Enhanced Energy Foundation

Proposal to Promote Solar Energy Systems in Mali

January 2003
Jim Barry
Claudine Chen, Ph.D.
Adrian Hightower, Ph.D.
Brad Wolaver, M.S.

Table of Contents

1.0 Mission * 1.1 Goals *

2.0 Background *

3.0 People * 3.1 American Team *
3.2 Malian Team
*
3.3 Governmental Contacts in Mali
*
3.4 Partners
*
4.0 Project * 4.1 Solar Energy Education *
4.2 Metrics of Success
*
5.0 Logistics * 5.1 Bamako, population 1,016,167 (1998 census) *
5.2 Village of Ende, population 750 (estimate based on 2002 communication)
*
5.3 Timbuktu, population 36,000 (1998 census)
*
5.4 Itinerary
*
6.0 Finances * 6.1 Mali Solar Project Budget *
6.2 Fundraising *
6.3 Annual Budget
*

7.0 Future Goals *

A.0 Equipment *

A.1 Solar Energy Project Equipment *

B.0 Resumes * JIM BARRY *
CLAUDINE CHEN
*
ADRIAN HIGHTOWER
*
BRAD D. WOLAVER
*

C.0 Mali Demographics *

Please direct all correspondence to:

Adrian Hightower
120 S. Sierra Madre Blvd. #304
Pasadena, CA 91107
Tel: 626-487-6054
Fax: 626-844-6509

hightop@caltech.edu

1.0 Mission
Our mission at the
Enhanced Energy Foundation is to promote the adoption of renewable energy systems around the world by teaching local citizens how to install and maintain photovoltaic, fuel cell, windmill and biomass reclamation systems.


This initiative seeks to improve the overall quality of life in Mali by providing people in three different locations with better access to electricity. EEF will do this by teaching local residents how to install and maintain solar panels, and by providing them with the necessary equipment to carry on autonomously.

1.1 Goals

Primary Goal: To develop a knowledge base for solar energy technology among the residents of Mali. This will feed the growing African solar energy market by increasing the number of skilled Malians. This program targets high achieving students in two urban independent schools of Bamako and Timbuktu. After completing the program, students will be able to apply their experience with photovoltaic systems to the numerous solar energy activities established in Mali and across West Africa.

Secondary Goal: To promote networks of Malian individuals involved in solar energy technology. Once students have mastered a level of expertise with the solar energy systems in their own schools, they will travel with EEF staff to install identical systems in more remote regions of Mali (i.e. village of Ende). These systems will be primarily used for generating light for the community and for charging batteries for appliances (radios, flashlights). The program aims to build relationships between those of greatest energy needs and those with the skills to fulfill that need.

2.0 Background

The country of Mali was for its political stability, its focus on education, and 
its growing Internet and renewable energy infrastructure. Most importantly, Mali 
has a tremendous need for energy generating facilities. The population of Mali 
is about 11 million with 28% of the population resides in urban settings. In Bamako, 
the capital of Mali, about 25% of people have access to electricity, but in rural 
areas this figure is less than 1%.

Mali has excellent opportunities for using renewable and environmentally sound technologies for energy service provision in rural areas. A low overall level of electrification, an established renewable energy sector, and a reforming government are all factors that favor such an approach. The threats to successful deployment include an unstable economy and the limited ability of rural areas to pay for improved energy services.

Solar energy is particularly appropriate to the Mali climate. Mali is part of the Sahara desert with 65% of the country is now desert or semi-desert. The rapid desertification of Mali is due to on-going droughts, over-grazing, topsoil erosion, harsh desert winds, and the scavenging of trees for firewood. Solar energy for evening lighting is particularly important in rural desert climates. In these climates the workday is staggered around the hottest part of the day. Adequate lighting allows people to continue working in the evening, thus extending the workday, and stimulating the economy.

The energy sector is mostly based on traditional fuels, with low per capita consumption (0.3 tons oil equivalent). 90% of the energy consumed comes from the unsustainable use of fuel-wood. Biomass producing surface has been disappearing at the alarming rate of 9,000ha per year, leading to soil erosion and desertification, and making this the predominant environmental issue linked to energy consumption.

