128 Words with Senses That Started Out as Underworld Slang

128 Words with Senses That Started Out as Underworld Slang 128 Words with Senses That Started Out as Underworld Slang 128 Words with Senses That Started Out as Underworld Slang By Mark Nichol The slang senses of many words we use in conversation and in informal writing originated in jargon employed by criminals, often coined to disguise the activities they were describing when they spoke among one another. This post lists and defines a number of those words. action: bet, or betting, or criminal activity aggro: aggressive behavior angle: approach, or plan bananas: crazy (originally, â€Å"sexually perverted†) beat: escape, avoid beef: quarrel blow: leave boob: stupid person boost: steal bought: bribed break it up: stop argument or fight broad: woman buddy: man (as in addressing a person the speaker does not know) bum’s rush: act of being forcibly removed bump/bump off: kill bunk: nonsense buy: bribe case: check the site of a potential robbery chisel: cheat clam up: stop talking, or refuse to talk, to avoid giving information con: scheme to trick someone into relinquishing money con man: person who steals through trickery cop/copper: police officer or private detective crew: group of rank-and-file criminals subordinate to a leader; by extension, a group of people with whom one associates crumb: worthless person; originally, a noncriminal deep-six: bury dive: low-quality establishment, such as a dark, dingy bar doll: attractive woman dope: drugs, or information dough: money dump: see dive Feds: federal law-enforcement personnel fence: trade stolen items, or one who does so finger: identify fix: situation in which law-enforcement personnel have been bribed to overlook criminal activity fruit: homosexual (derogatory) fuzz: police glom: steal (by extension, â€Å"grab†) go straight: cease criminal activity goofy: crazy (by extension, â€Å"silly†) goon: low-level criminal graft: see con grand: thousand (dollars) grease: see buy grill: interrogate grifter: see â€Å"con man† haywire: mentally unbalanced heat: attention from law-enforcement personnel, or a gun (by extension, â€Å"psychological pressure†) heel: an incompetent criminal (by extension, â€Å"a villain or someone who takes on a villainous persona or role,† as in professional wrestling) hit: planned murder (by extension, â€Å"an attack on someone’s reputation†) hood(lum): see goon horn: telephone hot: stolen hype: cheat by short-changing, or hypodermic needle jam: trouble, or a troublesome situation jaw: talk joe: coffee joint: place junkie: drug user keister: buttocks, or a safe kisser: mouth knock off: see bump/â€Å"bump off† knock over: rob large: see grand lay low: remain out of sight so as to avoid attention after committing a crime legit: pertaining to legal business activities lit: drunk loan shark: one who loans money at high rates of interest looker: see doll lug: stupid person (by extension, â€Å"clumsy person†- often used affectionately and jocularly) mark: person targeted to be a victim of criminal activity marker: IOU, note acknowledging a debt mitt: hand muscle: force, or intimidate, or someone who forces or intimidates mug: face nail: capture nick: steal nix: no, or say no to something on the carpet: situation in which a criminal is called on the carpet, or disciplined, by a leader (by extension, pertains to any similar event) on the lam: moving secretly to avoid arrest after committing a crime on the spot: targeted for assassination (by extension, pertaining to being held accountable for a failure or mistake) packing heat: armed with a gun patsy: person framed for a crime (by extension, â€Å"fool†) paw: hand piece: share of the proceeds from criminal activity (see action), or a gun pig: police officer pinch: arrest pop: see bump/â€Å"bump off† punk: see goon (originally, a submissive homosexual) put the screws on: see grill queer: counterfeit rap: criminal charge rat: give information about associates’ criminal activities to law-enforcement personnel, or someone who does so ringer: fake rub out: see bump/â€Å"bump off† rube: easy victim sap: stupid person score: succeed in obtaining stolen money or goods scram: see blow scratch: money sing: see rat (verb) skip out: leave without paying skirt: woman slug: punch, or knock unconscious, or a bullet snatch: kidnap sock: punch spill: see rat (verb), or talk (verb) square: honest stiff: corpse sting: see con (by extension, â€Å"a law-enforcement operation to prompt and observe criminal behavior†) stir: jail stir-crazy: mentally disturbed because of incarceration stool pigeon/stoolie: see rat (noun) straighten out: resolve a dispute string along: deceive sucker: see rube swag: stolen goods (by extension, â€Å"gifts offered to promote through publicity†) tag: designation (by extension, â€Å"graffiti signature†) tail: track a criminal’s activities, or a law-enforcement official who does so take: share of profits from criminal activity take a powder: leave take (someone) for a ride: see bump/â€Å"bump off† take the fall: be targeted for blame for a crime tighten the screws: pressure trap: see kisser two bits: twenty-five cents vendetta: vow of vengeance (by extension, â€Å"a passionate, sustained effort to avenge oneself or one’s family or group†) yap: see kisser Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesHow to Pronounce Mobile15 Idioms for Periods of Time

