Difference between pages "High School Drafting Course" and "Diversity and cross-cultural issues in the Eastern Caribbean"

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{{Project
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{{Diversity_and_cross-cultural_issues_by_country}}
|project=High School Drafting Course
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In fulfilling the Peace Corps’ mandate to share the face of America with our host countries, we are making special efforts to see that all of America’s richness is reflected in the Volunteer corps. More Americans of color are serving in today’s Peace Corps than at any time in recent years.  Differences in race, ethnic background, age, religion, and sexual orientation are expected and welcome among our Volunteers. Part of the Peace Corps’ mission is to help dispel any notion that Americans are all of one origin or race, and to establish that each of us is as thoroughly American as the other despite our many differences. Our diversity helps us accomplish that goal.  
|projecttype=Other
 
|projectsector=Education
 
|site=Assomada
 
|region=Santiago
 
|country=Cape_Verde
 
|firstname=B
 
|lastname=Newhouse
 
|state=Georgia
 
|uscity=Atlanta
 
|projectyear=2009
 
|image=Draffting_room_with_studs.png
 
|map=yes
 
}}
 
  
This page details the procedure, objectives, methodologies used for a high school drafting course at the technical high school in Assomada, Cape Verde during the 2008-2009 school year:
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In other ways, however, our diversity poses challenges.  Here in the Eastern Caribbean, as in other Peace Corps host countries, Volunteers’ behavior, lifestyles, background, and beliefs will be judged in a cultural context very different from your own. Certain personal perspectives or characteristics considered familiar and commonly accepted in the United States may be quite uncommon, unacceptable, or even repressed.
  
 +
The Caribbean people are well-known for their generous hospitality to foreigners. However, members of the community in which you will live may display a range of reactions to differences that you present. We will ask you to be supportive of one another.
  
 +
To ease the transition and adapt to life in the Eastern Caribbean, you may need to make some temporary, yet fundamental compromises in how you present yourself as an American and as an individual. For example, female trainees and Volunteers may not be able to exercise the independence available to them in the United States; political discussions will need to be handled with great care; and some of your personal beliefs may best remain undisclosed. You will need to develop techniques and personal strategies for coping with these and other limits. The Peace Corps staff will lead diversity and sensitivity discussions during your pre-service training and will be on call to provide support, but the challenge will ultimately be your own.
  
==Course Introduction==
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===Overview of Diversity in the Eastern Caribbean===
  
This course was designed for and taught to 140 11th and 12th grade civil construction students at the Technical School in Assomada, Cape Verde during the 2008-2009 school year. It is an example of a goal-oriented teaching style for a high school drafting class. The class covers the themes and objectives in the state-required curriculum for the Technical Drafting Course. A revised curriculum can be found at Appendix A and B (in Portuguese). The objective of the class is to learn and draft a house. <br>
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The Peace Corps staff in the Eastern Caribbean recognizes adjustment issues that come with diversity and will endeavor to provide support and guidance. During pre-service training, several sessions will be held to discuss diversity and coping mechanisms. We look forward to having male and female Volunteers from a variety of cultures, backgrounds, religions, ethnic groups, and ages and hope that you will become part of a diverse group of Americans who will take pride in supporting each other and demonstrating the richness of American culture.  
  
====Revised Official Course Outline (in Portuguese) [http://peacecorpswiki.org/images/Revised_Technical_Drafting_Official_Course_Outline_%28in_Portuguese%29.doc]====
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===What Might a Volunteer Face? ===
====Revised Official Curriculum (in Portuguese) [http://peacecorpswiki.org/images/Revised_Technical_Drafting_Official_Curriculum_%28in_Portuguese%29.doc]====
 
  
==Annual Course Schedule, School Numbers==
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====Possible Issues for Female Volunteers ====
  
The specific dates and number of weeks of each trimester are subject to change. Classes are also subject to unannounced cancellation due to rain, local events and holidays. Thus as a teacher, it is more important to focus more on completing the activity rather than rushing through to finish by a certain date.<br>
+
Dealing with the behavior of some men in the Eastern Caribbean can be challenging to an American woman of any age. There are no laws in the Eastern Caribbean against sexual harassment, so men are used to making all types of remarks when a woman passes by. These remarks vary from a simple “psst!!” to “Looking good, baby!” to more sexually explicit solicitations. Even the local women whom they see every day are not spared this verbal harassment, but they know how to cope. Some women even regard these remarks as compliments.  
  