A number of programs, mostly photovoltaic (PV), have been deployed in the country to date. Current efforts focus on promoting promising PV applications whilst continuing development of other technologies such as solar dryers, micro hydro, wind power, small scale gasifiers and biogas digesters. Meanwhile, the government is encouraging private enterprises to take the lead on renewable energy commercialization issues such as distribution, installation, and maintenance of installed systems.


Jim Barry has taught computer science in the cities of Bamako and Timbuktu for the past three years. Jim has used his numerous contacts to setup cultural and technological exchanges between students in the United States and Mali. His efforts have led to the establishment of video conferencing facilities in the Internet Center of Timbuktu. He has made several trips to the rural town of Ende and has numerous contacts?


Dr. Adrian Hightower has taught courses in renewable energy systems at the California
Institute of Technology for the past two years. These courses were designed to
give high achieving high school students hands-on experience with Fuel Cell, Windmill,
Biomass Reclamation and Photovoltaic Systems technologies. This program has been
highly successful and continues to be supported through a grant from the Irvine
Foundation.

3.0 People


Our project constituents consist of a team of technology experts from the United States and a number of educators and government officials in Mali. Additionally, we are developing relationships with corporations and non-profit foundations to help us reach our goals.

3.1 American Team

Jim Barry
As a faculty member of the California Institute of Technology Jim Barry has directed educational outreach grants sponsored by the National Science Foundation, Adobe Corporation Inc. and Netopia Inc. Through these grants, Jim has provided several Malian schools and the United Nations Educational, Scientific, and Cultural Organization (UNESCO) Internet Center, Timbuktu, Mali with computer hardware, software and instruction. Jim is fully bilingual in English and French.

Dr. Claudine Chen

Dr. Chen earned her doctorate degree investigating inexpensive, thin film polycrystalline silicon for photovoltaic modules (solar panels). For three years, Dr. Chen served as chair of the California Institute of Technology’s Environmental Task Force and was responsible for drafting the university’s first environmental polices. Dr. Chen currently studies the depletion of beneficial stratospheric ozone at the NASA Jet Propulsion Laboratory in Pasadena, California.

Dr. Adrian Hightower

Dr. Hightower is savvy researcher, instructor, and entrepreneur with a focus on energy systems. For the past seven years he has taught high-achieving high school and college physics programs targeting underrepresented minority students. His primary research has been on enhancing battery technologies at the NASA Jet Propulsion Laboratory, designing polymer microfluidic systems with Nanostream Inc., and most recently developing inexpensive fuel cell catalysts at the University of Southern California. He has patented improvements on industry standard metal hydrides batteries and novel microfluidic fuel cells. Adrian's lifelong vision is to create profitable enhanced energy systems to address the growing need for clean energy.

Brad Wolaver

Mr. Wolaver works as a hydrogeologist for GEOSCIENCE, a Claremont, California-based ground water resources development company. Mr. Wolaver has a master’s degree from the Department of Hydrology and Water Resources at the University of Arizona, where he completed research initiated as a Fulbright Scholar in Santiago, Chile. He contributes his skills in natural resource management to the project. Brad is able to speak and read French.

3.2 Malian Team

Dr. Dianke Sonah, Director of Kodonso, High School kodonso@spider.toolnet.org

Dr. Sonah received his doctorate in Psychology from the Université de Paris V La Sorbonne. He currently is the director of the premiere upper division education center (high school) in Bamako, Kodonso Lysee.

Dr. Nadine Sonah, Director of Kalanso, Middle School kalanso@yahoo.fr

Dr. Sonah received her doctorate in Psychology from the Université de Paris V La Sorbonne. He currently is the director of the premiere upper division education center (high school) in Bamako, Kalanso Lysee.

Seydou Guindo, Mayor de Arronisemont de Kanya Bonzon

Seydou Guido (on motorcycle) is mayor of Ende and 16 other villages. He is also the sole nurse practitioner of the area.

Address : Aide Soignant, Cercle De Bankass, Mali

Brima Diallo, Founding Director and Principal Investigator of UNESCO Telecentre Communautaire Polyvalent du Tombouctou diallo@sotelma.ml

Mohamed Ag Aboubacrine, Director of GIE/TCP (Groupement d'Interêt Economique/Telecentre Communautaire Polyvalent) med@tombouctou.net.ml

 

Figure 1. Seydou Guido (on motorcycle) is mayor of Ende and 16 other villages. He is also the sole nurse practitioner of the area.

