruit six top students for the 1986 summer. As a result, there were nine, rather than six students in the following year, 1987. The progress of these students is evident. Many in the earlier groups are now tenure-track professors at prestigious institutions or in other influential career paths. In contrast, the 1986 and 1987 groups are still composed entirely of Ph.D. candidates. By keeping track of the students as they pursue their careers, the Institute can continue to evaluate the summer program participants. Furthermore, the Institute assists these students by placing them in subsequent IHS fellowship and scholarship programs. The Institute thus increases the likelihood that past summer fellows obtain good positions. VII. REFERENCES Past participants of the IHS Summer Residential Program whose permission has been sought: Professor Stephen Macedo Department of Government Harvard University Cambridge, MA 02138 617 666-3546 David Price, Attorney/Advisor U.S. Justice Department Office of Legal Policy, Room 4248 Washington, DC 20535 202 633-3274 Professor Donald J. Boudreaux Economics Department George Mason University 4400 University Drive Fairfax, VA 22030 703 323-2527 Past tutors of the Summer Residential Program whose permission has been sought: Professor Ralph Raico Department of History State University College of New York at Buffalo Buffalo, NY 14214 716 878-5412 (W) 716 884-4416 (H) Dr. Jeremy F.G. Shearmur, Senior Research Fellow Institute for Humane Studies George Mason University 4400 University Drive Fairfax, VA 22030 703 323-1055 Professor Lawrence H. White Department of Economics New York University 269 Mercer Street, 7th floor New York, NY 10003 212 998-8928 VIII. CONCLUSION The Institute's Summer Residential Program is essential in furthering the development of scholars in the classical liberal tradition. The program takes advantage of the critical summer months when students often have to teach or otherwise work. In contrast, the program gives participants valuable time, resources, and encouragement to complete projects that not might otherwise be undertaken. While in residence, students are given the opportunity to use a great number of services and facilities and confer with faculty members at both IHS and the George Mason campus, as well as the facilities of the greater D.C. area. Perhaps more important, the students become more deeply integrated into the IHS network of scholars. Although the program has been running only five years, impressive achievements by the participants are already evident. Thus, the program has overwhelmingly reached its goals. To date, the program has been supported out of hard-to-find general funding. Given its track-record however the Institute believes it now merits restricted support. Appendix 1 1988 Flyer for the Summer Residential Program ------------------- return to main page Atlas Economic Research Foundation / atlas@his.com -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:25:36 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: non-profit fundraising pt4 ETHICAL BEHAVIOR Ethical behavior is closely related to sound management. However, it goes a little further. Take for example the basic standards laid down by the U.S. National Charities Information Bureau: 1. Board. An active and responsible governing body, holding regular meetings, whose members have no material conflict of interest and serve without compensation. 2. Purpose. A clear statement of purpose in the public interest. 3. Program. A program consistent with the organization's stated purpose and its personnel and financial resources, and involving interagency cooperation to avoid duplication of work. 4. Expenses. Reasonable program, management, and fund raising expenses . 5. Promotion. Ethical publicity and promotion excluding exaggerated and misleading claims. 6. Fund raising. Solicitation of contributions without payment of commissions or undue pressure, such as mailing unordered tickets of merchandise, general telephone solicitation, and use of identified government employees as solicitors. 7. Accountability. An annual report available on request that describes program activities and supporting services in relation to expenses, and includes detailed financial statements employing Uniform Accounting Standards, accompanied by a report of an independent public accountant. 8. Budget. Detailed annual budget approved by the governing body in a form consistent with annual financial statements. If there is no such national standard in your country there is nothing to stop you from nevertheless implementing such an eightpoint program and then highlighting it in your materials under the heading of, for example, Management Standards. Clearly it is very useful to the fund raiser to wear such an endorsement on his shirt and to be able to say my organization is one of a tiny number to qualify for wholehearted endorsement by the nation's watchdog on nonprofits. The only standard listed above which requires further comment is No. 6. One might wonder why shouldn't my institute pay commission say on a sliding scale? The reason is simple: it would encourage corrupt practices between professional fund raisers and corporate/foundation-giving officers. CONCLUSION People give to people and the fund raiser lives or dies by his reputation for ethical behavior and sound management. Funds donated to you are given in trust, in the highest possible expectation that they will be invested wisely, effectively, and for the purpose stated in the proposal. The slightest hint that something is not quite right will spread very quickly and cause major damage to your donor base, staff morale, and overall effectiveness in pursuing your goal. One only has to think of some of the scandals involving major charities which have hit the headlines in recent years to realize the importance of one's reputation. Finally here's a summary of my main points: o have a concise clearly articulated MISSION and STRATEGY; o make fund raising your top priority; o don't accept money for the sake of it; o take on only projects that both fit and can be done very well; o it's your business and nobody else's; o set the highest possible standards in all aspects of your operations; o if you don't ask . . . you don't get; and o cooperate and network. APPENDICES APPENDIX 1 AN OPENING SHOT LETTER 1. Multiple enclosures - make sure they all go in the envelope and in the right order. 2. The request in the final sentence for "information on your foundation" is rare. Normally you have already obtained such materials before you write. In this case however it was a brand new foundation - only 3 months old - and such a request was in order. IHS Institute for Humane Studies George Mason University 4400 University Drive Fairfax, VA 22030-4444 Tel: 703/323-1055 Fax: 703/425-1536 April 22, 1988 Mr. John Smith XYZ Foundation P.O. Box 2222 Anytown, PA 12345 Dear Mr. Smith: I would like to visit with you to discuss the purpose and activities of the Institute for Humane Studies. By way of introduction, the goal of the Institute is to discover, develop and place scholars and intellectuals who share an interest in free markets, private property and the rule of law. We are engaged in a constant entrepreneurial search for outstanding young people who will go on to become tomorrow's scholarly and intellectual leaders. We work with them in many ways to develop their overall potential to become influential leaders of opinion. It is a very effective and highly leveraged academic mission which has for over 25 years produced generation after generation of top quality people. Our alumni of the '60s are today deans of law schools, senior professors and newspaper editors. Those of the '70s are gaining tenure at top schools, editing editorial pages and publishing influential articles and books. And, as you will see in the attached sketches of six of our current young people, those of the '80s are even more impressive. I have also enclosed a brochure on our work and our last Annual Report. I would like to meet with you to discuss the Institute's objectives and to learn more about your interests. I will call your office soon for an appointment. In the meantime, I would appreciate any information on your foundation that you could send me. Sincerely, John Blundell Executive Vice President JB:als Enclosures (3) APPENDIX 2 A TYPICAL FOLLOW UP LETTER REQUESTING SUPPORT AFTER EARLIER CORRESPONDENCE AND A VISIT Note: 1. Clear up front request for support. 2. Following the recent meeting the PoDo is John not Mr. Smith. 3. Courteous ending. IHS Institute for Humane Studies George Mason University 4400 University Drive Fairfax, VA 22030-4444 Tel: 703/323-1055 Fax: 703/425-1536 April 22, 1988 Mr. John Smith XYZ Foundation P.O. Box 2222 Anytown, PA 12345 Dear John: Further to our recent meeting and other correspondence, I request support of $5,000 from the XYZ Foundation for the work of the Institute for Humane Studies at George Mason University. The Institute was founded in 1961 by Professor F.A. Harper from Cornell University. He was concerned that American universities were turning out generations of young people destined for opinion- leading positions who were hostile to the market place, the role of the entrepreneur and the corporation, and the institution of private property. His solution was to found an Institute dedicated to finding young people with three attributes: they had to be (a) very bright (b) committed to a scholarly or intellectual career and (c) sympathetic to the above ideas. For 25 years we have sought out such young people and have developed their skills, supported their work, and speeded them along their career paths as professors, teachers, journalists and so on. All of our many programs are destined to aid in this very strategic, highly leveraged work. Eighteen months ago the Institute relocated to George Mason University from California. That move has been a tremendous success and we are now much better placed to continue our mission. Indeed since the move over 20 of our young people have secured positions at schools around the country from which they will influence many generations of opinion-leaders in decades to come. Mr. John Smith XYZ Foundation Page 2 June 2, 1988 Although we are affiliated academically with George Mason University we are financially and managerially independent. We depend solely on the donations of individuals, corporations, and private foundations. I hope that the XYZ Foundation will consider supporting us in our important work. If your require any further information please do not hesitate to contact me. Thank you for your time and consideration. Sincerely, John Blundellbr> Executive Vice President -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:31:50 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: inventor's notebook Profile: INVENTOR'S NOTEBOOK

        INVENTOR'S NOTEBOOK

        Recordkeeping is especially important for inventors. Firstly because it allows you to record your information and secondly because it determines the date of authorship/invention.

        To keep a legally acceptable INVENTOR'S NOTEBOOK you should:

      • 1) Use a bound notebook.

      • 2) Number each page and never tear any out.

      • 3) Write in ink.

      • 4) Date (and time) each entry.

      • 5) Have the pages initialled and witnessed by a friend or business associate on a periodic basis.

        The INVENTOR'S NOTEBOOK can do as much to determine the date of your invention as any patent can.

