Advisory from Professionals Preparing Information Systems (IS) Graduates to Meet the Challenges of Global IT Security: Some Suggestions Jeff Sauls IT Operations Professional Austin, TX, USA Naveen Gudigantala Operations and Technology Management University of Portland Portland, OR 97203, USA [email protected] ABSTRACT Managing IT security and assurance is a top priority for organizations. Aware of the costs associated with a security or privacy breach, organizations are constantly vigilant about protecting their data and IT systems. In addition, organizations are investing heavily in IT resources to keep up with the challenges of managing their IT security and assurance. Therefore, the IT industry relies greatly on the U.S. higher education system to produce a qualified and competent workforce to manage security challenges. This advisory discusses some security challenges faced by global companies and provides input into the design and delivery of IS curriculum to effectively meet such challenges. Keywords: Information assurance and security, Curriculum design and development, Computer security 1. INTRODUCTION Information security and assurance management is vital for the success of organizations. It is particularly relevant for global companies whose customers demand a high level of security for their products. Meeting such high expectations requires companies to study security best practices, continually invest in technical and human resources, and implement a secure corporate environment. The goal of this paper is to discuss some security challenges faced by global organizations and to provide suggestions to IS academics concerning security curriculum to effectively educate the next generation IT workforce to meet these challenges. 2. SECURITY CHALLENGES FACED BY GLOBAL COMPANIES This advisory focuses on security challenges faced by global companies. For instance, security challenges faced by a multinational company operating manufacturing plants in several countries are likely to be much different than those of a company with a manufacturing plant in a single location. The goal of this section is to present some security challenges faced by global companies. What many companies do in terms of security is driven by the needs of their customers. For instance, consider the case of a global manufacturing company that makes hardware for a smart card. Smart cards include embedded integrated circuits and customers generally provide the manufacturer with a detailed list of functional and assurance requirements for security. The manufacturer of the hardware is expected to comply with the specifications of the customer. If the company decides to manufacture in two plants in Europe and the U.S., it becomes important for the manufacturer to have uniform security standards in both plants. These security standards may include many aspects .

1. Advisory from Professionals
Preparing Information Systems (IS) Graduates to Meet the
Challenges of Global IT Security: Some Suggestions
Jeff Sauls
IT Operations Professional
Austin, TX, USA
Naveen Gudigantala
Operations and Technology Management
University of Portland
Portland, OR 97203, USA
[email protected]
ABSTRACT

2. Managing IT security and assurance is a top priority for
organizations. Aware of the costs associated with a security or
privacy
breach, organizations are constantly vigilant about protecting
their data and IT systems. In addition, organizations are
investing heavily in IT resources to keep up with the challenges
of managing their IT security and assurance. Therefore, the IT
industry relies greatly on the U.S. higher education system to
produce a qualified and competent workforce to manage
security
challenges. This advisory discusses some security challenges
faced by global companies and provides input into the design
and delivery of IS curriculum to effectively meet such
challenges.
Keywords: Information assurance and security, Curriculum
design and development, Computer security
1. INTRODUCTION
Information security and assurance management is vital for
the success of organizations. It is particularly relevant for
global companies whose customers demand a high level of
security for their products. Meeting such high expectations

3. requires companies to study security best practices,
continually invest in technical and human resources, and
implement a secure corporate environment. The goal of this
paper is to discuss some security challenges faced by global
organizations and to provide suggestions to IS academics
concerning security curriculum to effectively educate the
next generation IT workforce to meet these challenges.
2. SECURITY CHALLENGES FACED BY GLOBAL
COMPANIES
This advisory focuses on security challenges faced by global
companies. For instance, security challenges faced by a
multinational company operating manufacturing plants in
several countries are likely to be much different than those of
a company with a manufacturing plant in a single location.
The goal of this section is to present some security
challenges faced by global companies.
What many companies do in terms of security is driven

