Literary Poetic Devices Flashcard

Literary Poetic Devices

How to Get Your CDL in Tennessee and South Dakota

How to Get Your CDL in Tennessee and South Dakota If you live in Tennessee or South Dakota and want to learn about getting a CDL, this article will guide you through the process. For information on all other states, TheJobNetwork has put together a great guide on applying for a CDL in all states. TennesseeThe following people need to apply for a CDL:Operators of any vehicle or combination of vehicles weighing more than 26,000 pounds.Anyone transporting hazardous materialsAnyone transporting more than  15 passengers including the driverAnyone operating a  vehicle used as a school busCDL applicants must bring the following documents when applying for a license:a valid DOT Medical Cardproof of a  Social Security Numbera Tennessee driver’s license or ID, or a valid driver license or CDL from another state.proof (2 documents) of domicile in Tennesseeproof of U.S. Citizenship or Lawful Permanent Resident StatusObtaining a CDL learner’s permitTo obtain a permit, you must take and pass the CDL general knowledge test. Dri ver Service Centers throughout the state offer this   and the knowledge tests for any endorsement needed.Knowledge TestYou will need to take a  knowledge test or tests, depending on what class of license and what endorsements you need.The general knowledge test is taken by all applicants.The passenger transport test is taken by all bus driver applicants.The air brakes test is taken if your vehicle has air brakes, including air over hydraulic brakes.The combination vehicles test is required if you want to drive combination vehicles.The hazardous materials test is required if you want to haul hazardous materials as defined in 49 CFR 383.5.The tanker test is required if you want to haul a liquid or liquid gas in a permanently mounted cargo tank rated at 119 gallons or more or a portable tank rated at 1,000 gallons or more.The doubles/triples test is required if you want to pull double or triple trailers.The school bus test is required if you want to drive a school bus.Skills TestsI f you pass the required knowledge test(s), you can take the CDL skills tests, which include  pre-trip inspection, basic vehicle control, and on-road driving.The pre-trip inspection test involves a pre-trip vehicle inspection on your own vehicle. You will be tested to see if you know whether your vehicle is safe to drive, and explain to the examiner what you would inspect and why.The basic vehicle control part tests your skill controlling the vehicle. You will be asked to move your vehicle forward, backward, and turn it within a defined area.The on-road test asks you  to safely drive your vehicle in a variety of traffic situations. The situations may include left and right turns, intersections, railroad crossings, curves, up and down grades, single or multi-lane roads, streets, or highways.South DakotaYou must have a South Dakota CDL to operate:A single vehicle with a GVWR of 26,001+ poundsA trailer with a GVWR of 10,001+ pounds if the gross combination weight rating is 26,001 or more pounds.A vehicle designed to transport 16+ people (including the driver)Any size vehicle that  requires hazardous materials placards or is carrying material listed as a select agent or toxinThe following people cannot get  a South Dakota CDL:Anyone  under the age of 18Anyone who has a license under suspension, revocation, cancellation, or disqualificationAnyone who isn’t a resident of South DakotaAnyone  who has accumulated child support arrearages of $1,000 or moreCommercial Drivers Learner’s Permit (CLP)You can obtain a CLP  if you are  at least 18 years old and hold a valid Class 1 or Class 2 operator’s license. A  CLP is valid for no more than 180 days from the date of issuance and may be renewed once in the 1-year period from the issuance date for an additional 180 days without requiring the CLP holder to retake the general and specialized knowledge tests.A 14 day waiting period is required between the issue date of the CLP and to the da te it can be converted to a CDL.Obtaining  a CDLAfter passing the required knowledge test(s), you can be issued a CLP and then take the CDL skills tests. Your CLP must contain all endorsements and restrictions necessary to complete the skills test. There are three types of general skills that will be tested: pre-trip inspection, basic vehicle control, and on-road driving. You must take these tests in the type of vehicle for which you wish to be licensed.The pre-trip inspection test involves a pre-trip vehicle inspection on your own vehicle. You will be tested to see if you know whether your vehicle is safe to drive, and explain to the examiner what you would inspect and why.The basic vehicle control part tests your skill controlling the vehicle. You will be asked to move your vehicle forward, backward, and turn it within a defined area.The on-road test asks you  to safely drive your vehicle in a variety of traffic situations. The situations may include left and right turns, inte rsections, railroad crossings, curves, up and down grades, single or multi-lane roads, streets, or highways.

