Wednesday, January 29, 2020
Public Education Financing Essay Example for Free
Public Education Financing Essay In the present modern economics, public education financing is considered as one of the flourishing characteristics for the economy of any country. However, a wide variation has been observed in the financing practices related to the public education in the United States, as well as, across different parts of the globe. In this regard, differences and diversification can be observed in various economical activities that are considered especially for the public education system of a country. (Cubberley, 1916) For instance, the American educational system may also provide huge differences in terms of distribution and expenditures across the country. However, significant and noteworthy alterations have been observed in the public educational system of the United States. Over the last few years, the abovementioned theme has been a major concern of public debate at all levels. (National Association of Secondary School Principals, 1972) During the last few years, in order to get maximum funds for pubic education, different states of the US have made significant changes in public education funding system. In this regard, various experts believe that little analysis of the subject has been done in the past, and more considerations should be provided to the subject, which has an influencing effect on the education system of every country. (Rice, 1893) One of the biggest sources of public education financing is national funding system, as community wide funding system is implemented for the financing of educational activities across the country. In this regard, most of the public education financial expenses are funded at national level. In this funding system, all nationals of a country bear a substantial tax rates on income for pubic education financing. (Fitch, 1904) The important thing in this funding is that all the tax collected from individuals are funded and distributed equally among all the students, which is one of the major characteristics of a public education financing system. (Jordan, 1992) At community level, public education financing occurs at a certain community level and students receive sponsorship according to their requirements. Moreover, at community level education funding system, parents of the students support all the costs of their children’s education, which is same as private education funding. Nonetheless, at community level funding system, funding for public education is collected on behalf of communities and sorted randomly into communities contrary to perfect sorting. In this system, all contributors of the public education finance contribute same tax rate fixed by their community. Certainly, at community level, public education financing contributes a small share in overall education expenses, and this thing does not have a great impact on wide economic variable elements, such as social security benefits, etc. (National Association of Secondary School Principals, 1972) However, according to one of the experts in education, a rapid concern in the development sector has been observed in recent years, and a vital role has been played by the federal government. One of the reasons of expression of this concern is that more diversification has been observed in the capabilities of funding by the state governments. Moreover, steady increment has been observed in the mobility of these states. Lastly, the federal government has observed an important change in its perspective regarding the public education, and social welfare of the people has been given due importance during the recent years. On all the aforementioned public education-financing categories, finance education schedule is selected by agents through voting, which is carried out by either the community or federal government. It has been observed that balancing of the educational budget is performed by the provision of different taxation options to the voters by the government, and similar funding is provided according to the taxation level selected by the voters. However, it has been observed that young generation has not been given due significance by disallowing them from the voting, and education can be supported by only the voters who face the political decision.  The level of taxation is represented by a tax rate and the tax is levied on capital and labor income of all agents residing in the relevant area. When setting up the tax schedule, policy makers care only about being elected, and so they maximize the number of votes. As a result, any party in office will follow the same policy and that policy is the one that is voted for by the greatest number of agents. (Garber, 1964) During the period 2001-2002, the US spent approximately four hundred and twelve billion dollars in both elementary, as well as, secondary levels of the public education system. This budget on public education was spent with a view to declaring it the biggest single field of direct public expenditures, even beyond the national defense figures. Approximately, in the educational ground, this fund benefited around forty seven million public school students and five million of private schools. (Ana, 2004) Interestingly, per student expenditure during that period was $8,685 yearly. It has been noted by most of the experts that aforementioned budget was collected from federal, state and local sources. However, the amount spent during the year 2001-2002 on public education finance was varied form one state to another. In this regard, Connecticut was the state, which got the highest per student education funding fund, and Utah got the lowest fund for public education. In the United