The Pros and Cons of Object-Oriented Software Engineering essays

The Pros and Cons of Object-Oriented Software Engineering essays The Pros and Cons of Object-Oriented Software Engineering If we trace our steps down the spiraling routes of software history, searching for the origin of the object oriented programming, we will notice that it was back in 1967 that the first object-oriented ideas emerged. The advent of these new concepts took place in the context of the language Simula67, which was created in order to satisfy the growing need that the scientific community was experiencing with regard to a language for a simulation modeling. However, a gradual evolution, which spanned more than 20 years, could be observed before the new object oriented approach became widely applied. Ever since its origin about four decades ago, the object technologies have been gradually replacing the classical software development approaches, and it was in the 90-ies, that object-oriented software engineering turned into the paradigm of choice for the majority of software builders. Naturally, the question concerning the reason for this gradual transition to object-oriented technologies is to arise and there is still no clear-cut answer to it. Some people simply speculate that most software professionals crave for novelties in the software engineering arena, but this view is usually targeted as being overly simplistic. The true reasons are therefore usually sought in the number of internal benefits that provide advantage at both the technical and management levels, to which the sweeping Object-Oriented phenomenon naturally leads. In this paper I am trying to pinpoint most of the pros and cons to adopting the object-oriented approach and try to determine why the advantages seem to take the upper hand in the fierce struggle with the disadvantages. It is natural to begin our discussion of object-oriented software engineering with addressing the term object-oriented and try to dispel any confusion that might arise with respect to notions such as an object, an object-oriented viewpo...

The Life Cycle of Fleas

The Life Cycle of Fleas In order to control fleas effectively, you must understand the flea life cycle. Though there are several species of fleas that can infest your home, by far the most common species found on cats or dogs is the cat flea (Ctenocephalides felis), so well focus on cat fleas in this article. The Flea Life Cycle Fleas undergo complete metamorphosis with four stages: egg, larva, pupa, and adult. Environmental variables influence the length of each developmental stage. Fleas prefer a warm, humid environment, with temperatures ranging between 70 and 90 F and a relative humidity of 75 percent or more. Under ideal conditions, the cat flea life cycle takes just 18 days, from egg to adult. Adult fleas (both male and female) require a blood meal prior to mating. They prefer blood from your pet, but in the absence of a canine or feline host, fleas will bite people. Once mated, the female flea may deposit up to 50 eggs per day on your dog or cat. An adult flea typically lives for several months, so just a single flea can cause a significant infestation in a short amount of time. As your pet walks around your home, many of the flea eggs fall off. Cat flea eggs are tiny, measuring a mere 1/32 inch, so they can go unnoticed in your pets bedding, in carpets, or on upholstered furniture. Within 2 to 5 days, wormlike larvae emerge from the eggs. Lacking eyes and legs, you might think that flea larvae would have a tough time surviving in your carpet. But flea larvae do just fine hunkered down between the carpet fibers, where they feed on anything organic, from hair to adult flea excrement. The larvae feed and molt for 1 to 2 weeks, and then pupate within silken cocoons. The flea cocoon is often camouflaged with debris, including hair, skin particles, and carpet fibers. In a warm environment and with your cat or dog available for a blood meal, the adult may emerge in about a week. The new adult flea will jump on your pet when he passes by, and immediately begin feeding on his blood. Can Fleas Survive If My Pet Is Away? You might think you can beat a flea infestation by simply removing your pet from the home for a while. After all, no host, no parasite, right? But fleas are clever pests. A fully formed adult flea can sit tight inside its cocoon for a year, just waiting for a host animal to reappear. The fleas stay safely in their pupal cases until they sense vibrations that suggest an animal is moving nearby. Like many insects that feed on blood, they can also sense an increased presence of carbon dioxide, which signals that a host is in the area. So as soon as your dog or cat returns, the adult fleas will emerge and feast. And remember, theyll gladly feed on your blood if your pet is unavailable, so unless you are prepared to abandon your home for a year, you really must treat for fleas.

Ethical Analysis Essay Example | Topics and Well Written Essays - 2000 words

Ethical Analysis - Essay Example Vallejo California is an interesting case study of one community effort seeking to supply primary care to the poor. It’s proponents say the clinic is saving local emergency rooms thousands by providing non-emergency care to uninsured patients (many illegals) at low cost or free of charge. Many illegals, without proof of income, are receiving the services free of charge. Many residents want the clinic’s county funding cut to reflect its treatment of illegals who they believe should not be receiving health care at the expense of taxpayers. The problem is twofold and highlights two major issues concerning health care today: â€Å"the un-insured and balooning costs† (Jordon, 2009, para. 4).The tip of a controversial iceberg, if health-care reform goes through the way The U.S. House bill is written, no such clinic, in California or otherwise, will receive any federal funding if it continues to treat illegal immigrants. And from opinions so far, local voters may not approve public funds to do the job. It is a health care conundrum that threatens to drive illegals back to expensive emergency rooms, and/or in denying them clinic treatment, running the risk of them not receiving treatment for diseases they may spread to the entire community. The Pew Hispanic Center reports that half of the twelve million illegal immigrants in the U.S. do not have health insurance and go to emergency rooms where they are bound by a 1986 law to be treated. Emergency-room visits, where treatment costs are much higher than in clinics,† jumped 32% nationally between 1996 and 2006, the latest data available† (Jordon, 2009, para. 5). More than an ethical question for Sutter Solano Medical Center Chief Executive Terry Glubka, Gluba, in pushing for the clinic, was trying to reduce costs at the hospital where the poorer population [including many illegals] were coming to get treated for everything from bug bites to severe injuries. By

Security findemental (contract security guard service selection Essay - 1

Security findemental (contract security guard service selection exercise) - Essay Example ve been conducted on certain security regulating agencies for the understanding of their professional approach, dedication to services and the reputation of the company. The research was conducted on three reputed companies in the US and after intense scrutiny, the company selected for making contract with our company is the ‘US Security Associates’. The security guard contract company is selected based on certain criteria, which included revenue, medical benefits, company’s reputation, its strength and the years of experience it had in the particular field. The US Security Associates is selected because of its excellent success in the field of security services. The first and foremost reason was the company’s experience in the field. It was established in 1955, and currently, they are the fourth largest providers of security services in the country. The company has strength of around 46000 employees, 160 offices worldwide and clients of about 4700 including clients from various areas like the manufacturing industry, financial institutions, office building, retail, residential, energy and the utility services. The company also provides risk analysis as well as consulting advices. It is also the first company with an ISO 9001:2000 certification. The salary identified was $29000, annually, which is an affordable amount compared to other companies, and the company offers full time benefits for their employees in health care. The selection of the employees by the US Security Associates is based on the educational qualifications as well as certain qualified standards. The people recruited by them are based on the minimal education qualification, that is the high school diploma, and also each employee should posses the BSIS certificate. After going through the vision and mission of the company, it is crystal clear that they are the number one compared to the rest of the companies chosen for the bid and they are also capable of providing the best services for

