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Dystopian Regimes in Suzanne Collins´ "The Hunger Games" (2008-10) and George Orwell´s "Nineteen Eighty-Four" (1949)

Diese Diplomarbeit analysiert die intertextuelle Verbindung zwischen George Orwells Nineteen Eighty-Four (1949) und Suzanne Collins´ The Hunger Games Trilogie (2008-2010). Sie zeigt theoretische Betrachtungen des Themengebiets Dystopie auf und wendet diese auf der Ebene der Auffassung des Menschenbildes in den autoritären Regimes in Panem und Ozeanien an. Diese Betrachtungen beinhalten unter anderem Gedanken über die Konzepte Gehirnwäsche, Propaganda und Gewalt, sowie über den Terminus ´reality control´, den Orwell geprägt hat. Die Diplomarbeit versucht einen Überblick über die Theorie der Intertextualität zu geben, die oft als ein Rahmen, der dem Leser erlaubt, Sinn im Gelesenen zu sehen, interpretiert wird. Auch behandelt er kurz die Klassifizierungsproblematik von Intertextualität und zeigt auf, dass es oftmals schwierig ist zu bestimmen, welche Texte als intertextuell betrachtet werden sollten. Der Unterschied zwischen bewusster und unbewusster Intertextualität wird kurz dargestellt, auch die Unterscheidung Original und Imitation wird angesprochen. Auf der praktischen Ebene werden Ähnlichkeiten und Unterschiede zwischen Nineteen Eighty-Four und The Hunger Games in Handlung und Handlungsschema verdeutlicht. Unterschiede auf der Ebene der Erzähltechnik und der erwarteten Leserschaft werden thematisiert und funktionalisiert. Auch die Möglichkeit, dass Collins und Orwell ihre jeweiligen Gegenwartsgesellschaften kritisieren, wird angesprochen. Der letzte Teil der Diplomarbeit befasst sich mit dem auffälligsten Unterschied zwischen den beiden Romanen- der Frage, ob Rebellion als vorstellbare Möglichkeit angesehen wird, ein totalitäres Regime zu stürzen. Die Rolle des Symbols des Mockingjay, sowie die Auffassung von zivilem Aufstand als eine Waffe der Unterdrückten werden diskutiert. Ob die Möglichkeit zu einer organisierten Rebellion in Ozeanien und Panem besteht, wird beleuchtet. Als letzten Punkt wird analysiert, warum die Rebellion in Panem als erfolgreich dargestellt wird, wohingegen sie in Ozeanien unmöglich erscheint.This thesis discusses the intertextual relationship between the dystopian regimes depicted in George Orwell´s Nineteen Eighty-Four (1949) and Suzanne Collins´s The Hunger Games trilogy (2008-2010). It takes into account theoretical considerations on the concept of dystopia and applies them to the conception of man in the authoritarian regimes of Oceania and Panem. These considerations include thoughts on concepts such as brainwashing, propaganda and violence, as well as on the notion of ´ reality control´, a term introduced by Orwell. The thesis attempts to give an impression of the theory of intertextuality as a frame that allows the reader to make sense of what he/she perceives, and addresses issues of classification which texts are to be categorized as intertextual. It briefly considers the distinction between intentional and accidental intertextuality and discusses the notion of originality and imitation. On a practical level, similarities and differences in action and plot are discussed. Differences in narrative technique and the presumed intended readership are functionalized. Also, the possibility that Collins and Orwell are criticizing their contemporary societies is adressed. Finally, the primary difference between the two novels, namely the concept of rebellion as a conceivable option for overcoming a totalitarian government, is considered. The thesis attempts to analyze the role of the emblem of the Mockingjay, the method of insurgency as the weapon of the suppressed and discusses the possibility of an organized revolt in The Hunger Games and Nineteen Eighty-Four. Finally, it addresses the question why rebellion is successful in Panem, but impossible in Oceania

Business Process Management Education in Academia: Status, challenges, and Recommendations

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators’ panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise

Prozesse sozialer Interaktion und Prozesse der Erkenntnisgewinnung in der Arbeit einer Referenzgruppe

