Politicians You Didnt Know Were Also Inventors

What Has Caused the Increased Use of Digital Technology...

Over the last two decades, digital technology has become an essential part of people’s daily life and has caused an enormous influence on how the communication occurs. According to the research of the International Telecommunication Union(ITU), there were only 500 million mobile users in the 2000,but ten years later in the 2010,this number reached 4.6 billion(2010).Digital technology is a base two process, because the digitized information is recorded in binary code which is the combination of the digits 0 and 1. And it is applied in modern electronic devices such as mobile phones and laptops. Some of the reasons why there is a increase in the use of digital technology are generally considered to be the effect of conformity, promotion in†¦show more content†¦Moreover, social media is even more important to those who suffer from physical or mental disabilities. †³Social media gives voices to individuals marginalised and ignored by traditional media, enabling the w orld to hear these voices for the first time in history. †³says Glenda Watson(Healey). In the same time, it also give them the tools that can be used to stay connected with the world. And for the ones that suffer from anxiety, they can have opportunities to communicate or play games with other on the internet without feeling anxious(Novotney,2012). Further more, in a study of 63 Cornell University students, researchers have found that people are reported to be more confident after spending time on their Facebook than looking at a mirror(Cyberpsychology, Behavior and Social Networking,2011). This is because Facebook can show a positive picture of ourselves, says Jeffrey Hancock, a communications professor of Cornell. But there are also negative influence, people spending too much time online may sacrifice their time spending with real-life friends, this could lead to the loose of face-to-face communication ability. ‘when we do that, we miss the connections that count, wi th the people we love, with our physical surroundings.’ says Turkle , the author of Alone Together. And a study of 99 undergraduates led by HollyShow MoreRelatedThe Impact of Icts on Students Academic Performance at University4866 Words   |  20 PagesAllen M. 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Research Project for Gaining Knowledge- MyAssignmenthelp.com

Question: Discuss about theResearch Project for Gaining Knowledge. Answer: Research Process Research Question: Research question is important in order to conduct the whole research. It is framed while searching the gap of the research in the particular topic. Research question has a vital role in framing the hypothesis of a research study that is the base of framing questionnaires. Research: A thorough research process is essential not only for collecting data from secondary and primary sources but also in gathering a detailed understanding of the topic of the research. Gaining Knowledge and Understanding: A detailed understanding regarding the research topic and the secondary data collected from the credible articles and journals are important in order to reach to a final valid conclusion. It is important in order to cope with the limitations of a research (Taylor, Bogdan DeVault 2015). Important Points: Summary of the important points collected from primary and secondary resources are important so that they can help in generating research question, data analysis and finally discussing the results obtained from the data analysis section. Evaluating Quality Information and Reliability: Evaluation of information is important as it will vary the research results. Credibility and validity of the sources from where the information is taken in order to create the quality results that is to be derived from the sources. Synthesizing a New Idea: After conducting the research, a new perspective will be developed because the topic is researched from primary and secondary sources which are essential for the generation of a proper result of the topic of the research (Zikmund et al., 2013). References Taylor, S. J., Bogdan, R., DeVault, M. (2015).Introduction to qualitative research methods: A guidebook and resource. John Wiley Sons. Zikmund, W. G., Babin, B. J., Carr, J. C., Griffin, M. (2013).Business research methods. Cengage Learning.

