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Today, reinforced concrete (RC) is the most commonly used construction material in Turkey. It first emerged in Europe in the 1850s and was adopted in a number of Late Ottoman period structures, mostly in İstanbul, during the first two decades of the twentieth century. During the Early Turkish Republic (1923-1938), RC appeared in public-use buildings in Ankara, such as the Ethnographic Museum, which was the first in the new capital to feature RC elements, leading the way for many more structures to come. Despite the fact that Turkish and foreign civil engineers faced a series of economic, social, cultural, political, educational and technical challenges during the transition from masonry and timber construction to RC, its adoption was facilitated by the fact that as a European building technology, it became symbolically important to the new republic. Equated with modernity, RC would allow its capital, Ankara, to construct an identity that would contrast with İstanbul, the capital of the Ottoman Empire. This transition would also be catalyzed by the rise of a professional class of Turkish civil engineers who deployed RC to reinforce their authority as trained specialists and agents of modernization., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2022 Elsevier Ltd. All rights reserved.)

Individual products and models on the market must be specifically differentiated from the rest to meet user demand. In terms of consumer purchasing behaviour, consumers increasingly base their decisions on subjective terms or the impression that the product leaves on them, both in terms of functionality, usability, safety, and price adequacy, and regarding the emotions and feelings that it triggers in them. This demand has lead both Asia and Europe to implement new methodologies to develop new products, such as "emotional design" or Kansei engineering. This paper presents a systematic literature review (SLR) on the most relevant methodologies based on Kansei engineering and their relevant results in the specific discipline of product design, addressing these five questions: (RQ1) How many studies on KE and emotional design are there in the Scopus and Web of Science (WoS) databases from 1995 to February 2021? (RQ2) Which research topics and types of KE are addressed? (RQ3) Who is leading the research on KE and emotional design? (RQ4) What are the benefits and drawbacks of using and applying the methodology? (RQ5) What are the limitations of the current research? We analysed 87 studies focusing on the Kansei methodology used for product design and device technologies (e.g., shape design, actuators, sensors, structure) and aesthetic aspects (e.g., Kansei words selection, the quantification of measured emotions of results, and detected shortcomings), and provided the database with all the collected information. One identified and highlighted sector in the results is the electronic-technological-device sector. Results confirm that this type of methodology has a majority and direct application in these sectors, and they are widely represented in the automotive and electronics industries. Lastly, this SLR provides researchers with a guide for comparative emotional-design work, and facilitates future designers who want to implement emotional design in their work by selecting the specific type according to the results of the SLR.

Across the European research area and beyond, efforts are being mobilized to align research and innovation processes and products with societal values and needs, and to create mechanisms for inclusive priority setting and knowledge production. A central concern is how to foster a culture of "Responsible Research and Innovation" (RRI) among scientists and engineers. This paper focuses on RRI teaching at higher education institutions. On the basis of interviews and reviews of academic and policy documents, it highlights the generic aspects of teaching aimed at invoking a sense of care and societal obligation, and provides a set of exemplary cases of RRI-related teaching. It argues that the Aristotelian concept of phronesis can capture core properties of the objectives of RRI-related teaching activities. Teaching should nurture the students' capacity in terms of practical wisdom, practical ethics, or administrative ability in order to enable them to act virtuously and responsibly in contexts which are often characterized by uncertainty, contention, and controversy.

The Declaration of Bologna and subsequent documents have drastically changed the European university panorama and the future role of universities as providers of continuous education for a lifelong learning. There will be a convergence not only in academic titles, but also in the way we see university education. The previous EEE symposium gave some clues on the approaches taken by different European countries: organization of EE studies, integration of graduates into the market, and interaction with professional bodies. Bologna's outcomes were sold in Spain as a change into an American (USA) model, which, as any other model, has advantages and drawbacks. This paper deals with an open reflection on the future of university studies in Europe.