Portfolio (Final)

Nicole Consuegra
Florida International University
Peace Corps

Table of Contents
Capstone Reflection……………………………………………………………………………………………….……………….1-3
Career Marketing Reflection…………………………………………………………………………………………………..4-6
Resume Prior to Review by Alicia Campi and Kristin Richards…….………….…4
Resume After Review by Alicia Campi and Kristin Richards……………………...5
Resume Reflection……………………………………………………………………………………6
Civic Engagement Project Reflection……………………………………………………………………………………….7-9
Informational Interview Reflection……………………………………………………………………………………..10-11
Midterm Self-Assessment Form………………………………………………………………………………………….12-13
Work Samples from the Internship, with Cover Page………………………………………………………….14-47
Posted Projects………………………………………….…………………………………………….16-27
Philippines | Glow Philippines......................................16-19
Benin | Community Water Project...............................20-23
Mongolia | Greener University Project........................24-27
Authorization Memos………………………………………………………………………………28-33
Nicole’s How-To Guide: Making an Auth Memo……………………………………...34-35
Donor Lists.................................................................................................. 36-37
Grant Application Form………………………..………………………………………......……38-47
Work Samples from the Academic Course, with Cover Page……………………………………………….48-66
Weekly Summaries (Weeks 2–9)……..…………………………………………………...…49-60
Research Paper…..........................................................................……………..61-64
Endnotes…………………………………………………………………...64
Extra Credit Paper…………………………………………………………………………………….65-66
Endnotes……………………………………………………………………66
Academic Course Syllabus…………………………………………………………………………………………………..67-72

1
Capstone Reflection
Being a part of The Washington Center for Internships and Academic Seminars has left
me with a wide range of knowledge and experiences that will not doubt help me to prepare for
my accomplishments in the future. That is why, for my Capstone Reflection, I will assess and
evaluate what I have learned throughout the semester. This includes a closer understanding of
the outcomes of my values assessment, career skills, and goal setting within my LEAD
Colloquium class as well as how my internship program helped to both challenge and clarify
these aspects. I will also discuss the many connections I was able to find between my previous
academic knowledge and the academic course that I took this semester. In my Capstone
Reflection, I will also deliberate over the different leadership styles that I witnessed throughout
the program and how they have affected my own style of leadership. Afterward, I will briefly
reflect on the influence that the SMLS speakers had on me when I listened to the different
panelist perspectives regarding the topics discussed. Finally, I will review any future plans that I
have in both a short and long term context.
Throughout The Washington Center program, I partook in weekly LEAD Colloquium
classes that oftentimes challenged my perspective in both the workforce and in myself. Though
I at first thought them to be unrelated, in the end I realized that my values, career skills, and the
ability to set goals were all mutually inclusive. For example, in assessing my values, I was
eventually able to determine my own personal leadership style. In the beginning, I was made to
choose a set of skills that I liked, admired, or was good at using. From there, I formed a pyramid
of what I personally thought to be essential characteristics to have in oneself and in a
leadership role; valuing diversity, being committed to serving others and practicing citizenship,
managing conflict, sustaining leadership, and enhancing communication skills. With this
information, I could label possible careers that nurtured both my values and careers skills.
My LEAD Colloquium class also helped me to recognize particular attributes that I retain
which allow me to perform well in the workforce. For instance, by possessing my own personal
philosophy of leadership, I am able to push aside existing barriers and provide opportunities for
others to lead as well. Mostly, however, my experience with completing the career skills
assessment opened my eyes to aspects that require more work to grow and develop on over
time. Examples include understanding the responsibilities for living in a democracy, trying to
make a difference in my community, and reflecting on my own community service to learn
more about myself. I was also able to pinpoint four personal leadership skills that I have the
most interest in developing; being aware of my attitudes, values, bias and prejudices, getting
involved in my community, and understanding social injustices and prejudices.
As a result of completing my LEAD Colloquium class, I was able to better understand the
importance of goal setting in both a personal and professional context. Statistics provided to
my colleagues and I proved that individuals who had a clearly written goal set were more likely
to succeed in the professional field compared to their counterparts. In this way, I now plan to
more accurately set my goals and define what needs to be completed in order to obtain them.
For instance, after graduation, I plan to intern and gain more experience in the International
Relations field. Therefore, in order to accomplish this, I plan to complete more research in the
options that are available to me.

2
It is without a doubt that my favorite portion of The Washington Center program was
the coinciding academic course that I took for three hours a week. The course was called Rising
China: U.S.-China Relations in the 20th and 21st Centuries, which revolved around the complex
relationship between the two powers in the globalized world. Having taken several courses
relating to International Relations before, and as China is a significant actor in this field, my
previous academic knowledge consisted of generalized concepts regarding the country’s
government culture, and importance. However, in being a part of this academic course, my
colleagues and I were able to delve into more detailed aspects of Chinese political concepts as
well as Chinese perceptions of the revolving world around them. In learning about the vast
cultural differences between the U.S. and China, I was able to link what I learned in my LEAD
Colloquium class regarding respecting and understanding diversity in the workforce. Interning
at the Peace Corps also allowed me to interact with individuals from different parts of the
world, including China. In this sense, my academic skills, such as valuing diversity itself, only
continued to be reinforced.
Throughout my time in The Washington Center, I was able to witness and reflect on
different leadership styles in my internship site. After conducting further research, I concluded
that these different styles were characterized as democratic leadership, laissez-faire leadership,
affiliative leadership, and coaching leadership respectively. In meetings, for instance, my
colleagues and I were more prone to following a democratic leadership approach in order to
discuss and solve a problem at hand. I also noticed that my internship advisor incorporated
aspects of both the laissez-faire and coaching leadership style when instructing me on my daily
assignments. For example, when I did not understand how to complete an assignment, my
supervisor would gently coach me through the steps that needed to be taken. After that, and
after I was confident enough to work on my own, my supervisor allowed for a good deal of
autonomy and freedom for me to work. On other occasions, my colleagues demonstrated
affiliative leadership by involving me in many work activities that brought us closer together as
a team. After witnessing these different styles of leadership, I have concluded that I would like
to focus on incorporating all their aspects together so that I may always have the right
approach to any given situation.
Finally, for my Capstone Reflection, I will also analyze the topic discussed within the
SMLS speakers and how they personally affected me. The first SMLS dialogue was called The
Candidates, the Parties, the Issues and the Debates. Despite the title, most, if not all, of the
conversation revolved around the situation regarding the U.S.’s two dominating parties in
government; the Republicans and Democrats. On many occasions, during elections, candidates
are too concerned with appealing to the members of their own political party to stray away and
take risk in their stances. Therefore, if there is to be any kind of change, reforms must be made.
The solution that both panelists posed was the introduction of a third political party, such as
independents, into the election process. That way, there is leeway for new ideas and concepts
to present themselves without hindrance. This deeply resonated with me, as I have never found
myself to fall completely under the guise of one political party in particular, and feel that this
solution could be an excellent benefit to the U.S.’s political system today.
The second SMLS presentation was called Race Relations in the United States, where we
discussed the serious topic of race. In the panel, we discussed the falsity of stereotypes as well
as the given privileges of being born to a certain race. However, despite becoming more aware

3
of this issue throughout the panel, I must also reflect that were was a distinct lack of diversity in
the discussion itself. Throughout most the talks, the panelist spoke only of issues faced by
African Americans in the United States. Being Latin American, I had also hoped to be able to
listen to struggles that I myself have to face every day. However, this did not come to fruition.
In hindsight, I understand why this occurred; it was very likely not a subject that the panelist
specialized in, and the fact that there was only one panelist speaking at all left for a slight
imbalance in the conversation. Regardless, I did not regret becoming more aware of the
perspectives presented to me regarding the important topic.
In conclusion, being a part of The Washington Center has helped me to fortify my future
plans in both the short and long term. In the future, instead of going directly to graduate
school, I plan to work in the Foreign Service or as an employee for the United Nations. To do
this, I will become better qualified by gaining experience through other internships in the
International Relations field, such as the International Rescue Committee, or programs such as
the Critical Language Scholarship and the Charles B. Rangel International Affairs Program. In any
case, I am thankful for being able to further prepare for my future accomplishments as a result.

