Ayla Neusel The idea of holding an International Women's University ifu as part of the EXPO 2000'W orld Exposition was born in Lower Saxony in the mid-1990s. In 1992, Lower Saxony's then Minister of Science Helga Schuchardt had set up a Women's Research Commission that in 1994 presented its report with the programmatic title "Promoting Women's Interests Means Academic Reform - Women's Research Means a Critique of Science". A spin-off, so to speak, of this commission's was nd the idea of a women's university as an EXPO project. The 2 Lower Saxony Women's Research Commission (1995-1997) stated: "From 15 July until 15 Oc­ tober, an International Women's University is to be Q~ganised offering an interdis­ ciplinary, international, multimedia, postgraduate study programme". Initially conceived as a purely research-oriented university, ijiJ evolved into an academic project for women scientists on an international scale. The ifu concept was based on the (self-) image of science as an ongoing, evolving, forward­ looking research project. The unique concept of the International Women's University as an academic reform project was founded on three key principles: 1. Problem Orientation of Teaching and Research The choice of the globally relevant controversial issues Work - Information - Body - Migration - City - Water and the idea of addressing these issues from the perspective of the natural and engineering sciences, the humanities and so­ cial sciences as well as art, consciously focusing on questions of practical rele­ vance, gave rise to a problem-oriented, interdisciplinary approach.

InhaltsangabeGendersensitive, Participatory Approach of Water and Soil Management.- 1 The International Women's University - Framework for the Project Area Water.- 1.1 The Future of Higher Education (Aims).- 1.2 The International Women's University and Intercultural Science.- 1.3 Junior Women Scientists.- 1.3.1 Selection Process in the Project Area Water.- 1.3.2 Profile of the Junior Scientists in the Project Area Water.- 1.3.3 Catering to Participants' Needs: Service Centre.- 1.4 ifu as a Platform for Global Dialogue.- 2 ifu - an Intercultural Innovation in Higher Education ?.- 2.1 The Intercultural ifu.- 2.1.1 Internationalisation or Parochialisation?.- 2.1.2 The Socio-Political Context.- 2.1.3 The Feminist Agenda.- 2.1.4 Culture as Social Practice.- 2.1.5 The Many Differences.- 2.1.6 Intercultural Training at ifu.- 2.1.7 The Interculturality of Knowledge Production.- 2.2 Conclusion.- References.- 3 The Project Area Water.- 3.1 Water is Life - Background Information.- 3.2 Feminist Perspectives at the Action Level.- 3.3 The Concept of the Project Area Water.- 3.4 Curriculum of the Project Area Water.- 3.4.1 Knowledge Transfer.- 3.4.2 Practical Projects.- References.- Aspects of Water and Soil Management.- 4 Rural Development with Special Emphasis on Women, Water and Environment.- 4.1 An Experiment in the Creation of Knowledge, Skills and Attitude.- 4.2 Feminisation of Water Management - an Indian Concept.- 4.2.1 India - the Land and People.- 4.2.2 Rural Women's Participation in Water Management in Maharashtra State.- 4.2.3 An Alternative Vision Planned and Directed by Rural Women.- 4.3 An Interdisciplinary and International Approach to Rural Development within ifu.- 4.3.1 Women and Rural Development.- 4.3.2 Rural Women - Water and the Environment.- 4.3.3 Skill Development.- 4.3.4 Exposure to Different Realities, Field Trips and Excursions.- 4.4 The ifu Experiment as a Beginning of a New Endeavour.- References.- 5 Water Treatment and Rainwater Harvesting.- 5.1 Overview.- 5.2 Water Disinfection Methods.- 5.2.1 Physical and Chemical Methods.- 5.2.2 Biological Method.- 5.2.3 Bacterial Contamination.- 5.3 Rainwater Harvesting - Two Scenarios.- 5.4 Description of the Project.- 5.4.1 Presentation of Excursions.- 5.4.2 Results.- 5.5 Rainwater Harvesting Project Plan Developed by the Women Junior Scientists.- 5.5.1 Rainwater Harvesting for Household Consumption (Philippines by Angelica R. Martinez).- 5.5.2 Case Study on Rainwater Harvesting (Albania by Gentiana Haxhillazi).- 5.5.3 Rainwater Harvesting - A Proposal for Secondary Schools (Tanzania by Eng. Immaculata Nshange Raphael).- 5.5.4 Rainwater Harvesting (USA by Margaret Fredricks).- 5.5.5 Promotion of Rainwater Harvesting in the Arid Area (Cameroon by Michele Denise Akamba Ava, Maroua Salak).- 5.5.6 Rainwater Harvesting Draft Plan for a Vegetable Garden (India by Nandini Sankarampadi, Sanjulata Prasad).- Rainwater Harvesting Plan for Loyola College (Nigeria by Theresa Odejayi, Yetunde Odeyemi, Helen Oloyede).- 5.6 Summary.- References.- 6 Wastewater Treatment.- 6.1 Mechanical Wastewater Treatment.- 6.1.1 Overview.- 6.1.2 Rakes and Strainers.- 6.1.3 Sand Catchers.- 6.1.4 Preliminary Treatment/Settling Tank.- 6.2 Biological Wastewater Treatment.- 6.2.1 Overview.- 6.2.2 Legal Requirements for Wastewater Treatment in Europe.- 6.3 Models for the Design and Simulation of WastewaterTreatment Plants (WWTPs).- 6.3.1 Overview.- 6.3.2 Dynamic Models.- 6.3.3 Use of Computer Programs.- 6.4 Evaluation of Centralised Wastewater Treatment.- 6.4.1 Comparison of Wastewater Treatment Plants.- 6.4.2 Conclusions.- References.- 7 Decentralised Wastewater Treatment - Wastewater Treatment in Rural Areas.- 7.1 Situation.- 7.1.1 Principles and Spheres of Action.- 7.1.2 Decentralisation and User Participation.- 7.2 Nature-Based Wastewater and Sludge Treatment Methods as Components of Sustainable Concepts in Rural Regions - State of the Art.- 7.2.1 Introduction.- 7.2.2 Overview - Wastewater Quantities and Wastewater Ag