Plurality in Business History Research Methods Stephanie Decker Aston
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A Revisionist History of Regulatory Capture WILLIAM J
This chapter will appear in: Preventing Regulatory Capture: Special Interest . Influence and How to Limit it. Edited by Daniel Carpenter and David Moss. Copyright © 2013 The Tobin Project. Reproduced with the permission of Cambridge University Press. Please note that the final chapter from the Cambridge University Press volume may differ slightly from this text. A Revisionist History of Regulatory Capture WILLIAM J. NOVAK A Revisionist History of Regulatory Capture WILLIAM J. NOVAK PROFESSOR, UNIVERSITY OF MICHIGAN SCHOOL OF LAW The idea of regulatory capture has controlled discussions of economic regulation and regulatory reform for more than two generations. Originating soon after World War II, the so-called “capture thesis” was an early harbinger of the more general critique of the American regulatory state that dominated the closing decades of the 20th century. The political ramifications of that broad critique of government continue to be felt today both in the resilient influence of neoliberal policies like deregulation and privatization as well as in the rise of more virulent and populist forms of anti-statism. Indeed, the capture thesis has so pervaded recent assessments of regulation that it has assumed something of the status of a ground norm – a taken-for-granted term of art and an all-purpose social-scientific explanation – that itself frequently escapes critical scrutiny or serious scholarly interrogation. This essay attempts to challenge this state of affairs by taking a critical look at the emergence of regulatory capture theory from the perspective of history. After introducing a brief account of the diverse intellectual roots of the capture idea, this essay makes three interpretive moves. -
Thomas Edison Vs Nikola Tesla THOMAS EDISON VS NIKOLA TESLA
M C SCIENTIFIC RIVALRIES PHERSON AND SCANDALS In the early 1880s, only a few wealthy people had electric lighting in their homes. Everyone else had to use more dangerous lighting, such as gas lamps. Eager companies wanted to be the first to supply electricity to more Americans. The early providers would set the standards—and reap great profits. Inventor THOMAS EDISON already had a leading role in the industry: he had in- vented the fi rst reliable electrical lightbulb. By 1882 his Edison Electric Light Company was distributing electricity using a system called direct current, or DC. But an inventor named NIKOLA TESLA challenged Edison. Tesla believed that an alternating cur- CURRENTS THE OF rent—or AC—system would be better. With an AC system, one power station could deliver electricity across many miles, compared to only about one mile for DC. Each inventor had his backers. Business tycoon George Westinghouse put his money behind Tesla and built AC power stations. Meanwhile, Edison and his DC backers said that AC could easily electrocute people. Edison believed this risk would sway public opinion toward DC power. The battle over which system would become standard became known as the War of the Currents. This book tells the story of that war and the ways in which both kinds of electric power changed the world. READ ABOUT ALL OF THE OF THE SCIENTIFIC RIVALRIES AND SCANDALS BATTLE OF THE DINOSAUR BONES: Othniel Charles Marsh vs Edward Drinker Cope DECODING OUR DNA: Craig Venter vs the Human Genome Project CURRENTS THE RACE TO DISCOVER THE -
Degrees, Academic Offerings, and Accreditations
Degrees, Academic Offerings, and Accreditations Associate degrees A.A. -- Associate of Arts A.A.S. -- Associate of Applied Science A.S. -- Associate of Science A.S.N. -- Associate of Science in Nursing Bachelor’s degrees B.A.-- Bachelor of Arts B.F.A.-- Bachelor of Fine Arts B.M..-- Bachelor of Music B.S.-- Bachelor of Science B.S.B.A.-- Bachelor of Science in Business Administration B.S.Ed.-- Bachelor of Science in Education B.S.N.-- Bachelor of Science in Nursing Master’s degrees M.A.-- Master of Arts M.B.A.-- Master of Business Administration M.Ed.-- Master of Education M.S.-- Master of Science M.S.L.S.-- Master of Science in Library Science M.S.N.-- Master of Science in Nursing Academic Offerings at Clarion University *Academic Concentrations Bachelor and Master’s Degrees Accounting (BSBA) Anthropology (BA) Art (BA, BFA) Ceramics* Drawing* Dual Drawing* Fiber/Fabrics* Graphic Arts* Painting* Printmaking* Sculpture* Athletic Training (BSAT) from California University of Pennsylvania Biology (MS) Biological Sciences* (graduate levels) Environmental Sciences* (graduate levels) Biology (BA, BS) Ecology and Evolutionary Biology* Business Administration (MBA) Accountancy* Economics* Finance* International Business* Management* Marketing* Chemistry (BS) Biochemistry* Chemistry/Business* Chemistry/Cooperative Engineering* Computer Science (BS) Early Childhood Education (BSED) Economics (BA) Economics, Business (BSBA) Education (MED) Coaching* Curriculum and Instruction* Early Childhood* English* History* Literacy* Mathematics* Reading Specialist* -