4
NICOLE CONSUEGRA
981 West 79 Street Hialeah, FL 33014 | (305)-409-8331 | Ncons005@fiu.edu
EDUCATION
Florida International University (FIU), Miami, FL
Bachelor of Arts in International Relations August 2017
 Minor in Asian Studies August 2017
 Certificate in Chinese Studies August 2017
 GPA: 3.6/4.0
Study Abroad: China Language and Culture, Hangzhou, China May 2014 – June 2014
 Completed course work in Chinese business
 Gained better facilitation of the Mandarin Chinese language
 Experienced new and diverse aspects of Chinese culture
HONORS AND AWARDS
 Department of Politics and International Relations Book Award Spring 2015
 Dean’s List Fall 2014 – Spring 2015
 Bright Futures Scholarship Program – FL Medallion Scholarship Fall 2013 – Present
 Florida International University Academic Excellence Scholarship Fall 2013 – Present
RELEVANT COURSES
 Business Chinese, Chinese I, Chinese II, Foreign Study: Language and Culture, French I, International Political
Economy, International Law, International Organizations, Introduction to International Relations, Population and
Geography of Latin America, Studies in World Religions, World Civilization World Regional Geography
COMMUNITY SERVICE
Dr. Carlos J. Finlay Elementary School, Miami, FL Jan. 2014 – April 2014 & Jan. 2015 – March 2015
 Mentoring elementary school students through group sessions in activities such as Reading and Spanish
 Personally assisting students in one-on-one sessions on the core subject of Math
 Filing and grading paperwork for teachers
ACTIVITIES
Delta Epsilon Iota, Member Fall 2014 – Present
International Affairs Society, Member Fall 2014 – Present
 Broadening access to the latest research in international affairs by participating in lectures, presentations, debates and
conferences on international topics
Por Colombia, Member Fall 2014 – Present
 Educating and raising awareness of present and future opportunities to build from abroad a stronger and dynamic
Colombia
Study Abroad Club, Member Fall 2014 – Present
 Promoting studying abroad on campus through events such as well as helping acclimate inbound students into the FIU
community
LANGUAGE AND COMPUTER SKILLS
 Language: Bilingual in English and Spanish, comprehending of basic French and Chinese
 Moderate proficiency in Microsoft Word, PowerPoint, basic proficiency in Excel

5
NICOLE CONSUEGRA
981 West 79 Street Hialeah, FL 33014 | (305)-409-8331 | Ncons005@fiu.edu
EDUCATION
Florida International University (FIU), Miami, FL
Bachelor of Arts in International Relations Expected Graduation Spring 2016
 Minor in Asian Studies and Certificate in Chinese Studies
 GPA: 3.68
The Washington Center for Internships and Academic Seminars, Washington, D.C. May 2015 – Present
International Affairs
 Course: Rising China: U.S. – China Relations in the 20th
and 21st
Centuries
 Civic Engagement: LGBTQ Community
Study Abroad: China Language and Culture, Hangzhou, China May 2014 – June 2014
 Completed course work in Chinese business
 Attained greater facilitation of Mandarin Chinese, adapted to new and diverse aspects of Chinese culture
RELEVANT EXPERIENCE
Peace Corps, Washington, D.C. June 2015 – Present
 Peace Corps Small Grants Program (PCPP), Intern
 Reviewing and distributing program reports, authoring project and finance related information in the Office of Gifts
and Grants Management (GGM) databases, modifying the peacecorps.gov/donate website
 Maintaining and retrieving donor reports, generating letters to donors, and conducting donor research
 Enhancing office efficiency by providing clerical support, delegating program files, monitoring special projects as
assigned
 Drafting and editing various routine information and programmatic materials
Dr. Carlos J. Finlay Elementary School, Miami, FL Jan. 2014 – April 2014 & Jan. 2015 – March 2015
 Mentoring elementary school students through group sessions in activities such as Reading and Spanish
 Personally assisting students in one-on-one sessions on the core subject of Math, increasing arithmetic efficiency
 Filing and grading paperwork for teachers
HONORS AND AWARDS
 Department of Politics and International Relations Book Award Spring 2015
 Dean’s List Fall 2014 – Spring 2015
 Bright Futures Scholarship Program – FL Medallion Scholarship Fall 2013 – Present
 Florida International University Academic Excellence Scholarship Fall 2013 – Present
ACTIVITIES
Delta Epsilon Iota, Member Fall 2014 – Present
International Affairs Society, Member Fall 2014 – Present
 Broadening access to the latest research in international affairs by participating in lectures, presentations, debates and
conferences on international topics
Por Colombia, Member Fall 2014 – Present
 Raising awareness of present and future opportunities to build from abroad a stronger and dynamic Colombia
Study Abroad Club, Member Fall 2014 – Present
 Demonstrated intercultural awareness and sensibility while helping acclimate inbound students into the FIU
community
LANGUAGE AND COMPUTER SKILLS
 Language: Native fluency in English, fair knowledge of Spanish, comprehending of basic French and Chinese
 Proficient in Microsoft Word, PowerPoint, acceptable proficiency in Excel

6
Resume Reflection
Dr. Alicia Campi, a Washington Center professor, China/Mongolia specialist, and former U.S. State
Department Foreign Service Officer, was chosen to be the first professional to review my resume for various
reasons. I am very interested in pursuing a career as a Foreign Service Officer for the U.S. Department of State
in the future. Currently, I am also focusing my studies in East Asia, and most especially Chinese studies. Since
Dr. Campi has had a careers-worth of experience in both China and Mongolia, I thought it would be a perfect
idea to request her assistance and perspective in critiquing my resume.
When doing so, Dr. Campi was both realistic and very informative. She explained that while the length
of my two-page resume was acceptable, it needed to begin with bullet points of the main skill sets that I
possessed, such as the highlighting of my Chinese experience. She also emphasized the importance of my
Peace Corps internship experience by requesting that I place this section immediately following my education
experience.
While I was able to reflect most of the advice that Dr. Campi gave me, I decided that I would not follow
her advice of placing my most qualified skills in the beginning of my resume. This was done for two reasons;
the resume would have been too long, reaching more than one page, and I believe that the format that Dr.
Campi was explaining to me was one that is best suited for a federal resume, not a master resume.
Dr. Campi was also kind enough to inform me about the long and strenuous process of applying for a
job in the U.S. State Department. The only way to obtain a state job is through USAJobs or by applying to the
pathways internship program. There is no direct hiring like in the corporate world. Therefore, polishing my
actual resume does not work in the same way for a regular job. My resume would have to be pulled apart in
order to be applied online, and therefore, networking does not help.
The second professional that I requested to critique my resume was Kristin Richards. Ms. Richards is a
fellow Peace Corps employee and is currently the Country Desk Officer of The Gambia and Senegal. I was
interested in asking for her professional advice because I believe the work of a CDO involves both diplomacy in
the field towards the Peace Corps and a partner country as well as competency in an office environment and
workplace.
Surprisingly, there were several contradictions that Ms. Richards advised when comparing her
information with that of Professor Campi. For instance, while Dr. Campi was accepting of my resume being
more than one page, Ms. Richards thought it more appropriate to contract my resume into one page. She was
also very helpful in constructing my resume so that there are no blank spaces, and therefore less susceptibility
towards bias from the resume reader. Ms. Richards was also very adamant about using more powerful actions
words while simultaneously being less “wordy” with the bullet points I had previously written. Finally, Ms.
Richards also emphasized the importance of adding the impact that my previous experiences had
accomplished in that environment so that I could be seen as a more desirable candidate to the employee
While speaking about her job as a Country Desk Officer for The Gambia and Senegal, Ms. Richards was
able to explain some of the characteristics that were desired of a CDO. These skills included managing
information, building relationships through networking, having clear communication with colleagues through
speaking or writing, and having the ability to be analytical and inquisitive with projects.

7
Civic Engagement Project Reflection
By being a part of The Washington Center for Internships and Academic Seminars, I was
able to experience many opportunities that helped me to grow both intuitively and
intellectually as a person. Therefore, in my Civic Engagement Reflection, I will review what I
have learned from the Political Engagement Module, the Social Engagement Module, as well as
the public policy dialogue that I attended alongside several of my fellow Floridian colleagues. In
doing so, I will analyze what I have learned about the impact that individuals or groups can have
on issues of public concern. Afterward, I will discuss the distinct subject matter that I focused
on through my volunteer work; the acceptance and celebration of LGBTA rights in both the
United States and the world. Finally, I will deliberate over gender diversity throughout
professions and present appropriate ways to address the issue through community
involvement and leadership.
In choosing a topic for the Political Engagement Module, I decided to select Diversity in
Politics: Everyone Has a Place. I chose to listen to this issue for a variety of reasons. For one
thing, my family and I are from Colombia, which assorts us as a part of the Hispanic minority in
the United States. I am also a young woman majoring in International Relations, which is a
career that is mainly dominated by men throughout many careers in the field. Therefore, I had
hoped to be able to gain better understanding of the obstacles that individuals from
unrepresented groups, such as minorities and women, face when working in the government
sector.
To my delight, not only were all of the panelists women, several were also a part of
other minority groups in the United States, which offered me a sense of comfort and
inspiration. From this, I was further reaffirmed of the possibilities available to me regardless of
who I was or where I came from. Each panelist offered excellent advice based off of their own
unique experiences in the government sector. For example, one panelist reaffirmed that being
adamant in achieving one’s goals was an important characteristic to have regardless of who one
was. Another panelist offered more opportunities for women to develop leadership skills by
presenting program opportunities and development-oriented internships, which I found to be
very helpful to further for my own progress in the future.
Aside from my own personal development, I was able to learn more about the benefits
of diversity in the workplace and in politics. Diversity refers to not only gender and minorities,
but to race, ethnic groups, age, personality, cognitive style, education, background, and more.
The success of problem-solving depends entirely on the ability to embrace diversity and realize
its benefits. This is especially true in a functional system of governance, which should ideally
represent all people when tackling issues of concern.
In the Political Engagement Module, I was also able to learn about the many benefits of
diversity in the workforce and the impact it could have on issues of public concern. For
instance, in having a diverse workforces, governance can supply a greater variety of solutions to
problems. Individuals from diverse backgrounds also bring their own unique talents and
experiences in suggesting ideas that are flexible in adapting to the changing issue at hand. More
importantly, a diverse collection of skills and experiences allows a group to provide solutions on
a global basis. A diverse workplace that feels comfortable communicating different points of
view also allows for a larger pool of ideas and experiences to surface in problem-solving.

