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Errors in early word use
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"Developmental error" redirects here. For embryonic development, see Developmental biology. For cognitive development and learning, see Developmental psychology.
Errors in early word use or developmental errors are mistakes that children commonly commit when first learning language. Language acquisition is an impressive cognitive achievement attained by humans. In the first few years of life, children already demonstrate general knowledge and understanding of basic patterns in their language. They can extend words they hear to novel situations and apply grammatical rules in novel contexts.[1] Although children possess an impressive ability to acquire and comprehend language early in life, they make many errors and mistakes as they enhance their knowledge and understanding of language. Three prominent errors in early word use are overgeneralization, overextension, and underextension.
The majority of words that children first learn are often used correctly. However, estimates indicate that up to one-third of the first fifty words that children learn are occasionally misused. Many studies indicate a curvilinear trend in naming errors and mistakes in initial word usage. In other words, early in language acquisition, children rarely make naming errors. However, as vocabulary enhances and language growth accelerates, the frequency of error increases. The amount of error decreases again as vocabulary continues to improve.[2]
Scholars debate the underlying developmental causes and reasons for these mistakes. One theory, the semantic feature hypothesis, states that mistakes occur because children acquire the basic features of a word's meaning before learning its more specific aspects.[3] For instance, the child may initially use the word basketball in reference to any round object, but then change its meaning to a round, orange, and grooved ball that bounces. Children may overextend the meaning of basketball to any round object until they learn the more specific aspects of the word's meaning. Other theories suggest that errors in early word use are the result of an inability on the part of the child to retrieve the correct word. Although the child might have accurately comprehended the word at one time, they are unable to actively retrieve the word or its meaning from their rapidly growing vocabulary.[2]
Contents
1 Overregularization (overgeneralization)
2 Overextension
3 Underextension
4 References
Overregularization (overgeneralization)[edit]
Overregularization is defined as the "application of a principle of regular change to a word that changes irregularly."[4] Examples of overregularization in verb use include using the word comed instead of came. Examples in noun use include using the word tooths instead of teeth. The error is usually seen after children have learned language rules because children apply learned rules to irregular words. Pertaining to the examples, the child using the word comed may have originally used came correctly. Once the child learned the '-ed' suffix rule that commonly forms the past tense; however, the child applied the rule to a verb whose correct grammatical form is irregular. The same applies to the tooths example, but the language rule is the addition of the suffix '-s' to form the plural noun.[5] Overregularization research led by Daniel Slobin argues against B.F. Skinner's view of language development through reinforcement. It shows that children actively construct words' meanings and forms during the child's own development.[6]
Differing views on the causes of overregularization and its extinction have been presented. Gary Marcus et al. published a study in which they monitored the speech of 83 children and recorded the spoken past tense of irregular verbs. They argue that children store irregular verbs in their memory and separately develop a rule for the production of the past tense form of any verb. To correctly use an irregular verb, children must retrieve that verb from their memory and block the rule; however, children's retrieval is often imperfect. They conclude the cause of overregularization with: "When retrieval fails, the rule is applied, and overregularization results." Their study's results found overregularization to be rare with a mean of 2.5% of the spoken irregular verbs, to be used for most irregular verbs from the ages of 2 years old until school ages, to be used less often with the irregular verbs that the child's parents speak more often, and to follow a pattern of "U-Shaped Development" in which the child uses the correct form of the irregular verb before overregularizing it.[7] According to Marcus, overregularization ends when the child develops sufficiently strong memory traces to irregular forms.
Michael Maratsos disagrees with Marcus's causal claim. He argues that the overregularized verb form and the correct irregular form compete for usage, as "the two forms are both initially acceptable alternatives." The child increasingly chooses the irregular form, beating the overregularized one, because the child only experiences the irregular form. Maratsos argues that because children often use both the irregular and overregularized forms of the same verb, even in the same speech sample, the blocking theory proposed by Marcus proves problematic. If retrieval blocks the rule, it is unlikely that the rule would be 'un-blocked' soon after. He argues it seems more likely that environmental input and learning accounts for the gradual decline in overregularization. Moreover, the competition theory accounts for the highly varied rates of overregularization seen in Roger Brown's longitudinal study of Adam, Abe, and Sarah. Abe had an extremely high rate of overregularization, 24%, compared with Adam's rate of 3.6%, and Sarah's of 7.9%. Maratsos claims Abe was intellectually gifted, "likely the best overall learner and retriever of words." If Abe retrieved words well, then having such a high rate of overregularization is incompatible with Marcus's theory, which holds retrieval failure responsible for overregularization. Rather, Abe's bigger vocabulary exposed him to more regular words, resulting in a stronger competition between the irregular and overregularized forms and a higher potential rate of failure.[8]
Overextension[edit]
