Implementation Trip for Ghana - Agona Project (Gha-Cent-Ph1-Lv2-0209)

1. Implementation Trip for Ghana - Agona Project(Gha-Cent-Ph1-Lv2-0209) • Date of TAC Presentation: • Project Tracking • ID Number: • Location: • Risk Level: L2 • Chapter(s): EWB - University of Minnesota • Dates of this Implementation Travel: • Brief Travel History to region:

2. Objectives of Implementation Trip • Overall Project Objective The project objective is to create an environmentally sound and locally sustainable water system to provide clean drinking water and an environmentally sound and locally sustainable sanitation system that will serve the needs of the citizens of Amponsah and the students attending the Minnesota Academy. • Give the background of the project: Our goal is to provide clean drinking water for the community of Amponsah and the Minnesota Academy, and a sanitation system that removes human waste in a safe, environmentally sound manner. The project is necessary because the current source for drinking water for this community of 2,000 is polluted, and the local know-how to orchestrate the initial planning for a sustainable project of this scale does not exist. Children and adults are drinking this polluted water, and children and the elderly in particular are suffering from a variety of diseases as a result. In addition, community health is affected by the lack of an effective means of disposing of human waste. With the building of the school and its increasing enrollment, the problem has been exacerbated.

3. Technical Description of Project • Give detailed technical description of the project and design (4-8 slides) • Include: • Schematics • Graphs • Topo maps • Material properties • Assumptions • Tables • And any other information as applicable • Calculations and other relevant design information can be included as separate attachments and submitted with this presentation. • Note: All designs are to meet US standards or as close as possible, even in developing nations. This is especially true for level 1 projects, which can cause death or injury upon failure.

4. Biomass compost pens Roof-mounted solar panel array Hand washing station Grundfos submersible pump Above-ground water tower (cement) Soccer field / P.E. field Irrigated farmland for school crops M/F sanitary toilets drying slab for crops and bricks secondary classrooms main school building Site Plan(to scale)

5. Groundwater Pump • The Grundfos SQ3-40 groundwater pump will be used in a borehole to provide water to the school. The system specifications are as follows: • Total Dynamic Head (TDH) of system is 42 m (includes minor losses and borehole depth) • Pump rated for 13 gpm at specified TDH • Pump requires 1.02 kw to start and 0.7 kw to operate. Is capable of both AC and DC power sources. • Pump weighs 8.62 kg and is 7.6 cm in diameter • The pump features soft starting and protection against dry-running, upthrust, overvoltage, undervoltage, overload and overtemperature.

6. Photovoltaic System • The groundwater pump will be powered by a photovoltaic system mounted on the school building roof. • The solar array will have a total power of 1100Watts and will power the pump directly. • Grundfos CU 200 operating controller will be installed to create a user interface and a safety float mechanism when the tank is full. • The system will be mounted such that it will be secure from vandalism and theft.

7. Accra, Ghana Solar Potential

8. Water Tower • Constructed with reinforced concrete • Designed accoring to US Code (ACI318), for assured safety and durability • Construction will employ local labor, and will utilize local building materials • Checked by a PE

9. Distribution System • There will be two drinking water stations located on the campus and a single hand-washing station located near the latrines. • Each distribution station will be equipped with four instant-off Talbot valves to encourage water conservation. • The water will be piped from the water tower and gravity fed through galvanized and PVC pipe (1-1/4”). Galvanized pipe will be used above ground while PVC pipe will be used below ground. • The piping and valves will be attached to a concrete structure at each distribution system to reduce vandalism and damage. • The distribution system will make a complete loop around campus so any given station can be shut off for maintenance and water will still be available at the other two. • The pipes will be trenched from station to station approximately 0.5 m underground.

10. Community Ownership & Education • What kind of help will the community be providing? • The magnitude of the project’s construction needs require a significant local workforce. Local labor will be used to construct the water tower, distribution system, and latrines. • Room and Board • Transportation and guides • Who will own the project once it’s completed? Minnesota Academy in Ghana and the African Resources Center (in Minnesota) • Who will be overseeing maintenance once the team leaves and how will repairs be paid for? Minnesota Academy staff will oversee the long-term operation and maintenance of the system. EWB-UMN will train operators how to use the system during the construction of the system, and will leave appropriate repair items, operation manuals and tools at the site. • What education will be provided to the community? The community will be educated on the importance of clean drinking water and its connection to health and wellness. Students and staff will also learn about the benefits of hand-washing and proper hygiene.

