Boys Empowerment Day

I conducted a youth empowerment camp by which 60 OVC’s (orphans and vulnerable children) attended. RACOBAO, in partnership with Children in Africa, was given funding to target a total of 180 children over a three year period. This year, 60 children who had been living alone for three or more years within Lyantonde and Rakai districts, were chosen for the yearly 2 day camp. The focus of the camp is on: HIV and AIDS; Food and nutrition, Training in income generating activities; Sharing personal experiences as well as counseling from psychologists, but most importantly, improving the self esteem of these children. I created the logo (youth alliance creating hope), design and slogan for the t shirts. I also created the packets of information for all session of the camp and helped design the program. The sessions for the 2 days included: Youth roles and responsibilities; Pychosocial support; Behavioral change and nonverbal communication skills; Peer education skills and drama; Formation of groups to discuss steps in good decision making skills; Gender roles; Violence in the household; Family relations; Goal setting; HIV/AIDS updates and awareness followed by a question and answer session and myth busting; Family planning; Hygiene and sanitation in the household; How to construct a tippy tap; Games and recreational activities; Sharing of personal experiences guided by a councilor; Goat roast dinner and awards. I began the camp by passing out t shirts. Once the kids were settled and had finished eating breakfast I introduced myself and started talking with them about sanitation and hygiene. The session I conducted was proper hygiene and water/food sanitation. I went over all of the ways to make safe water, how long to boil it; how to cover your food and why flies are bad. I discussed: Diseases and what causes them; Nutrition and safe cooking; How to take care of the leftovers; Washing hands and how much water one should drink daily. After the question and answer session, we went and made a tippy tap. I had a girl and a guy explain how to use it. I then talked to them about how to make it emphasized the importance of hand washing. The whole camp went very well. The students were engaged and at the end of the camp, really seemed to open up with one another. However, I did feel that it was a lot of information to pack into 2 days. While the topics were important, I sensed that it was quite a lot for children to absorb in such a short amount of time. Other than that, I felt that it went wonderfully!

Youth Camp: Youth Alliance Creating Hope

So for this years youth camp I was able to create the program and t shirt design. The program was as follows:

DAY 1:

Breakfast
Devotion
Introductions
Youth Roles and Responsibilities
HIV/AIDS updates and awareness followed by a Q&A session and Myth Busting
Hygiene and Sanitation in the household
How to construct a Tippy Tap
Lunch
Peer Education Skills and Drama
Formation of Groups to discuss steps in good decision making
Gender Roles
Evening Tea
Games and Rec.
Goat Roast/Dinner
Sharing of personal experiences guided by a councilor

DAY 2:

Breakfast
Psychosocial Support
Behavioral Change and Nonverbal Communication Skills
Break Tea
Family Planning
Goal Setting
Lunch
Violence in Households
Family Relations
Evening Tea
Award/Prizes
Departure

There was much work that went into setting everything up, ordering the shirts and food, creating information packets, etc. The day finally came and everything even started on time. Once the kids were settled and had finished eating breakfast I introduced myself and started talking with them about sanitation and hygiene. I went over all of the ways to make safe water, how long to boil it, how to cover your food and why flies are bad. I went over diseases and what causes them. I talked about nutrition,safe cooking and about left overs. I spoke to them about washing your hands and how much water one should drink daily. Then we went and made a tippy tap and I had a girl and guy explain how to use it. I then educated them on how to make it and why it is important to wash your hands. It was a fantastic 2 day camp and the kids were able to take a lot from it!

NGO Database Parafinilia

I had created the logo, motto and name for the NGO Forum, of which my organization is the leader of.
They had ordered a bunch of things, such as: A stamp, certificates, folders, a booklet of mission, etc. all of which had my creation on it! Pretty cool!!

Red Cross Youth Link T Shirt Handout

So, this event has been anticipated for quite sometime. I had hosted a fundraiser in order to gain revenue for the students so that they could receive t shirts for their link. I was finally able to order them, retrieve them from Kampala and have a ceremony in which the students received their ID cards and a shirt- that is, if they paid the 2,000 shillings. Almost all of my students were able to get a shirt. We talked with them briefly before handing everything out and then took some group photos. I made it mandatory that they wear their shirts every Friday. The entire event went very well and the students were happy.

Future Projects

Well, for those of you that made it thus far- mad props! I just want to reiterate that this blog is my "thesis" for my masters degree; therefore, I have to try and keep it centered towards my projects and work in country. However, due to my dear friend Amanda, who has been after me to keep my blog up to date, I will now be on a regular schedule with posts and updates on FUN things as well! So a short description of future projects will now ensue:

I will be starting a Patriot Club. This will help to instill within the students national pride and information about Uganda, Africa and the world. This will also empower them to vote and to know that their voice is important and counts in the world.

I will be expanding the re-usable sanitary pad project to multiple schools (primary and secondary) throughout my district.

I am planning a career day- state style. Here in Uganda, they usually have a few speakers and they stand one by one and speak about their profession. I want to introduce the booths and multiple representations of professions so that students can get a more personal encounter and more in depth understanding of career options.

There will be a HIV test day, free to all students.

The Life Skills and So What! class will continue.

There will be a nationwide GLOW Camp (girls leading our world) in December that I will be an active member of.

The NGO database will be completed and workshops will take place: Finding Funding in a Competitive Market, Proposal Writing, Interoffice Organizational Management, etc.

I have a meeting with the Country Director in October to propose the idea of creating an East African Discussion Panel website.

The rabbit project will begin.

As a secondary project I will be working with another NGO in an effort to initiate an organized sports empowerment project for youth within the Lyantonde district.

Fundraiser Time

I planned a very large fund raising event for the newly formed Red Cross Youth Link that targeted all of the major local leaders and NGOs in the area. This will help to start their projects which include: Re-introduce rabbits to the area of Lyantonde and the surrounding sub counties as well as an agricultural project by where they will grow three different types of crops, including passion fruit trees, also, to help purchase T-Shirts for them (uniforms) for this link.

In continuation with the St. Noah’s Red Cross Youth Link, we have been diligent in planning a fund raising event for their branch. I have organized multiple meetings with the students to get ideas for this event. We have gone over what the branch needs in order to start and sustain their IGA activities and get t-shirts. It was decided that each member would contribute 2,000 Ugandan Shillings for their t-shirt and then the fundraiser would supplement the rest for this term. The meetings were many in regards to the planning stage. I inquired from other organizations, other youth link members, my organization, and community members for information regarding this event.

Prior to the event, I sent out over 60 invitations. I went and got cases of water, 5 cases of soda, 200 cakes, auction items and a pregnant goat. I called people to remind them about the event. Gave Edgar the money to get the sodas and pay the radio man. Finally, the day before the even was to take place, I went down and prepped the students on the next days activities.