Overextension is an error in early word use in which a child uses a single word to label multiple different things in a manner that is inconsistent with adult usage. There are three types of overextensions. Categorical overinclusions involve using one word within a category to label a closely related referent that falls in the same category. Examples are seen in references to people (e.g. daddy for all men), animals (e.g. dog for horses and other quadrupeds), vehicles (e.g. truck for bus), foods (e.g. apple for oranges), and numerous other categories. Analogical overextensions involve inferring a similarity between a word's standard referent and its labeled referent in the absence of any actual relationship. Inferred similarities are most often perceptual, such as when a child uses ball to refer to all round objects (e.g. the moon). Predicate statements involve an attempt to comment on the relationship between an immediate referent and an absent entity. This is evident when a child uses doll to refer to an empty crib where the doll usually is located.[9]
Like overgeneralizations, overextensions are believed to stem from limitations in vocabulary, which are the result of weak knowledge and/or immature retrieval ability.[10] Clark and Clark (1977) have put forth a two-stage account of how overextensions develop. In the first stage, a child focuses on a particular feature of an object and refers to that feature using a single new word. Gradually, the child realizes that the word has a more specific meaning but does not know the other words that are required to be more precise. In the second stage, the child overextends the word, using it as a form of shorthand when referring to things that are similar to the standard referent. For example, the child uses dog to refer to any animal with similar features, namely four legs.[11]
After increasing until a certain point, overextensions diminish over time as the child receives corrective feedback. This feedback most often comes from parents and teachers, who help the child revise his or her word meaning boundaries.[12] However, parents can also unintentionally prolong the use of overextensions. Parents often respond to overextensions with acceptance, and the use of joint labeling (e.g. referring to both wolves and dogs as puppies) reinforces overextended language.[13]
Underextension[edit]
Underextension, which is roughly the opposite of overextension, occurs when a child acquires a word for a particular thing and fails to extend it to other objects in the same category, using the word in a highly restricted and individualistic way. For example, a child may learn the word flower in connection with a rose but fail to extend its meaning to other types of flowers.[14] Although research more commonly addresses the underextension of nouns, this error can also apply to verbs. For example, a child might underextend the verb sit and only use it with reference to the family dog's sitting but no one else's.[15]
Underextension is generally thought to be less common, or perhaps just less noticeable, than overextension, but according to Margaret Harris, recent research shows an increasing number of reports of underextension. According to Harris, there are two different kinds of underextension. The first is "context bound", in which a child produces a word only in a limited and specific context. An example is when a child only uses the word duck when hitting a toy duck off the bathtub and chuff-chuff only when pushing a toy train.[16]
The second type of early underextension involves restricting a word to a particular referent instead of a particular situation. This kind of underextension is not context-bound but contextually flexible, and suggests that children are using words in a genuinely referential way. Harris mentions examples of this type of underextension from her own research, such as the use of the word clock only to refer to wall clocks and light only to refer to ceiling lights with a shade.
As is the case with overextension, parents can contribute to a child's prolonged underextension of words. When speaking to their children, parents may not give every instance of a category of objects its correct name, especially in unusual situations, triggering word errors. In a study by Thomas G. White, preschool children ages 3 to 5 did not apply labels (e.g., food) to category instances that were rated as atypical by adults. The study also showed that mothers used superordinate terms much less in atypical instances than typical instances. This suggests that the labels children hear their parents apply may affect underextension. However, as children grow older, their vocabularies grow and instances of underextension decline.[17]
References[edit]
Jump up ^ Gentner, D.; Namy, L. L. (2006). "Analogical Processes in Language Learning". Current Directions in Psychological Science. 15 (6): 297–301. doi:10.1111/j.1467-8721.2006.00456.x.
^ Jump up to: a b Gershkoff-Stowe, L. (2001). "The Course of Children's Naming Errors in Early Word Learning". Journal of Cognition and Development. 2 (2): 131–155. doi:10.1207/s15327647jcd0202_2.
Jump up ^ Gruendel, J. M. (1977). "Referential Extension in Early Language Development". Child Development. 48: 1567–1576. doi:10.1111/j.1467-8624.1977.tb03967.x.
Jump up ^ Parke, Ross D.; Gauvain, Mary (2009). Child Psychology: A Contemporary Viewpoint. New York, NY: McGraw-Hill. p. 258.
Jump up ^ Parke, Ross D.; Gauvain, Mary (2009). "Language and Communication". Child Psychology: A Contemporary Viewpoint. New York, NY: McGraw-Hill. p. 257–259.
Jump up ^ Corsetti, Renato; Pinto, Maria Antonietta; Tolomeo, Maria (2004). "Regularizing the Regular: The Phenomenon of Overregularization in Esperanto-speaking Children". Language Problems & Language Planning. 28 (3): 261–282. doi:10.1075/lplp.28.3.04cor.
Jump up ^ Marcus, Gary F.; Pinker, Steven; Ullman, Michael; Hollander, Michelle; Rosen, John; Xu, Fei (1992). "Abstract". Overregularization in Language Acquisition. Monographs of the Society for Research in Child Development. 57. pp. 5–6. JSTOR 1166115.
Jump up ^ Maratsos, Michael (2000). "More Overregularizations after All: New Data and Discussion on Marcus, Pinker, Ullman, Hollander, Rosen & Xu". Journal of Child Language. 24 (1): 183–212.
Jump up ^ Rescorla, Leslie A. (1980). "Overextension in Early Language Development". Journal of Child Language. 7 (2): 321–335. doi:10.1017/s0305000900002658.
