Search

Peacekeeping is widely considered to be an effective means of preventing civil war recurrence. However, as peace has collapsed in a considerable number of cases despite peacekeeping efforts, we are left with the question which combinations of peacekeeping environments and peacekeeping missions lead to lasting peace. This article compares 22 peacekeeping missions between 1990 and 2012. While prominent United Nations documents assume that the success of post-conflict peacekeeping primarily depends on the features of the mission itself, the analysis shows that characteristics of the terminated civil war have a strong influence on whether peace endures. Restrained peacekeeping, defined by low troop density, non-robustness, and a lead nation that is not a permanent member of the Security Council, only succeeds in preserving peace in conducive environments. Inconclusive war endings, evenly distributed military capabilities at war’s end, ethnic conflicts, and high intensity create a particularly difficult context for peacekeeping.

Der Autor versteht Ethos als Haltung von Lehrer*innen, die Verantwortung für das Lernen der Schüler*innen übernehmen. Sein Ausgangspunkt liegt in der Feststellung, dass pädagogisches Handeln von Lehrer*innen vorwiegend als erfolgreich standardisierbare Routine konzipiert werde. Solche Konzeptionen würden ignorieren, dass pädagogische Bemühungen immer mit einem potenziellen Scheitern verbunden sind, und sie mitverantworten die Gefahr, dass von Praktiker*innen Misserfolge „verleugnet oder externalisiert“ würden. Wie berufseinsteigende Lehrpersonen Misslingenserfahrungen thematisieren und welche Verantwortung sie für das Lernen der Schüler*innen übernehmen, zeigt Schmid in zwei kontrastiven Fallbeispielen. (DIPF/Orig.)

Mit Russlands Ablehnung weiterer Förderkürzungen und der darauffolgenden Ankün­digung Saudi-Arabiens, die eigene Ölproduktion hochzufahren, ist Anfang März ein massiver Preisverfall auf dem internationalen Ölmarkt eingetreten. Während Saudi-Arabien mit niedrigen Preisen seine Marktanteile ausbauen will, ist die Strategie Russlands keineswegs eindeutig. Moskau will zwar an seiner Förderquote festhalten, hat aber auch kein Interesse an einer ausgedehnten Preisschlacht. Ob Saudi-Arabien mit seiner Eskalation Erfolg hat oder sich Russlands kompromissloses Auftreten aus­zahlen wird, hängt nicht nur vom Durchhaltevermögen der beiden Länder ab. Ent­scheidend sind auch die Entwicklung der Ölnachfrage und die Anpassungsreaktionen anderer Ölförderer, insbesondere der US-amerikanischen Fracking-Industrie. (Autorenreferat)

IN ENGLISH: Over the last few decades, there has been a significant rise in the number of programmes aimed at developing students’ social, emotional and intercultural competencies. This has coincided with growing recognition of the role that schools have to play in fostering not only the cognitive, but also the social and emotional development of their students. Despite targeting separate competencies, there seem to be many similarities in approaches to students’ social and emotional learning (SEL) as well as developing intercultural skills, presenting a rationale for their integration and conceptualisation on the social, emotional and intercultural (SEI) level. The myriad of different SEI programmes provides an arsenal of useful tools for school-based SEI learning. However, choosing which programme to use, considering how to implement it and determining whether it will be effective can be quite overwhelming. Existing approaches aimed at teaching SEI competencies vary greatly depending on the programme, as does the content of the programme and its design. In this paper, we seek to tackle the question of how SEI competencies are taught, with particular emphasis on the content and theoretical or conceptual background of existing interventions, together with their methodological and organisational aspects. We also explore whether and how the evaluation of existing programmes has been conducted, the most important results and the aspects of implementation which are key to fostering the development of SEI competencies in educational contexts. This paper presents an overview of relevant aspects worth acknowledging while developing and implementing SEI programmes, and which might prove especially useful when programmes are conceptualised within the overall SEI (instead of the more often used SEL) learning framework. Given the importance of SEI competencies for the overall well-being of students (and hence their parents and school staff), we encourage researchers and practitioners to build upon these insights while developing and implementing comprehensive SEI programmes. --------------- IN CROATIAN: Tijekom posljednjih nekoliko desetljeca zabilježen je znacajan porast broja programa usmjerenih na razvoj socijalnih, emocionalnih i interkulturnih kompetencija ucenika. S porastom broja programa raste i svijest o važnosti uloge skole u poticanju ne samo kognitivnog, vec i socijalnog i emocionalnog razvoja ucenika. Unatoc usmjeravanju na razlicite kompetencije, cini se da postoji mnogo slicnosti u pristupima socijalnom i emocionalnom ucenju ucenika (SEL) i razvoju interkulturnih vjestina, sto predstavlja temelj za njihovu integraciju i konceptualizaciju na socijalnoj, emocionalnoj i interkulturnoj (SEI) razini. Velik broj razlicitih SEI programa nudi mnogo korisnih alata za poucavanje SEI kompetencija u skoli. Međutim, odabir programa koji ce se koristiti, razmatranje nacina njegove implementacije i utvrđivanje njegove ucinkovitosti može biti poprilicno zahtjevan posao. Postojeci pristupi usmjereni na poucavanje SEI kompetencija, sadržaj programa i njegov dizajn uvelike se razlikuju ovisno o programu. Cilj ovog rada je provjeriti na koji se nacin poucavaju SEI kompetencije, s posebnim naglaskom na sadržaj i teorijsku ili konceptualnu pozadinu postojecih intervencija te njihove metodoloske i organizacijske aspekte. Također se istražuje je li i na koji nacin provedena evaluacija postojecih programa, koji su najvažniji rezultati, te koji su aspekti provedbe kljucni za poticanje razvoja SEI kompetencija u obrazovnom kontekstu. Ovaj rad predstavlja pregled relevantnih aspekata koje vrijedi razmotriti tijekom razvoja i provedbe SEI programa, a koji mogu biti posebno korisni kada se programi konceptualiziraju unutar SEI (umjesto cesce koristenog SEL) okvira ucenja. S obzirom na važnost SEI kompetencija za dobrobit ucenika (a time i za dobrobit njihovih roditelja i skolskog osoblja), poticemo istraživace i prakticare da koriste ove uvide prilikom razvoja i implementacije sveobuhvatnih SEI programa.

