In each week of this course, you will research and select three peer-reviewed, scholarly sources to develop an annotated bibliography that you can use in your Doctoral Study. Y

Wk 2 Discussion (Due in 1 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 2 Discussion (Due in 1 day) Urgent/Bureaucratic politics in protected areas.pdf

Forest Policy and Economics 134 (2022) 102630

Available online 8 November 2021 1389-9341/© 2021 Elsevier B.V. All rights reserved.

Bureaucratic politics in protected areas: The voided power projection efforts of conservation vis-à-vis forest bureaucracies in Patagonia, Argentina

Rocío M. Garcia a, *, 1, Sarah L. Burns b, c

a Instituto de Recursos Naturales, Agroecología y Desarrollo Rural (IRNAD), Argentina b Laboratorio de Investigación de Sistemas Ecológicos y Ambientales, Facultas de Ciencias Agrarias y Forestales, Universidad Nacional de La Plata, Argentina c Chair of Tropical and International Forestry, Technical University Dresden, Germany

A R T I C L E I N F O

Keywords: Territoriality Institutional weakness Actor-centred power approach

A B S T R A C T

The Protected Areas in Latin America, beyond the preservation of nature, have been central for government control over spatial resources. The weaknesses of the domestic bureaucracies in this region results in a gap between their formal rules and the expected outcomes. Forest management is an issue of competition between production and environmental bureaucracies all over the world. Bureaucracies search for new fields of re- sponsibility, increased budgets and resources for assuring their positions, expanding their territory. The administrative bodies that regulate forests and protected areas can direct the behaviour of subordinate agencies as a power projection strategy to provide formal jurisdiction over forest reserve instruments. Hence, the aim of this study is to analyse the different strategies used by domestic bureaucracies to increase their power in light of a new forest law in the province of Rio Negro, Argentina. Data was obtained through semi-structured interviews with key actors and document analysis using process tracing and actor centred power methodologies. Our results show that, after the approval of the national forest law, the provincial environment administration increased rank and expanded into forest territories. The consolidated presence of a new outpost office gained power and resulted in a rivalry with its counterparts. However, the ongoing changes in the institution’ structure and the production bureaucracy's long-term presence affected the environmental bureaucracy's consolidation leading it to an instability. Moreover, our results strengthened the tourism and real market informal interests behind the weakness of the formal objectives of the environmental bureaucracy’ hypothesis.

1. Introduction

Latin American countries have been attempting to decentralize forest governance since the 1990s, however, only a few have so far been able to meet their socio-environmental targets (Clare et al., 2018). Among the reasons for this failure are the weak management and organizational structures of local communities and the external conditions, such as the legal framework, which do not consider local realities (Sabogal et al., 2014). The decentralization process, which resulted in the fragmenta- tion of power with the empowerment of new actors and the dis- empowerment of others, led to unavoidable conflicts between the counterparts (Ravikumar et al., 2013). In this framework, forest bu- reaucracies in the region, aiming to maintain and even expand their

power, used policy change and the legal instruments of the forest governance complex as a strategy, which often led to institutional weakness and forest management ineffectiveness (Contreras-Hermo- silla, 2011).

Domestic institutional weakness in Latin America seems to be caused by socioeconomic inequality, state weakness and economic and political volatility resulting in a gap between the formal rules and their expected outcomes (Brinks et al., 2019). In this scenario, governments are under pressure to adopt ambitious institutional reforms that are difficult to achieve and might even lead to higher weaknesses that could explain the lack of forest management plans in the region, which only cover 17% of its forest areas, much lower than the world average of 54% (FAO, 2020). Contrary, Latin America is characterized by having the largest

* Corresponding author. E-mail addresses: [email protected] (R.M. Garcia), [email protected] (S.L. Burns).

1 Present/permanent address: Güemes 383. El Bolsón, Río Negro, Argentina.

Contents lists available at ScienceDirect

Forest Policy and Economics

journal homepage: www.elsevier.com/locate/forpol

https://doi.org/10.1016/j.forpol.2021.102630 Received 11 August 2021; Received in revised form 29 October 2021; Accepted 30 October 2021

mailto:[email protected]

mailto:[email protected]

www.sciencedirect.com/science/journal/13899341

https://www.elsevier.com/locate/forpol

https://doi.org/10.1016/j.forpol.2021.102630

https://doi.org/10.1016/j.forpol.2021.102630

https://doi.org/10.1016/j.forpol.2021.102630

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Forest Policy and Economics 134 (2022) 102630

2

proportion of its forest area, 31%, under protected areas, almost double the world average of 18% (FAO, 2020).

Protected Areas (PA) have been politically disputed due to over- lapping and often competing interests. One of the most frequent conflicts occurs between conservation and development goals, especially those framed in satisfying the needs of local communities (Sahide et al., 2018). In forest-protected areas, these interests are usually represented by environmental and productive bureaucracies, respectively. When these bureaucracies have their main tasks in the same object of responsibility, as a territory of the environment, conflicts may occur leading to a power struggle. How this struggle process occurs varies according to the power balance of the actors involved, leading the different bureaucracies to use different strategies with the aim of increasing their power (Giessen, 2013). Among these strategies, sectoral bureaucracies can seek their territorial expansion with the formal goal of delivering their policy tasks and informal interests behind them (Downs, 1967; Peters, 2010; Giessen et al., 2014). Alternatively, they can use policy changes specific to their expertise fields as an opportunity to enhance their power resources vis- à-vis their counterparts (Rahman et al., 2018).

In Argentina, the Andean Patagonian region is characterized by having a large area of its forests under protection, reaching 48.54% of the total forest area by 2019 (SAyCC, 2020). This highly protected re- gion has been reinforced in the tourist offer since the end of the 1980s, with the symbolic promise of “pristine nature” and exceptional land- scapes (Almirón, 2008; Mereb, 2011). As a result, an overlap of land-uses began to emerge between the pre-existing livestock and forestry activities and the increasing tourism in a landscape where the environmental fragility of mountainous areas compromises its sustain- ability (Novara and Schauman, 2010). Therefore, the PA in this region became contested areas with strong competing interests, formally designed to protect natural resources and limit the potential effects of human activities while at the same time informally promoted as a profitable tourist attraction. In 2007, with the approval of a new na- tional conservation forest law (Law 26,331), a fragmentation of power between the forest public administrations was observed (Burns and Giessen, 2016) which in the north-Patagonian region led to the territo- rial expansion of the environmental bureaucracy over the PA, making it an inter

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