On The Job Training free essay sample

On-the-Job-Training or OJT is job training that occurs in the work place. It has many advantages, but it can also have a few disadvantages if the OJT is not planned and executed properly. It is part of a college curriculum that aims to train and orient students about the work and their future career. It is very important not only to teach students their chosen career but to show students the reality about working. On-the-job training, also known as OJT, is teaching the skills, knowledge, and competencies that are needed to perform a specific job within the workplace and work environment. On-the-job training uses the regular or existing workplace tools, machines, documents, equipment, knowledge and skills necessary for a student to learn to effectively perform his or her job in the future. It occurs within the normal working environment an employee will experience on the job. It may occur as the student performs actual work or it may occur elsewhere within the workplace using training rooms, training work stations, or training equipment. We will write a custom essay sample on On The Job Training or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page While the goal of OJT is often to teach basic workplace skills, it also instills aspects of the workplace culture and performance expectations. OJT is also the approach organizations use to provide student trainees on-boarding information. It means that skills can be gained while trainees are carrying out their jobs. This benefits both student trainees and the business. Student Trainees learn in the real work environment and gain experience dealing with the tasks and challenges that they will meet during a normal working day. The business benefits by ensuring that the training is specific to the job. It also does not have to meet the additional costs of providing off-the-job training or losing working time. There are several methods of providing on-the-job training. Four frequently used methods are briefly described here: Coaching – an experienced member of staff will help trainees learn skills and processes through providing instructions or demonstrations (or both). Mentoring – each trainee is allocated to an established member of staff who acts as a guide and helper. A mentor usually offers more personal support than a coach, although the terms ‘mentor’ and ‘coach’ are often used interchangeably. Job rotation – this is where members of staff rotate roles or tasks so that they gain experience of a full range of jobs. ‘Sitting next to Nellie’ – this describes the process of working alongside a colleague to observe and learn the skills needed for a particular process. This can be a faster and more useful way of learning a job role than studying a written manual. The colleague is always on hand to answer any questions or deal with any unexpected problems. BACKGROUND OF THE STUDY OS 225 – Office Practicum Course Description This is a training course applying new and previously developed office skills, abilities, and values in actual training. This also involves classroom instructions characterized by a review of general office procedures and application through job exercises. Moreover, simple cases on making decisions and solving problems are discussed. Practical on the job training in an office for 300 hours is the highlight of the course. Credit: 6 units (3 hours lecture, 3 hours coordination per week) Prerequisites: OS 113, OS 121, OS 141, OS 210 to be taken simultaneously Objectives: General Prepare for tomorrow’s office by applying the learned general office procedures in a more realistic approach. Specific 1. Recognize the wide of opportunities of advancement in office work in preparation in a more realistic approach. 2. Applying previously learned skills and knowledge in actual on the training. 3. Integrate previous learning to the level of competencies required to meet business standards. 4. Discharge effectively the duties of the secretary in taking down minutes of meeting 5. Exhibit the ability to coordinate satisfactorily all occupational training in an office job. 6. Write application letters effectively. 7. Develop ability to undergo interview. Values Aims: 1. Develop desirable personality character traits essential to success for office workers. 2. Demonstrate desirable personality character essential to success for office workers. 3. Develop love for work, desirable traits such as efficiency, punctuality, and accuracy, etc. Course Contents Time Allotment FIRST GRADING I. Orientation 2 hours A. PUP Philosophy, Mission and Strategies B. COED Philosophy, Mission and Objectives C. BOA Mission and Objective D. Course Contents, Requirement and Expectations 1. The Cooperative Program 2. Course Requirement 3. Opportunities for Advancement E. Filling up necessary forms for the on-the-job training 1. Personal date / application form 2. Training memorandum sheet 3. Training evaluation sheet II. Looking for a Job3 hours A. Sources of job opening 1. Newspaper advertisements 2. Placement agency 3. Relatives, friends etc. 4. Others B. Preparing and writing application letter 1. Mechanics of an application letter 2. Personal date sheet/bio-data C. Preparing for interview III. Review General Office Procedures6 hours A. Messengerial 1. Delivering mail 2. Running errands 3. Others B. Routinary 1. Screening telephone calls 2. Transferring telephone calls 3. Ushering visitors 4. Sorting files 5. Retrieving files 6. Indexing 7. Typing rough drafts 8. Typing receipts IV. The Secretary-Position and Qualification6 hours A. The Secretary Position 1. Secretary defined 2. Natural of Secretarial Work a. Factors affecting the nature of secretarial work b. Specialized secretarial work 3. Medical 4. Legal 5. Technical B. Specific Duties and Functions of the Secretary C. Handling callers-telephone callers and office callers 1. Types of Caller 2. Telephone Techniques D. Handling appointments 1. Accepting appointments 2. Cancelling appointments E. Filing 1. Basic filing systems and procedures 2. Arrangements of files 3. Types of files 4. Filing equipment and supplies SECOND GRADING F. Dictation and Transcription6 hours 1. The secretary as an A-1 Stenographer 2. Dictation procedures a. Tools used in taking dictation b. Answering the call for dictation c. Proper procedures in taking dictation d. Handling interruptions, pauses, changes while taking dictation e. Dictation problems f. Ending the dictation g. Developing dictation habit 3. Transcriptions System a. Nature of Transcription process 1. Pre-transcription process 2. Transcription aids and techniques 3. Corrects and changes in the dictated material 4. Preparing transcribed material for executive’s signature A. Features of mail able letter 5. Using sources of information a. Standard secretarial references b. References-directories on business concerns and people c. General information G. Handling mails and telegrams 1 Procedures in handling incoming outgoing mails 2 Classes of mails 3. Sending and receiving telegrams 4. Handling meeting and conferences H. Business meetings, conferences, and conventions a. Definitions of meetings, conferences, and conventions b. Major classification of business meetings 1. In house business meetings 2. Off premises meetings c. Distinction between formal and informal meetings 1. Preparations for meetings, conferences, and conventions a. In-house meetings readiness b. Editing and preparing meeting room materials c. Special arrangement for services 2. Duties of the secretary during meetings, conferences, and conventions a. In-house meeting room readiness b. Checklist of arrangement for outside meetings, etc. c. Receiving conference guests 3. Follow-up after meetings, conferences, and conventions a. Duties and activities depend upon whether the executive or boss is the chairperson in meeting b. Preparing for conferences and correspondences, reports meetings, and notation 4. Taking minutes of the meeting a. Preparing for the meeting b. Knowledge of meeting procedures 1. Familiarity with the order of business 2. Recording basic facts about the meeting c Transcribing the minutes of the meeting 1. Knowledge of the format 2. Composing the rough draft 3. Typing minutes in final form 4. Keeping books of the minutes 6. The secretary chair in the meeting a. planning ahead of the meeting b. Application of the parliamentary procedures c. The secretary addresses an audience V. The secretary in the personnel department6 hours A. Function of the personnel Department B. Duties and responsibilities of the secretary in the personnel department 1. Administrative work a. receiving job applicants b. interviewing the applicants c. administering tests 2. Liaison work a. facilitating social and insurance, medical, etc†¦ in proper agencies 3. Clerical work a. Controlling records of personnel 1. Procedures of record keeping 2. Records used in the personnel department b. Entertaining callers c. Scheduling interviews for job applicants Testing and Evaluation A. First Grading 1. Class Standing2/3 a. Recitation b. Quizzes c. Job exercises d. Problem Solving e. Others2 2. Department Test 1/3 a. Midterm B. Second Grading 1. Class Standing1/3 a. Recitation b. Quizzes c. Job Exercises d. Manual 2. Department Test1/3 a. Final Test 3. Actual on-the-job evaluation Final Grade = First grading (1/3) + Second Grading (2/3) Suggested Activities 1. Note taking from lectures 2. Reading from magazines, newspapers, and references dealing with relevant topics 3. Demonstrations and/or illustrations using visual aids like diagrams or charts on relevant subject 4. Skit presentations on relevant topics/role playing 5. Socialize recitations 6. Reporting on certain topics 7. Problem solving on isolated cases 8. Exercise in the application of the rules on indexing 9. Answering job exercises 10. Typing from letters and blank forms 11. Actual on-the-job training in an office completing 300 hours STATEMENT OF THE PROPOSED PROJECT: There is a problem in implementing the program of our on-the-job training in our country, one example is that most of the time, the student trainee is not engaged in the jobs that is related to his/her course in that way of implementing the training, the learning that the student may acquire will not be related to his/her career in the future, thus, the training will be in vain. This feasibility study will determine the problems that a student trainee encounters in his/her On-the-Job training and sought to answer the following questions: 1. Did the student trainee have a meaningful task in his/her training? 2. Was the task assigned to the trainee related to his/her course? 3. Did the student trainee have regular supervision and guidance? 4. Did the student trainee acquire new skills in his/her training? PROJECT FRAMEWORK APPROACH: THEORY BASED PRINCIPLE Kirkpatricks Four-Level Training Evaluation Model Analyzing Training Effectiveness If you deliver training for your team or your organization, then you probably know how important it is to measure its effectiveness. After all, you dont want to spend time or money on training that doesnt provide a good return. This is where Kirkpatricks Four-Level Training Evaluation Model can help you objectively analyze the effectiveness and impact of your training, so that you can improve it in the future. In this article, well look at each of the Kirkpatrick four levels, and well examine how you can apply the model to evaluate training. Well also look at some of the situations where the model may not be useful. The Four Levels Donald Kirkpatrick, Professor Emeritus at the University of Wisconsin and past president of the American Society for Training and Development (ASTD), first published his Four-Level Training Evaluation Model in 1959, in the US Training and Development Journal. The model was then updated in 1975, and again in 1994, when he published his best-known work, Evaluating Training Programs. The four levels are: 1. Reaction. 2. Learning. 3. Behavior. 4. Results. Lets look at each level in greater detail. Level 1: Reaction This level measures how your trainees (the people being trained), reacted to the training. Obviously, you want them to feel that the training was a valuable experience, and you want them to feel good about the instructor, the topic, the material, its presentation, and the venue. Its important to measure reaction, because it helps you understand how well the training was received by your audience. It also helps you improve the training for future trainees, including identifying important areas or topics that are missing from the training. Level 2: Learning At level 2, you measure what your trainees have learned. How much has their knowledge increased as a result of the training? When you planned the training session, you hopefully started with a list of specific learning objectives: these should be the starting point for your measurement. Keep in mind that you can measure learning in different ways depending on these objectives, and depending on whether youre interested in changes to knowledge, skills, or attitude. Its important to measure this, because knowing what your trainees are learning and what they arent will help you improve future training. Level 3: Behavior At this level, you evaluate how far your trainees have changed their behavior, based on the training they received. Specifically, this looks at how trainees apply the information. Its important to realize that behavior can only change if conditions are favorable. For instance, imagine youve skipped measurement at the first two Kirkpatrick levels and, when looking at your groups behavior, you determine that no behavior change has taken place. Therefore, you assume that your trainees havent learned anything and that the training was ineffective. However, just because behavior hasnt changed, it doesnt mean that trainees havent learned anything. Perhaps their boss wont let them apply new knowledge. Or, maybe theyve learned everything you taught, but they have no desire to apply the knowledge themselves. Level 4: Results At this level, you analyze the final results of your training. This includes outcomes that you or your organization have determined to be good for business, good for the employees, or good for the bottom line. How to Apply the Model Level 1: Reaction Start by identifying how youll measure reaction. Consider addressing these questions: Did the trainees feel that the training was worth their time? Did they think that it was successful? What were the biggest strengths of the training, and the biggest weaknesses? Did they like the venue and presentation style? Did the training session accommodate their personal learning styles ? Next, identify how you want to measure these reactions. To do this youll typically use employee satisfaction surveys or questionnaires; however you can also watch trainees body language during the training, and get verbal feedback by asking trainees directly about their experience. Once youve gathered this information, look at it carefully. Then, think about what changes you could make, based on your trainees feedback and suggestions. Level 2: Learning To measure learning, start by identifying what you want to evaluate. (These things could be changes in knowledge, skills, or attitudes. ) Its often helpful to measure these areas both before and after training. So, before training commences, test your trainees to determine their knowledge, skill levels, and attitudes. Once training is finished, test your trainees a second time to measure what they have learned, or measure learning with interviews or verbal assessments. Level 3: Behavior It can be challenging to measure behavior effectively. This is a longer-term activity that should take place weeks or months after the initial training. Consider these questions: Did the trainees put any of their learning to use? Are trainees able to teach their new knowledge, skills, or attitudes to other people? Are trainees aware that theyve changed their behavior? One of the best ways to measure behavior is to conduct observations and interviews over time. Also, keep in mind that behavior will only change if conditions are favorable. For instance, effective