This document outlines questions for a learning team on debt financing and education. The team is asked to individually respond to three questions from their public finance textbook. Question 10 from Chapter 12 asks about how government debt financing burdens future generations and increases wealth for the current generation compared to tax financing. Question 10 from Chapter 18 asks why matching grants are more effective than non-matching grants at increasing local government spending. Question 5 from Chapter 18 asks why property taxes result in varying tax rates between rich and poor jurisdictions for education financing and how states supplement local education financing to ensure equal opportunity. The team is asked to write a 700-1050 word summary discussing how the concepts addressed in the questions are used in government today and to format their response consistent
The questions posed in this short presentation are ‘How can countries make better use of ODA’? And ‘can ODA also go for much needed sustainable projects?’ With the new set of 17 Sustainable Development Goals we (the world) will have to focus among other things on more on transparency and effectiveness. This artifact specifically made for the World bank Group Financing 4 Development MOOC is for all audiences and the information provided can be applied by many countries and could hopefully make a difference in outcomes.
Applying NH Constitutional Principles to Property Taxes and Adequacy GrantsJeffMcLynch1
John Tobin's presentation the members of New Hampshire's Commission to Study School Funding regarding the history of school funding litigation and the current ConVal case.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
The questions posed in this short presentation are ‘How can countries make better use of ODA’? And ‘can ODA also go for much needed sustainable projects?’ With the new set of 17 Sustainable Development Goals we (the world) will have to focus among other things on more on transparency and effectiveness. This artifact specifically made for the World bank Group Financing 4 Development MOOC is for all audiences and the information provided can be applied by many countries and could hopefully make a difference in outcomes.
Applying NH Constitutional Principles to Property Taxes and Adequacy GrantsJeffMcLynch1
John Tobin's presentation the members of New Hampshire's Commission to Study School Funding regarding the history of school funding litigation and the current ConVal case.
Education for All in India: Financing India's Elementary EducationJonathon Flegg
India's Sarva Shiksha Abhiyan (Education for All) Scheme is the biggest education financing programme of its kind in the world. This presentation addresses the major problems currently facing the financing of the system's, and proposes a new "grand bargain" to make the system work better for all Indians.
Building Better Conferences and Training: The Value of Virtual Events in Gove...GovLoop
With government conferences being cut and training getting trimmed, GovLoop is proud to present a new guide titled, "Building Better Conferences and Training: The Value of Virtual Events in Government," which we created in tandem with the new Government Virtual Engagements Community of Practice. We know that many government organizations are making the move from in-person to online events and training, and wanted to offer a resource that highlights agencies that are already running down that road and shares concrete lessons and practical steps you can take to do the same.
http://www.govloop.com/profiles/blogs/better-conferences-training-value-of-virtual-events-government
An overview of the issues highlighted by the 2021 FE White Paper using 3 lenses. The paper itself, the reaction from FE bodies and our view from an Architecture of Participation perspective
DEMAND AND SUPPLY - Must be plagiarism free and 100 originalUsi.docxsimonithomas47935
DEMAND AND SUPPLY - Must be plagiarism free and 100% original
Using the firm used previously, read more about supply and demand from the Background material and address the following questions in a 3- to 4-page essay, APA format.
1. What good or service does your firm produce?
2. What are some factors that would cause a change in demand for this good/service?
3. Give some examples of changes in supply in the context of your good.
4. How has the market changed for the firm's particular good/service the past few years? For instance, what effect has technology had on the product? Does your firm now face more or less competition?
Assignment Expectations – ONLINE RESOURCES with Links ONLY
Use concepts from the modular background readings, as well as any good-quality resources you find from the Trident online library or other Internet search engines. Be sure to cite all sources within the text and provide a reference list at the end of the paper.
Length: 3-4 pages, double-spaced and typed.
The following items will be assessed:
· Your ability to perform an economic analysis of a firm of your own choice.
· Some in-text references to the modular background materials (APA formatting not required).
· The essay should address each element of the assignment. Remember to support your answers with solid references.
Economic Concepts: Demand, Supply, and Elasticity, Podcast. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=12262
Economic Concepts: Demand, Supply, and Elasticity, Interactive Tutorial. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=12226
Society and Education
Unit 3
Week of November 6
1
July 17, 2015
education.temple.edu
Outcomes for Today
Review the impact of higher education on society.
