For this essay, you will be required to develop and defend a significantly expanded definition for either ‘hero’ or ‘villain’.

For this essay, you will be required to develop and defend a significantly expanded definition for either ‘hero’ or ‘villain’. As we have discussed in class, this is not an easy task and it requires careful thought and consideration. Also, we have established the importance of context in determining a reasonable definition for both of these terms, so your response must be limited to a public, reasonably contemporary context.
In selecting your particular individual, I am granting you significant latitude, so that your relevant interests can be utilized to develop a strong case. That being stated, your particular individual must be approved by me before the first draft of your paper is completed. This will ensure that you have selected a figure that will be compatible with our assignment and it will give me an opportunity to help guide your research in a productive direction. Your particular individual may be fictional, but I strongly suggest that you consider an actual person first, as the investigation may be much easier than with a fictional character with very limited moments of action.

Your essay must respond to one of the four following organizational frames:

1. Define the term ‘hero’ and produce a public figure that matches those criteria.
This will involve the establishment of reasonable criteria, a careful analysis of the public figure, and a defense of both the definition and the public figure that matches those criteria.

2. Define the term ‘villain’ and produce a public figure that matches those criteria.
This will involve the establishment of reasonable criteria, a careful analysis of the public figure, and a defense of both the definition and the public figure that matches those criteria.

3. Define the term ‘hero’ and produce a public figure who has been defined as a hero, but does not match your criteria.
This will involve adapting a definition to include new criteria that excludes the selected public figure from that definition, as well as a defense of the adapted definition and the public figure that has been reevaluated in light of the new criteria.

4. Define the term ‘villain’ and produce a public figure who has been defined as a villain, but does not match your criteria.
This will involve adapting a definition to include new criteria that excludes the selected public figure from that definition, as well as a defense of the adapted definition and the public figure that has been reevaluated in light of the new criteria.

Your paper must include the following elements:
Use of the Toulmin System (to organize your argument)
Use of either an Aristotelian or an Operational definition model (to provide a sound definition)
Proper MLA format (to ensure clarity of format)
5-6 pages, double-spaced, Times New Roman font, 12 pt. (to meet production expectations fairly)
3 or more sources, including background, rival definitions, etc.
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Crimes Involving E-Mail

Crimes Involving E-Mail

Topic category: Computer science

Paper instructions:
Many crimes involving e-mails have e-mail accounts set up in countries less willing to cooperate with the country in which the crime is being investigated. Discuss how to deal with this kind of situation.

 

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Ethical Issue: Reclassification of Receivables

6
Ethical Issue: Reclassification of Receivables

Respond to the following ethical issue concerning the reclassification of receivables in your initial post:

Moss Exports is having a bad year. Net income is only $60,000. Also, two important overseas customers are falling behind in their payments to Moss, and Moss’s accounts receivable are ballooning.

The company desperately needs a loan. The Moss Exports board of directors is considering ways to put the best face on the company’s financial statements. Moss’s bank closely examines cash flow from operations. Daniel Peavey, Moss’s controller, suggests reclassifying as long-term the receivables from the slow-paying clients. He explains to the board that removing the $80,000 rise in accounts receivable from current assets will increase net cash provided by operations. This approach may help Moss get the loan.

1. Using only the amounts given, compute net cash provided by operations, both without and with the reclassification of the receivables. Which reporting makes Moss look better?
2. Under what condition would the reclassification of the receivables be ethical? Unethical? Support your response.
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ESSAY PROMPT

INTRODUCTION TO ETHICS

ESSAY PROMPT
Consequentialism singles out happiness as the only intrinsic value. Happiness, in turn, is a subjective
experience: we are happy when we feel pleasure, fulfillment, or excitement; we are unhappy when we feel
pain, disappointment, or boredom. In “The Experience Machine,” Robert Nozick argues that happiness is
not the only intrinsic value. Read pages 33-35 from The Ethical Life. Then write an essay that addresses the
following:
(a) Explain Nozick’s experience machine.
(b) Why does Nozick think the experience machine shows that happiness is not the only intrinsic value?
(c) What is the biggest problem with Nozick’s argument?
(d) How serious is the problem you identified in (c)? Is Nozick’s argument salvageable?
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The Waste Land” and his essay Tradition and the Individual Talent

“The Waste Land” and his essay Tradition and the Individual Talent
Paper instructions:
Read T. S. Eliot’s great modernist poem “The Waste Land” and his essay Tradition and the Individual Talent. To what extent do you think Eliot is successful in demonstrating poetry that emerges not from emotional states but from rather cunning and completely self-aware states that emphasize not the catharsis of the poet’s emotions but are geared to producing catharsis in the audience?
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Rights, Justice,Government and revolution

Rights, Justice,Government and revolution
Is it, the entity designed “to secure these rights’? is government, therefore, essentially and always linked to the protection of rights? A brief mention , the conceptual distinction between civil rights and civil liberties.
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Rational Essay

Rational Essay

Subject:

Education

Rational Essay ? General Guidelines
Your finished Rationale Essay must be a well-written (college level) essay between 12 to 15 pages, double spaced. This essay (in conjunction with your Degree Plan) will be reviewed for approval by the College Assessment Committee, which is comprised of Professors from each of the Academic Departments of the college.
Guidelines require all Degree Plans to address knowledge of cultural diversity. This can be accomplished in your Rationale Essay with an explanation of your knowledge and experience in cultural diversity or by adding one of the "diversity? courses to your DP (Diversity in the Work Place; Sexuality and the Law; Aging and Society, Thinking about Race, Class and Gender)
Your Area of Study will most likely be Community and Human Services (?CHS?) or Business, Management and Economics (?BME?). You will need to include several CHS or BME courses in your DP. You should review the Area of Study Guidelines in your Degree Planning Guide:
CHS = page 78 BME = page 65
For your review; potential CHS courses that may be suited to your DP include; Introduction to Human Services; Grief and Loss; Human Services Ethics; Disabled in America; US Health System. Please review the on-line CDL Course Catalog.
1. In your opening paragraph(s), you want to give a brief history of your background. I encourage you to pursue those goals but you may want to broaden your horizons by looking at other similar jobs in this general. This is your opportunity to explain ?who you are? and ?why you have decided to enter college? to the Assessment Committee.
2. Next you will explain your professional and academic goals. You should write approximately 1/2 page (minimum) to 2 pages (maximum) on goals and contexts. Length of this section is not as important as type and specificity of information. Again, you need to help outside readers understand your personal, academic, and/or professional goals and the contexts in which you are pursuing your degree.
3. Next you will write about your academics expectations. You should write approximately 1 page (minimum) to 3 pages (maximum) on academic expectations. Length of this section is not as important as type and specificity of information. Again, you need to help outside readers understand the results of your research and how you’ve applied your research to help choose courses that address academic expectations for your type of degree.
4. The next section of your DP will include the general overview of either CHS or BME as your Area of Study (AOS); and your concentration in emergency management and/or fire service administration. This portion of the Rationale Essay will list and discuss each course and all CBE credits proposed in your DP. You need to explain to the Degree Plan Review Committee why each course is important to your DP (whether it is a gen-ed course or how this course is an essential concentration course, will help fulfill your educational or professional goals, etc.)
As part of your AOS requirements, your Rationale Essay must address the following (refer to the Degree Planning Guide for further explanation).
Business, Management and Economics:
communication skills
information management
economics
ethical and social responsibility
quantitative skills
understanding people in an organizational context
understanding organizations within broader contexts