1º Trimester – 13 weeks – Mid-September to winter break<br>
+
2º Trimester – 12 weeks – January to spring break<br>
 
3º Trimester – 13 weeks – early April to mid-late June<br>
 
Total 38 weeks<br>
 
 
 
In two years, I taught over 200 students. However, I didn’t develop this coursework until my second year. My second year I taught 140 students – seven classes of about 20 students per class. I’d estimate my school had about 1000 students of which about 20% were girls. 40 teachers (estimate) facilitated these 1000 students.
 
 
 
==Daily Class Structure==
 
 
 
Every class lasts two hours:<br>
 
''First 5 minutes'' – the teacher writes the date and class summary on the board and takes roll.<br>
 
''Next 15 minutes'' – the teacher introduces the assignment for the day, discusses the details of the plan, when the plan is due and what the students will be graded on (all of this information is put on the board). If plans are due that day students can turn in papers at this time.<br>
 
''Next 10 minutes'' – questions, clarifications<br>
 
''Next 5 minutes'' – hand out paper<br>
 
''Rest of class'' – work<br>
 
''End of class'' – thank them for their behavior (if it was good) and hard work (if they worked hard) and repeat when the assignment is due. (Each class works at a different pace – at the end of each class the teacher may make adjustments to the due date).<br>
 
  
[[Image:Geramias_on_hydropon.png]]
+
====Possible Issues for Volunteers of Color ====
  
==Required Materials==
+
Volunteers of color face unique challenges in the Eastern Carribean. An African-American Volunteer may pass for a local in tourist areas, but be viewed primarily as an American by many West Indians. The key is to come without preconceptions or expectations of immediate acceptance.  Other minority groups may be called by names that are stereotypical and not very flattering. Hispanic-Americans will generally be labeled as white which might cause an issue with identity. The challenge is to create your own identity outside the stereotype. This is usually easier to do in your own community than in areas where you are not known.
  
Students are expected to come to class everyday with a pencil, notebook and a drafting square (this costs about 100 escudos). If students cannot afford or manage their materials, they may share materials. The teacher will provide copies of example plans, research materials and blank A4 paper for drafting (may have to purchase paper and copies out of pocket).
+
====Possible Issues for Senior Volunteers ====
  
==Grading==
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Senior Volunteers usually fare well in the Eastern Caribbean.  They may not become victims of some of the harassment that younger Volunteers face, but the same safety issues exist, especially when they are viewed as tourists. Sometimes, seniors command a high level of respect from community members, especially in smaller communities. At other times, they are questioned as to why they are here.
  
The trimester grade is broken into two test grades (40% each) and one teacher’s evaluation grade (20%). Student’s grades are submitted and entered into the school database at the end of each trimester. This grade is averaged at the end of the year and summed up for each 11th and 12th grade level, weighed at 45% and 55% respectively. For this course, I took the grades from each drawing depending on the total possible points and divided their grade into two test grades.
+
====Possible Issues for Gay, Lesbian, or Bisexual Volunteers ====
  
====Class Grading Example [http://peacecorpswiki.org/images/Class_Grading_Example.pdf]====
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Many Caribbean people are intolerant of persons with different sexual orientations. Gay and lesbian Volunteers may have a hard time if they are open about their sexual orientation. Some West Indians believe that the Bible says that such people go against the divine plan. They may shun or mock gay Volunteers since they engage in what are considered to be abnormal practices.  
  
Late work - For every week the students turn in work late, I deducted 5-10 points from the student’s grade. The amount depends on the discretion of the teacher and weight of the assignment.
+
====Possible Religious Issues for Volunteers ====
  
==Classroom Management==
+
People in the Eastern Caribbean are mostly devout Christians and take religion very seriously. They go to church, say their prayers, read the Bible, and generally engage in a variety of religious activities. Many American evangelists travel to the Caribbean to hold crusades and are well-received. It is often expected that people coming to live and work in the Eastern Caribbean will be active Christians. Volunteers of Jewish, Muslim, and other faiths may be questioned about their religious beliefs, but blatant discrimination is rare.
  
