Forestry Training Manual: Inter-America Region (Peace Corps, 1986): Session XXXIX

Forestry Training Manual: Inter-America Region (Peace Corps, 1986)

		(introduction...)
		Acknowledgements
		Trainer guidelines
		Training program overview
		Forestry observation guide for site visit
		Getting ready
		Conducting the training program
		Weekly evaluation form
		Session I - Welcome, expectations, and evaluation criteria
		Daily schedule for technical training I
		Session II - Special projects
		Session III - The forest of the world, Peace Corps forestry goals, the individual volunteers' roles
		Session IV - Language class
		Session V - Record keeping
		Session VI - Journal keeping and setting
		Session VII - Flowers, seeds, the beginning
		Session VIII - Spanish language class
		Session IX - Non-verbal communication
		Session X - Basic site selection, planning and layout of a nursery
		Session XI - Spanish lesson
		Session XII - Cultural values
		Session XIII - Soil preparation, seed bed sowing, and reproduction by clippings
		Session XIV - Spanish language
		Session XV - Communication through illustration
		Session XVI - Fertilizers, watering and containers
		Session XVII - Spanish language
		Session XVIII - Protection and record keeping
		Session XIX - Individual interviews
		Weekly evaluation form
		Session XX - Planting trees
		Session XXI - Spanish language session
		Session XXII - Introduction to extension
		Session XXIII - The principals of pruning and thinning learning how to make and use a diameter tape
		Session XXIV - Spanish language
		Session XXV - Volunteer's role as an extensionist
		Session XXVI - Pacing, plane table, rustic transit and compass
		Session XXVII - Spanish language
		Session XVIII - Forestry extension
		Session XXIX - Forest menstruation
		Session XXX - Spanish language
		Session XXXI - Working with groups as an extension worker
		Session XXXII - Agro-forestry
		Session XXXIII - Spanish language
		Session XXXIV - Lesson plan and use of visual AIDS in teaching
		Session XXXV - Small research projects
		Session XXXVI - Individual interviews
		Session XXXVII - Soils
		Session XXXVIII - Spanish language
		Session XXXIX - Community analysis introduction
		Session XL - Soil erosion
		Session XLI - Spanish language
		Session XLII - Problem analysis
		Session XLIII - Watershed management
		Session XLIV - Spanish language
		Session XLV - Review of expectations - Mid way
		Session XLVI - Spanish language
		Session XLVII - Species report
		Session XLVIII - Forestry issues
		Session XLIX - Spanish language
		Session L - Field trip overview
		Session LI - Ecology teams give presentations
		Session LII - Individual interviews
		Session LIII - Review of field trips
		Session LIV - Project planning: Goal setting
		Session LV - Spanish language
		Session LVI - Resources
		Session LVII - Compost heap. Insect collection. Light gaps
		Session LVIII - Spanish language
		Session LIX - Cultural shock - Are we ready for it?
		Session LX - Grafting and fruit trees
		Session LXI - Spanish language
		Session LXII - Professional approaches to interaction with host country officials
		Session LXIII - Final interviews
		Session LXIV - Graduation

Session XXXIX - Community analysis introduction

Total Time:

- Trainees should learn the names of the 14 sub-systems in the social cybernetics framework,
- Trainees should be able to define each system and its elements,
- Trainees should develop a series of questions for inquiry which fit into the categories.

Overview

In this session community analysis is introduced. Building on the extension workers' role, the social cybernetics sub-systems are used in this session because they were developed in Latin America and are widely used for analysis by many institutions in the Inter-American region.

Exercise I: Introduction to social cybernetics sub-systems.

Materials: Flip charts, marker pens, tape.

Exercise I - Introduction to Social Cybernetics Sub-Systems

Total Time:

Overview

Social Cybernetics Methodology was developed in South America and has been applied in Central and South America for the last 15 years. In this session, the 14 sub-systems are introduced and defined. Trainees then develop a list of questions for each sub-system that will generate data necessary for analysis of their communities.

