Suchergebnisse

Das virtuelle "GirlMuseum" (www.girlmuseum. org, vgl. den Beitrag von Ashley E. Remer in diesem Heft) ist eine wahre Schatzkiste für Informationen aller Art zu Geschichte und zum Leben von Mädchen*in all ihrer Vielfalt. Im Jahr 2019 konnte das GirlMuseum sein 10jähriges Bestehen feiern. Grund genug für Ashley Remer und ihre Kolleg*innen viele neue und spannende Projekte für die Community der Nutzer* innen und Besucher*innen zu starten.

ABSTRACTThis article focuses on two commonly used indicators of turnout, VAP turnout (the number of votes cast as a percentage of the voting-age population) and RV turnout (votes cast as a percentage of the number of registered voters), and discusses possible biases induced by migration flows. Using a global dataset on elections in more than 100 democracies between 1990 and 2012, we tested the potential bias induced by the percentage of resident noncitizens and nationals living abroad on VAP and RV turnout, respectively. Through time-series cross-sectional analysis, we found that the number of resident noncitizens negatively biases VAP turnout, to the extent that a country with 10% noncitizen residents would have turnout underreported by nearly 4 percentage points. In contrast, we found that the number of nationals living abroad does not induce a turnout bias.

Learner drivers are readied for their participation in motorised transport within the framework of specific, internationally-diverse preparation systems. These systems are historically developed and are characterised by country-specific economic, infrastructural, legal and cultural circumstances. With the aid of functionally-distinguishable teaching and learning methods as well as testing methods, a conceptual framework was created whilst drawing upon research-methodological approaches of comparative political science as well as teaching and learning principles that facilitated a description and analysis of the systems for a comparative observation to be performed. The systems for the preparation of learner drivers in 44 countries are illustrated in the report. The descriptions are based upon surveys of experts from various institutions (ministries of transport, driving instructor associations, testing organisations) as well as upon literary and Internet research. Alongside European countries with a traditional formal driver training, \"Graduated Driver Licensing\" systems that are primarily encountered in English-speaking countries were also taken into account when selecting the countries. They are characterised by the guarantee of gaining comprehensive driving experience under reduced risk conditions in the form of supervised driving prior to the start of independent driving as well as protective special rules for learner drivers whilst gaining further driving experience during the initial phase of independent driving. The results enable a detailed insight into the country-specific structure of learner driver preparation with the components of the formal driver training in driving schools, informal teaching and learning methods such as supervised driving, the driving tests that must be successfully completed as well as legal frameworks and quality assurance measures. The functionality of system components and architectures shall be discussed against the backdrop of evaluation findings regarding the ...