Final Portfolio

Final
Portfolio
Fall 2017
Arianna Efstatos
Stockton University
Climate Institute

Table of Contents
Capstone Reflection……………………………………………………………………………………………………..3-5
Informational Interview Reflection………………………………………………………………………………6-9
Midterm Self-Evaluation…………………………………………………………………………………………..10-12
Civic Engagement…………………………………………………………………………………………………….13-14
Climate Institute…………………………………………………………………………………………………………...15
Climate Alert Articles…………………………………………………………………………………….16-23
Supergrid Maps…………………………………………………………………………………………….24-36
NAS: Electrifying Our Future Speaker Presentation………………………………………...37-38
Campaigning For a Cause………………………………………………………………………………………………39
Vaccination Use Among Pro- and Anti-Vaccination Campaigns……………….……….40-48
The Adoption Project…………………………………………………………………………………….49-59
Course Syllabus…………………………………………………………………………………………….60-71
Scholarship Thank You Profile………………………………………………………………………………………72

Arianna Efstatos
December 1, 2017
Capstone Reflection
When I applied to The Washington Center and first arrived in Washington D.C., I had set
a number of short term goals that I wished to accomplish during my stay. These included
networking, learning new technical skills that I could use in my future career, and becoming
accustomed to the professional work environment. I also had a pretty basic idea of my plan
following graduation from Stockton University when I graduate at the end of this semester.
These goals were outlined in the LEAD Goal-Setting workshop. I wanted to take the Graduate
Record Examination (GRE) during or after this semester and immediately pursue a graduate
degree. Following this, I would seek my first job based on my degree and experience gained
during my internship. However, after my experience in Washington D.C., these long-term goals
have undergone some slight changes.
I have attended panels from graduate school representatives through programs hosted by
The Washington Center, and I have also had the opportunity to meet and discuss with several
professionals in the fields of environmental science and biology. With each person, I inquired
about what they do and how they got there, as well as any regrets they may have had and any
advice they would give to a rising graduate and job seeker. After attending the graduate panels
and talking with each of these professionals to discuss their educational and career paths, I have
become more comfortable with the idea of waiting to receive my graduate degree. Instead, I will
take some time and apply to jobs around the country. This will give me a better idea of what area
of study I would like to commit to, allow me to discover what region (or country) I may want to
settle in, and may even help me find a job that will cover the cost of my graduate degree.
Ultimately, my short term goals have changed. My long term goals have not changed, I am
simply more confident about my next course of action. My next step is to begin exploring my
career options.
The informational interviews have broadened my perspective on the field of
environmental science. Most of my interviewees worked for nonprofits, but I was also able to
meet with Tanja Crk from the Environmental Protection agency. A few of these professionals
travel often for work, others conduct research from the office, and still others influence policy. It
has opened my eyes to the new directions I may take within my field. My internship at the
Climate Institute has helped me in this way, as well. I have been interning at a small non-profit
organization, and though the overall project I have been working on has felt rewarding, I’m not
sure if this is the direction I will ultimately pursue. Nonetheless, it has provided me with
invaluable experience that will help me through my job search following graduation.
Through The Climate Institute, other than working primarily with Geographic
Information Systems software, I have had the opportunity to meet with three legislative assistants
to discuss and garner congressional support for our Supergrid project. We also recently hosted a
speaker presentation at George Washington University in which we presented our Supergrid
project and commented on its importance and benefit to national security and energy. Being part
of the process that will likely influence the fate of our energy market and have a positive effect
on climate issue resolution has truly been a rewarding part of this experience. I would have only
been able to see these powerful strides in Washington D.C., where there is a heavy concentration
of game-changing professionals.
I have also honed many skills during my time in the city. One of the Learning Outcome
Objectives specified in the LEAD program is to identify knowledge and skills taken from my
home institution and applied in my internship that I can adapt to fit my future positions and
goals. Before I began working at the Climate Institute, I had a very basic knowledge of
Geographic Information Systems, the program I had been using to map out the Supergrid. I had
only taken one introductory class at Stockton University regarding the program, and after using it
consistently throughout my internship and contacting previous interns with any questions I had
along the way, I significantly developed my skill in G.I.S. software. The maps I created are
included in the portfolio. I now feel more confident about advertising G.I.S. as a skill to future
employers. The Washington Center has also helped me develop my skills in networking, conflict
management, and cross-cultural communication, time management, writing scientific news
articles, and communicating with professionals. These skills come more naturally after being
immersed in the working environment and by developing new relationships.
My work over the course of the semester has strengthened my values in the workplace. I
want to ensure my future career has high growth potential and is meaningful work, but also
leaves enough personal time to dedicate to family, friends, or recreational activities. Though I
may not start out with my ideal job after graduation, it should foster exploration and innovation
and allow me to exercise my creativity and intelligence. I am confident The Washington Center
and The Climate Institute has adequately prepared me for this endeavor.
Arianna Efstatos
October 14, 2017
Informational Interview
As an Environmental Science and Biology undergraduate student on course to graduate
this December, I have several important decisions to make, including what my first job will be
and do I want to continue studying environmental science or biology in graduate school. I will
not be attending grad school immediately after graduation, so the next few years will be
instrumental in directing the course into my future.
I found all my potential interviewees on LinkedIn, then searched their contact
information on the organization website. Each person I was interested in had a background or
current position in environmental science or biology and lived in Washington, D.C. My first
interview was with Nicholas Bradford. He is a Senior Research Officer at the National
Environmental Education Foundation. He is an alumnus of the school I currently attend,
Stockton University, and he was more than happy to meet with me and help out a fellow osprey.
I met with Matthew Herbert for my other interview. He is a Communications and Membership
Associate at the Society for Conservation Biology. I had no other connections with him, we
even have different degrees, but his position in a biological research field interested me, and he
was more than happy to help out.
Both companies were small non-profits. There was a structure and hierarchy of
leadership, but there was also a good amount of collaboration among these levels. At the
National Environmental Education Foundation (NEEF), Bradford would work as almost an equal
with different departments but was often left with the freedom of his work. He would review his
programs on a monthly basis with his supervisor. This is very similar to the leadership roles
where I am interning. Everyone in the small organization works together, even though there are
leadership positions. At the Society for Conservation Biology (SCB), leadership roles are
election-based. People elect to be head for a period of time and volunteer to run. I found this to
be a very interesting method. In order to be the leader of an organization, I would need to be
willing to wear many hats, and be able to communicate with and understand people of various
fields working in the same organization toward the same goal.
When speaking with Bradford, it was very interesting to talk with someone who has been
where I am now. That is, we attended the same school and grew up in the same area. It was
easy to visualize his career path, and it seemed much more realistic considering that I have had a
similar experience up to this point. This made it even more exciting to hear about his internship
and job positions abroad, something I hope to have the opportunity to do as well. When talking
with Herbert, I wanted to get a perspective on the biological field rather than the environmental
field. What was interesting about this interview was that he had a minor in conservation biology
and a major in journalism. He managed to turn his minor into a career that he loves. I was also
very interested in hearing him speak on his internship at National Geographic, which is an
organization I would be very interested to work for.
It is easy to envision following a path similar to Bradford, provided I have the courage to
not only apply within the country but abroad as well. I would ideally like to find more paid
internships so I can learn and experience working for potential companies before making the
decision to work for them. Speaking with both professionals, however, helped me realize it is
okay to just apply, even if I am unsure that I will like the job. No matter what, there will always
be skills and experience that I will be able to take away. Speaking with them has also reaffirmed
my decision to go to graduate school, but to take time and make sure I am confident about what I
want to study before I commit.
I received valuable advice from both speakers about strategies for breaking into each
field. Nicholas Bradford emphasized applying to a company, regardless or whether I have
doubts about being qualified. I may have a skill that they are looking for. Of course, don’t just
apply anywhere; know the job description and what the job entails. Also, be confident and focus
on interpersonal skills. My knowledge should be apparent in my resume. Matthew Herbert gave
similar advice, saying not to be afraid to apply everywhere. He also stressed that companies
value diverse academic backgrounds and skills.
Herbert put an emphasis on interpersonal and communications skills. I feel this is a skill
that I have, but could still use much more improvement. This of course goes in tandem with the
technical knowledge associated with the field of biology and environmental science. The best
employees will not only have the science background, but will be fluent in other skills as well
that are not directly related. This could include, journalism, politics, mathematics, and much
more. I will develop these by taking on more projects in internships and entry level jobs that will
allow me to improve different skillsets.
The interviewees offered very similar advice. There was not much of a conflict between
what they suggested. Herbert emphasizes not being intimidated to apply, while Bradford
suggests knowing the job description before applying. They both suggest highlighting the
aspects of my resume that make me stand out from others applying in the field.
Looking to the future of the scientific field, Bradford suggests there will likely be a
greater technology advancement in Environmental education. We will see a greater amount of
online ads, messaging, and reports. This is likely to occur across all fields in the coming of the
century. Herbert foresees a growing diversity in age and ethnicity in the field of conservation
biology. He also asserts that he is seeing more scientists with the courage to speak out in the
evolving political climate. Scientists are gaining more of a voice and making a stand for the
cause that they find to be of vital importance.

Midterm Self-Evaluation Form

To be completed before October 13th, 2017 (15% of final LEAD grade)
(Uploaded to Schoology no later than 11:59pm)

Name: _Arianna Efstatos_________________ Date: _October 10, 2017_______________

The Washington Center (TWC) believes that an internship is one of the most valuable
experiences a person can have to prepare for a future of academic and professional
achievement. This midterm evaluation will serve both as a point of feedback for further
development and as a point of comparison to identify growth and improvement by the end
of your internship semester.
As you reflect on the first half of your internship, it is important to think about how you are
adapting to the professional workplace. This includes how you conduct yourself
professionally, work as part of a team, utilize various communication methods, and advocate
for yourself in a constructive and positive manner. Please write 1-2 paragraphs for each
section, being sure to reflect thoroughly on your experiences so far and how you might seek
to improve upon your experience throughout the remainder of the semester.
Professionalism:
How has your internship experience developed your understanding of the work traits needed to be a successful
professional? What are some examples of specific things you feel you could do to further strengthen your standing
in the eyes of your supervisor and colleagues?

