Suchergebnisse

Gegenstand ist die historische Entwicklung der nordrhein-westfälischen kreisfreien Städte und Kreise nach Anzahl der Gemeinden, deren Fläche und deren Einwohner und Bevölkerungsdichte. Nordrhein-Westfalen wurde kurz nach dem Zweiten Weltkrieg am 23. August 1946 gegründet. Das Besondere dieser Studie ist, dass unter Konstanthaltung des Gebietes die Entwicklung der Städte und Kreise bis in das Jahr 1871 zurückgerechnet wurde, so dass ein historischer Vergleich möglich wird. Stadt- und Landkreise entstanden lange vor der Bildung des Landes Nordrhein-Westfalen ab 1816 in den zu dieser Zeit neu geschaffenen und bis heute zumeist nur wenig veränderten Regierungsbezirken innerhalb der ebenfalls neuen preußischen Provinzen. Sie wurden in den preußischen Kreisordnungen als Kreise zusammengefasst und dementsprechend auch in der preußischen Statistik stets zusammenfassend dargestellt.

Dennoch waren auch zahlreiche kommunale Neugliederungen, die im Verlauf der Zeit nach 1946 stattgefunden haben, für die statistische Darstellung der Entwicklung der Kreise und Städte eine Herausforderung.

Das Äußere der heutigen 23 kreisfreien Städte in durchschnittlicher Größe von 169qkm und der 31 Kreise mit durchschnittlich 974 qkm hat sich grundlegen gewandelt gegenüber dem anfänglichen Stand von 1816/17, als vier Stadtkreise mit einem Durchschnitt von gut 20 qkm und 74 Landkreise mit ca. 440 qkm im damals preußischen Gebiet des heutigen Nordrhein-Westfalen bestanden. Auch die rein zahlenmäßige Veränderung von anfänglich 78 Stadt- und Landkreisen bis zu den heutigen 54 kreisfreien Städten und Kreisen gewinnt andere Bedeutung angesichts der Tatsache, daß von 1816 bis 1975 insgesamt 176 kommunale Verwaltungsbezirke im Gesamtgebiet Nordrhein-Westfalens entstanden sind – wenn sie auch nicht gleichzeitig bestanden haben - , von denen 122 wieder untergingen.

In dem hier publizierten Zahlenwerk geht es primär darum, erste Anhaltspunkte und einige weitere Hilfen für eine grundsätzliche Orientierung innerhalb der angedeuteten Unübersichtlichkeit der Entwicklung von kreisfreien Städten und Kreisen einschl. deren statistischer Darstellung zu bieten. Hierzu ist der Anmerkungsteil wesentliche, der in den downloadbaren Tabellen nicht vollständig übernommen werden konnte.

Aufgrund der veränderten Systematik wurde der größte Teil der Tabellen für 1987 nicht in den hier downloadbaren Tabellen übernommen. Der umfassende Anmerkungsteil sowie die Tabellen können zusätzlich im beigefügten PDF-Dokument eingesehen werden.

Hinweis
Zur gleichen Gebietseinteilung sind noch folgende Studien in Vorbereitung:
- Daten zur Bevölkerung nach Alter, Geschlecht, Familienstand und Religionszugehörigkeit
- Daten zur erwerbstätigen Bevölkerung
- Daten zu Arbeitsstätten und Beschäftigten, und
- Daten zur Anzahl der Wohngebäude




A. Regierungsbezirk Düsseldorf
A.01 Gesamtübersicht des Regierungsbezirks Düsseldorf mit seinen Gemeinden (Städte und Landgemeinden)
A.02 Stadtkreise bzw. kreisfreie Städte des Regierungsbezirks Düsseldorf
A.03 Landkreise bzw. Kreise des Regierungsbezirks Düsseldorf
A.03.01 Reg-Bez. Düsseldorf: der Landkreis Düsseldorf
A.03.02 Reg-Bez. Düsseldorf: der Kreis Kleve
A.03.03 Reg-Bez. Düsseldorf: der Kreis Dienslaken
A.03.04 Reg-Bez. Düsseldorf: der Kreis Geldern
A.03.05 Reg-Bez. Düsseldorf: der Kreis Grevenbroich
A.03.06 Reg-Bez. Düsseldorf: der Kreis Kempen-Krefeld
A.03.07 Reg-Bez. Düsseldorf: der Kreis Moers
A.03.08 Reg-Bez. Düsseldorf: der Kreis Rees
A.03.09 Reg-Bez. Düsseldorf: der Kreis Solingen-Lennep bzw. Rhein-Wupper-Kreis
A.03.10 Reg-Bez. Düsseldorf: der Landkreis Essen
A.03.11 Reg-Bez. Düsseldorf: der Kreis Gladbach
A.03.12 Reg-Bez. Düsseldorf: der Kreis Mülheim a.d.Ruhr


