Thursday, October 31, 2019
Bayesian Estimation Essay Example | Topics and Well Written Essays - 750 words
Bayesian Estimation - Essay Example bability is a number between 0 and 1 which is used to determine, the chances of occurrence of the specific outcome, if an experiment is repeated for 100 times over and over again. The humans are always interested in finding out what happened in the past and what is going to happen in the future as well. The historical article named â€Å"The Future has already happened†delivers the idea of Bayesian statistics very adequately as it states that one can easily extrapolate future events by observing the happenings of the present. Additionally, the main difference between Bayesian and traditional statistics is simple because the former one developed techniques for interval estimation for mean, standard deviation and proportion of target populations. The interval estimation works its numbers in order to find the maximum limit and minimum boundary in between which a parametric value can assume any figure. On the other hand, the traditional statistical theory is based on the belief t hat humans can measure parametric values with perfection and therefore, its followers came up with methods that can supposedly be used in order to determine point estimates of values of the population. The science is believed to be nothing more than a best guess and the whole world is demonstrating change of one kind or another. The point estimates are going to be good for one point in time. However, an interval estimate will be applicable in the fairly distant future. The old Greek scientists were of the view that human intellect is superior and they can estimate each and every thing in the world. Muslim scholars later came up with a logic that supported presence of change in the universe and one time experiment is expected to change in terms of its results in future. Bayesian statistics argue that humans cannot know anything for certain and therefore, they work in order to perfect the estimation techniques. The natural and physical laws do not change but human behavior does as time goes by.
Tuesday, October 29, 2019
Genetic engineering Essay Example for Free
Genetic engineering Essay Genetically modified foods (GM foods) have made for big talk in the public lately. Public interest groups have been actively protesting against GM foods for months. In response to the up swelling of public concern, the U. S. Food and Drug Administration (FDA) have held meetings to solicit public opinions and, begin the process of establishing a new regulatory procedure for government approval of GM foods. I would like to research and maybe, explain the reasons why I feel that GM foods are not humanitys solution to our food consumption problem. What are Genetically Modified Foods? Genetically modified foods are foods produced from organisms that have had specific changes introduced into their DNA using the methods of genetic engineering. These techniques have allowed for the introduction of new crop traits as well as a far greater control over a foods genetic structure than previously afforded by methods such as selective breeding and mutation breeding (Wikapedia. com). To date most genetic modification of foods have primarily focused on cash crops in high demand by farmers such as soybean, corn, canola, and cotton seed oil. These have been engineered for resistance to pathogens and herbicides and better nutrient profiles. GM livestock have also been experimentally developed, although as of November 2013 none are currently on the market. There are many reasons to not be a fan of GM foods but, before I explain the reasons not to consume GM foods, let me tell you some reasons why scientists and so-called, â€Å"experts†, are pushing to have developers and, manufacturers of GM foods make sure, that they are various advantages of consuming these foods, as well as, persuade the public to purchase these products. Are there advantages to GM Foods? One advantage to GM foods is that they help to control certain diseases that can cause people to have an allergic reaction to certain foods. With GM foods the DNA system is modified to eliminate the properties causing these allergies (http://www. buzzle. com/articles/genetically-modified-foods-pros-and-cons. html). Another advantage to GM foods is that they are said to be high in nutrients and contain more vitamins than traditionally grown food. They also claim to have a longer shelf life than traditionally grown food, which means less waste. Now that we have heard why developers, manufacturers, and scientists want GM foods massively produced, lets hear about some of the reasons why most of the population is not so accepting. Threats The biggest threat caused by genetically modified foods is that they can have harmful effects on the body (http://www. csa. com/discoveryguides/gmfood/overview. php). It is believed that consumption of these foods can cause the development of diseases which are immune to antibiotics. According to experts, people who consume these foods have high chances of developing cancer (http://www. csa. com/discoveryguides/gmfood/overview. php). Because these are new inventions on food, theres not much known about the long-term effects that genetically modified foods will have on humans. Foodstuffs made of genetically modified crops that are currently available (mainly maize, soybean, and oilseed rape) have been judged safe to eat, and the methods