The fundraiser itself was somehow successful. The venue and accessories (chairs, tables, sound system, stage, etc.) had been donated to us; therefore, I had to arrive early in the morning to set up. I then went back to the school and collected the goat, water, packets of the constitution and auction items. The students came at 10am. They had practiced their entertainment. Throughout this I was selling raffle tickets to win a phone and we auctioned the goat. It was supposed to start at 10 and no one showed. A couple people came around noon so we then began. I was seriously concerned by then as we had been calling all stakeholders throughout the morning. The director of the farm began to talk about rabbits and gardening. Shortly after her began speaking, the Head Minister of Health along with some other chair persons came and we all performed the Ugandan anthem. We then started the auction. The point of this was to buy something higher than the retail value for the good of the cause in order to make a profit. Some LC’s came later and, unfortunately, no one from RACOBAO came except for two people. We completed the auction, which I found to be very fun except I don’t know my numbers that well in Luganda so I ended up paying a lot for a couple things! People gave speeches, we gave out the soda, water, and cakes, and then we drew the winning number for the raffle. The students helped with the clean up and then we all went home. We raised 470,000 shillings which is about $200.00. I was very disappointed in the outcome but I think it was good for the students and even the community members who participated. Come to find out there were 3 other events that same day. It was election time for the local leaders so of course they were going where they could target the most votes, ours being very low on their scale. The event was a TON of work but at least we tried!

Red Cross Youth Link

I was successful in creating a Red Cross Youth Link with the St. Noah’s Vocational School. I have registered my organization as an official Red Cross Youth Link. This includes a plaque of authentication for the office and a membership for each student which, once registered, provides them with a year membership. The chairperson and spokesperson from St. Gonzaga, a neighboring school, came and registered the kids that attend the St. Noah’s Vocational School. During the registration, the youth were informed about what Red Cross does and what it means to be a member. This was followed by a vote among them to form an executive committee. It was gender balanced and democratic. The executive committee wrote a six page constitution and signed it along with two witnesses. A folder is kept that includes all the minutes of all the meetings and the constitution. As a Red Cross Youth Link they are required to have a project. They must all contribute some money towards the project. Once it is started, we can fill out a requisition form to the headquarters in Kampala and they will help with the funding. We had a meeting to vote on what projects they wanted to undertake. I have been facilitating the newly formed Red Cross Youth Link with their chosen projects which include: Re-introduce rabbits to the area of Lyantonde and the surrounding sub counties as well as an agricultural project by where they will grow three different types of crops, including passion fruit trees. I had to reiterate multiple times that this is not about money and receiving tangible things right away but it is the experience and education of getting to participate and take it home to teach others. Additionally, they need Red Cross tee-shirts. We came to the consensus that each student is to pay 2,000 USH and the rest of the money is going to be fundraised in August. They had one last meeting before break in which they discussed what is lacking at their school and what they need to do to fix it. They also conversed about the projects that they are going to undertake and performed a cost/benefit analysis. They talked in length about how to raise the money and how much everything is going to cost.

When brainstorming possible projects for the Red Cross Youth Link Members to undertake, I had the opportunity to explain to them that in America we work with our hands and raise animals the same way they do. The youth had been under the impression that in America, everything was done by machines and that we did not have to work. I was able to share with them that many people, especially in the state that I come from people do not have electricity, running water, or farm equipment. They were shocked by this and it started an interesting discussion forum.

Furthermore, I have found it difficult to motivate the Youth Link Committee as well. I have discovered that I have to train a patron to take over when I leave and the process of doing so has been difficult due to lack of motivation and communication barriers.


Additionally, we were able to obtain a signpost that was donated to us and the painting was done for free from a fellow Red Cross Youth Link Member who attends St. Gonzaga, a neighboring secondary school. We were then able to have a ceremony of posting it by the road! The signpost for the St. Noah’s Vocational School Red Cross Youth Link now sits comfortably at the end of the driveway to my organization for all who passes through to see.

NGO Network Forum Database

I will be creating an NGO Forum Database for the NGO Forum in Lyantonde. This project will investigate how the use of strategic communication in information networks is positively and negatively correlated with the success, or failure, of research and development projects within developing nations, in order to help formulate an integrative model that can further the success of development projects. Thus far, I have conducted the interviews with all of the NGOs and now have to type and configure the data. Once that is completed I can then begin the compilation process.

Additionally, at the next NGO Forum meeting, I will be presenting; educating those on the mission, vision, objectives, logo, application form, and the database itself. The members will vote and amend what is needed and from there they will sign up for interviews. Each organization is to fill out the form for the database and then I will come to go over it with them and write down additional information. Once every member has completed, I will compile the information into Access, a database software program. At the next NGO Forum meeting, I will be distributing the NGO database and afterward, the information will be compiled into Access.

Secondary Projects

I teach a life skills class 2 times a week at the St. Noah’s Vocational School. This class is entitled VIA (Vision in Action). The objective of this program is to highlight an effective method in preventing HIV/AIDS and promoting positive living within Lyantonde district by having the students share personal experiences and utilize an information network. The youth become the catalysts for change; a change that would manifest into a voice that would give the district the power of thought and of action. VIA includes people who are willing to be involved; ability to identify and access opportunities; leadership; moreover the capacity of the community will expand exponentially.

Thus far, I have conducted the following with my students:

-The bridge model and we discussed what we need to cross it. This is a visual tool to help convey behavior change. Information and knowledge verses action.

-We did a drama about a girl that has a friend that dropped out of school when she became pregnant and always advised her friend not to play sex without a condom and stay focused on school but the girl did anyway and became pregnant. We discussed this and how it relates to the bridge model/what the friend was missing. We went over the three categories of life skills and their sub categories.

-Overview of what bacteria, fungus, ameba, parasite, and viruses are.

-We went over the cell, nucleus and what DNA is and does. We then went over the immune system and its functions as well as what red and white blood cells are and their functions.

-Then went over the macrophage, the T4 Helper Cell, the B cell and the Killer cell and what they do. We discussed terms such as anti bodies and antigens. Then we talked about why HIV virus is different and getting tested and the window period for HIV to show up in the body and why; how the cells mutate from the virus.

-What opportunistic diseases are; the difference between HIV and AIDS. The treatment you can receive for HIV. Then we did the exercise where I got them into small groups and gave them pictures of people and had them guess which one had HIV and why.

-I taught HIV/AIDS Transmission and myths/facts about it. I told them about the test and what to expect. It was really funny because they did not know the anatomy of the other sex’s reproductive organs so I had to draw and explain it to them. Also, they did not know about oral sex so I had to explain that as well. There were many things that they thought to be true that were not, such as all gays had AIDS and that the rest of the world had AIDS because the Africans went there and gave it to other people.

Working with a vocational school as a secondary project is extremely challenging because: The students are only there for 2 years, they are orphans, most infected with HIV, most dropped out in Primary school therefore their English and education is limited, and the majority speak Runyankore where as I was trained in Luganda; therefore, I need a translator for everything.

It was extremely frustrating because I work with my students 2 hours a session twice a week. I have a translator that speaks both Luganda and Runyankore. I constantly ask if there are questions or if something needs clarification. I leave the notes up after class so that they may copy them. Before the exam I asked them questions straight from the test and those who were able to answer verbally were awarded extra credit. I had the translator there to answer any questions they could not read or did not understand. Despite all of the before mentioned, only 9 out of 44 passed. Those are just numbers, throughout the term I had boys tell me that even with the knowledge of AIDS and STI’s that they would still refrain from condom use because ‘it felt better’. I have had my girls tell me they would rather have AIDS than be pregnant because when a girl is pregnant she is ‘spoiled’ and is not physically attractive whereas when a girl has HIV/AIDS she can take free medicine to help it, people can’t tell you are sick and you can remain in school.