11. Implementation Metrics Technical: • Give a detailed description of the future monitoring of the impacts of your project • We will complete an initial water test of the well for: • Total coliform, nitrates/nitrites, hardness (to get an understanding of the future impacts of deposit buildup), and pH. • There will be no net increase of foreign chemicals into the site, and there will not be a significant increase in the amount of human waste and grey water at the site. Therefore, monitoring will be focused on well-head protection and the prevention of stagnant pools. • What are the future plans for visiting and following up with any problems that might arise? • Margaret Tay, the founder of the school, visits the site once a year and has family at the site constantly who can provide us with reliable feedback. A year after our implementation, we may send a small team to build the water storage for irrigation, and complete maintenance on the existing system. Also, Margaret brings Minnesotans to the site yearly, who are capable of assisting with problems through our training.

12. Implementation Metrics (con’t) Health: • Give a detailed description of the baseline health assessment • What health metrics were identified to measure the affect of this project on the community? • What are the current health data findings? • What additional data is needed? • Where will the additional data be found?

13. Implementation Metrics (con’t) Economics: (If your project has an economic impact) • What metrics were identified to measure the affect of this project on the community? • Water tests during the assessment trip identified primary water sources as being polluted; this project will provide clean water for all MN Academy students and villagers in the immediate vicinity following UN standards, which has been proven to improve community heath, and productivity. • What data was collected, and what additional data is needed? • Bacteria +/- tests for three different water sources, chemical, pH, salinity and soil samples have been taken. An extensive site survey was taken as well, to determine the topography of the proposed well and water tower site. WE obtained aggregated health statistics for the area showing the need for clean water from a disease prevalence perspective. We will need to take water tests from the newly constructed water distribution system to assure water quality. • What are the findings? • Water tests during the assessment trip identified primary water sources as being polluted by bacteria. Otherwise, the water was free of hazardous chemicals, and had a standard pH and salinity. Regional statistics show high prevalence of water borne disease.

14. Community Involvement • How has the community been involved in this project? • Has the community been involved with decision making? Explain. - Yes, discussions with community leaders were held and (enthusiastic) agreement obtained for the water system. Since the system will be owned and operated by the Minnesota Academy, and it was their request to begin with, decision making was conducted jointly with the Academy throughout the assessment and design process. • Was a second, follow-up assessment conducted once the initial designs were completed? • If not, how was the community involved in choosing the final design? • How did everyone agree on this design? The Minnesota Academy leadership has been involved throughout the design process. • How many people will this project impact? • Directly: 700 students and community • Indirectly: unknown at this time. • Has the NGO been helpful? Yes. The Minnesota Academy has been in full support of this project from its inception.

15. Assessment for Future Project Phases • Will this trip be used as a site assessment for future projects? Yes/No • Yes; we will be surveying the site for a future rainwater collection system, that will distribute water to crops maintained by the school. Also, another nearby community where the Minnesota Academy has a satellite school has requested similar water supply assistance. Further assessment will be conducted during the implementation trip. • What are the community’s main concerns? - Clean water supply is their top priority. Also, income generating activities are important, which include irrigated gardening. Vegetable and fruit production during the dry season will help to generate some income for the school and will also provide a source of high quality nutrition for the school children. • Site Assessment Data Needs: • What data is required to design the project? • Basic topographic data of the southwest side of the building. • From where do you plan to obtain this data? • From the site itself with a basic construction level. • What instrumentation or system of monitoring will be used to evaluate the sustainability of the project? • The school staff, who will let us know whether crop yields have increased in the year after the system was installed.

