zilongwang/ReadingBank huggingface dataset:
Take short breaks to reduce fatigue during these busy times. Fatigue will increase the risk of accident and injury for operators of machinery as reflex times will be slowed and concentration lost. When working long hours, important to be alert. Ensure that you get enough sleep, and come to work fresh. Other: WORKING IN PACKING SHEDS Packing sheds are very busy noisy places, often with many people, vehicles, forklifts and trucks working in close proximity to one another, delivering and moving produce onto pallets, into cool rooms and loading trucks. Ensure that guards are in on washing, grading and packing lines before starting work. Check and report Emergency Stop buttons are not in easy reach or are not functioning. Report any mechanical or electrical hazards to your supervisor immediately. Packing shed floors can get wet and slippery. Report slippery areas that can be hazardous, especially around cool rooms, washing and grading lines and machinery. Keep floors clean of fruit and rubbish. Take care when moving around the packing shed. Use only designated walkways. Stay clear of stacked pallets and bins. Stay clear of fork lifts moving produce. Do not enter cool rooms unless you have been instructed by your supervisor. Other: MACHINERY OPERATION AND MAINTENANCE Do not operate any fork lift or machine unless you are properly trained, instructed and you have appropriate High Risk Work Licence. Before starting any machine you must complete a safety check. This includes checking the level of fuel, oil, water, transmission fluid and the condition of tyres, brakes and guards. You should report to the manager any malfunction or condition likely to affect the safe operation of any machine, which cannot be fixed before use. This includes guards that are damaged or missing, or where there are exposed moving parts of machinery causing a safety hazard. When leaving a machine with the engine running, you must ensure that equipment is disengaged, the machine is in PARK and the handbrake set. Whenever you remove a guard to undertake machinery maintenance, or to clear a blockage, you must replace that guard after finishing the repair and/ or before restarting the machine.
Fascia on church, house and hall will soon need replacing. Will be factored into next year’s budget. Quotes to be sought Quotes to be sought for expansion of repository Buildings Heaters in church are marking the Solution to be found and put in place Tree surveys need to be carried out in order to ensure safety Need to ensure that any electrical items brought onto the premises are either less than a year old or have a current PAT sticker. Sign to be put on every plug reminding visitors Grounds need a thorough clean. This will be done on Saturday 19th March at 11:30. Gloves to be provided Events Events Committee: Lindsaye, Fran, Denise, Binoy 14th May - Quiz 26th June - Barbecue Weekend of 25th-27th November – anniversary celebrations - Sunday lunch, children’s event Ceilidh Saturday 26th 3rd December – Christmas Fair Jumble sales 23rd April 1st October PAC John McGowan and Arthur Staton have stepped down Committee re-elected as follows: Chair – Richard S Vice - Mark Finance – Phil Secretary – Lindsaye Photographs will be taken at next meeting for PAC board AOB Volunteers and offers of food are needed for Communion breakfast on Saturday 21st May. List to be put up Fr Matthew Mark Mark Mark Mark Lindsaye Fr Matthew Celia
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Perspective: Students will be able to conduct a multi-perspective analysis of local, global, international, and intercultural problems. Assessment Activity/Artifact: Free Debate Exercise. Evaluation Process: Rubric, scale of 1-5. Minimum Criteria for Success: Scale of 4 or higher on rubric. Sample: All students will be assessed To be entered at end of course Course Learning Outcome Students will be able to articulate the perspectives of the actors involved in international trade policy debates and explain how those perspectives interact to influence policy decisions. Use of Results for Improving Student Learning To be entered at end of course
Global Learning Student Learning Outcome Addressed Assessment Method Assessment Results Global Engagement: Students will be able to demonstrate willingness to engage in local, global, international, and intercultural problem solving. Assessment Activity/Artifact: Free Trade Debate Exercise. Evaluation Process: Rubric, scale of 1-5. Minimum Criteria for Success: Score of 4 or higher on rubric. Sample: All students will be assessed. To be entered at end of course Course Learning Outcome Students will Propose solutions to a contemporary trade policy controversy that take into account the full range of perspectives involved in the issue. Use of Results for Improving Student Learning To be entered at end of course
Recycling technologies assessed (Number) 0 0 2 2 2 Mercury contaminated sites with environmental risks assessed (Number) 0 0 2 5 5 Participants in consultation activities during project implementation (Number) 0 200 200 700 1,600 Number of key mercury sectors represented by participants (Number - Sub-Type: Breakdown) 10 10 10 10 10 Participants in dissemination events (Number) 0 0 0 600 750 Participants in dissemination events - female (Number - Sub-Type: Breakdown) 0 0 0 200 300 . Indicator Description . Global Environmental Objective Indicators Indicator Name Description (indicator definition etc.) National strategy developed and submitted for approval National strategy for the implementation of Minamata Convention on Mercury developed and submitted to the MEP for approval Mercury flow tracked by a fully functional MIS Production, use, trade of primary and recycled mercury; disposal and recycling of mercury wastes; trade and import/export of mercury and mercury containing products; mercury releases Intermediate Results Indicators Indicator Name Description (indicator definition etc.) Frequency Data Source / Methodology Responsibility for Data Collection
