| Forestry training manual Inter-America Region |
|Information collection & exchange|
|Training program overview|
|Training program goals:|
|Forestry observation guide for site visit|
|1. Stock the library|
|Reference material listing|
|2. The training site|
|3. Plan the field trip|
|4. Tree planting site|
|5. Soil erosion site|
|Conducting the training program|
|Weekly evaluation form|
|Session I day one|
|Daily schedule for technical training|
|Session II special projects|
|Session III The forest of the world, peace corps forestry goals, the individual volunteers' roles|
|Session IV Language class|
|Session V Exercise I: Record keeping|
|Session VI Exercise II|
|Session VII Flowers, seeds, the beginning|
|Session VIII Spanish language class|
|Session IX Non-verbal communication|
|Session X Basic site selection, planning and layout of a nursery|
|Session XI Spanish language class|
|Session XII Cultural values|
|Session XIII Soil preparation, seed bed sowing, and reproduction by clippings|
|Session XIV Spanish language|
|Session XV Communication through illustration|
|Session XVI Fertilizers, watering and containers|
|Session XVII Spanish language|
|Session XVIII Protection and record keeping|
|Session XIX Individual interviews|
|Session XX Planting trees|
|Session XXI Spanish language session|
|Session XXII Introduction to extension|
|Session XXIII The principals of pruning and thinning|
|Session XXIV Spanish language|
|Session XXV Volunteer's role as an extensionist|
|Session XXVI Pacing, plane table, rustic transit and compass|
|Session XXVIII Spanish language|
|Session XVIII Forestry extension|
|Session XXIX Forest menstruation|
|Session XXX Spanish language|
|Session XXXI Working with groups as an extension worker|
|Can farming and forestry coexist in the tropics?|
|Some observations about agricultural plantations and agri-silviculture|
|Session XXXIII Spanish language|
|Session XXXIV Lesson plan and use of visual aids in teaching|
|Session XXV Small research projects|
|Session XXXVI Individual interviews|
|Session XXXVII Soils|
|Session XXXVIII Spanish language|
|Session XXXIX Community analysis introduction|
|Session XL Soil erosion|
|Session XLI Spanish language|
|Session XLIII Watershed management|
|Session XLIV Spanish language|
|Session XLV Review of expectations - mid way|
|Session XLVI Spanish language|
|Session XLVII Species report|
|Session XLVIII Forestry issues|
|Exotic vs indigenous species|
|Exotics vs indigenous - Ecuador|
|Exotic vs. indigenous species - Paraguay|
|Session XLIX Spanish language|
|Session L Field trip overview|
|Session LI Ecology teams give presentations|
|Session LII Individual interviews|
|Session LIII Review of field trips|
|Session LIV Project planning: goal setting|
|Session LV Spanish language|
|Session LVI Resources|
|Session LVII Compost heap - insect collection - light gaps|
|Session LVIII Spanish language|
|Session LIX Cultural shock - are we ready for it?|
|Session LX Grafting and fruit trees|
|Session LXI Spanish language|
|Session LXII Professional approaches to interaction with host country officials|
|Session LXIII Final interviews|
|Session LXIV Graduation|
Total Time: 2 hours
- 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.
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
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.
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"
11. Block design
A. All locations on same soil type
B. All plots subjected to same conditions (e.g., exposure)
C. Three replicates per species
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. _______
8. E. _______
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.
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)
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 .
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.