The Reorganization of Inventive Activity in the United States During the Early Twentieth Century
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The Art of Books Bindings.Lib.Ua.Edu
Publishers’ Bindings Online, 18151930: The Art of Books bindings.lib.ua.edu Sample Lesson Plan: Industrial Revolution Grades K12 * Teachers of elementary students may modify the wording to a level better understood by younger children and omit the discussion questions. * Students in grades 612 should be given up to a week to complete their activity; reporting on their activity will take a second class period. Objectives: • Students will learn about the changes that took place during the Industrial Revolution. • Students will learn how book bindings reflect society. Materials: 1) A computer with an Internet connection and a large screen or other capability to display the teacher’s actions to the entire class. 2) For 612 only: Chalk board or dryerase board and appropriate writing implement. 3) For K5 only: Enough blank paper for each student. 4) For K5 only: Crayons, markers, or colored pencils (either for each student or to share). 5) For K5 only: Corkboard and tacks or other capability to display student artwork (such as spreading it out on a large table or taping it to the wall). Lesson Introduction Media often reflect the society in which they are created, and books are no different. Book bindings produced during the American industrial revolution symbolize and reflect the incredible changes that took place during this era. Historians note that the period from the Civil War’s end until roughly 1920 was marked by a movement toward production of goods by machine rather than by hand, usually in large, intricatelyorganized factories. -
VITAE Claudia Goldin Addresses
VITAE Claudia Goldin Addresses: Department of Economics National Bureau of Economic Research Harvard University 1050 Massachusetts Avenue Cambridge, MA 02138 Cambridge MA 02138 617-495-3934 617-613-1200 [email protected] FAX 617-613-1245 http://scholar.harvard.edu/goldin Current Positions: Henry Lee Professor of Economics Harvard University, Cambridge, MA 02138 Research Associate, National Bureau of Economic Research, Cambridge, MA 02138 Research Associate, IZA Previous Positions: 1989-2017 Director, Development of the American Economy Program, NBER 2013-2014 President, American Economic Association 2012-2013 President-elect, American Economic Association 2005-2006 Katherine Hampson Bessell Fellow, Radcliffe Institute for Advanced Study 1999-2000 President, Economic History Association 1997-1998 Visiting Scholar, The Russell Sage Foundation 1993-1994 Visiting Fellow, The Brookings Institution 1985-1990 Professor of Economics, University of Pennsylvania 1987-1988 Visiting Fellow, Industrial Relations Section, Princeton University 1983-1984 Director of Graduate Studies, University of Pennsylvania 1982-1983 Member, Institute for Advanced Study, Princeton, NJ 1979-1985 Associate Professor of Economics, University of Pennsylvania 1973-1979 Assistant Professor of Economics, Princeton University 1975-1976 Visiting Lecturer in Economics, Harvard University 1971-1973 Assistant Professor of Economics, University of Wisconsin, Madison Education: 1967-1972 University of Chicago Ph.D. in Economics, September 1972 M.A. in Economics, June 1969 1963-1967 -
Ten Nobel Laureates Say the Bush
Hundreds of economists across the nation agree. Henry Aaron, The Brookings Institution; Katharine Abraham, University of Maryland; Frank Ackerman, Global Development and Environment Institute; William James Adams, University of Michigan; Earl W. Adams, Allegheny College; Irma Adelman, University of California – Berkeley; Moshe Adler, Fiscal Policy Institute; Behrooz Afraslabi, Allegheny College; Randy Albelda, University of Massachusetts – Boston; Polly R. Allen, University of Connecticut; Gar Alperovitz, University of Maryland; Alice H. Amsden, Massachusetts Institute of Technology; Robert M. Anderson, University of California; Ralph Andreano, University of Wisconsin; Laura M. Argys, University of Colorado – Denver; Robert K. Arnold, Center for Continuing Study of the California Economy; David Arsen, Michigan State University; Michael Ash, University of Massachusetts – Amherst; Alice Audie-Figueroa, International Union, UAW; Robert L. Axtell, The