TY - RPRT A1 - Kostakos, Georgios A1 - Krüger, Karsten A1 - Virchow, Fabian T1 - Policy Brief: Education for Responsible Democratic Citizenship. A European Vision. Submitted Version N2 - 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 KW - FBSK_Webseite KW - Demokratische Bildung Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-60287 PB - DEMOCRAT ER - TY - RPRT A1 - Schmid, Andreas A1 - Virchow, Fabian A1 - Winter, Jana A1 - Bittner, Jennifer T1 - Mediator Training: 3rd German Pilot Intervention Assessment Report N2 - 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. KW - FBSK_Webseite KW - Demokratische Bildung KW - Multiplikator (Soziologie) KW - Berufliche Fortbildung Y1 - 2026 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-60295 PB - DEMOCRAT ER - TY - RPRT A1 - Kober, Sabine A1 - Nitzsche, Sina A. A1 - Rosenthal, Florian A1 - Scherer, Elisabeht A1 - Spaude, Magdalena T1 - Vernetzt für Offenheit: Erfahrungen und Impulse aus der Arbeit im OER-Netzwerk Landesportal ORCA.nrw N2 - Der Bericht „Vernetzt für Offenheit: Erfahrungen und Impulse aus der Arbeit im OER-Netzwerk Landesportal ORCA.nrw“ fasst die Ergebnisse und Erfahrungen aus vier Jahren gemeinsamer Netzwerkarbeit (2020–2024) von 35 Hochschulen in Nordrhein-Westfalen zusammen. Das Netzwerk war Teil der Digitalisierungsoffensive des Landes und hatte das Ziel, Open Educational Resources (OER) und offene Bildungspraktiken an den Hochschulen zu fördern. Der Bericht beleuchtet, wie die Netzwerker*innen Lehrende, Verwaltung und zentrale Einrichtungen bei der Nutzung, Erstellung und institutionellen Verankerung von OER unterstützt haben – etwa durch Beratung, Workshops, OER-Policies und hochschulübergreifende Veranstaltungen. Zudem werden Herausforderungen wie infrastrukturelle Umbrüche und institutionelle Unterschiede beschrieben. Im Mittelpunkt stehen die „Lessons Learned“ aus der hochschulinternen, hochschulübergreifenden und landesweiten Zusammenarbeit: OER als Querschnittsthema erfordert Kooperation zwischen Didaktik, IT, Recht, Bibliotheken und Hochschulleitungen. Nachhaltige Offenheit entsteht durch Beziehungsarbeit, praxisnahe Unterstützung und eine Kultur des Teilens. Der Bericht zeigt, dass OER als Katalysator für gute, kollaborative und digitale Lehre wirken können. Abschließend werden die wichtigsten Produkte und Erfolge des Netzwerks vorgestellt – von OER-Fachtagen über Materialien und Policies bis hin zu neuen Anreizsystemen – und Impulse für zukünftige Open-Education-Projekte gegeben. KW - Hochschullehre KW - Open educational Resources Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-60301 PB - Zenodo ER - TY - RPRT A1 - Müller, Regine A1 - Knirsch, Thomas T1 - Ein Marshallplan für Afrika BT - Länderbericht der Konrad-Adenauer-Stiftung, Südafrika Y1 - 2002 ER - TY - RPRT A1 - Polklas, Thomas A1 - Willeke, Tobias A1 - Lehmbrinck, Marc A1 - Fomina, Anastasia A1 - Maqueo Martinez, Manuel Ernesto A1 - Oliveira Brito, Marcel T1 - RoboFlexRobuste Turbomaschinen für den flexiblen Einsatz: Numerische und experimentelle Untersuchungen zu einem axial-radial Turbinendiffusor (AP 1.5); KI-basierte, modellprädiktive Turbostrang-Regelung für einen energieoptimalen Betrieb (AP 4.2) (Abschlussbericht Verbundprojekt AG Turbo Teilvorhaben-Nr. 1.5 und 4.2) N2 - In der Zusammenarbeit zwischen dem ITSM der Universität Stuttgart und Everllence wurde im Rahmen dieses Vorhabens (AP 1.5) eine Versuchsanlage zur Erzeugung repräsentativer Diffusorströmungen entwickelt und für experimentelle Untersuchungen eingesetzt. Begleitend zu den experimentellen Untersuchungen wurden verschiedene numerische Modelle entwickelt und anhand der Messergebnisse validiert. Aus diesem Vergleich wurden Empfehlungen zur numerischen Strömungssimulation von Axial-Radial-Diffusoren abgeleitet. Insgesamt zeigte die numerische Simulation unter den gewählten Bedingungen eine