Renewable Energy Fund Guarantee (P159901) PROJECT APPRAISAL DOCUMENT . LATIN AMERICA AND CARIBBEAN ENERGY AND EXTRACTIVES GLOBAL PRACTICE Report No.: 110654-AR . Basic Information Project ID Environmental Assessment Category Team Leaders P159901 FI Lucia Spinelli Arnaud Braud Lending Instrument Fragile and/or Capacity Constraints [ ] Project Investment Financing Financial Intermediaries [X] Series of Projects [ ] Project Implementation Start Date Project Implementation End Date 01-Mar-2017 1-Aug-2020 Expected Effectiveness Date Expected Closing Date 30-Apr-2017 1-Aug-2020 Joint IFC No Practice Managers Senior Global Practice Director Country Director Regional Vice President Antonio Barbalho Pankaj Gupta Riccardo Puliti S. Hentschel Jorge Familiar . Borrower: Argentine Republic Responsible Agency: Ministry of Energy and Mining (Ministerio de Energía y Minería) and Banco de Inversión y Comercio Exterior (BICE) Beneficiary: BICE, in its capacity as trustee of FODER Contact: Sebastián Kind Title: Undersecretary for Renewable Energies (Subsecretario de Energías Renovables) Telephone No.: +54-11-4349-8033 Email: . Project Financing Data (in US$, Millions) [ ] Loan [ ] IDA Grant [ X ] Guarantee [ ] Credit [ ] Grant [ ] Other Total Project Cost: 1.374 Total Bank Guarantee: 480 Financing Gap: 0.00
The draft artist brief will need to include information about the project, such as the budget, the commissioner’s objectives, the planned location and proposed artist selection process. For information on the development of a project and artist brief please refer to the Public Art and Design checklist documents: It is a general condition of funding in this category that Public Art and Design staff contributes to the development of the artist’s brief and where appropriate an Arts South Australia peer assessor participates in the selection of artists and/or concepts. Please ensure that you submit one signed hard copy of your complete application, including all support material and one digital version on USB, again, including digital copies of all relevant support material. The total combined size of your digital application and support material on USB should not exceed 6MB of data. Key Closing date: 28 April 2017 Notification date: June 2017 Commencement date: 1 July 2017 Closing date: 18 August 2017 Notification date: October 2017 Commencement date: 1 November 2017 Closing date: 8 December 2017 Notification date: February 2018 Commencement date: 1 March 2018 Amounts available Up to $15,000 Who to talk to Sue Lorraine Arts Development Officer, Public Art and Design Phone: 08 8463 5447 Email:
power generation is prepared. Support Reports An action plan is prepared for the 1) establishment of an Energy Efficiency Unit at the Ministry of Electricity and 2) for at least two of the energy efficiency projects in NEEAP. Yes/No No No No No Yes Yes Progress Reports, Support Reports PMT, and World Bank Team A comprehensive energy pricing and fuel switching strategy for Egypt including detailed action plans for compensatory measures to mitigate the impact of subsidy removal is developed. Yes/No No No No No Yes Yes Progress Reports, Support Reports PMT, Bank Team A communication strategy for fuel subsidy reform including public consultation is prepared. Yes/No No No No Yes Yes Yes Progress Reports, Support Reports PMT, and World Bank Team A database of the poor and vulnerable is developed with 10 million households registered in the new poverty database. Yes/No No No No No Yes Yes Progress Reports and Support Reports PMT, and World Bank Team .
Intermediate Results Indicators Cumulative Target Values Data Source/ Responsibility for Indicator Name Core Unit of Measure Baseline YR1 YR2 YR3 YR4 End Methodology Data Collection EEHC Capacity building program in financial and governance is developed and number of training workshops/events for EEHC. Yes/No No No Yes Yes Yes Yes Progress Reports, Support Reports PMT, and World Bank Team Ministry of Petroleum and Ministry of Energy established coordinating committee to develop and implement fuel to power. Yes/No No No Yes Yes Yes Yes Progress Reports, Support Reports PMT, and Bank Team Inter-ministerial coordination is established and maintained to facilitate and implement energy subsidy and communication strategies and social safety nets program. Yes/No No No Yes Yes Yes Yes Progress Reports, Support Reports PMT, and World Bank Team . .
Donors may choose not to provide funding tranches if dissatisfied with the project. The EU has committed to providing EUR 67.626 million to the project in full and eligibility of expenditures were discussed in detail as part of the Administrative Agreement between the EU and the World Bank, signed on December 19, 2013. The project will entail significant interaction and oversight by the EU including direct interaction with the PIU/ Recipient. Resp: Status: Stage: Preparation and implementation Recurrent: Due Date: Frequency: Continuous 3.4 Delivery Monitoring and Sustainability Rating Moderate Risk Description: a) The M&E system currently in may not be adequate to effectively measure project results, including outputs and outcomes. This risk is considered Moderate as the SFD has developed M&E systems to monitor p 3evious WB-financed projects. b) There is a risk to sustainability if the Government will not provide sufficient funding for operations and maintenance (O&M) costs related to the public works activities after the project closes, even though covering these O&M costs is a requirement as part of the initial sub-project agreement with the local government authorities. Risk Management: a) The SFD MIS system has been upgraded (with EU support) and enables users to receive real time monitoring of the entire sub-project cycle. The MIS was also modified to enable it to collect and report on project specific outputs and outcomes in disaggregated manner. The proposed project will also include support to continue strengthening the SFD M&E function for project monitoring, especially in the area of monitoring outcomes, project development objective results and enhanced data collection. Resp: Status: Stage: Preparation and implementation Recurrent: Due Date: Frequency: Continuous Risk Management: b) As the project is addressing country shocks, it is not to be financially sustainable. However, capacity development of the SFD as an institution that will be capable to implement this program in a scalable manner is an essential element of program sustainability and resources are devoted under the project towards that end. Resp: Status: Stage: Preparation and implementation Recurrent: Due Date: Frequency: Continuous 4. Overall Risk
