Converting Cubic Meters to Liters (m3 to L)

Cubic meters and liters are two common metric units of volume. There are three typical ways to convert cubic meters (m3) to liters (L). The first method walks through all the math and helps explain why the other two work; the second completes an immediate volume conversion in a single step; the third method demonstrates just how many places to move the decimal point (no math required). Key Takeaways: Convert Cubic Meters to Liters Cubic meters and liters are two common metric units of volume.1 cubic meter is 1000 liters.The simplest way to convert cubic meters to liters is to move the decimal point three places to the right. In other words, multiply a value in cubic meters by 1000 to get the answer in liters.To convert liters to cubic meters, you simply need to move the decimal point three places to the left. In other words, divide a value in liters by 1000 to get an answer in cubic meters. Meters to Liters Problem Problem: How many liters are equal to 0.25 cubic meters? Method 1: How to Solve m3 to L The explanatory way to solve the problem is to first convert cubic meters into cubic centimeters. While you might think this is just a simple matter of moving the decimal point of 2 places, remember this is volume (three dimensions), not distance (two). Conversion factors needed 1 cm3 1 mL100 cm 1 m1000 mL 1 L First, convert cubic meters to cubic centimeters. 100 cm 1 m(100 cm)3 (1 m)31,000,000 cm3 1 m3since 1 cm3 1 mL1 m3 1,000,000 mL or 106 mL Next, set up the conversion so the desired unit will be cancelled out. In this case, we want L to be the remaining unit. volume in L (volume in m3) x (106 mL/1 m3) x (1 L/1000 mL)volume in L (0.25 m3) x (106 mL/1 m3) x (1 L/1000 mL)volume in L (0.25 m3) x (103 L/1 m3)volume in L 250 L Answer: There are 250 L in 0.25 cubic meters. Method 2: The Simplest Way The previous solution explains how expanding a unit to three dimensions affects the conversion factor. Once you know how it works, the simplest way to convert between cubic meters and liters is simply to multiply cubic meters by 1000 to get the answer in liters. 1 cubic meter 1000 liters so to solve for 0.25 cubic meters: Answer in Liters 0.25 m3 * (1000 L/m3)Answer in Liters 250 L Method 3: The No-Math Way Or, easiest of all, you could just move the decimal point 3 places to the right. If youre going the other way (liters to cubic meters), then you simply move the decimal point three places to the left. You dont have to break out the calculator or anything. Check Your Work There are two quick checks you can do to make sure you performed the calculation correctly. The value of the digits should be the same. If you see any numbers that werent there before (except zeros), you did the conversion incorrectly.1 liter 1 cubic meter. Remember, it takes a lot of liters to fill a cubic meter (a thousand). A liter is like a bottle of soda or milk, while a cubic meter is if you take a meter stick (approximately the same distance as how far apart your hands are when you stretch your arms out to your sides) and put it into three dimensions. When converting cubic meters to liters, the liters value should be a thousand times more. Its a good idea to report your answer using the same number of significant figures. In fact, not using the right number of significant digits may be considered a wrong answer!

The Tragedy Of King Lear By William Shakespeare - 1671 Words

In the eyes of many, the world might appear to entail solely happiness and prosperity. Beyond the oblivion is arguably a more practical depiction of real life, filled with cold truths and merciless mistakes. Few figures in history have captured this essence of reality to such a high degree as Aristotle, a revolutionary thinker whose ideas shaped Greek tragedy. Within his theory of tragedy is the concept of the tragic hero, whose great, ironic flaw leads to his own downfall. The tragic hero is of an elevated position in society but should, all the same, be a character with whom the audience can relate. The hero undergoes a massive revelation and experiences dramatic enlightenment. The tragedy of King Lear, written by William Shakespeare, illustrates the story of a proud and self-centered king, whose obtuse judgement shapes his demise. Lear’s impulsive actions catalyze a chain of events, inspiring emotion from the characters and the audience alike. On the surface, King Lear fits the description of Aristotle’s tragic hero. Discrepancies in Lear’s tale, however, contradict the idea of an idyllic relationship between Lear and the philosophies of Aristotle. Lear’s faults correspond to those of the audience, but their extremity proves to be unique. One might think King Lear becomes cognizant of his decisions, but his fall to insanity acts in conflict. The lack of catharsis in King Lear also precipitates the build-up of negative sentiment. Although King Lear is meant to beShow MoreRelatedThe Tragic Tragedy Of William Shakespeare s King Lear1014 Words   |  5 Pagesfaces are just a few of the physical signs of truly reaching an audience following a tragic drama. A purging of emotion that inspires fear and pity is what the ancient Greeks called, catharsis. William Shakespeare was a master of catharsis, as was evident in many of his tragedies. Many of these tragedies ended with the majority of characters, including the main protagonist meeti ng their death. The unfortunate heroes of these dramas helped the audience feel catharsis through what is known as theirRead MoreTheme Of Tragedy In Shakespeares King Lear993 Words   |  4 PagesTragedy is one of the most common topics throughout literature. This theme can be found in many works of literature spanning from Biblical archives to more recent works in Blockbuster movies, and is commonly found in almost all societies today. The theme of tragedy is so universal that it is found in many of Shakespeare’s plays and poems (e.g. Romeo and Juliet, Hamlet, and plenty of other works). In specific, tragedy is found in one of William Shakespeare’s most popular plays named King Lear. KingRead MoreElements Of Tragedy In King Lear1627 Words   |  7 Pagesyears, William Shakespeare creates a name for himself as a master of intertwining pathos in his plays by effectively evoking pity from readers. The literary device of a double plot efficiently amplifies the emotions within a play. With the aid of the paralleling plots between Gloucester and his two sons and King Lear and his three daughters, Shakespeare effectively uses pathos to introduce elements of tragedy in King Lear. Through the parallels between the betrayal of Gloucester’s son and King Lear’sRead MoreEssay on Importance of Nothing in Shakespeares King Lear592 Words   |  3 PagesImportance of Nothing in William Shakespeares King Lear    The Tragedy of King Lear has many important themes. One major theme concerns nothing. The main focus around the discussion of nothing is that nothing is a many things. Nothing is what binds everything. 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The plays King Lear and Much Ado About Nothing are two of Shakespeares plays that display these two elements well. King Lear and Much Ado About Nothing are very different, but also very much alike when it comes to the overall plot summary. King Lear is a story that is full of tragedy, betrayal and sadness. This play begins with King Lear trying to split his land up between his three daughters. In this process he ends ofRead More Essay on Imagery in King Lear782 Words   |  4 PagesImagery in King Lear   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the immense amount of writing that William Shakespeare had done in his career as a playwright and or writer in general there are bound to be some consistencies and reoccurring themes that make his writing so popular and interesting.   In many cases it is hard to tell whether the thematic structure that many writers follow is intentional or not, but it is possible that there is a reasoning for a specific kind of imagery that a writer likes to outline his/herRead MoreThe Death Of A Man Of High Power1241 Words   |  5 Pagesappalled. However, in William Shakespeare’s King Lear ¬, justice is not equitably administered. Defined as a â€Å"story of human actions producing exceptional calamity and ending in the death of a man of high power,† (Bradley), King Lear must be considered one of the most heart-wrenching Shakespearean tragedies ever written. It’s degradation of honourable individuals through a plot line that demonstrates betrayal and the needless deaths of virtuous people proves that this Shakespearean tragedy supports the themeRead MoreKing Lear and the Genre of Tragedy Essay960 Words   |  4 PagesA tragedy is a genre typically defined as a play that deals with a series of events that lead to the downfall of the hero. Written between 1604 and 1606, ‘King Lear’ falls into the genre of tragedy, depicting the destruction and downfall of the main character (Abrams). The play centres on Lear, an aging king who, in his retirement, decides to divide his kingdom between his three daughters while retaining the title and privileges of being king. However, King Lear’s actions lead to the destructionRead MoreA Comparison Between the Plots of King Lear and Much Ado about Nothing910 Words   |  4 Pagesstatement to say that William Shakespeare wrote some of the greatest plays of all time. This is accepted by everyone from high schoolers to experts as fact. But everyone is a lways wondering, what makes them great? Well, at the heart of every great Shakespeare play is a well written plot. But how can one man churn out all these plays he’s written, and still have new content in each one? Aren’t they all the same story to some extent? As Lindsay Smith writes, â€Å"Many Shakespeare plays, like most typical

Analysis Of A Qualitative Research In Nursing Practice †Free Samples

Question: Discuss about the Analysis Of A Qualitative Research In Nursing Practice. Answer: Introduction Critique of journal articles is important for nurses for bringing improvement in their practice. Insights from research articles are to be applied in practice as best available evidence. The present report is critical analysis of a qualitative research article relevant to nursing practice. The article presented by Broadbent et al., (2014) investigates the implications of emergency department triage environment on triage practice for patients presented with mental illness. The article had been published inAustralasian Emergency Nursing Journal, which is the official journal of the College of EmergencyNursing Australasia (CENA) (journals.elsevier.com, 2017). The journal has recognized credibility since it is internationally peer-reviewed. Further, the authors are doctoral degree holders from reputed schools of nursing, rendering integrity to the article. Background According to Jelinek et al., (2013) Australian emergency departments (ED) are the first line of care services that patients with mental illness have access to. Considering this fact, initiatives have been taken for bringing improvements in the provision of mental health service in EDs in Australia. Nevertheless, there is no certainty regarding a number of mental health presentations to Australian EDs. It is known that ED triage nurses need to care for patients with mental illness presenting at the ED until a clinician arrives. This is a serious concern for nurses at these departments at they are faced with challenges while making decisions that are in alignment with principles of optimal quality care delivery. A better triage environment would possibly provide better positions to triage nurses at ED to care for patients. The researchers of the present paper had the prime focus on understanding the relation between emergency triage environment and the experience of nurses who are compelled to care for patients suffering from mental conditions. For ensuring that the research paper is comprehensive and provides the readers with sufficient background information, the researchers have attempted to present the background information and past literary work on the same topic. The literature review of an article aims at identifying the gaps in existing literature. The sole purpose of the literature review is to highlight the areas that have not been addressed in previous research and need immediate attention (Parahoo, 2014). The present article, however, does not have a section on identified gaps in existing literature. The researchers in here have failed to present the particular areas that have remained unexplored in previous literature, presenting a limitation to the literature review. Nevertheless, the re searchers were successful in setting up the stage for the present study, and the research aim was accurately outlined. The objective of the research to be undertaken was to undertake an in-depth exploration of the issues pertaining to triage assessment and suitable milieu required for managing it. Methods: Research design According