Sample Annotated Bibliography

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Sample Annotated Bibliography

Sample Annotated Bibliography

Wk 3 Discussion (Due in 1 day) Urgent/..Wk 3 Discussion (Required Assignment) Due in 1 day.docx

(Must be 4 Pages wriiten, in page count/Length Not included Title 1st Page)

Must be 100% Original Work Assignment must be follow Rubric Superior Criteria.

Plz read My Note, Important tips (Wrote on 2nd Page) and also sample paper attached.

Must be use attached Three Article

NOTE: I hv attached 3 Articles & include each Article have (3 para) three paragraph summary, Analysis and application to the study.

New Selected topic: Strategies Used by Agency Leaders to Safeguard Rosewood Trade (Annotated Bibliography must be write on related this topic & Apply)

MY Notes: (Must see sample paper)

Sample Annotated Bibliography attached so must be follow & minimum 3 pages required & three (3) peer-reviewed sources (no older than 5 years).

(4 Pages required )Must be include Abstract/Intro like in sample

Course: DDBA – Doctoral Study Mentoring

Selected topic: Strategies Used by Agency Leaders to Safeguard Rosewood Trade

Discussion 2: Annotated Bibliography

In each week of this course, you will research and select three (3) peer-reviewed, scholarly sources to develop an annotated bibliography that you can use in your Doctoral Study. You will need to take the three sources and synthesize the references into a single narrative annotated bibliography that compares/contrasts or supports your study. For example, you may develop three references that will fit into the Nature of the Study (or any other component) and then the synthesized version will help you in developing your Prospectus/Proposal. Please see this week’s Learning Resources for the Sample Annotated Bibliography Template, which you should use to complete your annotated bibliography.

By Day 3

Post your synthesized annotated bibliography narrative that includes an explanation of how these references relate to one or more components of your Doctoral Study and incorporates specific references to the Doctoral Study Rubric.

Refer to the Week 3 Discussion 2 Rubric for specific grading elements and criteria. Your Instructor will use this rubric to assess your work.

Important tips: Include each Article annotated bibliography have three paragraph summary, Analysis and applies to the study

Walden’s recommendations for formatting an AB includes three areas, typically formatted in three paragraphs: 

This first paragraph of the annotation summarizes the source. It outlines the main findings and primary methods of the study.

Summary: What did the author do? Why? What did he/she find?

This second paragraph of the annotation analyzes the source. It explains the benefits of the source but also the limitations.

Analysis: Was the author’s method sound? What information was missing? Is this a scholarly source?

This third paragraph of the annotation applies the source. It explains how the source’s ideas, research, and information can be applied to other contexts.

Application: Does this article apply to the literature? How would you be able to apply this method/study to your particular study? Is the article universal?

In general, annotated bibliographies should avoid referring to the first or second person (I, me, my, we, our, you, and us). Instead, students should aim to be objective and remove themselves from annotations. However, there may be some exceptions to this guideline. Check with your instructor if you are unsure about whether he/she will allow you to use “I” in your annotated bibliography.

Must be use Below Three Article for Annotated Bibliography & related intro & topic

Guadilla-Sáez, S., Pardo-de-Santayana, M., & Reyes-García, V. (2020). Forest Commons, traditional community ownership and ecological consequences: Insights from Spain. Forest Policy and Economics, 112, 102107. https://doi.org/10.1016/j.forpol.2020.102107

Handavu, F., Chirwa, P. W. C., & Syampungani, S. (2019). Socio-economic factors influencing land-use and land-cover changes in the miombo woodlands of the Copperbelt Province in Zambia. Forest Policy and Economics, 100, 75–94. https://doi.org/10.1016/j.forpol.2018.10.010

Tadesse, T., Teklay, G., Mulatu, D. W., Rannestad, M. M., Meresa, T. M., & Woldelibanos, D. (2022). Forest benefits and willingness to pay for sustainable forest management. Forest Policy and Economics, 138, 102721. https://doi.org/10.1016/j.forpol.2022.102721