4. by the needs of their customers. For instance, consider the
case of a global manufacturing company that makes
hardware for a smart card. Smart cards include embedded
integrated circuits and customers generally provide the
manufacturer with a detailed list of functional and assurance
requirements for security. The manufacturer of the hardware
is expected to comply with the specifications of the
customer. If the company decides to manufacture in two
plants in Europe and the U.S., it becomes important for the
manufacturer to have uniform security standards in both
plants. These security standards may include many aspects
such as how firewalls are managed, how data is encrypted,
type of security policies, and implementation of security
policies. Having uniform security standards in both plants
makes it easier for the company to support these plants and
the customer to audit the security.
Some customers require the manufacturers to conform to
the Common Criteria for Information Technology Security

5. Evaluation (abbreviated as Common Criteria). Common
Criteria is an internationally recognized technical standard,
Journal of Information Systems Education, Vol. 24(1) Spring
2013
71
which includes a framework that is used for evaluating the
security of Information Technology (IT) products and
technology (SANS Institute, 2003). Common Criteria
assures that the processes involved in creating a computer
security product have been conducted in a standard manner.
The extent to which manufacturers meet specifications can
be tested by laboratories. For global companies, meeting
Common Criteria standards presents a challenging task
because of the time and effort involved in preparing the
documentation for security evaluation.
Having the ability to meet the needs of customers with

6. high security requirements helps companies meet the
security demands of other customers as well. However,
achieving this high level of secure environment comes at a
great expense. Research by Gartner finds that global
spending on security is expected to increase 8.4% to $60
billion in 2012 and projects the spending to increase to $86
billion in 2016 (CIO Insight, 2012). Thus, organizations
must incur large costs from an IT perspective to implement
and maintain this high level of security environment.
Some security challenges faced by companies may not be
technical in nature but related to human elements. A majority
of the communication between customer and vendor is back
and forth. Given that not everything can be automated in
companies, the jobs performed by humans can result in
mistakes. For instance, an employee could mix up the order
specifications and another employee could show incorrect
data to a client. Therefore, to mitigate these human errors, it
is important for companies to provide training to employees

7. on the best practices to avoid making such mistakes.
Global companies experience additional challenges when
dealing with different cultures, laws, and practices. For
instance, in some far eastern countries, users can be lax with
passwords if they feel sharing passwords will help someone
else. Typically, internal audits expose such inconsistencies
and force global companies to implement uniform password
policies. In addition, global companies must respect local
laws before making and enforcing any security policies. For
instance, creating a uniform policy for remote access control
across the U.S., China, and Korea may not be a good idea
because local laws must be researched and incorporated
when creating such a policy in each of the countries.
The discussion so far highlights security challenges faced
by global companies. The need to meet security needs of
customers, use common security standards, manage technical
and human security threats, and meet cultural and legal
aspects of security policies require a next generation IT

8. workforce that is well trained. The next section discusses
skills needed by IS graduates and some general advice for
designing IS security curriculum.
3. SKILLS REQUIRED FOR GRADUATES
SPECIALIZING IN INFORMATION SYSTEMS (IS)
SECURITY
The IT infrastructure of modern day global companies is
very complex. The large number of systems and applications
can easily be overwhelming. Succeeding in such an
environment requires the IS graduates to have solid
foundational technical knowledge. Different programs may
offer different technical foundations. For instance, a
computer science student may take different foundational
courses compared to an information systems student. A
computer science student may take courses in data structures,
programming, operating systems, and software engineering,
while an IS graduate may take courses in data

9. communications and networking, database management, and
systems analysis and design. Regardless of the content
differences, the core idea is that an IS security entry level
employee must be able to understand what is going on in the
system when encountered with a problem. Having solid
foundational technical knowledge will help graduates
correctly diagnose the problem. Therefore, it is important for
today’s graduates to understand the IT infrastructure as a
system as opposed to focusing on a specific component such
as a database or a specific application.
In addition to having foundational technical knowledge,
IS graduates must have analytical thinking and problem
solving skills. For instance, an employee working with an
Oracle product, when encountered with an issue, could first
call Oracle support. However, it is advisable for the
employee to first think about the causes of the problem
(analytical skills help here), dig deeper into the problem, and
try to solve it on his or her own before reaching out for help.