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Downloaded from https://doi.org/10.1017/S1537781400001444 474 Journal of the Gilded Age and the Progressive Era / October 2009 Who Were the Gilders? And Other Seldom-Asked Questions about https://www.cambridge.org/core Business, Technology, and Political Economy in the United States, 1877- 1900 . By Richard K John, Columbia University Columbia University - Law Library Historians of the United States have for many decades termed the late nineteenth century the "Gilded Age." No consensus exists as to when this period began and ended, or how it might best be characterized. Most textbook authors place the origins of the Gilded Age around 1877 and its demise around 1900. Few would deny that this period witnessed a host of epochal , on innovations that included the rise of the modern industrial corporation, 03 Sep 2019 at 14:52:04 the building of large-scale technical systems, including the electric power grid, and the creation of governmental institutions that were conducive to rapid industrialization. Yet the significance of these innovations remained a matter of dispute. This essay contends that no synthetic account of the late nineteenth-century United States that aspires to be at all comprehensive , subject to the Cambridge Core terms of use, available at can ignore these innovations—innovations that have come to be known by various names such as the "managerial revolution," the "Second Industrial Revolution," and "modernization."1 It further contends that the reluctance of some of the most respected historians of business, technology, and political economy to embrace the Gilded Age construct raises questions about its utility as a periodizing device.2 'Robert J. -
How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913
How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913 The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Sawe, Joseph. 2015. How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913. Master's thesis, Harvard Extension School. Citable link http://nrs.harvard.edu/urn-3:HUL.InstRepos:24078367 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use#LAA ! How the House of Morgan Cooperated to Develop the Large-Cap US Multinational Corporation, 1895-1913 Joseph Sawe A Thesis in the Field of International Relations for the Degree of Master of Liberal Arts in Extension Studies Harvard University November 2015 ! ! ! ! ! ! Abstract The following investigation is intended to determine how the large-cap US multinational corporation was further advanced during the pivotal years of 1895-1913 by a leading private unincorporated institution—House of Morgan. Historical review and assessment focused on the broader US society, government, monetary landscape, the House of Morgan, leading large cap US multinationals; looking at both the key organizations and underlying people in power. The report framework focuses upon the development of the US super structure within which all major companies work down to the way actual institutions organize economic assets in the form of a multinational corporation. Questions that have been considered include: how was business conducted globally with so little formal mechanisms in place, the importance of the various forms of capital for business, and the various roles politics played in business development. -
Business Studies Stage 6 Syllabus
Business Studies Stage 6 Syllabus June 2010 Original published version updated: August 2013 – Updated with minor amendments © 2010 Copyright Board of Studies NSW for and on behalf of the Crown in right of the State of New South Wales. This document contains Material prepared by the Board of Studies NSW for and on behalf of the State of New South Wales. The Material is protected by Crown copyright. All rights reserved. No part of the Material may be reproduced in Australia or in any other country by any process, electronic or otherwise, in any material form or transmitted to any other person or stored electronically in any form without the prior written permission of the Board of Studies NSW, except as permitted by the Copyright Act 1968. School students in NSW and teachers in schools in NSW may copy reasonable portions of the Material for the purposes of bona fide research or study. When you access the Material you agree: • to use the Material for information purposes only • to reproduce a single copy for personal bona fide study use only and not to reproduce any major extract or the entire Material without the prior permission of the Board of Studies NSW • to acknowledge that the Material is provided by the Board of Studies NSW • not to make any charge for providing the Material or any part of the Material to another person or in any way make commercial use of the Material without the prior written consent of the Board of Studies NSW and payment of the appropriate copyright fee • to include this copyright notice in any copy made • not to modify the Material or any part of the material without the express prior written permission of the Board of Studies NSW. -
JP Morgan and the Money Trust