Gun Control Essay Example | Topics and Well Written Essays - 750 words - 3

Gun Control - Essay Example This essay dwells upon the problem of gun control and its influence.There is a widespread perception that committing suicide is a long process that requires planning just like a wedding or something else. Studies have shown that suicide does not require much rational decision but it is something done spontaneously. This means that if a person came across a death striking murder is at the verge life and death. This might sound far-fetched, according to Boston Globe report, states with high level of gun ownership have a suicide rate almost twice as high as those states with low ownership level. More surprisingly, people who committed suicide were found to be seventeen times more likely to live with guns at home than not. Most criminals who cause a massacre utilize illegal weapons. Between 1982 and 2012, the US has heard an astonishing number of roughly sixty-two mass shooting which was propagated by gun licensing. Mother Jones research outlines that out of sixty-two shooting; forty-nine were perpetrated using legal weapons. It is worth noting that, half of all mass shooters use assault weapons and high capacity magazines. A few sensible restrictions could have saved a lot of lives. If a criminal is determined to pull off a massacre, he could do it very easily using a shotgun, handgun or even a musket. So putting controls on the assault firearms is a good thing and should be encouraged. Gun control decreases the number of lives lost through reckless act of senseless shooting thus it save lives. Australia parliament supports this action. In fact in 1996, a mass shooter killed thirty five people in port Arthur in a massacre, two weeks later, the prime minister by then , John Howard launched an aggressive clampdown on gun ownership that have never been experienced in the history of Australia. Within this exercise, around 650,000 automatic and semi-automatic weapons were destroyed and a whole raft of checks and controls brought in. As a result, individuals stop the aimless killing (Lott 52). In fact, the killing rate reduced to zero. The main aim of gun is consumed by the lifestyle of US citizen. Frankly, very few of those who

DEVELOP A BRIEF FOR THE IMPORTANCE OR SIGNIFICANCE OF NURSING THEORY Essay

DEVELOP A BRIEF FOR THE IMPORTANCE OR SIGNIFICANCE OF NURSING THEORY IN THE PROFESSION OF NURSING.USE A SPECIFIC NURSING THEORY TO ILLUSTRATE YOUR POINTS - Essay Example Additionally, since the primary proponent of nursing-caring-cannot be assessed, it is significant to have a theory to evaluate and explain what nurses do. As medicine makes efforts to move towards implementing a more multidiscipline approach to health care, nursing continues to endeavor to institute an exceptional body of knowledge (McKenna, 2006). This can be observed as efforts by the nursing profession to keep its professional boundaries. The issue is unclear because the boundaries between nursing and medicine are never fixed. For instance, nurses progressively increase their range of practice by carrying out tasks previously performed by doctors. However, since these limits are continually changing, perhaps it is more significant for the nurses to define their stance and their role (McEwen & Wills, 2014). By offering nurses with a sense of identity, nursing theory helps patients, managers and other health care practitioners to identify the exceptional contribution of nurses in health care. Lastly, nursing theory such as the Self-Care theory offers the nurses an understanding of their roles and purposes in health care (Parker & Smi th,

Adult and Juvenile Justice System Research Paper

Adult and Juvenile Justice System - Research Paper Example The criminal justice system, in U.S, occurs as a system of activities and institutions that ensure social control. Criminal justice systems function to deter or mitigate the activities of criminals besides sanctioning law violators. These systems achieve these objectives through various strategies such as punishment, rehabilitation and criminal penalties. These criminal justice systems play essential roles in safeguarding the life and rights of the violators. These systems ensure that criminals do not face abuse from investigative and prosecuting officers. The American Judicial System has two divisions that serve criminals according to their judicial requirements. The Juvenile Justice System developed from the criminal courts systems 100 years ago (Harr, Hess & Orthmann, 2012). This separation was motivated by the goal of diverting juvenile offenders from the excessive and sometimes disparaging punishment of the adult criminal court system. The Juvenile Justice System encourages reha bilitation instead of punishment. The juvenile and adult criminal justice systems disagree in several ways. Comparison and contrast The Juvenile Justice System focuses on the juvenile in need of assistance instead of the act that brought the juvenile before the court. Juvenile criminal courts occur in an informal setting with the judge having discretion. In the juvenile system, the judge should act in the interests of the juvenile. As a result, the system does not have provisions for trial by jury, rights to know charges and right to an attorney. Additionally, the juvenile court proceedings are usually inaccessible to the public. Furthermore, the records of the proceedings are kept confident to reduce interference to the child’s rehabilitation and reintegration in the society. The language used in these courts underscore the differences between the court systems (Harr, Hess & Orthmann, 2012). It is essential to note that juveniles are not arraigned with crimes but with delinq uencies. Additionally, juveniles are adjudicated as delinquents though they are not blameworthy. The juveniles are also not sent to correctional or prison facilities, but to reformatory and training schools. The Juvenile Criminal Justice System has led to tensions between social control and welfare. This arises because of the system’s focus on the interests of the juvenile and incapacitation, punishment and the protection of society from criminal offences. There also exist court divergences connecting the two systems. For instance, criminal offenders above 18 years are tried in circuit or district courts, but juvenile offenders undergo trial in juvenile courts. During proceedings, juveniles are not criminals while offender is usually represented by an appointee of the courts to advocate for the necessary rehabilitation actions based on the interests of the child. During trials, adult criminal proceedings follow fact based trails while juvenile offenders face hearings based on the legal and psychological issues. Adult criminals have constitutional provisions for jury trials, but juvenile offenders lack these provisions. During verdict and sentencing, adult criminal offenders are either guilty or innocent, while juvenile offenders are delinquent or not delinquent (Harr, Hess & Orthmann, 2012). A criminal offender will be sentenced to jail while a juvenile will be sent to a rehabilitation facility. The sentencing of a juvenile offender depends on the offense history and severity of the offense. In case the offender exhibits a severe or extensive offense history, the juvenile offender may face detainment for their safety and social stability. However, the juvenile off