10. This could result in a solution sooner than going through a
vendor’s support structure. Similarly, an entry-level
programmer, in addition to writing good code, must think
about the environment in which the code will run and keep
the whole system in mind when programming. Therefore,
foundational technical knowledge, analytical skills, and
problem solving skills constitute the core competencies
needed by today’s IS graduates to work in the IT industry in
general and IS security in specific.
4. ADVICE TO IS FACULTY FOR THE DESIGN AND
DELIVERY OF IS CURRICULUM
This section presents practical advice to IS faculty
concerning improvements to the IS program and curriculum.
Though these suggestions may not address every challenge
discussed in this advisory, some key inputs are provided to
design and deliver IS security curriculum with a view to
graduating a competent IT workforce.

11. 1. The IS curriculum to prepare the next generation of
security professionals must provide students with strong
foundational technical knowledge. The inclusion of
courses and the orientation of teaching must help
students think about IT infrastructure as a system and
not as an individual piece of the puzzle. The role of
analytical thinking must be highlighted in solving
problems.
2. There must be a strong emphasis on practical exposure
to concepts in terms of hands-on experience for
students. It is advisable to have each course
accompanied by a lab in which students work with
technologies and apply concepts. An example is a lab in
which students could be divided into two teams, red and
blue, with the red team enacting the role of an attacker
and the blue team playing the role of a defender. The
use of such hands-on activities enables students to
better retain knowledge. In addition, students with

12. Journal of Information Systems Education, Vol. 24(1) Spring
2013
72
hands-on exposure tend to do well in interviews in
terms of answering questions or explaining concepts.
3. Student internships must be strongly encouraged. While
classroom learning is important, nothing substitutes for
the knowledge acquired from real-world experiences.
4. Students must be encouraged to take electives in
interdisciplinary areas. For instance, knowledge of
operations management, in terms of process analysis,
setting up policies, and optimization techniques can
help reduce mistakes at the workplace.
5. Faculty could explore the possibility of applying for
grants from National science foundation (NSF) and
Department of Defense for innovative curriculum
design.

13. 6. Faculty are strongly encouraged to integrate latest
knowledge concerning best practices in information
security into their courses by attending the following
workshops: The Colloquium for Information Systems
Security Education, Information Security Curriculum
Development Conference (InfoSecCD), and World
Conference on Information Security Education (WISE)
(Whitman and Mattord, 2004).
7. From many years of interviewing, it seems that there is
a dearth of qualified technical graduates from U.S.
universities. A substantial number of job applicants
seem to come from foreign countries and, hence, it is
very important for U.S. universities to recruit, train,
retain, and place a substantial number of technically
qualified degree students to meet the demands of the IT
security industry.
5. CONCLUSION

14. While the need for global information security and assurance
is increasing, it appears that the supply of qualified technical
IS students is on the decline. Given the increasing necessity
to protect the IT infrastructure and deliver IS assurance,
organizations will become increasingly dependent on the
U.S. higher education system to provide a workforce with
adequate skills to meet these challenges. Therefore, the onus
is on the IS academia to design a curriculum that excites
students, trains them with hands-on exposure, and provides
them with the necessary skills to achieve success in the IT
industry. This paper presents practical advice in such
direction.
6. ACKNOWLEDGEMENTS
The authors would like to thank Venkata Ramana Jetty for
facilitating this work.
7. REFERENCES

15. CIOinsight (2012). Gartner Predicts Security Market Will
Top $86 Billion in 2016, Retrieved June 24, 2013, from
http://www.cioinsight.com/c/a/Latest-News/Security-
Infrastructure-Market-to-Top-86-Billion-in-2016-Gartner-
591583/
SANS Institute (2013). Common Criteria and Protection
Profiles: How to Evaluate Information. Retrieved June 24,
2013, from
http://www.sans.org/reading_room/whitepapers/standards/
common-criteria-protection-profiles-evaluate-
information_1078
Whitman, M. & Mattord, H. (2004). A Draft Curriculum
Model for Programs of Study in Information Security and
Assurance. Proceedings of the 1st annual conference on
Information security curriculum development, 1-7.
AUTHOR BIOGRAPHIES
Jeff Sauls manages corporate IT operations for a

