New Program/1st Project Application Form for EWB-USA EWB-USA requires at least a 5 year Program commitment to the communities in which our chapters work. Within each Program there may be one or more projects. This application is for new Programs and the first project within that Program (chapters submitting new projects within an existing Program, please submit a 501b).

If the submitter is an NGO or community (without a chapter affiliation), please complete sections A and B only. If the submitter is a chapter of EWB-USA, please complete all sections.

Note: EWB-USA does not provide cash donations or grants to communities. Application review process: 1) Applications will be reviewed by an EWB-USA Application Review Committee (ARC). Note: The review process will take 4-8 weeks, during which time the submitter may be contacted with questions. 2) If this application is approved and has not been adopted by a chapter, it will be placed on the EWB-USA website for adoption. Note: The adoption process can take several months, and some projects are not adopted by chapters. 3) Once the program is approved and has a chapter, the chapter should contact the community or NGO and begin to plan the first assessment trip. Once the application is approved and has been adopted by a chapter: 1) The chapter travels to the community for an assessment trip (Prior to travel, the pre-assessment report must be approved by an EWB Project Manager – See the EWB-USA website for submission deadlines). 2) Upon return, the chapter submits a post-assessment report. 3) The chapter designs the project, incorporating community input in the design process. 4) The chapter may return to the community for a second assessment trip to discuss design alternatives with the community (Prior to travel, the assessment plan must be approved by an EWB Project Manager). 5) The chapter travels to the community to implement the design (Prior to travel, the pre-implementation report must be submitted. The Technical Advisory Committee (TAC) must approve the design prior to departure). 6) The chapter submits a 501b, Continuing Program Application, prior to beginning the next project within the Program. What we are looking for in EWB-USA Programs: 1) The Program’s mission is well defined and in-line with EWB-USA’s mission.

2) The Program and each project within the Program can realistically be developed by a group of volunteers. 3) Each project cost is reasonable for the chapter to fundraise. 4) The Program will benefit the entire community and will not discriminate against members of the community. 5) There is community involvement and participation (support with labor, materials, food, lodging, etc.). 6) Safety concerns: a. EWB-USA will not approve projects from countries that have a state department warning and one or all of the following: i. Security clearance from International SOS can not be established ii. US Peace Corps has pulled out of the country for safety reasons iii. UN Peace Keepers are in the country due to violence in the country b. Prohibited countries (we will not approve Programs in these countries): Afghanistan, Bosnia, Burundi, Burma (Myanmar), Central African Republic, Colombia, Cuba, Iraq, Iran, Ivory Coast, Israel, Gabon, Lebanon, Libya, North Korea, Pakistan, Palestine, Somalia, Sudan, Syria, Uzbekistan, and any other country that fits the above safety concerns. c. Caution countries (we may decline Programs in these countries for safety reasons): Algeria, Columbia, Haiti, Nepal, Nigeria, Sri Lanka, Sudan, Zimbabwe Submission information: Please email this form in MS Word format (it must be less than 1MB) to: projects@ewb-usa.org © 2008 Engineers Without Borders-USA. All Rights Reserved Page 6 of 16

SECTION A: PROGRAM EWB-USA is committed to a long term relationship with communities. The purpose of Section A is to outline all of the important needs of the community so that chapters can achieve a broad understanding of the community. Within a program, there may be one or many projects.

A.1) Program Information Today’s Date: April 22, 2010 1) Please check one of the following boxes: New Program Submitted by NGO or community (no chapter has adopted the program) X New Program Submitted by a chapter of EWB (chapter has adopted the program) 2) Country: Uganda 3) Region/State: Mukono District 4) Location in Country: Central Uganda

5) Community: Nkokonjeru Town Council 6) Community Geographic Coordinates: Google Earth may be used to determine coordinates. Care should be taken to get the relative direction for the latitude (E/W) and longitude (N/S). Please use N, W, S, or E as a prefix to indicate the relative direction from the equator or Prime Meridian. For example: S 44.0354, W 98.3342. Coordinates for the first project of this Program: N 0.243, E 32.926 7) Has a chapter of EWB-USA agreed to accept this program? Yes If Yes: Name of Chapter(s): Duke University Contact person: Dr. David Schaad E-mail or Phone: david.schaad@duke.edu * Note: If a chapter has already agreed to accept this program, please CC the chapter’s faculty advisor/President via e-mail when submitting this application.

A.2) Contact Information Partnering Organization, Contact Information & Mission Name of partnering organization (required): Rural Agency for Sustainable Development (RASD) Mission of the requesting organization: RASD’s mission is to provide “decent life for all” people in the Mukono district of Uganda. To fulfill its mission, RASD works to diffuse simple, appropriate technologies such as improved cook stoves, ventilated latrines, point-of-use water technology, and nut shellers that effectively and sustainably tackle root causes of poverty and poor health. RASD also works to build capacities of community members by running a vocational school and providing access to the internet via an internet cafe. Website of organization (If applicable): http://www.duke.edu/~lmp10/RASD%20website2/index.htm Name of applicant: Andrew Mang, Annelise Mesler, Dianna Liu, Will Patrick, Eric Thorne, Hazal Yuksel, Eddie Wu, Priya Govindaraj

Contact email: andrew.mang@duke.edu Contact phone: 952-237-9225 Contact address: Andrew Mang, Box 96098, Durham, NC 27708

Name of EWB-USA chapter (if applicable): Duke University Name of on-site primary project facilitator (required): Ignitius Bwoogi, Director of RASD

Contact email: binkokoster@gmail.com Contact phone: +256 772923712 Contact address: P.O. Box 50, Nkokonjeru Town Council, Mukono District

A.3) Program Description

1) Program Goals and Strategy: The Program is the overall mission of your efforts in the community. There may be several projects within a single Program.

