https://old.energypedia.info/index.php?action=history&feed=atom&title=Paulosi_%28Cookstove_DB%29Paulosi (Cookstove DB) - Revision history2026-05-22T06:44:22ZRevision history for this page on the wikiMediaWiki 1.19.7https://old.energypedia.info/index.php?title=Paulosi_(Cookstove_DB)&diff=241974&oldid=prevNtchindi Enock Msuku at 07:51, 17 January 20182018-01-17T07:51:31Z<p></p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{Malawi cookstoves DB</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{Malawi cookstoves DB</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS id=42730</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS id=42730</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">|CS date=2016-01-12</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS activity=Production centre (portable stoves)</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS activity=Production centre (portable stoves)</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS <del class="diffchange diffchange-inline">gps latitude</del>=<del class="diffchange diffchange-inline">-16.13</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS <ins class="diffchange diffchange-inline">name</ins>=<ins class="diffchange diffchange-inline">Paulosi</ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS <del class="diffchange diffchange-inline">gps longitude</del>=<del class="diffchange diffchange-inline">34</del>.<del class="diffchange diffchange-inline">81</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS <ins class="diffchange diffchange-inline">start</ins>=<ins class="diffchange diffchange-inline">2013/01/01</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">|CS technology=Chitetezo Mbaula (Clay)</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">|CS picture=Chitetezo Mbaula Malawi</ins>.<ins class="diffchange diffchange-inline">jpg</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">|CS produced=334</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">|CS sold=291</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">|CS date=2016/01/12</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">|CS programme=ECRP Evangelical</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">|CS employee total=10</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">|CS employee male=1</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">|CS employee female=9</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS district=Chikwawa</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS district=Chikwawa</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS ta=Maseya</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS ta=Maseya</div></td></tr>
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<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">|CS name=Paulosi</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">|CS start=2013</del></div></td><td colspan="2"> </td></tr>
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<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">|CS employee female=9</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">|CS employee male=1</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS road=5</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS road=5</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS <del class="diffchange diffchange-inline">produced</del>=<del class="diffchange diffchange-inline">334</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS <ins class="diffchange diffchange-inline">gps latitude</ins>=<ins class="diffchange diffchange-inline">-16.13</ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS <del class="diffchange diffchange-inline">sold</del>=<del class="diffchange diffchange-inline">291</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS <ins class="diffchange diffchange-inline">gps longitude</ins>=<ins class="diffchange diffchange-inline">34.81</ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS <del class="diffchange diffchange-inline">programme</del>=<del class="diffchange diffchange-inline">ECRP Evangelical</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS <ins class="diffchange diffchange-inline">district multiple</ins>=</div></td></tr>
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</table>Ntchindi Enock Msukuhttps://old.energypedia.info/index.php?title=Paulosi_(Cookstove_DB)&diff=168211&oldid=prevAdmin: CSV import2016-07-05T12:46:58Z<p>CSV import</p>
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<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS gps latitude=-16<del class="diffchange diffchange-inline">,1300000000</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS gps latitude=-16<ins class="diffchange diffchange-inline">.13</ins></div></td></tr>
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<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">===== '''Interventions are theories: opening up the "black box"'''  =====</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">An important insight from theory-based evaluations is that policy interventions are (often) believed to address and trigger certain social and behavioral responses among people and organizations while in reality this may not necessarily be the case. Theories linking interventions to outcomes should be carefully articulated. What are the causal pathways linking intervention outputs to processes of change and impact? </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">The intervention theory provides an overall framework for making sense of potential processes of change induced by an intervention. Several pieces of evidence can be used for '''articulating the intervention theory''', for example: </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*Logic models Resource: An intervention’s existing logical framework provides a useful starting point for mapping causal assumptions linked to objectives; other written documents produced within the framework of an intervention are also useful in this respect; </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*Program theory: Insights provided by as well as expectations harbored by policy makers and staff (and other stakeholders) on how they think the intervention will affect/is affecting/has affected target groups; </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*(Written) Evidence on past experiences of similar interventions (including those implemented by other organizations); </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*Research literature on mechanisms and processes of change in certain institutional contexts, for particular social problems, in specific sectors, etc.