A problem well stated is a problem half solved. -Charles F. Kettering

1. A problem well stated is a problem half solved. -Charles F. Kettering Self-Interest Public Interest

2. Class Agenda • Announcements • Overview of Module 3 Paper

3. Agenda for Module 3 • 10/4- Introduction • 10/7- Grading Exercise • 10/9 - Dean Van Slyke • 10/11 –Stephanie Pasquale • 10/14 – Problem Solving and Graphs • 10/16- Competition Workshop • 10/18- Competition Debriefing • 10/21- Module 3 due!

4. Competition Points Winners Losers As of 10/4/19

5. Want to be a PST 101 TA? Who: Lovers of PST, hard workers, leaders, those with an A- or A What: Be a TA for PST 101 – Spring 2020 When: The application, which is on the website under the TA tab, is due on Wednesday, October 23rd by 8PM How: Complete the application and an interview & end the course with an A- or A & be chosen Questions? Email Renee at rnverdi@syr.edu

6. Fireside Chat with Ana

7. Dale Carnegie Principles • Don't criticize, condemn or complain. • Give honest and sincere appreciation. • Arouse in the other person an eager want. • Become genuinely interested in other people. • Remember that a man's name is to him the sweetest and most important sound in any language. • Be a good listener. Encourage others to talk about themselves. • Talk in the terms of the other man’s interest. • Make the other person feel important and do it sincerely. • Avoid arguments. • Never tell someone they are wrong • If you're wrong, admit it quickly and emphatically. • Begin in a friendly way. • Start with questions the other person will answer yes to. Let the other person do the talking. • Let the other person feel the idea is his/hers. • Try honestly to see things from the other person's point of view. • Sympathize with the other person. • Appeal to noble motives. • Dramatize your ideas. • Throw down a challenge. • Begin with praise and honest appreciation. • Call attention to other people's mistakes indirectly. • Talk about your own mistakes first. • Ask questions instead of giving direct orders. • Let the other person save face. • Praise every improvement. • Give them a fine reputation to live up to • Encourage them by making their faults seem easy to correct. • Make the other person happy about doing what you suggest.

8. Basic Diagram Players A B Societal Problems Public Policy C Chapter 5 Chapter 6

9. Spine of the Module Three Paper • 5.1a Define the societal problem • 5.1b Effects of the 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 (6.3c)

10. 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)

11. 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.

12. Think Beyond Social Justice BS • ‘Social Justice,’ According to Whom? • “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, B25, 9/27/2019.

13. Onondaga Community Indicators: Crime Societal Problem: There is too much violent crime in Onondaga County.

14. Onondaga Community Indicators: Economy Why is this wrong?

15. EVIDENCE VS.CAUSES • Good example of a cause: “Students are dropping out because the high school curriculum sucks.” • Bad example of a cause: “The graduation rate in the 2017/2018 academic year was 45%.” Why is this a bad example of a cause? What is it a good example of?

16. EVIDENCE vs. CAUSES 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 • CAUSES: The reasons for the societal problem (DO NOT confuse causes with effects)

17. A Word About Causes • 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

18. Spurious Correlations http://tylervigen.com/spurious-correlations

19. 6.1 & 6.3c Effectiveness vs. Feasibility • Effectiveness: what will work best • Feasibility: the likelihood of implementation • Generally, the more effective the less feasible

20. 6.1 & 6.3c Effectiveness vs. Feasibility • Must weigh effectiveness vs. feasibility when choosing preferred alternative policy in 6.3c. • Refer to pages 80 – 82 of textbook

21. Use Experts and Players • Use the Web Research Link • Use published material

22. 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, non-profit organizations, the government, etc.

23. More on Continuums • Things in terms of opposites with a line between them: • X----------------------------------Y • Can be used for thinking about: • Values -What’s good/what’s bad • Causes—What causes X; Y or Z • Forecasts—X will not happen/X will happen

24. Cause Continuum • Cause of human behavior Nurture Nature

25. Prediction • X will win a election No Yes

26. Value Continuum Sample Capitalism is good or bad Good Bad

27. Another Value Continuum • Subsidize Grades in PST 101? No Yes

28. DUE ON SUNDAY NIGHT Email your TA with your societal problem using a “too” statement by 8 PM on Sunday, 10/6 or lose 5 points!

29. Grading Policy Exercise (GPE) for Next Class • Instructions can be found on the website under the module 3 tab • Decide on a grading system THAT WILL PROMOTE LEARNING IN 101 • You will have 3 choices: traditionalist, conservative, or socialist. • If you are undecided, write a paragraph explaining why. • Come into class on Monday with a TYPED paragraph on your preferred grading system WITH NAME AND GROUP #

30. Trend Line Graph Homework • Trendline Homework Due Monday, October 14th • Exercise 5.3 is worth 30 points • Guides on PAF 101 website • Trend Line Tutorial • How To Get an A • Video under ”Resources”

31. For Next Class • Work on Player and Expert Contacts • Work on 5.1-5.3 • Email your TA with your societal problem by 8 PM, 10/6 or LOSE 5 POINTS • Grading Exercise choice due at the start of class or LOSE 5 POINTS

32. Jeffrey Gee • Chief, Investigations & Hearings Division, FCC • Washington, DC • Undergrad at Syracuse with a BA in TRF (Television, Radio & Film), Policy Studies, and Political Science • JD from Georgetown University Law Center