used to test them have been deemed appropriate. These conclusions represent the consensus of the scientific evidence surveyed by the International Council for Science (ICSU) and are consistent with the views of the World Health Organization (WHO). However, the lack of evidence of negative effects does not mean that new genetically modified foods are without risk. The possibility of long-term effects from genetically modified plants cannot be excluded and must be examined on a case-by-case basis. New techniques are being developed to address concerns, such as the possibility of the unintended transfer of antibiotic-resistance genes. Earlier, I mentioned an advantage to GM foods that allows them to be modified to eliminate properties within certain foods, so that people do not have an allergic reaction to them. My question is, â€Å"what in the world makes these developers think that we want to eat anything that has been modified†? Not to mention, knowing that the long-term effects are not certain if I consume one of these products. Thats not comfortably sitting on my stomach! Response These developers and, manufacturers claim that GM foods contain more vitamins and nutrients, along with a longer shelf life than traditional foods. The way the public sees it is the genetically modified anything, cannot be better for you than the real thing. Throughout my research, I have found that most of societys response to GM foods is, â€Å"why fix something thats not broken†? Most of society throws criticisms towards genetically modified foods, criticizing agribusinesses for pursuing profit without concern for potential hazards, and the government for failing to exercise adequate regulatory oversight (http://www. csa. com/discoveryguides/gmfood/overview. php). Concerns The most concerns about genetically modified foods falls into three categories: environmental hazards, human health risks, and economic concern. Environmental hazards are causes of unintended harm to other organisms. For example; the pollen blown around by the wind off of a GM plant, stands a chance of becoming involved with the milkweed plants that often grow near these crop fields. The concern is for the monarch butterfly, monarch butterflies eat milkweed plants and, if the butterflies eat the milkweed plant with the pollen from the GM plant on it, the butterflies then stand a chance of dying if they come in contact with this pollen. This could create a huge problem for the monarch butterflies extinction rate. Human health risks contain allergencity, which are allergies to things like peanuts and other foods. The possibility still remains that introducing a gene into a plant may create a new allergen that will cause someone to have an allergic reaction and, they could possibly die from that. Economic concern is the most talked about category out of all three. Things like, putting farmers out of business and bringing this product to the market is a costly process, as well as the tech companies wishing to turn a profit on their investment. Consumer advocates are worried that patenting new plants will raise the price of seed. When the prices of seed goes up, the farmers in third world countries cannot afford to purchase the seeds each year. No seeds means no crops for the farmers, no crops means no money. Conclusion Consumers may wish to select conventional foods on the basis of several criteria such as methods of production (e. g. organic or fair-trade food), religious principles (e. g. kosher food), or the presence of known allergens (e. g. groundnuts). Labeling of foods as genetically modified or non-genetically modified may enable consumer choice as to the process by which the food is produced. However, it conveys no information as to the content of the foods, and what risks or benefits may be associated with particular foods. More informative food labeling, explaining how food has been transformed and what the resulting changes in food composition are, could enable consumers to assess these risks and benefits (http://www. greenfacts. org). Genetically modified foods is a big deal in todays society, many people have a very strong opinion about GM foods. Many people are also unaware of what a genetically modified food is. Most people consume genetically modified foods on a daily bases and do not even realize it. Nor is the government obligated to inform you that you are consuming genetically modified foods. Throughout my research, I have found out why I feel that GM foods are not humanitys solution to our food consumption problem. Throughout my argument, I have tried to explain the good and, the bad things associated with genetically modified foods. I have come to the conclusion that genetically modified foods are not for me or my family. There are too many health issues and, risks that I am not willing to take because my familys health may lay in the balance. References Kartha, D. , Cheap Non-GMO Food Supply (2012) Retrieved from: http://www. buzzle. com/articles/genetically-modified-foods-pros-and-cons. html. Whitman, D. Genetically Modified Foods Harmful or Helpful? (2000) Retrieved from: http://www. csa. com/discoveryguides/gmfood/overview. php. Bottemiller, H. , Vilsack Calls for a Truce in GE Crops Fight. (2010) Retrived from: http://www. foodsafetynews. com/2010. Published under the authority of the GreenFacts Scientific Board at; (http://www. greenfacts. org). Definition of Genetically Modified Foods, (2000). Wikapedia. com.
