Small-Scale Marine Fisheries - A Training Manual (Peace Corps, 1983, 631 p.) Week 8: Training (introduction...) Session T-101: Alternative energy forms special group project Session T-102: Water heater special project Session T-103: Wellness Session T-104: Professional approaches to interaction with host country officials Session T-105: Fisheries statistics Session T-106: Country specific slides Session T-107: Aquaculture special project and field trip Session T-108: Culture shock Session T-109: Final interviews Session T-110: Training closure Session T-111: Graduation ceremony

Small-Scale Marine Fisheries - A Training Manual (Peace Corps, 1983, 631 p.)

Week 8: Training

Week 8, Sessions 101 Thru 111

Session T-101: Alternative energy forms special group project

Time: 7:30 AM

Goals:

· To acquaint trainees with alternative forms of energy
· To look at some applications for wind, solar, biogas and other alternative energy sources
· To identify resources for additional information on alternative energy technologies
· To enable trainee doing the special group project to practice and build on leadership communication/technology transfer skills

Overview:

In this session trainees become familiar with third world energy issues and current appropriate energy technologies. Trainers have the opportunity as well in this session to discuss the long and arduous hours that women in particular spend on daily household chores in developing countries chores such as collecting firewood and hauling water. The time required for those diary tasks will most likely compete directly with the interventions they as Peace Corps Volunteers will be trying to introduce. Trainers stress the value of mud stoves and other labor-saving technologies and devices as secondary project activities.

Procedures:

Time	Activities
2 Hours	1. Group leader and team members present an overview of energy technologies and their degree of appropriate ness in developing countries, including water pumping wind systems, wind generators, solar dryers, solar water heaters, photo-voltaic cells, methane digesters, mud stoves and hydrams.
15 Minutes	2. Group leader and team members present a list of resources for additional information on the above, including ICE, the Appropriate Technology Sourcebook Vol I and II, and the ITDG publication list.

References:

· A.T. Sourcebook I, II; The Chinese Biogas Manual; Lorena Stoves; How to Build a Cretan Sail Windpump; Wind and Windspinners; Simplified Wind Power Systems for Experimenters; and the ICE Publication List

ALTERNATIVE ENERGY FORMS

Why Consider alternative energy?

Fossil fuels, the most widely used energy source, are expensive, must usually be imported and are unavailable to many poorer rural communities. The importation of fossil fuels accounts for one of the major causes of balance of payment constraints for many developing countries.

Alternative energy sources such as wind, solar, water, biogas and wood can provide appropriate technologies for the village level and contribute to self sufficiency. By helping ease some of the burdensome labor of daily life, such technologies can free people's labor and energy for other aspects of the development process.

A definition of energy is the capacity to do work. A process for considering and choosing alternative energy technologies is the following:

1. Decide what type of work needs to be done, eg: heating, lifting, pumping water, cooling.

2. Consider all appropriate technologies for doing this work; include considerations of cost, availability of parts and materials, skills required for construction and maintenance and cultural preferences.

3. Conduct a detailed cost comparison between two or three specific technologies being considered.

4. Choose one plan.

5. Build the project; utilize locally available materials, skills and labor when possible.

6. Plan for ongoing maintenance and repair.

Different Types of Alternative Energy:

Wind - Coastal areas tend to have consistent winds and open unobstructed areas, thus they can be good sites for wind power. Uses of wind consistent with small-scale fisheries could include: water pumps for fish cleaning and processing, for salt making, use of sail power on boats and for generation of electricity.

Sail - Sail powered fishing boats are traditionally used in many parts of Asia, the Caribbean, and more recently on the US west coast. A modern trend is towards specially designed boats with a motor/sail combination. The more streamlined sailboat design contributes to fuel efficiency, while sails can be used in favorable winds and for emergencies.

Windmills - Pumps: windmill powered water pumps are available in designs at low cost ($600-$800) There are numerous designs which utilize cloth sails, wood propellers, and a rotor design (savonius rotor) made of a 50 gallon metal drum. (See references for details).

Electricity Generation - Highly efficient windmills with propellor type blades can be used to generate electricity. Estimated installation and construction costs run $1000 per kilowatt produced in size ranges of 0.5 - 30 kw. Some necessary considerations include power storage, conversion from DC to AC and inconsistent wind speeds.

Below is a sample cost comparison for a Diesel and wind powered electric generator.

	Diesel	Wind
Output	10-20 kw	10-20 kw
cost, complete and installed	$ 9,000	$23,000
Diesel fuel	45,000	-0-
Maintenance at$1,000 per year	5,000	5,000
Cost over five years	59,000	28,000
Power cost per kw/hour	$0.20 to $0.40	$0.10-$0.20

Solar Energy - Solar energy has multiple applications at varying levels of technology, from simple water heaters or food dryers to solar refrigeration systems, heating, and electricity production by photo voltaic cells.

