Select three 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
Read all pages carefully, selected topic, intro & must be follow format according to Sample Paper (3-3 Para each Article)
Must be 100% Original
I hv already attached Articles, u must be use this 3 articles for Annotated Bibliography and one para response (summary type for student post)
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
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Superior |
Excellent |
Satisfactory |
Marginal |
Unsatisfactory |
Not Submitted |
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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
CITATIONS
56 READS
2,716
2 authors:
Some of the authors of this publication are also working on these related projects:
Sustainable Cocoa Production Program (SCPP) View project
Ryo Takahashi
Waseda University
10 PUBLICATIONS 265 CITATIONS
SEE PROFILE
Yasuyuki Todo
Waseda University
91 PUBLICATIONS 2,475 CITATIONS
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All content following this page was uploaded by Yasuyuki Todo on 21 July 2014.
The user has requested enhancement of the downloaded file.
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 CB
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