learning could have taken place in the training session. But, if the overall organizational culture isnt set up for any behavior changes, the trainees might not be able to apply what theyve learned. Alternatively, trainees might not receive support, recognition, or reward for their behavior change from their boss. So, over time, they disregard the skills or knowledge that they have learned, and go back to their old behaviors. Level 4: Results Of all the levels, measuring the final results of the training is likely to be the most costly and time consuming. The biggest challenges are identifying which outcomes, benefits, or final results are most closely linked to the training, and coming up with an effective way to measure these outcomes over the long term. Here are some outcomes to consider, depending on the objectives of your training: Increased employee retention. Increased production. Higher morale. Reduced waste. Increased sales. Higher quality ratings. Increased customer satisfaction. Fewer staff complaints. Considerations Although Kirkpatricks Four-Level Training Evaluation Model is popular and widely used, there are a number of considerations that need to be taken into account when using the model. One issue is that it can be time-consuming and expensive to use levels 3 or 4 of the model, so its not practical for all organizations and situations. This is especially the case for organizations that dont have a dedicated training or human resource department, or for one-off training sessions or programs. In a similar way, it can be expensive and resource intensive to wire up an organization to collect data with the sole purpose of evaluating training at levels 3 and 4. (Whether or not this is practical depends on the systems already in place within the organization. ) The model also assumes that each levels importance is greater than the last level, and that all levels are linked. For instance, it implies that Reaction is less important, ultimately, than Results, and that reactions must be positive for learning to take place. In practice, this may not be the case. Most importantly, organizations change in many ways, and behaviors and results change depending on these, as well as on training. For example, measurable improvements in areas like retention and productivity could result from the arrival of a new boss or from a new computer system, rather than from training. Kirkpatricks model is great for trying to evaluate training in a scientific way, however, so many variables can be changing in fast-changing organizations that analysis at level 4 can be limited in usefulness. Key Points The Kirkpatrick Four-Level Training Evaluation Model helps trainers to measure the effectiveness of their training in an objective way. The model was originally created by Donald Kirkpatrick in 1959, and has since gone through several updates and revisions. The Four-Levels are as follows: 1. Reaction. 2. Learning. 3. Behavior. 4. Results. By going through and analyzing each of these four levels, you can gain a thorough understanding of how effective your training was, and how you can improve in the future. Bear in mind that the model isnt practical in all situations, and that measuring the effectiveness of training with the model can be time-consuming and use a lot of resources. CONCEPTUALIZATION OF THE PROJECT: 1. The input contains the problems encountered by the student trainees and the theories that the researchers used as a basis of pursuing this study. 2. The process involves a survey questionnaire that was disseminated to the students of PUPQC, the researchers also have an interview. The process also involves the implementation of the OJT program that is based on the practicum syllabus of the PUPQC, it also involves the memorandum of agreement that was between the school and the company and the process also involves coordination to the administrators of PUPQC. net and to the president of the vox nova, the official publication of PUPQC. 3. The expected output of this study will be a tie-up with PUPQC and the company who will implement the OJT program of PUPQC and the those trusted companies will be advertised in the PUPQC. net and will be included in the publication of Vox Nova. The program process CONTEXTUALIZATION OF THE PROJECT The Program process explained The on-the-job student trainees of PUPQC will let the on-the-job training hunters seek for a company where they can have their on-the-job training and where the OJT program is executed properly. The on-the-job training hunters will be the ones who will process the application of the on-the-job student trainees of PUPQC, they will be paid for this service, and after they found a company that is willing to implement the OJT program of PUPQC, the OJT student will now be sent to the office for physical appearance and exams to be able to be accepted to the recommended company, after the student trainees were accepted in the recommended company, the OJT professor and the OJT hunters will monitor the company, if the trainees are trained properly and if the OJT program is executed properly. If they found out that the student trainees is being trained well and the OJT program is executed properly the company will be given a certificate that will certify them as an industrial partner of PUP, and their company logo and profile will be advertised at the PUPQC. net and to the Vox Nova (the official publication of PUPQC), and they will be given a booth each and every time that there is a job fair in PUP. KEY ASSUMPTIONS Nowadays, On-the-job trainees have no special training and not designated to his/her course or designated but not requiring them of job rotation causing to limited learning. On-the-Job-Training with industrial partners will be the way for the On the Job training program to be implemented properly. CHAPTER 2-TECHNICAL FEASIBILITY Technical Requirements A detailed description of technical requirements, usually with specific acceptance criteria, stated in terms suitable to form the basis for the actual design development and production processes of an item having the qualities specified in the operational characteristics. Existence On-The-Job Training program for students is always available in companies with different nature in the Philippines. OJT is a part of curriculum of every college and university in the Philippines. Economist Bernardo Villegas reports that DTS graduates in the Philippines are more than just skilled technicians. Besides their technical skills, Villegas adds, they are steeped in virtues and work values that make them contribute significantly to their company’s productivity and esteemed citizen-workers in their communities. In 2009, there were 348 TESDA accredited companies and 57 schools in the DTS program. Some 1, 009 trainees were enrolled in various training qualifications and 1,187 trainees competed their training during the year. DTS model implementors include the partnerships of Punlaan School and EDSA Shangri-la Hotel for food and beverage services and Jacobo Z. Gonzales Memorial School of Arts and Trades and Fujitso Ten Corporation, Philippines in electronics technology. Foreign chambers of commerce based in Manila acknowledge the advantages of dual training and the need for students to undergo longer and rigorous internships in companies to equip them with better skills. Chris Ward, board member of the Australia-New Zealand Chamber of Commerce, said that there is a need to develop a dual training program where college students will have longer working hours in companies. The Meralco Technological Institute (formerly Meralco Foundation) has been offering scholarships for two-year DTS courses in automotive and motorcycle technology, industrial mechatronics, refrigeration and air-conditioning, network administration, and marine technology. The dual training system in the Philippines One of the more preferred training modality for enterprise-based training in the Philippines today is the dual training system (DTS) being implemented by TESDA. The DTS, as its name suggests, is a training modality that combines theoretical and practical training. It is called dual training because learning takes place alternately in two venues: the school or training center and the company or workshop. In DTS, the school and workplace share the responsibility of providing trainees with well-coordinated learning experiences and opportunities. This close cooperation between the school and the company ensures that the trainees are fully equipped with employable skills, work knowledge, and attitudes at the end of the training. The general and occupation-related theoretical instruction provided by the school is complemented by on-the-job training in the workplace. Trainees under the DTS spend at least 40 percent of the training/learning time in school and 60 percent for practical training in the company. Dual approach in training The dual approach in education and training has been put to work in such country programs as apprenticeship, on-the-job training, supervised industry training, practicum and internship. The German model of the DTS was first introduced in the Philippines in the 1980s through a joint project of the Southeast Asian Science Foundation and the Hanns Seidel Foundation in the pioneer school- Dualtech Training Center. The Dualtech experience was replicated in select public and private technical schools nationwide by the then Bureau of Technical and Vocational Education in 1991. In February 1994, President Fidel V. Ramos signed into law Republic Act No. 7686 or the Dual Training System Act of 1994 which calls for the institutionalization of the DTS in accredited public and private educational institutions, training centers, and agricultural, industrial and business establishments. Under the DTS Law, TESDA is mandated to promote, coordinate, and administer the dual training system. The school-industry partnership component of the system is a vital determinant of program success and effectiveness. They start working together in making the training plan and determining the best way by which the trainee can learn as much knowledge and skills during the training period. Two training venues In school, the trainee learns basic trade theory, work values, good citizenship, safety and related theory subjects in mathematics, drawing and social sciences. At the company or workshop, the trainees learn job skills through practical exercises using state of the art technology. Aside from technical skills, the trainees also learn good work habits and how to get along well with others. The many benefits for the trainee, school or training institution, and the company made the DTS click as a training modality. The trainees’ access to the expertise and resources available and the well-coordinated delivery of instructional activities in both learning venues guarantees quality and relevant training. DTS graduates are equipped with up-to-date and appropriate work knowledge, skills and attitudes making them highly competitive and â€Å"wanted† in the labor market. The companies’ participation in drawing up the DTS training plan helps ensure that the workers being trained are the type and quality that industry requires. Optimum use of school and company facilities and resources allows the admission of more trainees- mostly from poor families who have no means of attending vocational training courses in fee-charging schools and training centers. Availability On the job training is offered in many different firms in the Philippines. Nowadays, there are several companies in the Philippines who have an On-The-Job training program it includes the government sector and the private sector as well, in the private sector there are different industries that are using On-The-Job training program, we have the manufacturing industry, service industry, merchandising industry. Many firms nowadays especially in government agencies, do not give allowances to their student trainees, and the job that they provide for their student trainee is not related to the course of the trainee. Limitations and Constraints Some of the firms are taking the on the job training for students, lightly. Thus, we have formed these agreements in our Memorandum-of-agreement to ensure that the student trainees will be engage in actual jobs that is related to their courses. The limitations and constraints of this project, is based on the memorandum-of-agreement issued by the university/college to the company who will implement the propose project. These are the following terms and conditions included in the MOA: A. The UNIVERSITY shall: 1. provide the on-the-job student-trainee the basic orientation on work values, behavior, and discipline to ensure smooth cooperation with the COMPANY; 2. issue an official endorsement vouching for the well being of the on-the-job student-trainee which shall be used by the COMPANY for processing the application of the student-trainee; 3. coordinate with the company/office/firm on the implementation of the existing training standard; 4. require trainee to keep updated report book ready for inspection at any given time; 5. provide administrative support for the monitoring of attendance and performance of the trainees undergoing on-the-job training; 6. ensure that the provision of this agreement are properly implemented and coordinated in the company for the purpose of ensuring high standard of training under the ______________________(course of student). B. The COMPANY shall: 1. Not be obliged to employ student-trainee upon completion of the training; but the COMPANY may absorb a student-trainee who has an outstanding performance. 2. require qualified students to submit themselves to examinations, interviews, and file pertinent documents to support their application; 3. assure that the trainees proper work values and attitude are matched with the company’s requirements or corporate values and culture. 4. accommodate trainees for supervised in-plant training for a period of _________ hours; 5. make available, free of charge, the consumable materials and basic hand tools and equipment necessary for the training; 6. Designate trainees to respective workstation eight hours daily and may be requested to work beyond eight hours and be paid accordingly. Provided, there are no regular workers to do the job and the job is of the kind where the trainee has already demonstrated high proficiency. The excess hour rendered shall be paid training allowance based on the overtime scheme of the company; 7. allow practicum coordinator of ________(name of school) to visit the station at least four days in a month to monitor the status of the program; 8. ensure that the provisions of this agreement are properly implemented and coordinated with PUP QC for the purpose of ensuring high standards of training under the program; 9. provide first-aid assistance to the trainee when injured while in the performance of his/her assigned task. C. The STUDENT shall: 1. Be personally responsible for any and all liabilities arising from negligence in the performance of his/her duties and functions while under training. D. The following terms and conditions are likewise included: 1. The COMPANY reserves the right to discontinue the On-the-Job Training of the trainee on reasonable grounds upon written notice to the party of the first part. The discontinuation shall take effect immediately upon receipt of the said notice. The reasonable grounds that may terminate the trainees training are the following: Habitual absenteeism from in-plant and related theoretical instruction. Willful disobedience of company rules or insubordination to lawful order of superior; Poor physical condition, permanent disability or prolonged illness which incapacitates the trainee from working; Theft or malicious destruction of company property and or equipment; Inefficiency of performance on the in-plant/school training for a prolonged period despite warnings duly given to the trainee. Engaging in violence or other form of gross misconduct inside the company’s premises. 2. The University may likewise, pull-out trainees from the in-plant training for reasonable grounds after a written no

