Template-Type: ReDIF-Article 1.0 Author-Name: Lukáš Augustin Máslo Author-Name-First: Lukáš Augustin Author-Name-Last: Máslo Author-Email: lukas.maslo@vse.cz Author-Workplace-Name: Vysoká škola ekonomická v Praze Title: Guilds and Competition: A Response to Objections of Laissez Faire Abstract: This paper offers a critique of laissez-faire objections to the guild system from the perspective of Catholic social teaching a presents the economic reasons for a restoration of the guild system as a functional economic model. The laissez-faire argument is that 1) the free competition on the supply side is in the best interest of the consumer, 2) each member of the society is a consumer, 3) ergo: free competition on the supply side is a common good, i. e. a goal which the state should follow. The author argues that 1) unlike majority of goods and services, two goods are becoming scarcer as a result of free competition on the supply side: time and land, 2) consumers which prefer consumption of leisure time and land are worse off as a result of free competition on the supply side, 3) ergo: the conclusion that free competition on the supply side is always a common good is invalid. According to the author, leisure time and land are essential for a good operation of a well-functioning family which is essential for a well-functioning state. In this connection, the author contends that the primary goal and raison d’etre of the guilds is control of the entrance of new producers to the industry, so that the incumbents who want to pay just (family) wages and/or prefer leisure time necessary for operation of a well-functioning family are not forced to change their behavior by the competitive pressure of the newcomers. Besides, a control of the entrance will limit the pressure to lowering wages below the level of the just (family) wage. To the objection of “no free lunch” the author responds: yes, the employers are facing a trade-off. In exchange for a possibly high but uncertain profit margin they will receive a lower but certain profit margin. To the objection of allocational inefficiency and economic stagnation resulting from suppressing external innovations, the author responds: 1) an external innovator can have his discovery patented and instead of the transitory entrepreneurial profit enjoy the incomes from the licenses; 2) the competitive pressure is only one possible drive of the economic growth, another drive is the human laziness which is constant across the economic systems. Classification-JEL: K23, O38, P41 Keywords: consumer, competition, structural changes, guilds, laissez faire, social justice, just wage Journal: International Journal of Social Sciences Pages: 1-14 Volume: 10 Issue: 2 Year: 2021 Month: September File-URL: https://eurrec.org/ijoss-article-116960 File-URL: https://eurrec.org/ijoss-article-116960?download=1 Handle: RePEc:aop:jijoss:v:10:y:2021:i:2:p:1-14 Template-Type: ReDIF-Article 1.0 Author-Name: Leiv Opstad Author-Name-First: Leiv Author-Name-Last: Opstad Author-Email: leiv.opstad@ntnu.no Author-Workplace-Name: Norwegian University of Science and Technology Title: Is there a Trade-Off between Financial Rewards and Other Job Benefits? Different Career Pathways for two Groups of Management Students. Abstract: The unemployment rate in Norway is low. More than 30 per cent work in the public sector and there is a shortage of labour, especially in the health and education sectors. This article seeks to find out more about why some choose to study within health and education and pursue a career there while others put finances or business education as their priority. Which factors influence this choice? Students’ responses to questionnaires reveal that there are some significant differences. The results indicate a trade-off between high salaries and other job benefits. Compared to business and economics students, financial rewards count for less for those selecting public sector work. They accept lower wages in compensation for job security and personal contentment. Other factors that have implications for educational choices are personal characteristics (Big Five) and interests. Furthermore, there is a substantial gap between females selecting business and financial education and females who prefer a personal-oriented job in the public sector. The methods used in this paper are comparison of means (t-test) and standard linear regression. Classification-JEL: J28, J30, J45 Keywords: Public and private sectors, job benefits, financial rewards, management, career, Big Five personality traits Journal: International Journal of Social Sciences Pages: 15-30 Volume: 10 Issue: 2 Year: 2021 Month: September File-URL: https://eurrec.org/ijoss-article-116950 File-URL: https://eurrec.org/ijoss-article-116950?download=2 Handle: RePEc:aop:jijoss:v:10:y:2021:i:2:p:15-30 Template-Type: ReDIF-Article 1.0 Author-Name: Lubomir Popov Author-Name-First: Lubomir Author-Name-Last: Popov Author-Email: Lspopov@bgsu.edu Author-Workplace-Name: Bowling Green State University Author-Name: Franklin Goza Author-Name-First: Franklin Author-Name-Last: Goza Author-Email: gozaf@uww.edu Author-Workplace-Name: University of Wisconsin-Whitewater Title: A Generic Process Model for Sociocultural Data Collection and Decision Making in Facility Programming Abstract: This is the third paper in a trilogy of papers that started with developing the philosophical and theoretical foundations for the study of sociospatial interactions. In the second paper, we created a guiding framework for facilities programming