States, the state and the local government are responsible for public education funds. In the fiscal year of 1999, forty-nine percent of the funds for public education financing came from state appropriations in which, forty-four percent came from domestic revenue and the US federal government contributed seven percent funds for public education financing. In this regard, domestic government raised funds for education mainly through property taxes. On the other hand, for public education financing state rely on numerous funding sources such as corporate personal income taxes, sales excise taxes. However, public education financing from the US federal government remained constant if compare to past figures. (Jordan, 1992)            Historically, with the passage of time, a constant rise has been observed in school funding from the perspective of states. In this regard, the state contributed thirty percent in 1940, which was raised by 40 and forty-nine percent in the year 1970, as well as, 1999 respectively. However, figures of each state observed substantial variations by one another. Throughout the history of public education funding, funding sources of each state varied from others, and most importantly, the tax rates such as personal and property tax rates were varied according to states. In this context, Hawaii’s funds for education mainly came from state sources, and New Mexico public education funds came from both state and domestic sources. In this regard, it has been believed by Richard W and Lindholm that the provision of education as a local responsibility has been closely related with the imposition of property tax as a local tax in the United States. Every year, all the states contribute hundreds of billions of dollars on education financing. In order to distribute collected funds among different territories, states have designed some ground elements that differentiate territories from one another, as well as, estimate the affect of those differences on the cost of furnishing educational services, and distribute funding consequently. Besides all the factors discussed above, territory wealth in school funding is one of the most important elements that distinguish one territory to another. In this context, it has been believed by some of the experts in education, such as Torres and Puiggros that overall capability for the maintenance of students, as well as, the promotion of higher education has been improved and enhanced by the public schools, in addition to increasing the equality of educational opportunities. Actually, some territories are wealthy as compare to others. In this regard, states have designed a number of fundamental funding systems that evaluate the estimation of school territories funding levels and distribute it in keeping different grounds, such as domestic differences of wealth element. Although, different states have designed different public education funding system, but one can found many similarities in school funding structure system. Under the flat grant approach, in spite of domestic particular context, every territory gets the same flat grant for each student entered in any educational institute. Obviously, in this public education funding system it ponders that the state must assure a minimal level of funding for all educatees and then gives domestic territory liberty to increase funding beyond that level as they think fit for it. During the period of 1960s and 1970s, the power equalization funding approach arose out of the work of education crusaders; actually, they were the people who observed the huge deviations among different territories in the ability to lift domestic funds ensued in education funding inequalities. (Ana, 2004) The solution was to assure all territories a standard amount of fund for each educatee for each unit of taxation. For instance, every state is liable to determine that all school territories must be able to increase hundred dollars on each student, per mill of property tax rate. In any case, where school territory’s tax base does not able to rise forty dollar per student, in this case, the state will fulfill territory’s education funds demand of equal to difference between 100 and 40, or sixty dollar per student, per mill. (Garber, 1964) However, all districts which are considered as wealthier districts and whose tax base rate rises seventy dollars per students, per mill, will only get thirty dollars per student, per mill from the state. â€Å"In this way, the state â€Å"levels the playing field†for school districts in terms of the ability to raise revenue, ensuring that funding disparities are a result of differences in taxpayer preferences, not taxpayer wealth.†Undoubtedly, this approach shows the responsibility that all states all responsible for education funding according to their wealth and resources. The funding approach of foundation plans is presently use in almost forty states. This approach integrates components of the former described two approaches. Nonetheless, every state furnishes the deviation between the totals of revenue-raised form the domestic tax and the foundation funding level.            