A Pure Theory of Local Expenditures
Author(s): Charles M. Tiebout
Source: Journal of Political Economy, Vol. 64, No. 5 (Oct., 1956), pp. 416-424
Published by: The University of Chicago Press
Stable URL: https://www.jstor.org/stable/1826343
Accessed: 11-02-2019 15:20 UTC
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A PURE THEORY OF LOCAL EXPENDITURES'
CHARLES M. TIEBOUT
Northwestern University
NE of the most important recent
developments in the area of
"applied economic theory" has
been the work of Musgrave and Samuel-
son in public finance theory.2 The two
writers agree on what is probably the
major point under investigation, namely,
that no "market type" solution exists to
determine the level of expenditures on
public goods. Seemingly, we are faced
with the problem of having a rather
large portion of our national income
allocated in a "non-optimal" way when
compared with the private sector.
This discussion will show that the
Musgrave-Samuelson analysis, which is
valid for federal expenditures, need not
apply to local expenditures. The plan of
the discussion is first to restate the as-
sumptions made by Musgrave and
Samuelson and the central problems with
which they deal. After looking at a key
difference between the federal versus
local cases, I shall present a simple
model. This model yields a solution for
the level of expenditures for local public
goods which reflects the preferences of
the population more adequately than
they can be reflected at the national
level. The assumptions of the model will
then be relaxed to see what implications
are involved. Finally, policy considera-
tions will be discussed.
THE THEORETICAL ISSUE
Samuelson has defined public goods as
"collective consumption goods (Xn + 1,
. . ., XX + n) which all enjoy in com-
mon in the sense that each individual's
consumption of such a good leads to no
subtraction from any other individual's
consumption of that good, so that
X,, + j = XI + j simultaneously for
each and every ith individual and each
collecti.
Introduction Symposium on Robust Political EconomyNick Cowen
This document provides an introduction to a symposium on Mark Pennington's book "Robust Political Economy". It summarizes the key ideas of Pennington's framework for analyzing and comparing institutional performance based on their ability to solve knowledge and incentive problems. The introduction discusses the intellectual context for Pennington's defense of classical liberalism in response to various critiques of capitalism. It explains the concept of "robustness" drawn from public choice theory and Austrian economics, which evaluates institutions based on their ability to cope with imperfect motivation and dispersed knowledge in society. The introduction sets up debates on Pennington's work to follow in the symposium papers.
The purpose of this exercise is to use economic theory to analyze .docxhelen23456789
The purpose of this exercise is to use economic theory to analyze some collective decision making outcome or public policy.
You can examine either the effects of this policy on the allocation of society’s resources, or you can study how or why the policy came to be adopted in the first place.
The collective decision making entity that is the focus of your analysis can be an electorate, a legislature (federal, state, local), a bureaucracy or executive agency, a court, an “informal” government (mafia, gang, warlord), a club, a committee or board, or even a supranational organization (UN, IMF, World Bank, WTO).
Alternatively, instead of studying a particular policy or decision, you can investigate the set of rules (constitution) or institutions (formal or informal) which regulate the decision making process.
In this case, you can explain either the origin of the rules or how the rules affect the ultimate decisions made.
The paper must be an original piece of work.
Plagiarism (e.g., copying-and-pasting from a web site without acknowledgement of the source) will result in a grade of zero being assigned to the paper.
The paper must be 8.5 to 10 pages in length, typed and double-spaced in 12-point font with normal one-inch margins.
All sources used in the paper must be listed alphabetically by author in a “List of References” appearing at the end of the paper.
Do not
list items that are
not
cited in the paper.
Use a consistent style of footnotes, endnotes or textual references to cite sources.
Below I have suggested some possible topics for your paper, together with some information sources on each.
These topics are merely for illustrative purpose.
While you are certainly free to pick one of these topics if you wish (and to use some of the literature listed), it is my hope that many of the students in the class will come up with topics of their own based on their own interests.
If you do pick your own topic, it is advisable to mention it to me in order to ensure that it is appropriate.
But you should not limit yourself: almost any conceivable issue that interests you can probably be developed into a suitable paper.
You must use
at least three
sources of information in your paper.
These sources must be
scholarly contributions
similar to those listed below.
A scholarly contribution is an article in a professional academic journal (e.g.,
American Economic Review
,
Public Choice
,
Cato Journal
), a scholarly monograph (a book that is not a textbook), a chapter in an edited volume of collected works, or an unpublished working paper (these are often distributed as part of a working paper series, such as that of the National Bureau of Economic Research,
www.nber.org/papers/
)
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These articles and books need not necessarily be written by economists: they could be from closely related fields such as law, political science or other social sciences.
You can search for academic literature on your topic by doing subj.
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3) It outlines four perspectives on public budgeting: political, economic, accounting, and public management. Budgets are policy tools that can describe resource allocation and implementation.
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This document provides an introduction to a symposium on Mark Pennington's book "Robust Political Economy". It summarizes the key ideas of Pennington's framework for analyzing and comparing institutional performance based on their ability to solve knowledge and incentive problems. The introduction discusses the intellectual context for Pennington's defense of classical liberalism in response to various critiques of capitalism. It explains the concept of "robustness" drawn from public choice theory and Austrian economics, which evaluates institutions based on their ability to cope with imperfect motivation and dispersed knowledge in society. The introduction sets up debates on Pennington's work to follow in the symposium papers.
The purpose of this exercise is to use economic theory to analyze .docxhelen23456789
The purpose of this exercise is to use economic theory to analyze some collective decision making outcome or public policy.
You can examine either the effects of this policy on the allocation of society’s resources, or you can study how or why the policy came to be adopted in the first place.
The collective decision making entity that is the focus of your analysis can be an electorate, a legislature (federal, state, local), a bureaucracy or executive agency, a court, an “informal” government (mafia, gang, warlord), a club, a committee or board, or even a supranational organization (UN, IMF, World Bank, WTO).
Alternatively, instead of studying a particular policy or decision, you can investigate the set of rules (constitution) or institutions (formal or informal) which regulate the decision making process.
In this case, you can explain either the origin of the rules or how the rules affect the ultimate decisions made.
The paper must be an original piece of work.
Plagiarism (e.g., copying-and-pasting from a web site without acknowledgement of the source) will result in a grade of zero being assigned to the paper.
The paper must be 8.5 to 10 pages in length, typed and double-spaced in 12-point font with normal one-inch margins.
All sources used in the paper must be listed alphabetically by author in a “List of References” appearing at the end of the paper.
Do not
list items that are
not
cited in the paper.
Use a consistent style of footnotes, endnotes or textual references to cite sources.
Below I have suggested some possible topics for your paper, together with some information sources on each.
These topics are merely for illustrative purpose.
While you are certainly free to pick one of these topics if you wish (and to use some of the literature listed), it is my hope that many of the students in the class will come up with topics of their own based on their own interests.
If you do pick your own topic, it is advisable to mention it to me in order to ensure that it is appropriate.
But you should not limit yourself: almost any conceivable issue that interests you can probably be developed into a suitable paper.
You must use
at least three
sources of information in your paper.
These sources must be
scholarly contributions
similar to those listed below.
A scholarly contribution is an article in a professional academic journal (e.g.,
American Economic Review
,
Public Choice
,
Cato Journal
), a scholarly monograph (a book that is not a textbook), a chapter in an edited volume of collected works, or an unpublished working paper (these are often distributed as part of a working paper series, such as that of the National Bureau of Economic Research,
www.nber.org/papers/
)
.
These articles and books need not necessarily be written by economists: they could be from closely related fields such as law, political science or other social sciences.
You can search for academic literature on your topic by doing subj.
Gated communities have grown rapidly in the US and other developing countries, driven by desires for security and amenities. However, they exacerbate urban inequality and segregation. While providing short-term profits and benefits to developers and wealthy residents, gated communities undermine long-term quality of life and environmental sustainability. By socially and economically segregating communities, gated developments promote urban sprawl and fragmentation rather than smart, equitable growth.
The document provides an overview of three main types of economic systems: command economy, market economy, and mixed economy. It explains that a command economy involves major economic decisions being made by the government, while a market economy gives businesses and consumers more freedom to make decisions with limited government involvement. A mixed economy combines elements of both command and market economies. The document also provides examples of countries that utilize different economic systems and notes that some developing countries are moving toward more market-based systems.
Explain the pros and cons of the politics.docxwrite4
The document discusses several topics related to public administration:
1) It discusses the pros and cons of the politics-administration dichotomy proposed by Woodrow Wilson, noting that government can implement laws without votes which promotes centralized bureaucracy.
2) It discusses how the issue of illegal immigration demonstrates intergovernmental relations challenges in the US due to conflicting perspectives on jobs and economics.
3) It outlines four perspectives on public budgeting: political, economic, accounting, and public management. Budgets are policy tools that can describe resource allocation and implementation.
Persuasive Essay On Capital Punishment. Essay on Capital Punishment Internat...Monica Clark
007 Persuasive Essay About Death Penalty Capital Punishment L ~ Thatsnotus. Persuasive Writing - Capital Punishment. - GCSE Religious Studies .... Capital Punishment Persuasive Speech | PDF | Punishments | Capital .... Capital Punishment (Essay) | Capital Punishment | Hanging.
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This document discusses a study that analyzes the relationship between hours worked during school and academic performance using unique data from a college with a mandatory work-study program. A naive OLS regression indicates working more hours is positively associated with better academic performance, but this does not account for endogeneity of hours worked. Instrumental variable estimators can help address endogeneity but finding good instruments is difficult. The study uses new data from Berea College, where all students receive tuition scholarships and must participate in work-study, to better understand how endogeneity may bias estimates of the impact of employment on academics.
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- Higher gasoline prices in the US led to increased domestic production elsewhere and a surge of imports to the Gulf Coast region.
- Exports from the Gulf Coast declined as supplies were kept in the domestic market.