Human Computer Interaction Project Essays

Human Computer Interaction Project Essays Human Computer Interaction Project Essay Human Computer Interaction Project Essay An old saying that holds true. A picture can tell us more in an instant than a thousand words ever could. A picture records emotions, expressions, feelings and conveys them easily to the onlooker. Photographs capture hundreds of years of history be it on a world scale or at a personal level. We capture our weddings, births, birthdays and other occasions dear to us on camera because we want to hold on to that moment forever. Every time we look at a photograph we remember that day and relive that moment. The camera never lies. It takes a moment in time and freezes it. We rely on photographs as a tool to help us to understand and to remember the history of the world. Most of the worlds great historical events have been captured on film. A photograph of an innocent victim of war makes the victim real, like someone we knew rather than a name in a paper, and touches us far more deeply than stories in a book. Peoples descriptions of events are often tainted by exaggeration, imperfect memories and personal opinions but there is no denying the evidence of a photograph. The camera has come along way since the days of Niepcei. The first cameras were big and bulky, slow and inconvenient. Modern cameras incorporate a wide variety of functions. They are compact and you no longer require any special expertise in order to use one. One of the most revolutionary developments in recent years has been the onset of the digital camera. The digital camera has many advantages over standard cameras. No more messing about loading films or having to finish off a film so you can get it developed. No more waiting for them to be developed only to find out that most of the photographs were ruined or are unrecognizable. No more paying for films or developing. The digital camera allows you to view the pictures you have taken, to select which ones you actually want to keep and to print them off in your own time and in your own home. Retailers of digital cameras claim that they are every bit as straightforward and easy to use as conventional cameras. That even the most novice user could look like an expert within a short period of time. Our research aimed at putting these claims to the test. We wanted to determine whether or not the digital camera is as accessible as it sounds. To discover if anyone can use it or only those from technical backgrounds. To answer questions such as have the manufactures made the design too advanced? Has the camera now got so many functions that it confuses people? When using a camera you are often trying to capture a moment in time that is of some special meaning to you. Is the digital camera simple enough to use so that you do not miss this moment because you couldnt figure out which button did what? We wanted to find out what functions are available to the user and what functions the user is likely to actually make use of. We were interested in obtaining feedback on how easy or hard the camera is to use and to understand whether its buttons and other functions are unnecessarily confusing. In a world that is becoming increasing technology based, is the digital camera the next logical step in art of photography? Olympus is renowned for high image quality on all its digital cameras. Advanced technology and the fundamental expert know-how brought over from analog photography put Olympus digital cameras into world-leaders-position in image quality [1]. Our camera is the Olympus Camedia C-1400L. The resolution of the C-1400Ls digital photos is extremely high. Each digital image is made up of 1. 4 million pixels! The photos taken with the digital SLR cameras are stored on tiny replaceable Smart Media Cards which can be reused over and over again. The camera is shaped so that it is comfortable to hold, with a grip on the right hand side. Further details of the camera as well as copies of the two main diagrams which name all of the buttons and switches and levers on the camera can be found in Appendices E and G. The thinking aloud method is generally used in cooperative evaluation studies. These studies test out products on the target users. The aim of the studies, according to Monk et al [3], is to pinpoint the problems that users experience when they use software products and to suggest changes that could be made to improve the products usability. The basic principle behind the thinking aloud method is that users are asked to think aloud as they perform a task. The users are asked to voice their thoughts about the system they are working with and the tasks they have been assigned. They verbalize their understanding of what is happening in the system, the reasons why they have chosen certain options over others and what feedback they expect to receive from the system in response to the actions they have taken. The user is required to comment on any problems they encounter as they go along and on any aspects of a system which have caused them confusion. They are also encouraged to suggest any possible improvements to the system which would increase its usability. To summarize, this method requires the user to provides a running commentary of everything that occurs during a testing session. The thinking aloud method is very effective for pinpointing problems. If the user is given tasks to perform and is then interrogated on their performance afterwards it is often difficult for the user to recall everything that happened during the testing session. Users often experience difficulties articulating why they found a particular aspect of a system confusing, especially if this aspect has subsequently become clear to them. With the thinking aloud method these difficulties are recorded in the users comments and it becomes easier to determine why a particular problem occurred from these comments rather than from subsequent debriefings. Lewis [4] highlighted some disadvantages associated with this approach such as the fact that people may perform better when they are being observed, thinking-aloud throws off measurements such as how long it takes to perform each task and that it can be quite a time consuming process to analyse the information collected during testing sessions and to summarize the main problems encountered. Preece [5] also mentions the fact that verbal protocols can place added strain on users as they are required to do two things at once, perform a task and talk about their actions. It is often the case that during test sessions users forget that they are expected to talk out loud and must be continually prompted by the evaluator. However despite these disadvantages the thinking aloud method is a highly effective means of identifying the problems in a design and suggesting solutions. In selecting our test users we first took into consideration the target market of digital cameras. When they first appeared on the market digital cameras were fairly expensive and appealed mainly to people who worked with computers or those who love obtaining the latest techincal gagets. However these days digital cameras are being used by a much larger spectrum of the population. The cameras are growing quickly in popularity among young people who generally tend to be more familiar with, and more comfortable using, new technologies than the older generations. As people come to recognise the advantages of the digital camera, such as never having to develop photographs or purchase new rolls of film, more and more digital cameras are being purchased by families to replace their old standard cameras. The only requirement for owning a digital camera is a computer to download the photographs so we focused on users who owned their own computers. As the menu on the camera is somewhat similar to the menus on a computer we looked for users with varying levels of computer experience. Another factor that was taken into account was the users previous experience with digital cameras. We wanted to carry out the evaluation both on users who had never seen a digital camera before and on those who have experience using other models of digital cameras. As a lot of the functions on a digital camera are similar to those on normal cameras we also looked at the users history of using normal cameras and again we attempted to pick users with various levels of experience. We gave out a short questionaire (see Appendix A) to a number of potential users which addressed these factors and choose our four users from an examination of the anwers supplied.