G.SH. several Several IT equipment packages for establishing consumer unit and Micro finance Division 300,000 Shopping post June 15, 2014 Selection of Consultants Prior Review Threshold: Selection decisions subject to Prior Review by Bank as stated in Appendix 1 to the Guidelines Selection and Employment of Consultants: Selection Method Prior Review Threshold Comments 1. Competitive Methods (Firms) 1 million 2. Single Source (Firms) All 3 Individual consultant 0.075 million Short list comprising entirely of national consultants: Short list of consultants for services, estimated to cost less than US$300,000 equivalent per contract, may comprise entirely of national consultants in accordance with the provisions of paragraph 2.7 of the Consultant Guidelines. Any Other Special Selection Arrangements: a number of QCBS for selection of supervision and TA consultants will be financed under retroactive financing and advance procurement. Consultancy Assignments with Selection Methods and Time Schedule 1 2 3 4 5 6 Ref. No. Description of Assignment Estimated Cost US$ Selection Method Review by Bank (Prior / Post) Issue RFP date C.QCBS.1 Strengthen credit guarantee schemes 1 million QCBS March 2014 C.QCBS.2 Enhance consumer protection mechanism 0.5 million QCBS prior May 2014 C.IND.1 Supporting the development of the institutional framework for microfinance and Non-bank Financial Institutions (NBFIs) supervision 0.3 million Individual consultants Prior/post 15, 2014 Procurement risks are in particular inherent to the following: (i) a clear legal framework regarding selection of consultants is lacking in Jordan, CBJ procurement bylaw and the regulations (154/2003) dated 25/3/2003 that sets the mechanism and the process of procurement in CBJ has no specific reference to procurement of consulting services and consultants contracts (ii) standard bidding documentation for request for proposals not used by procurement practitioners, (iii) lack of familiarity of CBJ procurement staff with Bank’s
Transition Transition is part of life for all learners, whether this involves moving to a new class or moving to a new school. We recognise that transition is an important time for all children, but especially for a child with SEN. We work closely with parents or carers, children and staff to ensure these transitions run as smoothly as possible. Transition within the school takes place in the Summer Term; arrangements for transition to Secondary School for pupils with SEN will be planned according to individual need. Transition to Secondary School for children with an EHC plan will begin in Year 5. During Year 6 information will be shared with the SENCO at the new school. This information will outline needs and support that has proven effective. Where possible the children will visit their new school on several occasions, and in some cases, staff from the new school will come to Padbury CE School to visit the pupil or staff from Padbury will accompany the pupil to their next school. Qualifications and Training It is an expectation of the school that all of our children have ‘quality first teaching’. We value professional development and ensure that our staff have regular access to training courses to improve their expertise. We aim to be both a dyslexia and dyscalculia ‘friendly’ school. Further Information If you wish to know more, then do contact us through the school’s e-mail: The School’s Key Contacts Headteacher – Mrs Karen Duckworth Special Educational Needs and Disability Co-ordinators (SENDCo) – Mrs Emma Gooding and Mrs Laura Mackenzie Special Educational Needs Governor –Mrs Sue Dorward School Policies The following policies, which you might find useful, can be found on the school’s website: Accessibility Policy SEND and Inclusion Policy Equal Opportunities Policy Complaints Policy The School’s link to the Bucks Local Offer Information for the Local Offer for Buckinghamshire is available at The Bucks Local Offer provides information and advice on Special Education Needs & Disability provision, both inside and outside the Local Authority. If you wish to contact Buckinghamshire County Council about the Local Offer please call 0845 688 4944 or email
4. Black/African American 5. Native Hawaiian/Other Pacific Islander 6. 7. Two or more races 8. Unknown Part II: Statement of Goals and Priorities A. Report on FY 2014 Statement of Goals and Priorities (SGP) Goal Number: Goal Statement: 2. Priorities (Add rows below if needed) # Priority 3. Strategies Used to Implement Goal and Address Priorities (Check all that apply below) □ Collaboration □ Systemic Litigation □ Rights-Based Individual Advocacy Services □ Educating Policy Makers □ Investigations of Abuse and Neglect □ Other Systemic Advocacy □ Monitoring □ Training/Outreach 4. Extent to Which Goal was Achieved (Check one below) □ Not Achieved □ Partially Achieved □ Achieved □ No Results This Year 5. Stage of Implementation (Check one below) □ Planning □ Initiation □ Implementation □ Outcome/Fully Integrated 6. Results Narratives of P&A Activities and Accomplishments Related to Above Goal List goal and priority #(s) addressed in the activity described in the narrative Goal #(s): 1 Priority #(s): Collaborator(s): Underserved/Unserved/Minorities Targeted? ☐ Yes ☐ No (If yes, describe in narrative). <Narrative Headline> <Story/Narrative>
Outcome Statement Statutes, ordinances and regulations will benefit individuals with disabilities. Performance Measurement Number Communications to people with disabilities explaining a policy initiative. People with disabilities supported in expressing their own viewpoint on a policy related matter. written comments were submitted regarding proposed legislation or regulations. Times testimony was provided at a legislative hearing. Provisions in regulation modified or prevented. People with disabilities impacted by the regulation provision(s) modified or prevented. Provisions in law modified or prevented. People with disabilities impacted by one or more provision(s) in law modified or prevented. Provisions in ordinances modified or prevented. H. Outcome Statement The rights of individuals with disabilities are advanced through non-litigation group advocacy. Performance Measurement Number Changes in practices made or prevented. Provisions in policy modified or prevented. I. Information, and Referrals Outcome Statement People with disabilities, family members and others will receive basic disability related . Performance Measurement Number People receiving information and referral services. People receiving technical assistance. Self-advocacy materials published or revised. Self-advocacy materials distributed. J. Training Outcome Statements People with disabilities have the skills necessary to conduct effective self-advocacy. People with disabilities have knowledge necessary to be an effective self-advocate.
