Who Benefits from Aid for Trade? Comparing the Effects on Recipient versus Donor Exports

Abstract

Recent studies offer an ambiguous picture on the effectiveness of foreign aid in strengthening the export capacity of recipient countries. Moreover, the literature on aid for trade (AfT) has often neglected the fact that exporters in the donor countries may be among the main beneficiaries. We simultaneously estimate and compare the effects of AfT on trade in both directions. We find that AfT increases recipient exports to donors as well as recipient imports from donors. The first effect tends to dominate the latter, which contradicts the sceptical view that donors grant AfT primarily to promote their own export interests.     

Fairness and qualitative portfolio allocation in multiparty governments

How do political parties divide coalition payoffs in multiparty governments? Perhaps the most striking answer to this question is Gamson’s Law, which suggests a strong fairness norm in the allocation of office payoffs among coalition partners. Building upon recent advancements in portfolio allocation research, we extend this approach in three important ways. First, we study fairness with regard to the allocation of policy (rather than office) payoffs. Second, we introduce measures to assess the fairness of the division of policy payoffs following two norms: envy-freeness and equitability. Third, we explore why some allocations of ministerial portfolios deviate from fairness norms. Based on an original data set of party preferences for individual portfolios in Western and Central Eastern Europe, we find substantial variation in the fairness of policy payoffs across cabinets. Moreover, coalitions are more likely to arrive at envy-free and equitable bargaining outcomes if (1) these fair allocations are based on an allocation of cabinet positions that is proportional to party size and if (2) the bargaining power is distributed evenly among government parties. The results suggest that fairness is not a universal norm for portfolio allocation in multiparty governments, but in fact depends on the cabinet parties’ bargaining positions.

     

An Overview of the Rorschach Performance Assessment System (R-PAS)

We provide an overview of the Rorschach Performance Assessment System (R-PAS; Meyer, Viglione, Mihura, Erard, & Erdberg, 2011). After providing a general introduction to Rorschach-based assessment, the rationale and features of R-PAS are outlined. As part of this discussion, some of the ways in which R-PAS differs from the Comprehensive System (CS) (Exner, 2003) are delineated.     

Explaining geographic concentrations of discrimination in Germany: small group interaction,youth and spatial context

Eastern Germans are often stereotyped as racist, and some empirical data as well as periodic incidences of violent hate crime seem to confirm the stereotype. This article offers a partial explanation of geographic concentrations of discrimination in Germany that centres on processes of boundary drawing in real contexts between small groups of youths. This is a meso-level approach that contrasts with macro- and micro-level sociological explanations of discrimination. We consider it more correct to say that conditions in much of eastern Germany – as well as in many parts of western Germany – are such that discrimination is more likely to occur within small groups in those places. Data are presented from 29 cities participating in an anti-racism programme that provide some insight into how boundaries are drawn and how some cities are currently attempting to reduce discriminatory behaviour within small groups. Knowledge about how group dynamics leads to discriminatory behaviour is particularly useful for those trying to prevent racism at the local level; intervention is more feasible at the small-group level due to their inherent visibility and accessibility for youth guidance counsellors.     

An extension of Marcia's Identity Status Interview into the interpersonal domain

This article describes an extension of Marcia's (1966) Identity Status Interview into three interpersonal domains: friendships, dating, and sex roles. The Identity Status Interview method is assessed favorably in terms of identity theory, justification for the three new sections is provided on the basis of theory and research on sex differences in adolescent identity, and methodological refinements in the interview are described. A study is reported in which the extended interview was administered to 41 male and 40 female high school juniors and seniors. Average percentage of exact agreement for ratings of exploration, commitment, and identity status was over 70% when two coders were used and over 94% when the ratings of two out of three coders were used. It is concluded that this extended interview is psychometrically sound and provides a method for assessing interpersonal issues salient to contemporary adolescents.This work was supported in part by a grant from the Office of the Vice President for Academic Affairs, University of Texas at Austin.Received his Ph.D. in child psychology from the University of Minnesota. Main Interest is the influence of the family on adolescent personality development, especially identity and vocational interests.Doctoral candidate in counseling psychology, with special interst in sex roles and adult development.Received Ph.D. in community psychology from the University of Texas at Austin. Main interests include adult development, communities, and spiritual growth.     

Student outcomes associated with service-learning in a culturally relevant high school program

The Hawaiian Studies Program (HSP) integrates the learning of Hawaiian culture with more traditional secondary curriculum in science, social studies, and English. Students also participate in weekly community service-learning sessions. Fifty-five HSP students and 29 peers (who were not involved in the program), completed a survey measuring: students' connection to, pride in, and responsibility for their community; civic attitudes; and career knowledge and preparedness. HSP teachers, community members, and students were also interviewed about program outcomes. Compared to other peers, HSP students tended to report feeling more connected to their community and school and to agree that they had career-related skills. Participants believed that service- learning contributed to these outcomes by making connections between school and community life and by exposing students to a variety of careers.