Saturday, October 26, 2019
The Importance of Arts in Education
The Importance of Arts in Education To strive for excellence, schools ensure their provided education is impressive, compared to other independent school districts in the area, delivering the correct tools and necessities in education to prepare their students for the real world. Schools want students to choose from numerous amount of class options, programs and organizations their district provides. However, some hesitate keeping art programs such as band, theater, art, culinary, choir etc. in their district, simply because it will not be necessarily needed for their time in school when in fact, the arts, most specifically band, is proven to create a more affective impact on the brain than other arts improving cognitive development, verbal memory, mathematics, phonological awareness, reading development and other skills. Cognitive development is heavily proven when introduced to arts, resulting greater than those who are not artistically active. As a child, painting activities, drawing or dancing engage the brain to develop other complex ways of thinking when continued. How? They are natural forms of art. According to Author SousaThe arts are not just expressive and affective, they are deeply cognitive. They develop essential thinking toolspattern recognition and development; mental representations of what is observed or imagined; symbolic. This proves that something as simple as drawing, singing or dancing to a child, is more than increasing their mentality ability and developing different complex forms of thinking. Although the arts are often thought of as separate subjects, like chemistry or algebra, they really are a collection of skills and thought processes that transcend all areas of human engagement. (Sousa). Cognitive development plays a critical role in a childs future, leaving permanent ab ilities in and outside of school, keeping this gift through life because of effortless habits through childhood. Not only does musical training seek unique cognitive skills, musical training shares the same brain pathway process as mathematics therefore, is quite beneficial towards math. Music is closely connected to mathematics by ratios, proportions, music intervals, arithmetic progressions in music to geometric progressions in geometry, including the simplicity of counting one, two, three, four, in a measure. Researchers conducted a study that piano lessons would increase math scores, specifically focused on proportions and ratios which are difficult as an elementary student along with another group of student without piano lessons but with a computer software program. Four months after the study, the group of kids with musical training scored one-hundred sixteen percent higher on proportional mathematic skills than those without the musical training. According to Author Sousa, These findings are significant because proportional mathematics is not usually introduced until 5th or 6th grade an d because a grasp of proportional mathematics is essential to understanding science and mathematics at higher grade levels. Math is known as a complex core class and is a subject that society does not know that makes it a lot easier on kids who study music at a young age. Another study in California took in students with low socioeconomic skills who were not involved with music, take music lessons eighth through twelfth grade following a test that would determine if the involvement with music would benefit kids in the class. The results of the study shown the musical training increased their test scores in mathematics and scored significantly higher than those low socioeconomic students who were not involved in music. (Sousa). History and geography test scores were affected through the music lessons increasing by forty percent. Not only did the music lessons improve mathematic skills. But history and geography, which is beneficial for the other core classes in education. Music is greatly related to mathematics but yet, in addition can also have an advantage in reading development. Identical to the brains responsive connections between music and math, music comprehension picks up specifically reading skills, allowing the brain to recognize auditory memory in a very intricate and extraordinary way. Researchers suggest this relationship results because both music and written language involve similar decoding and comprehension reading processes(Sousa). Students reading fluency is finer when in constant musical training. The abilities of better reading development through art is an advantage in the classroom increasing test scores, and comprehensions compared to other kids who dont study music. With reading being another complex core class, it will ease students who suffer from reading difficulty in their future, especially since reading is an everyday action for every movement in our body through thought processes during the day. The arts assist many acts we do that we do not think of and expand our abilities as human beings to do certain activities with our brain others cannot. The arts create and benefit other skills that will determine how we perform in school to our education, followed by a project by the National Endowment for the Arts and the U.S. Justice Department called the YouthARTS Development project. The program established young adults involved in art programs increased cooperation with others, optimistic viewpoints towards school, self esteem along with other positive feedback that will greatly benefit through the students school years. the arts teach students how to learn from mistakes and press ahead, how to commit and follow through.