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 Groups Points 9 21 2 18 11 17 12 16 1 15 5 14 10 193 13 4 7 8 20 6
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? Renee at

6. Fireside Chat with Ana

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

8. A B C Basic Diagram Players Societal Problems Public Policy Chapter 5
Diagram Confusing
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 in the textbook
Effectiveness vs. Feasibility (6.3c)
Give real world example here.

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)
Give an example of a bad and good societal problem

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.
“There is too much violent crime in Onondaga County”
Provide a quick explanation as to how you were able to make this by looking at the table.
Stress using “too much”, not being over-achieving, and that concise/simple gives the most information.

14. Onondaga Community Indicators: Economy
Why is this wrong?
This is a policy NOT a societal problem! Be careful.

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?
An example of an evidence not a cause; Belongs in 5.3

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
Give very specific examples for each of the general topics.
Poverty should be housing
Crime should be specifically measured
No educational equality
Have web site available

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
Nature
Nurture

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?
I am worry about how much every one is learning in this class. How can I promote behavior? The government does it all the time with subsidies much more than rules. No
Yes

28. DUE ON SUNDAY NIGHT
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”
We’ll be discussing Problem Solving & Graphs Monday October 14th
Have a week to get it done
Emphasize to the students that they should do their best in this assignment so that they are ready for the module

31. For Next Class Work on Player and Expert Contacts Work on 5.1-5.3
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