Aufgezeigt wird, dass und wie familiale Pflege und Fürsorge für hilfsbedürftige alte Angehörige diskursiv als "Angelegenheit der Frauen" interpretiert und institutionalisiert wird, ohne die Frage der Geschlechtergerechtigkeit zu thematisieren. In diesem Beitrag wird dies durch eine Re- und Dekonstruktion der These verdeutlicht, die Zukunft der Altenfürsorge und -pflege sei prekär, weil Frauen in ihrer Bereitschaft zur Übernahme von Verantwortung nachlassen würden. Kritisch diskutiert werden dabei die Orientierung an der traditionellen Generationenethik, die Verknüpfung von Generationen- und Geschlechtervertrag, die Modernisierung von Lebensentwürfen, die Dilemmata rationaler Lebensplanung, sowie die Konflikte pflegender Frauen. (DIPF/Orig.).;;;How and why familial care for needy older relatives in different discourses is mainly discussed, analysed and accordingly institutionalized as issue of women without even bringing up questions on gender equality or justice is critically analysed in this article. In re- and deconstructing this assumption, it becomes clear that the future of care work for the elder generation is getting more and more difficult because women become increasingly unwilling to take responsibility. The author discusses traditional concepts of an ethics of generations as well as the interdependence of gender and intergenerational contracts. Furthermore the modernisation of concepts of living, the dilemma of rationally planning the individual future as well as the conflicts of care giving women are carefully reconsidered. (DIPF/Orig.).
"Whether they are called outside experts or referees, scholars asked to evaluate larger grants, institutes or new academic programs generally are given opportunities to dine together. All the while asserting their 'purely' scholarly evaluative task, their decisions set the course for research innovations or continuities and are thus profoundly political in terms of academic agenda setting. Table talk is framed by the social customs of meals and allows for a confidentiality of content separate from the official evaluation setting. Drawing from a sample of interviews about evaluation events, the author is able to Show how joint meals assist in establishing a measure of social cohesion among individuals thus far unknown to one another who, however, are all fully aware that a certain level of consensus regarding the matter to be evaluated will allow for a more effeclive process. The evaluation of big research proposals is fraught with uncertainties; the joint meal thus renders an important service in the Weberian sense: the meal as a social institution is characterized by different social rules than is the evaluation as social situation. During the meal, informal assessments and thoughts can be voiced without compromising the scholarly habitus ruling over the official evaluation meeting." (publisher's description)
Training measures are among the most frequently employed instruments of labour market policy. In the context of impact research according to paragraph 6c of Social Code II (SGB II), it was found that significant effects of training measures can be expected regarding the improvement of employment perspectives. The author deals with the question, as excluded from continuous SGB II impact research, of the effects' reasons, and investigates the different effects of various types of measures, the intentions of the allocation of measures, the process of allocation, and the effects of the announcement of training measures. She finds that already the intention by which labourers employ non-firm-specific training measures is less aimed at direct integration than is the case with firm-related measures. Non-firm-related training measures, in her opinion, therefore should take place at an early stage. There is also evidence that non-firm-related training measures can be employed as a means of obligating participants to make an effort by themselves. 'In this realm, however, policy should operate cautiously and under no circumstances on a national level, since otherwise there is a danger of a crowding-out from the reception of social assistance in the short run'. (IAB)
Vor dem Hintergrund der aktuellen Diskussion über Ganztagsbildung befasst sich dieser Beitrag zunächst kritisch mit drei Mustern der Rezeption ausländischer Erfahrungen in Deutschland: der These von der "Singularität" der deutschen Halbtagsschule im internationalen Vergleich, der dichotomen Gegenüberstellung von Halbtags- und Ganztagsbildung und der Herstellung eines Kausalzusammenhangs zwischen hohen Schulleistungen und Ganztagsbildung. Im Anschluss daran werden einige Herausforderungen für das international vergleichende Studium ganztägiger Schulsysteme benannt. Zu ihnen zählt die Notwendigkeit, sich klarer Begriffe und Kategorien zu bedienen und die jeweiligen soziokulturellen und pädagogischen Bedingungen, strukturellen Designs sowie die aktuellen Entwicklungen ganztägiger Bildung in anderen Ländern zur Kenntnis zu nehmen. (DIPF/Autor).;;;The current discussion on all-day schooling in Germany makes reference in many ways to the practice of schooling in other countries. This paper starts with a critical discussion of three types of such perception: when the German half-day school is assumed as being a unique phenemenon in international comparison, when half-day and all-day schooling are put in contrast in a simplicistic and dichotomous way, and, lastly, when a causal link is made between the existence of an all-day school system and high average student performance. In addition, some challenges for the comparative study of all-day school systems are identified. Among them are the need to use clear terms and categories and to take into account the cultural and educational background, the structural design and the current development of all-day schooling in other countries. (DIPF/author).
