Permaculture design

From WikiEducator

Jump to: navigation, search
  • Permaculture Design will run at Otago Polytechnic,Dunedin,NZ from July 21 - November 24 2011.Everyone is welcome to follow along online as we publish recordings and study materials to this web page
  • Hortykim would like to thank and acknowledge the resources and information provided by the Permaculture design short course learning facilitators in 2008-thank you Peta Hudson and Jason Ross!I would also like to thank all the real life and "virtual" participants who helped create the permaculture garden at L block,Otago Polytechnic,Dunedin N.Z.Please call Hortykim on 021 735 498 to arrange a visit to this fantastic learning resource.


Contents

Aim

  • This course provides an introduction to permaculture design principles and methods which when applied will lead you down the path to sustainable systems for your home or working environment.
  • Learning outcomes for this course:
  1. Understand and describe the principles of permaculture
  2. Outline procedures used to analyze a site for permaculture
  3. Create a permaculture plan for a selected site and describe considerations when implementing the permaculture plan.
  • By the end of the course the participants will have a design for a selected site and a portfolio of information which they can then can continue to work with & expand on.

Course Schedule 2011

Introduction to permaculture ethics & principles

Session 1 (July 21 1.00 pm- 3.00 pm) Thursday

To do

  1. Introductions and welcome.
  2. The main part of your assessment will focus on creating a permaculture plan for a selected site.It would be ideal if you could choose a site over the next week.Ideally you may want to choose a site which you can visit frequently in order to observe the characteristics of the site,take measurements, and in time, implement your design.If this is not possible, your learning facilitator will allocate a site for you so you can practice the process which will then be applicable to any site you choose in the future.
  3. What is Permaculture?The word permaculture is a portmanteau of permanent agriculture and permanent culture.Permaculture is an approach to designing human settlements and agricultural systems that mimic the relationships found in natural ecologies.Permaculture is a broad-based and holistic approach that has many applications to all aspects of life.
  4. Explore permaculture ethics.At the heart of permaculture design and practice is a fundamental set of ‘core values’ or ethics:
  • Earth care – recognizing that Earth is the source of all life and that we are a part of Earth, not apart from it. Permaculturalists have introduced new ways of practicing agriculture. These ways are fundamental in restoring a mutually beneficial (and healthy) relationship between humans and the environmental factors indispensable to our survival.
  • People care – supporting and helping each other to change to ways of living that do not harm ourselves or the planet, and to develop healthy societies.
  • Fair shareThis principle may also involve redistributing any surplus you have created.(or placing limits on consumption) - ensuring that Earth's limited resources are used in ways that are equitable and wise.

Questions related to permaculture ethics

  1. Watch the film, Food Inc. and identify examples within the documentary that do not support each of the three main ethics of permaculture.Identify examples within the movie that do support each of the three main ethics of permaculture. (Food, Inc. is a 2009 American documentary film directed by Emmy Award-winning filmmaker Robert Kenner.The film examines corporate farming in the United States, concluding that agribusiness produces food that is unhealthy in way that is abusive of animals and environmentally harmful. The documentary generated extensive controversy in that it was heavily criticized by large American corporations engaged in industrial food production.)

Homework

  1. Before our next session, find an Internet connection and look for resources and video related to permaculture ethics. Free access to computers and the Internet is available at Otago Polytechnic Community Learning Centres.Please take note of any good information you find so we can add it to our list of resources.You may want to start by watching this video by Permaculture expert Penny Livingston-Stark shows how natural systems can teach us better design practices. Learning to work with the earth not only creates a healthier environment, it also nourishes the people who live in it.
  2. Watch this video on permaculture principles.You will be allocated one of the following principles which you will be required to describe how you already honour that principle or perhaps an example of how you could.These will be discussed at the beginning of next week's class so please be prepared.
  • Observe and interact - By taking the time to engage with nature we can design solutions that suit our particular situation.
  • Catch and store energy - By developing systems that collect resources when they are abundant, we can use them in times of need.
  • Obtain a yield - Ensure that you are getting truly useful rewards as part of the work that you are doing.
  • Apply self-regulation and accept feedback - We need to discourage inappropriate activity to ensure that systems can continue to function well.
  • Use and value renewable resources and services - Make the best use of nature's abundance to reduce our consumptive behaviour and dependence on non-renewable resources.
  • Produce no waste - By valuing and making use of all the resources that are available to us, nothing goes to waste.
  • Design from patterns to details - By stepping back, we can observe patterns in nature and society. These can form the backbone of our designs, with the details filled in as we go.
  • Integrate rather than segregate - By putting the right things in the right place, relationships develop between those things and they work together to support each other.
  • Use small and slow solutions - Small and slow systems are easier to maintain than big ones, making better use of local resources and producing more sustainable outcomes.
  • Use and value diversity - Diversity reduces vulnerability to a variety of threats and takes advantage of the unique nature of the environment in which it resides.
  • Use edges and value the marginal - The interface between things is where the most interesting events take place. These are often the most valuable, diverse and productive elements in the system.
  • Creatively use and respond to change - We can have a positive impact on inevitable change by carefully observing, and then intervening at the right time.