For instance, a state can found a foundation funding level of six thousand for each student. However, in a territory having one thousand students this will reflects a total funding of six million dollars. In this regard, if the state calculates a minimal domestic tax rate of two hundred mills increased two million in domestic property taxes, the states will have to furnish an extra fund, which will equal to the deviation between two million and six million. (Richter, 1986) In this approach, if employing the two hundred-mill lower limit tax rate in a wealthier territory with the same number of educatees increased five million, in this situation, the state is bound to furnish only one million in state’s education funds. In this regard, both territories ends up with the similar domestic tax rate and the similar combined state and domestic funding point for each student, though the proportional weight of those 2 sources is different to a great extent. It can be evaluated that this approach is designed to extenuate inequalities in domestic wealth. However, it takes the idea of equality in further steps; in this approach, typically, both outcome and opportunity are taken into consideration and rates are determined with respect of varying degrees of different states. (Williams, 1980) This foundation plan has designed to keep in mind that the domestic school territories must not enjoy limitless prudence while setting funding levels that are intolerably different from other states norms. The full state-funding plan is practically an uncommon approach for funding public education funds, in this approach of public education funding; the state is responsible for all education expenses. Hawaii is completely fit for this example; Hawaii within a single school territory combines full state funding. In suggesting or deciding public education funding policies, Hawaii is capable to eliminate, any deviations occur between domestic and state governance. Interestingly, in this public education funding system, domestic authorities have no control over levels of funding. (Ana, 2004) All the four aforementioned public education-funding categories show only the fundamental structure of public education funding plans. Nevertheless, in order to collect funds for public education most of the states use schemes that joint components of some or all of these funding plans. For instance, a state may distribute some funds through a flat grant education funding approach, or other may apply foundation plan to collect public education funding. In lieu, a state has an authority to give territories permit to raise tax rates in order to collect maximum funds for public education. It can be analyzed that the prime motive behind the public education funding is to get maximum funds, which can be used, effectively in public education. According to some public education funding reformers, public education funds schemes is just a technique to give equality among taxpayers at all levels such as property and other tax burdens. Domestic property taxes such as sales and income taxes are some of the main sources of California’s pubic education funds. In addition, these collection sources are supplemented with money from the California’s state lottery, federal government and other sundry public education funds collected domestically by school territories. The following diagram represents that how the public education funds were collected in California during the period of 2002-2003. K-12 Funding Comes From Five Sources (Ana, 2004) State Aid State aid collected mostly from California’s sales and income taxes. Property Taxes During the period of 2005-2006, property taxes were collected domestically and distributed to all schools through a formula determined by state.  Federal Aid Federal aid was appropriated for some especial purposes such as special children’s education, child nutrition programmes, child left behind programmes and so forth. Domestic Miscellaneous            Domestic miscellaneous funds included, interest income, revenue generated from domestic parcel tax elections, communality contributions and so on. Lottery California state lottery funds were collected on behalf of public education funds on per student basis. Proposition 98 Proposition 98, the provisions of a voter initiative, this law define the responsibility of each state, under this rule every state is bound to contribute in K-12 community and education colleges. This public education funding contains both domestic property tax revenues and state monies. As far as amount of guarantee is concerned, it is determined by using a set of formulas dictated by law. Since the year 1988, one of the most crucial factors for the determination of amount of revenue received by the public schools is the calculation of the minimum guarantee, because of the passage of Proposition 98. In addition, proposition ninety-eight insures a minimal level of funding for public education. Proposition ninety-eight funds represents about eight dollar out of every ten dollar apportioned to K-12 education in California. As mentioned above, California’s public education funds, other sources include domestic sundry resources, federal government, and lottery, which shared twenty percent in Public education funds.  (Williams, 1980) Legally speaking, a minimum of thirty-four of the receipts from the California state lottery should have to be allocated to public educational institutes. Moreover, the apportioned money for each student basis, should have to be used only for instructional uses and not for research and development (RD) purposes. In the year 2000, Proposition 20 was approved and accepted by the voters, which required that instructional materials should be considered and given due importance by half of any increment in the share of revenue collected from the lottery for the education. For the year 2005, as well as, 2006, approximately $146 per pupil was received by the districts from the above-mentioned source, from which, instructional materials were bought by roughly $25 from the total amount per student. The domestic sundry category of funds per annum shows about six percent of entire revenue collected for K-12 schools. Moreover, this public education funding was separate from domestic tax incomes