Project 3

Systems solutions for Thrive School

a sustainable community resource center
System solutions for Thrive School

Contents
System Description 3

Rich Pictures 6

System Archetypes 11

Living Building
Challenge 13

Implementation 17

Feedback 19
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16 3

ORIGINAL SUB-SYSTEM
MODEL
sustainable
Thrive School building
web /
social

s
media office

sse
culinary
During my reflection on the Eco-lodge system as managment

micro busine
a means of restoration and healing in Project 1, renewable
I became curious about exploring the concept energy
Eco renewable
of a community training center permanently Local lodge energy
embedded in the overall concept of an effective community
Eco-lodge framework. The original Thrive School
sub-system model demonstrated the role of the equipment
sustainable maintenance

In

ls
Eco-lodge-sponsored community center. The

ves

si o n a
concept was influenced still further by a recent fish-farming sustainable Thrive

tin g in
trip to Kenya where I saw this type of school in agriculture School

o fe s
action. m

pr
to
o rr e
o w s t r a d

Land
reforestation,
land preservation &
management Wildlife

guide wildlife
services preservation
& management

Original sub-system model.

SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16 4

3 SYSTEM APPROACHES THAT

INCREASE SUSTAINABILITY

Approach #1 Approach #2 Approach #3

The creation and operation of the The effects on the population The construction of the school
school
Inputs Education Living Building Challenge
Outputs Empowerment

(See this diagram from Project 2 below and more on (See this diagram from Project 2 below and more on (You will see this starting on page 12)
pages 6-9 and 11) pages 8-9 and 11)

Student
comes from
area 1 S1
DAY 01

Th

T1
riv

S2 S4
eS

Student
ch

comes from
T2
ool

area 2
S3
Sys

T1
tem
Boun

S1 T1
Teachers T2
dary
DAY 02

pass on
knowledge
to learners
S2 T2
Could the
Thrive
DAY 365

School be
replicated or
moved?
Teachers trade
learners and S1 T1
cross-pollinate
DAY 04

from individual
specialties or
disciplines S2 T2

New students
Students full of S1 go to Thrive
knowledge go home to Area 1 School?
their communties now community
C
DAY 06

as teachers and dance S2

enthusiastically about C
what theyve learned. C
Area 2 C
community C
C C
C C
C
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16 5

A BOUNDARY CONSIDERATION

Modular & Mobile Stage 1

2nd
Thrive School? Modular
floor
ro
om

th
components

Ba
nest and pack
io
This big idea came during Project 2 - a training for relocation ud e
St ffic
center that could be both modular and mobile so O
that it would be able to relocate to another area
M
or region. y
it
Util
Some of these back burner ideas have been hen
tc 1st
fueled by projects like:

Ki
floor

W
//
o omm
o Stage 3
The Farmery ro
sssr b
laas LLaab
(http://www.thefarmery.com/) CCl

da
an Modular
G-Pod Ve r components
(http://g-pod.com/home/) unpack for
new setup

USA Pavilion at the Milan Expo 2015

(http://biber.co/architecture/expo-milano-2015-usa-pavilion-1/)
Stage 2 Thrive School
The second idea that goes along with the moves to new Training
modular / mobile concept (and begs for further location center
in a box
exploration) is to include exhibit elements - large
easy to understand infographic elements that
can inform guests even when no one is speaking. Classroom / New
Lab Location

The following project explores those concepts.

SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16 6

RICH PICTURES

What Are Rich Pictures? Four Phases

Rich pictures are sketches used to tell the messy
story of whats really going on within and around
a system of interest. The kinesthetic interac-
tion of pencil to paper engages the mind in a
unique way and causes the designer to engage
and empathize with all actors on a deeper more
meaningful level.
C.A.T.W.O.E.
I chose to focus on the Thrive School model to
illustrate all the facets of the system. You will
see CATWOE represented in the subject matter.
CATWOE stands for:
I also explored four different phases of the Thrive
School:
1. Design phase - This includes empathizing
with a client and users that are on the other side
of the world. For the solution to be truly useful
(and to avoid a design for instead of a design
with situation) we need lots of input from that
side so it can be truly collaborative.
2. Build phase - We will have to consider what
materials are even available in Kenya and then all
of the considerations for shipping
materials in (including import taxes). We want to
use materials to show strategies that locals can
incorporate easily but also inspire them to
consider things that they may have never
thought of before like urban food production and
forestry cash crops.
3. Use phase - During my time in Kenya I learned
that, unfortunately, the prevailing paradigm is
one of development for a growth economy with
little regard to the long-term cost in biodiversity
and resources.
4. End-of-Life phase - The entire project must
continue to benefit its ecosystem and cultural
context even when its first usefulness has come
to an end. This means that all pieces and parts
must be able to be completely re-assigned, re-
used, recycled or composted as nutrients for life.