Community and Human Services:
Knowledge
Skills
Attitudes and values
Experience, application and practice

This is the most lengthy portion of the Rational Essay.
5. The next section will be a detailed comparison of your proposed DP to at least three other colleges offering similar degrees. You must show how your DP compares favorably with those three colleges and explain any unfavorable comparisons. Your essay should name the three colleges you used for comparison.
6. You need to write a brief conclusion that summarizes your Rationale and re-states how this DP and the courses you have chosen will fulfill your academic and professional goals
I have been very interested in going back to college to finish my college degree for a very long time. I have had some bumps along the way, but that has just made me stronger and more determined to complete my degree. I lost my job in 2010 with a telecommunications company merger and found a new job in July 2011, which is what brought me to Upstate NY. Empire State College seems to be a good fit for me because of the majors that you offer and your online program.
My wife and I have two sons that are both attending colleges outside of NY. It would make me so proud to complete my degree and be able to get a college diploma right along with them. Our oldest son was diagnosed with a brain tumor in April 2004. He had a craniotomy to remove half of his brain tumor. He also received 2 months of proton beam radiation treatment at Mass General Hospital while living in North Carolina. As a family we have had to endure many obstacles that we have been able to over come.

 

I am currently employed in management at a telecommunications company and would like to complete my degree at Empire State College and pursue a Bachelor of Science Area Public Affairs Concentration degree. I have been involved in all aspects of running a telecommunications business and many leadership positions over the past thirty years rising to the level of Regional Vice President. I have also had numerous leadership roles on community boards and local community fund raising events. I have taken over 91 hours of college level courses to this point in my life. This degree would enable me to realize my personal and professional goals by obtaining my college degree. I feel that I can manage the time between work and taking classes online. It is a great honor to be able to attend Empire State College. Bachelor of Science Area Public Affairs Concentration Public Affairs is my choice to peruse to complete my degree plan.

TO: Students, Planning and Finalizing the Degree course ? May 2013 Term
RE: Course Schedule and Syllabus
Attachments: Degree Planning Guide; Rationale Essay Guidelines; Gen-Ed Requirements
I have included the course schedule for the Planning and Finalizing the Degree Plan course (below); you can proceed through the assignments at your own pace. Readings and assignments will be found in the on-line course. You should log into the course as soon as possible and begin by reading the introductory material. Call or e-mail me with any questions or if you have difficulty getting started.
This letter and course schedule will serve as a guide for completing the work necessary to finish this course, basically your Degree Plan and Rationale Essay.
You will need to work with the On-Line degree planner, which will require you have your ESC ?logon? and ?ID number?. If you don?t have these or can?t remember them, contact the college by the link on the website (www.esc.edu/dpplanner) or by telephone (1-800-847-3000).
After you have completed a draft of your Degree Plan using the on-line Degree Planner, you?ll be able to start the Rationale Essay. Summary guidelines for the Rationale Essay are attached and more detailed explanations are contained in the on-line course readings.
Your Rationale Essay is an important document that must accompany your DP. This essay is read by the Assessment Committee that must approve your DP.
Please let me know when you?re ready to start and feel free to call with any questions.

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Why I would want to live in the 1930s.

Why I would want to live in the 1930s.
The essay has to be on Why I would have wanted to live in the 1930s. Give 3 main reasons and an intro and closing statement.

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Syntheses Essay

Syntheses Essay

Your essay should synthesize the information provided in at least three articles. The essay will analyze the effect that television and other forms of multimedia technology have had on the delivery of news.
In this essay, you will use three sources:
You must use the following two sources:
? Neil Postman’s Amusing Ourselves to Death
? Matt Quayle?s article, ?The Method of the Medium is the Motion?
This article is available in the reserved readings section of our class.
In addition, you must use at least one of the following sources:
? Mark Kelley, ?An Apology to the 4G Generation,? available at https://bangordailynews.com/2012/05/13/opinion/an-apology-to-the-4g-generation/
? ?The Media and the Middle East,? available at
https://www.teachmideast.org/essays/26-stereotypes/49-the-media-and-the-middle-east
? Paul Grabowicz, ?The Transition to Digital Storytelling,? available at https://multimedia.journalism.berkeley.edu/tutorials/digital-transform/multimedia-storytelling/

Overall, you will integrate at least three sources into your essay. You may integrate four or all five of the above sources if you would like to. But you must use Postman, Quayle, and at least one other source listed above.
Postman takes a particular view on television?s impact on journalism. Quayle agrees on some points with Postman but disagrees on others. Kelley writes rather informally about the effects of current technology on attention span in taking in news. ?The Media and the Middle East? discusses issues related to the attention span of consumers of news. Grabowicz writes about new forms of journalism and storytelling that are taking shape in journalism.
Your essay should have the following:
? an introductory paragraph with a thesis statement.
(WH offers a section called "Drafting an Introduction with Thesis" that will help you understand how to construct a solid introduction and develop a sound thesis statement.)

? body paragraphs that offer evidence to support your thesis and synthesizes your source material
(WH sections on "Drafting the body" and "Synthesizing source material" will help you develop this section of your essay.)

? a solid conclusion that reminds readers of your main idea (or thesis) without simply repeating it
(WH offers a section called "Drafting a conclusion" that will offer you guidance as you develop this part of your essay.)
Length: 1000-1200 words

Some strategies to consider when writing this essay:
In writing this essay, you will want to take notes on what Postman says about news broadcasting in Amusing Ourselves to Death, particularly in chapters 6 and 7. You will also want to take notes on how Quayle responds to Postman. Quayle?s article was written in 2010. It provides some interesting perspectives in hindsight on what Postman wrote in 1985 in his book. You will also want to take notes on the other source(s) you use.
You will then find two or three themes that you found in the various sources. To learn more about how to find themes in texts and integrate them into a synthesis paper, you may watch the following video tutorial developed by UMUC?s Effective Writing Center.
https://polaris.umuc.edu/ewc/web/writ_synth.html
You might also benefit from advice given on synthesis writing from Drew University and from Professor John A. Dowell at Michigan State University.
In addition, Writer’s Help offers definitions of analysis and synthesis as well as specific sections called "synthesizing source material," and "analysis: writing about texts." You can find these sections by typing in these titles in the Writer?s Help search box. Your instructor may have these areas tagged for you. If that is the case, then you will see them on your WH home page.

