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

Small-Scale Marine Fisheries - A Training Manual (Peace Corps, 1983, 631 p.) Week 1: Orientation (introduction...) Session 1: Orientation: welcome to training Session 2: Country overview Session 3: Volunteer's aspirations re: Peace Corps Service and information filtering Session 4: Feedback and journal writing Session 5: Cross-cultural workbook (part I) (introduction...) Approaching living in a new culture: A workbook for cross-cultural transition (introduction...) Acknowledgements Contents Purposes and uses of workbook Section 1: Historical encounters Section 2: Learnings from childhood Section 3. Past experience in one culture-personal needs and the task of satisfying old needs in new ways Section 4: Leaving our own culture effectively Section 5: Responding to a new culture Section 6: Identifying to your cross-cultural learning needs Session 6: Role of the volunteer in development work (rvdw): the helping relationship as a volunteer Session 7: Individual interviews Session 8 Volunteer in development and change Session 9: Nutrition Session 10: The volunteer and technical assistance Session 11: Introduction to the cultural environment/Overview of field placements Session 12: Seamanship/personal floatation devices

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

Week 1: Orientation

Week 1, Sessions 1 Thru 12

Session 1: Orientation: welcome to training

Time: 2 PM

Goals:

· To welcome trainees to program
· To review the purpose of the orientation week and to introduce orientation goals, assessment dimensions and norms
· To introduce staff members
· To outline training site logistical considerations
· Review Peace Corps Policies

Overview:

In this first session trainees are welcomed, and as much as possible, put at ease in their new environment. Trainees are apprised of the orientation that will take place for the next five days. The purpose of the orientation is to introduce trainees to Peace Corps and the role of the Volunteer. The training director gives an introductory lecturette including the orientation goals and assessment dimensions. Important points about orientation goals and assessment dimensions are emphasized. Each staff member is pointed out and introduced. Any necessary information about the training site should be outlined. A schedule for the next five days should be posted and reviewed during this first session. Peace Corps policies are reviewed, and it is explained that these policies are effective during training as well as Peace Corps service. Finally, an ice breaker is introduced to help trainees become acquainted.

Materials:

· Flip chart paper, markers, tape
· Orientation schedule, Assessment dimensions and Peace Corps Handbooks

Exercises

1. Directors Lecturette and Schedule
2. Review of Peace Corps Policies
3. Ice Breaker

Trainers Notes:

1. In the opening lecturette, the training director sets the tone for the entire training period. The orientation period prepares the trainees for the intensive technical training as well as introduces them to Peace Corps and Volunteer service. Generally, since this is the first session and everyone will be a bit nervous and not listen too well, discussion should be at a general level.

2. The training director should have on newsprint the following:

- any staff expectations that are to be discussed in opening lecturette
- any overall training considerations to be emphasized, including management of the training site
- assessment dimensions
- goals of the Orientation program

3. The sample lecturette includes a range of issues that need to be addressed in the opening session. Training directors should use this in preparing their opening lecturette.

EXERCISE I - Training Directors Lecturette and Schedule

Total Time: 2 PM to 3 PM

Procedures:

Time Activities

EXERCISE II - The Peace Corps Policies

Total Time: 3 PM to 4:15 PM

Goal:

· To identify and discuss the Peace Corps policy issues which have an impact on volunteer service and lifestyles.

Procedures:

Materials:

· Magic markers
· Flip chart paper
· The Peace Corps Policies handout

Trainer's Notes:

1. The Peace Corps staff from Washington and in-country staff may want to add information about policies or rules specific to their program at appropriate times during the presentation.

2. This session addresses the Peace Corps/Washington and in-country policies. How this session is to be handled, who is to take a lead role(s), and what is to be covered should be discussed during staff training. Staff members should clarify what policies they will be speaking on, and how they will handle controversial questions.

EXERCISE III - Ice-Breaker

Total Time: 4:15 PM to 5 PM (approximately)

Goals:

· To encourage group participation
· To allow individuals to become acquainted
· To begin building a sharing atmosphere

Procedures:

Session 2: Country overview

Time: 7:30 PM to 10 PM

Goals:

· To provide general information about the country
· To give an overview of Peace Corps programs in-country
· To identify and discuss expectations Peace Corps in-country may have of its volunteers

Overview:

This session will be designed jointly during the staff training period by country related staff and SS training staff, with the former being in charge of content and the latter formulating structure. Its design needs to be congruent insofar as possible with the experiential learning approach training is based on. This session needs to be an integral part of the training, both in terms of methodology and content.

Experience in previous trainings point out the following as important:

1. Any visual material is highly valued by participants -- slides, movies, etc. At this point, people are concerned about basics -- how are they going to live, where, what to eat and so on.
2. Although this is the only session specifically entitled "Country Overview", there is throughout the training generally a rich interplay between country specific information and generic training activities. Participants should be encouraged to view this as a beginning to a process that will continue throughout training and during volunteer service.

Trainer's Notes:

The following design is from the CAST model. It is highly unlikely that there will be more than one person to help with country overview. Therefore, emphasis should be placed on visual materials. It is necessary for training staff to be as informed as possible about the Host Country(s).

Country-Specific Session

The following design was used in the Nepal August/79 CAST with extremely successful results. This was due in part to the design itself, but probably more so to the preparation and cooperation of the Host Country, Desk staff and RPCVs. It is suggested as one option for approaching the country-specific session, and can be changed based on staffing patterns and State Side Training.

Procedures:

Session 3: Volunteer's aspirations re: Peace Corps Service and information filtering

Time: 7:30 AM to 10:30 AM

Goals:

· To identify the aspirations each participant has regarding Peace Corps and Peace Corps service.
· To discuss these aspirations in view of Peace Corps' "field reality," history, expectations of volunteers, and service ideals.
· To begin to develop skills at gathering, validating, integrating and filtering information.

Procedures:

Parsons A & B

Session 4: Feedback and journal writing

Time: 11 AM to 12:30 PM

Goals:

· To review how to give and receive feedback;
· To learn more about ourselves;
· To become more skillful in obtaining and understanding information about the effectiveness of our behavior;
· To become more sensitive to our reactions to others and the consequences of these reactions;
· Participants will understand the importance of keeping a journal.

Materials:

· Flip charts, marker pens, tape, note books with tabs for journal

EXERCISE I - FEEDBACK

Total Time: 1 hour

Overview:

The purpose of this exercise is for participants to practice giving timely, skillful feedback.

Procedures:

FEEDBACK RULES

1. It is honest and frank rather than diplomatic or subtle. It is true reporting of your real feelings and reactions to the behavior of another person. This implies that you are aware of your reactions and are willing to run the risk of possible rejection by sharing them with the other person.

2. It is specific rather than general. To be told that one is dominating will probably be as useful as to be told that "Just now you were not listening to what the others said, but I felt I had to agree with your arguments or face attack from you."

3. It is focused on behavior rather than on the person. It is important that we refer to what a person does rather than to what we think or imagine he is. Thus we might say that a person "talked more than anyone else in this meeting" rather than that he is a "loudmouth." The former allows for the possibility of change; the latter implies a fixed personality trait.

4. It takes into account the needs of the receiver of feedback. Feedback can be destructive when it serves only our own needs and fails to consider the needs of the person on the receiving end. It should be given to help, not hurt. We too often give feedback because it makes us feel better or aives us a Psychological advantage.

5. It is directed toward behavior which the receiver can do something about. Frustration is only increased when a person is reminded of some shortcomings over which he has no control or a physical characteristic which he can do nothing about.

6. It is solicited, rather than imposed. Feedback is most useful when the receiver himself has formulated the kind of question which one can answer either by observing him or through actively seeking (soliciting) feedback.

7. It involves sharing of information rather than giving advice. By sharing information, we leave a person free to decide for himself, in accordance with his own goals, needs, etc. When we give advice we tell him what to do, and to some degree take away his freedom to decide for himself.

8. It is well-timed. In general, immediate feedback is most useful (depending of course, on the person's readiness to hear it, support available from others, etc). The reception and use of feedback involves many possible emotional reactions. Excellent feedback presented at an inappropriate time may do more harm than good.

9. It involves the amount of information that receiver can use rather than the amount we would like to give. To overload a person with feedback is to reduce the possibility that he may be able to use what he receives effectively. When we give more than can be used, we are more often than not satisfying some need of our own rather than helping the other Person.

10. It concerns what is said or done, or how, not why. The "why" takes us from the observable to the inferred and involves assumptions regarding motive or intent. Telling a person what his motivations or intentions are more often than not tends to alienate the person, and contributes to a climate of resentment, suspicion, and distrust; it does not contribute to learning or development. It is dangerous to assume that we know why a person says or does something, or what he "really" means, or what he is "really" trying to accomplish. If we are uncertain of his motives or intent, this uncertainty in itself is feedback, however, and should be revealed.

11. It is checked to insure clear communication. One way of doing this is to have the receiver try to rephrase the feedback he has received to see if it corresponds to what the sender had in mind. No matter what the intent, feedback is often threatening and thus subject to considerable distortion or misinterpretation.

EXERCISE II - JOURNAL WRITING Total Time: 1/2 hour

Goals:

· To understand the importance of collecting and recording data daily in a journal as part of their profession
· To perceive the journal as a key to recording information and providing a tool for trainees to use once they have left the training program
· To allow their journal to assist project management and continued learning, as well as goal setting, planning and personal reflection
Overview:

The purpose of this exercise is for trainees to start keeping a journal during training. Trainees need to keep a journal so that they can organize and examine their experiences during training and learn from them.

Procedures:

Session 5: Cross-cultural workbook (part I)

Time: 2 PM to 6 PM

Goals:

· To identify and discuss personal and historical, positive and negative cross-cultural encounters
· To reflect upon, discuss, and compare how, when, and where one's attitudes toward strangers and people of difference are formed
· To examine characteristics of highs and lows participants have had over the past year and how they may relate in a new culture
· To reflect on leave-taking and identify major unfinished business
· To identify the problems participants expect to encounter when entering a new culture

Procedures:

1. Trainer introduces to the reference group the goals of the session, sets the climate.
2. Trainer presents time frames and Sections. Divide the reference groups in half and use the Workbook. Each participant should have a copy. Each exercise is self-explanatory.

Materials:

"Approaching Living In A New Culture: A Workbook for Cross-Cultural Transition"

(Flip Chart For Climate Setting)

Preparing to Enter a New Culture

Study yourself and realize what you are taking into experience.

Look at ways of presenting:

Yourself
Your values
Your expectations of the other culture

Learn about leaving one culture and entering a new culture.

Make a plan for how you will learn about the new culture.

Examine any "unfinished business" and other elements of leave-taking.

Trainer's Notes:

1. The Cross-Cultural Workbook is to be worked by dividing the reference group into four groups. Reference group trainers can divide their time between groups. Movement between the groups should be done without disrupting group discussion and process. The role of the trainer is to observe and provide relevant country-specific information or information about the Peace Corps. The trainers are not to facilitate the discussions unless there is sufficient staff who are familiar with the Workbook and are comfortable facilitating the discussion.

2. The self-monitoring principle is implemented during the Workbook sessions. Times and Sections are to be written on flip charts. Participant responsibility for implementation needs to be stressed during the opening of the session. The time frames presented are estimates and participants are to adhere to them as closely as possible, but use "group judgement" to determine when to move on to the next Section. The trainer needs to be aware of time, but again, the participants are responsible for task and time monitoring. In preparing the time frame flip charts, trainers may want to delete Section 1C if time is a problem.

3. If staff members have not read the Cross-Cultural Workbook they should take time to read it and develop a clear understanding of its content and flow. Staff members can be introduced to the Workbook in staff training, but additional time (1 to 2 hours) will be needed to read and review it.

4. At the end of this afternoon session, trainers hand out the article, Volunteers and Neo-Colonialism. Ask participants to read it and identify one issue that is relevant and significant.

Approaching living in a new culture: A workbook for cross-cultural transition

Core Curriculum Resource Materials
Office of Programming and Training Coordination

Revised September, 1981

Acknowledgements

This Cross-Cultural Workbook has had a long (at least for training materials) and venerable history, and many people have contributed to make it what it is today.

It was originally developed in 1971 by Jim McCray, Debra Mipos and Dick Vittitow under the auspices of the VISTA regional training center in San Francisco. I. was designed to be used in training VISTA volunteers who were working with Native Americans and Mexican Americans in the Southwest. That original edition was used in VISTA training in the Southwest for a couple of years, and it is unclear what happened with its VISTA history after that.

The Workbook made its "reappearance," albeit in a different setting, in 1978. At that time, we were looking for training designs for use in the CAST (Center for Assessment and Training) that would help prospective Volunteers begin to make the transition from one culture to another. The Cross-Cultural Workbook seemed an extremely sound training tool, and it was very close to what was needed. Thus, we adapted it to the Peace Corps setting, and inserted it into the CAST program.

Since 1978 it has been a part of all CAST's, and has been used in some stagings and pre-service training programs. It was modified in January of 1980 by John Pettit, who added a couple of elements and made changes based on feedback received about the manual over the one and a half years the Peace Corps had been using it.

We then revised the manual in September of 1981. Although we did clear up a few remaining glitches with this most recent revision, the major aim was to make the manual more congruent with the other core curriculum, training materials that were developed in the cross-cultural area over the past year. We think this goal has been accomplished, especially since the last section now helps people take a. first cut at identifying cross-cultural leaning needs and ties this process directly into the first major cross-cultural training session which is intended to occur during Week One of pre-service training.

This manual is now designed to be the first module in the cross-cultural section of the core curriculum. We hope that users find it stimulating and fun, and we wish to acknowledge Pettit, McCray, Mipos, Vittitow and the many others who have used it an¿ given us feedback, for their respective parts in its development.