Prior to my experience interning at the Climate Institute, I had very little knowledge of the
working environment of a small, non-profit organization in Washington D.C. I have learned
what it takes to work in this environment and what kind of traits one must have to succeed.
One should be dedicated and willing to put in the effort to get work done in a timely manner.
She should also be punctual getting to work, not taking advantage of loose working hours. She
should also show an interest in learning, so that she can improve in the workplace and
eventually take on more responsibility.
There is still much for me to improve on. I have only spent slightly over a month working here in
the city, and I clearly have much more to learn. It takes time to get a good feeling for the dynamics of
the office and to truly get to know the colleagues and the job as a whole. I started my internship
performing smaller jobs, that eventually led up to more meaningful work and a suggestion for an
independent project from my supervisor. Therefore, the quality of my work output is a key component
of strengthening my standing, as well as producing output in a timely manner. Choosing to be involved
in meetings and office events, as well as meeting coworkers during happy hour is another good way to
improve standing. In addition to these things that I have done to make a good impression, I should also
put in more effort to take interest in what is going on in and around the office, even if it does not fall
within my job. I should also be more comfortable asking questions, though I often refrain knowing my
supervisor is also hard at work.
1
The Washington Center for Internships and Academic Seminars
Teamwork:
Who are the other people that you work with at your internship, and how would you assess how you’ve fit into the
team so far? How does your role at your internship compare to other places you’ve worked or teams you’ve been a
part of? Does this inform your thinking on what type of organization in which you’d see yourself being the most
successful?

I work closely with my supervisor, Rachel Levine. She oversees the technical components of the
Supergrid (which I am mapping with GIS). There are also three other interns that I interact with often
throughout the day, but are performing different work. We each are contributing to different aspects of the
organization for the benefit of the whole project. I often see the other members of the small organization in
passing a couple of times a day. The organization overall is small, and therefore, it is easy to meet, speak
with, and fit in with the team. I feel as though I am doing meaningful work and am a valuable member of
the team.
The experience is very similar to my previous internship in the summer of 2016 at the NJ
Department of Environmental Protection. Both were office positions that entrusted me with completing a
project for the duration of my internship period. At the NJDEP, I researched several wetland reports on
carbon sequestration and wrote a comprehensive report on my findings. As I do now at the Climate
Institute, I was mostly working independently with my supervisor available to answer any questions that
would arise. I still keep in touch with my supervisor from the NJDEP, and I hope to maintain a similar
relationship with my current supervisor and keep her as a contact and reference for future job positions.
Based on my experience at these internships, I feel I would enjoy working on independent projects, but I
would like to have a larger network of people available to answer questions, bounce ideas off of, and share
responsibility.

Communication:
Which communication methods do you use to interact with stakeholders both internally and outside of your
internship? Examples include emails and written communication, phone conversations, in person meetings, etc.
Which of these communication styles do you feel are most important for you professional development, and how could
you go about improving your communication skills?

When communicated with professionals outside of my internship, I often contact them through
email. Sometimes, I am calling about a quick and specific question, and in these situations, I might simply
call them over the phone to avoid wasting any more of their time than needed. This also helps ensure my
email will not get lost among the many they may have building up in their inboxes. Inside of my internship,
however, I will most likely walk to their office with my question and let them know if it is not an urgent
issue.
I feel it is important to be fluent in each of these methods. The most appropriate method of
communication will depend on the situation and who I am trying to reach. It might be most appropriate to
send a polite email to a professional I do not know as well. If you are speaking to a coworker that you know
well, it may appropriate to send a text. There is also a protocol when speaking on the phone. The best way
to improve these skills and to know the difference between which should be used is to learn from people
with experience and to reach out to many people and practice the skills myself.

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The Washington Center • Midterm Self-Evaluation Form
Problem Solving:
How has your internship compared to your original expectations? Are there any types of projects you’d like to work
on that you haven’t yet had the opportunity to? What strategies have you used/could you use to enhance your
experience at your internship?

I was initially unsure of what to expect from my internship. I knew what work I would be ding
and the basic role of the organization, but not much more than that. I hadn’t known what my
coworkers would be like, the size of the organization, or even the overall vibe of the team. Each of
these factors have provided favorable. I enjoy working in a small group that encourages
communication. I enjoy the work I am doing, but sometimes find it difficult to be productive, as most of
it involves working behind a computer.
Within the internship, there are no other projects that I wish to work on. I have had the
opportunity to branch off slightly in the beginning to attend meetings about our upcoming
presentations, as well as helping design the invitations, and attending hearings on the hill. Overall, my
experience has been fairly widespread. The best way to get the most out of this experience is to ask
questions and be curious. Asking about things not directly related to my position gives me the
opportunity to learn, grow, and get a more holistic view of what opportunities I have after I graduate.

The Washington Center • Midterm Self-Evaluation Form
3
Civic Engagement
Team Up To Clean Up
October 14, 2017
Empowered Women’s International Marketplace

November 12
November 15h, 2017
Dear volunteer:
On behalf of the staff and entrepreneurs of Empowered Women International, I would like to
personally thank you for your recent volunteer contribution at the Fifth Annual Marketplace on
November 12th, 2017. This event could not have been a success without the dedication and hard
work of people like you.
So many women come to EWI with big dreams that, once realized, can totally change their
reality. Your support makes it possible for immigrants, refugees, and low income American
women in our communities to receive support to reach their goals.
Once again, thank you for your efforts and for contributing to EWI’s mission!
Sincerely,
Sarah Bodley
Associate Director of Women’s Empowerment Programs
Empowered Women international a Program of Latino Economic Development Center
320 S. HENRY STREET | ALEXANDRIA, VA 22314 | 571.312.4781 | EWINT.ORG
Work Samples
from
Arianna Efstatos
Climate Alert Articles
Climate Smart Agriculture Could Help Resolve Climate Concerns Associated With
Farming
Some people might be surprised to discover that the agricultural sector is one of the leading
contributors of greenhouse gas emissions. Raising crops and livestock on hundreds of acres
requires a significant input of resources and creates quite a bit of waste, affecting air, water, soil,
and human health. Luckily, there is an up-and-coming solution already in the works in many
locations around the globe.
One of the largest offenses associated with the farming industry is the sheer amounts of ammonia
released into the atmosphere from fertilizers and manure. For larger corporate farms, ammonia
contributions are far more significant. These ammonia products are often swept downwind where
they come into contact with the nitrogen byproducts (such as nitrogen oxides), sulfates (SO2),
and volatile organic compounds derived from vehicles and industrial sources [1]. These
ammonia and nitrogen byproducts bond to form particulate matter, PM2.5, which can cause
major respiratory problems and is responsible for up to 5.5 million premature deaths each year
[2].
Despite the large contributions to pollution associated with the agricultural sector, populations
across the globe continue to increase, and diets are evolving. Therefore, global demand for crops,
meats, and other diverse food resources is increasing exponentially. Yet, as demand increases,
there have been steady reductions in crop yields due to vulnerability to hotter and shorter
growing seasons, reduced rainfall, and more frequent extreme weather events [3]. With the onset
of climate change, farmers are working to mitigate the predicted negative impact on their yields
and the world as a whole. To do this, many farmers are adopting new improved techniques to
reduce their carbon footprints and work more efficiently with less input from external resources.
These techniques are part of a growing movement called Climate Smart Agriculture.
Climate Smart Agriculture, or CSA, is an approach many local and corporate farms are using to
combat the challenges set forth by climate change and increasing demand. The Food and
Agricultural Organization of the United States defines CSA as “agriculture[al methods] that
sustainably increase productivity, enhance resilience (adaptation), reduce or remove greenhouse
gases (mitigation) where possible, and enhance achievement of national food security and
development goals [4].” Each agricultural system is unique in its own right. Farms exist in
different locations, grow different crops, and work towards different goals. Therefore, individual
farmers implement the CSA strategies that are most appropriate for their endeavors and will
yield the most protection from environmental pressure without putting additional pressure on the
environment.
There has been significant recent development in CSA technology. Such an example is a hybrid
greenhouse-solar Photovoltaic (PV) system, which will provide some shade to crops to combat
overheating and generate excess energy that can be used or sent to the grid. LED lights can be
used on indoor plants to produce greater agricultural yields under controlled environments and
without using industry standard pesticides. An additional strategy to implement is the
introduction of native insect species to eliminate pests, rather than using pesticides. Also, the
practice of recycling transpired water, which is significantly increasing water use efficiency, or
the development of drought-tolerant seed variants can be utilized to reduce greenhouse gas
emissions and generate larger agricultural yields [5].
CSA is already lowering agricultural emissions for many farms around the world. Measured
success varies, however, depending on which methods were used and the farm’s geographical
location [6]. Growing locally is reducing costs and greenhouse gas emissions associated with the
transportation of foods from farm to table. Using lesser amounts of fertilizer can also lead to a
reduction in the formation of particulate matter(s) [5].
Many large-scale companies are putting CSA practices to use. AGCO Corporation, AgJunction
Inc., AG Leader Technology, and Deere & Company are among the major players operating
within this market. In fact, CSA adoption is expected to have a compound annual growth rate of
11.5% between 2015 and 2017 [7].
With all these benefits, both environmental and monetary, it is no wonder that farm owners are
working towards CSA. Putting a green sticker on your product and claiming to be “climate
smart” can sound appealing to potential customers and may even attract some additional outside
funding. This can, unfortunately, encourage some farms to claim CSA compliance by adopting
some CSA practices and putting a majority of them on the backburner. Steve Maximay, an
agricultural scientist and lecturer at the University of the West Indies in Kingston, Jamaica, has
found a solution to this potential problem. His Climate-Smart Agriculture Compliant (C-SAC)
tool rates the degree of CSA compliance. It can be used to compare projects under five main
areas of compliance: resource conservation, energy use, safety, biodiversity support, and
greenhouse gas reduction. Each category is divided further into four subcategories that guide an
examiner in scoring each aspect on a five-point scale. The total score out of one hundred reflects
the degree of compliance [8]. Corporate farmers can no longer claim to be green without backing
it up. This tool promotes safe and efficient practices in agriculture in a world that is growing to
need it. By adopting CSA practices, the agricultural sector can work towards contributing to a
more sustainable future.
Sources
[1] Frank, Neil “The Chemical Composition of PM2.5” The Environmental Protection Agency
(June 2006) Presentation.
ttps://www3.epa.gov/pmdesignations/2012standards/docs/pm2.5_chemical_composition.pdf
[2] Stone, Maddie “The Biggest Source of Air Pollution In Your Area May Surprise You”
Gizmodo (May 16, 2016) http://gizmodo.com/the-biggest-source-of-air-pollution-in-your-area-
may-su-1776903944
[3] Krishna, Prabodh “Climate Smart Agriculture Holds Key To Food Security: World Bank”
Businessworld (August 29, 2017) http://businessworld.in/article/Climate-Smart-Agriculture-
Holds-Key-To-Food-Security-World-Bank/29-08-2017-124985/
[4] “What is climate-smart agriculture?” CSA Guide. https://csa.guide/csa/what-is-climate-
smart-agriculture
[5] Yeates, Will ”Can greenhouse horticulture help climate smart agriculture?” DailyPlanet
(August 2017) https://dailyplanet.climate-kic.org/can-greenhouse-horticulture-help-climate-
smart-agriculture/
[6] Branca, Giacomo et al. “Climate Smart Agriculture: A Synthesis of Empirical Evidence of
Food Security and Mitigation Benefits from Improved Cropland Management” ResearchGate
(October 2011)
file:///C:/Users/arothenberg/Downloads/Climate_Smart_Agriculture_A_Synthesis_of_Empirical.
pdf
[7] Wood, Laura “Smart Agriculture Market to 2025 - Global Analysis and Forecast - Research
and Markets” (August 28, 2017)
http://www.businesswire.com/news/home/20170828005535/en/Smart-Agriculture-Market-2025-
--Global-Analysis
[8] “What Does Climate-Smart Agriculture Really Mean? New Tool Breaks It Down”
Caribbean360.com (August 15,2017) http://www.caribbean360.com/news/climate-smart-
agriculture-really-mean-new-tool-breaks
This article can be found at:
http://climatealert.info/2017/09/13/climate-smart-agriculture-could-help-resolve-climate-
concerns-associated-with-farming/
Harvesting Energy from Solar Windows
Researchers from around the world are teaming up to develop a revolutionary new technology to
harvest solar energy, and we may not even notice when it starts taking over workplaces in many
major cities.
Conventional solar panels are built to absorb photons emitted from the sun, attributing to their
dark coloring. These panels block out a lot of light, so we tend to put them on the tops of
buildings or any location where they will be exposed to enough sunlight, but out of the way of
day-to-day activities. In cities, where we build up rather than out, the majority of sunlight
reaches the sides of buildings. Why, then, shouldn't we strive to make use of this area that
receives the bulk of solar radiation and untapped energy in a region that functions as such a large
energy sink?
Let’s start with a breakdown. Solar technology is slowly becoming cheaper and more efficient,
allowing engineers and researchers the freedom to tamper with the design and structure of the
standard panel. Researchers at the University of Minnesota and the University of Milano-
Bicocca have teamed up to develop a solar powered window. This may seem a little
counterintuitive at first. Solar panels are built to absorb light while windows allow light to pass
through. Complete opposites, right? It turns out there is a middle ground. The innovators behind
the idea have filled a thin glass or plastic casing with quantum dots, or silicon particles, only
nanometers long. Shortwave light is absorbed by these dots, and longwave radiation passes right
through, illuminating an office or home.[1] The light absorbed by the quantum dots is re-emitted
at a different frequency, then absorbed again by solar panels strategically placed at the edges of
the windows, out of sight.[2]

