Bioethics Research Paper Example | Topics and Well Written Essays - 500 words

Bioethics - Research Paper Example This is exciting for scientists because being able to harvest these cells means that there would be ways in which organs and disorders could be fixed. However, the highest concentrations of stem cells are found in developing embryos because they are still growing and developing. There are clearly ethical parameters regarding this due to the sensitivity of the use of unborn embryos and fetuses for scientific research. This stems from the religious and political conservatives that believe that these types of matters are crossing into a domain in which humans should not have direct control over. Even though there is much opposition to stem cell research, I think that it is the future of the evolution of biomedical science. Because stem cells have no pre-existing programming and can be turned into anything, it could eliminate cancer by replacing cancer cells with healthy cells. In addition, they could be used in gene therapy to rewrite damaged code or mutated code. In order to harvest th e cells, I believe scientists should be able to take them from aborted fetuses and adults. In this way, it is not taking away the natural rights of the unborn individual and it is making use of biological material that would otherwise be discarded. Instead, it can be used to save lives.

Financial Management - WHSmith PLC Essay Example | Topics and Well Written Essays - 2500 words

Financial Management - WHSmith PLC - Essay Example However, WHSmith Retail sales fell by 1% to 1,453m from last year's 1,463m, driven mainly by a 2% loss in its High Street Retail business. This loss in high street retail was only mildly offset by the excellent performance in travel retail characterized by an 11% increase in profits to 21m from 19m in the previous year, and a 3% increase in sales. Reasons for the overall profit loss of the group were attributed to a significant decrease in sales due to unsuccessful marketing and promotions and the continued sale of products with decreasing demand; and an unsuccessful investment in technology, which contributed to the company's increased costs. Another aspect of the retail business is WHSmith Online. Launched in 2000, the retail website, www.whsmith.co.uk, has not been utilized by the company to its potential and is not integrated with the rest of the retail business. It experienced a loss of 2m in profit, similar to the previous year and sales of 7m. In order to turn the company around and increase retail sales, the company will focus on developing a multi-channel retail strategy, taking advantage of WHSmith Online's full potential to increase online sales, as well as sales in high street and travel stores. Shank and Govindarajan (1991) defines strategic cost management as "the process through which a sophisticated understanding of an organization's cost structure is developed and used in the search for sustainable competitive advantage." They argue that blending the three themes of value chain analysis, cost driver analysis, and competitive advantage analysis represents the most powerful way to determine which strategic direction will be most beneficial for an organization (Shank and Govindarajan, 1992). By applying Shank and Govindarajan's framework, one can understand why implementing a multi-channel strategy will benefit WHSmith's retail business in the long run. WHSmith Value Chain Analysis A value chain is "linked set of value-creating activities" (Shank and Govindarajan, 1992). Based on WHSmith's value chain, one can see that a multi-channel retail strategy is most profitable for the company. First, by analyzing WHSmith's internal value chain, one can infer that WHSmith Online has developed as a separated business division that is not integrated into the WHSmith Retail since its launch in 2000. WHSmith Online does not support any of the value chain activities of the group and its potential was not fully explored. Thus, it remains to be a traditional retail business. In the purchasing stage, products are purchased from its distributors based on the demand forecasted by the company. These products are then shipped to warehouses, which deliver them to the respective high street retail stores in the distribution and merchandising stages. High street retail stores then arrange these products, utilizing the available spaces and conduct marketing activities as directed by the central office in the store operations and marketing stages. At this stage, the point of sale is situated at cash registers in each store and mails received by the company from its loyal customers. Figure 2. WHSmith Internal Value Chain Analysis Based on the existing internal value chain and the performance during the previous year, the following improvements need to be employed (WHSmith, 2004): Purchasing: Discontinue purchase

