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This paper compares the prevalence and age-specific changes of coresidence patterns, by means of a classification of 12 coresidence types, for the age range from 16 to 30 in the United States (US), Germany (GE), Taiwan (TW), and mainland China (CN). Panel data were used in separate nested logistic regression models to estimate transitions in coresidence for individuals in each society in the transition to adulthood. On the first level, decisions to move from different types of family-of-origin-households were modeled, depending on intergenerational solidarity and parental resources. On the second level, target household types were modeled, depending on others' trajectory events and their interaction with gender. The analysis used the National Longitudinal Study of Youth (NLSY97) from the United States, the German Family Panel (pairfam), the Taiwanese Youth Project (TYP), and the China Family Panel Studies (CFPS). Age-specific coresidence patterns were pooled and transitions probabilities were estimated for a two-year period. The systematic comparative approach makes it possible to correct misinterpretations based on analyses from single societies. Our results demonstrated that differences in coresidence patterns within the patrilineal, collectivistic societies (CN and TW), and within the bilineal, individualistic societies (US and GE) were as important as the differences between these two groups of societies. [ABSTRACT FROM AUTHOR]

The Transatlantic Orientation Exchange/Multiplikatorenschulung im transatlan-tischen Austausch is a collaboration between volunteers and staff in both the US and German AFS organizations. The goal of the project is to increase the level of intercultural learning of German and US secondary education exchange participants and their host families. Germany and the US are among the largest country groups in mutual exchanges within the network: every year around 450 American families host a student from Germany and around 100 German families welcome somebody from the USA. The project was conceived in part as a result of a paradigm shift within AFS in which participants and host family members are now viewed as equal partners in the intercultural learning process. The material presented in this paper was developed in a dialogue process between the work groups in both countries who met virtually and in person multiple times over the course of the project. This construct allowed for group members to engage in a parallel process of intercultural learning and discovery as they identified and applied to their own experience the concepts that would be useful to host families and participants in their respective countries. [ABSTRACT FROM AUTHOR]

At the strategic level, international differences have proved important, especially during international collaborations. Since Dore's classic "British Factory: Japanese Factory," comparative values, behavior, and institutional settings have been extensively investigated, though attention has only recently switched to emerging markets such as that of Russia, which was not covered by Hofstede's comparative values study. Harvard's matched comparison of Soviet and U.S. decision making by Lawrence and Vlachoutsicos (around 1988) provided a classic study portraying behavioral differences just prior to transition. Coincidentally, my matched comparisons between the United States, Great Britain, Germany, and Japan involved the same U.S. company investigated by Harvard, aiding comparisons in all five countries. [ABSTRACT FROM AUTHOR]

Purpose: The Conners Rating Scales are widely used in research and clinical practice for measuring attention deficit/hyperactivity disorder (ADHD) and associated problem behaviors, but country-specific norms are seldom collected. The current study presents the standardization of the Swedish Conners 3VR Rating Scales. In addition, we compared the Swedish norms to those collected in the U.S. and Germany. Material and methods: The study included altogether 3496 ratings of children and adolescents aged 6-18 years from population-based samples. Results: The scores obtained for the Swedish Conners 3VR showed satisfactory to excellent internal consistency for most subscales and excellent test-retest reliability. Across-informant correlations were modest. Cross-country comparisons revealed that aggression symptoms rated by teachers and ADHD symptoms rated by parents differed between Sweden, Germany and the U.S. Executive functioning deficits also varied as a function of rater and country, with German and Swedish teachers reporting increasing behavior problems with age, whereas a decrease was observed in the U.S. For some subscales, the observed cross-cultural differences were large enough for a child to be classified as being within the normal range (t-score <60) in one country and within the clinical range (t-score>70) in another country. Conclusion: The present study shows that the Swedish adaptation of the Conners 3VR provides consistent and reproducible scores. However, across-informant ratings were only modest and significant cross-cultural differences in scoring were observed. This emphasizes the need for multi-informant assessment as well as for national norms for rating instruments commonly used within child and adolescent psychiatry research and clinical settings. [ABSTRACT FROM AUTHOR]

Inter-cultural competencies have become increasingly important for international personnel selection and training. The purpose of this article is to evaluate psychometric data regarding the controversy as to whether inter-cultural competencies are culture-free or culture-bound. In two empirical research projects in the USA and Germany national differences in inter-cultural competencies are evaluated. National culture is indicated as a significant independent variable for inter-cultural competencies in both studies. However, the impact of national culture on inter-cultural competencies seems to be minor in relation to the impact of gender culture as well as of organizational culture. Therefore, inter-cultural competencies are judged to be culture-general in the two nations. Conceptual conclusions as well as practical conclusions for IHRM are discussed, based on the results. Finally, the limitations of the studies are pointed out. [ABSTRACT FROM AUTHOR]