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PAF 101

Module 3, Lecture 7. PAF 101. “There is no education like adversity.”. ~Benjamin Disraeli. Class Agenda. Announcements TA Application Competition Debriefing. Want to be TA For Spring 2014? . Get real life experience Earn three PAF credits Learn how to be a GREAT employee

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PAF 101

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  1. Module 3, Lecture 7

    PAF101

    “There is no education like adversity.” ~Benjamin Disraeli
  2. Class Agenda Announcements TA Application Competition Debriefing
  3. Want to be TA For Spring 2014? Get real life experience Earn three PAF credits Learn how to be a GREAT employee Must have at least a 3.0 cumulative GPA and receive at least an A- in PAF 101 Apply by March 19th Interviews are March, 24th, 26thand 28th Questions? Email Hollis at hkkran@syr.edu
  4. Wilson Park Volunteers March 24 is the deadline to email Mahlet to volunteer at Wilson Park! Volunteers MUST fill out “City of Syracuse Volunteer Form” on the PAF 101 website and bring it to the center Final Community Service Due: April 21st
  5. TICK TOCK Community Service Form is due on 4/21! THIS IS A CRISIS You can lose 35 points from module 5 if you do not turn it in.
  6. Making Trendline Graphs A 2-minute tutorial on how to make trendline graphs is posted to the 101 website under Module 3 http://www.youtube.com/watch?v=tEA8-B1WPWA&feature=youtu.be
  7. Competition Points Winners Losers Competition Points as of 3/7/2014
  8. Module 3 Newsletter is up!
  9. Competition Debriefing Exercises Best competition received 5 points Congratulations Group #7 Now get ready for more points!
  10. Things to remember Take notes today to help with your module Groups who are called on should find as many errors as possible Choose 2 people to represent your group – DIFFERENT from last competition!
  11. Module 3 Debriefing Instructions When your group number is called choose 2 representatives to stand up and answer the questions (can’t be the same people as the M2 Competition) This is a competition; confer with your groups quietly so that you don’t give away the answers to other groups.
  12. Module 3 Debriefing Topic: Syracuse University undergraduates have too much debt when they graduate.
  13. Exercise 5.1 A Briefly state your societal problem and which local area of the country it applies to (i.e. town, city, county, school district). State your societal problem with its specific geographic area you will be focusing on here: Debt in Syracuse
  14. Exercise 5.1 A Briefly state your societal problem and which local area of the country it applies to (i.e. town, city, county, school district). State your societal problem with its specific geographic area you will be focusing on here: Debt in Syracuse The problem is too vague. Should say “too much” or “too little”ect. The geographic area is not specific enough. Correct: Syracuse University undergraduates in Syracuse, NY have too much debt when they graduate.
  15. Exercise 5.1 B Clearly describe two of the most significant negative effects of the societal problem in no more than 2 sentences for each effect. Describe the first negative effect here: Students are graduating with too much debt. Describe the second negative effect here: Tuition costs are getting higher.
  16. Exercise 5.1 B Clearly describe two of the most significant negative effects of the societal problem in no more than 2 sentences for each effect. Describe the first negative effect here: Students are graduating with too much debt. This is just restating the problem, with less description. Correct: Syracuse University will attract fewer high school students because tuition is too high. Describe the second negative effect here: Tuition costs are getting higher. This is the CAUSE of the problem, not the EFFECT.
  17. Exercise 5.3 A Data Data: Average amount of debt students had after graduation (per year) Source: Syracuse University
  18. Exercise 5.3 A (Graph) Write up to 4 sentences providing evidence of your societal problem and support this evidence by including a trend line graph. Compare your trend line for the local area to a state or the national level in at least one of your sentences. Label the graph using the example on page 61, figure 5.2 of the Maxwell Manual. Use the following data to construct your graph; only 3 data points are necessary. 2007 2008 2009 The average amount of student debt has more than doubled from 1998 to 2009. It is not possible to compare trend line for Syracuse with national data. .
  19. Exercise 5.3 A (Graph) Write up to 4 sentences providing evidence of your societal problem and support this evidence by including a trend line graph. Compare your trend line for the local area to a state or the national level in at least one of your sentences. Label the graph using the example on page 61, figure 5.2 of the Maxwell Manual. Use the following data to construct your graph; only 3 data points are necessary. Incorrect spacing of years and it should be academic years. Not formatted correctly. Data labels added above each point. 2007 2008 2009 The average amount of student debt has more than doubled from 1998 to 2009. No specific data point discussed. There can be a comparison toa state/national level. .
  20. Exercise 5.3 B (Quote) Write up to 4 sentences providing evidence based on a quote from a player (staff of a player) or expert you interviewed here (include the direct quote that supports the evidence). For this competition, your TA will be your expert. “Students use their credit card a lot at school.” (personal communication, 2014) Lots of students do not have a job to pay their credit cards, and then their debt gets too high.
