1811 research outputs found
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Front Matter
Get PDFInformation relating to the publisher, publication frequency, editorial staff, purchase options, submission requirements, and contact information for the American Communal Societies Quarterly
Back Cover
Get PDFBack cover illustration: Otoman Zar-Adusht Ha’nish (born Otto Hanisch), founder of the Mazdaznan movement. Communal Societies Collection, Hamilton College
Complementarities Between Employee Involvement and Financial Participation: Do Institutional Context, Differing Measures, and Empirical Methods Matter?
No full textThe authors investigate whether productivity is greater if firms use employee involvement (EI) in decision making and financial participation (FP) as complementary practices. Based on representative panel data from Finnish manufacturing firms, the study uses diverse specifications to examine different theoretical explanations of the productivity effects of complementarities. The authors find virtually no evidence to support the theory of complementarities when EI and FP are simply measured by their incidence. They do find some evidence for complementarities using cross-sectional data (controlling for several covariates that related work has found to be important for firm performance) and also when analyses use measures of the intensity of FP. In accounting for differences in empirical findings across varying settings, the findings suggest that outcomes depend on the institutional context and are sensitive to variation in measurement and analytical methods.
JEL Classification: D22, D24, J24, J54, L25, L60, M5
Agency and the GED: Personae and Artifacts in the Figured World of a Literacy Welcome Center
No full textThe GED test has served as a mechanism for granting high school equivalency in the United States for decades, and some states have funded tutorial services because they have imagined the GED to be a means for getting a job or increasing one\u27s wages. Based on field research conducted in literacy welcome centers in a small city in Upstate New York, we argue that teachers’ and students’ discursive reflections show that they attain agency in multiple ways during participation in tutorials. On the one hand, students build and hone their skills required for successful testing. On the other hand, teachers embody the caring disposition that the world inhabited by the students lacks. We argue that the GED and its practice exams are artifacts that only partly account for the agency of teachers and students, and, when reflected on by an administrator, erase crucial aspects of that agency
A Different Perspective
No full texthttps://digitalcommons.hamilton.edu/cardcatalog/1007/thumbnail.jp
Piperaceae: A New Ballad
No full texthttps://digitalcommons.hamilton.edu/cardcatalog/1005/thumbnail.jp
Blue Mrs. Margery Cannon and Other Poems
No full texthttps://digitalcommons.hamilton.edu/cardcatalog/1012/thumbnail.jp