Difficulties Arab Students Have Learning English English Language Essay

Difficulties Arab Students Have Learning English English Language Essay Introduction: As a teacher of English to Arabic speaking students I have encountered a number of specific difficulties Arab students have in mastering the English language. In this paper, I would like to focus on a particular grammatical problem they have in the area of verb tenses because, of all the mistakes that my students make, mistakes with verbs and verb tenses impede communication to the greatest degree. The specific problem I will attempt to look at the area of verbs is the problem that Arabic speakers have in using and confusing the present progressive. I will base the evidence for these mistakes on actual writing errors that Arabic students have made. Mistakes such as I am live in Abu Dhabi. come up frequently in my students writing. This paper is basically a contrastive analysis since I feel that the majority of my students problems in this area come from mother tongue interference. However, as will be noted below, this does not mean I rule out other sources of errors such as intralingual errors. The following is the outline of this paper: In the first section of this paper, I will describe the various aspects of the grammatical structure of the present simple and the present progressive in the English language. In the second section of the paper, I will contrast the grammatical structure of the present simple and the present progressive with its Arabic counterparts. I will show how Arabic has structures that vary significantly and radically from their English counterparts. In the third section, I will introduce a number of examples takes from students written work and give an indepth analysis of the possible sources of the errors, mainly with respect to mother tongue interference, but also looking at some possible intralingual sources for these errors as well. Finally, in the last section, I will attempt to suggest a general theoretical approach to dealing with such problems Part One: A grammatical description of the English Present Simple and the Present Progressive: The simple present tense As we already know, the simple present of every verb (with the exception of the verb BE, which I will not be dealing with as a grammatical description since it is not the specific focus of this paper) is identical in every person with the basic unmarked base form of the verb except for the third person forms he, she and it to which we generally add s or es (Quirk 1985, p.98). However, numerous irregularities arise in the spelling and pronunciation of this third person form (Leicester 1998, 12.12)(Thomson 1986, p. 150). Questions are formed by using the auxiliaries do, does, in the present, and did in the past by putting all these before the subject. Negation is formed in the same way using dont (or do not) and doesnt, (or does not) in the present, and didnt (or did not) in the past. These forms go after the subject. In addition, the verb must be changed to the basic form. The simple present is used for statements that are always true, (e.g. The earth revolves around the sun.) (Azar 1989,p.2). The simple present is also used for events, actions or situations which are true in the present period of time and which, for all we know, may continue indefinitely, (e.g. Fatima goes to school at Zayed University.) (Azar 1989, p.2) What we are saying in these expressions is that this is how things stand at the present moment (Huddleston 1984, p.81). A further use of the simple present is for actions that are habitual, things that happen repeatedly, (e.g. We study a lot.) (Alexander 1988, p.163)(Quirke 1985, p.107). Observations and declarations are another use of the present simple, as in the sentence (It says here that there is a new night club opening.)(Alexander 19988, p.163). The present simple can also be used to express the future, especially when we want to express strong certainty, (e.g. When we graduate, we will get jobs.). Swan, Huddleston, Lewis, Thomson and Quirke, et. al. also add eight other functions of the present simple which might come up in other contexts such as: Demonstrations and commentaries (e.g. First, I take a bowl and break two eggs in it, thenà ¢Ã¢â€š ¬Ã‚ ¦..) The structures here comes and there goes, (e.g. here comes your husband.) Promises and oaths (e.g. I promiseà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦., I swear à ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦, He deniesà ¢Ã¢â€š ¬Ã‚ ¦..) Formal correspondence (e.g. We write to advise you.) Instructions (e.g. You go left, turn rightà ¢Ã¢â€š ¬Ã‚ ¦.) Stories (e.g. In act one, Hamlet meets the ghost of his father.), which Huddleston calls the historic present. In expressions of understanding such as hear, see, gather (e.g. I hear youre getting married.) Finally, the simple present can be used in newspaper headlines (e.g. RUSSIANS RAISE OBJECTIONS) Since there are so many instances of when to use the present simple, is there any way to summarize all of these? I concur with Lewis explanation that the present simple: 1-Expresses an event as a total single point in time. 2-Expresses an event as a matter of fact. 3-Expresses an event as immediate rather than remote. The present progressive tense Both the simple and progressive forms usually tell us that an action takes place. But the progressive forms also tell us that an activity is or was, or will be, etc. in progress, or thought of as being in progress. In other words, the present progressive tells us that the speaker sees an action as taking place over a period of time as opposed to a point in time. In addition researchers would add that the speaker sees the period as limited (Lewis 1986; Leech, 1975; Huddleston, 1984; Quirke, 1985). The present progressive tense is formed with the present of be (am/is/are) (which adds aspect and voice), said by Quirke to be the finite verb, plus the ing form (the non-finite form) (Quirke 1985, p. 120). There are no complications with the additional ing form; however the spelling of the ing has some irregularities and needs to be taught to students e.g. write, writing; run, running; begin, beginning; lie, lying). (Alexander 1988; Huddleston 1984; Quirke 1985). Question formation takes place by switching the place of the auxiliary be and the subject. Negation is achieved by inserting not between the subject and the auxiliary or by contracting nt with the auxiliary verb forms (with the exception of the first person singular form am) (Quirke, 1985). In the classroom, the classical reason given for why we use the present progressive is that it shows an uncompleted action in progress at the time of speaking. To emphasise this, we often use adverbials like now, at the moment, just, etc. For example, Hes not home at the moment, hes working. (Quirke 1985). The present progressive can also be used to describe actions which have not been happening for long, or are thought of as being temporary situations, and which are going on around now, e.g. Abdullah is living with his aunt until he can find a place of his own.. A further use of the present progressive is to refer to activities and events planned for the future. We generally use adverbials in such sentences unless the meaning is clear from context, e.g. Were spending next Thursday in Abu Dhabi. (Azar 1989; Huddleston 1984; Quirke 1985). The present progressive can also be used to talk about developing and changing situations, e.g. That child is getting bigger all the time. (Swan 1980). Sometimes the present progressive can be used to talk about feelings, such as I am feeling fine. or My back is hurting me.. The present progressive is used to show repeated actions along with adverbs such as always, constantly, continually, forever, perpetually, and repeatedly, such as He is always helping people.. In this sense it conveys not temporariness, but continuousness. (Leech 1975; Huddleston 1984). The present progressive also is used to show repeated actions that are happening around now, e.g. He is studying a lot of English these days. Why is he going to the library? (Swan 1980). Dynamic versus Stative Verbs in the present simple and the progressive tenses Dynamic/progressive verbs refer to verbs which show actions which are deliberate or voluntary, e.g. Im building a house., or changing situations, e.g. Hes becoming fat.. Dynamic verbs can be used in both the progressive as well as the simple forms e.g. I eat at 5:00 (everyday). as opposed to Im eating now.. Stative verbs (also known as non-progressive verbs) are verbs which indicate a state, condition or experience. Specifically, stative verbs fall into categories such as feelings (like, love), thinking/believing (think, know, realize), wants and preferences (need, want), perception and the senses (smell, see), and being, seeming, having, and owning (seem, look, appear). Stative verbs are generally not used in the progressive forms (Quirke 1985). However some stative verbs can be used in both the present simple and the progressive tenses, which results in a different meaning in each form, e.g. Im thinking of a solution. as opposed to I think he is the best man for the job. or These flowers smell good. as opposed to Latifa is smelling the flowers in the garden.) (Alexander 1988; Azar 1989; Azar 1986; Quirke 1985). The present simple versus the present progressive Swan makes note of a number of areas where students might confuse the present simple with the present continuous. A. We use the simple present to talk about things that are true for the present period of time, or, as was noted above, to say this is how things stand at the present moment for the foreseeable future. However, if the event is temporary and is taking place right now, we use the present progressive. Afrah studies at the Higher Colleges. Afrah is studying her English lesson. B. We use the present progressive to talk about habitual actions if these are happening around the moment of speaking. Fayrouz and Fatima are preparing for the Eid holidays. However, if the habitual action is not closely connected to the moment of speaking, we generally use the present simple. I go to Saudi Arabia once every three years. C. Verbs that refer to physical feelings can sometimes be used in either the simple present or the present progressive. I feel great! or Im feeling great! My head hurts. or My head is hurting. (Swan 1980). PART TWO A grammatical description of the Arabic present simple and the present progressive In this part of the paper, I would like to give readers a very brief background of the Arabic verb system in regard to the simple present and the present progressive. The Arabic verb system is very complicated. However, this does not mean that a teacher has to master the Arabic language before s/he is able to pinpoint errors that may be a result of the interference of Arabic in English. One can study the Arabic language with the goal of simply understanding the structure, rather than with the goal of speaking and writing in the language. Let us first look at the present simple, then the present progressive, and finally the verb to be since all of these grammatical items are specifically relevant to the particular problem at hand. A.The Present Simple In Arabic, the formation of the present simple is radically different from English, since Arabic uses a root system made up of the three most important consonants (though two or four consonant roots do sometimes occur). In Arabic the three basic consonants (the root) stay the same but it is by changes in the vowels, the suffixes and the prefixes that tense and number are indicated. It is vastly more complicated than the way some English verbs change tense by changing vowels, e.g. give, gave. For example, the sentence, he learns could be represented phonetically by ya-droo-soo. The d-r-s is the root, ya is the part that indicates this is a third person singular masculine verb (though this is not the pronoun). The pattern of the vowels and consonants (ya + c1 + c2+ oo + c3 + oo), lets the speaker know that this is the present tense. In contrast, the past could be represented by a different pattern; hence, he learned, dar-ah-sah has the pattern (c1 + ai or ah + c2 + ai or ah + c3 + ah) (and this is just one pattern out of ten!) From a sentence point of view the verb in Arabic is not necessarily treated as the nucleus of a sentence and, in the case of the copula verb BE, can be omitted entirely (as we shall see below). The verb can also be placed at the beginning of the sentence. Like its English counterpart, the present simple tense in Arabic expresses a habitual action. There are other functions, but they are not relevant to this discussion. B.The Present Progressive In general, the present simple form is also used in Arabic to express the idea of a continuous action occurring in the present. Hence, the English sentence He is working now. in Arabic becomes He works now. (represented phonetically by huwwah yaamaloo al eyn.) What is he doing? in Arabic becomes What does he do? (represented phonetically by mehzah yafaaloo al eyn?) Hence, in almost all cases, the present simple form is used to show the idea of continuous action in the present. However, there is a single verb form in Arabic called the ism-ul-fail which is the exact parallel to the idea of continuous action. However, the difference in Arabic is that the ism-ul-fail is used very sparingly compared to English and then only for some very specific verbs of movement, or verbs that indicate changing from one state to another (going up, going in, going down, walking to a place, leaving a place, etc.). Since the ism-ul-fail is radically different in form from the English progressive it is doubtful that any interference in form occurs. C.A Few Points About The Verb BE as a Copula Although BE as a copula is not the focus of this paper, it does deserve mention here for two specific reasons. The first point is that BE in Arabic, when it is the copula in the present tense, is unwritten and unspoken (although this is not true of the copula in the past tense or the future where it is written and spoken). (Kharma, 1989, p. 89). For example, the literal translation of the sentence Ahmed is a student. is Ahmed student.. So it is conceivable that students might leave BE out as a copula OR as the helping verb in the present progressive because it does not exist in the present tense in Arabic (although there are other additional reasons why students might forget to add it to the present progressive as we shall see). The second point is that BE is used so often in English, in so many different kinds of structures, and that it is so irregular, that it might simply add to the confusion of students (Kharma 1989, p. 161). Students who keep on being corrected for leaving out the verb to be when it is necessary, may for example, hypercorrect themselves and start to write it everywhere. Again, we shall explore this issue further below. PART THREE A look at some common written errors made by Arabic speaking students when using the English present simple and present progressive Finding the exact causes of any error can be a difficult and meticulous task. This is partly because there may be multiple reasons as to why students make one particular error and these causes may also overlap at any given time. In addition, it is extremely problematic, even for a native speaker of both Arabic and English, (which I am) to know exactly what is going on linguistically in the mind of a student when s/he makes such an error. However, having said that, even with these obstacles, we can at least make some good hypotheses and lists of possibilities as to why these errors occur with our own students. As a result, we will be able to generate classroom strategies and methods in order to correct and remedy these sorts of mistakes. The following categories of errors are the most common that I have found in students written work with regards to the simple present versus the present progressive. I will look at each category in turn, and offer an analysis of the sources for these types of error. Category One Fatima studies now. Ahmed does his homework now. In these sentences, the intention of the Arabic speaking writer seems to be to convey the meaning of what in English would be a present continuous action, expressed by the present continuous tense. This is clear by the use of the adverb now or in the case of other examples not shown here, from other adverbs or the context of the sentence. In examples one and two, the Arabic speaker seems to be transferring the rules of his native language into English. The Arabic speaker usually uses only the present simple to express events that would be expressed in English by both the present simple and the present continuous. Category Two Mariam cant talk, she eating now. This kind of mistake is a bit more problematic in terms of analysis. It could be that the Arabic speaker, feeling that the full meaning of the action is expressed in the verb with the ing, has decided that the am/are/is forms are redundant and unnecessary. It could also be the case that this mistake is a direct transfer of a particular grammatical form in Arabic. In certain cases Arabic speakers do express the present continuous with a verb and prefix change (called ism-ul-fail), but without the corresponding be form. For example, the literal translation of the sentence Ahmed is running. is Ahmed running. . Category Three Are you knowing the way to Dubai? I am wanting to see my family. In this case, the student has learned the present progressive form, but is over generalizing it to all verbs (or perhaps does not remember or has not been taught the rules for exceptions such as the above). These types of errors could very well be intralingual. This over generalization could also be found in sentences that have the function of explaining, demonstrating teaching or narrating such as: Next I am pouring the oil into the cooking pan. Ali is passing the ball to the goalkeeper. Category Four I am live in Abu Dhabi. We are study English. This category is probably the most difficult to analyze. This is because it is unclear whether the Arabic speaker is making the mistake of adding the additional am/is/are form while trying to use the present tense, or making the mistake of forgetting to use the present participle while trying to use the present progressive tense. That is, did the speaker intend to say I live in Abu Dhabi. and use the extra am form by mistake, or did s/he intend to say I am living in Abu Dhabi. and forget the correct present participle form? Of course, there are other possibilities but these seem like the two most likely. We must obviously look at the context of the paragraph to see if we can get the gist of what the speaker meant. The following is a more detailed analysis of these two possibilities from the standpoint of the students reasoning. 1. If we believe from the context that the student was trying to use the present simple and added the additional am in error, then the following analyses apply: A. The student may be confused by the lack of inflectional endings in English, since Arabic is a highly inflected language, and every personal pronoun has a distinct corresponding inflected verb form. The similarity of the verb forms in I live, you live, etc. may seem very awkward to the Arabic speaker. Hence, they may want to remedy the situation by distinguishing the verb forms in some way by, for example, adding an exceedingly familiar and overused verb form like am, are, or is. B. The student may be over generalising based on what they have learned about the present continuous. That is, they may have learned how to form the present continuous quite easily since there is no mother tongue interference from Arabic, (although they may not have mastered its use). They then may go on to conclude that every verb in the present simple or present continuous in English needs to be preceded by am/is/are. C. Similarly, the student may be hypercorrecting. They may have been corrected so many times for forgetting to use the verb BE in their sentences e.g. Ahmed happy, that they may start to feel that every sentence needs the verb BE. 2. However, if we believe that the student was trying to use the present continuous tense and used the present simple live (instead of the present participle living), then the following analyses apply: A. The student may not have correctly understood how to form the present participle by adding ing to the end of the verb. B. Perhaps students have simply forgotten to add the ing prefix because the structure is so different in their language. This is by no means an exhaustive analysis. However, these are, from my experience and collaboration with other colleagues, both native and non-native speakers, some of the major possibilities. PART FOUR Pedogogical implications of the above research for teaching the present simple and the present progressive to Arabic speaking students From the evidence I have presented here, I believe it is clear that many of the mistakes in using the present simple and the present progressive in form (such as omission of the verb to be in the simple present for Arabic speakers, e.g. I studying), as well as other mistakes in usage (e.g. using the simple present when the present progressive is required) seem to be traceable directly to Arabic mother tongue interference. Based on my analyses, reading and discussion with colleagues, I do feel that in this particular area, teachers of EFL to Arabic speakers must consider mother tongue interference as a major impediment to learning the present tense versus the present progressive. If we know that mother tongue interference is the cause of many errors, what should this imply for our teaching? One thing which I think it does not imply is that we teach English from the point of view of the mother tongue. For example, trying to get students to understand English grammar through word for word translations or using the grammatical structure of Arabic to help students to understand the grammatical structure of English are only useful in certain cases, and then only by someone who is a master of both languages. My experience in reading the research, being bilingual and talking to Arabic speaking students who are at the final stages of their English studies leads me to believe that, at least in the case of Arabic and English, that the two languages are sufficiently different that they are both best looked at in their own respective grammars. Students must be made, not only to think in English, but to understand English grammar in terms of English grammar without constantly switching back and forth to compare it with Arabic. Such practices are ineffective and will cause confusion among students. As Lewis says students should never expect the foreign language to be like their ownà ¢Ã¢â€š ¬Ã‚ ¦..the fact that English has verb forms that contain [be] as an auxiliary does not suggest that other languages ought to have a corresponding formà ¢Ã¢â€š ¬Ã‚ ¦.students should be positively encouraged to explore the foreign language within itself rather than through the expectations they bring from their own. (Lewis, 1986, pp. 164-165). In addition, I should add that intralingual factors can also be at work when students make such errors (in addition to context specific factors like student motivation, teaching style and competence, etc.). For example, on the intralingual side, we know that students of ESL from many different language groups and even children make common mistakes with the verb to be. Therefore, many such mistakes might be intralingual. (Mattar 1989). Hence, when we try to analyse our students errors we should not be prejudiced to any one theory and we should try to be open to looking at all possible sources of errors. What we as teachers should be doing in the classroom is continually collecting research on student errors and student learning styles in order to form hypotheses about why such errors occur and why such one approach worked and another didnt. We should then be trying to test these hypotheses to see if they are true or not, and afterwards share this information w ith other teachers in similar situations. Only then will we be able to understand why students make errors and what is the most effective way to correct them. Word count: 4,161 words

Discuss the similarities and differences between ?new terrorism? and th

Pantha rei – as it was stated by the Greek philosopher, Heraclites of Ephesus (sixth and fifth centuries B.C.) – everything flows, everything changes. Change in the contemporary world is an extremely fast process. Nothing remains the same as it was in the past. In political science especially, some notions (e.g. sovereignty) demand redefinition. The changing nature of all things also includes the political concept of terrorism. The official approach to this changing terrorism is rather complicated. The terrorist of yesterday is the hero of today, and the hero of yesterday becomes the terrorist of today . There is then a great need to know what contemporary terrorism is and what it is not. Terrorism is a calculated use of power to achieve a political change, thus violence – or equally important, the threat of violence – is used and directed in pursuit of, or in service of a political aim . Terrorism is an expression of political strategy, a willful choice made by an organization for political and strategic reasons (efficacy) rather than as the unintended outcome of psychological or social factors . However, terrorism is difficult to define because the meaning of the term has changed so frequently over the past 200 years. It has morphed from positive connotation during the French Revolution (closely associated with the ideals of virtue and democracy ), through the revolutionary movement and finally to a religiously motivated act as it is mainly perceived today. Nevertheless, we have to ask ourselves whether â€Å"old† and â€Å"new† terrorism really exists, or maybe the phenomenon we are facing today reminds us an old wine in a new bottle. Two questions frame the discussed issue: 1.  Ã‚  Ã‚  Ã‚  Ã‚  What is the nature of â€Å"new† terrorism? 2.  Ã‚  Ã‚  Ã‚  Ã‚  What is the magnitude of threat of â€Å"new† terrorism? â€Å"Old† and â€Å"new† terrorism are distinguishable in five points, as the table below shows . Old Terrorism  Ã‚  Ã‚  Ã‚  Ã‚  New Terrorism Ideological  Ã‚  Ã‚  Ã‚  Ã‚  Vague or religious motivations Hierarchical  Ã‚  Ã‚  Ã‚  Ã‚  Unorganized (lone wolf, ad hoc) therefore more difficult to penetrate Propaganda by deed (bringing issue to the table)  Ã‚  Ã‚  Ã‚  Ã‚  More violent (killing for the sake of killing) Sub-national  Ã‚  Ã‚  Ã‚  Ã‚  Transnational and International (global... ...uld be considered more dangerous. The new rules of an old game make it more lethal and unpredictable. Let us examine only one example: Nearly every terrorist group in Iraq has recently captured a foreigner but additionally, they have produced an accompanying video, where a list of demands is outlined, a deadline is set, hostages plea for their lives, and in several instances, they are killed by beheading. Then these kidnappings merge a technique of â€Å"old† terrorism in service of â€Å"new† style terrorism. Furthermore, now more than ever, the media are a tool of war. These dramas were broadcasted by the media all over the world. This is how the media helps to evolve terrorism – they send the terrorist a clear although unspoken message: to maintain access to the airwaves, you need to devise even more outrageous tactics. Thus, the new â€Å"global† terrorist, caught into the trap of globalization, will have to break more rules, cross more psychological borders, and crack more taboos in order to exist. This can be considered the most dangerous feature of the â€Å"new† terrorism – not only do we not know when the next attack will strike, we either have no idea what actually is going to happen .

