Peace Corps appropriate community technology/Design and Construction of The Second Stove Part One

To lay out and build the base for the second, improved cookstove

Evans and Boutette, Lorena Stoves

The format for building stoves a second time may vary, according to the training program. Depending upon the needs of the participants and the time available in the program, the following options can be exercised: The second stove may be completely built anew, beginning with the base construction, including new clay and sand for mixing. After removing the clay/sand mass, the second stove may be built from the original base or floor, using the same mix or mixing anew, emphasizing speed, finish and care. A second stove may be designed but not built. At least one of the original stoves should be left for use during the Health and Nutrition sessions.

Explain that constructing a second, improved cookstove is an opportunity for independent work and the application of stove principles learned to date. Explain that the participants may select a stove design appropriate to the country in which they will be serving. Suggest the following improved charcoal stove designs for those participants who will be going to urban areas or countries in which charcoal use is common: The Voltena stove] The Singer stove] Sand/clay (Lorena) charcoal stove Portable metal charcoal stoves (the improved Tiki, for example) Participants may also choose to work on improving the designs of existing charcoal stoves. Additional designs (and details on the stoves listed above) can be found in Helping People in Poor Countries. Mention that since sheetmetal stove pipes may be expensive or unavailable, stove pipes should be built from alternative materials such as Lorena blocks, ferromud, bamboo, clay tiles, etc. (Refer the participants to Lorena Stoves for more information.) Explain that the work groups building cookstoves with chimneys will be asked to give a presentation on chimneys during the stove tours (see Phase II: Session 22) and should pay special attention to the previously-cited reference.

The procedure here is the same as described in Phase II: Session 10, Part 1.

To build the mass for the second cookstove To use stove construction skills

Evans and Boutette, Lorena Stoves, pp. 50-57 and 66-68

Details on the construction of the stove mass can be found in Phase II: Session 10, Part 2. Encourage the participants to experiment with alternative chimneys. (Refer them to Lorena Stoves)

To excavate and finish the cookstove To construct an alternative chimney for the cookstove

Evans and Boutette, Lorena Stoves, pp. 58-69

The procedure for the excavation of the stove mass can be found in Phase II: Session 10, Part 3 and in Lorena Stoves. Assist the groups in: Excavating pot holes, tunnels and chimney holes Cutting dampers Finishing the stoves Encourage the groups to apply a protective coating to the stoves (refer to Lorena Stoves for details). Stress the importance of using alternative materials for construction of chimneys (See Part One).

To compare and contrast the construction of the second group of cookstoves with the first To discuss alternatives to sheetmetal stove pipes To discuss chimney safety

Before beginning this session, list the discussion questions on newsprint (or make copies for distribution). See Step 2.

Have the groups present and discuss their stoves, answering the following questions: What criteria were used when designing the stove? What was learned during the construction of the cookstove? What would you do differently next time? If your stove has a chimney, what sort of chimney was built and why? Were alternative materials used? How did your second stove construction activity compare with the first? What different approaches to problem-solving were used? Encourage questions and discussion from the group at the end of each presentation.

Have a piece of old stovepipe with a heavy creosote buildup to circulate among the participants. Ask the participants to explain how and why creosote buildup occurs and why it is dangerous. Discuss briefly the maintenance, safety and insulation of chimney pipes. Examine the advantages of alternative stovepipe materials for insulation and minimizing creosote buildup. Refer the participants to Lorena Stoves, for further information.

To discuss and analyze personal eating habits To discuss methods for nutrition education

King, Nutrition in Developing Countries Werner, Where There Is No Doctor, pp. 107-130 Attachment II-23-A, "Signs of Nutritional Status" Attachment II-23-B, "The Food Square" Attachment II-23-C, "Plant Protein Complimentarity" Attachment II-23-D, "Daily Dietary Guidelines" Attachment II-23-E, "Four Day Food Diary" Attachment II-23-F, "Nutrition Education Tools"

Copy Chapter 2, "The Human Diet," from Jelliffe's Child Nutrition in Developing Countries to distribute to participants as background reading material.

The following questions will help focus the discussion: What nutrients appear most in your favorite foods? Least? Are your food preferences beneficial, harmless or harmful to your health? Have your food preferences changed in nutritional value since childhood?

Point out that these guidelines offer one simple approach to determine the quality of daily diet.

Explain the recall practice as a way to spot-check the adequacy of the daily diet. The food square and daily dietary guidelines should be consulted to evaluate the day's diet.

Explain that the assignment should be done over a four-day period and should serve to familiarize participants with how well daily diets meet established dietary guidelines. Answer any questions about the activity. Collect the diaries when they are completed and be available to offer help whenever necessary.

The following questions will stimulate discussion: What do you think motivates people to improve their diets? Have you learned anything in this session that might lead you to improve your diet? Do you think some of the suggested concepts and tools can be applied successfully in your work as Peace Corps Volunteers? How do you plan to learn about local community foods and diets? Can you begin to think of ways appropriate technologies and nutrition can be used together? Then, cite Jelliffe, King and Werner and Bower in the bibliography as resources for nutrition education.

Cereals and grains (Wheat, rice, maize, sorghum, millet, etc.) Starchy roots (Cassava, potatoes, etc.) Starchy fruits (Banana, breadfruit, etc.)

Legumes (Beans, peas, groundnuts* , soyabeans* , etc.) Nuts* (Almonds, walnuts, cashews, hazel nuts, etc.) Oil seeds* (Sesame, sunflower, etc.) Animal products (Milk, meat, fish, eggs, insects, etc.)

Also valuable as an energy supplement, due to their high fat content.