The presence of the dots puts a tint on the window, but many office buildings are already tinted
to keep a portion of sunlight out. With this technology, that sunlight barrier can be put to use.
The energy generated is not much compared to a full-scale solar panel, but the window captures
more than five percent of the sun’s energy. With this efficiency, it holds the capacity to power
small appliances or charge a phone several times over without compromising appearance.
Multiply that power by the number of windows on a skyscraper, and we have an energy source
that is certainly worth mentioning.
Researchers have been working in the Department of Mechanical Engineering at the University
of Minnesota to produce the quantum silicon particles. Efforts from the Department of Materials
Science at the University of Milano-Bicocca in Italy are developing the glass casings, which they
call Efficient Luminescent Solar Concentrators, or LSCs.[3] “We had the expertise in making the
silicon nanoparticles and our partners in Milano had expertise in fabricating the luminescent
concentrators. When it all came together, we knew we had something special,” says Uwe
Kortshagen, a prominent author of the study and inventor of the process for creating the silicon
nanoparticles.[4]
These pioneers are not the first to discover the brilliant potential of an everyday window.
Physee and EnSol are two companies that are building and selling technology that work on a
similar principle. This technology is creating a path that will change perspectives on everyday
items and work towards building a more sustainable future.

Sources
[1] MinuteEarth “TRANSPARENT Solar Panels?!” (July 27, 2017) [Video]
https://youtu.be/qrZHKBOPy6Y
[2] Thompson, Avery “How Solar Windows Could Put Transparent Panels Everywhere” Popular
Mechanics (July 27, 2017) http://www.popularmechanics.com/science/green-tech/a27521/the-
science-behind-solar-windows/
[3] “Quantum dot: the photovoltaic windows” Università degli Studi di Milsno-Bicocca (July 31,
2017)https://www.unimib.it/open/news/Quantum-dot_-the-photovoltaic-
windows/6587051049687971035
[4] “Dream of energy-collecting windows is one step closer to reality” University of Minnesota
(February 20, 2017) https://twin-cities.umn.edu/news-events/dream-energy-collecting-windows-
one-step-closer-reality
[5] Meinardi, Francesco et al. “Highly efficient luminescent solar concentrators based on earth-
abundant indirect-bandgap silicon quantum dots” Nature Photonics (February 20, 2017)
http://www.nature.com/nphoton/journal/v11/n3/full/nphoton.2017.5.html?foxtrotcallback=true
This Article has not yet been posted online.

North American Supergrid
Maps
Mapping the route of the grid across several states in the Midwest. This was a continuation of
previous interns’ work across the west.

North American Supergrid: Electrifying Our Future
Speaker Presentation
Rachel Levine speaking on the technical aspects of the Supergrid
Panel discussion following presentations

Work Samples
from
Academic Course:
Campaigning for A Cause

How Advocacy Groups Change the World
Professor:
Robert SanGeorge
Arianna Efstatos
October 10, 2017
Vaccination Use Among Pro- and Anti-Vaccine Campaigns
All across the country, families make decisions that are in the interest of protecting their
children from threats. However, media and campaigns can often make the process of choosing
the best course of action a bit tricky. Vaccinations are a prime example of this. Every family
makes decisions with the intention of protecting their loved ones, but the misinformation
presented by competing campaigns and media outlets can make it difficult to choose the best
option. What we are left with is groups of people fighting to have their beliefs heard and
represented as fact, one group proclaiming the necessity of vaccinations and another condemning
them.
Vaccinations are an important part of international culture. Vaccines have existed since
the early 1800s,1 and some have experimented with inoculation even before that. Researchers
and scientists all around the world are working to improve vaccinations to keep up with rapidly
evolving diseases. Outbreaks of diseases in America have led to government mandating of
vaccines to millions of children in the country. One such outbreak of the measles spanned from
1989 to 1991, leading to 11,000 hospitalizations and 125 deaths.2 Despite the immense health
improvements provided by vaccines, there is a strong following of anti-vaccine groups. These
groups are suspicious of the safety of vaccines and their effects on children. There is also a
common belief that vaccinations are linked to diseases such as autism and the measles,3 and that
people would benefit more from leading a holistic and natural lifestyle. One such anti-vaccine

1
The College of Physicians of Philadelphia “The History of Vaccines” https://www.historyofvaccines.org/timeline
2
PKIDs “Immunizations: Why are Vaccines Mandated?” Paragraph 7,
http://www.pkids.org/immunizations/immunization_mandates.html
3
Lord, Joel “VRM: The Autism Report” http://vaccineresistancemovement.org/?p=10185
group is the Vaccine Resistance Movement. Their goal is not only to speak out against the
potential dangers of vaccines, but to “awaken people around the world to their own inherent
power.”4 It is an organization that pushes to reclaim ownership over self determination of our
own bodies. Vaccine Resistance Movement is a non-profit organization inspiring communities to
push for self sufficiency while working to expose vaccine fraud. It aims to protect families from
onset of disabilities and diseases that they are confident are linked to vaccines. Members of this
group follow the notion that “Nature is the teacher,” and that exposing ourselves to these
diseases naturally will build up the body’s strength and natural resistance to lethal diseases.
Voices for Vaccines is a parent-driven organization that draws support from scientists,
doctors, and public health officials. The organiztion provides information about vaccines and
diseases to the general public and works towards the reduction of vaccine-preventable diseases
through the promotion of inoculation.5 Members and supporters of this organization subscribe to
the herd mentality, and maintain that the best way to protect children and families from
unnecessary and potentially lethal exposure to diseases is to vaccinate them. They argue with the
notion proposed by anti-vaccine campaigners that vaccines are linked to developmental disorders
such as autism. They aim to reach as many families as possible, because expanding protection to
enough people will keep diseases6 such as the measles, flu, HPV, and the shingles at bay.7
There is a grave misunderstanding when it comes to vaccines. Both sides are fighting for
the health of their children and loved ones and believe they are fighting for the healthier and
safer option. However, miscalculations on either side leads to lethal mistakes for those involved,

4
Vaccine Resistance Movement, homepage http://vaccineresistancemovement.org/?page_id=8
5
Voices for Vaccines, https://www.voicesforvaccines.org
6
Center for Disease Control and Prevention “Vaccines by Disease” https://www.cdc.gov/vaccines/vpd/vaccines-
diseases.html
7
Center for Disease Control and Prevention “Vaccination Mandates: The Public Health Imperative and Individual
Rights” Page 263, paragraph 2, https://www.cdc.gov/vaccines/imz-managers/guides-
pubs/downloads/vacc_mandates_chptr13.pdf
and often the victims are children who cannot make these decisions for themselves. This is
further complicated by contradicting studies8 that will be discussed later in this report.
Disease has been a constant element of human history; as long as modern humans have
existed, so, too, have predatory diseases that stalk humankind, sinking its teeth into susceptible
individuals. Those that survive live long enough to pass their genes to the next generation of
humankind, breeding a new stock of human that will more easily fight off the killing strain.
Today, we have developed vaccines as artificial tools to fight back these predatory diseases. In
the same way that we no longer have to rely on hunting to secure our next meal, we need not rely
on the death of unfit individuals to protect us from disease.
The primary objective of Voices for Vaccines is to get a majority of Americans
vaccinated. They reason that protecting only a fraction of the population from preventable
diseases will not halt the spread of these diseases; it will not reach the tipping point. They also
aim to use scientific reasoning to convince parents that choose not to immunize their children of
the importance of vaccinations. According to their website, Voices for Vaccines offers three
tools: “evidence-based information about the safety and importance of immunization, a ...
community of parents passionate about preventing disease, disability, and death by supporting ...
sound vaccine policies and practices at the state and national levels, and an opportunity to join
the discussion.”9
The Vaccine Resistance Movement presents four distinct goals on its website.10 The first
is to impart on people their own power over their bodies and instinct for self-determination.
Second is to expose vaccine fraud and expose industry, media, and Government misconduct.