Writer please use all 3 sources in red above on first page.

THE METHOD OF THE
MEDIUM IS IN MOTION
MATT QUAYLE
The flexibility and power of the new cable business news format has been
used to transform the depth of the coverage of business and financial news.
In addition to "breaking news" in the markets, analysis of public policy from
leaders in business, government and the academy are often conceived live
on TV, bringing insight into the issues and forces at work. In my view, this
new capability in the context of the economic and financial crisis has had a
major impact on our general understanding of the issues and challenges.
?Michael Spence, 2001 winner of the Nobel Prize in Economics,
Stanford University Professor Emeritus
In the year 2010, and beyond, can television news support a higher level of
public discourse in America? In the spirit of "Legacies of Hope and Meaning,"
I am hopeful about the future. I believe TV news can deliver on that
meaning. However, in 1984, Neil Postman did not share that sentiment within
the pages of his landmark work. Amusing Ourselves to Death.
A news show, to put it plainly, is a format for entertainment, not for education,
reflection, or catharsis, (p. 87-88)
Matt Quayle is the co-creator and executive producer of Squawk Box and Squawk on the Street
on CNBC-TV. He also serves as the senior advisor to CNBC’s international morning program,
Worldwide Exchange. He was named to the TJFR Business News Reporter "30 under 30" list in
1997, 1998, and 1999, and has been quoted in numerous national publications including The
Wall Street Journal, The New York Times, and Money Magazine. He holds a BA in Communications
from Rutgers University and is currently working on his MA in Media and Professional
Communications at Fairleigh Dickinson University. He lives in Haworth, New Jersey, with his
wife, CNBC anchor Becky Quick, and his two daughters, Kimiko (7) and Natalie (6).
This article is based on a presentation at the Across the Generations: Legacies of Hope
and Meaning Conference sponsored by the Institute of General Semantics, September 11-13,
2009, at Fordham University in New York City.
300
THE METHOD OF THE MEDIUM IS IN MOTION 301
I am not here to refute the core of much of Postman’s work. As a business
television producer for the last seventeen years, I can surely attest to the
relevance of many of his conclusions. However, I also believe it is consequential
to reopen the discussion in some context based primarily on new evidence
within the cable and broadcast news space that can demonstrate some contemporary
attributes of the medium of television that were not observable to
Postman twenty-five years ago. In short, I believe the method of the medium
of television news and production is in motion. Within this evolution lies
proof of this new dynamic. My goal is not to tear down what Postman built,
but rather to build and expand on his conclusions in an attempt to prove that
in 2010, and beyond, there is hope for a higher form of public discourse in the
age of electronics. Interviews with thought leaders, policy makers, journalists,
and academics (like Michael Spence, above), all can help corroborate my view.
However, real life examples are needed to substantiate my claim. But, to get to
real life and present day, our path has to flow through the television signals
and tubes of the past. In Amusing, Postman told us:
Television serves us most usefully when presenting junk-entertainment; it
serves us most ill when it co-opts serious modes of discourse?news, politics,
science, education, commerce, religion?and turns them into entertainment
packages. We would all be better off if television got worse, not
better. "The A-Team" and "Cheers" are no threat to our public health.
"60 Minutes," "Eye-Witness News," and "Sesame Street" are. (p. 159)
That was 1984. There were three national networks plus a local PBS.
60 Minutes was a one-of-a-kind. TV news consisted primarily of a morning
news program (like The Today Show), a thirty-minute local news broadcast in
the early evening, followed by a thirty-minute national network news show
(like ABC World News Tonight with Peter Jennings). That was it. CNN was
not even a factor for another six years, when it exploded into American culture
during the first Gulf War. Postman’s sample size was too small, and taken
too prematurely, to accurately measure the full potential of the medium.
Twenty-five years later, in simple volume terms alone, the TV news space has
exploded with content. Just take the sub-category of TV "business news"
alone. Right now, there are three active full-time business news networks
(CNBC, Bloomberg, and the Fox Business Network) in the United States, and
more than a dozen other English-speaking business news networks overseas.
The general news network examples are even greater in number.
However, more does not necessarily mean better and, undoubtedly, there
is more "junk" out there on television than ever before. But I do not have to
prove all TV can support the public discourse to make a difference. I just have
302 ETC ‘ JULY 2010
to demonstrate that some of it can. I want to show new variables have been
added to the equation and these variables might have made Postman view this
subject differently than when he said.
All subject matter is presented as entertaining . . . To say it another way:
Entertainment is the supra-ideology of all discourse on television. No
matter what is depicted or from what point of view, the overarching presumption
is that it is there for our amusement or pleasure, (p. 87; emphasis
added)
The word "all" is the weakness in his argument. This is where I must explore
new avenues of critical thought.
On any given business day, the three domestic networks alone will, combined,
air dozens of interviews with scholars, journalists, economists, market
strategists, CEOs, publicly elected officers, and administration officials. Add
to this that all major speeches given by the president, treasury secretary, and
chairman of the Federal Reserve will be carried live and mostly free of commercial
interruption. Numerous public hearings are also broadcast live, with
topics as varied as the economic stimulus package, the mortgage meltdown,
and government loans to help the Big Three automakers avoid bankruptcy.
Interview topics include everything from "book-to-bill" ratios for semiconductor
manufacturers to the latest "Beige Book" report from the Federal Reserve
Bank surveying regional economic activity. Treasury yields, mortgage rates,
technical analysis, labor disputes?all commonly fall under the "cable business
news content" umbrella. However, none of it would also fall into a category
of what Postman observed was the primary motivation of TV, to simply
"entertain." This is programming designed, at least partially, to engage in a
hard-core form of "economic discourse," meant for a very sophisticated and
highly educated audience. I cannot believe Postman would think this was done
purely for cheap entertainment value.
To drill down on this point, let me introduce a specific example that might
help build my case. I need a unique example that turns the Postman argument
upside down; something he could never foresee happening in the mass media
in 1984 or in 2009. Let’s fast forward from 1984 to Monday, March 9, 2009, at
6 AM Eastern Standard Time at CNBC headquarters in Englewood Cliffs,
New Jersey. The U.S. stock market is three hours away from opening a new
week of trading on Wall Street. The Dow Jones Industrial Average is down
twenty-five percent for the young year, closing near levels it has not seen in
almost twelve years. The U.S. economy is already in the worst recession since
1982, and if the trend continues, experts say, this downturn could snowball
into the biggest economic slump since the Great Depression. The nation is
THE METHOD OF THE MEDIUM IS IN MOTION 303
in a massive banking crisis due to the fallout from the subprime mortgage
meltdown. Retail sales are grinding to a halt. Two of the three domestic automakers
are on the brink of declaring bankruptcy. The Federal Reserve Bank
has lowered interest rates to practically zero in an attempt to spur new lending
and kick-start the economy. The jobless rate keeps climbing each month to
multi-decade highs. In the previous month alone, the U.S. labor force lost over
600,000 non-farm-related jobs. One in ten U.S.-held mortgages is either overdue
or in foreclosure.
With that as context, how can a television news program make a difference
in the public discourse of serious subjects like the banking and financial
crisis of 2008-2009 in a way Postman might not have thought possible or
practical when he was writing Amusing in 1984? The defense calls its first witness,
a seventy-eight-year-old man who plays bridge for fun, lives in the same
house he bought nearly fifty years ago, and has a diet that consists primarily
of cheeseburgers and cherry Coke. Of course, I am talking about the Oracle
of Omaha himself, the world’s second-richest man and most famous investor.
Warren Buffett.
Let’s ask some questions. What if, on Monday morning, March 9, 2009,
on CNBC’s morning show Squawk Box, anchors Becky Quick and Joe Kernen
conducted a three-hour TV news interview with Warren Buffett, live from one
of the furniture stores he owns in Omaha, Nebraska? In addition, what if we
combine the medium of television with the Internet to give viewers the ability
to ask their own questions of Mr. Buffett? What if this three-hour news event
with unedited questions sent in by viewers combined with questions from the
CNBC anchor team force the president of the United States, the secretary of
the U.S. Treasury, and the chairman of the Federal Reserve Bank to be briefed
on what Mr. Buffett said soon after the interview was over? What do we conclude
