@article{StollenwerkDoerflerSchibberges2016,
  author    = {Stollenwerk, Eric and D{\"o}rfler, Thomas and Schibberges, Julian},
  title     = {Taking a new perspective},
  series = {Terrorism and political violence},
  volume    = {28},
  journal   = {Terrorism and political violence},
  number    = {5},
  publisher = {Taylor \& Francis},
  address   = {London},
  issn      = {0954-6553},
  doi       = {10.1080/09546553.2014.987341},
  pages     = {950 -- 970},
  year      = {2016},
  abstract  = {Network analysis has attracted significant attention when researching the phenomenon of transnational terrorism, particularly Al Qaeda. While many scholars have made valuable contributions to mapping Al Qaeda, several problems remain due to a lack of data and the omission of data provided by international organizations such as the UN. Thus, this article applies a social network analysis and subsequent mappings of the data gleaned from the Security Council's consolidated sanctions list, and asks what they can demonstrate about the structure and organizational characteristics of Al Qaeda. The study maps the Al Qaeda network on a large scale using a newly compiled data set. The analysis reveals that the Al Qaeda network consists of several hundred individual and group nodes connecting almost all over the globe. Several major nodes are crucial for the network structure, while simultaneously many other nodes only weakly and foremost regionally connect to the network. The article concludes that the findings tie in well to the latest research pointing to local and simultaneously global elements of Al Qaeda, and that the new data is a valuable source for further analyses, potentially in combination with other data.},
  language  = {en}
}
@article{LeibRuppel2020,
  author    = {Leib, Julia and Ruppel, Samantha},
  title     = {The learning effects of United Nations simulations in political science classrooms},
  series = {European Political Science},
  volume    = {19},
  journal   = {European Political Science},
  number    = {3},
  issn      = {1682-0983},
  doi       = {10.1057/s41304-020-00260-3},
  pages     = {336 -- 351},
  year      = {2020},
  abstract  = {How do active learning environments—by means of simulations—enhance political science students' learning outcomes regarding different levels of knowledge? This paper examines different UN simulations in political science courses to demonstrate their pedagogical value and provide empirical evidence for their effectiveness regarding three levels of knowledge (factual, procedural and soft skills). Despite comprehensive theoretical claims about the positive effects of active learning environments on learning outcomes, substantial empirical evidence is limited. Here, we focus on simulations to systematically test previous claims and demonstrate their pedagogical value. Model United Nations (MUNs) have been a popular teaching device in political science. To gain comprehensive data about the active learning effects of MUNs, we collect data and evaluate three simulations covering the whole range of simulation characteristics: a short in-class simulation of the UN Security Council, a regional MUN with different committees being simulated, and two delegations to the National Model United Nations, for which the students prepare for 1 year. Comparative results prove that simulations need to address certain characteristics in order to produce extensive learning outcomes. Only comprehensive simulations are able to achieve all envisioned learning outcomes regarding factual and procedural knowledge about the UN and soft skills.},
  language  = {en}
}