8
Wakefield, andrew et al. “RETRACTED: Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive
developmental disorder in children” http://www.sciencedirect.com/science/article/pii/S0140673697110960
9
10
Vaccine Resistance Movement, http://vaccineresistancemovement.org/?page_id=8
Third is to prepare for multiple Class Action Lawsuits to be served to respective Health
Agencies, and finally to identify the real cause and cure for Autism, which they believe to be
linked to vaccinations.
Target audiences differ slightly for each organization. Voices for vaccines puts a heavy
focus on parents of families, particularly mothers. They do not target any specific race or
ethnicity, as they are trying to reach the greatest amount of people possible throughout the
country, and there is a fairly even distribution of supporters and non-supporters among races in
America. It likely they wish to reach lower and middle class individuals, as well as those who
are not as educated about vaccine and medical studies. Supporters of the Vaccine Resistance
Movement clearly target young adults through language that demands bodily independance.
They also target parents by instilling the fear that vaccines are connected to autism. They, like
Voices for Vaccines, attempt to reach the middle and lower classes by presenting vaccines as a
“cash cow” for big business.
Immediately upon accessing the site for Voices for Vaccines, one is met with the
message “Pro-Child. Pro-Community. Pro-Vaccine.”11 They are juxtaposing vaccines with other
unquestionably positive things like community and children. No one will argue with a group that
is “pro-child” or “pro-community.” Comparatively, the Vaccine Resistance Movement uses the
frame “We won’t get fooled again!”12 They are portraying the common people as the victims of
big businesses and government and calling for independent determination over their bodies.
Regardless of where one stands in the issue, it is difficult to disagree with either of these phrases.
It matters not only what you say, but also how you frame it.

11
12
Voices for Vaccines is fighting for safety of the herd. They reiterate the importance of
reaching as many people as possible. The Supreme Court released the following mandate:
“There are manifold restraints to which every person is necessarily subject for the common good.
[Liberty] is only freedom from restraint under conditions essential to the equal enjoyment of the
same right by others.” 13 In other words, though people should have the freedom to make
decisions for themselves and their own bodies, there are certain things that should be done for
the benefit of the people as a whole. Vaccinating more people will create a stronger barrier
against the spread of disease. Voices for Vaccines repeats messaging about the safety of
vaccines and also puts emphasis on preventing disability and death by vaccinating, which
perfectly contradicts the Vaccine Resistance Movement’s claims that vaccines lead to
disabilities. Both organizations post links to articles and studies that support their individual
claims. This is an example of repetitive persuasive messaging.
A brief look at at each individual page will give viewers a good idea of each
organization’s balance of positive and negative images. Below are two examples of images on
Voices for Vaccines’s website, which features mostly families, kids, and profiles of people who
provided testimonials. The overwhelming use of positive imagery is to combat negative
messaging about vaccines and convey the message that vaccines will help people lead normal,
healthy lives.

13
PKIDs Online “Immunizations: Why re Vaccines Mandated?”
http://www.pkids.org/immunizations/immunization_mandates.html
The first image is from the homepage of the organization, featuring a happy family that has, no
doubt, vaccinated their children. The second is taken from the group’s instagram page, and is
meant to evoke emotion from viewers and warn families of the potential consequences of
neglecting to vaccinate children.
Visuals on the Vaccine Resistance Movement’s page are overwhelmingly negative to
complement the dark coloration of the webpage itself. It conveys the dark side of vaccines in
attempt to make people associate vaccines with darkness, falsehood, and resistance. The first
image pictured below is of a child in all black graffiting VRM on a wall. The message here is
clear: “Join us to so your child does not have to fight the consequences of governmental
oppression.”
The site is not completely without positive images, however. Below is an image that associates
with a holistic approach to health. This image portrays being one with the earth and the safety
associated with naturally combatting these diseases without the use of artificial vaccines. It fits
in perfectly with the notion of “Nature as the teacher,” and will be successful among the young
progressive population.
Both organizations have similar methods of outreach. They each offer the option of
becoming a member; members receive newsletters and have the opportunity to attend special
events. Voices for vaccines allow members to share their stories for others to read with intention
of attracting more members. They also have posted several videos on their YouTube channel,
one which lists the benefits of joining their cause while asking for donations.14 The Vaccine
Resistance Movement created and sold a DVD, Titled “Silent No More,”15 a call to action
against vaccines within the community and an opportunity to collect donations. In this DVD,
parents of vaccine-injured children offer insight into their children’s condition to deter support
from parents who are on the fence about vaccinating their own children. The Vaccine Resistance
Movement also hosted several rallies in 2009 in Vancouver, their headquarters. 16 Both
organizations have a presence on social media as well. Each can boast a following on Twitter,
Instagram, and Facebook. These sites provide an outlet for updates, events, donations, and news.
Donations can be made directly to each organization on their webpages.
Neither movement has much of a celebrity presence. Though there are celebrities that are
pro-vaccine and others that are anti-vaccine, these organizations do not capitalize on them. Most
“celebrities” used for each are researchers and prominent medical professionals that support each
respective cause. The most notorious of these researchers is Andrew Wakefield. Wakefield was
a former British physician and surgeon who wrote a paper in 1998 linking vaccines and autism.17
This paper made waves among the anti-vaccine supporters18 and brought in many others that had

14
Voices for Vaccines, V4V https://www.youtube.com/watch?v=JXdjfKpri3M
15
16
Vaccine Resistance Movement, https://twitter.com/VaccineResist
17
Wakefield, andrew et al. Paragraph: Findings, “RETRACTED: Ileal-lymphoid-nodular hyperplasia, non-specific
colitis, and pervasive developmental disorder in children”
http://www.sciencedirect.com/science/article/pii/S0140673697110960
18
Ericson, John “Map Shows Anti-Vaccine Movement's Impact On Public Health In U.S., Europe”
http://www.medicaldaily.com/map-shows-anti-vaccine-movements-impact-public-health-us-europe-267802
read the paper. However, his article was removed from the UK’s medical registry in 2010 due to
falsification of data, and Wakefield was stripped of his status on the medical register. The fact
that the original study linking vaccines to autism was debunked most likely creates a sense of
distrust among the two groups in terms of scientific study.
Even though his findings were retracted, there are many researchers still working to link
health issues and handicaps with vaccinations. People are suspicious of things they don’t
understand, so it comes as little surprise that the anti-vaccine movement has such a large
following. Meanwhile, many scientists and medical professionals are doing their best to combat
the resistance to vaccines in an effort to eradicate vaccine-preventable diseases from the states
and the world. Voices for Vaccines and the Vaccine Resistance Movement are only two of the
many organizations that are taking a stance on this issue, and as long as we have competing
campaigns fighting to have their voices heard, there likely will never be a consensus.
Bibliography
Ericson, John (2014) “Map Shows Anti-Vaccine Movement's Impact On Public Health In U.S.,
Europe” Medical Daily <http://www.medicaldaily.com/map-shows-anti-vaccine-
movements-impact-public-health-us-europe-267802>
“The History of Vaccines” The College of Physicians of Philadelphia. nd.
<https://www.historyofvaccines.org/timeline>
Lord, Joel (2012) “VRM:The Autism Report” Vaccine Resistance Movement.
<http://vaccineresistancemovement.org/?p=10185>
Malon, Kevin and Hinman, Alan “Vaccination Mandates: The Public Health Imperative and
Individual Rights” Center for Disease Control and Prevention. 262-284. nd.
<https://www.cdc.gov/vaccines/imz-managers/guides-
pubs/downloads/vacc_mandates_chptr13.pdf>
PKIDs (2017) Immunizations: Why are Vaccines Mandated?” Parents of Kids With Infections
Diseases Online <http://www.pkids.org/immunizations/immunization_mandates.html>
“Vaccines by Disease” Center for Disease Control and Prevention. nd.
<https://www.cdc.gov/vaccines/vpd/vaccines-diseases.html>
Voices For Vaccines (2017) “What does Voices for Vaccines do?”
<https://www.youtube.com/watch?v=JXdjfKpri3M>
Wakefield, Andrew et al. (1998) “RETRACTED: Ileal-lymphoid-nodular hyperplasia, non-
specific colitis, and pervasive developmental disorder in children” The Lancet. 351: 637-
641 <http://www.sciencedirect.com/science/article/pii/S0140673697110960>
Arianna Efstatos
December 6, 2017
The Adoption Project
Introduction and Background
The Adoption Project will be designed to expose and outlaw the corruption associated
with puppy and kitten mills and many breeding programs within Atlantic County, New Jersey.
Behind freshwater fish, cats and dogs are the next most popular pets in the United States, with
approximately seventy-four million dogs and eighty-eight million cats occupying households
across the country.19 This comes as little surprise. Many people enjoy the companionship and
security of living with an animal and are willing to pay top dollar to obtain their preferred breeds.
Pet stores that sell these animals, however, often have questionable sources for their breeds.
There are many health issues commonly associated with certain breeds, such as arthritis and hip
displasia in labrador retrievers and mastiffs.20 These health issues arise with the selection of
certain traits and the inevitable inbreeding of the “best” of these breeds.
Pet stores do not only source from breeders. The ASPCA estimates there be as many as
ten thousand puppy mills in the United States21 supplying pet stores with purebred dogs for
profit. These numbers are likely even greater in reality with the growth of the online market.
These puppy mills forcibly breed dogs and raise the young in often small, cramped quarters
among other dogs. Very little care is taken when ensuring genetic quality in these animals, and
health issues can easily arise from poor handling and care.22,23 Not only is the owner responsible
for the vet bills to combat these illnesses, but the treatment is also universally inhumane. Puppy

19
Thompson, Andrea (2013) “What’s the Most Ppular Pet?” LiveScience
20
“Health Issues Associated With Certain Breeds of Dogs” Pampered Paw Gifts
21
American Society for the Prevention of Cruelty to Animals (2017) “What Is a Puppy Mill?” ASPCA
22
American Society for the Prevention of Cruelty to Animals (2017) “A Closer Look at Puppy Mills” ASPCA
23
Radhakrishnan, A. et al. (2007) “Community-acquired infectious pneumonia in puppies: 65 cases (1993–2002)”
mills are now inspected and maintained under higher regulations and must meet certain standards
in many states, including New Jersey, thanks to the Animal Welfare Act,24 but they still remain a
problem. Ideally, we would shift completely from the selective breeding and purchasing of dogs
to adoption only, so that priority is set on giving these loving animals a home, rather than making
a profit. There are thousands of potential family and working pets at shelters that are threatened
with being euthanized, simply because there are too many for these shelters to house. If owners
still feel they must have a purebred, there are many rescues that are built for specific breeds. We
can begin the campaign to lessen the pressure on these animals and pair people with happier and
healthier dogs and cats.
Primary and Secondary Objectives
The primary objective of this proposal is to ban the distribution of dogs and cats from
commercial breeders and puppy mills in Atlantic County that sell for profit and provide
inhumane treatment to their animals. In many states, enacting this type of legislation to protect
pets, which many still consider to be an “item,” would be impractical at this point. There would
simply not be enough support and state legislations would not mark animal rights as a priority
over other pressing social issues. However, we can set an example in Atlantic County, where
state legislation already has many standards in place25 to ensure quality treatment of animals that
are to be sold as pets. Montgomery County in Maryland 26 and Los Angeles County in
California27 demonstrate that this initiative can be accomplished with the appropriate support.

