@techreport{KostakosKruegerVirchow2025, author = {Kostakos, Georgios and Kr{\"u}ger, Karsten and Virchow, Fabian}, title = {Policy Brief: Education for Responsible Democratic Citizenship. A European Vision. Submitted Version}, publisher = {DEMOCRAT}, doi = {10.5281/zenodo.17777838}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-60287}, pages = {17}, year = {2025}, abstract = {Democracy is the cornerstone of European identity, which is complementary to national identities. In view of the challenges democracy is currently facing, at both European and national level, such as growing polarisation, increasing threats to human security and expanding digitalisation, it is important to defend and consolidate it, as a sine-qua-non element of "the European way of life". Education for responsible democratic citizenship (RDC) or education for democracy (EfD) for short is a way of doing so. EfD strategies and tools to strengthen the democratic agency/capacity for action of citizens, the youth in particular, through transformative learning, has been the focus of the DEMOCRAT project (March 2023 to February 2026). This Policy Brief was initially drafted after the seven first months of the DEMOCRAT project but is now being finalised with the experience of two-and-a-half years of project implementation in mind. Key findings and proposed policy actions presented here include: · To safeguard democracy within the European Union, transformative education for democracy must be reinforced, also taking into account fast-moving digitalisation and fast-breached planetary boundaries. · The shift to transformative education for democracy should be based on a coherent competence framework defined in complementarity with the frameworks of citizenship competences proposed by the EU (Key Competences for Lifelong Learning) and the Council of Europe (Competences for Democratic Culture). The four key RDC competences identified by DEMOCRAT are: Solidary Participation, Deliberation, Judgement, and Democratic Resilience. · The above competence framework should be translated by EU member states and schools in different parts of Europe into a sample curriculum for responsible democratic citizenship adjusted to their education systems and societies. · Schools have to be laboratories of democratic practice on a daily basis and across subjects, not just for a few hours of civic education or education for democracy per week, and need to connect with a conducive local, regional, national, European, global and digital environment. · Students need to be aware of both their rights and responsibilities, and be guided to act on both, within their peer groups and in relation to their teachers, parents, local authorities and other relevant stakeholders. A crucial aspect of any approach to education for democracy is the competence of the teacher to create an environment in which the students can learn democracy in action and not just in words}, subject = {Demokratische Bildung}, language = {en} } @techreport{SchmidVirchowWinteretal.2026, author = {Schmid, Andreas and Virchow, Fabian and Winter, Jana and Bittner, Jennifer}, title = {Mediator Training: 3rd German Pilot Intervention Assessment Report}, publisher = {DEMOCRAT}, doi = {10.5281/zenodo.18383656}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-60295}, pages = {13}, year = {2026}, abstract = {The DEMOCRAT Project's work packages are built on each other. This evaluation report is the penultimate stage of the complex Education for democracy (EfD) process designed, tested, evaluated and shared for exploitation by the consortium. DEMOCRAT has outlined a European curriculum for EFD, based on a shared understanding of what democracy means, as well as a competence framework for responsible democratic citizenship (RDC). The curriculum has been piloted in a series of interventions in primary and secondary schools in the six EU member states in which DEMOCRAT has operated: Estonia, Finland, Germany, Ireland, Poland and Spain. In some countries, the testing stage also included interventions in teacher training at higher education institutes. The national activities were designed on the basis of the DEMOCRAT competence framework (included in D2.1), taking into account preliminary national reports on education inequalities and the state of the art in EfD (D3.1) in the six participating countries. The national and local work that is evaluated in the present deliverable is also based on DEMOCRAT deliverable D5.1. (Design of local pilot projects (LPPs)), as well as on subsequently developed tools (see Annexed Guides) and includes the