Session III-1: Quiz (week three)

Total time: 30 minutes

Objectives:

· Check and reinforce trainees' comprehension of technical material covered up to this point;

· Emphasize the importance of being observant and sensitive to those around you as aspects of good extension skills;

· Emphasize that trainees are accountable for material and are responsible for taking good notes.

Overview: This is the first of several quizzes that will be given throughout the program to check trainee comprehension and accountability. This quiz, like many in the program, is open book trainees may use their notes. This particular quiz combines some technical material with some nontechnical issues that are important in the development of extension skills and cultural awareness. Quizzes can be developed by the staff to address any aspect of the material or skill development deemed important.

5 minutes

1. The trainer asks for quiet in the room and checks to be sure trainees are not seated so close together as to cause discomfort or interference during the quiz. Ask the trainees to spread out, if appropriate. The trainer tells the trainees that they may use their own notes to respond to the questions in the quiz they are about to be given and announces the time limit. Everyone is asked to get out a sheet of paper, and once the group has settled down, the quiz questions are posted on newsprint.

25 minutes

2. The trainees take the following quiz:

· What are the full names of each of the training staff members, and where did they serve as Peace Corps Volunteers?

· What are the full names of your roommates (or housemates), and what states are they from?

· Name at least two of the people who serve or prepare your meals or provide services for you at your accommodations.

· List at least five of the most important points in the proper handling of fish.

· Farmer Joe has been raising catfish for eight years. He knows that the carrying capacity of his ponds is approximately 5000 pounds per acre. In order to harvest catfish with the popular market weight of one pound, starting with fingerlings that weight 0.1 pound, takes nine months. This year, the market price of catfish has gone up. Farmer Joe, afraid that this higher price will not last long, decides to try to harvest one pound fish in only six months. How can he do this? (Assume he is already using the best feed available and in the greatest amounts possible). How many fingerlings does he need to stock his two-acre pond? What weight fingerlings should he stock? (Individual fish weight and total weight for the two-acre pond).

Resources and Materials:

· Prepared newsprint, tape or flip chart stand.

Trainer Notes:

· If all trainees have not yet completed their stocking plans, do not ask question five. In this case, a different question, perhaps one related to the Pond Observation exercise, could be substituted;

· For question number five, the most straightforward answers are: He can stock larger fingerlings, he will need to stock 10,000 in his two-acre pond, and he should stock 0.4 pound fish for a total stocking weight of 4000 pounds. This is based on an average growth rate of 0.1 pound per month. Since, in reality, growth does not occur at a constant rate, some trainees may try to find a way to account for a changing growth rate in making their calculations. Thus, grading of the quiz should not be rigid. Look for the reasoning the trainee has used, and for his/her general understanding of the concepts;

· The value of the quizzes used in training is not in terms of assigning numerical points to later be averaged together for a grade, nor are quizzes a form of punishment. Here, quizzes are meant to keep trainees alert and to provide them and the staff the opportunity to see how well they understand material and how well they can integrate and apply what they have learned. The staff should keep the quizzes on file, or at least keep a record of comments about how the trainees did on the quizzes. It is helpful to the trainees to go over the quizzes as a group so they can compare the approaches they used and their conclusions. Question number five, in particular, can initiate some interesting discussion since the answer to it is not absolute.

Session III-2: Management plan (part two)

Note: Please see the section entitled Management Plan (Part One) in Chapter Eleven for the Objectives and Overview of this component and for several important Trainer Notes. This section will contain the major concepts and activities that should be addressed in the sections of the Management Plan that were not discussed in Chapter Eleven.

· Feeding: The Feeding Plan can be broken into three main parts, if preferred. The first part addresses the nutritional needs of the fish and the feed itself, i.e., what nutrients it must provide, the physical characteristics of the feed, etc. The second part addresses feeding amounts and projected schedules for feeding and growth. The third part addresses the actual methods that will be used for providing the fish with the feed.

Part One: Nutritional needs, characteristics of the feed

· The trainee should demonstrate an understanding of trophic levels (this may have been covered in the stocking plan);

· Nutrient requirements of fish. The trainee should be able to list at least some of these, including, at minimum, proteins, carbohydrates and vitamins. The further the trainee can take this the better. The trainer should ask questions about what the different kinds of nutrients do for the fish, and should ask the trainee to try to make an educated estimate about the proportions of each major nutritional component required in the diet;

· Description of the physical form of the feed. Some considerations include: size of the particle in relation to the size of the fish's mouth, sinking or floating characteristics, breakdown time in water, etc.

Part Two: Feeding rate, projected growth, feed conversion

· Determine feeding rate for the first day of feeding. This involves two major considerations: percent body weight the fish can be expected to eat, and the feed conversion ratio (FCR). The order in which these are examined will depend on the trainee;

· In most cases, trainees begin by trying to determine a percent body weight that the fish will consume;

· Once the an amount of feed is determined, the trainee can then try to project the feed conversion ratio in order to calculate how much growth will result from that much food;

· Trainees should demonstrate an understanding of the shape of a normal growth curve, and should understand what a growth rate is. They should understand that growth slows as the animal ages, and that it is significantly reduced upon sexual maturity. They should realize that a very young animal normally requires a higher percentage of its own body weight in feed than a mature animal;

· When the trainee has considered percent body weight as a way of estimating how much the fish will consume, as well as feed conversion ratio, he/she can make a chart with projected feeding rates, feed conversion and growth for the length of the growing period. This can be on either a daily or weekly basis (if the fish are small, the numbers involved will be so small as to be awkward to work with). Weights can be for individual fish or for total weight of fish. The following is an example of the kind of chart referred to here (based on feeding 7 days per week):

	Total fish weight (lbs)	% Body Weight per day	Amount to feed/day (lbs)	FCR	Growth(lbs/day)
Week 1	100.0	5	5.0	2:1	2.5
Week 2	117.5	5	5.9	2:1	2.9
Week 3	137.8	5	6.9	2:1	3.4
Week 4	161.6	5	8.1	2:1	4.0

The chart would continue for the length of the growing time.

· Once the trainee has made the appropriate projections, he/she should discuss how adjustments will be made, and acknowledge that although the chart provides a projection, the real results will be observed over time. A similar chart, but with the number spaces blank, should be drawn up to be filled in over the course of raising the fish;

· Adjustments to feeding. This should be based upon fish's feeding response (actual consumption of feed) and information obtained through sampling;

· The trainee should develop a record keeping system for feeding.