B.. Regierungsbezirk Köln
B.01 Gesamtübersicht des Regierungsbezirks Köln mit seinen Gemeinden (Städte und Landgemeinden)
B.02 Stadtkreise bzw. kreisfreie Städte des Regierungsbezirks Köln
B.03 Landkreise bzw. Kreise des Regierungsbezirks Köln
B.03.01 Reg-Bez. Köln: der Kreis Bergheim
B.03.02 Reg-Bez. Köln: der Kreis Bonn
B.03.03 Reg-Bez. Köln: der Kreis Euskirchen
B.03.04 Reg-Bez. Köln: der Kreis Gummersbach
B.03.05 Reg-Bez. Köln: der Landkreis Köln
B.03.06 Reg-Bez. Köln: der Kreis Mülheim am Rhein
B.03.07 Reg-Bez. Köln: der Kreis Rheinbach
B.03.08 Reg-Bez. Köln: der Kreis Waldbröl
B.03.09 Reg-Bez. Köln: der Kreis Wipperfürth
B.03.10 Reg-Bez. Köln: der Siegkreis
B.03.11 Reg-Bez. Köln: der Oberbergische Kreis
B.03.12 Reg-Bez. Köln: der Rheinisch-Bergische Kreis


C. Regierungsbezirk Aachen
C.01 Gesamtübersicht des Regierungsbezirks Aachen mit seinen Gemeinden (Städte und Landgemeinden)
C.02 Stadtkreise bzw. kreisfreie Städte des Regierungsbezirks Aachen
C.03 Landkreise bzw. Kreise des Regierungsbezirks Aachen
C.03.01 Reg-Bez. Aachen: der Landkreis Aachen
C.03.02 Reg-Bez. Aachen: der Kreis Düren
C.03.03 Reg-Bez. Aachen: der Kreis Erkelenz
C.03.04 Reg-Bez. Aachen: der Kreis Geilenkirchen
C.03.05 Reg-Bez. Aachen: der Kreis Heinsberg
C.03.06 Reg-Bez. Aachen: der Kreis Jülich
C.03.07 Reg-Bez. Aachen: der Kreis Montjoie bzw. Monschau
C.03.08 Reg-Bez. Aachen: der Kreis Schleiden
C.03.09 Reg-Bez. Aachen: der Kreis Eupen
C.03.10 Reg-Bez. Aachen: der Landkreis Malmedy


D. Regierungsbezirk Münster
D.01 Gesamtübersicht des Regierungsbezirks Münster mit seinen Gemeinden (Städte und Landgemeinden)
D.02 Stadtkreise bzw. kreisfreie Städte des Regierungsbezirks Münster
D.03 Landkreise bzw. Kreise des Regierungsbezirks Münster
D.03.01 Reg-Bez. Münster: der Kreis Ahaus
D.03.02 Reg-Bez. Münster: der Kreis Beckum
D.03.03 Reg-Bez. Münster: der Kreis Borken
D.03.04 Reg-Bez. Münster: der Kreis Koesfeld
D.03.05 Reg-Bez. Münster: der Kreis Lüdinghausen
D.03.06 Reg-Bez. Münster: der Landkreis Münster
D.03.07 Reg-Bez. Münster: Kreis Recklinghausen
D.03.08 Reg-Bez. Münster: Kreis Steinfurt
D.03.09 Reg-Bez. Münster: Kreis Tecklenburg
D.03.10 Reg-Bez. Münster: Kreis Warendorf