Youth Today

Delivered by Barbara Streibl and Fatih Oezcan, Ban All Nukes generation Ambassador Cabactulan, distinguished delegates, ladies and gentlemen Today at this historic NPT conference more youth are present than ever before. We came from all over the world to this year's Review Conference with a great notion of hope. This is a message we want to spread and gain momentum. We believe it is crucial that this positive and enthusiastic atmosphere will be maintained and transformed into a positive outcome. At this Conference we discuss disarmament, defence, deterrence, non-proliferation, sovereignty, security doctrines, technical issues and more. The main reason we pursue these negotiations is our common objective of security. At the heart of this security, which our governments work so hard to protect, is something even more important: life. We must ask ourselves: How can we best preserve and protect all life on this planet? What do we need to ensure the true fulfilment of the human rights our governments have committed themselves to? We would like to give you an impression of what we are talking about when we talk about life. Life is what matters. Our families and friends should be our motivation to abolish a weapon that could destroy their lives. We asked young people from around the world what they love in their lives. Today we have the pleasure to present you some of their answers. I love going to my football academy and scoring goals, I love my family and having dinner with them, and many more things – Ishaan Jha, 15 years from India I love my family. No matter what happens, they love me for nothing and I feel a special bond between us. I love them as well as I thank them. – Sumi Iyo, 25 years from Japan I love to cut, to glue and to draw. I love making things for my mum. – Gianna Sauer, 4 years from Germany What type of security do we need, to ensure the ultimate aim: preserving life? We know the question of security is difficult, there is a multitude of factors to consider; however, one thing is clear: nuclear weapons are not the answer to our problems. Their indiscriminate nature goes against the progress that has been made in the implementation of international human rights over the course of the previous century. All people are entitled to the right to life, and no nation can define others as unworthy of this right. By maintaining nuclear weapons, states have the ability to indiscriminately kill whole populations of peoples and render the environment uninhabitable for generations to come. In signing the UN Charter, states committed themselves â€Å"to promote the establishment and maintenance of international peace and security with the least diversion for armaments of the world's human and economic resources†. Nuclear weapons provide none of this. Today, the money, technology and human intelligence that is being devoted to these instruments of death, could instead be devoted to the preservation of life. With other, more viable alternatives we don't see any need for any country in this world to maintain nuclear arsenals, to stick to nuclear weapons and nuclear power plants, to invest in arms and create toxic, radioactive waste, targets for terrorists and increase the risk of proliferation. A safer world and one without nuclear weapons must Civil Society Presentations—2010 NPT Review Conference—Youth eflect the principles of â€Å"our common future† and â€Å"our shared security†, a security that benefits every human being. Governments need to invest in human security by ensuring enough clean drinking water, sufficient food and access to necessary medical care. The world I want to live in is a world in which the countries of the global north will look at those of the global south as friends and partners who are deserving help. We need to gain mutual benefit and work together removing all that threats future generations. In the very least it is the kind of world I want my children to inherit. – Agyeno Ehase, 27 years from Nigeria As human beings we have the ability to be creative, so let’s not use our ability to destroy the world. Suzy Elwakeel, 26 years from Sudan â€Å"Save the earth, it’s our only source of chocolate! † It's a quote which can seem trivial, but it's true! We always speak about petrol which is running out, but we don't mind about what will be of us when many little things which seem insignificant will disappear†¦ flowers, insects, chocolate†¦ Let's think about it! Marie Orset, 20 years from France Our generation was born after the Cold War. We had nothing to do with the creation and proliferation of these weapons. The Cold war is over and humanity is facing new problems. These 21st century problems cannot be solved by 20th century weapons. We are young and we have new ideas. We are growing up in a globalized world, where modern communication and technology connects so many of us. Today young people have friends all around the world. People in other countries are no longer distant and strange enemies o us. We speak to them every day. Therefore we are able to build trust. We do not have to fear foreign cultures and religions. Weapons are not protecting us from potential enemies – they are creating them. But communication gives us the ability to bring down borders. Nuclear weapons are now 65 years old. Don't you think it's time for compulsory retirement? I love that the Dutch youth and a lot of European youth have the privilege not to have experienced war. Wouldn’t it be great if that remains that way and will be established for everybody? Franka, 26 years and Welmoed, 27 years from the Netherlands More than anything in my life I love those brief encounters with strangers that make me feel we are all in this together. – Kirsten Stromme, 23 years from Norway For me it is important that my family and I have a save future in a secure country. – Elena Sipachova, 21 years from Belarus The stability and security promised us by nuclear weapons is simply a facade behind which the awful truth resides. We, the young generation, have the courage to speak and act on the truth. The truth about the terrible effects of nuclear weapons, about the unacceptable and incalculable consequences of the future use of nuclear weapons, and the huge waste of human and financial resources, the harm to human beings, plants, animals and habitats, their contribution to the problem of climate change; and their potential to cause irreversible damage to all of us and future generations. We ask diplomats, experts, members of armed forces, public officials, and civil society, to have courage and to act on the truth. U. S. President Obama has pointed to the desired goal at the horizon: a world free of nuclear weapons. Civil Society Presentations—2010 NPT Review Conference—Youth Now is the time to make concrete steps. We call on all nuclear capable states to commit themselves to the goal of Global Zero. We have to abolish the threat of causing a humanitarian and environmental catastrophe in less than half an hour. The time to start serious negotiations on a framework of agreements banning nuclear-weapons must be taken these weeks here in New York. The ultimate goal must be a world where nuclear weapons are illegal and no longer exist. The way to reach this goal is a Nuclear Weapons Convention. Each year since 2005 we have stood here in front of you, asking and pleading for you to be reasonable and to think about our future, and not to leave us the legacy of fear, threats and death. We have seen no real actions or courageous leadership. So today, we ask once more for all states to begin real, honest and fruitful negotiations leading to a nuclear weapons free world. We do not want our governments to be in constantly hostile postures. We, the youth and we, the people want you to take us into account when you plan our future. We must remember that the decisions taken this month do not only have an impact on us, but on the future of your children, the future of our children and grandchildren. Now this is what counts and why it is up to all of us, to change hope into reality. We thank you for your attention. And we and all future generations will thank you for abolishing nuclear weapons.

Adrienne Rich

This essay will present the motif of the mapmaker in Adrienne Rich’s book Atlas of the Difficult World.   The themes throughout the book will be extolled in this essay and dissected through the theme of this subject brought together through metaphor, concrete imagery and the allusion to place as well as destination which Rich suggests throughout her work in concepts both metaphysical, and real.Rich’s title poem of Atlas of the Difficult World brings forth a voice which is cut into a duality of realism as well as a harsh sense of that reality.   The images prevalent in this poem brings the images of the map into a bizarre reality which suggests a striking and honest concept of Americana in a disturbing light.   This is the key factor of the theme of map in Rich’s Atlas of the Difficult World: which is, in the very least, best described as disturbing.The title poem relates to the reader the concept of women’s work.   This poem then imagines for the r eaders the idea of placement such as topographical, geographical or landscape; Rich presents the concept to the reader of where a woman is in relation to the margins of the country.The poem further expounds upon this notion by suggesting the idea, or rather of questioning the reader as to the nature of the woman’s   place in relation to ‘our’ consciousness in a topographical sense of the term.   This would seem as though Rich is delving into a political stream of consciousness, but it is in the map, in the geography, or landscape which rests as the pinnacle of the poem’s place as it relates to the reader.In the issue of maps, of place, Rich also brings forth the concept of roles, of patriarchy and the woman’s dialectic towards such a predestined role.   Rich goes on to extrapolate from the concept of topography the idea of a woman’s place, or women’s work.The poem is a tantalizing tease between the idea of women’s work in the margins of the country, and the map of women’s recorded obsequious nature, but not her unrecorded consciousness as to her own definition of place.  Ã‚   The title poem then serves as a gateway from the speaker to the reader through the path of topography into the un-traversed landscape of indirect and misguided concepts of what women’s work is, and the conscious factor of that work and its place in the United States.   The poem serves as an undercurrent to an alternative to the idea of landscape, of the United States in regards to feminism (as is a standard theme in Rich’s poems), politics, and personal space.The way in which boundaries of the ‘map’ (politics, consciousness, gender, etc.) are disregarded by the speaker is a fundamental element in the poem; this disregard allows for both the speaker and the reader to explore other areas of the typography, and the structure of such devices as gender, roles, etc.Thus, the speaker allows the rea der to realize the relation of self, role, politics, and all of the above, to the composition of the atlas, and the role that an individual, or in this case, the role of the reader as a map reader:I promised to show you a map you say but this is a mural then yes let it be these are small distinctions where do we see it from is the question (pt. II, ll. 22-24).Thus, the concept of personal roles comes into play in the poem as a question of perspective.The role of the narrator then is to allow the reader a chance to be guided through the atlas.   The atlas in the poem pays attention to not only geography but also stories; such stories are in relation to historical facts as well as personal lives.This allows the reader to respond to the poem through various avenues of perspective such as they may be presented through historical place, and geography as well as body and mind locations; thus, each reading of the poem by individual readers will give a different perspective of the atlas s ince each reader is coming from their own personal frame of reference.The poet, the narrator comes into the poem and suggests or brings forth to the reader the daring possibility of questioning their own place in the atlas, the landscape.This challenge is perpetuated from the concept of women’s work, and the changing definition of what that entails, â€Å"These are not roads / you knew me by. But the woman driving, walking, watching / for life and death, is the same† (pt. I, ll. 77-79).The narrator presents women on the map, or the road to the reader, and the reader in turn becomes an active part of the poem since the reader brings their own interpretation through personal reference to the perspective of these women.The poems then are different roads along the entirety of the atlas, and the question which the poet reiterates to the reader is where do the poems take the reader; which direction?   Thus, affirmation of the role of the map is a central motif in Rich†™s Atlas of a Difficult World.The following poems of Atlas of a Difficult World then are each designed as a road into the different parts of the atlas on different levels and from different perspectives.  Ã‚   The poems are not limited to the topography of the atlas but also delve into the history of the place.   There are thirteen parts of the book which in turn are vignettes which come from a myriad of women’s lives.The voice which Rich lends to each ‘story’ is relatively urgent and gives the reader a sense that it is important that they read these lines not only for the benefit of the woman who lived the story but for the reader’s personal benefit since it is with the reader that a continuation and change in the story may occur.   This allows the reader to become part of an oral history for the nation, and thus a map maker in a sense, as memory is presented by Rich as a type of map, it is with this metaphor that the poems progress.   It is by recognizing the importance of history, even in small characters that allows for the roles of women to change from obsequious to strong willed; from patriarchal to gynocentric.   Rich’s purpose in her poems is a striking narrative of forcing the reader to notice how women have been excluded in large part from the history, the geography of the land, the United States’ history.Thus, through use of landscape and the connection of landscape to events, Rich gives the reader a chance to notice these women.In Part I of Atlas of a Difficult World, Rich gives testimonies from a myriad of women who have a vast knowledge of economic hardship which incites fear and which either delays or spurns action forward.   There is also a theme of silence and the breaking of silence in the atlas, the memory of these moments with the different women in the poems.There is one poem which gives details of an unknown woman who was murdered:   The woman was a farm worker who had been in deep exposure to toxins:   â€Å"Malathion in the throat, communion, / the hospital at the edge of the fields, / prematures slipping from unsafe wombs† (ll. 8-10).This woman has a type of communion with death, and her character is anonymous because there are countless other women who are or were in the same situation, so many that their story became one story it had been told too often that the names were unimportant and then, eventually her story was forgotten.   Rich brings the concept of the mapmaker as a memory harvester into her poems to give the reader an interactive part in the poem.Since this story is being retold to the reader, the reader must carry it in their memory, and thus give credit to the live that died, to the woman.   The woman had been oppressed and exposed to environmental dangers, and because the woman had worked to survive but died anyway, it is important that her life be chartered into this ‘atlas’ of memory, of story.Rich does not want t he idea of denial of memory to play a major role in the development of the country, of the atlas as she writes, â€Å"I don't want to hear how he beat her . . ., / tore up her writing . . . / . . . I don't want to know / wreckage† (ll. 39-40, 48-49).The interesting factor in this woman’s story is that her small death is actually a beginning of a national cover up story, and thus, her story becomes part of the landscape of history, however minute.   The woman’s death is a national cover up which involved violence and amoral behavior and which were the opposite of the striving of America, in industry.   Through the denial of this story, history is changed, is made false through the help of the media.This theme of denial changes the landscape of the map, it erases important structures of the geography, and this lead into Part V of Atlas of a Difficult World in which a queer woman is murdered and yet, her story does not succumb to erasure:I don't want to know ho w he tracked them along the Appalachian Trail, hid close by their tent, pitched as they thought in seclusion killing one woman, the other dragging herself into town his defense they had teased his loathing of what they were I don't want to know but this is not a bad dream of mine (ll. 45-51).In Parts II and III, the poem becomes an evocation of the American ideal or geography.   The poems exercise their voice towards symmetry or balance in history in which women’s history is not erased or ruined or made to seem slavish, but instead integrates the real roles of women.In Part IV the poems introduce mourning of the women lost in the margins of the atlas, whose stories were covered up or never known, and the poem cries for ‘still unbegun work of repair’ (1. 25).   In this part, women are alluded to as prisoners, â€Å"locked away out of sight and hearing, out of mind, shunted aside / those needed to teach, advise, persuade, weigh arguments / those urgently neede d for the work of perception† (ll. 19-21).It seems that Rich is suggesting that these women were covered up in the landslide of the country, or that they were unchartered in its conception, unrecognized.In Parts VI-VIII Rich gives the allusion of the map and the lives of the women unraveling which becomes apparent as the men in the stories, or poems went on dreaming large dreams in the landscape of the history of the atlas, while the women went on with untold stories of contention, they women went on without receiving.Rich goes on to state in these parts that the men continued in the map of the country thinking, and Rich suggests the irony of this by stating, â€Å"Slaves – you would not be that† (pt. VI, l. 14).   This is a main point made by Rich in which she is stating that the men did not allow themselves to be considered or made slaves through physical force nor psychological devices but that women and others had to bear that history.There is a culmination of the focus of map making in Parts IX-XI which studies the fragmentation of the atlas through false history, as Rich states through the narrator, â€Å"one woman / like and unlike so many, fooled as to her destiny, the scope of her task† (pt. XI, ll. 16-17).In Part XII Rich gives the reader a chance of seeing restoration in the land through the recognition of women’s roles and values by giving the reader these lines to ponder, â€Å"What homage will be paid to a beauty built to last / from inside out . . . / I didn't speak then / of your beauty at the wheel beside me . . . / – I speak of them now† (ll. 1-2, 9-10, 18).Thus, being a mapmaker, or a keeper of true history is the legacy Rich gives to her readers.   It is through the role of speaking and not remaining silent, of allowing the atlas to grow, and of exploring the roads which were once unchartered that Rich’s motif of map making is an allusion to recognition of women’s history, as Rich writes, â€Å"I know you are reading this poem† throughout the last part because the poem aspires to be nothing less than the unspoken, archetypal stories women know well.Rich concludes, â€Å"I know you are reading this poem because there is nothing else left to read / there where you have landed, stripped as you are† (ll. 36-37) which in its honesty gives women a place on the atlas of the United States instead of remaining in the margins, in the back alleys of the topography.Work CitedRich, A.   An Atlas of a Difficult World.   W.W. Norton & Company.   1991.