</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">===== '''Theories are partly "hidden" and require reconstruction'''  =====</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">'''Methods for reconstructing''' the underlying assumptions of project/program/policy theories are the following: </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*a policy-scientific method, which focuses on [[Developing a program theory through individual interviews|interviews,]] documents and argumentation analysis; </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*a strategic assessment method, which focuses on [[Developing a program theory through a facilitated process (working group mode)|group dynamics and]] dialogue, and; </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*an elicitation method, which focuses on cognitive and organizational psychology.</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">Central in all three approaches is the search for mechanisms that are believed to be ‘at work’ when a policy is implemented. </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">===== '''Testing intervention theories on impact'''  =====</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">After articulating the assumptions on how an intervention is expected to affect outcomes and impacts, the question arises to what extent these assumptions '''are valid'''. In practice, evaluators have at their disposal a wide range of methods and techniques to test the intervention theory. We can broadly distinguish between '''two broad approaches'''. </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*The first is that the theory constitutes the basis for constructing a'''‘causal story’''' about how and to what extent the intervention has produced results. Usually different methods and sources of evidence are used to further refine the theory in an iterative manner until a credible and reliable causal story has been generated. </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*The second way is to use the theory as an explicit '''benchmark '''for testing (some of) the assumptions in a formal manner. Besides providing a benchmark, the theory provides the template for method choice, variable selection and other data collection and analysis issues. This approach is typically applied in statistical analysis, but is not in any way restricted to this type of method. </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*In short, theory-based methodological designs can be situated anywhere in between ‘telling the causal story’ to ‘formally testing causal assumptions’.</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">The systematic development and corroboration of the causal story can be achieved through ''causal contribution analysis''(Mayne, 2001) which aims to demonstrate whether or not the evaluated intervention is one of the causes of observed change. Contribution analysis relies upon [http://www.endev.info/wiki/index.php?title=MDGs_and_Result_Chains '''chains of logical arguments'''&nbsp;]&nbsp;(result chains) that are verified through a careful analysis. Rigor in causal contribution analysis involves systematically identifying and investigating alternative explanations for observed impacts. This includes being able to rule out implementation failure as an explanation of lack of results, and developing testable hypotheses and predictions to identify the conditions under which interventions contribute to specific impacts. </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">The '''causal story''' is inferred from the following evidence: </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*There is a reasoned theory of change for the intervention: it makes sense, it is plausible, and is agreed by key players. </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*The activities of the intervention were implemented. </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*The theory of change—or key elements thereof— is verified by evidence: the chain of expected results occurred.&nbsp;<span> </span></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">*Other influencing factors have been assessed and either shown not to have made a significant contribution or their relative role in contributing to the desired result has been recognized</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">One of the '''key limitations''' in the foregoing analysis is to pinpoint the exact causal effect from intervention to impact. Despite the potential strength of the causal argumentation on the links between the intervention and impact, and despite the possible availability of data on indicators, as well as data on contributing factors (etc.), there remains uncertainty about the ''magnitude ''of the impact as well as ''the extent ''to which the changes in impact variables are really due to the intervention or due to other influential variables. This is called the [[The attribution problem|'''attribution problem''']]'''.''' </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"><br><br>'''''<span style="font-size: 9pt; mso-bidi-font-family: arial"><font face="Arial">Source:</font></span>''<span style="font-size: 9pt; mso-bidi-font-family: arial"><font face="Arial">&nbsp;</font></span>''' </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">''<span style="font-size: 9pt; mso-bidi-font-family: arial"><font face="Arial">Leeuw, F. &amp; Vaessen, J. (2009): Impact Evaluations and Development. Nonie Guidance on Impact Evaluation. Draft Version for Discussion at the Cairo conference March-April, 2009. Nonie – Network on Impact Evaluation, p. 20-25.