From The Director

The following is excerpted from PeaceCorps Director Paul D. CoverdeI1’s testi-mony at his con~irmation hearings beforethe Senate Foreign Relations Committee.He was con~irmed by the Senate on April 27and sworn in in a White House ceremony onMay 1.

It is a great honor to have been selected byPresident Bush to direct this importantagency. I know the President and Mrs. Bushare both enthusiastic supporters of thepeace Corps, and have personally visitedwith Volunteers in foreign countries when-ever possible. President Bush has made itvery clear from his first day in office that heis committed to the concept of volunteerservice to help solve human problems—andI share his commitment. In fact, it soundedas if the President had the Peace Corps inmind during his inaugural when he said:

“And 1am speaking of a new engagementin the lives of others—a new activism,hands-on and involved, that gets the jobdone. We must bring in the generations,harnessing the unused talent of the elderlyand the unfocused energy of the young. ”

In many ways, I am a product of the era ofvolunteerism inaugurated by the late Pres-ident John F. Kennedy. Indeed, it was hisinitiative that founded the Peace Corps andhis idealism which triggered my interest inpublic service.

It is ironic that nearly thirty years later,during National Volunteer week, I find my-self nominated to direct this organizationwhich is at the heart and soul of Americanvolunteerism by another President whom Igreatly admire, and who is once again call-ing on his nation’s citizens to rediscover theideas of “duty, sacrifice, commitment, anda patriotism that finds its expression in tak-ing part and pitching in”.

For the past twenty years, I have been anactive participant in public and communityservice, and I have encouraged others totake an active role in government and civicaffairs. I have long appreciated the specialimportance of volunteerism at the commu-nity level.

Since the early 60s, my home has beenAtlanta, Georgia, and my life and publiccareer have been influenced deeply by theevents which have been so much a part ofmy city and region over the past twenty-fiveyears. During this period, I have workedwith a rich diversity of people in helping tomake Atlanta a city which is far from per-fect, but a city which prides itself on being“too busy to hate”.

The lessons I have learned in this specialcity have been invaluable lessons for an in-dividual who wishes to lead the PeaceCorps, and I am particularly pleased thatmy nomination was endorsed by many in-dividuals who have made Atlanta the greatcity it is—individuals such as former MayorMaynard Jackson, the current mayor, A~-drew Young, and Mrs. Coretta Scott King.

As important as cultural sensitivities andan appreciation of volunteerism are to beingable to manage the Peace Corps, it is alsoimportant to remember this is an agencywith personnel throughout the UnitedStates and in 66 countries around theworld. It has over 7,OOOemployees and Vol-unteers, and a budget of over $153 million.Running such an agency efficiently re-quires fundamental management skills.While I have been very active in public ser-vice, I have also founded and developed avery successful private business that seivesover 100,000 customers throughout the na-tion’s fifty states. I believe the skills I havelearned building this company will be animportant asset in being a successful Direc-tor of the United States Peace Corps.

Peace Corps is our nation’s only govern-mental grassroots development assistancevolunteer program. Over the years, thenumber of Volunteers, trainees and coun-tries served has fluctuated depending onbudgetary and international political con-ditions; but the mission of the Peace Corpshas never changed. Its goals have remainedunchanged since its founding, attesting totheir fundamental importance and clarity.

These goals are as valid today as theywere when the first Volunteers departed forservice in Ghana on August 30, 1961 andthey will be just as valid this July or Augustwhen our first twenty Volunteers depart forthe People’s Republic of China.

I did not join the Peace Corps in myyouth; I volunteered instead to serve mycountry in the United States Army. But, Ihave followed the success story of the PeaceCorps since its inception and I now lookforward to being part of the great tradition ofthis agency and to working and counselingwith many current and former Volunteers.

Earlier this week, I had the opportunity tomeet with three Peace Corps Volunteers ofthe Year—one from each of the three regionsof the world Peace Corps serves. These threeindividuals: Mary Monique Slater, MichaelC. Bainum and Charles Campbell Rhodesand the thousands of other Volunteers arewhat the Peace Corps is all about.

If these three individuals have touchedand improved hundreds of lives, just ima-gine how many millions of lives have beenmade better by the work of the 130,000Peace Corps Volunteers who have servedduring the past twenty-eight years.

My goal, with your assistance, is to buildon the work of Loret Miller Ruppe and herpredecessors and to provide the best possi-ble training and support for those who arethe heart and soul of our agency—the Vol-unteers.

By doing all I can to make sure the head-quarters is run efficiently, and by doing all Ican to maximize resources for Volunteertraining and support, I want to achieve thegoal set by Congress of having 10,000 Vol-unteers helping others as soon as possible.

The potential of the Peace Corps is enor-mous because the scope of human sufferingand human need around the world is enor-mous. ,

As President Bush said in his inauguraladdress:“America is never wholly herself unless sheis engaged in high moral principle. We as apeople have such a purpose today. It is tomake kinder the face of the nation and gen-tJer the face of the worId.”

Paul D. CoverdellDirector

United States Peace Corps

&:p~%(

Peace Corps ~mes

Peace Corps DirectorPaul D. CoverdellPublic Affairs DirectorDonnan RunkelPeace Corps Times EditorDixie DoddEditorial AssistantBrooke Smith

The Peace Corps Times is publishedby the United States Peace Corps, Wash-ington, D.C. 20526.

rhe views expressed in Peace CorpsTimes are those of the individual writers~nd do not necessarily represent the offi-cial position of the United States PeaceCorps. The Director has determined pub-lication of this periodical is necessary inthe transaction of the public business.Use of funds for printing this periodicalhas been approved by the Director of theOffice of Management and Budget,United States Government. Inquiriesand letters should be addressed to: PeaceCorps Times, 8th Floor, 1990 K StreetNW, Washington, D.C. 20526.

Peace Corps Times2 May~une 1989

To The ~mes

Dear Peace Corps Times,

Thank you for your investigation into in-surance opportunities and alternativesavailable to PCVS. However, one policy wasoverlooked. Both the Peace Corps Hand-book [pp. 14-16) and Peace Corps InvitationBooklet (p. 18), which we all received priorto leaving the U. S., contain names and ad-dresses of two insurance companies.‘One, Alexander and Alexander, we al-

ready are familiar with. The other, Clem-ents and Company, offers a multiyear,$5,OOO replacement cost policy for about$250 for two years and three months. If youpay in full at the start, there is no need torenew the policy during service. And whileI thought the $250 premium was a bit steep,it sure saved a lot of agony when my back-pack and $4OO worth of articles were stolenon a Guatemala street. Their address is:Clements and Company, 1700 K Street NW,Suite 900, Washington, D.C. 20006.

Barry J. MolinePCV Guatemala

Dear Barry,

Thanks for writing. Jerry Ruehl, our Spe-cial Services officer who has been research-ing all these insurance matters, has also

ATTENTION CURRENT

PEACE CORPS VOLUNTEERS

WANTED:

VOICES FROM THE FIELD

DO YOUever wonder how your Peace

Corps country is potirayed in theU.S.7

WE AREsoliciting essays & interviews

with your counterparts, focusingon what they want Americans to

know about their country

PLEASE CONTACTLaura Byergo

Development EducationNational Council of RPCVS1319 F Street, NW #900Washington, D.C. 20004

Peace Corps Times

contacted Clements. They are now willingto provide brochures and other informationat stagings. While this may not be of help tocurrent PCVS, it certainly will give the newVolunteers more of a choice and perhapsmake things easier for them in the long term.I suspected that once we got things out fordebate, something would surface. And, itdid. Thanks again.

The Editor

Dear Peace Corps Times,

In the Jan-Feb 89 issue of the Peace CorpsTimes, you have published a photo of threePCVS giving an injection to a child in Para-guay. The injection is being administered inthe buttock. I believe that all health educa-tion Volunteers should be informed that theAmerican Academy of Pediatrics strongly

recommends that the buttocks not be usedfor immunizations because of the hazard ofdamaging the sciatic nerve. The antero-lateral aspect of the thigh in very youngchildren and the deltoid muscle in the up-per arm are preferred sites for injection.

While the photography was great, thesubject matter would make most Americanpediatricians shudder.

Patricia S. Zelkowitz, M.D.Fellow, American Academy of Pediatrics

PCMO/Botswana

Dear Dr. Zelkowitz,

Thanks for writin~. I hoDe all of ourhealth workers see y~ur lett~r.

The Editor

::.

President George Bush looks on while Peace Corps Director Paul CoverdeJJ takes the oath ojofiice. Mrs. CoverdeJJ hoJds the bibJe which the Director used at simiJar ceremonies duringhis tenure as a Senator in the Georgia JegisJature. Chase Untermeyer of PresidentialPersonneJ, officiated at the OvaJ ~ice ceremony heJd May 1.

White House Photo/Susan Biddle

May/June 1989 3

Life After Peace Corps

National Teachers TestGets Poor Grade

One of the major moves designed to im-prove the quality of classroom teachers, theNational Teachers Examination, has failedthe basic test of satisfying its users. The test,which has been required by 30 states, hasbeen criticized because it is too simplistic tomeasure accurately the diverse knowledgeand skills required for an effective class-room teacheF. Also because it fails prospec-tive teachers from minority groups at amuch higher rate than whites.

The Educational Testing Service, whichoffers the National Teachers Examination,has proposed anew system of measurementto be in use by 1992 to begin earlier in thetraining of future teachers. While compo-nents are still being developed it will proba-bly include three items (New York Times,October 28, 1988). First, a test of generalknowledge taken on paper as early as thesophomore year in college. Second, an ex-amination of teaching knowledge and skillstaken at the end of the student’s teachertraining and making use of interactivevideo, computer simulations and other newtesting procedures. Third, classroom obser-vation once a candidate has begun full-timeteaching.

By the time the complete cycle is over, wemay end up where we were in the 1920swhen more rigorous academic programsdiscouraged the faint-hearted from prepar-ing for teaching and authoritarian princi-pals could more easily react to unsatisfac-tory classroom performance. (Wprintedwith permission from December 1988 issueof Career Opportunities News, Garrett ParkPress, Garrett Park, MD 20896.)

USC-TEST ProgramSolicits RPCVS

The University of Southern Californiaand the Los Angeles Unified School Districtare seeking ~CVs for a graduate programin which participants teach fulltime in theLos Angeles Schools while working towarda teaching credential and a masters in edu-cation or TESL. NCV participants will beeligible for financial aid. Classes are offeredat non-teaching hours. An intensified ses-sion of course work is provided to ensurethat ~CVs have sufficient preparation forteaching assignments. WCVS who alreadyhave authorized teaching credentials wouldtake only the masters courses. Applicantsinterested in Spring 1990 enrollmentshould write ASAP. Office of Student Ser-vices, Peace Corps Fellows Coordinator, Ed-ucation WPH 804, University of SouthernCalifornia, Los Angeles, CA 90089-0031.

4 MayOune 1989

Shriver Peace Workers Named

~acy Mathieu, a Volunteer in Benin, andScott Jensen, currently serving in Lesotho,were recently chosen as the 1989 recipientsof the Shriver Peace Worker Award. Thetwo, chosen from a group of ninety-one ap-plicants, will spend the next year studyingat the Kennedy Institute of Ethics at George-town University.

Established by Sargent Shriver, PeaceCorps’ first director, the Peace Worker Pro-gram provides training for NCVS in publicservice, business and the professions. Aunique facet of the program in comparisonwith other graduate programs is its em-phasis on the moral and ethical issues in-volved in each of these fields. Course workat the Kennedy Institute and Georgetown issupplemented by an internship designedaround the recipient’s specific interest.

Former Winners

The Award’s first recipients, in 1987,were Tom Burwell, NCV Belize, and Pam-ela Wessels, WCV Mali. Burwell began hisstudies at the Institute in September, 1988,with courses in philosophy and Spanish,auditing a tutorial in ethics and a seminaron mental retardation and ethics. His in-ternship at the Natural Wsources DefenseCouncil reflected a long-time interest in en-vironmental conservation. Following hisstudies in Washington, D.C., Burwell spentthe past year at the School for InternationalTraining in Brattleboro, Vermont.

