Maunawai wasserfilter im test erfahrungen aus erster hand

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Der Maunawai-Wasserfilter wird von https://de.maunawai.com/cms/de verkauft

und wurde mir von meinem Heilpraktiker empfohlen.

Es sei ja so gesund „basisch“ zu leben und wir seien ja alle „überseuert“.

Dass die Magensäure aber mit recht sauer sein MUSS! und wenn ich diese neutralisiere -> mehr Bakterien im Darm, die dort nicht sein sollten -> Durchfall.

scheisserei IMG_6414

So war es jedenfalls bei mir.

Basisch = alkalisch = Seife

Habe das Ding zum glück fristgerecht zurückschicken können.

Fazit: Nicht empfehlenswert. Unser Leitungswasser (jedenfalls auf dem Lande) ist viel besser als was aus diesem Filter heraus kommt.

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Wie viel Rapsöl kann man pro Hektar „ernten“?

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Jahresertrag je Hektar 1.550 L Rapsöl

raps_fled

Quelle: http://www.wave-bioenergy.eu/html/biogene_kraftstoffe.html

Kraftstoff-Äquivalent 1 L „Biodiesel“ = ersetzt ca.0,91 L Diesel

raps

Rapsöl verarbeitung Biodiesel Herstellung

Die auf das Volumen bezogene Energiedichte beträgt rund 9,2 kWh je Liter und liegt damit zwischen Benzin mit 8,6 kWh/L und mineralischem Dieselöl mit 9,6 kWh/L.


Der Öffentlichkeit weniger bekannt sind seit 1997 in Bayern laufende Versuche mit Mischfruchtanbau in biologischer Landwirtschaft[17]. Man versteht darunter den Anbau eines Gemisches verschiedener Feldfrüchte auf dem gleichen Feld zur gleichen Zeit. Wenn dabei Blattpflanzen mit Halmfrüchten, Tiefwurzler mit Flachwurzlern oder Pflanzen mit verschiedenen Nährstoffbedürfnissen gemeinsam auf einem Feld wachsen, ergänzen sie sich gegenseitig. So ist ein günstiger Effekt für Leindotter oder Raps mit Erbsen, Weizen oder Gerste nachgewiesen worden. Der Mischanbau benötigt hier weniger Dünger (die Erbsen liefern den Stickstoff) und macht den Einsatz von Herbiziden gegen Unkraut unnötig. Bei Getreide wurde aufgrund des geringeren Unkrautdrucks der gleiche Flächenertrag mit einem höherwertigen Korn mit einem zusätzlichen Ertrag von ca. 80 bis 150 Liter Pflanzenöl pro Hektar erzielt.

Quelle: http://de.wikipedia.org/wiki/Pflanzen%C3%B6l-Kraftstoff

http://www.wave-bioenergy.eu/html/biogene_kraftstoffe.html

HEIL KRÄUTER VORTRAG – Brennessel, Löwenzahn und Co. K.D. Nendwich über Kräuter

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Brennessel, Löwenzahn und Co.  K.D. Nendwich über Kräuter, die nicht nur lecker schmecken, sondern auch wesentlich zu unserer Gesundheit beitragen.

2013_05_16 Vortrag cafe original wettenhausen kräuter Brennessel, Löwenzahn und Co. K.D. Nendwich.mp3.pdf (r-click -> download/save as -> rename/umbenennen)

… was raucht der gute Mann? „KRÄUTERRETTEN“ 😀

0% TABAK = 0% NIKOTIN… ja gut, deswegen isses jetzt auch ned gleich g’sund, aber besser als Malboro auf jeden.

ntb-Kräuterretten

Viel Spaß!

WER PFLANZT 2013 KARTOFFELN?

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Wenn etwas positives gesäht wird und wächst, erfreut es das Herz.

In einer Zeit in der alles immer schlimmer und schlimmer zu werden scheint, ist eine Pflanze, Mutter Natur ein Hoffnungs-Geber, weil Sie uns reich beschenkt.

Pflanze eine Kartoffel ein und je nach Boden…. wirst du 3..4..5 Kartoffeln ernten.KartoffelKampagne (druff klicke ausdrucke… aufhänge… dankä…:)

Rein kapitalistisch gesehen eine Rendite von durschnittlich 350%… und das in nur 6 Monten! Also eigentlich 700%!

Dafür dass man 2x Tage im Jahr ein wenig Erde um gräbt und gleichzeitig die Knollen unter die Erde bringt.

Man muss noch nicht ein mal das Unkraut (Unkräuter ist Latein und „Ich weiß nicht wozu es gut ist“ ) heraus reisen, einfach mit unterheben.