Epistemological Assumptions And Issues In Research Psychology Essay

Epistemological Assumptions And Issues In Research Psychology Essay This paper the researcher constructs the epistemological issues which normally arise when any research methodology is applied in practice rather than the conventional approach. Normally the epistemological position deduce from what the researcher already know about the philosophical underpinnings of the situated systems approach, the researcher is taking the path of using an empirical study of the epistemology in use throughout a comparative application of the methodologies. To complete this paper, the researcher also uses one specific research approach from different research paradigms. In this study the researcher will give a brief idea about, how to conduct survey of a research from. This paper will also describe and evaluate the epistemological assumptions. 1.1. Epistemological assumptions The epistemology is the procedure of the theory of knowledge. This issue is concerning the major question that is regarding as obtainable discipline in the field of knowledge. (Bryman, 2001, p. 11). Normally this process is following the two major traditional procedures. One is positivism and another one is interpretivism or hermeneutics. 1.1.1. Positivism The process of the positivism is an epistemological process that is always try to investigate that proper methods of natural science of the study for social reality and the its beyond. (Bryman, 2001, p. 506). The ways of its investigation is extremely difficult. For this it can be summarised in different ways. This assumption is base on the science that should be verifiable and free form subjectivity. The fundamental notation of its object is found out the reality when and where and who is observing it. (Lundahl Skarvad, 1993). 1.1.2. Interpretivism/Hermeneutics The interpretive research is means the assumption process of access to reality all the way through social structures which is including the language, the perceptions and the particular meanings of sharing. There are two base of this process; one is hermeneutics another one is phenomenology. (Boland, 1991). Normally the process of interpretive research tries to find out the actual meanings via the people assign to them. This process is mainly concentrating the full complexity of human better understanding in the context of two situations, such as independent variables and the indeterminate dependent. (Kaplan and Maxwell, 1994). On the other hand the hermeneutics approaches is the process that is original concept where the individual group combining the situation in the written text which is referring the respondents overview to the authors. (Ratcliff, 1999; Bleicher, 1980). This process is mainly featuring the meaning of the text analogue. 1.1.3. Identifying Epistemological Approaches Epistemology refers to the nature of knowledge. There are three questions are mainly used for identifying the epistemological approach (Chua 1986; Hirschheim et al. 1995; Denzin and Lincoln 2000). They are; What can be known? What is the relationship between the knower and the known? And How do we find things out? Though the first question is regarding the ontological question but the third question methodological issues, these are informed by the epistemological position. These three questions of the epistemological positions compare the two approaches. What can be known? There are different ideas are between the conventional analyst and the situated analyst about what can be known. Fundamental to the situated theory of action are the ideas that knowledge is embedded in action and that action is situated in the environment. Implicit in the approach of the conventional analyst was the position that what can be known is that which can be articulated and ultimately represented in the system. (Waller. et al, 2006). What is the relationship between the knower and the known? The situated analyst and the conventional analyst adopted very different relationships with the known, that is, with the system under study. Whereas the conventional analyst would typically be characterised as a detached observer, the situated analyst became a participant observer and actually worked as a dispatcher at the different research approach. (Waller. et al, 2006). How do we find things out? In order to identify opportunities for improvement the situated analyst used the situated systems methodology to evaluate the work practices against stated and tacit goals and constraints. Any identified opportunities for improvement were grounded in the data. In contrast, it appeared that the conventional analyst had an a priori concept of what a system should be like and that he identified problems by reference to this ideal type. 1.1.4. Summary of the epistemological position This paper an investigation of the epistemological commitments of the developing situated methodology and also the conventional approaches. This can be analysed by according to the concept of Waller. et al, (2006), What can be known Relationship between knower and known How we find things out Conventional approach Articulated knowledge Analytical distance Detached observation, comparison to ideal types Present approach Both articulated knowledge and tacit knowledge Influence of the environment Analyst takes subject position of an actor in the system, while also having analytical distance Immersion in the system Adapted from: Waller. V, Johnston. B. Robert and Milton. K. Simon., (2006), An Empirical Investigation of the Epistemological Assumptions Underlying Two ISD Approaches. Pg.7. 2.1. Research method The research procedure for any study is designing based on the research objectives. In this paper the researcher selected one specific research approach and how to construct the survey in the overall research process. The more detailed research field survey procedure for data collection has been described in the following. There is also some description of qualitative analysis will be describe in this paper. 2.1.1. Survey planning The survey planning was designed by gathering both quantitative and qualitative data from primary and secondary sources for every research. In field survey the researcher faces two types of problem in the field. At first the researcher decided how gaining entry into the field and how to getting out from the field. 2.1.1.1. Gaining Entry The most difficult stage of the field based research work was to gain access to the study field site. Due to the distinctive characteristics of the location, structure and surrounding environment, gaining entry into the study field site was not as easy as accessing people. Initially, individuals or representatives of the organization, who were selected as prospective respondents may have thought that the information they gave could be unsafe for them. They thought that data could be used against them to identify their weak points. Therefore, they tried to avoid the researcher as he was a stranger to them. The following discussion describes how this problem was overcome. 