Safety Training Program Assignment Example | Topics and Well Written Essays - 1500 words

Safety Training Program - Assignment Example The goals will be to educate workers on handling procedures; hazards associated with chemicals, how to read safety, and were they are stored. The Hazard Communication Act or Hazcom was developed after The Right-To-Know Act of 1986. Its goals are to boost employee awareness, evaluate job safety, design safe work procedures, assign personal protective equipment where needed. Employees need to know about this activity so they will not be afraid to speak up and ask questions about their working conditions (Lang 2010). After internship experiences from questions that I asked from employees that worked out in energy plants, I began to realize a lack of training on knowledge of safety for working around chemicals, handling chemicals, and the storage of chemicals. Training is one of the best methods because it gives the employee the knowledge needed to understand the subject. It can also give examples of what can go wrong if they are not handled properly. This will give a great picture of what is expected of them. The employees of any work location that handles any kind of chemicals in their daily work setting. It can even be someone that works with them every day or someone that only handles them once a week. The employees that do not handle any chemicals should have training on the subject as well so they are a clear understanding of safety as well. The delivery I would like to give would be in a multitude of ways. Like classroom time with PowerPoint slides, visual pictures of what can go wrong, in the field training, and some testing to see if the employees were getting the material.

Explain the ethical significance of the Sermon Essay Example for Free

Explain the ethical significance of the Sermon Essay The Sermon on the Mount is one of the key sections of the New Testament, in which Jesus builds upon the Decalogue to form the first blueprint of Christian ethics. Jesus was preaching in direct contrast to the Greek philosophy of stoicism, which sought to separate man from his emotions. Emotions, especially love, feature heavily in the Sermon on the Mount. It remains ethically relevant over 2000 years later for many reasons, the first of which is the underlying principles behind it. Jesus did not come to abolish Old Testament law, but to fulfil it. The Jews were trapped in a system of harsh legalism, where obedience was motivated by fear rather than love. The Pharisees made a grand display of holiness by keeping the law, but the Sermon on the Mount teaches that their hearts were empty. Jesus built on the Ten Commandments to create a system ruled by mercy, love and dedication to God. Even if the culture changes the basic ethical principles behind the sermon do not change. It is a moral code that focusses as much on inward moral disposition as it does our external actions: Jenkins wrote, â€Å"inner attention and attitude is crucial. † Even if a typically good action is performed with sinful thought then it becomes immoral. The most important thing to realise about the Sermon on the Mount is that it is impossible for anyone to keep it completely, as it demands perfection. Although they will never be free from sin in this life, Christians use the sermon in order to try and become more like Jesus, who was perfect. The Sermon is all about Christian sanctification. Jesus speaks not only on what Christians should do to be moral, but he also explains why it is important to be ethical in the first place. He states that Christians are the salt and light of the world. Salt is significant because it represents purity, preservation and flavour. Therefore we understand that Christians should maintain a good ethical code in order to set an example to society and to preserve it from total corruption. The image of the light is also key: in the Bible light always symbolises joy and blessing. A light is visible to all, and so the Christian should seek to make Christ visible to all through their actions. A light is also a warning, representing the Christian’s duty to lovingly warn their fellow-men about their sin. Further on in the Sermon Jesus admonishes that, â€Å"If the light then within you is darkness, how great is that darkness! † Furthermore, the Sermon on the Mount gives many specific examples of Christian ethics, the first of which is regarding murder. Jesus equates anger to murder, and speaks of the fires of hell. This is contrary to the contemporary universalist view of Jesus and his death which has led some scholars to claim that when he speaks of hell it is merely metaphorical. Regardless, Jesus is affirming that you cannot be right with God until you are right with your fellow men, which all relates to the salt-and-light reputation of a Christian. Jesus also teaches about adultery and sexual morality. Again he equates the inward sin of lust to the outward sin of adultery. He also declares that marrying a divorced woman counts as adultery, a part of the Sermon that even Christians have begun to disregard. This is contrary to the Old Testament where Moses permitted – but did not command – divorce due to the hard heartedness of the people. The close relationship between a husband and wife mirrors the relationship Christ shares with his Church, which is why sex features so highly in Christian ethics. Love, when fully understood. Is opening oneself to another completely and can succeed only where trust and fidelity are present. Subsequently, another part of the Sermon on the Mount that is ethically significant would be where Jesus deals with how we should relate to other people. The standards set by Jesus are so high it is easy for Christians to look down upon those that are struggling. Jesus, ever a carpenter’s son, uses the metaphor of the speck in your brother’s eye and the plank in your own. We are all sinners and it would be highly hypocritical to judge another when we are also flawed. We never know the whole story about someone and it is impossible to be impartial in our judgement. The Jews were familiar with the concept of loving your neighbour and not judging him, but they did not feel the same about their enemies. Jesus commanded us to show agape love towards our enemies. Such love does not naturally come from the heart, but is instead must be put into action through one’s own will. As Jesus was merciful and forgiving to sinners, so we should be. This is vital to Christian ethics. Another ethical aspect of how we relate to other people is how we treat those who are poorer than us. It is not enough to simply preach to them, but we must take care of their physical needs as well as spiritual. Jesus said, â€Å"Give to him who asks of you, and do not turn away from him who wants to borrow from you. † Charitable giving was a fundamental part of Jewish life, but Jesus added another element: it was only ethical if done with the correct motivation. The Greek word translated as hypocrite in the Bible literally means ‘actor’. This is why Jesus commands us to give in secret, lest we become boastful. Moreover, there is a definite eschatological aspect to the Sermon on the Mount as it draws to a conclusion. This emphasises to the Christian how their ethics are eternally significant and will be considered on the Day of Judgement. Jesus states that few will enter the Kingdom of Heaven and that not all that profess to believe in him as Lord will be saved. He warns of false prophets who will come in sheep’s clothing; in this situation the ethics presented in the Sermon on the Mount are vital so a Christian can identify who is a true believer. We are not saved by works, but they are an important part of our Christian identity. The Sermon on the Mount also has certain evangelical tones throughout. It shows the unbeliever what is required of them if they follow Jesus, and the severe consequences if they do not. Spurgeon wrote of this passage, â€Å"The shepherd best discerns his own sheep, and the Lord, Himself alone knows infallibly them who are His. † To conclude, there are conflicting theories regarding the nature of the Sermon – certain theologians such as Calvin believe it is a compilation of many separate sermons. Others debate technical details, such as whether it was preached on a mount or a plain. However, something that every Christian will agree on is that the Sermon on the Mount is of the upmost important as a foundation for Christian ethics. Stott said, â€Å"The Sermon on the Mount is probably the best-known part of the teaching of Jesus, thought arguably it is the least understood, and certainly it is the least obeyed. †

Equality :: essays research papers

Equality In 1890, less then one half of one percent of women were employed gainfully outside of the home. Over the next hundred years, women have not only gained access to jobs outside of the home, but also fought for equality in the work place. These struggles have not been easy by any means. Women have overcome many obstacles in there journey into the work force, none grater then the views of their male piers. Many males thought and continue to think that there is no place for women in the work place. Women made there strides into the work force by not only following examples of their courageous pioneers, but also by banding together to show their strength. During the mid 1800's a small number of women begin their assault on, what were at the time considered, male-only jobs. Fields such as teaching, preaching, medicine, and law were all jobs domenated by men. Women had made some progress in the work force before the 1850's. In the mid nineteenth century women were the majority for grade school teachers, up from the ten percent of elementary teachers, that were teachers in the colonial period. This can be largely attributed not to the fact that men were more accepting of the idea that women belonged in the work place, but rather men were drown to the higher paying and more socially appreciated managerial jobs brought on by the industrial revolution. School boards did not mind these talented leaving because they could higher a "less qualified women" for as low as one fifth of males salary for the same job. Susan B. Anthony was the first women to publicly speak out against this gross injustice towards women. After being fired to "replace a male teacher fired for incompetence,she was paid one third of the salary he had received,"(Reifert 74)she went to the state teachers convention of 1853 to register a protest. After being hushed once and a half hour of debate she was finally allowed to speak her peace. Although nothing became of her first encounter with the women's movement, she quit teaching and went on to become one of the great leaders of the women's movement. Antoinette Brown was anther women that was not happy with the status quo of women in society. She started, in 1846, by attending Oberlin college, which only nine years before had become the first co-educational college. Oberlin, although being very receptive of women in their women's department, they did not let women take any courses besides the ones offered in the women department. This lead to a conflict when Brown made her intentions of obtaining