I can only hope that this term helps them to change their thought patterns and ultimately their behaviors.

As another secondary project, I am gong to be teaching a course entitled So What! This is going to be a student led class, from which they will chose the topics that they want to learn. The first one they chose was business. It went so well, they were all engaged and asked questions and kept up with what I had to say. We went over the following:
• The steps of starting a business
• What you want to sell- the product
• What supplies you will need for that product
o We did examples for mechanics, tailors and builders
o How much everything would cost and added it up
• How much your time is worth
• Market value: how much it is worth after the product is completed
• Market Research:
o What is the competition
o Asking people
o Is there a need
o Is there a want
o Is there a lot of that type of business already in the location
o Where you will sell
o Transportation costs
o Receipts and bookkeeping
• Profit Margin: what you make after expenses are accounted for
o High Profit: sell 1 of X for expensive
o Lower Profit: sell many of X for cheaper to sell fast
• Account for all expenses
o Employees/labor
o Land/rent
o Food
o Social
o Loans
o Transport
o Housing
• How to be competitive and network
• Savings
• Product + Time = Profit Margin
• Profit Margin – Expenses = Revenue

This term I am going to teach them how to conduct a feasibility study and SWOT analysis. After those tools are taught, they will be required to go to their village and write a report using all of the information listed above as a guideline. I feel that this will greatly benefit the students as they are at the school to learn a trait (woodworking, mechanics, tailoring and brick building). Many of them learn the skill needed but not how to master it in one’s own community.

Re-Usable Sanitary Pad Project

I successfully conducted a reusable sanitary pad workshop for twenty five girls under the age of eighteen who are HIV positive and orphaned. Before the workshop began, every girl was given a short questionnaire to fill out. Once this was completed, the workshop was set in motion. I had blocked out a three hour session for the girls; one to two hours of discussion and then an hour for the actual making of the pads. Our discussion lasted almost the full three hours. I discussed female anatomy, body changes and safe sexual practices. I had drawn a diagram of the uterus, what happens when a girl starts menstruating, as well as some common questions and their answers (like how to alleviate cramping, why do your breasts hurt, can you become pregnant on your period, etc.) They had so many questions and which led into discussion on masturbation and how to tell if a women or man is a virgin; thereafter, a question and answer session took place. The discussion went on so long that I was not able to start the actual making of the pads. I was very proud of the girls and was able to dispel many myths and misunderstandings that they beheld on the subject.

The following day I met with them again to construct the pads. As there were few follow up questions from the previous day, we were able to start almost immediately. After the questions were answered, the construction of the pads went underway. Each girl was given four pieces of material (23cm by 18cm). This material is the same used to make school uniforms. Each girl also received two buttons and two pieces of towel (20cm by 6cm) to use as inserts. Thread, needles, and scissors were not needed as I held the workshop at a vocational school where sewing machines were available along with those two items. Once the pads were completed, I briefly discussed hygiene and how to clean the pads. Additionally, I explained to the girls that it costs roughly 3,800 USH for one girl to make two shells with four to six inserts which will provide them with coverage for one to one and a half years whereas if they were to buy disposable sanitary pads every month they would spend over 45,000 USH. They worked meticulously and the process was slow but it went really well!! I showed them how to use the scraps to make the wings longer and I explained to them how to clean them and how to wear it and change the inserts. They did an excellent job. It was immensely gratifying to see them excited about something and how thankful they were towards me for helping them and spending time with them. I encouraged them all to use them over the break and to tell their family and friends about them.

I conducted a post survey of the sanitary pad project and all of feedback was very positive! All of the young women felt that the size of the pad was okay, as well as the thickness of the inserts and the type of materials used. They all proclaimed that they were able to share the idea of the pads with their families and community members. Furthermore, they all reported that they were able to share the information they had learned in the workshop about their bodies and how the menstrual cycle works. After collecting the post-surveys and conducting an open discussion with them about the process, I instructed them to do a SWOT analysis and feasibility study in order to see if it was practical to start this as an IGA in their communities. Overall, it was very successful and I feel that I learned just as much from them as they did from me!

The Infamous Dew Pond

On the first of April 2010 the Dew Pond was completed. This was a project that I undertook with 0 knowledge and 0 experiences. One reason why the Peace Corps is great: One can employ any project regardless of whether it may or may not work. One of the major projects that I have implemented and finished this quarter was a dew pond. The focus of this project is to equip the farm land with an experimental dew pond. A dew pond is an artificial pond usually sited on the top of a hill, intended for watering livestock, or in some cases to act as a water source for drinkable water. If built correctly, in theory, dew should collect on the surface of the water; thus, keeping the pond replenished even in the dry season. Dew ponds are used in areas where a natural supply of surface water may not be readily available. They usually are shallow, saucer-shaped, and lined with clay or cement, and banana leaves or bamboo shoots to insulate the bottom layer. To deter earthworms from their natural tendency of burrowing upwards, which in a short while would make the clay lining porous, a layer of soot would be incorporated. The clay is usually covered with the banana leaves or bamboo shoots to prevent cracking by the sun and, if necessary, a final layer of broken stone may be added to protect the lining from the hoofs of sheep or cattle, or a layer of plastic to help protect unwanted external materials to enter the body of water in an effort to keep the water clean and sanitary. The pond that we constructed is 9x9x5 and required two bags of cement, six bags of sand and a truck load of rocks. It is insulated with cement, along with a waterproofing additive, and large hard rocks. The cement and rocks have a high level of albedo, meaning that the rocks and cement do not absorb very much sunlight but actually reflect it; therefore, the water will be cooler than the surrounding earth allowing for the dew to collect on the surface of the water. We built a trench leading to the pond and insulated it with straw. We created two small pools with rocks to filter the water. Additionally, we built a fence around the pond with barbwire which we used from recycled material that was on the farm. The labor was free as the students came one to two days out of the week to work on the pond. The tools such as: Spades, hoes, shovels, jerry cans, and water were provided by RACOBAO.

In short, it is a 9x9x5 hole in the ground that is insulated with hard rock and cement (with a water proofing agent additive). The point of this is for the pond to be cooler than the surrounding earth so that it will release the heat absorbed throughout the day quickly so that dew can then form on the water surface; thus, replenishing the pond in the dry season. It is a replica of the ponds built in England; as the climate here is very different this is an experiment. Nonetheless, a great experience for the students!

Upon implementing the dew pond project, I encountered many challenges. The first was that of a communication setback. I was under the false pretence that my co worker, in charge of the farm, had informed the youth that attend the vocational school about the dew pond, what it is used for, what they would be doing work wise, etc. I was wrong. Unbeknownst to me, they were told to merely come and dig. In addition, I found out that they thought I had paid my co worker and he was not paying them. The youth also thought that I had money because I am white and American. The youth kept asking me for money while they were digging and, of course, that upset me greatly as this was an opportunity for them as well as a practicum. I found out later from another teacher that the youth felt that I was taking advantage of them because they were orphans. I was greatly disconcerted and immediately spoke to my counterpart. She instructed the headmaster to come with me to speak with the youth. After explaining the goals of the project, their roles and how they would benefit from the dew pond their attitudes changed immensely and we were able to move forward positively.

