Course: DDBA – Doctoral Study Mentoring

Wk 4 Discussion (Due in 1 day) Urgent/..Wk 4 Discussion (Required Assignment) Due in 1 day.docx

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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 4 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

A. Akintunde, E. (2017). Theories and concepts for human behavior in environmental preservation. Journal of Environmental Science and Public Health, 01(02), 120–133. https://doi.org/10.26502/jesph.96120012

Favero, A., Sohngen, B., & Hamilton, W. P. (2022). Climate change and timber in Latin America: Will the forestry sector flourish under climate change? Forest Policy and Economics, 135, 102657. https://doi.org/10.1016/j.forpol.2021.102657

Mostegl, N. M., Pröbstl-Haider, U., Jandl, R., & Haider, W. (2019). Targeting climate change adaptation strategies to small-scale private forest owners. Forest Policy and Economics, 99, 83–99. https://doi.org/10.1016/j.forpol.2017.10.001

(A. Akintunde, 2017)

(Favero et al., 2022)

(Mostegl et al., 2019)

Assignment must be follow Rubric Superior Criteria

Rubric Detail

Wk 4 Discussion (Due in 1 day) Urgent/.Sample_Annotated_Bibliography.doc

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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 4 Discussion (Due in 1 day) Urgent/Climate change and timber in Latin America Will the forestry.docx

Favero, A., Sohngen, B., & Hamilton, W. P. (2022). Climate change and timber in Latin America: Will the forestry sector flourish under climate change? Forest Policy and Economics, 135, 102657. https://doi.org/10.1016/j.forpol.2021.102657

Check below link for full Articles

or

Wk 4 Discussion (Due in 1 day) Urgent/Targeting climate change adaptation strategies.pdf

Contents lists available at ScienceDirect

Forest Policy and Economics

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

Targeting climate change adaptation strategies to small-scale private forest owners☆

Nina M. Mostegla,⁎, Ulrike Pröbstl-Haidera, Robert Jandlb, Wolfgang Haiderc a University of Natural Resources and Life Sciences Vienna, Institute of Landscape Development, Recreation and Conservation Planning, Peter Jordan Straße 82, 1190 Vienna, Austria b Austrian Research Centre for Forests, Seckendorff-Gudent-Weg 8, 1131 Vienna, Austria c School of Resource and Environmental Management, Simon Fraser University, 8888 University Drive, Burnaby V5A 1S6, Canada

A B S T R A C T

Climate change adaptation needs to receive extensive attention in the forestry sector. While measures are being applied in federal forests and large private properties, it remains unclear how small-scale private forest owners, with a property < 20 ha, perceive the possible influence of climate change and whether they will approach re- quired activities. While in the past, the majority of private forest owners had ties to agriculture and cultivated farmland alongside their forests, recent studies revealed new trends and significant deviations from established norms and beliefs. Therefore, this study aimed to investigate the motivations for forest ownership, current man- agement practices, and perception of and adaptability to climate change, to discuss successful approaches for information campaigns, advisory services, and monetary incentives. The study applied a questionnaire with an embedded choice experiment, which obtained a thorough understanding of the salient factors influencing decision- making by surveying 919 forest owners across Austria. Results show that small-scale private forest owners are not homogenous. Three distinct segments were identified (utility oriented, recreation oriented, and tradition conscious forest owners) which reacted differently to provided management options and incentives. However, even under a worst-case scenario setting, 84% of forest owners would select some sort of management over no procedure, indicating that forest management is not generally rejected. Information campaigns should rather focus on soft management leading to attractive, stable and highly diverse forest stands resilient to climate change than on cost efficiency and financial benefits. Therefore, advisory services need to convey, that all forest measures are per- formed with special care and under consideration of the remaining forest and that each stand is treated in- dividually with adequate equipment. Increasing monetary incentives, such as funding, barely influences forest owners’ decision-making and are therefore deemed unfeasible and unable to motivate the owners to undertake climate change adaptation measures. The study shows that a segmentation based on management behavior and preferences rather than on predefined characteristics has the potential to define a new state of the art. Overall, climate change adaptation through tailored forest management is highly supported by the presented findings.

1. Introduction

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