Company law Essay Example | Topics and Well Written Essays - 500 words

Company law - Essay Example The court of appeal upheld Chandler’s claims against Cape plc., and acknowledged that damages were available for the claimant from the parent firm. The liability was placed on the parent firm for which the claimant was an employee to its subsidiary. The subsidiary firm that employed Chandler had ceased operations by the time Chandler sued for damages. However, the High Court upheld Chandler’s claims, and so did the Court of appeal. Although corporate personality requires that a company within a group of companies should handle its liabilities independently, the court held that the parent company was liable for tortious negligence to Chandler. The decision made by the Court of appeal critically influences the legal provisions that govern corporate operations in more ways than just linking subsidiary liabilities to the parent firms as already seen in the Chandler v Cape plc case. Agency principles that relate to common law are often used in determining closely related cases that are filed on similar grounds. In this respect, parties that are relatively bound to benefit on the same ground as that realized by Chandler could file lawsuits against parent firms for liabilities that could have been rather carried by their subsidiaries. The corporate veil between the subsidiary and the parent firm was lifted on the ground that the parent firm best understood the working conditions that the subsidiary was subjecting its employees to. Legally, the court held that the parent firm was as liable as its subsidiary. However, the subsidiary was no longer operational, thus transferring the negligence liability to the parent firm. Duty of care existed between Chandler and the parent firm, through the employing subsidiary. Corporate veil prompts that the employees clearly understand the direct liable party in relation to whom they act for2. The obligations of all the

Business asignment 2 Research Paper Example | Topics and Well Written Essays - 2000 words

Business asignment 2 - Research Paper Example 4. b. They are selling a well-designed machine. 5. a. Argentina, Brazil, Mexico-these are the countries we hope to concentrate on. 6. b. Only two sites-maybe three-offer the things we need. 7. c. How many owner-operators are in the industry? 8. b. You ever faithful assistance deserves-without a doubt-a substantive raise. 9. b. The charts are well placed on each page-unlike the running heads and footers. 10. a. Your devil-may-care attitude affects everyone in the decision-making process. Chapter 5 1. On p. 148, under â€Å"Apply Your Knowledge,† do question 1, 2 and 5. With number 5, note that at the end you are asked to explain your answer. As you do so, tell how you can make such content clearer by applying the concepts in our chapter. 1. Manufacturers do not have the responsibility of ensuring that customers read the warnings on food products. However, it is their responsibility to use simple and understandable language in the warnings. 2. When communicating business message s, I would use a direct method of communicating that is precise to ensure an authentic voice and still project my company’s image. 5. Whether the logical sequence of my message is obvious, I have to use transitions. This is because it maintains the status of my position and ensures that I am understood perfectly. 2. On p. 148-151, under â€Å"Exercises,† do 1-3, 12-13 and 19b. ... we have portrayed a lot of patience j. we fail to understand 2. a. when an email order cannot be processed, the order form can be used instead b. it is important to bring my credit card to the store c. a 25 percent discount will be offered on all 15-inch LCD screens sales by the store d. the applicant interested in the position of a bookkeeper is bright enough and capable of handling a good job e. the request for $25 has been honored f. it wouldn’t have been necessary to learn how to use the machine properly if I had cared doing a good job g. the opportunity to run the company now was as a result of the strategy presentation this morning, which had brilliant ideas that could not fail. h. everybody’s pay has been delayed due to the massive upgrade of the accounts payable system i. the sickness and lack of energy to work through the numbers by the evaluator has delayed the report j. my computer could have given me the news from online sources that MyTravel and Thorn Cook were in a merger talk 3. a 10 day remit on payment using credit card avoids spoiling its rating b. refunds are offered on returned merchandise that is not soiled c. we will ship your order after 10 days in which we will have replenished Baby Cry dolls d. for the blouse you ordered, specify the color e. during winter, waterbeds freeze in all unheated houses. Therefore, you will pay $9.50 to cover for the valve replacement and postage. 9. a. during this spring, b. a good amount of savings c. a good number was in attendance d. more efficient e. increased size of the working area f. restructure the website to flatten it 3. On p. 151, do 1-10 on the "Improve Your Grammar, Mechanics and Usage" exercise (just write out which choice is the correct one). 1. their

