Difference between pages "Ceramic Stove Project" and "History of the Peace Corps in Peru"

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{{Project
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{{History_of_the_Peace_Corps_by_country}}
|project=Ceramic Stove Project
 
|projecttype=PCPP
 
|site=Dominican Republic
 
|country=Dominican_Republic
 
|firstname=T
 
|lastname=Rimmer
 
|state=New_York
 
|communityfunds=$3805.71
 
|communitypercentage=48%
 
|neededfunds=$2689.31
 
|requestedfunds=$3989.31
 
|projectnumber=517-294
 
|projectyear=2009
 
}}
 
  
Imagine you are living in a remote village on a secluded mountain road in the Dominican Republic. Your only source of food is what you grow on your own small plot of land. You and your family of five share a small, two room house made of wood. Every day you wake up at dawn to search for the firewood you will use for preparation of the day’s food. Once you have returned, your wife can begin to cook the meals for the day. She will spend the majority of the day cooking over one flame to prepare three meals for your family and some neighbors.
 
  
This is a reality in a remote mountain community in the Dominican Republic. This project aims to build and maintain a new technology of cook stove in this community. The women of the house are currently using a three stone method of cooking meals. The current method has many negative side-effects, including poor health due to smoke inhalation, environmental degradation due to tree-cutting for fire wood, and an excess of time for food preparation which prevents women from participating in other familial and community activities.
 
  
The stoves that we are proposing to build have proven beneficial in many similar communities in the Dominican Republic. The new stoves have a chimney to redirect airflow out of the cooking area, resulting in a reduced amount of smoke inhalation. They are designed to enclose flames and to direct airflow in a way that burns wood slower and hotter, decreasing the amount of wood necessary to prepare a meal. In addition, the new stoves are designed with three burners. This enables women to cook more items at one time, decreasing the amount of time spent cooking. The community has proposed to build 36 new stoves, and community members will contribute roughly 50 percent of the costs. Each family soliciting a stove is required to participate in a class on basic food health and nutrition, as well as a class on stove maintenance. This will ensure the sustainability of the project. In addition, any member of the community who participates in the construction of the new stoves can use the skills learned for future stove construction and masonry projects.
 
  
Note: This summary was provided by a Peace Corps Volunteer and the community administering this project.
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The Peace Corps first opened a program in Peru in 1962.  Over the next 13 years, some 2,600 Volunteers worked in health and nutrition, city planning, social work, agricultural extension, agricultural cooperatives, savings and loan associations, elementary and secondary education, community development, and earthquake reconstruction (after the severe earthquake and landslide of 1970). The Peace Corps had a main office in Lima and regional offices in Puno, Cuzco, Chimbote, and Arequipa. Peace Corps’ departure from Peru in 1975 was due to political and economic instability.
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In 2001, then-President Alejandro Toledo invited the Peace Corps to return. As well as seeing Peace Corps as part of his development plan for the country, President Toledo had a personal relationship with the Peace Corps. When he was young, his family had hosted a Volunteer in their home in Chimbote.  Volunteers taught him English and were instrumental in his attending college and graduate school in the United States.  President Toledo also worked at the Peace Corps training center in California, teaching Spanish while he was going to college.
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Teams from Peace Corps headquarters made assessment visits to Peru in late 2001 and early 2002, and a country agreement was signed in Lima on March 23, 2002. The Peace Corps was represented by its then-director, Gaddi Vasquez. Staff was deployed to Lima in May 2002. The first four Volunteers, third-year transferees from other Latin American countries, arrived in August 2002. They were followed by the first new group of Volunteers, who arrived for training in November and were sworn-in in February 2003. A second group arrived in September 2003. Since then, two new groups of trainees arrive to serve in Peru each year.
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===History and Future of Peace Corps Programming in Peru ===
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Peru is a poor country with significant development challenges.  According to USAID, 48 percent of the population lives below the official poverty line (U.S. $58 per month), with 18 percent living in extreme poverty (under U.S. $32 per month).  Peru is plagued by high unemployment (around 10 percent) and underemployment (estimated at 43 percent). Health indicators show that large sectors of the population suffer from nutritional deficiencies (24 percent of children are chronically malnourished), a high infant mortality rate (43 per 1,000 in rural areas), and limited access to basic healthcare services.
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Although Peruvians take pride in their country’s rich biodiversity, in practice there is little environmental ethic. Few activities are being implemented to preserve natural resources, and in some cases severe degradation is taking place.
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 +
Youth are seriously affected by Peru’s economic situation.  Many children are sent to the streets to sell candy or find other ways to earn a few coins a day. Facilities that serve orphaned, abandoned, or abused children provide little more than food and shelter, and the residents become instantly unemployed when they leave at age 18. Even among less disadvantaged low-income youth, there is often a feeling of hopelessness and low self-esteem that can lead to drug abuse and crime.
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Based upon these realities, the Peace Corps program in Peru is focused on four sectors: small business development, community health, youth development, and environmental awareness. All Peace Corps activities are directed toward providing people at the community level with the knowledge, tools, and capacities to help them improve their own lives.
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In the small business development project, Volunteers help agricultural associations, artisan groups, and other small business owners improve their net incomes by enhancing their marketing links to urban and export markets, and by strengthening their management and accounting practices.  Volunteers also look for creative ways to integrate information technology into small business management.
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In the community health project, Volunteers promote preventive healthcare practices. They train and work side-by-side with community health promoters, health post staff, parents, and community members. Preventive healthcare practices include basic hygiene, nutrition education (including promoting family gardens), disease prevention, and maternal and infant care.
 +
 