the state control. It came from the sources that were domestically administered, that income generated from cafeteria sales, income from lease, income from sale of territory property and so forth. Interestingly, for less than twenty percent territory in the state, a significant source of domestic sundry income was the voter-approved domestic parcel taxes. In reality, these were some of the special types of property taxes, which were not related to the value of property. Nonetheless, according to some of the experts, one of the most important policies on the domestic level is the education system in the United States. The implementation of American ideology in the lives of American people is represented by the education system of the country, and due significance should be provided in this regard, which has been given in the past, and must be given in the coming years. (Hutchins, 1961) In the United States, both government and public are expecting a lot from educational institutions like school and colleges. In the past, educational institutes were being gainsaid to fit the demand of a country’s economy that is increasingly oriented towards knowledge in all respects and information skills. (Hutchins, 1961) At both federal and state level, present American legislative has made some changes in educational funding system and have created some new systems that will test educational institutes’ teachers’ and students’ performance. In the light of present ongoing changes in public education financing system, many experts have already said that these ongoing policies will advance education level. Conclusively, the paper has tried to study different aspects and perspectives of public education system across the world, and specifically, in the United States. It was noted during the paper that during the last few years, in order to get maximum funds for pubic education, different states of the US have made significant changes in public education funding system. Every year, all the states contribute hundreds of billions of dollars on education financing. Moreover, various features of the government financing on the federal, state, as well as, community level were discussed in the paper. Lastly, different characteristics related to the funding of the education system in the country were studied and evaluated during the paper, which will support the better understanding of its funding by the students, experts, and policy makers in the future.  References            Kenneth Forbis Jordan. (1992). Financing Public Education in an Era of Change. Phi Delta Kappa Educational Foundation.            National Association of Secondary School Principals. (1972). Financing Public Education. National Association of Secondary School Principals.            Lee Orville Garber. (1964). The Law Governing the Financing of Public Education. Interstate Printers and Publishers.            Mary Frase Williams. (1980). The Public School and Finances. Pilgrim Press.            Clayton Darius Hutchins. (1961). Trends in Financing Public Education, 1929-30 to 1959-60. U.S. Department of Health Education.            Otto Santa Ana. (2004). Tongue-Tied. Rowman Littlefield.            Ellwood Patterson Cubberley. (1916). Public School Administration. Houghton Mifflin Co.            Charles Elliot Fitch. (1904). the Public School. J. B. Lyon Company Printers.            Joseph Mayer Rice. (1893). the Public-School System of the United States. The Century Co.            Albert J. Richter. (1986). the Impact of the Rural Recession on Public School Financing and Programs. NEW Professional Library.
Tuesday, January 21, 2020
Independent Medical Examination :: essays research papers
Dear Dr.: is the authorized representative of in all of its workers’ compensation matters. The purpose of this file review is to determine whether the alleged condition of lumbar sprain is causally related to the claimant’s work activities. This claim has been allowed by the BWC for a sprain lumbar region following the claimant’s allegations that he felt back pain after slipping on ice while opening a gate at work. The claimant presented himself to St. Vincent Charity Hospital later that day complaining of sharp pain more on the right than on the left. The claimant admitted to prior back injuries and frequent chiropractic manipulations by a chiropractor during the examination, but was unsure of his previous diagnosis. The claimant stated that his back â€Å"has never been great, and I’ve always had problems with it†. On examination, Dr, Daniel Ryu found mild to moderate right paralumbar tenderness. The claimant was diagnosed with a lumbar sprain and given medications. The claimant followed up on March 9, 2005 with Dr. Ryu, reporting minimal improvement. At this examination, the claimant stated that he had a history of multi-level degenerative disk disease in the lumbar spine. Dr. Ryu requested an MR I, which was administered on March 7, 2005 by Dr. Shockley. The MRI revealed severe degenerative disc disease and mild to moderate facet disease at all levels of the lumbar spine. On March 18, 2005, the claimant returned to St. Vincent Charity Occupational Medicine, stating that he was feeling â€Å"better†, and had been participating in physical therapy. The BWC allowed the claim for a â€Å"Sprain Lumbar Region†on March 9, 2005. The employer does not believe that the claimant’s current condition is a result of a workplace incident. The claimant has a history of severe degenerative disc disease in the lumbar spine and frequent chiropractic manipulations. The employer believes that the claimant’s current complaints stem from the severe degenerative disc disease and is unrelated to the claimant’s 3/1/05 work activities.
