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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 6. Introduction to independent study

Total time:

2 hours


* To clarify and discuss the independent study component of the training program
* To identify and list possible uses for independent study time


Schedule of the training program


Newsprint and felt-tip pens or chalkboard/chalk

Trainer Notes

* Independent study periods occur throughout phases II through V (See "Phase Calendars"). In each of these phases, approximately four hours (16 hours throughout the program) have been allotted to allow participants the opportunity to structure and use their own time independently.

* Ask that a participant volunteer facilitate this session. Brief him/her in advance regarding the session procedures and be sure to leave time at the end of the session to discuss the effectiveness of the facilitation skills.

Step 1. (10 minutes)
Review and discuss the session objectives, explaining the goals and some potential uses for independent study time.

Trainer Notes

* Explain that as Peace Corps volunteers, much of the participants' time will be unstructured and that they will often have to make their own decisions regarding its productive use.

* Mention the wide range of varied and potentially-useful interests of the group which may go beyond the scope of the limited time frame of this training program. For this reason, time is allowed for pursuing these interests through independent research and study.

* Point out that at the end of Phase II, time can be made available for participants to share the results of their independent study through presentations, skits, discussions or whatever medium they choose.

* It should be stressed, however, that the use of independent study periods depends upon the participants and their own sense of a productive use of time. It should not be highly goal-oriented, due to any sense of obligation. Goals should be set only if the participant determines they are necessary.

Step 2. (20 minutes)
Brainstorm a list of possible uses for independent study time, listing suggestions on newsprint.

Trainer Notes

You can assist by suggesting the following potential uses:

* To pursue further reading and research on topics that have been presented during training

* To investigate topics that have not been covered

* To organize or continue group meetings or discussions which generate from training or independent research

* To develop a special project, either independently or with a group

Step 3. (1 hour, 30 minutes)
Have participants use the time remaining to begin their independent work.

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