Christian Perspective of Admin of Financial Resources

ADMINISTRATION OF

FINANCIAL RESOURCES

MPA 609

Online Studies Syllabus

© Belhaven University | Updated April 2018

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“Let integrity and uprightness preserve me; for I wait on thee.”

Psalm 25:21

COURSE DESCRIPTION A survey of the research, integration, and critical thinking skills required for successful completion of

the masters level program of study.

ACKNOWLEDGEMENT This course was developed by the graduate faculty of Belhaven University.

TOPICS  The Economic Basis of American Government Activity

 Government Expenditures and Fiscal Policy in the United States

 Cost-Benefit Analysis and Government Investments

 Government Subsidies and Income Support for the Poor

 Social Security and Social Insurance

 Government and Health Care

 Financing Government Expenditures

 Taxation, Distribution of Income, Prices, and Efficiency

 Budget Balance and Government Debt

 Taxation: Theory and Structure

 Taxation: Personal Income; Corporate Income; Consumption and Sales; Wealth, property, and Estates

 Fiscal Federalism

 State and Local Government Finance

 Christian worldview of Financial Administration in the Public Sector

 Biblical Principles for Administering Public Finances

 Christian worldview and implications for public service, especially with respect to public finances

 Communicating effectively in graduate studies

 Personal and time management for academic success

 Research fundamentals

 Critical thinking skills

COURSE OBJECTIVES  Describe the economic basis for government activity in American society.

 Understand government expenditures and fiscal policy in the United States.

 Become acquainted with the theory of income taxation.

 Learn cost-benefit analysis of policy expenditures and government investments.

 Examine the effectiveness of the various budgeting systems within the public sector.

 Appreciate the role of audits of publicly funded programs.

 Differentiate between federal, state, and local and non-profit revenue sources, budgeting systems, and budgeting cycles.

 Compare and contrast the Christian worldview of fiduciary responsibilities and the secular limitations of individual responsibility and accountability.

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 Apply Biblically based ethical principles in the field of public finance administration.

 Apply the Christian worldview to financial and accounting practices.

 Examine potential threats and identify ethical violations in the management of public funds.

 Appreciate the “Servant-hood” responsibilities as God’s agent over public funds and their proper administration and expenditure.

 Develop an understanding of the Christian worldview as a foundation to knowledge of public finance.

 Develop competency in integrating Christian values in the study of public finance.

 Develop personal and academic communication skills.

 Self-assess and practice personal time management.

 Apply critical thinking skills and demonstrate proficiency in analysis of issues.

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EVALUATION CRITERIA In terms of the outcomes and evaluation procedures, your understanding of the course subject matter and

a Christian Worldview as prescribed by Belhaven University will be evaluated. During the course, your

learning will be assessed through discussion questions, participation, written assignments, exercises,

scenarios, and/or abstracts/critiques applicable to textbook subject matter and Christian Worldview

applications. A final assessment will be assessed through End of Semester Portfolio as outlined on the

syllabus that incorporates the Christian Worldview and course subject matter.

Assignments Points Possible

Unit Quizzes 120

Writing Assignments (16 @ 25 pts./each) 400

Discussion Questions (16 @ 20 pts./each) 320

Portfolio Paper 160

Total 1,000

Grades will be posted no later than Friday following the end of the course week.

Grading Scale:

930+ A 93-100%

900-929 A- 90-92%

870-899 B+ 87-89%

830-869 B 83-86%

800-829 B- 80-82%

770-799 C+ 77-79%

730-769 C 73-76%

700-729 C- 70-72%

670-699 D+ 67-69%

630-669 D 63-66%

600-629 D- 60-62%

0-599 F 0-59%

RESOURCE INVENTORY The Holy Bible

Hyman, David N. (2014) (11th Ed.). Public Finance: A Contemporary Application to Policy with

Economic Applications. Mason, OH: Thomson South-Western.

Anderson, Ken (2005). Where to Find it in the Bible. Nashville, TN: Thomas Nelson.

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Belhaven Online Resources:

Research Articles: Locate articles by accessing the link and following to Academic Search Premiere.

Supplemental Books: Locate books by accessing the Net Library link. http://www.netlibrary.com

APA Quick Reference: APA information in Canvas can be located by clicking on Resources and then

Academic Help.

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STUDENTS’ NOTES

Attendance For the attendance policy please see the Student Online Handbook in Blazenet.