2.1.1.2. Getting out The required data for collecting taking a period of time. After evaluating the data and when the researcher is finding it satisfactory, the researcher feel that it is the time to close down data collection and leave the field. 2.1.2. Theoretical Orientation and Research Approach All research is conducted according to a set of ideas and judgements about the nature of the work and how it should be understood. It characterizes a wide view that defines, for its holder, the nature of the research, the individuals place in it, and the range of possible relationships to that research and its parts. In the research approach, one or more data collection techniques could be used (Neuman, 1994). In general, a researcher decides the data collection techniques (one or more) considering appropriateness based on the research and practical factors such as expectations of data quality, costs, assumed non response rates, level of error expectation and data collection period. 2.1.3. Sampling strategy: Principles and approaches Sampling strategy is an essential step in every research project since it is rarely realistic, capable or ethical to study whole populations. The selection and development of an appropriate sample strategy depends upon the aim of the study. In any study, both research questions and methods define the sampling plan, the type of sample used, and the number of the population of the study sample. The factors that may affect determination of the sample sizes and sampling plans are access to the subject population, the number of study variables, the desired level of efficiency, cost and time constraints. The sampling method refers to the determination of the sampling strategy. Quantitative or probability sampling strategy is aiming to draw a representative sample from the main population to eliminate conscious or subconscious biases that may occur when selecting samples and results can be generalised back to the population (Marshall, 1996). However, less rigorous or non-probability sampling strategy also used for the research study which does not ensure a representative sample (Kaplan, 1988; Kaplan and Maxwell, 1994). In non-probability sampling, there is an inherent risk of sampling bias because the populations of interest may not be represented accurately. In qualitative research, no strict criterion is suggested for sampling plan and sample size determination (Patton, 1990). In this paper the researcher describe some probability and non probability strategies. Stratified random sampling: Stratified random sampling is a combination of stratified sampling and random sampling. Stratified sampling can allow subgroups or strata to be studied in greater detail of population (Islam, 2005). The most common approach of representative sampling strategy is to use random or probability samples. In a random sample, the nature of the population is predefined and all populations have an equal chance of selection (Islam, 2005). In a stratified random sample strategy, the sampling population is initially categorised into non-overlapping groups or strata based on research aims (Pedhazur Schmelkin, 1991). Purposive sampling: Purposive sampling is a random selection of the sample of the population with the most information as possible as the study requires on the attribute within the segment (Bernard 2002; Lewis Sheppard, 2006). This sampling approach enables researchers to obtain the best information from a relatively small sample, and provides more freedom to the researcher in accessing the data and information (Bernard, 2002). 2.1.4. Quantitative approach and data collection Quantitative research is thought to be objective, in that in gaining, analysing and interpreting quantitative data, the researcher can remain detached. Quantitative research is a preference to test hypothesis and theory to produce results that could be generalised (Galal and McDonnel, 1997). Moreover, quantitative research uses structured data in the form of number or can be converted into number by using statistical and mathematical analysis according to research design to explore the result. 2.1.5. Qualitative approach and data collection Qualitative approaches to research are the way of studying where reality is based upon perceptions that are different from one person to another and can change over time (Urquhart, 2001). In this approach, different perceptions are put together to make wholes and meaning is produced (Rich and Ginsburg, 1999). Different meanings could come out due to perceptions which vary with the individual. In qualitative research, rigour is associated with openness, reliable adherence to a philosophical angle, thoroughness in collecting data, and consideration of all the data to produce a theory (Melia, 1996). Qualitative investigation is used as a range of philosophical approaches to interpretive research (Denzin and Lincoln, 2005). Qualitative methods can produce detailed valid data with diverse angles and allow the formulation of innovative theory with ideas for future study (Guba and Lincoln, 1994). 2.1.6. Sample selection There are different types of sample selection in the data collection. In this paper the researcher describe a sample selection process according to a stratified plan following Barnett (2002) and Patwary et al., (2009). 2.1.7. Qualitative modes of analysis Qualitative modes of analysis distinguish the incomparability of the subject under discussion in the research. This paper will show the interpretive modes of analysis of the qualitative data. 2.1.7.1. Interpretive research Interpretive research is based on the assumption of access to reality through social structures including language, perception and sharing of particular meanings. Hermeneutics and phenomenology is the philosophical base of the interpretive research approach (Boland, 1991). The interpretive research approach concentrates on the full complexity of human understanding as the situation appears with indeterminate dependent and independent variables (Kaplan and Maxwell, 1994). Hermeneutics: The hermeneutics approach is the process of original philosophy where the individual respondent makes sense of a written text in a situation which refers to the respondents story not the authors (Ratcliff, 1999; Bleacher, 1980). Phenomenology: Phenomenology describes the experience of consciousness of the theory with assumptions from different phenomena, such as natural science, in a structured way (Denzin, and Lincoln, 1994). It appears as multiple realities because of each individual have his/her own reality and perceptions. . Conclusion This paper work is very important because there has been detailed about epistemological concept and also one research approaches procedure. The research procedure was described in detail and how to conduct it in case of the methodology in an investigation. The overall process was just the conceptual overview of the investigation.

