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Will the 'tax the rich' plan scare them away? - Canada - CBC News - 0 views

  • But so too is the policy unlikely to have a huge impact on curbing the $15.3-billion deficit, one of the stated goals of the new tax, according to the premier.
  • Kevin Milligan, a University of British Columbia economics professor
  • A number of politicians have recently been championing the cause of taxing the rich
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  • Barack Obama
  • France, Socialist candidate
  • deal with the NDP to support his budget and avoid an election. McGuinty said all revenues from that new tax would be devoted to "accelerating our plan to eliminate the deficit."
  • According to finance officials, about 23,000 people — or 0.2 per cent of tax filers — would pay an average of about $19,000 more in income tax. The Liberals and NDP have estimated the new tax will generate somewhere between $440 million and $570 million. But Milligan said those numbers are "ambitious."
  • "There’s very strong evidence there as well that, especially for the highest earners who have access to really good tax advice, when tax rates go up, they find legal ways to readjust their affairs so they lower their tax bill."
  • Asked about how that might affect overall revenues, Marion Nade, a spokeswoman for NDP Leader Andrea Horwath, said via email that "all governments are concerned with tax avoidance. We support any means of addressing those loopholes."
  • Milligan also said he doubted the tax would scare off the very wealthy.
  • “We know quite a bit about the impact of this kind of tax,” said Milligan. “You hear some people say it will deter business investment , this will deter entrepreneurship. And the evidence on that is pretty strong that that’s not the case.” Milligan said that's because at the very, very high end of income distribution, most of the income is earned income. "These aren’t entrepreneurs and investors. These are people who are working for a living. They are very well-compensated people working for a living, but it just makes it a very different set of people than if these were all investors with a big pot of money wondering where they will invest it." But Milligan said he doesn’t believe top executives won't work as hard or leave the province because they’re earning a couple percentage points less.
  • Milligan estimates that the marginal rate for someone earning over $500,000 would now climb to 49.5 per cent from 46.4 per cent. (When factoring in the provincial surtax, the overall tax hike will actually be 3.12 per cent.) But he also noted that tax rates approaching 50 per cent are common in other very high income OECD countries. He said there is a "tipping point" where pushing the tax rates higher could yield no more revenue, or, in fact, drop the revenue. "I don't think evidence suggests that we’re hitting that point yet. My own best estimate is you have to get rates into the 60s before you stop raising new revenue."
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History of Education - The Canadian Encyclopedia - 0 views

  • The history of education is a central theme in Canada's social, economic and political history
  • In the 17th century education was usually an informal process in which skills and values were passed from one generation to the next by parents, relatives and older siblings
  • The Canadian insistence on the collective concerns of peace, order and good government has meant that state projects such as schooling are seen in terms of their overall impact on society
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  • In the years after the Conquest of 1759-60, the British authorities were exceedingly concerned about the strong French Canadian presence in the colony, and they tried repeatedly to assist in the establishment of schools that were outside the control of religious authorities. These efforts were undermined by the Catholic Church and, more importantly, by the disinterest of local communities, in which education was associated more with households than classrooms
  • The establishment of school systems across Canada during the 19th century followed a strikingly similar form and chronology due to the complex and often competing ambitions of both official educators and parents
  • proposals for a public school system
  • The characteristic conviction of the school promoters was that mass schooling could be an effective instrument for instilling appropriate modes of thought and behaviour into children; in their minds, the purpose of mass schooling did not primarily involve the acquisition of academic knowledge. School systems were designed to solve a wide variety of problems ranging from crime to poverty, and from idleness to vagrancy
  • leaders in a variety of communities in central British North America took up arms in pursuit of coherent demands for political change
  • The key element of family reproduction is its orientation toward the future, including considerable anxiety about the direction and pace of social and economic change. This anxiety has involved a fear of downward social mobility both intra- and intergenerationally. Certainly, such fear preoccupied families before the 19th century and explains why land was characteristically seen as the central component of material stability and family cohesion in both New France and British America. And, during the 19th century, land continued to be seen as the most secure foundation for family economies
  • However, the development of agrarian, merchant and industrial capitalism heightened perceptions of economic insecurity. Everyone became aware that while great fortunes could be made, they could also be lost just as quickly. The obvious insecurity of even well-paying jobs or successful businesses came to loom increasingly large in the minds of parents planning for their children as well as themselves as elders in the context of declining land availability.
  • One response was to have fewer children and to invest more in their education
  • Compulsory attendance legislation was passed in the Canadian provinces (except Québec) during the later 19th century but only a minority of parents were not already enrolling their children in class.
  • Some resistance to schooling did develop, particularly from those reluctant to pay extra taxes
  • Why many parents believed that schooling would improve the prospects of their children was primarily connected to the value attributed to academic training. Unlike the emphasis of school promoters on character formation, the shaping of values, the inculcation of political and social attitudes, and proper behaviour, many parents supported schooling because they wanted their children to learn to read, write and do arithmetic.
  • articulation of schooling with the labour market
  • By the late 20th century, schooling had become part of an institutional network which included hospitals, businesses, prisons and welfare agencies.
  • growth of formal instruction funded by taxes and supervised by the state. This growth resulted from concern about cultural, moral and political behaviour, from the emergence of a wage-labour economy, from changing concepts of childhood and the family, and from the general reorganization of society into institutions.
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