Native Americans in “The Pearl” by John Steinbeck Essay

Steinbeck’s The Pearl is one of his most intriguing pieces. Steinbeck manages to fit many different ideas into a short novella that is under a hundred pages. However, what makes The Pearl truly a great book is his critique of colonial society, and the interaction of Native Americans and colonists. Steinbeck emphasizes the differences between the colonists and the native Indians by using such symbols as the relationship between town and village, education, and instinct. Steinbeck also shows that he views changing one’s station, or attempting to, as foolish and impossible, but that trying to is needed to provide an example for others. Steinbeck uses the differences between town and village as a metaphor for the differences between the colonists and the Native Americans. Steinbeck shows how he uses the stark differences between the huts of the Native Americans and the grand villas of the colonists in the following quote:†They came to the place where the brush houses stopped and the city of stone and plaster began, the city of harsh outer walls and inner cool gardens where a little water played and the bougainvillea crusted where walls with purple and brick-red and white.† (Steinbeck, pg. 8) In this quote, Steinbeck emphasizes the stark difference between the village, made of simple materials, and the town, made of expensive materials. Steinbeck also uses the town’s buildings as a metaphor for the people within, as Steinbeck describes the buildings as having â€Å"harsh outer walls,† but having â€Å"inner cool gardens.† This could be a metaphor for the people within the building, portraying the people inside them as, at once, very kind and nice, but only once those walls had been let down. This shows the colonists as being very xenophobic, and being kind to their own race but â€Å"harsh† to other races. Steinbeck reinforces the idea that the colonists were living better than the Native Americans in the following quote:†The procession left the brush houses and entered the stone and plaster city where the streets were a little wider and there was a narrow pavement beside the buildings.† (Steinbeck, pg. 47)Steinbeck shows that the Native Americans saw the colonists’ living conditions as better than theirs, and that the streets were â€Å"a little wider,† which could be seen as a commentary for most things, and that in most things, what the colonists lived â€Å"a little† better.  Steinbeck here tells us, and when combined with the quote above, the colonists are living better than the Native Americans. Because the colonists have plenty of resources, and the Native Americans are not living in the luxury of the colonists, it indicates an unfair share of wealth, which is oddly skewed in the favor of the colonists. This reinforces the already presented ide a that the colonists are, overall, living better than the Native Americans. Steinbeck’s next way to differentiate between the colonists and the Native Americans is using their instinctual actions. Steinbeck shows that the colonists and Native Americans are instinctively different, thus he attempts to give an excuse, or perhaps a reason, for the differences between them, and their outcomes. Steinbeck explores into the instinctual differences between the Native Americans and the colonists in the following quotes:†There was sorrow in Kino’s rage, but this last thing had tightened him beyond breaking. He was an animal now, for hiding, for attacking, and he lived only to protect himself and his family†¦ [despite his need for a canoe,]†¦never once did it occur to him to take one of the canoes of his neighbor.† (Steinbeck, pg. 42) â€Å"He could kill the doctor more easily than he could talk to him, for all of the doctor’s race spoke to all of Kino’s race as though they were simple animals.† (Steinbeck, pg. 9)Once again, we can see the recurring theme that the Native Americans have become whatever the colonists mold them to be, and as seen in the second quote, Steinbeck says that â€Å"the doctor’s race spoke to all of Kino’s race as though they were simple animals†¦,† and Steinbeck says in the first quote that Kino â€Å"was an animal now†¦.† This shows that Kino, and his people as a whole, have become what the colonists have made them, and that they have become whatever the colonists wished them to be. This shows that the colonists control every facet of Native American life, and that anything that they want to be done will be done. Steinbeck shows that the colonists have been raised with the instinctive belief that they were above the Native Americans, and that they were better than the Native Americans:†Have I got nothing better to do than cure insect bites for ‘little Indians’? I am a doctor, not a veterinary.† (Steinbeck,  pg. 11)This shows that the doctor thought that the Indians were â€Å"animals,† and because of the fact that the colonists have been molding the Indians beliefs, the Indians thought that they were animals, perhaps resulting in the instinctive animal behavior. Steinbeck says in the previous quote that the colonists treated â€Å"Kino’s race† like that, so perhaps it has become an instinctual reaction to the oppression of the colonists. Steinbeck says that Kino was an animal who â€Å"lived only to protect himself and his family,† showing that he did it as an instinctive defense, and that he only becomes an animal to protect his family. Steinbeck also emphasizes that Kino becomes his animal alias only when he needs to hide or protect himself. This shows that Kino’s people have developed this as a natural defense, and its use is only for defense. This also shows that his people developed it for need of defense, and that continual need of protection is the only reason such a protection would be needed, and there is only one source for this continuous onslaught, and that is the colonists. Steinbeck also goes so far as to say that the instinctive animal that Kino becomes retains all of the qualities that Kino retains, even so far as his lack of will to steal from his own kind. This shows that Kino’s alias does not seek survival of Kino as a person, but Kino’s race as a whole. He is unwilling to take from his people, as his alias is unwilling to damage itself. If his alias is for the protection of a whole group of people, then they must be under attack from a large group of people, giving us the structure of the assumption that the colonist society persecutes the Native Americans and the Native Americans have developed instincts for their protection. â€Å"†¦the strangers came with argument and authority and gunpowder to back up both. And in the four hundred years [since,] Kino’s people had learned only one defense- a slight slitting of the eyes and a slight tightening of the lips and a retirement. Nothing could break down this wall, and they could remain whole within the wall.† (Steinbeck, pg. 17)In this quote Steinbeck shows another instinct, reclusion behind an inner shell, the creation of which has been directly linked to the coming of colonist society. However,  this reaction shows more of the actual standpoint of the Native American society, as reactive, and unable to be proactive. This reactivity means that the situation will remain the same, and if this was the way that Kino’s ancestors were and will be, then this situation will remain the same until stopped by outside intervention. This also shows that the Native American society has chosen to preserve itself within their shell, and to submit outside of it. Whenever attacked outside of the shell, they shelter inside their shell of refusal to change, as shown in the above quote. This results in the situation remaining a perfect clone of the situation that it was when it started, resulting in continuing colonist oppression. If the only place that they can take refuge is within personal shell, then they cannot control anything outside their shell, and they are therefore powerless outside their shell. The colonist society, as a whole, exerts their control over the Native American population using the yoke of education. â€Å"This is our one chance†¦ [our son] must break out of the pot that holds us in.† (Steinbeck, pg. 103)Steinbeck here shows what that the Native Americans see lack of education as a â€Å"pot that holds us in.† This also shows that they do not get any chances to learn, for if they did, then they would have more than â€Å"one chance.† As the only way they can learn is to be taught by an educated person, and the only educated people are the colonists, the colonists must be withholding education. This shows that the colonists might be intentionally trying to keep the Native Americans in their â€Å"pot.† It is also interesting that this â€Å"pot† is probably the same as the â€Å"shell† that the Native Americans hide in. â€Å"He did not know, and perhaps this doctor did. And he could not take the chance of pitting his certain ignorance against this man’s possible knowledge. He was trapped as his people were always trapped, and would be until†¦ they could be sure that the things in the books were really in the books.† (Steinbeck, pg. 76)This shows an example of how the colonists use education to control the Native American population. â€Å"He was trapped as his  people were always trapped, and would be until†¦they could be sure that the things in the books were really in the books.† This specific sub-phrase shows how his people trusted the books as reliable sources, information that the colonists must have planted. If the colonists planted the knowledge that the books were reliable, being the only people who could read the books, anything and everything that they said about the books, if not a lie, was true. And as the Native Americans did not know when people were lying, anything that a colonist said could be definitely accurate, or a lie. The risk seemed too much and the Native Americans usually did as they said, as Kino does, because they are afraid of matching their â€Å"certain ignorance against [the colonists’] possible knowledge.†Steinbeck also continually shows that the colonists use their control of religion, through their knowledge of education, as another way of controlling the Native American populace. â€Å"It was a good idea, but it was against religion†¦The loss of the pearl[s] was a punishment visited on those who tried to leave their station. And the father made it clear that each man and woman is†¦a soldier sent by god to guard some part†¦of the Universe†¦.But each one must remain faithful to his post and must not go running about, else the castle is in danger from the assaults of Hell†¦.† (Steinbeck, pg. 42)This shows that the colonists use their knowledge of religion, due to their reading ability, to keep the Native Americans thinking that they are doing God’s will, or, if they believe otherwise, do so out of fear of being incorrect. The colonists tell the Native Americans that they have to stay in their current position in life, living as poor peasants who treat the colonists as royalty, because that that is God’s will. Because the Native Americans are unsure of what is correct, they take what is, to them, the safer approach, b y doing as the colonists say. The colonists also bring in faith, by saying that if they are not faithful to their post, and thus not faithful to their religion, which would be considered blasphemy by the religious Native Americans, then they would be in danger of the attack from the â€Å"assaults of hell,† which could be  interpreted as going to hell, which the religious Native Americans would be very afraid of. â€Å"†¦I heard him make that sermon†¦he makes it every year.†This shows that the colonists try to keep the Native Americans in line, and that it is, again, a group effort and that the entire colonist community works as one in achieving their goal, the exploitation of the Native American society. This also shows that they do this repeatedly, and probably have for been using the same methods for centuries. This also shows that this oppression is not a one-time thing, and that it is a continuous, calculated, malicious oppression of a race. Steinbeck has shown throughout The Pearl his opinions on the differences between the colonists and the Native Americans by showing their relationship, as the type of relationship is based upon the differences of its members. Steinbeck shows this through the differences between town and village, instinct, and education. Steinbeck portrays the colonists as aggressive, abusive, and manipulative throughout the book, especially towards the Native Americans. The Native Americans are portrayed as obedient, acknowledgeable, and living as underlings for the colonist society. The Pearl by John Steinbeck. The Viking Press & William Heinemann, 1947. ISBN: 0-14-017737-X