      • Alexander Graham Bell's Notebooks online
      • Bel l's Path to the Telephone
      • HOME -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:33:44 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Innovative solution principles I'm not sure where this came from but it is quite interesting. Bill Paton, Solutioneer Summary of Principles for Innovative Solutions Education * Economic success in the information age demands that we support innovative efforts to break the bureaucratic monopoly of our current educational model. * We must support efforts to promote a positive home learning environment, and emphasize that parents must take responsibility for their children's education. * Continual education later in life and outside the classroom is essential for our economic success. Our business and government policies should encourage its development and innovation. * Education must focus on the learner, not the teacher, if we are to renew our educational system and encourage learning outside the school throughout life. * In order for high school students to believe in themselves and the possibility of a bright future, we must support a "real world" education in high school, and encourage local business to develop strong ties to our local high schools. * In a moral and culturally-advanced society such as ours, it is our obligation as a society to promote non-violent conflict resolution to our children at school, in our homes, and in our entertainment. Business * Economic principles of the information age teach us that employees are not costs to be cut, but assets to be developed. The value of skilled workers will grow, and they should be treated accordingly. * The establishment and maintenance of trust is a key element in our future success, both in worker-management relations and in our personal lives. * Corporate power sharing agreements foster innovative teamwork between labor and management, and promote stable workforces and communities. * Corporations and investors must focus their mindset on long term success and the development of human and technological resources that contribute to that goal. * It is in our own economic self interest for government and industry to form partnerships to ensure the competitiveness of American industry in the face of global competition. Family * We must strive to implement policies that strengthen our families, allow them greater flexibility, and give them opportunity for economic success. Government * We must encourage all reasonable proposals for increasing the direct accountability of our government to its constituents. Greater accountability is paramount to the success of our democracy in the next century. * Decentralization of authority is key to the effectiveness of our government institutions, from the federal government on down to the local level. * Government should focus its efforts at preventing problems instead of chasing them down after they occur. Such an approach is fiscally prudent, morally right, and is healthy for the future of our society. * We must eliminate the excessive and wasteful rules that reduce the speed and flexibility of our government operations. * Government must adopt and support customer-oriented policies and practices in order to better meet the needs of we, the customer. * We should encourage competition for service delivery in order to make our governments more efficient and responsive to our needs. * We must continue to strengthen our communities by encouraging local response to problems through community ownership of the solutions. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:41:20 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Hannover principles The Hannover Principles 1. Insist on rights of humanity and nature to co-exist in a healthy, supportive, diverse and sustainable condition. 2. Recognize interdependence. The elements of human design interact with and depend upon the natural world, with broad and diverse implications at every scale. Expand design considerations to recognizing even distant effects. 3. Respect relationships between spirit and matter. Consider all aspects of human settlement including community, dwelling, industry and trade in terms of existing and evolving connections between spiritual and material consciousness. 4. Accept responsibility for the consequences of design decisions upon human well-being, the viability of natural systems, and their right to co-exist. 5. Create safe objects of long-term value. Do not burden future generations with requirements for maintenance of vigilant administration of potential danger due to the careless creation of products, processes or standards. 6. Eliminate the concept of waste. Evaluate and optimize the full life-cycle of products and processes, to approach the state of natural systems, in which there is no waste. 7. Rely on natural energy flows. Human designs should, like the living world, derive their creative forces from perpetual solar income. Incorporate the energy efficiently and safely for responsible use. 8. Understand the limitations of design. No human creation lasts forever and design does not solve all problems. Those who create and plan should practice humility in the face of nature. Treat nature as a model and mentor, not and inconvenience to be evaded or controlled. 9. Seek constant improvement by the sharing of knowledge. Encourage direct and open communication between colleagues, patrons, manufacturers and users to link long term sustainable considerations with ethical responsibility, and re-establish the integral relationship between natural processes and human activity. The Hannover Principles should be seen as a living document committed to the transformation and growth in the understanding of our independence with nature, so that they may adapt as our knowledge of the world evolves William McDonough, Dean of Architecture at UVa whose Hannover Principles are a good guide for environmentally-friendly design. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:36:59 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Environmental organizations stuff [PLETSUS] * Organization o The organization of the 21st century will more complex than ever. The ideas in the following groups can help keep the momentum of continuous environmental improvement. + Management + Establish top management commitment to long term environmental progress + Establish corporate and divisional environmental policies and purchasing policies + Assign local environmental coordinators + Establish local "Green Teams" to implement ideas + Establish third party assessed environmental management systems such as BS 7750 or ISO 14000 + Create process of managing all aspects of environmental stewardship + Develop well defined corporate values, decision making and response mechanisms + Develop auditing mechanisms open to public disclosure + Create long term goals based on continuous improvement to overcome concerns for short term profits and individual management careers. + Create internal "Green Taxes" to highlight most profitable enterprise from total cost perspective + Determine extent and strategy of external communications to avoid "Greenwashing" + Education + Establish programs to educate all internal and external associates on environmental principles + Create environmental newsletters and include articles in other newsletters or publications + Arrange for expert speakers to address employees + Publish environmental policies + Sponsor community forums on the environment + Measurement + Measure all material and energy flows in physical and monetary units + Develop managerial "Full Cost Accounting" systems + Audit management systems and disposal practices + Network + Other leading companies + Environmental organizations + Academia and other research organizations + Global experts + Have Fun + Develop competition + Play games while learning + Celebrate successes + Make a Difference + Tell people in other businesses what you are doing - multiply good practices through them + Search for good practices and ideas inside and outside the company + Newsletters, contests, promotions + Work with universities in joint research projects + Use students as interns to compile data and conduct literature research + Share all ideas with others - multiply the effect - Kaizen! + Community projects + Choose community projects to support with time and money + Work with the community to educate young and old about the environment + Give seeds and trees to employees and customers as symbols of individual contribution + Commit a percentage of profits to environmental research * What We Take o There are simply too many people on this earth taking too much. The ideas in the following groups can help reduce what is taken to produce similar or superior value. + Raw Materials + Maximize usage of renewable raw materials + Reduce use of virgin petrochemicals in each unit of production + Maximize the usage of fillers, maintaining product quality + Redesign products to use recycled petrochemicals: plastics, etc. + Redesign products to use less raw materials + Design products using less material, e.g. carpets with less face yarn (More with Less) + Buy recycled materials wherever possible + Recycled content raw materials: + Fiber: polyester, nylon + Plastics: vinyl, polyethylene + Steel + Aluminum + Paper + Publish lists of recycled content supplies + Keep track of recycled content purchases + Challenge and monitor suppliers + Press suppliers to follow and document sustainable practices + Favor those who do + Press suppliers to adopt returnable packaging + Press suppliers to adopt uniform packaging design, e.g. fabric tubes that can be used by all suppliers and customers. + Invest in "Green" suppliers + Eliminate use of hazardous chemicals + Maximize use of "waste" chemicals for maintenance (Monsanto "Santosol") + Utilities + Conserve energy + Use only what you need + Conduct energy audits (e.g. from local utilities) + Replace old boilers + Install properly sized variable speed pumps + Use computer modeling techniques to minimize energy usage + Reuse what you have - heat exchange + Capture and recycle stack gas heat + Install heat exchangers on building exhaust ducts + Preheat boiler feedwater with waste heat + Use excess plant heat to heat offices + Lighting + Redesign lighting to fit work processes, results in productivity improvements + Install infrared motion detectors for automatic lighting control + Replace incandescent lighting with compact fluorescent lighting + Reduce use of high bay lighting + Maximize use of natural light, particularly in single story facilities + Retrofit existing lighting with high efficiency fluorescent or metal halide bulbs, electronic ballasts and reflectors + Substitute lower embodied energy materials + Use lower total energy-content raw materials (solution dyed versus white nylon) + Reduce scrap, even if recyclable, to avoid energy content + Increase insulation, including double paned windows + Research and adopt alternative energy sources consistent with local surroundings: hydro-, solar, wind, etc + Conserve water + Recycle water whenever possible + Recycle boiler water + Treat and recycle dye water + Develop closed loops whenever possible + Conduct water use audits, look for leaks and waste + Consider automatic on/off valves for restrooms, etc + Install flow regulating aerators + Office + Paper + Use recycled paper where ever feasible + Use white or unbleached paper products + All facilities institute paper collection programs + Place collection containers at every work station + Reduce or eliminate paper work and number of copies + Scrutinize distribution lists + Maximize use of bulletin boards + Use both sides of paper when copying + Collect single side printed paper to bind in reusable binders for scratch pads + Replace old fax machines with plain paper faxes, thermal paper is not recyclable + Use smaller or eliminate cover pages on faxes + Institute email where ever possible, especially for internal correspondence, favor communication over formality. + Print installation instructions on inside of packaging material instead of on a separate sheet of paper + Computers + Purchase only energy saving computer equipment, e.g. "EPA Energy Star" + Use screen savers or turn off video display screens + Turn off computers when not in use, during breaks, lunch and overnight + Install automatic PC hybernation programs + Copiers/fax machines/printers + Buy equipment with energy saving features + Buy equipment whose toner cartridges can be recycled + Facilities + Operations + Install programmable thermostats + Reduce use of office exhaust fans when not occupied consistent with indoor air quality ventilation requirements + Regularly maintain all HVAC systems + Check fan speeds and efficiencies on HVAC systems + Regularly replace filters + Install variable speed fans + Consider automatic CFC leak detection systems + Capture CFC's during maintenance and repair + Install variable air volume systems + Install variable air diffusers + Use shades and defectors to reduce summer sun + Increase insulation in walls and doors + Use double or triple pane windows + Use high efficiency glazing or films on windows + Construction + Use low embodied energy, locally abundant building materials + Design HVAC and utility systems for maximum long term flexibility and efficiency, e.g. under floor delivery, personal control, etc. + Convert salvaged equipment to new uses, e.g. use old air conditioners or heaters for other purposes + Remodel existing buildings rather than tearing them down, e.g. the Southern California Gas Energy Resource Center. + Landscaping and property development + Landscape facilities to promote biological diversity + Incorporate integrated pest management systems + Incorporate landscape design that minimizes our impact on the environment + Minimize chemical and fertilizer use + Mitigate short term or overflow effects, e.g. holding pond at Prince Street + Compost lawn clippings + Use mulching mowers + Investigate "xeriscaping" concepts + Consult with "Green Building" organizations such as U.S. Green Building Council + Establish "Preserves" on unused land + Create as much green space as possible + Start a botanical or sustainable garden process, use for employee and customer entertainment + If company is developing land, try to compensate by preserving or restoring another equal or greater area + Maintenance + Use only "green" cleaning compounds in building maintenance + Maximize use of all purpose cleaners to reduce the numbers of chemicals used and to minimize potential danger of mixing + Use dispensers for maintenance chemicals + Use concentrated cleaning chemicals to reduce packaging + Catering + Use washable mugs, glasses, plates and utensils + Reduce packaging in vending machines + Use bulk product dispensers for beverages, condiments, etc. + Donate excess food to the needy + Buy recycled and unbleached paper products + Ask local restaurants or snack bars to give discounts for people that bring their own mugs + Transportation + Reduce weight of products to consume less energy in transport + Favor locally produced products to avoid transportation + Consider gas mileage and durability in choosing company (and personal) cars + Keep vehicle tires inflated and engines tuned + Follow speed limits + Consider virtual officing to reduce number of days commuting to office + Create transportation consortiums to maximize loading of trucks with other local businesses + Pelletize waste materials, such as fiber, to minimize transportation costs and energy + Use public transportation when possible + Offer public transportation passes to employees + Stagger work hours to avoid rush hours + Packaging + Design product packaging for re-use + Design out all packaging, e.g. the taco shell, the package is consumed in use. + Minimize packaging to deliver product to customers + Maximize shipping quantities to minimize packaging and cost, e.g. + Large fabric and carpet rolls + Ship more carpet tiles per box + Develop reusable work-in-process packaging, e.g. reusable yarn tubes, carpet and fabric cores, roll straps, etc. + Replace PVC pales for paints and adhesives with collapsible bladders in recyclable boxes + Recycle drums and pallets + Shred non recyclables for packaging material + Use paper packaging tape, not plastic + Buy roll ends from local printers for packaging + Re-use manila and intercompany envelops + Ask suppliers to reduce or eliminate packaging + Include a note with shipments explaining the packaging concepts used and encourage them to do the same + Gifts + Consider the use of environmentally sensitive gifts for employees and customers + Offer to make donations to charities or projects in the name of customers or employees + Give knowledge, offer books and other types of information on the environment * What We Make o Products are the life blood of most corporations. We are beginning to redesign our products to be more congruent with natural, cyclical systems and focusing on he value they deliver. + Product Design + Design products that last longer + Design in durability, e.g. carpet designs that look better, longer + Design products to be partially replaced if worn out, e.g. selective replacement of only worn carpet areas. + Invest in improved maintenance to prolong aesthetic life + Design sampling devices that accept replacement swatches and samples + Design products that are more easily recycled + Mono-polymer products, e.g. all polyester + Easily separated products + Design and promote products made with recycled or sustainable content + Develop and introduce new technologies to build products from recycled content + Develop ways to harvest materials already produced + Maximize use of known sustainable products and techniques + Increase use of natural and post consumer material in products + Design and introduce "Green Products" as alternatives to existing products + Lifecycle accountability + Design products that reduce other environmental impacts + For example, reduce customers' energy usage while serving other purposes, e.g. carpets are good insulation versus other alternatives. + Take perpetual responsibility for life cycle + Commit to taking back your products at the end of their lives + Rent only the service component of your products, e.g. light not electricity, warmth, comfort and beauty not carpet. + Focus on services, not products * What We Waste o According to Paul Hawken, 94% of all materials are wasted before products reach the consumer. We believe waste minimization can be the source of competitive advantage. The ideas in the following groups can help reduce the impact on the environment and create competitive advantage. + People + The greatest resource of all - Our People + Engage the creativity of all employees and associates + Substitute labor for capital + "The Industrial Revolution has been about using more and moe resources to make fewer and fewer people more productive. Does that make sense in a world of fewer and fewer resources and more and more people?" - Paul Hawken + Products + Recondition, reclaim, reuse + Develop environmentally responsible methods of reconditioning used products + Donate used products to charities + Raw Materials + Provide future raw materials by + "Closing the Loop" - Recycle your own products (post consumer) + Harvesting other manufacturer's products + Zero Waste mentality - recycle all scrap (post industrial) + Braid waste yarn into rope + Needle punch waste yarn into shoddy + Recycle raw material packaging or send it back to the supplier + Measure the length of yarn on packages to minimize waste + Recycle cleaning solvents, antifreeze, used oil + Maximize use of solvent recovery systems + Implement high efficiency planning and scheduling practices to minimize waste + Create restorative post industrial waste loops with outside companies + Down-cycle products and scrap to other uses + Grind vinyl tile for door mats + Waste to energy systems - convert waste and scrap to energy where no other alternative exists + Maximize usage of supplier recycling programs + DuPont Partnership for Carpet Reclamation + BASF - Six Again + Energy + Energy Conservation + Use only what you need + Conduct energy audits (e.g. from local utilities) + Replace old boilers + Install properly sized variable speed pumps + Use computer modeling techniques to minimize energy usage + Reuse what you have - heat exchange + Capture and recycle stack gas heat + Install heat exchangers on building exhaust ducts + Preheat boiler feedwater with waste heat + Use excess plant heat to heat offices + Lighting + Redesign lighting to fit work processes, results in productivity improvements + Install infrared motion detectors for automatic lighting control + Replace incandescent lighting with compact fluorescent lighting + Reduce use of high bay lighting + Maximize use of natural light, particularly in single story facilities + Retrofit existing lighting with high efficiency fluorescent or metal halide bulbs, electronic ballasts and reflectors + Substitute lower embodied energy materials + Use lower total energy-content raw materials (solution dyed versus white nylon) + Reduce scrap, even if recyclable, to avoid energy content + Increase insulation, including double paned windows + Research and adopt alternative energy sources consistent with local surroundings: hydro-, solar, wind, etc + Effluents + Scrub stack gases, reclaim emissions + Send only biodegradable waste to landfills + Find food use for bio waste + Compost biowaste for use as fertilizers + Redesign manufacturing processes to eliminate hazardous chemicals in compost, e.g. heavy metals, toxins, etc. + Solid waste + Develop "zero-effluent" processes + Process hazardous waste into nonhazardous usages, + Separate solid waste into recyclable and unsalvageable + Measure all solid waste streams + Interface Examples + The following list is those waste materials that Interface companies are currently recycling or are developing systems for: + Carpet + Post-consumer carpet to DuPont's Partnership for Carpet Reclamation + Trimmings from fibre-bonded + Trimmings from Hair Tile + Shaving post-consumer tile, grinding vinyl, selling fiber + Frame scrap ground for molded products + Frame scrap ground into filler + Fabric + Used fabric into shoddy + Polyester depolymerization with DuPont + Fiber + Yarn and fiber waste sold for recycling + Post industrial fiber in selected jobs + Use post-consumer PET based fiber + Used PP yarn cones extruded into fiber + Waste fiber used in needlepunch products + Animal hair used in needlepunch products + Carpet backing + Vinyl de-fusing technology, post-industrial or post-consumer + Vinyl scrap sold to recyclers for molding + Fly ash as filler + Recycle latex + Packaging + Recyclable roll straps + Bale wrappers + Pallets + Cardboard yarn cones + Fabric and carpet roll cores + Recycle drum liners or use drum liners to allow drums to be reused + Raw material bag recycling + Utilize multi-use product packaging + Recycle sample folders + Unreusable PET wrapping + Paper + Office paper recycling + Pleater Paper + Computer Paper + Recycled carpet tile boxes + Cardboard + Establish paper recycling cooperative for office park + Office + Excess marketing collateral to children's hospitals + Glass, sorted by color + Plastic beverage cups + Printer Toner Cartridges + Fluorescent Bulbs + Batteries + Utilities + Boiler feed water preheat + Steam condensate recycling + Dye sludge composting + Wood waste to fuel furnaces + Misc. + Oils from machines and fork-trucks + Oily rags + Deep frying fat from the kitchens + Food/fruit waste to composters + Paint and ink containers + Metal scrap + Copper wire + Solvent recovery + Re-activating activated carbon canisters -------------------------------------- Updated February 8, 1996. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:42:28 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Urban Agriculture URBAN AGRICULTURE Gardening, Market Gardening, Mini-farming and Mini-ranching By Ken Hargesheimer There is unlimited opportunity in urban agriculture. People can have a comfortable income, a high quality lifestyle, provide a great service to their community and is a great way to raise kids. A woman took a one week course, went to Alaska, prepared the land and sold $20,000 worth of vegetables [then had a six months vacation time]. Bouake, Cote d'Ivoire, is an example of urban agriculture. Every vacant piece of land is planted. Even the land between the street and the property line is growing corn and/or yams. Vacant lots and land are everywhere in this country. Many factories, plants, churches, schools, colleges, city and county goverments have unused land. Use it for food production, recycle waste, green areas and beautification of the city. Use organic, biointensive raised beds. Yields are 2-5 times the national average. Organic food sales have increased app. 25% per year for several years and is expected to continue for the next five years...Begin very small and simple and expand as necessary. Urban Agriculture: The Untapped Potential. Urban Ag has the potential to provide many benefits to cities - in nutritional improvement, hunger reduction, income generation, enterprise development and environmental enhancement. The poor and unemployed can grow their own food. Farming converts degraded and unkempt vacant lots into healthy, green areas. Waste [grass, leaves, trees, sawdust, manure, food waste] can be composted and used on the farms. City governments must recognize the potential of urban agriculture and accord it the status given to other industries and economic activities in the city. Crime prevention: A Philadelphia police officer noted crime decreased from 40 to 4 incidents per month after she started a gardening project. On Dearborn Street in SF, CA, the crime rate dropped 28% after one year of gardening. Youth: Young people are being deprived of a wonderful career opportunity because they are not being informed concerning UA. Jobs are few and low paying but no one is informing them about free enterprise and micro-entrepreneurship where there are much greater possibilities for better income and quality of life. Youth At Risk: The solution to youth problems is W O R K. They acquire self-esteem, stay busy, feel useful, learn self-discipline and earn money. Gardening has been found by San Antonio, TX to be the most effective solution to the youth gang problem. It is much more effective than sports. Records show that after students are involved in gardening that their school attendance, morale and grades improve. Gang activity decreases sharply in neighborhoods where the youth are engaged in gardening. Mini-ranching will be even more effective with some youth and it can be done in the city. Youth Reformatory and Prison: An increase in self-esteem and responsibility is evident among youth already in the Criminal Justice system and drug rehab programs when they garden. Gardening within prisons has a proven tract record. (Editor's note: for a story on this, see the Sept/Oct 96 issue of Organic Gardening magazine.) Upon leaving prison, they have an immediate way to earn a living with only a little assistance. Youth Training: Boy Scout Explorer Posts can be organized in urban agriculture. From their surveys in the schools they already know the youth who are interested in agriculture. Posts can be organized in schools, churches, boys and girls clubs and neighborhoods. Contact the local BS office. UA should be taught in every high school in the country. It should be under Applied Academics or the Magnet Program and not a part of vocational agriculture/FFA untill it returns to its original purpose: training food and fiber producers at the high school level. An Urban Agriculture Corps should be organized nationwide for youth 14 to 21 years of age whether in school or not. Training in UA would be provided and then they are assisted in securing their own mini-farms. Corps could be organized in churches, schools, neighborhoods, boys and girls clubs, etc. GETTING STARTED: 1. Gardening: Every family should produce as much of their own food as possible or buy from the local organic growers. Not only does it save money but it eliminates the health risk from the hundreds of chemicals that are sprayed on fruits and vegetables by commercial and agribusiness corporation farmers. This is especially important for children. Imported foods have been sprayed with chemicals that are prohibited in this country. The taste of organically grown food is much better and the nutritional value is much higher. 2. Marketing: Local market surveys would determine what crops have a market before production is begun or begin on a very small scale to test the market...Market options: roadside/curbside stand, farmers market, door-to-door, wholesale to health food stores, restaurants, and grocers, employees of factories, offices, schools and colleges, mail order, weavers, arts and crafts people, cooperatives, community supported ag. Local Currency: It is legal to print and issue local currency. It is being used very successfully. (Ed. note: This is true...when I locate the article I have about batering, I'll tell you which mag and issue # it's in.) 3. Market gardener: Production of vegetables for market. Herbs [culinary], Vegetables, and Fruits. 6. Winter gardening/mini-farming: Cold frames, greenhouses over beds, crop covers, winter crops. 7. Winter mini-ranching: Forage crops, hay, silage, winter grazing, animal care. 8. Products: Eggs, milk, meat, vegetables, fruits, herbs, honey, grains, fibers, nuts, oils, pets, straw, plants, flowers, animals. 9. products to increase market value. People are always looking for farm/ranch foods that are grown without chemicals and processed without additives. Below are only a few suggestions. Mini-farming: Flower petals in pictures, weavings, dried [solar] fruits and vegetables, flower bouquets [fresh, dried], cold-pressed oils, stone-ground flours, herb vinegars and oils, soaps, sprouts, brooms. Min 11. Income: The following would generate additional income. Select according to personal preference, land available, market, etc. Tours: Show off the garden, mini-farm or mini-ranch. Exhibits: Show animals from the mini-ranch at schools, malls, birthdays, etc. Farm zoo: All animals including game animals. Petting zoo: Farm animals for the children to pet. Pony rides: Rent ponies for children's rides. Horseback riding: Mini-ranches near riding areas. 12. Advertising/promotion: Use to promote the marketing of crops and products. Parades: Ride in parades on bicycles, pedal-powered vehicles and trailers carrying farm animals. Street fairs: Booths sell products/produce and/or hand out brochures. County fairs: Booths for selling and promotions. Trade shows: Same as above. Radio talk shows. TV interviews [request a news story to be aired about your farm]. Speakers bureau: schools, civic clubs, youth groups, 13. Investment cost: Starting small and simple requires very little funds: Free or rented land, water source, seeds, digging fork and old pallets for compost bins. Use salvaged lumber for sides of raised beds and salvaged wire for cages. 14. Transportation: Can use pedal-powered vehicles: bicycles, tricycles, 4 wheelers [1-4 passengers]. Low cost and low operational costs. Write for information. Youth and those on a low budget will find this works. Bicycles: Personal transportation from home to farm, etc. 4 wheeled vehicles: 2 or more people from home to farm, pickup, tour vehicles. Trailers: Carry produce to market and recycleable waste to farm. Display animals. 15. Equipment: Use hand tools: garden fork, hoes, shovels, etc. Pedal-powered: dumptruck, lawnmower, sicklebar mower, bulldozer, tractor, forklift, front-end loader, grain reaper, rider for weeding/harvesting, grain grinder. Little power equipment is necessary. With more acreage, a spader will dig the raised beds pulled behind a 14 hp or larger tractor. Alter axles to run the wheels in the permanent tracks between the beds. Farmers are using beds up to 8' wide. 17. Articles: The following are the best information to be found on these subjects. Copying is $0.10 per page. For information or to submit questions, send a SASE enclosing noted amounts for photocopying (@ $0.10 per page) in money or stamps. If money/stamps totals 70 to $l.40 cents, put $0.52 in SASE. I am available to teach the above in this country or in any country in the world at any time. The course is hands-on with most time in the garden, on the mini-farm or mini-ranch. Please copy these pages and distribute them to encourage mini-farming but copy them without any changes. Respect others' work. GARDENS/MINI-FARMS NETWORK Training urban/rural farmers in organic, biointensive, raised-bed gardening, market gardening, mini-farming, and mini-ranching worldwide. Ken Hargesheimer, Teaching in Lubbock, TX, USA - Garden & Art Center, Homeschoolers Association + Villa Alta Gracia, Republica Dominicana Cuahutemoc, Chih., Mexico + Bouake, Cote d'Ivoire, West Africa; Languages: English, Spanish. Box 1901, Lubbock, TX 79408-1901 Tel/Fax 806-744-8517; Email: ken.hargesheimer@windmill.com or n110436@aol.com CAN YOU IMAGINE THE BEAUTY OF A CITY WITH ALL ITS VACANT LOTS/LAND IN AGRICULTURE? Basil (Darin) Arrick, darrick@homestead.org Xenia (Tiffany) Arrick, tarrick@homestead.org http://www.homestead.org/urbanag.htm Last Updated: Sept. 19, 1996 -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:43:46 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Vision Palette VISION PALETTE by Paul "the soarING" Siegel A companion to the book: DESIGN YOUR FUTURE This is not an online form to fill out. Download this questionnaire and complete it at your le isure. Take your time. It can NOT be done in 1 session. ---------------------------------------------------------------------------- A. WHO ARE YOU? (1) In which one of the following FIELDS would you like most to work? ART - Express Yourself SCIENCE - Pursue Understanding INDUSTRY - Deal with Practical Things SERVICES - Help People TRADE - Negotiate Value HUMAN AFFAIRS - Affect Society More specifically (2) Are you ORIENTED primarily to: PEOPLE THINGS IDEAS (3) At which point on the DEVELOPMENT CYCLE do you prefer to work? CREATE BUILD FIX ---------------------------------------------------------------------------- B. WHAT DO YOU ENJOY MOST? (4) What is your favorite: Sport Social Activity Lone Activity Work Activity (5) What do you enjoy most learning? Think of skills, activities, accomplishments, situations, events In School At Work At Leisure (6) Describe your IDEAL JOB: (7) Describe an IDEAL DAY: ---------------------------------------------------------------------------- C. WHAT ARE YOUR STRENGTHS? (8) What SKILLS do you possess? Physical Social Rational Political Creative Organizational (9) Describe 1 or 2 major achievements that gave you the most joy: ---------------------------------------------------------------------------- D. WHAT IS THE PURPOSE OF YOUR LIFE? (10) What are your values? Indicate where you prefer to be in each of the following ranges: SECURITY - - - - - - - - - - - - - - - - - - - - - - - -FREEDOM RECOGNITION - - - - - - - - - - - - - - - - - - - - -ACHIEVEMENT LOYALTY - - - - - - - - - - - - - - - - - - - - - - - - -INDEPENDENCE PERFORMANCE - - - - - - - - - - - - - - - - - - - -CREATIVITY HONESTY - - - - - - - - - - - - - - - - - - - - - - - - EMPATHY PRAGMATISM - - - - - - - - - - - - - - - - - - - - - DEALISM (11) What communities do you want to serve? FAMILY ECONOMIC SOCIAL RELIGIOUS POLITICAL GLOBAL (12) What is your life's purpose? ---------------------------------------------------------------------------- E. HOW WILL NEW DEVELOPMENTS AFFECT YOU? (13) How will technology change your preferred field? (14) Describe your typical work day 20 years from today: ---------------------------------------------------------------------------- WHAT IS YOUR VISION? After completing this questionnaire, prepare a Vision Statement consisting of a VISION, MAJOR INTERESTS, and MAJOR ABILITIES. ---------------------------------------------------------------------------- Welcome | Vision | Fountains | Planning | Awards | Niches | Feedback ---------------------------------------------------------------------------- copyright 1996 Paul Siegel. All rights reserved. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:46:16 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: permaculture & Urban design Permaculture and Urban Gardening

