# Introduction The Sustainable Progress and Equality Collective (SPEC) is an open learning organization that helps individuals and communities become catalysts for positive change. SPEC's mission is to empower people to become globally-minded change agents by helping them learn the essential skills required to build sustainable careers and make a positive impact in their communities. We aim to uplift people from underrepresented backgrounds and communities by providing equitable opportunities through research, mentorship, training, work experience, service-learning, and events promoting professional growth, environmental sustainability, and social justice. ## Core Values SPEC's founders established the collective based on the core values of **sustainability, progress,** and **equality**. These values provide a recipe for building organizations that are radically transparent, sustainable, and equitable. The world is constantly changing and SPEC will continuously evolve to adapt, incorporating the voices and collective knowledge of its members. To learn more about [SPEC's Core Values](/about-us/mission/core-values) click the link below. ## Our Work > #### You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete. > > Richard Buckminster Fuller We are developing a model for building radically transparent, equitable, and sustainable organizations and communities. SPEC is just over two years old, but we've already accomplished a lot! * Provided **credit-bearing internships** or **paid work experiences** * **Incubated** and supported several **community partnerships** focused on addressing issues of **inequity in the US and abroad** * Hosted a series of **panel discussions** and **deliberative conversations** designed to provide **safe and brave spaces** to address **critical issues** * Launched the **Journal of Engaged Research** * Sponsored a virtual **LGBTQIA+ art gallery** * Developed the **SPEC Learning platform** and piloted a **free micro-credential course** * Contributed to **open-source software** and **sustainability** **initiatives** ## Our Team SPEC is run by a small and dedicated team of contributors and volunteers. We come from different social identities, backgrounds, and perspectives. SPEC's co-founders and steering committee work entirely on a volunteer basis, have no financial stake in the collective and do not receive compensation in any form. See our [team page](/about-us/organization/team) to learn more. ## Our Collective SPEC is organized as an open collective, a collaborative group that has a shared mission, which raises and spends funds transparently to achieve goals. SPEC is fiscally sponsored by the [Hack Club Bank 501(c)(3) ](https://hackclub.com/fiscal-sponsorship/)which allows it to operate without legally incorporating, and accept tax deductible donations, and pay contributors. ## Become a contributor! SPEC is always looking for highly dedicated contributors who have an interest in and passion for sustainability, social justice, and community development. Help us build a world that works for everyone and protect the planet! If you are interested in becoming a researcher or contributor at SPEC please email us at . The more information about your research interests, areas expertise, and learning objectives the better. Please attach or link any helpful information about you including your resume or CV, cover letter, and portfolio. You can also review our [onboarding documentation](/about-us/organization/onboarding) to familiarize yourself with SPEC processes and procedures. # History > #### We are not makers of history. We are made by history. > > Martin Luther King, Jr. In June 2020, SPEC was founded in response to the challenges of the COVID19 pandemic and social unrest facing communities across the United States. SPEC's co-founders, Dr. Rhianna Rogers and Joe Torreggiani connected online when Joe posted an offer to provide mentoring, technical training, and micro-loans to individuals from underrepresented backgrounds. Rhianna reached out about collaborating and the two immediately discovered a shared passion for environmental and social justice. Rhianna was leading a group of students researching community building during times of social unrest. Due to the pandemic, funding for the research was cut and research assistants were out of a job. Joe offered to cover at least one student's pay to enable them to continue their research, and try to help secure more funding. Rhianna also wanted to be able to contribute to the initiative, so Joe started researching ways to quickly form an entity that would allow them to collect funds and pay students. ## Formation Joe wondered if they could use the online platform Open Collective (OC) for the project. OC provides collaborative groups with tools to raise and share their finances in full transparency. On the OC platform, a collective is defined as "collaborative group that has a shared mission, which raises and spends funds transparently to achieve." A collective can submit an application for fiscal sponsorship, which enables it to raise funds and pay for expenses without having to legally incorporate. In order to create a collective on the platform, you give your collective a name and provide a mission statement. Joe wanted the collective's name to be an easy to remember acronym that captured the goals of the project. While researching different words and phrases to express the project's focus on environmental and social justice, Joe came across the The Advancing Social Progress and Equality report, published by the White House during President Barack Obama's time in office. The report outlined the administration's record of "fighting for the rights and protections of LGBT Americans, making the immigration system fairer and safer, tackling poverty, and investing in communities." {% embed url="" %} Inspired by the report, Joe worked to combine merge the concepts of environmental sustainability, social progress, and equality into acronym. He eventually settled on the Sustainable Progress & Equality Collective SPEC; a collective with the mission of creating sustainable progress & equality. > #### **Sustainable progress means that we can continually take collective action to create a more equal and just world, without hurting people or the planet.** Joe and Rhianna worked together to outline SPEC's mission, core values, and operating principles. They submitted an application to be fiscally sponsored by the Open Collective Foundation. In less than a week of meeting, SPEC was formed. To learn more about SPEC's organizational structure check out documentation page below. {% content-ref url="/pages/-Mh1P3CNPpIJdUFK9uC7" %} [Organization](/about-us/organization) {% endcontent-ref %} ## Our First Year SPEC's first research associates (RAs) continued the work they started at The Buffalo Project. Rhianna founded The Buffalo Project as a longitudinal participatory action research project focused on creating action-based diversity initiatives that focus on utilizing participant observations of culture to inform solution-making efforts in college and community environments. Working with Rhianna and Joe, SPEC RAs began to investigate ways that technologies could be used to enhance their research and community work. SPEC adopted solutions commonly used in the technology industry including Google Workspace, Slack, and Trello for communication and project management. RAs were trained to use these technologies, becoming active contributors and helping in many areas including research, social media, organizing events, facilitating break out sessions, sitting on panels, and creating presentations. SPEC began to receive interest from individuals looking to learn software development, build STEAM skills, and find work in the technology industry. Joe offered mentorship, training, and career guidance to RAs working on SPEC technical projects. Rhianna and Joe called upon their networks to provide additional mentorship for learners and face time with working professionals. During this period of collaboration, SPEC's contributors launched many projects and initiatives. Below are some highlights from our first year. * Provided **credit-bearing internships** or **paid work experiences** * **Incubated** and supported several **community partnerships** focused on addressing issues of **inequity in the US and abroad** * Hosted a series of **panel discussions** and **deliberative conversations** designed to provide **safe and brave spaces** to address **critical issues** * Launched the **Journal of Engaged Research** * Sponsored an virtual **LGBTQIA+ art gallery** * Developed the **SPEC Learning platform** and piloted a **free micro-credential course** * Contributed to **open source software** and **sustainability** **initiatives** # Mission > #### If success or failure of this planet and of human beings depended on how I am and what I do... HOW WOULD I BE? WHAT WOULD I DO? > > R. Buckminister Fuller Our mission is to empower individuals to become globally-minded change agents by helping them learn the essential skills required to build sustainable careers and make a positive impact in their communities. We understand that for many people from underserved communities, they can't give back or help others until they are able to access essential goods and services, learn professional skills, and achieve physical and financial security. We create paid and unpaid opportunities for learners conducting research and participating in service-learning projects where they are able learn new skills while helping vulnerable populations and contributing to environmental and social justice initiatives. SPEC's model incorporates participatory action research to facilitate engagement and agency of the members of the communities affected by its research. # Our Vision SPEC takes inspiration from the work of the renowned 20th-century inventor and visionary Richard Buckminster Fuller. Fuller dedicated his life to creating systems and technologies that would enable people to live healthy and productive lives. His contention was that only a systems approach that takes the whole world into account can address the complex problems facing humanity. #### Fuller envisioned the world game as a place where individuals or teams of people cooperated to: > #### make the world work for 100% of humanity, in the shortest possible time, through spontaneous cooperation without ecological offense or disadvantage of anyone. At SPEC, we believe that the technologies needed to realize Fuller's vision exist today. Modern computers enable distributed collaboration, information processing, and data analysis capabilities that Fuller only could have dreamed of. We can use these technologies to build sustainable systems of living and working. However, advanced technologies alone won't make Fuller's vision for the world a reality. We will need to adopt a radically transparent and equitable approach to building organizations and communities. SPEC fosters participation and action by members of the communities affected by its work. By working alongside underserved communities and uplifting unheard voices, SPEC's collective intelligence and collaborative network will continue to grow. Only then will we be able to collaboratively innovate to create solutions that truly make the world work for all people and the planet. # Core Values > #### Organizations, companies or individuals without core values are exactly like a boat without an anchor; it can be easy tossed to and fro following any direction the wind blows. > > Dr. Lucas D. Shallua The Sustainable Progress and Equality Collective (SPEC) was founded when two like-minded individuals, with a shared mission of making the world a better place, connected and decided to spontaneously cooperate to respond to the challenges facing their communities. SPEC's founders established the collective based on the core values of sustainability, progress, and equality. They chose these values, because combined they provide a recipe for building radically sustainable, equitable, transparent organizations. However, the world is constantly changing. SPEC will need to continuously evolve over time in order to adapt and incorporate the voices and knowledge of its members. Likewise how we interpret and actualize our core values and operating principles will need to be regularly revisited and updated to reflect the organization's goals, user feedback, and community contributions. This page should be considered a living document that will transform overtime along with the collective. ## Equality We all want a world where every person can live a happy healthy, and productive life. Discrimination and prejudice, fueled by greed, fear, and confusion, stand as the biggest obstacle to giving everyone an equal chance at flourishing. How can we achieve equality for all in the face of these discriminatory forces? We need to elevate unheard voices, open boundaries, and learn collectively. Progress must include individuals from all social identities inclusive of race and ethnicity, sex, gender and gender identity, sexual orientation, neurodiversity, socioeconomic status, language, culture, national origin, religion, age, veteran’s status, and political perspective. Creating lasting change will not be easy. We will need to take collective action, share knowledge and resources, and collaboratively innovate to create systemic change. ## Progress Transformative change can be achieved through collaboration, research, and critical reflection. We can ensure solutions reach those in need by fostering participation and action by the members of the communities affected by initiatives for progress. We can rapidly advance sustainability and social change by openly sharing research, knowledge, and resources. However, sustaining progress will be a challenge, with many factors and forces impeding advancement of humanitarian and environmental causes. Progress that leads to lasting change will take time, resources, and capital. We will need to build public goods and services that are effective, efficient, and capable of supporting progress for the long term. ## Sustainability In order for progress to be deemed successful it will need to produce sustainable and equitable systems of living and working, without disadvantaging anyone or causing offense to the environment. Our projects cannot take forever to complete, become prohibitively expensive, and must be financially sustainable. Our solutions, tools, and processes must efficiently use resources and energy. Above all else our actions must not hurt other people or the environment. So, environmental, technological, and financial sustainability is essential to progress. Sustainable progress means we can continuously take collective action towards equality and environmental justice. # Operating Principles > #### **Our principles are the springs of our actions; our actions, the springs of our happiness or misery. Too much care, therefore, cannot be taken in forming our principles.** > > Philip Skelton SPEC's operating principles operationalize its core values of sustainability, progress, and equality to provide a framework for decision-making and organizational development. Each core principle starts with a core value followed by the principle or methodology through which we aim to achieve our goals. The statements are meant to encapsulate the most fundamental principles employed to serve the core values. SPEC's three operating principles are: 1. **Sustainability Through Systems Thinking** 2. **Progress Through Open Collaboration** 3. **Equality Through Mutual Reciprocity** Each operating principle has sub-principles that clearly outline strategies and mental models that put their respective operating principle into practice. The core principles are derived from a pluralism of research methodologies and philosophies. Each principle is described in detail in the following section. ### Sustainability Through Systems Thinking 1. Use critical awareness when building systems, rigorously examining assumptions and evaluating the conditions which give rise to them. 2. Seek solutions that usher in improvement locally and globally by creating balance between economy, equity, and environment. 3. Apply a variety of research and development methods in a systematic manner with awareness of their strengths and weaknesses to solve complex problems. ### **Progress Through Open Collaboration** 1. Strive for openness in our research, communications, organizational process, finances, and data. 2. Seek to understand the world by trying to create transformative change through collaboration, research, and critical reflection. 3. Cultivate collaborative environments that facilitate deliberative conversations, provide psychological safety, and enable full and equitable participation of individuals from all social identities, backgrounds, and perspectives. ### Equality Through Mutual Reciprocity 1. Equality is the end goal; diversity, equity, inclusion, and reciprocity are the means to get there. 2. Treat everyone in our communities with compassion, mutual respect, and accountability. 3. Prioritize health, self-care, mental wellbeing, family, and happiness. # Organization > #### If you want to change the culture, you will have to start by changing the organization. > > Mary Douglas SPEC is organized as an open collective, a collaborative group that has a shared mission, which raises and spends funds transparently to achieve its goals. SPEC is hosted on[ Open Collective](https://opencollective.com/), which is an online funding platform that provides tools to raise and share its finances in full transparency. The platform enables groups to collect and disburse fundings, and makes all contributions and expenses 100% visible to the public. SPEC's budget and expenses can be found on its [Open Collective page](https://opencollective.com/spec). SPEC is fiscally sponsored by the [Open Collective Foundation 501(c)(3)](https://opencollective.foundation/) (OCF), which allows SPEC to operate without legally incorporating, and accept tax deductible donations, and pay its contributors. OCF's mission is to empower impact-focused groups working on increasing access to educational resources and training, creating a positive social impact, and fostering civic participation within cities and communities. Currently, SPEC is entirely funded by individual donors including its co-founders, steering committee, and community members. SPEC's team is 100% distributed and composed of part-time contributors and volunteers. SPEC's co-founders and steering committee work entirely on a volunteer basis, have no financial stake in the collective, and do not receive compensation in any form. # Onboarding 🚧 This page is under construction and is considered incomplete. 🚧 > Even the greatest was once a beginner. Don't be afraid to take that first step. > > Muhammad Ali We are excited that you have decided to contribute to the Sustainable Progress and Equality Collective (SPEC). Whether you are a new researcher or developer, this page will help you learn the ins and outs of getting started at SPEC. Simply go through each step in the checklist below and you should be able to get up and running at SPEC in no time! ## 1. Remember you can always email us. For general inquiries or if you need to get in touch with our team please email us at . ## 2. Please review and agree to our code of conduct. Before joining any of SPEC's platforms please review our code of conduct. It is critical that you understand our community's rules and how to participate professionally using inclusive and accessible language and treating fellow community members with respect and accountability. Contributors who fail to follow our code of conduct may be temporarily or permanent banned from SPEC and removed from our platforms. {% content-ref url="/pages/-Mh1OLyvk-ywbhGXGvHK" %} [Code of Conduct](/about-us/organization/onboarding/code-of-conduct) {% endcontent-ref %} ## 3. Learn about our netiquette protocols. In addition to our code of conduct, we require all SPEC contributors to follow its protocols for online communication and collaboration. SPEC's netiquette currently lives in our Google Drive. {% embed url="" %} ## 4. Sign up for SPEC's Mattermost workspace. Mattermost is an open-source communication platform the provides persistent chat rooms (channels) organized by topic, private groups, and direct messaging. We use Mattermost as our primary means of communication and is the fastest we to get in touch with us. When you have completed your onboarding process, we will provide you with an invitation link. ## 5. Say hello to the team! Yay you are signed up for Slack! You should be able to login in on your phone or computer. If you are new to Slack we recommend following Slack's quick start guide. Once you've successfully signed in, feel free to introduce yourself in our #general channel! ## 6. Touch base with your project lead or mentor. If your project lead or mentor hasn't already sent you an introduction email or message on Slack, feel free to look them up on Slack and send them a message. If you have any trouble connecting with your lead you can always reach out via . ## 7. Read SPEC's expense policy Before you start working on a paid project for SPEC, make sure you read the collective's [expense policy](/about-us/organization/expense-policy). You should know what times of work and activities are considered billable and non-billable. If you have any questions about whether a task is billable please reach our to your manager, mentor, or email us at . {% content-ref url="/pages/-Mio6y0KK981NVmMSEsZ" %} [Expense Policy](/about-us/organization/expense-policy) {% endcontent-ref %} ## 8. Sign up for Toggl Track Toggl Track is a time tracking software company that offers online time tracking and reporting services. We recommend RAs and contributors use the tool to track their time and generate invoices. If you are a contractor and already have tool you use thats fine too! Just make sure whatever tool you use can generate invoices with the information required by our Expense Policy. {% embed url="" %} ## 9. Register for Open Collective Open Collective is an online funding platform for open and transparent communities. It provides the tools to raise and share your finances in full transparency. If you are a paid research associate or contributor you will need to register to Open Collective to submit your expenses / reimbursements. {% embed url="" %} ## 10. Create a Github Account If you will be contributing to SPEC's software projects, writing documentation, or conducting research, you will probably need to create a Github account. {% embed url="" %} # Code of Conduct Our code of conduct is adopted from the guidelines developed by the [NumFOCUS](https://numfocus.org/code-of-conduct) community. If you have any questions about SPEC's code of conduct please email us at . ## THE SHORT VERSION Be kind to others. Do not insult or put down others. Behave professionally. Remember that harassment and sexist, racist, or exclusionary jokes are not appropriate. All communication should be appropriate for a professional audience including people of many different backgrounds. Sexual language and imagery is not appropriate. We are dedicated to providing a harassment-free community for everyone, regardless of gender, sexual orientation, gender identity and expression, disability, physical appearance, body size, race, or religion. We do not tolerate harassment of community members in any form. Thank you for helping make this a welcoming, friendly community for all. ## THE LONG VERSION Sustainable Progress and Equality Collective (SPEC) welcomes and encourages participation in our community by people of all backgrounds and identities. We are committed to promoting and sustaining a culture that values mutual respect, tolerance, and learning, and we work together as a community to help each other live out these values. We have created this diversity statement because we believe that a diverse community is stronger, more vibrant, and produces better software and better science. A diverse community where people treat each other with respect has more potential contributors, more sources for ideas, and fewer shared assumptions that might hinder development or research. Although we have phrased the formal diversity statement generically to make it all-inclusive, we recognize that there are specific identities that are impacted by systemic discrimination and marginalization. We welcome all people to participate in the SPEC community regardless of their identity or background. ## Introduction and Scope This code of conduct should be honored by everyone who participates in the SPEC community. It should be honored in any SPEC-related activities, by anyone claiming affiliation with SPEC, and especially when someone is representing SPEC in any role (including as an event volunteer or speaker). This code of conduct applies to all spaces managed by SPEC, including all public and private mailing lists, issue trackers, wikis, forums, and any other communication channel used by our community. The code of conduct equally applies at SPEC events and governs standards of behavior for attendees, speakers, volunteers, booth staff, and event sponsors. This code is not exhaustive or complete. It serves to distill our understanding of a collaborative, inclusive community culture. Please try to follow this code in spirit as much as in letter, to create a friendly and productive environment that enriches the SPEC community. We require all SPEC sponsored and affiliated projects to adopt a code of conduct for their project that encourages a productive, respectful environment for all open source contributors and community members. The SPEC Code of Conduct follows below. ## Standards for Behavior SPEC is a worldwide community. All communication should be appropriate for a professional audience including people of many different backgrounds. Please always be kind and courteous. There’s never a need to be mean or rude or disrespectful. Thank you for helping make this a welcoming, friendly community for all. ## We Strive to: ### Be empathetic, welcoming, friendly, and patient. We remember that every SPEC project and program is crafted by human beings who deserve to be treated with kindness and empathy. We work together to resolve conflict and assume good intentions. We may all experience some frustration from time to time, but we do not allow frustration to turn into a personal attack. A community where people feel uncomfortable or threatened is not a productive one. ### Be collaborative. Our work depends on the participation of many people, and in turn others depend on our work. Open source communities depend on effective and friendly collaboration to achieve their goals. ### Be inquisitive. Nobody knows everything! Asking questions early avoids many problems later, so we encourage questions, although we may direct them to the appropriate forum. We will try hard to be responsive and helpful. ### Be careful in the words that we choose. We are careful and respectful in our communication and we take responsibility for our own speech. Be kind to others. Do not insult or put down other members of the community. ## Unacceptable Behavior We are committed to making participation in this community a harassment-free experience. We will not accept harassment or other exclusionary behaviors, such as: * The use of sexualized language or imagery * Excessive profanity (please avoid curse words; people differ greatly in their sensitivity to swearing) * Posting sexually explicit or violent material * Violent or intimidating threats or language directed against another person * Inappropriate physical contact and/or unwelcome sexual attention or sexual comments * Sexist, racist, or otherwise discriminatory jokes and language * Trolling or insulting and derogatory comments * Written or verbal comments which have the effect of excluding people on the basis of membership in a specific group, including level of experience, gender, gender identity and expression, sexual orientation, disability, neurotype, personal appearance, body size, race, ethnicity, age, religion, or nationality * Public or private harassment * Sharing private content, such as emails sent privately or non-publicly, or direct message history, without the sender’s consent * Continuing to initiate interaction (such as photography, recording, messaging, or conversation) with someone after being asked to stop * Sustained disruption of talks, events, or communications, such as heckling of a speaker * Publishing (or threatening to post) other people’s personally identifying information (“doxing”), such as physical or electronic addresses, without explicit permission * Other unethical or unprofessional conduct * Advocating for, or encouraging, any of the above behaviors ### Reporting Guidelines If you believe someone is violating the code of conduct, please report this in a timely manner. Code of conduct violations reduce the value of the community for everyone. The team at SPEC takes reports of misconduct very seriously and is committed to preserving and maintaining the welcoming nature of our community. **All reports will be kept confidential.** In some cases we may determine that a public statement will need to be made. If that’s the case, the identities of all involved parties and reporters will remain confidential unless those individuals instruct us otherwise. All complaints will be reviewed and investigated and will result in a response that is deemed necessary and appropriate to the circumstances. The SPEC team commits to maintaining confidentiality with regard to the reporter of an incident. For possibly unintentional breaches of the code of conduct, you may want to respond to the person and point out this code of conduct (either in public or in private, whatever is most appropriate). If you would prefer not to do that, please email SPEC at . Take care of each other. Alert SPEC if you notice a dangerous situation, someone in distress, or violations of this code of conduct, even if they seem inconsequential. #### How to Submit a Report **If you feel your safety is in jeopardy or the situation is an emergency, we urge you to contact local law enforcement before making a report to SPEC. (In the U.S., dial 911.)