"We examine the negotiations held under the auspices of the United Nations Framework Convention of Climate Change in Paris, December 2015. Prior to these negotiations, there was considerable uncertainty about whether an agreement would be reached, particularly given that the world’s leaders failed to do so in the 2009 negotiations held in Copenhagen. Amid this uncertainty, we applied three different methods to predict the outcomes: an expert survey and two negotiation simulation models, namely the Exchange Model and the Predictioneer’s Game. After the event, these predictions were assessed against the coded texts that were agreed in Paris. The evidence suggests that combining experts’ predictions to reach a collective expert prediction makes for significantly more accurate predictions than individual experts’ predictions. The differences in the performance between the two different negotiation simulation models were not statistically significant." (author's abstract)

With the proliferation of sanctions after the end of the Cold War, sanctions termination has also become a ubiquitous phenomenon. Of the 292 sanctions cases since 1990, around 85 per cent had been lifted as of 2018. Purportedly unsuccessful sanctions - such as the European Union's restrictive measures against Russia over Ukraine - often provoke intense political debate about their potential removal. Less than half of imposed sanctions end with some degree of target compliance. For example, trade and financial restrictions imposed on Iran over its nuclear programme were lifted after the Joint Comprehensive Plan of Action significantly restricted the country’s levels of uranium enrichment. In contrast, the EU resumed development aid to Sudan even though the regime remained notorious for its human rights violations. Policymakers must thus regularly decide whether to hold onto measures that do not lead to a policy change or to capitulate and lift them. These considerations are not only influenced by rational, cost-benefit analyses. Instead, sanctions termination is a volatile and often inconclusive process shaped by multiple social interactions between senders and targets as well as their diverse logics of action. The removal of sanctions signals the end of the targeted regime’s visible international isolation. Such a symbolic act can be heavily contested, as controversies over the relaxation of United States sanctions against Cuba exemplify. Decisions regarding the design of sanctions during their imposition phase affect the eventual termination process. Some sanctions regimes contain revision provisions, expiry dates, and precise termination requirements, which ensures the regular assessment of the measures’ continued political usefulness.

A referendum on a constitutional amendment is to be held in Egypt at the beginning of May, which would enable President Abdel-Fatah al-Sisi to continue governing after the end of his current term. In the face of massive repression, approval seems certain. This would largely complete the power consolidation of the Sisi-regime, which emerged from the military coup of July 2013. But how will this regime develop in the future? Possible scenarios are a successful development dictatorship, decades of political and economic stagnation, as under Hosni Mubarak, or imminent failure. While a develop­ment dictatorship is unrealistic due to a lack of willingness to reform, the other two scenarios entail major risks for Germany and its European partners. In the future, they should therefore link new budgetary assistance to improvements in human and civil rights, focus on humanitarian crisis prevention in line with the "do no harm" approach, and expand contacts with representatives of the Egyptian opposition outside of Egypt. (Autorenreferat)

Whereas previous studies suggest that individuals with high implicit fear of failure (FF) perform worse on various indicators of general performance, the underlying mechanisms of this effect have not yet been understood. In our experimental study, 280 participants worked on a binary color discrimination task. Half of the participants were frustrated by means of negative performance feedback, while the control group received mainly positive feedback. We employed a diffusion model analysis (Ratcliff in Psychol Rev 85(2):59-108, 1978) to disentangle the different components involved in the execution of the task. Results revealed that participants in the frustration condition adopted more conservative decision settings (threshold separation parameter of the diffusion model). Besides, high implicit FF was related to slow information accumulation (drift), and this relation was stronger in the frustration condition. Participants with higher FF further showed reduced learning rates during the task. Task related intrusive thoughts are discussed as mechanism for reduced performance of high FF individuals. We conclude that diffusion model analyses can contribute to a better understanding of the mechanisms underlying the effects of psychological motives. (DIPF/Orig.)

