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PR Writing Portfolio

The document is a writing portfolio for Richard T. Barker seeking a public relations position in the interactive entertainment industry. It includes an executive summary highlighting Barker's experience in the U.S. Army working in public affairs and advising military commanders. It also notes Barker's education including a Master's in Public Relations and Corporate Communications from Georgetown University. The portfolio contains various public relations materials including press releases, fact sheets, background sheets, Q&A documents, and templates for op-eds, speeches, and letters to the editor.

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writing portfolio RICHARD T. BARKER rtb39@georgetown.edu 6561 McKenna Way Alexandria VA, 22315 315-751-1065 LinkedIn: www.linkedin.com/in/richard-t-barker EXECUTIVE SUMMARY Seeking public relations position in the interactive entertainment industry I am a firm believer that all HUMANS ARE GAMERS, although some have not discovered it yet. I am seeking opportunities to bring video games into the hands of UNTAPPED DEMOGRAPHICS and to start fresh and engaging conversations with UNDERREPRESENTED GAMING PUBLICS. Experienced public affairs officer transitioning out of the U.S. Army I have five years of experience working in Army public affairs serving as advisor to FOUR MILITARY COMMANDERS through missions in Afghanistan, Thailand, Korea, the Philippines and Hawaii. I have national level media relations experience with CNN, ABC, NBC AND THE WASHINGTON POST. Diversified education across PR related fields GEORGETOWN UNIVERSITY’S SCHOOL OF CONTINUING STUDIES | D.C Master of Professional Studies | Public Relations & Corporate Communications 2017  Current 4.0 GPA UNIVERSITY OF THE INCARNATE WORD | SAN ANTONIO, TX Master of Arts Administration | Communications 2012  4.0 GPA | Honors with Distinction OSWEGO STATE UNIVERSITY OF NEW YORK | OSWEGO, NY Bachelor of Arts | Broadcast and Mass Communications 2004  3.4 GPA | Honors Cum Laude CONTENTS A. Press Release B. Fact Sheet C. Background Sheet D. Q&A Sheet E. Talking Points F. Op Ed G. Speech H. Letter to the Editor
A  PRESS RELEASE  Georgetown University | Student    FOR IMMEDIATE RELEASE John Smith May 31, 2016 315-555-1065 JSmith@DPTP.com DPT Productions Applauds New Law Designed To Attract Film And Music Industry Law grants 75 percent state tax rebates on associated costs of film, television and music production; expected to increase revenue; create new jobs OKLAHOMA CITY – Today, DPT Productions applauds the signing of House Bill 716 into law which is designed to increase in-state film, TV and music production. The law grants a 75 percent sales and income tax rebate on costs associated with film, TV and music projects conducted in Oklahoma with the goal of increasing state and commercial revenue and creating new jobs. “This law will create incredible opportunities,” said David Turnipseed, owner of DPT Productions. “I commend the state for the insight they have displayed in signing the bill, and I am excited for the future of film and television production in the state.” Oklahoma joins a growing list of states providing incentives to entertainment projects. Georgia Gov. Nathan Deal recently disclosed film incentives in his state have been responsible for nearly 80,000 new jobs and close to $4 billion in new wages. Not all states have experienced the same success as Georgia. More than 10 states have lowered or eliminated incentives in the past five years because the states were not receiving the benefits they expected. “Bill 716 is cleverly designed to provide tax rebates on new sources of income unlike entertainment incentive programs that have failed in other states,” said Turnipseed. “The bill provides incentives to film and music productions at no cost to the state.” In a show of bi-partisan support, Rep. Debbie Doloop (D-Oklahoma City) and Rep. Susan Wollop (R-Chickasha) co-authored the bill that offers 75 percent tax rebates to film, television and music projects. * * * TK
B  FBQT | FACT SHEET  Georgetown University | Student      Fact Sheet: International Monetary Fund (IMF) The IMF ensures stability of international exchange rates, transactions and payments Resources  US $650 billion from 189 country’s contributions  90.5 million troy ounces in gold holdings Governance and organization  Board of Governors  24-member Executive Board Surveillance: Surveillance identifies the risks that policies may need to address to sustain growth The IMF uses surveillance to:  Review country policies and global economic and financial developments o 129 consultations in 2014  Encourage policies that: o Foster economic stability o Reduce vulnerability to economic and financial crises o Raise living standards Financial assistance: Financial assistance is providing lending to countries to help avoid economic and financial crises, large swings in economic activity, high inflation, and excessive volatility in foreign exchange and financial markets The IMF lends to its members to:  Allow correction to balance of payments problems  Provide financial adjustment o Enhance crisis prevention o Mitigate further damage during systemic crisis  Increase financial support to the world’s poorer countries o Poverty Reduction o Growth Trust Technical assistance: Training to help member countries design and implement policies  The IMF provided training to 285 persons during fiscal year 2014   Training Programs Include o Tax policy and administration o Expenditure management o Monetary and exchange rate policies 
C  FBQT | BACKGROUNDER  Georgetown University | Student  Backgrounder: International Monetary Fund (IMF) Purpose of the IMF The IMF's primary purpose is to ensure the stability of the system of exchange rates and international payments that enables countries and their citizens to transact with each other. The IMF, created in 1945, is governed by and accountable to the 189 countries that make up its near-global membership. The IMF promotes international financial stability and monetary cooperation. It seeks to facilitate international trade, promote high employment and sustainable economic growth, and reduce poverty around the world. Resources The primary source of the IMF’s financial resources is its members’ contributions, which broadly reflect members’ relative position in the world economy. Total resources amount to about US $650 billion. In addition, the IMF can borrow temporarily to supplement its resources, which can provide supplementary resources of up to US $253 billion. Governance and organization The IMF is accountable to its member country governments and led by a Board of Governors, which consists of one Governor and one alternate from each member country. The Board of Governors meet at the IMF World Bank Annual Meetings. Twenty-four of the Governors sit on the International Monetary and Financial Committee (IMFC) and normally meet twice a year. A 24-member Executive Board, guided by the IMFC, oversees the IMF's daily operations. The Managing Director is the head of the IMF staff and Chairman of the Executive Board. Surveillance To maintain stability and prevent crises, the IMF reviews country policies and national, regional, and global economic and financial developments through a formal system known as surveillance. The IMF advises its member countries, encouraging policies that foster economic stability, reduce vulnerability to economic and financial crises, and raise living standards. It provides regular assessment of global prospects in its World Economic Outlook, of financial markets in its Global Financial Stability Report, and of public finance developments in its Fiscal Monitor. Financial assistance IMF financing provides its members breathing room to correct balance of payments problems. National authorities design adjustment programs in close cooperation with the IMF that provide continued financial support, which is conditional on the effective implementation of the programs. Lending focuses on enhancing crisis prevention, mitigating further damage during systemic crisis, and tailoring instruments based on members’ performances and circumstances. Technical assistance The IMF provides technical assistance and training to help member countries strengthen their capacity to design and implement effective policies. Technical training includes tax policy and administration, expenditure management, monetary and exchange rate policies, banking and financial system supervision and regulation, legislative frameworks, and statistics.