Four characteristics of Romanesque art

The Romanesque art period started from approximately 1000 AD to the rise of the Gothic style in the 13th century, or later, depending on region. The preceding period is known as the Pre-Romanesque. The term was invented by 19th century art historians, which retained many basic features of Roman architectural style. Mostly round-headed arches, as well as barrel vaults, apses, and acanthus-leaf decoration but had also developed many very different characteristics. The Romanesque style was the first style to impact the whole of Catholic Europe, from Denmark to Sicily.Romanesque art consisted of sculptures, made out of metal, enamel, and ivory work. Metals were a very high status in this period, much more than the paintings. Metal sculptures included enamel decorations, for example The Shrine of the Three Kings at Cologne Cathedral by Nicholas of Verndun. It is said to contain the bones of the Biblical Magi, also known as the Three Kings or the Three Wise Men. The shrine is a large gilde d and decorated triple sarcophagus placed above and behind the high altar of Cologne Cathedral.It is the largest reliquary, which is known as a shrine, in the western world. Another example of Romanesque metal work is the Cloisters Cross. It is an unusually complex 12th century ivory Romanesque altar cross in The Cloisters. The cross is carved from walrus ivory and measures 22 5/8 by 14 1/4 inches. The carvings that are covering both the front and the back contain ninety-two carved figures and ninety-eight inscriptions. The figures, each of which is only about one-half inch tall, illustrate a number of Biblical scenes. Also read  Driver’s Ed Module Reflection JournalAside form the sculptures Romanesque art was known for its wall paintings. The large wall surfaces and plain, curving vaults of the Romanesque period lent themselves to mural decoration. Many of the early wall paintings have been destroyed by moisture and some walls have been re plastered and painted over. Majority, if not all, wall paintings were in churches. The Abbey Church of Saint-Savin-sur-Gartempe, which is located in Poitou, France, is home to many of these murals. One of these murals is, â€Å"God speaks to Noah†. This mural was done using the Fresco technique.The Fresco technique is a painting done on fresh plaster (calcina), which is done immediately on freshly applied plaster before it dries. Another type of Romanesque art is embroidery. Romanesque embroidery is best known from the Bayeux Tapestry. The Bayeux Tapestry is a 0. 5-by-68. 38-meter long embroidered cloth, which depicts the events leading up to the Norman Conquest of England as well as the events of the invasion itself. The tapestry is annotated in Latin. Another popular type of embroidery is called the Opus Anglicanum or English work.It is a contemporary term for fine needlework of Medieval England done for ecclesiastical or secular use on clothing, hangings or other textiles, primarily by nuns and then by professionals who had served seven years' apprenticeship in secular workshops. Stained glass is the colored and painted glass of medieval Europe from the 10th to the 16th century. For much of this period stained glass windows were the major pictorial art form, particularly in northern France, Germany and England where windows tended to be larger than in southern areas.Glass was both expensive and fairly flexible meaning it could be added to or re-arranged, seems to mostly be used in churches, but were also found in wealthy domestic settings and public buildings such as town halls. The purpose of stained glass windows in a church was both to enhance the beauty of their setting and to inform the viewer through narrative or symbolism. Most of the magnificent stained glass of France, including the famous windows of Chartres, dates from the 13th century. Few large windows that date back from the Twelfth century are intact, one of them being the Crucifixion of Poitiers.It is a remarkable composition that rises through three stages. The lowest with a quatrefoil depicting the Martyrdom of St Peter, the largest central stage dominated by the crucifixion and the upper stage showing the Ascension of Christ in a mandorla. The window has been described as, â€Å"a remarkable beauty†. The earliest intact figures are five prophet windows at Augsburg, dating from the late Eleventh century. The figures, though stiff and formalized, demonstrate proficiency in design, both pictorially and in the functional use of the glass. One particular is called, â€Å"The Prophet Daniel†.

Shallow Hal Essays

Shallow Hal Essays Shallow Hal Essay Shallow Hal Essay Shallow Hal is a story about how a man only focuses on a womens looks rather than the heart. After being hypnotized, Shallow Hal falls in love with a chunky and not so pretty girl. But in his mind, she is perfect. The hypnotizing made him not see her natural looks but what inside. When his friends and family try to convince him that the women is not who he thinks she is. But he falls in love with her and they live happily ever after. Shallow Hal is a story about how a man only focuses on a womens looks rather than the heart. After being hypnotized, Shallow Hal falls in love with a chunky and not so pretty girl. But in his mind, she is perfect. The hypnotizing made him not see her natural looks but what inside. When his friends and family try to convince him that the women is not who he thinks she is. But he falls in love with her and they live happily ever after. Shallow Hal is a story about how a man only focuses on a womens looks rather than the heart. After being hypnotized, Shallow Hal falls in love with a chunky and not so pretty girl. But in his mind, she is perfect. The hypnotizing made him not see her natural looks but what inside. When his friends and family try to convince him that the women is not who he thinks she is. But he falls in love with her and they live happily ever after. happily ever after.

QCF 3 UNIT 616 Essay Example

QCF 3 UNIT 616 Essay Example QCF 3 UNIT 616 Essay QCF 3 UNIT 616 Essay unit 616 1 . 1 . 2. 1 . 2. 2. 2. 3. 2. 4. 5. 1 . 5. 3. 5. 4. 5. 6. 5. 7 There are several current legislation, guidelines, policies and protocols relevant to the administration of medication. These are The medicines Act (1968), Misuse of Drugs Act (1971), Misuse of Drugs Regulations (2007), Health Act (2000) The Care Standards Act (2000), Domiciliary Care Agencies Regulations (2002) Control of Substances Hazards to Health (2002), Hazard Waste Regulations, Controlled Waste Regulations (1992), The Handling of Medic9ines in Social Care and The Safe and Secure Handling of Medicines; a Team Approach. Organisational policy and procedures should include how to receive and record medication, safe storage, prescribing, dispensing, administration, monitoring and disposal. Common types of medicines are General Sales List Medicines also know as over the counter medincines, Pharmacy Medicines, prescription only medicines and controlled drugs. These are catorgorised into Analgesic (painkillers) which are split into 4 main groups these are Non-opioid, Opioid, Neuropathis, Anti-migraine, Anti-angina, Anti-arthritis, Antibiotics, Anti-coagulants, Anti-depressants, Anti-hypertensives, Anxiolytics, Laxatives, Statins and Steroids. Each medicine is used to treat conditions and each have different effects and possible side effects. For example Non-opioid medicines can cause side effects such as gastric irritation or liver damage and they can be used to reduce pain or to have an anti-inflammatory effect. Whereas Anxiolytics can be used to reduce anxiety and stress, but can have side effects such as reduced concentration, slowing down of mental agility and reasoning skills and can cause hort term memory. Some medications require serum concentration to be measured to ensure the person receives the optimal dose and to avoid toxicity or damage to the body. These include Insulin, Lithium, Warafarin, Digoxin and Statins. Reactions to medication are extremely common. In fact, 15-30% of all hospitalised patients will experience an unintended reaction as a result of medications. To recognise these reactions the packaging should be read fully to highlight what side effects may occur. They will inform you what you should do if you develop a side effect. If you are nsure you should contact your doctor. Common side effects include rashes, stiffness, breathing difficulties, shaking, swelling, headaches, nausea, drowsiness, vomiting, constipation, diarrhoea, weight gain etc. Staff must monitor and record any adverse reactions and the service users doctor should be contacted if medication is stopped until informed otherwise. There are several different ways that medicines can be administered these are: Oral, sublingually, inhalation, intramuscular injection, intravenous injection, rectal administration, vaginal administration, topical dministration, transdermal patch, percutaneous endoscopic gastronomy or by naso gastric tube. There are several types of medication, each has a purpose and function needed for their administration via the different routes. Tablets, capsules, liquids, suspensions and mixtures are taken via the oral route. Delivery is straight to the lungs. The delivery route is inhalation. Intramuscular injections are injected directly into large muscles, usually the legs or the bottom. These are performed by a doctor or nurse. Intravenous injections are medicines that re injected into the veins, which is of benefit when a situation in life threatening. Instillation administration is when medicine is in liquid or suspension form and is instilled via the eye, nose or ears. Drops are available for ear wax removal, glaucoma, dry eyes or eye infections. Nose drops and sprays are available for allergic conditions such as hay fever. Rectal administration is absorbed very quickly by the body. Suppositories can be inserted high into the rectum. Rectal diazepam can be prescribed as treatment for dealing with severe epileptic seizure. Training is required for administration Pessaries or applicators containing creams are effective for treatment of vaginal thrush during the vaginal administration route. Topical administration is when creams, ointments and gels are applied directly to the skin to treat skin conditions. They can also be used as a delivery route for analgesics (painkillers). Gloves are worn to protect against absorbtion of medication through the skin. Examples of types of medicines used for the Transdermal path route include fentanyl patch, hormone replacement therapy and nicotine patches. The drug is released slowly from the patch over a period of time and is absorbed through the skin into the bloodstream. For people who are unable to swallow medicines the Percutaneous Endoscopic Gastronomy and Naso Gastric tube routes can be used to administer medication. When administering medication staff must identify the medication correctly, identify the person correctly, know what the medicine is intended to do and know whether any special precautions are needed. If there is a problem with the administration of medication individuals should seek medical ssistance by ringing the doctor or in an emergency by calling 999. The house manager should also be informed as well as social workers, relevant staff and parents if relevant. It is important to confirm that individuals takes the medication and does not pass it to others as the condition may not be alleviated and may become worse. If the medication is passed and taken to other they may have possible side effects. Out of date and part-used medication should be disposed of at the correct pharmacy. This is then recorded and kept in a file within the workplace.

