Hong Kong's Influence

The original idea for my research project was to examine the influence of China’s Communist Regime on the countries engineers. My project will include how the social and economical positions of engineers has changed during this specific time period. In addition, it will also express status of engineers as a working and contributing member of the country as they express their national commitment through their employment. I originally was curious if the traditional motives behind engineering education a result of public pressure to move away from Confuciust ideal. However, through my research I found that there was little research on this topic and I became more interested in the current influence of Hong Kong.

With Hong Kong’s recent return to China, the job opportunities for engineers will increase enormously along with the quality of living. With more international companies providing needed positions engineering jobs will transition to a more global model. This move will detract from the traditional system of life long jobs that are dedicated to the state. The new perspective of my project will compare the traditional image of engineering education, its history, role in society and prediction for future generations to the new ways of Hong Kong. Will Hong Kong’s conflicting ways cause problems on a political level or will this secure China’s place as a global technology leader?

Enlightened Education in Japan

Since my first progress report, I have narrowed my topic down to focus on how the Meiji Restoration influenced Japan’s engineering education practices today. Some of the questions that will be addressed include but are not limited to: What pressured Japan to implement the Meiji Restoration? What were the major influences for education during the Meiji period? What was the significance of modernization for Japan? How did the Meiji restoration influence/ shape / transform the Japanese government? What did it do for Japans Military? The Meiji period lasted from about 1868 to 1912 with the death of the emperor. When the Meiji restoration began, Japan was a far behind the rest of the world in technological development, education practices and military advancements (AFE).

What were the main influences for education system? Japan looked to the Western world (including the US and many European countries) to improve their primitive and almost failing education system that was currently implemented. The Japanese sent out representatives from missions for possible inspirations to eventually spread throughout Japan (AFE). Once they returned from their educational surveillances, government officials introduced public schools to Japanese culture, which would have a long lasting effect on what Japanese education practices have developed into today.

My research will go into much more detail about the exact changes Japan implemented for its education system and not only its immediate effects but also its long lasting ones as well. Which will then tie into how it has shaped engineering education practices today. I will also discuss which countries contributed to certain aspects and how. As of now that it what my research is shaping up to be. Any suggestions would be helpful and much appreciated. Are there any significant questions I am forgetting to address? Am I including any questions that do no necessarily belong in this paper? Thanks for you comments.

http://afe.easia.columbia.edu/japan/japanworkbook/modernhist/meiji.html

http://museevirtuel.ca/Exhibitions/Meiji/english/html/education.htmlMehl, M.. Chinese Learning (kangaku) in Meiji Japan (1868-1912). History, January 2000, Vol. 85 Issue: Number 277 p48-66, 19p

Shibata, Masako.. Controlling national identity and reshaping the role of education: the vision of state formation in Meiji Japan and the German Kaiserreich. History of Education, Jan2004, Vol. 33 Issue 1, p75-85, 11p; Historical Period: 1868

The Independence of Brazilian Culture

Oil is the basis of development for the entire world. Even though it must imported and supplies are limited, nearly all energy is produced from fossil fuels. The oil crisis of the 1970s brought these facts to the everyday lives of citizens around the world. While other nations forgot these lessons within a decade, Brazil drove the movement to rely on their own means of production, in this case sugar-cane derived Ethanol. Over the following decades, Brazil turned this specialized knowledge and local commodity into an engineering and economic boon. It is now the world's most efficient producer of ethanol and produces much of its electricity through sugarcane biomass generation. Why did Brazil choose to embrace this technology at a time when no other nation did? What circumstances were unique to Brazil to make the ethanol industry successful where others failed? The answer lies in Brazil's history of colonization and slave labor, its abundance of fertile land to grow sugar cane, and government commitment to the success of the nation's ethanol program.

When the Portuguese arrived in Brazil in 1500, the population of indigenous peoples was approximately three million; more than Portugal itself. Accounts tell of indigenous tribes being curious and open to trade with the new arrivals. Initially, the Portuguese bartered with the natives to bring brazilwood and other forest items to the coast. However, when the natives had accumulated all the tools and pots that they needed, they showed a lack of interest in continuing the arrangement. Consequently, the Portuguese turned to violent persuasion. The enslavement of the natives shaped much of the history of Brazil that would follow.