Late Assignment Policy Good time management is essential to career and academic success. Assignments should be submitted

by their due date. Late assignments are subject to a 30% reduction for each day late. After two days

late, the assignment will not be accepted.

Academic Honor Code Belhaven University subscribes to a third-party plagiarism detection service. Any assignment the instructor chooses to have checked for plagiarism will automatically be submitted to Turnitin once you

have completed it.

Communication Communicate questions directly to the professor, except in cases where you need to contact technical

support. Your Belhaven University email address will be utilized for the class, so be sure to check it

frequently.

Originality Unit writing and portfolio papers will be evaluated for originality using Turnitin. Belhaven University

encourages a high degree of originality in writing. Quoted material should seldom be used and must be

limited to phrases that cannot be paraphrased or summarized without losing their effectiveness. Students

are required to cite and reference all sources of information and images using APA style. Non-

originality exceeding 20% on papers will be subject to a grade reduction at the professor’s discretion and

students may be referred to a writing lab for assistance with originality.

Standards on Plagiarism Introduction In a day in which moral relativism has become epidemic, it seems necessary to address the issue of

plagiarism. Plagiarism is a practice that has become increasingly easy due to modern technology.

Plagiarism is not only widespread on college campuses but has also been engaged in by leading

historians. Belhaven University, with its emphasis on applying a biblical worldview to all of life and

biblical ethics in the marketplace, must raise a high standard of honesty and responsibility with regard to

research and writing.

The Bible teaches that God honors honesty and fair dealing. God will bless the person who “walks

blamelessly and does what is right and speaks truth” from the heart (English Standard Version, Ps. 15:2;

see also Prov. 20:7). Only responsible, honest research fulfills this high ethical standard.

Responsible Research Responsible research is a critical component of a liberal arts education. Students must learn how to

investigate, read, understand, systematize, interpret, and finally explain complex ideas and issues in

writing. There is no shortcut to good research and writing. Students gain immensely from personal

experience with the research process, the broader and deeper knowledge of areas of academic study, and

the discipline of summarizing their findings in a clear and orderly form.

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Responsible research includes giving credit to all materials on which students rely in the research

process. Students must realize that they are not experts; they rely on experts and must therefore fully

credit these expert sources. Students must acknowledge all sources of ideas, words, phrases, or sentences

included in the research paper.

One of the best ways to avoid plagiarism is to read thoroughly to gain an understanding of source

materials, and then, without looking at the source, give one’s own summary or evaluation.

Good research and writing is hard work. The Bible teaches that God blesses diligent, righteous labor

(Proverbs 12:24, 27). The Bible stresses that work should be performed in such a manner as will please

God who always sees not only what pleases people when they are watching (Colossians 3:22-24).

Plagiarism Defined Plagiarism involves the presentation of some other person’s work or idea as if it were the work of the

presenter. It is a violation of the Belhaven Honor Code and is clearly unacceptable.

Plagiarism includes submitting a paper written by someone other than the student. (Such plagiarism

would also include parts of the paper written by someone other than the student.)

Plagiarism includes quoting from source materials without using quotation marks or block indentations

to show that the material was quoted as required in acceptable documentation.

Plagiarism includes failing to give proper credit (i.e., a reference citation or other notation) in a paper for

all ideas, phrases, quotes, or concepts used in the paper. Typically, references must be made for all

sources within each paragraph. Style forms may vary in the reference content. Students should consult

an English handbook for more detail on plagiarism.

Consequences of Plagiarism Disciplinary proceedings may be initiated against students accused of scholastic dishonesty. A student

who is found guilty of plagiarism may receive a “0” on the paper, and penalties that are more serious

may be imposed, including no credit for the course and dismissal from the University.

The Bible teaches that God knows and will judge unrighteous acts, even if they are not discovered by

others (see I Timothy 5:24): “Do not be deceived; God is not mocked, for whatever one sows, that he

will also reap” (Galatians 6:7).

Plagiarism is Wrong The Ten Commandments declare ethical standards that are universally true. They apply to all people at

all times. The Second Table of the Ten Commandments declares standards of human behavior that are

essential to a good society. The commandments include the following standards:

“You shall not steal” (Exodus 20:15).

“You shall not bear false witness against your neighbor” (Exodus 20:16).

“You shall not steal, nor deal falsely, nor lie to one another …but you shall love your neighbor as

yourself” (Leviticus 19:11, 18).