** SPEC is committed to promptly addressing any reported issues. If you have experienced or witnessed behavior that violates the SPEC Code of Conduct, please email us at and include your name, title/position, level of urgency, and details about where and when the incident occurred. ### Person(s) Responsible for Resolving Incidents All reports of breaches of the code of conduct will be investigated by the SPEC Code of Conduct Enforcement Team, who will handle intake procedures. Currently, the Code of Conduct Enforcement Team consists of SPEC's core leadership team and steering committee. If an incident takes place at an event or meetup or within the community channels of a SPEC project, the SPEC Code of Conduct Enforcement Team will reach out to the relevant organizers/community managers/project leaders as necessary to follow up on the incident. **If the incident you are reporting involves a member of SPEC's core leadership team or steering committee and you do not feel comfortable submitting your report to the code of conduct enforcement team you can reach out to SPEC's fiscal host Open Collective Foundation.** As a fiscally hosted collective, SPEC is required to operate in accordance with [OCF's sponsorship agreement](https://docs.google.com/document/u/1/d/e/2PACX-1vQ_fs7IOojAHaMBKYtaJetlTXJZLnJ7flIWkwxUSQtTkWUMtwFYC2ssb-ooBnT-Ldl6wbVhNQiCkSms/pub) and [Open Collective's Community Guidelines](https://docs.opencollective.com/help/about/the-open-collective-way/community-guidelines). As such escalations concerning SPEC's leadership team should be escalated to OCF. You can email OCF at . # Our Team > #### Ultimately, leadership is not about glorious crowning acts. It's about keeping your team focused on a goal and motivated to do their best to achieve it, especially when the stakes are high and the consequences really matter. It is about laying the groundwork for others' success, and then standing back and letting them shine. > > Chris Austin Hadfield - Retired Canadian Space Agency astronaut, engineer, science communicator, singer, and fighter pilot. ## Introduction SPEC is run by a small and dedicated core team of contributors and volunteers. We come from different social identities, backgrounds, and perspectives. Many of us have families, full-time jobs, are going to school, making a career change, or experiencing another major life event, especially with the current pandemic and climate crisis. SPEC's co-founders and steering committee work entirely on a voluntary basis, have no financial stake in the organization, and do not receive compensation in any form. We are striving to create sustainable careers for our contributors. Currently, all of SPEC's researchers and contributors are classified as independent contractors for SPEC and by proxy the Open Collective Foundation (OCF). We are working on being able to have contributors classified as employees and enable access to benefits like health insurance. We won't be able to create these jobs without funding. Please consider donating and helping to create more jobs for people working on making the world a better place! Learn more on our [donation page](/contributing/donate). ## Team Members ### Joe Torreggiani ![](/files/IJWINUJivBt2X1CkzW6W) **Co-founder & Collective Administrator**\ San Francisco, California ### Nan Eileen Mead ![](/files/NXBvKKyyV2flNvSvmFeU) **Research Lead**\ New York City Metropolitan Area ### Marcus Steiner ![](/files/jHm4Gzep6ZMIPkK1wbaG) **Operations Lead**\ Noblesville, Indiana ### Grant Newland ![](/files/seTFgCSxo1SxJ46FI024) **Research Associate**\ Arlington, TX ### Sam Miyamoto ![](/files/mknqdDHJ8wJQS8D4VVZy) **Research Associate (Engineering)**\ Los Angeles, CA ### Victoria Lo ![](/files/bKmldm76RA4uquLxE0fs) **Research Associate (Engineering)**\ San Francisco Bay Area ### Yoline Banerjee ![](/files/5cbvWMXwGCR0tevHX1F9) **Research Associate (Engineering)**\ Oakland, California ### Alicia Bong ![](/files/FzUhd43MgHzLcFEcpCd1) **Research Associate**\ Philadelphia, PA ### Lawrence Kincheloe ![](/files/RcWSR1BV0SC9VO471g8h) **Research Associate (Engineering)**\ Norman, OK ### Ilia de Leon ![](/files/ZLhpSA77ALC0MWKUVaB3) **Research Associate (UX/UI Research)**\ New York City Metropolitan Area ### Joe Golden ![](/files/EwFK0mARvTTxFce2LUmn) **Research Associate** \ New York City Metropolitan Area ### Najwana Nashmin ![](/files/GCQf95UwTHmgY6oqtccQ) **Research Associate (Engineering)**\ Greater Seattle Area ### Crystal Shamsi ![](/files/961sLLnpLEkOciOn7ZkU) **Research Associate (Engineering)**\ Steamboat Springs, CO ## Get Involved Interested in joining the team? SPEC is always looking for highly dedicated contributors who have an interest in and passion for sustainability, social justice, and community development. If you are interested in becoming a researcher or contributor at SPEC please email us at . The more information about your research interests, areas of expertise, and learning objectives the better. Please attach or link any helpful information about you including your resume, CV, cover letter, and portfolio. # Steering Committee SPEC's Steering Committee support SPEC by providing expertise and guidance to the collective's core team and offers mentorship to learners. ## Members * Alissa Steele * Charles Harrison * Erik Walter * Isaac Fennell * James W. Schuetz P.G * Karina Loera * Leah Harper-Lane * Marissa Lee * Menoukha Robin Case * Rhianna C. Rogers, Ph.D. (Co-Founder & Chair) # Expense Policy This page provides SPEC contributors with guidance on the proper and timely submission of billable expenses. All billable time must be approved by one of SPEC's Collective Administrators before starting work and tracking expenses. Expenses submitted for work that was not explicitly approved by a Collective Administrator will be rejected. SPEC reserves the right to reject any expenses submitted with insufficient information or that do not correspond to the pre-agreed on scope of work, time commitment, and pay rate. Through Open Collective SPEC is able to pay out expenses twice a week. Contributors who submit their expenses later in the week and miss the second pay run will receive their pay the following week. ## Submitting Expenses All expenses should be submitted on Open Collective. Open Collective is online funding platform that provides tools to raise and share its finances in full transparency. The platform enables SPEC to collect and disburse funds, and makes all contributions and expenses 100% visible to the public. Visit SPEC's Open Collective "Submit Expense" page by clicking the following link . From that page you can enter your payment details and upload your time sheet. **Before submitting expenses make sure that you have done the following:** * Tracked only billable expenses * Confirmed tracked expenses with your Project Lead * Accounted for each hour for which you are billing * SPEC recommends using Toggl Track to generate timesheets to submit their expenses * If you are an independent contractor and have a preferred tool to generate timesheets and invoices, you must get the format approved by a Collective Administrator before submitting expenses. # Theoretical Foundations 🚧 This section is under construction and is considered incomplete. 🚧 Sustainability and social justice are incredibly complex challenges. The Earth's climate, atmosphere, land, ocean, and biosphere, along with human civilization are complex adaptive systems (CAS). A CAS is simply a system in which many independent elements or agents interact, leading to emergent outcomes that are often difficult (or impossible) to predict simply by looking at the individual interactions. A CAS has three defining characteristics.\[1] 1. The system consists of a number of heterogeneous agents, and each of those agents makes decisions about how to behave, with their decisions evolving over time. 2. The agents in the system interact with one another. 3. Interactions between agents leads to emergence, where the whole becomes greater than the sum of the parts. The key issue is that you can’t really understand the whole system by simply looking at its individual parts. We seek to improve complex adaptive systems, sometimes with disastrous consequences. One choice can lead to a series of cascading events that were completely unanticipated. People have good intentions, but cannot anticipate the ultimate results. Humans are really good at linking cause and effect - sometimes too good. \[1] ### Challenges to Systemic Interventions Thousands of years ago, early in human history, cause and effect was pretty straight forward. The human brain evolved in those conditions. That means that when we see something occur in a CAS, our minds create narratives to explain what happened. Our minds will do this even though cause and effect are incomprehensible in highly complex systems. We have a tendency to think that certain causes will lead to particular effects, but really just don’t know. As Tim Sullivan puts it in his article Embracing Complexity, "our uncertainly is our biggest single bias".\[1] Faced with uncertainty, we default to following to authoritative figures, even when it’s been well documented that their predictions are quite poor. But we listen to them because they’re authoritative, even when we know that these people are predicting something that’s functionally impossible to predict. Individuals who come across as more authoritative are for some reason more believable. We are more comfortable deferring to the people who are confident, outspoken, and sound smart, not necessary the people with real answers or insight.\[1] We’re also reluctant to share private information. This causes us to aggregate information poorly. Because we choose to talk primarily about shared information and keep unique information to ourselves, we can end up making bad decisions. This is because withholding information provides decision makers with incomplete information about problems. It may also lead to critical information about the decision makers themselves that may indicate bias or confusion. Most organizations are not optimized to facilitate sharing of this type of "private" information, even in places where the information exists, it isn't being surfaced. \[1] ### The Importance of Cognitive Diversity How people think, their training, their experience, their personalities is key to tackling complex problems. Research has shown that diverse groups are better at making predictions and solving problems. Intentionally putting together different points of view that will challenge one another is essential for hiring and for building teams. \[1] Even if you have a diverse team, if you bulldoze your teammates with your point of view, you won't reap the benefits of diversity. We have to step back, let diverse views surface, and create brave spaces that offer psychological safety and foster divergent perspectives. This may not come naturally to outspoken leaders. We try to hire smart people and put smart people on teams. But we don’t think enough about how much diversity can contribute. The key is to find smart people who think differently. \[1] ### Critical Systems Thinking Critical Systems Thinking (CST) is an approach to systemic intervention that combines systems thinking and participatory methods to address the challenges of problems characterized by large scale, complexity, uncertainty, impermanence, and imperfection. It was developed to account for nonlinear relationships, feedback loops, hierarchies, and emergent properties. CST has particularly problematized the issue of boundaries and their consequences for inclusion, exclusion and marginalization. As a research perspective CST is said to embrace three fundamental commitments. 1. Use critical awareness when examining and re-examining taken-for-granted assumptions, along with the conditions which give rise to them. 2. Focus on emancipation to ensure that "improvement" is defined temporarily and locally, taking issues of power (which may affect the definition) into account. 3. Apply methodological pluralism, using a variety of research methods in a theoretically coherent manner, becoming aware of their strengths and weaknesses, to address a corresponding variety of issues. The idea that there are three commitments in CST was introduced into the literature by Flood and Jackson (1991). The three commitments of CST should be considered an over-simplification of the range of issues considered important by critical systems thinkers. However, they are useful for indicating the general interests pursued by proponents of the perspective. Many different perspectives on CST are offered in the literature. What they all have in common, however, is an interest in questions about, and surrounding, the nature of the above commitments. There is no consensus on their definition. Indeed, different writers have evolved very different understandings, and continue to develop their ideas in communication with others. CST can therefore be seen as an evolving discourse around a set of themes that are considered important by a significant number of systems practitioners. The term 'discourse' is central here as it emphasizes dynamism and continued development rather than the stasis of a final definition. In consequence of the evolving discourse around CST, SPEC seeks to balance leveraging CST, while gaining new understanding about its strengths and weakness, and finding complementary research methodologies outside of the domain of systems thinking. SPEC's particular conception of CST is heavily influenced by the work of Flood and Jackson. While problems have been identified in Flood and Jackson's approach to CST, they do not invalidate their ideas nor mean they are unsolvable. Drawing upon the work of other critical systems thinkers like Churchman and Ulrich, and seeking inspiration from methodologies outside of systems thinking, show promise in addressing underlying problems with Flood and Jackson's theoretical framework. Ultimately, a different vision of CST will emerge from SPEC's application and adaptation of CST. The three commitments of CST are derived from the work over Habermas, who claimed that all human beings have three fundamental interests: 1. a 'technical interest' in predicting and controlling our natural and social environment. 2. a 'practical interest' in pursuing mutual understanding. 3. an 'emancipatory interest' in freeing ourselves from constraints imposed by power relations. Here is Jackson's interpretation of Haberma's theory. > According to Habermas there are two fundamental conditions underpinning the socio-cultural form of life of the human species - 'work' and 'interaction'. 'Work' enables human beings to achieve goals and to bring about material well-being through social labour. The importance of work to the human species leads human beings to have what Habermas calls a 'technical interest' in the prediction and control of natural and social events. The importance of 'interaction' calls forth another 'interest', the 'practical interest'. Its concern is with securing and expanding the possibilities of mutual understanding among all those involved in the reproduction of social life. Disagreement among different groups can be just as much a threat to the reproduction of the socio-cultural form of life as a failure to predict and control natural and social affairs. While work and interaction have for Habermas... pre-eminent anthropological status, the analysis of power and the way it is exercised is equally essential, Habermas argues, for the understanding of all past and present social arrangements. The exercise of power in the social process can prevent the open and free discussion necessary for the success of interaction. Human beings therefore also have an 'emancipatory interest' in freeing themselves from constraints imposed by power relations and in learning, through a process of genuine participatory democracy. involving discursive will-formation. to control their own destiny. Flood and Jackson argue that Habermas theory can be used as the foundation for being able to a pluralism of complementary methodologies for making systemic change in a theoretical coherent manner. In short Flood and Jackson propose that the three major paradigms of systems thinking fall under "hard", "soft" and critical systems heuristics (CSH), and map to Habermas' areas of interest as describe below. * "hard" cybernetic systems approaches support "technical interest" * "soft" methodologies support "practical interest" * critical systems heuristics support "emancipatory interest" 🚧 To be continued... 🚧 ## References 1. Tim Sullivan, [Embracing Complexity](https://hbr.org/2011/09/embracing-complexity), Harvard Business Review (September 2011) 2. 3. 4. 5. Margaret Riel, [Understanding Collaborative Action Research](https://base.socioeco.org/docs/center_for_collaborative_action_research.pdf) (2019) # Budget > #### Collaboration is a key part of the success of any organization, executed through a clearly defined vision and mission and based on transparency and constant communication > > Dinesh Paliwal SPEC's budget for 2020 - 2021 has been primarily allocated to paying for research associates and core contributors working on research, organizational development, mentoring, and technical development. As of September 5th 2021, the costs for SPEC's technical infrastructure, i.e., Google Workspace, Slack, domain, and website hosting, has been covered by individual donations from SPEC's co-founders. All donations used for paying directly for contributors can be found on SPEC's Open Collective Page. ## The Numbers | | | | --------------------------- | ---------- | | **TODAY'S BALANCE** | $2,660.65 | | **TOTAL RAISED** | $30,625.57 | | **TOTAL DISBURSED** | $27,964.92 | | **ESTIMATED ANNUAL BUDGET** | $23,605.97 | ## The Future SPEC is exploring single-service debit cards from its fiscal sponsor the Open Collective Foundation. The debit cards would allow SPEC to transparently pay for technical infrastructure from its Open Collective Account. # Disclaimer ## Disclaimer for Sustainable Progress and Equality Collective If you require any more information or have any questions about our site's disclaimer, please feel free to contact us by email at . Our Disclaimer was generated with the help of the [Disclaimer Generator](https://www.disclaimergenerator.net/). ### Disclaimers for SPEC All the information on this website - docs.specollective.org - is published in good faith and for general information purpose only. SPEC does not make any warranties about the completeness, reliability and accuracy of this information. Any action you take upon the information you find on this website (SPEC), is strictly at your own risk. SPEC will not be liable for any losses and/or damages in connection with the use of our website. From our website, you can visit other websites by following hyperlinks to such external sites. While we strive to provide only quality links to useful and ethical websites, we have no control over the content and nature of these sites. These links to other websites do not imply a recommendation for all the content found on these sites. Site owners and content may change without notice and may occur before we have the opportunity to remove a link which may have gone 'bad'. Please be also aware that when you leave our website, other sites may have different privacy policies and terms which are beyond our control. Please be sure to check the Privacy Policies of these sites as well as their "Terms of Service" before engaging in any business or uploading any information. ### Consent By using our website, you hereby consent to our disclaimer and agree to its terms. ### Update Should we update, amend or make any changes to this document, those changes will be prominently posted here. # CITISEN Program SPEC has developed the Community Innovation Technology Internship for a Sustainable and Equitable Nation (CITISEN) program to provide opportunities for individuals to learn skills, build careers, and impact communities. SPEC is seeking CITISEN research associates (RAs), or simply CITISENs, to expand our research efforts and community-building initiatives. Through the program, CITISENs learn to identify data sources and collect accurate information, use technology to engage communities across the world, and present their findings in an open and accessible manner. The CITISEN program offers personalized mentoring, career training, and professional development opportunities. CITISENs participate in regular virtual team meetings and learn to collaborate in a highly distributed, technologically enhanced, and culturally diverse work environment. ## Possible Job Responsibilities: * Review existing research and apply findings to develop and support SPEC initiatives * Moderate discussions; conduct interviews, surveys, polls, and experiments to collect data and gain insight * Perform data analysis and develop graphs, tables, and reports to explain and synthesize experimental results * Help develop innovative approaches to learning, collaboration, and fundraising * Assist with grant proposals, writing articles, create and circulate social media announcements (e.g. LinkedIn, Twitter, Facebook, Instagram, YouTube, Medium, EventBrite), marketing, and events * Contribute to open-source software, research, and participate in citizen science projects ## Job Skills & Qualifications: ### **Required:** * High school diploma, certificate of high school completion (e.g. CDOS), or high school equivalency (e.g. GED/TASC) * Interest and enthusiasm in progressing social justice and environmental conservation. This includes interaction and collaboration with members of diverse communities, including 1st-Generation, BIPOC, LGBTQ+, and neurodiverse individuals * Willingness to develop and/or further refine intercultural competencies and other soft skills * Proficiency and/or willingness to learn research methods * Proficiency and/or willingness to learn to use software for documentation, data analysis, and project management (examples: Google Workspace, Slack, Moodle, Github) * Strong written and verbal communication skills ### **Preferred:** * Enrolled at community college, 4-year university with a GPA of 2.75 or higher; or Enrolled in a graduate or doctoral program with a GPA of 3.00 or higher * Commitment to ongoing learning and training * Receptive to receiving regular feedback * Highly organized, detail-oriented, and able to efficiently and accurately manage large quantities of data * Outgoing personality and ability to collaborate effectively in a distributed and remote work environment * \[INSERT HERE] ## What to become a CITISEN? SPEC is alway looking for highly dedicated contributors who have an interest in and passion for sustainability, social justice, and community development. Help us build a world that works for everyone and protect the planet! If you are interested in becoming a CITISEN please email us at . The more information about your research interests, areas expertise, and learning objectives the better. Please attach or link any helpful information about you including your resume, CV, cover letter, and portfolio. # Tech Empowerment Program ### About the Program The COVID-19 pandemic has shown not only the importance of technology in our everyday work and education but also the unequal access to said technology. This is what we refer to as the Digital Divide. A Stanford University study defines the Digital Divide as, " the growing gap between the underprivileged members of society, especially the poor, rural, elderly, and handicapped portion of the population who do not have access to computers or the internet; and the wealthy, middle-class, and young Americans living in urban and suburban areas who have access."\[1] The SPEC Tech Empowerment Program is the Sustainable Progress and Equality Collective's attempt to begin closing the Digital Divide. The program is designed to provide not only the technology to engage in a remote role but the mentorship and skill development to succeed as participants complete the program. Program participants will receive a laptop courtesy of SPEC and its supporters, one-on-one mentorship with a mentor in their desired field, and real-world experience working on projects relevant to their career goals. \[1] The Digital Divide. Accessed October 12, 2021. . ### How to Apply The Tech Empowerment Program accepts applications from anyone who feels they may substantially benefit from participating. Simply complete the Google Form below to submit your application to the SPEC team. If selected, we will work to match you with a donor/sponsor. **Please only apply if you are able to commit to working with SPEC for six (6) months at 40 hours per month.** [**Apply Here**](https://docs.google.com/forms/d/17UOK5tS2ecCVuRimXwzf2XfvAElGZhkhG8jz_yjMWOU/viewform?edit_requested=true) # Social Impact Incubator 🚧This page under construction and is considered incomplete. 🚧 ## Introduction SPEC's Social Impact Incubator provides mentorship, organizational guidance, and resources to new initiatives focused on social justice and community building. SPEC's diverse network of expert mentors support incubator fellows with planning, funding, and building their social impact focused projects and collectives. ### Focus Areas * Diversity, Equity, & Inclusion * Intercultural Competencies and Cross-Cultural Communication * Community Building * Mental Health & Neurodiversity * LGBTQI+ Social Protection & Human Rights * Intersectional Environmentalism ### Current Initiatives * Journal of Engaged Research * Advocates Creating Change (ACE) ### Future Initiatives * Homeless Crisis Kit * Mobile showers * Pop-up care villages * Living vehicles & temporary housing Have an idea for a social impact focused project or organization? Interested in receiving mentorship and resources about how to get up and running? Send us an email at [info@specollective.org](mailto:@info@specollective.org) about your project. We would love to hear from you and find ways to help! # Journal of Engaged Research {% embed url="" %} The Journal of Engaged Research (JoER) is the official publication of SPEC. JoER was created to take an activist approach to address the many challenges brought about by the twin crises of the COVID-19 pandemic and the current period of social unrest. It creates a space for diverse individuals who may not have access to traditional academic publishing channels. The first issue of the journal was published in May 2021 and is currently hosted on [Medium](https://medium.com/journal-of-engaged-research). We encourage learners and emerging scholars alike to submit their work for publication. JoER gives voice to those who take action, no matter one's formal training or background. We are excited to include learner voices in this endeavor. Unlike traditional journals, the editorial staff at JoER takes an interactive approach, providing mentorship and guidance to help contributors with publication. All papers are reviewed by appropriate topic scholars or professionals in related fields. ## Want to publish an article? SPEC is always looking for highly dedicated contributors who have an interest in and passion for sustainability, social justice, and community development. Help us build a world that works for everyone and protect the planet! If you are interested in becoming a researcher or contributor at SPEC please email us at . The more information about your research interests, areas expertise, and learning objectives the better. Please attach or link any helpful information about you including your resume, CV, cover letter, and portfolio. # Advocates Creating Equality (ACE) ![](/files/mjPd51lHfmMtT2taVvsJ) ### Mission ACE is dedicated to educating youth on culture and diversity while seeking solutions to social issues associated with racism. Fighting for a fair and just world creates opportunities for people of color to have a brighter, more equitable future. ### Vision We seek to build the courage in young people to become change agents in our society. ACE will use equity pedagogy as a teaching strategy to inspire those we work with to obtain the knowledge, skills, and attitudes to transform their communities. We will create opportunities for young people to learn and grow as self-advocates while they work to bridge gaps in social equality. ### Core Values **Celebrate:** The knowledge, creativity, and identities of our members and partners. **Recognize:** That with clarity, learning, and growth we can have an impact on normalizing cultural competency. **Embrace:** The challenges and oppositions in creating racial equity. ### Executive Director & Board #### Asia Moore, Executive Director Asia Moore is in her final year of graduate school at SUNY Empire State College where she is studying Social and Public Policy. Her research focuses on youth advocacy, education, race, and socioeconomic disparities. As a professional, her work has focused on the disparities associated with young people coping with poverty and connecting them to resources and/or providing them with supports to overcome any challenges that may prevent them from thriving in society. Asia has collaborated with SUNY Orange and the Liberty Partnership Program to host a youth summit encouraging leadership as well as a resource fair for students in the City of Newburgh School District to have access to free community resources. She is a third term Research Associate (RA) with Sustainable Progress and Equality Collective (SPEC) working specifically on projects focused on cultural competency, advocacy, and civic engagement with youth. Currently, Asia is dedicating her time to ACE as a part of SPEC's Social Impact Incubator program, partnering with local community-based organizations and public schools to help children become change agents in their communities. Some of Asia's other passions are providing assistance to youth in residential treatment centers, juvenile systems, and foster care. #### Board of Directors Alexandra Julson, Ulster County Youth Bureau Nan Mead, New York State Education Department; SPEC Sophia Ling, Journalist Marcus Steiner, Crane Center for Mass Atrocity Prevention; SPEC # Research & Development 🚧This page is under construction and is considered incomplete. 