A problem well stated is a problem half
A problem well stated is a problem half solved. -Charles F. Kettering Unfocused Focused
Class Agenda • Announcements • Overview of Module 3 Paper
Agenda for Module 3 • 9/28 -Introduction • 9/30 -Grading Exercise • 10/2 -Problem Solving and Graphs • 10/5 -Kim Wollos • 10/7 -Dean Van Slyke • 10/9 -Competition Workshop • 10/12 -Competition Debriefing • 10/14 -Module 3 due!
Module 3 Ted. Talks DUE OCTOBER 11 AT 8 PM Ted. Talk 1 Link: https: //www. ted. com/talks/elizabeth_how ell_how_we_can_improve_maternal_healt hcare_before_during_and_after_pregnanc y/transcript#t-13553 Survey 1 Link: https: //syracuseuniversity. qualtrics. com/jf e/form/SV_4 Oxy. JKPylav 05 Jb Contact bmacrae@syr. edu with any questions! Ted. Talk 2 Link: https: //www. ted. com/talks/colet te_pichon_battle_climate_chan ge_will_displace_millions_here_ s_how_we_prepare/transcript Survey 2 Link: https: //syracuseuniversity. qualt rics. com/jfe/form/SV_6 t. G 2 Gwo Uhn 06 HS 5 YOU CAN DO BOTH TEDTALKS FOR A MAX OF 6 POINTS!
Help K-12 Students Beat Poverty • Over the last 40 years, Policy Studies students have developed and implemented many programs. Help us continue that tradition. • Join Coplin and other students in brainstorming possible programs run by SU students • 2 -3 on Fridays, but you can come whenever you’re free • If interested please contact Mary Skuthan at muskutha@syr. edu
Competition Points Winners Losers As of 09/25/2020 Group # 2 9 1 8 5 7 11 13 4 14 10 12 17 6 15 16 3 Points 11 10 9 9 8 8 7 7 6 6 6 5 5 5 3
Basic Diagram Players A Societal Problems Chapter 5 B C Public Policy Chapter 6
Spine of the Module Three Paper • • • 5. 1 a Define the societal problem 5. 1 b Effects of the societal problem 5. 3 Evidence (Worth 30 points) • A trend line graph (Minimum of 3 data points, 1 must be real) • A quote from a player, stakeholder, or expert you interviewed • A quote from a published, printed, or electronic source 5. 4 Causes of the Problem (5. 4) 6. 3 Policy to deal with the problem—TOOLS on page 79 -80 in the textbook Effectiveness vs. Feasibility (6. 3 c)
5. 1 a: Choosing Specific Societal Problem • Must be a measurable societal condition • Must be at a local area [county, town, city] *not federal, not state* • Try to connect it to your community service or previous experience or contact • A policy you don’t like is not a societal problem (e. g. Too many gun-related deaths correct vs. Weak gun laws WRONG)
Finding a Variable-The First Key • You must have data to measure your societal problem. • Don’t confuse it with policies. • Here is an example. State the societal problem.
Think Beyond Social Justice • “Social Justice, ” According to Whom? • Be very specific about the societal problem and don’t use the word social justice because it is too general • “The concept is complicated, but you wouldn't know that by walking around college campuses. ” Jonathan Zimmerman, Professor of History of education, Princeton U. Chronicle of Higher Education, B 25, 9/27/2019.
