Forestry training manual Inter-America Region: Session XLI Spanish language

Forestry training manual Inter-America Region

		Information collection & exchange
		Acknowledgements
		Trainer guidelines
		Training program overview
		Forestry observation guide for site visit
		Getting ready
		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
		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
		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

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.