1) Program Goals and Strategy: The Program is the overall mission of your efforts in the community. There may be several projects within a single Program. Provide background on the community and the primary needs of the community. Community Description Population and Location: Nkokonjeru Town Council is a rural community of 11000 that sits in southeast Mukono district, near the coast of Lake Victoria. It is connected to Mukono Town, the district capital, by an unpaved and turbulent road that takes about two hours to travel by car. The expense of traveling to Mukono Town (4500 UGX or about $3) isolates average citizens in Nkokonjeru; business professionals and government officials are the primary travelers in and out of town. One notable geographic landmark is a large hill on the north side of town. The hill is called ‘Tank Hill’, because the town’s water tanks are located there (so gravity can create water pressure). From the top of the hill Lake Victoria and the nighttime lights of Kampala are visible. Atop the hill are two cell-phone towers from MTN-Uganda and Zain. Uganda Telecom is currently building a third tower. Infrastructure: Public transportation, sanitation and waste management, energy, and communications services in Nkokonjeru are severely lacking. The dirt streets are littered with plastic bags and decomposing banana peels, sugarcane bagasse, and other organic wastes in spite of two concrete collection bins. According to Yusufu Kazibwe, the Town Health Inspector, the public generally does not care about waste management. Furthermore, bin collection is budgeted by the Health Department, which sees it as a lower priority than water sanitation, so they are emptied infrequently. When the waste is collected, a farmer volunteers to dump the rubbish on his or her land, and then picks the organic waste as a crude fertilizer. The inorganic waste is burned, releasing carcinogenic dioxins. None of the roads are paved; however RASD has informed us that the local government has secured funding to pave the main street and several side roads in downtown Nkokonjeru. Most families use latrines that are no more than holes in the ground. The local government mandated in 2008 that all latrines in the town of Nkokonjeru must be replaced by improved latrines for safety and sanitary reasons. Grid power is virtually nonexistent because the cost of installing the wire and the power supply are too high to be cost-effective for the average citizen. Most families burn dirty paraffin lamps for lighting and burn biomass such as wood and charcoal for cooking fuel. Communications systems are also nonexistent; citizens with phones have cell phones. Economy and culture: Like 77% of other Ugandans living in rural areas, the citizens of Nkokonjeru are primarily subsistence farmers. In town there are, however, 2-3 restaurants, carpentry workshops, general hardware stores, craft shops, beauty salons, and a “gas station” which dispenses gas through a cow-horn funnel. Subsistence farmers live outside of town on roads that branch out from the main roads in a spider web of narrow dirt paths. Their plots of land are typically very small (under 0.5 hectare in size) and crops include matooke (a hearty plantain), beans, Robusta coffee, and potatoes.

The Nkokonjeru community is close-knit; everyone knows everyone else. People are very friendly, and it is customary to greet each person you see with “Oli otya, ssebo/nyaabo?” (How are you sir/ma’am?). The first time our group went to a local church service, the Peace Corps volunteer, Shari, told us that she had been told by 3 or 4 different people in the community that we had gone to church that day. Ignitius, the Director of RASD, is a popular figure and seems to know every person in town. Government: Ugandan government operates on an LC-X system, with X a number ranging from 1 to 5. LC-1 officers manage affairs on a very local, even neighborhood, level, managing things like security. LC-5 is the district representative. Most of these positions are determined either democratically or by appointment. LC-1, LC-2, and LC-3 officials form a town council which is led by a Mayor Elly Gita, an elderly man in his late 70s who owns a motel and has been very supportive of RASD in the past. Our host community partner, the Rural Agency for Sustainable Development (RASD), including its director, Ignitius Bwoogi, has strong ties to Nkokonjeru city leadership (he lost the race to be the town representative to the Mukono District’s LC-5 council by a mere eleven votes), so it is easy to stay connected to all the happenings of the town as well as to make opinions heard. In Nkokonjeru, the government is well intentioned but mostly powerless beyond advocacy. It has passed several progressive “mandates” such as raising quality standards on pit latrines, but lacks the funds and staff to enforce these measures or to provide help to citizens. Religion: The majority of Nkokonjeru citizens are Christians. There are several churches in town, the largest being a Catholic convent that was founded in 1908 by Mother Kevin, an Irish missionary. The convent has a large influence on Nkokonjeru, aside from being the religious center. The convent runs a local hospital, a school/home for disabled children, a vocational school, and a religious school. The convent’s buildings are by far the best built in town. Aside from Christianity, citizens practice Islam (there is a mosque in town) and traditional religions. Language: The local language in Nkokonjeru is Luganda, but children begin learning English in year five of Primary School. Therefore, the majority of Nkokonjeru citizens know some English and many are nearly fluent. Education: There are several public and private primary and secondary schools in Nkokonjeru. These schools range dramatically in quality. Some of the free primary schools are brick shacks that lack roofs. The private and expensive Stella Marie’s primary school is known as one of the best schools in central Uganda and routinely sends students to national universities on government scholarships. History of Our Involvement EWB-Duke's involvement in Uganda began in 2006 in two sites. EWB-Duke completed an official EWB project on water resources in Kasaka, but its impact was severely limited by ownership and communication problems. Specifically, responsibility for the maintenance and administration of the newly constructed 11000 L ferrocement rainwater