Onondaga Community Indicators: Crime Societal Problem: There is too much violent crime in Onondaga County Violent Crime, 2005 -09 120 Offenses per 10, 000 people 100 80 60 43 42 40 38 37 2005 2006 2007 2008 2009 40 20 0 Year Source: *NYS Division of Criminal Justice Services Crime in New York State: 2009 FBI Crime in the US Reports 2005 -09
Onondaga Community Indicators: Economy Why is this wrong? Onondaga County Economic Development Expenditures, 2000 -09 Money Spent (in millions of dollars) $ 25 $ 21 $ 20 $ 16 $ 15 $ 10 $6 $5 $2000 2003 2006 Year Source: New York State Office of the Comptroller 2009
5. 1 b: Effects of the Societal Problem • Problem: “There are too many thefts in the residence halls at SU” • Negative Effect #1: Fear among students that their stuff isn’t safe at SU • Negative Effect #2: Increased demands on public safety
5. 3: Evidence • # of thefts reported in all residence halls at SU for the semester • Trendline • Quote an expert • Cite a published source • CANNOT be a negative consequence
Trend Line Graph Homework • Trendline Homework Due Wednesday, October 7 th at 12: 45 PM • Exercise 5. 3 is worth 30 points • Guides on PST 101 Blackboard site • Trend Line Tutorial • How To Get an A • Video under ”Resources”
5. 4: Factors • Students leave doors unlocked
EVIDENCE VS. Factors • Good example of a factor: “Students are dropping out because the high school curriculum sucks. ” • Bad example of a factor: “The graduation rate in the 2017/2018 academic year was 45%. ” Why is this a bad example of a factor? What is it a good example of?
EVIDENCE vs. FACTORS Cont. • EVIDENCE: Confirms the existence and the extent of the societal problem • When presenting evidence include at least one of the following: • Statistics showing change over time and/or comparing different localities/groups • Expert opinions • Examples/Case Studies • FACTORS: The reasons for the societal problem (DO NOT confuse factors with effects)
A Word About Causes (Factors) • We use the term all the time • But, causes can never be proven, EVER • Correlation does not mean causation but hints at it. Smoking Lung Cancer Wrong: the high school graduation rate is low because school funding is too low • Correct: Low funding is correlated with a low graduation rate •
Spurious Correlations http: //tylervigen. com/spurious-correlations
Use Factors not Causes • For the purposes of Module 3, Exercise 5. 4, and the rest of your life, use the term “factors” instead of “causes. ” • Anybody who attributes a societal problem to one cause is making a BIG mistake
6. 1 & 6. 3 c Effectiveness vs. Feasibility • Effectiveness: what will work best • Feasibility: the likelihood of implementation • Generally, the more effective the less feasible
Sources • Use Experts and Players • Use the Web Research Link • Use published material
Gathering Information • Players -influence public policy - Elected/appointed officials & their staff members, organized citizen groups, civic associations, industry trade groups, lobbyists, private individuals, etc. • Stakeholders –anyone impacted by the policy including people working in business, government and the nonprofit sector • Experts –people who provide knowledgeable viewpoints to help players and stakeholders from businesses, nonprofit organizations, the government, etc.
Cause Continuum • Cause Nature of human behavior Nurture
Prediction • X No will win a election Yes
Value Continuum Sample Capitalism is good or bad Good Bad
Another Value Continuum • Subsidize No Grades in PST 101? Yes
Grading Policy Exercise (GPE) for Next Class • Instructions can be found on Blackboard under the Module 3 tab • Decide on a grading system THAT WILL PROMOTE LEARNING IN 101 • You will have 3 choices: Option A, Option B, Option C. • Email your TA by 12: 45 pm EST Wednesday a paragraph on your preferred grading system or why you are undecided or lose 5 points • Come prepared to get your policy choice implemented next class!
This is FOR REAL • Your final grade in this course will depend on the outcome of the grading exercise • Make sure you read the directions carefully so that you understand whether Option A, B or C will be better for PST 101 students
Module 2 Evaluation Survey • https: //forms. gle/LLapx. T 1 s. VWezs. XSc 6
For Next Class • Email your TA your paragraph by 12: 45 PM on 9/30 or lose 5 points • Trendline HW due by 12: 45 PM on 10/7 to your TA • Don’t leave-alumni speaker
Pat Hoyle, 2004 • Role: Director at Aerotek (promoted from • Company Tenure: 16 Years WITHIN) • Significant other: Blair Ritchey • Children: Penn (4), Hugh (2), Smith (0. 92) • Interesting Coplin Facts: • Mowed Bill’s Lawn & was a TA for him • Got me the job at Boys & Girls Club & HSLAPs • Discouraged me from teaching and encouraged me towards sales/business • Attributes that have helped me to succeed: • Willingness to WORK AS HARD AS I CAN (AND as smart as I can) • Ability to take a “punch” (look at that nose)… aka handle adversity • STUDENT, feedback does not set me back (appreciated Coplin Here!)
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