Free Essays on Oedipus As A Tragic Hero

Sophocles’ Oedipus is a perfect model of the human potential to achieve godlike greatness despite his tragic downfall. Before his fate is revealed, pride, impiety, and ignorance bring his own nemesis, yet because of the remarkable intelligence, courage, and leadership skills he displays in dealing with calamity Oedipus ultimately reveals how ones spirit can become godlike. Before the opening scene, Oedipus’s hubris and impiety have already led him toward self-destruction. He commits both patricide and regicide on the crossroads because of his lack of respect for those in power, and because he is very prideful. He sees â€Å"the old man †¦ coming up along his wheels†, but does not waver to let him by. Instead he ignorantly â€Å"kill[s] them all – every mothers son!† even despite of the oracles prophesy (621). Also, he impudently belittles the gods by claiming his intelligence alone freed the people from the sphinx â€Å"With no help from the b irds† (606). By contemptuously announcing, â€Å"You pray to the gods? Let me grant your prayers,† Oedipus implies he feels superlative to the Gods, which sets him up for doom (606). Because Oedipus tests his humanly powers he reaches the boundary between mankind and divine power, and it is at this point that the truth of fate brings his anagnorisis, and his hamartia is broken. Through his demonstration of superior intellect, bravery, and his unselfish sacrifice for his country Oedipus is the Greeks model for the greatness that humans can achieve. Because of his intellect Oedipus is rated â€Å"first of men† (600). He is the only one capable of solving the sphinx’s riddle to free the city of Thebes (600). He is also the first to derive a solution for the plague. Claiming that he â€Å"labor[ed] over many paths of thought,† he finally sends Creon to Delphi in search for cure. In discovering fate, and dealing with its truth Oedipus also illustrates pr ofound courageousness. His passionate concern ... Free Essays on Oedipus As A Tragic Hero Free Essays on Oedipus As A Tragic Hero Sophocles’ Oedipus is a perfect model of the human potential to achieve godlike greatness despite his tragic downfall. Before his fate is revealed, pride, impiety, and ignorance bring his own nemesis, yet because of the remarkable intelligence, courage, and leadership skills he displays in dealing with calamity Oedipus ultimately reveals how ones spirit can become godlike. Before the opening scene, Oedipus’s hubris and impiety have already led him toward self-destruction. He commits both patricide and regicide on the crossroads because of his lack of respect for those in power, and because he is very prideful. He sees â€Å"the old man †¦ coming up along his wheels†, but does not waver to let him by. Instead he ignorantly â€Å"kill[s] them all – every mothers son!† even despite of the oracles prophesy (621). Also, he impudently belittles the gods by claiming his intelligence alone freed the people from the sphinx â€Å"With no help from the b irds† (606). By contemptuously announcing, â€Å"You pray to the gods? Let me grant your prayers,† Oedipus implies he feels superlative to the Gods, which sets him up for doom (606). Because Oedipus tests his humanly powers he reaches the boundary between mankind and divine power, and it is at this point that the truth of fate brings his anagnorisis, and his hamartia is broken. Through his demonstration of superior intellect, bravery, and his unselfish sacrifice for his country Oedipus is the Greeks model for the greatness that humans can achieve. Because of his intellect Oedipus is rated â€Å"first of men† (600). He is the only one capable of solving the sphinx’s riddle to free the city of Thebes (600). He is also the first to derive a solution for the plague. Claiming that he â€Å"labor[ed] over many paths of thought,† he finally sends Creon to Delphi in search for cure. In discovering fate, and dealing with its truth Oedipus also illustrates pr ofound courageousness. His passionate concern ...

SWOT and Accounting Analysis of ASDA The WritePass Journal

SWOT and Accounting Analysis of ASDA Introduction SWOT and Accounting Analysis of ASDA IntroductionBACKGROUND   OF ASDAProduct of ASDAProcessPoliciesManagement Accounting Techniques:Methods and techniquesActivity based costingBudgetingPeriodic budget:Continuous or rolling budget:Job Ordering CostingRecommendations for ASDA (Budgeting):-Activity based costing (ABC)SWOT analysis:-References:Related Introduction BACKGROUND   OF ASDA ASDA stores limited was founded as Associated Dairies and Farms Limited in 1949 and it is basically an abbreviation of Asquith and Dairies (ASDA). In 1965 ASDA gets merged with the Asquith chain of three supermarket and Associated Dairies. ASDA introduced his first concept of the superstore in 1965. In the mid of 1980s ASDA started to expand his warehouse stores to face the fresh food selection sets by its competitors. In the late 1990s the ASDA had its 220 superstores in Britain which helps ASDA to become famous and popular. The basic origin of the ASDA is that they was formed by the English dairy farmers to protect themselves from the falling milk prices after first world war. After First World War when the price of milk gets in control a dairy farmer from Yorkshire named J.W.Hindell made Hindell Dairy Farmers Limited which deals in both wholesale and retail outlet of milk. In March 1949 it becomes a public company as Associated Dairies and Farm Stores Limited. It  Ã‚   includes some 26 farms, three dairies, two bakeries, 42 retail shops, and pork-butchering facilities (referenceforbusiness.com). Product of ASDA ASDA stores deals in almost every product which comes under the daily life. The products of ASDA are highly trusted in quality. ASDA sells food item which includes milk, fruit, vegetables, meat, frozen foods juice, music cds , pharmacy and drinks. The quality of their products are the best in the entire market of UK. ASDA has also included the electronic product like laptop, music player, mobile phones and other electronic gadgets. They also sell the jewellery item. Its product is available in low price from the market which makes ASDA leading grocery store globally.  Ã‚  Ã‚   Competitors ASDA has many competitors in the market such as Tesco, Safeway and Sainsbury are the main competitors of ASDA. ASDA has still maintained its status in the market by maintaining the quality of the product and the lowest price which makes ASDA on the top list of the UK market. They maintain their status so well that they didn’t change their products quality. They believe in giving 100 % customer satisfaction and they even don’t take it lightly. Process ASDA only deals in supermarket not in manufacturing of products. The company buy the product from the farmers directly and sells those products in its stores by maintaining it quality. The customer selected the product which are placed in the food stalls, and take those products to the cash counter for the payment. If the customer is not satisfied in the product he can replace it at the same store. ASDA not only deals with food items they sell textiles, from where they earn majority of their revenue, they basically out sourced their textile products from Pakistan, India and Bangladesh. ASDA also do produce their own valued item in foods and confectionary. Policies ASDA Company had policies which follows the law and regulations. There laws and regulations are very strict in the terms of quality of their product. If the customer is not happy and satisfied with any product which they brought from  ASDA  like home and leisure, grocery, fresh or frozen items they can return the product and they will offer a full refund or replacement of their product. The receipt or proof of purchase is preferred but not essential in ASDA stores. There are some more rules and regulation applied for their different products like Electrical products, entertainments items (music, Films and games), fashion items range and in pharmacy also. If   the customer is not happy with these items they have to returned these items in 20 days from the date of purchase (your.asda.com). Management Accounting Techniques: Methods and techniques There are many methods and techniques in which we understand the management accounting some of them are as follows. Activity based costing Activity based costing is basically used for measuring activities and cost of consuming resources. Activity base costing is an activity which is generally based in the capacity of the manufacture. It is used to calculate the unit price of the product, costing of activities in the terms of variable and fixed cost. ASDA is good in calculating its Activity based costing which helps in calculating cost at each activity such as supply chain cost, ware house cost etc which ultimately helps in minimizing cost at each activity and helps in maintaining overall cost. Budgeting Budgeting is very important technique which organizations adopt for their management accounting, whether it is small or big orgainzation in terms of planning, coordination, motivation, coordination, control, communication and in performance evaluation. It helps organization in order to control its expenses and cost. It is very helpful for the company to make a rough comparison between the income and expenditure of company on monthly basis. For the budgeting manufacture of the ASDA they include production, administration and sales budgeting.   Budgeting is prepared into two ways (David Hobbs; Management Accounting). Periodic budgets Continuous or rolling budgets Periodic budget: Periodic budget are those which are made for period of time, that period can be of one year, or either for quarters, it depends how big the organization is and how vulnerable its sales figures over the year. Continuous or rolling budget: Continuous or rolling budgets are those budgets in which there is master budget, which is usually for an year, and after each quarter or four months the the budget for next quarter is added into master budget (David Hobbs; Management Accounting). As far as ASDA is concerned ASDA adopts the continuous or rolling budget, where they maintain the master budget for an year and in order to be competitive with other major competitors rolling budget should be revolved around their master budgets which helps in maintaining the plans according to change . Job Ordering Costing Job ordering costing method is basically the production in each time period. It is calculated by dividing the number of units in job by the total cost of job. ASDA is a big organization where job ordering costing doesn’t applies as much they are basically supplying products in large quantity. Recommendations for ASDA (Budgeting):- ASDA adopts the budgeting technique which is explained above their major focus is on the rolling budgeting, which helps in estimating cost for each quarter. Budgeting is that one tool which makes relevant information and estimation about each department. It also creates a motivational factor among all the stake holders. Budgeting has internal and external influence on growth of an organization and it helps in overviewing their plan to grow in international market such as in south Asian countries (Pakistan or India). Rolling budgets are helpful in analysing financial control decision and helps in estimating overall cost for the whole year which can be changed according to sales figures of last quarter. Job ordering is the least demandable for the ASDA because allocation of prices to each single thing is difficult such as overhead costs, direct costs. According to the ASDA continuous growth showing to us that job ordering costing system is excellently managed by ASDA. Activity based costing (ABC) Activity based costing is a useful technique which is used to allocate cost according to product and services which helps in planning and monitoring. ASDA should follow (ABC) because it is a new system for allocating prices to products and services. The usual accounting system is now obsolete and nowadays ABC is now mostly adopted as it has good control over pricing and costing. Capital investment decision is also least concerned for ASDA because in its financial planning it is already settled and as a proof of the ASDA’s balance sheet is showing a continuous growth since last 3 years. ASDA has over all managed its budget quite well, because its continuous expansion and growing showed the credibility of the budgeting system. Budget is the key element for ASDA to manage its global operations. SWOT analysis:- SWOT analysis is used for identifying potential strengths and weakness for organization. SWOT analysis which is done accordingly. This report is overall based on the personal reflection which I obtained from data related to ASDA which was easily accessible to be. This report doesnt only deal with fact and figures related to ASDA but give the recommendation relating ASDA management accounting technique. The major focus is on the budgeting technique that how ASDA is implementing budgeting technique to it its company and explains why rolling budgeting concept is applicable to ASDA and why it is the point of focus. The other major technique which was considered for management accounting of ASDA is Activity based costing and how it helps an organization to maintain its costing. It also do explains why Job order costing is not applicable to ASDA. The weakness which one might think about this analysis is the resources were quite limited and all consideration was made on personal obseravation and knowledge which I posses. The job order costing could be implemented but as my scope was limited so, I didn’t able to job order costing and its also not applicable for big company like ASDA. References: History of ASDA group plc; Reference for Business,   referenceforbusiness.com/history2/77/ASDA-Group-plc.html   [Accessed on 26th May, 2011] Exchange and Refunds; Your ASDA, http://your.asda.com/2010/7/7/exchanges-and-refunds [Accessed on 26th May, 2011] ASDA Direct; asda.com/ [Accessed on 26th May, 2011] David Hobbs Hugh Coombs; Management accounting: principles and application (book), 2005 SAGE Publications Limited [Accessed on 25th May, 2011] Peter Atrill Eddie McLaney; Management Accounting: An active learning approach, Blackwell Publishing 1994 [Accessed on 25th May, 2011] ASDA History; nowthen.org/asdas-history [Accessed on 25th May, 20