🚧 > #### You never change things by fighting the existing reality. To change something, build a new model that makes the existing model obsolete. > > Richard Buckminster Fuller SPEC's research and development methodology is focused on the practical application of critical systems thinking and participatory action research in the areas of sustainability, social justice, and community development. It encourages researchers to seek to understand the world by working collaboratively to change it, and reflecting critically on their efforts. SPEC develops projects and partnerships with community organizations to create solutions to real-world problems while creating paid work experiences in research, development, and community building. SPEC's approach is designed to build radically transparent, sustainable and, equitable systems of living and working. The methodology draws upon many areas and concepts from social science and systems research. * Systems Thinking * Critical Systems Thinking * Action Research * Participatory Action Research * Community Based Participatory Research * Open Collaboration * Collaborative Innovation * Collective Intelligence * Agile Development ## Systems Thinking The term "systems thinking" is understood to have different interpretations for different people. Some people see systems thinking as just a collection of tools and methods with an underlying philosophy. Others understand systems thinking as a "sensitivity to the circular nature of the world we live in; an awareness of the role of structure in creating the conditions we face; a recognition that there are powerful laws of systems operating that we are unaware of; a realization that there are consequences to our actions that we are oblivious to." Systems thinking can also be considered disciplined approach for examining problems more completely and accurately before acting. Good systems thinking should help you ask better questions before jumping to conclusions. In practice, systems thinking requires observation of events or data, identification of patterns of behavior overtime, and surfacing the underlying structures that drive those events and patterns. It helps us understand and change structures, including our mental models and perceptions, and discard knowledge that is not serving us well. Systems thinking can expand the choices available to us and create more satisfying, long-term solutions to chronic problems.\[1] ## Critical Systems Thinking Dr. Gabriele Bammer describes Critical Systems Thinking (CST) as an approach to intervention that "aims to combine systems thinking and participatory methods to address the challenges of problems characterized by large scale, complexity, uncertainty, impermanence, and imperfection". It allows nonlinear relationships, feedback loops, hierarchies, emergent properties and so on to be taken into account. CST has particularly problematized the issue of boundaries and their consequences for inclusion, exclusion and marginalization.\[2] ## Action Research > #### Research that produces nothing but books will not suffice. > > Kurt Lewin In 1944, MIT Professor Kurt Lewin, first coined the term "action research". In his 1946 paper "Action Research and Minority Problems", Lewin described action research as "a comparative research on the conditions and effects of various forms of social action and research leading to social action". He described this process as a "spiral of steps, each of which is composed of a circle of planning, action and fact-finding about the result of the action". Richard Sagor, defines action research as "a disciplined process of inquiry conducted by and for those taking the action". Action research is conducted with the aim of assisting in improving and/or refining one's actions. It seeks to create transformative change through the iterative process of taking action and doing research. An individual's actions and research are linked together by critical reflection. ## Participatory Action Research Participatory Action Research (PAR) is an approach to action research that was developed in the 1940s. It is a form of collective self-experimentation backed up by evidential reasoning, fact-finding and learning. This methodology involves researchers working together to understand a problem and develop solutions. It focuses on social change that promotes democracy and challenges inequality. It is [context-specific](https://sanitationlearninghub.org/approaches/context-specific-and-adaptive-approaches/), often targeting the needs of a particular group. PAR is an iterative cycle of research, action and reflection. It often seeks to help participants develop a greater awareness of their situation in order to take action. \[6] PAR uses a range of different methods, both qualitative and quantitative. PAR practitioners make a concerted effort to integrate three basic aspects of their work: 1. **participation** (life in society and democracy) 2. **action** (engagement with experience and history), 3. **research** (soundness in thought and the growth of knowledge). ## Community Based Participatory Research Community Base Participatory Research (CBPR) is a type of action research that focuses on community, equitability of partnership, and an ongoing commitment to the core principles of CBPR.\[5] 1. Recognizes community as a unit of identity. 2. Builds on strengths and resources within the community. 3. Facilitates a collaborative, equitable partnership in all phases of research, involving an empowering and power-sharing process that attends to social inequalities. 4. Fosters co-learning and capacity building among all partners 5. Integrates and achieves a balance between knowledge generation and intervention for the mutual benefit of all partners 6. Focuses on the local relevance of public health problems and on ecological perspectives that attend to the multiple determinants of health 7. Involves systems development using a cyclical and iterative process 8. Disseminates results to all partners and involves them in the wider dissemination of results. 9. Involves a long-term process and commitment to sustainability. 10. Openly addresses issues of race, ethnicity, racism, and social class, and embodies “cultural humility.” 11. Works to ensure research rigor and validity but also seeks to ”broaden the bandwidth of validity” with respect to research relevance. ## Open Collaboration Open collaboration is a system of production that relies on loosely coordinated participants who interact with a shared goal of creating a product or service, which they make publicly available to contributors and non-contributors alike. An open source product or service is one that is released under a license in which the copyright holder grants users the rights to use, study, change, and distribute and its designs, blueprints, data, content, or source code. ## Collaborative Innovation Collaborative Innovation is a process in which multiple contributors work towards creating new products with customers and suppliers. Collaboration can occur in all aspects of the business cycle including procurement and supplier collaboration, research and development, marketing, distribution and commercialization. ## Collective Intelligence Collective intelligence (CI) is shared or group intelligence that emerges from the collaboration, collective efforts, and competition of many individuals. It may involve consensus, decision making, social capital and systems such as voting, polls, social media and other means of quantifying mass activity. The term appears in sociobiology, political science and in context of mass peer review and crowdsourcing applications. Collective IQ is a measure of collective intelligence, although it is often used interchangeably with the term collective intelligence. Collective intelligence has also been attributed to bacteria and animals. ## Agile Development An agile approach to development is intended to improve the effectiveness of software development professionals, teams, and organizations. It involves discovering requirements and developing solutions through the collaborative effort of self-organization, cross-function teams, and their customers. ## ## References 1. Michael Goodman, [*Systems Thinking What, Why, When, and Where*](https://thesystemsthinker.com/systems-thinking-what-why-when-where-and-how/)*,* The Systems Thinker 2. Bammer, [Embedding Critical Systems Thinking in the Academy](https://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.737.5436\&rep=rep1\&type=pdf), National Centre for Epidemiology and Population Health, The Australian National University 3. Wikipedia, [Action Research](https://en.wikipedia.org/wiki/Action_research) 4. Indeed Editorial Team, [*How To Demonstrate Collaboration in the Workplace*](https://www.indeed.com/career-advice/career-development/demonstrate-collaboration-in-the-workplace)*,* Indeed.com (2021) 5. Eelderink, Vervoort, Van Laerhoven, [*Using participatory action research to operationalize critical systems thinking in social-ecological systems*](https://www.researchgate.net/publication/339461959_Using_participatory_action_research_to_operationalize_critical_systems_thinking_in_social-ecological_systems)*,* Ecology & Society (2020) 6. Raymaker, [*Intersections of Critical Systems Thinking and Community Based Participatory Research: A Learning Organization Example with the Autistic Community*](https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5098939/)*,* Systemic Practice and Action Research (2016) 7. Minkler, Garcia, Rubin, Wallerstein, [*Community-Based Participatory Research: A Strategy for Building Healthy Communities and Promoting Health through Policy Change*](https://www.policylink.org/sites/default/files/CBPR.pdf)*,* PolicyLink & UC Berkeley (2012) 8. Participation Research Cluster, [*Participatory Action Research - Glossary Entry*](https://www.participatorymethods.org/glossary/participatory-action-research,)*,* Institute of Development Studies # Open Design System ## Introduction SPEC is exploring accelerating sustainability and social justice focused initiatives by developing an open-source design system that provides primitives for building radically transparent, inclusive, and accessible products and services. SPEC's **Open Design System** (ODS) coherently organizes design patterns and best practices to support design and development of user interfaces that are accessible, inclusive, and ergonomic. ODS will provide pattern libraries, design languages, style guides, coded components, brand languages, and supporting documentation. It will serve as a reference or source of truth that help SPEC and other developers/organizations design and build digital products. ODS is actively under development. Check out the Github repository for more information about technical progress. {% embed url="" %} ## Research We are currently investigating the existing literature about design systems development. Below is a collection of resources related ### The case for an open design system The third of a three-part series that takes a deep dive through Workday’s experience of developing, productizing, and eventually releasing their design system out into the open.\[1] {% embed url="" %} ### Design Systems Repo A collection of design system examples, articles, tools and talks.\[2] {% embed url="" %} ### Stencil A compiler that generates web components and builds high performance web apps. Stencil combines the best concepts of the most popular frameworks into a simple build-time tool.\[3] {% embed url="" %} ## Project Plan SPEC plans on developing the project open source with a focus on create opportunities for new developers, especially individuals from underrepresented groups and underserved communities. We will focus on making the design system lightweight, inclusive, and accessible. ## Next Steps We are currently hiring research associates and contributors. Checkout our call for researchers to learn more about opportunities currently available at SPEC. {% content-ref url="/pages/-MjbWeOhvd3olcfE5AX3" %} [Call for Researchers](/contributing/call-for-researchers) {% endcontent-ref %} ## References 1. 2. [https://designsystemsrepo.com](https://designsystemsrepo.com/) 3. # Product Requirements The requirements for the Open Design System (ODS) are defined in the Product Requirements Document (PRD). The SPEC ODS PRD is currently in development. Please see the public Google Doc for updates on product requirements. {% embed url="" %} # Open Source Recycling This page is under construction. ## Introduction **The goal of this project is to democratize the knowledge and empower individuals to remove plastics from their community waste stream and transform them through the below described processes into long lived, durable goods that can again be recycled at the end of their usefulness.** ## Statement of Problem Typical plastic waste is often bulky, of unknown composition, and potentially contaminated with food waste or dirt. It is not in the scope of this project to solve the plastic sorting and cleaning problem, but to focus on breaking down bulky plastic into uniform pieces **of a desired size** that can then be used as new feed stock. This is done traditionally with an industrial shredder. Since such machines are not suited for home use, our scope of work is to design an Open Source Hardware plastic shredder. **The shredder needs to be relatively quiet and be able to handle the recyclable plastic seen in modern society.** ## Recyclable Plastics Recycle codes, listed in order 1. PET polyethylene terephthalate 2. HDPE polyethylene, high density 3. PVC poly(vinyl chloride) 4. LDPE polyethylene, low density 5. PP polypropylene Plastics used in 3D printing are not often seen in consumer goods, as most consumer goods are injection molded. Injection molding plastics do not necessarily make for good 3D printing filament and vice versa. To name a few: PLA, ABS, Nylon, PETG, and PP. In addition, plastics can have fillers, contamination, or be damaged from UV, thermal, or mechanical stress that change their initial properties. In these cases, mixing in additive plastics can help mitigate the damage and restore some of the materials initial properties. Additive plastics can be freshly manufactured plastic or plastics with complementary properties. ## Existing Options On the market, there are several commercial shredder options designed for dedicated spaces and high volume plastic shredding. Unfortunately, these machines and techniques do not meet the above goal of being usable by a single individual. A cooperative community recycling center would be ideal for one of these high volume machines. The best documented and supported DIY plastic shredder would be the Precious Plastics Shredder. However, the current bill of materials (BOM) lists the price as $2,234.17, which is an amazing 5x lower price difference from commercial shredders and is competitive with equivalent commercial shredders from Asian markets. This doesn’t include labor and overhead plus reinvestment profits. ## Challenges **To realize a further reduction of price and complexity, a shredder designed from the ground up to be sustainable and accessible needs to be developed. By designing mechanical components capable of being made on a 3D printer, we potentially can use the very plastic material shredded in the creation of new shredders, as well as expand the list of useful machines buildable with a 3D printer. When considering a shredder built of plastic designed to shred plastic, we will both need to create a community, collaborate with an existing community, or reinvigorate an inactive community as it is unlikely that our initial efforts will be sufficient to solve low cost waste processing. Community activity can’t only be limited to technical work. Cultural and social norms around recycling need to be addressed and both trust and accountability need to be earned. We can leverage an Open Source Hardware project and a call to action, along with organizational resources such as documentation management, official builds, development resources, and coordination of efforts.** ## Design Overview Currently the design of the shredder is envisioned to be a single shaft shredder, which is a simple but robust design that uses a pusher lever to feed material against rotating knives along a single stationary blade. A screen acts as a filter to only let material of a certain shape through. These machines use low speed, high torque gearboxes to process a high variety of materials. ![https://en.wikipedia.org/wiki/File:How\_industrial\_shredder\_works.jpg](https://upload.wikimedia.org/wikipedia/commons/b/b1/How_industrial_shredder_works.jpg) To accomplish this with a 3D printed shredder, it is envisioned that the central shaft will be 3D printed and like with commercial units, steel or carbide inserts will make up the cutting knife edges, and plastic will provide backing and support. To provide high torque, a cycloidal gearbox will be coupled to the shaft on both sides to provide support and the required force. Future work includes using the shredded material in a variety of applications, some of which are demonstrated by Precious Plastics, such as building materials and consumer goods. A further goal would be to use the shredded plastic for 3D printing as either feed stock for a filament extruder or directly with a pellet extruder 3D printing head. ## Links Cycloidal gears 3D printed high torque gearbox Open source pellet extruder Open source plastic grinder Open source filament maker Ceramic grinding elements with progressive Open source plastic type detector Difficulties in recycling Clay stabilized oil, mixed with plastic to make a new kind of material Overview of current recycling of plastics Pellet extrusion 3D printer heads High Volume selective nozzle for continuous single tool head multi extrusion profile heads. Open source 3D printed high torque compact gear boxes Recyclable plastics Single Shaft Shredder # SPEC Learning ## Introduction SPEC Learning is an open source educational platform being built from the ground up to be inclusive and accessible. The platform is designed to support microcredential programs and practical technical training. ### Microcredentials Microcredentials show promise in delivering shorter programs of study that are flexible, personalized, and performance-based. These short, competency-based recognitions allow learners to demonstrate mastery in a particular area. They allow learners to create their own learning journey, based on their interests, career goals, and skills gaps. Digital badging systems like IMS Global Learning Consortium’s Open Badge standard have been developed to help make it easier to “share verifiable skills, identify and celebrate talent and growth, and build and certify interoperable tools.” These systems are flexible and capable of being adapted and combined to deliver personalized learning, but still require being integrated with existing learning management systems. ### Moodle Learning Management System SPEC Learning is built on top of Moodle Learning Management System (LMS). Moodle is an online LMS that has been adopted by educational institutions and learning communities across the globe, with over 277,000,000 users in over 247 countries. The Moodle platform is built by a distributed community collaborating openly, making their designs, documentation, and source code freely available for possible modification and redistribution. This practice of decentralized development and open collaboration is known as the open-source model of software development. The open-source model has increasingly been applied in other fields including education, science, engineering, manufacturing, and publishing. ### Platform Development The SPEC Learning Platform is being built from the ground up with diversity, equity, and inclusion (DEI) in mind. We are investigating existing tools and patterns for building accessible learning experiences. The platform is also being developed in way to contribute back to open source and other aligned DEI initiatives. # Buffalo Project Papers #### **Effectively Facilitating Cross-Cultural Learning: Lessons Learned from the Buffalo Project** {% embed url="" %} #### **How to Cultivate “Cultural Openness” Among Adult Learners: Practical Examples From the Buffalo Project** {% embed url="" %} #### Report for “Fostering an ‘Open’ Culture at Empire State College: An Ethnographic Study of Niagara Frontier Center Participant Observations” (AY 2012-2013) #### Abstract This research project grew out of a paper presented at the 2011 All-College Conference of Empire State College (ESC) in Saratoga Springs, NY. As part of a plenary session entitled “Empire State College as an Open University: Open to Whom?” Principal Investigator Rhianna Rogers presented a paper entitled “Is ESC’s Niagara Frontier Center (NFC) a Culturally ‘Open’ Center for Learning?” This paper discussed Rogers’s tentative findings about cultural views within the Niagara Frontier Center (NFC) student population (2010-2011). Data utilized in all stages of this project (2010-2013), combined Western New York (WNY) Regional Census reports, ESC Census data, and general findings from informal and formal surveys to discuss the level of cultural understanding at NFC and whether it correlated with student academic performance, retention, and persistence. Pilot survey data from the AY 2010-2012 indicated a general lack of cultural understanding among student populations and suggested that culturally diverse students were not being adequately engaged. Results of the AY 2012-2013 formal survey reaffirmed many of the pilot survey results, but also yielded new information about WNY culture and its impact on students, not previously considered. Information collected from both the pilot and formal surveys were later used to create cultural activities to engage students at the Center. Positive feedback and regular attendance at these events by student, staff, and faculty suggested the validity of this research. The results of this data collection are articulated in the report presented below. URL: #### Report for “Fostering an ‘Open’ Culture at Empire State College: An Ethnographic Study of Niagara Frontier Center Participant Observations” (AY 2013-2014) #### Abstract This paper will discuss the AY 2013-2014 survey results for the Buffalo Project, a full-scale ethnographic study of non-traditional student perceptions of culture at SUNY Empire State College-Niagara Frontier Center (hereafter referred to as NFC). Now in its second year, this project has been successfully impacting cultural understanding and the development of student centered programming at NFC. Data utilized in this stage of this project (AY 2013-2014), combined Western New York (WNY) regional census reports, ESC census data, and general findings from formal surveys to discuss the level of cultural understanding at NFC and whether it correlated with student academic inclusiveness. Previous survey data (AY 2010-2013) indicated a general lack of cultural understanding among student populations and suggested that culturally diverse students were not being adequately engaged. Results of the AY 2013-2014 formal survey reaffirmed many of the previous survey results, but also yielded new information about NFC culture not previously considered. Information from all survey data collected (AY 2010-2014) has been used to create cultural activities to engage students at the Center. Positive feedback and regular attendance at these events by students, staff, and faculty suggest the validity of the data set, support of diversity initiatives at NFC, and benefits of student opinions in inclusive academic programming. The tentative results of this data collection are articulated in the report presented below. URL: # Peer Review Process ## Introduction SPEC is developing a peer review process that utilizes a revision control system to track change history and make the review process collaborative and continuous. This website and the documentation it contains is developed using this process. This documentation site serves as a centralized database of knowledge. Contributors will submit updates to through formalized review process that requires multiple approvals before becoming the official public version. # Citation Format ## Introduction SPEC's documentation site utilizes a simple citation format to encourage contributors to always cite their sources. SPEC citation format leverages Gitbook's functionality. ## Online Article or Blog Post When the author name and publication date are known simply include the author's name, the title of the article configured as a link to page's URL, and the publication day (allowing for year only when exact date is unknown). For example for article Equality, Equality, and Reciprocity: The Three Pillars of Social Justice, written by Peter Corning on May 31, 2015. 1. Peter Corning, [Equality, Equality, and Reciprocity: The Three Pillars of Social Justice](https://complexsystems.org/publications/equality-equity-and-reciprocity-the-three-pillars-of-social-justice) (May 31, 2015) ## Online Resource with unknown author When the individual author and publication date are unknown, but the research group or other publication entity is known. Include the research group name, title of the entry as a link to the URL, the overarching organization name, and last access date. 1. Participation Research Cluster, [*Participatory Action Research - Glossary Entry*](https://www.participatorymethods.org/glossary/participatory-action-research)*,* Institute of Development Studies (June 1, 2021) ## Wikipedia Wikipedia is one of the largest and most-read reference work in history. Wikipedia is a free, multilingual online encyclopedia written and maintained by a community of volunteers through a model of open collaboration, using a wiki-based editing system. Individual contributors, also called editors, are known as Wikipedians. For an entry citing a section from Wikipedia simply link the article include the anchor tag. For example for definition section of the Wikipedia entry on sustainability. 1. Wikipedia, [Sustainable Development - Definition](https://en.wikipedia.org/wiki/Sustainable_development#Definition) (June 1, 2021) ## Book (Single Author) Citing a book is simple. For a book with a single author simply include the authors name, the title as a URL to a sensible source for the book, the publisher name, and the copy right date. 1. Peter A. Gloor, [Swarm Creativity: Competitive Advantage Through Collaborative Innovation Networks](https://oxford.universitypressscholarship.com/view/10.1093/acprof:oso/9780195304121.001.0001/acprof-9780195304121), Oxford University Press (2006) # Partnerships We partner and collaborate with organizations big or small that align with our mission for social good and working all in open source. Some have been with organizations under Open Collective Foundation, like Data Umbrella, a community focused on building diversity, equity, and inclusion in the data science field. We’re also working with buildJUSTLY, an organization that focuses on understanding biases and making inclusive software.