20% of student’s grades are an OEA grade. This grade measures a student’s classroom attendance, participation, preparedness and behavior. Every teacher has a different method of evaluation and all are equally as valid. This method is simple in theory, difficult in practice - tough but fair. Although the school administration believed it was too rigorous, this method was designed to prepare students for the workplace. Reasoning: at a job, if you come late, unprepared or don’t behave, you can’t effectively do work. The same rules should apply to a classroom:<br>
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====Possible Issues for Volunteers With Disabilities====
  
Students are expected to come to class on-time, with all required materials and behave. If they do this everyday, they will receive a check. <br>
+
As a disabled Volunteer in the Eastern Caribbean, you may find that you face a special set of challenges. Here, as in other parts of the world, some people may hold prejudicial attitudes about individuals with disabilities and may discriminate against you. There is very little of the infrastructure to accommodate individuals with disabilities that has been developed in the United States.  
 
 
Procedure: At the beginning of each class, the teacher calls roll. If the student is present, he/she receives a check. If they arrive late (<10m mark tardy, after 10m they must wait until the second hour), they receive a zero. Zero indicates zero credit for the day. If the students make no effort to work on the given assignment, they will lose their check and receive a zero for the day. If the students misbehave, they will lose their check and receive a zero for the day. <br>
 
 
 
What constitutes tardiness, non-participation or misbehavior is to be determined by the teacher. The teacher may offer warnings before marking a zero. If non-participation or misbehavior continues after a zero has been issued, the teacher may remove the student from the class.<br>
 
 
 
At the end of each trimester when grades are due, the teacher will count the number of checks each student has and divide by the number of total days he/she took roll. Then the teacher will multiply this ratio by 20. This is the OEA, teacher’s evaluation, grade. (See Appendix C – Class Grading Example).<br>
 
 
 
==Teaching Style Notes==
 
 
 
Everyone’s teaching style is different. For this particular class, these are a few style suggestions that helped improve student behavior/performance:<br>
 
- Learn and use student’s names<br>
 
- Walk up and down the aisles during class to speak with students individually. (This establishes a personal relationship with the students, which improves behavior and overall quality of the work)<br>
 
- Encourage students to think critically and creatively about their work<br>
 
- When explaining the assignment, be as detailed or as brief as you feel comfortable<br>
 
- Try to find a lesson that challenges the quicker students and keeps the slower ones up to speed. Everyday you have to find that balance. Offer/assign extra work to students ahead, walk through assignments with students behind. Pair students of different strengths together, if possible.<br>
 
- The tighter your lesson plan is (easier it is to understand), the more likely you will have less trouble with misbehavior and the more interested the students will be<br>
 
- Identify the major idea students should take away from the day/assignment and repeat it frequently<br>
 
- Repeat daily the importance of taking pride in your work, encourage students to show work to family and friends or to display it on a wall at home, <br>
 
- Ask them what they want to do when they graduate, try to make thinking about your future cool<br>
 
- Talk with other professors to see what is normal behavior and not<br>
 
- Roll with the class, if no one gets it, take a deep breath and slow down <br>
 
 
 
==Class Activities==
 
 
 
This drafting course is broken down into five separate but related activities – each with a clearly defined project outcome. This way, students are likely to put more effort into their work. Detailed below are each of the projects:
 
 
===Project 1: Draft map of Santiago to scale 1:1.5===
 
 
 
Objectives: <br>
 
:- Review concept of scale, <br>
 
:- Remind students about the geography of the island where they live,<br>
 
:- Teach students to take pride in their work: “Make this map something you want to put on your wall at home.”<br>
 
 
 
Methodology: Assignment is attached (increase scale by 1:1.5, A4:A3)[http://peacecorpswiki.org/images/Project_1_-_Map_of_Santiago.pdf]<br>
 
[[Image:Map_of_santiago.png]]
 
 
 
===Project 2: Draft different views of desk (or other simple object) to scale 1:??===
 
 
 
Objectives: <br>
 
- Review drafting square and legend<br>
 
:o Dimensions of square <br>
 
:o Dimensions for and information to be included in legend<br>
 
- Learn to calculate scale, object dimensions and margins (three steps)<br>
 
 
 