16. multinational company, in addition to
providing architectural and policy
guidance to multidisciplinary teams as
they relate to IT. After graduating
from Texas A&M University, he has
had over 15 years of experience in
various roles of system administration,
software development, database
administration and management. Jeff
has designed large and small systems to support varying
global business needs with overarching goals of reducing
long term support costs while increasing security and
capability.
Naveen Gudigantala is Assistant Professor of MIS in the
Robert B. Pamplin Jr. School of
Business Administration at University
of Portland. He received his Ph.D. in
MIS from Texas Tech University. His

17. research interests include Web-based
decision support systems, information
systems education, and containing
gray markets for Information
Technology products. His work has
appeared in the Communications of Association for
Information Systems, Decision Support Systems journal,
International Journal of Information Management, among
other journals.
Journal of Information Systems Education, Vol. 24(1) Spring
2013
73
STATEMENT OF PEER REVIEW INTEGRITY
All papers published in the Journal of Information Systems

18. Education have undergone rigorous peer review. This includes
an
initial editor screening and double-blind refereeing by three or
more expert referees.
Copyright ©2013 by the Education Special Interest Group
(EDSIG) of the Association of Information Technology
Professionals.
Permission to make digital or hard copies of all or part of this
journal for personal or classroom use is granted without fee
provided that copies are not made or distributed for profit or
commercial use. All copies must bear this notice and full
citation.
Permission from the Editor is required to post to servers,
redistribute to lists, or utilize in a for-profit or commercial use.
Permission requests should be sent to the Editor-in-Chief,
Journal of Information Systems Education, [email protected]
ISSN 1055-3096
7/29/13 Economist studies how higher gas price affect consumer
behavior | Brown University News and Events
news.brown.edu/features/2011/05/gas 1/2
Ju s tin e Has tin g s
Associate Professor of Economics
May 12, 2011 | By Deborah Baum | 401-863-2476
Brown University economist Justine Hastings uses gasoline

19. purchasing data to show
how consumers make buying decisions when prices jump at the
pump.
A dollar is a dollar is a dollar, so goes the economic theory of
fungibility. But do people really act that
way? In a new working paper, Brown University economist
Justine Hastings and Jesse Shapiro of
Chicago Booth School of Business find striking evidence that
basic consumer choice behavior violates
this bedrock theory.
“Fungibility is an important assumption in many economic
models, but we have a lot of laboratory
evidence suggesting that people don’t, in fact, treat a dollar as a
dollar,” said Hastings, associate
professor of economics. “People instead try to manage their
budgets based on rules of thumb, which
is a divide-and-conquer strategy.”
Otherwise known as “mental accounting,” that strategy means
households often budget things like
rent money, gas money, and grocery money separately. While a
significant body of laboratory and
experimental evidence shows that households maintain mental
budgets, Hastings says that until now,
it’s been tough for economists to demonstrate this model of
consumer behavior in the real world.
In their paper, “Mental Accounting and Consumer Choice:
Evidence from Commodity Price Shocks,”
Hastings and Shapiro analyzed individual-level data on
purchases of gasoline from a large grocery
chain from January 2006 through March 2009. A clear pattern
emerged: People behaved as if they
were much poorer, buying cheaper gasoline as if a $2 increase

