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This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.

It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).

The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.

Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.

The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.

Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.

The logic of economic inquiry requires two distinct research programs. One program treats economic life in terms of invariant formal categories across time and place. The other program treats the continual generation of novelty and turbulence through time and human interaction. These programs are not commensurable: one cannot be reduced to the other. The former program must be conveyed by a theory of equilibrium; the latter program requires a process-based theory of emergent phenomena. Roy Weintraub articulated a neo-Walrasian research program in his General Equilibrium Analysis, and here I sketch a complementary neo-Mengerian program. In presenting this sketch, I also explain that needless analytical confusion and antagonism can result from a failure to recognize that economic analysis requires two distinct research programs. As a historical side-bar, Carl Menger probably recognized this situation, as evidenced by his correspondence with Léon Walras.

Measurement and evaluation issues have long represented the main criticality of accrual accounting adoption in the public sector. While professional accountants and scholars have mostly focused on the recognition and measurement of typical public assets (e.g. heritage and community assets), the authors contend that more attention should be paid to the equity (net assets). The equity requires additional evaluation criteria that stem from the representation of an accounting aggregate that does not exist per se but rather derives as a residual from all the other items reported in the balance sheet. This chapter proposes an illustrative case study on the evolution of the accrual accounting principle for Italian local governments (LGs). The findings enable the gaining of a deeper understanding of how the equity can be represented and discuss which informative objectives it can address in public administrations. Practical recommendations are delivered for national and international accounting standard setters for the public sector.

This chapter is about the modern, Western education system as an economic system of production on behalf of the capitalist mode of production (CMP) and globalization towards a single, global social space around market capitalism, liberal democracy and individualism.

The schooling process is above all an economic process, within which educational labour is performed, and through which the education system operates in an integrated fashion with the (external) economic system.

It is mainly through children’s compulsory educational labour that modern schooling plays a part in the production of labour power, supplies productive (paid) employment within the CMP, meets ‘corporate economic imperatives’, supports ‘the expansion of global corporate power’ and facilitates globalization.

What children receive in exchange for their appropriated and consumed labour power within the education system are not payments of the kind enjoyed by adults in the external economy, but instead merely a promise – the promise enshrined in the Western education industry paradigm.

In modern societies, young people, like chattel slaves, are compulsorily prevented from freely exchanging their labour power on the labour market while being compulsorily required to perform educational labour through a process in which their labour power is consumed and reproduced, and only at the end of which as adults they can freely (like freed slaves) enter the labour market to exchange their labour power.

This compulsory dispossession, exploitation and consumption of labour power reflects and reinforces the power distribution between children and adults in modern societies, doing so in a way resembling that between chattel slaves and their owners.

The idea that a significant portion of what consumers do, feel, and think is driven by automatic (or “implicit”) cognitive processes has sparked a wave of interest in the development of assessment tools that (attempt to) capture cognitive processes under automaticity conditions (also known as “implicit measures”). However, as more and more implicit measures are developed, it is becoming increasingly difficult for consumer scientists and marketing professionals to select the most appropriate tool for a specific research question. We therefore present a systematic overview of the criteria that can be used to evaluate and compare different implicit measures, including their structural characteristics, the extent to which (and the way in which) they qualify as “implicit,” as well as more practical considerations such as ease of implementation and the user experience of the respondents. As an example, we apply these criteria to four implicit measures that are (or have the potential to become) popular in marketing research (i.e., the implicit association test, the evaluative priming task, the affect misattribution procedure, and the propositional evaluation paradigm).

Virtually all of the literature of the MNC assumes that the modern or Westphalian international order of geographically defined sovereign states is the context in which international business takes place. I argue that we are in the midst of a deep-seated systemic transformation to a transnational or post-Westphalian world order characterized by a redefinition of space and geography, the fragmentation of political authority and a more diffuse distinction between public and private spheres. The emergence of a transnational order will have significant implications for the multinational firm in terms of the depth of its involvement in politics and how it formulates strategy. MNCs will both be subject to and a participant in governance, the latter in terms of hybrid public–private regimes. Strategy will have to be reformulated to incorporate a non-territorial context where firms function as actors in the international political process.

Purpose − The principal aim of this chapter is to present a comprehensive and critical review of Murray Kemp's contributions to the discipline of international trade and welfare economics.

Methodology/Approach − This chapter employs the critical literature review approach, including archival analysis and face-to-face interviews.

Findings − It is shown that Kemp has been a key player in the modernization of trade theory. In particular, he has extended the theorems of gains from trade in many different directions and under the most general conditions.

Practical implications − In surveying Kemp's research contributions this chapter provides a useful overview of the development of the normative theory of trade. It also examines a number of methodological issues that may prove to be useful to economic theorists.

The papers collected here were written for the second biennial Wirth conference on Austrian Economics. The Wirth Institute for Austrian and Central European Studies sponsored the conference in cooperation with the University of Toronto in Mississauga. The conference was held from 17 to 18 October 2008 in Mississauga. The Wirth Institute has a natural home in Edmonton on the campus of the University of Alberta, which is a leading center for Central European Studies. The fact that the Institute has received support not only from government of Austria, but also from the governments of the Czech Republic, Hungary, Poland, Slovakia, and Slovenia reflects its historically minded recognition of the unique intellectual milieu of the Habsburg Empire. This intellectual milieu lasted beyond the breakup of the empire right through to the Anschluss in 1938. It is this milieu that shaped the Austrian school of economics and helped shape the context for the conference.