PADDYS RANGES STATE PARK e Maldon To St Arnaud To Dunolly e e Alma e Maryborough Castlemaine Clunese Beaufort e eDaylesford eCreswick To Bendigo e Ballarat C275 C277 Moonlight Flat Parks Office To Castlemaine B180 Maryborough To Avoca B180 MARYBOROUGH REGIONAL PARK GOLDFIELDS RESERVOIR Adelaide Lead GOLDFIELDS TK RESERVOIR Camping Area SING
PADDYS RANGES PARK C287 Picnic Area WHIPSTICK TAGGART Daisy Hill To Amherst To Clunes, Ballarat Paddys Ranges State Park & Maryborough Regional Park Recreational Facilities 0 500 1000 N M E T R E S Highway Sealed road Unsealed road Vehicular track (4wd) Walking track State Park Regional Park State Forest Water body Barbecue - Wood Camping Facilities for people with disabilities Fireplace Park information Picnic table Toilets Water by Spatial Vision 2004 M/5367 * e MELBOURNE
tab of NYUClasses. File names should always include the student’s name (or the team number) as well as the assignment name. You should also be sure to put your name on the document itself. Grading Rubric for All Reflection Papers Area 0 1 Passable 2 Good 3 Excellent Synopsis No synopsis of argument (s) Partially accurate or incomplete synopsis of argument (s) Good synopsis of argument(s) Concise, clear synopsis of argument(s) Critical engagement with quote, reading, speaker’s arguments: interesting, banal, counterintuitive, confusing? Quality of data? How would we know if they were wrong? Evidence for claim(s) about arguments? No real engagement with argument(s) Partial engagement with argument(s) but reasoning Good engagement with argument(s) with clear and sound reasoning and evidence (highlights strengths, flaws, gaps, limits or weaknesses in arguments) Excellent Clear, systematic, engagement with argument. Provides evidence for claims about argument(s) from readings; Discusses relevance to broader themes in course No clear connections made; like a stand-alone book report Makes some effort at making connections to other readings and/or issues A good connection made to other readings and/or issues Makes creative and integrated connections to other readings and/or issues Discusses application in professional area of your interest No clear application made Some effort at application; not clear Clear application is made Thoughtful and reflective application Writing Style Not Clearly not proofread; multiple grammar Manageably written Well-written; 1 or 2 minor errors. Beautifully written; No errors.
Readings Case: Social Service Mergers: Hope Services and Skills Center, Stanford Graduate School of Business, 2008 Kearns, Chapter 8 (pp. 241-270). Cho, R. “Working Together: A Close in Look at Interagency Collaboration” Research Center for Leadership and Action. Briefing Paper. La Piana, D. “Merging Wisely.” Stanford Social Innovation Review. Spring 2010, 28-33. Longoria, R.A. “Is collaboration always a good thing?” Journal of Sociology and Social Welfare. Sept, 2005. Class 12: Strategic Plan and Management Systems (April 19) Learning objectives To examine the ‘stepdown’ process from mission to operations and to be able to develop key performance indicators To be able to understand and use the balanced scorecard as a performance management tool for monitoring the effective implementation of vision and strategy Readings Case (memo 3 due): Mayor Anthony Williams and Performance Management in Washington, DC (Harvard Kennedy School) Kaplan, R.S. & Norton, D., “Using the Balanced Scorecard as a Strategic Management System, Harvard Business Review, 1996 Simons, R. S., “Stress-Test Your Strategy: The 7 Questions to Ask,” Harvard Business Review, November 2010, pp.92-100 Kaplan,R.S. “The Balanced Scorecard for Public-Sector Organizations,” Balanced Scorecard Report. Class 13: Implementing the Strategic Plan (April 26) Learning objectives To appreciate the challenges in translating concepts and grand visions into effective action ‘on the ground’, especially in the face of resistance To be able to manage issues of power and politics in implementing a plan Understand the role of social networks in organizational change Readings Case: Elizabeth Parker, A and B; Skinner & Burst, Harvard Business School, 2006. Neilson, G. L., Martin, K. I., & Powers, E., “The Secrets to Successful Strategy Execution,” Harvard Business Review, June 2008, pp. 60-71 Class 14: Leading Organizational Change (May 3) Learning objectives
Final Exam: 30% Participation: 10% WRITTEN ASSIGNMENTS Roughly every other week students will read an academic research article and summarize the findings in an opinion piece or a policy brief. See descriptions below. IN-CLASS EXAM A final written exam will take place during finals period. Any students with disabilities requiring special exam procedures should contact me as soon as possible. GROUP PRESENTATIONS Teams of 5 students will give a roughly eight minute presentation for the class. The first topic will be presenting research on a specific cognitive bias (i.e., summarizing research of others) and the second will be a creative policy design project. Overview of the Semester Lecture Topics Overview Reading Assignments: Due at class start Sept 4 Intro to Prospect Theory TFS ch.25-26 Sept 11 The Endowment Effect TFS ch.27 Sept 18 Econometrics Review; Loss Aversion Applications Econometrics review; Nudge ch.1 Sept 25 Loss Aversion and Education; Probability Weighting TFS ch.29 Memo 1 Oct 2 Present Bias; Commitment Devices Nudge, ch.2 Bias Pres 1 Oct 9 Legislative Day – NO CLASS