"In two essays carried by two German daily papers, the author pointed out that Japanese nuclear energy development is inseparably tied to re-militarization. Despite (or perhaps as a result of) being a three-time victim of United States nuclear weapons (Hiroshima, Nagasaki, and the Lucky Dragon 5 fishing boat incident), the Japanese people have been unable to recognize the essential connection between military and 'peaceful' uses of nuclear power. Nevertheless, their attitude towards 'peaceful' uses of nuclear power has been noncommittal. Conservative politicians have long believed that to boost the Japan's status as a 'first-class power', they must maintain the option of possessing nuclear weapons. In support of this Position, a boss within Japan's media concern has actively worked to dissolve the 'nuclear allergy' of the Japanese people through newspaper and television. Yet, in keeping with the motto 'It must be safe because the government says so', the Fukushima nuclear disaster has again made clear the inherent danger of blindly trusting those in authority. The time has come when Japanese must overcome the way of thinking that has been systematically indoctrinated into them and manipulated through profit- and power-orientated media conglomerates. Their success depends on the ability of civil society to reflect and learn." (author's abstract)
The article investigates what effect the introduction of the experiment clause in the Social Code II (in the context of the Hartz IV reforms) has on the institutional regulation structures of labour market policy. The central thesis is that in this policy field, for the solution of a legislation dilemma over the experiment clause, a new form of governance has been introduced, which appears as a highly complex and dynamic form of governance modes, and structures both the governance of each implementation model and the strategic interaction relationships between the models. This new form of governance is defined and described as a 'constitutional experiment'. Next, it is investigated which particular interests of collective agents have influenced the development of legal regulation structures and especially of the experiment clause; also, consequences of the new governance form for the respective regulation structures in particular models of operation are discussed. Next to this, the relationship between the change of regulation structures on super-ordinate levels, and processes of institutionalisation of regulation structures and governance modes on subordinate levels is investigated. The author concludes that the interaction of the private competition mode with public and mixed public-private modes of operation lead to a deformation of competition, the consequences of which are discussed in concluding. (IAB)
"Zahlreiche Studien belegen, dass Jugendliche und junge Erwachsene türkischer Herkunft auf dem deutschen Arbeitsmarkt in besonderer Weise benachteiligt sind. Der Beitrag untersucht vor diesem Hintergrund, ob hierfür neben den formalen Bildungsqualifikationen weitere gesellschaftsspezifische Kapitalien verantwortlich sind. Während die assimilationistische Perspektive in diesem Zusammenhang vor allem einen Mangel an zentralen Ressourcen und Fertigkeiten des Aufnahmelandes vermutet, wird im populären Konzept der Segmented Assimilation betont, dass unter Umständen gerade die Pflege eigenethnischer Kapitalien und Orientierungen ein Rezept gegen den strukturellen Misserfolg bilde. Die beiden Grundpositionen und die verwandte multikulturalistische Perspektive werden in diesem Beitrag abgegrenzt und mit Daten des Sozioökonomischen Panels überprüft. Danach sind für die Arbeitsmarktprobleme junger Türkinnen und Türken vor allem mangelnde Deutschkenntnisse und eine mangelnde Einbindung in Netzwerke der Aufnahmegesellschaft verantwortlich, während eigenethnische Kapitalien weder einen Ersatz darstellen noch einen zusätzlichen Nutzen versprechen. Die Bedingungen des deutschen Arbeitsmarktes scheinen also weitgehend den in der assimilationistischen Perspektive vermuteten zu entsprechen." (Autorenreferat). Die Untersuchung enthält quantitative Daten.;;;"Many studies show that second generation Turks face specifically severe disadvantages in the German labour market. In this paper the author analyses whether, besides formal education, a lack of country-specific capital may account for this fact. While an assimilationist approach would regard several host-country specific resources and skills as necessary for labour market success, the popular concept of Segmented Assimilation argues that, in contrast, under certain conditions it is ethnic capital and orientations that may advance it. The paper delineates both positions as well as the related concept of multiculturalism and tests their empirical relevance using data from the German Socio-economic Panel (GSOEP). It turns out that the labour market problems of young Turks can be explained by a lack of German language proficiency and low access to German social networks, while ethnic capital neither compensates for host country specific capital nor promises any additional gain. The conditions of the German labour market thus seem to correspond largely to the assimilationist perspective." (author's abstract).
