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close this bookAppropriate Community Technology - A Training Manual (Peace Corps; 1982; 685 pages)
View the documentThe Farallones Institute Rural Center
View the documentCHP International, INC.
View the documentPreface
View the documentAcknowledgments
View the documentIntroduction
close this folderPhase I: Introduction to training
View the documentPhase I Calendar
View the documentSession 1. Sharing perceptions of appropriate technology: an ice breaker
View the documentSession 2. Defining expectations of the appropriate community technology training program
View the documentSession 3. Group resource assessment
View the documentSession 4. Appropriate educational and learning processes part 1: non-formal education (nfe) and international community development work
View the documentSession 4. Appropriate educational and learning processes part 2: adult learning theory and how it is used in this training program
View the documentSession 5. Development of facilitation skills criteria
View the documentSession 6. Cross-cultural awareness and communication
View the documentSession 7. Hollow square
View the documentSession 8. Health in a cross-cultural context
View the documentSession 9. Community resource investigation
View the documentSession 10. An exercise in problem solving: formulating a plan for well-being
View the documentSession 11. Communication and listening skills
View the documentSession 12. Construction of earthen block molds: a focus on group dynamics
View the documentSession 13. Construction of earthen blocks
View the documentSession 14. Global energy issues
View the documentSession 15. Introduction to the evaluation process
View the documentSession 16. Evaluation and integration of training themes
Open this folder and view contentsPhase II: Earthen construction and fuel-saving cookstoves
Open this folder and view contentsPhase III: Pedal/treadle power
Open this folder and view contentsPhase IV: Solar water heaters
Open this folder and view contentsPhase V: Solar agricultural dryers
Open this folder and view contentsPhase VI: Concluding the program: The energy fair
Open this folder and view contentsAppendices

Session 14. Global energy issues

Total time:

2 hours


* To examine and discuss the differences in the world's per capita energy consumption
* To identify global energy issues and discuss ways of addressing them
* To compare energy consumption patterns in the U. S. with those of the Third World
* To discuss how this training program addresses some global energy issues


* Eckholm, The Other Energy Crisis
* Crabbe and McBride, The World Energy Book
* Katz, Food: Where Nutrition, Politics and Cultures Meet
* Eckholm, Losing Ground
* Attachment I-14-A, "Per Capita Energy Use and GNP"


Newsprint and felt-tip pens

Trainer Notes

* In order to carry out this session well, it is important that you have a strong awareness of international development issues.

* Spend some time prior to the session reviewing the resource materials. If the participants have had limited international experience, ask them to complete the "Global Energy Questionnaire" in Katz, pp. 151-155 and 187-189 as an additional first step to this session.

* Write the objectives on newsprint before the session.

Step 1. (5 minutes)
Present the objectives and outline the session activities.

Step 2. (15 minutes)
Distribute, review and discuss Attachment I-14-A, "Per Capita Energy Use and GNP."

Trainer Notes

* Encourage participants to comment on the position of the United States on the chart ant the position of the countries of the developing world.

* Ask them to identify some of the forms of energy used in the U. S. and in the developing world.

* Have them briefly discuss their consumption of energy here in the U. S. and how they expect it to change when in-country.

Step 3. (15 minutes)
Have the participants brainstorm a list of global energy issues. Encourage questions, comments and discussion.

Trainer Notes

* The list should include: deforestation, erosion, the population explosion, inequitable distribution of resources, political instability, displacement of people, pollution and environmental degradation, squandering of resources, poor balance of payments, etc.

* Write each issue on newsprint as it is stated.

* Ask people to give examples of each issue and try to trace the interrelationship between them.

Step 4. (40 minutes)
Have the participants form small groups and discuss in detail the global energy issues identified in Step 3.

Trainer Notes

Explain that each group should:

* List possible ways of addressing global energy issues.
* Identify ways in which this training program can begin to address them.
* Name a group member to serve as a recorder and write the key points of the discussion on newsprint.
* Identify responses to the issues which may not be covered during this program but could be addressed later incountry.

Step 5. (35 minutes)
Reconvene the groups and have them present the results of their discussions.

Trainer Notes

* Ask the recorders from each group to post and present the points covered in their discussions. After each group has made its presentation, encourage questions, comments and discussion.

* Clarify, if necessary, which issues will be addressed directly during training (i.e., fuel-saving cook stoves and the fuel wood shortage in the developing world) and which may be addressed in country.


* Energy per capita versus the gross national product per capita in 1968 for several nations


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