Food preparation - see section on fish dryer.

Water heaters - Hot water heaters for personal use can be made simply by painting a small water tank black and giving it a good exposure to the sun. More elaborate hot water systems include solar collectors which store solar energy by heating water in circulating pipes fitted into a roof panel. Industrial uses of solar heated water include pre-heating in canning and bottling industries.

Refrigeration - We have discussed the desert water bag principle of solar cooling; e.g. hanging a damp cloth bag in a breezy area, while evaporation of the water lowers the temperature inside the bag. In addition, high cost prototypes of solar refrigerators and ice plants have been developed, but are still impractical for widespread application due to cost.

Electricity - Photo voltaic cells produce electricity and require little maintenance. They are however, expensive and must be imported. Cost should come down in the future however, so these may become a practical means for producing solar electricity.

Biogas - see fish silage section for description. Diesel engines on boats can be converted to run on biogas.

Water - Small hydro dams, tidal power and water wheels all have potential applications for production of electricity and for performing mechanical work. Small dams have little ecological impact and are a very efficient means of producing hydro electricity. Where waterfalls or rivers exist, small turbines can be installed to produce low levels of electrical production (1.5 kw), or for turning water wheels. Tidal power, though not currently applicable at a low cost technology level, has possible applications through extraction by paddle wheels on floating barges in large slow moving rivers.

Wood - Efficient wood burning stoves can save many hours of labor by village women who must walk miles daily to collect fuel wood. Lorena stoves, (see reference book) provide a design for a well-insulated stove, built out of local materials which burns wood at a high level of efficiency. The design can be readily adapted to different use patterns and localities.

References:

· Intermediate Technology and Alternative Energy Systems For Small Scale Fisheries. David B. Thomson South China Seas Fisheries Development and Coordinating Programme Manila, Philippines, 1 97 9

· Appropriate Technology Sourcebook Vol 1. Ken Darrow and Rick Pam. Volunteers in Asia Publication 1981

· Appropriate Technology Sourcebook Vol II. Ken Darrow, K. Keeler and R. Pam Volunteers in Asia Pub. 1981

· Hand Book of Homemade Power, Mother Earth News 1979

· Preserving Food By Drying. Cynthia Fahy, Carl Vogel and Per Christiansen. Peace Corps Information Collection and Exchange Manual No. M-10 1980

· Bio-Gas Plant, Generating Methane From Organic Wastes and Designs With Specifications. By Ram Bux Singh, Gobar Gas Research Station, AjitMal, EtaWah (U.P.) India, 1975

· How to Build a "Cretan Sail" Windpump. R.D. Mann 1979. Intermediate Technology Publications Ltd.

· Wind and Windspinners. M. Hackleman. 1974. Peace Press, Culver City, CA.

· Simplified Wind Power Systems for Experimenters. Jack Park. 1975. Helion, Inc. Brownsville, Ca.

· A Chinese Biogas Manual. Adriane Van Buren, ed. 1976. Intermediate Technology Publications, Ltd. London

· More Other Homes and Garbage: Designs for Self Sufficient Living. Jim Leckie, Gil Masters, Harry White House, Lilly Young. 1981. Sierra Club Books, San Francisco, Ca.

· Lorena Stoves. Ianto Evans and Michael Boutette. Aprovecho Institute. 1981. Published by Appropriate Technology Project of Volunteers in Asia
- Rebecca Hoff, PCV Sierra Leone

Session T-102: Water heater special project

Time: 10 AM

Goals:

· To have trainees become acquainted with the necessary construction of a simple water heater
· To enable trainee on special project to practice technology transfer skills and to build on communication skills.

Overview:

In this session a water heater is constructed. The purpose is to construct an appropriate technology example.

Materials and Equipment:

· Flip charts, markers, copper tubing, male-female brass fittings, 4-5 gallon steel container, flaring tool, sand, soldering torch

Procedures:

Time	Activities
2 Hours	1. Trainer and trainees construct water heater together.

Trainer's Note:

In the pilot program the technical trainer knew how to build this particular example, however any demonstration that you are familiar with will suffice.

WATER HEATER

Parts List: 1) 4-5 gallon steel drum, clean of any residue inside: chemicals, paint, oils; 2) Brass fittings/connectors (male and female) 1/2" x 3/8"; 3) Copper tubing, 7-8 feet, 1/2" x 3/8".