How did the country of Portugal, with a population of around one million, conquer a country with over 3 million? There were many tribes, nearly all with different languages and some with histories of war and distrust. The Europeans took advantage of the cultural differences among the Indian peoples to pit one against the other. They used historical vendettas to keep the Indians from uniting against them and subsequently to obtain slaves. The conquest of Brazil was not a simple toppling of an organized empire, but a drawn out process that spread slowly over huge distances, different peoples, and centuries.

Since the arrival of the Portuguese, sugar has been the most important commodity of Brazil.

They realized that some of the most moist and fertile soil in the world is located on the seaboard of what is now the State of Pernambuco. It's climate is very suitable for growing sugar and it is also conveniently located as a port of call for sailing ships traveling from Portugal to West Africa and the Orient. A triangular trade soon flourished, in which slave labor was imported from West Africa to work on sugar plantations. The sugar was exported to markets in Europe where rising demand was beginning to outrun supplies.

While a desire to stay independent of the need to import oil and the abundance of sugar cane make for a great start to ethanol production, the government's commitment to the program is what advanced it to a global powerhouse. First, the government offered credit guarantees and low-interest loans for construction of new refineries. Second, a state trading enterprise began purchasing ethanol at favorable prices. Third, gasoline prices were set to give ethanol a competitive advantage. Fourth, a marketing program was launched, with the slogan “Let’s unite, make alcohol.” Finally, the state-owned oil company, Petrobras, began making investments for distribution of ethanol throughout the country. Without these measures the oil industry might have been able to muscle ethanol out of the market.

Brazil is leading the world in efficient ethanol production because of their history of oppression, their subsequent desire for independence, their bounty of sugar cane, and the support of the government. Lessons can be learned from analyzing how Brazil became successful. While it might not be able to be translated to every country, some might have the opportunity to become more energy independent thanks to the pioneering steps taken by Brazil.

References: 1. Sandalow, David. (2006) ETHANOL: LESSONS FROM BRAZIL

2. Country Studies. Brazil. The Indigenous Population. http://countrystudies.us/brazil/4.htm

Running booms

My project has changed topics and directions. Now, I will be focusing on how running became a craze, via two running booms, in the United States, starting in the 1970s until today. Then I will compare how the running culture coincides with the technology offered to runners via shoes and how that has changed/evolved through the craze. I am looking for a relationship between shoe running technology and the core ideologies of technology in the United States. I will be taking all of these findings and compare it to the jogging culture in Japan. I will look in this culture for how shoe technology is advertised. Then I will try and find if this reflects broader trends of technology in Japan. And show distinctions between the two countries.

Running becomes an elite, competitive sport in the 1970s. My research has shown that the first running boom in the United States began when Frank Shorter, an American, won the gold for the Olympic Marathon at the Munich Games in 1972. Interest in running was sparked by his win. The initial movement involved competitive elite runners, running for time.

James Fixx’s book “The Complete Book of Running” is also cited as the beginning of the running boom. It was published 1977. in He told he NY times that is was “the right book for the right time” (http://www.nytimes.com/2008/08/10/books/review/InsideList-t.html?_r=1&scp=4&sq=jogging+craze&st=nyt). This may have reached more people about what running was all about and influenced participation.

It is also important to note the history of the Boston Marathon. The first marathon was in 1897. (http://www.boston.com/marathon/history/). Competitive running, long distance did have a small place in the United States. According to marathonguide.com, a group of Americans from Boston who were competing in the Olympic Games in Athens, 1896, were excited about the marathon event and then established the Boston Marathon. Another very interesting aspect of the Boston Marathon is that women were not “officially acknowledged” in the race until 1972. Also, there was no Olympic Marathon for women until the summer games in Los Angeles, 1984 (http://www.marathonguide.com/history/olympicmarathons/chapter26.cfm).

Rise in women runners is one component of the second boom in running, which is the time we are currently in. The second boom began in the mid 1990s. It could be marked with Oprah Winfrey’s marathon and cover on Runners World in 1995. “If Oprah can do, so can you!”. The runners have changed and the reasons for running have also changed that what defined running in the 70s. This is most definitely reflective in running gear: running shoes. I feel confident in this hypothesis because running shoes and advertisements have changed. I am still working to show this change.

I think running technology began simply as a way for runners to perform “better”. Once running reached more people and the reasons for running increased: for fun, exercise and weight loss, just to name a few.. .then companies began joining the run. I am still in the process of analyzing the technologic aspect.