information collection and decision making. In this paper, we use that guiding framework and develop a process model for the programming process. Our methodology involves systems theory, activity theory, and task analysis. We present a generic model of the data collection process in facilities programming. This model delineates process steps, their sequence, and their content. The intent of this model is to provide structure and content suggestions for developing project-specific facilities programing research designs for information collection, processing, and programmatic decision-making. It is a plan for action, articulated and explicated so that professional programmers can use it as a template for organizing their work. This process model is tentative and general, intended as a guide for creating customized process designs for each programming project, considering the specifics of the building type and the programming situation. Classification-JEL: R00, L74, L29 Keywords: facility programming, theory of facility programming, methodology of programming research, process model for programming Journal: International Journal of Social Sciences Pages: 31-56 Volume: 10 Issue: 2 Year: 2021 Month: September File-URL: https://eurrec.org/ijoss-article-116968 File-URL: https://eurrec.org/ijoss-article-116968?download=3 Handle: RePEc:aop:jijoss:v:10:y:2021:i:2:p:31-56 Template-Type: ReDIF-Article 1.0 Author-Name: June Tyson Author-Name-First: June Author-Name-Last: Tyson Author-Email: junetyson@gmail.com Author-Workplace-Name: Home Title: Frustration, Examination, Appreciation: An Autoethnography of a Psychotherapist’s Work with a Challenging Patient Abstract: Treating challenging patients can be a rewarding or detrimental experience for a psychotherapist. Countertransference plays a large part of the success of the therapeutic relationship. Countertransference is what gets stimulated in the psychotherapist in response to what the patient is experiencing. Countertransference includes feelings, thoughts, and sensations. If a psychotherapist has not examined his or her own issues of countertransference, the results can be harmful to both the patient and the professional. However, if a psychotherapist is aware of his or her feelings of countertransference, it can be used to bring about growth and development to the patient and the psychotherapist. This article is an autoethnographical account of a psychotherapist’s (my) experience with a challenging patient. It describes how I went through a process of frustration, examination, and appreciation as a result of a conflict between myself and the patient. I used a diary to record my feelings about the patient; this assisted me in confronting my countertransference and ultimately reconciling with the patient and using the experience to bring about healing for myself and the patient. Classification-JEL: D81, D80, D83 Keywords: Countertransference, Authoethnographical, Frustration, Examination, Appreciation Journal: International Journal of Social Sciences Pages: 57-68 Volume: 10 Issue: 2 Year: 2021 Month: September File-URL: https://eurrec.org/ijoss-article-116966 File-URL: https://eurrec.org/ijoss-article-116966?download=4 Handle: RePEc:aop:jijoss:v:10:y:2021:i:2:p:57-68 Template-Type: ReDIF-Article 1.0 Author-Name: Eva Urbanová Author-Name-First: Eva Author-Name-Last: Urbanová Author-Email: eva.urbanova@pedf.cuni.cz Author-Workplace-Name: Charles University, Faculty of Education Title: Leader and innovator in the context of educational reforms Abstract: Changes in society are also changing approaches to education. Over the past two decades, governments in many countries have addressed the need for effective education reform to improve student achievement. School leaders have a crucial role to play as they face high expectations for educational outcomes, particularly in the context of technological progress, innovation, migration and globalisation. Leadership in education is becoming increasingly necessary at the beginning of the 21st century. There is a need to rethink school management and leadership models and to introduce innovative ideas. The core work activities and competencies of a leader in education consist of their experience, knowledge, character traits, attitudes and skills. An example of this is the situation in the Czech Republic, where the public administration reform in 2000 led to the decentralisation of education, which gave schools the right to decide on matters in all areas. This paper summarises an example of leadership in secondary schools in the Czech Republic in the context of reforms that are taking place not only in education. The results show that the role of a leader and innovator in a school is mostly performed by the school principal himself and most often as needed, which is related to his responsibility for the school's operation and especially its direction, i.e. the implementation of the school's development concept. The research question is: Which of the work activities related to the secondary school principal as a leader and innovator are done by him/herself or delegated to other staff members and how often are they performed? Classification-JEL: I20, J24, J29 Keywords: school principal, leader, management, education, secondary school Journal: International Journal of Social Sciences Pages: 69-79 Volume: 10 Issue: 2 Year: 2021 Month: September File-URL: https://eurrec.org/ijoss-article-116970 File-URL: https://eurrec.org/ijoss-article-116970?download=5 Handle: RePEc:aop:jijoss:v:10:y:2021:i:2:p:69-79