Ecology and its relationship to permaculture principles

Session 2

To do

  1. Welcome and attendance. Special welcome to Karin.
  2. Welcome to Todd who completed the permaculture unit last year.Todd will take the class through his design and reflect on his approach.Todd may also bring in some photos which show how he has implemented his design.
  3. Suggest that we also look out for any interesting articles related to permaculture and post them on the classroom noticeboard.I have brought one along to kick us off.
  4. Watch this powerpoint to guide us thru a quick review of last week's class.
  5. Has everyone chosen a site for their permaculture plan?
  6. The purpose of your homework activity is to embrace the importance of how natural ecosystems underpin our goals in creating a cultivated ecosystem.Watch this video of permaculturist ,Peta Hudson,which explains the purpose of the exercise in exploring natural ecosystems.
  7. Duration of class will be spent watching the rest of Food Inc.
  8. Print off your free poster of permaculture ethics and principles.

Questions related to permaculture ethics and principles

  1. Last week's homework.Permaculture principles.What principle were you given and how do you honor that principle?

Homework

  1. Read pages 17-26 from *Earth User's Guide to Permaculture. Rosemary Morrow and Rob Allsop. Kangaroo Press, NSW Australia. 2006 (2nd ed.).
  2. Visit Lovelock Bush in the Dunedin Botanic Garden and make some observations about what is happening in this ecosystem.A guide for the area will be provided as well as a detailed outline of what observations the participants will want to look for.(If you do not live in Dunedin then choose some bush in your city)
  3. The desired learning outcomes would be:
  • Use your senses to gather information about various aspects of any ecosystem or section of land
  • Describe how materials & energy cycle through an ecosystem
  • Describe the co-operative relationships within the ecosystem
  • Understand and link the ecological foundations of permaculture principles
  • Pay special attention to the diversity of the edge.
  • Observe the stacking effect of the forest from ground covers to canopy & the various relationships that occur between the plants begin to understand how a permaculture system make maximum use of space, & how placing plants in good relationship aids the cycling of matter.
  • Observe the various roles of the primary producers(plants),the consumers(animals and insects)& the decomposers (fungi,insects, & micro-organisms)
  • Look for the flows of energy through the forest in terms of water & air flows, & the way light moves through the forest.
  • Observe the different growth habits of the plants and in turn their different needs.For example: dark,large leaves are suited to shade.
  • Identify five native plants.List their botanic name,maori name and common name.

Getting started on your site plan

Session 3

To do

  1. Welcome and attendance.
  2. Why are we doing permaculture?#Read pages 5-8 from *Earth User's Guide to Permaculture. Rosemary Morrow and Rob Allsop. Kangaroo Press, NSW Australia. 2006 (2nd ed.).
  3. How did everyone go with their homework/visit to Lovelock Bush?What observations did you make about a natural ecosystem?Ask each student or group to share their observations.
  4. Hand out scrap books and assign homework.
  5. Pruning practical 1- Pruning gooseberries.Kim will demonstrate how to prune a gooseberry bush.We will also look at creating a standard gooseberry plant.This idea came from Mark Brown from Blueskin Nurseries in Dunedin New Zealand. Mark was visiting the Lost Gardens of Heligan in Cornwall,UK when he came across this interesting approach to growing this particular fruit.What advantages would there be in training this shrub as a standard? We will use the material we cut away for hardwood cuttings but please note that most cuttings would be taken in autumn.
  6. Continue watching Food Inc.

