Transfer or transformation? What the German social science literature has to say about unification and its systemic effects

This paper serves as a review and critical assessment of the German social science literature on unification. The main concepts of unification analysis from Offe, Lehmbruch, Seibel, Czada and Wiesenthal are introduced. Each of these authors approaches unification using a form of Lehmbruch ‘s institution transfer paradigm. The usefulness of this paradigm is limited because it plays down the transformative impact of unification in spite of the consensus that unification has wrought significant changes. In the future, the line demarcating the extent to which the transfer paradigm has given way to a transformation‐centred paradigm will define one cutting edge in German studies.     

Parenting Behaviors,Association with Deviant Peers,and Delinquency in African American Adolescents: A Mediated-Moderation Model

The aim of the present study was to examine a model positing that association with deviant peers mediates the relation between adolescent perceived parenting behaviors (maternal monitoring and involvement), the interaction of these parenting behaviors, and delinquency in a sample of 135 urban African American adolescents (13–19 years of age). Regression analyses revealed a monitoring by involvement interaction among African American females, suggesting that maternal monitoring may effectively reduce delinquency among African American female adolescents, and that this reduction may be enhanced by increased maternal involvement. Among African American males, only the relation between association with deviant peers and delinquency was supported, suggesting that maternal parenting behaviors may, in isolation, be insufficient in the prevention of delinquent behaviors in African American male adolescents. The results suggest that the pathways from parenting to association with deviant peers and delinquency may differ in males and females, and the salience of certain parenting behaviors may differ across gender. This article is based on research that was submitted by the first author in partial fulfillment of the requirements of the master’s degree in psychology at the University at Albany, State University of New York. Support for this research was provided by a Faculty Research Award to the second author. Doctoral student in the Clinical Psychology Program at the University at Albany, State University of New York. Her major research interests include risk and resiliency processes in minority youth and measurement equivalence of risk and resiliency constructs. Assistant professor in the Department of Psychology at the University at Albany, State University of New York. She received her Ph.D. in Clinical Psychology from the University of North Texas. Her major research interests are ecocultural models of risk and resiliency in minority youth and measurement equivalence of risk and resiliency constructs. Post-doctoral fellow with the Prevention Research Center at Arizona State University. He received his Ph.D. in Clinical Psychology from the University at Albany, State University of New York. His major research interests are ecocultural models of risk and resiliency in children, preventive intervention development for diverse children, and quantitative methodology and applications in developmental and cross-cultural psychology.     

Transitional Justice and the Reform of History Education

Where does history education fit into transitional justice andhow can it contribute to the goals of transitional justice?The contemporary understanding of transitional justice has broadenedto encompass more than just prosecutions, reparations, preventingimpunity, and building rule of law. Transitional justice goalsnow extend to truth telling, restoring the dignity and preservingthe memory of victims, building peace, creating respect forhuman rights and democracy, and to reconciliation. Tools forachieving these goals now include truth commissions and commemorations.But this list has not until now included how the historicalnarrative of the group(s) involved in conflict must change asa part of transition; and education, while often invoked whenthe topic of ‘never again’ is raised, has been largelyabsent from the transitional justice discourse. Neither thelarger education system nor the teaching of history –both what is taught and how – has been considered by theinstitutions transitional justice has aimed to reform. Thisarticle considers why history education matters, what conditionscomplicate its reform and what recommendations can begin tobe offered with regard to the relationship between history educationand transitional justice.     

The changing face of ‘Drivers of Change’

In 2001 the UK Government's Department for International Development (DFID) launched a new way of conducting political economy analysis, called ‘Drivers of Change’ (DoC). DoC is now well known amongst international development practitioners and professionals. This article provides an introduction to DoC, explaining what it is, where DoC analysis has taken place and which organisations have been involved. It also explores the history and background to DoC, outlines its effect on other bi and multi‐lateral donors and shows how the approach has evolved over the last 5 years. The final section of the article analyses some of the current limitations in the way DoC analysis is used by DFID and predicts how the approach may develop in the future. Copyright © 2007 John Wiley & Sons, Ltd.     

Parent-adolescent congruence for adolescent substance use

Parental reports of adolescent substance use were compared to the adolescents' self-reports using identical scales. Congruence was defined as exact agreement on whether adolescents were current users, ex-users, or never-users. Both parents were found to be less accurate in predicting their adolescents' alcohol use compared to cigarette or marijuana use. Single mothers were significantly less likely to be congruent than were mothers from two-parent households. Mother and father congruence on all substances was unrelated to the adolescent's sex, race, or after school employment. For both parents, congruence for adolescent marijuana use was significantly related to the age and GPA of the adolescent. Congruence may also reflect important properties of family functioning, as significant relations were found between both adolescent and parent ratings of family cohesion and parent-adolescent congruence on perceptions of marijuana use.This research was supported by Grant DA03706 from the National Institute of Drug Abuse (Hyman Hops, Principal Investigator).Jennifer Langhinrichsen is a doctoral candidate in psychology interested in adolescent and family interactions. The other authors are psychologists or data analysts working on family influences on substance use and mental health.     

European Integration and Citizens' Rights: A Comparative Perspective

The prospects for European Union citizenship are sometimes discountedby reference to homogeneity in the United States compared todiversity in the European Union. This article suggests thatthere may be more similarities between the two systems thanis sometimes supposed by many observers. Even though there areimportant differences, both systems have had to address similarquestions about how to combine the benefits of integration andthe protection of rights. In discussing the common and divergentfeatures, the author argues that comparison also reveals thepossibility that it is diversity, not homogeneity, that is necessaryto the protection of citizenship's rights.