Another challenge I encountered with this project was motivating the women to come and cement the interior of the pond. There is a newly employed teacher at the Lyantonde Vocational School that used to be a student there herself. She was the only girl that participated in mechanics and carpentry, while the girls usually participate in the tailoring program. She was highly honored for her outstanding work as a student that upon graduation the staff of RACOBAO asked her to come teach brick building. After hearing of this, I had high hopes that with a role model it would motivate the women to work outside their prescribed social stereotypes. So when the opportunity presented itself, I was disheartened that none of the girls came to cement- it was only the boys. When I asked the teacher why none of the girls came, she relayed the message that the girls thought this type of work was only for boys and the activity did not interest them. This was an eye opening experience for me and even though it was a challenge, it shed light on the fact that my attention needs to be directed in this area; thus, allowing me to pursue more projects of this circumstance.

Another major challenge that I encountered with the dew pond was working with men. I was well aware of how they view women in Uganda and women in general, but had not yet experienced any negative interactions. Most of the encounters throughout the entirety of the construction of the dew pond were small; but nonetheless, frustrating and infuriating. When sharing my ideas and notions with my male co workers, they constantly told me that they would not work when I knew for a fact that they would. In trying to explain my logic to them I was ignored or talked over. Moreover, I was told that men are stronger than women; in consequence, a heated debate took place thereafter. However, this was turned around after a male Peace Corps Volunteer and his counterpart came to help me with a section of the pond. My fellow volunteer constantly encouraged the women to come help and insisted that the girls participate. He was adamant that the newly formed water committee be gender balanced. His counterpart discouraged this in front of all the youth, saying that the work was only for boys but the volunteer held his ground and stood up for the girls. I was utterly grateful and saw a major change afterwards from my male co workers and the male youth.

Now that it is finished, the trial begins!

UPDATE:

It is now September of 2010 and the pond has not been collecting water. I would like to blame the weather as the rainy season has been sporadic. There is also the problem of keeping the grass down and building a fence. A water committee had been formed and has continued to go to the site to maintain the area (slashing grass, fixing the fence, removing and covering the plastic sheets, etc.). They are supposed to report back to the rest of the school in monthly meetings about the pond and its progress; this often leads to a discussion about what is missing or what still needs to be done. However, I am having a difficult time motivating the water committee. They are not following up on their duties nor are they informing me of issues regarding the pond. I need to have consecutive meetings with them in order to make this sustainable.

Life Skills Workshop

On November 16th, 2009, a co-worker of mine and I went to 5 primary schools within one of eight sub counties with the intent of finding one school to host a life skills talk show forum. After we found one school to host the event, we traveled to four other primary schools to inquire whether or not they were interested in participating. All four schools all said 'yes'. We then asked each school to choose 10 students (5 boys and 5 girls) along with one teacher to represent the school and participate in this workshop.

On November 20th, 2009, we conducted the workshop. The main purpose of this training was for the children to talk to each other about the skills that they use in every day life to make healthy, proactive decisions. Each school had compiled a form of presentation for this training; therefore, each school had a turn in presenting information. The first school conducted a mock/role play where the moderator asked questions regarding life, AIDS and safety to the different characters, who took on the roles of LC's (Local Council), teachers, church figures, parents, police and so on. Each character answered in the appropriate manner. Another school presented a short song. One school offered a beautiful spoken word/song expounding that they are the youth of the nation and how much their safety means to them. This presentation in particular made me cry it was so touching. The other two schools shared small skits. After the schools were finished presenting, RACOBAO put forth three small skits and had a discussion regarding peer pressure. I drew a diagram of the bridge model and asked the children to contribute appropriate behaviors in order to successfully cross the bridge.

It was made quite apparent that these children were bright and eager to make their footprints in the world; however, it also depended my understanding that while these children might already embody vital information regarding safe life decisions, that with time, opportunities will arise that will change the perspectives of the youth. So while my organization and I were able to provide these children with a forum for which they could learn, I have discovered that it is going to take a lot more than sporadic workshops to instill a positive and proactive change within the community.

Project Proposals

So, the following are the projects that I have presented and discussed with my organization. The demo of the Dew Pond is already half way finished!! I will write more on that at a later date. Next week RACOBAO is becoming an official Youth Link member through partnership with Red Cross so I will be commenting on that at a later date as well. I will be traveling to Mbale tomorrow morning through Tuesday to volunteer in an effort to help the landslide victims. Peace Love and Green M&M's:

BRIDGE FINANCING INITIATIVE


- A modified bridge loan is a method of temporary financing used to maintain liquidity while awaiting an expected cash flow.


- It is a short term loan that grants small amounts of money.


- It may be closed: having a predetermined time frame.


- It may be open: meaning that there is no fixed pay off date.


- The purpose of this loan is to offer starting capital to a small business or to IGA projects.


- The long term goal of this loan is to act as an initial ‘start up’. The contracted funds should be used to purchase all materials needed for the project. Once the project begins yielding a return, a portion of that money should be given to the lender until the full amount is repaid. After the money has been fully restored to the lender, all earnings accrued thereafter will belong to the recipient of the loan.


- A bridge loan is high risk; therefore, the following stipulations must be integrated in order to secure a timely return:

-High interest rate

-Collateral (used as security and is legally signed over)**

EXAMPLE: A farmer desires to pioneer a maize plantation; however, he needs money to buy the seeds, farming equipment, more land, etc. RACOBAO would grant him a small loan in order to purchase these required items. The farmer would sign a legally binding document stating that he will pay back X amount of money by X date. Additionally, the farmer will sign over the rights of his land, a cow, or something similar of value as collateral; therefore, if the full amount is not repaid, then RACOBAO will have a cow or land in place of the unreturned money. Ideally, the farmer would repay the full amount and, in turn, have a lucrative business from which he is now acquiring a steady income.

SIDE NOTES:

§ A criterion would have to be created to act as a guideline for any loan given.

§ The lender should have to provide proof that the project has the potential to yield return and is sustainable.

§ Every circumstance is different; therefore, the financing should be flexible.

§ This type of initiative will help the community by offering enterprising individuals the chance to ‘own responsibility’. Loans, when utilized correctly, instill a sense of ownership to the project or endeavor pursued by the individual.

§ Additionally, initiatives such as this can help RACOBAO steer away from donor dependency.


