On Monday morning, I was at Claremont High School, in Harrow, London, watching as one of the architects responsible for building the Olympic stadium kept a class of 13 year olds enthralled about the design and engineering challenges involved.
Jo Smith from the firm Buro Happold was taking a lesson from Cisco’s Out of the Blocks StemNet programme bringing real world examples of how lessons about chemical structure; mathematics and physics were all very much challenges the stadium designers and builders has to overcome when designing the stadium and other venues for this summer’s Olympics.
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Tags: 2012 london olympics, Cisco London 2012, Cisco_London_2012, education, L2012, London 2012, London Olympics, math, science
In my most recent blog “U.S. manufacturing: is it sustainable?“, I referenced an article about how U.S. manufacturing has been leading the economy out of the depths of the Great Recession. The authors put forward a thesis with supporting data that suggest Americans believe the manufacturing industry is the basis for wealth creation and is fundamental to a sustained and successful U.S. economy.
The rub is that only 30% of Americans said they have or would encourage their children to pursue a manufacturing career.
Why such a discrepancy? An answer to this question is not simple. However, I do believe we must seek that answer and address the gap, if the U.S. is to remain competitive in the global marketplace. Being an engineer myself--a manufacturing and controls engineer no less--I know the first and most essential step to a solution is making sure we’ve defined the problem well.
A 2009 survey by the American Society for Quality, as reported on manufacturing.net, helps to shine a light on our problem.
According to the survey, the top three reasons why kids aren’t interested in engineering:
- Kids don’t know much about engineering (44 percent).
- Kids prefer a more exciting career than engineering (30 percent).
- They don’t feel confident enough in their math or science skills (21 percent) to be good at it. This is despite the fact that the largest number of kids ranked math (22 percent) and science (17 percent) as their favorite subjects.
Survey findings on the adult side:
- Only 20 percent of parents have encouraged or will encourage their child(ren) to consider an engineering career.
- The vast majority of parents (97 percent) believe that knowledge of math and science will help their children have a successful career.
So, while American children and adults both feel that math and science are important (even enjoyable), there is an ironic disconnect (cognitive dissociation?) between recognizing the importance and committing to pursue a career in engineering and manufacturing.
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Tags: automation, Clemson University, DOE, education, engineering, Factory, higher education, industrial, Industrial Automation, Industry, innovation, Manufacturing, math, R&D, Research and Development, Savannah River Site, science, stem, technology, US Department of Energy, Virginia Tech
Hello and welcome to the first of what I hope will be many blogs I’ll get to write on behalf of Cisco. This is my opportunity to explain a little about the Cisco Legacy and Building A Brilliant Future (BABF).
As we passed the major milestone of One Year To Go, the focus from the key London 2012 stakeholders has been concentrated on preparing for the Games -- and rightly so. However, the Cisco team are equally proud of our Legacy programme, Building A Brilliant Future, and the work we are doing to take the project forward.
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Tags: cisco networking academy, education, ICT, London Olympics, math, networking academy, science, stem, technology
By Steven Shepard, Contributing Columnist
This story is a bit more technical that what I’ve previously shared. That said, I’ll link to some definitions for you non-technical readers — I promise, this one is going to be worth the extra effort. However, a bit of technology is required in the telling — so please bear with me.
Let’s step back in time. The first transoceanic cables used copper wire as the conductor that carried signals between continents. Unfortunately, the technology at the time was such that the cables were extremely bandwidth-limited and could therefore support a very small number of simultaneous conversations.
Furthermore, the physics of metallic transmission dictated that the transmitted signals would decay over distance, making it necessary to amplify and/or regenerate the transmitted signal periodically. This was costly, and required additional circuitry to filter electromagnetic interference and increase the signal level every few thousand feet.
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Tags: fiber, innovation, Optical, science, technology, transoceanic, undersea cable