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This paper aims to look at the development of economic theory into what Aristotle called a “theoretical science” and the subsequent rejection of practical wisdom. Since business education is largely based on economic theory, this has an effect on management and other business disciplines.

This paper examines how the philosophical preconceptions that underlie economic theory greatly influence the development of economic theory and policy. The approach is to use the history of economic ideas to get a deeper understanding of current economic ideas and issues.

The paper finds that the attempt to turn economics into a hard science forced economists to adopt an overly narrow view of the human person, to exclude ethics from their analysis and to ignore historical and social context; that is the real economy. Following this research agenda turned economics into a mere defense of laissez‐faire ideology, and led to the promotion of economic policies that are harmful to society, such as the deregulation of the financial services industry in the 1990s that set the stage for the financial meltdown and economic crisis of 2008.

The paper shows that economic theory that excludes ethics, and takes an overly narrow view of the human person, weakens the effectiveness of economic analysis. Including ethics and a more valid philosophical anthropology leads to better analysis and policy.

A more realistic and ethically grounded economic analysis will have a great effect on society for it will take away the common argument that ethical considerations need to be ignored in economic analysis and policy.

The paper's originality is in using the insights of the Catholic social thought tradition, specifically its view of the human person, to promote a broader approach to economics.

William Amasa Scott was in his time well-known as a monetary economist as well as a popularizer of economic ideas, whose opinions were widely regarded by the public. A proponent of Austrian economics and defender of classical economic theory, he soon found a home at the School of Economics, Political Science and History (later the School of Economics) at the University of Wisconsin which, while initially a mainstream department, would evolve into the citadel of Institutional Economics. Notwithstanding his status as an authority on monetary economics and his place as a public intellectual, he remained at the University something of an outsider throughout his career and today is largely forgotten.

Black women’s contributions to the struggle for educational equality and to the USA Civil Rights Movement have been deplorably under-examined and scarcely evident in educational literature. This historical, biographical account documents the life and challenges of one brilliant woman, Mamie Phipps Clark, PhD. The purpose of this paper is to consider how Mamie Phipps Clark encountered and connected with Thurgood Marshall to advance social justice and the historical outcomes in the Brown v. Board (1954) decision. More importantly, the ways in which young Black children perceived racial awareness and self-identity are examined, and the perniciously damaging effects frequently stated by children’s and their negatively held attitudes about skin color were revealed in her work (Clark and Clark, 1950).

This historiography examines Dr Mamie Phipps Clark’s scholarship. Central to Brown v. Board of Education was Dr Mamie Phipps Clark’s research agenda. She contributed to the USA’s history in the pursuit of justice and equity for children. To adequately prepare social studies and civics educators and students, the unknown has to be realized. To embrace Clark’s accomplishments within the educational literature is to forge a vast path of knowledge about children’s identity, racial awareness and psychological well-being. She worked determinedly for just ideals for generations of children and women preparing the way for just educational integration.

Nevertheless, until women, and essentially Black women’s scholarship and civic contributions are valued as imperative to foundational educational, civic, social studies, history canons the entirety of history remains veiled. When women’s scholarship by which our country achieved civic ideals is fully accepted, multicultural educators for social justice and action will claim Mamie P. Clark’s merited inclusion in the social studies and educational canon. Without the position, knowledge and expertise of Judge Thurgood Marshall, the momentous 1954 movement toward educational equity and civic righteousness would not have occurred. It took his skill, but mostly his powerful Black maleness to bring about just passage of Brown v. Board. Further, without the influential testimony of Dr Kenneth Clark at Brown v. Board the crucial argument of the “pernicious effects of segregation” would have not influenced the court in the same fashion as that of a Black woman. In fact, in one account (Pohlman, 2005), Mamie, P. Clark’s work is not mentioned when referencing a court cases’ detailed circumstances of the doll studies. Interestingly, Dr Henry Garrett, Mamie’s racist doctoral advisor is mentioned in the preliminary Virginia segregation court case as a prominent witness in this integration case without note of Dr Mamie Phipps Clark.

Howard University’s motto, Veritas et Utilitas, Truth and Service was key to Charles Houston, Thurgood Marshall, Mamie P. Clark and Kenneth Clark’s moral code. They lived the possibility to intensify equitable, equal, and accessible education by enacting legal civil rights agency and action. Nevertheless, pending any woman scholar, essentially women civic scholars, Black women’s foundational social studies scholarship and contributions are wholly vital to our educational history and canons. It is only when women’s precedents are included into the literature by which our country achieved civic justice, then social studies educators and educational researchers may begin to achieve gender inclusive practice while transforming social studies scholarship to better all students’ worlds.

Dr Mamie Phipps Clark’s work endures, as does her history and advocacy for generations of children, especially children of color, as well as women scholars. Her equitable, historical place will be actualized as long as scholars continue to herald her scholarship and contributions to the civic and social studies canon of literature.

Dr Mamie Phipps Clark. Central to Brown v. Board of Education was Dr Mamie Phipps Clark’s scholarship. She contributed to the USA’s history in the pursuit of justice and equity for children. To adequately prepare social studies and civics educators and students, the unknown has to be realized. To embrace Clark’s accomplishments within the educational literature is to forge a vast path of knowledge about children’s identity, racial awareness and psychological well-being. She worked determinedly for ideals for generations of children and women preparing the way for educational integration.