catchment system was not transferred to a community entity before the Duke team departed the site. Furthermore, communication with the community partner, CBU, was inadequate and never resumed after implementation. We acknowledge the shortcomings of this past project. Our current leadership remains wary of thorough information gathering and transfer of project ownership to community members. In Nkokonjeru, EWB-Duke completed unofficial capacity building projects for its promising community partner, the Rural Agency for Sustainable Development (RASD). Many of these projects offer significant opportunities for community members, such as the internet cafe and vocational school. Again, we acknowledge that these projects were not community driven; however, they were successful in the sense that RASD has become self-reliant and now commands the personnel and resources to affect changes in the community. What is the mission of the Program? Improvements in the realms of agriculture, energy resources and water access and sanitation can have a great impact on the residents of Nkokonjeru. The mission of our program is to examine these areas to develop a solution that will increase the quality of life and/or enhance productivity. Our priority in this project is to collaborate with the local community to discover the greatest need areas. We will only introduce a project that is desired and fully supported by the community. This is the only method of ensuring a sense of ownership by the community. The objectives of our mission involve the Ghandian economic principle of self reliance. We intend to maximize the use of indigenous resources, whether it be raw materials or community involvement and knowledge. The technology itself will have to satisfy the following conditions a) it must not create hierarchy or privilige b) it must be fully owned by the community c) it cannot replace workers, only enhance productivity d) it must be needed by the community. Why is this Program necessary, and how will it improve the conditions of the community? Our program is necessary to improve the quality of life for the community members of Nkokonjeru. The project will target areas of need as identified by the community and thus will have great impact on the lives of the residents. Our program will also involve an educational component, to assist citizens in having full access to and knowledge of technologies in place. How is this Program aligned with sustainable development efforts (as defined by the Brundtland Commission: "Development that meets the needs of the present without compromising the ability of future generations to meet their own needs")? Although EWB-Duke's previous projects focused on capacity-building for RASD, this new project will be owned by the community, not an individual or an NGO. We will ensure that our project is desired and needed by our community, that we involve the community members, and we use the community's materials and ideas, to facilitate community ownership of our project. The exact specifics of the community ownership will be decided during the implementation phase of our project, but the general idea is that everyone using the project will benefit equally. In a larger-scale community-oriented project like ours, a cooperative ownership structure makes the most sense because

everyone in the community benefits from the project. Our ownership structure will also enable the project to be economically sustainable because it will likely include user fees that will generate revenue to cover expenses related to maintenance and upkeep. The fee structure will be determined by surveying the community about their economic situation to determine the optimal funding model. The general ownership structure of a project like ours depends on where it is implemented, but we will make sure that our project is not owned by an NGO. In our program's case, we're going to work with RASD to implement the project, but RASD will not own the project - the community will. Furthermore, we will transfer technical knowledge to the community to ensure that they can repair any issues that arise. The project is truly sustainable if the users on the ground can maintain and repair the system without outside intervention. To facilitate project sustainability, an important component of our implementation phase will be community education, where we teach the users how the system works and how to fix it if it breaks. If the community members have sufficient technical knowledge, they will be able to improve and expand the system if necessary to meet the changing needs of the community. We will identify members of the community with knowledge in areas related to our project and work with them to optimize our designs if they desire to help us. We will make sure that our solution has sufficient documentation to facilitate community education.

A.4) Community and NGO Support and Collaboration for the Program EWB-USA is not a funding agency. EWB-USA partners with developing communities to improve quality of life by providing technical assistance for the design and development of sustainable engineering projects. We expect community contribution to EWB-USA programs, as this has been found to improve Program success. Likewise, we require partnership with a local non-governmental organization to ensure the sustainability of the Program. 1) Program Collaboration: Describe the local partnering organization(s) for this Program. In what capacity will they be involved? Will these organization(s) be providing financial support to the program? One paragraph: Approximately 100 words The Rural Agency for Sustainable Development (RASD) is a non-profit NGO operating out of Nkokonjeru. It was founded and is currently staffed by local citizens and it is well-connected to and trusted by the community. This makes RASD an invaluable resource due to its community influence and understanding. RASD is funded by donations from Nkokonjeru citizens and cannot provide financial support to this program. Our project proposals have come from communications and brainstorming with Ignitius Bwoogi, Director of RASD. During the site assessment, RASD will help us perform surveys, interview citizens, collect health data, identify local water sources, and many other tasks. Although RASD is helping us facilitate the assessment and implementation of the project, the project will be owned by community members, as described in the sustainability section above. RASD will help us facilitate community interactions, and they will help us set up an economically sustainable model to cover expenses related to the project, but they will not profit from the project. We appreciate the community connection that we get from working with RASD, and we do not expect them to provide financial support to our project.

