Even before local government reorganisation in 1975 individual public libraries were disappearing through amalgamations. John Hobson discusses one whose account was closed in 1936.
Social economics[l] is a small but growing school of thought in the United States. At first sight it appears as if “social economists” are a rather heterogeneous group defying…
Abstract
Social economics[l] is a small but growing school of thought in the United States. At first sight it appears as if “social economists” are a rather heterogeneous group defying satisfactory description. Yet we believe that there is a unity of focus: a deep concern with human needs rather than just a description of human preferences being co‐ordinated. We define “needs” as “necessary” wants and immediately the question imposes itself: necessary for what? Our answer is human life with its higher or lower qualities. Social economics seeks not only to enable and maintain life, but also to “enlarge” it and fulfil it. As a direct result values are hierarchical, from the lower (survival) values to the highest (ethical, aesthetic) values. Such is implicit in the generally acknowledged human‐values‐orientation of the field, since values can be seen as need satisfiers.
In the US minimum wages were initially enacted by individual states, beginning with the Commonwealth of Massachusetts in 1912. These laws were modeled on legislation enacted over…
Abstract
In the US minimum wages were initially enacted by individual states, beginning with the Commonwealth of Massachusetts in 1912. These laws were modeled on legislation enacted over the previous two decades in Australia, New Zealand, and England (Fisher, 1926, chap. 8; Hammond, 1915, 1913; Hobson, 1915; Hart, 1994, chaps. 2 & 3; Morris, 1986). From 1912 to 1923, the legislatures of 16 states, Puerto Rico, and the District of Columbia passed minimum wage legislation, although not all of them were operational by the end of this period (Brandeis, 1935, p. 501; Clark, 1921; Millis & Montgomery, 1938, chap. 6; Morris, 1930, chap. 1).
Thomas C. Powell, Noushi Rahman and William H. Starbuck
This chapter explores the origins of the theme of competitive advantage in 19th and early 20th century economics. This theme, which forms the core of modern Strategic Management…
Abstract
This chapter explores the origins of the theme of competitive advantage in 19th and early 20th century economics. This theme, which forms the core of modern Strategic Management, was a battleground for debates about the value of abstract theory versus observations about real-life events. Intellectual genealogies, citations, and other sources show the central roles played by the University of Vienna and Harvard University. These two institutions strongly influenced the theory of monopolistic competition as well as all three modern views of competitive advantage – the industrial as expressed by Porter, the resource-based as expressed by Penrose, and the evolutionary as expressed by Schumpeter.
Andrew J. Hobson and Carol A. Mullen
This chapter offers an original conceptualization of co-mentoring – situated in the wider literature – together with evidence of its impact and factors facilitating impact across…
Abstract
This chapter offers an original conceptualization of co-mentoring – situated in the wider literature – together with evidence of its impact and factors facilitating impact across applications of co-mentoring in transnational schooling contexts. Co-mentoring is an alternative to more traditional, hierarchical, and unidirectional approaches to mentoring in education. Extending the extant literature on collaborative mentoring (or “comentoring”), co-mentoring is a collaborative, compassionate, and developmental relationship – informed by specific approaches to mentoring and coaching – that is intended to support participants' professional learning, development, effectiveness, and well-being, and potentially improve their workplace cultures. Detailing three different applications of co-mentoring across the United Kingdom and United States, the chapter evidences the realization of these intended outcomes (professional learning, etc.), and highlights factors found to be instrumental in facilitating the positive impacts of co-mentoring. We end with recommendations for undertaking research and practice that build human and organizational capacity through co-mentoring. A takeaway is that intentional approaches to co-mentoring can have value for participating parties and broader impact, as well as wide applicability.
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In Table IV. are given the averages of the three samples of each cow's milk given morning and evening. The average fat for the three samples of the milk of cow A is 3.92; cow B…
Abstract
In Table IV. are given the averages of the three samples of each cow's milk given morning and evening. The average fat for the three samples of the milk of cow A is 3.92; cow B, 3.26; and cow C, 3.24, and if these were all mixed together the average fat would be 3.45 for the morning milk. The average fat of the three samples taken from the cows A, B, and C in the afternoon is—A, 5.08; B, 3.08; and C, 3.54; and the average of the three milks is 3.85. In the same table are shown the first two samples of each cow's milk mixed together both morning and evening. By referring to Tables II. and III. under cow A it will be seen that the milk fat of the first and second samples is 2.30 and 3.67, and these added together are shown on Table IV. under cow A, and similarly with cow B and cow C night and morning. It will also be seen that the milk fat in the morning milk of cow A is 3.21; cow B, 2.49; and cow C, 2.15, and if these were mixed together the average fat would be 2.61. The average fat of two samples of milk taken from cow A in the afternoon is 4.50; cow B, 2.67; cow C, 2.12, and if mixed together the average fat is 3.08. It is interesting to note that if cow B was milked for six minutes in the morning, and the milk sold, the sample would be .51 deficient in fat, and the dairyman could honestly say that the milk was sold as it came from the cow. There is also a deficiency in the fat of the milk of cow C in the morning, and cows B and C in the afternoon.
The first Wisconsin Ph.D.s who came to MSU with an institutional bent were agricultural economists and included Henry Larzalere (Ph.D. 1938) whose major professor was Asher Hobson…
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The first Wisconsin Ph.D.s who came to MSU with an institutional bent were agricultural economists and included Henry Larzalere (Ph.D. 1938) whose major professor was Asher Hobson. Larzalere recalls the influence of Commons who retired in 1933. Upon graduation, Larzalere worked a short time for Wisconsin Governor Phillip Fox LaFollette who won passage of the nation’s first unemployment compensation act. Commons had earlier helped LaFollette’s father, Robert, to a number of institutional innovations.4 Larzalere continued the Commons’ tradition of contributing to the development of new institutions rather than being content to provide an efficiency apologia for existing private governance structures. He helped Michigan farmers form cooperatives. He taught land economics prior to Barlowe’s arrival in 1948, but primarily taught agricultural marketing. One of his Master’s degree students was Glenn Johnson (see below). Larzalere retired in 1977.