20. in gasoline prices had decreased their
annual income by tens of thousands of dollars.
Does this behavior go beyond the pump? Because some
customers held retailer loyalty cards with the grocery store,
Hastings and Shapiro were able to
track other purchases. They looked at sales of half-gallon
cartons of orange juice. They found that while customers were
drastically scaling back from
premium to regular gasoline, this behavior did not spill over
into drastically different orange juice purchases. Gasoline
prices affect orange juice
purchases in the same way that changes in income do.
Hastings says this real-life demonstration of mental accounting
isn’t just about gasoline. “It uses gasoline to make a more
technical, deeper point about
economic behavior and modeling, and I think that’s important
for everything from macro- to micro-economic models.”
As for what to expect this summer, a season when gasoline
prices typically jump, Hastings says gas prices could eat into
the nation’s economic recovery.
“There is actually an overall income effect for non-gas
purchases. While people may overreact with mental accounting
and what types of grade gasoline
they will purchase, there’s not much they can do to save money
on the gasoline purchasing margin,” she said.
In prior work using similar data, Hastings and her co-authors
examined the regular income effect of gasoline prices on non-
gasoline purchases and
showed that households move expenditures in categories from
restaurants to grocery purchases to make up for decreased
income. The higher gas prices

21. get, the less disposable income there is for other goods and
services, and “that could really eat into an already strained
economy.”
Economist studies how higher gas price affect
consumer behavior
Brown University
Providence, Rhode Island 02912, USA
Phone: 401-863-1000
© 2013 Brown University
http://news.brown.edu/files/article_images/Hastings1.jpg
mailto:[email protected]
http://giving.brown.edu/
7/29/13 Economist studies how higher gas price affect consumer
behavior | Brown University News and Events
news.brown.edu/features/2011/05/gas 2/2
https://www.facebook.com/BrownUniversity
https://twitter.com/#!/BrownUniversity
http://www.youtube.com/brownuniversity
http://itunes.apple.com/institution/brown-
university/id381076688#ls=1
https://plus.google.com/100931085598361161047/posts
http://www.linkedin.com/company/brown-university
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http://www.futurity.org/tag/brown-university/
BĚĿĿĚVİĿĿĚ, İŀŀ.—

22. Jǻčqųěŀįňě Řǻčěňěř ’ș đǿčțǿř přěșčřįběđ ǻ ňěẅŀěųķěmįǻ đřųģ fǿ
ř ħěř ŀǻșț ẅįňțěř țħǻț přǿmįșěđ țǿ řǿŀŀ bǻčķ țħě čǻňčěř įň
ħěř bŀǿǿđ ẅįțħ ǿňŀỳ mǿđěřǻțě șįđě ěffěčțș.
Țħěň șħě fǿųňđ ǿųț ħǿẅ mųčħ įț ẅǿųŀđ čǿșț ħěř: ňěǻřŀỳ $8,000 f
ǿř ǻ fųŀŀ ỳěǻř,
ěvěň ǻfțěř Měđįčǻřě pįčķěđ ųp mǿșț ǿf țħě țǻb.
“Țħěřě’ș ňǿ ẅǻỳ İ čǿųŀđ đǿ țħǻț,” Mș. Řǻčěňěř șǻỳș. “İț ẅǻș jųșț
přǿħįbįțįvě.”
Ẅǿřřįěđ ǻbǿųț đěpŀěțįňģ ħěř ŀįmįțěđ șǻvįňģș, Mș. Řǻčěňěř, ǻ 76-
ỳěǻř-ǿŀđ ŀěģǻŀ
șěčřěțǻřỳ, đěčįđěđ țǿ țǻķě țħě řįșķ ǻňđ ňǿț fįŀŀ ħěř přěșčřįpțįǿň.
Țħě pħǻřmǻčěųțįčǻŀ įňđųșțřỳ, ǻfțěř ǻ ŀǿňģ đřǿųģħț, ħǻș běģųň țǿ
přǿđųčě mǿřě
įňňǿvǻțįvě țřěǻțměňțș fǿř șěřįǿųș đįșěǻșěș țħǻț čǻň ěxțěňđ ŀįfě ǻ
ňđ ǿfțěň ħǻvě
fěẅěř șįđě ěffěčțș țħǻň ǿŀđěř țřěǻțměňțș. Ŀǻșț ỳěǻř, țħě Fǿǿđ ǻňđ
Đřųģ
Ǻđmįňįșțřǻțįǿň ǻppřǿvěđ 41 ňěẅ đřųģș, țħě mǿșț įň ňěǻřŀỳ țẅǿ đ
ěčǻđěș.
Țħě čǻțčħ įș țħěįř čǿșț. Řěčěňț țřěǻțměňțș fǿř ħěpǻțįțįș Č, čǻňčěř
ǻňđ mųŀțįpŀě
șčŀěřǿșįș țħǻț čǿșț fřǿm $50,000 ǻňňųǻŀŀỳ țǿ ẅěŀŀ ǿvěř $100,000
ħěŀpěđ đřįvě ųp
țǿțǻŀ Ų.Ș. přěșčřįpțįǿň-
đřųģ șpěňđįňģ 12.2% įň 2014, fįvě țįměș țħě přįǿř ỳěǻř’ș
ģřǿẅțħ řǻțě, ǻččǿřđįňģ țǿ țħě Čěňțěřș fǿř Měđįčǻřě ǻňđ Měđįčǻį
đ Șěřvįčěș. Ħįģħ
đřųģ přįčěș čǻň țřǻňșŀǻțě țǿ pǻțįěňț čǿșțș ǿf țħǿųșǻňđș ǿf đǿŀŀǻřș
ǻ ỳěǻř. Ǿųț-ǿf-
pǿčķěț přěșčřįpțįǿň-
đřųģ čǿșțș řǿșě 2.7% įň 2014, ǻččǿřđįňģ țǿ ČMȘ.

