The element of language has proven itself essential to fulfilling the necessary skills of each field the presentations have covered. Be it communication between patient and doctor, engineer and building crew, computer and user, or hostage and hostage negotiator, language is the basis for each of these relations which if not for language would tumble to the ground in an almost biblical sense.
A common thread found in most of these fields is deciding on the tactics of parentalism, discourse communication, and informed. These strategies deal with the degree to which the first party, the expert in the field, and the second party, the layman have in both the discussion and decision making process in reaching a certain goal. However, which tactic is most appropriate and to what degree it is appropriate is determined by the importance of the subject matter and the requirements of the layman.
It is the importance that I find interesting when you consider the dealings of laymen in the decision process. In the accounting presentation a discourse communication technique is used because the full understanding of the laymen is necessary since the subject matter, money, is important in this instance, but when the subject of health is considered most of the time a parental tactic is taken, makes one wonder what mankind considers as important. The only reason that I could think of that makes money more important than one’s health is when money has an impact on the well being of those you provide or aid in providing for, such as children or a spouse. Yet even in the instance of children being the patients, parents will usually take a back seat, not wanting to get involved out of fear of incompetence. But, you should at least have an understanding of what’s going on with your child’s health.
It may be that the lack of discourse in the medical profession and the emphasis of discourse in accounting may be due to the ability to sue for any crime or malpractice since failure to do so is supposedly completely avoidable in accounting and could have a plethora of reasons for failure that are unavoidable in the medical field.
Monday, April 21, 2008
Tuesday, April 15, 2008
Medical Care
Imagine you are a doctor rushing to meet a new patient who all you know about is her name, Mrs. Haddad. Though the name sounds foreign, you are fluent in both Mandarin and Spanish, and your hospital has access to professional Cantonese, Korean, Toisanese, and Vietnamese interpreters, so you feel confident you will be able to communicate easily with her. Then you reach the examination room and are greeted by a silent woman dressed in a black hijab who only speaks Arabic. What do you do?
This is a rough description of how Alice Chen’s article Doctoring Across the Language Divide begins1. As Chen goes through the lengthy ordeal of treating Mrs. Haddad, she encounters many problems faced by doctors due to language barriers such as the reliability of Mrs. Haddad’s husband as an interpreter, the inability to ask personal questions, such as if Mrs. Haddad was being abused by someone, being unable to know what Mrs. Haddad’s expectations were for her medical treatment, and not being able to question Mrs. Haddad as to what aspects of her life might be causing these symptoms.
Frustrated by this ineffectiveness, Chew decides to find an interpreter through Mrs. Haddad’s Medicad plan. It is from this interpreter that Chen is able to open what she calls “suddenly, seamless communication,” with Mrs. Haddad, and learns that her patient’s age is around 39 instead of the officially documented 49, that because of this younger age Mrs. Haddad’s anemia is actually due to heavy, monthly periods instead the more likely reason for older women of colon cancer, and that the reason for Mrs. Haddad’s depression is because her son had recently been arrested for supposedly financing terrorism by owning a currency exchange business. During the arrest Mrs. Haddad was forced to the ground by a policeman who stood on her back with one foot, while she watched another officer point a gun at her son’s head. This incident was shortly described as “harassment” by Mrs. Haddad’s husband in earlier appointments, with no real account of the actions that took place.
After this interesting story Chew discusses the problems associated with obtaining interpreters which she so eloquently showed as being indispensible in the medical field1. She begins by reinforcing the need for interpreters by informing her readers that according to the 2000 census about a 50% increase of limited English speakers in the United States during the 1990’s. Chew then continues by describing the forming of a number of policies that are attempting to bridge this “language divide.” For example, the 2001 federal government’s national standards for Culturally and Linguistically Appropriate Services in health care has made many organizations refine or develop their interpreter services. However, it is Chen’s belief that these standards are considered more guide lines without any actual force of law and are thus forsaken by healthcare institutions.
Another problem addressed by Chew is the unreliability of the alternatives for skilled interpreters such as family members who may not possess the medical terminology to fully interpret one language into another or who may have reasons for altering a patient’s dialogue to suit their own means. Much like the experience Chew had with Mr. Haddad as interpreter1.
Another especially dangerous group to use as interpreters is children. This is because though they may have a full command of English their understanding of their parent’s native language is usually unreliable1. Also, in certain situations parents and elders may feel it necessary to withhold certain symptoms in order to protect the child. Furthermore if parents become dependent on children as interpreters the effects can be devastating on a child’s future. Chew gives an example of this by describing one of her patients who never finished high school because she was needed to interpret for her parents when her sister experienced chronic illness.
As for telephone interpreter services, Chew explains that this alternative is both extremely costly when dealing with long periods of time and obscure languages, and is inadequate when dealing with interpersonal issues1.
Seeing as how these alternatives fall short of their intended goal of open and unlabored communication, Chew end’s her report by proposing ways to fund medical interpreter services by reimbursing them through “direct, centralized payments” (similar to how our judiciary pays for qualified courtroom interpreters) or increasing payment to providers that care for patients with language barriers. Chew also proposes a national system of telephone interpreters much like the one established by the Australian government1.
In her story Chew showed a number of different problems faced with patients who have different languages than the medical staff who treats them, but what about interpreting medical information to a patient of the same language as the caregiver who only has little understanding of medical terminology. In Communication Techniques for Patients With Low Health Literacy: A Survey of Physicians, Nurses, and Pharmacists a study is conducted that shows the different techniques used by the three kinds of caregivers in order to communicate with their patients2. The study also attempts to show how each group favors certain techniques over others. These techniques include asking patients to repeat information, speaking slowly, presenting 2 or 3 concepts at a time and checking for understanding (termed the teach back technique), using simple language, and several others listed by the survey. From the study it was learned that each profession used only a few techniques far more often than others that were presented, and a tendency to use simpler techniques learned in the professional’s medical education was also found, while avoiding more complicated techniques such the (teach back) which was used by only 40% of the participants.
Education is not the only other language barrier that must be faced by health care professionals. In the article Communication Strategies for Nurses Interacting with Patients Who Are Deaf the importance of dealing with patients who are physically unable to hear is discussed3. For the most part learning how best to communicate with the deaf is no different than overcoming common language barriers. You first must assess the appropriate and viable method to use in communication, be it lip reading, written communication, technological instruments, such as teleprompters, or if standard American Sign Language (ASL) is usable. The most appropriate of these is chosen after considering the patient’s understanding of English and ASL, which is constituted by whether the patient was deafened before the acquisition of speech (pre-lingually deafened) or was deafened after the acquisition of speech ( post- lingually deafened), and of course the health literacy of the patient must also be considered.
If (ASL) is determined to be the best way of communicating with a patient then a professional interpreter is usually required, and even if an interpreter is available, healthcare professionals must use simple terminology in order for the interpreter to translate efficiently, seeing as how ASL is a language separate from English that has a unique syntax, structure, and cultural context of its own.
More important still are the words used to relate to patients who are either hard of hearing or completely deaf, which some in the Deaf (capital D) community consider to be a natural characteristic rather than a disability. Furthermore the cultural rules of polite and respectful behavior are different. For example, a doctor who does not look directly at the patient while talking, say while reading a chart, may be considered disrespectful.
As for the obtaining of interprets and the understanding of medical staff in how to access them, a large majority of professionals have been found to not to be aware of how to gain access to (ASL) interpreters, even though there have been laws passed that require their understanding of how to do so.
The ability to open communication with patients is a skill that seems to be neglected by most professionals in the medical field. If so, then perhaps an understanding of the repercussions of not opening communication with patients, and there by not gaining informed consent, should be covered. In Culture Communication in Ethically Appropriate Care by Fiona Meddings and Melanie Haith-Copper, the problems of using “western ethical principles” as a basis for how to treat patients of different ethnic and cultural backgrounds are described4. It is the view of Meddings and Haith-Cooper that the standard codes of ethics cannot be applied when treating patients from other cultural backgrounds. These codes must be flexible in order to respect cultural differences. However, the standard critique for insuring the ethically respectable care of patients, Gillion’s four principled model, calls for a culturally neutral stance. According to Meddings and Haith-Copper, this also means that providers must not use any of the previous feelings or awareness they have about patients in order to assess the best way to communicate with patients, this also means not taking the cultural values and beliefs of the patient into account. If this is so, a culturally neutral stance would seem to betray the other three principles of Gillion’s model, autonomy, beneficence and non-maleficience, and justice.
Autonomy is (in the medical context) the deliberate self-rule of patients which must be respected by informing patients thoroughly of proposed treatment and gaining their consent to being. It is the view of Meddings and Haith-Copper that assuming a culturally neutral stance can inhibit the ability of medical practitioners to communicate to patients. This is because a lack of “commonality (due to cultural disparity)” influences the type of information that a caregiver provides.
Meddings and Haith-Cooper also shows how autonomy has differing meanings in cultures other than the western ideal. The authors use the status of Egyptian, Muslim women as an example, where paternalism or the role of deciding to proceed or not with treatment and the decision of what treatment to pursue is given by the caregiver not the patient. Thus these women do not value their own ability to decide for themselves, thus making it impossible to gain informed consent. That is unless the caregiver understands this cultural disparity and can overcome it by engaging a client fully, understanding their hopes, fears, physical condition, and limits of intellectual understanding by employing a language in which the patients can interact.
As for the matter of Beneficence and non-malfeasance, the issue of being unable to open communication with patients of other language so as to know if a treatment is proving harmful or effective is presented. This means that in order to insure that treatment is beneficial and not determined to a patient’s health; the patient must be able to relate the symptoms he or she is facing. If this cannot be done; treatment could prove in effective or potentially harmful to patients.
The possibility of psychological harm also presents difficulties since a lack of communication may cause patients to feel vulnerable and inadequate when expressing their fears of their well being to non-responsive care-givers. It is also the belief of Meddings and Haith-Cooper that the misinterpretation of this quiet and defensive domineer may lead doctors to stereotype all non-English speaking patients as so.
Finally Meddings and Haith-Cooper discusses the lack of justice found in the dealings of patients with langage barriers. Specifically, the ability to access health services and the ability to communicate if unfair treatment has been placed upon a patient is covered. These two aspects have both proved unattainable to a large group of people since in order to be informed and use such services fully one must be able to understand and reply in English.
Though the language barriers found in patient/doctor relations are important, I believe that in order to analyze the language in the medical world one must also research the language barriers between medical colleagues and students as well. In the article It is not just work- It is also words by Murali Ramaswamy, the recent discovery of 15 Turkish physicists who have used plagiarized work on numerous occasions is discussed5. One of the physicists justified his actions with this statement “for those whose mother tongue is not English borrowing beautiful sentences from other studies on the same subject…is not unusual.” The physicists continues by saying the “the originality of scientific content should outweigh criticisms about language misappropriation, however the writer comments that it is important to remember that it is the responsibility of the scientist to meet the ethical standards established by the journals or societies in which they intend to be publish.
An even more disturbing occurrence of plagiarism is occurring in India where 20% of medical students feel plagiarism is an ethically sound practice, according to Gitanjali, in reference to copying during examinations. Such plagiarism suggests a lack of comprehension of the proposed material which could lead disaster in the workforce. This ethical view of plagiarism is due to the misperception of certain cultures as to the medical communities unfavoring one. Such communication in the Medical world could, be viewed as a sad reflection on how important Medical providers might view communication with their patients. After all, if medical professionals can’t break the language barrier with one another, how can one expect them to break it with an untrained, poorly health literate patient?
In closing, from these articles I have been led to believe that the accessibility to open and easy communication, without fear of incrimination or misrepresentation is a natural right of patients to receive their care givers. Modifying the current standards of insuring such accessibility to interpreters and the skills of medical providers to simplify communication, should be of great importance to those who believe in the very basis of why the medical world exists. To heal all of man kinds wounds no matter how you phrase it.