8
The second Module that I selected for the Social Engagement Module was titled the
Faces of Homelessness Panel. I chose to attend this discussion for two main reasons; my
frequent exposure to homelessness in Washington, D.C., and my complete lack of knowledge
regarding the issue. While there is homelessness where I am from, the presence of homeless
individuals is mostly, if not entirely, concentrated in the city of Miami. Therefore, because I live
in the suburbs, I was not often exposed to homelessness on a regular basis. That changed,
however, when I became a part of The Washington Center.
I oftentimes witnessed homelessness while walking to my internship site, and even
during my leisure time exploring the city. This was when I realized that homelessness is a
serious issue that should be addressed. I also realized that despite acknowledging the problem,
I did not have much experience or knowledge of homelessness at all. As a result, I chose to try
to better understand the topic by listening to formerly homeless persons in the Module. They
shared their personal stories of experiencing homelessness, spoke about causes and solutions
to ending homelessness, and what individuals could do to help advocate the topic.
During the Module, I learned that there are many top causes of homelessness. A vast
majority of individuals are cast into homelessness by life altering events that are unexpected
and planned for. For example, homelessness can be caused by tragic life occurrences like the
loss of loved ones, job loss, domestic violence, divorce, and family disputes. Other impairments
such as depression, untreated mental illness, post-traumatic stress disorder, and physical
disabilities are also responsible for a large portion of the homeless. Natural disasters often
cause current housing situations to become untenable and costly repairs are often simply not
possible, which further instigates the issue.
By listening the Faces of Homelessness Panel, I reflected on the ways that individuals
could come together in non-political ways to address the homelessness challenge, and to
influence the direction of a community. While many approaches were presented on how to
tackle the issue, the most important step that I learned is to add youth and new generations in
the problem-solving formula, as they have the ability to bring fresh new ideas to the table.
Providing more welfare systems to those who are in desperate need of them, as well as tackling
both economic and housing justices, is also a major key to tackling the issue.
In addition to attending the Civil and Social Engagement Modules, I also partook in a
public policy dialogue with Congressman Mario Diaz-Balart. Once at his office, my colleagues
and I were able to discuss the topic of Cuba and U.S. relations, which has a significant impact in
Florida, as many Cuban-Americans are concentrated in the South Florida population. It was
here where I learned that not all individuals have the same point of view towards an issue. For
example, while Congressman Mario Diaz-Balart expressed resentment and antagonism towards
the U.S.’s changing diplomatic direction with Cuba, whereas a majority of my colleagues and I
thought positively toward the approach.
When further analyzing this event, I contribute the generation differences between our
Congressman and myself as a major contribution to our differences in opinion. Therefore, while
rightfully respecting his point of view towards Cuba and U.S. relations, I realized that
Congressman Mario’s stance towards the issue does not necessarily reflect that of the youth,
who are just as affected by it as older generations. With this, I have taken into account the
potentially serious consequences that an individual’s stance could have on issues of public
concern towards that of others.

9
The issue of public concern that I focused on through my volunteer work was the
acceptance and celebration of LGBTA rights in both the United States and the world. During my
first few weeks in Washington, D.C., I decided to volunteer for Capital Pride Alliance’s Pride
Week. Capital Pride Alliance is the producer of the annual celebration of Pride in the Nation’s
Capital for the metropolitan D.C. area’s LGBTA community. One major issue in this community
is the harsh treatment of members as second class citizens via exclusion of certain basic rights,
a prime example being the inability to marry a partner compared to that of heterosexual
couples. While there are several underlying causes of this issue, one major concern is that of
states being the decision makers in deciding whether or not same-sex marriage is allowed in
their respective area.
In my opinion, the issue of LGBTA rights in the U.S. is heading towards a more positive
direction every day. For instance, while a part of The Washington Center, I had the privilege of
being in our Nation’s Capital during the recent Supreme Court’s historic ruling to make same-
sex marriage a constitutional right nationwide. Seeing as how this was not permissible in all fifty
states, this is a significant step towards equal rights for the LGBTA community. Furthermore,
while recently traveling in several countries in Africa, President Obama was publically adamant
about equal rights for LGBTA members throughout the world. In this sense, the open-minded
perspective of leaders and decision-makers as a result of a gradual change in attitudes is a very
constructive development.
Finally, as part of my Civic Engagement Reflection, one issue of public concern that I feel
is important to solve is that of gender diversity throughout professions. Women are still
significantly underrepresented at all levels in the workforce worldwide. That is why, to combat
this problem, several steps, such as policy establishments, must to be taken. For instance,
policies that establish that ensures that both men and women are compensated equally for
performing the same work must be implemented. Beyond equal pay, this policy should also
ensure that both genders are treated equally in recruitment, training, hiring and job promotion.
Furthermore, more steps should be taken to establish a policy that specifically forbids any form
of sexual harassment.
In conclusion, through my experiences via Civic Engagement, I was able to develop new
perspectives about issues and topics that are relevant and worth discussing today. I have also
learned to better understand opportunities for individual and collective impact through both
political and non-political means. As a result, I plan to carry all the knowledge that I have gained
with me throughout my future career in the International Relations field.

10
Informational Interview Reflection
For my Informational Interview Reflection, I decided to interview Emily Untermeyer.
Emily is the Chief of Operations in Central America and the Caribbean in the office of Inter-
America and the Pacific Operations in Peace Corps. I chose her as the individual to interview
because I am interested in her previous career as a Country Director (CD), which was from
October 2010 to June 2014 in both the Honduras (November 2010 – May 2012) and Paraguay
(June 2012-June 2014).
In order to prepare for my interview, I accomplished many self-imposed assignments
and background research on Emily. For instance, I searched for Emily’s LinkedIn account
beforehand and gained insight into her previous experiences before she became a CD. I also
researched viable interview questions that would assist in the interview process. Before the
interview, I also made sure to request Emily’s permission to record our conversation so as to
make the process as smooth as possible, to which she kindly agreed.
During the interview, Emily was able to better explain to me what a Country Director is;
a CD is the top executive between the Peace Corps program and the foreign country they are
posted in. She also helped guide my future career choice in better understanding the
responsibilities of a Country Director; a CD is ultimately responsible for staff management,
budget oversight, and volunteer safety and security of their country. In further discussing
responsibilities, Emily emphasized how extensive the day-to-day activities were in her field. A
Peace Corps CD is focused on the programmatic relationships in a country, and therefore has a
more narrowly focused role that mainly involves interacting with key individuals in the staff.
Other day-to-day activities involve the issues that come with managing a post in a
country. In this sense, Emily was able to compare her career as a CD with that of her previous
role as an Executive in a non-profit organization. In both careers, Emily was tasked with
overseeing staff dynamic as well as staff interactions, from IT Tech to budget, administration,
and making sure post had strategic vision, goal-oriented timelines, and implementation plans.
Emily was also able to emphasize the more unique responsibilities of her career as a CD
in Peace Corps when compared to previous careers. As a Peace Corps CD, she was responsible
for volunteers 24/7. From when they arrive and are sworn in, a CD makes sure that volunteers
are well-trained, have safe housing, transportation, and adequate living allowances in their
country. A CD must also deal with the policies and procedures of both the U.S. and their posted
country to support their volunteers. Therefore, a CD must make sure all federal government
laws and Peace Corps regulations are followed through.
By interviewing Emily, she was able to list the requirements expected in the skill sets of
a CD. For instance, one of the main responsibilities involves managing the staff in their country.
A Country Director must also be able to deal with the complexity of providing support to Peace
Corps volunteers and trainees. Mainly, a CD must have volunteer management skills, as they
are responsible for their volunteers for extended periods of time. During her interviewing
process, Emily recalled how employers looked for individuals who are very flexible. Emily also
stressed flexibility to be a required skillset when working for the Peace Corps, as its culture of
change in any position is constant.
Many things struck me as particularly surprising when discussing Emily’s career path as a
CD. For instance, Emily emphasized that being a CD took a certain type of personality to do,

11
which is heavily emphasized even during the position’s interviewing process. For instance, due
to the important responsibilities of a CD, someone seeking a stable “8AM to 5PM” job would
not be very suitable for the profession. Emily also explained that in being a CD, balancing work
with personal life was very challenging; saying that if she had had children, she couldn’t have
chosen the jobs she had. This final statement, in particular, has forced me to reevaluate myself,
as well as the future career I have in mind, as I highly value placing my family before my work.
In the interview, Emily was able to offer me helpful advice for any of the careers that I
might pursue in the future. For instance, she explained that I needed to be very clear about
where my passion is in international relations by finding a place that shares the same moral
values and goals. Experiencing different job environments would also help me to find out what I
like and dislike as well as what calls to me. But when having a job, Emily stressed that it is both
important and essential not to make quick judgments; give oneself time to be the best that one
can be at their job. This, in turn, gives one a greater chance to decide whether or not one
actually enjoys what they do. More importantly, when deciding in a career path, Emily advised
me to take advantage of my Latin heritage in the world of international relations. While I am
focusing on East Asian studies, there could be much untapped potential in linking both fields of
interest.
When questioning Emily about understanding the leadership skills required in her field,
she, in many ways, reinforced my own philosophy; that to be a good leader, one must first be a
good follower. When explaining this to her, Emily advised me that when employed, one must
realize that employers can always have different leadership styles. Therefore, as the employee,
one must be adaptable by being able to mold one’s own working style into that which is
compatible with the employer. Emily also strongly emphasized that one must always be careful
not to be insubordinate.
In conclusion, my interview with Emily was very informative in helping to clear my own
understanding about what I desire in a future career. While there is still much I need to work
on, I am now confident in saying that this discussion with her has led me in the right direction.