Each of these provisions applies to the issue of plagiarism. Plagiarism, among other things, is theft.

When students present another person’s work as their own, they have stolen the proper credit from the

other person. They have also stolen the time of the professor, who must read a document which purports

to be what it is not.

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Plagiarism involves lying. Students who engage in plagiarism lie to their professor, as well as to other

classmates.

Plagiarism, even if not discovered, cheats the student out of the benefit of the proper learning

experience. The student who commits plagiarism will always bear the sense of guilt of gaining

something by deceit. The grade is a lie; the diploma is a lie; there is a “reward” for work not done!

Specific Practices to Avoid 1. Do not attempt to get a research paper off the Internet (or anywhere else) and submit this for

your paper. This is dishonest and unethical.

2. Do not merely copy from any book, article, or encyclopedia and submit this for your paper. This is not acceptable research.

3. Do not fail to include references (including source and page numbers) which document every source upon which you have in any way relied for each paragraph of your paper. If sources are

not properly referenced, the student has cheated the sources out of deserved credit and cheated

readers out of valuable information.

4. Do not use material from any other student’s paper or work unless you give that student full credit in reference notes.

Note: The above list is not meant to be inclusive of all plagiaristic practices. Students should consult an

English handbook for more details on plagiarism. Remember: If in doubt, ask your instructor.

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Summary of Assignments

Unit Quizzes

Students will complete unit quizzes on all reading assignments and lectures. Quizzes are found on the

course page and are available once all unit lectures have been viewed. Unit quizzes should be completed

by Saturday at 11:59 p.m.

Discussion Questions

Your professor will post discussion questions on the first day of the week (Sunday). You should respond

to the initial discussion questions no later than 11:59 p.m. central time each Wednesday. Responses to

classmate’s discussion questions are due no later than Saturday at 11:59 p.m. each week. Earlier

postings are encouraged. An initial discussion question response is considered to be a 250-300 word

answer to each discussion question. A response to a classmate should be at least 100 words. Less than

this will automatically result in a significant reduction in one’s grade. One initial response and one

response to a classmate’s posting are required for each question.

You must mention the person’s name whose comment you are responding to and quote what aspect of

their post you are speaking to. Without a name and what exactly you are responding to, it is not possible

to see the direction of your comments and the comments will not receive any points.

Writing Assignments

Papers will be evaluated using the Unit Assignments and Portfolio Paper rubric (Appendix A). Be

attentive to APA style, grammar and punctuation, adherence to minimum word requirement (500 words

unless otherwise indicated), integration of required components, and critical thinking. Papers should

contain a title page, appropriate citations, and references. APA information in Canvas can be located by

clicking on Resources and then Academic Help. The professor will post Unit Assignments on the first

day of each week (Sunday). Assignments are due no later than 11:59 p.m. (CT) on Saturday (Day 7).

Earlier submissions are accepted.

Portfolio Paper

The portfolio paper covers the array of topics discussed and presented in the course, and is due Saturday

(Day 7) of Unit 8. The paper will be evaluated using the Unit Assignments and Portfolio Paper rubric

(Appendix A).

Guidelines for organization:

The topic of the individual portfolio research paper is in the discretion of the student, subject to the

professor’s approval in Unit Two. Do not begin substantial work on the research paper until your

professor has approved the topic. Once a topic has been approved for one student, the same topic will

not be approved for any other student in the same class. A sample of topics is provided in the Sample

Topics for Portfolio Paper (Appendix B). The list is not exhaustive and other topics related to the

subject matter of the course will be considered.

Prepare the Portfolio Paper using the following guidelines:

 1,500 – 2,000 words using APA formatting, including title and reference pages

 Include biblical foundations application (500 – 750 words)

 Minimum of 10 scholarly references

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UNIT ONE ASSIGNMENTS

INDIVIDUAL

 Review the course page and syllabus.

 Access the Online Library and become familiar with navigating to and searching in the E- Resource Databases

 View lecture: Economic Basis for Government Activities—Individuals and Markets

 Reading assignments: o Read Chapters 1 and 2 in the textbook.

 Complete unit quiz.

 Writing assignments (Due Saturday) o Writing assignment 1 (25 points): After completing the lecture and reading

assignments, write a 500-word response to the following questions. Do not use the

question in your response.