References
1. Chen A. Doctoring across the language divide. Health Affairs [Internet]. 2006 [cited 2008 Apr. 7] ; 25 (3) : 808-813. Available from Academic Search Premier: http://web.ebscohost.com.proxy. lib.utk.edu
2. Schwartzberg J.G, Cowett A, VanGeest J, Micheal SW. Communication techniques for patients with low health literacy: a survey of physicians, nurses, and pharmacists. American Journal of Health Behavior [Internet]. 2007 [cited 2008 Apr. 7]; 31 (1): 96-104. Available from Academic Search Premier: http://web.ebscohost.com.proxy.lib.utk.edu
3. Chong-Hee Lieu C, Sadler GR, Fullerton JT, Stohlmann PD. Communication strategies for nurses interacting with patients who are deaf. Dermatology Nursing. 2007 [cited 2008 Apr. 12]; 19 (6): 541-551. Available from American Search Premier: http://web.ebscohost.com.proxy.lib.utk.edu
4. Meddings F, Haith-Cooper M. Culture and communication in ethically appropriate care. Nursing Ethics [Internet]. 2008 [cited 2008 Apr. 7]; 15 (1) : 52-61. Availiable from Academic Search Premier: http://web.ebscohost.com.proxy.lib.utk.edu
5. Ramaswamy Murali. It is not just the work- it is also the words. Indian Journal of Critical Care Medicine [Internet]. 2007 [cited 2008 Apr. 7]; 11 (4) : 169-172. Available from Academic Search Premier: http://web.ebscohost.com.proxy.lib.utk.edu
This is a rough description of how Alice Chen’s article Doctoring Across the Language Divide begins1. As Chen goes through the lengthy ordeal of treating Mrs. Haddad, she encounters many problems faced by doctors due to language barriers such as the reliability of Mrs. Haddad’s husband as an interpreter, the inability to ask personal questions, such as if Mrs. Haddad was being abused by someone, being unable to know what Mrs. Haddad’s expectations were for her medical treatment, and not being able to question Mrs. Haddad as to what aspects of her life might be causing these symptoms.
Frustrated by this ineffectiveness, Chew decides to find an interpreter through Mrs. Haddad’s Medicad plan. It is from this interpreter that Chen is able to open what she calls “suddenly, seamless communication,” with Mrs. Haddad, and learns that her patient’s age is around 39 instead of the officially documented 49, that because of this younger age Mrs. Haddad’s anemia is actually due to heavy, monthly periods instead the more likely reason for older women of colon cancer, and that the reason for Mrs. Haddad’s depression is because her son had recently been arrested for supposedly financing terrorism by owning a currency exchange business. During the arrest Mrs. Haddad was forced to the ground by a policeman who stood on her back with one foot, while she watched another officer point a gun at her son’s head. This incident was shortly described as “harassment” by Mrs. Haddad’s husband in earlier appointments, with no real account of the actions that took place.
After this interesting story Chew discusses the problems associated with obtaining interpreters which she so eloquently showed as being indispensible in the medical field1. She begins by reinforcing the need for interpreters by informing her readers that according to the 2000 census about a 50% increase of limited English speakers in the United States during the 1990’s. Chew then continues by describing the forming of a number of policies that are attempting to bridge this “language divide.” For example, the 2001 federal government’s national standards for Culturally and Linguistically Appropriate Services in health care has made many organizations refine or develop their interpreter services. However, it is Chen’s belief that these standards are considered more guide lines without any actual force of law and are thus forsaken by healthcare institutions.
Another problem addressed by Chew is the unreliability of the alternatives for skilled interpreters such as family members who may not possess the medical terminology to fully interpret one language into another or who may have reasons for altering a patient’s dialogue to suit their own means. Much like the experience Chew had with Mr. Haddad as interpreter1.
Another especially dangerous group to use as interpreters is children. This is because though they may have a full command of English their understanding of their parent’s native language is usually unreliable1. Also, in certain situations parents and elders may feel it necessary to withhold certain symptoms in order to protect the child. Furthermore if parents become dependent on children as interpreters the effects can be devastating on a child’s future. Chew gives an example of this by describing one of her patients who never finished high school because she was needed to interpret for her parents when her sister experienced chronic illness.
As for telephone interpreter services, Chew explains that this alternative is both extremely costly when dealing with long periods of time and obscure languages, and is inadequate when dealing with interpersonal issues1.
Seeing as how these alternatives fall short of their intended goal of open and unlabored communication, Chew end’s her report by proposing ways to fund medical interpreter services by reimbursing them through “direct, centralized payments” (similar to how our judiciary pays for qualified courtroom interpreters) or increasing payment to providers that care for patients with language barriers. Chew also proposes a national system of telephone interpreters much like the one established by the Australian government1.
In her story Chew showed a number of different problems faced with patients who have different languages than the medical staff who treats them, but what about interpreting medical information to a patient of the same language as the caregiver who only has little understanding of medical terminology. In Communication Techniques for Patients With Low Health Literacy: A Survey of Physicians, Nurses, and Pharmacists a study is conducted that shows the different techniques used by the three kinds of caregivers in order to communicate with their patients2. The study also attempts to show how each group favors certain techniques over others. These techniques include asking patients to repeat information, speaking slowly, presenting 2 or 3 concepts at a time and checking for understanding (termed the teach back technique), using simple language, and several others listed by the survey. From the study it was learned that each profession used only a few techniques far more often than others that were presented, and a tendency to use simpler techniques learned in the professional’s medical education was also found, while avoiding more complicated techniques such the (teach back) which was used by only 40% of the participants.
Education is not the only other language barrier that must be faced by health care professionals. In the article Communication Strategies for Nurses Interacting with Patients Who Are Deaf the importance of dealing with patients who are physically unable to hear is discussed3. For the most part learning how best to communicate with the deaf is no different than overcoming common language barriers. You first must assess the appropriate and viable method to use in communication, be it lip reading, written communication, technological instruments, such as teleprompters, or if standard American Sign Language (ASL) is usable. The most appropriate of these is chosen after considering the patient’s understanding of English and ASL, which is constituted by whether the patient was deafened before the acquisition of speech (pre-lingually deafened) or was deafened after the acquisition of speech ( post- lingually deafened), and of course the health literacy of the patient must also be considered.
If (ASL) is determined to be the best way of communicating with a patient then a professional interpreter is usually required, and even if an interpreter is available, healthcare professionals must use simple terminology in order for the interpreter to translate efficiently, seeing as how ASL is a language separate from English that has a unique syntax, structure, and cultural context of its own.
More important still are the words used to relate to patients who are either hard of hearing or completely deaf, which some in the Deaf (capital D) community consider to be a natural characteristic rather than a disability. Furthermore the cultural rules of polite and respectful behavior are different. For example, a doctor who does not look directly at the patient while talking, say while reading a chart, may be considered disrespectful.
As for the obtaining of interprets and the understanding of medical staff in how to access them, a large majority of professionals have been found to not to be aware of how to gain access to (ASL) interpreters, even though there have been laws passed that require their understanding of how to do so.
The ability to open communication with patients is a skill that seems to be neglected by most professionals in the medical field. If so, then perhaps an understanding of the repercussions of not opening communication with patients, and there by not gaining informed consent, should be covered. In Culture Communication in Ethically Appropriate Care by Fiona Meddings and Melanie Haith-Copper, the problems of using “western ethical principles” as a basis for how to treat patients of different ethnic and cultural backgrounds are described4. It is the view of Meddings and Haith-Cooper that the standard codes of ethics cannot be applied when treating patients from other cultural backgrounds. These codes must be flexible in order to respect cultural differences. However, the standard critique for insuring the ethically respectable care of patients, Gillion’s four principled model, calls for a culturally neutral stance. According to Meddings and Haith-Copper, this also means that providers must not use any of the previous feelings or awareness they have about patients in order to assess the best way to communicate with patients, this also means not taking the cultural values and beliefs of the patient into account. If this is so, a culturally neutral stance would seem to betray the other three principles of Gillion’s model, autonomy, beneficence and non-maleficience, and justice.
Autonomy is (in the medical context) the deliberate self-rule of patients which must be respected by informing patients thoroughly of proposed treatment and gaining their consent to being. It is the view of Meddings and Haith-Copper that assuming a culturally neutral stance can inhibit the ability of medical practitioners to communicate to patients. This is because a lack of “commonality (due to cultural disparity)” influences the type of information that a caregiver provides.
Meddings and Haith-Cooper also shows how autonomy has differing meanings in cultures other than the western ideal. The authors use the status of Egyptian, Muslim women as an example, where paternalism or the role of deciding to proceed or not with treatment and the decision of what treatment to pursue is given by the caregiver not the patient. Thus these women do not value their own ability to decide for themselves, thus making it impossible to gain informed consent. That is unless the caregiver understands this cultural disparity and can overcome it by engaging a client fully, understanding their hopes, fears, physical condition, and limits of intellectual understanding by employing a language in which the patients can interact.
As for the matter of Beneficence and non-malfeasance, the issue of being unable to open communication with patients of other language so as to know if a treatment is proving harmful or effective is presented. This means that in order to insure that treatment is beneficial and not determined to a patient’s health; the patient must be able to relate the symptoms he or she is facing. If this cannot be done; treatment could prove in effective or potentially harmful to patients.
The possibility of psychological harm also presents difficulties since a lack of communication may cause patients to feel vulnerable and inadequate when expressing their fears of their well being to non-responsive care-givers. It is also the belief of Meddings and Haith-Cooper that the misinterpretation of this quiet and defensive domineer may lead doctors to stereotype all non-English speaking patients as so.
Finally Meddings and Haith-Cooper discusses the lack of justice found in the dealings of patients with langage barriers. Specifically, the ability to access health services and the ability to communicate if unfair treatment has been placed upon a patient is covered. These two aspects have both proved unattainable to a large group of people since in order to be informed and use such services fully one must be able to understand and reply in English.
Though the language barriers found in patient/doctor relations are important, I believe that in order to analyze the language in the medical world one must also research the language barriers between medical colleagues and students as well. In the article It is not just work- It is also words by Murali Ramaswamy, the recent discovery of 15 Turkish physicists who have used plagiarized work on numerous occasions is discussed5. One of the physicists justified his actions with this statement “for those whose mother tongue is not English borrowing beautiful sentences from other studies on the same subject…is not unusual.” The physicists continues by saying the “the originality of scientific content should outweigh criticisms about language misappropriation, however the writer comments that it is important to remember that it is the responsibility of the scientist to meet the ethical standards established by the journals or societies in which they intend to be publish.
An even more disturbing occurrence of plagiarism is occurring in India where 20% of medical students feel plagiarism is an ethically sound practice, according to Gitanjali, in reference to copying during examinations. Such plagiarism suggests a lack of comprehension of the proposed material which could lead disaster in the workforce. This ethical view of plagiarism is due to the misperception of certain cultures as to the medical communities unfavoring one. Such communication in the Medical world could, be viewed as a sad reflection on how important Medical providers might view communication with their patients. After all, if medical professionals can’t break the language barrier with one another, how can one expect them to break it with an untrained, poorly health literate patient?
In closing, from these articles I have been led to believe that the accessibility to open and easy communication, without fear of incrimination or misrepresentation is a natural right of patients to receive their care givers. Modifying the current standards of insuring such accessibility to interpreters and the skills of medical providers to simplify communication, should be of great importance to those who believe in the very basis of why the medical world exists. To heal all of man kinds wounds no matter how you phrase it.