Jump up ^ Gershkoff-Stowe, Lisa (2002). "Object Naming, Vocabulary Growth, and the Development of Word Retrieval Abilities". Journal of Memory and Language. 46: 665–687. doi:10.1006/jmla.2001.2830.
Jump up ^ Clark, Herbert H.; Clark, Eve V. (1977). "Psychology and Language". Journal of Child Language. 4 (2): b1–b3. doi:10.1017/S0305000900001562.
Jump up ^ Chapman, R. S.; Thomson, J. "What is the source of overextension errors in comprehension testing of two-year-olds? A reply to Fremgen and Fay". Journal of Child Language. 7: 575–578.
Jump up ^ Gruendel, Janice M. (1977). "Referential Extension in Early Language Development". Child Development. 48 (4): 1567–1576. doi:10.1111/j.1467-8624.1977.tb03967.x.
Jump up ^ Fernández, Eva M.; Cairns, Helen Smith (2011). Fundamentals of Psycholinguistics. Chichester, West Sussex: Wiley-Blackwell. ISBN 978-1-4051-9152-4.
Jump up ^ Naigles, Letitia R.; Hoff, Erika; Vear, Donna; Tomasello, Michael (2009). Flexibility in Early Verb Use: Evidence from a Multiple-N Diary Study. Boston, Massachusetts: Wiley-Blackwell. p. 4.
Jump up ^ Harris, Margaret (1993). "Vocabulary Development". Language Experience and Early Language Development: From Input to Uptake. Hove, UK: Lawrence Erlbaum Associates. p. 71.
Jump up ^ White, Thomas G. (1982). "Naming Practices, Typicality, and Underextension in Child Language". Journal of Experimental Child Psychology. 33 (2): 324–46. doi:10.1016/0022-0965(82)90024-8.
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My Shot
From Wikipedia, the free encyclopedia
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"My Shot"
Song by Lin-Manuel Miranda, Anthony Ramos, Daveed Diggs, Okieriete Onaodowan, Leslie Odom Jr., & the Cast of Hamilton
from the album Hamilton
Language
English
Released
2015
Genre
Hip hop
show tune
Length
5:34
Songwriter(s)
Lin-Manuel Miranda
Hamilton track listing
"Aaron Burr, Sir"
(2) "My Shot"
(3) "The Story of Tonight"
(4)
"My Shot" is the third song from Act 1 of the musical Hamilton, based on the life of Alexander Hamilton, which premiered on Broadway in 2015. Lin-Manuel Miranda wrote both the music and lyrics to the song.
Contents
[hide]
1 Synopsis
2 Analysis
3 Critical reception
4 Popular culture
5 Mixtape version
6 References
Synopsis[edit]
Alexander Hamilton wows several other young revolutionaries with his verbal skills, speaking about his hopes for the future, his disillusionment with the British and his desire to be remembered, even if it means dying.
The other revolutionaries in the song, who rap about their own hopes for and reservations about the future, are:
Marquis de Lafayette, a Frenchman who does not want to live under a monarch's rule. He mentions his fighting abilities and the possibility of a revolution in France, after Alexander hints at the imminent American revolution.
Hercules Mulligan, a tailor's apprentice who wants to socially advance by joining the revolution.
John Laurens, an abolitionist who will not be satisfied until all men have equal rights. He dreams of riding into battle with America's first black regiment.
Aaron Burr, who reminds all of the men to keep quiet because loyalists may be among them.[1] Despite Burr's warnings, the men continue rapping about the rebellion and encouraging other Americans to rise up with them against the British, while Burr remains silent.
Analysis[edit]
Vibe described the backing as "reminiscent of the '90s".[2] The tune is reprised during the songs "Right Hand Man" and "Yorktown".[2] The Los Angeles Times said the song had "Eminem combustion".[3] Vulture said the song was reminiscent of Eminem's "Lose Yourself".[4]
TapInto notes that this song becomes ironic by the end of the musical because Hamilton does, indeed, throw away his shot in the fatal duel with Aaron Burr.[5] Deadline notes that "I am not throwing away my shot" becomes Hamilton's mantra.[6]
Critical reception[edit]
TapInto deemed it a "ferocious song."[5] The Huffington Post suggested the song would make a good opening number to the musical.[7]
Popular culture[edit]
The song was one of many performed at the White House in March 2016.
A parody of the song was performed by Miranda as his monologue on the October 8, 2016, episode of Saturday Night Live.[8]
Mixtape version[edit]
"My Shot (Rise Up Remix)"
Song by The Roots featuring Busta Rhymes, Joell Ortiz, and Nate Ruess
from the album The Hamilton Mixtape
Released
2016
Genre
Hip hop
Length
4:31
Songwriter(s)
Lin-Manuel Miranda
The Hamilton Mixtape track listing
"No John Trumbull (Intro)"
(1) "My Shot (Rise Up Remix)"
(2) "Wrote My Way Out"
(3)
"My Shot (Rise Up Remix)" is a song recorded by The Roots featuring Busta Rhymes, Joell Ortiz, and Nate Ruess from The Hamilton Mixtape.