IGA WATER ENTERPRISE

1) Rain Harvesting Project:

The focus of this project would be to equip X amount of community leaders with the supplies needed to have their own rain catchment systems. RACOBAO would endow the selected members with the materials needed in order to create this water system. In partnership with RACOBAO, additional members of the community would be selected to buy water from the chosen community leader for the same price that one normally would pay to retrieve water from the nearest water source. This small circle would buy exclusively from the selected leader; in turn, creating a local water source and an IGA. An agreement would be made that the local leader(s) chosen will pay RACOBAO back for the cost of materials to build the system. After the debt has been paid, those leaders will benefit through a profit from those who use his/her water source.

a. OVERVIEW

i. Area can be selected after scrutinizing the following:

§ Distance from the nearest water source

§ Reliability of the entrepreneur(s)

§ The degree of need for a water source

§ Asset (human and monetary) availability

ii. Supplies needed (monetary):

§ A gutter system (preferably plastic)

§ Barrels to catch the water

§ A security system (pad locks/chains)

iii. Supplies needed (human):

§ A reliable entrepreneur(s)

§ A reliable and constant partnership with community members (numbers may vary)

b. LIMITATIONS

i. The leaders could choose to be dishonest and keep the water only for themselves.

ii. Thieves could steal the barrels or parts from the system.

iii. There is a possibility that community members would not stay loyal to the leader; inevitably resulting in no profit.

iv. Too many people would want to buy from the chosen leader; hence, producing a shortage of water.

c. BENEFITS

i. A lucrative business and IGA opportunity

ii. Community ownership

iii. Convenience

iv. Development of a new water source

2) Dew Ponds

The focus of this project would be to equip certain areas with Dew Ponds. A dew pond is an artificial pond usually sited on the top of a hill, intended for watering livestock, or in some cases to act as a water source for drinkable water. Dew ponds are used in areas where a natural supply of surface water may not be readily available. They usually are shallow, saucer-shaped, and lined with clay or cement, and banana leaves or bamboo shoots to insulate the bottom layer. To deter earthworms from their natural tendency of burrowing upwards, which in a short while would make the clay lining porous, a layer of soot would be incorporated. The clay is usually covered with the banana leaves or bamboo shoots to prevent cracking by the sun and, if necessary, a final layer of broken stone may be added to protect the lining from the hoofs of sheep or cattle, or a layer of plastic to help protect unwanted external materials to enter the body of water in an effort to keep the water clean and sanitary.

a. REPLENISHMENT

i. There is some controversy surrounding the means of which the pond is replenished. Some of the arguments are as follows:

§ Experiments conducted in 1885 to determine the origin of the water found that dew forms not from dampness in the air but from moisture in the ground directly beneath the site of the condensation: dew, therefore, was ruled out as a source of replenishment.

§ Other scientists have pointed out that the 1885 experiments failed to take into account the insulating effect of the straw and the cooling effect of the damp clay: the combined effect would be to keep the pond at a lower temperature than the surrounding earth, and thus be able to condense a disproportionate share of moisture

§ In turn, these conclusions were disproved in the 1930s, when it was pointed out that the heat-retaining quality of water (its thermal capacity) is many times greater than that of earth; and therefore, the air above a pond in summer would be the last place to attract condensation.

§ However, while equal controversy regarding the means of replenishment exists, a note of importance is that in a multitude of dew ponds used around the world, especially in England, 'People have noticed that they rarely run dry, even in the hottest summer, and it is apparent that, during the night, they receive a supply of water sufficient to counter-balance the great drags that are made upon them by cattle and evaporation,' notes Edward Martin, in a research paper entitled Dew Ponds: History, Observation and Experiment.

3) Budget

a. Contingent upon a case by case basis

4) Summary of the IGA Water Enterprise

a. Limitations:

i. Lack of community mobilization

ii. Lack of community commitment

iii. Lack of appropriate funding

iv. Lack of sufficient water consistency

b. Benefits:

i. The potential for income to be generated

ii. Community ownership and sense of camaraderie

iii. RACOBAO helping the community by breaking the Aid Dependency Cycle

iv. The opportunity to incorporate health and sanitation education to rural communities

v. Through monitoring and evaluation, the positive effects of these projects can be reported to help gain additional funding from outside donors


VIA: VISION IN ACTION- A LIFE SKILLS WORKSHOP


What is the goal of this project?

The national average of HIV/AIDS is purported to be 6.4%; however, in the district of Lyantonde that number is substantially higher with a prevalence rate of 12%. Furthermore, there are pockets within the 8 sub counties that RACOBAO works with that report numbers as high as 24% by those infected with HIV/AIDS due to risky cultural practices. After attending countless community and staff meetings, conducting community based needs assessments, as well as one on one interviews with community members I feel that the efforts put forth by RACOBAO to help lower the percentage of those affected by HIV/AIDS could be amplified if there were more adequate methods of information sharing- since many villages members are unaware that the pandemic exists let alone the repercussions of the disease. Therefore, the primary goal of this project would be to create a program called VIA (Vision in Action). VIA would be a multifaceted workshop conducted at the Vocational school that would include: a creative writing club, life skills training, sexual education, youth empowerment, home based care and strategic advocacy skills training.


What are the objectives of this project? List the principal tasks you and the community group will undertake to reach your objectives.


Objectives:

* To empower youth and reinforce the sense of self; most of whom are child headed households.
* To instill within the youth vital knowledge and skills that can then be shared through testimonials, dramas, etc. this will reduce new infections among persons living within Lyantonde district.
* To promote responsible health behavior in order to improve adherence and accessibility to information regarding HIV/AIDS.
* Strengthen the information network stratagem in a consorted effort to increase effective communication skills to enhance capacity building techniques and sustainable initiatives.

Tasks:

* Each student will write their life story in a private journal; this method will be therapeutic and will allow them to develop and improve their English skills.
* Life skills: peer pressure, gender roles, the importance of healthy friendships, self esteem, health awareness, and sexual education.
* Advocacy efforts (theory and practicum): In order to comply with the behavioral change communication strategies, communication skills in areas such as: nonverbal, public speaking, persuasion, interpersonal, cross-cultural, relational, communication in media and group communication will be taught


How does this project contribute to building skills and capacity within the community?

The effective method in preventing HIV/AIDS within the Lyantonde district is by the sharing of personal experiences and information networking. Most often capacity is defined by skills, knowledge and ability; all of which the youth who participate in this project would learn and promote to others throughout the surrounding sub counties. The youth would be the catalysts for change; a change that would manifest into a voice that would give the district the power of thought and of action. The heart of capacity building is the people. By beginning a perpetual cycle of information sharing through VIA, the knowledge attained by the community members will then saturate various aspects of an individual’s life; thus, the citizens who are positively affected by the imperative information regarding HIV/AIDS will then lead healthy lives. These healthy lives will foster a healthy community from which the creation of healthy environments will encourage healthy economies and sustainable development. VIA will include people who are willing to be involved; ability to identify and access opportunities; leadership; moreover the capacity will expand exponentially.


How will the community be able to sustain the activities and or benefits of this activity?

Communication is a complex, interminable process that provides the fundamental groundwork for developing information systems for the advancement of socio-economic development. As communication is subject to interpretive analysis, it becomes a transactional process that is established through contextual factors; therefore, behavior change will be cultivated. Understanding the dynamics of effective communication networking is crucial to the success of information systems and the role that they play in the outcome of development projects. Those who participate in VIA will learn and be able to identify the importance of appealing to their target audience in an effort to encourage positive change. Sustainability is obtained by ensuring community responsibility which can be achieved through community participation in decision making and control from the beginning of the project. Therefore, I will be training facilitators and immobilizers from within the target community who will be able to teach the materials to the youth. Long term goals, transparency, and constant monitoring practices will be employed as well.