24
The Puppy Mill Project (2015) “Puppy Mills and the Law” ThePuppyMillProject.org
25
Roberts, Leslie “Puppy Mill Laws By State” Protected Paws
26
CBS (2015) “Md. County Passes ‘Puppy Mill’ Law Banning Sale of Animals From Commercial Breeders”
washigton.cbslocal.com
27
Last Chance for Animals “Anti-puppy Mill Legislation: VICTORY! Los Angeles has Banned the Sale of
Commercially Bred Puppies” LCAnimal.org
Secondarily, we would like to promote the adoption of dogs in the public over selective
breeding, or the purchasing of desired breeds from breeders and puppy mills, in Atlantic County,
New Jersey. Even if we are unsuccessful in banning puppy mills from selling within the county,
garnering public support will compel the U.S. Department of Agriculture (USDA) to enact
stricter regulations on puppy mills in Atlantic County. In New Jersey, kennels are required to
have a license to board, breed, and sell dogs. They must be inspected annually and display
updated certificates of inspection. They must have safe, clean housing to secure animals, electric
power, water, food, bedding protected from parasites, ventilation, lighting, drainage, veterinarian
care, sufficient space (not defined), and provide “additional exercise for dogs in spaces smaller
than twice the minimum space provided.”28
Competitive Niche for this Campaign
We are likely to be opposed by puppy mills as well as local, online, and corporate
breeders in the area. These breeders typically don’t go under specific names, but they can be
found with a quick google search. There should be little resistance from the public. Few people
will oppose a campaign for the fair treatment of animals. The most difficult hurdle we would
need to overcome is to rally support from a public that may be indifferent to the cause. We
would need to target the portion of civilians that are pet owners and educate them on the source
of puppies and kittens sold at pet stores. There are also several other non-profits, volunteer, and
animal rights organizations that support the same initiative, but that we will compete with
financially. These include ASPCA and The Humane Society, which both of which have
buildings located in several in Atlantic County.

28
American Society for the Prevention of Cruelty to Animals (2017) “A Closer Look at Puppy Mills” ASPCA
Primary and Secondary Target Audiences
We need to reach the residents of Atlantic County, primarily the owners of dogs and cats.
Through education, we will garner the necessary support to reach members of the New Jersey
state legislature and Atlantic County council. Through making the issue widely known and
gaining the support to combat it, the council will be more likely to propose and pass the bill that
would make it illegal to sell animals unless they are from rescues or animal care facilities. The
strongest and loudest support comes from the body of a district.
We would also target local news sources to broadcast our victories and further spread the
message. These news sources include the Press of Atlantic City, NJ.com, and Shore News
Today. Through the broadcast of the initiative, we would get more support and inform more
people interested in obtaining a new pet. At the very least, more people would consider adopting
over purchasing a purebred.
Targeting pet stores would also benefit the project. Exposing the injustices put forth by
for-profit puppy and kitten mills to the public could convince stores to switch to responsibly
raised animals. This would decrease the amount of health and behavioral issues of animals sold
at pet stores. New Jersey already has an insurance program in place to protect families that
purchase dogs or cats that develop health issues shortly after being purchased from pet stores.29
Issue Framing and Primary and Secondary Verbal Messaging
The project will emphasize positive reinforcement for favorable behavior over negative
framing featuring graphic and emotional messaging. In other words, The Adoption Project will
focus on encouraging people to adopt, not discouraging them from purchasing their pets.
Negative messaging will not be completely excluded; in order to ban a practice, we must show it

29
Rose, Elane (2009) “New, Sic Pet Can Be Costly, But New Jersey Law Protects Buyers” Press of Atlantic City
is inhumane. However, we need to focus more on the benefits to health and happiness associated
with adoption to grasp the public’s attention and encourage them to want to learn more.
The project will feature verbal messages such as “Speak up for the one’s without a voice”
and “Adopt, don’t shop.” “Speaking up for the one’s without a voice“ implies a need to protect
the victim. When people look at pictures of puppies and kittens on the internet, it activates the
part of the brain associated with carefulness and protection.30 By using messages that victimize
animals but also pose a solution, more people will be encouraged to take action.
Primary and Secondary Visual Messaging
The website will feature some negative imagery, highlighting the issues with puppy mills
such as cramped spaces and improper handling. This will allow viewers to understand the
severity of the issue and encourage them to take action. These negative images will be used
sparingly, however, and not for advertising. Forcing emotional imagery on residents of the
county may encourage them to turn away and focus on something else, even if they support the
issue. People should only access these images at their discretion. Imagery in advertising should
give a more positive outlook on the success of the project so viewers will feel inclined to help
make the success a reality. These positive images can feature healthy mixed breeds and rescues
up for adoption or that have been paired with loving families.
The website and social media accounts will also feature infographics that highlight the
issue in ways that are easily understood. An example is shown below.31 Other infographics can
visually represent the numbers associated with the issue, such as the percentage of animals from

30
Sherman, Gary, Haidt, Jonathan, and Coan, James (2009) “Viewing Cute Images Increases Behavioral
Carefulness” Emotion
31
Price, Jade (2012) “Infographic Shows Pesky Pedigree Problems” Animal Wellbeing
mills that develop health and behavioral issues or the number of dogs and cats euthanized each
year due to insufficient space in shelters.
Online Campaign Elements
The campaign will have a website. The website will dedicate a page to describing the
issue of puppy mills and breeders to those who have not heard about it or know little on the
subject. The frame of the issue will be displayed as a sub-banner under The Adoption Project on
each page. We will be sure to have an easy to use, trustworthy, and secure method of donating
through the site. There will also be a page featuring any recent news and research on puppy
mills and selective breeding complications.

The campaign will be featured on multiple social media platforms, including Facebook,
Instagram, and Twitter. This will allow us to update people on the successes of the project as
well as any news regarding the issue. It will also give supporters an outlet to give us feedback.
We can monitor our performance and increase website and donation traffic. The campaign could
even feature adoptable dogs from local shelters and fosters on its Instagram page.
We will create online petitions to send directly to local government officials regarding
the ban of puppy mills selling their “products” to pet stores. We can also post educational videos
to YouTube and link them directly to the website. These videos will give viewers an inside look
at animal treatment at mills. We can also get into contact and directly feature locals in the area
that have had to deal with the emotional and financial repercussions of purchasing a sick animal.
Offline Campaign Elements
We will host rallies to educate, draw attention to the issue, and get people talking. These
rallies will feature speakers who can speak on the corruption and cruelty involved in the pet
market. These rallies will hopefully reach more of the public and local news sources. In
addition to these rallies, we can partner with humane society events to get the message out.
Provided the project receives enough funding, the campaign will advertise the effort through
commercials on television or radio to reach more people and spur them to do research on the
initiative.
Campaign Timeline
0-6 months 6-7 months 7-12+ months

Campaign Planning Campaign Approval Fundraising
Enlist Committee Rallies
Recruit Team Promotional Material
Identify Donors Social Media
Kick-off Event
Use of VIPs for the Campaign
There are many celebrities that support the notion of Adopt, Don’t Shop.32 The campaign
can feature these celebrities and, if possible, invite them to attend rallies and feature in
promotional material. Sharing posts from famous celebrities after they adopt an animal would be
an effective approach that would not require any funding. We would also invite veterinarians
and experts to speak at rallies or feature in commercials and videos. People will be more
interested in a cause if they can relate. If popular celebrities are showing a certain favourable
behavior, people will be more inclined to follow their example. They will also give the cause
more attention if experts are speaking favorably about it.
Celebrities will be contacted and asked to participate, but they will likely be much more
difficult to get into contact with than the veterinarians. Vets can be contacted through the local
veterinarian’s office, and they will be eager to support the cause in their local community.
Funding; Analysis of Funding Competition
To get the campaign up and running, seed funding is necessary to hire employees, create
merchandise, and host events. This should cover the first six months of the campaign.

32
Crocetti, Rachel (2016) “26 Celebrities Who Adopted Their Adorable Pups” Instyle
Additional funding will be needed to run additional events, hire speakers for the events, and run
commercials. Profits from selling merchandise like t-shirts and stuffed animals, online
donationations, and donations from special events will only fund a portion of the expenses.
Foundations will support our initiative to support a proactive future that will not only end
suffering for many dogs and cats, but will help the community by alleviating the number of sick
animals in local homes and the amount of strays wandering the community.
We will be competing financially with major animal rights organizations such as
ASPCA, the Humane Society, PETA, and the Animal Protection League of New Jersey.33
Evaluation
A sign that the campaign is making progress would be to see an overall decrease in the
amount of pets purchased through mills and breeders in Atlantic County. We would also like to
see pet stores sourcing their animals through adoption agencies and rescue shelters rather than
mills and breeders. Organizations like ASPCA already have programs in place to aid them with
the transition. 34 Stricter regulations and investigations of puppy mills would be a minor
secondary sign of success, considering there are already regulations in place in New Jersey. The
greatest indicator of success would be to get the notion into the county council and have the state
legislature pass a bill making it illegal to sell animals that are bred for profit. We should begin
the campaign to lessen the pressure on these animals and pair people with happier and healthier
dogs and cats.

