Wage Differentials in Italy: Market Forces, Institutions, and Inflation

During the 1970s, Italy experienced an extreme compression of wage differentials, similar to the better-known situation in Sweden. Most evidence suggests that this compression came to a stop around 1982-83, coincident with a major institutional change (in the form of the escalator clause in Italian union contracts), a major economic change (the slowdown in inflation), a major technological change (industrial restructuring and the computer revolution), and a major political change (the loss of support for unions and their egalitarian pay policies). While we cannot definitively distinguish among the relative influences of institutions, market forces, technology and politics on the evolution of earnings inequality in Italy, our analysis of skill level wage differentials and our comparisons at the individual level with the more laissez-faire system of the United States suggest that both inflation and egalitarian wage-setting institutions have importantly influenced Italian wage compression in the regular sector of the economy. Yet, this very compression may well have contributed to the flight away from the regular sector of the economy at both ends of the skill distribution, plausibly leading to a greater overall degree of inequality for the whole economy than is apparent from our analysis of wage differentials in the regular sector.

Six Districts Begin the Principal Pipeline Initiative

This first report of an ongoing evaluation of The Wallace Foundation's Principal Pipeline Initiative describes the six participating school districts' plans and activities during the first year of their grants. The evaluation, conducted by Policy Studies Associates and the RAND Corporation, isintended to inform policy makers and practitioners about the process of carrying out new policies and practices for school leadership and about the results of investments in the Principal Pipeline Initiative. This report is based on collection and analysis of qualitative data, including the districts' proposals, work plans, and progress reports and semi-structured interviews in spring 2012 with 91 administrators employed by districts and their partner institutions. Leaders in all districts report wanting to enlarge their pools of strong applicants for principal positions and to identify and cultivate leadership talent as early as possible in educators' careers.Districts are actively working on allrequired pipeline components: (1) with stakeholder participation, they have developed standards and identified competencies for principals, which they plan to use to guide principal training, hiring, evaluation, and support; (2) they are initiating or strengthening partnerships with university training programs; (3) for hiring, they have standard performance tasks and are developing systems to capture data on candidates' experience; (4) they have diagnostic evaluation tools and are working to build the capacity of principals' supervisors and mentors to support principals' skill development. In addition, all are also bolstering district-run training programs for graduates of university training programs who aspire to become principals

Cell Division Cycle 6, a Mitotic Substrate of Polo-Like Kinase 1, Regulates Chromosomal Segregation Mediated by Cyclin-Dependent Kinase 1 and Separase

Defining the links between cell division and DNA replication is essential for understanding normal cell cycle progression and tumorigenesis. In this report we explore the effect of phosphorylation of cell division cycle 6 (Cdc6), a DNA replication initiation factor, by polo-like kinase 1 (Plk1) on the regulation of chromosomal segregation. In mitosis, the phosphorylation of Cdc6 was highly increased, in correlation with the level of Plk1, and conversely, Cdc6 is hypophosphorylated in Plk1-depleted cells, although cyclin A- and cyclin B1-dependent kinases are active. Binding between Cdc6 and Plk1 occurs through the polo-box domain of Plk1, and Cdc6 is phosphorylated by Plk1 on T37. Immunohistochemistry studies reveal that Cdc6 and Plk1 colocalize to the central spindle in anaphase. Expression of T37V mutant of Cdc6 (Cdc6-TV) induces binucleated cells and incompletely separated nuclei. Wild-type Cdc6 but not Cdc6-TV binds cyclin-dependent kinase 1 (Cdk1). Expression of wild-type Plk1 but not kinase-defective mutant promotes the binding of Cdc6 to Cdk1. Cells expressing wild-type Cdc6 display lower Cdk1 activity and higher separase activity than cells expressing Cdc6-TV. These results suggest that Plk1-mediated phosphorylation of Cdc6 promotes the interaction of Cdc6 and Cdk1, leading to the attenuation of Cdk1 activity, release of separase, and subsequent anaphase progression.Molecular and Cellular Biolog

Evaluation of the School Administration Manager Project

Examines the results to date of a Wallace-supported project to help principals delegate some administrative and managerial tasks to school administration managers and spend more time interacting with teachers, students and others on instructional matters