The Theme of Love in Romeo and Juliet Essay Example

The Theme of Love in Romeo and Juliet Essay In this essay I will be discussing the theme of Love in Romeo and Juliet and how it has affected the characters and their lives. I will try to show how love wins over hate, and that the characters experience many different types of love, and how these types of love cannot always exist peacefully at the same time. Prologue The prologue is a few paragraphs explaining the situation of Romeo and Juliet and the environment they live in. It is read by a narrator. The first lines talk about the two families with the same amount of power, living in Verona. It tells of a violence and hatred between the two families a long time ago that is still going on, and how the people around them are being included in this hostility. This emphasises the seriousness of the situation, civil blood tells of death. We will write a custom essay sample on The Theme of Love in Romeo and Juliet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Theme of Love in Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Theme of Love in Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer from forth the fatal loins of these two foes means that two couples from the conflicting households have brought two children. A pair of lovers tells of their love for each other through their families hate and death-markd love shows that their love will be a fatal love, resulting in death. It goes on to say that after they die, their parents disagreements will come to an end, and that their parents loathing was so great that only their childrens deaths could put an end to it; the continuance of their parents rage, which but their childrens end, nought could remove and says that for 2 hours the audience shall see the fearful passage of their death-markd love Finally, it says that what the introduction hasnt told you that the play shall strive to mend. In other words what hasnt been said in the introduction will be made clear throughout the play. Its Shakespeares way of intriguing you and making you want to stay to watch the whole play. The prologue informs us that although love brought tragedy, it won over hate, and that love and hate, the most familiar juxtaposition, can affect a whole community. It illustrates that love is powerful but dangerous, and brings us the message that Romeo and Juliets love was stronger than the hatred their families had for each other. In the beginning of the play, Romeo has been sitting up all night thinking about Rosalind and being doubtful of her love for him. He starts losing the will to live and feels whippd and tormented. At he moment his love isnt bringing him happiness, but he is hoping, perhaps in vain, that it will. His love for Rosalind is arguably not real love at all Before the feast at the Capulets mansion, Juliet is not really aware of love. She loves her mother and Father, and she loves her cousins, and her pets, but this is only one of the types of love, and there is more than one type of love, so she is yet to experience a love like the love she will feel for Romeo. Then her Mother and the Nurse enter the room. The Nurse is like a stand in mother who does all the hard work to bring her up well, until Juliet is at an interesting enough age for the mother to take notice, like when she falls in love with Romeo, or when the mother tries to interest Juliet in Paris, who is a nice rich boy in her mothers opinion and for Juliet all this marriage business isnt such a big thing. She is fine with doing whatever her mother wants in this region, which shows how little she thinks of it. She makes the remark Ill love to like, if looking liking move. But no more deep will I endart mine eye than your consent gives strength to make it fly Basically she is saying that she will look at men freely, but unless her mother gives consent for her to look at men with a more meaningful intention, she wont. Juliets father (Lord Capulet) has a very liberal view towards Paris and is very accommodating towards him. He welcomes his proposal to Juliet with open arms and approves of him as a worthy contender and son in law. Love doesnt really come into it. He just assumes that because Paris is rich and fairly good looking, Juliet should marry him regardless of whether she loves him or not, which is, to be fair, Juliets own view on marriage, but then again she has been brought up to think this because of the society she lives in, without any experience of love for men. He is lavish in his blessings for them and seemingly caring and easy going about the whole thing, his statement She agree lies my consent is an example of his fairness towards Juliet, saying that if she wants to marry, he will approve for the marriage to go ahead. The Theme of Love in Romeo and Juliet Part 2 Romeo goes to the Capulet party. He went to the Capulet party because, when he was shown the guest list, he saw Rosalinds name on it and decided to go. You could also argue that he went because of his friend Benvolios comment, Examine other beauties. In other words look around; there are more fish in the sea. But I think that its a bit of both. Romeo sees Juliet for the first time and is absolutely besotted with her; he talks about her to his friend Mercutio, and says, O she doth teach the torches to burn bright! In other words, shes radiant, full of light. You could also say that he thinks shes hot and that he thinks that shes really sexy, because he obviously loves her looks, at the moment, and not her personality. He thinks that shes a: Snowy dove trooping with crows ~ essentially hes saying that she is the only beautiful girl in the whole party, and therefore is saying that Rosalind, whom only hours before he was saying was the whole world, is a crow! Some people would say that he is not only using dove as a big contrast but also as a symbol of peace and love and purity. Another comment he makes is Did my heart love till now? this helps to prove that his love for Rosalind was very superficial and that perhaps he is quite fickle and the same thing will happen with Juliet. He calls her a holy shrine ~ he worships her! He thinks she is Godly and she has a power over him! But, when he realises that she is a Capulet, he cries, Is she a Capulet? My life is my foes debt. He pledges his life to her. He will do anything by this point for Juliet and it doesnt matter whose daughter she is, he will still love her. Further on in the party, Juliet says, Whats he that now is going out of door? to her nurse. This shows us that she is interested in Romeo and thinks that he is handsome enough to ask whom he is. You could say that she is just wondering who he is, but I think that when she says, to her nurse, Go, ask his name. If he be married my grave is likely to be my wedding bed. I think that this signifies that she is more interested than just wondering who he is; she wants to marry him! She is dazed, she doesnt want to marry Paris, she wants Romeo! This quote also tells us that she thinks that she will die if she cant marry him and has to marry Paris. This is another indicator of how much Romeo means to her. So she is ignoring her parents wishes and has now completely broken the promises she made to her mother. Some people might also find that this is a pointer to the fact that she will die and also see the irony of her statement. Another statement she makes is My only love sprung from my only hate! Not only does this show how aware of the partition between them she is and how she must wish she was not a Capulet, but it also verifies that she doesnt love Paris at all, for she calls Romeo her only love. Later on Romeo is so smitten that he calls Juliet the sun! this suggests that he thinks she is radiant, warm, life giving and fundamental to the existence of the planet, but equally, you could argue that he is also saying that the sun is potentially dangerous; consequently Juliet could hurt him. He also comments the brightness of her cheek would shame those stars So here he is saying that she is so bright, that compared to the stars, they are dull. This further signals that he thinks she is radiant, the brightest star of them all. Next, he remarks bright angel This implies that he thinks she has been sent from heaven, and that she is astoundingly beautiful and angelic. He thinks that she is innocent, pure and good, and you could say that he chooses the word angel as another way of saying virgin, to stress her purity as well as describing her As is a winged messenger of heaven ~ as again he makes a reference to her being saintly and untainted Juliet is now on her balcony wondering whether her new love actually loves her. Then Romeo appears and she asks, Dost thou love me? I know thou wilt say Ay' subsequently, she thinks that he will automatically say yes even though he might not actually mean it deeply. She continues; Thou mayst prove false. She thinks that he might just love her like he loved Rosalind, and not feel deeply about her. She thinks he might just love her looks and not her. You could say that she is worried that they might marry, then regret it, because he will possibly go off her and find someone else, and she doesnt want this to happen not only because she will be hurt, but also because she has so much to lose. For instance, she could lose her parents love and respect, and also Paris love not forgetting Romeos love. Another downside to their romance is that it is too fast. I have no joy in this contract tonight; it is too rash. Is one of Juliets remarks, because she is having further doubts about his love for her and wondering if tomorrow they will feel differently about each other, and that it is just a moments love, and again she is scared of being hurt. She has apprehensions about love, as she has never experienced the love she is feeling for Romeo right now. Later on, she says, My bounty is as boundless as the sea, my love as deep to try to portray how intense her love is for Romeo, and you could say that, like the sea, her love has layers and some parts are dark and deep. If that thy bent of love be honourable, thy purpose marriage, send me word tomorrow This means that if Romeo really loves her, and if he wants to marry her, then he should send for her tomorrow so they can be married. Mercutio is worried about Romeo. He says, Alas poor Romeo, he is already dead! Stabbed with a white wenchs black eye. This shows that he thinks that because Romeo loves Juliet so much, and is completely devoted, that this has made him lifeless and dead, because he has pledged his life to Juliet, and has nothing left to give. He is empty of all feeling but for Juliet and this has arguably annoyed Mercutio, Romeos friend, somewhat. This could explain why he calls Juliet a white wench. Or perhaps he feels that she is a siren or some kind of voluptuous, loathsome creature that has transformed Romeo into a lifeless body. This could also be the reason he feels Romeo has been stabbed by Juliet. Mercutios words are ironic because at the end of the play, Romeo hears of Juliets death and rushes to the scene, finds her dead and kills himself. So you could say this is an artful way of pointing towards Romeo s demise. Mercutio is predicting Romeos death and he thinks that one day Juliet will be the end of him. The Theme of Love in Romeo and Juliet Part 3 When Romeo meets Tybalt, things start to go wrong. Romeos says, but love thee better than thou canst devise. Romeo is talking about familial love; the love reserved for members of his family, because Tybalt is now a relation, although not a blood relation of Romeo. Tybalt doesnt understand, and when he doesnt understand things, he gets frustrated, and he has to let out his anger by being violent and then Tybalt starts hitting Romeo. He thinks that Romeo is either mocking him, or showing homosexual tendencies. To Tybalt, both of these possible meanings are equally wicked and either way Romeo should be punished in some way. He