D  FBQT | Q&A  Georgetown University | Student  Q&A: The International Monetary Fund (IMF) What is the purpose of the IMF? The IMF's primary purpose is to ensure the stability of the system of exchange rates and international payments that enables countries and their citizens to transact with each other. The IMF created in 1945 is governed by and accountable to the 189 countries that make up its near-global membership. The IMF promotes international financial stability and monetary cooperation. It seeks to facilitate international trade, promote high employment and sustainable economic growth, and reduce poverty around the world. What are the IMF’s resources? The primary source of the IMF’s financial resources is its members’ contributions, which broadly reflect members’ relative position in the world economy. Total resources amount to about US $650 billion. In addition, the IMF can borrow temporarily to supplement its resources, which can provide supplementary resources of up to US $253 billion. Who governs the IMF? The IMF is governed by a Board of Governors who are each accountable to its member country governments. The Board of Governors consists of one Governor and one alternate from each member country. The Board of Governors all meet annually at the IMF World Bank. Twenty-four of the Governors sit on the International Monetary and Financial Committee (IMFC) and normally meet twice a year. A 24-member Executive Board, guided by the IMFC, oversees the IMF's daily operations. The Managing Director is the head of the IMF staff and Chairman of the Executive Board. What is the purpose of surveillance? Surveillance allows the IMF to maintain stability and prevent crises through the review of country policies and national, regional, and global economic and financial developments. The IMF advises its member countries, encouraging policies that foster economic stability, reduce vulnerability to economic and financial crises, and raise living standards. It provides regular assessment of global prospects in its World Economic Outlook, of financial markets in its Global Financial Stability Report, and of public finance developments in its Fiscal Monitor. Why does the IMF provide financial assistance? The IMF provides financing to give its members breathing room to correct balance of payments problems. National authorities design adjustment programs in close cooperation with the IMF that provide continued financial support, which is conditional on the effective implementation of the programs. Lending focuses on enhancing crisis prevention, mitigating further damage during systemic crisis, and tailoring instruments based on members’ performances and circumstances. What types of technical assistance does the IMF provide? Technical training provided by the IMF includes tax policy and administration, expenditure management, monetary and exchange rate policies, banking and financial system supervision and regulation, legislative frameworks, and statistics. The IMF provides this technical assistance and training to help member countries strengthen their capacity to design and implement effective policies.