- Companies dipped into gasoline inventories to meet demand, showing how markets can rapidly adapt to changes through price signals.
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This document contains an excerpt from an Advanced Placement American History exam that provides documents A-H and asks students to write an essay analyzing the extent to which characterizations of Franklin D. Roosevelt as a liberal and Herbert Hoover as a conservative are valid based on the evidence from the documents and their knowledge of the period. The documents include speeches from Hoover and FDR during their presidencies addressing the Great Depression and the appropriate role of government.
This document discusses building a visualizer to model economic activity and human exchange. It outlines steps to structure the model, including:
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2) Setting up the graph by region, and adding basic economic metrics like population, income distributions, and industry categories.
3) Distributing populations across industries and income tiers, and mapping savings, debts, and investments scaled to income ratios.
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This document discusses the nexus between political and economic integration. It begins by defining politics and economy, noting they are intertwined. Politics involves the distribution of limited resources while economy is the resource bank that powers are exercised over. Integration refers to the combination of distinct actors for cooperation. The document then examines concepts in political economy like labor, means of production, relations of production, and mode of production. It analyzes how political and economic systems interact and influence each other throughout history.
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BBA 3551, Information Systems Management 1 Course Lea.docxtarifarmarie
BBA 3551, Information Systems Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
7.2 Identify the tools that will help create a successful collaboration IS.
Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
Chapter 2 investigates ways that information systems (IS) can support collaboration. It defines collaboration
and discusses collaborative activities and criteria for successful collaboration. It also discusses the kind of
work that collaborative teams do, requirements for collaborative IS, and important collaborative tools for
improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
Cooperation occurs when people work together toward a common goal. For example, in teamwork, each
team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
assign a person from software development to develop the software application, and assign a person from
operations to set up a testing environment. Each of these team members would work with the project
manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
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August 4, 2011 TAX FLIGHT IS A MYTH Higher State .docxtarifarmarie
August 4, 2011
TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
false. The effects of tax increases on migration are, at most, small — so small that states that raise
income taxes on the most affluent households can be assured of a substantial net gain in revenue.
The basic facts, as this report explains, are as follows:
Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
born in the United States change their state of residence over the course of their entire lifetime.
And when people do relocate, a large body of scholarly evidence shows that they do so
primarily for new jobs, cheaper housing, or a better climate. A person’s age, education, marital
status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
moving from one state to another, but housing costs are far more variable. The difference
between housing costs in two different states is often many times greater than the difference in
taxes. So what might look like migration in search of lower taxes is really often migration for
cheaper housing.
Consider Florida, often claimed as a state that attracts households because of its low taxes
(Florida has no income tax). In the latter half of the 2000s, the previously rapid influx of U.S.
migrants into Florida slowed and then reversed — Florida actually started losing population.
The state enacted no tax policy change that can explain this reversal. What did change was
1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
homeowners to increase their personal wealth by selling their pricey houses and purchasing a
comparable or better home in Florida at a lower price. But housing prices in Florida rose
sharply during the mid-2000s, narrowing opportunities for Northeasterners to “trade up” on
their expensive homes. And consider California: its loss of househ.
BHA 3202, Standards for Health Care Staff 1 Course Le.docxtarifarmarie
BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
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Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docxtarifarmarie
This document provides instructions for Laboratory 4 on measuring principal strains and stresses in a cantilever beam. Students will use a strain gage rosette mounted on a pre-gaged cantilever beam to measure strains under different applied loads. They will then calculate the principal strains and stresses from the strain measurements and compare the longitudinal stress to values calculated from beam flexure equations. The goal is to determine the principal strains and stresses in the beam and understand how strain gages can be used to characterize mechanical loading.
BHR 4680, Training and Development 1 Course Learning .docxtarifarmarie
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docxtarifarmarie
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
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Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Explain how information systems can be used to gain and sustain competitive advantage.
4.1 Discuss how collaboration IS can provide competitive advantages for a specific organization.
4.2 Explain why collaboration IS are important from the organization’s perspective.
7. Summarize the requirements for successful collaboration in information systems management.
7.1 Discuss how collaboration tools can improve team communication.
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Course/Unit
Learning Outcomes
Learning Activity
4.1
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
4.2
Unit Lesson
Chapter 2
Chapter 3
Unit II PowerPoint Presentation
7.1
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
7.2
Unit Lesson
Chapter 2
Unit II PowerPoint Presentation
Reading Assignment
Chapter 2: Collaboration Information Systems
Chapter 3: Strategy and Information Systems, Q3-1 – Q3-8
Unit Lesson
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improving communicating content. The chapter ends with a discussion of collaboration in 2024.
Collaboration and Cooperation
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team member is given a task to complete such as a project component. Collaboration occurs when people,
together or remotely, work together toward a common goal (Kroenke & Boyle, 2017). For example, a team
member in California and a team member in Texas might meet using Skype to discuss ideas for a project.
Figure 1 below illustrates collaboration in a team environment. In this illustration, the project manager is
responsible for collaborating with team members who are in different departments. For example, the project
manager may assign a project administrator who will document the various stages of project development,
UNIT II STUDY GUIDE
Collaboration Information Systems and
Strategy and Information Systems
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
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manager and with each other throughout the project; however, the project manager would be the main point
of contact.
Feedback and iteration are involved so that the
results of the collaborative effort are greater
than could be produced by any of the
individuals .
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TAX FLIGHT IS A MYTH
Higher State Taxes Bring More Revenue, Not More Migration
By Robert Tannenwald, Jon Shure, and Nicholas Johnson1
Executive Summary
Attacks on sorely-needed increases in state tax revenues often include the unproven claim that tax
hikes will drive large numbers of households — particularly the most affluent — to other states.
The same claim also is used to justify new tax cuts. Compelling evidence shows that this claim is
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income taxes on the most affluent households can be assured of a substantial net gain in revenue.
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Migration is not common. Most people have strong ties to their current state, such as job,
home, family, friends, and community. On average, just 1.7 percent of U.S. residents moved
from one state to another per year between 2001 and 2010, and only about 30 percent of those
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status, and a host of other factors also affect decisions about moving.
The migration that’s occurring is much more likely to be driven by cheaper housing
than by lower taxes. A family might be able to cut its taxes by a few percentage points by
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between housing costs in two different states is often many times greater than the difference in
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Consider Florida, often claimed as a state that attracts households because of its low taxes
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1 Dylan Grundman, Anna Kawar, Eleni Orphinades, and Ashali Singham contributed to this report.
820 First Street NE, Suite 510
Washington, DC 20002
Tel: 202-408-1080
Fax: 202-408-1056
[email protected]
www.cbpp.org
2
housing prices. Previously, the state’s lower housing prices had enabled Northeastern
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BHA 3202, Standards for Health Care Staff 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
4. Discuss the impact personal skills have on the workplace.
4.1 Describe the various types of personal goals that can affect professional development.
Course/Unit
Learning Outcomes
Learning Activity
4
Unit Lesson
Chapter 11
Unit II Essay
4.1
Unit Lesson
Chapter 3
Unit II Essay
Reading Assignment
Chapter 3: Setting Goals and Time Management
Chapter 11: Professionalism in Action
Unit Lesson
José has decided to apply for the position of healthcare administrator at his clinic. Jane suggested that he
should think about where he wants his career to go from the short-term to the long-term before he interviews
for the position she will be vacating next month. She has stressed to him that professionalism, and all that the
term implies, is the key characteristic that the healthcare administration position requires. José will need to
reflect on his goals and the manner in which he presents himself to his colleagues at the clinic.
In Chapter 3 of your textbook, we look at how to set goals and utilize time management skills to enhance our
skills, knowledge, and abilities in the healthcare administration field. Let us look first at the different types of
goals we can set, starting with the types of goals to consider:
personal,
educational,
career, and
community.
Personal goals are the things that make life interesting. We may want to learn to ski or try skydiving one day.
Having personal goals enhances one's self-concepts and self-esteem. They can be as simple as going to a
new movie or planning for retirement.
Education and lifelong learning should be something all professionals keep in mind, and setting educational
goals is an important part of being a professional. Being in this program is clearly a part of an educational
goal that you have set for yourself. Being successful at meeting educational goals also tells others that you
are someone who can meet goals too.
UNIT II STUDY GUIDE
Goals and Professionalism
BHA 3202, Standards for Health Care Staff 2
Another type of goal the healthcare professional must address is the career goal. You have already
demonstrated that you have set a career goal by enrolling in this program and course. While these are clearly
educational goals, they actually are also career goals. As José is learning, advancing in his career at his
healthcare clinic is now a career goal of his and one that he needs to plan for carefully to ensure success.
José is wondering what exactly community goals are and if he has any and just does not know it. As Chapter
3 explains, we are all a part of a community, and we all contribute in some way to our communities. José is a
part of the healthcare clinic community because he and associates go out for dinner once a mo.
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Assignment – 8600-341 (Leading and motivating a team effectively) - Part A
This document is for guidance only – to be used in the classroom workshop. Your actual assignment must be completed on the electronic template you will find on Online Services.