References[edit]
Jump up ^ "Geniuses, lower your voices / You keep out of trouble and you double your choices". Genius. Retrieved 2017-02-07.
^ Jump up to: a b "Going H.A.M.: A Track-By-Track Review Of The 'Hamilton' Soundtrack". Vibe.
Jump up ^ Los Angeles Times (4 November 2015). "Review: 'Hamilton' is a watershed musical that sets a Founding Father's tale to hip-hop - LA Times". latimes.com.
Jump up ^ "Talib Kweli Analyzes Hamilton -- Vulture". Vulture.
^ Jump up to: a b "The Mommy's Review - In the Room Where Hamilton Happens". TAPinto.
Jump up ^ Jeremy Gerard. "'Hamilton' Opens On Broadway, Bigger And Better Than Ever: Review - Deadline". Deadline.
Jump up ^ "I Have an Opinion on Every Song in "Hamilton"". The Huffington Post. 1 October 2015.
Jump up ^ Robbins, Caryn. "Check Out Full Lyrics to Lin-Manuel Miranda's SNL 'My Shot' Remix!". BroadwayWorld.com. Retrieved 12 October 2016.
[hide]
v
t
e
Hamilton: An American Musical
Songs
Act 1
"Alexander Hamilton"
"My Shot"
"The Story of Tonight"
"The Schuyler Sisters"
"You'll Be Back"
"Helpless"
"Satisfied"
"Wait for It"
"Ten Duel Commandments"
"Yorktown (The World Turned Upside Down)"
"Dear Theodosia"
Act 2
"Cabinet Battle #1 & #2"
"Say No to This"
"One Last Time"
"The Room Where It Happens"
"The Reynolds Pamphlet"
"It's Quiet Uptown"
"Your Obedient Servant"
"The World Was Wide Enough"
"Who Lives, Who Dies, Who Tells Your Story"
Related
Alexander Hamilton
Cast album
The Hamilton Mixtape
Lin-Manuel Miranda
Ron Chernow
Retrieved from "https://en.wikipedia.org/w/index.php?title=My_Shot&oldid=805602643"
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Songs from Hamilton (musical)
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text:
Graduated driver licensing
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Graduated driver licensing systems (GDLS) are designed to provide new drivers of motor vehicles with driving experience and skills gradually over time in low-risk environments. There are typically three steps or stages through which new drivers pass. They begin by acquiring a learner's permit, progress to a restricted, provisional or probationary license, followed by receipt of a full driver's license.[1]
Graduated drivers' licensing generally restricts nighttime, expressway, and unsupervised driving during initial stages, but lifts these restrictions with time and further testing of the individual, eventually concluding with the individual attaining a full driver's license.
Contents
[hide]
1 Overview
2 Africa
2.1 South Africa
3 North America
3.1 United States
3.1.1 Alabama
3.2 Canada
3.2.1 Alberta
3.2.2 British Columbia
3.2.3 Ontario
4 Asia
4.1 Hong Kong
5 Europe
5.1 United Kingdom
6 Oceania
6.1 Australia
6.2 New Zealand
7 Graduated licensing and insurance
8 References
Overview[edit]
Acquiring a learner’s permit typically requires a minimum age and passing vision and knowledge (written) tests. Parental or guardian permission may be required if below a specified age. Those who hold a learner’s permit must generally drive under the supervision of a licensed driver that is aged 21 or above, not be affected by alcohol or other drugs, and there may be restrictions imposed on maximum speed that a learner driver can drive, the types of road that can be driven, and even on the use of mobile phones (cell phones). There may also be limits imposed on the number of passengers in the vehicle, and learner drivers may be required to be free of moving violations and at-fault accidents or crashes for a minimum period of time before moving to the next stage. In many jurisdictions a learner driver is required to display an L sign on the outside of the vehicle to indicate to other road users that training and supervised driving is being undertaken. Learner drivers may also be required to complete a logbook of their driving experience, which must be certified or countersigned by a supervising driver or driver trainer.[2]
The transition for a learner license to an intermediate, provisional or probationary license typically requires a minimum age and usually requires the learner driver to pass an on-road driving test, although in some jurisdictions there may be alternative licensing paths offered involving a continuous process of competency based training and assessment under the guidance and instruction of an accredited driver trainer.
Those who receive an intermediate, provisional or probationary license may drive without supervision, although driving at certain times (typically after midnight until around sunrise) and driving with passengers in the vehicle may require the presence of a supervising driver who is fully licensed. Drivers typically must remain free of moving violations and at-fault accidents for a specified period of time. In some places, drivers with these licenses must have no alcohol or other drugs in their blood while they are driving, and may be restricted to certain maximum speeds and from using mobile phones. In some jurisdictions, an intermediate, provisional or probationary driver is required to display a P sign on the outside of the vehicle to indicate to other road users and police of their license status (and hence of restrictions that may apply).
Receipt of a full drivers license typically requires a specific minimum age, a minimum time period of driving experience, and may require the passing of a final road test of driving skills or the passing of a hazard perception test.
