Hintergrund: Die Gabe von Opioiden zur Schmerzunterdrückung spielt eine zentrale Rolle in der modernen Anästhesiologie. Messungen von Hypnosetiefe und Muskelrelaxierung sind im Gegensatz zur Schmerzmessung seit Jahren etabliert. Seit wenigen Jahren ist das pain monitoring device 200 (PMD-200TM; Medasense BiometricsTM Ltd., Israel) verfügbar. Dieser Schmerzmonitor misst nicht-invasiv und errechnet den dimensionslosen Schmerzindex Nozizeptor-Level (NoL). Die Validität und Zuverlässigkeit des Verfahrens ist Gegenstand klinischer Studien. Fragestellung: Reduziert die Verwendung des PMD-200TM die Gabe von Analgetika während einer Da- Vinci-Prostatektomie? Material und Methoden: In die Studie wurden 50 Patienten aufgenommen. Die Studie wurde einfach verblindet, prospektiv und randomisiert durchgeführt. 26 Patienten wurden der Interventionsgruppe (INT) und 24 Patienten der Kontrollgruppe (CONT) zugeordnet. Nach gewichtsadaptierter Sufentanil-Gabe zur Narkoseinduktion und einem 10 μg Bolus vor Hautschnitt, erfolgte die intraoperative Analgesie durch subjektive Entscheidung (CONT) oder aufgrund eines erhöhten NoL-Index (INT). Die statistische Auswertung erfolgte durch Chi-Quadrat-Homogenitätstest, Mann-Whitney-U-Test, Kolmogorov-Smirnov- Test und Levene-Statistik. Ergebnisse: In der Interventionsgruppe war die Anzahl der Sufentanil-Boli je OP-Stunde nicht signifikant geringer als in der Kontrollgruppe (p=0,065). Die Varianz der Sufentanil- Gaben unterschied sich signifikant (p=0,033). In der Kontrollgruppe war die Applikation normalverteilt (p=0,2), in der Interventionsgruppe hingegen nicht (p=0,003). Schlussfolgerungen: Eine mögliche Interpretation der Daten ist, dass die Schmerzmittelgabe in der Interventionsgruppe individualisierter erfolgte, d.h. es wurden nicht-erforderliche Schmerzmittelgaben vermieden und gleichzeitig detektierte das NoL-Monitoring einzelne Patienten mit deutlich erhöhtem Schmerzmittelbedarf. Diese Schlussfolgerung ist nur unter der Voraussetzung zulässig, dass der PMD-200TM auch tatsächlich die Entität Schmerz misst.:1 Einleitung 5 1.1 Schmerz 5 1.1.1 Definition 5 1.1.2 Physiologische Klassifikation von Schmerz 5 1.1.3 Physiologie des nozizeptiven Schmerzes 6 1.1.4 Beeinflussung der Nozizeption durch Opioide 10 1.1.5 Analgesie in der Anästhesiologie 11 1.1.6 Bedeutung für die Patient*Innen 12 1.2 Nozizeptions-Monitoring 12 1.2.1 ANI – Analgesia Nociception Index 12 1.2.2 NFTS – Nociceptive Flexion Reflex threshold (Pain-tracker) 13 1.2.3 PPI – Pupillary Pain Index 13 1.2.4 Skin conductance Algesimeter Index (PainMonitor) 13 1.2.5 SPI – Surgical Pleth Index 14 1.2.6 CARDEAN – Cardiovascular Depth of Analgesia 14 1.2.7 NoL-Index – Nozizeptor Level Index (PMD-200TM) 14 1.2.8 Zukunft des Nozizeptions-/Analgesie-Monitorings 16 2 Fragestellung 17 3 Material und Methoden 18 3.1 Ethik und Patienten 18 3.2 Randomisierung und Zuordnung 18 3.3 Ablauf 19 3.3.1 Präoperative Phase 19 3.3.2 Intraoperative Phase 22 3.3.3 Postoperative Phase 26 3.4 Statistische Auswertung 27 4 Ergebnisse 28 4.1 Patientenkollektiv 28 4.2 Intraoperative Daten 30 4.2.1 Co-Analgesie 30 4.2.2 Anästhesie- und OP-Zeiten 30 4.2.3 Indikationsstellung Sufentanil-Boli in Gruppe CONT 32 4.2.4 Propofol-Dosierung und BIS-Wert 33 4.2.5 NoL-Index Aufzeichnung 34 4.2.6 Vergleich der Sufentanil-Boli 35 4.3 Postoperative Daten 38 5 Diskussion 39 5.1 Interpretation der Ergebnisse 39 5.2 Limitationen 44 5.3 Schlussfolgerungen 46 6 Zusammenfassung 47 7 Summary 48 8 Literatur- und Quellenverzeichnis 50 9 Abkürzungsverzeichnis 58 10 Abbildungsverzeichnis 59 11 Tabellenverzeichnis 61 12 Danksagung 62 13 Anlagen 63 13.1 Erklärung zur Eröffnung des Promotionsverfahrens 63 13.2 Erklärung zur Einhaltung aktueller gesetzlicher Vorgaben 65

