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Copyright of Zeitschrift für Sozialreform is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article examines the historical contribution of the German Informatics Society (GI) to the establishment of computer education in German schools. It highlights the role of societal interests, international developments, public and professional debates, and technological change in the GI’s educational policy recommendations. The historical source base consists of conference proceedings, position papers and other publications by key actors within and outside the GI. Methodologically, the article refers to the concept of strategic fields of action. The article shows how the GI’s understanding of computer science played an important role in its initial policy recommendations. With increasing computerisation and then the World Wide Web, the GI had to adapt its recommendations to the now more complex situation in Germany and the polyphonic debate. [ABSTRACT FROM AUTHOR]

We provide comprehensive evidence on Germany's home care subsidy for one- and two-year-old children. In West Germany, take-up was 60 percent, and the subsidy reduced mothers' probability to work within three years after childbirth by 1.4 percentage points and increased exclusive parental care by 6.5 percentage points. The subsidy improved children's development at age six, with the exception of children who do not speak German at home. In East Germany, 30 percent of families used the subsidy, neither affecting maternal employment nor exclusive parental care. As an income transfer, the subsidy did not benefit families with the least economic resources most. [ABSTRACT FROM AUTHOR]

Despite considerable advances in flood forecasting during recent decades, state-of-the-art, operational flood early warning systems (FEWS) need to be equipped with near-real-time inundation and impact forecasts and their associated uncertainties. High-resolution, impact-based flood forecasts provide insightful information for better-informed decisions and tailored emergency actions. Valuable information can now be provided to local authorities for risk-based decision-making by utilising high-resolution lead-time maps and potential impacts to buildings and infrastructures. Here, we demonstrate a comprehensive floodplain inundation hindcast of the 2021 European Summer Flood illustrating these possibilities for better disaster preparedness, offering a 17-hour lead time for informed and advisable actions. A hindcast experiment of the 2021 summer flood in West Germany unveils a 17-hour lead time for preparedness and advisable action, holding promise for impact-based forecasting of inundated roads, railways and building footprint in real-time. [ABSTRACT FROM AUTHOR]

In Europe, people from post-Soviet countries tend to hold more negative attitudes toward immigration than people from Western societies. This pattern is also evident in the former East and West Germany. In line with the modernization hypothesis, previous research shows that worldviews have become more liberal across generations in Western societies over the last century. This study examines whether such processes of liberalization have taken place at a different pace in Western societies and in post-Soviet societies. To this end, I assess whether changes in attitudes toward immigration across birth cohorts differ between residents of post-Soviet countries and inhabitants of other types of welfare states. Using data from the European Social Survey, the German Socio-Economic Panel Study, and the German General Social Survey, this study shows that the pattern of later-born cohorts holding more liberal attitudes toward immigration is less pronounced in post-Soviet states than in other types of welfare states. These findings have implications for research on attitude change over time and the long-term persistence of communist practices, behaviors, values, and norms. [ABSTRACT FROM AUTHOR]

Prominent theoretical positions in sociology and labor economics disagree whether educational expansion has outstripped the demand for qualified labor (overexpansion), or whether economies face a skill shortage despite increases in education (underexpansion). Focusing on the United Kingdom and West Germany, two countries with dissimilar skill formation institutions, patterns of expansion, and labor markets, this paper asks to what degree expansion of education has been absorbed. I point out shortcomings of wage-centered analyses and develop an approach that focuses on trends in self-assessed over- and underqualification. Using repeated surveys among workers and official labor market statistics, I estimate regression models that link the cohort-level expansion of education to the cohort-level prevalence of mismatch. Results suggest overexpansion in the United Kingdom, with overqualification increasing and underqualification decreasing over historical times and cohorts. West Germany, on the other hand, shows signs of underexpansion. While dominant theoretical accounts focus on the under-/overexpansion of tertiary education, my results show that mismatch-dynamics in both contexts are strongest for workers without university degrees. [ABSTRACT FROM AUTHOR]

Copyright of ifo Dresden Berichtet: Ueber Konjunktur, Struktur, Wirtschaftspolitik is the property of ifo Institute for Economic Research and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)