  21. Exercise 5.3 B (Quote) Write up to 4 sentences providing evidence based on a quote from a player (staff of a player) or expert you interviewed here (include the direct quote that supports the evidence). For this competition, your TA will be your expert. “Students use their credit card a lot at school.” (personal communication, 2014) Lots of students do not have a job to pay their credit cards, and then their debt gets too high. Incorrect internal citation. Quote is CAUSE not EVIDENCE. Second sentence is also CAUSE not EVIDENCE.
  22. Exercise 5.4 Describe the two most significant causes that contribute to the existence of the societal problem identified in Exercise 5.2. The causes should not overlap or be redundant. One cause must be based on a quote from your expert (your TA). Write and briefly describe the first cause here: Students have to take jobs that are not satisfying just so they can make money. Write and briefly describe the second cause here: “Tuition is too high.”
  23. Exercise 5.4 Describe the two most significant causes that contribute to the existence of the societal problem identified in Exercise 5.2. The causes should not overlap or be redundant. One cause must be based on a quote from your expert (your TA). Write and briefly describe the first cause here: Students have to take jobs that are not satisfying just so they can make money. EFFECT not CAUSE. Write and briefly describe the second cause here: “Tuition is too high.”Missing internal citation and could use a further elaboration.
  24. Exercise 6.3A Clearly state your proposed policy to reduce the problem you identified in Exercise 5.2. This policy must be for SU. Use the guidelines provided on pages 73-74 of the Maxwell Manual. Briefly state your proposed policy here: Syracuse University will give entering students more scholarships. State whether the policy originates at the federal, state (which state) or local level (specify geographical location) here: It originates at the local level. Syracuse University in Syracuse, NY Quote one of the five suggestions you found most useful from page 73 in the Maxwell Manual here: old policy
  25. Exercise 6.3A Clearly state your proposed policy to reduce the problem you identified in Exercise 5.2. This policy must be for SU. Use the guidelines provided on pages 73-74 of the Maxwell Manual. Briefly state your proposed policy here: Syracuse University will give entering students more scholarships. Unclear/not enough description. State whether the policy originates at the federal, state (which state) or local level (specify geographical location) here: Syracuse University in Syracuse, NY Quote one of the five suggestions you found most useful from page 73 in the Maxwell Manual here: old policy Incorrect. Should be quoted from the book and elaborate that it extends an existing policy.
  26. Exercise 6.3B Discuss one alternative to the policy you proposed under A: Briefly state your proposed policy here: Students will stop taking out credit cards. State whether the policy originates at the federal, state (which state) or local level (specify geographical location) here: It originates at the local level. Syracuse University in Syracuse, NY Quote one of the five suggestions you found most useful from page 73 in the Maxwell Manual here: “Ask players and experts what they think would be effective policies” (Coplin, 2007, p. 73).
  27. Exercise 6.3B Discuss one alternative to the policy you proposed under A: Briefly state your proposed policy here: Students will stop taking out credit cards. NOT A POLICY, it’s a goal State whether the policy originates at the federal, state (which state) or local level (specify geographical location) here: Syracuse University in Syracuse, NY Quote one of the five suggestions you found most useful from page 73 in the Maxwell Manual here: “Ask players and experts what they think would be effective policies” (Coplin, 2007, p. 73).
  28. Exercise 6.3 C Write a brief paragraph defending why you chose your policy over the alternative. Indicate why you rejected the alternative by discussing the relative effectiveness and feasibility of the policy you choose and the alternative policy you rejected here: The policy we chosewould be more effective than the alternative because it is an extension of SU’s scholarship policy which awards students scholarship money during their first year based on their need.
  29. Exercise 6.3 C Write a brief paragraph defending why you chose your policy over the alternative. Indicate why you rejected the alternative by discussing the relative effectiveness and feasibility of the policy you choose and the alternative policy you rejected here: The policy we chosewould be more effective than the alternative because it is an extension of SU’s scholarship policy which awards students scholarship money during their first year based on their need. Incorrect. Rationalization is wrong because it talks about effectiveness but not feasibility. Only gives justification for the first policy, but does not say why the second policy would be rejected.
  30. Helpful hints! Quotes from players/experts/stakeholders require internal citations, but not a reference on the reference page. Label and title your graph, specify when data points are real or estimated. Ex. 2008e. Don’t confuse evidence, cause, and effect!
  31. Outside Speaker Announcement Ms. Renee Captor Defense Attorney from 1983 – 2001 Executive Director OCBA Assigned Counsel Program, Inc. 2001 – Present Research this speaker and come to class on Monday prepared with questions to ask
  32. For Next Class Speaker – Renee Captor, Executive Director of OCBA Assigned Counsel Program, Inc. Module due 3/19! http://classes.maxwell.syr.edu/paf101
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