Pamela Wessels is looking forward to hernew job this fall as a social studies teacher.Her primary reason for moving from Wash-ington, D.C., to New Haven, Connecticut,was her upcoming marriage, but her newjob will offer her an opportunity to furtherher work in educational development, re-designing the junior high’s curriculum tocreate a more international scope. She hasbeen working in the field of educational

Late ArrivalsThis issue and the next issue of the

Peace Corps Times have been delayeddue to bugetary reasons. We will try toget back on schedule with the Septem-ber/October issue which should leaveour mail house the last part of October.We thank you for your support.

development since her Shriver Award in-ternship with the National Audubon Soci-ety, where she was involved in the ForeignAssistance Action project. Her course workat the Institute included studies in interna-tional relations and political theory andpublic policy, leading into her internshipand her current international focus in edu-cation.

Having just completed his internship atthe International made Administration ofthe U.S. Department of Commerce, 1988Award winner Mark Lindberg, NCV PapuaNew Guinea, is uncertain about specificplans for the future, but intends to remainin the U.S. for a while. His hope is to be-come an attorney for the Federal govern-ment. Lindberg’s courses at the Institute fo-cused on his interest in law; human rightsand ethics and international law, the latterof which was taken at Georgetown’s Schoolof Foreign Service. Weekly tutorial sessionswith Dr. Edmund Pellegrino, another facetof the program, played an important role inhis experience, says Mark.

Elizabeth Hamil, ~CV Mauritania, also a1988 Award winner, is continuing her workat the Center for Community Change untilthe end of her internship in January. Hercourse work included public and privatepartnerships and law, democratic values,and public policy and a course in constitu-tional law. She is now considering return-ing to school to study urban planning andpublic administration, although her plansare not yet definite.

All current second and third year Volun-teers are encouraged to apply for the Awardin a broad range of study topics. Two PCVSwill be selected on the basis of their contri-bution to the host country while serving inPeace Corps, a desire to integrate the valuesand experiences of Peace Corps into theirlives and careers, and a commitment to theapplication of ethical principles to publicpolicy issues. The award itself provides foracademic expenses, all living expenses,books, and travel for the academic year.Upon successful completion of the pro-gram, each Peace Worker will receive a cashgrant of $2,500.

Your country director has brochures andinformation on how to prepare your appli-cation.

Deadline for applications is usually Maylst.

Brooke Smith

Editor’s Note: Tracy Mathieu is serving herworking internship part of the award inPeace Corps’ Office of ~aining and ProgramSupport. She will be writing a piece for theTimes on her experience

Peace Corps Times

57 and Many More Varieties

When Heinz U.S .A.’s philanthropic com-mittee met last fall to consider proposals forfunding, they were very impressed withPeace Corps Partnership projects. The inter-est was in part due to the clear documenta-tion of the overseas community’s develop-ment need and the demonstration of carefulplanning on the part of the Volunteer andthe community. According to Communica-tions Assistant Gail Stun, “The contribu-tors committee at Heinz U.S.A. considersmany proposals. It is very helpful to havethe request broken down to the last penny,The committee appreciates how specific[Partnership) proposals are.”

Heinz voted funding for two Partnership”projects at the fall meeting. The committeeprovided $1,670 for the Magubheleni JuniorSecondary School Home Economics Labo-ratory cooking stoves in Swaziland coordi-nated by Peace Corps Volunteer DonnaRaynalds. They also provided an additional$891 for the El Pinalito School Kitchen inGuatemala coordinated by Peace Corps Vol-unteer Ruth Ogden.

Though most Partnership projects arefunded by schools, service organizations,individuals and Returned Peace Corps Vol-unteers, corporate and foundation supporthas played a significant role in the 1980s.The Partnership proposals are submittedalong with a detailed letter. Volunteers donot write directly to the foundations them-selves as these organizations prefer to workthrough recognized and established chan-nels in order to obtain the tax deductions towhich Partnership project donors are enti-tled.

The motivation to provide support to Vol-unteers and their host communities is dif-ferent in every case. The ARCO Founda-tion’s most recent Annual Report reveals itsphilosophy as follows:

Philanthropy, in its ~undamental sense,is the effort to improve the well-being ofmankind through charity. In corporateAmerica, this ancient notion of altruism istaking on a more pragmatic dimension asphilanthropy seeks to preserve Americanvalues as we near the 21st century.,.

Much like any investment manager, theARCO Foundation researches and evalu-ates in~ormation to identify and assesstrends and opportunities as they emerge.Looking at the most critical community is-sues and their relationship to ARCO’S Jong-range business interests, the Foundationsets highJy targeted grant-making priori-ties.

Since 1983, ARCO has provided a total of$22,500 to support seventeen Peace CorpsPartnership projects. Most recently, how-ever, ARCO’S generosity has been targetedto projects in Ghana, where the Foundationcurrently has operations.

A family foundation in New York has adifferent perspective. They select organiza-tions whose purpose is to assist a commu-

Peace Corps Times

Students at MagubheJeni Junior Secondary SchooJ in SwaziJand carry in one of the fourgas stoves purchased for the Home Economics Laboratory. The schooJ raised funds for oneof the stoves and Heinz U.S.A. provided support for the other three. Ninety-three girJs arenow using the equipment as they Jearn to prepare a variety of tasty and nutritious foods.

nity in building self-reliance so the commu-nity can go on to do bigger projects.’Spokeswoman Geraldine Kunstadter notesthat the Albert Kunstadter Family Founda-tion has supported the Peace Corps Partner-ship Program for several reasons; the pro-posals are well-planned, 100~. of theirfunds go to the project, there is a PeaceCorps Volunteer coordinator on hand, andthere is an opportunity for cross-culturalexchange.

Recently Peace Corps Volunteer DonnaRaynalds submitted her final report on thepurchase and use of the cooking stovesbought with assistance from Heinz. With aseries of photographs, a letter from theheadmaster and a financial statement,Raynalds documented how the project isimproving the quality of education atMagubheleni. In response to this report,Heinz representative Gail Stun remarked,“It is very impressive to see what can bedone with so little money. (Partnershipprojects) really get the most out of the funds

we provide. ” She adds, “I feel like we learnfrom this too. We get updates on the rainyseason, the dry season—see pictures of peo-ple making bricks, I learned about a newbrick molding machine...”

She sounds a common theme amongst allcorporate and foundation supporters: ‘lThecontributions committee really appreciatesthe thank you letters and reports we getfrom Volunteers and their host commu-nities concerning the projects we are fund-ing. It helps when we get additional pro-posals from Partnership because we have areal sense of where our money goes. ”

To find out more information on how youcan submit a proposal for funding to thePartnership Program, use the PartnershipProgram VoJunteer Handbook availablefrom your Peace Corps office, or write to:

Peace Corps Partnership1990 K Street, N.W.Washington, DC 20523

MatihaSaIdinger

May/June 1989 5

National Volunteer Week

“Our Global Environment” was thetheme for this year’s National VolunteerWeek, April 9-14. In keeping with thattheme the three John F. Kennedy Volunteerswere chosen for their work on environmen-tal projects. Michael Bainum of The Philip-pines represented the NANEAP Region;Charles Rhoades, serving in Ecuador, waschosen from the Inter-American Region andMary Monique (Moni) Slater, a PCV inMauritania, received the honors for the Af-rica Region.

For the first time, Peace Corps was able tohost many of events for the Volunteers atheadquarters. The week began with a wel-come party hosted by International Opera-tions. It was a special event in that it wascombined with a farewell party for retiringDirector Loret Ruppe.

On ~esday, the three Volunteers re-ceived their special awards in a ceremonyin the historic Indian meaty Room in theOld Executive Office Building which servesas offices for most of the White House staff.The presentation of awards was made byFirst Lady Barbara Bush, a long-time PeaceCorps supporter. Mrs. Bush has visitedmany PCVS at their sites and called their

families after those visits. Other distin-guished guests giving plaudits to the threePCVS were the Philippine Ambassador Em-anual Pelaez who spoke of his relationshipwith Peace Corps which goes back 27 yearswhen he welcomed the first Volunteers tohis country, the incumbent Director LoretRuppe and Director Coverdell.

“Our Global Environment: fiansnationalProblems-Grassroots Solutions,” was thetopic of a panel led by the JFK Volunteers onWednesday at headquarters. Also on thepanel were representatives from the WorldWildlife Foundation, the EnvironmentalProtection Agency, AID and the U.S. ForestService.

That same evening the Volunteers werefeted at a reception on Capitol Hill by Mem-bers of Congress and other prominent gov-ernment officials including a surprise ap-pearance by the First Lady fresh from a visitto the hospital. The event was also a sur-prise for outgoing Director Ruppe andserved as a fundraiser for one of her specialprojects—financial aid for family membersto visit their Volunteers if they are hospi-talized on medevac. Over $7,OOOwas raisedfor the fund.

After their three days of activities at head-quarters, the PCVS made trips to their homestates to work on public awareness projectsat the local recruitment centers.

About the VolunteersMoni Slater

In the north African country ofMauritania, dust storms and locust infesta-tions present ecological challenges seem-ingly uncontrollable by one individual’s ef-forts. Moni Slater, representing the entireAfrica Region as its Volunteer of the Year, istrying to meet the challenge. She mobilizedher community and worked with the resi-dents to ward off the ecological disaster thatloomed over the village.

Remembering her first years as a PCV, shesaid, “The dust storms that preceded therain storms rolled in time and time again,but the rain didn’t follow. ” Once the raincame and there was a glimmer of hope,Mauritania faced its largest locust infesta-tion in recent memory. “Situations likethese might make it seem that it is not worthbothering to confront ecological problems,

First Lady Borbara Bush presents the awards to the John F. Kennedy Volunteers Chuck Rhoades, Ecuador, Moni SIater, Mauritania andMichaeI Bainum, the Philippines. Photo/Bill Stmssbe~er

6 May/June 1989 Peace Corps Times

First Lady Presents Awards

but when looked at from a more individualperspective, the situation for Mauritaniansstimulates much more promise.”

Slater spent most of her first part as a PCVeducating and organizing her communityin ways to overcome their current ecologi-cal problems.

“All areas of my work include thinkingabout the consequence of one’s actions andhow to encourage more people to see whatcan be done,” she said. “They know theycannot completely control the environ-ment, but they see that there are things theycan do, like saving fuel by using mud stovesor planting a few hectares of trees or plant-ing windbreaks to protect their gardensfrom the hot winds.”

Currently serving in the Assaba Region,Slater recently extended her service for athird year. She is now a Volunteer leaderconducting training courses for other PCVSand local leaders in palm maintenance, in-sect control, improved cooking stoves andhot season gardening.

A political science graduate from Step-hens College, she calls both St. Louis andSteamboat Springs, Colorado home. Beforejoining Peace Corps she worked for the Cen-ter for a New Democracy in Washington.(Elsewhere in the publication we have aphoto story by her.)

Michael Bainum

When Michael Bainum first arrived at theBicol National Park in the Philippines, hethought to himself, “This is a park?”Through years of illegal logging, cuttingfirewood and rampant settlement, the pub-lic land had become desecrated to the pointit resembled a mud bog.

Bainum’s assignment called for him toassist local farmers in the nearby village ofTigman to grow more food to provide addi-tional income for their families and at thesame time attempt to reverse the process ofdeforestation endemic to the-area. Prior tohis arrival, the Philippine government hadlaunched an integrated social forestry pro-gram which contracted with farmers to pro-tect and replant the precious forests, Itseemed to him that while the program wason target and had the technical resources itneeded, it lacked one crucial ingredient—education. On that point, he rolled up hissleeves and started saving forests.

A graduate of Duke University in publicpolicy, he is credited with using a combina-tion of his organization, motivation and lan-guage skills in communicating to peoplehow their actions affect their environment.

