Budget Summary

 

A program budgetary needs assessment determines the financial needs of a small group or program in order to assist schools in allocating funds based on needs and priorities. A program budget review requires looking at key information about a program in order to develop a clear picture of how the program fits into the school’s continuous improvement plan.

Part 1: Budget Summary

For this assignment, to help familiarize you with budgets, analyze the budget of a small group at your site. If you cannot access a small group budget, you may utilize the “Small Group Sample Budget.”

In 250-500 words, write a summary of the budget that includes:

A brief overview of the program or activity including its purpose, structure, and participants
Current budget expenditures, including unexpected (unbudgeted) expenses
Current budget revenue
Non-budgetary resources required to operate and meet organizational goals (e.g., volunteers, facilities, large equipment provided by school or community)
A description of how the budget is monitored, and the process of how unexpected adjustments are made to the budget
Part 2: Program Budgetary Needs Assessment Survey

Create an 8-10 question needs assessment survey in an online survey tool (e.g., Survey Monkey) that you would give to a program or small group leader on a school campus in order to analyze their program’s budgetary needs. You will be administering this needs assessment survey in Topic 2. Examples of possible small groups include special programs, clubs, after school activities, sports clubs, student activities, etc.

The needs assessment survey should address, but not be limited to, the following:

Assessment of the current conditions or the group’s ability to achieve its stated goals or outcomes (e.g., what is working/strengths and what is lacking/areas of opportunity)
Resources required to fulfill the operations of the group
Wants and requests needed for the group
Gaps that are affecting the performance of the group
Provide the link to your online needs assessment survey on the bottom of your summary.

Sample Solution

Modernity was informed by the belief that scientific rationality is fundamental to understanding society. Modernity witnessed a transition from the traditional belief that the social world was informed by religion to scientific rationality. This period, known as the Enlightenment, encouraged a different way of conceiving the world by inspiring a sense of curiosity to uncover the meanings of society. Thus, this inquisitive thought-process built the foundations of SSR (Benton & Craib, 2011). However, the means of investigating human nature were limited to scientific method, forming a positivist way of appropriating society. This echoes the want for certainty that characterised modernity. Such positivism has implications for the field of SSR, as for researchers interpreting society from alternative perspectives and using non-scientific methods is crucial to help us understand the social world. Therefore, researching from a modernist perspective would limit the research lens.

To contextualise this with relation to the media in modernity, the media followed mass communication or a ‘one-to-many’ approach, meaning that knowledge claims were circulated on a wide-scale. While this is beneficial to circulate accurate information, it overlooks individualism. This reflects Foucault’s (1977) concept of power-knowledge, which suggests that those in power create and circulate knowledge to the many. Here, Foucault’s critique suggests that while knowledge circulation was thought to be transparent, it merely reflected the sociohistorical constructs of power. While this is a critique of modernity, this evaluation is relevant today due to the media’s manipulation of messages which suggests that power relations between media producers and receivers are still uneven. Contrastively, the development of technology in postmodernity has meant that simulations of authentic knowledge have been lost and distinguishing between truth and fakery is problematic; for instance, ‘fake news’. This reflects Baudrillard’s (1994) theorisation of simulacra, which suggests that knowledge claims in postmodernity have no relation to reality.

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