\ \ We have also collaborated with Public Invention to create an open source embedded systems project, creating a general purpose alarm device. By early 2023, SPEC will sponsor a capstone project for students to receive credits or paid experience through their contribution to this project. SPEC is excited to celebrate and continue expanding our partnerships. Here are a few of our current and past partners: * buildJUSTLY * Data Umbrella * Public Invention * Juniper Garden * Open Sustain Tech * RAND Corporation # Testimonials We measure our success based on the health and happiness of our contributors as well as their productivity and positive impact in their communities and the world. We cherish the feedback we receive from our members and are excited to share some of their kind words about their experiences at SPEC. ### Hear Their Voices > #### I transitioned into tech in an effort to implement change for social good - I was ecstatic to stumble upon SPEC! The mentorship I received through SPEC was integral in developing the confidence and skills I needed to land my first coding role. > > Julia Catalano > #### When Dr. Rogers asked me to be a part of her new initiative called SPEC with Joe Torreggiani, I was honored and excited to be a part of their new adventure to help change the world we currently live in. Dr. Rogers couldn’t have asked me to join forces with her and Joe at a better time, given the current social injustices happening across the country and also right in our backyards in Buffalo NY. I have had the ability to be viewed as a research intern where I have expressed my interests in website design and furthering my passion to bring awareness to becoming anti-racist. This past June of 2020, I co-founded a grassroots activism group called, Citizens for Change-Lockport, where we have held race panels and started forming sub-committees to address the startling lack of diversity within the community. Being an intern for SPEC has given me the tools to allow my grassroots activism group to grow, but also I have been given the confidence to express my ideas pertaining to a micro-credential that gives college graduates help toward finding their first job after graduating. I am excited and hopeful for the future of SPEC. > > Bethany Patterson > #### As a non-traditional student, I entered college with a clear vision for what I wanted my education and career to look like. However, because of the perspective and experience I gained from my education, I seriously reconsidered my career plans during my last year of school and I’m now working in a new professional role that I never expected (or prepared!) to fill. This program has already empowered me to grow and achieve in all of the roles I fill — employee, neighbor, student, citizen. I’ll always be grateful for the opportunity to spend my last year of college working with The Buffalo Project/SPEC because this program gave me an opportunity to build a diverse set of skills (writing, technology, cultural competency) that will serve me both personally and professionally for years to come. > > Mikayla Schneiter > #### For me, SPEC’s model has been a cross between a laboratory and a playground: I have tested ideas and made mistakes, all while feeling safe and supported. I’ve learned that there are many opportunities available to apply my talents, and ways I can help build a fairer world. > > Nay Farber # Getting Started SPEC's Knowledge Base (KB) is designed to help its community members learn new skills and advance their educations and careers. To make this knowledge base accessible to as many people as possible we have strived to primarily list free and open education resources (OER). The KB does also provide information about lower cost educational programs that can be used for supplementary learning. ⚠️ KB is work in progress and is actively under construction. You may find incomplete sections as we are in the process of filling out the KB. ## Contents ### **Applied Science** * [Agriculture](/knowledge-base/applied-sciences/sustainable-agriculture) * [Business](/knowledge-base/applied-sciences/business) * [Communication Studies](/knowledge-base/applied-sciences/communication) * [Design](/knowledge-base/applied-sciences/design) * [Education](/knowledge-base/applied-sciences/education) * [Engineering](/knowledge-base/applied-sciences/engineering) * [Project Management](/knowledge-base/applied-sciences/project-management) ### **Humanities** * [Art](/knowledge-base/humanities/art) * [History](/about-us/history) * [Languages](/knowledge-base/humanities/languages) * [Philosophy](/knowledge-base/humanities/philosophy) ### **Formal Science** * [Computer Science](/knowledge-base/formal-sciences/computer-science) * [Logic](/knowledge-base/formal-sciences/logic) * [Mathematics](/knowledge-base/formal-sciences/mathematics) * Statistics ### **Natural Science** * [Biology](/knowledge-base/natural-sciences/biology) * [Chemistry](/knowledge-base/natural-sciences/chemistry) * [Physics](/knowledge-base/natural-sciences/physics) * [Earth Science](/knowledge-base/natural-sciences/earth-science) ### **Social Science** * [Anthropology](/knowledge-base/diversity-equity-and-inclusion/anthropology) * [Cultural Studies](/knowledge-base/diversity-equity-and-inclusion/cultural-studies) * [Psychology](/knowledge-base/diversity-equity-and-inclusion/psychology) * [Sociology](/knowledge-base/diversity-equity-and-inclusion/sociology) # Applied Science Applied science is the use of the scientific method and knowledge obtained via conclusions from the method to attain practical goals. The subject matter of applied science includes includes engineering, medicine, and education. **Books** * [OER Commons Applied Science Textbooks](https://www.oercommons.org/curated-collections/398) **Branches** * Agriculture * Business * Communication * Education * Engineering * Project Management # Agriculture Agriculture is the science or practice of farming, including cultivation of the soil for the growing of crops and the rearing of animals to provide food, wool, and other products. **Books** * [Open OSU - History and Science of Cultivated Plants ](https://open.oregonstate.education/cultivatedplants/) **Courses** * [Cornell Small Farms Program](https://smallfarms.cornell.edu/) **Branches** * Agroecology * Agronomy * Aquaculture * Horticulture * Hydroponics # Sustainable Agriculture ## Introduction Sustainable agriculture is an approach to farming intended to meet society's present food and textile needs, without compromising the ability for current or future generations to meet their needs. Agriculture has an enormous environmental footprint, playing a significant role in causing climate change, water scarcity, water pollution, land degradation, deforestation and other processes. Industrial agriculture both causes environmental degradation and is impacted by these changes. Sustainable agriculture consists of environment friendly methods of farming that allow the production of crops or livestock without damage to human or natural systems. It involves preventing adverse effects to soil, water, biodiversity, surrounding or downstream resources—as well as to those working or living on the farm or in neighboring areas. ## Early Agriculture Agriculture is the practice of cultivating plants and livestock. Agriculture was the key development in the rise of sedentary human civilization, whereby farming of domesticated species created food surpluses that enabled people to live in cities. Historians theorize that agriculture began thousands of years ago, after humans started gathering wild grains beginning at least 105,000 years ago. Evidence shows that nascent farmers began to plant them around 11,500 years ago. Pigs, sheep, and cattle were domesticated over 10,000 years ago. Plants were independently cultivated in at least 11 regions of the world. ## Industrial Agriculture Industrial agriculture arose hand in hand with the Industrial Revolution in general. Industrial agriculture based on large-scale monoculture in the twentieth century came to dominate agricultural output, though about 2 billion people still depend on subsistence agriculture today. Advances in organic chemistry, plant nutrition, and discovery of vitamins and their role in animal nutrition were key factors in the rapid expansion of Industrial agriculture. Organic chemistry enabled scientists to identify the elements nitrogen, potassium, and phosphorus (referred by the acronym NPK) as critical factors in plant growth. This led to the manufacturing of synthetic fertilizers, making possible more intensive types of agriculture. The discovery of vitamins for animal nutrition, in the first two decades of the 20th century, led to vitamin supplements, which allowed certain livestock to be raised indoors, reducing their exposure to adverse natural elements. The discovery of antibiotics and vaccines facilitated raising livestock in concentrated, controlled animal feed operations by reducing diseases caused by crowding. Chemicals developed for use in World War II gave rise to synthetic pesticides. Developments in shipping networks and technology have made long-distance distribution of agricultural produce feasible. Agricultural production across the world doubled four times between 1820 and 1975 to feed a global population of one billion human beings in 1800 and 6.5 billion in 2002. During the same period, the number of people involved in farming dropped as the process became more automated. In the 1930s, 24 percent of the American population worked in agriculture compared to 1.5 percent in 2002. In 1940, each farm worker supplied 11 consumers, whereas in 2002, each worker supplied 90 consumers. The number of farms has also decreased, and their ownership is more concentrated. In the U.S., four companies produce 81 percent of cows, 73 percent of sheep, 57 percent of pigs, and produce 50 percent of chickens, cited as an example of "vertical integration" by the president of the U.S. National Farmers' Union. In 1967, there were one million pig farms in America; as of 2002, there were 114,000, with 80 million pigs (out of 95 million) produced each year on factory farms, according to the U.S. National Pork Producers Council. According to the World Watch Institute, 74 percent of the world's poultry, 43 percent of beef, and 68 percent of eggs are produced this way. ## Environmental Impact of Industrial Agriculture Industrial agriculture uses huge amounts of water, energy, and industrial chemicals; increasing pollution in the arable land, usable water and atmosphere. Herbicides, insecticides, fertilizers, and animal waste products are accumulating in ground and surface waters. Because the complexity and interconnectedness of the Earth's ecosystems many of the negative effects of industrial agriculture remote go far beyond remote fields and farms. For example, nitrogen compounds from the Midwest travel down the Mississippi to degrade coastal fisheries in the Gulf of Mexico. Another effect of industrial agriculture is rapidly developing resistance among pests is rendering our arsenal of herbicides and insecticides increasingly ineffective. Chemicals used in industrial agriculture, as well as the practice of monoculture, have also been implicated in Colony Collapse Disorder which has led to a collapse in bee populations. Agricultural production is highly dependent on bee pollination to pollinate many varieties of plants, fruits and vegetables. ## Carbon Footprint of Industrial Agriculture The Environmental Protection Agency (EPA) provides annual estimates of man-made greenhouse gas emissions in the U.S. by emissions source. These reports highlight U.S. agriculture’s minimal contribution to total U.S. emissions, making up about 10% of total emissions. Current research shows how productivity gains in crop and livestock production help agriculture reduce per-unit emissions. Another takeaway from the EPA's report is how increased investment in agricultural research is helping farmers and ranchers play a direct role in capturing more carbon in the soils with voluntary and incentive-based practices and markets. ## Sustainable Agriculture Growers may use methods to promote soil health, minimize water use, and lower pollution levels on the farm. Sustainable farmers develop flexible business process and farming practices. Elements of sustainable agriculture can include permaculture, agroforestry, mixed farming, multiple cropping, and crop rotation.Consumers and retailers concerned with sustainability can look for "values-based" foods that are grown using methods promoting farmworker wellbeing, that are environmentally friendly, or that strengthen the local economy. Researchers in sustainable agriculture often cross disciplinary lines with their work: combining biology, economics, engineering, chemistry, community development, and many others. Sustainable agriculture is more than a collection of practices. It is also process of negotiation: a push and pull between the sometimes competing interests of an individual farmer or of people in a community as they work to solve complex problems about how we grow our food and fiber. To be continued... ## References 1. Wikipedia, Sustainable Agriculture (2021) 2. American Farm Bureau Federation, [Previewing Agriculture Emissions in 2019](https://www.fb.org/market-intel/previewing-2019-agricultural-emissions), (2021) # Soil Health 🚧 This page is under construction and is considered incomplete. 🚧 ## Introduction #### This guide was adapted from the Living on the Land: Soil Health Principles pamphlet. It provides foundational information about soil health as it related to plant growth and care. There is a whole world right under your feet! The soil is alive, and it should be treated that way. Farmers and gardeners use soil in several ways, focusing on its support of plants. But soil also stores and filters water, recycles nutrients, and provides habitat for animals. Soil health is the capacity of soil to function in these ways. It depends on a balance of soil’s physical, chemical, and biological components. ## Soil Biology Soil is much more than a collection of minerals; every teaspoon of soil contains billions of living organisms. Each of these organisms has a job to do in soil. Bacteria are soil decomposers. They decompose dead organisms and minerals. They also convert chemical compounds. For example, they transform nitrogen (N2) from air into ammonium (NH4), a form of nitrogen that plants can use. This process is called fixation. Fungi are soil explorers. They seek out water and nutrients and exchange them with plants for food such as sugars. Protozoa and nematodes are soil hunters. They consume other organisms and produce microbial "manure," an excellent plant fertilizer. Earthworms are soil engineers. They work the soil and break down organic matter, making soil stronger and more fertile. ## Feed the Soil Each acre of soil contains enough organisms to equal the weight of two cows. So, you can be sure soil is hungry! Like humans, the soil requires nutrition, such as carbohydrates, proteins, and vitamins. The source of this nutrition is the sun’s energy. As they use photosynthesis to harvest sunlight, plants leak substances, including sugars and acids (called exudate), out their roots to feed soil microbiology (bacteria and fungi). In exchange, these “soil microbes” provide plants with minerals from their waste, including nitrogen, phosphorus, and potassium. This beneficial relationship encourages microbes to live in soil near plant roots. The root exudates and microbial manures are sticky and cause soil to clump into aggregates. Stable aggregates create good soil structure with pores for sufficient aeration and water infiltration. The living and dead plants and organisms found in soil are collectively called soil organic matter. Although it makes up a small percentage of soil by volume (generally 1 to 5 percent), organic matter is essential for healthy soil. ## The Five Soil Health Principles ### 1. Keep the soil covered Soil aggregates on cover crop roots. Healthy soils have a protective surface layer of plant residue to control soil temperature and reduce evaporation. This maintains a favorable environment for soil biology. You can preserve residue to keep soil covered by leaving crop residues in the field, reducing tillage, and adding organic mulch. For more information, see “Under Cover Farmers” (YouTube.com). ### 2. Do not disturb the soil Soil, like people, can sustain stress. But chronic stress can have devastating health effects. Management practices that stress the soil include tillage, overgrazing, and pesticide use. These often destroy soil biology and stimulate rapid decomposition of valuable organic matter. It takes years to lose organic matter and years to gain it back. Minimize your soil disturbance to minimize organic matter loss. To learn more, see “Soil Health Principles— Ray Archuleta” (YouTube.com). #### Table 1: How do I know if my soil is healthy? | Healthy Soil | Unhealthy Soil | | ------------------------------ | ----------------------------- | | Feels spongy, cool, and loose | Feels hard, warm, and chunky | | Looks dark, with signs of life | Looks pale and devoid of life | | Smells sweet and earthy | Smells metallic or sour | ### 3. Keep living roots growing To maximize soil improvement, harvest as much sunlight as possible. Do this by keeping plants and their roots growing. This feeds soil organisms and adds vital organic matter to soil. You can plant cover crops between cash crops to cover soil, add organic matter, reduce erosion, add diversity, and suppress weeds. Try to plant several different species that work cooperatively and fit your budget and management needs. To learn more about cover crops, see [Managing Cover Crops Profitably, 3rd Edition](http://www.sare.org/Learning-Center/Books/Managing-Cover-Crops-Profitably-3rd-Edition) (SARE) ### 4. Maximize diversity The power of diversity is phenomenal. Each plant uniquely supports soil and its own “herd” of microbes. To gain the most benefit, grow different plants each season and across the farm to diversify plant cover. You can use crop rotation and intercropping to introduce more diversity. Try to include in your cropping system as many of the functional plant groups from Table 2 as you can. For more information, see, [Crop Rotation on Organic Farms ](http://www.sare.org/Learning-Center/Books/Crop-Rotation-on-Organic-Farms)(SARE). #### Table 2: Functional plant groups and examples | Cool season grass | Warm season | | ----------------- | ----------------- | | wheat ryegrass | grass corn millet | | Cool season broadleaf | Warm season broadleaf | | --------------------- | --------------------- | | peas radish | soybean sunflower | ### 5. Integrate managed livestock Ruminant animals, such as cattle and deer, shelter microbes in their digestive systems. They increase nutrient cycling by helping with decomposition of plant residues all year, even when it is too hot, dry, or cold for soil biology. Grass then responds with vigorous growth that feeds soil. You can care for soil by using a grazing management system. If livestock are not an option for you, then mowing can mimic many benefits of grazing. Find out more about managed grazing in Pasture Principles for Smaller Acreages (University of Idaho Extension). ## References 1. # Hydroponics 🚧 This page is under construction and is considered incomplete. 🚧 ## Introduction Hydroponics is a type of horticulture which involves growing plants (usually crops) without soil, by using mineral nutrient solutions in an aqueous solvent. Terrestrial plants may grow with their roots exposed to the nutritious liquid, or, in addition, the roots may be physically supported by an inert medium such as perlite, gravel, or other substrates. Despite inert media, roots can cause changes of the rhizosphere pH and root exudates can affect rhizosphere biology. Plants commonly grown hydroponically, on inert media, include tomatoes, peppers, cucumbers, strawberries, lettuces, cannabis, and model plants like Arabidopsis thaliana. ## Advantages of Hydroponics The most obvious benefit of hydroponic gardening is increased growth rate of most plants. Plant grown via hydroponics at least 20% faster than soil gardening. Hydroponics will also typically yield at least 25% more than their soil counterparts.​ Another advantage of hydroponics, is a notably decrease in water usage. To grow 1 kilogram (2.2 lb) of tomatoes using intensive farming methods requires 400 liters (88 imp gal; 110 U.S. gal) of water; using hydroponics, 70 liters (15 imp gal; 18 U.S. gal); and only 20 liters (4.4 imp gal; 5.3 U.S. gal) using aeroponics. Since hydroponics takes much less water to grow produce, it could be possible in the future for people in harsh environments with little accessible water to grow their own food. ## Disadvantages of Hydroponics The biggest downside of hydroponics is the cost of infrastructure for large commercial operations. Some hydroponics may be prohibitively expensive for hobbyists as well. However, you can build many of these systems yourself, which can significant reduce the cost. Another negative is the learning curve getting the hang of running a system successfully. You don't have to be a botanist to do hydroponics, but it is definitely more difficult than soil based methods. This is difficulty is due to having to create an artificial environment where you provide the water, nutrients, light, and everything else the plant needs. This requires careful monitoring of those inputs in order for your plants to survive. If one of those elements is out of balance, or you have an equipment failure like a pump dying, then your entire garden can be put at risk.​\[3] ## Irrigation Methods There are two main variations for each medium: sub-irrigation and top irrigation. For all irrigation methods, most hydroponic reservoirs are now built of plastic, but other materials have been used including concrete, glass, metal, vegetable solids, and wood. The containers must light to prevent algae and fungal growth in the nutrient solution. ### Static solution culture In static solution culture, plants are grown in containers of nutrient solution, such as glass Mason jars (typically, in-home applications), pots, buckets, tubs, or tanks. The solution is usually gently aerated but may be un-aerated. If un-aerated, the solution level is kept low enough that enough roots are above the solution so they get adequate oxygen. A hole is cut (or drilled) in the top of the reservoir for each plant; if it a jar or tub, it may be its lid, but otherwise, cardboard, foil, paper, wood or metal may be put on top. A single reservoir can be dedicated to a single plant, or to various plants. Reservoir size can be increased as plant size increases. A home-made system can be constructed from food containers or glass canning jars with aeration provided by an aquarium pump, aquarium airline tubing and aquarium valves. Clear containers are covered with aluminum foil, butcher paper, black plastic, or other material to exclude light, thus helping to eliminate the formation of algae. {% embed url="" %} The nutrient solution is changed either on a schedule, such as once per week, or when the concentration drops below a certain level as determined with an electrical conductivity meter. Whenever the solution is depleted below a certain level, either water or fresh nutrient solution is added. A Mariotte's bottle or a float valve, can be used to automatically maintain the solution level. In raft solution culture, plants are placed in a sheet of buoyant plastic that is floated on the surface of the nutrient solution. That way, the solution level never drops below the roots. ![Mariotte's bottle](https://upload.wikimedia.org/wikipedia/commons/thumb/7/75/Mariotte_bottle.svg/1024px-Mariotte_bottle.svg.png) * Plants are grown in containers of nutrient solution, such as plastic bottles, tubs or any other in-home applications * There are can be one to many plants per reservoir and reservoir can be increased as plant size increases * Solutions is usually gently aerated; however, if un-aerated, solution level is kept low so roots are high enough to get adequate oxygen * Clear containers are covered with aluminum foil or other material to exclude light so that formation of algae is eliminated * Nutrient solutions is changed either on a schedule or when concentrations drops below a certain level as determined by a device, such as a moisture sensor ### Passive Hydroponics Passive hydroponics systems are the some of the simplest growing methods. An inert porous growing medium is used to transport water and fertilizer to the roots by capillary action. Water and fertilizer are held in a reservoir and conducted to the roots as necessary, reducing labor and providing a constant supply of water to the roots. In the simplest method, the pot sits in a shallow solution of fertilizer and water or on a capillary mat saturated with nutrient solution. Since routine maintenance is much simplified, passive hydroponics can reduce the labor required to maintain a large collection of plants. ### Kratky Method The Kratky method is a passive hydroponic technique for growing plants suspended above a reservoir of nutrient-rich water. Because it is a non-circulating technique, no additional inputs of water or nutrients are needed after the original application, and no electricity, pumps, or water and oxygen circulation systems are required. The Kratky method has applications both for commercial food production and as a small-scale and low-maintenance technique for home growers.It has been described as "the simplest hydroponic system." {% embed url="" %} ### Continuous-flow solution culture In continuous-flow solution culture, the nutrient solution constantly flows past the roots. It is much easier to automate than the static solution culture because sampling and adjustments to the temperature, pH, and nutrient concentrations can be made in a large storage tank that has potential to serve thousands of plants. #### Nutrient Film Technique A popular variation is the nutrient film technique or NFT, whereby a very shallow stream of water containing all the dissolved nutrients required for plant growth is recirculated in a thin layer past a bare root mat of plants in a watertight channel, with an upper surface exposed to air. As a consequence, an abundant supply of oxygen is provided to the roots of the plants. A properly designed NFT system is based on using the right channel slope, the right flow rate, and the right channel length. The main advantage of the NFT system over other forms of hydroponics is that the plant roots are exposed to adequate supplies of water, oxygen, and nutrients. In all other forms of production, there is a conflict between the supply of these requirements, since excessive or deficient amounts of one results in an imbalance of one or both of the others. NFT, because of its design, provides a system where all three requirements for healthy plant growth can be met at the same time, provided that the simple concept of NFT is always remembered and practiced. The result of these advantages is that higher yields of high-quality produce are obtained over an extended period of cropping. A downside of NFT is that it has very little buffering against interruptions in the flow (e.g., power outages). But, overall, it is probably one of the more productive techniques. The same design characteristics apply to all conventional NFT systems. While slopes along channels of 1:100 have been recommended, in practice it is difficult to build a base for channels that is sufficiently true to enable nutrient films to flow without ponding in locally depressed areas. As a consequence, it is recommended that slopes of 1:30 to 1:40 are used. This allows for minor irregularities in the surface, but, even with these slopes, ponding and water logging may occur. The slope may be provided by the floor, benches or racks may hold the channels and provide the required slope. Both methods are used and depend on local requirements, often determined by the site and crop requirements. As a general guide, flow rates for each gully should be one liter per minute. At planting, rates may be half this and the upper limit of 2 L/min appears about the maximum. Flow rates beyond these extremes are often associated with nutritional problems. Depressed growth rates of many crops have been observed when channels exceed 12 meters in length. On rapidly growing crops, tests have indicated that, while oxygen levels remain adequate, nitrogen may be depleted over the length of the gully. As a consequence, channel length should not exceed 10–15 meters. In situations where this is not possible, the reductions in growth can be eliminated by placing another nutrient feed halfway along the gully and halving the flow rates through each outlet. {% embed url="" %} ## References 1. Wikipedia, Hydroponics (2021) 2. Wikipedia, Kratky Method 3. Kevin Espiritu, [How to Set Up The Kratky Hydroponics Method (Tutorial), Epic Gardening ](https://www.youtube.com/watch?v=KWUirDxgavc)(2021) 4. Kevin Espiritu, [Hydroponic Systems](https://www.epicgardening.com/hydroponic-systems/), Epic Gardening (2021) # Resources ## Royal Horticultural Society - Beginners Guide to Gardening {% embed url="" %} ## Guide to Plant Lighting {% embed url="" %} ## Vertical Farming Academy {% embed url="" %} ## Epic Gardening {% embed url="" %} ## Upstart University {% embed url="" %} ## Cornell Small Farms Program {% embed url="" %} # Business Business is the activity of making one's living or making money by producing or buying and selling goods and services. **Books** * [OpenStax Introduction to Business](https://openstax.org/details/books/introduction-business) * [OpenStax Business Ethics](https://openstax.org/details/books/business-ethics) **Courses** * [Khan Academy Start a Business or Go Freelance](https://www.khanacademy.org/college-careers-more/career-content/career-profiles-start-a-business) **Videos** * [Khan Academy Entrepreneurship Interview Series](https://www.khanacademy.org/college-careers-more/entrepreneurship2) # Communication Studies Communication studies is concerned with the processes of human communication and behavior, patterns of communication in interpersonal relationships, social interactions and communication in different cultures. \[1] ### **Books** * [UMass Amhert Open Textbooks - Communications](https://guides.library.umass.edu/communication/OER) ### **References** 1. Wikipedia, [Communication studies](https://en.wikipedia.org/wiki/Communication_studies#:~:text=Communication%20studies%20or%20communication%20science,and%20communication%20in%20different%20cultures.) (2021) # Design Design is a creative process of imagining, planning or specifying the construction of an object or system, or implementation of an activity or process. The result of the design process whether it is a prototype, product or process may be referred to as a design. ### **Articles** * [The Meaning of Design: What Design Is and Why It’s Important](https://shakuro.com/blog/the-meaning-of-design-what-design-is-and-why-its-important) * [Karen X - How to Become a Designer Without Going to Design School](https://www.karenx.com/blog/how-to-become-a-designer-without-going-to-design-school) * [Design Lab - How to Become a Designer \[Without Going to Design School\]](#articles) ### Books * [University of Minnesota Open Textbook Library - Introduction to Design Equity](https://open.umn.edu/opentextbooks/textbooks/667) * [Everything There Is To Know About Logo Design](http://www.bluesodapromo.com/blog/logo-design.pdf) * [Design's Iron Fist](https://studiofellow.com/newsletter/) * [Design Better - Design Engineering Handbook](https://www.designbetter.co/design-engineering-handbook) * [Brand House Book](http://www.brandhousebook.com/mobile/index.html#p=1) # Education Education is the process of facilitating learning, or the acquisition of knowledge, skills, values, morals, beliefs, habits, and personal development. **Books** * [Open Textbook Library Education Textbooks](https://open.umn.edu/opentextbooks/subjects/education) **Courses** * [Edx Education Courses](https://www.edx.org/learn/education) # Open Education Resources ## Introduction Open Educational Resources (OER) are teaching, learning and research materials that reside in the public domain or have been released under an open license that permits no-cost access, use, adaptation and redistribution by others with no or limited restrictions. OER form part of 'Open Solutions', alongside Free and Open Source software (FOSS), Open Access (OA), Open Data (OD) and crowdsourcing platforms. The term OER describes publicly accessible materials and resources for any user to use, re-mix, improve, and redistribute under some licenses. The development and promotion of open educational resources is often motivated by a desire to provide an alternate or enhanced education paradigm.\[1] ## OER Commons OER Commons is a public digital library of open educational resources. Explore, create, and collaborate with educators around the world to improve curriculum. {% embed url="" %} ## OpenStax OpenStax creates peer-reviewed, openly-licensed textbooks, which are available in free digital formats and for a low cost in print. {% embed url="" %} ## Project Gutenberg Project Gutenberg (PG) is a volunteer effort to digitize and archive cultural works and encourage the creation and distribution of eBooks. {% embed url="" %} ## Classic Books Read.gov The Center for the Book in the Library of Congress provides online books and resources for literacy & reading for everyone. {% embed url="" %} ## Open Education Resources Guide {% embed url="" %} ## References 1. Unesco, [Building Knowledge Societies](https://en.unesco.org/themes/building-knowledge-societies/oer) (2021) # MOOCs ## Khan Academy {% embed url="" %} ## OpenLearn {% embed url="" %} ## Brilliant.org {% embed url="" %} ## Udacity {% embed url="" %} # Moodle Moodle is an open-source learning platform designed to provide educators, administrators and learners with a single robust, secure and integrated system to create personalized learning environments. Moodle is free with no licensing fees. It is provided freely as Open Source software, under the GNU General Public License. Anyone can adapt, extend or modify Moodle for both commercial and non-commercial projects without any licensing fees and benefit from the cost-efficiencies, flexibility and other advantages of using Moodle.