Monday, January 13, 2020
Of Mice And Men Lonliness Essay
Of Mice And Men is a novel written by John Steinbeck during 1937. The novel is based on the lives of two characters ‘George Milton and Lennie Small’. Other characters in this novel are: Candy, Curley, Curley’s wife, Slim, Crooks, Carlson, Whit, The Boss and aunt Clara. In these characters, there are two women however, only one of them is seen in the novel as aunt Clara is introduced dead and the only female we see is Curley’s wife whose name we don’t know throughout the whole novel. We only see her as ‘Curley’s wife’. Due to this, some people think that Of Mice And Men is a depressing novel. In this novel, most of the characters are lonely and are alone. The loneliest person in the novel is Curley’s wife because she is the only female in the novel and so, to reduce the loneliness, she goes to the ranch and flirt with them by asking â€Å"Any you boys seen Curley?†After getting the answer, â€Å"She stood still in the doorway, smiling a little at them†. From this quote we can see that she has come here for something else and not to ask for Curley because she still stood there smiling at them. She knew where Curley was. â€Å"Think I don’t know where they all went? Even Curley†. If she already knew that, why would she come here to ask them? This is due to the loneliness she has to suffer alone because whenever Curley is there, he â€Å"Spends all his time sayin’ what he’s gonna do to guys he don’t like†. From this quote finally, we know that she is lonely, she is the only female and the only one she can talk to is Curley but, he is too busy with his own thing. So, she comes here to flirt with them. Due to loneliness, Curley’s wife get a chance to talk to Lennie and she prepares her meeting with Lennie. â€Å"I’ll talk to you later. I like machines.†This shows that she got a chance to talk to him because we never knew that she likes machine, and by her saying this, we know that immediately that she just wants to only talk to him and she has no likes or dislikes with machines, she just said that out of the blue because when Candy lost his hand while using the machine, we didn’t hear Curley’s wife inspecting about it So this shows that she was telling lies. Her loneliness was the cause of her death. â€Å"She was still, for Lennie had broken her neck.†If she didn’t organise the meeting with him, she would’ve been alive. She not knowing what Lennie can do, held his â€Å"hand and put it on her head†. However, as he is huge as a bear, his fingers are also like bears claws so, his hand got stuck in her hair and not wanting, he killed her by shaking her violently. The death of animals is common in the novel. It starts with Lennie petting the mouse. â€Å"you’ve broke it pettin’ it†Later Candy’s dog started to stink and so no one liked it and Carlson killed it. â€Å"A shot sounded in the distance.†When Candy’s dog died, Slim gave him a puppy and the puppy gets killed by Lennie unknowingly because he can’t control his power as he is described to be â€Å"as strong as a bull†. This makes the novel to be depressing because it isn’t the animals fault to get killed, why do they get killed? What is their fault? The mouses get killed because Lennie like to pet them and the puppy gets killed because Lennie stroked it for fun. This makes the reader feel that the animals got killed without any reason and so, it really makes the reader feel sad. The death of Curley’s Wife, puppy and the mouses are kind of linked together because the cause of their death is Lennie. He likes to pet and stroke the things which he feel nice and he did that the each one of these. Lennie is exceptionally powerful but, he never realises his strength. He thinks that everyone is like him-strong. He predominantly tries to run away from from problems however, he always does something wrong for which he gets into hot water by George. We see many people dreaming about their future but, most of them don’t actually achieve it. Candy’s dream was to have someone with him. He even says that â€Å"I’d make a will an’ leave my share to you guys in case I kick off.†This would make them a real good partnership but, the death of Curley’s wife ruined it because now, he knew that George and Lennie’s friendship is gone so, the dream will be demolished as well. On the other hand, Crooks is the only black person working on the ranch but, he isn’t happy because his only friends are â€Å"books†which isn’t enough. He wants someone with him too. â€Å"If some guy was with me, he could tell me I was asleep, an’ then it would be all right.