E  FBQT | TALKING POINTS  Georgetown University | Student    International Monetary Fund (IMF) Talking Points Overview  Provide stability o international exchange rates o transactions o payments Resources  189 Countries  US $650 billion  90.5 million troy ounces in gold holdings Governance and organization  Board of Governors  24-member Executive Board Surveillance  Review policies o Foster economic stability o Reduce vulnerability to economic and financial crises o Raise living standards o 129 consultations in 2014  Reports o World Economic Outlook o Global Financial Stability Report o Fiscal Monitor Financial assistance  Correction to balance  Financial adjustment  Increased financial support o Poverty Reduction and Growth Trust  Biggest borrowers o Portugal, Greece, Ireland, Ukraine Technical assistance  Training Programs o Tax policy and administration o Expenditure management o Monetary and exchange rate policies   285 persons in FY2014 
F  OPINION | EDITORIAL  Georgetown University | Student    High Schools need Video Games By Richard Barker July 1, video game developer Firaxis Games announced it is reformatting its Civilization game for use in teaching history in North American high schools. Civilization is only one of several interactive education programs designed for schools that educators resist to implement into school curriculum. Parents must urge school districts to implement interactive education solutions into their schools. Educational video games can drastically improve how educators monitor and measure student progress. In many schools today, educators monitor student progress with homework. One type of homework consists of papers that students take home and fill out with a writing tool. An educator does not supervise homework during the process and cannot provide feedback to a student until the work is completed, turned in, and graded. Until the educator returns the paper to the student, in many cases several days later, the student does not have an assessment of their progress. Video games use complex computational models capable of providing instant feedback to both students and educators. The feedback from video games can provide more detail to educators that will allow them instant access to student progress. Instant feedback from video games can teach students if they are approaching a problem in the right or wrong way and then guide them to the correct solution in real-time. Another type of homework in schools is open answer essays. The open-ended nature of essays makes grading and feedback require the use of rubrics that traditionally have 5 to 10 measurable metrics. The complexity of video games allow for 100s of measures of instant effectiveness. For example, an essay could ask a student how a windmill works and the student would have to write the steps in the process down on paper. The feedback process between the student and teacher in this essay could take hours or even days. In a game, a student would be able to build the windmill and instantly test its operation while the game provides feedback on engineer optimization, energy efficiency and the quality of geographic placement. Instead of turning in an essay about a windmill, the student can turn in a simulation of a windmill. Educational video games create memorable experiences that significantly enhance memory recall over traditional learning styles. Today many students learn in school by reading textbooks and listening to lectures. Students have varying learning styles that include auditory, visual and demonstrative learning. Video games include all learning styles with the ability to include readable text, audible dialogue, visual graphics, and simulated demonstrations. A traditional student learning about the battle of Gettysburg would read about it in a textbook and listen to a teacher talk about it in a classroom. In a video game simulation of the Battle of Gettysburg, the student can see the battle unfold in front of their eyes. The student can freeze and rewind the action, change their camera view, and even click on a Soldier to see their name, history, unit, rations, weapon type, and amount of ammo. The student can change variables in the battle to
F  OPINION | EDITORIAL  Georgetown University | Student    analyze why the Union won the battle while a virtual General Lee narrates his battle strategy. With a textbook and lecture the student would memorize a predetermined sequence of events. Through a video game simulation, the student would experience the battle from many points of view while also gaining a memorable understanding of battle tactics, logistics, and terrain effects. Unlike traditional classrooms, the interactive nature of video games creates an engaging learning environment that will help more students gain the confidence to learn. In most traditional educational institutions, an educator has to teach every student in the same way. Students lose confidence and begin to lose interest in a subject when they struggle with material they feel is too difficult. This causes the teacher to either decrease the difficulty of the subject matter in order to include students having a harder time, or to leave the struggling students behind. Video games have the capability to analyze student skill sets and adjust the difficulty and teaching style accordingly. A video game can challenge each student individually based on the students learning model and needs. Catering to each student with customized progressive challenges will help each student learn and gain confidence in the material. Although video games provide several benefits that can push education in America to new heights, school educators continue to resist the use of video games in public schools. Parents must contact school district leadership to express their support for video games in high schools.
G  SPEECH | SPEC SHEET  Georgetown University | Student  SPEC Sheet – Speech to Educators on Benefits of Video Games in Schools Speaker Michael D. Gallagher, President and CEO, Entertainment Software Association Topic Educators must implement interactive education solutions into their schools. Sub Topics Sub Topic 1: Educational video games drastically improve how educators monitor and measure student progress. Sub Topic 2: Educational video games create memorable experiences that significantly enhance memory recall. Sub Topic 3: The interactive nature of video games creates an engaging learning environment that will help more students gain the confidence to learn. Purpose Implement educational video games into classrooms curriculums. When Friday, November 4, 2016 during Opening General Session 8:15-9:45 Speech estimated for 9:15 7:30-8:15 Networking Breakfast 8:15-8:20 Robert Marzano Opening Remarks 8:20-9:45 Robert Marzano Lecture on Leadership in High-Reliability Schools 8:25-8:35 Level 1- Safe and Collaborative Culture 8:35-8:45 Level 2 - Effective Teaching in Every Classroom 8:45-8:55 Level 3 - Guaranteed and Viable Curriculum 8:55-9:05 Level 4 - Standards-Referenced Reporting 9:05-9:10 Level 5 - Competency-Based Education 9:10-9:15 Speaker Introduction 9:15-9:35 Speech 9:35-9:45 Robert Marzano Closing Remarks 9:45 End of Session Where Gaylord National Resort & Convention Center 201 Waterfront Street
G  SPEECH | SPEC SHEET  Georgetown University | Student  National Harbor, Maryland 20745 Directions from ESA Office: Typical drive time is 20 minutes. Take 295 South to exit 1B toward National Harbor Blvd Drive 0.4 miles and turn right onto St. George Blvd The Convention Center Parking will shortly be on the right Park in the St. George Garage Enter the main entrance of the conference center and follow signs to Chesapeake Conference room #2 Duration 20 minutes Text/notes/ outline The event is annual conference on educational leadership hosted by the Association of Supervision and Curriculum Development’s (ASCD) annual conference on educational leadership. Audience Attendees will include approximately 550 education leaders to include:  Principals  Assistant or associate principals  Central office staff  Superintendents  Assistant or associate superintendents  Teachers and teacher leaders  Building-level specialists  Professors/Instructors/Deans Personal Connection About 20 people in the audience attended your speech at the National Education Association Annual Meeting in July. People to Acknowledge Thank the following for inviting you and allowing you to speak at their conference: Douglas Fisher   http://www.ascd.org/content/Popups/professional‐ development/oscb/faculty/Fisher‐D.aspx Dominique Smith   http://www.ascd.org/content/Popups/professional‐ development/oscb/faculty/Smith‐D.aspx  Robert Marzano   http://www.ascd.org/content/Popups/professional‐ development/oscb/faculty/Marzano‐R.aspx 
G  SPEECH | NARRATIVE  Georgetown University | Student  Edugames: An Explanation For Why Video Games Belong In Our Schools Remarks by, Michael D. Gallagher The Association of Supervision and Curriculum Development Annual Conference On Educational Leadership November 4, 2016 Intro Thank you, Robert Marzano, for the flattering introduction, and for the opportunity you have given me to speak with all of the educators in the room today. I would also like to thank Douglas Fisher and Dominique Smith for being here today. Mr. Marzano, I have to compliment you on your choice of the Gaylord National Convention Center. Now you probably did not know this at the time you booked the room. In two weeks, this room will host the Miss World Competition where Deshauna Barber, Washington’s own Miss USA, will compete with 130 other countries for the crown. Educators must implement interactive education solutions into their schools. Today I will explain first that educational video games drastically improve how educators monitor and measure student progress. Second, educational video games create memorable experiences that significantly enhance memory recall in students. Third, the interactive nature of video games creates an engaging learning environment that will help more students gain the confidence to learn. Monitoring Student Progress First, educational video games drastically improve how educators monitor and measure student progress. In many schools today, educators monitor student progress with homework. Homework consists of papers that students take home and complete with a pencil. An educator cannot supervise homework during this process and cannot provide feedback to the student until the work is completed, turned in, and graded. Until the educator returns the paper to the student, in many cases several days later, the student does not have an assessment of their progress. Video games designed for educational use in schools, such as Glass Lab Games’ Slice Fractions, have complex computational models designed to provide instant feedback to both students and educators throughout the learning process. Slice Fractions interactively teaches fractions to students in grades two through four while giving feedback to the educator that enables them to measure the progress of multiple students simultaneously.