Die Umbrüche in der arabischen Welt seit 2011 haben in drei Ländern zu Bürgerkriegen geführt: in Libyen, Syrien und im Jemen. In allen drei Fällen versuchen die Vereinten Nationen, Abkommen zwischen den Konfliktparteien zu vermitteln, die auf Befriedung durch Machtteilung zielen. Dabei kann die UN auf ihre etablierte Führungsrolle bei Vermittlungsbemühungen verweisen, die eine Beendigung von Bürgerkriegen zum Ziel haben. In den drei hier untersuchten Konflikten sind bislang allerdings sämtliche Bemühungen der UN gescheitert, sie durch Machtteilung zu beenden. Im Jemen und in Libyen haben Machtteilungsabkommen nicht verhindert, dass Konflikte andauern bzw. neu ausbrechen. In Syrien ist es den UN nicht einmal gelungen, direkte Verhandlungen über Machtteilung zwischen den Bürgerkriegsparteien zustande zu bringen. Mittlerweile ist es angesichts der veränderten militärischen Kräfteverhältnisse unrealistisch geworden, das ursprüngliche Ziel eines politischen Übergangs - zu erreichen. Die Studie gibt Antworten auf folgende Fragen: Weshalb erweisen sich diese drei Konflikte als so widerspenstig gegenüber Lösungsversuchen? Welche Aspekte der Konfliktkonstellationen stehen einem Erfolg der UN-Bemühungen entgegen? Welche Faktoren im Ansatz der UN erschweren den Erfolg? Was lässt sich daraus für künftige Vermittlungsbemühungen lernen? Und wie können Deutschland und Europa zu Fortschritten beitragen? (Autorenreferat)

Im Juli 2016 ist das rund ein Jahr zuvor geschlossene Friedensabkommen zwischen dem südsudanesischen Präsidenten Salva Kiir und Oppositionsführer Riek Machar gescheitert. Seither verschlechtert sich die Situation im Land zusehends. Vermehrte ethnisch motivierte Gewalt sowie Hassrhetorik von Dinka (der Ethnie des Präsidenten) und Nicht-Dinka sind die Vorboten genozidärer Gewalt. Hauptaufgabe der United Nations Mission in South Sudan (UNMISS) ist der Schutz der Zivilbevölkerung. Zwar wurde im Juli 2016 beschlossen, UNMISS durch eine regionale Schutztruppe zu verstärken. Doch selbst wenn diese entsandt wird, ist zu bezweifeln, dass UNMISS Ausschreitungen gegen die Zivilbevölkerung außerhalb der Hauptstadt vereiteln kann. Die Streitkraft der Friedensmission reicht nicht aus, ihre Kommandostruktur scheint in entscheidenden Momenten zu versagen, die Regierung hindert sie an der Mandatsausübung, es gibt keinen glaubwürdigen Friedensprozess und eine Resolution über ein Waffenembargo scheiterte im VN-Sicherheitsrat. Auch wenn die Möglichkeiten äußerst begrenzt sind, die Zivilistinnen und Zivilisten zu beschützen, könnte die Mission effizienter gestaltet werden. Das gilt ebenso für internationale Sanktionen. (Autorenreferat)

"Is the 2015 Paris Agreement on climate change destined to succeed or doomed to fail? If all the pledges embedded in the intended nationally determined contributions (INDCs) are implemented fully, temperatures at the Earth's surface are predicted to rise by 3–4 °C, far above the agreement's goal of limiting increases to 1.5 °C. This means that the fate of the agreement will be determined by the success of efforts to strengthen or ratchet up the commitments contained in the national pledges over time. The first substantive section of this essay provides a general account of mechanisms for ratcheting up commitments and conditions determining the use of these mechanisms in international environmental agreements. The second section applies this analysis to the specific case of the Paris Agreement. The conclusion is mixed. There are plenty of reasons to doubt whether the Paris Agreement will succeed in moving from strength to strength in a fashion resembling experience with the Montreal Protocol on ozone depleting substances. Nevertheless, there is more room for hope in this regard than those who see the climate problem as unusually malign, wicked, or even diabolical are willing to acknowledge." (author's abstract)