self-assessment of the pilot participants. A final elaboration of the national pilot interventions will be done when they are compiled into the DEMOCRAT Toolbox (D6.1., under preparation). The results of the assessment of the national intervention were presented in the deliverable D5.2 and the results of the comparison of the intervention in the deliverable D5.3). It is worth noting that the various pilots/interventions, because of their limited scale and duration, are not considered as providing strictly scientific evidence about the efficiency and effectiveness of the learning approaches used in terms of RDC competence development. For the DEMOCRAT Project, the primary objective was to test and further develop the competence framework and the assessment tools, as well as to obtain insights of possible success and hindering factors for novel approaches in Education for Democracy. Pilots show that the school heads and teachers have a crucial role in education for democracy and that they can contribute significantly, as agents of research and development, as well as implementation. Here we present the results of the assessment of the German pilot interventions: Mediator Training.}, subject = {Demokratische Bildung}, language = {en} } @techreport{KruegerHallikKalevetal.2024, author = {Kr{\"u}ger, Karsten and Hallik, Maarja and Kalev, Leif and Kostakos, Georgios and Toscano, Beatriz and Virchow, Fabian}, title = {Conceptual Framework and Vision: Responsible Democratic Citizenship and Education for Democracy}, publisher = {Zenodo}, organization = {DEMOCRAT project on Education for Democracy, Horizon Europe}, doi = {10.5281/zenodo.14526029}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-55386}, pages = {71}, year = {2024}, abstract = {The DEMOCRAT project aims to address society's democratic deficits by maximising opportunities for mutual positive reinforcement between education and democratic participation through transformative learning for young people. DEMOCRAT builds on the premise that education plays a fundamental role in the development of democratic societies by equipping citizens with the values, knowledge and skills necessary for active participation, critical thinking and informed decision-making. DEMOCRAT was conceived in response to the plethora of ongoing crises affecting Europe and the world. These crises test the effectiveness of democratic institutions and practices, as well as the resilience of individuals and societies. A review of civic education in Europe has shown that, despite the importance given to democratic education in public discourse, it is generally not considered a major topic for education itself. The project's core objective is to reinforce the sustainability and resilience of democracy in Europe by updating and strengthening Education for Democracy (EfD), through participatory redesign and implementation of context-specific curricula and learning methods in a framework of rapid digitalisation. The novelty of DEMOCRAT lies in the dual nature of its educational objectives: alongside exploring the conceptual or historical frameworks concerning the development of the signifier 'democracy', the project aims to operationalise it in various fields of social tension (inclusion, environmental awareness, gender issues) by encouraging civic behaviour, active participation and engagement, communication skills, critical thinking and problem solving through education for democracy. DEMOCRAT's action goes in three main directions that are the key aspects of its methodological approach: Firstly, a conceptual research concerned with definitions, concepts and historical debates on the basis of the values agreed by the EU and Agenda 2030, making sense of the structural challenges that threaten democracy. This preliminary conceptual effort identifies research gaps and includes an outline of a framework of competences for responsible democratic citizenship. It serves as a basis for the design of the practical aspect of the project, the pilot laboratories for the implementation of democracy education. Secondly, the so-called living labs where the community of education (schools, parents and students' associations, policy makers) is engaged in debate and the co-creation of transformative learning approaches in national and transnational settings. Adding to these activities the digital platform AGORA, it could become like a one-stop-shop for educational community in Europe to find inspiration. These living labs will also be outstanding sources for the evaluation of trends, continuous assessment as well as recommendations for best practices and policy making. Finally, and beyond the classroom environment, DEMOCRAT aims at intervening into the educational environment (schools, informal training) through the elaboration of a European Curriculum for EfD. This involves introducing dynamic and innovative didactic-practical units (methods, approaches or tools) into the existing curriculum or classroom practice in which students and educators actively participate in or prepare for real-world democratic processes and civic activities.