The Nature of Swimming Essay -- Society Analysis

Competitive swimming is a sport full of juxtaposing ideologies and personal struggle with little camaraderie. The divergent sport is always evolving and pitting individuals alone against one another in a foreign environment. Likewise corporate employees day in and day out work alone building their nest egg until the day they can succeed and come out on top or retire. Competitive swimming symbolizes the struggle for many of the Americans ideologies within the framework of corporate America. In inequalities in the realm of competitive swimming mirror those of corporate America. Swimming like an overwhelming amount of corporations is dominated by wealthy white people. In the 2006, the last year the NCAA published data, whites were nearly 70 times more likely to be in division I swim teams than African-Americans. Even worse, a recent study confirmed that, â€Å"Fatal unintentional drowning rates for 5-14 year old African Americans were 3.2 times higher than that for whites.† The swimming disparity is not just one of race but economic class as the percentage of blacks in the is significantly lower than their overall percentage in the population. Swimming is much more expensive than basketball, football and track and thus facilities are frequently only available to the wealthy. Just as people are scared away from swimming they are scared away from corporate America supposing that they do not have enough training, their family did not have money and thus do not even at tempt to succeed. Swimming although it may seem relatively natural requires lots of training and resources to master that complicated strokes. As the coach said, â€Å"there are no natural swimmers†. Parents often have their children training to become professional swimmers often ... ...Wayne Humphrey, vice president of government relations for Central Florida YMCA said, "When you look into their eyes, you can see they believe they have a future. Their aspirations and their hope is grounded in their experience as swimmers, as people and as future leaders." Breaking barriers in swimming and incorporation incites images of freedom and hope that Americans desire. Despite the reality fettered by inequalities in access and arbitrary rules as long as Americans desire to succeed and value individuality competitive swimming and corporations will continue to grow. Works Cited http://sports.espn.go.com/espn/columns/story?columnist=lapchick_richard&id=3417453, http://www.google.com/url?q=http%3A%2F%2Fwww.answerbag.com%2Fq_view%2F34008%23ixzz182EDMI6i&sa=D&sntz=1&usg=AFQjCNGR0A9-Oke0G2XfSA-83-_nwHDqeg, http://www.answerbag.com/q_view/34008#ixzz182EDMI6i