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This work examines the returns to education for workers who pursue additional education after time out of the labor force. It compares those who remain in the labor force during additional education with those who drop out of the labor force during additional education. It compares two cohorts of the National Longitudinal Survey of Youth (NLSY).

This work utilizes a difference equation to estimate the returns to education for workers who pursue additional education after time spent out of school and in the labor force.

The results indicate a sheepskin return of approximately 14% for those who remain in the labor force and a return of approximately 9% to years of additional education for those who drop out of the labor force. This contrasting pattern of returns is robust to sample selection correction and a variety of checks.

This work does not fully account for all threats to causation. Further research could pursue these and make use of data from more clearly defined periods of education.

This work finds key differences between the internal labor market faced by those remaining in the labor force and the external labor market faced by those dropping out of the labor force. A policy focused on re-training workers should account for these differences.

This is the first work to compare workers who pursue additional education while remaining in the labor force to workers who pursue additional education and drop out of the labor force.

Chester Whitney Wright (1879–1966) received his A.B. in 1901, A.M. in 1902 and Ph.D. in 1906, all from Harvard University. After teaching at Cornell University during 1906–1907, he taught at the University of Chicago from 1907 to 1944. Wright was the author of Economic History of the United States (1941, 1949); editor of Economic Problems of War and Its Aftermath (1942), to which he contributed a chapter on economic lessons from previous wars, and other chapters were authored by John U. Nef (war and the early industrial revolution) and by Frank H. Knight (the war and the crisis of individualism); and co-editor of Materials for the Study of Elementary Economics (1913). Wright’s Wool-Growing and the Tariff received the David Ames Wells Prize for 1907–1908, and was volume 5 in the Harvard Economic Studies. I am indebted to Holly Flynn for assistance in preparing Wright’s biography and in tracking down incomplete references; to Marianne Johnson in preparing many tables and charts; and to F. Taylor Ostrander, as usual, for help in transcribing and proofreading.

Using the philosophical lenses of revisionist ontology and the politics of personhood, this paper explores the notion of Black Founders of the United States. I introduce the concept critical intellectual agency to argue that Black Founders brought unique contributions to the American experience. Their efforts were twofold. First, Black Founders established separate Black institutions that would become staples in Black communities after emancipation. Second, Black Founders challenged the supposed egalitarian beliefs of White Founders through media outlets. To illustrate, I focus on one Black Founder, Benjamin Banneker and his letter to Thomas Jefferson to illustrate how Black Founders philosophically responded and challenged White Founders prejudicial beliefs about Blackness. This paper seeks to challenge social studies teachers’ curricular and pedagogical approaches to Black Americans during the colonial period by providing a heuristics and language to explore the voices of Black Americans in U.S. history.

Performance management (PM) remains one of the fundamental human resource practices in organisations today and is a dominant strategy adopted in managing employees. This paper aims to analyse extant research on PM conducted globally to inform research and practices in an African context.

A systematic review of 43 articles published in 22 journals ranked by the Australian Business Deans Council and Chartered Association of Business Schools was undertaken. The papers selected were limited to the past two decades (2001–2021) to focus primarily on contemporary practices.

The findings of this review indicate that PM continues to gain attention from African scholars and practitioners, though not as prominently as indicated within the broader global context. The review also exposed significant gaps in current research, including PM issues, theoretical or conceptual development and methodological approaches, which, if addressed, could inform future practices and research foci.

The primary limitations of this study are a focus on the most recent two decades of research into PM and the intention to direct learnings from this review of scholarly insight towards a focus solely on an African context. Thus, as interpretations of insights are based upon the perspective of how these can inform PM practices in Africa, a direct extrapolation of the findings to other contexts may not be appropriate.

This review of research conducted into PM globally in the past two decades has identified limited contributions from within the African context. This lack of contextual understanding may well be affecting the adoption and creation of globally recognised PM practices in Africa. As such, there is an opportunity to understand better the complexities associated with PM by embracing theories and formulating, testing and refining existing models to consider performance issues at more profound levels of analysis within an African context.

This study presents insights into global trends in PM research and practices not previously explored, highlighting a need for more contextualised research to progress Africa beyond current theoretical, conceptual and methodological limitations.

Investigates the differences in protocols between arbitral tribunals and courts, with particular emphasis on US, Greek and English law. Gives examples of each country and its way of using the law in specific circumstances, and shows the variations therein. Sums up that arbitration is much the better way to gok as it avoids delays and expenses, plus the vexation/frustration of normal litigation. Concludes that the US and Greek constitutions and common law tradition in England appear to allow involved parties to choose their own judge, who can thus be an arbitrator. Discusses e‐commerce and speculates on this for the future.

Max Weber called the maxim “Time is Money” the surest, simplest expression of the spirit of capitalism. Coined in 1748 by Benjamin Franklin, this modern proverb now has a life of its own. In this paper, I examine the worldwide diffusion and sociocultural history of this paradigmatic expression. The intent is to explore the ways in which ideas of time and money appear in sedimented form in popular sayings.

My approach is sociological in orientation and multidisciplinary in method. Drawing upon the works of Max Weber, Antonio Gramsci, Wolfgang Mieder, and Dean Wolfe Manders, I explore the global spread of Ben Franklin’s famed adage in three ways: (1) via evidence from the field of “paremiology” – that is, the study of proverbs; (2) via online searches for the phrase “Time is Money” in 30-plus languages; and (3) via evidence from sociological and historical research.

The conviction that “Time is Money” has won global assent on an ever-expanding basis for more than 250 years now. In recent years, this phrase has reverberated to the far corners of the world in literally dozens of languages – above all, in the languages of Eastern Europe and East Asia.

Methodologically, this study unites several different ways of exploring the globalization of the capitalist spirit. The main substantive implication is that, as capitalism goes global, so too does the capitalist spirit. Evidence from popular sayings gives us a new foothold for insight into questions of this kind.

Although Leutwiler's initiative in taking to the field has been well-documented by scholars and the University of Illinois alike, the role of the UPenn figure, “Benjamin Franklin” or alternately in Illinois narratives “William Penn,” has received little attention (Spindel, 2001; King & Springwood, 2001). Leutwiler's adoption of the “Chief Illiniwek” persona, which will be discussed in-depth later, was not a response to inquiries by the UPenn band who hoped to utilize their articulated personae of “Benjamin Franklin” during a halftime skit as other scholars have suggested. Leutwiler adopted the untitled personae that became the basis for the “Chief” two years earlier during experiences as a Boy Scout and for performances at his alma mater, Urbana High School.⁶ Although the University of Pennsylvania solicited the Illinois band and assistant director Raymond Dvorak in particular, to create its own figure to interact with “Benjamin Franklin” in a show of “good sportsmanship,” Lester Leutwiler was already performing as an “Indian” before the supposed 1926 inception.⁷ In fact, his performance was so well known to his classmates at Urbana High School that the yearbook contained multiple references to Leutwiler's penchant for dressing as his Indian persona at school events (Urbana High School, 1925). Importantly, then the UPenn invitation can be read as the opening of a new arena for performances of Indianness – the sports field – not as an inciting event in the creation of “Chief Illiniwek.” Focusing on “Chief Illiniwek” as a sports mascot has eroded the larger cultural context of performances of Indianness that was being undertaken in local and national venues including Urbana High School.