Search

This handbook for Peace Corps agricultural programmers, trainers, and volunteers is designed to aid them in identifying storage problems and devising solutions to them. Part 1 covers grain storage project programming. Information provided for the volunteers involved in grain storage projects includes project goals and objectives as well as methods to assess local government interest and to investigate local storate conditions. Development of a strategy for volunteer involvement in postharvest project activities is discussed. The determination of program support needs and integration of storage project activities with rural development efforts are also considered. Local and international programming and training resources are suggested. Part 2 includes 11 training subject areas for use in storage program training sessions or in volunteer self-instruction. They are: grain and grain storage in the world food supply, movement of grain from harvest to consumer, physical properties of grain, moisture and its measurement, factors that threaten good preservation of grain, grain drying, insects and control, rodents and control, recognition of storage problems, design and field testing of improved storage technologies, and extension of improved storage technologies. For each area this information is provided: major subject areas, training objectives, suggested resources, suggested training exercises, and informative material. A project report is appended. (YLB)

Designed as a working and teaching tool for development workers in their field activities, this manual combines in one volume the basic principles of grain storage and the practical solutions currently being used and tested around the world to combat grain storage problems. Each of six sections begins with informative material on the topic to be discussed and provides other types of materials with suggestions for their use. The sections cover the grain storage problem; grain as a living thing; grain, moisture, and air; preparing grain for storage; grain dryer models; enemies of stored grain (insects and rodents); and storage methods. Materials may be used to lead discussions with farmers and village leaders. Suggestions are given for demonstrations and experiments to illustrate grain storage principles to farmers. Some material is prepared in the form of illustrated leaflets for use directly with a farmer or for adaptation as needed. Some construction plans are fully illustrated for farmer use. Others are written and can be translated. Material useful for small-scale farmers is simplified and prepared in checklist or handout form. Appendixes include examples of different ways to present grain storage information from Asia, Africa, and South America; information on moisture meters; material on use of insecticides; waterproofing methods; and a bibliography. (YLB)

A resource book for grades 6-8 contains materials to enrich a unit on South Asia. Material is divided into 13 sections. Sections 1-4 outline the rationale, goals, and objectives of the unit. Emphasis is placed on providing background for the understanding of South Asian cultural groups in the United States. Ten objectives are listed, including the ability to identify and describe the major religions of the region, ability to locate and identify the countries and major geographical features of the area, ability to relate South Asia's independence movements to that of the United States, and ability to summarize the role of Gandhi in India's independence movement. Section 5 contains activities to introduce the people, geography, and history of South Asia. The remaining sections (6-13) consist of lesson plans tagged to each of the 10 overall objectives outlined in section 4. Examples of activities are vocabulary development, map and chart interpretation, comparative analysis, and research. Each lesson includes listings for subject area, grade level, procedures, materials, a major activity, and evaluation procedures. Readings and pictorials excerpted from a variety of sources are included. (LP)

A resource book for primary grade teachers contains materials for a unit on South Asia. Material is divided into 10 sections. Sections 1-4 outline the rationale, goals, and objectives of the unit. Emphasis is on providing background for the understanding of family and social units of the South Asian cultural groups in the United States. Five objectives are listed, including the ability to identify the countries of the region, the ability to discuss aspects of South Asian dress and housing, and the ability to identify basic family organization of South Asian ethnic groups. Section 5 contains an activity to introduce students to family and community organization in South Asia. The remaining sections (6-10) contain lesson plans tagged to each of the five objectives listed in section 4. Activities covered in the lessons include map study, language study, Hindi writing, reading exercises, and cooking. Each lesson outlines objectives, grade level, materials, procedures, and evaluation methods. Readings and pictorials excerpted from a variety of sources are included. (LP)

Suitable for use in middle school classes, this interdisciplinary resource book on the culture of Appalachia is divided into 15 units. Topics covered are: stereotyping, values, geography, coal, people, family, housing, biographies, literature, music, crafts, dance, religion, wisdom, and change. Through a variety of learning activities and instructional materials, students compare the values held by Appalachian people to mainstream American values, explore stereotypes about Appalachia in popular literature, develop map skills, complete puzzles, analyze literature and music, examine different types of architecture, and write stories. Each unit contains a lesson plan detailing goals, objectives, materials, and procedures. (LP)

Designed for use in Michigan schools, this K-2 social studies unit examines aspects of African and Black American life. Material is divided into 11 sections. Sections 1 and 2 provide rationale, project overview, and an introduction to the unit. Section 3 outlines the five content and skill goals of the program: to learn the location of Ghana, Nigeria, and Michigan; to learn about the structures of families in these 3 areas; to learn about housing, education, and community life in these areas; to learn greetings and some basic words in a West African language; and to listen and respond creatively to African music. Section 4 outlines the specific learning objectives associated with each of these five goals. Section 5 contains a variety of introductory activities focusing on students' identification of their own families and community. The remaining sections consist of activities for each of the previously stated goals. For each activity, objectives, materials, procedure, and evaluation methods are described. Readings and illustrations are provided where applicable. Examples of activities are studying maps, drawing pictures of family and homes, examining pictures of different types of typical West African dress, reading and discussing stories about African families and foods, practicing African languages, dancing, and listening to music. The unit can easily be adapted for use in other states. (LP)