British slang and its classification

BRITISH SLANG AND ITS CLASSIFICATION Plan I. Introduction 1.1 Undertakings of the class work 1.2 Definition of slang II. MAIN Part 2.1 The beginning of slang. 2.2 Types of slang. a ) Cockney riming slang B ) Polari degree Celsius ) Internet slang vitamin D ) Slang of ground forces, constabulary vitamin E ) Money slang 2.3. Phonetic distinctive features of slang 2.4. Morphologic features of slang III. PRACTICAL Part IV. Decision V. BIBLIOGRAPHY Slang is a linguistic communication which takes off its coat, tongues on its custodies and goes to work. Carl Sandburg I. Introduction 1.1 Undertakings of the class work The apprehension of the native talkers linguistic communication is the international job for our people. Our secondary schools teach the pupils merely the bases of the English linguistic communication. Our universities do non fix them to the British streets, adjustments, pubs where people use their ain linguistic communication, the linguistic communication that differs from that of their parents. They use other words- they use slang. None of the most advanced and flexible ways of learning English of any state can catch modern rapidly developing English. Some bookmans divide the English linguistic communication into two different linguistic communications: the Standard English linguistic communication and slang. This fact proves that slang comes to be a really legion portion of English. Ignorance of slang causes a great miscommunication between pupils and native talkers. The linguistic communication of the old centuries contrasts from the modern linguistic communication. The life does non stop dead in the same place. It ever develops. And it makes the linguistic communication develop excessively. That is why the present work is devoted to this societal phenomenon. The purpose of my class paper is to analyse different attacks to the definition of slang, to find the most of import groups of the British slang, to demo its lexical, phonic and morphological distinctive features. The object of my survey is the wealth of English linguistic communication, ambiguity of its vocabulary and the most common regulations of slang use in Britain. The topics of my research are assorted points of position on slang, its history and types and lingual features common for the British slang. Choosing the subject of my probe I `m absolutely cognizant of the fact that slang is unlimited so it is about impossible to analyse every word of it. I hope to sum up different points of position on slang and it is my hope that more readers should detect this interesting bed of the English linguistic communication. Although the work could barely cover all the facets of the phenomenon the undertaking is every bit exciting as challenging. To accomplish the set purpose I determine the undermentioned undertakings: 1. to seek the beginning of slang ; 2. to analyze the words passage through English vocabulary ; 3. to analyze the job of the categorization of slang ; 4. to understand the purpose of the modern use of slang ; 5. to separate different sorts of slang ; 6. to analyze the ways of slang word- formation ; 7. to analyse phonic distinctive features of slang ; 8. to compare the consequences of the analysis. 1.2 Definition of slang Every grownup talker has a construct of slang cognizing at the least that some words and looks transgress by and large accepted norms of formality or rightness and in some manner do non suit the step of what good linguistic communication is. Despite such acknowledgment by about all talkers, bookmans with formal preparation in lingual analysis have about ignored slang though they acknowledge holding the same intuitions about this type of vocabulary as do all talkers. In truth, most linguists have given no more thought to slang than have people who claim no expertness in linguistic communication. In the English-speaking universe in peculiar, the description of the signifier and map of slang has been left mostly to lexicologists instead than to others who study linguistic communication for a life. Webster # 8217 ; s Third New International Dictionary gives the undermentioned definition of the term slang: 1. Language curious to a peculiar group as: a ) the particular and frequently secret vocabulary used by a category ( as stealers, mendicants ) and normally felt to be coarse or inferior: slang ; B ) the slang used by or associated with a peculiar trade, profession, or field of activity. 2. A non-standard vocabulary composed of words and senses characterized primary by intensions of utmost informality and normally a currency non limited to a peculiar part and composed typically of mintages or randomly changed words, clipped or shortened signifiers, extravagant, forced or bantering figures of address, or verbal freshnesss normally sing speedy popularity and comparatively rapid diminution into neglect. The New Oxford English Dictionary defines slang as follows: a ) the particular vocabulary used by any set of individuals of a low or disreputable character ; linguistic communication of a low and coarse type ; B ) the buzzword or slang of a certain category or period ; degree Celsius ) linguistic communication of a extremely conversational type considered as below the degree of standard educated address, and dwelling either of new words or of current words employed in some particular sense. As it is seen from these citations slang is represented both as a particular vocabulary and as a particular linguistic communication. This causes confusion. If this is a certain lexical bed, than why should it be given the rank of linguistic communication or a idiom of even a slang, and so it should be characterized non merely by its curious usage of words but besides by phonic, morphological and syntactical distinctive features. In general all linguists agree that slang is nonstandard vocabulary composed of words or senses characterized chiefly by intensions of utmost informality and normally by a currency non limited to a peculiar part. It is composed typically of mintages or randomly changed words, clipped or shortened signifiers, extravagant, forced, or bantering figures of address, or verbal freshnesss. They are identified and distinguished by contrasting them to standard literary vocabulary. They are expressive, largely ironical words functioning to make fresh names for some things that are frequent subjects of discourse. [ 1 ] Slang consists of the words and looks that have escaped from the buzzword, slang and slang ( and to a lesser extent from dialectal, nonstandard, and taboo address ) of specific subgroups of society so that they are known and used by an appreciable per centum of the general population, even though the words and looks frequently retain some associations with the subgroups that originally used and popularized them. Therefore, slang is a in-between land for words and looks that have become excessively popular to be any longer considered as portion of the more restricted classs, but that are non yet ( and may neer go ) acceptable or popular plenty to be considered informal or standard. ( Compare the slang Hooker and the standard cocotte. ) Slang fills a necessary niche in all linguistic communications. It can function as a span or a barrier, either assisting both old and new words that have been used as insiders footings by a specific group of people to come in the linguistic communication of the general populace or, on the other manus, forestalling them from making so. Thus, for many words, slang is a proving land that eventually proves them to be by and large utile, appealing, and acceptable plenty to go standard or informal. For many other words, slang is a proving land that shows them to be excessively restricted in usage, non every bit appealing as standard equivalent word, or unneeded, frivolous, faddy, or unacceptable for criterion or informal address. For still a 3rd group of words and looks, slang becomes non a concluding testing land that either accepts or rejects them for general usage but becomes a huge oblivion, a lasting retention land, an country of address that a word neer leaves Slang words can non be distinguished from other words by sound or significance. In fact, most slang words are homonyms of standard words, spelled and pronounced merely like their criterion opposite numbers, as for illustration slang words for money such as beans, brass, dibs, dough, chinc, oof, wards ; the slang equivalent word for word caput are Attic, brain-pan, hat nog, nut, upper floor ; drunk- boozy, cock-eyed, high, soaked, tight, and pot ( marihuana ) . Of class, these words are likewise in their ordinary criterion usage and in their slang usage. Each word sounds merely as appealing or unsympathetic, dull or colourful in its criterion as in its slang usage. Besides, the significances of beans and money, caput and Attic, pot and marihuana are the same, so it can non be said that the intensions of slang words are any more colourful or racy than the significances of standard words. [ 2 ] All linguistic communications, states, and periods of history have slang. This is true because they all have had words with changing grades of societal credence and popularity. The same lingual procedures are used to make and popularise slang as are used to make and popularise all other words. That is, all words are created and popularized in the same general ways ; they are labeled slang merely harmonizing to their current societal credence, long after creative activity and popularisation. To to the full understand slang, one must retrieve that a word s usage, popularity, and acceptableness can alter. Wordss can alter in societal degree, traveling in any way. Thus, some standard words of William Shakespeare s twenty-four hours are found merely in certain contemporary British idioms. Wordss that are taboo in one epoch ( e.g. , tummy, thigh ) can go accepted, standard words in a ulterior epoch. Many prove either utile plenty to go accepted as standard or informal words or excessively faddy for standard usage. Blizzard and O.K. have become standard, while conbobberation ( perturbation ) and tomato ( miss ) have been discarded. Some words and looks have a permanent topographic point in slang ; for case, crush it ( travel off ) , foremost used in the sixteenth century, has neither become Standard English nor vanished. Language is dynamic, and at any given clip 100s, and possibly 1000s, of words and looks are in the procedure of altering from one degree to another, of going more acceptable or less acceptable, of going more popular or less popular. Slang is really informal usage of words and phrases for more colourful or curious manner of look that is shared by the people in the same societal subgroup, for illustration, computing machine slang, athleticss slang, military slang, musicians # 8217 ; slang, pupils # 8217 ; slang, underworld slang, etc. Slang is non used by the bulk of native talkers and many people consider it vulgar, though rather a few slang phrases have already come into standard use. Slang contains many obscene and violative words and phrases. It besides has many looks that are acceptable in informal communicating. Slang is extremely idiomatic. It is light-minded, irreverent, indelicate ; it may be indecorous or obscene. Its colourful metaphors are by and large directed at reputability, and it is this succinct, sometimes witty, often irreverent societal unfavorable judgment that gives slang its characteristic spirit. Slang, so, includes non merely words but words used in a particular manner in a certain socie tal context. The beginning of the word slang itself is obscure ; it foremost appeared in print around 1800, applied to the address of disreputable and condemnable categories in London. Language is the belongings of a community of talkers. Peoples seldom speak, or compose, with lone themselves as the audience. It should non be surprising so that some constituents and signifiers of linguistic communication are socially motivated. Slang is one sort of vocabulary that serves the societal nature of linguistic communication. In an of import article in 1978 Bethany Dumas and Jonathan Lighter make the important point that slang must be identified by its societal effects, by the effects its usage has on the relationship between talker and audience. Dumas and Lighter posit four standards for placing a word or phrase as slang. [ 3 ] 1. Its presence will markedly take down, at least for the minute, the self-respect of formal or serious address or authorship. 