Part A (AC 1.1, 1.2, 1.3, 2.1, 2.2,2.3) (800 to 1,500 words)
The assessment requirements for this unit are as follows:
Learning Outcome One - Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall
vision and strategy of the organisation
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
AC1.3 Assess the effectiveness of own communication skills on the basis of the above
Learning Outcome Two - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different
situations, teams and individuals
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their
commitment to objectives
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and
give practical examples of when this will be necessary
NAME:
Khalid aljohari
COHORT:
COMPANY:
WORD COUNT
LEARNING OUTCOME 1 – Know how to communicate the organisations vision and strategy to the team
AC1.1 Explain the importance of the team having a common sense of purpose that supports the overall vision and strategy of the organisation (approx. 200 words)
Type here:
· Talk about motivation
· Think team charter
· About DIB vision
AC1.2 Explain the role that communication plays in establishing a common sense of purpose
(pprox.. 200 words)
Type here:
· Task understanding
· Leader creditability
· Help positive environment
· Working together
· Better performance
· accuracy
· Less waste
· Less mistake
AC1.3 Assess the effectiveness of own communication skills on the basis of the above (approx. 200 words)
Type here:
· Active listening
· How to get feedback
· Communicate creatively
· Write side effect
LEARNING OUTCOME 2 - Know how to motivate and develop the team
AC2.1 Describe the main motivational factors in a work context and how these may apply to different situations, teams and individuals (approx. 200 words)
Type here:
· Range about main factors
· MOZ Lose and Mayo
· Mayo achievements
· Talk about bonus and achievement
AC2.2 Explain the importance of a leader being able to motivate teams and individuals and gain their commitment to objectives (approx. 200 words)
Type here:
· Details explanation
· Why is import for leader and motivate team
· Individual commitment and objective
AC2.3 Explain the role that the leader plays in supporting and developing the team and its members and give practical examples of when this will be necessary (pprox.. 200 words)
Type here:
·.
BIOEN 4250 BIOMECHANICS I Laboratory 4 – Principle Stres.docxtarifarmarie
This document provides instructions for Laboratory 4 on measuring principal strains and stresses in a cantilever beam. Students will use a strain gage rosette mounted on a pre-gaged cantilever beam to measure strains under different applied loads. They will then calculate the principal strains and stresses from the strain measurements and compare the longitudinal stress to values calculated from beam flexure equations. The goal is to determine the principal strains and stresses in the beam and understand how strain gages can be used to characterize mechanical loading.
BHR 4680, Training and Development 1 Course Learning .docxtarifarmarie
BHR 4680, Training and Development 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Discuss the training implications of behavioral and cognitive learning in the training environment.
1.1 Discuss the influences and learning in the workplace that contribute to training and
development.
2. Compare the relationship between human resources and human resource development functions in a
large global organization to the functions of a small global organization.
2.1 Explain the use of training and development as a contributing factor to business success.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
2.1
Unit I Lesson
Chapter 1
Chapter 2
Unit I Assessment
Reading Assignment
Chapter 1: Introduction to Employee Training and Development, pp. 7-50
Chapter 2: Strategic Training, pp. 65-89, 104-105
Unit Lesson
Human Resource Management and Human Resource Development
Human resource management (HRM) consists of seven functions: strategy and planning, equal employment
opportunities (EEO), talent management, risk management and worker protection, recruitment and staffing,
rewards, and employee and labor relations (Mathis, Jackson, Valentine, & Meglich, 2017). HRM plays a vital
role in human resource development (HRD). In HRM, you have the human resource manager who is
responsible for all functions of human resources (HR), compared to an HRD manager who is solely
responsible for training and development and project management for HR. HRD is the use of training and
development, organizational development, and career development to improve overall effectiveness within
the organization (Noe, 2017). In creating the needed training and development plan for an organization, HRM
and HRD work collaboratively, or it can be an individual effort by each entity. According to Noe (2017),
organizations can allow training to be a part of HRM, but that can lead to less attention being provided and
less focus being applied than when allowing the training aspect to be handled by HRD. Regardless of the
choice, training and development requires a team effort from upper management, middle management,
frontline managers and workers, and others.
UNIT I STUDY GUIDE
Introduction to Training and Development
BHR 4680, Training and Development 2
UNIT x STUDY GUIDE
Title
What Is Learning?
Learning is when employees acquire “knowledge, skills, competencies, attitudes, or behaviors” (Noe, 2017,
p. 5). During the learning and training processes, you must consider your audience type(s) and the learning
style(s) of your audience members. Your audience types can consist of high-tech, low-tech, or lay audience
members or a combination of these types. With learning styles ranging from tactile learners to auditory
learners to visual learners, you, as the manager, must be able to deliver training .
Business Plan 2016 Owners Mick & Sheryl Dun.docxtarifarmarie
Business Plan 2016
Owners Mick & Sheryl Dundee
6 Gumnut Road, DANDENONG, VIC, 3025
(03) 9600 7000 [email protected]
Confidentiality Agreement
The undersigned reader acknowledges that the information provided by National Camper Trailers in this
business plan is confidential; therefore, reader agrees not to disclose it without the express written
permission of National Camper Trailers.
It is acknowledged by reader that information to be furnished in this business plan is in all respects
confidential in nature, other than information which is in the public domain through other means and that
any disclosure or use of same by reader may cause serious harm or damage to National Camper Trailers.
Upon request, this document is to be immediately returned to National Camper Trailers.
___________________
Signature
___________________
Name (typed or printed)
___________________
Date
This is a business plan. It does not imply an offering of securities.
Table of Contents
Page 1
Contents
1.0 Objectives ................................................................................................................................. 2
1.1 Mission .................................................................................................................................. 2
1.2 Keys to Success..................................................................................................................... 2
2.0 Company Summary .................................................................................................................. 2
2.1 Company Ownership ............................................................................................................ 3
2.2 Company History .................................................................................................................. 3
2.3 Performance over the past 10 years ...................................................................................... 4
3.0 Company Structure ................................................................................................................... 6
3.1 Factory and Manufacturing ................................................................................................... 6
3.2 Assembly and Fitout ............................................................................................................. 6
3.3 Finance and administration. .................................................................................................. 6
3.3 Human Resources and WHS ................................................................................................. 7
3.4 Sales and Marketing .............................................................................................................. 7
4.0 SWOR Analysis ....................................................................................................................
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 1
Required Uniform Assignment: National Patient Safety Goals
PURPOSE
This exercise is designed to increase the students' awareness of the National Patient Safety Goals developed
by The Joint Commission. Specifically, this assignment will introduce the Speak Up Initiatives, an award-
winning patient safety program designed to help patients promote their own safety by proactively taking
charge of their healthcare.
COURSE OUTCOMES
This assignment enables the student to meet the following course outcomes.
CO #2: Apply the concepts of health promotion and illness prevention in the laboratory setting. (PO #2)
CO #8: Explain the rationale for selected nursing interventions based upon current nursing literature. (PO
#8)
DUE DATE
Week 6
Campus: As directed by your faculty member
Online: As directed by your faculty member
POINTS
50 points
REQUIREMENTS
1. Select a Speak Up brochure developed by The Joint Commission. Follow this link to the proper
website: http://www.jointcommission.org/topics/speakup_brochures.aspx.
2. Write a short paper reviewing the brochure. Use the Grading Criteria (below) to structure your
critique, and include current nursing or healthcare research to support your critique.
a. The length of the paper is to be no greater than three pages, double spaced, excluding title
page and reference page. Extra pages will not be read and will not count toward your grade.
3. This assignment will be graded on quality of information presented, use of citations, and use of
Standard English grammar, sentence structure, and organization based on the required components.
4. Create the review using Microsoft Word 2007 (a part of Microsoft Office 2007), the required format for
all Chamberlain documents. You can tell that the document is saved as a MS Word 2007 document
because it will end in “.docx.”
5. Any questions about this paper may be discussed in the weekly Q & A Forum in your online course or
directly with your faculty member if you are taking NR224 on campus.
6. APA format is required with both a title page and reference page. Use the required components of the
review as Level 1 headers (upper- and lowercase, bold, centered).
a. Introduction
b. Summary of Brochure
c. Evaluation of Brochure
d. Conclusion
PREPARING THE PAPER
The following are the best practices in preparing this paper.
1) Read the brochure carefully and take notes. Highlighting important points has been helpful to many
students.
http://www.jointcommission.org/topics/speakup_brochures.aspx
Assignment Guidelines NR224 Fundamentals - Skills
NR224 Safety Goals RUA.docx Revised 06/14/2016 BME 2
2) Title page: Include title of your paper, your name, Chamberlain College of Nursing, NR224
Fundamentals—Skills, faculty name, and the date. Center all items between the .
Brand Extension Marketing Plan 8GB530 Brand Extension Marketi.docxtarifarmarie
Brand Extension Marketing Plan 8
GB530 Brand Extension Marketing Plan: Guide
Introduction
Use this document as your guide to success. All Brand Extension Marketing Plan documents should use 1” margins, 12 pt. font, and include a cover page and a reference page.
For the Brand Extension Marketing Plan Assignments in this class you will not use the usual APA rules which require in-text citations as 1) no marketing plan ever uses direct quoting within its contents, 2) we are making an exception due to the nature of a Marketing Plan Assignment and 3) you will not use double-spacing but instead you will use this document’s formatting.
It is important that you write your Brand Extension Marketing Plan in third person (there is no “I” in a marketing plan), using your own words, and/or paraphrasing instead of direct quoting. Once deposited into the Dropbox for grading, Brand Extension Marketing Plan Assignments are submitted to Turnitin® for a potential plagiarism review, so it continues to be important for you never to use anyone else’s words verbatim.
For each of the Brand Extension Marketing Plan Assignments, you should list, on the reference page, all of the references you used when preparing your plan. Again, you do not need to include the in-text parentheses noting references and timeframes as normally required in our APA Assignments, but you do need to use APA to format your references list. If you have any questions on this exception to using APA, let me know.
All the components of the Marketing Plan are assessed using the following:
Subject Mastery Rubric: Knowledge (Can define major ideas) or Comprehension (Can discuss major ideas) or Application (Can apply major concepts to new situations).
A MARKETING PLAN IS THE FOUNDATION FOR ALL MARKETING EFFORTSBeginning your Brand Extension Marketing Plan: The Product Proposal
The major project in this course is to complete a Brand Extension Marketing Plan for one new product on the behalf of an existing for-profit organization.
As you begin your project, you need to first assume you have the role of a marketing manager for one,new, currently not available from your selected Brand Company, product on the behalf of a real, for-profit organization. Consider this a “brand extension”: you are adding a product to an existing company’s product line.
Think about your selection – the proposal is for a New Product for a New Market of consumers! Extend the Brand Name into new product markets by offering a “new to the company” product.
