Wk 6 Discussion (Due in 1 day) Urgent/..Wk 6 Discussion (Required Assignment) Due in 1 day.docx
Required Annotated Bibliography (3-4 Pages) & it’s response (1 Paragraph for student post)
(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 6 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
Blattert, C., Eyvindson, K., Hartikainen, M., Burgas, D., Potterf, M., Lukkarinen, J., Snäll, T., Toraño-Caicoya, A., & Mönkkönen, M. (2022). Sectoral policies cause incoherence in forest management and Ecosystem Service provisioning. Forest Policy and Economics, 136, 102689. https://doi.org/10.1016/j.forpol.2022.102689
Ros-Tonen, M. A. F., Insaidoo, T. F. G., & Acheampong, E. (2013). Promising start, Bleak outlook: The role of Ghana’s modified Taungya system as a social safeguard in timber legality processes. Forest Policy and Economics, 32, 57–67. https://doi.org/10.1016/j.forpol.2012.11.011
Takahashi, R., & Todo, Y. (2012). Impact of community-based forest management on Forest Protection: Evidence from an aid-funded project in Ethiopia. Environmental Management, 50(3), 396–404. https://doi.org/10.1007/s00267-012-9887-5
(Blattert et al., 2022)
(Ros-Tonen et al., 2013)
(Takahashi & Todo, 2012)
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 6 Discussion (Due in 1 day) Urgent/.Sample_Annotated_Bibliography.doc
PAGE
1
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 6 Discussion (Due in 1 day) Urgent/Impact of Community-Based Forest Management on Forest.pdf
See discussions, stats, and author profiles for this publication at: https://www.researchgate.net/publication/228071161
Impact of Community-Based Forest Management on Forest Protection:
Evidence from an Aid-Funded Project in Ethiopia
Article in Environmental Management · June 2012
DOI: 10.1007/s00267-012-9887-5 · Source: PubMed
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Impact of Community-Based Forest Management on Forest Protection: Evidence from an Aid-Funded Project in Ethiopia
Ryo Takahashi • Yasuyuki Todo
Received: 13 September 2011 / Accepted: 20 May 2012 / Published online: 27 June 2012
� Springer Science+Business Media, LLC 2012
Abstract Many African countries have adopted com-
munity-based forest management (CBFM) to prevent
deforestation. However, empirical studies have not reached
a consensus on the effectiveness of CBFM. The purpose of
this study is to examine the impact of the establishment of
participatory forest management associations in Ethiopia.
We used remote sensing data to gauge the change in forest
area and employed a two-stage least squares model to
correct for possible biases. The results indicate that the
forest area managed by forest associations declines more in
the year of establishment than forest areas with no asso-
ciation. This finding suggests that villagers may engage in
‘‘last-minute’’ logging. However, 1 year after the estab-
lishment of the forest associations, the forest area of the
associations increased substantially, most likely because
the associations monitor illegal logging, enabling the
regeneration of open areas within the registered forest area.
On average, the forest area of the forest associations
increased by 1.5 % in the first 2 years, whereas forest areas
not managed as part of an association declined by 3.3 %.
The cumulative impact over 2 years yields a net increase in
the rate of change of 4.8 %. These results demonstrate that
it is important to improve the monitoring of forest areas
during the initial establishment of participatory forest
management associations to maximize the effects of asso-
ciation establishment.
Keywords Impact evaluation � Remote sensing � Forest protection � Community-based forest management � Ethiopia
Introduction
The deforestation of tropical forests is a widespread
problem in less developed countries, including those in
Sub-Saharan Africa (Achard and others 2002). For exam-
ple, 35 % of the total land area of Ethiopia was covered by
forest in the early twentieth century, but by the early 1950s,
forest cover had drastically declined to 16 % (Ethiopian
Forestry Action Programme 1994, cited in Urgessa 2003).
This decline has continued in recent years, with the total
forest cover falling from 13.8 % in 1990 to 12.7 % in 2005
(United Nations Statistical Division 2010).
Among the many factors driving deforestation, agricul-
tural expansion due to poorly defined land ownership and
land-use rights are the most common in Sub-Saharan
Africa (Geist and Lambin 2002). To prevent deforestation,
African countries have recently promoted community-
based forest management (CBFM) rather than centralized
forest management (Ribot and others 2010) in response to
studies showing that local communities manage resources
more sustainably than government agencies (Agrawal and
Yadama 1997; Ostrom 1999; Adams and others 2003).