Die vorliegende Arbeit beschäftigt sich zum Einen mit der Fragestellung, welche Prozesse sozialer Interaktion innerhalb einer beobachteten Referenzgruppe stattfinden und wie diese mit den Referenzgruppentreffen in Zusammenhang stehen. Zum Anderen wird der Frage nachgegangen, wie sich Prozesse der Erkenntnisgewinnung innerhalb der Referenzgruppe gestalten. Die Referenzgruppe, die in dieser Arbeit im Mittelpunkt steht, besteht aus 12 Menschen mit Lernschwierigkeiten, die im Rahmen des Projektes „Partizipationserfahrungen in der beruflichen Biographie von Menschen mit einer intellektuellen Behinderung – Eine Untersuchung an den Lebensphasen ‚Übergang Schule – Beruf‘ sowie ‚Teilhabe am Arbeitsleben‘ am Beispiel Österreichs“ des Instituts für Bildungswissenschaft der Universität Wien, als ExpertInnen in eigener Sache aktiv am Forschungsprozess teilhaben. In dieser Diplomarbeit werden in einem ersten Schritt relevante theoretische Konzepte, wie „Selbstbestimmt Leben mit Unterstützung“, „Leichte Sprache“, „Konstruktivismus“ und „Partizipative Forschung“, aufgearbeitet. In einem zweiten Schritt werden die verfassten Beobachtungsprotokolle im Hinblick auf die Fragestellungen ausgewertet, wobei eine Orientierung an der Vorgehensweise der Grounded Theory erfolgt.One question this paper aims to answer is which processes of social interaction take place within a particular reference group and how these processes are influenced by the reference group meetings. The other question being dealt with is how processes of cognition, realization and knowledge-building evolve within the reference group. The reference group at the heart of this paper is composed of 12 persons with learning difficulties who, as experts representing their own interests, actively take part in the research process of the project “Experiences of Participation in the Vocational Biography of People with an Intellectual Disability: A Study of Phases of Life ‘Transition School – Working Life’ and ‘Participation in Working Life’ in Austria” conducted by the Department of Education and Human Development of the University of Vienna. This thesis starts by reviewing relevant theoretical concepts such as “self-determined life with support”, “easy-to-read language”, “constructivism“ and “participatory research“. As a second phase, this paper focuses on answering the questions mentioned above by interpreting the observations and notes recorded throughout the project following a grounded theory-based approach

Individual health services

Background: The German statutory health insurance (GKV) reimburses all health care services that are deemed sufficient, appropriate, and efficient. According to the German Medical Association (BÄK), individual health services (IGeL) are services that are not under liability of the GKV, medically necessary or recommendable or at least justifiable. They have to be explicitly requested by the patient and have to be paid out of pocket. Research questions: The following questions regarding IGeL in the outpatient health care of GKV insurants are addressed in the present report: What is the empirical evidence regarding offers, utilization, practice, acceptance, and the relation between physician and patient, as well as the economic relevance of IGeL? What ethical, social, and legal aspects are related to IGeL? For two of the most common IGeL, the screening for glaucoma and the screening for ovarian and endometrial cancer by vaginal ultrasound (VUS), the following questions are addressed: What is the evidence for the clinical effectiveness? Are there sub-populations for whom screening might be beneficial? Methods: The evaluation is divided into two parts. For the first part a systematic literature review of primary studies and publications concerning ethical, social and legal aspects is performed. In the second part, rapid assessments of the clinical effectiveness for the two examples, glaucoma and VUS screening, are prepared. Therefore, in a first step, HTA-reports and systematic reviews are searched, followed by a search for original studies published after the end of the research period of the most recent HTA-report included. Results: 29 studies were included for the first question. Between 19 and 53% of GKV members receive IGeL offers, of which three-quarters are realised. 16 to 19% of the insurants ask actively for IGeL. Intraocular tension measurement is the most common single IGeL service, accounting for up to 40% of the offers. It is followed by ultrasound assessments with up to 25% of the offers. Cancer screening and blood or laboratory services are also frequent and represent a major proportion of the demand. The ethical, social, and legal aspects discussed in the context of IGeL concern eight subject areas: 1. autonomous patient decisions versus obtrusion, 2. commercialization of medicine, 3. duty of patient information, 4. benefit, evidence, and (quality) control, 5. role and relation of physicians and patients, 6. relation to the GKV, 7. social inequality, 8. formally correct performance. For glaucoma screening, no randomized controlled trial (RCT) is identified that shows a patient relevant benefit. For VUS three RCT are included. However, they do not yet present mortality data concerning screened and non-screened persons. VUS screening shows a high degree of over-diagnosis in turn leading to invasive interventions. To diagnose one invasive carcinoma, 30 to 35 surgical procedures are necessary. Conclusion: IGeL are a relevant factor in the German statutory health care system. To provide more transparency, the requests for evidence-based and independent patient information should be considered. Whether official positive and negative-lists could be an appropriate instrument to give guidance to patients and physicians, should be examined. Generally, IGeL must be seen in the broader context of the discussions about the future design and development of the German health care system

Business Process Management Education in Academia: Status, Challenges, and Recommendations

In response to the growing proliferation of Business Process Management (BPM) in industry and the demand this creates for BPM expertise, universities across the globe are at various stages of incorporating knowledge and skills in their teaching offerings. However, there are still only a handful of institutions that offer specialized education in BPM in a systematic and in-depth manner. This article is based on a global educators’ panel discussion held at the 2009 European Conference on Information Systems in Verona, Italy. The article presents the BPM programs of five universities from Australia, Europe, Africa, and North America, describing the BPM content covered, program and course structures, and challenges and lessons learned. The article also provides a comparative content analysis of BPM education programs illustrating a heterogeneous view of BPM. The examples presented demonstrate how different courses and programs can be developed to meet the educational goals of a university department, program, or school. This article contributes insights on how best to continuously sustain and reshape BPM education to ensure it remains dynamic, responsive, and sustainable in light of the evolving and ever-changing marketplace demands for BPM expertise