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A widely accepted belief holds that social economics is logically inconsistent with the pragmatic philosophy. This view has been very clearly and forcibly expressed by Mark A. Lutz at the Third World Congress for Social Economics. Lutz has summarised his conclusions in the following quotation:

Development implying change or progress has now been recognized as a multi‐dimensional concept. But development measured simplistically in terms of certain quantifiable variables such as gross or percapita real GNP was once considered as the be all and end all of the challenges facing the human beings in terms of hunger, poverty, malnutrition and squalid conditions (Aiken & Follette, 1977; Allen & Thomas, 1990). This preoccupation by development theorists, social thinkers, statesmen and philosophers of the past led to the discovery of a magical word, i.e. creation of wealth as a solution to all those human challenges (Ball, 1992). The goal of wealth‐creation as a measure of unidimensional concept of development, in turn, is said to have been achieved by production for profit alone. Again, the production for profit could be pursued only by those producers who would be guided by self‐interested motives of maximizing output and minimizing costs.

The purpose of this paper is to describe the emergence of school-based, secular, mindfulness-based interventions (MBIs) for educators and students that aim to cultivate mindfulness and its putative benefits for teaching, learning, and well-being.

The paper has four sections: (a) a description of indicators of increased interest in mindfulness generally and in education; (b) substantive and functional definitions of mindfulness; (c) rationales for the potential value of mindfulness for teaching, learning, and well-being; and (d) a review of extant research on MBIs for teachers and students in schools.

On the basis of this review, it is concluded that school-based MBIs represent a promising emerging approach to enhancing teaching, learning, and well-being in schools; but that more research, with more rigorous study designs and measures, need to be done to establish the scientific validity of the effects of school-based MBIs for teachers and students alike.

Silicones have long been recognised as attractive materials for use in electronics applications because of their unique combination of properties. Now, technology which couples high electrical conductivity with silicone performance characteristics has been developed. The new silver‐filled silicone adhesives were processed and cured in a manner similar to that used in conventional heat cured silicone compositions. Resultant cured products were both highly flexible and highly conductive, exhibiting volume resistivities down to 2 × 10−4 ohm‐cm. Both flexibility and electrical conductivity were retained after extended periods at elevated temperature. The electrical performance obtained while the new adhesives were under strain (induced either mechanically or thermally) was attributed to changes in the spatial packing of the silver. Low temperature characterisation indicated that the materials remain soft and stress‐relieving even down to −60°C. Other physical characteristics of these compositions, such as high ionic purity, low moisture uptake and good adhesion, are typical of high performance electrically conductive adhesives. This combination of properties suggests that these new silicone adhesives should be attractive for the electrical interconnection of microelectronics substrates having a mismatch of thermal coefficients of expansion (TCE) which would normally lead to failure due to thermomechanical stresses, and for the manufacture of flexible circuitry.

A precise definition of “social economics” has been the subject of much debate for the last 30 years and, as yet, there seems to be no general consensus of opinion. This paper attempts to embrace the apparent pluralism of viewpoints as a temporary instrument to encourage critical debate and dialogue in order to work towards a unified concept of social economics.

Introduction The objectives of this paper are twofold. Firstly, we will define economic paradigm by identifying its structure and functions. Secondly, we will apply this concept to social economics and human economics.

This paper aims to deal with the measurement of positioning accuracies of microscale components assembled to fabricate micro-optical benches (MOB).

The concept of MOB is presented to explain how to fabricate optical MEMS based on out-of-plane micro-assembly of microcomponents. This micro-assembly platform includes a laser sensor that enables to measure the position of the microcomponent after its assembly. The measurement set-up and procedure is displayed and applied on several micro-assembly sets.

The measurement system provides results with maximum deviation smaller than ±0.005°. Based on this measurement system and micro-assembly procedure displayed in the article, it is shown that it is possible to obtain a positioning accuracy up to 0.009°.

These results clearly show that micro-assembly is a possible way to fabricate complex, heterogeneous and 3D optical MEMS with very good optical performances.

Is there such a field as social economics? Let us begin by providing some justification (the sceptics may call this rationalisation) for asking the question. The very fact that we are gathered here in Fresno ought to be a reassurance that, indeed, there does exist such a field. But this reassurance amounts to little more than a Descartian feeling of, “I think, therefore I am”. Some people question implicitly or explicitly whether there is such a field of enquiry called social economics. If you think this statement needs empirical support, consider the following:

Misbegotten, misnamed, antisocial homo oeconomicus is now contrasted with the more human personae of homo oeconomicus honorabilis, the “open”/ “Semi‐economic Man” of Pantaleoni and Marshall, the still arcane homo oeconomicus humanus of Nitsch and Malina, and (most recently) the positivistic (neo‐) homo socio‐economicus of Etzioni et al., which ‐‐in turn – harks back to Smith′s Theory of 1759‐90. Showing the essential identity of modern economics and Aristotle′s oikonomikē, and recognising the ozone layer as pre‐eminent among once‐free but now very scarce resources (chrēmata ) that have to be utilised efficiently and administered prudently, the author joins forces with Herman Daly et al. in proposing an Aristotelian/Biblical homo oeconomus as a “Good Steward” in the spirit of Frigerio′s L′Economo Prudente (1629) and qualitative improvement over the being who has masqueraded as homo oeconomicus. Uniting this prudent conservator and caretaker of our natural endowment with “Homo Faber, the Subject‐creator of Social Economy” of an earlier work yields the antithesis of the veritable homo oeconomicus impudens of Classical‐Neoclassical infamy.