to Nieswiadomy and Bailey (2017), the research design of a study determines whether the findings of the research would be able to address the research questions or not. It is important to decide on the appropriate research design aligned with the research objectives. The study by Broadbent et al., (2014) considered an ethnographic research design to understand the relationship between different aspects of triage environment and concerns and performance of triage nurse in ED. Lewis (2015) highlight that ethnographic research design is advantageous for exploring or finding the influence of a certain phenomena on the concerned participants. The authors further highlight that ethnographic research is valuable for facilitating interaction between different groups of people and observing the association between them. In real settings, such research design permits optimal information collection on the issues and challenges faced by the participants in relation to a certain aspect. The decision to collect data for the research through the interview and open observations was in harmony with the ethnographic research design. It can be considered as a right approach to understand the natural process prevailing in the setting. The research design also had reflexivity imbibed in it as documents were maintained along with field notes for later references. The negative aspect of the research was that the time frame for conducting the study was not sufficient. The research considered the evaluation of one particular aspect from a wider perceptive; interdisciplinary relationship existing between mental health triage nurse and those who are ED triage nurse. Sample and setting The research conducted by Broadbent et al., (2014) contributed to an examination of one particular aspect from the inferences drawn from wider observation ethnographic study. The study setting was a regional hospital situated in Australia having an emergency department with sufficient resources. At this setting, about 4.5% of the patients coming for care services had mental health issues. The patients taking part in the study were 45 qualified professionals apart from one ED nurse working in night and morning shifts and two nurses working in afternoon shifts. The sample and setting were adequately described by the researcher. The sampling technique used was purposive sampling with the aim of conducting an interview of the nurses. As opined by Houser (2016) purposive sampling is beneficial for selecting a sample that is a representation of the broader population of interest. There are, however, certain points of limitation presented in the sampling method. The hospital setting had lim ited number of patients coming in with a mental illness. It would have been desirable if the flow of patients suffering from mental health disorder was more, thereby augmenting the research validity (Merriam Tisdell, 2015). Data collection Houser (2016) advised that validity of qualitative research is to be established through analysis of the study from multidimensional perspectives. This enables identification of any underlying inconsistencies in the research. Triangulation is the best method for maintaining validity (Caretr et al., 2014). In the present research, these techniques were adhered to. Informal and formal semi-structured interviews, participant observation and examination of field notes and documents were the aspects of triangulation. Procedures The key strength of the research under scrutiny lies in the fact that the focus of the researchers was on extracting in-depth data. The richness of data was also beneficial. The participant observation led to the collection of data related to the extent to which triage practice environment influences triage nurse practice. The interview method was a promising opportunity to contextualize the data. It formed the basis for understanding the issues faced by the triage nurses at the time of patient assessment. Enhancement of trustworthiness The trustworthiness and credibility of research are reflected from the proficiency of the researchers carrying out the study (Nieswiadomy Bailey, 2017). In the present case, the researchers had a similar interest in mental health care services and had sufficient knowledge on the concerned subject. Further, the decision to use both interview method and participant observation renders credibility. The trustworthiness of the data collection is reflected from the emphasis given on responses of triage nurses and operational efficiency. Results: Data analysis A thematic approach was utilized for the data analysis step. Since the data collected was wide, other approaches could have made the process of analyzing it much more difficult and complex. Since the study was an exploratory one, highlighting the perceptions of the triage nurses, thematic analysis allowed the researchers to bring into limelight the themes underpinning the data extracted. According to Maltby et al., (2014) thematic analysis is useful for providing a comprehensive research result addressing the research questions. Moreover, systematic inductive method reduced the chances of bias. Theoretical coding and continual comparison by the three authors in a separate and independent manner was justified (Parahoo, 2014). Findings The study under examination gave rise to themes such as client management, triage assessment, and triage environment. It is easier for a reader to understand the study findings if the same are presented in an organized manner (Day et al., 2017). The categorization into the themes was therefore effective. While reflecting on the ability to capture the meaning of the collected data, it can be commented that a summary of the elaborated feelings and experiences of the nurses were presented addressing the research aims. For instance, the study revealed that non-sound attenuating ceiling in the triage area is responsible for decreasing the ability to engage in a private conversation. Such attribute also hampers the control over movement and has a negative influence on the decision making procedure. The reliability and consistency of the result of the study are apparent from the research conducted by Craig et al., (2016) highlighting the fact that environmental context and resource makes an influence on documenting, screening, and restructuring behavioral changes. Further, the practice environment was found to affect ED triage assessment process in nurses. Lastly, the study indicated that the practice environment has a deep impact on ED triage assessment process of nurses. In summary, it can be stated that the research was helpful in identifying the architectural aspects related to the triage area that has a profound impact in clinical settings. But what remains a point of criticism is that confrontational arguments have not been presented for supporting or refuting the outcomes of the study. Summary assessment and conclusion The research paper put forward by Broadbent et al., (2014) was a valuable one as it presented accurately the concept that architectural environment of the ED triage area is to be considered as a key factor acting as a challenge for triage nurses while caring out assessment and delivering optimal quality care. Data collected during the research highlighted that a nurse working in the triage area needs to consider the environmental characteristics as they act as a barrier in developing a therapeutic relationship with patients. The findings of this study are reliable and credible since other researchers have undertaken an evaluation of the data and rigorous comparison before coming to the conclusion (Tappen, 2015). The limitation of the study that impairs the transferability of the research findings in different settings is the sample size. In the present case, the sample size was too small. Further, cultural, historic and social links were pointed out as factors behind triage assessmen t. Nevertheless, the study has been a useful one to gain knowledge of the process by which nursing practice can witness development in the triage area. The meaningful insights received can be used as the foundation for future research on the same context with special reference to triage area nursing. Relevance to nursing practice and case scenario The research article put forward by Broadbent et al., (2014) was considered for reviewing for solving the issues faced in the case scenario. The scenario relates to the concern that individuals suffering from mental illness seek help and care from the professionals of the ED in the first place. The challenge lies in the fact that the EDs do not have the sufficient resource, both human and non-human, for managing the increased number of patients presenting to the ED with each passing year. In such a scenario, the issue relates to the privacy of the patients having diverse mental health issues and safety of the individuals as well. The research undertaken by Broadbent et al., (2014) is an appropriate ray of light that would guide authorities to solve the arising issues since it deals with the concept that triage nurses are to be appointed at the ED for addressing needs of patients coming in with mental health conditions. The primary implication of the inferences drawn from the study is that a suitable triage environment would serve as the resolution to privacy issues of the patients as well as the safety concerns. Respect for patient values can be demonstrated by eliminating all sources of distraction from the triage area. A noise-free area that also has no barriers for movement would be suitable since the nurses would be in a position to communicate closely with the patient. The competency and skills of the triage nurses can also witness advancement if communication is strong and a suitable environment supports their need for concentration. Enhanced decision making power would be the key advantage for the nurses as they would be better able to make significant clinical decisions. At this juncture, it is to be noted that the results contributed by the study is not suitable for utilization in informed, evidence-based practice since it did not consider researching about the feelings and experiences of the patients. The prime focus of the study was on the triage nurses, and their viewpoints were only discussed. There is an urgency to carry out further research on the experiences of the patients in the triage area. This would act as the foundational base for coming up with strategies for providing comprehensive care to these patients. More novice recommendations would come up in due course of research on the same field that is precious. References Australasian Journal (2017).Australasian Emergency Nursing Journal. [online] Journals.elsevier.com. Available at: https://www.journals.elsevier.com/australasian-emergency-nursing-journal [Accessed 13 Oct. 2017]. Broadbent, M., Moxham, L., Dwyer, T. (2014). Implications of the emergency department triage environment on triage practice for clients with a mental illness at triage in an Australian context.Australasian Emergency Nursing Journal,17(1), 23-29. DOI: 0.1016/j.aenj.2013.11.002 Carter, N., Bryant-Lukosius, D., DiCenso, A., Blythe, J., Neville, A. J. (2014, September). The use of triangulation in qualitative research. InOncology nursing forum(Vol. 41, No. 5). Craig, L. E., McInnes, E., Taylor, N., Grimley, R., Cadilhac, D. A., Considine, J., Middleton, S. (2016). Identifying the barriers and enablers for a triage, treatment, and transfer clinical intervention to manage acute stroke patients in the emergency department: a systematic review using the theoretical domains framework (TDF).Implementation Science,11(1), 157. DOI: 10.1186/s13012-016-0524-1 Day, J., Lindauer, C., Parks, J., Scala, E. (2017). Exploring the Best Practices of Nursing Research Councils in Magnet Organizations: Findings From a Qualitative Research Study.Journal of Nursing Administration,47(5), 253-258. DOI: 10.1097/NNA.0000000000000475. Houser, J. (2016).Nursing research: Reading, using and creating evidence. Jones Bartlett Learning. Jelinek, G. A., Weiland, T. J., Mackinlay, C., Gerdtz, M., Hill, N. (2013). Knowledge and confidence of Australian emergency department clinicians in managing patients with mental health-related presentations: findings from a national qualitative study.International journal of emergency medicine,6(1), 2. DOI: 10.1186/1865-1380-6-2 Lewis, S. (2015). Qualitative inquiry and research design: Choosing among five approaches.Health promotion practice,16(4), 473-475. DOI: 10.1177/1524839915580941 Maltby, J., Williams, G., McGarry, J., Day, L. (2014).Research methods for nursing and healthcare. Routledge. Merriam, S. B., Tisdell, E. J. (2015).Qualitative research: A guide to design and implementation. John Wiley Sons. Nieswiadomy, R. M., Bailey, C. (2017).Foundations of nursing research. Pearson. Parahoo, K. (2014).Nursing research: principles, process and issues. Palgrave Macmillan. Tappen, R. M. (2015).Advanced nursing research. Jones Bartlett Publishers.