NGO FORUM DATABASE


Database Overview: This project will investigate how the use of strategic communication in information networks is positively and negatively correlated with the success, or failure, of research and development projects within developing nations, in order to help formulate an integrative model that can further the success of development projects. Communication is a complex, interminable process that provides the fundamental groundwork for developing information systems for the advancement of socio-economic development. As communication is subject to interpretive analysis, it becomes a transactional process that is established through contextual factors. Understanding the dynamics of effective communication is an exhausting and ongoing practice; yet, that understanding is crucial to the success of information systems and the role that they play in the outcome of development projects. The effect of integrated information networks, which link all major components of an organization together, often ultimately poses serious challenges to the success of research and development projects. Whether a project is deemed a failure, a partial failure, or a success, the feature of sustainability still must be viewed with equal, if not supreme, importance than that of its initial implementation. This requires understanding the dynamic equilibrium of managing sustainability and change, as well as regulating boundary control. Therefore, the goal of this project is to develop an integrative database that encompasses the NGO’s that participate in the Lyantonde NGO Forum.


Components of the Database:

Ø NGO Name

Ø How many years the NGO has been in existence

Ø Assets

o Monetary

o Human/Community

Ø Projects

o Completed

o In Progress

o Future

Ø Outcome of Projects

o Success

o Partial

o Failure

Ø WHY?

Ø Funding/Budget

Ø Location of Peoples Worked With

Ø Challenges

Ø Action Plans

Ø Strategies

Ø Designated Roles

Benefits:

* All NGO’s will have a communication network in which they can utilize in order to optimize their capacity building.
* Each NGO will be able to better identify their needs and more effective ways in which they can then fulfill them.
* Staff can be strategically exploited.
* Identity and awareness can be better recognized.
* Infrastructure can be strengthened.
* Funding can be optimized.
* Adjust organization as needed to increase efficiencies, expand capabilities and enhance performance, e.g. through board and staff restructurings.
* A more effective means of evaluating and monitoring can be created.

Limitations:

* Weak finances.
* Resources stretched too thin.
* When working with a dependent community it is difficult to transition to a catalyst position.

SIDENOTES:

o The goal of every successful NGO is to work themselves out of a jobhttp://www.blogger.com/post-create.g?blogID=308908503709639360
o An organization cannot overwhelm itself; they must be realistic in their projects and complete them in a quality manner- not quantity.
o Previous research has shown that the epidemic of AIDS is more readily cured through a behavioral change method; one, that in theory, offers individuals adequate information about the virus but, most importantly, initiative to have an improved quality of life.
o Outsourcing is vital components for every NGO- has a steady information flow from the rest of the developing world.
o Breaking the dependency cycle of a country is an obligation that every NGO has to adopt as a priority.
o Be realistic about how much time you want to give you NGO; taking on projects beyond the comfortable limits will not yield much benefits in the long run.


RABBIT PROJECT: TAKE TWO


The Rabbit Project:

The focus of this project is to re-introduce rabbits to the area of Lyantonde and the surrounding sub counties. RACOBAO has functional rabbit hatches already in existence; therefore, the initial cost of starting this project is minimal. Once the mother rabbit(s) are reproducing at an appropriate rate, the feed, water and miscellaneous aspects are taken into account and mastered, RACOBAO would then choose one sub county to start working with. RACOBAO would assist a designated farmer from a sub county to host the rabbit project by aiding the construction of the rabbit hutches, educating the farmer on the importance of maintenance as well as proper execution and preparation of the rabbits. Once the farmer is trained, RACOBAO would provide a mother and father rabbit along with X amount of offspring to start this endeavor. Community members would then go to the designated farmer to buy the rabbits at a low cost for consumption or to begin breeding the rabbits themselves.

a. OVERVIEW

The Rabbit

§ The average rabbit is 3-4 pounds (2 kilos)

§ One mother rabbit can produce more than 200 offspring per year

§ 1oz (28grams) of rabbit has:


-40 calories


-0 fat


-6 grams of protein


-Iron 2%


-Zinc 4%


-Vitamin B-6 8%


-Vitamin B-12 35%


-Niacin 10%


-Phosphorus 6%

§ 16oz = 1 lb which is 64oz


-384 grams of protein per rabbit


-512% of Vitamin B-6 per rabbit


-2240% of Vitamin B-12 per rabbit

b. BENEFITS

i. Nutrition:

§ Vitamin B6 also helps maintain your blood glucose (sugar) within a normal range. When caloric intake is low your body needs vitamin B6 to help convert stored carbohydrate or other nutrients to glucose to maintain normal blood sugar levels. Additionally, studies show that a vitamin B6 deficiency can decrease your antibody production and suppress your immune response. Your body needs vitamin B6 to make hemoglobin. Hemoglobin within red blood cells carries oxygen to tissues. Vitamin B6 also helps increase the amount of oxygen carried by hemoglobin. A vitamin B6 deficiency can result in a form of anemia that is similar to iron deficiency anemia.

§ Vitamin B12 plays a key role in the normal functioning of the brain and nervous system, and for the formation of blood. It is normally involved in the metabolism of every cell of the body, especially affecting DNA synthesis and regulation, but also fatty acid synthesis and energy production. Vitamin B12 deficiency can potentially cause severe and irreversible damage, especially to the brain and nervous system. Pernicious anemia is characterized by a triad of symptoms: Anemia, gastrointestinal symptoms and neurological symptoms.

§ Lack of Niacin commonly results in Pellagra. The symptoms include the following: High sensitivity to sunlight, aggression, dermatitis, glossitis, skin lesions, insomnia, weakness, mental confusion, paralysis of extremities, diarrhea and eventually dementia.

§ Rabbit also contains high amounts of zinc; which combined with Vitamin A, account for 1 million of the world’s leading causes of malnutrition.

§ They are low maintenance; small amounts of water, grass and fruits are needed for survival.

§ Demonstrations must be given and sanitation, general health and nutrition must be included.

c. LIMITATIONS

i. The members of the community could be reluctant to try something new.

ii. If proper measures are not taken, the safety and health of the rabbits could be threatened; thus, the project would not be successful.

iii. If the rabbits were to escape into the wild and reproduce without a natural predator present, the community could face the problem of overpopulation.

d. BUDGET

i. The initial cost of each rabbit to start the project is 5,000ush

ii. The cost of rabbit hutches varies depending upon the local resources available.

iii. The cost of food and water is contingent on availability.

Let Us Talk About Culture

I strongly feel that in order to for one to fully wrap their mind around the content of my blogs that will subsequently follow, one needs to understand the cultural norms, values and practices of Uganda; therefore, this blog will amorphously depict The Pearl of Africa from those perspectives in order to better provide a sound platform for which one can adequately appreciate the Ugandan way of life.