Dan Edwards James A. McCaffery September, 1981

Contents

Purposes and Uses of Workbook
Exercises:
Section 1. Historical Encounters
Section 2. Learnings from Childhood
Section 3. Past Experiences in One Culture, Personal Needs and the Task of Satisfying Old Needs in New Ways
Section 4. Leaving Our Own Culture Effectively
Section 5. Responding To A New Culture
Section 6. Identifying Your Cross-Cultural Learning Needs

Purposes and uses of workbook

This workbook represents the First part of the Peace Corps cross-cultural training program. It is intended to help people begin the task of learning to live and work in, a culture different from their own. It is designed so that groups of 3-5 people can work through it and it is suggested that there be a facilitator. The purpose of the facilitator is to have someone to watch the time, to help in drawing out the learnings during discussion, and--as a person who has probably gone through either the Workbook or a cross-cultural experience before--to help interpret and expand upon the exercises in the Workbook.

In setting up this workbook? we have based our work on five principles which we feel must be recognized to achieve a successful experience in cross-cultural living:

1. Even though you may not realize it, you will discover that you already have some skills that will help you to be effective in cross-cultural settings.

2. As you enter a different culture you will have to take stock o~ you' present skills which are related to cross-cultural living, use those which are appropriate, modify others, drop some and build new ones. Although this seems like a simple process, it is not; rather it is exceedingly complex and will require a certain struggle as you go through different cross-cultural experiences.

3. Careful preparation and training can make you more effective more quickly as you enter a different culture.

4. Effective cross-cultural preparation emphasizes skill building rather than learning specific pieces of information.

5. You can profit by sharing your perceptions and learnings with others who are engaged in the same process, and they will also learn from your experience.

As you probably noticed from looking at the Table of Contents, this manual is divided into six sections. Each section contains a set of exercises that are designed to help you develop your learning framework for approaching the experience of living in a new culture. As you work through these in your small group you will have an opportunity to study yourself and to recognize what you are taking into the experience. After completing Sections One through Five you should be able to answer questions such as:

· In what ways do you think you present yourself, your values and your expectations of the other culture?

· How have all these personal values been built up?

· Based on your life experiences and personal needs, what are some of the learning needs and problems you might have in responding to another culture?

Adjusting to a new culture is hard but you do have many past experiences and learnings which wild parallel the things you are called upon to do. After reading the material on cross-cultural living in Section Five you will begin to get a sense of what some people refer to as culture shock. This information, along with your own self perceptions, will be a valuable bridge to learning to live in-the new culture. By developing learning needs in Section Six you will have the basis of a tentative plan for how you may want to approach this new experience. This will be followed up in-country during the first week of pre-service training. Thus, it is very important to bring this manual and your work with you.

If all of the above is done thoughtfully the results will make you more at ease as well as give you a personal framework within which you may learn to live in a new culture.

In terms of using the manual, much experience has indicated clearly that you should reflect individually and write your responses to the various Sections first, and then discuss them in your small group. That individual reflection time is a critical factor in the process, and it receives insufficient attention if you simply use the Sections as discussion questions.

A final note: We have tried to design this Workbook to fit the general needs of prospective Volunteers entering a new culture. We have also designed it to be integrated into pre-service training. Hopefully, it will be a useful tool to help you prepare yourself for a rewarding experience. It is not intended to be used once and forgotten. Thus, you should take it with you and refer to it as a kind of on-going check list for what you want to accomplish.

It remains only a tool, however, and like all tools it should be tried out, examined for effectiveness, and then modified if necessary to make it more useful to you. Use it however you think is best, but don't let the tool use you. If you find a better tool or a better use for this one, let us know so we can revise and update the Workbook as needed. Help us help others prepare themselves, and maybe our venturing into new and different cultures will be better all around.

Section 1: Historical encounters

Historically, there have been many problems when people of different cultures meet each other for the first time. These encounters have often resulted in war, exchange of disease, and the domination of one culture by the other. The cost in human life and suffering has been enormous.

A person never enters a new culture solely as an individual. Inevitably, he brings with him some of the history as well as many of the values and attitudes of his own culture, as one of many "foreigners" or "outsiders" who have come in the past, and who will continue to come in the future.

A. To begin to disentangle the complex problem of how -you learn to participate in another culture, it is helpful to go back into history and think about any one example, in either myth or reality, of how people of different cultures related to one another in a negative way and then to describe the negative qualities or consequences of their encounter.

Negative Qualities of Encounter

(Share and discuss with your group.)

B. Now, think of an historical situation, reality or myth, where people of difference encountered each other with positive consequences.

Positive Qualities of Encounter

(Share and discuss with your group.)

C. Re-examine your 'lists of the positive and negative aspects of these encounters. What criteria did you use to determine if an aspect of encounter was positive or negative? (An example of a negative criterion might be the decline of native arts and crafts; a positive criterion might be alleviation of hunger or suffering, as with the introduction of a new domesticated food plant.) Write down some criteria for positive encounters and negative encounters. After you and others have finished individually, try as a group to develop five criteria for positive encounters and five criteria for negative/encounters. Take about 10 or 15 minutes to see if you can agree on these criteria.

Section 2: Learnings from childhood

A. Our most intensive language and cultural learning takes place in childhood. At that time we are taught, among other things, how to meet strangers and how to relate to them. Remembering -hat you will be a stranger to people of the new culture, reflect back on your own childhood and think about some of the things you were taught about strangers in general. When, where and how did you learn these attitudes? Who taught them to you?

Teachings About Strangers

B. During your childhood and youth you also learned certain attitudes toward people of difference different ethnic groups, different religions, different nationalities, etc. Thinking either in general terms or in terms of specific groups, what are some of the things you learned about people who are not from your "own" group?

Teachings About People of Difference

(Compare the two sets of attitudes and discuss in your group.)

C. In working Sections 1 and 2, you may have discovered that you still have some biases about people of difference; some things that you need to be conscious of, check out occasionally, and work on. These kinds of things, often picked up during childhood or through a movie or a National Geographic, can have a profound impact on how we begin dealing with another culture; and, if unexamined, they car, seriously hamper our cross-cultural effectiveness. Bringing potential biases to a level of consciousness is a first and critical step. Please write down those "teachings" from your past that you think may still affect the way you will enter a new culture. Once you have noted these potential biases then move to the next part and jot down some specific ideas on things you could do to "work on" these biases (i.e., check your information source, try something out for yourself rather than accepting someone else's word).

Biases about people of difference I may have and/or need to work on.

Ideas and things I could do to work on these biases.

(Share and discuss in your group.)

Section 3. Past experience in one culture-personal needs and the task of satisfying old needs in new ways

Following is the outline of a chart. The vertical spaces indicate months of a past year (for you to fill in) while the horizontal lines from "0" to "10' indicate how you were feeling, with a "10" indicating a real "high" for you, and a "0" indicating a real "low." Draw a line chart, like a sales chart, to show how you felt from month-to-month during the year described. Then list and describe the qualities of these major highs and lows.

A. Indicate by a flow line on the chart below how you experienced your past year.

______________________________________________________________________________
Months
______________________________________________________________________________

10____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1_____________________________________________________________________________

Describe the kinds of things that were happening when you were experiencing major highs.

Describe the kinds of things that were happening when you were experiencing mayor lows.

(Share with your group.)

B. During the past year when you were experiencing highs, you were probably meeting some important needs. When you were experiencing lows, there were probably some needs not being met. Reflect on the "picture" of highs/lows that you have drawn for the past year, and try to extract those needs which seem to be important for you (e.g., a need to have contact with two or three close friends, a need for some occasional time alone).

Important Needs

(Share with your group.)

So what good is all this? Is it useful?

To everyone, perhaps not. Some people are reluctant or unable to attempt an analysis of their own behavior. It is certainly not necessary, but each of us goes through life trying to arrange things so that we will be happy. Our needs as they develop determine many of the choices we make, and we learn ways to satisfy our needs. This process normally goes on without much conscious attention.

However, the Peace Corps Volunteers find themselves rather quickly transplanted into new and unfamiliar situations, where the taken--for-granted ways of meeting needs might be substantially different. Although our needs may evolve during the two years, the changes in basic needs are neither rapid nor easily manipulated. We are faced, therefore, with the task of satisfying our old needs in new ways. While this is not a terribly difficult process for most Volunteers, it may require some conscious analysis and thought for the first time. Knowing something about your individual balance of needs may enable you to better understand the sources of unhappiness, and thus improve your chances of taking effective action.

If I know something about my personal needs, what does that information tell me exactly?

This knowledge has the follow uses:

1. It can help you predict your emotional response to many situations, permitting you to avoid, approach or modify them as appropriate,

2. It can help you identify the causes of discontent and depression, and suggest ways to alleviate them.

3. Perhaps most important, it will allow you to be active and creative in planning ways to meet your basic needs in the new culture. Being active in finding new and culturally appropriate ways to meet your "old" needs is an integral and exciting part of cross-cultural learning. Of course, how you analyze your needs is highly individualistic, and no one would suggest that knowledge of one's needs will in itself solve anything. However, it is well known that Volunteer effectiveness and happiness overseas is determined by the ways in which needs are addressed or not addressed. As we have seen from the charts, we normally go through highs and lows here in the States. This will happen overseas, and the ups and downs will tend to be exaggerated (at least at first). "Lower lows" can help cause you to be ineffective, unrealistic, ethnocentric, even to go home early. Thus, the ability to be clear about your needs and take an active role in planning to meet '´hem is critical, and, in those instances where you are unhappy, you will be better able to identify the causes and take effective action to make the situation better.

Section 4: Leaving our own culture effectively

Much of how we experience a new culture is highly dependent upon how we feel about the culture or situation we have just left and how well we have left it. Preparing for a new culture means in large part being successful in bringing satisfactory closure to our past involvement. Our freedom to leave present situations and friendships allows us to enter new situations and friendships more easily.

Moreover, many people have either had very difficult times as Volunteers or have left early because of "unfinished business" back in the States. For example, an individual may have a strong relationship with another and decide to go into the Peace Corps even though the partner does not. This situation needs careful consideration, as it has been the Peace Corps' experience that such situations generally lead either to leaving early or to the end of the relationship. This is but one example of the critical role that "leave-taking" will play in your Volunteer experience.

Reflect carefully on the situation you are planning to leave or have just left. How do you feel about it? Are there things you wish you had done before you left or as you were leaving? How have you taken care of close relationships? What things did you leave well? Please jot down some of the good points and ragged edges connected to your leaving.

Once you have done that, identify some positive actions you could take to deal with the ragged edges (and maintain the good points). Then try to develop some personal ideas for leaving a culture, home, friends, pets, etc.

Positive actions I might take to maintain good points and to deal with ragged cages.

Ideas for leaving-taking of culture and friendships.

(Share and discuss with your small group.)

Section 5: Responding to a new culture

So far you have been drawing upon your own experiences and sharing them with the rest of the group. This is where most real learning must take place. Sometimes, however, it can help to examine the concepts and theories of people who have either studied or been through cross-cultural experiences to aid in crystallizing your learnings. The three short readings which follow contain some ideas which people who have had successful cross-cultural living experiences have pointed out to be important. Our feeling is that they may help you get a better picture of the experience you will be going through and will help you identify some of your cross-cultural learning needs.

A. Responses: Culture Shock

Many people who enter and live in a new culture for more than a month experience what has been labeled as culture shock. This means the newcomer will experience feelings such as not belonging, alienation, unworthiness or inadequacy, and may lose touch with his or her own real feelings. In many ways the person will be experiencing real mental distress, but what must be recognized is that culture shock is a normal process. It is something we all may experience to a greater or lesser degree.

We do experience culture shock differently, however. Some people tend to get very depressed. This may mean they withdraw from people of difference and have little energy to put forth in doing anything that is new or requires much effort. They feel victimized, and they look at others--particularly those in the new culture--as being the cause of their pain and torment.

Others may search desperately for similarities with their own culture or background and then try to rely upon these similarities for support to the exclusion of other activities. Those just out of a university environment may try to recreate some of the dominant qualities of that environment in their new situation. If they were heavily involved in sports, for example, they will try to get involved in similar activities in the new culture. If they previously relied a lot upon books they will spend much of their time in the new culture simply reading. The tendency is to seek out something familiar from the past in an effort to dominate and exclude the present as well as to preserve one's own ego or sense of identity. This is normal and sometimes, in fact, useful to do especially if it is done to help get you over a period of culture shock. The first problem, however, is to recognize symptoms of culture shock.

The following are some of the signs that may (they don't always) indicate you're on the old culture shock trip:

1. Yearning for certain foods or personal comforts not readily available in the new culture.

2 Escaping to maximum structure/minimum contact situations such as movies or formal restaurants.

3. Hanging around with fellow Volunteers or others of your own ethnic group.

4. Finding yourself talking about "them", "these people" and blaring "them" for the problems you're having in your work or in your personal adjustment.

5. Finding yourself drinking excessively, or spending unusual amounts of time:

sleeping
eating
bathing
grooming
yourself
daydreaming
playing cards (especially solitaire)
reading when you should be doing other things
organizing and reorganizing your room, equipment, etc., or

6. Avoiding contact with people of the new culture in any of a hundred other ways which all boil down to one fact--you may be in culture shock, and you owe it to yourself as well as to those around you to start doing something about it.

One final note; the term "culture shock" is a very apt and descriptive term. However, it may also imply that there is something so alien about other cultures that they "shock" newcomers. We do not mean to imply that at all: Rather, when an individual enters a different culture, it is often the absence of taken-for-granted, everyday things from his/her native culture which causes the shock. These "everyday things" can be access to newspapers, television, books, friends, certain kinds of foods, and so on. Because these things are taken for granted, it may cause discomfort or "shock" when they are no longer there, or at least not there automatically, nor in the form one is used to. Generally, it is that period during which one realizes that something is missing or different: and before one has substituted and/or accepted new "everyday things" available in the different culture wherein culture shock may be experienced. (This, of course, assumes that one is not simply ethnocentric or unable/unwilling to adjust; people who have these characteristics present serious problems when working overseas!)

Choose at least two of the signs (numbers 1-6, above) write them down, and decide at what point they cease to be signs of simple homesickness and begins to be symptoms of genuine culture shock.

Share and discuss your opinions with your group.

B. Responses: Resolving Culture Shock

Old-timers say culture shock can only be lived through, not dealt with. This does not seem to be true if you can just take the first step of recognizing that you are in culture shock. The whole thing is usually so deceptive--and we are so clever at inventing games to screen out the reality--that we cannot or will not admit what we are going through.

