usaid power point.pptxglobalinquiry
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Global Enquiry Taskforce
Track Two
Question 1: Analytical Reasoning: Imagining the Preferred Future
Analytical Reasoning: Imagining the Preferred Future
Non – governmental organizations operate throughout the less developed world. Millions of tax payers’ dollars are spent in what is termed soft diplomacy in non – state sponsored sectors of economies, school systems, and civil societies throughout the world. What role, if any, does U.S. foreign aid play in nation – building in the poorest country in the Western hemisphere? Imagine that you are recently appointed director of the United States Agency for International Development (USAID), what are the priorities of the agency under your leadership and why? What leadership skills are needed to serve well in this capacity? Which skill set are you intentionally trying to develop? What new skills and knowledge do you need to acquire as an undergraduate?
Team Members: John Colonias Rachel Jordan Fidel Ezeala Noel Didla
DAY 1: KINDS OF AGENCIES – NATURAL DISASTERS IN WESTERN HEMISPHERENGOS (RED CROSS) B. CHURCHES C. FEMA D. HAITI EARTH QUAKE E. KATRINA F. BP LAB MEETING IN CLASS RESEARCH GROUP DIALOGUE TARGETED LEARNING OUTCOME – ENHANCEMENT OF ORAL COMMUNICATION SKILLS
SUGGESTED READING LIST: ARTICLE-FEMA STRUCTUREHTTP://WWW.WASHINGTONPOST.COM/WP-DYN/CONTENT/ARTICLE/2005/08/31/AR2005083102395.HTML
ARTICLE-POOR LEADERSHIP BY FEMA EXECUTIVESHTTP://WWW.CNN.COM/2005/US/11/03/BROWN.FEMA.EMAILS/
ARTICLE-MONEY MISSPENTHTTP://WWW.HUFFINGTONPOST.COM/2009/06/24/FEMA-MISSPENT-MILLIONS-IN_N_220487.HTML
HTTP://WWW.CNN.COM/2008/US/06/11/FEMA.GIVEAWAY/INDEX.HTML
MONEY-SPENDING OVERVIEWHTTP://WWW.NYTIMES.COM/2009/04/05/US/05LOUISIANA.HTML?_R=1&REF=HURRICANE_KATRIN
ARTICLE-OTHER FLOODSHTTP://WWW.MSNBC.MSN.COM/ID/25334982/NS/US_NEWS-MIDWEST_FLOODING/ARTICLEON TORNADO RESPONSEHTTP://THELEDE.BLOGS.NYTIMES.COM/2008/02/07/ALL-EYES-ON-FEMA-IN-TORNADOS-AFTERMATH/
ARTICLE-CHURCHES AND KATRINAHTTP://WWW.EFCA.ORG/REACHGLOBAL/REACHGLOBAL-MINISTRIES/EFCA-TOUCHGLOBAL/EFCA-TOUCHGLOBAL-CRISIS-RESPONSE/HURRICANE-KATRI
ARTICLE-RATING CHARITIESHTTP://WWW.CHARITYNAVIGATOR.ORG/HTTP://MONEY.CNN.COM/2007/08/02/MAGAZINES/FORTUNE/NO_RELIEFMONEY.FORTUNE/INDEX.HTM
ARTICLE-HAITI AND NEW ORLEANS CHURCHES RESPONSEHTTP://WWW.NOLA.COM/RELIGION/INDEX.SSF/2010/02/LOUISIANA_CHURCHES_DIG_DEEP_FOR_HAITI_EARTHQUAKE_RELIEF.HTML
BOOKHOW TO MAXIMIZE FEMA FUNDING AFTER A NATURAL DISASTERBY VERONICA TOUSSAINT WHITENEW & USED FROM OUR TRUSTED SELLERS
Presentation of FindingsDAY 2:
Targeted Learning Outcome – Enhancement of Oral Communication Skills
Mandatory Reading: Paul, Richard, and Linda Elder. 2009. The Miniature Guide to Critical
Thinking: Concepts and Tools. Foundation Critical Thinking.
Day 3: USAID
What is USAID? Core concerns, policies, outreach Lab Meeting – In class research Targeted Learning Outcome – Awareness & Knowledge
Enhancement (Global Enquiry) Mandatory Reading: Paul, Richard, and Linda Elder.