'The aim of this article is to examine the failure of the Yezidi-Kurdish minority to attain a high level of ethnic mobilization in order to protect its political and cultural interests after the fall of the USSR and the creation of an independent Georgia in 1991. This inability has intensified the threat of the complete cultural, religious, and linguistic assimilation of the Yezidi-Kurds into the wider Georgian society, instead of allowing the minority to achieve healthy integration into society and the preservation of its ethnic identity. The author argues that the convergence of three sets of factors best explains the present tenuous position of the minority. First, structural changes affected the ability of minority leaders to gather sufficient human and financial resources necessary for mobilization. Secondly, problems in determining a unified identity as well as conflicts between minority elites prevented the consolidation of the ethnic group and limited its organizational capacity. Lastly, Georgian state policies and larger societal trends have subtly contributed to the dismantling of certain core components of the Yezidi-Kurdish ethnic identity, thereby accelerating the process of assimilation. This article concludes with a discussion of the prospects of the Yezidi-Kurdish community in Georgia, arguing that only efforts to reunite the minority and cooperate with existing minority civil society structures will prevent the effective disappearance of the group in this country.' (author's abstract)

The relation between the keywords and verbs in analogy problems were examined in two ways, that is, character in experiment 1 and figures in experiment 2. Its transfers were examined at the two points, immediately after (IA) when the source analogy problem (SAP) was provided with conversion solution and hint, and delayed after (DA) SAP with no its solution and hint. In the results on character, the regression analyses revealed that representation of ray-converge was the significant higher positive explanatory variable in IA. ln DA, success of fortress problem and person-converge were significant higher positive ones, however ray-converge was negativeone in DA. In the results on figure, water-proceed was significant higher negative variable in IA, water-converge was significant higher positive one and water-turn was negative one in DA. These results suggested that the representations of essential structures of problems, especially representing ”water” as converge image which were seemed to be difficult to abstract and not representing the inappropriate structure of analogical problems, facilitated the transfer.

A substantial proportion of children in western countries do not acquire the level of achievement in literacy, mathematics or science required to participate effectively in today's knowledge-based society (OECD 2006, 2010). These children also face a disproportionally high risk to fall behind their age-appropriate class, to be on a low educational track, to attain only a low educational qualification or even to drop out of school without any formal qualification. Different disciplines have studied these "children at risk of poor educational outcomes" using various concepts and methodological approaches. The aim of this special issue is to bring together these various perspectives and therefore to provide a more comprehensive picture of the diverse "risk factors" that are associated with poor educational outcomes. Theoretical as well as empirical contributions are included. (DIPF/Orig.)

Zusammenfassung Die Integration marktwirtschaftlicher Prinzipien in staatliche Strukturen stellte eine zentrale Herausforderung fur die Modernisierung der Verwaltung dar. Ein solches Anliegen kann durch Einbeziehung privater Unternehmen in offentliche Belange gelingen. Im Rahmen von vertraglichen Public-Private-Partnerships werden offentliche und private Ressourcen so kombiniert, dass Effizienzvorteile entstehen und damit die offentlichen Aufgaben wirtschaftlicher realisiert werden. Ublicherweise betreffen die vertraglich vereinbarten und zeitlich befristeten PPP-Projekte kapitalintensive Infrastrukturvorhaben. Parallel zu den konkreten Ergebnissen verbinden sich insbesondere mit dem Terminus ‚Partnerschaft‘ weitergehende Ziele, die uber die blose Optimierung des Ressourceneinsatzes hinausreichen. Drei Bereiche deckt der vorliegende Beitrag ab: Nach einer kurzen Definition von Public-Private-Partnership werden Ergebnisse einer deutschlandweiten Bestandsaufnahme zu der PPP-Verbreitung in den Gebietskorperschaften und Politikfeldern vorgestellt. Hieran wird ersichtlich, wo und in welchen Bereichen der PPP-Ansatz im bundesdeutschen Mehrebensystem umgesetzt wird. Im Anschluss werden die bisherigen Erfahrungen sowie die Vor- und Nachteile dieses Beschaffungsansatzes diskutiert. Im Ergebnis zeigt sich, dass der PPP-Effizienzvorteil nicht hinreichend fur eine ‚automatische‘ Durchsetzung der Beschaffungsvariante ist. Schlagworte: Vertragliche Public-Private-Partnership, Effizienz, Transaktionskosten ----- Driving factors of Public-Private Partnerships at the local level Abstract Theoretically, public private partnerships (PPP) combine public and private capabilities to increase efficiency in public services. Contractual PPP refer to an arrangement in which government defines its need for capital-intensive, long-living infrastructure and the desired facility using a complex combination of government and private financing. The operation is maintained by a private entity on the basis of a long-term contract. Furthermore public private partnerships seem to be a very-fashionable concept in the discourse about public sector management. The term “partnership” is now a dominant slogan in the rhetoric of public sector reform, making the argument that privatization held similar dominance through the 1980s and 1990s. The purpose of this article is three-fold: After a short definition of public private partnership, their characteristics and classification the paper takes stock of the spread of PPP along the public jurisdictions and in the different policy fields. Based on an encompassing sample all PPP at the different levels of the Federal Republic of Germany will be identified in a nation-wide overview. Additionally, the empirical data will allow a detailed picture of the different forms of partnerships, the realized total contract volume and the main difference between PPP at the different governmental levels (federal state, regions and the local level). Finally the main advantages of partnerships including a calculation of cost-savings, and the arsing problems of public cooperation’s with private companies will be discussed. As a result it turns out that the cost-savings of PPP are not a sufficient factor for an ‘automatic’ proliferation. Keywords: Public-Private Partnership, Efficiency, Transaction costs ----- Bibliographie: Winkelmann, Thorsten: Erfolgsfaktoren von vertraglichen PPP-Projekten auf kommunaler Ebene, dms – der moderne staat – Zeitschrift fur Public Policy, Recht und Management, 2-2013, S. 371-392. https://doi.org/10.3224/dms.v6i2.07