(Guadilla-Sáez et al., 2020)

(Handavu et al., 2019)

(Tadesse et al., 2022)

Assignment must be follow Rubric Superior Criteria

Rubric Detail

	Superior	Excellent	Satisfactory	Marginal	Unsatisfactory	Not Submitted
Element 1: Annotated Bibliography (post and attach document)	6.6 (30%) Student posts and includes an attachment of his/her annotated bibliography which includes three peer-reviewed, scholarly sources that are thoroughly synthesized into a single, well-written narrative annotated bibliography that explicitly compares/contrasts or supports his/her study. A thorough and detailed explanation of how the sources relate to his/her study is evident.	6.27 (28.5%) Student posts and includes an attachment of his/her annotated bibliography which includes three peer-reviewed, scholarly sources that are thoroughly synthesized into a single, well-written narrative annotated bibliography that explicitly compares/contrasts or supports his/her study. A detailed explanation of how the sources relate to his/her study is evident. One or two minor details are missing or lack clarity.	5.61 (25.5%) Student posts and includes an attachment of his/her annotated bibliography which includes three peer-reviewed, scholarly sources that are synthesized into a single narrative annotated bibliography that explicitly compares/contrasts or supports his/her study. An explanation with some details of how the sources relate to his/her study is evident.	4.95 (22.5%) Student posts and includes an attachment of his/her annotated bibliography which includes three peer-reviewed, scholarly sources that are somewhat synthesized into a single narrative annotated bibliography that compares/contrasts or supports his/her study. A cursory statement of how the sources relate to his/her study is evident.	3.3 (15%) Does not meet minimal standards and/or is posted late.	0 (0%) Did not submit element.
Element 2: Follow-up Responses	8.8 (40%) On Day 5 and on Day 7, student’s responses fully contribute to the quality of interaction by offering constructive critique, suggestions, in-depth questions, and/or additional resources related to peers’ annotated bibliography. Student demonstrates active engagement with more than one peer on at least two days in the discussion forum (or with Instructor if there are no other peers/posts).	8.36 (38%) On Day 5 and on Day 7, student shares some constructive critique, suggestions, in-depth questions, and/or additional resources related to peers’ annotated bibliography, but more depth and/or clarity around ideas is needed. Student demonstrates active engagement with more than one peer on at least two days in the discussion forum (or with Instructor if there are no other peers/posts).	7.48 (34%) Student did not post on Day 5 and on Day 7, but he/she did engage with at least one peer (or with Instructor if there are no other peers/posts) during the week offering constructive feedback related to peers’ annotated bibliography.	6.6 (30%) Student posts to at least one peer (or with Instructor if there are no other peers/posts) but response is cursory and/or off topic.	4.4 (20%) Does not meet minimal standards and/or student posted late.	0 (0%) Did not submit element.
Element 3: Written Delivery Style & Grammar	3.3 (15%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are no spelling or grammar errors.	3.13 (14.25%) Student consistently follows APA writing style and basic rules of formal English grammar and written essay style. Student communicates in a cohesive, logical style. There are one or two minor errors in spelling or grammar.	2.81 (12.75%) Student mostly follows APA writing style and basic rules of formal English grammar and written essay style. Student mostly communicates in a cohesive, logical style. There are some errors in spelling or grammar.	2.48 (11.25%) Student does not follow APA writing style and basic rules of formal English grammar and written essay style and does not communicate in a cohesive, logical style.	1.65 (7.5%) Does not meet minimal standards.	0 (0%) Did not submit element.
Element 4: Formal and Appropriate Documentation of Evidence, Attribution of Ideas (APA Citations)	3.3 (15%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are no APA errors.	3.13 (14.25%) Student demonstrates full adherence to scholarly reference requirements and adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. There are one or two minor errors in APA style or format.	2.81 (12.75%) Student mostly adheres to scholarly reference requirements and/or mostly adheres to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Some errors in APA format and style are evident.	2.48 (11.25%) Student demonstrates weak or inconsistent adherence scholarly reference requirements and/or weak or inconsistent adherence to APA style with respect to source attribution, references, heading and subheading logic, table of contents and lists of charts, etc. Several errors in APA format and style are evident.	1.65 (7.5%) Does not meet minimal standards.	0 (0%) Did not submit element.