2. Its usage implies the user s acquaintance either with the referent or with that less statusful or less responsible category of people who have such particular acquaintance and utilize the term. 3. It is a tabooed term in ordinary discourse with individuals of higher societal rank or greater duty. 4. It is used in topographic point of the well-known conventional equivalent word, particularly in order ( a ) to protect the user from the uncomfortableness caused by the conventional point or ( B ) to protect the user from the uncomfortableness or irritation of farther amplification. They conclude that when something tantrums at least two of the standards, a linguistically sensitive audience will respond to it in a certain manner. This reaction, which can non be measured, is the ultimate identifying feature of true slang . In other words, Dumas and Lighter s preparation requires that the type of lexis called slang be recognized for its power to consequence brotherhood between talker and listener. Whether or non the specifics of their definition are necessary or sufficient, Dumas and Lighter are right. Slang can non be defined independent of its maps and usage. Despite the troubles of specifying the term, slang does hold some consistent features. [ 4 ]Slang is lexical instead than phonological or syntactic, though, in English at least, organic structure linguistic communication and modulation are frequently of import in signaling that a word or phrase is to be interpreted as slang. Nor is there a peculiarly slang sentence structure. Slang looks do non follow idiosyncratic word order, and slang words and phrases typically fit into an appropriate grammatical slot in an established syntactic form. Furthermore, the productive morphological procedures responsible for slang are the same 1s responsible for the general vocabulary, i.e. , for English, intensifying, affixation, shortening, and functional displacement. II. MAIN Part Slang derives much of its power from the fact that it is cloak-and-dagger, out or by and large disapproved of. So what happens once it is accepted, even in some instances embraced and promoted by # 8216 ; mainstream # 8217 ; society? Not long ago the Oxford English Dictionary characterized slang as # 8216 ; low and disreputable # 8217 ; ; in the late 1970s the pioneering sociolinguist Michael Halliday used the phrase # 8216 ; anti-language # 8217 ; in his survey of the address of felons and marginals. For him, theirs was an interestingly # 8216 ; pathological # 8217 ; signifier of linguistic communication. The first description now sounds quaintly outmoded, while the second could be applied to street packs # 8211 ; today # 8217 ; s posses, massives or sets # 8211 ; and their secret codifications. Both, nevertheless, involve value judgements which are basically societal and non lingual. Attitudes to the usage of linguistic communication have changed deeply over the last thr ee decennaries, and the sensed boundaries between # 8216 ; standard # 8217 ; and # 8216 ; irregular # 8217 ; are going progressively # 8216 ; fuzzy # 8217 ; . Today, tabloid newspapers in the UK such as the Sun, the Star and the Sport on a regular basis use slang in headlines and articles, while the quality imperativeness usage slang meagerly # 8211 ; normally for particular consequence # 8211 ; but the premise remains that readers have a on the job cognition of common slang footings. There has been surprisingly small unfavorable judgment of the usage of slang ( as opposed to the # 8216 ; swear-words # 8217 ; and supposed grammatical mistakes which invariably irritate British readers and hearers ) . The usage of slang signifiers portion of what linguists call code-switching or style-shifting # 8211 ; the commixture of and traveling between different linguistic communications, idioms or codifications. [ 5 ] 2.1 The beginning of slang Slang was the chief ground for the development of normative linguistic communication in an effort to decelerate down the rate of alteration in both spoken and written linguistic communication. Latin and French were the lone two linguistic communications that maintained the usage of normative linguistic communication in the fourteenth century. It was non until the early fifteenth century that scholars began forcing for a Standard English linguistic communication. During the Middle Ages, certain authors such as Chaucer, William Caxton, and William of Malmesbury represented the regional differences in pronunciations and idioms. The different idioms and the different pronunciations represented the first significance for the term slang. However, our contemporary significance for slang did non get down organizing until the 16th or seventeenth century. The English Criminal Cant developed in the sixteenth century. The English Criminal Cant was a new sort of address used by felons and darnels, intending it developed largely in barrooms and chancing houses. The English Criminal Cant was at first believed to be foreign, intending bookmans thought that it had either originated in Romania or had a relationship to French. The English Criminal Cant was slow development. In fact, out of the four million people who spoke English, merely approximately 10 thousand spoke the English Criminal Cant. By the terminal of the sixteenth century this new manner of speech production was considered to be a linguistic communication without ground or order . During the eighteenth century headmasters taught students to believe that the English Criminal Cant ( which by this clip had developed into slang ) was non the right use of English and slang was considered to be forbidden [ 6 ]. Because most people are persons who desire singularity, it stands to ground that slang has been in being for every bit long as linguistic communication has been in being. A slang look may all of a sudden go widely used and as rapidly dice ( 23-skiddoo ) . It may go accepted as standard address, either in its original slang significance ( coach from omnibus, cab, piano, phone, saloon rabble, dude ) or with an altered, perchance tamed significance ( wind, which originally had sexual intensions ) . Some looks have persisted for centuries as slang ( liquor for alcoholic drink ) . In the twentieth century, mass media and rapid travel have speeded up both the circulation and the death of slang footings. Television and novels have turned condemnable buzzword into slang ( five expansive for 5000 ) . Changing societal fortunes may excite the spread of slang. Drug-related looks ( such as pot and marihuana ) were virtually a secret slang in the 1940s ; in the sixtiess they were adopted by rebellious young person ; and in the 1970s and # 8217 ; 80s they were widely known. But this must be done by those whose female parent lingua is English. They and merely they, being native talkers of the English linguistic communication, are its Masterss and lawmakers. It is for them to put slang in its proper class by stipulating its characteristic characteristics. Many words once labeled as slang have now become legitimate units of the Standard English. Therefore, the word child ( =child ) , which was considered low slang in the 19thcentury, is now a legitimate conversational unit of the English literary linguistic communication. It sounds incredible but non so long ago the words: of class, to take attention, to acquire up, tiffin were considered to be slang. Lunch entered the linguistic communication after World War I is non used in some books that prefer dinner to tiffin . 2.2 Types of slang Slang users tend to contrive many more synonyms or near-synonyms than might be thought purely necessary: for illustration, felons may hold a twelve different monikers ( rod, hag, Fe, chrome ) for their guns, or for betrayers ( canary, grass, neb, fink ) ; drinkers can take from 100s of viing descriptions of a province of poisoning ( hammered, hamstered, langered, mullered ) [ 7 ] It is convenient to group slang words harmonizing to their topographic point in the vocabulary system and more exactly in the semantic system of the vocabulary. If they denote a new and necessary impression they may turn out an enrichment of the vocabulary and be accepted into Standard English. If on the other manus they make merely another add-on to a bunch of equivalent word and have nil but freshness to endorse them, they die out really rapidly, representing the most mutable portion of the vocabulary. Another type of categorization suggests subdivision harmonizing to the domain of use, into general slang and particular slang. [ 8 ]General slang includes words that are non specific for any societal or professional group, whereas particular slang is peculiar for some such group: adolescent slang, university slang, public school slang, Air Force slang, football slang, sea slang and so on. General slang is linguistic communication that talkers intentionally use to interrupt with the standard linguistic communication and to alter the degree of discourse in the way of formality. It signals the speakers` purpose to decline conventions [ 9 ]and their demand to be fresh and galvanizing in their look, to ease societal exchanges and bring on friendliness, to cut down inordinate earnestness and avoid clich # 233 ; s, in brief, to enrich the linguistic communication. General slang words have a broad circulation as they are neither group # 8211 ; nor capable # 8211 ; restricted. [ 10 ] You # 8217 ; ll hear Britishs refer to their currency as British pound, much in the same manner American dollars are vaulting horses and Canadian money is called Canadian dollars. If person asks to borrow a fairy off you, give them a coffin nail. In Britain, a buss is called a snog. If person is knackered, that means they are exhausted. If person is referred to as a minger , that means that they # 8217 ; re unattractive. If person tells you to Bugger off! good, it is suggested that you go off. Alternatively of Hi, how are you? travel with the quick and easy British Alright? No reply is expected. Emphasize illustriousness. These include barry, one and kewl. The latter sort of sounds like cool but you # 8217 ; ll know the difference in your bosom. Abuse others. Naming person an arseface or a sardine will be even more the merrier if they have no hint you are dissing them to their face. Throw in the emphasized bloody a batch. Bloody this, bloody that and bloody everything. The British are besides known to set it in the center of words for even more accent, such as absobloodlylutely. Describe rummies. Slang is ever full of euphemisms for rummy in any linguistic communication. The British versions include airlocked and bevvied up, as in full of drink. Particular slang is linguistic communication that talkers use to demo their belonging to a group and set up solidarity or familiarity with the other group members. [ 11 ]It is frequently used by talkers to make their ain individuality, including facets such as societal position and geographical belonging, or even age, instruction, business, life style, and particular involvements. It is mostly used by people of a common age and experience to beef up the bonds within their ain equal group, maintaining the older coevals at a distance. [ 12 ]It is besides used by people sharing the same business to increase efficiency in communicating ; or by those sharing the same life conditions to conceal secret information from people in authorization. It is eventually used by people sharing an attitude or a life manner to reenforce their group coherence, maintaining insiders together and foreigners out. Particular slang tends to arise in subcultures within a society. Occupational groups ( for illustration, lumbermans, constabulary, medical professionals, and computing machine specializers ) are outstanding conceivers of both slang and slang ; other groups making slang include the armed forces, adolescents, racial minorities, citizens-band radiobroadcasters, athleticss groups, drug nuts, felons, and even spiritual denominations. Slang looks frequently embody attitudes and values of group members. They may therefore lend to a sense of group individuality and may convey to the hearer information about the talker s background. While some slang words and phrases are used throughout all of Britain ( e.g. knackered, intending exhausted ) , others are restricted to smaller parts. a ) Cockney riming slang Cockney Rhyming Slang originated in the East End of London. Rhyming slang is a signifier of slang in which a word is replaced by a rhyming word, typically the 2nd word of a two-word phrase ( so stairs becomes apples and pears ) . The 2nd word is so frequently dropped wholly ( I m traveling up the apples ) , intending that the association of the original word to the riming phrase is non obvious to the naive. Rhyming Slang phrases are derived from taking an look which rhymes with a word and so utilizing that look alternatively of the word. For illustration the word expression rimes with meatman s hook . In many instances the rhyming word is omitted so you wo nt happen excessively many Londoners holding a bucher s hook , but you might happen a few holding a meatman s . The rhyming word is non ever omitted so Cockney looks can change in their building, and it is merely a affair of convention which version is used. In this list of illustration Cockney slang for parts of the organic structure, you ll detect that some looks omit the rhyming word but others do non. English Rhymes with Cockney Foot Home plates of meat Home plates Dentitions Hampstead Heath Hampsteads Legss Scotch eggs Scores Eyess Mince pies Minces Weaponries Chalk Farms Chalk Farms Hair Barnet Fair Barnet Head Loaf of staff of life Loaf of bread Face Boat race Boat race Mouth North and South North and South The proliferation of riming slang allowed many of its traditional looks to go through into common use. Some permutations have become comparatively widespread in Britain, for illustration scarper , intending to run away is derived from Scapa Flow intending to travel . To hold a meatman s , which means to hold a expression, from meatman s hook. For illustration utilize your loaf is an mundane phrase for the British, but non excessively many people realize it is Cockney Rhyming Slang ( loaf of staff of life: caput ) . There are many more illustrations of this unintentional usage of Cockney Rhyming Slang. [ 13 ] Television has raised consciousness of Cockney Rhyming Slang to far greater highs. Authoritative Television shows such as Steptoe and Son , Minder , Porridge and Merely Fools and Horses have done much to distribute the slang throughout Britain and to the remainder of the universe. Modern Cockney slang that is being developed today tends to merely rime words with the names of famous persons or celebrated people. There are really few new Cockney slang looks that do non follow this tendency. The lone 1 that has gained much land late that bucks this tendency is Wind and Kite intending Web site . This manner of rhyming has spread through many English-speaking states, where the original phrases are supplemented by rimes created to suit local demands. Creation of riming slang has become a word game for people of many categories and parts. The term Cockney rhyming slang is by and large applied to these enlargements to bespeak the rhyming manner ; though arguably the term merely applies to phrases used in the East End of London. Similar formations do be in other parts of the United Kingdom ; for illustration, in the East Midlands, the local speech pattern has formed Derby Road , which rhymes with cold : a concurrence that would non be possible in any other idiom of the UK. Examples of Rhyming Slang B ) Polari Polari ( or instead Parlare, Parlary, Palare, Palarie, Palari, Parlyaree, from Italian parlare, to speak ) was a signifier of buzzword slang used in Britain by histrions, circus or fairground showmen, felons, cocottes etc. , and recently by the cheery subculture. It was revived in the 1950s and 1960s by its usage by cantonment characters Julian and Sandy in the popular BBC wireless shows Beyond our Ken and Round the Horne, but its beginnings can be traced back to at least the nineteenth century ( or, harmonizing to at least one beginning, to the sixteenth century ) . There is some argument about how it originated. There is a longstanding connexion with Punch and Judy street marionette performing artists who traditionally used Polari to speak with each other. [ 14 ] Polari is a mixture of Romance ( Italian or Mediterranean Lingua Franca ) , Romany, London slang, backslang, riming