Review college access and affordability.
July 17, 2015
education.temple.edu
2
Unit 3
Society and Education
Opening Question
Why should you go to college?
6 Key Findings about Going to College
College education is worth more today.
What is the difference between a college graduate and high school graduate in 1965?
What is the difference between a college graduate and high school graduate in 2013?
6 Key Findings about Going to College
College benefits go beyond earnings.
6 Key Findings about Going to College
College grads are more satisfied with their jobs.
The cost of not going to college has risen.
College grads say college is worth it.
Should Everyone Go to College
Should Everyone Go to College
Activity
You have been tasked by Temple University to present at a nationwide meeting about a college education. You have to convince the thousands of people in attendance why everyone should or should not go to college.
In groups of four-six, decide what you are trying to fight for. Create a compelling three minute argument on your stance. You will present to the class.
Should Everyone Go to College
Rate o.
A UNiQyE APPROACH TO MEETINGTHE EMPLOYMENT AND TRAININGNEE.docxransayo
A UNiQyE APPROACH TO MEETING
THE EMPLOYMENT AND TRAINING
NEEDS OE FOOD STAMP RECIPIENTS
By Luke Posiniewski
A
S the country lay entrenched in a prolonged economic downturn
and claims for unemployment insurance grew exponentially, the
subsequent need for expanded employment related services
was clear. With an unemployment rate flirting with double dig-
its and a food stamp caseload that had approximately doubled since 2008,
New York state was faced with a multifaceted challenge of engaging a vast
increase in the number of recipients needing service, training and reintro-
ducing them to a labor market that requires skills that may be vastly differ-
ent from the one they just left, and ultimately, finding a way to pay for it all.
In an effort to confront this chal-
lenge and continue to implement new
and innovative social programs, the
New York State Office of Temporary
and Disability Assistance created the
Food Stamp Employment and Training
Venture Initiative, taking advantage
of the availability of federal matching
funds to expand services. Designed
to support job training and education
to improve the economic prospects of
those receiving benefits from the Food
Stamp Program—the name still used
in New York for the Supplemental
Nutrition Assistance Program—the pro-
gram engages the services of nonprofit
agencies to target work registrants,
including those deemed "hard-to-
place" who may need more specialized
services to enter, re-enter or advance in
the workforce.
"Traditionally, designing a social pro-
gram is the easy part," stated Russell
Sykes, deputy commissioner of the
Center for Emplojonent and Economic
Supports at the New York State Office
of Temporary and Disability Assistance.
"Funding it, particularly in this eco-
nomic environment, is another story.
States facing multi-billion dollar defi-
cits are often unable to allocate lim-
ited dollars to new social programs.
However, this is where the federal
SNAP Employment and Training pro-
gram's attractive funding design comes
into play Federal SNAP E&T funds are
available to meet 50 percent of the eli-
gible Venture program expenditures,
and while the state is required to record
the outlay of funds, it is not required to
use any state resources to draw down
the federal share."
As part of the RFP
development process.
New York state required
potential bidders to
identify eligible nonfed-
eral funding sources. In
some instances entities
were able to secure pri-
vate foundation funding
to support the program.
Contracts with 17 non-
profit agencies were set
up, and by using the
E&T funds to reimburse
them for 50 of the program costs, the
nearly $8 million Ventures Initiative
was established at no cost to the state.
Contracts with providers are perfor-
mance based. Federal funds are earned
as participants complete instructional
hours, make educational gains, obtain
a credential in a vocational skill and
enter and maintain emplo3mient for 30-
and 90-day periods. A total of 1,303
r.
How do we measure the economic impact of a better educated and trained U.S. workforce? The McGraw-Hill Research Foundation’s new position paper argues that adult education and career training is potentially one of the most cost-effective tools the U.S. has to recover its economic health in the aftermath of the “Great Recession.”
The paper was written by sector experts Dr. Lennox McLendon, Executive Director, National Council of State Directors of Adult Education and National Adult Education Professional Development Consortium; Debra Jones, California Director of Adult Education and Chair, NAEPDC Research Workgroup, and Mitch Rosin, Editorial Director, McGraw-Hill School Education Group.