This article is part of the publication of contributions delivered at the 24th annual conference of the Association for Teacher Education in Europe (ATEE), held at the University of Leipzig, 30.08.-05.09.1999. "A change of perspective has taken place in teacher education: It is no longer seen as the problem-solving agent of education but rather as just another source of educational problems. In this article, the author tries to trace the roots of such a negative image. The most obvious approach is a historical one. An enormous number of attempts have been made to reform teacher education. The most important and positive among these attempts has been the academic orientation of teacher education. Yet, seen from the educationalists' perspective, there have appeared a number of traps and false conclusions, possibly due to a misinterpretation of what the role of science in education should be. The reorientation of teacher education, i. e. the turn from purely didactical and practice-oriented courses at educational colleges to mainly academically oriented courses at universities, have brought up new problems that urgently need to be solved. The author discovers major problems in the fact that the great variety of research interests have to be brought in order to make them accessible to students. Didactics which are said to be the most important of all professional disciplines for teachers need to be applied to the structure of the educational discipline as a whole. An agreement on a fundamental canon of topics, methods and knowledge is necessary. This demand is, however, not meant to minimize the range of areas of study; instead, it should rather be considered to broaden specific fields of interest in order to avoid one sided academic points of view. The still unsolved problem of theory and practice is another point to be discussed. The author's question here is: "Where should educational knowledge be grounded - in the discipline or in the profession?" As it is not possible to make a clear distinction between theory and practice but rather to distinguish between the production and the application of knowledge, a curriculum is needed where those two aspects can be put together interactively. This seems to be a solution to many unsolved problems, as it would lead to a more specified target of academic teacher education. In Germany, the academic foundations for the teaching profession are laid in the initial phase of training at university. One should be careful not to ascribe tasks to academic studies that can realistically only be part of the probational second phase of teacher education. Yet, as education needs to be perceived as an action-oriented system of reflection, a significantly stronger combination of practical school experience and theoretical reflection is needed. Ideally, there would be greater stress on the combination of observation and analysis of school work which could be a means to reflect on professional practice. Also, the didactical aspects of teacher training, which are constantly being claimed as being of major importance to teachers, need to be rethought on the level of university teaching. This is a demand going with professionality on the side of academic teachers but it is also meant as a kind of compensation for the lack of practice-related teaching. Seminars and lectures would then be turned into didactical workshops. Another field of possible improvement is seen in an intensified form of investigative learning where school research is seen as a task for both students and teachers. For matters of quality ensurance university teachers need to be willing to co-operate and start to develop ideals and criteria which can later be evaluated. But as the great day of general consent on the national level can not be expected and as new regulations only will not bring real change, innovation can alone be expected by people bearing responsibility at the basis of different universities. The financial crisis of public households should not focus an saddening thoughts an economic efficiency that keep real innovation in the minds of idealists without being ever put to practice." (DIPF/Orig.).