1 The Washington Center for Internships and Academic Seminars 12
Midterm Self-Evaluation Form
To be completed before March 20, 2015
Name: Nicole Consuegra_________________________
Date: July 7, 2015_______________________________
Please fill out this form with your honest assessment of your job performance in the past
eight weeks.
1. If you were to write a description of your on-the job duties, what would be the top three
duties?
 Maintaining and retrieving donor reports
 Drafting, editing, reviewing, and proofreading information and programmatic materials
 Entering project and finance related information onto the Peace Corps website
2. Write in the name of at least 2 successful projects you’ve contributed to this semester. Use
projects’ official names if possible. What skills did you need to use to complete these
projects?
 Project ‘Problem Children’ – involving various projects with circumstances which
prevented us from fully closing and updating them into our online systems. To complete
this project, I needed to learn how to properly use the online Peace Corps systems and as
well as personally categorize them their unique situations myself.
 Project Updating Ethiopia – whereas our systems required updates regarding the
information given to up by our Ethiopian affiliates. A sense of creativity and adaptability
was needed in order to figure out how to safety update the received information into the
Peace Corps systems

2 The Washington Center • Midterm Self-Evaluation Form 13
3. Were any skills that you had not yet mastered necessary to complete the project? How did
you act to minimize these weaknesses?
 I have not yet mastered my proficiency in using Microsoft Excel. On many occasions
Excel is needed in order to complete my assigned work, but there are instances where I
find myself having to ask my superiors or coworkers how to complete projects assigned to
me in a more proficient manner, as Excel is not completely familiar to me. To minimize
this weakness, I will not hesitate to ask someone if they would kindly spare the time to
assist me in something that I am having trouble working on.
4. As a result, where would you like to focus your professional development efforts in the
next several weeks?
 I would like to become more proficient in Microsoft Excel as well as Microsoft Word.
While I had initially thought to be very capable in using these programs, I have found that
I could always be a better expert with practice, educating oneself, and not hesitating to ask
for help.
5. What could 3 goals be for continued progression of performance in the next several
weeks?
 I hope to development my patience in reviewing work and details that need to be clean
and precise.
 I would like, and plan, to gradually improve in my computer skills via Microsoft Excel as
well as Microsoft Word.
 To progress in my performance in the workforce, I will also work on building my data
interpretation and critical thinking processing skills.
6. How do you feel about your current career choice? Has your understanding of what is
involved in conducting your career changed? If so, how?
 I personally do not believe that my current internship perfectly reflects the current career
choice that I am interested in pursuing. Most of my work revolves around inputting and
processing data into Peace Corps systems. While this can be one aspect of someone
pursuing a career in International Affairs, I do not believe it to be up to par with the
hands-on and in-field experience that I have come to expect. However, this does not mean
that my internship is for naught; I enjoy the work that I do and am learning every day of
the office skills that can pertain to any position in any career choice.

14
Work Samples from the Internship, with Cover Page
My internship consisted of working in the Office of Gifts and Grants Management
(GGM) as a member of the PCPP (Peace Corps Partnership Program) team. GGM is responsible
for developing and maintaining private sector support for Peace Corps Volunteer initiated
projects. The office secures financial support from U.S. donors for sustainable grass-roots
community project and also facilitates cross-cultural exchanges and understanding between
U.S. and overseas partners which serve to meet Peace Corps’ goals.
As a PCPP intern, I assisted in reviewing and distributing program reports, entering
project and finance related information into Office of Gifts and Grants Management databases,
updating the www.peacecorps.gov/donate website, maintaining and retrieving donor reports,
generating letters to donors, and conducting donor research. The following work samples
consist of a small handful of the assignments that I was tasked with completing:
During my internship at the Office of GGM, I was responsible for posting many Peace
Corps Volunteer projects onto the Peace Corps Donate website for public view to attract
potential donors into investing into their projects. Projects are first updated into the Peace
Corps database system, where they are managed and kept throughout their entire life cycle.
Peace Corps Volunteer projects are then edited and posted online, available for viewing for up
to one week. The following samples are printed and scanned versions of two of the many
projects that I was responsible for publishing online.
Handling Auth Memos was also a responsibility that I was tasked with daily. When a
project is fully funded, or has reached a sufficient amount of financial support from donors, it
then undergoes the Authorization Memo, or Auth Memo, process. Auth Memos are
Memorandums which, when properly signed and dated, provide the authority to obligate and
authorize payment for the Peace Corps Volunteer’s project. Because the process for both
creating and uploading an Auth Memo is quite complicated, I also created a “How-To Guide” for
future PCPP Interns, attached after the Auth Memo work samples. For the purpose of
maintaining sensitive Peace Corps information, the Auth Memo work samples have been
carefully edited.
Throughout my internship, I also created many donor lists for projects. Donor lists are
spreadsheets created via Microsoft Excel with information that was pulled using one of the
many Peace Corps databases. It consisted of donor information that would then be available for
the Peace Corps Volunteer to view themselves. This was often done to encourage the Peace
Corps Volunteer to maintain contact with their donors by way of thanks, sending email updates,
or providing photos of the progress of their project. On many occasions donor lists required
editing, as at times specific donors would not give consent to have their information viewed by
the Peace Corps Volunteer, etc. Due to the sensitivity of personal information available in a
donor list, I have redacted most of the information presented in my work samples.
On several occasions I was also asked for pulling up Grant Application Forms, which are
forms that provide a summary report of a Peace Corps Volunteer project. Oftentimes potential
donors come across Peace projects online via the Peace Corps Donate website. If interested in a
particular project, they have the ability to request for more information regarding said project,
such as the project’s background, goals and objectives, timelines, budget summary, and budget
detail. Grant Application Forms can be pulled up using a Peace Corps database system.

15
However, for the sake of the privacy and safety of the Peace Corps Volunteer, specific
information, such as names of regions where they are stationed or individuals involved in the
project, must be manually redacted.

28
OFFICE OF GIFTS AND GRANTS MANAGEMENT
PEACE CORPS PARTNERSHIP PROGRAM
MEMORANDUM
DATE: 7/28/2015
TO: Parmer Heacox, Country Director, PC/Peru
THROUGH: Jennifer Chavez Rubio, Director, Office of Gifts and Grants Management (GGM)
FROM: Alicia Barrera, Financial Management Specialist, GGM
SUBJECT: Authorization to Fund a Peace Corps Partnership Program (PCPP) Project
This memo, when properly signed and dated, provides the authority to obligate and authorize payment
for the below funds. The payment cannot exceed the amount listed below.
PROJECT NAME: Healthy Kids in Our Community
PCV PROJECT COORDINATOR: Howard Moore, 100610025
ACCOUNTING LINE: XX.X82450000.610001.010.40.41012.1005.000.00
Project Number: 15-527-014
Task: 1005
Type: 41012
Org: 010
Created Date: 7/28/2015
Certified Date:
MAXIMUM AMOUNT AUTHORIZED IN USD: $2,377.22 (fully funded)
CURRENCY TYPE: PEN PAYMENT METHOD: EFT in LCU
Reporting Requirements: The Final Report, which includes financial accounting, should be submitted by the
PCV(s) to the Country Director for review and approval. Upon approval, the CD will forward the report to the
Peace Corps Partnership Program Specialist. Director of GGM has the authority to stop accepting proposals from
any Post which does not consistently meet PCPP reporting requirements.
Imprest payments may not be used for these funds unless Post has a specific waiver to do so.
Posts paying from Imprest funds must complete a cashier voucher for reimbursement.
To be filled out by the BIT Obligation Recorder:
OBLIGATION #:
OBLIGATION AMOUNT IN:
EXCHANGE RATE:
Authorizing Signatures:
Alicia Barrera _____________________ _________________________________
Financial Management Specialist, GGM Signature and Date
Jennifer Chavez Rubio __ _____ _________________________________
Director, GGM Signature and Date
Nathan Hendricks__________________ __ _________________________________
Certifying Officer, OCFO/OGAP Signature and Date

29
MEMORANDUM
DATE: 7/28/2015
TO: Earl Wall, Country Director, PC/Albania
PROJECT NAME: Tarazh Elementary Clean Water Project
PCV PROJECT COORDINATOR: Jonathan Ayres, 100613040
Task: 1005
Type: 41012
Org: 010
Certified Date:
CURRENCY TYPE: ALL PAYMENT METHOD: EFT in LCU
OBLIGATION #:
EXCHANGE RATE:
Alicia Barrera _____________________ _________________________________

30
MEMORANDUM
DATE: 7/28/2015
TO: Ellen Paquette, Country Director, PC/Morocco
PROJECT NAME: Youth Center Computer Classroom
PCV PROJECT COORDINATOR: Blake Candler, 100612983
Task: 1005
Type: 41012
Org: 010
Certified Date:
CURRENCY TYPE: MAD PAYMENT METHOD: EFT in LCU
OBLIGATION #:
EXCHANGE RATE:
Alicia Barrera _____________________ _________________________________

31
MEMORANDUM
DATE: 7/29/2015
TO: Hartman, Tim, Country Director, PC/Botswana
PROJECT NAME: Community Library at the Primary School
PCV PROJECT COORDINATOR: Jessica Walker, 100610260
Task: 1005
Type: 41012
Org: 010
Certified Date:
CURRENCY TYPE: BWP PAYMENT METHOD: EFT in LCU
OBLIGATION #:
EXCHANGE RATE:
Alicia Barrera _____________________ _________________________________