Wk 3 Discussion (Due in 1 day) Urgent/.Sample_Annotated_Bibliography.doc

PAGE

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Sample Annotated Bibliography

Student Name Here

Walden University

Sample Annotated Bibliography

Autism research continues to grapple with activities that best serve the purpose of fostering positive interpersonal relationships for children who struggle with autism. Children have benefited from therapy sessions that provide ongoing activities to aid autistic children’s ability to engage in healthy social interactions. However, less is known about how K–12 schools might implement programs for this group of individuals to provide additional opportunities for growth, or even if and how school programs would be of assistance in the end. There is a gap, then, in understanding the possibilities of implementing such programs in schools to foster the social and thus mental health of children with autism.

Annotated Bibliography

Kenny , M. C., Dinehart, L. H., & Winick, C. B. (2016). Child-centered play therapy for children with autism spectrum disorder. In A. A. Drewes & C. E. Schaefer (Eds.), Play therapy in middle childhood (pp. 103–147). Washington, DC: American Psychological Association.

In this chapter, Kenny, Dinehart, and Winick provided a case study of the treatment of a 10-year-old boy diagnosed with autism spectrum disorder (ADS). Kenny et al. described the rationale and theory behind the use of child-centered play therapy (CCPT) in the treatment of a child with ASD. Specifically, children with ADS often have sociobehavioral problems that can be improved when they have a safe therapy space for expressing themselves emotionally through play that assists in their interpersonal development. The authors outlined the progress made by the patient in addressing the social and communicative impairments associated with ASD. Additionally, the authors explained the role that parents have in implementing CCPT in the patient’s treatment. Their research on the success of CCPT used qualitative data collected by observing the patient in multiple therapy sessions .

CCPT follows research carried out by other theorists who have identified the role of play in supporting cognition and interpersonal relationships. This case study is relevant to the current conversation surrounding the emerging trend toward CCPT treatment in adolescents with ASD as it illustrates how CCPT can be successfully implemented in a therapeutic setting to improve the patient’s communication and socialization skills. However, Kenny et al. acknowledged that CCPT has limitations—children with ADS, who are not highly functioning and or are more severely emotionally underdeveloped, are likely not suited for this type of therapy .

Kenny et al.’s explanation of this treatments’s implementation is useful for professionals in the psychology field who work with adolescents with ASD. This piece is also useful to parents of adolescents with ASD, as it discusses the role that parents can play in successfully implementing the treatment. However, more information is needed to determine if this program would be suitable as part of a K–12 school program focused on the needs of children with ASD .

Stagmitti, K. (2016). Play therapy for school-age children with high-functioning autism. In A.A. Drewes and C. E. Schaefer (Eds.), Play therapy in middle cildhood (pp. 237–255). Washington, DC: American Psychological Association.

Stagmitti discussed how the Learn to Play program fosters the social and personal development of children who have high functioning autism. The program is designed as a series of play sessions carried out over time, each session aiming to help children with high functioning autism learn to engage in complex play activities with their therapist and on their own. The program is beneficial for children who are 1- to 8-years old if they are already communicating with others both nonverbally and verbally. Through this program, the therapist works with autistic children by initiating play activities, helping children direct their attention to the activity, eventually helping them begin to initiate play on their own by moving past the play narrative created by the therapist and adding new, logical steps in the play scenario themselves. The underlying rationale for the program is that there is a link between the ability of children with autism to create imaginary play scenarios that are increasingly more complex and the development of emotional well-being and social skills in these children. Study results from the program have shown that the program is successful: Children have developed personal and social skills of several increment levels in a short time. While Stagmitti provided evidence that the Learn to Play program was successful, she also acknowledged that more research was needed to fully understand the long-term benefits of the program.

