Presenting innovative modelling approaches to the analysis of fiscal policy and government debt, this book moves beyond previous models that have relied upon the assumption that various age-specific rates and policy variables remain unchanged when it comes to generating government expenditures and tax revenues. As a result of population ageing, current policy settings in many countries are projected to lead to unsustainable levels of public debt; Tax Policy and Uncertainty explores models that allow for feedbacks and uncertainty to combat this. Applicable to any country, the models in the book explore the optimal timing and extent of tax changes in the face of anticipated high future debt. Chapters produce stochastic debt projections, including probability distribution of debt ratios at each point in time. It also offers important analysis of fiscal policy trade-offs as well as providing advice on when and by how much tax rates should be increased. Economics scholars focusing on fiscal policy will appreciate the improved models in this book that allow both for uncertainty and feedback effects arising from responses to increased debt. It will also be helpful to economic policy advisors and economists in government departments.

This text provides a clear exposition of genetic principles and problems with comprehensive, up-to-date references. Specialists who have collaborated closely with industry give an inside authentic view of the genetics and breeding of industrial microorganisms such as yeasts, filamentous fungi, actinomycetes, pseudomonads, and other bacteria of major industrial significance. This book will be especially valuable to many professionals in the field of microbial genetics.

Probing the shortcomings of contemporary early years provision, whilst offering practical and informed solutions, Early Childhood Education Redefined at once celebrates the progress made in this field since the publication of the 'Start Right Report' (1994), whilst also calling for further changes to ensure that all children are able to 'start right', to become effective, independent learners. Developing and emphasising the importance of concepts which have become overlooked within modern educational policy and practice, yet which remain key to our children's development, this book considers how elements such as attachment and love; movement and exercise; and language and talk may be better integrated into early years practice via the three main vectors of parenting, the curriculum, and pedagogy. From a revised curriculum from birth to seven renamed Key Stage 1, to a greater emphasis on formative assessment, and the promotion of pedagogies including purposeful play, planning in the moment and attachment theory, chapters build on the principles set out in the 'Start Right Report' and take into consideration the research and reflection developed over the last quarter of a decade. Reopening a vital debate and challenging governments, education providers, parents and professionals to re-define what young children need to grow, develop and learn in our contemporary society, this timely response to the 'Start Right Report' is essential reading for all those involved in early years research, education and care.

Probing the shortcomings of contemporary early years provision, whilst offering practical and informed solutions, Early Childhood Education Redefined at once celebrates the progress made in this field since the publication of the 'Start Right Report' (1994), whilst also calling for further changes to ensure that all children are able to 'start right', to become effective, independent learners. Developing and emphasising the importance of concepts which have become overlooked within modern educational policy and practice, yet which remain key to our children's development, this book considers how elements such as attachment and love; movement and exercise; and language and talk may be better integrated into early years practice via the three main vectors of parenting, the curriculum, and pedagogy. From a revised curriculum from birth to seven renamed Key Stage 1, to a greater emphasis on formative assessment, and the promotion of pedagogies including purposeful play, planning in the moment and attachment theory, chapters build on the principles set out in the 'Start Right Report' and take into consideration the research and reflection developed over the last quarter of a decade. Reopening a vital debate and challenging governments, education providers, parents and professionals to re-define what young children need to grow, develop and learn in our contemporary society, this timely response to the 'Start Right Report' is essential reading for all those involved in early years research, education and care.