As a consequence of the discourse on the ways and means of reducing educational disadvantages of immigrant children and youth in Germany, family education and parent education programs have increasingly drawn attention as possible solutions to these problems. During recent years, in this field numerous programs have been either developed domestically or adapted from other programs originating outside of Germany. In this article, some of these programs are systematically classified by employing a multi-dimensional scheme. As criteria of distinction, the number of program modules, target groups and program structures are taken into account. Further analyses indicate that most programs care a lot about a low-threshold access and that they do produce positive short-term effects. Based on existent empirical studies, it is, however, not feasible to assess long-term effects on the children’s scholastic advancement, since in general these studies neither involved a control group nor did they include longitudinal research. Zusammenfassung Im Kontext des Diskurses über den Abbau der Bildungsbenachteiligung von Kindern und Jugendlichen aus Familien mit Migrationshintergrund wird der Blick verstärkt auch auf die Möglichkeiten der Familienbildung gerichtet. Hier wurden in den letzten Jahren zahlreiche Konzepte entwickelt bzw. aus dem Ausland adaptiert. Im vorliegenden Aufsatz werden solche Programme anhand eines mehrdimensionalen Kategorienschemas systematisiert. Als Unterscheidungskriterien wurden die Anzahl der Programmmodule, die Adressaten sowie die Konzeptstruktur herangezogen. Ergänzende Analysen verdeutlichen, dass sich die meisten Programme sehr um Niedrigschwelligkeit bemühen und auch kurzfristig zu positiven Effekten führen. Inwieweit durch Familienbildung tatsächlich langfristige Effekte auf den Bildungserfolg der Kinder erzielt werden können, lässt sich auf Grundlage vorliegender empirischer Untersuchungen jedoch nicht beurteilen, da diese in der Regel weder ein Kontrollgruppen- noch ein Längsschnittdesign aufweisen., Journal of Family Research, Vol 24 No 2 (2012): Frühe Förderung in der Familie

"Noting that Marxist and elite paradigms birthed competing theories on social and political change and that the differential development of these theories depends less on evidence than on ideological leanings, the epilogue to a collection of essays on postsocialist elites compares these paradigms in terms of their polarity in the 20th century. Although fading by the end of the 19th century, Marxism saw renewed vitality as it was embraced as a theoretical and ideological tool of radical and reforrnist leaders of the European Left. Elite theory's decline is attributed less to a lack of its plausibility than to a lack of Lies to organized political forces. However, Marxism's emergence as a major global intellectual and political movement had a concomitant destructive impact on its explanatory power. By the end of the 20th century, Marxist theory comprised many dissipating streams. The decline of elite theory is delineated, noting that its tenets remained intact despite its unpopularity among activists and intellectuals. The negative effect of fascism - i.e., the dubious notion that elite theory leads to fascism - is noted, along with the idea that a combination of socioeconomic and sociocultural factors further eclipsed elite theory's development and popularity. Latter-20th-century elite theory lacked urgency in discussions on Western democracies and non-Western developing countries. However, three trends led to the reinvigoration of elite theory: economic advances of Japan and the Asian tigers, state socialism in Eastern Europe, and the elite-driven Soviet collapse. Thus, political developments driving the revival of elite theory include the centrality of elite choices and actions guiding these changes; and the theoretical developments include the exhaustion of Marxist theory's credibility and the reformulation of elite-centered democratic theory. Five suppositions underlying the analyses of contributions are delineated." (author's abstract)