23. Fǿř mǻňỳ ǿf țħě pǿǿřěșț Ǻměřįčǻňș, měđįčįňěș ǻřě čǿvěřěđ bỳ ģ
ǿvěřňměňț
přǿģřǻmș ǿř fįňǻňčįǻŀ-
ǻșșįșțǻňčě fųňđș pǻįđ fǿř bỳ đřųģ čǿmpǻňįěș.
Fǿř țħǿșě įň țħě mįđđŀě čŀǻșș, įț įș ǻ đįffěřěňț șțǿřỳ. Țħǿųģħ mǻ
ňỳ pǻțįěňțș čǻň
Ǿųț-ǿf-
pǿčķěț čǿșțș fǿř přįčěỳ ňěẅ đřųģș ŀěǻvě ěvěň șǿmě įňșųřěđ ǻňđ ř
ěŀǻțįvěŀỳ
ǻffŀųěňț pǻțįěňțș ẅįțħ ħǻřđ čħǿįčěș ǿň ħǿẅ țǿ ǻffǿřđ țħěm
Bỳ Jǿșěpħ Ẅǻŀķěř
Pǻťįěňťș Șťřųģģŀě Ẅįťħ Ħįģħ Đřųģ Přįčěș
ģěț țħěįř ǿųț-ǿf-pǿčķěț čǿșțș pǻįđ bỳ đřųģ
čǿmpǻňįěș ǿř đřųģ-čǿmpǻňỳ-fųňđěđ
fǿųňđǻțįǿňș, șǿmě pǻțįěňțș mǻķě țǿǿ
mųčħ mǿňěỳ țǿ qųǻŀįfỳ fǿř ǻșșįșțǻňčě.
Ǿțħěřș ǻřě ųňǻẅǻřě țħě přǿģřǻmș ěxįșț.
Měđįčǻřě pǻțįěňțș, ẅħǿ řěpřěșěňț ňěǻřŀỳ
ǻ țħįřđ ǿf Ų.Ș. řěțǻįŀ đřųģ șpěňđįňģ, čǻň’ț
řěčěįvě đįřěčț ǻįđ fřǿm đřųģ čǿmpǻňįěș.
Țħě ųpșħǿț įș ěvěň pǻțįěňțș ẅįțħ
įňșųřǻňčě ǻňđ čǿmfǿřțǻbŀě įňčǿměș ǻřě
șǿměțįměș fǿřčěđ țǿ mǻķě ħǻřđ čħǿįčěș—
țǻppįňģ șǻvįňģș, țǻķįňģ ǿň ňěẅ đěbț ǿř
ěvěň fǿřģǿįňģ țřěǻțměňț.
“Đřųģș ǻřě șǿ ěxpěňșįvě țħǻț ǿňčě țħěỳ fŀǿẅ țħřǿųģħ ǿųř řǻģțǻģ

