Peace Corps appropriate community technology/Nutritional Gardening

Session 14. Nutritional Gardening[edit | edit source]

Total time:	4 hours
Objectives:	To define nutritional gardening and discuss its role in the development process
	To practice home gardening techniques
	To develop an essay, garden plan or community program strategy that addresses nutritional gardening in the development process
Resources:	ACTION/Peace Corps, ICE, Small Vegetable Gardens
	Oxfam, Gardening for Better Nutrition
	Jeavons, How to Grow More Vegetables
	LIFE, Small Scale Intensive Food Production, pp. 60-80
	Attachment V-14, "Nutritional Garden Crops of the Tropics"
Materials:	Suggested gardening assignments (on newsprint, see Step 7), newsprint and felt-tip pens or chalkboard/chalk, projector and screen (optional, see Step 5), materials as needed at "hands-on" stations (see Step 6)

Trainer Notes This session will require considerable preparation. We recommend there be a model garden at the training site and that a wide selection of resource material on gardening be available to the participants for this session and throughout the program. See Step 5: You will need to choose from among the suggested activities outlined in the Trainer Notes. See Step 6: For this activity, you will need to set up at least three hands-on stations to provide skills training through demonstration and practice. All the materials for these stations must be ready before the step begins. You will need to invite gardening consultants who are qualified to demonstrate and explain the techniques at each station. The Trainer Notes in Step 6 provide details regarding the suggested format for setting up the hands-on stations. See Step 7: Write on newsprint the suggested gardening assign ments outlined in the Trainer Notes.

Procedures:

Step 1. (15 minutes)

Review the session objectives and encourage participants to share their ideas and experiences on gardening.

Trainer notes Collect "Four Day food Diary" and "Ecuadorian Diet" assignments as the session begins (from Phase II: Session 20, "Custom and Food").

Step 2. (20 minutes)

Have the participants list and discuss the differences between nutrition-oriented agriculture and commercial agriculture

Trainer Notes List their responses on newsprint. Stimulate discussion by asking how these differences relate to the issues discussed in Phase II Session 12, "Food Issues." (For example, cash cropping/subsistence farming, food as a commodity, food as a nutrient, etc.)

Step 3. (15 minutes)

Distribute Attachment V14, "Nutritional Garden Crops of the Tropics," and give a brief talk on illnesses related to poor nutrition and nutritional crops that can help prevent them.

Trainer Notes Mention the problems associated with crop specialization and discuss the importance of growing nutritional food crops for immediate household use. Refer to the resource material and Attachment V-14 for background information. An excellent comparison of garden crop choices and nutrient values can be found in the LIFE publication (see Resources).

Step 4. (15 minutes)

Have the participants brainstorm a list of ways that nutritional gardening can play a role in development efforts.

Trainer Notes Some ideas include: More stable and continuous eco-system Supply of greens School lunch programs Link to health services Aim efforts at women Integrate technologies (small-scale) Encourage crop diversity, more edible crops Nutrition emphasis food first, exchange next Link to community participation

Step 5. (45 minutes)

Give participants an overview of home gardening techniques, technologies and processes.

Trainer Notes Several options exist for this activity: A slide show A walking tour of a garden Analysis of a garden project case study A film Reading time to survey available resources

Step 6. (2 hours)

Have the participants move through three hands- on garden stations and practice the techniques being demonstrated at each one.

Trainer Notes For more information regarding appropriate gardening techniques, refer to the Resources. Also, each hands-on station should incorporate techniques which take into account specific environmental, cultural and economic factors that influence gardening in the countries in which the participants will be serving (i.e., climate, common insect pests, amount of time and money the people can invest, traditional tastes, beliefs about the supernatural, curative or nutritional values of certain plants, etc.). Each hands-on station should have at least two staff members present to demonstrate and explain techniques. To provide an overview of basic gardening, the three stations should demonstrate the following techniques:
Bed Preparation	Compostinq	Planting
Shape & size of bed	Size of pile	Direct planting
Fertilization	Shape of pile	Transplanting
Cultivation (digging)	Appropriate materials	Seed beds
Adjusting soil texture	Layering Watering/irrigation
Adjusting Ph	Pit composts	Insect/pest control
If there is a mature garden available at the training site, a fourth station should be set up to demonstrate harvesting techniques. It is important to explain to the participants that they should take time to do more independent research and study before beginning gardening programs as Peace Corps Volunteers. Explain that one of the best ways to develop gardening skills is to plant their own small garden for their own use once they are in-country.