Bainum has established tree nurseries,planted demonstration gardens, built com-post pits, surveyed forests, advised farmerson crop rotation and the use of organic fer-tilizer and has even produced an environ-mental education radio show. He initiatedadult education classes on forest conserva-

Peace Corps Times

tion and served as the force behind the newenvironmental learning center. Studentswho have won honors creating posterswhich promote reforestation display themat the center.

“The planting of trees alone will not guar-antee the survival of the forests, ” Bainumstated, “much better, it is planting the seedsof awareness. ”

Charles Rhoades

Charles Rhoades, a forester from Arvada,Colorado, could be considered Ecuador’sequivalent of a modern-day Johnny Ap-pleseed as far as tree planting goes. Rhoadescoordinates Andean highland projects inEcuador’s Tungurahaua province that em-phasizes the importance of trees as a renew-able crop as well as helps establish self-sustaining tree plantations.

His work includes the creation of a cen-tral nursery with a production goal of75,000 trees annually, two communal nurs-eries producing about 5,000 trees each yearand 10 individual nurseries yielding 1,000yearly. His communal plant productionproject is aimed at building a forestry tradi-tion with the Indian communities. In addi-tion to extension training responsibilities,he has promoted the incorporation ofagroforestry systems in the plans of thesecommunities.

A forester by trade, Rhoades received hisdegree in forestry from Colorado State Uni-versity. When he was a student he served asa teaching assistant in the school’s forestryfield camp and was a research assistant atthe Bitterroot Miniyarder on the ColoradoFront Range. Prior to his joining Peace Corpsthree years ago, Rhoades served as forestrytechnician with the Colorado State ForestService. There he supervised crews in for-estry projects, designed forest manage-ment-land use plans and coordinated insectcontrol programs.

His wife, Marsha, a former PCV in Ecu-ador, works for Peace Corps there as a tech-nical trainer.

While these particular Volunteers re-ceived many tributes during the specialweek, these tributes were for each and everyone of you.

When Michael Bainum received hisplaque from the First Lady he thanked herand then said, “I was hoping for somethinga little bigger. ” In the few seconds hepaused before continuing his remarks, ahush fell over the room. He continued, “Itneeds to be a little bigger to inscribe a fewthousand more names.” They were veryproud to be representing the other PCVS intheir countries, their regions and the entireUnited States Peace Corps.

RPCV NominatedAs Ambassador

Julia Chang Bloch, who was a Volunteerin Malaysia from 1964 through 1965, hasbeen nominated by President Bush as Am-bassador to Nepal. In addition to her tour asa PCV, she was on the staff from1967 tolg70, serving first as a trainer and then eval-uator.

Born in China in 1942, the future Ambas-sador graduated from the University of Cali-fornia, Berkeley and received a mastersfrom Harvard. She was also a fellow at theInstitute of Politics at Harvard’s KennedySchool of Government.

Among her accomplishments is the mas-tery of Chinese (Mandarin and Shanghai),Spanish, French, Russian, Hebrew, Malayand Japanese.

At the time of her nomination, Bloch wasan associate with the US-Japan RelationsProgram at Harvard’s Center for Interna-tional Affairs. From 1987 through 1988, shewas the Assistant Administrator for Asiaand Near East Bureau at AID. Previously shewas with AID’s Food For Peace programfrom 1981 to 1987.

Envoy NamedRPCV Peter Tomsen has been appointed

special envoy to the Afghan resistance withthe personal rank of Ambassador. He hadbeen deputy chief of mission in Beijingsince 1987.

Tomsen did his undergraduate work atWittenburg and received a masters from theUniversity of Pittsburg in 1964. From 1964to 1966, he was a Peace Corps Volunteer inNepal. After completing his tour, he joinedthe foreign service. His languages includeChinese, Russian, Vietnamese and Hindi.

RPCVS & PCTReturned Volunteers may receive the

Peace Corps Times for one year afterCOS. Because few Volunteers return totheir “home of record” we do not send itautomatically. After you get settled dropthe Times a note with your new USaddress and include your country anddates of service.

May/June 1989 7

Hi, Ho, Come To The Fair

When one thinks of fairs and then otMauritania, a connection is seldom made.~y explaining the concept of a communityfair to a person of nomadic descent. Howdoes one plan and organize a year in ad-vance with people who don’t even specifythe date of their own wedding? How doesone schedule events to begin in the freshmorning hours when the official leader ofthe village does not wake up before ten forany reason? Where does the concept of fullcommunity cooperation fit in with tradi-tions of tribalism? Who will be willing todonate their time to prepare for and partici-pate in a completely unknown event with-out monetary compensation with a west-erner, at a time and place where projectswith westerners are generally seen as op-portunities for tangible gain? These are justsome of the questions that PCV Nancy Re-icks had to face as she planned the firstcommunity fair in her region of Hodh elGharbi in Mauritania.

Having grown up in Iowa as an activemember of the 4-H club, (the grand instiga-tors of fairs in the Midwest), Nancy was wellequipped with some ideas about how a fairought to work. 1’1thought of no better way ofmotivating people into producing theirbest; getting community spirit and collab-oration together, spreading extension workto all and also producing a sort of culturalsociability (than by having a communityfair.)”

Nancy began discussing the idea of hold-ing a community fair with people in theirvillage over a year before the event was totake place. Money for incidentals, prizesand supplies was provided by USAID SmallProjects Assistance (SPA). An extensivepublicity campaign was done with an-nouncements in both Arabic and Frenchposted throughout the region and in neigh-boring areas.

The fair was set in motion on a dustymorning in Tin Tane, a village of approx-imately 5,OOO inhabitants, 700 kilometerseast of Nouakchott on the Road of Hope.Twelve PCVS from the Hodh el Gharbi andthe neighboring Assaba region, as well asthe PCV and APCD for agriculture andmany strong willed host country nationalsattended to final preparations. Twenty-fivetraditional tents had been arranged in theshape of a horseshoe with a line down themiddle, where people of all ages, from TinTane, neighboring villages and neighboringregions gathered for the novel event. AsNancy said, “It looked like a real fairgroundstraight from Iowa!”

The main purpose of the fair was to en-courage the community of Tin Tane to cometogether to promote their work and ex-change information and services. Educa-tional topics of the fair dealt with severalaspects of agriculture and health relevant tothat area of Mauritania. For agriculture,these aspects included disease and pest

8 May~une 1989

h

The Peace Corps information tent+ pen and ready for businessPhotos—Moni Slater

PCV Kate Van SIyck, Matt Hei~ield and Nancy Reicks demonstrate the art of dryingvegetables.

Peace Corps Times

identification and control, pesticide appli-cation and safety, transplanting vegetables,plot preparations, date palm maintenance,wind breaks and vegetable drying. Lessonson each were presented by local gardeners.Since none of the gardeners had learnedteaching techniques before some of thePCVS had come earlier in the week to helpthem prepare their lessons. The Tin Tanehealth team gave vaccinations and pres-ented lessons concerning prenatal andchild care.

No fair would be complete without dis-plays, and Tin Tane’s fair was not lacking inthem. Nancy invited artists to display andsell their crafts in five of the tents. Therewere leather pillows hand painted deco-ratively in the traditional style, jewelry anda variety of creative items made especiallyfor the event such as a miniature camel cara-van carved out of wood. As one PCV noted“I’d never see such a variety of creativecrafts in that part of Mauritania. ”

The farmers also had the opportunity todisplay their produce. Prize winning vege-tables were brought from as far as a sixhour’s journey away. There were over 65vegetable exhibits. When Nancy saw theseexhibits she said, “Tears came to my eyes.They were exactly what I had hoped to see.Cabbages the size of basketballs, long car-rots and a real show of care and wanting tobe the best.” A panel of officials from TinTane judged for the biggest beets, tomatoes,cabbage, carrots, and onions, among otherthings prizes consisted of tools and otherthings appropriate to the farmers’ work.

Representatives from the neighboring As-saba Region’s Inspector of Agriculture,known for their gardening skills, came toobserve the workings of the fair in hopes ofholding their own in 1990, and to displaytheir goods. Besides quality produce, theybrought with them examples of advancedlevels of appropriate agricultural equip-ment including a manual fence making ma-chine, a hand pump and locally made qual-ity gardening tools. As the Assaba Regionlearned about fairs, the Hodh el Gharbi Re-gions learned new ideas.

Demonstrations and diqmlays were re-served for the morning, but the afternoonand evening hours were also eventful. Theafternoon brought sack races and other chil-dren’s games, as well as high school chil-dren singing, “We have to learn to help our-selves.” A band from the capitol of theregion was hired to sing for the evening.Between the singing and dancing, a highschool student took a few minutes to make aspeech honoring and sincerely thankingNancy for her efforts. Cheering and bangingon barrels interrupted his statements. Thestudent said that the fair was a very specialevent for their village, as it was the first timethat the community had come together todo and learn so much. He noted the impor-tance of the information exchanged and ad-

Peace Corps Times

PCV Tim Fontaine gives out samples of water ~rom the sand water filter system.

ded, “It is important to learn about gardensand trees because it is important for ourhealth and for stopping the sand dunes.”

By the end of the day, everyone agreedthat the fair had been a great success. Itbrought many people together, distributed alot of information, created a spirit of enthu-siasm and encouraged gardeners and arti-sans to take pride in their work in preparingfor the displays and lessons. But the realindicators of its successes came in theweeks following the fair. Nancy reports thatmany tangible results have already mani-fested themselves: Future expositions arebeing planned not only in Tin Tane but alsoin two regional capitols. Twenty peoplewho taught lessons are continuing to ex-change their knowledge with others, andare being approached for information. Newtechniques learned are being practiced. The

woman who taught vegetable drying nowdries and sells vegetables regularly in themarket. “The region has become moreaware of Peace Corps and our work,” Nancyreports, “and it is now respected verymuch. ” She adds that, “Community aware-ness is stronger than ever befor~peopleknow where to go to get what they need.People still haven’t calmed down over allthe sociability of it all. Radio Mauritaniaannounced it afterwards and put out somevery positive messages in interviews withpeople who attended.”

There is already talk amongst theMauritanians about having other fairs bothin Tin Tane and two regional capitols.Nancy brought something from Iowa thather friends in Tin Tane and elsewhere won’tforget.

MorriSlater

May/June 1989 9

Papua New Guinea

About the country

Population:Land Area:

Capital:Language:

Ethnicgroups:Wligion:Terrain:Climate:

Border:

3,406,360;178,260 square miles—aboutthe size of Oregon and Idahocombined.Port Moresby.Melanesian, Pidgin, English,Police Motu and more than700 local languages.Melanesian, Australian, In-donesian, Chinese, others.Christian, animist.Mountainous island.Ranges from humid tropicalto alpine.Located in the South Pacificjust north of Australia, themain island shares a borderwith Indonesia.

The indigenous population of Papua NewGuinea is one of the most heterogeneous inthe world. It is composed of several thou-sand separate communities, most with onlya few hundred people. The isolation createdby the mountainous terrain is so great thatsome communities, until recently, were un-aware of the existence of neighboringgroups only a few miles away. The diversity

Pacific oce8n

About the CoverVillage children of Siuko see sciencefirst hand through a microscope as theygather around medical technologist,Mary Follen. She works with a TB out-reach team from Braun Health Center,which examines sputum samples for evi-dence of the disease. Prior to service,Follen was a medical technologist at aVeterans Administration Hospital. Shereceived her undergraduate degree in bi-ology from the University of Coloradoand an advanced degree in medical tech-nology from the Oregon Health SciencesUniversity.

is reflected in a folk saying, “For each vil-lage, a different culture,” and this is bestshown in the local languages, For the mostpart, Papuan languages are spoken by lessthan a few thousand people and most lan-guages are extremely complex. Melanesian,Pidgin and Police Motu serve as linguasfrancas. English is spoken by educated peo-ple.

History

Archaeological evidence indicates thatpeople arrived in New Guinea about 50,000years ago probably from Southeast Asia.The newcomers were hunters and gathers,but there is early evidence of people “man-aging” the forest environment to providefood and proof of gardening there are at thesame time that agriculture was developingin Mesopotamia and Egypt. At the time ofthe first Eurouean contact. inhabitants ofNew Guinea, ‘while still relying on bone,wood and stone tools, had a productiveagriculture system.