 What is your current view of public finance? Do you agree with the current structure of public financing as you now understand it to exist? List at least three

specific topics related to public finance about which you personally feel you need

to obtain a better knowledge or understanding, including a detailed explanation of

what you would like to learn with respect to those topics.

o Writing assignment 2 (25 points): After completing the lecture and reading assignments, write a 500-word response to the following questions. Do not use the

question in your response.

 Discuss the concepts of equity and efficiency as they relate to resource allocation by the government. Include a discussion of the pros and cons of each concept.

Discuss whether a Christian worldview supports either concept and support your

response with specific scripture.

 Post your introduction to the discussion forum.

 Discussion Questions: Post your initial responses by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question 1 (20 points): In what ways does the current system of distributing and rationing government services comply with Biblical standards? In what ways is the

current system in opposition to Biblical standards?

o Discussion Question 2 (20 points): How are normative statements distinguished from positive statements? Select a recent article from a daily newspaper or other periodical

available in Belhaven’s Online Library and make a list of statements regarding current

issues; indicate which statements are positive and which are normative. Provide a

complete APA citation to your source at the end of your response so that other students

can review the article.

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UNIT TWO ASSIGNMENTS

INDIVIDUAL

 View lecture: Economic Basis for Government Activities — Externalities, Public Goods and Public Choice

 Reading assignments: o Read Leviticus 19:35-37; Deuteronomy 25:13-16; Proverbs 16:11; Proverbs 19:5, 9;

Proverbs 20:10, 23; Proverbs 21:28; Luke 20:19-28; Romans 13:1-10; Romans 15:1-7.

o Read Chapters 3, 4 and 5 in the textbook.

 Complete unit quiz.

 Writing assignments (Due Saturday) o Writing assignment 3 (25 points): Using the following biblical passages, write a 500-

word paper on how this particular course should be understood differently at Belhaven

than at a secular institution. The passages to be considered:

 Leviticus 19:35-37  Deuteronomy 25:13-16  Proverbs 16:11  Proverbs 19:5, 9  Proverbs 20:10, 23  Proverbs 21:28  Luke 20:19-28  Romans 13:1-10  Romans 15:1-7

o Writing assignment 4 (25 points): After completing the lecture and reading assignments, write a 500-word response to the following questions. Do not use the question in your

response.

 Explain what externalities prevent the attainment of efficiency when goods are traded in competitive markets. Can efficiency be achieved when externalities

exist? Why do prices fail to represent the opportunity costs of resources when

externalities exist?

 Discussion Questions: Post your initial responses by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question 1 (20 points): What are the essential differences between pure public goods and pure private goods? How does the condition for efficiency differ

between pure public goods and pure private goods? In what sense does the demand curve

for a pure public good differ from that of a pure private good?

o Discussion Question 2 (20 points): From a solely Christian worldview, give one example each of a pure public good and pure private good. Explain whether your

classification of these goods as public or private differs from the secular perspective and,

if so, how and why. Be specific.

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UNIT THREE ASSIGNMENTS

INDIVIDUAL

 View lecture: Government Expenditures — The Relationship of Cost-Benefit Analysis and The Political Process to Specific Expenditures

 Reading assignments: o Read Chapters 6 and 7 in the textbook.

 Complete unit quiz.

 Writing assignments (Due Saturday) o Writing assignment 5 (25 points): After completing the lecture and reading

assignments, write a 500-word response to the following questions. Do not use the

question in your response.

 Explain how program budgeting and line budgeting differ and the steps which are necessary to develop each type of budget. Explain how program budgeting

systems seek to improve efficiency within government.

o Writing assignment 6 (25 points): After completing the lecture and reading assignments, write a 500-word response to the following questions. Do not use the

question in your response.

 What are some of the problems involved in measuring the value of human life? Does the value of human life affect the efficiency of life-saving programs and, if

so, how?

 Discussion Questions: Post your initial responses by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question 1 (20 points): In major cities, some residents do not own a car and only travel by subway. While a car commuter both causes and is delayed by traffic

congestions, a subway rider’s commute time is unaffected. Nevertheless, what negative

externalities fall upon all city residents, including residents who only travel by subway,

as a result of traffic congestion? Identify one market-based solution to traffic congestion

in a large city.

o Discussion Question 2 (20 points): Taxes are compulsory, yet communities often vote to increase taxes on themselves to pay for public goods. Under what circumstances

would a voter be better off with more government spending, even with accompanying

higher local taxes? Include a discussion of the Pareto efficient exchange in your

response.