Step 7. (10 minutes)

Post the suggested gardening assignments and have the participants choose one to complete.

Trainer Notes Post the following suggested gardening assignments: Develop a home garden plan to include a layout map, special considerations, research necessary, promises and potential problems. Develop a community program strategy to increase foods grown for the diet. Write an essay on the benefits and problems of nutritional gardening in appropriate technology development and how your role as an appropriate technology development facilitator might be affected. Have participants determine how much time they will need to complete the assignment. Explain that it will be due before the end of the program.

NUTRITIONAL GARDEN CROPS OF THE TROPICS

High in protein, calories, calcium, iron, vitamins A, C and B.

Leafy Green Crops

Kale

Spinach

Beet greens

Amaranth

Broccoli

Bakchoy

Swiss chard

Cassava leaves

Sweet potato leaves

Okra leaves

Melon leaves

Papaya leaves

Taro leaves

Legume Crops

Cow peas

Ground nuts (peanuts)

Dhal (pigeon pea)

French beans (haricot, kidney and string)

Lima beans

Soya beans

Green-gram (mung)

Root Crops

Irish potatoes

Carrots

Sweet potatoes, yams

Solanaceous Crops

Tomatoes

Bringals (eggplan)

Peppers:

Sweet (pimento)

Chili (cayenne)

Cereal Crops

Maize

Millet

Wheat

Rice

Session 15. Practical Drying Tips[edit | edit source]

Total time:	2 hours
Objectives:	To taste and examine rehydrated foods
	To discuss practical solar food drying techniques and guidelines
	To discuss the effect of drying on the nutritive value of foods
Resources:	Attachment V-15-A, "Summary of Temperature Factors that Affect the Preservation and Drying of Foods"
	Attachment V-15-B, "Practical Food Dehydration"
Materials:	Various solar-dried foods (fruits, vegetables, fish, meat, etc.) stored in appropriate containers

Trainer Notes It is essential to this session that the trainer have extensive practical experience in solar food drying, storing and preparation. If necessary, invite a local consultant with these skills to conduct this session. You will need to rehydrate some solar-dried foods for tasting during this session. This can be done quickly by soaking them overnight or by boiling them.

Procedures:

Step 1. (15 minutes)

Have the participants sample some of the solardried foods which have been rehydrated.

Trainer Notes Encourage discussion of the texture, appearance, flavor, color, odor, etc. of the foods.

Step 2. (5 minutes)

Explain the session objectives and outline the activities.

Step 3. (30 minutes)

Give a short talk on practical food drying techniques, methods and guidelines. Encourage questions and discussion.

Trainer Notes Your talk should include the following topics: Advantages and reasons for drying foods Insect/pest problems and solutions Storage techniques Recipes Time-saving techniques Avoiding drying too much or too little

Step 4. (25 minutes)

Distribute and discuss Attachments V-15-A and V-15-B, answering questions and encouraging discussion.

Step 5. (30 minutes)

Discuss the nutritive aspects of drying foods.

Trainer Notes Indicate those vitamins which are preserved and those which are lost in the drying process. Stress Vitamin C as being particularly fragile, subject to degradation by light and heat and best obtained from fresh foods.

Step 6. (15 minutes)

Conclude by reviewing the objectives and answering final questions. Termometre

SMMARY OF TEMPERATURE FACTORS THAT AFFECT THE PRESERVATION AND DRYING OF FOODS

Blanch (full steam) at 100°C, Boil water to sterilize for treatment solutions for 20 minutes.

Pasteurize fruit for 15 minutes and vegetables for ten minutes at 80°C.

Over 60°C, food will cook, scorch and lose nutrients.

Food kept in dryer at 57°C for one hour is pasteurized sufficiently.

The range of 45°C to 60°C is good for drying food quickly with little loss of nutrients and color and protection from microorganisms and enzyme action.

Fish will cook in direct sunlight even in the 20°C to 30°C range.

Below 40°C in a humid climate, food can spoil on the drying trays.

Store dried meat and fish at 5°C or below. High protein foods spoil more easily than other foods.

PRACTICAL FOOD DEHYDRATION

Operation of the dehydrator is not complex but requires conscientious, systematic attention. Each operator should develop a satisfactory method of food dehydrating to match his/her climate, daily schedule and food source. The following guidelines will help to establish a dehydration system.