References
1. Chen A. Doctoring across the language divide. Health Affairs [Internet]. 2006 [cited 2008 Apr. 7] ; 25 (3) : 808-813. Available from Academic Search Premier: http://web.ebscohost.com.proxy. lib.utk.edu
2. Schwartzberg J.G, Cowett A, VanGeest J, Micheal SW. Communication techniques for patients with low health literacy: a survey of physicians, nurses, and pharmacists. American Journal of Health Behavior [Internet]. 2007 [cited 2008 Apr. 7]; 31 (1): 96-104. Available from Academic Search Premier: http://web.ebscohost.com.proxy.lib.utk.edu
3. Chong-Hee Lieu C, Sadler GR, Fullerton JT, Stohlmann PD. Communication strategies for nurses interacting with patients who are deaf. Dermatology Nursing. 2007 [cited 2008 Apr. 12]; 19 (6): 541-551. Available from American Search Premier: http://web.ebscohost.com.proxy.lib.utk.edu
4. Meddings F, Haith-Cooper M. Culture and communication in ethically appropriate care. Nursing Ethics [Internet]. 2008 [cited 2008 Apr. 7]; 15 (1) : 52-61. Availiable from Academic Search Premier: http://web.ebscohost.com.proxy.lib.utk.edu
5. Ramaswamy Murali. It is not just the work- it is also the words. Indian Journal of Critical Care Medicine [Internet]. 2007 [cited 2008 Apr. 7]; 11 (4) : 169-172. Available from Academic Search Premier: http://web.ebscohost.com.proxy.lib.utk.edu
Friday, April 11, 2008
References
As I was reading the references I have selected for my paper and presentation, I was surprised by the problems faced by doctors when they try to relate the medical problems faced by patients and the treatments necessary for those problems. This is even the case with patients who speak the same first language as their doctor. Insuring that patients are fully informed has proved to be very important since without full knowledge of their diagnoses and treatment not only may the doctor be liable for any malpractice due to lack of understanding of a patient’s body chemistry but the risks to the patient can be dire. I have also found that psychological as well as physical damage may be impacted upon the patient. This could be from the lack of understanding, and thus respect, of a patient’s cultural and religious beliefs. Such circumstances could instill fear and distrust in a person for all medical professional.
So, how do professionals relate the medical conditions and treatment to their patients? In a study by Joanne G. Schwartzberg MD; Allison Cowett MD, MPH; Jonathan VanGeest, PhD; and Michael S. Wolf, PhD, MPH the different strategies that medical professional use to inform their patients with poor “health literacy” (understanding of medical terminology). The study found a great deal of variance in the techniques used by physicians, registered nurses, and pharmacists. These techniques includes speaking slowly, asking patients to repeat information, presenting 2 or 3 concepts at a time and checking to see if the patients understand, using simple language, etc. Of the techniques covered by the study, 11 of the 14 were used for one of the professions more than the others. It was later suggested in the paper that further study be done to see which techniques different medical personnel rely on more in order to see if any changes could be made to increase interpretation efficiency.
My final sources deals with the assimilation of medical information across languages by medical students and practioneers. It is important for new ideas and break-throughs in medicine that a discourse occurs with highly informed and well studied individuals. However, due the difficulties in language, non-English speaking medical students have been found to use plagiarism for a large portion of their work. This could well represent a lack of understanding not only in other languages but also in the material itself. Obviously such misunderstandings can lead to consequences when these individuals enter the workforce.
So, how do professionals relate the medical conditions and treatment to their patients? In a study by Joanne G. Schwartzberg MD; Allison Cowett MD, MPH; Jonathan VanGeest, PhD; and Michael S. Wolf, PhD, MPH the different strategies that medical professional use to inform their patients with poor “health literacy” (understanding of medical terminology). The study found a great deal of variance in the techniques used by physicians, registered nurses, and pharmacists. These techniques includes speaking slowly, asking patients to repeat information, presenting 2 or 3 concepts at a time and checking to see if the patients understand, using simple language, etc. Of the techniques covered by the study, 11 of the 14 were used for one of the professions more than the others. It was later suggested in the paper that further study be done to see which techniques different medical personnel rely on more in order to see if any changes could be made to increase interpretation efficiency.
My final sources deals with the assimilation of medical information across languages by medical students and practioneers. It is important for new ideas and break-throughs in medicine that a discourse occurs with highly informed and well studied individuals. However, due the difficulties in language, non-English speaking medical students have been found to use plagiarism for a large portion of their work. This could well represent a lack of understanding not only in other languages but also in the material itself. Obviously such misunderstandings can lead to consequences when these individuals enter the workforce.
Sunday, April 6, 2008
ABC's of High School Education
Wendy went to school one day to learn what life‘s about,
And in her excitement she talked and talked, her mouth just like a spout,
She wondered why the sky was blue and if brown cows ate beans,
As she continued on her way, scrutinizing many things.
But most of what her thoughts did wonder were quite a fear to count,
Would her teachers’ mouths be kind, or an evil fount?
And when she came across the door, she found her fear unfound,
For what she saw was far more strange, a crazy blend of sound.
There was a young teacher of clear cool form who looked for controlled speech,
And an old teach who used such words as Dilbert, dingbat, and cute as a Georgia peach,
Still another bold young man, who was quite new no doubt,
Set about to be a friend with words like “yo dog” and “man chill out.”
So Wendy sat and thought a new, of all she thus learned,
And now she wondered why on earth “ teachers are so weird.”
Teachers format their communication to fit their individual teaching style. However, certain differences in how teachers converse may be attributed to their age. This is what I observed from the communications of the teachers at my high school. I learned that the age of a teacher not only affects how that teacher communicates but also affects the ease of opening communication. Opening communication is derived from the ability of new teachers to relate to their students and how they find a balance between being a student’s friend and a disciplinarian.
To gain a first-hand perspective of this connection, I gave my old teachers a survey that is designed to display such views. Some of the questions presented in the survey include the following: How long have you been teaching; at what age did you start teaching; does your age affect your ability to or the way you communicate; and what kind, if any, slang terms do you use when teaching? It is from the assemblage of these expressed views that I will ascertain the stability of my thesis.
The communication style of the older teachers has many distinctive qualities different from the communication styles of other age groups. In high school I noticed that teachers in their late 40’s to early 60’s usually used little slang. If any slang was used, it usually originated from the language used by the educators from the present teachers’ adolescences. It is likely that this results from the current teachers, transposing the communication they experienced in high school into their current roles. These slang terms include the following: bonkers, ding bat, don’t sweat it, nifty, don‘t have a cow, don‘t flip your wig, bummer, screwed up, spazzed out, hunk, golly gee, stoned, swapping spit, lollygagging, cool threads, and thongs (apparently this means flip-flops). One of my teachers was Mrs. Gloria Diane Padgett, a 57-year-old teacher and my mother. A finer example of a teacher using this ancient slang I believe could never be found. I can remember walking down the hallway one day with a stack of copies which my dear teacher had so kindly asked me to “hurry up and get,” when I managed to trip and allowed the entire parcel to spew onto the floor. My dear teacher proceeded then by asking me, “Are you alright, ding bat?” After assuring her that I was quite unharmed, my ever-comforting educator said, “Well, gosh, are you just going to sit in the floor all day? Pick up the papers you silly goose and stop spazzing.” I replied ever so respectfully, “Well, you could help, nut job.”
As you can see, these examples of slang differ greatly from the slang we use today. This is why older teachers may strive to keep such language out of the education process. When I examined my surveys of the older teachers I found that most in fact did try to refrain from using slang when teaching, but they occasionally would use slang from the force of habit. This was the view of the foreign language teacher, Mrs. Carol Reid, who said in her survey, “At times, I use slang terms, but not as a general rule.”
With my examination of the older teachers complete it is now logical to continue with the observation of the teachers who fall into the middle-age group. These are teachers who fall into the late 30’s to mid 40’s in age. Though this age group is relatively young in terms of life span it is roughly the mid-point of a teacher’s occupation. These teachers use slang terms more freely. These are terms which only coexist within the teachers’ generation and the student population. Examples of this would be “cool,” “hey,” and “what’s up”. This slang vocabulary is more constricted in variety compared to the vocabulary of the older and younger teachers, yet proves a functional form of language. This is the view of one teacher who said, “Yes. Sometimes I do [use slang terms] purely for comic effect. I might intentionally make some clumsy effort to use current slang. It always elicits a laugh from my students, helps them relate to me, and lets them know that I value their experience and do not take myself too seriously. On the other hand, I routinely use words such as ‘cool’ that are common to my generation and to theirs.” The incorporation of these rules for deciding what slang terms are permissible and which ones are not might be viewed as a kind of pidgin language or “pidgin rules of language,” relating to the function of a different language or dialect to a current atmosphere. As these teachers grow older they might resist the urge to use such slang terms as the generation gap continues to grow, resorting to a more standardized style, as have their present older colleagues.
As for the younger generation of teachers, ages in the mid 20’s to early 30’s, I have observed that the use of slang words is either very common or it is very rare. The reason for this is that, as newer teachers with less experience, they are still searching for the balance between being a teacher and being a friend. “I tend to use words such as, bling bling, word up, and fine because, as an English teacher and one of the younger educators, I can relate to such language and incorporate it into my teaching.” This is a quote from the high school English teacher Ms. Karen Davis, who proved very fluent in the slang terms of my generation. Ms. Davis goes on to say, “As I grow older and gain more experience as a teacher, I will become better able to communicate with my students and assert my role as a teacher.” This idea of incorporating generational dialects into the classroom is not uniform for this age group, however. According to the High School Basketball Coach and Junior High English teacher Mr. Daniel Armstrong, he generally tries to avoid the usage of slang in his teaching. However, my observations have not proven this to be true. I can think of several occasions where Mr. Armstrong has referred to some of his students as dog or man, and has on occasion used the term “ya know”. Most of these instances are for exaggeration more than real assimilation into the teacher‘s conversations, but still the influence remains.
Some of the younger teachers may be unaware of their use of slang terms because they use them in their everyday conversation. A New York Times report by Jennifer Lee presents the idea that the usage of text language is used by students in papers because of the constant bombardment from their peers on instant messenger sites. “I was so used to reading what my friends wrote to me on Instant Messenger that I didn’t even realize that there was something wrong,” said student Montana Hodgen in Lee‘s article. It is probable that the communication style used by certain younger teachers to students is more likely to include current slang terms because many of these terms are still used by these teachers outside of the educational field. Perhaps at this level of experience and age, a more independent stance is necessary so that the ability to learn how to deal with students is gained.
In Deborah Tannen’s book The Argument Culture the idea that education has its basis as a kind of confrontational battle ultimately fighting to break the hold of ignorance on the unreformed is presented (256-290). Tannen suggests that this form of teaching would be better replaced by a more respectful form. Tannen uses the “rules of engagement” from The New Golden Rule by Amitai Etzioni as the guide to how teachers might try to communicate with their students (288). Of these rules, two seem to relate to the use of slang in education: “Don’t demonize those with whom you disagree,” and “Engage in a dialogue of convictions: Don’t be so reasonable and conciliatory that you lose touch with a core of belief you feel passionately about.” The usage of slang in the classroom might be the younger teachers’ way of “not demonizing” their students by trying to seem reasonable enough to communicate in the most comfortable way for them. This idea was very apparent in the High School Basketball Coach’s dialogue with students. It almost seemed as if because of his age the students expected him to have a completely different dialogue with them than would teachers of different age groups. This could be because he is closer in age and thus would have a more closely related slang vocabulary. This makes the use of slang necessary in order to not “demonize” the students. The whole point of teaching is to encourage students to grow not only in abilities but also in confidence as they pursue their ambitions in life. For the latter part of the curriculum to be efficiently achieved, it makes sense that younger teachers would slacken their speech for student, especially those in high school. It would be detrimental to the teaching process if a younger teacher, relatively close in age to the students one teaches, presents a front of highly polished and fine tuned speech in their conversation since this may cause students to feel incapable of reaching this professional level achieved so quickly by one so close in age. The slang used by younger teachers helps them to show students that at one time they were students in high school as well. In doing so, teachers become able to show students that reaching their goals is just as possible as it was for them at that age. However, these teachers have to distinguish if using these slang terms means betraying their “core beliefs” of teaching formalized Standard English. As these teachers grow older, learning more about their individual teaching styles will help them communicate with their students.
The reversal of this idea is true for older teachers. In order to not demonize students they must not use current slang terms, because it would show a lack of professionalism and strength for the students. The older teachers represent the end product, or what the students are supposed to aspire to at least in the professional since. In this way the two groups act as a fail-safe of each other. The younger teachers encourage the students and the older teachers insure that they know what is expected of them in the future.