Structure and dynamics of a model glass: influence of long-range forces

We vary the amplitude of the long-range Coulomb forces within a classical potential describing a model silica glass and study the consequences on the structure and dynamics of the glass, via molecular dynamics simulations. This model allows us to follow the variation of specific features such as the First Sharp Diffraction Peak and the Boson Peak in a system going continuously from a fragile (no Coulomb forces) to a strong (with Coulomb forces) glass. In particular we show that the characteristic features of a strong glass (existence of medium range order, bell-shaped ring size distribution, sharp Boson peak) appear as soon as tetrahedral units are formed.Comment: 5 pages, 4 figures. To be published in J.Phys.: C

Cumulative and Differential Effects of Early Child Care and Middle Childhood Out-of-School Time on Adolescent Functioning.

Effects associated with early child care and out-of-school time (OST) during middle childhood were examined in a large sample of U.S. adolescents (N = 958). Both higher quality early child care AND more epochs of organized activities (afterschool programs and extracurricular activities) during middle childhood were linked to higher academic achievement at age 15. Differential associations were found in the behavioral domain. Higher quality early child care was associated with fewer externalizing problems, whereas more hours of early child care was linked to greater impulsivity. More epochs of organized activities was associated with greater social confidence. Relations between early child care and adolescent outcomes were not mediated or moderated by OST arrangements in middle childhood, consistent with independent, additive relations of these nonfamilial settings

Reconciling social norms with personal interests: indigenous styles of identity formation among Pakistani youth

Research on identity formation has been conducted mostly in Western contexts. We extend and complement such research by exploring qualitatively the strategies and styles of identity formation employed by emerging adults in Pakistan. Whereas Western theories of identity formation often provide a negative view of normative orientation as “blind obedience” without exploring alternatives, our thematic analysis of semi-structured interviews with 12 Pakistani emerging adults suggests a much more complex interplay between personal interests and normative influences on identity formation. Participants described various ways of reconciling normative expectations (parental, religious, and cultural) with their personal interests, preferences, and explorations, when deciding about their careers, relationships, and values. In Pakistani culture, normative influences seem to play a more positive and flexible role in identity formation than is suggested by previous Western research

Cooperativity in sandpiles: statistics of bridge geometries

Bridges form dynamically in granular media as a result of spatiotemporal inhomogeneities. We classify bridges as linear and complex, and analyse their geometrical characteristics. In particular, we find that the length distribution of linear bridges is exponential. We then turn to the analysis of the orientational distribution of linear bridges and find that, in three dimensions, they are {\it vertically diffusive but horizontally superdiffusive}; thus, when they exist, long linear bridges form `domes'. Our results are in good accord with Monte Carlo simulations of bridge structure; we make predictions for quantities that are experimentally accessible, and suggest that bridges are very closely related to force chains.Comment: 15 pages, 10 figures. Minor changes and update

Parental bonding and identity style as correlates of self-esteem among adult adoptees and nonadoptees

Adult adoptees (n equals 100) and non-adoptees (n equals 100) were compared with regard to selfesteem, identity processing style, and parental bonding. While some differences were found with regard to self-esteem, maternal care, and maternal overprotection, these differences were qualified by reunion status such that only reunited adoptees differed significantly from nonadoptees. Moreover, hierarchical regression analyses indicated that parental bonding and identity processing style were more important than adoptive status per se in predicting self esteem. Implications for practitioners who work with adoptees are discussed

An investigation of children's peer trust across culture: is the composition of peer trust universal?

The components of children's trust in same-gender peers (trust beliefs, ascribed trustworthiness, and dyadic reciprocal trust) were examined in samples of 8- to 11-year-olds from the UK, Italy, and Japan. Trust was assessed by children's ratings of the extent to which same-gender classmates kept promises and kept secrets. Social relations analyses confirmed that children from each country showed significant: (a) actor variance demonstrating reliable individual differences in trust beliefs, (b) partner variance demonstrating reliable individual differences in ascribed trustworthiness, and (c ) relationship variance demonstrating unique relationships between interaction partners. Cultural differences in trust beliefs and ascribed trustworthiness also emerged and these differences were attributed to the tendency for children from cultures that value societal goals to share personal information with the peer group