Stagmitti offered an insightful overview of the program; however, her discussion was focused on children identified as having high-functioning autism, and, therefore, it is not clear if and how this program works for those not identified as high-functioning. Additionally, Stagmitti noted that the program is already initiated in some schools but did not provide discussion on whether there were differences or similarities in the success of this program in that setting.

Although Stagmitti’s overview of the Learn to Play program was helpful for understanding the possibility for this program to be a supplementary addition in the K–12 school system, more research is needed to understand exactly how the program might be implemented, the benefits of implementation, and the drawbacks. Without this additional information, it would be difficult for a researcher to use Stigmitti’s research as a basis for changes in other programs. However, it does provide useful context and ideas that researchers can use to develop additional research programs.

Wimpory, D. C., & Nash, S. (1999). Musical interaction therapy–Therapeutic play for children with autism. Child Language and Teaching Therapy, 15(1), 17–28. doi:10.1037/14776-014

Wimpory and Nash provided a case study for implementing music interaction therapy as part of play therapy aimed at cultivating communication skills in infants with ASD. The researchers based their argument on films taken of play-based therapy sessions that introduced music interaction therapy. To assess the success of music play, Wimpory and Nash filmed the follow-up play-based interaction between the parent and the child. The follow-up interactions revealed that 20 months after the introduction of music play, the patient developed prolonged playful interaction with both the psychologist and the parent. The follow-up films also revealed that children initiated spontaneously pretend play during these later sessions. After the introduction of music, the patient began to develop appropriate language skills.

Since the publication date for this case study is 1999, the results are dated. Although this technique is useful, emerging research in the field has undoubtedly changed in the time since the article was published. Wimpory and Nash wrote this article for a specific audience, including psychologists and researchers working with infants diagnosed with ASD. This focus also means that other researchers beyond these fields may not find the researcher’s findings applicable.

This research is useful to those looking for background information on the implementation of music into play-based therapy in infants with ASD. Wimpory and Nash presented a basis for this technique and outlined its initial development. Thus, this case study can be useful in further trials when paired with more recent research.

�The format of an annotated bibliography can change depending on the assignment and instructor preference, but the typical format for an annotated bibliography in academic writing is a list of reference entries with each entry followed by an annotation (hence the name, “annotated bibliography”).

However, APA does not have specific rules or guidelines for annotated bibliographies, so be sure to ask your instructor for any course-specific requirements that may vary from the general format.

�An introduction is a helpful addition to your annotated bibliography to tell your reader (a) your topic and focus for your research and (b) the general context of your topic.

Although your assignment instructions may not explicitly ask for an introduction, your instructor might expect you to include one. If you are not sure, be sure to ask your instructor.

�Use a Level 1 heading titled “Annotated Bibliography” or any other wording your instructor has given you to indicate to your reader that the annotations will go next and separate this section from the introduction paragraph above.

�Format your reference entries per APA, as well as follow APA style when writing your paragraphs. However, as mentioned above, this is the extent of the formatting requirements APA has for annotated bibliographies.

The content of the paragraphs and how many paragraphs you include in each annotation follows academic writing conventions, your assignment guidelines, and your instructor preferences.

�This first paragraph of the annotation summarizes the source. It outlines the main findings and primary methods of the study.

�This second paragraph of the annotation analyzes the source. It explains the benefits of the source but also the limitations.

�This third paragraph of the annotation applies the source. It explains how the source’s ideas, research, and information can be applied to other contexts.

In general, annotated bibliographies should avoid referring to the first or second person (I, me, my, we, our, you, and us). Instead, students should aim to be objective and remove themselves from annotations. However, there may be some exceptions to this guideline. Check with your instructor if you are unsure about whether he/she will allow you to use “I” in your annotated bibliography.