But, these two objectives might be destructive to each other if it weren’t for the mid-range of teachers providing a “pathway” between the two disciplines. If it weren’t for the mid-range of teachers whose dialogue bridges the reserve of the older with the relativeness of the younger, the apparent differences between the two might pit them against each other, at least in the eyes of the students.
So far, I have covered the correlation between age and teachers communicating with their students, but what other circumstances could affect communication? From the survey, I found some interesting results. When asked the question, “Have you found that, when talking with other teachers, you have to adjust your language to better communicate with older or younger teachers?” Older teachers expressed the need to adjust their language to better the communication with the younger teachers. “I may not have to, but I’m sure I do--and I do this without any real thought. Being one of the oldest members of the faculty is part of it. Younger teachers often seek advice. I’m sure I relate differently to them than someone of my age group.” (Padgett)
The views of the younger educators, however, differed from the perspective of the elders. “No. Most of the teachers that I teach with are not very old. I do not feel that there is that big of a gap between us.”(Comuzie, Sarah) This view then proved to vary between teachers of the middle age group, with some affirming and others denying the influence of age on inter-faculty relations. This could be due to the inexperience of the younger teachers to communicate with people of this age as colleagues, and also due to the older teacher’s inexperience with the common dialect of the younger teachers.
Communication is the key element to any learning environment, whether it is a student trying to learn from a teacher, a teacher trying to learn how to teach a student, or learning how to communicate with colleagues. The further study into the relationships in the high school environment and how ideas are communicated might increase the efficiency of the education process. For now, teachers must continue the trial and error method of learning how to communicate.
References
Lee, Jennifer “I Think Therefore, IM.” New York Times on the Web 19 Sept. 2002. 16 Feb. 2007
Tannen, Deborah. The Argument Culture: Moving From Debate To Dialogue New York: Random House, 1998.
“Teacher Communication Survey” - Padgett, Tyler- quotes from Padgett, Gloria Diane. Reid, Carol. Kevin, Brewer. Davis, Karen A. Comuzie, Sarah. Armstrong, Daniel.
And in her excitement she talked and talked, her mouth just like a spout,
She wondered why the sky was blue and if brown cows ate beans,
As she continued on her way, scrutinizing many things.
But most of what her thoughts did wonder were quite a fear to count,
Would her teachers’ mouths be kind, or an evil fount?
And when she came across the door, she found her fear unfound,
For what she saw was far more strange, a crazy blend of sound.
There was a young teacher of clear cool form who looked for controlled speech,
And an old teach who used such words as Dilbert, dingbat, and cute as a Georgia peach,
Still another bold young man, who was quite new no doubt,
Set about to be a friend with words like “yo dog” and “man chill out.”
So Wendy sat and thought a new, of all she thus learned,
And now she wondered why on earth “ teachers are so weird.”
Teachers format their communication to fit their individual teaching style. However, certain differences in how teachers converse may be attributed to their age. This is what I observed from the communications of the teachers at my high school. I learned that the age of a teacher not only affects how that teacher communicates but also affects the ease of opening communication. Opening communication is derived from the ability of new teachers to relate to their students and how they find a balance between being a student’s friend and a disciplinarian.
To gain a first-hand perspective of this connection, I gave my old teachers a survey that is designed to display such views. Some of the questions presented in the survey include the following: How long have you been teaching; at what age did you start teaching; does your age affect your ability to or the way you communicate; and what kind, if any, slang terms do you use when teaching? It is from the assemblage of these expressed views that I will ascertain the stability of my thesis.
The communication style of the older teachers has many distinctive qualities different from the communication styles of other age groups. In high school I noticed that teachers in their late 40’s to early 60’s usually used little slang. If any slang was used, it usually originated from the language used by the educators from the present teachers’ adolescences. It is likely that this results from the current teachers, transposing the communication they experienced in high school into their current roles. These slang terms include the following: bonkers, ding bat, don’t sweat it, nifty, don‘t have a cow, don‘t flip your wig, bummer, screwed up, spazzed out, hunk, golly gee, stoned, swapping spit, lollygagging, cool threads, and thongs (apparently this means flip-flops). One of my teachers was Mrs. Gloria Diane Padgett, a 57-year-old teacher and my mother. A finer example of a teacher using this ancient slang I believe could never be found. I can remember walking down the hallway one day with a stack of copies which my dear teacher had so kindly asked me to “hurry up and get,” when I managed to trip and allowed the entire parcel to spew onto the floor. My dear teacher proceeded then by asking me, “Are you alright, ding bat?” After assuring her that I was quite unharmed, my ever-comforting educator said, “Well, gosh, are you just going to sit in the floor all day? Pick up the papers you silly goose and stop spazzing.” I replied ever so respectfully, “Well, you could help, nut job.”
As you can see, these examples of slang differ greatly from the slang we use today. This is why older teachers may strive to keep such language out of the education process. When I examined my surveys of the older teachers I found that most in fact did try to refrain from using slang when teaching, but they occasionally would use slang from the force of habit. This was the view of the foreign language teacher, Mrs. Carol Reid, who said in her survey, “At times, I use slang terms, but not as a general rule.”
With my examination of the older teachers complete it is now logical to continue with the observation of the teachers who fall into the middle-age group. These are teachers who fall into the late 30’s to mid 40’s in age. Though this age group is relatively young in terms of life span it is roughly the mid-point of a teacher’s occupation. These teachers use slang terms more freely. These are terms which only coexist within the teachers’ generation and the student population. Examples of this would be “cool,” “hey,” and “what’s up”. This slang vocabulary is more constricted in variety compared to the vocabulary of the older and younger teachers, yet proves a functional form of language. This is the view of one teacher who said, “Yes. Sometimes I do [use slang terms] purely for comic effect. I might intentionally make some clumsy effort to use current slang. It always elicits a laugh from my students, helps them relate to me, and lets them know that I value their experience and do not take myself too seriously. On the other hand, I routinely use words such as ‘cool’ that are common to my generation and to theirs.” The incorporation of these rules for deciding what slang terms are permissible and which ones are not might be viewed as a kind of pidgin language or “pidgin rules of language,” relating to the function of a different language or dialect to a current atmosphere. As these teachers grow older they might resist the urge to use such slang terms as the generation gap continues to grow, resorting to a more standardized style, as have their present older colleagues.
As for the younger generation of teachers, ages in the mid 20’s to early 30’s, I have observed that the use of slang words is either very common or it is very rare. The reason for this is that, as newer teachers with less experience, they are still searching for the balance between being a teacher and being a friend. “I tend to use words such as, bling bling, word up, and fine because, as an English teacher and one of the younger educators, I can relate to such language and incorporate it into my teaching.” This is a quote from the high school English teacher Ms. Karen Davis, who proved very fluent in the slang terms of my generation. Ms. Davis goes on to say, “As I grow older and gain more experience as a teacher, I will become better able to communicate with my students and assert my role as a teacher.” This idea of incorporating generational dialects into the classroom is not uniform for this age group, however. According to the High School Basketball Coach and Junior High English teacher Mr. Daniel Armstrong, he generally tries to avoid the usage of slang in his teaching. However, my observations have not proven this to be true. I can think of several occasions where Mr. Armstrong has referred to some of his students as dog or man, and has on occasion used the term “ya know”. Most of these instances are for exaggeration more than real assimilation into the teacher‘s conversations, but still the influence remains.
Some of the younger teachers may be unaware of their use of slang terms because they use them in their everyday conversation. A New York Times report by Jennifer Lee presents the idea that the usage of text language is used by students in papers because of the constant bombardment from their peers on instant messenger sites. “I was so used to reading what my friends wrote to me on Instant Messenger that I didn’t even realize that there was something wrong,” said student Montana Hodgen in Lee‘s article. It is probable that the communication style used by certain younger teachers to students is more likely to include current slang terms because many of these terms are still used by these teachers outside of the educational field. Perhaps at this level of experience and age, a more independent stance is necessary so that the ability to learn how to deal with students is gained.
In Deborah Tannen’s book The Argument Culture the idea that education has its basis as a kind of confrontational battle ultimately fighting to break the hold of ignorance on the unreformed is presented (256-290). Tannen suggests that this form of teaching would be better replaced by a more respectful form. Tannen uses the “rules of engagement” from The New Golden Rule by Amitai Etzioni as the guide to how teachers might try to communicate with their students (288). Of these rules, two seem to relate to the use of slang in education: “Don’t demonize those with whom you disagree,” and “Engage in a dialogue of convictions: Don’t be so reasonable and conciliatory that you lose touch with a core of belief you feel passionately about.” The usage of slang in the classroom might be the younger teachers’ way of “not demonizing” their students by trying to seem reasonable enough to communicate in the most comfortable way for them. This idea was very apparent in the High School Basketball Coach’s dialogue with students. It almost seemed as if because of his age the students expected him to have a completely different dialogue with them than would teachers of different age groups. This could be because he is closer in age and thus would have a more closely related slang vocabulary. This makes the use of slang necessary in order to not “demonize” the students. The whole point of teaching is to encourage students to grow not only in abilities but also in confidence as they pursue their ambitions in life. For the latter part of the curriculum to be efficiently achieved, it makes sense that younger teachers would slacken their speech for student, especially those in high school. It would be detrimental to the teaching process if a younger teacher, relatively close in age to the students one teaches, presents a front of highly polished and fine tuned speech in their conversation since this may cause students to feel incapable of reaching this professional level achieved so quickly by one so close in age. The slang used by younger teachers helps them to show students that at one time they were students in high school as well. In doing so, teachers become able to show students that reaching their goals is just as possible as it was for them at that age. However, these teachers have to distinguish if using these slang terms means betraying their “core beliefs” of teaching formalized Standard English. As these teachers grow older, learning more about their individual teaching styles will help them communicate with their students.
The reversal of this idea is true for older teachers. In order to not demonize students they must not use current slang terms, because it would show a lack of professionalism and strength for the students. The older teachers represent the end product, or what the students are supposed to aspire to at least in the professional since. In this way the two groups act as a fail-safe of each other. The younger teachers encourage the students and the older teachers insure that they know what is expected of them in the future.
But, these two objectives might be destructive to each other if it weren’t for the mid-range of teachers providing a “pathway” between the two disciplines. If it weren’t for the mid-range of teachers whose dialogue bridges the reserve of the older with the relativeness of the younger, the apparent differences between the two might pit them against each other, at least in the eyes of the students.
So far, I have covered the correlation between age and teachers communicating with their students, but what other circumstances could affect communication? From the survey, I found some interesting results. When asked the question, “Have you found that, when talking with other teachers, you have to adjust your language to better communicate with older or younger teachers?” Older teachers expressed the need to adjust their language to better the communication with the younger teachers. “I may not have to, but I’m sure I do--and I do this without any real thought. Being one of the oldest members of the faculty is part of it. Younger teachers often seek advice. I’m sure I relate differently to them than someone of my age group.” (Padgett)
The views of the younger educators, however, differed from the perspective of the elders. “No. Most of the teachers that I teach with are not very old. I do not feel that there is that big of a gap between us.”(Comuzie, Sarah) This view then proved to vary between teachers of the middle age group, with some affirming and others denying the influence of age on inter-faculty relations. This could be due to the inexperience of the younger teachers to communicate with people of this age as colleagues, and also due to the older teacher’s inexperience with the common dialect of the younger teachers.
Communication is the key element to any learning environment, whether it is a student trying to learn from a teacher, a teacher trying to learn how to teach a student, or learning how to communicate with colleagues. The further study into the relationships in the high school environment and how ideas are communicated might increase the efficiency of the education process. For now, teachers must continue the trial and error method of learning how to communicate.
References
Lee, Jennifer “I Think Therefore, IM.” New York Times on the Web 19 Sept. 2002. 16 Feb. 2007
Tannen, Deborah. The Argument Culture: Moving From Debate To Dialogue New York: Random House, 1998.
“Teacher Communication Survey” - Padgett, Tyler- quotes from Padgett, Gloria Diane. Reid, Carol. Kevin, Brewer. Davis, Karen A. Comuzie, Sarah. Armstrong, Daniel.
