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Demonstrates to the advanced FM professional, who is responsible for large construction projects, how to create a partnering relationship in the planning and construction process. Claims that effective partnering between the three major players – owner, architect and the general contractor – leads to successful projects where claims are minimized and eliminated. The concept of partnering replaces the historically adversarial environment inherent in most projects. Discusses examples of partnering agreements and workshops.

This chapter documents how eugenics, scientific racism, and hereditarianism survived at Harvard well into the interwar years. In the late 1920s and early 1930s, Thomas Nixon Carver and Frank W. Taussig published works in which they established a close nexus between an individual’s economic position and his biological fitness. Carver, writing in 1929, argued that social class rigidities are attributable to the inheritance of superior and inferior abilities on the respective social class levels and proposed an “economic test of fitness” as a eugenic criterion to distinguish worthy from unworthy individuals. In 1932, Taussig, together with Carl Smith Joslyn, published American Business Leaders – a study that showed how groups with superior social status are proportionately much more productive of professional and business leaders than are the groups with inferior social status. Like Carver, Taussig and Joslyn attributed this circumstance primarily to hereditary rather than environmental factors. Taussig, Joslyn, and Carver are not the only protagonists of our story. The Russian-born sociologists Pitirim Alexandrovich Sorokin, who joined the newly established Department of Sociology at Harvard in 1930, also played a crucial role. His book Social Mobility (1927) exercised a major influence on both Taussig and Carver and contributed decisively to the survival of eugenic and hereditarian ideas at Harvard in the 1930s.

There is significant debate regarding the necessity for and existence of moral exemplars in business. We believe it is both necessary and beneficial for free market economic systems to be viewed as a moral exemplar by business students, educators, practitioners, and ethicists. Since much of the world operates under some type of free market economic paradigm, it is important that there be a moral base for these operations.

Free market economic systems are usually defended on utilitarian grounds, that they produce better results than other systems. In this chapter we take a micro approach and show that free market economic systems support individual rights and dignity. This is important because business persons need moral exemplars based in their own discipline’s theory to recognize the vocational aspects of business. That is, business persons must understand why free market systems serve the greater good.

Free market systems are not a complete or perfect moral exemplar. Business persons need to know the limits of the economic system and find other moral exemplars for their role as citizens. We illustrate this with the discussion of monopoly and Option for the Poor.

Catholic Social Teaching (CST), the moral exemplar of the Roman Catholic Church, has been developed over many centuries. The purpose of this chapter is to show how free market economic outcomes are compatible with CST goals. Illustrating the consistency between CST and free market systems provides compelling evidence that such systems are indeed a moral exemplar for business persons.

Reading African American literature through the lens of American legal history broadly construed and reading American legal history through the lens of African American literature reshapes both texts of American experience and provides new readings of the literature and new perspectives on the law. Consequences for the understanding of each socially constructed “text” of reality proceed from examining their common narratival practices, specifically calling for a new periodization and taxonomy of African American literature and for a new “romantic” history of American law.

The question has been recently raised as to how far the operation of the Sale of Food and Drugs Acts of 1875, 1879, and 1899, and the Margarine Act, 1887, is affected by the Act 29 Charles II., cap. 7, “for the better observation of the Lord's Day, commonly called Sunday.” At first sight it would seem a palpable absurdity to suppose that a man could escape the penalties of one offence because he has committed another breach of the law at the same time, and in this respect law and common‐sense are, broadly speaking, in agreement; yet there are one or two cases in which at least some show of argument can be brought forward in favour of the opposite contention.

As an interruption to existing nationalistic and neoliberal frames, teachers are beginning to embrace cosmopolitanism to ground literacy instruction. The purpose of this chapter is to explore the possibilities and tensions of using a cosmopolitan approach to literacy instruction. This chapter presents a qualitative study of interviews with 24 educators from the United States, Belize, and China to examine curricular and instructional choices educators report using to promote students' global meaning-making and cosmopolitan worldviews. Findings include three themes: situated relevance, glocal connections, and intercultural collaboration. Participants reported that creating a welcoming environment and promoting equality in the local classroom is foundational to teaching students at the local or global level. Teaching global literacies included teaching about similarities and differences locally and internationally and making local–global connections on issues of importance to the students. Also, participants reported that for students to engage in global meaning-making, they needed to dialogue and collaborate with people from different countries. While the findings present possibilities, the discussion approaches the data through the lens of potential challenges. Some participants reported first helping students move beyond ethnocentric thinking and stereotypes through reflexive exercises so that students could constructively interact with peers cross-culturally. However, not all participants taught reflexivity or with a critical lens. This study may bring awareness to educators as to curricular choices and instructional processes that hold promise for promoting students' global meaning-making.

In this chapter, we examine how the concept of heroism was defined and used during the Covid pandemic in 2020, particularly in connection with the nursing profession. We begin with a sociological examination of heroism and courage. Using textual data from US newspapers, we then compare current constructions of nurses as heroes with views of them during the Spanish flu pandemic of 1918. The analysis will show that during the earlier pandemic nurses were seen as essential health workers who were in great demand, but there was little reference to them being heroic. However, with Covid, nurses were often presented in the media as heroes. This was largely done by transposing the ‘emotion codes’ (Loseke, 2009) of warfare on the Covid crisis. Emotion codes like ‘fighting the enemy at home’, ‘sacrifice’, ‘bravery’ and ‘service to the country’ were used rhetorically to construct the administration of medical care in the context of a pandemic as inherently courageous and heroic. We end by arguing that the expansion of the concepts of heroism and courage, especially in the context of a profession dominated by women, offers new possibilities for a less masculine orientation toward courage and heroism.

In neo‐classical economic theory labour is a commodity and the ultimate value of the employer's services is determined by the sales value of the product of these services: the cost of supply reflects both the disutility of work for the recruit and his equalisation of net advantages between jobs. For modern labour economists the assumption that entrepreneurs require identical inputs of labour and the new recruits will therefore possess similar skills (the conditions of free competition) is an unrealistic one. Hence segmental labour market theory has grown out of the need to explain differences between shared needs and commonalities within each group of consumers (employers) on the one hand and suppliers (employees) on the other. In this way it has been possible to carry on assuming the existence of perfect competition on both sides of the market within the boundaries of labour markets thus defined.

Describes the background to publishing in Scotland and outlines the nature and range of current Scottish publishing houses. Sets Scottish publishing within its UK and European context and indicates a number of major trends. Presents broad statistics of current Scottish publishing. Describes the nature, activities and achievements of 30 Scottish publishing houses, from large to small and from general to specialist.