Questions related to observing natural ecosystems

  1. Why did we do the observation exercise and what does it all mean?
  2. What permaculture principles may apply to this exercise?

Homework

  • Use all of your senses to observe what is happening on your site.(Observe and interact)Use a notebook/scrap book to record these observations.Pay attention to boundary areas, temperatures, winds, types of living organisms, anything you can notice about the space.Do this as regularly as you can and it will become a useful resource for years to come.
  • In future sessions we will start to look at the concept of the zones which you will include on your site plan.Zone 0 is often the home or office/classrooms as is our case for the permaculture garden at Otago Polytechnic.Regardless, permaculture principles could be applied in terms of aiming to reduce energy and water needs, harnessing natural resources such as sunlight, and generally creating a harmonious, sustainable environment in which to live, work and relax.Your zone 0 may be your own home or a rented property but if you could choose any home-what would it look like?This one appealed to me but by next week's class please find an example of a home or an office building that you think would meet some of the expectations of permaculture design.

The Designer's Checklist

Session 4

To do

  1. Hand out permaculture book list.
  2. A quick review of last week and did you find an example of a home or an office building that you think would meet some of the expectations of permaculture design?
  3. If weather allows we will do another pruning practical-today's theme is how to prune currants.
  4. Hand out Designer's Checklist and discuss.
  5. Student activity:Read pages 17-26 from *Earth User's Guide to Permaculture. Rosemary Morrow and Rob Allsop. Kangaroo Press, NSW Australia. 2006 (2nd ed.)Find a buddy and discuss the topics from your readings and where possible give examples for the following concepts.Each group will nutshell their topics for the rest of the class.
  • Group 1:Closed system and Gaia theory.
  • Group 2:Ecological footprint and Network Science.
  • Group 3:How ecosystems work and how surplus causes pollution.
  • Group 4:Food chains,foodwebs and succession.
  • Group 5:Stacking,ecotones and guilds.

Designer's checklist

What are your needs from your site? What resources do you have available?
  • Consider the time you are able to spend on site.
  • What are your physical abilities?
  • How much money can you spend on resources/desired elements?
  • Take your time and allow yourself some mistakes.(Use small and slow solutions.)
  • What are your long-term dreams/goals for your site.
Observe what is happening on your site. (Design from patterns to details.)
  • Use a notebook to record these observations. Pay attention to boundary areas, temperatures, winds ,the different types of living organism, anything you can notice about the site. Do this as regularly as you can and it will become a useful resource for years to come.
  • Think about our visit to Lovelock bush and how we observed naturally occurring relationships between the elements in the bush-how can you transfer these examples to your site?(Use edges and value the marginal)

For example, a pond needs: shelter from wind, some sun, a water source/catchment, plants, fish, and aeration. It provides extra humidity & light to the area surrounding it, moisture to the edges, thermal mass (holds heat & radiates it out in the evening), food & beauty. It’s needs will be met, if placed in good relationship to other elements & in return their needs will be met by it. Look at other elements that you have or need, in the same way & see how you can place them so that their needs & yields are met by each other. Cycles of energy are enhanced & created this way.(Catch and store energy)