PADM-GP 2140 Public Economics and Finance Fall 2018 Instructor Information Sylwia Bialek, PhD Email:sylwia.bialek@nyu.edu Office Address: Wilf Hall 313 Office Hours: Thursdays 9:15-10:15am Course Information Meeting Times: Tuesdays, 9/4 – 12/14, 4:55-6:35 pm Location: Tisch Hall, Room LC9 Teaching Colleagues Name: Anthia Ma Email: ym1034@nyu.edu Office Hours: Tuesdays 11:15am-12:15pm Location: Puck 3045 Recitation: Mondays 8:40-9:40pm Location: Global Center 388 Name: Xingzhi Wang Email: xingzhi.wang@nyu.edu Office Hours: Thursdays 6:00-7:00pm Location: Puck 3045 Recitation: Thursdays 8:35-9:35pm, Location: 194 Mercer 207 Course Prerequisites CORE-GP 1011 Statistics CORE-GP 1018 Microeconomics
Optional: Gorman DM, Huber Jr JC, & Corozza SE. (2006) “Evaluation of the Texas 0.08 BAC law.” Alcohol & Alcoholism, 41(2): 193-199. Class 12: Nov. 20 Topics: Evaluation and Research Ethics Readings: Weiss, Chapter 14 The New York Times Editorial Board. (2013) “” NY Times, April 15, 2013. Available at: The Associated Press. (2014) .” The Associated Press, November 6, 2014. Murpy K. (2017) “.” The NY Times, May 22, 2017. Available at: Optional: Norris N. (2005) “The politics of evaluation and the methodological imagination.” American Journal of Evaluation, 26(4): 584-586. Class 13: Nov. 27 Topics: Qualitative Methods Readings: Weiss, Chapter 11 Class 14: Dec. 4 Topics: Participatory Evaluation Final Group Meetings Readings: Scott S, D’Silva J, Hernandez C, Villaluz NT, Martinez J, & Matter C. (2017) “The Tribal Tobacco Education and Policy Initiative: Findings from a Collaborative, Participatory Evaluation.” Health Promotion Practice, 18(4): 545-553. GreenMills LL, Davison KK, Gordon KE, Li K, & Jurkowski JM. (2013) “Evaluation of a Childhood Obesity Awareness Campaign Targeting Head Start Families: Designed by Parents for Parents.” Journal of Health Care for the Poor and Underserved, 24(2)(S):
In this session we examine the problems of corruption, clientelism, patronage and other maladies that often affect the public sector. On his piece, Hirschman provides a provocative argument concerning perceived “obstacles to development”. How do we know what is an obstacle, and what should be done about them? The other three pieces help us apply Hirschman’s framework to the problem of corruption. This is a charged topic, and students often have strong (and deeply ingrained) opinions about corruption. When reading these pieces, try to identify your own beliefs concerning the relationship between corruption and development, whether they should be updated, and how. Class 14 In Class Reflection - wrap up 1 - Required Wright, Erik Olin. (2015) How to be an Anticapitalist Jacobin Magazine 2 - Recommended n/a 3 – The readings in context (pointers for readers) Erik Olin Wright is a well-known sociologist who wrote a provocative piece about capitalism and inequality. As we think about international development, are we arguing against Wright or with him? If the latter, he lays out different modes of action. Where do you see yourself? Have your ideas changed? Above all, students should come to class prepared to reflect on the whole course, their personal experiences, and what they have learned. Accretions to knowledge are good, but real learning often requires that we change our minds. What have you changed your mind about?
Global Fund to Fight AIDS, Tuberculosis, and Malaria: Interaction: Bond: Ashoka Foundation: Raj M. and Homi Kharas, “The California Consensus: Can Private Aid End Global Poverty,” Survival 50:4 (August-September 2008): pp. 155-168. Reith, “Money, Power, and Donor-NGO Partnerships”, Development in Practice, Vol. 20, No. 3 (May 2010), pp. 446-55. Robert Marten and Jan Martin “Transforming Development? The Role of Philanthropic Foundations in International Development Cooperation.” GPPI Research Paper No. 10. (Berlin: Global Public Policy Institute, 2008). Samuel Worthington and Tony Pipa. “Private Development Assistance: The Importance of International NGOs and Foundations: Essential Partners in a New Aid Architecture.” In Kharas, Makino and Jung (2011), pp. 61-82. Jane Nelson. “The Private Sector and Aid Effectiveness: Towards New Models of Engagement.” In Kharas, Makino and Jung (2011), pp. 83-111. Michael Edwards, “International Development NGOS: Agents of Foreign Aid or Vehicles for International Cooperation?” Nonprofit and Voluntary Sector Quarterly, Vol. 28 (1999), No. 4, Supplement, pp. 25-37. Giles Mohan, “The Disappointments of Civil Society: The Politics of NGO Intervention in Northern Ghana”, Political Geography, Vol. 21, No. 1 (January 2002), pp. 125-54. Sarah Lister and Warren Nyamugasira, Design Contradictions in the ‘New Architecture of Aid’: Reflections from Uganda on the Role of Civil Society Organizations,” Development Policy Review, Vol. 21 (2003), No. 1, pp. 93-106. Catherine Agg, “Winners or Losers?: NGOs in the Current Aid Paradigm,” Development, Vol. 49, No. 2 (2006), pp. 15–21. Hyunjoo Ree. “Promoting Cooperation in Knowledge Exchange.” In Kharas, Makino and Jung (2011), pp. 260-280. IV. Political Economy Thomas Carothers and Diane de Gramont. Development Aid Confronts Politics: The Almost Revolution. (Washington, DC: Carnegie Endowment for International Peace, 2013). David Booth, “Aid, Institutions and Governance: What Have We Learned?” Development Policy Review, Vol. 29 (2011), pp. S5-S26.