If we can get through to our real feelings the best thing to do is to face the reality and then deal with it. At this point we can acknowledge that we feel terrible (which is okay because it's what everyone feels in a similar situation) and we can foresee the actions we need to take to overcome these feelings. Action is terribly difficult for people in depression because they feel so ambivalent about things, but it is only action that will help. Action cuts through ambivalence and begins to resolve it.

An important question to answer when you recognize that you are feeling "down" and lonely, and all the rest, is simply, "What can I do to make myself feel more positive about things?" People in culture shock tend to be very puritanical and demanding of themselves, which only heightens the sense of discomfort and inadequacy.

Remember that this process is simply taking note of the conditions present or absent when you experience happiness or discontent. THERE IS NO "BEST" ORDERING OF NEEDS. Perhaps the most central idea to be conveyed here is that WE SHOULD SATISFY OUR NEEDS IN CULTURALLY APPROPRIATE WAY'S RATHER THAN SUPPRESS THEM. In fact, an important part of our pre-service cross-cultural training will be aimed at helping you to do this.

C. Responses: Feedback and Overidentification

Some things to keep in mind:

1. Feedback is the way we learn how well or how badly our actions are coming across. Sometimes we learn because people tell us directly; sometimes we learn because of other, less direct means (nonverbal cues, for example).

2. Feedback "happens" all the time, and in every culture. It's a question of whether we choose to "see" it and take it seriously. (Some examples of feedback--someone runs across the street to meet you and say hello as opposed to ducking in the nearest alley; someone falls asleep while you are talking to them; people want you to take leadership roles in committees.)

3. Feedback is often very subtle. It is usually only to our closest friends that we ever talk frankly about certain actions and how we felt about them, and even then our sharing of feelings is limited.

4. Feedback, both verbal and nonverbal, is cultural. It takes a long time to learn what it really means

5. In a new culture, feedback systems may be widely different from what we're used to. At first they may be totally unintelligible. What meant "you're doing fine" in your culture may mean "don't come any closer" in another.

6. When feedback is limited or confusing a common tactic is to mimic (to do what you see others doing) by picking up and modeling their actions and mannerisms.

7. Modeling is a basic form of learning, but it has to be in character with your other actions or it may appear ridiculous.

8. When carried to extremes mimicking looks phony, and it is called overidentification. Examples would be wearing moccasins the first day on an Indian reservation, or talking ghetto talk when everybody knows you're from the white suburbs.

9. Overidentification can really turn people off. You're saying you think you can fool them with this act, and that. you're so clever you can pick up in a day or so a cultural identity that they've spent years putting together.

10. It's not real and they know it. You're probably not being yourself. Either the change to the new behavior was too sudden to be sincere, of even worse, you act differently when you're with "your own kind."

11. The only way out is to be yourself and find ways to be reinforced for it. Get to know someone who will tell you honestly how you're coming across in the new culture. If others from your own culture are available, help each other feedback on how you're doing in the new situation.

12. Be sensitive to the ways people in the new culture give each other feedback. Then look at what they're "telling" you (in one way or another).

Section 6: Identifying to your cross-cultural learning needs

Having read and discussed the articles in Section 5 and looking back on the work you have done in Sections 1-4, we would like you to make an attempt to identify your cross-cultural learning needs. You might want to reflect back particularly on Section 3 where you were trying to pinpoint some of your needs over the last year. For example, one cross-cultural learning need might be to learn about the foods in the new culture, and to learn culturally appropriate ways to cook it and eat it. A less obvious learning need might be as follows: to identify ways to spend some time alone in a culture which (at least from what you know now) does nor value "aloneness." Other learning needs might revolve around your Volunteer assignment area (e.g., health extension), language and communication, entertainment, and so on. Learning needs may even involve identifying things you could do to take care or any ragged edges you have from leaving this culture, and things that you might be able to do to maintain back home relationships and contact (Section 4). In addition, they should reflect continued work on any biases you may be taking with (Section 2). Reflect individually, then, and use the space below to take an initial cut at writing your individual cross-cultural learning needs.

Cross-cultural learning needs

(Share with you. group If someone else's sharing reminds you or something you forgot, or seems like a good idea, you can use the space below to add to your list.)

Final Note:

These are your cross-cultural learning needs as you see them right now. The list will evolve as you gain experience in the new culture, but this provides an excellent starting point. Please remember to bring this manual with you, and this Section in particular, as it will form the basis for one of your first crosscultural training sessions during the first week or so of pre-service training.

Session 6: Role of the volunteer in development work (rvdw): the helping relationship as a volunteer

Time: 7:30 AM to 10:30 AM

Goals:

· To identify some of the ways in which individuals help one another.
· To discuss participants' own personal motivation for helping and their own personal theory of "helping."
· To experience and articulate feelings individuals have about being in a position of receiving help after a session in which they receive help from another participant.
· To articulate feelings about being a helper after actively helping another participant in a training session.
· To discuss some of the dilemmas -- political and personal -participants may confront as volunteers around the notion of "helping."

Procedures:

Materials:

· "Helping-Skills Inventory"

FOR STAFF USE ONLY (Representative Sample of Work Generated by Participants in Small Groups/Copied from Newsprint). THIS IS NOT A HANDOUT FOR PARTICIPANTS.

Behaviors that Assist in Setting up a Helping Relationship:

Put the problem in perspective

Give confidence

Be truly interested

Ask questions that allow helpee to find real anxieties or problems

Relate experience

Be actively involved (listening)

Ask questions (relevant)

Create comfy atmosphere (putting helpee at ease, developing trust)

Help provide reasonable solution

Don't be overly solution oriented

Thought provoking silences

Let helpee define problem and re-define

Good eye contact and body language

Draw out of relevant examples

Rephrasing the problem to help him/her to be clear re: what she/he

is saying and that you're perceiving it correctly

Sincerity and sensitivity

To relate successfully overcoming past experiences to present problems

Be sensitive to the type of person you are dealing with

Effective listening

Clarifying the problem

Establish rapport

To question, probe

To clarify what you hear the person saying (to help them understand how they are coming across)

Let the person talk

Ask for examples or relate to their problems by giving personal examples occasionally

Try to help person focus the issue

Help person understand what situation may be once problem is resolved

Help to examine different alternatives Create a comfortable non-threatening atmosphere

Behaviors that Hinder in Setting up a Helping Relationship:

Rambling on a topic or suggestion (the helper)

Summarizing with a lack of depth (i.e., one work summarizations)

Reiteration (total paraphrasing and being too empathetic)

Talking too much

Making judgements - telling the person what's wrong, what to do to solve problems, etc.

Looking bored (or being bored)

Assume solution is possible and desirable

Don't get involved in yourself (if you are the helped)

Helper and helpee shouldn't expect too much from one session

Insensitivity

Interrupting over-simplification

Dominating the conversation

Not understanding the problem, person

Assuming too much

Prying

Judging

HELPING - SKILLS INVENTORY

This check list is designed to help you think about various aspects of the behaviors involved in helping. It gives you an opportunity to assess your skills and to set your own goals for growth and development. To use it best:

1. Read through the list of activities and decide which ones you are doing the right amount of, which ones you need to do more of, and which ones you need to do less of. Make a check for each item in the appropriate place.

2. Some activities that are important to you may not be listed here. Write these activities on the blank lines.

3. Go back over the whole list and circle the numbers of the three or four activities which you want most to improve at the present time.

HELPING - SKILLS OBSERVER SHEET

The helper:
______1. Helps the helpee to analyze problems.
______2. Helps the helpee to generate solutions.
______3. Acts as a clarifier to the helpee.
______4. Acts as a summarizer.
______5. Contributes suggestions from experience and knowledge.
______6. Gives the helpee ready-made answers.
______7. Assumes that the helpee has presented the problem accurately.
______8. Indicates that he is listening.
______9. Picks up on nonverbal cues.
______10. Talks more than the helpee does.
______11. Shows interest in the helpee.
______12. Paraphrases.
______13. Confronts and/or challenges the helpee.
______14. Collaborates with the helpee to define problem areas.
______15. Helps plan follow-up and next steps.

What seems the most helpful thing the helper said or did?

What behaviors seemed least helpful?

Other Comments:

Session 7: Individual interviews

Time: 20-30 minutes per interview

Goals:
· To provide feedback to each participant on his/her performance o To get to know participant on an individual basis

Trainer's Notes:

1. These interviews are not a "chat." Trainers need to decide beforehand what feedback is to be given; care should be taken to communicate specific positive and negative feedback.

Procedures

Session 8 Volunteer in development and change

Time: 3 PM to 6 PM

Goals:

· To simulate certain conditions of a development worker.
· To practice problem identification, strategy building and solution finding.
· To explore notions, assumptions, and personal theories about change.
· To practice implementing solutions and strategies.
· To examine certain variables of development work, such as ambiguity, implications of working within system as opposed to outside system, volunteer need for urgency in change process.

Procedures:

1. A progressive case study will be used for this session. It should be combined with role plays and simulations which emerge from each part of the case study. (Suggestions are included in the trainer's copy after each part.)

2. This session is done by dividing reference groups into smaller groups of five participants. The participants will read separately each section of the case study, Parts I-IV. They should analyze the situation, identify any problems, discuss the appropriateness of the volunteers' responses and their implications, and suggest alternative strategies. After each part, the groups will meet with the trainer(s) to share their analyses, reactions and strategies. Spontaneous role plays emerge from the discussion at this time. After discussion is completed, the next section is given out and the process is repeated in Part V.

3. At the end trainer asks participants what feelings they felt the development worker must have had during this case study. These are listed on newsprint. The trainer can close session by promising the trainees that they will experience these same feelings during their own volunteer experience.

Materials:

· The Case Study of A Development Worker, adopted from the Peace Corps training program in Liberia during the summer of 1973. Developed by Jack Koklmyers, James McCaffrey, Ed Salt and James Tashima.

Trainer's Notes:

1. While participants are working in groups of five, the staff does not play an active role. That is, the staff does not facilitate the small group problem solving discussion. Staff may observe the groups during this time, and then facilitate the discussion while participants share their reactions after each part of the Case Study.

2. Processing questions and suggested role plays are included in the Trainer's Guide for the Case Study. They should not be included in the edition given to the participants.

3. Trainers are to use their discretion in deciding when simulations are to be done based on time, staff expertise and the flow of discussion. Parts 1, 3, and 5 are rich in issues and situations for simulations.

CASE STUDY OF A DEVELOPMENT WORKER

Part I

This is a case study of a PCV working in cooperatives. He viewed this position as an important one, working in the beginnings of the country's Cooperative Movement. The Minister of Agriculture, whom the Volunteer met during training, reinforced the importance of the job he was about to begin. Since the Minister's home area was the same as the Volunteer's working area, the Minister explained in detail to the Volunteer what he knew of the people, their interest in starting a cooperative, and his expectations of the Volunteer's performance.

After nine months on the job, the Volunteer found that he was concentrating on one rice cooperative. It had taken a good part of the first nine months of his stay to settle into a life style that he was comfortable with. Although he had made a sincere start in trying to learn the local language, he gave it up after a few weeks. He said that he didn't need it on the job and had a perfectly adequate interpreter through whom he could communicate to the cooperative members. Much of his time was spent moving into his town and building relationships with the townspeople he considered key to his success as a cooperative worker. He applied the same process to the job, establishing contacts and building relationships with those in the Ministry of Agriculture on whom he knew he would eventually have to rely. This he did on both the headquarters and district level. This work was slow and frustrating, but within nine months the Volunteer felt he had established some very strong relationships with many people in the Ministry and in town. Needless to say, he knew most of the agriculture volunteers in the country and often spent time with them, talking over their frustrations.

While all this was happening, the Volunteer was in the process of defining his job. Although he was supposed to work with six budding cooperatives, he found himself spending more and more of his time with the one cooperative in his town. This was partly due to the difficulties he had in obtaining gas from the Ministry, partly due to the Minister's interest in the project, and partly due to the high visibility of the cooperative (It was on the main road).

He became the key advisor to the cooperative, working closely with the Chairman of the cooperative and the Board of Directors. He spent a considerable amount of time with each of the twenty members of the cooperative as well, visiting their homes with his interpreter. The result of his work was a group of very enthusiastic farmers whom he had taken from skepticism to active participation in nine short months. They had agreed to start a communal pilot rice scheme of some 40 acres, using one piece of land that they had obtained from the clan chief.

Since this was the first project that the cooperative was working on, both the members of the cooperative and the people of the area were watching it very closely. One measure of their wariness in spite of their enthusiasm was that each cooperative member made sure that his own traditional plot of land was prepared for the upcoming rice season. During the time that the Volunteer was building up the members' enthusiasm, he had to cope with many periods of depression, when he felt that he would not be able to bring the members to a state of readiness in time for his first full season. In fact, it took a full four months for the members and their leaders to decide that the project was at least viable with a fair chance of success.

To reach that point, the Volunteer and the Chairman of the cooperative had together arranged for certain commitments from the Ministry of Agriculture. The Ministry carried out a soil survey to determine if the plot of land was indeed suitable for rice cultivation. The Ministry promised fertilizer and helped to arrange a loan with which the members of the cooperative bought the fertilizer. The Ministry promised to supply improved rice seed, and the members had raised money for the seeds by holding a dance, a beauty contest, and by raising their fair share of membership fees. This money they sent to the Ministry via the Volunteer (when he was going down to the capital for his gamma globulin shots) some two months before the seeds were due to arrive.

By the end of April, the members and the Volunteer were fairly satisfied with their progress. A plot of land had been selected and it had been cleared and prepared by the members. The fertilizer had arrived and was stored in a shed attached to the Volunteer's house. A number of technical advisors from the Ministry and UNDP had visited, each giving a lecture or demonstration which the members felt worthwhile. The money for the seed was with the Ministry, and the Director of the Division had promised that the seed would be available by mid-April. All things considered, the Volunteer was quite pleased with the progress of his work, and had been suggesting to a number of other Volunteers, Ministry officials, and cooperatives that they may want to visit his cooperative during the next months in order to use it as an extension demonstration in cooperative work.

By the middle of May, four weeks late, the seeds had not yet arrived. The Volunteer and cooperative members were becoming worried. People were expecting the first rains by late May or very early June, and the rice had to go in just after the first rains or the yield would probably be severely reduced.