Part Three: Actual method of feeding

· How feed will be put into pond;

· Location of feed in pond;

· Time(s) of day fish. will be fed.

Notes:

· Since sampling is an important part of adjusting feeding rates, some trainees may choose to do their sampling section as part of the feeding section. This is fine and should not be discouraged as long as all aspects listed in the sampling section are addressed;

· Analogies are very helpful for thinking about feed as a percent of body weight and feed conversion ratios.

· Fertilization: For some trainees, especially those with no experience at all in fertilizing plants, gardens and lawns, and/or with no biology background, this will be a very difficult section. Some may not even consider fertilization at this stage and may need to add it to their Management Plans a little bit later, after some exposure to outside resources. For most, however, there are at least some basics that can be addressed:

· Why fertilize at all? (Provide nutrients for phytoplankton);

· Algae/plankton. What are they? What kinds of plankton are there? Are there any present in the pond? What role do they play as food for the fish? What effect do they have on oxygen in the pond?

· What nutrients must be provided through fertilization (nitrogen, phosphorous, potassium, others)? Which are limiting, if any?

· What are different types and forms of fertilizer that can be used?

· How much fertilizer should be applied? (This is very difficult for trainees with no experience. Analogies are helpful, but are only relevant if trainee has some analogous experience. Trainers should be flexible here, but do require the trainee to justify his/her decision. Often the trainee will simply elect to start with some very small amount to be safe, then plan to increase the amount in small increments until results are noted);

· Method of application (describe in detail);

· Effects of fertilization. What does the trainee expect they might be? How will they be monitored?

· Trainee should try to remember as much as possible about photosynthesis and respiration;

· Trainee should try to reason out what the dissolved oxygen cycles could be expected to be like in a pond;

· Monitoring plankton populations (turbidity, color, use of light penetration measurements, other observations);

· What happens if there is too much or too little plankton?

· Monitoring oxygen;

· Over-fertilization. What would be the results of over-fertilizing? How would they know? What would they do about it?

· Sampling:
· Methods to be used;
· Schedule (how often, time of day);
· Relationship to feeding schedule;
· How sampling results will be used to make management decisions;
· Data to be collected, observations to be made: general health, growth, reproduction, etc.

· Water quality:

· The number of water quality parameters the trainee considers monitoring will depend on the trainee's knowledge and background. With access to the test kits, he/she can consider parameters which were initially omitted;

· Water quality parameters that will affect the fish: dissolved oxygen, pH, carbon dioxide, alkalinity, hardness, ammonia, etc.;

· Schedules for monitoring water quality (frequency, time of day);

· Methods (techniques, location in pond, depth, etc.).

· Harvesting:
· Methods to be used;
· Projected timing;
· Calculation of yield and production.

· Marketing:
· Gathering information about the market and marketing options;
· Determining prices.

· Accounting/Budget:
· Materials and equipment;
· Running account of all costs and income.

Note: The sections on harvesting and marketing do not need to be developed in too much detail during the initial development of the Management Plan.

Session III-3: Equipment shed, feed shed and pump - trainee responsibilities

Total Time: Not applicable

Objectives:

· Increase trainee opportunities for independent decision-making and the development of management skills;

· Improve trainees' organizational skills, familiarity with equipment and time management;

· Improve efficiency of field activities by giving trainees free access to equipment, pumps and resources;

· Transfer responsibility for care and coordination of equipment to trainees.

Overview: This is not a session, but is a description of how responsibility for the care and maintenance of equipment, coordination of the use of equipment, upkeep and organization of the sheds and maintenance of resource inventory is transferred to the trainees.

1. Control of the equipment shed and pump is turned over to trainees after all trainees have taken an inventory of the equipment shed and received instruction in the care and use of the pump.

2. Once each trainee's feeding plan is accepted by the relevant trainer, he/she is to take an inventory of the shed that contains the feeds and fertilizers, similarly to the way this was done with the equipment shed. The trainees requisition feed and fertilizer as they do equipment until the point where everyone has begun feeding.

3. Each shed is assigned a trainee manager (or managers) who will be responsible for developing guidelines for the use of equipment, organizing and maintaining inventories, replacing, cleaning and repairing equipment. If the group is large, managers can be assigned to very specific sets of items (for example, a net manager, a tool manager and a water test kit manager).

4. Shed managers devise a system for the group to share the responsibility of equipment maintenance. Although they have ultimate responsibility, they are encouraged to involve everyone. Usually, a rotating system is designed giving each trainee a certain number of days on duty.

5. Some of the specific duties of the managers include:

· Devising and monitoring a fair, organized system for checking-out equipment, in which any item can be tracked down at any time, and someone is always accountable for any item that is not in the shed;

· Assuring that all equipment (including nets) is well cared for and returned clean after each use, repairs that trainees can do themselves are done, and the trainer in charge of inventory is notified of any needed repair work or replacements;

· Assuring that sheds are kept clean, neat and orderly;

· Tracking the use of consumable items (feeds, fertilizers, grass seed, etc.) and notifying the trainer in charge of inventory well enough in advance to replenish all items as needed before anything runs out;

· Obtaining replacement reagents for water quality test kits from the trainer, as needed, as well as replacement parts for the test kits, if necessary;

· Submit a short weekly report to the trainer in charge of inventory concerning the condition of the sheds, equipment and inventory;

· Submit a final inventory to the trainer at the end of the program.

6. As training proceeds, trainees are so busy that they sometimes get sloppy about the equipment and sheds. Managers may call special meetings with trainees or impose certain restrictions as they see fit if it becomes necessary, but should clear all actions through a trainer before implementing them.

7. When the sheds are turned over to the trainees, the staff provides a list of cost and rent prices for all tools, equipment, feeds, fertilizers, etc. that are available in the sheds. Trainees may request price information on any items they use or obtain later that are not on this list.

Session III-4: Weekly technical report requirements

Total time: 1 hour (30 minutes each for Parts A and B)

Objectives:

· Provide a means for trainees to evaluate and interpret what they are learning from their ponds to assist them in making management decisions;

· Provide practice writing professional technical reports;

· Provide means for evaluation of trainees' comprehension, ability to apply learned material and ability to interpret information they get from pond work;

· Provide documentation of trainees' pond activities.