The ghost in Hamlet Essay Example for Free

The ghost in Hamlet Essay The Ghost is an essential element to the plot of Hamlet, revealing the true cause of the Kings death and establishing the need for revenge as well as confronting Hamlet with a moral dilemma, and is used by Shakespeare to open up several ideas and questions in the play. Shakespeare employs an ambiguous theme throughout the play using an antithesis of ideas which cause suspense, confusion and elusiveness. The complexity of the Ghosts character allows Shakespeare to introduce many views into the play, which can be seen through both the actions of the Ghost as well as the effect it has on Hamlet himself. Hamlet is presented with several different ideas in the play, one of them being the true purpose for revenge. There is evidence in the Ghosts emergence in Act 1 Scene 5 to suggest that he is less outraged at his own murder then he is at Gertrudes lust, for example the majority of the Ghosts speech is about the incestuous relationship between Gertrude and Claudius. The relationship between Gertrude and Claudius is described by the Ghost as shameful and it is emotive word choices such as this which Shakespeare uses to convey to the audience the impact that their relationship has had on the Ghost. Another antithesis displayed by Shakespeare is of the characters Claudius and the Ghost. The Ghost contrasts his love of dignity for Gertrude with Claudiuss witchcraft and traitorous gifts, and this comparison between the two shows Hamlets rage at Gertrude who declined upon a wretch whos natural gifts were poor To those of mine. Shakespeare also uses the comparisons between the Ghost and Claudius to reveal jealousy in the Ghosts emotions. This jealousy supplies evidence for the fact that Gertrudes lust has outraged the Ghost more than his own murder, which is reinforced when the Ghost ends his speech in reference to Gertrude, who he asks Hamlet to leave to heaven And to those thorns that in her bosom lodge To prick and sting her, revealing that he wants Gertrude to suffer for her inconstancy. Conversely, the graphic description of the murder given by the Ghost could imply that he is in fact more outraged by his own murder than at Gertrudes lust. Shakespeare describes the murder, going into detail with the effects the poison had on him, causing him to break out most lazer-like, with vile and loathsome crust over his body. Similarly to the narrative of Gertrudes lust, emotive language such as rankly abused is used to describe the murder. This has a poignant effect on Hamlet and the audience, and with the technique of listing and half lines, Shakespeare successfully portrays the Ghosts antagonism of being murdered by his brother. The effect of this dramatic description, as well as the references to Claudius as serpent that stung him, brings out a negative view of Claudius, revealing Hamlets resentment. The serpent induces connotations of the story of Adam and Eve, corrupted by the snake in the Garden of Eden. Shakespeare uses the snake imagery to present Claudius as an evil doer who has infected the state of Denmark through the murder of King Hamlet. The fact that the Ghost orders Hamlet to kill Claudius but to leave Gertrude to heaven could mean that the Ghosts anger is predominantly directed at Claudius for murdering him. Furthermore, the vivid images of the Ghosts murder can be seen as a tool used by the Ghost to persuade Hamlet to take revenge, covering up his main motive to kill Claudius for marrying Gertrude, which is an act that Hamlet may be less willing to take revenge for. Hamlets immediate reaction to the Ghosts speech may clarify what has affected the Ghost more, as he describes his mother as a most pernicious woman! before referring to his uncle as a smiling damned villain, implying that he is appalled views his mothers lust as a more awful crime than his fathers murder. The Ghost orders Hamlet to revenge his foul and most unnatural murder, immediately placing Hamlet with an enormous responsibility which is reiterated again in Act 3 Scene 4 when the Ghost reminds Hamlet that this visitation Is but to whet thy almost blunted purpose. The sheer fact that the Ghost arrives in the play is evidence of Hamlet placed in a position where he must take action upon his given responsibility. This absolute compulsion upon Hamlet is highlighted when Hamlet accepts that it is his duty, vows to disregard everything but the commandment alone and promises to sweep to his revenge. The use of the word commandment introduces Hamlets moral dilemma, as he feels obliged to carry out his fathers desires for revenge. Shakespeare also uses this word to highlight what the Ghost is asking Hamlet to do, as revenge is a sin, referring to a commandment given by God. Shakespeare also uses this compulsion upon Hamlet to represent the code of manliness that Hamlet is expected to adhere to. Hamlets exemplar figure is his father, whose amour represents the strength and courage Hamlet must attain, and the act of revenge is a chance for Hamlet to prove his masculinity. By telling Hamlet to Let not the royal bed of Denmark be A couch for luxury and damned incest, Shakespeare, referring to Gertrudes lust, implies a male control over females needs to be re-established. The use of imperatives in the Ghosts speech highlights the duty on Hamlet for revenge. In addition to the above, the fact that the Ghost is Hamlets fathers spirit instantly places an obligation on Hamlet to defend his fathers honour by killing his uncle in revenge. Family honour was a great responsibility at that time of the play, and as the son of the late King, revenge has become Hamlets duty. Shakespeares ambiguity and subtlety in the play deliberately leaves open the answer to the question of the Ghosts true nature. Right at the start of the play, Shakespeare gives the audience reason to question the Ghosts credibility through the cynicism of Horatio and Marcellus who try to prevent Hamlet from following the Ghost as they fear it will draw him into madness. Shakespeare reveals an uncertainty about the Ghost through Hamlet by using multiple questions and repetition. Immediately after the first meeting with the Ghost, Hamlets questions what he has seen. The repetition of Remember thee? is ironic as it will be difficult for Hamlet to forget his interaction with the Ghost, but also portrays the conflict that the Ghosts demands have brought on Hamlet, leading to his troubled state of mind. Shakespeare manages to show a strong impression of confusion from Hamlet through the use of half lines, enjambment and exclamations in his speech after the first meeting with the Ghost; Remember thee? Yes, from the table of my memory Unmixed with baser matter: yes, by heaven! . Shakespeare also uses the external appearance of the Ghost to emphasise this uncertainty, as it is described by Hamlet as having a questionable shape. Again Shakespeare employs the theme of dualism when Hamlet questions the Ghost, asking if it brings with it the airs heaven or blasts from hell and whether its intentions are wicked or charitable. By starting with a prayer as soon as Hamlet sees the Ghost, Shakespeare portrays a fearful and apprehensive character. Hamlet acknowledges that the Ghost may be a devil who abuses to damn him. Shakespeare reinforces Hamlets moral dilemma in his decision to carry out the play, from which he hopes to catch the conscience of the king. Postponing the revenge until he has confirmed that Claudius is in fact the murderer of his father also proves that Hamlet has doubts about the Ghost and its intentions. When considering the Ghost in the play as a whole, it is reasonable to take the view of the Ghost as not being Old Hamlet, but in fact a goblin damned due to the disastrous effects it has brought on Hamlets life, as well as other characters in the play, including the conflict and deaths of several characters.