Technisches Projektmanagement (PM) erfordert die fortlaufende individuelle Interpretation des zu erwartenden Projekterfolgs oder -misserfolgs. Dieser Artikel identifiziert Prozesse des narrativen Sinnmachens als Schlüsselfaktor bei der Interpretation von zukünftigem Projekterfolg oder -misserfolg. Basierend auf einer interpretativen Langzeitstudie eines interkulturellen Projekts in einem technischen Unternehmen, identifizieren wir drei Schritte des narrativen Sinnmachens. Diese sind: (1) Retrospektive Geschichten des Misserfolgs; (2) laufende Erzählprozesse des Misserfolgs; (3) kulturalisierte Geschichten des Misserfolgs/ des strategischen Erfolgs. Wir zeigen auf, dass kulturalisierte Interpretationen des Projekt-Misserfolgs oft im Bezug stehen zur individuellen Notwendigkeit, die Realität zu vereinfachen. Die Gefahr von kulturalisierten Interpretationen liegt darin, dass sie den potenziellen Bezug zu PM-Problemen vernachlässigen und der Entwicklung interkultureller PM zuwider laufen. Um zu vermeiden, dass kulturelle Interpretationen dominant werden, schlagen wir die Analyse von Projekt-Geschichten vor, speziell die der laufenden Erzählprozesse des Misserfolgs. Damit tragen wir zu Theorie und Praxis des Projektmanagements und der interkulturellen Kompetenzentwicklung bei. Technical project management (PM) requires constant individual interpretation with regard to expected project success or failure. This article shows that narrative sense-making with regard to PM is a crucial factor of how future project success/ failure is interpreted. Based on a long-term interpretative study of an intercultural project in a technical company, we identify three steps of narrative sensemaking: (1) retrospective failure stories; (2) ongoing failure storying; (3) culturalized failure stories/ culturalized strategic success stories. We show that culturalized interpretations of a project's failure are linked to the individual need to simplify reality. The danger of culturalized interpretations is that they neglect potential PM-related project issues and hinder the development of intercultural PM competencies. We suggest the analysis of stories, especially of ongoing failure storying, in order to prevent culturalized interpretations from prevailing, thereby contributing to theory and practice of PM and intercultural education and development.

Empirical research in vocational education and training 4 (2012) 1, S. 45-47, [The author] judges the presented prospect of bringing together “sense of success” and “sense of failure” for planning, conducting and evaluating programs of entrepreneurship education together with the implementation of corresponding empirical research a fruitful proposal for promoting and supporting founders' effective and efficient behavior. (DIPF/Orig.)

Empirical research in vocational education and training 4 (2012) 1, S. 27-44, Most of the current courses and textbooks in entrepreneurship focus on promoting start-up desirability and feasibility. We call for a more balanced approach to entrepreneurship education and training by developing a sense of success and a sense of failure among would-be entrepreneurs. The sense of success acts of a promotion of entrepreneurial behaviour and encompasses elements such as the start-up intentions, expectations and ability. Conversely, the sense of failure acts as prevention and draws on negative experience, responsibility and awareness of pitfalls. We posit that the combination of both senses can reduce the large number of business failures which leads to huge economic, political and psychological losses. In addition, this approach might help failed entrepreneurs to come to terms with their grief and re-start a venture. (DIPF/Orig.)

"Im Fokus dieses Beitrags steht der Übergang ins Erwachsenenleben von jungen Menschen, die aufgrund biographischer Krisen in dieser Phase eine besondere Unterstützung benötigen. Dazu wird eine biographie- mit einer institutionentheoretischen Perspektive auf diesen Übergang verbunden. In einem ersten Schritt werden die Transformationen zweier Übergangssysteme untersucht: die der Beschäftigungsförderung auf der einen und der Kinder- und Jugendhilfe auf der anderen Seite. Mit Hilfe eines biographieorientierten Zugangs wird in einem zweiten Schritt anhand von drei Biographien junger Erwachsener aus einem Beschäftigungsmodellprojekt gezeigt, welche Wechselwirkungen die existierenden Fördermöglichkeiten mit den biographisch geprägten Handlungsmustern der jungen Erwachsenen haben. Diese (negativen) Wechselwirkungen werden typisierend dargestellt und drei Fallensituationen herausgearbeitet, die für das professionelle Handeln im Beschäftigungssektor von besonderer Bedeutung sind." (Autorenreferat) "The focus of this article is on the transition to adult life of young people who need special support because of biographical crises in this period of life. For this purpose a theoretical perspective was developed that combines biographical research and research on welfare institutions that influence this transition to adulthood. First the transformations of two transitional systems, namely, employment promotion services and child and youth services, were looked at. Then in a biography-oriented approach the narratives of three young adults obtained from a pilot employment project were analyzed. This combined analysis shows the interdependency of the employment project and the biographically determined patterns of action of these young adults. These (negative) interdependencies are presented with an emphasis on their typical features. Three typical 'traps' are identified which are of particular significance for professional activity in the sectors of employment promotion services as well as in child and youth care services." (author's abstract)