Brookings Institution; M.V. Lee Badgett, University of Massachusetts – Amherst; Ron Baiman, University of Illinois – Chicago; Dean Baker, Center for Economic and Policy Research; Drucilla K. Barker, Hollins University; David Barkin, Universidad Autonoma Metropolitana – Unidad Xochimilco; William A. Barnett, University of Kansas and Washington University; Timothy J. Bartik, Upjohn Institute; Bradley W. Bateman, Grinnell College; Francis M. Bator, Harvard University Kennedy School of Government; Sandy Baum, Skidmore College; William J. Baumol, New York University; Randolph T. Beard, Auburn University; Michael Behr; Michael H. Belzer, Wayne State University; Arthur Benavie, University of North Carolina – Chapel Hill; Peter Berg, Michigan State University; Alexandra Bernasek, Colorado State University; Michael A. Bernstein, University of California – San Diego; Jared Bernstein, Economic Policy Institute; Rari Bhandari, University of California – Berkeley; Melissa Binder, University of New Mexico; Peter Birckmayer, SUNY – Empire State College; L. -
(12) Patent Application Publication (10) Pub. No.: US 2003/0143413 A1 Storbeck Et Al
US 2003.0143413A1 (19) United States (12) Patent Application Publication (10) Pub. No.: US 2003/0143413 A1 Storbeck et al. (43) Pub. Date: Jul. 31, 2003 (54) PRODUCING PRESSURE-SENSITIVELY (30) Foreign Application Priority Data ADHESIVE PUNCHED PRODUCTS Nov. 22, 2001 (DE)..................................... 101 57 1534 (75) Inventors: Reinhard Storbeck, Hamburg (DE); Marc Husemann, Hamburg (DE); Publication Classification Matthias Koch, Hamburg (DE); Maren Klose, Seevetal (DE) (51) Int. Cl." ........................... B32B 27/00; B32B 27/30 (52) U.S. Cl. ............................................ 428/500; 428/522 Correspondence Address: KURT BRISCOE NORRIS, MCLAUGHLIN & MARCUS, PA. (57) ABSTRACT 220NEW EAST YORK, 42ND NY STREET, 10017 (US) 30TH FLOOR A process for producing preSSure-Sensitively adhesive punched products from backing material coated with pres (73) Assignee: tesa Aktiengesellschaft Sure Sensitive adhesive, wherein Said pressure Sensitive adhesive is oriented Such that it (21) Appl. No.: 10/219,523 possesses a preferential direction and, (22) Filed: Aug. 15, 2002 the punching process is carried out continuously. Patent Application Publication Jul. 31, 2003 Sheet 1 of 5 US 2003/0143413 A1 var- - - - - - - - - - mm Et= SOC kW Siga A - 726.6nm WD = 5 m Signal B = Fig. 1 Patent Application Publication Jul. 31, 2003. Sheet 2 of 5 US 2003/0143413 A1 Fig. 3 Patent Application Publication Jul. 31, 2003. Sheet 3 of 5 US 2003/0143413 A1 mid Patent Application Publication Jul. 31, 2003 Sheet 4 of 5 US 2003/0143413 A1 YMemorrOOOOL way www.scriptwrenna DODOO ODOOO OOOOO md OOOOO DDDDD DODOO . OOOOO 3DOOOO. mid Patent Application Publication Jul. 31, 2003. Sheet 5 of 5 US 2003/0143413 A1 US 2003/0143413 A1 Jul. -
Innovation, Not Manna from Heaven
Innovation, Not Manna from Heaven By Stephen Haber, Peter and Helen Bing Senior Fellow, Hoover Institution The United States is an outlier in the distribution of prosperity. information technology sector—commonly referred to as As figure 1 shows, there is a small group of countries with high-tech—the results are even more striking. In 2018, 46 per capita incomes above $40,000 that stand out from all percent of the world’s most innovative information technology the others—and the United States, with a per capita income firms, accounting for 48 percent of total revenues and 58 of nearly $66,000, stands out even within this small group. percent of R&D spending, were located in the United States.1 A somewhat more complete answer to the question of why the United States is uncommonly wealthy is that innovation is the creative act of seeing a demand curve that may not yet exist, imagining a product or service that will meet that demand, combining multiple technologies that already exist, while inventing others that do not yet exist, to build that product or service, recruiting people with the necessary skill sets, and persuading yet other people to risk their savings on the idea and the people. Innovation is, in short, about risk taking—but it is not about taking wild risks. It is about taking calculated risks—to start a company, to become an inventor, to How can it be that the United States has a per capita income invest in specialized skills, to deploy one’s capital—in an roughly 50 percent higher than that of Britain, its former environment in which it is common knowledge that lots of colonizer? What explains why US per capita income is roughly other people are taking complementary calculated risks. -
