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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 18. Other responses to fuel scarcity

Total time:

1 hour


* To identify and discuss possible responses to fuel scarcity in the developing world (other than fuel-saving cookstoves)
* To discuss and examine a retained heat (haybox) cooker


* Aprovecho Institute, Helping People in Poor Countries, pp. 98-100
* Aprovecho Institute, Retained Heat Cooking


Two retained heat (haybox) cookers, basket or box with lids, hay or other insulation material, cookpot with lid, soup, rice, beans or stew, newsprint and felt-tip pens

Trainer Notes

In this session, the retained heat or haybox cooker will be demonstrated. You will need to prepare a pot of food to be cooked in the haybox. (For more information, see Helping People in Poor Countries)


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

Step 2. (10 minutes)
Have the participants identify and discuss possible responses to fuel scarcity in the developing world (other than fuelsaving cookstoves).

Trainer Notes

* List the responses on newsprint.

* Some possible responses include: reforestation, solar energy, biogas, retained heat cookers, kerosene, charcoal, etc. (See Phase I: Session 14, "Global Energy Issues," for more information.)

* Explain that this session will focus on one of these responses: the retained heat or haybox cooker.

Step 3. (40 minutes)
Demonstrate and discuss how the retained heat (haybox) cooker works.

Trainer Notes

Begin by bringing a pot of beans or soup to a boil. With the lid on, put the pot into the haybox. Do not open it until the food is cooked (about one hour and 15 minutes for rice or three hours for beans).

Encourage the participants to examine and ask questions about the cooker.

Stimulate discussion by asking the following questions:

* How does the retained heat cooker work?
* What heat retention principles does it employ?
* What are the fuel saving advantages of the cooker?

Points to cover when explaining the haybox cooker include:

* Stop the air flow (convection) with a lid on the pot and with a tightly enclosed box, bag or basket

* Stop conduction and radiation with insulation (straw, sawdust, feathers, etc.) packed tightly around the pot. Approximately four inches of most insulating materials will be sufficient. Stress the use of locally available insulating materials.

* The haybox does not work for small amounts of food. There must be sufficient mass of food for it to store enough heat to work properly.

* The haybox does not work well at high altitudes. The initial temperature of boiling water at high altitudes is not enough to store adequate heat.

* The foods for which the haybox is most suitable include those needing long, slow cooking periods (such as beans, grains, root vegetables, tough meats, stews, soups, long cooking sauces, etc.).

Step 4. (5 minutes)
Have a participant summarize the advantages of a retained heat (haybox) cooker.

Trainer Notes

Mention that a cooker can be an effective first step, alternative or complement to introducing cookstoves to a village and that it can serve to establish the credibility of a development worker.

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