16. Rain Water Collection • Possible future project • Will extend the growing season for the school • Consist of: • Gutters • Concrete/block basin (covered) • Gravity feed distribution to school crops

17. Assessment for Future Project Phases: Methodology • Describe the potential impacts to the physical environment that the project may cause • What data will be collected to monitor these impacts? • The refill rate of the aquifer will be tested by the drilling company, and by our implementation team. If rates of refill are lower than our predicted daily discharge rate, then we will modify our controller to limit withdrawal to a sustainable rate. • Describe what training your team has undergone/will undergo for this project. • Surveying, concrete/brickwork, machining, carpentry and safety.

18. Assessment for Future Project Phases: Metrics Technical: • What metrics will be used to determine the technical success of this project? • The health of the students and local villagers, as well as student enrollment, before and after the project implementation. “Health” will be quantified via incidences of sickness that prevent an individual from working or going to school, obtained through in-person interviews with villagers, chiefs and medical workers in the area. We are also planning to conduct rapid health assessments of the school children and community to verify qualitative observations. Economic: (If your project has an economic impact) • What additional metrics will be used to measure the affect of the next phase of this project on the community? • School enrollment has a direct impact on the local economy because many students who graduate from this school have more opportunity to find work. • What additional data is needed? • A thorough health assessment of the MN Academy students, and individuals in the local village. We are planning to set aside a day during our implementation to complete this study with the aid Margaret and her staff. Health: (If your project has a health impact) • What additional metrics will be used to measure the affect of the next phase of this project on the community? • The same metrics will be used from our implementation. • What data is needed and from where will your team collect the data? • This data will come from Margaret, the MN Academy teachers, and the headmaster of the school and health professionals.

19. Assessment for Future Project Phases: Community • Do you have a plan for interacting/interviewing the community? • We will be with three guides, local chiefs, and Margaret herself. • How will the community participate in planning? • What are your future plans for involving the community in the decisions for this project? • We plan to do what we are currently doing, which is to have community meetings with the surrounding village councils where we listen to their ideas, and make modifications to our plans until all sides agree with the project goals. • Who will continue to correspond with after you leave? • Margaret, her teachers, and the school master. • Are you planning on a follow-up assessment once the initial designs have been completed? • If not, how will you discuss design alternatives with the community? • The follow-up assessment will occur during the implementation of the water storage tank for irrigation. • What are the tentative future plans for visiting the community again? • One year from now.

20. Equipment • What equipment will be brought to the country for this project? • List all relevant equipment • Tools • Water testing kits (presence/ absence and quantitative) • Safety equipment • Has the team checked that each piece of equipment can pass through customs? Most of the equipment will be sent and in country prior to the implementation team arriving

21. Living Arrangements • Transportation: Provide a short point to point list with dates & transportation • Where will the team be staying? • Accra: James Killmer’s home (Minnesotan), near the airport in Accra (stayed there last year; the home is very secure, and his family is wonderful.) • Swedru/Amponsah: Margaret Tay’s sister’s home. There is ample room for our team, and there will be a separate room for the female on our team. • What will be the sources of food and water for the team? • In Accra, we will be buying our own food and water with the aid of our guide. In Swedru/Amponsah, we will be eating with Margaret’s family (we obtained food in the same way last year). • Will the team be visiting surrounding areas? • Yes, we will visit ???.

22. Safety & Emergency Plan • Safety Plan • Briefly describe the day-to-day safety plans (e.g. travel only in groups of 2 or more, location to meet if groups get separated, etc.) • Travel will be as an entire team or two groups (3 & 4) with in-country guides from the school. • Emergency Plan & Exit Strategy • Describe the evacuation plan for medical emergencies, weather or political unrest. • Registration with the Department of State. • Multiple people will have personal information of team members. • Visas and notification with the US embassy. • Are there any State Department Warnings for this country? • No • Are there any other safety concerns for traveling at this time? • No

23. Project Contact Information • Project Team: (Verify that each person is a member of EWB-USA) • Number of Students working on project: 6 • Number of Professionals working on project: 1 • List Project Team Members: Per Hansen, Travis Kluthe, Nathan Knutson, Jamie Velkoverh, Andrew Sander, David Gasperino and Walter Eshenaur (P.E.) Note: All University trips must have a faculty advisor or mentor with the appropriate technical background accompanying the implementation trip.