 +
In the youth development project, Volunteers work with orphanages, centers for street-children, schools, health posts, and other youth-serving organizations in programs to develop vocational skills, self-esteem, life skills, and components of good citizenship.
 +
 
 +
In the environmental awareness project, Volunteers work in small towns and rural communities on environmental education, recycling campaigns, and conservation of protected areas.
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In all its projects, the Peace Corps works closely with Peruvian counterpart agencies to help the agencies achieve their goals. These agencies include government ministries, local municipalities, and a variety of nongovernmental organizations (NGOs).
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==Assignment History==
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{| border="1" cellpadding="5" cellspacing="0"
 +
|-
 +
| align="center" | '''[[Sector]]''' || '''[[Assignment]]''' || '''[[Beg. Yr]]''' || '''[[End. Yr]]'''
 +
|-
 +
| rowspan="4" align="center"| '''[[Agriculture]]'''
 +
| [[Ag Economics]]
 +
| [[2002]]
 +
| [[2003]]
 +
|-
 +
| [[Ag Extension]]
 +
| [[2002]]
 +
| [[2005]]
 +
|-
 +
| [[Apiculture]]
 +
| [[1973]]
 +
| [[1973]]
 +
|-
 +
| [[Crop Extension]]
 +
| [[1962]]
 +
| [[1974]]
 +
|-
 +
| rowspan="4" align="center"| '''[[Business]]'''
 +
| [[Business Advising]]
 +
| [[1971]]
 +
| [[2007]]
 +
|-
 +
| [[Computer Science]]
 +
| [[2004]]
 +
| [[2006]]
 +
|-
 +
| [[Cooperatives]]
 +
| [[1968]]
 +
| [[1968]]
 +
|-
 +
| [[Urban and Regional Planning]]
 +
| [[1964]]
 +
| [[1964]]
 +
|-
 +
| rowspan="4" align="center"| '''[[Education]]'''
 +
| [[English Teacher]]
 +
| [[1966]]
 +
| [[1966]]
 +
|-
 +
| [[Gen. Construction]]
 +
| [[1964]]
 +
| [[1964]]
 +
|-
 +
| [[Industrial Arts]]
 +
| [[1967]]
 +
| [[1971]]
 +
|-
 +
| [[Voc. Trainer]]
 +
| [[1970]]
 +
| [[1970]]
 +
|-
 +
| rowspan="1" align="center"| '''[[Environment]]'''
 +
| [[Environmental Ed.]]
 +
| [[2005]]
 +
| [[2007]]
 +
|-
 +
| rowspan="4" align="center"| '''[[Health]]'''
 +
| [[Envir. and Water Resource]]
 +
| [[1974]]
 +
| [[1974]]
 +
|-
 +
| [[Health Degreed]]
 +
| [[2002]]
 +
| [[2007]]
 +
|-
 +
| [[Health Extension]]
 +
| [[2002]]
 +
| [[2007]]
 +
|-
 +
| [[Hygiene Ed/Sanitation]]
 +
| [[2002]]
 +
| [[2002]]
 +
|-
 +
| rowspan="1" align="center"| '''[[Other]]'''
 +
| [[Flexible App]]
 +
| [[1970]]
 +
| [[1974]]
 +
|-
 +
| rowspan="3" align="center"| '''[[Youth and Community Development]]'''
 +
| [[Commun. Serv/Deg.]]
 +
| [[1963]]
 +
| [[2007]]
 +
|-
 +
| [[Road Const/Engin.]]
 +
| [[1973]]
 +
| [[1973]]
 +
|-
 +
| [[Youth Development]]
 +
| [[2004]]
 +
| [[2007]]
 +
|-
 +
|}
 +
 
 +
 
 +
[[Category:Peru]]

Revision as of 12:17, 23 August 2016

History of the Peace Corps
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Since 1960, when then Senator John F. Kennedy challenged students at the University of Michigan to serve their country in the cause of peace by living and working in developing countries, more than 182,000 Peace Corps Volunteers have served in 138 countries all over the globe.

