417 research outputs found
Direkte Demokratie in der Schweiz – Landesbericht 2015-2017
No full textThis country report describes the reduced need for reform of the public initiative procedure in Switzerland. It also analyzes the implementation of a number of initiatives criticized for their violation of public international law. The report finds that parliament ameliorates the harshness of the initiatives by introducing hardship clauses safeguarding the proportionality of the initiative's application. As an initiative expressly targeted against the supremacy of public international law, the sovereignty initiative is closely scrutinized. Finally, the government's problem in reforming corporate taxation is evident in the clear majority of votes (59%) against the third version of the reform
Jahrbuch für direkte Demokratie 2018
No full textDer achte Band des Jahrbuchs für direkte Demokratie enthält erziehungs-, rechts-, politik- und wirtschaftswissenschaftliche Beiträge. Diese betreffen das Rangverhältnis zwischen repräsentativer und direkter Demokratie, die Rolle der politischen Bildung in der direkten Demokratie, die Rolle von Rechnungsprüfungskommissionen als Informationsorgane sowie das Globale Forum für direkte Demokratie. Die Entstehung und Praxis der direkten Demokratie in Irland ist ebenso Gegenstand wie jüngste Entwicklungen in der Schweiz, in Österreich, in Deutschland und in den USA. Mit Beiträgen von Prof. Dr. Gavin Barrett / Dr. Laurent Bernhard / PD Dr. iur. & lic. phil. Corsin Bisaz / Prof. Dr. Nadja Braun Binder / Prof. Dr. Reiner Eichenberger / Andreas Gutmann, ref.iur. / Prof. Dr. iur. Hermann K. Heußner / Bruno Kaufmann, MSSc / Prof. Dr. iur. Arne Pautsch / Prof. Dr. Klaus Poier / Frank Rehmet, Dipl. pol. / Lars Ruchti, MLaw / Barbara Schaub, BLaw / Prof. Dr. Mark Schelker / Univ.-Prof. Dr. iur. Axel Tschentscher, LL.M. (Cornell) / Prof. Dr. Monika Waldis / Prof. Dr. Fabian Wittreck / Prof. em. Dr. Béatrice Ziegle
Die Regulierung von Kryptowährung als verfassungsrechtliches Problem
No full textDie vorliegende Dissertation untersucht mögliche Regulierungsansätze für digitale Währungen, die auf Blockchain-Technologie basieren und einen dezentralisierten Geldaustausch ohne zentrale Instanz ermöglichen (sogenanntes Kryptogeld). Ein bekanntes Beispiel für Kryptogeld ist Bitcoin, das 2009 von einer unbekannten Person oder Gruppe unter dem Pseudonym Satoshi Nakamoto eingeführt wurde und sich seither als eine der prominentesten und wertvollsten Formen digitaler Währung etabliert hat. Charakteristisch für Bitcoin ist die öffentlich zugängliche Blockchain-Datenbank, in der alle Transaktionen transparent aufgezeichnet sind. Neben Bitcoin werden in dieser Arbeit auch Kryptowährungen berücksichtigt, die durch Verschleierungstechniken (Obfuskation) verhindern, dass Transaktionen von Dritten eingesehen werden können.
Der erste Teil der Dissertation gibt einen Überblick über das Konzept von Geld und seine Funktionen sowie über den historischen Wandel seiner Natur. Bereits hier wird deutlich, dass Geld als universelles Tauschmittel wesentliche individuelle und gesellschaftliche Interessen bedient. Zudem werden alternative bzw. komplementäre Zahlungsmittel vorgestellt und Kryptowährungen als innovative, potenziell disruptive Formen solcher Zahlungsmittel eingeordnet.
Im zweiten Teil der Arbeit wird die aktuelle Regulierung von Kryptowährungen analysiert, wobei der Schwerpunkt auf Gesetzgebungen zur Bekämpfung der Geldwäsche liegt. Es zeigt sich, dass bestimmte Aspekte im Umgang mit Kryptowährungen bereits reguliert sind, jedoch bestehende Regelungen lückenhaft und in ihrer Reichweite variabel sind.