32
MEMORANDUM
DATE: 7/30/2015
TO: Maura Fulton, Country Director, PC/Georgia
PROJECT NAME: Youth Sports and Outreach Program
PCV PROJECT COORDINATOR: Abigail Allen, 100627645
Task: 1005
Type: 41012
Org: 010
Certified Date:
CURRENCY TYPE: GEK PAYMENT METHOD: EFT in LCU
OBLIGATION #:
EXCHANGE RATE:
Alicia Barrera _____________________ _________________________________

33

34
Nicole’s How-To Guide: Making an Auth Memo
Step 1: Check Your Email!
A. Alicia will send a Screenshot to your email that will say “PP-XX-XXX-XXX Fully Funded”
B. Save this Screenshot to Documents as the Project #
I. To do this, right click the Screenshot -> click “Save as Picture…”
i. Name the Screenshot as the Project #. Ex: Ex: PP-XX-XXX-XXX OR LGL-XX-XXX-XXX
C. Keep the email of Alicia’s Screenshot open – you will need it for later!
Step 2: Add the Screenshot to the Project on PCGO
A. Open PCGO
I. Click on “Grants/Applications” under “Grant Management”
B. Search for the Project # [PP-XX-XXX-XXX] in Search-bar
C. VERY IMPORTANT: Click “Budget” under “Information” section
I. MAKE A SIDE-BY-SIDE COMPARISON! Make sure “Burdened Cost” section in the Screenshot IS THE
SAME AMOUNT as “Amount Requested” on PCGO
i. IF IT’S NOT: LET LIA OR ALICIA KNOW
ii. IF IT IS: Continue! :D
D. Click on “Notes and Article” under “Information” section
E. Click on “Enter a note” box under “Notes”
I. Type in “Fully Funded Screenshot”
II. Attach the Screenshot by clicking on “Attach File”
i. Click “Browse” -> the Screenshot should be in “Pictures Library”
ii. Click “Attach”
F. Click “Save & Close”
G. You are now DONE saving the Screenshot! BUT leave PCGO open for Step 3!
I. Click “Project Description” under “Information” & leave this page open
Step 3: Update the Spreadsheet
A. Open the Spreadsheet
I. Click “Computer” -> open “Agency Folders”
II. Click “D” -> “D_OPSI” -> “PCPP Project Records” -> “General Partnership” -> “Auth Memo Templates” ->
“DATASOURCE-PCPPAuthMemo_FY2015”
B. Place the Spreadsheet and PCGO side by side with each other
C. Fill in information from the Project you are working on into newest row of the Spreadsheet
I. To make easier, Copy & Paste same country from another row onto new row you are working on
i. Change the following information in the new row:
a. New information can be found in “Project Description” page of PCGO (this is why you
didn’t close PCGO before)
 Project Title
 PCV (Name of Volunteer)
 VOL ID (Volunteer ID)
 Click on the Volunteer’s name in PCGO (highlighted in blue)
 Copy & Paste the Volunteer ID onto the Spreadsheet
 Project Number
 If Project # is LGL, then must type “LGL-“ into Project Title
 Date
 Type current date
 Authorized USD
 AKA “Amount Approved”
 Can be found in “Budget” section of PCGO OR
 Can be found in “Burdened Cost” section of the Screenshot
(they are both the same number)

35
 Task
 If Project # is “PP-“, then Task should be 1005
 If Project # is “LGL-“, then Task should be 1600
D. Once information is filled in, Save & Close!
Step 4: Printing the Auth Memo
A. Open the Auth Memo Template
“TEMPLATE_PCPPAuthorizationMemo_FY2015”
B. Click “Mailings” -> “Start Mail Merge” -> “Step by Step Mail Merge Wizard…”
I. Click up to “Step 3 of 6” on lower right corner -> Click “Browse…”
C. Open the Spreadsheet AGAIN (Yes again)
“DATASOURCE-PCPPAuthMemo_FY2015”
III. Click on ‘Project Data$’ then unselect the uppermost white box
i. Scroll to very bottom & check white box of Project you are working on -> Click “OK”
D. Time to edit!
I. Click up to “Step 6 of 6” -> “Edit individual letters” -> “OK”
II. Make it pretty! Add commas and zeros to the number in “MAXIMUM AMOUNT AUTHORIZED IN USD: $”
E. Printing
I. Print the Auth Memo!
i. Always print 2 copies (1 will be for Lia & 1 will be for Alicia)
ii. Change “Print on Both Sides” setting to “Print One-Sided”
iii. Click “Print” -> grab the papers -> give 1 to Lia & 1 to Alicia
Step 5: Now We Wait…
A. Alicia must now obligate the Auth Memo. For now you must wait until she gives it back signed & obligated
B. When she does… ONTO STEP 6!
Step 6: Scan the Auth Memo
A. Sometimes you will have more than 1 Auth Memo to scan. When you do, you will need to split them:
I. Go to PDF Split (SplitPDF.com)
II. Click “Extract All Pages Onto Separate Files” -> Click “My Computer” -> find Auth Memo PDF-> Click
“Split!”
B. Download & open file. Select all PDF’s & right0click
I. “Extract”
II. “Unzip”
C. Save into Documents
I. ALWAYS rename files by Project # [PP-XX-XXX-XXX] or [LGL-XX-XXX-XXX]
D. Upload Auth Memo into PCGO
Step 7: Uploading the Auth Memo into PCGO
A. Go to the Project on PCGO -> Click “Volunteer Documents” under “Related” -> Click “Add New Volunteer
Document”
B. Fill in formation
a. Name = Auth Memo
b. Extension = PDF
c. Upload Date = Current Date
C. Click “Save”
D. Attach the PDF into “Notes” -> Click “Save & Close”

Peace Corps Partnership Program Donor List
Name of Volunteer: Scholz, S.
Project # LGL-15-242-003
Donor Address City St Zip Code Email Donor Comments
X X X OH X X X
X X X WI X X
X X X NE X X X
X X X FL X X X
X X X FL X X X
X X X FL X X
X X X MN X X X
X X X IL X X X
X X X CA X X
X X X FL X X X
X X X VT X X
The Partnership Program encourages you to maintain contact with your donors (i.e. thank you letters, email updates, photos, etc.)
during project implementation. Also, PCPP welcomes Volunteers to submit photos at any time during the project period through
your PCPP post contact or pcpp@peacecorps.gov. Please include a signed Press Authorization form, if you have not already
submitted one to PCPP. (The form can be found in the Volunteer Handbook or the Final Report Form.)
Note: Pursuant to the Privacy Act, the names listed below are ONLY those donors who gave explicit consent for their information
to be released to the Volunteer who submitted the project proposal.

Peace Corps Partnership Program Donor List
Name of Volunteer: Houser, V.
Project # 15-696-005
Donor Address City St Zip Code Email Donor Comments
X X X MI X
X X X VA X
X X X FL X X X
X X X NY X X X
X X X MT X X X
X X X OR X X X
X X X WA X X X
X X X WA X X
X X X WI X X X
X X X WA X
The Partnership Program encourages you to maintain contact with your donors (i.e. thank you letters, email updates, photos, etc.)
during project implementation. Also, PCPP welcomes Volunteers to submit photos at any time during the project period through
your PCPP post contact or pcpp@peacecorps.gov. Please include a signed Press Authorization form, if you have not already
submitted one to PCPP. (The form can be found in the Volunteer Handbook or the Final Report Form.)
Note: Pursuant to the Privacy Act, the names listed below are ONLY those donors who gave explicit consent for their information
to be released to the Volunteer who submitted the project proposal.

Grant Application Form
Rushing, J. - PP-15-378-029 - Izgouaren Water Project
General Grant Information
This application has been developed as a tool to help Volunteers and their communities plan successful small grant projects. The information that you record here will also be
transmitted to Peace Corps Headquarters for internal reporting and reporting to donors. Please work with your community to fill out this application and return it to the appropriate
staff member at post for review. Before completing any section, make sure to read the entire application.
Izgouaren Water ProjectName:
Program: Peace Corps Partnership Program (PCPP)
Grantee: X Status: PC/Washington Hold
Award Date: Is Awarded: No
Award Number: PP-15-378-029 Review Score:
Grant Officer: Morocco Responsible Program
Manager/APCD:
X
% Comm. Contribution
Proposed:
29.77 % Comm. Contribution
Final:
0.00
Comm. Contribution
Amount Final:
$1,575.41 $0.00Comm. Contribution
Amount Proposed:
Funding Category: Other Eligibility Category: Others
Amount Requested: $3,716.43 Amount Approved: $3,716.43 Amount Remaining: $3,716.43
Project Classification
Country Grant Name Project Title City/Town/Village Region
Morocco Peace Corps Partnership Program (PCPP) Izgouaren Water Project X Europe,
Mediterranean,
and Asia
Community Group Name Group Contact Person Group Contact Information (phone, address, etc.)
X X X
Project Start Date Project End Date Number of PCVs
1/1/2015 8/31/2015 5
Requested Project Amount (local currency) Exchange Rate: $1US=
35975.00 9.68
Classification
Choose from the following categories to give your project a primary classification: Agriculture, Education, Environment, Health, Municipal Development, Community and
Economic Development, Youth Development, Water and Sanitation, HIV/AIDS, ICT, NGO Development, Volunteerism, Food Security, or Gender and Development. Indicate
“Yes” for your Primary Classification.
From the same list above, choose a secondary classification to describe your project. Indicate “No” for your Secondary Classifications.
Primary Classification Classification
Yes Water and Sanitation
No Youth Development
Volunteer Information
Primary PCV X Peace Corps Sector Youth COS Date 5/16/2016
Peace Corps SectorPCV 2 Youth COS Date 4/13/2016X
Peace Corps SectorPCV 3 Youth COS Date 4/13/2016X
Other PCVs: X
Project Narrative