        Permaculture

        Permaculture FAQ

        Excellent Permaculture resource

        Introduction to Permaculture

        articles by and about Bill Mollison Central Valley Permaculture

        Great Links Bay area Permaculture Guild

        More Great Links Permaculture Hot Spots rec.gardens.ecosystems FAQ Hydroponics

        Urban Gardening

        Xeriscaping

        Xeriscape, from the Greek word xeros meaning dry, was coined by Denver Water in 1980 to describe water-efficient landscaping. The concept of Xeriscape is based on seven principles: Planning & design, limiting turf areas, selecting and zoning plants appropriately, improving the soil, using mulches, irrigating efficiently, and doing appropriate maintenance. A properly-designed Xeriscape is lush, colorful and easy to care for. Organic Garden

        Vermiculture

        Aquaculture

        -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:45:13 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: edodesign.html Eco-design

        Eco-design

        EcoDesign Resource Society

        Ecological Technology Centre -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:47:33 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: totalrecycling.html Total Recycling

        Total Recycling

        Nothing is waste until it is wasted. Total recycling uses a 12 Category system of recyclable materials to allow them to be recycled in their own streams. In Industry they are experimenting with DESIGN FOR DISASSEMBLY which allows them to design products so they can be easily disassembled, either for re-use of parts of recycling.

        Basically this Potential waste percentages is broken down as:

        PAPER 25%

        PLANT 25%

        WOOD 10%

        PLASTICS 7%

        REUSABLE 5%

        CERAMICS 5%

        GLASS 5%

        METALS 5%

        PUTRESSABLES 5%

        SOILS 3%

        TEXTILES 3%

        CHEMICALS 2%

        SEARCHABLE KEYWORDS: Urban Ore, Daniel Knapp, Mary Lou Van Deventer, Total recycling, 12 master Categories, Recycling, 3 Rs, Compost, vermiculture. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:48:58 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: wastewater.html wastewater

        Wastewater

        Dealing with human waste and wastewater is a very important element of Sustainability.

        Ecological Technology

        Ecological Technology Centre Reduction at Source

        Reduction at Consumption

        Environmental Toilets

        Hydroponics

        Grey Water

        Black Water

        Living Machines

        Living Machines

        Schematic Diagram of Industrial Living Machine

        Schematic Diagram of a Municipal Living Machine

        -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:50:51 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Schools future Schools by Bill Paton, Solutioneer Schooling has always been designed to prepare a child for the rest of their lives. In the West alot of schools also have a more relevant role: preparing them for their WORKING Lives. This has fostered a role of the schools to: Teach discipline, encourage compliance, meet deadlines, be prompt and on time, obey your superiors, encouraging "static answers", discouraging change, not questioning "facts"follow orders and practice learning by rote. I personally believe (with bitter experience) that this ends up stifling alot of creativity and discouraging risk-taking. This may have been fine in the past, but is no longer appropriate. In our Third Wave World where the basic notions of factories and drone-like workers is no longer applicable, it seems not only un-progressive, but downright crazy if we are preparing our children for the future. In the Knowledge and Information-based society that we are now in and will certainly be in the future, it is IMPERATIVE. There is a quote that I can't find that says that Nobel Prize winners asked why they were successful and they say it's because they had a wonderful teacher when they were young who believed in them. I think that my education was reasonably unique and worthwhile and will talk a bit about it here. I realize now that when I went to school I had a Principal who was quite visionary. I didn't like him at the time but I can say that he put into place certain projects and systems that were very effective in any type of growth that I have now. (A friend of mine who was a Principal said he hated it because when he was a kid he hated going to the Principal's office and now he had to everyday.) We didn't like him because he would ban sports that we would play (Murderball, Snowball fights, Pushoff, "Evil Kneivel", etc.) just because every now and then someone would break their arm or collarbone. Anyway, "Petey" Clarke set up some systems such as "Friday Afternoon Classes" which were a variety of interests that you would do every Friday afternoon, usually taught by an expert parent or teacher. I learned about COOKING with Mrs. Lind, (Derek's mom), Architecture from Mr. McIntyre (Sue-Ellen's dad)--we made an architectural model from the blueprints of a famous historic firehall which we glued to cardboard. City History from Ms. Shuttleworth (Erika's mom), Water by Mr. Clarke (The Principal-obviously my first 3 picks were taken--but it was very interesting and I still think about water in ways I learned from there.), Salmon (Mr. C again, see previous note), and some other really useful skills. EUROPE TRIP HYPERCARD and OAKVILLE SCHOOL I believe the type of schooling and skills we should be ENCOURAGING are: -Interaction: working with others, co-operation. -Thinking Skills: "Logic", Creative Thinking, Evaluation, re-evaluating, Questioning. -Self-Confidence. Personal Awareness, unselfconsciousness, -Self-starting: Percerverence, -Research Abilities: Finding out information. -Generalization. -Newer values: Self-worth, Pride in knowledge. We should be DISCOURAGING: -Right Answers. -Rote work and thinking. -Unchanging Perceptions. -Cliques. -Good Grades (Compliance!) -Specialization. I think the answer to this would be to encourage PROJECT-BASED LEARNING. This is basically an approach where students would research areas that are of interest to them. This could be under a certain topic such as SCIENCE or ENGLISH. The teachers would become facilitators along this path. The notion of a "schoolhouse" could be re-defined to include areas of their environment. MONTESSORI(http://www.montessori.org) Promotes the development of the whole child,facilitates the growth of inner disciplines and cultivates the child's own natural joy in learning. WALDORF SCHOOLS (http://www.io.com/~lefty/Waldorf_FAQ.html) The aim of Waldorf schooling is to educate the whole child "head, hearts and hands"..."to produce individuals who are able, in and of themselves,to import meaning to their lives." HOME SCHOOLING CORT: Cognitive Research Trust developed by Edward de Bono BUCKY FULLER'S EDUCATION AUTOMATION MIND MAPPING Sadly, it is not the children who benefit that do the voting, or the Politician's approaches might be quite different. WP IDEA: HAVE A PROJECT BASED LEARNING SYSTEM ABOUT THINKING AND DOING, SOLUTIONEERING: VERMICULTURE, COMPOSTING, MAKING PAPER, HYDROPONICS, SOLAR HEATING ETC. ALL AT HOME OR SCHOOLINGS. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:52:58 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: solutioneers.html Solutioneers!!!

        SOLUTIONEERING

        A Solutioneer is someone who examines a situation, explores its possibilities, determines solutions, effectively actions them to completion.

        solutioneers.com is a synthesis of ideas, ideals, philosophies and resources for empowering people worldwide interested in carrying on with R. Buckminster Fuller's ultimate goal:

        "To make the world work
        In the shortest possible time
        Through spontaneous cooperation
        Without ecological offense
        Or the disadvantage of anyone."

        Solutioneering promotes the ideas of "QUESTIONS, NOT ANSWERS" because Questions are provocative and dynamic while answers are static and smug.

        The word "Solution" is better than "Answer" because it suggests that while it may be a solution, it is not necessarily the only one, only that it solves the problem.

        Solutioneering covers all of the aspects that involve being effective into the future. It promotes environmental design, caring about what you are doing, and providing resources for furthuring basic human goals. Like THE WHOLE EARTH CATALOG, it offers "Access to Tools"

        "In this era of complexity, great enterprises are designed and carried forward by the kind of man who has a vision of what might be and a practical strategy for getting there, a man with an idea in his head and a monkey wrench in his hand." -John W. Gardner

        SOLUTIONEERING MAIN TOPICS:

      • Sign our Guestbook

      • Use our SEARCH Capabilities

        webmaster@solutioneers.com

        -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:54:06 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: solutioneering.html What is Solutioneering?

        What is Solutioneering?

        Solutioneering is a new word to describe a fairly large topic. R. Buckminster Fuller, who is the ultimate 20th Century Solutioneer realised that in order to be able to make the world work for all humanity everywhere what was required was a DESIGN SCIENCE REVOLUTION. He described himself as a "Comprehensive Anticipatory Design Scientist." This description is an excellent initial description of a Solutioneer, but a Solutioneer is even broader. A Solutioneer is concerned about all aspects within Earth (and beyond) and is interested in EVERYTHING and ANYTHING and looks for solutions and ways to solve various problems in all areas of human and non-human concerns. She is concerned by the environment, and government, and taxes, and human rights, and anything else which needs examining or re-examining. It is what you make of it.

        In order to be an effective solutioneer, you must first be an effective (or semi-effective) person. You must be positive. You must know there IS a solution, and it is up to YOU to discover it.

        To help with this, we offer several Techniques and Methods towards becoming a Solutioneer. We also offer a glimpse towards our future and areas to explore and contribute.

      • HOME
      • The Future
      • Creativity
      • Environmental Design
      • Leadership
      • Philosophy and Approach
      • Organization
      • Preventing Information Overload
      • Solution Engineering
      • Solutioneering Methods & Techniques
      • Solutioneering Projects
      • Solutioneering Practice
      • Solutioneering Education & Curricula
      • Research
      • The Positive Revolution
      • Solutioneer Heroes
      • R.Buckminster Fuller's Design Science Revolution