See also:



The Peace Corps first opened a program in Peru in 1962. Over the next 13 years, some 2,600 Volunteers worked in health and nutrition, city planning, social work, agricultural extension, agricultural cooperatives, savings and loan associations, elementary and secondary education, community development, and earthquake reconstruction (after the severe earthquake and landslide of 1970). The Peace Corps had a main office in Lima and regional offices in Puno, Cuzco, Chimbote, and Arequipa. Peace Corps’ departure from Peru in 1975 was due to political and economic instability.

In 2001, then-President Alejandro Toledo invited the Peace Corps to return. As well as seeing Peace Corps as part of his development plan for the country, President Toledo had a personal relationship with the Peace Corps. When he was young, his family had hosted a Volunteer in their home in Chimbote. Volunteers taught him English and were instrumental in his attending college and graduate school in the United States. President Toledo also worked at the Peace Corps training center in California, teaching Spanish while he was going to college.

Teams from Peace Corps headquarters made assessment visits to Peru in late 2001 and early 2002, and a country agreement was signed in Lima on March 23, 2002. The Peace Corps was represented by its then-director, Gaddi Vasquez. Staff was deployed to Lima in May 2002. The first four Volunteers, third-year transferees from other Latin American countries, arrived in August 2002. They were followed by the first new group of Volunteers, who arrived for training in November and were sworn-in in February 2003. A second group arrived in September 2003. Since then, two new groups of trainees arrive to serve in Peru each year.


History and Future of Peace Corps Programming in Peru

Peru is a poor country with significant development challenges. According to USAID, 48 percent of the population lives below the official poverty line (U.S. $58 per month), with 18 percent living in extreme poverty (under U.S. $32 per month). Peru is plagued by high unemployment (around 10 percent) and underemployment (estimated at 43 percent). Health indicators show that large sectors of the population suffer from nutritional deficiencies (24 percent of children are chronically malnourished), a high infant mortality rate (43 per 1,000 in rural areas), and limited access to basic healthcare services.

Although Peruvians take pride in their country’s rich biodiversity, in practice there is little environmental ethic. Few activities are being implemented to preserve natural resources, and in some cases severe degradation is taking place.

Youth are seriously affected by Peru’s economic situation. Many children are sent to the streets to sell candy or find other ways to earn a few coins a day. Facilities that serve orphaned, abandoned, or abused children provide little more than food and shelter, and the residents become instantly unemployed when they leave at age 18. Even among less disadvantaged low-income youth, there is often a feeling of hopelessness and low self-esteem that can lead to drug abuse and crime.

Based upon these realities, the Peace Corps program in Peru is focused on four sectors: small business development, community health, youth development, and environmental awareness. All Peace Corps activities are directed toward providing people at the community level with the knowledge, tools, and capacities to help them improve their own lives.

In the small business development project, Volunteers help agricultural associations, artisan groups, and other small business owners improve their net incomes by enhancing their marketing links to urban and export markets, and by strengthening their management and accounting practices. Volunteers also look for creative ways to integrate information technology into small business management.

In the community health project, Volunteers promote preventive healthcare practices. They train and work side-by-side with community health promoters, health post staff, parents, and community members. Preventive healthcare practices include basic hygiene, nutrition education (including promoting family gardens), disease prevention, and maternal and infant care.

In the youth development project, Volunteers work with orphanages, centers for street-children, schools, health posts, and other youth-serving organizations in programs to develop vocational skills, self-esteem, life skills, and components of good citizenship.

In the environmental awareness project, Volunteers work in small towns and rural communities on environmental education, recycling campaigns, and conservation of protected areas.

In all its projects, the Peace Corps works closely with Peruvian counterpart agencies to help the agencies achieve their goals. These agencies include government ministries, local municipalities, and a variety of nongovernmental organizations (NGOs).

Assignment History

Sector Assignment Beg. Yr End. Yr
Agriculture Ag Economics 2002 2003
Ag Extension 2002 2005
Apiculture 1973 1973
Crop Extension 1962 1974
Business Business Advising 1971 2007
Computer Science 2004 2006
Cooperatives 1968 1968
Urban and Regional Planning 1964 1964
Education English Teacher 1966 1966
Gen. Construction 1964 1964
Industrial Arts 1967 1971
Voc. Trainer 1970 1970
Environment Environmental Ed. 2005 2007
Health Envir. and Water Resource 1974 1974
Health Degreed 2002 2007
Health Extension 2002 2007
Hygiene Ed/Sanitation 2002 2002
Other Flexible App 1970 1974
Youth and Community Development Commun. Serv/Deg. 1963 2007
Road Const/Engin. 1973 1973
Youth Development 2004 2007