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THE correct functioning of many pieces of apparatus depends not only upon dimensional accuracy, but also upon the surface finish of contacting surfaces. Practically all engineering establishments have available a microscope suitable for magnifications up to at least 200 diameters and, in any event, such microscopes, even under present circumstances, are in reasonably good supply. By means of such a microscope and readily available accessories, it is possible accurately to measure and control certain types of finish by a method that has recently been perfected. At the outset it will be as well clearly to define the scope of this method. It is only applicable to finely finished convex or flat reflecting surfaces; with increase in scratch depth or roughness the more difficult does it become to interpret the results and, in general, the method is not applicable if the average height of the surface above the mean line exceeds about 20 micro inches.

A fight against ignorance. SIR, Contrary to Mr. Bailey's assertions, I said in my article that people were now waking up to the vital importance of corrosion and that, as a result of this, several new corrosion laboratories had recently been formed.

Within the last two decades, entrepreneurship education has become institutionalized in Germany. It is offered as a stand-alone program or as part of a business degree, combining academic knowledge, practical skills, and personal development to enhance the entrepreneurial success of university graduates. While entrepreneurship education has experienced similar growth worldwide, its emergence in Germany is closely tied to the country’s political and economic developments. The significance of entrepreneurship education for a thriving entrepreneurial ecosystem and contemporary economic policy has been instrumental in advancing its academic recognition. This chapter provides a historical analysis of the academization of entrepreneurship in Germany. It explores the recursive and often idiosyncratic processes involving state and financial institutions, companies, and universities that have created, respecified, and mutually reinforced a subdiscipline and field of study. Academic entrepreneurship knowledge successively not only became relevant for starting a business but also for employment within the entrepreneurial infrastructure and beyond. This chapter follows a chronological order, highlighting three key stages in the academization of entrepreneurship education. First, the academic, financial, and political roots (I) of entrepreneurship up until the 1970s. Second, it explores the transformation (II) of entrepreneurship into a viable policy alternative and the challenges faced in establishing complementary research and education in higher education institutions during the 1980s. Finally, it sketches the institutionalization (III) of entrepreneurship as a central driver of government economic policy, allowing for the late bloom of entrepreneurship education and research at universities around the turn of the millennium.