Finally, the Chairman of the cooperative and the Board of Directors met in a special session to talk over the tardy seeds. After several hours of palaver, they decided to send an urgent message to the Division Director in the capital city inquiring about the seeds. The Chairman, whose brother worked for the Ministry in the nearby county seat, suggested using the Ministry radio network to send a message to the capital city.

The Volunteer, who had returned the previous day from the county seat, mentioned that the radio was not in good working order, and it was quite difficult to communicate clearly with any assurance that the message was properly understood in the capital city. By chance, the Volunteer knew that the Peace Corps mail truck was due to pass through the town that afternoon on its way to the capital. The members agreed and the meeting ended with the Chairman and Volunteer drafting a letter to the Director of the Division.

As the Volunteer and the Chairman composed the letter, the Volunteer decided to send the letter to the Peace Corps Agricultural Programmer, asking him to take it by hand to the Division Director. He felt the situation was serious enough to ask for the Agricultural Programmer's help. If nothing else, he felt that the letter may carry a little more weight if the Agricultural Programmer discussed it with the Division Director personally.

Part II

Three days later, when the mail truck was returning up country, the Volunteer received a letter from the Agricultural Programmer in the capital city. The Agricultural Programmer had visited the Division Director, and had obtained an assurance from the Director that the rice seeds were just being arranged and should be on their way within the next ten days. The Volunteer visited the Chairman and Board of Directors and the group was considerably reassured by the Agricultural Programmer's findings. They adjourned to a local bar to celebrate their good fortune.

Ten days later, the first rains fell, good soaking rains which promised a good year if only the seeds were on hand for planting. However, they had not yet arrived. The Volunteer and the Chairman called another meeting of the Board of Directors (although they had some difficulty in contacting some Directors because they were out on their own lands planting their own rice crops).

During the meeting, the group decided that they had at the most another two to two and one half weeks to get the seed in the ground. After that, it would be almost too late. They decided that more urgent action was needed, and began to make plans to send a delegation to the capital to trace the missing seeds and to try and bring them back with the delegation. Plans were made, but when they began to talk about transport, it was found that no one could afford the trip out of their own pocket. The Treasurer of the cooperative was consulted, but it was found that almost all the cooperative's funds had been sent almost two months earlier to pay for the seeds. They had no cash on hand.

One of the members then asked the Volunteer if he could go down himself, using his own vehicle. The Volunteer's vehicle was not in working order, and so that option seemed to be useless. The Volunteer began to feel the pressure build, for he knew the next ten days were going to be crucial to the success of the cooperative. After giving it some thought, he decided to pay for taxi fare out of his own pocket for the trip. The Volunteer also wanted to involve someone else from the cooperative, so he asked the Chairman if he would accompany him and agreed to fund his trip for just this one time.

The next morning, the Volunteer and the Chairman left for the capital.

Part III

The next morning, the Volunteer met the Chairman at the Ministry headquarters, and they together went to see the Director of the Division. When they went into his office, the secretary informed them that the Director was attending a conference on the "Cooperative Movement in Africa" in Lagos, Nigeria and would not be back for another two weeks. Acting in his place, she said, was the newly appointed Deputy Director of Cooperatives.

The Volunteer and Chairman went into the new Acting Director's office, a man whom the Volunteer had never met but the Chairman knew from early grade-school. After some reminiscences by both the Chairman and the Acting Director, the Volunteer broached the problem that he was facing. Speaking on behalf of the cooperative, he outlined the problem to the Acting Director stressing the promises the Ministry had made to him, and strongly asked for some "immediate action." The Acting Director was not familiar with the case, and was not sure what authority the Director left with him to deal with the situation. However, he promised the Volunteer that he would look into the matter and asked him to return the next morning. The Volunteer, although unhappy with the response, agreed. After he left, the Chairman and the Acting Director continued to share memories, and the Acting Director invited the Chairman home for lunch with his family.

Up to this point, there were a number of different reactions from the persons involved. The Volunteer, under pressure for the success of his project, felt upset by what he regarded as the Ministry's "betrayal" (his words) of his project at a crucial moment. He did not know the Acting Director, and was not sure that he would come up with the seeds. The Acting Director, on the other hand, was confused by the whole matter. He had been transferred to the Division only two weeks before, and was just beginning to get his feet on the ground. He was happy to see his old friend, the Chairman, but was a little upset by the somewhat abrupt manner of the Volunteer. (This, he decided, was nothing to be concerned about, and was probably just the normal way this American acted.) The Chairman, who was not used to working at such high levels of the Government, was a bit overawed by the situation, and was worried about what the lack of rice seed would do to his food supplies and his reputation, but assumed that the Volunteer had everything under control.

The Acting Director spent most of the afternoon tracking down the various arrangements that the Director had made for this cooperative, and finally determined that the seeds were indeed on hand and only required some final processing and packaging and they would be ready -- perhaps within a week or so. Some seeds had already gone out (they had only two trucks available for transport) to some cooperatives and other buyers, and it turned out that this Volunteer's request was one among another 156 left to go.

Part IV

That night the Volunteer was attending the Peace Corps' party for some finishing staff members of the Peace Corps. By chance, the Minister of Agriculture (the Minister from the Volunteer's area) was attending the party. Since the Volunteer knew this man from his training program, and since he had visited his area several times in the past months, the Volunteer decided to talk to the Minister about the problem he was having. The Minister reacted very strongly and very angrily to the Volunteer's somewhat pointed description, and promised that he would look into the matter and do all he could to help.

The next morning, as the Volunteer was collecting his mail at the Peace Corps mail room, he ran into the Agricultural Programmer who asked about the problem he was having. After listening to the events, the Agricultural Programmer mentioned to the Volunteer that the United States Embassy had a self-help fund from which he might qualify for assistance in buying the seeds. Part of the arrangement, however, was that the Volunteer would have to take responsibility for the funds and project, for a national was not allowed to do so. The Volunteer was glad to have another option available, and said that he would look into it before he left.

After leaving the Peace Corps office, the Volunteer returned to the Ministry to see the Acting Director. Although the Acting Director promised that the seed would be available in three days, he said the Volunteer would have to arrange his own transport; however, the Volunteer also noticed that the Acting Director was very abrupt and cool towards him. The Volunteer left the Ministry unsure about the promise that the Acting Director gave him, and did not really trust his promise, anyway.

The Volunteer knew that if he did not obtain the seed within the next week, it would be too late. To keep his options open, he decided to go to the Embassy to investigate the self-help fund.

The Embassy officer cordially welcomed the Volunteer, and said that they would process his request in a hurry and would have a decision for him in three days.

The Volunteer then met the cooperative Chairman, and together they caught a taxi back to their town. On the ride up, the Volunteer was very happy with the results of their trip, and explained enthusiastically the two options that he had worked out for the cooperative. From at least one of the sources, he told the Chairman, they should be able to get the seed by the end of the week. The Chairman did not seem to share his enthusiasm, although the Volunteer did not notice it for another hour or so.

Finally, noticing that something was bothering his companion, he asked him what the problem was. After some fencing about , he discovered that the Chairman had visited the Acting Director after the Volunteer's visit that morning, and the Acting Director had angrily chastised his old friend for going to the Minister with their problem. The Chairman was put in a dilemma (for he did not want to pass the blame on to the Volunteer, who was their key to the seeds, but at the same time did not want to lose his friend). This he did not express to the Volunteer directly, and the Volunteer commiserated with the Chairman about the evident lack of understanding the Acting Director showed about the seriousness of the problem that faced the cooperative.

Part V

The seeds finally arrived in the capital. The Embassy turned down the Volunteer's request because they "needed at least four weeks" to fully investigate the project. However, the Volunteer had finally got his pick-up in working order and had gone down to the city to collect the seed personally at the end of the week.

Unfortunately, the seeds that arrived turned out to be of poor quality. The Volunteer had been given the wrong sacks of seed from the warehouse. The yield for that year promised to be a very poor one. A month or two later, the Volunteer noticed that the members of the cooperative did not attend their meetings as enthusiastically as they used to. The Chairman seemed to be cooler towards the Volunteer, and the Volunteer eventually found out that the Chairman and the Acting Director were no longer on friendly terms, but assumed that this was because of the poor seed that the Ministry had sent them.

Session 9: Nutrition

Time: 7:30 PM - 8:30 PM

Goals:

· To introduce the concept of "good nutrition"
· To explore the basic nutrient need of people
· To identify the nutrient value of categories of food
· To identify and research the uses and nutrient value of locally available foods at training site and in Host Country

Overview

This session will focus on basic nutrition concepts, classification of nutrients, and the characteristics of a nutritional dish. Trainees will examine their personal eating habits and daily diets in relation to nutritional needs, and discuss how their eating habits have changed during training and may change while living overseas.

Procedures:

1. Trainer introduces the session by remarking that for most of us "good nutrition" is not a new concept. We hear about the use of chemical additives in food; the dangers of junk and fast foods; and our mother's concerns for "clean up plates" and "eating green vegetables" that are good for us. But despite the concern about "good nutrition" that we have been exposed to, how many of us actually pay close attention to what we eat? For many of us our food habits have changed here at the training site and are sure to change even more radically once we are overseas.

"We are what we eat" The quality of food which we take into our bodies determines to a great extent the quality of life we have.

The purpose of this session is to examine this area of food and nutrition so that we can maximize our nutritional intake as trainees and in the future as PCVs.

2. Trainer summarizes the goals of the session which are listed on newsprint.

3. Trainer begins next segment of exercise with the following introduction: In order to better understand the concept of "good nutrition" and how this relates to us personally we are going to take a close look at our personal eating habits and daily diets. First, however, let's take a look at food in general. The trainer facilitates discussion around the following questions: (answers are written on newsprint)

a. What are nutrients? What are the major nutrients found in foods?

b. What are the important functions of these nutrients?

Trainer then talks about the functions of the nutrients in various foods. Trainer shows following chart which has been put on newsprint.

THREE MAIN FOOD GROUPS

Trainer continues "As you can see, foods fall into one of three groups depending on the mayor nutrients they contain."

4. Trainer now asks each trainee to recall what they have eaten and drunk in the last 24 hours and place each of these foods in the nutrients group it belongs. Trainees complete the 24 hour diet recall.

5. The training group is then divided into small groups and encouraged to discuss their individual findings. Possible questions to facilitate the small group discussion might include:

a. In which food group did most of what you ate and drank yesterday fall?

b. Was yesterday a normal day for you in terms of what you ate? Were you tired, sluggish, energetic?

c. Were there any surprises in what you found to be the major nutrients that you got yesterday?

d. Where were you deficient? Where were you in surplus?

Trainer asks group to come up with strategies to correct deficiencies and surpluses. Small groups report out to large group. Strategies are discussed. Those that are feasible are encouraged by trainer to be acted on.

6. Trainer now asks small groups of trainees going to the same country to list what they know about foods and diets in their prospective Host Country. Also make a list of what they will need to ask in country. What dietary habits will they have to modify?

7. Trainer now talks about changes that they have agreed on for diet while in training and how this is a good place to start being aware of "good nutrition" and monitoring each other. Points out that good nutrition will help them stay energized throughout training.

Trainer's Note:

Trainees ate all meals together. Complained about lack of certain food stuffs and ways in which food was prepared. Trainers felt that trainees were not being sensitive to availability, and certainly not taking nutrition into consideration.

Session 10: The volunteer and technical assistance

Time: 7:30 AM to 9:30 AM

Goals:

· To examine some basic assumptions about Volunteers and technical assistance, and about living and working in a different system.
· To identify and discuss special issues related to development assistance.

Procedures:

Materials:

· The Peace Corps Goals
· "Volunteers and Neo-Colonialism" handout
· Flip Charts, Magic Markers

Trainer's Notes

1. While the participants are engaged in procedure #3, staff is encouraged to choose an issue and design a skit. Participants and staff are to present their issues in a fun and creative manner. Staff can offer to secure props for groups if needed.

2. Participants should be encouraged to present their issue in skit form.

3. Right after session 5 trainees should be given the "The Symptoms of Neo-Colonialism" and Long Term Service 1968 Articles to read.

THE PEACE CORPS GOALS

The purpose of the Peace Corps is to promote world peace and friendship by making available, to interested countries and areas, men and women of the United States qualified for service abroad and willing to serve under conditions of hardship if necessary:

1. To help the peoples of such countries and areas in meeting their needs for trained manpower;

2. To help promote a better understanding of the American people on the part of the peoples served; and

3. To help promote a better understanding of other peoples on the part of the American people.

LONG-TERM SERVICE 1968

A short review of volunteer service today, while revealing many young people usefully and happily at work throughout the underdeveloped world, also reveals several disturbing features.

1. Volunteer service is becoming an Institution. Increased funds, salaries, allowances and better conditions, plus large numbers of "safe" assignments, usually government approved, all combine to provoke a new public image. Volunteer service abroad is now one of the standard alternatives after school or university, or as a break between jobs. The sense of risk, of solidarity, even of privilege at being a volunteer is vanishing.

A new type of administrator is also emerging, who has no desire to "romance over the past," and is more concerned to stabilize and integrate volunteer service into other Aid forms.

2. As volunteer service becomes institutionalized so numbers of good quality applicants for service are declining. The U.S. Peace Corps, for example, must settle in 1968 for a figure some 5,000 below Jack Hood Vaun's original target of 17,200. Sweden and Germany are experiencing similar difficulties on a lesser scale. One of the reasons, commonly accepted in America, is that young people no longer wish to be identified with their governments, in whom they have lost faith. This thesis is also taken up by Mr. Dieter Dankwortt in a paper prepared for the Council Learning and Helping Overseas and presented on March 21, 1968, in Bonn. In it he suggests that "The identification with the Bonn establishment puts the German volunteer Service in a difficult position. The young generation of a country can--as the example of the U.S. Peace Corps under President Kennedy showed-identify with the goals of its government, when these goals are dynamic and appeal to idealism. When the politically active part of the youth however, is disappointed with its government and seeks to maintain a distance from the establishment, it will then also refuse volunteer service financed and controlled by that government. This development is beginning in Germany..."

