Abstract
Recent developments in mathematics, science,engineering and technology over the last several decadeshave made it possible to transform technology frommachine-oriented (designed to increase productivity andquantification) to more human-centric (to simplifyinteraction with technology and improve the well-being ofindividuals). Technology is being positioned to be movedfrom a privilege to a social benefit. Such humanitariantechnology (HT) can help at several levels, including: (i)natural disasters (such as fires, storms, tornadoes,tsunamis, earthquakes), (ii) humanitarian disasters(genocides, wars, non-democratic elections, injustice), (iii)developing countries (water, food, shelter, energy,sanitation, health, (iv) developed countries (the poor,seniors, people with physical or mental disabilities, orunder-represented). Since, in all those levels, informationgathering and distribution is considered as important aswater, food and medicines in disasters, it must beconsidered as an ecosystem.The development of a good HT has many scientific,engineering, technological and social challenges. One ofthe important challenges is education. How do we teachthe new generation of humanitarian design engineers? Thispaper describes one approach used in Manitoba.
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