33
Animal Protection League of New Jersey
34
Humane Society of the United States (2017) “Pupy Mills: Frequently Asked Qustions” HSUS
Bibliography
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American Society for the Prevention of Cruelty to Animals (2017) “A Closer Look at Puppy
Mills” ASPCA <https://www.aspca.org/animal-cruelty/puppy-mills/closer-look-puppy-
mills>
Animal Protection League of New Jersey <http://aplnj.org>
CBS (2015) “Md. County Passes ‘Puppy Mill’ Law Banning Sale of Animals From Commercial
Breeders” washigton.cbslocal.com <http://washington.cbslocal.com/2015/03/04/md-
county-passes-puppy-mill-law-banning-sale-of-animals-from-commercial-breeders/>
Crocetti, Rachel (2016) “26 Celebrities Who Adopted Their Adorable Pups” Instyle
<http://www.instyle.com/celebrity/24-celebrities-who-adopted-their-dogs>
Garecht, Joe. “7 Creative Political Fundraising Ideas” Total Victory
<http://www.localvictory.com/fundraising/creative-political-fundraising-ideas.html>
“Health Issues Associated With Certain Breeds of Dogs” Pampered Paw Gifts
<https://pamperedpawgifts.com/dog-breed-health-issues/health-issues-associated-dog-
breeds/>
Humane Society of the United States “HSUS: State Puppy Mill Laws” [table]
<https://docs.google.com/spreadsheets/d/1c1POBjFMiBjekeFVj2x0p7S-
zSqT4s3Unkwj2jTXkoc/edit#gid=0>
Humane Society of the United States (2017) “Puppy Mills: Frequently Asked Qustions” HSUS
<http://www.humanesociety.org/issues/puppy_mills/qa/puppy_mill_FAQs.html?credit=w
eb_id83596027#There_is_a_puppy_mill_in_my_area_How_can>
Last Chance for Animals “Anti-puppy Mill Legislation: VICTORY! Los Angeles has Banned the
Sale of Commercially Bred Puppies” LCAnimal.org
<http://lcanimal.org/index.php/campaigns/puppy-mills/anti-puppy-mill-legislation>
Price, Jade (2012) “Infographic Shows Pesky Pedigree Problems” Animal Wellbeing
<https://animalwellbeing.wordpress.com/2012/06/17/infographic-shows-pesky-pedigree-
problems/>
Puppy Mill Project (2015) “Puppy Mills and the Law” ThePuppyMillProject.org
<http://www.thepuppymillproject.org/about-us/>
Radhakrishnan, Anant et al. (2007) “Community-acquired infectious pneumonia in puppies: 65
cases (1993–2002)” Journal of the American Veterinary Medical Association [journal]
Roberts, Leslie “Puppy Mill Laws By State” Protected Paws
<http://protectedpaws.org/legislation/puppy-mill-laws-by-state/>
Rose, Elane (2009) “New, Sic Pet Can Be Costly, But New Jersey Law Protects Buyers” Press
of Atlantic City <http://www.pressofatlanticcity.com/news/top_three/new-sick-pet-can-
be-costly-but-new-jersey-law/article_02a8c136-cce7-11de-918a-001cc4c03286.html>
Sherman, Gary, Haidt, Jonathan, and Coan, James (2009) “Viewing Cute Images Increases
Behavioral Carefulness” Emotion [journal]
Thompson, Andrea (2013) “What’s the Most Ppular Pet?” LiveScience
<https://www.livescience.com/32415-whats-the-most-popular-pet.html>
TWC 3233 Campaigning for a Cause: How Advocacy
Groups Change the World
Instructor: Robert SanGeorge
Email: Robert.SanGeorge@twc.edu
Phone: 202-885-1808 (American University office); 240-994-3082 (mobile)
Course Meeting Time: Mondays, 6:30-9:30 PM
Course Description
How do emerging national groups such as Black Lives Matter and Moms Rising gain traction and compete
on the national scene? How do dynamic organizations like Amnesty International, 350.org and Human
Rights Campaign conduct dynamic campaigns that mobilize people – locally and globally – both
traditionally and increasingly via social media? And how do groups as small as local and campus
organizations use social media to make their corner of the world a better place?
During a fast-moving semester of Campaigning for a Cause, students will use the class’ own YouTube
Channel, Pinterest Board and Intranet to learn to analyze and create campaigns on the key issues of our
time: human rights, the environment, women’s empowerment, public health, children’s issues, LGBT
rights. Each class takes students inside the world of local, national and international advocacy campaigning,
with a focus on digital and social media. Using case studies, students learn the fundamental challenges
facing professional campaigners as they research, plan, fund, implement and evaluate:
demographics/audience targeting, issue framing/messaging, use of imagery and overcoming public “crisis
fatigue.”
Course Goals
Students will develop a fundamental understanding of modern policy campaigning, with an emphasis on
the role of social media. This will benefit anyone considering careers within the public policy arena on a
local, state, national or international level – as well as careers affected by public policy decisions. Utilizing
theory and case studies, students will acquire a solid background in online campaign techniques. Given the
certainty that online media – especially social media – is evolving in ways that impact most aspects of daily
life, students will develop an understanding of 21st century media that will serve them well in the future as
they grapple with its effects on every profession.
Student Learning Outcomes Objectives

Knowledge
1 • The Washington Center for Internships and Academic Seminars

• Key concepts: (i) the fundamental elements of issue campaigning, from planning to implementation
to evaluation; (ii) social media activism and trends; (iii) data visualization; (iv) the elements of a
compelling narrative – visual and written.
• Specific areas of course content: demographic analysis, issue framing and messaging, campaign
planning, anti-drug campaigning, website useability; online video production, cross-cultural
communication, project evaluation.
Skills
• Analytical: These skills will be demonstrated in the mid-term research paper and final research
paper; also demonstrated in a minimum of five in-class essay quizzes throughout the semester.
• Research and information literacy: In-depth research is required for the mid-term and final papers
using the 200-plus sources available within the Class Intranet, along with external sources that
include Google Scholar, open source Internet and scholarly information databases available to
students via their home institution libraries. Students are required to demonstrate professional use of
research citations and bibliographies in their research papers.
• Oral: Students are expected to be prepared – via the assigned readings and video viewings – for
interactive class discussions every week on the themes of the week.
Civic Learning
• Norms, standards or expectations of professional ethics: Students will demonstrate acquisition of
knowledge necessary for informed civic engagement in the context of advocacy campaigning.
• Ability to describe/analyze diversity of perspective: Students will learn to analyze public policy
issues – including sensitive and controversial topics (e.g., gun control, abortion), in an even-handed
manner, demonstrating respect for opposing points-of-view.
• Ability to analyze ethical issues related to specific cases or policy: Students in particular will
demonstrate a clear understanding of the difference between persuasion versus manipulation in
advocacy campaigning.
Required Texts
Students will have access to a Class Intranet, a Class YouTube Channel and a Class Pinterest Site –
established and maintained exclusively for their use – that is a cutting-edge repository of more than 150
research papers, surveys, analytical and informational essays, infographics, Ted Talks, PBS and BBC
content, and other videos. This content is updated throughout the semester as relevant research and analyses
emerge. Among this material is the following required content:
• Demographic Analysis
§ The Tipping Point, Malcolm Gladwell, The New Yorker
§ America’s Four Middle Classes, Pew Research Center
§ America’s Shrinking Middle Class, Pew Research Center
§ Death Rates Rising for Middle Aged White Americans NY Times
§ Anger Can Be Power, Thomas Edsall, New York Times
§ Psychological Research That Helps Explain the Election The New Yorker
§ How Demography Shapes the National Agenda, National Journal
§ Is Google Making Us Stupid? Atlantic Monthly
§ Does Google Make us Stupid? Pew Internet Project
§ Online Generations Survey, Pew Internet & American Life Project
§ Religious Landscape Survey, Pew Forum on Religion & Public Life
§ Audience Targeting, The Spin Project

§ Assessing Opinion Surveys, Pew Research Center
§ What Voters Actually Care About, Pew Research Center
§ How Much Money do you need to make to be Middle Class? Washington Post
• Campaign Planning
§ The Revolution Will Not Be Televised, Malcolm Gladwell, The New Yorker,
§ Strategic Communications Planning, The Spin Project
§ What Happened at University of Missouri? Washington Post
§ United Nations Handbook for the Millennium Development Goals
§ How Google’s Algorithms Rule the Web, Wired Magazine
§ The Physiology of Belief, Nicholas Kristof, New York Times
• Messaging
§ Does it matter if Google is rewiring our minds? (The Guardian)
§ Why the “Death Panel” Myth Wouldn’t Die: Misinformation in the Health Care Reform Debate,
Brendan Nyhan
§ When Corrections Fail: The Persistence of Political Misperceptions, Brendan Nyhan
§ Spheres of Consensus, Controversy & Deviance Jay Rosen, NYU
§ Issue Framing, Marc Andreasen
§ Climate Messaging, Thomas Friedman, New York Times
§ Canadian tar sands ad prompts controversy National Post
§ The Messaging Crisis Plaguing NGOs, Nancy Schwartz
§ What Climate Hawks Can Learn from Public Health Campaigns, Grist Magazine
§ When ‘he said,’ ‘she said’ is Dangerous, Brendan Nyhan, Columbia Journalism Review
§ Homeless Ghosts Canada Salvation Army visual messaging
• Politics, News Media & Advocacy

§ When Coverage Gets Ahead of the Facts, Brenden Nyhan
§ How the Presidential Campaigns Use Social Media, Pew Research Center
§ Bernie Sanders Becomes Facebook Royalty
§ How Social Media is Ruining Politics, Nicholas Carr (Politico)
§ Cruz Campaign uses psycho-metric data to target voters
§ Political Campaigns & Social Media, New York Times
§ How Obama Did It, Time.com
§ Micro-Targeting by the Obama Campaign, Business Week
• Campaign Video & Podcasting

§ Strong Emotions Drive Online Video, GreenPeace International
§ The State of Online Video, Pew Research Center
§ Why Videos Go Viral, Kevin Alloaca of YouTube
§ Voters Going Off the Grid, Rosenberg & Shlachter
§ The Future of YouTube, The New Yorker
§ Podcasts as a Campaign Vehicle, Nancy Schwartz
§ How Google Makes Money with YouTube, The New Yorker
• Web Use-ability & Social Media

§ Slacktivism, Evegny Morozov (Foreign Affairs)
§ The Manipulators: Facebook’s Social Engineering Project, Nicholas Carr
§ The State of Privacy in America, Pew Research Center
§ Privacy & Information Sharing, Pew Research Center
§ Facebook to change its news feed to focus on friends & family, NY Times
§ Six Conversation & Group Network Structures in Twitter, Pew Research Internet Project
§ Social Media Update, Pew Research Internet Project
§ Project Cascade, (NY Times video)
§ Petition Power, Stanford Social Innovation Review
§ Non-Profit Website Design Best Practices, Wired Magazine
§ How People Read E-newsletters, Jakob Nielsen
§ Writing for Print vs Web, Jakob Nielsen
§ Writing for Low-Literacy Users, Jakob Nielsen
§ Short-Term Memory & Web Usability, Jakob Nielsen
• Fundraising
§ The Wired Wealthy, Convio
§ Emotion vs Logic in Fundraising, Bloomberg View
§ Generational Giving Patterns, Convio
§ Why We Can’t Sell Charities Like Perfume, The Wall Street Journal
§ The Top 100 Global NGOs, The Global Journal
§ Report on Mobile Giving for Haiti, Convio
• Special Events
§ Special Events & Social Networking, Blackbaud
§ Special Events Planning, Stallings & McMillian
§ Monitoring & Evaluation

§ The Many Faces of Non-Profit Accountability, Harvard Business School
§ How 350.org went to the head of the green class, Grist.org
Recommended Secondary Readings

§ The Least Free Places on Earth, (Foreign Policy magazine, annual report)
§ New Demography of Motherhood, Pew Research Center
§ Top Rated Non-Profit Brands, Harris Survey
§ Social Networking Content, Jakob Nielsen
§ Reaching Illiterate Audiences, Jakob Nielsen
Course Requirements
Grade Calculation
Final Research Paper 40%
Midterm Research Paper 30%
In-class Reading Quizzes 25%
Class Participation 5%
Participation
This is a highly interactive class; therefore your responsibility as a student is to come to class prepared.
This means reading the assigned course material, reviewing the assigned campaigning web sites, and
preparing to discuss them. All of this work will allow you to immediately get into the rhythm of the week’s
class and learning. In addition, to be fully engaged in the class discussions and to show proper respect to
your fellow students and your instructor, no electronic devices may be used while class is in session – no
laptops, no iPads, no smart phones, no cell phones, no texting, etc.
Required Readings
There will be regularly assigned readings of short research papers and essays assigned throughout the
semester. All of this material will be available for download on Class Intranet. There also will be regularly
assigned viewings of relevant videos, all of which are available on the Class YouTube Channel. These
papers and videos are topical, current and freely available online; they are authored by the world’s top
experts in subjects such as: persuasive online writing, online readership metrics, demographic analysis,
audience targeting, donor targeting, fundraising online.
In-class Reading Quizzes
There will be several regular, in-class essay quizzes – given without advance notice – to assess your
understanding of the assigned readings. These will be given at the start of class during any week of the
semester when readings were assigned for that class. Cumulatively they will be worth 25% of your grade.
Mid-term Research Paper
Paper of 8-10 pages will be due in class for Week 6. You will be required to submit a maximum one-page
outline of this paper by Week 5. I will provide prompt feedback about your outline via email and will be
available for further guidance by phone or in-person, during the time you are developing the mid-term
paper.
Final Research Paper
Paper of 10 pages will be due on or about the day of our last class. You will be required to submit a
maximum one-page outline of this paper no later than Week 13, but you are encouraged to submit it earlier.
As with the mid-term paper, I will provide prompt feedback about your outline via email and will be
available for further guidance by phone or in-person, during the time you are developing the final paper.