3. In the field, in contrast to the early years. there is now a tendency to cooperate with Technical Assistance, the Embassies, missions and even commercial interests. The volunteer programs profit, getting administrative help, advice, introductions, tools, materials and transport--all previously unavailable. In this affluent company, host country officials accredit volunteer programs with a new "maturity."

4. Volunteers are now being assigned responsibilities which are indistinguishable from those of regular Technical Assistance personnel, sometimes positions of considerable power. Mr. Dankwortt has this to say about the German volunteers, "Today both in giver and receiver countries, one can see a trend towards the replacement of the expert by the volunteer. What was intended as an addition has become a substitute. The reason for this trend lies in the fact that volunteers are carrying out similar or even higher ranking tasks than the experts. Only a few giver countries practice a consistent division of function and authority in their projects, and make it possible for experts and volunteers to work together in a cooperative spirit with an optimum division of labor."

All credit to those volunteers capable as, or even more expert than, the experts themselves. But let us remember that it is just at this pseudo-expert level that the rot has set in. Many of these volunteers filling "normal" posts are beginning to live at the standard traditionally expected of white expatriates. Equally, their field administrators live in conditions identical to those of Foreign Aid or Embassy officials. The host country ruling classes, who already enjoy or aspire to privileged conditions themselves--and top military and civil service officials, hotel proprietors, land owners and businessmen-naturally approve that "standards be maintained."

5. The improving of conditions within volunteer programs, far from strengthening the spirit of hard work, initiative, cooperation, concern --is undermining it. Mr. Dankwortt has this to say: "The perfect bureaucracy is the volunteer's greatest enemy. In all volunteer organizations which are structured on governmental administrative principles, there is a marked trend towards the growth of a type of 'spoiled children' or 'small bureaucrats' who regard the organization as a kind of cow to be milked, and whose main worry during their period of service is to take maximum advantage of all financial and material subsidies available. The higher the subsidies, and the related maintenance standards and administrative costs, the lower the identification of the volunteers with the actual organization, and the weaker the individual initiative, assumption of risk and willingness to work hard. This trend is so strong that some organizations will need to make radical administrative and structural changes in the very near future."

In the end, except in name, a man may cease to be a volunteer at all. He becomes a mere "Contractor," one who undertakes to do certain work in return for payments and subsidies. He may consider himself underpaid--so, no doubt, does half the labor force of Europe--or he may have calculated that the "financial and material subsidies" he can claim are really quite considerable even by the standards of his home country.

Indeed, some organizations nowadays seem to be embarrassed to let the public know just how much the real income of their volunteers amounts to. In their information brochures and newspaper interviews, they write only of "broad, lodging, pocket money and local travel."

Many working men in industry take home less than this "pocket money" in their weekly pay-packets, though they do not know it.

6. The true international aspect of voluntary service has not developed; instead most governmental and even some non-governmental organizations have a distinct nationalist propaganda value. The "international understanding" spread by volunteers is, consciously or unconsciously, little more than a public relations campaign for their home country. Mr. Dankwortt has also noted in one of his theses that "...it would seem possible and desirable that a much stronger international cooperation be developed amongst the various organizations."

Just how comprehensive Mr. Dankwortt wishes the word "international" to be, is not clear. What is sure, is that sending out "international" teams of Finns, Swedes and Norwegians or Americans, Canadians and English--as seems a possible future development on the volunteer scene--will not help much the cause of true internationalism.

I would describe each of these six conditions as disturbing since they all suggest that volunteer service is compromising itself before the conventional institutions. Many of these institutions, if not all, are bound to support neo-colonialism, although this idea might shock the majority of the people concerned.

How far volunteer service, through this compromise, is becoming an operating arm of neo-colonialism, can now shortly be described.

VOLUNTEERS AND NED-COLONIALISM

Early charges of neo-colonialism against volunteers, especially the American Peace Corps, were unfounded and often touched on the ridiculous. The men were denounced as C.I.A. agents; after secret military training (candidates rejected if they missed a nickel at 50 yards with a Colt revolver, according to one lurid pamphlet) they spied on their host countries and drew up plans for sabotage or military invasion. The role of the women was even less salutary. Later, more reasonable complaints arose: That many hundreds of jobs were being "found" or made up for volunteers, in countries suffering from vast unemployment. In most places, however, skilled local people probably did not exist.

As volunteers increased, providing teachers and medical personnel on a huge scale, completely staffing schools and hospitals in some countries and making up 20% 40% of secondary school staff in other lands, the complaint arose that unscrupulous states were thereby able to avoid putting budget priority on such social services. They could keep down their expenses in public health and education and, in some cases, redirect the money saved to Defense--defense against their own citizens in the mountains. However, it is difficult to believe that the presence of volunteers could significantly affect budgets for external or internal defense. At least, no convincing statistics have come to my knowledge.] During the mid-sixties, it became clear that many European volunteers were still finding their way, via Embassy or ax-colonial channels, back to those countries with which closest colonial ties had existed. The distribution of British and French volunteers in Africa are given on page 38.

As for Belgium's 419 volunteers in 1967 (from a variety of non-governmental and official organizations), some 69% were assigned to the Congo, Kinshasa, Rwanda and Burundi. Even the Swedes' large program in Ethiopia was not without historical connections. And while the British and French were largely teaching their respective languages and consciously or unconsciously publicizing the British Way of Life and la culture francaise, their American colleagues, more variously employed, spread understanding for the United States in over sixty different lands.

The Americans thus often found themselves in countries hostile to the United States, a classic case being the Dominican Republic 1 at the time of the U.S. intervention. From countries like Ceylon, Guinea, Indonesia and Cyprus they were asked to leave.

In the early days, when the Peace Corps went to any place that would have them, many of their volunteers were very individualistic, open minded, articulate and critical of just three aspects of modern Western society which deserve criticism. Despite the source of their finances, one could not in all honesty charge them with being sinister reactionaries. For a while they were despised and disliked as much by their own US-AID personnel, who saw them as a threat to their positions, as they were by the Communist block and the Third World ruling elite.

However, as volunteer programs became entrenched in various countries, involving greater capital investment, larger administration, long term development plans, expert advisers--so the dangers of veritable neo-colonialism approached.

Eight Volunteers in the American Peace Corps, for example, noted this trend in Ecuador during the course of 1966-67 and produced a statement, part of which reads:

"We joined the Peace Corps because we thought it would afford us a means of helping developing nations without imposing the United States' political and cultural values on them. We assumed that the Peace Corps reflected the belief in a pluralistic world for which John Kennedy stood...the antithesis of the American colonialism that the rest of the world both fears and resents. We were wrong."

The eight went on to say:

"...the Peace Corps can never be a really effective organization for development if it is run unilaterally..."

since the Peace Corps rather than the host country decides which, projects should be undertaken and how. This results, they claimed, in

"volunteers determination to develop this country according to the formula which they assume made the United States great..."

without consideration for the culture into which they had intruded.

But the United States Peace Corps is too easy a target. With 12,000 volunteers in the field serving in almost every conceivable capacity from orchestral conductor to boxing coach, one can find examples of every kind of attitude, behavior, motive and philosophy.

TEN SYMPTOMS OF NED-COLONIALISM

1. Total integration into the official bilateral Aid program and dependence on this for policy, finance and professional administration --kills any chance of identity and independent action. Volunteers appointed as civil servants feel part of the official establishment and get no stimulus to develop unconventional attitudes. Careers are dangled before them like carrots to donkeys. Rules and regulations are the morality of the organization. "SIDA pays" is the motto.

2. Publicity, training and service evaluation all emphasize the technical role of volunteers, while suggestions for moral, humitarian, social role are received by SIDA with embarrassment, ridicule or silence.

3. Many artisan volunteers are selected, because of their technical skills, who prove to be skeptical of the value of volunteerism and also prove politically immature. 1 (These were often assigned to work under Swedish Technical Assistance personnel, several of whom were also opposed to volunteers and who succeeded in undermining any last traces of self-confidence in the volunteer's motives.)

4. Volunteers are increasingly appointed to jobs over Ethiopians, but seldom under or on an equal footing with Ethiopians. The result? "The volunteers very seldom described their relations with Ethiopians employed below them in terms of cooperation; rather, they explained things in terms of the character of the population as such," according to The Peace Corps Two First Years. 2

5. One notes a marked reluctance to hand over responsibility to Ethiopians. The elementary school building project was a notorious example. Supposedly shared 50-50 with the Ministry of Education, with the twin aims of building schools and training Ethiopian engineers and workmen (who should eventually take over the project entirely), finance and leadership were kept tight in the hands of the Swedes. Rather than promote Ethiopian engineers to lead Regional building programs, after they had worked two years alongside Swedish volunteers who had such responsibilities, the SVS brought three new engineers down from Sweden, on experts' salaries.

To pleas to appoint an Ethiopian as field administrator of the general SVS program, SIDA replied that such a post could be filled by a European, not necessarily Swedish, but not by an Ethiopian. Ethiopians could rise to the level of administrative clerk, but no further.

6. Most volunteers find themselves assigned to production work rather than training, especially in the school building, auto mechanic and road building work. To a lesser extent this is also true of the medical work. Several volunteers protest that they are either cogs in the wheel on the one hand, or else promoted to managerial roles on the other--neither situation giving them time or encouragement to concentrate on training. Some training courses are arranged for foremen, but this activity falls far behind production in order of priority.

7. Volunteers enjoy a standard of living which, even by European standards is comfortable middle-class and by current African standards puts them in the same class as the ruling elite Although some volunteers, by the nature of their work, must rough it for periods of time, the majority (thirty-eight of forty-one according to the SIDA report)1 have their own house, which they share with one or two colleagues, rent paid by the SVS. The SYS also pays for each house to have an Ethiopian sabanya (nightwatchman who often becomes the washer of floors, clothes and the volunteer's motor car, the fetcher of shopping and the late-night bottle of beer). In addition, most volunteers hire a mamita who cooks, washes dishes and often tidies the house and does some laundry. Cost to the volunteers, about 7 francs per month. According to the SIDA report 1 only four out of forty-one volunteers interviewed did all their housework themselves.

Over the course of three years, volunteers moved their homes from the poorer quarters of Addis Ababa, where the original group lived, to the fashionable Old Airport zone, the residential area for Embassy and Aid personnel.

In this zone, too, lies the Ethio-Swedish Building College, the spiritual center of the Swedish colony, with swimming pool, stables, landscape gardening and modern Scandinavian residences--protected by armed guards. Within this dreamland, the Swedish Volunteer Service set up its headquarters and there remained eighteen months. For a brief spell it moved to central Addis Ababa, but then transferred again to a large villa just vacated by the Cameroon Embassy.

But to return to the volunteers;

They receive 70 francs per month living allowance, of which about 50 francs in the field, plus 70 francs personal equipment allowance for two years, plus 200 francs worth of paid freight and travel allowance (Sweden-Ethiopia-Sweden, excluding the ticket), plus 70-90 francs for purchase of household furnishings, plus up to 25 francs per month rent, plus free water, electricity, gas, wood, decoration/repairs, medical care, insurance, in-service travel and hotel costs, some replacement work clothes, plus 2 francs per diem for any day (up to nineteen days, after which it is reduced by one-third) when service travel takes them more than 25 km. from their homes.

For comparison, it is worth noting that Ethiopian teachers, village level workers and public health dressers--so-called counterparts for many of the volunteers (at the same living standard as whom the Swedish volunteers are advertised as living) each earn about 30 to 60 francs per month, from which to pay all living costs, both for themselves and often for their families.

While Swedish Volunteers average Eth. $100 each per month on house rent, the U.S. Peace Corps each average Eth. $30, and the Ethiopian volunteers (EUS) Eth. $10.

Such are the conditions of service in a country where, whatever the official statistics may show in terms of average income per head, a man can count himself lucky to be making Eth. $100 or $20 per month, the majority of people do not make half that much.

Of the sixty volunteers in 1967, eight owned private cars, four on a joint basis with another volunteer, and more than half of the remainder had direct access to project vehicles. Their private journeys could seldom be controlled.

8. Uncommitted Administration. Various Sections within the SIDA, dealing mainly with experts' problems of taxes, pensions, purchases, training and so on, also handle volunteers from time to time. Normally twice a year. Yet many of these regular SIDA employees in Stockholm and in Ethiopia are just doing development work as a job, as in any other Ministry. They are certainly not concerned with volunteers' attitudes. They can give no moral support because, basically, they do not accept the philosophy of equality which voluntary service implies.

Even the SVS full-time administrators are selected from within the SIDA corridors and have no previous experience of volunteers in action. Of course they are genuinely concerned to make the program successful, but they are committed first and foremost to the regulations of the system. They are career administrators, for better or worse. Last year they were assigned to Family Planning in India, say: this year they are instructed to run the Volunteer scheme; and if fortune smiles, and they make no major administrative blunder, they can expect promotion to Chief of Section before too long. Alternatively, they are building engineers, recruited from the profession at a regular market salary, again with no commitment to volunteerism and, on occasion with a definite opposition to the whole idea.

Having traveled to Ethiopia with family, first class; having moved into the luxury villas around the Old Airport or Building College; having hired "boys," "mamitas" and other servants to cook, wait at table and do other household chores: 1 with hunting guns in the cupboard and horses in the stable, tax-free car in the garage and a three franc per diem plus hotel expenses for each day's service duty outside Addis Ababa - they proceed to set the volunteers an example...

The charge is not that they are lazy. Many of them work quite hard and long and do efficient jobs from the administrative and technical point of view. But neo-colonialism is a measure of spirit, not energy.

9. Approval by the Ethiopian ruling elite. With the possible exception of point five above, the influential Ethiopians would find nothing objectionable about any of the ten points now being discussed. The Swedes are regularly praised for their way of living.

The basic reason is not hard to find. Ethiopia is an authoritarian and feudal country, where both the rich are expected to behave as rich and the poor to behave as poor. Social barriers are almost impenetrable. Policies, not politics, is the rule. The Ethiopians welcome foreigners who are concerned with techniques which serve the status quo--not with ideas and opinions which will cause local discontent. Foreigners who busy themselves building primary schools, which suit the Ministry of Education's plan and will never give more than the most rudimentary education, especially if these foreigners pay half the cost of the school themselves--these are desirable. Foreigners who make up 40%-50% of the core syllabus secondary teachers, and who do not teach by rote as did the Indian and Ethiopian teachers before them--they may be necessary just now, but they are dangerous. "They want to change things!" complained one Ethiopian official. Naturally, as one of the ruling Amhara tribe, he was not anxious for change.