In the policy paper, “The Return on Investment (ROI) From Adult Education and Training,” the authors contend that billions of dollars could be earned, saved and pumped back into the struggling economy as a result of investments in effective and efficient workforce development programs.
Building Better Conferences and Training: The Value of Virtual Events in Gove...GovLoop
With government conferences being cut and training getting trimmed, GovLoop is proud to present a new guide titled, "Building Better Conferences and Training: The Value of Virtual Events in Government," which we created in tandem with the new Government Virtual Engagements Community of Practice. We know that many government organizations are making the move from in-person to online events and training, and wanted to offer a resource that highlights agencies that are already running down that road and shares concrete lessons and practical steps you can take to do the same.
http://www.govloop.com/profiles/blogs/better-conferences-training-value-of-virtual-events-government
An overview of the issues highlighted by the 2021 FE White Paper using 3 lenses. The paper itself, the reaction from FE bodies and our view from an Architecture of Participation perspective
DEMAND AND SUPPLY - Must be plagiarism free and 100 originalUsi.docxsimonithomas47935
DEMAND AND SUPPLY - Must be plagiarism free and 100% original
Using the firm used previously, read more about supply and demand from the Background material and address the following questions in a 3- to 4-page essay, APA format.
1. What good or service does your firm produce?
2. What are some factors that would cause a change in demand for this good/service?
3. Give some examples of changes in supply in the context of your good.
4. How has the market changed for the firm's particular good/service the past few years? For instance, what effect has technology had on the product? Does your firm now face more or less competition?
Assignment Expectations – ONLINE RESOURCES with Links ONLY
Use concepts from the modular background readings, as well as any good-quality resources you find from the Trident online library or other Internet search engines. Be sure to cite all sources within the text and provide a reference list at the end of the paper.
Length: 3-4 pages, double-spaced and typed.
The following items will be assessed:
· Your ability to perform an economic analysis of a firm of your own choice.
· Some in-text references to the modular background materials (APA formatting not required).
· The essay should address each element of the assignment. Remember to support your answers with solid references.
Economic Concepts: Demand, Supply, and Elasticity, Podcast. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=12262
Economic Concepts: Demand, Supply, and Elasticity, Interactive Tutorial. http://www.pearsoncustom.com/mct-comprehensive/asset.php?isbn=1269879944&id=12226
Society and Education
Unit 3
Week of November 6
1
July 17, 2015
education.temple.edu
Outcomes for Today
Review the impact of higher education on society.
Review college access and affordability.
July 17, 2015
education.temple.edu
2
Unit 3
Society and Education
Opening Question
Why should you go to college?
6 Key Findings about Going to College
College education is worth more today.
What is the difference between a college graduate and high school graduate in 1965?
What is the difference between a college graduate and high school graduate in 2013?
6 Key Findings about Going to College
College benefits go beyond earnings.
6 Key Findings about Going to College
College grads are more satisfied with their jobs.
The cost of not going to college has risen.
College grads say college is worth it.
Should Everyone Go to College
Should Everyone Go to College
Activity
You have been tasked by Temple University to present at a nationwide meeting about a college education. You have to convince the thousands of people in attendance why everyone should or should not go to college.
In groups of four-six, decide what you are trying to fight for. Create a compelling three minute argument on your stance. You will present to the class.
Should Everyone Go to College
Rate o.
A UNiQyE APPROACH TO MEETINGTHE EMPLOYMENT AND TRAININGNEE.docxransayo
A UNiQyE APPROACH TO MEETING
THE EMPLOYMENT AND TRAINING
NEEDS OE FOOD STAMP RECIPIENTS
By Luke Posiniewski
A
S the country lay entrenched in a prolonged economic downturn
and claims for unemployment insurance grew exponentially, the
subsequent need for expanded employment related services
was clear. With an unemployment rate flirting with double dig-
its and a food stamp caseload that had approximately doubled since 2008,
New York state was faced with a multifaceted challenge of engaging a vast
increase in the number of recipients needing service, training and reintro-
ducing them to a labor market that requires skills that may be vastly differ-
ent from the one they just left, and ultimately, finding a way to pay for it all.
