Definition and Examples of Back Slang

Back slang is a form of slang in which words are spoken and/or spelled backward. According to  lexicographer Eric Partridge, back slang was popular with the costermongers (street-vendors) in Victorian London. The hallmark of their speech, Partridge said, is the frequency with which they turn words (normal or slangy) into back-slang . . .. The general rule is to spell a word backwards, and then, ideally, to employ the pronunciation approaching the closest to that often impossible arrangement of letters  (Slang Today and Yesterday, 1960). The costermongers themselves referred to back slang as kacab genals.Like rhyming slang, back slang started out as subterfuge, says MIchael Adams, but soon became language games you could play for fun (Slang: The Peoples Poetry, 2009). Examples and Observations If you really want to speak freely around those who shouldnt know your secrets, learn how to form back slang or center slang. When you are next in your local, order a top o reeb  instead of pot of beer, but hope that the bartender understands the slang, or you may be eighty-sixed for the whole kew week. Dont blame the bartender, though, who may not be the right nosper person for the bloomin emag bloomin game.(Michael Adams,  Slang: The Peoples Poetry. Oxford University Press, 2009) Arbitrary Spelling Conventions Back slang is a language constructed on lines—I venture to hint illogical lines—of its own. The initial idea is that all words are to be pronounced backwards; for instance, instead of saying no you say on, for bad man you say dab nam. But you have not proceeded far before you find that the initial idea breaks down. Penny, reversed, would be ynnep, the back slangster says yennup. Evig em a yennup, is his version of Give me a penny. . . . It would be impossible for an English tongue to pronounce many of our words backwards. How would you pronounce night or drink backwards, leaving the spelling as it is? not to speak of more difficult examples. The result is that the back slangster adopts not only an arbitrary spelling, but also an arbitrary pronunciation of his own. (Slang. All the Year Round: A Weekly Journal Conducted by Charles Dickens, November  25, 1893) The Language of Tradesmen and ChildrenBack-slang proper, sometimes employed by barrow-boys and hawkers, and indigenous to certain trades such as the greengrocers and the butchers, where it is spoken to ensure that the customer shall not understand what is being said (Evig reh emos delo garcs dene--Give her some old scrag end) consists simply of saying each word backwards, and when this is impossible saying the name of the letter instead of its sound, usually the first or the last letter, thus: Uoy nac ees reh screckin ginwosh (You can see her knickers showing). An Enfield master reports that he found at least half a dozen boys who could talk it quickly.(Iona and Peter Opie, The Lore and Language of Schoolchildren. Oxford University Press, 1959) Secret Languages Secret languages . . . have an obvious appeal for those who have something to hide. One language used by African slaves, called TUT, was based on phonetics, and used to help teach children to read. Victorian market traders, meanwhile, are thought to have dreamed up back slang—in which a word is spoken backwards, giving us yob for boy--in order to single out customers on whom to palm off shoddy goods. (Laura Barnett, Why We All Need Our Own Secret Slang. The Guardian [UK], June 9, 2009) A 19th-Century Report on Back Slang This back language, back slang, or kacab genals, as it is called by the costermongers themselves, is supposed to be regarded by the rising generation of street-sellers as a distinct and regular mode of intercommunication. People who hear this slang for the first time never refer words, by inverting them, to their originals; and the yanneps, esclops, and nammows, are looked upon as secret terms. Those who practice the slang soon obtain a considerable stock vocabulary, so that they converse rather from the memory than the understanding. Amongst the senior costermongers, and those who pride themselves on their proficiency in back slang, a conversation is  often sustained for a whole evening—that is, the chief words are in the back slang—especially if any flats are present whom they wish to astonish or confuse. . . The back slang has been in vogue for many years. It is . . . very easily acquired, and is principally used by the costermongers and others who practice it . . . for communicating the secrets of their street tradings, the cost of and profit on goods, and for keeping their natural enemies, the police, in the dark.(The Slang Dictionary: Etymological, Historical, and Anecdotal, rev. ed.,  1874)