Vegetables (Dark green leafy vegetables, kale, leek, carrots, turnips, tomatoes, peppers, etc.) Fruits (Mango, orange, papaya, etc.)

Pure fats (Oils, butter, ghee, lard, etc.) Fat-rich foods (Nuts, oil-seeds, bacon, fatty meat, etc.) Pure carbohydrates (Sugar, honey, jaggery, etc.)

Poultry Fish Meat

Products

To prepare the meal on a sand/clay cookstove To demonstrate the process to others

Paley, Gardening for Better Nutrition, pp. 26-27 Robertson, Flinders, Godfrey, Laurel's Kitchen Attachment II-24/1, "Evaluation of Cooking Exercise"

This session will require considerable preparation. You will need to set up food stocks for the cooking activity and devise a food list with the cost of each food item (see Trainer Notes, Step 2) Read the session carefully before beginning.

Refer to Jelliffe for information.

Discuss information about the preservation of nutrients in cooking and the benefit of using cast-iron cookware. Refer to Laurel's Kitchen and to Paley for more information.

Select foods that are specific to areas in which participants will be working as Peace Corps Volunteers.

Explain that this is a good opportunity for participants to practice planning culturally appropriate menus and cooking with foods that are common in the countries in which they will be serving. To encourage low-cost menu planning, set a cost limit per person. Have the groups plan their menu activity such that: All group members participate in all phases of planning, purchasing, preparing and demonstrating the meal. Appropriate technology devices are used and there is not a strong dependence on modern equipment. The meal is nutritionally balanced (See Phase II: Session 23, "Basic Nutrition," for more information).

Set up a role-play situation in which participants use their food item cost lists to "purchase" foods from staff members acting in the role of local market vendors. If a real local market is nearby, have the participants go there to purchase their foods. If there is an available garden, the participants should harvest their vegetable and herb needs, rather than purchase them.

Explain that each demonstration should: Describe how the stove works Describe the meal and its nutritional qualities Describe how the food was prepared and cooked to maintain nutritional value Encourage each group to use non-technical language and nonformal education techniques in its demonstration.

To discuss ways to overcome the disadvantages To identify and discuss ways to conserve cookstove fuel

Jenquier, Appropriate Technology Problems and Promises, Chapter II, "The Innovative System in Appropriate Technology, pp. 27-40

Record their responses in two columns on posted newsprint.

For those disadvantages which relate to stove malfunctions, refer to pages of Lorena Stoves.

For detailed information regarding the points that should be covered in this discussion, see pages of Lorena Stoves.

The next cookstove session (Phase II: Session 25) requires a participant volunteer to facilitate a discussion of the above reading assignment. Select that participant/facilitator at this time. Review the activities in Session 25 with him/her, paying special attention to the Trainer Notes under Step 2. Give the participant/ facilitator a copy of the following questions for discussion: What were some of the important issues raised in the reading? What does the statement "appropriate technology is community technology" mean? How would you go about verifying that your perceptions of a villagers needs correspond with the felt needs of villagers? Explain that these discussion questions should be used as guidelines for the up-coming discussion.

To discuss past experiences with cookstove development and innovation

Evans and Boutette, Lorena Stoves, pp. 120-129

Some important points that should be covered include: The importance of initiating the process of development at the local level The participation of villagers in defining their needs vs. the technical experts' perceptions of what the villagers needs are The participation of local people as the foundation for building self-confidence and local problem-solving capabilities Allow time at the end of the discussion for feedback on the facilitation skills of the participant/facilitator.

An option to the reading from Lorena Stoves is to examine and discuss Peace Corps stove programs in various countries (i.e., the Philippines, Senegambia, the Dominican Republic, etc.). If you have access to information (case studies, etc.) or firsthand experience of these programs, this would be a good opportunity to share and discuss this information with the participants. It will help increase their understanding of programs in which they might eventually be a part. If you decide to choose this option, disregard Steps 3-5 and use the remaining 1-1/2 hours to examine and discuss some Peace Corps stove programs.

Explain that the participant/facilitator should use the same questions to guide this discussion that were used to guide the previous one (Phase II: Session 24/2, Step 4, Trainer Notes The following points should be raised during the discussion: The need to incorporate women, as cookstove users, in the design and construction process (and generally throughout the development process) That training of villagers should focus on stove principles and processes so that people can apply them to suit their needs That the training of villagers should emphasize stove operation and maintenance as well as design and construction That cookstove development programs must include local follow-up for repair, evaluation and dissemination of cookstove design modifications developed on the basis of evaluation That follow-up is essential to the development of stoves that respond to local needs and conserve fuel, and to insure that important technical principles are not forgotten Allow time at the end of the discussion for feedback on the facilitation skills of the participant/facilitator.

To evaluate the cookstove training To clean up the cookstove work area

Explain that it is important to know how and where to obtain financial, material and technical information and/or resources for cookstove projects. Mention that in "Cookstove News," Volume I/Number 1, they will find a list of individuals and organizations currently working in stove programs worldwide. (All issues of "Cookstove News" list information and resources of interest to cookstove programs.) Stress the importance of exchanging information, ideas and resources with other stove programs.

Choose one of the following options for carrying out the evaluation: Option A: Ask the participants what they felt was positive about the training and what suggestions they would have for improving it. List their responses on newsprint in two columns, one entitled "Positive Aspects," and the other entitled "Suggestions for Improvement." Encourage questions, comments and discussion. Option B: Have the participants form small groups. Ask each group to develop a list of "Positive Aspects" and "Suggestions for Improvement." Then have the groups share their lists with each other, discussing and clarifying them with questions and comments.