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Rapid Deployment of Hardware-Accelerated Vision AI Applications on the Xilinx Kria KV260 Platform
(2026)
This teaching-oriented paper presents a structured introduction to the deployment of hardware-accelerated vision AI applications on the Xilinx Kria KV260 platform. Rather than focusing on low-level hardware design, the material emphasises system integration, runtime configuration, and the interaction between software and reconfigurable logic within a modern heterogeneous embedded system. Using a pre-integrated smart camera application as a guiding example, the paper demonstrates how FPGA-based acceleration can be accessed through standard Linux tools, containerised execution environments, and network-based video streaming. The approach is specifically designed for higher education, enabling students to gain practical insight into adaptive computing platforms while maintaining a clear conceptual understanding of hardware–software co-design principles.
Background
Ultrafine particles (≤100 nm diameter) may have a higher toxicity than larger particles but are still not regulated nor part of routine air pollution monitoring. So far, health effects of long-term exposure to ambient ultrafine particles are not well understood, owing to a lack of exposure data and epidemiological studies.
Methods
We conducted a systematic review and meta-analysis on the health effects of long-term exposure to ultrafine particles, including studies published until December 2024. A meta-analysis was conducted for outcomes with at least four available effect estimates. Confidence in the body of evidence was evaluated using the Office of Health Assessment and Translation method.
Results
We identified 85 studies investigating various mortality, morbidity and subclinical outcomes. In meta-analyses of single-pollutant models, we found positive associations with natural mortality (hazard ratio 1.06, 95% CI 1.04–1.08) and C-reactive protein (10.14% increase (95% CI −0.51–21.99%) per 10 000 pt·cm−3 increase in long-term exposure to ultrafine particles, with low and inadequate levels of evidence, respectively. The remaining studies revealed overall limited evidence for adverse effects on a wide range of outcomes. Less than half of the studies adjusted for co-pollutants.
Conclusion
The evidence base on long-term health effects of ultrafine particles has increased substantially in the past decade, while the overall evidence for independent effects of long-term ultrafine particle exposure remains inadequate to low. More studies are needed to draw firm conclusions about the independent adverse effects of long-term ultrafine particles on various health end-points, with a special focus on the influence of co-pollutant adjustment.
Policy Brief: Education for Responsible Democratic Citizenship. A European Vision. Submitted Version
(2025)
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
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.
Vernetzt für Offenheit: Erfahrungen und Impulse aus der Arbeit im OER-Netzwerk Landesportal ORCA.nrw
(2025)
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.
Altenhilfe
(2025)
Aneignung
(2025)
Inklusive Berufsausbildung im Verständnis der UN-Behindertenrechtskonvention: Ein Diskussionsbeitrag
(2025)
Seitdem Deutschland 2009 die Behindertenrechtskonvention der Vereinten Nationen (UNBRK) ratifiziert hat, gibt es auch in der Berufsausbildung Debatten zu Inklusion. Die hier zur Diskussion gestellten Reformvorschläge zur Gestaltung inklusiver Berufsausbildung stützen sich auf die UN-BRK und ihr grundlegendes Verständnis von „Diskriminierung“ (Art. 2 UN-BRK), Inklusion (Art. 24 UN-BRK) und den von den Staaten dazu zu treffenden „angemessenen Vorkehrungen“ (Art. 2 UN-BRK).