1. Choose fresh, ripe (not overripe), undamaged foods.
2. Slice food into long, thin slices, less than 1/2" thick. Cut meat or fish into small chunks for soups or stews. Use a stainless steel knife to minimize discoloration. Cut and prepare foods quickly. Hake all pieces uniform in size.
3. Lay pieces close to each other without over Tapping. Allow for air to circulate between pieces.

Load:	2.5 lbs. per square foot of tray with pre-heater
	1.5 lbs. per square foot of tray without pre-heater

1. Blanching is not advised but will aid preservation in some cases.
2. Rotate food trays 180° once each day for even drying.
3. Weigh food before drying and after three days of drying. (Weigh without trays for better accuracy.) Food is "dry for storage" if final weight is 1/5th of original. (This varies depending on percentage of moisture in various foods.) Remove 88%, of moisture to stop spoilage. (See formula below.)
4. Dehydration time depends on humidity, type of food, food moisture, percent sunshine, etc. Three to four sunny days is average.
5. Use a thermometer in the cabinet to maintain temperature by manipulating vent damper.

Dry Weight Formula

Dry Weight	<nowiki>= (original weight of food) - (original weight percent moisture) + (.10 x original weight x % moisture)
Dry Weight	<nowiki>= (original weight) x (1 -.9 [Moisture of food] )

Example: What will be the dry weight of 6 lbs. of apricots if their original moisture is 92%?

Dry Weight	<nowiki>= 6 lbs. x (1 - .9 [.92] )
	<nowiki>= 6 lbs. x (.17)
	<nowiki>= 1.02 lbs. (Therefore, dry the apricots until they weigh one lb.)

Storing Dehydrated Foods

1. Store in a cool, dark, dry place, in small, airtight containers.
2. Store in paper bag or cheesecloth for one week to absorb surface moisture. Transfer to glass jars or hard plastic containers.

Session 16. Cardiopulmonary Resuscitation[edit | edit source]

Total time:	4 hours
Objectives:	To perform effective CPR techniques on adult and infant mannequins
	To complete a written CPR examination
	To discuss appropriate applications for CPR
	To gain certification as "Basic Resuscitators" for the period of one year
Resources:	American Heart Association, A Manual for Instructors of Basic Cardiac Life Support
	American Red Cross, Instructor's Manual Cardiopulmonary Resuscitation
	Films: "Citizens for Life" or "New Pulse for Life," available from either American Heart Association or American Red Cross
	Attachment V-16-A, "Circulation and Bones in the Chest"
	Attachment V-16-B, "Performance Test"
	Attachment V-16-C, "Basic CPR Exam"
Materials:	Newsprint and felt-tip pens; movie screen and projector; timing devices; infant and adult mannequins designed for CPR practice; blankets

Trainer Notes This CPR session prepares the participant for one-year certification as a "Basic Resuscitator," according to the American Heart Association requirements. It easily can be adapted to meet American Red Cross certification requirements as well. There should be a certified instructor for every 12 people. (Any participants who are already certified as Basic Resuscitators can assist with the demonstrations and with the skill practice groups.) If you are not a certified "Basic Life Support Instructor," you should contact the nearest Red Cross office and invite an instructor to lead the session.

Procedures:

Step 1. (15 minutes)

Review and clarify the session objectives and activities.

Trainer Notes Clarify your role as a Basic Life Support Instructor and explain that participants who successfully complete this CPR course will be officially certified by the American Heart Association as "Basic Resuscitators" for one year. Explain that CPR is part of this program because it is seen as an important technology for health. Present any other certified Basic Resuscitators from among the group who will be on hand to assist you (see Trainer Notes, under Materials).

Step 2. (20 minutes)

Show the film.

Trainer Notes The films listed in the resource section are excellent for this session. If the film is not used, refer to the cited manuals for alternative procedures. It is important to note any obsolete information and carefully emphasize updates. Explain that standards are regularly updated as research and experience refine CPR techniques. Ask the participants while watching the film to take note of any misconceptions about CPR they held prior to viewing it.

Step 3. (10 minutes)

Distribute and review Attachment V-16-A, "Circulation and Bones of the Chest."

Trainer Notes Ask if there are any comments or points from the film that require clarification or emphasis.