Der dritte Teil der Dissertation widmet sich den grundrechtlichen Implikationen möglicher Regulierungsansätze für Kryptowährungen. Diskutiert werden Vorschläge wie die Einführung einer Obergrenze für Anonymität sowie Meldepflichten sowohl beim Bezahlen als auch beim blossen Halten von Kryptowährungen. Obwohl gewichtige öffentliche Interessen für eine Regulierung von Kryptowährungen sprechen, müssen solche Massnahmen stets den Massstäben für Grundrechtseingriffe standhalten. Bei dieser Prüfung zeigt sich, dass eine Meldepflicht als nicht gerechtfertigter Eingriff in Grundrechte anzusehen ist, während eine Obergrenze für Annahme von Kryptogeld grundsätzlich als zulässig betrachtet werden kann
'They must be working hard' : an (auto-)ethnographic account of women's artistic gymnastics
No full textThis article includes narrative excerpts compiled from field notes the author collected observing six Australian women's elite artistic gymnasts and their two coaches. Using creative nonfiction and auto-ethnography, the stories' plots describe the gymnasts' daily training realities and include personal reflections on the author's gymnastics experiences and reactions to what she saw during the observations. The stories illustrate how, despite differing levels of authority, the coaches', gymnasts', and parts of her own identity and behaviors are shaped by a dominant gymnastics model. This ideal coerces the coaches and gymnasts to regulate their selves and behaviors according to its dominant characteristics. Although potentially beneficial and satisfactory, the training model's discourses and practices can have debilitating effects
People in contexts
No full textThis chapter talks about the complex social, embodied and relational process of researching people in physical cultural contexts. It focuses on the contexts researchers and research participants are situated in, how these backgrounds shape research situations, and finally, how they constitute a rich analytic potential. The chapter outlines two cultural studies terms that relate to researching people in contexts, namely 'research meeting' and 'research dialogue'. It presents an exemplary research encounter the author experienced as part of her research into women's artistic gymnastics (WAG). In so doing, the chapter illustrates how researchers and researched influence scientific work, how during such work, methodological contingencies occur, and lastly, how the capturing of and reflection on such incidents can generate valuable analytic potential. The chapter finally outlines earlier that spatial and temporal factors represent knowledge and discursive forces that are dominant at one particular time and that refer to researchers' and research participants' previous life experiences, socio-historical and cultural subjectification and practical factors.</p
Possibilities for an internationalised, inclusive pedagogy for transnational sport education: The case of a safe sport education programme in Lithuania
No full textGlobal education is a priority in the Higher Education (HE) system of all nations. In sport degree programmes in HE, the internationalisation trend is also noticeable. However, working in transnational education settings may bring to light, and generate existential and pedagogical contemplation of some of the foundational principles and assumptions about effective teaching. This paper aims to extend theoretical understanding of the confluence of internationalisation and educational modalities to fostering critical thinking. And, illustrate how building language-sensitivities in variable delivery may yield effects upon positive classroom experiences and establishing a ‘safe’ space for communication and learner-informed/learner-led dialogue. Based on a case study of a safe sport education programme for university student-athletes in Lithuania, this paper features a narrative that amalgamates: 1) descriptions of the practical context, session structure, and delivery; 2) reflections on the sessions from the lead author; and, 3) focus group data from student participants. The case presented reveals that irrespective of an educator’s efforts to acculturate to the distinct context, continued uncertainties regarding the teaching environment, language and cultural differences, and learners’ understandings of subject content remained perennial concerns. Such issues necessitated adopting careful session design that incorporated a breadth of methods to make students’ experiences more meaningful and inclusive. Key here was the consideration of language and conceptual assumptions (e.g., vis-a-vis ‘safe’ sport), and wider Western-hegemonic frameworks of what sport is/is not. The analysis illustrates how efforts to consider language, use student-co-creation, and blended learning can be effective in generating a comfortable space for interaction, communication, and learning. Thus, this paper contributes to continuing debates on transnational education, internationalisation in HE, and roles sport content may play in generating global dialogue on critical contemporary issues
MID-INFRARED SPECTROSCOPY OF IONIC PROTON-BOUND COMPLEXES: INTERMOLECULAR INTERACTION AND SOLVATION EFFECTS