How to Conjugate the Verb Venire in Italian

How to Conjugate the Verb Venire in Italian Some definitions of â€Å"venire† include: To comeTo arriveTo be descended fromTo come overTo occurTo turn outTo be the resultTo costTo come to What to know about â€Å"venire†: It’s an irregular third-conjugation verb, so it does not follow the typical -ire verb ending pattern.It’s an intransitive verb, which does not take a direct object.The infinito is â€Å"venire.†The participio passato is â€Å"venuto.†The gerund form is â€Å"venendo.†The past gerund form is â€Å"essendo venuto.† INDICATIVO/INDICATIVE Il presente io vengo noi veniamo tu vieni voi venite lui, lei, Lei viene essi, Loro vengono Ad esempio: Non mi viene in mente (la parola). - (The word) isn’t coming to mind. Il passato prossimo io sono venuto/a noi siamo venuti/e tu sei venuto/a voi siete venuti/e lui, lei, Lei venuto/a essi, Loro sono venuti/e Ad esempio: Sono venuto/a qua per dirti che ti amo. - I came here to tell you that I love you. L’imperfetto io venivo noi venivamo tu venivi voi venivate lui, lei, Lei veniva essi, Loro venivano Ad esempio: Ogni estate venivamo qua, questa campagna à ¨ il mio posto preferito. - Each summer we came here, this countryside is my favorite place. Il trapassato prossimo io ero venuto/a noi eravamo venuti/e tu eri venuto/a voi eravate venuti/e lui, lei, Lei era venuto/a essi, Loro erano venuti/e Esempi: Eri venuto/a per dirmi la verit, giusto? - You came here to tell me the truth, right? Il passato remoto io venni noi venimmo tu venisti voi veniste lui, lei, Lei venne essi, Loro vennero Ad esempio: Gli venne la voglia di trasferirsi in Italia.   - The desire to move to Italy came to him. Il trapassato remoto io fui venuto/a noi fummo venuti/e tu fosti venuto/a voi foste venuti/e lui, lei, Lei fu venuto/a essi, Loro furono venuti/e TIP: This tense is rarely used, so don’t worry too much about mastering it. You’ll find it in very sophisticated writing. Il futuro semplice io verr noi verremo tu verrai voi verrete lui, lei, Lei verr essi, Loro verranno Ad esempio: I figli verranno dopo cinque o sei anni di matrimonio, almeno spero cosà ¬!. - Kids will come after five or six years of marriage, at least I hope! Il futuro anteriore io sar venuto/a noi saremo venuti/e tu sarai venuto/a voi sarete venuti/e lui, lei, Lei sar venuto/a essi, Loro saranno venuti/e Ad esempio: Sar venuto da un’ottima scuola. - He must have come from a great school. CONGIUNTIVO/SUBJUNCTIVE Il presente che io venga che noi veniamo che tu venga che voi veniate che lui, lei, Lei venga che essi, Loro vengano Ad esempio: Penso che questo vino venga direttamente dalla Francia. - I think this wine comes directly from France. Il passato io sia venuto/a noi siamo venuti/e tu sia venuto/a voi siate venuti/e lui, lei, Lei sia venuto/a essi, Loro siano venuti/e Ad esempio: Mi chiedo se siano venuti in Italia per cercare la loro famiglia. - I wonder if they came to Italy to find their family. L’imperfetto io venissi noi venissimo tu venissi voi veniste lui, lei, Lei venisse essi, Loro venissero Ad esempio: Speravo che il mio ragazzo venisse in aeroporto a prendermi. - I hoped that my boyfriend would come to the airport to pick me up. Il trapassato prossimo io fossi venuto/a noi fossimo venuti/e tu fossi venuto/a voi foste venuti/e lui, lei, Lei fosse venuto/a essi, Loro fossero venuti/e Ad esempio: Vorrei che tu fossi venuto/a con me. - I wish you could have come with me. CONDIZIONALE/CONDITIONAL Il presente io verrei noi verremmo tu verresti voi verreste lui, lei, Lei verrebbe essi, Loro verrebbero Ad esempio: Verrei con voi, perà ² devo andare a scuola. - I would come with  you all, but I have to go to school. Il passato io sarei venuto/a noi saremmo venuti/e tu saresti venuto/a voi sareste venuti/e lui, lei, Lei sarebbe venuto/a essi, Loro sarebbero venuti/e Ad esempio: Avevo la febbre, altrimenti sarei venuto/a alla tua festa. - I had a fever, otherwise I would have come to your party.

Personal Knowledge and experience Essay Example | Topics and Well Written Essays - 750 words

Personal Knowledge and experience - Essay Example This subject is associated with a very important memory of my life where my personal knowledge and experience assisted in saving the life of my young cousin. Ever since I was a young child, my mother used to guide me to learn from the things that happened in my life and I was guided that experience teaches an individual a lot. It provides a way for a person to avoid repeating the mistakes that others may have committed. When I was a young child, I used to go to my friend’s house on weekends. We used to study together in school and he was one of my very good friends. His father was a doctor and I really admired him and his personality. He was very caring and I felt that he was very sensible. One weekend when I went to his place, an untoward incident happened. His younger brother consumed some toxic substance from a bottle that was kept in the kitchen cabinet. He was a young child and had not realized that was he was consuming could have been toxic for him. His condition deterio rated and he started vomiting as well as losing consciousness. His mother started screaming for help. His father went down and realized the situation. He saw his son and the bottle that was lying nearby. He immediately moved towards the toaster and toasted a bread slice until it was almost burnt. He brought it to his son whose condition kept on worsening and made him eat the burnt slice of bread. He then took him to the hospital. At that particular instance I had not realized the purpose of what my friend’s father had done but I remembered this incident. The next time I went to his house, I questioned him about the purpose of the burnt toast and he explained to me that it was actually activated charcoal which was the most appropriate antidote which had to be given at that time. I researched into the subject and it was a very interesting finding that I discovered. Activated charcoal is basically a universal antidote that can be given in cases of emergency at home as it is an a nti-poisonous substance which can act against most poisons. I found out that it could avoid serious damage that could result from hazardous substances until the victim could be transferred to a hospital. I believed that it was a magical trick for saving someone in danger. I had always believed that I would never have to apply this technique in my life as I was not planning to become a doctor. But I still considered this antidote to be very interesting. My thoughts were proven wrong and after years of that incident a similar accident happened at my house. My relatives came to stay at our house and their young child was wandering in the kitchen. After a while, there were many screams and we all assembled in the kitchen. I realized what had happened when I saw his condition. At the same time, I also noticed the opened bottle that was lying there. My thoughts went back and I repeated the same technique that my friend’s father had done so. It proved to be very effective. This occu rrence provided a very strong explanation of the importance of personal knowledge and experience in an individual’s life. A person can learn from his experiences. It can truly be believed that a person learns from his practical experiences more than from what he reads. There are many meaningful events in the life of every individual which carry important messages. A person should grasp from

Production Challenges at Shuzworld Term Paper Example | Topics and Well Written Essays - 1250 words

Production Challenges at Shuzworld - Term Paper Example To increase production efficiency, the managers have the great responsibility of realigning operations including the production flow layout, making changes to the staffing plan, as well as other logistics such as warehousing and distribution. This memorandum looks at three key issues at the Shuzworld namely improvement of the current workflow, the introduction of a new project, and staffing plan in order to increase efficiency and output). The memorandum also looks at some short-term scheduling techniques and rules that can be used to achieve efficient movement of units through Shuzworld production systems. Re: Improvement of the Current Workflow The current workflow in the plant can be improved through the process of assembly line balancing. According to Heizer and Render (2011) in order to produce at a particular rate it is important that management is aware of the current work methods, tools and equipment that are in use. The length of time that each task requires must also so be determined. Additionally, the sequence in which each task should be performed must be identified. The precedence diagram which is shown below illustrates the precedence relationship among the tasks to be performed on the workboot assembly line, the time taken to carry out the tasks labeled A to H, and the tasks which can be done at the same time. Although the current Workboot Assembly Schedule indicates that there are eight tasks involved in the production, it is clear that tasks B and C can be performed simultaneously to save time. The same logic applies to tasks E and F such that performing these tasks simultaneously with further save the time spent on production. The restructuring of the production process in order to allow processing of multiple tasks can lead to reduced production time. Using this logic, 3 minutes will be saved between tasks A and D and the same amount of time saved between D and G. Therefore, the total amount of time saved after restructuring will be 6 minutes . Task C takes 3 minutes but when performed simultaneously with C (8 minutes), it will take 8 minutes to complete both tasks. Similarly, it will take 4 minutes to complete both tasks E and F thereby saving 3 more minutes. Therefore, the total time taken for production of Workboot will be reduced to 40 minutes. The correct number of workstations can be found after making a determination of the cycle time. The calculations are as follows: Cycle time = Production time available/units required = (8hrs/day* 60mins per hr)/48 units per day = 480/48 = 10mins/cycle The cycle time of 10 minutes can then be used to determine the minimum number of workstations as follows: Minimum number of work stations = Total task time (?ti)/cycle time = 46/10 = 4.6 or 5 stations The information suggests that the minimum number of work stations required is 5. However, the cycle time is 10 minutes and so only tasks that can be done in 10 minutes or less can be performed at the same work station. This means th at Task A takes 10 minutes and will be done at one workstation; Task B and C can be done together in a total of 9 minutes at another workstation; Tasks D takes 8 minutes and can be done at another workstation; Tasks E, F and G takes a total of 10 minutes and can be done one workstation while Task H takes 9 minutes and will therefore be performed at another workstation. Therefore, a total of 5 workstations are required. The layout would therefore appear as follows: The most following tasks heuristic were used to assign jobs to

Human Freedom Essay Example | Topics and Well Written Essays - 1000 words

Human Freedom - Essay Example From this stance, freedom and responsibility becomes two sides of the same coin that are simply inalienable. Three of the most astounding quotations of Sartre with direct bearings to my thesis will be discussed in detail with the aim of setting a clear pattern that will not impede the coherence of my discourse as the paper advances. They are as follows: A quick analysis of any of the above quotations individually reveals the exclusive attributes of the message being portrayed by Sartre in one breadth and a striking presence of complementary interconnectivity as they converge to give credence to the core values underpinning the existentialist ideology. In the first quote for instance, like Plato he asserts to the principle of the object in man1. Sartre argues that any essence in life will primarily take root from a fore existence. Contingent with the above idea about man's absolute freedom, it can be said that this "freedom" is packaged in a complex paradoxical guise. He proves that freedom without determinism is terribly misplaced. It further does not exonerate the individual from being accountable for his actions and inactions, mindful of the fact that this freedom is highly pervasive because it is able to generate multiplier effects. Its effects are lumped in the various sub-categories of anguish, forlornness, bad faith, despair and authenticity. The third quote illuminates the challenges man is confronted with in his quest to exercise the discretionary power bestowed on him to make choices. His main difficulty has to do with the fact that his free choice also places a burden of responsibility towards other people directly unto his hands. For this reason man's individual choices as contained in his freedom is of universal significance. Global terrorism a twenty first century political and security challenge to the American people can be used as a sufficient illustration to drive home this point. The scale of the problem has left America in a position that makes it impossible for her to claim ownership of the war to overcome all forms of extremism and Semitism. It is for this reason that America is leading the global war against terrorism with the support of her allies as well as international security establishments like NATO. Viewed from another angle, it is a war that the terror organizations and their sponsors are determined not be vanquished, which makes the war a collective all encompassing war. On the question of responsibility, Sartre makes it known that being responsible towards oneself transcends individuality to include an extension into the wider community of the human family. Indeed, America's responsibility in the war is explained by her security and foreign policies and the extent to which these policies have affected other nations positively or negatively prompting extremism. Implicitly or explicitly, the war has had its fair share of criticism which includes among other things the US government mistakenly