if the interview is front-page news in many of the next day’s newspapers?
In Postman’s vision, it would seem impossible to imagine a scenario where
one of the most respected minds in the history of business would give a threehour
live TV interview, including taking questions sent in by average viewers
that literally?depending on how the questions are answered?could impact
public policy on a national scale. Even if he would do it, he probably could
not imagine a television network that would have any interest in airing it.
Just look at it theoretically. If cable television, in this case, a single threehour
episode of CNBC’s Squawk Box on Monday, March 9, 2009, can provide
the public access to the thoughts of one of the most respected and brilliant
business minds that has ever lived, I fail to see how it would be argued
that this show would be detrimental to the public discourse on the current
state of the subprime mortgage crisis and the U.S. economic banking shock.
304 ETC ‘ JULY 2010
If "the economy" is one of the leading public policy issues in this country
today, and let’s, for argument’s sake, say Warren Buffett is one of the best
qualified people in the world to give advice on how to fix it, then how is a
three-hour live TV interview not a perfect example of how cable TV might be
a medium that can contribute to an increased level of intelligent public discourse
on issues that impact policy in this country?
We need to remember, the goal here is not to disprove Amusing. The goal
is to evolve it, to simply re-open the conversation. The interactive nature of
technology in television now has to be factored in when looking at how TV
news is discussed, studied, and viewed in the context of its impact on the public
discourse. It is McLuhan’s "global village" taking another step in the evolution
of his vision. Everything from video phones on TV, to Internet chats,
to e-mail, to twittering, changed the way journalists approach news and how
producers program their shows. On a national TV stage, over twenty different
people got to ask Warren Buffett, the world’s most famous investor and secondrichest
individual, a question in a live three-hour TV interview that was broadcast
globally. This demonstrates, if nothing else, that the rules of the game are
evolving and changing and new studies must be done. More analysis is needed.
On one side of the intellectual spectrum, TV may be getting "worse." Postman
may be right, but programs like the Buffet example can at least open the
discussion confirming that the other side of the spectrum exists. Think of the
Buffett example as a new species discovered in a rainforest that scientists have
no previous knowledge about, other than they seem to think it could be some
kind of "bird." We know it is a bird, we just don’t know what "kind" of bird it
is. What does this bird eat? How does it communicate? Who or what does it
communicate with? Is it a poisonous bird or does this bird have attributes that
can be scientifically beneficial? What are the unintended consequences of this
new bird being discovered? Maybe it is not even really a bird at all. Maybe it
just looks like a bird? It sure has a lot of the traits a normal bird should have.
In fact, the Buffett example is a TV program, and to claim that it is not
would be an easy way out if we want to live by the gospel according to Amusing.
We can claim it is some multi-platform, fragmented, expanded, high-definition,
mutated entity. But it is still, in the end, just TV. The DNA still matches, and
unfortunately for the Postman pure-breeds, TV is starting to evolve into higher
forms of life as well as low ones.
So, is there data to help us factor in what this new species of TV program
can do, is, or how it is different from the same old TV programs we have been
watching and letting numb our minds for the past forty years? It is easy to make
statements such as "technology is changing the medium’s format," or "entertainment
value of a news program was not the first priority," or "everyday
THE METHOD OF THE MEDIUM IS IN MOTION 305
viewers got to ask a rich guy a question." But in the end, did we make an
impact on human society? If so, was it meaningful or quantifiable? Was it
three hours of junk or did this interview make a real difference in the level of
public discourse? These are very hard metrics to prove.
Now, what we can easily prove is more people "watched" the interview
than a normal, average three-hour episode of the program. That is quantifiable
thanks to Nielsen marketing research. The Monday program gave CNBC
a forty-five percent increase in the key demographic measurement compared to
the average level the show was performing at for the entire first quarter of 2009.
Nielsen may have shown that more people "watched" the program than
normal, but did the program help bolster the public discourse about the economy
that day, or month, or year? Was society better informed as a result? Did
it make the average Joe Public smarter than just reading about it in the paper
or in books? Can we show results? Demonstrating actual or quantifiable
impact can often be very elusive. Take Postman’s argument about the Lincoln-
Douglas debates in Amusing. The example of these marathon sessions proves
"length" and describes "content" but it cannot necessarily quantify impact.
The audience is given credit for sitting through these long oratories and my
guess is he is right, the people walked away smarter and more informed. But a
skeptic would demand proof. The audience of the Lincoln-Douglas debates
did not have to prove anything. Postman gave them credit for just being there
and sitting through it. It is implied that they must have listened and learned,
or why would they stick around so long? Just because they could identify a
person by his words instead of his looks is hardly a scientifically legitimate
argument that society at the time was smarter and had better command of the
issues of the day. Remember, there were also a lot of people at that time who
could not read; and others who were so smart they thought it was in the public’s
best interest to allow slavery.
When dealing with the Buffett example, I, as a "TV expert," can give you
my professional opinion that the show was "smarter" than almost anything
else that aired that day, that week, or that month on the subject. I can also tell
you that it made a "real difference" in the finance community and for investors
all over the country who e-mailed in feedback. However, that is hardly a
strong enough argument to reopen the whole discussion on Neil Postman’s
conclusions. But what we can do is take the evidence we have and draw some
educated conclusions on our own. (Surely Postman did.)
To simplify, we will divide our conclusions into two parts: the data (or evidence)
and the theoretical. First, we will deal with the data. One measurement
that we can use to gauge what impact the Buffett example had is to quantify
approximately how much was "written" about this "TV" interview. Postman
306 ETC ? JULY 2010
surely would agree that the written word is superior to the electronic, so if the
written word followed TV’s example, this might help to prove that some of the
dynamics are changing. A simple electronic media search twenty-four hours
after the interview began found over nine hundred printed or electronic publications
that wrote a "news" story based on the Buffett TV interview. The types
of these publications varied greatly and were truly global in nature. A partial
list, for the record, includes major national publications such as The New York
Times, The Los Angeles Times, The Wall Street Journal, The USA Today,
Investors’ Business Daily, Barron’s, The New Republic; overseas publications
including The Financial Times, The UK Guardian, The Malaysia Sun, The
International Herald Tribune, The Japan Times, The Australian; and specialty,
online sources and newswires such as The Associated Press, Reuters, Bloomberg,
BBC, The Drudge Report, Politico, The Motley Fool, The Huffington
Post, CNN Money, and many more.
Many of these articles were front-page stories. Some were the lead story
of the whole paper that day, while others were front-page stories in the business
section. Still others printed partial Q-and-A transcripts of the interview.
Dozens of editorials also appeared in all the major U.S. newspapers sourcing
the interview up to a week after it first aired. White House Press Secretary
Robert Gibbs was forced to answer questions making reference to the interview
in his daily press briefing. Senate and House members referenced the
interview in congressional floor debates and committee hearings all week.
Perhaps the most ironic confirmation came two weeks after the interview
aired. The source, ironically enough, was from one of the programs that Postman
thought was among the most dangerous to society. On the March 22,
2009, edition of 60 Minutes, Steve Kroft aired an exclusive one-on-one interview
with President Barack Obama. The timing was perfect. At the moment,
both Wall Street and Main Street were looking for answers on where the country
was headed and how the administration was planning to pull the nation out
of the worst economic recession in thirty years. Without referencing CNBC
directly, in his thirty-minute interview 60 Minutes host Steve Kroft asked
President Obama about critics of his plan to fix the ailing banking sector:
"Mr. President, your treasury secretary’s plan, Mr. Geithner’s plan, and
your plan for solving the banking crisis was met with a very, very tepid
response. You had a lot of powerful people criticize it, people said they
couldn’t stand it, people said it didn’t have enough details to solve the
problem. I know you are coming out with something on this next week
but these critiques are coming from people like Warren Buffett, people
