> It seems much more acceptable these days to be a=20
> software/electronics/robotics/whatever geek

I suspect that the US (where I'm assuming you're from) has a
much longer-established and wider culture of electronic tinkering
and education

A report recently in NZ noted that qualifications for practical
sciences (chemistry, physics, electronics) were way down on
their traditional levels. Universities still produce more lawyers
and accountants than you can shake a stick at, and now so many
institutions offering (fluffy) degrees for IT, web design, media
studies and other "life style" diplomas

Each to their own of course but it seems to me that with next
to no introduction to "how things work" in the school curriculum
then the next generation of electronic graduates is going to be
rather smaller than it used to be

But, to get back on topic, my curiosity is piqued about why so
many students would more readily choose an LCD over a motor.
The answer might or might not be as obvious as I think

A large part of me would just like to see kids having fun exploring
more aspects of electronics whilst they have the opportunity

Joe
--=20
http://www.piclist.com/techref/piclist PIC/SX FAQ & list archive
View/change your membership options at
http://mailman.mit.edu/mailman/listinfo/piclist
.