To what extent should companies go with business bluffing in order to Essay

To what extent should companies go with business bluffing in order to maximize profit - Essay Example In the present age, when the people have become very conscious regarding the environmental issues and the health and safety aspects of business, businessmen are exposed to a lot of challenges. The rise in level of social consciousness comes as a potential threat to the profitability of businesses because the two are on the two extremes of the seesaw. The profitability increases when the standards of ethics are not complied with and vice versa. Businessmen frequently make use of bluffing to maximize their profits. Bluffing in business is essentially a strategy of the like which is used in games like poker. The game strategy has no reflection in the bluffer’s morality. When a businessman respects truth, he/she essentially considers it â€Å"the basis of private morality† (Carr). A businessman deserves respect for respecting the truth. Bluffing has become an essential component of many kinds of businesses. For example, in court, when a lawyer fights a case for a client, his/her job is to prove that he/she is not guilty regardless of what the truth is, and this is fully understood by the judge and everyone who is involved in the jury down the line. It is commonly said that the court is blind, which means that a judge can not take a decision if he/she believes one of the parties is right unless that party provides the judge with sufficient evidence against the criminal party. This is perfectly consistent with Henry Taylor’s statement, â€Å"falsehood ceases to be falsehood when it is understood on all sides that the truth is not expected to be spoken† (Carr). This description of bluffing is as valid for business as it is for poker . Corporate executives can not make independent decisions. Their actions are guided by the instructions of the top management. However, in addition to being an employee, a corporate executive is just as human as his/her manager. The corporate executive thinks from his/her own mind and is fully capable of analyzing the quality of decision enforced by the manager. Quite often, a corporate executive may not approve of the decision of the top management, but there is nothing he/she can do about it because if he/she attempts to, he/she will risk the job. Therefore, most corporate executives tend to remain silent rather than giving voice to their conflicting views, and this, for many, is the strategy of survival in the workplace. In this way, business ethics resemble the game ethics both of which are totally different from the ethics of religion. Businessmen generally maintain self constructed standards of ethics and tend to comply with them. As long as they are doing good on certain scal es of ethics that they value the most, they are happy that they are conducting the business ethically and their conscience is fully satisfied. The Democrat, Omar Burleson from Texas expressed his views about his own business practice in these words: I can tell you that we pride ourselves on our ethics. In thirty years not one customer has ever questioned my word or asked to check our figures. We're loyal to our customers and fair to our suppliers. I regard my handshake on a deal as a contract. I've never entered into price-fixing schemes with my competitors. I've never allowed my salesmen to spread injurious rumors about other companies. Our union contract is the best in our industry. And, if I do say so myself, our ethical standards are of the highest! (Burleson cited in Carr). In fact, the difference arises from the disparity of perceptions about the ethical standards of the businessmen and those of the stakeholders. When a businessman says that his ways are ethical, it most often means that he/she complies with the ethics of

