Government Spending and Taxation, Lessons from the Great Depression Essay

Government Spending and Taxation, Lessons from the Great Depression and The Economics of Social Security - Essay Example 1447- 1448)1. Keynes’s theory advocates that higher government spending and curtailment in taxes could be helpful in counteracting the depression (Kindleberger 1986, p. 24)3. There is no mutual agreement on the idea of what were the main causes of the Great Depression of the USA. Reviewing its core nature, many believe that the severe contraction in early 1930s and later its slow recovery represent that fiscal policy had a minor role in this phenomena. Thinkers have come to this conclusion through theoretical and empirical studies of that period. Theorists say that even though federal government spending had risen considerably, it was not high enough to have a greater impact on the overall economy (Brown 1956, pp. 860 - 861). On the contrary, few economists believe that fiscal policy played a vital role in the emergence of the Great Depression (McGrattan 2011, p 1)4. One of the most prominent changes in fiscal policy at that time was a sharp surge in taxes rates on the incomes of individuals which encompass corporate dividends. Hovering taxes is one of the worst measures that government take to overcome crisis which makes the situation even worse. Increasing tax rates leave less money for consumers to spend and hence under this situation Federal Reserve suggests the government to refrain from this approach (Taylor 2002, p. 3). The Great Depression which left many people out of pocket and discontented, ended up with the idea of social security that called for the government to take up the responsibility of economic security of its citizens. The New Deal provided people with the Social Security system in which employees give their contribution through taxes while they are on job to secure their future in economic term. The statistics displayed in this particular representative form specifically imply that during the great depression i.e. around 1932 Private sector investments were the lowest hence taxation

Controversial Issue of Use of Cookies in Web Browsers Essay

Controversial Issue of Use of Cookies in Web Browsers - Essay Example Many internet sites have incorporated cookies in the search engines for various purposes. Usage of cookies is more prevalent in e-commerce sites, which depend on the activities and information of the customer to customize the search engine to the preferences of the customers. Cookies store small sections of program codes and memories that can be retrieved later. Use of cookies is always well-intended. However, there has been claims that site owners use cookies to track important information from the users. This is even more controversial considering that cookies operate discreetly without the knowledge of the user. Whether use of cookies is beneficial or risky to internet users has remained a controversial issue for a long time and therefore, this paper explores this controversy and ultimately supports that use of cookies is indeed beneficial to internet users. Proponents of use of cookies argue that use of cookies makes site browsing easier, more efficient and user-friendly. Accordi ng to Palmer â€Å"while e-commerce has grown rapidly in recent years, some of the practices associated with certain marketing aspects of marketing such as pop-ups, cookies and spam have raised concerns on the side of the internet users† (Palmer, 2005). For instance, e-commerce sites such as Amazon use cookies to keep track of user activities. User information is recorded and kept as cookies, site preferences are recorded as well as credit card and vital personal information. Users do not have to re-enter such information in subsequent site visits, therefore, making browsing easier and safer. However, it is possible for some sites to use such information unethically. For instance, site preference information can be used for advertisement purposes and not necessarily to benefit the site user.  