      webmaster@solutioneers.com

      -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 13:58:14 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: bucky 4 kids pt1 INVEN-TOYS: BUCKY FULLER: SPACESHIP EARTH'S FRIENDLY GENIUS Contents: -Introductory Monograph by Bill Paton -BUCKYSHAPES Monograph -2 CUTOUT Dymaxion Maps--Use one for a jigsaw. -CUTOUT DYMAXION CARS -Graph Paper -30 Straws -12 Pipecleaners -Large Rubber Band -Spherical Balloon -Series of Photos. R. Buckminster "Bucky" Fuller proudly called himself the "World's most successful failure." This "Comprehensive Anticipatory Design Scientist" influenced millions of people worldwide, designed "Geodesic domes" of which there are now over 300,000 (including the EPCOT CENTRE at Disneyworld). He designed a car, a bathroom, a rowboat, a new geometry (based on the real world, rather than abstract numbers), a new way of thinking and literally a new way of looking at the world--with the DYMAXION MAP. His description of the World as "Spaceship Earth" with its life-support system led in part to the famous "Biosphere 2". He proposed a learning system along the lines of the Internet over 60 years ago. His goal was "To make the World Work, in the shortest possible time, through spontaneous cooperation, without ecological offence, or the disadvantage of anyone." He explored self-sustainable housing and ecological designs that are still being explored. He was and is a real role model to many. He was an environmentalist before it was cool. He sought to do "more with less" so we can share the World's natural resources all around the world. He forewarned of the dangers of depending on fossil fuels which we are exploiting everyday. He believed in following ones intuition and relying on yourself rather than other people's points of view. APPROACH: This Bucky Fuller "Inven-toy" Info-Pack can be approached in many possible ways. Here are several possible ways: 1. You could start with the "Fun" stuff of cutting out the map or the car. 2. The Historical way: Read his biography and then work with the various artifacts so you can appreciate their context. 3. You can study the mathematical and scientific methods of Synergetics. 4. Choose your own way--Bucky would approve. This INVEN-TOY is meant to be a Journey of Discovery, so don't get frustrated or be in a hurry. You may want to take NOTES or OBSERVATIONS like a true scientist or discoverer. BUCKY FULLER'S BIOGRAPHY R. Buckminster Fuller was born on July 12th, 1895 in Boston, USA. When he was born the car had just been invented and the airplane wasn't invented until he was 8 years old. The TV wasn't until he was 35 years old. He was born cross-eyed and could only see things as vague shapes or large patterns. When he got glasses at 4 years old he could see well but always looked for Large patterns in all aspects of the world. He was an inventive boy--at 10 he invented a way of pushing his rowboat that was faster and easier than rowing. His mind wandered and he had problems at school and was kicked out of University. He joined the U.S. Navy during World War One and came up with a mechanical arm to extract seaplanes that had crashed. He got married to Anne Hewitt and they had two daughters; Alexandra, who was born with Spinal Meningitis and died when she was 4 of pneumonia, and Allegra was became a famous dancer. Bucky lost his business and a lot of his friend's money and was so upset he considered killing himself and wondered if he was more valuable to hiis family dead. He realized that he was valuable to Humanity and decided to live his lfe in a way to benefit mankind. He took an inventory of his life and realised he was only successful when he wasn't making money. "You can make money or you can make sense. Each is mutually exclusive." "If I am to believe in myself and the validity of my own ideas, I must stop thinking as other people told me to and rely on my own experience." He changed his approach to life, determined to reform man's environment, rather than people themselves. He decided to embark on "an experiment to discover what the little, penniless, unknown individual might be able to do effectively on behalf of all humanity." He called this experiment "Guinea Pig B". He set out to study principles and "Proof of Concept" artifacts which proved that you could do "More with Less." He designed a car that was super fuel-efficient and also very fast. He designed a World Map that showed the true relationship of the continents and from that he proposed a system that allowed sharing of the world's resources. This was expanded to the idea of the World Game. He developed a new geometry which he called "Synergy". He had 25 patent, wrote 28 books, circled the globe 57 times and was still working hard at his goals when he finally died at 88 years old in 1983. Bucky has Fourteen Concepts. They are: Concept One: Universe Bucky always starts with Universe. This is his definition of it: "Universe is the aggregate of all humanity's all time consciously apprehended and communicated experiences." Concept Two: Humanity The human is not an accidental onlooker "who happened in on the 'Play of Life,' but an essential syntropic function of Universe." Concept Three: Children "Focus on new life. Since children are the hope of the future and 98% of the environment's positive or negative effects upon new life are wrought by age thirteen, it is obvious that effective work in advantaging life through environment can mainly be realized within the first thirteen years." Concept Four: Teleology Teleology by Bucky's definition means "the intuitive conversion by brain and mind of special case, subjective experiences into generalized principles...which permit the individual to reform the environment...so as to provide ultimately higher advantages for men" and to inspire others to do likewise. Concept Five: Reform the Environment, Not Man. Bucky's philosophy and strategy confine design initiative to reforming only the environment and never to emulate the almost universal attempts of humans to reform and restrain other humans by political actions, laws, and codes. Concept Six: General Systems Theory Using the generalized principles he has discovered, Bucky says "I always start all problem-solving with Universe, and thereafter subdivide progressively to identify a special local problem within the total of problems." He thus attacks it comprehensively and anticipatorily. Concept Seven: Industrialization. "Industrialization consists of tools". It involves "all experiences of all men everywhere in history." Bucky sees it as inherently comprehensive and omni-interrelated in respect to all humanity. And he believes that, though subsystems of it are run shortsightedly by selfishly motivated people, the whole works inadvertently towards ultimately providing all men with higher standards of living....Because energy plus know-how is wealth, "the integrating world industrial networks mean ultimate access of all humanity to the total operative commonwealth of Earth." Concept Eight: Design Science Design Science is concerned "with the scheduling of the complex interaction of the general systems events of industrialization." The rapid advance of technology in one field- air transportation, for example - must be "comprehensively integrated with all other vastly accelerating environment relationship transformations." Concept Nine: The Service Industry "Humanity is gradually trending towards becoming Worldians." Therefore, the static appurtenances of life - houses, automobiles, even typewriters - will all be rented like telephones because of man's increasing mobility. Amplifying this thought in another article, Bucky foresees man's ability to deploy at will all over the earth and the solar system by means of autonomous structures made livable by our astronauts life-support 'black box'. And he adds, "Quite clearly, man, free to enjoy all of his planets...will also be swiftly outward bound to occupy even greater ranges of the universe." Concept Ten: Ephemeralization "The acceleration of doing more with less...will complete the task of providing enough for all humanity within another thirty-four years...despite political systems that deliberately divide society and set one group against another." Bucky believes that without the interference of political systems it could be done in twenty years. Concept Eleven: Prime Design Initiative Bucky believes that it is essential for the individual, invention-developing pioneer to maintain his economic initiative and not get tied up with the massive capital-cum-bureaucracy of large corporations, despite the leverage of their wealth. Concept Twelve: Self-Discipline Instead of the obligation to make a living, Bucky substitutes the higher obligation of the individual's syntropic responsibility in Universe. Concept Thirteen: Comprehensive Coordination Comprehensivity instead of specialization is Bucky's key to successful design competence. His foremost self-discipline is never to try to sell one of his ideas to others. He will just design and test it, and wait for others, who need it, to come to him. He only goes where he is asked to speak because, if you force your ideas on people they listen unwillingly, but if they ask you to speak to them - especially if they pay a high fee -"they are very receptive." Bucky incessantly engages in trying to make all his previous inventions obsolete by designing better ones. Concept Fourteen: World Community and its Subcommunities Bucky believes that Chapter Three of World History is just beginning, in which world man will realize his potential for success as a function of Universe through his accelerating mastery of "vast inanimate, inexhaustible energy sources combined with doing more with less." WHAT CAN I DO? Bucky inspired many people around the world. Hopefully this introduction to Bucky inspired you to pursue your dreams. Here are a few ideas that you may want to try out, or come up with your own. 1. Look for TRIANGLES in the Natural and Man-made world. 2. Look for CIRCLES and SPHERES in the real Universe. 3. Explore the life of Bucky more. Read more of his books. 4. Answer the 40 Questions on your own. Think about them and his 14 concepts. This might take a lifetime. 5. Practice the World Game. What can you learn? 6. Try your own ECO-SPHERE. Take a large glass carboy and fill it up halfway with local pond life and water. Seal it with a cork and keep it in sunlight. See what happens. Can things live successfully? 7. Practice Re-thinking, Reducing, Re-using, Recycling. 8. Explore Bucky and his ideas on the Internet. 9. Look around you and figure out what you can do to help our planet. 10. Think Globally, Act Locally. ACT!!! Bucky Fuller's Strategic Questions >From Utopia or Oblivion "It is my working assumption that the following 40 questions must be definitely answered before we may realistically discuss our respective philosophies and grand strategies. 1. What do we mean by universe? 2. Has man a function in universe? 3. What is thinking? 4. What are experiences? 5. What are experiments? 6. What is subjective? 7. What is objective? 8. What is apprehension? 9. What is comprehension? 10. What is positive? Why? 11. What is negative? Why? 12. What is physical? 13. What is metaphysical? 14. What is synergy? 15. What is energy? 16. What is brain? 17. What is intellect? 18. What is science? 19. What is a system? 20. What is consciousness? 21. What is subconsciousness? 22. What is teleology? 23. What is automation? 24. What is a tool? 25. What is industry? 26. What is animate? 27. What is inanimate? 28. What are metabolics? 29. What is wealth? 30. What is intuition? 31. What are aesthetics? 32. What is harmonic? 33. What is prosaic? 34. What are the senses? 35. What are mathematics? 36. What is structure? 37. What is differentiation? 38. What is integration? 39. What is integrity? 40. What is "truth? " WRITE YOUR OWN IDEAS ABOUT THESE 40 QUESTIONS. BUCKY'S PATENTS Stockade (Building Structure) June 28, 1927 Stockade (Pneumatic Forming Process) July 5, 1927 4D House (April 1, 1928) Dymaxion Car December 7, 1937 Dymaxion Bathroom November 5, 1940 Dymaxion Deployment Unit (sheet) March 7, 1944 Dymaxion Deployment Unit (frame) June 13, 1944 Dymaxion Map January 29, 1946 Geodesic Dome June 29, 1954 Paperboard Dome April 14, 1959 Plydome September 22, 1959 Catenary November 24, 1959 Octetruss May 30, 1961 Tensegrity November 13, 1962 Submarisle March 12, 1963 Aspension July 7, 1964 Monohex August 3, 1965 Laminar Dome August 31, 1965 Octa Spinner (March 17,1965) Star Tensegrity (octahedronal truss) November 28, 1967 Rowing Needles August 17, 1970 Geodesic Hexa-Pent May 14, 1974 Floatable Breakwater February 4, 1975 Non-symmetrical tensegrity February 18, 1975 Floating Breakwater January 30, 1979 Hanging Storage Shelf Unit March 22, 1983 SELECTED BIBLIOGRAPHY: Critical Path. by R. Buckminster Fuller, 1981 A complete scientific and sociological examination of human history, solutions to current problems of humanity and future trends for ``cosmic evolution.'' The Dymaxion World of Buckminster Fuller [by] Robert Marks and R. Buckminster Fuller. 1973. A pictorial and written retrospective of Fuller's work and thought. I Seem To Be A Verb, 1971. by Buckminster Fuller and Quentin Fiore. An excellent book for fascinating quotes and concepts. Operating Manual for Spaceship Earth. [1970, c1969] Fuller's seminal work regarding the relationship of humanity to the environment and planetary planning. World history takes on a new meaning and significance. A primer on Synergetics. Buckminster Fuller: at home in the universe. by Alden Hatch 1974 Good description of Bucky and his life. Buckminster Fuller's universe : an appreciation by Lloyd Steven Sieden 1989 A biography of his life. Well researched and thorough. Baldwin, J. Buckyworks An excellent introduction to Bucky's Proof of Concept work today and the future. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:01:28 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Bucky 4 kids pt2 SHAPES (PICTURE OF BUCKY WITH HIS GRANDSON and STRAW DESIGNS) One of Bucky Fuller's desires was to do share the natural resources of the world by DOING MORE WITH LESS, so he thought if he could figure out how to make the biggest space with the least amount of material, he would be able to save alot of materials for others. Nature is lazy. Nature will usually do things the easiest ways possible. This shows in shapes we see such as circles (plants) and spheres (the moon, the Earth, or planets). Blow up your baloon. You will see it forms a basic sphere. Any variations are based on the rubber. The air is trying to do as little as possible, so it goes into the smallest area available which is the sphere. A sphere, like a circle, holds the largest amount of space with the least amount of surface (outside). To prove this take your large rubber band and put it in a circle onto the graph paper. Count how many graph squares it "contains". Then experiment with any other shapes and count how many graph squares they contain. Which is the most? which is the least? Don't stretch your rubber band to make one better than the other. What did you learn? PART ONE 1. Fold all 12 Pipecleaners into a 5 pointed Asterix. Fold it in half and then fold outwardly to have equal sized WVW. Fold them together to a 5-pointed Asterix. Engineers would call these CONNECTORS. They can also be thought of as CORNERS. 2. Pick up a STRAW. Engineers would call these straws STRUTS, or we could think of them as SIDES. 3. Pick up 2 straws and connect them with a connector. Bend them around to form various ANGLES. Can you make a SHAPE out of them? A SHAPE is a completely closed flat space. 3. Connect 3 straws in a row. Can you make a shape out of this? What is it called? How many sides (STRUTS) does it have? How many Corners (CONNECTIONS)? 4. Connect 4 straws in a row. Can you make a shape out of this? What is it called? Bend it around. It isn't very sturdy is it. 5. Go back to the 3 straw shape. Notice how strong it is. The Triangle is very sturdy because it cannot move against the other parts like other shapes. If you look around you will see many triangles use to strengthen things (look at metal bridges, Tripods, Tricycles that don't fall over....) 6. Go back to the 4 sides shape-a square. Draw an imaginary line between two corners. You see that it can be divided to become two triangles. Any shapes can be divided into triangles, which can be added to strengthen those shapes. Try making other shapes using 5, 6, 7 straws and imagine putting triangles between them. What do you notice? PART TWO 1. If we understand various shapes we can be aware of how bigger structures are made up. We will move on to 3 dimensional shapes, which we can call SOLIDS. Try to find the most simple shape you can-that uses the least STRUTS. If you need help, see Hint 1. Still having problems? Try Hint2 We call this symbol a TETRAHEDRON from the Greeks, but we can call it a "4-corner" if we prefer. See that it is quite difficult to bend, why is that? 2. Next, try making a solid structure that has 4 struts coming out of EACH CORNER. Start with one corner with 4 straws, then add straws to this. When you think you have it, count that there are 4 straws coming out of each corner. If there are, you have created an OCTAHEDRON, which has 8 faces and X corners. Is it stable? Why or why not? Can you see any other shapes or solids we recognize within this (Hint: Think of the Egyptians. 3. Finally, try making a solid structure that has 5 struts coming out of EACH CORNER. Start with one corner with 5 straws, then add straws to this. When you think you have it, count that there are 5 straws coming out of each corner. This is called an ICOSOHEDRON. Is it stable? Why or why not? How many connectors does it have? How many sides? See Hint 3. Where else have we seen something with this many sides? What can we learn from this. Next, if you can, look at a real soccer ball, if not, look at this picture. What do you notice about the shapes on it. What is the shape of the solid soccer ball? Does this relate to what we have been doing? Could you divide the shapes on a soccer ball with triangles? What would it be like? If you examine all of these shapes they are basically imitations of a proper Sphere (which is what you call a solid circle, like a billiard ball, or the earth)--Did you know if you were to enlarge a billiard ball the size of Earth it would be more mountainous! Shows how smooth Earth is. On a flat surface a line is the shortest distance between two points. On a curved surface such as a sphere the shortest distance between two points is called a geodesic line. If we imagine connecting two points on a sphere with a STRUT in place of the geodesic line, we can start making a structure resembling the sphere (like we have done with our Solids) we could make a "Geodesic sphere" or a "Geodesic dome" as Bucky Fuller called them. They were called Domes because they could be not complete spheres, but only partial ones, like a dome, or a bowl upside down. They can be made very strongly with less materials than would take something of a more normal shape. This was what Bucky's goal was, using less material so it could be shared by everyone. The Geodesic Dome is able to use much less materials for holding the largest area and exposing the least amount of surface area to the outside. This makes it easier to keep heat-regulated--which is good for the environment. Bucky proposed using Geodesic Domes as the house of the future--we can see many around the world, including at the EPCOT Centre in Disneyland. Because Nature is lazy, it likes doing more with less too--we are now realizing many of the most simple organisms and substances (including "Buckminsterfullerines, or 'Buckyballs') resemble this mathematical examples that Bucky uncovered. There are other more subtle factors affecting the success of the geodesic dome, but I believe there are five main factors, which I expand into 9 Principles. These principles are known about, but I believe have never been brought together and stated in this way in order to simply explain the success of the geodesic dome. Later we will discuss how to teach these principles. A. The economy of the sphere. (Principles 1, 2) B. The conservation of materials. (Principles 3,4) C. The control of air temperature. (Principles 5,6) D. The distribution ability of the sphere. (Principles 7,8) E. The firmness of the triangle.(Principle 9) (1) the circle contains more area, for a given perimeter, than any other planar shape. Corollary: The circle exposes less perimeter, for a given area, than any other planar shape. (2) The sphere contains more volume, for a given surface area, than any other polyhedral shape. Corollary: The sphere exposes less surface area, for a given volume, than any other polyhedral shape. Corollary: For given volume and given amount of material, the sphere will form the thickest structure. (3) As the surface area of a structure rises, for a given volume, the amount of construction material generally rises, other things being equal. (4) The cost of a structure rises as the amount of material used in construction rises, other things being equal. (5) When brought together, two substances (or masses) of different temperatures will each change their temperature toward the other's, until they are at the same temperature. (6) For a given mass, (such as the interior air-mass of a structure), as the amount of surface area it exposes to its surrounding environment increases, the faster it will change its temperature toward the temperature of the surrounding environment. Corollary: For a given mass, (such as the interior air-mass of a structure), as the amount of surface area it exposes to its environment decreases, the slower it will change its temperature toward the temperature of the surrounding environment. (7) The more distributed (spread out) a force, the easier it is to resist (stop). Corollary: The more concentrated a force, the harder it is to resist (stop). (8) For a given force, a sphere will more evenly distribute that force than any other polyhedral shape. (9) The triangle is the only known polygon that is inherently stable. The geodesic dome, which is an approximation of a spherical shape using triangles, combines all these principles. PROJECTS FOR FURTHER STUDY: 1)Try to create a Geodesic Sphere resembling a Soccer ball. You will require 30 regular sized straws, 60 straws 90% the size of your regular straws, and 12-- 5-pointed Connectors and 5--6-pointed connectors. GOOD LUCK! 2) Make a larger ICOSAHEDRON using Stapled newspaper rolled up around a dowel or using plastic 1/2" PVC pipe in 5 foot segments and make connectors using 7/8" clear plastic hose bolted together. Can you fit inside it? Could you make the Fuller Projection map onto it. 3) Look for Triangles, Domes, Geodesics in nature and the manmade world. 4) How else could you save materials in building? 5) Any thing else worth exploring. Special thanks to: William Gunther Lauritzen 809-D East Garfield Glendale, CA 91205 wlauritzen@aol.com (WLauritzen) Hint 1. You need 6 straws. Hint 2. All the corners have 3 straws coming out. Think TRIANGLE. Hint 3. 