hohe Sensitivität gegenüber den Modellparametern mit entsprechenden Auswirkungen auf die beabsichtigte Geometrieoptimierung. In Arbeitspaket 4.2 des AG Turbo Verbundprojekts RoboFlex ist es den Projektpartnern Hochschule Düsseldorf und Everllence gelungen, eine modellprädiktive Mehrgrößen-Verbundregelung eines exemplarischen Turbomaschinen-Strangs zu entwickeln. Dies erlaubt der Regelungseinheit, alle verfügbaren Stellgrößen simultan zu benutzen, um ein vorgegebenes Regelungsziel zu erreichen. Zudem kann das Regelungsziel flexibel um weitere Vorgaben und Beschränkungen erweitert werden, indem diese in die Kostenfunktion implementiert werden. Ein zentraler Forschungsschwerpunkt war hierbei die Einbindung von Methoden der künstlichen Intelligenz in die Modellierung und im gleichen Zuge deren Überführung und Implementierung in die linearisierte Modellform, die die modellprädiktive Regelung verlangt. Ein besonderes Augenmerk wurde auf die fortlaufende Nachführung des KI-Modells an den zuletzt durch Messungen bekannten Anlagenzustand gelegt. KW - Strömungsmaschine KW - Regelungstechnik KW - Maschinelles Lernen KW - Deep Learning KW - Tiefes neuronales Netz Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-57122 PB - Repositorium für Naturwissenschaften und Technik CY - Hannover ER - TY - RPRT A1 - Liebig, Reinhard T1 - Zur Organisation des Kinderschutzes in den Strukturen der Schulsozialarbeit. Eine Interpretation aus dem Blickwinkel des Neo-Institutionalismus und auf Basis von Befunden des HSD-Forschungsprojekts „Schulsozialarbeit in Düsseldorf“ KW - Schulsozialarbeit Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-58674 PB - Hochschule Düsseldorf CY - Düsseldorf ER - TY - RPRT A1 - Deckert, Carsten A1 - Schomaker, Rahel M. A1 - Moyda, Mohamed ED - Niemann, Jörg ED - Deckert, Carsten T1 - IP or not IP: Einfluss des Schutzes geistiger Eigentumsrechte auf die nationale Innovationsfähigkeit T3 - Working Papers in Industrial Engineering - 8 KW - Geistiges Eigentum KW - Urheberrecht KW - Innovationsfähigkeit Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-57135 SN - 2627-8375 PB - Hochschule Düsseldorf CY - Düsseldorf ER - TY - RPRT A1 - Spindler, Susanne T1 - Migration und Flucht in der Jungenarbeit: Diskurse und aktueller Stand KW - FBSK_Webseite KW - Jungenarbeit KW - Rassismus KW - Migration KW - Flucht KW - Männlichkeit KW - Männerbild KW - Intersektionalität Y1 - 2022 UR - https://web.archive.org/web/20250214145928/https://soz-kult.hs-duesseldorf.de/personen/spindler/PublishingImages/publikationen/Spindler_2022_Migration_Flucht_Jungenarbeit_LAGJANRW.pdf PB - Landesarbeitsgemeinschaft Jungenarbeit Nordrhein-Westfalen e.V. CY - Dortmund ER - TY - RPRT A1 - Oliveira Brito, Marcel A1 - Pohl, Tobias A1 - Nehr, Sascha T1 - Sicheres Schadstoffmonitoring per UAV in Gefahrenszenarien für Einsatzkräfte (SiSchaMo): Erforschung eines modularen Sensorsystems zur dreidimensionalen Erfassung und Charakterisierung von Gefahrstoffwolken mittels UAV in-situ Messungen ; Abschlussbericht zum Teilvorhaben KW - Brandaerosol KW - Gefahrenszenarien KW - UAV KW - Drohne KW - Luftreinhaltung KW - Messtechnik KW - Sensortechnik KW - Brand KW - Luftverschmutzung KW - Gefahrstoff KW - Schadgas KW - Arbeitssicherheit KW - Zivilschutz Y1 - 2025 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-55799 PB - Technische Informationsbibliothek CY - Hannover ER - TY - RPRT A1 - Krüger, Karsten A1 - Hallik, Maarja A1 - Kalev, Leif A1 - Kostakos, Georgios A1 - Toscano, Beatriz A1 - Virchow, Fabian T1 - Conceptual Framework and Vision: Responsible Democratic Citizenship and Education for Democracy N2 - 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. KW - FBSK_Webseite KW - Politische Bildung KW - Partizipation KW - Politische Beteiligung Y1 - 2024 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:hbz:due62-opus-55386 PB - Zenodo ER -