G  SPEECH | NARRATIVE  Georgetown University | Student  This works whether the student is using the program in the classroom or at home. Slice Fractions and other educational games provide feedback to the student so they know if their approach to a problem is correct. When they are having trouble, the game automatically adjusts to guide them to the correct solution in real-time. Commonly in schools, educators use open answer essays to test student knowledge. The open- ended nature of essays makes grading and feedback require the use of rubrics that traditionally have 4 to 8 measurable metrics. The complexity of educational video games allow for 100s of measures of instant effectiveness. For example, an essay could ask a student how a windmill works and the student would have to write the steps in the process down on paper. The feedback process between the student and teacher in this essay could take hours or even days. In a video game, such as the physics based engineering game Scrap Mechanic, a student can build the windmill and periodically test its operation while the game provides instant feedback. The student can build the gears, test their optimization, and tweak the design to increase energy output efficiency. Instead of turning in an essay about a windmill, the student can turn in a simulation of a windmill. Enhancing Student Memory Second, educational video games create memorable experiences that significantly enhance memory recall in students. Today many students learn in school by reading textbooks and listening to lectures. Students have varying learning styles that include auditory, visual and demonstrative learning. Video games include all learning styles with the ability to include readable text, audible dialogue, visual graphics, and simulated demonstrations. A traditional student learning about a landmark Supreme Court case would read about the case in a textbook and then listen to a teacher talk about it in a classroom. Perhaps an educator could even use a video that depicts the court case to add auditory and visual learning to the mix. In the educational video game, Argument Wars, students participate in real Supreme Court cases. In the game, students role-play people in the case where they must evaluate arguments and choose the best one to present in the case. The game moves forward when they select the best, and in these cases historically accurate, arguments. Not only does this teach students the history and significance of the court case, they learn the difference between valid and invalid reasoning along the way.
G  SPEECH | NARRATIVE  Georgetown University | Student  With a textbook and lecture a student memorizes a predetermined sequence of events. Through a video game simulation, the student experiences the event from many points of view while also gaining a memorable understanding of the judicial system. Building Student Confidence Third, the interactive nature of video games creates an engaging learning environment that will help more students gain the confidence to learn. In most traditional educational institutions, an educator has to teach every student in the same way. Students lose confidence and begin to lose interest in a subject when they struggle with material they feel is too difficult. This causes the teacher to either decrease the difficulty of the subject matter in order to include students having a harder time, or to leave the struggling students behind. Video games have the capability to analyze student skill sets and adjust the difficulty and teaching style accordingly. A video game like Sim City Pollution Challenge guides each student individually based on their learning model and needs. Following a catered in class lecture, the game asks students to build a city while responsibly managing pollution. While some students excel, the game recognizes others who are struggling and then adds city advisors to the game to help steer the student on course, which helps build student confidence. Conclusion What I have told you today is first that educational video games drastically improve how educators monitor and measure student progress. Second, educational video games create memorable experiences that significantly enhance memory recall in students. Third, the interactive nature of video games creates an engaging learning environment that will help more students gain the confidence to learn. Thank you for giving me the opportunity to speak with you this morning. Implement educational video games into classroom curriculums.
H  LETTER TO THE EDITOR  Georgetown University | Student    Richard Barker 6561 McKenna Way Alexandria, VA 22315 (315) 751-1065 rtb39@georgetown.edu Los Angeles Times 'Suicide Squad' is a team, and a movie, in search of a mission Aug 3, 2016 To the editor: Your review of the movie ‘Suicide Squad’ criticizes the film for its muddled plot and unanswered questions. (“'Suicide Squad' is a team, and a movie, in search of a mission,” Review, Aug.3) The review’s analysis reads like a film school professor grading a paper, which seems tailored toward an audience of filmmakers as opposed to film viewers. As an average American moviegoer, I watch films to escape another week of failing to master the illusory work-life balance. While critics watch movies for work, viewers watch movies for play. Do not describe if a movie works; explain how it plays and makes you feel. Within its first ten minutes, ‘Suicide Squad’ made me laugh, cry and gasp for breath. The characters captured my attention in every frame. It was fun. Most importantly, for two hours, I completely forgot about that report due on Monday.

