Zero Sum Solution

The author of the bestseller The Zero Sum Society now tells us what we must do to remain a world-class economy at a time when other countries have outpaced us in growth, productivity and entrepreneurship.

The Zero-Sum Society is a piercing analysis of the social implications of economic policy and a classic work of economic problem solving."--BOOK JACKET.

The author of the bestseller The Zero Sum Society now tells us what we must do to remain a world-class economy at a time when other countries have outpaced us in growth, productivity and entrepreneurship.

This book provides an evaluation of the science and policy debates on climate change and offers a reframing of the challenges they pose, as understood by key international experts and players in the field. It also gives an important and original perspective on interpreting climate action and provides compelling evidence of the weakness of arguments that frame climate policy as a win-or-lose situation. At the same time, the book goes beyond providing yet another description of climate change trends and policy processes. Its goal is to make available, in a series of in-depth reflections and insights by key international figures representing science, business, finance and civil society, what is really needed to link knowledge to action. Different contributions convincingly show that it is time – and possible – to reframe the climate debate in a completely new light, perhaps as a system transformative attractor for new green growth, sustainable development, and technological innovation. Reframing the Problem of Climate Change reflects a deep belief that dealing with climate change does not have to be a zero sum game, with winners and losers. The contributors argue that our societies can learn to respond to the challenge it presents and avoid both human suffering and large scale destruction of ecosystems; and that this does not necessarily require economic sacrifice. Therefore, it is vital reading for students, academics and policy makers involved in the debate surrounding climate change.

The description for this book, Contributions to the Theory of Games (AM-40), Volume IV, will be forthcoming.

The theory of two-person, zero-sum differential games started at the be­ ginning of the 1960s with the works of R. Isaacs in the United States and L. S. Pontryagin and his school in the former Soviet Union. Isaacs based his work on the Dynamic Programming method. He analyzed many special cases of the partial differential equation now called Hamilton­ Jacobi-Isaacs-briefiy HJI-trying to solve them explicitly and synthe­ sizing optimal feedbacks from the solution. He began a study of singular surfaces that was continued mainly by J. Breakwell and P. Bernhard and led to the explicit solution of some low-dimensional but highly nontriv­ ial games; a recent survey of this theory can be found in the book by J. Lewin entitled Differential Games (Springer, 1994). Since the early stages of the theory, several authors worked on making the notion of value of a differential game precise and providing a rigorous derivation of the HJI equation, which does not have a classical solution in most cases; we mention here the works of W. Fleming, A. Friedman (see his book, Differential Games, Wiley, 1971), P. P. Varaiya, E. Roxin, R. J. Elliott and N. J. Kalton, N. N. Krasovskii, and A. I. Subbotin (see their book Po­ sitional Differential Games, Nauka, 1974, and Springer, 1988), and L. D. Berkovitz. A major breakthrough was the introduction in the 1980s of two new notions of generalized solution for Hamilton-Jacobi equations, namely, viscosity solutions, by M. G. Crandall and P. -L.

What do we really want from schools? Only everything, in all its contradictions. Most of all, we want access and opportunity for all children—but all possible advantages for our own. So argues historian David Labaree in this provocative look at the way “this archetype of dysfunction works so well at what we want it to do even as it evades what we explicitly ask it to do.” Ever since the common school movement of the nineteenth century, mass schooling has been seen as an essential solution to great social problems. Yet as wave after wave of reform movements have shown, schools are extremely difficult to change. Labaree shows how the very organization of the locally controlled, administratively limited school system makes reform difficult. At the same time, he argues, the choices of educational consumers have always overwhelmed top-down efforts at school reform. Individual families seek to use schools for their own purposes—to pursue social opportunity, if they need it, and to preserve social advantage, if they have it. In principle, we want the best for all children. In practice, we want the best for our own. Provocative, unflinching, wry, Someone Has to Fail looks at the way that unintended consequences of consumer choices have created an extraordinarily resilient educational system, perpetually expanding, perpetually unequal, constantly being reformed, and never changing much.