Wednesday, March 12, 2008
The Good Slut and The Bad Slut
So a man is walking down the street, and he thinks to himself, “ I’m so hungry I could eat a live hippo smothered in horseradish and Worcestershire sauce. He decides to walk on down the street and see if he can find a nice place to ear or a passing marinated hippo. First he sees a Chinese place and in the window a sign reads, “Two for one on lo mien.” The man decides he doesn’t want Chinese and walks on. Next, he sees an Italian place and sees a sign that says, “Special on lasagna.” The man decides not to go in, since he doesn’t have any beano handy, and moves on. Next the man sees a bakery where a sign reads “Half off on day old sluts.” The man walks in.
I bet your wondering what sluts are doing in a bakery. No, this isn’t a joke about illegitimate “buns in the oven,” and there is not a waitress that the man makes an offer to that turns out to be the hippo in disguise. Believe it or not at one time, slut or slut’s pennies meant the hard pieces in a loaf due to imperfect kneading of the dough. (OED) The word slut has been used for several items found unwanted by our society. Now, however, the term is being used by our culture as positive reinforcement for promiscuous nature and general lack of self-control. In this paper I will discuss the post uses of slut and will describes the newest usage of the word as well as its reflection on our culture.
The earliest know written appearance of slut was in 1402 in Letter of Cupid, “The foulest slutte of al a tovne.” This refers to a woman who is dirty, or untidy habits or appearance; a foul slattern. The next usage was found in 1450 meaning a kitchen maid or durge. About this time the common definition of a woman of a low or loose character; a bold or impudent girl; a hussy, jade, came into being, and in 1664 a playful use without any serious imputation of bad qualities. An example provided by OED gives some amusing examples of this playfulness. “Our little girl Susan is a most admirable slut, and pleases us mightily.” Nanny, thou art a sweet slut.” The meaning of slut has mostly used for promiscuous women ever since and , with only some random references to unwanted items including: a female dog (slut pup), a piece of rag dipped in lard or fat and used as a light, and the guttering of a candle. (OED)
The current transformation of slut has become a dark reflection on our culture’s morals. Slut’s meaning has remained synonymous with a woman of a promiscuous sexual nature but with a connotation that encourages such behavior instead of opposing it. This is the subject of “The Taming of the Slur” by Stephanie Rosenbloom. In the article Rosenbloom describes the cavalier use of the word in media and everyday conversation. “Novelty shops and web sites sell slut lip balm, bubble bath, soap, and lotion.” “In his duet with the rapper Eminen, Nate Dogg describes his hunt for “a big old slut” in the single “shake that.”
Rosenbloom also brings up the proclaiming of Paris Hilton as an “American cultural icon” on Sephora.com where she sells her $49 perfume. We respect women who seek to sell the life style of being sexually promiscuous because we believe they have power over men. But, how can manipulating yourself to fit a cultural ideal make you more powerful. Our culture presents the idea that sex, and as a consequence money and publicity, creates different from being addicted to drugs. You have no power because you gain money and publicity by destroying every shred of human decency you possess. In her paper, “Four-Letter Words Can Hurt You,” Barbara Lawrence discuses the ability of slang words to turn women into objects.
(How arrogantly self-involved the tabooed words seem in comparison to either of the other terms, and how contemptuous of the female partner. Understandably so, of course, if she is only a “skirt,” a “broad,” a “chick,” a “pussycat,” or a “piece.” If she is, in other words, no more than her skirt, or what her skirt conceals; no more than a breeder, or the broadest part of her; no more than a piece of a human being or a “piece of tail.")
So far I have used the term slut to refer only to women, but what about its use when referring to promiscuous males. When a man makes every effort to “bang” every willing female of any age, he is not called a slut. He is not considered unclean or immoral, he is considered a “true man” for being able to manipulate and hold power over women. But, when this is all a “man?” can identify himself by, he is just as broken and powerless as any “slut.” It’s always the woman who is supposed to be the one who says no, but if a man exhibits any resistance to sexual offers from women his masculinity and sometimes his sexual preference are brought into question. Mostly by those who require a dose of self control, and penicillin.
This male defining of, a man who is promiscuous being a true man, is clearly seen in our culture, but even more disturbing are the abusive slang terms they use to describe their “sexual prowls.”
"The brutality of this word [fuck] , then, and its equivalents (“screws,” “bang,” etc.), is not an illusion of the middle class or a crochet of Women’s Liberation. In their origins and imagery these words carry undeniably painful, if not sadistic, implications… (Lawrence)"
There are certain views that believe this acceptance in our culture of slut and the lifestyle that comes with it, as a feminist movement towards freedom from the sexual enslavement of the male dominated world places on women. This is especially true since the male promiscuity has far less dire consequences than female in our culture. However, how can assuming the evil of an oppressor make you anything but more equal to that oppressor? When is it that equality becomes detrimental to the pride of being a woman?
Another supporting idea of the sexual freedom theory of identifying your self proudly as a slut, is that slut is being used to turn the negative views of an inevitable characteristic into a “badge of honor,” not unlike gay or nigger. I, however, do not believe this is true. Where as being gay or black are uncontrollable factors, being a slut, whether male or female, is a decision of the importance and significance of sex in one’s life. If a person decides to be a sexual promiscuous person then they are simply succumbing to the urges we all feel. The only difference is they have decided to act on those urges. The frivolous usage of slut will only result in the increase of such decisions because the negative results of such a lifestyle are overshadowed by the positive connotation.
Sex is a responsibility that reflects an individual’s decision to or not to engage in such action. Today, the word slut has become an infection in our culture. An infection resulting in men and women succumbing to their primal urges and also resulting in the original idea of unclean people. The only difference is that its not dirt you have to worry about.
References
Lawrence, Barbara. “Four-Letter Words Can Hurt You.” About Language. The New York Times Co. 1973. Rpt. in About Language 5th ed. By William H. Roberts and Gregory Turgeon. Boston and New York: Houghton Mifflin Co. 1998. 110-113.
“The Taming of the Slur.” The New York Times 13 July 2006. 28 Feb. 2008 “Slut.” Def. Oxford English Dictionary Online. 2nd ed. 1989
I bet your wondering what sluts are doing in a bakery. No, this isn’t a joke about illegitimate “buns in the oven,” and there is not a waitress that the man makes an offer to that turns out to be the hippo in disguise. Believe it or not at one time, slut or slut’s pennies meant the hard pieces in a loaf due to imperfect kneading of the dough. (OED) The word slut has been used for several items found unwanted by our society. Now, however, the term is being used by our culture as positive reinforcement for promiscuous nature and general lack of self-control. In this paper I will discuss the post uses of slut and will describes the newest usage of the word as well as its reflection on our culture.
The earliest know written appearance of slut was in 1402 in Letter of Cupid, “The foulest slutte of al a tovne.” This refers to a woman who is dirty, or untidy habits or appearance; a foul slattern. The next usage was found in 1450 meaning a kitchen maid or durge. About this time the common definition of a woman of a low or loose character; a bold or impudent girl; a hussy, jade, came into being, and in 1664 a playful use without any serious imputation of bad qualities. An example provided by OED gives some amusing examples of this playfulness. “Our little girl Susan is a most admirable slut, and pleases us mightily.” Nanny, thou art a sweet slut.” The meaning of slut has mostly used for promiscuous women ever since and , with only some random references to unwanted items including: a female dog (slut pup), a piece of rag dipped in lard or fat and used as a light, and the guttering of a candle. (OED)
The current transformation of slut has become a dark reflection on our culture’s morals. Slut’s meaning has remained synonymous with a woman of a promiscuous sexual nature but with a connotation that encourages such behavior instead of opposing it. This is the subject of “The Taming of the Slur” by Stephanie Rosenbloom. In the article Rosenbloom describes the cavalier use of the word in media and everyday conversation. “Novelty shops and web sites sell slut lip balm, bubble bath, soap, and lotion.” “In his duet with the rapper Eminen, Nate Dogg describes his hunt for “a big old slut” in the single “shake that.”
Rosenbloom also brings up the proclaiming of Paris Hilton as an “American cultural icon” on Sephora.com where she sells her $49 perfume. We respect women who seek to sell the life style of being sexually promiscuous because we believe they have power over men. But, how can manipulating yourself to fit a cultural ideal make you more powerful. Our culture presents the idea that sex, and as a consequence money and publicity, creates different from being addicted to drugs. You have no power because you gain money and publicity by destroying every shred of human decency you possess. In her paper, “Four-Letter Words Can Hurt You,” Barbara Lawrence discuses the ability of slang words to turn women into objects.
(How arrogantly self-involved the tabooed words seem in comparison to either of the other terms, and how contemptuous of the female partner. Understandably so, of course, if she is only a “skirt,” a “broad,” a “chick,” a “pussycat,” or a “piece.” If she is, in other words, no more than her skirt, or what her skirt conceals; no more than a breeder, or the broadest part of her; no more than a piece of a human being or a “piece of tail.")
So far I have used the term slut to refer only to women, but what about its use when referring to promiscuous males. When a man makes every effort to “bang” every willing female of any age, he is not called a slut. He is not considered unclean or immoral, he is considered a “true man” for being able to manipulate and hold power over women. But, when this is all a “man?” can identify himself by, he is just as broken and powerless as any “slut.” It’s always the woman who is supposed to be the one who says no, but if a man exhibits any resistance to sexual offers from women his masculinity and sometimes his sexual preference are brought into question. Mostly by those who require a dose of self control, and penicillin.
This male defining of, a man who is promiscuous being a true man, is clearly seen in our culture, but even more disturbing are the abusive slang terms they use to describe their “sexual prowls.”
"The brutality of this word [fuck] , then, and its equivalents (“screws,” “bang,” etc.), is not an illusion of the middle class or a crochet of Women’s Liberation. In their origins and imagery these words carry undeniably painful, if not sadistic, implications… (Lawrence)"
There are certain views that believe this acceptance in our culture of slut and the lifestyle that comes with it, as a feminist movement towards freedom from the sexual enslavement of the male dominated world places on women. This is especially true since the male promiscuity has far less dire consequences than female in our culture. However, how can assuming the evil of an oppressor make you anything but more equal to that oppressor? When is it that equality becomes detrimental to the pride of being a woman?
Another supporting idea of the sexual freedom theory of identifying your self proudly as a slut, is that slut is being used to turn the negative views of an inevitable characteristic into a “badge of honor,” not unlike gay or nigger. I, however, do not believe this is true. Where as being gay or black are uncontrollable factors, being a slut, whether male or female, is a decision of the importance and significance of sex in one’s life. If a person decides to be a sexual promiscuous person then they are simply succumbing to the urges we all feel. The only difference is they have decided to act on those urges. The frivolous usage of slut will only result in the increase of such decisions because the negative results of such a lifestyle are overshadowed by the positive connotation.
Sex is a responsibility that reflects an individual’s decision to or not to engage in such action. Today, the word slut has become an infection in our culture. An infection resulting in men and women succumbing to their primal urges and also resulting in the original idea of unclean people. The only difference is that its not dirt you have to worry about.
References
Lawrence, Barbara. “Four-Letter Words Can Hurt You.” About Language. The New York Times Co. 1973. Rpt. in About Language 5th ed. By William H. Roberts and Gregory Turgeon. Boston and New York: Houghton Mifflin Co. 1998. 110-113.
“The Taming of the Slur.” The New York Times 13 July 2006. 28 Feb. 2008 “Slut.” Def. Oxford English Dictionary Online. 2nd ed. 1989
Thursday, March 6, 2008
What are the derogatory terms our culture has for the select group of the male sex that our promiscuous? I can only gather a limited list, this includes: pig, gigolo, and macho. There appears to be a relationship between these words that becomes apparent. Excluding pig, which has probably formed from the relatively recent feminist movement and is used for a wealth of male negative qualities, gigolo and macho are from cultures separate from our own. Gigolo coming from Italy and macho from Latin America. This is interesting when you consider our vocabulary for promiscuous women is far more extensive; bitch, slut, whore, skunk, jezebel, madam, mistress, lady of the night, street walker, hussy, ho, and sperm dumpster. Each one of these can be traced back to English language. Why do we find it ok to associate our own culture with promiscuous women but find it absolutely unthinkable to directly relate promiscuous men?