FEDERAL RESERVE BANK OF ST. LOUIS ECONOMIC EDUCATION The Panic of 1907: J.P. Morgan and the Money Trust Lesson Author Mary Fuchs Standards and Benchmarks (see page 47) Lesson Description The Panic of 1907 was a financial crisis set off by a series of bad banking decisions and a frenzy of withdrawals caused by public distrust of the banking system. J.P. Morgan, along with other wealthy Wall Street bankers, loaned their own funds to save the coun- try from a severe financial crisis. But what happens when a single man, or small group of men, have the power to control the finances of a country? In this lesson, students will learn about the Panic of 1907 and the measures Morgan used to finance and save the major banks and trust companies. Students will also practice close reading to analyze texts from the Pujo hearings, newspapers, and reactionary articles to develop an evidence- based argument about whether or not a money trust—a Morgan-led cartel—existed. Grade Level 10-12 Concepts Bank run Bank panic Cartel Central bank Liquidity Money trust Monopoly Sherman Antitrust Act Trust ©2015, Federal Reserve Bank of St. Louis. Permission is granted to reprint or photocopy this lesson in its entirety for educational purposes, provided the user credits the Federal Reserve Bank of St. Louis, www.stlouisfed.org/education. 1 Lesson Plan The Panic of 1907: J.P. Morgan and the Money Trust Time Required 100-120 minutes Compelling Question What did J.P. Morgan have to do with the founding of the Federal Reserve? Objectives Students will • define bank run, bank panic, monopoly, central bank, cartel, and liquidity; • explain the Panic of 1907 and the events leading up to the panic; • analyze the Sherman Antitrust Act; • explain how monopolies worked in the early 20th-century banking industry; • develop an evidence-based argument about whether or not a money trust—a Morgan-led cartel—existed • explain how J.P. -
New Renovated B-School Facilities
Business School Facilities: Recent Construction and Renovation Institution Name B-school Name Building/Facility Name Activity Year Status University of Calgary Haskayne School of Business Scurfield Hall New Building 1986 Complete University of Cincinnati School of Business Carl H. Lindner Hall New Building 1987 Complete Brock University Faculty of Business Taro Hall New Building 1990 Complete The University of Arizona Eller College of Management McClelland Hall New Building 1992 Complete University of California, Berkeley Haas School of Business Haas School of Business complex New Building 1995 Complete University of California, Los Angeles Anderson School of Management Management Education Complex New Building 1995 Complete Boston University School of Management Rafik B. Hariri Building New Building 1996 Complete Creighton University College of Business College of Business Building Renovation/Expansion 1996 Complete Northern Kentucky University Haile/US Bank College of Business unknown unknown 1996 Complete University of Georgia The Terry College of Business Brooks Hall Renovation/Expansion 1996 Complete William and Rosemary Gallagher University of Montana School of Business Administration Business Building New Building 1996 Complete University of Virginia-Darden Darden Graduate School of Business Saunders Hall New Building 1996 Complete The Arnold and Mabel Beckman Chapman University Argyros School of Business and Economics Business and Technology Hall New Building 1997 Complete Peter F. Drucker & Masatoshi Ito Graduate Claremont Graduate -
B.S. Business Studies Management Concentration
All Bachelor of Science programs require a minimum of 128 credits and a 2.00 cumulative average. B.S. BUSINESS STUDIES MANAGEMENT CONCENTRATION Fall 2015 – Spring 2016 BSNS REQUIREMENTS: All BSNS program courses must be completed with a grade of “C” or 80 credits better. CSIS 1206 Statistics (4) FINA 3562 Budgeting (4) ECON 1200 Macroeconomics (4) MGMT 3111 Human Resource Mgmt. (4) ECON 1400 Microeconomics (4) MGMT 3121 Mgmt. Info. Systems (4) ACCT 2110 Financial ACCT (4) MGMT 3123 Mgmt. Skills Development (4) ACCT 2120 Managerial ACCT (4) MGMT 3124 Organizational Behavior (4) BSNS 2120 Quantitative BSNS Methods (4) MGMT Elective (4) MGMT 2110 Intro to Management (4) MGMT 4610 Senior Seminar OR (4) MKTG 2110 Marketing Principles (4) MGMT Elective PLAW 2120 Business Law I OR (4) Internship or BSNS Elective: Choose (4) PLAW 3110 Legal, Social, Ethical … from ACCT, ECON, FINA, HTMS, INTL, FINA 3110 Intro to Financial Mgmt* (4) MKTG, MGMT, PLAW at the 3000 level MGMT 3120 Operations Management (4) or above BSNS 4112 Business Policy & Strategies (4) Transfer students may use transferred courses (seniors only) (including Introduction to Business) as “Other Business Courses”, to satisfy the minimum number of credits (80) for this area. GENERAL STUDIES REQUIREMENTS: 48 credits G COURSES: (32 total credits) No more than 12 credits in any "G" category may be applied towards the BS degree. GEN General Interdisciplinary (4) GNM General Natural Science & Math (4) GIS-General Integration & Synthesis (Jr. yr.) (4) GNM General Natural Science & Math (4) GAH General Arts & Humanities (4) GSS General Social Science (4) GAH General Arts & Humanities (4) GSS General Social Science (4) AT SOME DISTANCE Electives: (16 total credits) Courses unrelated to your major (may include CSIS courses) (4) (4) (4) (4) GENERAL STUDIES OUTCOME REQUIREMENTS: These course attributes should be completed within the 128 credits needed to graduate. -
Business Studies