  • Experiment with random assembly if you would like to break out of traditional patterns of thinking.
  • What type of birds and insects are on site? A heavy infestation of a particular insect indicates an imbalance which will need to be addressed using IPM. Plant health is the key here.
  • What plants are presently on site? For example, weeds can be a useful tool for indicating soil conditions. If you have chickweed or Stellaria media growing on your site it indicates good soil fertility!(Use and value diversity)
  • Have a good think about the structures and elements (present and future) on your site and consider what resources they provide and what are their needs/ maintenance requirements. Do they provide useful micro climates? How can you group certain elements together in order to maximize their functions?(Integrate rather than segregate)
  • Identify all of your resources on site as well as within your immediate boundaries to your neighbours/neighbourhood. When can these resources be collected and used, or stored for later use. For example, the stockpiling of all the tree prunings at Permagrow which can be chipped later or driven in one load to clean and green recycling station. Resources may also be available off site. For example, food scraps from Bokashi bins.(Use and value resources and services)
Base Plan/Map
  • On an A3 or A2 piece of paper draw everything that is on your site. A base map is a drawing that captures everything that is already on your chosen site. It includes buildings, fences, trees, hedges, pathways and driveways, power lines and services. Use a scale of 1:100(1cm.=1 meter) or 1:50(2cm.=1 meter)
Sector Analysis Map
  • What energies are affecting your site and how best can you utilize them and work with them.(Observe and interact.) This will also help you identify your zones and zone placement.Think of your sector analysis as what energies are affecting your site from the four different directions(north south east and west)outside of your site.For example:
  • What is happening in your neighbors site?
  • Where does most of your wind come from?
  • Is your site near a busy road?
Site Analysis Map
  • What is happening on your site?(Observe and interact.)
  • Where are the main areas of people activity?
  • What existing paths are in place and how do you move across the site?
  • What is the aspect? Where is north?
  • Where does rainwater collect or flow to?
  • Where are any areas of shade/full sun?
  • What is your soil like?Soil analysis and a healthy soil food web is the key to having a productive garden as all plants depend on all the organisms working together. There are rudimentary tests that can help indicate soil health or you can pay to have a soil test. (Superior Minerals). Regardless , organic matter is the key to good soil health hence composting systems are an essential element in the permaculture garden. What composting systems are suited to your site? (Produce no waste)
  • Identify any hot spots/cool spots(micro climates)
Analyze elements and flow patterns
  • This exercise enables you to create the beneficial relationships that are central to good Permaculture design. It leads to a great deal of creation! These relationships echo those you find in nature. The principles of “co-operation not competition” & “observe & interact” apply here.Make a list of all the elements that you want in your design. Take each element and look at all its needs & what it gives.(Obtain a yield)After you have identified the needs and yields of all elements try to place your elements within co operative proximaty or relative location to one another and with consideration to your flow/movements.If the land you are working with is already lived on, look at how you move across it. How could this change when your design is implemented? Make the pathways multi – functional. You are a flow of energy in a permaculture system. For example,you leave the house with the compost bucket & a basket & on the way back from the compost you can collect the eggs, & pick some herbs/veges & maybe grab a few pieces of wood or kindling from the woodpile.
Zone planning

Try to include all five zones on your site even if it may take a few years to develop all zones .You may want to seek advice from your local council when you are developing or adding to plantings for your zone 5. (Apply self regulation and accept feed back)

  • Even on a small site all zones from 0~5 can be included. See “Earth Users Guide to Permaculture Design” by Rosemary Morrow for more detail. Zones are about creating & placing areas of activity in good relationship to their needs & yields.See below for specific info about zones.
Now pull all of these steps together for your final site plan.
  • You may want to use a transparent overlay or cartridge paper. Remember that your plan may take some time to implement and you may change your plan as it is implemented but your site plan will be a great guide. (Creatively use and respond to change)

Homework

  • For next week start your base plan for your chosen site on an A2 or A3 piece of paper. Draw everything that is on your site. A base map is a drawing that captures everything that is already on your chosen site. It includes buildings, fences, trees, hedges, pathways and driveways, power lines and services. Use a scale of 1:100(1cm.=1 meter)or 1:50(2cm.=1 meter)or create your own scale.

Base plan and site analysis plan

Session 5

To do

  • Welcome and is everyone familiar with the Living Campus?#The permaculture garden at Otago Polytechnic from 2008-2011.
  • How did everyone go with starting their base plan?
  • Could everyone briefly show class how their base plan is progressing.
  • Look at plans from last year's students for a sense of direction/goals.
  • Hand out more paper for site analysis map-this may be more cartridge paper or tracing paper may be used.
  • What is the difference between your sector analysis map and site analysis map? Think of your sector analysis as what energies are affecting your site from the four different directions outside of your site(north south east and west).Your site analysis is what is happening on your site and to some degree you will have more control over.
  • Hand out activity topics that include negative and positive stories about issues facing our world,students will nutshell and present to class.
  • If time allows then we will do seed ball/guerrilla gardening activity

Site Analysis Map

  • What energies are affecting your site and how best can you utilize them and work with them.(Observe and interact.) This will also help you identify your zones and zone placement.
  • What is the sun's path in summer and winter?
  • What are the prevailing wind and rain directions?
  • Where are the main areas of people activity?
  • What existing paths are in place and how do you move across the site?
  • What is the aspect? Where is north?
  • Where does rainwater collect or flow to?
  • Where are any areas of shade/full sun?
  • Site Analysis will expand on the factors from outside you boundaries and begin to go into more detail Use all of your senses to observe what is happening on your site. (Design from patterns to details.)
  • Use a notebook to record these observations and/or draw directly onto your site analysis plan.
  • Observations could include:temperatures and micro climates,prevailing winds,the different types of living organisms,soil conditions,the types of weeds you are finding,what plants are self seeding/doing well or maybe not so well,what plants are perennial,evergreen or deciduous?You will want to create some sort of key that will be useful for identifying the different features as per examples shown in class.
  • Observe your site often and transfer as much information as possible onto your site analysis plan.