What are the main causes that lead to monopoly Essay

What are the main causes that lead to monopoly - Essay Example The producer should have the necessary infrastructure that includes technology and other requirements which enable them to produce the specific goods or services and sell them at a reasonable price. This situation can be construed as a natural monopoly because the competitors cannot produce such commodities with patented technological capability, which they cannot acquire. The producer will have an exclusive control over a patent with regard to the manufacturing process of a specific product. Moreover, a company may be granted a right to produce a commodity or service by the government (Peterson, Monopoly, 2005). Monopoly bestows upon a producer an exclusive possession of the market. Since, the producer controls the production it is possible for him to reduce production and increase prices with the sole aim of maximizing profits. Monopoly exists whenever the market has barriers to prevent the entry of competitors. The government creates such barriers in the case of natural monopolies. Further, the government itself provides some specific services or goods through local governmental bodies or franchises the same to a company and it regulates the production and prices of goods or services. Moreover, patents also create barriers in the market (Monopoly, 2003). Technological advancement or the necessity to use a particular variety of machinery to produce commodities also serves to discourage competitors. Furthermore, large scale production and integrated operations enhance efficiency, and cost effective measures reduces prices. Adopting such measures will be beneficial to companies to cut down costs and provide goods to the consumers at reduced rates. Monopoly arises when a company indulges in anticompetitive activities which create barriers to trade (Monopoly, 2003). In order to avoid abuse of the status of monopoly and to protect the consumers from monopolistic behaviour of companies, most nations