C Client - CCK and their training center.

A Actors - Teachers, learners, community, government, industry, and CCK staff.

T Transformation - The training center provides a place for learning.

W Worldview - view of development, and view of a thriving circular economy.

O Owner - CCK and their benefactors

E Environment - Moffat College and Kenyan ecosystems.

SHANNON REECE / PROJECT 3
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SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16 8
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16 9
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16 10
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16 11

SYSTEM ARCHETYPES

Description
This is a snapshot of some of poverty
the typical challenges that plague lack of
developing countries and the financial education foreign
incentive
context in which an Eco-lodge aid
and associated thrive school poaching
dependency
might find itself. As you can government
see the issues are very aid
complex and messy. poisoning
farmers
expand loss of
tourism monocrops
grazing
land loss of
biodiversity
pest war
development infestation

soil disease
farmers
deforestation erosion
use
Archetypes pesticides /
loss of herbicides
ground contamination
1. Shifting the burden to water of ground
intervener (addiction) water
changing
weather farmers
2. Eroding Goals (drift to low patterns drought use
performance) fertilizer

3. Tragedy of Commons low crop

yield mortality
famine
4. Limits to Growth
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16
Possible Solutions
Shifting the burden to intervener
(addiction)
Focus on long-term re-structuring not
short-term relief. This is especially true in
working with displaced peoples of war or
natural disaster. After the relief agencies
have done their specialized work,
communities need long term development
which includes things like education and
low-or-no-interest loans for micro-
businesses.
Beware of symptom-relieving
policies. This is an extremely delicate
matter. Global Economist, Dambisa Moyo
(born in Zambia) describes a schism taking
place between the West and the Rest.
She says developing countries need
economic stimulation - not aid. Many
countries are growing resentful of aid from
western superpowers when strings are
attached, when paternalistic countries
come in and dictate to beneficiary countries
how they should live and govern
themselves. You can read more here:
http://dambisamoyo.com/
Eroding Goals (or drift to low perfor-
mance)
I will discuss three solutions related to
sustainable agriculture methods taught by
Foundations for Farming within the context
of the resource center.
Keep performance standards
absolute. Four over-arching principles gov-
ern all methods. They are:
- To Standard
- On Time
- Zero Waste (or waste = food)
- With Joy
Outside accountability. Teachers and
neighbors provide outside accountability
as they are watching the farmer to see if he
follows the methods.
Reward better performance. In this way
standards are enhanced by best actual
performance. I believe that this happens
naturally for the farmer that practices
Foundations for Farming principles because
his crops are consistently 300% increase in
yield compared to his neighbors!
12
Tragedy of Commons
Educate and exhort users by:
- A constant flow of information such as the
actual long-term effects of deforestation or
the benefits of Eco-tourism and sustainable
wildlife management.
- Changing current paradigms such as the
governments and cultures definition of
development.
Rules and regulations by the
government and by the local
community initiatives that include
graduated sanctions for rule violators.
Limits to Growth
Focus on renewable sources for things like
building materials and cooking fuel.
Slowing the growth by reducing the gain
around a reinforcing loop such as producing
wealth from raising cattle (leading to over-
grazing) or fishing (leading to over fishing).
 System solutions for Thrive School