This effectiveness of local management is more likely in
less developed countries, where most local societies are
based on trust and cooperation among members of a
community, leading to the monitoring and punishment of
irresponsible users (Pretty and Ward 2001; Hayami and
Godo 2005; Tole 2010).
A large number of empirical studies have found evi-
dence of the effectiveness of CBFM on forest conservation
(Edmonds 2002; Somanathan and others 2005; Dalle and
others 2006; Matta and Alavalapati 2006; Ellis and Porter-
Bolland 2008; Lund and Treue 2008). In contrast, a
research study conducted by Kijima and others (2000)
found that private ownership was a more efficient way of
R. Takahashi (&) � Y. Todo Department of International Studies, University of Tokyo,
5-1-5 Kashiwanoha, Kashiwa, Chiba 277-8563, Japan
e-mail: ggt000@hotmail.com
123
Environmental Management (2012) 50:396–404
DOI 10.1007/s00267-012-9887-5
managing forests than common ownership. Thus, there is a
lack of consensus in the literature. Moreover, these studies
focused only on the post-implementation effects, and the
effects during the process of CBFM implementation were
overlooked. Alemagi (2010) noted that the establishment of
community-based procedures is considerably time con-
suming; for example, this process took an average of
approximately 18 months in Cameroon and 18–24 months
in Canada. Such intervals may influence the behavior of
residents in the community, thereby affecting the rate of
change in forest area.
The objective of this study, therefore, is to quantify the
impact of CBFM on forest protection as well as the effect
of CBFM during the process of its implementation. As a
case study, we use Ethiopia, where deforestation is severe,
because most of the existing studies on deforestation in less
developed countries target Asia or South America, and the
data for Africa is insufficient. The form of community-
based forest management analyzed is forest associations,
which have grown to number over 100 in Ethiopia.
In 2007, the Participatory Forest Management Project
(hereafter, ‘‘the project’’) was implemented in the Belete–
Gera Regional Forest Priority Area (RFPA), located in the
southwest of Ethiopia, by the Japan International Cooper-
ation Agency (JICA), a Japanese foreign aid agency that
establishes participatory forest management associations
(hereafter, ‘‘forest associations’’). Forest associations were
established at the sub-village level, the lowest level of
residence, to identify the border between forest and
homestead/farmland and to prevent logging in the forest
area. After establishment, the forest associations are tasked
with managing the registered forest area.
Description of the Project
The project targets the RFPA located in the Gera District and
the Shabe Sombo District in the Oromia Region (Fig. 1).
In 2007, the project began establishing participatory for-
est management associations (‘‘WaBuB’’ in the local lan-
guage) at the sub-village level to undertake forest protection
in the RFPA, together with income-generation activities,
such as farmer field schools and coffee certification (Ta-
kahashi and Todo 2011; Todo and Takahashi 2011). Table 1
shows the number of forest management associations
established by year. Preparation for the establishment of an
association usually takes 1 year, beginning in October and
ending around August or September in the following year.
Before the implementation of the project, the decision to
extract wood from the forest and expand farming or grazing
land into the forest area was left to the individual judgment of
the villagers. However, once a forest management associa-
tion is established, the border between homestead/farmland
and forest is clearly identified and marked with paint by
association members; using the registered forest area for
activities such as expanding farmland, extracting wood, or
planting trees is strictly prohibited, except in the case of
necessary thinning. Members of the associations regularly
monitor and evaluate the conditions of the forest. When they
find open spaces in the registered forest area, the forest
Fig. 1 The Belete–Gera Regional Priority Area. The participatory forest management associations (‘‘WaBuB’’ in the local language) were established at the sub-village level, which is shown in yellow. The background image is a false-color image of Landsat 5 imagery taken in January 2001. Active vegetation appears red-pink, bare soil and fallow fields are green, and urban structures are bluish-white
Environmental Management (2012) 50:396–404 397
123
association holds a meeting to plan for the care of these
spaces and prevent the degradation of the forest. In addition,
forest associations plant trees along the boundary of the
forest area to demarcate the boundary and distinguish the
forest area from areas of agroforestry.