Tool List: 1) Cooper tubing flaring kit (to flare ends of tubing); 2) Metal punch (to make initial holes in drum); 3) Large metal punch (to increase hole size to 1/2" diameter); 4) Sand (for filling copper tubing prior to shaping loops); 5) Wrench (for tightening brass connectors); 6) log, cement pipe, metal piping, diameter 6"-B" (open end to facilitate removal of copper tubing); 7) Gas torch, brazing rod (for welding brass connectors to steel drum).

Construction of Water Heater:

Punch two holes in steel drum. Both should be centered - one 2" above the bottom of the drum, the second hole 4" above the first. Holes should have an inner diameter of 1/2"-5/8", so as to facilitate insertion of the male brass connectors prior to welding. The welding process is technical and someone skilled in it should be contacted to do the actual brazing of the brass connectors to the steel drum. The process can be done on the outside of the drum. The copper tubing will come in either straight lengths 8'-10' or coils. If tubing is coiled, it should be straightened carefully. The straightened tubing should then be filled with sand, a center point (3 1/2 feet on 7' length) located and marked. Next, the tubing filled with sand (to prevent collapse of the copper) is wrapped around the open-ended log/pipe. Step 1. Wrap the copper around the pipe, carefully holding the copper tight against the pipe. Steps 2 and 3. Continue the wrapping process taking one end of the copper tubing and carefully bending around the pipe. Step 4. Finish the bending by taking the other copper end and wrapping it so the two ends are parallel and pointing in the same direction. Step 5. Bend ends so they complete a second loop, but run parallel together away from coil. Step 6. Copper tubing is now ready to have both ends flared. Use the flaring tool kit to flare both ends. Prior to flaring, the female brass connector should be inserted onto the copper tubing. Copper tubing is now ready to be connected to the steel drum. Step 7. Attach the female connectors on the copper coil to the male connectors on the steel drum. Some adjustment of the spacing of the copper ends will be necessary. Carefully bend the copper to the required spacing and connect.

Always insure water is in the steel drum when copper coil is over a fire. Cooking can be done in the steel drum, but wire screens should be placed over the connector openings in the drum to prevent clogging of food.

Trainer's Note:

Reference should be made to the lack of adequate supplies of hot water in rural areas of developing countries. This water heater, simplistic in design, can be the beginnings of a cottage industry.
--Steven Martinson, Technical Trainer, Pilot Program --Mario Teisl, PCV Papua New Guinea

Session T-103: Wellness

Time: 4 PM

Goals:

· To enable trainees to see that they are responsible for their wellness as volunteers
· To introduce the topic of stress and its effects on our wellness
· To have trainees identify ways in which they can deal with stress

Overview:

In this session trainees are asked to read article "Plain Talk" about stress, National Institute of Mental Health. They are then asked to come up with some concrete ways that they could handle stress as a volunteer.

Materials:

· article "Plain Talk" about Stress, flip chart, markers

Procedures:

Time	Activities
15 Minutes	1. Trainer passes out article "Plain Talk" about Stress , asks trainees to take next 15 minutes to read article.
5 Minutes	2. Trainer now asks participants what one thing hit them about the article, records statements on news print. Trainer then makes points about stress being one of the major factors in illness and that awareness leads to prevention.
20 Minutes	3. Trainer now asks small groups to take the 10 points for living with stress, plan a strategy for using each, points to your advantage as a volunteer. List strategies on newsprint. If trainees can think of other points they should also list these.
5 Minutes	4. Small groups report back to larger group.
5 Minutes	5. Trainer points out how important it is to record these strategies In their journals and refer to them from time to time. Living and working in a new culture will be stressful, but by dealing with the stress, they will be able to turn stress into a positive force in their volunteer service.

"PLAIN TALK" about STRESS
National Institute of Mental Health

A 19-year-old girl learns her boyfriend has been killed in an auto accident,
A businessman loses an important business deal to his competitor.
An athlete receives a first-place award for his efforts in a track event.
A 15-year-old boy approaches a girl to ask her out for the first time.

What do all of these people and situations have in common? STRESS. This may surprise you because the last two situations both involve happy events. The fact is that it doesn't matter whether the situation is pleasant or unpleasant, according to Hans Selye, M.D. What counts is the intensity of the demand it places on you to readjust. Mr. Selye, a Montreal, Canada, physician and author of several books on stress, calls these incidents "stressors."

He states that the physical reaction of the body to stress is basically the same, regardless of the stressor. Furthermore, he feels that the only complete freedom from stress is death. Humans thrive on stress because it makes life more interesting.