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UNIT FOUR ASSIGNMENTS

INDIVIDUAL

 View lecture: Specific Government Expenditures: Social Security and Health Care

 Reading assignments: o Read Proverbs 29:1-7, 22:7, 31:9, 28:27. o Read Luke 12:42-48, Luke 14:28, and Luke 16:1-13. o Read Chapters 8 and 9 in the textbook.

 Complete unit quiz.

 Writing assignments (Due Saturday) o Writing assignment 7 (25 points): After completing the lecture and reading

assignments, write a 500-word response to the following questions. Do not use the

question in your response.

 Explain the differences between social insurance and government assistance programs for the poor. From a Christian worldview, is there a difference? What

factors should be considered from a Christian worldview when considering or

evaluating social insurance and government assistance programs?

o Writing assignment 8 (25 points): After completing the lecture and reading assignments, write a 500-word response to the following questions. Do not use the

question in your response.

 Under what conditions will the growth of tax revenues to pay Social Security Benefits equal the rate of growth of labor earnings in the economy? Do Social

Security pensions redistribute income from single workers to married workers with

dependent spouses and from high-income workers to low-income workers and, if

so, should this be done from a Christian worldview?

 Discussion Questions: Post your initial responses by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. Post responses to two discussion questions

explaining the biblical foundations for a Christian understanding of this course.

o Discussion Question 1 (20 points): Analyze the wisdom of Solomon found in Proverbs 29:1-7, 22:7, 31:9, 28:27. How do these proverbs apply to the administration of financial

resources?

o Discussion Question 2 (20 points): Analyze the words of the Lord Jesus in the second set of assigned biblical passages. How do these passages apply to accounting practices

and the administration of financial resources? Why is accountability necessary when

administering financial resources?

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UNIT FIVE ASSIGNMENTS

INDIVIDUAL

 View lecture: Financing Government Expenditures

 Reading assignments: o Read Chapters 10, 11 and 12 in the textbook.

 Complete unit quiz.

 Writing assignments (Due Saturday) o Writing assignment 9 (25 points): After completing the lecture and reading

assignments, write a 500-word response to the following questions. Do not use the

question in your response.

 In what sense does repayment of the federal debt constitute a redistribution of income among citizens? How can deficit finance influence political equilibrium?

Has deficit finance been associated with increased federal investment in the U.S.?

o Writing assignment 10 (25 points): After completing the lecture and reading assignments, write a 500-word response to the following questions. Do not use the

question in your response.

 Explain the pros and cons of federal debt. What specific considerations suggest that federal debt should be reduced? What specific considerations suggest that

increasing the federal debt is acceptable? From a Christian worldview, what action

should government take with respect to the federal debt? Be specific.

 Discussion Questions: Post your initial responses by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question 1 (20 points): How does the ability-to-pay principle of taxation differ from the benefit principle? What problems are encountered in implementing both

of these tax philosophies? Does a Christian worldview support one philosophy over the

other? Support your response with a discussion of specific scripture.

o Discussion Question 2 (20 points): Define a lump-sum tax and a price-distorting tax. Compare and contrast the two types of taxes. Explain what effect each type of tax has on

the consumer.

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UNIT SIX ASSIGNMENTS

INDIVIDUAL

 View lecture: Taxation–Theory and Structure

 Reading assignments: o Read Chapters 13 and 14 in the textbook.

 Complete unit quiz.

 Writing assignments (Due Saturday) o Writing assignment 11 (25 points): After completing the lecture and reading

assignments, write a 500-word response to the following questions. Do not use the task

in your response.

 What is comprehensive income? How is it related to an individual’s command over resources? Why would a comprehensive income tax eliminate the need for a

separate tax on corporate income? What distortions are introduced by a general

tax on comprehensive income?

o Writing assignment 12 (25 points): After completing the lecture and reading assignments, write a 500-word response to the following questions. Do not use the task

in your response.

 What are tax preferences and tax expenditures? What are the major justifications for tax preferences? What are the economic consequences of tax preferences?

How can tax expenditures be used to evaluate the desirability of tax preferences?

Why do tax expenditures overestimate the gains in revenue that would come

about from eliminating tax preferences? Explain how tax preferences distort

prices and cause losses in market efficiency.