Step 4. (15 minutes)

Demonstrate various CPR techniques.

Trainer Notes Demonstrate and explain the following techniques: One person adult CPR Two-person CPR (include the "switch") CPR on an infant

Step 5. (5 minutes)

Distribute and review Attachment V-16-B, "Performance Test."

Trainer Notes Explain the evaluation process by indicating that there will be a test of CPR skills before certification. Also mention that the written test is part of the certification process. It is important that the participants understand the skill test process and that specific checkpoints will be covered in the test which are listed in the attachment.

Step 6. (1 hour)

Have the participants form skill practice groups of five people per mannequin.

Trainer Notes Emphasize that each group member should spend time learning and practicing each of the demonstrated CPR techniques. Explain that as each person practices, the Performance Test sheets can be used to check the performance. Encourage the group members to critique one another's performance. Circulate among the groups to assist whenever necessary. (Other certified Basic Resuscitators should also help.)

Step 7. (30 minutes)

Distribute Attachment V-16-C, "Basic CPR Exam," and give participants time to answer the questions and encourage them to share their answers.

Trainer Notes Guide an exchange of answers by having participants read a question and answer it. This time can also be used to elaborate on any additional CPR points. Have people rate their scores and keep the exam.

Step 8. (1 hour)

Carry out the performance testing.

Trainer Notes The performance testing should be carried out in the following manner: Set up a testing station with an adult and infant mannequin. Call one person at a time to be tested. Collect each person's CPR Exam and Performance Test, making certain they are signed. Have each person demonstrate the three techniques for meeting certification requirements. Present each participant with signed certificates. Encourage those who are waiting to be tested to continue with their practice.

Step 9. (10 minutes)

Reconvene the participants and facilitate a discussion of the appropriate application of CPR in an in-country situation, concentrating on cultural norms and sex roses.

Step 10. (10 minutes)

Review and discuss the session objectives and activities.

Trainer Notes Some questions to stimulate discussion include: How effective was the film in conveying techniques and information? Did your practice groups give useful feedback to help improve your skill level? Did you have enough time in your practice period to learn the necessary CPR techniques? Do you feel confident to use CPR when appropriate and necessary to save someone's life? Do you think you will attempt to get re-certified after one year? Were the session objectives met?

Step 11. (5 minutes)

Conclude by encouraging the participants to contact organizations for standards and compliance with local regulations, once they are in-country.

CIRCULATION

BONES IN THE CHEST

AMERICAN HEART ASSOCIATION

CARDIOPULMONARY RESUSCITATION AND EMERGENCY CARDIAC CARE PERFORMANCE TEST FOR ONE AND TWO RESCUER CPR

NAME:______________________

Date:________________________

	ELAPSED TIME(Seconds)		ACTIVITY AND TIME (Seconds)	CRITICAL PERFORMANCE	PASS	FAIL
	Min	Max
ONE RESCUER	4	10	Establish unresponsive ness & call out for help. Allow 1 to 10 sec. If face down and turning is required.	Shake shoulder, shout "Are you OK?" Call out-"Help"' Turn if necessary
				Adequate time
	7	15	Open airway. Establish	Kneels properly
			breathlessness (Look Listen and Feel) (3-5 seconds)	Head tilt with one hand on forehead and neck lift or chinlift with other hand.
				Ear over mouth, observe chest.
	10	20	Four ventilations (3-5 seconds)	Ventilate properly 4 times and observe chest rise.
	15	30	Establish pulse and simulate activation of EMS system (5-10 seconds)	Fingers palpate for carotid pulse on near side (other hand on forehead maintains head tilt)
				Know local EMS number
				Adequate time
	69	96	Four cycles of 15 compressions 2 ventilations (54-66 seconds)	Proper body Position
				Landmark check each time
				Position of hands
				Vertical compression
				Says mnemonic
				Proper rate
				Proper ratio
				No bouncing
				Ventilates properly
	72	101	Check for return of pulse and spontaneous breathing. (Pupil check optional) (3-5 seconds)	Check pulse and breathing. (Pupil check optional)
	77	106	Second rescuer check for pulse (5 seconds)	Five-second pause to check pulse
TWO RESCUERS	85	116	Minimum of two cycles of 5 compressions and 1 ventilation (8-10 seconds)	Changes rate of compression
			Switch and repeat until examiner is satisfied.	Says mnemonic
				Interposes breath
				No pause for ventilation
				Calls for switch
				Switches
				Switches back
				Checks pulse
				(Pupil 1 check - optional)
				Technique as above