No matter what you are doing, you are under some amount of stress. Even while you sleep, your body must continue to function and react to the stress imposed by dreaming. Stress comes from two basic forces-the stress of physical activity and the stress of mental/emotional activity. It is interesting to note that stress from emotional frustration is more likely to produce disease, such as ulcers, than stress from physical work or exercise. In fact, physical exercise can relax you and help you deal with mental stress.

Stress or Distress

Then would it be true to assume there is no such thing as bad stress? Dr. Selye feels that there is a type of stress that can be harmful. He calls it distress. Distress is continual stress that causes you to constantly readjust or adapt. For example, having a job you do not like can be constantly frustrating, and frustration is "bad" stress. If this distress lasts long enough, it can result in fatigue, exhausting, and even physical or mental breakdown. The best way to avoid it is to choose an environment that allows you to do the activities you enjoy, that are meaningful to you. Your friends, your work, and even your future mate can be sources of challenging good stress or harmful distress.

Mr. Selye also believes that the absence of work is not necessarily a way to avoid stress. An example of this is the retired person who has nothing to do. Boredom then becomes an enemy capable of causing tremendous distress. Work is actually good for you as long as you can achieve something by doing it. It will only wear you out if it becomes frustrating because of failure or a lack of purpose.

To avoid distress, you should seek work or tasks that: a) You are capable of doing, b) You really enjoy, c) Other people appreciate.

Body Reactions to Stress

Regardless of the source of stress, states Dr. Selye, your body has a three-stage reaction to it.

Stage 1 - Alarm
Stage 2 - Resistance
Stage 3 - Exhaustion

In the alarm stage, your body recognizes the stressor and prepares for fight or flight. This is done by a release of hormones from the endocrine glands. These hormones will cause an increase in heartbeat and respiration, elevation in blood sugar level, increase in perspiration, dilated pupils, and slowed digestion. You will then choose whether to use this burst of energy to fight or flee.

In the resistance stage, your body repairs any damage caused from the stress. If, however, the stressor does not go away, the body cannot repair the damage and must remain alert.

This plunges you into the third stage-exhaustion. If this state continues long enough, you may develop one of the "diseases of stress," such as migraine headaches, heart irregularity, or even mental illness. Continued exposure to stress during the exhaustion stage causes the body to run out of energy, and may even stop bodily functions.

Since you cannot build a life completely free from stress or even distress, it is important that you develop some ways of dealing with stress.

Getting a Handle on Stress and Distress

Recognizing that stress has a lifelong influence on you, what can you do about handling it? Doctors have come up with a few suggestions on how to live with stress.

1. Work off stress--If you are angry or upset, try to blow off steam physically by activities such as running, playing tennis, or gardening. Even taking a walk can help. Physical activity allows you a "fight" outlet for mental stress.

2. Talk out your worries--It helps to share worries with someone you trust and respect. This may be a friend, family member, clergyman, teacher, or counselor. Sometimes another person can help you see a new side to your problem and thus, a new solution. If you find yourself becoming preoccupied with emotional problems, it might be wise to seek a professional listener, like a guidance counselor or psychologist. This is not admitting defeat. It is admitting you are an intelligent human being who knows when to ask for assistance.

3. Learn to accept what you cannot change--If the problem is beyond your control at this time, try your best to accept it until you can change it. It beats spinning your wheels, and getting nowhere.

4. Avoid self-medication--Although there are many chemicals, including alcohol, that can mask stress symptoms, they do not help you adjust to the stress itself. Many are habit-forming, so the decision to use them should belong to your doctor. It is a form of flight reaction that can cause more stress than it solves. The ability to handle stress comes from within you, not from the outside.

5. Get enough sleep and rest--Lack of sleep can lesson your ability to deal with the stress by making you more irritable. Most people need at least seven to eight hours of sleep out of every 24. If stress repeatedly prevents you from sleeping, you should inform your doctor.

6. Balance work and recreation--"All work and no play can make Jack a nervous wreck." Schedule time for recreation to relax your mind. Although inactivity can cause boredom, a little loafing can ease stress. This should not be a constant escape, but occasionally, you deserve a break.

7. Do something for others--Sometimes when you are distressed, you concentrate too much on your self and your situation. When this happens, it is often wise to do something for someone else, and get your mind off of yourself. There is an extra bonus in this technique--it helps make friends.

8. Take one thing at a time--It is defeating to tackle all your tasks at once. Instead, set some aside and work on the most urgent.

9. Give in once in a while--If you find the source of your stress is other people, try giving in instead of fighting and insisting you are always right. You may find that others will begin to give in, too.

10. Make yourself available--When you are bored and feel left out, go where the action is! Sitting alone will just make you more frustrated. Instead of withdrawing and feeling sorry for yourself, get involved. Is there a play or musical coming up? Chances are they will need help back stage. Get yourself back there and somebody will probably hand you a hammer or paint brush.