who had supported you."
THE METHOD OF THE MEDIUM IS IN MOTION 307
At that point. President Obama interrupts Steve Kroft:
"And Warren still does support me, but understand that Warren is
also a big player in the financial markets, and he is a major owner of Wells
Fargo. So he has a perspective, a perspective from someone who is part
owner of a bank."
Two weeks after a three-hour TV news interview, in his own thirty-plus
minute TV news interview, the president of the United States of America was
asked a question directly relating to Mr. Buffett’s comments on television (not
print). A cable-TV interview with a seventy-eight-year-old financial guru is
now making such an impact that the president of the United States is forced
to respond to it. The natural direction of some discourse based on TV content
may have been diverted toward new directions.
These observations all avoid the discussion about the level of "intelligence"
of the interview. Some of that analysis is arbitrary Some of it is outside
the scope of our goal. Some of it needs to be looked at more closely if we
conclude that "we may be on to something here." For now, I believe it is still
safe to conclude the following: Considering how much the interview was written
about (and eventually talked about on TV with the president of the United
States), and considering the "non-entertaining" nature of the topic, the example,
at a minimum, became part of the "serious public discourse" of that day
and the preceding two weeks. The typographic world of newspapers and electronic
print felt compelled to "write" about it even though it was a "TV interview,"
or, as Postman would describe, and as pointed out earlier, a medium
where
all subject matter is presented as entertaining . . . To say it another way:
Entertainment is the supra-ideology of all discourse on television. No
matter what is depicted or from what point of view, the overarching presumption
is that it is there for our amusement or pleasure, (p. 87)
The Buffett example did not follow the model of what Postman’s universe
would define as TV news coverage. The evidence left in "typographic" form in
the nation’s leading newspapers backs up this conclusion. It shows us that, the
method of the medium is in motion. This would imply that our different communication
avenues?whether print, TV, radio, Internet, or others?are not
static subjects and, thus, do not lend themselves to declarative styles of study.
The evolution of communications is rapidly increasing and the methods
that programmers use are starting to expand and change outside the field of
common thought. As the industry fragments at a faster and faster pace, fewer
of the pre-observed characteristics, techniques, and attributes of that medium
308 ETC ? JULY 2010
will remain intact. Walter Ong looked into how oral-based cultures were dominant
for thousands of years. Next came the age of literate-based cultures (the
Homeric example). Now, we have come into the age of electronics, a new technology,
and all the subsequent new technologies based on it. The development
curve suddenly sped up to the point that it is very hard to study a new technology
before it has already evolved. And the changing methods and the fragmentation
within those methods are resulting in an overall medium that can be in
motion in different directions at the same time. The format of TV can actually
raise and diminish the level of public discourse in this country simultaneously.
The comparison between Postman’s 1985 observations of TV and a Warren
Buffett interview in 2009 on cable TV is just one minor example. The
"methods" by which we study the ecology of media have to be dynamic in
nature to keep pace because the "methods" communicators are using and the
rules they traditionally have played by are now also changing. By observing
the pace and multiple directions at which new technology is being introduced,
I do believe it is that the pace (or "the motion") of the evolution of the
medium of TV is increasing. In reality, I introduce this idea knowing full well
that a lot of what Postman believed is also coming true. Duality is important
here. The Buffett show is still the exception today, not the rule. The example is
used to simply prove that what Postman believed could never happen in 2009
actually could, while some of the things he also feared the most are happening
at the same time. The pace of the "motion" is not the issue. We just want
to confirm that the "motion" really exists, and that motion can have multiple
directions. Will TV news evolve away from image and more toward content
over the next twenty-five years? I have no idea. It may evolve away from both
ideas and head in a totally different direction. Or it may continue to fragment
in both directions at the same time. Some scholars have already declared TV
as a dead medium now that the Internet is upon us. The point is, we can now
use real-life examples to show that the medium has the ability to evolve and,
thus, prove motion must be factored in. Postman’s argument may be too static
in 2009 to be "all-inclusive."
Take the Lincoln-Douglas debates we discussed earlier and, now, look at
them from a different perspective. Postman used them as evidence that the
debate participants had a greater command of the content and linguistics to
deliver their messages and that the audience had a greater attention span,
desire, and ability to be able to hear and perceive the messages sent. But now,
in 2009, TV can air a three-hour interview, or an hours-long debate on the
U.S. Senate floor, live on TV. The realization that the TV industry bothers
to air it in the first place addresses the "demand" issue. It is only the ability to
THE METHOD OF THE MEDIUM IS IN MOTION 309
deliver or digest the messages and the quality of those messages that are now
up for debate. Steve Forbes is president and CEO of Forbes Inc. and editorin-
chief of Forbes Magazine. He is also a two-time presidential candidate,
best-selling author, and board member for multiple medical and charitable
foundations. When I asked him if cable TV has the potential to make a real
positive difference in society, he stressed the importance of the live event:
"Cable TV’s current format not only makes viewers feel they are getting
news in ‘real time’ but also allows them to see news and policy made right
before their eyes."
It would seem only logical to conclude that as the format of TV news
evolves as Forbes describes, the skills and ability of both the participants and
the audience will evolve along with it to take advantage of a more complex
form of discourse. Will this always lead to a higher form of discourse? No.
But just the idea that maybe it "could" is enough to prove our point.
Postman did not foresee the fragmentation of the audience or the multiple
directions TV is currently evolving in at the same time. The idea that this fragmentation
could create a new class of smarter viewers who continue to
demand smarter and smarter TV is an idea that Postman did not consider
then, and has yet to fully play out now. Some people are surely still on a road
toward amusing themselves to death, but now there are alternatives because
TV is moving (even if only very slowly) and who knows how popular and
influential the alternatives can become or how fast the evolution will get as
time goes on. The fact alone that these alternatives now exist and are growing
(like CNBC, which had its most profitable and popular year ever in 2009), is
enough to make us at least pause when we consider the future that Postman
thought was practically unavoidable.
In an interview for this article, U.S. Senator Judd Gregg from New Hampshire
gave me his insights on the power and influence of new cable TV formats
like CNBC:
"Focused and substantive cable programming like Squawk Box have fundamentally
impacted policy views in Washington, as they are watched by
a large number of members and used as a primary and easily obtainable
source of information on issues like finance. I think it is a safe statement
that more information was gleaned off" interviews and commentary occurring
on CNBC during the financial crisis of the late fall in 2008 by Members
of Congress than from any other single source and the impact of that
cannot be underestimated. Shows like Squawk Box are looked to for core
commentary and current market activity by so many people who are not
310 ETC ? JULY 2010
directly active in the investment and financial industry, such as policy
makers in Washington, that their impact far exceeds their targeted audience
of people participating in various financial markets."
Neil Postman’s Amusing Ourselves to Death will always be firmly part of
the foundation of the intellectual study known as Media Ecology. The insights
were ahead of its time, and dead on target. But twenty-five years have passed
and now it is time to look at it again. We look to it for leadership, and as a
guide. We look across the generations for hope. Hope to document further
declines of discourse, and to launch new levels and dimensions of evolution.
We need to read its material, build on its messages, improve our environment,
and focus our methods. It can help everybody who watches TV for information,
or produces TV as a career. It keeps us grounded and yet enables us to
raise our game, and when we raise our game, we raise the level of the message
contained within it. It is our responsibility as journalists and producers and
viewers to get the message right, and evolve it in the right way. The more we
explore and push the boundaries of television’s cerebral bounds, the closer we
can get to defending some of the intellectual traditions Mr. Postman spent so
much time defending. Both can exist. It is our challenge in the next twentyfive
years to learn from the mistakes he outlined and accelerate the pace of