Technology And Society Essay -- essays research papers

One way in which the world has changed in the last 20 years is the global issue of the worldwide communication revolution, which allows instantaneous communication across the globe, especially via the Internet. Telephones, mobile phones, and Internet service providers have developed allowing a new and convenient gateway for social interaction, business and even political matters to be carried out virtually across the globe. E-mails have replaced the traditional letter or fax, web cams allow you to see each other while talking over the Internet and microphones allow you to have a conversation through your I.S.P. The communication revolution has brought around many positive effects. One example is easing political tension around the world. Important political figures can now resolve their differences or make important decisions without having to travels hundreds of miles or meet face to face. The business world has evolved, companies can now communicate faster, more efficiently, and therefore turn more profits. More businesses can make themselves seen through the internet, which allows a large diversity of companies to emerge. Communication companies like Microsoft and BT are turning an enormous profit, allowing them to make technological advances and offer and develop more services for the public. It also increases employment and therefore decreases poverty in more developed countries. It breaks down social and worldwide barriers, allowing people to interact across the globe...

A Marketing Plan for The London Aquarium

This document outlines a Marketing Plan for the London Aquarium. The latter is a suitable choice for such an exercise, as it has significant untapped potential as a tourist attraction in the highly competitive environment of our famous metropolis. The Marketing Plan surveys the environment, and tries to bring all seven elements of the Marketing Mix to bear on strategy for achievement of specified objectives. The website of the London Aquarium serves as the primary source of information for this Marketing Plan. The Environment London has been a leading metropolis of the world for centuries. Its stature as the seat of the British Monarchy and of the Government is enhanced by leading positions in the worlds of finance, international trade, and tourism. The latter is most relevant for the London Aquarium, which is the object of this exercise. The vast numbers of people from all parts of the world, who visit London as tourists every year, are the most important opportunity available for the London Aquarium. The city also attracts significant numbers of domestic tourists. Future prospects are bright as London’s selection for the Olympics augurs well for a steady and growing inflow of tourist traffic. Adverse events in July 2005 have raised questions of security in London. However, city authorities and the national Government have taken a number of effective steps to contain the threat. There are many other cities in various countries that compete with London for tourist revenues and traffic. They probably pose a more business-like threat to the popularity of London as a tourist destination. The London Aquarium does not have the rich historical background of some better-known tourist attractions in the city. Neither does it have the devoted following of some of the most famous annual sports events that are held here. The London Aquarium is privately owned, and therefore subject to more severe requirements in terms of cash flows and the returns it must generate on investment. These are a few weaknesses from which it suffers, relative to other tourist attractions in London. The Aquarium has important advantages as well: the romance of aquatic life attracts virtually everyone. Diverse animal forms can attract more than one visit by each person. Local residents are also potential customers, apart from tourists. The London Aquarium has a convenient location, and is relatively easy to reach from any part of the metropolis. Objectives The Objectives of the Marketing Plan that the London Aquarium may like to consider are: 1.   Ã‚  Ã‚   To register an annual increase in the number of visitors which is not less than the change in tourist arrivals in the metropolis 2.   Ã‚  Ã‚   To increase the number of revenue lines by offering new services to visitors. 3.   Ã‚  Ã‚   To increase the awareness about the Aquarium in the public eye 4.   Ã‚  Ã‚   To improve visitor satisfaction and to respond positively to feedback and complaints 5.   Ã‚  Ã‚   To build further on the quality and diversity of aquatic forms of life in the collection of the Aquarium Strategy How can the London Aquarium use its strengths and the opportunities of the tourist market to achieve the Objectives stated above? One possible approach would be to improve the Interactive Marketing experience. There should be incentives for past visitors to record their experiences and for potential visitors to visit the Aquarium at the next opportunity. This interactive strategy can find applications in all seven elements of the marketing mix. Product Responses from visitors on the Internets lament that the London Aquarium does not offer shows. The Aquarium website does mention educational activities, group facilities, and hire of the site for private functions. The Aquarium could open its Animal Husbandry Department to the public, install digital kiosks that provide information on the exhibits and conduct seminars and workshops throughout the peak tourist season. Overall, there is scope for the Aquarium to shift focus from the tangible elements of its product, to enhancing visitor experience. Visitors should be able to stay in touch with the Aquarium: the website should provide electronic newsletters and sponsor web logs. Internet sites show that some visitors miss marine mammals at the London Aquarium. The management should consider this concrete feedback on technical grounds. Video feeds can serve as an alternative if space constraints prevent the Aquarium from keeping aquatic mammals. Promotion The London Aquarium needs to do more to spread awareness of its charms. It can copy the Euro rail example and use the international network of Travel Agents to make tickets to the site widely available. It would help if Tour Operators could have incentives to bring their clients to the Aquarium. Heathrow, Gatwick and hotels can all help to remind arriving visitors to include the Aquarium in their itineraries. Most tourists would sample fish and chips during their trips: this is another innovative medium to use to remind people to drop in at the Aquarium. Feeds from the live web cameras should be on display at or near key transit points such as Oxford Circus and King’s Cross. Such displays would help at visa offices worldwide. Big Ben and other ‘celebrity’ attractions near the Aquarium can serve as magnets to bring visitors to the Aquarium in droves. The promotion element always requires a mass media element. Television and the print media have influential roles in determining how people spend leisure time in London. The Aquarium could arrange for media coverage of its educational activities, and offer feeds from its live cameras. The promotion element should include the domestic and resident segments, apart from foreign tourists. The Aquarium can make a concerted attempt to draw in crowds from people who visit London from other parts of Great Britain, as well as from the large metropolitan population that is always on the lookout for new diversions. There is tremendous scope for the London Aquarium to promote its many attractions more extensively and persuasively. This is the single most important element on which the Aquarium can concentrate for short-term gains in the number of visitors. Price It should not cost almost $10 for a child to visit the Aquarium. The family price of $50 probably keeps many people away. The Aquarium should consider staying open beyond 6 pm in summer and aim for drastic volume growth. Pricing for large groups and for children needs review. The Aquarium can expand on its offerings of mementos to build a full-fledged retail outlet, as well as to provide for catering. It should not count on ticket sales alone for revenue. Place The basement of the County Hall is not enough for the London Aquarium to compete to its full potential. It should consider awarding franchises for independent operators to offer aquatic exhibits, using the London Aquarium’s goodwill and expertise. The Aquarium has a wealth of knowledge on habitats. It also has unparalleled genetic resources. Many services and institutions in London that depend on tourism, can spread their overheads better by offering displays, exhibits and shows, under the London Aquarium umbrella. The aspect of ticket sales covered under the promotion element earlier in this document has implications for distributions as well. Distribution, as with promotion, has high scope to improve the Aquarium’s volume of business. It can also change the nature of the enterprise, keeping the possibilities of high technology in view. The Aquarium can also benchmark its practices against famous hotel and food chains, and excel in franchise management. Such an approach will help the Aquarium leap over space constraints at its present location. People It may be that the London Aquarium depends mostly on biologists to run the enterprise. It will be useful to recruit or to outsource Services Marketing expertise. The Aquarium may also wish to engage people trained in Interactive Marketing, to provide information to visitors and to ensure that they all enjoy their visits. Operations should be seen from a marketing standpoint and not merely in technical grounds. Process Visits to the Aquarium, educational programs, private events, live web cameras, and the website are the main points of interaction between the institution and the international public. Each of these types of transactions can do with the benefit of process analysis, to strengthen Internal Marketing. Employees will need both material resources as well as emotional support to make a success of the new strategy. The process element can ensure that the Aquarium arranges for such provisions comprehensively and affordably. Physical evidence The indoor location of the Aquarium is a constraint in terms of physical evidence. The Aquarium should try to build networks with the Zoo, Botanical Gardens, and authorities responsible for the Thames, to use outdoor locations and thereby improve the physical evidence element. This matter has also been discussed under the distribution element. Conclusions The vast size of the London market for tourism leaves scope for the London Aquarium to review its marketing strategies and to plan for a bigger future. It has excellent material resources in terms of specimens and expertise. The Aquarium has kept abreast of cutting-edge digital technology, with a colorful and informative website, and with live web cameras. It can now upgrade and coordinate all seven elements of the marketing mix to provide an enriched and highly responsive experience for customers. The Aquarium should develop a Service Mission to enthuse its staff. All personnel should commit to the Marketing Plan Objectives. A pervasive determination to provide visitors with superior experiences, and to compete with other London attractions, will make a grand success of the new strategy. Works Cited About us, The London Aquarium, not dated, retrieved November 2005: < http://www.londonaquarium.co.uk/about/index.html>            

