The Role of Geography in the Information Economy: The Case of Multimedia

In der Diskussion um die Zukunft der Arbeit in der Informationsgesellschaft findet sich sehr häufig die Ansicht vertreten, dass durch die rapide fortschreitende Globalisierung wirtschaftliche Strukturen und Abläufe zunehmend enträumlicht werden und ihre regionale Einbettung immer mehr an Bedeutung verliert. Der Beitrag versucht diese Behauptung zu relativieren. Er tut dies beispielhaft mittels einer Analyse der Multimedia-Industrie. Untersucht wird die räumliche Verteilung der Multimedia-Produzenten sowie die Unternehmens- und Beschäftigungsstrukture

Employment mobility in high-technology agglomerations: the cases of Oxfordshire and Cambridgeshire

This paper examines labour market behaviour of the highly skilled in high-tech local economies, taking the UK examples of Oxfordshire and Cambridgeshire as case studies. It reports on data from a survey of members of three scientific institutes to compare rates of employee mobility in the two locations and considers the likely explanations and implications of those patterns

High School Exit Examinations: When Do Learning Effects Generalize?

This paper reviews international and domestic evidence on the effects of three types of high school exit exam systems: voluntary curriculum-based external exit exams, universal curriculum-based external exit exam systems and minimum competency tests that must be passed to receive a regular high school diploma. The nations and provinces that use Universal CBEEES (and typically teacher grades as well) to signal student achievement have significantly higher achievement levels and smaller differentials by family background than otherwise comparable jurisdictions that base high stakes decisions on voluntary college admissions tests and/or teacher grades. The introduction of Universal CBEEES in New York and North Carolina during the 1990s was associated with large increases in math achievement on NAEP tests. Research on MCTs and high school accountability tests is less conclusive because these systems are new and have only been implemented in one country. Cross-section studies using a comprehensive set of controls for family background have not found that students in MCT states score higher on audit tests like the NAEP that carry no stakes for the test taker. The analysis reported in table 1 tells us that the five states that introduced MCTs during the 1990s had significantly larger improvements on NAEP tests than states that made no change in their student accountability regime. The gains, however, are smaller than for the states introducing Universal CBEEES. New York and North Carolina. The most positive finding about MCTs is that students in MCT states earn significantly more during the first eight years after graduation than comparable students in other states suggesting that MCTs improve employer perceptions of the quality of the recent graduates of local high schools

Positron-neutrino correlation in the 0^+ \to 0^+ decay of ^{32}Ar

The positron-neutrino correlation in the $0^+ \to 0^+ \beta$ decay of $^{32}$Ar was measured at ISOLDE by analyzing the effect of lepton recoil on the shape of the narrow proton group following the superallowed decay. Our result is consistent with the Standard Model prediction. For vanishing Fierz interference we find $a=0.9989 \pm 0.0052 \pm 0.0036$, which yields improved constraints on scalar weak interactions

Xer Recombinase and Genome Integrity in Helicobacter pylori, a Pathogen without Topoisomerase IV

In the model organism E. coli, recombination mediated by the related XerC and XerD recombinases complexed with the FtsK translocase at specialized dif sites, resolves dimeric chromosomes into free monomers to allow efficient chromosome segregation at cell division. Computational genome analysis of Helicobacter pylori, a slow growing gastric pathogen, identified just one chromosomal xer gene (xerH) and its cognate dif site (difH). Here we show that recombination between directly repeated difH sites requires XerH, FtsK but not XerT, the TnPZ transposon associated recombinase. xerH inactivation was not lethal, but resulted in increased DNA per cell, suggesting defective chromosome segregation. The xerH mutant also failed to colonize mice, and was more susceptible to UV and ciprofloxacin, which induce DNA breakage, and thereby recombination and chromosome dimer formation. xerH inactivation and overexpression each led to a DNA segregation defect, suggesting a role for Xer recombination in regulation of replication. In addition to chromosome dimer resolution and based on the absence of genes for topoisomerase IV (parC, parE) in H. pylori, we speculate that XerH may contribute to chromosome decatenation, although possible involvement of H. pylori's DNA gyrase and topoisomerase III homologue are also considered. Further analyses of this system should contribute to general understanding of and possibly therapy development for H. pylori, which causes peptic ulcers and gastric cancer; for the closely related, diarrheagenic Campylobacter species; and for unrelated slow growing pathogens that lack topoisomerase IV, such as Mycobacterium tuberculosis

Assessing gender mainstreaming in the education sector: depoliticised technique or a step towards women's rights and gender equality?

In 1995 the Beijing Conference on Women identified gender mainstreaming as a key area for action. Policies to effect gender mainstreaming have since been widely adopted. This special issue of Compare looks at research on how gender mainstreaming has been used in government education departments, schools, higher education institutions, international agencies and NGOs .1 In this introduction we first provide a brief history of the emergence of gender mainstreaming and review changing definitions of the term. In the process we outline some policy initiatives that have attempted to mainstream gender and consider some difficulties with putting ideas into practice, particularly the tensions between a technical and transformative interpretations . Much of the literature about experiences with gender mainstreaming tends to look at organizational processes and not any specificities of a particular social sector. However, in our second section, we are concerned to explore whether institutional forms and particular actions associated with education give gender mainstreaming in education sites some distinctive features. In our last section we consider some of the debates about global and local negotiations in discussions of gender policy and education and the light this throws on gender mainstreaming. In so doing, we place the articles that follow in relation to contestations over ownership, political economy, the form and content of education practice and the social complexity of gender equality

Dictadura chilena y sistema escolar: "a otros dieron de verdad esa cosa llamada educación"

El trabajo que a continuación se presenta es una descripción de las políticas educativas que emergieron en Chile desde el inicio de la dictadura militar, cómo se consolidaron durante la vuelta a la democracia y las consecuencias que ellas han tenido para el sistema educativo-escolar actual. La instalación, con el inicio de la Dictadura Militar (1973-1990), de una lógica social, económica, cultural y educativa mercantilista impuesta por el General Augusto Pinochet ha determinado el presente actual, dificultando e imposibilitando cambios profundos en la estructura de la institución escolar que permitan paliar las desigualdades educativas presentes en el país. Chile posee un sistema educativo segregacionista traducido en escuelas para los pobres, la clase media y los ricos, situación que ha sido denunciada por organismos internacionales. A pesar de los esfuerzos realizados por la Concertación de Partidos por la Democracia por mejorar la desigualdad existente, todas las propuestas han ido dirigidas hacia aspectos que no han permitido transformar la estructura que posibilita y legitima la desigualdad comentada