Learning Theories and Cognitive Development

Learning Theories and Cognitive Development Vygotsky, Bruner, and Dienes share the cognitive viewpoint of learning. Lev Vygotsky, a constructive theorist, viewed social and cognitive development as working jointly while building on each other. One of Vygotskys major contributions to understanding child development, is the concept of the zone of proximal development (Mooney, 2013). Vygotsky believed this concept to be the difference between what a child can accomplish on his own, and what he can do with the assistance of a teacher or peer. In conjunction with the zone of proximal development, scaffolding is vital to a childs development. In Vygotskys view, scaffolding is instrumental in the childs development of knowledge and skills (Shemmar Al-Thani, 2015). Vygotsky advocated for observation in promoting a childs development. Teachers become familiar with a childs development through listening and watching his behavior, in this way, a greater degree of learning occurs as the teacher is aware of what the student knows, and can relate it to learning new concepts. In Vygotskys view, social interaction promotes individualized thinking. Concerned with the process of learning and instruction, Jerome Bruners theory supports children learning through guidance and support. Similar to Vygotsky, Bruner believed instructional scaffolding to be vital to a childs cognitive development. In Bruners view, any student can be taught any subject regardless of his stage of development, given support is provided in the right way, at the right time (Choudhry, 2013). An advocate for discovery learning, Bruner believed learning to be an active process. Learners create new ideas or concepts based on existing knowledge. Bruners theory of learning was based on children learning through three phases of cognitive development in which he or she progresses: the enactive phase, iconic stage, and the symbolic mode (Choudhry, 2013). Focusing primarily on mathematics, Zoltan Dienes theory of learning includes applying teaching practices that consider childrens learning styles, and the rate their learning occurs (Gningue, 2016). Dienes theory includes the use of manipulative materials, games and stories. He believed at an earlier age than previously thought, children can comprehend complicated math concepts than previously assumed. Per Dienes theory, mastering a new concept is a process that evolves over time, and involves the child progressing through stages, or cycles of learning (Gningue, 2016). Vygotsky, Bruner, and Dienes Versus Piaget The work of Lev Vygotsky and Jean Piaget are often compared because they both acknowledged the participation of individuals in constructing knowledge; however, there are also differences in their schools of thought. Central to Piagets theory, cognitive development follows four universal stages, in which more sophisticated, and abstract thought increases. Piagets theory holds that stages occur in the same order, building on knowledge gained from the previous stage, and grouped according to age in which the childs abilities are classified. Vygotsky took the position that through adult assistance, a child is gradually capable of performing tasks without assistance. Development is a result of the childs interaction with assimilation and accommodation in which a balance between preexisting concepts and new information is attained, and new knowledge is constructed (Choudhry, 2013). Piaget thought that a child is actively involved in his learning, and learning was a result of the childs int eraction with his environment. Vygotsky also considered children as active participants in their learning; however, he focused on the impact of social interaction and language on a childs cognitive development, and believed personal and social experiences cannot be separated (Mooney, 2013). Another similarity of Vygotsky and Piaget, is their view on the importance of play in a childs development and learning. In contrast to Piagets stage theory of a childs development, Bruner believed children could learn any subject with the support and guidance of an adult. Bruner, like Piaget, saw children as actively involved in their learning process. Similar to Piagets stages, Bruners theory also consisted of phases of development in which children progress as they learn and develop. However, Bruners modes were interrelated, unlike Piagets specifically defined stages. Unlike Piaget, Dienes focused primarily on childrens learning and development of mathematical concepts. Dienes theory involves progressive stages to learning math, much like Piagets theory of cognitive development. Piaget proposed that children learn best from concrete activities, similarly Dienes theory also emphasized the importance of children learning through the use of manipulative materials (Gningue, 2016). Additional Theorists John Dewey was instrumental in developing theories regarding young childrens learning and development. In agreement with Piaget and Vygotsky, Dewey saw the child as an active part of his learning process, and learning as child centered, and interactive (Mooney, 2013). Dewey believe the childs social world and community to be vital to his development. Dewey emphasized the role of the teacher in observing students to understand what kind of experiences they were interested in, and plan curriculum to help children understand his or her world. Maria Montessori developed a child centered approach to learning. She believed children learn skills, including language, naturally from his or her environment, and placed emphasis on preparation of the learning environment (Mooney, 2013). Montessoris work suggests that the most critical time of learning is during the first years of life, and learning comes through manipulation of the environment and training of the senses (Platz Arellano, 2011). Montessoris curriculum was based on the philosophy that educators should be passive but provide guidance as children are active participants in their learning process. John Locke saw children as a blank slate in their nature and ability to learn (Platz Arellano, 2011). Childrens nature and learning are influenced by their environment, and their early experiences had a lasting effect on their future. Locke also saw children as individuals who should be raised based on their individuality and taught according to their individual needs (Platz Arellano, 2011). Lockes view supports teaching children to read as soon as they learn to speak. Credited with the development of kindergarten curriculum, Froebel saw the importance of using play as a teaching strategy for young children. Froebels play curriculum did not include instruction on reading, writing, or counting (Platz Arellano, 2011). Play, games, and songs are vital to developing attitudes of cooperation and self-control in children. Froebel believed block play to be essential in child development as it represented the building blocks of the universe (Platz Arellano, 2011). References Choudhry, M. (2013). Constructivism: Way to new learning. International Journal of Education and Management Studies, 3(2), 276-284. Gningue, S. M. (2016). Remembering Zoltan Dienes, a Maverick of Mathematics Teaching and Learning: Applying the Variability Principles to Teach Algebra. International Journal for Mathematics Teaching and Learning, 17(2). Retrieved from http://www.cimt.org.uk/ijmtl/index.php/IJMTL/article/view/17 Platz D. and Arellano, J. (2011) Time tested early childhood theories and practices. Education. 32(1), 54-61. Retrieved from https://www.questia.com/read/1G1-269228798/time-tested-early-childhood-theories-and-practices