\[1] ### Moodle Documentation The Moodle community maintains a comprehensive documentation site. You can find everything from basic hosting to advanced administration tools and theme development from this site. {% embed url="" %} ### Moodle Docker Development Environment This is a Docker-based Moodle Development Environment. This is useful for developing plugins and themes locally. {% embed url="" %} ### Bitnami Moodle Docker Image Docker Image that can be used for deploying to Cloud-based container orchestration services like Kubernetes and AWS Terraform. {% embed url="" %} ### Setup Bitnami-Moodle-Docker Image Refer to the url below for more info. It points to the TL;DR. [GitHub - bitnami/bitnami-docker-moodle: Bitnami Docker Image for Moodle](https://github.com/bitnami/bitnami-docker-moodle#tldr) **Open the terminal/command-line and navigate to the root user folder or the folder where you want to hold the moodle-bitnami container data.** Either go to your root user directory or choose a different directory. See the link below for the pros and cons of each choice. [Work With Non-Root Containers for Bitnami Applications](https://docs.bitnami.com/tutorials/work-with-non-root-containers/) ## Run the two commands below. ```bash $ curl -sSL https://raw.githubusercontent.com/bitnami/bitnami-docker-moodle/master/docker-compose.yml > docker-compose.yml $ docker-compose up -d ``` 💡 **Warning**: This quick setup is only intended for development environments. You are encouraged to change the insecure default credentials and check out the available configuration options in the [Environment Variables](https://github.com/bitnami/bitnami-docker-moodle#environment-variables) section for a more secure deployment. Move the moodle folder into the directory where you ran `docker compose`. Open a browser and navigate to localhost #### or #### Use the docker desktop app (see image) ![](/files/33JMbzWoVxBySCem5Ihj) #### Login using username: `user` and password: `bitnami` ### References 1. # Engineering Engineering is the application of scientific principles and mathematics to solve problems through the design or development of technology and systems, and to forecast and control their use to optimize their intended functions, economics of operation, and safety to life and property. **Articles** * [Engineering: An Introduction for High School](https://ufdcimages.uflib.ufl.edu/AA/00/01/17/19/00001/Engineering__An_Introduction_for_High_School.pdf) * [Brittanica Engineering](https://www.britannica.com/technology/engineering) * [Study.com What is Engineering?](https://study.com/academy/lesson/what-is-engineering-definition-types.html) * [Hitting the Reset Button on Intro to Engineering](https://now.tufts.edu/articles/hitting-reset-button-intro-engineering) **Books** * [Engineering Libretexts](https://eng.libretexts.org/) * [Open Textbook Library Engineering Textbooks](https://open.umn.edu/opentextbooks/subjects/engineering) * [Oklahoma University - Online Engineering EBooks](https://ecourses.ou.edu/home.htm) **Courses** * [MIT High School Engineering Courses](https://ocw.mit.edu/high-school/engineering/) * [Edx Introduction to Engineering](https://www.edx.org/course/introduction-to-engineering) **Tools & Software** * [Appropedia - Open source engineering software](https://www.appropedia.org/Open_source_engineering_software) * [MIT CommKit](https://mitcommlab.mit.edu/meche/use-commkit/) * [Engineering Computations with Python Github Repository](https://github.com/engineersCode/EngComp) **Presentations** * [MIT Student Presentation - Introduction to Engineering ](http://web.mit.edu/wi/files/WI%20presentation_MelodyJanice.pdf) **Branches** * Civil Engineering * Mechanical Engineering * Electrical Engineering * Computer Engineering * Software Engineering * Materials Science & Engineering # Civil Engineering Civil engineering is the application of engineering science to the design, construction, and maintenance of the physical and naturally built environment, including public works such as roads, bridges, canals, dams, airports, sewage systems, pipelines, structural components of buildings, and railways. **Articles** * [Wikipedia - Civil engineering](https://en.wikipedia.org/wiki/Civil_engineering) **Courses** * [Open Learning Initiative Engineering Statics](https://oli.cmu.edu/courses/engineering-statics-open-free/) * [MIT Open Courseware Introduction to Civil Engineering Design](https://ocw.mit.edu/courses/civil-and-environmental-engineering/1-012-introduction-to-civil-engineering-design-spring-2002/) # Computer Engineering Computer engineering is the study and application of computer science and electronic engineering to develop computer hardware and software. **Books** * [Open Textbook Library - A First Course in Electrical and Computer Engineering](https://open.umn.edu/opentextbooks/textbooks/338) # Electrical Engineering Electrical engineering is the study, design, and application of equipment, devices, and systems which use electricity and electromagnetism. **Books** * [All About Circuits - Lessons in Circuits Textbooks](https://www.allaboutcircuits.com/textbook/) * [Open Textbook Library - Fundamentals of Electrical Engineering I](https://open.umn.edu/opentextbooks/textbooks/337) **Courses** * [Khan Academy Electrical Engineering](https://www.khanacademy.org/science/electrical-engineering) # Mechanical Engineering Mechanical engineering is the study and application of engineering physics, mathematics principles, and materials science to design, analyze, manufacture, and maintain mechanical systems. **Books** * [Libretexts Mechanical Engineering Textbooks](https://eng.libretexts.org/Bookshelves/Mechanical_Engineering) * [Fundamentals of Applied Dynamics](https://mitpress.mit.edu/books/fundamentals-applied-dynamics) **Collections** * [Iowa State University Open Education Resources for Engineering Students](https://instr.iastate.libguides.com/oer/engineering) **Presentations** * [Old Dominion University - Introduction to Engineering](https://www.odu.edu/content/dam/odu/offices/reyes/docs/reyes-week-1-presentations/what-is-mechanical-engineering.pdf) # Software Engineering ### Introduction Software engineering is the application of engineering to design, implement, maintain, test, and evaluate computer software. Computer software (or simply software) is a set of instructions and that tells a computer how to work. Computer hardware (or simply hardware) is a physical system that performs the work defined by software and configuration. Computer software and hardware require each other and neither can be used on their own. Software encompasses all information processed by a computer system, including programs, libraries, and non-executable data such as documentation or media. Software engineers create the programs which turn computers into useful machines. Computer software enables us to send email, search the Internet, make video calls, control industrial manufacturing robots, and fly rockets. Software engineers manage the entire process of designing and developing software, which includes computer programming, gathering requirements, software testing, and maintaining the final product. Software engineers have played a central role in the ongoing digital revolution by making the software which tells computers what to do, Computer software is transforming human civilization and has led to the beginning of the Information Age. There are many formal definitions and understandings of software engineering. The ISO/IEC/IEEE Systems and Software Engineering Vocabulary (SEVOCAB) define software engineering as > the application of a systematic, disciplined, quantifiable approach to the development, operation, and maintenance of software; that is, the application of engineering to software Software engineers apply the principles of engineering to design, develop, maintain, test, and evaluate software. The term programmer is sometimes used as a synonym, but may also lack connotations of formal education or skills. In some circles, there is controversy over over the term software engineer versus programmer and software developer. The activity of computer programming is mainly involved in the implementation phase of software development, thus programmers are considered to only be responsible and able to contribute to a limited problem domain. For more information about about the programmer versus engineer controversy checkout Programmers: Stop Calling Yourselves Engineers, by [Ian Bogost](https://www.theatlantic.com/author/ian-bogost/). {% embed url="" %} For the purpose of this guide we will only use the term software engineer, but recognize that software engineer, computer programmer, and software developer have different legal implications and connotations depending on the industry and particular professional context. ## Contents 1. [Introduction](#introduction) 2. [Contents](#contents) 3. [Why Learn Software Engineering?](#why-learn-software-engineering) 4. [History of Software Engineering](#history-of-software-engineering) 5. [Profession](#profession) 6. [Education](#education) 7. [Accreditation](#abet-accreditation) 8. [Code Bootcamps](#code-bootcamps) 9. [Books](#books) 10. [Courses](#courses) 11. [References](#references) ### Why Learn Software Engineering? Software engineering is critical to modern technologies from your alarm clock to rocket flight control systems. Modern society truly runs on computer software. Software engineering is also one of the fastest growing professions today and a career as a software engineer offers variety of benefits. * Gain great skill-set that's in short supply, opening up a wide range of options. * Excellent working conditions - often shorter, flexible hours, with possibility of remote work. * In the US, the pay is relatively high, especially early in your career - $100,000+ starting salary is possible. Software engineering can empower individuals by giving them the financial means to earn to give and build useful skills. To learn more about how to make an impact with a career in software engineering, checkout the article [Software engineering at large tech-firms (for skill-building & earning to give)](https://80000hours.org/career-reviews/software-engineering/) published by the organization 80,000 Hours. {% embed url="" %} ### History of Software Engineering Software engineering emerged as a sub-discipline of computer science, electrical engineering, and computer engineering in the beginning of the 1960s. Software engineering was developed in part as a response to the Software Crisis, which was a perceived period in the early days of computer science known for the difficulty successfully developing and delivering software projects. During this period of time, a high percentage of software projects had failed due to a variety of reasons including * Projects running over-budget * Projects running over-time * Software was very inefficient * Software was of low quality * Software often did not meet requirements * Projects were unmanageable and code difficult to maintain * Software was never delivered A major cause of the Software Crisis was determined to be that computers were becoming several orders of magnitude more powerful at an exponential rate. As Edsger Dijkstra, the creator of the C++ programming language, put it bluntly "as long as there were no machines, programming was no problem at all; when we had a few weak computers, programming became a mild problem, and now we have gigantic computers, programming has become an equally gigantic problem." Rapid increases in computer power caused an explosion of complexity in the problems that could be tackled. With the increase in the complexity of the software, many software problems arose because existing methods were inadequate. ### Establishment of a Discipline During the Software Crisis, term "software engineering" emerged, with its origins attributed to various sources. The term appeared in a list of services offered by companies in the June 1965 issue of COMPUTERS and AUTOMATION. The ACM President Anthony A. Oettinger. It used it more formally in the August 1966 issue of Communications of the ACM. It is associated with the title of a NATO conference in 1968 by Professor Friedrich L. Bauer, the first conference on software engineering. Margaret Hamilton also is credited as independently naming the discipline "software engineering" during the Apollo missions to provide legitimacy to the work her team was doing. The term "engineering" was used to acknowledge that the work should be taken just as seriously as other contributions toward the advancement of technology. In 1984, the Software Engineering Institute (SEI) was established as a federally funded research and development center headquartered on the campus of Carnegie Mellon University in Pittsburgh, Pennsylvania, United States. Watts Humphrey founded the SEI Software Process Program, aimed at understanding and managing the software engineering process. The Capability Maturity Model Integration for Development(CMMI-DEV) currently used by US Government to evaluate the abilities of a software development team, was developed through Humphrey's program. Today, the [ISO/IEC JTC 1/SC 7 subcommittee](https://www.iso.org/committee/45086.html) has collected modern, general accepted best-practices for software engineering which are published as the [Software Engineering Body of Knowledge](https://www.computer.org/education/bodies-of-knowledge/software-engineering) (SWEBOK). {% embed url="" %} ### Profession Software engineering is one of the fastest growing professions today. The roles and responsibilities range from industry and technology stack. In 2018, the U.S. Bureau of Labor Statistics(BLS) counted 1,365,500 software developers holding jobs in the U.S. Since software engineering is relatively new discipline, formal education is often taught as part of a computer science curriculum. As such, software engineers typically hold computer science, computer engineering, and electrical engineering degrees. The BLS estimates from 2014 to 2024 that the number of software engineers will increase by 17%. According to Indeed.com, the average salary for a software engineer in the United States is $111,537. A good starting software engineer salary in the US is considered to be $113,211 per year. Competitive starting salaries will vary depending on location and cost of living. ### Education Software engineers work on a variety of technologies from websites to flight control systems, require varying education and training in computer science, computer programming, engineering, mathematics, and project management. Open Source Society University offers a free online curriculum that corresponds to 4-year degree in computer science with links to online education resources and courses. It covers a variety of subjects including computer science theory, computer programming, mathematics, engineering, operating systems, data structures & algorithms, information security, software engineering, and advanced computer science topics. {% embed url="" %} ### Accreditation The Accreditation Board for Engineering and Technology (ABET) is a non-governmental organization that accredits post-secondary education programs in applied and natural science, computing, engineering and engineering technology. According to the ABET, in addition to the general criteria for all baccalaureate level engineering programs, a college's software engineering program must meeting the following criteria to qualify for accreditation: * Provide both breadth and depth across the range of engineering and computer science topics implied by the title and objectives of the program * Include computing fundamentals, software design and construction, requirements analysis, security, verification, and validation * Teach software engineering processes and tools appropriate for the development of complex software systems * Cover discrete mathematics, probability, and statistics, with applications appropriate to software engineering The program's faculty members must also teach core software engineering topics, have an understanding of professional practice in software engineering, and maintain currency in their areas of professional or scholarly specialization. In practice, most software engineering activities do not need to be performed by software engineerings from ABET accredited bachelor degree programs. However, software engineers in industries such as aerospace, pharmaceuticals, energy, and transportation, who are working on safety/mission critical systems, will typically be required to have an ABET accredited degree in software engineering, computer engineering, computer science, or electrical engineering. ### Code Bootcamps The demand for software engineers, especially in the areas of web and mobile application development, has been exploded in recent years. Code bootcamps have emerged to fill the demand to training in software engineering. Bootcamps offer accelerated learning programs that teach digital skills like software engineering, data science, product management, and UX/UI Design. Learn more about code bootcamps on SPEC's Guide to Code Bootcamps. {% content-ref url="/pages/-Mj7QnBE7KKru8QbCEwX" %} [Guide to Code Bootcamps](/knowledge-base/applied-sciences/engineering/software-engineering/code-bootcamps) {% endcontent-ref %} ### Books * [IEEE - Software Engineering Body of Knowledge (SWEBOK)](https://www.computer.org/education/bodies-of-knowledge/software-engineering) * [Engineering Software as a Service: An Agile Approach to Cloud Computing](http://www.saasbook.info) ### Courses * [Saylor.org - CS302 Software Engineering](https://learn.saylor.org/course/view.php?id=73) ### References 1. IEEE Computer Science, [Software Engineering Body of Knowledge](https://www.computer.org/education/bodies-of-knowledge/software-engineering) (2021) 2. Wikipedia, [Software Engineering](https://en.wikipedia.org/wiki/Software_engineering) (2021) # Software Engineering Body of Knowledge (SWEBOK) 🚧 This page is under construction and is considered incomplete. 🚧 The Software Engineering Body of Knowledge (SWEBOK) is an international standard ISO/IEC TR 19759:2005 that specifies a guide to the generally accepted software engineering body of knowledge. SWEBOK outlines the knowledge required to be a software engineer and includes information about the following Knowledge Areas (KA). * Engineering foundations * Mathematical foundations * Computing foundations * Software requirements * Software design * Software construction * Software testing * Software maintenance * Software configuration management * Software engineering management * Software engineering process * Software engineering models and methods * Software quality * Software engineering professional practice * Software engineering economics To learn about SWEBOK download a free version from the IEEE Computer Society website by click the link below. {% embed url="" %} # Intro to Web Development 🚧 This page is under construction and is considered incomplete. 🚧 ## Introduction Web development is the work involved in developing a website for the Internet (World Wide Web) or an intranet (a private network). Web development can range from developing a simple single static page of plain text to complex web applications, electronic businesses, and social network services. A more comprehensive list of tasks to which Web development commonly refers, may include Web engineering, Web design, Web content development, client liaison, client-side/server-side scripting, Web server and network security configuration, and e-commerce development. ## Why learn web development? The Web is one of the fastest-growing communication and technology platforms. In just 25 years, over 5082 million users have started using the internet. Since the commercialization of the Web, Web development has been a growing industry. The growth of this industry has been driven by businesses aiming to use their websites to advertise and sell products and services to customers. With advancements in programming languages, web browsers like Google Chrome, Firefox, Internet Explorer, and Safari have started to support several features which were previously available only to native application developers. In the past, a significant disadvantage of web development was the unavailability of operating specific features, for example — being able to access a webpage directly from the home screen, work offline or send push notifications. ### 1. Job Growth In 2020, there was approximately 1.4 million computing jobs available, which there was only approximately 400,000 qualified developers to fill them. Those interested in acquiring in-demand skills can certainly benefit from having Web development and coding in their resume. It is safe to say there is, and will continue to be, high demand for web developers. You won't have to worry about finding jobs for web developers any time soon. ### 2. Salary According to U.S. News & World Report, Web developers made a median salary of $73,760 in 2019, with the best-paid 25% making $102,900 that year, while the lowest-paid 25 percent made $53,520. Salary shouldn't be the only factor when deciding whether or not to learn web development, but it should be taken into consideration. With the average household income in the United States being $75,235 in 2021, average income for web developers looks pretty nice. ### 3. Flexible Learning Pathways There are several pathways for becoming a web developer. You can enroll in a computer science degree, teach yourself online, or do a code bootcamp. All are great options and offer differing pros and cons including cost, difficulty, and time commitment. Which path you choose depends on how quickly you want to get out into the workforce. A major benefit of teaching yourself or enrolling in a bootcamp is that you can know how to code, and code well, in 12 - 16 weeks. Either path will be an intense period of learning, but you if you're serious about learning how to code, you can accelerate your career through deliberate practice and study. Teaching yourself to code requires a significant degree of discipling and an ability holding yourself accountable for your learning and job search. With a bootcamp you will have people dedicated to your success in learning and finding a job throughout your bootcamp experience. If you commit to learning the material, daily practice, and building projects, before you know it, you'll find a job as a Web developer! ### 4. Remote work opportunities All you need for web development is the internet and a laptop! While not all web development jobs are remote, the technology industry is increasingly offering remote opportunities and flexible schedules for web developers and other digital focused professions. ### 5. Entry point into other careers and fields related to digital technology. Web development can be a stepping stone to a career in software engineering, data science, web design, and other fields related to digital technology. Companies that have software products designed for physical systems like automobiles, manufacturing, and medical devices have websites for marketing and use web-based tools for collaboration and communication. Web development also introduces individuals to many transfer skills including computer programming, knowledge of distributed systems, project management skills, and familiarity with software development tools and methodologies. ## Core Concepts ### Web Browser ![](https://upload.wikimedia.org/wikipedia/commons/thumb/1/13/Chromium_%28web_browser%29.png/440px-Chromium_%28web_browser%29.png) A web browser (commonly referred to as a browser) is application software for accessing the World Wide Web. When a user follows the URL of a web page from a particular website, the web browser retrieves the necessary content from the website's web server and then displays the page on the user's device. If you are reading this paragraph, then you are using a web browser right now! A web browser is not the same thing as a search engine, though the two are often confused. A search engine is a website that provides links to other websites. Connect to a website's server and display its web pages, a user must have a web browser installed. Web browsers are used on a range of devices, including desktops, laptops, tablets, and smartphones. In 2020, an estimated 4.9 billion people used a browser. The most used browser is Google Chrome, with a 64% global market share on all devices, followed by Safari with 19%. {% embed url="" %} ### **Hypertext** ![](https://upload.wikimedia.org/wikipedia/commons/thumb/4/41/Sistema_hipertextual.jpg/440px-Sistema_hipertextual.jpg) Hypertext is text displayed on a computer display or other electronic device with links that references other text that the reader can immediately access. Hypertext documents are interconnected by hyperlinks, which are typically activated by mouse click, keypress set, or screen touch. Apart from text, the term "hypertext" is also sometimes used to describe tables, images, and other presentational content formats with integrated hyperlinks. Hypertext is one of the key underlying concepts of the World Wide Web. Web pages are written in programming languages that generate hypertext. As implemented on the Web, hypertext enables the easy-to-use publication of information over the Internet. {% embed url="" %} ### Web Server ![](https://upload.wikimedia.org/wikipedia/commons/thumb/6/69/Wikimedia_Foundation_Servers-8055_35.jpg/1920px-Wikimedia_Foundation_Servers-8055_35.jpg) A web server is computer software and underlying hardware that accepts requests from a web browser and responds with the content of that resource or an error message. The server can also accept and store resources sent from the user agent if configured to do so. This of your favorite block or social media account. When you send a Tweet or a post an update on Facebook, you are sending a request to web server somewhere that handles that task and updates a database to store that information. {% embed url="" %} ### HTTP ![](https://upload.wikimedia.org/wikipedia/commons/thumb/5/5b/HTTP_logo.svg/440px-HTTP_logo.svg.png) Hypertext Transfer Protocol (HTTP) is a protocol for communication between computers. HTTP enables the development of distributed, collaborative, hypermedia information systems. It is what enables Web browsers and Web servers to communicate with each other. The protocol serves as the foundation of communication for the World Wide Web. HTTP is what allows hypertext documents to include hyperlinks to other resources that the user can easily access, for example by a mouse click or by tapping the screen in a web browser. ### Client-server model ![](https://upload.wikimedia.org/wikipedia/commons/thumb/c/c9/Client-server-model.svg/500px-Client-server-model.svg.png) The client–server model is a software architecture that partitions tasks or workloads between the providers of a resource or service, called servers, and service requesters, called clients. Often clients and servers communicate over a computer network on separate hardware, but both client and server may reside in the same system. A server host runs one or more server programs, which share their resources with clients. A client usually does not share any of its resources, but it requests content or service from a server. Clients, therefore, initiate communication sessions with servers, which await incoming requests. Examples of computer applications that use the client–server model are web browsers / World Wide Web, email, and network printing. {% embed url="" %} ### HTML ![](https://upload.wikimedia.org/wikipedia/commons/thumb/6/61/HTML5_logo_and_wordmark.svg/240px-HTML5_logo_and_wordmark.svg.png) HyperText Markup Language, or HTML is the standard markup language for documents designed to be displayed in a web browser. Web browsers receive HTML documents from a web server or from local storage and render the documents into multimedia web pages. HTML describes the structure of a web page semantically and originally included cues for the appearance of the document. {% embed url="" %} ### CSS ![](https://upload.wikimedia.org/wikipedia/commons/thumb/d/d5/CSS3_logo_and_wordmark.svg/240px-CSS3_logo_and_wordmark.svg.png) Cascading Style Sheets (CSS) is a style sheet language used for describing the presentation of a document written in a markup language such as HTML. CSS is a cornerstone technology of the World Wide Web. CSS is designed to enable the separation of presentation and content, including layout, colors, and fonts. {% embed url="" %} ### JavaScript JavaScript, often abbreviated as JS, is a is high-level programming language, often just-in-time compiled, and multi-paradigm. Alongside HTML and CSS, JavaScript is one of the core technologies of the World Wide Web. Over 97% of websites use it client-side for web page behavior, often incorporating third-party libraries. Most web browsers have a dedicated JavaScript engine to execute the code on the user's device. {% embed url="" %} ### Backend (Server-side) Most large-scale websites use server-side code to dynamically display different data when needed, generally pulled out of a database stored on a server and sent to the client to be displayed via some code (e.g. HTML and JavaScript). Web browsers communicate with web servers using HTTP. When you click a link on a web page, submit a form, or run a search, an HTTP request is sent from your browser to the target server. The request includes a URL identifying the affected resource, a method that defines the required action (for example to get, delete, or post the resource), and may include additional information encoded in URL parameters (the field-value pairs sent via a [query string](https://en.wikipedia.org/wiki/Query_string)), as POST data (data sent by the [HTTP POST method](https://developer.mozilla.org/en-US/docs/Web/HTTP/Methods/POST)), or in associated [cookies](https://developer.mozilla.org/en-US/docs/Glossary/Cookie). Web servers wait for client request messages, process them when they arrive, and reply to the web browser with an HTTP response message. The response contains a status line indicating whether or not the request succeeded (e.g. "HTTP/1.1 200 OK" for success). The body of a successful response to a request would contain the requested resource (e.g. a new HTML page, or an image, etc...), which could then be displayed by the web browser. {% embed url="" %} ### Static Sites ![](https://developer.mozilla.org/en-US/docs/Learn/Server-side/First_steps/Introduction/basic_static_app_server.png) The diagram above shows a basic web server architecture for a *static site* (a static site is one that returns the same hard-coded content from the server whenever a particular resource is requested). When a user wants to navigate to a page, the browser sends an HTTP "GET" request specifying its URL. The server retrieves the requested document from its file system and returns an HTTP response containing the document and a [success status](https://developer.mozilla.org/en-US/docs/Web/HTTP/Status#successful_responses) (usually 200 OK). If the file cannot be retrieved for some reason, an error status is returned (see [client error responses](https://developer.mozilla.org/en-US/docs/Web/HTTP/Status#client_error_responses) and [server error responses](https://developer.mozilla.org/en-US/docs/Web/HTTP/Status#server_error_responses)). ### Dynamic Sites A dynamic website is one where some of the response content is generated *dynamically*, only when needed. On a dynamic website HTML pages are normally created by inserting data from a database into placeholders in HTML templates (this is a much more efficient way of storing large amounts of content than using static websites). A dynamic site can return different data for a URL based on information provided by the user or stored preferences and can perform other operations as part of returning a response (e.g. sending notifications). Most of the code to support a dynamic website must run on the server. Creating this code is known as server-side programming or backend development. The diagram below shows a simple architecture for a *dynamic website*. As in the previous diagram, browsers send HTTP requests to the server, then the server processes the requests and returns appropriate HTTP responses. ![](https://developer.mozilla.org/en-US/docs/Learn/Server-side/First_steps/Introduction/web_application_with_html_and_steps.png) Requests for *static* resources are handled in the same way as for static sites (static resources are any files that don't change —typically: CSS, JavaScript, Images, pre-created PDF files etc). ## References 1. [Internet World Stats](https://www.internetworldstats.com/emarketing.htm) 2. 