12 corners, 20 sides William Gunther Lauritzen 809-D East Garfield Glendale, CA 91205 wlauritzen@aol.com (WLauritzen) -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:02:49 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: total recycling TOTAL RECYCLING SYSTEMS whole earth catalogue article http://www.well.net/mwec/sustainability/115.total.html missouri governent article http://www.state.mo.us/dnr/deq/swmp/totalrec.htm city of Minneapolis waste items percentage breakdown http://www.ci.mpls.mn.us/departments/public-works/solid-waste/tons93.html recycling world: A United Kingdom Magazine online with articles http://tecweb.com/recycle/rwcont.htm european recycling and the environment, searchable topics http://www.tecweb.com/recycle/eurorec.htm Eco Industrial parks and Total Recycling Fieldbook http://www.indigodev.com/Fieldbk.html Sustainable Communities Network http://www.sustainable.com Keywords: total recycling, urban ore, MRF: materials recycling facility, clean dozen, -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:06:03 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: ecological design process Ecological Design: Living in the Material World NBL 4.24 November 29, 1995 Nature has been rediscovered, and in that most unlikely place--the heart of industry. A recent bounty of articles and books, and a growing body of industrial practice, are acknowledging that natural ecosystems--with several billion years of evolutionary R&D--can teach us alot about developing and operating productive, efficient, stable and adaptable systems. "The environmental crisis is a design crisis," assert Sim Van der Ryn and Stuart Cowan, in _Ecological Design_, just released by Island Press. "It is a consequence of how things are made, buildings are constructed, and landscapes are used. Design manifests culture, and culture rests firmly on what we believe to be true about the world. Our present forms of agriculture, architecture, engineering, and industry are derived from design epistemologies incompatible with nature's own." This slim but important book attempts to frame the problem and chart the principles of the solution hinted at in that quote: a design epistemology that _is_ compatible with nature's own. Drawing on a wealth of design examples, insightful readings and expressive excursions into the biological systems that are the real foundation of all our wealth, it hints at the hints at an emerging design paradigm that--with a little luck--will become the norm rather than the exception in decades to come. "For our purposes, let us define _design_ as the intentional shaping of matter, energy and process to meet a perceived need or desire," they write. "Design is a hinge that inevitably connects culture and nature through exchanges of matter, flows of energy and choices of land use. By this definition, architects, landscape architects, and city planners are of course designers, but so are farmers, chemical engineers, industrial designers, interior decorators and many others. All are involved in shaping the physical details of our daily experience." Design lays down a template for that experience, and for the flows of energy and matter to come. The market economy typically prices an artifact in terms of the cost to build it. But the artifact's design to a significant degree determines the costs--financial, material, energetic, biological, social--incurred over its lifetime. Since the lifetime of many artifacts, like buildings, infrastructure, etc, are measured in years, if not decades, those "secondary" costs may be far greater than the primary costs. And they are largely determined in the act of design. Van der Ryn and Cowan outline five principles that to them make up the core of the "ecological design process": Solutions grow from place "Today, many design opportunities and possibilities are sacrificed to the gods of centralization and standardization, the supposed economies of scale, and a simple ignorance of how one learns from a place....Ecological design begins with the intimate knowledge of a particular place." The global monoculture, the great nemesis of ecological design, is stared down and sent packing. Ecological accounting informs design "No conventional design is executed without a careful accounting of all economic costs. Likewise no ecological design is executed without a careful accounting of all _ecological_ costs, from resource depletion to pollution to habitat destruction. Tracing the full set of ecological impacts of a design is obviously a prerequisite for ameliorating those impacts." Design with nature "Ecological design...is a kind of covenant between humnan communities and othger living communities: Nothing in the design should violate the wider integrtities of nature....By working with the patterns and processes favored by the living world, we can dramtically reduce the ecological impacts of our designs." Everyone is a designer "No one is participant only or designer only. Everyone is participant-designer. Honor the special knowledge that each person brings....The best design expeirences occur when noone can claim credit for the solution--when the solution grows and evolves organically out of a particular situation, process and pattern of communication." Make nature visible "De-natured environments ignore our need and our potential for learning. Making natural cycles and processes visible brings the designed environment back to life. Effective design helps inform us of our place within nature." These principles provide more of a landscape than a plan. The actual "architecture" of ecological design is presented in a detailed table of some 18 contrasting issues, comparing how conventional design and ecological design address energy sources, materials use, spatial scale and more. But this is not really a "how to" book. It's more a "how to think" book. It is not a technical handbook for the industrial designer, but an intentionally thoughtful and provocative book that will challenge how any designer approaches the process of design...and how any user of design approaches the purchase decisions with which we cast our votes for the design decisions that will in turn shape our lives. ) 1995 Gil Friend and Associates. All rights reserved. Distributed by the Los Angeles Times Syndicate. May be posted intact--including this notice--in any non-commercial forum. Please inquire before reproduction in commercial forum. ---------------------------------------------------------------------------- Gil Friend, systems ecologist and business strategist, is president of Gil Friend and Associates, a consulting group specializing in strategic environmental management, including corporate environmental policy, EcoAuditing and ecological re-engineering. Gil Friend and Associates 48 Shattuck Square - Suite 103 Berkeley, CA 94704 Tel: (510) 548-7904 Fax: (510) 849-2341 Fax gfriend@eco-ops.com -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:04:50 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Big Sur declaration "a part of what we should be doing today and what we will be doing in the near future. Today's Weather ACTION ALERT!!! Maine Soil Testing Service. The Big Sur Declaration October 19, 1994 Ecological Design reintegrates the needs of human societies within the dynamic balance of nature. It calls for an ecological revolution as fundamental as that of the industrial revolution. Whereas conventional forms of agriculture, architecture, engineering, and technology have proven themselves inadequate for the maintenance of both human health and the integrity of ecosystems... We, the International Ecological Design Society, call for a regenerative ecological design science & craft to honor the following principles. 1 - Trace the Ecological Footprint Set up the books for full ecological accounting. Evaluate designs by their environmental impacts over their complete life-cycles. 2 - Live off Solar Income: Increase renewable energy production and energy use until we can provide for our needs out of annual solar income. 3 - Maintain Biodiversity and the Locally-Adapted Cultures and Economies That Support It Take the preservation of species, representative ecosystems, and ecologically viable landscapes as self-evident necessities. This can be accomplished only by a diversity of cultures and economies that are predicated on uniqueness of place. 4 - Waste Equals Food Create restorative materials cycles in which all waste from one process becomes food for the next. 5 - Work with Whole Systems Design with the greatest possible degree of internal integrity and coherence. 6 - Design Must Follow, Not Oppose the Flows of Life Replace energy and materials with the self-designing capabilities of ecosystems. Allow living systems to unfold in full expression of their creative capacities. Ecological design occurs in planetary time. Climate and Soil. Plant Nutrition Table 1. Essential elements required by plants Element Chemical Symbol ____________________________________ Nutrients from Water and Air ____________________________________ Hydrogen H Oxygen O Carbon C ____________________________________ Nutrients from Soil and Fertilizers ____________________________________ Primary Nutrients ____________________________________ Nitrogen N Phosphorus P Potassium K ____________________________________ Secondary Nutrients ____________________________________ Sulfur S Magnesium Mg Calcium Ca ____________________________________ Micronutrients ____________________________________ Iron Fe Manganese Mn Boron B Chlorine Cl Zinc Zn Copper Cu Molybdenum Mo ____________________________________ Biological Aspects of Healthy Soil. Building Your Soil Complete Guide to Garden Stuff Soil and Water E.S.E. IPM Access Homepage Ecological WWW sites . Energy, Carbon Balance and Climate Change. The Gardening Archive The Garden Gate The Master Gardener Complete Guide to Garden Stuff Pest Identification Aids Garden Web Ecology Society of America. The Virtual Gardener GREENPEACE National Agricultural Library. University of Delaware Aginfo Gopher. Johnny's Selected Seeds -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:11:19 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Project HOE PROJECT H : Bill Paton, Solutioneer PROJECT HOE (Humanity of Earth), is a far-reaching initiative with the goal of achieving as close to a perfect world as is possible. Its intent is to challenge the status quo and to try to make the humanity work in as best a way as possible. IDEA IN HEAD, WRENCH IN HAND "In this era of complexity, great enterprises are designed and carried forward by the kind of man who has a vision of what might be and a practical strategy for getting there, a man with an idea in his head and a monkey wrench in his hand"- John W. Gardner, from "I am a Verb. What I most admire about R. Buckminster Fuller is that not only is he an ideas man, but he realizes that he must also execute these ideas into practical terms. The BFI has the opportunity to synthesize like-minded individuals who need help in achieving many of his aims. I believe it is our duty to humanity to do our best to aid the mankind. To comprehensively anticipatory design a personal, local, and worldwide system which is designed so that all can succeed. Its methods include: a re-examination of our Logic based system which has led to the ends we are in now; A Positive Future; a future where Material worth is less valuable than spiritual, respect and friendship oriented is worth. A world where all will be successful and able to "do their own thing. " This is possible with modern technology. To do this, it is necessary to re-examine and re-determine and re-design our conventional approach to : Ecology, Economy, History, Technology, Science, Religion, Logic, and Global World view. Procedure: Phase 1: To self-explore and re-evaluate your life, personality and relationships. Phase 2: To research areas required and where to be best employed. To explore what technology and knowledge is required by you. While doing this, you can work on various other projects. Phase 3: Involves worldwide travel in order to carry out many of the tasks and observe as such. Eventually starting up a Worldwide Information Exchange and Laboratory. To have as simple a lifestyle as possible, to stay completely self-sufficient. Phase 4: "Publish or Perish" Publish your findings by way of patent and newspaper articles. Also, by letters to governments and organizations. Remembering Bucky's rules of not letting people know about things until they are done. "Don't tell me what you are doing, tell me what you've done" -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:12:59 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: DIY Market research Do-It-Yourself Market Research Affordable Way [Image] The Small Business Advisor Do-It-Yourself Market Research Affordable Way to Gain a Competitive Advantage By Larry A. Maier To survive and thrive, a small business must know who its customers and competition are. Whether you are completing a business plan or developing an advertising campaign, spending time to find out exactly who your customer is and how you are positioned against others will often mean the difference between success and failure. Contrary to popular belief, market research can be affordable. Much of the statistical information you need is readily available through the library or government resources. Likewise, much of the qualitative material is also easily and cheaply available if you are willing to ask the right questions of the right people. You should carry out your market research with four basic goals in mind, states Beth Sirull, president of the Gold Marketing Group in Oak Park. (The research itself won't accomplish these goals, but it should provide the information that makes these goals achievable.) The goals are: 1. To fine-tune your idea and determine its viability; 2. To price your product for the market; 3. To construct a sales effort behind your product or service that your customers will respond to, and; 4. To communicate to your prospective customers that your product or service is available and tell them why they should purchase it. Playing the Numbers The federal government spends millions of our tax dollars gathering information about U.S. households and businesses. Two of the most extensive sources of demographic and business-related data that come out of their work are the "1990 Census of Population and Housing" and the "Economic Census." A helpful guide to this data is a book called Taking Care of Business: A Guide to Census Bureau Data for Small Businesses. It's available at most public and major university libraries. This free book can also be ordered by calling Customer Services, Bureau of the Census, Washington, D.C. (301/763-4100). Good quantitative data can be used in the following ways: * Enhancing presentations to lenders. Data can help demonstrate the potential of a proposed site, the business activity of the competition and so on. * Selecting site data using statistics on both the market and the competition. * Identifying concentrations of targeted consumers using age, sex, income, race and other characteristics. * Comparing yourself to the totals, averages and trends for your industry or area. * Locating business markets for companies that sell to other businesses. * Designing sales territories. * Determining the size in revenue dollars of the total market you serve. Good libraries such as the Harold Washington Library, the Sulzer Regional Library, the DePaul University Business Library and the public libraries in Arlington Heights, Des Plaines, Naperville, Schaumburg and Skokie, among others, can prove to be excellent sources. At these libraries, you can find marketing and demographic information, analysis of present and future performance trends of an industry and financial performance analyses as well as current periodical and newspaper articles. The research librarian can provide plenty of advice to make your search easy and productive. The information is publicly available and, best of all, it's free. (For a free list of some of the most useful publications available at the library, call me at Startup Resources -- 708/990-0430.) Numbers Don't Tell the Whole Story As crucial as statistical research is to a business's success, we should keep in mind some words of caution. "Statistical market research should be a tool to help you run your business, but it should not be allowed to run your business for you," says Bob Bassi of Bassi Communications in Downers Grove. "Generally, research is biased in favor of finding the average or norm in mass markets and reducing everything to numbers in an effort to eliminate bias," Bassi adds. "However, whether you are McDonald's or a single-person business, you don't sell to mass markets. You sell to one customer at a time. If your research can help you snuggle up to that customer, to really get inside his or her head to learn what is important to them -- great!" Demographic and statistical information should be used as a starting point to determine if a potential market in terms of size and composition actually exists. To really identify and understand the market and the competition, the entrepreneur needs to perform a good qualitative analysis of both the potential customers and the competition. This means you must hit the streets, use the phone and ask a lot of questions. Nothing fancy -- just ask and listen. Most people are more than willing to talk about themselves, their likes and their dislikes. "Forget about market research as in-depth reports that are tabulated, tabbed and tagged with a big price," Bassi says. "Instead, define market research as learning everything you can about your customers and your competition. That's something every smart business person should do constantly." Analyze your Competition Never assume that there is no competition. As innovative as computers are today, they have still not completely replaced calculators, typewriters, pencils, paper, hard-copy publications and similar relics that, in a sense, compete with them. True, these objects don't compete with computers at a high technological level, but we are still a long way from the paperless society computers once seemed to promise us. Why? Because traditional products satisfy the same needs for many consumers as a computer does. Part of the long-term growth in the computer market is due not to replacing all low-tech competition but to the constant analysis of new market opportunities and the identification of effective ways to serve them. Beth Sirull recommends that you start your competitive analysis by making a list of every competitive product or service that is even remotely related to yours. She then recommends that you ask yourself the following questions: 1. What does this product or service offer that my product does not? 2. What does my product or service offer that this product does not? 3. What type of company is selling this product? Does the company have deep pockets or is it a start-up? 4. How is the competitive product priced? 5. How is the competitive product sold (retail, direct mail, manufacturers' reps, network marketers, direct sales force, etc.)? If the product is sold by a direct sales force, how many sales people are there? What areas do they cover? What type of presentation do they deliver? How do they follow up? 6. What is the general reputation of the competitor? What's the word "on the street?" 7. What kind of package does it have? If the competitor is a service, what do the brochures or other sales literature look like and how are they distributed? 8. How do customers learn about this product or service? How and where is it advertised and promoted? 9. How successful is the product in the marketplace? What has the users' reaction to the product been? Sirull adds that most of these questions can be answered by: *Talking with people who have bought the competitive products or services and asking them the same questions. *Buying or pretending to buy the product or service yourself and paying close attention to how the product and its features are presented to you. You should also ask the sales people appropriate questions. *Calling professional or trade associations and asking the staff about the competitive products and companies. *Setting up an appointment with a similar company in another geographic market and asking for guidance. This is easier and more rewarding than most people realize. *Visiting your local library. *Checking local newspapers, magazines and radio and television stations to see where promotional dollars are being spent and what message is being presented. Know Thy Customer (Better than Thyself) "Anything you can find that distinguishes your best customers is a clue to help you find more of them," says Bob Bassi. "Are these customers men or women? Are they college graduates or dropouts? Blue collar or professional? Single or married? Are they manufacturing companies or service companies? Big or small? Are they geographically concentrated or are they dispersed? Keep asking questions like these to refine the profile of your prime customer." Approach your best customers and ask them why they buy from you. Ask what they do and don't like about your service or product. Listen carefully and don't argue or attempt to justify yourself or your company. Ask what complaints they have about you and be prepared to respond positively. Ask what additional products or services they would like you to provide. Using your best customer (or ideal customer if you're a start-up) as a model, develop a list of 20 or 30 potential or former customers. Then conduct an informal survey or focus group. (A critical issue here is to promise the person you are surveying that you will not try to sell anything during the meeting or phone interview. Then keep your promise.) Ask clear questions, then listen carefully to the answers. Your survey should address both the likes and dislikes of potential customers. Ask who they are buying from, where they heard of their current supplier, what they think of their current supplier's performance, pricing, product and so on. Find out what other competitors they have bought from in the past and why they switched. Ask where they get information and what information sources (such as magazines, mail advertising, friends, television, sales people, etc.) they pay attention to when they are selecting new products or services. Try to learn about the customers' service or pricing concerns. Do they like dealing with large vendors or do they feel more comfortable with small ones? What features are they willing to pay for and, conversely, how much do they need to save before foregoing some other features? Ask if there are related products they use as well as what products or services they wish were available. Just as important, find out what absolutely turns off the customer. In other words, you need to identify what product or service characteristics would cause the customer to look elsewhere. Ask open-ended questions and be prepared to listen and to learn. If possible, tape record answers. If you can't record, take copious notes. After each session, analyze and summarize the conversation. If your interviews are carefully done, you will have developed a strong basis for creating a marketing strategy based on real customer needs and patterns as opposed to knee-jerk, gut-feel campaigns of the sort that cause many businesses to spend large sums of money ineffectively and needlessly. A review of your competitors' marketing and advertising strategy will reveal their perception of their market. A survey of your targeted customers should reveal what their wants and needs are. The combined results of your research will enable you to develop a niche strategy that will help you outflank your competition by either providing a product/service that meets the needs of the market better or by reaching them more effectively via better targeted media and message selection. Using Professional Market Researchers Having a large professional market research firm conduct a survey can be very costly. It also tends to distance you from the answers. On the other hand, many smaller firms will be more than willing to guide you through the research process at affordable rates. You might try checking out a few freelance marketing strategy consultants and ask what they would charge to help you develop your survey questions and analyze the results, leaving you to perform the legwork and to handle direct interaction with your survey population. In many cases, doing the actual research yourself will provide a more intimate knowledge of your market, which can be one of the most important components of a successful business. Good market research provides the compass and navigational charts for successful businesses, allowing them to sail to the right port without running aground on a reef. It not only reveals where to find customers and what they want, it also reveals where the competition lurks and what their weaknesses are. Research need not be overly time-consuming nor expensive. In most cases, 40 to 80 hours is more than adequate to explore library resources, study competitors and talk to potential customers. If you feel you need outside guidance, affordable help is available. As one of my college professors once said, "In business, marketing is everything." I would like to add that good marketing starts with a good understanding of the customer you serve and the competitor you challenge. This can be gained only through good research, which is any research that brings you closer to your customer. Larry A. Maier is president of American Business Interlink, Inc. (Oak Brook), a free consultative business-to-business referral service. The firm provides a free service which helps small businesses identify and locate the support services they need to succeed. Mr. Maier can be reached at 708/990-0430. Resources Beth Sirull The Gold Marketing Group, 1018 Pleasant Street Oak Park 60302 708/383-6507 Bob Bassi Bassi Communications, Inc., 1430 Holland Place Downers Grove 60515-1147 708/969-7550 Paula Dempsey Coordinator, Library Instruction DePaul University Libraries Loop Campus 1 E. Jackson St. Chicago 60604 312/362-6186 Taking Care of Business: A Guide to Census Bureau Data for Small Businesses Customer Services, Bureau of the Census Washington, DC 20233-8300 301/763-4100 -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:15:19 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: design course outline DESIGN - SAMPLE COURSE CONTENT [Image] A TEN WEEK DESIGN "I" OUTLINE Week No. Topic 1 Introduction. Goals, expectations, grading criteria, materials and tools, shopping list The environment is important. Soft music in the background that you control. You are always with them. You never stand in front of them. You are physically with them. You touch a shoulder or an elbow now and then. They will know and remember your touch. You say their names often. You keep your privacy and an air of mystery. They know your name and that you are a designer, originally from California. You can tell them that you sail and that you have kept goats. That's all they know. You are strict, but fair. You admit your mistakes and make jokes about them. They will love you. They will try to follow you to your car. Don't let them. Show them things. Show a tape or your portfolio. Point out all the things around them that they take for granted. The pattern on their clothes, the equipment in the room, the look, or lack thereof, of the school catalog. Tune them in. Invite them to see. Then, lower the boom and discuss the influences that marketeers and advertising has on them. Why does that guy have a designer label attached to his fly? Why does that guy have his baseball cap on backwards? Why are Marlboro packs red and white? Why does Myrna have that stupid push-up bra on? Why do 1/2 the guys have big Nike logos on their shoes? Why are the walls in the classroom green and not orange. Why is the paper so white? Where can the students see LARGE, local design. Does the area have any architecture worth pointing them to - not the old stuff...new stuff? What about public art? Encourage them to keep notebooks and journals of drawings, words, clippings, etc. In addition, they can build their own portfolio to carry the bigger items. Homework: buy a toy and analyze it. Why is the design good, bad, etc.