Effectiveness of tax incentives to boost (retirement) saving: theoretical motivation and empirical evidence

The adequacy of household saving for retirement has become a policy issue all around the world. The UK and US have been in the vanguard of those countries that have tried to encourage retirement saving by providing tax-favoured treatment for particular savings accounts. We consider empirical evidence from these two countries regarding the extent to which funds in some specific tax advantaged accounts (IRAs in the US, TESSAs and ISAs in the UK) represent new savings. Our best interpretation of this evidence is that: only relatively small fractions of these funds can be considered to be "new" saving and so these policies have been an expensive means of encouraging saving; there has been some deadweight loss from the policies associated with "reshuffling" of existing savings. Continuing improvements in data on individual financial behaviour create scope for future empirical analysis of incentives to save, both within the standard economic framework that we explain and exploit, and by considering extensions to and adaptations of it.Saving, tax incentives to save, lifecycle model, household behaviour

Actualism and its author: Prospects for the future of Gentile Studies

This article describes the recent reception of Giovanni Gentile and his doctrine of actualism, describing the philosopher's rehabilitation as a major Italian thinker and actualism as a provocative account of socially situated consciousness. The discussion then turns to the future of Gentile studies, focusing on ways in which the ahistorical methods of analytic philosophy might help restore actualism and its author to their proper place in the philosophical canon

L'attualismo e il suo autore. Prospettive per la ricerca futura su Gentile

This article describes the recent reception of Giovanni Gentile and his doctrine of actualism, describing the philosopher's rehabilitation as a major Italian thinker and actualism as a provocative account of socially situated consciousness. The discussion then turns to the future of Gentile studies, focusing on ways in which the ahistorical methods of analytic philosophy might help restore actualism and its author to their proper place in the philosophical canon

Mitosis – The story

Copyright © Springer 2011. NOTICE: This is the author’s final version of a work accepted for publication by Springer. The original publication is available at www.springerlink.co

The Drosophila Protein Asp Is Involved in Microtubule Organization during Spindle Formation and Cytokinesis

Abnormal spindle (Asp) is a 220-kD microtubule-associated protein from Drosophila that has been suggested to be involved in microtubule nucleation from the centrosome. Here, we show that Asp is enriched at the poles of meiotic and mitotic spindles and localizes to the minus ends of central spindle microtubules. Localization to these structures is independent of a functional centrosome. Moreover, colchicine treatment disrupts Asp localization to the centrosome, indicating that Asp is not an integral centrosomal protein. In both meiotic and mitotic divisions of asp mutants, microtubule nucleation occurs from the centrosome, and γ-tubulin localizes correctly. However, spindle pole focusing and organization are severely affected. By examining cells that carry mutations both in asp and in asterless, a gene required for centrosome function, we have determined the role of Asp in the absence of centrosomes. Phenotypic analysis of these double mutants shows that Asp is required for the aggregation of microtubules into focused spindle poles, reinforcing the conclusion that its function at the spindle poles is independent of any putative role in microtubule nucleation. Our data also suggest that Asp has a role in the formation of the central spindle. The inability of asp mutants to correctly organize the central spindle leads to disruption of the contractile ring machinery and failure in cytokinesis

Giovanni Gentile and the state of contemporary constructivism

This thesis presents Giovanni Gentile’s actual idealism as a radical constructivist doctrine for use in moral theory. The first half describes the moral theory that Gentile explicitly identifies with actual idealism, according to which all thinking, rather than an exclusive domain of ‘practical reason,’ has a moral character. It is argued that after Gentile’s turn to Fascism in the early 1920s, this theory is increasingly conflated with his political doctrine. This entails several major changes that cannot be squared with the underlying metaphysics. The second half of the thesis develops a more plausible account of Gentilean moral constructivism based on the pre-Fascist idea of reasoning as an internal dialogue. Comparisons and contrasts are drawn with contemporary constructivist doctrines, as well as theories employing dialogical conceptions of reason. The internal dialogue is presented as a device enabling the thinking subject to make objective judgements about real-world problems despite the impossibility of her occupying a fully objective standpoint. Thus actual idealist moral theory is offered as an example of constructivism at its most radical, inviting advocates of less radical varieties to re-assess the foundations on which their theories are built

Representational Gesture as a Tool for Promoting Verb Learning in Young Children

The movements we produce or observe others produce can help us learn. Two forms of movement that are commonplace in our daily lives are actions, hand movements that directly manipulate our environment, and gestures, hand movements that accompany speech and represent ideas but do not lead to physical changes in the environment. Both action and gesture have been found to influence cognition, facilitating our ability to learn and remember new information (e.g., Calvo-Merino, Glaser, Grezes, Passingham, & Haggard, 2005; Casile & Giese, 2006; Chao & Martin, 2000; Cook, Mitchell, & GoldinMeadow, 2008; Goldin-Meadow, Cook, & Mitchell, 2009; Goldin-Meadow et al., 2012; James, 2010; James & Atwood, 2009; James & Gauthier, 2006; James & Maouene, 2009; James & Swain, 2011; Longcamp, Anton, Roth, & Velay, 2003; Longcamp, Tanskanen, & Hari, 2006; Pulvermüller, 2001; Wakefield & James, 2015). However, the two types of movement may affect learning in different ways. In previous work, the effects of action and gesture on learning have been considered separately (but see Novack, Congdon, Hemani-Lopez, & Goldin-Meadow, 2014). Our goal here is to directly compare children’s ability to learn from actions on objects versus gestures off objects. We consider this question in the realm of word learning, specifically, teaching children verbs for actions that are performed on objects. We also ask whether learning through these movements unfolds differently when movements are produced versus observed by a child. More broadly, our study is a first step in understanding how information is learned, generalized, and retained based on whether it is expressed through action or gesture