Response to Peer Comments Essay Example | Topics and Well Written Essays - 250 words

Response to Peer Comments - Essay Example The Office of the Federal Register (2011) supports my view by noting that, a trading agreement specifies â€Å"the duties and responsibilities of each party to the agreement in conducting a standard transaction† (p. 811). I agree with you that economic institutions define the environment in which transactions occur. I also concur with you on the importance of the law as the institution that enables transactions to take place, which has multifaceted effects since it can limit and/or expand our opportunities. Hence, I agree with you that there will be less return on investment without the institution of law since it acts as a deterrent to criminal elements. I concur with you that economic institutions are important to spur economic growth since they influence many sectors of the economy. However to add to you argument, I also think that political institutions play a significant role in economic growth. To put this into perspective, kindly allow me to use the case of the two Koreas, which were one country. After the two countries split, the North became a dictatorship while the South became a democratic nation. In effect, South Korea’s democratic political institutions were instrumental in the country’s economic growth, in comparison to the North (Glaeser, Porta, Silanes, &Shleifer, 2004, p. 273). Hence, this agrees with your notion that different institutions have a relationship with different degrees of efficiency, potential for economic growth, and the different distribution of the gains across different individuals and social

Paradoxes of Whistle-blowing Essay Example | Topics and Well Written Essays - 1000 words

Paradoxes of Whistle-blowing - Essay Example Third, the act is required, whether or not it is moral to do so or not. The act needs to be performed because of a rational non-moral reason. In this context, whistle-blowing is morally problematic because there is confusion on whether whistle-blowing should be something morally permissible, morally required or at the other extreme morally wrong. Whistle-blowing involves revealing information that ordinarily, would not be revealed, because one is entrusted with that information. By this definition, the police officer, the criminal informant or the clerk who happens upon evidence of wrongdoing in another department, are not whistle-blowers because they have not been entrusted with the information, even if they were while working under false pretences. According to the standard theory, whistle-blowing is permissible when an organization's product or policy is harmful to the public; when the prospective whistle-blower has identified the harm, reported such to a superior, and the superior does nothing about it; the prospective whistle-blower has done everything possible within the organization to call attention to the identified harm. Additionally, according to the standard theory, whistle-blowing is required when the prospective whistle-blower has evidence that will convince an impartial observer that the threat to public safety is correct; and when the prospective whistle-blower is convinced that revealing the threat will be able to prevent harm at reasonable cost. Generally speaking, there appears to be nothing wrong with the standard theory, except S1 which places the burden of identification of the gravity of the threat is the judgment of the whistle-blower, as well as S5, which again puts the burden of judgment regarding reasonable cost on the shoulders of the whistle-blower.. 3. Explain the three paradoxes that Davis claims the standard theory gives rise to. If you were a defender of the standard theory, how might you respond to Davis' arguments According to Davis, the first paradox that has arisen from the standard theory is the paradox of burden. The standard theory presupposes that whistle-blowers are minimally decent individuals who blow the whistle after complying with five justifications. Actually, whistle-blowers are exemplary individuals who risk financial security and personal relations for the good of the public. The second paradox is the paradox of missing harm. According to the standard theory, the harm that justifies whistle-blowing needs to be serious and considerable in magnitude. Injustice, deception and waste are not justifications for whistle-blowing under the standard theory. The third paradox is the paradox of failure. The standard theory requires that one of the justifications for whistle-blowing is the prevention of harm. Paradoxically, if harm cannot be prevented by whistle-blowing, then it is not justified. In defense of the standard theory, the paradox of burden is the natural result for the whistle-blower. The standard theory works on the premise that organizations, unless those which are criminal, would not deliberately seek to produce harmful products for the general public. So only in extreme cases would there be a need for whistle-blowers. Relaxing the rules would only encourage unfounded complaints and back-stabbing