2) Presence of Other Organizations: What other organizations are currently working in the community? How do your projects compliment/detract from each other? One paragraph: Approximately 100 words Three Peace Corps volunteers are currently working in Nkokonjeru. Shari Quan, has spearheaded a HIV/AIDS education program targeting Nkokonjeru youth. Holly Bryant is working at the local hospital. Kathy Westerman works at the Providence Home for disabled children. RASD has hosted many of Ms. Quan's seminars, and she has used the Inveneo computers and printer, installed by Duke students, to create materials to hand out to attendees. Because these volunteers work through many of the same social networks that both RASD and Duke students do, we will continue to maintain communication with the volunteers. Also, they have strong integration with the community and can serve as a resource for us in the future. 3) EWB Chapter Collaboration: Will other EWB Chapters be involved with this program? In what capacity will they be involved? One paragraph: Approximately 75 words The University of California - Davis EWB chapter has partnered with RASD on their project, "Sustainable projects for Nkokonjeru: drinking water, sanitation, composting, agriculture and efficient stoves" since 2007. Some of their projects have included installing a liquid waste diversion latrine at RASD and demonstrating several types of water filters and improved cookstoves. Charlotte Decock, a member of the UC-Davis 2009 agriculture implementation team, reports that they are currently focusing on bag gardening and a green manure initiative. Constant communication and collaboration will be necessary to prevent replication of projects; however, both chapters agree that this collaboration will be beneficial to the Nkokonjeru community. By working together and combining each chapter’s knowledge and experience, we will be able to accomplish more than either chapter could do individually. UC-Davis has valuable knowledge and experience about the diffusion of water and sanitation technologies in the community, which may be important to our future projects. 4) Local University Collaboration: Are any local universities interested in collaborating with this project? One paragraph: Approximately 50 words We are not aware of any local universities that are interested in collaboration.

SECTION B: 1ST PROJECT OF PROGRAM Please outline the first proposed project of the Program in Section B. Projects should be focused and well defined.

B.1) Project Description 1) Project Title: Community Assessment in Nkokonjeru 2) Project Summary: provide a short overview of the scope of work of the proposed project. One paragraph. Approximately 75 words This program's first project will function as a community assessment. Its goal is to understand the issues affecting the community as identified by community members and our own organization. The intersection of these considerations will be the set of problems that our program should address over its five-year lifetime. It is important to address

community-identified needs so that interventions are community-driven. It is important to address EWB-identified needs so that technically and economically viable interventions are undertaken. Thus, our first project will emphasize executing a thorough and objective assessment trip, through interviews, surveys and physical measurements, to determine problems in various target populations in the community. Because we cannot cover all potential problems we have designed our interviewing and data gathering activities to focus on three areas: public health, water and sanitation, alternative energy, and agriculture. These three areas have been identified by students, community members, and RASD as areas needing significant intervention. This trip will formally investigate these areas and will develop EWB-community communication and interaction. 3) Needs Addressed: Check the specific services or needs addressed by this project. Check all that apply. ___ Water Supply ___ Water Treatment ___ Sanitation ___ Energy ___ Construction ___ Agriculture ___ Alternative Fuels ___ Information Systems _X_ Other: Describe: _ To be determined post-assessment_____ We haven't designed our projects yet, because we're planning an assessment trip 4) Affected Population: How many people will be affected by this project in a certain geographic region (please provide an estimated NUMBER of people affected -- not a description) a) Directly Affected: ____1000______ b) Indirectly Affected: ____2000_____ 5) Project Goals: Elaborate on the goals of the first project. Why will you begin your Program with this project? Also, please answer the questions below ONLY if they relate to this project (One-Three paragraphs: Approximately 300 words) Our first project is to conduct a thorough community assessment in Nkokonjeru. Although students from Duke have been working in this community for five years, we recognize that a formal assessment has never been conducted and that much of our understanding of the community has come through our interaction with RASD. This assessment trip will look at three different areas of concern to the community: water and sanitation, alternative energy and agriculture. We plan to assess these issues both qualitatively and quantitatively through interviews, surveys and physical measurements. During the trip we will execute a Health Assessment, following guidelines and suggestions from the Engineers Without Borders website. This will help identify major health concerns in the community, including the availability of clean water, the incidence of water-related diseases, common injuries and sources of disease. We will also conduct in-depth interviews with local community members to identify areas of concern for them relating to energy, agriculture and water. Focus groups with local farmers and other

demographic groups of interest will also help us identify community issues. Finally, we will be taking important physical measurements, including a general topographic survey of the area and water quality data on the main sources of drinking water for the community. Our assessment trip will also look at interventions that have been conducted previously in the area. What technologies have already been installed? Are they working well and if not, what are their shortcomings? We want to evaluate current farming and irrigation practices, sanitation systems and rainwater harvesting systems to see what works and what shortcomings the community is facing. This will help us develop interventions that are appropriate and sustainable. 6) Solutions: What solutions have been tried in the past to address this problem? What were the results? What are the barriers to implementing a sustainable solution to this problem? UC-Davis has worked in Nkokonjeru in many of these areas. From our conversations with them, we understand that much of their work has revolved around designing and building improved latrines, and working to improve agricultural practices. Their projects have been beneficial to the community. However, they faced problems financing their sanitation interventions and developing solutions that were culturally appropriate. These are problems that we will also be facing in our project and program. However, we hope that we can learn from the challenges they faced. We will also work closely with RASD, who can help us create an effective community implementation and outreach plan. 7) EWB-USA Role: Describe the proposed role of EWB-USA. Labor? Design? Construction oversight? What specific skills can EWB-USA offer that are not available locally? We require at least a 5-year commitment to the community. What is the proposed plan to develop relationships between EWB-USA team members and community members? The proposed role of EWB-USA will be to provide general oversight of the project. We will perform the initial assessment in close collaboration with the community. The Duke team will then develop a project and a design and will provide labor for the first round of implementations. All this will be done with constant communication with RASD, the Nkokonjeru community and UC-Davis. Duke-EWB has a past history of collaboration with RASD, which will help us continue to develop relationships with community members. As a NGO dedicated to community outreach, RASD will help our project propogate into the local community, enabling a positive impact beyond anything we could achieve on our own. The approval and oversight of EWB-USA would be greatly beneficial to the project. EWB-USA can provide guidance to our team, and also being officially associated with EWB will assist our team in obtaining funding for travel. 8) Budget: If an estimated project budget has been developed, please include the figures below. Estimated Cost

