Read all pages carefully, selected topic, intro & must be follow format according to Sample Paper (3-3 Para each Article)? ?? Must be 100% Original

Wk 6 Discussion (Due in 1 days) Urgent/.Sample_Annotated_Bibliography.doc

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 days) Urgent/Madagascar rosewood, illegal logging.pdf

M A D A G A S C A R C O N S E R VAT I O N & D E V E L O P M E N T VO LU M E 5 | I S SU E 1 — JUNE 2 0 10 PA G E 6

SPOTLIGHTS

Madagascar rosewood, illegal logging and the tropical timber trade

ABSTRACT Although deforestation rates in the tropics are reportedly slow-

ing, the loss of both forest area and forest quality remains a

significant issue for many countries. This is particularly true

of Madagascar, where recent government instability has ena-

bled a significant increase in the incidence of illegal logging of

Dalbergia species from National Parks such as Marojejy and

Masoala. The logs are exported with relative ease as export

permits are being made available. While attempts have been

made to improve the management of tropical forests, in 2005,

the International Tropical Timber Organization considered that

only 7 % of tropical production forests were being managed

sustainably. Given the challenges associated with halting illegal

logging at source, emphasis has shifted to the control of the

trade in forest products. The Convention on the International

Trade in Endangered Species provides a mechanism to restrict

such trade, but the Madagascan Dalbergia species are not

listed. In the USA, the recent amendments to the ‘Lacey Act’

could provide a significant disincentive to the import of illegally

logged wood products, but it remains to be seen whether this

Act can be enforced effectively.

RÉSUMÉ Bien que les taux de déboisement sous les tropiques seraient

à la basse, il n’en demeure pas moins que la perte de la cou-

verture forestière et de la qualité des forêts restent des sujets

sensibles pour de nombreux pays. Cela s’est avéré d’autant

plus vrai à Madagascar que de récents troubles politiques

ont été accompagnés par une augmentation significative de

l’exploitation illicite de bois précieux, dont les bois de rose et les

palissandres (Dalbergia spp.) dans les parcs nationaux comme

ceux de Marojejy ou de Masoala. Les bois sont exportés assez

facilement avec la délivrance de permis d’exportation dans un

cadre législatif changeant. Dans le monde, il y a bien eu des

essais d’amélioration de la gestion des forêts tropicales mais

en 2005, l’Organisation internationale des bois tropicaux con-

sidérait que seulement 7 % des produits sylvicoles issus des

forêts tropicales étaient exploités de manière pérenne. Compte

tenu de la difficulté à s’attaquer aux sources de l’exploitation

illégale pour y mettre un terme, une attention particulière a été

portée sur le contrôle du commerce des produits forestiers. La

convention sur le commerce international des espèces de faune

et de flore sauvages menacées d’extinction connue par son

sigle CITES constitue un mécanisme permettant de limiter un

tel commerce mais les espèces malgaches du genre Dalbergia

pour les bois de rose et les palissandres ou Diospyros pour les

ébènes ne figurent pas sur les listes de la CITES. Aux États – Unis,

le nouvel amendement au ‘Lacey Act’ pourrait permettre de

freiner de manière significative l’importation de produits fores-

tiers exploités illégalement mais il faut voir si cette Loi pourra

effectivement être imposée.

KEYWORDS: Rosewood, Dalbergia, illegal logging, World

Heritage Convention, CITES.

MOTS CLEFS : bois de rose, Dalbergia, exploitation forestière

illégale, Convention du Patrimoine Mondial, CITES.

DEFORESTATION AND GOVERNANCE IN THE TROPICS Since the threat of an embargo on tropical forest products in

the 1980s, considerable attention has been given to efforts

being made to stop deforestation in the tropics. Between 2000

and 2010, 3.4 million ha of forest in Africa and four million ha

of forest in South America (including some temperate forest)

were converted to other forms of land use (FAO 2010). Although

some have suggested that the latest figures from FAO suggest

that rates of loss of tropical forests are slowing, the long – term

data from the UN Food and Agriculture Organization (FAO 2009)

suggest that the rates have changed little since the early 1980s.

Many tropical countries have enacted legislation to try and halt

deforestation, but the flow of logs has continued, even from

countries where all native forests are, in theory, protected. In

such countries, ineffective enforcement or even the active

collusion of government authorities have enabled illegal logging

to continue and exports to take place. In some cases, includ-

ing Madagascar, unstable political conditions have provided

the opportunity for illegal logging to proliferate, and insecure

governments focused on short – term priorities have often

facilitated the logging.

Despite the numerous fora discussing illegal logging and

other topics of interest to the international forest policy commu-

nity over the past 25 years, little agreement has been reached

over actions to deal with illegal logging, reduce deforestation or

increase the proportion of the world’s forests that are sustain-

ably managed (Humphreys 2006). A 2006 report by the Interna-

tional Tropical Timber Organization (ITTO 2006) indicated that

John L. Innes University of British Columbia Faculty of Forestry

Department of Forest Resources Management

2424 Main Mall, Vancouver, BC, V6T 1Z4, Canada

E – mail:[email protected]

Madagascar Conservation & Development is the journal

of Madagascar Wildlife Conservation (MWC) and the

Jane Goodall Institute (JGI Switzerland). It is produced

under the responsibility of these institutions. The views

expressed in contributions to MCD are solely those of

the authors and not those of the journal editors or the

publishers.

All the Issues and articles are freely available at

http://www.mwc-info.net/en/services/journal.htm

Contact Journal MCD

[email protected] for general inquiries MCD

[email protected] for supporting the journal

Journal Madagascar Conservation & Development

Institute and Museum of Anthropology

University of Zurich

Winterthurerstrasse 190

CH-8057 Zurich, Switzerland

[email protected] for general inquiries

Postfach 2701

CH-8021 Zürich, Switzerland

Logement 11, Cité Andohaniato

Antananarivo 101, Madagascar

[email protected]ch for general inquiries JGI

Jane Goodall Institute Schweiz

Postfach 2807

8033 Zürich

Switzerland

M A D A G A S C A R C O N S E R VAT I O N & D E V E L O P M E N T VO LU M E 5 | I S SU E 1 — JUNE 2 0 10 PA G E 7

only 7 % of the 353 million ha of natural production forest in its

producer member countries were sustainably managed. There

is some debate over whether such figures actually represent

sustainable management, as the presence of a management

plan does not necessarily reflect whether or not a forest is being

managed sustainably (Cerutti et al. 2008, Nasi and Frost 2009).

The FAO has attempted to gather better information on this,

but in their latest assessment, no response was obtained from

countries representing 38 % of the global forest area, so no

accurate global figures can be reported (FAO 2010).

Some progress is evident amongst the regional ‘Forest

Law, Enforcement, and Governance’ groups, and some impor-

tant bilateral initiatives have emerged, especially as a result of

the EU Action Plan for Forest Law Enforcement, Governance

and Trade. Government procurement policies in consumer

countries have emerged as a potential means by which the

demand for illegally – sourced wood could be curbed, and

an increasing number of countries have adopted these

(Simula 2010). However, the extent of enforcement is unclear.

Amongst the potential market – based mechanisms, certification

was long intended to be a tool that would reward those in the

tropics managing their forests

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