Health and safety in social care setting Essay

Outcome 1 understand the different responsibilities relating to health and safety in social settings 1.1 List legislation relating to general health and safety in social care setting. There are a small number of legal acts relating to the general health and safety in social care. The most important one it seems to me would the health and safety at work act of 1974, it ensures that the employer, the employee have responsibilities to ensure that a good level of safety is attained in the workplace, and there should be a copy of this act on the works premises for use of any employee or service user. The legislations key goals are: To ensure the health, safety and welfare of people at work To protect others from risks arising from the activities of people at work To control the use and storage of dangerous substances  To control the emission into the atmosphere of noxious or offensive substances Other legislation relating to health and safety in social care are as follows The Management of Health and Safety at Work Regulations 1992, which supports the health and safety act. The Control of Substances Hazardous to Health Regulations (known as COSHH) which ensures safe storage and usage of any substances that could harm other workers or service users. The Manual Handling Regulations of 1992, which sets out methods and requirements to be met when manually handling objects, as well as people. The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1985 (known as RIDDOR) outlines what is required to be recorded and reported. Read more: Describe practices that prevent fires from spreading essay Food safety act 1990 Personal Protective Equipment at Work Regulations (PPE) 1992 Lifting Operations and Lifting Equipment Regulations (LOLER) 1998 1.2 Describe the main points of health and safety policies and procedures. The main points of health and safety policies and procedures largely centre on standards that must be upheld in order to create a safe place of work, and also to ensure that somewhere meets all legislation requirements when it comes to things like COSHH, where all substances must be locked away while not in use, and not left around when being used if the worker leaves the room, even for a moment, that is if the level of work is to keep up with the standard  required to maintain itself within the COSHH legislation. Or even simpler things that do not include any harmful substances, such as keeping entrances clear and ensuring that any fire exits are able to be opened in an emergency by undertaking health and safety checks on the release, as well as ensuring all nurse call buzzers work properly. The policies and procedures ensure that all risk assessments are up to date and in place for all service users, and that all members of staff are trained in necessary areas, such as manual handling and data protection, along with general things such as reporting faulty appliances or any needed maintenance and showing where it should be recorded and who it should be reported to. As well as having regular supervisions and staff meetings to inform them of any changes to the way the business operates in regards to health and safety. 1.3 Outline the main health and safety responsibilities of: a) The social care worker: Health and safety responsibilities that pertain to me as the social care worker are to maintain any important care procedures, which refer to the policies and procedures once again, but most things do as they outline the ways in which things must be done, this includes attending any training. Health and safety responsibilities include other things such as making sure any activities are done safely, as well as the use of any equipment or materials to be handled with care, minimizing the risk of injury or harm to myself and others, including other staff and service users. If on occasion someone is hurt then I am to record and report it appropriately, even if it just a concern. b) The employer or manager The employer and manager have the responsibility to ensure that every member of staff understands their obligations towards health and safety, and that there are methods in place to allow the employee’s to operate under it. Including keeping enough stock of necessary equipment required to avoid injury, damage or wastage, and not to charge for any PPE or first aid facilities. It is also the manager’s role to assess any existing risks and create ways to minimize them, and to provide training on health and safety. c) Individuals All other staff, such as domestic and maintenance must follow all policies and procedures similar to that of the social care worker, and any visitors, including doctors, relatives, nurses and contractors must follow all health and safety protocols, as well as recording and reporting health and safety related concerns or incidents. Take reasonable care for own and others health and safety and understand and follow health and safety instructions and procedures also Work with the carer to use equipment safely. 1.4 Identify tasks relating to health and safety that should only be carried out with special training. Employers have legal duties to give health and safety information and training to all employees. Training should include all the risks that employees are exposed to and the precautions needed. It is usual for all new staff to be given induction training on joining the home care service. The training should make clear the areas of activity home careers should and should not under take and should also give guidance on appropriate footwear and clothing. Where the risk assessment identifies that such clothing is required to protect staff from hazards they should be provided and maintained at no cost to members. Induction programs must also include health and safety training and should cover: †¢ Manual handling †¢ Infection control †¢ Fire procedures †¢ First aid †¢ Basic hygiene †¢ Food preparation, storage and hygiene †¢ Dealing with emergency situations †¢ the use of protective clothing and/or equipment. UNISON safety representatives have the right to be Consulted on the type and level of health and safety Training and information developed or offered to members. In addition to the induction, training should be given to employees when: †¢ There is a transfer of job, a change in clients or changes in responsibility †¢ New equipment is used, or existing use changed †¢ There are changes in work methods. Employers must also provide information for employees, that is easy to underst and and which is relevant. Information for employees who have difficulty in understanding or reading English should also be considered. 1.5 Describe how to access additional support and information relating to health and safety. I could ask my colleagues, my manager, the health and safety executive. My office has a health and safety poster outlining both the employer’s responsibilities and the employee’s responsibilities with the name of the health and safety contact. All job descriptions and contracts must have health and safety issues relating to the individual and home within their  wording NVQ/QCF Training have health and safety, manual handling, fire, food and first aid issues in the training programs There are statutory requirements for health and safety, manual handling, fire, food and first aid to be trained in for general knowledge, i.e. what people should know and specific training, i.e. Manual Handling Trainer. Trade magazines have articles/adverts regarding health and safety and training programmers for this Registration and Inspection Officers enquire into these issues and often ask careers about their training Fire officers and Environmental Health officers can enquire regarding training and highlight inefficiencies.