Methodology: Show work for calculating scale, object dimensions and margins for simple object. Draft square/legend and corresponding dimensions, legend information [http://peacecorpswiki.org/images/Project_2_-_Drafting_square_and_legend.pdf].<br>
 
[[Image:Chairs.png]]
 
 
 
===Project 3: Draft Cámara-approved plan to scale 1:100===
 
 
 
Objectives: <br>
 
- Introduce required plans necessary to draft and approve residential plans at local Cámara <br>
 
:o Plan introduction (text, for explanation) <br>
 
:o Site plan, (to show example) [http://peacecorpswiki.org/images/Appendix_F2_-_Planta_de_Localizacao_2.pdf] <br>
 
:o Floor plan [http://peacecorpswiki.org/File:Appendix_F3_-_R%C3%AAs-do-Ch%C3%A3o_exemplo.pdf]<br>
 
:o Roof plan [http://peacecorpswiki.org/File:Appendix_F4_-_Cobertura_exemplo.pdf]<br>
 
:o Foundation plan [http://peacecorpswiki.org/images/Appendix_F5_-_Funda%C3%A7%C3%A3o_exemplo.pdf]<br>
 
:o Elevation [http://peacecorpswiki.org/images/Appendix_F6_-_Al%C3%A7ado_exemplo.pdf]<br>
 
:o Cut section, includes stair detail for explanation [http://peacecorpswiki.org/images/Appendix_F7_-_Corte_exemplo.pdf]<br>
 
:o Perspective [http://peacecorpswiki.org/images/Appendix_F9_-_Perspectiva_exemplo.pdf]<br>
 
- Practice with line weights<br>
 
- Practice drawing to scale 1:100<br>
 
- Practice dimensioning<br>
 
 
 
Methodology: Each attached plan (located at appendices listed above, F.1-F.8) includes a photocopy of a Cámara plan to be used as example and a corresponding blank sheet of paper with grading rubric, square and legend.<br>
 
[[Image:Studentplans.png]]
 
 
===Project 4: Research innovative architecture, sketch new house design===
 
 
Objectives: <br>
 
:- Learn about new design methods of building houses<br>
 
:- Brainstorm with students on new ideas, share sketches, have fun but stay focused<br>
 
:- Sketch new ideas – include swimming pools, libraries, large patios, gardens<br>
 
  
Methodology: Review various example pictures/designs on pin drive in folder entitled Innovative architecture research (Appendix G). Teacher may research additional ideas on the Internet or demonstrate/explain new designs on the board. Encourage sketching, new “out of the box” designs.<br><br>
+
That being said, as part of the medical clearance process, the Peace Corps Office of Medical Services determined that you were physically and emotionally capable, with or without reasonable accommodation, to perform a full tour of Volunteer service in the Eastern Caribbean without unreasonable risk of harm to yourself or interruption of your service. The Peace Corps/Eastern Caribbean staff will work with disabled Volunteers to make reasonable accommodations for them in their training, housing, job sites, or in other areas, to enable them to serve safely and effectively.  
[[Image:Plan1.png]][[Image:Plan2.png]]<br>
 
[[Image:Plan3.png]][[Image:Plan4.png]]<br>
 
  
===Project 5: Draft original house plan to scale 1:100===
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=====Possible Issues for Married Volunteers ====
  
Objectives:<br>
+
Married couples serving in the Eastern Caribbean generally have a very positive Volunteer experience. They support each other in integrating into the community, in evaluating progress in their assignments, and in putting their challenges and frustrations in perspective.
- Draft each plan of the newly designed house to scale, given only a site plan<br>
 
:o Floor plan<br>
 
:o Roof plan<br>
 
:o Foundation plan<br>
 
:o Elevation<br>
 
:o Cut section<br>
 
:o Perspective<br>
 
- Practice calculating scale, design dimensions, margins<br>
 
- Practice with line weights<br>
 
- Practice drawing to scale 1:100<br>
 
- Practice dimensioning<br>
 
  
Methodology: Hand out a blank sheet of paper for each plan. Students are expected to draft the square, legend and calculate the scale, design dimensions and margins for each plan. Grading rubric is to be written on the board (could reflect grading rubric from Cámara plan for each corresponding plan). Students may also use any previous or other student plans as examples.
+
Couples live together throughout their service, including pre-service training. In additition to their individual projects, couples usually can find opportunities for collaborative work as well. However, given the small communities in the Eastern Caribbean, some couples may find the continuous presence of a spouse leaves each with little privacy.  
  