 Discussion Questions: Post your initial responses by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question 1 (20 points): How does a proportional income tax introduce a wedge between the gross wage paid by employers and the net wage received by workers?

Explain how this tax wedge results in efficiency losses in labor markets.

o Discussion Question 2 (20 points): How does a tax on interest income influence a person’s willingness to save? Can the impact of the tax on saving be unequivocally

predicted from theory? Explain why or why not. Do you believe interest income should

be taxed? Support your answer with a discussion of specific relevant concepts you have

learned thus far in this course.

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UNIT SEVEN ASSIGNMENTS

INDIVIDUAL

 View lecture: Taxation–Theory and Structure (continued)

 Reading assignments: o Read Chapters 15, 16 and 17 in the textbook.

 Complete unit quiz.

 Writing assignment (Due Saturday) o Writing assignment 13 (25 points): After completing the lecture and reading

assignments, write a 500-word response to the following question. Do not use the task in

your response.

 How could the current personal income tax be modified so that it becomes a consumption tax? In what way can consumption be regarded as a better index of

ability to pay taxes than income? Does an income tax penalize the saver while a

consumption tax does not?

o Writing assignment 14 (25 points): After completing the lecture and reading assignments, write a 500-word response to the following questions. Do not use the task

in your response.

 How is the tax base defined for a comprehensive wealth tax? What are some of the problems associated with measuring wealth? Why would inclusion of the

assets of corporations and outstanding corporate stock double-count the wealth of

corporations?  Discussion Questions: Post your initial responses by Wednesday 11:59 p.m. and respond to the

discussion of others by Saturday 11:59 p.m.

o Discussion Question 1 (20 points): Suppose legislation were passed that abolished all state and local sales taxes and replaced them with one uniform sales tax on all

consumption including consumption of services. The federal government would collect

the tax and then return the revenue collected to the state governments. Discuss the

economic effects of such a national sales tax on work effort and saving as well as the

changes in behavior that would result from moving to a national as opposed to state and

local sales tax base. Be specific. Support your answer with a discussion of specific

relevant concepts from this course.

o Discussion Question (20 points): Why do economists argue that the tax definition of corporate profits overstates the true profits of corporations? How can this mis-definition

of profit affect the financial structure of the corporation? In what sense does the

corporate income tax subject corporate profits to double taxation?

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UNIT EIGHT ASSIGNMENTS

INDIVIDUAL

 View lecture: Fiscal Federalism and State and Local Government Finance

 Reading assignments: o Read Chapter 18 in the textbook.

 Complete unit quiz.

 Writing assignment (Due Saturday) o Writing assignment 15 (25 points): Reflect on the previous biblical passages used in

this course, and explain how they have impacted your learning about the course material.

Include a 500-word essay within the final course assessments for this week that address

the following:

 What should be the biblical approach to the administration of financial resources?  What biblical passages support this approach to the course?  Compare and contrast a purely secular and the biblical approach to the

administration of financial resources.

o Writing assignment 16 (25 points): After completing the lecture and reading assignments, write a 500-word response to the following questions. Do not use the

question in your response.

 What are the advantages and disadvantages of decentralized government? Why can a federal system of government take advantage of both centralized and

decentralized collective decision making? Why are local governments likely to be

limited to a greater degree than the central government in the extent to which they

can engage in redistribution and stabilization programs?

 Discussion Questions: Post your initial responses by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.

o Discussion Question 1 (20 points): Why are local governments likely to be limited to a greater degree than the central government in the extent to which they can engage in

redistribution and stabilization programs? Give a specific example and explain why.

o Discussion Question 2 (20 points): One consequence of the Tiebout model is that local communities have different per-capita expenditures on public parks and different per-

student expenditures on public schools. Identify at least one ethical or economic problem

with different public school spending levels in different communities. Explain how this

problem compares and contrasts with a Christian worldview. Give a specific example of

a remedy that is used or could be used to mitigate differences in public school spending.

 Complete and submit the PORTFOLIO PAPER (160 points). Submit your document in Canvas no later than Saturday at 11:59 p.m. central time. Earlier submissions are encouraged.

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APPENDIX A

Total

Points Discussion Rubric

10 Excellent – a contribution that demonstrated sound critical thinking skills in analyzing, evaluating, and or

applying substance of the weekly content and was submitted on time

8 Very Good – a contribution that fell slightly short of the excellent guidelines and may have either been

submitted late or left a few points unaddressed from the discussion criteria

6 Good – a contribution that needed additional development in using sound critical thinking skills in

analyzing, evaluating, and or applying substance of the weekly content.

