Aim of this paper is to define a scheduling of the task graph of an application that minimizes its total execution time on a partially dynamically reconfigurable FPGA. The scheduler has to take into account the reconfiguration overhead of each task, the area constraint of the target FPGA, the precedences between the tasks, configuration prefetching and module reuse. We introduce an ILP formulation to solve the task scheduling problem in the reconfigurable architecture scenario. This formulation has been used to identify interesting features for a possible heuristic scheduler. The results of the ILP solution show how a reconfiguration-aware scheduler exploiting all the reconfiguration features can outperform one with partial knowledge.

A patient with severe haemophilia A underwent orthotopic liver transplantation because of changes correlated to end-stage liver cirrhosis due to hepatitis B, C and D infection. Replacement therapy was carried out for 4 days and the clinical course was uneventful. At the time of reporting the patient has a normal working life. FVIII plasma concentration is normal. The indirect hyperbilirubinaemia may be related to the Gilbert's anomaly of the donor.

A democratic life is a form of associated living that requires people to participate in a pluralistic dialogue in different spheres of the civic society: government, community, and work. Higher education classes have a leading role in preparing students for participation in a democratic society; however, more could be done, in particular focusing on how students could learn participatory skills leveraging the diversity of large general education classes. In this article, I draw from Dewey's definition of democratic life and clarify the basic participatory skills necessary to further democracy. On this ground, I develop a pedagogical framework combining the teaching and learning literature with the liberal education and communication literature and suggest some teaching principles subsumed under the notion of performative learning. Then I apply this framework, developing a series of teaching strategies for a general education class titled Art and Human Values, which exemplifies how performative learning can be applied in the classroom, teaching students basic participatory skills and preparing them for a democratic life.

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