Inventors in the Dictionary of National Biography
7KH3LWIDOOVRI3URVRSRJUDSK\,QYHQWRUVLQWKH'LFWLRQDU\ RI1DWLRQDO%LRJUDSK\ &KULVWLQH0DF/HRG$OHVVDQGUR1XYRODUL Technology and Culture, Volume 47, Number 4, October 2006, pp. 757-776 (Article) 3XEOLVKHGE\-RKQV+RSNLQV8QLYHUVLW\3UHVV DOI: 10.1353/tech.2006.0240 For additional information about this article http://muse.jhu.edu/journals/tech/summary/v047/47.4macleod.html Access provided by username 'mlcs' (3 Jun 2015 14:06 GMT) The Pitfalls of Prosopography Inventors in the Dictionary of National Biography CHRISTINE MACLEOD and ALESSANDRO NUVOLARI The Dictionary of National Biography was a triumph of Victorian literary engineering and private enterprise. Its original sixty-three volumes con- tained 29,120 entries.1 They were produced in “eighteen years of unremit- ting labour” between 1882 and 1900, and published at the formidable rate of one volume every three months (precisely).2 The Dictionary (hencefor- ward DNB, as it is affectionately known in Britain) was intended to provide “full, accurate, and concise biographies of all noteworthy inhabitants of the British Islands and the Colonies (exclusive of living persons) from the ear- liest historical period to the present time.”3 Christine MacLeod is senior lecturer in economic and social history at the University of Bristol. Alessandro Nuvolari is assistant professor in the economics of science and tech- nology at Eindhoven University of Technology. They thank Anna Guagnini, Johan Schot, Richard Langlois, Mark Curtoys, A. P. Woolrich, and Nicoletta Corrocher, as well as the editor and the three anonymous referees of T&C for their helpful comments on previ- ous drafts. The financial support of the Netherlands Organization for Scientific Re- search–British Council Partnership Programme in Science (grant number PPS 833) and of the Arts and Humanities Research Council (award number RL/AN11100/APN 17938) is gratefully acknowledged. -
The JOURNAL of ECONOMIC HISTORY
The JOURNAL of ECONOMIC HISTORY VOLUME 54 MARCH 1994 NUMBER 1 PUBLISHED FOR THE ECONOMIC HISTORY ASSOCIATION IN COOPERATION WITH THE UNIVERSITY OF CALIFORNIA-DAVIS FERRIE The Wealth Accumulation of Antebellum European Immigrants to the U.S., 1840-60 ROGERS "Man to Loan $1500 and Serve as Clerk": Trading Jobs for Loans in Mid- Nineteenth-Century San Francisco FINEGAN AND MARGO Work Relief and the Labor Force Participation of Married Women in 1940 CAFERRO City and Countryside in Siena in the Second Half of the Fourteenth Century MOTOMURA The Best and Worst of Currencies: Seigniorage and Currency Policy in Spain, 1597-1650 CLARK Factory Discipline KLOVLAND Pitfalls in the Estimation of the Yield on British Consols, 1850-1914 CAMBRIDGE UNIVERSITY PRESS THE JOURNAL OF ECONOMIC HISTORY ISSN 0022-0507 Published for the Economic History Association in cooperation with the University of California, Davis, by Cambridge University Press EDITORS PETER H. LINDERT NAOMI R. LAMOREAUX EDITORIAL STAFF BARBARA MEIERHENRY AND LARRY S. CARNEY, ASSISTANT EDITORS WILLIAM H. BECKER, ASSOCIATION BUSINESS MANAGER EDITORIAL BOARD Lee Alston, Illinois, Urbana Lynn Hollen Lees, Pennsylvania Michael Bernstein, California, San Diego Cormac 6 Grtda, University College, Dublin Ann Carlos, Colorado, Boulder Edwin J. Perkins, University of Southern California Bernard Elbaum, California, Santa Cruz Angela Redish, British Columbia Price Fishback, Arizona Christina Romer, California, Berkeley Farley Grubb, Delaware Gary Saxonhouse, Michigan, Ann Arbor Stephen Haber, Stanford Carole Shammas, California, Riverside Leslie Hannah, London School of Economics Kenneth Snowden, North Carolina, Greensboro Timothy Hatton, Essex Kenneth Sokoloff, California, Los Angeles Carol Heim, Massachusetts, Amherst John Wallis, Maryland, College Park Aims and Scope: The Journal of Economic History seeks to promote the scholarly study of economic aspects of the human past from a diversity of perspectives, notably those of economists and historians. -
