Peace Corps appropriate community technology/Introduction to Design Considerations

This session should be scheduled at the end of the day so that the participants can continue their design project at home and have it ready for presentation the following day.

Explain that the better one can match the incoming energy source to the energy need, the simpler and more efficient the device can be. As an example, discuss the Chinese pedalpowered chain-and-washer pump, noting that the energy type and amount are so well matched to the energy needed that there is no requirement for a power system: it is direct-drive. While reviewing the list, ask the participants to define the terms "rotary" and "reciprocating." Discuss the possible applications of each drive system and their limitations.

Draw Figure "At" from the attachment on the chalkboard. Review the diagram, emphasizing that no design is complete until it has been tested and retested and that every new design requires redesign and rebuilding. Ask the participants to give examples of design and redesign. Referring to the attachment (Part II), move the discussion on to the criteria for a design, emphasizing that specific criteria are more useful than general ones. Review the criteria found on the attachment. Draw Figure "B" on the chalkboard and explain that it is a more detailed look at the design process. Take the participants through the process, asking them for an example or offering an example. Ask at which point in the process one needs to consider the various qualities of foot-powered devices discussed earlier in the session. Conclude the discussion by explaining that they will be using this process in the design of their devices.

Tell the participants that they will be working with their groups for the remainder of the phase. Explain that since they will be working together, they should be aware of and sensitive to group processes that are occurring. Suggest that they take time periodically to discuss ways in which the group could work together more effectively. Explain that each group should prepare a design for presentation during the next session, using models, posters, skits and/or other non-formal education techniques. Conclude by explaining that the group will eventually construct and evaluate their designs during this phase.

Guidelines and preparations for the presentations to be done during this session are explained in Phase III: Session 9.

Before proceeding with this session, the Phase Schedule should be written on newsprint for use in Step 3.

Allow time after each presentation to give each group feedback on the presentation and design. Ask people what they liked best about the presentation and the design and what suggestions they might have for improvement.

Point out the remaining pedal/treadle sessions in the phase. Explain that in the next session, they will begin the construction of their devices. Emphasize the importance of careful planning to ensure sufficient time to complete the devices.

This session requires substantial preparation time for gathering the materials listed. This 22-hour session allows much latitude for individual trainer styles. It is not intended that this session should occur over 22 continuous hours. It should be complemented with other sessions such as Health & Nutrition, The Role of the Volunteer in Development and Core Technology sessions (see the Phase III calendar at the beginning of this phase). It is helpful, in fact, to spread the construction time over as many days as possible. This will allow the participants more spare time to discuss the projects outside of session time. However, a four-hour work period should be considered minimum, since tools and materials have to be set up and cleaned later. Six-or eight-hour construction periods are ideal. Construction naturally follows design. Those groups with complete plans for their device should proceed with construction without waiting for the other groups to finish.

Try to limit the list of questions to two or three per group to avoid overwhelming the blacksmith with too many questions.

Explain that during their visit, the participants should learn: The different types and qualities of metals, their advantages and disadvantages The availability and cost of metal types The availability of recycled materials Also, explain that they should note any key points that they feel should be remembered when communicating with an artisan. Add that they will be discussing these points after their visit. (Also add that this discussion will take place at an appropriate location away from the blacksmith shop.)

We suggest that you copy some of the weaning food recipes for specific countries to which volunteers are assigned (see Step Refer to Jelliffe for recipes.

Effective photographs to focus the discussion have been: a mother force-feeding her infant, or an emaciated infant with a baby bottle. Encourage discussion by asking the following questions: What is happening in these photographs? What appropriate technologies for health could be appiled in these situations ?

At this point, you should also distribute and explain copies of weaning food recipes that are specific to the countries in which the participants will be serving. (See Trainer Notes under Resources.)

Refer participants to Werner.

Post a general recipe for mixing and cooking a weaning food on newsprint for all to see. Have all foods and implements ready for use. Encourage participants to try varying recipes. Offer help whenever necessary.

Have the groups discuss ways to use their communication aids. Encourage the groups to give constructive feedback and suggestions for improvement of each aid.

It is useful, where possible, to locate some case studies for participants to review as additional reading. There are a number of good publications, such as "World Education Reports" and "Pan American Health," that are widely available and offer short articles on community health projects and systems in the developing world. Before presenting this session, you will need to order the two films listed in the resources (see Steps 2 and 4).

Refer to the resources for two films that have been very effective or substitute other films as desired. If the films are not available, an option is to locate written examples of case studies and have the participants review them.

The following questions can focus the discussion: Can you determine the philosophy of health? Is the health approach preventative, curative or both? Are health workers indigenous or foreign? What is the role of the traditional practitioner? Are traditional and modern health approaches integrated? Are appropriate technologies for health a part of the health system?

For contrast, it is effective to show a second film (or read a second case study) which illustrates an unsuccessful health strategy.

Explain that their topics should be researched and that ten-minute presentations should be prepared for Phase V: Session 13 Encourage participants to use appropriate communication aids in their presentations (i.e., role plays, visual aids, etc.). Participants should first review Werner and Brownlee for background information. Effective topics that have emerged from past film discussions include: Village-based health workers or imported health teams Preventative vs. curative approaches to health Role of traditional practitioners Philosophy of self-help health Integration of traditional and modern health systems Appropriate technologies for health Role of Volunteer in community health systems

Copies of the resource material should be prepared for distribution during the session. Remember to schedule this session at the end of the day so that participants are able to finish the work during the evening.

Write the list on newsprint. It should include some of the following nonformal education techniques: skits, puppets, songs, pictures, games, diagrams, slide shows, models, etc. Encourage the participants to describe how these techniques could be used to explain a complex technical concept.

Explain that each group should develop a twenty-minute presentation and that it should be designed to be understood by people with little or no formal education. Point out that informally-educated people may have difficulty understanding the mathematics of pedal/treadle concepts but if they are familiar with bicycles, they will probably understand the principles of leverage, wheels, fly wheels, momentum, inertia, rhythm, etc. Explain that they should continue to plan and practice their presentations tonight and that they should be prepared to give them tomorrow.