Ethnic group Essay Example for Free

Ethnic group Essay Crash is highly ambiguous in the depiction of multiculturalism in American society. Almost all the ethnicities depicted in Crash question the perception others have their particular group, but at the same time affirm the different stereotypes surrounding their ethnic group. For example, one of the black characters (‘Anthony’) remarks that they should be afraid in a white neighborhood, due to their group’s association with crime. Following this intelligent observation, he and his friend (‘Peter’) proceed to steal a car from a white couple (Rick and Jean Cabot), affirming the stereotype whites have of them. Another example would be the Persian-American father, who is accused by a gun-store owner to be a danger to society, The father denies this fact, but ends up shooting a child. This ambiguous portrayal shows us one of the dilemmas of Multiculturalism in American society. While it strives to acknowledge diversity, it also promotes color consciousness by rejecting color-blind solutions. To quote Gordon and Newfield â€Å"Multiculturalism in the 1980’s sponsored renewed protests against white racism and yet it appeared to replace the emphasis on race and racism with an emphasis on cultural diversity. Multiculturalism rejected racial subordination but seemed sometimes to support itâ€Å". While Gordon and Newfield also attest that â€Å"multiculturalism often avoided race. It designated cultures†, but multiculturalism in Crash inexorably comes down to race and ethnicity. The characters in Crash think in terms of race or ethnicity, not culture. Despite the fact that every major character is culturally ‘American’, race is the definitive factor in determining identity. The upper-class African-American Cameron is accused of not being ‘black’ enough. The Persian-American father is angered that he is mistaken for being an Arab (traditionally considered to be part of the Hamitic race), while both ethnicities can be considered part of Islamic culture. The Asian-American characters and the Cambodian immigrants are first and foremost ‘Asian’ and no attempt is made to distinguish them culturally. This can clearly be seen at the end of the movie; Anthony drops the Cambodians off in Chinatown, an ‘Asian’ neighborhood, inhabited by Chinese-Americans whose culture and language is completely foreign to the Cambodians. Furthermore everyone from South-American is labeled as Latino or Hispanic, despite the fact that Brazilians are culturally and linguistically Portuguese and that Argentina is more ‘white’ than the United States. Detective Ria is called Mexican (the most common Hispanic group in Los Angeles) multiple times in the movie, despite having a shared Puerto Rican and El-Salvadorian background. One must understand that there is a racial divide or a perceived racial divide in American society, not just between the white American majority and minority groups but between different minority groups as well. This is best seen during Crash’s opening scene, where a ‘native’ Asian-American woman (Kim Lee) accuses the ‘native’ Hispanic Ria of being an illegal immigrant in broken English. Another example would be the privileged African-American Cameron. After an attempted carjacking, he is mistaken for one of the carjackers, due to his belligerent attitude and encounters a racial divide that completely nullifies his privileged position. In other words, his upper-class job gave him a degree of ‘whiteness’, which dissipates when he is mistaken for a ‘black’ thug. The racial divide is best described by Ronald Takaki, a Japanese-American and a professor on multicultural American during an encounter with a taxi driver. The taxi driver asked how long he had been in the US; Takaki interpreted his question in terms of race: â€Å"Somehow I did not look ‘American’ to him; my eyes and complexion looked foreign. Suddenly we both became aware of a racial divide between us†. For the taxi driver, an Asian man speaking good English was somehow remarkable and likely made his comment without any racist connotations. For the Japanese-American Takaki, it was a reminder that the notion of ‘Americaness’ was still closely related to race. Another Academic, Schlesinger notes that â€Å"The bonds of cohesion in our society are sufficiently fragile, or so it seems to me, that it makes no sense to strain them by encouraging and exalting cultural and linguistic apartheid. The American identity will never be fixed and final; it will always be in the making†. Despite being an assimilationist, Schlesinger has a valid argument, at least with this quote. ‘American’ is not a fixed identity; it means different things to different minority groups. For the Asian-American woman, speaking broken English raised no questions regarding her Asian-American identity, while the Hispanic Ria was dumbfounded by the fact that the women accused her of being an illegal in broken English. Schlesinger correctly notes how fragile the bonds between the different ethnic groups are. This returns in Crash, where almost every ‘multicultural’ interaction is the result of a crash or conflict. As Gordon and Newfield point out in their essay, multiculturalism might have placed the emphasis on cultural diversity, rather than race or racism, but it has done little to deal with the underlying racial divide that exists in American society. Bibliography. â€Å"Argentina Demographics Profile 2010†, Index Mundi, accessed 10-3-2010, http://www. indexmundi. com/argentina/demographics_profile. html Avery Gordon and Christopher Newfield, Mapping Multiculturalism (Minneapolis: University of Minnesota Press, 1996), 3-4 Schlesinger, Arthur M. , The Disuniting of America: Reflections on a Multicultural Society (New York: Norton, 1992) 137-138 Takaki, Ronald, A Different Mirror: A History of Multicultural America (New York: Back Bay Books, 1993) 1-2.