Accepting Autism Receiving Autism - 1510 Words

Accepting Autism While at school in his transitional kindergarten class, Avery becomes increasingly frustrated with himself and suddenly begins to have what others would call a tantrum. Avery’s frustration gets the best of him, and he slaps himself. Other students suddenly stop what they are doing and they watch their classmate. Little do they know that he cannot express himself in the same way that they can; he cannot let go of his frustrations and other emotions as well as they can. They simply do not understand or have a knowledge of what is truly happening in their small classroom. Avery’s classmates laugh at him, and their laughter only makes his frustration worse. The teacher finally becomes aware of the situation and tells the other students to go to recess. Mrs. Green sits with Avery and tells him everything is fine and that their is no reason to be frustrated. Mrs. Green’s efforts to soothe the five year old are not as effective as she had hoped. Avery c alms some, but is still shaking. Mrs. Green gives Avery something to drink and says to him, â€Å"I see that you were frustrated. I do not want you to feel upset, we are going to say five things that you did well today.† Avery looks at her with tears in his eyes. Mrs Green then said, â€Å"One, you put your bag in your cubby without making a mess. Two, you were quiet when we had carpet time. Three, you colored inside the lines. Four, you wrote your name perfectly. Five, you helped Jaycee pick up her crayons when she droppedShow MoreRelatedThe Importance Of Special Needs Athletes During The Raleigh County Special Olympics854 Words   |  4 Pagesathletes the basic skills of basketball, they actually taught me more than I could have imagined through their positive outlooks, patience with themselves and toward others, and their kindness in general. Many of the athletes presented with symptoms of autism spectrum disorder and it was apparent that one athlete had down syndrome. 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If the public started implementing programs to help improve parental knowledge about the reasons for routine vaccines, it will help show them the benefits andRead MoreVaccinations Should Be Mandatory Vaccinations Essay2470 Words   |  10 Pagesdown syndrome and autism were becoming more apparent. Across the nation, autism seemed to be plaguing the children of the United States. Around this time, more children were receiving more vaccinations than ever befor e. Through very basic and generalized assumption--due to ignorance--autism was automatically correlated to the increase of vaccinations. Parents came up with their own ideas and fed off of the media. In the light of the many fears, Novella defines autism: â€Å"Autism is a complex neurological

Tinker V Des Moines Kuhlmieir V Hazelwood free essay sample

Tinker V. Des Moines, Kuhlmieir V. Hazelwood Essay, Research Paper Tinker v. Des Moines, Kuhlmieir v. Hazelwood Scott Nagao 3/10/97 Period 7 About 32 old ages ago, in December of 1965, a group of grownups and pupils from Des Moines, Iowa gathered to demo their disfavor towards American engagement in the Vietnam War. They decided to have on black armbands and fast on December 16 and 31 to show at that place point. When the principals of the Des Moines School System found out their programs, they decided to suspend anyone who took portion in this type of protest. On December 16 # 8211 ; 17 three Tinker siblings and several of their friends were suspended for have oning the armbands. All of them did non return to school until after New Years Day. Acting through their parents, the Tinkers and some other pupils went to the Federal District Court, inquiring for an injunction to be issued by Iowa. This tribunal refused the thought, coercing them to take the instance to the Supreme Court. After hearing their instance, the Supreme Court agreed with the Tinkers. They said that have oning black armbands was a soundless signifier of look and that pupils do non hold to give up their 1st Amendment rights at school. This landmark Supreme Court instance was known as Tinker v. Des Moines Independent School District. From the instance of Tinker v. Des Moines Ind. School Board evidently came some conflicting point of views about the armbands. The school board said that no one has the absolute right to freedom of look, where the Tinkers said that merely censoring armbands and non other political symbols was unconstitutional. The school board said that the armbands were riotous to the acquisition environment, where the Tinkers said they were non. Finally, the school board said that order in the schoolroom, where political contention should be discussed, is entitled to constitutional