24. Project Team & Overseas Contact • List Chapter(s) Traveling: EWB-UMN • On-the ground Contact Phone # for the travel team: • Paulina Nkrumah: 011.233.244.82-6263 or 42-51991 • Mr. Kofi Anno-Asante: 011.233.4120477 • Nearest US Consulate Contact info: • 6th and 10th Lanes, Osu • Phone: (233) 21-776-601/602 • After-hours emergency: (233) 21-775-297 • E-mail: acsaccra@state.gov • Fax: (233) 21-701-1813 • Nearest Hospital Contact Info: 1.) Ahmadiyya Hospital Box 24 Agona-Swedru Phone: 233 41 241 2.) Aslo Agonaman Clinic, Swedru Box 500 Agona-Swedru Phone: 233 41 261 (45 miles from Amponsah) • Travel Team • 6 Students • 1 Professional

25. Project Team & Overseas Contact • Nearest Hospital Contact Info: 1.) Ahmadiyya Hospital Box 24 Agona-Swedru Phone: 233 41 241 2.) Aslo Agonaman Clinic, Swedru Box 500 Agona-Swedru Phone: 233 41 261 (45 miles from Amponsah) • Travel Team • Number of Students Traveling: 6 • Number of Professionals Traveling: 1

26. Travel Team • List the Travel Team Names: • List out each person who is traveling or potentially might travel. • Waivers and overseas medical insurance sign off sheet MUST be submitted for each person listed WITH this presentation. • See document #605. • Each person MUST be a member of EWB-USA to travel.

27. Budget & Hours • Budget Give a broad breakdown • Who is assigned to oversee budgeting? • David Gasperino • Hours on the project • # Weeks worked on this phase of the project (since last trip) • 30+ • Estimated number of hours per week • 5-15 • Estimated total hours working on trip • 400+ • Total Hours for this phase of project • 400+

28. Donors & Funding • List sources of funds and in-kind contributions • Private Donors • University of Minnesota Grants • Minnesota Companies • Did your team meet it’s funding goals? • Yes!

29. Response to TAC Comments • Briefly list how your team is responding to the key ARC review comments (on form #803 – If applicable) and the Project Staff Comments from the project’s initial review.

30. Final Checklists before Travel The goal of the review process is to make sure that your team has a successful assessment trip 1) Submit this presentation to the project management staff and TAC liaison at projects@ewb-usa.org WITH THE FOLLOWING (the project will not be reviewed without these materials): • Volunteer Waiver Form for each person traveling (including mentors) & Travel Insurance (#605) • Note: THESE MUST BE SIGNED. TYPED SIGNATURES WILL NOT BE ACCEPTED. Forms can either be scanned and e-mailed, faxed or sent via mail. • To avoid confusion, please submit all of the above materials for everyone at one time. 2) Prior to the TAC meeting: The Project Management Staff and the liaison will review this presentation with the project lead, mentor and other relevant team members via a conference call prior to its presentation at the TAC meeting. 3) Before final travel, your team should have the following checklists signed off by the persons listed below, and get a final OK from the EWB-USA Project Staff: • Travel Readiness Checklist (#601): to project staff • Personal Health Checklist (#603): to team’s health point person (to be taken on the trip) • Detailed Field Equipment Checklist: to mentor or project lead • Proved this presentation & emergency contact information to each and every member of the team • Have each person review the Travel Tips Presentation (#602) 4) The Project team will be responsible for following up on TAC Comments and submitting changes/revisions to the project staff 5) The Project team MUST notify the project staff of any changes to travel dates or travel teams. Additional team members MUST send in Waivers (#605) prior to travel.

31. Project Lead Sign-Off • I, Walter Eshenaur, as the mentor/project lead/faculty advisor of this project, have reviewed the technical and logistical contents of this project, and approve of the proposed design. I will also comply with TAC recommended changes and make suggested changes before traveling on the implementation trip. • I have also read through the submission requirements on the previous slide, we understand the next steps in the process and will submit all required documents by the submission date. (Note: for student chapters, either the mentor or the faculty advisor must sign this form. An electronic signature is sufficient, but typing in a name is Not acceptable.) • Signed ______________________