Data
To estimate the forest area at the sub-village level, we use
data from satellite images of Landsat 7 with a resolution of
30 m. Landsat images from path/row 170/55 for January in
the following 5 years were used for our analysis: 2006,
2007, 2008, 2009, and 2010. Because the image for 2008
was affected by cloud cover, we build a composite image
using data from December 2007.
To distinguish between forest areas and non-forest areas,
we utilize the Normalized Difference Vegetation Index
(NDVI), a measure of vegetation commonly used in remote
sensing studies, such as those by Tucker and others (1985),
Davenport and Nicholson (1993), and Tucker and others
(2001). The NDVI takes values of between -1.0 and 1.0
and increases with the degree of vegetation biomass
(Jensen 1996). Following Southworth and others (2004), we
determined a threshold value of the NDVI for forest areas
based on information from satellite images and fieldwork.
We conducted ground truthing to collect locational data for
17 points at boundaries between forest and non-forest areas
that were in place during the study period (according to
interviews with several local residents) and chose the point
with the highest NDVI value for each year as the threshold
value for forest areas. Forest areas are defined as areas that
function as forest either physically or socially for local
communities (Southworth and Tucker 2001). Non-forest
areas include agricultural lands, fallow fields, rangelands,
cleared areas, bare soil areas, and urban areas.
Although this methodology has been used in previous
studies, such as those by Southworth and others (2004) and
White and Nemani (2006), there may be some errors in
estimating the NDVI threshold value, and these errors may
lead to errors in the rate of change in forest area. However,
because the same error would affect any locational unit
within the same year, the rate of change in the forest area for
sub-villages with and without a forest association would be
over- or underestimated to the same extent. Therefore, the
possible error in the estimation of forest area from satellite
images does not lead to a bias in the estimation of the impact
of forest associations on the rate of change in forest area.
The boundaries of the registered forest areas were recor-
ded by with a global positioning system (GPS) device. The
total number of forest associations and the average and total
area are provided in Table 2. The total area brought under the
management of forest associations between 2007 and 2009
(a total of 92 forest associations) was approximately
60,000 ha. A comparison of the environmental characteris-
tics of the Gera and Belete Forest Areas is listed in Table 3.
The forest area decreased by an average of approximately
1.7 % annually between 1995 and 2006 in the areas studied.
Empirical Framework
This section provides an overview of the empirical frame-
work employed in this study. First, to control for time-
invariant unobservable characteristics, we use the difference
in the rate of change in forest area as a dependent variable.
Second, we apply a two-stage least squares (2SLS) model to
control for possible biases and estimate the impact of the
establishment of the forest associations on the rate of change
in forest area. The estimation equation is specified as follows:
log yit � log yit�1 ¼a þ b1EST0it�1 þ b2EST 1 it�1
þ b3EST 2 it�1 þ b4PERI
07 it�1
þ b5PERI08it�1 þ b6Xit þ eit; ð1Þ
where yit is the forest area of sub-village i in year t; there-
fore, log yit – log yit-1 indicates the rate of change in forest
area of sub-village i between the years t and t – 1. To
Table 1 The establishment of forest management associations
Total number
of sub-villages
in RFPA
Number of associations established
in
2007 2008 2009 2010
Gera Forest 80 2 19 35 24
Belete Forest 45 1 13 22 9
Total 125 3 32 57 33
Table 2 Summary statistics of the area under management by
forest associations by year of
establishment
Number of
forest associations
Area (ha)
Mean SD Median Min. Max. Total area
Established in 2007 3 2,814 3,762 977 323 7,141 8,442
Established in 2008 32 671 738 421 57 2,782 21,468
Established in 2009 57 549 617 338 20 2,932 31,272
Total 92 665 944 378 20 7,141 61,182
398 Environmental Management (2012) 50:396–404
123
examine the impact of the establishment of forest associa-
tions and the effect of their establishment, we create three
dummy variables at three different points in time. EST0it�1 takes a value of 1 if sub-village i was in the process of
establishing a forest association in year t – 1. EST1it�1 and
EST2it�1 take a value of 1 if sub-village i has had a forest
association for 1 or 2 years, respectively, in year t – 1.
