This study analyzes interregional migration patterns associated with eight different non-overlapping life course events. Count-data regression models are applied to analyze the response of migration flows across life-event group to meso-regional push and pull factors, and results are used for migration profiling and as input for regional policy and planning. While interregional migration flow data related to life-events are generally not publicly available from statistical offices, we present a way to construct origin–destination migration flow matrices from Danish register data on migration, economic and social events at the household level. Our findings corroborate theoretical model predictions and prior evidence that migration across life-event groups responds heterogeneously to regional labor market conditions, with interregional migrants in the transition from job-qualifying education to work responding most strongly to local economic signals. Over the life cycle, interregional migration after family transitions such as forming a legally recognized partnership, childbearing, and the “empty nest” phase are comparably stronger influenced by regional housing market conditions, local population structures and public service provision or place-based amenities. We also show that estimates for mixed migration groups experiencing multiple simultaneous events typically fail to detect associations between migration and regional context conditions, which highlights the methodological advantage of utilizing non-overlapping event group migration data for theory testing, demographic modeling and informing regional policies.
Early childhood education and care (ECEC) supports children's holistic development, which encompasses cognitive, social, emotional, and moral growth. Although this comprehensive vision is widely recognized among ECEC professionals, the empirical research that examines pedagogical interactions in ECEC centers has largely emphasized children's acquisition of knowledge and skills. This article does not aim to challenge the importance of teaching and learning, nor the research approaches that have deepened our understanding of these processes. Rather, it seeks to enrich this field by examining another, often implicit, dimension: directive education, the pedagogical practices in which ECEC professionals impart orientations to children, meaning ways of acting, perceiving, and thinking that children are expected to incorporate. Although these orientations can support learning, they also may address broader educational aims. This article focuses on such processes of directive education for which it draws on a qualitative inquiry based on 63 hours of videography recorded in three ECEC centers in Germany and interpreted using the Documentary Method. The findings make it possible to differentiate directive education into three forms: reactive, proactive, and catalyzing education. Furthermore, the inquiry explores how educational interactions address children beyond the individual, distinguishing between pars pro toto and ad omnibus education.
This study examines the direct, indirect, and total effects of climate change mitigation technologies from developed countries - transferred via foreign direct investment (FDI) - on greenhouse gas (GHG) emissions in developing countries. Using the G7 countries as sources of green technology spillovers and analyzing a panel of 64 developing countries from 2009 to 2019, we find that, for our full sample, FDI-related spillovers of climate change mitigation technologies have a direct negative effect on GHG emissions in developing countries and an indirect positive effect through GDP growth. The magnitude of these effects depends on the share of FDI from G7 countries in a developing country's GDP. At low FDI shares, the total effect is positive but statistically insignificant, whereas at high FDI shares it becomes significantly negative. Our results suggest that FDI-related spillovers of climate change mitigation technologies offer a promising pathway to reconciling economic growth with climate protection.
Ausgehend von vier Spannungsfeldern skizziert dieser Aufsatz Perspektiven einer Professionsforschung, die den praxeologisch-wissenssoziologischen Ansatz erweitert und mit der Analyse pädagogischer Grundmodi kombiniert. Diese grundlagentheoretische Perspektive strukturiert dann die empirische Forschung, die auf der dokumentarischen Interpretation von Videographien in drei Kitagruppen basiert. Gemeinsam ist allen rekonstruierten pädagogischen Interaktionen ihr professionalisierter Charakter (im Sinne einer konstituierenden Rahmung) und die hierarchische Ordnung zwischen Fachkräften und Kindern. Hinsichtlich der pädagogischen Grundmodi finden sich indes Unterschiede, kontrastiert hier doch die erzieherische Responsibilisierung der Individuen mit der neben Erziehung auch auf Nudging basierenden Kultivierung von Eigenverantwortung und Selbsterkundung.
After clarifying possible misunderstandings concerning covariances of thinned random variables, we propose a refined definition of the first-order integer-valued autoregressive model for count random fields. We provide a comprehensive derivation of its autocorrelation structure, which also covers some former results. Moreover, we expand the refined model to higher-order autoregressions and study its stochastic properties.