Die Kartoffel ist faszinierend… Sie wächst auf fast jedem Boden… ja selbst wenn man/Frau Sie einfach nur auf’s Gras legt… wächst Sie….

man kann mit ihr sogar Plastik herstellen!

MAKE THE WORLD BETTER EVERY DAY!

why did the people on easter island die out?

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short answer: because they cut all the trees… so basically a over use of resources.

another statue

long answer:

When the first Europeans visited the island in the eighteenth century it was completely treeless apart from a handful of isolated specimens at the bottom of the deepest extinct volcano crater of Rano Kao. However, recent scientific work, involving the analysis of pollen types, has shown that at the time of the initial settlement Easter Island had a dense vegetation cover including extensive woods. As the population slowly increased, trees would have been cut down to provide clearings for agriculture, fuel for heating and cooking, construction material for household goods, pole and thatch houses and canoes for fishing. The most demanding requirement of all was the need to move the large number of enormously heavy statues to ceremonial sites around the island. The only way this could have been done was by large numbers of people guiding and sliding them along a form of flexible tracking made up of tree trunks spread on the ground between the quarry and the ahu. Prodigious quantities of timber would have been required and in increasing amounts as the competition between the clans to erect statues grew: As a result by 1600 the island was almost completely deforested and statue erection was brought to a halt leaving many stranded at the quarry.

The team working on the dig as they unveil the secrets of the heads - excavations recently exposed the torsos of two 7m tall statues

The team working on the dig as they unveil the secrets of the heads – excavations recently exposed the torsos of two 7m tall statues
Read more: http://www.dailymail.co.uk/sciencetech/article-2149846/Hidden-treat-The-Easter-Island-heads-BODIES.html#ixzz2SRnODvrh
Follow us: @MailOnline on Twitter | DailyMail on Facebook

The deforestation of the island was not only the death knell for the elaborate social and ceremonial life it also had other drastic effects on every day life for the population generally. From 1500 the shortage of trees was forcing many people to abandon building houses from timber and live in caves, and when the wood eventually ran out altogether about a century later everyone had to use the only materials left. They resorted to stone shelters dug into the hillsides or flimsy reed huts cut from the vegetation that grew round the edges of the crater lakes. Canoes could no longer be built and only reed boats incapable of long voyages could be made. Fishing was also more difficult because nets had previously been made from the paper mulberry tree (which could also be made into cloth) and that was no longer available. Removal of the tree cover also badly affected the soil of the island, which would have already suffered from a lack of suitable animal manure to replace nutrients taken up by the crops. Increased exposure caused soil erosion and the leaching out of essential nutrients. As a result crop yields declined. The only source of food on the island unaffected by these problems was the chickens. As they became ever more important, they had to be protected from theft and the introduction of stone-built defensive chicken houses can be dated to this phase of the island’s history. It became impossible to support 7,000 people on this diminish ing resource base and numbers fell rapidly

After 1600 Easter Island society went into decline and regressed to ever more primitive conditions. Without trees, and so without canoes, the islanders were trapped in their remote home, unable to escape the consequences of their self-inflicted, environmental collapse. The social and cultural impact of deforestation was equally important. The inability to erect any more statues must have had a devastating effect on the belief systems and social organisation and called into question the foundations on which that complex society had been built. There were increasing conflicts over diminishing resources resulting in a state of almost permanent warfare. Slavery became common and as the amount of protein available fell the population turned to cannibalism. One of the main aims of warfare was to destroy the ahu of opposing clans. A few survived as burial places but most were abandoned. The magnificent stone statues, too massive to destroy, were pulled down. The first Europeans found only a few still standing when they arrived in the eighteenth century and all had been toppled by the 1830s. When they were asked by the visitors how the statues had been moved from the quarry, the primitive islanders could no longer remember what their ancestors had achieved and could only say that the huge figures had `walked‘ across the island. The Europeans, seeing a treeless landscape, could think of no logical explanation either and were equally mystified.

more statues
©Cliff Wassmann

sources: http://www.eco-action.org/dt/eisland.html

what is fascinating about history?

that all the problems we face today… have allready been there, but sometimes forgotten.

Few historical tales of ecological collapse have achieved the cultural resonance of that of Easter Island. In the conventional account, best popularised by Jared Diamond in his 2005 book ‘Collapse’, the islanders brought doom upon themselves by over-exploiting their limited environment, thereby providing a compelling analogy for modern times. Yet recent archaeological work suggests that the eco-collapse hypothesis is almost certainly wrong – and that the truth is far more shocking.

another question: how many of us, will die out, if we ran out of oil?

did you know why indians did not know the concept of „private property“? because nature was a ABUNDANT resource to their lifestyles.

did you know why the dutch settled @ Manhattan, nowadays main island of New York City? Because it was ABUNDANT with natural resources, before it was all covered with concrete.