2009. The Miniature Guide to Critical Thinking: Concepts and Tools. Foundation Critical
Thinking. www.usaid.gov 1. Our History 2. Telling our Story 3. Our work
Day 4: Earth Quake in Haiti – American Outreach
Targeted Learning Outcome – Global awareness Suggested Readings:
http://www.nytimes.com/2010/07/17/opinion/17sat1.html?_r=1&scp=2&sq=haiti&st=cse
http://www.nytimes.com/2010/07/12/opinion/12clinton-1.html?scp=4&sq=haiti&st=cse
http://dotearth.blogs.nytimes.com/2010/07/12/report-faults-haiti-aid-groups-on- openness/?scp=5&sq=haiti&st=cse
Day 5: Earth Quake in Haiti – Shortcomings of American Outreach – International Examples
Targeted Learning Outcome – Global Awareness
Day 6: World Leaders – Leadership styles
Lab Meeting – In class research Targeted Learning Outcome – Multiculturalism Barak Obama, Ban Ki-moon, Mahmoud
Ahmadinejad, Robert B. Zoellick, Hu Jintao, Manmohan Singh, Felipe Calderon, David Cameron, Dmitry Medvedev, Hugo Chavez, Benjamin Netanyahu, Robert Mugabe, Carleene Dei.
Targeted Learning Outcome – Multiculturalism
HTTP://WWW.USAID.GOV/PRESS/RELEASES/2010/PR100106.HTML
WWW.CBSNEWS.COM/VIDEO/WATCH/?ID=6655858N HTTP://WWW1.VOANEWS.COM/ENGLISH/NEWS/MUBARAK-MEETS-ISRAELI-PALESTINIAN-IN-SEPARATE-CAIRO-TALKS-98706539.HTML
HTTP://WWW.GOOGLE.COM/HOSTEDNEWS/AP/ARTICLE/ALEQM5IKUNQBPNCNXV7BQFE6PXNXO_WHWAD9H1JT8G2
HTTP://WWW.CBSNEWS.COM/8301-503544_162-20009073-503544.HTML HTTP://TOPICS.NYTIMES.COM/TOPICS/REFERENCE/TIMESTOPICS/PEOPLE/C/DAVID_CAMERON/INDEX.HTML
HTTP://NEWS.BBC.CO.UK/2/HI/AMERICAS/5318434.STM HTTP://WWW.PBS.ORG/WGBH/COMMANDINGHEIGHTS/SHARED/MINITEXT/INT_MANMOHANSINGH.HTML
HTTP://NEWS.BBC.CO.UK/2/HI/ASIA-PACIFIC/2404129.STM HTTP://TOPICS.NYTIMES.COM/TOPICS/REFERENCE/TIMESTOPICS/PEOPLE/Z/ROBERT_B_ZOELLICK/INDEX.HTML
HTTP://NEWS.BBC.CO.UK/2/HI/MIDDLE_EAST/4107270.STM HTTP://WWW.HINDUSTANTIMES.COM/MUGABE-SAYS-NO-TO-GAY-RIGHTS-IN-ZIMBABWE/ARTICLE1-574298.ASPX
HTTP://TOPICS.NYTIMES.COM/TOPICS/REFERENCE/TIMESTOPICS/PEOPLE/B/BAN_KI_MOON/INDEX.HTML
Day 7: Individual Oral Presentations (Assessments)
Instructors – Rachel, Noel, Fidel, John Targeted Learning Outcome – Global
Learning Day 8: Individual Oral Presentations
(Assessments) Instructors – Rachel, Noel, Fidel, John Targeted Learning Outcome – Global
Learning
CATEGORY Rubric for Assessment A B C D Content Shows a full understanding of the topic. Shows a good understanding of the topic. Shows a good understanding of parts of the topic. Does not seem to understand the topic very well. Preparedness and Knowledge of Research Student is completely prepared and has obviously rehearsed and is familiar with
research. Student seems pretty prepared but might have needed a couple more rehearsals and is
somewhat familiar with research. The student is somewhat prepared, but it is clear that rehearsal was lacking and is
somewhat familiar with research. Student does not seem at all prepared to present and seems unfamiliar with research. Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than
one word. Often mumbles or can not be understood OR mispronounces more than one word.
Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words. Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word. Speaks clearly and distinctly most (94-85%) of the time. Mispronounces no more than one word. Often mumbles or can not be understood OR mispronounces more than one word. Posture and Eye Contact Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the
presentation. Stands up straight and establishes eye contact with everyone in the room during the presentation. Sometimes stands up straight and establishes eye contact. Slouches and/or does not look at people during the presentation. Collaboration with Peers (when applicable) Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working
well together. Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group. Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team
member. Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. Creativity and Quality of Visual Aids Has made an effort in more than 2 places to make the report more than simply a speech. Visual aids reflect a high
level of preparedness. Has made an effort in 2 places to make the report more than simply a speech. Visual aids reflect a proficient level of
preparedness. Has made an effort in 1 place to make the report more than simply a speech. Visual aids reflect a fair level of
preparedness. It's simply a speech. No effort made at creativity. Visual aids reflect a low level of preparedness.