Life in Japanese Internment Camp free essay sample

The evacuees produced own food and other products for themselves. II. The evacuees adapted to their new environment by creating means of joy and happiness. A. The internees played games and sports. B. The internees made use of arts and music to create joy. C. The internees, especially women, enjoyed the freedom from having to do housework. D. The internees continued with what they did outside the barbed wire. III. The internees had no privacy and were always reminded of the fact that they are being controlled and supervised. A. Everywhere, they are surrounded by factors that force them to acknowledge the fact that they are being interned such as barbed wire and soldiers. B. The lack of privacy can be shown during meal time. C. The structure of the camps are meant to give the internees no private time. IV. The internees lost relationship with people around them. A. The internees lost relationship with their families. We will write a custom essay sample on Life in Japanese Internment Camp or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page B. The internees lost relationship with their village people. . C. The internment forced the internees to lose the traditional relationship etween Issei and Nisei. Conclusion The Unimaginable: The Life in Japanese American Internment Camp World War II was a time of mass hatred and unnecessary sufferings of innocents. This belief is, in most part, based off of the establishment of Jewish concentration camp for the Holocaust. However, that is not the whole picture. Japanese Americans in the United States of America were forcefully moved to concentration camps, what they called relocation camps, and lost all their possessions just because they looked like the citizens of Japan who attacked the U. S. in December 7th, 1941. These Japanese Americans, men, women, and babies, had to suffer the consequences of the action taken by the people on the other side of the world just because of their appearance and ethnicity. During the internment, even though the Japanese Americans were able to adapt to their new environment, the Japanese American internment camps robbed the evacuees of their basic rights. The evacuees adapted to their new environment by establishing communities and creating joy within the harsh conditions. Despite so, the camps took away the internees’ rights to have privacy and forced them to lose relationship with people they love and care. Since the 1880s, the Japanese came to United States of America for sugar and pineapple crops in Hawaii (Fremon 12). By 1900, there were almost 25,000 Japanese Americans, including Issei, first generation, and Nisei, Issei’s children, in the Pacific Coast (12). However, more and more anti-Japanese groups including the Japanese Laundry League formed as Japanese succeeded in their American lives (13). Starting from there, the Japanese Americans had to face discrimination from every corner of their lives. In 1906, San Francisco removed Japanese students from white school and made them attend the segregated school in Chinatown (13). This problem was resolved by the Gentlemen’s agreement between America and Japan in which Japan agreed to stop Japanese immigration and American agreed to stop the segregated school system (14). Facing discrimination, the Issei and Nisei still did well; only 1600 Issei owned farms, but they produced almost 30%-35% of all fruits or vegetables in California (18). They united with each other and helped each other live in the U. S. A. Continuing with the discrimination from whites and the endurance of that discrimination, Japanese population was less than one-tenth of U. S. population, and they were not a threat to American neighbors by number (20). However, the Japanese Americans’ lives were diminished by the Japanese aircraft attack of Pearl Harbor, Hawaii in December 7, 1941 (Grapes 12). In addition to the already-existing Japanese discrimination, the Pearl Harbor attack and the accusation of â€Å"fifth column† activity by Japanese triggered the anti-Asian sentiment (12). The attack of Pearl Harbor made the Japanese Americans the target of Americans; a few hours after the attack, about 3000 suspected spies, mostly Japanese Americans, were arrested by the Federal Bureau of Investigation (FBI) (Yancey 25). By the night of December 7, 1942, hundreds of people were in custody (Fremon 22). Also, on December 8, 1942, President Franklin Delano Roosevelt spoke to Congress for a Declaration of War against Japan (7). Then, on February 19, 1942, President Roosevelt signed Executive Order 9066, which was one of the greatest violations of civil rights in American history (31). This order, recommended by Secretary of War Henry L. Stimson and General John DeWitt, gave the army the right to â€Å"relocate all persons of Japanese lineage as well as others who might threaten the security of the country† (Yancey 29). With this order, more than 112,000 Japanese Americans, treated as traitors, were evacuated from the western coast in 1942 (Fremon 8). After the passage of the order, DeWitt issued first proclamation on March 2, 1942 which â€Å"called for two military zones: zone 1 covered the western third of California, Oregon, and Washington, and the southern quarter of Arizona; Zone 2 covered remainder of four states† (34). Japanese Americans had to leave the zone by direct and indirect force, and the government passed the law which gave the military authority to move Nisei and Issei (34). Along with that, the Executive Order 9012, passed in March, created the War Relocation Authority (WRA) (35). The WRA’s job was to take charge of the internees after they were moved to the camps (35). The Japanese American Citizen League (JACL) tried to fight against it. However, because it was too young and they were afraid that Americans would think they were really spies if they won’t cooperate, JACL decided to follow WRA (36). Furthermore, in â€Å"March 27, DeWitt issued Public Proclamation Number 4 which forced persons of Japanese ancestry to stay in military zone 1 after the end of the month, and on March 27, DeWitt issued Exclusion Order Number 1 in which persons of Japanese ancestry were moved from Washington to camp in Manzanar, California† (37). During the war, there were more than 100 evacuation orders and, through this, the innocent Japanese Americans suffered the consequences (37). Despite the abrupt news of internment, the Japanese Americans managed to quickly adapt to the newly provided environment. One of the ways that the Japanese Americans adapted to their new environment was by forming communities at the camps. This is one of the first things that the evacuees did at the camps, and they, with WRA, did so by establishing schools. One of every four evacuees was a child, â€Å"so college-educated Nisei began organizing schools, some of the first institutions to be established in the camps† (Yancey Life in a Japanese 53). On September 15, 1942, nursery and elementary schools opened in Manzanar Camp, a relocation camp in Manzanar, under the leadership of Dr. Genevieve W. Carter, a female superintendent of education for the camp (Cooper 31). The classes began in assembly centers, led by inexperienced, but eager volunteers. After the WRA took over, it hired Caucasian teachers to live and work in the camps (Yancey Life in a Japanese 54). However, not many came to the camp because the pay was low, $1,620 a year. At Manzanar Camp, along with the 1,100 elementary school students, there were almost 1,400 high school students. The high school opened in September 28 and â€Å"it filled block seven: the mess hall, recreation building, and all fourteen barracks† (Cooper 31). There were as many as sixty students in a classroom (Cooper 31). At first, the classes did not have supplies such as blackboards, books, chairs, tables, and lab equipment (Yancey Life in a Japanese 55). However, many eagerly studied and thousands graduated high school in the camp and went to college or professional schools (Yancey Life in a Japanese 55). With the establishment of the school system, the evacuees got used to their new environment little by little. Along with the school system, the establishment of self-government helped to shape the new community in the camp. Each camp had its own Caucasian administrator and staff who were businesslike individuals who tried to overn fairly and give residents as much freedom as possible. One of the examples of this is when director Harry Stafford allowed the Minidoka, Idaho, Nisei baseball team to go to Idaho Falls to participate in the state championship. Also, at Manzanar, a camp official said, ‘The back gate of the camp was often open; the farm hands went freely in and out and [director Ralp h] Merritt looked with lenience upon recreational sorties [outings], since they were no danger to military security’† (Yancey The Internment 53). However, the Caucasian administration lacked the ability to control every aspect of the large camp. Thus, the evacuees elected or appointed spokespersons, or block managers, usually respected Issei, who linked the internees and staff (Yancey The Internment 53). These managers â€Å"supervised grounds maintenance, ensured that everyone had necessary provisions, and passed on official WRA announcements† (Yancey The Internment 53). In addition to the administrator and the block manager, there were community councils, mostly young adult Nisei who spoke English and were Americanized. These people worked on jobs such as policy making and dealing with mild infractions of the law (54). The fact that the evacuees organized themselves into different levels or ranks show that they are willing to adapt to the new camp life. Finally, the evacuees established community through producing their own food and other products. At first, the WRA took responsibility of feeding the evacuees and they did so by giving the evacuees American food (Yancey The Internment 51). One internee said, â€Å"They issued us army mess kits, the round metal kind that fold over, and plopped in scoops of canned Vienna sausage, canned string beans, [and] steamed rice that had been cooked too long† (Yancey The Internment 51). Then, when the evacuees did not finish their portion because the food was too bad, the authorities decided to cut down the portion; the authorities thought the evacuees did so because the portion was too large (51). In response, the internees took the responsibility. The farmers and laborers plowed, planted, and produced crops such as â€Å"cabbage, squash, tomatoes, and soybeans (51). These crops they produced are the main ingredient for most of the Japanese diet (51). In addition, some raised cattle, poultry, and hogs, and with these, the menus became more various and the life in camp became much more tolerable. Along with food production, the evacuees worked in food processing; the internees at Manzanar made their own soy sauce, and tofu-making plants were a part of each camp (51). To obtain jars for glassware, they ate great amount of peanut butter (52). By doing so, the evacuees were able to establish small repair shops, beauty parlors, and dry-goods stores which resembled communities from outside the barbed wire (52). As the internees gained more authority over some aspects of their lives, such as diet, they were able to establish their own communities at the camps. Another way that the evacuees adapted to their new environment was by making their lives more enjoyable by actually creating happiness in the situation they were given. One way to create happiness was through sports. Aside from the common belief that the internees could only sleep, eat, and work, sports were one of the activities that took the time of many evacuees (Fremon 49). Even in normal society, sports are used to entertain both players and the audience, and the fact that sports existed at the camps show how the evacuees also tried to create some entertainment at the camps. Some of the sports they played include basketball, volleyball, and sumo wrestling with baseball being the most popular (Fremon 50). For example, a baseball team, Livingston Dodgers, brought their uniforms and equipment to the camp and one of the players, Gilbert Tanji, said that he actually liked camp better than outside because there was more competition (50). In fact, there were as many as 100 teams active at one time at some centers and they ranged from children to Issei in their sixties (Yancey The Internment 56). The big number shows how popular sports were and how great people’s longing for entertainment and joy was at the camps. These teams competed against each other and some, the Hunt team, even went out to the state championship (Yancey The way 62). Indoor sports were present too though they were limited to those that took little space like â€Å"Ping-Pong, judo, boxing and badminton† (Yancey The Internment 56). Also, by the end of 1943, the evacuees were occasionally permitted to leave the grounds so that hiking and swimming became popular pastimes (56). From these sports, the internees were able to create happiness and enjoy the life in camp more. In addition to sports, which were mostly for men, women tried to make their lives at camp better by enjoying the freedom they were provided. They were freed from the obligation of the traditional role and filled that time with what they actually wished to do. Before entering the camp, women had their time filled with unending hard work such as cleaning, shopping, cooking, sewing, and more (Yancey Life in a Japanese 53). Because they had to help both their children and their husbands when they were in need, they had almost no leisure time to sit and talk with friends (53). However, their lives changed after they got in the camps. They did not have to clean too much given that the houses were single-room apartments, did not have to prepare meals given that they were served three times a day, did not have to clean much given that the government provided some clothes, and did not have to care about paying bills too much given that there were only few bills to be paid (Yancey Life in a Japanese 53). With the new free time, women were able to develop friendships and take care of themselves more often (Yancey Life in a Japanese 53). They enjoyed the newly earned leisure time and began developing hobbies or new interests at the camps (Yancey Life in a Japanese 53). Therefore, women were able to enjoy the life at the camps with their acceptance to the new leisure time. Furthermore, the continuing of