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How Do W e E ach A pproach C onflict?. Each person stand under/near one of the four images in the room (i.e., fox , lion, turtle, gull) based on how you deal with conflict .

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how do w e e ach a pproach c onflict
How Do We Each Approach Conflict?
  • Each person stand under/near one of the four images in the room (i.e., fox, lion, turtle, gull) based on how you deal with conflict.
  • Within your animal group, 1) introduce yourselves (first name only), 2) elect a spokesperson, 3) discuss what you have in common and how that\'s different from the other animals.
  • Spokesperson for each group tell us how your group is different from the other three
sustainability and conflict t his morning and through the week
Sustainability and Conflict:This Morning and through the Week
  • Introduction
  • Interrupted Case: Tanzania
  • Interpretation
  • Jig-saw Case: Ecuador
  • Interpretation
  • Synthesis
slide3

Introduction

  • Jim, Catherine, Molly, Alli
  • A little background about each of us
  • Our participants
  • Name, school, grade and field you teach
  • Our week and our syllabus
  • Overall goal and end product
  • Sessions during the week
  • Mechanics: bathrooms, lunch, logistics
slide4

Case Studies:

Tools for Teaching and Learning

  • Case studies are valuable ways to get people engaged with the content
  • This morning, we will engage in two case studies, each presented in a different way
  • Each will take about 45 minutes and we will use each to demonstrate a particular pedagogy and content
  • After each, we will discuss what we did and why
  • After the two, we’ll look at the bigger picture
as we break for lunch
As we break for lunch ...

This is our syllabus; you can see where we are going and what to expect

slide6

Lake Jipe, Tanzania

An interrupted Case

slide13

Part I:

Your Charge

  • USAID is looking for a transboundarydevelopment trial location with a village council that has a proven ability to self-govern. If stakeholders are capable of reaching a simple majority vote, Jipe will be selected and funds secured.
  • The issue at hand on which we must vote is whether to approve or deny a proposal presented by the WavuviwaJipe (Fishers of Jipe).
  • Given the context you have heard so far, here is a written story. Good luck.
slide14

In group discussions

Discuss the following questions with others in your grid:

  • How do communities cope when resource supplies decline?
  • There are four stakeholders represented here; are any missing from the dialogue?
  • How does compromise work (i.e., what process might stakeholders use to seek a mutually acceptable solution)?

Discuss as a class

slide16

Part II: Fishers’ Proposal

Count off in groups, 1 through 4 (i.e., first person is 1, next is 2, next is 3, next is 4, next is 1).

  • “1s” are fishers, representing the coalition of Tanzanian and Kenyan fishers
  • “2s” are environmentalists, representing the Environmental Coalition
  • “3s” are agriculturalists, representing the plantation owners
  • “4s” are the managing committee of Tsavo West N.P., also on behalf of the Kenya Wildlife Service
slide17

Discussion of the vote

  • Consider selecting speaking points and potential areas of compromise for the impending debate and final vote.
  • Remember, a majority vote is required for the approval of the Jipe region for the USAID development trial.
  • You will receive further instruction for Part III.
slide18

Part III: Vote

  • Remember: If a majority is not reached, the USAID trial will not be approved for the Jipe region.  
  • Debate the Perch Proposal during the allotted time. Decide on your vote. Elect a jury speaker who will share your mini-council’s vote with the class when prompted.
slide19

Review

  • We just engaged in a story about Lake Jipe as an interrupted case1
  • We engage with the content in phases, getting participants to interact and think about each subset of the information sequentially
  • It is better if people have materials in advance?
  • What went well and what was weak about that experience? How might you use it?

1http://sciencecases.lib.buffalo.edu/cs/pdfs/Interrupted%20Case%20Method-XXXV-2.pdf

slide22

Introduction

  • Years of conflict surrounding resource management
  • Ecuador’s Minister of Environment has given residents one last chance
  • If they can’t agree, she will impose payments for ecosystem services (PES)
  • Model will result in loss of local control, increased taxation and increased regulation
  • Mayor of Puerto Ayora agreed to lead a discussion among stakeholders to reach agreement
slide23

Negotiation

  • Reach compromise in which all parties reach a mutually beneficial agreement in which natural resources can be collectively shared and managed.
  • If at least three stakeholder groups agree to a PES model, the government will allow local decision
slide25

Our Process

  • In your group, you must negotiate a solution to balance ecosystem service fluxes, or the Minister will impose a solution from afar.

Count off in groups, 1 through 4 (i.e., first person is 1, next is 2, next is 3, next is 4, next is 1).

  • “1s” are fishers, representing the fishing industry
  • “2s” are hoteliers, representing the tourist industry
  • “3s” are environmentalists, representing an coalition of international conservation groups
  • “4s” are government employees from the Ecuadorian government in the capital city of Quito
slide28

Phase 1

  • Meet within your stakeholder/disciplinary group; discuss how the issue is relevant to your role.
  • What argument will you individually take into a discussion and how will your group’s interests be presented and defended in the cross-disciplinary discussion?
slide29

Phase 2

  • Within your group, count off in groups of 4 (i.e., first is A, second is B, third is C, fourth is D, fifth is A). Meet as a multi-stakeholder group; all A’s meet as one, B’s meet as one, etc.
  • Elect a recorder and a spokesperson within your group.
  • Each multi-stakeholder group must weigh the options, reach a majority decision, and present their findings to the mayor for his/her final verdict. The mayor will be one of the conference leaders.
slide30

PES Model

  • The Excel PES model displays current values and their relationships. You may alter the yellow cells to reach a resolution. All other cells are fixed (“locked”).
  • The current flux of ecosystem values totals $710,625, which is more than $110,000 away from the target of $600,000 + 10%.
slide31

Results

  • Group A Decision
  • Group B Decision
  • Group C Decision
  • Group D Decision
slide32

Review

  • We just engaged in a jigsaw, a role-playing exercise using the Galapagos as our content
  • In my experience, it is best to assign roles and offer background in advance, and have students write a one-page paper defining their assigned position
  • What went well with that and what was weak? How might you use this approach?
slide33

Overview

  • We’ve experienced two types of active learning and learned something about conflict and sustainability
  • You may take home these two for your use
  • Through the week, each person will work with at least on other person and will develop their own case study, in any pedagogical format you choose
  • At the end of the week, we will share and everyone will have access to all cases
as we break for lunch1
As we break for lunch ...

… this is our syllabus again; might make more sense about where we are going and what to expect

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