3.3 Governmental Contacts in Mali

Dr. Samuel Sidibe, Director of the National Museum of Mali

Samuel Sidibé has been Director of the National Museum of Mali in Bamako since 1987. After archaeological studies in France, he worked from 1982 to 1986 at the Institut des Sciences Humaines (Bamako) studying the inland delta of the Niger River. As Director of the National Museum, he has implemented many research and exhibition programs.

Abdoulaye Konaté, Director of the National Design school of Fine Arts

Abdoulaye Konaté studied painting at the National Institute of Arts, Bamako, Mali. In 1985 he received a Diplomé Supérieur from Institute of Arts of Havana, Cuba. In 1992 he was awarded a travel grant by the US State Department to visit museums and galleries throughout the United States In 1996 he won the Léopold Sédar Senghor Grand Prize of the Biennial Art Exhibit of Dakar. In 1997 he was appointed Director of the National Theater of Mali. He has been the Director if the newly constructed National Art School, Conservatoire des Arte and Metie Multimedia Balla Fasake Koyate since 2002.


3.4 Partners

Netopia Software (Creator of Timbuktu conferencing software) www.netopia.com

Netopia has generously denated numerous software packages to schools participating in this program. We use their Timbuktu conferencing software to instruct Malian students on various subjects.
United States Embassy, Public Affairs Officer
Our contacts at the US Embassy in Bamako have been instrumental in insuring packages and donations reach there final destinations.

4.0 Project


This project educates Malian students on the science and engineering of photovoltaic systems. Skills and experience with solar energy systems are becoming valuable commodities as the presence photovoltaic systems increase.


The systems are generally used to generate light or pump water in remote areas. In rural areas, batteries for radios and flashlights can consume a great deal of an individual’s resources. Students across the country are gaining access to handheld devices (calculators, organizers, phones, etc.). The use of photovoltaic systems to recharge batteries for individual appliances is becoming more and more popular.

4.1 Solar Energy Education

Solar energy can provide significant near-term contributions to the country’s energy needs without damaging the local environment. The solar industry will continue to grow with Mali’s energy needs. For this industry to be successful, there needs to be a skill base within the country to install and maintain solar systems. Students are naturally accepting these new skills. Solar energy curriculum will include:

    1. Introductory electronics relating to photovoltaics.
    2. Installation and repair of photovoltaic systems.
    3. Basic science of photovoltaic materials.



    Figure 2.
    Lycee Haidara is the only electrified public school in Timbuktu, Mali.

    We have designed a two-day solar energy curriculum with follow-up projects led by local teachers. The curriculum calls for a group of 15 to 20 high school students. In the program, students will learn to install and troubleshoot common problems associated with standard photovoltaic systems. Primary Solar Installations (PSI) will be targeted toward rural areas. These systems will be light, small, and easy to assemble and maintain. PSI systems will contain 500W of solar panels, pole mount for solar panels, 200 Amp Hours of lead acid batteries, wiring, fuses, DC disconnects, and useful loads (lights, water pumps, and battery rechargers). Two teachers and two students from Bamako will accompany the American team to the village of Ende to install a PSI system. One system will be used for lighting the local schoolhouse. Another system will be used for pumping water at the community well.

    We will also present our solar energy curriculum at the National Internet Center, Timbuktu. Additionally, we will hold a lecture on geology and water resources in the Timbuktu area with data and pictures gathered from the Internet. This event will show that high quality research information is available and accessible at the center. The lecture will be presented a second time in the town center to the general public who may not normally visit the Internet center. This event will also be an opportunity to plan future solar energy programs with city managers and school officials in Timbuktu.

    4.2 Metrics of Success

1. Recipients of solar panels will be required to demonstrate their understanding of the system.

2. Students will install and maintain a PSI system in their school

3. Students will be tested and scored on repairing broken solar systems.

4. In the village of Ende, the use of the new lighting systems for community meetings will be recorded.

5. Bi-annual reports on the utilization of photovoltaic systems will be written by Malian students and sent to the EEF American Team.

5.0 Logistics

5.1 Bamako, population 1,016,167 (1998 census)

In Bamako, EEF instructors and Malian students will install a solar system on the roof of the new science classroom at the Kodonso School. Kodonso, and its upper level partner Kalanso are privately owned schools established five years ago. These unique schools boast a 67% pass rate of the Baccalaureate exam (French National Exam) compared to the Malian national average of 23%.