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School Finance Budget Reduction Plan and Justification Essay

School Finance Budget Reduction Plan and Justification Essay

This assignment is twofold. You will first make a Budget Reduction Plan for a public high school and then write a justification essay.

1) Budget Reduction Plan
a) You are a principal who has been told by the superintendent to cut the school budget. Use the information sheet, “Budget Cuts” (I will upload this with some other resources) to view content, context, and tools for completing this assignment, including details about your role as the principal and the school budget breakdown.

b) Use the School Budget Breakdown table as presented in the aforementioned resource (“Budget Cuts”) to fully develop a budget reduction plan that addresses the budget cuts required by the superintendent. Identify and describe the primary sources of revenue available to your school, including:
i) Maintenance and operations budget allocations
ii) Capital budget
iii) Soft capital budget allocations
iv) Bonds
v) Federal grants
vi) State grants
vii) Title money
viii) Overrides
ix) Extracurricular fees
x) Tax credits
xi) Other

c) Identify the primary items paid for with each of the aforementioned sources of revenue.

d) Identify the source of each revenue stream (e.g., the maintenance and operations budget is funded by the state on a per-student basis from primary property tax; bonds are levies voted on by the community and paid for through a secondary property tax).

e) Identify the primary use of each source of revenue (e.g., the maintenance and operations budget is used to pay salaries or purchase consumable instructional supplies).

f) Identify what, if any, limitations are placed on each source of revenue (e.g., soft capital dollars cannot be used for salaries or stipends).

g) Identify which of the budget items above could be cut to meet the district requirements and from which revenue streams. Place your suggested cuts in the three areas below: Priority 1 will be cut first and Priority 3 will be cut last. Identify those cuts that afford the least impact to student learning.
i) Priority 1 areas
ii) Priority 2 areas
iii) Priority 3 areas

h) Identify those in a school who might be included in and excluded from the budgetary decision-making process. These persons would comprise a stakeholder team. Provide a rationale as to why you included/excluded each.

i) APA format is not required, but solid writing skill in APA style is expected.

2) Justification Essay
a) Write an essay (1,000-1,250 words) that discusses your justification for the items you chose to remove from the school budget and how you will meet the district requirements as you implement your plan of action. Consider the following:

i) How will your plan ensure that the appropriate stakeholders were involved in the process?
ii) How will your plan be implemented?
iii) How will you identify the programs to be preserved?
iv) How does your plan ensure the continued educability of all in spite of the budget reductions?
v) How does your plan continue to embrace the district’s vision of high standards of learning?
vi) How will your plan be communicated effectively to staff, parents, students, and community members?
vii) How will your plan determine the effectiveness of the cuts over time?
viii) How does your plan identify alternative sources of funding to replace the funding lost?

b) Prepare this assignment according to the APA guidelines.