EMPLOYEE RELATIONS-Triad unions Essay Example | Topics and Well Written Essays - 1000 words

EMPLOYEE RELATIONS-Triad unions - Essay Example In addition, some unionized workers tend to view the employer in bad light, while others adopt more critical tendencies of management strategies and processes. These issues normally impede their chances of being responsible; gaining experience within the organization; and being productive in the workplace for mutual benefit. Research shows that companies with unionized employees incur up to 40% more in terms of running costs than for non-unionized organizations (Sengupta, 2008). This cost may not encompass additional expenditures arising from subsequently negotiated terms in unionized worker reimbursements or benefits. According to OLeary (2013), the running costs of unionized organizations are far greater due to the necessity of more workers to needed to handle different job designations to conform to regulatory systems requiring specialization, for instance. As Thornthwaite and Sheldon (2012) have noted, unfair labour practice cases brought about by trade unions injure the employer’s image and erode the organization’s good will. For instance, immediately a case is filed, responsible trade unions dispatch their representatives to the employer to carry out investigations. At this level, the whole workforce will be aware of the supposedly wrong practices that have taken place within their workplace or organization (Ross, 2013). Then, in the event that the case is not resolved, the union will engage the employer in long-drawn legal battles. Making arrangements for and carrying out a court process will cost the organization tens of thousands of dollars in attorneys’ fees, plus the lost resources of gathering the evidence. Unionization of employees disenfranchises organizations of their right to managerial control (Sengupta, 2008). This is especially true considering that unionized organizations grapple with the problem of political and legal interference from the government. Government agents will carry out excessive monitoring of

Analysis of P&G 2010 Annual Report Term Paper Example | Topics and Well Written Essays - 1750 words

Analysis of P&G 2010 Annual Report - Term Paper Example They were encouraged by their father-in-law to do a business together which they finally pursued and agreed to a joint venture after some years. Procter brought with him, his candle-making expertise while Gamble who was an experienced soap-maker offered his services. The company started off by selling candles and soap in the Ohio area. It became more of a family business when Procter’s eldest son went on to become the president of the corporation in 1890. Gamble’s eldest son, inducted the first ever laboratory in the company’s history giving it its first ever Ivory soap. As of 2010, the company is manufacturing and selling 81 different brands. They range from budget and household items for instance detergents and pampers to designer lines for instance Dolce and Gabbana and Burberry 5. As of 2009, the company garnered $79 billion in revenue. Of this $13 billion was in net earnings and this gave the company an earning margin of 14.3%. In 2008, the net revenues were 81.7 billion dollars. Procter and Gamble had also been in the news recently for their acquisition of Ambi Pur from the Sar Lee corporation for 320 million Euros. Procter and Gamble provides consumer packaged goods. Its products are sold in more than 180 countries through mass merchandisers, grocery stores, drug stores, high frequency stores, neighborhood stores and membership club stores. These stores different consumer in developing marketings. P & G conducts on-ground operations in approximately 80 countries. As of June 30, 2010, the company had three Global Business Units: Beauty and Grooming, Health and Well Being and Household care. 16% of its total revenue comes from sales to Wal-Mart. The company takes pride in focusing on strategies that they believe are right for the long-term health of the Company. They plan on increasing their organic sales from 1% to 2% faster than the market growth in categories in which they compete.

Law in Business Essay Example | Topics and Well Written Essays - 2000 words

Law in Business - Essay Example ding health and safety in the workplace, in order to determine whether a claim should be brought for breach of the legislation instead of a simple claim in negligence. After examining all of the above it should be possible to reach a conclusion with regard to the potential claims of each party, and to advise them on the prospect of bringing a successful action against the employer. In bringing a claim for negligence the plaintiff has to demonstrate that the respondent owed them a duty of care1 and that as a direct result of a breach of that duty they have suffered financial loss or injury. One of the key factors used by the courts in assessing liability is the foreseeability of the event. The court will analyse the circumstances of the incident and then determine from there, whether the respondent ought to have foreseen the outcome, or should have anticipated that such an event might occur. Duty of care was first addressed in Donoghue v Stevenson2. As a result of this case the neighbour test came into existence. This case was important because it established the right of the applicant to bring an action against a manufacturer rather than against the retailer. In recent times the courts have altered the principle into the proximity test. This test was used by the courts in Heaven v Pender3. The plaintiff in this case was able to persuade the court to hold the employer liable for not providing a safe working environment for the plaintiff. The court held that the staging and ropes were not it to be used, and that as a result of that the plaintiff was involved in a serious accident. In summing up Brett MR made the observation that whenever one person is by circumstances placed in such a position with regard to another, that every one of ordinary  sense who did think would at once recognise that if he did not use ordinary care and skill in his own conduct with regard to those circumstances he would cause danger of injury to the person or property of the other, a duty

Analysis of P&G 2010 Annual Report Term Paper Example | Topics and Well Written Essays - 1750 words

Analysis of P&G 2010 Annual Report - Term Paper Example They were encouraged by their father-in-law to do a business together which they finally pursued and agreed to a joint venture after some years. Procter brought with him, his candle-making expertise while Gamble who was an experienced soap-maker offered his services. The company started off by selling candles and soap in the Ohio area. It became more of a family business when Procter’s eldest son went on to become the president of the corporation in 1890. Gamble’s eldest son, inducted the first ever laboratory in the company’s history giving it its first ever Ivory soap. As of 2010, the company is manufacturing and selling 81 different brands. They range from budget and household items for instance detergents and pampers to designer lines for instance Dolce and Gabbana and Burberry 5. As of 2009, the company garnered $79 billion in revenue. Of this $13 billion was in net earnings and this gave the company an earning margin of 14.3%. In 2008, the net revenues were 81.7 billion dollars. Procter and Gamble had also been in the news recently for their acquisition of Ambi Pur from the Sar Lee corporation for 320 million Euros. Procter and Gamble provides consumer packaged goods. Its products are sold in more than 180 countries through mass merchandisers, grocery stores, drug stores, high frequency stores, neighborhood stores and membership club stores. These stores different consumer in developing marketings. P & G conducts on-ground operations in approximately 80 countries. As of June 30, 2010, the company had three Global Business Units: Beauty and Grooming, Health and Well Being and Household care. 16% of its total revenue comes from sales to Wal-Mart. The company takes pride in focusing on strategies that they believe are right for the long-term health of the Company. They plan on increasing their organic sales from 1% to 2% faster than the market growth in categories in which they compete.

Organ Donation- How recipients are chosen and should donors be Research Paper

Organ Donation- How recipients are chosen and should donors be compensated - Research Paper Example Australia is a nation where most of the organs transplantations are carried out successfully (Benedetti, 21). â€Å"People of all ages and background can be used for the process of organ donation. If a person is under 18, then the parent or the guardian must give permission in order to become the donor. If an individual is 18 or older, then the person should be the donor by signing the donor card† (Petechuk, 67). The entire procedures that delegates organs to recipients, who entail them is formulated in a way, so that it is as fair and just as possible without any preferences or biases. The delegation of organs is guided along by protocols, which are mostly formed by the transplantation societies existing in countries. In particular, different groups manage the waiting lists depending on the organ, and the geographical area where the organ recipient resides. When an organ other than kidney is used for transplantation, then it is generally offered to transplant units in that pa rticular state and if there is no appropriate recipient, then the organ is offered to transplant units in another state and geographical jurisdiction, to promote parity (Humar, 31).