Living Building
Challenge 3.0
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16
APPLYING THE FRAMEWORK OF THE
LIVING BUILDING CHALLENGE
The Living Building Challenge is a philosophy,
certification, and advocacy tool created by the
International Living Future Institute. There are
seven main categories, or petals, that are fea-
tured and some have sub-categories included
within. It is important to note that the LBC is
not a net neutral program but a net positive
one. The goal is to design buildings and cam-
puses that are truly alive and benefit the envi-
ronment, culture, and economy by being there.
Specific Project Parameters
The CCK training center is presently located on
the campus of Moffat College in Kijabe, Kenya.
However, there may come a day when Moffat
needs to use that plot for something else.
Therefore, the training center needs to be both
modular and mobile.
It needs to accommodate fifty people in a
large, multi-functional meeting room with
desks and chairs. The room needs to be
equipped with A/V equipment for video presen-
tations. It also needs an adjoining kitchen with
service counter for meals. Mens and womens
restrooms should also be included on the
ground floor. The meeting room should be very
open, make use of lots of natural lighting, and
should spill out onto a surrounding semi-
sheltered deck or veranda.
Above the meeting room there will be an open
office / studio / loft for up to eight staff mem-
bers, an additional uni-sex restroom, and a
small kitchenette and copier station.
Place
01. Limits To Growth
The center will be located on an existing
college campus and will not contribute to
urban sprawl. It will not be near any wetland,
virgin prairie, or old-growth forest. It will en-
hance indigenous biodiversity. No petrochem-
ical fertilizers or pesticides will be used in the
operation or maintenance of the landscape.
02. Urban Agriculture
The structure of the center will support food
production appropriate to its scale in the form
of living rooftop gardens or walls.
03. Habitat Exchange
A one-acre portion of land will be dedicated in
perpetuity as a wildlife preservation.
14
04. Human Powered Living
The center will feature sheltered bike racks,
a bike maintenance mini-shop, showers and
changing rooms for workers and an elec-
tric-vehicle charging station.
Water
05. Net Positive Water
100% of the facilities needs will come from
harvested rainwater and/or closed-loop
system without the use of chemicals. Storm
water and regular water discharge (including
grey water) will be treated via Bio Box. Berms
and swales and permeable pavers in the land-
scape will ensure ground infiltration.
Toilets will be Clivus Mutrum composting
toilets.
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16
Energy
06. Net Positive Energy
105% of the facilities energy needs will be
supplied by on-site renewable energy such as
PV solar or Vortex wind generators without the
use of combustion.
The project will also include on-site storage
with batteries, enough to ensure emergency
lighting and refrigeration. May incorporate a
vehicle-to-house (V2H) energy scheme such
as that of Nissan LEAF or Tesla.
Daylighting, LED lights and solar-powered su-
per-efficient fridges will cut down on the need
for electricity. Cooking in the kitchen will be by
fireless cooking baskets and/or solar cookers.
Water will be heated by solar water heater.
Shading and directed breezes will replace any
need for air-conditioning.
Health & Happiness
07. Civilized Environment
The facility will have a combination of open air,
operable glass windows, and shutters to allow
for fresh air and controlling strong breezes.
08. Healthy Interior Environment
There will be proper exhaust in the kitchen,
bathrooms, and any janitorial areas and only
plant-friendly cleaning chemicals will be used
on site.
09. Biophilic Environment
Through various schemes the facility will
nurture the wonder and interaction of humans
with nature. (ie. an indoor waterfall during
rains, interior living walls, a treehouse canopy
environment, etc.)
Materials
10. Red List
No materials on the red list will be used includ-
ing PVC, Asbestos, Cadmium, Mercury, Lead,
Pthalates, Arsenic, Bisphenol A (BPA), Formal-
dehyde, etc.
11. Embodied Carbon Footprint
A one-time carbon offset in ILFIs Carbon
Exchange. Or the project team may choose
instead to be especially mindful of embodied
energy in material, shipping weight and
distance as they relate to CO2 emissions.
15
12. Responsible Industry
All timber will be FSC certified. The project
team will incorporate at least one Declare la-
beled product and will send information on the
Declare program to at least 10 manufacturers
not currently using it.
13. Living Economy Sourcing
20% of materials will come from within 500
km of site or closer.
An additional 30% of materials will come
from 1,000 km of site or closer.
An additional 25% of materials will come
from 5,000 km of site.
25% of materials will come from any loca-
tion.
Consultants will come from eMi, which is
located just across the border in Uganda.
14. Net Positive Waste
The project team will strive to reduce or elim-
inate the production of waste during design,
construction, operation, and end of life.
Because the structure must be mobile, it will
be designed and built in modular components
that will take into consideration shipping
constraints.
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16
Also, construction may take place in a factory
setting where construction can be carefully
planned and executed with minimal waste.
Steel will be 100% recycled (and recyclable).
Roof may be constructed with wood framing
and used plastic water bottles. If a geodesic
structure is used, struts will be made from
bamboo and treated with life-friendly chem-
icals so that the struts can be completely
composted.
Lastly, there will be a plan in place to manage
all waste for recycling and composting.
Equity
15. Human Scale & Humane Places
The project will be designed for humans not
automobiles. There will be no parking at the
site. All paths will be permeable.
16. Universal Access to Nature &
Place
The site will be ADA accessible. Reasonable
steps will be taken to make sure that the public
realm is provided for and enhanced through
sheltered benches on the street side, and
public art or gardens.
16
17. Equitable Investment There will also be regular training classes
available. These classes will incorporate
Because CCK is a charitable organization it is lab-type learning sessions and video for easy
exempt from setting aside and donating a half comprehension and assimilation. There will be
a cent or more for every dollar of total project an annual open day for the public. An
cost to a charity of its choosing. educational component could be incorporated
into CCKs existing website for the purpose of
online learning and professional development.
18. Just Organizations
The project team will be transparent in its
disclosure of business practices of the
major organizations involved. At least one of
the team members will have a JUST label for
their organization.
Beauty
19. Beauty & Spirit
The project will contain design features intend-
ed solely for human delight and the celebration
of local culture, including public art.
20. Inspiration & Education
The facility will function as both a visitor center
and a classroom with interpretive signage
that teaches visitors and occupants about the
project. This signage could be in the form of
three-dimensional infographics.
 System solutions for Thrive School