Benefits of Art in Education

Benefits of Art in Education In the following text will be announcement about art and how it influences in develop of creativity and intelligence in the kids. The human being always has been in contact with the art since we were born for that reason art has a huge impact in us. Each people born with innate ability of create but with the pass of the years this has lost. When we incorporate art in academic develop the students have a best interpersonal relationship and also their brain development is better. In addition the implementation of art in the schools have been increasing obtaining excellent results to academic level and also there is a new technical for better our education system across of games. This technical is called ludic learning that is based in games of this forms the students can learning better are be more outgoing also put more attention in their classes because they are not stressful nor boring. There they develop their creativity and imagination. For this reason, art is fundamental for grow th intellectual in the kids. Since every human being had born with an innate ability of imagination and create. For that reason art, music, even sports always they were with us. The obsolete education system leaves aside our innate ability of relationship and its focus on the critical and rational thing. Subjects like mathematics, chemistry and physics have greater relevance than art, music and sports but this will change. All the people around the world are completely different is for this reason we need different form of teach because each people learn of different way. Art is a fundamental tool for better in the intellectual growth of the children. The actual schools should founded the develop of art in the classes because of this form the kids can better their abilities like reason and their creativity and this away could be in the future a excellences people that they have good interpersonal relationship and also be good professionals. Art could be work it since a very young age because it encourages develop childrens brain. Allowing them develop right hemisphere and so to have a vast intelligence to expand others skills like relationship between people, capacity for to lean others languages, even their self-esteem is better. Also, art acts positively in the life of the people because many people have fallen in drug addition, vandalism between others, but they have been able leave this thanks the positively encourage of art. When we grow up lost our innate skills of imagine and create, but if we develop the abilities of children since very young with games, paintings, etc. They can better these abilities. According to the National Institutes of Health, developmental milestones around age three should include drawing a circle and beginning to use safety scissors. Around age four, children may be able to draw a square and begin cutting straight lines with scissors. Many preschool programs emphasize the use of scissors because it develops the dexterity children will need for writing. For this way we can improving their develop of brain and have a better education though art. ( Lynch, G. 2012) A report by Americans for the Arts states that young people who participate regularly in the arts (three hours a day on three days each week through one full year) are four times more likely to be recognized for academic achievement. To participate in a math and science fair or to win an award for writing an essay or poem than children who do not participate. (Lynch, G. 2012). When the art is in the schools the students are more relaxed because across of art they can express their ideas and feel more rested. Nowadays our interpersonal relationship is broken because the people prefer their computer or use internet. But this can change across the art. Art is the door of our things and feelings. Many people cannot have a good relationship with words, this was because when they was children cannot express their feelings but if we teach kids others ways to express their feelings we can improve the interpersonal relationship. According to choreographer, Diana F. Green (2015) Art like dance uses the body as an instrument the body could be a form to express their feelings and for this way they improving their emotional intelligence. Current research have revealed the importance of the arts implementation in the schools as tool for intellectual growth in kids. In fact, the artistic disciplines are involved in pedagogical practices. They infuse the creative think in the children. Besides this develops a deep think, less systematic. Likewise, the children can find many ways for resolve a problem because art is joined with creativity and further enhances growth of the intellectual development. There are many researches that exposes that children influenced for music have better grades in their schools. An article published in 2009 by Kimberly L. music and apprenticeship show that neuroscience society found some areas of our brain that involve movement and coordination are better in musical people and less in common people. In addition many experts recommend to parents make listen classic and harmonic music to their children. Of this away their sensory, emotional and auditory teaches is developed. Through of time the education system has been changed. For this reason countries like Finland has art, music and sports involved the academic life of the students. They since have started their studies have a lot of hours for developing their imagination and creativity through of paint, play an instrument, write and others. Also, it has been implemented a new art of teaching called playful learning. This new form of teaching is based on touch with games. It makes the kids learn very quickly and better. In the same way, has been inserted in the school this method is getting huge results. The students pay more attention and are very outgoing in classes because when they make games like teaching they are more open to learning and their stress levels are drastically reduced. Between these playful practices, art is always present because it allows to expand our skylines on the subject of teaching. According an article by the magazine Artz said demonstrates intelligences relation to creativity, one that is vital for not only understanding creative thinking, but for improving it. The creativity which encompasses art and imagination are tightly join to intelligence. At present it is not enough be only a genius, but also have the capacity to relate to people, of expanding your ideas, or create and invent. In addition many people around the world thing that art does not have any bonding with the intelligence but this is not correct because the artist people development more parts of their brain that ordinal people. Also, the art can take us away is so in the newspaper called el comercio it said Quito urban places has transform in a canvas of a new form of language (Flores G., 2016). Ecuador is changing its form of seeing this street art because art symbolizes for artist a form to express their feelings, a develop emotional intelligence. Is for that thanks to a lot of graffiti paintings in the capital has led Ecuador to be recognized internationally for its art. In conclusion, the human being always had a need to show that their feelings of different forms. For that we born with an innate ability to create that it is reflected in the art. However, art for many years was separate from intelligence because thought that they are things completely different. Nowadays, and thanks many researches and experiments had been determined that art and intelligent go hand in hand. It is more people do not just involve the science, but also their art. They develop do not only left hemisphere, but also right hemisphere. It gives them as result the increase of some abilities that with the pass of the years and for many factors they had lost it. In addition, many experts say that stimulating babies with music, art and others positively affects the brain of the children as it enhances the cognitive response of the right hemisphere. It is for this reason that the implementation of art as an aid to improve intelligence has been incorporated in schools where children from an early age are motivated with games, songs, paintings, etc. To learn from what they have obtained very good results because the students are more relaxed and pay more attention to a didactic class than an absolute. In addition, thanks to the involvement of art in schools, children are not only educated to be great professionals, but also develop as people because through art their ability to create and imagine, their interpersonal relationship improves are less systematic. Fortunately art is no longer left aside, but rather placed as an importance in the development of the child since it has come to take the place that corresponds because without art, without creativity the intelligence would not develop completely, in fact the Creativity allows us to look at other ways, other ways to reach the same goal, this is extremely important in the intelligence of the people because it allows us to be human beings with a greater reasoning and a criterion more vast when making decisions. References: Cooper, B. (2013, November 20). 8 Surprising Ways Music Affects and Benefits our Brains. . Retrieved November 19, 2016, from https://blog.bufferapp.com/music-and-the-brain. Flores, G. (2016, January 09) El arte urbano de Quito es reconocido internacionalmente. Retroceded November 19, 2016, from http://www.elcomercio.com/tendencias/arteurbano-quito-grafiti-warmipaint-detonarte.html Jurvetson, S. (2013, January 21). The relationship between creativity and intelligence. Retrieved November 19,2016, from http://creativesomething.net/post/41103661291/the-relationship-between-creativity-and Reyes, f. (2014, October 17). El aprendizaje là ºdico: una novedosa estrategia de capacitacià ³n. Retrieved November 19, 2016, Wai, j. (2011, April 12). If you are creative, are you also intelligent? Retrieved November 19, 2016, from https://www.psychologytoday.com/blog/finding-the-next-einstein/201104/if-you-are-creative-are-you-also-intelligent. from https://sp-marketing.com/el-aprendizaje-ludico-como-estrategia-de-capacitacion/