Threats To Forests. A conifer forest in the Swiss Alps Essay Example for Free

Threats To Forests. A conifer forest in the Swiss Alps Essay Mixed deciduous forest in Stara Planina, Serbia A forest, also referred to as a wood or the woods, is an area with a high density of trees. As with cities, depending on various cultural definitions, what is considered a forest may vary significantly in size and have different classifications according to how and what of the forest is composed. These plant communities cover approximately 9.4 percent of the Earths surface (or 30 percent of total land area), though they once covered much more (about 50 percent of total land area), in many different regions and function as habitats for organisms, hydrologic flow modulators, and soil conservers, constituting one of the most important aspects of the biosphere. Although forests are classified primarily by trees, the concept of a forest ecosystem includes additional species (such as smaller plants, fungi, bacteria, and animals) as well as physical and chemical processes such as energy flow and nutrient cycling. A typical forest is composed of the overstory (canopy or upper tree layer) and the understory. The understory is further subdivided into the shrub layer, herb layer, and also the moss layer and soil microbes. In some complex forests, there is also a well-defined lower tree layer. Forests are central to all human life because they provide a diverse range of resources: they store carbon, aid in regulating the planetary climate, purify water and mitigate natural hazards such as floods. Forests also contain roughly 90 percent of the worlds terrestrial biodiversity. Contents * 1 Etymology * 2 Distribution * 3 Classification * 3.1 Temperate A typical forest is composed of the overstory (canopy or upper tree layer) and the understory. The understory is further subdivided into the shrub layer, herb layer, and also the moss layer and soil microbes. In some complex forests, there is also a well-defined lower tree layer. Forests are central to all human life because they provide a diverse range of resources: they store carbon, aid in regulating the planetary climate, purify water and mitigate natural hazards such as floods. Forests also contain roughly 90 percent of the worlds terrestrial biodiversity. Etymology The word forest comes from Middle English forest, from Old French forest (also forà ¨s) forest, vast expanse covered by trees; first introduced in English as the word for wild land set aside for hunting without the necessity in definition for the existence of trees (James 1981;Muir 2000,2008). Possibly a borrowing (probably via Frankish or Old High German) of the Medieval Latin word foresta open wood, foresta was first used by Carolingian scribes in the Capitularies of Charlemagne to refer specifically to the kings royal hunting grounds. The term was not endemic to Romance languages (e.g. native words for forest in the Romance languages evolved out of the Latin word silva forest, wood (English sylvan); cf. Italian, Spanish, Portuguese selva; Romanian silvÄÆ'; Old French selve); and cognates in Romance languages, such as Italian foresta, Spanish and Portuguese floresta, etc. are all ultimately borrowings of the French word. The exact origin of Medieval Latin foresta is obscure. Some authorities claim the word derives from the Late Latin phrase forestam silvam, meaning the outer wood; others claim the term is a latinisation of the Frankish word *forhist forest, wooded country, assimilated to forestam silvam (a common practise among Frankish scribes). Frankish *forhist is attested by Old High German forst forest, Middle Low German vorst forest, Old English fyrhà ¾ forest, woodland, game preserve, hunting ground, and Old Norse fà ½ri coniferous forest, all of which derive from Proto-Germanic *furχà ­sa-, *furχà ­Ãƒ ¾ja- a fir-wood, coniferous forest, from Proto-Indo-European *perkwu- a coniferous or mountain forest, wooded height. Uses of the word forest in English to denote any uninhabited area of non-enclosure are now considered archaic. The word was introduced by the Norman rulers of England as a legal term (appearing in Latin texts like the Magna Carta) denoting an uncultivated area legally set aside for hunting by feudal nobility (see Royal Forest). These hunting forests were not necessarily wooded much, if at all. However, as hunting forests did often include considerable areas of woodland, the word forest eventually came to mean wooded land more generally. By the start of the fourteenth century the word appeared in English texts, indicating all three senses: the most common one, the legal term and the archaic usage. Forest near Rajgir, Bihar, India Other terms used to mean an area with a high density of trees are wood, woodland, wold, weald, holt, frith and firth. Unlike forest, these are all derived from Old English and were not borrowed from another language. Some classifications now reserve the term woodland for an area with more open space between trees and distinguish among woodlands, open forests, and closed forests based on crown cover. Distribution Amazon Rainforest in Brazil Temperate rainforest in Tasmanias Hellyer Gorge Forests can be found in all regions capable of sustaining tree growth, at altitudes up to the tree line, except where natural fire frequency or other disturbance is too high, or where the environment has been altered by human activity. The latitudes 10 ° north and south of the Equator are mostly covered in tropical rainforest, and the latitudes between 53 °N and 67 °N have boreal forest. As a general rule, forests dominated by angiosperms (broadleaf forests) are more species-rich than those dominated by gymnosperms (conifer, montane, or needleleaf forests), although exceptions exist. Forests sometimes contain many tree species only within a small area (as in tropical rain and temperate deciduous forests), or relatively few species over large areas (e.g., taiga and arid montane coniferous forests). Forests are often home to many animal and plant species, and biomass per unit area is high compared to other vegetation communities. Much of this biomass occurs below ground in the root systems and as partially decomposed plant detritus. The woody component of a forest contains lignin, which is relatively slow to decompose compared with other organic materials such as cellulose or carbohydrate. Forests are differentiated from woodlands by the extent of canopy coverage: in a forest, the branches and the foliage of separate trees often meet or interlock, although there can be gaps of varying sizes within an area referred to as forest. A woodland has a more continuously open canopy, with trees spaced farther apart, which allows more sunlight to penetrate to the ground between them (also see: savanna). Among the major forested biomes are: * rain forest (tropical and temperate) * taiga * temperate hardwood forest * tropical dry forest Classification Biogradska forest in Montenegro Spiny forest at Ifaty, Madagascar, featuring various Adansonia (baobab) species, Alluaudia procera (Madagascar ocotillo) and other vegetation Even, dense old-growth stand of beech trees (Fagus sylvatica) prepared to be regenerated by their saplings in the understory, in the Brussels part of the Sonian Forest. Trees on a mountain in northern Utah during early autumn. Forests can be classified in different ways and to different degrees of specificity. One such way is in terms of the biome in which they exist, combined with leaf longevity of the dominant species (whether they are evergreen or deciduous). Another distinction is whether the forests are composed predominantly of broadleaf trees, coniferous (needle-leaved) trees, or mixed. * Boreal forests occupy the subarctic zone and are generally evergreen and coniferous. * Temperate zones support both broadleaf deciduous forests (e.g., temperate deciduous forest) and evergreen coniferous forests (e.g., temperate coniferous forests and temperate rainforests). Warm temperate zones support broadleaf evergreen forests, including laurel forests. * Tropical and subtropical forests include tropical and subtropical moist forests, tropical and subtropical dry forests, and tropical and subtropical coniferous forests. * Physiognomy classifies forests based on their overall physical structure or developmental stage (e.g. old growth vs. second growth). * Forests can also be classified more specifically based on the climate and the dominant tree species present, resulting in numerous different forest types (e.g., ponderosa pine/Douglas-fir forest). A number of global forest classification systems have been proposed, but none has gained universal acceptance. UNEP-WCMCs forest category classification system is a simplification of other more complex systems (e.g. UNESCOs forest and woodland subformations). This system divides the worlds forests into 26 major types, which reflect climatic zones as well as the principal types of trees. These 26 major types can be reclassified into 6 broader categories: temperate needleleaf; temperate broadleaf and mixed; tropical moist; tropical dry; sparse trees and parkland; and forest plantations. Each category is described as a separate section below. Temperate needleleaf Temperate needleleaf forests mostly occupy the higher latitude regions of the northern hemisphere, as well as high altitude zones and some warm temperate areas, especially on nutrient-poor or otherwise unfavourable soils. These forests are composed entirely, or nearly so, of coniferous species (Coniferophyta). In the Northern Hemisphere pines Pinus, spruces Picea, larches Larix, silver firs Abies, Douglas firs Pseudotsuga and hemlocks Tsuga, make up the canopy, but other taxa are also important. In the Southern Hemisphere, most coniferous trees (members of the Araucariaceae and Podocarpaceae) occur in mixtures with broadleaf species that are classed as broadleaf and mixed forests. Temperate broadleaf and mixed Temperate broadleaf and mixed forests include a substantial component of trees in the Anthophyta. They are generally characteristic of the warmer temperate latitudes, but extend to cool temperate ones, particularly in the southern hemisphere. They include such forest types as the mixed deciduous forests of the United States and their counterparts in China and Japan, the broadleaf evergreen rainforests of Japan, Chile and Tasmania, the sclerophyllous forests of Australia, central Chile, the Mediterranean and California, and the southern beech Nothofagus forests of Chile and New Zealand. Tropical moist There are many different types of tropical moist forests,although most extensive are the lowland evergreen broadleaf rainforests, for example và ¡rzea and igapà ³ forests and the terra firma forests of the Amazon Basin; the peat swamp forests, dipterocarp forests of Southeast Asia; and the high forests of the Congo Basin. Forests located on mountains are also included in this category, divided largely into upper and lower montane formations on the basis of the variation of physiognomy corresponding to changes in altitude. Tropical dry Tropical dry forests are characteristic of areas in the tropics affected by seasonal drought. The seasonality of rainfall is usually reflected in the deciduousness of the forest canopy, with most trees being leafless for several months of the year. However, under some conditions, e.g. less fertile soils or less predictable drought regimes, the proportion of evergreen species increases and the forests are characterised as sclerophyllous. Thorn forest, a dense forest of low stature with a high frequency of thorny or spiny species, is found where drought is prolonged, and especially where grazing animals are plentiful. On very poor soils, and especially where fire is a recurrent phenomenon, woody savannas develop (see sparse trees and parkland). Sparse trees and parkland Taiga forest near Saranpaul in the northeast Ural Mountains, Khanty–Mansia, Russia. Trees include Picea obovata (dominant on right bank), Larix sibirica, Pinus sibirica, and Betula pendula. Sparse trees and parkland are forests with open canopies of 10-30% crown cover. They occur principally in areas of transition from forested to non-forested landscapes. The two major zones in which these ecosystems occur are in the boreal region and in the seasonally dry tropics. At high latitudes, north of the main zone of boreal forest or taiga, growing conditions are not adequate to maintain a continuous closed forest cover, so tree cover is both sparse and discontinuous. This vegetation is variously called open taiga, open lichen woodland, and forest tundra. It is species-poor, has high bryophyte cover, and is frequently affected by fire. Forest plantations Forest plantations, generally intended for the production of timber and pulpwood increase the total area of forest worldwide. Commonly mono-specific and/or composed of introduced tree species, these ecosystems are not generally important as habitat for native biodiversity. However, they can be managed in ways that enhance their biodiversity protection functions and they are important providers of ecosystem services such as maintaining nutrient capital, protecting watersheds and soil structure as well as storing carbon. They may also play an important role in alleviating pressure on natural forests for timber and fuelwood production. Forest categories A temperate deciduous broadleaf forest, the Hasenholz, southeast of Kirchheim unter Teck, Baden-Wà ¼rttemberg, Germany Redwoods in old growth forest in Muir Woods National Monument, Marin County, California 28 forest categories are used to enable the translation of forest types from national and regional classification systems to a harmonised global one. Temperate and boreal forest types 1. Evergreen needleleaf forest Natural forest with 30% canopy cover, in which the canopy is predominantly ( 75%) needleleaf and evergreen. 2. Deciduous needleleaf forests Natural forests with 30% canopy cover, in which the canopy is predominantly ( 75%) needleleaf and deciduous. 3. Mixed broadleaf/needleleaf forest Natural forest with 30% canopy cover, in which the canopy is composed of a more or less even mixture of needleleaf and broadleaf crowns (between 50:50% and 25:75%). 4. Broadleaf evergreen forest Natural forests with 30% canopy cover, the canopy being 75% evergreen and broadleaf. 5. Deciduous broadleaf forest Natural forests with 30% canopy cover, in which 75% of the canopy is deciduous and broadleaves predominate ( 75% of canopy cover). 6. Freshwater swamp forest Natural forests with 30% canopy cover, composed of trees with any mixture of leaf type and seasonality, but in which the predominant environmental characteristic is a waterlogged soil. 7. Sclerophyllous dry forest Natural forest with 30% canopy cover, in which the canopy is mainly composed of sclerophyllous broadleaves and is 75% evergreen. 8. Disturbed natural forest Any forest type above that has in its interior significant areas of disturbance by people, including clearing, felling for wood extraction, anthropogenic fires, road construction, etc. 9. Sparse trees and parkland Natural forests in which the tree canopy cover is between 10-30%, such as in the steppe regions of the world. Trees of any type (e.g., needleleaf, broadleaf, palms). 10. Exotic species plantation Intensively managed forests with 30% canopy cover, which have been planted by people with species not naturally occurring in that country. 11. Native species plantation Intensively managed forests with 30% canopy cover, which have been planted by people with species that occur naturally in that country. 12. *Unspecified forest plantation Forest plantations showing extent only with no further information about their type, This data currently only refers to the Ukraine. 13. *Unclassified forest data Forest data showing forest extent only with no further information about their type. Those marked * have been created as a result of data holdings which do not specify the forest type, hence 26 categories are quoted, not 28 shown here. Tropical forest types The Fatu Hiva rainforest in Polynesia. 1. Lowland evergreen broadleaf rain forest Natural forests with 30% canopy cover, below 1,200 m (3,937 ft) altitude that display little or no seasonality, the canopy being 75% evergreen broadleaf. 2. Lower montane forest Natural forests with 30% canopy cover, between 1200–1800 m altitude, with any seasonality regime and leaf type mixture. 3. Upper montane forest Natural forests with 30% canopy cover, above 1,800 m (5,906 ft) altitude, with any seasonality regime and leaf type mixture. 4. Freshwater swamp forest Natural forests with 30% canopy cover, below 1,200 m (3,937 ft) altitude, composed of trees with any mixture of leaf type and seasonality, but in which the predominant environmental characteristic is a waterlogged soil. 5. Semi-evergreen moist broadleaf forest Natural forests with 30% canopy cover, below 1,200 m (3,937 ft) altitude in which between 50-75% of the canopy is evergreen, 75% are broadleaves, and the trees display seasonality of flowering and fruiting. 6. Mixed broadleaf/needleleaf forest Natural forests with 30% canopy cover, below 1,200 m (3,937 ft) altitude, in which the canopy is composed of a more or less even mixture of needleleaf and broadleaf crowns (between 50:50% and 25:75%). 7. Needleleaf forest Natural forest with 30% canopy cover, below 1,200 m (3,937 ft) altitude, in which the canopy is predominantly ( 75%) needleleaf. 8. Mangroves Natural forests with 30% canopy cover, composed of species of mangrove tree, generally along coasts in or near brackish or seawater. 9. Disturbed natural forest Any forest type above that has in its interior significant areas of disturbance by people, including clearing, felling for wood extraction, anthropogenic fires, road construction, etc. 10. Deciduous/semi-deciduous broadleaf forest Natural forests with 30% canopy cover, below 1,200 m (3,937 ft) altitude in which between 50-100% of the canopy is deciduous and broadleaves predominate ( 75% of canopy cover). 11. Sclerophyllous dry forest Natural forests with 30% canopy cover, below 1,200 m (3,937 ft) altitude, in which the canopy is mainly composed of sclerophyllous broadleaves and is 75% evergreen. 12. Thorn forest Natural forests with 30% canopy cover, below 1,200 m (3,937 ft) altitude, in which the canopy is mainly composed of deciduous trees with thorns and succulent phanerophytes with thorns may be frequent. 13. Sparse trees and parkland Natural forests in which the tree canopy cover is between 10-30%, such as in the savannah regions of the world. Trees of any type (e.g., needleleaf, broadleaf, palms). 14. Exotic species plantation Intensively managed forests with 30% canopy cover, which have been planted by people with species not naturally occurring in that country. 15. Native species plantation Intensively managed forests with 30% canopy cover, which have been planted by people with species that occur naturally in that country. Forest loss and management Main articles: Forestry, Logging and Deforestation Coastal Douglas fir woodland in northwest Oregon Redwood tree in northern California redwood forest, where many redwood trees are managed for preservation and longevity, rather than being harvested for wood production The scientific study of forest species and their interaction with the environment is referred to as forest ecology, while the management of forests is often referred to as forestry. Forest management has changed considerably over the last few centuries, with rapid changes from the 1980s onwards culminating in a practice now referred to as sustainable forest management. Forest ecologists concentrate on forest patterns and processes, usually with the aim of elucidating cause and effect relationships. Foresters who practice sustainable forest management focus on the integration of ecological, social and economic values, often in consultation with local communities and other stakeholders. Anthropogenic factors that can affect forests include logging, urban sprawl, human-caused forest fires, acid rain, invasive species, and the slash and burn practices of swidden agriculture or shifting cultivation. The loss and re-growth of forest leads to a distinction between two broad types of forest, primary or old-growth forest and secondary forest. There are also many natural factors that can cause changes in forests over time including forest fires, insects, diseases, weather, competition between species, etc. In 1997, the World Resources Institute recorded that only 20% of the worlds original forests remained in large intact tracts of undisturbed forest. More than 75% of these intact forests lie in three countries the Boreal forests of Russia and Canada and the rainforest of Brazil. In 2006 this information on intact forests was updated using latest available satellite imagery. Canada has about 4,020,000 square kilometres (1,550,000 sq mi) of forest land. More than 90% of forest land is publicly owned and about 50% of the total forest area is allocated for harvesting. These allocated areas are managed using the principles of sustainable forest management, which includes extensive consultation with local stakeholders. About eight percent of Canada’s forest is legally protected from resource development (Global Forest Watch Canada)(Natural Resources Canada). Much more forest land — about 40 percent of the total forest land base — is subject to varying degrees of protection through processes such as integrated land use planning or defined management areas such as certified forests (Natural Resources Canada). These maps represent only virgin forest lost. Some regrowth has occurred but not to the age, size or extent of 1620 due to population increases and food cultivation. From William B. Greeleys, The Relation of Geography to Timber Supply, Economic Geography, 1925, vol. 1, p. 1-11. Source of Today map: compiled by George Draffan from roadless area map in The Big Outside: A Descriptive Inventory of the Big Wilderness Areas of the United States, by Dave Foreman and Howie Wolke (Harmony Books, 1992). By December 2006, over 1,237,000 square kilometers of forest land in Canada (about half the global total) had been certified as being sustainably managed (Canadian Sustainable Forestry Certification Coalition). Clearcutting, first used in the latter half of the 20th century, is less expensive, but devastating to the environment and companies are required by law to ensure that harvested areas are adequately regenerated. Most Canadian provinces have regulations limiting the size of clearcuts, although some older clearcuts can range upwards of 110 square kilometres (27,000 acres) in size which were cut over several years. China instituted a ban on logging, beginning in 1998, due to the destruction caused by clearcutting. Selective cutting avoids the erosion, and flooding, that result from clearcutting. In the United States, most forests have historically been affected by humans to some degree, though in recent years improved forestry practices has helped regulate or moderate large scale or severe impacts. However, the United States Forest Service estimates a net loss of about 2 million hectares (4,942,000 acres) between 1997 and 2020; this estimate includes conversion of forest land to other uses, including urban and suburban development, as well as afforestation and natural reversion of abandoned crop and pasture land to forest. However, in many areas of the United States, the area of forest is stable or increasing, particularly in many northern states. The opposite problem from flooding has plagued national forests, with loggers complaining that a lack of thinning and proper forest management has resulted in large forest fires.[ Old-growth forest contains mainly natural patterns of biodiversity in established seral patterns, and they contain mainly species native to the region and habitat. The natural formations and processes have not been affected by humans with a frequency or intensity to change the natural structure and components of the habitat. Secondary forest contains significant elements of species which were originally from other regions or habitats. Smaller areas of woodland in cities may be managed as Urban forestry, sometimes within public parks. These are often created for human benefits; Attention Restoration Theory argues that spending time in nature reduces stress and improves health, while forest schools and kindergartens help young people to develop social as well as scientific skills in forests. These typically need to be close to where the children live, for practical logistics.