The first graduated driver licensing systems involving a learner licensing phase, an intermediate, provisional or probationary licensing phase, and full licensing were developed in Australia in the 1960s,[citation needed] but the advocacy of graduated driver licensing in North America is associated with Professor Patricia Waller, of the University of North Carolina Injury Prevention Research Center and later the University of Michigan Transportation Research Institute, commencing in the 1970s[citation needed].
North American graduated driver licensing systems emerged in the late 1980s and 1990s (and were heavily influenced by a revamped graduated licensing system introduced in New Zealand in the 1980s, itself based on Waller's writings)[citation needed], and have now been adopted in almost all US and Canadian jurisdictions. These systems place particular emphases on passenger restrictions and night time driving curfews for young drivers.
In contrast, the approach of European graduated driver licensing systems places much greater emphasis on the training experiences of learner drivers prior to solo driving, with a lesser focus on license restrictions at the intermediate, provisional or probationary licensing phase.[citation needed] Young drivers in European graduated driver licensing systems are typically older, as minimum licensing ages are older than most other countries. As well, most learner driver experience is obtained through professional driving instructors rather than through ad hoc supervision.[citation needed]
The Australian approaches to graduated driver licensing reflect and extend the thinking underpinning the North American and European approaches[citation needed], combining restrictions on young drivers with intensive training requirements but also adding significant enforcement (zero tolerance with regard to speeding, driving while impaired by alcohol or other drugs, and the use of mobile telephones by young drivers) and penalty components (particularly the suspension of a drivers license for offenses, the impounding of motor vehicles, and opportunities to attend traffic offender intervention programs as part of the penalty process).[citation needed] As in Europe, minimum licensing ages in Australian graduated driver licensing systems are older than in the North American graduated driver licensing systems, and most learner drivers in Australia also receive driver training from professional driving instructors as well as practice under informal driving supervision[citation needed]. Critical features of the Australian graduated driver licensing systems are the mandatory display of L and P plates on the front and back of vehicles driven by learner drivers and provisionally licensed drivers, and the compulsory carriage of a drivers license which facilitates police identification of young drivers and their vehicles.[citation needed]
Africa[edit]
South Africa[edit]
Main article: Driving licence in South Africa
In South Africa, a time-based graduated licensing system is used. To attain a full driving license, an individual must first attain a 'Learner's license'. The individual must be 16 to obtain a motor cycle learner's licence; 17 years old to be able to attain a learner's license to operate a 'light motor vehicle', and 18 years old to be able to attain a learner's license to operate a heavy duty motor vehicle. Once the learner's license is issued, the individual has two years to attain their full license. The K53 system is the correct standard. The K53 manuals may be located on the Arrive Alive website. It is recommended that learner drivers secure the assistance of a qualified, professional driving instructor.
There are three different categories of learner licenses:[citation needed]
Code 1: motorcycles with an engine capacity below 125cc
Code 2: motor vehicles (except motorcycles) with gross vehicle mass of 3 500 kilograms or less
Code 3: all vehicles (except motorcycles) with a gross vehicle mass exceeding 3500 kg, you will need to be 18 years of age or older
North America[edit]
United States[edit]
In the United States, transportation laws are the responsibility of the state governments.
In 2011, the Safe Teen and Novice Driver Uniform Protection (STANDUP) Act (S. 528, H.R. 1515) was introduced in the US Senate on March 9 by Senator Kirsten Gillibrand (D-NY) and in the US House of Representatives on April 14 by Representatives Tim Bishop (D-NY) and Randy Hultgren (R-IL). This legislation would establish minimum federal requirements for state graduated licensing laws.[3]
Alabama[edit]
The State of Alabama uses an age-based graduated licensing system. A new driver over the age of 18 does not need to go through the graduated licensing process; they receive their full license after fulfilling requirements (tests and fees). A 15-year-old licensee must be accompanied by a licensed driver of 21 years of age or older. A 16-year-old licensee may be able to drive unsupervised with permission. However, between 12 am and 6 am, 16-year-olds need supervision unless performing necessary activities. Other states follow similar types of restrictions.[4]
Canada[edit]
In Canada, each province is responsible for the transportation laws. Most provinces not listed have a system that resembles one of the following graduated licensing programs.
Alberta[edit]
In Alberta, the GDL program is first employed when an individual acquires at Class 7 Learner's License and lasts a minimum of 3 years if the individual obtains their class 7 when 15 instead of 14 and earns a class 5 non-GDL license at the age of 18. The point of the GDL program is to impose certain restrictions on new drivers and to have them earn enough road experience before becoming fully licensed.
British Columbia[edit]
The Graduated Licensing Program (GLP) was introduced in British Columbia in 1998 and is based on driving experience. A driver who is at least 16 years old and has never driven before must first take a knowledge test and vision screening test to attain their Class 7L (Learners) permit. Upon achieving this, they must be supervised by a full licensed driver of at least 25 years of age when driving. After a minimum of one year, they can take a practical driver's exam (road test). Upon succeeding the driver's exam, they receive their Class 7 N (Novice) licence, which allows them to drive alone, but with several restrictions. After a minimum of two years of safe driving, they may take another practical driver’s exam (Class 5 road test), and upon passing, they become a full licensed Class 5 driver. No more Graduated Licensing restrictions, tests or "L & N" signs!