Japan is a very interesting comparison and I am still working on making a connection. But Japan’s jogging craze is very recent, 2007, and the reasons for running seem to be linked directly to the current reasons Americans are running today.

“ There's not a running boom, there's a running shoe boom, '' said Marty Kaufmann, footwear editor of Sportstyle, a New York trade magazine”. (http://www.nytimes.com/1997/05/28/sports/new-running-boom-is-much-more-low-key.html?pagewanted=2&src=pm)

Progress Report #2: The Power of Self-fulfilling Prophecies

How many people have benefited from the organization Engineers Without Borders? Of course, there are many engineers and general staff members involved in the non profit team, so the number of people in the countries that engineers have completed projects in combined with the number of active staff members should definitely be included when calculating how many people are directly affected. Of course, the benefits that the staff and current population of the engineering project site gain are different, but both groups of people are, undoubtedly, still rewarded.

The people who watch and benefit from the engineers helping their direct communities to make large, positive and permanent changes are unconsciously helping establish a more humanitarian outlook and opinion on Americans as a whole. Of course, this is a good thing for the United States. And yes, it is unfortunate that society has created such a negative and strong stereo type because of the impressions and impacts that greedy Americans caused to develop in the first placce, but Americans who are striving to help, such as those involved in EQB-USA, unquestionably continue to help break the established stereotype.

If the stereo-type of an American gradually moves towards becoming a more positive “label” than there is a good chance more Americans will continue to strive in making a difference and follow in other humanitarian American’s footsteps,given the idea of a self fulfilling prophecy.

Although the Australian Journal of Engineering does not discuss EWB-USA, specifically, it had an article that spoke on behalf of all Engineers Without Borders. The title, itself, “Volunteering pays off--both for the involved engineer and the world they serve” speaks for itself. Thankfully, just how people follow or conform to a negative stereo-type that is established, he or she will follow along when they see someone doing something appealing or worthwhile, too.

“The well-being of the world largely depends upon the work of the engineer ... (Sir William Halcrow, British civil engineer, 1883-1958).” With Halcrow’s claim in mind, it is important that Americans continue to recognize the importance that humanitarian engineering does, in fact, bring to the table. People have power on both sides of engineering projects; whether he or she is the engineer or the community member whose lifestyle is being directly affected by the engineering project, because recognizing the work being undertaken will push society towards changing the already established depiction of Americans.

In Laurie Pawlik-Kienlen’s article, “How Negative Thoughts and Expectations Create Problems in Life,” Pawlik declares that “self-fulfilling prophecies are powerful, and real” (Pawlik). Therefore, it is extremely important that Americans are working towards achieving a positive self-prophecy, like an engineer from EWB-USA illustrates.

Works Cited

Care, R. "Volunteering pays off--both for the involved engineer and the world they serve." Australian Journal of Civil Engineering 5.1 (Annual 2008): 39(11). Expanded Academic ASAP. Gale. California Polytechnic State University. 24 Feb. 2011

http://find.galegroup.com.ezproxy.lib.calpoly.edu/gtx/start.do?prodId=EAIM&userGroupName=calpolyw_csu

Pawlik-Kienlen, Laurie. Self-Fulfilling Prophecies in Psychology. 10 March. 2007. 24 February. 2011 .