(Arts and Smarts). This proves the arts make useful tools and potential standards for students who will manage challenges and problems well, considering how difficult the task may be which will not only be useful in school, but in the real world. Fine arts are a ble to reduce dropout rates, create a sustainable and well-balanced individual increasing socioeconomic skills, and have a good sense of leadership. (According to Jessica Hoffman Davis from Harvard Graduate School of Education from Arts and Smarts)We have been so driven to measure the impact of the arts in education that we began to forget that their strength lies beyond the measurable . The statement made by Davis, proves we underestimate what the arts can really do what they can create within students apart of it. The arts do not make one smarter, but they can discover unlimited pathways of what a brain could really do when introduced to the studies of music. Parents want their kids to turn out to be well balanced adults, but would be impossible without the engagement of both left and right sides of the brain, therefore, will require introduction to the Arts. The education system lies pressure in the four common core classes, without any consideration of the Arts, simply because learning how to play a trumpet is irrelevant to interest in the medical field or dancing and singing will not require you to be a lawyer. School districts need to be more aware of the potential their students could have through the arts if they take the time and learn about how important and relevant arts are with education . The brain awaits undiscovered passage ways and skills,as the importance of arts are waiting to make a difference in education References Bryant, Bob. The Importance of Fine Arts. Katy Independent School District. Bob Bryant, n.d. Web. 10 Feb. 17 Evans, Karen. Arts and Smarts. Greater Good, Karin Evans, 1 Dec. 2008, greatergood.berkeley.edu/article/item/arts_smarts Rodale, Ardath. Education: the human touch. Prevention, Oct. 2003, p. 180. General OneFile, go.galegroup.com/ps/i.do?p=GPSsw=wu=j020902v=2.1id=GALE%7CA108882595it=rasid=e9345db4ee24c3da8cbe281ea9b36868. Sousa, David A. How the arts develop the young brain: neuroscience research is revealing the impressive impact of arts instruction on students cognitive, social and emotional development. School Administrator, Dec. 2006, p. 26+. General OneFile, go.galegroup.com/ps/i.do?p=GPSsw=wu=j020902v=2.1id=GALE%7CA156417562it=rasid=eb6b505e4a2204d78a0d342d22a3eda2.
Friday, October 25, 2019
Geographic Greece :: essays research papers
Geographic Themes of Greece LOCATION o     Absolute -     Latitude: 3900 North -     Longitude: 2200 East of the prime meridian Relative Location o     Spatial: -     borders the countries Albania, Bulgaria, Turkey and the former Yugoslav Republic of Macedonia -     Borders the Aegean Sea, Ionian Sea, and the Mediterranean Sea Relative Location o     Direction and Distance -     6241 miles NE of Dallas, Texas -     324 miles S of Sofia, Bulgaria -     457 miles SSW of Bucharest, Romania -     646 miles ESE of Rome, Italy Size: Greece = Alabama Mercator Map of Greece ca. 1598 Conic Map of Greece o     Equidistant Conic Projection Planar Map of Southern Europe o     Using azimuthal equidistant projection PLACE Physical Characteristics Physical Characteristics o     LAND USE -     8% permanent crops -     41% permanent pastures -     20% forest and woodlands -     19 % arable land -     12% other use Vegetation o     Olive Trees o     Capers o     Grapes o     Grasses o     Fig Trees o     Lemon Trees o     Cypress Trees o     Eucalyptus Trees Vegetation o     Orange Trees o     Orange Grove Plants o     Palm Trees Climate o     Mild, wet winters o     Hot, dry summers o     Average Temperature 64 degrees Fahrenheit Year-Round Average Temperatures & Precipitation Soil o     Fertile o     Volcanic o     A Greek legend claims that God distributed all of the available soil through a sieve and used the stones that remained to build Greece. Bodies of Water o     The Corinth Canal in Greece joins the Ionian and Aegean Seas o     The Mediterranean Sea borders southern Greece Natural Resources o     Bauxite o     Lignite o     Magnesite o     Petroleum o     Hydro Power o     Pumice o     Marble o     The Parthenon on the Acropolis was built with solid Greek marble Landforms o     Mostly mountainous with ranges extending into the sea as peninsulas or chains of islands Islands o     Over 3000 islands and outcrops surround the Greek mainland, including Crete, Corfu, Rhodes, and Mykonos Mountains o     Mount Olympus is the highest mountain in Greece o     Mount Parnassus near Delphi Earthquakes