Reprinted with permission from CURRENT HEALTH, 501 Lake Forest Ave., Highwood, I1 60040. Further reproduction is prohibited without permission of the publisher.

Recognizing stress as an ongoing part of life may well be the first step in dealing with it. Turn stress into a positive force and let it make life more interesting.

DHEW Publication No. (ADM) 78-502 May 1977

Session T-104: Professional approaches to interaction with host country officials

Time: 7:30 PM

Goals:

· To help trainees adopt a professional demeanor when interacting with host country officials

Overview:

Through a series of role plays and the processing of those role plays, trainees will come to understand the importance of interacting professionally with host country officials.

Procedures

Time	Activities
1 Hour 30 Minutes	1. Trainer introduces a series of role plays, and trainees take on roles of volunteers to practice professional interactions.

Trainer's Note:

The important part of this exercise is the processing. Sample role plays are attached, although you may want to write your own based on actual experiences.

Sample Role Plays

1. Female PCV marine fisheries extensionist goes to see Chief Fisheries Officer with her monthly report. He's more interested in her, than in her monthly report.

2. PCV marine fisheries extensionist goes to see the Permanent Secretary for the Ministry of Agriculture and Natural Resources about a matter concerning his/her project. The meeting is constantly interrupted by telephone calls and messages. Little is accomplished.

3. PCV marine fisheries extensionist arrives at new site where he/she is to work with two experts (expatriate) with an international development agency. Their plans for the work he will be doing are much different from what the PCV had in mind. They see the PCV as a "logistics coordinator" and office assistant. (This role play emphasizes the importance of role clarification by the PCV on Day 1 of arrival at a new site.)

4. PCV marine fisheries extensionist and counterpart (i.e, Chief Fisheries Officer) admire the deep line reel the PCV and local fishermen have constructed out of scrap lumber. The Permanent Secretary arrives on an official visit to see the PCV's project, sees the deep line reel and asks the PCV if it is what American fishermen use to catch fish. The PCV tries to explain "appropriate technology" - with no support from his/ her counterpart.

2. Trainer takes part in role plays. After each role play trainer processes the experience with the trainees.

Session T-105: Fisheries statistics

Time: 7:30 AM

Goals:

· Develop a conceptual framework for understanding factors which affect fish population structure

· Review some management strategies for effective exploitation and conservation of stock

Overview:

During this session an outside lecturer is invited to review and critique methods for estimating population size, to examine factors affecting fish populations and to tell trainees how to recognize overexploitation. Lecturer will also describe creel survey design to collect essential information. Further, lecturer discusses management philosophies and different approaches. The conclusion of lecture describes difficulties of obtaining statistical data from small-scale fishermen in developing nations. At the conclusion of the lecture, trainees will have a brainstorming session of at least three procedures, using parallel experience, common sense and technical information. They will also brainstorm advantages/disadvantages of these procedures. This session concludes with a question and answer period.

Exercises:

1. Lecture/Brainstorming/Question and answers

Materials:

· Flip chart paper, markers, tape

Trainer's Note

This area is highly specialized and requires someone who is well versed in the subject, but also understands the problems involved in the collecting of statistical data from small-scale fishermen. If there is no one available with the sensitivity to present the subject from the viewpoint of a developing nation, it is best to omit session.

EXERCISE 1 - Fisheries Statistics

Procedures:

Time	Activities
1 Hour	1. Lecture by statistical expert. Outline as follows:

Fishermen have been interacting with the sea for thousands of years. In their attempts to wrest a living from it, they have made influences from their observations and constructed taxonomics and theories concerning the environment of the sea and its flora and fauna. Not all conclusions may be adequate, their observations of correlations and variability within the sea are usually accurate since their livelihood depends on the ability to locate fish of specific types.

Basic Models for the assessment of fish stocks

+ the empirical
- Schaefer production model (1954, 1957)
+ analytic constant - recruitment
- Beverton and Holt model (1957)

All other models are permutations, variations, simplifications and/or improvements of the basic material.

Static procedures are primarily applicable to estimating future yields in incipient fisheries. The "dynamic" procedures are mostly for ongoing fisheries or for newly created fisheries where adequate catch, effort, and biological data exist or are obtainable.

1. Static procedures

a. Estimate catch potential from behavior of similar ecosystems for which data are available and simultaneously estimate the effort (or numbers of fishermen) that the stock can support.

b. Estimate potential catch from measurement of standing crop (with variations perhaps allowing 30 to 50% of the stock to be available for annual harvest.)

c. Estimate potential catch by application of existing, adapted or newly developed indices morphoedaphic for lakes, Inundation zone extent or floodwater volume in large rivers, etc. 2. Dynamic procedures

Use, adapt, or develop new models for maximum sustainable yield (e.g. Schaeffer, Beverton and Holt) when catch, effort and supporting biological data are available or obtainable, as in ongoing fisheries.