4 Needing Improvement – a contribution that needed additional development in using sound critical thinking

skills in analyzing, evaluating, and or applying substance of the weekly content.

2 Unsatisfactory – a contribution that did not reflect the use of sound critical thinking skills in analyzing,

evaluating, and or applying substance of the weekly content.

0 Did not submit posts by close of the weekly forum

Note to student

Please use this rubric to support your response and follow-up replies in the discussion forums. It is necessary

to also understand the substance of the discussion question and your responses should reflect applying the

learning content up to and including the week of the discussion forum. Personal experience, workplace

examples, and scriptural support are always encouraged to support your response. However, it is important

to avoid any proprietary information from the workplace.

If your score is lower than expected, use the rubric as a guide to evaluate your responses for improvement

efforts. If unsure as to what steps to take try:

1. Reading the discussion question thoroughly and repeatedly before replying 2. Including additional depth in your responses 3. Tightening your focus; be more concise 4. Working on application of content to your workplace or area of ministry

Making sure your response is compatible with a sound Christian Worldview

Student Guidelines for Online Discussion Questions

Discussion Questions Your professor will post discussion questions on the first day of the week (Sunday). Post your initial

responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by

Saturday 11:59 p.m. Earlier postings are encouraged. An initial discussion question response is

considered to be a 250-300 word answer to each discussion question and at least 100 words to a

classmate’s reply by Saturday 11:59 pm. Less than this will automatically result in a significant

reduction in one’s grade. One initial response and one response to a classmate’s posting are required for

each question.

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Example of initial posting

Technology can mean many different things. It can mean the implements used to make a job

easier or it can mean new ideas that appear to disrupt the way we operate on a daily basis. No

matter how technology is defined, it is a word that elicits a reaction in the person that hears it:

fear and trepidation or excitement and curiosity. Those in whom fear is the reaction feel

threatened by the influx of new technologies. They feel that they cannot keep pace with the

changes that occur and that they will be replaced by machines that work faster and more

efficiently. Those in whom excitement is the reaction see technology as a tool to make them

more efficient and they become curious about the impact of the new technology. This

excitement often creates a desire to learn how to use and implement the new technology. There

are also social issues related to technology. Issues such as threat to personal privacy (spyware),

fears of overuse of technology (health issues), fears of misuse (sexting), social networking (takes

too much time in people’s lives), as well as others that are named.

These scenarios are true in the field of education as well. Technology can influence education

for good, but has potential to be negative as well. It is important to think through not only what

we are saying but the means by which we are doing so because the means by which we

communicate often carry overtones that were not intended to be included in the message that is

sent.

Example of Response posting

I find it interesting that you focus on the definition of the term as well as the individual’s

response. Words often carry weight beyond what we initially intend. I know from my

experience there are words that I have different feelings about than others. I also tend to be more

open to adopting technology than others. It is important for us to examine not just the message

but the way it is being perceived in order to be effective communicators. I was reading in the

newspaper this morning about the importance of communication and how people tend to

perceive based on their past experience (you can find this article at www.example.com).

In addition to required discussion question responses, you could post “substantive comments” and

respond in a thoughtful and constructive way to class members’. Substantive comments should add to

the class discussion in a way that enhances knowledge. Responses such as, “I agree,” are not considered

to be substantive.

An example of a “substantive comment” from Teresa is:

Professor wrote: Theory Y forms the basis of an interesting core of research literature about

Type A individuals, support or refute findings about Theory Y or Type A Individuals as related

to this week’s reading.

Teresa: I was just reading an article in the Journal of Organizational Behavior about that topic.

According to the authors, there is a new line of thought that further explains McGregor’s theory

and supports a more comprehensive approach to understanding the contribution that Type A

individuals make in team dynamics. The authors conducted primary research using a group of

Belhaven University graduate online students. Here’s the link to the article:

http://www.JOB/march-aprilarticle.

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Finding appropriate digital resources, such as links, and bringing topics to class discussion is

encouraged.

Due Dates The week is considered to be Sunday (Day 1) – Saturday (Day 7). However, you are encouraged to

“Observe the Sabbath day and keep it holy.” Early submissions of assignments and discussion responses

are encouraged. Assignments submitted late will be subject to a 30% reduction for each day they are late

up to two days and will not be accepted late after two days. For online courses, due dates are posted to

the assignment. Face to face courses will receive their due dates from the instructor on the first night of

class.