</font></span>'' </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">''<span style="font-size: 9pt; mso-bidi-font-family: arial"><font face="Arial"><span style="font-size: 10pt"><font face="Arial">Mayne, J. (2001) “Addressing Attribution through Contribution Analysis: Using Performance Measures Sensibly”, </font></span></font></span>''Canadian Journal of Program Evaluation ''16(1), 1-24.'' </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"><br></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">'''<span id="1255517683234S">''R''</span><span id="1255517683234S">''ecommended Readings:''</span>&nbsp;''' </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">''Davidson,E.J. (2003): The “Baggaging” of Theory-Based Evaluation. In: Journal of Multi Disciplinary Evaluation, (4):iii-xiii.&nbsp;'' </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">''Davidson, E. J. (2004): Evaluation methodology basics: The nuts and bolts of sound evaluation. Thousand Oaks: Sage.'' </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">''Leeuw, F. (2003):&nbsp;Reconstructing program theories: methods available and problems to be solved .American Journal of Evaluation, 24 ( 1).'' </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">''Pawson, R. (2003): Nothing as Practical as a Good Theory. In: Evaluation, vol. 9(4).'' </del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;"></del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del style="color: red; font-weight: bold; text-decoration: none;">''van der Knaap, P. (2004): Theory-based Evaluation and Learning&nbsp;: Possibilities and Challenges.In Evaluation, 10 (1), 16-34.&nbsp;''</del></div></td><td colspan="2"> </td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{Malawi cookstoves DB</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{Malawi cookstoves DB</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS id=42730</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS id=42730</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS date=2016-01-12</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS date=2016-01-12</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS activity=Production centre (portable stoves)</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS activity=Production centre (portable stoves)</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS gps latitude=-16<del class="diffchange diffchange-inline">.</del>1300000000</div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS gps latitude=-16<ins class="diffchange diffchange-inline">,</ins>1300000000</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS gps longitude=34<del class="diffchange diffchange-inline">.</del>8100000000</div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS gps longitude=34<ins class="diffchange diffchange-inline">,</ins>8100000000</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS district=Chikwawa</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS district=Chikwawa</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS ta=Maseya</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS ta=Maseya</div></td></tr>
</table>Adminhttps://old.energypedia.info/index.php?title=Paulosi_(Cookstove_DB)&diff=166971&oldid=prevAxel Heinemann: CSV import2016-07-05T09:25:24Z<p>CSV import</p>
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<td colspan='2' style="background-color: white; color:black;">← Older revision</td>
<td colspan='2' style="background-color: white; color:black;">Revision as of 09:25, 5 July 2016</td>
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<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del class="diffchange diffchange-inline">__NOTITLE__</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">===== '''Interventions are theories</ins>: <ins class="diffchange diffchange-inline">opening up the </ins>"<ins class="diffchange diffchange-inline">black box</ins>"<ins class="diffchange diffchange-inline">'''  =</ins>====</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del class="diffchange diffchange-inline">{{template</del>:<del class="diffchange diffchange-inline">tabs|:Portal:Hydro|Portal Hydro|:Group:Hydro|Group Hydro|:Category:Hydro|All Hydro Articles</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del class="diffchange diffchange-inline">}}</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del class="diffchange diffchange-inline"><div class=</del>"<del class="diffchange diffchange-inline">portal_header</del>"<del class="diffchange diffchange-inline">>&#123;&#123;#icon:icon-hydro.png|||&#125;&#125;</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>== <del class="diffchange diffchange-inline">All Hydro Articles </del>==</div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div><del class="diffchange diffchange-inline"></div></del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>[[<del class="diffchange diffchange-inline">Category:Hydro_Power</del>|<del class="diffchange diffchange-inline">&#123</del>;&<del class="diffchange diffchange-inline">#123</del>;<del class="diffchange diffchange-inline">PAGENAME</del>&<del class="diffchange diffchange-inline">#125</del>;&<del class="diffchange diffchange-inline">#125</del>;]]</div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">An important insight from theory-based evaluations is that policy interventions are (often) believed to address and trigger certain social and behavioral responses among people and organizations while in reality this may not necessarily be the case. Theories linking interventions to outcomes should be carefully articulated. What are the causal pathways linking intervention outputs to processes of change and impact? </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">The intervention theory provides an overall framework for making sense of potential processes of change induced by an intervention. Several pieces of evidence can be used for '''articulating the intervention theory''', for example: </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*Logic models Resource: An intervention’s existing logical framework provides a useful starting point for mapping causal assumptions linked to objectives; other written documents produced within the framework of an intervention are also useful in this respect; </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*Program theory: Insights provided by as well as expectations harbored by policy makers and staff (and other stakeholders) on how they think the intervention will affect/is affecting/has affected target groups; </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*(Written) Evidence on past experiences of similar interventions (including those implemented by other organizations); </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*Research literature on mechanisms and processes of change in certain institutional contexts, for particular social problems, in specific sectors, etc.