Fate Versus Free Will Essay example -- essays papers

Fate Versus Free Will Fate, as described in the Oxford English Dictionary, is â€Å"The principle, power, or agency by which, according to certain philosophical and popular systems of belief, all events, or some events in particular, are unalterably predetermined from eternity.† To the western world, fate is perceived as â€Å"a sentence or doom of the gods† (Oxford). They often sought prophecies of the gods, especially from Apollo, the god of knowledge. The Greeks would seek prophecies usually when they had doubts about something, or if they were afraid or in despair. When the gods made a prophecy, the Greeks put all their faith in it and believed that it would happen. When their prophecies did come true, was it really fate that controlled them? If so, was there any room for free will? Some have difficulty believing that a god, rather than their own actions, could control their fate. However, when a god made a prophecy, which later came true, the evidence was clear enough to cause someone to believe in fate. In one famous play, the question of fate versus free will plays a dominant role during analysis. The play, Sophocles’ Oedipus Rex, stars a young man, Oedipus, who appears to be the pawn of the gods. In Ode four (27-31), the chorus comments on Oedipus’ state: And now of all men ever known Most pitiful is this man’s story: His fortunes are most changed, his state Fallen to a low slave’s Ground under bitter fate. Every aspect of Oedipus’ life and everyone he loves eventually suffers from a horrible fate predicted by the gods. However, did Oedipus have to suffer his fate or did he have the power to change it; is the outcome of Oedipus’s life really the result of fate or his own actions? After... ... 1992. The University System of Georgia. 22 April 1999 *http://venuse.galib.uga.edu:4000/FETCH:%3Asessionid=29107:resultset=1:format=F:fcl=1:recno=1:numrecs=1:next=html/Article.html*. * Guthrie, W. K. C. The Greeks and Their Gods. Boston: Beacon Press, 1950. * Hamilton, Edith. The Greek Way. New York: W.W. Norton and Company, Inc., 1930. * Knox, Bernard M. W. Oedipus at Thebes. New Haven: Yale University Press, 1957. * â€Å"Oxford English Dictionary.† Galaleo. The University System of Georgia. 2 May 1999. *http://sage.libs.uga.edu/ssp/cgi-bin/oed-idx.pl?sessionid=925701061&type=entry&byte= 136735810&q1=fate&q2=&q3=* * Sophocles. â€Å"Oedipus Rex.† Literature. Ed. Robert DiYanni. Boston: The McGraw-Hill Companies, Inc., 1998. 880-921. * â€Å"Sophocles: The Author and His Times.† Barron’s Booknotes. America Online. 22 April 1999 *AOL keyword: Barron’s*.