Companies may do this by buying an existing product, or importing a new product and putting their brand name on it – or they develop their own product to compete in the new market.
Module 1 BEMP Proposal - What will your project be about?
Submit your response to the following questions as a Product Proposal:
1. What is the brand name of your for-profit business/organization?
1. What is the new product, not currently in existence, that will generate revenue for .
Building a Dynamic Organization The Stanley Lynch Investme.docxtarifarmarie
" Building a Dynamic Organization
The Stanley Lynch Investment Group is a large investment firm headquartered in New York. The firm has 12 major investment funds, each with analysts operating in a separate department. Along with knowledge of the financial markets and the businesses it analyzes, Stanley Lynch’s competitive advantage comes from its advanced and reliable computer systems. Thus an effective information technology (IT) divi-sion is a strategic necessity, and the company’s chief infor-mation officer (CIO) holds a key role at the firm.
When the company hired J. T. Kundra as a manager of technology, he learned that the IT division at Stanley Lynch consisted of 68 employees, most of whom specialized in serving the needs of a particular fund. The IT employees serving a fund operated as a distinct group, each of them led by a manager who supervised several employees. (Five employees reported to J. T.)
He also learned that each group set up its own computer system to store information about its projects. The problems with that arrangement quickly became evident. As J. T. tried to direct his group’s work, he would ask for documentation of one program or another. Sometimes, no one was sure where to find the documentation; often he would get three different responses from three different people with three versions of the documentation. And if he was interested in another group’s project or a software program used in another department, getting information was next to impos-sible. He lacked the authority to ask employees in another group to drop what they were doing to hunt down informa-tion he needed.
J. T. concluded that the entire IT division could serve the firm much better if all authorized people had easy access to the work that had already been done and the software that was available. The logical place to store that informa-tion was online. He wanted to get all IT projects set up in a cloud so that file sharing, and therefore knowledge sharing, would be more efficient and reliable. A challenge would be to get the other IT groups to buy in to the new system given that he had authority over so few of the IT workers.
J. T. started by working with his group to blueprint how the system would work. Then he met with two higher-level managers who report to the CIO. He showed them the plan and explained that fast access to information would improve the IT group’s quality and efficiency, thus increasing the pro-ductivity of the entire firm. He suggested that the managers require all IT employees to use the cloud system. He even persuaded them that their use of the system should be mea-sured for performance appraisals, which directly impacts annual bonuses.
The various IT groups quickly came to appreciate that the system would enhance performance. Adoption was swift, and before long, the IT employees came to think of it as one of their most important software systems.
DISCUSSION QUESTIONS
1. Give an example of differentiation in Stan.
BBA 4351, International Economics 1 Course Learning O.docxtarifarmarie
BBA 4351, International Economics 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Appraise how globalization contributes to greater economic interdependence.
1.1 Explain the importance of globalization in terms of the law of comparative advantage.
2. Discuss how comparative advantages lead to gains from international trade.
2.1 Explain the principle of absolute and comparative advantage.
Course/Unit
Learning Outcomes
Learning Activity
1.1
Unit I Lesson
Chapter 1
Unit I Essay
2.1
Unit I Lesson
Chapter 2
Unit I Essay
Reading Assignment
Chapter 1: The International Economy and Globalization
Chapter 2: Foundations of Modern Trade Theory: Comparative Advantage
Unit Lesson
Globalization
Today, every part of the world is connected, and no country can be completely secluded and stand by itself.
In other words, countries in a global economy must be interdependent. Throughout this course, you will learn
how a nation interacts with other countries in the global economy. More specifically, you will understand how
principles of economics can be applied to the global economy where countries are interdependent.
There are a number of advantages and disadvantages to globalization as listed in the chart below from the
textbook.
The Unit l Lesson provides some new perspectives on various stages of globalization. Baldwin (2016) briefly
summarizes four important phases of globalization that occurred during the past 200,000 years. The textbook
stresses the fact that the third phase of globalization began with the steam engine and other significant
improvements in transportation, increasing trade in goods and services among different parts of the world
(Carbaugh, 2017). The fourth phase of globalization, which is not mentioned in our textbook, involves the
transfer of rich-country technologies to workers in poor countries. This, in turn, has increased productivity and
expedited industrialization in those poor countries. Baldwin (2016) argues that a reorientation of strategy and
policy in both rich and poor countries is necessary. Rich countries need to develop better rules for governing
foreign investment and intellectual property rights as well as concentrate on the training and welfare of
workers rather than the preservation of particular jobs.
UNIT I STUDY GUIDE
International Economy and
Comparative Advantage
BBA 4351, International Economics 2
UNIT x STUDY GUIDE
Title
Think about what the next stage of globalization will be. It is not going to be industrialization for sure. What
might it be? Some experts believe the next phase of globalization will be Big Data—a large volume of
complex datasets that can be used in decision-making in various fields.
The United States as an Open Economy
The U.S. economy is a part of the global economy and, therefore, has been integrated into global markets in
past decades. Duri.
BSL 4060, Team Building and Leadership 1 Course Learn.docxtarifarmarie
BSL 4060, Team Building and Leadership 1
Course Learning Outcomes for Unit I
Upon completion of this unit, students should be able to:
1. Summarize the determinants of high-performance teams.
1.1 Discuss the four Cs of team performance.
1.2 Explain how each of the four Cs contributes to improved performance.
4. Explain the importance of teamwork in an organization.
4.1 Explain the two types of self-directed work teams and the three generic team types.
4.2 Discuss how an organization's context of culture, structure, and systems supports teamwork.
Reading Assignment
Chapter 1: The Search for the High-Performing Team
Chapter 2: Context: Laying the Foundation for Team Success
Please use the Business Source Complete database in the CSU Online Library to read the following article:
Warrick, D. D. (2014). What leaders can learn about teamwork and developing high performance teams
from organization development practitioners. OD Practitioner, 46(3), 68-75.
Unit Lesson
This unit begins with a brief history of team building. The first efforts to improve organizations came from T-
groups (training groups) and from the National Training Laboratories in Silver Spring, Maryland. Participants
in T-groups learned to communicate in a more open and honest manner, accept responsibility for their
behavior, and engage in relationships based on equality rather than on hierarchy or status. In 1968, Campbell
and Dunnette conducted a study of the impact of T-groups on organizational performance. They concluded
that while T-groups did help individuals become more comfortable with their ability to manage interpersonal
relationships, T-groups had virtually no impact on organization or team performance. The team-building
paradigm was created to shift from an unstructured T-group to a more focused and defined process for
training a group in collaborative work and problem solving.
UNIT I STUDY GUIDE
The Foundation for Team Success
BSL 4060, Team Building and Leadership 2
UNIT x STUDY GUIDE
Title
The four Cs of high-performing teams were developed as a platform to build effective teams. The first C is
context, or the organizational environment. According to Dyer, Dyer, and Dyer (2013), questions to consider
in relation to the first C include the following.
How important is effective teamwork to accomplishing this particular task?
What type of team (e.g., task team, decision team, self-directed team) do I need?
Do my organization's culture, structure, and processes support teamwork?
The second C is composition, or the skills, attitudes, and experience of the team members. According to
Dyer, et al. (2013), one should consider the following questions.
To what extent do individual members have the technical skills required to complete the task?
To what extent do they have the interpersonal and communication skills required to coordinate their
work with others?
To what .
BHA 3002, Health Care Management 1 Course Learning Ou.docxtarifarmarie
BHA 3002, Health Care Management 1
Course Learning Outcomes for Unit II
Upon completion of this unit, students should be able to:
6. Analyze the finance system in a healthcare organization.
6.1 Examine key differences between for-profit, not-for-profit, and public healthcare facilities.
6.2 Explain the process of creating and balancing a healthcare facility budget.
8. Evaluate ways to improve the quality and economy of patient care.
8.1 Describe the process of quality review and privileging for physicians.
8.2 Discuss the importance of quality initiatives, quality equipment and supplies, and quality
regulations.
8.3 Identify a management problem in a healthcare organization.
Course/Unit
Learning Outcomes
Learning Activity
6.1
Chapter 3 Reading
Unit Assessment
6.2
Chapter 3 Reading
Unit Assessment
8.1
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.2
Unit Lesson
Chapter 4 Reading
Unit Assessment
8.3
Unit Lesson
Chapter 4 Reading
Unit II Project Topic
Reading Assignment
Chapter 3: Financing the Provision of Care
Chapter 4: Quality of Care
Unit Lesson
Evidence-Based Performance Measures
One of the hottest topics in healthcare administration today is evidence-based performance, and you certainly
need a solid understanding of this process in order to function effectively as a healthcare leader moving into
the future. American health care needs to improve. There is no doubt about that. Americans deserve more
bang for the buck that they spend on medical services. One of the most important initiatives to make that
happen is a move to more evidence-based practice.
What evidence-based performance is truly all about, first and foremost, is the patient (UT Health, 2015). In
particular, it is all about making sure that the patient receives care based upon the best and latest research
that is available for the patient’s own particular health problem or set of health problems. It is about giving the
right care, every time, for every patient. Other benefits of a solid evidence-based medicine program include
the ability to assure your own community that your hospital provides high quality care and that you are doing
your own quality review studies to make sure of this. Finally, evidence-based medicine makes sense because
UNIT II STUDY GUIDE
Financing and Quality for
Health Care
BHA 3002, Health Care Management 2
UNIT x STUDY GUIDE
Title
the Centers for Medicare Services (CMS) demands it of us. They will actually pay us more for our services if
we meet evidence-based performance criteria and goals, and they will financially penalize us if we do not
meet evidence-based goals. In short, there are many good reasons to implement evidence-based medicine in
your own medical facility.
Currently, there are several national focus areas for evidence-based medicine programs. These are heart
failure (HF), acute myocardial infarction (AMI), pneumonia (PN), and th.