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PR Writing Portfolio

  • 1.
    writing portfolio RICHARD T.BARKER rtb39@georgetown.edu 6561 McKenna Way Alexandria VA, 22315 315-751-1065 LinkedIn: www.linkedin.com/in/richard-t-barker EXECUTIVE SUMMARY Seeking public relations position in the interactive entertainment industry I am a firm believer that all HUMANS ARE GAMERS, although some have not discovered it yet. I am seeking opportunities to bring video games into the hands of UNTAPPED DEMOGRAPHICS and to start fresh and engaging conversations with UNDERREPRESENTED GAMING PUBLICS. Experienced public affairs officer transitioning out of the U.S. Army I have five years of experience working in Army public affairs serving as advisor to FOUR MILITARY COMMANDERS through missions in Afghanistan, Thailand, Korea, the Philippines and Hawaii. I have national level media relations experience with CNN, ABC, NBC AND THE WASHINGTON POST. Diversified education across PR related fields GEORGETOWN UNIVERSITY’S SCHOOL OF CONTINUING STUDIES | D.C Master of Professional Studies | Public Relations & Corporate Communications 2017  Current 4.0 GPA UNIVERSITY OF THE INCARNATE WORD | SAN ANTONIO, TX Master of Arts Administration | Communications 2012  4.0 GPA | Honors with Distinction OSWEGO STATE UNIVERSITY OF NEW YORK | OSWEGO, NY Bachelor of Arts | Broadcast and Mass Communications 2004  3.4 GPA | Honors Cum Laude CONTENTS A. Press Release B. Fact Sheet C. Background Sheet D. Q&A Sheet E. Talking Points F. Op Ed G. Speech H. Letter to the Editor
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    A  PRESS RELEASE  Georgetown University | Student    FOR IMMEDIATE RELEASEJohn Smith May 31, 2016 315-555-1065 JSmith@DPTP.com DPT Productions Applauds New Law Designed To Attract Film And Music Industry Law grants 75 percent state tax rebates on associated costs of film, television and music production; expected to increase revenue; create new jobs OKLAHOMA CITY – Today, DPT Productions applauds the signing of House Bill 716 into law which is designed to increase in-state film, TV and music production. The law grants a 75 percent sales and income tax rebate on costs associated with film, TV and music projects conducted in Oklahoma with the goal of increasing state and commercial revenue and creating new jobs. “This law will create incredible opportunities,” said David Turnipseed, owner of DPT Productions. “I commend the state for the insight they have displayed in signing the bill, and I am excited for the future of film and television production in the state.” Oklahoma joins a growing list of states providing incentives to entertainment projects. Georgia Gov. Nathan Deal recently disclosed film incentives in his state have been responsible for nearly 80,000 new jobs and close to $4 billion in new wages. Not all states have experienced the same success as Georgia. More than 10 states have lowered or eliminated incentives in the past five years because the states were not receiving the benefits they expected. “Bill 716 is cleverly designed to provide tax rebates on new sources of income unlike entertainment incentive programs that have failed in other states,” said Turnipseed. “The bill provides incentives to film and music productions at no cost to the state.” In a show of bi-partisan support, Rep. Debbie Doloop (D-Oklahoma City) and Rep. Susan Wollop (R-Chickasha) co-authored the bill that offers 75 percent tax rebates to film, television and music projects. * * * TK
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    B  FBQT | FACT SHEET  Georgetown University | Student      Fact Sheet: InternationalMonetary Fund (IMF) The IMF ensures stability of international exchange rates, transactions and payments Resources  US $650 billion from 189 country’s contributions  90.5 million troy ounces in gold holdings Governance and organization  Board of Governors  24-member Executive Board Surveillance: Surveillance identifies the risks that policies may need to address to sustain growth The IMF uses surveillance to:  Review country policies and global economic and financial developments o 129 consultations in 2014  Encourage policies that: o Foster economic stability o Reduce vulnerability to economic and financial crises o Raise living standards Financial assistance: Financial assistance is providing lending to countries to help avoid economic and financial crises, large swings in economic activity, high inflation, and excessive volatility in foreign exchange and financial markets The IMF lends to its members to:  Allow correction to balance of payments problems  Provide financial adjustment o Enhance crisis prevention o Mitigate further damage during systemic crisis  Increase financial support to the world’s poorer countries o Poverty Reduction o Growth Trust Technical assistance: Training to help member countries design and implement policies  The IMF provided training to 285 persons during fiscal year 2014   Training Programs Include o Tax policy and administration o Expenditure management o Monetary and exchange rate policies 
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    C  FBQT | BACKGROUNDER  Georgetown University | Student  Backgrounder: International MonetaryFund (IMF) Purpose of the IMF The IMF's primary purpose is to ensure the stability of the system of exchange rates and international payments that enables countries and their citizens to transact with each other. The IMF, created in 1945, is governed by and accountable to the 189 countries that make up its near-global membership. The IMF promotes international financial stability and monetary cooperation. It seeks to facilitate international trade, promote high employment and sustainable economic growth, and reduce poverty around the world. Resources The primary source of the IMF’s financial resources is its members’ contributions, which broadly reflect members’ relative position in the world economy. Total resources amount to about US $650 billion. In addition, the IMF can borrow temporarily to supplement its resources, which can provide supplementary resources of up to US $253 billion. Governance and organization The IMF is accountable to its member country governments and led by a Board of Governors, which consists of one Governor and one alternate from each member country. The Board of Governors meet at the IMF World Bank Annual Meetings. Twenty-four of the Governors sit on the International Monetary and Financial Committee (IMFC) and normally meet twice a year. A 24-member Executive Board, guided by the IMFC, oversees the IMF's daily operations. The Managing Director is the head of the IMF staff and Chairman of the Executive Board. Surveillance To maintain stability and prevent crises, the IMF reviews country policies and national, regional, and global economic and financial developments through a formal system known as surveillance. The IMF advises its member countries, encouraging policies that foster economic stability, reduce vulnerability to economic and financial crises, and raise living standards. It provides regular assessment of global prospects in its World Economic Outlook, of financial markets in its Global Financial Stability Report, and of public finance developments in its Fiscal Monitor. Financial assistance IMF financing provides its members breathing room to correct balance of payments problems. National authorities design adjustment programs in close cooperation with the IMF that provide continued financial support, which is conditional on the effective implementation of the programs. Lending focuses on enhancing crisis prevention, mitigating further damage during systemic crisis, and tailoring instruments based on members’ performances and circumstances. Technical assistance The IMF provides technical assistance and training to help member countries strengthen their capacity to design and implement effective policies. Technical training includes tax policy and administration, expenditure management, monetary and exchange rate policies, banking and financial system supervision and regulation, legislative frameworks, and statistics.
