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14 Jan 2001
 Jargon
is one of the biggest drawbacks in the presentation of a technical
subject to ordinary people. Why is it that you hardly ever
see someone with a computing/engineering background being
interviewed on the TV about their attitude on current or future
trends? It's because every second word that they say is jargon.
It's Ethernet this, and scuz-zee that (SCSI), and object-oriented
objects, and its TCP/IP all the way. To the normal person
this is another language. The main point, though, is that
none of this is difficult, but jargon makes it sound really
difficult. Often the in the first lecture to a new class I
tell them that if there is any term that they cannot understand,
they should immediately put their hand up and ask me what
is really mean, but of course very few people do this because
they think it is a sign of a lack of intelligence. BUT IT
ISN'T. In fact it is a sign of intelligence to ask someone
what something means. This has been shown in writing in the
last few years, where plain writing is rated much more highly
than writing which uses a create deal of large, and relatively
unknown, words. It just isn't acceptable, and it is perfectly
acceptable these days to ask someone what a certain
word actually means. The new rule is often to find a simple
word to replace a difficult word.
It's strange moving from an electronics department to a computing
department, as everything that relates to your subject area
changes. At one time I had to worry about falling numbers
on modules, and now the biggest worry is the increase in numbers
in modules. With Computing, things are just so much easier,
and you don't have to justify the reasons that you are studying
a certain area. For example this year I initiated a new module
in Network Operating Systems. I was told there would be between
5 and 15 studying the module, which I was quite happy with
as I could setup a laboratory with PCs would could be setup
to run a basic network using LINUX and NT. It would be a great
experiment, where the students could do as they pleased and
setup the machines and install the operating system. But one
week I had 15, the next it was 30, and the next again it had
grown to over 50, and then students started to join it for
interest. This was fine, but it is very difficult to make
plans when the number of students grows by a factor of near
four.
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