Peace Corps appropriate community technology\Pedal\Treadle Power

To discuss reasons for "high risk" health conditions among mothers and children in developing countries

Jelliffe, Child Nutrition in Developing Countries, Chapter V Attachment III-1, "Clinical Signs of Kwashiorkor and Nutritional Marasmus" Attachment I-9/3-A, "The Four Roles for a Structured Meeting"

Refer to the Health and Nutrition bibliography for additional resources on maternal and child health.

It is effective to use some innovative communication tools to introduce this session. Recorded songs by women or children at work or play, sketches, stories, personal accounts by women talking about life and well-being, a film such as is listed in the resources, all serve to offer glimpses into the realities faced by women and children. It is particularly effective if the film, song, story, etc. originate from the country in which the participants will be serving as Peace Corps Volunteers.

Post the following questions on newsprint and explain that they are intended to help guide the group discussions: What does the picture show? What response does it evoke? Why is this condition present? What can be done about it? How can Volunteers assist? What information is needed to better understand the conditions we see? Refer to Jelliffe, Morley, Cameron for photographs.

In your brief talk, it is suggested that you cover the following points: High risk groups: pregnant women, lactating women, infants and young children to five years Degenerative and infectious disease patterns Definitions of states and signs of malnutrition: PCM, Marasmus, Kwashiorkor, deficiencies Birth to school-age health needs A recommended resource for preparing the talk is Jelliffe, Child Nutrition in Developing Countries.

Encourage a focus on issues, not specific diseases. Ideas may include: Need for or lack of nutrients in daily diet Changing patterns of eating Poverty No access to land Tradition

Some examples might be: colds, respiratory ailments, pneumonia, starvation, blindness, pellagra, rickets, anemia, hemmorhage, infection, diarrhea, dehydration, measles, mumps, chicken pox, tooth decay, bewitchment, mental illness, poisoning from chemicals, etc.

Stimulate discussion by asking: Which diseases appear to be associated with a number of risk factors? Which risk factors seem to influence most directly health or illness? Can we make any generalizations?

Explain that each interest group should select one topic for investigation and research and be prepared to present their conclusions and recommendations in the next Health and Nutrition session. As guidelines, mention that the presentations should: Use the "Four Roles for a Structured Meeting," from Attachment I-9/3-A Include economic, cultural, political, environmental and medical factors Suggest topics for the interest groups (i.e., bottle baby syndrome, chemical dumping, female circumcision, taboos (sexual and dietary), labor, etc. Present any available resources that would be helpful for the group's investigations.

To read a sun chart in order to find the azimuth and altitude of the sun to within 3°

Mazria, Passive Solar Energy Book, pp. 5-13, 302-338 U. S. D.O.D., Magnetic Variation Map of the World Attachment III-2-A, "Finding Azimuth" Attachment III-2-B, "Reading a Sun Chart"

The sun angle calculator can be purchased from Zomeworks Corporation, Box 712, Albuquerque, New Mexico 87103 ($60.00). The heliodon plans can be purchased from Farallones Institute Rural Center, 15290 Coleman Valley Road, Occidental, California 95465 ($3.00).

Once you have set the sun angle calculator to the latitude of the training site, have a participant describe the sun's daily path at several different times of the year. Point out: The azimuth (compass reading) of sunrise The altitude (height above the horizon) at noon The azimuth of sunset for the time of year during training The equinoxes The solstices Some sample questions for discussion include: What are the two days of the year when the sun rises due east and sets due west? Does this hold true for all latitudes? How can you calculate the altitude of the sun at noon during the equinoxes? What does "equinox" mean? What direction should a solar collector face at the training site? What would be the tilt of the collector optimal summertime collection, optimal wintertime collection and for yeararound collection?

Move the visor of the sun angle calculator to the vertical position (that of the equator) and ask: What can you say about the day-length on the equator? What direction would a solar collector face on the equator for optimal collection March through September? September through March? For year-around collection?

Prior to this session, you should determine the latitude or range of latitudes for each country and prepare one or two copses of the appropriate sun chart (Bennett, pp. 27-53) for each participant. For example, if five participants are going to Zaire (which ranges from 0° to 4° north latitude) and you want each participant to have two copies of each latitude, make 10 copies of 0° and 10 copies of 4° sun charts. To change a northern latitude sun chart into a southern latitude sun chart, invert the sun paths shown on the chart (June 21 changes with December 21; July 23 and May 20 change with November 22 and January 21, etc.) and invert the horizontal axis, solar azimuth (degrees) so that the numbers read: 180, 160, 140, 120, 100, 80, 60, 40, 20, 01360, 340, 320, etc. Sun charts for latitudes near the equator can be confusing because it looks as if the sun path goes off the chart to the left. You can clarify this by pointing out that the sun path continues by coming back onto the chart from the right. Explain that the sun charts are a two-dimensional representation of a hemisphere, so that when the sun path (which travels through the three-dimensional hemisphere) is transferred onto them, some liberties must be taken.

Allow the participants to work in groups of two or three to complete this attachment. This helps people to learn, reduces competition and strengthens the cooperation of the group.

Let the participants determine the answer. Then check to see if it' 5 correct. Allow participants to make their own corrections. Explain that it is important to be able to read the sun chart in order to site a solar collector so that it is not shaded during critical hours. Remind the participants that shade mapping and solar siting will be done in Phase IV: Session 8 and that the sun charts will be needed at that time.

To discuss the history of technology and innovation and the history of the development of pedal/treadle devices as a renewable energy technology To identify and categorize pedal/treadle devices

McCullough, Pedal Power, pp. 1-25 Darrow, Keller & Pam, Appropriate Technoloqy: Sourcebook, Vol. I and II

To help illustrate your talk in Step 3 of this session with pictures of treadle and pedal devices, refer to the resources listed above and select several of the illustrations found in them. These pictures should be distributed to the participants.

Explain that each group should list on newsprint what pedal/ treadle devices they have seen and what devices they have read about.

Be certain that each group posts their list of devices. Leave the lists posted. They will be referred to again in Step 4.

Background material for this talk can be found on pp. 13-14 of Jequier and pp. 1-25 of McCullough. During the talk, distribute copies of the illustrations of pedal/treadle devices (found in the session resources) and briefly describe each one. A; the end of the talk, encourage questions, comments or discussion.

The devices can be placed into the general categories: Agricultural tools Home implements Shop tools Transportation Post these categories on newsprint and list the devices under them.

These items could be just about anything: an automobile, a pair of shoes, a tool, etc.

In the case of an automobile, for example, the criteria list might be:

Explain that essentially the lists would remain the same.

Encourage the participants to compare and contrast the criteria identified earlier in the session with the criteria outlined in the attachment.