Dr. Dianke Sonah, Director of the Kodonso Lycee, plans to incorporate the solar energy sytem into the curriculum of the school. The philosophy of the school mandates that experimental learning must be incorporated with written curriculum in all subjects. Our project based solar energy modules complements Kalanso’s growing science curriculum. In accordance with the outreach policy of the school, students will be available to install other systems in villages outside the capital city. The science classroom also utilized by the middle school directed by Dr. Nadine Sonah.

5.2 Village of Ende, population 750 (estimate based on 2002 communication)

The Dogon village of Ende has been chosen as a remote test bed for the installation of a solar system for lighting and recharging batteries.  Lacking electricity and paved road access, it holds some of the archeological sites designated by UNESCO as World Heritage Sites.  Our contact, Seydou Guindo, is the mayor of the seventeen-village Cercle De Bankass (a political entity that elects representatives) of Koro.  He has been a vital contact for the past ten years and is also the sole nurse/practitioner of the area, where there are no doctors.  He presently possesses a small solar panel that is branched to 12-Volt battery that runs his refrigerator for medicines.

5.3 Timbuktu, population 36,000 (1998 census)

In Timbuktu, EEF instructors and Malian students will install a solar system on the roof of the MCT (Multipurpose Community Telecenter), formerly the UNESCO Telecentre Communautaire Polyvalent. This solar energy system will be used to power some of the computers and monitors of the center, The system will be studied and maintained by local high school students. We have weekly email correspondence through a high school exchange project organized by Jim Barry. Students communicate through the MCT, which is the only Internet access presently in the city, Students email messages and pictures, which are posted at:

http://www.its.caltech.edu/~jibarry/africa.html

 

Figure 3. Oumar Cisse with the first donated programmable graphing calculator (TI-82s).

5.4 Itinerary

The project will take place in March of 2003. This is just before the rainy season and after the intense heat of summer. Jim Barry will be in Mali on sabbatical at that time. Two weeks will be enough time to visit three sites in Mali: Bamako, Timbuktu, and Ende.

Day 1
Leave Los Angeles.
Day 2
Arrive Bamako in evening, Meet Christine Coulibaly’s driver for customs facilitation. 
 Rest in house on Niger River outside of town.
Day 3 - Morning
Visit Kolonso Lysee and Kalanso School Administrators, Dr Dianke Sonah and Dr. Nadine Sonah.  
Tour schools and new science building, view installation site for Solar Panels.  Email home.
Day 3 - Afternoon
Kolonso- Introduce Teachers to local Faculty.  
Teach Science classes on introductory programming and photovoltaic technologies.
Day 3 - Evening
Tour Bamako CyberCafe’s.
Day 4
Kolonso- Continue with Science classes in programming and photovoltaic technologies.  
Install solar units with students and teachers.
Day 5 - Morning
Leave for Ende with American team (4) and Malian team (two teachers, two students)
Day 5 - Evening
Arrive at Djenne.
Day 6 - Morning
Arrive at Ende.  Meet with chiefs of Ende, Ende Wo, and local school teacher.
Day 6 - Afternoon
Demonstrate and install Solar Units.
Day 6 - Evening
Sleep at "Association house".
Day 7 - Morning
Continue installation.  Drive the cliff villages.
Day 7 - Evening
Turn on light in Ende.  Camp out.
Day 8 - Morning
Drive to Mopti for morning flight to Timbuktu.
Day 8 - Afternoon
Arrive at Timbuktu.  Meet with head of Internet Center.
Day 8 - Evening
Dinner with local teachers and students.
Day 9 - Morning
Introduce teachers to local faculty.  
Teach Science classes on introductory programming and photovoltaic technologies.
Day 9 - Afternoon
Continue with Science classes in programming and photovoltaic technologies. 
 Install solar units with students and teachers.
Day 9 - Evening
Give geology and water resources lecture on the Timbuktu area
 with information and pictures gathered from the internet at the Internet Center.
Day 10 - Morning
Tour City.
Day 10 - Afternoon
Meet with local teachers and students to review and plan next project.
Day 10 - Evening
Give geology and water resources lecture at town center,
 projecting slides on an outdoor wall and to give access to a wider population.  
Translation into three languages (French, _______, _________).
Day 11 - Morning
Fly back to Bamako from Timbuktu.
Day 11 - Evening
Arrive at Bamako.
Day 12
Kolanso, afternoon free.
Day 13 - Morning
Meet with local teachers to plan next trip and project.
Day 13 - Afternoon
Free.
Day 13 - Evening
Fly to Paris.
Day 14
Arrive at Los Angeles.