establish the Syria Recovery Trust Fund (SRTF), which began to operate in late 2013. How well were the broad goals translated into specific programs? How will the program managers know and show whether they have been effective? Do the risks faced by the SRTF differ from those of the UN General Trust Funds and how can they be managed? Required Materials: Downs, United Nations Global Trust Fund Risk Assessment, 2010 SRTF General Eligibility Criteria and Guidelines for Development of Logical Frameworks (http://www.srtfund.org/articles/13_general-eligibility-criteria) OCHA Common Humanitarian Fund Guidelines Downs, Incorporating NGOs in UN Humanitarian programs: lessons learned from Sudan CHF/FMU Transparency International, Preventing Corruption in Humanitarian Operations, pgs. 7-20 Toolkit #2 references: Monitoring and evaluation indicators High Level Panel – Post 2014 Global Partnership and Goals MDG and Indicators GFATM, Top 10 Indicators for HIV/AIDS, TB and Malaria GFATM 2011, Monitoring and Evaluation Toolkit Roche, Chris (2004). Impact Assessment for Development Agencies OHCHR 2012, Human Rights Indicators UNDP 2010, Democratic Governance Indicators UNDP 2005, Gender-sensitive and Pro-Poor Indicators of Good Governance UNDP 2006, Indicators for Rights Based Approach to Development UNDP 2013, Human Development Report World Bank, Governance Matters (www.govindicators.org) World Bank 2013, Worldwide Governance Report Monitoring and Evaluation website: (http://www.mande.co.uk) Optional Presentation Student presentation of own past projects for review of logframe structure Assignment #1 Group logframe for project, begun in Session 1, due via email by 1700 on Thursday (13th) Assignment #4 Students identify project topic for final proposal via email by Thursday (27th)
NEW YORK UNIVERSITY Robert F. Wagner Graduate School of Public Service Spring 2017 PADM-GP 4250 (1.5 credits) Tuesdays 6:45-8:25 GCASL 383 Instructors: John Gershman Email: Office Hours: Office 3440, Puck Building, Mondays, 4:00-6:00 PM and by appointment. I am typically available to meet before and after class as well. This class provides students with an introduction to the politics, economics, and policies associated with the global crises of hunger, malnutrition (under and over-nutrition), and food security. While the analytical perspectives provided will be comparative and historical, the course intends to ground discussion with practical exposure to the contemporary context of Ghana. Students will have an opportunity to have several field experiences in Ghana. The goals of the field experiences is for students to talk with organizations about the rationales for their current programs, to learn how the programs were designed, and to document what types of outcomes and impacts have been measured and evaluated. A particular focus is on the politics of these programs, both internally within communities and with respects to engaging other actors (supply chains, the public sector, etc). During this time, there will be additional sessions for students to share their field experiences with one another and reflect on how the material learned in the classroom can be used in practice. Prior to the course (and during the course itself) we will also facilitate contacts with organizations for students interested in pursuing longer internships over the summer in Ghana. Learning Objectives By the end of this course you should be able to: Explain various perspectives on the origins of the contemporary global food crisis as well as the state of knowledge regarding the inter-related food, fuel, and finance crises Be conversant with key terms in the field of food security and political economy of hunger and malnutrition Understand issues associated with the current food aid regime Understand the ethical issues associated with rights-based and welfarist approaches to food security GRADES There is no curve in this course. Everyone may receive an A or everyone may receive an F. This course will abide by the Wagner School’s general policy guidelines on incomplete grades, academic honesty, and plagiarism. It is the student’s responsibility to become familiar with these policies. All students are expected to pursue and meet the highest standards of academic excellence and integrity. Incomplete Grades: Academic Honesty:
Class 10: Nov. 7 Topic Covered: Black Lives (and Places) Matter I Required Readings Available on NYU Classes: The Movement for Black Lives: Platform. () Peterson, Ruth D., and Lauren J. Krivo. Divergent social worlds: Neighborhood crime and the racial-spatial divide. Russell Sage Foundation, 2010. – Chapter 4 () Legewie, Joscha. 2016. “Racial Profiling and Use of Force in Police Stops: How Local Events Trigger Periods of Increased Discrimination.” American Journal of Sociology Coates, Ta-Nehisi. 2014. “Barack Obama, Ferguson, and the Evidence of Things Unsaid: Violence works. Nonviolence does too.” The Atlantic. () Sharkey, Patrick. 2014. “Ferguson is a story going back decades. And there is no new ending.” The Guardian. () Recommended Readings: Massie, Victoria M. 2016. “Why asking black people about "black-on-black crime" misses the point.” Vox. () Hanna-Jones, Nikole. 2015. “A Letter From Black America.” Poliico. () The Editorial Board. 2015. “Housing Apartheid, American Style.” The New York Times. () Badger, “The Study That Could Upend Everything We Thought We Knew About Declining Urban Crime” CITYLAB. February 7, 2013. () Jan, and Jahi Chikwendiu. 2018. “The Forgotten Ferguson.” The Washington Post () From the Textbook Chapter 6. Daily Activities and Violence in Community Landscapes J. Wiebe and Charles C. Branas Multimedia Materials: "I Can't Breathe" On The Media () Williams, Timothy, James Thomas, Samuel Jacoby, and Damien Cave. 2016. “Police Body Cameras: What Do You See?” The New York Times. () "Mass Incarceration, Visualized" The Atlantic () "The Enduring Myth of Black Criminality" The Atlantic ()