Procedures

Time	Activities
	1. Trainer introduces sub-systems and gives brief lecture including:
		- The community analysis model with which you will be working assumes that you can break down a community, for purposes of analysis, into a series of segments or sub-systems.
		- Each segment, in the real world, interacts with the other to produce a continual movement and balance which keeps the community active. Change in one segment can affect the other and vice versa. Intervention will do the same, e.g., if you introduce improved piggery techniques by penning up pigs and feeding them rather than letting them forage for food (an economic intervention), you affect community health by reducing swine-borne diseases. Cutting across all segments of the community, you will find that there are common elements. These common elements are defined as:
			A. resources (both human, natural and manmade);
			B. problems possibly exist - problems are defined as the gap between what is and what should he (what "should be" is often defined culturally);
			C. patterns exist which give you clues about what is there, and how persons perceive them (these patterns of behavior often include cultural habits, as well as biological necessities); and, finally
			D. among the human resources you will probably find that leadership exists in many of the sub-areas of the community.

The following model describes this approach to the community:

SUB-SYSTEMS

Kinship Birth,	sex, marital status, ethnic groups, habitation, migration, family, relatives, demography, population.
Health	hygiene, infirmity, hospitals, campaigns, nursing, pharmacy, medicine, dentistry, sanitation, public health, mortality.
Maintenance	Consumers, bars, stores, hotels, diets, food/drink, clothing, warehouse, malnutrition.
Affinity	Friendship, love, hate, association, clubs, unions, co-ops, federations, societies, solidarity, integration.
Leisure	Tourism, holidays, games, free time, music/songs, diversions, sports, hobbies, exhaustion, relaxation.
Communications	Trips, transportation, accidents, languages, newspapers, broadcast stations, telecommunications, networks.
Education	Culture, teachers, didactics, research, study, school, library, education, academics, teaching.
Ownership	Public/private property, possessions, assets, wealth/salaries, rich/poor, distribution of wealth, stock market, GNP.
Extra-Ag-IND-ART	Manufacture, enterprises, firms, specialists, departments, arts, technologies, farming, energy, extractive industry.
Religious	Creeds, beliefs, participation, churches, ministers, rites, congregations.
Security	Police power, combativity, defense, attacks, crimes, violence/war, armed forces, military operations, tear.
Administrative	Public power, planning, political parties, bureaucracy, regime, public administration, government.
Judicial	Laws, justice, rights, duties, courts, codes, legal process, jurists.
Status	Prestige, respect, merit, competition, privilege, titles, excellence, elites, "who's who", nobel prize, monuments.

Trainer's Note: We have used this model because it is all inclusive of social sub-systems used in social planning in the Americas. You may wish to use a shorter version called KEEPRAH, Holistic Model, developed by Phil Donohue and used in the early 1960's at Peace Corps Training Center, Escondido, California.

	Explain what each sub-system is, if necessary.
	If you were doing a community analysis, you would formulate a series of questions under each subsystem, then try to find the answer to the question by going into the community and seeking information.
1-1½ hours	2. Ask the group to break into small groups of 5 or 6 and brainstorm questions in each area: for example (write these examples on flip chart) as follows:
Kinship		(This has to do with family patterns, relations and organization)
		1. How big are families?
		2. Is the mother or the father the decision maker, land owner, bread winner, etc.?
		3. Who raises the children? etc.
Education		1. What is the average grade that children achieve in school?
		2. Are there schools? etc.
Trainer's Note: You have several choices here. Each group may do all sub-systems or may select one or more then share results with the other groups.
	3. Bring the group together, if appropriate, share questions. If not appropriate, move on to asking people how they plan to find out the answers to their questions.
30 minutes	Hints There are several methods of gathering data and the group should try out a variety of ways: sitting in one place and watching what goes on (flow analysis), asking questions, looking for anything written if it exists, conducting a non-threatening interview, observation, etc. Each person should think about how he/she is going to gather data. stress that each person must keep notes and write down findings in their journals.