In der ersten Handelsphase nach Einführung des Europäischen Emissionshandelssystems (EU-ETS) kam es zu einer Überallokation von Gratiszertifikaten, so dass es seine ökologische Lenkungswirkung nicht entfalten konnte. Die beiden größten Emittenten der EU, Deutschland und das Vereinigte Königreich, weisen in dieser Hinsicht erhebliche Unterschiede auf. In der vorliegenden Studie werden die Erklärungsfaktoren für diese nationalen Unterschiede ausgearbeitet. Dabei wird gezeigt, dass es weniger Anpassungs- und Problemdruck sind, als vielmehr der institutionell strukturierte Einfluss von Interessengruppen, der die unterschiedliche umweltpolitische Ambitioniertheit der Nationalen Allokationspläne erklärt. Insbesondere die Rolle des Bundesrates als Vetopunkt und Unterschiede bei der Institutionalisierung von Verhandlungen zwischen gesellschaftlichen und staatlichen Akteuren stellen hier wichtige Erklärungsfaktoren dar. During its first phase, the European Emission Trading System failed to bring about any reductions in European CO2 emissions. The National Allocation Plans of Europe’s biggest emitters, Germany and the UK, vary significantly in regard to the relative amount of certificates granted to domestic industries. Our study assesses explanatory factors for these differences in accordance with the literature on European policies’ implementation. It reveals that it is the institutional opportunity structure for interest groups' influence rather than adaptation and/or problem pressure that accounts for the differences in the environmental ambitiousness of National Allocation Plans. In particular, the German Bundesrat as a veto point and differences in institutionalised relations between societal and state actors serve as important explanatory factors for the national differences observed.

Der Beitrag aus dem BMBF-geförderten Projekt KLASSIK untersucht, ob die Vermittlung metakognitiver Techniken das Vertrauen in den eigenen Lernzugriff wirksam steigern kann und so einen Beitrag dazu leistet, dass der Teufelskreis von Misserfolgserwartung und Misserfolg beim Lernen (hier: älterer Erwachsener in alltagsnahen Problemlösesettings) durchbrochen werden kann. Die empirische Erhebung zeigt, dass durch Werkzeuge wie Selbstbefragung, paarweises Problemlösen, Lerntagebuch oder Portfolio Misserfolgsattribuierungen verringert werden können und ein qualitativer Lernzuwachs erfolgt. Leistungsschwächere sind am Ende der Testkurse ebenso wie Leistungsstärkere davon überzeugt, kompetent mit Lernprozessen umgehen zu können.

Rezension von: Claudia Schreier: Modularisierung in der beruflichen Bildung? Ansätze aus der Benachteiligtenförderung in ausgewählten europäischen Ländern. Paderborn: Eusl 2010 (462 S.; ISBN 978-3-9406-2514-4; 39,00 EUR).

"In der Studie wird untersucht, wie innerbetriebliche Übergänge aus Arbeitsgelegenheiten mit Mehraufwandsentschädigung in ungeförderte sozialversicherungspflichtige Beschäftigung (Klebeeffekte) entstehen. Zunächst werden die Gründe erörtert, warum die direkte Beschäftigungsintegration aus Arbeitsgelegenheiten heraus nicht zu erwarten ist. Die entsprechenden Ergebnisse der einschlägigen Evaluationsforschung sind insofern nicht überraschend. Wie und warum Übergänge trotzdem stattfinden, wird im empirischen Teil mithilfe eines Mixed-Methods-Ansatzes erklärt, der qualitative Methoden zur Hypothesengenerierung und quantitative Methoden zur Hypothesenprüfung verwendet. Auf Basis einer breit angelegten, qualitativen Erhebung stellen wir Hypothesen darüber auf, wann und warum Übergänge gelingen können. Grundlage sind 100 leitfadengestützte Experteninterviews in Institutionen, Organisationen und Betrieben, die an der Implementation und am Einsatz von Arbeitsgelegenheiten beteiligt waren. Wir führen daraufhin eine quantitative Analyse der Übergänge aus Arbeitsgelegenheiten in reguläre Beschäftigung durch, um unsere Hypothesen zu testen. Grundlage der quantitativen Studie ist eine Sondererhebung des IAB-Betriebspanels mit jeweils über 1.000 verwertbaren Fragebögen in den Jahren 2006 und 2007. Übergänge finden demnach vor allem in Beschäftigungsgesellschaften und Trägerbetrieben mit einem hohen Anteil an Arbeitsgelegenheiten statt. Bei vielen dieser Übergänge handelt es sich nur scheinbar um ungeförderte Übergänge, da die Weiterbeschäftigung an den Zufluss von Fördermitteln gebunden ist." [Autorenreferat] "This paper investigates in-firm transitions from so-called ‚one-euro-jobs‘ to regular employment. One-euro-jobs are an important workfare instrument of German labour market policy and are meant to increase employability of long-term unemployed persons, enabling them to apply for regular jobs after a long time off the labour market. By using qualitative methods, hypotheses are developed to explain why those transitions occur at all. Then we will check those hypotheses with quantitative methods using a special survey of the IAB-Establishment Panel. The main finding is that those in-firm transitions do less seem to result from increasing employability of the participants, but more from the indirect funding of regular jobs in the respective companies." [author´s abstract]