Corleen Pantano, [right), a primary healthcare ofiicer, works as a media liaison spe-cialistfrom the Division o~HeaIth. Here sheand Miriam Yangen take a pre-broadcastrun through a script she has written for“Radio Doctor. ” The program is broadcastover the National Broadcasting Commis-sion radio to promote basic heaJth care.Pantano graduated from CentraJ MichiganUniversity with a degree in pubJic heaJth.

Finschha~en students visit PCV teacher Mary Johnson, at her home on the Dregerha~enHigh SchooJ grounds. The locaJ version of a househoJd shower, her students heJp her makea new broom out of things grown near her house. Not quite the way it wouJd happen in herhome state of Wisconsin. A graduate of CarJeton CoJJege, she aJso hoJds a teachingcertificate ~rom AJverno CoJJege. This is a second post for Mary—she has aJso been a PCVin Kenya.

10 May/June 1989 Peace Corps Times

The first Europeans to sight New Guineawere Portuguese and Spanish sailing in theSouth Pacific in the early part of the 16thcentury. In 1526, Don Jorge de Menesescame upon the principal island and is cred-ited with naming it “papua,” a Malay wordfor the frizzled quality of Melanesian hair.The term “New Guinea” was applied in1545 by Ynigo Ortis de Retez, because hethought there was a strong resemblance be-tween the islanders and the people foundon the African Guinea coast. Although thecountry’s coastline was explored for manyyears, little was known of the islands’ in-habitants until the late lgth century.

Europe’s need for coconut oil and coprastarted trade in the islands and thus fol-lowed with a series of European administra-tions. The British assumed a mandate fromthe League of Nations to govern the territoryand continued to do so until the Japaneseinvasion in 1941. After the Japanese surren-dered, civil administration of both Papuaand New Guinea were restored and werebrought together. The islands were calledThe Territory of Papua and New Guinea.

In 1972, the name was officially changedto Papua New Guinea. The nation becameindependent in 1975 and a member of theCommonwealth.

Peace CorpsPapua New Guinea

Peace Corps first established a program inPapua New Guinea in the fall of 1981 withnine volunteers. This was a time when thegovernment was giving special attention tothe rural areas of the nation. The aim of thefirst Volunteers was to assist rural areas inincreasing their subsistence agricultureproduction and create opportunities foreconomic growth. These success of this firstwas helped, in no small way by two PVOs—the Foundation for the Peoples of the SouthPacific and the International Human Assis-tance Program. These two organizationshave a long standing commitment to thearea.

During the next five years Peace Corpsresponded to a variety of requests for PCVSto work in forestry, small business develop-ment, education and agriculture extension.

Last year Peace Corps restructured andconsolidated its efforts into three majorareas—education, rural community devel-opment/agriculture extension and health.Currently Peace Corps has about 75 Volun-teers working in these areas.

Rural Community DevelopmentAgriculture Extension

Rural Community Development is as-signed primarily to married couples to workat the village level on agriculture extensionprojects, such as European vegetables, vege-table markets and cooperatives. Today there

Peace Corps Times

.--— ~ = ~---— — —-/

Melynda Wissink, rural community developer, enjoys working with village gardeners ofYani where she helps local ~armers improve gardening skills and yieJds. Here she talkswith gardeners who are operating a green house run by the ‘(Women’s Group, ” which alsois responsible for a successful marketing produce cooperative. A graduate of Mt. MaryCollege, MeIyrida had a loi of home gardening experience in Iowa bejore service.

Primary health care oflicer, Nancy Turner, visits the Malnutrition Unit of the KundiawaHospital Jocated in Simbu Province. Nancy advises nursing aid, Domabe Au, and chiJdrenin the kitchen of the Malnutrition Unit. Nancy spends much of her time providinginformation on nutrition, sanitation and heaJth care. A graduate of Bowdoin CoJJege inpsychology, she is from Hudson, Ohio. Prior to Peace Corps she was a research assistant atMIT.

May/June 1989 11

Land of the Unexpected

are nine couples in Papua New Guinea. TheDepartment of Agriculture and Livestockinvited Peace Corps Volunteers to partici-pate in the Small Market Access and FoodSystems Project (SMAFSP). Two PCV cou-ples from Worsera District, ESP and twoPCV couples from JIMI Valley, WHP wereselected to help villagers improve their gen-eral health, nutrition, econdmic well-beingand access to provincial market resources.The Agriculture Bank asked Peace Corps toprovide PCVS to assist its field staff in de-veloping agriculture specific loans. Peace

Corps has two PCVS assigned to this area.There is a total of 20 PCVS working in ruralcommunity development in Papua NewGuinea.

Secondary Education

The secondary education program assistsPapua New Guinea’s Secondary SchoolCommunity Education Program (SSCEP).PCVS are recruited to integrate practicalskills into core academic curricula at ruralhigh schools and associated outstations.

—““--~

PCV Dave Wissink, visits a ~arming~amily in the village o~Ainabne (near Gumine), wherehe helps build the roof of a greenhouse to be used for vegetabIe seedlings. Dave works withthe South Simbu Rural Development Project promoting vegetable farming as an alterna-tive source of income for disadvantaged village farmers. An Iowan, he holds a degree insociology from Coe CoIIege.

This is a picture of Margaret Emang,my best friend in Papua New Guinea, alldressed up for a traditional singsing[dance). The singsing was to celebratethe 25th anniversary of the CatholicChurch here in Daru. I also dressed forthe occasion.

I work in Daru, the provincial head-quarters of the Western Province, as theprovince nutritionist. I live in the nurses’quarters with the single nurses and an-other PCV, Stephanie Hager. She worksas the primary health care coordinator.Nutrition education and services arevery milch needed in this area, and I amin the process of establishing a trainingprogram to expand the program, Just re-cently a national provincial nutritionistwas hired to work as my counterpart, soprogress is definitely being made.

Back to Margaret—she is a dental ther-apist and also lives in the nurses’ quar-ters. She has been the bridge in the gapbetween US and PNG cultures. My joband lifestyle have been the biggest chal-lenges I have ever faced. I now knowwhat “the toughest job you’ll ever love”really means.

At homfiI’m from Fairfax, Virginiaand a graduate of Virginia Tech. My par-ents, who have been very supportive,visited in August last year and had afabulous experience.

A few weeks ago Mary Lynn was inWashington and we visited about hertaking some more photos for this story.She agreed. However, shortly after shereturned to PNG the Times received thisletter.

I’m sorry to disappoint you but when Ireturned to my post I found that my cam-era had been attacked by ants. And, Step-hanie’s had also been broken. This is sotypical of PNGLand of the Unex-pected. We have learned to expect theunexpected. ”

Mary Lynn Youngwetih

Peace Corps Times12 May~une 1989

Primary health care assistant, Dimitri Pry-byJski, works with the Institute for MedicaJResearch to test for the prevalence ojchronic Jung disease and asthma amongthe highlanders during an eight week sur-vey of the Tari basin area in Southern High-lands Province. In this photo, Dimitri meas-ures and records the height of a HuIi Clanmember, He also measures Jung capacity byhaving the highlanders bJow into a simpleinstrument, (which fascinates and scaressome of the HuJisj, to document the highincidence of respiratory disease. PrybyJski,from New York, is a graduate of the Univer-sity of Michigan.

Peace Corps recently made the decision thatall Volunteers who come into country inDecember will be secondary teachers. Thiscreated the opportunity to bring in up to 30new teachers each year to help meet thegrowing teacher shortage faced by PNG highschools. Currently there is a total of 32 PCVSworking in secondary education.

Health

There are 24 PCVS working in the healthdivision of the Peace Corps program. Thereare three main areas where PCVS are placed.Nutritionists and lab technicians focus onthe training of local health workers in dis-trict health centers and village settings. Wa-ter/sanitation workers supervise the instal-lation of water tanks and networking watersystems. PVCS working in disease controland primary health care emphasize theimportance of basic nutrition and healtheducation at the village level.

An agreement between the government ofPapua New Guinea and USAID allowed forthe creation of a Small Project Assistance(SPA) fund within the Peace CorpsRNG.Peace Corps has already funded two healthprojects with SPA funds: a sanitation proj-ect in Afoiya Village, EHP, and a waterproject at Ihu High School, Gulf Province.Papua New Guinea received 16 new ruralcommunity development and healthworkers, including the first Peace Corpsmedical doctor assigned to PNG, and 19new secondary education teachers.

Photo*CaroIyn Watson

China EntryPostponed

Director Paul Coverdell recently an-nounced that the China program has beenpostponed indefinitely. “However,” hesaid, “When the time comes to reinstituteour plans it shouldn’t take long to get theprogram going. We now have an excellenttraining model and can move quickly torecruit and train Volunteers.

Volunteers from the China One programwere transferred to the following posts:Thailand, 9; Tunisia, 5; Costa Rica 2 andBotswana, 1. One trainee has applied to theUnited Nations Volunteer program and an-other who was on our Washington staff isawaiting a new assignment.

Four China One trainees left prior to thedifficulties in China and were accepted intothe Thailand and Nepal programs.

When Peace Corps does send a contingentinto China it will be known as China Tworeserving China One for those who suc-cessfully completed their extensive train-ing at the American University.

I PCV Newsletter EditorsA brief reminder that the Times wants toreceive your newsletters. Several of youwe hear from regularly. Some newslet-ters we never see. The Times likes toreprint articles from your newslettersbut we can’t unless we see them. Pleasesend them DIRECTLY to Peace CorpsTimes, 1990 K St. NW, Washington, D.C.20526.

In January, we heard from David Wakeley,who strongly encouraged us to do a focus onPNG. So we’ve included his photo and let-ter in our story. He has titled his photo,‘‘Yumi stori pastaim, ” which means (in oneof the several hundred languageg of PNG),“Let’s tell stories. ”

David says, “This picture is of MollyWardlow’ a primary health worker fromRochester, NY. I took the photo in a smallcoastal village a group of us visited duringthe holidays. Although the photo doesn’treflect my work, it does reflect what PeaceCorps is all about—knowing and sharingwith your hosts.” (Amen.)

David is a teacher at a rural boardingschool. He chairs the English departmentand edits the yearbook. He is also workingwith his counterpart on writing basic ESLprogramming guidelines for the depart-ment. From Madison, Wisconsin, David re-ceived his undergraduate degree in historyand a masters in education from Beloit Col-lege.

Peace Corps Times May/June 1989 13

Information

collection &

E ALMANACxchange

Feature

AssociateServing in Peace Corps

Volunteer Programconvinces manv

Volunteers that a careerin international d~-velopment is the right choice for them.Some continue as UN Volunteers; a numberapply for jobs with AID or CAM or any ofthe other public or private organizationsworking in the field. Now, Peace Corps hasanother option for them, the Associate Vol-unteer Program (AVP).

As an outgrowth of the 25th AnniversaryFuture Team recommendations, the pro-gram began operating in 1988 in response toincreasing demand for Volunteers highlyskilled in such fields as medicine, otherphysical sciences and education. With theevolution of Peace Corps in the ThirdWorld, more countries have been asking forVolunteers not only to teach the childrenbut to teach the teachers, so that educa-tional expertise can have the needed multi-plying effect.

Under AVP, Peace Corps is recruiting Vol-unteers with specific skills to serve any-where from six months to a year-and-a-half,depending upon the particular job. The as-sumption behind this shorter period of ser-vice is that it will open up another avenuefor recruitment, especially in scarce skillareas [e.g. doctors, agriculturists, veter-inarians), which traditionally are hard tofill with two-year Volunteers.

As predicted, the assumption is working.For the 33 Associate Volunteer (AV) posi-tions available for Fiscal Year ’89 to trainteachers in the Philippines, Peace Corpsmade 78 nominations, among them severalcurrent Volunteers. An announcement that11 veterinarians are needed for one-yearterms as Associate Volunteers in Moroccohas produced the candidates four monthsahead of time. A long-standing request fromBelize for a Volunteer entomologist to helpscientists control an infestation of fruit flieshas now been filled with an AV.