**Please note that the views listed below are solely those of me and what I have endured thus far in my service in Uganda, as well as what I have gathered from conversations with Ugandan friends. I am generalizing (both for the American view and Ugandan view); therefore, please be aware that NOT ALL Ugandans or Americans embody any one way of thinking or all share the same state of mind.**

Uganda is a homogenous and collectivist culture. In this collective society: One’s identity is in large part a function of one’s membership and role in a group, e.g., the family or work team. The survival and success of the group ensures the well-being of the individual, so that by considering the needs and feelings of others, one protects oneself, Harmony and the interdependence of group members are stressed and valued. Group members are relatively close psychologically and emotionally, but distant toward non group members. Collectivist characteristics are often associated with women and people in rural settings.

Ugandan communication is highly indirect: People are indirect; they imply/suggest what they mean; understatement is valued; you need to read between the lines; the truth, if it hurts, should be tempered.

Ugandan communication is high context: much is already known; the spoken word is not the primary means of communicating; much is implied but little needs to be said; nonverbal cues and context are the key what is not said may be the message. And while this is true for Ugandans, it is important to note that the spoken word and oral communication is highly valued here.

The art of proverb use in African languages is exceedingly admired; especially the art of exceptional oracy. Besides those that are educated, very few Ugandans can read or write; therefore, the spoken word is highly esteemed. It is fascinating to mention that the style of oral communication is quite different than the Western means of ‘direct communication’. Ugandans cherish story telling and are judged by the choice of words, figures of speech, such as: Proverbs, metaphors, and idioms. Shirley Byakutaga, one of my pre-service trainers, states, “It is the “unschooled” who would just throw out words anyhow without spicing the language with the flavor of proverbs and the like.” Proverbs are utilized for discovery learning in that when they are said, only half of the proverb is spoken and the listener is required to complete the other half. This is part of conversational management; to ensure that the listener is attentive. This style of active listening is seen regularly in Ugandan meetings and conversations with not only proverbs but also with general information. EX: “You have to put the water in the what? In the glass.” You have to call me on the what? On the phone.” The intermission is not seen as an interruption, but rather a method for the listener to show interest in the conversation or speech.

Time, to Ugandans, is polychromic and cyclical; Time is the servant and tool of people. Time is adjusted to suit the needs of people. More time is always available, and you are never too busy. People often have to do several things simultaneously, as required by their circumstance. It is not necessary to finish one thing before starting another, nor to finish your business with one person before starting in with another.

1) Attitude towards Age:

American View: The American emphasis on concrete achievements and “doing” means that age is not highly valued, for the older you are the less you can accomplish. Age is also suspect because new is usually better in American culture, and the elderly are generally out of touch with what’s new.

Ugandan View: The elderly are highly revered as they are depicted by others as knowledgeable and wise. The children are often the last to be given food and are expected to give up their seat on a bus for an older person. This is because the youth are portrayed as having high amounts of energy whereas the elders are physically weaker from strenuous physical labor.

2) Concept of Fate and Destiny:

American View: The concept of self-determination negates much of the influence of fate and destiny. Parents tell their children they can be whatever they want to be when they grow up. There are few givens in life, and people have little sense of external limits. Lack of success is their fault.

Ugandan View: Ugandans are highly religious; therefore, they believe that their fate and destiny is determined by God. It is interesting because while they surrender their will to God and his ultimate plan, they view their physical circumstance as “it is this way and only this way”. They believe that they are endowed with poverty because that is just the way it has been and the way it will be- they do not question their situation nor do they query their limits. There is the mentality that Ugandans, or Africans, are in a 3^rd world circumstance due to external factors (environmental and man made); some also believe that it is the Devils doing and that God will ultimately prevail. They take the bible very, very literally.

3) View of Human Nature:

American View: People are considered basically and inherently good. If someone does an evil deed, we look for the explanation, for the reason why the person turned out bad. People can and should be trusted and we are fairly open to strangers, and willing to accept them.

Ugandan View: It is believed that if any person does wrong or is ‘bad’ that it is the fault of the family- those who raised the person. There is no questioning or rationalizing why they did what they did, it is only a matter of how they were raised. In Uganda, telling someone that they have “bad manners” is the worst insult you could bestow someone. Unfortunately, domestic violence is quite prevalent in Uganda, and parental love or compassion is rare; although, there are exceptions to every rule. So, if a parent is able to send their child to school, the child is obligated to take care of the family financially- it is exceptional for parents to have emotional attachment to their children. I must say though, that the majority of those I have thus far encountered were not raised in families such as I have described but even upon talking with them, they insist the majority of Ugandan families are raised in such circumstances.

4) Attitudes towards Change:

American View: Change is considered positive, probably because Americans believe in the march of progress and the pursuit of perfection. Improvements will always move us close and closer to perfection. Traditions can be a guide, but they are not inherently superior.

Ugandan View: Uganda is money driven. They will embrace change as long as the change will provide them with more money. For instance, prostitution is extremely high in Lyantonde because it yields a high income. While the women who engage in risky sexual behavior may be aware of the consequences, i.e: AIDS, STI, unwanted pregnancy, etc. it does not matter as long as the act brings them income.

5) Attitude towards Taking Risks:

American View: There will always be enough opportunity to go around, so taking risks, involves no real danger. For the truly ambitious, failure is only temporary. Experimentation, trial and error are important ways to learn or to improve your product or service.

Ugandan View: Ugandans will take risks only if they believe that it will bring them more money. They will open a shop- a huge risk here- as they do not know whether or not it will be successful but could potentially serve as an income generating endeavor. Behavioral risk taking is very rare. Things are the way they are; hence, the lack of motivational social change.

6) Concept of Suffering and Misfortune:

American View: Because we are ultimately in control of our lives and destiny we have no excuse for unhappiness or misfortune. If you are suffering or unhappy, they just do whatever it takes to be happy again. If you are depressed, it is because you have chosen to be.

Ugandan View: The majority believes that God is in control of their lives and destiny; therefore, there is little ownership to their unhappiness. They are born into their circumstance and there is modest effort taken to change it. It is as if suffering is inherent within their culture; as that is what most of Uganda knows.

7) Concept of Face:

American View: In individualistic cultures, no premium is put on saving face because people can take care of themselves. What other people think is not so crucial to survival or success. We can say what we think without worrying about hurting peoples feelings, and we likewise appreciate directness.

Ugandan View: Saving face is extremely important in Uganda. Not losing face takes precedence over the “truth”; maintaining harmony is the overriding goal of the communication exchange; confrontation is avoided; what one says and one feels are often not the same. It is unheard of for a child to talk back to their parents or to even ask, “Why?” In any given community, everyone knows everything about everybody. It is imperative to have a respected family name. Ugandans are always “fine”. When asked about their day or their lives, it is rare that they will ever admit the severity of their suffering.

8) Source of Self Esteem/Self Worth:

American View: In an individualistic culture, you are what you have achieved; that is, you create your own worth rather than receiving it by virtue of birth, position, seniority, or longevity. Your self-esteem comes from what you have done to earn self- esteem.

Ugandan View: Self esteem is different with men and women. Uganda is an exceptionally patriarchic society; therefore, the men are born with a sense of position and authority. Women, on the other hand, measure their self worth either by: Education, number of children that they have (the more the better), the amount of money they have, or if they come from a prominent family. It is the monetary things that bring Ugandans a sense of self worth.