Class 11: Nov. 14 Topic Covered: Conclusions Required Readings From the Textbook: Chapter 13. Changing the Geography of Opportunity by Helping Poor Households Move Out of Concentrated Poverty: Neighborhood Effects and Policy Design —George Galster Chapter 16. Increasing Diversity and the Future of U.S. Housing Segregation —Robert DeFina and Lance Hannon Available on NYU Classes: Coates, Ta-Nehisi. 2014. The Atlantic. Recommended Readings: Sharkey, Patrick. 2013. The New York Times. (http://www.nytimes.com/2013/04/29/opinion/the-urban-fire-next-time.html) Ross, Tracey and Sarah Treuhaft. 2017. The New York Times. Navarro, Mireya. 2016. The New York Times. Rank, Mark. 2018. “The Cost of Keeping Children Poor.” The New York Times “Desegregating NYC: 12 Steps Toward a More Inclusive City.” Multimedia Materials: "Discussion of Chetty findings" The On Being Assignments Due: Conclusory memo due
b) Andrew Black, Why do Terrorists Stop?: The Case of the Armed Islamic Group [GIA]” c) Jonathan Stevenson, “Case The Provisional Irish Republican Army” d) Peter Waldmann, “The Tupamaros (Uruguay) and the M-19 (Colombia)” Third Response Paper Due: October 24 October 31: Al (Pre 9/11) Required Reading: 1) Timothy Naftali, Blind Spot: The Secret History of American Counterterrorism, New York: Basic Books, 2005, 264-274* 2)9/11 Commission Report (2004), pp. 108-143; 174-214; Henry J. Crumpton, Jr., The Art of Intelligence: Lessons from a Life in the CIA’s Clandestine Service (2012), 121-160+ November 7: Afghanistan Required Reading: 1) David Kilcullen, The Accidental Guerrilla: Fighting Small Wars in the Middle of a Major One (2008), xiii-xix; preface, prologue, *
2) Fotini Christia & Michael Semple, “How to Flip the Taliban,” and Steven Simon, “Is Nation Building Doomed?”Foreign Affairs, July/August 2009.+ November 14: Iraq—Creating Terrorism? Required Reading: F. Gregory Gauss III and Jennifer Windsor, “Can Spreading Democracy Help Defeat Terrorism?” Chapter of Debating Terrorism and Counterterrorism: Conflicting Perspectives, Contexts, and Responses (2010) 235-271+ Kilcullen, The Accidental Guerrila, 115-185* Thomas Ricks, Fiasco: The American Military Adventure in Iraq (2007), 149-269* Robert Gates, Duty, pp. 25-79; 223-238+ Fourth Response Paper Due: November 15 November 21: Some Techniques of post 9/11 CT: How Effective? Required Reading: Drones—targeted assassinations Max Fisher, “Does Killing Terrorist Leaders Make Any Difference? Scholars are Doubtful,” August 30, 2016. ?
3)George At the Center of the Storm: My Years at the CIA, (2007), 229-257+ Recommended Reading: Selections from the Senate Select Committee on Intelligence Report on the Central Intelligence Agency’s Detention and Interrogation Program November 28: Yemen Required Reading: Victoria Clark, Yemen: Dancing on the Heads of Snakes (2010), 1-175.* Michael Morell, The Great War of Our Time: The CIA’s Fight Against Terrorism—from al Qa’ida to ISIS, vii-xvi, 141-42, 177-210, 307-309* Henry A. Crumpton, The Art of Intelligence: Lessons from a Life in the CIA’s Clandestine Service, 309-324.+ Philips, “How US Strategy could Empower AQAP in Yemen,” Foreign Affairs, August 2015 Human Rights Watch, Yemen, Events of 2015, https://www.hrw.org/world-report/2016/country-chapters/yemen
of this course, you may be entitled to accommodations. Please schedule an appointment to speak with someone at the Center for Students with Disabilities (726 Broadway, 2nd floor, 212-998-4980) FEEDBACK: during the semester I will ask you to provide me with anonymous feedback regarding your perceptions of the course. In addition, you may feel free to submit feedback to me at any time. I will take your feedback seriously, so I encourage you to be honest and constructive. Class Topic(s) Activities Assignments Due 1 Introduction, history of survey and interviewing, applying surveys and interviews to research designs Sampling & research question generation 2 Survey methods and question development Pt I Survey development Assignment 1 3 Survey methods and question development Pt II Survey development Assignment 2 4 Interview methods and question development Interview development Assignment 3 5 Data collection Collection plans Final survey & interview protocols 6 Data analysis Analysis plans 7 Report writing Data collection and analysis *Syllabus subject to change
Fail = Below 70 Visualization Assessment Rubric Category Scant Development (1) Minimal Development (2) Moderate Development (3) Substantial Development (4) Evidence Data is not attributed or even present; No external source of information identified Data source unclear or originates from spurious places Data from some reputable sources are integrated, even if there are some lapses in explaining the context of the source Data comes from multiple highly reputable sources; Data is supplemented with references to relevant scholarship; Methodology behind how the data was collected is explained Context Little or no to explain the rationale of the visualization Only fragmentary sentences or bullet points to help provide context for the visualization Generally good writing associated with visualization that helps the viewer interpret it Insightful prose that integrates argument, evidence, scholarship, and ideas to compliment visualization Data Cleanliness No manipulation of data is evident; Visualization is indecipherable because of unstructured data Some lapses in manipulation of data, make the visualization appear to be cumbersome or unclear Data has been structured with an eye for functionality with visualization platform Data is impeccable in its structure; Column headings are and identifiable, multiple datasets are organized Aesthetic Design No apparent attention given to choice of of color coordination, user experience, or