Session 9. Introduction to Design Considerations[edit | edit source]
Total time: | 4 hours |
Objectives: | To review and discuss the different qualities of foot-powered devices
To review and discuss the basic concepts of the design and construction process To design a foot-powered device |
Materials: | Chalkboard, modeling materials (corks, pins, string, straws, glue, wire, toothpicks, rubber bands, tins, etc. |
Resources: | Attachment III-9-A, "List of Qualities of Foot-Powered Devices"
Attachment III-9-B, "The Design Process" Hommel, China at Work |
Trainer Notes
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. |
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Procedures:
Step 1. (5 minutes)
Present the session objectives and activities.
Step 2. (30 minutes)
Distribute Attachment III-9-A, "List of Qualities of Foot-Powered Devices." Review the list, encouraging questions, comments and discussion.
Trainer Notes
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. |
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Step 3. (1 hour)
Distribute Attachment III-9-B, "The Design Process," and review the process outlined. Encourage questions, comments and discussion.
Trainer Notes
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. |
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Step 4. (2 hours, 25 minutes)
Have the participants form small construction groups and explain that the remaining time should be used to prepare a design based on the criteria list for a foot-powered device that will be presented in the next day's session.
Trainer Notes
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. |
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LIST OF QUALITIES OF FOOT-POWERED DEVICES
Type | Type of Motion | Speed | Power |
Bicycle | Rotary | High | High |
Treadle | Reciprocating | Medium | Medium |
Kickwheel | Rotary | Low | Low |
Chinese treadle | Rotary | Medium | Low |
Weight shift | Reciprocating | Low | High |
Treadmill | Rotary | Medium | Medium |
Chinese pedal | Rotary | Low | High |
Double treadle | Reciprocating | Medium | High |
THE DESIGN PROCESS
I . Overview of the Whole Design Process
II . A Closer Look at the Design Part
Establish criteria. | Be specific, for example: |
It must be buildable in 20 hours. | |
It must weigh less than 25 pounds. | |
It must use only wood. | |
It must be built only with hand tools. | |
It must be usable by both sexes, etc. |
Establish priorities of criteria
Session 10. Presentation of Designs[edit | edit source]
Total time: | 1 hour |
Objective: | To present and discuss the designs of pedal/ treadle devices |
Trainer Notes
Guidelines and preparations for the presentations to be done during this session are explained in Phase III: Session 9. |
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Resources: | Phase Schedule written on newsprint |
Trainer Notes
Before proceeding with this session, the Phase Schedule should be written on newsprint for use in Step 3. |
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Materials: | Newsprint and felt-tip pens |
Procedures:
Step 1. (5 minutes)
Present the objectives and outline the session activities.
Step 2. (40 minutes)
Have each group present their designs.
Trainer Notes
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. |
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Step 3. (15 minutes)
Post the Phase Schedule and discuss
Trainer Notes
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. |
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Session 11. Construction of Pedal/Treadle-Powered Devices[edit | edit source]
Total time: | 22 hours |
Objectives: | To use various tools in the construction of pedal/treadle-powered devices
To build and test a pedal/treadle-powered device To recognize and solve problems, both with the construction of the pedal/treadle device and within the group |
Resources: | Darrow and Pam, Appropriate Technology Source Book, Volumes I and II
McCullough, Pedal Power |
Materials: | An assorted quantity, quality and variety of: wood, wire, pipe, sheetmetal, bamboo, string, rope, old fanbelts and belt material, gears, bicycle chains, sprockets, bicycles and bicycle parts, nails, screws, nuts, bolts, bearings, leather, PVC pipe, grease, oil, wood and metal working tools. Newsprint and felt-tip pens. |
Trainer Notes
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. |
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Step 1. (22 hours)
Have the participants form their construction groups and build their pedal/treadle powered devices.