Overview: Once their ponds have been stocked and they have begun management of their ponds, trainees are required to submit weekly reports that inform the staff of the activities being carried out at their ponds, observations they have made, data they have collected, and their interpretations of that data. This set of meetings provides trainees with information about what is expected and required in the weekly reports, and establishes a format that will be used throughout the program for all weekly reports (except the final report).

Note: Please note that this is a two part session, and is actually two separate sessions in that the parts take place on different days.

Part A:

10 minutes

1. This meeting takes place after all ponds have been stocked. The trainer announces that trainees will be required to submit a technical pond report each Monday morning which will provide the training staff with a summary of their pond activities for the previous week. The trainer makes the following points clear:

· The report should be a formal presentation of all activities, important observations, data collected and interpretation of that data;

· The report exclusively concerns their own ponds, it is not a report of all training activities;

· These are to be formal, professional reports, being written for and submitted to the training staff (not for a theoretical or imaginary audience);

· Reports should be clear, concise but complete, well organized, informative, and neat. In short, the reports should be of professional quality. Professional presentation includes such considerations as writing in pen (pencil only used for graphs, charts or diagrams), correct spelling, minimal erasures (either complete erasure or use Whiteout), pages numbered, etc.

15 minutes

2. The trainer asks the trainees to contribute some ideas about what information should be covered in the first pond report, and records these on the blackboard as they are called out. Trainees' responses should include, at minimum: pond number, pond location, pond description (including dimensions and volume), pond condition upon being assigned to the trainee, pond preparation activities, volume of water added, date stocked, species stocked (if known at this point), number of fish stocked, individual and total weights of fish stocked, equipment used, accounting or bookkeeping information, and other activities or information collected up to this point. For example, any information related to water quality, feeding or fertilization that the trainee has done. (These latter topics will definitely be relevant in future pond reports, but not all trainees will have begun these activities in time for the first report).

5 minutes

3. At this time, the trainer does not designate a specific format. If trainees ask, he/she tells them that the format will be set after the first report has been done. This will give them a chance to get a feel for what kind of information goes into the report and to experiment with their own ideas for a format. After the first report has been submitted, a standard format will be established based on some of their ideas.

Part B:

20 minutes

1. The trainee who was selected (see Trainer Notes) to design the standard report format presents the format to the group. He/she may request input from the group, but discussion should be limited, and this trainee will take the leadership role in making final decisions. (There is usually some arguing, so some control must be exercised in order to settle this matter in a reasonable amount of time). The trainee invites questions to ensure that everyone is clear on the format that has been decided upon.

10 minutes

2. After the trainee has finished, the trainer checks again with the group to make sure everyone is clear on what has been covered. He/she acknowledges that there are many options for a suitable format. The one the trainee has presented was accepted as being appropriate for this situation and for the intended audience (the staff). The trainer reminds the group about the importance of professional presentation, completeness, clarity and conciseness, and organization. The trainer then informs the trainees of the following guidelines and procedures:

· Reports are due each Monday morning upon arrival at the training site. A box marked "Reports and Assignments" will be placed in the classroom or other designated common area, and trainees are to place the reports in that box. The trainer will collect them from the box;

· Trainees will be informed of which trainer reads and evaluates their reports (each trainer is assigned certain trainees' reports and works with those same trainees' reports throughout the program);

· The reports will become the property of the training staff, to be kept on file in the office. However, trainees will have an opportunity to look at their reports after they have been read in order to see the remarks made by the trainer. Thus, each Thursday afternoon, the reports will be returned on loan. Those reports are to be turned back in with the following report the next Monday morning to be put in the staff files. If the report is not acceptable (due to not meeting any of the established criteria), it will be noted in the trainer's remarks. In this case, the trainee will be required to redo that report (or specified sections, as noted by the trainer). The redo will be due the following Monday along with the original report and the next weekly report. All reports will be returned to the trainees at the end of the program.

Resources and Materials:

· Blackboard, chalk, eraser;

· Newsprint, markers and tape for the use of the trainee facilitator (to make visual aids for presentation of the format);

· Cardboard or wooden box, or other suitable container, for trainees to put their reports in.

Trainer Notes:

· The trainer who is in charge of reports (based on assigned supplemental duties) facilitates these meetings. He/she makes all final decisions regarding reports (in conjunction with the master trainer) - this applies to both trainees and staff. He/she will inform the staff of the criteria and of the format that was decided upon by the trainees, as well as any other information that will help insure consistency and good organization on the part of the staff;

· This trainer goes through all of the first week's reports and selects a trainee whose report was well written, in the format that the trainer feels will work best for a standard. He/she notifies the trainee, and asks him/her to prepare a presentation of the report format to give to the group. The trainer can discuss particular minor changes, additions or other points that will help finetune the trainee's format to make it completely acceptable to the trainer;

· The report should at least include the following, with specific format and organization to be decided upon by the trainees:

· Title Page: title, name, dates covered, date submitted, pond number;

· Table of Contents: with page numbers;

· Introduction: pond number, purpose of report and of project, stocking data and information;

· Relevant sections addressing various categories of management, including:

Pond Preparation
Stocking
Feeding
Fertilization
Water Quality
Pond Maintenance
Sampling and Growth;

· Methods: can be included within each section;

· Materials: can be included within each section if appropriate, but must be listed in Accounting section as part of costs;

· Data: both raw data and data that has been synthesized into a form to facilitate interpretation (graphs, charts, etc.). Trainees (or trainer in charge) can specify whether data is to be reported within the relevant sections or as appendices;

· Results and Interpretation: can be subsections within each section, or can be a main section with the above management categories as subsections;

· Optional Sections: additional categories to be included as appropriate, such as reproduction, disease, mortality, fish behavior that does not fit in elsewhere, partial harvests, etc.;

· Accounting: itemized list of equipment used, all costs and expenditures, all income. Should include a running total of expenditures to date;

· Conclusions/Discussion: general comments, problems, goals or plans for following week.

· After the first weekly report, once the standard format has been set, the trainer in charge should inform the other staff members of exactly what format has been established. He/she should divide trainees among trainers so that each trainer always works with the reports of the same trainees. This improves consistency and allows for trainers to track progress and improvements. All reports should, however, pass through the hands of the trainer in charge when turned in (in order to account for all reports turned in) and for distribution back to the trainees. The trainer in charge should check through the trainers' comments to be sure all staff members are being consistent in the type of feedback they are providing and in their own interpretation of the standards and criteria that have been set;

· If the staff feels it would be helpful, the trainer in charge of reports can develop a checklist to help trainers review the reports. This checklist should be as detailed as possible.