then confrontationally says to Romeo, Romeothou art a villain Tybalt feels that Romeo has wronged him belonging to a family that hates his own and that, perhaps Romeo has actually physically hurt him in some way in a previous conflict between the two houses. Tybalt cant figure out why Romeo said that he loved him. He doesnt believe Romeo, because their families have been at war for years, ancient grudge Ancient tells us how long the long standing feud has been raging and helps explain why Tybalt is so confused. Tybalt is the fought off by Mercutio, who cant bear to see Romeo being beaten up this way, for Romeo is not defending himself, because if he fought Tybalt, it would be like he was fighting his own family: Juliet. Tybalt fights back and he kills Mercutio. Romeo is outraged. He not only feels bad about Mercutios death, but he is infuriated that he prevented Mercutio from defending himself from Tybalt, because this inadvertently caused Mercutios death. Romeo cries, My very friend, hath got his mortal hurt, and In my behalf which show his anguish and guilt at his friends sudden demise. Romeo is so tortured by the guilt of causing his friends death, that he decides to avenge Mercutios death by killing Tybalt. He goes after Tybalt following the death of Mercutio and takes Tybalts life. He is then traumatized by the reality of what he has just done and says, My reputation stained. This could show that he is concerned about his chances with Juliet, after all, hes just killed her cousin, or he could be anxious about getting caught by the law, and perhaps therefore afraid for his life. He doesnt seem to really care about Tybalt lying dead on the floor, which could possibly show that Romeo is very self centred, and puts himself before others, or that he is just completely in love with Juliet and cant see anything past her, and that she comes first. The words and language Juliet uses when she finds out what has happened to Tybalt are as if shes just woken up to another side of Romeo that she finds unbearable. She cries, O serpent heart, hid with a flowering face! This means she thinks that underneath Romeos good looks is a bad heart and that deep down he is not quite what she had expected, not the man she fell in love with on the night of the party. She feels used, as if Romeo had lied to her. Another thing she says is Did ever a dragon keep so fair a cave? She is saying that she thinks Romeo is really a nasty piece of work but he tricked her into thinking that he was a kind, nice boy who was good looking and an ideal husband for her. She uses a lot of juxtapositions to describe how she is feeling, so she is obviously having very mixed feelings towards Romeo and is confused, she loves and hates him. Some of the phrases she uses are Fiend angelical! Beautiful tyrant! and, Wolvish-ravening lamb! This again shows how betrayed she feels by Romeos love and how terrible she feels because her world has just come down around her. Lord Capulet changes the way he speaks to his daughter after her refusal to marry Paris. When he first speaks about Paris, he is very pleasant about him and tends to be on his side. He backs him all the way and even says She agree lies my consent This shows a very caring attitude towards Juliet. But underneath all this, Paris is still Lord Capulets choice, not Juliets. He likes to be in control, and he perhaps just says this to make her feel well towards him. But as soon as his feeling of control goes, he starts getting angry. He cant understand why Juliet could possibly not want to marry Paris. So he gets very irritated with her and pushes her around. Is she not proud? Unworthy as she is This shows what a patriarchal society they live in, and how her father thinks that she should be marrying to money and a good reputation, not for love or happiness. He doesnt yet know about Romeo, which could mean hes angry because hes suspicious that shes met someone behind his back, for there mus t be some reason for her disobedience. This is not the best way of showing your parental love. But they live in a society that thinks that your fathers word is law, especially on the issue of marriage. Juliet has a change of attitude to her nurse when the nurse tries to persuade her to marry Paris and forget Romeo. It is because a close friend and also a motherly figure has just tried to crush her dream to be with Romeo. She feels like the nurse isnt supporting her and isnt helping her, like a friend should, with her decisions. Perhaps the more motherly side is coming out. The nurse just wants the best for everyone, and she knows that if they marry, there will be trouble. She is probably worried about Juliet getting hurt, but this is often mistaken, as in this case, for someone not caring or being unsupportive. This explains why Juliet is so agitated at her nurses apparent change of sides. Juliet feels the nurse has betrayed her by backing up her parents and going against her when really the nurse is on her side, and doesnt want any harm to come to her. Juliet is very let down by this and reacts by saying Thou and my bosom henceforth shall be twain. She is saying that before the incident, they were together but now they are apart. They have split up over Romeo. This shows how much Juliet loves Romeo. She splits up with the nurse in a fit of rage over him, even though the nurse has loved and looked after her for many years. This illustrates how emotional and impulsive Juliet is, and could be the reason she takes such drastic action at the very end of the play. Lord and Lady Capulets reactions over their daughters death are quite different ones. Lady Capulet cries Alack the day! Shes dead shes dead! This gives you an idea about how heartbreaking her daughters death is to her but this possibly implies that Juliet is very much like a possession to her. She says, Shes dead like she would if her favourite toy had been broken. She is very factual about it, and doesnt give an indication of how she feels it has affected her. Lord Capulets language when he speaks of his daughters death is very passionate and loving. He gives you an insight into how he feels about his daughters recent death and shows real feeling towards her. Alack, my child is deadand with my child my joys are buried! in this statement, he shows a lot more relation to Juliet than his wife. When his wife speaks of the death she says she and could be talking about anybody. Whereas Lord Capulet at least acknowledges that this girl is his daughter and goes on to say that when her life went, so did his joy and will to live. I think that from the death of the two protagonists, we learn that even true love does not always bring happiness, and that the most important thing to both parties, the thing that drove them to their deaths was their families, and the ongoing feud between them. I think that they were both very passionate and very in love and their deaths were responsible for peace at last between the two families. Final Conclusion In this essay I have discussed the theme of love, and have tried to show the different types of love, and how the conflict between them can sometimes be fatal. I think I have showed how it has affected the characters, the many different types of love the characters experience, and that love will, in the end, win over hate. The Theme of Love in Romeo and Juliet Essay Example The Theme of Love in Romeo and Juliet Paper Heres much to do with hate but more with love This quotation from Romeo can in fact describe the whole play. The word more shows the power of love to overcome hatred. However, in Romeo and Juliet there are several different types of love demonstrated. For example, characters such as Mercutio can be seen using sexual innuendos and bawdy language. In the play, there is evidence of brotherly love, shown to Romeo by Benvolio; motherly love from the Nurse towards Juliet; and fatherly love shown by Friar Lawrence towards Romeo; a suitor who offers wealth and power, is shown in the character of Paris. On one hand there is Romeo and Juliet who show a very passionate and romantic form of love. Romeo and Juliets love is different from everyone elses thoughts. For them, marriage is completely based upon true love. Others, it may be for power, wealth and recognition.Romeo is one of the protagonists in the play. He comes across as a very romantic and mature teenager who feels the in the deepest l ove for Juliet who he met at Lord Capulets party. O she doth teach the torches to burn bright. What is her mother? These are his words to Nurse and her answer reveals that his to see if only love has come from his only hate.But this is not the first time Romeo was in love.He loves Rosaline in the beginning of the play because that is what he thinks is the manly thing to do. But later he falls in love with Juliet. But once he has set his eyes on her, he completely forgets about Rosaline. Romeo presents Rosaline as having wit and being strong, as she will not be hit with Cupids arrow(Act 1 scene 1, lines 203-204), she lives unharmed(line 205) which means secure against his advances is rich in beauty.Mercutios attitude towards love is very sarcastic; it is uses bawdy humour and innuendo. Mercutio is always twisting words so that they become rude. One innuendo he uses would beAn open-arse, thou poprin pear. Mercutio is not at all a the person who would show any sign of affection, but a person who would joke about love and feelings. He mocks Romeo when he hears about Romeos love for Rosaline. Sampson, Gregory and the Nurse all use bawdy humour, but Mercutio is the wittiest. this is the hag, when maids lie on their backs, That presses them and learns them first to bear, making them women of good carriage. This is she- He is constantly punning, this shows how he generally behaves. Mercutio does not provide much help to the love of Romeo and Juliet mainly because he doesnt know about their secret love, but even if he did know he is the kind of character who would mock. He thinks that Romeo is wasting his time with Rosaline, and mocks him.At the beginning of Act 2 Scene 3, Friar Lawrence thinks that Romeo. He treats Romeo like a son, as Friar has known him since he was born.Young son, it argues a distemperd head which means that Romeo, a young man should be getting sleep and shouldnt be disturbedBut where unbruised youth with unstuffd brain meaning Romeo shoudnt have a ny worries when going to sleep unlike an older man like Friar Lawrence that stay awake with worries.Friar Lawrence is happy when Romeo says I have forgot that name when he is asked about Rosaline. Young Romeo then tells Frair Lawrence that he is certain he loves Juliet. Friar Lawrence then goes to mock Romeo by sayingNot truly in their hearts, but in their eyes Friar Lawrence does not believe Romeo is really in love, but only cares about their appearance i.e. their looks. Friar Lawrence shows love in this scene towards Romeo by taking great interests in what he is doing, but also by doing the type of things a father would do. The sweetest honey is loathsome in his own deliciousness The Friar says this to Romeo suggesting that anticipation is more than what it turns out to be.Friar Lawrence marries the couple and tries to help them whenever possible. He wants the best for them and thinks that if they marry then possibly the feuding will end; In one respect Ill thy assistant be: for t his may so happy prove, to turn your households rancour to pure loveThe Nurse in Romeo and Juliet is a character who is treats Juliet as her own child. She has always been looking after Juliet since she was a baby. Even though Juliets real mother is Lady Capulet, she does not seem to be so interested in her. People only hired people like the Nurse if they were very wealthy and powerful. Juliet and the Nurse are closer to each other than Juliet and lady Capulet have ever been. The nurse has a blunt attitude towards love and sex, but s affectionate and loving woman who wants