Wk 3 Discussion (Due in 1 day) Urgent/Forest benefits and willingness to pay.pdf

Forest Policy and Economics 138 (2022) 102721

Available online 17 March 2022 1389-9341/© 2022 Elsevier B.V. All rights reserved.

Forest benefits and willingness to pay for sustainable forest management

Tewodros Tadesse a, *, Gebreegziabher Teklay b, Dawit W. Mulatu c, d, Meley Mekonen Rannestad e, Tigabu Molla Meresa f, Dawit Woldelibanos g

a Department of Agricultural and Resource Economics, Mekelle University, P.o.Box 231, Mekelle, Tigray, Ethiopia b Tigray Bureau of Water Resources, P.o.Box 520, Mekelle, Tigray, Ethiopia c Environment and Climate Research Center (ECRC), Policy Studies Institute (PSI), P.o.Box 2479, Addis Ababa, Ethiopia d Environment, Natural Resources and the Blue Economy Global Practice, World Bank: Africa Region, Addis Ababa, Ethiopia e Faculty of Environmental Sciences and Natural Resource Management, Norwegian University of Life Sciences (NMBU), Ås, Norway f Department of Economics, Woldia University, P.o.Box 400, Woldia, Ethiopia. g Relief Society of Tigray (REST), P.o.Box 361, Mekelle, Tigray, Ethiopia

A R T I C L E I N F O

Keywords: Forest management Preference Willingness to pay Mixed logit Tigray Ethiopia

A B S T R A C T

The Desa’a forest in Tigray is a national forest priority area managed by the government. Government authorities grant access to local communities as the forest is the source of income for many households. To allow the forest provide such economic needs and ecological functions, its sustainability needs to be ensured. We studied the effect of a demand-relevant economic attribute and two policy–relevant ecological attributes to examine pref- erence for alternative forest management mechanisms. We find positive preference for the supply of forest products and soil and water conservation. Marginal WTP is higher for the most sustainable levels, indicating households’ preference to forest management mechanisms that ensure supply of forest products for longer pe- riods and significantly reduce soil erosion and water loss. On the other hand, observed heterogeneity implies differences in preferences and tradeoffs between economic benefits (forest products) and ecological improve- ments (soil and water conservation). Overall, the positive preference for these important attributes emanates both from realizations of economic benefits and ecological services from the forest, suggesting the importance of incorporating such competing preferences (interests and needs) in forest management plans.

1. Introduction

Forest products constitute important sources of income for local communities in many developing countries (Gordillo et al., 2019; Kazungu et al., 2020). In this regard, different studies report forest- based benefits both from private woodlots and public forests make up between 12% and54% of rural household income (Tesfaye et al., 2011; Kazungu et al., 2020; Tadesse et al., 2021), indicating the importance of income from forest resources. Given this important role, it is argued that the sustainable management of forests is closely linked with the direct (Kazungu et al., 2020) and indirect benefits (Bamwesigye et al., 2020) local communities obtain from forests. These direct and indirect benefits in turn govern communities’ preference for sustainable forests man- agement mechanisms, which in turn are influenced by preferences for forest access and accessibility that define local communities’ livelihood (Gordillo et al., 2019). However, other factors including ownership feelings as well as inclusive and participatory decision-making related to

access and accessibility also influence preferences for alternative forest management mechanisms.

Local communities’ sense of ownership, participation in decision- making and benefits they obtain from forests are important to sustain- able forest management. In many developing countries where rural communities depend on forests for livelihood, alternative forest gover- nance structures that consider farmers’ attitudes, sense of ownership, participation and benefits have been implemented. Among these forest governance structures are community-based forest management (Takahashi and Todo, 2012), farmer-managed natural regeneration (Haglund et al., 2011; Weston et al., 2015) and state-led participatory forest management (Giday, 2013). All these forest governance structures may not be practically implemented in such forestlands as the Desa’a forest in Tigray (north-east Ethiopia), which is designated as a National Forest Priority Area (NFPA) and owned and mainly managed by the state. Coupled with the weak management of the Desa’a forest (Giday, 2013), effective implementation of any forest governance mechanisms

* Corresponding author at: Department of Agricultural and Resource Economics, Mekelle University, P.o.Box 231, Mekelle, Ethiopia. E-mail address: tewodros.tadesse@mu.edu.et (T. Tadesse).