BBA 3551, Information Systems Management Course Learn.docxtarifarmarie
BBA 3551, Information Systems Management
Course Learning Outcomes for Unit III
Upon completion of this unit, students should be able to:
8. Evaluate major types of hardware and software used by organizations.
8.1 Describe the features of a chosen NoSQL database.
8.2 Discuss how the use of a NoSQL database will affect competitive strategies in this era of IoT
(Internet of Things).
Course/Unit
Learning Outcomes
Learning Activity
8.1
Unit Lesson
Chapter 5
Unit III PowerPoint Presentation
8.2
Unit Lesson
Chapter 4
Chapter 5
Unit III PowerPoint Presentation
Reading Assignment
Chapter 4: Hardware, Software, and Mobile Systems, Q4-1 – Q4-7
Chapter 5: Database Processing, Q5-1 – Q5-7
Unit Lesson
In Unit II, we investigated ways that information systems (IS) can support collaboration, and we reviewed
Porter’s five forces model. In this unit, we will discuss the basic concepts of hardware and software. We will
also discuss open source software development and database management systems and compare the
differences between native and thin-client applications. Lastly, we will explore mobile systems and the
characteristics of quality mobile user experiences.
It is important that business professionals understand hardware components, types of hardware, and
computer data. We will start with bits and bytes. Computers use bits to represent basic units of data such as
ones and zeros. You should know the difference between bits, bytes, kilobytes, megabytes, gigabytes,
terabytes, petabytes, and exabytes (see Figure 1).
Term Definition Abbreviation
Byte A group of binary bits
Kilobyte 1,024 bytes K
Megabyte 1,024 K or 1, 048, 576 bytes MB
Gigabyte 1,024 MB or 1,073,741,824 bytes GB
Terabyte 1,024 GB or 1,099,511,627,776 bytes TB
Petabyte 1024 TB or 1, 125,899,906,842,624 bytes PB
Exabyte 1,024 PB or 1,152,921,504,606,846,976 bytes EB
Figure 1: Storage capacity terminology
(Kroenke & Boyle, 2017)
UNIT III STUDY GUIDE
Hardware, Software, and Mobile
Systems and Database Processing
BBA 3551, Information Systems Management 2
UNIT x STUDY GUIDE
Title
A byte generally contains eight bits. A switch can be open or closed. An open switch represents 0 or off, and
a closed switch represents 1 or on. Bits are basic units of data, such as ones and zeros, while data can be
represented by variables such as numbers, images, graphics, and characters to name a few (Kroenke &
Boyle, 2017).
The categories of computer software are clients and servers. Personal computers (PCs) use non-mobile
operating systems (OSs) such as Microsoft (MS) Windows and Apple Macintosh (Mac) OS X. Remember that
OSs are developed for specific hardware and are often referred to as native applications. In other words, MS
Windows was created specifically for hardware-based PC systems, so you cannot install MS Windows on an
Apple Mac as a base OS, nor can you install the Apple OS on a PC-based.
Afro-Asian Inquiry and the Problematics of Comparative Cr.docxtarifarmarie
Afro-Asian Inquiry and the Problematics of Comparative Critique
Author(s): Antonio T. Tiongson Jr.
Source: Critical Ethnic Studies, Vol. 1, No. 2 (Fall 2015), pp. 33-58
Published by: University of Minnesota Press
Stable URL: http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033
Accessed: 07-08-2017 18:56 UTC
REFERENCES
Linked references are available on JSTOR for this article:
http://www.jstor.org/stable/10.5749/jcritethnstud.1.2.0033?seq=1&cid=pdf-
reference#references_tab_contents
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P 3 3 O
Afro-Asian Inquiry and the
Problematics of Comparative Critique
A N T O N I O T. T I O N G S O N J R .
This article represents a critical engagement with the “comparative turn” in ethnic studies; that is, an interrogation of the broader implications of
the ascendancy and valorization of comparative critique as a central cate-
gory of analysis and an index of contemporary ethnic studies scholarship
through a critical consideration of a select body of writing predicated on a
comparative approach. Spurred by the perceived inadequacies of a biracial
framing and theorizing of race and racialization (i.e., the so-called black/
white paradigm), thinking comparatively has become an imperative to the
project of ethnic studies, heralding a paradigmatic and analytic shift and
inaugurating what one cultural analyst describes as a new stage in the evo-
lution of ethnic studies, “one long postponed by a standoff between a mul-
tiracial model limited by a national horizon and a diasporic model that
lacked historical ground for conducting cross-racial analysis.”1
As a number of race and ethnic studies scholars posit, comparative anal-
ysis is increasingly viewed as indispensable to the project of ethnic studies.
In an edited volume titled Black and Brown in Los Angeles: Beyond Con-
flict and Coalition, for example, Josh Kun and Laura Pulido make the point
that comparative ethnic studies has emerged “as a substantive field within
the discipline of ethnic studies itself,” generating a fairly robust and rapidly
expanding archive of comparative scholarship.2 Echoing these remarks,
Marta E. Sanchez speaks of “the renaissance of comparative studies of race
and.
BBA 2201, Principles of Accounting I 1 Course Learnin.docxtarifarmarie
BBA 2201, Principles of Accounting I 1
Course Learning Outcomes for Unit VIII
Upon completion of this unit, students should be able to:
1. Examine the accounting cycle.
2. Identify business transactions.
3. Generate inventory systems and costing methods.
4. Appraise the classes and transactions of liabilities.
4.1 Describe the three main characteristics of liabilities.
4.2 Explain why it is important to classify liabilities into short and long term.
6. Analyze financial statements to inform decision makers.
8. Compare International Financial Reporting Standards (IFRS) to Generally Accepted Accounting
Principles (GAAP).
Course/Unit
Learning Outcomes
Learning Activity
1 Final Exam
2 Final Exam
3 Final Exam
4
Unit Lesson
Chapter 11
Chapter 14
4.1
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
4.2
Unit Lesson
Chapter 11
Chapter 14
Unit VIII Essay
6 Final Exam
7 Final Exam
8 Final Exam
Reading Assignment
Chapter 11: Current Liabilities and Payroll
Chapter 14: Long-Term Liabilities
UNIT VIII STUDY GUIDE
Liabilities
BBA 2201, Principles of Accounting I 2
UNIT x STUDY GUIDE
Title
Unit Lesson
Liabilities
In the accounting equation, assets = liabilities + equity, we can see that there are two claims to the assets of a
business—creditors and owners. The accounting equation can also be written as: assets – liabilities = equity.
In this equation, we can see that the liabilities of a business require the use of assets to satisfy the amount
owed.
A liability is an amount owed to lenders, suppliers, or government agencies and requires the use of assets or
future revenues to satisfy the debt. There are two categories of liabilities—current and long term. A current
liability is the amount owed that must be paid within one year or within the company’s operating cycle,
whichever is longer (Miller-Nobles, Mattison, & Matsumura, 2018).
The most common current liability is accounts payable. An account payable is an amount due a vendor or
supplies for products, supplies or services (Miller-Nobles et al., 2018). Retail businesses will also have sales
tax payable. Sales tax payable is the amount of sales tax collected by the retailer that must be remitted to the
tax agencies (Miller-Nobles et al., 2018). Because the accounts payable and sales tax payable are due within
one year (generally due within 30 days) they are a current liability.
Some businesses will receive cash payments in advance of providing a service, which is referred to as
unearned revenue (or deferred revenue). Many gyms and fitness centers will have deferred revenue. If you
have ever paid for a year’s membership at the beginning of the year to receive a discount, then you were
involved in a transaction with unearned revenue. The gym does not earn the revenue until they have provided
you with the monthly membership.
For example: If you were to purchase a one year.
ARH2000 Art & Culture USF College of the Arts 1 .docxtarifarmarie
ARH2000 Art & Culture
USF College of the Arts
1
Art & Identity Research Project
15 points / 15% of final grade
Submit via the link provided in Canvas.
OVERVIEW
For this final project you will research two (2) contemporary artists who deal with the theme of
identity. In addition, you will reflect upon and propose an imagined artwork that relates to your own
concept of identity. (Do not worry if you are not artistically inclined, you are NOT expected to create an
actual finished art piece; it is merely a proposal for something you imagine.). The final project will be
presented as a well-researched PowerPoint presentation. Scholarly research and a Works Cited
page/slide are important components of this project.
HOW TO PREPARE
1. Engage with the presentation: “Art & Identity”
2. Read/review the following from the textbook: Chapter 4.9 (The Body in Art) and 4.10 (Identity, Race, &
Gender in Art); pp. 189 (grey box); 357-359
ARTIST RESEARCH
1. Choose two (2) artists from the list on page three of these instructions. Research your
chosen artists in relation to their interest in a theme of “Identity”.
2. You must use at least three different types of sources in your research project: The artwork
itself will be one source – the most important primary source. Therefore, you must research and
find at least two (2) other types of sources (interview with the artists, scholarly articles, books,
museum website etc.) to use in your study. Most will need to exceed this minimum for a robust
presentation. See page 189 of your textbook for a list of possible primary and secondary sources.
Further resources on how to get started are found in the subheading “Resources” below. You can
find many sources in the library or in one of the library’s databases.
3. Your selection of artists should be intentional and surround a specific sub-topic of identity.
Your research should not focus on identity in only a broad and general way. Clearly identify the sub-
topic that relates to your artists. For example, you may find artists that are similarly interested in
any of the following sub-topics below:
the fluidity of identity
deconstructing cultural, social, or political difference
feminist critique
diversity or artists who create work that explores related cultures, groups, or societies
You may consider choosing artists that work in the same medium (for example, performance
art, painting, or installation) and how that material choice imparts meaning to their work.