protection. The Tinkers believed that the armbands were worn as the pupils positions, and hence should be constitutionally protected and respected by the school. These were all of import statements in the instance. Personally, I agree with the Supreme Court # 8217 ; s determination to continue the 1st Amendment rights of the pupils in school. Why shouldn # 8217 ; t pupils have the same rights as other people? If the pupils wore obscene vesture, ran out of schoolrooms, or put the school on fire in protest of the war, so yes, I could see disciplinary action being taken against them. However, the Tinkers merely wore black armbands. Because this was non riotous or obscene, I feel the school should non hold punished them. Another landmark Supreme Court determination came in 1988 in the instance of Hazelwood School District v. Kuhlmeier. In 1983 the principal of Hazelwood East High School removed two articles from the school newspaper. He objected to these articles because they described three pupils # 8217 ; experiences with gestation and divorce. He felt that subjects such as these would be inappropriate for pupil readers. The school board voted in favour of the principal # 8217 ; s action. Cathy Kuhlmeier and several other pupils sued the school territory in the U.S. District Court of St. Louis. Despite claiming that their 1st and 14th Amendment rights had been violated, the Court found no misdemeanors. After taking the instance to the United States Court of Appeals, their instance was taken to United States Supreme Court. The Supreme Court, nevertheless, besides upheld the principal # 8217 ; s actions happening no misdemeanor of their rights. They said that because the newspaper was run by school functionaries, that it could be controlled by them, # 8220 ; so long as their actions? related to legalize pedagogical concerns? # 8221 ; . This instance besides had some statements to see. The school territory said that pupils # 8217 ; rights are non violated when pedagogues use editorial control for educational grounds. Kuhlmeier believed that this was unconstitutional. The school territory said that because the paper was non a public forum that censoring was appropriate. Kuhlmeier believed that the paper was a public forum, hence, she should be able to show her sentiment to the community. Finally Hazelwood School District believed that pedagogues were responsible for commanding school publications because they reflect on the school itself. Kuhlmeier believed that commanding school publications stifled the pupils # 8217 ; free idea and looks ; it limited them to merely school-approved topics or sentiments. In this instance, I agree with Cathy Kuhlmeier. I am non stating that certain topics such as obscene and non-school related subjects shouldn # 8217 ; t be censored, because they should. However, in Kuhlmeier # 8217 ; s instance, I feel that gestation and divorce are issues that face pupils at school. Because of this, I believe that the principal # 8217 ; s actions were incorrect, and that the articles should have been published. In comparing, both of these instances shared some really similar qualities. Both instances were composed of a pupil versus a school territory. Both instances ended up in the Supreme Court. But the biggest similarity was that both instances concerned pupils # 8217 ; rights at school, chiefly the 1st and 14th Amendment, the freedom of look. Both complainants felt that their rights were being violated by the determinations and actions made by the school territories. In contrast, the clip periods in which these instances took topographic point were really different. In the 1960 # 8217 ; s, the war in Vietnam was traveling on, and there were a batch of controversial issues and point of views confronting pupils at schools. In the 1980 # 8217 ; s, the war was over and at that place weren # 8217 ; t as many controversial issues environing pupils # 8217 ; rights. One instance involved freedom of look through a school newspaper, the other through articles of vesture, but the major difference between the two instances were the determinations made by the U.S. Supreme Court. They agreed with the Tinkers in the belief that freedom of look through armbands was O.K. . However, they disagreed with Cathy Kuhlmeier # 8217 ; s belief in freedom of look through a alleged public forum. As a pupil, I believe that freedom of look is one of our most of import rights. Without this right people won # 8217 ; Ts know who we are ; they won # 8217 ; T understand our coevals. Because of the many different definitions of freedom of look, people will ever be in contention over them. Let # 8217 ; s hope that our school territory neer faces a job every bit large as the 1s presented in this paper.

