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Suggests the case of the British Westland Lysander P12 Ground Strafer aircraft illustrates the problem of narrow thinking. Claims that had the initial designers approached the problem in a broad way, they would have seen in advance that the project would fail. Concludes the case is instructive as an industrial problem, but it also demonstrates the value of global thinking methodology. (SG)

Focuses on technical sub-languages to reveal sociological functions of language that transcend mere transfer of substantive information. Finds one sociological feature, the shibboleth, acting widely throughout technical fields. (PA)

The constant emphasis on specialization produces university graduates who do not or cannot look at problems broadly. As a result, engineers, scientists and executives--indeed graduates in all fields--including the supposedly broad-based humanities--often cannot solve problems that require knowledge outside of their specializations. Or their narrowness causes them to commit embarrassing blunders that could be avoided if they took a broader view. The case of the British Westland Lysander P12 Ground Strafer aircraft illustrates the problem of narrow thinking. Very little direct information is available on this ingenious but obscure prototype airplane, but by examining many peripheral matters we can determine not only why the P12 was built but also how it was built. Further, we can also determine why it failed. Had the initial designers approached the problem in a broad way, and using information that was then available, they would have seen in advance that the project would fail. The case is instructive as an industrial problem, but it also demonstrates the value of global thinking methodology.

One function of language is to communicate substantive information, but that is not its only function - sometimes not even its primary function. The criminal and drug class adopt an argot unintelligible to law abiding citizens, and that cipher function is one of the purposes of that language. Teenagers of any era adopt a vocabulary that shows that they are hip or hep or with it or cool. Such languages are often rich in metaphor and at their root poetic. It is fascinating to investigate these elusive and protean sub-languages, because they demonstrate with modern instances how language has evolved and how it continues to evolve. Our present focus, with technical sub-languages reveals sociological functions of language that transcend mere transfer of substantive information. Technical language would seem to be at the opposite pole from criminals' argot or teenagers' cool slang. We might expect it to exhibit that so-called purer function of transferring information, little affected by sociological factors. Nonetheless, we find one sociological feature, the shibboleth, acting widely throughout technical fields. This is our current topic.

A quiz that will measure technical communicators' knowledge of technical terms was presented. These terminologies are in the process of disappearing or have already disappeared. It is contended that as new technology emerge, new terminology for that technology also appears. However, when technology loses its popularity, the terminology associated with it remains in the language in derived and figurative senses.

The current training for technical writing in the universities is discussed in comparison with the previous training method employed for technical writers. The past generation was able to define the technical writing discipline in the course of establishing the necessary programs and professional networks. On the other hand, the present generation faces the challenge of effectively adapting the existing concepts of technical writing to new technologies, while organizing innovative and useful techniques for the discipline.

The average individual's fascination for machines has declined after the high point of machine invention and manufacture from 1850 to 1950. The increased complexity of today's gadgets have driven individuals into technological apathy. Most would rather be consumers and spectators relying on the work of relatively few inventors, institutional researchers and machine makers. Even the media covers the launching of a new device cursorily with a hint of condescension towards inventors whom they consider eccentric.

Presents a quiz on science and technology for technical writing instructors to see for themselves how much information they have learned from teaching their students. (HTH)