10. The last tendency, which to my mind, reveals SIDA's Peace Corps as non-volunteer, is its refusal to establish an independent, antineo-colonialist philosophy. Neither volunteers nor staff share any common bond except their nationality and the SIDA administrative rules. This causes a split throughout the program, since a few volunteers and staff felt that a common stand and identity is needed, whilst the remainder want to integrate--body, soul and bank-book--into the regular Technical Assistance.

Discussing this point with me in January, 1968, Mr. C. Strom--then responsible for in general the Peace Corps policies in Stockholm-emphasized that "a government cannot impose a philosophy on its personnel," as if it was this fear of anything beyond the civil service Rules and Regulations, which lay at the root of the dilemma. Yet nobody can force a person to volunteer to join an organization whose philosophy he rejects.

However, what Herr Strom was really saying was--you cannot expect us, organizers of a Foreign Aid program, to develop a volunteer service which will become a living criticism of our Establishment. It follows that no peace corps, sponsored and controlled by a rich-country government, can be other than neo-colonialist. It is against the present nature of things.

Session 11: Introduction to the cultural environment/Overview of field placements

Time: 2 PM - 3:30 PM

Goals:

· To acquaint trainees with the new cultural environment they are living in
· To help trainees understand new environment and hopefully avoid some pitfalls
· Overview of Placements

Overview:

During pilot testing of this Marine Fisheries program Sr Carlos Chardon of Technos Inc., a life long resident of Puerto Rico and an influential person in the southwestern area gave a mini lecture about the culture of the Island. He also briefly discussed other items of interest. This session is important as it sets the stage for the up coming live-ins that trainees will be taking part in.

Materials:
· Map of Area, flip chart, markers, tape

Procedures:

Trainer's Notes:

If there is not a guest speaker available, trainers should be encouraged to follow similar procedures as outlined In Country Overview Session 2.

Session 12: Seamanship/personal floatation devices

Time: 7:30 AM to 9:30 AM

Goals:

· To introduce the following:
- Personal Flotation Device (PFC) Skills
- Survival in Water
- Coast Guard Policy
- Peace Corps Policy Procedures

Materials:

· 1 PFD type #1 for each Peace Corps Trainee with all prescribed U.S. Coast Guard materials attached; flip charts, pens

Trainer's Notes:

Utilized local fishing cooperative pier for each exercise.

References:

U.S. Coast Guard, American Red Cross Livesaving Manual

FEDERAL REGULATIONS REQUIRE PERSONAL FLOTATION DEVICES

Coast Guard regulations m Part 175 o! Title 33. Code of Federal Regulations require personal flotation devices in the following three situations

(a) No person may use a recreational boat less than 16 feel in length or a canoe or kayak unless at least one personal flotation device (PFD) of the following types is on board for each person:

(1) Type I PFD
(2) Type II PFD
(3) Type III PFD
(4) Type IV PFD

(b) No person may use a recreational boat 16 feet or more m length, except a canoe or kayak, unless at least one personal flotation device of the following types is on board for each person:

(1) Type I PFD
(2) Type II PFD
(3) Type III PFD

(c) No person may use a recreational boat 16 feet or more in length, except a canoe or kayak, unless at least one Type IV PFD is on board in addition to the PFD's required in paragraph (b).

THERE ARE FIVE TYPES OF PERSONAL FLOTATION DEVICES

This is a Type II PFD.

NOTE The following types of PFD's are designed to perform as described in calm water and when the wearer is not wearing any other flotation material (such as a wet-quit).

Type 1 - A Type I PFD has the greatest required buoyancy and is designed to turn most unconscious persons in the water from a face down position to a vertical and slightly backward position and to maintain the person in the vertical and slightly backward position. and therefore, greatly increase his or her chances of survival The Type I PFD is suitable for all waters, especially for cruising on waters where there is a probability of delayed rescue, such as large bodies of water where it is not likely that a significant number of boats will be in close proximity. This type PFD is the most effective of all the types in rough water. The Type I PFD is easiest to don in any emergency because it is reversible and available in only two sizes - Adult (90 lb. or morel and child (less than 90 lb.) which are universal sizes "designed to fit all persons in the appropriate category).

Type I PFD

Type II--A type II PFD is designed to turn the wearer to a vertical and slightly backward position in the water. The turning action is not as pronounced as with a Type I and the device will not turn as many persons under the same conditions as the Type 1. The Type II PFO is usually more comfortable to wear than the Type 1. This type PFD is normally sized for ease of emergency donning and is available in the following sizes: Adult (more than 90 lb.) - Medium Child (50 lb. to 90 lb.) and two categories of Small Child (less than 50 lb or less than 30 lb.) Additionally, some models are sized by chest sizes. You may prefer to use the Type II where there is a probability of quick rescue such as areas where a is common for other persons to be engaged in boating, fishing. and other water activities.

Type II PFD

Type III - The Type III PFD is designed so that the wearer can place himself or herself in a vertical and slightly backward position, and the device will maintain the wearer in that Position and hew no tendency to turn the wearer face down. A Type III can be the most comfortable, comes in a variety of styles which should be matched to the individual use, and is usually the best choice for water sports, such as skiing, hunting, fishing. canoeing, and kayaking. This type PFD normally comes in many chest sizes and weight ranges; however, some universal sizes are available. You may also prefer to use the Type III where there is a probability of quick rescue such as areas where it is common for other persons to be engaged in boating, fishing, and other water activities.

Type IV - A

Type IV - A Type IV PFD is designed to be grasped and held by the user until rescued as well as to be thrown to a person who has fallen overboard. While the Type IV is acceptable in place of a wearable device in certain instances, this type is suitable only where there is a probability of quick rescue such as areas where it is common for other persons to be engaged in boating. fishing, and other water activities. It is not recommended for nonswimmers and children.

Type V - A

Type V - A Type V PFD is a PFD approved for restricted use No Type V PFD is currently approved for use on recreational boats to meet the mandatory carriage requirements listed in paragraph (a), (b), or (c) above.

A. YOUR PERSONAL FLOTATION DEVICE

You are required by Federal Regulations to have al least on Coast Guard approved personal flotation device (PFD) for each person in your recreational boat. You may not use your recreational boat unless all your PFD's are in serviceable condition, are readily accessible, or legibly marked with the Coast Guard approve/ number, and are of an appropriate size (within the weight range and chest size marked on the PFD) for each person on board

B. WHY DO YOU NEED A PFD?

Your PFD provides buoyancy to help keep your head above the water and to help you remain in a satisfactory position in the water. The average weight of an adult is only 10 to 12 pounds in the water and the buoyancy provided by the PFD will support that weight in water. Unfortunately, your body weight does not determine how much you will weigh in water. in fact, your weight in water changes slightly throughout the day. There is no simple method of determining your weight in water. You should try the device in the water to make sure it supports your mouth out of the water. Remember. all straps, zippers, and tie tapes must be used and of course the PFD must be the proper size ;size limitations are on the label).

C. THINGS TO CONSIDER ABOUT PFD'S

(1) USCG approval of a PFD does not imply that it is ideal for all uses. For instance, there are a number of PFD's which are better suited for water skiing and others for white water canoeing and kayaking. These and other PFD's are labeled accordingly.

2) Some PFD's are more rugged and durable than others but usually cost more. You should evaluate the tradeoffs of cost, your intended use, and how often the PFD will have to be replaced.

(3) The use of most Type IV throwable PFD's usually requires you to grasp the device until rescued, which could prove difficult if there is an extended delay or if you are overcome by hypothermia (loss of body heat to the water). Also it implies that if you find yourself in the water there will be someone available to throw it to you.

D. EACH OF THESE DEVICES IS INTENDED TO HELP YOU SAVE YOUR OWN LIFE

For your PFD to function properly, follow these suggestions to insure that it fits, floats, and remains in good condition:

(1) Try your wearable PFD on and adjust it until it fits comfortably in and out of the water

(2) Try your PFD out in the water. This will show you how it works and will give you confidence when you use it. You should be aware that your PFD may perform differently under different conditions such as in swift water, with bulky clothing, etc.

(3) M ark your PFD with your name if you are the only wearer. (4) Do not alter your PFD. if it doesn't fit properly, get one that does An altered device is no longer Coast Guard approved. (5) Your PFD is not intended for use as a fender or kneeling pad

(6) inspect your PFD periodically to ensure that it is free of rips, tears, or holes, that the flotation pads have no leaks, and that all seams and joints are securely sewn.

(7) Keep your PFD away from sharp objects which may rip the fabric or puncture the flotation pads.

(8) If your PFD contains kapok, the kapok fibers may become waterlogged and lose their buoyancy after the vinyl inserts are split or punctured When the kapok becomes hard or if the kapok is soaked with water the PFD is no longer serviceable It may not work when you need it and must be replaced

(9) if your PFD is wet, allow it to dry thoroughly before storing it. Store it in a well ventilated area

(10) Do not dry your PFD in front of a radiator or other source of direct heat

(11) If you must swim while wearing PFD use a back or side stroke.

D. PFD'S AND CHILDREN

A child is difficult to float in a safe positron because of the distribution of body weight and because a child tends to panic when suddenly in an unfamiliar environment. The violent movement of the arms and legs in an attempt to ''climb out'' of the water tends to nullity the stability of the PFD. An approved device will keep a child afloat, but not always in a face up position A child should be taught how to put on the device and should be allowed to try it out in the water. It is important that the child feels comfortable and knows what the PFD is for and how it functions. Parents should note, however, that PFD's are not a substitute for adult supervision.

F. WEAR YOUR PFD

Your personal flotation device won't help you if you don't have it on. If you don't choose to wear it at all times, you should keep it handy and put it on when heavy weather threatens, or when danger is imminent. Don't wait until it is too late; nonswimmers and children especially should wear their PFD's at all times when on or near the water.

G. HYPOTHERMIA

Hypothermia, the loss of body heat to the water, is a major cause of deaths in boating accidents. Often the cause of death is listed as drowning; but, most often the primary cause is hypothermia and the secondary cause is drowning. After an individual has succumbed to hypothermia, he will lose consciousness and then drown. The following chart shows the effects of hypothermia:

PFD's can increase survival time because of the insulation they provide. Naturally, the warmer the water, the less insulation one will require. When operating in cold water (below 40°F.) consideration should be given to using a coat or jacket style PFD as they cover more of the body than the vest style PFD's.

Some points to remember about hypothermia protection:

(1) While afloat in the water, do not attempt to swim unless it is to reach a nearby craft, fellow survivor, or a floating object on which you can lean or climb. Unnecessary swimming increases the rate of body heat loss. In cold water drownproofing methods that require putting your head in the water are not recommended. Keep your head out of the water. This will greatly lessen heat loss and increase your survival time.

(2) Keep a positive attitude about your survival and rescue.. This will improve your chances of extending your survival time until rescue. Your will-to-live does make a difference!

(3) If there is more than one person in the water, huddling is recommended while waiting to be rescued. This action tends to reduce the rate of heat loss and thus increase the survival time

(4) Always wear your PFD. It won't help you fight off the effects of hypothermia if you don't have it on when you go into the water.

H. REMEMBER - SAFE BOATING IS NO ACCIDENT

If you need more information about PFD's and safe recreational boating, contact your state boating authority, U.S. Coast Guard Auxiliary, U.S. Power Squadron, Red Cross, or your nearest unit of the U.S Coast Guard.

Small-Scale Marine Fisheries - A Training Manual (Peace Corps, 1983, 631 p.) Week 2: Orientation (introduction...) Session 13: Field placement Session 14: Processing of field placement

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

Week 2: Orientation

Week 2, Sessions 0-13 Thru T-11

Session 13: Field placement

Time: 7:30 AM

Goals:

· For trainees to experience living in a new culture, with a fishing family, in their community
· For trainees to collect data under the 14 social sub-systems
· For trainees to identify areas of technical competence they need to develop and skills they need to acquire
overview :

For the next three days trainees will live with families of local small-scale fishermen. They will experience living in a different culture. Previous to trainees arrival these placements have been arranged. During the pilot program we found the only restriction was families' preferences according to the sex of the trainee. This was usually determined by the trainee having to share a room with children in the family. This was a very rewarding experience for the trainee. This field placement laid a solid foundation for later sessions where cultural differences, communication, community analysis and extension practices are introduced.

Materials:

· Flip chart paper, markers
· Fourteen Social Sub-Systems on newsprint or hand out
· Map of area

Procedures:

Table

Trainer's Notes:

After individual interviews, you will have a good idea where trainees can best be placed. Families will have been notified of trainees' name.

Some trainees will not be comfortable taking public transportation and introducing themselves to strangers. It is important to be firm that everyone is to follow these instructions and that the families do expect them.

Session 14: Processing of field placement

Time: 7:30 PM

Goals:

· For trainees to share their experiences with each other

Overview:

During this session trainees share their experiences with each other. The data they have collected is not shared at this time, just their experience.

Materials:

· Flip chart paper, markers, tape

Procedures:

Small-Scale Marine Fisheries - A Training Manual (Peace Corps, 1983, 631 p.) Week 2: Training Session T-1: Introduction to technical training Session T-2: The oceans, rivers, streams of the world an overview of world wide fisheries Session T-3: Special projects Session T-4: Introduction to nets Session T-5: Non-verbal communication Session T-6: Introduction to net construction and repair Session T-7: Introduction to outboard engines Session T-9: Values clarification Session T-10: Outboard engine trouble shooting Session T-11: Tropical photography - extension

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

Week 2: Training

Session T-1: Introduction to technical training

Time: 7:30 AM

Goals:

· Introduce goals of the technical training program
· For trainees to share their expectations of technical training
· Introduce schedule for technical training
· For participants to get acquainted on a professional level
· To begin building a sharing atmosphere

Overview:

In this first session of technical training the overall goals of the program are introduced. The program is described in some detail. Trainees share their expectations of technical training and trainers explain how expectations will be met by going over the schedule for the next seven weeks of training. Trainees have gotten to know each other on an interpersonal level during the orientation sessions, now they will work together using both interpersonal skills and technical skills. Through an exercise, trainees will reveal areas of technical expertise and start building an atmosphere of sharing and skill transference.