The Qualitative Or Quantitative Processes Psychology Essay

The Qualitative Or Quantitative Processes Psychology Essay Development on the whole is a complex teleological concept; it constitutes a direction and an end it involves various stages and is certainly not as simple as it seems. The view of development is used to provide meaning and order to changes that occur over time in childrens development. Development involves biological, emotional and psychological changes that take place in humans between the period of birth and towards the end of adolescence, as they progress from dependency to autonomy. During prenatal stage, developmental changes are strongly influenced by genetic factors and other events. There are various different concepts embedded in the view of development that, upon watching it closely does not seem so obvious. The idea of development is clear but the directions, mechanisms and ends of development are not so obvious. The aim of this essay is to discuss a controversial issue in developmental science enflamed by nativists, that is whether it is qualitative or quantitative proce sses that assist us in different developmental aspects. With the perspective of dynamical systems theory this essay defends qualitative change by briefly discussing dynamical systems theory briefly due to word count limit provided for this essay. This essay also shows that qualitative and quantitative changes should not be considered in opposition as they are aligned phenomenons that they very much work hand in hand across different time scales and play a fundamental role in developmental processes. Qualitative change refers to when individuals progress in developmental stages results in them becoming different than how they were earlier or continuous gradual accumulation of small changes e.g. the way children behave, think and perceive the world in a different manner as they mature or after acquiring language children look at the world in a completely different manner, as now he/she is able to give names and now have the ability to think about abstract objects that do not have concrete reality. Whereas quantitative change occurs as a result of continuous acquisition of novel information and experiences. Children grow physically stronger and bigger and acquire sophisticated knowledge for instance a child who after being two years old has grown few inches and has gained 12 pounds, so growth in weight and height indicates quantative differences. Essentially big sudden changes in development, as simple as they seem are actually result of a accumulation of gradual various miniature changes, that are even hard to notice sometimes for instance it might seem that children start walking suddenly, but is a result of rather series of small changes in development which involves steady growth and strengthening of muscles that can assist the child to lift the body weight. Child development shows a mixture of both types of qualitative and quantitative changes in processes and they are equally important. Children advances in cognitive abilities in terms of processing of information, younger children are unable to hold a number of objects in their memory in compare to older children (quantitative change). The memory of older children is qualitatively different as they are capable of using various strategies e.g. organization of information and practice to improve the number of information they can hold in their memory but younger children do not use these strategies (quantitative change) as they are not aware of them. Between 4 and 10 months in children, qualitative change shows how categories are learned and represented possibly because of the onset of language emergence in children. The idea of transformational change and continuity in development has been popular points of controversy in the history of science. In the past two decades growing number of theories claimed of continuity amongst infants and older children abilities. Most of these theories come from nativist tradition, by showing infants amazing abilities and their seeming association to forms of cognition (e.g. Meltzoff Moore, 1977; Wynn 1992). Kagan (2008) claims that theories of continuity are exaggerated e.g childrens capability to use complex semantic networks are qualitatively different from infants ability to form perceptual schemata in looking tasks. The empirical evidence of childrens competence is on insignificant grounds as empirical record is based on single measure of infants performance which was the final looking time and is influenced by a lot of factors and has been overlooked in the past by psychologists and researchers interested in revealing early competence in children. This essay uses an example of development of dynamical systems view, theoretical framework in order to understand the two important issues of whether development occurs through qualitative or quantitative processes. The aim is to define qualitative development from a dynamical systems view. I argue that qualitative changes in structural organization of behaviour happens at the time scale of behaviour the second to second time scale of thoughts, actions, emotions. This idea states that the changes that occur over development and learning is due to qualitatively different behavioural states and depends upon the stability and infants or childs flexible shifting from one state to the other state. Dynamical systems theory was introduced to developmental science by Thelen and Smith (1994) with the publication of (A dynamic systems approach to the development of cognition and action). During the past two decades concepts of Dynamical systems theory has been applied to various phenomenas for example motor development (Corbetta Thelen, 1996), socio emotional development (Lewis Lamey Douglas, 1999), cognitive development (Spencer et al; 2007). DST determines that development is a non linear process (Thelen 1989), which states that movement in children is not developed in a continuous steady rate and in a continuous manner, but it goes through lots of changes in a sub