The program’s initial success has led toits rapid expansion. From 10 Associate Vol-unteers in Fiscal Year ’88, the program hasjumped to 137 budgeted for Fiscal Year ’89in response to over 350 requests.

Average length of service is one year, butAVS theoretically may serve from sixmonths to a year-and-a-half, depending

14 May~une 1989

upon the country’s request. Avery few havebeen assigned for only three months, butsuch short assignments are discouraged be-cause they allow little time for training andacculturation, which Peace Corps believesare essential to a successful Volunteer expe-rience. AVP has a central staff of three to aidin recruitment, programming and evalua- ‘tion.

Except for length of service, there is noessential difference between a Volunteerand an Associate Volunteer. Each goesthrough the same selection process, fills outthe same papers, follows the same pro-cedures, goes through the same language

and cross-cultural training, receives thesame living allowance and benefits andlives under the same conditions.

In applying to the AV Program, a currentVolunteer does, however, have some advan-tages. If PCVS apply before May of theirClose of Service, processing their applica-tions will require less time than it normallydoes—no more than the time it takes to re-ceive references from their PC country staffand fellow Volunteers. Also, in addition toreferences, they only need to supply essayson why they came into Peace Corps andwhat they think of their Peace Corps servicenow that it is ending.

Peace Corps Times

Sarah Ford, the AVP Coordinator forOTAPS, is working with professional orga-nizations, educational institutions and ma-jor business groups to publicize the pro-gram, attract candidates and facilitatecooperative arrangements. A great amountof assistance in recruiting the veterinariansfor Morocco, for example, came from formalcollaboration with the American VeterinaryMedical Association (AVMA), which hasinvited Peace Corps representatives to itsconferences and publicized the AssociateVolunteer Program in its semimonthly jour-nal. Many of the teachers interested in vol-unteering for the Philippines came into thesystem through Peace Corps’ contacts withthe National Education Association and theAmerican Association of Retired Persons.

As a result of Peace Corps’ efforts andthe receptivity of key education officials,school systems in Minnesota and Virginiaare giving special consideration to teacherswho apply for a one-year leave of absence toserve as Associate Volunteers. A collabora-tive arrangement with the Harvard Schoolof Dentistry will help supply AVS to work asdentists in four different countries, andsuch firms as IBM, Weyerhauser, Unisys,DEC and Chase Manhattan Bank are consid-ering granting their employees leaves of ab-sence to volunteer in a variety of projectsrelated to their areas of professional exper-tise.

All of these contacts are helping not onlyto recruit Associate Volunteers but also Vol-unteers for the full period of service. Reach-ing out to the National Education Associa-tion and to the American Association ofRetired Persons, for example, has prompteda large number of retired teachers to askabout Peace Corps’ traditional two-year pro-

gram. As Sarah Ford has said in summing ming. ” Now that the Associate Volunteerup the Associate Volunteer initiative, “Ba- concept has proved to be so popular, it lookssicallv. it gives us another option: it allows a like another good initiative that will be withlot mire flexibility in Peace Corps program- us for some ;ime to come!

Farmer-To-Farmer Program (FTF)

The Farmer-To-Farmer (FTF) Program brings the expertise of American agriculturiststo PCVS working in agriculture and related fields. Primarily, these experts serve as aresource for PCVS involved in primary or secondary projects that require short-term(30-120 days) technical assistance, but they also may serve as technical consultants toother PCVS and host-country counterparts. These consultants are available for a range ofprojects from credit cooperatives to soil conservation.

The program is a collaborative effort: the in-country staff and FTF Coordinator/OTAPSreview the PCV’S project and request for technical assistance; Volunteers in OverseasCooperative Assistance (VOCA) recruits the appropriate Volunteer; and USAID fundsthe program.

If you are interested in having an FTF Volunteer assist your project, contact your PCCountry Office or the Farmer-To-Farmer Coordinator, OTAPS, PC~ashington.

***

FTF Example: In March of 1988, William and Bess Clarke completed a one-monthassignment in Tunisia. There, they assisted four PCV beekeepers in teaching localfarmers and Government of Tunisia agents improved hive management practices. Thesuccess of this assignment and its benefit to the PCVS, their counterparts and the entirePC~nisia beekeeping program precipitated a request for another FTF Volunteer toassist the next batch of PCV beekeepers a year later.

Consequently, in March of 1989, Charles Lesher, an RPCV from Jamaica with morethan 20 years’ beekeeping experience, volunteered for five weeks in ~nisia, where hedemonstrated improved extension and hive management techniques to six new PCVbeekeepers and their Tunisian counterparts. Lesher spent the first three weeks visitingeach of the PCVS and their counterparts at their sites, answering specific questions andproviding on-the-spot assistance and recommendations. During his final week, Lesherconducted an In-Service Training workshop, combining classroom and fieldwork, for allsix PCV beekeepers and other interested PCVS. The workshop was designed to reinforcethe site work and to provide recommendations for the Volunteers that Lesher hadgarnered from his assessment of Mnisian beekeeping. According to APCD TerryHanson, Lesher’s “expertise and friendliness were greatly appreciated by all PeaceCorps staff, Volunteers and Government of Tunisia personnel.”

i .- ‘1

Dr. Mark Riordan, who appears in these photographs, served in Morocco as a Volunteer and started the program that is bringing AssociateVolunteer veterinarians to Morocco. Here, we see PCV Riordan using his expertise as a veterinarian to help Moroccan farmers.

Peace Corps Times May~une 1989 15

From the Field

I II 111!1 I I ~ I 1“ I I l..l~+::-l I .&J I Ill--

u. ,,, ., ,. x,,.

The World Map Key

The World MapProject

Editor’s Note: The author of this article,Barbara Jo White, is an Environmental Edu-cation Volunteer in the Dominican Repub-lic. Working with school children to encour-age their interest in science, she discoveredthere was almost no material avaiIabIe lo-cally to teach them geography. Recognizingthe Dominican penchant for decoratingwalls, she secured the approval oj schooIauthorities to have her students paint aworld map jrom the National Geographicon the wail of the school auditorium.

White has been able to expand her map-making project throughout the country. Sheand other Volunteers have conducted tenone-day workshops for PCVS and theircounterparts to teach them how to makewall maps, has prepared guides and othersupplementary materials and has set a goalfor the project oj 100 maps to be completedby the end of this year.

Throughout, White has had the supportof the Oak Park, IIlinois Council on Interna-tional Afiairs, which has been assistingPeace Corps Partnership projects since1964. A class at the Lon~eIlow ElementarySchool, which the Council designated asthe project’s “partner,” is planning to do asmaller, EngIish version o} the world map

on the classroom wail. The students al-ready have started exchanging video andaudio cassette tapes, letters and photo-graphs with their Dominican counterparts.

A project of this type, as White points out,can have wide appeal. It involves childrenas well as adults, and the information in herarticle can be applied to painting maps,murals, posters, drawings of all kinds. Vol-unteers also will find, as White did, thatschooIs, other community groups and busi-nesses in host countries will contributefunds and suppIies. Exploring their ownresources to~friends, relatives, organiza-tions they belonged to in the U.S.—Volun-teers will jind this economical project wellwithin their means.

Introduction

A ten-year-old girl was looking at thedrawing of The World Map Key.

“What’s this?” I asked.“Un mapa,” she replied.“Of what? Hondo Vane?”“Si,” she said, uncertain.“Then, where’s our church on this map?

Is it a map of the Dominican Republic,” Icontinued, “or a map of the world?”

“YO no se,” she answered.Understanding what a world is and our

responsibility with its care begins withsomething as simple as a world map. Be-

cause few rural schools have maps andmany children leave school in their teens,some children never see a world map norhave a concept of the world.

The only way many schools can get andkeep a map is to have it painted on a wall,and with the grid method, making a mapcan be easy and inexpensive. It takes two tofive days to finish, costs about $7.oo andyou don’t have to be an artist. Don’t worryabout perfection because each map is differ-ent, with its own personality. It is muchmore important that you and the peopleinvolved from your community have a goodtime working together.

Materials

1 grid-lined map1 roll of masking tape

Needed

5-7 masking tap-e rulers5–7 rulers10 pencils2 erasers1 6-foot string with a flat half-dollar-sizedrock tied to the end of it3/4quart of white acrylic paint3 ounces (a baby food jar) each of red, blueand yellow acrylic paint5-10 brushes of various widths3-5 permanent markers of various sizesOld cups, rags and soapy water

Peace Corps Times16 May~une 1989

~eparing the Original Map

You need to get a copy of the 1988 Na-tional Geographic World Map, which wasdistributed free with the December 1988issue of the magazine.

Tape 18 sheets of tracing paper or onion-skin together and trace the map. Draw a gridon the traced map with each block 2 centi-meters per side so that you have 28 blocksdown by 56 blocks across. Cut the tracedmap into 18 pieces, as in The World MapKey, Glue each piece to a sheet of paper, 8’/2inches by 11 inches. Label the countries.Make Copies. Color the countries and lami-nate these pages or cover them with cello-phane.

Making Masking Tape Rulers

Make rulers 12-feet long by sticking twopieces of 12-foot-long tape together or fold-ing in half a 24-foot-long piece. One stan-dard roll of masking tape makes sevenrulers.

DrawinSs—Barbara 10 White

Tape all rulers to the floor or to a longtable. Draw a vertical line across all tapes.Write a Oline. From the line, mark top andbottom tapes every 21/2 inches until youhave made 56 marks. Join marks, using aruler and permanent marker (not black).Write 56 next to the last line on each tapeand 28 next to the 28th line, which is themiddle of your map. Store rulers rolled up,not folded.

fieparing the WallStick a piece of masking tape to the wall

and pull it off. If the paint comes off too,look for another wall (or scrape and sandthe wall).

Wash the wall. If it is not a light color(beige, yellow or white), mark a rectangle inthe projected size of your map on the walland paint it white to make your drawingeasy to see.

Drawing the Grid

The basic goal of drawing the grid is toend up with what looks like a giant sheetofgraph paper on the wall. Your grid will be28 blocks tall by 56 blocks wide.

Block Size

Block size determines map size. Withblocks 2’/2 inches square, you can fit thenames of most of the smaller countries inthe actual painted country on the finishedmap.

Centering the Map

Center the map and mark a point on thewall where the left-hand side of the mapwill be.

Setting Reference Lines

Left-hand line: Tape the 6-foot-longstring with attached rock to hang directlyover the left-hand point you made whencentering the map. When the string is still,mark (every foot or so) where the string hitsthe wall. Join these marks to make your left-hand line.

Bottom line: Mark a line (1 foot abovefloor level) from the left-hand line, extend-ing 12 feet to the right.

Vertical Grid Lines

While two people hold the 12-foot-longmasking tape ruler along the bottom line,tape it to the wall every 3 feet, Make sure theO tape mark lies directly on the left-handline. Stick the second tape a little less thanone ruler’s length above the first (i.e. 11112inches if you are using 12-inch rulers; 171/2inches if you are using 18-inch rulers).

Continue sticking the masking tape rulersto the wall until the top tape is 70 inchesfrom the bottom line.

Check your work by hanging the stringand rock over the row of 28 tape marks.When the string is still, it should lie directlyover all the 28 tape marks; if not, the verticalgrid lines will lean left or right of vertical orwill zig zag down the wall.

Now hand out the rulers and make peral-lel lines between the tape marks.

Horizontal Grid Lines

Stick the first tape ruler just left of the left-hand line. Make sure the O tape mark liesdirectly on the bottom line; otherwise, yourrows of horizontal lines will slant upwardsor downwards or will zig zag across thewall.

Stick the second tape slightly less thanone ruler’s length away from the first. Con-tinue setting tapes and then, using therulers, make parallel lines between the tapemarks. With the Otape mark on the bottomline, the horizontal lines running across thetape marks 28 will be the top line of yourmap.