4. After selecting your sub-topic and artists, you must decide on a title for your project.
ARH2000 Art & Culture
USF College of the Arts
2
5. Your research into the artists should include biographical information and an examination of the
artists’ approaches. In a PowerPoint presentation of your research, include the following:
a. Biographies of each artist:
i. Image of the artist (photo, sketch, etc.)
ii. Brief biography:.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
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What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
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Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Film vocab for eal 3 students: Australia the movie
A Pure Theory of Local ExpendituresAuthor(s) Charles M.docx
1. A Pure Theory of Local Expenditures
Author(s): Charles M. Tiebout
Source: Journal of Political Economy, Vol. 64, No. 5 (Oct.,
1956), pp. 416-424
Published by: The University of Chicago Press
Stable URL: https://www.jstor.org/stable/1826343
Accessed: 11-02-2019 15:20 UTC
REFERENCES
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A PURE THEORY OF LOCAL EXPENDITURES'
CHARLES M. TIEBOUT
Northwestern University
NE of the most important recent
developments in the area of
"applied economic theory" has
been the work of Musgrave and Samuel-
son in public finance theory.2 The two
writers agree on what is probably the
major point under investigation, namely,
that no "market type" solution exists to
determine the level of expenditures on
public goods. Seemingly, we are faced
with the problem of having a rather
large portion of our national income
allocated in a "non-optimal" way when
3. compared with the private sector.
This discussion will show that the
Musgrave-Samuelson analysis, which is
valid for federal expenditures, need not
apply to local expenditures. The plan of
the discussion is first to restate the as-
sumptions made by Musgrave and
Samuelson and the central problems with
which they deal. After looking at a key
difference between the federal versus
local cases, I shall present a simple
model. This model yields a solution for
the level of expenditures for local public
goods which reflects the preferences of
the population more adequately than
they can be reflected at the national
level. The assumptions of the model will
then be relaxed to see what implications
are involved. Finally, policy considera-
tions will be discussed.
THE THEORETICAL ISSUE
Samuelson has defined public goods as
"collective consumption goods (Xn + 1,
. . ., XX + n) which all enjoy in com-
mon in the sense that each individual's
consumption of such a good leads to no
subtraction from any other individual's
consumption of that good, so that
4. X,, + j = XI + j simultaneously for
each and every ith individual and each
collective good."3 While definitions are a
matter of choice, it is worth noting that
"consumption" has a much broader
meaning here than in the usual sense of
the term. Not only does it imply that the
act of consumption by one person does
not diminish the opportunities for con-
sumption by another but it also allows
this consumption to be in another form.
For example, while the residents of a new
government housing project are made
better off, benefits also accrue to other
residents of the community in the form
of the external economies of slum clear-
ance.4 Thus many goods that appear to
lack the attributes of public goods may
1 I am grateful for the comments of my colleagues
Karl de Schweinitz, Robert Eisner, and Robert
Strotz, and those of Martin Bailey, of the University
of Chicago.
2 Richard A. Musgrave, "The Voluntary Ex-
change Theory of Public Economy," Quarterly Jour-
nal of Economics, LII (February, 1939), 213-17; "A
Multiple Theory of the Budget," paper read at the
Econometric Society annual meeting (December,
1955); and his forthcoming book, The Theory of
Public Economy; Paul A. Samuelson, "The Pure
Theory of Public Expenditures," Review of Econom-
ics and Statistics, XXXVI, No. 4 (November, 1954),
387-89, and "Diagrammatic Exposition of a Pure
Theory of Public Expenditures," ibid., XXXVII,
5. No. 4 (November, 1955), 350-56,
3 "The Pure Theory . .. ," op. cit., p. 387.
4 Samuelson allows for this when he states that
"one man's circus may be another man's poison,"
referring, of course, to public goods ("Diagrammatic
Exposition . . . ," op. cit., p. 351).
416
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A PURE THEORY OF LOCAL EXPENDITURES 417
properly be considered public if con-
sumption is defined to include these ex-
ternal economies.5
A definition alternative to Samuelson's
might be simply that a public good is one
which should be produced, but for which
there is no feasible method of charging
the consumers. This is less elegant, but
has the advantage that it allows for the
objections of Enke and Margolis.' This
definition, unfortunately, does not re-
move any of the problems faced by Mus-
grave and Samuelson.
6. The core problem with which both
Musgrave and Samuelson deal concerns
the mechanism by which consumer-vot-
ers register their preferences for public
goods. The consumer is, in a sense, sur-
rounded by a government whose objec-
tive it is to ascertain his wants for public
goods and tax him accordingly. To use
Alchian's term, the government's reve-
nue-expenditure pattern for goods and
services is expected to "adapt to" con-
sumers' preferences.7 Both Musgrave
and Samuelson have shown that, in the
vertically additive nature of voluntary
demand curves, this problem has only a
conceptual solution. If all consumer-
voters could somehow be forced to reveal
their true preferences for public goods,
then the amount of such goods to be pro-
duced and the appropriate benefits tax
could be determined.8 As things now
stand, there is no mechanism to force the
consumer-voter to state his true prefer-
ences; in fact, the "rational" consumer
will understate his preferences and hope
to enjoy the goods while avoiding the
tax.
7. The current method of solving
this problem operates, unsatisfactorily,
through the political mechanism. The
expenditure wants of a "typical voter"
are somehow pictured. This objective on
the expenditure side is then combined
with an ability-to-pay principle on the
revenue side, giving us our current budg-
et. Yet in terms of a satisfactory theory
of public finance, it would be desirable
(1) to force the voter to reveal his prefer-
ences; (2) to be able to satisfy them in
I There seems to be a problem connected with the
external-economies aspect of public goods. Surely a
radio broadcast, like national defense, has the at-
tribute that A's enjoyment leaves B no worse off; yet
this does not imply that broadcasting should, in a
normative sense, be a public good (the arbitrary
manner in which the level of radio programs is de-
termined aside). The difference between defense and
broadcasting is subtle but important. In both cases
there is a problem of determining the optimal level
of outputs and the corresponding level of benefits
taxes. In the broadcasting case, however, A may be
quite willing to pay more taxes than B, even if both
have the same "ability to pay" (assuming that the
benefits are determinate). Defense is another ques-
tion. Here A is not content that B should pay less.
A makes the social judgment that B's preference
should be the same. A's preference, expressed as an
annual defense expenditure such as $42.7 billion and
representing the majority view, thus determines the
level of defense. Here the A's may feel that the B's
8. should pay the same amount of benefits tax.
If it is argued that this case is typical of public
goods, then, once the level is somehow set, the volun-
tary exchange approach and the benefit theory asso-
ciated with it do not make sense. If the preceding
analysis is correct, we are now back in the area of
equity in terms of ability to pay.
6 They argue that, for most of the goods supplied
by governments, increased use by some consumer-
voters leaves less available for other consumer-
voters. Crowded highways and schools, as contrasted
with national defense, may be cited as examples (see
Stephen Enke, "More on the Misuse of Mathematics
in Economics: A Rejoinder," Review of Economics
and Statistics, XXXVII [May, 1955], 131-33; and
Julius Margolis, "A Comment on the Pure Theory
of Public Expenditure," Review of Economics and
Statistics, XXXVII [November, 1955], 247-49).
7Armen A. Alchian, "Uncertainty, Evolution,
and Economic Theory," Journal of Political Econo-
my, LVIII (June, 1950), 211-21.
8 The term "benefits tax" is used in contrast to
the concept of taxation based on the "ability to
pay," which really reduces to a notion that there is
some "proper" distribution of income. Conceptually,
this issue is separate from the problem of providing
public goods and services (see Musgrave, "A Mul-
tiple Theory . . . ," op. cit.).
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9. 418 CHARLES M. TIEBOUT
the same sense that a private goods mar-
ket does; and (3) to tax him accordingly.
The question arises whether there is any
set of social institutions by which this
goal can be approximated.
LOCAL EXPENDITURES
Musgrave and Samuelson implicitly
assume that expenditures are handled at
the central government level. However,
the provision of such governmental serv-
ices as police and fire protection, educa-
tion, hospitals, and courts does not neces-
sarily involve federal activity.9 Many of
these goods are provided by local govern-
ments. It is worthwhile to look briefly at
the magnitude of these expenditures.'0
Historically, local expenditures have
exceeded those of the federal govern-
ment. The thirties were the first peace-
time years in which federal expenditures
began to pull away from local expendi-
tures. Even during the fiscal year 1954,
federal expenditures on goods and services
exclusive of defense amounted only to
some 15 billions of dollars, while local
expenditures during this same period
10. amounted to some 17 billions of dollars.
There is no need to quibble over which
comparisons are relevant. The important
point is that the often-neglected local ex-
penditures are significant and, when
viewed in terms of expenditures on goods
and services only, take on even more sig-
nificance. Hence an important question
arises whether at this level of govern-
ment any mechanism operates to insure
that expenditures on these public goods
approximate the proper level.
Consider for a moment the case of the
city resident about to move to the sub-
urbs. What variables will influence his
choice of a municipality? If he has chil-
dren, a high level of expenditures on
schools may be important. Another per-
son may prefer a community with a
municipal golf course. The availability
and quality of such facilities and services
as beaches, parks, police protection,
roads, and parking facilities will enter
into the decision-making process. Of
course, non-economic variables will also
be considered, but this is of no concern
at this point.
The consumer-voter may be viewed as
11. picking that community which best satis-
fies his preference pattern for public
goods. This is a major difference between
central and local provision of public
goods. At the central level the prefer-
ences of the consumer-voter are given,
and the government tries to adjust to the
pattern of these preferences, whereas at
the local level various governments have
their revenue and expenditure patterns
more or less set." Given these revenue
and expenditure patterns, the consumer-
voter moves to that community whose
local government best satisfies his set of
preferences. The greater the number of
communities and the greater the vari-
ance among them, the closer the consum-
er will come to fully realizing his prefer-
ence position.'2 I The discussion that follows applies to local
gov-
ernments. It will be apparent as the argument pro-
ceeds that it also applies, with less force, to state
governments.