in Greece o     On February 24, 1981, a magnitude 6.6 earthquake occurred in the Eastern Gulf of Corinth region of Greece, followed a few hours later by a magnitude 6.3 aftershock in the same region. o     March 4 another shock of magnitude 6.2 occurred 25 kilometers to the northeast, causing loss of lives and extensive damage to towns on the Perachora Peninsula and along the Saronic and Gulf of Corinth coasts. Island of Thera o     This island is often racked by earthquakes Human Characteristics Population Distribution Population Characteristics o     98% Greek, 2% other o     Population growth rate: 0.21% o     Birth rate: 9.82 births/1000 population o     Death rate: 9.64/1000 population o     Life expectancy: 78.44 o     Official Language: Greek o     Literacy: 95% Settlement o     Total population: 10,601,527 o     5 million live in Athens Occupations o     Services 59.2 % o     Agriculture 19.8% o     Industry 21% Occupations More Occupations Island Occupations o     Fishing, sponge-fishing and handicrafts are important occupations on many Greek islands Recreation o     Greeks enjoy music, dancing, snow skiing, sailing, water sports, eating and smoking. On the Beach and On the Slopes Olympics o     The original Olympic Games were first held in Greece in 776 B.C., and they will host the next Olympics in 2004 Beliefs and Ideas o     Many ancient cultures created Evil Eye charms to mimic the eyes of the gods, believing that the charms could ward off evil spirits and deflect the Evil Eye, a belief still popular in the Mediterranean today.
Wednesday, October 23, 2019
Becoming a U.S. Soldier
The United State Army was founded to defend our country, the United States of America, two hundred and thirty-three years ago. The U. S. soldiers had been in different battles; from the Revolutionary War to the global effort to combat terrorism, they have remained Army Strong, drawing their commitment to their values and beliefs.The U. S. Army has achieved and is continuing to achieve excellence both here and abroad. They have shown willingness to make sacrifices in order to build a better future for our country (â€Å"The 233rd United States Army Birthday†). The U.S. Army’s mission is to provide prompt and sustained land dominance over a full range of military operations in order to fight and win our country’s wars. They operate across a spectrum of conflict, supporting combatant commanders. Title 10 and Title 32 of the United States Code direct the U. S. Army to equip, organize and train forces in order to conduct sustained and prompt combat operations on land. The U. S. Army is tasked to accomplish missions that are assigned by the President of the United States, the Secretary of Defense, and combatant commanders.(â€Å"Mission†) A key component of the U. S. Armed Forces, the army is made up of the most dedicated, most respected, and best-trained soldiers in the world. They protect America’s freedom both home and abroad, secure our homeland, and defend democracy worldwide (â€Å"About the Army: Overview†). The army is one of the three components of the U. S. military. The other two are the navy and the air force. These three report to the Department of Defense. The U. S. Army has two major components of equal importance. They are the Active Duty and the Army Reserve (â€Å"Organization†).Those who work in the two distinct components of the army, the active and the reserve components, are enlisted soldiers, warrant officers, commissioned officers, and non-commissioned officers (â€Å"About the Army: Personnelà ¢â‚¬ ). In either component, the army conducts both institutional and operational missions. The operational army is consisted of numbered armies, divisions, corps, brigades and battalions, which conduct extensive operations around the world. On the other hand, the institutional army provides support for the operational army.They provide the necessary infrastructure to train, raise, deploy, equip, and ensure the readiness of the army forces. Military skills, as well as professional education, are provided by the training base to every soldier, together with members of allied forces. The institutional component of the army also allows the army to expand in a rapid manner during time of war. The army is provided with world-class logistics and equipment by the industrial base. Power-projection platforms are provided by the army installations.These are required to position land forces readily to provide support to combatant commanders. Once the forces are positioned, they are provided w ith needed logistics by the institutional army (â€Å"Organization†). The army is composed of a large number of soldiers. There is a necessity to organize the army into units because of its large number. Each unit has its own leader and reporting structure. Each unit was created in order to respond to any mission, regardless of complexity or size (â€Å"About the Army: Personnel†).According to the Soldiers Almanac, soldiers are grouped into units, each with specified numbers. A squad is composed of 9 to 10 soldiers; a platoon consists of 16 to 44 soldiers; a company has 62 to 190 soldiers, a battalion is composed of 300 to 1,000 soldiers; a