Jan 19

Effective Living > Communications > Language

Photo by Banksy

Summary. Wartime language and military language have increasingly found their way into mainstream communications. This document provides a brief history of this.

Iraq War Influence. On 20 March 2003, the U.S. war in Iraq began. As non-stop news coverage of the war flooded the airwaves, the language of war slowly became adopted in common conversations. References to “our troops on the ground” morphed into common language as described below.

Media Influence. In an effort to appear tough as well as show unity with the military, reporters were embedded with soldiers. Increasingly, the public was accustom to seeing reporters dressed like soldiers. Even when covering other events, the military look and language became a signature style for some reporters, such as Anderson Cooper. News agencies began referring to their broadcast journalists as their people on the ground. Where else would they be?

Political Influence. It’s common for politicians to refer to campaigning as a “fight.” However, during the convergence of the Iraq war and the 2004 presidential campaigning, there was an increase in wartime language among politicians. In the winter of 2003, the 2004 U.S. presidential campaigns were building up. So, war language and political language merged. This was, in part, an effort on the part of the Democrats to show their ties with militarism and demonstrate that Democrats can be hawkish. In the same way a career veteran might inadvertently weave military language into their daily speech, politicians began weaving military language into their daily speech. Politicians would refer to their people on the ground, or their ground campaign. The absurdity of their usage of these phrases was clearly evidenced by a simple retrospective consideration of the meaning of the phrases. In wartime, there might be an air, sea, and/or land campaign. There might be members of the armed services fighting in the air, or at sea, or on land. In politics, there are not campaign workers on aircraft carriers. There is no air campaign. A political campaign is only on the ground.

Organization Influence. As the Iraq war dragged on, leading up to the 2004 presidential elections, T. Boone Pickens founded the PickensPlan.com website as an initiative to promote the use of natural gas in an effort to reduce wars over oil. Pickens frequently begins his video and written communications by referring to his followers as Troops.

Traditional Masculinity. Men who desire to demonstrate their manliness will often express affinity with militarism, hunting, monster truck rallies, tractor pulls, and/or Nascar. The 2004 presidential campaign resulted in claims that John Edwards and John Kerry were effeminate, and some reports suggested they were gay lovers. Edwards responded to the accusations challenging his manliness by publicly stating he was against gay marriage because of his religious and traditional upbringing. This little rhetorical tennis match continued, and in the process, it seemed to raise the watermark of homophobia in the United States causing numerous conservative radio talk show hosts to rise up in popularity like ships on the water. By 2005, when the film Brokeback Mountain was released, the homophobia was at its peak. This caused the language (and thinking) of militarism and machismo to become permanently engrained in the U.S. psyche. It should be noted that a person’s machismo or femininity have little to do with homosexuality. Despite this, these characteristics are mistakenly used by some people as the basis for what they call their gay-dar (like radar).

Conclusion. The above factors of media influence, political influence, organizational influence, and social sentiments, have resulted in the language of militarism to become (seemingly) a permanent part of the English language.

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Jan 12

Technology

1930 Studebaker

1930 Studebaker

When Microsoft announced the release of Windows 95, with a promise of a stable, secure, easy to use, plug-and-play operating system, it seemed that the computing support industry was on its way out.

Now, over a decade later, and after numerous revisions of Windows, it’s clear that the demand for computer support has increased more than ever before as Windows has become more complicated and susceptible to viruses and other problems. Computer support never became obsolete, only those who thought it would became obsolete.

An article on Obsolete Learning Technologies featured on 29 December 2009 by Inside Higher Ed listed Language and Computer Labs among the top 8 obsolete learning technologies.

Language labs are basically gone – computer labs are not far behind. With almost all students coming to campus with their own laptop it makes little sense for colleges spend precious resources on a roomful of desktop machines. I’m wondering if thin clients are even necessary – wouldn’t it be more cost effective to have a few loaner laptops available for students when their own computers break down? Could money saved on computer labs, maintenance, upgrades, staffing etc. be re-directed to learning technologies?

How delightfully naive to imagine an academic world with all students coming to campus with their own laptop. For schools looking at ways to save money, this would seem like an obvious one: remove all of the computers and have students bring their own. Problem solved, right? Well, not exactly. Here are a few reasons why students’ personal notebooks will not likely replace language or computer labs:

  1. Cost of Ownership. The state of Maine has a goal for all seventh graders in the state to have a notebook computer (source), but even that limited goal has some challenges. Maine chose Apple computers which have a much lower cost of ownership. Yet, most educational organizations and institutions aren’t savvy enough to buy what cost less to own, they will likely buy what costs less to purchase. There’s a huge difference.
  2. Support Costs. The real problem is that technology needs to be supported regardless of who owns it. When institutions adopt standardization of hardware manufacturer, operating system, and applications, the hardware and software support diminishes considerably. Parts are interchangeable and systems all have the same user guide. A “fleet” of college owned computers can all be managed automatically to have the latest software, updates, and virus protection. This wouldn’t be possible with students bringing their own array of computers to school. Supporting a wide variety of brands, operating systems, and programs would increase the expertise and number of support staff needed.
  3. Software. Beyond these basic aspects of support, there’s the question of compatibility and system requirements for academic software to function properly. Would all of the students have computers that meet the needs of all software? Who would install that software on hundreds or thousands of computers? Perhaps the institution could purchase and configure standardized computers and give them to students. Maybe build-in remote management could allow for automatic updates to be installed.
  4. Theft. Desktop computers in a lab can be locked down and monitored. Notebook computers are easily stolen.
  5. Damage. Notebook computers are usually built with plastic parts and tend to be more susceptible to damage than desktop computers. In addition to poor quality materials, they are knocked around more than desktops. This is a bad combination. Increased usage will mean a greater chance of damage.
  6. Isolationism. There is still a need for students to all be together in a classroom for one-on-one interactions. Online courseware and collaborative software helps people interact using their computers, but it lacks the dynamics of a real group of people in a room.
  7. Motivation. Ask anyone who has tried independent learning. While it works for some, most people find that group education in a classroom is more effective.

Conclusion. Thinking that Language and Computer Labs are obsolete should be among the top 8 obsolete ideas about technology right up there with the idea that Windows computers will not need any technical support.

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Nov 02

Effective Living > Language

20091024sa-colorful-buildings-DSC09616.JPGSummary. On 2 October 2009, the Pusack-Otto Lecture Series at the University of Iowa hosted an event with Richard Schmidt of the University of Hawai’i at Mānoa speaking on linguistics. The event took place at the historic Old Capitol of Iowa.

In this presentation, Schmidt examines how the cognitive paradigm of language learning compares to the sociocultural paradigm of language learning.

Schmidt covers the major points of difference between these two views, while at the same time offering insights into how these two views are interrelated. The presentation slides are available for download as a PowerPoint.

Video. Below is a video of the presentation. Due to a technical problem at the time of recording, only the audio is available for the introductory message.

Alternate Viewing Locations. The above video is also available directly at Blip.tv and Vimeo, although we encourage people to link to this page as the permalink for this event information and video since these other locations contain links to irrelevant videos.

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