"Civil Economy and Civilized Economics: Essentials for Sustainable Development"

This essay will consider the relevance of the social sciences - especially economics - to the foundations of sustainable development. Looming environmental crises have served as a prime motivating force for reevaluating fundamental principles. In particular, the concept of sustainability, carrying with it clear requirements for values, goals and ethics, has begun to reshape economics. The broadest conception of sustainability is found if we understand sustainable development to mean Socially And Environmentally Just And Sustainable development - "SAEJAS development". Throughout the paper we will see examples of rules, or norms, that serve to organize human behavior without requiring that everything be rethought all the time. Among these may be found some ethical rules that lay the foundation for responding to the current situation in which humanity finds itself. What notice should the social sciences take of such rules? How would the social sciences - especially economics - have to change in order to be able to pay appropriate attention to ethical norms? "Participatory science," involving citizens as well as specialists, is proposed as an outline for the kind of science that is needed under contemporary circumstances. The approach described under this rubric will be contrasted with the methods and assumptions of mainstream economics. The essay will give some attention to how economic ideas - for better or for worse - affect and shape culture and society. The theory of sustainable development is proposed as offering strong, practical elements of a needed alternative economic paradigm. The conclusion will remind us that theory alone has little effect, and will point to an area where theory and practice can work together to civilize modern economies.civil society, sustainable development, development, SAEJAS, ethics, social capital, environment, new economics,

01-01 "Civil Economy and Civilized Economics: Essentials for Sustainable Development."

This essay will consider the relevance of the social sciences - especially economics - to the foundations of sustainable development. Looming environmental crises have served as a prime motivating force for reevaluating fundamental principles. In particular, the concept of sustainability, carrying with it clear requirements for values, goals and ethics, has begun to reshape economics. The broadest conception of sustainability is found if we understand sustainable development to mean Socially And Environmentally Just And Sustainable development - "SAEJAS development". Throughout the paper we will see examples of rules, or norms, that serve to organize human behavior without requiring that everything be rethought all the time. Among these may be found some ethical rules that lay the foundation for responding to the current situation in which humanity finds itself. What notice should the social sciences take of such rules? How would the social sciences - especially economics - have to change in order to be able to pay appropriate attention to ethical norms? "Participatory science," involving citizens as well as specialists, is proposed as an outline for the kind of science that is needed under contemporary circumstances. The approach described under this rubric will be contrasted with the methods and assumptions of mainstream economics. The essay will give some attention to how economic ideas - for better or for worse - affect and shape culture and society. The theory of sustainable development is proposed as offering strong, practical elements of a needed alternative economic paradigm. The conclusion will remind us that theory alone has little effect, and will point to an area where theory and practice can work together to civilize modern economies.

Quantum Fluids and Classical Determinants

A "quasiclassical" approximation to the quantum spectrum of the Schroedinger equation is obtained from the trace of a quasiclassical evolution operator for the "hydrodynamical" version of the theory, in which the dynamical evolution takes place in the extended phase space $[q(t),p(t),M(t)] = [q_i, \partial_i S, \partial_i \partial_j S ]$. The quasiclassical evolution operator is multiplicative along the classical flow, the corresponding quasiclassical zeta function is entire for nice hyperbolic flows, and its eigenvalue spectrum contains the spectrum of the semiclassical zeta function. The advantage of the quasiclassical zeta function is that it has a larger analyticity domain than the original semiclassical zeta function; the disadvantage is that it contains eigenvalues extraneous to the quantum problem. Numerical investigations indicate that the presence of these extraneous eigenvalues renders the original Gutzwiller-Voros semiclassical zeta function preferable in practice to the quasiclassical zeta function presented here. The cumulant expansion of the exact quantum mechanical scattering kernel and the cycle expansion of the corresponding semiclassical zeta function part ways at a threshold given by the topological entropy; beyond this threshold quantum mechanics cannot resolve fine details of the classical chaotic dynamics.Comment: 33 pages, LaTeX with lamuphys.sty, epsf.sty, epsfig.sty macros, available at http://www.nbi.dk/~predrag

Why isn't there more Financial Intermediation in Developing Countries?

Financial intermediation, Mutual insurance , Safety nets , Microfinance , Microcredit

A case study of a collaborative approach to early field experiences in a systematic teacher preparation program in the District of Columbia public schools, 1989-1990.

This study reported on a teacher training project designed by the District of Columbia Public Schools (D.C.P.S.) to develop a cadre of exemplary teachers from an indigenous population of D.C.P.S. graduates and outstanding educational aides. The context of the study reported on university collaboration with the public school system to improve its teacher training program and described the Systematic Teacher Preparation Program (STPP) based on the perceptions of the teacher trainee toward the program. Data for the study were collected through two basic tools of qualitative research: interviews and document analysis. The case study subjects were students who were elementary and secondary majors in the teacher education program at the University of the District of Columbia (UDC) and were participants in the STPP. Case study subjects were randomly selected from first, second, third and fourth year elementary and secondary STPP participants. The sample group consisted of fifteen STPP students. The design for the study was a single case study action research format. A one hour interview was conducted with each subject based on a general interview guide with an open-ended format. The researcher concentrated on the subject\u27s reason for selecting education as a major, the supports that sustained the subject in the program, and the subject\u27s work experience in education. The subject was asked to reflect on what teacher training experiences meant to him or her. The impact of the practicum experience over a four year period compared to a twelve week traditional student teaching period was explored. The findings and conclusions of this study revealed that teacher trainees: (1) selected education as a major because of a desire to work with young people, (2) were influenced by a family member to major in education, (3) sustained an interest in education through the STPP staff, the clinical experience, and local school faculty, (4) needed increased involvement of program monitors, (5) were satisfied with STPP, (6) performed excessive non-instructional activities, and (7) were taught a traditional teacher education program at UDC

Constructivist model for career internships: Integrating contextual learning and critical thinking

This project grew from a desire to help students draw meaningful connections between education and future career aspirations