Defoe, Richardson, Fielding and the English Novel :: Literature Essays Literary Criticism

Defoe, Richardson, Fielding and the English Novel      Ã‚  Ã‚  Ã‚   The roots of the novel extend as far back as the beginning of communication and language because the novel is a compilation of various elements that have evolved over the centuries.   The birth of the English novel, however, can be centered on the work of three writers of the 18th century: Daniel Defoe (1660-1731), Samuel Richardson (1689-1761) and Henry Fielding (1707-1754).   Various critics have deemed both Defoe and Richardson the father of the English novel, and Fielding is never discussed without comparison to Richardson.   The choice of these three authors is not arbitrary; it is based on central elements of the novel that these authors contributed which brought the novel itself into place.   Of course, Defoe, Richardson and Fielding added onto styles of the past and writing styles of the period, including moralistic instruction and picaresque stories.   Using writing of the time and the literary tradition of the past, Defoe first crafted the English novel while Richardson and Fielding completed its inception.      Ã‚  Ã‚   Critics disagree on a strict definition of the novel; D.H. Lawrence has remarked, "You can put anything you like in a novel" (Stevenson 2), and Wagenknecht in his Cavalcade of the English Novel has claimed the "...'novel' has never been satisfactorily defined" (xvii).   Henry James had a unique perception of the novel:    "A novel is a living thing, all one and continuous, like any other organism, and in proportion as it lives will it be found, I think, that in each of the parts there is something of the other parts."  Ã‚  Ã‚  Ã‚  Ã‚   (Kettle 12)    "Novel" comes from the Italian "novelle," which was used for sensational news stories.   One collection, Giovanni Boccaccio's The Decameron, was popularized in the 14th century (Phelps 11).   The term carried over into English to form the basis of the English novels.      Ã‚  Ã‚   There are certain components that a novel should contain.   George Phelps has come up with a six-part basis for identifying novels: the writing must be fictitious, or in other words "not pretend to tell the truth," have a certain length, attain a unity of "plot, theme, tone, atmosphere, or vision," create an illusion of reality, be concerned with character, and be prose (Phelps 7-8).   Kettle, in his An Introduction to the English Novel, argues a novel must have two elements -- a quality of life and a significant pattern (13).