- Small-scale fisheries are bona fide fisheries involving the need for resource identification, harvesting, processing, marketing and management.
- Why are age and growth of fish important statistical data for fishermen. What the data tells.

Criteria for validating age marks

Not all are applicable in every case.

1. Length - frequency analysis of a population sample, Peterson method.

2. Model - progression analysis in a time series of population samples.

3. Comparison with growth rates derived from tag-recapture data or growth in captivity.

4. Determination of the period and timing of mark formation. This is usually carried out by a qualitative and quantitative examination of the margin of the scales, bones, or otoliths in samples taken in different times of the year. This may require special collecting efforts.

5. Determination of the proportionability of growth of the aging structure and length or weight of the fish. Once a relationship is established and mathematically or graphically described, measurements to earlier formed time marks can be used to back calculate the growth history of individuals. A growth curve constructed from the data should approximately conform to the curve derived from ages of fish at the time of capture.

6. Comparison of ages derived from different structures, e.g. scales vs otoliths.

7. Tag and recapture studies where the calcified structure itself is also marked, using chemicals such as 45 CA (Erie, 1960) lead (Ickekawa and Hiyama, 1954) or tetracycline (Weber and Ridgeway, 1967; Jones and Bedford, 1968). Here the numbers of marks between the chemical tag and the margin is compared to the known elapsed time period. This is a powerful tool, but it requires a large effort in time, energy and money. An easier but related method simply compares the number of annual or seasonal zones on fish of known age. This may be accomplished by tag release where age is known (e.g. for young of the year) or by holding the fish in captivity of some sort. All of these techniques require relatively long periods of time before results are meaningful, and they are also subject to the various biases introduced by tagging and/or artificial confinement. William and Bedfore (1975) and Poinsad and Trooder (1966) point out an analogous validating technique which relies upon recognition of unusual zones formed in particular years. These marks may be used as a reference point for subsequent counts.

8. Comparison of the empirically derived growth curve to mathematical formulations such as non-Bertalanffy growth curve. This is only one of several possible comparisons. (Ricker, 1979). All have different biological and non-biological assumptions and a particular one will usually fit the data better than others. However widely deviant empirical patterns should be suspect.

9. Correlation of the time of mark formation with various exogenous and endogenous cycles such as temperatures, salinity, rainfall, feeding intensity, condition, or reproductive activity. Correlation will not establish a causatine relation but this method will at least help establish a biological basis for the observed periodically marked structures.

10. Establishment of objective criteria to discriminate marks; avoidance of bias by aging fish without knowing their size, and comparison between readers for consistency.

Schematic diagram showing series of steps leading to estimation of instantaneous growth rates from length-frequency data.

Figure

Focusing on the act of data collection, we see the need to engender trust, show clear intent, indicate utility to fishermen, use proper code (language), setting, vehicle, opinion leaders, etc. For example, research shows that local taxonomies of species are complete, complex and repeatable.

Information from fishermen can be difficult to obtain and biased. However, there is a great amount of historical information held by fishermen; it is expedient to use it.

1 Hour	2. Group is now asked to break into small groups, each group takes one of the procedures described in lecture and brainstorms the following areas, putting findings on flip chart paper:
	a. one of the procedures described in lecture and its possible utilization to small-scale fishermen
	b. advantages/disadvantages of each including assumptions
	c. equipment, personnel needed, cost - trainees should provide as much detail as possible utilizing parallel experience and common sense
15 Minutes	3. Trainees now make a list of questions to ask lecturer based on discrepancies generated during brain storming session.
45 Minutes	4. Lecturer now responds to list of questions.

Session T-106: Country specific slides

Time: 7:30 PM

Trainer's Note:

During this session some slides that are country specific are desirable. During pilot program slides were shown with very little explanation.

Session T-107: Aquaculture special project and field trip

Time: 7:30 AM

Goals:

· To acquaint trainees with the basic principles of small-scale fish farming

· To provide trainees with enough background information on aquaculture to conduct a preliminary feasibility study for the area where they will be working

· For the trainee doing aquaculture as a special project (see Activity 1) to build on communication/technology transfer skills

Overview:

It is not expected that trainees will be ''experts" on aquaculture after this session. Rather, it is hoped that the two activities in this session will provide trainees with enough of a framework to determine if aquaculture would be technically and economically feasible in their project area.

