Philosophers and practical men: Charles Babbage, Irish merchants and the economics of information

Before the emergence of coordination of production by firms, manufacturers and merchants traded in markets with asymmetric information. Evidence suggests that the practical knowledge thus gained by these agents was well in advance of contemporary political economists and anticipates twentieth-century developments in the economics of information. Charles Babbage, who regarded merchants and manufacturers as the chief sources of reliable economic data, drew on this knowledge as revealed in the evidence of manufacturers and merchants presented to House of Commons select committees to make an important pioneering contribution to the theory of production and exchange with information asymmetries.

Meeting the Needs of Adult Learners in a Faculty of Education Careers Curriculum

Adult learners are a discrete population with specific needs and characteristics. The context of this project is a Career Services office in a Faculty of Education at a Local University [pseudonym]. The office serves a population of students from various programs within the Faculty, with the majority of students enrolled in the Bachelor of Education program. As a result of the current job market for teachers in Ontario and Canada, it is important to be able to communicate effectively with students to support them in their job searches. The purpose of this project was to identify the needs and characteristics of adult learners, and to identify ways that the current Career Services curriculum could be improved to better support adult learners. In order to engage this population of students, it is important to ensure that the content of the course addresses and meets their needs. To provide a more personalized learning environment, online resources were considered to allow students to participate more, providing a more convenient and suitable method of delivery for our intended audience, and a sample website was created to host the online resources. In addition, the entire Career Services curriculum was formalized by producing a curriculum document to outline the goals and outcomes of the program to ensure that the content will facilitate the achievement of those goals. What resulted is a hybrid, online and in-person program for Career Services, and a more robust curriculum that considers the needs of our adult learners.

Value-oriented impact assessment: the economics of a new approach to impact assessment

Environmental Impact Assessment has gained a prominent position as a tool to evaluate the environmental effects of economic activities. However, all approaches proposed so far use a burden-oriented logic. They concentrate on the different environmental impacts in order to ascertain the overall environmental damage caused by economic activity. This paper argues that such a burden-oriented view is (a) hampered by a series of methodological shortcomings which hinders its widespread use in practice; and (b) is analytically incomplete. The paper proposes a value-oriented approach to impact assessment. For this purpose an economic analysis of the optimal use of environmental and social resources is conducted from both a burden-oriented and a value-oriented standpoint. The basic logic of a value-oriented impact assessment is explained, as well as the resulting economic conditions for an optimal use of resources. In addition, it is shown that value- and burden-oriented approaches are complementary to achieve optimality. Finally, the paper discusses the conditions under which the use of burden- or value-oriented impact assessments is appropriate, respectively.