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    D  FBQT | Q&A  Georgetown University | Student  Q&A: The InternationalMonetary Fund (IMF) What is the purpose of the IMF? The IMF's primary purpose is to ensure the stability of the system of exchange rates and international payments that enables countries and their citizens to transact with each other. The IMF created in 1945 is governed by and accountable to the 189 countries that make up its near-global membership. The IMF promotes international financial stability and monetary cooperation. It seeks to facilitate international trade, promote high employment and sustainable economic growth, and reduce poverty around the world. What are the IMF’s resources? The primary source of the IMF’s financial resources is its members’ contributions, which broadly reflect members’ relative position in the world economy. Total resources amount to about US $650 billion. In addition, the IMF can borrow temporarily to supplement its resources, which can provide supplementary resources of up to US $253 billion. Who governs the IMF? The IMF is governed by a Board of Governors who are each accountable to its member country governments. The Board of Governors consists of one Governor and one alternate from each member country. The Board of Governors all meet annually at the IMF World Bank. Twenty-four of the Governors sit on the International Monetary and Financial Committee (IMFC) and normally meet twice a year. A 24-member Executive Board, guided by the IMFC, oversees the IMF's daily operations. The Managing Director is the head of the IMF staff and Chairman of the Executive Board. What is the purpose of surveillance? Surveillance allows the IMF to maintain stability and prevent crises through the review of country policies and national, regional, and global economic and financial developments. The IMF advises its member countries, encouraging policies that foster economic stability, reduce vulnerability to economic and financial crises, and raise living standards. It provides regular assessment of global prospects in its World Economic Outlook, of financial markets in its Global Financial Stability Report, and of public finance developments in its Fiscal Monitor. Why does the IMF provide financial assistance? The IMF provides financing to give its members breathing room to correct balance of payments problems. National authorities design adjustment programs in close cooperation with the IMF that provide continued financial support, which is conditional on the effective implementation of the programs. Lending focuses on enhancing crisis prevention, mitigating further damage during systemic crisis, and tailoring instruments based on members’ performances and circumstances. What types of technical assistance does the IMF provide? Technical training provided by the IMF includes tax policy and administration, expenditure management, monetary and exchange rate policies, banking and financial system supervision and regulation, legislative frameworks, and statistics. The IMF provides this technical assistance and training to help member countries strengthen their capacity to design and implement effective policies.
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    E  FBQT | TALKING POINTS  Georgetown University | Student    International Monetary Fund (IMF) Talking Points Overview  Provide stability ointernational exchange rates o transactions o payments Resources  189 Countries  US $650 billion  90.5 million troy ounces in gold holdings Governance and organization  Board of Governors  24-member Executive Board Surveillance  Review policies o Foster economic stability o Reduce vulnerability to economic and financial crises o Raise living standards o 129 consultations in 2014  Reports o World Economic Outlook o Global Financial Stability Report o Fiscal Monitor Financial assistance  Correction to balance  Financial adjustment  Increased financial support o Poverty Reduction and Growth Trust  Biggest borrowers o Portugal, Greece, Ireland, Ukraine Technical assistance  Training Programs o Tax policy and administration o Expenditure management o Monetary and exchange rate policies   285 persons in FY2014 
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    F  OPINION | EDITORIAL  Georgetown University | Student    High Schools needVideo Games By Richard Barker July 1, video game developer Firaxis Games announced it is reformatting its Civilization game for use in teaching history in North American high schools. Civilization is only one of several interactive education programs designed for schools that educators resist to implement into school curriculum. Parents must urge school districts to implement interactive education solutions into their schools. Educational video games can drastically improve how educators monitor and measure student progress. In many schools today, educators monitor student progress with homework. One type of homework consists of papers that students take home and fill out with a writing tool. An educator does not supervise homework during the process and cannot provide feedback to a student until the work is completed, turned in, and graded. Until the educator returns the paper to the student, in many cases several days later, the student does not have an assessment of their progress. Video games use complex computational models capable of providing instant feedback to both students and educators. The feedback from video games can provide more detail to educators that will allow them instant access to student progress. Instant feedback from video games can teach students if they are approaching a problem in the right or wrong way and then guide them to the correct solution in real-time. Another type of homework in schools is open answer essays. The open-ended nature of essays makes grading and feedback require the use of rubrics that traditionally have 5 to 10 measurable metrics. The complexity of video games allow for 100s of measures of instant effectiveness. For example, an essay could ask a student how a windmill works and the student would have to write the steps in the process down on paper. The feedback process between the student and teacher in this essay could take hours or even days. In a game, a student would be able to build the windmill and instantly test its operation while the game provides feedback on engineer optimization, energy efficiency and the quality of geographic placement. Instead of turning in an essay about a windmill, the student can turn in a simulation of a windmill. Educational video games create memorable experiences that significantly enhance memory recall over traditional learning styles. Today many students learn in school by reading textbooks and listening to lectures. Students have varying learning styles that include auditory, visual and demonstrative learning. Video games include all learning styles with the ability to include readable text, audible dialogue, visual graphics, and simulated demonstrations. A traditional student learning about the battle of Gettysburg would read about it in a textbook and listen to a teacher talk about it in a classroom. In a video game simulation of the Battle of Gettysburg, the student can see the battle unfold in front of their eyes. The student can freeze and rewind the action, change their camera view, and even click on a Soldier to see their name, history, unit, rations, weapon type, and amount of ammo. The student can change variables in the battle to