===Project 6: Additional project ideas (untested) (for 12th grade): Draft neighborhood layout, green urban planning, model building.===
+
Married Volunteers may not readily participate in activities in which their single peers are involved, and find that they are left out of the social “loop.
  
Objectives: <br>
+
The female partner may be subjected to the same sexual harassment as a single female Volunteer. Generally, most local men will desist from such behavior when it is established that the Volunteer is married.
:- Think critically about new development<br>
 
o How to utilize space wisely<br>
 
o Plan for further growth<br>
 
o How to plan for community gardens, public spaces, local schools, local markets, sport fields, etc<br>
 
o How to plan the city to adapt to renewable energy plants<br>
 
o How to use local, cheap materials to build a model of a plan<br>
 
  
Methodology: Research and discuss city layout designs (from Internet, local city, additional Cámara plans). Draft neighborhood layout using outline of student houses, additional plans and other communities around your area. (To be researched – Appendix I). Build a cardboard model.<br><br>
+
[[Category:Eastern Caribbean]]
[[Image:Project6a.png]][[Image:Project6b.png]]<br>
 
[[Image:Project6c.png]][[Image:Project6d.png]]<br>
 

Revision as of 13:14, 3 February 2010

Diversity and cross-cultural issues in [[{{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |5}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |6}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |7}}]]
In fulfilling the Peace Corps’ mandate to share the face of America with their host countries, Peace Corps is making special efforts to see that all of America’s richness is reflected in the Volunteer corps. More Americans of color are serving in today’s Peace Corps than at any time in recent years. Differences in race, ethnic background, age, religion, and sexual orientation are expected and welcomed among our Volunteers. Part of the Peace Corps’ mission is to help dispel any notion that Americans are all of one origin or race and to establish that each of us is as thoroughly American as the other despite our many differences.
  • [[Packing list for {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |5}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |6}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |7}}]]
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  • [[Living conditions and volunteer lifestyles in {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |5}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |6}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |7}}]]
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  • [[FAQs about Peace Corps in {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |5}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |6}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |7}}]]
  • [[History of the Peace Corps in {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |5}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |6}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |7}}]]
See also:
[[Category:{{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |5}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |6}} {{#explode:Diversity and cross-cultural issues in the Eastern Caribbean| |7}}]]

In fulfilling the Peace Corps’ mandate to share the face of America with our host countries, we are making special efforts to see that all of America’s richness is reflected in the Volunteer corps. More Americans of color are serving in today’s Peace Corps than at any time in recent years. Differences in race, ethnic background, age, religion, and sexual orientation are expected and welcome among our Volunteers. Part of the Peace Corps’ mission is to help dispel any notion that Americans are all of one origin or race, and to establish that each of us is as thoroughly American as the other despite our many differences. Our diversity helps us accomplish that goal.

In other ways, however, our diversity poses challenges. Here in the Eastern Caribbean, as in other Peace Corps host countries, Volunteers’ behavior, lifestyles, background, and beliefs will be judged in a cultural context very different from your own. Certain personal perspectives or characteristics considered familiar and commonly accepted in the United States may be quite uncommon, unacceptable, or even repressed.

The Caribbean people are well-known for their generous hospitality to foreigners. However, members of the community in which you will live may display a range of reactions to differences that you present. We will ask you to be supportive of one another.

To ease the transition and adapt to life in the Eastern Caribbean, you may need to make some temporary, yet fundamental compromises in how you present yourself as an American and as an individual. For example, female trainees and Volunteers may not be able to exercise the independence available to them in the United States; political discussions will need to be handled with great care; and some of your personal beliefs may best remain undisclosed. You will need to develop techniques and personal strategies for coping with these and other limits. The Peace Corps staff will lead diversity and sensitivity discussions during your pre-service training and will be on call to provide support, but the challenge will ultimately be your own.