appropriateness of visualization type Some questionable or confusing choices regarding color, visualization type, or layout Acceptable visual presentation, but with some lapses in clarity and design Meticulous care given to colors, design, user experience, and presentation of visualization on the blog; The kind of visualization is appropriate given the data being presented Intellectual Presentation Almost no clear argument or commentary present; visualization is a facile representation of data or statistics derived from another source An issue of importance is identified but not clearly fleshed out developed to the full extent An issue of importance is evident in the visualization Visualization illuminates changes in time; Makes a clear argument; Puts disparate things in relationship to one another; Underscores a social pattern; Develops a clear sense of why the data matter Course Policies Attendance: 4119 Introduction to Data Visualization demands interaction, discussion, and constructive criticism, all of which are compromised when you are not in the classroom. Because this class meets four times throughout the semester, you are expected to attend every session and arrive on
Association of Manufacturers Can and Management officials be Engaging Leaders? Present Engaging Leader leadership style Short Inventory and Debriefing 10:30-10:45 The primary symptoms of Conflict Identify the root causes of conflict in the labor management portfolio Lecture, Power Point and Interactive Exercise 10:45-11:00 BREAK 11:00-11:15 Management Strategic Due Diligence: What You Need to Know! Increase mastery and skills federal and state laws and workplace policies Lecture 11:15-12:00 Mutual Gains Bargaining (MGB) Illustrate the Business Case for Labor Management Cooperation Lecture and Interactive Exercise 12:00-12:30 LUNCH 12:30-1:30 Negotiating Competing Interests Foster innovative awareness around strategies for agreement Group Interactive Negotiation Exercise 1:30-2:00 Emotional Intelligence in Labor Management Relations Present topical strategies Multimedia, Lecture and discussion 2:00-2:45 BREAK 2:45-3:00 A Inside Perspective of Labor-Management Dynamics Speakers Discussion and Q & A 3:00-5:00 Friday January 27th, 2017 (Subject to Modification) TOPIC OBJECTIVES METHOD TIME Examination Leverage the transfer of knowledge Individual 9:00-10:30 The Mediation and Arbitration Impact on Labor Relations Create a perspective on ADR in the management context Lecture 10:30-10:45
7 Top Strategies for Benchmarked Negotiators Present best practices Discussion 10:45-11:00 Organizational Spotlight: How FMCS Impacts Management Cooperation Dissect the inner workings of FMCS Lecture and Power Point 11:00-11:15 BREAK 11:15-11:30 Enhanced Communication for Managers, Supervisors and Union Leaders Increase Communication and Negotiation Mastery and Skills Coin Negotiation Exercise et al 11:30-11:45 Cultural Competence, Microinequities, Implicit Bias &Labor Management Foster awareness about cutting edge strategies and tactics Lecture, Power Point and fishbowl demonstration 11:45-12:15 LUNCH 12:15-1:15 The Inner Workings of the Labor Management Conundrum Expose students to little known labor-management facts Large group interactive exercise 1:15-2:00 Labor Management Future Strategies A Perspective “What is Next in Lecture & Small group interactive exercise 2:00-3:00 BREAK 3:00-3:15 Concept Application through Case Studies Simulation of labor management negotiation/mediation process Team Exercise/Small Group Interactive (Fishbowl) 3:15-4:45 8 Step Leadership Plan Framework Closure Individual 4:45-5:00
Required Reading: Brandraising, chapters 1-3 “” by Susan Burnash (2011) by Lincoln Arneal (2016) “ by Elizabeth Ricca (2017) “” by Nathalie Kylander & Christopher Stone (2012) “” by Ally Dommu (2018) “” by Melanie Taplett (2018) Assignment: Submit organization overview worksheet. Due 10am on Saturday, February 2. Session 2: February 6 Setting goals and engaging audiences Required Reading: (ebook), Big Duck (2018) “” by James Howe (2013) “” by NTEN/The Management Center (2018) “ by Elizabeth Ricca (2012) http://bigducknyc.com/insights/nice_to_meet_you_audience “ by See3 (2018) “” by Vanessa Chase
Required Readings: Selections: On the Line [NYU Classes] Daniel Pauly & Dirk Zeller, “Catch reconstructions reveal that global marine fisheries catches are higher than reported and declining ,” Nature Communications January 2016 [NYU Classes] Siwa Msangi and Miroslav Batka, “The Role of Fish in Global Food Security,” in Global Food Policy Report, 2014-2015. [NYU Classes] Paul Greenberg, “Nations Have Carved Up the Oceans – Now What?” Conservation Spring 2014 [NYU Classes] Tuesday, 19: Climate and Ag, Guest Lecture, Sonali McDermid Required Readings: TBD Monday, April 27: Which Green Revolution? Required Readings: Robert Paarlberg, “Attention Foods Shoppers” Foreign Policy.com See response by Anna Lappe, “Don’t Panic, Go Organic,” and scroll down to read other responses to both pieces, including Paarlberg’s response to Lappe Roger Thurow, “The Fertile Continent,” Foreign Affairs (Nov-Dec 2010) [NYU Classes] Peter B. R. Hazell, “Transforming Agriculture: The Green Revolution in Asia,” Millions Fed [NYU Classes] H. C. J. Godfray et al. Food Security: The Challenge of Feeding 9 Billion People [NYU Classes] AGRA Strategy [NYU Classes] A Viable Food Future, pp. 1-50 [NYU Classes] Monday, May 4: Social Movements, Human Rights, Food Sovereignty and Food Security Simulation Required Readings: Jennifer Clapp, Food, Chapter 6 Raj Patel, “What does food sovereignty look like,” The Journal of Peasant Studies Vol. 36, No. 3, July 2009, 663–706 [NYU Classes] Eric Holt Gimenez and Annie Shattuck, “Food crises, food regimes and food movements: rumblings of reform or tides of transformation?” Journal of Peasant Studies, Jan 2011 [NYU Classes]