brigade has 3,000 to 5,000 soldiers, a division consists of 10,000 to 15,000 soldier; and the corps is consisted of 20,000 to 45,000 soldiers (â€Å"About the Army: Personnel†). Becoming a soldier is both a challenging and a rewarding life. There are three primary steps on how to become a soldier. The first one is to work wit h a recruiter.The next step is to attend the Basic Combat Training after you have signed up and sworn in. After that the Basic Combat Training, a soldier will learn valuable skills by attending the Advanced Individual Training (â€Å"Soldier Life: Becoming a Soldier†). Basic Combat Training (BCT) is a training course that transforms civilians into Soldiers. Over the course of nine weeks these recruits learn about the Seven Core Army Values, how to work together as a team and what it takes to succeed as a Soldier in the U. S. Army. A civilian is transformed into a soldier by attending the Basic Combat Training.This is a nine-week training course where recruits are taught of the Seven Core Army Values, working together in a team, and succeeding in the U. S. Army (â€Å"Soldier Life: Basic Combat Training†). After soldiers complete the Basic Combat Training, they will attend the Advanced Individual Training to learn the necessary skills to perform their army job. They rec eive hands-on training, as well as field instructions, to make them experts in a specific career field. In this training, they gain discipline and work ethic (â€Å"Soldier Life: Advanced Individual Training).When the Congress passes the Defense Authorization Act each year, they indicate how many soldiers can be on active duty during that year. Congress also places a limit on what percentage of the whole active duty force can serve as warrant officers, how much percentage of the total active duty force can be posted as enlisted officers for the positions of sergeant and above. However, there are no statutory limits on positions of private, private first class, and corporals (Powers, n. d. ) For the positions of sergeant and above, there must be a vacancy in the next level in order for them to get promoted.However, soldier ranking private first class, and corporal are promoted through decentralized promotions. Decentralized promotion means that the unit is in-charge of promotions; h ence they are the promotion authority. The commander decides who should get promoted based on the promotion criteria set by the U. S. Army to preserve the promotion flow (Powers, n. d. ) There are 146,000 American troops in Iraq, including service and support personnel. The soldiers stationed in Iraq play various roles. Some of them are stationed as combat troops.Combat soldiers, according to the military, â€Å"those whose primary mission is to engage the enemy with lethal force. †However, these combat troops are scheduled to leave Iraq by June 30, 2009. This is in accordance with the agreement between Iraq and the United States, as stated in status-of-forces agreement (Bumiller, 2008). In spite of the agreement that combat troops will leave Iraqi cities, many military men are will be left behind as advisers and trainers. This new set of troops will be tasked to train and offer support to the Iraqi people so as not to risk the â€Å"fragile and relative Iraqi stabilityâ₠¬ (Bumiller, 2008).Truly, the United States Army have played and continuously playing a vital role in our society. They have assured us of our liberties and made an effort to assure the liberties as well of those who are offshore. The soldiers in the U. S. Army have dedicated themselves in the service of the American nation and there is no reason available for us not to be proud of them. References: â€Å"About the Army: Overview. †Army Strong. Retrieved 21 February 2009, from http://www. goarmy. com/about/index. jsp. â€Å"About the Army: Personnel. †Army Strong. Retrieved 21 February 2009, from http://www. goarmy. com/about/personnel. jsp.Bumiller, E. (2008). â€Å"Trying to redefine role of U. S. military in Iraq. †International Herald Tribune. Retrieved 21 February 2009, from http://www. iht. com/articles/2008/12/22/america/22combat. php. â€Å"Mission. †The Official Homepage of the United States Army. Retrieved 21 February 2009, from http://www . army. mil/info/organization/. â€Å"Organization. †The Official Homepage of the United States Army. Retrieved 21 February 2009, from http://www. army. mil/info/organization/. Powers, R. â€Å"Army Enlisted Promotion System. †Enlisted promotions made simple. Retrieved 21 February 2009, from file:///D:/httpusmilitary. about.com-cs-armypromotions-a-armypromotions. htm. â€Å"Soldier Life: Advanced Individual Training. †Army Strong. Retrieved 21 February 2009, from http://www. goarmy. com/life/advanced_individual_training. jsp. â€Å"Soldier Life: Basic Combat Training. †Army Strong. Retrieved 21 February 2009, from http://www. goarmy. com/life/basic/index. jsp. â€Å"Soldier Life: Becoming a Soldier. †Army Strong. Retrieved 21 February 2009, from http://www. goarmy. com/life/becoming_a_soldier. jsp. â€Å"The 233rd United States Army Birthday. †The Official Homepage of the United States Army. Retrieved 21 February 2009, from http://www. army. mil/birthday/233/.
