This document outlines an agenda for a global enquiry taskforce. It includes discussions of various aid organizations (FEMA, Red Cross, churches), natural disasters in the Western Hemisphere, USAID's role and priorities, responses to earthquakes in Haiti, leadership styles of world leaders, and assessments of individual oral presentations. The goal is to enhance participants' oral communication skills, awareness, knowledge of global issues, and multicultural understanding.

1. Global Enquiry Taskforce Track Two Question 1: Analytical Reasoning: Imagining the Preferred Future

2. 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?

3. Team Members: John Colonias Rachel Jordan Fidel Ezeala Noel Didla

4. 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

5. Suggested Reading List: Article-FEMA Structurehttp://www.washingtonpost.com/wp-dyn/content/article/2005/08/31/AR2005083102395.htmlArticle-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.htmlhttp://www.cnn.com/2008/US/06/11/fema.giveaway/index.htmlMoney-Spending Overviewhttp://www.nytimes.com/2009/04/05/us/05louisiana.html?_r=1&ref=hurricane_katrinArticle-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-katriArticle-Rating Charitieshttp://www.charitynavigator.org/http://money.cnn.com/2007/08/02/magazines/fortune/no_reliefmoney.fortune/index.htmArticle-Haiti and New Orleans Churches Responsehttp://www.nola.com/religion/index.ssf/2010/02/louisiana_churches_dig_deep_for_haiti_earthquake_relief.htmlBOOKHow to Maximize FEMA Funding after a Natural Disasterby Veronica Toussaint WhiteNEW & USED FROM OUR TRUSTED SELLERS

6. 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.

7. 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

8. 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

9. Day 5: Earth Quake in Haiti – Shortcomings of American Outreach – International Examples Targeted Learning Outcome – Global Awareness

10. Day 6: World Leaders – Leadership styles Lab Meeting – In class research Targeted Learning Outcome – Multiculturalism Barak Obama, Ban Ki-moon,MahmoudAhmadinejad, Robert B. Zoellick, HuJintao, Manmohan Singh, Felipe Calderon, David Cameron, Dmitry Medvedev, Hugo Chavez, Benjamin Netanyahu, Robert Mugabe, Carleene Dei. Targeted Learning Outcome – Multiculturalism

11. http://www.usaid.gov/press/releases/2010/pr100106.htmlwww.cbsnews.com/video/watch/?id=6655858nhttp://www1.voanews.com/english/news/Mubarak-Meets-Israeli-Palestinian-in-Separate-Cairo-Talks-98706539.htmlhttp://www.google.com/hostednews/ap/article/ALeqM5ikUnQBPNcNxv7BQFe6PXnxO_wHWAD9H1JT8G2http://www.cbsnews.com/8301-503544_162-20009073-503544.htmlhttp://topics.nytimes.com/topics/reference/timestopics/people/c/david_cameron/index.htmlhttp://news.bbc.co.uk/2/hi/americas/5318434.stmhttp://www.pbs.org/wgbh/commandingheights/shared/minitext/int_manmohansingh.htmlhttp://news.bbc.co.uk/2/hi/asia-pacific/2404129.stmhttp://topics.nytimes.com/topics/reference/timestopics/people/z/robert_b_zoellick/index.htmlhttp://news.bbc.co.uk/2/hi/middle_east/4107270.stmhttp://www.hindustantimes.com/Mugabe-says-no-to-gay-rights-in-Zimbabwe/Article1-574298.aspxhttp://topics.nytimes.com/topics/reference/timestopics/people/b/ban_ki_moon/index.html

12. 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

13. 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.

14. 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.