Player and stud are terms that our society has constructed for men who hold power over women and can make them forsake their morals for lust, but these terms are used to reflect a positive connotation for the ability to hold such power (and to wield it so indiscriminately). So, is it our view that the promiscuous actions of men in our culture are alright if not an obligation of being a man. It is then that the hypocrisy of our culture takes its form by expecting men to be wise and strong in their moral fiber and to still maintain their primal maleness with promiscuous actions. The hypocrisy continuous by demanding the impossible from women as well only their side of the deal is far less accommodating to their lusts. Women are expected to be sexy and to give in to men only to be called a slut for lacking the power to say no to men. Then on the reverse women who strive to hold to their moral strength are prudes for holding too much power. Damned if you do, damned if you don't scenario. It's almost as if men can do no wrong in our culture and every aspect of maleness is there for a positive, and every aspect of women in our culture must be analyzed to the point nothing they do is right.
Macho is a term that was once used by our culture to enforce positive promiscuity, just like player and stud is today. Examples of this can be found in movies and television shows from the seventies, such as Saturday Night Fever. Our culture more than likely changed the connotation of the word because of the negative views we have of Latin American immigrants. However, the question still remains of why we find it necessary to use other cultures to distance male evils from our culture and still find it just to relate our culture directly with the female evils.
Player and stud are terms that our society has constructed for men who hold power over women and can make them forsake their morals for lust, but these terms are used to reflect a positive connotation for the ability to hold such power (and to wield it so indiscriminately). So, is it our view that the promiscuous actions of men in our culture are alright if not an obligation of being a man. It is then that the hypocrisy of our culture takes its form by expecting men to be wise and strong in their moral fiber and to still maintain their primal maleness with promiscuous actions. The hypocrisy continuous by demanding the impossible from women as well only their side of the deal is far less accommodating to their lusts. Women are expected to be sexy and to give in to men only to be called a slut for lacking the power to say no to men. Then on the reverse women who strive to hold to their moral strength are prudes for holding too much power. Damned if you do, damned if you don't scenario. It's almost as if men can do no wrong in our culture and every aspect of maleness is there for a positive, and every aspect of women in our culture must be analyzed to the point nothing they do is right.
Macho is a term that was once used by our culture to enforce positive promiscuity, just like player and stud is today. Examples of this can be found in movies and television shows from the seventies, such as Saturday Night Fever. Our culture more than likely changed the connotation of the word because of the negative views we have of Latin American immigrants. However, the question still remains of why we find it necessary to use other cultures to distance male evils from our culture and still find it just to relate our culture directly with the female evils.
Thursday, February 28, 2008
Grammar being taught in a high school class is indeed a rarity. In the article by Klose, he describes the lack of concentration on the simple rules of sentence structure. I must admit that at my high school, this was all to true. Teachers have lost a appreciation for teaching the proper form of writing. The task of teaching grammar becomes so arduous that most teachers try to skip teaching it and only require a rough introduction into literature, but they fail to realize that the basis of everything we can understand and gain from language comes from the basic understanding of how its structure. As far as I can recall, grammar was last a major part of the curriculum in the eighth grade. My junior high English teacher was Mrs. Sara C. Mrs. C made us breakdown sentences day and night, forcing us to learn the structure of formalized writing, which proved tedious task. For this I will be forever grateful to Mrs. C. It is because she took the time and energy to teach us grammar that we may have survived high school. When I entered the high school the introduction of literature and some vocabulary were the main focus of the teachers.
My first high school English course was taught by Mr. L, and about the only thing we learned that year was that S.H.I.T. was an acronym for Ship High In Transit and dealt with the movement of a sea craft through lock type canals. You can imagine how much my sense of the English language after that experience. There was not one paper, few tests, and basically if you wanted to cheat you bloody well could without reprimand.
The next teacher was Mr.J, after the healthy and full carrier of one year for Mr. L. Mr. J managed a great triumph in his reign. We read Romeo and Juliette and that was it. Mr. J did teach us about rudimentary grammar for two days so we could pass a state examination. Almost the entire class did miserably on it. Mr. J's term as English teacher was as short lived as Mr. L's.
Then came the bright spot of my high school English educational. Mrs. D had come back to her hometown to get away from the hectic journalism carrier she had in California and decided to teach at the high school. She introduced us to a wide range of literature that gave us a great deal of vocabulary knowledge, and she gave us creative projects, such as rewriting the Canterbury Tales into a more modern setting and language. However, grammar was by then supposed to basically be complete for our education. After we turned in our first papers, however, she was stunted with the barbarity in some of the grammar. Mrs. D did the best she could to point out our problems with writing, but by that time the demands for literature over grammar prevented her from concentrating on it.
If teachers started concentrating more on grammar and focused on literature towards the end of the high school education, students would be able to write with a level of competence greater than a chimp. But, as long as no one attempts the task, the degradation of language will continue to the point there will be no formalized form of writing.
My first high school English course was taught by Mr. L, and about the only thing we learned that year was that S.H.I.T. was an acronym for Ship High In Transit and dealt with the movement of a sea craft through lock type canals. You can imagine how much my sense of the English language after that experience. There was not one paper, few tests, and basically if you wanted to cheat you bloody well could without reprimand.
The next teacher was Mr.J, after the healthy and full carrier of one year for Mr. L. Mr. J managed a great triumph in his reign. We read Romeo and Juliette and that was it. Mr. J did teach us about rudimentary grammar for two days so we could pass a state examination. Almost the entire class did miserably on it. Mr. J's term as English teacher was as short lived as Mr. L's.
Then came the bright spot of my high school English educational. Mrs. D had come back to her hometown to get away from the hectic journalism carrier she had in California and decided to teach at the high school. She introduced us to a wide range of literature that gave us a great deal of vocabulary knowledge, and she gave us creative projects, such as rewriting the Canterbury Tales into a more modern setting and language. However, grammar was by then supposed to basically be complete for our education. After we turned in our first papers, however, she was stunted with the barbarity in some of the grammar. Mrs. D did the best she could to point out our problems with writing, but by that time the demands for literature over grammar prevented her from concentrating on it.
If teachers started concentrating more on grammar and focused on literature towards the end of the high school education, students would be able to write with a level of competence greater than a chimp. But, as long as no one attempts the task, the degradation of language will continue to the point there will be no formalized form of writing.
Thursday, February 21, 2008
I was really motivated by the February 18 reading "Concision". I started to analyze my writing in a whole new perspective. I have been told that my writing often gets too wordy, but I never imagined how damaging it was to my work's content. I think I have always tried to work more "poetics" or "flower" into my language because I thought that it made the work better. Let me tell you, the flowers had too much mulch on them. The relationship between a truck and the drag of its load was all too true. My writing was trying pull the Titanic back up for a maiden voyage, and its clarity was about as successful.
I decided to really burn off the linguistic "fat" in my essay. When we were assigned to enhance the conciseness of our papers in class, I found I took more time to judge my piece than anyone else. I had created the Guinness Book of World Records
newest addition. My paper was grossly bloated with meaningless words,double wording, inference adjectives and adverbs, and a host of other troubles. After two hours of laboring, I had a completely different paper in my hands. But, that was not the end of it, I reworded and deleted even more when I retyped my revisions. I finally figured out the best writers are those who are never satisfyed. A good writer is one who can look at a piece they have published, after tolling over it for months or even years, and say "I should have done ____." You have to understand that learning to write is a continually process that, if you are good at, will be a wonderful, if somewhat overwhelming, aspect. We never do, after all, learn how to do anything perfectly.
Now, I know that the idea of never being finished with what you write is a rather ogreish prospect, but grammar is not the only revision that should be made. How we communicate our ideas can be infinitely critiqued, but eventually the grammar issue has to give way to the expression of ideas "publishing". However, these ideas can also be critiqued. A good writer should review a past work with the same critique as any of their readers. Through time, our perspectives change and grow with every new idea that is presented to use. In a way, a past writing is written by an author who only exists in the time and space of the writing process. Looking at our past perspectives should be an eye opening experience for us, because our new perspectives gives us the ability to better our future writing and, gratefully, ourselves.
I decided to really burn off the linguistic "fat" in my essay. When we were assigned to enhance the conciseness of our papers in class, I found I took more time to judge my piece than anyone else. I had created the Guinness Book of World Records
newest addition. My paper was grossly bloated with meaningless words,double wording, inference adjectives and adverbs, and a host of other troubles. After two hours of laboring, I had a completely different paper in my hands. But, that was not the end of it, I reworded and deleted even more when I retyped my revisions. I finally figured out the best writers are those who are never satisfyed. A good writer is one who can look at a piece they have published, after tolling over it for months or even years, and say "I should have done ____." You have to understand that learning to write is a continually process that, if you are good at, will be a wonderful, if somewhat overwhelming, aspect. We never do, after all, learn how to do anything perfectly.
Now, I know that the idea of never being finished with what you write is a rather ogreish prospect, but grammar is not the only revision that should be made. How we communicate our ideas can be infinitely critiqued, but eventually the grammar issue has to give way to the expression of ideas "publishing". However, these ideas can also be critiqued. A good writer should review a past work with the same critique as any of their readers. Through time, our perspectives change and grow with every new idea that is presented to use. In a way, a past writing is written by an author who only exists in the time and space of the writing process. Looking at our past perspectives should be an eye opening experience for us, because our new perspectives gives us the ability to better our future writing and, gratefully, ourselves.
Thursday, February 7, 2008
Racial profiling is easily seen in our society. From job placement to loan preferences, such discrimination is both painful and inhuman, but what is the root of all of this? Is it based in just race or has it become a matter of communication? Is it really a matter of simple difference in skin or is a matter of voice?
When European colonizers first came to this country, it was a lack in communication that led the settlers to believe that the Native Americans were savage. They were unable to grasp the culture and strict moral values from them, and there by allowed for the natives’ brutal treatment. However, miscommunication is only as strong as the people who enforce it.
When you consider the fact that Native American enslavement and eradication was actually an economic prospect rather than a moral objective, the idea that one would be denied living accommodations due to economic gain from the avoidance of racial desegregation, is morally disruptive and what is even worse overly human. Race is a factor in some communities where individuals, who appear to be unbiased toward other races, prove less than eager to live with a culture other than their own. It is a natural occurrence for certain like groups to prefer close contact with those of their own likeness. Of course, so is viciously mauling anything that gives you a slight start or that you simply don’t like. During the European occupation, heads of state decided that the eradication of these "savages" was the only moral thing to do. For it was the will of God for "their" race to hold the resources and riches of these people. And of course if they never attempted to understand the native cultures they would always be, in their eyes, "savages," a deluded and sadistic mind set indeed.
So the attempts made by these royals are not that different from the attempts of some companies to segregate their housing sales to like cultures. The only difference is that this miscommunication is only made to aware by these companies, and they are structured to profit from this segregation of language. At least with the royals were insane enough to think it a morally righteous thing to decimate an entire race. What excuse do the companies have?
When European colonizers first came to this country, it was a lack in communication that led the settlers to believe that the Native Americans were savage. They were unable to grasp the culture and strict moral values from them, and there by allowed for the natives’ brutal treatment. However, miscommunication is only as strong as the people who enforce it.
When you consider the fact that Native American enslavement and eradication was actually an economic prospect rather than a moral objective, the idea that one would be denied living accommodations due to economic gain from the avoidance of racial desegregation, is morally disruptive and what is even worse overly human. Race is a factor in some communities where individuals, who appear to be unbiased toward other races, prove less than eager to live with a culture other than their own. It is a natural occurrence for certain like groups to prefer close contact with those of their own likeness. Of course, so is viciously mauling anything that gives you a slight start or that you simply don’t like. During the European occupation, heads of state decided that the eradication of these "savages" was the only moral thing to do. For it was the will of God for "their" race to hold the resources and riches of these people. And of course if they never attempted to understand the native cultures they would always be, in their eyes, "savages," a deluded and sadistic mind set indeed.