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">===== '''Theories are partly "hidden" and require reconstruction'''  =====</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">'''Methods for reconstructing''' the underlying assumptions of project/program/policy theories are the following: </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*a policy-scientific method, which focuses on </ins>[[<ins class="diffchange diffchange-inline">Developing a program theory through individual interviews</ins>|<ins class="diffchange diffchange-inline">interviews,]] documents and argumentation analysis</ins>;  </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*a strategic assessment method, which focuses on [[Developing a program theory through a facilitated process (working group mode)|group dynamics and]] dialogue, and; </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*an elicitation method, which focuses on cognitive and organizational psychology.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">Central in all three approaches is the search for mechanisms that are believed to be ‘at work’ when a policy is implemented. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">===== '''Testing intervention theories on impact'''  =====</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">After articulating the assumptions on how an intervention is expected to affect outcomes and impacts, the question arises to what extent these assumptions '''are valid'''. In practice, evaluators have at their disposal a wide range of methods and techniques to test the intervention theory. We can broadly distinguish between '''two broad approaches'''. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*The first is that the theory constitutes the basis for constructing a'''‘causal story’''' about how and to what extent the intervention has produced results. Usually different methods and sources of evidence are used to further refine the theory in an iterative manner until a credible and reliable causal story has been generated. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*The second way is to use the theory as an explicit '''benchmark '''for testing (some of) the assumptions in a formal manner. Besides providing a benchmark, the theory provides the template for method choice, variable selection and other data collection and analysis issues. This approach is typically applied in statistical analysis, but is not in any way restricted to this type of method. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*In short, theory-based methodological designs can be situated anywhere in between ‘telling the causal story’ to ‘formally testing causal assumptions’.</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">The systematic development and corroboration of the causal story can be achieved through ''causal contribution analysis''(Mayne, 2001) which aims to demonstrate whether or not the evaluated intervention is one of the causes of observed change. Contribution analysis relies upon [http://www.endev.info/wiki/index.php?title=MDGs_and_Result_Chains '''chains of logical arguments'''</ins>&<ins class="diffchange diffchange-inline">nbsp</ins>;<ins class="diffchange diffchange-inline">]</ins>&<ins class="diffchange diffchange-inline">nbsp</ins>;<ins class="diffchange diffchange-inline">(result chains) that are verified through a careful analysis. Rigor in causal contribution analysis involves systematically identifying and investigating alternative explanations for observed impacts. This includes being able to rule out implementation failure as an explanation of lack of results, and developing testable hypotheses and predictions to identify the conditions under which interventions contribute to specific impacts. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">The '''causal story''' is inferred from the following evidence: </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*There is a reasoned theory of change for the intervention: it makes sense, it is plausible, and is agreed by key players. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*The activities of the intervention were implemented. </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*The theory of change—or key elements thereof— is verified by evidence: the chain of expected results occurred.</ins>&<ins class="diffchange diffchange-inline">nbsp</ins>;<ins class="diffchange diffchange-inline"><span> </span></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">*Other influencing factors have been assessed and either shown not to have made a significant contribution or their relative role in contributing to the desired result has been recognized</ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">One of the '''key limitations''' in the foregoing analysis is to pinpoint the exact causal effect from intervention to impact. Despite the potential strength of the causal argumentation on the links between the intervention and impact, and despite the possible availability of data on indicators, as well as data on contributing factors (etc.), there remains uncertainty about the ''magnitude ''of the impact as well as ''the extent ''to which the changes in impact variables are really due to the intervention or due to other influential variables. This is called the [[The attribution problem|'''attribution problem'''</ins>]]<ins class="diffchange diffchange-inline">'''.''' </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline"><br><br>'''''<span style="font-size: 9pt; mso-bidi-font-family: arial"><font face="Arial">Source:</font></span>''<span style="font-size: 9pt; mso-bidi-font-family: arial"><font face="Arial">&nbsp;</font></span>''' </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">''<span style="font-size: 9pt; mso-bidi-font-family: arial"><font face="Arial">Leeuw, F. &amp; Vaessen, J. (2009): Impact Evaluations and Development. Nonie Guidance on Impact Evaluation. Draft Version for Discussion at the Cairo conference March-April, 2009. Nonie – Network on Impact Evaluation, p. 20-25.