Numbering the Grid on the Wall

Numbering the grid on the wall keeps youfrom losing your place while drawing themap, Number the grid blocks (28 down, 56across) in two or three places. Also, makeheavier grid lines to show the differentpages of the map and put the correspondingpage numbers (1–18) on your grid.

Drawing the Map

A Simple Test

Original sizeof the map block EnIarged map block

May/June 1989 17Peace Corps Times

Almost everyone can draw well using thegrid method, but to find out just how adeptyou are, take this simple test; First, look atthe Original size of the map block. Now,look at the Enlarged map block and see howthe form was enlarged, while still retainingits original shape and proportions. Now,you try it!

Helpfil Hints,

1. Study the orig-inal map block.

2. Mark wherecountry borderscross the block.

3. Begin to draw~rom these marks, circlingwhere country borders meet.

First, notice where your country borderscross your original map block. Make marksin proportionately similar places on yourwall block. Then,, work your way in, makingsimilar country border squiggles as in theorginal map block. Remember to keep thejunctions where country borders meet inproper perspective as well.

Drawing tie Island-Draw in a few ofthe larger South Pacific island specks ineach island group (~valu, Vanuatu, etc.).Paint ocean blue around them. Using theseislands as reference points (and looking atthe original map), paint the small surround-ing specks directly on the wall.

Remember, it’s unlikely that people willnavigate using the wall map!

Checking your work—One of the biggestmap-making disappointments is being OHone, especially if you have just spent anhour drawing Europe and realize you arenow drawing Norway one block too low onyour map; so always check (and double-check) to make sure you are putting theright country in the right block.

18 May/June 1989

Supervising your helper*Some people(especially young children) have a hardtime drawing the map, so keep a watchfuleye on them. Offer individual help or sug-gest they wait until the painting begins. Iflots of children want to paint, give themocean-blue paint and small brushes.

Painting the Map

The basic goal is to end up with a beauti-ful, colorful world map on the wall and tohave a good time in the process. Encourageothers to help.

If there are five to ten people painting,they will look to you for some direction, sostay on top of the world! Be ready to handout another color or settle border disputes,if the drawn lines are unclear.

Mixing Colors

Put the light color in your cup first andadd the darker color bit by bit. Always shakeyour paint before mixing it and afterwardstoo; otherwise, it will be watery.

Feel free to create your own colors. Youwill need eight to nine different ones plusocean blue.

The following are recipes you may wantto try. Except for ocean blue, which calls fora half quart of white, the others are mea-sured in spoonfuls, as you need only a smallamount of each:

Ocean blue = ‘I, quart of white+ 3–5spoonfuls of blueGreen = 4 yellow+ 2 blueLight green = 7 green+ 1 bluePurple =4 red+ 2 blueLavender = 5 white+ 2 purplePink = 5 white+ 3 redOrange = 5 yellow+ 3 red

For countries to be painted yellow, erasethe grid lines first; otherwise, even with afew coats of paint, the lines will showthrough the color.

Checking Your Work

Because we are human and this is a cre-ative project, we are sure to have changedthe world somewhere. Compare each pageof the original map to the correspondingsection on your wall map. When you findyou have changed the world, don’t forget tochange it back!

Putting on the Finishing Touches

Varnishing—Brush a thin coat of clearvarnish on the map or spray it with lacquer.This coating makes the wall smoother andeasier to write on, protecting the tip of thepen.

Labeling—Use permanent markers to la-bel the countries on the map. You will needa fine-point marker for the smaller coun-tries. Afterwards, brush a final thin coat ofvarnish over the map.

Expanding the Reject

Map-making Workshops

In areas where five to eight Volunteerslive within an hour of each other, they canmeet together with their counterparts for aone-day, map-making workshop. With a lit-tle preparation, the group can complete vir-tually the entire map in this short time.

Other Ideas

Use the grid method for more than just theworld map. Make a large map of your hostcountry or town. Reproduce educationalposters on school or clinic walls. If youwant people to remember something—whether it’s business, fisheries or forestry—try painting it on the wall!

Barbara Jo White

‘ Y;..1

PCV Barbara Jo White and two young Do-minican artists paint the world.

Peace Corps Times

N~E

By writing to PCV Barbara Jo White,APDO 1412, Santo Domingo, DominicanRepublic, you can receive additional ma-terials on the map-making project. Theseinclude the following:. the 18-page world map (traced, la-

beled and grid-lined), with a list ofcountries, capitals and suggested col-ors, available in English or Spanish;

. expanded instructions for making themap, available in English or Spanish;

. World Map-making Workshop PJan-ning Guide, available in English.

***

A brief, easy-to-follow description ofsimple drawing techniques appears inthe newsletter, In Action (Volume 19,Number 3E), published by World Neigh-bors, 5116 North Portland Avenue, Okla-homa City, Okla. 73112.

For an excellent, complete descriptionof how ta make drawings wd other vi-sual aids, see the Peace Corps manual,Audio-Visual Communication Hand-book, compiled and edited by Dennis W.Pett. The handbook (M020) is availablefrom ICE.

In-country ResourceCenter Survey

In December of last year,~CE distributed aquestionnaire to each Peace Corps CountryDirector in an attempt to determine the sta-tus of the In-country Resource Centers(IRCS). Our main objective was to discoverhow we can best help them perform theirsingle most important function: to providePCVS with the information they need to dotheir jobs.

We have received an excellent respanse.Fifty-three questionnaires have been re-turned out of a total of 61 sent. We are stillgetting letters, cables and telephone callsfrom Country Directors asking us to sendcopies to replace those lost in the mail, sowe are expecting an even higher responserate.

The information we have collected willallow us to see the common problems IRCSface as well as their individual needs. Manyhave indicated subject areas in which theywould like to expand their resources andalso have indicated specific equipment theylack. We are creating a special database sowe can track these special requests and pro-vide the resources when possible.

The information collected, some of whichis summarized below, will be used as a basisfor a directory to the IRCS, which we thinkwill prove to be a valuable networking tool.The IRCS will be better equipped to networkamong themselves, to share informationand successful techniques, to see whatother IRCS have done, what problems theyare having and how they have solved them.

We have grouped the IRCS into categoriesaccording to the number of books they haveavailable. This does not indicate we feel themost important thing about an In-countryResource Center is how big it is—an IRC canbe very small and effectively serve theneeds of its users. Generally speaking, how-

ever, IRCS with larger collections face a dif-ferent set of concerns than Centers withsmaller collections do, in terms of handling,storage, organization and use of materials.We asked IRC managers to tell us about thenumber of videotapes, microfiche, maga-zines and audio tapes they have, but wechose books as the criterion for groupingbecause they are the most used medium.Books, being appropriate technology andaccessible without any special equipment,are the most likely to be useful to the great-est number of individuals, including Vol-unteers, Peace Corps staff and other peoplein the host countries.

From the responses we received, we canreDort the followine:●

●

●

●

●

●

●

12 countries have an IRC in their capitalcities plus additional regional Centers tohelp serve PCVS.30 IRCS follow ICE’S In-country ResourceCenter Procedures Manual (ICE Publica-tion No. REo15) either strictly or to somedegree.49 PC countries have Volunteer newslet-ters. Of these, 33 indicated that the IRCSpromote their services through the news-letters.48 IRC managers indicated they wouldlike to participate in a workshop to re-ceive training on various informationhandling techniques, including tech-niques for selecting, organizing and cir-culating materials, repairing and conser-ving them and setting up local informationnetworks and automated library systems.A large majority of the IRCS acquire mate-rials from sources other than ICE, includ-ing other overseas international organiza-tions, local distributors and local donors,23 PC Country Offices have money intheir budgets specifically for IRC pur-chases.Virtually all of the IRCS allow peopleother than PCVS and staff to use theirmaterials and facilities.

o–49 50–499

Countries Responding, Grouped by Number of Books in Their IRCS

Chad BarbadosNiger ComorosSeychelles Ghana

GrenadaKiribatiLesothoMarshallPakistanPapua New GuineaRwandaSri LankaSt, VincentTanzaniaYemenZaire

500–999 1000–1999 2000–4999

Costa Rica Cameroon BelizeFederated States of Micronesia Dominican Republic Central African RepublicNepal Mali EcuadorThailand Mauritania FijiTanga Swaziland Gabon

GuineaGuinea BissauJamaicaMalawiMoroccoParaguaySolomonTunisiaWestern Samoa

5000 +

BeninGuatemalaHondurasKenyaLiberiaPhilippinesSenegalSierra Leone

Peace Corps Times May/June 1989 19

Networking

Special EducationIn the September/October 1988 issue of

ICE ALMANAC, we featured Peace Corps’Youth Development activities and noted therole of the Education Sector, specificallynon~ormal education, in supporting them.A separate article discussed such othernonformal educational programs as adulteducation and vocational training, as wellas a new joint initiative with AID to haveVolunteers train education officials in theuse of computers to analyze and plan effec-tive programs.

In general, the public is aware of the ~or-maJ education activities of Peace Corps.People commonly think of Volunteers asteachers, and in developing countries, peo-ple frequently think of them as English-lan-guage teachers.

As the feature article on the AssociateVolunteer Program indicates, however, nowVolunteers are more often being asked toteach teachers as well as to teach children,which requires additional skills. To thisend, Peace Corps has been expanding op-portunities in education through the Asso-ciate Volunteer Program to recruit skilledteachers who can serve for less than the two-year period. Also it has been upgrading Vol-unteers’ skills through such cooperative ar-rangements as the workshops and the grad-uate programs described in the January/February ALMANAC, offered by TeachersCollege, Columbia University.

One group of Volunteers in particular isreceiving extra support—Volunteers work-ing with the handicapped. For the mostpart, they are not trained Special Educationteachers. The Education Sector has beentrying to help them gain the expertise theyneed, enlisting the aid of outside organiza-tions. Foremost among these organizationsare the two described here: Very SpecialArts and Perkins School for the Blind.

AREVery Special Arts

Education OffiCe

John F. Kennedy Center for the Performing ArtsWashington. 0.C. 20S66

Founded in 1974 by Jean Kennedy Smith,Very Special Arts was designated by Con-gress to be the nation’s coordinating agencyfor arts programs designed for people withspecial needs. Ten years later the organiza-tion branched out beyond the U.S. to form

20 May~une 1989

I

I

Dr. Arthur Harvey, Professor of Music at Eastern Kentucky University, demonstratesVSA techniques as he leads a group of children in a Special Education class.

Very Special Arts International, which nowhas affiliates in approximately 50 coun-tries. The first international festival is beingheld this summer in Washington, D.C., fromJune 14th through June 18th.

Through dance, drama, creative writing,music and visual arts, VSA helps peoplewith special needs to express themselves,gain self-esteem and share in the pleasurethat art brings to people in general. VSAviews the arts as an educationallrehabilita-tive tool enabling people to learn academicas well as physical skills.

VSA International prefers to have its affil-iates be large, umbrella institutions that canprovide their own funding, work with alltypes of disabled individuals and in all thearts. Frequently, VSA International hasbeen the catalyst for creating the affiliate,working with a particular institution or agovernment agency. Through its support,VSA encourages the organization to spon-sor exhibits and performances, teacher-training workshops and seminars for familymembers to educate them about helping thedisabled.

VSA’S connection with Peace Corps be-gan in 1985, when Kathy Judge, thenOTAPS’ Education Sector Specialist, ap-proached the organization for assistancein bringing the arts into the Special Educa-tion curriculum in Ecuador. As a result,VSA conducted in-country workshops or-

ganized by Peace Corps to train Volunteersand their counterparts working in SpecialEducation. Some of the participants-Vol-unteers, Ecuadorian teachers, as well asVSA trainers—were disabled themselves.

Last year, John Guevin, an incumbentOTAPS Education Sector Specialist, askedVSA to conduct a workshop in Morocco onadaptive arts training of the deaf, blind andmentally and physically impaired. Nine-teen PCVS there were working in SpecialEducation, but the country had no VSA In-ternational affiliate. Guevin asked Alex-andra Mattson, VSA’S International Pro-gram Coordinator, to go to Morocco toconduct a needs assessment. She found thatboth the teachers and the Volunteers hadonly limited background in Special Educa-tion. The Volunteers had been chosen be-cause of an interest in art and were thengiven six weeks of preservice training.

