The development of new irradiation techniques is presently a very active field of research with increased availability of more sophisticated modalities such as intensity modulated photons (IMRT), protons and light ions. The primary aim of this work is to evaluate if the dose-distributions using IMRT and protons contribute to clinical advantages. A secondary aim is to investigate the potential clinical implication of the increased relative biological effect (RBE) for protons at the end of the Bragg peak. The potential benefits are evaluated using physical dose measures and dose-response models for normal tissue complication probability (NTCP) and tumour control probability (TCP). Comparative treatment planning was performed using three locally advanced tumour types, left-sided node positive breast cancer, hypopharyngeal cancer, and rectal cancer. All studies showed that both IMRT and protons could improve the dose distributions compared to 3D-CRT, and significantly improve treatment results with lower NTCPs and, concerning hypopharyngeal cancer, higher TCP. Protons always resulted in smaller volumes receiving intermediate and low radiation doses. Using protons or IMRT for left-sided node-positive breast cancer, the advantage is a significantly decreased risk for cardiac mortality (from 6.7% to 1%) and radiation induced pneumonitis (from 28.2% to less than 3%) compared to 3D-CRT. For hypopharyngeal cancer, protons and IMRT provide more selective treatment plans, higher TCP since a simultaneous boost technique is feasible, and better parotid gland sparing for several patients. For locally advanced rectal cancer, the NTCP for small bowel is potentially reduced by approximately 50% using IMRT or protons; protons have an even greater potential if the structure of the small bowel is parallel. A variable RBE correction is developed and applied to a clinical proton treatment plan. A significant difference is obtained compared to the commonly accepted RBE correction of 1.1. This indicates that a variable RBE may be of importance in future proton treatment planning. This thesis provides support for increased use both IMRT and proton radiotherapy, although stronger for protons. Therefore, investments in proton facilities with capacity for large clinical trials can be supported.

Inhalt: Mit Linz und Loewenstein – Zum Begriff des autoritären Regimes Von Wellen und blinden Flecken in der Komparatistik Autoritäre Regime im 21. Jahrhundert – Ein Überblick Schleichender Autoritarismus im Westen Autoritäre Wende des Kapitalismus?

Inhalt: 1. Fragestellungen und State of the Art 1.1 Forschungsfragen 1.2 Über den Stand der Forschung 1.3 Opposition in autoritären Regimen – klassisch und aktuell 2. Analyseschritte 2.1 Opposition in politischen Systemen 2.2 Handlungsdimensionen der Opposition 2.3 Idealtypen der Opposition in autoritären Regimen 2.4 Fünf forschungsleitende Hypothesen 3. Literaturverzeichnis

Welche Rolle hat die politische Opposition in autoritären Regimen? Das vorliegende Arbeitspapier formuliert generelle Überlegungen zum Phänomen des Autoritarismus im 21. Jahrhundert und entwickelt ein Konzept, mit dem regionenübergreifend das politische Agieren der Opposition in autoritären Regimen analysiert werden kann.

France played a leading role in the European Enlightenment, influencing other European countries in their thinking and development of philosophical ideas based on the emerging ideals of liberté, égalité and fraternité. Among the many topics alive in intellectual circles at the time, a debate about the education of females peaked in the 18th century, and it is not surprising that it was a Frenchman, François Fénelon, who drew attention first through his Traité de l'éducation des filles (1687) to the lack of education for females. His countrywoman Madame de Lambert extended his argument in her Avis d’une mère à sa fille (1688-1692, published 1728), a lengthy essay addressed to her daughter justifying the importance and describing the nature of female education. A half century later in Germany, Sophie von La Roche published her Briefe an Lina: Ein Buch für junge Frauenzimmer[,] die ihr Herz und ihren Verstand bilden wollen in her weekly paper Pomona für Teutschlands Töchter (1783/84). In these letters, collected and published in book form in 1807, she described the principles of a program of education for women which would lead to a happy life. Both of these female writers were exceptions in their time and fought to establish the position of women as educated and valued members of society. This thesis contextualizes and examines their writings to answer the question to what degree they contributed to a progressive step in the education of women at the time and the cultivation of educated and critical thinking in the next female generation. Hippolyte Taine’s sociological method assumes that literature can be analyzed through its author’s life on the basis of the three key concepts, race, milieu, and moment. After applying these concepts to the life of Madame de Lambert and Sophie von La Roche through historical background and sociological analysis, a close textual examination of the two central texts proceeds with these points of emphasis in each woman’s case: biographical background and social role determination (Frauenbild und Bestimmung der Frau); accommodation to the notion of ‘pleasing’ society, the males especially, and instilling happiness in others and themselves (Gefallen und Glück); and the education and erudition of women (Bildung und Gelehrsamkeit). Their contributions to these areas of active life and intellectual debate illustrate to some extent a personal adaptation to the conventions and standards of the era, but more importantly, beyond that, a breakout from traditional ideas and practices. In sum, Madame de Lambert is seen as a pioneer in the philosophical evaluation of the intellectual strength of women, and Sophie von La Roche, as a German counterpart with an emphasis on their practical enlightened education. The comparative analysis also reveals important sociological differences between Germany and France in the 18th century with regard to the subject of female education.

France played a leading role in the European Enlightenment, influencing other European countries in their thinking and development of philosophical ideas based on the emerging ideals of liberté, égalité and fraternité. Among the many topics alive in intellectual circles at the time, a debate about the education of females peaked in the 18th century, and it is not surprising that it was a Frenchman, François Fénelon, who drew attention first through his Traité de l'éducation des filles (1687) to the lack of education for females. His countrywoman Madame de Lambert extended his argument in her Avis d’une mère à sa fille (1688-1692, published 1728), a lengthy essay addressed to her daughter justifying the importance and describing the nature of female education. A half century later in Germany, Sophie von La Roche published her Briefe an Lina: Ein Buch für junge Frauenzimmer[,] die ihr Herz und ihren Verstand bilden wollen in her weekly paper Pomona für Teutschlands Töchter (1783/84). In these letters, collected and published in book form in 1807, she described the principles of a program of education for women which would lead to a happy life. Both of these female writers were exceptions in their time and fought to establish the position of women as educated and valued members of society. This thesis contextualizes and examines their writings to answer the question to what degree they contributed to a progressive step in the education of women at the time and the cultivation of educated and critical thinking in the next female generation. Hippolyte Taine’s sociological method assumes that literature can be analyzed through its author’s life on the basis of the three key concepts, race, milieu, and moment. After applying these concepts to the life of Madame de Lambert and Sophie von La Roche through historical background and sociological analysis, a close textual examination of the two central texts proceeds with these points of emphasis in each woman’s case: biographical background and social role determination (Frauenbild und Bestimmung der Frau); accommodation to the notion of ‘pleasing’ society, the males especially, and instilling happiness in others and themselves (Gefallen und Glück); and the education and erudition of women (Bildung und Gelehrsamkeit). Their contributions to these areas of active life and intellectual debate illustrate to some extent a personal adaptation to the conventions and standards of the era, but more importantly, beyond that, a breakout from traditional ideas and practices. In sum, Madame de Lambert is seen as a pioneer in the philosophical evaluation of the intellectual strength of women, and Sophie von La Roche, as a German counterpart with an emphasis on their practical enlightened education. The comparative analysis also reveals important sociological differences between Germany and France in the 18th century with regard to the subject of female education.

published_or_final_version / Public Administration / Master / Master of Social Sciences

published_or_final_version / Urban Studies / Master / Master of Social Sciences

published_or_final_version / Criminology / Master / Master of Social Sciences

published_or_final_version / Public Administration / Master / Master of Social Sciences