The purpose of this dissertation is to help explain how and why two revolutionary national leaders of Cambodia–Lon Nol and Pol Pot, particularly the latter–had spectacular failures and became pseudotransformational leaders. It aims to build a proposition or theory that revolutionary leaders in the public sector, particularly of undemocratic regimes, tend to become pseudotransformational leaders when a) they lack certain components of emotional intelligence (EI) and/or b) adopt certain leadership styles and use them inappropriately. The author used a mixed methods comparative case study with the quantitative method nested in the qualitative one. He collected empirical data from a quantitative questionnaire survey and qualitative individual interviews and other print and audio-visual data from various primary sources, including the Documentation Center of Cambodia (DC-Cam) and the Extraordinary Chambers in the Courts of Cambodia (E), as well as from secondary sources such as books and articles. The author administered the survey to a sample of over 400 Cambodian participants from different socio-economic and political backgrounds and sectors and conducted individual in-depth interviews with 38 participants selected from the sample. Overall, this study’s findings tend to support the proposed theory, albeit with some limitations. In the main, both Lon Nol and Pol Pot were coercive and authoritative leaders. Only Pol Pot was a pacesetting leader. Both leaders severely lacked emotional intelligence, especially the domain of self-awareness. This dissertation makes some contribution to the existing literature on leadership in general and bad leadership in particular and, more specifically, on the two leaders’ leadership qualities, in that it proposes a linkage between leadership ineffectiveness or failures and lack of emotional intelligence and improper use of leadership styles. The practical implications or lessons drawn from the dissertation include the following. First, a national leader’s distance or isolation from the masses can undermine her or his emotional intelligence and/or leadership effectiveness. Second, national/public interest should take precedence over the leader’s other interests and partisan politics. Third, a leadership team of friends or cronies is, more often than not, harmful to quality decision/policy making and administration because it tends to foster groupthink.

The objective of this research was to develop a test methodology for the evaluation of materials for possible use in cryogenic composite overwrapped pressure vessels (COPVs). This paper investigates various micromechanical and macromechanical techniques to test the interaction between fibers and resins. Uniaxial tension testing was performed at ambient and cryogenic temperatures on neat resin samples, straight-sided composite specimens, and NOL ring specimens. COPVs were constructed and burst tested to provide a performance comparison. Results show resins suitable for use at cryogenic conditions display a LN2 temperature elongation to failure greater than 2% and an ambient temperature elastic modulus less than 35 MPa. NOL rings were determined to be the preferred composite test method rather than straight-sided specimens. Mechanical performance of the NOL rings compares well with actual COPV performance.

Prevailing research presents evidence that links language proficiency to fundamental literacy acquisition. However, when language and literacy acquisition are simultaneous, as is the case with young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s sociocultural model and the Critical Theory (CT) model informed the comparative framework. In addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky, Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model research design and a complementary mixed methods approach is applied to the study. The study interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her parent - whose home language is other than English during first time literacy acquisition - and 25 monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy) when English is the language medium used in the inclusive classroom. The qualitative findings delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The identification of the at risk educationally vulnerable minority, informed the proposed theoretical framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and the attendant curriculum. Findings are discussed comparatively with the classic and current theoretical frameworks pertaining to child development, language acquisition for both first and second language acquisition (SLA) in addition to globalisation, inclusive education and social justice. The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms, parents and the learners are discussed. Opportunities for further research are noted. / Psychology of Education / D. Ed. (Psychology of Education)

Prevailing research presents evidence that links language proficiency to fundamental literacy acquisition. However, when language and literacy acquisition are simultaneous, as is the case with young (4-6 years) English language learners (ELL’s), who acquire literacy in a language not spoken at home in B.C. Canada, the research is limited. The aim of the study was to explore and compare the language and literacy profiles (LLP) of ELL’s and monolingual learners. The normative processes as elucidated in the theoretical frameworks of Bronfenbrenner’s ecosystemic model, Vygotsky’s sociocultural model and the Critical Theory (CT) model informed the comparative framework. In addition, the second language acquisition (SLA) theoretical frameworks purported by Chomsky, Vygotsky and Krashen are elaborated upon. A causal comparative approach to the mixed model research design and a complementary mixed methods approach is applied to the study. The study interactively investigated the cultural and linguistic diversity (CALD) of ELL’s and sought statistically significant differences between the language and literature profiles (LLP) of 25 ELL’s and his/her parent - whose home language is other than English during first time literacy acquisition - and 25 monolingual learners and his/her parent (selected via a simple, purposive, random sample strategy) when English is the language medium used in the inclusive classroom. The qualitative findings delineated the LLP of the ELL’s with regard to CALD, biographic and background details; the quantitative findings, delineated the at risk educationally vulnerable minority by virtue of their limited English proficiency (LEP) and limited emergent literacy and language profile (LLP). The identification of the at risk educationally vulnerable minority, informed the proposed theoretical framework for the study, namely, namely, LLP - Semiotic Scaffolding-From Theory to Practice and the attendant curriculum. Findings are discussed comparatively with the classic and current theoretical frameworks pertaining to child development, language acquisition for both first and second language acquisition (SLA) in addition to globalisation, inclusive education and social justice. The implication of the findings for policy makers, curriculum planners, schools, teachers, classrooms, parents and the learners are discussed. Opportunities for further research are noted. / Psychology of Education / D. Ed. (Psychology of Education)