Contents lists available at ScienceDirect

Forest Policy and Economics

journal homepage: www.elsevier.com/locate/forpol

https://doi.org/10.1016/j.forpol.2022.102721 Received 17 April 2021; Received in revised form 4 March 2022; Accepted 5 March 2022

mailto:tewodros.tadesse@mu.edu.et

www.sciencedirect.com/science/journal/13899341

https://www.elsevier.com/locate/forpol

https://doi.org/10.1016/j.forpol.2022.102721

https://doi.org/10.1016/j.forpol.2022.102721

https://doi.org/10.1016/j.forpol.2022.102721

http://crossmark.crossref.org/dialog/?doi=10.1016/j.forpol.2022.102721&domain=pdf

Forest Policy and Economics 138 (2022) 102721

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that do not account for local communities’ sense of ownership and economic needs may not materialize (Gordillo et al., 2019; Woldie and Tadesse, 2019). In such cases where the state has full control over ownership and enforcement in the use of forest resources, policy mechanisms that involve local communities at different stages of decision-making can contribute not only to sustainable forest manage- ment but also sustaining forest-based benefits to local communities (Tesfaye et al., 2011).

Crucially therefore, whatever forest management governance struc- tures are put in place, they need to balance direct economic needs of local communities with ecological sustainability1 for effective and sus- tainable forest management (Giergiczny et al., 2015). In this regard, Tadesse et al. (2021) report that local communities would be willing to engage in forest conservation programs if direct economic needs are integrated into forest management plans. For integrating local com- munities’ economic needs into forest management plans, there is a need to capture and understand the economic value local communities place on and preference for alternative forest management mechanisms. The Desa’a forest in north-east Ethiopia is owned and managed by the state and protected from encroachment (albeit weakly), with local commu- nities participating in decision-making related to selective and restricted access to the forest. In the process, both parties work to ensure balance between meeting ecological conditions and economic needs. For effec- tive and sustainable management of forests and their resources there- fore, tradeoffs that local forest communities make among ecological

conditions and economic interests are important. With this in the hindsight, this paper reports results on how forest-

based benefits influence preferences for (more) sustainable forest man- agement attributes (characteristics).Based on this, we contribute to the literature in two ways. On the one hand, we consider a demand and policy-relevant attribute (described as forest products) that accounts for the economic needs of local communities from the forest. Then, we consider two other demand and policy-relevant ecological attributes (soil and water conservation and absorption of heat wave) that reflect ecological functions local communities put value on. Considering such contrasting attributes that reflect competing interests(economic needs versus ecological functions) helps explore the tradeoffs forest commu- nities make between forest-based benefits (economic needs) and envi- ronmental amenities (ecological services), which influence preferences for forest management mechanisms. Based on this, choices elicited through discrete choice experiment were analyzed using mixed logit model to explore preferences and estimate WTP for alternative forest management attributes.

2. Desa’a state forest, study areas and sample data

Desa’a forest, located in north-east Tigray (Ethiopia), is designated as a National Forest Priority Area (Gebreegziabher, 1999), meaning the state has full control over ownership and enforcement over its man- agement. Geographically, it is situated between 13◦ 20′ and 14◦ 10′ North latitude and 39◦ 32′ and 39◦ 55′ East longitude (Fig. 1), along the western escarpment of the Great Rift Valley facing the Afar depression. Estimates show that the forest covers an area of about 41,000 ha (Seb- hatleab, 2012; Giday, 2013). The forest lies on the border of two regional states of Ethiopia: Tigray Regional State and the Afar Regional

Fig. 1. Location map of the Desa’a forest and study communities.