Labor $9,000 (travel and living)

Materials $

Equipment $1,000

Total $10,000 9) Program Timeline: How will the Program develop, beginning with the first project? You do not need to know all of the timeline or budgeting, but estimate as best as possible. It will help the chapter in planning the overall program. This timeline was submitted on our previous 501 application, but we'd like to clarify that we have not yet planned a project in the community because we will be traveling on an assessment trip. Project Sequence Title *Type(s) Estimated Cost Estimated

# Assessments Estimated # Implementations

Estimated Length of Time

Project #1

Increasing the availability of clean water in Nkokonjeru, Uganda

HS, WS, SA, CN, ED, WT unknown 1 1-/2 Two-three

years

Project # 2 (If applicable)

Improving the livelihood of subsistance farmers in Nkokonjeru, Uganda

AG unknown 1 1-1/2

Two-three years, with initial reasearch being conducted simultaneously with project #1

Project # 3 (If applicable)

Developing energy alternatives to Kerosene and fuelwood for Nkokonjeru citizens

AF, EN, EV unknown 1 1-/2

Two-three years with initial research being conducted during implementation of Project #1

Project #4 (If applicable)

Total N/A N/A *Agriculture (AG), Alternative Fuels (AF), Construction (CN), Energy (EN), Environmental (EV), Ecosystem (EC), Education (ED), Information Systems (IS), Health and Safety (HS), Micro-Enterprise (ME), Sanitation (SA), Socio-Cultural (SC), Water Supply (WS), Water Treatment (WT) 10) Estimated number of years to complete Program and ensure Program sustainability: We expect it will take at least 5 years to complete these three projects and ensure sustainability.

B.2) Project Impacts

1) Positive Impacts: What potential positive impacts are anticipated as a consequence of this project? Please consider health, economic, environmental, social and cultural effects. One-Two paragraphs: Approximately 100 words Specific effects from projects are contingent on the design and implementation of the project in the community. We have not yet performed a community assessment, so at this time we cannot know the project's impacts, positive or negative. With the program goals in mind, however, we can develop metrics for ultimately evaluating the success of the project. We aim to improve the quality of life and productivity in the community. Based on the project that is eventually selected (if we conclude that any is appropriate), we can use qualitative and quantitative data from a pre- and post-implementation collection round to assess any changes. For example, if we were to implement a water treatment project, water quality data from before and after treatment would be helpful. A comparison of pre- and post-implementation survey results on topics relevant to the project will also give us direct feedback on citizens' perception of the project and its solution. 2) Negative Impacts: Every project negative impacts as well as positive impacts. List negative impacts that you have considered to be potential outcomes of this project (Note: We require that you answer this question – it will reflect the level of analysis put into this project application). One-Two paragraphs: Approximately 100 words Engineering is the art of balancing tradeoffs. As previously stated, it is impossible at this time to know what the negative effects of our work will be because we do not know what project we will be implementing. We will remain wary of common pitfalls in development projects, including failure to identify true community needs; failure to transfer ownership and responsibility for maintenance to the community; and failure to maintain communication with the community after implementation for monitoring. If we decide to undertake a construction project, it may be necessary to sacrifice efficiency for the availability of local goods, or vice-versa. 3.) Reducing Negative Impacts: How will these potentially negative impacts be addressed? One-Two paragraphs: Approximately 100 words We will balance negative effects with positive effects. After the assessment trip, we will have a better understanding of the value system of the community and thus will be able to design a system that is most sensitive to their lifestyles. This way, any alterations to their routines will not be forced acts of developmental imperialism, but voluntary decisions made after weighing all the options and coming to a final conclusion. Before committing to any project, we intend to perform a thorough cost-benefit analysis and sign memorandums of understanding with the community to ensure that all things are considered and accounted for. This way surprises can be handled more responsibly.

