Parkinson’s disease in Adults

Parkinson’s disease in Adults
During the semester you will write two individual memos. Each memo requires you to closely read and
reflect upon the week’s readings, and to select and analyze a news report that relates to the readings’
theoretical concepts. The memo provides an opportunity to practice clear written communication, and to receive feedback on the student’s abilities (i) to understand theoretical concepts, and (ii) to apply theoretical concepts to the analysis of real-world events.
Memo logistics. In-class during week 2 (September 7), students will sign up for two memo dates.

Memo content and format. Text should be double-spaced, a maximum of 4 pages, and use four clearly-labeled sections:

1. Reading review (1.5 pages maximum).
Begin the memo with a brief summary of each reading. For each reading – at the highest level – what does the author want the reader to take away? What theoretical concept or argument does the author make? What empirical evidence does the author use to illustrate the theory or support the argument? The challenge is to be both concise and precise. It is possible to answer the above questions with a few sentences per reading.
2. Real-world event: background summary.
Next, you will reference one news report from a high-quality newspaper or magazine and provide a (brief ) background summary of the selected real-world event.1 Be extremely selective about the when you decide what information to present. Use footnotes to provide additional resources for a reader interested to know more about any specific statement.2 Your background summary may include answers to one or more of the following questions: What is notable about the situation (i.e. why is this story “news”)? What conflict exists, and why? Who are the main actors, what is each actor’s interest, and what actions are being taken to achieve an actor’s interest? Do governance structures (domestic or international) support or constrain each actor’s ability to achieve his preferred outcome?
3. Analysis: (1.5 pages minimum).
Third, you will analyze this event within theoretical frameworks. How does the real-world event relate to the theoretical concepts discussed in the readings? Said differently, within what broader class of problems might we be able to understand the specific event at hand ? If we applied the readings’ arguments to the event, what would the author expect to observe? If we do not observe that outcome, why might that be? What features of the event affect the likely outcome of the conflict? What is new about the event that might be uncharted territory?

1 This should be reporting of an event; it should not be an editorial or opinion. News reports vary in quality based upon the rigor of fact-checking and objectivity. Examples of high-quality sources include: The Washington Post, The New York Times, and others
news reports from The Economist. You will submit this article along with your memo. Part of your grade is based upon selecting a high-quality article.
2 Think about briefing your boss upon a subject, or reading a blog page that provides analysis. Help your reader.
4. Conclusion (1 paragraph).
Finally, at a high level, what should a reader conclude from the preceding discussion? Does the case provide additional support for, or does it contradict, certain arguments from the week’s readings?

– Substantive Content (10%)
∗ Reading review quality (2.5%). Full credit is awarded to papers that separately identify and articulate: (i) the high-level purpose and argument of a reading, and (ii) the evidence/case/examples that the reading’s author draws upon to support his or her argument.
∗ News article selection (1.0%). The article is topic-relevant and from a high-quality news source.
∗ Background summary (2.5%). Background information provides a clear description with high-quality
references.
∗ Real-world event analysis (4.0%). Full credit is awarded to memos that thoughtfully move back and forth between theory and real-world event. That is, the memo effectively discusses how the real-world event is an example of a larger class of problems, how theories provide a framework to understand
the real-world event, and identify why the observed real-world event might differ from theoretical expectations.
– Execution (5%)
∗ Professional, polished presentation (2.5%). Full credit is awarded to memos that follow all assigned guidelines and that read like final versions of an important briefing to the most senior boss in one’s department. A polished, professional memo has flawless grammar and spelling and is thoughtfully
formatted for the ease of reader of the memo.
∗ Clear communication of ideas (2.5%). Full credit is awarded to memos that express ideas in a clear and simple manner to the memo’s reader. More tangibly, a reader who is intelligent but uninformed about the specific topic would be able to quickly and easily understand the topic through the memo’s
explanations and point of view.

– EXCERPT: Chapter 2, Creating Constituencies and Rules for Open Markets, 27-60

• Christina L. Davis. Do wto rules create a level playing field? lessons from the experience of peru and vietnam. In John S. Odell, editor, Negotiating Trade: Developing Countries in the WTO and NAFTA, Cambridge, 2006. Cambridge University Press

• Robert Hunter Wade. What strategies are viable for developing countries today? the world trade organization and the shrinking of ‘development space’. Review of International Political Economy,

John H. Barton, Judith L. Goldstein, Timothy E. Josling, and Richard H. Steinberg. The Evolution of the Trade Regime: Politics, Laws, and Economics of the GATT and the WTO. Princeton University Press, Princeton, 2008

– EXCERPT: Chapter 2, Creating Constituencies and Rules for Open Markets, 27-60

• Christina L. Davis. Do wto rules create a level playing field? lessons from the experience of peru and vietnam. In John S. Odell, editor, Negotiating Trade: Developing Countries in the WTO and NAFTA, Cambridge, 2006. Cambridge University Press

• Robert Hunter Wade. What strategies are viable for developing countries today? the world trade organization and the shrinking of ‘development space’. Review of International Political Economy,
10(4):621–644, 2003

• Ricardo Ffrench-Davis, Kevin P. Gallagher, Mah-Hui Lim, and Katherine Soverel. Financial stability and the trans-pacific partnership: Lessons from chile and malaysia. Global Policy, 6(4):330–342, 2010
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