Juliet to be happy. In the beginning, the nurse aids Juliets love for Romeo but in the end she tries to persuade Juliet to marry Paris.Old Capulet has a certain type of love towards his daughter Juliet; he has never really bonded with her a lot. Capulet was saying just before how his daughter is really young to be married and soon marrd are those so early made but Paris is arguing and saying that there are girls y ounger than Juliet that have got married. This means that Capulet, as a concerned father thinks those who get married too young could end up being hurt, and if Juliet does not choose Paris as the one she loves, he should love her anyway. I think he shows a caring side here because he is worried about the age of Juliet. He also says if Juliet picks Paris out as someone she loves then Capulet will agree. When the audience hear Lord Capulet in act 4, scene 5 and act 5 scene 4 they would be shocked because due to his sudden reaction when he hears that Juliet refuses to marry Paris. He is so angry that he cant keep his feelings in.Benvolio is Romeos cousin, and is also one of his closest relatives. He definitely shows a very caring character treating Romeo with respect, as if he was his brother. He is always advising Romeo what to do. Be ruld by me, forget to think of her, by giving liberty into mine eyes, examine other beautiesTybalt is part of the Capulet family and is very protective over what his family represent. He is willing to fight for his life, as we can see with an incident occurring with Romeo. When Tybalt realises that his most hated enemies are attending their party, he goes straight to the head of the house (Capulet) and complains he wants them to leave at once. Tis he, that villain Romeo. Capulet considers the ideas of Tybalt but realises that there will be an uproar and the party will most likely be spoilt. Content thee, gentle coz, let him alone, A bears him like a portly gentlemanParis is the man whom Capulet wants Juliet to marry. Paris explains his feelings for Juliet to Capulet. It seems that Paris does love Juliet because when Romeo kills him he asks to be put in her tomb, If thou be merciful, Open the tomb, lay me with Juliet.In conclusion, the play of Romeo and Juliet, shows many different types of love. Romantic and true love compared with courtly unrequited love and the sexual love of Mercutio. It also compares the fatherly love of the Fr iar with that of Capulet and the motherly love of the nurse with that of Lady Capulet. Benvolio and Tybalt meanwhile illustrate brotherly love and the extreme love of the family name. In the play, it is less to do with love and more about wealth and family status. In act 5, scene 3, Romeo resolves to kill himself that night in Capulets monument. I think this is a brave decision, because it shows the depth of his love for Juliet. It is extremely romantic act this love feel I, that feel no love in this. The Theme of Love in Romeo and Juliet Essay Example The Theme of Love in Romeo and Juliet Essay William Shakespeare presents love in different forms. He presents loving family loyalty whenever rivals brawl to protect family honour. Baz Luhrmann sets the civil brawl in a petrol station – unlike Shakespeare’s setting – symbolising the situation’s volatility; Tybalt ignites petrol by dropping his cigarette, thus representing the spark that ignites the brawl. Shakespeare later shows Tybalts strong family loyalty: â€Å"Now by the stock and honour of my kin, to strike him dead I hold it not a sin. † Tybalt must passionately love Capulets, to risk his life and kill someone, for family honour. Shakespeare portrays love between rivals when Lady Montague commands Montague: â€Å"Thou shalt not stir one foot to seek a foe † thus protecting Capulets. Capulet protects Romeo from Tybalt: â€Å"I would not for the wealth of all this town Here in my house do him disparagement;† Shakespeare’s Romeo was uninvited, so Capulet protecting him suggests stronger love between rivals than depicted in Luhrmann’s film. Shakespeare and Luhrmann present paternal love when Romeo’s parents fret about him and when Capulet protects Juliet from an arranged marriage. Unrequited love features between Romeo and Rosaline then Paris and Juliet. â€Å"Out of her favour where I am in love†, shows Rosaline does not reciprocate Romeo’s love. Romeo’s unnatural, oxymoronic imagery: â€Å"loving hate heavy lightness cold fire † presents unrequited love as confusing and unnatural. Paris’ unrequited love for Juliet emphasises the strength of her love for Romeo, because Juliet loses everyone who loves her, rather than losing him. She loses Capulet: â€Å"you shall not house with me† Lady Capulet: â€Å"I have done with thee and nurse: †Romeo’s a dishclout to him†. In Shakespeare’s play, Paris dies: â€Å"I am slain † and Friar Lawrence abandons Juliet: â€Å"I dare no longer stay †, making Romeo and Juliet’s love seem stronger than in Luhrmann’s film. A shared sonnet of lovers’ prose at the party makes their romantic love and connection appear strong. Luh rmann uses white to symbolise strong love: whenever with Romeo, Juliet wears white, emphasising the strength of their love in a way Shakespeare does not. We will write a custom essay sample on The Theme of Love in Romeo and Juliet specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Theme of Love in Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Theme of Love in Romeo and Juliet specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Shakespeare and Luhrmann show love’s evolution; I cited how Capulet’s paternal love for Juliet become fury, whilst Romeo and Juliet’s love evolves from superficial to sacrificial. This tragic contrast between Juliet’s love for Romeo deepening, but her family’s love becoming rage, emphasises hate’s connection to love. Initially, Romeo appears focussed on looks shown by extravagantly hyperbolic description of beauty. Later, natural imagery reflects their natural love: â€Å"This bud of love, by summer’s ripening breath, May prove a beauteous flower Ultimately, both commit suicide, to be together, showing their love has become deep and sacrificial. Whilst Luhrmann places a fish tank between Romeo and Juliet, symbolising separation – caused by family enmity – forcing them to yearn, but never be together, even though their love evolves, Shakespeare shows that family enmity causes separation, when Romeo and Juliet die and family enmity, and therefore separation, disintegrate: â€Å"O brother Montague, give me (Capulet) thy hand. † After the civil brawl, Romeo says: â€Å"Here’s much to do with hate but more with love. Implying brawls are caused by Benvolio loving Montagues and protecting family honour. Tybalt reinforces this: â€Å"Now by the stock and honour of my kin, to strike him dead I hold it not a sin. † This shows familial love engendering hatred for the rival family. Upon realising Romeo’s name, Juliet says: â€Å"My only love sprung from my only hate † showing love’s relationship with hate. In Shakespeares play unlike Luhrmanns film Paris and Romeo fight because they love Juliet, so love and hate are more intertwined. In Shakespeare’s death scene, Romeo says: â€Å"Forgive me cousin (Tybalt)†, showing that, although Romeo hated Tybalt for killing Mercutio, love for Tybalt vanquished hate for him, depicting love as a stronger force; Shakespeare shows love conquering hatred again, when love replaces family enmity: â€Å"O brother Montague, give me (Capulet) thy hand. † In Luhrmann’s film, love never conquers hatred, so is less dominant. Upon hearing of Juliet’s death, Romeo recognises fate or ‘stars’ control him: â€Å"I defy you stars†, Shakespeare means Romeo will kill himself, thus defying his fate, which Romeo believes is to lose Juliet. World-wearied flesh† and â€Å"Shake the yoke of inauspicious stars† shows Romeo cannot live without Juliet, so encourages fate to pull him faster towards death and his fate. Romeo predicts a tragic outcome of the party: â€Å"Some consequence yet hanging in the stars†. â€Å"He that hath steerage of my course Direct my sail † shows a conscience controls his fate. After killing Tybalt, Romeo personifies this conscience as ‘Fortune’: â€Å"I am fortune’s fool † suggesting Fortune betrayed him. Fate has such control, the prologue predicts the tragedy: â€Å"From forth the fatal loins of these two foes A pair of star-crossed lovers take their life ; â€Å"fatal loins† shows Death’s and Fate’s involvement from birth; â€Å"star-crossed lovers take their life† reinforces this, because fate made them meet and commit suicide. Luhrmann’s use of a newsreader as the choric voice establishes the modern setting; when Friar Lawrence repeats the prologue, Luhrmann emphasises his crucial role in their fates, in a way Shakespeare does not. Death’s central role extends beyond the prologue. Death caused the tragedy: Mercutio’s death led to Tybalt’s death, which led to Paris’s and Romeo’s deaths, which resulted in Lady Montague’s and Juliet’s deaths. Love is also a contributing factor in Shakespeare’s play, but less so in Luhrmann’s film; killing Tybalt, Paris and himself are impulsive actions, caused by love – for Mercutio and Juliet – which Romeo later regrets. Neither Paris’s death nor the quotation: â€Å"Forgive me cousin† occur in Luhrmann’s film; instead, Romeo’s progress towards Juliet and his death appears measured and calm. These differences suggest Luhrmann’s tragedy was not caused by love-induced impulsive actions; so Shakespeare’s play suggests love and death caused the tragedy, whereas Luhrmann’s film suggests death is the only cause. On the other hand, Romeo is measured and calm in Luhrmann’s film, because there is no urgency, whereas in Shakespeare’s play, the Page causes urgency: â€Å"I will go call the watch†, which could suggest the suicide is more to do with desperation than love, suggesting love is more dominant in Luhrmann’s film. Shakespeare also links death to love, by linking the banquet where Romeo and Juliet fall in love to the death scene. Before dying, Romeo kisses Juliet: â€Å"Thus with a kiss I die † and Juliet kisses Romeo: â€Å"I will kiss thy lips † Shakespeare links these kisses to their first kisses, emphasising that love caused their deaths. In Luhrmann’s film, Romeo takes drugs before the party: â€Å"Thy drugs are quick † this is also his last line before dying, hinting that the banquet where they fell in love caused their deaths; this means love and death are intertwined closer than in Shakespeare’s play, where Romeo takes no drugs before the party. Love and death are also connected in Shakespeare’s play, by contrasting light and dark, when Romeo describes the brightness of his lover: â€Å"her (Juliet’s) beauty makes This vault a feasting presence full of light†, then the darkness of the deathly tomb: â€Å"This place of dim light†. In Luhrmann’s Balcony scene, light symbolises Juliet and love, but there is no contrast between her light and the dark of the tomb; weakening the connection between light and dark. The link between love and death is further emphasised in Shakespeare’s death scene, when Juliet lovingly describes means of killing herself: â€Å"Happy dagger† and â€Å"Friendly drop†. This shows Juliet would love to die and emphasises the connection between love and death; because, in Luhrmann’s death scene, she only says: â€Å"Friendly drop†, the connection between love and death appears weaker. Romeo personifies Death in the death scene: â€Å"Death, that hath sucked the honey of thy breath†, identifying Death as a conscience. He then ponders why Death took Juliet: â€Å"Shall I believe that unsubstantial Death is amorous And keeps Thee here in the dark to be his paramour? † This rhetorical question suggests Death killed Juliet because he loved her; this quotation and the next emphasise links between love and death. â€Å"Seal with a righteous kiss A dateless bargain to engrossing Death † means when kissing Juliet, Romeo seals a bargain that he would die for her love.