Novice drivers may even be able to take their Class 5 road test after only 18 months, if they’ve taken an ICBC approved (GLP) driver training course during the L stage and have met all other requirements (no at-fault accidents, tickets or driving prohibitions). By successfully completing this ICBC approved driving course, drivers are also eligible to receive two High School credits.
Drivers who have had experience driving outside the province must take the knowledge test and get their learner's permit, but they are allowed to upgrade their status to Novice after a minimum of one day. However, they must similarly wait a period of two years before attempting to gain their full licence. This can apply even if the applicant currently holds an unrestricted licence from another jurisdiction.
Ontario[edit]
In Ontario, the graduated licensing system is a time-based process. Once an individual turns 16, he/she is eligible to acquire a class G1 licence, which is the beginning stage. This is done by passing both a knowledge test as well as a vision test. The G1 licence is required by law to be held for 12 months unless he/she takes an approved Driver's Education course, by which the waiting time is dropped to 8 months. A holder of a G1 licence may drive only with a G level driver who has 4 years' experience, including time as a G2 driver and with a BAC of under .05 (the passenger driver). At the end of that period, he/she can take a G1 exit test which tests basic driving skills. Passing this grants him/her a G2 licence which enables him/her to drive alone with a limited number of passengers in the vehicle unless certain requirements are met. G2 licences are kept for 12 months and then he/she can take the G2 exit test, which tests highway driving as well as city driving skills. Passing this grants the Class G licence which is a full license. This can apply even if the applicant currently holds an unrestricted licence from another jurisdiction.
There are a few other graduated licensing systems in Ontario, including motorcycles (M1, M2, M) and since 2005, mopeds (for a non-class M license holder) (LM1, LM2).
Asia[edit]
Hong Kong[edit]
Hong Kong uses a graduated licensing system regardless of the driver's age. A new license of private cars(No.1), mini vans(No.2) and motorcycles(No.3) uses provisional license system called Probationary Driving Licence. While the others have extra requirements upon licensing.
However, drivers already having No.2 licenses for at least 3 years, with no less than two years of non-provisional driving license may be exempted from the probation or No.1 license (but not vice versa).
Driver on probation must comply with a 12-month minimum restricted period. They must comply the following rule while driving on the respected vehicles
Placing a proper white plate with red letter "P" in front and rear of the vehicle
The speed limit is 70 km/h or the road's speed limit, lower if applicable
Cannot drive on the overtaking lane on highways
Cannot carry passengers (for motorcyclists only)
Probation period will be extended for 6 months if mild driving regulations are violated, and the probation license voided for severe violation or 2 mild violation. This rule also applies while driving on vehicles not on probation.
For the licenses other than 1,2,3, the applicant must comply all of the requirements below upon application, which are:
Over the age of 21
Is a Hong Kong permanent resident, or not subjected to any condition of stay
Have been driven in Hong Kong or recognized area for 3 years for cars or mini vans, and should have no less than 2 years for non-provisional driving license
Have no designated traffic offence record for past 5 years
Are fulfilled with other extra requirements, if any.
Europe[edit]
This section needs expansion. You can help by adding to it. (May 2013)
United Kingdom[edit]
In the United Kingdom, one may apply for a provisional driver's licence from the age of 15 years 9 months, provided one is a legal resident of Great Britain. There is no requirement to sit a theory test before applying for a licence. Residents in Northern Ireland must apply through a separate system. Those holding a provisional driver's licence are permitted to learn to drive a car from age 17, and 16 for a moped or light quad bike.[5]
Holders of a provisional licence must be supervised by someone who is over 21 and has held their licence for over 3 years. When a provisional licence holder is driving a car, they must display a red 'L' plate on the front and back of the car (or a 'D' plate in Wales). They may not drive on motorways.[6]
To progress to holding a full licence, a driver must pass a multiple choice theory test on the Highway Code and a video Hazard Perception Test.[7] Once they have passed these tests, the driver must take and pass a practical test.[8] There is no minimum hours requirement for learning to drive, nor a minimum time to hold a licence. Once a learner has passed their driving test, there is currently no probationary period.[9]
An optional scheme called Pass Plus is available in the UK for new drivers which is aimed at improving general driving skills. This requires driving in a range of conditions and on a variety of roads. It is not a legal requirement, but it can reduce insurance premiums for new drivers.[10]
Oceania[edit]
Australia[edit]
Main article: Driving licence in Australia
Graduated Driver Licensing (GDL) first commenced in Australia in the mid-1960s with New South Wales introducing provisional licences on 4 January 1966. Learner licences had been in use since 1952. The provisional phase was for 12 months and had 40 mph speed restriction. Today in all Australian states, newly licensed drivers are required by law to display P-plates for varying lengths of time. The P is usually a red or green letter on a white background or a white letter on a red or green background (Victoria & Western Australia only). In New South Wales and Victoria there are two classes of provisional licence, red P-plates are for the first year after passing the Learner test and then after passing a computerised test, they are green for two to three years. Western Australia requires six months of red P-plates, where provisional drivers are under a 12 am – 5 am curfew, and one and a half years of green P-plates.