10 A question does arise as to just what are the
proper expenditures to consider. Following Mus-
grave, I shall consider only expenditures on goods or
services (his Branch I expenditures). Thus interest
on the federal debt is not included. At the local level
interest payments might be included, since they are
considered payments for services currently used,
such as those provided by roads and schools.
12. 11 This is an assumption about reality. In the ex-
treme model that follows the patterns are assumed
to be absolutely fixed.
12 This is also true of many non-economic vari-
ables. Not only is the consumer-voter concerned
with economic patterns, but he desires, for example,
to associate with "nice" people. Again, the greater
the number of communities, the closer he will come
to satisfying his total preference function, which in-
cludes non-economic variables.
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A PURE THEORY OF LOCAL EXPENDITURES 419
A LOCAL GOVERNMENT MODEL
The implications of the preceding ar-
gument may be shown by postulating an
extreme model. Here the following as-
sumptions are made:
1. Consumer-voters are fully mobile
and will move to that community where
their preference patterns, which are set,
are best satisfied.
2. Consumer-voters are assumed to
have full knowledge of differences among
revenue and expenditure patterns and to
react to these differences.
13. 3. There are a large number of com-
munities in which the consumer-voters
may choose to live.
4. Restrictions due to employment op-
portunities are not considered. It may be
assumed that all persons are living on
dividend income.
5. The public services supplied exhibit
no external economies or diseconomies
between communities.
Assumptions 6 and 7 to follow are less
familiar and require brief explanations:
6. For every pattern of community
services set by, say, a city manager who
follows the preferences of the older resi-
dents of the community, there is an op-
timal community size. This optimum is
defined in terms of the number of resi-
dents for which this bundle of services
can be produced at the lowest average
cost. This, of course, is closely analogous
to the low point of a firm's average cost
curve. Such a cost function implies that
some factor or resource is fixed. If this
were not so, there would be no logical
reason to limit community size, given the
preference patterns. In the same sense
that the average cost curve has a mini-
mum for one firm but can be reproduced
by another there is seemingly no reason
14. why a duplicate community cannot exist.
The assumption that some factor is fixed
explains why it is not possible for the
community in question to double its size
by growth. The factor may be the limited
land area of a suburban community,
combined with a set of zoning laws
against apartment buildings. It may be
the local beach, whose capacity is limit-
ed. Anything of this nature will provide
a restraint.
In order to see how this restraint
works, let us consider the beach problem.
Suppose the preference patterns of the
community are such that the optimum
size population is 13,000. Within this set
of preferences there is a certain demand
per family for beach space. This demand
is such that at 13,000 population a 500-
yard beach is required. If the actual
length of the beach is, say, 600 yards,
then it is not possible to realize this pref-
erence pattern with twice the optimum
population, since there would be too little
beach space by 400 yards.
The assumption of a fixed factor is
15. necessary, as will be shown later, in order
to get a determinate number of commu-
nities. It also has the advantage of intro-
ducing a realistic restraint into the
model.
7. The last assumption is that commu-
nities below the optimum size seek to at-
tract new residents to lower average
costs. Those above optimum size do just
the opposite. Those at an optimum try to
keep their populations constant.
This assumption needs to be amplified.
Clearly, communities below the optimum
size, through chambers of commerce or
other agencies, seek to attract new resi-
dents. This is best exemplified by the
housing developments in some suburban
areas, such as Park Forest in the Chicago
area and Levittown in the New York
area, which need to reach an optimum
size. The same is true of communities
that try to attract manufacturing indus-
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420 CHARLES M. TIEBOUT
16. tries by setting up certain facilities and
getting an optimum number of firms to
move into the industrially zoned area.
The case of the city that is too large
and tries to get rid of residents is more
difficult to imagine. No alderman in his
right political mind would ever admit
that the city is too big. Nevertheless,
economic forces are at work to push
people out of it. Every resident who
moves to the suburbs to find better
schools, more parks, and so forth, is re-
acting, in part, against the pattern the
city has to offer.
The case of the community which is at
the optimum size and tries to remain so
is not hard to visualize. Again proper
zoning laws, implicit agreements among
realtors, and the like are sufficient to
keep the population stable.
Except when this system is in equi-
librium, there will be a subset of consum-
er-voters who are discontented with the
patterns of their community. Another
set will be satisfied. Given the assump-
tion about mobility and the other as-
sumptions listed previously, movement
will take place out of the communities of
greater than optimal size into the com-
munities of less than optimal size. The
consumer-voter moves to the community
that satisfies his preference pattern.
17. The act of moving or failing to move is
crucial. Moving or failing to move re-
places the usual market test of willing-
ness to buy a good and reveals the con-
sumer-voter's demand for public goods.
Thus each locality has a revenue and
expenditure pattern that reflects the
desires of its residents. The next step is
to see what this implies for the allocation
of public goods at the local level.
Each city manager now has a certain
demand for n local public goods. In sup-
plying these goods, he and m - 1 other
city managers may be considered as go-
ing to a national market and bidding for
the appropriate units of service of each
kind: so many units of police for the ith
community; twice that number for the
jth community; and so on. The demand
on the public goods market for each of
the n commodities will be the sum of the
demands of the m communities. In the
limit, as shown in a less realistic model
to be developed later, this total demand
will approximate the demand that repre-
sents the true preferences of the consum-
er-voters-that is, the demand they
would reveal, if they were forced, some-
how, to state their true preferences.'3 In
this model there is no attempt on the
part of local governments to "adapt to"
the preferences of consumer-voters. In-
stead, those local governments that at-
18. tract the optimum number of residents
may be viewed as being "adopted by"
the economic system.'4
A COMPARISON MODEL
It is interesting to contrast the results
of the preceding model with those of an
even more severe model in order to see
how these results differ from the normal
market result. It is convenient to look at
this severe model by developing its pri-
vate-market counterpart. First assume
that there are no public goods, only pri-
vate ones. The preferences for these
goods can be expressed as one of n pat-
terns. Let a law be passed that all persons
living in any one of the communities shall
spend their money in the particular pat-
tern described for that community by
law. Given our earlier assumptions 1
through 5, it follows that, if the consum-
13 The word "approximate" is used in recogni-
tion of the limitations of this model, and of the more
severe model to be developed shortly, with respect
to the cost of mobility. This issue will be discussed
later.
14 See Alchian, op. cit.
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19. A PURE THEORY OF LOCAL EXPENDITURES 421
ers move to the community whose law
happens to fit their preference pattern,
they will be at their optimum. The n
communities, in turn, will then send their
buyers to market to purchase the goods
for the consumer-voters in their commu-
nity. Since this is simply a lumping to-
gether of all similar tastes for the purpose
of making joint purchases, the allocation
of resources will be the same as it would
be if normal market forces operated.
This conceptual experiment is the equiv-
alent of substituting the city manager for
the broker or middleman.
Now turn the argument around and
consider only public goods. Assume with
Musgrave that the costs of additional
services are constant.' Further, assume
that a doubling of the population means
doubling the amount of services required.
Let the number of communities be infi-
nite and let each announce a different
20. pattern of expenditures on public goods.
Define an empty community as one that
fails to satisfy anybody's preference pat-
tern. Given these assumptions, including
the earlier assumptions 1 through 5, the
consumer-voters will move to that com-
munity which exactly satisfies their pref-
erences. This must be true, since a one-
person community is allowed. The sum
of the demands of the n communities re-
flects the demand for local public serv-
ices. In this model the demand is exactly
the same as it would be if it were deter-
mined by normal market forces.
However, this severe model does not
make much sense. The number of com-
munities is indeterminate. There is no
reason why the number of communities
will not be equal to the population, since
each voter can find the one that exactly
fits his preferences. Unless some socio-
logical variable is introduced, this may
reduce the solution of the problem of
allocating public goods to the trite one of
making each person his own municipal
government. Hence this model is not
even a first approximation of reality. It
is presented to show the assumptions
needed in a model of local government
expenditures, which yields the same op-
timal allocation that a private market
would.
21. THE LOCAL GOVERNMENT MODEL
RE-EXAMINED
The first model, described by the first
five assumptions together with assump-
tions 6 and 7, falls short of this optimum.
An example will serve to show why this
is the case.
Let us return to the community with
the 500-yard beach. By assumption, its
optimum population was set at 13,000,
given its preference patterns. Suppose
that some people in addition to the opti-
mal 13,000 would choose this community
if it were available. Since they cannot
move into this area, they must accept the
next best substitute. If a perfect sub-
stitute is found, no problem exists. If one
is not found, then the failure to reach the
optimal preference position and the sub-
stitution of a lower position becomes a
matter of degree. In so far as there are a
number of communities with similar
revenue and expenditure patterns, the
solution will approximate the ideal
"market" solution.
Two related points need to be men-
tioned to show the allocative results of
this model: (1) changes in the costs of
one of the public services will cause
changes in the quantity produced; (2) the
22. 16 Musgrave, "Voluntary Exchange .. . ," op. cit.
16 In the constant cost model with an infinite
number of communities this problem does not arise,
since the number of beaches can be doubled or a per-
son can find another community that is a duplicate
of his now filled first choice.
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422 CHARLES M. TIEBOUT
costs of moving from community to com-
munity should be recognized. Both
points can be illustrated in one example.
Suppose lifeguards throughout the
country organize and succeed in raising
their wages. Total taxes in communities
with beaches will rise. Now residents who
are largely indifferent to beaches will be
forced to make a decision. Is the saving
of this added tax worth the cost of mov-
ing to a community with little or no
beach? Obviously, this decision depends
on many factors, among which the avail-
ability of and proximity to a suitable
substitute community is important. If
enough people leave communities with
beaches and move to communities with-
out beaches, the total amount of life-
23. guard services used will fall. These mod-
els then, unlike their private-market
counterpart, have mobility as a cost of
registering demand. The higher this cost,
ceteris paribus, the less optimal the allo-
cation of resources.