 

what is permaculture? – a system of science and ethics – targeted at sustainability

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Nelson Lebo tells us how using permaculture in the classroom, integrated into other subject matters, can educate children in science, practical skills, energy efficiency and sustainability.

permaculture_science.jpg

Some people describe permaculture as a system of science and ethics. While ethics guide permaculturists, it is the use of science to design and develop sustainable and regenerative systems that places them in a position to contribute to the improvement of science teaching and learning worldwide.

Over the last four years, I have been researching a permaculture approach to junior secondary (years 9 and 10 in New Zealand) science, but my findings can be applied to all levels of schooling. Through the research process, I have identified five characteristics of permaculture that can be employed to engage students in transformative, relevant, and local learning experiences. Those characteristics are: permaculture thinking; permaculture techniques; permaculture properties; permaculture practitioners; and, the transformative nature of permaculture.

This article explains the five characteristics and provides examples of how practicing permaculturists can partner with local science teachers in symbiotic relationships. But first, I’ll provide background on two challenges facing science and sustainability education worldwide.

Most permaculturists may not be aware that there is a global crisis in science education. More and more students are dropping out of science beyond the compulsory years because they find it boring, abstract, and having little relevance to their lives. At the same time, many secondary school teachers feel they cannot include sustainability education in their practice because they consider it an add-on to an already overcrowded curriculum.

Findings from my research suggest that these two problems can be combined into one solution. In other words, by including sustainability in the form of scientifically-based permaculture practices, we can engage students in learning while including important sustainability lessons. To echo Bill Mollison: The problem(s) is (are) the solution(s).

One key to the successful integration of permaculture ways of thinking in science education is not to try to teach permaculture. On the surface this may appear counterintuitive, but there is logic behind it. If a permaculturist were to approach a science teacher with the suggestion of teaching permaculture as part of the science curriculum, it is likely the teacher would say, „No thanks.“ Most teachers feel that the curriculum is already overcrowded and would not consider adding anything.

On the other hand, if a permaculturist were to approach a science teacher with the suggestion of helping make science more relevant to students, the chances of the teacher accepting would rise dramatically. This is an example of using permaculture thinking (looking for opportunities for mutualism) to increase the potential uptake by science teachers of a permaculture approach to the teaching and learning of science, which would then expose more students to common science-based permaculture techniques.

With the goals of harnessing energy flows and recycling waste products on site, permaculturists use a range of science-based techniques when designing and managing their properties or homes. Many of these techniques can be explained and explored in ways that are easily accessible to science students. Learning about some of these techniques can help make science more relevant, hands-on and hopeful for students. For example, a food forest or organic garden (cultivated ecologies) can be used to help students learn about science concepts such as biodiversity, materials cycling, and predator/prey relationships. At the same time, students are exposed to sustainability ideas such as organics and ‚food miles‘.

Another common permaculture technique that can be related to science students is the no-dig garden. Permaculturists recognize that most natural ecosystems have loose, friable soils while most conventional farms have compacted soils resulting from heavy machinery or too many concentrated, large, hoofed animals. Compacted soils are less favorable to many food plants, and reduce the infiltration of water, which increases the chances of runoff and erosion during storms and decreases the amount of water stored in the earth between rain events. A no-dig garden demonstrates an applied understanding of porosity and permeability, the water cycle, root function, and the soil food web. Many teachers may welcome a local permaculturist helping make these potentially ‚boring‘ subjects come alive for students within the context of local, organic food production.

Additionally, many permaculturists build or renovate their homes to be energy-efficient or energy-independent. Regarding heating and cooling, this means passive solar design, which consists of solar gain, thermal mass, and insulation. In the context of science teaching and learning, solar gain can be used during lessons on the sun, or in conjunction with a variety of lessons on heat and heat transfer, which also happen be the perfect time to expose students to the concepts of thermal mass and insulation.

In our small city in New Zealand, many hundreds of students have learned about these topics in the context of our ‚Eco-Thrifty Renovation‚ through ‚The Little House That Could‘ programme (find on Facebook), PowerPoint presentations in their schools, and field trips to our home. This leads to the third characteristic of a permaculture approach to science education: permaculture properties.