Trainer Notes
At the beginning of each day of construction, have the participants discuss the events of the preceding day. Focus the discussion on the group dynamics and problem solving methods being used in each group. Allow between 15 and 25 minutes for this activity, depending on the group needs. It is also helpful to use this time to review the time remaining in the construction session and remind the participants that one hour near the end of the phase will be spent on the development of a presentation for their device (See Phase III: Session 15). When time begins to get short, encourage the participants to focus on essential tasks only and to divide them among the group members to help speed up the process. Be certain to keep in touch with how the groups are proceeding during the construction period, taking time when necessary to show people how to properly use and care for toots. Don't intervene every time a group or an individual makes a mistake since mistakes are an important part of the learning process. Explain that any group finishing one project can (time permitting) go on with another small project or begin preparations for the presentation of their device. Set aside 10 to 20 minutes at the end of each day's construction period for cleaning the work site and shop area. At the end of the final construction session, set aside about half an hour for a thorough cleaning of the work site and the shop area. |
Session 12. Blacksmithing and Metalwork[edit | edit source]
Total time: | 2 hours |
Objectives: | To discuss and experiment with blacksmithing and metalwork techniques
To discuss ways of effectively communicating with a skilled artisan |
Materials: | As needed by the blacksmith |
Trainer Notes
It is important that the participants have a general knowledge of the capabilities and limitations of a blacksmith or metalworker. In-country, a Peace Corps Volunteer may, on occasion, need assistance in the construction of a particular device. Therefore, it is important to adequately understand the fundamentals of blacksmithing in order to properly explain the work needed. This session will require preparation. You will need to arrange for the participants to visit a blacksmith's shop in order to observe the blacksmith at work and learn some of the fundamentals of working metal: how to heat, work and temper in steel, how the forge works, what tools are needed, etc. The participants should be able to question the blacksmith and ideally have an opportunity to experiment with heating and working metal. The smaller the groupvisiting the blacksmith, the better, as it will allow more one-on-one contact between the blacksmith and the participants and greater opportunity for hands-on practice. If the construction group is large, one option is to have the small construction groups stagger their visits to the blacksmith during the construction period. Much of this will depend upon the needs of the blacksmith and the amount of time he/she is willing to spend with the participants. Resources and materials will be specified by the blacksmith. |
Procedures:
Step 1. (15 minutes)
Have the participants form their construction groups and develop a list of questions about the blacksmithing trade that have bearing on the construction of their pedal/treadle-powered devices.
Trainer Notes
Try to limit the list of questions to two or three per group to avoid overwhelming the blacksmith with too many questions. |
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Step 2. (1 hour, 30 minutes)
Reconvene the groups and have the participants visit the blacksmith shop.
Trainer Notes
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.) |
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Step 3. (15 minutes)
After the visit, have the participants summarize what they have learned about blacksmithing and communicating with a blacksmith. Encourage discussion, comments and questions.
Session 13. Appropriate Technologies for Health[edit | edit source]
Total time: | 2 hours |
Objectives: | To identify and discuss appropriate technologies for in ant and child nutrition
To practice making rehydration formulas and weaning foods To develop communication aids designed to promote weaning foods in developing countries |
Resources: | Werner, Where There Is No Doctor, pp. 107-124, 151-161
Jelliffe, Child Nutrition in Developing Countries, Chapters 6 & 7 Raphael, "Cultural Factors are Part of the Appropriate Technology for Weaning Foods," in APPROTECH, pp. 9-10 Attachment III-13-A, "Guidelines for Feeding" Attachment III-13-B, "Weaning Foods" Attachment III-13-C, "A Measure for the Rehydration Formula" |
Trainer Notes
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. |
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Materials: | Newsprint and felt-tip pens; several critical photographs (see Trainer Notes under Step 1); cookstoves and food grinders; cooking utensils, pots and pans; water, sugar, salt, grains, legumes, dark green and yellow vegetables, oil |
Procedures:
Step 1. (5 minutes)
Introduce the session by distributing and discussing selected critical photographs.
Trainer Notes
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 ? |
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Step 2. (10 minutes)
Distribute and review Attachment III-13-A, "Guidelines for Feeding," and Attachment III-13B, "Weaning Foods."
Trainer Notes
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.) |
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Step 3. (10 minutes)
Review the rehydrations formula and distribute and review Attachment III-13C, "A Measure for the Rehydration Formula."
Trainer Notes
Refer participants to Werner. |
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Step 4. (30 minutes)
Have participants form small groups and practice making rehydrations drinks and weaning foods.
Trainer Notes
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. |
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Step 5. (40 minutes)
Briefly reconvene the group and explain that they should continue working in their small groups to develop communication aids designed to promote the use of weaning foods in developing countries.
Stimulate ideas by suggesting: gourd babies to demonstrate debydration, role-plays, children's stories, cartoon strips, radio or press releases, songs, dances, games, etc.