Roles in Curriculum Development

Roles in Curriculum Development Free Online Research Papers Throughout the 20th Century curriculum development went through several phases as the nation embraced different philosophical views. Starting with Cremin at the turn of the Century, then into the progressive movement with John Dewey, early curriculum planning required that developers understand two things. First they needed to â€Å"understand all three focal points for curricula and, second, to bring them into some appropriate balance in making practical decisions† (Marsh Willis, 2003, p. 41). When J. Franklin Bobbitt published his book on curriculum in 1918 curriculum development entered a new era as, for the first time, much of educational leaders’ work focused exclusively on curriculum issues. This sentence is grammatically awkward. This focus would continue until after World War II as progressive educational philosophies dominated national thinking until the beginning of the Cold War. The launch of Sputnik changed the nation’s collective psyche and resulted in a dramatic shift in thinking about curriculum. The result would eventually be the release of A Nation at Risk, and with its release came a serious disconnect from how curriculum development had matured th roughout the 20th Century. â€Å"Its recommendations and example ignored the bottom-up, grassroots approaches to curriculum planning based on traditional American values of individual initiative† (Marsh Willis, 2003, p. 61). The report set a tone which has greatly influence the early years of the 21st Century as individuality and uniformity collide. How do educational leaders strike a balance between the two ideals? Perhaps the best way to accommodate these conflicting views is through the use of committees that accept the views and needs of all stakeholders in the curriculum development process. Good point Gone are the days of an expert developing and delivering newly developed curriculum. The developer will need a team to ensure the new curriculum meets all the requirements of the institution and the community it serves. Is this always the case? â€Å"Ideally, the design team will be composed of faculty who are responsible for the content of the program or course, a process person, and as needed, experts in assessment and technology† (Diamond, 1998, p. 23). The team, to be successful will require a combination of faculty, facilitators, evaluators, and support staff. Finally, political sensitivities must be considered. Parents, students, and administrators should all have a voice in this process to ensure acceptance and support from the local community, otherwise the proposals may well d ie, no matter how good the ideas may be. Roles in Curriculum Development Content. At the content level, curriculum development roles are primarily those of state officials and local administrators. Community members also have a stake in content, since graduates will make up the bulk of the local workforce. Effective leadership, motivation, and data analysis are vital in the content development stage (Stark, Briggs, Rowland-Poplawski, 2002). State officials charged with curriculum and instruction must use their positions wisely. Leading educational change takes committed, innovative leaders who are motivated by their own ideals as well as political mandates. Additionally, practical application of data and research are necessary to develop timely curricula objectives aligned with modern goals and agendas. How would you define modern goals and agendas? Would they relate to meeting criteria for federal funding? Would they relate to popular theories in pedagogy? Would they relate to agendas of special interests within the community? How would administrators deal with conflicting input from these groups? Administrators’ roles in content development involve substantive data collection in addition to ongoing training and resource support. School boards approve textbook expenditures and it often falls to administrators to make their case for purchase of required curriculum. The role of the administrator requires him to be knowledgeable about the content and goals of state and national standards and have the ability to communicate those needs to local stakeholders. Community members also have a role in the content of any given curriculum. Business leaders require a certain level of expertise in fields appropriate to the local community. New development in an area often depends largely on the quality of graduates found in local systems, providing impetus to real estate and development partners to ensure an adequate curriculum. State-level education officials, local administrators, and community members share the duties in their roles in curriculum development content. Process. At the process level, curriculum development roles are primarily those of facilitators, instructors, and support staff. Parents and students, however, play key roles. Facilitators include assistant principals, curriculum coordinators, and trainers. Teachers make up the bulk of instructors, but instruction is also a responsibility of media specialists and counselors. Support staff includes all facility-level personnel, such as food and maintenance service employees and office staff. Stark, Briggs, and Rowland-Poplawski posit three important questions in role consideration: 1) who takes responsibility, 2) specific activities of the role, and 3) curriculum expertise of the involved parties (2002). Although some system hierarchies specifically delineate a curriculum coordinator responsible for processing of objectives, many times staff find themselves as de facto processors of state goals. Teachers retain the majority of the curriculum processing role, since their daily duties center largely on their ability to convey and implement the state curricula. Marsh and Willis define teachers as the â€Å"filter through which the mandated curriculum passes† (2003, p. 195). No matter who ultimately develops the content of state curricular standards, teachers make daily lesson plans and choose activities and methods to implement those benchmarks to their students. Facilitators and support staff roles generally evolve to complement teacher directives. Parents and students play a key role in the process stage of curriculum development because they must learn and apply the objectives through their own methods and styles. Experts. Experts in the fields of development, technology, and evaluation make up the final component of curriculum development. Ideally, states use curriculum and instruction experts to develop a feasible curriculum that meets state and national guidelines. Technology has become increasingly important in not only making curricular goals assessable to all stakeholders but in allowing state agendas to serve as dynamic entities, providing flexibility as online, accessible documents. The role of evaluators is one of measuring progress and goal attainment within the curriculum, and also to convey those results to the professional and public communities. Good point The role of assessment has changed in recent years from one that measured content knowledge acquisition to the current focus on self-directed learning aptitude and understanding (McCormick Murphy, 2000). Despite what is being measured, however, the role of ongoing evaluation is vital to any curriculum development and implemen tation schedule. Regular assessment of student outcomes and staff support for directives allows state and local officials to address concerns early, before they become costly and time-consuming restraints. Responsibilities The responsibility of the educational leaders and stakeholders in curriculum vary depending on their role in the design process. Curriculum emerges from the attempt to match individual learning styles and interests with the type and amount of structure the individual needs to gain the knowledge, skills, and competencies associated with each goal of the specialization (Bruner, 2002). It is essential that each member of the team concentrates on the experience its members bring and on the skills they seek and need. Each person needs to be sensitive to the individual needs and the academic rigor that characterizes the curriculum and learning environment that encourages excellence by releasing the potential of its members instead of locking it in. The designs for curriculum decision-making that are put forward have only limited predictability. In this academic dimension, a student concentrates on analyzing and extending existing designs, and on internalizing a personal approach to curriculum decision-making. Priority is given to the advancement of existing knowledge and to the creation of new ways to view curriculum problems. Responsibilities include: Analyzing theoretical frameworks that underlie the methods used for curriculum