Political Values and Implications of Genesis

For us to know clearly the controversy or the relationship if there is any, between the book of Genesis and Political Philosophy, we will look at the work of Thomas Pangle. This is in his book Political Philosophy and the God of Abraham. This book is of great importance and considerable merit. Advertising We will write a custom term paper sample on Political Values and Implications of Genesis specifically for you for only $16.05 $11/page Learn More In the book, Pangle majorly inquires into the subtly intelligent relationship, if there is, between the traditional political philosophy founded in Socrates and the revelation in the Hebrew Bible. His purpose is determined — to settle on nothing less, but to reinvigorate what he depicts as â€Å"the encounter between political philosophy and the Bible† (Pangle 1). This is at the topmost intellectual level. If one knows Strauss’s work, he or she would identify Pangle’s thinking, whic h sees the divide between philosophical manifestation and biblical faith. Philosophical reflection is the approach of understanding the whole, with the human mind without any external assistance. The biblical faith approach is painstaking submission of both mind and heart to the Law of God. Both Pangle and Strauss agree that the antagonism that exists between the two is fruitful for both views, especial in the fact that both clearly show the human possibility projected by the other. They differ when Strauss sticks to the fact that human reason is sufficient to make one reach the goals of his life. Pangle decides to take the study of the Bible seriously in order to expose it in a better way. He keeps quiet about pronouncing relationship between philosophy and the Bible, probably for political reasons. He is very serious with political philosophy, and similarly with the intelligent facts in the Bible even though in has several mysteries. One of the mysteries that Pangle focuses on is in his last chapter about Kierkegaard, specifically on the call of Abraham to sacrifice his only son (Pangle 172-181). Political philosophy deals with the way people are to live in this world and the reason why the living needs ethics, political affairs and economics. It also explains the relationship of these aspects with philosophic way of living. Politics therefore has its own sphere of life that is lead by reason. Advertising Looking for term paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is what we may term as prudent life. It is therefore limited to its nature. On the other hand, the Bible sees prudent life as life of obedience. This is the obedience to the Law of God given through Moses, at times known as Mosaic Law. This includes the Ten Commandments and the elaborate life ethics shown in Deuteronomy. The basis of the Christians faith is obedience, for this means to love God. It also shows the ex istence of a relationship between man and God. This is inferred from the Gospel of John when Jesus gives this command about obedience and hearing his word. â€Å"He that hath my commandments, and keepeth them, he it is that loveth me: and he that loveth me shall be loved of my Father, and I will love him, and will manifest myself to him† (John 14:21). According to Pangle, there is a similarity between the bible and political philosophy. This is at the point where both focus on the core of our humanity. They both advocate for truth. They agree that human life has to be, by all means guided by the truth alone. They are in consensus on the point that the fundamental theme of our concern for truth is that it is the basis of righteousness and justice. The only thing that might have led the two types of thoughts to irreconcilable incongruity was on the phenomenon of morality. In his effort to point out clearly the existing rivalry, Pangle begins with Genesis. He explains how the st ory of creation shows the ultimate existence of humanity. He clearly points out how man is subject to his creator. He agrees with Strauss that the way the Bible begins is understandable. This is when Strauss said, â€Å"The Bible begins reasonably†¦with the beginning† (Strauss 152). Pangle however points out some contradictions. The first example is the accounts of creation, where God created everything else and finished His creation by creating man and woman. The first account of creations shows that the physical things of nature were first created followed by the plants and animals before human beings were created (Gen. 1:1 – 12, 24 – 29). In the second, all the plants and animals preceded Adam, the man who was first alone. After the animals had proved to be an incomparable companion to him, Eve the female human was created as the last of the works of creation. She was created out of the man, one of the most fascinating phenomena. Pangle says it appears very hard to take the two accounts literally. On this point he concludes that it is impossibility to appeal to someone’s knowledge, meaning that the whole idea of the deity of God and the Creator is not to be taken literally (Pangle 20). He farther points out that several philosophers have criticized the very process. He points out the Hermeneutics, and describes them as:Advertising We will write a custom term paper sample on Political Values and Implications of Genesis specifically for you for only $16.05 $11/page Learn More The interpretive stance, which views Scripture as the product of self conscious didactic integration of long-maturing literary traditions carried out by compliers and redactors whose artful but pious intelligence never dared to presume itself, simply the master of its materials or sources – does not require us to solve any puzzling feature by finding behind it an intelligible authorial intension (though we are spurre d, in the case of each major difficulty, to strive to do so) (Pangle 21). He continues to give their description as: We need