Homework

  • Complete your base plan and continue work on your site analysis plan.
  • Think about our visit to Lovelock bush and how we observed naturally occurring relationships between the elements in the bush-how can you transfer these examples to your site? (Use edges and value the marginal)For example,a pond needs: shelter from wind, some sun, a water source/catchment, plants, fish, and aeration. It provides extra humidity & light to the area surrounding it, moisture to the edges, thermal mass (holds heat & radiates it out in the evening), food & beauty. It’s needs will be met, if placed in good relationship to other elements & in return their needs will be met by it.
  • Start to make a list of all the elements you would like to have on your site.

The elements and zones in a permaculture garden

Session 6

To Do

  • Welcome to our special guest,Stephanie Saunders who has been Otago SPCA’s Senior Inspector, as well as a member of the SPCA’s National Inspectorate Advisory Committee. She also held the post of Manager of the Society’s animal shelter for several years, relinquishing it to focus even more closely on her inspectorate role and on educational work on behalf of animals.Steph is now a Regional Chief Inspector for RNZSPCA.
  • We have watched the film Food Inc which showed us an unflattering look at the food industry in the USA but what about what is happening on our own turf?Steph will guide us through a look at factory farming in NZ and what we can do to encourage cruelty free farm practises.
  • Power point presentation showing elements in my garden and explanation of the fun you can have using "random assembly".
  • Even on a small site all zones from 0~5 can be included. See “Earth Users Guide to Permaculture Design” and read pages 104-106 for more detail. Zones are about creating & placing areas of activity in good relationship to their needs & yields.
  • How is everyone doing with their base plan and building up the information for site/sector map(s).How is your list of elements going?
  1. ZONE 0 — The house, or home centre. Here permaculture principles would be applied in terms of aiming to reduce energy and water needs, harnessing natural resources such as sunlight, and generally creating a harmonious, sustainable environment in which to live, work and relax
  2. ZONE 1 — The zone nearest to the house, the location for those elements in the system that require frequent attention, or that need to be visited often, such as salad crops, herb plants, soft fruit like strawberries or raspberries, greenhouse and cold frames, propagation area, worm farm and compost bin for kitchen waste.
  3. ZONE 2 — This area is used for siting perennial plants that require less frequent maintenance, such as occasional weed control (preferably through natural methods such as spot-mulching) or pruning, including currant bushes and orchards. This would also be a good place for beehives and larger scale composting bins.
  4. ZONE 3 — The area where maincrops are grown, both for domestic use and for trade purposes. After establishment, care and maintenance required are fairly minimal (provided mulches and similar things are used), such as watering or weed control once a week or so.
  5. ZONE 4 — A semi-wild area. This zone is mainly used for forage and collecting wild food as well as timber production. An example might be coppice-managed woodland.
  6. ZONE 5 — A wild area. There is no human intervention in zone 5 apart from the observation of natural eco-systems and cycles. Here is where the most important lessons of the first permaculture principle of working with, rather than against, nature are learned.

Growing Fruit Trees in Dunedin

Session 7

To Do

  • Welcome and attendance
  • Class discussion/reflection on last week's session.
  • Zones are about creating & placing areas of activity in good relationship to their needs & yields.Homework was to read about zones and start to think about where you will place your zones on your site plan.
  • Jim Channons food forest garden
  • Class set of Edible and Useful Trees and Shrubs for the Dunedin area by Jason Ross.
  • Discuss concept of food forest use page 2 of Jason's book for specific plants to fit food forest layers.
  • Power point on Growing Fruit Trees/Shrubs in Dunedin
  • What does Fukuoka say about pruning fruit trees?