activities from outside the barbed wire also provided happiness for the evacuees. One example of these activities is the gardening (Fremon 59). The internees who enjoyed gardening and who continued to do so in the camps took great pride in making their barren surroundings as beautiful as possible (Yancey Life in a Japanese 61). By working together to create large gardens and landscaping parks that required constant care, the internees were able to spend time with their favorite actions. In general, people forget their current situation when they concentrate on an activity they enjoy very much (Yancey Life in a Japanese 61). With these gardeners, the Gila Camp, located in Arizona desert, turned into a beautiful community with lawns, trees, and vegetable gardens (Yancey Life in a Japanese 31). At other camps, there were small gardens planted by the evacuees in front of their shelters (Fremon 60). Similar to gardening, the farmers took great pride in products they produced (Yancey Life in a Japanese 59). At Manzanar camp, the farmers cultivated almost fifteen hundred acres of land and at Gila River camp, they cultivated over seven thousand (Yancey Life in a Japanese 59-60). The crops ranged from vegetables, including cabbage, squash, and tomatoes, to field crops such as soybeans and guayule (Yancey Life in a Japanese 60). The farmers at Manzanar camp also provided the internees with fresh apples and pears by reviving abandoned an orchard from a previous owner (Yancey Life in a Japanese 60). By doing gardening and cultivating crops, the internees felt proud and created joy inside the barbed wire. Lastly, the internees became happy was through arts and music. At the camps, former musicians formed bands and orchestras and performed music from classical music to the â€Å"jitterbug for high school dances† (Yancey Life in a Japanese 62). Also, schools embraced music by having classes such as choir classes and performing concerts (Houston and Houston 90). At the camps, there were, as examples provided, music, the schools performed in concerts, assemblies, and talent shows. With these activities, the internees were kept busy and distracted from thinking about the fact that they are guiltlessly arrested (Houston and Houston 90). Despite the Japanese Americans’ attempts to adapt to their new environment, the camps continuously reminded the internees that they are being arrested. During the camp life, it was almost impossible for the internees to forget about the fact that they were being arrested and were always being watched. The relocation centers were surrounded by barbed wire fences, guard towers with machine guns, and searchlights (Yancey Life in a Japanese 47). Though they were just barbed wire fences, the mindset and the feeling of being trapped were very much present within the existence of the fences. With these fences, along with the machine guns and searchlights, the evacuees must have realized that they were being trapped every second. Furthermore, most of the relocation camps were located in desolate regions of the country, far from cities, highways, and railroads. Also, they were built at the most unproductive land; the Jerome and Rohwer camps were built on â€Å"Arkansas swampland infested with malarial mosquitoes† (Yancey Life in a Japanese 46). At some camps, the temperature went up high as 106 degrees Fahrenheit: Topaz center (Yancey Life in a Japanese 46). The climate was so bad that one internee said, â€Å"The desert was bad enough The constant storms loaded with sand and dust made it worse Down in our hearts we cried and cursed this government every time when we were showered with dust† (Yancey Life in a Japanese 47). With the weather so disastrous, the internees were kept reminded of the fact that they are at relocation camps and that their lives had changed because of the internment. With the continuous reminder that they are being interned by their own government, the internees faced the lack of privacy. One of the evidence that the life in camps showed lack of privacy was the meal time. The meals were provided three times a day, as mentioned above, and they were communal (Yancey Life in a Japanese 44). The internees ate at noisy cafeteria-style mess halls where people stood in long lines and ate at big tables (Cooper 25). One of the evacuees said, â€Å"It wasn’t like having a meal made at home with loving hands† (Cooper 25). For most Japanese people, mealtime was the center of their family scene, but after they came to the internment camps, they lost the big part of family private time Houston and Houston 30). Therefore, the mealtimes show that the evacuees lacked privacy they used to enjoy. In addition to the mealtime, the whole building structure of the camps prevented the evacuees from having any private time. First of all, the houses were very small with one-room apartment measuring twenty by twenty five feet where, in most cases, two families had to live (Cooper 25). Thus, for every apartment, there were about eight to ten people who did not know each other. They had sleep while â€Å"listening to the heavy snoring of strange bedfellow† (Cooper 25). Not only were the evacuees forced to sleep in small rooms that looked like â€Å"chicken coops† where â€Å"there were no ceilings so that if a baby cried 150 feet down on the other end of this long line of cubicles, the crying could be heard throughout the entire building,† the fact that they had to share even that room with other strangers made the condition seem inhumane (Alonso 40). Also, the camps were built in a way that even the bathrooms and showers had no dividers (Alonso 41). The toilets were back-to-back down the middle of the room and for the internees who enjoyed the luxury of hot, relaxing bath before, this was very shocking (Yancey Life in a Japanese 44). One woman felt like the camps were dehumanizing the internees and said that one â€Å"cannot deport 110,000 people unless [he] has stopped seeing individuals† (Alonso 42). Regarding the information, one can undoubtedly state that the internees were given no right to have privacy or even be humans at the camps. Lastly, the Japanese Americans had to suffer loss of relationship with the people they love. The internment forced the Japanese Americans to lose relationships with their families. For the Japanese Americans, it is their culture to eat together and have mealtime as center of their family scene. However, after they were arrested, they were forced to eat at the mess halls where it was almost impossible to bring families together. For example, the older members of family, mostly grandparents, had to get their food delivered because they could not walk three blocks three times a day. Also, children began eating with their friends instead of their family (Houston and Houston 30-31). After continuing with this kind of life for few years, the Japanese Americans collapsed in the end. One of the internees said that â€Å"whatever dignity or feeling of filial strength we may have known before December 1941 was lost, and we did not recover it until many years after the war† (Houston and Houston 32). Having a good family relationship is one of the key points in living a happy life, but the internment forced the Japanese Americans to lose their rights to do so. In addition to family relationships, the Japanese Americans lost relationships with their beloved neighbors and village people. Mary Tsukamoto, one of the internees, and her family had to experience separation with their beloved community people. Their community, consisting of mostly Japanese Americans, went through hardships, such as the Depression, and were very close to each other. They laughed, cried, and mourned together. However, they had to be separated when the internment of Japanese Americans were announced; the line that divided people into different camps was drawn in the middle of the community. This was such a big shock that one of the community member said, â€Å"We’ll never forget the shock and grief and the sorrow on top of everything else that was happening to us† (Grapes 132-133). Because of the internment, the Japanese Americans had to give up on their relationship with people they love, and this is something that should not have happened just because of their ethnicity and appearances. Lastly, the traditional relationship between the Issei and Nisei was lost because of the internment. Before the internment, the young Issei listened nd respected the older and experienced Nisei. However, at the camps, the Issei began forming gangs because they did not have to help their parents after school anymore. Not only that, they used the fact that they are United States citizens and that they outnumber Nisei to overpower them. In response, Nisei generation ridiculed the Issei for having powerless citizenship (Fremon 64-65). From these, it is apparent that the Nisei and Issei lost their traditional relationship and some internees never regained the relationship even when the internment was over. After all, the Japanese Americans adjusted to their new environment and at the same time, suffered consequences of the attack of the Pearl Harbor. They adjusted by forming new communities and creating joy, and they suffered the lack of privacy and loss of relationships because of the internment. On December 18, 1944, the United States Army finally declared that the evacuation of Japanese Americans is over. However, the order formally came into effect on January 2, 1945 (Alonso 96). Even though they were free from internment, they still had to suffer the aftermath of the internment through rebuilding trust, wealth, and communities; in some cases, they were still treated as if they are threat to the American community (Alonso 97). Therefore, in 1948, the federal government passed the Japanese American Evacuation Claims Act which â€Å"allowed those who were in internment camps to file claims with the federal government, asking the United States government to pay back Japanese Americans for the money or property they lost† (Alonso 97). However, this Act had many problems. The Act was passed too late for it to help many Japanese Americans and the lost financial papers and records made the Japanese Americans to defend their lost properties. Also, the process for the repay too long, while the government had to spend almost three times the amount to fight for it (Alonso 97-98). Most of all, the Act did not pay the real price for the properties and the kind of emotional sufferings (Alonso 98). In order to prevent events like this to happen again, President Nixon, in 1971, signed a law that required â€Å"action by Congress before any order like Executive Order 9066 could ever be issued again† (Alonso 99). Later, in 1988, the Japanese Americans felt like they deserved real reparations for their sufferings. Therefore, on August 10, 1988, against many oppositions, the bill for reparation was passed. The bill said that the U. S. government was wrong on suspecting the Japanese Americans of spying and their actions were too extreme. Also, the bill â€Å"promised twenty thousand dollars tax free to each prisoner of the internment camps who was alive when the bill passed† (Alonso 104-105). Even though the Japanese Americans Internment was officially over, the impact of the unjustness will remain forever, so this type of events should never happen in the United States ever again. Works Cited Alonso, Karen. Korematsu V. United States. Springfield: Enslow Publishers, 1998. Cooper, Michael. Remembering Manzanar: Life In a Japanese Relocation Camp. New York: Clarion Books, 2002. Fremon, David. Japanese-American Internment. Springfield: Enslow Publishers, 1996. Grapes, Bryan. Japanese Americans Internment Camps. San Diego: Greenhaven, 2001. Houston, Jeanne Wakatsuki and James Houston. Farewell To Manzanar: A True Story Of Japanese American Experience Of During And After The World War II Internment. Boston: San Francisco Book Company and Houghton Mifflin Book, 1973. Yancey, Diane. Life in a Japanese American Internment Camp. San Diego: Lucent Books, 1998. Yancey, Diane. The Internment of the Japanese. San Diego: Lucent Books, 2001.

The End Of The Diem Regime Essay free essay sample

, Research Paper The Kennedy disposal was responsible for the overthrow of the Diem government and Diem? s assasination.The U.S. did non hold a job with Diem, the existent job was with Diem? s brother Nhu.Nhu was responsible for many protests by Bhuddist monastics where Mrs. Nhu would name the monastics who set themselves on fire in protest? barbecues. ? The Kennedy disposal had a batch to make with the overthrow of the government although they did non hold much to make with Diem? s assasination. The Kennedy disposal was the chief influence in subverting the Diem regime.The State Department wanted to give Diem a opportunity to free himself of Nhu and replace him with the best military and political personalities available. Ambassador Lodge said that the possibility of Diem meeting are demands are virtually nil. The lone manner to acquire rid of Nhu is to acquire rid of the full Diem government. In a overseas telegram from Ambassador Lodge to Secretary Rusk, Lodge said ; ? We are launched on a class from which there is no turning back: the overthrow of the Diem government. ? Lodge besides stated that there is no turning back because the U.S. is saloon licly committed to the terminal of the Diem government. In a overseas telegram transmitted from President Kennedy to Ambassador Lodge, Kennedy said that the U.S. should non actively assist the putsch, but be ready to do good dealingss with the group that overthrows the Diem government. In a ulterior overseas telegram from the whitehouse they said that the U.S. does non want to go forth an feeling that they are opposed to a new government. When the U.S. says this they are fundamentally stating the putsch that they are endorsing them. Because of the Kennedy disposals duty in the overthrow of the Diem government it besides leads to the eventual assasination of Diem.The U.S. was non as involved with his assasination as they were with the overthrow of Diem? s government. Diem was told by Ambassador Lodge that if he resigned, him and his brother would be allowed to go forth the state safely. Diem, nevertheless, was non told by the U.S. that they sided with the putsch. Diem believed he was making the right thing and the U.S. was non opposed to him. If he had known that the U.S was against him he would hold likely resigned, but he was denied that information from embassador Lodge.

