Cover Image
close this bookForestry Training Manual: Inter-America Region (Peace Corps, 1986)
View the document(introduction...)
View the documentAcknowledgements
View the documentTrainer guidelines
Open this folder and view contentsTraining program overview
View the documentForestry observation guide for site visit
Open this folder and view contentsGetting ready
View the documentConducting the training program
View the documentWeekly evaluation form
View the documentSession I - Welcome, expectations, and evaluation criteria
View the documentDaily schedule for technical training I
View the documentSession II - Special projects
View the documentSession III - The forest of the world, Peace Corps forestry goals, the individual volunteers' roles
View the documentSession IV - Language class
View the documentSession V - Record keeping
View the documentSession VI - Journal keeping and setting
View the documentSession VII - Flowers, seeds, the beginning
View the documentSession VIII - Spanish language class
View the documentSession IX - Non-verbal communication
View the documentSession X - Basic site selection, planning and layout of a nursery
View the documentSession XI - Spanish lesson
View the documentSession XII - Cultural values
View the documentSession XIII - Soil preparation, seed bed sowing, and reproduction by clippings
View the documentSession XIV - Spanish language
View the documentSession XV - Communication through illustration
View the documentSession XVI - Fertilizers, watering and containers
View the documentSession XVII - Spanish language
View the documentSession XVIII - Protection and record keeping
View the documentSession XIX - Individual interviews
View the documentWeekly evaluation form
View the documentSession XX - Planting trees
View the documentSession XXI - Spanish language session
View the documentSession XXII - Introduction to extension
View the documentSession XXIII - The principals of pruning and thinning learning how to make and use a diameter tape
View the documentSession XXIV - Spanish language
View the documentSession XXV - Volunteer's role as an extensionist
View the documentSession XXVI - Pacing, plane table, rustic transit and compass
View the documentSession XXVII - Spanish language
View the documentSession XVIII - Forestry extension
View the documentSession XXIX - Forest menstruation
View the documentSession XXX - Spanish language
View the documentSession XXXI - Working with groups as an extension worker
View the documentSession XXXII - Agro-forestry
View the documentSession XXXIII - Spanish language
View the documentSession XXXIV - Lesson plan and use of visual AIDS in teaching
View the documentSession XXXV - Small research projects
View the documentSession XXXVI - Individual interviews
View the documentSession XXXVII - Soils
View the documentSession XXXVIII - Spanish language
View the documentSession XXXIX - Community analysis introduction
View the documentSession XL - Soil erosion
View the documentSession XLI - Spanish language
View the documentSession XLII - Problem analysis
View the documentSession XLIII - Watershed management
View the documentSession XLIV - Spanish language
View the documentSession XLV - Review of expectations - Mid way
View the documentSession XLVI - Spanish language
View the documentSession XLVII - Species report
View the documentSession XLVIII - Forestry issues
View the documentSession XLIX - Spanish language
View the documentSession L - Field trip overview
View the documentSession LI - Ecology teams give presentations
View the documentSession LII - Individual interviews
View the documentSession LIII - Review of field trips
View the documentSession LIV - Project planning: Goal setting
View the documentSession LV - Spanish language
View the documentSession LVI - Resources
View the documentSession LVII - Compost heap. Insect collection. Light gaps
View the documentSession LVIII - Spanish language
View the documentSession LIX - Cultural shock - Are we ready for it?
View the documentSession LX - Grafting and fruit trees
View the documentSession LXI - Spanish language
View the documentSession LXII - Professional approaches to interaction with host country officials
View the documentSession LXIII - Final interviews
View the documentSession LXIV - Graduation

Session XXXV - Small research projects

Total Time:

2 hours

Goals:

- To introduce the steps necessary in undertaking a small research project.
- To review record keeping.
- For trainee to look at research projects that are under way at local viveros.

Overview

Small research projects are introduced in this session. The various steps for implementation of project are discussed and the necessary records presented. Trainees will go on a walking tour of research projects underway in a local vivero. (If there are no projects to be seen in the local area, trainer can describe research projects with which he/she is familiar).

Exercise I: Lecture on small research projects and walking tour of local projects

Materials:

Flip charts, marker pens, tape.

Exercise I - Small Research Projects

Total Time:

2 hours

Overview

Technical trainer gives lecture on small research projects. Reviews record keeping in conjunction with small research projects and takes trainees on walking tour of local research projects to illustrate points made in lecture.

Procedures

Time

Activities

45 minutes

1. Trainer/technician gives lecture on small research projects using following out line posted on newsprint.

I. Planting design: Each species in 20m squares planted 2m x 2m.

Measurements only taken from trees within the dotted line to try to limit "side effects"

100 trees/block


Figure

20m2

11. Block design 8 species 1 control

A. All locations on same soil type
B. All plots subjected to same conditions (e.g., exposure)
C. Three replicates per species

1

2

3

4

5

6

7

8

9

10

11

12

5

8

1

6

7

4

6

3

5

3

7

3

2

8

5

2

4

1

1

4

6

2

8

7

Method of Designating Species to Block

a. Designation of number to each species

1. P. radiata
2. P. ponderasa
3. P. patula
4. P. oocarpa
5. E. globulus
6. E. regimens
7. E. regimens
8. E. regimens

b. Designate species to blocks:

1. Put pieces of paper in hat (or cup) from 1 - 12.

2. Put pieces of paper in cup or hat with names of species.

3.

1st cup number gives column,
2nd cup number gives species,
flip coin to yet row,
(Heads row 1, tails row 2).

Example: Nursery Experiment

Problem: To test different fertilizers (3 types) with three different dosages.

Measure:

1. Survival (germination) might not be related to treatments; note whether trees are dead or alive
2. Height growth - each tree to have height measurement taken

I. Planting design

Rows of P. radiate
Measure trees within dotted line to limit "side effects."

II. Block design of seed bed.

A. Allow same soil type,
B. All conditions equal,
C. Replicates for each treatment and control.

Method of designation of blocks

A. Number each treatment and control

1. Control (no treatment)
2. Urea quantity x per area
3. Urea quantity y per area
4. Urea quantity z per area
5. Superphosphate quantity x
6. Superphosphate quantity y
7. Superphosphate quantity z
8. Superphosphate triple quantity x
9. Superphosphate triple quantity y
10. Superphosphate triple quantity z

B. Designate treatments for blocks

1. put numbers 1 - 6 in hat (for column location)
2. put numbers 1 - 5 in other hat (for bed location)
3. put numbers 1 - 10 in 3rd hat (for treatment location)


1

2

3

4

5

6

Bed 1

8

2

4

1

9

9

Bed 2

2

8

5

10

10

3

Bed 3

3

1

10

6

3

5

Bed 4

7

8

6

4

7

2

Bed 5

5

1

6

9

4

7

Once column is full, column number is removed from hat; Once bed is full, bed number is removed front hat; Once same treatment number has been drawn 3 times, it is removed from hat.

The results of the project will depend on: Keeping CLEAR, GOOD RECORDS .

15 minutes

2. At the end of lecture technical trainer reviews record-keeping not only for small research but other record keeping activities that have been discussed or introducer since training began.

(Trainer can have participants contribute to newsprint list that is partially completed if he/she desires).


3. Technical trainer takes group on walking tour pointing out various research projects and asking participants what sort of data they suppose is necessary for each project.