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

Wk 6 Discussion (Due in 2 day) 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 2 day) Urgent/Deliberation or symbolic violence The governance of community forestry.docx

Ojha, H. R., Cameron, J., & Kumar, C. (2009). Deliberation or symbolic violence? the governance of community forestry in Nepal. Forest Policy and Economics, 11(5-6), 365–374. https://doi.org/10.1016/j.forpol.2008.11.003

https://www.sciencedirect.com/science/article/abs/pii/S1389934108001093?via%3Dihub

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Wk 6 Discussion (Due in 2 day) Urgent/Forest Protection in the Philippines.pdf

Forest Protection in the Philippines: Policy Evolution and Sector Outcomes

Sonny N. Domingo and Arvie Joy A. Manejar

Research Paper Series No. 2019-03

Philippine Institute for Development Studies Surian sa mga Pag-aaral Pangkaunlaran ng Pilipinas

Copyright 2019

Published by Philippine Institute for Development Studies

Printed in the Philippines. Some rights reserved.

The views expressed in this paper are those of the authors and do not necessarily reflect the views of any individual or organization.

Please address all inquiries to:

Philippine Institute for Development Studies 18th Floor, Three Cyberpod Centris – North Tower EDSA corner Quezon Avenue, 1100 Quezon City Telephone: (63-2) 877-4000; 372-1291 to 92 Fax: (63-2) 877-4099 E-mail: [email protected] Website: http://www.pids.gov.ph

This research paper is under the Creative Commons Attribution Noncommercial License. It shall not be used for commercial purposes. Anyone can use, reuse, distribute, and build upon this material as long as proper attribution is made.

ISSN 1908-3297 ISSN 2508-0830 (electronic) RP 07-19-600

Editorial and production team: Sheila V. Siar, Maria Judith L. Sablan, and Carla P. San Diego

Table of Contents

List of tables and figures v List of acronyms vii Abstract ix Introduction 1 Background of the study 1 Objectives 2 Conceptual framework 2 Approach of the study 2 Analytical framework 3 Methodology 2 Data collection 4 Data analysis 4 Results and discussion 13 Policy analysis 13 Implementation processes 24 Evaluation analysis of case studies 42 Conclusion 49 Recommendations 49 Tenurial arrangement 51 Apprehension and monitoring 52 National Greening Program 52 Future policy directions 53 References 57 The Authors 61

iii

List of Tables and Figures

Table

1 List of cooperative-respondents and their location 5 2 Modified evaluation criteria 5 3 Evaluation criteria matrix: Forest protection 8 in the Philippines adapted from Mickwitz (2003), Boon et al. (2009), and Morestin (2012) 4 Timeline of policies under the forestry sector 18 Figure

1 Treatment-development design 3 2 Side-effects evaluation framework 3 3 Second part of conceptual framework 13 4 Forest area: Philippines, 1990–2015 24 5 Forest cover: Philippines,1934–2010 25 6 Forest cover across regions: Philippines, 2010 26 7 Watershed forest reserves across regions: Philippines, 2016 26 8 Quantity of forest-based products export: Philippines, 28 2003–2016 9 Value of forest-based products export: Philippines, 28 2003–2016 10 Land classification: Philippines, 2000–2016 29 11 Comparison of land area between forest reserves 30 and timberlands: Philippines, 2000–2016 12 Causes of disturbances within forestlands: Philippines, 32 2000–2015 13 Damages from forest disturbances: Philippines, 33 2000–2015 14 Area and number of Community-Based Forest 35 Management Agreements across regions: Philippines, 2015 15 Area and number of timber licenses: Philippines, 36 2000–2016 16 Forest-related apprehensions across regions: Philippines, 38 2010–2018 17 Status of environmental courts in the Philippines 39

v

18 Environmental court cases: Philippines, as of 2017 39 19 Comparison of National Greening Program 41 accomplishments between government and NGOs, 2011–2016 20 Disaggregated National Greening Program 41 accomplishment per sector, 2011–2016 21 Apprehension and confiscation figures: Caraga region, 46 2011–2018 22 Volume and value of apprehended forest-based products 46 in Palawan for 2017 23 Quantity of apprehensions and seizure of forest products 47 in the Cagayan Valley region 24 Value of apprehensions and seizure of forest products 47 in the Cagayan Valley Region

