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The representative firm model is used to demonstrate that competitive markets yield least‐cost production in the long run. This model is deficient in two respects: The demonstration's validity is suspect and it fails to show that least‐cost production occurs in the short run as well.

The purpose of this paper is to propose a way to introduce regression analysis into courses with minimal start‐up time. Doing so makes it less likely that introducing both the software and the estimation technique will create discontinuity in the flow of the material being covered.

This paper discusses an Excel workbook that reduces the amount of time students must use to become adept at estimating model parameters.

The workbook provides a set of macros that guides students through the implementation of ordinary least squares (OLS) estimation and provides them with information that is not part of standard Excel output. It also conducts high‐low analysis.

Using this program can reduce the difficulties encountered in having students conduct the valuable exercise of model estimation.

The coronavirus disease of 2019 (COVID-19) generated a crisis; however, it also gave us an opportunity to imagine the future and build a better world. Moreover, as we are convinced of the importance of understanding the lessons of history when facing both current and future challenges, this chapter seeks to present a concise overview of global crises since the end of the nineteenth century and to show crises for which we ignored the warning signs and wakeup calls, the consequences of said crises and how we managed to recover and thrive in several cases. Ultimately, we seek to justify the capacity of humanity to build a sustainable future – ideally, a regenerative future.

Drawing on Dewey’s accounts of learning the Alexander Technique (AT), this chapter explores why he found the process so powerful. As AT teachers, we explain how the technique enables practitioners to become aware of fixed, unconscious habits and to bring them under conscious control. With a new student, work begins with physical habits. However, because physical, cognitive, emotional and social functionings are interdependent, AT lessons typically enable flexibility in each of these spheres. Dewey’s writings show his strong theoretical commitment to the idea of learning as practical and experiential. His AT lessons were truly revelatory in providing him with both direct, embodied experience of the power of habit to drive human behaviour and a practical means of becoming aware of, and resisting, his own habits of thought and action.

Perceptions are shaped by habit in such a way that the senses can be unreliable in working out how to respond in a given situation. Dewey’s practice of the AT revealed to him the dissonance between his habitual self in activity and his conscious view of himself. Dewey was challenged by his AT lessons, which required an open, enquiring attitude and sense of humility. In the AT, Dewey found a means of pursuing an active, critical, self-directed process of discovery and adaptation akin to childhood learning. AT begins with the self, our ‘tool of tools’. Through fundamentally modifying the self, the AT supports the openness and flexible response to the physical and social world that characterize productive experiential learning.

This study examines how perceived institutional support, parental role models, and entrepreneurial self-efficacy, representing both macro-level and personal-level factors, collectively influence students' intentions to pursue entrepreneurship in Mexico and Uruguay.

This research utilized quantitative methodology, specifically survey techniques, to collect data from students attending private universities. The study achieved a valid sample size of 419 respondents. Various reliability and validity tests were conducted before structural equation modeling was employed to test the hypothesized relationships between variables.

The analysis revealed that perceived institutional support does not directly impact students' entrepreneurial intentions (EI). Instead, its effect is mediated through entrepreneurial self-efficacy and the presence of parental role models, both of which are strong predictors of EI. Additionally, the study identified a direct correlation between students' nationality, their academic programs, and their EI. Age and gender, however, did not significantly influence EI.

This study provides theoretical insights into understanding EI by combining macro-level and personal factors. This integrative method contributes to a more comprehensive approach of predicting EI within the context of Latin America.

The study suggests boosting investment to improve the quality of institutions, fostering an environment that supports entrepreneurship, and offering students opportunities to learn from successful role models.

This study was conducted in the context of two economies in Latin America. The novelty lies in combining perceived institutional factors and individual motivators to understand EI in Latin America. It uniquely emphasizes the significance of familial influences, particularly parental role models, in its analysis.

The 1896 presidential election between William Jennings Bryan and William McKinley has new salience in the wake of the 2016 presidential contest. We provide the first systematic analysis of presidential voting in 1896, combining county-level returns with economic, financial, and demographic data. We show that Bryan did well where interest rates were high, railroad penetration was low, and crop prices had declined. We show that further declines in crop prices or increases in interest rates would have been enough to tip the Electoral College in Bryan’s favor. But to change the outcome, the additional changes would have had to be large.

This survey is mainly concerned with certain basic sources of information aimed at persons occupying administrative and managerial positions in business and industry as well as academicians and students in business schools. It covers management theory and methods, industrial and personnel relations and legislation affecting such relationships, and manpower planning and related data sources. Since much of the current thinking and research on management is disseminated variously as reports and articles in scholarly periodicals, it would be logical to begin with indexing and abstracting sources which enable retrieval of such data. These should not be confused with serial publications whose aim is to provide the subject specialist with means to keep abreast of developments in his field, like Management Contents, Marketing Executive Digest and McGraw‐Hill Management Awareness Program.

It will be argued here that the need for anti‐discrimination policies in the labour market — while patently obvious to the present audience — can also be reinforced via an analytical approach, which we have elsewhere described as a “socio‐economic systems” approach. Briefly, such an approach leads to the conclusion that in most areas of social economics (including discrimination) we should be concerned with the study of the structure and processes of the dynamic field of societal relations within a complex and interdependent environment of many systems (social, economic, legal, political, historical, psychological, technological and natural). Consequently, we need to study these environmental systems, the elements of the structure, the process of adaptation of these structural elements to their environment, the accommodation and conflict generated by these processes, the societal relations stemming from these reactions and the feedback mechanisms whereby the open and dynamic system constantly adjusts (Figure 1).