In an effort to confront this chal-
lenge and continue to implement new
and innovative social programs, the
New York State Office of Temporary
and Disability Assistance created the
Food Stamp Employment and Training
Venture Initiative, taking advantage
of the availability of federal matching
funds to expand services. Designed
to support job training and education
to improve the economic prospects of
those receiving benefits from the Food
Stamp Program—the name still used
in New York for the Supplemental
Nutrition Assistance Program—the pro-
gram engages the services of nonprofit
agencies to target work registrants,
including those deemed "hard-to-
place" who may need more specialized
services to enter, re-enter or advance in
the workforce.
"Traditionally, designing a social pro-
gram is the easy part," stated Russell
Sykes, deputy commissioner of the
Center for Emplojonent and Economic
Supports at the New York State Office
of Temporary and Disability Assistance.
"Funding it, particularly in this eco-
nomic environment, is another story.
States facing multi-billion dollar defi-
cits are often unable to allocate lim-
ited dollars to new social programs.
However, this is where the federal
SNAP Employment and Training pro-
gram's attractive funding design comes
into play Federal SNAP E&T funds are
available to meet 50 percent of the eli-
gible Venture program expenditures,
and while the state is required to record
the outlay of funds, it is not required to
use any state resources to draw down
the federal share."
As part of the RFP
development process.
New York state required
potential bidders to
identify eligible nonfed-
eral funding sources. In
some instances entities
were able to secure pri-
vate foundation funding
to support the program.
Contracts with 17 non-
profit agencies were set
up, and by using the
E&T funds to reimburse
them for 50 of the program costs, the
nearly $8 million Ventures Initiative
was established at no cost to the state.
Contracts with providers are perfor-
mance based. Federal funds are earned
as participants complete instructional
hours, make educational gains, obtain
a credential in a vocational skill and
enter and maintain emplo3mient for 30-
and 90-day periods. A total of 1,303
r.
How do we measure the economic impact of a better educated and trained U.S. workforce? The McGraw-Hill Research Foundation’s new position paper argues that adult education and career training is potentially one of the most cost-effective tools the U.S. has to recover its economic health in the aftermath of the “Great Recession.”
The paper was written by sector experts Dr. Lennox McLendon, Executive Director, National Council of State Directors of Adult Education and National Adult Education Professional Development Consortium; Debra Jones, California Director of Adult Education and Chair, NAEPDC Research Workgroup, and Mitch Rosin, Editorial Director, McGraw-Hill School Education Group.
In the policy paper, “The Return on Investment (ROI) From Adult Education and Training,” the authors contend that billions of dollars could be earned, saved and pumped back into the struggling economy as a result of investments in effective and efficient workforce development programs.
Similar to Learning Debt Financing and Education.pdf (20)
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Learning Debt Financing and Education.pdf
1. Team: Learning Team: Debt Financing and Education
public service question and need the explanation and answer to help me learn.
Assignment Content
Individually, prepare a response to the following questions:
Question #10 in the section "Review Questions" in Ch. 12 of Public Finance: A
Contemporary Application of Theory to Policy
Question # 10 in the section "Review Questions" in Ch. 18 of Public Finance: A
Contemporary Application of Theory to Policy
Problem #5 in the section "Problems" in Ch. 18 of Public Finance: A Contemporary
Application of Theory to Policy
Share your responses with the Learning Team.
As a team, prepare a 700- to 1,050-word summary of concepts used to respond to the
questions and include the following:
How were they useful?
How are these concepts used in government today?
Format your paper consistent with APA guidelines.
Ch12 Q10. In what sense does the use of debt financing by a national government impose a
burden on the future generation? How does debt financing increase the “wealth” of the
current generation compared with tax financing? Under what circumstances will the burden
of the debt on future generations be offset.
Ch18 Q10. Why are matching grants likely to be more effective in increasing local
government spending than are equal-dollar nonmatching grants? Explain how matching
grants can help achieve efficiency by internalizing interjurisdictional externalities.
Ch18 Q5. Explain why using the local property tax to financea given quantity and quality of
public schooling canresult in low tax rates in rich jurisdictions but hightax rates in poor
jurisdictions. How do state govern-ments supplement local finance of education toinsure
equality of opportunity in education? Go toyour state government’s Web site and find out
howelementary and secondary education is financed inyour state.n to pay for those
services?
Requirements: 250 to 350 words
