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Laut Zukunftsinstitut (2010) stellt die Individualisierung eine langfristige und nachhaltige Veränderung dar, die die gesamte Gesellschaft (den einzelnen Menschen, Unternehmen, den Staat) betrifft und Auswirkungen auf nahezu alle Lebensbereiche (z. B. Arbeit, Wohnen, Partnerschaft) hat. Die Individualisierung beschreibt dabei die Entwicklung hin zur Fokussierung persönlicher Interessen und Lebensentscheidungen der einzelnen Person (Kunze, Individualisierung, 2011). Der Grund für diese Entwicklung sind laut Kunze (Individualisierung, 2011) Treiber wie steigendes Vermögen, Bildung und Mobilität, was die einzelne Person unabhängiger von größeren Gemeinschaften macht und mehr Freiheit zur Selbstverwirklichung bietet. Als eine Konsequenz daraus werden Wertevorstellungen nicht mehr einfach hingenommen, sondern für die eigene Person überprüft und individualisiert (Kunze, Individualisierung, 2011). So wies Beck bereits 1996 darauf hin, dass Individualisierung meint „erstens die Auflösung und zweitens die Ablösung industriegesellschaftlicher Lebensformen durch andere, in denen die Einzelnen ihre Biographie selbst herstellen, inszenieren, zusammenflickschustern müssen“ (Beck, Die Erfindung des Politischen, 1996, S. 150).
Producing fresh water from saline water has become one of the most difficult challenges to overcome especially with the high demand and shortage of fresh water. In this context, as part of a collaboration with Germany, the authors propose a design and implementation of a pilot multi-stage solar desalination system (MSD), remotely controlled, at Douar Al Hamri in the rural town of Boughriba in the province of Berkane, Morocco. More specifically, they present their contribution on the remote control and supervision system, which makes the functioning of the MSD system reliable and guarantees the production of drinking water for the population of Douar. The results obtained show that the electronic cards and computer communication software implemented allow the acquisition of all electrical (currents, voltages, powers, yields), thermal (temperatures of each stage), and meteorological (irradiance and ambient temperature), remote control and maintenance (switching on, off, data transfer). By comparing with the literature carried out in the field of solar energy, the authors conclude that the MSD and electronic desalination systems realized during this work represent a contribution in terms of the reliability and durability of providing drinking water in rural and urban areas.
Engineers and therefore engineering education are challenged by the increasing complexity of questions to be answered globally. The education of future engineers therefore has to answer with curriculums that build up relevant skills. This chapter will give an example how to bring engineering and social responsibility successful together to build engineers of tomorrow. Through the integration of gender and diversity perspectives, engineering research and teaching is expanded with new perspectives and contents providing an important potential for innovation. Aiming on the enhancement of engineering education with distinctive competencies beyond technical expertise, the teaching approach introduced in the chapter represents key factors to ensure that coming generations of engineers will be able to meet the requirements and challenges a changing globalized world holds for them. The chapter will describe how this approach successfully has been implemented in the curriculum in engineering of a leading technical university in Germany.
The chapter initially provides a summary of the contents of Eurocode 8, its aim being to offer both to the students and to practising engineers an easy introduction into the calculation and dimensioning procedures of this earthquake code. Specifically, the general rules for earthquake-resistant structures, the definition of design response spectra taking behaviour and importance factors into account, the application of linear and non-linear calculation methods and the structural safety verifications at the serviceability and ultimate limit state are presented. The application of linear and non-linear calculation methods and corresponding seismic design rules is demonstrated on practical examples for reinforced concrete, steel and masonry buildings. Furthermore, the seismic assessment of existing buildings is discussed and illustrated on the example of a typical historical masonry building in Italy. The examples are worked out in detail and each step of the design process, from the preliminary analysis to the final design, is explained in detail.
There is a broad international discussion about rethinking engineering education in order to educate engineers to cope with future challenges, and particularly the sustainable development goals. In this context, there is a consensus about the need to shift from a mostly technical paradigm to a more holistic problem-based approach, which can address the social embeddedness of technology in society. Among the strategies suggested to address this social embeddedness, design thinking has been proposed as an essential complement to engineering precisely for this purpose. This chapter describes the requirements for integrating the design thinking approach in engineering education. We exemplify the requirements and challenges by presenting our approach based on our course experiences at RWTH Aachen University. The chapter first describes the development of our approach of integrating design thinking in engineering curricula, how we combine it with the Sustainable Development Goals (SDG) as well as the role of sustainability and social responsibility in engineering. Secondly, we present the course “Expanding Engineering Limits: Culture, Diversity, and Gender” at RWTH Aachen University. We describe the necessity to theoretically embed the method in social and cultural context, giving students the opportunity to reflect on cultural, national, or individual “engineering limits,” and to be able to overcome them using design thinking as a next step for collaborative project work. The paper will suggest that the successful implementation of design thinking as a method in engineering education needs to be framed and contextualized within Science and Technology Studies (STS).