Iagos Justice :: essays papers

Iagos Justice In William Shakespeare’s play Othello, there lurks an evil that far is surpasses the darkness of the devil, it lies in the antagonist Iago. Othello who passes Iago up for a promotion simply because Iago is not a arithmetician, swears to take his revenge and destroy the moor and every thing Othello holds dear. Through this Iago plays judge, jury, and executioner, but is Iago’s justice justified or does his justice go far beyond the point of justice that he crosses the line. Once that line is crossed there is a point of no return. All barriers that may have at one point existed are now broken. Iago’s justice can never be justified, by taking or causing the bloodshed of the innocent for his own personal gain is no more justified then murder in cold blood. What ever promotion Iago is entitled to or what ever rights he may have is gone when he decides to create his own law. Nor should he posses the power to influence and decide the fate of others. â€Å"I hate the Moor;........Hell and night must bring this monstrous birth to the world’s light† (I.ii.20). Iago intend to â€Å"abuse Othello’s ear† and convince Othello his wife Desdemona is an adultress, â€Å"framed to make women false† (I.i.20). Iago plans to bring the devils evil to earth in order to get his revenge on Othello. Although Iago’s justice can never be justified his anger pointed towards Othello can be. Despite all the rage, fury, resentment, prejudice, and anger Iago feels towards Othello; Iago feels all this and more to the appointed lieutenant Michael Cassio. For Cassio has never had experience on the battle field, â€Å"A fellow almost damn’d in a fair wife; That never set a squadron in the field, Nor the division of a battle knows† (I.i.1). Iago also points out that â€Å"preferment goes by letter and affection† (I.i.2). Iago is well aware of the fact that he is more qualified for the position but choices are based upon brain and not achievements on the field. In Iago’s pursuit of destroying the Moor and achieving his rightful position he destroys so many lives. Michael Cassio is soon striped of his position due to Iago’s deceit. Othello’s fair wife Desdemona is murdered by her own husband after Othello’s mind is poisoned by th e â€Å"honest† Iago.

Mitosis Is a Process of Cell Duplication, or Reproduction

Mitosis is a process of cell duplication, or reproduction, where one during this process gives growth to two identical daughter cells; however, there is no crossing over. Mitosis is asexual and has 1 division of the nucleus in cytokinesis (Simon, Reece, & Dickey, 2010). Meiosis is the splitting up of germ cells, with each possessing half the number of & Dickey, 2010). Meiosis is sexual and has 2 nuclear and cytoplasmic divisions. However, one must remember they both are preceded by Interphase. Meiosis produces haploid, diploid, and gametes cells.The gamete cells are known as sex cells that occur in the reproductive organs, and meiosis has sex cells whereas mitosis does not (Simon, Reece, & Dickey, 2010). The diploid cells split up to form four haploids (form of cell division that most eukaryotic cells undergo), however, only half of the chromosomes are the parent cells and occurs in all organisms that have sex cells (Simon, Reece, & Dickey, 2010). Ex: humans, animals, most fungi, and plants. Mitosis is the form of cell division that most eukaryotic cells undergo. Related reading: Why is Pinching of the Cytoplasm Inadequate for Cytokinesis in Plant CellsIn humans, all somatic (non-sex) cells use mitosis to divide. This does occur in all organisms and can make everything other than sex cells. This involves two cell divisions called meiotic divisions (meiosis I and meiosis II). In mitosis cells are usually created by normal cell division and where one organism or cell reproduces itself. It is then that normal cell divisions are used by multicellular organisms for reproduction, and in multicellular organisms for growth, maintenance, and repair (Simon, Reece, & Dickey, 2010). Ex: skin repair, replace damaged cells, asexual reproduction) In mitosis multicellular organisms is used to reproduce asexually (Simon, Reece, & Dickey, 2010). Ex: When one clips a piece of a house plant, one can watch as the plant starts to grow from the cells that have been reproduced. Meiosis process is used when one organism or cells reproduces by crossing with another or ganism or cell (Simon, Reece, & Dickey, 2010).In multicellular organisms, the step between the diploid and haploid transition the organism grow, and use diploid stem cells to undergo meiosis and create haploid gametes; it is then they become fertilized (ovum and sperm) to form the zygote (earliest developmental stage of the embryo and where it begins to divide to produce offspring) (Simon, Reece, & Dickey, 2010). In mitosis sister chromatids separate during anaphase stage where they become daughter cells of mitosis, and become 2n cells which equals 4; therefore, they equal four haploid cells in each daughter cell (Simon, Reece, & Dickey, 2010).At the end of the anaphase stage the daughter cells are genetically identical to the parent’s cell with the result providing growth, tissue repair, and asexual reproduction (Simon, Reece, & Dickey, 2010). In meiosis I, during anaphase I the homologous separate and the sister chromatids remain together and end with two haploid cells (Sim on, Reece, & Dickey, 2010). However, each chromosome still have two sister chromosomes, N equals 2 haploid cells; therefore, they equal two haploid cells in each daughter cell with the end resulting is sexual reproduction (Simon, Reece, & Dickey, 2010).Meiosis II, anaphase II the sister chromatids separate, however, if chromosomes fail to separate (nondisjunction) at anaphase the cells can become abnormal resulting in different disorders such as downs syndrome or one can miscarry (Simon, Reece, & Dickey, 2010). Meiosis involves the production of gametes (as egg and sperm), without meiosis the reproduction of life form would stop, and organisms would not be able to reproduce. If mitosis didn't occur organisms would die.This is why cells undergo cellular respiration; this is needed for one to breathe. Gametes are needed for sexual reproduction, with these cells live would no longer exist. Organisms need mitosis in order to grow or replace damaged cells (skin) without this process orga nism would not have this potential. Mitosis and Meiosis are both important processes, without these processes growth and creation would not be possible. These two processes are responsible for the growth of new organisms, growth of existing organisms, and the circle of life.

How is love portrayed in Romeo and Juliet? Essay

Shakespeare portrays love in Romeo and Juliet in many ways. Their love is portrayed by images of light and dark and is juxtaposed against death, and he sets next to Romeo and Juliet the love associated with sight and appearances. In all, their love is of another world. The love of Romeo and Juliet is portrayed as otherworldly and heavenly. They are â€Å"star-crossed lovers†, with their destiny pre-determined; they and other humans have no control. Instead the control lies with fate and God. The lovers are â€Å"fortune’s fools†. This dependency on fate and otherworldly powers lend their love a sense of being something heavenly, â€Å"hanging in the stars†. With their love, they are able to rise above their world and everyone else. Their love is a means to escape the world of reality and to create their own world of darkness. This world of darkness is their consequential deaths, because their love is â€Å"death-marked†. Their love is too passionate and powerful to remain in their world, ruled by family hate and violence. Shakespeare describes love in terms of sight and appearances. Romeo and Juliet’s love is blind, they first meet at a ball, where Romeo is â€Å"covered in an antic face† and Juliet’s identity is unknown to him. Their first meeting is love at first sight. Romeo has â€Å"ne’er saw true beauty till this night† and this shows their love’s dependency on sight. During their second meeting at the balcony, Juliet asks Romeo to â€Å"doff thy name†, as names are also a type of disguise and mask. Romeo in turn replies that he is hidden â€Å"from their sight†, so that his appearance is seen only by Juliet, who has the â€Å"mask of night† on her face. Despite both of them admitting that they love each other, their love is heavily depended on their sight and the appearance of the other person. This theme is an important element of Shakespeare’s portrayed love because the play itself is based on sight, appearances and masks l ike the family name. In the play, a common theme is contrasting images of light and dark. Shakespeare uses these images of light and dark often in terms of light and day. Most of Romeo and Juliet’s meetings happen at night. At the Capulets ball, Romeo’s first description of Juliet is that â€Å"she doth teach the  torches to burn bright†. To Romeo, Juliet, the â€Å"fair sun† will be forever associated with light. But to Juliet, she links Romeo, â€Å"bescreened in night†, with darkness and the moon. In the morning after their wedding night Romeo and Juliet argue whether it is light or dark. If it is dark, they are able to stay with each other for longer, but since it is the â€Å"lark, the herald of the morn; no nightingale†, the light separates them. Light reveals and exposes, and before the light can expose the truths and realities of their relationship, they are forced to separate. Light and dark can never coexist, and symbolising their love as that show ho w it can never survive in reality. Throughout Romeo and Juliet, Shakespeare employs opposing factors. One of the most potent contrasts is how he sets love next to death. Their love has â€Å"sprung from my [their] only hate†. This juxtaposition emphasises their love and how out of place it is in their society they live in. Both love and death are very strong themes all through the play and are linked. Juliet often refers to death, almost subconsciously. If she does not meet Romeo, she thinks that her â€Å"grave is like to be my [her] wedding bed†. Juliet orders that when Romeo dies, he should be cut â€Å"out in little stars†. These are not only foreshadowing the lovers imminent deaths, but the constant link between love and death in the play. They spend one night together, and the next morning Juliet comments how she imagines him â€Å"dead at the bottom of a tomb† and that he â€Å"lookst pale† Romeo replies that so does she. Exactly a day later, they are lying together again, dead in the tomb. Their love is so passionate and intense, but â€Å"violent delights have violent ends†. Instead of being that type of love that pushes and protects them from violence and death, their type of love pushes them towards it. The â€Å"violent ends† are the lovers’ suicide, they must finally meet death to preserve their love. Shakespeare does not want to portray the sweet, gentle and almost childish love, like the love Romeo thought he had for Rosaline. Instead he wanted to portray Romeo and Juliet’s love as powerful, violent, passionate, and as intense as death. Because of the way in which Shakespeare employs images and common themes, the play records Romeo and Juliet’s evolving love, from their metaphorical and  heavenly meetings at the ball with â€Å"torches† to their literal and dramatic deaths in the darkness of the mausoleum. In the space of four days, Shakespeare has encompassed a lifetime.