Aviation Essay Example

Aviation Essay Example Aviation Essay Aviation Essay Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual CHAPTER 2: SIGNALS, SIGNS AND PAVEMENT MARKINGS This chapter provides the information you need to know about Pennsylvania roadways. It covers: Signals Signs Pavement Markings SIGNALS Traffic signals are installed at intersections to control the movement of vehicles and pedestrians. Traffic signals are arranged in either vertical lines or horizontal lines. When they are arranged vertically, red is always on top and green on the bottom. When they are arranged horizontally, red is always on the left and green on the right. RED, YELLOW AND GREEN TRAFFIC LIGHTS AND ARROWS When there is a STEADY RED LIGHT, you must stop before crossing the marked stop line or crosswalk. If you do not see any lines, stop before entering the intersection. Wait for a green light before you start. You may turn right while the light is red, unless a NO TURN ON RED sign is posted at the intersection. You must first stop, check for and yield to pedestrians and other traffic. You may also turn left after you stop at a red light, if you are in the left lane and are turning left from a one-way street onto another one-way street, unless a sign tells you not to turn. You must first stop and yield to pedestrians and other traffic. A STEADY YELLOW LIGHT tells you a steady red light will soon appear. If you are driving toward an intersection and a yellow light appears, slow down and prepare to stop. If you are within the intersection or cannot stop safely before entering the intersection, continue through carefully. A STEADY GREEN LIGHT means you may drive through the intersection, if the road is clear. You may also turn right or left unless a sign tells you not to; however, when turning, you must yield to other vehicles and pedestrians within the intersection. ?   A GREEN ARROW means you may turn the way the arrow points. When you turn during the green arrow phase, your turn is protected because oncoming traffic is stopped by a red light. If the green arrow turns into a green light, you may still turn in that direction, but first yield to pedestrians and oncoming traffic. ?   A YELLOW ARROW means the movement permitted by the green arrow is about to end. You should slow down and prepare to stop completely before entering the intersection. If you are within the intersection or cannot stop safely before entering the intersection, carefully turn in the direction the arrow is pointing. ?   Although not common in Pennsylvania, a RED ARROW is used in other states. It means you may not turn in the direction the arrow points. -7- Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual FLASHING SIGNALS A flashing yellow light means CAUTION. Slow down, look and proceed with care. A flashing red light has the same meaning as a STOP sign. You must come to a complete stop. Then, look both ways, and proceed only after the intersection is clear. NON-FUNCTIONING TRAFFIC LIGHTS A non-functioning traffic signal should be treated as though it were a four-way STOP sign. RAMP-METERING SIGNALS Some highway entrance ramps have traffic signals at the end of the ramp that alternate between steady green and steady red. Ramp metering signals are used to control the flow of traffic onto very congested highways and usually operate during peak rush hours. You must wait for the green signal before you enter the highway. On single-lane ramps, only one (1) car may enter the highway each time the light turns green. For multi-lane on ramps, there will be a ramp meter for each lane. The green light does not protect your entrance onto the highway † you must still look for a safe gap in traffic to enter the highway. LANE USE CONTROL SIGNALS ?   Special signals may also be placed directly over lanes to control traffic. These are commonly used at toll booths, on bridges, tunnels and on multi-lane roads in cities where the direction of travel for a particular lane changes to ease the flow of traffic into or out of the city during peak rush hour. The following signals show how specific lanes of a street or highway should be used: X X A steady downward green arrow over a traffic lane means you may use the lane. A steady yellow X over a traffic lane means you must change lanes because the direction of travel for that lane is about to be reversed. Get ready to leave the lane safely. A steady red X over a lane means you are not allowed to use the traffic lane. A white, steady, one-way left-turn arrow over a lane means you may only turn left, if you are in that lane. A white, steady, two-way left-turn arrow over a lane means you may only turn left, if you are in that lane, but the lane is shared by left-turning drivers approaching from the opposite direction. -8- Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual PEDESTRIAN SIGNALS Pedestrians must obey traffic and pedestrian signals. The pedestrian signals you must obey are the WALK and DONâ„ ¢T WALK lights or the lighted picture of a walking person (meaning walk) and an upraised hand (meaning donâ„ ¢t walk). If there are no pedestrian signals at the intersection, pedestrians must obey the red, yellow and green traffic lights. Sometimes pedestrians are not aware of their responsibilities at traffic and pedestrian signals. Be alert for pedestrians, who may not obey the signal. Always yield to pedestrians. When a steady WALK or walking person comes on, start crossing, but be alert for turning vehicles that may not lawfully yield the right of way. When the flashing DONâ„ ¢T WALK or flashing upraised hand begins: a. Finish crossing, if you are in the street. When the steady DONâ„ ¢T WALK message or steady upraised hand is displayed, do not cross. b. Do not start to cross, if you have not left the curb. Blind Pedestrians When driving near a blind pedestrian who is carrying a white cane or walking with a guide dog, you must slow down, always yield the right-of-way and then proceed with caution. Be prepared to stop your vehicle in order to prevent injury or danger to the pedestrian. SCHOOL ZONE SIGNALS School zone signals are flashing yellow signals placed on the school zone speed limit signs. You must travel no faster than 15 mph when the yellow signals are flashing or during the time periods indicated on the sign. Exceeding the speed limit in a school zone will result in three (3) points on your driving record, and you will also be fined. RAILROAD CROSSING SIGNALS Drivers are alerted when approaching a railroad crossing by the railroad crossing sign. Railroad crossings should be approached with caution at all times. You should always look both ways and listen for any approaching trains or signals before proceeding across the railroad tracks. You are required to stop at all railroad crossings when there is a signal of an approaching train. These signals include flashing red lights, a lowered crossing gate, a flagger signaling or a trainâ„ ¢s audible signal of warning. Do not move forward or attempt to go around any gate or ignore any signal of an approaching train. If there are no signals at the railroad crossing, you should slow down and prepare to stop, if you see or hear a train approaching. Proceed with caution only after all signals are completed and then only when there is evidence no trains are approaching the crossing. You should stop if a train is approaching and has sounded its audible signal or is plainly visible and in hazardous proximity to the crossing. Do not stop your vehicle on a railroad track, regardless of whether a train appears to be coming. If traffic is backed up because of a traffic signal, stop sign or for any other reason, make sure you stop your vehicle in a location where it will be entirely clear of any railroad tracks. Refer to Chapter 3 for more information about how to safely cross a highway-railroad intersection. -9- OBEY RAILROAD CROSSING SIGNS AND SIGNALS Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual SIGNS Signs are divided into three (3) basic categories: Regulatory, Warning and Guide signs. Most signs within each category have a special shape and color. REGULATORY SIGNS Regulatory signs tell you what you must do, or must not do, according to the law. The regulations posted on these signs advise you about speed limits, the direction of traffic, turning restrictions, parking restrictions, etc. If you do not obey the messages on regulatory signs, you could be fined and receive points on your driving record because you are breaking the law. You also risk your safety and the safety of others by disobeying the messages on regulatory signs â€Å" for example, failing to stop at a stop sign, passing another car where it is not safe to pass, driving faster than the posted speed limit or driving the wrong way on a one-way street. Usually, regulatory signs are black and white vertical rectangles or squares, like SPEED LIMIT signs. Some regulatory signs are black, white and red, like the NO LEFT TURN sign with a circle and slash. Other regulatory signs are red and white, like STOP, YIELD, DO NOT ENTER and WRONG WAY signs. The STOP sign is the only octagon-shaped (8-sided) sign you see on the highway. At an intersection with a STOP sign, you must stop completely, check for pedestrians and cross traffic to clear the intersection before you go again. Slowing down without coming to a full stop is illegal. When you see a crosswalk or a stop line, stop before the front of your vehicle reaches the first painted line. If you cannot see traffic, yield to any pedestrians and then carefully pull forward past the line until you can see clearly. Check for traffic and pedestrians and then go ahead when the intersection is clear. EXCEPT RIGHT TURN This sign is also used in conjunction with stop signs. This sign allows motorists to make the right turn without stopping. A FOUR-WAY STOP sign means there are four stop signs at this intersection. Traffic from all four directions must stop. The first vehicle to reach the intersection should move forward first. If two vehicles reach the intersection at the same time, the driver on the left yields to the driver on the right. If facing one another both can proceed with caution, watching for possible turns. 4-WAY YIELD signs are triangular (3-sided) in shape. When you see this sign, you must slow down and check for traffic and give the right-of-way to pedestrians and approaching cross traffic. You stop only when it is necessary. Proceed when you can do so safely without interfering with normal traffic flow. Remember, you must have a sufficient gap in traffic before you can continue on at either STOP or YIELD sign locations. TO ONCOMING This sign is used in conjunction with a yield sign at a one-lane bridge or underpass location to alert motorists the one-lane roadway requires them to yield the right-of-way to opposing traffic. TRAFFIC RAILROAD CROSSBUCK SIGN. This sign is placed at a railroad crossing where the tracks cross the roadway. You should treat the crossbuck sign as a YIELD sign; slow down and prepare to stop, if you see or hear a train approaching. Refer to Chapter 3 for more information about railroad crossing safety. 