No full textS. A. Nizkorodov, O. Dopfer, T. Ruchti, M. Meuwly, J. P. Maier, and E. J. Bieske, J. Phys. Chem. 99, 17118 (1995)Author Institution: Institut f\""{u}r Physikalische Chemie, Universit\""{a}t Basel; School of Chemistry, University of MelbourneMid-infrared photofragmentation spectra of mass-selected proton-bound cluster ions of the type have been recorded, where A is either , , , , or , or , while B are either rare gas atoms (Rg = He, Ne, Ar) or . Rotationally-resolved spectra of the dimers (n=1) provide information about the intermolecular potential (equilibrium geometry, binding energy, effects of tunneling and internal rotation). For larger clusters (), frequency shifts in vibrational spectra give rise to a consistent picture of cluster growth (microsolvation process). Recent results for (n=1.2) will be compared to those for the previously characterized series (n=1.13)
Possibilities for an internationalised, inclusive pedagogy for transnational sport education : the case of a safe sport education programme in Lithuania
No full textGlobal education is a priority in the Higher Education (HE) system of all nations. In sport degree programmes in HE, the internationalisation trend is also noticeable. However, working in transnational education settings may bring to light, and generate existential and pedagogical contemplation of some of the foundational principles and assumptions about effective teaching. This paper aims to extend theoretical understanding of the confluence of internationalisation and educational modalities to fostering critical thinking. And, illustrate how building language-sensitivities in variable delivery may yield effects upon positive classroom experiences and establishing a 'safe' space for communication and learner-informed/learner-led dialogue. Based on a case study of a safe sport education programme for university student-athletes in Lithuania, this paper features a narrative that amalgamates: (1) descriptions of the practical context, session structure and delivery; (2) reflections on the sessions from the lead author; and, (3) focus group data from student participants. The case presented reveals that irrespective of an educator's efforts to acculturate to the distinct context, continued uncertainties regarding the teaching environment, language and cultural differences, and learners' understandings of subject content remained perennial concerns. Such issues necessitated adopting careful session design that incorporated a breadth of methods to make students' experiences more meaningful and inclusive. Key here was the consideration of language and conceptual assumptions (e.g. vis-a-vis 'safe' sport), and wider Western-hegemonic frameworks of what sport is/is not. The analysis illustrates how efforts to consider language, use student-co-creation and blended learning can be effective in generating a comfortable space for interaction, communication and learning. Thus, this paper contributes to continuing debates on transnational education, internationalisation in HE and roles sport content may play in generating global dialogue on critical contemporary issues.</p
Modified POF Sensor for Gaseous Hydrogen Fluoride Monitoring in the Presence of Ionizing Radiations
No full textThis paper describes the development of a sensor designed to detect low concentrations of hydrogen fluoride (HF) in gas mixtures. The sensor employs a plastic optical fiber (POF) covered with a thin layer of glass- like material. HF attacks the glass and alters the fiber transmission capability so that the detection simply requires a LED and a photodiode. The coated POF is obtained by means of low-pressure plasma-enhanced chemical vapor deposition that allows the glass-like film to be deposited at low temperature without damaging the fiber core. The developed sensor will be installed in the recirculation gas system of the resistive plate chamber muon detector of the Compact Muon Solenoid experiment at the Large Hadron Collider accelerator of the European Organization for Nuclear Research (CERN
Pedagogical narrative: Working with technology as student teachers
No full textThe objective of this chapter is to provide an illustration of how digital technologies are being experienced/utilised/problematised by physical educators. This chapter introduces two Physical Education Teacher Education (PETE) students working at the University of Gothenburg and focuses on course work conducted by those students within their program. The students received an assignment to choose a particular digital technology, develop their own competence with that technology, and then demonstrate to peers how the technology can be used to facilitate learning related to the Swedish physical education curriculum for upper secondary school. A narrative of their experiences and reflections, developed through written reflections as well as informal conversations with the lead author, is presented in the first section. Three theoretical accounts of the practitioners’ narrative are then put forward. A Deweyan perspective draws attention to the ways that students and their situations are continually transformed in transaction and how digital technologies become implicated in this process. A Foucaultian perspective focuses on the regulating and controlling aspects of technology and highlights the need for care when using digital technologies. An applied Information Technology perspective highlights the ways in which digital technologies may become part of the social practices of physical education. After introducing these perspectives, a broader pedagogical account is offered in which connections between the three perspectives and current physical education scholarship is made. These connections concern: (1) meaning making; (2) student agency and possibilities for student decision making; (3) the effects of technology on lesson content; and (4) students’ digital competence. The chapter is concluded with reflections from the two PETE students
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