Please fill in each box explaining the planning for your project.
Summary Izgouaren is a cluster of three villages just an hour outside the beautiful coastal city of X, Morocco. X is a hub for tourists from
around the world and contains all the amenities of a fully developed city. Amazingly an hour away in Izgouaren, community members
spend four to six hours a day bringing water to their homes. This basic need takes up much of the day and leaves very little time for
other needs no less important, such as land development or basic education. The Izgouaren Water Project is a full scale water
system--well, pump, piping, water tower-- and is intended to relieve the community of this daily, laborious task. The project, though
it may sound like it at first, is not about just bringing them water; it is about bringing them time as well. It is our hope that once
completed, the system will give the community the necessary time crucial in taking the next steps in personal and community
development.
Please provide a brief summary of the
project (up to 250 words). Include
project activities, objectives, the
community's contribution and the
potential impact the project may have.
For PCPP applications, this is the text
that will appear on the PCPP webpage,
please omit specific location
information.
Background The Izgouaren Water Project was established to build a water sourcing system for one of the most remote communities in Morocco. X
is comprised of a series of villages, the poorest of which are Izgouaren and X. These communities are located atop a large arid
plateau and are comprised of roughly 420 people. Both communities sustain themselves through subsistence farming, making access
to water essential to their health as well as their livelihoods. However, the villages’ isolated location makes water collection a daily
challenge. Residents, primarily women and children, must walk several miles down the plateau to reach the nearest usable spring in
order to meet the community’s water needs. This great need for water, especially in the hot summer months, often results in multiple
trips to the spring a day that leaves very day light left. Currently, the project has mapped out piping routes, found a water tank site,
and completed the source well for the water sourcing system. During the summer trip of 2015 we will be installing the well pump,
laying a foundation for the water tanks, piping between the well site and water tank location, and starting an education initiative with
a local school. Ultimately, this project seeks to provide solutions to a combination of health and social challenges brought by water
insecurity. After project completion, we hope this water system becomes a source of community pride and economic support within
the villages.
Describe the background of the
community and what priority this
project addresses.
Community Involvement The X community has always been intricately involved in this project the beginning. The community made the initial contact with
ourselves, they explained the needs and proposed the possible solutions. Members of the community have traditionally provided
travel teams with housing, meals, and transportation between construction sites as part of their project contribution, and we will be
continuing this relationship with Izgouaren during the Summer 2015 trip. During the winter trip, one community family donated a
portion of their land in order for a well to be dug. They also provided a month’s worth of meals to the drilling team. As we prepare
to begin project implementation this summer, we are working to incorporate local labor into the construction of the piping and water
tank. This allows members of the community to develop a sense of ownership over the project and gain the knowledge and skills
required to maintain the project and ensure sustainability. Furthermore, we will be engaging women and children within the
communities through an education initiative. On a larger scale, we are working closely with the X Development Association, a pre-
existing group of community leaders dedicated towards improving local infrastructure. They have met regularly with our travel teams
since our first trip and have provided important logistical support and experience. With regard to the water project, the association
has formed a specific Water Committee to represent the interests of the community. Through continuous discussion with the
committee, we have been able to better understand and address the needs of the community. This information on the community's
water needs and the existing water infrastructure in the area has been essential throughout the design process, and we will continue
to engage the development as a resource in future trips.
How is the community the driving force
behind the project? Provide examples
that demonstrate the community's
involvement in the design and planning
of this project.
Outcome By the end of the Summer Trip, we strive to test the well water quality, install and test the well pump, begin laying piping to connect
the well and water tank, and begin laying the water tank foundation. We will have also worked with the villages to expand our youth
development program, which focuses on personal hygiene, healthy dietary habits, and how schedules will change once there is local
access to water. This will allow us to continue on with the program as well as begin a women’s empowerment program.
Briefly describe the desired outcome of
the project.
Implementation This project is a joint effort between the X community, Peace Corps Volunteers, and X. We must all work together for this project to
be successful. To encourage success, we have planned this project together ever since the community brought the need to our
attention and initiated work. All groups are in agreement as to our plan and areas of focus. It is not feasible to complete this
project in it’s entirety due to time and financial constraints, so this next phase is focused on five areas - water testing, well pump
system, piping, water tank foundation, and community and youth development.
1) There will be water engineers among the team who will be testing the well water to determine its quality and what if anything
must be done to treat the water before it is considered potable and safe for drinking.
2) During this phase, the water pump system will be installed. This is pump that is installed into the well and will move water from
the well itself, through the piping, and to the water tank.
3) We estimate that 50% of the piping needed will be installed during this trip. Community members will be sourced as labor along
with the project team. While working, the community members will learn how to identify and resolve any issues within the water
system as they will be responsible for its sustainability.
4) The team will begin the water tank foundation. The tank location has already been located and agreed upon by all parties. The
foundation will be put into place in preparation of the tank installation during a later phase of the project.
5) Lastly, the team will be working on community and youth development. We will focus on personal hygiene, such as the
importance of dental hygiene, the spread of germs, and hand washing, as well as healthy dietary habits. Additionally, we will begin
conversations to understand how schedules will change once local water is available. This will allow us to focus on the need for basic
education and to plan for a women’s empowerment program.
Describe the implementation plan that
will be used to achieve the goals and
objectives of this project. Do you
foresee any challenges to project
implementation?
Many community members will learn and gain skills in pipe laying, as well as planning and building a structural foundation for the
water tank. They will also learn how to inspect and make repairs to the water system. This is important since the community will
have ownership of the water system once in place and will be responsible for all upkeep and repairs.
Capacity Building
How will the project contribute to
building skills and capacity within the
community?

Sustainability Both the X Development Association, a pre-existing group of community leaders dedicated towards improving local infrastructure,
and the Water Committee, the group financially responsible for the project in the long term, are involved in our planning. We
anticipate building upon this collaborative spirit as we transition into the implementation phase of our project. Additionally, we will be
relying on local labor for the construction of the piping system and water tank, allowing community members to gain the technical
knowledge and the skills required for long term maintenance of the project. The new education initiative will provide the younger
generation with a knowledge of how to preserve the well when the older generation cannot. Previous experiences with the
Izgouaren community, like training a few volunteers to collect river flow-rate data, have allowed us to connect with the villagers on a
personal level. One goal of the river program, and the subsequent programs we are developing, is to actively involve the community
throughout the project in order to build a sense of community pride around the project. Following project completion, we will be
developing a set of picture-based guides that will be used in our post-implementation education program. This program and the
education initiative will put a strong emphasis on not only correctly using the water system, but also smart water-management habits
to maintain the long term health and sustainability of the aquifer.
How will the community be able to
sustain the activities and/or benefits of
this project? What is the community's
plan to sustain the benefits of the
project after the initial project funding
has been exhausted?
Goals & Objectives
What are the project's goals and objectives and how will you know if your project is reaching them to produce the desired benefits or change?
Goal Objective Indicator(s) Who When Results Comments
Begin Framework
for Water Tank
By the end of September
2015, the framework for
water tank will be
installed.
(1) Number of meetings
held to meet with
families located near the
water tank site and
discuss memorandum of
understanding. (2)
Completion of water tank
concrete foundation
Volunteers/Community
Members/X
August/September
2015
Begin Installing
piping system
By the end of September
2015, 50% of the piping
(1) Completion of
thorough well water
Members/X
August/September
2015

from well to water
tank, and water
pump
system will be installed
from the well to water
tank; the water pump will
be installed and tested.
quality test (2)
Installation of pump and
completion of testing (3)
Number of pipes installed
to connect well and
water tank
Expand youth
development
program
By the end of September,
approximately 30 youth
will attend activities
related to healthy
lifestyles. PCVs and EWB
will have plans for
expanding youth
development program
and creating a women’s
empowerment program.
(1) Number of youth who
attend a 1-2 day program
with local school teachers
(2) Number of youth who
attended healthy
lifestyles activities (3)
Materials and information
collected to gauge
interest for the women’s
empowerment program
Members/X
August/September
2015
Increase
community
involvement for
the
implementation
stage
By mid-August, the start
of the project, arrange
for at least 6 community
members to be
scheduled to assist in
implementation;
community supplied
meals will be scheduled.
(1) Number of
community workers who
assisted with the
construction efforts (2)
Number of check in
meetings discussing
terms of work and
upkeep (3) Number of
community supplied
lunches per community
contribution agreement
Community Members August/September
2015
Timeline
Person Responsible Activity Implementation Time
Peace Corps Volunteers / Local Association / X Project Planning January - Jun 2015
Peace Corps Volunteers / Local Association / X Project Approvals January & May 2015
X Materials Sourcing May - July 2015
Peace Corps Volunteers / Local Association Sourcing for Community Volunteers June - July 2015
Peace Corps Volunteers / X Land Donation Agreement June - July 2015
X Engineers Without Borders Group arrive in country mid-August 2015
Peace Corps Volunteers / Local Association / X Pre-Implementation Meeting mid-August 2015
Peace Corps Volunteers / Local Association / X Begin Implementation mid-August 2015
Peace Corps Volunteers / Local Association / X Progress Meetings each week
Peace Corps Volunteers / Local Association / X Community Training throughout project
Peace Corps Volunteers / Local Association / X Youth Development throughout project
Peace Corps Volunteers / Local Communities / X Begin talks on Women's Empowerment Program throughout project
Peace Corps Volunteers / X Development
Association / X
Sign Project Partnership Agreement May 2015
Peace Corps Volunteers Grant Application June 2015
X Purchase Supplies June - August 2015
Do No Harm
General The original project plan was to install a pump in a nearby natural spring and bring the water to the communities from there. However,
after many conversations with the local association and many community members, it was determined this was not the best option. The
community currently uses this spring as their source of water. After many tests, we were able to assure the community the water supply in
the spring would not be affected. However, using the spring as a water source could have created fearful thoughts of the water supply
depleting that would potentially lead to angry community members, tampering, and/or destruction of the pumping system. As a result, we
determined a new location for the well where these fears and concerns were non-existent.

