A problem well stated is a problem half solved.

Charles F. Kettering

PAF 101Module 3, Lecture

1

Class Agenda•Announcements•Overview of Module 3 Paper•Assignments for next class

Google Alerts

https://www.google.com/alerts

Use Google Alerts to stay informed about your societal problem.

What should I do with my graded module?

•KEEP IT•You can use the same policies/players in later modules•ALSO, if you wish to be a TA next semester, you MUST keep your modules.

What should I do with theMaxwell Manual for 101?

•KEEP IT • If you plan to be a Policy Studies major• If you want to be a TA• If you are a winner

• Sell it if you are a loser

JOIN AMERICORPS!

VISTA

NCCC

State and National

nationalservice.gov

6-12 VOLUNTEERS NEEDED

Bishop Grimes Jr./Sr. High School Dinner/Auction

Volunteers will serve food and help out at the event

Date: October 24th, 2015Time: 6-10pm

*Rides are available but it is helpful if you have a car*

Email emall01@syr.edu to sign up

VOLUNTEER for MEALS ON WHEELS

• 2-3 volunteers needed to sort and label pre-packaged meals on Thursday, October 29th from 1:00 PM – 4:00 PM• 26 volunteer teams needed to deliver pre-packaged, non-perishable, meal kits to homebound seniors (one team member must have a car) on Saturday, October 31st from 10:00 AM – 1:00 PM• For more information go to the PAF 101 Community Service tab!• Register Here: http://meals.org/blizzard-pack-volunteer

Competition Points

As of 10/7/2015

WinnersWinners

Losers

Group # Points

14 20

2 13

12 13

15 12

1 11

8 10

11 10

17 10

5 9

4 8

9 8

10 8

18 8

3 7

6 6

13 6

7 4

16 5

Basic Diagram

Players

PublicPolicy

SocietalProblems

A B

CChapter 5 Chapter 6

Module 5

Module 4

Choosing Specific Societal Problem

•Must be a measurable societal condition•Must be at a local area (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

OVERVIEW OF 5.1-5.3

•Take out your printout and turn to Exercise 5.1 to follow along as I give an overview of 5.1-5.3

Problem Solving Framework1. Describe the societal problem (Ex. 5.1)

2. Research Your Societal Problem (Ex. 5.2)

3. Evidence of the Problem (Ex. 5.3)

4. Causes (Ex. 5.4)

5. Current Public Policy (Ex. 5.5)

6. Role of Interest Groups (Ex. 5.6)

7. Identify a Policy& Policy Tool Alternatives (Ex. 6.3)

8. Select Policy Tool Alternatives on Basis of Effectiveness and Feasibility(Ex. 6.3)

Module 4: Examines Effectiveness

Module 5: Examines Political Feasibility

Spine of the Module Three Paper• 5.1a Define 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

• 6.3 Policy to deal with the problem

Finding a Variable-The First Key •You must have data to measure your societal problem.•Don’t confuse it with policies.•Here are some examples. State the societal problem.

Onondaga Community Indicators: Crime

2005 2006 2007 2008 20090

20

40

60

80

100

120

43 42 40 38 37

Onondaga County Violent Crime, 2005-09

Year

Off

ense

s p

er 1

0,00

0 p

eop

le

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

2000 2003 2006 2009 $-

$5,000,000

$10,000,000

$15,000,000

$20,000,000

$25,000,000

$6,080,709

$16,331,493 $16,088,101

$21,410,708

Onondaga County

Year

Mon

ey S

pen

t (i

n m

illio

ns

of d

olla

rs)

Economic Development Expenditures, 2000-09

Source: New York State Office of the Comptroller

Onondaga Community Indicators: People

Onondaga Community Indicators: Environment

2005 2006 2007 2008 20090%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

66% 66% 65% 66% 64%

Recycling Rates, Onondaga County, 2005-09

Year

Rec

yclin

g R

ate

Source: Onondaga County Resource Recovery Agency, Recycling Reports: 2005-09

Onondaga Community Indicators: Youth

2000 2005 2007 20080%

5%

10%

15%

20%

25%

20%

19%

20%

18%

Child Abuse and Mistreatment, 2000-08

Source: New York State Office of Children and Family Services - National Child Abuse and Neglect Data System (NCANDS).

*Graph not to scale

Onondaga Community Indicators: Health

Common Trend Line Graph Mistakes• DON’T forget to label the title and both axes

• DON’T include gridlines

• DON’T include a legend

• DO include a source

• DO bold the title

• Put numbers on data points

• Start at zero on Y-axis • If using an Education policy, Use academic years (ex .2008-2009, 2009-2010)

Trend Line Homework• Create a trend line graph from the information given• http://classes.maxwell.syr.edu/paf101/Module_3.html

• Due Monday, 10/12.

• Use video on PAF 101 website under module 3 tab to help you

 https://www.youtube.com/watch?v=QXgWhIaeyWs

Trend Line Homework Data

• Title: Percentage of Dropouts in the Cortland City School District in Cortland, NY (2003-2006)

•Data: 2003-2004, 21; 2004-2005, 25; 2005-2006, 20

• Y-axis: Percentage of Dropouts

•X-axis: Academic Year

• Source: New York State Department of Education

Microsoft for Macs•Microsoft Office is FREE for all SU students•Be a winner and download Microsoft Office•Click here for Microsoft!

Avoid Mod 3 Paper Confusion

CONFUSION OVER:

Consequences of the Problem 5.1B

Evidence of the Problem 5.3

Causes of the Problem 5.4

Effectiveness Versus Feasibility 6.3

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 academic year of 2011 to 2012 was 45%.”

Why is this a bad example of a cause?

Where does it belong in Ch. 5 exercises?

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)

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.

• E.g. the high school graduation rate is low because school funding is too low

Why Cause Is Used Instead of Correlation!

The reason people and politicians and journalist confuse causes with correlation is because they are (fill in the blank).

Spurious Correlations

Other Examples of Spurious Correlations

•Spurious correlations

•Use Experts and Players

•Use the Web Research Link

•Use published material

For Next Class

•Work on Player and Expert Contacts•Continue work on 5.1-5.3•Bring Trend Line Homework at the beginning of next class or lose 5 points•Changing seats next class