A collection of essays by a social economist seeking to balance economics as a science of means with the values deemed necessary to man′s finding the good life and society enduring as a civilized instrumentality. Looks for authority to great men of the past and to today′s moral philosopher: man is an ethical animal. The 13 essays are: 1. Evolutionary Economics: The End of It All? which challenges the view that Darwinism destroyed belief in a universe of purpose and design; 2. Schmoller′s Political Economy: Its Psychic, Moral and Legal Foundations, which centres on the belief that time‐honoured ethical values prevail in an economy formed by ties of common sentiment, ideas, customs and laws; 3. Adam Smith by Gustav von Schmoller – Schmoller rejects Smith′s natural law and sees him as simply spreading the message of Calvinism; 4. Pierre‐Joseph Proudhon, Socialist – Karl Marx, Communist: A Comparison; 5. Marxism and the Instauration of Man, which raises the question for Marx: is the flowering of the new man in Communist society the ultimate end to the dialectical movement of history?; 6. Ethical Progress and Economic Growth in Western Civilization; 7. Ethical Principles in American Society: An Appraisal; 8. The Ugent Need for a Consensus on Moral Values, which focuses on the real dangers inherent in there being no consensus on moral values; 9. Human Resources and the Good Society – man is not to be treated as an economic resource; man′s moral and material wellbeing is the goal; 10. The Social Economist on the Modern Dilemma: Ethical Dwarfs and Nuclear Giants, which argues that it is imperative to distinguish good from evil and to act accordingly: existentialism, situation ethics and evolutionary ethics savour of nihilism; 11. Ethical Principles: The Economist′s Quandary, which is the difficulty of balancing the claims of disinterested science and of the urge to better the human condition; 12. The Role of Government in the Advancement of Cultural Values, which discusses censorship and the funding of art against the background of the US Helms Amendment; 13. Man at the Crossroads draws earlier themes together; the author makes the case for rejecting determinism and the “operant conditioning” of the Skinner school in favour of the moral progress of autonomous man through adherence to traditional ethical values.

This paper describes the benefits found in undergraduate students working to provide research assistance to their peers. The discussion includes how soft skills are built, along with how the position has aided in both educational and building towards their future careers. The paper is submitted for the special issue on “The future of peer-led research services.”

The authors provide a viewpoint from both a peer research supervisor and a student currently working as a PRC. The paper covers the requirements and implementations at the beginning of the program along with the changes that have occurred to better streamline the process of hiring and training. The viewpoint of the PRC was a key factor in the process.

Soft skills are a key component of the program. The undergraduate PRCs develop confidence, leadership and communication skills through interactions with their peers. The campus community is responding to the peer model because the PRCs are currently taking the same classes or have recently taken them, and the campus is now asking for the peer mentors that assist librarians in teaching introductory classes.

For libraries considering the development of their own programs, the benefits presented can lend to their proposals on real-world application beyond the college experience, as well as how it benefits the busy schedules of librarians.

The training the PRCs are provided by librarians provides credibility and trust, which encourages their peers to utilize the services. Soft skills are also one of the most requested needs for businesses beyond college. The PRC program is providing these skills, which the peer mentors use both in career readiness and their daily interactions.

This paper views a program only a few years old on how it managed through a pandemic, as well as how the supervisor adjusted training to reflect a renovation that brought about a changing desk model. With a current undergraduate PRC as the co-author, a unique perspective is brought to the writing by showing what they personally are taking away from working in the program.

Researchers in the field of occupational stress and well-being are increasingly interested in the role of emotion regulation in the work context. Emotion regulation has also been widely investigated in the area of lifespan developmental psychology, with findings indicating that the ability to modify one’s emotions represents a domain in which age-related growth is possible. In this chapter, we integrate the literatures on aging, emotion regulation, and occupational stress and well-being. To this end, we review key theories and empirical findings in each of these areas, summarize existing research on age, emotion regulation, and stress and well-being at work, and develop a conceptual model on how aging affects emotion regulation and the stress process in work settings to guide future research. According to the model, age will affect (1) what kinds of affective work events are encountered and how often, (2) the appraisal of and initial emotional response to affective work events (emotion generation), and (3) the management of emotions and coping with affective work events (emotion regulation). The model has implications for researchers and practitioners who want to understand and facilitate successful emotion regulation and stress reduction in the workplace among different age groups.

Reproduces the main texts of hitherto unpublished reminiscences of the style and influence, as a teacher, of Allyn Abbott Young (1876‐1929) by 17 of his distinguished students. They include Bertil Ohlin, Nicholas Kaldor, James Angell, Lauchlin Currie, Colin Clark, Howard Ellis, Frank Fetter, Earl Hamilton, and Melvin Knight (brother of Frank Knight who, with Edward Chamberlin, was perhaps Young’s most famous PhD student). There has recently been a revival of interest in Young’s influence on US monetary thought and in his theory of economic growth based on endogenous increasing returns. These recollections of his students (addressed to Young’s biographer, Charles Blitch) shed light on why Young has, at least until recently, been renowned more for his massive erudition than for his published writings.

Develops an original 12‐step management of technology protocol and applies it to 51 applications which range from Du Pont’s failure in Nylon to the Single Online Trade Exchange for Auto Parts procurement by GM, Ford, Daimler‐Chrysler and Renault‐Nissan. Provides many case studies with regards to the adoption of technology and describes seven chief technology officer characteristics. Discusses common errors when companies invest in technology and considers the probabilities of success. Provides 175 questions and answers to reinforce the concepts introduced. States that this substantial journal is aimed primarily at the present and potential chief technology officer to assist their survival and success in national and international markets.

Communications regarding this column should be addressed to Mrs. Cheney, Peabody Library School, Nashville, Term. 37203. Mrs. Cheney does not sell the books listed here. They are available through normal trade sources. Mrs. Cheney, being a member of the editorial board of Pierian Press, will not review Pierian Press reference books in this column. Descriptions of Pierian Press reference books will be included elsewhere in this publication.

Aarhus Kommunes Biblioteker (Teknisk Bibliotek), Ingerslevs Plads 7, Aarhus, Denmark. Representative: V. NEDERGAARD PEDERSEN (Librarian).