10 Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual The DO NOT ENTER and WRONG WAY signs work as a team. The DO NOT ENTER sign is put at the beginning of one-way streets and ramps. When you see this sign, do not drive onto that street or ramp in the direction you are heading. WRONG WAY signs are placed farther down the one-way street or ramp. They are placed there to catch your attention, if you accidentally turn onto the street or ramp. The ONE WAY sign means traffic is allowed to move only in the direction the sign is pointing. If you turn onto a one-way street traveling in the opposite direction, you are likely to get into a head-on collision. DIVIDED HIGHWAY NO TRUCKS DIVIDED HIGHWAY This sign means the road you are on intersects with a divided highway. The divided highway is really two (2), one-way roadways that are separated by a median or a guide rail. At the first roadway, you can only turn right, and at the second roadway, you can only turn left. NO BICYCLES NO PEDESTRIAN CROSSING NO TRUCKS, NO BICYCLES and NO PEDESTRIAN CROSSING Operators of trucks, bicycles and pedestrians may not use roadways where these signs are posted. The following signs are located where certain actions are prohibited at any or all times: NO U-TURN NO RIGHT TURN NO LEFT TURN This sign prohibits U-turns. Do not make a complete turn to go in the opposite direction. This sign indicates right turns are prohibited. Do not make a right turn at this intersection. This sign indicates left turns are prohibited. Do not make a left turn at this intersection. DO NOT PASS NO PARKING You may not park a vehicle at locations where this sign is posted. DO NOT PASS This sign may be placed in areas where you may not pass any vehicles going in the same direction. It is often accompanied by the yellow pennant-shaped sign that says NO PASSING ZONE (Refer to Warning Signs). The following LANE USE CONTROL SIGNS (Directional) are placed at or near intersections above the traffic lane they control to show what maneuver(s) are permitted from that lane. This sign indicates that at the intersection ahead traffic in the left lane must turn left and traffic in the adjoining lane may turn left or continue straight. 11 CENTER LANE LEFT TURN ONLY This sign indicates where a lane is reserved for the exclusive use of left-turning vehicles in either direction and is not to be used for through traffic or passing. Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual LANE USE CONTROL SIGNS (continued) TURN TO LEFT OR RIGHT STRAIGHT OR TURN RIGHT TURN RIGHT ONLY If you are in a lane controlled by signs like these, you may travel in either direction the arrows point. TURN LEFT ONLY If you are in a lane controlled by a sign with a turn arrow and the word ONLY, when you reach the intersection, you must make the turn. You may travel only in the direction the arrow points, even if you are in the turn-only lane in error. KEEP RIGHT These signs direct drivers to keep to the right of the traffic island or divider. A SPEED LIMIT sign indicates the maximum legal speed under ideal conditions for the stretch of highway where it is posted. Your safety may depend upon driving slower than the posted speed under poor conditions. TEEN CRASH?FACT Driving too fast for conditions is the No. 1 reason 16 and 17-year-old drivers are involved in crashes. You may not turn during the red light cycle at an intersection where one of these signs is posted. You must wait for the signal to turn green. LEFT TURN YIELD ON GREEN LEFT TURN YIELD ON?GREEN This sign indicates a left turn is permitted, but you must yield to oncoming traffic. It is commonly placed at intersections, near the left-turn traffic signal, to remind drivers left turns are not protected when the circular green signal comes on. OPPOSING TRAFFIC HAS EXTENDED GREEN OPPOSING?TRAFFIC? HAS?EXTENDED?GREEN This sign is posted where opposing traffic may continue to move after your signal has turned red. RESERVED PARKING Although this sign is not black and white, it is a regulatory sign. It marks areas where parking is reserved for disabled persons or severely disabled veterans. Vehicles parked in these spaces must display authorized registration plates or parking placards. Unauthorized vehicles parked in these spaces are subject to a fine and towing costs. 12 Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual WARNING SIGNS Warning signs tell you about conditions on or near the road ahead. They warn you about possible hazards or changes in roadway conditions. They are posted before the condition, so you have time to see what is ahead, decide how you should respond and slow down or change your travel path, if necessary. Warning signs are usually diamond shaped with black symbols or words on a yellow background. NO PASSING ZONE This is the only pennant-shaped warning sign. This sign marks the beginning of a no passing zone and is placed on the left side of the road facing the driver. CHEVRON SIGNS There is a sharp change in the direction of the road, such as a curve to the left or right. The road bends in the direction the chevron points. When used in a curve, there will be an advanced curve warning sign, and there may be several chevron signs placed throughout the curve. LEFT CURVE The road curves ahead to the left. You need to slow down, stay in the center of your lane and prepare to navigate through the left-bending curve. RIGHT CURVE The road curves ahead to the right. You need to slow down and position your vehicle slightly to the right of the center of your lane, as you drive through the right-bending curve. SHARP LEFT TURN The road ahead turns sharply to the left. You need to slow down substantially, stay in the center of your lane and prepare to navigate through the sharp left turn. Some sharp turn signs have an advisory speed located on the sign or posted below it. SHARP RIGHT TURN The road ahead turns sharply to the right. You need to slow down substantially, position your vehicle slightly to the right of the center of your lane and prepare to navigate through the sharp right turn. Some sharp turn signs have an advisory speed located on the sign or posted below it. SET OF CURVES The road ahead curves first in one direction and then back in the other direction (a set of two (2) curves). Slow down and prepare to navigate through the set of curves. RIGHT AND LEFT SHARP TURNS The road ahead turns sharply first in one direction and then back in the other direction. Slow down substantially and prepare to navigate through the set of turns. 13 Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual WINDING ROAD (SERIES OF CURVES) This sign indicates there are three (3) or more curves in a row on the road ahead. ONE DIRECTION LARGE ARROW The road ahead changes direction at an extreme angle. Before you reach such an extreme curve, slow down as much as you would to make a turn at an intersection. ROAD ENTERING CURVE The main road curves to the left with a side road entering from the right. Approach the intersection with extra caution. A driver preparing to enter the main road may not be able to see you approaching from around the curve and may pull out in front of you, leaving you little room to avoid a crash, if you are traveling too fast. TRUCK ROLLOVER This sign identifies curves where trucks traveling at excessive speeds have a potential to rollover. ADVISORY SPEED SIGNS This sign may be used with any diamond-shaped warning sign. The highest speed you should travel around a sharp left curve ahead is 25 mph. MERGING TRAFFIC This sign is placed on a major roadway to tell you traffic may be merging into your lane from another roadway or a ramp. In this example, the traffic will be entering your lane from the right. Entering traffic must yield to traffic already on the major roadway. ADDED LANE This sign is placed in advance of a point where two roadways meet. It means merging is not necessary because the entering traffic uses a new lane that has been added to the roadway. 14 Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual DIVIDED HIGHWAY BEGINS The highway ahead becomes a divided highway with two oneway roadways and a median or divider separating traffic moving in opposite directions. Keep to the right of the divider or median. DIVIDED HIGHWAY ENDS The divided highway on which you are traveling ends ahead. You will then be on a roadway with twoway traffic. Keep to the right of the centerline and watch for oncoming traffic. TWO-WAY TRAFFIC AHEAD The one-way street or roadway ends ahead. You will then be traveling on a road with two (2) lanes of traffic moving in opposite directions. Stay in your lane to the right of the centerline. This sign may also be placed at intervals along the two-way roadway. LANE ENDS These signs tell you one (1) lane on a multi-lane roadway will end ahead. In these examples, the traffic in the right lane must merge left. LANE ENDS MERGE LEFT INTERSECTION?SIGNS The signs below show types of intersections. By showing you in advance how the roads join each other, the signs let you know when the road you are traveling on does not continue straight through the intersection. The signs also warn you about possible problems with the movements of other vehicles. Approach all of these intersection types with extra caution by searching ahead and preparing to slow down, if necessary. CROSS ROAD SIDE ROAD T INTERSECTION Y INTERSECTION CIRCULAR INTERSECTION TWO DIRECTION LARGE ARROW This sign is placed at the far side of a T-intersection to tell you that you can only go left or right. The road you are on does not continue straight through at the intersection. NARROW BRIDGE OR UNDERPASS AHEAD Each lane on the bridge or underpass becomes narrower, and there generally is no shoulder. You need to slow down and make sure you stay in your lane. If a driver approaching from the opposite direction has a wide vehicle or is taking up part of your lane, wait until he or she clears the area. SLIPPERY WHEN WET Especially slippery conditions exist when wet. In wet weather, reduce your speed and increase your following distance. Do not accelerate or brake quickly. Make turns at a very slow speed. 15 Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual DEER CROSSING This sign is posted in areas where deer frequently cross and crashes with deer have occurred. LOW CLEARANCE This sign may be placed on an underpass, or at the entrance to a tunnel or parking garage. Do not enter if your vehicle is taller than the height listed on the sign. SHOULDER SIGNS These signs are placed in advance of locations where the shoulder is lower than the road or the shoulder is soft (not paved). The LOW SHOULDER sign is used where the shoulder is as much as three (3) inches below the level of the road. The SHOULDER DROP OFF sign is used for even more severe drop-off situations. If you stray off of the roadway and one (1) wheel drops off onto a low shoulder or a soft shoulder, do not slam on the brakes or steer sharply to try to get back onto the roadway†you can easily lose control of your vehicle! Refer to Chapter 3 for information about how to safely recover from drifting off of the pavement. HILL/DOWNGRADE There is a steep hill ahead. Slow down and be ready to shift to a lower gear to control your speed and to save wear and tear on your brakes. TRAFFIC SIGNAL AHEAD A traffic signal is present at the intersection ahead. You may not be able to see it because of a curve or hill. If the light is red (or if the light has just turned green), a line of vehicles may be stopped ahead. When you see this sign, slow down and prepare to stop, if necessary. STOP SIGN AHEAD A STOP sign is present at the intersection ahead. You may not be able to see it because of a curve, hill or something else blocking your view. There also may be a line of vehicles stopped ahead at the STOP sign you cannot see. When you see this sign, slow down in preparation to stop. BICYCLE CROSSING AHEAD Bicyclists may be crossing your path ahead. Be prepared to slow down, if necessary. This sign may have either a yellow background (as shown) or a fluorescent yellowgreen background. RAILROAD CROSSING AHEAD You are approaching a railroad crossing. When you see this sign, begin looking and listening for a train. This sign is placed far enough in advance to allow you to stop before you reach the tracks, if necessary. Refer to Chapter 3 for more information about railroad crossing safety. 