Attendance Policy
Attendance is mandatory and students are expected to be on time. Missed written assignments must be
turned in on time unless the instructor has granted an excused absence – in which case the assignment must
be turned in by the time of the next scheduled class. Students who miss a pop quiz due to an unexcused
absence will receive a failing grade for that week’s quiz.
Disclaimer
Readings, assignments and due dates may be subject to change over the course of the semester. Your
professor will advise you of any changes and present them to you in writing.
Class Schedule
Note! This schedule outlines 13 weeks of classes. There will be two additional classes – field trips –
to American University for a special event evening series with video & film campaigners.
The class will have the opportunity to listen and engage with professional campaigners from
organizations such as National Geographic, GreenPeace, PETA, The Nature Conservancy and
Conservation International. The dates for those classes will be set within the first two weeks of
the semester.
Week 1 Introduction, Strategic Campaign and Communications Planning

• Overview Course/Syllabus
• Basics of writing for this class
• Topics
§ Creativity
§ Repetitive Persuasive Messaging
§ Timing and timeliness
§ Setting objectives
§ Defining indicators of success
§ Setting milestones
Readings/Viewings for Week 2

• Viewing – Class YouTube Channel: Malcolm Gladwell interview on social media & Arab
Spring (5 minutes)
http://www.youtube.com/watch?v=6j7YvDXotpo&list=PLE814634A21CFC7F1&index=4
• Readings:
§ The New Yorker: The Tipping Point (Malcolm Gladwell)
§ The New Yorker: Why the Revolution Will not be Tweeted (Gladwell)
§ Pew Center: America’s Four Middle Classes (Richard Morin)
§ Pew Center: America’s Shrinking Middle Class
§ NY Times: Death Rates Rising for Middle Aged White Americans
§ New Yorker: Psychological Research That Helps Explain the Election
§ Pew Center: Online Generations Study (p. 1-5)
§ Pew Center: U.S. Religious Landscape Survey (Summary)
Week 2 Our Focus This Week – Demographic Analysis & Defining Target Audiences
• The New Yorker: “Why the Revolution Will not be Tweeted”
• Pew Center: America’s Four Middle Classes
• America’s Shrinking Middle Class
• Pew Center: U.S. Religious Landscape Survey
• Demographic analysis
• Use of omnibus research and focus groups

• Death Rates Rising for Middle Aged White Americans (NY Times)

• Viewings – Class YouTube Channel:
§ “The Shallows: What the Internet is doing to our brains”
http://www.youtube.com/watch?v=zGY_RjqlSRU&list=PL5E057CA980EC7B3F&i
ndex=4
§ “The Conversation: Is the web rotting your brain?”
http://www.youtube.com/watch?v=pS_FwVI7Si4&list=PL5E057CA980EC7B3F&in
dex=3
• Readings:
§ “Is Google Making Us Stupid?” (Atlantic Monthly)
§ “Does Google Make us Stupid?” (Pew Internet Project)
§ Does it matter if Google is rewiring our minds? (The Guardian)
§ The Power of Framing (The Guardian)
§ The Messaging Crisis Plaguing NGOs
§ “13 Ways for Your Message to Dominate”
Week 3 Our Focus This Week – Framing & Messaging

• “Is Google Making us Stupid?” (Atlantic Monthly)
• “Does Google Make Us Stupid?” (Pew Internet Project)
• The Power of Framing
• The Messaging Crisis Plaguing NGOs

• Viewings – Class YouTube Channel (Brendan Nyhan playlist):
§ “The Conversation: Why Facts Don’t Matter”
https://www.youtube.com/watch?v=rlu2_zf4P6c&list=PL2D0C8CB296DD01FA&ind
ex=1
§ “The Big Picture”
http://www.youtube.com/watch?v=4Y2GKBd7HgA&feature=share&list=PL2D0C8
CB296DD01FA
• Readings:
§ Nyhan Reifler Study: Facts vs Belief (p. 1-30)
§ Brendan Nyhan study: Why the “Death Panel” myth wouldn’t die: misinformation in
the health care reform debate” (p 1-17)
§ How teens in the Balkans are duping Trump supporters with fake news (Buzzfeed)
§ Spin Project: Strategic Communications Planning
§ What Voters Actually Care About
Week 4 Our Focus This Week – Key Operational Issues in Campaign Planning
• Brendan Nyhan studies re climate change and health care reform
• Spin Project: Strategic Communications Planning
• ABCs of Strategic Communications
• What do people really care about? (Pew Center surveying)
• Spheres of Consensus, Controversy & Deviance (Jay Rosen, NYU)
• Getting funded
• Working with the news media
• The arsenal of tools to reach audiences.
Defining Success: Monitoring and Evaluation

§ Campaign objectives vs the reality of a campaign
§ Measuring up to indicators of success
§ Quantifying success

• Readings:
§ The Path to Building Online Trust – Infographic
§ Readings from Jakob Neilsen:
§ “F-Shaped Pattern” for web reading
§ E-newsletters – how people read them
§ Writing for Print vs Web
§ Nielsen on Blogs
§ Neilsen: Reading Content from Mobile Devices
§ Nielsen: Distribution of Users’ Computer Skills – Worse Than You Think
Due next class: Outline of Mid-Term Research Paper
Week 5 Our Focus This Week – Cyber-Campaigning

• Visually powerful web sites
• Motivational writing for online audiences
• Review of selected campaign web sites
• Overview of the work of Jakob Neilsen
• Viral marketing
• Online Video
No readings/viewings for next week so you can focus on your mid-term paper!
Due for Next Class: Mid-Term Research Paper
Week 6 Our Focus This Week – Anti-Drug Campaigning

• Campaigning to change personal behavior vs issue advocacy
• Exposure to anti-drug advertising & drug-related beliefs (Harvard Shorenstein Ctr)
• Drug Deaths in America are Rising Faster Than Ever (NY Times 2017)
• Anti-drug campaigning
§ The Ad Council
§ Partnership for a Drug-Free America
§ D.A.R.E. Campaign
§ DEA
§ A wide range of anti-drug websites

• “Slacktivism” – essay on Facebook-style Micro-Activism
• The Manipulators: Facebook’s Social Engineering Project (Nicholas Carr)
• Are Facebook Clicks Evidence of Hate? (Wired.com)
• The State of Privacy in America (Pew Research Center)
• How Twitter is Being Gamed to Feed Misinformation (NY Times)
• How People Accept/Reject Recommendations via Social Networking
• America’s Privacy Strategies Post-Snowden (Pew Research Center)

Week 7 Our Focus This Week – Social Media & Micro-Activism
• “Slacktivism” – Essay Against Micro-Activism”
• Facebook’s manipulation of information we receive
• Are Facebook clicks evidence of hate?
• How Twitter is Being Gamed to Feed Misinformation
• How People Accept/Reject Recommendations via Social Networking
• Review of Micro-Activism sites
• The State of Privacy in America; America’s Privacy Strategies Post-Snowden
• How information moves virally – NY Times’ Project Cascade

• Facebook’s Algorithms Intensify Political Leanings (Wired.com 2016)
• “2016 Presidential Circus: Is Social Media the Cause?”
• Social Media is Ruining Politics (Nicholas Carr)
• Indiana & the defining divisions of American politics
• “Bernie Sanders … He’s Already Facebook Royalty” (NY Times)
• Wired.com on the Obama Campaign
• Business Week: Micro-Targeting by Obama Campaign

Week 8 Our Focus This Week – American political campaigning – influence on cause campaigns
• Political messaging
• Political Fundraising
• Presidential Campaigns & Social Media
• Bernie Sanders’ Counter-Intuitive Use of Facebook
• Analyzing the Obama Presidential Campaigns
§ Wired.com on the Obama Campaign
§ Obama Campaign Lessons for Fundraisers
§ Business Week: Micro-Targeting by Obama Campaign
• Review www.moveon.org
• Review websites of RNC and DNC
• Review websites of selected political candidates
• Staging and special events production
Re: Fundraising…
§ “The Wired Wealthy”
§ Emotion vs Logic in Fundraising, Bloomberg View
§ What the Red Cross Learned from Haiti Mobile Fundraising
§ Money for Good fundraising study (slides 9-12 and 14-19 and 28-29)
§ Wired re Crowdfunding
Week 9 Our Focus This Week – Fundraising as an Integral Part of Campaigning

• “The Wired Wealthy”
• Emotion vs Logic in Fundraising, Bloomberg View
• Convio re: Online Fundraising
• What the Red Cross learned from Haiti Mobile Fundraising
• Wired re Crowdfunding
• How much money do you need to be middle class? (Washington Post)
Themes to consider while doing the readings….

• The fundamental production elements of a good online video.
• The pros/cons for an advocacy campaign creating its own YouTube Channel.
• The pros/cons of doing a regular podcast for advocacy campaigning.
• Issues that may lend themselves better to video narrative
• Viewings:
§ Human Rights Channel http://www.youtube.com/user/humanrights (view a few of
the recent videos)
§ In the Advocacy Videos section of our YouTube Channel:
o “The History of Climate Change Negotiations in 83 Seconds” (in Advocacy
Videos section)
o Oren Yakobovich: “Hidden cameras that film injustice in the world’s most

dangerous places”
o “Raise the Minimum Wage”
• Readings: (all in the “Video & Podcasting” folder of our Class Intranet)
§ Strong Emotions Drive Online Video (from a GreenPeace study)
§ Pew Center: “State of Online Video”
Week 10 Our Focus This Week – the YouTube Revolution

• Pew Center: “State of Online Video”
• Strong Emotions Drive Online Video
• Award-winning advocacy video
• All About Video production
o Production values
o Less is more
o Difference between television & online video
Next Week...Infographics
Themes to consider re: Infographics:
• The advantages/disadvantages of communicating complex messages via infographics.
• The fundamental elements of effective infographics.
• Which issues may lend themselves better to infographics?

