Which Institutions are Good for Your Health? The Deep Determinants of Comparative Cross-country Health Status

We extend the literature on the deep determinants of economic development by focusing on life expectancy, instead of income per capita, as an indicator of economic development, and by examining the role of informal, as well as formal, institutions. Our empirical results suggest that formal and informal institutions are substitutes. Improving informal institutions has positive effects on life expectancy that are statistically significant for most countries and stronger than the effects of improving formal institutions. The gains from improving informal institutions are greatest for countries in which institutions are weakest. Geographical factors also help explain cross-country variation in life expectancy.     

Is cyberstalking different?

Abstract

Very little empirical work exists on cyberstalking. The current study analysed detailed questionnaires completed by 1051 self-defined stalking victims. Almost half (47.5%) reported harassment via the Internet, but only 7.2% of the sample was judged to have been cyberstalked. Ordinal regression analyses of four groups of victims, categorized according to degree of cyber involvement in their victimization, revealed a general picture of similarity between the groups in terms of the stalking process, responses to being stalked, and the effects on victims and third parties. It was concluded that cyberstalking does not fundamentally differ from traditional, proximal stalking, that online harassment does not necessarily hold broad appeal to stalkers, and that those who target ex-intimates remain the most populous stalker type.     

Die elementaren (Fremd-)Erfahrungen der Gabe

What holds society together? In his famous essay The Gift (1925) Marcel Mauss answers this question. However, as this paper shows, he does so not by formulating something like a theory of reciprocity as was often assumed after Claude Lévi-Strauss’ brought forward his structuralist interpretation of Mauss. Instead, the reason why gift practices create obligatory, cohesive social bonds lies in experiences of ?being-possessed“ and self-transcendence. This assumption is proven by means of a new and detailed reading of Mauss’ Essai sur le don as well as by the anti-utilitarian reception of Mauss’ work by the Collège de Sociologie (Georges Bataille, Roger Caillois, Michel Leiris). Overall, Mauss’ theory of the gift features important elements of a theory of posession and self-transcendence which focuses on the dimensions of experience and action. This is why one can discern a certain similarity between Mauss’ and the pragmatist theory of action. Only against that backdrop the social binding force of gift practices can be explained.     

Die Konstruktion der soziologischen Realität durch Forschungsrating

The article subjects the research rating of sociology, published in 2008 and carried out by an evaluation group on behalf of the German Science Council, to a secondary analysis. It is shown that the research rating constructs a reality of sociology which does justice neither to the variety of sociological knowledge production nor to its own claim of multidimensionality. Unwillingly, the peer reviewed article has imposed itself as the dominant criterion for assessing the research quality of research units against other types of publication and other activities such as externally funded research, knowledge transfer for practical problem-solving and knowledge diffusion in the public sphere. This preference also affected the assessment of entire research institutions with regard to their impact and efficiency as well as the devaluation of knowledge transfer and diffusion. In this way, sociology is limited to the type of professional sociology, while critical, public and policy-oriented sociology are displaced.     

The incongruous achiever in adolescence

The authors wished to study some of the internal psychological dynamics of achievement in a nonpatient identified high school population. Questionnaires were administered to the Grade 13 students and their parents in a large high school. A number of students whose achievement and educational plans were not congruous with their general background were selected for interview. The findings suggest that a wide variety of ages and developmental stages can be discerned as critical points in the development of a student's attitude toward higher education. These students have many values in common, and their values appear related to a positive or negative identification with parental values. The students themselves show a wide range of personality integration. They relate in a special way to a wide variety of teachers' personalities.Received M.D. from University of Alberta, Edmonton, in 1969 and completed specialty training in psychiatry at University of Toronto in 1974. Main interests include psychoanalysis, community psychiatry, and currently antabuse implants.Received M.D. from University of Toronto in 1960, D. Psych. from University of Toronto in 1963, C.R.C.P.(c) in 1965, and F.R.C.P. in 1972. Main interests include adolescent psychiatry, psychoanalysis, psychiatric residency training programs, and mental health delivery systems.