 

Rubric

School Finance Budget Reduction Plan and Justification Essay
Points Possible 30

Criteria Achievement Level
Unsatisfactory Less Than Satisfactory Satisfactory Good Excellent
Budget Reduction Plan: Budget Proposal 0 points
Fails to address criteria of the assignment. 7.8 points
Some assignment criteria are present, but they are limited in detail and scope. 9 points
All assignment criteria are clearly discernable within the budget proposal. Strategies, curriculum, and instructional programs are individualized to stakeholders and measurable in outcomes. School profile is fully integrated into the plan. School’s role within the community is defined. 10.2 points
Criteria are detailed, comprehensive, and creatively presented. 12 points
Strategies and descriptions are at a high level of specificity as to the roles and responsibilities of individual stakeholders.
Justification Essay Criteria 0 points
Fails to address criteria of the assignment. 4.88 points
Some assignment criteria are present, but they are limited in detail and scope. 5.63 points
All assignment criteria are clearly discernable within the body of the essay; justification for specific cuts is presented. 6.38 points
Criteria are detailed and comprehensive; justification is reasonable and credible. 7.5 points
Indicates a high degree of understanding of the effect of the cuts on the major stakeholders within a school community.
Critical Thinking 0 points
Plan demonstrates little original thought and is unclear or simplistic. 1.95 points
Plan presents guidance for informed decision making for continuous school improvement, though inconsistently and with some gaps. 2.25 points
Plan demonstrates original thought regarding its composition and ability to inform decision making. 2.55 points
Identifies and assesses conclusions, implications, and consequences of the plan. 3 points
Demonstrates ownership for constructing knowledge and framing an original plan.
Essay Structure, Paragraph Development, and Transitions 0 points
Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed. 0.98 points
Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident. 1.13 points
Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationship to each other. 1.28 points
A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope. 1.5 points
There is a sophisticated construction of the essay. Ideas collectively progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.
Paper Format
(Use of appropriate style for the major and assignment) 0 points
Template is not used appropriately, or documentation format is rarely followed correctly. 0.98 points
Appropriate template is used, but some elements are missing or mistaken. A lack of control with formatting is apparent. 1.13 points
Appropriate template is used. Formatting is correct, although some minor errors may be present. 1.28 points
Appropriate template is fully used. There are virtually no errors in formatting style. 1.5 points
All format elements are correct.
Research Citations
(In-text citations for paraphrasing and direct quotes, and reference page listing and formatting, as appropriate to assignment and style) 0 points
No reference page is included. No citations are used. 0.98 points
Reference page is present. Citations are inconsistently used. 1.13 points
Reference page is included and lists sources used in the paper. Sources are appropriately documented, although some errors may be present 1.28 points
Reference page is present and fully inclusive of all cited sources. Documentation is appropriate and citation style is usually correct. 1.5 points
In-text citations and a reference page are complete and correct. The documentation of cited sources is free of error.
Language Use and Audience Awareness (includes sentence construction, word choice, etc.) 0 points

Inappropriate word choice and/or sentence construction, lack of variety in language use. Writer appears to be unaware of audience. 0.98 points

Inconsistencies in language choice sentence structure, and/or word choice are present. The writer exhibits some lack of control in using figures of speech appropriately. 1.13 points

Sentence structure is correct and occasionally varies. Language is appropriate to the targeted audience for the most part. 1.28 points

The writer is clearly aware of the audience; uses a variety of sentence structures and appropriate vocabulary for the target audience; uses figures of speech to communicate clearly. 1.5 points

The writer uses a variety of sentence constructions, figures of speech, and word choice in unique and creative ways that are appropriate to purpose, discipline, and scope.
Mechanics of Writing
(includes spelling, punctuation, grammar, and language use) 0 points
Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice and/or sentence construction are employed. 0.98 points
Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) and/or word choice are present. 1.13 points
Some mechanical errors or typos are present, but are not overly distracting to the reader. Audience-appropriate language is employed. 1.28 points
Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of sentence structures and effective figures of speech. 1.5 points
The writer is clearly in command of standard, written academic English.
The Reality of School Finance