3. Wikipedia, CSS (2021) 4. Wikipedia, JavaScript (2021) # Guide to Code Bootcamps 🚧 This page is under construction and is considered incomplete. 🚧 ## Introduction Coding bootcamps are accelerated learning programs that teach digital skills like software engineering, data science, product management, and UX/UI Design. Compared to traditional computer science and software engineering programs offered by 4 year colleges and universities, coding bootcamps are significantly shorter in duration. Typically, coding bootcamps aim to prepare students to be job-ready for a career in tech in about 12 to 16 weeks. Today, there are more than 100 coding bootcamps in cities across the US and Canada, and \~50 bootcamps internationally.\[1] ## Knowledge & Training Coding bootcamps teach modern, widely used programming languages and frameworks like Ruby on Rails, Python on Django, JavaScript, CSS, and ReactJS. Many bootcamps are heavily project-based, and require students to immediately put their learnings into practice. Students build fully functional web-apps, do data analysis and use real dev tools just weeks into their programs. In recent years, the bootcamp model has extended to other digital skills like UX/UI Design, Data Science, and Cybersecurity. Bootcamp graduates leave these programs with a portfolio, an online presence, interview skills and more. \[1] ## Job Outlook Software engineering is one of the fastest growing professions today. The roles and responsibilities range from industry and technology stack. The BLS estimates from 2014 to 2024 that the number of software engineers will increase by 17%. Most bootcamps help graduates find an internship or match students with an employer network. According Course Report's most recent research, 79% of bootcamp alumni report being employed in programming jobs. According to Indeed.com, the average salary for a software engineer in the United States is $111,537. A good starting software engineer salary in the US is considered to be $113,211 per year. Competitive starting salaries will vary depending on location and cost of living. ## Cost The average bootcamp costs \~$14,000, and graduates report an average starting salary of $69,000. Since the first bootcamps opened their doors in February 2012, this industry has grown throughout the US and around the world. Bootcamps can vary in length from 6 to 28 weeks, although the average bootcamp is \~14 weeks long. Many bootcamps offer financing and repayment plans, where graduates do not start paying back their bootcamp until they have landed a job. ## Code Bootcamps ### freeCodeCamp Free Code Camp's mission is to help people learn to code for free. They have created thousands of videos, articles, and interactive coding lessons - all freely available to the public. Thousands learns of freeCodeCamp have formed study groups around the world. {% embed url="" %} ### General Assembly General Assembly (GA) is a private, for-profit education organization that maintains campuses in numerous countries throughout the world. It teaches entrepreneurs and business professionals practical technology skills. GA provides courses in software engineering, data science, product management, and other digital-related courses. {% embed url="" %} ### Turing School of Software & Design Turing School of Software & Design is an accredited non-profit online computer programming school, focused solely on helping students launch fulfilling careers in technology. {% embed url="" %} ### Grace Hopper FullStack Academy {% embed url="" %} ## App Academy {% embed url="" %} ## References 1. Course Report, [Coding Bootcamp Complete Guide](https://www.coursereport.com/coding-bootcamp-ultimate-guide) (2021) 2. Indeed.com, [Software Engineering Salaries ](https://www.indeed.com/career/software-engineer/salaries)(2021) # Resources ## MDN Web Docs {% embed url="" %} ## StackOverflow {% embed url="" %} ## W3Schools {% embed url="" %} ## FullStack Python {% embed url="" %} # Materials Science # Plastic Recycling ## Existing Work * Recyclebot * Precious Plastic * Filastruder # Project Management Project management is the process of leading the work of a team to achieve a set of goals within the given constraints. This information is usually described in documentation that is created at the beginning of the development process. Project documentation is updated continuously throughout a project's life cycle as changes are requested. The primary constraints are scope, time, and budget. The secondary challenge of project management is optimization of the allocation of required inputs and the application of them to meet pre-defined objectives. \[1] ### Why Learn Project Management? The importance of project management in organizations can’t be overstated. When it’s done right, it helps every part of the organization run more smoothly. It allows your team to focus on the work that matters, free from the distractions caused by tasks going off track or budgets growing out of control. Project management empowers teams to deliver results that actually impact the organization's development, growth, and success. And it enables employees to see how their work contributes to the organizations strategic goals. \[2] ### **Books** * [BC Open Education - Project Management Textbook](https://opentextbc.ca/projectmanagement/) ### References 1. Wikipedia, [Project Management](https://en.wikipedia.org/wiki/Project_management) (2021) 2. Teamwork - Project Management Guide, [Why Project Management is Important](https://www.teamwork.com/project-management-guide/why-is-project-management-important/) (2021) # Formal Science Formal science is the study of formal language and symbolic systems such as logic, mathematics, statistics, theoretical computer science, artificial intelligence, information theory, game theory, systems theory, decision theory, and theoretical linguistics. ### Articles * [Wikipedia - Outline of Formal Sciences](https://en.wikipedia.org/wiki/Outline_of_formal_science) # Mathematics Mathematics is the study of numbers, formulas, structures, shapes and spaces in which they are contained, and quantities and their changes. The subject matter of mathematics include arithmetic, algebra, number theory, geometry, calculus, and analysis. **Books** * [OpenStax Mathematics Textbooks](https://openstax.org/subjects/math) * [American Institute of Mathematics Open Textbook Initiative](https://aimath.org/textbooks/) **Courses** * [Khan Academy Mathematics Courses](https://www.khanacademy.org/math) # Logic Logic is the study of truth and reasoning. It is concerned with the nature and validity of arguments and logical statements. The subject matter of logic includes informal logic, formal logic, mathematical logic, and philosophical logic. **Books** * [Open Logic Project](https://openlogicproject.org/) **Courses** * [MIT Open Courseware - Logic 1](https://ocw.mit.edu/courses/linguistics-and-philosophy/24-241-logic-i-fall-2009/) # Computer Science Computer science is the study of computation, automation, and information. **Books** * [Open UMN Open Textbook Library - Computer Science Books](https://open.umn.edu/opentextbooks/subjects/computer-science-information-systems) **Courses** * [Open Source Society University Computer Science Curriculum](https://github.com/ossu/computer-science) * [MIT Open Courseware Computer Science Course Finder](https://ocw.mit.edu/courses/find-by-topic/#cat=engineering\&subcat=computerscience) # Programming Languages A programming language is a set of rules and that convert text or graphical elements (in the case of visual programming languages) into various kinds of machine code or machine-readable output that enabled execution by a computer system. # Humanities Humanities refers to a group of academic disciplines that study aspects of human society and culture. ### Books * [OpenStax - Humanities Textbooks](https://openstax.org/subjects/humanities) ### Branches * Art * History * Languages * Philosophy # Art Art encompasses a wide range of human activities and artifacts that require creative imagination and express technical proficiency, beauty, emotional power, or conceptual ideas. What has deemed to constitutes art has changed over time and there is no generally agreed definition of the subject. The three classical branches of visual art are painting, sculpture, and architecture. Theatre, dance, and other performing arts, as well as literature, music, film and other media such as interactive media, are included in a broader definition of "the arts". \[1] ### References 1. Wikipedia, [Art](https://en.wikipedia.org/wiki/Art) (2021) # History History is the study of the past. **Books** * [OpenStax US History](https://openstax.org/details/books/us-history) * [Boundless World History](https://courses.lumenlearning.com/boundless-worldhistory/) **Courses** * [Khan Academy World History Project Origins to Present](https://www.khanacademy.org/humanities/whp-origins) # Languages Languages are the structured systems of communication used by humans, based on speech and gesture (spoken language), sign, or writing. **Books** * [UMN Center for Open Education Open Language Textbooks ](https://open.umn.edu/opentextbooks/subjects/languages) * [LibreTexts Elementary Mandarin](https://human.libretexts.org/Courses/Kapiolani_Community_College/CHN101%3A_Elementary_Mandarin_I_\(Polley\)) * [UMassAmherst Italian Tutt\* a tavola! Volume 1 ](https://openbooks.library.umass.edu/tutt-a-tavola-vol-1/) * [Humbolt State University Open Source English Textbooks](https://libguides.humboldt.edu/openedu/engl) # Philosophy Philosophy is the study of general and fundamental questions, such as those about existence, reason, knowledge, values, mind, and language. **Books** * [Open Textbook Library Philosophy Books](https://open.umn.edu/opentextbooks/subjects/philosophy) * [Stanford Encyclopedia of Philosophy](https://plato.stanford.edu/index.html) # Natural Science Natural science is the study, description, understanding and prediction of natural phenomena, based on empirical evidence from observation and experimentation. Natural science is characterized by the use of peer review and repeatability of findings to ensure the validity of scientific advances. ### Books * [OpenStax - Science Textbooks](https://openstax.org/subjects/science) # Biology Biology is the study of life. The subject matter of biology includes cell biology, microbiology, genetics, evolution, anatomy, physiology, plant science, reproduction, biodiversity, and ecology. ### Books * [OpenStax - Biology 2e](https://openstax.org/details/books/biology-2e) * [University of Minnesota Open Textbook Library Concepts of Biology](https://open.umn.edu/opentextbooks/textbooks/168) ### Courses * [Open Learning Initiative - Introduction to Biology](https://oli.cmu.edu/courses/introduction-to-biology-open-free) * [MIT Open Courseware - Biology Courses](https://ocw.mit.edu/courses/biology/) * [MITx - Introduction to Biology - The Secret of Life](https://www.edx.org/course/introduction-to-biology-the-secret-of-life-3) # Botany # Plant Growth Factors 🚧 This page is under construction and is considered incomplete. 🚧 ## Introduction This guide provides introductory information about how environmental factors includes light, temperature, water, humidity, and nutrition affect plant growth. The content of the article been adapted from Oregon State University's guide to [Environmental Factors Affecting Plant Growth](https://extension.oregonstate.edu/gardening/techniques/environmental-factors-affecting-plant-growth). {% embed url="" %} ## Environmental Factors It is important to understand how environmental factors affect plant growth and development. With a basic understanding of these factors, you may be able to manipulate plants to meet your needs, whether for increased leaf, flower, or fruit production. By recognizing the roles of these factors, you also will be better able to diagnose plant problems caused by environmental stress. Plant growth and geographic distribution are greatly affected by environment factors. If any environmental factor is less than ideal, it limits a plant's growth and/or distribution. Each type of plant has a unique set of characteristics and require different things (water, sunlight, soil type, etc.). Some plants like it hot and sunny, while others like it cooler or moister (or both). Either directly or indirectly, most plant problems are caused by environmental stress. In some cases, poor environmental conditions (e.g., too little water) damage a plant directly. In other cases, environmental stress weakens a plant and makes it more susceptible to disease or insect attack. ## Temperature Temperature influences most plant processes, including photosynthesis, transpiration, respiration, germination, and flowering. As temperature increases (up to a point), photosynthesis, transpiration, and respiration increase. When combined with day-length, temperature also affects the change from vegetative (leafy) to reproductive (flowering) growth. Depending on the situation and the specific plant, the effect of temperature can either speed up or slow down this transition. ### Germination ![Wikipedia, Germination](https://upload.wikimedia.org/wikipedia/commons/7/75/Sunflower_seedlings.jpg) Germination is the process by which an organism grows from a seed or spore. The term is applied to the sprouting of a seedling from a seed of an angiosperm or gymnosperm, the growth of a sporeling from a spore, such as the spores of fungi, ferns, bacteria, and the growth of the pollen tube from the pollen grain of a seed plant. The temperature required for germination varies by species. Generally, cool-season crops (e.g., spinach, radish, and lettuce) germinate best at 55° to 65°F, while warm-season crops (e.g., tomato, petunia, and lobelia) germinate best at 65° to 75°F. ### Flowering Sometimes horticulturists use temperature in combination with day length to manipulate flowering. For example, a Christmas cactus forms flowers as a result of short days and low temperatures (Figure 26). To encourage a Christmas cactus to bloom, place it in a room with more than 12 hours of darkness each day and a temperature of 50° to 55°F until flower buds form. If temperatures are high and days are long, cool-season crops such as spinach will flower (bolt). However, if temperatures are too cool, fruit will not set on warm-season crops such as tomato. ### Crop Quality Low temperatures reduce energy use and increase sugar storage. Thus, leaving crops such as ripe winter squash on the vine during cool, fall nights increases their sweetness. Adverse temperatures, however, cause stunted growth and poor-quality vegetables. For example, high temperatures cause bitter lettuce. ### Breaking dormancy Some plants that grow in cold regions need a certain number of days of low temperature (dormancy). Knowing the period of low temperature required by a plant, if any, is essential in getting it to grow to its potential. Peaches are a prime example; most varieties require 700 to 1,000 hours between 32° and 45°F before breaking their rest period and beginning growth. Lilies need 6 weeks of temperatures at or slightly below 33°F before blooming. Daffodils can be forced to flower by storing the bulbs at 35° to 40°F in October. The cold temperature allows the bulbs to mature. When transferred to a greenhouse in midwinter, they begin to grow, and flowers are ready to cut in 3 to 4 weeks. ### Hardiness Plants are classified as hardy or nonhardy depending on their ability to withstand cold temperatures. Hardy plants are those that are adapted to the cold temperatures of their growing environment. Winter injury to plants generally occurs when temperatures drop too quickly in the fall before a plant has progressed to full dormancy. In other cases, a plant may break dormancy in mid or late winter if the weather is unseasonably warm. If a sudden, severe cold snap follows the warm spell, otherwise hardy plants can be seriously damaged. The tops of hardy plants are much more cold-tolerant than the roots. Plants that normally are hardy to 10°F may be killed if they are in containers and the roots are exposed to 20°F. Cold temperates may also cause desiccation (drying out) of plant tissues. When the soil is frozen, water movement into a plant may become severely restricted. On a windy winter day, broadleaf evergreens can become water-deficient in a few minutes, and the leaves or needles then turn brown. To minimize the risk of this type of injury, make sure your plants go into the winter well watered. ![Center for Urban Agriculture, Cold Damage to Ornamental Plants](http://ugaurbanag.com/wp-content/uploads/2015/09/cold.jpg) ## Water Most growing plants contain about 90% water. Water plays many roles in plants including: * A primary component in photosynthesis and respiration * Responsible for turgor pressure in cells which affects fullness and firmness of plant tissue. Turgor is needed to maintain cell shape and ensure cell growth. * A solvent for minerals and carbohydrates moving through the plant * Responsible for cooling leaves as it evaporates from leaf tissue during transpiration * A regulator of stomatal opening and closing, thus controlling transpiration and, to some degree, photosynthesis * The source of pressure to move roots through the soil * The medium in which most biochemical reactions take place ## Light Plants harness energy from the sun and, through photosynthesis, convert that energy into building tissue. Because plants need the sun to grow, many of them, including most fruits and veggies, need a good amount of direct sun during the day. Research has shown some plants prefer shady conditions if you have less light available. Three principal characteristics of light affect plant growth: quantity, quality, and duration. * **Light quantity** refers to the intensity, or concentration, of sunlight. * **Light quality** refers to the color (wavelength) of light. * **Duration**, or photoperiod, refers to the amount of time a plant is exposed to light. ### Quantity Light quantity varies with the seasons. The maximum amount of light is present in summer, and the minimum in winter. Up to a point, the more sunlight a plant receives, the greater its capacity for producing food via photosynthesis. You can manipulate light quantity to achieve different plant growth patterns. Increase light by surrounding plants with reflective materials, a white background, or supplemental lights. Decrease it by shading plants with cheesecloth or woven shade cloths. ### Quality Sunlight supplies the complete range of wavelengths and can be broken up by a prism into bands of red, orange, yellow, green, blue, indigo, and violet. Blue and red light, which plants absorb, have the greatest effect on plant growth. Blue light is responsible primarily for vegetative (leaf) growth. Red light, when combined with blue light, encourages flowering. Plants look green to us because they reflect, rather than absorb, green light. Knowing which light source to use is important for manipulating plant growth. For example, fluorescent (cool white) light is high in the blue wavelength. It encourages leafy growth and is excellent for starting seedlings. Incandescent light is high in the red or orange range, but generally produces too much heat to be a valuable light source for plants. Fluorescent grow-lights attempt to imitate sunlight with a mixture of red and blue wavelengths, but they are costly and generally no better than regular fluorescent lights. ### Duration Duration, or **photoperiod**, refers to the amount of time a plant is exposed to light. Photoperiod controls flowering in many plants (Figure 26). Scientists initially thought the length of light period triggered flowering and other responses within plants. Thus, they describe plants as short-day or long-day, depending on what conditions they flower under. We now know that it is not the length of the light period, but rather the length of uninterrupted darkness, that is critical to floral development. Plants are classified into three categories: short-day (long-night), long-day (short-night), or day-neutral, depending on their response to the duration of light or darkness. **Short-day** plants form flowers only when day length is less than about 12 hours. Many spring- and fall-flowering plants, such as chrysanthemum, poinsettia, and Christmas cactus, are in this category. In contrast, **long-day plants** form flowers only when day length exceeds 12 hours. Most summer flowering plants (e.g., rudbeckia, California poppy, and aster), as well as many vegetables (beet, radish, lettuce, spinach, and potato), are in this category. **Day-neutral** plants form flowers regardless of day length. Examples are tomato, corn, cucumber, and some strawberry cultivars. Some plants do not fit into any category, but may respond to combinations of day lengths. Petunias, for example, flower regardless of day length, but flower earlier and more profusely with long days. You can easily manipulate photoperiod to stimulate flowering. For example, chrysanthemums normally flower in the short days of spring or fall, but you can get them to bloom in midsummer by covering them with a cloth that completely blocks out light for 12 hours each day. After several weeks of this treatment, the artificial dark period no longer is needed, and the plants will bloom as if it were spring or fall. This method also is used to make poinsettias flower in time for Christmas. To bring a long-day plant into flower when day length is less than 12 hours, expose the plant to supplemental light. After a few weeks, flower buds will form. ## Humidity Once a plant has started sprout, the presence of water in air, in addition to the soil or growing medium starts to influence growth. Relative humidity (RH) is the ratio of water vapor in the air to the amount of water the air could hold at the current temperature and pressure. Warm air can hold more water vapor than cold air. RH is expressed by the following equation: $$ RH = water:in:air ÷ water:air:can:hold $$ RH is given as a percent. For example, if a pound of air at 75°F could hold 4 grams of water vapor, and there are only 3 grams of water in the air, then the relative humidity (at constant temperature and pressure) is: $$ 3 ÷ 4 = 0.75 = 75% $$ Water vapor moves from an area of high relative humidity to one of low relative humidity. The greater the difference in humidity, the faster water moves. This factor is important because the rate of water movement directly affects a plant's transpiration rate. The relative humidity in the air spaces between leaf cells approaches 100 percent. When a stoma opens, water vapor inside the leaf rushes out into the surrounding air, and a bubble of high humidity forms around the stoma. By saturating this small area of air, the bubble reduces the difference in relative humidity between the air spaces within the leaf and the air adjacent to the leaf. As a result, transpiration slows down. If wind blows the humidity bubble away, however, transpiration increases. Thus, transpiration usually is at its peak on hot, dry, windy days. On the other hand, transpiration generally is quite slow when temperatures are cool, humidity is high, and there is no wind. Hot, dry conditions generally occur during the summer, which partially explains why plants wilt quickly in the summer. If a constant supply of water is not available to be absorbed by the roots and moved to the leaves, turgor pressure is lost and leaves go limp. ## Nutrients Plant nutrition is the study of the chemical elements and compounds necessary for plant growth, plant metabolism and their external supply. Plant nutrition often is confused with fertilization. Plant nutrition refers to a plant's need for and use of basic chemical elements. Fertilization is the term used when these materials are added to the environment around a plant. A lot must happen before a chemical element in a fertilizer can be used by a plant. In its absence the plant is unable to complete a normal life cycle, or that the element is part of some essential plant constituent or metabolite. Plants need 17 elements for normal growth. Three of them--carbon, hydrogen, and oxygen--are found in air and water. The rest are found in the soil. Six soil elements are called macronutrients because they are used in relatively large amounts by plants. They are nitrogen, potassium, magnesium, calcium, phosphorus, and sulfur. Carbon, oxygen and hydrogen are absorbed from the air, whereas other nutrients including nitrogen are typically obtained from the soil (exceptions include some parasitic or carnivorous plants). Plants must obtain the following mineral nutrients from their growing medium: | Macronutrients | Micronutrients (trace minerals) | | -------------- | ------------------------------- | | nitrogen (N) | iron (Fe) | | phosphorus (P) | boron (B) | | calcium (Ca) | chlorine (Cl) | | sulfur (S) | manganese (Mn) | | magnesium (Mg) | zinc (Zn) | | carbon (C) | copper (Cu) | | oxygen (O) | molybdenum (Mo) | | hydrogen (H) | nickel (Ni) | ## References 1. Wikipedia, [Plant nutrition](https://en.wikipedia.org/wiki/Plant_nutrition) (2021) 2. 3. 4. OSU, [Environmental Factors Affecting Plant Growth](https://extension.oregonstate.edu/gardening/techniques/environmental-factors-affecting-plant-growth) (2021) # The Basics of Botany 🚧 This page is under construction and is considered incomplete. 🚧 ## **Introduction** The purpose of this guide is to provide information and foundation knowledge for individuals interested in gardening, farming, or horticulture. It provides an outline of botany and core concepts that will help you continue your journey learning about plants and agricultural practices. This guide is adapted from The New York Botanical Garden's pamphlet Teacher Resources: The Basics of Botany. ## What is a plant? Plants are a major group of living organisms that includes trees, flowers, herbs, ferns, and mosses. About 350,000 species of plants, defined as seed plants, bryophytes, ferns and fern allies, have been estimated to exist. As of 2004, some 287,655 species had been identified, of which 258,650 are flowering and 15,000 bryophytes. Plants are mostly autotrophs, organisms that obtain energy from sunlight or organisms that make their own food. Most plants carry out a process called photosynthesis, which enables plants to use the energy in sunlight to convert carbon dioxide from the atmosphere into simple sugars. These sugars are then used as building blocks and form the main structural component of the plant. Plants rely on soil primarily for water (in quantitative terms), but also obtain nitrogen, phosphorus and other crucial elemental nutrients. Most of the solid material in a plant is taken is actually taken from the atmosphere. For the majority of plants to grow successfully they also require oxygen in the atmosphere (for respiration in the dark) and oxygen around their roots.