B.3) Beneficiary Group(s) Information for Project 1) Primary beneficiary of project: Nkokonjeru residents

2) Beneficiary Information: Describe the beneficiary group(s) in terms of ethnicity, tribal and religious affiliations, spatial organization, primary occupations and relative incomes of groups (if more than one). Are social relationships harmonious in the area where the beneficiary groups reside? What language does the beneficiary group speak? One paragraphs: Approximately 100 words Nkokonjeru is a rural community of 11,000 in the south east Mukono District of Uganda. The people are primarily lower-income subsistence farmers, but some run local businesses including hardware stores, restaurants and a gas station. The majority of citizens are Christian, although some practice Islam and local religions. The local language is Luganda but most citizens know some English and many are fluent. Although there are social conflicts in Uganda, Nkokonjeru is a peaceful community and does not have any history of conflict. 3) Project Ownership: Who is expected to own this proposed project? Will a committee be established? Who will manage and maintain the project? Who will cover the cost of maintenance? One paragraph: Approximately 150 words The Nkokonjeru community will have complete ownership of the project. On the ground, we will determine which community members will be best suited for overseeing project ownership and maintenance. This will be based on factors including role in community, skill-sets, career position and expressed interest and involvement in the project. Maintenance costs will be determined based on the nature of the project and situation of the community. We will explore the possibility of usage fees. The ownership will be cooperative so that everyone involved in the project benefits equally. 4) Project Accessibility: Will the proposed project be freely accessible to all persons in the local area, or will it be restricted for use by certain groups? Will a fee structure be involved? Who will decide on the amount of the fees, and who will collect the fees? One-Two paragraphs: Approximately 100 words Our goal is to maximize the impact of the project in the community and, thus, must be accessible to as many people as possible. The project will not be restricted for certain groups of people. If appropriate, a fee structure will be used. Possible fee structures may include: members of a cooperative paying a small monthly membership fee; citizens who opt-in to using the community technology or project paying a small tax or monthly/annual fee to the local neighborhood government. If a fee structure is necessary, it will be determined by community members before the project is implemented. 5) Community Support & EWB-USA’s Role: What will the roles be of EWB-USA and of community members? What support will be offered by the community (labor, housing, materials, continued education, etc.)? One-Two paragraphs: Approximately 100 words We intend to have community members very involved and invested in all the processes of the project, from deciding the area of need, to the project itself and eventual implementation. We would like to be able to use community resources such as labor and

materials, but also we would like to use their knowledge base in the project. This may involve finding people in the community, whose expertise are applicable to the project. These are the people who will also likely be suitable for overseeing project maintenance and education. As long as the community sees a benefit for the project and it addresses a great need, we should have no issue with garnering community support and involvement. B.4) Travel Logistics for Project 1) When is the best time to work in the area, considering weather, transportation access, holidays, as well as the availability of the beneficiary group(s) and NGO’s facilitating the project? One paragraphs: Approximately 50 words Early summer has been determined to be the optimal time for the site assessment team. If we travel in early summer, we can remotely monitor the project for the rest of the summer via RASD. We can also plan a second assessment trip for the end of the summer if necessary. At this time, RASD will be available to work with us. May is during the rainy season, but EWB-Duke students have traveled to RASD and throughout Uganda during May without issue. Transportation access is easiest for the site assessment team in early summer, and we wouldn’t be traveling over any major holidays. 2) What local accommodations are available for the EWB-USA team? What are estimated per day living costs for the visiting team? Will the team stay with local community members? One paragraph: Approximately 50 words There is a convent in town that provides lodging and two meals per day for a reasonable price. Previous budgeting shows that we should be able to spend about $100/week per person, which for a team of 5 works out to be around $70/day for the team. We are also investigating the possibility of homestays during the assessment trip, which RASD would help us arrange. We would pay families compensation for the homestays, and the cost would probably work out to be about the same. One benefit of homestays is that they would be an opportunity to really experience what it’s like to live in Nkokonjeru, and would help us understand challenges faced by community members. 3) What are some hazards that may be faced by EWB-USA members traveling to this project location (health issues, transportation difficulties, weather, insects, diseases, snakes, violence, crime, land mines, etc.)? One-Two paragraphs: Approximately 100 words Judging from past experience, the team will face transportation challenges, but we do not anticipate any serious roadblocks. The roads in the area are not very well maintained; a 30-km trip from Kampala can easily take over an three hours. The project location is near the equator, and heavy rain is common during the rainy season (when we will be traveling). Mosquitoes in the area carry malaria, which could require medical attention, so students must take anti-malarial drugs during their trip and sleep under nets. Violence is much more common in the areas of Uganda near the Democratic Republic of Congo, which is on the opposite side of the country from where we will be working. We will

work with faculty advisors and community leaders to minimize the risk to the Duke-EWB-USA team. 4) Where is the nearest hospital or clinic approved by the US State Department or Peace Corps? What kind of health care providers regularly staff this facility? How far from the project site is this facility? Provide an address and phone number for the hospital or clinic. One-Two paragraphs: Approximately 100 words There is a 200-bed community hospital administered by local roman catholic diocese in Lugazi, approximately 5 miles away from RASD. For minor injuries, the St. Francis Hospital run by the Nkokonjeru convent is a five minute walk from the RASD resource center. For serious injuries, the best hospitals in Uganda are about a 2 and half hour car ride away (30-40 miles by air). 5) Are people from the USA and aid from the USA welcome in the proposed project area? Yes, as demonstrated by the previous involvement of Duke students, UC-Davis students and the Peace Corps. 6) Have people from the USA worked in the area before? If so, who, and in what capacity? One-Two paragraphs: Approximately 50 words Teams from Duke and UC Davis EWB have previously worked in the area in developing and implementing projects with both the RASD and EWB-USA. The details of this work have been discussed elsewhere in the application, specifically in sections A3 and A4 #3.

SECTION C: CHAPTER INFORMATION If a specific EWB-USA chapter wants to work on this Program/project, then that chapter must fill in this section. Otherwise, the application will be posted on the EWB-USA website for adoption by a chapter.