The Singing Detective essays

The Singing Detective essays P.D Marlowe's dreams, hallucinations and imaginings play an important role in The Singing Detective. This is a six-episode film may be seen as a marking of the first time Dennis Potter dealt with illness in his work, although it is not as much an autobiography. "I felt myself being nudged into writing about the condition. Not what it's like to be ill, but what it's like to be a human being trying to understand the shape of your own life," The three main subplots are the Hospital Ward (1980s), the Forest of Dean (then later, London (1930s), and the Film Noir fantasy of the 1940s. Phillip Marlowe is the link between these worlds, these subplots. As the three subplots are basically telling the same story they intermingle in Marlow's head. As Marlow hallucinates due to his illness the flashbacks and fantasy scenes have an anchor in reality and credibility for the viewer. "Even more than his beloved Forest of Dean, the landscape Potter occupies is the inside of the head". Seeing the story subjectively from Marlow's perspective forces us to associate with this unsympathetic character. In Marlow's head, where all the stories are based he is unravelling the plots to reach a resolution. By reworking his novel he assimilates his childhood memories and so comes to terms with his reality. In Potter's own words (in 'Potter on Potter'), Marlow is "trying to rewrite [the novel] simply as an exercise in not going mad. That in turn led him to start assembling his life". The multi-temporal narrative, with 'worlds' crossing into each other, had been tried by Potter before a nd more so since (Cream in My Coffee, Blackeyes, Secret Friends) but it was probably most effectively realised in The Singing Detective. The Singing Detective is visually aesthetic, and uses the physical and mental state of the characters to reflect their personality and position in their environment. It is through this technique that the main character, Phillip Marlow...

Short Stories Summary Essay Example | Topics and Well Written Essays - 750 words

Short Stories Summary - Essay Example Although, when he heard about his brother that he was jailed, this made him fear that some of his students may end up like his brother who indulged in drug abuse to forget about his problems. The narrator does not communicate with his brother for a long time until the death of her daughter. Sonny later replies his brother’s letter, and this makes them be in touch. The narrator recalls how they had differences with his brother when he decided to become a musician. The story shows how at first the two brothers had differences but later the story ends with them understanding and appreciating each other. The story tells us of the problems that the two brothers had and how they were able to tackle them. Thus, the story illustrates how there was anguish and recovery in the Harlem ghetto. It is evident that the narrator was able to handle his problem because of the teaching job that he had. From the story, we see him to be concerned about his students hoping that they would not be th e same as his brother. He also cares for his brother as he was the oldest. This is contrast to his brother who indulged into taking drugs to tackle his problems, which leads him to jail. As Sonny tries to deal with his problems, he tries to find his identity and feel accepted in the society. The narrator does not comprehend why his brother prefers to play piano. In the story, piano represents his problems, and in the end the figure of Sonny playing the piano, indicates how he struggles to deal with his problems. Summary of Paul’s case Acceptance and freedom of expression is two virtues that should be practiced to avoid emotional confinement (Brown 67). According to Willa Cather, in the story Paul’s case he tells of how Paul tries to fight against the social standards in the area where he lives in because he had no freedom to express what he felt. The story tells of a youth who is emotionally confined and how he tries to confront his problems. In school where Paul is, h e is called and faces the school faculty for his misbehavior. Paul is a student who does not follow teacher’s instructions and is less concerned with his studies. He ends up being a rude and comical student. He lived with his father in a quiet place but he wanted to go to New York where he could live the life that he was expecting. Although, he is seen to be careless and does not seem to care about anything, he loves music, theater, and arts. In contrast, Paul’s father wants him to work hard in school and venture into the business world. His father believes that it is only money that matters in people’s lives. This creates a big difference between them and has great influence on Paul’s character. For example, when his father stops him from going to watch movies in the theater drives him to steal money where he is working. He also ran from home and went to New York because he was not given the freedom to enjoy his life. Even though he enjoyed his life shor tly, his decision to leave home made him lose his life. Summary of Revelation In the story of Revelation by Flannery O’Connor’s, the main character feels that everyone is equal before God, regardless of their race and social status. The story starts when Mrs. Turpin goes to see a doctor with her spouse. As she gets in the hospital, she attracts people’

National incident based reporting system Essay Example | Topics and Well Written Essays - 1250 words

National incident based reporting system - Essay Example This paper identifies the current challenges of crime reporting as the lack of harmonization on the usage of crime reporting programs used in various states in U.S. It is important to note that some cities have failed to incorporate NIBRS into their crime prevention and detection system. It also addresses the technological opportunity presented by NIBRS in crime reporting technology and its advantages over the UCR. The paper makes some basic recommendation for effective crime reporting system. First, it recommend the need to involve the community and ordinary citizens in the system since they are the one affected by crime and it might be more effective if they know exactly the significance of correctly reporting a crime incident. Secondly, it calls for the crime reporting system to be more alert so as to adapt to the changing society so as to capture immerging new forms of crimes in our society. A crime is an act that violates a political or moral rule. Presently, an act that was considered a crime some years back might no longer be a crime in today's society. It is also true that what a certain community considers to be an antisocial act might mean nothing to another community. Statistical crime rate will directly be affected as culture and political environment changes. This in turn determines the allocation of resources for the enforcement of such laws and also influences public opinion. Public perception of a crime is affected if there are changes in the way the crime data are collected. (Hart, 1961) Law enforcing agencies before used to employ awkward way of crime reporting to know whether crime is increasing or not such as counting the number of people in the people and this made crime data analysis very difficult. Until early 18th century, the data collection on crime incidences was insignificant. (Blythe, 1992) The governments of all nations all over the world have been looking forward to minimizing the occurrence of crime in the society. The incidences of crimes are usually identified by location, gender, nature and race by these crime reporting programs. This has really helped the government in allocating resources by allocating more resources in the areas more prone to crimes to reduce them. The crime incidences reporting have helped the Federal state to plan and redirect resources in fighting crimes since the UCR began its operations according to the data collected by USA government. According to the FBI (2006), there is an overall reduction in crime incidences ranging from violent to simple assaults for the past ten years. Statement of the problem Many crimes that happen every day goes unreported in the UCR crime reporting program. NIBRS in the other hand, as an improvement of UCR, has its own limitations. One, there is no enough resources needed to capture all the crime incidences. This in turn has lead to its failure in giving a proper picture of crime to the law enforcement agencies for it to strategies effective ways of fighting crimes. This has been contributed by failure of some cities to introduce the NIBRS in their systems and lack of harmonization in crime prevention system strategies and partnership between cities. This paper is an effort to address

Proposal on The DREAM Act Essay Example | Topics and Well Written Essays - 750 words

Proposal on The DREAM Act - Essay Example This innovative legislation would render immigration benefits to several young individuals who are presently considered as illegal migrants in the country. And this is the very reason that why several lawmakers and analysts oppose this bill. For example, reputed immigration policy analyst Krikorian has asserted that â€Å"all amnesties have at least three harmful consequences, and the DREAM Act ignores all three. The first of these is massive fraud. Perhaps one-fourth of those legalized under the 1986 Immigration Reform and Control Act received amnesty fraudulently, including Mahmud Abouhalima, a leader of the first World Trade Center attack.† Hence, review of immigration enforcement is a precondition to the enactment of the proposed DREAM Act. Thesis Statement: The DREAM Act can benefit both the US economy and the young immigrants in the country provided that immigration enforcement within the provisions of the proposed Act is properly implemented and fraudulent practices are prevented. Benefits: The DREAM Act seeks to legalize the undocumented youth and young adults in the country if they fulfill certain educational criteria and effort to obtain college graduation. From an economic viewpoint, legalization of unauthorized students can be an important incentive for them to work hard and graduate from a high school. This will improve their chances of obtaining higher education. Ultimately, the overall number of college graduates in the country will increase. College graduates obtain higher salaries and hence they will yield higher tax revenues as well. The increased financial contribution of the legalized educated immigrants will repay the necessary educational investments within a few years.