16 Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual ADVANCED INTERSECTION/RAILROAD CROSSING SIGN The intersecting road has a railroad crossing within a very short distance from the intersection. If you are planning to turn onto the intersecting road and if a train is approaching, be prepared to stop. SHARE BICYCLE/MOTOR VEHICLE SHARE THE ROAD Used at roadway pinch points (no shoulder, narrow lanes, etc.) to warn you, as a motorist, to provide adequate space for bicyclists to share the roadway. THE ROAD PEDESTRIAN CROSSING Used at a marked crosswalk or in advance of locations where pedestrians may be crossing your path. Be prepared to slow down or stop, if necessary. This sign may have either a yellow background (as shown) or a fluorescent yellow-green background. SCHOOL This is the only pentagon-shaped sign used on the roadway. It means you are approaching a school zone. If the sign is accompanied by a downward-pointing arrow, it means you are at the school zone crosswalk. You should slow down, watch for children crossing the road and stop, if necessary. This sign may have either a yellow background (as shown) or a fluorescent yellow-green background. HORSE-DRAWN VEHICLE This sign is posted in areas where slow moving, horse-drawn vehicles cross or share the roadway with motorized vehicles. OBJECTS ADJACENT TO THE ROADWAY Objects close to the edge of the road sometimes need a marker to warn drivers of the potential danger. These include underpass supports, ends of bridges, guiderails and other structures. In some cases, there may not be a physical object involved, but rather a roadside condition such as a drop-off or an abrupt change in the roadway alignment. Such roadside objects and conditions are indicated by the following markers, where the stripes are angled down in the direction you need to move to avoid the hazard: Right Hazard Keep to the Left Center Hazard Keep to the Left or Right 17 Left Hazard Keep to the Right Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual WORK ZONE SIGNS (WORK AREA AND CONSTRUCTION ZONE SIGNS) Work Zone Signs are normally diamond shaped, like warning signs, but they are orange with black lettering instead of yellow with black lettering. These signs identify maintenance, construction or utility areas where workers or equipment may be on or near the roadway. Stay alert and slow down when you see these signs. Turn on your headlights when traveling through a work zone, no matter what time of day. This is the law for all posted work zones, not just for active ones. Using your headlights makes your vehicle more visible to other traffic as well as to highway workers. If you are pulled over by police for a traffic violation in a work zone and your vehicleâ„ ¢s headlights are not turned on, you will be fined an additional $25. ACTIVE WORK ZONE WHEN FLASHING INCREASED PENALTIES ROAD WORK AHEAD END ACTIVE WORK ZONE These WORK ZONE signs are placed at the beginning and end of an active work zone. An active work zone is the portion of a work zone where construction, maintenance or utility workers are on the roadway, or on the shoulder of the highway next to an open travel lane. ROAD WORK AHEAD This sign informs you there is road work ahead and also cautions you to slow down. WORKERS AHEAD Workers may be on or are very close to the roadway, so take special care when traveling through the area. LANE CLOSED AHEAD This sign tells you a particular lane will be closed at a specified distance ahead. RIGHT LANE RIGHT LANE CLOSED CLOSED 1000 FT 1000 FT FLAGGER AHEAD (ROAD CONSTRUCTION AHEAD) The sign to the left shows a flagger is controlling traffic ahead. As shown below, flaggers use STOP and SLOW paddles or a red flag to signal you to stop or slow down. Pay special attention to flaggers when approaching and traveling through a work zone. TRAFFIC MUST STOP AND WAIT TRAFFIC MUST MOVE SLOWLY 18 DID YOU KNOW Highway workers have forms to report motorists who speed or drive unsafely in work zones to the police, who may then issue a ticket, resulting in fines and points. Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual ELECTRIC ARROW PANELS Large electronic flashing arrow panels (move/merge right or left) placed in the roadway or mounted on vehicles advise approaching motorists of lane closures. Begin your merge well in advance of the sign. An arrow panel displaying either of the messages shown in the figure to the far right (caution) indicates there is a work area ahead next to the travel lane. Drive with extra caution. MOVE/MERGE RIGHT CAUTION MOVE/MERGE LEFT CHANNELING DEVICES Barrels, tubes, cones and vertical panels are all devices used in work zones to guide you through changing traffic patterns and keep you away from hazards associated with road work. GUIDE SIGNS Guide signs provide information about intersecting roads, help direct you to cities and towns, and show points of interest along the highway. Guide signs also help you find hospitals, service stations, restaurants and motels. Usually these signs are horizontal rectangles. HIGHWAY/EXPRESSWAY GUIDE SIGNS The following three signs are examples of highway and expressway guide signs. They are green with white letters. Most highway and expressway signs are posted the same way. For example, there is usually one advance sign which is followed by another advance sign. The third sign then is posted at the exit. Several signs are necessary because the high speed and heavy traffic on highways can cause drivers to miss seeing a single sign. Also, motorists may need to make one or more lane changes to exit. EXITS 30 E-W EXITS 30 E-W 22 22 Colonial Park Progress 2 MILES Colonial Park Progress 1 MILE EXIT 30 E 22 EAST Colonial Park EXIT NUMBERS Exit numbers have been revised to correspond with the mile markers similar to states to the west and south of Pennsylvania. This change allows motorists to quickly calculate distances between exits, e.g., the distance between Exit 95 and Exit 20 is 75 miles. EXIT 30-W If a yellow panel with the message EXIT ONLY is on a highway sign, the lane below the sign will not continue through the interchange; instead, the lane will go off of the road to form a ramp. If you are in a lane posted with an EXIT ONLY, you may change lanes, or you must exit the highway if you stay in this lane. 19 22 WEST Progress 1 MILE EXIT ONLY EXIT 30 W 22 WEST Progress EXIT ONLY Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual HERE ARE SOME TIPS TO LET YOU KNOW WHICH SIDE OF THE HIGHWAY YOU WILL EXIT: EXIT 7 EXIT 13 WEST 22 80 Trenton 1 MILE Exit 13 for Route 22 will be on the left side of the highway. 80 22 Bowie Exit 7 for Route 22 will be on the right side of the highway. The small green EXIT number sign on top of the green rectangular sign will be on the left side of the sign, if the exit is on the left side of the highway. The small green EXIT number sign on top of the green rectangular sign will be on the right side of the sign, if the exit is on the right side of the highway. If the sign has white arrows, the arrow will point in the direction of the exit. INTERSTATE NUMBERING SYSTEM The red, white and blue shield sign indicates a highway is an interstate. These interstates are specially numbered to help motorists find their way through unfamiliar areas. A code is used to show if the route travels mainly east and west or north and south, and to show if the route is in the eastern, middle or western United States. Decoding the Interstate Numbering System. The numbers on the interstate shield can be a great navigational aid when you understand how they are developed. They generally follow this pattern: One or two-digit, even-numbered interstates are generally east-west routes. Nationally, the numbers increase from I-10 in the south to I-94 in the north. In Pennsylvania, I-76 is in the southern part of the state, and I-84 and I-80 are in the northern part. One or two-digit, odd-numbered interstates are generally north-south routes. Numbers increase from the west coast I-5 to the east coast I-95. In Pennsylvania, I-79 is in the western part of the state, and I-95 is in the eastern part. Three-digit numbered interstate highways connect to other major highways. If the first of the three (3) digits is an even number, the highway usually connects to interstate highways at both ends, such as I-276 in Philadelphia. Many times such routes are known as loops or beltways. When the first of the three (3) digits is an odd number, the highway is usually a spur route connecting with another interstate at only one (1) end, sometimes going into a city center such as I-180 in Williamsport. 1 9112 1490 16 MILE MARKERS Mile markers are used on some highways to indicate the number of miles from the point where the traffic route entered the state or from its beginning, if it does not extend to the state borders. The numbers start at zero in the western part of the state for east-west roadways and in the southern part of the state for north-south roadways. The numbers increase as you travel east or north and decrease as you travel west or south. For example, when you enter Pennsylvania from the west on Interstate I-80, the mile markers begin at Mile 1 and increase as you travel east. Knowing how to read mile markers can help you to know exactly where you are and give an approximate location, if you have to call for roadside assistance. 20 Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual ROUTE MARKERS The following signs indicate the route on which you are traveling. The route marker shows you the road is U.S. Traffic Route 22. 22 39 The junction plate on this route marker shows you are approaching the intersection of U.S. Traffic Route 22. 22 WEST 22 WEST The supplemental arrow on this route marker assembly means you are approaching a right turn to continue on U.S. Traffic Route 22 West. JCT TO 22 22 The keystone marker shows you the road is Pennsylvania Traffic Route 39. The direction plate on this route marker shows you are traveling west on U.S. Traffic Route 22. The route marker sign and TO trailblazer sign and the supplemental arrow means if you want to gain access to U.S. Traffic Route 22, you must continue ahead. SERVICE SIGNS The following signs are examples of service signs. The signs are square or rectangular, are blue with white letters or symbols, and show the location of various services located at the next exit. D HOSPITAL TELEPHONE FOOD GAS DIESEL LODGING TOURIST-ORIENTED DIRECTIONAL SIGNS 3 Susquehanna Indian Museum GETTYSBURG NATIONAL MILITARY PARK 2 MILES 21 These signs are square or rectangular and may be blue or brown with white lettering. The signs direct motorists to tourist attractions such as museums, historical landmarks, or state or national parks. Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual PAVEMENT MARKINGS Most roads have permanent markings to show the center of the road, travel lanes or road edges. The markings that show the center of the road are solid or broken lines. These pavement markings also indicate special lane use. Yellow lines divide traffic traveling in opposite directions. Yellow lines are used to mark the center of two-lane roads, and to mark the left edge of divided highways, one-way streets and ramps. Solid white lines divide lanes of traffic traveling in the same direction. Solid white lines are also used to mark the right edge of the road. M M A double, solid yellow centerline shows the center of a twoway road. Even if it is not marked with a NO PASSING sign, passing by traffic traveling in either direction is not allowed on roads marked in this manner. The combination of a solid yellow and a broken yellow centerline also shows the center of a two-way roadway. You may pass if the broken line is on your side of the road and safe conditions exist, but you may not pass when a solid yellow line is on your side of the road. M A single, broken yellow centerline shows the center of a two-way, two-lane road. Passing is permitted on either side, if safe conditions exist. When passing, you must use the lane belonging to oncoming traffic. M As a general rule, broken traffic lines can be crossed and solid lines cannot, except when making a turn. Some examples of different pavement markings and their meanings follow: M M M M TURNING LANE ONLY MM MM MM MM Marking patterns like these may be found on many three-Iane or five-lane highways. The outside, solid yellow centerline means you cannot use the center lane for passing. The inside, broken yellow and solid yellow centerlines show vehicles traveling in either direction may use the center lane only to make left turns. Refer to Chapter 3 for more information about using center turn lanes safely. Multi-lane highways without medians (center dividers) are often marked as shown. Broken white lines show which lanes can be used by vehicles traveling the same way. You may cross the broken white lines to pass, (be sure the passing lane is clear) but you may not cross the double yellow centerlines to pass. Traffic is traveling in the opposite direction in the lane to the left of the yellow centerline. This pattern is used on most limited access highways with medians (center dividers). The right edge of the road is marked with a solid white line. The left edge of each side is marked by a solid yellow line. The traffic lanes for each side are marked by broken white lines, which may be crossed. Pavement markings also include words painted on the pavement and arrows that supplement messages posted on regulatory and warning signs. Examples include the words STOP AHEAD before an intersection with a STOP sign, YIELD or white triangles painted across the lane to indicate you must yield to approaching traffic, SCHOOL before a school zone, R X R before a railroad crossing, BIKE LANE for a lane reserved for bicyclists, ONLY with a left or right arrow to indicate the lane is reserved for turns only and large white arrows to indicate the direction of travel on oneway streets and highway off-ramps. 