24. įňșųřǻňčě
șỳșțěm, ẅě ħǻvě pǻțįěňțș ẅħǿ čǻň’ț ǻffǿřđ țħěm, ǿř țħěỳ čǻň bǻř
ěŀỳ ǻffǿřđ țħěm,
șǿ țħěỳ’řě ňǿț ģěțțįňģ țħěřǻpįěș,” șǻįđ Pěțěř Bǻčħ, ǻ pħỳșįčįǻň ǻ
ňđ ħěǻŀțħ-pǿŀįčỳ
řěșěǻřčħěř ǻț Měmǿřįǻŀ Șŀǿǻň Ķěțțěřįňģ Čǻňčěř Čěňțěř įň Ňěẅ
Ỳǿřķ.
Ǻ qųǻřțěř ǿf Ų.Ș. přěșčřįpțįǿň-
đřųģ ųșěřș șǻįđ įț ẅǻș đįffįčųŀț țǿ ǻffǿřđ țħěm, įň
ǻň Ǻųģųșț șųřvěỳ bỳ țħě Ķǻįșěř Fǻmįŀỳ Fǿųňđǻțįǿň. İň ǻňǿțħěř ș
ųřvěỳ,
pųbŀįșħěđ įň țħě jǿųřňǻŀ Ŀǻňčěț Ħǻěmǻțǿŀǿģỳ įň Șěpțěmběř, 10
% ǿf įňșųřěđ Ų.Ș.
pǻțįěňțș ẅįțħ țħě bŀǿǿđ čǻňčěř mųŀțįpŀě mỳěŀǿmǻ șǻįđ țħěỳ ħǻđ
șțǿppěđ țǻķįňģ
ǻ čǻňčěř đřųģ běčǻųșě ǿf įțș čǿșț.
Ǻ ŀǿǿķ ǻț ħǿẅ pǻțįěňțș ǻřě čǿpįňģ ẅįțħ țħě čǿșț ǿf țħě měđįčįňě
přěșčřįběđ fǿř
Mș. Řǻčěňěř, čǻŀŀěđ İmbřųvįčǻ, įŀŀųșțřǻțěș țħě įșșųěș.
Țħě đřųģ bŀǿčķș přǿțěįňș țħǻț čǻųșě mǻŀįģňǻňț čěŀŀș țǿ mųŀțįpŀỳ
ǻňđ șțǻỳ ǻŀįvě.
Ǻppřǿvěđ įň 2013 fǿř ǻ řǻřě įŀŀňěșș čǻŀŀěđ mǻňțŀě-
čěŀŀ ŀỳmpħǿmǻ, țħě
měđįčǻțįǿň, ẅħįčħ įș ķňǿẅň ģěňěřįčǻŀŀỳ ǻș įbřųțįňįb, ẅǻș ŀǻțěř ǻ
ppřǿvěđ țǿ
țřěǻț șǿmě pǻțįěňțș ẅįțħ čħřǿňįč ŀỳmpħǿčỳțįč ŀěųķěmįǻ, țħě čǿň
đįțįǿň Mș.
Řǻčěňěř ħǻș.
“Pěǿpŀě ẅħǿ ħǻđ ǿňě fǿǿț įň țħě ģřǻvě ǻfțěř fǻįŀįňģ mųŀțįpŀě přį
ǿř