Session III-5: Field trips - week three

Total Time: Not applicable

Objectives:

· Provide trainees with access to resources and technical information;

· Practice information gathering, filtering and assimilation;

· Practice interviewing skills;

· Develop increased self-awareness in professional role;

· Provide opportunity to observe aquaculture in practice, increase enthusiasm, and begin identifying with people in the profession.

Overview: This is not a session design, but is a set of trainer notes related to the field trip(s) that should be scheduled at approximately this point in the program (Week Three). By this time, trainees have explored several important concepts during the development of their management plans, and have gotten enough exposure and experience to have formulated many specific questions. They are at a point where they need more information and are now in a position to take advantage of an opportunity to obtain information and apply it to their pond work.

· The first trip should be scheduled once all ponds are stocked and trainees have begun implementing their feeding plans;

· Since not all trainees will reach this point at exactly the same time, scheduling trips can be complicated. If the option is available, trainees who are ahead of the majority of the group can be sent on working field trips where they actually spend a day or a half-day working with a local farmer, researcher or other aquaculture professional. If this can be arranged, have the trainees give a brief presentation the following day about what they did and learned for the rest of the group;

· The trip(s) can be to any aquaculture facility. Examples of facilities visited during previous programs include research facilities, commercial farms, state and federal hatcheries. The facility should provide access to resource people who are familiar with the basic concepts of fish farming and who have the time and patience to spend quality time with the trainees, fielding questions, explaining their operations in detail, etc. (In other words, it is not sufficient to send trainees to a facility where they will only be able to meet with a tour guide who serves strictly as a public relations employee but is unfamiliar with the technical aspects of the operation);

· The Master Trainer or the trainee in charge of logistics should make arrangements directly with the contact person with whom the group will meet. Be sure to get the proper spelling of his/her name, his/her title, and exactly how and where he/she can be reached prior to the trip and upon arrival. Get very clear, thorough instructions and be sure to repeat them back to verify them. Explain a bit about the program and about the group so the person will have some idea what to expect and will understand his/her role;

· A day or two before the trip, call the contact person again to verify the data and time of the visit;

· Be sure that any necessary arrangements regarding changes in meal schedules are made. If the trip will take all day and lunch will be eaten at the facility, arrange to have sack lunches and bring the extra sack lunch(es) for the resource person(s). (Invite the resource person(s) to join the group for lunch when you call to verify the date);

· A day or two before the trip, give trainees a homework assignment in which they are required to list all the questions they have about fish and fish culture (If preferred, specify a certain number of questions, 15-20 perhaps. If the facility they will visit is an especially good place to learn about a specific aspect of fish culture, require that at least a certain number of the questions be about that topic);

· The day before the trip, inform two trainees that they have been selected to be the trainee facilitators for the trip. (Staff should choose two trainees who they think have the poise, personality and other skills that maximize the possibility that they will do a good job and set a good example for future trainee facilitators). Give them a brief overview of the trip - logistics, name of facility and contact person(s), main function of the facility and other information that may be important for them to know in advance;

· Once the trainee facilitators have been notified, hold a brief meeting with the group and have them brainstorm some ideas for the role of the trainee facilitators. The list should include:

· Meet, greet and get the credentials of the resource person(s), and learn a little bit about the goals of the facility. Find out if the person has any special requests regarding the logistics during the visit, or if there are any special rules or restrictions he/she would like the trainees to be aware of. Relate these to the group;

· Tell the resource person(s) about the program and the group;

· Introduce the resource person(s) to the group and vice versa;

· Watch the time and keep the group on schedule;

· Maintain order and organization within the group throughout the visit;

· Give the resource person(s) a lunch (if applicable), and be sure trainees join him/her during lunch;

· Formally thank the resource person(s) at the completion of the visit;

· Get all important information such as names, addresses, phone numbers, etc.;

· Write thank-you note on behalf of the group upon return from the trip.

Session III-6: Processing of field trip

Total time: 1 hour, 25 minutes

Objectives:

· Share experiences and [earnings from field trip;

· Compare ideas about utilization of resources, information gathering, filtering and assimilation and assess own effectiveness on the trip;

· Self-assessment of the performance of the group in terms of professional comportment.

Overview: Upon return from the field trip, a session is held to process the experience. In this session trainees have an opportunity to share and discuss some of the technical information they received. Another important aspect of the meeting is the examination of the experience from the standpoint of utilization of resources, gathering and assimilation of new information which are areas that trainees may not have consciously considered before. By focusing on this aspect, they can make some interesting discoveries and exchange ideas that they will be able to apply in future situations. During this session, trainees are also encouraged to give some thought to their own comportment and actions during the trip in order to increase self-awareness, as well as help trainees who are not accustomed to thinking of themselves in a professional role become more sensitive to what this entails.

10 minutes

1. The trainer asks each trainee to take out a sheet of paper and write down what they feel would be five appropriate questions to ask on a quiz concerning the trip the took.

15 minutes

2. The trainer asks the trainees to exchange papers, and take 15 minutes to respond to the questions posed on the paper they receive.

20 minutes

3. The trainer collects the papers, then asks the trainees to give him/her an overview of what they saw/heard/learned on the trip. A group discussion should be facilitated which includes a brief description of the facility and personnel, the goals of the facility, and what is done to meet those goals. It should also include comments by the trainees about points they found especially interesting, and information they learned that they plan to apply directly to their own pond management. As part of the facilitation of this discussion, the trainer can refer to some of the quiz questions that the trainees have turned in to stimulate conversation or raise interesting technical points. (Note: This discussion should address technical material and insights into the aquaculture industry.)

15 minutes

4. The trainer asks the trainees to now give some thought to the trip from the standpoint of utilizing resources, collecting information, and filtering and assimilating that information.

5 minutes

5. The trainer asks the trainees to take five minutes and write in their notebooks a list of guidelines or points they want to remember about information gathering, filtering and assimilation to be applied when given the next opportunity.

10 minutes

6. The trainer asks the trainees to imagine that they are in the place of the resource person(s) with whom they met. What kind of day did he/she have? What impression did he/she have of the group, and by extension, of the Peace Corps? Allow a group discussion that includes some self-critique by the group regarding their own performance, manners, sensitivity, consideration, comportment, demonstrated respect, etc. In concluding the discussion, ask the group to summarize any special points they want to remember for next time in order to present themselves in the best light and promote a positive, professional image and write these on the board.

