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This paper provides a reappreciation of the second edition of Carl Menger’s Principles. It reconstructs his new theory of needs, which for Menger analytically precedes the valuation of goods. It is argued that this new theory of needs provides a possible bridge between economics and the natural sciences. It provided important conceptual tools for the interwar work of Ludwig von Mises on praxeology and Friedrich Hayek on expectations and plans. The new first chapter also contains a theory of collective needs, which is contextualized in the broader German-language debate over private and public provision of goods. It is demonstrated that Menger’s approach to collective needs, and the jointness of consumption is in tension with the later Samuelson/Musgrave conception of public goods, and compatible with the institutional theories in this field of James Buchanan and Vincent and Elinor Ostrom.

Emil Sax was an Austrian economist both in origin and theoretical background. He is often cited as one of the founders of modern theoretical public economics. An extensive account of his main ideas is given, along with some of the problems left unresolved in his theory.

To determine the normative philosophical legitimacy of territorial claims to the Arctic high seas.

In this chapter I sketch a philosophical guideline for determining the scope of territorial rights based on established theories of territorial claims.

The scope of territorial rights should be limited to a geographical domain within which a group can establish a site of justice. Because currently a site of justice is not possible in the Arctic high seas, no state can extend a territorial claim to that area.

If adopted, this theory would prohibit the establishment of claims to the Arctic high seas made by countries such as Russia, Denmark (via Greenland) and Canada.

The Equal Pay Act 1970 (which came into operation on 29 December 1975) provides for an “equality clause” to be written into all contracts of employment. S.1(2) (a) of the 1970 Act (which has been amended by the Sex Discrimination Act 1975) provides:

Limited attention to messages transmitted between principals and teachers led to the general question for this study: is principal support of student psychological needs related to functional social conditions within the instructional core? Therefore, the purpose of this paper is to define principal support of student psychological needs and explain its leadership function through the lens of conversation theory. Without much empirical evidence to draw from, a theoretical argument for how principal support of student psychological needs might influence the features of the teaching and learning environment is advanced then tested empirically.

Hypotheses were tested using a non-experimental, correlational research design based on ex-post facto data collected from teachers and students in 93 schools in a metropolitan city of the USA. Data were collected in the spring of 2017 from randomly sampled teachers and students in the 93 schools. Usable responses were received from 1,168 teachers, yielding a response rate of 66 percent. A total of 4,523 students received surveys and usable responses were received from 3,301, yielding a response rate of 73 percent. Multi-level modeling was used to analyze the data.

Principal support of student psychological needs was related to school-level differences in faculty trust in students, collective teacher efficacy and student perceived autonomy support. Leadership practices surrounding professional development and instructional coherence had moderately strong, positive relationships with the outcome variables; however, the strength of these relationships diminished when principal support was included in the analysis.

The argument in this study proposes that principal–teacher conversations enhance leadership practices and support a vibrant and engaging instructional core when intentional messages build mental representations that enable teachers to understand sources of optimal student growth. Such use of conversation extends the functionality of principal–teacher interactions beyond that of teacher control and toward an ongoing sense-making and learning process.

This study examines whether engagement with Sustainable Development Goal (SDG)-focused specialized training programs enable senior public officials (focal actor) to collectively deliver on public services that have a transformational societal impact over time. Further, the study explores the factors that impede and facilitate the delivery of such services. The authors do so by using service mechanics theorization and drawing on the lens of actor and collective engagement.

This study undertakes a longitudinal exploratory qualitative study design. SDG-focused training programs were delivered, as interventions, for two cohorts of senior public officials from Bangladesh in an Australian University in 2017 and 2019. In-depth interviews were conducted upon the training's completion and then after 8- and 12-month intervals to assess the short- and long-term impact respectively.

An empirical framework is proposed from the study findings. It shows that engagement – cognitive, emotional and behavioral – with SDG-focused specialized training programs enables focal actors (i.e. senior public officials) to engage other actors (other public officials, community members) in networks, facilitated the delivery of SDG-aligned public services. Such engagement results in a transformative impact that spans micro (individual), meso (organizational) and macro (societal) levels over time. Factors that impede and facilitate SDG-aligned delivery of public services are also identified.

Theoretically, the authors contribute to the literature that relates to actor and collective engagement, SDG-focused capacity-building training programs and service mechanics. Practically, this study informs organizations about the ways that they can effectively engage their senior employees with capacity-building training programs that focus on sustainability.

This study is one of the few that connects the interface between public service delivery for enacting societal changes and SDG-focused capacity-building training programs through service mechanics theorization and using the lens of actor and collective engagement.

Scholarly and general interest in sustainable careers is flourishing. Sustainable careers are focused on the long-term opportunities and experiences of workers across dynamic employment situations, and are characterized by flexibility, meaning and individual agency. The current paper analyzes and challenges the underlying ideological assumptions of how sustainable careers are conceptualized and advocates the inclusion of the ecological meaning of sustainability and the notion of dignity into the sustainable careers concept.

Using Slavoj Žižek's (1989, 2001) conceptualization of ideology as fantasy-construction, the authors explore how the use of sustainable careers is influenced by fantasies about the contemporary workplace and the role of the individual in the workplace. This is a conceptual method.

The authors argue that the concept of sustainable careers is grounded in the neoliberal fantasy of the individual. The paper concludes by presenting an alternative concept of sustainable careers grounded in a dignity-perspective on sustainability, which offers an alternative theoretical understanding of sustainable careers in the contemporary workplace, sharpening its contours and usefulness in theorizing careers.

This paper is the first to systematically analyze the use and conceptualization of sustainable careers in the literate and to expose the ideological underpinnings of the concept. Propositions are developed to be explored by future research.