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In the last monograph an attempt was made at giving a short historical background of the trade union movement; at defining a trade union; at discussing the closed shop and at looking towards its future.

It will be recalled that the last monograph treated the significance of the collective agreement in society. If solely a function in society, (though having a legal basis), were to be attributed to the collective agreement, this would mean that no rights or obligations whatsoever would be created between the parties to it. This is not so in practice. It is of course a fact that no legally enforceable rights and obligations normally accrue, and as already indicated, those are moral ones and are only enforceable in honour, i.e. a gentleman's agreement. Nevertheless, this does not necessarily mean that the collective agreement has no juridical significance. Even agreements which are binding in honour only, as for example the kind of agreement found in Balfour v. Balfour, have a known juridical nature. Furthermore, though the collective agreement is only binding in honour, its incorporation into the individual contract of employment makes its terms legally enforceable even though recourse to the courts is seldom had. As a source of rights and obligations of considerable importance the collective agreement must therefore have some juridical significance and cannot remain entirely in the realms of society.

In order to succeed in an action under the Equal Pay Act 1970, should the woman and the man be employed by the same employer on like work at the same time or would the woman still be covered by the Act if she were employed on like work in succession to the man? This is the question which had to be solved in Macarthys Ltd v. Smith. Unfortunately it was not. Their Lordships interpreted the relevant section in different ways and since Article 119 of the Treaty of Rome was also subject to different interpretations, the case has been referred to the European Court of Justice.

March 12, 1969 Redundancy — Payment, calculation of — “Week's pay” — “Remuneration” — Car expenses — Employee receiving under contract of employment weekly sum “for expenses in connection with the use of his own motor car” — Whether remuneration — Contracts of Employment Act, 1963 (c.49), s. 4(1)(a), Sched 2, para. 3(2) — Redundancy Payments Act, 1965 (c.62), s.1(1), Sched. 1, para. 5(1).

Heat and fluid flow through a trapezoidal cooling chamber were studied numerically. Hot fluid is assumed inflow at some depth below the surface into one end of the chamber and withdrawn at another depth from the other end. The top of the chamber is exposed to the surrounding for cooling and the remaining side‐walls are all insulated. Inflow Reynolds number Ro considered is in the range of 100 to 1000 and the inlet densimetric Froude number Fo considered is in the range of 0.5 to 50.0. Numerical experiments show that the flow and temperature fields in the flow‐through trapezoidal chamber are strong function of both Fo and Ro. The submergence ratio D/do, chamber length to depth ratio L/D and chamber wall angles are also significant in influencing the flow fields. Comparisons were also made with available experimental and prototype data.

Dealing with the issue of “Can practical wisdom be taught in business schools?,” in this chapter, I argue for an inquiry-based learning approach as a way of improving today’s management education. Following along these lines, I initially focus on the current criticism of today’s management education in business schools. Then, I provide an introduction into the recent interest in the topic of practical wisdom by management scholars that emerged as part of an effort to overcome these failures of business schools. These attempts, however, remain on a rather vague or theoretical level and are lacking helpful guidance on how universities might implement this concept into their educational offerings. In order to remedy these shortcomings, I introduce a competency-based three-pillar model of practical wisdom and combine it with an inquiry-based learning approach. A comprehensive scheme highlights how the particular competencies of practical wisdom can be fostered over the successive stages of the inquiry process. Most importantly, by describing a MA-thesis program as a successful example of these ideas in application, I provide concrete suggestions of how to facilitate the growth of practically wise competencies by means of an inquiry-based learning approach.