Implementation
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16 18

IMPLEMENTATION

I have already begun to assemble a team of This may be jumping the gun a bit but I cant
collaborators. Stateside I have an architect, a help but be influenced by these amazing
building contractor, a geographer, and a polit- structures that really seem to fit a similar
ical science major. On the Kenya side I have a context:
female Kenyan forestry expert, a male Kenyan
environmental scientist and agriculture spe-
cialist, and an American agro-forestry special-
ist. I plan to work with both teams back and 1 The USA Pavilion at the Milan Expo
forth as I go forward into my thesis project. 2015, designed by Biber Architects
As we are following Stanford D. Schools boot-
camp bootleg, we are in the empathize and
define modes right now. Much of that has
been accomplished through interviews with 2 The Osthang Project:
CCK staff and this project. In the short time I
International Summer School,
was there I tried to immerse myself as much Darmstadt, Germany
as possible in the environment of both users
- the CCK staff members and the farmers who
come to learn. The meeting we had with an
English-Kenyan man named Simon revealed a
great deal about the worldview of the culture
and the political system of the country.

Moving forward it will be the job of our team to

develop an actionable problem statement: our
point of view. This will be our guiding statement
that focuses on specific users, and the insights
and needs that we uncovered during the
empathize mode.
SHANNON REECE / PROJECT 3
MCAD SD-6510-10: SYSTEMS THINKING / WEEK 15 / 05.06.16
FEEDBACK
A like-minded friend of mine was kind enough
to read over my project and critique it. The
first recommendation he made was to create
a glossary of terms because he was unfamiliar
with many of the acronyms and terms I had
used. Here is what else he said:
...And a few ideas you might want to consider:
For the plant-friendly cleaning chemicals,
maybe they could make their own vinegar?
Its a pretty simple process; let some fruit
juice sit in a jar with a starter culture (and
theyd probably want to distill it if theyre
going to use it to clean). And it also makes
a healthy drink / preventative medicine.
Speaking of which...
Maybe this school could teach fermen-
tation for food preservation and health
tonics?
For the building design: have you consid-
ered a plywood conic? or a dragon skin
pavilion? (I dont know how mobile they
are, but they seem well-suited for the
project. I can imagine a dragon-skin design
with built-in planters in every section! That
would be cool.)
19
GLOSSARY OF TERMS
CCK - Care of Creation Kenya Tragedy of the Commons - this is whats called
an archetype. It describes a behavior of expan-
Declare project - A nutrition-label for prod- sion and consumption that is self-perpetuat-
ucts providing a clear, elegant and informative ing. Over-fishing is one example. Fisherman
method to disclose ingredients. see that its in their best interest to expand
their capability to catch more fish because
Fireless Cooker - This is a super-insulated they make more money. The added pressure
basket in which you can place a pre-heated pot of beating the competition puts a strain on
(of rice for example) so that it will remain at the fish population until its completely gone.
the same temperature and finish cooking. Fuel The decimation of bison herds during West-
consumption is cut by at least two-thirds. You ward Expansion of frontier America is another
can read more about it here: example.
http://practicalaction.org/fireless-cooker
ILFI - The International Living Future Institute.
They work with Cascadia Green Building Council
to develop the Living Building Challenge.
http://living-future.org/
JUST label - This is a label developed by ILFI
that helps consumers identify responsible and
transparent organizations, institutions, and
corporations that promote social justice.
eMi - Stands for Engineering Ministries Inter-
naitonal, a faith-based organization similar to
Mass Design.
http://emiusa.org/
http://www.massdesigngroup.org/