 

6.0 Finances


6.1 Mali Solar Project Budget

Items

Units

Cost/unit ($)

Cost ($)

Travel Costs

Vehicle rentals

2

300

600

International Airline

4

1600

6400

Domestic Airline

4

400

1600

Translator/Guides

2

100

200

8800

Room and Board Costs

Bamako

5

100

500

Ende

3

50

150

Timbuktu

4

80

320

970

Solar System Costs, (see Appendix A)

3

5000

15000

15000

Administrative Costs

Postage

1

20

20

Office supplies

1

50

50

Telephone cards

4

30

120

Insurance

4

100

400

Vaccinations

4

130

520

Accounting fees

1

200

200

Photocopying/Printing

1

50

50

Camera/Film – Digital & Disposable

8

20

160

Contingency

4

100

400

Brochures

100

2

200

Travel check fees

4

5

20

Books – travel, language, programming, solar energy

1

30

30

Postage/Shipping

1

100

100

2270

Legal Fees

Visa

4

50

200

200

Total

27,240

6.2 Fundraising

EEF is actively seeking multiple sources of funding and support for this project. As of January 2003, the Foundation has raised $4100 from private individuals. We anticipate support from battery and photovoltaic manufacturers as well. This still leaves us $23,000.00 short of our funding requirements.

6.3 Annual Budget

Estimated budget for fiscal year 2003.

Item

Annual Cost ($)

Travel

12000

Room & Board

3000

Equipment

15000

Administrative

4000

Legal

1000

Consultation

3000

Total

38000

7.0 Future Goals


Building on the success of this initial effort, we will leverage our success in three types of Malian communities: major urban, subsistence agricultural, and desert. Middle schools will be targeted in the major urban centers to build a skill base of photovoltaic engineering. Desert and subsistence agricultural subsistent communities will continue to be the focus of rural electrification with photovoltaic systems. Relations will be built and maintained between these communities in order to promote access to and maintenance of photovoltaic systems.

A.0 Equipment


A.1 Solar Energy Project Equipment

Primary Solar Installation -System Costs

Item

Units

Cost/Unit ($)

Cost ($)

100 W Solar Panels

5

500

2500

Wire, Conduit, Misc. equipment

1

300

300

12-Volt batteries, 12 V 100 Ah

2

150

300

Trace Charge Controller

1

300

300

Pole Mounts

1

200

200

Class T fuse block

1

70

70

Square D Breakers

1

200

200

12-Volt DC Lamps

6

30

180

Tools Kits

1

200

200

User Manuals

1

200

200

Subtotal

4550

Contingencies

10% of Subtotal

455

Total Cost

5005

B.0 Resumes

Jim Barry

1031 S. Pasadena Ave, Pasadena, CA. 91105

http://www.its.caltech.edu/~jibarry

(626) 395-6936(office, no voice mail) 395-3295 (office asst.)

jibarry@its.caltech.edu

PROFESSIONAL EXPERIENCE and ACCOMPLISHMENTS

California Institute of Technology, Pasadena, Ca.

Faculty, Fine Arts/Student Activities Department, 1986 to present

Instructor of credit classes in Drawing and Painting, Silkscreen and Airbrush.

Director, Science and Math; Integrated, Animated Methodologies, Science and Technology

Center for Computer Graphic and Scientific Visualization, funded by the National Science Foundation 1998-2002

Online Message board and school exchanges with Africa

Video Conferencing with students in Tombouctou, Mali

Kindergarten message and Photo exchange with Mali, West Africa

Teaching and Computer Donation Program, Navajo Reservation, Dec 2000

Navajo Teacher Survey online (2000-2001 site)

59 Solar Hogan Survey

School-2-School web/photo link, Germany - United States (2001 site)

Mali, West Africa Teacher Training

Mali, Pathfinder Foundation hardware/software donation and training

Online curriculum with auto quiz correction. (2000-2001 site)

Development of 200 page web site for 10 schools (1998-1999 site)

Negotiated matching support and funds from US Embassies in Paris and Africa.

Negotiated 30k matching institutional support.