So the attempts made by these royals are not that different from the attempts of some companies to segregate their housing sales to like cultures. The only difference is that this miscommunication is only made to aware by these companies, and they are structured to profit from this segregation of language. At least with the royals were insane enough to think it a morally righteous thing to decimate an entire race. What excuse do the companies have?
Wednesday, January 30, 2008
Though, it is difficult to believe that everyone does in fact play the culturally assigned roles of report and rapport speakers by stereotypically assigning language to gender, it is apparent that a great many in our society do in fact follow this trend. I can remember myself thinking about this subject on several occasions in fact. At my high school there were two teachers assigned for the social sciences classes. Mr. Bueller who taught the geography/economics and sociology classes and Mrs. Wheatly who taught the American History class, aka: the class of death. Now what surprised me about these two was how there teaching styles seemed to differ so dramatically from one another.
Mr. Bueller always had something to say, and when I say always I mean always. The man barely stopped to catch his breath sometimes; he liked hearing his own voice way to much. A truly report style. And, if you wanted to have a free day all you had to do was ask him about his good old college days and then you would get all the hell raising escapades he had been on in his frat. At this time, Mr. Bueller was going through the beginnings of his forties and probably was distracted by gray more than youthful remembrance. Don't get me wrong the man knew his stuff, he could tell you basically anything you wanted to know about history and political function, as long as you accepted his own personal perspective. And as for actual work, we probably did about three assignments all year.
Mrs. Wheatly on the other hand was a completely different animal. She didn't bark...she bit and hard too. Now just so you can get the picture of this woman I would like you to think of the finest piece of silver jewelry with sparkling emeralds glittering with a great intensity. Now throw that piece of jewelry in an ancient tomb for about 3 thousand years, and equip the tomb with so many crocodiles, compressing walls, and pongee sticks that not even Angelina Jolie in a g-string with a nuclear weapon could get the evil thing out.
Mrs. Wheatly was fifty-seven when I was in her Senior American History class, and she had lost none of her intensity. Everyday at seven o'clock she was in the class room, writing her notes in its small yet mystically clear enough for blind to see from the back of the room font. Her silver head bobbing over and over, covering every inch of the board. She always had her lesson plan laid out years in advance, mostly because she had lived through practically all of history. I can remember that everyone had to come in at least at 7:15 just to keep up with everything. She always had time to allow questions during the lecture, and she was constantly giving quizzes. Now if that wasn't bad enough, Mrs. Wheatly also had here final exam. A 500 to 700 question test with multiple choice, fill in the blank, true and false, and some but little matching.
A test which made some adults awed by the woman's sheer lack of mercy. But she always had to have every thing prepared, and she never tried to come off as dominate in a conversation. She was better at listening to others problems and allowing them to come up with the answers they already knew was best.
Though their teaching styles followed the report and rapport it was completely different when it came to discipline. With Mr. Bueller it was live and let live, he didn't want to face an altercation if he could help it. If somebody did anything such as cheat, if that person was particularly popular he would act like the whole thing was funny, or if someone talked about performing the worst bouts of debauchery he would think the whole circumstance funny. If that wasn't enough if something really bad went down such as a fight, he would try to stop it by telling a child like "stop it" and would proceed to run across the hall to Mrs. Wheatley. She would come flying, in force both parties away from each other, with herself in between, and would say if they didn't stop it she would personally insure that they never be able to fight ever again." Obviously the ability to truly express ones self only comes when you are really angered.
Mr. Bueller always had something to say, and when I say always I mean always. The man barely stopped to catch his breath sometimes; he liked hearing his own voice way to much. A truly report style. And, if you wanted to have a free day all you had to do was ask him about his good old college days and then you would get all the hell raising escapades he had been on in his frat. At this time, Mr. Bueller was going through the beginnings of his forties and probably was distracted by gray more than youthful remembrance. Don't get me wrong the man knew his stuff, he could tell you basically anything you wanted to know about history and political function, as long as you accepted his own personal perspective. And as for actual work, we probably did about three assignments all year.
Mrs. Wheatly on the other hand was a completely different animal. She didn't bark...she bit and hard too. Now just so you can get the picture of this woman I would like you to think of the finest piece of silver jewelry with sparkling emeralds glittering with a great intensity. Now throw that piece of jewelry in an ancient tomb for about 3 thousand years, and equip the tomb with so many crocodiles, compressing walls, and pongee sticks that not even Angelina Jolie in a g-string with a nuclear weapon could get the evil thing out.
Mrs. Wheatly was fifty-seven when I was in her Senior American History class, and she had lost none of her intensity. Everyday at seven o'clock she was in the class room, writing her notes in its small yet mystically clear enough for blind to see from the back of the room font. Her silver head bobbing over and over, covering every inch of the board. She always had her lesson plan laid out years in advance, mostly because she had lived through practically all of history. I can remember that everyone had to come in at least at 7:15 just to keep up with everything. She always had time to allow questions during the lecture, and she was constantly giving quizzes. Now if that wasn't bad enough, Mrs. Wheatly also had here final exam. A 500 to 700 question test with multiple choice, fill in the blank, true and false, and some but little matching.
A test which made some adults awed by the woman's sheer lack of mercy. But she always had to have every thing prepared, and she never tried to come off as dominate in a conversation. She was better at listening to others problems and allowing them to come up with the answers they already knew was best.
Though their teaching styles followed the report and rapport it was completely different when it came to discipline. With Mr. Bueller it was live and let live, he didn't want to face an altercation if he could help it. If somebody did anything such as cheat, if that person was particularly popular he would act like the whole thing was funny, or if someone talked about performing the worst bouts of debauchery he would think the whole circumstance funny. If that wasn't enough if something really bad went down such as a fight, he would try to stop it by telling a child like "stop it" and would proceed to run across the hall to Mrs. Wheatley. She would come flying, in force both parties away from each other, with herself in between, and would say if they didn't stop it she would personally insure that they never be able to fight ever again." Obviously the ability to truly express ones self only comes when you are really angered.
Tuesday, January 29, 2008
We all pride ourselves on the past histories of the Americans who were ready and willing to sacrifice their lives for their country, but is the dedication to preserving their legacies detrimental to the future. The article I am reviewing is about a school called the York Institute located in Jamestown, TN. This school was named after the World War I hero Sgt. Alvin C. York. Though the article failed to provide a more detailed account of this hero's feats, I have attained some information on the subject. Alvin C. York was born in Pall Mall, present day Jamestown , Tennessee on December 13, 1887 to an impoverished family. In order to provide food for his family York had to help obtain the family's sustenance at an early age, being taught to hunt with exceptional skill. At the age of twenty York's father William York died and the bereaved Alvin was left to take care of his family. However, the stress of both his father's death and the pressure of his new position as primary provider proved to much for him and he began to take to drinking and fighting in local saloons. During the deterioration of York's morals, his younger brother was forced to care for the family. York's mother, an avid Christian, continued pleading with her eldest son to change his ways, but he remained resistant. During an altercation in the local saloon, York's best friend was killed, the shock of which made York assume the role of a pacifist christian that his mother wished him take.
On June 15, 1917 York received a draft notice. It has been found that he applied as a continuous objector, but that his request was never approved. During the Battle of the Argonne Forest on a mission to take the German Decuaville rail-line on October 8, 1918, Corp. York lead an attack on a German machine gun nest after the acting officer Sgt. Bernard Early and another eight of the original seventeen assigned to the mission were wounded during the early part of the attack. York was successful in the attempt with the salvaging of 32 machine guns, 28 deaths of enemy combatants, and capturing 132 others. A feat for which he was awarded the Medal of Honor. In 1926 York established a school in his hometown, a portion of which funding was provided from York's attainment of private sources and solicitation of the Tennessee State Legislature.
The article, though lacking in its historical depth, does maintain its coverage of the current situation. Is the York Institute safe enough to remain standing and does it have the ability to continue as a function facility of education. The article provides its introduction into the situation by saying that eighty years since the establishment of the York Institute, George York the son of the illustrious Sergent is trying to save the school from the emergency demolition the state has called for. This is due to the assessment made by Mark Buchanan a structural engineer who wrote the Tennessee Board of Education prompting them to call for the demolition. While the school board says the school is at present safe for use, Buchanan believes that there are only three scenarios that he perceives as applicable. Repair the building and bring it up to codes, tear down the building and build another school in its place, or demolish the building completely. The article only provides Buchanan's estimate costs for the demolition options, ranging form $500,000 for complete demolishment to $3.7 million for a completely new school. The latter estimate has increased since the added cost of portable facilities has been added while construction is in progress. Buchanan also says for a short-term fix shelling the front wall of the school might be the best option, however this is designed only for several weeks or a few months not the necessary years in order to complete the repairs.
The York Institute Superintendent Phil Brannon comments,"Every time this comes up about tearing down, everybody throws a fit, and the state just walks away." He also says that the building has been empty since 1980 and the 700 students now use an instillation only 9 feet away. He goes on to say that a fifty foot fence has been constructed which disrupts traffic and has closed four classrooms. Brannon also comments that a emergency plan has to be in place in case the building does collapse, which would spew dangerous materials, including asbestos, into the air.
As I read this I can only think of one thing to ask. Why would a war hero want a building he established to be a major hazard to the health of the children he fought for? I mean who would think that this is what a man who sacrificed his life for the future of his country would want. I also would like to know, why would the state allow the institute to fall to that kind of decay if they really wanted to preserve the landmark, why is the state continuing its apathy putting the students in further danger, why when the situation is so critical is the issue of money the main concern, and why would George York be more concerned with the remembrance of his father than the safety of the students? I would also like to hear the concerns of some of the parents who have to witness this apathy, and also what they have tried to do about it? These questions differ greatly form that of a journalist who focuses on the current situation and the factual problems involving it instead of the fieldworker who would try to gain insight into how the people involved perceives the problems.
The best way for a fieldworker to gather resources to answer these questions is by asking the people of the community. To get the best idea of the problem you should ask the people who deal with it. As for the perspective of Sargent York on the matter, you could ask his family, however the pride which these members might have may bias there response. I believe it would be better to observe the thoughts posed by York in his diary, which has been published. From this, you might be able to gather an idea as to the thinking of the late Sargent, and thus form a hypothetical conclusion.
On June 15, 1917 York received a draft notice. It has been found that he applied as a continuous objector, but that his request was never approved. During the Battle of the Argonne Forest on a mission to take the German Decuaville rail-line on October 8, 1918, Corp. York lead an attack on a German machine gun nest after the acting officer Sgt. Bernard Early and another eight of the original seventeen assigned to the mission were wounded during the early part of the attack. York was successful in the attempt with the salvaging of 32 machine guns, 28 deaths of enemy combatants, and capturing 132 others. A feat for which he was awarded the Medal of Honor. In 1926 York established a school in his hometown, a portion of which funding was provided from York's attainment of private sources and solicitation of the Tennessee State Legislature.
The article, though lacking in its historical depth, does maintain its coverage of the current situation. Is the York Institute safe enough to remain standing and does it have the ability to continue as a function facility of education. The article provides its introduction into the situation by saying that eighty years since the establishment of the York Institute, George York the son of the illustrious Sergent is trying to save the school from the emergency demolition the state has called for. This is due to the assessment made by Mark Buchanan a structural engineer who wrote the Tennessee Board of Education prompting them to call for the demolition. While the school board says the school is at present safe for use, Buchanan believes that there are only three scenarios that he perceives as applicable. Repair the building and bring it up to codes, tear down the building and build another school in its place, or demolish the building completely. The article only provides Buchanan's estimate costs for the demolition options, ranging form $500,000 for complete demolishment to $3.7 million for a completely new school. The latter estimate has increased since the added cost of portable facilities has been added while construction is in progress. Buchanan also says for a short-term fix shelling the front wall of the school might be the best option, however this is designed only for several weeks or a few months not the necessary years in order to complete the repairs.