An assistant professor of animal sciences at Colorado State University says of her earlier years as autistic child

This term paper discusses autism in relation to nursing. Its aims are:   (1) to define autism and its causes, (2) to describe the process of evaluating if a child has autism, (3) to report abnormal findings observed among autistic patients, and (4) to describe appropriate treatments, including medical and nursing treatments, as well as prognosis and chances for recovery.What is Autism?I was 2  ½ years old when I began to show symptoms of autism; not talking, repetitious behavior, and tantrums. Not being able to communicate in words was a great frustration, so I screamed. Loud, high pitched noises hurt my ears like a dentist’s drill hitting a nerve. I would shut out the hurtful stimuli by rocking or staring at sand dribbling through my fingers (Grandin, 2002)Temple Grandin, one of the thousands of individuals with autism, described aptly what was happening to her then. It has been reported that autistic children and adults are lacking in verbal and non-verbal communication, social interaction, and leisure or play activities. It is hard for them to communicate with others and relate to the outside world.They exhibit repeated body movements, unusual responses to people or attachment to objects and resist any changes in routines. In some cases, aggressive or self-injurious behavior may be present (Autism Society of America, 2006).According to the Autism Society of America (2006), autism occurs in approximately 15 of every 10,000 individuals, four times more prevalent in boys than girls, and conservatively estimated that nearly 400,000 people in the United States have some form of autism.Autism is defined as a â€Å"complex childhood disorder that involves abnormal emotional, social and linguistic development â€Å"(Ball & Blinder, 1995).   It is a developmental disability that typically appears during the first three years of life as a result of a neurological disorder that affects the functioning of the brain (Autism Society of America).  Studies have shown abnormalities in different areas of the brain, including the cerebellum which participates in the execution of organized movements such as walking, running, eating, dressing and writing (Isaac, et al. 2005).The major brain structures implicated in autism are the cerebral cortex, amygdala, hippocampus, basal ganglia, brain stem, corpus callosum and cerebellum (Strock, 2004).   Many of these brain structures are responsible for higher mental functions, general movement, perception, behavioral reactions, speaking and other bodily functions.What causes autism?According to Jennifer Humphries (2000), the cause of autism remains unknown. It has been attributed to damage to the brain, but she said it is not conclusively proven.   She enumerated five factors cited by Frith (1989) that may be responsible for it, which are as follows: genetic or chromosomal abnormality, viral agents, metabolic disorders, immune intolerance and perinatal anoxia.Family studies show that autism is 50 times more frequent in the siblings of autistic people than in the general population. Siblings who are not autistic themselves show an increased incidence of other cognitive impairments.Infections like German measles (rubella) and herpes encephalitis may damage the brain during pregnancy and childhood.   Children with autism have shown elevated blood serotonin (a chemical in the brain) levels, although this is not specific to autism. It is postulated that there is delayed maturation in the central nervous system functioning (Isaac, et al, 2005).How is autism diagnosed?There is no specific universal diagnostic or laboratory test to detect autism. Diagnosis is often made by a psychiatrist using established criteria by the American Psychiatric Association (2000) which focus on communication skills, social interactions as well as repetitive and stereotyped patterns of behavior.Moreover, â€Å"clinicians can use behavioral observation instruments and ask parents and/or teachers to fill out behavior checklists (Hallahan and Kauffman, 2006).