E. Regierungsbezirk Minden bzw. Detmold
E.01 Gesamtübersicht des Regierungsbezirks Minden bzw. Detmold mit seinen Gemeinden (Städte und Landgemeinden)
E.02 Stadtkreise bzw. kreisfreie Städte des Regierungsbezirks Detmold
E.03 Landkreise bzw. Kreise des Regierungsbezirks Detmold
E.03.01 Reg-Bez. Minden: der Kreis Bielefeld
E.03.02 Reg-Bez. Minden: der Kreis Büren
E.03.03 Reg-Bez. Minden: der Kreis Halle in Westfalen
E.03.04 Reg-Bez. Minden: der Kreis Herford
E.03.05 Reg-Bez. Minden: der Kreis Höxter
E.03.06 Reg-Bez. Minden: der Kreis Lübbecke
E.03.07 Reg-Bez. Minden: der Kreis Minden
E.03.08 Reg-Bez. Minden: der Kreis Paderborn
E.03.09 Reg-Bez. Minden: der Kreis Warburg
E.03.10 Reg-Bez. Minden: der Kreis Wiedenbrück


F. Regierungsbezirk Arnsberg
F.01 Gesamtübersicht des Regierungsbezirks Arnsberg mit seinen Gemeinden (Städte und Landgemeinden)
F.02 Stadtkreise bzw. kreisfreie Städte des Regierungsbezirks Arnsberg
F.03 Landkreise bzw. Kreise des Regierungsbezirks Arnsberg
F.03.01 Reg-Bez. Arnsberg: der Kreis Altena
F.03.02 Reg-Bez. Arnsberg: der Kreis Arnsberg
F.03.03 Reg-Bez. Arnsberg: der Kreis Bochum
F.03.04 Reg-Bez. Arnsberg: der Kreis Brilon
F.03.05 Reg-Bez. Arnsberg: der Kreis Dortmund
F.03.06 Reg-Bez. Arnsberg: der Landkreis Gelsenkirchen
F.03.07 Reg-Bez. Arnsberg: der Landkreis Hagen
F.03.08 Reg-Bez. Arnsberg: der Landkreis Hamm/ Kr. Unna
F.03.09 Reg-Bez. Arnsberg: der Kreis Hattingen
F.03.10 Reg-Bez. Arnsberg: der Kreis Hörde
F.03.11 Reg-Bez. Arnsberg: der Landkreis Iserlohn
F.03.12 Reg-Bez. Arnsberg: der Kreis Lippstadt
F.03.13 Reg-Bez. Arnsberg: der Kreis Meschede
F.03.14 Reg-Bez. Arnsberg: der Kreis Olpe
F.03.15 Reg-Bez. Arnsberg: der Kreis Siegen
F.03.16 Reg-Bez. Arnsberg: der Kreis Soest
F.03.17 Reg-Bez. Arnsberg: der Kreis Wittgenstein
F.03.18 Reg-Bez. Arnsberg: der Kreis Schwelm


G.01 Regierungsbezirke in den Grenzen Nordrhein-Westfalens insgesamt: Gesamtübersicht 1871-1987

These are the replication files for the artile A Step Closer to a Transnational Party System? published in Journal of Common Market Studies https://doi.org/10.1111/jcms.12755. The data used are the EU Profiler and EUandI party data both to be found at GESIS:
http://dx.doi.org/10.4232/1.11689
and
http://dx.doi.org/10.4232/1.12138

These replication files contain a file that adds to the above mentioned data the number of seats for each party in the European parliament, and a file that runs our analysis and creates our graphs for both election years 2009 and 2014.

Abstract of the paper:
At this stage of European integration and given the high degree of Europe's politicization and salience caused by the crisis, representative democracy in the EU can only function if parties mobilize beyond borders. We examine whether European Party Groups (EPG) in the European Parliament (EP) offer distinct policy alternatives and how coherent these are. We use party position data collected by two Voting Advice Applications designed for the 2009 and 2014 EP elections respectively (EUProfiler and Euandi). We find evidence of competition between EPGs groups on both left right issues and European integration; on the latter issue, there is greater differentiation within the anti-EU camp. Coherence within EPG exists, though it varies across issues, EPGs and between election years examined: it is greater on European integration than on left-right issues and it is particularly high for right wing Eurosceptics though for most parties it deteriorates between 2009 and 2014.