Exercises:

1. Introduction of Goals, Expectations and Schedule 2. Get acquainted professionally

Materials:

· Flip chart paper, markers, tape
· Technical Training Schedule

EXERCISE 1 - Introduction of Goals, Expectations, and Schedules Time: 7:30 AM - 9:15 AM

Goals:

· Share goals of technical training
· Share trainees expectation
· Describe training program
· Share schedule

Overview:

The goals are presented and posted on newsprint in the training room where they will remain throughout the duration of training. Expectations of technical training are discussed using the schedule to show trainees where they can expect to have their expectations met. During this session any expectations that are unrealistic are discussed, and explanations of why they can not be met are given.

Procedures:

Trainer's Notes:

Large schedule made by using six sheets of newsprint is made and posted in training classroom where it is intended that it remain during training program.

Trainer's Notes:

You will want to save the expectation list to go over at a later date. It is best to leave posted if possible.

1. Trainer now leads into next exercise.

EXERCISE 2 - Getting Acquainted Professionally

Time: 30 Minutes

Goals:

· To allow participants to get acquainted
· To get people talking
· To begin building a sharing atmosphere

Overview:

This exercise gives participants an opportunity to get to know each other. Even though they have met in training before this activity allows them to see each other in a different way and to begin talking and interacting.

Procedures:

Trainer's Notes:

Listed below are five possible introduction exercises that can be used. You may prefer to use another exercise that will accomplish the same purpose.

1. Dyad-Quartet

Each person meets and gets to know the other; he/she in turn introduces his/her partner to another dyed.

2. Depth Unfolding Process Because it takes five minutes per person, this exercise should be done in small groups. The leader should disclose first to make trainees more comfortable.

In the first three minutes, tell what has brought you to this point in your life. Use one minute to describe your decision to join Peace Corps. Use the last minute to answer questions from others.

3. Structured Introductions

In dyads, small groups, or in large group, participants can tell why they joined Peace Corps, or write a letter to a friend about their decision.

4. Life Map

Each person draws on newsprint with crayons or magic marker a picture of their vision of their Peace Corps service, using stick figures and symbols.

5. Sentence Completion The trainer presents a series of unfinished sentences, asking each group member in turn to complete the statement.

Example:

· One of the things I anticipate about my Peace Corps service is
· The thing I will miss about home

Session T-2: The oceans, rivers, streams of the world an overview of world wide fisheries

Time: 9:30 AM

Goals:

· To provide a global view of Marine Fisheries today and in the future
· To provide information on Peace Corps Marine Fisheries Goals
· To bring the individual volunteer's role into perspective
· To have participants brainstorm key problems and possible solutions concerning small scale fisheries in and around their site

Overview:

This session is to bring into focus the global view of the worlds' fish supply. Are we depleting the fish of our oceans? Do we need controls world wide? These are two of the many questions that are addressed. Discussion then moves to Peace Corps goals in marine fisheries, and finally brings into perspective the role of the individual volunteer.

Exercises:

1. Participants brainstorm problems and solutions
2. Lecture on global views, Peace Corps Goals, individual perspectives

Materials:

· Flip charts, markers, tape

EXERCISE 1 - Problems and Solutions in Marine Fisheries That Trainees May Encounter

Total Time: 45 Minutes

Overview:

The purpose of this exercise is to have trainees brainstorm and record problems and solutions in marine fisheries that they expect to encounter.

Procedures:

EXERCISE 2 - Overview of Marine Fisheries From-A Global Prospective, The Peace Corps Goals, and The Individual Volunteer Role

Total Time: 1 Hour

Overview:

The purpose of this exercise is to give information on the world problems in marine fisheries, to state Peace Corps Goals and to give hope to the individual volunteer that they can play a part in changing the grim predictions for the world's fisheries.

Procedures:

Session T-3: Special projects

Time: 4 PM

Goals:

· To introduce special projects. Explain in detail how they are to be done, and when. (Important for trainees to see how special projects are integrated into schedule of training.)

· Have trainees choose one project from special group projects to lead and take responsibility for

· Have trainees choose three individual special projects overview

The purpose of all special projects is to identify those participants with special skills and have them assume responsibility for transferring those skills during training program; and to give all participants special assignments which are problem solving exercises that they will have to complete during training. For trainees to use materials made available for their use in the resource library.

Materials:

· Newsprint with projects listed (trainer responsible for project and space for trainee to sign up.) Date that project is due is also listed

Trainer's Notes:

This session is confusing for trainees and has to be gone over several times. Should be checked again at beginning of next session.

SPECIAL PROJECTS AND SPECIAL GROUP PROJECTS

The following is a listing of the special projects and special group projects used in the pilot training program. Special projects are worked on individually; special group projects, although one trainee signs up as group leader, involve any number of trainees on a volunteer basis. Depending on the size of the group and the level of marine fisheries development in the countries of assignment, the technical trainer may wish to add to or delete from these lists. A trainer will act as advisor for each project.

In presenting the lists (with the sign-up sheet, the due date, and the trainer advisor), it is important that a brief description of the project and requirements be given. Special group projects, unless otherwise noted, each require a write-up of the project for the Trainees' Resource cook (described below) including necessary charts, diagrams, and references. Special project write-ups fall under three headings:

· List A - projects which will require written reports along with essential diagrams, charts, and reference;
· List B - projects which will require diagrams with "how-to" steps, essential charts and references; and,
· List C - projects which will require only a list of references.

Because project write-ups most likely will not be typed, they must be concise and clearly written in black ink in order to provide a good photocopy for the Trainees' Resource Book.

Suggested Special Projects

List A:

1. Poisonous/toxic fish (see Session T-51)
2. Corrosion control (see Session T-54)
3. Color depth charts (see Session T-69)
4. Tropical seabirds (see Session T-50)
5. Weather for the Mariner (see Session T-36)
6. Fish aggregating devices (see Session T-72)

List B:

1. Artificial reefs/Tire breakwaters (see Session T-94)
2. Outboard/Diesel repair facilities (see Session T-22)
3. Water heater (see Session T-102)
4. Water filtration systems (see Session T-34)
5. Gyotaku (see Session T-87)
6. Filleting (see Session T-30)
7. Metric systems (see Session T-59)
8. Anatomy of hooks (see Session T-22)
9. Anchoring techniques (see Session T-73)
10. Fish silage (see Session Tell)

List C:

1. Tropical Photography (see Session T-11)
2. Library (see page 7)
3. Aquaculture (see Session T-107)
4. Efficient charcoal making (see Session T-58)
5. Blueprint reading (see Session T-68)
6. Seaweed farming (see Session T-65)
7. Cookbook for Third World fisheries (see Session T-28)
8. Constructing a scarf joint (see Session T-76)
9. Fiberglassing techniques (see Session T-79)
10. Star charting (see Session T-45)
11. Transportation Systems (see Session T-90)
12. Trainees' Resource Book (see below)

Special Group Projects

1. Gardening, Composting and Small Animal Raising (see Session T-16)
2. Communication through Illustration/Lesson Plans/Audiovisual Aids (see Session T-52)
3. Diesel and Outboard maintenance Schedules, fuels, and costs (see Session T-19)
4. Alternative Energy (see Session T-101)
5. Nutrition/fish culinary skills (see Session T-66)
6. Salt making (see Session T-49)
7. Ice box construction (see Session T-39)
8. Sailing (see Session T-84)
9. Trolling for Spanish Mackeral (see Session T-22)
10. Fish cooperatives (see Session T-91)
11. Solar fish dryer (see Session T-56)
12. Smoker: wood and tin (see Session T-57)
13. Fund raising (see Session T-88)
14. Fish issues (see Session T-98)
15. Ecology/conservation issues (see Session T-99)
16. Marketing survey of local fish products (see Session T-81)
17. Language (see Session T-3) Trainees' Resource Book

The Trainees' Resource Book is a compilation of the special project and special group project write-ups. Not only does it afford trainees the opportunity to practice putting their knowledge and experience into writing in an easy-to-follow, how-to format; it also provides them with a valuable reference in the field.

The trainee who chooses the Trainees' Resource Book as a special project will be responsible for the following:

· presenting the write-up formats for each list to the trainees;
· setting deadlines for write-up completions,
· Manual cover design;
· Table of Contents; and,
· photocopying.

SPECIAL GROUP PROJECTS AND INDIVIDUAL SPECIAL PROJECTS LISTED BY TOPIC AREAS

Star Charting

FISH PRESERVATION-PROCESSING

FISH ECONOMICS-MARKETING

Fish Cooperatives
Marketing Survey
Fund Raising
Gyotaku

EXTENSION

Tropical Photography
Communication Thru Illustration
Audio Visual/Lesson Plans
Fish Issues
Ecology & Conservation

NUTRITION

Nutrition and Fish Cooking
Gardening and Small Animal Raising
Cookbook for Third World Fisheries

Special Group Project: Languages

Time: 15 Minutes

Goals:

· To expose trainees to language training
· To acquaint trainees with the languages in their countries of assignment
· To show trainees that language learning can be fun and rewarding
· For trainee assigned the special group project to build on leadership, communication and technology transfer skills

Overview:

Many people experience anxieties around learning a new language. The few minutes spent each morning during technical training learning a few new words or phrases in French, Spanish or Swahili will insure a smooth transition to in-country language training on the part of the trainee. The daily language lessons should be no more than 10 or 15 minutes, and the content should be limited to the very basics, i.e., days of the week, numbers, colors, market items, how to ask directions, how to order in a restaurant, vocabulary for fishing gear, etc. In other words, building vocabulary is emphasized more than grammar.

Activities:

1. Trainee assigned the special group project organizes daily language lessons, alternating among the languages of the countries of assignment.

Trainer's Notes

In the pilot program held in Puerto Real, Puerto Rico, the daily language lesson was Spanish - even though none of the trainees were going to Spanish-speaking countries. It was the feeling of the training staff during the pilot program, that the importance of learning the local language - regardless of the length of time one spends in a place - needs to be emphasized and reinforced throughout the training. Trainees in the pilot program were very positive about the Spanish lessons, and were pleased with their progress over the eight weeks of training, progress which was evident to them in their day-to-day interactions with people in Puerto Real.

Resources:

· Peace Corps Language Books

APPENDIX 7

Session T-4: Introduction to nets

Time: 7:30 PM

Goals:

· For trainees to acquire basic information about nets and their usage by small scale-fishermen

Overview:

In this session trainees will be introduced to a variety of fish nets, tools, floats, etc. They will have several types described and they will try to ascertain their use.

Materials and Equipment:

· Flip chart, pens, nets, lines, floats, net needles and twine

Trainer's Notes:

We borrowed nets from local fishermen and had trainees handle nets, floats, etc.

Procedures:

Trainer's Note

If possible, borrow a Gill Net for this exercise.

Trainer's Note:

You will want to describe several types of nets, especially those that you know trainees will be using or will see being used.

3. Trainer concludes the session by saying that nets and net mending are an intrinsic part of small scale fishermen life. They not only provide a means of catching fish, but also play an important part in the social life of the fishing community. As volunteers, you will be prepared to mend nets and be good at mending nets. Over the next several weeks you will have lots of practice time.

Session T-5: Non-verbal communication

Time: 8:30 PM

Goals:

· To identify ways we communicate verbally and non-verbally
· To identify patterns of non-verbal communication
· To look at perceptions one has about one's non-verbal message
· To identify some implications of non-verbal communication for cross cultural effectiveness
· To develop non-verbal communication skills

Overview:

This session explores communication as a process. Trainees will have received some non-verbal communications training previously. This session will reinforce those learnings and concentrate on building nonverbal skills.

Exercises:

1. "Messages" and lecture

2. Reflections on non-verbal communications and observations of another.

EXERCISE 1 - Messages Total Time: 30 Minutes

Overview:

We communicate our likes and dislikes; actually, we communicate more non-verbally about relationships than we do in any other way. In this exercise we are going to communicate non-verbally only.

Procedures:

EXERCISE 2 - Reflections on Non-Verbal Communications and Observations Of Another

Total Time: 30 Minutes

Overview:

The purpose of this exercise is to give individuals time to think about how they communicate non-verbally. They can then decide if there is perhaps some new or different non-verbal behavior they would like to try out during training.

Procedures:

Session T-6: Introduction to net construction and repair

Time: 7:30 AM

Goals:

· To have trainees learn basic net mending techniques focusing primarily on the Becket Bend as well as the nomenclature of nets

Overview:

In this session trainees learn how to construct and/or repair a net using the Becket Bend.

Materials and Equipment:

· Sections of netting, net needles (various sizes, types) net twine, hand-out on Becket Bend

Trainer's Notes:

Practice is necessary for net mending proficiency. We had trainees practice out of doors in view of local fishermen. Local fishermen took great interest, helped trainees by showing them how they tie knots, etc, and reinforced net mending as a social event as much as a practical skill.

Procedures:

Instruction card

Step 1

Step 2

Step 3

Step 4

Session T-7: Introduction to outboard engines

Time : 9:30 AM

Goals:

· To introduce very basic internal design and operating procedures for the two-cycle low horsepower outboard
· To have trainees be able to speak of/about outboard in proper terminology

Overview:

In this session trainees are introduced to the outboard engine. For some this will be a refresher; for others, the workings of an engine will be brand new. The technical trainer will use an outboard motor to demonstrate the functions. As the technical trainer talks about how engine operates and various parts, used parts will be passed among trainees for them to see and handle.

Materials:

· Outboard engine, engine parts, schematic of O.B. engine

Procedures:

As technical trainer points these parts out, used parts are passed around for trainees to handle. Trainer explains each function.

2. Trainer covers outboard engine and asks each trainee to draw an outline of the O.B. (basic schematic) and try to identify as many parts as they can and where they belong in the engine.