not and should ever rule out the possibility that any particular case of contradiction, obscurity, or apparent error, we are confronted by irresolvable unclarity caused either by reverent as well as humbly bewildered human equivocation and incompetence or by divine mystery (or by both) (Pangle 21). In the same point he also describes the high criticisms. The major spotlight of these critics was on the two accounts of creation. They went down to analyze the story of creation with the aim of disapproving it. The main point is that which appears as inconsistency of the story of creation. This is the point on which Saint Augustine is in strong defense of. In his book On Genesis, he says that those who do not know the Scripture should not censure it. He says, â€Å"For there is no book of Scripture that cannot be censured with ease in the eyes of those who do not understand it† (Augustine 48). In addition to the description of such important topics as the differing suppositions of the origin of the world and the universe, in the Greek philosophy and the Bible, the core of his discourse is in the chapter talking about â€Å"The Creation and the Meaning of Evil and Good† (Pangle 71 – 102). In this, we see the clarity of the characteristic enigma in the nature of sin and divine impartiality or justice. One thing that comes out clearly is the serpent who takes opportunity of eve’s capacity to envy, which shows itself as the emerging longing for self-sufficiency, that is same as the philosophical reason of craving to govern one’s own life. This is basing on one’s own repository of knowledge. Here the conclusion is that that man preferred the tree of knowledge to the tree of life.Advertising Looking for term paper on religion theology? Let's see if we can help you! Get your first paper with 15% OFF Learn More It would be very hard for any one to settle for the option of obedience. This would require far-reaching obedience which we would refer to as conscious submission to the will of God. Here it becomes quite difficult to believe that that is what God requires of human beings. It seems impossible. It seems to go back to the days when governments were very dictatorial, differing from the present day democracies. Strauss says: It would be a mistake to believe that Hobbes originally preferred monarchy, on account of its natural origin, to artificial democracy. It happens that the earliest systematic exposition of his views is the most democratic. That the precedence of democracy over the other artificial forms of State is asserted most decisively in the  Elements  has already been mentioned (Strauss 63). Basically refusing the fact that, obedience to what one has not decided, is not the way to go. To obey God, looks like to reject the rule of reason and to refuse to be guided by it com pletely. According to Pangle, the initial decision to obey the will of God rests on human will. This is based on the knowledge of Good and Evil which a person must have acquired. After settling on what is true, the rule of reason and rationality has still played a major role. This is much similar to what Luther call the realist’s way of looking at values. He writes, â€Å"Values are conserved, according to some new realists, not because an omnipotent God sees to it that they are saved, nor because the universe is such that they cannot be lost, but because values are in themselves eternal† (Luther 157). Pangle goes back to this matter yet again, towards the ending of this work in the section called Abraham at the Peak. The big questions are: was Abraham seeking his own good by obeying to get the promise? Was Abraham ration in that sense? Was he sacrificing every conceivable good for himself? It is had to answer them. If the latter is, is the sacrifice he made achieved the peak of human living, and so looking for good in any case? Still pointing out to Abraham’s case, he deduces that it was either mad for him to agree to go and sacrifice his only son or he may have done that in terms of what is good for him. This is if we explain the act rationally and by calculating the answer egoistically. Pangle’s first conclusion on this point is that biblical promise and transcendence proves to be a big misapprehension. On this mater, which lies in high contrast to the piety of the Bible, Pangle states that, it remains firmly within the boundaries of our sound conviction. He further asserts that philosophy has its ideas presented in a systematic manner. The other world has its moral responsibility very incoherent, and is not noble at all. It that sense philosophy stills has the nobility. As pangle continues his discourse, he comes to a point where thinking philosophically demands that you abandon all hopes. This is for the reason that the bibl ical piety might be the real way to go. At the end Pangle has not made a conclusion if to denounce all hope as philosophy wants, or to believe in God who loves and is concerned about every detail of our lives. He lives his readers to find for themselves what is most noble. Works Cited Augustine, Saint. On Genesis Two Books on Genesis Against the Manichees and on the Literal Interpretation of Genesis: An Unfinished Book. Washington, D.C.: Catholic University of America, 1990. Print. Genesis. King James Version. Peabody: Hendrickson, 2008. Print. John. King James Version. Peabody: Hendrickson, 2008. Print. Luther, Evans D. New Realism and Old Reality: A Critical Introduction to the Philosophy of the Realists. Princeton, NJ: Princeton UP, 1928. Print. Pangle, Thomas L. Political philosophy and the God of Abraham. Baltimore, Maryland: John Hopkins UP, 2003. Print. Strauss, Leo. The Political Philosophy of Hobbes: Its Basis and Its Genesis. Chicago: University of Chicago, 1952. Print. This term paper on Political Values and Implications of Genesis was written and submitted by user Ayden Hopper to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.