 | Forestry training manual Inter-America Region |
 |  | Information collection & exchange |
| | Acknowledgements |
| | Trainer guidelines |
|  | Training program overview |
| | Training program goals: |
| | Advance information |
| | Forestry observation guide for site visit |
| | Getting ready |
| | 1. Stock the library |
| | Reference material listing |
| | 2. The training site |
| | 3. Plan the field trip |
| | 4. Tree planting site |
| | 5. Soil erosion site |
| | 6. Transportation |
| | 7. Materials |
| | 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 |
| | Unasylva |
| | 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 |
Session LIX Cultural shock - are we ready for it?
Total Time: 2 hours
Overview
In the process of getting trainees ready for volunteer service and with the realization that many participants will in a few short days be alone for the first time in their project sites, we once again go over the process of cultural shock.
Procedure
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Time |
Activities |
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10 minutes |
1. Trainer gives brief introduction and goes over goals. Reminds trainees that this subject has been covered before, but now they are almost ready to go to their sites for two years of volunteer service. We should then go over the following stages. |
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2. Trainer using the following diagram posted on newsprint asks trainees to break into groups of five or six and discuss each stage. They should discuss the following: |
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10 minutes |
A. Ways to cope with the problems in stage two. |
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10 minutes |
B. Feelings that will be generated during stage three. |
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10 minutes |
C. The inevitable reactions in stage four. |
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20 minutes |
D. Trainer now hands out to the group, fears and hopes form, and they make list of fears and hopes. |
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20 minutes |
E. Trainer now hands out "check list" for fears and hopes. Trainees discuss their lists using check list. |
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5 minutes/ group |
F. Each group is asked to prepare a statement to give to the large group. This presentation should include highlights of small group discussion and points they would like to stress. |
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15 minutes |
G. Trainer now does summary of exercise. Picks up points that have been raised during presentation. May add some of own experiences which are appropriate to alleviate fears that have been raised. |
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(Fig. 75)
CHECK LIST FOR FEARS AND HOPES
1. Are the fears and hopes realistic or not? (Let's find out through concrete examples).
2. What is the cultural dimension of each fear and hope? (From where are those fears and hopes coining?)
3. What can be done to overcome the fears if necessary and build upon the hopes?
a) the anticipated negative responses from others: are they real or imaginary?
b) the obstacles which prevent the implementation of what people wish to do but do not do.
c) the required modifications for making the ideas acceptable?
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FEARS |
HOPES |
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1. to fail |
1. to learn something |
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2. to be misunderstood |
2. to grow from the experience |
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3. to hurt people |
3. to adjust |
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4. to lose face |
4. to help others |
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5. to be rejected |
5. to be successful |
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Others |
Others |
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