10 minutes

7. The trainer asks the two trainee facilitators to comment on the role they played. What did they do? In what ways to they feel they helped the group and the resource person(s)? What do they feel they could have done better? Are there any tasks they feel should be added to or deleted from the responsibilities of the trainee facilitators? Do they have any specific recommendations for future trainee facilitators? After the two facilitators have responded, open up the same questions to the rest of the group. Ask them what they found most and least helpful, and for any suggestions from their point of view for future trainee facilitators. (Remind them that they will all serve in this role at some point).

Resources and Materials:

· Blackboard, chalk, eraser.

Trainer Notes:

· An option to number 2 is to collect the questions and pose them to the group at random;

· Examples of the kinds of points that should come out of the discussion in step number 4 include:

· The importance of how questions are asked, i.e., carefully phrasing in order to minimizes the danger of misinterpretation on the part of the resource person or on one's own part in receiving the response; avoiding yes/no questions in many situations; avoiding putting someone on the defensive; being sensitive to touchy areas that may be too private or may be in an area in which the speaker is not confident, etc.;

· The importance of taking copious notes. Do not trust memory when receiving a lot of new information, even details that do not seem important now may become very important later or help place a piece of information into context.

· Knowing the resource, i.e., his/her credentials, objectives, needs, priorities, etc.;

· Everyone is a resource for something; everyone has something of value to offer; and resources for information you need are not always obvious and may not be easily identified; don't be quick to make judgements;

· "Relevance", i.e., whether or not a piece of information is relevant to one's own situation is not always immediately obvious; something may become relevant later; may actually be relevant in an indirect way (the basic concept may be transferrable even if the specifics of the circumstances are different); or may be something of which one has not yet recognized the importance, etc.;

· "It depends" is a common answer given to questions. There are few, if any, absolutes in fish culture. This response is not evasion on the part of the resource person, it is simply a fact. What works, is correct, or is best in one situation may not be the best solution in another situation;

· In step number 6, the trainer should be careful not to put the trainees on the defensive. Although it might be helpful to gently bring up points trainers may have noticed on the trip (areas with room for improvement, examples of less than ideal comportment by some trainees, etc.), every effort should be made to let the trainees take the lead in critiquing themselves. If they feel this discussion is just meant as a thinly veiled reprimand by the staff, they may become defensive and close themselves off to valuable interaction;

· If time becomes a constraint, step number 7 can be delayed until the next time a field trip is planned. In preparing the group for that trip, the role of the trainee facilitators can be discussed.

Session III-7: Masonry and carpentry projects

Total time: 18 to 21 hours

Objectives:

· Provide practical experience with basic carpentry skills such as:

· designing a structure
· drawing plans
· measuring and cutting wood
· using nails, screws and other hardware;

· Provide practical experience with basic masonry skills such as:

· planning and budgeting for a masonry project
· designing a form for concrete
· using rebar and other reinforcement
· mixing and tamping cement
· doing multiple pours
· curing concrete
· removing forms;

· Practice working in groups and coordinating on planning, logistics and labor;

· Develop leadership and management skills;

· Learn about effectiveness of various management styles.

Overview: In addition to knowledge about raising fish, trainees must have a variety of practical skills in order to be effective in addressing unique problems or situations, especially during the construction phases of the projects with which they will be involved. An understanding of basic carpentry and masonry will be helpful for making the equipment that farmers may need to build ponds or raise fish, and for constructing or improving facilities such as holding tanks, inlet and drainage structures or transport tanks. These projects also give trainees opportunities to learn from one another, and to learn about their own style s when working in groups and dealing with the inevitable differences of opinion and approaches that arise when several people work on the same task.

15 minutes

1. Group leaders (previously selected by staff - see Trainer Notes) are notified. The trainer who is supervising this project informs them of their assignments and clearly describes their responsibilities. As part of the description of the task, the trainer should show the group leaders the construction site, if appropriate, and describe any required specifications or limitations. The group leaders are also informed of which trainees are in each group (for wheelbarrow projects there will be four or five trainees per group plus one group leader, for a large project such as the construction of a holding tank, groups might be as large as fifteen or twenty with two or three group leaders). Group leaders are informed that they are responsible for the following:

· Initial design of the form, wheelbarrow and/or other relevant structures;

· Drawing plans of their design;

· Describing the task and the design to the other members of their group, getting input from the other members and revising the plans accordingly;

· Providing the trainer with a copy of the written plans, projected budget and a materials list by a specified date;

· Coordinating and organizing the group for the actual construction;

· Assigning tasks, setting schedules, calling meetings if necessary, etc.;

· Ensuring that everyone in the group has the opportunity to get experience with all important skills, and keeping the group informed of the progress;

· Keeping the trainers informed of the progress of the project and requesting additional materials as needed;

· Facilitating a discussion at the completion of the project to process the exercise and evaluate the design, construction and group organization.

15 hours

2. Trainees work on construction of masonry form and/or wheelbarrows. If doing a form, construction time includes setting up of form, bracing and reinforcement.

1 to 3 hours 3. Trainees mix, pour and tamp concrete.

30 minutes

4. After allowing time for the concrete to cure, trainees remove form and shade or cover concrete as necessary for continued curing.

2 hours

5. Group leaders facilitate a meeting to process and evaluate their work. Discussion should address the design of the form and/or wheelbarrow as viewed after completion of the project (problems may have been encountered in using the wheelbarrow, removing the forms from the concrete, or using the concrete structure that suggest improvements in design), the construction methods used, the process of mixing, pouring and tamping the concrete, costs, time, etc. In addition, trainees should discuss how they worked together as a group, i.e. quality of leadership provided, group organization, dealing with differences of opinion, division of labor, etc. After the trainees have finished their discussions and drawn some conclusions, the trainer can provide technical input, share some of his/her own relevant experiences and share some observations regarding how the groups worked together.