}, subject = {Politische Bildung}, language = {en} } @techreport{Deckert2024, author = {Deckert, Carsten}, title = {Good Vibrations from Electronic Circuits: The Technological Development of the Synthesizer}, issn = {2941-4075}, doi = {10.20385/opus4-4439}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-44394}, pages = {28}, year = {2024}, language = {en} } @techreport{DeckertKeszlerSchmitzetal.2022, author = {Deckert, Carsten and Keszler, Julia and Schmitz, Helen and Mohya, Ahmed}, title = {Forecasting Game: Teaching Prospective Engineers Quantitative Forecasting Techniques with a Simulation Game}, address = {D{\"u}sseldorf}, organization = {Hochschule D{\"u}sseldorf}, issn = {2627-8375}, doi = {10.20385/opus4-3905}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-39057}, pages = {43}, year = {2022}, abstract = {In order to determine demand as precisely as possible, many businesses use several forecasting methods. The aim of forecasting is to determine future demand based on data from the past. The use of a specific method is not always easy and depends on a number of factors. To help prospective engineers find the most suitable forecasting method for a specific problem, a forecasting game was developed and then evaluated. The paper describes the design and the evaluation of the forecasting game. In order to provide an overview of existing forecasting methods, the first part of the paper examined the mathematical fundamentals of eight different forecasting methods and outlined the requirements for their application. The second part of the paper describes the creation of a forecasting game in which prospective engineers can learn how to determine the appropriate forecasting method for specific scenarios. In total, five scenarios covering the three different demand patterns (linear/stationary, trend and seasonal) as well as the forecast quality methods were developed and can be played through. For each scenario, the player has to choose the most appropriate forecasting method for a specific problem based on a self-created task description. To make the game as realistic as possible, a fictional company with a background story was designed. The last part was about the evaluation of the forecasting game. For the evaluation, a student survey to gather the opinions of the students was conducted. The results of the student survey show an overall positive evaluation of the simulation game by the students. However, the test also showed that the game takes a certain amount of time. Since only 15 of the approximately 30 students who tested the game participated in the evaluation, the results are not significant.}, language = {en} } @techreport{FranzScherpStaab2008, author = {Franz, Thomas and Scherp, Ansgar and Staab, Steffen}, title = {Does a Semantic Desktop Facilitate Your Daily Tasks?}, series = {Arbeitsberichte aus dem Bereich Informatik}, journal = {Arbeitsberichte aus dem Bereich Informatik}, publisher = {Universit{\"a}t Koblenz-Landau}, address = {Koblenz}, organization = {Universit{\"a}t Koblenz-Landau}, issn = {1864-0850}, url = {http://nbn-resolving.de/urn:nbn:de:kola-2564}, year = {2008}, language = {en} } @techreport{ScherpFranzSaathoffetal.2009, author = {Scherp, Ansgar and Franz, Thomas and Saathoff, Carsten and Staab, Steffen}, title = {A Model of Events based on a Foundational Ontology}, series = {Arbeitsberichte aus dem Bereich Informatik}, journal = {Arbeitsberichte aus dem Bereich Informatik}, publisher = {Universit{\"a}t Koblenz-Landau}, address = {Koblenz}, organization = {Universit{\"a}t Koblenz-Landau}, issn = {1864-0850}, year = {2009}, language = {en} } @techreport{DeckertSchomakerKnappitsch2020, author = {Deckert, Carsten and Schomaker, Rahel M. and Knappitsch, Eithne}, title = {Culture and Entrepreneurship: The Political, Social and Individual Influences on Opportunity Entrepreneurs}, publisher = {Hochschule D{\"u}sseldorf}, address = {D{\"u}sseldorf}, organization = {Hochschule D{\"u}sseldorf}, issn = {2627-8375}, doi = {10.20385/2627-8375_3}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-23837}, pages = {33}, year = {2020}, abstract = {The impact of culture on entrepreneurship is a widely accepted phenomenon. Cultural factors influence entrepreneurship via different mechanisms on the macro-, meso-, and micro-level of a country. Building on existing research, we draw a clear link between national cultural dimensions and entrepreneurship, using a new model that arranges different cultural dimensions in groups based on their particular function: political, social, or individual (PSI-model) and that distinguishes between values and practices where relevant. The PSI-model provides a coherent theoretical framework on which different cultural dimensions and their impact on entrepreneurship can be analysed, allowing for particular attention to be drawn to social practices and social values. This paper contributes to a better understanding of the relationship between culture and entrepreneurship, providing empirical evidence of how specific cultural dimensions influence entrepreneurship. The findings are of relevance from a policy perspective and can be used to generate practical recommendations for national institutions interested in promoting entrepreneurship and entrepreneurial activities. The findings are also transferable to other fields related to national cultural dimensions such as level of innovation, investment, budgeting etc.}, language = {en} } @techreport{NiemannBruckmannKrautzer2020, author = {Niemann, J{\"o}rg and Bruckmann, Julian and Krautzer, Florian}, title = {Green City Deals: A study on the global warming potential of alternative urban transportation systems}, address = {D{\"u}sseldorf}, organization = {Hochschule D{\"u}sseldorf}, doi = {10.20385/kd43-fz18}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-28972}, pages = {14}, year = {2020}, abstract = {The population is growing constantly in urban areas. This results in an increasing demand for mobility solutions while it is also worldwide aimed to reduce greenhouse gas emissions. This paper summarizes the results of a comparative study concerning the greenhouse gas emissions (based on carbon footprint) caused by alternative urban passenger transportation systems. The emissions for the vehicles and their infrastructure are analyszed over the entire life cycle from manufacturing up to their end of life. An existing cable car sytem in La Paz, Bolivia was analysed and evaluated in comparison to other modes of transportation such as small busses, large busses and a tram. According to the system definitions and the considered balance framework the study shows that beside the use of the systems the materials and the manufacturing as well as the infrastructure have a significant impact on the total emissions over the life cycle. To put focus on the „true and real" impacts to the society it is preferable to consider the measurement results in total absolute emissions.}, language = {en} } @techreport{TophovenWurdackRauchetal.2016, author = {Tophoven, Silke and Wurdack, Anja and Rauch, Angela and Munkert, Casandra and Bauer, Ulrike}, title = {lidA - leben in der Arbeit: German cohort study on work, age and health Documentation for waves 1 and 2}, volume = {FDZ Datenreport}, number = {01/2016 ENG}, year = {2016}, abstract = {The study "lidA - leben in der Arbeit. German cohort study on work, age and health" was a two-wave panel study funded by the Federal Ministry of Education and Research and examines the relationship between work, health and work participation among aging employees from an interdisciplinary perspective (www.lida-studie.de). The lidA study was carried out by an interdisciplinary consortium consisting of the Institute for Safety Technology at Bergische University Wuppertal, the Institute for Employment Research (IAB), Nuremberg, the Institute of Social Medicine and Health Economics at Otto-von-Guericke-University Magdeburg, the Institute of the History, Philosophy and Ethics of Medicine at Ulm University, infas Institute for Applied Social Sciences, Bonn and the Federal Institute for Occupational Safety and Health (BAuA), Berlin, as an associated partner. lidA contains a representative sample of persons belonging to the 1959 and 1965 birth cohorts and employed on the reference date for sampling, 31 December 2009. They were interviewed personally (CAPI) in 2011 (wave 1; N=6,585) and 2014 (wave 2; N=4,244). The data contain information about work and current employment relationship characteristics, work demands, workloads, subjective health indicators, socioeconomic status, household context and allow both cross-sectional and longitudinal analysis. This dataset is now available as a Scientific Use File for the scientific community via the Research Data Centre of the Federal Employment Agency at the Institute for Employment Research. The report contains information on data collection, data editing, anonymisation and the description of the variables of the two waves.