Please report on the results of your “do
no harm” discussions with community
members. Did you find that there were
consequences you hadn’t thought
about?
Environmental Negative environmental impacts can arise from this project. We have determined that both issues result in depleting the water supply from
the natural aquifer/water table. This project is providing water to a community for personal use and local livestock. We have determined
that there is not a water supply issue for the current number of people in the community, the livestock, and for these numbers to have a
slight increase. However, if the community decides to exponentially increase their livestock, providing water to them from the system can
contribute to a depletion of the water supply. Additionally, the water supply can be depleted quicker if the community decides to begin
using the water from the well system for farming and irrigation.
If the proposed project is not solely a
training project, please discuss possible
negative environmental impacts with
your community. What are potential
negative Environmental impacts of the
project activities?
Mitigation To mitigate the potential environmental impacts mentioned above, a community agreement will be put into place. This agreement will
cover both the increase in livestock and the well water not being used for irrigation. If a significant increase in livestock occurs, the
community may need to source water from the river or natural springs in the area. Regarding irrigation, if there is a very dry year and the
water is necessary, the water system committee and community will have a meeting and decide together if the well water can be used.
They understand the risks and will make the best decision possible to meet the needs of the community.
For each of the potential negative
impacts described in your prior
responses please describe the
measures the community will adopt in
order to monitor and mitigate against
potentially harmful effects.
Budget Summary
No need to complete this section when working offline. This section will automatically calculate when the detailed budget has been entered in the PCGO portal.
Category Grant Amount Community Contribution
Cash
Community Contribution In-
Kind
Third-Party Contribution
Cash
Third-Party Contribution In-
Kind
Equipment $0.00 $0.00 $0.00 $0.00 $0.00
Labor $604.34 $0.00 $604.34 $0.00 $0.00
Land/Venue Rental $0.00 $0.00 $847.11 $0.00 $0.00
Materials Transport $0.00
Materials/Supplies $3112.09 $0.00 $0.00 $0.00 $0.00
Other $0.00
Travel/Per
Diem/Food/Lodging
$0.00 $0.00 $123.97 $0.00 $0.00
Total $3,716.43 $0.00 $1,575.41 $0.00 $0.00
Budget Detail
Enter each item that will be required to complete the project. For the budget category, you will need to classify each item as one of the following budget categories: Equipment, Labor,
Land/Venue Rental, Materials Transport, Materials/Supplies, Other, Travel/Per Diem/Food/Lodging. If you are completing this offline, you will need to do your own calculations.
Item
Description
Budget Category Unit
Cost
Qty Total
Cost
Grant
Amount
Local
Grant
Amount
$US
Community
Contribution Cash
(Local/$US)
Community
Contribution In-Kind
(Local/$US)
Third-Party
Contribution Cash
(Local/$US)
Third-Party
Contribution In-
Kind
(Local/$US)
Workers' Pay
(6
workers/day)
Labor 900.00 13.00 11700.00 5850.00 $604.34 0.00 $0.00 5850.00 $604.34 0.00 $0.00 0.00 $0.00
Well Land
Donation
Land/Venue Rental 200.00 16.00 3200.00 0.00 $0.00 0.00 $0.00 3200.00 $330.58 0.00 $0.00 0.00 $0.00
Water Tank
Land Donation
Land/Venue Rental 200.00 25.00 5000.00 0.00 $0.00 0.00 $0.00 5000.00 $516.53 0.00 $0.00 0.00 $0.00
Well Cap Materials/Supplies 100.00 1.00 100.00 100.00 $10.33 0.00 $0.00 0.00 $0.00 0.00 $0.00 0.00 $0.00
Cement (50 kg
bag)
Materials/Supplies 65.00 25.00 1625.00 1625.00 $167.87 0.00 $0.00 0.00 $0.00 0.00 $0.00 0.00 $0.00
Water Pump
Control Panel
Materials/Supplies 5150.00 1.00 5150.00 5150.00 $532.02 0.00 $0.00 0.00 $0.00 0.00 $0.00 0.00 $0.00

Water Pump Materials/Supplies 7250.00 1.00 7250.00 7250.00 $748.97 0.00 $0.00 0.00 $0.00 0.00 $0.00 0.00 $0.00
Piping Materials/Supplies 80.00 200.00 16000.00 16000.00 $1652.89 0.00 $0.00 0.00 $0.00 0.00 $0.00 0.00 $0.00
Meals Travel/Per
Diem/Food/Lodging
60.00 20.00 1200.00 0.00 $0.00 0.00 $0.00 1200.00 $123.97 0.00 $0.00 0.00 $0.00
Total 35,975.00 $3,716.43 0.00 $0.00 15,250.00 $1,575.41 0.00 $0.00 0.00 $0.00
Budget Narrative
This section describes the types of items or services that will be purchased in each budget category. It gives a snapshot of what will be purchased to complete the project. The budget
narrative differs from the detailed budget in that it summarizes all budget line items within the same category. The fields completed here should match the categories used in the
"Budget Detail" Section.
Budget Category Grant Contribution Community Contribution Third-Party Contribution
Equipment
Labor
Land/Venue Rental
Materials/Supplies
Materials Transport
Other
Travel/Per Diem/Food/Lodging
Grant Performance Indicators
When you are applying for a grant and filling in your grant application, you will only fill in the first column titled, "Initial Indicators". At this time, you will estimate the number of
organizations or community members that you anticipate will participate in, benefit from, or be effected by your project. You must enter a number for each indicator, even if the
number is 0.
When your project is complete and you are filling out your grant completion report, you will only fill in the second column titled, "Final Indicators". In this column, you will report the
actual number of organizations or community members that participated in, benefited from or were effected by your project. As with the initial indicators in your application, you must
enter a number for each indicator, even if the number is 0.
Region /
Country
Type Program Element Metric Categories Initial
Indicators
Final
Indicators
Morocco All # of Beneficiaries (indirect) Community members who
receive an indirect benefit
from the project, not
including those counted
above
Male(s), 25 and
above
74
Male(s), 15-24 50
Male(s), 14 and
below
58
Female(s), 25 and
above
94
Female(s), 15-24 76
Female(s), 14 and
below
68
# of Participants (direct) Community members
directly involved in the
design and
implementation of the
project, including those
who attend trainings or
workshops
Male(s), 25 and
above
11
Male(s), 15-24 0
Male(s), 14 and
below
0
Female(s), 25 and
above
0
Female(s), 15-24 0
Female(s), 14 and
below
0

Capacity Development # of community
organizations and/or
associations that will have
increased capacity due to
this small grant
Organizations 1
# of individuals who will
have increased capacity
due to this small grant
Male(s) 25 and
above
5
Female(s) 25 and
above
0
Male(s) 15-24 1
Female(s) 15-24 0
Male(s) 14 and
below
0
Female(s) 14 and
below
0
# service providers who
will have increased
capacity due to this small
grant
Male(s) 25 and
above
1
Female(s) 25 and
above
0
Male(s) 15-24 0
Female(s) 15-24 0
Male(s) 14 and
below
0
Female(s) 14 and
below
0
New Technology &
Practices
# of individuals who have
applied new technologies
and/or practices as a
result of this grant
Male(s) 25 and
above
74
Female(s) 25 and
above
94
Male(s) 15-24 50
Female(s) 15-24 76
Male(s) 14 and
below
58
Female(s) 14 and
below
68
# of new technologies
and/or practices that will
have been adopted as a
result of this small grant
Technologies 0
Practices 1
PCPP Referral Contacts
Most approved PCPP projects will be posted online for fundraising at peacecorps.gov/donate. Volunteers are encouraged to enter contact information for their friends and family who
may want to support their project through donations. Once your project is approved, Peace Corps/HQ staff will contact your referrals to alert them that your project is online.
Title First Name Last Name Relationship to
Volunteer
E-mail Address Street Address City State Zip Code
STOP HERE, if you are filling out your grant application - you are done!
If you have completed your project and are filling in your completion report information, be sure to fill in your final indicators in the "Grant
Performance Indicators" section above. Then, fill in your final narrative and budget below.
Completion Report Narrative
Please fill in each box explaining the outcomes of your project.