Tuesday, October 22, 2019
Differences Between American and British English
Differences Between American and British English While there are certainly many more varieties of English, American English and British English are the two varieties that are taught in most ESL/EFL programs. Generally, it is agreed that no one version is correct, but there are certainly preferences in use. The three major differences between American and British English are: Pronunciation - differences in both vowel and consonants, as well as stress and intonationVocabulary - differences in nouns and verbs, especially phrasal verb usage and the names of specific tools or itemsSpelling - differences are generally found in certain prefix and suffix forms The most important rule of thumb is to try to be consistent in your usage. If you decide that you want to use American English, then be consistent in your spelling (i.e. The color of the orange is also its flavour - color is American spelling and flavour is British). Of course, this is not always easy or possible. The following guide is meant to point out the principal differences between these two varieties of English. Minor Grammar Differences There are very few grammar differences between American and British English. Certainly, the words we choose might be different at times. However, generally speaking, we follow the same grammar rules. With that said, there are a few differences. Use of the Present Perfect In British English, the present perfect is used to express an action that has occurred in the recent past that has an effect on the present moment. For example: Ive lost my key. Can you help me look for it? In American English, the following is also possible:I lost my key. Can you help me look for it? In British English, the above would be considered incorrect. However, both forms are generally accepted in standard American English. Other differences involving the use of the present perfect in British English and simple past in American English include already, just and yet. British English: Ive just had lunch.Ive already seen that film.Have you finished your homework yet? American English: I just had lunch OR Ive just had lunch.Ive already seen that film OR I already saw that film.Have you finished your homework yet? OR Did you finish your homework yet? Two Forms to Express Possession There are two forms to express possession in English: have or have got. Do you have a car?Have you got a car?He hasnt got any friends.He doesnt have any friends.She has a beautiful new home.Shes got a beautiful new home. While both forms are correct (and accepted in both British and American English), have got (have you got, he hasnt got, etc.) is generally the preferred form in British English, while most speakers of American English employ the have (do you have, he doesnt have etc.) The Verb Get The past participle of the verb get is gotten in American English. American English: Hes gotten much better at playing tennis. British English: Hes got much better at playing tennis. Have got is used predominately in British English to indicate have in the sense of possession. Strangely, this form is also used in the United States with the British participle got, rather than gotten. Americans will also use have got to in the sense of have to for responsibilities. Ive got to work tomorrow.Ive got three friends in Dallas. Vocabulary The largest differences between British and American English lie in the choice of vocabulary. Some words mean different things in the two varieties, for example: Mean: American English - angry, bad humored, British English - not generous, tight-fisted. American English: Dont be so mean to your sister! British English: Shes so mean she wont even pay for a cup of tea. There are many more examples (too many for me to list here). If there is a difference in usage, your dictionary will note the different meanings in its definition of the term. Many vocabulary items are also used in one form and not in the other. One of the best examples of this is the terminology used for automobiles. American English - hood / British English - bonnetAmerican English - trunk / British English - bootAmerican English - truck / British English - lorry For a more complete list of the vocabulary differences between British and American English, use this British vs. American English vocabulary tool. Spelling Here are some general differences between British and American spellings: Examples of words that end in -or in American English and -our in British English: color/colour, humor/humour, flavor/flavourExamples of words that end in -ize in American English and -ise in British English: recognize/recognise, patronize/patronise The best way to make sure that you are being consistent in your spelling is to utilize the spell check tool associated with your word processor and select the type of English (American or British) youd like to use.