The Suez Canal

For the annotated bibliography I did find sources about the Suez Canal. They did help to narrow down the information about it. And after reading the comments, I did realize that I was all over the place. So , I want to narrow my research. Of course,I want to look into what the reasons behind the canal where, what happened during the building of the canal, what were the actual affects of the canal and the internationalization and nationalization of the canal.
For the first point, I haven’t found information. I want to say the motives for the European powers would be for transportation and trade. However, that was information I found on the major powers and I could not find an article that talks about the motives for Egypt, leading to the question, was Egypt involved? I did learn that Egypt paid 44% of the 200,00,000 Francs that was used to finance the project and that money came out of Said Pashu. I also learned that in 1856 Egypt also agreed to provide 4/5 of the labor needed (Hoskins). I am looking into who were the powers that wanted the Canal and what benefits they were looking for. This could also go into the actual construction of the Canal and the point that I want to discuss. Looking into that I have had difficulty finding information the building of the canal and the plans.
I did find an article called , "The Suez Canal and World Shipping, 1869-1914" by Max Fletcher, explained the changes that the Canal brought to Britain and the revolutionary changes the Suez brought, especially concerning steamer ships. Also , the article does go on to point that when the Suez Canal was unveiled, Britain was the “ world’s greatest shipper and ship builder. They go in hand and hand benefited Britain. The article also explained how the Britain benefited and practically dominated when it came to number of ships that actually went through the Suez Canal and profited. The other countries, which included, Italy, Austria, Hungary, Russia and Spain, they could not compete. Britain was faster.
Unlike the information that I was unable to find concerning the motive for Egypt, I did find the out effects that the Suez Canal had. While one would think being close to such a major port, they would prosper, it is different. An article called “The Suez Canal and the Outlook for Egypt” by Halford L. Hoskins, talked of this. He points out that the Suez Canal affected Egypt because ships were passing through the canal instead of passing through the land. Therefore, he talks about the business that couldn’t work; the business that thrived on travel. To me . the demonstrates the exploitation of the land. The Suez could have helped Egypt prosper but instead was exploited by the other powers.In 1888 a convention Great Britain and other 8 powers signed a convention making the Canal international and, made Egypt the representative that was to uphold it. I understand that Egypt is the closes but I do not know if Egypt was present at the convection.
I am beginning to feel my project is becoming more of a timeline and that bothers me because I don’t want to present a timeline, so my goals is to shape my argument and support it. So I want to work on “blending” (I’m not sure that would a good term) the information that have found and making a solid support.

Sources Cited:

Fletcher, Max E. "The Suez Canal and World Shipping, 1869-1914." The Journal of Economic History 18 (1958): 556-73

Hoskins, Halford L. “ The Suez Canal and the Outlook for Egypt.” The Amiercan Political Science Review 38 (1944): 110-19

1st Year Female Engineers at Cal Poly to Assist Recruitment and Retention

Since my last research progress report, we have completed a lot of our project. Dr. Lehr edited and produced the final version of our survey. Some questions that we added was listing the three most important reasons for choosing engineer as their major; what other majors or universities did they consider switching to; their thoughts on what a “good engineer” should entail; and how they perceive their position in engineering compared to their male counterparts. I have just finished typing up all the questions onto Survey Monkey but we still need to format some of the questions better and figure out the range of some of the questions (questions like: what year are you born, when did you graduate high school). Also, there is not that many question formats on Survey Monkey, so I had to make separate some questions within questions. We also may want to think about how much room we should allow them to write. I kept a lot at 50 words, but we may want to extend the amount.

We also completed the IRB (Institutional Review Board) forms for the Human Subjects Committee, since we are giving our survey out to Cal Poly students and need to get an approval before having subjects take the survey. In the IRB packet, we included the Human Subjects Protocol Approval Form, Informed Consent Form, Cover Page, and our Final Survey Draft.

For the Human Subjects Protocol Approval Form, we projected the duration to be a year-long (from February 2011 to February 2012). We also have to include possible risks and what measure will be taken to minimize those risks. We included that there may be minor psychological risks that may occur and provided consultation from either Helene Finger, the director of Women’s Engineering Program and also a researcher for this project, and also Cal Poly’s Counseling and Psychological Services. Also, possible incentives for participations may be a raffle to be entered to win prizes that may include campus gifts. We only need a “minimal review” since there’s no deception of the subjects involved and there are not a lot of risks involved in our study and subjects are remained anonymous and cannot be identified by the researchers.

For our Informed Consent Form, we made it clear to our participants the possible risks and the consultation. We also inform them that it will take 20 to 30 minutes long, except now I think we should change it to 25 to 35 because of the increase amount of questions. We also made it clear that they will remain anonymous throughout the whole study and will never be asked to provide their name.

Our cover page basically stated our purpose and methods. Our purpose is to assist Cal Poly’s Women’s Engineering Program with the recruitment and retention of female engineering students. WEP (Women’s engineering program) will supply the contact information for the female engineering majors in College of Engineering and also BioResource and Agricultural Engineering (BRAE) and Architectural Engineering (ARCE) that is in other colleges.

We are very close to being done with all the preparations to send out the survey. We just need to edit the survey layout a bit on SurveyMonkey.com. Also, we need to wait for the approval from the Human’s Subjects Committee to continue on in our research project.