Final Article Critique PowerPoint PresentationFor this assignme.docx

Final: Article Critique PowerPoint Presentation
For this assignment you will choose an article from a scientific
publication of your preference. Use the two articles we have
discussed in class as a guide for style and length so that you
have plenty of material to critique. Pick something that interests
you, or that you would like to learn about. This will help you in
formulating opinions and reactions.
ASSIGNMENT: (WORTH 75 POINTS)
Ideally, each component of this rubric would be its own slide.
However, if you want to condense a couple of points into one
slide that is acceptable. Just don’t overcrowd the slide with text.
(Think bullet points and short sentences)
Read the assigned article to identify and state the following: (5
Points Each)
· Title and Author(s)
· Citation for the Article (Use MLA Format)
· Research Question
· Hypothesis
· Methods
· Results
Once you have read the article state 5 critiques of the work. (5
Points Each) These could be in the methods, the experiment
design, conflict of interest, funding, etc. Think critically. What
about this article would make you doubt the results?
Finally, in your own words, summarize the findings of the
research. (10 Points) Use this summary to support your reaction
to the article. (5 Points)
Some prompting questions to help you develop your reaction
could be (but aren’t limited to):
· After reading this article would I use this product?
· How does this article effect my life? My family’s lives?
· Is this an area of science that needs more research?
· If this is a subject that is controversial, what is your opinion
after reading the article?

· Is this a political talking point? Are there candidates that have
made this issue a focus for them?
Once you have completed the PowerPoint, post it with the
narration in the notes of the presentation. (Hint: A good way to
effectively “narrate” a presentation is to think of your notes
section as a mini term paper, broken up over several sections.)
Your classmates should be able to read your narration, in
concert with the material on the slides, to understand the paper.
If I couldn’t read the article, how would you explain it to me?
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
States
-Benefit Analysis and Government Investments

and Sales; Wealth, property, and
Estates
ldview of Financial Administration in the Public
Sector
especially with respect to public
finances
uate studies
COURSE OBJECTIVES

American society.
ures and fiscal policy in the
United States.
-benefit analysis of policy expenditures and
government investments.
within the public sector.
-profit
revenue sources, budgeting
systems, and budgeting cycles.
of fiduciary
responsibilities and the secular
limitations of individual responsibility and accountability.
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public finance administration.
l and accounting
practices.

the management of public funds.
-hood” responsibilities as God’s
agent over public funds and their proper
administration and expenditure.
foundation to knowledge of public
finance.
study of public finance.
elf-assess and practice personal time management.
analysis of issues.
4
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.
5
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.
http://www.netlibrary.com/

6
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.

9
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:
– 2,000 words using APA formatting, including title
and reference pages
foundations application (500 – 750 words)
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0
UNIT ONE ASSIGNMENTS
INDIVIDUAL
navigating to and searching in the E-
Resource Databases

—
Individuals and Markets
o Read Chapters 1 and 2 in the textbook.
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.
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.
lecture and reading

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.
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
for Government Activities --
Externalities, Public Goods and
Public Choice
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.

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:
-37
-16
-28
-10
-7
lecture and reading assignments,
write a 500-word response to the following questions. Do not
use the question in your
response.
s 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?

stions: Post your initial responses by
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
-- The Relationship
of Cost-Benefit Analysis and The
Political Process to Specific Expenditures
unit quiz.
lecture and reading
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.
lecture and reading

value of human life?
Does the value of human life affect the efficiency of life-saving
programs and, if
so, how?
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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3
UNIT FOUR ASSIGNMENTS
INDIVIDUAL
Security and Health Care
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.
lecture and reading

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?
lecture and reading
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 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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4

UNIT FIVE ASSIGNMENTS
INDIVIDUAL
ent Expenditures
lecture and reading
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.?
lecture and reading

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.
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
--Theory and Structure
lecture and reading
questions. Do not use the task
in your response.
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?
lecture and reading
in your response.
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.
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
--Theory and Structure (continued)

lecture and reading
question. Do not use the task in
your response.
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?
lecture and reading
in your response.
or 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?
our initial responses by
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
Government Finance
o Read Chapter 18 in the textbook.
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:
financial resources?
e?
approach to the
administration of financial resources.
lecture and reading
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?

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.
Submit your document in
Canvas no later than Saturday at 11:59 p.m. central time.
Earlier submissions are encouraged.

1
8
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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9
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.
http://www.job/march-aprilarticle
2
0

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.
2
1

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.
2

2
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.
2

3
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
2
4
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

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