Monday, October 21, 2019
Fannie Farmer, Cookbook Author and Domestic Scientist
Fannie Farmer, Cookbook Author and Domestic Scientist Fannie Farmer Facts Known for: her famous cookbook, in which accurate measurements were introducedOccupation: cookbook author, educator, domestic scientistDates: March 23, 1857 - January 15, 1915Also known as: Fannie Merrit Farmer, Fannie Merritt Farmer Fannie Farmer Biography The publication of Fannie Farmers 1896 cookbook, The Boston Cooking-School Cook Book, was an event in cooking history and in making domestic life a bit easier for family cooks, most of whom were women: she included very specific and accurate measurements. Before that cookbook, ingredient lists were estimates. Your results will vary was a phrase yet to become popular, but it sure described the older style recipes! Just as Marion Cunningham has in recent years edited the Fannie Farmer Cookbook so it can be revised to take into account newer preparation techniques and newer dietary preferences, so Fannie Farmer herself was adapting an older cookbook. Fannie Farmers parents, active Unitarians, lived just outside Boston. Her father, John Franklin Farmer, was a printer.  Her mother was Mary Watson Merritt Farmer. During her high school years in Massachusetts, Fannie Farmer (who never married) suffered a stroke with paralysis, or perhaps was stricken with polio.  She had to discontinue her education. After recovering some of her movement and being confined to bed for months, she worked as a mothers helper, where she learned her interest in and aptitude for cooking. Boston Cooking-School With her parents support and the encouragement of her employers, the Shaws, Fannie Farmer studied cooking under Mary J. Lincoln at the Boston Cooking-School. Lincoln published the Boston Cooking-School Cook Book, used in cooking schools which were at the time primarily aimed towards training professional cooks who would be servants to the upper middle class. The rising middle class, and the rise in the number of women who wanted to treat homemaking as their domestic profession in other words, more seriously and scientifically also found the cookbook useful. Fannie Farmer graduated from Lincolns school in 1889, remained as assistant director, and became director in 1894.  Her personality helped to draw students to the school. Fannie Farmers Cookbook Fannie Farmer revised and reissued the Boston Cooking-School cookbook in 1896, with her improvements. She standardized measurements and thereby made the results more dependable.  The standardization of measurements in household cooking was a great advance to home cooking, and made food preparation easier for those who had not devoted time to attend cooking school. In 1902, Fannie Farmer left the Boston Cooking School to open Miss Farmers School of Cookery, aimed not at professional cooks but at training housewives. She was a frequent lecturer on domestic topics, and wrote several more cooking-related books before she died in Boston in 1915. The school continued until 1944. Selected Fannie Farmer Quotations With the progress of knowledge the needs of the human body have not been forgotten. During the last decade much time has been given by scientists to the study of foods and their dietetic value, and it is a subject which rightfully should demand much consideration from all. I certainly feel that the time is not far distant when a knowledge of the principles of diet will be an essential part of ones education. Then mankind will eat to live, be able to do better mental and physical work, and disease will be less frequent. Progress in civilization has been accompanied by progress in cookery. Fannie Farmer Bibliography The 1896 Boston Cooking-School Cookbook, Fannie Merritt Farmer. Hardcover, September 1997. (reproduction) Original 1896 Boston Cooking School Cookbook Boston Cooking School Cook Book: A Reprint of the 1883 Classic, D. A. Lincoln. Paperback, July 1996. (reproduction) Chafing Dish Possibilities, Fannie Merritt Farmer, 1898. Food and Cookery for the Sick and Convalescent, Fannie Merritt Farmer, 1904. What to Have for Dinner, Fannie Merritt Farmer, 1905. Catering for Special Occasions, with Menus and Recipes, Fannie Merritt Farmer, 1911. A New Book of Cookery, Fannie Merritt Farmer, 1912. Bibliography: Related The Fannie Farmer Cookbook, Marion Cunningham. Hardcover, September 1996. The American Frugal Housewife, Lydia Maria Child. Paperback, December 1999. (reproduction: originally published 1832-1845 an earlier attempt at making homemaking more scientific)
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