1 Local communities make tradeoffs between provisioning ecosystem services (direct economic needs) such as firewood, grass, wild fruits, etc. and supporting or regulating ecosystem services such as soil and water conservation and micro- climate regulation (ecological benefits).

T. Tadesse et al.

Forest Policy and Economics 138 (2022) 102721

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State. However, considerable part of the forestland lies within Tigray Regional State (Gebreegziabher, 1999). Due to its role in defining live- lihood of local communities, the forest has over a long period been exposed to various sorts of pressures including deforestation, expansion of agricultural land into the forest and overgrazing (Gebreegziabher, 1999; Tesfay, 2008; Giday, 2013).

For studying the benefit from the forest and preference for the sus- tainable management attributes, local communities around the forest- land were considered. To consider representative communities and final set of sample households, multistage sampling procedure was used. In the first stage, three woredas,2 namely Atsbi–Womberta and Enderta (from Tigray Regional State) and Berahle (from Afar Regional State) were purposively selected as the forest lies within their administrative boundaries and are immediate stakeholders of the forest. Following this, discussions with woreda agricultural office leaders and experts as well as members of the local communities were made to select the communities. Based on the discussions, seven relevant tabias were randomly selected. Following this, roster of household population was obtained from local administrations of each tabia, which was used as sampling frame to select the final sample of households randomly. In the end, a sample of 240 households was selected from the tabias based on probability to proportional size (PPS) (Krzanowski, 2007). The sample size is about 10.7% of the total household population of the study communities. The final set of sample households was distributed across four blocks (where each block constituted 60 sample households) for conducting the choice experiment. We present additional description about this in subsection 3.1 and section A.1 in the appendix.

3. Preference for forest management mechanisms

3.1. Attributes of forest management

We start by hypothesizing that benefits communities obtain from forests represent key factors in determining farmers’ preferences for the sustainable management of forests. Our argument is for people to be willing to commit to sustainable forest management, their needs and priorities shall be considered. As documented in the literature (Tesfaye et al., 2011; Kazungu et al., 2020; Tadesse et al., 2021), local commu- nities earn significant part of their income from forests. To insure sus- tainable forest management, such economic needs and priorities of local communities shall be reflected in choice experiment designs. In this regard, the most important (prioritized) need is forest products that make up an important share of the income of local communities. The overall benefit local communities obtain from forests could thus influ- ence their preference for sustainable management mechanisms. For examining preferences, an attribute–access to forest products– that cap- tures economic needs was used in addition to two other policy and de- mand relevant ecological attributes–soil and water conservation, and protection from heat waves. These set of attributes were selected based detail discussions with forest experts (scholars), stakeholder focus groups (farmers, policy and local forest management bodies) and reference to relevant literature.

The supply of forest products attribute was measured by the number of years that the forest will continue to supply forest products to local communities. In consultation with experts, community elders and members, we needed to come up with an estimate of the number of years that the forest will continue to supply local communities with products. For this, we needed to know what had happened to Desa’a forest cover in the past and what may happen in the future. According to Gebreeg- ziabher (1999), as a result of a host of extractive activities, dating from pre-colonial times and compounded by high population growth, the size

of the forest has been shrinking rapidly in the last century. The original forest cover of Desa’a during demarcation was estimated to be 120,000 ha (BoANR, 1997). But because of many internal and external factors, Desa’a forest cover has been severely diminishing in the last four de- cades alone, and the forest cover currently is estimated to be about 41,000 ha (Sebhatleab, 2012; Giday, 2013). From this evidence, it can be deduced that the forest cover has been diminishing at a rate of 20,000 ha per decade. This in turn would mean that access to forest products is correlated with the rate of deforestation. Stated otherwise, the forest would continue to supply products as long as its core integrity

Table 1 Description of attributes and attribute levels.

Attributes Description of attributes Levels

Supply of forest products

Sample Annotated Bibliography