Based on Mattson’s recommendations,Peace Corps~orocco organized a ten-dayworkshop in Tangiers, in September 1988,for 24 Volunteers and 75 counterparts i.e.Moroccan Special Education teachers. Tenhandicapped students were invited to be ina mini~estival the last day. Four Moroccanartists also participated, along with a fewteachers and Peace Corps representativesfrom Tunisia. VSA provided the fourtrainers, each an expert in one of the arts—drama, music, visual arts and danc~and

Peace Corps Times

all experienced in teaching students withdisabilities. Peace Corps covered the ex-penses and the Moroccan Ministry of SocialAffairs donated the center and facilities tohouse the workshop.

Positive response to the workshop wasuniversal. In Guevin’s words, “It broughtSpecial Education to the fore as an issue andgave it visibility.” PC/Morocco DirectorDavid Frederick described it as “a tremen-dously useful training event” and reportedthat Volunteers and counterparts were a~-plying the new skills and te~hniques th~yhad learned.

The publicity that attended the exhibits,visits and session~Jean Kennedy Smithpresided over the ceremony awarding cer-tificates to the participants—helped to cre-ate a climate for spawning a VSA affiliate inMorocco. Responsibility for exchanging in-formation on arts education for the disabledshifted from Peace Corps to a new organiza-tion located in Rabat. This group is nowurging the government to start a modeltraining program for special educationteachers. It also is organizing an art exhibitin Tangiers and is hoping to include thedisabled among the performing artists at anational festival.

The Moroccan experience has promptedPC~nisia to request a VSA workshop. Tu-nisia has a model Special Education school,which already sends its teachers to Francefor additional training. The workshop,therefore, will be geared to one or two of thearts in which improved skills are needed.Also, the level of instruction will be moreadvanced. With this additional experience,VSA International hopes to become PeaceCorps’ agent to train current and future Vol-unteers working in Special Education andthe arts.

For any Volunteer who wishes to knowmore about the subject, VSA can providevideo tapes and written materials, some inFrench and Spanish as well as in English. Abrochure describing its publications and in-cluding an order form is available upon re-quest.

l~tla

%tilns School for the Blind

l!l[-

Miiidfl175 No* Seamn StreetWatetiown, Massachusetts 02t72-27W

~-

In contrast to VSA, which is a relativelynew organization, the Perkins School wasfounded more than 150 years ago, as thefirst institution in the U.S. to educate theblind. It is known as the school where HelenKeller received her primary education andis still probably the most highly regardedschool for teaching sight- and hearing-im-paired youngsters.

Peace Corps Times

The institution now offers a wide range ofservices for a wide range of clients, frominfants and toddlers to adults. It provides aresidential program as well as day classes,outreach services and services in the home.On the Perkins campus is the New EnglandRegional Center for Services for Deaf-BlindChildren, which provides support, techni-cal assistance and resource materials forother agencies and organizations conduct-ing programs for the deaf and blind. Perkinsalso houses the Regional Library for theBlind and Physically Handicapped and theHowe Press, which produces materials andmanufactures equipment for the blind, in-cluding the Perkins Brailler, a device thatproduces brained text.

Perkins recently approached Peace Corpsabout possible collaboration. Of particularinterest is Perkins’ program of teacher train-ing, which in cooperation with the SpecialEducation Department of Boston College,offers students graduate-level courseworkcombined with practical teaching experi-ence.

Lawrence Campbell, Perkins’ Director ofInternational Services, proposes that thistype of training be made available to pro-

spective Volunteers or to returned Volun-teers interested in obtaining a master’s de-gree in Special Education. In addition tofinancial aid, credit could be given for PeaceCorps service. Perkins already has a numberof RPCVS on its staff and is interested inrecruiting more. Another possibility is toinvolve Perkins in short-term training—preservice and/or in-servic~f Volunteerswho will be working with deaf, blind ormultiply impaired individuals.

Another type of training Perkins officialsare suggesting is in the maintenance andrepair of the Perkins Brailler. Under its In-ternational Services program, Perkins hasbeen conducting regional workshops totrain technicians. One workshop has beenheld in Kuala Lumpur for trainees fromSoutheast Asia and another in Nairobi forthose from East and Southern Africa.Perkins could offer the same type of instruc-tion to Volunteers, who could pass on thistraining to their host country counterparts.

Through its Howe Press, Perkins pub-lishes a wide range of materials for theblind, listed in a catalogue available on re-quest.

Books, Books, Books AG115 Families of VegetablesAG209 Steps in Producing Compost [Flip

ICE is oflering the publications Jisted beIowChart)

on a jirst come, first served basis. To findout if they are appropriate for your project,pJease see the abstracts in”The Whole” ICEcatalog. To order. write to peace CorDs In- ~pROpRIATE TECHNOLOGIES~ormat~on CoJJection and Exchange, Room808, 1990 K Street, NW, Washington, D.C.20526. AToo7 Economically Appropriate Tech-

nologies for Developing CountriesATo15 Village Technology in Eastern

AGRICULTURE

AGo12

AG019

AG023

AG025AG026

AG027AG030AG056

AG071AG091

AG093

AfricaATo2o Rainbook Resources for Appro-

priate Technology

Farm Implements for Arid and AT032 Food Drying ‘-

Tropical RegionsFruit and Vegetable Juice Process-ing, 3rd editionHandlinR, Transportation and COMMUNITY DEVELOP~NTStorage o~”Fruits ~nd Vegetables,vol. 1Poultry Science CDOO3Handling, Transportation andStorage of Fruits and Vegetables,Vol. 11 CDOO5Tropical and Subtropical FruitsCandy TechnologyThree Ways to Spur Agricultural CDO07GrowthVegetable Seeds for the TropicsVegetable Gardening the Organic CDOlgWayThe Encyclopedia of Natural In- CD022sect & Disease Control MO03A

City Limits: Emerging Con-straints on Urban Growth [World-watch Paper #38)Accelerated Development in Sub-Saharan Africa: An Agenda forActionCommunity Development: An In-troduction to CD for VillageWorkersEvaluation Sourcebook for Pri-vate and Voluntary OrganizationsWorld Resources 1986Resources for Development

Mayflune 1989 21

Sector Updates

N~E: ICE has received the publicationsdescribed below since the March/April1989 edition of ICE ALMANAC. They arefor the use of Peace Corps Volunteers andstaff, and ICE makes these publicationsavaiIable to them free of charge. RP preced-ing the ICE Publication Number indicatesVolunteers must demonstrate the publica-tion reIates to the projects they are workingon; IRC indicates ICE distributes the pub-lication to In-country Resource Centers. Weinclude the price and the publisher of eachtitle for the benefit of our non-Peace Corpsreaders.

AGRICULTURE

(IRC) AG222—Seed Multiplication Manualfor Extension Workers in the GambianSeed Industry, by P. A. Henderson. 1988(On-Farm Seed Project, Winrock Interna-tional, 1611 N. Kent St., Arlington, Va,22209) 80pp. $2.00.

Intended to improve The Gambia’s seed in-dustry by developing and implementingprojects that focus on the quality, quantityand economy of seed production and aimfor self-sufficiency. Though directed to TheGambia, these projects can apply to a major-ity of Third World countries. Provides de-tailed information on the means for im-proved seed multiplication and methods forquality control. Describes specifically themain seed crops. Includes a chapter on therole of the extension officer in the seed in-dustry.

APPROPRIATETECHNOLOGY

(RP) ATOO&Improved Wood, Waste andCharcoal Burning Stoves: A Practitioner’sManual, by Bill Stewart and others. 1987(Intermediate Technology Publications, 9King St., London WC2E 8HW, England)229pp. $19.50.

Reference manual that concentrates on theoperational aspects of a stove project—as-sessing users’ needs; choosing, testing andadapting stove designs; and producingstoves with local resources. Describes 26different types of stoves currently beingtried.

(IRC) ATO1l—The Design of BicycleTrailers, by Michael Ayre. 1986 (SeeATO08) 73pp. $11.50.

Provides basic design information for peo-ple in developing countries who wish tobuild bicycle trailers. Examines the overallcharacteristics and performance of bicycletrailers, the critical aspects of trailer designand a number of alternative design solu-tions. Includes list of commercial suppliersof bicycle trailers and components.

(IRC) ATO1+HOW to Make Planes,Cramps and Vices, by Aaron Moore. 1987(See ATO08) l12pp. $9.75.

Manual that describes in detail how to makeseven different woodworking tools that arepractical and inexpensive. Directions fortheir construction and use are in the form ofstep-by-step illustrations plus brief descrip-tions. Designed for someone with basicknowledge of woodworking techniques.

(IRC) ATOl&Technology ~ansfer: NineCase Studies, by Sosthenes Buati. 1988 [SeeATO08) 81pp. $9.75.

Presents nine case studies showing howproper planning with the right choice oftechnology can benefit and invclve largenumbers of people. Useful in generatingideas, cases involve such subjects as pro-cessing cashew nuts, extracting oil frompalm trees and making fishing boats fromplywood.

COMMUNITYDEVELOPMENT

CD04Hne Hundred Ways to EnhanceSelf-Concept in the Classroom: A Hand-book for Teachers and Parents, by Jack Can-field and Harold C. Wells. 1976 (Prentice-Hall, Inc., Englewood Cliffs, N.J. 07632)253pp. $24.00.

Activities and exercises for teaching chil-dren how to develop self-esteem and self-concept.

(IRC) CDOl*Secondary Cities in Deve-loping Countries: Policies for Diffusing Ur-banization, by Dennis A. Rondinelli. 1983(Sage Publications, Inc., 275 S. BeverlyDrive, Beverly Hills, Calif. 90212) 288pp.$16.95.

Presents views of eight well-known scholarson degree to which central governmentshould control development planning andadministration. Focuses on Asia, Africa andSouth America. Essays highlight social, po-litical, economic and administrative factors

that influence success or failure of decen-tralized programs; also discuss various

-ways of organizing administration and pin-pointing avenues for strengthening and im-proving implementation.

EDUCATION

(RP) ED132—Recipes for Tired Teachers:Well-Seasoned Activities for the ESL Class-room, edited by Christopher Sion. 1985(Addison-Wesley Publishing Company,Inc., 1 Jacob Way, Reading, Mass. 01867)l15pp. $14.75.

Practical, easy-to-follow activities designedfor ESL~FL teachers. Offers 81 classroomstrategies for building or reinforcing lan-guage skills. Related activities are groupedtogether under such headings as group dy-namics, creative writing and thinking, read-ing and writing, listening, vocabulary andfun and games.

ENERGY

[IRC) ENOO1—Renewable Energy Sourcesfor Rural Water Supply, by E. H. Hofkenand J. T. Visscher. 1986 (International Refer-ence Centre for Community Water Supplyand Sanitation, P.O. Box 93190, 2509 ADThe Hague, The Netherlands) 168pp. $25.00.

Provides guidance and information to sup-port systematic consideration of renewableenergy sources and devices for pumpingwater to rural areas. Part I discusses variousfactors to be considered and methods to befollowed in assessing energy sources andselecting appropriate pumping system. Part11 presents state-of-the-art information ontechnology of solar pumps, wind pumps,hydropowered pumps and pumping sys-tems that use biomass energy.

(IRC) ENO05—Zig Zag Collector: Manualon the Construction of a Solar WaterHeater, by Bart Deuss. 1987 (Tool Founda-tion, Entrepotdok 68a, 1018 AD Amster-dam, The Netherlands] 94pp. $7.80.

Describes construction and installation of asolar water heater. Primarily intended forpeople planning to manufacture the devicein large numbers, but also offers useful in-formation for people intending to build asolar water heater for their own use. Illus-trated with many photographs and draw-ings.