Compared with the very large amount of work on student motivation, there is very little research on motivation for study and work for apprentices. And yet, the growing number of drop-outs or changes of orientation during the apprenticeship alone would justify a serious study of this question. The overall objective of this project is to examine the extent to which various institutional or psychological variables influence the way in which the motivation of apprentices evolves for the different dimensions of their learning (job-oriented classes, general culture or activities in the host company).
Among the institutional variables, we examined the impact of the types of pathways (apprenticeship or professional maturity), the determinants of the professional choice (degree of adequacy between the apprenticeship position found and the dream profession) and the training phase (first, second or final year of apprenticeship). As for the psychological variables, we have retained the nature of personal aspirations, the construction of professional identity and the perception of the social and relational climate in which the apprenticeship takes place. The research was to enable us to achieve two goals: to contribute to the study of a population still poorly understood in the field of research (the dual training as it exists in Switzerland meeting only very little outside our borders), but also deliver important information for reflection on training policy.
Five main questions guided the research:
1. How does motivation evolve during basic vocational training?
2. How does the motivation relate to the three fields of activity: job-oriented classes, general culture or training in the host company?
3. What is the effect of the type of path followed (apprenticeship or professional maturity) on motivation?
4. Does the voluntary or forced choice of a sector and / or profession have an influence on motivation?
5. In the context of vocational adolescents, how do motivational variables relate to other cognitive and affective variables, in particular identity, aspirations and projects, representations of the profession and vocational training, and the perception of working conditions?

Compared with the very large amount of work on student motivation, there is very little research on motivation for study and work for apprentices. And yet, the growing number of drop-outs or changes of orientation during the apprenticeship alone would justify a serious study of this question. The overall objective of this project is to examine the extent to which various institutional or psychological variables influence the way in which the motivation of apprentices evolves for the different dimensions of their learning (job-oriented classes, general culture or activities in the host company).
Among the institutional variables, we examined the impact of the types of pathways (apprenticeship or professional maturity), the determinants of the professional choice (degree of adequacy between the apprenticeship position found and the dream profession) and the training phase (first, second or final year of apprenticeship). As for the psychological variables, we have retained the nature of personal aspirations, the construction of professional identity and the perception of the social and relational climate in which the apprenticeship takes place. The research was to enable us to achieve two goals: to contribute to the study of a population still poorly understood in the field of research (the dual training as it exists in Switzerland meeting only very little outside our borders), but also deliver important information for reflection on training policy.
Five main questions guided the research:
1. How does motivation evolve during basic vocational training?
2. How does the motivation relate to the three fields of activity: job-oriented classes, general culture or training in the host company?
3. What is the effect of the type of path followed (apprenticeship or professional maturity) on motivation?
4. Does the voluntary or forced choice of a sector and / or profession have an influence on motivation?
5. In the context of vocational adolescents, how do motivational variables relate to other cognitive and affective variables, in particular identity, aspirations and projects, representations of the profession and vocational training, and the perception of working conditions?

Compared with the very large amount of work on student motivation, there is very little research on motivation for study and work for apprentices. And yet, the growing number of drop-outs or changes of orientation during the apprenticeship alone would justify a serious study of this question. The overall objective of this project is to examine the extent to which various institutional or psychological variables influence the way in which the motivation of apprentices evolves for the different dimensions of their learning (job-oriented classes, general culture or activities in the host company).
Among the institutional variables, we examined the impact of the types of pathways (apprenticeship or professional maturity), the determinants of the professional choice (degree of adequacy between the apprenticeship position found and the dream profession) and the training phase (first, second or final year of apprenticeship). As for the psychological variables, we have retained the nature of personal aspirations, the construction of professional identity and the perception of the social and relational climate in which the apprenticeship takes place. The research was to enable us to achieve two goals: to contribute to the study of a population still poorly understood in the field of research (the dual training as it exists in Switzerland meeting only very little outside our borders), but also deliver important information for reflection on training policy.
Five main questions guided the research:
1. How does motivation evolve during basic vocational training?
2. How does the motivation relate to the three fields of activity: job-oriented classes, general culture or training in the host company?
3. What is the effect of the type of path followed (apprenticeship or professional maturity) on motivation?
4. Does the voluntary or forced choice of a sector and / or profession have an influence on motivation?
5. In the context of vocational adolescents, how do motivational variables relate to other cognitive and affective variables, in particular identity, aspirations and projects, representations of the profession and vocational training, and the perception of working conditions?