3. Technical trainer now shows trainees a schematic which has been drawn earlier with all parts labeled.

4. Technical trainer explains the importance of knowing the right names for parts and their functions.

5. Technical trainer links to next O.B. engine session which will be about maintenance and its importance.

Trainer's Notes

Parts to be handed out should cover as wide a range as possible: old blocks, pistons, gears, carburetors, etc. If possible contrast an old part and a newer one pointing out signs of wear, neglect or poor maintenance.

Outboard motor maintenance tips

by Peter L. Hendricks
Hawaii County Agent
University of Hawaii
Sea Grant College Program

Adapted, by permission, from Basic Outboard Motor Maintenance, published by the University of Hawaii Sea Grant College Program, August 1977 (UNIHISEAGRANT-AB-77-03).

Figure 1. - Cutaway drawing of typical internal combustion, reciprocating outboard engine (Otto Cycle).

Oregon State University Extension Marine Advisory Program
A Land Grant / Sea Grant Cooperative
SG 43 September 1978

Another title in the series

Marine recreation outboard engines

Most outboards, given proper care, require little service other than periodic maintenance and adjustment. The individual engine owner can handle most of the periodic maintenance. This bulletin was written to aid the individual in basic outboard maintenance skills. Most of the procedures are possible without special tools. If you are in doubt about your motor's service, consult a dealer or, in minor cases, the factory authorized owner's manual for your particular engine.

Power source

The power source for all outboard motors is the internal combustion, reciprocating engine (see figure 1). The basic difference in these power sources is the way in which the fuel mixture is ignited. Most outboards have their fuel ignited by an electric spark (Otto Cycle Engine), as opposed to heat of compression ignition (Diesel Cycle). In most outboards, one complete crankshaft revolution completes the series of events necessary to make the engine run. This is called a two-stroke cycle.

In a two-stroke cycle engine, five events must take place in two strokes of the piston, or in one revolution of the crankshaft. They are: (1) intake (fuel and air), (2) compression, (3) ignition, (4) power, and (5) exhaust. A compressed fuel charge is fired each time the piston reaches the top of the cylinder, and each downward stroke is a power stroke.

In order to accomplish this, the initial pressure of the incoming fuel-air mixture must be raised to a point somewhat higher than the lowest pressure existing in the cylinder; otherwise, a fresh charge of fuel could not be admitted and the engine would not run. This elevation of pressure requires the use of an air pump, or compressor, of approximately the same volume as the cylinder itself.

Coincidentally, such an air pump is available with a minimum of additional parts, cost, or frictional losses by utilizing the opposite side of the piston and cylinder as the pump. Such engines, called crankcase-scavenged, are almost universally used in the outboard motor industry.

In the crankcase-scavenged engine, most of the frictional parts requiring lubrication are located in the fuel intake system. Lubrication is accomplished by mixing the required amount of oil with the fuel, so that a small amount of oil, in the form of a fine mist, is drawn into the crankcase with each fuel charge.

It should be pointed out that the new oil brought into the crankcase can do little more than supplement the losses; therefore, it is necessary that the frictional parts be well lubricated at the time the engine is started. The use of too much oil in the fuel mixture results in spark plug fouling, excessive carbon buildup, and poor performance, as well as being wasteful. Too little oil results in excessive wear and shorter engine life.

Periodic servicing Many of the troubles related to outboard motors will be much easier to repair if caught before they do extensive damage. Sometimes the lack of proper servicing is the primary cause of failure.

The following list of procedures may help in a regular program of preventive maintenance for your outboard. Preservice checkout. Perhaps the boat has been out of the water and the engine has not been run for a long period - say, several months. Here are a few simple preservice procedures:

1. Remove, clean, inspect, and properly gap spark plugs. Replace defective plugs. (Use new gaskets and tighten the plugs to the manufacturer's recommendations.)
2. Remove oil level plug from gearcase and check for proper oil level.
3. Thoroughly clean and refinish engine surface, as necessary. Undercoat bare metal with anodyzing primer (such as zinc chromate), then paint with marine enamel.
4. Check battery for full charge and clean terminals. Clean and inspect battery cables. Cover cable connections with grease to prevent corrosion.
5. If possible, run motor in test tank prior to installing on boat. Check water pump and thermostat operation.

Inservice checkout.

1. Drain and flush gearcase. Refill to correct level, using manufacturer's recommended lubricant.
2. Remove and clean fuel filter bowl. Replace fuel bowl element. Always use new filter bowl gasket.
3. Clean and regap spark plugs to recommended gap. Replace worn, cracked, or burnt spark plugs. (Use new gaskets and tighten plugs to manufacturer's recommendations.)
4. Check propeller for correct pitch. Replace if propeller is badly worn, chipped, or bent.
5. Lubricate all grease fittings using manufacturer's recommended lubricant.
6. Check remote control box, cables, and wiring harness. Shift lever should move through full range from reverse to forward. Throttle lever should move smoothly from low idle to full open. Lubricate exposed movable lengths of control cables. Adjust lever tension on control box so levers operate smoothly yet remain where positioned when you take your hand off.
7. Check steering controls for smooth movement without slack; lubricate mechanical steering.
8. Lubricate all carburetor and magneto linkages with manufacturer's recommended lubricant.
9. Adjust tension on magneto and/or generator drive belts.
10. Clean and coat battery terminals with grease.
11. Check thermostat and water pump operation. Engine, when in neutral, should pump warm spray of water (not more than 160° F, or 71° C) from hole in exhaust tower.
12. Check breaker points condition and timing.
13. Check carburetor and ignition synchronization.
14. Check carburetor adjustment. On most models, turn high speed adjustment slowly clockwise until engine loses speed or dies, then counterclockwise (about 1/8 turn) until engine returns to highest speed. Turn low speed adjustment slowly clockwise until engine idles roughly or dies, then counterclockwise until it returns to smooth idle.

Installation

Proper transom height and engine tilt are critical to good performance. If the motor is mounted too high above the water, the propeller will slip, churn, and cavitate with little useful power. If mounted too close to the water, the motor will drag, kick up excess spray, and tend to submerge in a following sea. Wrong angle or tilt of the motor pushes the bow or stern down, slows the boat, and wastes fuel. Most installations are just right when the lower unit is vertical at full boat speed, but you will probably want to experiment for best performance.

Propellers

Propeller selection (see figure 2) is generally an easy matter for the outboard owner. If the motor is used on an average runabout, the standard propeller is usually adequate.

For other than average conditions, you may want to change to a different pitch propeller. Pitch is the theoretical distance that the propeller would travel in a solid substance if it made one complete revolution without slippage (figure 3). Increasing the pitch reduces rpm at full throttle, while reducing the pitch will increase rpm at full throttle. If your boat is large and slow, you may do better with a lowpitch propeller; if your boat is light and fast, higher pitch will help. An important point is to use a propeller that allows the engine to spin within rated speed range at full throttle.

Spark plugs

Regular spark plug service is important because outboards are tough on plugs. Use exactly the recommended plugs, clean and adjust gaps regularly, keep outside porcelain dry, and always carry a spare set of plugs. Remember to use a good gasket when replacing the plugs. The gasket not only prevents loss of compression but is also responsible for keeping the plug electrode at design temperature.

Figure 2. - Propeller diameter, one of two common dimensions wed to describe propellers.

Figure 3. - Propeller pitch, the second common dimension used in describing propellers.

Saltwater care

Motors that are used in saltwater present special problems and require meticulous care. Aluminum alloys used in outboard motors are highly resistant to corrosion by oxidation (breakdown of metal, caused by its combination with oxygen) but very susceptible to galvanic action (electrical process of depositing atoms of one metal, in solution, on the surface of a different metal).

Although oxidation cannot occur under water, it is very prevalent in humid environments. Aluminum parts are protected from galvanization by anodizing (the process of coating metal with a hard shell of aluminum oxide). But this covering is only protective if it remains unbroken. Here are some tips for care of all motors used in saltwater:

1. After each use, tilt the motor out of the water and flush out the entire motor with coot fresh water. Flush for 1 to 2 minutes and do so within 1 to 2 hours of use to prevent salt buildup inside the motor. A garden hose with a flushing attachment is convenient for rinsing saltwater out of the motor.

2. If possible, periodically flush the motor with fresh water, following manufacturer's recommendations.

3. Be sure the motor is adequately protected with an approved paint. Check regularly for chips and scratches. NOTE: Do not use antifouling paint, since it contains copper or mercury and can hasten galvanic corrosion, unless the manufacturer states that it is intended for use on aluminum.

4. Check frequently to be sure that no aluminum parts are left unprotected. Protect bare metal quickly with an anodizing primer and marine enamel topcoat.

5. A small self-sacrificing block of unpainted corrosion-susceptible metal - a "zinc" - mounted near the part to be protected will sometimes spare a valuable part from corrosion. Zincs can be mounted on the flat cavitation plate, after stripping the finish down to bare metal, with stainless steel or hot-dipped galvanized screws. All surfaces around the block must be protected with paint. NOTE: Consult a dealer before attempting to install such a device.

For further reading

Chilton's Repair and Tune Up Guide for Outboard Motors 30 Horsepower and Over, published by Chilton Book Co., Radnor, Pa. 19809.

Outboard Motor Service Manual, published by ABOS Marine Publications, 9221 Quivira Rd.,
Overland Park, Kans. 66212.

9-78/5M

Extension Service, Oregon State University, Corvallis, Henry A. Wadsworth, director. This publication was produced and distributed in furtherance of the Acts of Congress of May 8 and June 30, 1914. Extension work is a cooperative program of Oregon State University, the U.S. Department of Agriculture, and Oregon counties. Extension's Marine Advisory Program is supported in part by the Sea Grant Program, National Oceanic and Atmospheric Administration, U.S. Department of Commerce.

Extension invites participation in its activities and offers them equally to all people, without discrimination.

Session T-8: Individual interviews/net mending

Time: 20 to 30 Minutes per Person

Goals:

· To give each trainee individual time with trainers
· To give feedback to each trainee on their progress
· To review the assessment dimensions
· For trainees to practice net mending

Overview:

In this session trainees are given formal feedback by the staff, based on staff consensus. Trainees are asked if they have any feedback for staff. Personal concerns that trainees may have are checked for. This time is seen as a time for building trust between the staff and trainee. This is basically a time for net mending practice and trainees are called out of practice for interviews.

Procedures:

Trainer's Notes:

You should allow yourself a few minutes between interviews to record "quotes" and impressions from interviews. This early in the training program you will want to record all data and information.

Session T-9: Values clarification

Time: 7:30 PM

Goals:

· For trainees to get in touch with their own value system
· To see what we have learned so far about Purero Rican cultural values
· To explore commonalties and differences
· To find ways of accepting cultural differences

Overview:

In this session, trainees will be asked to list their own cultural values. The purpose is to see how many more of their own values they have identified since living in Puerto Rico and to look at Puerto Rican cultural values, so that trainees can begin to see commonalties and differences. Finally, trainees will be seeking ways to accept the differences. This lays the ground work for extension work training later in the program.

Exercise:

1. Cultural value explorations: mine, ours, theirs, acceptance.

Materials:

· Flip charts, marker pens, tape

EXERCISE 1 - Cultural Values: An Exploration- Mine, Ours, Theirs, Acceptance Total Time: l Hour 45 Minutes

Overview:

To explore different cultural systems. Find ways to accept the differences.

Procedures:

Trainer's Notes

List is included as a guide.

List of Ways of Accepting Differences
- Adjust to environment
- Have respect for culture and customs
- Cultural sensitivity
- Patience
- Be outgoing
- Empathy
- Introspection
- Be flexible enough to (tolerate, accept) values different from our own
- Educate ourselves to explain motives for values
- Realize our values are as different to them as theirs to us
- Conformity/compromise
- Understanding that the differences are deep-rooted and cultural
- Ability to modify outward behavior without modifying inward values
- Keep an open mind - culturally and personally
- Good sense of humor (able to laugh at self)

Session T-10: Outboard engine trouble shooting

Time 7:30 AM

Goals:

· For trainees to become oriented to trouble-shooting techniques necessary in outboard engine maintenance, repair and operation

· For trainees to do actual maintenance work

· For trainees to be checked out in small boat handling skills

Overview:

During this session trainees learn about outboard engine troubleshooting. They will learn how to do simple maintenance tasks and the importance of doing these tasks regularly. During this session each trainee will go out in a small boat with technical trainer to be "checked out" in their ability to handle a small boat.

Materials and Equipment:

· Outboard engine, new parts, spark plugs, starter cord, fuel filter, transmission oil, propeller, grease gun, WD 40/Solvent, OB engine tool kit Procedures

Trainer's Notes:

Trainee will have to make own arrangements to do free maintenance on fishermen's O.B. engines. It is advisable to have one of the trainees who understands O.B. functions to check out those who are doing maintenance for first time. Every trainee must be able to perform all functions. It is important for you to emphasize that O.B. engines will last a long time with proper maintenance, and that one of the biggest problems found in developing countries is that maintenance functions are not demonstrated thoroughly to fishermen. Consequently, there are many unnecessary costly repairs incurred by the small-scale fisherman.

Trainer's Notes:

For some of the trainees this will be the first time handling a small boat. Technical trainer will give these trainees initial instruction and allow them to operate the boat in open water. Trainees will have to find practice time, and until they check out will have to go out in boat with one of the trainees who can operate a boat safely and correctly. Once again trainees have only one week in which to acquire this skill and be checked out. When they feel they are ready, it is up to them to ask to be checked out.

1. Trainee check out list:
- PFD
- Overview of check-out
- Starting
- Reverse
- Low speed (no wake zone)
- High speed
- Wide circle
- Tight small circle
- Bay entrance
- Stop engine
- Start engine
- Return to dock
- Low speed (no wake zone)
- Docking
- Night navigation/operation

Session T-11: Tropical photography - extension

Time: 4 PM - 5 PM

Goals:

· To provide information regarding camera care in a tropical environment
· To suggest alternative ways to photograph subjects in the tropics
· To provide technical transfer and workshop skills to the trainee presenting the session

Overview:

This session is presented as a special project by a trainee. The need to document work is important, especially when dealing in technical areas. The opportunity for the PCV in the field to record workshops and/ or special projects is only limited by expertise as a photographer. In the tropics, there are special considerations that must be adhered to; it is these "rules" that this presentation of tropical photography deals with.

Procedures: