Small-Scale Marine Fisheries - A Training Manual (Peace Corps, 1983, 631 p.) Week 3: Training (introduction...) Session T-12: Introduction to diesel engines Session T-13: Knots, net sewing and construction small-scale fishing gill nets Session T-14: Coping skills Session T-15: Diesel power systems; Diesel trouble shooting Session T-16: Special group project gardening, composting and small animal raising Session T-17: Introduction to extension Session T-18: Outboard/diesel field trip Session T-19: Diesel and outboard maintenance schedules, fuels and costs special group project Session T-20: Volunteer's role as an extensionist Session T-21: Introduction to small-scale fishing Session T-22: Trolling for spanish mackeral - special group project; Anatomy of hook - special project Session T-23: Extension III - Extension of extension by an extensionist Alternate session T-23: Marine fisheries extension Session T-24: Small-scale fishing Session T-25: Individual interviews/net mending Session T-26: Communication through illustration special group project Session T-27: Small scale fishing appropriate fishing technology II New Zealand long-line reel Session T-28 Special group project cooking fish and nutrition

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

Week 3: Training

Week 3 Sessions T-12 Thru T-28

Session T-12: Introduction to diesel engines

Time: 7:30 AM

Goals:

· To acquaint trainees with the basic principles of the operation of a Diesel engine

Overview:

This introductory session is the first of three sessions focusing upon the Diesel engine. The importance of the Diesel to small-scale fisheries is evident in its usage as the sole power plant for many fishing vessels, and with electrical generators for operating freezing and cold storage facilities. Because the diesel has not reached its maximum power and efficiency potential, we can expect it to be with us and the small-scale fisherman for years to come.

Materials and Equipment

· Diesel parts, flip chart of two-stroke cycle, Diesel engine

Procedures:

Time	Activities
30 Minutes	1. Technical trainer gives lecturette from the following outline which is posted on newsprint:
	A. Principles of Operation	1. The diesel engine is an internal combustion power unit in which the heat of fuel is converted into work in the cylinder of the engine.
		2. In the Diesel engine air is compressed in the cylinder; after the air has been compressed, a charge of fuel is sprayed into the cylinder and ignitions made by heat of compression.
	B. Two-cycle Diesel	1. In the two-cycle, intake and exhaust take place during part of the compression and power strokes - in contrast to the four-cycle Diesel.
		2. A blower unit/pressure forces air to expell gases and supply cylinder with fresh air for combustion.
		3. A unidirectional flow of air produces a scavenging effect leaving the cylinder full of clean air when piston covers inlet air ports.
		4. As piston continues in upward stroke exhaust valves close and a charge of fresh air is subject to compression.
		5. Before piston reaches highest position a required amount of fuel is sprayed into the combustion chamber by fuel injection.
		6. Intense heat is generated during high compression of air ignites fine fuel immediately. Combustion continues until fuel injected has been burned.
		7. Resulting power forces piston down on power stroke, exhaust valves are again opened when piston 1/2 down allowing exhaust gases to escape.
	2. Technical trainer passes around Diesel parts for trainees to handle.
	3. Technical trainer now takes trainees to see an operating Diesel.

Trainer's Notes:

It is important that arrangements be made in advance with fisherman to have trainees look over operating Diesel. It is also important to find one that is well maintained for this session.

4. Technical trainer asks trainees to explain what is happening as they observe operation of the Diesel.

Session T-13: Knots, net sewing and construction small-scale fishing gill nets

Time: 4 PM

Goals:

· To provide trainees with opportunity to work on proficiency of knots, net sewing and construction
· Provide individualized instruction with Becket bend, bowline, clove hitch, reef knot and sheet bend to trainees
· To provide instruction to trainees in proper handling of a gill net
· To allow trainees the opportunity to work with a gill net in proper placement and retrieval techniques
overview

In this session trainees will review net skills to date. Trainees are allowed to work at own speed on sewing and generally becoming familiar with nets and various knots. This session also allows for the trainees to be introduced to the proper handling and fishing techniques of a gill net. In addition, a comment about the quality of the net--as to whether proper care has been given or if the net is ragged, full of holes, etc., is made by the trainer at the start of the session.

Materials:

· Flip chart, markers, tape, net twine, netting and net needles
· Cill net(25'-50'), small fishing boat, PFD's

Procedures:

Time	Activities
1 Hour	1. Technical trainer reviews net skills to date. Trainees practice marine knots that technical trainer introduces as follows:
	- reef
	- sheet bend
	- double sheet bend
	- figure of eight
	- clove hitch
	- rolling hitch
	- half hitch
	- sheep shank
	- bowline
	- bowline on a bight
	Trainees practice these knots under the guidance of technical trainer
	2. Technical trainer introduces Gill nets using following outline:
	I. Introduction to a Gill net	A. How it works to enmesh fish.
		B. Construction materials.
	II. Various Gill net styles	A. Floating
		B. Sinking
		C. Deep-sea
		D. Trammel(Reference to earlier net session T-4.)
	III. Demonstration of proper handling techniques	A. Float line coil
		B. Lead line coil
		C. Laying net flat
	IV. Demonstration of proper fishing technique	A. Setting from boat
		B. Mangrove encirclement
		C. Retrieval of net
	V. Fish removal from Gill net	A. Care in handling fish
		B. Care in handling net

Trainer's Notes:

Very essential that a gill net is borrowed for this session. In addition, a fisherman skilled in the proper use of gill net fishing should be enlisted prior to the session to demonstrate or assist in the demonstration of the above. A demonstration such as this would normally attract a crowd, so take advantage of other fishermen to assist in the ''proper" techniques.

Knots, Bends and Hitches

Knots, Bends and Hitches Continued

Session T-14: Coping skills

Time: 2 Hours

Goals:

· For trainees to see how necessary it is to have coping skills as a PCV
· To discuss with trainees openly and frankly differences in the cultures they will be in and possible effects these differences may have on their personal lives

Overview:

The purpose of this session is to enable trainees to introduce sensitive subject matter concerning the possible effects that living in a new culture may have on the trainees. In this session the mores of the Host Country are openly discussed, so that trainees understand how they will have to conduct themselves as PCVs if they are to be effective in their role. Trainers initiate questions and encourage open discussion between themselves and trainees.

Materials:

· Flip chart, markers

Trainer's Notes:

This session requires trainer to have researched the attitudes, values, mores, and cultural norms of Host Country, if not first hand knowledge.

Procedures:

Time	Activities
2 Hours	1. On newsprint trainer lists the following items:
	a. mores of Host country
	b. corruption
	c. sexuality
	d. drinking/drugs
	e. how children are treated
	f. how animals are treated
	g. women roles/rights
	h. hospitality
	i. privacy
	j. personal safety

2. Men and women are asked to meet with a trainer in separate groups. After presenting the newsprint with the above items, trainer gives brief definitions /explanation of each as follows:

a. Social customs: eating with hands, special greetings, etc.

b. Corruption that may be evident in host country, i.e., the importance of not handling others money.

c. Sexuality: the openness in some cultures or strictness, including some ways of coping with suggestiveness from members of opposite sex in host country.

d. The drinking practices 1n Host Country, ways of coping with not wanting to drink, the appropriateness of women drinking or not drinking. Drugs reinforcing Peace Corps policy of "no drugs", even if they are available.

e. How children are treated. In some countries, child beating is practiced (but only by parents). How to deal with having to tell parents that the child is misbehaving if a beating may insue.

f. How animals are treated. The sometimes rough treatment of animals and the advisability of keeping pets.

g. Women's role. Long hours of work, how to manage your feelings about women's acceptance of their roles.

h. Hospitality in Host Country. Why your denial of food or drink would be considered rude.

i. Privacy, or lack of privacy.

j. Personal safety, not inviting aggressive behavior through your own rudeness (or what could be perceived as rudeness).

It is usually advisable to go down the list one at a time. Ask trainees to feel free to ask questions in areas of concern. Trainer should state that no question is unimportant if it is of concern to trainee. Trainer should emphasize that these areas will most likely be gone over in in-country training.

Trainer's Note

We have found that trainees have concerns in these areas and are reticent to ask question. By having this session early in training you are able to dispel myths and clear up misinformation that trainees have either gotten from outside sources or faulty assumptions on their part that have created concerns.

Session T-15: Diesel power systems; Diesel trouble shooting

Time: 7:30 AM 5 Hours

Goals:

· To give trainees further understanding of Diesel engines
· For trainees to understand and perform the maintenance functions of a Diesel engine

Overview:

In this session trainees are further inculcated in the workings of the Diesel engine. They will learn how to perform basic maintenance functions on Diesel engines.

Materials and Equipment:

· Flip chart, markers, fishing vessel with diesel engine in operating condition, spare parts

Exercises:

1. Diesel Power Systems
2. Diesel Troubleshooting

EXERCISE 1 - Diesel Power Systems

Total Time: 3 Hours

Goals:

· To provide trainees with basic familiarization of Diesel power systems
· To enable trainees to become properly oriented to working capabilities and general mechanical operation of a Diesel engine.

Overview:

This session is a follow-up on the Introduction to Diesel (Session T-12). Its scope is to allow trainees the opportunity to engage in the operation of a Diesel engine, as well as to begin to achieve some proficiency in the operation of the fuel, lubrication and cooling systems, transmission, turbocharger, instrumentation and starting systems, and exhaust systems.

Procedures

Time	Activities
	1. Using the following outline posted on newsprint.
	Technical trainer gives lecture:
	I. Introduction to Diesel Power Systems	A. Review of Introduction to Diesel (Session T-12)
		B. Review of Principles of Operation
	II. Fuel Systems	A. Operation
		B. Filters - primary/secondary
	III. Lubrication System	A. Component operation
		B. Oil pump
	IV. Injection System	A. Purpose of the injector
		B. Nozzle Types
		C. Droplet size
		D. Spray Patterns
	V. Cooling System	A. Fresh water (closed)
		B. Sea water (open)
	VI. Transmission Systems	A. Operation
		B. Gear Ratio
		C. Clutches
	VII. Turbocharger	A. Operation
		B. Layout
	IX. Starting Systems	A. Compression
		B. Electrical
	X. Exhaust System	A. Dry
		B. Wet
		C. Exhaust manifold
		D. Pyrometer

Trainer's Notes:

Very important to have access to a Diesel engine, preferably in a fishing vessel. Again a small (under 50 HP) Diesel is preferred. Intent of session is to familiarize trainees not to make them into master mechanics.

EXERCISE 2 - Diesel Trouble Shooting

Total Time: 2 Hours

Goals:

· For trainees to understand the necessity for proper maintenance of the Diesel engine
· For trainees to be able to perform simple maintenance chores

Overview:

This session follows the O.B. engine trouble-shooting. It will not be possible for each trainee to do a maintenance check-up on a Diesel engine; each trainee should be able to do one maintenance function based on what they have learned from O.B. engine sessions.

Materials and Equipment:

· operating diesel engine preferably in fishing vessel

Procedures

Time	Activities
1 Hour	1. Technical trainer asks each trainee to perform one of the following maintenance functions until complete maintenance check-up is done:
45 Minutes	Sea water cooling system:	Trace water intake pipes/hoses to engine block inlet.
		Trace water outlet pipes/hoses to overflow part.
		Locate and remove zinc plugs, check for corrosion and possible replacement of zinc; replace zinc plug.
	Fresh water cooling system:	Check and maintain proper water level in fresh water reservoir.
	Both systems:	Check all hoses/pipes and clamps for leakage and/or abrasion.
		Remove and install replacement hoses or clamps.
	Diesel Fuel System:	Trace fuel lines from fuel tank to engine - locate fuel shut off valves.
		Locate filters.
		Add Diesel fuel to tank, measure gallon capacity of fuel tank cubic inches of outside dimension divided by 235 = U.S gallon.
		Fuel filters
		Replacement of fuel filters
		- shut off valve on fuel line
		- drain fuel from filter and line
		- open fuel filter casing
		- clean with fuel to remove grit, grime and loose rust particles
		- replace filter with new filter
		- fill casing with clean Diesel fuel
		- replace casing and turn shut off line back on
		- check engine oil level
		- add engine oil to engine
		- check transmission oil level; add transmission oil to transmission housing if necessary.
	Exhaust System:	Trace exhaust system from exhaust manifold to muffler to stack
		Identify whether system is a wet exhaust system or a dry exhaust system
		Check all couplings for wear, rust, need for replacement
	Gear and Throttle linkages:	Trace cable and wires from control panel to engine; check RPM gauge
		Oil pressure gauge, water temperature gauge, pyrometer gauge, volt/amp gauge
		Grease gear cauplings and check connections on linkages
		Grease bearings
		Grease propeller shaft bearing
		Use grease gun properly
10 Minutes	3. Technical trainer gives short lecturette on the importance of proper maintenance for the longevity and reliability of a Diesel engine.
5 Minutes	4. Links the Diesel sessions to the field trip the following day.

Session T-16: Special group project gardening, composting and small animal raising

Time: 4 PM - 5:45 PM

Goals:

· For trainee assigned to the project to build on leadership, communication and technology transfer skills

· For trainees to acquire a basic understanding of gardening and good gardening techniques

· To acquaint trainees with the techniques of composting

· For trainees to acquire a basic understanding of rabbit raising and poultry production

Overview:

This special group project emphasizes the importance of the 'backyard garden,' both for meeting the nutritional needs of the PCV and as a secondary activity demonstrating good gardening practices to the community. All trainees should work in the garden and help with the compost pile--under the leadership of the group project leader--throughout the duration of the training program. Because of time constraints, rabbit raising and poultry production, on the other hand, are limited to a short presentation.

Procedures:

Time	Activities
40 Minutes	1 Group project leader and project team give presentation on garden site selection, seed bed preparation and layout, companion cropping and pest control (including fencing).
20 Minutes	2. Group project leader gives presentation on techniques of composting.
40 Minutes	3. Group project leader and project team give presentation on rabbit raising and poultry production.
5 Minutes	4. Group project leader presents garden planting schedule and sign-up sheet. All trainees are to have a garden assignment.

Trainer's Notes:

Rather than one presentation on all aspects of gardening, it is better to have several short presentations over the course of the training, scheduled appropriately to coincide with garden activities, i.e. thinning, weeding, staking.

Depending on the size of the group, small animal raising can be a separate group project.

References:

· Small Vegetable Gardening, ICE.
· Small Animal Raising Resource Packet, ICE.
· Rabbit Raising, ICE.
· New Methods Pay with Poultry, ICE.

Garden Plan

Plant basil, mint, parsley, oregano, garlic, thyme, rosemary, marigolds around whole border of garden.

Steps in small scale gardening

1. Considerations in picking a site

a. Available sunlight - amount depends upon crops to be planted
b. Soil - type depends on type of crops to be planted
c. Water
d. Miscellaneous - at present site I had to take into consideration the fact that there are many chickens around - chicken wire

Before Planting Soils and Soil preparations

1. pH

pH is probably the soil factor which the farmer can easily control.
The pH is easily tested with litmus paper and with a little bit of work can easily be altered. The ideal pH is between 65-70, slightly acidic to neutral. Most crops and flowers grow best in this range. If the soil is too acidic, add limestone (readily available). Why pH is important - some plants cannot take up nutrients if the soil is too acidic or alkaline.

Testing soil for pH - Take soil samples from different parts of the garden plot. Mix 10 parts water to 1 part calgon (if no calgon don't worry) solution with the crushed dirt. Test with both acid (blue) and base (red) litmus paper by putting a drop of the solution on each. If there is no change in color in either then the soil is neutral. If blue turns red = acid soil, if red turns blue = alkaline soil. Corrective measures should be taken.

Soil Nutrients

With the equipment available it will be hard to determine what and how much of the three major nutrients, Nitrogen, Phosphorus, and Potassium are present in your soil. You can, through compost, insure that there will be enough of these nutrients present in order to have a successful garden.

Nitrogen - Too much or too little causes a decline in plant productivity, but it is hard to get too much. This and the other two nutrients are easily depleted therefore they have to be continually renewed. It is very important in the building of a plant structure. If there is not enough n2 in the plant the color will be pale green or even yellow. Too much n comes from chemical fertilizers which causes the plant to grow too fast, therefore they are not made of a strong structure and are more susceptible to disease and insects.

Good N2 containing material

Raw bone meal	any type of manure	Peanut waste	pea hay
cottonseed meal	or urine	nutshells	coffee wastes
steamed bonemeal	crab	feathers	sewage sludge
gluten meal	lobster waste	dried jellyfish
wheat meal	fish waste	dried blood

Phosphorous - Again, this element is essential for plant growth, strong roots, fruit development, and resistance to disease. There must be plenty of organic material in the soil for there to be an abundance of phosphorous present.

Sources of Phosphorous

raw bone meal	dried ground fish	banana trash ashes
steamed bone meal	lobster refuse	citrus wastes
shrimp waste	raw sugar wastes	dried blood
any manure or urine	wood ash	cottonseed meal
	peapod ashes

Potassium - Potash - Good for strong plant structure and resistance to plant diseases, also for counteracting affects of too much n2. Weak stems may indicate need for potash.

Sources of Potassium

wood ashes	tobacco stems	banana trash (ash)
any manure or urine	garbage
cattail reeds	vegetable wastes
waterlily stems	hay
coffee grounds	weeds

Composting

The use of a compost is the best method of returning nitrogen, potassium, phosphorous to the soil of your garden. Composting also increases the earthworm population in the soil which is very beneficial. Anything that will rot can make compost or humus, everything from kitchen scraps to bluejeans. Compost can be arranged in an open pile or a closed bin.

Compost pile construction

1. Work ground underneath pile site to allow soil microbes to migrate to pile.

2. Materials are added in two inch layers, vegetation first, soil next. Add soil quick to initiate decomposition and to keep smell down.

3. Each layer should be watered lightly (like a damp towel).

4. Try to mix in high n containing materials. N2 is good food for soil microbes and therefore it speeds up their activity.

5. If it is still slow chemical fertilizers can be added.

6. Also, the pile can be turned with a pitch fork in order to get more air introduced into the pile to speed up the process (take care when forming pile as not to pack down layers). All material on the outside should be turned to the inside.

7. Shredding the material also helps speed up the process.

8. The pile should be located near the garden, but also near a good water supply.

9. It should take 2 -3 months to be ready. The compost is ready when the material is brown and crumbly and the material first used cannot be recognized.

10. A pile 3 x 3 x 3 is enough for a 1000 ft garden.

11. Add to garden by turning it under.

Important - never add hot compost to garden.

Bed Construction Raised Bed Intensive Gardening - Benefits

A raised bed has a planting surface which is 4-10 inches above original surface area. They are usually 3-5 feet wide and any length. They are easier to weed, plant, fertilize, harvest, and control insects when compared to flat beds. When performing these activities the beds do not need to be walked upon. Therefore roots are not damaged and air space in soil is not destroyed. Also, all fertilizers are placed in root areas and not wasted in path ways. One last thing. Having the ground in the root area extensively prepared and loosened makes it easier for the roots to grow downward and thus they don't interfere with each others growth with sideways growth of roots.

Construction of the raised bed

This is difficult but it will pay off in the long run.

1. Soak for two hours with water

2. Let dry for two days

3. Loosen dirt with a shovel but do not turn

4. Weed area

5. One day rest Double-Digging

Plot - goal is to loosen and improve soil to two feet

1. Dig a trench across one end of the bed

2. Carry to the other side of the bed

3. Dig a second trench next to the first and put the dirt into the first trench

4. Repeat until the bed is completed. Put the dirt from the first trench into the last trench.

Composting (see compost section)

Add completely broken down compost before planting is done Antierosion device

This is especially helpful with a soil that has a high clay content.

1. Rake from center of the bed until edges are built up at a 45° angle from surrounding ground level

--Rick Winkler, PCV Sierra Leone

Session T-17: Introduction to extension

Time: 7:30 PM

Goals:

· To introduce extension work
· To give historical overview
· To look at specific goals of extension
· To begin the process of developing an extension agent

Overview:

Each trainee regardless of their job assignment will eventually become involved in fisheries extension work. This session begins by giving the historical overview of extension work in North America; then goes into "Six Axioms of Fisheries Extension."

Exercises

1. Historical overview and some techniques used in the past.
2. Six Axioms forfisheries extension; small group discussions

Materials

· flip charts, marker pens, tape

EXERCISE 1 - Historical Overview and Some Techniques Used in The Past

Total Time: 40 Minutes

Overview:

During the introduction to extension it is important for trainees to understand that the extension movement has 100 years of history. Though it may be a new concept in developing countries it come as a tried and true system for helping farmers. Experiences are shared to help trainees get a picture of an extension worker as one who must interact on a one to one basis in order to help a community develop.

Procedures:

Time	Activities
40 Minutes	1. Lecture on history of extension outline:
	- 1862 Morrill Act - Land Grant Colleges
	- 1887 Research - Experimentation
	- 1914 Extension
	- 1940-1950 - Good Neighbor Policy of Harry S. Truman, "Partners in Progress."
	- 1950 Application of extension principles to other areas of food production
	For extension to be most effective, it must achieve:
	General:
	1. National concern to improve agrarian structures.
	2. Rural population with high level of self esteem.
	3. Active participation in significant development programs, i.e., agrarian.
	Specific Goals of Extension:
	1. Significant objectives - precise, measurable, realistic
	2. Appropriate image
	3. Power - legal, money, political
	4. Institutional mystique
	5. Internal efficiency
	6. Effective communication with public
	7. Coordination with other agencies
	8. Democratic procedures

Trainer's Notes:

This is a good time for trainers to talk about their own experiences as extension agents or community development workers.

EXERCISE 2 - Six Axioms of Marine Fisheries Extension

Total Time: 1 Hour 10 Minutes

Overview:

In this exercise participants become familiar with the basic rules of extension work. Since extension work is such an instructional activity, the extension worker will find that there are ions periods of time when he/she feels as if he/she is not doing anything and is tempted to do more; he/she may also wonder, from time to time, if what he/she is doing is actually advancing or retarding extension work in the community. In extension work the temperament and sensitivity of the worker influences to a large degree how effective the work will be.

Procedures:

Time	Activities
15 Minutes	1. The trainer posts on newsprint the following axioms and speaks about each one.	o The marine fisheries extensionist should never do anything for people that they are able to do for themselves
		o The marine fisheries extensionist should never encourage the use of resources from outside the community until all the resources within the community have been exhausted
		o The marine fisheries extensionist should never try to organize people to deal with a need they don't themselves recognize (may have to educate first).
		o Marine fisheries extensionist's most important dedication must be to his/her community
		o Marine fisheries extension must be carried out from an understanding of the host culture and in terms of that culture
		o The marine fisheries extensionist role in his/her community is transitory. (There is no room for ego needs.)
	The trainer then adds that he/she was tempted to add a seventh axiom, which says that the above six should not be taken too seriously. If there is one single encompassing rule in extension work, it is that given the basic goals, the means ultimately are flexible - subject to variations according to specific conditions.
45 Minutes	2. The trainer now asks participants to break into groups of four or five and discuss ways in which they can be successful extension workers. (Allow 20 minutes) Ideas are recorded on newsprint and presented to the entire group.
10 Minutes	3. Trainer now does summary of session, emphasizing that trainees are becoming members of a historical tradition - extension.

Session T-18: Outboard/diesel field trip

Time: 7:30 AM

Goals:

· To allow trainees the opportunity to expand on information received during regular sessions
· To provide "on line's examples of Diesel and outboard repair facilities
· To provide trainees with functional examples of operating Diesel engines and to gather information from Diesel and outboard engine marine engineers.

Overview:

This session allows for trainees to break away from the confines of the training site and to be able to gather information on Diesel and outboard operation, maintenance and repair. Since the availability of marine engineers to the training facility field trip is essential, a confirmation trip prior to the field trip should be made.

Procedures

Time	Activities
30 Minutes	1. Orientation to Diesel/outboard field trip
1 Hour	2. Overview of Diesel maintenance, overview of outboard engine maintenance
30 Minutes
1 Hour	3. Repair facilities outboard/Diesel

Materials and Equipment:

· Diesel repair facility
· outboard repair facility

Trainer's Notes:

Important to have introduction session to both outboard and Diesel, and principle operating mechanics of each before taking trainees on a field trip of this magnitude. The trainees need to ask questions about what they see, but more important need to know what questions to ask. Trainers should encourage the asking of questions and role model if necessary.

Session T-19: Diesel and outboard maintenance schedules, fuels and costs special group project

Time: 4 PM

Goals:

· To acquaint trainees with maintenance schedules for outboard and Diesel engines

· For trainees to understand that preventive maintenance practices as an extension package will benefit small-scale fishing operations more than expertise in Diesel or outboard engine repair

· To acquaint trainees with Diesel and outboard fuels, and some of the problems one might encounter in developing countries

· To acquaint trainees with initial Diesel and outboard investment costs, along with projected maintenance and operating costs

· For the trainee assigned the special project to build on leadership, communication and technology transfer skills

Overview:

In this special group project, responsibility for obtaining information on Diesel and outboard engines over the course of the training program is placed directly on trainees. Eight weeks is not enough time to make Diesel and outboard engine experts out of anyone, especially when there are many other technical subjects to cover during the formal sessions. What this special group project demonstrates to trainees is that there are resource people among themselves and within the fishing community who can provide information and answers to questions on Diesel and outboard engines. This session should emphasize preventive maintenance schedules, fuel efficiency, and the economics of Diesel verses outboard engines for the small-scale fisherman.

Materials and Equipment:

· Flipchart, marking pens, Diesel and outboard demonstration engines, Diesel and outboard operator/repair manuals

Procedures:

Time	Activities
15 Minutes	1. Group leader asks trainees to identify maintenance practices for the outboard...for the Diesel. Group leader records on separate newsprint.
40 Minutes	2. Group leader and teen' members go over each newsprint, using a Diesel and outboard engine to demonstrate each point, and then adding additional maintenance practices overlooked by the trainees. It should be stressed that by far the greatest cause of Diesel and outboard break downs in developing countries is the result of poor maintenance practices. Daily, weekly, monthly and yearly maintenance schedules should also be thoroughly covered.
25 Minutes	3. Group leader and/or member(s) of team present mini lecture on fuels and fuel efficiency. The following areas should be covered:
	a. fuel efficient technology - gear modification, vessel design, low RPM's and fuel efficient engines; and, (See Appendix 1)
	b. fuel quality and availability. (See Appendix 2)
25 Minutes	4. Group leader and/or member(s) of team present mini lecture on initial investment costs - type and size of engine in relation to boat size - and their projected annual maintenance and operating costs.
5 Minutes	5. Group leader assigns every trainee the following task:	o interview in the next two days one fisherman who operates a Diesel or outboard powered boat, to find out his initial investment and estimated monthly maintenance and operating costs.
	Trainees report information to the large group at the beginning of Session 25.
10 Minutes	6. Trainer draws closure to the session by reviewing the topics covered, adding relevant personal knowledge and experience, and highlighting the important points made. Linkage is made back to previous Diesel and outboard sessions, and ahead to Sessions 23,89 and 99.

Trainer's Notes

When trainees report out their information from activity #5 at the beginning of Session 25, trainer must process both the information collected (or lack of it) and the interviewing techniques used. Linkage should then be made to the session on interview (Session 39) and to the session on Economic Data Sheets (Session 89).

References:

· Shulz, Erich Diesel Mechanics

· Perkins Diesel Engine Owner's Manual (Perkins Engines, 24175 Research Drive, Farmington, Michigan 48024 or 515 11th St., Canton, Ohio 44707.)

· Johnson or Evinrude Outboard Engine Owner's Manual. (Outboard Marine International, Inc., 37 N.E. 179th St. P.O. Box 693539, Norland Branch, Miami, Florida 33169.)

Factors To Consider in Selecting Power Units for Small Fishing Boats

BRIAN FALCONER

Marine and General Engineering Division Andrews and Beaven Limited Auckland, New Zealand

Engine Horsepower Selection

Various factors must be considered when selecting an engine that is best suited to a particular vessel and fishery:

1. The required speed of the vessel, keeping in mind that the hull has a maximum speed irrespective of the engine's maximum speed.

2. The types of tasks required of the vessel, e.g., line fishing, trolling, and trawling.

3. The auxiliary power requirements of the engine, such as supplying power to a voltage alternator, freezer compressor, deck and bilge pump, trawl winch, etc. These auxiliary duties all require additional horsepower from the engine.

4. The lines of a vessel, as well as its displacement and weight. These factors determine the engine's placement in the hull. If a displacement hull is used, the ratio of engine weight to horsepower is not a critical factor; with a planing hull, however, this ratio becomes a major consideration.

5. The amount of available clearance that the hull design allows for a propeller. With a planing hull with twin engines, the propeller shaft is extended on a strut or "A" frame. This structure has the disadvantage of leaving the propeller unprotected and there fore more liable to damage from flotsam, reefs, etc.

From the above facts, a general rule for determining appropriate engine horsepower to hull length can be derived:

Vessels up to 4 m in length require up to 6 hp Vessels of 7 m require 6-15 hp Vessels of 8 m require 1525 hp Vessels of 10 m require 25-50 hp Vessels of 12 m require 50-100 hp

Engine Type Selection and Drive

A first consideration in choosing between gasoline or diesel engines is the availability of fuel. Assuming that both types of fuel are available, the cost per gallon (or litre) should be assessed against the amount the engine will burn per hour.

In addition, the dangers of gasoline must not be overlooked. Gasoline exhaust fumes are toxic, whereas diesel fumes are not. Also, the electrical system of a gasoline engine is very susceptible to damage from moisture and in general, this engine type is more difficult to maintain. The diesel engine will generally provide more hours of trouble-free service than the gasoline engine.

Having selected an engine, one must next consider the drive unit. Several types exist: a conventional shaft directly coupled to the gear box, vee belt drive from engine to propeller shaft, inboard/outboard drive, outboard motor, jet unit, or vee gear box drive.

Gear boxes can be either hydraulic or manual. An advantage of the hydraulic gear box is its "fingertip control." Within this gear box, or bolted directly behind it, are the reduction gear and thrust bearings. As a rule, with a smaller number or propeller revolutions, slip is reduced and a greater operating efficiency is thus achieved.

When using the vee belt drive between engine and shaft, it is important to fit a thrust bearing onto the propeller shaft. A "jockey pulley" can be incorporated in this drive unit which will allow the propeller to idle while the engine is running. Unlike a gear box which can reverse the propeller's rotation, the vee belt drive is restricted to one direction only.

The inboard/outboard motor requires that the engine be mounted in the aft section in the vessel. In both cases, the purchase price includes a complete unit, including propeller, shaft and other parts. These units offer the advantage of being able to raise the propeller clear of any. obstructions. The outboard motors with lower horsepower can be readily removed for servicing as well. The jet unit must also be placed near the stern of the vessel and requires a high rpm engine. The absence of a propeller has definite advantages, but this type of drive is very inefficient at low rpm and thus is inapplicable for activities such as longlining and trolling.

Selection of Engine Systems

"Optional extras" offered by manufacturers are additional considerations when purchasing a marine engine:

Cooling. Three cooling systems are available. A saltwater cooling system involves pumping salt water directly through the engine. This system is simple to install, but often subjects the engine to severe internal corrosion.

Air cooling is a second system. If the motor is located in an open cockpit, this method poses no problem but if the engine is installed in an engine room, an air flow must be maintained to and from the engine.

The best cooling system is perhaps that of freshwater cooling. The simplest method is to "keel cool" an engine; the fresh water is first circulated through external pipes on the hull where it is cooled by water and then passed through the engine. The other freshwater method uses a head exchanger whereby salt water is pumped through a stack of tubes while the fresh water is circulated around these tubes and through the engine.

Starting System. The simplest starting method is hand starting. The other common type of starting is electrical, which relies on battery power and is more difficult to maintain. Some manufacturers, however, offer both forms of starting and this is a major advantage.

Auxiliary Drives. If other tasks are required of the engine, such as powering a trawl winch, line hauler, or freezer, it is advantageous to purchase a clutch-operated power takeoff. Generally, if no power takeoff is available, vee pulleys can be mounted on the front end of the crankshaft.

Instruments. Instruments can be either mounted directly on the engine or remote-mounted on the dash, and can be of the capillary tube variety or electrical. They should include a tachometer (preferably with a service house meter), oil pressure gauge, and water temperature gauge. If electricity is available, alarm units for low oil pressure and high water temperature should be fitted as they forewarn of problems before a serious breakdown occurs.
operation of Engine.

For maximum engine reliability and performance, some simple training should be provided to the operator. Initially, the operator should read the manufacturer's handbook for familiarization with the engine.

Any proficient boat operator should be capable of changing the engine lubricating oil and lube oil filters as specified by the manufacturer. For all engine types it is imperative that the correct grade of lubricating oil be used. In addition, the oil level in the sump should be checked daily, together with the freshwater level if applicable.

The operator should also be able to trace the fuel system from the tanks, through the primary filter/water trap, to the lift pump and thence to the fuel pump via the secondary fuel filter. All fuel filters should be changed and the water trap drained periodically. In the case of gasoline engines, a basic knowledge of electrical connections is necessary. For example, an operator should know how to deal with dampness on leads.

In addition, an operator should know how to check battery water levels, clean engine air filters and assess daily fuel consumption. A working knowledge of the bilge pumping arrangements is necessary as well.

If a diesel engine is difficult to start but has fuel, it can be assumed that the compression is down and the cylinder head should be removed so that the valves can be ground. In general terms, all modern engines require a valve grind at about 3,500-4,500 service/hours, which should be done by qualified engineers. The number of hours varies with different engine makes and models, however, and this figure serves as a guide only. All engines give better performance and lower running costs if they are not "overpropped," i.e., they must obtain their designed rpm when underway.

In summary, three major factors arc involved in selecting an appropriate engine type: the size of the boat, the desired speed, and the type of work required of the boat.

For greater reliability and economy the diesel engine is the better choice. After the horsepower and weight of a unit, the next important consideration is the availability of replacement parts and servicing. From experience gained, I would recommend the engines listed in Table I for marine use. These are drawn from those in the larger list in Table 2.

The necessary accessories (i.e., the type of gear box) must also be considered. Correct and careful installation of the engine is an additional critical factor. With regular and intelligent maintenance by the operator, many motors can be operated almost continuously, without frequent overhauling, for many thousands of hours.

An important point to remember is that when at sca and a breakdown occurs, you cannot get out and walk.

Table 1. Brands of motors recommended for marine use with comments on their best features.

Up to 12 hp
Yanmar YSE 8	Simple to operate and install.
Yanmar YSE 12	Economical and very reliable. Has hand and/or electric starting.
Lister SRIN/G	For air-cooled applications.
Volvo Penta MD1 B	Similar to Yanmar.
Stuart Turner	Good reliable gasoline engine.
12 to 17 hp
Yanmar 2QM20	Simple to operate. Reliable, economical and has optional starting.
Lister ST2MG/R	For air-cooled applications.
Volvo Penta MD2B	For inboard use.
Volvo Penta MB2A	For gasoline fuel.
Volvo Penta MD1 1C/100B	Diesel inboard/outboard use.
27 to 50 hp
Lister ST3MG/R	For air-cooled applications.
Volvo Penta MD3B	For diesel inboard.
Volvo Penta MB20C	For petrol fuel.
50 to 80 hp
Fiat CO3M	Reliable diesel.
G.M. Detroit 3.53	Compact 2-stroke diesel. Has good power to weight ratio.
Volvo Penta AQD21A/2700	Reliable diesel for inboard/outboard application.
Ford Cortina	Compact gasoline engine.
80 to 100 hp
Fiat OMCP3M	Compact and reliable.
G.M. 4/53	Compact 2-stroke diesel. Has good power to weight characteristics.
Lister HR6	For air-cooled applications.
Volvo Penta AQI 15A/100	Gasoline inboard/outboard.
Volvo Penta BB11SC	Gasoline inboard.

Table 2. Brands of motors available in various ranges of horsepower and selected features of each brand.

Table 2 contd.

Marine fuels and primary fuel

Introduction

4 well designed fuel system will store, clean and supply fuel at the proper pressure and rate to satisfy all demands placed on the engine. A mechanic called to check an engine installation for proper operation must be totally familiar with all aspects of the fuel system. Each part of the fuel system should be checked to assure its operation whenever a lack of power complaint is registered by the owner of a ship.

To effectively accomplish this, the mechanic should be made familiar with the following:

Fuel Classification Numbers

Fuels that are usable in Caterpillar Diesel Engines fall into two groups: these are Fuel Oil and Diesel Fuel Oil. Fuel oil is listed by number as follows: No. 1, No. 2, No. 4, No. 5, No. 6. The higher the number the thicker the fuel. The thicker fuels have a greater BTU value but are not fluid enough to successfully operate in the Caterpillar fuel system. The number 1 and number 2 fuel oils are compatible in the fuel systems. The number 2 fuel oil is heavier and therefore supplies more BTU's per gallon and is more economical to use.

Diesel Fuel Oil is classified as No. 1-D, No. 2-D and No. 4-D. The number 4-D is a heavy fuel and is too viscous to be used in the Caterpillar fuel systems. The No. 1-D and No. 2-D fuels are acceptable in the Caterpillar fuel systems with the No. 2-D fuel preferred because of its greater BTU content.

The No. 3 and No. 3-D fuels are missing from the list. These classifications were dropped from the listing by the American Society for Testing Materials and are no longer used.

A marine Diesel fuel is also available in several areas of the world. This fuel is basically the same as the No. 2 and No. 2-D fuels with the provision that the sulfur content is held to a specific low level.

Fuel Variables

When checking a vessel's fuel system, more than the type of fuel in the ship's tanks must be known. Fuel qualities that directly affect the operation of the engine are as follows:

Sulfur content	Pour point	Filterability
Cetane number	Cloud point

Sulfer Content

Sulfur is present in all fuels and should be held at minimal levels. During the combustion process the sulfur combines with the water that is produced by the burning of the fuel and forms sulfuric acid, H2SO4. The sulfuric acid will attack and react with the metals of the engine if it is left to build up within the engine. Series 3 lubricating oil will take care of most of this accumulation of sulfuric acid if the level of the sulfur in the fuel is less than 0.4%

When the sulfur content of the fuel is greater than 0.4%, the oil change period should be reduced by one half. If the sulfur content of the fuel is greater than 1.0% the oil change period should be reduced by three-quarters. The sulfur content of the fuel should always be known to prolong the life of the engine. If at all possible, the sulfur content of the fuel should never exceed 1.0%.

Cetane Number

Cetane number is an indication of the ignition performance of the fuel. The higher the cetane number, the easier the fuel will self ignite in the combustion chamber of the Diesel engine. The numbers range from 0 to 100. Generally, the heavier the fuel the lower the cetane number. Heavy fuels are very difficult to self ignite and generally have to be preheated. The minimum cetane rating that Caterpillar engines are designed to operate at is 35. The normal cetane ratings of several fuels are: No. 2 Fuel Oil 35-45, No. 1 Diesel Fuel Oil-55-60, No. 2 Diesel Fuel Oil-48-50, and Marine Diesel Fuel-35-40.

Pour Point

Pour point is the lowest temperature at which the fuel will flow by gravity feeding. This figure should be at least 10°F. (6°C) below the lowest temperature at which the engine will be required to start. In extremely cold weather, No. 1 or No. 1-D fuel may be required because of its lower pour point.

In most marine applications the pour point figure is a relatively unimportant factor as the temperature of the fuel is very seldom below freezing.

Cloud Point

Cloud point is the temperature at which the wax that is present in the fuel will form crystals and plug fuel filters. The cloud point is usually about 10 to 15°F. above the pour point of the fuel. The cloud point should always be below the lowest temperature that the engine is required to operate in.

Filterability

Filterability is a measurement of the lack of sediment and water. Fuels used should be free from most contaminants. Generally no more than 1% of sediment and water should be allowed in the fuel. If a greater amount of sediment or water is present in the fuel, the filters and screens will plug at short intervals and hamper the overall performance of the engines.

From the preceding information it can be seen that if any of the fuel conditions listed are not corrected, an engine may not perform according to specifications. In the United States most fuels available for marine usage meet the minimal requirements for good operation. However, in foreign countries fuel may not meet all of the specifications set forth above. The most common difference in fuels is the sulfur content. In several areas of the world the sulfur content will reach or exceed 1.0%. When this type of fuel is encountered, reduced oil change periods are a must.

Fuel Tanks

The fuel tanks are generally built into the ship at the time of construction by the shipyard. Normally a mechanic is unable to do anything about the general installation. However, if a problem in the fuel system is indicated, it is important that the mechanic knows several design features that are involved in the construction of the tanks and connecting lines.

The material that is used in the construction is one thing to consider. The material used should not react with the Diesel fuel placed in the tank. The main material that is objectionable is galvanized iron. The zinc used in galvanizing is unstable in the presence of sulfur, especially in the presence of moisture. A sludge is formed by the chemical action of the sulfur, zinc and moisture which is extremely harmful to the engine's fuel injection system and may cause deposits on piston rings, pistons, valves, etc. Any form of zinc should be avoided where continuous contact with Diesel fuel is involved.

This problem can occur when a pleasure boat is repowered from a gasoline powered boat to a Diesel powered boat. Galvanized fuel tanks are satisfactory for use with gasoline powered boats and are found in many installations. For the above reasons, when a boat is repowered, the material used in the construction of the fuel tanks should be checked.

Fuel Tank Drain Valves

All fuel tanks should have a drain valve located near the bottom of the tank. The bottom of the tank should be sloped towards the drain valve so that all the water and sediment can be removed from the tank. The drain valve should be periodically opened to remove any accumulated water and sediment. This procedure may be required as often as every crew watch change.

If a failure indicates that dirt in the fuel system may have been a contributing factor to the failure, be sure to check the fuel tanks to see if provisions have been made to drain off sediment.

Fuel Tank Vents

All fuel tanks should be vented to the atmosphere. The vent should be constructed so it will not allow water to enter the tank under any operating conditions of the boat. The vent equalizes the air pressure in the tank when fuel is drawn off and also when the tank is filled. Most fuel tank vents use a ball type check valve and a screen to prevent the entrance of water and dirt.

Fuel Fill Pipes and Caps

One of the main places where dirt can enter the fuel system is the fill pipe. It is important to assure that the area around the fill pipe is clean and free of dirt whenever the cap is removed for fueling. This will prevent the entrance of unwanted dirt during the fueling operation.

The fuel cap should be chained to the fill pipe to prevent loss of the cap. A cap can be lost over the side very easily during a fueling operation. When this occurs, it generally takes some time before the cap is replaced, allowing the entrance of unwanted dirt into the tank while missing.

Fuel Tank Clean Outs

The fuel tanks of some large boats have cleanout plates. If the fuel tanks become contaminated over a long period of usage, they may require internal cleaning. The cleanout plates provide access to the tank.

Causes of Moisture Accumulation in the Fuel Tanks

The fuel transfer pump on the engine supplies more fuel than the engine can use during normal operation. Excess fuel is usually returned to the fuel tank. When this is done, it is important that several design features be checked. The returning fuel will have picked up heat from the engine. This hot fuel returning to a cold tank can cause a build up of moisture in the fuel system. The fuel tank which is vented to the atmosphere can contain moisture laden air. The returning hot fuel heats the air in the tank and the moisture in the air condenses on the colder metal sides of the tank. The moisture then runs down the side of the tank and accumulates at the bottom of the tank. If this is not removed at frequent intervals, the water can enter the engine's fuel system.

Water and Sediment Trap

All fuel systems should have some type of water and sediment trap in the fuel supply network before the fuel transfer pump, This trap should be large enough to allow the fuel flow to slow down to a point where the large particles that are present in the fuel can drop out and collect in the sediment trap. The purpose of this type of trap is to reduce the load on the primary filters and prolong the life of all fuel system components. The water trap is located at the lowest point in the fuel system. Water, being heavier than the Diesel fuel, will settle to the lowest point in the system.

Primary Filters

Primary filters are used to remove the larger particles of sediment that enter the fuel system. They are generally installed before the fuel transfer pump so that the internal components of the transfer pump are protected from damage. In most marine applications two primary filters will be connected in parallel. With this arrangement the engine does not have to be stopped to service the filters. When the filters are to be serviced, a valve can be closed stopping the flow through one of the filters. The remaining filter will carry all of the pump flow. After the filter is serviced, it can be put back into the system and the remaining filter can be serviced.

If the primary filter becomes restricted it will reduce the flow of fuel to the engine and directly affect the performance of the engine. Air leaks in the filter gasket area can also cause poor engine performance; air drawn into the fuel system will cause the engine to lose power and run rough.

Secondary Filters

The secondary filters of the fuel system are the last protective components in the fuel system. The number of filter elements that are used vary from engine to engine. These filters offer very little restriction to the flow of fuel and are generally mounted in parallel. The filters will remove any particles larger than 10 microns in size. The filters are located at the highest point of the fuel system. This provides a very convenient place for any air that might enter the system to accumulate. A bleed valve is provided at this point to help remove the air.

The filters are changed only when the fuel pressure gauge reading drops. If the restriction of the fuel filter causes the gauge to enter the red zone of the gauge, the filter elements should be replaced. With this method the fuel system is not opened up and exposed to the dirty surroundings unnecessarily. The fuel filter housing has a drain valve at the base of the housing. This drain should be opened every 50 hours to remove any accumulated water and sediment. If dirty fuel is encountered, this procedure may have to be repeated more frequently.

A bypass valve is located in the filter housing to return the excess fuel that the transfer pump delivers back to the supply tank or standpipe. If the bypass valve does not seat properly the fuel pressure to the fuel injection pumps will drop and poor engine response will result.

Fuel Day Tanks

In many large boat applications a fuel day tank is used. This tank is generally large enough to hold a fuel supply for eight hours of engine operation at the full load rating. Several rules should be followed when using this type of installation.

1. The day tank should be located so that the level of the fuel in the tank (when the tank is full) is no higher than the injection valves. The day tank should not be mounted so high "relative to the engine) that the gravity will allow fuel to leak into the combustion chamber in the event of the injection valve leakage. 2. The tank should be close enough to the engine so that the total of suction lift to the transfer pump with the fuel at low level, plus the restriction of the supply line, is less than 12 feet.

Session T-20: Volunteer's role as an extensionist

Time: 7:30 PM

Goals:

· Examination of the roles of an extensionist
· Exploration of ways in which to introduce innovations to communities
· Practice in communicating with community people regarding an innovation
· To examine communication skills, verbal and non-verbal once more

Overview:

In this session, seven roles are isolated in the process by which a volunteer in the role of an extensionist introduces new ideas to his/her community. The importance of good communication skills is brought up again and skills that volunteers need are focused on. The non-verbal observation assignment from the previous week is discussed, and trainees share with their partner their observations over the past week.

Exercises:

1. Extensionist roles
2. Communication skills - verbal and non-verbal, of an extensionist

Materials:

· Flip charts, marker pens, tape

EXERCISE 1 - Extensionist Roles Total Time: 1 Hour 20 Minutes Overview:

In this exercise we look at the seven roles of an extension worker. Trainees discuss ways in which they can adopt these roles as volunteers doing extension work in their communities.

Procedures:

Time	Activities
1 Hour	1. Trainer introduces the following seven roles and gives an explanation of each:	1.1 develops need for change
20 Minutes		1.2 establishes a change relationship
		1.3 diagnoses the problem
		1.4 creates intent to change in community members
		1.5 translates intent into action
		1.6 stabilizes change and prevents discontinuances
		1.7 achieves a terminal relationship

Trainer's Notes:

For trainer's discussion use local examples to illustrate each role.

	1.1 Develops need for change - A volunteer is often initially required to help his/her community become aware of the need to adopt a new technique, such as using ice to preserve the catch. The unwillingness to accept change readily often results in the volunteer serving as a catalyst in the community. In order to do fisheries extension work, the volunteer points out new alternatives to existing problems, dramatizes these problems and convinces fishermen that they are capable of confronting them. The volunteer acting as an extension worker not only assesses the community at this stage, but also helps to create these needs in a consultative and persuasive manner.
	1.2 Establish a change relationship - Once the need for change is created, the volunteer must develop rapport with the community. He/she enhances his/her relationship with the community by creating an impression of credibility, trustworthiness, and empathy toward their needs and problems. Communities must trust the volunteer worker before they will accept the innovations he/she proposes.
	1.3 Diagnosis of the problem - The extension worker is responsible for analyzing his community's problems/ situation in order to determine why existing alternatives do not meet the community's needs. In arriving at his/her diagnostic conclusions, the extension worker must view the situation empathetically from the community's point of view and not his/her own. The volunteer extension worker must psychologically place themselves in their situations, put him/herself in their shoes, see their lives through their eyes. This empathy transferal is difficult.
	1.4 Creates intent to change in community members - After the volunteer explores various avenues of action that his/her community might take to achieve their goals, he should encourage an intent to change, a motive to innovate; but the change must be community-centered, rather than for change for the sake of change. Here the volunteer's role is to motivate.
	1.5 Translates intent into action - The volunteer now seeks to influence his/her community's behavior in accordance with his recommendations which are based on the community's needs. In essence, the volunteer works to promote compliance with the program he/she advocates. This means more than simple agreement or intent. It means action or behavioral change.
	1.6 Stabilizes change and prevents discontinuances Volunteers may effectively stabilize new behavior by directly reinforcing messages to those community members who have adapted, thus "freezing" the new behavior. This assistance frequently is given when the individual is at the trial-decision or confirmation function in the innovation-decision process.
	1.7 Achieves a terminal relationship - The end goal for the worker is development of self-renewing behavior on the part of his/her community. The volunteer should seek to put him/herself out of business by developing his/her communities' ability to be their own change agent. In other words, the volunteer must seek to shift the community from a position of reliance on the volunteer to self-reliance.
(The above 7 roles have been adapted from: Communication of Innovations by Rogers & Shoemaker)
40 Minutes	2. Trainer now asks group to form into small groups and envision the seven roles of an extension worker as objectives they have set for themselves and then come up with action steps to achieve these objectives. Make a list of these steps on newsprint.
15 to 20 Minutes	3. Small groups now share with large group their action steps.

4. Trainer now does a summary of the presentations and introduces the next exercise.

EXERCISE 2 - Communication Skills - Verbal and Non-verbal, of an Extensionist Total Time: 1 Hour 15 Minutes

Overview:

In the preceeding exercise we have looked closely at the seven roles that an extension worker plays. Now we want to look at the kind of communication skills a volunteer will need to carry out extension work. In this exercise, we also process the session of the previous week by discussing, generalizing and applying the experience accumulated by the trainees in one week of observing non-verbal behavior with each other. Then the participants give each other feedback on what they saw each other doing, discuss observations and arrive at some working assumptions/generalizations about how non-verbal communications may be the most important part of their communications system in the early days of their volunteer work.

Procedures:

Time	Activities
5 Minutes	1. Trainer asks participants to list various kinds of communication skills they are going to need to carry out their role as extension workers.
5 Minutes	2. Trainer now asks participants to call out skills, and lists them on newsprint while they are called out.
3 Minutes	3. Trainer makes general comments about skills trainees have not identified. If non-verbal skills have not been listed, trainer adds and makes the point that in the early days of volunteer service participants will send out many non-verbal messages that will be his/her first impact on communities.
10 Minutes	4. Ask the group to form into the same pairs that have been observing each other for the past week and spend a few minutes telling each other what they observed each other doing in terms of non-verbal communication during that time. This should serve as a way for individuals to gain insights into how they use non-verbal processes in ways which they may not be aware of.
5 Minutes	5. Bring group back together and draw out some generalizations from the experience of observing each.
	6. Ask each pair to get with another pair and discuss the following questions.
	Discussion questions should be posted on flip chart.	o Did any of you learn anything new about yourselves? What?
		o Is there anything about non-verbal communications in general that you have learned from the experience?
		o Have you any ideas on how you can use non-verbal communication as an extension worker? What are they?
15 Minutes	7. Trainer now asks for comments from participants on communication skills. He then summarizes the verbal and non-verbal skills that an extension worker needs.

Session T-21: Introduction to small-scale fishing

Time: 7:30 AM

Goals:

· To acquaint trainees with various small-scale fishing gear apparatus
· For trainees to learn the proper care and maintenance of fishing gear
· To have trainees be able to identity various kinds of fishing gear and uses of that gear

Overview:

This session is the introduction to small-scale fisheries and lays the foundation for all future fishing sessions. Gear identification is stressed in this session as well as gear care and maintenance of fishing gear. Trainees conduct a survey of the local dock area and identify as much fishing equipment as possible while conducting the survey to ascertain how to care for and maintain their fishing gear.

Materials:

· Flip charts, markers, tape

Procedures:

Time	Activities
1/2 Hour	1. Technical trainer gives lecturette using the following outline: (with flip chart drawings)
	I. Fishing Gear Identification	A. Nets
		B. Hooks and line
		C. Traps
		D. Fish Boats and gear
		E. Fishery
	II. Trolling
	III. Deep-line, Long-line
	IV. Care and Maintenance of Fishing Gear	A. Causes of Deterioration	1. chaffing
			2. oxidation
			3. bacterial action
	IV.	B. Preserving Fishing Gear	1. Prolong Life
			2. Protect twine from abrasion
		C. Maintain a good appearance, color, odor, other physical features
		D. Camouflage the gear to be less visible to fish
	V. Care of Fishing Gear	A. Washing by removing excess fish, seaweed, other debris
		B. With fresh water remove solidified salts to lines, hooks
		C. Drying, in shade, before reuse; allow sufficient time to dry
		D. Storing, thoroughly dry the gear; do not compress in storage; storage area should not be damp; provide good ventilation
	VI. Causes of Damage to Gear	A. Rough handling
		B. Obstruction encountered while fishing
		C. Physical friction
		D. Mechanical wear and tear
		E. Distructive fish
		F. Rodent, insect damage
	VII. Maintenance of Gear	A. Repairing and mending nets, lines
		B. Checking seams, knots
		C. Sharpening hook points
		D. Checking hardware
2 Hours	2. Trainees are given assignment to survey dock and water front area to locate and identify small scale fishing gear, nets, hook and lines, etc.
	Whenever possible they are to interview fishermen asking the following questions:	a. why they use that particular equipment or gear
		b. what maintenance procedures do they follow
		c. what other types of gear they have used
		d. do they make their own gear or buy their gear
1/2 Hour	3. Trainees are to diagram on chart fishing systems for gear identified. Write synopsis on each inter view conducted. Prepare a five minute presentation on information gathered during survey/interview period for large group.
1 Hour	4. Trainees give presentations to large group. Trainer makes appropriate remarks as to use of systems and care and maintenance. As this is the first time trainees will have interviewed, trainer will want to stress techniques which were good and generated valuable information.
10 Minutes	5. Trainer makes point of linking the session to future sessions by reviewing training schedule.

Session T-22: Trolling for spanish mackeral - special group project; Anatomy of hook - special project

Time: 4 PM

Goals:

· For trainees to become familiar with techniques used while trolling for Spanish Mackeral and other fish species

· To familiarize trainees with appropriate fishing gear used while trolling

· For trainees to become competent in tying '"Fisherman Knot #1".

Overview:

This session was done as a special group project. In it the trainee becomes aware of small-scale fishing, utilizing trolling as a means of fish capture. The trainees have the opportunity to learn the technical skills associated with rigging bait/lure for use in trolling.

Materials and Equipment:

· Flip chart, pens, wire leader, wire cutters, hooks (single, double), lures, line bait, trolling wire cable, nylon monofillament

Procedures:

Time	Activities
1 Hour	1. Trainer presents an overview of small-scale trolling techniques on a world wide basis.
	2. Demonstration by trainee of proper gear usage while engaged in trolling.
	3. Hands-on of hook knot tying, baiting by trainees.
	4. Philosophies of various small-scale fishing operations and what techniques can best be utilized by the trainees.

Trainer's Notes:

Tie this SP session in with earlier sessions -Introduction to Exploratory Fishing.

References:

· Australian Fisheries Review, 1978

"TROLLING"

The following information is taken from Peace Corps pamphlet 27-7, "Commercial Trolling for Spanish Mackeral". The authors name is not shown. The author was careful to state that any procedure or tackle mentioned was only a variation among many. Each individual fisherman will find variations in tackle and procedure that bring in a good catch. It is therefore incumbent on the fisheries extensionist to keen eyes, ears and mind open when learning any fishing technique.

Backing Cord - This is a heavy duty cord of approximately 8 MM x forty feet in length, and its purpose is to give the fisherman something thick to grasp when the strike comes. By its elasticity, it also has a tendency to take the initial strain if let out to its full length. Without the backing cord, the line would tear through the hand and serious injury could result.

Main Line - The main line can consist of anything from .045 steel Bowden cable, to nylon line up to a breaking strain of 350 lbs (in training ours was 150 lbs). Roughly 80 feet is attached to the backing by means of a swivel. It must be remembered that when using steel cable, the shock of the strike is transmitted directly to the backing as the steel will not give, whereas nylon easily absorbs the shock.

Traces - Traces are usually made up of No. 8 or No. 10 steel piano wire. At the beginning of a season, 80 to 100 feet, and usually gradually shortened as the season intensifies. Special care must be made in tying swivels to trace and main line. Make neat knots as line disturbance in the water will spook the wary fish.

Leads - Leads are attached between the main line and trace. They are normally used only when garfish is used for bait. This adds "depth" to the bait and often produces positive results.

Hooks and Bait - The hook, usually a 3" or 9.0, is fastened onto the trace, by passing the trace through the eye, around the shank, away from the gap in the turn, bound three times around the shank and taken again through the eye from the other side, then wound around the trace three or four times and broken off.

The garfish bait mentioned is, ideally, about 9" long. Longer bait will tend to produce "short-strikes" where only the tail of the bait is taken. Refer to the diagram for hooking instructions.

The gar must be as near natural as circumstance will permit. If the soft under-belly of the bait is found to be broken open when checked, then it should be replaced.

Remember these pieces of gear: 1) Gloves (See illustration); 2) Wire ; 3) Knife; 4) wire cutters; 5) Hook.

The most important piece of equipment you have is yourself. A good nights rest will allow you to be alert while trolling. Check the bait every 10-15 minutes or more often if you suspect short strikes. Look lively at all times and be patient. Observe the trolling gear constantly You're out there to catch the big ones so think big, act positively and with assurance that you will get results.

Appendix 1

Important to wear hand protection, in this case inner-tube cut to fit the wearers hand. Inner-tube is sewn with monofillament line.

Wire leader attached to hook, final wrapping is tightly wound and securely snugged.

Hook

Hooks

Part Two - Anatomy of Hooks Time: 5 PM

Goals:

· To acquaint trainees with various hook designs, functions and usage.
· To provide information on hook nomenclature to trainees.

Overview:

This session is to be done as a special project by a trainee. This session is used as a complement to the introduction to Exploratory Fishing, as well as the Trolling for Spanish Mackeral SGP. In this session trainees become aware of the number one element in fish capture, its history, etc. Trainers have the opportunity to tie back to Introduction to Exploratory Fishing.

Materials:

· Flip chart, pens, numerous hooks by different net manufacturers.

Procedures:

Time	Activities
1/2 Hour	1. Trainee presents an overview of hook designs, uses and functions.
	2. Various hooks are distributed, and various sizing systems explained to trainees.
	3. Final wrap-up by trainee presenting session.

References:

· Guide to Small-Scale Fishing Gear of the World, FAO, 1976 o 0. Mustad. A History of the Fish Hook, 1972.

Fish hook anatomy

The Curvature Angle

The curvature of a fish hook is such that the point makes a direct line with the eye. This allows maximum tension when landing a fish.

Fish Hook Material:

1 Spring steel
Commercial

3. Bronze Alloy
4. Sea Shells
5. Bamboo
6. Bones
7. Teeth
8. Coconut Shells
9. Almost anything else

DESIGN ANO FUNCTION

Trolling Hooks

- average length 2"-3"
- heavy gauge steel
- natural or live bait
- larger fish - 10 lbs up to hundreds of lbs. Tuna - (all types), Marlin (all types), Mackeral Bonita, Wahoo
- hook may tee offset to facilitate hooking

Double Hooked Hook

- 2"-3" - larger fish also
- used with lures to facilitate hooking since fish will only hit a lure or jig once
- from same types of fish as mentioned above

Bait Holder Hook

- bait holder barbs prevent bait from sliding off
- 1"-2'' - bottom fishing, squid or any cut bait
- for grouper, snapper, cod fish, sole, halibut, flounder and any other bottom fish

Straight Hook

- under 2" - lighter gauge
- bottom fishing, halibut, snapper, grouper, cod fish
- natural bait
- small fish under 20 lbs.
- hooks can be offset (out of line) to facilitate hooking

Small Bait Hook actual size

- small hook with very light gauge steel
- usually used for catching bait fish
- bottom fishing

Live Bait Hook

- short shank
- heavy gauge
- used with live bait (placed through mouth and gills) live bait will "run" along surface or close to it
- larger surface feeding fish (tuna, marlin)

Circle, Self-Hooking, Cod, Japanese Hook

- self-hooking hook
- when a fish tries to back off from hook it will hook itself even further
- no pressure needed on line to hook fish - usually used for bottom fishing and long lining

Barb-less Hooks

- live bait (sardines) or lures - short line attached
- usually used for schooling fish where time can be saved by not having to unhook barbs from fish (tuna, mackerel)
- squidering used to simulate squid bait

References:

· Fishery in Japan - Yamaha Motor Co., Ltd. Printed in Japan

Session T-23: Extension III - Extension of extension by an extensionist

Time: 1 Hour 30 Minutes

Goals:

· To enable trainees the opportunity to verify what they've learned about extension with a real extensionist

Overview:

In Extension I and II, trainees learned about the role of the extensionist in the community and the important resource linkage the extensionist provides the fishing family to outside technical and material assistance. In this session, trainees have the opportunity to ask a local extensionist about his or her job: the positive and negative aspects of it; what works and what doesn't work when trying to convey a new idea or technology; how association with the government helps or hinders his/her job; and helpful hints for interacting with individual (or groups of) fishermen and fish processors, particularly members of the opposite sex.

Procedures:

Time	Activities
20 Minutes	1. Trainer introduces extensionist to trainees, and sets the climate for questioning by first dividing the group into small groups of 5 or 6 and asking them to put on newsprint everything they know about extension work. The groups report out.
1 Hour	2. The extensionist comments on the newsprint, provides examples and observations from personal experiences, and answers follow-up questions from the trainees.
10 Minutes	3. The trainer draws closure to the session by linking back to the previous sessions on extension and ahead to the upcoming community analysis sessions. Any personal experiences that the trainer has relevant to the extension discussion should also be added at this time.

Trainer's Notes:

The trainees should be told at the conclusion of the previous extension session to prepare a list of questions for the guest extensionist. See the alternative session outline attached should a local extensionist not be available.

Alternate session T-23: Marine fisheries extension

Procedures:

Time	Activities
5 Minutes Individual discussion	1. Introduce session by briefly stating its goals and presenting an overview of the session.
20 Minutes	2. Ask participants to individually identify the major things they have learned regarding extension by writing down on a piece of paper the four or five thoughts or ideas which stand out in their minds as being most important about extension. Trainer can briefly summarize each extension session before participants start in order to help them remember and identify their learnings.
Subgroup work 15 Minutes	3. Ask participants to form groups of five or six and share their most important conclusions of extension work. Ask them to look for similarities and differences and select any ideas, questions, concerns, they want to present to the total group.
Group discussion 20 Minutes	4. Reconvene and ask participants for important ideas, questions or concerns which they discussed in their small groups. Example: You have identified ideas, questions, concerns, and now have some conclusions regarding extension. Are there any important thoughts you want to share with the group? Any similarities or differences which surprised you? Were there any concerns raised in your small group discussion you want to bring to the group? Trainer jots down on newsprint, remarks for each group. A discussion ensues based on statements and questions made by participants.
Individual work15 Minutes	5. Ask participants to do individually the following task:
	Based on what you have learned about	a) entering the community,
	extension, what could you do differently	b) getting to know the community,
	(strategies, actions, activities) as a PCV	c) meeting community people and making friends,
	starting extension work. Think of the following	d) identifying community needs,
	aspects of your future work:	e) entering the job,
		f) establishing secondary projects,
		g) evaluating "how you are doing" as a PCV.
	This is not an exhaustive list and participants do not need to address each of these areas. It is a guideline to help them think about the different aspects of their work and different actions they might take to consider extension projects and communities.
Sub group analysis 20 Minutes	6. Ask participants to form groups of two or three and discuss their individual analysis. As they discuss, they should pay attention to which actions or strategies seem to address extension work more effectively; which seem more feasible given the culture, history and considerations in the host country, which are more practical and easy to implement. They should select the best strategies or activities to present to total group and receive feedback from other participants and trainer. The sub groups task can be presented on a flip chart as follows: Discuss your strategies or actions taking into consideration their effectiveness, cultural appropriate ness and feasibility. If necessary, develop new strategies out of your discussion. Select the best strategies to present for analysis and feedback.
Group discussion 30 Minutes	7. In general session, trainer asks for examples of participants strategies. Trainers react to proposed strategies using the following guidelines:
	o most likely to succeed strategies and why,
	o most likely to fail strategies and why,
	o suggestions and new ideas about strategies and activities which work and do not work based on their own experience.
Closure 10 Minutes	8. Trainer summarizes session by presenting or developing with the participants a list of different ways in which extension can take place in Peace Corps activities.

Materials:

· Newsprint for activities #5 and #6.

Session T-24: Small-scale fishing

APPROPRIATE FISHING TECHNOLOGY I
DEEP-LINE SNAPPER REEL

Time: 7:30 AM

Goals:

· To make trainees aware of the various applications of intermediate fishing technology
· To acquaint trainees with various fishing systems that are appropriate, both technically and financially on the community level
· To familiarize trainees with basic fishing gear design and construction techniques appropriate for deepwater underutilized species exploitation

Overview:

This session is particularly important for developing design and construction abilities in trainees. On the community level, little money will be available for "new'' fishing gear, thus the need for the trainer to be aware of techniques in utilizing materials for fishing projects that will benefit the community. (Session will cover marketing)

Procedures:

Time	Activities
1/2 Hour	1. Trainer reviews present Industrial Fishing Technology	a) large vessels
		b) mechanized gear
		c) capital intensive operations
		d) fishery
	Trainer moves into review of Small-Scale Fishing Technology:	a) small boats for fishing
		b) subsistence level - no boats
		c) hand gear
		d) labor intensive
		e) fishery
	He continues on into introduction to labor/time saving "mechanized" fishing gear.	a) comparison of han-dline fishery with automated
		deep-line snapper reels (See appendix I)
		b) lowering of technology from deep-line electric or hydraulic reel to a hand-powered model.
	Lastly trainer covers application of hand-powered reel for small-scale fishing:	a) opening new offshore fishery
		b) marketing approaches
		c) fishermen training
	2. Trainer now gives trainees drawing of Deep-line Snapper Reel, with the following instructions (in groups of three):	a) Design snapper reel using locally available materials. After design is completed have technical trainer check design and approve design before moving to b.
		b) Construct snapper reel using woodworking tools. Pre-plan all cutting and fitting of parts for tight/secure fit.
		c) Fishing gear; after reel is constructed, prepare deep-line set up.
		- no hardware other than hooks needed, prefer tuna circle
		- weight - beer can with concrete
		d) Rig to be utilized on following fishing trip Session

Materials and Equipment:

· Flip chart, pens, woodworking tools, tire innertube (used), wood, hardware; nails, 10"-12" bolt/A-Bar for reel shaft, monofillament nylon #160 lb. tuna circle hooks if available

Trainer's Note:

It is important to guide trainees in the actual design of the reel, but allow a free flow of ideas to put it all together. A working model can be easily built from the line drawing.

References:

· Mead, Paul. Report on the Second Visit of the South Pacific Commission Deep Sea Fisheries Development Project to the Kingdom of Tonga. South Pacific Commission. Noumea, New Caledonia. 1980.

Figure

Terminal rig used for deep bottom fishing. Turimoto No. 29 longline wire and Mustad tuna circle hooks (sizes as shown) were used.

Anchoring system suitable for deep bottom fishing. Rope diameter depends on size of boat. All shackles should be seized.

Session T-25: Individual interviews/net mending

Time: 2:30 PM

Goals:

· The goals for this session are the same as in previous interview session.

Procedures:

	The following questions are recommended for this session, in addition to formal feedback.
	1. Do you have any concerns that you want to talk about?
	2. On a scale of 1-10 and based on the training design content, how would you rate your technical skills in marine fisheries?
	3. Where are you in your decision to go to?
	4. Anything you want the staff to be aware of?

Session T-26: Communication through illustration special group project

Time: 7:30 PM

Goals:

· To show trainees simple drawing techniques
· To have trainees understand the importance of being able to illustrate what they are saying verbally
· To have trainees practice drawing
· Special group project on simple poster drawing techniques and use of other materials for making posters

Overview:

This session introduces the importance of illustration as a communication technique. In future sessions trainees will be expected to use illustrations as part of their presentations. The importance of using visual aids while talking to a group is also emphasized.

Exercises:

1. Special group project on simple poster drawing techniques.
2. Communication through illustration.

Procedures

Time	Activities
30 Minutes	1. Trainees give presentation on various techniques for enlarging, lettering, etc., for posters and other visual aids.
15 Minutes	2. Trainer then presents self as a non-artistic person and draws a series of stick figures which tell a message. Trainer explains that it's ok to make people laugh by your drawings as long as it gets your message across.
30 Minutes	3. Trainer then tells trainees to use stick figures to put	- best presentation of message
	across a message related to marine fisheries. Trainer	- most creative use of materials
	explains that this is a contest and there will be prizes	- best effort by non-artistic person
	awarded. Awards will be given on:	- honorable mention in above categories
15 Minutes	4. Trainees present their posters.
15 Minutes	5. Judges decide on awards. Apples are given out.

Trainer's Note:

It's important for the trainer to link his/her non-artist approach to visual aids to the special group project presentation.

BASIC PRODUCTION OF ILLUSTRATIONS

I. Illustrations must be accurate, attractive and appropriate.

II. The basis for the production of good illustrations is a collection
of visual materials.

A. Newspaper, magazines, calendars and catalogs are good sources of visual materials.

B. Embassies, consulates, information services, and local commercial concerns may have attractively illustrated literature which is representative of their countries.

C. Potentially useful pictures should be clipped and filed into appropriate categories so that they can be located easily. Example: fish handling, fish marketing, fish preservation, fish identification, outboard motors.

D. Pictures may be placed on bulletin boards, backed with sand paper for flannel boards, used as "models" for larger drawings (flip charts, posters, etc.), and photographed for slides.

III. The production of an illustration generally involves one of two methods.

A. An illustration may be transferred to a chalkboard, sheet of cardboard, or paper using an enlarging/reducing technique.
1. The squaring method requires no special skills or equipment.
a. A series of squares (grid) is drawn lightly on the paper to be transferred.
b. A grid made proportionately larger or smaller is drawn on the copy paper, cardboard, or chalkboard.
c. The lines of the original picture are drawn one square at a time on the copy paper.

Figure

2. The pantograph is a device constructed from four strips of wood about 1/4"x 3/4"x 16".
a. Holes are drilled in each stick at one-inch intervals.

b. Bolts are inserted in certain holes to hold the strips together and to form joints which will move easily.

c. The position of the bolts determines the relative size of the copy.

d. The left end of the pantograph (for a right-handed person) is anchored to the drawing surface using a wood screw.

e. A pointed stick or pencil is inserted at the base of the pantograph diamond, and the picture to be copied is fastened beneath it.

f. A pencil is inserted at the right end of the pantograph, and the copy paper is fastened beneath it.

g. The picture to be copied is traced using the pointed stick or pencil at the base of the device and is simultaneously enlarged/reduced and copied onto the copy paper.

Figure

3. The outline of a small object may be enlarged or reduced by producing its shadow on copy paper using a flashlight or lamp and tracing it.

Light source

4. If an opaque projector (and/or electricity) is available, the projected image of a picture or object may be traced onto copy paper.

B. An illustration may be produced using simple drawing techniques.

1. Simplified drawings and stick figures may communicate better than detailed drawings or photographs.

2. Almost any object may be viewed as geometric shapes or a combination of geometric shapes.

Building

Cat

3. Figures to represent people are composed of basic shapes, but the factors of proportions, distinguishing features and body movement must also be considered.

a. If the length of the adult body is seven units, the head occupies one unit, the torso and arms occupy 2 1/2 units, and the legs occupy 3 1/2 units.

Figure

b. Distinguishing features include the shape of the face, hair and clothing, the shape of the eyes and the position of the pupils, the shape and position of the eyebrows, and the shape and position of the mouth and other facial features.

Figure

c. Body movements are indicated by the position and degree of extension of body parts.

1) use yourself as a model.

2) the weight on the left side of the backbone should balance the weight on the right side.

4. Drawings appear more realistic if the rules of perspective are observed.

a. Horizontal lines appear to converge toward a vanishing point on the horizon as the distance from the viewer's eye increases.

b. Vertical lines decrease in length with distance as do any spaces which occur between those lines.

c. In two-point perspective, horizontal lines to the right of the nearest corner of an object converge toward the vanishing point on the right and horizontal lines to the left nearest corner coverge toward a vanishing point on the left.

d. Almost anything that is drawn in perspective can be described initially within the framework of a rectangle.

Figure

References:

· Peace Corps Audiovisual Communication Handbook
-Marilyn Berry, PCV Sierra Leone

Session T-27: Small scale fishing appropriate fishing technology II New Zealand long-line reel

Time: 7:30 AM

Goals:

· To make trainees aware of various applications of intermediate fishing technology
· To acquaint trainees with various fishing systems that are appropriate, both technically and financially at the community level
· To familiarize trainees with basic fishing gear design and construction techniques appropriate for shallow water and reef edge fish species exploitation
· To enable trainees to design a labor saving piece of equipment for long-line fishermen

Overview:

This session is second in a series of appropriate fishing technology. The benefit of the long-line reel is not in the fishing system per se, but rather in the easy hauling and line handling ability the reel offers. Time is very much a factor, and this reel enables fishermen the opportunity to fish more hooks in less time.

Procedures:

Time	Activities
	1. Technical Trainer reviews Deep-Line Reel Session #24.
	a. Reel
	b. Mount Gives lecture using the following outline
	I. Introduction of New Zealand Long-Line Systems
	A. Original concept was hand-lining
	1. European)
	2. Alaskan - U.S.) brief overview
	3. Indo-Pacific) of long lining
	B. Modern technology has mechanized long-line systems.	1. European
		2. Alaska - U.S.
		3. Capital Intensive Ventures
	C. Small-Scale fishermen still haul lines by hand	1. Indo-Pacific
		2. Latin America/Africa
		3. Labor/time intensive
	D. New Zealand long-line reel	1. Simple storage reel for long-lines
		2. Keeps hooks separated; laying in water; hauling out
		3. On small-scale basis is better suited for fishermen:	a. very low cost (scrounge)
			b. allows more hooks in water
			c. allows more "fishing time" per trip
	2. Trainees are instructed to do the following in groups of three:	a. Design using locally available materials (bamboo, old wood, etc.). Tire size denotes diameter of reel. Design is approved by Technical trainer then proceed to b
		b. Construction using wood working tools; preplan all cutting and fitting of parts for tight/secure fit. Construction checked by Technical trainer then move on to c.
		c. Fishing Gear; long-line set up. No hardware other than hooks and homemade anchor(prefer tuna circle type). Long-line will be utilized on the following fishing trip, Session T-47.

Materials and Equipment:

· Flip chart, pens, woodworking tools, wood, hardware; nails and 10"-12" bolt/A-bar for reel shaft. Monofillament nylon #160 lb., tuna-circle hooks if available

Trainer's Note:

This session is designed to allow the trainees the opportunity to design the long-line reel. The responsibility of dimensions for this reel can be left up to the trainees decision (tire size denotes diameter of reel). The scrounge technique can be utilized if there is no pre-cut lumber nearby, and a tire can be found most anywhere. If not, locating one prior to the session is important. Let the trainees be innovative but keep to the master plan of the New Zealand long-line reel.

Appendix 1

Appendix 2

Appendix 3

Appendix 4

Session T-28 Special group project cooking fish and nutrition

Time: 3:30 PM

Overview:

Group project leader for cooking fish and nutrition gives presentation to trainees on relevant cooking techniques and nutrition. This special project emphasizes the importance of various seafood preparation techniques utilizing local fish products, as well as nutritional information for the needs of the PCV; and as a secondary activity demonstrating quick, easy, and nutritional cooking practices to the community.

Procedures:

Time	Activities
25 Minutes	1. Group Project leader gives presentation on relevant cooking techniques, as well as basic nutritional information.
15 Minutes	2. Group Project leader presents cooking schedule and sign-up sheet for other trainee participation.
1 Hour 30 Minutes	3. Preparation time for group cooking (important - time beforehand should be well organized by Group Project Leader).

Trainer's Note:

Rather than one presentation, the advising trainer should suggest a time where trainees will be relaxed and able to enjoy a cooking demonstration. Enough demonstrations should take place to enable all trainees to be directly involved in baking, boiling, broiling, poaching fresh fish.

Materials and Equipment:

· Flip chart, pens, cooking utensils, fish and food

References:

· Fanny Farmer Cookbook
· Joy of Cooking
· Marine Fish Recipe Cards
· Session Developed by URI Marine Fisheries SST, August 1981

SEAFOOD PREPARATION

Mussels

2 lb. fresh mussels	3 tsp. coriander
3 Tbsp. oil	1/4 tsp. chill powder
2 large onions, chopped	1/2 tsp. salt
4 cloves garlic, chopped	1 cup water
1/2 tsp. tumeric	Lemon juice

Scrub mussels well and beard them. Fry onions and garlic in oil. Add tumeric, coriander and chili powder and stir for three minutes. Add salt and water, bring to a boil and simmer covered for five minutes. Add the mussels, cover and steam for 10-15 minutes or until the shells have opened. (Discard any that do not open during cooking.) Remove from heat. Taste gravy -- add lemon juice and more salt, if necessary. Spoon gravy over and into mussel shells.

Shrimp

1 1/2 lb. shrimp	1 tsp. tumeric
1 Tbsp. oil	2 cups coconut milk
2 medium onions, sliced	1 tsp. salt
2 cloves garlic, crushed	Lemon juice to taste
1 tsp. grated ginger

Wash shrimp. Heat oil, fry onions, garlic and ginger. Add tumeric and fry one minute longer. Add coconut milk and salt and bring to simmering point. Simmer, uncovered, for 10 minutes, then add shrimp and cook for 10-15 minutes. Remove from heat, stir in lemon juice.

Coconut Milk

Put two cups grated coconut in a bowl. Add 2 1/2 cups hot water. Cool. Kneed coconut with hands. Strain coconut through cheese cloth. Squeeze out as much liquid as possible.

Squid

8 oz. fresh squid	1/2 tsp. salt
4 dried chilies	4 Tbsp. palm oil
1 small onion, chopped	2 tsp. sugar
3 cloves garlic	1/4 cup lemon juice

Clean squid, removing head and ink sac. Cut squid into narrow rings. Grind chilies, onion and garlic in mortar and pestle. Fry mixture in oil. Add squid, lemon juice and salt. Simmer uncovered for 30 minutes. Stir in sugar.

NUTRITIONAL VALUE OF FISH

The following is a brief summary of the nutritional value of fish.

Proteins - Fishery products contain useful amounts of fish protein which is important to maintain good health both in children and adults. Fish protein contains little or no connective tissue and is therefore very easily digested and assimilated by the body. This fact makes it especially valuable in diets for children, older people and convalescents.

Vitamins - The same fishery products that contain the fish protein also contain vitamins in useful amounts to help maintain the health of nerve tissues and the normal energy-yielding processes of the body. B complex vitamins which include thiamine, riboflavin, niacin, vitamin B6, vitamin B12 and pantothenic acid are found in fishery products.

Minerals - Minerals are essential for certain functions of the body, particularly the maintenance of teeth and bones. Fish are a good source of calcium, iron, potassium, phosphorus, copper, iodine, manganese, cobalt, and other trace minerals. The flesh of both salt-water and fresh-water fish is quite low in sodium content, making it particularly adaptable for strict, low sodium diets.

Fats - Of interest to weight-watchers is the fact that fish are high in protein but low in calories. The fat content of the different species varies widely-- it may be less than one percent for fish of the cod family or as much as 20 to 25 percent for salmon or mackerel. When fish are cooked by means other than frying, and served without the addition of rich sauces, they tend to be low in calories.

Distributed by the Rhode Island Seafood Council, P.O. Box 219, Narragansett, Rhode Island 02882

TROPICAL FOODS

I. Calorie Sources

A. Grains In many areas of the world, cereal grains provide 70% or more of the total calorie intake. Although high in carbohydrate, cereals contain between 6% and 13°/ protein. In general, the biological value of cereal proteins are not as high as that of animal protein. Most cereal grains are relatively low in the amino acid lysine. Whole grain cereals contain significant amounts of iron, thiamin (Vitamin B1), riboflavin (Vitamin B2) and niacin. Milling of grain removes the germ which contains a large percentage of the vitamins, minerals and fat present in the grain. The principle cereal grains used in tropical areas are:

1. Rice - Grows best in wet, tropical climates. It is not widely grown in the Pacific Islands, but is often imported. Rice is relatively low in protein, but the quality of the protein is good. Beri Beri, the thiamin deficiency disease, was widespread in rice eating populations of Southeast Asia following introduction of commercial rice milling.

2. Maize - Grown widely in the Southern United States, Southern and East Europe, Latin America and parts of Asia and Africa. Maize is about 10% protein. The biological value is poor as maize is limited in the amino acid tryptophan as well as lysine. Niacin in maize is not available biologically unless the grain is treated. Maize is traditionally a "poor man's food". Pellegra, the niacin deficiency disease, was widespread in poor populations whose diets consisted mainly of maize. Yellow maize does contain some carotene.

3. Millet - Several varieties are grown in poor soil in areas of little rainfall. Millet is traditionally a "poor man's food". Millet contains about 10% protein.

4. Wheat - Grown widely in temperate or dry climates. Wheat contains about 10-12°% protein; biological value is poorer than that of rice. Although not widely grown in Southeast Asia and the Pacific, wheat and wheat products are often imported.

I. B. Starches and Starchy Roots Starches provide a major calorie source in some areas of the world including the Pacific Islands. They are easily cultivated and give high yields. They are generally poor in protein (1 to 2% protein) and seem limited in most vitamins and minerals. Principle starchy foods used in tropical areas include:

1. Taro - A major crop in wetlands of the Pacific Islands and part of Africa and Asia. Several varieties are grown. Improperly prepared taro may cause irritation to the gums and mucous membranes due to the presence of raphides (oxalate crystals).

2. Yam - A basic crop in some dry areas of the Pacific. Several varieties are grown; some grow to very large sizes. This is not the sweet potato-type crop grown in the United States.

3. Sweet Potato - A basic crop in some Pacific areas including Papua New Guinea. Several varieties are grown. Those with orange flesh provide carotene.

4. Cassava (manioc) - Grown on the Pacific Islands and in parts of Southeast Asia and Africa. Easily cultivated but very low in protein. The leaves can be eaten and supply protein, ascorbic acid and carotene. However, leaves and tubors must be processed carefully to remove the cyanide.

5. Green Banana - Used as a staple food in parts of the Pacific. They do not have the sweet taste of ripe bananas.

6. Sago - Prepared from the trunk of the Sago palm. The starch is extracted from the inner stem of the palm.

7. Breadfruit - This fruit can be boiled, cooked in stews, baked or roasted. In the Pacific, it is sometimes dried and fermented.

C. Sugars

Sugar is generally obtained from sugarcane or coconut palm. Unrefined sugars contain small amount of vitamins and minerals. They do not contain protein.

D. Fats and Oils

Concentrated energy sources, yielding twice as much energy as an equivalent amount of protein or carbohydrate. Fats and oils used in tropical areas include palm oil, coconut oil and pork fat. Red palm oil is a source of carotene.

II. Foods for Proteins and Amino Acids

A. Meats and Poultry Meats of domestic and wild animals and birds are used. Meats average about 20% protein and biological value is relatively good. Red meat is an excellent source of iron. Meat and poultry are good sources of several vitamins including riboflavin and vitamin B12 and of many minerals including zinc. In general, however, meats lack vitamin C, vitamin A and calcium.

B. Insects

Serve as a valuable source of protein for much of the world's population. They are especially important for populations which cannot afford other sources of animal protein.

C. Eggs An excellent source of protein, but very expensive in many parts of the world. Eggs have the highest biological value of all foods usually consumed by humans. The yolk is a source of vitamin A and also contains significant amounts of thiamin, riboflavin and niacin. There is no vitamin C. Duck eggs may be more available than chicken eggs. Duck eggs should be cooked thoroughly to prevent salmonella poisoning.

D. Fish and Shell Fish Fish and shell fish are excellent sources of protein of good biological value. Small fish and shrimp, eaten whole, are excellent sources of calcium. Fish liver is a source of vitamins A and D. The nutritional value of fish and shell fish are similar to red meat except that they are not as rich in iron.

E. Milk Availability of milk is limited in most tropical countries. Dairy production is difficult and milk products pose serious sanitation problems when refrigeration is limited. Milk products are excellent sources of protein, calcium, riboflavin, vitamin A, vitamin B12, thiamin and other nutrients. Milk products are lacking in vitamin C and iron. Although fresh milk may not be available, canned and powdered milks are often imported. Because of expense, these milks are frequently over diluted thus decreasing their nutritional value. Dilution with unclean water may lead to infection and illness.

F. Legumes Legumes, dried beans and peas are approximately 20% protein. Dry soybeans, with about 38% protein, are a noticeable exception. In general, protein quality is relatively poor; again, soybean is an exception. Legume proteins are low in the amino acid methionine but they provide lysine. Therefore, legumes and cereal grains are complementary proteins and, when eaten together, provide relatively high quality protein. Legumes also provide carbohydrate, iron, thiamin, niacin, zinc and fiber. They are lacking in vitamin C and vitamin A. Legumes, except soybeans, are relatively low in fat. Legumes are important sources of protein for world populations when animal products are expensive; not available or unacceptable.

III. Foods for Vitamins and Minerals

A. Leafy Vegetables In general, leafy vegetables are good sources of vitamin C, carotene, folic acid, calcium and iron. Indigenous dark green leafy vegetables such as the leaves of papaya, sweet potato and taro are usually richer in nutrients than introduced vegetables such as lettuce and cabbage.

B. Root Vegetables In addition to those discussed under Starchy Roots, turnips, carrots, yam bean, Chinese radishes and onions are also available in the Pacific and Southeast Asia. Carrots are valuable because of the carotene content.

C. Fruit-Bearing Vegetables Pumpkin and several varieties of squash are widely used. Those with yellow flesh are useful for their carotene content. Tomatoes are fairly widespread and provide some carotene and ascorbic acid. Other vegetables include bitter melon, okra and eggplant.

D. Seaweeds Several varieties of seaweed can be used. They are sources of iodine and flourine and some fresh seaweed contains vitamin C. Some seaweeds are thought to provide vitamin B12 due to the bacterial contamination.

E. Fruits Containing Vitamin C Many tropical fruits provide considerable amounts of vitamin C. These include oranges, lemons, lime, pineapple, soursoup, jack-fruit, pummelo, carambola and mulberry.

III. F. Fruits Containing Carotene In general, dark yellow fruits are good sources of carotene. In tropical areas, mango, papaya, and passion fruit are rich sources.

NUTRIENT CONTRIBUTION OF SELECTED FOOD GROUPS

Food Group	Major Nutrients	Alternate Sources of Nutrients
Meat, Fish Poultry	protein	Milk products, legumes, grains, nuts, seeds. (Complement poor quality proteins)
	iron	Legumes, grains, dark green vegetables(iron from these sources poorly absorbed, add ascorbic acid to increase absorption).
	Vitamin B12	Milk products, eggs, fortified soy milk, fortified yeast products, vitamin supplements.
	Zinc	Eggs, whole grain cereals, legumes
		(absorption may be poor from plant
		sources).
Milk Products	riboflavin	Meat products, green leafy vegetables, whole grain and enriched cereals.
	Vitamin D	Fish liver oil, fortified soy milk, vitamin supplements, adequate exposure to sun.
	calcium	Collard greens, kale, mustard greens, broccoli, lesser amounts in legumes and seeds.
	Protein, Vitamin B12	Listed above.
Cereal Products	fiber (whole grain)	Fresh fruits and vegetables, legumes.
	Carobhydrate	Fruits and vegetables, legumes, sucrose.
	thiamin	Legumes, meat, fish, poultry, milk products eggs.
	riboflavin	Listed above.
Fruits	ascorbic acid	Dark green vegetables, tomatoes, cabbage, lesser amounts in onions and potato.
	Carotene	Dark green and yellow vegetables; preformed vitamin A from milk products, egg yolk.
	fiber	Listed above.
Vegetables	carotene	Dark yellow fruit, sources of vitamin A. Listed above.
	ascorbic acid	Citrus fruits, berries, cantaloupe, mango.
	fiber	Listed above.