22 Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual CHAPTER 2 REVIEW QUESTIONS 1. WHEN YOU SEE THIS SIGN, YOU MUST: A. Stop completely, check for pedestrians, and cross traffic B. Slow down without coming to a complete stop C. Stop completely and wait for a green light D. Slow down and check for traffic 2. THIS IS THE SHAPE AND COLOR OF A __________ SIGN. A. Stop B. Wrong Way C. Yield D. Do not enter 3. THIS SIGN MEANS: A. Stop B. No U-Turn C. Yield D. Do not enter 4. THIS SIGN MEANS: A. No U-Turn B. No Turning C. No left turn D. No right turn 5. THIS SIGN MEANS: A. No U-Turn B. No left turn C. No right turn D. No turning 6. THIS SIGN MEANS: A. You must turn left or right B. You are approaching a T-intersection C. The road that you are on intersects with a divided highway D. Designates an overpass above a divided highway 7. YOU NEED TO USE EXTRA CAUTION WHEN DRIVING NEAR A PEDESTRIAN USING A WHITE CANE BECAUSE: A. He or she is deaf B. He or she has a mental disability C. He or she is blind D. He or she has a walking problem 8. WHEN DRIVING NEAR A BLIND PEDESTRIAN WHO IS CARRYING A WHITE CANE OR USING A GUIDE DOG, YOU SHOULD: A. Slow down and be prepared to stop B. Take the right-of-way C. Proceed normally D. Drive away quickly 23 DIVIDED HIGHWAY Chapter 2 Signals, Signs and Pavement Markings 9. IF THERE ARE NO SIGNALS AT A RAILROAD CROSSING, YOU SHOULD: A. Slow down and prepare to stop if you see or hear a train approaching B. Proceed as quickly as possible over the tracks C. Proceed through the crossing at a normal rate D. Proceed slowly over the tracks 10. YOU MAY DRIVE AROUND THE GATES AT A RAILROAD CROSSING: A. When the train has passed B. Never C. When the lights have stopped flashing D. When other drivers drive around the gates 11. IF YOU SEE THIS SIGN ABOVE YOUR LANE, YOU: A. May not exit the freeway in this lane B. May continue through the interchange or exit the freeway in this lane C. May stay in this lane and continue through the interchange D. Must exit the freeway if you stay in this lane 12. HIGHWAY AND EXPRESSWAY GUIDE SIGNS ARE: A. Orange with black letters B. Green with white letters C. Yellow with black letters D. Red with white letters 13. THIS SIGN IS USED TO WARN DRIVERS ABOUT: A. Upcoming intersections B. Road construction C. Road curves ahead D. Changes in traffic lanes 14. THIS SIGN TELLS YOU THAT: A. No turns are allowed on this road B. The road narrows ahead C. There are a series of curves ahead D. The road may be slippery when wet 15. THIS SIGN MEANS: A. Left curve ahead B. Series of curves C. S curved ahead D. Slippery when wet 16. THIS SIGN INDICATES THAT: A. There is a steep hill ahead B. No trucks are allowed on the hill C. A logging road is ahead D. There are trucks on the hill 17. A YELLOW AND BLACK DIAMOND-SHAPED SIGN: A. Warns you about conditions on or near the road B. Helps direct you to cities and towns ahead C. Tells you about traffic laws and regulations D. Tells you about road construction ahead 24 PA Driverâ„ ¢s Manual Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual 18. THE SIGN WITH THIS SHAPE AND COLOR IS A _____________ SIGN. A. No passing zone B. Wrong way C. Railroad crossing D. Stop 19. WHICH OF THESE SIGNS IS USED TO SHOW THE END OF A DIVIDED HIGHWAY A. 2 1 2 3 LANE ENDS B. 4 MERGE C. 3 LEFT D. 1 20. THIS SIGN IS USED TO WARN DRIVERS ABOUT: A. Lane ends, merge left B. Road curves ahead C. Upcoming intersections D. Road construction 21. THIS SIGN SHOWS ONE TYPE OF: A. Intersection B. Road curve C. Right turn D. Lane change 22. THIS SIGN SHOWS ONE TYPE OF: A. Right turn B. Intersection C. Lane change D. Road curve 23. WHAT SHOULD YOU BE MOST CONCERNED ABOUT WHEN YOU SEE THIS SIGN A. Driving with your headlights out of alignment because one side of your car is higher than the other B. Damaging a tire, if you drift onto the shoulder C. Hydroplaning, if the shoulder has water on it D. Losing control of your vehicle, if you drift onto the shoulder, because of a drop off 24. WHAT A. B. C. D. IS THE MEANING OF THIS SIGN The traffic signal ahead is red The traffic signal ahead is broken The traffic signal ahead is green There is a traffic signal ahead 25. THIS SIGN MEANS: A. Divided highway ends B. One-way street begins C. One-way street ends D. Divided highway begins 26. FROM TOP TO BOTTOM, THE FOLLOWING IS THE PROPER ORDER FOR TRAFFIC LIGHTS: A. Red, yellow, green B. Red, green, yellow C. Green, red, yellow D. Green, yellow, red 25 4 Chapter 2 Signals, Signs and Pavement Markings 27. IF A GREEN ARROW TURNS INTO A GREEN LIGHT, YOU: A. May still turn but you must yield to oncoming traffic B. May no longer turn and must proceed straight C. Still have the right of way to turn D. No longer have to turn the way the arrow indicates 28. A STEADY YELLOW LIGHT AT AN INTERSECTION MEANS: A. Go B. Yield to other cars C. Slow down and prepare to stop D. Stop 29. A FLASHING YELLOW LIGHT MEANS THAT YOU SHOULD: A. Slow down and proceed with care B. Continue through if the way is clear C. Stop and proceed when a green light appears D. Stop and proceed when the way is clear 30. YOU MUST STOP WHEN YOU SEE A: A. Flashing red light B. Steady yellow light C. Yellow arrow D. Flashing yellow light 31. A STEADY GREEN LIGHT AT AN INTERSECTION MEANS THAT YOU: A. Must slow down and prepare to stop B. Must stop and check for oncoming traffic before proceeding C. May drive through the intersection if the road is clear D. May not turn right 32. A STEADY YELLOW LIGHT MEANS THAT A _______ LIGHT WILL SOON APPEAR. A. Flashing yellow B. Steady green C. Steady red D. Flashing red 33. YOU MAY CONTINUE CAREFULLY THROUGH A YELLOW LIGHT IF: A. There is an emergency vehicle crossing your lane B. There are no pedestrians crossing C. You are turning right D. You are within the intersection 34. YOU MAY TURN LEFT AT A RED LIGHT IF: A. There is no traffic coming in the opposite direction B. You are turning from a two-way street onto a one-way street C. You are turning from a one-way street onto another one-way street D. The car in front of you turns left 35. IF A TRAFFIC LIGHT IS BROKEN OR NOT FUNCTIONING YOU SHOULD: A Stop and wait for it to be repaired B Stop and wait for a police officer to arrive C. Continue as if it were a four-way stop sign D. Continue as you normally would 26 PA Driverâ„ ¢s Manual Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual 36. YOU MAY TURN RIGHT ON RED IF YOU: A. Stop first and check for traffic and pedestrians B. Have a right turn red arrow C. Are in the left lane D. Slow down first 37. WHEN A. B. C. D. MAKING A RIGHT TURN ON A GREEN LIGHT, YOU MUST: Maintain normal driving speed Stop and look for oncoming traffic Yield to pedestrians Increase your normal driving speed 38. THE SPEED LIMIT IS _______ MILES PER HOUR WHEN THE YELLOW LIGHTS ARE FLASHING ON THE SCHOOL ZONE SPEED SIGN. A. 25 B. 15 C. 20 D. 35 39. A FLASHING RED LIGHT AT A RAILROAD CROSSING MEANS: A. Stop, do not proceed until signals are completed B. Slow down and proceed if clear C. Proceed with caution D. You have the right-of-way ?   40. THIS GREEN ARROW ON A LANE USE CONTROL SIGNAL MEANS THAT: A. You may use this lane B. No traffic is allowed in this lane C. You have the right-of-way D. You must merge into this lane 41. THIS SIGN MEANS: A. Pedestrians ahead B. End of construction zone C. School crossing ahead D. Flagger ahead 42. THIS SIGN MEANS THAT: A. A community service group is picking up trash along the highway ahead B. Workers are on or very close to the road in the work zone ahead C. Children are at play ahead D. There is a pedestrian crosswalk ahead 43. WHEN AN ARROW PANEL IN A WORK ZONE SHOWS EITHER OF THE FOLLOWING PATTERNS, IT MEANS: A. The bulbs on the sign are burned out B. Drive with caution C. Changes lanes immediately D. Tune your radio to a station that gives traffic updates 44. THE CENTER LANE IN THE ILLUSTRATION IS USED FOR: A. Regular travel B. Left turns only C. Passing only D. Emergency vehicles only 27 ROAD WORK AHEAD Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual 45. YOU MAY PASS IF THE LINE DIVIDING TWO LANES IS A ___________ LINE. A. Broken white B. Double solid yellow C. Solid yellow D. Solid white 46. LANES OF TRAFFIC MOVING IN THE SAME DIRECTION ARE DIVIDED BY ____ LINES. A. Yellow B. White C. Red D. Black 47. YOU MAY NOT PASS ANOTHER CAR ON EITHER SIDE OF A _______ CENTERLINE. A. Combination solid and broken yellow B. Single broken yellow C. Double solid yellow D. Single broken white 48. YOU MAY CROSS SOLID YELLOW LINES: A. To pass traffic moving in the same direction B. During daylight hours only C. At any time D. When making turns 49. THE ROAD EDGE ON THE RIGHT SIDE IS MARKED BY A ___________ LINE. A. Broken white B. Solid yellow C. Solid white D. Broken yellow audio 50. LANES OF TRAFFIC MOVING IN THE OPPOSITE DIRECTION ARE DIVIDED BY ____ LINES. A. White B. Red C. Black D. Yellow 51. WHEN YOU SEE THIS BLACK AND YELLOW SIGN, IT MEANS: A. The road to the right is for one-way traffic only B. Detour to the right because of road construction C. Slow down because the road ahead changes direction at an extreme angle D. There is a cross road ahead on your right 52. WHEN YOU SEE THIS SIGN, IT MEANS: A. There is an object on the roadway B. Traffic is coming from the right C. The road is curving sharply to the left D. There is a merge point ahead 53. AT AN INTERSECTION CONTROLLED BY A STOP SIGN, IF YOU CANâ„ ¢T GET A GOOD VIEW OF CROSS-STREET TRAFFIC WHEN YOU STOP BEHIND THE WHITE STOP BAR PAINTED ON THE PAVEMENT, YOU SHOULD: A. Wait 5 seconds, then proceed. B. Sound your horn before proceeding C. Put down your windows, listen for traffic, and then proceed D. Pull forward slowly, check for traffic and pedestrians, and proceed when clear 28 Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual 54. THE POSTED SPEED LIMITS SHOW: A. The minimum legal speed limit B. The exact speed at which you must travel to avoid a ticket C. The maximum safe speed under ideal road and weather conditions D. The maximum safe speed under all road conditions 55. A HIGHWAY WITH TWO-WAY TRAFFIC IS MARKED BY WHICH OF THESE SIGNS A. 1 1 2 3 LANE ENDS B. 2 MERGE C. 3 LEFT D. 4 56. FROM A. B. C. D. 4 THE CENTER LANE, WHAT MANEUVERS CAN YOU PERFORM Make left turns Make U-turns Pass slower-moving traffic All of the above 57. WHICH OF THESE SIGNS MEANS THAT DRIVERS SHOULD KEEP TO THE RIGHT A. 2 1 2 3 B. 1 C. 3 D. 4 29 4 Chapter 2 Signals, Signs and Pavement Markings PA Driverâ„ ¢s Manual CHAPTER 2 ANSWER KEY 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. A C D A C C C A A B D B C C D A A A A 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. A A B D D D A A C A A C C D C C A C B 30 A A D B B B A B C D C D C C D C C A A