List of Acronyms

A&D alienable and disposable AFP Armed Forces of the Philippines AO administrative order ARMM Autonomous Region in Muslim Mindanao bd. ft. board feet BOD biological oxygen demand CAR Cordillera Administrative Region CBFMA Community-Based Forest Management Agreements CENRO Community Environment and Natural Resources Office CSO civil society organization DENR Department of Environment and Natural Resources DILG Department of the Interior and Local Government DOJ Department of Justice DPWH Department of Public Works and Highways DSWD Department of Social Welfare and Development ECAN Environmentally Critical Areas Network EFMS Electronic Filing Management System EMB Environmental Management Bureau EO Executive Order EPEB Environmental Protection and Enforcement Bureau FAO Food and Agriculture Organization FGD focus group discussion FLUP Forest Land Use Plan FMB Forest Management Bureau ha hectare ICCs indigenous cultural communities IPs indigenous peoples IRR implementing rules and regulations JMC joint memorandum circular KII key informant interview LCE local chief executive LGU local government unit MC memorandum circular METC metropolitan trial courts MTCC municipal trial courts

vii

MIMAROPA Mindoro, Marinduque, Romblon, and Palawan MYOP multi-year operations plan NAMRIA National Mapping Resource Information Authority NCIP National Commission on Indigenous Peoples NCR National Capital Region NGO nongovernment organization NGP National Greening Program NIPAS National Integrated Protected Areas System NIR Negros Islands Region PCSD Palawan Council for Sustainable Development PD Presidential Decree PENRO Provincial Environment and Natural Resources Office PHP Philippine Peso PIDS Philippine Institute for Development Studies PNP Philippine National Police QUAL qualitative QUAN quantitative RA Repulic Act RTC regional trial court SIFMA socialized industrial forest management agreement SO

2 sulfur dioxide

SWOT strengths, weaknesses, opportunities, and threats TLA timber license agreement USA United States of America USD US Dollar WPP wood processing plan

ix

Abstract

The Philippines has a total land mass of 30 million hectares, 52.7 percent of which is classified as forestlands. Various management strategies have been laid in place through policies and laws to protect the forestlands, but forest degradation and extractive industry-focused legislations have significantly contributed to the loss of forest cover. To address these problems, three forest protection initiatives were looked into across three case study areas, namely, tenurial arrangements, apprehension and enforcement mechanisms, and the National Greening Program (NGP). Lapses in the implementation process characterized by the absence of site-species matching and failure to incorporate site demographics and topographical issues, and weak institutionalization of the legal support, particularly at the subnational level, remained present. In response, best practices were identified from each area and recommendations were drawn to improve the current policy landscape. These included the use of controlled use zones as management tool, stronger interface with local stakeholders, strengthening of legal support for City Environment and Natural Resources Office, use of Electronic Filing and Monitoring System portal, institutionalization of the Lawin Program, practice of site- species matching, and stronger stakeholder participation in the NGP. Reforms in the structure of oversight agencies and an update in the national baseline policy were sought in the form of an Environmental Protection and Enforcement Bureau proposal and the persistent lobbying for the Sustainable Forest Management Bill.

Introduction

Background of the study

The Philippines has a total land mass of approximately 30 million hectares (ha), 47.3 percent (14.2 million ha) of which is classified as alienable and disposable (A&D) lands while the other 52.7 percent (15.8 million ha) is identified as forestlands. Forestlands are further subdivided into closed or open forest formations, young natural stands, plantations, forest nurseries, seed orch

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