C.1) Chapter Information 1) Chapter Name: Duke University Engineers Without Borders 2) Eligibility Criteria:

2a) Your chapter must have a chapter agreement. Does your chapter have one? Yes 2b) Does your chapter currently have an active Program/project (circle)? No

3) Team Contact Information: 3b) For Student Chapters:

Please fill in the fields below. All projects must have at least one Professional Mentor who will lead the technical aspects of the project and travel with the students on both assessment and implementation trips. (Note: The mentor(s) should read document #405-Mentor Qualifications)

Name E-mail Address Phone President Eric Thorne ent4@duke.edu (502) 296 2965

Faculty Advisor Dr. David Schaad david.schaad@duke.edu (919) 660-5174 Professional Mentor** (resume required)

Dwayne Lee dwayneglee@yahoo.com (919) 765-5796

Project Lead Andrew Mang, Annelise Mesler, Dianna Liu

andrew.mang@duke.edu annelise.mesler@duke.edu dianna.liu@duke.edu

(952) 237 9225 (978) 886 7266 (210) 410 8425

**Note: Mentors are responsible for the technical accuracy of the project. They can be professionals or faculty. This application must be accompanied by the Professional Mentor’s resume.

C.2) Chapter Qualifications 1) Team Overview: How many people will be working on this project? Number of Students

Number of Professionals

Are all participants members of EWB-USA (Yes/No)

4 1 Yes

2) Technical Lead/Professional Mentor: Who will be the technical lead (for professional chapters)/Professional Mentor (for student chapters) on this project? What experiences/education makes the technical lead(s) qualified for this project? Please submit the resume(s) of the technical lead(s)/Professional Mentor(s) with this application. One-Two paragraphs: Approximately 200 words We will provide more information on this later in the day.

3) Chapter Preparation: How prepared is your chapter to implement this project (e.g. training, organization, committees, roles, fundraising)? One-Two paragraphs: Approximately 100 words The EWB-Duke chapter is a large and growing student organization with over fifty active members. To supplement our limited engineering expertise as undergraduate students, we have strong relationships with several Duke Engineering faculty members as well the professional chapters in RTP and Asheville and student chapters at UNC, NC State, and Columbia. Construction projects can be designed and prototyped in CE 185, a course taught by our faculty advisor David Schaad, in the spring of 2011.

Since our organization started in 2005, we have raised over $500,000 from sources at Duke, Rotary Clubs, national grant organizations, and companies to complete our projects. Even in this economic climate, we believe we will be able to continue these fundraising efforts to support this program. 4) Cultural Training: How will you ensure that your project planning includes the participation of the community? How will your team members prepare for the inter-cultural experiences that will come about through the course of this project? One-Two paragraphs: Approximately 100 words We recognize community members as a vital stakeholder in this program. In preparation for the assessment trip, the team will Skype with Ignitius Bwoogi on a weekly basis. During the assessment trip, the team will develop strong partnerships with the community. Our goal is to make these key stakeholders as much a part of the design and implementation phases as possible. During implementation of the integrated water and sanitation systems it will be critical to develop a committee, composed of government officials and community members who will oversee maintenance of the systems. The continuity of this project among the membership allows senior members e.g., Will Patrick and Eric Thorne to share their experiences aided by pictures and project reports. This way younger members will adjust more quickly upon arrival in Uganda. Ignitius and Shari have agreed to lead students through customary footwork and give a tour of Nkokonjeru and surrounding areas. 5) Health and Safety Officer (2 required): The project Health and Safety Officer is responsible for planning and implementing the health and safety practices on the project. Two Health and Safety Officers must travel on each trip. Who will be your Health and Safety Officers and what are their qualifications? One-Two paragraphs: Approximately 75 words Annelise Mesler has agreed to serve as one of the two Health and Safety Officers. She holds up-to-date certifications in lifeguarding, first aid, and CPR. We plan to have one of our other team members assigned as the second Health and Safety Officer and trained in first aid and CPR. Dianna Liu also has CPR and First Aid training, as does Andrew Mang, and either of them can serve as a Health and Safety Officer. 6) Language: What languages are spoken in and around the project area? How do you propose to work effectively given language differences between the project team and community? Is anyone on your project team from the project area? One-Two paragraphs: Approximately 75 words The official language of Uganda is English. The government has guaranteed universal primary education, so a growing percentage of Ugandans are fluent in English. Most residents of Nkokonjeru, however, are limited to the native tongue, Luganda. The entire staff of RASD is fluent in both languages, and can translate easily. Language differences are obvious but accepted by community members, and they are pleasantly surprised when muzungus (outsiders) use their language. None of the students or professionals are natives of the area.

7) Education Lead: EWB-USA requires that community members are trained in unfamiliar implemented technologies. Who will be responsible for developing the education materials and for leading the education for the community? What are their qualifications for this role? One-Two paragraphs: Approximately 75 words We have not yet identified an educational lead for the project. However, upon coming back to Duke we will assign a qualified team member for this role. 8) Community Health Assessment Lead: EWB-USA requires that each project includes a community health assessment. Do you have health professionals or students studying health (e.g. public health, nursing, medicine) on your project team that can help with this type of assessment and support your project? One-Two paragraphs: Approximately 75 words Annelise Mesler is pursuing a certification from the Duke Global Health Institute (DGHI). DGHI works to reduce health disparities in our local community and worldwide. Recognizing that many global health problems stem from economic, social, environmental, political and health care inequalities, DGHI brings together interdisciplinary teams to solve complex health problems and to train the next generation of global health scholars. She can target core problems in health issues. C.3) Project Sustainability In an effort to ensure that the proposed project is maintained and continues to serve the community long after the EWB-USA Program is complete, issues of sustainability must be addressed by the chapter. 1) Capacity Training: What training of local community members will be required in order to maintain the project? What specific educational training will be offered? Will verbal or written translation be needed for this education? Who will be translating? If written materials are proposed, in what language will they be offered? Do you have information on the community’s literacy level? Would pictorial materials be more appropriate? A group of volunteers from the community will be trained to maintain the project. We will teach them how the system works, how to fix it if it breaks, and where to purchase replacement parts. If translation is needed, we will work with RASD to secure a translator for educational materials. Program members will work with these volunteers to develop pamphlets and manuals that compromise technical details. Pictures and annotated diagrams will be included when needed. The community is mostly literate, but we will still use pictorial materials if appropriate. 2) Project Maintenance and Repairs: What is the estimated cost of project maintenance? Can the community realistically be expected to cover these costs? What components could potentially malfunction and require repair? What will these repairs cost? Are the repair materials readily available locally? We cannot answer this question accurately yet because we don't know what we will be implementing. Whatever we implement, we will try to use as many local materials as possible to make repairs easier. The community owners will develop a fee structure to cover project maintenance, and the fee structure will be determined by considering ability

of community members to pay, as well as projected project expenses, to ensure that the project is economically sustainable. 3) Project Resolution: How will the community be participating in project planning? What measures will be taken to ensure that the project remains operational? How will local project facilitators manage the project? Our goal is to have community members directly involved in the project planning processes. We plan to enlist the help of community members who have expertise in the areas covered by the project and have them part of the process in deciding on project plans. To ensure the project remains operational, we will make sure that there is a structure for community ownership, education and also a plan for repairs and regular maintenance. Project facilitators will manage the project by collecting fees (if applicable), making sure all technologies are functioning, administering project use (if a fee structure is associated with the project) and will seek out repairs for the technology if there is any damage (the process will be defined before hand).

SECTION D: SIGNATURE & PICTURES 1) Additional Information: Please add any other information you think is relevant to this Program/project. One-Two paragraphs: Approximately 200 words maximum 2) Please add pictures that may be helpful to understand the project.

Please add pictures as JPEG files WE WILL NOT ACCEPT PROJECT APPLICATION FILES THAT ARE OVER 2MB.

(To add a picture as a jpeg, go to Edit / Paste Special, and choose “Picture (jpeg)”)

EWB-Duke members Alex Safrit and Lauren Kottis work on ripping paper for

experimental paper briquettes. Photo taken in July 2009.

First six carpentry students with RASD officials and instructor (far right) in the

completed technical workshop. Photo taken October 2008.

EWB – UC Davis members, RASD officials, and DukeEngage students in Nkokonjeru.

Picture taken August of 2008.

RASD Director Ignitius Bwoogi and EWB-Duke member Will Patrick in front of Elly

Gita’s motel in Nkokonjeru. Picture taken in August 2008.

EWB-Duke students work on planing and cutting wood for an advertising sign for the

internet café in the nearly complete technical workshop. Picture from July, 2008.

EWB -Duke student, Will Patrick, and Peace Corps Volunteer, Shari Quan, assist the first

customers of the RASD internet café. Picture from July, 2008.

EWB-Duke student, Daniel Moss, washes his hand at the hand washing station at the

RASD resource center. Picture taken in Summer 2008.

EWB-Duke member, Matt Ball, learns from RASD volunteers about how to construct a

top of an improved pit latrine. Picture taken in Summer 2008.

Former EWB-Duke student, Ahinav Kapur (Duke ’09), leads a workshop with local

community members about biomass charcoal. Picture from Summer 2008.

Slide taken from a presentation given on the solar powered computer system installed in

the summer of 2007. In the bottom left, a technician demonstrates using one of the Inveneo computers. The solar panels, in the bottom right, were mounted on the finished

resource center building.

From left to right, Elly Gita (Mayor of Nkokonjeru), Tom Rose (Director of Duke

SmartHome program), Lee Pearson (former EWB-Duke member), Scott Steinberg (Duke ’09, Duke former Duke SmartHome Member), and the Mayor’s driver. The picture was

taken in front of the completed RASD resource center building.

Former EWB-Duke members Ben Abram (Duke ’07) and Lee Pearson (Duke ’08) with RASD officials in front of the RASD unfinished resource center building. Sam Mwebe,

Ignitius Bwoogi, and John Ssemoregwe are the first three RASD officials pictured left to right. Picture taken in May 2006.

3) Please sign and date this form:

_________________________________________________________December 21, 2009 _____________________Signature

Date William Patrick_______________________________________________________________wgpatrick@gmail.com_______________ Printed Name E-mail Address 4) Please submit this form electronically to projects@ewb-usa.org:

Note: Applications are reviewed in monthly cycles. Please see the EWB-USA website for submission deadlines. © 2006 Engineers Without Borders - USA. All Rights Reserved. Page 15 of 16

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