22 MaVOune 1989 Peace Corps Times

FORESTRY/NATURALRESOURCES

(IRC) FC061—Marine Protected Areas: AGuide for Planners and Managers, byRodney V. Salm and John R. Clark. 1982(International Union for Conservation ofNature and Natural Resources, Avenue duMont-Blanc, CH-1 196 Gland, Switzerland)302pp. $29.00.

Guidebook developed from the Workshopon Managing Coastal and Marine ProtectedAreas held in Bali, Indonesia in 1982. Intro-duces protected areas as a tool for managingcoastal and marine resources. Considersspecific principles and techniques of plan-ning and managing protected areas in dif-ferent environments. Offers strategies tohelp planners and managers carry out theirtasks.

[RP) FC067—Agroforestry Species for thePhilippines, by T. E. Hensleigh and B. K.Holaway, Editors. 1988 (U.S. Peace CorpsTechnology Support Center, 2139 Fidel A.Reyes St., Malate, Manila 1004, Philip-pines) 404pp. Free.

Lists and describes over 60 agroforestry spe-cies (natives and exotics) that are suitablefor the Philippines, Gives brief descriptionsof distribution, ecological requirements,uses, yields, culture techniques, potentialproblems and additional references. In-cludes botanical drawings of each specieslisted.

(RP) FC06&La Agroforesteria en la SierraEcuatoriana, by Paul J. Carlson and ElenaRoncurs, editors. 1987 (Peace Corps/~APS,1990 K St., N.W., Washington, D,C. 20526)145pp. Free.

Proceedings from a highlands agroforestryconference held in Ecuador in September1987. Includes technical presentations aswell as specific examples of the role ofagroforestry in soil conservation, the pro-duction of fruit trees and a variety of otherareas that concern agriculturists. Discussessuch subjects as the design of agroforestrysystems, propagation of the species, themanagement of grasses and an FAO-spon-sored community forest project.

(RP) FC145 Management of ~opical MoistForests: Ecological Guidelines, by DuncanPoore and Jeffrey Sayer (InternationalUnion for Conservation of Nature and Natu-ral Resources, Avenue du Mont-Blanc,CH-1196 Gland, Switzerland) 63pp. $15.00.

Update to the 1976 Ecological Guidelinesfor Development in TropicaJ Rain Forests.

Peace Corps Times

Includes new knowledge and understand-ing of tropical ecosystems. Contains sec-tions on government policies, ecologicalconstraints on development, an explanationof tropical-forest action plans and specificson many problems facing rain forests today.

(RP) FC149—Environmental Educationabout the Rain Forest, by Klaus Berkmuller.1984 (Wildland Management Center, Schoolof Natural Resources, University of Michi-gan, Ann Arbor, Mich. 48109) 124pp. $6.00.

Designed to help the reader develop an edu-cational program that focuses on the need topreserve tropical, moist forests. Consists ofthree parts: background material about therainforest ecosystem; analysis of the rela-tionship of the tropical rainforest to the re-gion where it is located; and the design of aneducational program.

[RP) FC151—A Directory of Selected Envi-ronmental Education Materials, by EdwardJ. McCrea and Laurie S, Z. Greenberg, Pro-ject Managers. 1988 (World Resources Insti-tute, Center for International Developmentand Environment, 1709 New York Ave.,N.W., Washington, D.C. 20006) 74pp. Free.

Joint effort by the Center for InternationalDevelopment and Environment, a divisionof World Resources Institute, and the U.S.Fish and Wildlife Service, to be used inconjunction with How to PJan a Conserva-tion Education Program (ICE PublicationNo. FC05 7). Offers selected references forprograms and materials in English andSpanish that are available to help plan con-servation education programs.

SMALL ENTERPRISEDEVELOPMENT

[IRC) SB09&The PISCES II Experience:Local Efforfi in Microenterprise Develop-ment, by Jeffrey Ashe. 1985 (Agency for In-ternational Development, Washington, D.C.20523) 146pp. $2.00.

Describes PISCES (Program for Investmentin the Small Capital Enterprise Sector), astudy that emphasizes the potential role ofthe informal sector in the development pro-cess. Seeks to increase public awarenessand encourage donor assistance. Exploresthe feasibility of aid to the informal sectorand presents case studies of projects in theDominican Republic, Costa Rica, Kenya andEgypt. Discusses various types of microen-terprises and develops ideas for further ex-perimentation.

[RP) SBl12—The One Book AccountingSystem: A Step-by-Step Guide for Small

Service Industry Business, by R. W. Gib-bons and G. A. Husack. 1980 (Barbados In-stitute of Management and Productivity,Wildey, St. Michael, Barbados) 60pp. $8.25.

Describes a one-book accounting systemdeveloped specifically for business peopleunable to maintain sophisticated account-ing procedures. Provides easily prepared fi-nancial reports and analyses and step-at-a-time, question-answer flow charts. Ap-pendices include several business-relatedforms. (This book is intended specificallyfor small business people in the service in-dustry; the titles that follow (SB1 13-SB1 15) contain the same type of informa-tion, each related to the business cited inthe title.)

[RP) SBl13—The One Book AccountingSystem: A Step-byStep Guide for SmallRetailers. (See SB1 12) 61pp.

(RP) SBll~The One Book AccountingSystem: A Step-byStep Guide for SmallManufacturers. (See SB1 12) 50pp.

(RP) SBl15—The One Book AccountingSystem: A Step-by-Step Guide for SmallWholesalers. (See SB1 12) 59pp.

TRAINING

(IRC) TR02*Guide to fiaining Needs As-sessment, by Lloyd A. Stanley. 1987 (Inter-national Center for Public Enterprises in De-veloping Countries, Titova 104, Ljubljana,Yugoslavia) 115pp.

Considers how to plan and conduct a train-ing needs assessment. Discusses such tech-niques as job analysis and attitude surveys.Also considers how to do a performance

[CE Almanac[CEDirectorDavid Wolfe

EditorJudy Benjamin

The ICE ALMANAC features a varietyof ideas and technologies that Volunteerscan adapt locally and highlights particu-lar program areas with notes and recom-mendations from specialists in the Of-fice of ~aining and Program Support(OTAPS).

kformation Collection and Exchange(ICE) is Peace Corps’ central technicalinformation unit. Requests for technicalinformation or correspondence concern-ing the ALMANAC should be sent toPeace Corps, ICE, Room 8657,1990 K St.,NW, Washington, D.C, 20526.

May~une 1989 23

appraisal. Adaptable for use by Peace Corpstrainers and programmers.

(IRCj TR031—Guide to Planning forHuman Resource Development, by StanMozina and Lloyd A. Stanley. 1987 (SeeTR029) 84pp.

Introduction to the field of human resourcedevelopment, including methods and tech-niques of human resource planning. In-cludes strategies for analyzing human re-source needs. Of particular interest to PeaceCorps programmers.

(IRC) TR032—Guide to ~aining Curricu-lum Development, by Lloyd Stanley. 1987(See TR029) l17pp.

Introduction to curriculum developmentfor trainers. Topics include planning fortraining and development, relationship be-tween training cycle and curriculum devel-opment, and learning theory and curricu-lum development. Suggests exercises thatrelate training to employment. Suitable,with adaptation, for designers of PeaceCorps training programs.

[IRC) TR03&Guide to Evaluation ofTraining, by Lloyd A. Stanley. 1987 (SeeTR029) 73pp.

Addresses issues and techniques in eval-uating training, Topics include reasons forevaluating training; roles of participants inthe evaluation process; and instruments,types and methods of evaluation. Tech-niques include surveys, case studies, exam-inations and observation. Useful for staffinvolved in the evaluation of training pro-grams.

WOMEN INDEVELOPMENT

(IRC) WD07&An Expanded World forWomen: Women’s Awareness fiainingGuide, by Phyllis Forman and Hasina Khan.1984 (Save the Children, 54 Wilton Road,Westport, Corm. 06880) 67pp. $16.30.

Guide to increase village workers’ aware-ness of women’s development issues inrural Bangladesh. Presents ideas throughpictures to help village workers transmitideas to village women more effectively.Guide is adaptable for use in other coun-tries.

WATEWSANITATION

(RP) WS04-peration and Maintenanceof Small Irrigation Schemes, by Peter Storr.

~5mall Moject Assistanceho~am (SPA)

SPA is a unique program that joins theluman resources of the Peace Corps with.he financial resources of the Agency fornternationaf Development (AID). Estab-lished in 1983, the program currentlyjupports small self-help efforts throughiirect grants to community organiza-tions in over 35 countries.

SPA consists of two components: theSPA fund, which directly supports com-munity projects; and the Technical As-~istance (TA) agreement, which provideskaining and technical advice to PCVS,staff and Host-Country Nationals (HCNS)working on these projects.

SPA grants are made by PCICountryDffices to community groups workingwith PCVS in food production, small en-terprise development, renewable ener-gies and health.

Funds are available through PC~ash-ington to provide in-service training forPCVS and HCNS and to provide countrieswith program consultants. TA activitiesstimulate and/or directly support SPAprojects.

For information on qualifying for aSPA grant or for Technical Assistance,contact the PC Country Office or the SPACoordinator, OTAPS, PC~ashington.

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SPA Example: In Cameroon, SPAfunds are being used for two projects thatbenefit disabled persons. One involvesbuilding a basketball court at the Na-tional Center for the Handicapped inYaounde, which will be used by wheel-chair basketball teams as well as dis-abled children who attend school at thecenter. The court will make it possiblefor them to play in a competitive sportand get the exercise and sense of accom-plishment they need.

The other project is a poultry produc-tion program, which will teach blindchildren at the Center for the Blind atDschange how to raise chickens. Thechildren will be learning an employable$kill and at the same time earning money!rom the sale of the chickens and theeggs. Profits will enable the center to buyneeded equipment and materials for theblind.

1988 (ITDG, 103/105 Southampton Row,London WCIB 4HH, England) 45 PP. $9.75.

Focuses on problems of operating andmaintaining water supply sources and con-

veying water in pipes and open channels.Describes water distribution both on and offthe farm, as well as proper maintenance ofirrigation systems and devices. Providesadditional information concerning waterdrainage and health-related issues. In-tended for people involved in developingirrigatedcultivation whose technical andfinancial resources are limited.

[IRC) WS09&Ferrocement Water Tank,by P. C. Sharma and V. S. Gopalatram. 1980(International Ferrocement InformationCenter, Asian Institute of Technology, P.O.Box 2754, Bangkok, Thailand) 37pp. $2.00.

Encourages use of ferrocement water tanksas hygienic and ec-onomical means for waterstorage. Provides guidelines for construc-tion of ferrocement water tanks, as well asinformation on necessary materials andspecifications. Includes appendices usefulfor technical reference. Also includes charts,illustrations and diagrams.

(RP) WSIO1—Small Projects’ ~ainingManual: Water Supply, Vol. II, by Martaand Rudi Guoth-Gumberger. 1987 (Gei-bitzser. 11,8052 Moosburg, West Germany)513pp. $15.66.

Two-year course to train people to becomeskilled technicians in water supply andsanitation work and be qualified to do fieldwork and record keeping. Course intendedfor a class of 20 to 40 people and dividedinto 25 percent class work and 75 percentfield work. Presents information on main-taining an ample water supply, includingthe planning, administration, materials,tools and mathematical skills needed, aswell as specifics on water treatment andwell disinfection. Discusses well types,sites and pumps, especially hand pumps.Supplemented with charts, tables and astep-by-step procedure for class instruc-tion.

[RP) WSIO&Small Projects’ ~ainingManual: Sanitation, Vol. 111, by Marta andRudi Guoth-Gumberger. 1987 (See WS101)197pp. $5.94.

In a step-by-step format, discusses generalsanitation problems and various disposalsystems that do not require water. Providesguidelines to construct, operate and main-tain compost latrines, and presents teach-ing methods that can be applied in a schoolor community setting. Includes additionalinformation on children’s squatting slabsand on bathing, waste matter and pesti-cides. Includes charts and drawings.

24 May~une 1989 Peace Corps Times