development. Evaluating ideas of major theorists and their designs for developing curriculum. Developing skill in theory building. Identifying assumptions that guide various approaches to curriculum decision-making. Defining a specific meaning of curriculum in terms of its expressed, hidden, and emerging aspects. Interpreting associations between the historical development of the curriculum field and future priorities for curriculum improvement. Analyzing the impact of learning theories on curriculum development (Wiggins, McTighe, 1998) The educational leader has a responsibility of making the curriculum visible; academic skills and calculated risk are mixed with intuition and sensitivity and then applied to the task of writing an expressed curriculum (Buner, 2002). The development process demands the ability to translate ideas into actual decisions. The priority here becomes the integration of theory and practice. The site team must develop and apply their design(s) to specific school settings. Also, the curriculum developer perfects sensitivity to the values, contributions, and history of cultural groups typically neglected by conventional curricula (Billig, 2000). This dimension fosters skills for teaching others how to develop curriculum, and extends the concern of the curriculum worker into decisions that affect the hidden and ever emerging aspects of curriculum. The true leader knows that when they leave the curriculum design process and all other systems are still in tact. The organization should not fall ap art when they leave. That is the true test of leadership. That is when the leader knows they transformed the organization and left a legacy behind. To master skills for developing curriculum. The leader’s jobs include assessing individual, instructional, institutional, and societal needs. They must also develop and articulate specific departmental objectives for specific curricula (Wiggins, McTighe, 1998). They should monitor and screen selected objectives through examining various philosophies of education and learning theories. The leaders should also design instructional strategies and learning opportunities to implement formulated objectives. They have the responsibility of designing quantifiable evaluation procedures to measure student performance. Leaders should analyze the connections among curriculum, educational environment, and learning and design research based, effective curriculum materials (Wiggins, McTighe, 1998). They should then apply designs for curriculum development to actual writing of curriculum and consider leading others through the processes of curriculum development so to increase the effectiveness of school curriculum for meeting individual pupil needs. The ability to move theoretical ideas into curriculum practice demands knowledge about educational change, leadership behavior, and human relations (Billig, 2000). The responsibility of the leader is based on the emphasis that an evolution of a personal leadership style best suited to the individual and to the educational environment he or she works to improve. The leader should constantly evolve, grow, and learn ways to foster school reform, and to aid school personnel in finding desirable directions for change. Yes! To intervene appropriately in a classroom, school, or school system, curriculum leadership team needs to understand the process of planned educational change. Changes in the learning environment, unless carefully implemented and followed-up, seldom pass through the classroom door (Wiggins, McTighe, 1998). Because of the commitment to the process of planned change, students of curriculum studies develop a perspective of continual evaluation and improvement as a way of life for institutions and human beings. Over a period of time, a school, much like an individual, becomes characterized by certain modes of behavior which are like a personality. An organizational personality is infused with a system of values that reflects its history and the impact that various administrators, parents, teachers, and pupils have had on its development (Bruner, 2002). Effective analysis by educational leaders interested in improvement must include an understanding of past influences as well as current conditions of the school and compare various theories of educational change (Wiggins, McTighe, 1998). Professional Learning Community Leaders should form learning communities that identify their team’s leadership style collectively, analyze the influence of internal and external conditions on human behavior; identify the advantages and disadvantages of planned change, and develop procedures for diagnosing the constraining and facilitating forces existing in organizations (Diamond, 1998). They should constantly be proactive in identifying conditions in organizations that are hindering the learning process; and implementing strategies for involving teachers, parents, and pupils in curriculum decision-making. This is a great ideal, but how can the other stakeholders see that this can happen? Authority and Hierarchy In the realm of K-12 education, curriculum development usually becomes the responsibility of the school principal/director, leadership team, and community stakeholders. The leadership team could consist of various instructors across several disciplines within the school, leading teachers within the school, or even a combination of both. What must remain important is that all facets involved in curriculum development remain on one accord when developing curricula for the school. According to Marsh (2003), â€Å"If most schoolwide attempts at curriculum planning are to be successful, they require some form of involvement and commitment by the school principal. Numerous research studies point to the leadership of the principal as critical to constructive curriculum change in individual schools† (p. 207). The principal should provide the foundation for curriculum development and present the charge to the â€Å"curriculum team† or the educational faculty charged with develop ing the curriculum. Quoting studies by studies by Leithwood and Montgomery (1982), Leithwood and Stager (1989), Fullan (1988), and Heller and Firestone (1994), Marsh states that the goals that elementary school principals should pursue include the following: Principals should have a vision of what they want for their school in the years ahead. Principals should make their goals public to all concerned parties. They should ensure that their expectations are made known, particularly to teachers and to students. Principals should take action, directly or indirectly, to see that their goals are acted on and accomplished. Principals should develop and maintain good working relationships and a keen understanding of the work and progress of each teacher on their staff. (2003, p. 207) The principal, clearly, is responsible for the strength and continued welfare of the â€Å"curriculum team† and the team should rely on the principal for effective guidance and leadership. Teachers serving on the leadership team, charged with curriculum development, must strive to maintain the focus on the student. Diamond (1998), mentioned that a shift in the faculty role in the learning process has begun; the process should move from teacher-centered to learning-centered (p. 151). Teachers may tend to want the curriculum to suit their own needs. In shifting from teacher-centered education to learning-centered education, teachers must relinquish their â€Å"comfort zones† Is this a direct quote? Quotation marks should only be used for direct quotes with in-text citations. and perform in a manner that is more conducive to student learning. This can seem a daunting task for some teachers who have taught one way for an extended period. Truly progressive instructors, concerned about the educational welfare of their students will effect the changes, especially in the curriculum planning stage, in order to produce a more student-centered learning environment. Community stakeholders exhibit a vital role in curriculum development because the community stakeholders find themselves in a position to aid the school from an outside perspective. According to Marsh, Schools and districts are subject to curricular pressures from special interest groups both within the community and from further afield, especially over controversial issues that arise. Such issues might concern the inclusion of a particular book in a course or in the school library; the adoption of a new teaching method; or the introduction of curricular units dealing with sexuality, race, politics, or religion (2003, p. 206) Single space black quotes With this influence, community stakeholders wield tremendous influence over the ultimate decision on the direction of the curriculum (Billig, 2000). Parents as stakeholders possess ideas about what they