(This works at MIT, so why can't it work for you.) Question of the day: Does FORM follow FUNCTION? What are they. Examples. Does a car have to be good looking in order to be a good car? Does an Olivetti Typewriter type any better than a Royal? Examples: Nice looking, but I have to remove the motor to change the back spark plugs (Early, front wheel drive cars.....) Nice, handy when I'm coming home in the dark, but when the battery is dead, I have to throw it out. (Disposable ...yuk...keyring flashlights --- generally promotional items.) Beautiful cover, but no index. How do I find anything? (Many computer books) Beautiful, tall tower design, but I have to take out the motherboard to plug in extra ram (My Pentium) Small, light, lots of commands at my finger tips, but the lettering is small and is black on black. How can I see it in a room with low light conditions? (TV Remote control) And, America's favorite...the video tape recorder. More than 90% of them are flashing the wrong time, or no time at all... 2 What are the elements of a good design. What are the elements of a good designer. Many think that design is limited to graphics, but there is more design being done in "industrial design" than any other areas. A picture on a greeting card is designed but so is the fold, the envelope, the "presentation", etc. Investigate what others have said and done with design. The students are to bring and post examples all over the room. Spend 10-15 minutes discussing the examples they bring in. One of my students brought his brand new motorcycle to class one night and we spent an hour talking about it's beauty, function, etc. A new shiny cafe racer sitting in the middle of the classroom was exciting and dramatic. This was in 1975 at Los Gatos High. Look at: Steven M. Johnson's book Public Therapy Buses, etc. - a humorous and wry approach to visions of the 21st century. Samuel Florman's The Existential Pleasures of Engineering - Explore technology and the future Victor Papanek's Design for the Real World - a treatise on the alternatives Rudofsky's Architecture without Architects - A treatise on Architecture by non-pedigreed architects! Lawrence Halprin's Notebooks 1959-71 He did the fountains in Portland and S.F. Bill Abler's The Sensuous Gadgeteer-The New Title is: The Common Sense Way of Using Tools and Working with Woods Metals, Plastics and Glass (One of my favorites) Edward de Bono's The Dog Exercising Machine..with 72 drawings by children that are poetry. James Adams, Conceptual Blockbusting Ben Shahn's The Shape of Content Lawrence Hatterer's The Artist in Society - an analysis of the creative personality Assignment: Read and report on your personal feelings about one of these books 2, CONTINUED Assignment, 2: bring in an object that you consider a good design. Be prepared to defend your selection. (They are grown ups, Karen) 3 Design a personal advertisement. How would you present yourself using the tools you have? Why choose the media you choose, the size of the ad, who is your audience, etc? Of course, presentation and critique of all projects. The shy ones will surprise you. The bold ones will live up to your "expectations", and the "hot-shots" will be tamed and humbled. 4. Design a postage stamp. Make it a special - Monroe, Elvis, YOU, etc. The student might be the subject. It should be as accurate as possible. It should include the perforations, be within boundaries of size, and be presented in a way that a first issue would be presented to the American public. It is precious, and it is one of a kind. What care are you going to give this project and how is it going to be presented. You may have to research this, Mr. and Ms. student! I still have some of these. They are miracles in miniature. Some could be slapped on an envelope and mailed. 5. REDESIGN the toy you bought the first week. How can you improve it? Was it a safe toy? Was it durable? What tools will you use? Make this a team project. 4-5 to a team. The winners get everyone else's toys. If you can get a hold of videos about Cal Tech's annual competition, or the competitions at MIT, that would be great to show to illustrate function. The machines are tre' ugly but they do the thing they were designed to do. 6. The Word - Typography. How does modern type influence design, the reader/public. What are the elements of modern typographic design. What is an easy-to-read type. How do you use type to influence. How do you determine type size and placement? New materials and devices. (Note: many Web pages are simulating the Dymo-label maker when the present a head or sidehead..now isn't that curious.. technology is old, but "look" is new....extend this and see what else they come up with.) Show them examples from your collection. If you don't have one you could rent mine. Fills 4, 4 drawer file cabinets. Weighs about 1/2 ton. 7. Tools and Materials - shortcuts and secret hand shakes. Plastics, foam core, gatorfoam, sintra, tagboard, illustration board, rollable plastic, polystyrene, plexiglass, masonite, aluminum, steel, magnetic board, et. al. Adhesives, inks, tapes, stick-up, pressdown, transfer, etc. Examples of materials used in unique ways. I always show my collection of books. My book on Claes Oldenburg with padded plastic cover, my Whitney museum book bound in steel with a large, piano hinge, etc. 8. Begin final project. Individual project assignments. The student will design a 4 1/4 x 6 3/4 " 12 page booklet. It will be staple or signature bound. The cover will be of heavy stock, illustrated in color. The booklet will contain the "elements of design." The text and illustrations will be taken from the class notes, logs and lectures. The booklet will become the property of the instructor upon completion. The size is important..it is "portable", pocket-sized, easily concealed, and fits nicely in the hand. If the cover were of slick, shiny stock it feels good in the hand. On the other hand, if the cover were of soft leather or chamois, it would even be more sensuous to the feel. The booklet should invite the user to come inside. The book should lie flat and spread its pages, inviting the user to partake. The book should not release the user until the user is satisfied and the book is complete. On the other hand, the book can be a collection of personal images and jottings...a diary or journal of sorts. Very personal and very precious. 9. Critique of all projects and student "show" in the school library. Design the presentation, lighting, advertising, etc for the show. Posters, handbills, ads, etc. for the student show. All students in your class are in this group show. The advisory committee is invited to the show to drink punch, view the student work and vote on the 1st 2nd and third place design students. The winning student gets special recognition and a large certificate signed by the advisors and presented to them with much applause and recognition. 10. Final meeting. Student potluck. Designer clothes, designer foods. Live music, organic punch, ambrosia, flowers, kiss the instructor's ring and pay homage to the greatest design instructor in the Western Hemisphere. Good times all around, mass euphoria, and a deals are made all around. P.S. ---------- __o -------- _`\<,_ ------- (*)/ (*) ---------- __o -------- _`,_ -------- (*)/ (*) What can you convey with a few strokes? Bicycles, speed, direction, energy, exercise, modern, youth, competition.... [Image] Example of Design for Newsletter Copyright, 1995 - Thomas Pitre, San Jose, California Last update, 12 June, 1996 [Back to Homepage] Click to return to homepage. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:16:45 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: developing new product [Image] ---------------------------------------------------------------------------- How to Develop, Protect, and Market New Product Ideas If you are looking for perfect safety, you will do well to sit on a fence and watch the birds. Wilbur Wright [Image] The thirst for adventure and creative expression is intrinsic to the human spirit. Nothing is quite as gratifying as venturing into uncharted territory to give birth to a new idea. Add to this the prospect of generating wealth from the adventure, and the irresistible goddess of invention is born. This paper is dedicated to those brave individuals who would rather fly than sit on a fence and watch the birds. The following text explains the practical aspects of developing, protecting, and most importantly, marketing a new product idea. It is directed primarily to the inventor and entrepreneur. Intellectual property information is based on U.S. Patent Law. Although information is readily available on patents and intellectual property rights, usually, an inventor or entrepreneur is on his own when it comes to marketing his intellectual property. Based on more than 20 years experience with new product development and startup operations, these pages provide an outline of how best to succeed at this most challenging and potentially fruitful endeavor. At the outset I would like to challenge two opposing, but interrelated, myths. The first myth is the belief that if you invent a better mousetrap, the world will beat a path to your door. In truth, the world will hardly notice. What really counts is the time, effort, and resources that go into developing and marketing a product. The second myth is that one has to be tremendously lucky to beat the odds against success with a new invention. In reality, much depends on how well you know the field of your invention (the political, economic, and marketing factors), and then on the action you take to develop and promote it. A good product idea is important, but an average idea powered by well-targeted action is better than a great idea that stands alone. Create Intellectual Property If you are a private inventor with aspirations to license a manufacturer you must own your idea in order to license it. In other words, you must create some form of intellectual property (patent, copyright, trademark, etc.). With a startup operation, a patent will be considered an asset by investors and lenders. When intellectual property is included in the business plan, it will be easier to attract financing. For a company already in the widget manufacturing business, the decision on whether to proceed with a patent application will primarily be a business decision. The protection afforded by a patent may not be as important as the potential benefits of allocating the same resources to building and/or marketing the product itself. On the other hand, a small entity with limited marketing resources will benefit from the extra time in the marketplace, unchallenged, due to the exclusivity provided by patent protection. What is Intellectual Property Intellectual property is established by obtaining a copyright, trademark, or patent. A copyright protects literary, dramatic, musical, and artistic works. A trademark protects a word, name, symbol, or device used in trade to indicate the source or origin of the goods, and to distinguish them from the goods of others. In our business, we are concerned primarily with patents and the patentability of product features that result from our development services. Such patents then become the property of the client through assignment. (The person who actually makes the invention or creates the patentable design must be listed on the patent application as the inventor. If the inventor and the rightful owner are not the same, such as in the case of work done for hire, ownership would then be assigned to the correct party.) There are two types of patents: a design patent and a utility patent. A design patent protects the ornamental design of a product, such as a unique design for the face of a clock or the particular styling of a product. Normally, minor changes can circumvent a design patent. The most valued and effective patent is the utility patent. Throughout the remainder of this document, the term "patent" will imply a utility patent. A utility patent protects any new and useful process, machine, manufacture, or composition of matter, or any new and useful improvements thereof. The term "useful" means that the invention must have a purpose and it must work. A patent cannot be obtained on an idea or a concept. The invention must be a real and workable item, composition, or process. The term "new" implies novelty. A patent cannot be obtained if: 1. The invention was known or used by others in this country, or patented or described in a printed publication in this or a foreign country, before the invention by the applicant for patent, or 2. The invention was patented or described in a printed publication in this or a foreign country or in public use or on sale in this country more than one year prior to the application for the patent in the U.S. A patent attorney is the best source of patent information and the best judge of patentability. Typically, a patent attorney will provide a complementary consultation on the first visit. The General Agreement on Tariffs and Trade The recent General Agreement on Tariffs and Trade (GATT) has caused changes in U.S. Patent Law. Again, your patent attorney is the best source of detailed information, but significant changes already in effect are as follows: * Term: The term of a patent is now 20 years from the application date. Prior to GATT, it was 17 years from issuance. * Provisional Patent Application: You can now file a Provisional Patent Application, which is essentially a patent application without claims. The advantages include lower initial cost and one extra year of protection (1 year on the provisional application, plus 20 years on the patent itself). The disadvantages are that it delays the issuance of the patent, total cost is greater, and it carries the risk of inadequate disclosure. Cost of a Patent Although it is possible to save money by preparing and filing your own patent application, we recommend that you use a patent attorney. A correctly prepared patent application with correctly defined claims will provide the strongest foundation for subsequent commercialization efforts. In addition, a new product may have patentable features that may not be obvious to the untrained eye. A patent attorney can identify patentable design attributes, and then correctly formulate the claims to obtain the broadest possible protection. The costs of obtaining a patent (for a small entity) are as follows: Cost When Using a Patent Attorney Utility Patent * Professional Fees..........$3,500 * Issue Fee......................$ 625 * Maintenance Fees.........$495 in 3.5 years, $995 in 7.5 years, and $1,495 in 11.5 years (from issuance date) Design Patent * Professional Fees..........$1,300 * Issue Fee......................$ 215 Cost When Applying Yourself Utility Patent * Filing Fee......................$375 * Issue Fee.......................$625 * Maintenance Fees..........Same as above, due at 3.5, 7.5, and 11.5 years Design Patent * Filing Fee.......................$155 * Issue Fee........................$215 Prior to maintenance fees (introduced about 15 years ago), an inventor who filed his own patent applications could afford to have a number of active patents and take his time pursuing commercialization. Today, however, maintaining several active patents on uncommercialized inventions can be quite costly. In addition, the decreasing value of an uncommercialized patent (due to less time remaining on the patent), in combination with escalating maintenance fees, tends to discourage inventors from hanging on to older patents that may have little commercial value. Patent Pitfalls A number of potential pitfalls exist with patent law. A few of the primary areas of caution are as follows: * Co-Inventors and Co-Owners: When co-inventors are listed on a patent, each inventor has full rights to manufacture, sell, and license others, without regard to the other inventors. The same rights extend to co-owners of a patent, no matter how small the percentage of ownership. Consequently, it is best to make a separate agreement with co-owners/co-inventors outlining mutual obligations and restrictions. * Assignment or Sale: When possible, avoid an assignment or outright sale of a patent, unless you are happy with the initial payment. When a patent is sold or assigned, it becomes the property and asset of the assignee. In the event of financial difficulties, the patent could be lost to a lender. * Infringement: When the owner of a patent becomes aware of an infringement, the owner must notify the infringing party, or risk jeopardizing his patent rights. However, when a party is accused of infringement, the accused party has the right to bring legal action against the accuser and claim an invalid patent. The patent owner will then have to defend the action in federal court. Expect to spend at least $100,000 in legal expenses on such a defense. If an infringment does occur, a patent attorney can notify the infringing party in a way that will not provide grounds for this type of counter litigation. Turning a Patent into Income After obtaining a patent, an inventor faces the prospect of marketing the invention to a manufacurer. In order to develop an effective marketing strategy, one must first see the world from the customer's perspective. >From the licensee's perspective, the key factors that determine an idea's success potential are its technical and economic feasibility, and its market potential. And regardless of a product's technical and economic feasibility, success will ultimately depend on market factors. Unfortunately, when a new product does reach the marketplace, nine out of ten fail. In the event of a failure, development and marketing expenses become a total loss. To put the impact of such a failure in business terms, consider that a manufacturer must sell at least $10.00 worth of profitable goods for every $1.00 lost to an unsuccessful venture..... just to break even on the loss. As a result, a great deal of the effort that goes into evaluating a new product idea is oriented toward heading off a possible failure. Moreover, a substantial investment of time and resources is required to properly evaluate a new product idea and estimate its potential for success. So when a company executive declines a seemingly good product idea, what is probably being declined is the expense of properly evaluating the idea, and after having paid these expenses, the prospect of embarking on an expensive commercialization effort that has a 90 percent chance of failing. Despite the foregoing, new products are essential if a manufacturer is to remain competitive, and successful new products translate into new markets, increased market share, and greater profits. The key is to avoid failure while pursuing success. In order to comfortably move ahead, a manufacturer must have accurate knowledge about the associated expenses, risks, and market factors. When soliciting a licensee, let the following guide your presentation: * The most effective incentive is PROFIT. * The biggest obstacle is FEAR. * The most powerful antidote is KNOWLEDGE. A well developed package of knowledge about the product and its market will provide the prospective licensee with essential information that he would otherwise have to develop. Package the Product for the Buyer The most common shortfall of efforts to solicit a licensee is the failure to develop a refined prototype and a well targeted presentation (package of knowledge). In a sense, one must package the new product idea for the prospective buyer. And from the inventor's perspective, two buyers exist: The end user and the prospective licensee. Consequently, the most effective packaging will contain elements that are directed to each of them. Your presentation package should include a manufacturing cost study, a market study, and a working prototype. Ideally, the prototype will be fully refined and production-ready. If the product is not ready for production, an outline of additional development tasks and expenses, as well as an estimation of the time required, should be included. The manufacturing study would include a review of production materials and processes, and an estimation of direct materials, components, and labor costs, along with economies of scale. The market study should include an overview of market trends, and a review of the various factors that will impact marketing strategy and expenses, as well as an estimation of potential sales. Sketches of display package design and advertising layouts might also be included. This will project the product visually and emotionally into the marketplace. Depending on the magnitude of the information, each of the three categories (development, manufacturing, and marketing) may be formatted as individual reports, or they may be presented as chapters in a single report. The goal of the presentation package is to project the product into the marketplace according to your vision, and remove the unknowns for the prospective licensee. In addition to providing essential information and correctly framing your idea, a comprehensive presentation will imply that the product has been professionally conceived and developed. A Refined Protoype is an Essential Sales Tool Unfortunately, most new product ideas are unnecessarily penalized because they have not been rendered in the correct technology. They have not been designed for production processes, and they have not been correctly packaged or professionally styled. Manufacturers are rarely presented with anything resembling a production-ready new product. Consequently, an inventor with a well designed and well built prototype will be miles ahead when it comes to soliciting a licensee. Conversely, a poorly built prototype will psychologically project similar deficiencies into the product idea itself. The prospective licensee will then have to use his imagination to see the product in its finished (marketable) form. In the final analysis, a professionally developed prototype represents a bundle of knowledge about the product, and it represents development expenses that the potential licensee does not have to pay. Tips on Market Research A market study can indicate attributes about the product that should be modified or emphasized. It can point out distribution avenues, strengths, and weaknesses, suggest advertising appeals, and indicate potential sales. This information is an essential part of the presentation. However, market research studies can be expensive. Even the most basic study will cost $2,500 to 3,000. If marketing information is expensive to obtain, the cost can rapidly escalate. Actual expenses depend the particular product and the scope of the information necessary to analyze market factors. It may be possible to save money by doing some of the work yourself. But unless you have a marketing background, it is probably unwise to attempt to design the study, interpret data or survey results, or prepare the final document yourself. Another way to save on costs is to solicit the participation of a local university. Perhaps a market study can be done as a class project. The Wal-Mart Innovation Network (WIN) provides new-product evaluations that may be useful in a market study. The WIN process begins with an evaluation conducted by the College of Business Administration at Southwest Missouri State University (SMU). The cost is $175.00. If the product receives a high enough rating, it is then sent to a Wal-Mart buyer for a more extensive evaluation of its market potential. Although a successful outcome would be significant, neither the initial evaluation by SMU, nor the Wal-Mart buyer evaluation would suffice as a market study by itself. For more information, write to: Wal-Mart Innovation Network, Southwest Missouri State University, Center for Business and Economic Development, 901 South National Avenue, Springfield, MO 65804. One of the most powerful indicators of potential success is actual demonstrated success in a micro-marketing environment. If it is feasible to build a small run, offer the product for sale through an appropriate end user purchasing outlet. Price the product as though it were in production, even though each sale may result in a loss. The information obtained by test-marketing could dramatically document your product's potential. However, if the product is unrefined, poorly packaged, or inappropriately priced, the exercise could backfire and indicate poor sales of an otherwise potentially successful product. Moreover, many products do not simply disappear off the shelves when they are offered for sale. Instead, sales are generated by the marketing effort, which undoubtedly will be