}, language = {en} } @techreport{KopsKhabyuk2007, author = {Kops, Manfred and Khabyuk, Olexiy}, title = {A methodology for the graphical exposition of broadcasting systems}, volume = {Arbeitspapiere des Instituts f{\"u}r Rundfunk{\"o}konomie an der Universit{\"a}t zu K{\"o}ln}, number = {231e}, publisher = {Inst. f{\"u}r Rundfunk{\"o}konomie, Univ. K{\"o}ln}, address = {K{\"o}ln}, organization = {Inst. f{\"u}r Rundfunk{\"o}konomie, Univ. K{\"o}ln}, isbn = {978-3-938933-34-3}, year = {2007}, language = {en} } @techreport{Khabyuk2011, author = {Khabyuk, Olexiy}, title = {Introducing state-distant public broadcasting in Ukraine}, volume = {Arbeitspapiere des Instituts f{\"u}r Rundfunk{\"o}konomie an der Universit{\"a}t zu K{\"o}ln}, number = {286}, publisher = {Inst. f{\"u}r Rundfunk{\"o}konomie, Univ. K{\"o}ln}, address = {K{\"o}ln}, organization = {Inst. f{\"u}r Rundfunk{\"o}konomie, Univ. K{\"o}ln}, isbn = {978-3-938933-94-7}, year = {2011}, language = {en} } @techreport{vanRiessenvandenBrink2020, author = {van Rießen, Anne and van den Brink, Henning}, title = {From impacts to benefits: User research as a change of perspective for studies on the practice of drama education}, address = {D{\"u}sseldorf}, issn = {2509-6958}, doi = {10.20385/2509-6958/2020.6}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-21273}, pages = {17}, year = {2020}, abstract = {This essay looks at the potentials and limitations of user research for studies on the practice of drama education. To date, this field has been dominated by impact studies. After illustrating the blind spots that are created by taking this research approach to the practice of drama education, we will present the user research perspective and look at the opportunities that it provides to generate new, differentiated knowledge. User research makes it possible to illuminate the processes of acquiring and using knowledge in terms of its delivery. It also provides a potential framework of analysis for placing these processes in the delivery context, which includes subjective learning types, relevance and institutional and social conditions. This expanded perspective will make it possible to identify the factors that foster and limit benefits and reflect them in practice.}, subject = {Theaterp{\"a}dagogik}, language = {en} } @techreport{SalomMarszalCandanedoetal.2014, author = {Salom, Jaume and Marszal, Anna Joanna and Candanedo, Jos{\´e} A. and Widen, Joakim and Byskov Lindberg, Karen and Sartori, Igor}, title = {Analysis of Load Match and Grid Interaction Indicators in Net Zero Energy Buildings with High-Resolution Data: A report of Subtask A IEA Task 40/Annex 52 Towards Net Zero Energy Solar Buildings}, publisher = {Catalonia Institute for Energy Research, IREC}, address = {Barcelona}, organization = {Catalonia Institute for Energy Research, IREC}, url = {http://nbn-resolving.de/https://www.researchgate.net/publication/271135453_Analysis_of_load_match_and_grid_interaction_indicators_in_net_zero_energy_buildings_with_high-resolution_data}, year = {2014}, language = {en} } @techreport{NorisAssuntaLollini2013, author = {Noris, Federico and Assunta, Napolitano and Lollini, Roberto}, title = {Measurement and Verification protocol for Net Zero Energy Buildings: A report of Subtask A - IEA Task 40/Annex 52 Towards Net Zero Energy Solar Buildings}, series = {International Energy Agency IEA - SHC Task 40 / ECBCS Annex 52}, journal = {International Energy Agency IEA - SHC Task 40 / ECBCS Annex 52}, address = {Bozen}, year = {2013}, language = {en} } @techreport{HermelinkSchimscharBoermansetal.2013, author = {Hermelink, Andreas and Schimschar, Sven and Boermans, Thomas and Pagliano, Lorenzo and Zangheri, Paolo and Armani, Roberto and Voss, Karsten and Musall, Eike}, title = {Towards nearly zero-energy buildings}, editor = {Ecofys by order of European Commission,}, publisher = {Europ{\"a}ische Kommission}, address = {K{\"o}ln}, organization = {Europ{\"a}ische Kommission}, year = {2013}, language = {en} } @techreport{Williams2016, author = {Williams, Erica J.