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    F  OPINION | EDITORIAL  Georgetown University | Student    analyze why theUnion won the battle while a virtual General Lee narrates his battle strategy. With a textbook and lecture the student would memorize a predetermined sequence of events. Through a video game simulation, the student would experience the battle from many points of view while also gaining a memorable understanding of battle tactics, logistics, and terrain effects. Unlike traditional classrooms, the interactive nature of video games creates an engaging learning environment that will help more students gain the confidence to learn. In most traditional educational institutions, an educator has to teach every student in the same way. Students lose confidence and begin to lose interest in a subject when they struggle with material they feel is too difficult. This causes the teacher to either decrease the difficulty of the subject matter in order to include students having a harder time, or to leave the struggling students behind. Video games have the capability to analyze student skill sets and adjust the difficulty and teaching style accordingly. A video game can challenge each student individually based on the students learning model and needs. Catering to each student with customized progressive challenges will help each student learn and gain confidence in the material. Although video games provide several benefits that can push education in America to new heights, school educators continue to resist the use of video games in public schools. Parents must contact school district leadership to express their support for video games in high schools.
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    G  SPEECH | SPEC SHEET  Georgetown University | Student  SPEC Sheet –Speech to Educators on Benefits of Video Games in Schools Speaker Michael D. Gallagher, President and CEO, Entertainment Software Association Topic Educators must implement interactive education solutions into their schools. Sub Topics Sub Topic 1: Educational video games drastically improve how educators monitor and measure student progress. Sub Topic 2: Educational video games create memorable experiences that significantly enhance memory recall. Sub Topic 3: The interactive nature of video games creates an engaging learning environment that will help more students gain the confidence to learn. Purpose Implement educational video games into classrooms curriculums. When Friday, November 4, 2016 during Opening General Session 8:15-9:45 Speech estimated for 9:15 7:30-8:15 Networking Breakfast 8:15-8:20 Robert Marzano Opening Remarks 8:20-9:45 Robert Marzano Lecture on Leadership in High-Reliability Schools 8:25-8:35 Level 1- Safe and Collaborative Culture 8:35-8:45 Level 2 - Effective Teaching in Every Classroom 8:45-8:55 Level 3 - Guaranteed and Viable Curriculum 8:55-9:05 Level 4 - Standards-Referenced Reporting 9:05-9:10 Level 5 - Competency-Based Education 9:10-9:15 Speaker Introduction 9:15-9:35 Speech 9:35-9:45 Robert Marzano Closing Remarks 9:45 End of Session Where Gaylord National Resort & Convention Center 201 Waterfront Street
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    G  SPEECH | SPEC SHEET  Georgetown University | Student  National Harbor, Maryland20745 Directions from ESA Office: Typical drive time is 20 minutes. Take 295 South to exit 1B toward National Harbor Blvd Drive 0.4 miles and turn right onto St. George Blvd The Convention Center Parking will shortly be on the right Park in the St. George Garage Enter the main entrance of the conference center and follow signs to Chesapeake Conference room #2 Duration 20 minutes Text/notes/ outline The event is annual conference on educational leadership hosted by the Association of Supervision and Curriculum Development’s (ASCD) annual conference on educational leadership. Audience Attendees will include approximately 550 education leaders to include:  Principals  Assistant or associate principals  Central office staff  Superintendents  Assistant or associate superintendents  Teachers and teacher leaders  Building-level specialists  Professors/Instructors/Deans Personal Connection About 20 people in the audience attended your speech at the National Education Association Annual Meeting in July. People to Acknowledge Thank the following for inviting you and allowing you to speak at their conference: Douglas Fisher   http://www.ascd.org/content/Popups/professional‐ development/oscb/faculty/Fisher‐D.aspx Dominique Smith   http://www.ascd.org/content/Popups/professional‐ development/oscb/faculty/Smith‐D.aspx  Robert Marzano   http://www.ascd.org/content/Popups/professional‐ development/oscb/faculty/Marzano‐R.aspx 
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    G  SPEECH | NARRATIVE  Georgetown University | Student  Edugames: An ExplanationFor Why Video Games Belong In Our Schools Remarks by, Michael D. Gallagher The Association of Supervision and Curriculum Development Annual Conference On Educational Leadership November 4, 2016 Intro Thank you, Robert Marzano, for the flattering introduction, and for the opportunity you have given me to speak with all of the educators in the room today. I would also like to thank Douglas Fisher and Dominique Smith for being here today. Mr. Marzano, I have to compliment you on your choice of the Gaylord National Convention Center. Now you probably did not know this at the time you booked the room. In two weeks, this room will host the Miss World Competition where Deshauna Barber, Washington’s own Miss USA, will compete with 130 other countries for the crown. Educators must implement interactive education solutions into their schools. Today I will explain first that educational video games drastically improve how educators monitor and measure student progress. Second, educational video games create memorable experiences that significantly enhance memory recall in students. Third, the interactive nature of video games creates an engaging learning environment that will help more students gain the confidence to learn. Monitoring Student Progress First, educational video games drastically improve how educators monitor and measure student progress. In many schools today, educators monitor student progress with homework. Homework consists of papers that students take home and complete with a pencil. An educator cannot supervise homework during this process and cannot provide feedback to the student until the work is completed, turned in, and graded. Until the educator returns the paper to the student, in many cases several days later, the student does not have an assessment of their progress. Video games designed for educational use in schools, such as Glass Lab Games’ Slice Fractions, have complex computational models designed to provide instant feedback to both students and educators throughout the learning process. Slice Fractions interactively teaches fractions to students in grades two through four while giving feedback to the educator that enables them to measure the progress of multiple students simultaneously.