lacking in a limited trial run. But if your product can stand the test of unsupported exposure, there is no better way to demonstrate its potential sales. Distribution Related Marketing Considerations The sales potential of a new product may not necessarily be a function of end-user appeal. Distribution factors could be much more significant. In fact, an ordinary product with good distribution may experience excellent sales, whereas a superior product that is not well distributed would likely fade into oblivion. A popular adage in manufacturing circles is that one can sell almost anything, provided the price is right and the distribution is good. To complicate matters, a manufacturer often has to pay a large initial fee ($5,000 to $30,000) to a retail chain in order to get a new product into their stores. Shelf space is a premium commodity, and retailers are increasingly unwilling to absorb the expense of stocking a new product that may turn out to be a poor seller. Consequently, the market study must address distribution realities that are likely to impact marketing efforts. These factors could be even more important than the benefits and appeal of the product itself. Assuming that the limited test-marketing exercise mentioned in the previous section were feasible, it may be possible to achieve more than valid sales data. A test-marketing effort could be parlayed into a purchasing commitment from a large chain. Depending on the product and the particular chain, many large retailers will test-market a new product (after it is in production) by placing it into a limited number of stores. If the product sells well, the retailer will then order an appropriate quantity for the remaining outlets. Consider the effect on a prospective licensee if you were to negotiate a test-market through a large retailer, and on the basis of the results, obtained a commitment to purchase the product for the entire chain. As a rule, retailers tend to avoid such early-stage involvements. But regardless of conventional wisdom about today's impersonal business protocols, the vast majority of transactions are still based on personal relationships between individuals. Much depends on your ability to connect with a buyer on a human level and gain his support. Avoid Building Weaknesses into the Presentation A seemingly good presentation can backfire if any of its elements are poorly executed. For example, if you have invented a better widget and the potential licensee is in the widget manufacturing business, he will probably be an expert at manufacturing and marketing widgets. In other words, he will be an expert at evaluating the design of your widget and judging the validity of supportive information in your presentation. Poor design, inaccurate manufacturing cost estimations, or unsound market research methodology in support of unlikely sales projections will all be apparent to an experienced professional. Should the presentation contain any of these shortfalls, the prospective licensee will then have more on which to base a rejection - possible uncertainties about the product itself, as well as unsound technique and improbable conclusions. Unless you have the elements professionally developed, you may have to rely on a more abbreviated, and possibly less powerful presentation. If you are refining the product and preparing the presentation yourself, the key is to provide the most complete and fully developed package, within the limits of your expertise. Above all, it is essential to maintain credibility with the prospective licensee. The Option of a Joint Effort Today, companies are turning more and more to "partnering" to cooperatively pioneer new products and markets. While a large commitment may be outside the capabilities of most inventors, some form of partnering may be feasible. In fact, the foregoing suggestions for promoting an invention actually amount to a form of limited partnering, wherein the inventor assumes responsibility for part of the development effort. Recently, a client/inventor was able to get his product into production through a similar, but more expansive arrangement. The inventor approached the manufacturer with an offer to underwrite the direct costs of developing the product to production-ready status, and pay for direct tooling costs. Because of the inventor's commitment, the manufacturer agreed to put the product into production, and market it internationally. The inventor retained U.S. distribution rights and received royalties on international sales. In this case, the license agreement was based as much on mutual business commitments as it was on the product itself. Whether the foregoing are good terms depends on the value that each party places on their respective contributions and benefits. The point, however, is that business relationships can take many forms, and there are many roads to the same goal. Information and Assistance Groups Inventor's associations and innovations centers can provide valuable assistance with intellectual property issues, and in identifying potential licensees. A few of them are as follows: * National Congress of Inventor Organizations (NCIO), 727 North 600 West Logan, Utah 84321 (801) 753-0888. * Minnesota Inventors Congress, P.O. Box 71, Redwood Falls, Minnesota 56283-0071 (507) 637-2344. * United Inventors Association of the United States of America (UIA-USA), P.O. Box 50305, St. Louis, Missouri 63105 (include a stamped, self-addressed envelope). * CompuServe Ideas & Inventions Forum * Invention News Groups: alt.inventors, misc.entreprenuers, misc.int-property Conclusion The foregoing outlines a very entrepreneurial role for the inventor. Undoubtedly, it is possible to secure a license agreement on the basis of a patent alone. But when an inventor does invest extra time, energy, and resources toward making his vision a reality, the prospects for success increase. By correctly packaging the product, obstacles are minimized and assets are enhanced. Assuming that the product idea is a good one, professional assistance will be the single most important factor in making it a success. ---------------------------------------------------------------------------- Other Related Documents The Role of Models and Mockups: A Case Study of the ARRIS Design Product Design and Development: The Generic Process for Developing New Products ---------------------------------------------------------------------------- Home || Brochure || Plans || Bookshelf || Documents || Links Send e-mail: rqriley@netzone.com ) Copyright 1996 Robert Q. Riley Enterprises P.O. Box 12294, Scottsdale, Arizona 85267-2294 All rights reserved. (602) 951-9407 -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:18:13 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Designing ecodesigners MAKING THINGS RIGHT by J. Baldwin. Whole Earth Review No. 85 Summer 95 p.14-16 Notes by Bill Paton, Solutioneer Ch1. Designing Designers How do you become an Ecological Designer? -Start with education, but not design school. -Engineering design is based on physics and chemistry. Ecology is an afterthought. -Environmental studies is based on biology-sees technology as the enemy. -Technophobia breed technical ignorance and extreme positioning. -Ecological understanding can't be tacked on as an afterthought: it should be at the heart of all design. -Omnidisciplinary education. You'll never graduate; you'll always be learning because things are always changing. -Be curious about everything-feeling bored is a warning the most important part of you is asleep. Need to be Comprehensive. Comprehensivists study connections and interactions. Spend time outdoors, analysing and integrating what you see. Nature: everything is connected to everything else. You need to know how and why. -Specialists are important if you need specific knowledge. -WWW: for the first time, concerted global action can be rationally mounted, based on collected and individual knowledge. Ideas and discoveries come from individuals, but it'll take massive worldwide cooperation to make things right. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:19:31 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: making things right notes2 MAKING THINGS RIGHT by J. Baldwin. Whole Earth Review No. 86 Fall 95, p.4-7 Notes by Bill Paton, Solutioneer pt. 2. -BRASS TACKS First questions to ask before beginning any project: -Do we need to do this? -Should we do this? If YES comes quickly, you are probably leaving out something important-trying to design it without considering it as a component of a larger system. A NO may be equally simplistic. -Designing junk requires the same imagination, energy, & focus as greatness. -Never burn bridges (except to evade pursuit) If you want to do Positive Design, you can: 1) Work elsewhere to fund your work. 2) Start your own organization and risk drowning in paperwork. 3) If you are very good & very sure of yourself, you can forge ahead and expect the Universe to take care of you (a la Buckminster Fuller) After deciding whether the job needs to be done or not, the next question i: -What are we really designing?, or repharased, What is the desired condition we wish to bring about? It is wise to inspect the larger system of which your proposed design will be a part. Think as big as you can. Work to make everyone's life better in some way. Be inclusive at the beginning when most designers are being exclusive as they "narrow down the problem". This is tricky business, because we haven't been educated to think this way. Thinking inclusively requires a comprehensive view that helps reveal the important interactions involved. It's a way to detect synergetic advantages and to reduce undesirable side effects. You have to look at the big picture. -Bill Moss (tent designer) wanted average person to enjoy camping so they would preserve wilderness. His tents took camping from mountain men to everyone in one decade. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:20:37 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: making things right3 Makng Things Right-Pt. 3 Stuff & Nonsense J. Baldwin WER No. 88 Winter 95 Notes by Bill Paton, Solutioneer Any design-be it pure artistry or nuclear engineering-has a desirable aspect and a dark side. Everything is made of something. Even you have traces of all the elements aboard. All constructions, including you, degrade. All have a designed-in lifespan, after which they must be renewed, reconstituted, recycled or left to decay. All materials can be recovered, except energy. Some materials become pollution -useful chemistry in the wrong place at the wrong time at inappropriate concentrations. An ecological designer deliberately strives for Syntropy-the opposite of entropy. A syntropic designer collects and adds information. Regenerative design is syntropic, cycling instead of degrading. Purists will object to calling this Syntropy, because information and energy must be continuously added, but the addition is local in universe. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:21:51 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Making things right4 Making Things Right by J. Baldwin Pt 4: INTEGRATION Whole Earth Review #89Spring96 Notes by Bill Paton, Solutioneer Is it really necessary to worry about material choices before we really have to choose? Do we have to consider our ethics before we've been confronted with temptation? Must we deal with the inevitable damaging effects of anything we do, before we've actually damaged something? Yes to all of the above, but it must be an automatic yes: a yes of the spirit. The comprehensive attention, awareness, and understanding that inform the Yes of good design must be intrinsic to the designer's thoughts and methods. Schools are often training rather than educating students--in an atmosphere that encourages obedience to convention rather than innovation. This is unfortunate because some very imaginative work is required if the present pattern of destruction triggered by insensitive design is to be remedied. Most knowledge is best learned from experience. Unlike book learning, experience tends to "stay on your desktop" so to speak. All good teachers welcome promising ideas, even if they don't agree with their own. Thinking Inclusively is the goal of good Design teaching. Experience-based teaching creates a comprehensive, utterly real, experience-based way of regarding everything. It enlightens the "me". People are often reluctant to have environmental design because they believe it costs more. However, experiences prove different. Concern reaching beyond market success can often improve profits as well as solve problems. (And help your image.) Workers and consumers must be an integral part of the design process. An ecological designer has to keep in mind that new materials or unusual uses of materials can lead to new problems or even new categories of problems. Developing the knowledges required can be a time-eating and expensive process--more than one person is able to handle. This is a good reason to develop multiportfolioed design teams (remembering that the best work comes from small, project-oriented teams). This is a good reason for cooperation with other experimenters with similar interests. A knowledge pool can raise industry standards without inflicting economic ruin on individual players. The desired knowhow can also be hurried into place by vigorous prototyping. Making your own prototypes, or at least being in the shop with the fabricators and testing crew, is the fastest way to learn what you need to know about materials and processes. Actually living with the results is a stern teacher. Recent studies have shown that companies moving quickly to prototypes outperform companies that design principally by means of computer simulations. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:23:08 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: generic product design [Image] ---------------------------------------------------------------------------- Product Design & Development The Generic Process for Developing New Products Product development is the process of creating a new product to be sold by a business or enterprise to its customers. In the document title, Design refers to those activities involved in creating the styling, look and feel of the product, deciding on the product's mechanical architecture, selecting materials and processes, and engineering the various components necessary to make the product work. Development refers collectively to the entire process of identifying a market opportunity, creating a product to appeal to the identified market, and finally, testing, modifying and refining the product until it is ready for production. A product can be any item from a book, musical composition, or information service, to an engineered product such as a computer, hair dryer, or washing machine. This document is focused on the process of developing discrete engineered products, rather than works of art or informational products. The task of developing outstanding new products is difficult, time-consuming, and costly. People who have never been involved in a development effort are astounded by the amount of time and money that goes into a new product. Great products are not simply designed, but instead they evolve over time through countless hours of research, analysis, design studies, engineering and prototyping efforts, and finally, testing, modifying, and re-testing until the design has been perfected. Few products are developed by a single individual working alone. It is unlikely that one individual will have the necessary skills in marketing, industrial design, mechanical and electronic engineering, manufacturing processes and materials, tool-making, packaging design, graphic art, and project management, just to name the primary areas of expertise. Development is normally done by a project team, and the team leader draws on talent in a variety of disciplines, often from both outside and inside the company. As a general rule, the cost of a development effort is a factor of the number of people involved and the time required to nurture the initial concept into a fully-refined product. Rarely can a production-ready product be developed in less than one year, and some projects can take three to five years to complete. The impetus for a new product normally comes from a perceived market opportunity or from the development of a new technology. Consequently, new products are broadly categorized as either market-pull products or technology-push products. With a market-pull product, the marketing center of the company first determines that sales could be increased if a new product were designed to appeal to a particular segment of its customers. Engineering is then be asked to determine the technical feasibility of the new product idea. This interaction is reversed with a technology-push product. When a technical breakthrough opens the way for a new product, marketing then attempts to determine the idea's prospects in the marketplace. In many cases, the technology itself may not actually point to a particular product, but instead, to new capabilities and benefits that could be packaged in a variety of ways to create a number of different products. Marketing would have the responsibility of determining how the technology should be packaged to have the greatest appeal to its customers. With either scenario, manufacturing is responsible for estimating the cost of building the prospective new product, and their estimations are used to project a selling price and estimate the potential profit for the company. The process of developing new products varies between companies, and even between products within the same company. Regardless of organizational differences, a good new product is the result a methodical development effort with well defined product specifications and project goals. A development project for a market-pull product is generally organized along the lines shown in figure 1. Figure 1 The Generic Product Development Process [Flow Chart] (Condensed from "Product Design and Development," McGraw-Hill, 1995.) Concept Development Good concept development is crucial. During this stage, the needs of the target market are identified, competitive products are reviewed, product specifications are defined, a product concept is selected, an economic analysis is done, and the development project is outlined. This stage provides the foundation for the development effort, and if poorly done can undermine the entire effort. Concept development activities are normally organized according to Figure 2. Figure 2 Concept Development [Concept Flow Chart] (Condensed from "Product Design and Development," McGraw-Hill, 1995.) Identify Customer Needs: Through interviews with potential purchasers, focus groups, and by observing similar products in use, researchers identify customer needs. The list of needs will include hidden needs, needs that customers may not be aware of or problems they simply accept without question, as well as explicit needs, or needs that will most likely be reported by potential purchasers. Researchers develop the necessary information on which to base the performance, size, weight, service life, and other specifications of the product. Customer needs and product specifications are organized into a hierarchal list with a comparative rating value given to each need and specification. Establish Target Specifications: Based on customers' needs and reviews of competitive products, the team establishes the target specifications of the prospective new product. While the process of identifying customer needs is entirely a function of marketing, designers and engineers become involved in establishing target specifications. Target specifications are essentially a wish-list tempered by known technical constraints. Later, after designers have generated preliminary products concepts, the target specifications are refined to account for technical, manufacturing and economic realities. Analyze Competitive Products: An analysis of competitive products is part of the process of establishing target specifications. Other products may exhibit successful design attributes that should be emulated or improved upon in the new product. And by understanding the shortfalls of competitive products, a list of improvements can be developed that will make the new product clearly superior to those of others. In a broader sense, analyzing competitive products can help orient designers and provide a starting point for design efforts. Rather than beginning from scratch and re-inventing the wheel with each new project, traditionally, the evolution of design builds on the successes and failures of prior work. Generate Product Concepts: Designers and engineers develop a number of product concepts to illustrate what types of products are both technically feasible and would best meets the requirements of the target specifications. Engineers develop preliminary concepts for the architecture of the product, and industrial designers develop renderings to show styling and layout alternatives. After narrowing the selection, non-functional appearance models are built of candidate designs. Select a Product Concept: Through the process of evaluation and tradeoffs between attributes, a final concept is selected. The selection process may be confined to the team and key executives within the company, or customers may be polled for their input. Candidate appearance models are often used for additional market research; to obtain feedback from certain key customers, or as a centerpiece of focus groups. Refine Product Specifications: In this stage, product specifications are refined on the basis of input from the foregoing activities. Final specifications are the result of tradeoffs made between technical feasibility, expected service life, projected selling price, and the financial limitations of the development project. With a new luggage product, for example, consumers may want a product that is lightweight, inexpensive, attractive, and with the ability to expand to carry varying amounts of luggage. Unfortunately, the mechanism needed for the expandable feature will increase the selling price, add weight to the product, and introduce a mechanism that has the potential for failure. Consequently, the team must choose between a heavier, more costly product, or one that does not have the expandable feature. When product attributes are in conflict, or when the technical challenge or higher selling price of a particular feature outweighs its benefits, the specification may be dropped or modified in favor of other benefits. Perform Economic Analysis: Throughout the foregoing activities, important economic implications regarding development expenses, manufacturing costs, and selling price have been estimated. A thorough economic analysis of the product and the required development effort is necessary in order to define the remainder of the development project. An economic model of the product and a review of anticipated development expenses in relation to expected benefits is now developed. Plan the Remaining Development Project: In this final stage of concept development, the team prepares a detailed development plan which includes a list of activities, the necessary resources and expenses, and a development schedule with milestones for tracking progress. System-Level Design System-level design, or the task of designing the architecture of the product, is the subject of this stage. In prior stages, the team was focused on the core product idea, and the prospective design was largely based on overviews rather than in-depth design and engineering. Once the development plan is approved, marketing may begin to develop ideas for additional product options and add-ons, or perhaps an extended product family. Designers and engineers develop the product architecture in detail, and manufacturing determines which components should be made and which should be purchased, and identifies the necessary suppliers. The product architecture defines the product in chunks, or the primary functional systems and subsystems, and how these systems are arranged to work as a unit. For example, an automobile is comprised of a body and a chassis with an engine, a transmission, final drive, frame, suspension and braking system. The architecture of an automobile design determines the platform layout, whether the vehicle is front-wheel-drive or rear-wheel-drive, the size and location of the engine, transmission and final drive, the overall design of suspension system, and the layout and type of other necessary subsystems such as brakes, wheels, and steering. The architecture may determine the layout of the exhaust system, but it would not provide the detailed engineering needed to determine the diameter and thickness of the exhaust pipe, the detailed design of mufflers, nor the engineering of motor mounts and exhaust hangers needed to isolate vibrations from the passenger compartment. The architecture of the product, how it is divided into chunks and how the chunks are integrated into the total product, impacts a number of important attributes such as standardization of components, modularity, options for change later on, ease of manufacture, and how the development project is divided into manageable tasks and expenses. If a family of products or upgrades and add-ons are planned, the