Tell Your Story
Every project has a story. Please
describe any anecdotal
evidence/stories from a
community member or your
personal experience that attest
to the project's success. This
vignette may be used to
highlight your exemplary work
when reporting to stakeholders.
Goals Achieved, Changes
in Initial Objectives, and
Community Feeling
Capacity and Skills Built
Sustainability
Unexpected Events and
Recommendations
Lessons Learned and
Promising Practices
Final Budget Summary
No need to complete this section when working offline. This section will automatically calculate when the Final Project Log has been entered in the PCGO portal.

Activity Grant Amount Community Contribution
Cash
Community Contribution In-
Kind
Third-Party Contribution
Cash
Third-Party Contribution In-
Kind
Equipment $0.00 $0.00 $0.00 $0.00 $0.00
Labor $0.00 $0.00 $0.00 $0.00 $0.00
Land/Venue Rental $0.00 $0.00 $0.00 $0.00 $0.00
Materials Transport
Materials/Supplies $0.00 $0.00 $0.00 $0.00 $0.00
Other
Travel/Per
Diem/Food/Lodging
$0.00 $0.00 $0.00 $0.00 $0.00
Total $0.00 $0.00 $0.00 $0.00 $0.00
Final Budget
Use this project log to record each receipt collected for your project. You will need to classify each item as one of the following budget categories: Equipment, Labor, Land/Venue
Rental, Materials Transport, Materials/Supplies, Other, Travel/Per Diem/Food/Lodging. If you are completing this offline, you will need to do your own calculations.
Date Receipt
#
Item
Description
Budget
Category
Unit
Cost
Qty Total
Cost
Grant
Amount
(Local
Currency)
Grant
Amount
($US)
Community
Contribution
Cash (Local
Currency/$US)
Community
Contribution In-
Kind (Local
Currency/$US)
Third-Party
Contribution
Cash (Local
Currency/$US)
Third-Party
Contribution In-
Kind (Local
Currency/$US)
Total
Final Grant Performance Indicators
Please go back to the previous "Grant Performance Indicators" section and fill in the column titled, "Final Indicators" to report on the results of your project. In this column, you will
report the actual number of organizations or community members that participated in, benefited from or were affected by your project. As with the proposed indicators in your
application, you must enter a number for each indicator, even if the number is 0.

48
Work Samples from the Academic Course, with Cover Page
This semester I took an academic course titled Rising China: U.S.-China Relations in the
20th and 21st Centuries with Dr. Alicia Campi. In this course, we explored the political and
economic relationship between China and the United States while placing emphasis on the rise
of powers within these two countries in the 20th and 21st centuries that changed the dynamics
of their relationship to this very day. The academic course also focused on the expansion of
China and the U.S.’s global influence in Asia as well as the interdependence and frictions
between these two countries during the last twenty years.
As a part of the course, my classmates and I were required to provide three media
articles with summaries relating to China and Sino-American issues every week. The following
pages are completed samples of the summaries that I provided in class. In addition, a research
paper was also required to be completed as part of the class grade. With the approval of Dr.
Campi, each student chose a topic that interested them, whereas they were required to write
from five to six pages worth of information.
Being part of the Latin American minority in the U.S., I am greatly interested in learning
about the lives, conditions, and cultures of minority groups in other countries across the world.
Therefore, for my research paper, I decided to choose the topic revolving around Chinese
minority policies and their effect on the U.S.-China relationship. Finally, as a form of extra
credit, I wrote a two page paper regarding the competition between the U.S. and China for the
favor of Latin America.
My work samples demonstrate in-depth analysis regarding the relationship between
both nations that was the main objective of the course. With the weekly summaries, I was able
to stay informed of current events. As a result of this, I could easily provide myself with perfect
examples of concepts and ideas that we would learn in class. Conducting the research paper on
minorities also demonstrated the growing tensions between the U.S. and China when human
rights are involved.

49
Week 2 Summaries
Attack Gave Chinese Hackers Privileged Access to U.S. Systems by David E. Sanger, Nicole
Perlroth and Michael D. Shear (The New York Times) – June 20, 2015
This article discusses the recent events surrounding the theft of online information from
American federal agencies, defense contractors, energy firms, and electronic makers, by
Chinese hackers. While sophisticated online attacks have been occurring systematically for
years, current attempts have been successful in gaining exclusive access to certain agency
systems by way of gaining information of over one million federal employees. Harsh criticisms
are being expressed over lax and weak security systems of other agencies that are storing
sensitive information with weak protections. The growing evidence of China’s involvement in
recent and previous cases has raised serious cause for alarm. Despite this, however, President
Obama has not publically named China, nor its hackers; blaming the Chinese in public could
affect cooperation on limiting the Iranian nuclear program and tensions with China’s Asian
neighbors. Only time will tell if the situation will escalate further.
Trying to Avoid War, US and China Build Uneasy Alliance by Tara McKelvey (BBC News) – June
18, 2015
Tensions continue to rise as U.S. and Chinese officials meet in Washington, DC for high-level
talks in an attempt to build a steady alliance. One continuing source of tension is the Chinese
construction of lighthouses, islands, and a runway in the disputed South China Sea. By doing
this, Americans, among many other nations, claim that China is attempting to gain territory of
these areas. On the other hand, Chinese officials say that they have built the islands so that
they can save people who have become lost at sea as well as for other humanitarian reasons.
Regardless, the construction work has upset many countries like the Philippines, Vietnam, and
Japan.
No One Tells Us What to Do, Beijing Says by Zhang Yunbi (ChinaWatch) – June 15, 2015
The Chinese Ministry has responded to comments by the U.S. Secretary of Defense Ash
Carter regarding land reclamation at Nansha Islands in the disputed South China Sea. The
Chinese government continue to criticize that no country has the right to “instruct China on
what to do.” Tensions only continue to rise as the U.S. has adopted an increasingly high profile
over the South China Sea situation in recent months. Carter maintains that military aircraft and
warships will continue to operate in the region wherever permitted under international law.
Meanwhile, the Chinese Ministry backlashes with comments of the U.S. choosing “selective
silence” toward those who illegally occupy these Chinese islands. While the overall situation in
the South China Sea remains stable, some countries are attempting to pick fights and other are
supporting them by adding to the fuel. While, in Chinese perspectives, Washington is
attempting to back Beijing into a corner with intimidation, this does not necessarily ring true for
all countries, as they have all different interests and different stakes in mind when regarding
the situation.

50
Week 3 Summaries
China Picking Own Path Serves U.S. Interests Better by Ding Gang (Global Times) – June 25,
2015
Further analysis of the recent U.S.-China Business report has left room for doubt when
regarding closer relations between both countries. The report shows glimpses of the high-level
integration between China and the U.S. in regards to growing trade. In the past several years,
China has been greatly benefitting from trade with the U.S., and vice versa. This article puts
major emphasis on the power of trade; claiming that it has triggered “many historic events and
bridges different groups by boosting cultural, technological and people-to-people
communication.” Therefore, a colossal trade volume between two major powers may contain
power anyone’s expectations. The author explains that the U.S. had hoped that China’s earlier
trade reform would head more towards a U.S. dominated system. However, the path China has
taken has greatly increased leverage for the country in world affairs. Now, when conflicts
emerge in the future, the boundaries around U.S.-Chinese interests become vague. While these
blend of interests will likely induce new types of trade frictions, it can still ensure that the
bilateral relationship will not be derailed. The development of Sino-U.S. trade will help the U.S.
“understand that long-term interests can be better fostered if it allows China to opt for its own
path.”
Strategic Dialogue Needs To Inject Positive Energy into Sino-U.S. Relations by Zhang Dan
(CCTV.com) – June 24, 2015
The seventh round of U.S.-China Strategic and Economic Dialogue will begin between
July 23rd and July 24th. Since it began in 2009, the talks have been regarded as a platform for
systematic communication about strategic and long-term global issues as well as annual
development of bilateral relations for both countries. It covers broad issues and is expected to
achieve positive results. However, the biggest difference about this dialogue compared to
others is that Sino-U.S. relations are more complex in all dimensions. Both leaderships agree
that there is potential for both sides to seek common ground. Both sides have also agreed to
avoid confrontation between a rising power and an established power, recognizing the principle
of “no conflict, no confrontation.” However, both leaderships, their government departments,
and their policy-making still have different understandings of this path to a new type of
relations between big powers. Thus, there is still a long way to go to promote progress in new-
power relations between China and the U.S.

51
Sino-U.S. Relations: Divorce Is Not an Option by David Shambaugh (The Sunday Times) – June
12, 2015
The Sino-U.S. relationship has been rightly described at the most important relationship
in world affairs today. Yet, despite this, it is also a fragile and complex one. The U.S. and China
are the world’s two leading powers and are interconnected in numerous ways; bilaterally,
regionally and globally. Therefore, it is very important to understand the dynamics that drive
this relationship, which are continuously shifting. There has been steadily rising competition in
the relationship, one that is comprehensive in nature; commercial, ideological, political,
diplomatic, and even technological. Mutual distrust is a factor that hinders this growing
process. The trajectory of this relationship has therefore been steadily going downwards;
tensions have escalated surrounding China’s island-building in the South China Seas. Concerns
are also rising about Chinese military capabilities, U.S. military operations near china, and the
broader balance of power in Asia. Looking to the future, the key responsibility for both
countries is to learn how to manage competition, keeping it from edging towards the conflictual
end of the spectrum, while trying to expand the zone of practical cooperation.

Portfolio (Final)

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