Upgraded school computer labs with visualization programs.

Intro classes targeting teachers and under-represented groups.

http://www.its.caltech.edu/~jibarry/samnewintro.html

Animator, Web Designer, Caltech Seismological Laboratory intro video.

funded by Crotty Grant: May 2001 - Dec 2001

Introduction video and web site design targeted to both children and adult visitors. Needs assessment interviews of scientists involved and collection of graphic assets. Development of animations describing recent concepts in earthquakes, monitoring, data transmission, processing, and dispersal of information to public and emergency services.

http://www.gg.caltech.edu/~jibarry/index.html

Technology Coordinator, Caltech Young Engineering and Science Scholars 1995, 1996, 1998, 2001,2002

Developed 200+ page web site/cd to summarize and publicize program.

Designed and implemented Art Technology curriculum

http://www.gg.caltech.edu/~jibarry/Yess/yess.html

Animator, Project Mathematics August 1999-June 2000

Built Maya animations for broadcast video.

Animated Flash segments for Web education and educational research. Designed and implemented interactive web site with Java applets.

Designer/Animator, W. M. Keck Foundation Grant High School Calculus Curriculum: 1997 to 1998

Graphic design, animation, and production of interactive CD on Calculus.

Polytechnic School

Pasadena, Ca.

Instructor, Visual arts (including Computer Art) 1987 to present

Middle and High School level courses in Computer Art, Drawing, Painting, Batik, Silkscreen and Airbrush. Yearbook Advisor.

FINE ARTS - SELECTED EXHIBIT EXPERIENCE

INTERNATIONAL ONE MAN SHOWS

Aug  2000 Bamako, Mali, British Consulate

Aug. 1992 Bamako, Mali, National Museum

Aug. 1991 Bamako, Mali, National Museum

July. 1990 Dar Es Salaam, Tanzania, Nat. Museum

July. 1990 Bamako, Mali, French Cultural Center

Aug. 1989 Bamako, Mali, National Museum

Aug. 1987 Paris, France, American Center

Feb.  l982 Bamako, Mali, Nat Institute of the Arts

Jan.   l982 Bobo-Dialasso, Burkima Fasso

Jan.   l982 Ouagadougou, Burkima Fasso, 

Dec.  l98l Abidjan, Ivory Coast, French Cult Ctr

Mar.  l980 Ouaga, Burkima Fasso, Fr. Cultural Ctr

Jan.   l980 Nouakchott, Mauritania, Nat. Museum

Mar.  l979 Dakar, Senegal, French Cultural Center



INTERNATIONAL GROUP SHOWS

Aug 2000 Kranj, Slovenia, Works on Paper

April 1999 Mauritius Islands, Save the Children, UNESCO

Nov.  1998 Czechoslovakia , Book Plate Show 

Oct. 1997-9 France, etc.  Fourth Triennial International Traveling Small Print Show

Oct. 1994-Aug 97 France, Norway, China, etc , Third Triennial 

Feb. 1991 Paris, France, W.I.C.E. ArtspaceFeb. l984 Dakar, Senegal, Gallere De L'Art ContempoFILM



FILM EXPERIENCE

Art Director "Starry, Starry Night" Directed by Paul Davids 1998

Art Director "No Way Out" Video, Jefferson Starship 1985

EDUCATION

BA Cultural Anthropology, University of California at Santa Barbara, 1972

BA Black Studies, University of California at Santa Barbara, 1972

LANGUAGES English and French

CLAUDINE CHEN

507 S. Oakland Ave, Pasadena, CA 91101

(626) 818-1075

ming@alumni.caltech.edu

EDUCATION

Ph.D., Applied Physics and Environmental Engineering Science 2001

California Institute of Technology

THESIS: Polycrystalline Silicon Thin Films for Photovoltaics

BS, Physics, with Honors and Distinction, Minor in Mathematics 1995

University of North Carolina at Chapel Hill

RESEARCH EXPERIENCE

Postdoctoral Scholar, Jet Propulsion Laboratory 2001–present

Graduate Research Assistant, Applied Physics Department, Caltech 1995–2001

Undergraduate Researcher, Department of Physics and Astronomy, UNC-CH 1993–1995

Summer Intern, Women and Minority Research Opportunity, AT&T 1994

OTHER EXPERIENCE

Caltech Graduate Student Council 1996-1999

Caltech Environmental Task Force 1995-2000

Chair (1997-1999)