system which eventually results in the whole system to be able to shift and consequently results in a novel motor behaviour (Smith Thelen 1993). What does qualitative mean? For various developmental researchers the term qualitative refers to transformational change which is creating something novel that is not associated to something old for instance caterpillars transforms in to a butterfly from a cocoon, what goes in to the cocoon does not really similar to what comes out. Is that a qualitative change? Is it not obvious that there has to be some biological connection between the caterpillar and the butterfly? Is it the transformation or continuity as well as discontinuity or could it be that perceptual schemata might be connected to the appearance of the initial semantic network? In the past abrupt and transformational changes were thought to show qualitative rearrangements in development but when examined at finer levels of detail they tend to be more continuous. (Adolph, Robinson, Young, Gill- Alvarez, in press; Siegler, 1994; Siegler, 1996). DST defines qualitative frame work in a precise manner showing evidence of identification of qualitative change process, and the connection between qualitative and continuous changes. The qualitative transformation with regards to DST takes place when a system shifts from one attractor condition via stability to another attractor condition. Dynamical systems are defined as mathematically modelled systems that use equations which show the rate of change of one system of variable at each moment in time. If the current state of the system and its direction of change which is how fast the system is moving along in a line assists us to use the current state, add the amount of change and then it is possible to predict where the system will be at the next point over time. Successful completion of this process can lead to the possibility of us to learn in detail the development of a child and to predict each step along the way. The issue is that dynamical developmental systems are really complex. We are unable to understand all the details of a complex system, so we have to go for something simple. We have to learn how the system acts around certain specific points known as attractors, which enable the system to gravitate over time. The complication is that these attractors have the capability to change themselves. When a qualitative transition takes place in a dynamical system it shifts from being in the local territory of one attractor to losing that attractor and gravitating toward a new one. The question stands is that how do we learn when one attractor becomes unstable and other one appears this process is known as bifurcation review Braun, (1994). There are three important critical points to be considered. First one is that qualitative change in DST is dependent on the change in the attractor states of the system which is a shift from state of stability through instability in to a different attractor state. Second one is that just by observing the system behave in time cannot explain the processes involved in the system, thirdly there is an important association between continuity and qualitative change within DST. Qualitative changes arise from continuous changes in various aspects of the system e.g. when a neural system is moved through a small change in self excitation from a perceptual state to working memory state. Changes in the dynamics of system are often seen as shifting of attractor wells. Various categories of action appear as infants shift from reaching to crawling to walking and so forth. At specific time in development the collection of wells grasps potential actions. And the depth of different wells grasps the stability of the specific action type. Table no 1 shows various developmental theories and their position with regards to qualitative vs. quantitative changes controversies, (Berk, 2003; McDevitt Ormrod, 2004). DST states that infants can self assemble, novel motor attributes in new situations. It also states that development occurs in individual children solving unique issues in their own ways. Thelen suggests that every child is different with regards to their body, their experiences and nervous system. It is impossible to predict the course of development. The research carries on. Conclusion: This essay discussed whether it is qualitative or quantitative changes that assist developmental processes in human beings. Child development involves both qualitative and quantitative growth processes and the emergence of differentiation capabilities over time. The challenge of dynamical systems is to learn and understand development, how qualitatively novel attractors appear in real time and how they become stable and accessible to promote development. This essay defends qualitative shifts as they play such a vital role as to what emerges over development is all about. The important thing is that qualitative and quantitave (continuous, gradual) shifts or changes should not be held in opposition. The view of qualitative and quantitative changes should go hand in hand. DST provides defence of qualitative development, a frame work to understand the connection amongst qualitative and quantitative development and pushes our learning and understanding of development towards l ocal time scale where continuity and appearance go hand in hand in order to produce novel things from something that is old. Table 1: Seven developmental theories and their position with regards to qualitative vs. quantitative changes controversies, (Berk, 2003; McDevitt Ormrod, 2004) Theory Nature vs. Nurture Qualitative vs. Quantitative Social Learning Interaction of nature and nurture Quantitative Biological Maturational Nature Quantitative and qualitative Ecological Interaction of nature and nurture Quantitative Psychosocial Interaction of nature and nurture Qualitative Cognitive Developmental Interaction of nature and nurture Qualitative Behaviorist Nurture Quantitative Sociocultural Interaction of nature and nurture, with more emphasis on nurture Quantitative