Five Functions Of Language (Leech, 1974)

Five Functions Of Language (Leech, 1974) Language plays a very important role in human lives. It is a social phenomenon. One of the main goals of language is to communicate with people and to understand them. When someone speaks, he intends a specific purpose. He wants to convey a message through that language. A person uses his language to many different purposes for example, to express his feelings, to ask for help and to apologize. In fact, we use language in many different ways, some of these are, the informational, the expressive, the directive, the phatic, the aesthetic. We use language and that language is a part of society. Actually, any language varies according to , the nature of the society, what kind of people, and their attitudes. People use language according to their situation. The social background of any person can play an important role in the kind of language he has. I am going to discuss these functions and take some examples of each one. I will explain the relationship between language and social organization. Language is very important factor of communication among society. Using language has some functions. We need to use language to fulfill our needs. It is a crucial part in our life. If a person uses his language, he chooses words that matches his needs. People use some functions to say a sentence, to ask, to reply, to greet and etc. In fact, forms are important part of our discussion because they are related to functions. A person who says, What is your name? he is showing a form of a question. Let us take another example, I want to play football, functions as a statement. Five functions of language: Actually, Geoffery Leech( 1974 ). Mentioned that language has five functions. They are: Informational   Expressive   Directive   Aesthetic Phatic I am going to discuss every function. Informational function which every one tends to assume is most important Geoffery Leech( 1974 ). In fact, this function concentrates on the message. It is used to give new information. It depends on truth and value. Let us look at this example, the car is big, the bus is crowded. language can have an expressive function: that is, it can be used to express its originators feelings and attitudes swear words and exclamations are the most obvious instance of this. Geoffery Leech( 1974 ). The speaker or writer of this function tries to express his feelings. He or she reflexes his or her impression. This function could give a clear image for the personality of the speaker or writer. The best example of this kind is Poetry and literature . In fact, this function evoke certain feelings and express feelings. Examples of this kind are, I am very happy or I spent a wonderful vacation. We can see from the previous examples that they reflex the feelings of the speaker or the writer. The third function of language is the directive function whereby we aim to influence the behavior or attitudes of others. The most straightforward instances of the directive function are commands and requests. This function of social control places emphasis on the receivers end, rather than the originators end of the message: but it resembles the expressive function in giving less importance, on the whole, to conceptual meaning than to other types of meaning, particularly affective and connotative meaning Geoffery Leech( 1974 ). Examples of this kind are, I want a cup of tea or close the door. It is clear hear that, we use the language in a direct way. We ask someone to do something. Some times we can use a sentence to express two functions. For example, I am thirsty. The previous example could be used to show the condition of the speaker or writer or to express the feeling. In a way that a person asks someone to give him water. The fourth function is the aesthetic function, which is the use of language for the sake of the linguistic artifact itself, and for no purpose. This aesthetic function can have at least as much to do with conceptual as with affective meaning Geoffery Leech( 1974 ). The function associated with the message-the vehicle-is the poetic or aesthetic function: the sign taken as an end in itself. All art understood as art is taken to embody this function, and any object valued for its beauty rather than for its ideological value or usefulness-whether a gorgeous car, an elegant teapot, or some acreage of untouched real estate-takes on this function. Although Jakobson, perhaps more precisely than anyone who preceded him, showed how the aesthetic function could hinge on structure, he argues that cultural norms ultimately determine the dominance of this function. As a striking demonstration, he notes that the aesthetic status that one generation accorded only to the poems of Karel MÃÆ' ¡cha , a subsequent generation accords only to his diaries. Jakobson, R. (1933). According to Leech, the fifth function is the phatic function. the function of keeping communication lines open, and keeping social relationships in good repair ( in Britain culture, talking about the weather is a well-known example of this). Geoffery Leech( 1974 ). We can say about this function that it is used for normal talks. An example of this, when two people meet each other accidently in a place. They start talking about something unimportant for the sake of communication like, how are you? How is your children? And so on. We can say that it is a kind of daily talking. It is not meaning but is good. Actually has another classification from what we have discussed. H. Douglas Brown has classified function of language into seven types. This classification is not much different from that of Leech. The functional approach to describing language is one that has its roots in the traditions of British linguists J,R Firth, who reviewed language as interactive and interpersonal, away of behaving and making others behave Berns, ( 1984).