We also include the dummy variables PER107it�1 and
PER108it�1; which take a value of 1 if sub-village i is located
next to an area where a forest association was established
in 2007 and 2008, respectively. Some previous studies
found that the establishment of forest associations induces
deforestation in the surrounding forest area (Chakraborty
2001; Ostrom and Nagendra 2006; Balooni and others
2007). These dummy variables would capture such a neg-
ative leakage effect if the establishment of forest associa-
tions causes deforestation in the surrounding forest area.
We refer to the previous studies and employ environ-
mental variables for the estimation (Cropper and Griffiths
1994; Chen and others 1999; Cropper and others 1999; Zhang
and others 2005). Xit denotes the environmental factors of
sub-village i during the observation period and includes the
following: the number of households in the sub-village, the
average slope, and the proportion of acrisol present.
The independent variables EST0it�1; EST 1 it�1; and EST
2 it�1
in Eq. (1) are endogenous because they are correlated with
eit; as a result, we take two steps to reduce endogeneity, as suggested in Duflo and Pande (2007).
First, we use a multinomial logistic model to identify the
determinants of the establishment of forest associations:
ProbðESTi ¼ jÞ¼ expðc0jZi þ d
0 jXiÞ
1 þ P2
j¼1 expðc0jZi þ d
0 jXiÞ
; ð2Þ
where ESTi represents the year of establishment in sub-
village i: 2007 (j = 2), 2008 (j = 1), or 2009 (j = 0). We
assume c 0 0 ¼ 0 and d
0
0 ¼ 0 for normalization.
Zi represents variables that determine the selection of
sub-villages for forest associations but do not determine the
change in forest area, including the distance to the closest
project office (the project has two offices: in Jimma City
and Gera District), the deforestation rate between 1995 and
2006, and the dummy variable for Gera District.
Second, to reduce biases due to endogeneity, we cal-
culate the predicted probability of the establishment of
forest associations for each year from Eq. (2) and employ
the predicted probability as instruments for a 2SLS model
of Eq. (1). The predicted probabilities of the establishment
of associations are closely related to the dummies for the
actual establishment, but they are controlled by a nonlinear
function of geographic variables. Therefore, the predicted
probabilities are most likely to be unrelated to the error
term in Eq. (1) and are able to serve as instruments to
estimate impact of the forest associations.
Estimation Results
The estimation results from the multinomial logistic model
are presented in Table 4, with columns 1 and 2 showing the
results for forest associations established in 2007 and 2008,
respectively. As expected, the distance to the closest pro-
ject office has a negative and significant effect on the
establishment of forest associations in 2008, implying that
being closer to a project office increases the likelihood of
early selection. In contrast, the result for this variable is
insignificant for 2007; however, this finding may be an
effect of the small number of observations; that is, only
three forest associations were established in 2007. The size
of a sub-village as indicated by the number of households
has a significant positive impact on a sub-village being
selected in 2007 but not in 2008, indicating that forest
associations were established in larger sub-villages earlier
in the implementation of the project. Finally, in 2008, the
deforestation rate between 1995 and 2006 had a weakly
Table 3 Summary statistics of the environmental characteristics of Gera and Belete Forests
Gera Forest (n = 56) Belete Forest (n = 36)
Mean SD Min. Max. Mean SD Min. Max.
Average annual rate of change in forest
area between 1995 and 2006
-0.014 -0.032 -0.165 0.043 -0.021 -0.070 -0.179 0.201
Average area of forest associations (ha) 752 1,076 38 7,141 529 684 20 2,932
Number of households 158 82 33 529 106 47 22 208
Average elevation (m) 2,101 283 1,408 2,725 1,971 217 1,534 2,380
Average slope (%) 8.2 5.0 0.8 20.0 13.0 6.2 1.6 30.4
Proportion of acrisol (%) 0.1 0.3 0 1.7 0.2 0.3 0 1.5
Acrisol is a type of soil classified by the Food and Agriculture Organization (FAO) and the United Nations Educational, Scientific and Cultural
Organization (UNESCO) with a subsurface accumulation of low activity clays and low base saturation. As such, acrisol is relatively unfertile
Environmental Management (2012) 50:396–404 399
123
significant (P 0.10) positive effect on the selection of forest associations. This finding indicates that the higher
the rate of deforestation, the more likely a village was to be
selected in 2008.