Honors

National Science Foundation Fellow 1996-1999

William Richardson Davie Scholarship 1991-1995

LANGUAGE

English, French, Mandarin

HOBBIES

Screen-printing t-shirts, pottery

ADRIAN HIGHTOWER

120 S. Sierra Madre Blvd. #304, Pasadena, CA 91107

tel/fax (626) 844-6509

hightop@caltech.edu

EDUCATION

Ph.D. Materials Science, California Institute of Technology July 2000

Thesis: "Electronic Environments of Lithium in the Electrodes of Rechargeable Batteries"

B.Sc. Applied Science, California Institute of Technology June 1995

EXPERIENCE

Research Associate, University of Southern California Present

· Studying surface science of methanol and ammonia oxidation on tailored fuel cell catalysts.

· Modeling and measuring liquid-solid boundary conditions of laminar microfluidic flows.

Senior Scientist, Nanostream 2000-2002

· Managed team to characterize microfluidic devices. Designed instrumentation and protocols.

· Managed academic collaborations with groups at MIT, U. Maryland, and Caltech.

· Designed and supported $100K fluorescent spectroscopy/microscopy laboratory.

President, Webony: Internet site Design and Development 1997-2000

· Internet company that developed web pages for Caltech and the Pasadena community.

TEACHING EXPERIENCE

Physics Director, Caltech YESS Program 2001- Present

Physics Instructor, Caltech Freshman Summer Institute Program 1994-2000

Calculus and Physics Instructor, Caltech YESS Program 1992-1999

Physics Instructor, Princeton Review 1996-1998

AWARDS AND HONORS

Outstanding Service Award, Caltech Office of Minority Student Affairs 2000

IUMAS (International Union of Microbeam Analysis Societies) Student Award 2000

NASA Certificate of Recognition 1999, 1996

HOBBIES

Martial Arts/Aerobics Instructor, Solar Energy Enthusiast, Three-time Los Angeles Marathon runner, Trumpet player.

Brad D. Wolaver

600 S. Oak Knoll Ave. #4

Pasadena, CA 91106

626-796-7980

brad_wolaver@yahoo.com

EDUCATION

1999 – The University of Arizona, Tucson, Arizona

M.S. in Hydrology and Water Resources

Associate in Entrepreneurship, Karl Eller Graduate School of Management

1997 –Catholic University of Chile, Santiago, Chile

Fulbright Scholar in Environmental Studies

1995 –University of Texas, Austin, Texas

B.S. in Geology with Honors

PROFESSIONAL EXPERIENCE

2002 – Present, Geohydrologist

Geoscience Support Services, Inc.; Claremont, California

1999 – 2002, Associate Hydrogeologist

Montgomery Watson Harza, Inc.; Pasadena, California

1997 – 1999, Research Assistant

Department of Hydrology and Water Resources; The University of Arizona, Tucson, Arizona

1995 – 1996, Project Geologist

Western Geophysical, Inc.; Houston, Texas

PROFESSIONAL REGISTRATION

Eligible take California State Board of Registration Exam in Geology in March 2003.

LANGUAGE SKILLS

Spanish and English Reading, Writing, and Speaking Fluency

C.0 Mali Demographics

http://go.hrw.com/atlas/norm_htm/mali.htm

------------------------------------------------------------------------

Country (long form) Republic of Mali

Capital Bamako

Total Area 478,766.68 sq mi

1,240,000.00 sq km

(slightly less than twice the size of Texas)

Population 11,008,518 (July 2001 est.)

Estimated Population in 2050 36,358,534

Languages French (official), Bambara 80%, numerous African languages

Literacy 31.0% total, 39.4% male, 23.1% female (1995 est.)

Religions Muslim 90%, indigenous beliefs 9%, Christian 1%

Life Expectancy 45.84 male, 48.24 female (2001 est.)

Government Type republic

Currency 1 Communaute Financiere Africaine franc (CFAF) = 100 centimes

GDP (per capita) $850 (2000 est.)

Industry minor local consumer goods production and food processing; construction; phosphate and gold mining

Agriculture cotton, millet, rice, corn, vegetables, peanuts; cattle, sheep, goats

Arable Land 2%

Natural Resources gold, phosphates, kaolin, salt, limestone, uranium, hydropower