On 1 July 2000, New South Wales introduced a three-stage Graduated Licensing Scheme (GLS).
Stage one is a learner licence with the requirement to complete 50 hours of supervised driving (increased to 120 hours 1 July 2007). Stage two is a one-year P1 probationary licence (with red P plates). Stage three is a three-year P2 probationary licence (with green P plates).
On 1 July 2010, Victoria introduced the Graduated Licensing Systems (GLS).
Stage one is a one-year P1 probationary licence (with red P plates). Stage two is a three-year P2 probationary licence (with green P plates). P1 drivers are prohibited from using a mobile phone of any kind. P1 drivers are banned from towing, except for work or when supervised. P1 drivers can carry no more than one passenger aged between 16 years of age and less than 22 years, unless the passengers are immediate family members. A good driving record will be necessary to progress to the next licence stage.
As of July 2007, newly issued Queensland drivers licences have new restrictions for those under 25. Learners must first log 100 hours of driving experience (of which 10 must be undertaken at night) before taking their practical driving examination. Learners can boost this experience by taking professional lessons which count for 3 times the hours, for up to 10 hours (or 30 logbook hours.) After a period of one year, provisional drivers must then pass a hazard-perception test to move from red to green P-Plates where previously only a 3-year duration was required. New restrictions also prevent any under-25, Queensland provisional licence-holder from carrying more than one passenger under the age of 21, who is not an immediate family member, between the hours of 11 pm and 5 am.
New Zealand[edit]
Main article: Driving licence in New Zealand
New Zealand has had a graduated driver licence system since 1987. The process of obtaining a full light vehicle driver licence in New Zealand is:[11]
Theory test at a minimum age of 16.
Learner licence: 6 months
Practical test at a minimum age of 16 years 6 months
Restricted licence: 12 months (with advanced driving course) or 18 months (without advanced driving course)
Practical test at a minimum age of 17 years 6 months or 18 years, depending on whether the driver passes an advanced driving course.
Graduated licensing and insurance[edit]
The automobile insurance industry generally supports graduated licensing. However, some youth rights advocates have accused insurance companies of charging premiums to new and young drivers in GDL jurisdictions that are not substantially less than premiums in non-GDL jurisdictions, even though graduated licensing supposedly reduces the risk of accidents.
This issue is generally restricted to jurisdictions with private auto insurance. Most state-run automobile insurance schemes do not discriminate on account of age or driving experience.
References[edit]
Jump up ^ "Teen and Novice Drivers". GHSA. July 7, 2017.
Jump up ^ Bates, Lyndel; Watson, Barry; King, Mark (2010). "Required hours of practice for learner drivers: A comparison between two Australian jurisdictions". Journal of Safety Research. 41: 93–97. doi:10.1016/j.jsr.2010.02.006.
Jump up ^ "The STANDUP Act ~ S. 528/H.R. 1515". SafeRoads4Teens. 2009. Archived from the original on 18 May 2013. Retrieved 1 May 2013.
Jump up ^ National Safety Council. (2017) The State of Safety - A State-by-State Report. Itasca, IL. p. 19. accessed at: http://www.nsc.org/NSCDocuments_Advocacy/State-of-Safety/State-Report.pdf
Jump up ^ "Apply for your first provisional driving licence". gov.uk. UK Government. Retrieved 05/09/2014. Check date values in: |access-date= (help)
Jump up ^ "Driving before you've got your full licence". Gov.uk. UK Government. Retrieved 05/09/14. Check date values in: |access-date= (help)
Jump up ^ "Theory test for cars and motorcycles". Gov.uk. UK Government. Retrieved 05/09/14. Check date values in: |access-date= (help)
Jump up ^ "The car practical driving test". Gov.uk. UK Government. Retrieved 05/09/14. Check date values in: |access-date= (help)
Jump up ^ "Driving before you've got your full licence". Gov.uk. UK Government. Retrieved 05/09/14. Check date values in: |access-date= (help)
Jump up ^ "Pass Plus". Gov.uk. UK Government. Retrieved 05/09/14. Check date values in: |access-date= (help)
Jump up ^ "Car licence requirements". Retrieved 1 September 2017.
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Tri-tip
From Wikipedia, the free encyclopedia
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The tri-tip is a triangular cut of beef from the bottom sirloin sub primal cut, consisting of the tensor fasciae latae muscle. Untrimmed, the tri-tip weighs around 5 pounds. [1]
Contents
[hide]
1 Origins
2 Europe
3 South America
4 Cooking
5 North American Meat Processors Classifications
6 References
Origins[edit]
The cut existed as early as 1915, called "the triangle part" of the loin butt. [2] Triangle tip, cooked in wine, was served at Jack's Corsican Room in Long Beach, in 1955.[3] The cut was marketed under the name "tri tip" as early as 1964, at Desert Provisions in Palm Springs.[4]
The late Jack Ubaldi of Manhattan’s Florence Prime Meat Market claims to first having got the bottom sirloins in the late 1940’s and pulled out a muscle that he called the triangle. He started cutting what he dubbed Newport steaks from this piece because he said the shape was like the logo on a Newport cigarette ad he had seen. These became popular steaks in NYC and people would come to his shop for them. These days the triangle or tri tip is a huge West Coast phenomenon with lesser acceptance on the East Coast although it seems its initial popularity was born in New York City.
