1. Please spend some time familiarizing yourself with the United Nations Development Program, "Human Development Report 2005", which focuses on global inequality. To access it, go to: http://hdr.undp.org/reports/global/2005/. If you are interested, reports from 1990-present are available from http://hdr.undp.org.
2. Gapminder.org is a excellent site that uses visualization software to make sometimes impersonal human development statistics come alive. In addition to looking around the site, we highly recommend that you watch Gapminder founder Hans Roslings' lecture at the 2006 TED conference.

1. WATCH the video, Waters of Ayole This documentary is just under 30 minutes long.

   Some things to think about per the documentary:

   • Early on, from the government extension worker's perspective, why were the pumps failing?
   • From the citizens of Ayole's perspective, why were the pumps failing?
   • How did the government extension workers change their approach with the village of Ayole?
   • Name and describe all the roles instituted in Ayole to manage their water source.
   • How the the roles and means of sustaining the pump follow traditional lines, how did they differ?
   • How did the village's organization for sustaining its water source have impacts beyond clean, safe water?

2. Loka Institute: History of CBPR http://www.loka.org/cbpr.htm

   This short piece provides some history to community-based participatory research.

3. What is Participatory Research: http://sitemaker.umich.edu/hpsa/files/cornwall_and_jewkes.pdf

   This is a classic article that describes participatory research. But little literature exists about using participatory research in technology for development. It is used in HCI research, but it tends to be in industrialized countries, and with technically sophisticated users. How might this apply to technology research in underserved communities?

1. Rapid ethnography: time deepening strategies for HCI field research, by David Millen http://doi.acm.org/10.1145/347642.347763



2. The Missing Piece: Human-Driven Design and Research in ICT and Development by Brand & Schwittay

1. Inaugural Address of Harry Truman, 20 January 1949, available online at: http://www.yale.edu/lawweb/avalon/presiden/inaug/truman.htm
   
   
2. W.W. Rostow, The Stages of Economic Growth: A Non-Communist Manifesto (Cambridge: Cambridge University Press, 1960), Chapter 2, "The Five Stages of Growth--A Summary," pp. 4-16, available online at: http://www.mtholyoke.edu/acad/intrel/ipe/rostow.htm

   We don't expect you to read the chapter by Rostow on the stages of growth in detail. Rather, you should give it a good skim (i.e., be able to state clearly and succinctly what his five stages of growth are). This chapter presents a view of growth that was central much of development economics and theory until recently. As you are skimming, you should think about why Rostow's model might not be ideally suited to this task. One way to tackle this question is to identify what sources of empirical evidence he used to construct his model. One other thing to think about is why the subtitle of his book is "A Non-Communist Manifesto."

3. Richard Sclove, Democracy and Technology (New York: The Guilford Press, 1995), Chapter 1: "Spanish Waters, Amish Farmers: Two Parables of Modernity," pp. 3-10.
   
   
4. Sheila Jasanoff, "New Modernities: Reimagining Science, Technology and Development," Environmental Values, 2002, 11: 253-276.
   
   

In preparation for this class and the next, we ask that you complete the following readings and watch the movie described below. Please read the instructions carefully and come to class prepared with your solution to the exercise described at the end of this reading assignment.

• *BEFORE* you do the reading or watch the movie, think about your images of poverty. What words would you use to describe people living in poverty? What images would you anticipate seeing in a story of poverty? Note your answers to these questions and bring your notes with you to both classes this week.



• Next, read the following sections of ?Banker to the Poor,? by the 2006 Nobel Peace Prize winner Muhammad Yunus: Introduction, Chapter 3&4 (sent via email). Pay special attention to the author?s motivations, plans, challenges, and strategies to overcome these challenges as described in the reading.



• After you have completed the reading, watch the movie "Children of Heaven". It is available on reserve in the library (or you should be able to rent it from some local video stores if you prefer). The film was made by Iranian director Majid Majidi in Tehran, and has English subtitles. It is 89 minutes long, so be sure to plan for the time. Our intention in having you watch the movie is to portray a story of living in poverty. Each story of living in poverty, as in each story of living in general, is unique. Nevertheless, it does give a glimpse into a life that is likely different than your own, and we would like to discuss it in that vein.



• *WHILE* you are watching the movie, consider:
  • Does this match your view of living in poverty?
  • How are the human relationships depicted in the film? Are they believable?
  • Are the relationships similar or different than you would expect?
  • What are the challenges the family has in the film?
  • Are these challenges unique to living in poverty? Unique to living in Tehran?
  • Is the film far from reality? A romanticization of a poor community?
  
  
• *AFTER* you have completed the reading and watched the movie, write down a summary of your thoughts on the following exercise and bring your notes to class:
  
  As a part of Carnegie Mellon University?s global outreach efforts, you have been chosen to evaluate the most pressing needs of the community depicted in the movie. Write down 5 bullet points on how you would evaluate the community?s needs, given a timeline of 3 months and a budget of US$5,000. Keep in mind that we don?t expect you to come up with an elaborate plan and extensive reasoning ? this is mostly a thought exercise, and you will use your evaluation plans as part of an in-class exercise.

Reading:
    Review of Research on Rural PC Kiosks, Editors:  Renee Kuriyan and Kentaro Toyama, PhD, http://research.microsoft.com/research/tem/kiosks/Kiosks%20Research.doc (Notice that this is a link to a Microsoft Word doc, so your browser will likely download it, not view it.)

   Reading Out of the "Idiot Box": Same-Language Subtitling on Television in India, by Kothari, Pandey, and Chudgar http://mitpress.mit.edu/journals/pdf/ITID-2-1_23_0.pdf

   Not required, but excellent additional information on telecentres, particularly the first few pages of history: Using Stakeholder Theory to Analyze Telecenter Projects , Savita Bailur, http://www.mitpressjournals.org/doi/pdf/10.1162/itid.2007.3.3.61

1. Fortune at the Bottom of the Pyramid - Prahalad & Hammond http://pdf.wri.org/whatworks_serving_profitably.pdf [focus only on the main paper, before the appendices]



2. Fortune at the Bottom of the Pyramid - A Mirage http://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID923366_code561150.pdf
   ?abstractid=914518&mirid=1



3. Prahalad's response to "Fortune at the Bottom of the Pyramid - A Mirage" http://www.nextbillion.net/files/Prahalad%20-%20Response%20to%20
   Mirage%20at%20the%20BOP.pdf