Team Deliverable

Contribute to a team activity to accomplish the goals of a project, recognizing the unique strengths and talents
of individual team members
use appropriate technologies for researching, documenting, and communicating with stakeholders throughout
the project life cycle
Step 1: Brainstorm – Stakeholder Analysis
Under Discussion on the main navigation bar, locate your group.
In the LEO classroom (do not use external systems), participate in a brainstorming and collaboration session to
identify stakeholders for the project the team selected.
Work with the project team to discuss:
) what each stakeholder wants from the project;
) how each stakeholder could contribute to the project’s success; and
) how the project may affect each stakeholder’s day-to-day life.
Step 2: Generate the Stakeholder Analysis Matrix (attached)
Open the Stakeholder Analysis Matrix template located in the Content area of Week 2.
Complete each column for every stakeholder identified by the group. The following matrix will help understand
the Power/Interest columns of the matrix. (Matrix attached)
Step 3: Review the Matrix
Review the matrix to ensure all required elements are present and correct

Sample Solution

ed Maasai to become engaged in farming. This helps him to diversified their economy and avoid drought risks. According to Cambell (2005, p. 776), “Herding was being replaced by mixed livestock-cropping enterprises, and the better-watered margins of the rangelands was extensively cultivated. The main aim of Maasai’s people was to get well-watered land on the group ranches which were used herding and then agricultural activities: “The major incentive for acceptance of the concept of group ranches was that the Maasai saw in the legal title a means of maintaining their rights granted” (Campbell, 1986, p.47). However, the opportunity to get land in this area adapted to agriculture led to the increase in the number of immigrants. The population’s growth resulted in the problem of water and soil resource availability. Also the problem of land degradation has arisen. According to Kimani and Pickari (1998) the majority of farmers couldn’t afford fertilizes to improve the situation. “Soil fertility decline, increased soil erosion, and deforestation were widely reported in 1996” (Campbell, 1999, p.394). In the Loitokitok area farming began in the 1930s with the establishment of a District Office. The administration employed staff who came from farming areas elsewhere in Kenya, and who began to cultivate. In the Loitokitok area it reflects natural increase as well as migration of large numbers from the congested central highlands of Kenya to farm the slopes of Mt. Kilimanjaro and other hills. As for wildlife managers, among their main aims Campbell (2000) states nature diversity conservation – improving disrupted wildlife movements, access to water in riparian zones, and altered livestock grazing patterns. Another aspect, connected also with wildlife tourism enterprises, might be improving tourism facilities. Moreover, for a better management of various land use stakeholders of the region, there is an aim of wildlife managers to develop and implement strategies that might encourage people living near wildlife parks to accept the costs, and benefits, coming from the parks and the wildlife (Campbell, 2005). Basically, therefore among their activities we can mention return

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