AMERICAN HEART ASSOCIATION

CARDIOPULMONARY RESUSCITATION AND EMERGENCY CARDIAC CARE

PERFORMANCE TEST FOR INFANT RESUSCITATION

Name:________________________________________

Social Security Number:__________________________

Date:____________

ELAPSED TIME (Seconds)		ACTIVITY AND TIME (Seconds)	CRITICAL PERFORMANCE	PASS	FAIL
Min	Max
3	5	Establish unresponsiveness including turning (3-5 seconds)	Shake shoulder, shout Infant horizontal
			Adequate time
6	10	Open airway	Tip head back -- Do not hvperextend
		Establish breathlessness (3-5 seconds)	Put ear over mouth to feel for breathing
9	15	Four ventilations (3-5 seconds)	Puff cheeks, uses air in mouth to ventilate
14	25	Establish pulselessness (5-10 seconds)	Use same criteria as before. Carotid or precardial pulse
44	55	8 cycles of 5 compressions and 1 ventilation Continue uninterrupted (30 seconds)	Two fingers for compression 80-100 compressions per minute

Number of compressions 40-50

Number of ventilations 12-14

Instructor:___________________

Check one: PASS_______FAIL______

BASIC CPR EXAMINATION

Select the one correct answer and circle on your answer sheet as indicated:

1. Cardiopulmonary resuscitation can be defined as artificial respiration and artificial circulation. A. True B. False
2. The A, B. C's of cardiopulmonary resuscitation stand for Airway, Breathing and Circulation. A. True B. False
3. One can determine if an unconscious victim is breathing by:

A. booking, listening, feeling for signs of air and chest movement

B. Checking the blood pressure

C. Checking the pulse

D. Checking for cyanosis

1. In mouth-to-mouth resuscitation, tilting the head back is important because:

A. Air cannot enter the stomach

B. It allows the individual doing the breathing to more easily observe the victim's body

C. It extends the neck and lifts the tongue away from the back of the throat

1. CPR is unlikely to restore a victim to his pre-arrest level of brain function if the cardiac arrest has persisted for more than :

A. 1-2 minutes

B. 2-4 minutes

C. 3-5 minutes

D. 46 minutes

1. If vomiting occurs during the resuscitation effort, the best immediate procedure to follow is:

A. Stop CPR until help arrives

B. Pause for a moment unfit the victim appears quiet again, then resume mouth-to-mouth ventilation

C. Turn the victim on his side, sweep out the mouth, then re-position and resume CPR

1. Pain is one of the most common warmings of heart attack. It is frequently confused with indigestion, with uncomfortable pressure and a burning feeling in the lower chest or upper abdomen. A. True B. False
2. In performing CPR, airway (A) and breathing (B) are established adequately before circulation (C) is begun. A. True B. False
3. When performing external cardiac compression on an adult, the sternum should be depressed:

A. 1/2 to 1 inch

B. 1 inch to 11/2 inches

C. 1-1/2 inches to 2 inches

D. 2 to 2-1/2 inches

10. When one rescuer performs CPR, the ratio of chest compressions to lung inflations for any adult victim is:

A. 15 compressions to 2 ventilations

B. 12 compressions to 2 ventilations

C. 7 compressions to 2 ventilations

D. 5 compressions to 2 ventilations

11. CPR is effective when the victim is lying on a soft bed. A. True B. False

12. Artificial circulation is produced when the chest is compressed by squeezing the heart between:

A. The clavicle and the scapula

B. The sternum and the spine

C. The clavicle and the spine

D. The sternum and the xiphoid

13. When performing CPR on an infant, the compression rate is:

A. 60-70 times per minute

B. 100-120 times per minute

C. 120-140 times per minute

14. The universal distress signal characterizing an apparent obstructed airway in the conscious adult is:

A. Rapid heavy breathing

B. Violent choking

C. Victim's hand is at his throat

D. Violent thrashing of the victim's arms

15. Which is the rate of compressions and ventilations when performing two-person rescue?

A. 5 to 1

B. 8 to 1

C. 10 to 2

D. 15 to 2

Prepared by American Heart Association, 2320 Greenville Avenue, Dallas, Texas 75231.