My Personal Philosophy of Education :: Education Teaching Teachers Essays

My Personal Philosophy of Education For as long as I can remember I have wanted to be a teacher. As a child I taught countless spelling lessons and math problems to classes of stuffed animals and Barbie dolls. Now I am all grown up and I want some real children in those seats not teddy bears and dolls. I can’t wait to begin teaching and working with the students. Until then I am working on honing my skills, developing a suitable philosophy, and planning how I will become the best teacher that I can be. I think all students yearn to learn. Students gobble up knowledge if it is presented to them in an appetizing manner. Students need to be ready to learn something before they will. They can’t really be force-fed knowledge. They have to be willing to take it in and digest it. Only then can something be truly learned. Many time students are taught something just so they can spit it back out on a test. Students need to be able to use what they have learned in a practical way. Lots of times something is learned, tested on, and then the student forgets it. If you can’t remember or use what you have learned then what is the point in learning it at all? Real knowledge comes with applying subject matter to real life and using what you have learned. The overall purpose of education is teaching a student how to think. I want my students to learn how to think critically. To think is to comprehend what has been learned and be able to use it in a real situation. Thinking isn’t promoted when children are trained to be like parrots and repeat what they know without ever using that knowledge. Thinking also includes making thoughtful decisions. I want my students to realize how their actions and decisions affect themselves and others. This would be thinking about the moral value of their thoughts and actions.

Ethical Actions Worksheet Essay

†¢ Was there anything in either the University Of Phoenix Student Code Of Conduct or the Student Code of Academic Integrity that surprised you? If so, what was it? Why were you surprised? If not, why not? There was nothing surprising about the University Of Phoenix Code Of Conduct or the Student Code of Academic integrity. I am familiar with having codes of conduct and codes of integrity. These same principles are used on the job. They let us know what is adequate and what is not acceptable. Codes help remind us that truth and integrity help to contribute to a non hostile environment, control dishonest actions or infringe on the rights of others. The University Of Phoenix Student Code Of Conduct and the Student Code of Academic Integrity assist in creating a safe and positive work all students. †¢ What did you learn about the behaviors considered important for an ethical learner or student in the University of Phoenix learning community? I have learned that being an ethical learner requires honesty. We should behave in a proper manner and make the correct choices when doing our work. Cheating and dishonesty should never be accepted even if you are falling behind with your school assignments. I have also that when you cheat you are only cheating yourself out of the full learning experiences that you are paying for and that it can form bad habits that can hurt you later on in life. †¢ Why are the Student Code of Conduct and Student Code of Academic Integrity important to you and the University of Phoenix learning community? The Student Code of Academic Integrity is important in the learning environment because it gives a set of guidelines for any educational institution. Academic goals cannot be met without following the standards set by the Student Code of Conduct or the Student Code of Academic Integrity. Acts of dishonesty not only undermine the learning process it also disadvantages students who earn credit honestly. It is important that members of the community share a common interest in maintaining the integrity the student code on campus.