Exercises:

1. Special Project
2. Field Trip

Materials:

· Flipcharts, marking pens

References:

· Freshwater Fisheries: Program Planning, Peace Corps
· Freshwater Fish Pond Culture and Management, Peace Corps

EXERCISE 1 - Special Project on Aquaculture Total Time 1 Hour

Overview:
one major purpose for this exercise, aside from it being a special project, is for the trainees to generate a solid list of questions - along with observations they hope to make for the field trip which follows.

Procedures:

Time	Activities
15 Minutes	1. Trainee gives a lecture on the basic principles of aquaculture, including stocking, feeding, harvesting, and fish farming economics.
15 Minutes	2. Trainee divides the group into small groups of three or four to make a list of specific questions for the field trip around stocking, feeding, and harvesting of fish and the economics of fish farming. Groups report out to large group.
15 Minutes	3. Trainee draws closure to the exercise by going back over his/her special project goals.
15 Minutes	4. Trainer links the exercise to the field trip, and concludes with transportation instructions.

EXERCISE 2 - Aquaculture Field Trip

Total Time: 3 Hours

Overview:

In this exercise, trainees have the opportunity to visit a fish station, or a private fish farm, to see firsthand the construction-specifics of fish ponds and the irrigation requirements. In addition, trainees hear from the station manager or fish farmer about day-to-day operations, responsibilities and fish farming economics and marketing.

Procedures:

Time	Activities
1 Hour	1. Question and answer period with station manager or fish farmer.
1 Hour	2. Station manager or fish farmer explains layout of station or farm, showing trainees the irrigation system, breeding ponds and feeding methods. Informal question and answer time.
30 Minutes	3. Trainer reviews what has been seen, mentioning high lights, and does linkage to past and future sessions.

Session T-108: Culture shock

Time: 7:30 PM

Overview:

Most trainees, when they leave SST for their countries of assignment, will undergo intensive language training in-country for one or two months. It is during this period of time, as they are adjusting to a new environment and struggling with learning a new language, that they will be particularly vulnerable to culture shock. In this session, trainers have an opportunity to talk about their own experiences with culture shock.

Procedures:

Time	Activities
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. Trainer then goes over the following stages (see attached).
	2. Trainer asks trainees to break into groups of five or six and discuss each stage. The following in particular should be covered:
10 Minutes	a. ways to cope with the problems in stage two
10 Minutes	b. feelings that will be generated during stage three
10 Minutes	c. the inevitable reactions in stage four
20 Minutes	3. Trainer tells each group to now make a list on newsprint of their fears and their hopes. (i.e. to fail, to hurt people, to help others, to be successful...)
20 Minutes	4. Trainer now hands out "check list" for fears and hopes (see attached). Trainees discuss their lists using the check list.
5 Minutes	5. Each group is asked to prepare a statement to give
per group	to the large group, highlighting the small group discussion including points they would like to stress.
15 Minutes	6. Trainer now does summary of exercise, picking up points that have been raised during the presentation. Adds own experiences which are appropriate to alleviate fears that have been raised.

The culture shock process

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 coming?)

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 ideas acceptable?

Session T-109: Final interviews

Time: 7:30 AM

Goal:

· To conduct final interviews with trainees

Overview:

This is the final interview with trainees. Last chance for coaching. Trainees will definitely be praised for good work and positive skills.

Procedures:

Time	Activities
2 Hours	1. Same as other interviews except trainers may choose which trainees to interview. It is suggested that those trainers with whom trainees identify most closely interview those trainees. Solid feedback should be given. Well thought out areas that trainees need to work on should be given to trainees.

Session T-110: Training closure

Time: 5:30 PM

Goals:

· To review learnings of the past eight weeks
· To go trainees' expectations for training from

Session 1

· To discuss last minute logistics for trainees' graduation ceremony and departure
· To go over the goals of training from Session 1
· To relax and have fun

Overview:

This session draws closure to the eight weeks of technical training. Trainers put back on the walls the following newsprint from Session 1 and from the orientation:

Fisheries Training Goals
Trainee expectations for technical training
Trainee aspirations for Peace Corps service from the Orientation
Trainee newsprint drawings from Orientation on how they see themselves in their new communities overseas

It is important for trainers and trainees to go back over these newsprint, in order to show trainees what they didn't know when they came to Peace Corps training and what they now know. It is also a time for trainers to talk some about in-country language training, the next hurtle for trainees before they become Peace Corps Volunteers. Finally, this session is an appropriate time to go over the last minute logistics for the graduation ceremony and for trainee departure (travel money can be passed out, etc.).