deem appropriate for inclusion in the curriculum. The community wants to see the curriculum designed so that ultimately the students in the schools become interested in the industries within the general population. As a whole all entities exert influence in the development of the curriculum, but the ultimate goal must remain the effective education of all children within the school. Responsibility The responsibility of the educational leaders and stakeholders in curriculum vary depending on their role in the design process. Curriculum emerges from the attempt to match individual learning styles and interests with the type and amount of structure the individual needs to gain the knowledge, skills, and competencies associated with each goal of the specialization (Bruner, 2002). It is essential that each member of the team concentrates on the experience its members bring and on the skills they seek and need. Each person needs to be sensitive to the individual needs and to academic rigor that characterizes the curriculum and learning environment that encourages excellence by releasing the potential of its members instead of locking it in. The designs for curriculum decision-making that are put forward have only limited predictability. In this academic dimension, a student concentrates on analyzing and extending existing designs, and on internalizing a personal approach to curriculum decision-making. Priority is given to the advancement of existing knowledge and to the creation of new ways to view curriculum problems. Responsibilities include: Analyzing theoretical frameworks that underlie the methods used for curriculum development. Evaluating ideas of major theorists and their designs for developing curriculum. Developing skill in theory building. Identifying assumptions that guide various approaches to curriculum decision-making. Defining a specific meaning of curriculum in terms of its expressed, hidden, and emerging aspects. Interpreting associations between the historical development of the curriculum field and future priorities for curriculum improvement. Analyzing the impact of learning theories on curriculum development (Wiggins, McTighe, 1998). The educational leader has a responsibility of making the curriculum visible, academic skills and calculated risk are mixed with intuition and sensitivity and then applied to the task of writing an expressed curriculum (Bruner, 2002). The development process demands the ability to translate ideas into actual decisions. The priority here becomes the integration of theory and practice. The site team must develop and apply their design(s) to specific school settings. Also, the curriculum developer perfects sensitivity to the values, contributions, and history of cultural groups typically neglected by conventional curricula (Billig, 2000). This dimension fosters skills for teaching others how to develop curriculum, and extends the concern of the curriculum worker into decisions that affect the hidden and ever-emerging aspects of curriculum. The true leader knows that when they leave the curriculum design process, all other systems are still intact. The organization should not fall apart when they leave. That is the true test of leadership. That is when the leader knows they transformed the organization and left a legacy behind. The leader’s jobs include assessing individual, instructional, institutional, and societal needs. They must also develop and articulate specific departmental objectives for specific curricula (Wiggins, McTighe, 1998). They should monitor and screen selected objectives through examining various philosophies of education and learning theories. The leaders should also design instructional strategies and learning opportunities to implement formulated objectives. They have the responsibility of designing quantifiable evaluation procedures to measure student performance. Leaders should analyze the connections among curriculum, educational environment, and learning, then design research-based, effective curriculum materials (Wiggins, McTighe, 1998). They should then apply designs from curriculum development to the actual writing of curric ulum and consider leading others through the processe to increase the effectiveness of school curriculum for meeting individual pupil needs. These are excellent points, but can this be done in environments such as public education? The ability to move theoretical ideas into curriculum practice demands knowledge about educational change, leadership behavior, and human relations (Billig, 2000). The responsibility of the leader is based on the emphasis that an evolution of a personal leadership style best suited to the individual and to the educational environment he or she works to improve. The leader should constantly evolve, grow, and learn ways to foster school reform, and to aid school personnel in finding desirable directions for change. To intervene appropriately in a classroom, school, or school system, the curriculum leadership team needs to understand the process of planned educational change. Changes in the learning environment, unless carefully implemented and followed-up, seldom pass through the classroom door (Wiggins, McTighe, 1998). Because of the commitment to the process of planned change, students of curriculum studies develop a perspective of continual evaluation and improvement as a way of life for institutions and human beings. Over a period of time, a school, much like an individual, becomes characterized by certain modes of behavior which are like a personality. An organizational personality is infused with a system of values that reflects its history and the impact that various administrators, parents, teachers, and pupils have had on its development (Bruner, 2002). Effective analysis by educational leaders interested in improvement must include an understanding of past influences as well as current conditions of the school and compare various theories of educational change (Wiggins, McTighe, 1998). Professional Learning Community Leaders should form learning communities that identify their team’s leadership style collectively, analyze the influence of internal and external conditions on human behavior; identify the advantages and disadvantages of planned change, and develop procedures for diagnosing the constraining and facilitating forces existing in organizations (Diamond, 1998). They should constantly be proactive in identifying conditions in organizations that are hindering the learning process; and implementing strategies for involving teachers, parents, and pupils in curriculum decision-making. Conclusion Although many consider curriculum development to be somewhat akin to a black art, what has become clear throughout this paper is that it is anything but mysterious. What is a black art? It has been seen here that although proper curriculum cannot be developed without the careful input of experts, it also cannot be fully completed without the assistance of amateurs. Curriculum development is truly a team effort that functions best when all stakeholders in the process are fully included. Proper acceptance by the community in general is not possible if parents and students do not have a voice in the process. Experts may craft the technical aspects of the curriculum, but the community will test its feasibility. If the plan fails at any level of the process then the entire team must revisit the plan to determine why it failed. A strong team can move a curriculum development project with great speed and accuracy; a weak team effort will doom the overall process to failure. References Billig, S. (2000). The effects of service learning. The School Administrator, 5(7), 9-14. Bruner, J. (2002). The process of education. Cambridge, MA: Harvard University Press Diamond, R. M. (1998). Designing and assessing courses and curricula: A practical guide. San Francisco: Jossey-Bass. Marsh, C. J., Willis, G. (2003). Curriculum: Alternative approaches, ongoing issues (3rd ed.). Upper Saddle River, NJ: Pearson. McCormick, R. Murphy, P. (2000). Curriculum: The case for a focus on learning. Routledge International Companion to Education, 204-234. Stark, J. S., Briggs, C. L., Rowland-Poplawski, J. (2002). Curriculum leadership roles of chairpersons in continuously planning departments. Research in Higher Education, 43(3), 329-356. Wiggins, G., McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision Research Papers on Roles in Curriculum DevelopmentStandardized TestingThe Project Managment Office SystemOpen Architechture a white paperRiordan Manufacturing Production PlanInfluences of Socio-Economic Status of Married MalesRelationship between Media Coverage and Social andAssess the importance of Nationalism 1815-1850 EuropeResearch Process Part OnePETSTEL analysis of India19 Century Society: A Deeply Divided Era

