Der Einfluss von elterlichen Investitionen auf die Entwicklung deutscher und türkischer Kinder

The basis of ethnic inequality is set during preschool age. This article aims to explain developmental ethnical differences by using a resource-investment-model. The question is, wether the influence of the ethnic origin could be mediated by the social background and parental investments. The project “Preschool education and educational careers among migrant families” supplied data on 1046 families. The analyses clearly show ethnic differences in early development. These differences persist even after controlling for the socioeconomic background, but disappear after controlling for the investments of the parents. Therefore, the family background and the investment of parents in their children’s home environment improve the developmental score of the child and explain the observed ethnic differences. Additional analyses show that among German children the social background is even more important than among Turkish children. The differential development of Turkish children is mainly stimulated by their parent’s investments.     

Joint Venture Regulation under European Competition Laws: An Update

Abstract:  This article examines the European approach to joint venture regulation. It updates previous analysis by examining the impact of modernisation reforms on joint venture regulation in Europe. It is argued that although the changes on the whole are conducive to joint venture activity, problematic aspects of regulation were either unaddressed, or could be provoked by, the reform. In particular, the substantive and procedural divide in legal treatment of 'concentrative' and 'cooperative' joint venture arrangements continues to engender some difficulty.     

Evaluation and treatment of insanity acquittees in the community

This paper describes the monitored outpatient treatment program for Psychiatry Security Review Board (PSRB) clients in the largest single community treatment agency in the Oregon system. We describe 161 persons referred to this agency for evaluation and treatment. Ninety-one PSRB clients received treatment and of this group 51% had their conditional release revoked by the PSRB. The most frequent cause of revocation was noncompliance with treatment. There were only 11 crimes committed during the study period, four of which were in the felony range. The majority of PSRB clients are chronically mentally ill persons. We discuss both the treatment approach and our results in light of a recently published research agenda for insanity acquittees.     

Blood group frequencies of the population of Trinidad and Tobago, West Indies.

The results of grouping tests performed on blood samples collected over a five-year period at the Trinidad and Tobago Forensic Science Centre are presented. The samples were tested using the ABO, PGM, EAP and GLO blood group systems. Phenotypic frequencies and allele frequencies for each system were calculated for the two major ethnic groups of the population, the African and East Indian. Matching probabilities, which can be used in the interpretation of physical evidence in forensic cases, were also calculated.     

HLA DQ alpha typing of forensic specimens by amplification restriction fragment polymorphism (ARFP) analysis.

The alleles present at the HLA DQ alpha locus may be typed by either allele specific oligonucleotide (ASO) probing or by restriction mapping, referred to here as amplification restriction fragment polymorphism (ARFP) analysis. ASO typing relies upon hybridization principles, whereas ARFP typing relies upon restriction site analysis. Dot-blot ASO typings which are of doubtful interpretation may be directly checked by ARFP analysis. Aliquots of the PCR products amplified using the commercial Amplitype HLA DQ alpha system are digested with suitable restriction endonucleases. Electrophoresis, blotting and detection of biotin-labelled restriction fragments provides a sensitive and robust typing method suited to forensic analysis.     

Iran and the SCO: The Quest For Legitimacy and Regime Preservation

At the 2021 Shanghai Cooperation Organization (SCO) summit, the Russian- and Chinese-led bloc announced the approval of Iran's longstanding bid for membership. Iran has viewed its involvement in the organization as a means of bolstering external legitimacy, fostering security-oriented regionalism, and promoting the transition toward the so-called multipolar world order. The SCO has served as a regime-preservation network by providing Iran with a source of solidarity against external pressure. Tehran's commitment to the normative order, sustained by the SCO's discourse of noninterference, sovereignty, and countering the “three evils”—terrorism, extremism, and separatism—has galvanized the organization's role as a common front against the imposition of liberal norms and challenges to regime security.     

The Things They Learned: Aspiration,Uncertainty, and Schooling in Rwanda’s Developmental State

The role of formal education in the reproduction of inequalities is well documented. Less clear is how this lens can be applied to a study of post-conflict state-building. The present study pairs policy analysis with student-centred ethnographic fieldwork to examine education policy in Rwanda. Since the end of the genocide, the government has staked its claim to legitimacy in delivering inclusive development. Its basic education policy is an entitlement programme with broad public support and designed to allow all children to attend primary and secondary school. Students found themselves caught up in a web of contradictions with important symbolic and material dimensions. They went to schools designed to improve access for the poor. But they were also poor schools, lacking in quality and associated with failure. The country’s switch from French to English was bound up in alliances of domestic power that further undermined effective teaching and learning. The basic education policy intended to highlight the government’s commitment to deliver development to all. But in absence of a sustained and effective strategy to improve quality, young people felt excluded from meaningful engagement in the education system. Whether the basic education policy constitutes inclusive development is therefore debatable.