Materials:

· Newsprint from Orientation:

Trainee Aspirations, Drawings by trainees of themselves

· Newsprint from Session 1:

Training goals, expectations

· flipchart and marking pens

Procedures:

Time	Activities
5 Minutes	1. Trainer introduces the "agenda" for the session. Asks if any additions.
15 Minutes	2. Trainees read out their aspirations from the newsprint... their expectations for Peace Corps Training. Discuss what has been met and what hasn't.
5 Minutes	3. Trainer goes over last minute logistics.
5 Minutes	4. Trainer discusses briefly in-country language training: what it will be like.
10 Minutes	5. Trainer goes over the goals of training.
	6. (optional) Graduation B-B-Q at trainers' house. Slides are shown from past eight weeks.

Trainer's Note

It is important to re-stress during the read-out of trainees' expectations that eight weeks of training is not enough time to cover everything, We can't make them experts in Diesel mechanics or fish identification: It's up to them to make themselves experts.

Finally, closure is as important as the opening session. Regardless of how frazzled trainers are, be energetic and pleasant one more time.

Session T-111: Graduation ceremony

Time: 1 PM

Overview:

The graduation ceremony belongs to the trainees. They plan it; they line up speakers; they invite the people they wish to attend (see attached invitation from the pilot program).

One major contribution to the ceremony made by the training staff is the "Certificate of Completion". (See attached certificate from the pilot program.) This certificate is the trainees' "non-verbal credential" at their sites. It should hang on the wall of their fisheries extension office or in their house. Such certificates are extremely important in developing countries.

Certificate of Completion

Since 1961 when the Peace Corps was crested, more than 80,000 U.S. citizens have served as Volunteers in developing countries, living and working among the people of the Third World as colleagues and coworkers. Today 6000 PCVs are involved in programs designed to help strengthen local capacity to address such fundamental concerns as food production, water supply, energy development, nutrition and health education and reforestation.

Peace Corps overseas offices:

BELIZE P.O. Box 487 Belize City
BENIN BP 971 Cotonou
BOTSWANA P.O. Box 93 Gaborone
BURK INA FASO BP 537 Ouagadougou
BURUNDI BP 1720 Bujumbura
CAMEROON BP 817 Yaounde
CENTRAL AFRICAN REPUBLIC BP 1080 Bangui
COSTA RICA Apartado Postal 1266 San Jose
DOMINICAN REPUBLIC Apartado Postal 1412 Santo Domingo
EASTERN CARIBBEAN Including: Antigua, Barbados, Grenada, Montserrat, St. Kitts-Nevis, St. Lucia, St. Vincent, and Dominica Peace Corps P.O. Box 696-C Bridgetown, Barbados West Indies
ECUADOR Casilla 635-A Quito
FIJI P.O. Box 1094 Suva
GABON BP 2098 Libreville
GAMBIA, The P.O. Box 582 Banjul
GHANA P.O. Box 5796 Accra (North)
GUATEMALA 6 tat Avenida 1-46 Zone 2 Guatemala City
HAITI c/o American Embassy Port-au-Prince
HONDURAS Apartado Postal C-51 Tegucigalpa
JAMAICA 9 Musgrave Avenue Kingston 10
KENYA P.O. Box 30518 Nairobi
LESOTHO P.O. Box 554 Maseru
LIBERIA 80x 707 Monrovia
MALAWI Box 208 Lilongwe
MALI BP 85 Bamako
MAURITANIA BP 222 Nouakchott
MICRONESIA P.O. Box 9 Kolonia Pohnpei F.S.M. 96941
MOROCCO 1, Zanquat Benzerte Rabat
NEPAL P.O. Box 613 Kathmandu
NIGER BP 10537 Niamey
PAPUA NEW GUINEA P.O. Box 1790 Boroko Port Moresby
PARAGUAY c/o American Embassy Asuncion
PHILIPPINES P.O. Box 7013 Manila 3120
RWANDA BP 28 Kigali
SENEGAL BP 2554 Dakar
SEYCHELLES Box 564 Victoria
MAHE SIERRA LEONE Private Mail Bag Freetown
SOLOMON ISLANDS P.O. Box 547 Honiara
SRI LANKA 50/5 Siripa Road Colombo 5
SWAZILAND P.O. Box 362 Mbabane
TANZANIA Box 9123 Dar es Salaam
THAILAND 242 Rajvithi Road Amphur Dusit Bangkok 10300
TOGO BP 3194 Lome
TONGA BP 147 Nuku' Alofa
TUNISIA BP 96 1002 Tunis Belvedere Tunis
WESTERN SAMOA Private Mail Bag Apia
YEMEN P.O. Box 1151 Sana'a
ZAIRE BP 697 Kinshasa