Northwestern University Department of Economics
Northwestern University Department of Economics Economics 420-1 American Economic History Spring, 2002-03 Time: TTh 9-11:00AM Place: Arthur Andersen Hall, Room 3204 Instructor: Joseph P. Ferrie Office: Andersen 318 Phone: 1-8210 E-Mail: [email protected] WWW: http://www.faculty.econ.nwu.edu/faculty/ferrie/ Office Hours: TTh 2:30-4PM, and by appointment COURSE DESCRIPTION: This course examines topics in the economic history of the United States. The first goal of the course is to make students aware of research on long-term factors in the development of the American economy that are overlooked in the contemporary focus of other courses—the rise of institutions, the appearance of markets for labor and capital, the growth and health of the population, the development of new technologies, the distribution of income and wealth, and the changing role of the government in the economy. The second goal is to familiarize students with the methods and materials of economic history. The course will require extensive input from the students, as the latter goal cannot be achieved without considerable hands-on experience. Great emphasis will be placed on students’ participation in discussions and students’ demonstration of the mastery of the tools of economic history in evaluating the materials presented in class and in completing a significant piece of original research using primary materials. PREREQUISITES: 410, 411, and 480. TEACHING METHOD: Two seminars per week. EVALUATION: Participation in discussions (20%), four short (6-8 page) papers (40%), and a final paper (40%). READINGS: There is no textbook for the course, but students with a weak background in U.S. -
Why Did the West Extend the Franchise?: Democracy, Inequality and Growth in Historical Perspective
WHYDID THEWEST EXTEND THEFRANCHISE? DEMOCRACY,INEQUALITY,AND GROWTHIN HISTORICAL PERSPECTIVE* DARON ACEMOGLU AND JAMES A. ROBINSON During thenineteenth century mostWestern societies extended voting rights, adecisionthat led tounprecedented redistributive programs. We argue that these politicalreforms can be viewed as strategic decisions by the political elite to preventwidespread social unrest and revolution. Political transition, rather than redistributionunder existing political institutions, occurs becausecurrent trans- fersdo not ensure future transfers, while the extension of the franchise changes futurepolitical equilibria and acts as a commitmentto redistribution. Our theory alsooffers a novelexplanation for the Kuznets curve inmany Western economies duringthis period, with the fall in inequality following redistribution due to democratization. I. INTRODUCTION Thenineteenth century was aperiodof fundamental political reformand unprecedentedchanges in taxation and redistribu- tion.Britain, forexample, was transformedfrom an ‘‘oligarchy’’ runby an eliteto a democracy.Thefranchise was extendedin 1832 and thenagain in 1867 and 1884, transferringvoting rights toportionsof the society with noprevious political representation. Thedecades afterthe political reformswitnessed radical social reforms,increased taxation, and theextension of educationto the masses.Moreover, as notedby Kuznets,inequality ,whichwas previouslyincreasing, started todecline during this period:the Gini coefficientfor income inequality in England and Waleshad risenfrom -
Landmarks of American History and Culture Workshops for School Teachers: America's Industrial Revolution at the Henry Ford
National Endowment for the Humanities Landmarks of American History and Culture Workshops for School Teachers: America's Industrial Revolution at The Henry Ford Sample K-12 lesson plans from participant of 2010 America’s Industrial Revolution at The Henry Ford The story of America’s Industrial Revolution is an epic tale, full of heroes and heroines, villains and vagabonds,accomplishments and failures, sweated toil and elegant mechanisms, grand visions and unintended consequences. How did the United States evolve from a group of 18th century agricultural colonies clustered along the eastern seaboard into the world’s greatest industrial power? Why did this nation become the seedbed of so many important 19th century inventions and the birthplace of assembly-line mass production in the early 20th century? Who contributed? Who