How to Teach Reported Speech to Students

How to Teach Reported Speech to Students Teaching students reported or indirect speech can be complicated by the all the changes that are required when moving from direct speech into reported speech. First off, students should understand that reported speech is quite useful in conversational English as relating what someone has said using quote and unquote is awkward at best. A further aspect of reported speech is encouraging students to use other reporting verbs beyond say and tell. Introducing the Concept to Students Start with Tenses Start with simple examples in which changes are only made in tense. For example: Write on the Board: Direct Speech Tom said, I enjoy watching action movies.becomes Indirect Speech Tom said he enjoyed watching action movies. Direct Speech Anna told me, I went to the shopping mall.becomes Indirect Speech Anna told me she had gone to the shopping mall. Move on to Pronouns and Time Expressions Once students have understood the basic concept of stepping one step back into the past when reporting in the past, they can easily begin to make the minor changes in pronoun and time expression usage. For example: Write on the Board: Direct Speech The teacher said, Were working on the present continuous today.becomes Indirect Speech The teacher said we were working on the present continuous that day. Direct Speech Anna told me, My brother Tom has been to Paris twice this year.becomes Indirect Speech Anna told me her brother Tom had been to Paris twice that year. Practice Provide students with a chart of the principal changes in reported speech (i.e. will - would, present perfect - past perfect, etc.). Ask students to practice the reported speech by beginning with a reported speech worksheet  or by asking them to change sentences from direct to reported speech. Once students have become comfortable with direct to indirect speech transformations, practice reporting through the use of interviews as in this reported speech lesson plan.As students become familiar with the reported speech, introduce a wider range of reporting verbs to help students move post say and tell. Advanced Issues Once the basics have been understood, there are a few more advanced issues to discuss. Here is a quick outline of some of the more problematic aspects of the reported speech that students might find confusing. Reporting Tense: Says instead of Said - Sometimes, in the moment of speaking a speaker may use the present tense to report what has been said. In this case, there is no change in the tense. However, changes in pronouns apply. For example:Teacher: Were going to work on the reported speech. Please turn to page 121 in your book.Student 1: I cant understand. What are we supposed to do?Student 2: The teacher says we are going to work on the reported speech on page 121.Tom: I think this is a great idea!Peter: Andy, I didnt understand.Andy: Tom tells us he thinks its a good idea.Other Reporting Verbs: Advise / Instruct / Etc. Infinitive of Purpose - A number of reporting verbs use the infinitive of purpose to express the idea, rather than using a transition of the tense. For example:Teacher: Were going to work on the reported speech. Please turn to page 121 in your book.Student 1: I cant understand. What are we supposed to do?Student 2: The teacher instructed us to work on reported speech and turn to page 121.Teacher: I think you should hurry up and finish the activity.Student 1: I didnt understand.Student 2: The teacher advised us to hurry up and finish the activity.

Smoking - Human Awareness Essay

Smoking - Human Awareness Essay Smoking has always been a topic on everyone's lips, is it the new age killer or is it just coincidental that most cancer and heart disease victims are smokers? The articles that this essay is based on refer to issues such as "surgery being banned on so called 'fat' people and alcoholics" and "transplants useless as they don't listen to doctors anyway"It seems that doctors and surgeons don't want to or won't operate on patients who haven't helped themselves to begin with. They say that the non-smoker is going to make more use of the lung, while the smoker will just kill it off, and this is what people are battling against today.Even to this day you still get the teenagers who think it is cool to smoke and that it is a fashion accessory to their outfit, but when it comes down to it smoking really is an individual, social and global act that effects us all.A beekeeper smoking a hive.It has major social relevance as it is seen everyday and is in our faces 24 7 to put it lightly. Smoking has come a long way to having the adverts on television banned, the age of smokers risen and even designated areas assigned for smokers and you cant help but ask yourself "Has it really gotten to this stage where it has to affect us Globally aswell?" the answer is yes.Research has shown that you do not have to be a smoker to have 'Smoked'; Passive smoking is also a factor that comes into it. A year or so ago a lady in Australia sued her company due to the fact that she developed cancer of the throat due to smoke inhalations, but the catch was she was not a smoker herself and this disease was the work...