9) Concept of Equality:

American View: In a strong reaction to the repressive class structure in Europe, Americans created a culture virtually built around egalitarianism: The notion that no one is superior to anyone else because of birth, power, fame, or wealth. We are not all the same, but we are equal of value.

Ugandan View: There is a huge gap between the men, women and children. Men are viewed as being superior, and often times possess power, authority and wealth. Women are subservient to the men, as are the children. The children perform the majority of household chores: Fetching water, washing clothes, cleaning the house, etc.

10) Attitude towards Formality:

American View: Because of the strong egalitarian ethos, Americans tend to be casual and informal in social and professional interactions. Informality is also more necessary in a mobile society where people are always meeting new people. We don’t stand on ceremony, nor use titles or rank in addressing each other.

Ugandan View: Ugandans are very formal when addressing one another unless they are relationally close to each other or if they are ‘exposed/educated’. Children and women kneel to men and to elders. “Hey you!” or “Girl” is extremely rude; Ugandans will address each other as madam or sir.

11) Degree of Realism:

American View: Largely because of the notion that the individual is in control, Americans are generally optimistic. We do not see things the way they are, but as better than they are, particularly if they are not so good. We feel it is important to be positive and that there is no reason not to be.

Ugandan View: Ugandans suffer from a self fulfilling prophecy as they are a Donor Darling Country. The majority wait for external means of help and hand outs. It is by being educated or having money that brings happiness. Ugandans are sheltered, as electricity is unreliable and few can afford it; consequently, they have little exposure to the outside world and innovative means of doing things.

12) Attitude towards Doing:

American View: Individuals survive because they get things done, generally on their own. Words and talk are suspect and cheap; they don’t put food on the table or a roof over your head. Pursuits not directly related the creation of concrete results, e.g., academia, the arts, are less highly valued. What is practical and pragmatic is favored over what is beautiful and inspiring.

Ugandan View: As long as what they are doing brings money, it is all that matters.

13) View of the Natural World:

American View: The natural world is a kind of mechanism or machine that can be studied and know and whose workings can be predicted, manipulated, and ultimately controlled. It is not to be feared.

Ugandan View: There is little technology in Uganda; hence, there is very little means of knowing how to manipulate the environment. Ugandans know when the wet and the dry seasons come and when to plant. The environment is a part of their existence; they tend to work with it than against it.

*The outline for the above was formulated with literary help from Culture Matters: The Peace Corps Cross-Cultural Workbook.

Miscellaneous Cultural Implications:

-Transportation: The number one cause of death in Uganda is Automobile Fatalities. In a taxi (a car that would normally seat 4 maybe 5 people legally in America) it is rare to see it filled with less than 9-12 people. People will literally fit in the trunk and on top of one another. When at high capacity, there will even be a person sharing the driver’s seat! In a matatu (a taxi van) that can legally fit 14 people- there are, on average, 15-27 people (not to mention the chickens, babies, and luggage). Boda Bodas (motorcycles) weave in and out of traffic and drive on the sidewalks to surpass the traffic on the roads. Buses are usually crammed with people standing in the isles and are never on time (if that bus line even has a potential arrival and departure timetable). In short, traveling is hectic, uncomfortable, slow, and just downright awful.

-Muzungu Prices: Muzungu (I will refer to this word frequently): is what a foreigner, preferably a person with white skin, is referred to as. Now, it is an instant given here in Uganda, that if you have white skin you have money; therefore, when going to the market or basically buying anything, a muzungu will be charged double the price it should be. Granted that at markets, you are supposed to bargain (it is actually quite fun when you are in the mood). However, when you just want to buy anything: Transport, vegetables, groceries, etc. unless you know what the cost should be, you will 9 out of 10 times be overcharged. It is utterly annoying but is something that you just get used to.

-Fat: Ugandans have no problem whatsoever telling you that you are fat. Now, they will claim that this is a complement. To some extent- it is. Culturally, especially in the rural villages, when a human is ‘fat’ it means that they come from a good family because they can afford to eat well. However, in the city areas, they know what it is to be skinny and how the Westerns value slimness. Nonetheless, we Peace Porps girls have been told, “You have fat legs,” or, “My, you have grown fat”, or- my favorite, “Your stomach is extending rapidly.” *sigh*

-Buzz Words: “Extend, Extend”= Move/scoot over.

“You have been lost!”= I have not seen you in a long time.

“Well be back”= Welcome back.

“Branch off” = Turn (left or right)

“Let us move together”= We shall travel together soon.

“Oh, I fear it so.”= I am afraid of it.

“I’ll flash you”= I’ll call your phone but don’t pick up.

“I’ll give you a push.”= I will accompany you somewhere.

“Let us foot.”= We will walk there.

“Short Call.”= Number 1.

“Long Call.”= Number 2.

“Some how”= Everything is always somehow.

-Miscellaneous:

• They eat with their hands
• Fear water
• The children’s role is that of an adult- they rarely have time to play
• Hanging up without saying goodbye or hello
• They love calling to greet
• It is rude to bring anything to dinner when invited (it is like insulting the host)
• When you ask them to lunch or dinner you are expected to pay
• Theft is extremely high- which is contradictory because people will take things that benefit the whole of the community: I.E. the pump to a water source.
• The people usually carry everything on their heads
• They hate walking
• They are afraid of animals and insects (snakes, spiders, etc.)
• They treat animals horribly (kick and abuse cats and dogs)
• Staring is considered to be rude; therefore, they rarely make eye contact when having a discussion
• Winking is a sexual advancement
• If a boy and girl walk together it is implied that they are having sex. Boy/girl friendships are very rare
• Holding hands in public between (boy and a girl) implies they are engaging in sexual activities but it is very common to see a boy and boy or a girl and another girl hold hands; even though Ugandans are extremely homophobic
• There is no personal space; Ugandans are very touchy feely
• Women and children almost always kneel to elders, men, and bazungu
• Caning (beating with a rod) happens frequently in schools even though it is illegal
• When you talk, Ugandans respond by raising eyebrows and saying, “mmm.”
• They fear conflict- are not confrontational
• Girls will have their ears pierced and boys will be circumcised so that they will not be stolen for human sacrifice
• There is a ‘numbness to death’ mentality
• Tribal rivalry is prevelent: There is very interesting tribal diversity that occurs within Uganda. For instance, In the Ankole tribe- it is commonly believed that if a man has a planned journey and the first person that he meets or speaks to that morning is a woman then it is an omen of bad luck; that the trip will be bad and it is best to cancel.
• Importance of land: By law, if the land benefits the whole of the community the owner must hand over the rights
• The belief of witch craft and night dancers (people who come out in the night and eat you alive)
• Interrupting: They constantly interrupt and talk over one another
• Women will breast feed in any public setting and, when doing household chores, will often do it shirtless; the more rural the more conservative one dresses. In the cities- they are more exposed and therefore more accepting of jeans, tank tops, etc.
• When you are at a restaurant and ask for something they will just leave to go get it
• If you go to eat with a group of people the server will bring out the food one plate at a time and it is not expected that you wait until everyone has their food before you start eating