The York Institute Superintendent Phil Brannon comments,"Every time this comes up about tearing down, everybody throws a fit, and the state just walks away." He also says that the building has been empty since 1980 and the 700 students now use an instillation only 9 feet away. He goes on to say that a fifty foot fence has been constructed which disrupts traffic and has closed four classrooms. Brannon also comments that a emergency plan has to be in place in case the building does collapse, which would spew dangerous materials, including asbestos, into the air.
As I read this I can only think of one thing to ask. Why would a war hero want a building he established to be a major hazard to the health of the children he fought for? I mean who would think that this is what a man who sacrificed his life for the future of his country would want. I also would like to know, why would the state allow the institute to fall to that kind of decay if they really wanted to preserve the landmark, why is the state continuing its apathy putting the students in further danger, why when the situation is so critical is the issue of money the main concern, and why would George York be more concerned with the remembrance of his father than the safety of the students? I would also like to hear the concerns of some of the parents who have to witness this apathy, and also what they have tried to do about it? These questions differ greatly form that of a journalist who focuses on the current situation and the factual problems involving it instead of the fieldworker who would try to gain insight into how the people involved perceives the problems.
The best way for a fieldworker to gather resources to answer these questions is by asking the people of the community. To get the best idea of the problem you should ask the people who deal with it. As for the perspective of Sargent York on the matter, you could ask his family, however the pride which these members might have may bias there response. I believe it would be better to observe the thoughts posed by York in his diary, which has been published. From this, you might be able to gather an idea as to the thinking of the late Sargent, and thus form a hypothetical conclusion.
Wednesday, January 23, 2008
When I consider the oppression and hardship faced by the bilingual authors we have read in class, I find myself hard pressed to relate a part of my life that could even begin to reflect the situation of language assimilation. This is obviously because I have never had to face a position of complete loss in communication, having been a resident of my native country all my life. The only comparable scene I can recall, that at best grazes the subject matter of the authors, would be the language transformation I faced as a five year old child.
It was three days before my inauguration into the lucrative world of elementary education, and I could hardly express my overflowing excitement at the prospect. I was not the only one that was expressing excitement as I prepared for the maiden voyage of my true role as a "big kid"! My mother was seeming exceedingly proud, and appeared to gain a mysterious energy that only a mother can summon when she feels the arrival of her offspring at a prestigious landmark in their life. However beneath the proud energy she possessed, there were undertones of a less than wonderful anxiety about this change.
My mother, though a loving and caring woman who has always seen to my every need and want for happiness, had an unfortunate condition that no one seemed able to cure her of. She was a Vice-principle, and if that was not bad enough she was a good vice-principle having gained the great title of the Wicked Witch of West Tennessee.
Now comes the first problem I ever had with my dear mother. As I said, it was the third day before my proper education's commencement, and my mother who had been cuing with delight for the past month had finally sat me down and put upon her face a look of supreme will and solidarity. A face I would become quite accustomed with and learn to feel both respect and frustration for. As I sat there it was all I could do to keep from laughing considering that this was a woman who in the five years I had known her, not including the nine months in the womb, had always strived to appear at prefect peace and happiness. I soon realized that she meant business. She began her presentation by saying that I should decide whether or not I was ok with her being the vice-principal of my school. Of course, as a five year old I didn't understand her completely. I honestly thought she said she was Vice-president, but I didn't mind any way because I knew that whatever her occupation was it entailed being at my school as much as I would be, how cool is that! "Oh, to be five and an idiot." After she completed the preamble portion of her presentation, she told me that my school life would be far better if I did not try to converse with her at school as if I were her child. She said it would be far better for me if I spoke to her as any other student would, by saying Ms. Padgett instead of mom and trying not to say "I love you" as best I could.
My response to this was merely a look of what could only be expressed as "MY MOTHER HAS GONE CRAZY AND SHE TRYING TO TAKE ME WITH HER." I didn't understand what she was trying ask me to do. I was her child, so why was it she was trying to make me act as if I wasn't? I had always tried to express my deep felt love for her, as she had always done for me. So why couldn't we do the same anymore? Well seeing as how my mom did goofy stuff all the time I just decided, to say yes and go play with my imaginary friend Nanukinhifrerstaooken the III.
So, I came to class my first day and went about my business as any student would. That is until lunch rolled around and I found myself face to face with my mother, who had lunch-patrol like so many of the teachers. As everyone went into the lunchroom, in our classic straight line, we passed my mom who was controlling the flow of traffic when I opened my mouth and said this, "Hi Mommy, I love you."
Well you might think it caused a problem, and you would be wrong. When I said those dreaded words the apocalypse did not occur. There were no typhoons, no floods, no earthquakes. There was not a soul who made a big deal out of it. After all, it was kindergarten. No one even really cared whether or not I called Ms. Padgett, mom. That is until about the third grade, I was doing very well in school, and that can be attributed to good parenting. But, everyone else decide it had nothing to do with a good mom, and everything to do with a devious vice-principal, everyone who entered the third grade and was a lazy moronic buffoon at least. Most of which would be arrested for drug possession in the future. So in order to deal with this problem I had to start calling my mother the impersonal Ms. Padgett, and tried to present as little emotion as possible. This lasted for all of three seconds with small bursts of success. I found it much easier to just forget everybody else, and just talk to my mother as I pleased. After all, who were they to say how my family should operate.
It was three days before my inauguration into the lucrative world of elementary education, and I could hardly express my overflowing excitement at the prospect. I was not the only one that was expressing excitement as I prepared for the maiden voyage of my true role as a "big kid"! My mother was seeming exceedingly proud, and appeared to gain a mysterious energy that only a mother can summon when she feels the arrival of her offspring at a prestigious landmark in their life. However beneath the proud energy she possessed, there were undertones of a less than wonderful anxiety about this change.
My mother, though a loving and caring woman who has always seen to my every need and want for happiness, had an unfortunate condition that no one seemed able to cure her of. She was a Vice-principle, and if that was not bad enough she was a good vice-principle having gained the great title of the Wicked Witch of West Tennessee.
Now comes the first problem I ever had with my dear mother. As I said, it was the third day before my proper education's commencement, and my mother who had been cuing with delight for the past month had finally sat me down and put upon her face a look of supreme will and solidarity. A face I would become quite accustomed with and learn to feel both respect and frustration for. As I sat there it was all I could do to keep from laughing considering that this was a woman who in the five years I had known her, not including the nine months in the womb, had always strived to appear at prefect peace and happiness. I soon realized that she meant business. She began her presentation by saying that I should decide whether or not I was ok with her being the vice-principal of my school. Of course, as a five year old I didn't understand her completely. I honestly thought she said she was Vice-president, but I didn't mind any way because I knew that whatever her occupation was it entailed being at my school as much as I would be, how cool is that! "Oh, to be five and an idiot." After she completed the preamble portion of her presentation, she told me that my school life would be far better if I did not try to converse with her at school as if I were her child. She said it would be far better for me if I spoke to her as any other student would, by saying Ms. Padgett instead of mom and trying not to say "I love you" as best I could.
My response to this was merely a look of what could only be expressed as "MY MOTHER HAS GONE CRAZY AND SHE TRYING TO TAKE ME WITH HER." I didn't understand what she was trying ask me to do. I was her child, so why was it she was trying to make me act as if I wasn't? I had always tried to express my deep felt love for her, as she had always done for me. So why couldn't we do the same anymore? Well seeing as how my mom did goofy stuff all the time I just decided, to say yes and go play with my imaginary friend Nanukinhifrerstaooken the III.
So, I came to class my first day and went about my business as any student would. That is until lunch rolled around and I found myself face to face with my mother, who had lunch-patrol like so many of the teachers. As everyone went into the lunchroom, in our classic straight line, we passed my mom who was controlling the flow of traffic when I opened my mouth and said this, "Hi Mommy, I love you."
Well you might think it caused a problem, and you would be wrong. When I said those dreaded words the apocalypse did not occur. There were no typhoons, no floods, no earthquakes. There was not a soul who made a big deal out of it. After all, it was kindergarten. No one even really cared whether or not I called Ms. Padgett, mom. That is until about the third grade, I was doing very well in school, and that can be attributed to good parenting. But, everyone else decide it had nothing to do with a good mom, and everything to do with a devious vice-principal, everyone who entered the third grade and was a lazy moronic buffoon at least. Most of which would be arrested for drug possession in the future. So in order to deal with this problem I had to start calling my mother the impersonal Ms. Padgett, and tried to present as little emotion as possible. This lasted for all of three seconds with small bursts of success. I found it much easier to just forget everybody else, and just talk to my mother as I pleased. After all, who were they to say how my family should operate.
Monday, January 14, 2008
A Review of the reading from 1/14 (AL154)
The portion of the Postman passage I found most interesting was its reference to the Korzybski and his idea of humans being different from other organisms in our role as "time-binders" That humans have the capacity to transport their experience through time, amassing knowledge from the past to communicating such knowledge to the future, and that the principle means to accomplish this is by the use of symbols in language.
Though the extremities of this ideology might stretch rationality, it does make sense that the past knowledge amassed by our ancestors would define the parameters of our world perception. It would also be understandable to assume that since we can manipulate the physical world that past knowledge could also influence our shaping of the material world and the perceptual world. After all, the very languages we speak today are constructed from the languages long since dead and in some cases forgotten.
This idea that language is a way of time travel for the beliefs and basic understanding of the world, is further supported when looking at how religion can constitute the ideas created by whole nations. The United States being included. In this case the knowledge is what should constitute the moral obligations of a society. So it is easy to see how this idea might have some truth when you consider that without language we could not create such a developed world by expanding on the applications of past beliefs.
This expansion not only involves morals but also the material functions of our world. For instance when the Wright Brothers began to experiment with flight, they could derive inspiration from the past documents of such minds as Leonardo De Vince. The very architectures that we find to be the most reflective of grace and elegance today were created with much more grandeur in both ancient Greece and Rome. Granted that the study of the still existent architecture has been useful, but the degradation of these wonders make the ancient blueprints and documents that were created by the original engineers to be pivotal in understanding the intended magnificence.
There is only one part of Korzybski's theory that I disagree with, however. Korzybski claims the man kind is the only organism capable of this "time-bending". Now I grant the use of language sophisticates our ability to "time-bend" with much more complexity and efficiency, but it has been known that animals have been able to know the locations of mating, birthing, and resource locations from out of the womb or egg. So to say that man is the only one capable of this extraordinary ability might be just the ugly rearing of an inferiority complex from the dear old Count.
Though the extremities of this ideology might stretch rationality, it does make sense that the past knowledge amassed by our ancestors would define the parameters of our world perception. It would also be understandable to assume that since we can manipulate the physical world that past knowledge could also influence our shaping of the material world and the perceptual world. After all, the very languages we speak today are constructed from the languages long since dead and in some cases forgotten.
This idea that language is a way of time travel for the beliefs and basic understanding of the world, is further supported when looking at how religion can constitute the ideas created by whole nations. The United States being included. In this case the knowledge is what should constitute the moral obligations of a society. So it is easy to see how this idea might have some truth when you consider that without language we could not create such a developed world by expanding on the applications of past beliefs.
This expansion not only involves morals but also the material functions of our world. For instance when the Wright Brothers began to experiment with flight, they could derive inspiration from the past documents of such minds as Leonardo De Vince. The very architectures that we find to be the most reflective of grace and elegance today were created with much more grandeur in both ancient Greece and Rome. Granted that the study of the still existent architecture has been useful, but the degradation of these wonders make the ancient blueprints and documents that were created by the original engineers to be pivotal in understanding the intended magnificence.
There is only one part of Korzybski's theory that I disagree with, however. Korzybski claims the man kind is the only organism capable of this "time-bending". Now I grant the use of language sophisticates our ability to "time-bend" with much more complexity and efficiency, but it has been known that animals have been able to know the locations of mating, birthing, and resource locations from out of the womb or egg. So to say that man is the only one capable of this extraordinary ability might be just the ugly rearing of an inferiority complex from the dear old Count.
Subscribe to:
Posts (Atom)