†This shows that although he has his own room and stuff, he feels lonely. He wants someone to be with him too like others and just because he is black, no one is with him and he doesn’t like it. Crooks and Candy are kind of two sides of a coin because both of them have their position.Crooks has his own room and barn and Candy has two hundred and fifty dollars. Both of them want someone with them who they can talk to. Crooks is the only black person and Candy is the only person with a broken hand. Their dream is same as well. George and Lennie getting apart is also another reason why this novel is depressing. George kills Lennie which was really unexpected. â€Å"The crash of the shot rolled up the hills and rolled down again†. This was when Lennie was killed by George. This was the real sadness in the story. If you imagine two kids brought up together, lived together and worked together and then one of them kills the other, you would hate that person. Lennie was thinking about his rabbits, his dreams were welcoming him and George killed him out of the blue. This made the reader feel as sad as staying in a prison for his whole life. Due to this, three people’s dreams died. Candy won’t live peacefully with someone, Lennie won’t get to tend the rabbits and George wouldn’t have his own crops†¦ As when goodness goes, badness comes, George’s one dream died but the other formed. Near the start of the novel, we find out about George’s dream which was â€Å"I could get along so easy and so nice if I didn’t have you on my tail†is successful. He got rid of him and now, he can work on his own without even taking care of anyone. He can live peacefully forever. In conclusion, I really agree that Of Mice And Men is a depressing novel. I couldn’t even imagine that someone was so close to its dream and couldn’t achieve it just because one of them did something wrong. They were on the edge of achieving their dream suddenly at the eleventh hour, it flies away because Lennie killed Curley’s wife. This teaches us that you should start to get the thing right when you are kid or else you can get into really hot water when you are older. No one get their dreams except the dream which was useless near the end because George never wished that later on when he was thinking about his new dream. Curley’s wife was like the key in the novel. She was the only female and because of her getting lonely all this occurred and so, no one could achieve their dream.
Sunday, January 5, 2020
John Rolfe s Impact On America - 5544 Words
Period 2: John Rolfe: John Rolfe influenced America in many ways both economically and socially. Rolfe was known as the person who first successfully cultivated tobacco as a export crop and the first to marry a native American, Pocahontas. He was born on May 6, 1585 by his parents john Rolfe and Dorothy mason. During the time of this birth, Tobacco had grown more and more popular. John saw it as a great way to make business. In 1608 john aboard a ship that was set to sail to Virginia, but the ship was crashed and had led them to be stranded from months. Later he and the other people who were stranded build a new ship and continued their voyage to the new colonies (Virginia). Rolfe was able to get planted tobacco seeds from the West indies that were a little different from the native ones but easy to grow in the colonies. The seeds that he had were a little bit sweeter and not as harsh which grabbed the interest of the Virginia company even though Spain had declared a death penalty t o anyone who was selling it to non-spains. Once he had produced enough tobacco from his first shipment to England the price of tobacco shot sky high. John Rolfe paved the road for the development and settlement of the New world. His success also led to be a encouragement for others who wanted to start new business in the New World. When John Rolfe moved to Virginia he met the daughter of Powhatan who was kidnapped by Jamestown settlers, but it never happened. Pocahontas later learned how toShow MoreRelatedHow Did Geography Affect Where Colonists Settled Essay679 Words  | 3 PagesBeginning in 1607, when ambitious English colonists settled in Jamestown, and continuing until the last of the thirteen colonies was established; geography was a substantial factor in the development of colonial America. 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