The Paradoxes Entailed in America's Self-Evident Truths Essay

The Paradoxes Entailed in America's Self-Evident Truths - Essay Example Is American democracy a representative of a true democracy? Does it cater the smaller factions of society? Has the democratic system fostered the rights of liberty, justice, life and pursuit of happiness to good effect for masses once challenged by terrorism, racism, poverty and recession? What good it has brought to its people? Why does America deserve to lead world community? Finally, conclusion is inquired about by addressing the question that How American dream can be pursued in its true democratic meaning? Isn’t it strange that few render democracy as the bludgeoning of the people, by the people, for the people? On the other hand, for some, it is a government of all the people, by all the people, for all the people; a government after the principles of eternal justice, the unchanging law of God; the idea of freedom. Idea of democracy as rule of people traces its expression from Athens in ancient Greek. From a philosophical stand point doctrines of natural law evolved into the idea of natural rights, i.e., all people have certain rights, such as self-preservation, that cannot be taken from them. Then, why should majority rule minority? Tocqueville (1945) argues that the doctrine of the sovereignty of the people and the power of public opinion are corollaries to the idea of equality. If all are equal, then no one person has any basis to claim the right to rule other. The only just way to run a society, therefore, is to base decisions on the will of the majority. But does the fact accord moral justification to it? This question has triggered a debate between two main schools of thought in philosophy, naturalists and positivists, for centuries. Naturalists believe that a system of governance should primarily be moral in nature whereas positivists believe that question does not necessarily have be answered in a moral dictate as any law or system of governance posited by man should be taken as such and can be debated for its pros and cons independent of m oral enquiry. Many positivists justified Nazism using the argument. John Finnis (1983) argues that it was only the end of Nazism which marked revival of moral justifications of laws/system of government. Ironically, question of whim of a majority more moral than the whim of a dictator struggles to provide a definite answer.Yet the problem with democracy is that it can quite easily lead to despotism. Tocqueville (1945) believes that if there are no checks on the power of the majority to influence the government, then it will have absolute power and those in the minority will be helpless to resist. If all are equal then no opinion has greater weight than another. It is logical to conclude that the opinion held by the majority must be the best one. As a result, there is a tendency to abandon freedom of thought in democratic societies. Going against the opinion of the majority is seen as an indirect claim to the superiority of one's own opinion, which is directly contradictory to the pr inciple of equality. Kimon Lycos (1987) points out that Plato described democracy as a charming form of government, full of variety and disorder, and dispensing a sort of equality to equals and unequaled alike. Likewise, Tocqueville (1945) argues, "Formerly tyranny used the clumsy weapons of chains and hangmen; nowadays even despotism, though it seemed to have nothing to learn, has been perfected by civilization. . . Under the absolute government of a single man, despotism, to reach the soul,

Personal reading journal Essay Example | Topics and Well Written Essays - 500 words

Personal reading journal - Essay Example The plot would not be comprehensible if we would not have been shown the distinct features of the characters in the story. The writers then proceed to let us know some real but fictional background of these creatures. That is to mean it exist in the history of the world but cannot be proven. Therefore, they play a key part in the relevance of the story. The characters I think must however be complimented by the dialogue for the story to make sense. Without the dialogue, we would not understand the actions of the characters. The actions are very important for they help us in making judgments about the characters. For instance, we would not appreciated the heroic effort of the humankind in fight with the zombie and ensure its continuity without the words (Max and Roberson, 98). In addition, the setting of the whole story is not a trivial matter. Actually, the setting gives the story a meaning and the reader an interest to read. In fact, it is what makes such a horrific book a comic. The relationships amongst these artistic tools are mutual and will always make a book a journal complete. For example, in the ‘Recorded Attack’ it is used to drive point home to the readers’ mind, sometimes without the reader realizing their formal use in fictional stories. In my opinion, this reveals how one can creatively interlink these minute devices to deliver a brilliant story. The movie ‘Night of the Living Dead’ is almost analogous to the story of Recorded Attacks. The characters are also the same but the setting and actions are not equal. Therefore, this makes a big difference in terms of defining the relationship between these artistic works. This is a horror movie by George Romero that, funnily enough, was originally, written as a comic book. The movie is about ‘ghouls’ or zombies that are affected by a certain substance that make them ‘undead’ (Romero, 2002). They equally affect healthy people leading to the wide