The Bush Stimulus Package :: Essays Papers

The Bush Stimulus Package President Bush has just unveiled his new $674 billion economic stimulus package. The Democrats, although they have little chance of getting it passed in the GOP-controlled Senate, have countered with a plan of their own, with a much lower tab of $136 billion. The centerpiece of the Bush plan is arguably the elimination of the tax on dividends paid by shareholders, which makes up a hefty $364 billion of the entire sum. The reasoning is that it is unfair to tax corporate earnings once and then again tax them when they are paid out as dividends to shareholders. However, the president’s logic is faulty in that there are many instances of so-called double taxation in our society. For example, when one earns a dollar as part of one’s income, it is taxed and then it is taxed again in the form of sales tax when the dollar is spent. Another criticism lodged at the White House is that the repeal of the dividends tax benefits the wealthy in a disproportionate manner. Democrats charge that the wealthiest one percent of Americans would stand to gain over forty percent of the benefits. This is partly due to the fact that the wealthiest generally receive the greatest percentage of their income from dividends. Analysts say Mr. Bush is trying to appeal to the new â€Å"investor class†, which now includes the majority of Americans. Interestingly enough, senior citizens and retirees comprise a significant portion of stockholders who collect on dividends. That is what allows George W. Bush to claim that repeal of dividends tax is designed to benefit seniors, when wealthy investors will reap the most reward. The purpose, in theory at least, of ending double taxation is to put more money in the hands of investors, and to encourage more Americans to invest in the ailing stock market, which is now near an all-time low. Another beneficial effect will be to encourage large corporations to pay dividends, thus giving more money to Americans. If this money goes towards consumption and private and capital investment, the economy will inevitably get a much-needed boost, since GDP=C+I+G+X. In addition to elimination of dividend taxation, the Bush plan proposes to make the 2001 tax cuts permanent. Again, one can argue that the wealthy are the primary beneficiaries of Mr. Bush’s tax cuts. But part of the problem stems from inherent inequities in the tax code.