Tsar Nicholas Ii

Nicholas II abdicated the throne in 1917 up until then, the Russian Royal family had ruled for over three hundred years. Throughout this period, they faced many problems and uneasy predicaments, a lot of these centering on Nicholas II as Tsar. A combination of long and short-term problems led to the decline and eventual fall of the Romanov dynasty. Tsar Nicholas II ignored these issues, staying true to his coronation vow to uphold Autocracy, and therefore played a critical role in the plummet of the Empire. A flaw in Tsar Nicholas II Autocratic style of ruling was his conflicting personality.He was a family orientated man, and they often took priority over ruling and looking after his country especially his son, Alexei who suffered severely from Hemophilia which consumed most of him, and his wife, Tsarina Alexandra’s time caring for him. Another flaw in his personality was that he required absolute power and that all decisions were to be made by The Tsar himself. He was blind to the political and social realities of his expansive and diverse empire. These aspects were key components in Nicholas II role in the fall of The Romanov Dynasty.Due to Tsar Nicholas II failure to address economic and social grievances, Russia was in a state of unease, regularly holding strikes to express their grievances. One of their main concerns was the effect of industrialization. Even though Russia ranked fifth among the industrial nations of the world in terms of industrial productions, the conditions of the workers were bad. Their wages were low, their working hours were long and their living conditions were intolerable – crowded together in barrack with no healthy and sanitary facilities.As well as enduring poor living conditions at home, the conditions in the factories were not of higher quality. Due to the many years of oppression, the workers demanded change from the Tsar and became crucial elements in the downfall of the Empire. Many critical events occurred in 1905 including the Russo-Japanese War (1904-05) caused by territorial disputes, due to this war, Russia suffered a series of humiliating defeats and a large number of casualties. In addition to this things on the home front weren’t too pleasant either, trade with ther countries slowed, food prices climbed, and many people were at the point of starvation. Russia was forced to surrender to Japan. Another turning event in 1905 was intentionally peaceful rally led by George Gapon in order to settle disputes, which turned into the massacre of over 100 workers and wounded over 300. In August of 1905 Nicholas II pledged to introduce basic civil liberties, which provided the State Duma with Legislative powers, however this did not last long as Nicholas II was determined to retain his autocratic rule, and so he issued â€Å"Fundamental Laws† denying the Duma Responsible Government.These incidents signaled the start of the 1905 revolution and thus, the fall of the Romanov Dynas ty. On August 1st 1914 Germany declared war on Russia. On this announcement Russia swiftly advanced into Germany through East Prussia. Early military disasters such as the defeats at Masurian Lakes and Tannebugurg weakened the Russian Army considerably in these initial stages of War. These losses were large in military and money, putting great strain in its already crumbling system.In September 1915, Tsar Nicholas II assumed the foremost role in the military – The commander-in-chief, this was an ill-judged decision on Nicholas II part, as he had no military training whatsoever and his departure from St Petersburg leaving his wife, Tsarina Alexandra essentially in control of Russia. And increasingly unpopular decision, on account of Alexandra being of German heritage, and as a result of the war, the Russian people detested everything German, and believed Alexandra was a spy for Germany.The Russian people also resented the influence Gregory Rasputin had over Alexandra, The peop le viewed him as immoral and he brought huge disrepute on the Romanov family. The impacts of The War placed an unbearable on Russia’s weak government and economy, the improper handling of these affairs turned the people against the Tsar and the growth of political opposition to the Tsar – a direct link in the downfall of the empire. The effects of World War One on Russia were profound.Russia’s once remarkable financial stability was demolished by the War, the disruption of their transport system, the shortage in food supplies and the rapidly rising price in supplies created a foundation for a revolution, and also, a considerable loss in confidence of the Tsar. On the 23rd February, International Women’s Day, the women of Petrograd led a riot through the workers districts. They were fed up with waiting for bread, often waiting outside bakeries overnight to be first in line.This chaotic riot turned into a revolution when chief of the military district, Gene ral Khabalov when he ordered his troops to fire on the unarmed crowds â€Å"The chief of the military district, General Khabalov, could not cope with the situation. † The turning point of this situation was after the General issued his orders, his army refused to fire upon the thousands of protestors. Nicholas the II knew he had no choice but to abdicate the throne – and he did.On the 15th March 1917 Tsar Nicholas II abdicated his throne. In conclusion, the decline and fall of the Romanov Dynasty was a culmination of numerous events, flaws and disputed opinions, Tsar Nicholas II being the focal point in the vast majority of these problems. Nicholas Romanov was the last Tsar of Russia, his inability to attend to his country’s need and fully carryout his obligations, lead to political and unrest and the growth of revolutionary ideas resulting in the fall of the Romanov family.