}, title = {Marketing Communications in English}, publisher = {Wayzgoose Press}, address = {Eugene}, year = {2016}, language = {en} } @techreport{Marke2019, author = {Marke, Ute}, title = {Land of High Hopes}, publisher = {Hochschule D{\"u}sseldorf}, address = {D{\"u}sseldorf}, organization = {Hochschule D{\"u}sseldorf}, doi = {10.20385/k4fh-bd11}, url = {http://nbn-resolving.de/urn:nbn:de:hbz:due62-opus-17683}, pages = {18}, year = {2019}, abstract = {We are living in the era of sophisticated, state-of-the-art technology, artificial intelligence, accelerating data sciences at ultimate speed and sheer unlimited possibilities. We are able to shoot unmanned rockets equipped with vehicles into the orbit. We can afford to spend fortunes on research and development. However, and that leaves me bloodcurdling and furious, we haven´t managed yet to settle at least some of the most pressing global humanitarian needs: access to food, water, electricity, education and healthcare. So how can we be proud of any achievements? What does make us proud anyway?! ...}, language = {en} } @techreport{SchererDeckert2013, author = {Scherer, Anke and Deckert, Carsten}, title = {The Dao of Innovation: What European innovators can learn from philosophical Daoism}, publisher = {EAMSA - Euro-Asia Management Studies Association}, address = {Duisburg}, organization = {EAMSA - Euro-Asia Management Studies Association}, year = {2013}, abstract = {The article argues that European innovators can profit from some of the concepts of philosophical Daoism, namely "wu-wei" (non-interference) and "ziran" ("go with the flow"). Whereas most Western approaches to innovation emphasize the different stages of the creative process as well as tools to enhance creativity, the Daoist world view allows for the mind to just wander and thus spontaneously discover the solution to a problem in a rather detached state of mind. Creative minds need space for personal development and the permission to wander around without being exposed to control and instant judgement on the results. Training individuals in the tools and techniques of problem solving and creativity as the common approach in innovation management is certainly necessary, but in the end it is the intellectual accomplishment of a creative mind that produces innovation. Managers can allow this to happen when they get the balance of control and non-interference right.}, language = {en} } @techreport{DeckertSchererNyssenGuillen2015, author = {Deckert, Carsten and Scherer, Anke and Nyssen Guill{\´e}n, Viola}, title = {Cultural Impacts on National Innovativeness - Links between the GLOBE Cultural Dimensions and the GII and IUS Innovation Indexes}, series = {CBD Working Paper Series}, volume = {1}, journal = {CBD Working Paper Series}, publisher = {Cologne Business School}, address = {K{\"o}ln}, organization = {Cologne Business School}, year = {2015}, abstract = {The working paper at hand assumes that differences of innovativeness of different countries can be explained to a certain extent by cultural differences. Thus, the paper deals with the research question of which cultural dimensions have an influence on national innovativeness. Previous research mainly uses the Hofstede-dimensions to describe cultural differences and often focuses on single parameters to describe national innovativeness (e.g. number of patents per capita). This paper, instead, uses the dimensions of the GLOBE-study which builds on the findings of Hofstede but is more up-to-date and comprehensive and uses two innovation indexes - the Global Innovation Index (GII) and the Innovation Union Scoreboard (IUS) - to describe national innovativeness. The authors use correlation analysis to find relationships between the GLOBEdimensions and the innovation indexes. They find positive correlations of innovativeness (both indexes) to Future Orientation (practice scale), Gender Egalitarianism (value scale), Human Orientation (value scale) and Uncertainty Avoidance (practice scale) as well as negative correlations to In-Group Collectivism (practice scale), Future Orientation (value scale) and Uncertainty Avoidance (value scale). Some of the findings are contrary to existing hypotheses, e.g. only a weak negative correlation of Power Distance to one of the indexes. Furthermore the findings show significant differences between practice scales and value scales, especially concerning Future Orientation and Uncertainty Avoidance which deserve further examination. Overall it can be concluded that culture has an impact on national innovativeness. The different cultural dimensions of the GLOBE-study show a multi-faceted interrelationship between culture and innovation. To come to a concise answer for the question which dimensions affect national innovativeness in which way additional research will be necessary.}, language = {en} }