Materials and Resources:

· Group leaders will need to have access to some information about masonry. This may be through reading materials, but human resources, either personal or telephone interviews with experts, are preferable. Some trainees may have carpentry and masonry experience, and they are encouraged to share their knowledge with their groups;

· Graph paper;

· Rulers;

· Newsprint, markers, poster board;

· Wheelbarrows and/or pick-up truck for moving heavy items;

· Lumber as requested by trainees;

· Nails, screws, bolts, other hardware as requested by trainees;

· Rebar and chicken wire for reinforcement;

· Wheels, old inner tubes for making tires, or other materials may be requested for wheelbarrows. Trainees or staff may choose to have trainees make wheels out of wood;

· Hammers, wood saws, hacksaws, screwdrivers, hand drills, drill bits, tape measures, line levels, carpenter's levels, wrenches, chisels, other hand tools as requested by trainees;

· Buckets;

· Water source, hose if appropriate;

· Shovels and hoes for mixing concrete;

· Brooms;

· Cement;

· Sand and gravel.

Note: The materials above are the most common requirements. Additional items may be required depending upon the actual project. (For example, if making a concrete elbow, PVC pipe will be required). Quantities also depend upon the number of groups and the actual projects.

Trainer Notes:

· One trainer should supervise this exercise. The trainees should be informed of this and should work directly with this trainer to avoid confusion and inefficiency. The trainer provides minimal technical guidance, but should be available to act as a sounding board as the group leaders work out their plans and strategies for organization. The trainer should interact only with the group leaders and should not get involved at all with the organization of the small groups. It is important that the trainer does not undermine the authority of the group leaders. The trainer should provide encouragement, logistical support, and supply all materials and equipment as requested. As the exercise proceeds, the trainer should stay in constant contact with group leaders, follow the progress of the projects closely, and make notes regarding suggestions and observations that can be shared at the end of the discussions held at the completion of the projects;

· The group leaders may be selected based on a variety of considerations. If the project is to be included as part of the group pond construction project. For example, if the trainees will be building a monk in the pond they construct, the staff may choose to have one member of the Site Selection/Pond Construction seminar team serve as a group leader. This should only be considered if there are three trainees on that seminar topic, however, because they will already have a great deal of responsibility for the construction project. A better alternative is to select a team of group leaders for the masonry and/or construction projects based on previous experience with the skills involved and the trainees' needs for leadership experience. Much attention should be given to this decision. Giving too much responsibility for a very complicated project to a trainee who is extremely shy or who is not well respected in the group can be counterproductive. If the project goes badly that trainee's confidence will be lowered rather than strengthened. On the other hand, this is an opportunity for trainees who lack this type of experience to develop new skills and confidence. The best approach is to select a team with a combination of skills and experiences that the staff feels will complement one another, especially if the project is a large one. The wheelbarrow projects, which involve smaller groups and a more manageable task than something like a holding tank, are good opportunities for trainees with little leadership experience or confidence to learn about their own capabilities and develop their management styles;

· These skills may be practiced as a single exercise in which the form for the masonry project serves as the carpentry component. This is appropriate if the concrete structure that is to be built requires a fairly complicated form, such as a holding tank, monk or sluice. If the masonry project is to construct a simpler structure such as an anti-seep collar or concrete elbow, it is best to do a separate carpentry project. In the latter case, a wheelbarrow construction project is recommended because it provides not only the carpentry skill practice, but results in a very practical and appropriate product. The wheelbarrow they build can be field tested by the trainees during the program, and they can then improve upon the design and bring this with them to their countries;

· Each trainee must participate in both the carpentry and masonry components;

· The number of group leaders and trainees per group will vary according to the project and the number of trainees in the program. For a large masonry project such as a holding tank, as many as fifteen to twenty trainees per group with two to three group leaders is appropriate. In this case, it is especially critical to stress the importance of good organization, division of labor and scheduling to the group leaders. For a wheelbarrow project, groups should be limited to four to five trainees, with one leader per group;

· When informing the group leaders of their assignments, the trainer will have to determine when the initial plans are to be submitted. This will vary according to the training schedule and other work for which trainees are responsible. It is suggested that group leaders have a minimum of four days for working on the initial plans;

· There are a few options regarding step number 5, the group discussions. If there are several group projects, each group can meet separately first for about an hour. For the second hour, the larger group can get together to share highlights of the small group discussions and compare experiences, technical ideas and conclusions. If carpentry and masonry are completely separate projects, the processing should also be split up. If there are only two groups, one large meeting will be sufficient;

· In general, trainees enjoy this project and derive a great deal of satisfaction from it. Unlike much of their work with their ponds and fish, they can quickly see tangible progress and results, and they enjoy learning such practical skills. It is interesting to note, however, that in both the group discussions and the evaluation forms trainees complete every two weeks, they consistently cite the interpersonal interactions of the project as the more difficult aspects. They find working in a group (i.e., dealing with leadership or having to follow a leader, being organized, dealing with other personalities and opinions) very challenging and often frustrating, and they are often surprised by what they learn about themselves as they observe their own reactions and behavior;

· Trainers may find it helpful to refer to a booklet entitled "The Basics of Concrete" which was published by the U.S. Department of Housing and Urban Development.

Session III-8: Dissection exercise

Total time: 2 hours, 30 minutes

Objectives:

· Familiarize trainees with external and internal anatomy of the fish with which they are working;

· In the absence of other resources, learn to use observation of the fish's anatomy to learn about its habits and adaptations to its environment, and then use this information to help make management decisions;

· Provide experience killing a fish, allow trainees to observe their own reactions to this and begin to become desensitized.

Overview: This exercise takes place early in the program, before trainees have access to resources but after they have handled their fish and spent some time on pond management. For many, it will be the first time they actually look closely at the fish with which they have been working. Trainees will receive very specific information about fish anatomy later in the program, but since it is not uncommon to come across unidentified fish species in the field or to lack resource material, it is important to learn how close observation of that animal can provide a good deal of information. In addition, it is important for trainees to recognize that the fish they are raising will eventually be killed, and they must be able to kill fish when necessary. This provides an opportunity for them to observe their own reactions to this aspect of raising an animal for food.

20 minutes

1. In the classroom, trainees are given instructions for this exercise. They are told that each trainee is to catch a fish from his/her own ponds, kill that fish and dissect it. They are to observe carefully, and record and diagram external and internal anatomy and all observations in extreme detail. It is important to point out that this is not a test of the trainees' knowledge of fish anatomy. Depending upon their backgrounds, some trainees may have previous experience and knowledge about anatomy and physiology while others may never have held a fish before coming to training and have little science background. It is an exercise in observation and deductive reasoning. The notes they take will become a notebook section. They are to be handed in the following day, but will be returned to the trainees within a few days to be put into their notebooks.