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    G  SPEECH | NARRATIVE  Georgetown University | Student  This works whetherthe student is using the program in the classroom or at home. Slice Fractions and other educational games provide feedback to the student so they know if their approach to a problem is correct. When they are having trouble, the game automatically adjusts to guide them to the correct solution in real-time. Commonly in schools, educators use open answer essays to test student knowledge. The open- ended nature of essays makes grading and feedback require the use of rubrics that traditionally have 4 to 8 measurable metrics. The complexity of educational video games allow for 100s of measures of instant effectiveness. For example, an essay could ask a student how a windmill works and the student would have to write the steps in the process down on paper. The feedback process between the student and teacher in this essay could take hours or even days. In a video game, such as the physics based engineering game Scrap Mechanic, a student can build the windmill and periodically test its operation while the game provides instant feedback. The student can build the gears, test their optimization, and tweak the design to increase energy output efficiency. Instead of turning in an essay about a windmill, the student can turn in a simulation of a windmill. Enhancing Student Memory Second, educational video games create memorable experiences that significantly enhance memory recall in students. Today many students learn in school by reading textbooks and listening to lectures. Students have varying learning styles that include auditory, visual and demonstrative learning. Video games include all learning styles with the ability to include readable text, audible dialogue, visual graphics, and simulated demonstrations. A traditional student learning about a landmark Supreme Court case would read about the case in a textbook and then listen to a teacher talk about it in a classroom. Perhaps an educator could even use a video that depicts the court case to add auditory and visual learning to the mix. In the educational video game, Argument Wars, students participate in real Supreme Court cases. In the game, students role-play people in the case where they must evaluate arguments and choose the best one to present in the case. The game moves forward when they select the best, and in these cases historically accurate, arguments. Not only does this teach students the history and significance of the court case, they learn the difference between valid and invalid reasoning along the way.
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    G  SPEECH | NARRATIVE  Georgetown University | Student  With a textbookand lecture a student memorizes a predetermined sequence of events. Through a video game simulation, the student experiences the event from many points of view while also gaining a memorable understanding of the judicial system. Building Student Confidence Third, the interactive nature of video games creates an engaging learning environment that will help more students gain the confidence to learn. In most traditional educational institutions, an educator has to teach every student in the same way. Students lose confidence and begin to lose interest in a subject when they struggle with material they feel is too difficult. This causes the teacher to either decrease the difficulty of the subject matter in order to include students having a harder time, or to leave the struggling students behind. Video games have the capability to analyze student skill sets and adjust the difficulty and teaching style accordingly. A video game like Sim City Pollution Challenge guides each student individually based on their learning model and needs. Following a catered in class lecture, the game asks students to build a city while responsibly managing pollution. While some students excel, the game recognizes others who are struggling and then adds city advisors to the game to help steer the student on course, which helps build student confidence. Conclusion What I have told you today is first that educational video games drastically improve how educators monitor and measure student progress. Second, educational video games create memorable experiences that significantly enhance memory recall in students. Third, the interactive nature of video games creates an engaging learning environment that will help more students gain the confidence to learn. Thank you for giving me the opportunity to speak with you this morning. Implement educational video games into classroom curriculums.
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    H  LETTER TO THE EDITOR  Georgetown University | Student    Richard Barker 6561 McKennaWay Alexandria, VA 22315 (315) 751-1065 rtb39@georgetown.edu Los Angeles Times 'Suicide Squad' is a team, and a movie, in search of a mission Aug 3, 2016 To the editor: Your review of the movie ‘Suicide Squad’ criticizes the film for its muddled plot and unanswered questions. (“'Suicide Squad' is a team, and a movie, in search of a mission,” Review, Aug.3) The review’s analysis reads like a film school professor grading a paper, which seems tailored toward an audience of filmmakers as opposed to film viewers. As an average American moviegoer, I watch films to escape another week of failing to master the illusory work-life balance. While critics watch movies for work, viewers watch movies for play. Do not describe if a movie works; explain how it plays and makes you feel. Within its first ten minutes, ‘Suicide Squad’ made me laugh, cry and gasp for breath. The characters captured my attention in every frame. It was fun. Most importantly, for two hours, I completely forgot about that report due on Monday.