slang, crewman slang, and stealers buzzword. Later it expanded to incorporate words from the Yiddish linguistic communication of the Jewish subculture which settled in the East End of London, the US forces ( present in the UK during World War II ) and 1960s drug users. It was a invariably developing signifier of linguistic communication, with a little nucleus vocabulary of about 20 words ( including bona, Ajax, eek, pod, naff, lattie, nanti, omi, palone, riah, zhoosh ( tjuz ) , TBH, trade, vada ) , with over 500 other lesser-known points. In 1990 Morrissey titled an album Bona Drag # 8211 ; Polari for nice outfit # 8211 ; and the rubric of his Piccadilly Palare individual that same twelvemonth is an alternate spelling of what would be Piccadilly Polari. Besides in 1990, amusing book author Grant Morrison created the character Danny the Street ( based on Danny La Rue ) , a sentient transvestic street for the amusing Doom Patrol. Danny speaks mostly in Polari. The 1998 movie Velvet Goldmine, which chronicles a fictional retelling of the rise and autumn of glam stone, contains a 60s flashback in which a group of characters converse in Polari, while their words are humorously subtitled below. In 2002, two books on Polari were published, Polari: The Lost Language of Gay Men, and Fantabulosa: A Dictionary of Polari and Gay Slang ( both by Paul Baker ) . Besides in 2002, hip hop creative person Juha released an album called Polari, with the chorus of the rubric vocal written wholly in the slang. Word Definition AC/DC a twosome Ajax nearby ( from adjacent? ) Alamo hot for you/him aunt nell listen, hear aunt nells ears aunt nelly shams earrings aunt nell danglers earrings barney a battle batts places bibi bisexual bijou small/little ( means gem in French ) blag choice up blue codification word for homosexual Human body organic structure degree Celsius ) Internet slang Internet slang ( Internet linguistic communication, Internet Short-hand, leet, netspeak or chatspeak ) is a type of slang that Internet users have popularized, and in many instances, have coined. Such footings frequently originate with the intent of salvaging key strokes. Many people use the same abbreviations in texting and instant messaging, and societal networking web sites. Acronyms, keyboard symbols and shortened words are frequently used as methods of abbreviation in Internet slang. In such instances, new idioms of slang, such as leet or Lolspeak, develop as clique memes instead than clip rescuers. In leet speak, letters may be replaced by characters of similar visual aspect. For this ground, leet is frequently written as l33t or 1337. The Internet has transformed the manner we manipulate our systems of marks and the relationships between manufacturers and consumers of information. Its consequence on slang has two facets. First, on-line communicating has generated its ain vocabulary of proficient nomenclature, basically slang ( Spam, blogging, phishing ) and informal, abbreviated or humourous footings ( addy, noob, barking moonbat etc. ) which qualify as slang. [ 15 ]The sum of new cyberslang is reasonably little, but the Internet has besides allowed the collection, sorting and advancing of slang from other beginnings in. Another proficient development # 8211 ; text messaging # 8211 ; has triggered alterations in the civilization of communicating, particularly among immature people, and brought with it, like wires, CB-radio or Internet chat rooms, a new signifier of brief codification. It has excited some academic linguists but it hasn # 8217 ; T, nevertheless, contributed anything meaningful to the development of slang. [ 16 ] Word or phrase Abbreviation ( s ) History Air Combat Command, acct or acnt Address addy or add And n, an, neodymium, or A ; Anticipate ntcp8 Alright aight or ight or aite Are you at that place? rut or u der At the minute standard pressure Equally far as I know afaik Back B Be right back brb Be back subsequently barrel Be back shortly bulletin board system Because cuz, bcuz, bcz, bcos, bc, cos, coz, czorbcoz Best friend or Boyfriend bf or b/f Between btwn or b/w By the manner btw Cousin cuzin or cuz Decidedly def or deffo Does it look like I give a crap? DILLIGAS Do nt cognize dunno Do nt worry dw Falling off chair express joying focl Everlastingly 4eva or 4evr or fo eva Girlfriend or GoodFriend gf or g/f Got to travel g2g or gtg Great gr8 Have a nice twenty-four hours H.A.N.D. Keep on hld on or h/o Homework hw, hwk or hmwk How are you hru I ca nt retrieve icr I know aino I know, right? ikr I love you ily, luv U, ilu, luv ya, one wub u or one lt ; 3 U, 143 ( I stands for one missive, Love stands for 4 letters, You stands for 3 letters ) Laugh out loud / tonss of love lol Laugh out loud ( multiple times ) lolliesm lulz or lolz Love luv or lt ; 3 Love you ( see besides I love you ) ly, lt ; 3u No job neptunium No thank you no tnk u, nty or no ty Oh My God omg or ( comically ) zomg, romg, womg, omgz O.k. K or kk Oh truly? orly? parents behind dorsum pbb Peace personal computer, pce, pece, or / Peoples ppl, cheeps Right On! Ro Rocking/Rock ( metal custodies ) m/ See you/see you subsequently cya, copper, or cya/cu l8er/l8a/l8r Sorry sry or soz Scare the crap out of my self/Scare the crap out of yourself stsooms/stsooys Talk to you subsequently ttyl or t2yl Ta-ta for now ttfn Thinking of you Plaything What the snake pit wth What s up swallow or zup vitamin D ) Slang of ground forces, constabulary. Military slang is an array of conversational nomenclature used normally by military forces, including slang which is alone to or originates with the armed forces. [ 17 ]# 183 ; The Andrew/Grey Funnel Ferries The Royal Navy, named for some of import chap or a Saint or something.# 183 ; Blighty The UK, the name was taken from a state in India# 183 ; Brag Rags Decorations.# 183 ; Cant-be-arrsed-itis -suffered chiefly by those on exercising# 183 ; Chin-strapped chin-strap tired knackered# 183 ; Combat Suit Jacket, pants, and perchance goon, cap, etc. , made from DPM stuff.# 183 ; Doss-bag Army Issue Barnes-Wallace, Gonk-bag and Green Maggot.# 183 ; Dust Washing pulverization.# 183 ; Gat rifle ( besides Bunduk, or Bang-Stick ) ( chiefly used by Hats ) .# 183 ; Green/Bleeds green a acute soldier, likely should watched suspiciously from a long manner off.# 183 ; NAAFI Navy, Army and Air Force Institutes . Quasi-civilian non-profit retaining such as tea, pies, bars and san dwiches to the military personnels within forts worldwide. Pronounced NAFF-ee , it was created in 1921 to run recreational constitutions for the Armed forces to sell goods to military mans and their households. It runs nines, bars, ( EFI ) , which provides NAAFI installations in war zones.# 183 ; Puttees long strips of flannel cloth in sunglassess of khaki, rifle green or black, wrapped tightly at the top of ankle-boots to supply support over unsmooth land ( now CVHQ RA )# 183 ; Sangar perchance derived from the Indian ; normally a low wall with side wings built to give screen from fire in countries where excavation is hard or impossible.# 183 ; Sky Pilot The Padre he s got his caput in the clouds speaking to his foreman.# 183 ; Stripey Sergeant.# 183 ; Teeny-weeny Airways The Army Air Corps.# 183 ; Warry ( or War-y ) aggressive, militaristic ; can be an abuse.# 183 ; Webing cotton for belt as worn by the type of ladies I neer get to run into, and several dodgy RM types dow n Union St. There are more than a 100 words for constabulary in different glossaries.. And this is by no means a alone instance. [ 18 ] Names taken from the colouring of constabulary apparels or the colouring of constabulary autos: bluish male child, bluish denims, man-in-the-blue, salt and Piper nigrum, black and white, bluish and white ; A female constabulary officer: girlie bear, honey bear, lady bear, mamma bear, sugar bear, smokey beaver ; A metropolis police officer or rural constabularies: citty pool, state Joe, state mounty, small bear, local rube ; province constabulary: boogey adult male, male child lookouts, province bears, whatevers ; barnies, bear, bearded bubby, large brother, bull, Dudley, do-right, Peter Rabbit ; An unmarked or concealed constabulary auto: brown-paper bag, dark sycophant, pink panther, slick top, underhand serpent ; A radio detection and ranging unit: scattergun, electric dentition, arms-runner, Kojak with a Kodak, smoke screenA constabulary chopper: bear in the air, oculus in the sky, undercover agent in the sky, chatter taleTher Names taken from the colouring of constabulary apparel s or the colouring of constabulary autos: bluish male child, bluish denims, man-in-the-blue, salt and Piper nigrum, black and white, bluish and white ; A female constabulary officer: girlie bear, honey bear, lady bear, mamma bear, sugar bear, smokey beaver ; A metropolis police officer or rural constabularies: citty pool, state Joe, state mounty, small bear, local rube ; province constabulary: boogey adult male, male child lookouts, province bears, whatevers ; barnies, bear, bearded bubby, large brother, bull, Dudley, do-right, Peter Rabbit ; An unmarked or concealed constabulary auto: brown-paper bag, dark sycophant, pink panther, slick top, underhand serpent ; A radio detection and ranging unit: scattergun, electric dentition, arms-runner, Kojak with a Kodak, smoke screenA constabulary chopper: bear in the air, oculus in the sky, undercover agent in the sky, chatter taleTher vitamin E have found new looks for an already established construct ; such looks that make them look to be stating one thing while they are truly pass oning something really different to insiders.Offences and description # 183 ; ABH: Actual bodily injury# 183 ; D A ; D: Drunk And Disorderly# 183 ; DIP: Drunkard In Public# 183 ; GBH: Dangerous Bodily Harm# 183 ; TDA: Pickings and Driving Away# 183 ; TWOC: Taken Without Owner s Consent Initialisms depicting state of affairss Initialisms depicting state of affairss # 183 ; ASNT: Area Searched No Trace# 183 ; FATAC: Fatal Road Traffic Accident# 183 ; MFH: Missing From Home# 183 ; NAI: Non-Accidental Injury# 183 ; RTA: Road-Traffic Accident Assorted initialisms Assorted initialisms # 183 ; ARV: Armed Response Vehicle# 183 ; TFU: Tactical Firearms Unit# 183 ; SOCO: Scenes Of Crime Officer ; a forensic offense scene tester# 183 ; VSS: Victim Support Scheme Assorted abbreviations Assorted abbreviations # 183 ; MISPER: Missing individual# 183 ; POLAC: A hit affecting a constabulary vehicle# 183 ; WOFF: Write off ; a vehicle or other belongings deemed a entire loss for insurance intents# 183 ; WINQ: Warrant enquiry vitamin E ) Money slang While the beginnings of these slang footings are many and assorted, surely a batch of English money slang is rooted in assorted London communities, which for different grounds liked to utilize linguistic communication merely known in their ain circles, notably sweeping markets, street bargainers, offense and the underworld, the docks, taxi-cab drive, and the immigrant communities. London has for centuries been highly widely distributed, both as a travel hub and a topographic point for foreign people to populate and work and get down their ain concerns. This contributed to the development of some lingua franca looks, i.e. , mixtures of Italian, Grecian, Arabic, Yiddish ( Judaic European/Hebrew idiom ) , Spanish and English which developed to enable understanding between people of different nationalities, instead like a pidgin or intercrossed English. Certain lingua franca blended with parlyaree or polari , which is fundamentally underworld slang. Backslang besides contributes several slang money words. Backslang reverses the phonic ( sound of the ) word, non the spelling, which can bring forth some unusual readings, and was popular among market bargainers, meatmans and greengrocers. Here are the most common and/or interesting British slang money words and looks, with significances, and origins where known. Many are now disused ; typically words which relate to pre-decimalisation coins, although some have re-emerged and go on to make so. Some non-slang words are included where their beginnings are peculiarly interesting, as are some interesting slang money looks which originated in other parts of the universe, and which are now come ining the English linguistic communication. [ 19 ] Here are some illustrations of money slang words: archer = two thousand lbs ( # 163 ; 2,000 ) , tardily twentieth century, from the Jeffrey Archer tribunal instance in which he was alleged to hold bribed call-girl Monica Coughlan with this sum. ayrton senna/ayrton = 10 ( 10 lbs, # 163 ; 10 ) Cockney riming slang created in the 1980s or early 90s, from the name of the peerless Brazilian universe title-holder Formula One racing driver, Ayrton Senna ( 1960-94 ) , who won universe rubrics in 1988, 90 and 91, before his tragic decease at San Marino in 1994. bag/bag of sand = expansive = one 1000 lbs ( # 163 ; 1,000 ) , apparently recent Cockney riming slang, in usage from around the mid-1990s in Greater London ; possibly more widely excessively. saloon = a lb, from the late 1800s, and earlier a crowned head, likely from Romany itinerant bauro significance heavy or large, and besides influenced by allusion to the Fe bars use as trading currency used with Africans, plus a possible mention to the usage of casting of cherished metal in bars. bender = tanner ( 6d ) Another slang term with beginnings in the 1800s when the coins were really solid Ag, from the pattern of proving genuineness by seize with teething and flexing the coin, which would being made of near-pure Ag have been softer than the shams. bees ( bees and honey ) = money. Cockney riming slang from the late 1800s. Besides shortened to beesum ( from bees and, bees n , to beesum ) . large ben ten lbs ( # 163 ; 10 ) the amount, and a 10 lb note Cockney riming slang. boodle = money. boom = money, normally unexpected addition and excess to an agreed or predicted payment, typically non realised by the remunerator. chou = money in bills, rug = three lbs ( # 163 ; 3 ) or three hundred lbs ( # 163 ; 300 ) , or sometimes 30 lbs ( # 163 ; 30 ) . This has confusing and convoluted beginnings, from every bit early as the late 1800s: It seems originally to hold been a slang term for a three month prison sentence, based on the followers: that carpet bag was Cockney riming slang for a drag , which was by and large used to depict a three month sentence ; besides that in the prison workshops it purportedly took 90 yearss to bring forth a certain regulation-size piece of rug ; and