architecture of the product would determine the commonality of components and the ease with which upgrades and add-ons can be installed. A system or subsystem borrowed from another product within the company's line will economize on development, tooling and manufacturing costs. With outsourced components, the supplier may contribute much of the associated design and engineering. Detail Design Detail design, or design-for-manufacture, is the stage wherein the necessary engineering is done for every component of the product. During this phase, each part is identified and engineered. Tolerances, materials, and finishes are defined, and the design is documented with drawings or computer files. Increasingly, manufacturers and developers are turning to three-dimensional solid modeling using programs such as Pro-Engineer. Three-dimensional computer models form the core of today's rapid prototyping and rapid manufacturing technologies. Once the database has been developed, prototype components can be rapidly built on computerized machines such as CNC mills, fused deposition modeling devices, or stereo lithography systems. Testing and Refinement During the testing and refinement stage, a number of prototypes are built and tested. Even though they are not made from production components, prototypes emulate production products as closely as possible. These alpha prototypes are necessary to determine whether the performance of the product matches the specifications, and to uncover design shortfalls and gain in-the-field experience with the product in use. Later, beta prototypes are built from the first production components received from suppliers. Production Ramp-up During production ramp-up, the work force is trained as the first products are being assembled. The comparatively slow product build provides time to work out any remaining problems with supplier components, fabrication, and assembly procedures. The staff and supervisory team is organized, beginning with a core team, and line workers are trained by assembling production units. Technology-Push Products The generic development process is used with technology-push products, but with slight modification. With technology-push products, the company acquires or develops a new technology and then looks for appropriate markets in which to apply the technology. Consequently, an extra phase is added at the beginning during which the new technology is matched to an appropriate market opportunity. When the match has been made, the generic development process is carried out as described. Models and Prototypes The terms prototype and model are often used interchangeably to mean any full-scale pre-production representation of a design, whether functional or not. I prefer to use the term model to describe a non-functional representation and the term prototype to describe a functional item. An appearance model is a full-scale, non-functional representation that looks, as closely as possible, identical to the prospective new product. Modeling and prototyping serve a variety of purposes throughout the development effort. Early on, engineering prototypes may be built of systems and subsystems to bench-test performance and debug the system before proceeding with the design. Appearance models prove out styling and ergonomics. A full-scale mockup of an automobile interior, for example, provides a real-world test of ease of ingress, seating position, access to controls, visibility and appearance. Models and prototypes are necessary because of the limitations of theoretical work and artificial mediums. A product can be designed and put into simulated use on computer, but one doesn't really know how it will work until the item is built and tested in its intended environment. Prototyping and modeling efforts begin virtually at the inception of the project and continue into production ramp-up. The Role of Industrial Design According to the definition given by the Industrial Designers Society of America (IDSA), industrial design (ID) is the "professional service of creating and developing concepts and specifications that optimize the function, value and appearance of products and systems for the mutual benefit of both user and manufacturer." An industrial designer combines artistic form with engineering necessities. The ID practitioner blends the human meanings expressed through form, color, and texture with the mechanical realities of function in a way that broadcasts a coherent and purposeful message to those who experience the product. Good industrial design can create additional product benefits through the selection of materials and the architecture of the design. Industrial designers have extensive training in art, as well as training in basic engineering, manufacturing and fabrication processes, and marketing practices. Dreyfuss (1967) lists five critical goals that industrial designers bring to a team when developing new products: * Utility: The product's human interfaces should be safe, easy to use, and intuitive. Each feature should be shaped so that it communicates its function to the user. * Appearance: Form, line, proportion, and color are used to integrate the product into a pleasing whole. * Ease of Maintenance: Products must also be designed to communicate how they are to be maintained and repaired. * Low Costs: Form and features have a large impact on tooling and production costs, so they must be considered jointly by the team. * Communication: Product designs should communicate the corporate design philosophy and mission through the visual qualities of the products. Industrial design is costly and the value per dollar spent is often difficult to quantity. The value becomes obvious, however, when one experiences the results. When the purchaser intuitively understands a product's function, and senses the quality of its construction and the integrity of the company that produced it, these subliminal messages are normally the result of good industrial design. Industrial designers usually become involved in a development project almost at the outset. Enthusiasm within the development team increases when industrial designers develop an attractive concept early in the project. When members have a real concept to work towards, the effort ceases to be a purely cerebral exercise, and instead, comes alive with personal meaning. ---------------------------------------------------------------------------- Other Related Documents The Role of Appearance Models and Mockups: A Case Study of the ARRIS Design How to Develop, Protect, and Market New Product Ideas The book, Product Design and Development, by Karl T. Ulrich and Steven D. Eppinger (McGraw-Hill, 1995). ---------------------------------------------------------------------------- Home || Brochure || Plans || Bookshelf || Documents || Links Send e-mail: rqriley@netzone.com ) Copyright 1996 Robert Q. Riley Enterprises P.O. Box 12294, Scottsdale, Arizona 85267-2294 All rights reserved. (602) 951-9407 -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:24:14 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: small is beautiful SMALL IS BEAUTIFUL by E.F. SCHUMACHER Copyright 1973 (A Study of Economics as if People Mattered) Notes by Bill Paton (bpaton@inforamp.net) PART ONE: THE MODERN WORLD 1. The Problem of Production -One of the most fateful errors of our age is the belief we have solved the problem of producton. -Our system lives on irreplaceable capital which it cheerfully treats as income. They are: 1) Fossil Fuels, 2) the tolerance margins of Nature, 3) Human substance. It is our most important task to get off this present collision course. We must all tackle this task. To talk of the future is only useful if it leads to ACTION NOW. 2. Peace and Permanence -Standard Western Economic Proposition that: 1) Universal Prosperity is Possible. 2) Its attainment is possible on the basis of "enrich yourself". 3) That this is the road to Peace. Problems with this: 1) Rich use alot more fuel, which is running out. -An attitude to life which seeks fulfillment in the single-minded pursuit of wealth-in short, materialism-does not fit into this world because it contains within itself no limiting principle, while the environment in which it is placed is strictly limited. -Alot of people believe that "science will find a way out"-maybe. but only if there is a conscious and fundamental change in the direction of scientific effort. Often Science can bring negative results though. -Prosperity is achieved through greed which exploits non-renewable. -Man is far too clever to survive without wisdom. No-one is really working for Peace unless he is working primarily for the restoration of wisdom. -From an economic Point of View, the central concept of wisdom is permanence. We must study the economics of Permanence. Nothing makes economic sense unless its continuance for a long-time can be projected without running into absurdities. Gandhi said " Earth provides enough to satisfy every man's need, but not every man's greed." -Every increase of needs tends to increase one's dependence on outside forces over which one cannot have control and therefore increases existential fear-which are the ultimate causes of war. -Wisdom demands a reorientation of Science and technology towards the organic, the gentle, the non-violent, the elegant and the beautiful. We must look for a revolution in technology to give us inventions and machines which reverse the destructive trends now threatening us all. -From Scientists and technologists we need methods and equipment which are: 1) Cheap enough so they are accessible to virtually everyone. 2) Suitable for small-scale application and: 3) Compatible with man's need for creativity. >From these three comes non-violence and a relationship of man to nature that guarantees permanence. If any one of the 3 is neglected things are bound to go wrong. 1. How much is cheap enough? Schumacher believes the costs of the average amount of capital investment per workplace should be the same as the earnings of an able and ambitious industrial worker. If significantly higher then the society is likely to run into serious troubles: undue concentration of wealth and power among the privileged few; an increasing problem of 'drop-outs' who cannot be integrated into society and constitute an ever-growing threat; 'structural' unemployment'; mal-distribution of the population due to excessive urbanisation; and general frustration and alienation, with soaring crime rates, and so forth. 2. Generally smaller scale operations are less destructive than larger ones. 3. Perhaps the most important of all-work which is humane and good for the body and soul. This can be found only in oneself. AN OUNCE OF PRACTICE IS WORTH A TON OF THEORY. 3. The Role of Economics Economics plays an essential role in society. Anything labelled "uneconomic" is perceived as deadly. What does this verdict mean? -The judgement of economics is an extremely fragmentary judgement, out of the large number of aspects which in real life have to be seen and judged together before a decision can be taken, economics supplies only one-whether a thing yields a money profit TO THOSE WHO UNDERTAKE IT or no-these judgements are necessarily methodically narrow. This ignores man's dependence on the natural world. -The buyer is not concerned with the origins of goods or the conditions under which they were produced. His sole concern is the best value for the money. Therefore, the market only represents the surface of society and its significance relates to the momentary situation as it exists there and then. In a sense the market is the institutionalisation of individualism and non-responsibility. -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 14:50:52 GMT Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: bill paton Organization: bp ent. Subject: Powershift POWERSHIFT: ASSUMPTIONS by Alvin Toffler Because the subject is so fraught with both personal and political controversy, any book on power should be expected to lay out its main assumptions and, preferably, to make plan the underlying model of power on which it is based. No such statement can ever be complete, since it is impossible to define--or even to recognize--all one's assumptions. Nevertheless, even a partially successful effort can be useful to both writer and reader. Here, then, are some of the assumptions from which Powershift springs. 1. Power is inherent in all social systems and in all human relationships. It is not a thing but an aspect of an and all relationships among people. Hence it is inescapable and neutral, intrinsically neither good nor bad. 2. The "power system" includes everyone--no one is free of it. But one person's power loss is not always another's gain. 3. The power system in any society is subdivided into smaller and smaller power subsystems nested within one another. Feedback links these subsystems to one another, and to the larger systems of which they are part. Individuals are embedded in many different, though related, power subsystems. 4. The same person may be power-rich at home and power-poor at work, and so forth. 5. Because human relationships are constantly changing, power relationships are also in constant process. 6. Because people have needs and desires, those who can fulfill them hold potential power. Social power is exercised by supplying or withholding the desired or needed items and experiences. 7. Because needs and desires are highly varied, the ways of meeting or denying them are also extremely varied. There are, therefore, many different "tool" or "levers" of power. Among them, however, VIOLENCE, WEALTH, and KNOWLEDGE are primary. Most other power resources derive from these. 8. Violence, which is chiefly used to punish, is the least versatile source of power. Wealth, which can be used both to reward and punish, and which can be converted into many other resources, is a far more flexible tool of power. Knowledge, however, is the most versatile and basic, since it can help one avert challenges that might require the use of violence or wealth, and can often be used to persuade others to perform in desired ways out of perceived self-interest. Knowledge yields the highest-quality power. 9. The relationships of classes, races, genders, professions, nations, and other social groupings are incessantly altered by shifts in population, ecology, technology, culture, and other factors. These changes lead to conflict and translate into redistributions of power resources. 10. Conflict is an inescapable social fact. 11. Power struggles are not necessarily bad. 12. Fluctuations caused by simultaneous shifts of power in different subsystems may converge to produce radical shifts of power at the level of the larger system of which they are a part. This principle operates at all levels. Intra-psychic conflict within an individual can tear a whole family apart; power conflict among departments can tear a company apart; power struggles among regions can tear a nation apart. 13. At any given moment some of the many power subsystems that comprise the larger system are in relative equilibrium while others are in a far-from-equilibrial condition. Equilibrium is not necessarily a virtue. 14. When power systems are far-from-equilibrial, sudden, seemingly bizarre shifts may occur. This is because when a system or subssystem is highly unstable, nonlinear effects multiply. Big power inputs may yield small results. Small events can trigger the downfall of a regime. A slice of burnt toast can lead to a divorce. 15. Chance matters. The more unstable the system, the more chance matters. 16. Equality of power is an improbable condition. Even if it is achieved, chance will immediately produce new inequalities. So will attempts to rectify old inequalities. 17. Inequalities at one level can be balanced at another level. For this reason, it is possible for a power balance to exist between two or more entities, even when inequalities exist among their various subsystems. 18. It is virtually impossible for all social systems and subsystems to be simultaneously in perfect balance and for power to be shared equally among all groups. Radical action may be needed to overthrow an oppressive regime, but some degree of inequality is a function of change itself. 19. Perfect equality implies changelessness, and is not only impossible but undesirable. In a world in which millions starve, the idea of stopping change is not only futile but immoral. The existence of some degree of inequality is not, therefore, inherently immoral; what is immoral is a system which freezes the maldistribution of those resources that give power. It is doubly immoral when that maldistribution is based on race, gender, or other inborn traits. 20. Knowledge is even more maldistributed than arms and wealth. Hence a redistribution of knowledge (and especially knowledge about knowledge) is even more important than, and can lead to, a redistribution of the other main power resources. 21. Overconcentration of power resources is dangerous. (Examples: Stalin, Hitler, and so on. Other examples are too numerous to itemize.) 22. Underconcentraton of power resources is equally dangerous. The absence of strong government in Lebanon has turned that poor nation into a synonym for anarchic violence. Scores of groups vie for power without reference to any agreed conception of law or justice or any enforceable constitutional or other restrictions. 23. If both overconcentration and underconcentration of power result in social horror, how much concentrated power is too much? Is there a moral basis for judging? The moral basis for judging whether power is over- or under-concentrated is directly related to the difference between "socially necessary order" and "surplus order." 24. Power granted to a regime should be just sufficient to provide a degree of safety from real (not imagined) external threat, plus a modicum of internal order and civility. This degree of order is socially necessary, and hence morally justifiable. Order imposed over and above that needed for civil society to function, order imposed merely to perpetuate a regime, is immoral. 25. There is a moral basis for opposing or even overthrowing the state that imposes "surplus order." -- Bill Paton --Solutioneer bpaton@inforamp.net THE DIRECTOR'S TEMPLATE http://www.inforamp.net/~bpaton ========================================================================= Date: Fri, 29 Aug 1997 17:49:57 -0400 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Gary Lawrence Murphy Subject: PLEASE STOP!!! Re: Innovative solution principles Comments: To: bpaton@inforamp.net In-Reply-To: (geodesic@listserv.acsu.buffalo.edu) Mime-Version: 1.0 (generated by tm-edit 7.106) Content-Type: text/plain; charset=US-ASCII This much information, however wonderful, is much more appropriately disseminated via webpages, and not thrust at everyone on a mailing list. Please stop! My mailbox is flooding! Gary Lawrence Murphy - TeleDynamics - (519)422-1150 f(519):422-2723 mailto:garym@sos.on.ca - http://www.geocities.com/SiliconValley/7704 http://www.sos.on.ca/~garym - RR#1 7 Forest Pl Sauble Beach, Ont CAN ------------------------------------------------- Test the impossible ========================================================================= Date: Fri, 29 Aug 1997 17:53:53 -0400 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Gary Lawrence Murphy Subject: HARDLY! ... Re: small is beautiful Comments: To: bpaton@inforamp.net In-Reply-To: (geodesic@listserv.acsu.buffalo.edu) Mime-Version: 1.0 (generated by tm-edit 7.106) Content-Type: text/plain; charset=US-ASCII What did you do? Email your entire website? If you need webspace, please let me know, I can get you space very cheap (free even) but please stop sending these F***ing things --- I'm not reading any of them! Perhaps you should change your title to "problemeer" or "crisis inventor" Gary Lawrence Murphy - TeleDynamics - (519)422-1150 f(519):422-2723 mailto:garym@sos.on.ca - http://www.geocities.com/SiliconValley/7704 http://www.sos.on.ca/~garym - RR#1 7 Forest Pl Sauble Beach, Ont CAN ------------------------------------------------- Test the impossible ========================================================================= Date: Fri, 29 Aug 1997 23:01:32 -0700 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Steve Brant Subject: Bill Paton's posts Mime-Version: 1.0 Content-Type: text/plain; charset="US-ASCII" IMHO, I think we should give Bill a little slack with all his posts - because he is about to go off to Bosnia with the peace keeping troops! I hope you return safely, Bill! Steve Brant Steven G. Brant, President Trimtab Management Systems "Charting new routes to the 21st Century" 81 Ocean Parkway, Suite 3H, Brooklyn, NY 11218-1754 USA (718) 972-0949 (voice) (718) 972-3465 (fax) sbrant@trimtab.com http://www.trimtab.com -------------------------------------------------- "It no longer has to be you or me." - R. Buckminster Fuller -------------------------------------------------- ========================================================================= Date: Sat, 30 Aug 1997 14:21:29 -0500 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: Harmon Seaver Organization: Maddog Press Subject: HEY BILL -- Comments: cc: bill paton MIME-Version: 1.0 Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Hey, Bill, Cut the shit will you? Quit spamming us. Man, between you and the people who forward every damn post from other lists, this group is becoming intolerable. -- Harmon Seaver hseaver@dibbs.net ======================================================================= All is impermanent, but this too shall pass away, and the way of the Samurai is death -- so speak your mind now, or forever hold your peace. ======================================================================= Copyright, Harmon F. Seaver, 1997. License to distribute this post is available to Microsoft for US$1,000 per instance, or local equivalent. ======================================================================= ========================================================================= Date: Sat, 30 Aug 1997 23:21:48 -0400 Reply-To: List for the discussion of Buckminster Fuller's works Sender: List for the discussion of Buckminster Fuller's works From: John Belt Subject: Re: Designing ecodesigners In-Reply-To: <5u6ln5$dvb@news.inforamp.net> MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII Hello Bill Paton, List members, newsgroups, In reply to this post concerning Ecodesigners I would like to mention that the Ecological Design video by Chris Zelov is available through BFI and that Jay Baldwin is in the video. Also just this June the companion book to the video was published and is now available. Another item that should interest people in this group is that Jay Baldwin's book, BUCKYWORKS, has just been released in paperback and is in bookstores. The hardback is sold out at the publisher but some bookstores may still have a hardback copy available. In as much as some people may have some problems with the volume of postings from Bill, I do not because they are on topic of the list. I found the shear number a bit overwhelming at first, but it is easy to let them wait until i can read the material or if someone is not interested they can be deleted at a more rapid rate than writing a letter. In as much as he is going on an assignment and it seems that he is interested in doing as much as he can before he leaves and wanted to share his files. I'm with Steve Brant regarding Bill's posts since Bill's posts are on topic and he has been an active member of the list and his intentions were not meant to be damaging to the list or cause problems. I suspect he will not be maintaining a web page or be on the list while he is away as i read his first letter. I would like to wish you well on the tour Bill, and to welcome you on the list at upon your return. Good Luck and Best Wishes, John Belt, Oswego, New York On Fri, 29 Aug 1997, bill paton wrote: > MAKING THINGS RIGHT by J. Baldwin. Whole Earth Review No. 85 Summer 95 p.14-16 > Notes by Bill Paton, Solutioneer > > Ch1. Designing Designers > > How do you become an Ecological Designer? > -Start with education, but not design school. > -Engineering design is based on physics and chemistry. Ecology is an > afterthought. > -Environmental studies is based on biology-sees technology as the enemy. > -Technophobia breed technical ignorance and extreme positioning. > > -Ecological understanding can't be tacked on as an afterthought: it should > be at the heart of all design. > -Omnidisciplinary education. You'll never graduate; you'll always be > learning because things are always changing. > -Be curious about everything-feeling bored is a warning the most important > part of you is asleep. > > Need to be Comprehensive. Comprehensivists study connections and interactions. > Spend time outdoors, analysing and integrating what you see. > Nature: everything is connected to everything else. You need to know how > and why. > -Specialists are important if you need specific knowledge. > > -WWW: for the first time, concerted global action can be rationally > mounted, based on collected and individual knowledge. Ideas and > discoveries come from individuals, but it'll take massive worldwide > cooperation to make things right. > > -- > Bill Paton --Solutioneer > bpaton@inforamp.net > THE DIRECTOR'S TEMPLATE > http://www.inforamp.net/~bpaton >