benefited? Who was left behind? At The Henry Ford in Dearborn, Michigan, school teachers from across the country explored this story with university scholars and museum curators during two week-long teacher workshops supported by the National Endowment for the Humanities. Workshop participants spent mornings discussing their passion for American history with distinguished university professors, mid-days on field trips to more than a dozen historic farms, mills and laboratories, and afternoons planning activities for their students. They developed methods for incorporating various senses and learning styles into new lesson plans that bring America’s Industrial Revolution out of the books and into living history. This -
INVENTION DISCLOSURE FORM Office of Research and Innovation
Confidential TRENT UNIVERSITY INVENTION DISCLOSURE FORM Office of Research and Innovation The purpose of this form is to identify intellectual property created in whole or in part by members of the Trent University community (including although not limited to students, staff and faculty members, research and teaching assistants, visiting and/or post- doctoral scholars). Whether commercializable or not, it is in the general interest of promoting research that completed disclosure forms will benefit students, researchers and Trent University. Intellectual property is a form of creative endeavor that can be protected through a trade-mark, patent, copyright, industrial design or integrated circuit topography. While inventions should be disclosed, at Trent, not all copyrightable materials are subject to disclosure. Nevertheless, computer programmes and multimedia instructional materials should be brought to the attention of the University via this form. Members of the Trent University Faculty Association (TUFA) should refer to “Intellectual Property and Copyright,” chapter VI of their collective agreement for further information on their rights and responsibilities in the management of intellectual property at Trent. Graduate students are encouraged to direct inquiries to the Manager, Corporate Research Partnerships in the Office of Research and/or to refer to the GSA handbook for information about their role in the creative endeavor. Completed disclosure forms should be submitted to the Manager, Corporate Research Partnerships. Details in these forms shall be treated as confidential and referred to the University’s Intellectual Property and Copyright Committee and the Grievance process as appropriate. Only an annual report of aggregate disclosure data will be submitted to the University Senate via the Research Policy Committee. -
Inventors and Inventions of the 19Th Century Dylan Koenig St
St. Cloud State University theRepository at St. Cloud State Curriculum Unit on the Gilded Age in the United American History Lesson Plans States 1-8-2016 Inventors and Inventions of the 19th Century Dylan Koenig St. Cloud State University Follow this and additional works at: https://repository.stcloudstate.edu/gilded_age Part of the Curriculum and Instruction Commons, and the United States History Commons Recommended Citation Koenig, Dylan, "Inventors and Inventions of the 19th Century" (2016). Curriculum Unit on the Gilded Age in the United States. 7. https://repository.stcloudstate.edu/gilded_age/7 This lesson is brought to you for free and open access by the American History Lesson Plans at theRepository at St. Cloud State. It has been accepted for inclusion in Curriculum Unit on the Gilded Age in the United States by an authorized administrator of theRepository at St. Cloud State. For more information, please contact [email protected]. Title: Inventors and Inventions of the 19th Century Author: Dylan Koenig Grade Levels: 9-12 Time: 2 class periods of one hour each Focus Statement: As we dive deeper into the Gilded Age, the students begin to understand the idea of change in this era. The prior lesson discussing the chaos and drastic change of America, the students will understand the amount of change. Change is everywhere and is constant. Drastic upgrades with technology are sweeping across the country at a rapid pace. This causes change in industry and improves the lives of people in a general sense. Tasks that were once difficult are made easier with a new invention or an upgrade of an old one.