§ “The Beauty of Data Visualization” (video in YouTube Channel under
“Infographics”; also found in Infographics page of Class Intranet.
§ Review examples of four or five recent infographics from the UK Guardian
newspaper: http://www.theguardian.com/news/datablog
§ Review Slate.com’s gun deaths infographic:
http://www.slate.com/articles/news_and_politics/crime/2012/12/gun_death_tally_eve
ry_american_gun_death_since_newtown_sandy_hook_shooting.html
§ View two of the animated infographics in the playlist “Infographics” on our Class
YouTube Channel.
Due next week: Outline of Final Research Paper
Week 11 Our Focus This Week – Data Visualization & Infographics

• What is data visualization?
• Whiteboarding – animated
• Advantages/disadvantages of communicating complex messages via infographics.
• The fundamental elements of effective infographics.
• Which issues may lend themselves better to infographics?
• Should designers reconsider the “long rectangular” format that seems to be standard for most
infographics?
• Can infographics ever work well for smart phones?
• Animated infographics?
Readings/Viewings for Week 12:

§ The Many Faces of Non-Profit Accountability (p 1-21), Harvard Business School
§ Monitoring and Evaluation – the Basics
Due this week: Outline of Final Research Paper
Week 12 Our Focus This Week – Defining Success: Monitoring & Evaluation
• Campaign objectives vs the reality of a campaign

• Measuring up to indicators of success
• Quantifying success
Campaigning Cross-Culturally
• Social Progress Index
• The Least Free Places on Earth
• China’s Anti-campaign Against Uighurs
• Jakob Nielsen on Low-Literacy Users
• Reaching illiterate audiences
• Campaigning in countries with limited freedoms
• Campaigning in various regions of the world
Cultural issues specific campaigning in various regions of the world

§ Latin America
§ Europe
§ Middle East
§ Sub-Saharan Africa
§ India

Week 13 The Future of Campaigning in the 21st Century
• Ultra-segmentation of audiences
• Merging of television and the web
• Implications of super high-speed broadband
• Increasingly powerful hand-held devices
• Data visualization
• The death of print?
• A two-tier information world, where billions lack access to these technologies?
• “Second Life” social networking
Due this week: Final Research Paper!
TWC Course Policies

For a detailed list of all TWC policies, please refer to your student handbook.
Professionalism
We strongly encourage students to be professional at all times.
Equal Opportunity/Affirmative Action

The Washington Center actively subscribes to a policy of equal opportunity in education.
Class Cancellation
Students are expected to attend every class period as scheduled unless there is an unavoidable circumstance
or illness. Classes do not meet on federal holidays; however, your professor may elect to reschedule the
class for another evening to make-up time and work.
Verbal, Sexual, Ethnic/Racial Harassment

The Washington Center does not tolerate harassment of any nature. Verbal, sexual, ethnic and or racial
harassment in any way of its students, staff, and faculty are prohibited. The Washington Center advises
students to notify their Program Advisor if they believe they may have been exposed to sexual or verbal
harassment.

Disability Services
If you are a student who is defined under the American with Disabilities Act and requires assistance or
support services, please inform The Washington Center's disability coordinator, by emailing
disabilityservices@twc.edu. The coordinator will organize such services as note takers, readers, sign
language interpreters, etc. If you need course adaptations or accommodations because of a disability, if you
have emergency medical information to share, or if you need special arrangements in case the building
must be evacuated, please make an appointment to speak with disability services upon arrival. Disability
services information is available on online at www.twc.edu/disability_services.html.
Academic Misconduct
Academic misconduct includes, but is not limited to the acts listed here. For a full statement of the policy
of TWC on academic misconduct, please refer to the TWC Academic Course Handbook. The Washington
Center reserves the right to impose penalties and sanctions for any incident of academic misconduct up to
and including failure for the course and expulsion from the program.
1. Plagiarism. Plagiarism is a form of academic misconduct and is considered academic fraud. It is an
attempt to receive a grade or other credit that would not be granted if the instructor or others knew the
full truth. Plagiarism occurs when someone copies or takes the intellectual work of another as one’s
own, and fails to properly reference or provide proper and fully adequate attribution to the original
author of the work. Plagiarism may be either intentional or unintentional. Plagiarism may also take the
form of self-plagiarism in the event of trying to submit work done for another course or program for
credit without the express permission of instructor.
2. Cheating. The use of notes or books when prohibited, and the assistance of another student while
completing a quiz or an exam, or the providing of information to another individual for this purpose,
unless such collaboration is approved by the course instructor.
3. Falsification. The improper alteration of any record, document or evaluation.
4. Obstruction. Behaving in a disruptive manner or participating in activities that interfere with the
educational mission of The Washington Center at lectures, courses, meetings or other sponsored
events.
5. Absenteeism. The chronic failure to attend program components (including internship, internship
courses, or other scheduled activities) without a valid reason or prior notification. Missing two or more
classes might result in a lower grade evaluation for the course. Also, in such cases your instructor will
notify the courses coordinator, who will notify your program advisor and possibly your campus liaison.
6. Disruptive Behavior. Any behavior, whether active or passive, that interferes with the environment of
teaching and learning or tone of professionalism as established by the instructor.
7. Complicity in any act of academic misconduct by another person.
Student Grievances
If students have a problem with their instructor, the course material, class format, or other aspects of the
course, they should speak to the instructor first. If that is not possible or they choose otherwise, students
should speak with the course coordinator who will arrange a conference in consultation with the managing
director for academic affairs. If students wish to make a formal complaint, they must submit it in writing to
the course coordinator at courses@twc.edu. The course coordinator will relay it to the director of academic
affairs, who will investigate the situation and will consult the relevant parties and inform the student of the
progress of the investigation in order to come to a resolution of the situation.

Arianna Efstatos
Internship Site: The Climate Institute
Major: Environmental Science and Biology, Mathematics (Minor)
University: Stockton University
Hometown: Egg Harbor Township, NJ
TWC Professional Track: International Affairs
TWC Academic Course: Campaigning for a Cause: How Advocacy
Groups Change the World
Professional and Personal Development

The Washington Center has offered me an intimate taste of the
professional world. Before the program, I had planned to apply to
graduate school as early as possible. After listening to presentations from
graduate school representatives and conducting several informational
interviews with young professionals in the city, I have been encouraged to
take my time in pursuing a graduate degree. I will start applying to jobs right after graduation to build my resume
and gain valuable experience in the field. The Washington Center has also introduced me to the many benefits of
living in Washington D.C., and I will certainly include the city in my future job search.
Learning Experience
The many trainings I have taken part in through The Washington Center have allowed me to develop skills such
as networking, conflict management, and cross-cultural communication. Simply through working at the Climate
Institute, I have developed even more concrete skills including time management, writing scientific news articles,
communicating with professionals, and a greater working knowledge of Geographic Information Systems. These
skills come more naturally after being immersed in the working environment and by developing new relationships.
The D.C. Difference

Through The Climate Institute, I have had the opportunity to meet with three legislative assistants to discuss and
garner congressional support for our Supergrid project. Being part of the process that will likely influence the fate
of our energy market and have a positive effect on climate issue resolution has truly been a rewarding part of this
experience. I would have only been able to see these powerful strides in Washington D.C., where there is a heavy
concentration of game-changing professionals.
Thank you
The Washington Center for Internships and Academic Seminars

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Final

Informational Interview Reflection………………………………………………………………………………6-9

Climate Alert Articles…………………………………………………………………………………….16-23

NAS: Electrifying Our Future Speaker Presentation………………………………………...37-38

Campaigning For a Cause………………………………………………………………………………………………39

Vaccination Use Among Pro- and Anti-Vaccination Campaigns……………….……….40-48

The Adoption Project…………………………………………………………………………………….49-59

Scholarship Thank You Profile………………………………………………………………………………………72

have undergone some slight changes.

The informational interviews have broadened my perspective on the field of

speaker presentation at George Washington University in which we presented our Supergrid

management, and cross-cultural communication, time management, writing scientific news

immersed in the working environment and by developing new relationships.

October 14, 2017

As an Environmental Science and Biology undergraduate student on course to graduate

instrumental in directing the course into my future.

I found all my potential interviewees on LinkedIn, then searched their contact

Environmental Education Foundation. He is an alumnus of the school I currently attend,

was more than happy to help out.

be a very interesting method. In order to be the leader of an organization, I would need to be

fields working in the same organization toward the same goal.

organization I would be very interested to work for.

want to study before I commit.

field. Nicholas Bradford emphasized applying to a company, regardless or whether I have

on interpersonal skills. My knowledge should be apparent in my resume. Matthew Herbert gave

value diverse academic backgrounds and skills.

allow me to improve different skillsets.

greater technology advancement in Environmental education. We will see a greater amount of

cause that they find to be of vital importance.

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Empowered Women’s International Marketplace

work​ ​of​ ​people​ ​like​ ​you.

locations around the globe.

sustainably increase productivity, enhance resilience (adaptation), reduce or remove greenhouse

without using industry standard pesticides. An additional strategy to implement is the

emissions and generate larger agricultural yields [5].

reduction in the formation of particulate matter(s) [5].

11.5% between 2015 and 2017 [7].

more sustainable future.

(June 2006) Presentation.

Gizmodo (May 16, 2016) http://gizmodo.com/the-biggest-source-of-air-pollution-in-your-area-

Businessworld (August 29, 2017) http://businessworld.in/article/Climate-Smart-Agriculture-

[4] “What is climate-smart agriculture?” CSA Guide. https://csa.guide/csa/what-is-climate-

(August 2017) https://dailyplanet.climate-kic.org/can-greenhouse-horticulture-help-climate-

and Markets” (August 28, 2017)

Caribbean360.com (August 15,2017) http://www.caribbean360.com/news/climate-smart-

This article can be found at:

the windows, out of sight.[2]

that is certainly worth mentioning.

items and work towards building a more sustainable future.

[1] MinuteEarth “TRANSPARENT Solar Panels?!” (July 27, 2017) [Video]

Mechanics (July 27, 2017) http://www.popularmechanics.com/science/green-tech/a27521/the-

(February 20, 2017) https://twin-cities.umn.edu/news-events/dream-energy-collecting-windows-

This Article has not yet been posted online.

previous interns’ work across the west.

Panel discussion following presentations

Campaigning for A Cause

October 10, 2017

Vaccination Use Among Pro- and Anti-Vaccine Campaigns

evolving diseases. Outbreaks of diseases in America have led to government mandating of

improvements provided by vaccines, there is a strong following of anti-vaccine groups. These

own bodies. Vaccine Resistance Movement is a non-profit organization inspiring communities to

work of people like you.