Der Beitrag behandelt die theoretische Erklärung und empirisch feststellbare Bedeutung des Einreisealters für die Entstehung einer (kompetenten) Bilingualität. Im Hintergrund steht die theoretisch nahe liegende, aber umstrittene Hypothese, dass bestimmte soziale Bedingungen, die den Erwerb der einen Sprache fördern, den der anderen behindern, etwa weil sich im Alltag die entsprechenden Sprachumwelten räumlich, zeitlich und sozial meist deutlich verteilen. Beim Einreisealter kommt die - ebenfall umstrittene - Hypothese hinzu, dass es eine "kritische Periode" des Spracherwerbs gebe. In dem Beitrag wird ein theoretisches Modell für den Zweit- und Erstspracherwerb entwickelt und anhand von Daten des Sozio-Ökonomischen Panels empirisch untersucht. Die beiden wichtigsten Ergebnisse sind, dass es zum einen in der Tat einige Bedingungen des Spracherwerbs gibt, die den Erwerb beider Sprachen gegenseitig behindern, und dass das für das Einreisealter in einem besonderen Maße zutrifft, und zum anderen, dass es eine deutlich erkennbare "kritische Periode" beim Zweitspracherwerb gibt (etwa ab 13 Jahre). Die Entstehung der (kompetenten) Bilingualität wird damit von zwei Seiten her erschwert: Ein zu niedriges Einreisealter behindert den Erstspracherwerb, ein zu hohes den Zweitspracherwerb. Die praktische Schlussfolgerung für die Förderung der Bilingualität ist damit die möglichst frühzeitige Ermöglichung interethnischer Kontakte für den simultanen Zugang zu verschiedenen Sprachumgebungen in der Periode der höchsten Lernfähigkeit. (DIPF/Orig.).;;;"This contribution deals with the theoretical explanation and empirically observable impact of the age at immigration on the development of (competent) bilingualism. What is behind this, is the obvious, however also controversial, hypothesis that certain social conditions that foster the acquisition of one language impede the acquisition of the other one. This may be due to the fact that the respective day-to-day language environments often differ in terms of space, time and also socially. In addition, with regard to the age at immigration the - also controversial - hypothesis becomes important that there is a 'critical period' in language acquisition. In this article the author develop a theoretical model of second and first language acquisition and investigate it empirically with data of the socio-economic panel. The two most important results are that, first there are indeed certain conditions that mutually impede the acquisition of both languages and that this is especially true for age at immigration as one of these conditions, and second, that there is a clearly identifiable 'critical period' in second language acquisition (starting at about the age of 13). The development of (competent) bilingualism is thus hindered from two sides: a too low age at immigration obstructs first language acquisition whereas a too high age obstructs second language acquisition. The practical conclusion for enhancing bilingualism is then to allow for interethnic contacts at an early stage in order to provide simultaneous exposure to different language environments during the period when learning aptitude is highest." (author's abstract).
The present article is a summary of a quantitative Social History in three volumes (can be obtained directly from the author) treating of the 24 cathedral chapters of the Old German Empire in the 17th and 18th Century. The research on the cathedral chapters which were as well spiritual as secular corporations, until now is rather traditional in its methods, i.e. focusing on the constitutions and the biographies of the canons. Actually there are only a few monographies. Our study which comprehends all chapters examines 5 725 cases. The case-unit is not the person, but the prebend. The following variables are taken up: name (locality) of the chapter, dignitaries, degrees (for commoners), the ways of applying to and retiring from the chapters, social status (seven categories for the nobility, two for the commoners), advancements in rank, origin, cumulations. The completeness of the data is generally more than 90%, often towards 100%. All data is published in form of chronological lists of the canons in every chapter, besides an index of names is given. Therefore our work serves as a reference-book too. The data were processed with SPSS, crosstabulations and other statistics are published also. For regional inquiries the chapters were classified into three groups: Northern Germany, the chapters of the Knights of the Empire (i. e. Rhineland and Franconia), Southern Germany and Austria. To show the chronological development we divided the entire period (1601-1803) into four periods of about fifty years. The article presents some important results for every variable. Some general Statements are possible. From the viewpoint of social history the hypothesis of three regional types has been verified. Chapters at the border of the Empire form a particular group which shows more and more deviations to the Standard. On the other hand the chapters in the center assimilate. Spatial mobility decreases, local recruitment increases. There are tendencies to closeness and occasional provincialism. Cumulations increase in the second half of 18th Century. Canons from the middle and lower classes were almost completely eliminated during the two centuries. Thus the European feudal reaction can clearly be demonstrated using the example of the German cathedral chapters. Our research shows that the chapters get into a crisis in the late 18th Century. They could no more accomplish their functions as providing institutions for the German nobility. For many reasons the run to the prebends grew as well as the commoners' criticism influenced by the Enlightenment. They disapproved the loss of the chapters' spiritual functions, the prevalence of the nobility, the grewing exclusion of the commoners and the enormous cumulations. Proposals to a reform failed. The difficult Situation in the Empire during the Napoleonic Wars forced the secularization (1803) which brought the end to the old German cathedral chapters.
