Microfinance In The Philippines: An Assessment of Viability, Sustainability and Outreach among Grameen Replicators

The Philippines, a country of great promise in the 1950s, has greatly lagged behind many other Asian countries. Between 1991 and 1994 urban poverty declined from 26% to 29%; but rural poverty virtually stagnated at a much higher rate: 55% and 54%, respectively. Poverty lending programs were instituted in vast numbers, but undermined the viability of the institutions while their impact remained insignificant. Large numbers of self-help groups and NGOs have been trying to fill the void. Yet those institutions that focus on the poor lack the capacity for substantial outreach to the poor, while those that possess the capacity lack the focus. Despite recent liberalization efforts, policymakers in the Philippines, unlike those in Indonesia, have relied more on government intervention and credit channeling than the self-reliant intermediation of marketoriented microfinance institutions (MFIs). In the framework of a wider UNDP-supported program of the Asian and Pacific Development Centre in Kuala Lumpur on Microfinance for the Poor in Asia-Pacific, seven MFIs were selected from the Philippines and analyzed in terms of outreach to the poor, resource mobilization, viability and sustainability: six credit NGOs and one cooperative rural bank. All but one of them use the Grameen technology in reaching the poor, replicating Prof. Yunus?s Grameen Bank model so highly successful in Bangladesh. All but one of the MFIs were found subsidy-dependent and donor-driven, though they do adhere to the creed of market rates of interest. Only the cooperative bank, which applies both the conventional individual and the Grameen-type group-group technology and was is therefore analyzed in greater detail, was found to be operationally and financially self-sufficient. Yet it showed little capacity for dynamic growth. While its Grameen-type group technology was profitable and multiplied the bank's outreach, it added so little to its overall profits that management considers its termination. One recommendation stands out from the case studies: transform credit NGOs into formal financial institutions that rely on their own internal resources and cover their costs from the margin! Stop using them as credit channels! --

Addressing Problems of Power and Supervision in Field Placements

Power dynamics play a role in all workplace relationships and are of particular significance in field placement programs where such dynamics can have an impact on the learning opportunities for law students. This article examines power issues in relation to supervision of law students. The article begins by exploring the parameters of the problem through examples, and then examines the potential consequences of failing to address such issues in field placement programs, including ethical ramifications. Faculty in field placement programs, who generally are not responsible for client work product, have a unique opportunity to address power and supervision issues with students and supervising attorneys. The goal of field placements is to equip students to fully exploit opportunities in the programs, and to prepare them for workplace issues they may face in the legal workplace. The article contains extensive suggestions for teaching about power in each phase of field placement programs, in hopes of enabling students, faculty and supervisors to identify and address problems of power and supervision and to maximize student learning

Potential ring of Dirac nodes in a new polymorph of Ca3_3P2_2

We report the crystal structure of a new polymorph of Ca$_3$P$_2$, and an analysis of its electronic structure. The crystal structure was determined through Rietveld refinements of powder synchrotron x-ray diffraction data. Ca$_3$P$_2$ is found to be a variant of the Mn$_5$Si$_3$ structure type, with a Ca ion deficiency compared to the ideal 5:3 stoichiometry to yield a charge-balanced compound. We also report the observation of a secondary phase, Ca$_5$P$_3$H, in which the Ca and P sites are fully occupied and the presence of interstitial hydride ions creates a closed-shell electron-precise compound. We show via electronic structure calculations of Ca$_3$P$_2$ that the compound is stabilized by a gap in the density of states compared to the hypothetical compound Ca$_5$P$_3$. Moreover, the calculated band structure of Ca$_3$P$_2$ indicates that it should be a three-dimensional Dirac semimetal with a highly unusual ring of Dirac nodes at the Fermi level. The Dirac states are protected against gap opening by a mirror plane in a manner analogous to graphene. The results suggest that further study of the electronic properties of Ca$_3$P$_2$ will be of interest

Development of Peer Educators within Paraprofessional Community-Based Adult Education Models: An Experiential Learning Perspective

In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in community education program implementation (Merriam, Caffarella, & Baumgartner, 2007); impacting power structure within communities and organizations (Cervero & Wilson, 1994, 2006). Drawing upon a current research project of community-based nutrition education, we explore the conceptual and practical role of experience in paraprofessional educator models and focus on the situated, contextual experiences of paraprofessionals in the communities they work and live as unique, challenging, and potentially positive for learning outcomes

Development of Peer Educators within Paraprofessional Community-Based Adult Education Models: An Experiential Learning Perspective

Research project of community-based nutrition education explored the conceptual and practical role of experience in paraprofessional educator models and focused on the situated, contextual experiences of paraprofessionals in the communities where they work and live as unique, challenging, and potentially positive for learning outcomes

Addressing Problems of Power and Supervision in Field Placements

Power dynamics play a role in all workplace relationships and are of particular significance in field placement programs where such dynamics can have an impact on the learning opportunities for law students. This article examines power issues in relation to supervision of law students. The article begins by exploring the parameters of the problem through examples, and then examines the potential consequences of failing to address such issues in field placement programs, including ethical ramifications. Faculty in field placement programs, who generally are not responsible for client work product, have a unique opportunity to address power and supervision issues with students and supervising attorneys. The goal of field placements is to equip students to fully exploit opportunities in the programs, and to prepare them for workplace issues they may face in the legal workplace. The article contains extensive suggestions for teaching about power in each phase of field placement programs, in hopes of enabling students, faculty and supervisors to identify and address problems of power and supervision and to maximize student learning