Another way to enhance the relevance of science for students, particularly those who may not plan to pursue a career in science, is to introduce them to a local scientist who wears overalls instead of a lab coat. Those members of a community who actively practice permaculture can be described as systems thinkers, change agents, and citizen scientists. In these respects they can serve as role models for students who meet them. Permaculture practitioners can give a local, human face to the concept of sustainability, which can help to demystify it for students and teachers alike.

It is the practice of science that places permaculturists in the position to enter into educational partnerships with science teachers. Permaculturists can demonstrate their knowledge and practice of science in their homes and properties as described above. Many permaculturists also practice science on their properties by making observations, collecting data, and conducting simple controlled experiments.

For example, I spend time nearly everyday observing my gardens, fruit trees, and chickens for signs of change. I also collect temperature data on the thermal performance of my renovated villa, and often experiment with different cultivars, different applications of compost and compost tea, and weed control methods. For many students, meeting a citizen scientist who practices science in a familiar setting (home and garden) can broaden their perspective, and for some students it may change their attitudes about studying science in school for the better.

House-proud is an understatement when describing many permaculturists‘ attitudes toward their homes and properties. Hundreds, and in many cases thousands, of hours are spent developing highly sustainable homesteads both rural and urban.

Making science relevant to learners has been a major push in the science education reform movement, and my findings appear to indicate that relevancy provided by field trips to permaculture properties was appreciated by the teacher and nearly all of the students in the study. Carefully planned field trips to permaculture properties also provide experiential learning opportunities and place science in local contexts that emphasize sustainability. Most students love field trips, and their enthusiasm can be harnessed in a classroom both leading up to and following those that are thoughtfully designed and managed.

A mature permaculture property is the product of ecological literacy and applied ecological design. Such properties, and their stewards, can serve as important landmarks and guides for students along their learning journeys through school and beyond. While a field trip is likely to have immediate impacts on students in numerous ways, my observations during many years of teaching environmental science have been that some of those experiences, with their inspiring hosts, continue to inform the way young people make sense of the world for months and years afterward. This leads to the fourth characteristic of a permaculture approach to science education: permaculture practitioners.

My final point is on the transformative nature of permaculture. In the Australian documentary series, Global Gardener, Mollison describes a transformative learning process where he experienced sadness and anger over the destructiveness of humanity, before retreating into nature where he made careful observations of ecosystems that ultimately led to the concept of permaculture. In my years as an educator and permaculture practitioner, I have observed many students and colleagues go through similar transformative learning experiences. The big difference between them and Mollison, of course, is that they did not invent permaculture but rather discovered permaculture as a new frame of reference. Based on these observations, I believe it is possible to design transformative learning experiences that mimic Mollison’s.

The curriculum that I designed for one science class in New Zealand included the three fundamental stages of transformative learning:

1) a disorienting dilemma;

2) looking for and trying out alternative ways of knowing;

3) adopting an alternative worldview.

I call this learning process a ‚transformative chronology,‘ and in my research it consisted of three science units: 1) global climate change; 2) ecology; 3) agriculture. Although these were the units that the teacher allowed me to join his class for, this was not the order in which he normally teaches them. However, reordering them was amenable to him because it did not require any extra work, and at the conclusion of my research he said it was a logical order from big picture issues to small scale, local solutions, such as those highlighted during the field trips mentioned above.

While it is unlikely that this approach to science education will dramatically transform students into ‚permies‘ overnight, it may just plant the seeds that will one day germinate, grow and flower. Equally important, it may help transform some science teachers attitudes toward including sustainability in their practice. Productive partnership -mutualism in the language of ecology – works for nature, and it may just work for science education.

The University of Waikato, Hamilton, New Zealand nfl2@waikato.ac.nz

More resources

Read about the UK governments proposel to remove climate change from the national curriculum

Read about how permaculture saved children in Kenya: Kenyan permaculture education project lifts children out of abject poverty

A review of climate change by Lord Stern on the impotance of acting on climate change now: Nicholas Stern on climate change and the alternative route to mitigation

Help spread the permaculture word…

source: http://www.permaculture.co.uk/articles/using-permaculture-improve-teaching-and-learning-science

obst bäume richtig schneiden und veredeln

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obstbäume schneiden: (leider auf Englisch)

obstbäume veredeln: (leider auf Englisch)

Links/Quelle: http://www.permaculture.co.uk/articles/transition-age-austerity-geophysical-scarcity-and-constructed-scarcity

http://translate.google.com/translate?sl=es&tl=en&js=n&prev=_t&hl=de&ie=UTF-8&eotf=1&u=http%3A%2F%2Fecocosas.com%2F

http://www.freegan.at/

http://repaircafe.de/

http://e-flux.com/timebank/

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