Have trainees take out a sheet of paper and spend 15 minutes writing down questions they would like to try to answer through this dissection, or specific things they want to look for. Encourage them to also list the steps they will go through to carry out the dissection. (Remind them that since they will be dissecting the fish, the method they use to kill it should not cause physical damage that would make it difficult to identify internal or external organs and/or to observe them as they actually look in a normal fish). When they have finished this and feel prepared, they should go out to their ponds to catch their fish.

2 hours

2. Each trainee catches a fish from his/her pond, kills it and dissects it, recording all observations and any conclusions that can be drawn. Staff should observe, but should not provide input except in the case where a trainee needs to talk through his/her reservations about killing the fish and receive moral support.

Materials/Resources

· Since this is a field exercise, not a laboratory dissection, dissecting kits are not provided. Trainees should be told the day before this exercise to be sure to bring their pocket knives;

· Scraps of plywood, styrofoam, cardboard or some other material to be used as work surfaces for the dissections;

· Colored pencils;

· Magnifying glass not necessary, but might be helpful for trainees who request it;

· Seines and/or cast nets for catching fish (trainees should already have access to these in their equipment shed).

Trainer Notes:

· Trainees who stocked small fry may ask to use different fish since theirs are too small to dissect and observe easily, especially the internal anatomy. Since they will eventually do a more indepth dissection with much more information during seminar week, we feel it is valuable for them to actually work with their own fish in this exercise. This reinforces the importance of a farmer being thoroughly familiar with the animals he/she is raising. By making very detailed observations of their own fish, the trainees will be able to make management decisions based on their knowledge of their fish, and will be able to note subtle changes that may occur over the course of their pond work. A good compromise is to require the trainee to do his/her best with his/her own fish, but allow him/her to also dissect a fish from another trainee's pond that is the same species, but larger;

· Trainers must be sensitive to the fact that killing and dissecting a fish will be difficult for some people. It is important to let those people talk out their feelings and to provide whatever support and encouragement is appropriate for helping them through this. Similarly, it is imperative that trainers also remember that observation and drawing of logical conclusions based on observations are the main points of this exercise, not knowledge and understanding of fish anatomy and physiology.

Session III-9: Social awareness

Total time: 1 hour, 5 minutes

Objectives:

· Provide opportunity for trainees to reflect upon their awareness of their environment and observation skills in a social sense;

· Provide opportunity for trainees to reflect on their perceptions of the cultural and social mores of the area;

· Provide opportunity for trainees to reflect on their own behavior, appearance and general selfpresentation in the context of their environment;

· Develop increased sensitivity and respect for customs, values and accepted standards of appearance and behavior in the local area.

Overview: This is a session in which time is allotted for giving thought to issues that sometimes get overlooked by trainees. Some of the non technical, but very important, personal characteristics that are so important in being an effective Peace Corps Volunteer can be all but forgotten due to the hectic pace of training, combined with what can become a sense of anonymity or feeling of being invisible due to being part of a large group. In this meeting, trainees are given an opportunity to concentrate on the cultural and social aspects of their surroundings, and are encouraged to examine their own actions, attitudes and manners in regard to those issues.

10 minutes

1. The trainer asks the trainees to take about ten minutes to jot down some responses to the following questions based on their own observations (trainee responses should be as specific as possible):

· What are the major industries in this area? How do most people here make a living? What is the economic base for this area?

· What appears to be the socioeconomic status of most people in this area, and what kind of a range seems to exist?

· What do people in this area enjoy doing for recreation and relaxation?

· What have you noticed about acceptable standards of dress, appearance and behavior for various situations (eating in restaurants, shopping, going to work or school, etc.);

· How do people here generally greet each other?

· What are the most common religions practiced in this area?

· What are some of the public or social issues about which people in this community seem most concerned (education, drugs, unemployment, environmental issues, etc.)?

15 minutes

2. The trainer asks the trainees to volunteer some of their responses to initiate a group discussion. Continue the discussion for about fifteen minutes, allowing trainees to share their observations and interpretations.

20 minutes

3. Tell the trainees that they will be breaking into small groups, and tell them how the groups will be divided (approximately four groups). Tell them that when they get into their groups, they should address the following questions. Two groups should list their responses to the first question on newsprint. The other two groups should list their responses to the second question on newsprint. (All groups should discuss both questions among themselves). The questions are:

· Based upon their observations of and interactions with you, what impression do you think people in this area have of Peace Corps Volunteers, and what would you say is a likely range of assumptions they would make about Peace Corps Volunteers?

· Assuming you now have a somewhat enhanced awareness of the area and of your own actions, what can you do, as individuals and/or as a group, to be sensitive to the local area, integrate smoothly and promote a positive image of yourselves and of Peace Corps?

20 minutes

4. Each group presents its newsprint list. The group discusses each list, sharing and comparing their ideas.

Resources and Materials:

· Newsprint, markers, masking tape.

Trainer Notes:

· This session should be as early in the program as possible, yet far enough into the program for trainees to have had an opportunity to adjust to the program and to the local area;

· Suitable times for this session are either as part of an end of the week meeting on a Saturday afternoon, or as a Monday morning meeting;

· The staff should allow the trainees to take as much control as possible in this meeting. The majority of the conversation should be among the trainees. Staff should be cautious about putting trainees on the defensive by pointing out examples of insensitive or inappropriate behavior that the trainees have exhibited as that would probably result in a counterproductive session. However, if trainees have demonstrated seriously inappropriate actions or behaviors, or if they fail to assess themselves in a balanced way or go into sufficient detail, it may be necessary to bring these up for discussion in a tactful and non-threatening manner.

Session III-10: Personal interview - week three

Total Time: Very variable. Average is between 20 and 30 minutes per trainee.

Objectives:

· Provide opportunity for trainees to give concentrated thought to self-assessment;

· Provide opportunity for trainees to discuss their feelings about being in the program (both short and long-term) and their level of commitment at this point;

· Provide opportunity for each trainee to receive feedback from the staff regarding his/her performance in the program;

· Reinforce strong points of each trainee's performance and discuss strategies for improving weaker areas;

· Provide an opportunity for each trainee to express any concerns or discuss any issues he/she may care to share with the staff.

Overview: This interview is quite different from the first one. Trainees prepare for it ahead of time by filling out a self-assessment form that is meant to help them evaluate their own strengths and weaknesses and target areas in which they are strongest or would like to improve. There is an exchange of perceptions between the staff and the trainee, and the trainee receives direct feedback from the staff.