Programs BUS.STUD.AAS Business Studies BUS.STUD.MGMT.AAS BUS.STUD.ENTR.AAS Associate in Applied Science Degree in Business Management CIP 520101 Business Studies, a career and non-transferable The Management concentration (BUS.STUD.MGMT. degree program, provides opportunities for students AAS) prepares students for positions as general office to prepare for a wide variety of careers in business. managers, retail sales managers, or supervisors in mid- Awarded an A.A.S. degree in Business Management, to large-sized firms. Students focus their degree based successful graduates of the program will be able to: on individual professional needs. In addition to the com- • use effective verbal and written communication petencies gained from the general Business Studies pro- in conducting business; gram, students completing this concentration will be able • analyze/resolve problems common to entry-level to (depending on electives chosen): business positions; • understand the laws affecting the domestic business • apply management skills in a variety of business environment; functions; • apply the basic principles of marketing to business; • comprehend how the global economy and • apply a better understanding of the customer’s Business Studies international events affect domestic and behavior in improving sales management; international business decisions; • lead and/or manage an organization’s human • understand basic accounting statements and resources on both an individual and team level their role in managing a business; to maximize workforce effectiveness. • identify unethical behavior in a business setting and formulate appropriate action. The Entrepreneurship concentration (BUS.STUD. Students have the option of concentrating in Man- ENTR.AAS) prepares students to own a small business. -
What Can We Say About Trade and Growth When Trade Becames A
27 S E R I E comercio internacional what can we say about trade and growth when trade becomes a complex system? Vivianne Ventura-Dias International Trade and Integration Division Santiago, Chile, July 2003 This document was prepared by Vivianne Ventura-Dias, Chief of the International Trade and Integration Division. The views expressed in this document, which has been reproduced without formal editing, are those of the author and do not necessarily reflect the views of the Organization. United Nations Publications ISSN printed version: 1680-869X ISSN online version: 1680-872X ISBN: 92-1-121402-5 LC/L.1898-P Sales No.: E.03.II.G.57 Copyright © United Nations, July 2003. All rights reserved Printed in United Nations, Santiago, Chile Applications to the right to reproduce this work are welcomed and should be sent to the Secretary of the Publications Board, United Nations Headquarters, New York, N.Y. 10017 U.S.A. Member States and their governmental institutions may reproduce this work without prior authorization, but are requested to mention the source and inform the United Nations of such reproduction. CEPAL - SERIE comercio internacional N°27 Contents Abstract ........................................................................................ 5 I. Introduction................................................................................ 7 II. Non-market determinants of production disintegration and trade integration ............................................................. 11 Changes in the nature of international trade .............................. -
Economic Theory and Business History
Economic Theory and Business History Draft of August 2, 2006 Naomi R. Lamoreaux, UCLA Daniel M. G. Raff, The Wharton School Peter Temin, MIT Economic Theory and Business History Because work in business history has always consisted largely of studies of individual entrepreneurs, firms, and industries, scholars have continually had to struggle to prevent the field from disintegrating into antiquarianism. From the beginning economic theory has offered a solution—a way of distinguishing important trends from trivial changes and of building general understanding by comparing businesses and business people within and across industries and economies. However, practitioners have long resisted making serious use of economics in their work. Until recently they claimed that neoclassical theory’s restrictive assumptions about human behavior and the workings of firms rendered it useless for probing the motives of entrepreneurs or the activities of complex enterprises. This excuse disappeared in the 1970s and 1980s, when economists began to develop new theories based on much more realistic ideas about human behavior and organizations. Some business historians immediately recognized the value of the new theory for their work, but most remained indifferent, skeptical, or even hostile. The most common objection that business historians have posed to employing economic theory, even in its most recent forms, is that it founded on a method of analysis that is essentially static analysis and hence cannot account for the development of new business capabilities over time or, more generally, for innovation. This criticism is at best an exaggeration, but for the purposes of this essay we cheerfully acknowledge that there are important tasks for which economic theory, however construed, is not particularly well suited.