Since the end of the Cold War, the International Media Training Center has brought dozens of Eastern European journalists to study in non-degree programs at U.S. universities. This study is a cultural critique of one such program. The analysis is based on in-depth interviews, participant observation, and articles from university newsletters. The trainees reveal that support from mentors is often insufficient, and some participants face significant hostility after returning to their native countries. The fast-paced media environments in those countries have not forgiven their yearlong absence: organizational power has been redistributed, connections have been weakened, and new colleagues have aggressively taken over one's old turf. The findings suggest that training a few journalists from disparate media outlets is unlikely to have much effect on media professionalism in emerging democracies, unless the trainees are guaranteed an opportunity to become trainers. URN: urn:nbn:de:0114-fqs100376, A partir del fin de la guerra fría, el Centro Internacional de Entrenamiento Mediático ha llevado docenas de periodistas de Europa del Este a realizar programas de estudios (sin graduación) en universidades de Estados Unidos. Este estudio es una crítica cultural de uno de dichos programas. El análisis está basado en entrevistas en profundidad, observación participante, y artículos de boletines universitarios. Los aprendices revelan que el apoyo de los mentores es frecuentemente insuficiente, y que muchos participantes enfrentan hostilidades significativas cuando regresan a sus países de origen. Los acelerados ambientes mediáticos en estos países no han perdonado su ausencia de un año: el poder organizacional ha sido redistribuido, las conexiones se han debilitado, y nuevos colegas se han apoderado agresivamente del antiguo lugar de uno. Los hallazgos sugieren que entrenar unos pocos periodistas desde dispares medios de comunicación improbablemente tendrá mucho efecto sobre el profesionalismo mediático en las democracias emergentes, a menos que a los entrenados se les garantice una oportunidad de convertirse en entrenadores. URN: urn:nbn:de:0114-fqs100376, Seit dem Ende des Kalten Krieges haben Dutzende osteuropäische Journalist/innen universitäre Medienprogramme des International Media Training Center absolviert. Gegenstand der eigenen Studie war eine kulturkritische Auseinandersetzung mit einem dieser Programme. Für die Untersuchung wurden Interviews und teilnehmende Beobachtungen durchgeführt; zusätzlich wurden Artikel aus Newslettern verschiedener Universitäten hinzugezogen. Ergebnis ist, dass sich die Studierenden von ihren Mentor/innen oft unzureichend unterstützt fühlten, einige waren zusätzlich Feindseligkeiten nach Rückkehr in ihre Heimatländer ausgesetzt: Die sich schnell entwickelnden Medien dieser Staaten haben ihre langjährige Suspendierung nicht verziehen: organisatorische Macht wurde umverteilt, vorherige Beziehungen wurden aufgelöst oder zumindest geschwächt und neue Kolleg/innen haben auf teilweise aggressive Weise die alten Plätze übernommen. Vor diesem Hintergrund legen die Ergebnisse nahe, dass die Ausbildung einzelner Journalist/innen aus unterschiedlichen medialen Feldern nur sehr begrenzte Auswirkungen in Richtung einer Professionalisierung des Journalismus in jungen Demokratien haben kann, wenn nicht zugleich sichergestellt wird, dass die, die ausgebildet wurden, ihrerseits ihr Wissen als Ausbildende weitergeben können. URN: urn:nbn:de:0114-fqs100376

The article covers the results of two decades of transition of Russia after 1989, putting an accent on three main issues: the configuration of the research-object (post-socialist Russia in comparison with other post-Soviet counties), the results of transition, and its main actors. The author maintains that in the Russian case of transition, transformation rather than modernization is the appropriate notion for the definition of the process during the past two decades'. In Russia they deal with the contradictory combination of a relatively successful political modernization and very controversial results in the economical domain. Neither in 1990, nor in 2000 was the modernization project fully realized. A systematic and comprehensive modernization that was set as the main transformation task in the beginning of the transition process is still at the national agenda. However, a modernization strategy is difficult to be followed both for historical reasons and current circumstances. The author considers two types of limitations impeding the realization of the modernization project - one is historically determined and one is contemporary, both with an accent on the value orientations of elite and mass groups., Historical Social Research Vol. 35, No. 2 (2010): Special Issue: Transitions - Transformations: Trajectories of Social, Economic and Political Change after Communism. Starting Point and Frequency: Year: 1979, Issues per volume: 4, Volumes per year: 1