Some of the following reading for the course. May some will help. The pdfs will be uploaded to this assignment.
• Read “8th Annual Salary Survey” by Dessoff, from District Administration (2008).
• Read “Environmentally Friendly Schools Payoff” by LaFee, from Education Digest (2008).
• Read “The Dutch Experience With Weighted Student Funding” by Fiske and Ladd, from Phi Delta Kappan (2010).
• Read “Property Taxation and Equity in Public School Finance” by Kent and Sowards, from Journal of Property Tax Assessment & Administration (2009).
• Read “The Effect of School Finance Reforms on the Level and Growth of Per-Pupil Expenditures” by Downes and Shah, from Peabody Journal of Education (2006).
• Read “Finance Structures and How They Constrain Resource Allocation,” located on the Center on Reinventing Public Education Web site at http://web.archive.org/web/20080602015344/http://www.crpe.org/cs/crpe/view/projects/3?page=initiatives&initiative=11
• Explore The Education Trust Web site, located at http://www.edtrust.org/issues/our-advocacy-agenda/funding-fairness, for information about school funding.
Introduction
Determining where to allocate resources is a big job for school administrators. While the majority of the school budget is allocated toward staff compensation and benefits, the rest of the budget allocations need to be prioritized in a manner that helps the district meet goals and standards for student academic performance. This lesson will discuss district resource allocation, including teacher salaries, building level allocations, and the education of special populations.
How Schools Allocate and Use Resources
Expenditures are usually divided into categories, such as professional salaries, classified salaries, employee benefits, materials and supplies, and capital expenditures. States also collect expenditure data by broad program area or function, such as instruction, administration, transportation, plant operations and maintenance, and debt service. In addition to hiring licensed staff members such as teachers, administrators, and specialized staff (librarians, counselors, etc.), school districts also hire instructional aides, cafeteria workers, custodians, and other staff members to keep the school running. The single biggest expenditure in school districts is for personnel. However, the number of instructional staff is declining while more instructional aides are being hired (Silva, 2009).
In 1950, teachers made up 74% of the total school staff. In 1960, that percentage fell to 64% and in 1995 that number dropped to 52% of individuals identified as instructional staff (Picus, 2000). The percentage of teachers dropped nearly 33% in the second half of the 20th century; many teachers have been replaced by instructional aides and pupil support staff, which cuts down on human resources (HR) expenses. However, the budget cut is not proportional; technology expenses and other programs have increased in the budget while the core teacher percentage has decreased (Odden&Picus, 2004). On the other hand, President Obama promised to allocate $517.3 million of the 2010 federal budget toward teacher salary incentives (U.S. Department of Education, 2009).
Teacher Salary
Most districts compensate teachers under a single salary schedule wherein teachers are provided compensation based on years of experience and level of education (Strizek et al., 2006). These schedules typically set a minimum and maximum salary. The advantages of a single salary schedule include:
• Equality in awarding pay.
• Salaries are awarded based on objective criteria.
• A predictable and easily understood system for calculating pay. (Goldhaber et al., 2007)
Disadvantages to single salary schedules include:
• They provide rewards for things that are at best loosely connected to teacher performance quality (Brimley & Garfield, 2008).
• They do not differentiate job rigor between teaching positions (Prince, 2002).
• They reduce the opportunity for rewarding those with special skills or aptitude additional pay (Goldhaber et al., 2007; Goldhaber& Liu, 2003).
Keep in mind that teacher salary schedules are created to inform both teachers and the system. From a teacher standpoint, the advantage of a scale includes predictability of compensation and acknowledgement for taking on additional duties or pursing advanced degrees. Ideally, these systems serve to promote the values and beliefs the organization intends to promote.
From the position of the Board of Education, salary scales create a predictable mechanism for budget alignment that allows the district to ensure that they have the appropriate resource levels available to sustain the work being done in the classroom. Over time, districts can begin to become strategic in predicting how staff members move through the scale and in anticipating cost implications. This level of transparency and organization also helps in maintaining relationships with the community.
Building-Level Allocations
The establishment of building-level allocations is driven to a great extent by factors such as the size of the school district and its management philosophy (Brimley & Garfield, 2008). Some districts, for example, have highly centralized management structures wherein many budgetary line items are centralized rather than allocated for control at the building level. A more centralized allocation is often easier to manage from a district perspective and can provide economy of scale due to point-of-purchase leverage (Brimley & Garfield, 2008).
Conversely, a more decentralized budget allows for increased levels of control at the building level. Fundamentally, this allows principals or building project managers to change their line item allocations as needs arise and opportunities avail themselves. For example, a principal may be working with staff and decide to shift line item allocations for field trips and paper and instead purchase technology resources. With more technology, the need for paper may diminish and Internet accessibility may allow teachers to take advantage of virtual field trips, thus saving money in the long run. This local flexibility is not possible in highly centralized districts where building level allocations are neither flexible nor negotiable (Brimley & Garfield, 2008).
However, from a district perspective, the capacity to drive down price when making purchases is dramatically increased when, for example, a district’s budget director purchases consumables such as paper or hardware on a much larger scale. Just about every district ebbs and flows in its degree of comfort between both centralized and decentralized budget functions (Brimley & Garfield, 2008).
Education Special Populations
What districts must also keep in mind is that educating groups of children can have very different cost structures from one district to the next based on the cost of doing business and based on the special needs of the population being served. For example, the state of New York could look at the average cost of educating a child in its state and come up with a per-pupil dollar amount. That dollar amount however, may be much lower than the actual cost of educating a child from a highly impoverished urban area where very few community members speak English as their primary language (Brimley & Garfield, 2008).
Conversely there are rural areas in New York state where the cost of living is much less than in Buffalo or New York City. However, the per-pupil transportation costs in these urban settings would be dramatically influenced by the geographic challenges they face. Other times, communities can be dramatically impacted by shifts in the population. For example, after Hurricane Katrina, there were a number of school districts in Texas that inherited thousands of families from New Orleans, all migrating to Texas to find relief from the devastation they experienced.
Furthermore, some districts experience unplanned immigration of citizens from other countries; all moving into the area due to work or family connections (Brimley & Garfield, 2008). If a dozen families from Vietnam decide to all come to a community to live and work, the children served in that public school will likely have unique needs that will need to be considered when establishing a budget allocation.
Finally, other factors such as shifts in the economy have a huge impact as well. If a large and profitable manufacturing plant is erected in town, it will likely bring hundreds or even thousands of new community members to the area. Depending on the work being done, the needs of the students who come along with these new families must be considered in constructing a budget. What makes school finance so challenging is the fact that even the most sensitive economic and population predictors cannot account for these types of changes coming to the district (Brimley & Garfield, 2008).

 

CONCLUSION:
All of the aspects of this course should be addressed when developing a school budget. Administrators must be aware of all of the revenue sources for the budget, as well as how to respond to changes in available resources. In addition, legal knowledge will empower school leaders to make appropriate decisions regarding grants and other programs. When creating a budget, the more administrators know about the school’s rights and responsibilities, the better they will be able to address the needs of all the educational stakeholders.

REFERENCES:
Brimley, V., & Garfield, R. (2008).Financing education (10th ed.). Boston, MA: Pearson Education.
Goldhaber, D., DeArmond, M., Liu, A, & Player, D. (2007).Returns to skill and teacher wage premiums: What can we learn by comparing the teacher and private sector labor markets? School Finance Redesign Project Working Paper No. 8. Seattle, WA: Center on Reinventing Public Education.
Goldhaber, D., & Liu, A. (2003). Occupational choices and the academic proficiency of the teacher workforce. In Developments in school finance: 2001-02 – Fiscal proceedings from the annual state data conferences of July 2001 and July 2002. Washington, DC: U.S. Department of Education/National Center for Education Statistics.
Odden, A., &Picus, L. (2004). School finance. New York: McGraw Hill.
Picus, L. O. (2000). How schools allocate and use their resources. ERIC Digest 143. Retrieved December 6, 2004, from http://eric.uoregon.edu/publications/digests/digest143.html
Prince, C. D. (2002).Higher pay in hard-to-staff schools: The case for financial incentives. Arlington, VA: American Association of School Administrators.
Silva, E. (2009). Teachers at work: Improving teacher quality through school design. Education Sector Reports. Retrieved October 16, 2010 from http://www.educationsector.org/usr_doc/Teachers_at_Work.pdf
Strizek, G. A., Pittsonberger, J. L., Riordan, K. E., Lyter, D. M., &Orlofsky, G. F. (2006). Characteristics of schools, districts, teachers, principals, and school libraries in the United States: 2003-04 schools and staffing survey. Washington, DC: U.S. Department of Education/National Center for Education Statistics.
U.S. Department of Education. (2009). Fiscal year 2010 budget summary—May 7, 2009.Retrieved August 7, 2009, from http://www.ed.gov/about/overview/budget/budget10/summary/edlite-section1.html

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