Donna Fong, a competition barbecue pitmaster, says that Otto Schaefer, Sr. discovered and marketed tri-tip in Oakland, California in the 1950s.
Otto decided to cook that triangular shaped steak which was located next to the ball tip. He cooked it whole and then sliced it thinly; instead of cutting a thick slice and cooking it like a traditional steak. The flavor was marvelous if you sliced it thin against the grain. The discovery got Otto thinking that this cut of meat could be sold as a steak instead of being ground up into the less expensive hamburger. Otto started talking to their retail customers and marketed the steak as “Tri-tip” because of its shape. [5]
Larry Viegas, a butcher at a Santa Maria Safeway store in the late 1950s, says that the idea to cook this part as a distinct cut of beef first occurred to his store manager, Bob Schutz, when an excess of hamburger existed in the store (into which meats from this part of the animal were usually ground).[6] Viegas says that that day, Schultz took a piece of the unwanted meat, seasoned it with salt, pepper, and garlic salt, and placed it on a rotisserie for 45 minutes or an hour; the result was well-received, and Schultz began quietly marketing it as "tri-tip".[6]
Roasted tri-tip.
It became a local specialty in Santa Maria in the late 1950s.[6] Today, it is seasoned with salt, pepper, fresh garlic, and other seasonings, grilled directly over red oak wood to medium-rare doneness. Alternative preparations include roasting whole on a rotisserie, smoking in a pit, baking in an oven, grilling, or braising in a Dutch oven after searing on a grill. After cooking, the meat is normally sliced across the grain before serving.[7]"
Sometimes labeled "Santa Maria steak",[citation needed] the roast is quite popular in the Central Coast of California and the Central Valley regions of California.[8] It has begun to enjoy increasing favor elsewhere, as well, for its full flavor, lower fat content, and comparatively lower cost.[citation needed] Along with top sirloin, tri-tip is considered central to Santa Maria-style barbecue. In central California, the fat is left on the outside of the cut to enhance flavor when grilling, while butchers in many states trim the fat side for aesthetic purposes.
Europe[edit]
Tri tip is called aiguillette baronne in France and is left whole as a roast.[9] In northern Germany, it is called Bürgermeisterstück or Pastorenstück, in Austria Hüferschwanz, and in southern Germany it is called the same name as the traditional and popular Bavarian and Austrian dish Tafelspitz, which serves it boiled with horseradish. In Spain, it is often grilled whole and called the rabillo de cadera.
South America[edit]
In Argentine asado, it is known as colita de cuadril.[10] In Brazilian churrasco, it is known as maminha.
Cooking[edit]
This cut of beef can be sliced into steaks, grilled in its entirety, or used in chili con carne.[11] In order to grill or roast the tri-tip, heat the pan on high until it's very hot. For best results, the tri-tip should be seared and roasted putting the fat side down in the pan. The roast can then be put in the oven and cooked for about 10 minutes per pound until the internal temperature is 130 degrees for medium-rare. [12]
North American Meat Processors Classifications[edit]
Tri-tip dinner with gravy, served with brown butter, parsley potatoes
In the U.S., the tri-tip has the meat-cutting classification NAMP 185D.

References[edit]
Jump up ^ "Six Affordable Steaks You Should Be Buying | Chad Chandler". Chad Chandler. 2012-05-09. Retrieved 2017-12-03.
Jump up ^ https://books.google.ca/books?id=CiDOAAAAMAAJ
Jump up ^ http://askabutcher.proboards.com/thread/1409/moved-beef-tri-tip
Jump up ^ http://webcache.googleusercontent.com/search?q=cache:xtfYJ6RronkJ:https://www.newspapers.com/newspage/238558157/&num=1&hl=en&gl=ca&strip=1
Jump up ^ http://www.slapyodaddybbq.com/2014/09/my-father-a-butcher-in-oakland-part-4-by-donna-fong-butchers-daughter-bbq-team/ My Father, a butcher in Oakland (Part 4)
^ Jump up to: a b c "Archived copy". Archived from the original on 2014-05-23. Retrieved 2014-05-23.
Jump up ^ http://virtualweberbullet.com/tritip1.html
Jump up ^ Green, Aliza (2005). Field Guide to Meat. Philadelphia, PA: Quirk Books. ISBN 1-931686-79-3.
Jump up ^ "L'aiguillette baronne" Archived 2007-10-15 at the Wayback Machine., CIV (Centre d'Information des Viandes)
Jump up ^ "Argentinean Cuts of Beef : Asado Argentina". www.asadoargentina.com. Retrieved 2017-12-02.
Jump up ^ http://www.seriouseats.com/2012/05/the-best-inexpensive-steak-for-the-grill-part-5-tri-tip-santa-maria-steak.html
Jump up ^ "Grilled or Oven-Roasted Santa Maria Tri-Tip". New York Times. Retrieved 6 April 2018.
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Bovine spongiform encephalopathy
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USA beef imports
Japan
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