there is besides a belief that captives used to be awarded the luxury of a piece of rug for their cell after three twelvemonth s captivity. The term has since the early 1900s been used by bookmakers and horse-racing, where rug refers to odds of three-to-one, and in auto dealing, where it refers to an sum of # 163 ; 300. bit = a shilling ( 1/- ) and earlier, mid-late 1800s a lb or a crowned head. Harmonizing to Cassells bit intending a shilling is from horse-racing and betting. The association with a chancing bit is logical. Chip and come offing besides have more general associations with money and peculiarly money-related offense, where the derivations become blurred with other underworld significances of bit associating to sex and adult females ( possibly from the Gallic chipie intending a vibrant adult female ) and narcotics ( in which bit refers to thining or planing from a cargo, as in come offing off a little piece of the drug or the net income ) . ball = a penny ( 1d ) . Clod was besides used for other old Cu coins. From Cockney riming slang brogan ( = Cu ) . coal = a penny ( 1d ) . Besides referred to money by and large, from the late 1600s, when the slang was based merely on a metaphor of coal being an indispensable trade good for life. The spelling kale was besides used. prick and biddy = ten lbs. The 10 lb significance of prick and biddy is twentieth century riming slang. Cock and hen besides cockerel and biddy has carried the riming slang significance for the figure 10 for longer. Its transportation to ten lbs logically grew more popular through the inflationary 1900s as the 10 lb sum and bill became more common currency in people s rewards and billfolds, and hence linguistic communication. Cock and biddy besides gave rise to the fluctuations cockeren, cockeren and biddy, biddy, and the natural rhyming slang short version, cock all significance ten lbs. commodore = 15 lbs ( # 163 ; 15 ) . The beginning is about surely London, and the clever and amusive derivation reflects the humor of Londoners: Cockney riming slang for five lbs is a lady , ( from Lady Godiva = five-spot ) ; 15 lbs is three-times five lbs ( 3x # 163 ; 5= # 163 ; 15 ) ; Three Times a Lady is a vocal recorded by the group The Commodores ; and there you have it: Three Times a Lady = 15 lbs = a commodore. ( Thanks Simon Ladd, Jun 2007 ) cattles = a lb, 1930s, from the riming slang cow s licker = neigh ( neigh means a lb ) . The word cows means a individual lb since technically the word is cow s, from cow s licker. deep sea frogman = five-spot ( # 163 ; 5 ) , heard in usage Oxfordshire tardily 1990s, this is riming slang dating from the 1940s. dosh = slang for a sensible sum of disbursement money, for case sufficiency for a night-out . Almost surely and logically derived from the slang doss-house , intending a really inexpensive inn or room, from Elizabethan England when doss was a straw bed, from dossel intending package of straw, in bend from the Gallic dossier significance package. dough = money. From the Cockney riming slang and metaphoric usage of bread . dunop/doonup = lb, backslang from the mid-1800s, in which the slang is created from a reversal of the word sound, instead than the spelling, therefore the loose correlativity to the beginning word. flag = five lb note ( # 163 ; 5 ) , UK, notably in Manchester.The word flag has been used since the 1500s as a slang look for assorted types of money, and more late for certain notes. Originally ( 16th-19thC ) the slang word flag was used for an English fourpenny fourpence coin, derived perchance from Middle Low German word Vleger intending a coin worth more than a Bremer fourpence ( Cassells ) . flim/flimsy = five lbs ( # 163 ; 5 ) , early 1900s, so called because of the thin and flimsy paper on which five lb notes of the clip were printed. folding/folding stuff/folding money/folding green = bills, particularly to distinguish or underscore an sum of money as would be impractical to transport or pay in coins, typically for a dark out or to settle a measure. Folding, turn uping material and turn uping money are all popular slang in London. foont/funt = a lb ( # 163 ; 1 ) , from the mid-1900s, derived from the German word pfund for the UK lb. french/french loaf = four lbs, most probably from the 2nd half of the 1900s, Cockney riming slang for rofe ( French loaf = rofe ) , which is backslang for four, besides intending four lbs. Easy when you know how.. garden/garden gate = eight lbs ( # 163 ; 8 ) , Cockney riming slang for eight, of course extended to eight lbs. In spoken usage a garden is eight lbs. Incidentally garden gate is besides riming slang for magistrate, and the plural garden Gatess is riming slang for rates. The word garden characteristics strongly in London, in celebrated topographic point names such as Hatton Garden, the diamond one-fourth in the cardinal City of London, and Covent Garden, the site of the old vegetable market in West London, and besides the term appears in sexual euphemisms, such as sitting in the garden with the gate unlocked , which refers to a careless gestation. generalise/generalize = a shilling ( 1/- ) , from the mid 1800s, thought to be backslang. Besides meant to impart a shilling, seemingly used by the in-between categories, presumptively to avoid embarrassment. Given that backslang is based on phonic word sound non spelling, the transition of shilling to generalise is merely approximately apprehensible, if slightly tenuous, and in the absence of other account is the merely known possible derivation of this uneven slang. gen net/net gen = 10 shillings ( 1/- ) , backslang from the 1800s ( from ten gen ) . expansive = a thousand lbs ( # 163 ; 1,000 or $ 1,000 ) Not pluralised in full signifier. Shortened to G ( normally plural signifier besides ) or less normally G s . Originated in the USA in the 1920s, logically an association with the actual significance full or big. leafy vegetables = money, normally old-style green coloured lb notes, but actully using to all money or cash-earnings since the slang derives from the Cockney riming slang: greengages ( = rewards ) . 2.3 Phonetic distinctive features of slang While many slang words introduce new constructs, some of the most effectual slang provides new looks fresh, satirical, flooring for established constructs, frequently really respectable 1s. Sound is sometimes used as a footing for this type of slang, as, for illustration, in assorted phonic deformations ( e.g. , hog Latin footings ) . It is besides used in riming slang, which employs a fortunate combination of both sound and imagination. Therefore, baseball mitts are Stictopelia cuneatas ( the gloved custodies proposing a brace of charging doves ) , a miss is a turn and kink ( the motion proposing a miss walking ) , and an contemptuous imitation of fart, produced by blowing air between the tip of the protruded lingua and the upper lip, is the raspberry, cut back from raspberry prostitute. Most slang, nevertheless, depends upon incongruousness of imagination, conveyed by the lively intensions of a fresh term applied to an established construct. Slang is non all of equal qual ity, a considerable organic structure of it reflecting a simple demand to happen new footings for common 1s, such as the custodies, pess, caput, and other parts of the organic structure. Food, drink, and sex besides involve extended slang vocabulary. Strained or synthetically invented slang deficiencies verve, as can be seen in the despairing attempts of some sports writers to avoid adverting the word baseball e.g. , a hitter does non hit a baseball but instead swats the horsehide, plasters the pill, heave the old apple over the fencing, and so on. [ 20 ] If we try to qualify riming slang in peculiar, we can happen such phonic characteristics: 1.Monophthongization This affects the lexical set oral cavity vowel. Wells believes that it is widely agreed that the oral cavity vowel is a standard for separating between true Cockney and popular London and other more standard speech patterns. Cockney use would include monophthongization of the word. Examples: oral cavity = mauf instead than talk 2. Glottal halt Wells describes the glottal halt as besides peculiarly characteristic of Cockney and can be manifested in different ways such as T glottalling in concluding place. A 1970s survey of schoolchildren populating in the East End found /p, T, k/ about constantly glottalized in concluding place. Examples: cat = up = sock = It can besides attest itself as a bare as the realisation of word internal intervocalic /t/ Examples: Waterloo = Waerloo City = Ciy A drink of H2O = A drin a waer A small spot of staff of life with a spot of butter on it = A lile Bi of breab wiv a Bi of buer on I . As would be expected, a Cockney talker uses fewer glottal Michigans for T or vitamin D than a London talker. However, there are some words where the skip of T has become really recognized. Examples: Gatwick = Gawick Scotland = Scoland statement = Staemen web = Ne work 3. Dropped H at get downing of words ( Voiceless glottal spirant ) In the working-class ( common ) speech patterns throughout England, H dropping at the beginning of certain words is heard frequently, but it`s surely heard more in Cockney, and in speech patterns closer to Cockney. The use is strongly stigmatized by instructors and many other standard talkers. Examples: house = `ouse cock = `ammer 4. TH looking Another really good known feature of Cockney is th looking which involves the replacing of the dental spirants, and by labiodentals [ degree Fahrenheit ] and [ v ] severally. Examples: thin = five brother = bruvver three = free bath = vomit 5. Vowel take downing Examples: dinner = dinna marrow= marra 6. Prosody The voice quality of Cockney has been described as typically affecting chest tone instead than head tone and being equated with unsmooth and rough sounds versus the velvety smoothness of the Kensington or Mayfair speech patterns spoken by those in other more upscale countries of London. 7. Rhyme Cockney English is besides characterized by its ain particular vocabulary and use in the signifier of Cockney riming slang . The manner it works is that you take a brace of associated words where the 2nd word rhymes with the word you intend to state, so utilize the first word of the associated brace to bespeak the word you originally intended to state. Some rimes have been in usage for old ages and are really good recognized, if non used, among talkers of other speech patterns. Examples:apples and pears -stairshome bases of meat -feet There are others, nevertheless, that go established with the changing civilization. Examples:John Cleese cheeseJohn Major beeper 2.4 Morphologic features of slang Slang comes to be a really legion portion of the English linguistic communication. It is considered to be one of the chief representatives of the state itself. The birth of new words consequences from the order of the modern society. Slang arises due to our leaning for replacing old denominations by expressive 1s. And yet the turning popularity of every new creative activity prevents it from staying fresh and impressive. What was felt as strikingly witty yesterday becomes dull and stale today, since everybody knows it and uses it. So how do the slang words come to life? There are several ways of slang words formation: 1. Assorted figures of address participate in slang formation. For illustration: upperstorey-head ( metaphor ) skirt-girl ( metonymy ) killing-astonishing ( exaggeration ) some-excellent or bad ( understatement ) clear as clay ( sarcasm ) Slang points normally arise by the same means in which new words enter the general vocabulary. 2. The slang word can look thanks to the recycling of the words and parts of words, which are already in the linguistic communication. Expressions may take signifier as metaphors, similes, and other figures of address ( dead as a doornail ) .Some slang formation follow the regulations of Standard English. F.e. , slang behaves on a regular basis in the forming of denominal adjectives by # 8211 ; y suffixation ( e.g. cbordy- Moody, cbord-a bad temper, gobby-mouthy, slang gob-mouth ) and deverbal adjectives by # 8211 ; able suffixation ( shaggable- slang to shag # 8211 ; to fornicate ) . It uses the postfix # 8211 ; ette to denote female sex as in punkette ( a female hood ) . It uses the verbal prefix de- to convey a sense of remotion or want to the base as in de-bag # 8211 ; to take pants. [ 21 ] Wordss may get new significances ( cool, cat ) . A narrow significance may go generalised ( scab, originally a scab, subsequently a informer or disappointer ) or vice-versa ( heap, a creaky auto ) . Most affixation tend to belong to extragrammatical morphology, though they exhibit a certain regularity and stableness. Slang has some productive postfixs which are either fresh ( eg. -o/oo, -eroo, -ers ) or used otherwise from Standard English. The slang postfix # 8211 ; o means either a stupid stupid individual ( dumbo, thicko ) or a individual with a peculiar habbit or characteristic ( eg. Saddo, sicko ) . This postfix seems to be productive in the devising of signifiers of reference ( kiddo, yobbo ) A pile of the postfix # 8211 ; er with # 8211 ; o/oo produces # 8211 ; eroo in slang as in smackeroo, intending the same as smacker but with a more light # 8211 ; hearted angle. Another profilic slang pile is # 8211 ; Ers as in some brace nouns ( cobblers, buckeyes, knackers ) , plural nouns ( choppers-teeth, pants ) and uncountable nouns ( ackers-money, uppers- pep pill ) . The slang postfix # 8211 ; Ers frequently occurs after abbreviation as in swimmers ( bathing costumes ) , brekkers ( breakfast ) , potatos ( murphies ) . The postfix # 8211 ; s lost its inflectional significance in slang and conveys new significance to the base: afters- sweet, flicks- film, messages- food markets. The usage of # 8211 ; ed is besides notable in slang. It is added to noun to obtain adjectives: boxed, brained, hammered, ratted. # 8211 ; er in slang gives unpredictable sense as in belter- first-class thing or event, bottler-person who easy gives up. 3. Intensifying makes one word from two. Initial and concluding combination have escalating map: butt naked- to the full naked, butt ugly- wholly ugly ; earache- a chatty individual, faceache # 8211 ; a suffering looking individual, airhead-someone out of touch with world, homeboy-a individual from the same hometown Infixs are unknown in standard English being a distinctive feature of slang. Bloody, sleep togethering are used to supply