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close this book Forestry training manual Inter-America Region
View the document Information collection & exchange
View the document Acknowledgements
View the document Trainer guidelines
Open this folder and view contents Training program overview
View the document Forestry observation guide for site visit
Open this folder and view contents Getting ready
View the document Conducting the training program
View the document Weekly evaluation form
View the document Session I day one
View the document Daily schedule for technical training
View the document Session II special projects
View the document Session III The forest of the world, peace corps forestry goals, the individual volunteers' roles
View the document Session IV Language class
View the document Session V Exercise I: Record keeping
View the document Session VI Exercise II
View the document Session VII Flowers, seeds, the beginning
View the document Session VIII Spanish language class
View the document Session IX Non-verbal communication
View the document Session X Basic site selection, planning and layout of a nursery
View the document Session XI Spanish language class
View the document Session XII Cultural values
View the document Session XIII Soil preparation, seed bed sowing, and reproduction by clippings
View the document Session XIV Spanish language
View the document Session XV Communication through illustration
View the document Session XVI Fertilizers, watering and containers
View the document Session XVII Spanish language
View the document Session XVIII Protection and record keeping
View the document Session XIX Individual interviews
View the document Session XX Planting trees
View the document Session XXI Spanish language session
View the document Session XXII Introduction to extension
View the document Session XXIII The principals of pruning and thinning
View the document Session XXIV Spanish language
View the document Session XXV Volunteer's role as an extensionist
View the document Session XXVI Pacing, plane table, rustic transit and compass
View the document Session XXVIII Spanish language
View the document Session XVIII Forestry extension
View the document Session XXIX Forest menstruation
View the document Session XXX Spanish language
Open this folder and view contents Session XXXI Working with groups as an extension worker
View the document Session XXXIII Spanish language
View the document Session XXXIV Lesson plan and use of visual aids in teaching
View the document Session XXV Small research projects
View the document Session XXXVI Individual interviews
View the document Session XXXVII Soils
View the document Session XXXVIII Spanish language
View the document Session XXXIX Community analysis introduction
View the document Session XL Soil erosion
View the document Session XLI Spanish language
View the document Session XLIII Watershed management
View the document Session XLIV Spanish language
View the document Session XLV Review of expectations - mid way
View the document Session XLVI Spanish language
View the document Session XLVII Species report
Open this folder and view contents Session XLVIII Forestry issues
View the document Session XLIX Spanish language
View the document Session L Field trip overview
View the document Session LI Ecology teams give presentations
View the document Session LII Individual interviews
View the document Session LIII Review of field trips
View the document Session LIV Project planning: goal setting
View the document Session LV Spanish language
View the document Session LVI Resources
View the document Session LVII Compost heap - insect collection - light gaps
View the document Session LVIII Spanish language
View the document Session LIX Cultural shock - are we ready for it?
View the document Session LX Grafting and fruit trees
View the document Session LXI Spanish language
View the document Session LXII Professional approaches to interaction with host country officials
View the document Session LXIII Final interviews
View the document Session LXIV Graduation

Session XLI Spanish language

Total Time: 1 1/2 hours

Overview

During this session, trainees are given the following soil erosion phrases. They are to translate and illustrate each phrase.

- Para controlar la erosion siembra en curval de nivel, en terrazas o en figas.

- Asi conservaras la fertilidad de su suelo.

- Usa las terrenos pianos pare cultivos anuales que necesitan carpidas.

- Los terrenos muy inclinadas debes cubrirlos con montes o pastas.

In this session trainees prepare simple charla on building gully plug. Charla should include directions.

Procedures

Time

Activities

1 1/2 hours

1. As described in overview.

Problem Analysis

Total Time: 2 hours

Goals:

- Using same cybernetic social sub-system as used in cession, 39 trainees do problem analysis.

- Explore possible solutions measuring each solution for impact on 14 social sub-systems.

Overview

Building on community analysis from session 39, trainee should analyze problem using the 14 social sub-systems to discover resources, patterns, and see how possible solutions affect other segments in the community. They may also discover possible support for solutions.

Exercise I Problem Solving

Total Time: 2 hours

Overview

In this session trainees work further with the 14 social cybernetic sub-systems to see how each problem and each solution impacts on sub-systems other than the one with the original problem.

Procedures

Time

Activities

1 1/2 hours

1. Trainer describes the following problem solving system to group (place on newsprint).

   

a. Problem identification

   

b. Information gathering

   

c. Pre-conclusion (hypothesis)

   

d. Diagnosis

   

e. Brainstorming

   

f. Decision making

   

g. Planning

   

h. Implementation stages

 

Trainer now gives the following directions:

 

We are going to give you some problems we have identified or, in other words, step one. You will check problems with 14 sub-systems to see how many are affected. This is step 2. Step 3 will be your preconclusions and will have to include some assumptions on your part. Step 4 will he your diagnosis of the problem. Step 5 you will brainstorm for possible solutions. Step 6 you will decide on one solution and once again see how solutions will affect other sub-systems. Step 7 you will decide how your solution could get implemented. Step 8 try to look at what steps would have to be taken in implementation and what other sub-systems might be involved. You will list all steps taken on newsprint. At the end of this exercise you will describe to the group your 8 step process. Each group will have a different problem on which to work.

Trainer's Notes: We have listed several problems that volunteers have faced during their service. You may wish to add others.

30 minutes

2. Groups now describe on newsprint, the problems and process they used as a group.

5 minutes

3. Trainer summarizes, emphasizing that there is no way to effect just one sub-system with a solution as there is no problem that effects just one sub-system.

Possible Problems for Analysis

1. In a small community a neighboring large land owner has offered a piece of land for a forestry project. The PCV has organized the group and since everything except the final arrangements for purchase of the land was ready, the group decided to proceed with planting one hectare of trees.

But after a year permission to purchase the land had not been arranged. The landowner therefore decided to sell his land and move to the city. The new owner refuses to recognize the value of the trees planted and the group is angry with the PCV.

2. A PCV organized a tree planting project on the land of the local school and together with the students, planted seedlings.

The teacher gave permission to the president of the "PTA" to graze his sheep in the woodlot and many small trees were killed.

3. The head political person in town (temiente politico/intendente) owns a good stand of timber which he wants to clear. He asks the PCV for advice and help in the project. At first it sounds like a good extension project but it becomes clear that he intends to burn all the timber to clear and plant crops and only wants the PCV as free labor to supervise the workers.

4. In a small community a PCV has established a forestry nursery with good results - largely due to the help of the president of the Town Council who got fencing, water and wages for the laborers from the town budget.

When the trees are ready for outplanting the president comes to the PCV and asks for 2000 free trees for planting on his own farm.

5. A forestry co-op planted 5 hectares of community owned land in trees. After five years a PCV was assigned to the co-op to help thin and prune.

To facilitate care and to motivate them, families were assigned equal lots to manage and use. Then a high power electric line -was built through the trees wiping out two family lots. These people came to the PCV asking her to help them yet rights to trees from the other members.

6. After six months of hard work in developing an interest in forest management and success in establishing a nursery, your project is going full speed. Seeing this success your counterpart is getting nervous and realizes he is going to have to spend more time on the project than he anticipated, or else look very bad. He is planning a trip to headquarters to complain about you and to suggest that you be changed to another site.

7. In your community there is a high interest in tree planting and land is available. A meeting was called to discuss the project and Juan Vasquez was named project chairman.

After the meeting you learn that Juan Vasquez has very few friends. In fact as a store owner who sells on credit, almost everyone owes him money and is intimidated by him. It is clear that the forestry project will not prosper under Juan's leadership.