Forced Migration and the Effects of an Integration Policy in Post-WWII Germany.

After World War II, about 8 million ethnic Germans — so called expellees — were forced to leave their homelands and settle within the new borders of West Germany. Subsequently, a law (Federal Expellee Law) was introduced to foster their labor market integration. We evaluate this law by comparing the employment situation between expellees and groups of West Germans and GDR refugees over time. We define our comparison groups to uncover even small effects of the law. Still, we find no evidence that the law met its goal to foster the expellees’ labor market integration

The Evils of Forced Migration: Do Integration Policies Alleviate Migrants' Economic Situations?

Armed conflicts, natural disasters and infrastructure projects continue to force millions into migration. This is especially true for developing countries. After World War II, about 8 million ethnic Germans experienced a similar situation when forced to leave their homelands and settle within the new borders of West Germany. Subsequently, a law was introduced to foster their labor market integration. We evaluate the success of this law using unique retrospective individual-level panel data. We find that the law improved expellees' overall situation but failed to restore their pre-war occupation status. This holds implications for the design of integration policies today.forced migration, integration policy, difference-in-differences, Germany

Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA

Decentralization of decision-making is among the most intriguing recent school reforms, in part because countries went in opposite directions over the past decade and because prior evidence is inconclusive. We suggest that autonomy may be conducive to student achievement in well-developed systems but detrimental in low-performing systems. We construct a panel dataset from the four waves of international PISA tests spanning 2000-2009, comprising over one million students in 42 countries. Relying on panel estimation with country fixed effects, we identify the effect of school autonomy from within-country changes in the average share of schools with autonomy over key elements of school operations. Our results show that autonomy affects student achievement negatively in developing and low-performing countries, but positively in developed and high-performing countries. These results are unaffected by a wide variety of robustness and specification tests, providing confidence in the need for nuanced application of reform ideas.

Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA

Decentralization of decision-making is among the most intriguing recent school reforms, in part because countries went in opposite directions over the past decade and because prior evidence is inconclusive. We suggest that autonomy may be conducive to student achievement in well-developed systems but detrimental in low-performing systems. We construct a panel dataset from the four waves of international PISA tests spanning 2000-2009, comprising over one million students in 42 countries. Relying on panel estimation with country fixed effects, we identify the effect of school autonomy from within-country changes in the average share of schools with autonomy over key elements of school operations. Our results show that autonomy affects student achievement negatively in developing and low-performing countries, but positively in developed and high-performing countries. These results are unaffected by a wide variety of robustness and specification tests, providing confidence in the need for nuanced application of reform ideas.school autonomy, decentralization, developing countries, educational production, international student achievement tests, panel estimation

Does School Autonomy Make Sense Everywhere? Panel Estimates from PISA

Decentralization of decision-making is among the most intriguing recent school reforms, in part because countries went in opposite directions over the past decade and because prior evidence is inconclusive. We suggest that autonomy may be conducive to student achievement in well-developed systems but detrimental in low-performing systems. We construct a panel dataset from the four waves of international PISA tests spanning 2000-2009, comprising over one million students in 42 countries. Relying on panel estimation with country fixed effects, we identify the effect of school autonomy from within-country changes in the average share of schools with autonomy over key elements of school operations. Our results show that autonomy affects student achievement negatively in developing and low-performing countries, but positively in developed and high-performing countries. These results are unaffected by a wide variety of robustness and specification tests, providing confidence in the need for nuanced application of reform ideas.school autonomy, decentralization, developing countries, educational production, international student achievement tests, panel estimation

The Evils of Forced Migration: Do Integration Policies Alleviate Migrants' Economic Situations?

Armed conflicts, natural disasters and infrastructure projects continue to force millions into migration. This is especially true for developing countries. After World War II, about 8 million ethnic Germans experienced a similar situation when forced to leave their homelands and settle within the new borders of West Germany. Subsequently, a law was introduced to foster their labor market integration. We evaluate the success of this law using unique retrospective individual-level panel data. We find that the law improved expellees’ overall situation but failed to restore their pre-war occupation status. This holds implications for the design of integration policies today

Anchored Discussion: Development of a Tool for Creativity in Online Collaboration

Open innovation and crowdsourcing rely on online collaboration tools to enable dispersed people to collaborate on creative ideas. Research shows that creativity in online groups is significantly influenced by the interaction between group members. In this paper, we demonstrate how theory can be effectively used to design and evaluate a tool for creative online collaboration. Specifically, we use the body of knowledge on creativity support systems to inform the development of a tool to support anchored discussions. Anchored discussions represent a new mode for creative interaction. In anchored discussion every comment is tied to some aspect of an idea. We evaluated the anchored discussion tool in a laboratory experiment, which generated insights for additional and refined research. Our results indicate that anchored discussion leads to a more structured discussion amongst group members and consequently to more creative outcomes. In a post session survey, participants made several suggestions on how to improve anchored discussion. This paper concludes that anchored discussion is promising as a new tool to aid online groups in creative collaboration. This paper extends a previous version presented at CRIWG 2015 [Link, 2015]

Increased Circulating Soluble Cd14 Is Associated With High Mortality In Gram-Negative Septic Shock

The soluble glycoprotein sCD14 binds lipopolysaccharide, a complex that activates endothelial cells and that may be crucial in gram-negative sepsis, Therefore, serum sCD14 was analyzed in 54 patients with gram-negative septic shock and in 26 healthy controls, sCD14 was tested by ELISA and Western blotting, Patients had higher sCD14 concentrations than controls (median, 3.23 vs. 2.48 µg/mL, P = .002). Increased levels were associated with high mortality (median, 4.2 µg/mL in nonsurvivors vs. 2.8 µg/mL in survivors, P = .001). sCD14 was found in two isoforms (49 and 55 kDa) in monocyte cultures. In sera only one of either form was detectable. Controls had the 49-kDa form, and patients had either the 49- or 55-kDa form, but patients with high levels of sCD14 had only the 55-kDa form. Twenty-one (53%) of 39 with the 55-kDa form and 8 (57%) of 14 with the 49-kDa form died. Thus, the level of sCD14 but not its biochemical form had a prognostic value in patients with gram-negative septic shoc

Effects of methylphenidate: the cellular point of view

The psychostimulant methylphenidate (MPH) is the first choice of treatment in attention-deficit hyperactivity disorder and is based mainly on inhibition of dopamine transporter (DAT). Nonetheless, the complete cellular effects of MPH are still unknown. We attempted to determine whether MPH influences neurotransmitter levels, synaptic gene expression, and cell proliferation in a dose-dependent manner in rat pheochromocytoma cells (PC12) lacking DAT. PC12 were treated in a dose-dependent manner with MPH. Gene expression level of synaptotagmin (Syt) 1 and 4, syntaxin 1a (Stx1a), and synaptic vesicle glycoprotein 2C (SV2C) was measured using quantitative real-time RT-PCR. Different Neurotransmitter release was measured using high-performance liquid chromatography (HPLC). Differences in cell proliferation were evaluated via BrdU incorporation. Treatment with low-dose MPH (1-100nM) altered intra-/extracellular neurotransmitter levels, down-regulated all investigated genes as well as enhanced cell proliferation significantly. These data point to diverse effects of MPH on cell metabolism independent of inhibiting DA