25. čħěmǿțħěřǻpįěș, ẅħěň ģįvěň įbřųțįňįb, ħǻđ đřǻmǻțįč řěșpǿňșěș,”
șǻįđ Ķǻňțį Ř.
Řǻį, ǻ ŀěųķěmįǻ ěxpěřț ǻț Ňǿřțħ Șħǿřě-
ĿİJ Čǻňčěř İňșțįțųțě įň Ŀǻķě Șųččěșș, Ň.Ỳ.
Țħě đřųģ’ș ẅħǿŀěșǻŀě ŀįșț přįčě įș $116,600 ǻ ỳěǻř fǿř ŀěųķěmįǻ
pǻțįěňțș. Fǿř țħě
ħįģħěř đǿșě ňěěđěđ fǿř ŀỳmpħǿmǻ, įț įș ǻbǿųț $155,400. Přǿđųčě
řș ģǻvě įňșųřěřș
đįșčǿųňțș ǻvěřǻģįňģ 11% įň 2014, fįňǻňčįǻŀ șțǻțěměňțș șħǿẅ.
Fǿř pǻțįěňțș ǿň Měđįčǻřě—mǿřě țħǻň ħǻŀf ǿf İmbřųvįčǻ ųșěřș—
țħě fěđěřǻŀ
įňșųřǻňčě pįčķș ųp țħě bųŀķ ǿf țħě čǿșț ųňđěř țħě Pǻřț Đ přěșčřįp
țįǿň-đřųģ pŀǻň.
Bųț mǿșț Měđįčǻřě pǻțįěňțș șțįŀŀ fǻčěđ ǿųț-ǿf-
pǿčķěț čǿșțș ǿf $7,000 ǿř mǿřě ǻ
ỳěǻř.
Fǿř pǻțįěňțș ẅįțħ įňșųřǻňčě pųřčħǻșěđ přįvǻțěŀỳ ǿř přǿvįđěđ bỳ
ǻň ěmpŀǿỳěř,
ǿųț-ǿf-
pǿčķěț čǿșțș vǻřỳ ẅįđěŀỳ, fřǿm ǻ șmǻŀŀ čǿpǻỳ țǿ țħǿųșǻňđș ǿf đ
ǿŀŀǻřș. Țħě
Ǻffǿřđǻbŀě Čǻřě Ǻčț čǻppěđ čǿmměřčįǻŀŀỳ įňșųřěđ pǻțįěňțș’ ǿųț
-ǿf-pǿčķěț čǿșțș
fǿř ǻŀŀ čǻřě, įňčŀųđįňģ đřųģș. Țħě 2016 čǻp įș $6,850.
Đřųģ čǿmpǻňįěș, ǻẅǻřě țħǻț čǿșțș bǿřňě bỳ įňșųřěđ pǻțįěňțș čǻň
ŀįmįț șǻŀěș,
ħǻvě șțěppěđ ųp țħěįř șpěňđįňģ ǿň přǿģřǻmș țǿ đěfřǻỳ țħěm, șųč
ħ ǻș čǿpǻỳ
čǿųpǿňș.
Țħě ǻįđ přǿģřǻmș čǻň čǿmě ẅįțħ įňčǿmě ŀįmįțș ǻňđ ǿțħěř řěșțřįč

26. țįǿňș. İň țħě
čǻșě ǿf Mș. Řǻčěňěř įň Běŀŀěvįŀŀě, ǻ șųbųřb ǿf Șț. Ŀǿųįș, ǻ ħǿșp
įțǻŀ șǿčįǻŀ ẅǿřķěř
ŀǿǿķěđ įňțǿ ħěŀp fřǿm ňǿňpřǿfįț fǿųňđǻțįǿňș fųňđěđ bỳ đřųģ čǿ
mpǻňįěș. Ħěř
įňčǿmě ẅǻș țǿǿ ħįģħ țǿ qųǻŀįfỳ.
Șħě ěǻřňěđ ǻbǿųț $80,000 běțẅěěň ħěř jǿb ǻňđ Șǿčįǻŀ Șěčųřįțỳ.
Ħěř čǻř
pǻỳměňțș, čřěđįț-
čǻřđ đěbț ǻňđ ǻ $600 mǿňțħŀỳ mǿřțģǻģě ǿň ħěř řǻňčħ ħǿųșě
mǻđě țħě đřųģ přěșčřįběđ fǿř ħěř ŀěųķěmįǻ įň Fěbřųǻřỳ ųňǻffǿřđ
ǻbŀě.
…