\[1] ## Defining characteristics of plants * **Seeds**: * Young plants that continue the lifecycle * **Roots**: * Handle absorption of water and minerals * Anchor plant to the soil * Usually found underground * **Stems**: * support of leaves, flowers, and fruits * transportation of water - minerals from roots to leaves * found above and below ground. * **Leaves**: * Site of photosynthesis or food-making * Usually found above ground * **Flowers**: * Attract animals and provide nectar while completing the needed process of pollination * **Fruits** * Protect and disperse the seeds inside ## Plant anatomy The plant body can be divided into three main parts: roots, stems, and leaves. Some botanists refer to the latter two as “shoots”. Usually they are easy to differentiate the two by what they look like, but the distinction between them can sometimes be fuzzy. For example, some plants have stems that resemble roots (e.g. ginger), or stems that resemble leaves (e.g. prickly pear cactus). It is important to understand that plants need certain materials to survive. These essential materials may be obtained by roots in some plants but through the stems or leaves in another. The determination of whether a plant part is a root or stem, such as the potato, seems to be less important. ## What are seeds? Seeds are baby plants, or the fertilized ovules of a plant. Seeds come in a range of size and shapes. The smallest seed belongs to orchids, which can been dust-sized and weigh as little as 0.0000035 oz. The largest seed comes from the coco-de-mer or “double coconut” palm (Lodoicea maldivica), which can be 12 in long, and weigh up 40 lbs. In every flowering plant, seeds are born in fruits. ### Functions of seeds * **Protection**: The seed seems to have evolved as a way to protect the embryo from the environment; a seed allows the plant young to survive dry or harsh condition for short periods. * **Dispersal**: Besides the fruit, some seeds have special features that aid in their dispersal by animal, wind or water. * **Warning**: Some seeds are poisonous and exhibit a coloration pattern that warns animals; these seeds do not need an animal disperser, and use other dispersal methods ## What are roots? Roots serve as the most fundamental organ to health of most plants. The root or radicle is the first plant part to appear from a seed. Roots act to anchor the plant and absorb water and nutrients for photosynthesis; these are called true roots. True roots are usually divided into two forms: fibrous and tap. Some plants have a mass of string-like, fibrous roots (e.g. grasses); others have a large, main taproot with smaller side roots (e.g. oaks, carrots). Sometimes roots “sprout” from the side of a stem, like in a vine; these are called adventitious roots. A plant with an underground stem will have adventitious roots. ### Functions of roots * **Absorption**: Absorption of water and nutrients are one of the primary functions of roots. Roots absorb water through a passive, physical process. Water being released from leaves is linked to other water molecules in the plant like a chain. As the water is pulled out of the leaf into the atmosphere, the chain pulls new water molecules up through the stem and into the roots. * **Anchorage**: Roots also act to anchor the plant in the soil or on rock. Thus, roots act as the major supportive organ for all other organs. * **Conduit**: Roots (like stems and leaves) serve as the initial pipeline for water that is needed in the plant. Sugars (energy) are also transported down to the actively growing portions of the root * **Storage**: Most roots store some quantity of sugars, water, or toxic chemicals (like leaves and stems), but some roots are quite large and fleshy storage organs (e.g. carrots). * **Respiration**: Some swamp or flooded plants produce roots or “knees” that grow up and out of the water, allowing the roots to exchange gases in this oxygen-free environment (e.g. bald cypress, mangrove) * **Support**: Specialized adventitious roots called prop, stilt, and buttress roots can be found on tropical trees that experience frequently flooding (e.g. mangrove). * **Photosynthesis**: In rare cases, plants have green, aerial roots that photosynthesize (e.g. orchids). ## What are stems? Stems are the most basic organs on plants. Simple examples of a stem are twigs, branches, and trunks of trees. Stems can range from hard & woody to soft & green (herbaceous), but almost all stems serve a supportive function on a plant. Most people know what a stem looks like, but some plants make the distinction difficult. Some plants have small stems, or underground stems (rhizomes), or leaf-like stems, or stemlike leaves or sometimes lack stems altogether. Although we make neat and clear categories called stems, leaves, and roots, this distinction can be blurred. Grasses are a good example in which the difference between leaf and stem is not easily observable. ### Functions of stems * **Structure**: Most stems serve the role of support in a plant. For example in a tree, the trunk supports the branches, which support the twigs, which support the leaves, flowers, and fruits. In non-woody plants (“herbs”), there is no trunk. Instead, these plants have soft, green stems that support the leaves, flowers, and fruits. * **Transportation**: Stems serve to transport the materials needed in photosynthesis. Inside a stem there are tissues called xylem and phloem. Both are tubes that transport materials through the plant: xylem water and sugars, respectively (see xylem & phloem below). * **Storage**: Many stems store food, water, and waste products. An example of a storage stem is the white potato (Solanum tuberosum), which could be called a tuber. Food and water storage in common in arid conditions. Plants cannot easily get rid of harmful chemicals from the air and soil; therefore, they store these chemicals in special cells. * **Photosynthesis**: Almost all plants have stems that can photosynthesize. Some plants have stems that are always green, such as cacti and palo verde. Other plants, such as oaks, just use their young twigs and leaves for photosynthesis. * **Protection**: against large animals; these are called thorns. Many trees have thorns (e.g. hawthorn, crabapple, honey locust). Note: Cacti and rose bushes do not have thorns, because these are not modified branches (see leaves and hairs below). * **Protection**: In many plants, branches have been modified over time to serve as protection against large animals; these are called thorns. Many trees have thorns (e.g. hawthorn, crabapple, honey locust). Note: Cacti and rose bushes do not have thorns, because these are not modified branches (see leaves & hairs below). * **Clonal growth**: Many plants have stems that can creep on top (stolons) or under the ground (rhizome) producing new “plantlets”, which are clones of the parent. Although common in herbaceous plants (e.g. strawberries, crabgrass), some trees also exhibit clonal growth. These trees are said to have “suckers” growing from their base (e.g. crabapple, aspens). ## What are leaves? Many leaves are composed of three parts: the blade, the petiole, and stipules. The blade is the flat, wide, photosynthetic part of the leaf. The petiole is the thin stalk that holds the blade and attaches the leaf to the stem. Stipules look like tiny leaves that are found at the base of the petiole; they are not always present. An oak leaf has a clear example of blade and petiole, but grass leaves have blades only. Both are example of simple leaves, because the blade is entire and not split/sectioned into leaflets. A leaf that is segmented into leaflets is called a compound leaf. Discerning a leaf from a leaflet, and thus a simple from a compound leaf, can be challenging. The simplest way is to look at the intersection between the “stem” and the base of the “leaf”. If there is a bud at this location, then you are observing the attachment of a leaf to a stem. If the bud is missing, then you are looking at a leaflet attached to a larger, compound leaf. All leaves have stomates, which are pores in the leaf, with guard cells that regulate the exchange of gases and water vapor with the environment. These stomates can be opened and closed to regulate the physiology of the plant. Oaks, like many trees, have stomates only on the bottom of their leaves; grass leaves have stomates on both sides. Almost all people know what a leaf looks like, but contemporary leaves can range from microscopic (water weed: Wolffia) up to 83 feet long (Raphia palm). ### Functions of leaves * **Photosynthesis**: The leaves of almost all plants photosynthesize. Sunlight is used to convert carbon dioxide and water to sugars and oxygen. * **Conduit**: Just like stems/roots, there are portions of leaves that transport water and sugars to and from, respectively, those areas of photosynthesis. * **Storage**: Many leaves store water, sugars, and toxic materials. Some desert plants are succulent in which they store water in their leaves. Food storage is common in underground leaves, such as the fleshy, edible leaves of the onion bulb. Many plants can store toxic chemicals in leaves, and then drop the leaf when “full”. * **Support**: Many vines have modified leaves called tendrils, which are thin, stem-like leaves that wrap around other plants, fences, wire, etc. for support. * **Protection**: In many plants, leaves have been modified to a sharp point to serve as protection: spines. Many arid-adapted plants, such as cacti, have spines. ## What are flowers? Flowers are beautiful structures that are composed of many parts. The flower forms in a bud, and emerges on a short stalk or stem. The end of this stem has four different parts: sepals, petals, stamens, and pistils. Each part has a specific function (discussed below) that will ultimately lead to fertilization of new seeds. A group of flowers is called an inflorescence. To understand the difference between a flower and an inflorescence, compare the following examples. The largest flower in the world is the stinking corpse lily (Rafflesia arnoldii); flowers can reach 3ft across and weigh 15lbs. The largest inflorescence is from the talipot palm (Corypha umbraculifera), which can reach 30ft tall with millions of flowers. ### Parts and functions of flowers * **Sepals**: The sepals are usually green, thick and very leaf-like, but in some cases (e.g. tulips, lilies), they petal-like. Sometimes a mature flower lacks sepals all together. If present, sepals are the lowest most part on the flower. Sepals serve as a series of scales that protect the unopened flower. * **Petals**: The petals are usually colored, thin, and leaf-like in appearance. The petals are above the sepals on a flower. Plants that are wind-pollinated usually do not have large, showy petals. The main function of the petals is to attract pollinators (insects, birds, or mammals). * **Stamens**: Above the petals are the male or pollen-producing parts. The stamens can range in size and shape, but most are composed of two parts: the anther and the filament. Some animals collect pollen for food (e.g. bees), but others feed on different parts of the flower (e.g. nectar). The main function of the anther is to produce pollen (the “male” part of the plant). The filament’s function depends on its shape and size. * **Pistils**: The innermost part of the flower is the pistil, or the female portion of the flower. A pistil is the composed of three parts: ovary, style, and stigma. Inside the ovary are ovules or pre-seeds, which are unfertilized seeds. The stigma is the landing-pad for the pollen, and the site of pollination. The style is a thin stalk that raises the stigma up so it can catch the pollen. After fertilization, the ovary becomes a fruit. As this fruit grows and matures, many other flower parts like petals and stamens wither and fall off ## What are fruits? Fruits are, by definition, the mature, seed-containing ovaries of flowers. We sometimes use the terms “fruit” and “vegetable”, which are frequently confused. The term “fruit” is a botanical term (ovary after fertilization), but “vegetable” is not. For simplicity, any plant structure that contains seeds is a botanical fruit; those edible plant parts that are roots, stems, or leaves could be considered vegetables. Some plant parts may be a plant’s fruit, but a grocery store vegetable (e.g. tomato). Fruits come in a wide variety of shapes, sizes, and colors, but not all fruits are edible to humans or other animals. The smallest fruit belongs to the smallest plant, the waterweed (Wolffia), which has fruits the size of a salt grain. The largest fruit on record is something in the gourd family; specifically a pumpkin that weighed 1,300 lbs. The largest fruit from a tree is the jackfruit (Artocarpus heterophyllus), which can weigh up to 75 lbs. ### Functions of fruits * Protection: Fruits are a plants way of protecting their young: the seeds. * Dispersal: Fruits disperse their seeds through a variety of methods. Fruits are commonly thought of as large, juicy structures, such as grapefruits, apples, or pumpkins, but they can be dry and hardened structures as well. ## What are the major types of plants? Most people can recognize that plants come in many different heights, widths, and overall forms. Below is a listing of some of general plant forms that exist in the world. * **Trees**: Plants that are large or tall and possess wood are considered trees by botanists. Trees may be shade-tolerant or prefer full sun. These are usually flowering dicots or cone-bearing evergreens. True trees (vs. tree-like plants) are the height record breakers, such as the redwoods of California (Sequoia sempervirens), which can reach almost 400 feet tall. * **Tree-like plants**: Many monocots and some ferns reach tree size and stature, such as palms, bananas, bamboo and tree ferns. Botanists avoid calling these plants “trees”, because they do not contain wood. Woody trees increase in girth over time, but these plants remain the same width from top to bottom. Therefore, they use roots, leaves and other features to support their height. * **Shrubs or bushes**: Similar to trees, shrubs are plants that are small and woody. Unlike most trees, shrubs produce many smaller stems than one large trunk. Shrubs may grow in full sun as a successional species, or as a shade-tolerant plant in a forest. Shrubs are usually dicots. * **Vines and lianas**: Unlike the other plants mentioned, vines and lianas obtain light by growing up on top of other trees or structures. Vines are usually herbaceous, but lianas are woody. Young vines are adapted to low-light, but mature plants are usually in full-light of the tree canopy. This form exists in dicots, monocots, gymnosperms and even ferns! * **Herbaceous plants or herbs**: Plants that are soft and green are called herbaceous. Herb is short for herbaceous, but we usually think of fragrant plants used for cooking. These plants are usually small or smaller than trees. Ferns, grasses, tulips, and most vegetable crops are examples of herbaceous plants. ## References 1. Science Daily, [Terms - Plant](https://www.sciencedaily.com/terms/plant.htm) (2021) 2. New York Botanical Garden, [Teach Resources: The Basics of Botany](https://www.nybg.org/content/uploads/2017/03/Basics_of_Botany_Layout_1.pdf) (2021) # Physics Physics is the study of the nature and properties of matter and energy. The subject matter of physics includes mechanics, heat, light and other radiation, sound, electricity, magnetism, and the structure of atoms. ### Books * [OpenStax - High School Physics](https://openstax.org/details/books/physics) * [OpenStax - College Physics](https://openstax.org/details/books/college-physics) ### Courses * [MIT Open Courseware - Physics Courses](https://ocw.mit.edu/courses/physics/) # Chemistry Chemistry is the study of the properties and behavior of matter. The subject matter of chemistry includes the the composition, structure, properties, and behavior of matter and the changes it undergoes during and reaction with other substances. ### **Books** * [OpenStax Chemistry 2e](https://openstax.org/details/books/chemistry-2e) ### **Courses** * [CMU Open Learning Initiative Chemistry 1](https://oli.cmu.edu/courses/general-chemistry-1-open-free/) # Earth Science # Social Science Social science is study of societies and the relationships among individuals within those societies. The subject matter of social science includes anthropology, archaeology, economics, human geography, linguistics, management science, political science, psychology, and history. ### **Books** * [OpenStax - Social Science TextBooks](https://openstax.org/subjects/social-sciences) ### **Branches** * [Anthropology](/knowledge-base/diversity-equity-and-inclusion/anthropology) * [Cultural Studies](/knowledge-base/diversity-equity-and-inclusion/cultural-studies) * [Psychology](/knowledge-base/diversity-equity-and-inclusion/psychology) * [Sociology](/knowledge-base/diversity-equity-and-inclusion/sociology) # Anthropology Anthropology is the study of humanity. The subject matter of anthropology includes human behavior, human biology, cultures, societies and linguistics, in both the present and past, including past human species. ### Books * [University of Minnesota Open Textbook Library - Anthropology Textbooks](https://open.umn.edu/opentextbooks/subjects/anthropology) * [Perspectives: An Open Invitation to Cultural Anthropology](https://perspectives.americananthro.org/) ### Collections * [Humboldt State University Open Education Resources for Anthropology](https://libguides.humboldt.edu/openedu/anth) # Cultural Studies # Resources ## DEI Cooperative Extension The DEI Cooperative Extension supports civic dialogue around issues of diversity and inclusion, and supports the mission of bringing evidenced-based information into the public arena to address important issues. {% embed url="" %} ## Developing Intercultural Competencies in the 20th Century A course developed by Dr. Rhianna Rogers and Dr. Andrew Hashey to help learners: 1. Identify intercultural competencies and their connections to learning. 2. Develop solutions to challenges surrounding inclusiveness in the context of a collaborative online international learning (COIL) module. {% embed url="" %} ## Equality Equity, and Reciprocity: The Three Pillars of Social Justice In his 2011 book, *The Fair Society: The Science of Human Nature and the Pursuit of Social Justice*, Peter Corning proposed a vision of social justice based on three biologically-grounded fairness principles. Corning believes that these principles must be combined and balanced in order to achieve a society that is fair to everyone. According to Corning, the three fairness principles are equality, equity, and reciprocity. They are derived from the emerging, multi-disciplinary science of human nature and the mounting evidence that a sense of fairness is an evolved and distinctively human behavioral trait.\[1] {% embed url="" %} ## Open Source Diversity For more diversity & inclusion in free & open source software communities. \[2] {% embed url="" %} ## 6 Steps to Building a Better Workplace for Black Employees To support black employees, business leaders must challenge biases and help employees be themselves.\[3] {% embed url="" %} ## References 1. Peter Corning, [Equality Equity, and Reciprocity: The Three Pillars of Social Justice](https://complexsystems.org/publications/equality-equity-and-reciprocity-the-three-pillars-of-social-justice/), Institute for the Study of Complex Systems (2021) 2. Open Source Diversity, [opensourcediversity.com](https://opensourcediversity.org/) (2021) 3. Mayo, Roberts, Thomas, [6 Steps to Building a Better Workplace for Black Employees](https://hbswk.hbs.edu/item/6-steps-to-building-a-better-workplace-for-black-employees), Harvard Business School (2021) # Videos & Presenations ## Cultural Sensitivity & Diversity In this 20-minute course preview, you'll hear presenter, Dr. Denise Dennis, explain why cultural sensitivity is important in the workplace for both employees and the clients, customers, or patients they serve. She’ll discuss our biases, some cultural generalizations and the many challenges we face in our efforts to be respectful of each other. Most importantly, she’ll share some simple strategies to improve communication and interactions.\[1] {% embed url="" %} ## What is Cultural Appropriation? A short video on what is and isn't cultural appropriation. {% embed url="" %} ## How to get serious about diversity and inclusion in the workplace Imagine a workplace where people of all colors and races are able to climb every rung of the corporate ladder -- and where the lessons we learn about diversity at work actually transform the things we do, think and say outside the office. How do we get there? In this candid talk, inclusion advocate Janet Stovall shares a three-part action plan for creating workplaces where people feel safe and expected to be their unassimilated, authentic selves.\[2] {% embed url="" %} ## Understanding Intercultural Competencies & Becoming a Global Citizen {% embed url="" %} ## Addressing Implicit Associations in Education: Lessons from the Buffalo Project {% embed url="" %} ## References 1. Dr. Denise Dennis, [Cultural Sensitivity & Diversity](https://www.youtube.com/watch?v=kvdHqS3ryw0\&t=4s), (Jan 19, 2017) 2. Janet Stoval, [How to get serious about diversity and inclusion in the workplace](https://www.youtube.com/watch?v=kvdHqS3ryw0\&t=4s) (Sep 13, 2018) 3. Nay Farber, [Understanding Intercultural Competencies & Becoming a Global Citizen](https://screencast-o-matic.com/watch/cq6Xf3uOHu) (Oct 18, 2019) # Psychology Psychology is the study of mind and behavior. The subject matter of psychology includes consciousness, unconscious phenomena, feelings, thoughts, and decision making. **Books** * [OpenStax Psychology 2e](https://openstax.org/details/books/psychology-2e) **Courses** * [Open Yale Courses - Psychology](https://oyc.yale.edu/psychology) # Mental Health & Neurodiversity 🚧 This page is under construction and is considered incomplete. 🚧 This page provides links to resources on mental health and neurodiversity. ## Mental Health ### Get Immediate Help in a Crisis **Call 911** if you or someone you know is in immediate danger or go to the nearest emergency room. ### National Suicide Prevention Hotline The Lifeline provides 24/7, free and confidential support for people in distress, prevention and crisis resources for you or your loved ones, and best practices for professionals.\[3] {% embed url="" %} ### Substance Abuse and Mental Health Services Administration's National Helpline SAMHSA’s National Helpline is a free, confidential, 24/7, 365-day-a-year treatment referral and information service (in English and Spanish) for individuals and families facing mental and/or substance use disorders.\[2] {% embed url="" %} ## VerywellMind {% embed url="" %} ### Health.com - Mental Health Conditions {% embed url="" %} ## Neurodiversity ### Understood.org {% embed url="" %} ### What is Neurodiversity? {% embed url="" %} ### Clearing Up Some Misconceptions about Neurodiversity {% embed url="" %} ### References 1. National Suicide Prevention Hotline, [https://suicidepreventionlifeline.org](https://suicidepreventionlifeline.org/) (2020) # Sociology Sociology is the study of society, human social behavior, social relationship patterns, social interaction, and aspects of culture associated with everyday life. **Books** * [OpenStax Introduction to Sociology](https://openstax.org/details/books/introduction-sociology-2e) * [Sociological Landscape](https://www.intechopen.com/books/1823) **Courses** * [Edx Fundamentals of Sociology](https://www.edx.org/course/fundamentals-of-sociology) # Donate You can contribute funding to support SPEC's mission on our [Open Collective Page](https://opencollective.com/spec/contribute). Open Collective (OC) is an online funding platform for open and transparent communities. The OC platform provides the tools to raise and share our finances in full transparency, making all our budget 100% open to the public. Donations to SPEC are tax-deductible, thanks to its fiscal sponsor, the [Open Collective Foundation](https://opencollective.foundation). ## Contributor Tiers | Tier | Amount | | -------- | ---------------------------- | | Donation | Any amount | | Friend | $5 per month | | Backer | $20 per month | | Sponsor | $50 per month | | Partner | $100 per month | | Hero | +1,000 one-time contribution | # Journal of Engaged Research - Equity Sustainable Equality Art Gallery The Journal of Engaged Research (JoER) is the official publication of SPEC. JoER was created to take an activist approach to address the many challenges brought about by the twin crises of the COVID-19 pandemic and the current period of social unrest. It creates a space for diverse individuals who may not have access to traditional academic publishing channels The goal of this issue is to bring light to current matters of equities and inequities from unique perspectives. We are seeking submissions that express diverse viewpoints on the culture of social equity. We welcome both traditional pieces: 1. Academic Articles 2. Research Papers 3. Op-eds and non-traditional media pieces including but not limited to: 1. Infographics 2. Audio & Video 3. Images 4. Creative writing pieces As the author, you retain intellectual property rights but allow us to share your work. **Submission Form:** [Click Here](https://forms.gle/muue4ar92gX2sAes6) **Contact:** **Editor:** Carly van Syckle **Submission deadline: July 31st, 2023** *If you are unable to access the submission form, please email us directly using the contact email above.* # Call for Researchers The Sustainable Progress & Equality Collective (SPEC) is accepting applications for its Community Innovation & Technology Internship for a Sustainable & Equitable Nation (CITISEN) program, with positions beginning Fall 2021 and Spring 2022. We are looking for highly dedicated contributors who have an interest in sustainability, social justice, and community development, and have the ability to learn new skills, conduct research, collaborate, and communicate effectively. All CITISEN research associates (RA) will contribute to SPEC’s research and development projects and community building initiatives. ### **Job Description** The CITISEN program allows individuals to participate in SPEC's action research initiatives. Becoming a research associate at SPEC is an opportunity for contributors to gain in-depth experience in open research, organizational development, and scholarly publishing. RAs work on projects they can show future employers and demonstrate the skills they developed related to their areas of interest. The duration of the internships are 3 - 6 months and can be extended upon the RA’s request, performance, funding, and availability of projects. Work hours are flexible, but RAs are expected to participate in regular meetings as required to discuss ongoing work and facilitate efficient turnaround of project deliverables. RAs must be flexible and willing to undertake work when required. ### **Potential Job Duties** * Reviewing research literature and apply findings to support SPEC initiatives * Performing data analysis and creating graphs, tables, and reports to explain and synthesize experimental results * Developing new approaches to collaboration, learning, and fundraising * Assisting with grant proposals, writing articles, publishing social media announcements, marketing, and event planning * Contributing to open source software, open hardware, open research, and participating in citizen science projects and initiatives * Moderating discussions; conducting interviews; creating surveys, polls, and experiments to collect data and gain insight * Proficiency and/or willingness to learn to use software for documentation, data analysis, and project management ### **Qualifications** **Required** * Strong interest in sustainability, social justice, and community development * Willingness to develop and/or further refine intercultural competencies and other soft skills * Ability to work professionally with members of diverse communities, including (but not limited) to 1st-generation immigrants, BIPOC, LGBTQ+, and neurodivergent individuals. * Proficiency and/or willingness to learn and apply research methods * Strong written and verbal communication skills * Ability to work within a team to meet deadlines. * Receptive to receiving regular feedback **Preferred** * High school diploma, certificate of high school completion (e.g. CDOS), or high school equivalency (e.g. GED/TASC) * Enrolled at community college, 4-year university with a GPA of 2.75 or higher; or enrolled in a graduate or doctoral program with a GPA of 3.00 or higher; or recent graduate * Commitment to ongoing learning and training * Highly organized, detail-oriented, and able to efficiently and accurately manage large quantities of data * Outgoing personality and ability to collaborate effectively in an open, distributed and remote work environment ### **Compensation** SPEC provides paid and unpaid RA positions with the aim of supporting each candidate’s specific goals for learning, education, and career growth. RAs may be able to use their experience with SPEC to earn college credit, depending on their institution’s policies. Paid RAs have two options for receiving compensation: 1. A $250 stipend, which may be renewable based on performance and project requirements 2. Hourly pay between $15 - $20 per hour, depending on experience and the type of work being performed. ### **Application Process** Please send a cover letter and your resume to . Your information will be reviewed by our core team and co-founders. We will contact you to let you know if you have been selected for an interview. ### **About SPEC** SPEC was founded in June 2020 in response to the challenges of the pandemic and social injustice and unrest facing communities across the US. SPEC’s mission is to empower individuals to become globally-minded change agents by helping them learn the essential skills required to build sustainable careers and make a positive impact in their communities. SPEC was established as an open collective, a collaborative group that has a shared mission, which raises and spends funds transparently to achieve. We provide mentoring, training, internships, and host events to help individuals from underrepresented backgrounds learn the essential skills required to build sustainable careers and make a positive impact in their communities. SPEC expands the reach of environmental and social justice initiatives through the use of participatory action research, open-source, and sustainable technologies.