We then perform 2SLS to estimate the impact of the
forest associations using the predicted probability of the
establishment of forest associations in each period as an
instrument. The results of the first stage of 2SLS are pre-
sented in columns 1–3 in Table 5, showing that the pre-
dicted probabilities are significantly correlated with the
actual establishment and presence of forest associations.
Therefore, the instruments appear to be robust for the 2SLS
estimation.
The results of the second stage of the 2SLS estimation
are presented in column 4. The results indicate that the
dummy for the year of establishment is negative and sig-
nificant at the 5 % level of significance. The value of the
coefficient indicates that the rate of change in forest area
for sub-villages with a forest association was 12 % lower
than that in sub-villages without a forest association.
In contrast, we find that the dummy for 1 year after the
establishment is positive and significant at the 10 % level
of significance. We acknowledge that the 10 % level of
significance found in these estimations is not very high.
However, we check the robustness of the results by varying
the independent variables in Eq. (1), and we still find the
same statistical significance (see column 5 in Table 5).
This result indicates that even though the rate of change
decreased during the establishment period, once a forest
association had been set up, the rate of change in the areas
with forest associations is 16.9 % points higher than in
areas without forest associations. In the case of the dummy
for 2 years after the establishment, we find no significant
effect; however, as above, this finding may reflect the small
number of observations for forest associations established
in 2007 (i.e., three).
To highlight the results, let us consider what would
happen if a forest association were to be established in a
hypothetical sub-village with a forest area of 1 km 2
and the
average characteristics of all sub-villages. The average
annual instantaneous change rate in forest area (i.e., the
first difference in the log of the forest area) in this study
area is approximately -1.7 %, causing the forest area of
the sub-village to be reduced to 0.983 km 2
(=e -0.017
)
1 year later and 0.967 km 2
(=e -0.017-0.017
) 2 years later
without a forest association. However, if an association
were to be set up, the forest area would be reduced to
0.872 km 2
(=e -0.017-0.120
) 1 year later. It is important to
note that the dependent variable in our estimation is the
first difference in the log of the forest area, i.e., the
instantaneous change rate defined as (dyit/dt)/yit, rather than
the discrete-time change rate defined as (yit – yit-1)/yit-1.
Therefore, the forest area 1 year after the establishment of
the forest association is not 1 – 0.017 – 0.120 = 0.863,
but e -0.017-0.120
= 0.872, although the two values are
close to each other. Two years after the establishment of
the forest association, the forest area would become
1.015 km 2
(=e -0.017-0.120-0.017?0.169
). Therefore, our
results suggest that the establishment of a forest association
increases the forest area by 1.5 % in the first 2 years
compared with a decrease of 3.3 % without the association.
Thus, the establishment of forest associations leads to a net
increase in forest area of 4.8 %.
Another important finding is that both dummy variables
for areas located near forest associations established in
2007 and 2008 are insignificant, which suggests that the
establishment of forest associations does not exert greater
pressure on surrounding forest areas.
Furthermore, we test for the endogeneity of the three
dummy variables in Eq. (1) using Durbin–Wu–Hausman
(DWH) tests. The null hypothesis is rejected (P 0.01); in other words, these dummy variables are endogenous.
Table 4 Results from the multinomial logistic estimation
t Statistics are in parentheses
* and ** indicate statistical
significance at the 10 and 5 %
levels, respectively
Variables Established
in 2007
Established
in 2008
(1) (2)
Number of households in sub-village 0.8611* (1.7986) -0.5566 (-1.2289)
Average slope 0.2143 (1.1635) 0.0746 (1.3947)
Proportion of acrisol -18.5952 (-0.0840) -19.2497 (-0.2415)
Deforestation rate between 1995 and 2006 11.2334 (0.5582) 8.6530* (1.6869)
Distance to the closest project office -0.2014 (-1.0318) -0.0799** (-2.2814)
Dummy of district (1 = Gera) -3.2898 (-0.7082) -1.7849* (-1.8377)
Constant -0.6576 (-0.1154) 1.7689 (1.3154)
Observations 92
Log likelihood -61.655
Pseudo R2 0.136
400 Environmental Management (2012) 50:396–404
123
T a
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5 R
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lt s
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In d
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