Cause And Treatments Of Typhoid Fever Infections Biology Essay

Cause And Treatments Of Typhoid Fever Infections Biology Essay The burden and rigourness of typhoid fever infections caused by Salmonella enterica serovar Typhi is a substantial universal populace concern, particularly in developing countries (Demczuk, Finley, Nadon, Spencer, Gilmour NG, 2010). It is a systemic infection primarily involving the alimentary tract (Christopher, 2002). It has been found that humans are the only natural reservoirs of S. Typhi, with contagion occurring through consumption of faecally contaminated food and water (Corner Schwartz, 2005) or in other words, it occurs where there is substandard water supply and sanitation. It has been estimated by WHO that the annual global incidence of typhoid fever is at 0.3% (Demczuk et.,al, 2010). It has been estimated that annually 6, 00,000 deaths occur from enteric fever worldwide. S. Typhi infections may cause symptoms like bacteraemia, fever, headache, malaise, abdominal distress, diarrhoea and rose colored spots which contains the infecting organism (Chamberlain, 2006). Typhoid fever is preventable through vaccination prior to travelling to areas where typhoid is common and careful consumption of food. Treatment with appropriate antibiotics can also prevent complications. S.typhi first of all invades the alimentary canal by ingestion then via the lymphatic system and the thoracic duct into the stream of blood. This first septicaemic phase leads to infection of the reticulo-endothelial system and the gall bladder. When the infection of the gall bladder occurs, there is discharge of organisms into the intestine, with heavy infection of the Peyers patches and septicaemia- and the onset of symptoms (Sleigh Timbury, 1998). Most of the symptoms which are caused by S.typhi can be ascribed to the inflammation caused by its lipopolysaccharide as it does not have any specific known endotoxins. After an incubation period of 10-14 days, early symptoms like fever, headache and respiratory symptoms appear. Then, mild abdominal pain with either diarrhoea or constipation occurs. After that, fever increases in a stepwise fashion. Without treatment, the patient may eventually lapse into a stupor and the problem may persist for 4 to 6 weeks. A serious problem that is secondary invasion of the intestine from the gall bladder which can cause perforation of the intestine. In 15% of untreated cases, death may also occur. Typhoid fever can be diagnosed by the laboratory tests to find the bacteria in the blood or faeces of an infected person. Illness is usually characterized by fever, loss of appetite, lethargy and change in bowel habit. Constipation is common in the initial stages but diarrhea can also occur. The diagnosis of enteric fever relies on the isolation of S.typhi from the patient. Specimens include faeces, blood and urine. The culture used for blood and urine is MacConkey medium in which enrichment and the selective media are not necessary. Blood culture is positive in more than 80% of patients in the first week of illness. Faeces should also be cultured especially at 2-4 weeks after onset of symptoms, when seeding of the kidneys and secondary infection of the intestine occurs. For faeces, indicator medium is used for non-lactose-fermenting colonies and selective and enrichment media for others (Sleigh Timbury, 1998). Identification can be done by the Biochemical reactions (API test). In this test, unlike other salmonellae, S.typhi produces no gas on fermentation of sugars. In serological identification, first of all preliminary diagnosis with salmonella polyvalent H and O antisera is done and after that final identification is done from where it is send to the Reference Typing Laboratory. Phage typing is also useful in identifying the different types of S.typhi for epidemiological identification into the source of outbreaks. Serum antibodies to the organisms can be detected by an agglutination test known as Widal test, but positive results must be interpreted with care where past exposure or vaccination are possibility. A fourfold rise in titre between acute and covalescent sera is diagnostic. The salmonella bacterium resides in the human gut. The source of infection is the carriers or the cases that excrete the organism: excretion in faeces and less commonly in the urine. The infection continues for about two months after the acute illness. The route of infection is through the ingestion of water or food which is contaminated by sewage or via the hands of a carrier. Direct spread from case to case is rare. Only a small number of these bacteria can cause typhoid fever. This is the main reason that water-borne infection is common, despite the dilution of organisms. The following are High risk groups for developing Typhoid Fever: Travelers with individualistic lifestyle and those are intending prolonged travel to areas where there is typhoid fever. Former migrants from developing countries who are visiting their parent countries. Those with no acid or low acid concentrations in their stomach such as post surgery or with regular use of antacids and medication to reduce stomach acidity. Those with sever or ongoing disease may need particular advice about typhoid fever and where the intended travel is to be Travelers to the Indian Subcontinent Medical personnel, foreign aid workers and military personnel assigned in developing countries. Outbreaks of typhoid fever are often explosive- sometimes involving large number of people. There are two main types of outbreak: Water-borne: in which the organisms from the sewage acts as a carrier and pollutes the drinking water, e.g. the outbreaks in Croydon in 1937 and in Zermatt in 1963. Food- borne: in which food becomes contaminated via polluted water or via the hands of the carriers. Typhoid Mary, possibly most famous carrier, worked as a cook in USA and caused number of outbreaks. Tinned food may also become contagious during canning- the large outbreak in Aberdeen in 1964 was due to a tin containing corned beef which had been cooled in water contaminated by sewage; bacteria entered the can through tiny holes in the metal casing. Shellfish often grow in estuaries, where the water may be contaminated by sewage: if it is eaten uncooked they may cause infection. Milk or cream products, contaminated through the handling of the carriers, have caused outbreaks of typhoid fever. Other food products like meat, dried and frozen foods, dried coconut have also been responsible for infection. Antibiotics are a type of medication effective in treating infections caused by bacteria based on signs and symptoms. Oral treatment with chloramphenicol, ampicillin, cotrimoxazole or ciprofloxacin is generally effective and should be maintained for 14 days to reduce the possibility. But resistive strains to above antibiotics have also been reported, particularly on Indian subcontinent (Lee Bishop, 2010). For chronic carriers, long term therapy with ampicillin or ciprofloxacin may be effective but, if not, cholecystectomy (removal of gall bladder) may be warranted. Chloramphenicol is a bacteriostatic antibiotic with wide spectrum of activity against gram-positive and gram negative cocci and bacillus. It binds to the 50S subunit of the ribosome and inhibits bacterial protein synthesis. Ampicillin is a broad spectrum semi-synthetic derivative of aminopenicillin that inhibits bacterial cell wall synthesis by binding to penicillin binding proteins and inhibiting peptidoglycan synthesis, a critical component of bacterial cell wall. Ciprofloxacin is a synthetic broad spectrum fluoroquinolone antibiotic which inhibits bacterial DNA gyrase, an enzyme essential for DNA replication. This agent is more active against Gram-negative bacteria than Gram-positive bacteria. It is very difficult to eradicate S.typhii from the gall bladder. Antibiotic treatment is effective in curing some carriers, but still to some extent the infection persists and they become long-term permanent carriers. Promising results have been given by ciprofloxacin. For the high risk groups, two effective typhoid vaccines: the oral live vaccine (Ty 21a) and the injectable Vi capsular polysaccharide vaccine is highly recommended. The live attenuated vaccine Ty 21a is a strain of S.typhi. It is indicated for those who travel to or living in areas where typhoid is an endemic and where the health care staff is at risk. It is administered in enteric-coated capsules orally in three doses on alternate days. Some mild adverse reactions may also persist like nausea, vomiting etc. This vaccine is quiet efficient but may be less durable. The other type of vaccine is a classic type killed vaccine which has now been replaced by other preparations but still it is being widely used. It contains heat killed phenol preserved suspension of S.typhi. It is injected and two doses need to be consumed 4-6 weeks apart and booster doses need to be taken every 3 years. In consuming this, some local and general reactions are common which vanishes after 36 hr from the onse t. In New Zealand, the injectable Vi Polysaccharide vaccine (Vi antigen) is recommended for all adult children over the age of 2 years travelling to areas where there is questionable sanitation. It is known that children under the age of 2 years may show a sub-optimal response to polysaccharide antigen vaccine. It gives approximately 70% protection against the disease. There are two products available in New Zealand and Australia: Typherix (GlaxoSmithKline) and Typhim Vi (MSD [NZ] Ltd). They are interchangeable. The infection prevention and control team plays a vital role in preventing cross infection and prevention of hospital acquired infection. In order to ensure that infection is not caused, the surveillance team should keep highest level of vigilance in which phenomenon like proper aseptic techniques, hand hygiene practice should be followed. Furthermore, following preventive measures should be followed: Wash and dry hands thoroughly after using the toilet or changing nappies. Hands should be washed for 20 seconds and dried for a further 20 seconds using a clean cloth or disposable towel. Soiled clothing and linen should be washed with hot soapy water separately from that of other family members. Items such as face cloths and towels should be kept for personal use. A person with Typhoid infection should avoid preparing food for others in the family until they are no longer infectious. In households where a person is recovering from typhoid, toilet seats, flush handles, wash basin taps and toilet door handles should be disinfected daily using a hypochlorite based solution. Ideally the solution should be in contact with the surface of the object for at least  ½ hour. Drink bottled, purified or carbonated water for drinking and cleaning teeth. Make sure that bought bottled water is appropriately sealed; regular water (sea level) should be brought to boiling point for one minute before it is safe to drink. Avoid ice in drinks and remember that refreshing ice blocks and flavored ices may be made with contaminated water. Foods should be thoroughly cooked and served piping hot. Be very wary of food sold by street vendors. Avoid raw seafood and shellfish; even though they may have been preserved with vinegar, lemon or lime juice. Choose raw vegetables and fruits that a person can peel himself. Avoid salads unless they have been made by own. Do not forget to wash hands with soap or hand cleaner first and not to eat the peelings. Antimicrobial resistance surveillance is also a significant activity which needs to be practiced. Moreover, as the economies of the developing countries grow the sanitary conditions of currently typhoid- endemic countries will improve. Due to that, number o f typhoid fever cases will lessen. However, in order to expedite the elimination of typhoid fever, Member States and WHO will strengthen their power for typhoid fever surveillance by improving laboratory-based surveillance. Intersectoral collaboration at both national and international levels will be essential if the disease needs to be controlled in endemic countries. In conclusion we have discussed in brief the organism- S.typhi, the laboratory diagnosis, its epidemiology, antibiotic treatment and finally the role of the infection control and prevention team in controlling the infection.