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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 XVIII - Protection and record keeping

Total Time:

Goals:

- To give information about the protection of vivero from animals, disease, weeds and insects.
- To go over record keeping practices once again.
- To have trainees decide on standard record keeping format.
- To summarize week long activity of establishing a vivero.

Overview

This session completes the technical training in establishing a forest nursery. Trainees will have the satisfaction of having planned, laid out, prepared soil and finally sowed the seeds in their own nursery. Also record keeping is gone over and trainees decide on a standard format for keeping nursery records. Protection of a nursery is discussed in depth.

Exercises:

1. Lecture on protection and summary of week's vivero activity.
2. Record keeping practices - decision making.

Exercise I: - Protection of Vivero and Summary of Week's Activities

Overview:

This is the final exercise focusing on establishing a nursery. Trainer will give lecture on protection and summarize steps taken in the establishment of a nursery (there is additional time allotted in this session if nursery beds are not yet sown).

Procedures

Time

Activities

30 minutes

1. Technical trainer gives lecture on protection from outline posted on newsprint. Outline follows:

Protection

1. Small animals (animales pequeños)

a. mice/rats (rates y ratones)

- rat poison (veneno) cats (gatos)

b. rabbits (conejos) sling shots (hondas)
c. chickens (gallina, gallos)

2. Large animals (animates grandes)

a. goats/sheep, (chivos, ovejas, baorrego)
b. pigs (chanchos)
c. cows (vacas), horses (caballos), cattle (ganado)
d. dogs, etc. (perros, etc.)

3. Birds

a. sowed seed (la semilla sembrada)
b. new seedling (la planta nueva)
c. as control - insects (como control - insectos)
d. bird control (control de aves)

1. chemicals (quimicos)
2. screens (pantalla de tela metalica)
3. sling shots (honna)
4. tin cans (latas)

4. Disease - damping off

a. pre-emergence

1. sterile soil
2. sun and sterile sand
3. keep pH moderately acid
4. boiling water

b. in roots upper part of roots infected, plants fall over, stems turn watery inside.

1. water schedule?

i. less often
ii. time of day
iii . chemicals

5. Weed control (control de maleza)

a. herbicides
b. other

1. boards (tables)
2. burlap (arpilera)
3. straw (paja)

c. weeding

1. weed early: late weeding is very costly
2. use in compost

6. Insects (insectas)

a. grub worm (eats roots)
b. cut worms
c. aphids
d. nematodes
e. spiders, mites, thrips

Exercise II - Record Keeping

Total Time:

1 hour 45 minutes

Overview

This exercise stresses the importance of record keeping; ask what data the trainees have and how they are going to record it. Finally, trainees will go through a decision-making process about standardizing a record-keeping method and preparing a form.

Procedures

Time

Activities

10 minutes

1. Technical trainer starts this session by saying "remember yesterday when I asked you who was keeping records for the vivero?" Trainer then makes remarks about the first exercise Oil record keeping and its importance. Trainer now has two choices; he can (1) congratulate the participant or participants that have taken responsibility for keeping records or (2) make the point that participants must take responsibility for keeping records, realizing that all parts of training build one on the other.

10 minutes

2. Trainer now asks group what data they need to record for the vivero they have just established. Trainer records data titles on newsprint.


3. Trainer now says "I feel you are ready to decide on a standard format for recording nursery data. Please do so."

Trainer's Note: No directions are given about procedure or how to break into group(s). Trainers remain in room and observe trainees organizing the project.

15 minutes

4. Trainer comments on the organization process which he and other trainers have just observed. Ask for comments from trainees about their own feelings over the last hour.

10 minutes

5. Trainer now makes remarks about data recording form, additions and/or deletions.