This distinction should not be blown
out of proportion. Actually, the cost of
registering demand comes through the
introduction of space into the economy.
Yet space affects the allocation not only
of resources supplied by local govern-
ments but of those supplied by the pri-
vate market as well. Every time avail-
able resources or production techniques
change, a new location becomes optimal
for the firm. Indeed, the very concept of
the shopping trip shows that the con-
sumer does pay a cost to register his de-
mand for private goods. In fact, Koop-
mans has stated that the nature of the
assignment problem is such that in a
space economy with transport costs there
is no general equilibrium solution as set
by market forces.'
Thus the problems stated by this
model are not unique; they have their
counterpart in the private market. We
are maximizing within the framework of
the resources available. If production
functions show constant returns to scale
24. with generally diminishing factor re-
turns, and if indifference curves are regu-
larly convex, an optimal solution is pos-
sible. On the production side it is as-
sumed that communities are forced to
keep production costs at a minimum
either through the efficiency of city
managers or through competition from
other communities." Given this, on the
demand side we may note with Samuel-
son that "each individual, in seeking as a
competitive buyer to get to the highest
level of indifference subject to given
prices and tax, would be led as if by an
Invisible Hand to the grand solution of
the social maximum position.""9 Just as
the consumer may be visualized as walk-
ing to a private market place to buy his
goods, the prices of which are set, we
place him in the position of walking to a
community where the prices (taxes) of
community services are set. Both trips
take the consumer to market. There is
no way in which the consumer can avoid
revealing his preferences in a spatial
economy. Spatial mobility provides the
25. local public-goods counterpart to the
private market's shopping trip.
17 Tjalling Koopmans, "Mathematical Ground-
work of Economic Optimization Theories," paper
read at the annual meeting of the Econometric
Society (December, 1954).
18 In this model and in reality, the city manager
or elected official who is not able to keep his costs
(taxes) low compared with those of similar commu-
nities will find himself out of a job. As an institu-
tional observation, it may well be that city managers
are under greater pressure to minimize costs than
their private-market counterparts-firm managers.
This follows from (1) the reluctance of the public to
pay taxes and, what may be more important, (2) the
fact that the costs of competitors-other communi-
ties-are a matter of public record and may easily
be compared.
19 "The Pure Theory ... ," op. cit., p. 388.
(Italics mine.)
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A PURE THEORY OF LOCAL EXPENDITURES 423
EXTERNAL ECONOMIES AND MOBILITY
Relaxing assumption 5 has some inter-
esting implications. There are obvious
26. external economies and diseconomies be-
tween communities. My community is
better off if its neighbor sprays trees to
prevent Dutch elm disease. On the other
hand, my community is worse off if the
neighboring community has inadequate
law enforcement.
In cases in which the external econo-
mies and diseconomies are of sufficient
importance, some form of integration
may be indicated.20 Not all aspects of law
enforcement are adequately handled at
the local level. The function of the sheriff,
state police, and the FBI-as contrasted
with the local police-may be cited as
resulting from a need for integration. In
real life the diseconomies are minimized
in so far as communities reflecting the
same socioeconomic preferences are con-
tiguous. Suburban agglomerations such
as Westchester, the North Shore, and the
Main Line are, in part, evidence of these
external economies and diseconomies.
Assumptions 1 and 2 should be
checked against reality. Consumer-voters
do not have perfect knowledge and set
preferences, nor are they perfectly mo-
bile. The question is how do people actu-
ally react in choosing a community.
There has been very little empirical
study of the motivations of people in
choosing a community. Such studies as
have been undertaken seem to indicate
a surprising awareness of differing reve-
27. nue and expenditure patterns.2" The gen-
eral disdain with which proposals to in-
tegrate municipalities are met seems to
reflect, in part, the fear that local reve-
nue-expenditure patterns will be lost as
communities are merged into a metro-
politan area.
POLICY IMPLICATIONS
The preceding analysis has policy im-
plications for municipal integration, pro-
vision for mobility, and set local revenue
and expenditure patterns. These impli-
cations are worth brief consideration.
On the usual economic welfare
grounds, municipal integration is justi-
fied only if more of any service is forth-
coming at the same total cost and with-
out reduction of any other service. A gen-
eral reduction of costs along with a re-
duction in one or more of the services
provided cannot be justified on economic
grounds unless the social welfare func-
tion is known. For example, those who
28. argue for a metropolitan police force in-
stead of local police cannot prove their
case on purely economic grounds.22 If
one of the communities were to receive
less police protection after integration
than it received before, integration could
be objected to as a violation of consum-
ers' choise.
Policies that promote residential mo-
bility and increase the knowledge of the
consumer-voter will improve the alloca-
tion of government expenditures in the
same sense that mobility among jobs and
knowledge relevant to the location of in-
dustry and labor improve the allocation
of private resources.
Finally, we may raise the normative
question whether local governments
should, to the extent possible, have a
fixed revenue-expenditure pattern. In a
large, dynamic metropolis this may be
201 am grateful to Stanley Long and Donald
Markwalder for suggesting this point.
21 See Wendell Bell, "Familism and Suburbaniza-
tion: One Test of the Choice Hypothesis," a paper
29. read at the annual meeting of the American Socio-
logical Society, Washington, D.C., August, 1955.
Forthcoming in Rural Sociology, December, 1956.
2" For example, in Cook County-the Chicago
area-Sheriff Joseph Lohman argues for such a
metropolitan police force.
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424 CHARLES M. TIEBOUT
impossible. Perhaps it could more appro-
priately be considered by rural and sub-
urban communities.
CONCLUSION
It is useful in closing to restate the
problem as Samuelson sees it:
However, no decentralized pricing system can
serve to determine optimally these levels of collec-
tive consumption. Other kinds of "voting" or
"signaling" would have to be tried.... Of
course utopian voting and signaling schemes
can be imagined.... The failure of market
catallactics in no way denies the following
truth: given sufficient knowledge the optimal
decisions can always be found by scanning over
all the attainable states of the world and select-
ing the one which according to the postulated
30. ethical welfare function is best. The solution
"exists"; the problem is how to "find" it.23
It is the contention of this article that,
for a substantial portion of collective or
public goods, this problem does have a
conceptual solution. If consumer-voters
are fully mobile, the appropriate local
governments, whose revenue-expenditure
patterns are set, are adopted by the con-
sumer-voters. While the solution may
not be perfect because of institutional
rigidities, this does not invalidate its
importance. The solution, like a general
equilibrium solution for a private spatial
economy, is the best that can be ob-
tained given preferences and resource
endowments.
Those who are tempted to compare
this model with the competitive private
model may be disappointed. Those who
compare the reality described by this
model with the reality of the competitive
model-given the degree of monopoly,
friction, and so forth-may find that
local government represents a sector
where the allocation of public goods (as a
reflection of the preferences of the popu-
lation) need not take a back seat to the
private sector. 23 "The Pure Theory .. . ," op. cit., pp. 388-89.
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31. Contentsimage 1image 2image 3image 4image 5image 6image
7image 8image 9Issue Table of ContentsThe Journal of Political
Economy, Vol. 64, No. 5, Oct., 1956Front MatterIron and Steel
in the Balance of World Power [pp. 369 - 388]Income,
Expenditure, and the Terms of Trade for New Zealand, 1929-38
[pp. 389 - 399]Some Foundations of Economic Development in
the Upper East Tennessee Valley, 1850-1900. II [pp. 400 -
415]A Pure Theory of Local Expenditures [pp. 416 - 424]The
Economic Development of Nigeria: Comment [pp. 425 -
434]The Economic Development of Nigeria: A Reply [pp. 435 -
441]Book Reviewsuntitled [p. 442]untitled [pp. 442 -
443]untitled [pp. 443 - 444]untitled [pp. 444 - 445]untitled
[pp. 445 - 446]untitled [p. 446]untitled [pp. 446 - 447]untitled
[pp. 447 - 448]untitled [pp. 448 - 449]untitled [pp. 449 -
450]untitled [p. 450]untitled [p. 451]untitled [pp. 451 -
452]untitled [pp. 452 - 453]untitled [pp. 453 - 454]untitled
[pp. 454 - 455]untitled [p. 455]Books Received [pp. 456 -
457]Back Matter
State and Local Public Finance
On the first page of your assignment, put your name and the
first three lines in the heading above. Use a 12 point font size
and standard margins for the paper. Indent the first word of
every paragraph. You may use either single- or double-spacing.
There is no word or page limit, but conciseness is highly
valued.
1. Read “A Pure Theory of Local Expenditures,” by Charles
Tiebout. (A link to the article can be found on Carmen.)
2. Prepare a detailed outline of the article. (A link to an
example of a detailed outline can be found on Carmen.)
3. Write in your own words a brief one paragraph summary of
the paper.
32. This assignment will be worth 25 points. You will be graded on
the following criteria: 1) following instructions, 2) grammar, 3)
citations, 4) clarity, 5) critical thinking. Each criterion
represents 20% of your total score.
Criterion
100%
80%
60%
40%
20%
Instructions
Followed all instructions
Followed almost all instructions
Followed most instructions
Followed some instructions
Did not follow instructions
Grammar
0-2 errors
3-4 errors
5-6 errors
7-8 errors
9 or more errors
Citations
All information correctly cited in the MLA format
All information correctly cited in the wrong format
1-3 missing citations or missing works cited page, in the MLA
format
1-3 missing citations or missing works cited page, wrong format
4 or more missing citations
Clarity
Clearly written and on topic
Mostly clear and on topic
Somewhat clear or tendencies to get off topic
Not clear, but mostly on topic
Not clear and off topic
33. Critical Thinking
Demonstrates a clear understanding of the concepts
Demonstrates a good understanding of the concepts
Demonstrates a moderate understanding of the concepts
Demonstrates a familiarity with the concepts
Does not demonstrate an understanding of the concepts