1. A problem well stated is a problem half solved. Charles F. Kettering PAF 101 Module 3, Lecture 1

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

3. Google Alerts https://www.google.com/alerts Use Google Alerts to stay informed about your societal problem.

4. 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.

5. What should I do with the Maxwell 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

6. JOIN AMERICORPS! VISTA NCCC State and National nationalservice.gov

7. 6-12 VOLUNTEERS NEEDED Bishop Grimes Jr./Sr. High School Dinner/Auction Volunteers will serve food and help out at the event Date: October 24 th, 2015 Time: 6-10pm *Rides are available but it is helpful if you have a car* Email emall01@syr.edu to sign upemall01@syr.edu

8. VOLUNTEER for MEALS ON WHEELS 2-3 volunteers needed to sort and label pre-packaged meals on Thursday, October 29 th 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 31 st 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

9. Competition Points As of 10/7/2015 Winners Losers Group #Points 1420 213 1213 1512 111 810 1110 1710 59 48 98 8 188 37 66 136 74 165

10. Basic Diagram Players Public Policy Societal Problems AB C Chapter 5 Chapter 6 Module 5 Module 4

11. 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

12. 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

13. Problem Solving Framework 1.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

14. 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

15. 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.

16. Onondaga Community Indicators: Crime

17. Onondaga Community Indicators: Economy

18. Onondaga Community Indicators: People

19. Onondaga Community Indicators: Environment

20. Onondaga Community Indicators: Youth

21. Onondaga Community Indicators: Health

22. 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)

23. 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=QXgWhIaeyW shttps://www.youtube.com/watch?v=QXgWhIaeyW s

24. 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

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26. 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

27. 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?

28. 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)

29. 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

30. 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).

31. Spurious Correlations

32. Other Examples of Spurious Correlations Spurious correlations

33. Use Experts and Players Use the Web Research Link Use published material

34. 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