Kevin Olson wrote:
Cristobal Cristo wrote:
That's why theoretical base is so important. So instead of blindly following recipes you can adjust them to the requirements of the location: material availability, functions, sizing, shape, finish, codes, etc.
I'm the kind of person who does want to understand the "Why" of things, so that I can adapt to differing circumstances.
But, some people just want a recipe to follow.
Some people are happy being a line cook, some want to be a chef. We need both, and I think there is a place for resources for both types of people.
My impression is that Leah isn't interested (at least, not at this time) in becoming a thermal mass heater engineer, but she would like clear instructions on how to build her own, while others of us enjoy contemplating under what circumstances a condensing exhaust would actually function, and when it might be ill advised (or if it's ever advisable). Some people just need heat for this winter, safely and simply.
I recall trying to help my daughter, now well into her 30s, with her mathematics school homework. Trying to explain the slope-intercept formula for a line to her, I began with a discussion of Cartesian (orthogonal) coordinates, just so she understood the playing field. She wasn't interested in a deep dive, and became frustrated with my attempts at explaining the background for her homework. She just wanted a procedure (an algorithm) to get the "right" answers and be done. She has many gifts - she is very good at organizing people and things - but analytic geometry isn't one of them, not by a long stretch.
There are many good reasons a person might not want to become a master of the theoretical basis for masonry heaters - lack of natural interest, lack of free time, or being, in fact, quite cold right now (it might be easier to focus on the theoretical underpinnings after one is comfortably lounging on a heated RMH bench!).
The "theoretical base is so important" to you and to me, but probably not to Leah. At least, not right now.
Mike Haasl wrote:Posting here to remind myself (iteration of Kenneth's idea). Repackage mostly empty paint cans into smaller containers for longer term storage. Save/recreate label if you need to duplicate in the future.
M Broussard wrote:Plastics - Perhaps something about converting feed sacks into tarps to protect soil/gear?
Other types of waste:
Ashes - fertiliser, soap, lye (for cleaning or preserving food)
Bones - biochar and grind into fertiliser
Reculcant-to-compost organics - citrus peels, walnut shells, macadamia shells, hardwood offcuts from woodworking - mulch or biochar
Hazardous waste - smoke detectors (radioactive), batteries (heavy metals), fluorescent lights (heavy metals), old paint (lead, asbestos, microplastics), stained glass (lead), plant residue from phytoremediation projects, etc. Showing responsible disposal of these types of things is important for preventing soil contamination
r ranson wrote:One of the things that makes it tricky is we are missing about 3 quarters of the painting whereas we can see all-ish of the book version.
From what I can see of the brushmarks where the paint is gone, it seems a better painting than the one in the book. (Family member says it's significantly better, but my art knowledge is still too small to say one way or the other). That's why he is wondering if the painting in the book is copied from this one and adapted to the books style.
I've seen students outshine teachers, so I'm still very much on the fence.
Pehaps the frame would give some clues as to the decade? Not sure this painting and frame are an original match as the paper has been removed from the back.