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Evaluation of Weekly Writing Assignments and Portfolio Paper

Criterion 0.0 – 0.33

Below Average

0.34 – 0.67

Average

0.68 – 1.00

Above Average

Communication

Originality

Critical Thinking

Integration

Christian Worldview

Communication evaluates the proper attention to format, grammar, punctuation, and the

student’s ability to develop thought in an organized structure that exhibits graduate level

work.

Originality evaluates the attention to proper citing and referencing of source materials

and the student’s ability to summarize, paraphrase, and effectively quote the work of

others, while developing original ideas and thoughts from researched material.

Critical thinking evaluates the exhibited understanding of the process for reasoning and

the elements of thought as illustrated in the student’s written work.

Integration evaluates the appropriate inclusion of thoughts, ideas, and information from

assigned reading in context with the topic, question, or task.

Christian worldview evaluates the appropriateness of referenced scripture to the topic,

question, or task.

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UNIT WRITING ASSIGNMENTS AND PORTFOLIO PAPER

REQUIREMENTS FOR ALL WRITTEN ASSIGNMENTS

In addition to those requirements previously identified, the following requirements apply to all unit

written assignments and the individual portfolio research paper:

a. Typed, double-spaced, size 12 font, Times New Roman. b. Include a cover page denoting course name and number, class session, student’s name, reference

to assignment number, title of paper and date. Each page of the paper must be numbered at the

bottom center of the page. A running header must be included.

c. A minimum number (as specified for the particular assignment) of Biblical principles must be integrated into your paper. “Integrated” means that you are to identify specific scriptures and to

discuss or explain how those scriptures relate to your discussion and the points you make in your

paper. It is not necessary to quote lengthy scriptural passages in the body of the paper. Instead,

identify the specific scripture by book, chapter and verse in the body of your paper and provide

the full quote of the scripture in a separate “Scripture Appendix” which is included at the end of

your paper.

d. A minimum number (as specified for the particular assignment) of research sources must be utilized and discussed in your paper. All research references must be obtainable from Belhaven

University’s Virtual Library. Blogs, Wikipedia and other similar websites are not acceptable

research sources.

e. A bibliography of reference resources must be included. f. Use APA Citation format. g. Save the written assignment in Word with the following format:

Lastname.Firstname.Week#.Assignment#

h. All papers will be graded based upon the criteria set forth in the Grading Rubric attached as Appendix A to this Syllabus.

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APPENDIX B

SAMPLE TOPICS FOR PORTFOLIO PAPER

Chapter Pages Topic

1 16-17 How Much Government? The Share of Government Expenditure in Modern

Economies

1 26-27 The State of State Government Finances 2009-2010: The Impact of a

Recession

2 76-77 Agricultural Subsidies, International Trade Restrictions, and Global

Efficiency

3 124-125 Recycling

3 136-137 Global Pollution: Externalities That Cross Borders

4 166-167 National Defense and Homeland Security

5 209 State Government Spending: Does the Size of the Legislature Matter?

5 212-213 Tariffs and Import Quotas on Textiles and Apparel in the United States

7 262 Changing the Poverty Threshold: When Are People Really Poor?

8 320-322 Social Security Throughout the World: Trends Toward Privatization

8 336-337 Retirement Prospects for the Baby-Boom Generation and Beyond

9 373 Why Worry about Growth in Health Care Costs?

10 440 State Lotteries–A Government Enterprise with a Hidden Regressive Tax on

Gambling

11 460 Using Excise Taxes on Alcohol in the U.S. to Internalize Externalities

12 496-497 How Did the Deficit Get So Big in 2009? Impact of Rescissions & Policy

12 512 Social Security and the Deficit

13 536 Treatment of Capital Gains Under the Income Tax

13 552 The Supply-Side Tax Cuts of the 1980s

14 590-591 Reforming the Income Tax: Some Recent Proposals

14 596 Incomes Taxes and Economic Growth

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Chapter Pages Topic

15 636-637 A New Way to Tax Corporate Income-The Corporate Cash Flow Tax

16 668-669 Current Use of the VAT

17 693 Capitalization of Property Tax Rate Differentials

18 723 Interstate Tax Exportation in the United States