Overview of Diversity in the Eastern Caribbean

The Peace Corps staff in the Eastern Caribbean recognizes adjustment issues that come with diversity and will endeavor to provide support and guidance. During pre-service training, several sessions will be held to discuss diversity and coping mechanisms. We look forward to having male and female Volunteers from a variety of cultures, backgrounds, religions, ethnic groups, and ages and hope that you will become part of a diverse group of Americans who will take pride in supporting each other and demonstrating the richness of American culture.

What Might a Volunteer Face?

Possible Issues for Female Volunteers

Dealing with the behavior of some men in the Eastern Caribbean can be challenging to an American woman of any age. There are no laws in the Eastern Caribbean against sexual harassment, so men are used to making all types of remarks when a woman passes by. These remarks vary from a simple “psst!!” to “Looking good, baby!” to more sexually explicit solicitations. Even the local women whom they see every day are not spared this verbal harassment, but they know how to cope. Some women even regard these remarks as compliments.


Possible Issues for Volunteers of Color

Volunteers of color face unique challenges in the Eastern Carribean. An African-American Volunteer may pass for a local in tourist areas, but be viewed primarily as an American by many West Indians. The key is to come without preconceptions or expectations of immediate acceptance. Other minority groups may be called by names that are stereotypical and not very flattering. Hispanic-Americans will generally be labeled as white which might cause an issue with identity. The challenge is to create your own identity outside the stereotype. This is usually easier to do in your own community than in areas where you are not known.

Possible Issues for Senior Volunteers

Senior Volunteers usually fare well in the Eastern Caribbean. They may not become victims of some of the harassment that younger Volunteers face, but the same safety issues exist, especially when they are viewed as tourists. Sometimes, seniors command a high level of respect from community members, especially in smaller communities. At other times, they are questioned as to why they are here.

Possible Issues for Gay, Lesbian, or Bisexual Volunteers

Many Caribbean people are intolerant of persons with different sexual orientations. Gay and lesbian Volunteers may have a hard time if they are open about their sexual orientation. Some West Indians believe that the Bible says that such people go against the divine plan. They may shun or mock gay Volunteers since they engage in what are considered to be abnormal practices.

Possible Religious Issues for Volunteers

People in the Eastern Caribbean are mostly devout Christians and take religion very seriously. They go to church, say their prayers, read the Bible, and generally engage in a variety of religious activities. Many American evangelists travel to the Caribbean to hold crusades and are well-received. It is often expected that people coming to live and work in the Eastern Caribbean will be active Christians. Volunteers of Jewish, Muslim, and other faiths may be questioned about their religious beliefs, but blatant discrimination is rare.

Possible Issues for Volunteers With Disabilities

As a disabled Volunteer in the Eastern Caribbean, you may find that you face a special set of challenges. Here, as in other parts of the world, some people may hold prejudicial attitudes about individuals with disabilities and may discriminate against you. There is very little of the infrastructure to accommodate individuals with disabilities that has been developed in the United States.

That being said, as part of the medical clearance process, the Peace Corps Office of Medical Services determined that you were physically and emotionally capable, with or without reasonable accommodation, to perform a full tour of Volunteer service in the Eastern Caribbean without unreasonable risk of harm to yourself or interruption of your service. The Peace Corps/Eastern Caribbean staff will work with disabled Volunteers to make reasonable accommodations for them in their training, housing, job sites, or in other areas, to enable them to serve safely and effectively.

=Possible Issues for Married Volunteers

Married couples serving in the Eastern Caribbean generally have a very positive Volunteer experience. They support each other in integrating into the community, in evaluating progress in their assignments, and in putting their challenges and frustrations in perspective.

Couples live together throughout their service, including pre-service training. In additition to their individual projects, couples usually can find opportunities for collaborative work as well. However, given the small communities in the Eastern Caribbean, some couples may find the continuous presence of a spouse leaves each with little privacy.

Married Volunteers may not readily participate in activities in which their single peers are involved, and find that they are left out of the social “loop.”

The female partner may be subjected to the same sexual harassment as a single female Volunteer. Generally, most local men will desist from such behavior when it is established that the Volunteer is married.