</font></span>'' </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">''<span style="font-size: 9pt; mso-bidi-font-family: arial"><font face="Arial"><span style="font-size: 10pt"><font face="Arial">Mayne, J. (2001) “Addressing Attribution through Contribution Analysis: Using Performance Measures Sensibly”, </font></span></font></span>''Canadian Journal of Program Evaluation ''16(1), 1-24.'' </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline"><br></ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">'''<span id="1255517683234S">''R''</span><span id="1255517683234S">''ecommended Readings:''</span>&nbsp;''' </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">''Davidson,E.J. (2003): The “Baggaging” of Theory-Based Evaluation. In: Journal of Multi Disciplinary Evaluation, (4):iii-xiii.&nbsp;'' </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">''Davidson, E. J. (2004): Evaluation methodology basics: The nuts and bolts of sound evaluation. Thousand Oaks: Sage.'' </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">''Leeuw, F. (2003):&nbsp;Reconstructing program theories: methods available and problems to be solved .American Journal of Evaluation, 24 ( 1).'' </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">''Pawson, R. (2003): Nothing as Practical as a Good Theory. In: Evaluation, vol. 9(4).'' </ins></div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div> </div></td></tr>
<tr><td colspan="2"> </td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div><ins class="diffchange diffchange-inline">''van der Knaap, P. (2004): Theory-based Evaluation and Learning&nbsp;: Possibilities and Challenges.In Evaluation, 10 (1), 16-34.&nbsp;''</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{Malawi cookstoves DB</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{Malawi cookstoves DB</div></td></tr>
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</table>Axel Heinemannhttps://old.energypedia.info/index.php?title=Paulosi_(Cookstove_DB)&diff=166138&oldid=prevAxel Heinemann: CSV import2016-07-05T07:41:07Z<p>CSV import</p>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{Malawi cookstoves DB</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>{{Malawi cookstoves DB</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS id=42730</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS id=42730</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS date=<del class="diffchange diffchange-inline">12.01.</del>2016</div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS date=2016<ins class="diffchange diffchange-inline">-01-12</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS activity=Production centre (portable stoves)</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS activity=Production centre (portable stoves)</div></td></tr>
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<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS district=Chikwawa</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS district=Chikwawa</div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS ta=Maseya</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS ta=Maseya</div></td></tr>
</table>Axel Heinemannhttps://old.energypedia.info/index.php?title=Paulosi_(Cookstove_DB)&diff=165306&oldid=prevAxel Heinemann: CSV import2016-07-05T07:26:14Z<p>CSV import</p>
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<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS date=<del class="diffchange diffchange-inline">2016-01-</del>12</div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS date=12<ins class="diffchange diffchange-inline">.01.2016</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS activity=Production centre (portable stoves)</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS activity=Production centre (portable stoves)</div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS gps latitude=-<del class="diffchange diffchange-inline">16</del>.<del class="diffchange diffchange-inline">1300000000</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS gps latitude=-<ins class="diffchange diffchange-inline">161</ins>.<ins class="diffchange diffchange-inline">300.000.000</ins></div></td></tr>
<tr><td class='diff-marker'>−</td><td style="background: #ffa; color:black; font-size: smaller;"><div>|CS gps longitude=<del class="diffchange diffchange-inline">34</del>.<del class="diffchange diffchange-inline">8100000000</del></div></td><td class='diff-marker'>+</td><td style="background: #cfc; color:black; font-size: smaller;"><div>|CS gps longitude=<ins class="diffchange diffchange-inline">348.100.000</ins>.<ins class="diffchange diffchange-inline">000</ins></div></td></tr>
<tr><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS district=Chikwawa</div></td><td class='diff-marker'> </td><td style="background: #eee; color:black; font-size: smaller;"><div>|CS district=Chikwawa</div></td></tr>
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</table>Axel Heinemannhttps://old.energypedia.info/index.php?title=Paulosi_(Cookstove_DB)&diff=164472&oldid=prevAxel Heinemann: CSV import2016-07-05T07:17:28Z<p>CSV import</p>
<p><b>New page</b></p><div>{{Malawi cookstoves DB<br />
|CS id=42730<br />
|CS date=2016-01-12<br />
|CS activity=Production centre (portable stoves)<br />
|CS gps latitude=-16.1300000000<br />
|CS gps longitude=34.8100000000<br />
|CS district=Chikwawa<br />
|CS ta=Maseya<br />
|CS gvh=Bande<br />
|CS village=Paulosi<br />
|CS name=Paulosi<br />
|CS start=2013<br />
|CS employee total=10<br />
|CS employee female=9<br />
|CS employee male=1<br />
|CS road=5<br />
|CS produced=334<br />
|CS sold=291<br />
|CS programme=ECRP Evangelical<br />
|CS technology=unknown<br />
}}</div>Axel Heinemann