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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
Open this folder and view contentsPhase I: Introduction to training
close this folderPhase II: Earthen construction and fuel-saving cookstoves
View the documentPhase II Calendar
View the documentSession 1. Environmental health and sanitation
View the documentSession 2. Traditional methods of cooking: an introduction to cookstove technologies
View the documentSession 3. Fuel-saying cookstoves: gathering information
View the documentSession 4. Cookstove design and innovations
View the documentSession 5. Thinking in pictures: introduction to design drawing
View the documentSession 6. Introduction to independent study
View the documentSession 7. Cookstove operation function and design principles
View the documentSession 8. Understanding the cookstove design process and soil mixes
View the documentSession 9. Insolation meter construction
View the documentSession 10. Cookstove construction
View the documentSession 11. Nature of volunteerism: expectations beyond training
View the documentSession 12. Food issues
View the documentSession 13. The role of the volunteer in development: definition of appropriate technology
View the documentSession 14. Stove promotion and dissemination
View the documentSession 15. Explaining completed cookstoves
View the documentSession 16. Evaluating cookstove efficiency
View the documentSession 17. Diagnosing and repairing malfunctioning cookstoves
View the documentSession 18. Other responses to fuel scarcity
View the documentSession 19. Charcoal production and stoves
View the documentSession 20. Custom and food
View the documentSession 21. Design and construction of the second stove part one: stove base
View the documentSession 22. Alternative cookstoves: presentations
View the documentSession 23. Basic nutrition
View the documentSession 24. Cookstove operation
View the documentSession 25. Cookstove development and innovation
View the documentSession 26. Cookstove information and resources/ evaluation of cookstove training
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 12. Food issues

Total time:

2 hours


* To compare and contrast the typical diet of the United States with that of diets in developing countries
* To define and discuss cash cropping and subsistence farming
* To identify and discuss a "food first" approach


* Werner and Bower, Helping Health Workers Learn
* Gussow, The Feeding Web, pp. 122-125, 163-166, 168
* Bullfrog Films, "Toast"
* Institute for Food & Development Policy, "Food First," a sound slide show


Newsprint and felt-tip pens, chalkboard/chalk, film projector and tape recorder


Trainer Notes

* Have the participants read the listed resources prior to the session. If copying is not possible, place the resources on reserve and have a scheduled check-out system so that participants can review the materials.

* If they are not available, the film (''Toast'') and slide show ("Food First") mentioned in Steps 4 and 6 can be substituted with analysis of related reading.

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

Step 2. (15 minutes)
Have the participants brainstorm a list of qualities and meanings for the word "food."

Trainer Notes

Write their responses on posted newsprint (e.g., "Food" is, . nutrient, commodity, healing, sharing, sacred, festive, weapon, power, symbolic, etc.)

Step 3. (15 minutes)
Assist the participants in generating and comparing lists of foods that could be considered "typical" in the United States and "typical" in developing countries.

Trainer Notes

Post the two lists on newsprint and discuss significant similarities and differences.

Have the participants identify and discuss those foods typical to the United States that are healthful and nutritious and those that are not.

Stimulate discussion by asking:

* How has the typical United States diet changed over the last two generations? Why has it changed?

* Has the typical diet of developing countries changed? Why? Why not?

Step 4. (20 minutes)
Show and discuss the film, "Toast."

Step 5. (15 minutes)
Have the participants define and compare "cash cropping" and "subsistence farming."

Trainer Notes

Write the definitions on newsprint. You can focus the activity by using the following categories: purpose, goal, effects, energy use, sustainability, etc.

Refer participants to the lists of qualities and meanings from Step 2 and ask how they relate to the two approaches.

Step 6. (45 minutes)
Present and discuss the slide show, "Food First."

Trainer Notes

The following questions will focus the discussion:

* What are the implications of ''food as commodity'' approach to health and well-being?
* How is a "food first" approach possible?
* What are some ways appropriate community technologies can further a ''food firs." approach?

Step 7. (5 minutes)
Conclude by reviewing the session objectives.

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