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The paper consists of six parts. The first part discusses the major reasons for the presence of a conventional sociopolitical Baloch culture in Iran. The second part presents a profile of the Iranian Baloch elites, dividing them into four major groups: the Sunni clerics or molavis, tribal chiefs, the educated, and the wealthy. The third discusses the challenging relationship which exists among the Baloch elites. The fourth describes the elites' attitudes towards the Baloch society's norms. The fifth determines the elites' orientation towards state and politics. And finally the paper ends with conclusions. [ABSTRACT FROM PUBLISHER]

Even after the conflicts of the early 1990s that brought them to their de facto independence, both Abkhazia and Transnistria remained strongly multi-ethnic. In both territories, no single ethnic group is an absolute majority and Russian is the language that is mostly spoken on the streets of Sukhumi and Tiraspol. Legislators of both entities felt the need to deal with multi-ethnicity and multilingualism, including in their constitutions, in laws related to education, or more directly with specific language laws (1992 law “On languages” in Transnistria; 2007 law “On the state language in Abkhazia”). The protection of linguistic rights that is formally part of the legislation of both territories finds limitations in practice. The language of education has proved to be particularly contentious, in particular for Moldovan/Romanian language schools in Transnistria and Georgian language schools in Abkhazia. Why are language laws in Abkhazia and Transnistria so different, in spite of the fact that they are both post-Soviet, multi-ethnic territories that became de facto independent in the early 1990s? The different approaches found in Abkhazia and Transnistria represent remarkable examples of language legislation as a tool for nation-building in ethnically heterogeneous territories. [ABSTRACT FROM PUBLISHER]

It is well established that returns on education are higher for women than for men in urban China. We argue that this finding, while accurate, is misleading owing to its individualist perspective. The income to which most working-age women and men have access includes not only their own income, but also spouse income. Furthermore, decisions about participation and investment in the labour force, both consequential for income trajectories, are likely to be made with partner income and potential income in mind. To our knowledge, no research in China has explored the returns to education enjoyed via spouse income, or the implications of pooling couple income, for illuminating the returns to schooling difference for women and men. In this article, using data from the China Urban Labour Survey (2001), we argue that the returns for women, conventionally defined, are higher than for men because many women trade their own income for spouse income, and this is particularly true among less educated women. We demonstrate, first, that women who are more educated are less likely to get married, while the reverse is true for men. Second, we show that among couples there is evidence of a trade-off in investments in careers. Moreover, among couples, the less educated the woman and the more educated the man, the less likely the couple is to depend heavily on her income. Finally, we show that among couples there is a compensating reverse pattern of returns differences by sex when income is conceptualized as spouse income. Thus, in terms of total couple income, there are no returns differences by sex. [ABSTRACT FROM PUBLISHER]

The article discusses women in medical education in Ireland during the late 19th and early 20th centuries. Particular focus is given to information contained in medical student guides and university handbooks from the era. Social concerns connected with the idea of female medical students are examined and include suitability for marriage, the financial cost of a medical education, and family commitments. The financial difficulties of women medical students, the rigorous nature of the programs, and the benefits of gender inclusive classes are discussed. The opinions of Irish hospitals and women medical students are also explored.