# Call for Researchers - RAND Partnership ### **Overview** The Sustainable Progress & Equality Collective (SPEC) is accepting applications for Research Associates (RA) to assist in a unique, year-long project beginning Fall 2021 and Spring 2022. SPEC is seeking highly dedicated contributors who have an interest in social justice, education, and community development, and a capacity to learn new skills, collaborate, and communicate effectively to support SPEC’s research and development projects and community building initiatives. ### Job Description This special RA program will allow participants to take part in a partnership between SPEC and the newly-founded Center to Advance Racial Equity Policy housed within RAND Corporation. A position as a SPEC RA is an opportunity for contributors to gain in-depth experience in research, educational technology, and organizational development. RAs work on projects that they can show future employers to demonstrate the skills they developed during their work experience. RAs will be expected to contribute up to 10 - 20 hours per week depending on project needs. Each RA will be expected to participate in training to develop their ability to work with diverse individuals across organizations. RAs can expect to interact with senior-level decision makers from both SPEC and CAREP. This is a temporary position with end dates varying based on specific job duties. ### Potential Job Duties * Reviewing research literature and apply findings to support SPEC initiatives * Performing data analysis and creating graphs, tables, and reports to explain and synthesize experimental results * Supporting development of educational courses and instructional technologies * Assisting with grant proposals, writing articles, and course development * Contributing to open source software, open research, and open learning initiatives * Moderating discussions; conducting interviews; creating surveys, polls, and experiments to collect data and gain insight * Learning to use software for documentation, data analysis, and project management ### **Qualifications** #### **Required** * Strong interest in social justice, education, and community development * Willingness to develop and/or further refine intercultural competencies and other soft skills * Ability to work professionally with members of diverse communities, including (but not limited) to 1st-generation immigrants, BIPOC, LGBTQ+, and neurodivergent individuals. * Proficiency and/or willingness to learn and apply research methods * Strong written and verbal communication skills * Ability to work within a team to meet deadlines * Receptive to receiving regular feedback #### **Preferred** * High school diploma, certificate of high school completion (e.g. CDOS), or high school equivalency (e.g. GED/TASC) * Enrolled at community college, 4-year university with a GPA of 2.75 or higher; or enrolled in a graduate or doctoral program with a GPA of 3.00 or higher; or recent graduate * Commitment to ongoing learning and training * Highly organized, detail-oriented, and able to efficiently and accurately manage data * Outgoing personality and ability to collaborate effectively in an open, distributed and remote work environment ### **Compensation** This RA position will be a paid on an hourly basis. Hourly pay will range between $15 - $20 per hour, depending on experience and the type of work being performed. ### **Application Process** Please send a cover letter and your resume to . Your information will be reviewed by our core team and co-founders. We will contact you to let you know if you have been selected for an interview. ### **About SPEC** SPEC was founded in June 2020 in response to the challenges of the pandemic and social injustice and unrest facing communities across the US. SPEC’s mission is to empower individuals to become globally-minded change agents by helping them learn the essential skills required to build sustainable careers and make a positive impact in their communities. SPEC was established as an open collective, a collaborative group that has a shared mission, which raises and spends funds transparently to achieve. We provide mentoring, training, internships, and host events to help individuals from underrepresented backgrounds learn the essential skills required to build sustainable careers and make a positive impact in their communities. SPEC expands the reach of environmental and social justice initiatives through the use of participatory action research, open-source, and sustainable technologies. ### **About CAREP** Against the backdrop of a pandemic that was already inflicting disproportionate physical and economic pain on communities of color, and an overdue reckoning with America's long history of systemic inequity and structural racism, the RAND Corporation launched the RAND Center to Advance Racial Equity Policy in 2020. The center emerged from an effort by RAND to take stock of where it stands on how policy analysis is designed, framed, executed and translated, and the role of factors related to diversity, equity and inclusion. The center’s blueprint was developed with the input of RAND staff, and the center is part of a larger commitment to advance diversity, equity, and inclusion in the organization’s operations and external engagement. ### Additional Information SPEC is proud to be an equal opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws. This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and internships. SPEC makes hiring decisions based solely on qualifications, merit, and business needs at the time. # Contributor Levels 🚧 This page is under construction and is considered incomplete 🚧 The guide provides detailed definitions for each contributor level. A contributor must satisfy the criteria specified here to qualify for a particular level. Please note that contributor levels are not reflected in a contributor's official title. For example, a contributor at the **L3 Producer** level, may have the title of **Project Manager** or **Senior Engineer**. Below are some definitions of key terms that will help in understanding this guide. ## Key Definitions #### Coordinator A coordinator is responsible for pulling together the various parts of a project, or maintain the schedule of various events for an organization. #### Supervisor A supervisor is responsible for administering tasks and ensuring they are done properly and on time. \[1] #### Manager A manager plays a strategic role in the collective, making decisions, setting goals and overseeing the overall success of the team. \[1] #### Individual Contributor An individual contributor (IC) is a professional without management responsibilities who contributes to an organization independently to help support its goals and mission. While ICs must report to someone within the organization, an IC is not responsible for managing anyone except for themselves. An IC may manage of a process or project that they complete as part of a team or individually, but are not responsible for managing people. \[2] **Expert** An expert is somebody who has a broad and deep competence in terms of knowledge, skill and experience through practice and education in a particular field. \[3] #### **Leader** A leader is responsible for getting people to understand and believe in their vision and to work with their team to achieve its goals. ## Factors That Determine Contributor Levels **Organizational Scope and Impact** The degree to which a contributor's actions affect the collective as a whole. This factor includes the level of responsibility a contributor performs, including the degree to which the work can create either positive or negative consequences for the collective. The effect of a contributor's actions on the collective through the nature of the work.\[4] **Influence and Leadership** The level of supervision, management, or direction provided as part of the contributor's responsibility.\[4] **Knowledge** The level and application of knowledge needed to perform the position. This factor describes the degree of expertise a contributor has in a field, discipline, or problem domain. \[4] **Problem Solving** The identification and application of approaches to resolving problems and making decisions. This factor is concerned a contributor's critical thinking / logical reasoning skills, as well as their interpersonal and intercultural competencies. \[4] **Independence of Action** The latitude the contributor has to make decisions as demonstrated by the level of review and instructions provided. \[4] **Education and Experience** The level of education and experience necessary to effectively contribute. Education is gained by studying and training either through a formalized educational program or self-directed learning. Experience is gained while working in a job. \[4] ## Career Tracks SPEC has two primary career tracks, the Individual Contributor (IC) Track and the Management Track. The IC Track is for contributors who want to work for the organization independently to help support its goals and mission, but not have to manage people directly. The Management Track is for contributors who are interested directly overseeing people, processes, and projects. ## Level Descriptions Please note that the title corresponding to the M2 level is **"Lead".** We also use the term **Leader**, to describe the primary role of an L3 contributor. Leadership is a skill that is important to both ICs and managers. There is overlap between the responsibilities of leaders and managers, which can result in confusion. For clarity, when we are referring to an individual at the M2 level, for example, **Operations Lead** or **Research Lead**, we understand the term Lead as a modifier and indicator of rank. The term **Leader** should be understood as the general concept of a contributor who has leadership responsibilities. Contributor levels marked with the under construction emoji ( 🚧), are in development and not currently in use. ## **Individual Contributor** Track #### L1 - Associate **Individual Contributor** responsible for completing assigned tasks, conducting research, project deliverables, providing feedback, and documenting learnings. #### L2 - Specialist **Expert** responsible for providing subject matter expertise, technical guidance, mentorship, and critical problem solving abilities. **L3 - Producer** **Leader** responsible for finding and launching a project, arranging financing, hiring contributors, coordinating with core team, and overseeing all elements of pre-production, production and post-production, right up to release of projects and services. 🚧**L4 - Integrator** 🚧 **Systems thinker** responsible for managing multiple technical programs and work streams simultaneously. Seeks to optimize processes, detect project risks, identify feedback loops, and develop systematic solutions that manage human and technical factors. ## Management Track #### M1 - Support **Coordinator** responsible for supporting organizational development, ongoing projects, and providing peer support, mentorship, and guidance to junior contributors, new members, and external stakeholders. #### M2 - Lead **Supervisor** responsible for overseeing projects, operations, work streams, development processes, and execution of the collective's strategic plan. #### M3 - Administrator **Manager** responsible for directly managing contributors which includes coaching, mentoring, hiring, interviewing, performing performance reviews, regular feedback meetings, dealing with performance problems and terminations, and creating a collaborative work environment and psychological safe space for contributors. 🚧**M4 - Principal** 🚧 **Strategic planner** responsible for the collective's overall operations, organizational development, programs, strategic vision, and financial sustainability. Creates business strategies for the organization. A principal makes viable recommendations to help the collective reach its goals. They must know the ins and outs of the collective to successfully create and present business strategies to leadership and stakeholders. ## 🚧 Mixed Track 🚧 We recognize that many people's skills and knowledge don't always fit neatly into the IC and management tracks. For this reason the contributor levels includes the Mixed Track. Each level here combines roles and responsibilities from both tracks. A contributor on the mixed track may lean more towards IC or management, but performs duties in both areas. #### MX1 - Support Associate #### MX2 - Lead Specialist #### MX3 - Administrator Producer #### MX4 - Principal Integrator ### References 1. 2. 3. 4. # Compensation Structure 🚧 This page is under construction and is considered in complete 🚧 SPEC's compensation structure is designed to establish fair, equitable, and transparent pay for all contributors in the collective. It gives the collective clear guidelines for assigning initial pay rates, managing raises, and giving bonuses. In order for SPEC's compensation structure to be considered effective, it must dismantle pay practices based on inequitable factors, like past salary history and ineffective negotiation, and on inherent biases like gender or race. \[1] SPEC seeks to continuously improve its compensation structure through action research, deliberative conversations, open collaboration, and careful evaluation of its budget, productive capacity, and ongoing projects. SPEC's pay rates will be regularly revisited and adjusted to ensure fair and equitable compensation of contributors and financial sustainability of the collective. All decisions and changes related to the compensation structure will be published openly as part of SPEC's release notes. ### Methodology SPEC leverages a collaborative approach to developing its compensation structure. This **Collaborative Compensation Structure (CCS)** is based on SPEC's core values and operating principles. 1. **Sustainability Through Systems Thinking** 2. **Progress Through Open Collaboration** 3. **Equality Through Mutual Reciprocity** The CCS embodies SPEC's core values through its application of the operating principles. When developing the CCS, we bring to mind the following sub-principles, with particular attention to the highlighted terms. 1. Strive for **openness** in our research, communications, **organizational process**, **finances**, and data. 2. Use **critical awareness** when building systems, **rigorously examining assumptions** **and evaluating** the conditions which give rise to them. 3. Seek **solutions** that usher in improvement locally and globally by creating **balance between economy, equity**, **and environment**. 4. Treat everyone in our communities with **compassion, mutual respect, and accountability**. 5. Cultivate **collaborative** environments that facilitate **deliberative conversations**, provide psychological safety, and enable **full and equitable participation** of individuals from all social identities, backgrounds, and perspectives. These principles are part of the recipe of creating sustainable progress and equality, and must be considered in all parts of organizational development, including compensation. ### CCS Core Principles The CCS Core principles operationalize the sub-principles and key concepts from the previous section. Each sub-principle from above has a corresponding CCS Core Principle below. 1. Raise funds, pay contributors, and make financial decisions in full transparency. 2. Approach compensation with critical awareness, rigorously examining and challenging assumptions about pay structure, performance evaluation, and raises. 3. Strive to create balance between organizational success, financial sustainability, equity, and the welfare of our contributors, communities, and planet. 4. Foster mutual respect with our community members, hold each other accountable, and fairly and compassionately compensate contributors. 5. Ensure full and equitable participation of all our community members in the financial decision-making process and collaborative discourse about compensation. ### Contributor Levels Please note the contributor levels below are a work in progress. They were developed to reflect SPEC's current organizational structure. The contributor levels will be revisited and expanded as the roles of contributors change and grow over time.
LevelCodeDescription
Administrator M3Manager responsible for the collective's overall operations, organizational development, programs, strategic vision, and financial sustainability.
LeadM2Supervisor responsible for overseeing people, projects, processes, and execution of the collective's strategic plan.
SupportM1Coordinator responsible for supporting organizational development, ongoing projects, and providing peer support, mentorship, and guidance to junior contributors, new members, and external stakeholders.
ProducerL3Leader responsible for finding and launching a project, arranging financing, hiring contributors, coordinating with core team, and overseeing all elements of pre-production, production and post-production, right up to release of projects and services.
SpecialistL2Expert responsible for providing subject matter expertise, technical guidance, mentorship, and critical problem solving abilities.
AssociateL1Individual contributor responsible for completing assigned tasks, conducting research, project deliverables, providing feedback, and documenting learnings.
For more information about contributor levels click the link below to navigate to the Contributor Levels page. {% content-ref url="/pages/YuKYviTHmKFAZ2kzgVZ9" %} [Contributor Levels](/contributing/contributor-levels) {% endcontent-ref %} ### Pay Bands #### 2021 - 2022 Fiscal Year SPEC has made three important decisions for Q4 2021 related to pay bands. 1. All of our L3/M3 contributors have volunteered to donate their time and receive no compensation. In the future, SPEC may hire L3/M3 contributors that take a salary, at which time their rate will be revisited. All contributors will have the ability to wave compensation and work on a voluntary basis. 2. The pay rate for level 1 contributors will be discussed at the end of Q4 in collaboration with SPEC's current cohort of level 1 research associates. Below are the current pay bands for Q4 2021 | Level | Rate (Per Hour) | | ------ | --------------- | | **M3** | $0.00 | | **M2** | $24.04 | | **M1** | $20.00 | | **L3** | $0.00 | | **L2** | $24.04 | | **L1** | $20.00 | ### References 1. # Jobs ### Current Openings 1. [Research Associate (Software Engineering)](/contributing/jobs/research-associate-software-engineering) 2. [Project Manager (part-time)](/contributing/jobs/project-manager-part-time) # Research Associate (Software Engineering) ### Summary The Sustainable Progress and Equality Collective (SPEC) is seeking to hire part-time Research Associates (RA) with a focus in software engineering. SPEC is an open learning organization with a mission to empower individuals to be catalysts for positive change. SPEC offers paid service-learning opportunities to help participants learn skills, build careers, and make an impact in the world. RAs collaborate with the SPEC's Core Team to contribute to organizational projects and community development initiatives. SPEC provides RAs with mentorship, training, and career coaching. The duration and extent of SPEC RA work engagements depend on each individual contributor's career goals, skill level, and availability of funding and project work. ### **Responsibilities** * Collaborating and communicating with SPEC's Core Team and external stakeholders * Writing and editing technical documentation, research papers, and project proposals * Researching, learning, and applying findings to support SPEC initiatives * Contributing to open-source software, open research, and citizen science * Maintaining and improving SPEC’s marketing website * Supporting development of SPEC’s learning management system * Analyzing and visualizing data to report and synthesize results ### **Skills & Qualifications:** **Required** * Equivalent of a high school education or GED * Interest and enthusiasm got advancing social and environmental justice * Proficiency and/or willingness to learn academic research methodologies * Strong written and verbal communication skills * Experience building web applications using HTML5, CSS3, and JavaScript * Basic proficiency in programming, data structures, and algorithms * Familiarity with database concepts and SQL * Ability to use the terminal/command line to perform file manipulation, run scripts, and use dependency management tools. **Preferred** * Enrolled or recently graduated from a community college or 4 year university, with a GPA of 2.75 or higher, OR enrolled or recently completed a software development boot camp * Highly organized, detail-oriented, and able to effectively manage information and data * Ability to collaborate effectively in a distributed work environment * Familiarity with a front-end framework such as ReactJS, Ruby-on-Rails, or VueJS * Experience with a backend programming language like Python, Ruby, or Java Knowledge of backend frameworks such a Django, Ruby-on-Rails, or ExpressJS * Entry-level understanding of cloud services such as AWS, Google Cloud, Digital Ocean, and Heroku. ### **Compensation** The currently pay rate for Software Engineering RAs is $20 per hour. This pay rate is based on SPEC's compensation structure and contributor levels. As a collective under the fiscal sponsorship of Open Collective Foundation (OCF), SPEC RAs are legally classified as 1099 independent contractors rendering services for OCF. SPEC contributors receive compensation by submitting expenses through [SPEC's Open Collective portal](https://opencollective.com/spec/expenses/new). Expenses submitted must follow SPEC's expense policy and be approved one of SPEC's administrators. SPEC contributors receive their payments from OCF and are paid out the bank account of their choice. ### **Application Process** Please send a cover letter and your resume to . Your information will be reviewed by our core team and co-founders. We will contact you to let you know if you have been selected for an interview. ### Additional Information SPEC is proud to be an equal opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws. This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship SPEC makes hiring decisions based solely on qualifications, merit, and business needs at the time. # Project Manager (part-time) ### Organization Description The Sustainable Progress and Equality Collective (SPEC) is an open learning organization that helps individuals and communities become catalysts for positive change. SPEC's mission is to empower people to become globally-minded change agents by helping them learn the essential skills required to build sustainable careers and make a positive impact in their communities. SPEC achieves this aim through research, mentorship, training, paid work experiences, service-learning, and hosting events for people from underrepresented backgrounds, underserved communities, non-traditional educations, and allies to the causes of environmental sustainability and social justice. SPEC is organized as an open collective, a collaborative group that has a shared mission, which raises and spends funds transparently to achieve goals. SPEC is fiscally sponsored by the Open Collective Foundation 501(c)(3) (OCF), which enables SPEC to accept tax deductible donations, and pay its team. SPEC is hosted on Open Collective, an online funding platform that provides groups with the tools for raising and sharing their finances in full transparency. ### Job Description SPEC is run by a small and 100% distributed team of contributors and volunteers. We come from different social identities, backgrounds, and perspectives. Our core team leverages a mix of educational backgrounds and professional experience in the humanities, social sciences, and STEAM discipline to support our purpose of creating sustainable progress in the world. We are researchers, writers, designers, technologists, analysts, and engineers who work on everything from hardware engineering to building social media campaigns. We're looking for part-time project manager(s) to help lead research and development initiatives at SPEC. You'll manage projects through all phases of the project life-cycle. You'll work with our core team and external stakeholders to support execution of all our projects. This is an exciting opportunity to help build an organization and project management framework from the ground up. We are looking for someone with the expertise to establish new processes and documentation for reuse and training. You will report directly to SPEC’s co-founders and work closely with SPEC’s core team and external stakeholders. ### **Responsibilities** * Lead research and development projects from ideation to release including design, review, content development, engineering, quality assurance, release, monitoring and maintenance * Evaluate the scope and phase projects and set expectations with project stakeholders * Document project process, build timelines, and schedule meetings and execution of work * Run meetings to keep stakeholders in sync, taking clear notes and documenting action items * Leverage project management tools and workflows to ensure project teams are delivering within the time and budget constraints, adjusting plans and communicating expectations to stakeholders along the way * Identify and assess potential risks and problem solve by providing solutions * Partner with co-founders to establish new processes and documentation for the organization * Coordinate work and communication across time zones using software including Trello, Slack, Google Docs, and new tools SPEC may adopt in the future * Align collaboration and project execution with SPEC’s core values and operating principles * Ensure effective prioritization and allocation of resources across projects * Hold retrospective meetings to collect process-related feedback ### **Skills & Qualifications:** **Required** * Experience in project management ideally in the digital, creative media, or educational spaces * A solid understanding of fundamental project management tools and process * Experience developing and documenting new processes and workflows * Experience with project management tools (like Trello or Jira) or building and managing projects with spreadsheets and documents **Preferred** * Experience working in human resources and diversity, equity, and inclusion * Experience working on projects with large institutional stakeholders * Knowledge of and experience with educational technology and course development ### **Compensation** As a collective under the fiscal sponsorship of Open Collective Foundation (OCF), SPEC contributors are legally classified as 1099 independent contractors rendering services for OCF. Compensation for the project manager role will be determined based on project requirements and contributor level. SPEC's compensation structure seeks to making a living wage a baseline for contributor pay, and works with contributors to find equitable work agreements. SPEC contributors receive compensation by submitting expenses through [SPEC's Open Collective portal](https://opencollective.com/spec/expenses/new). Expenses submitted must follow SPEC's expense policy and be approved one of SPEC's administrators. SPEC contributors receive their payments from OCF and are paid out the bank account of their choice. ### **Application Process** Please send a cover letter and your resume to . Your information will be reviewed by our core team and co-founders. We will contact you to let you know if you have been selected for an interview. ### Additional Information SPEC is proud to be an equal opportunity employer that is committed to diversity and inclusion in the workplace. We prohibit discrimination and harassment of any kind based on race, color, sex, religion, sexual orientation, national origin, disability, genetic information, pregnancy, or any other protected characteristic as outlined by federal, state, or local laws. This policy applies to all employment practices within our organization, including hiring, recruiting, promotion, termination, layoff, recall, leave of absence, compensation, benefits, training, and apprenticeship SPEC makes hiring decisions based solely on qualifications, merit, and business needs at the time.