Step 6. (15 minutes)
Reconvene the groups and have them present and explain their communication aids.
Trainer Notes
Have the groups discuss ways to use their communication aids. Encourage the groups to give constructive feedback and suggestions for improvement of each aid. |
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Step 7. (5 minutes)
Review the session objectives and summarize the activities.
GUIDELINES FOR FEEDING
- Breast. milk is best.
- Put a new-born baby to breast as soon as possible.
- Start feeding thin porridge at four months.
- At six months, feed plenty of porridge with added protein three times a day.
- Start the baby on new foods before he has the breast milk. Once he likes it, give it to him after his breast milk.
- Breast feed a child as long as possible (18 months to two years of age).
- Stop breast feeding slowly.Remember, a young child:
Needs feeding often
Needs a special plate
Needs food to be well mixed
Needs to be fed with a spoon
WEANING FOODS
Weaning = to accustom
"It is no exaggeration to say that the most important global target for nutrition education is to persuade tropical parents to feed their children in the early years of life as well as possible with local foods produced in greater quantities in the village."
Multimixes (4:1 ratios)
Double Mix | Staple + legume or animal protein or dark leafy green vegetable (DLGV) |
Triple Mix | Staple + legume and animal protein or DLGV |
Quadri Mix | Staple + legume and animal protein and DLGV |
Weaning foods should be:
Well cooked
Soft and mashed
Offer compact calories and protein
A MEASURE OR THE REHYDRATION FORMULA
How children can make measuring spoons for preparing a SPECIAL DRINK to protect a child with diarrhea.
Children can make measuring spoons from many things, but it is important that they measure more or less the right amount of sugar and salt.
Here is one way to make spoons using things that have been thrown away.
A MEASURE OR THE REHYDRATION FORMULA
From Hesperian Foundation.
Session 14. Case Studies in Community Health[edit | edit source]
Total time: | 2 hours |
Objectives: | To examine several case studies/films that describe various community health strategies
To discuss some characteristics of community health strategies To select topics for presentations during the next health session |
Resources: | Werner, Where There Is No Doctor, pp. W1-W29
Brownlee, Community, Culture and Care, pp. 136-154 and 214-252 The Hesperian Foundation, "Health Care by the People, " a film World Health Organization, Film #13, "Health for All - Sankofa Tradition and Development" Werner, The Village Health Worker - Lackey or Liberator? World Health Organization, "World Health Traditional Medicine" World Health Organization, "Appropriate Technologies for Health," newsletters. |
Trainer Notes
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). |
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Materials: | Film projector and screen, newsprint and felt-tip pens |
Procedures:
Step 1. (5 minutes)
Review the session objectives and outline the activities.
Step 2. (35 minutes)
Show a film which illustrates a successful community health strategy.
Trainer Notes
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. |
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Step 3. (15 minutes)
Have participants discuss their impressions of the film and identify some of the characteristics of community health strategies illustrated in the film.
Trainer Notes
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? |
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Step 4. (40 minutes)
Show a second film (or discuss another written case study).
Trainer Notes
For contrast, it is effective to show a second film (or read a second case study) which illustrates an unsuccessful health strategy. |
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Step 5. (15 minutes)
Invite comments about the film and have the participants identify characteristics of the community health strategy illustrated.
Step 6. (10 minutes)
Describe the plan for the next session and have participants form small interest groups to select topics for presentation.
Trainer Notes
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 |
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Session 15. Preparation for Pedal/Treadle Presentations[edit | edit source]
Total time: | 1 hour
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Objectives: | To plan and design a presentation of a pedal-powered device
To identify and use techniques for communicating complex technical concepts to informally educated people |
Resources: | Fuglesang, Applied Communication in Developing Countries, pp. 43-52 |
Materials: | Newsprint and felt-tip pens |
Trainer Notes
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. |
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Procedures:
Step 1. (5 minutes)
Present the session objectives and outline the activities.
Step 2. (10 minutes)
Distribute a copy of Fuglesand to each participant and have them read it.
Step 3. (15 minutes)
Have the participants brainstorm and discuss a list of ways to present their devices to informally educated people.
Trainer Notes
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. |
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Step 4. (10 minutes)
Have the participants identify which techniques would be most appropriate for their presentations.
Step 5. (20 minutes)
Have the participants form their construction groups and develop a presentation of their pedal/treadle devices.
Trainer Notes
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. |
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