Videos about food forests:

Homework

  • What is a guild? Outline a selection of plants that would comprise a guild that you may use for your site.
  • Find a video or resource on the internet related to permaculture that you think is interesting.If you prefer you may find a book,magazine or newspaper article.
  • For next week please remember to bring along the site plans you have been working on so far as we will spend most of the next session working on your plans in class.It will be a good opportunity for me to visit everyone,see where you are at and address any questions related to your permaculture design.

Tutorial and Site Plan Work

Session 8

To Do

  • Welcome and attendance
  • The elements and zones within your garden are very important-I will show a few examples from my own garden which may help-remember that the yields and needs of your elements need to be carefully considered.
  • Think about our visit to Lovelock bush and how we observed naturally occurring relationships between the elements in the bush-how can you transfer these examples to your site? (Use edges and value the marginal)For example,a pond needs: shelter from wind, some sun, a water source/catchment, plants, fish, and aeration. It provides extra humidity & light to the area surrounding it, moisture to the edges, thermal mass (holds heat & radiates it out in the evening), food & beauty. It’s needs will be met, if placed in good relationship to other elements & in return their needs will be met by it.
  • Homework-try to find some more unusual elements that could be used in your perma site plan or just to share with the class.
  • Example:Leigh's compost hot water heater
  • Hand out on planning for a disaster –consider some ways you could incorporate a disaster checklist. Possible activity: work with a buddy and make a list of some threats to you/your site and how would you plan for one of those possible disasters.

Growing Edible Plants in Dunedin

Session 9

To Do

  • Welcome and attendance
  • Go through hand out on zone one and follow up with power point on vege gardening in Dunedin.
  • Tour of permaculture garden at L block.Look at zones etc and concept of multi functional plants.Good example is tagasaste Chamaecytisus palmensisor tree lucerne
  • Hand out for planting guides for coastal otago.
  • Our practical day on Saturday-Who is coming and what we have planned.
  • What is Otepoti Urban Organics?
  • Farmer's Market Dec.3 who wants to do this with me and why? Hand out info from Steph re: cruelty free farming.

Homework

  • Try to find some more unusual elements that could be used in your perma site plan and share with the class.Example:Leigh's compost hot water heater
  • Next week we will have Peta Hudson as our guest speaker!

Practical Day

Session 10

Practical and Site Plan Work/Assessment Part A

Session 11

Soils Improvement Techniques in the Permaculture Garden

Session 12

To Do

Managing pests and diseases in the Permaculture Garden

Session 13

To Do

  • Welcome and attendance
  • Seed balls -do you want yours?
  • Last session we reflected again on your visit to Lovelock bush where you observed the stacking effect of the forest from ground covers to canopy & the various relationships that occur between the plants begin to understand how a permaculture system makes maximum use of space, & how placing plants in good relationship aids the cycling of matter.We also looked at zone 2 more closely and some resources were given out including a loan of class set of Edible and Useful Trees and Shrubs for the Dunedin area by Jason Ross.
  • Prep for practical session on Saturday-can everyone make it?
  • Watch power point on Managing pest and disease in perma garden and hand out useful resources.
  • Typical pests we may come across in a garden or glasshouse and biological control suggestions.
  • Examples of natural predators of woolly apple aphid including two varieties of lace wing.
  • Watch vids produced by Rainbow Farm in preparation for practical session.

Practical Day

Session 14

Tutorial and Site Plan Work

Session 15

Design Presentations/Assessment Part B

Session 16

Resources

Books

  • Introduction to Permaculture. Bill Mollison and Reny Mia Slay. Tagari Publishers, Tyalgum, Australia.1991. 198pp.
  • Permaculture: A Designer's Manual. Bill Mollison. Tagari Publications, Tyalgum, Australia. 1988. 576pp.
  • Earth User's Guide to Permaculture. Rosemary Morrow and Rob Allsop. Kangaroo Press, NSW Australia. 2006 (2nd ed.). 164pp.
  • And more books

Useful links

Course information

Workshops and talks

Numeracy and literacy

  • Suggested DATS for selected sessions.

Session One

Session Two

  • This unit of study on permaculture design may involve readings and references that contain terms that are new to us,have a look at this glossary of terms related to permaculture and identify at least five terms that you are unfamiliar with and jot those down in your scrap book.For example,hugelkultur was a new one for me!
Retrieved from "http://wikieducator.org/Permaculture_design"
Personal tools
Create a book
Bookmark and Share