History of Scuba Diving and Pioneer Jacques Cousteau

History of Scuba Diving and Pioneer Jacques Cousteau Modern scuba diving gear consists of one or more gas tanks strapped to the divers back, connected to an air hose and an invention called the demand regulator. The demand regulator controls the flow of air so that the air pressure within the divers lungs equals the pressure of the water. Early Diving Gear Ancient swimmers used cut hollow reeds to breathe air, the first rudimentary snorkel used to enhance our abilities underwater. Around 1300, Persian divers were making rudimentary eye goggles from the thinly sliced and polished shells of tortoises. By the 16th century, wooden barrels were used as primitive diving bells, and for the first time divers could travel underwater with more than one breath of air, but not much more than one. More Than One Breath In 1771, British engineer, John Smeaton invented the air pump. A hose was connected between the air pump and the diving barrel, allowing air to be pumped to the diver. In 1772, Frenchmen, Sieur Freminet invented a rebreathing device that recycled the exhaled air from inside of the barrel, this was the first self-contained air device. Freminets invention was a poor one, the inventor died from lack of oxygen after being in his own device for twenty minutes. In 1825, English inventor, William James designed another self-contained breather, a cylindrical iron belt attached to a copper helmet. The belt held about 450 psi of air, enough for a seven-minute dive. In 1876, Englishmen, Henry Fleuss invented a closed circuit, oxygen rebreather. His invention was originally intended to be used in the repair of an iron door of a flooded ships chamber. Fleuss then decided to use his invention for a thirty-foot deep dive underwater. He died from the pure oxygen, which is toxic to humans under pressure. Rigid Diving Suits In 1873, Benoà ®t Rouquayrol and Auguste Denayrouze built a new piece of equipment a rigid diving suit with a safer air supply, however it weighed about 200 pounds. Houdini Suit - 1921 Famous magician and escape artist, Harry Houdini (born Ehrich Weiss in Budapest, Hungary in 1874) was also an inventor. Harry Houdini astonished audiences by escaping from handcuffs, straitjackets, and locked boxes, often doing so underwater. Houdinis invention for a divers suit permitted divers, in case of danger, to quickly divest themselves of the suit while submerged and to safely escape and reach the surface of the water. Jacques Cousteau Emile Gagnan Emile Gagnan and Jacques Cousteau co-invented the modern demand regulator and an improved autonomous diving suit. In 1942, the team redesigned a car regulator and invented a demand regulator that would automatically fresh air when a diver breathed. A year later in 1943, Cousteau and Gagnan began selling the Aqua-Lung.

Research about Cholera disease Paper Example | Topics and Well Written Essays - 1500 words

About Cholera disease - Research Paper Example The toxin choleragen cause severe diarrhea by disrupting the function of the epithelium of the small intestine. The clinical features of the disease include severe diarrhea which results in loss of body fluids and salts. The persistent diarrhea results in severe dehydration and weakness. The method of diagnosis involves microscopic analysis of feces. The annual incidence of cholera accounts for about 5.5 million worldwide. The annual mortality worldwide is 120 000. The treatment for cholera involves Oral Rehydration Therapy which restores the osmotic balance of the blood and tissue fluids. The only way to prevent cholera infection is to have an access to uncontaminated food and water. (BARUA et al 209-214). Etiology: Cholera is an infectious disease of the small intestine. It is caused by ingesting contaminated food or water, which contains the pathogen Vibrio cholera which is a comma-shaped, motile, Gram negative bacterium. The bacterium produces an enterotoxin which causes rise wat er stools in the individual affected. It can lead to severe dehydration and eventually death if left untreated. The bacterium acts on the intestinal wall to interfere with the flow of sodium and chloride. This flow of the electrolytes causes a misbalance and hence watery diarrhea ensues. Well water, seafood, raw fruits and vegetables along with grains are the possible carriers of the bacterium. The methods of prevention are further highlighted below in the essay (Taylor et al 500-505 ; MayoClinic). Life Cycle: The organism V. cholera has two life cycles – one in the environment and one inside the human body. V. cholera are present in brackish coastal waters and are found attached to copepods (a type of crustacean), as well as chitin-containing shells of crabs, shrimps, and other shellfish. A rise in the temperature of the water creates a favorable environment for the bacterium. The cholera vibrio can also live inside algae, in a dormant state, for years. Sewage tends to encou rage the growth of algae because it contains nutrients. Thus these ‘algal blooms’ also result in the transmission of the disease (MayoClinic). The pathogen multiplies in the intestine, releasing a powerful toxin (CTX) which disrupts the flow of sodium and chloride ions. The disruption of sodium and chloride ions results in diarrhea which causes rapid loss of water, fluids and salts from the body (rice-water stool) (MayoClinic). There are two serogroups of the bacterium, O-group 1 and O-group 139, and it is their toxigenic strains which are known to cause cholera. V. cholera O1 has two biotypes – Classical and El Tor. Each biotype has two serotypes – Inaba and Ogawa. Individuals infected with El Tor, either do not show any symptoms of the disease, or develop only a mild illness. The classical serotype is now only restricted to Bangladesh and India (WHO; CDC). Contaminated standing water, seafood, raw fruits and vegetables and grains like rice and millet may harbor the bacterium especially in developing countries where there is poor sanitation and the provision of clean drinking water is a formidable challenge. The disease can also be spread by vectors like flies when moving from human feces to food. After being infected with the bacterium 25% of the people develop the disease. The rest remain ‘