Learning Objective. To familiarize students with what potential roles for honest brokers of PES deals and forms of payments Potential Roles for Honest Brokers of PES Deals • Helping sellers assess an ecosystem service ‘product’ and its value to prospective buyers, through identifying and documenting: • what ecosystem services may be available to sell, • how much exists, • what the market context is (such as regulated or voluntary), • what business case exists for a company to invest in, and • What value the ecosystem service has and what market price has been paid (ideally based on comparative prices from the same area). • Assisting sellers with establishing relationships and rapport with potential buyers, through: • developing a list of potential buyers, • setting up meetings between prospective sellers and buyers, and • facilitating meetings to ensure that expectations of both buyers and sellers are met. • Enabling sellers get to know potential buyer(s) well, by ensuring that meetings reveal key details, such as: • prices paid for comparable payments for ecosystem services (and why these are the prices), • buyer’s views on potential business benefits, and risks, of entering into agreements and making payments for ecosystem services, and • Challenges being faced by the company that may inform their interest and price sensitivity related to a purchase. • Assisting with proposal development, by: • quantifying ecosystem services to ensure appeal to buyers, • pricing of services, • addressing, and lessening as much as possible, transaction costs, • structuring agreement, • selecting a payment type that interests both seller and buyer • assessing various approaches to financing, • identifying and getting agreement on corporate point people, and • Keeping the discussions in motion. • Ensuring that the final agreement is in sellers’ best interest and providing risk management advice and services, as well as negotiating on behalf of the community. Options of payment Types - Direct financial payments, usually compensation for opportunity costs or loss of livelihood incurred by ecosystem service protection, such as the conversion of managed farmland to natural forest - Financial support for specific community goals, such as building of a school or clinic to remunerate for ecosystem services - In-kind payments, such as the beehive-for-conservation payment transaction - Recognition of rights, such as increased land rights and increased participation in decision- making processes. - Pay ...
Learning Objective. The student will use theoretical frameworks supported by empirical evidence to understand individuals’ developmental and behavior across the lifespan and the interactions among individuals, and between families, groups, organizations, and communities. Practice Behaviors: 1. Utilize conceptual frameworks to guide the processes of assessment, intervention and evaluation. 2. Critique and apply knowledge to understand person and environment. Learning Activities: (Students to complete these 3 or choose two and create a student choice activity.) 1. Student will research the biological, social, cultural, psychological, and spiritual development for the agency population(s) and identify the best practices currently used for assessment, intervention, and evaluation. 2. Student will learn the theoretical framework of ‘ecological perspective’ to gain a better understanding of ‘person in environment’. Student will complete one ecological map for a client on caseload. 3. Student will conduct two focus interviews with agency social workers to learn about staff ‘practice wisdom’ to determine their understanding of human behavior and how clients achieve change. 4. Student Choice Target Dates 1. Month/Year 2. Month/Year 3. Month/Year Evaluation Methods: 1. Student will present in supervision the developmental assessment that guides the chosen interventions for clients on their caseload. 2. Student will present the ‘ecological perspective’ map to the field instructor for discussion. 3. Student will review findings with field instructor. 4. Student Choice Evaluator:
Learning Objective. One of the purposes of our questionnaires was to find out for which purposes the Bingo game can be used. We included these questions in both questionnaires. The main intended purpose of the game is to enhance active learning and to increase the interaction in the classroom.
Learning Objective. As has been previously discussed in the literature review (section ‘2.5 Short In-class Quizzes’ were different existing games were discussed), not much research has been done on investigating the different purposes that these games might have. Our questionnaire will focus on finding out these multiple purposes in terms of usage of the game. Although these purposes were not defined upon till now, the main goal of these games can be defined as engaging in active learning and increase in interaction. Note that we will keep the scores on the blackboard because PowerPoint, unlike Excel, does not have the option to keep track of the scores.
Learning Objective. The main aimed objective here also is to enhance active learning and to create more interaction. We also want to investigate the probable purposes for this game, because there has not been done much research.
Learning Objective. A statement which defines the know ledges and abilities to be gained from an instructional activity.
Learning Objective. In terms of student outcomes -- what you want students to know or be able to do at the end of the lesson.