For over 100 years, popular and scientific communities have suggested that colours have psychological and affective implications (Kaya & Epps, 2004; Major, 1895; Wexner, 1954). Yet, most claims remain unsubstantiated, including the assumption that the actual perception of colour is a key ingredient to any such supposed implication. Since 2015, we have been systematically studying and publishing results on colour-emotion associations for colour terms and colour patches using the same overall methodology, testing different populations. We could already show that emotion associations with colour terms are highly consistent across different cultures, but that consistencies are even higher when cultures share borders and languages (Jonauskaite, Abdel-Khalek, et al., 2019; Jonauskaite, Abu-Akel, et al., 2020; Jonauskaite, Wicker, et al., 2019). For a Swiss sample, we also found high consistencies for emotion associations with colour terms and colour patches (Jonauskaite, Parraga, et al., 2020). These results indicate that such associations are majorly driven by conceptual mechanism.

To elaborate on this latter point, we manipulated perceptual colour experience by testing individuals with and without congenital red-green colour-blindness. The first group experiences colour perception deficiencies, but both groups' conceptual knowledge is comparable. We asked congenital red-green colour-blind (n = 64) and non-colour-blind (n = 66) men to associate 12 colours with 20 emotion concepts, and rate the emotion intensities. About half of each group provided associations with colour terms, the remainder with colour patches. We found that colour-blind and non-colour-blind men associated similar emotions with colours, irrespective of whether colours were conveyed via terms (r = .82) or patches (r = .80). No differences occurred when we categorised emotions according to valence, arousal, and power. Of interest, the colour-emotion associations and the emotion intensities were not modulated by participants' severity of colour-blindness (CBI). Hinting at some additional, although minor, role of actual colour perception, the consistencies in associations for words and patches were higher in non-colour-blind than colour-blind men.

Together, these results suggest that colour-emotion associations in adults are driven more importantly by conceptual mechanisms than direct perceptual experience of colour. Therefore, intact colour vision is not essential for having shared colour-emotion associations. The current findings add to a growing body of literature that colour-emotion associations represent another psychological universal.

For over 100 years, popular and scientific communities have suggested that colours have psychological and affective implications (Kaya & Epps, 2004; Major, 1895; Wexner, 1954). Yet, most claims remain unsubstantiated, including the assumption that the actual perception of colour is a key ingredient to any such supposed implication. Since 2015, we have been systematically studying and publishing results on colour-emotion associations for colour terms and colour patches using the same overall methodology, testing different populations. We could already show that emotion associations with colour terms are highly consistent across different cultures, but that consistencies are even higher when cultures share borders and languages (Jonauskaite, Abdel-Khalek, et al., 2019; Jonauskaite, Abu-Akel, et al., 2020; Jonauskaite, Wicker, et al., 2019). For a Swiss sample, we also found high consistencies for emotion associations with colour terms and colour patches (Jonauskaite, Parraga, et al., 2020). These results indicate that such associations are majorly driven by conceptual mechanism.

To elaborate on this latter point, we manipulated perceptual colour experience by testing individuals with and without congenital red-green colour-blindness. The first group experiences colour perception deficiencies, but both groups' conceptual knowledge is comparable. We asked congenital red-green colour-blind (n = 64) and non-colour-blind (n = 66) men to associate 12 colours with 20 emotion concepts, and rate the emotion intensities. About half of each group provided associations with colour terms, the remainder with colour patches. We found that colour-blind and non-colour-blind men associated similar emotions with colours, irrespective of whether colours were conveyed via terms (r = .82) or patches (r = .80). No differences occurred when we categorised emotions according to valence, arousal, and power. Of interest, the colour-emotion associations and the emotion intensities were not modulated by participants' severity of colour-blindness (CBI). Hinting at some additional, although minor, role of actual colour perception, the consistencies in associations for words and patches were higher in non-colour-blind than colour-blind men.

Together, these results suggest that colour-emotion associations in adults are driven more importantly by conceptual mechanisms than direct perceptual experience of colour. Therefore, intact colour vision is not essential for having shared colour-emotion associations. The current findings add to a growing body of literature that colour-emotion associations represent another psychological universal.