1. At least one day prior to the first interview, the trainees are each given a copy of the attached self-assessment form. They are asked to consider the items listed on the form very carefully, and respond to each point thoughtfully and honestly. Tell them that they are not limited to the issues on the form, and that they are welcome to bring up any other matters they care to discuss at their interview.

2. Prior to the interviews, the staff also completes a form (the same form the trainees received) for each trainee. During this process, frequent reference should be made to the behavioral data files. Using the form as a vehicle, the staff will determine what they consider to be the most important points to discuss with the trainee, and will prepare themselves to provide objective, balanced feedback.

3. The interview should be held in a quiet, comfortable, private location. The Master Trainer and one other trainer should be present at each interview. When the trainee arrives, the trainers greet him/her, and the Master Trainer explains what will occur during the interview. It is explained that the interview will begin with the trainers asking the trainee a few questions. Following that, the trainee will be asked to share the ratings and comments he/she put on the self-assessment form, and the trainers will give the staff perspective on some of the issues on the form as well. Special attention will probably be given to points for which the trainee and the staff have indicated very different opinions, or to areas that either the trainee or the staff feel should be further examined.

4. Although staff note-taking during the interview should be kept to a minimum, the Master Trainer should explain to the trainee that the trainers will be writing down some of the ratings the trainee has given him/herself, and that the trainers might jot down a few notes. This is to help them remember points that they want to discuss further at a later point in the interview.

5. The Master Trainer asks the trainer to begin the interview. The trainer asks the following questions (obviously, the trainees responses may require further discussion and necessitate a departure from this order or set of questions):

· Now that you have left your family, friends, school or job behind and you have been here at the training site for about three weeks, how do you feel about your decision to join Peace Corps?

· Do you feel that you have any loose ends or unfinished business that you haven't fully addressed yet?

· You have begun to get some hands-on experience in fish culture, is it similar to what you anticipated? In what ways is/isn't it?

6. The Master Trainer then asks the trainee:

· Earlier in the program, you listed some personal goals for training. How do you feel about those goals not, and have you been making progress toward achieving them?

7. The Master Trainer now asks the trainee to go through the self-assessment form. Discuss the trainee's comments about his/her own performance, and provide feedback on the staff's perceptions of the trainee's performance in the different areas. If appropriate, help the trainee to put his/her feelings into perspective (sometimes trainees are very hard on themselves), recognize his/her strengths, and develop strategies for making improvements in areas either the trainee or the staff consider weak.

8. After discussing the issues in the assessment form, the Master Trainer asks the trainee if there is anything else that he/she cares to talk about. (If the staff has other issues they want to address, these are brought up as well).

9. In concluding the interview, ask the trainee to summarize what he/she feels are his/her strongest areas, and what the individual has targeted as areas to work on. Ask the trainee if there is anything in particular about which he/she would like to receive feedback in the next interview. Remind the trainee that a special interview or specific feedback may be requested at anytime.

Resources and Materials:

· A comfortable, quiet, private location;

· Two copies of the self-assessment form per trainee (one to be given to the trainee, one to be filled out by the staff).

Trainer Notes:

· After the interview, the trainee keeps his/her form so that he/she may continue to refer to it. The staff keeps the copy that was completed by the staff;

· This approach to personal interviews was developed after a series of other approaches and modifications. At first, no self-assessment forms were used. Trainees were asked to evaluate themselves verbally at the interview. This resulted in the trainees often doing too little talking in their own interviews. They tended to remember every detail of negative feedback, yet seemed to retain almost no memory of the positive feedback they received. The first few times a self- assessment form was used, the results were encouraging, but the forms themselves were too general and vague. There were no ratings, just a space for comments, and many trainees did not actually fill them out, thus they did not take the time to really think about the issues listed. The form that is provided here was finally developed and has worked very well. By placing a greater emphasis on the process of self- assessment and providing an instrument that really demands it, the trainees seem to put much more effort and honest thought into evaluating their own performances, plus they seem more receptive to hearing the reactions of the staff to their own assessments. It creates a non-threatening, supportive atmosphere and a sense of trust and mutual respect that allows for a greater exchange of ideas and a much more open, positive attitude toward the process of giving and receiving feedback;

· In the case of a trainee who is having real difficulties in the program, or who may even be under consideration for administrative separation, there may need to be some subtle differences in the way the interview is handled. More staff members should be present, and the need for thorough documentation will probably require more note-taking during the interview. Review required procedures for administrative separations and/or resignations as outlined in Peace Corps Manual Section 284 to ensure that the trainee receives fair treatment and that all correct procedures are followed;

· Following each interview, the staff members who were present should make notes for the files about what occurred, about the trainee's self-assessment, the feedback that was given, and the feedback that the trainee requested be provided in the next interview;

· Following is a sample of a self-assessment form:

TRAINEE SELF-ASSESSMENT FORM

Name:____________________________________ Date:_____________

The following is a list of some skill indicators that fall under the Assessment Dimension categories outlined during orientation. Please rate your own performance in these areas up to this point in training. Make any comments you may have and note points that you would like to discuss during your personal interview. Use a rating scale of 1 to 5 where 1=Weak and 5=Strong.

	Rating	Comments
· Perseveres in difficult, ambiguous or frustrating situations and with difficult tasks or assignments.
· Listens actively, pays attention and participates actively in group discussions/projects.
· Completes written assignments on time and satisfactorily.
· Is assertive in making use of available resources and records information appropriately for future use.
· Takes some leadership roles, demonstrates leadership ability.
· Is self-motivated, takes responsibility for learning and doing, and can work independently.
· Sets goals and plans effectively.
· Demonstrates technical competence. Understands and applies technical principles.
· Able to identify and analyze problems. Is innovative and creative in solving problems, and can apply own skills and knowledge to new situations or problems.
· Exhibits enthusiasm and curiosity about problem-solving activities. Seeks out and accepts challenges.
· Communicates effectively.
· Is willing to give and receive feedback, and responds to feedback in a constructive manner.
· Recognizes own strengths and limitations.
· Adjusts rapidly to new environments. Demonstrates flexibility and a willingness to change behavior when appropriate.
· Projects professionalism, self-respect and respect for others through behavior and personal appearance.
· Observes common standards of etiquette.
· Avoids stereotyping; is not judgmental. Demonstrates interest in others and a willingness to consider other ideas and opinions.
· Demonstrates integrity in complying with training rules and the spirit of individual training.
· Additional Comments: