Human Capital As A Solution To Marx’S Problems With...

Human Capital as a Solution to Marx’s Problems with Capitalism Karl Marx, a German economic philosopher, argues in The Communist Manifesto that a capitalist society allows the bourgeoisie, the owning class, to exploit the proletariat, the working class. Marx rejects the idea that unions are a possible fix for the problems created by capitalism, but does not consider the possibility of increasing human capital to solve the problems he sees with capitalism. By increasing their human capital, the proletariat would gain independence from the bourgeoisie and be able to profit off their labor, and the elimination of private property would become problematic. To begin, I will explain why Marx believes that unions are insufficient solutions†¦show more content†¦Now, I will discuss the strength of Marx’s argument for why the formation of unions is not a strong enough solution to the problem of the bourgeoisie’s exploitation of the proletariat. I agree with Marx that the proposed solution of creating unions would not eliminate the exploitation of the proletariat. Workers would still receive less than the value they create with their labor. The bourgeoisie continues to possess all the power because the proletariat depends on them for their survival. However, it appears that there is another cause for an increase in wages that would be problematic with Marx’s views that the bourgeoisie are exploiting the proletariat and the only solution is to eliminate private property. This factor may be human capital, the skills, knowledge and experiences each person possesses. Throughout his discourse, Marx seems to only consider physical capital and not human capital. When human capital is included in Marx’s arguments, some flaws in Marx’s views are realized. Therefore, I shall explain how the concept of human capital could be problematic to Marx’s views. First, unlike physical capital, everyone owns human capital including both the bourgeoisie and the proletariat. If everyone hasShow MoreRelatedThe Main Factors Of The Communist Manifesto1680 Words   |  7 Pagesthe relevance of the Communist Manifesto. The first of these factors to be addressed is globalization in the modern world. Ever since the age of imperialism, globalization has served to spread capitalism and its effects across the world. This globalization did not occur as predicted by Marx, with â€Å"capitalism spreading across the world† and uniting the proletariat of every nation against the bourgeoisie (Munck 51). Instead, as discussed earlier, globalization took a different route, forcing an interconn ectednessRead MoreEssay about The Communist Manifesto by Karl Marx and Friedrich Engels1068 Words   |  5 Pagesorganized his thoughts and views to produce the critical pamphlet â€Å"The Communist Manifesto†. Marx’s scrutiny illustrates his belief that unless change is to occur the constant outcome will repeatedly remain uniform. This is a novel that displays the differentiation between the Bourgeois and the Proletariat. Class relationships are defined by an eras means of production. Marx’s contradictions the position that capitalism is the unsurpassed system of economics. The only tactic that could create a successfulRead MoreSocialism And The Post Revolution Into The Pre Industrial Period Essay1440 Words   |  6 Pagesbrush of socialism, Karl Marx, Robert Owen, and Gracchus Babeuf differed in their views of how capitalism must be combatted and how a new society should be formed. Despite their differences in procedure and motive, these three thinkers stil l formed a paradigm shift that would ignite class struggle and set in motion historical revolutions into the present. These men grappled with Adam Smith’s capitalism, whose following battle embodied the very virtues of humanity: equality versus liberty. As discussedRead MoreExploring Karl Marx and Jean-Jacque Rousseaus Views on Freedom1541 Words   |  7 Pageswhat human freedom is. The fundamental difference between the two philosophers lies within the way which they determine why humans are not free creatures in modern society but once were. Rousseau draws on the genealogical as well as the societal aspects of human nature that, in its development, has stripped humankind of its intrinsic freedom. Conversely, Marx posits that humankind is doomed to subjugation in modern society due to economic factors (i.e. capitalism) that, in turn, affect human beingsRead MoreThe Myth Of Australia As A Classless Society1074 Words   |  5 Pageswithin Australia. Within this essay anal ysis it will explore exploitation, symbolic capital, social stratification and power. Weber and Marx are both sociologists that attempted to illustrate the rise of capitalism. Marx’s views were seen by Weber as too narrow. Sleepbus is an organisation that provides safe overnight accommodation to those sleeping rough in Australia. Sleepbus attempts to address exploitation, capitalism, social stratification and power issues among Australians experiencing or at riskRead MoreKarl Marx s View Of Contemporary Social Ills1674 Words   |  7 Pagesthe elite class to enforce their wishes and will on the less fortunate (Jessop 174). This essay seeks to give a discussion of Karl Marx’s view of contemporary social ills, and how this is symbolic of the ongoing Industrial Revolution. The paper will also give Marx’s remedy for the situation, and a discussion on how this can be an ideal but an impractical solution. Karl Marx was the first sociologist to develop the theory of conflict perspective of how the society functions. This theory had to doRead More Freud Essay1234 Words   |  5 Pages In The Communist Manifesto, Karl Marx and Frederick Engels present their view of human nature and the effect that the economic system and economic factors have on it. Marx and Engels discuss human nature in the context of the economic factors which they see as driving history. Freud, in Civilization and Its Discontents, explores human nature through his psychological view of the human mind. nbsp;nbsp;nbsp;nbsp;nbsp;Marx states that history quot;...is the history of class strugglesquot;Read MoreWealth By Andrew Carnegie And The Communist Manifesto By Karl Marx Essay1636 Words   |  7 Pages(bourgeoisie). They bring up the pros and cons about inequality, capitalism, and communism. Inequality was in Carnegie s view. In his opinion progress required the processes of competition. Making capitalism an engine of progress. Carnegie believed that there is good to inequality while Marx begs to differ. Marx had his own view on capitalism, he believed that it would eventually result disastrous. Marx believed communism was the best solution to keep both the proletarians and bourgeoisie in an equal placeRead MoreCapitalism And The Communist Manifesto1731 Words   |  7 Pagesmore examples about how this operates in society and by what mechanisms (is it media? family? any others?). Pre-capitalist societies and how they transitioned to capitalism. Marx and Engels make a few broad generalizations in The German Ideology and The Communist Manifesto, but I want to see in more detail about how the transition to capitalism took place, and how it was different in different regions. Applications of materialist history. Marx spends a lot of time describing he materialist conceptionRead MoreMarx s Manifesto Of The Communist Party Essay2332 Words   |  10 PagesThis manifest also describes the problems of a capitalist nation and how it allows the working class to suffer. Marxism inspired many political movements such as those in Russia and China. Capital: Critique of Political Economy is also one of Marx’s most notable works which states the many flaws of capitalism and its ties to workers and property rights. Capital proves to be Marx’s stance against classical economists. Classical economists were in support of capitalism and believed that people have the

Essay about Christopher Columbus Hero or Villain

nbsp;nbsp;nbsp;nbsp;nbsp;Throughout all of our years that we are taught about world history, we are led to believe that Columbus was one of the greatest explorers of all time. In my mind there is no question about whether Christopher Columbus discovered America; of course he did, its Columbus! However, this is a highly debated issue and through writings by authors Jeffery Hart and James W. Loewen we will investigate the true importance of Columbus. nbsp;nbsp;nbsp;nbsp;nbsp;In the essay written by Jeffrey Hart entitled, â€Å"Discovering Columbus†, he argues strongly that, in fact, Columbus did discover America. He starts off by describing Columbus as â€Å"a genuine titan, a hero of history and of the human spirit.† He goes on to say†¦show more content†¦He was the one who started the westward movement and describes the â€Å"garbage can philosophers† that put him down as â€Å"sour enemies of human aspiration.† â€Å"To denigrate Columbus is to denigrate what is worthy in human history and in us all†. nbsp;nbsp;nbsp;nbsp;nbsp;Conversely, James W. Loewen, who did extensive research of high school history lessons to write his book Lies my Teacher Told Me, feels Columbus wasn’t really as great as he is made out to be. Loewen writes, â€Å"The history books make up all kinds of details to tell a better story and to humanize Columbus so that readers will identify with him† (38). Just as Hart pushes the idea that Columbus made a great new discovery finding the Americas, Loewen argues that â€Å"Columbus’s voyage was not the first, but the last discovery† (39). His importance has to do with the changes that were made in Europe and not having â€Å"discovered new land†. People from other continents had gone to America long before 1492. â€Å"Daring sailors reached America in a series of voyages across the North Atlantic, establishing communities on the Faeroe Islands, Iceland, and Greenland. The Norse colony on Greenland lasted five hundred years (982-c .1500)†. Loewen further goes on to argue against Hart on the issue of the Turks and their supposed land route control and describes the claims as a â€Å"falsehood†. Loewen also points out the several times Christianity is used as an excuseShow MoreRelatedChristopher Columbus : Hero Or Villain?884 Words   |  4 PagesRian White Crawford 3rd Christopher Columbus: Hero or Villain? In elementary school students are taught that Christopher Columbus is some godly hero who discovered that the earth was round and a shorter route to â€Å"Asia†. They even have a day dedicated to him. Typically, children are gullible and just believe what they are taught, rather than actually researching and learning the history on their own. As a child one’s brain is not developed enough to possess a sense of moral discernment. Also, childrenRead MoreChristopher Columbus Hero Or Villain1658 Words   |  7 PagesChristopher Columbus is an internationally celebrated explorer, due to his voyages to Central America during the Age of Discovery, a period between 15th and 16th centuries where explorers would be supported by countries to claim land. Columbus was an Italian explorer, on a conquest for gold and riches, who was sponsored by the monarchs of Spain, Ferdinand of Aragon and Isabella of Castile, to travel to Southern Asia. Columbus proposed the idea of traveling from East to West, rather than travelingRead MoreChristopher Columbus: Villain or Hero? Essay458 Words   |  2 PagesIn 1492, Christopher Columbus unintentionally discovered America, when he landed in the Caribbean Islands, while looking for a direct sea route to Asia. Despite the fact that Columbus believed he had found a direct sea route to India, he has been called the discoverer of America and hailed as a hero. More recently, however, he has been called a villain, with accusations saying that not only did he not discover America, but also that he was the cause of slavery and oppression in the Americas. TheseRead MoreResearch Paper - Is Christopher Columbus a Hero or Villain2022 Words   |  9 PagesChristopher Columbus found a new world and jumpstarted an age of exploration like no other. After he found the Americas there was massive colonization, giant trade increases and more resources such as gold and silver were being surfaced. Europeans learned new agricultural technique s from the indigenous people, the Europeans also acquired a large number of new crops to farm such as potatoes, tomatoes, corn and cocoa. With all of the pros that the age of exploration brought to Europeans it is hardRead MoreEssay on Christopher Columbus: Villain or Hero?1521 Words   |  7 Pagesmore than five centuries Americans have lifted Christopher Columbus to heights of greatness and god-like. We celebrate his life as though he was a man that had done us a great favor. In resent years Christopher Columbus has come under scrutiny, his life and works being questioned more than celebrated. There have be many great men and women that contributed to the building of our great nation but they do not receive anywhere as much recognition as Columbus. When a person begins to study the actual accountsRead MoreChristopher Columbus: Hero or Villain? Essay1788 Words   |  8 Pages School taught us about the infamous Christopher Columbus who was known as the hero who found the Amer icas in 1492, but is that the truth? Is Columbus really the hero that grade school portrayed him to be? Columbus was not. Columbus was a greedy man who destroyed an entire race of people with genocide just so only he could benefit and become a man of money and power. Columbus was a very good speaker and very persuasive. He convinced the King and Queen of Spain to fund his expedition to â€Å"Asia†Read MoreChristopher Columbus was not the First to Discover America Essay652 Words   |  3 PagesPeople argue that Christopher Columbus was the first to find America, but other people argue that the Native Americans were the first ones in America. In 1492 Christopher Columbus voyages from spain to the Americas not knowing what was there. So was Christopher Columbus the first one to find out about America? Would he be a hero or a villain for saying he did, or saying he did but actually didn’t and just wants to get the credit for it. Why people believed that he would be a hero is because, theyRead MoreThe Difference between Myth and Reality about Christopher Columbus606 Words   |  3 Pages Christopher Columbus is a name known to nearly every American that has ever had an elementary education. He is imagined as the brave explorer that against all odds prevailed in his belief of a round earth. Credited with the discovery of America, Columbus has a holiday and even the Nation’s capitol and a powerful Catholic service organization are named after him. What isn’t as well known is the dark side of his arrival to the New World. Though he did make the first steps in founding modern AmericaRead MoreAnother Side of Christopher Columbus Essay755 Words   |  4 Pagesmainland-America. These people could rightly be called Native Americans/Indians. However primitive these people were, they were very organized. In a much busier world (Spain), lived a very adventurous, religious, and loyal man named Christopher Columbus. Born in Genoa, Italy, Christopher Columbus was the son of a very skilled weaver. He was an expert sailor, thus earning the title of â€Å"Admiral of the Ocean Sea† for himself after his successful expeditions. He had a favorite ship, Santa Maria although he had twoRead MoreChristopher Columbus As A Hero1211 Words   |  5 Pagescelebrate Columbus Day; whether Christopher Columbus, the man with a holiday named after him, the man who â€Å"discovered† America, was really hero. There are people who claim that Columbus was, in fact, someone to be celebrated. This is false. Christopher Columbus was, most blatantly put, a villain. He deserves this status because he did not discover the land now known as America, he forced his beliefs onto others, and he utterly destroyed the lives of unknowing, innocent people. Christopher Columbus is mainly

Transnational Business Governance

Question: Describe about the Report for Transnational Business Governance. Answer: Introduction The Australian seaside reef and waters bolster a voluminous measure of various types of scallops. These scallops are fundamentally plunged for in the periods of May and serve to be an incredible business wander for some Australian jumpers, however the business has been confronting distinctive backgrounds in light of the fact that sudden drop in the tiny fish species throughout the years in the streams and seas. The administration feels the insurance of marine life to be the most extreme need with a specific end goal to settle the financial states of the nation though additionally making a point to take into account the requirements of the oceanic life. The scallops are basically celebrated as an enormous charming dish in Australian foods and for these reasons it has been received to be economically jumped and recreationally plunged too by various individuals. The licenses have been issued and made mandatory for each scallop jumper and without this the movement would be considered tot ally illicit. These laws are applied over each individual who can get the scallops but they need to follow the limitations. This is why the Scallop Authority has made such laws so that each and every one can get a fair benefit. Rules applied The primary issue which encompasses distinctive individuals and especially in this circumstance is that Bob needs to open an organization which would permit him to plunge for more than the endorsed sums set by the Authorities. But still, he needs to face numerous legitimate imperatives which either makes this movement to be permitted or not (Ferran Ho 2014). The fisheries branch of Australia has made an important set of principles for all business and recreational jumpers in the year 1999 which makes it simple for every one of the jumpers to partake in this movement by various confinements. The Biodiversity demonstration and Environmental insurance act go out by the division is one of the examples (Kearney et al. 2012). Application The law when connected to various measures of limitations and limits, basically uncovers that how scallop plunging is not so much centered on the assurance of the species. Additionally, the insurance of the market needs and benefits earned by offering these scallops to various outsourced organizations were found outside Australia. The set of accepted rules however has particular balances which delineate how the plunging ought to be finished by licensee holders (North Flitcroft 2016). The fundamental handpicked action requires jumping packs and distinctive Scuba gears which are mandatory. Legitimized Arguments The accompanying contentions have been gathered under the law and along these lines will manage defending as I would see it that how a specific individual or Bob for this situation is unquestionably permitted to claim an organization as well as grow his business in the outside world. The law guarantees that a solitary permit holder can just encourage a solitary vessel while plunging for scallops and the pontoon ought to have no less than two individuals with further allows to do the demonstration. On the off chance that Bob is fruitful in selecting more than 5 individuals to go with him and soundly shape a solitary organization which couldn't just work as people yet the a different way. This would in this manner guarantee that the organization's find contingent upon the individual would be more than 50 tons a year. The Australian standards and directions permit the jumpers to offer their gets outside Australia if any abundance sums remain. However, the amount when satisfied by offering the organization's gets to the Marketing specialists. Bob could figure out how to send his catch outside and in this manner acquire more than what he earned without any help some time recently. Conclusion It can be concluded on the basis of the law which has been discussed that the law permits Bob to make an organization and increment his catch. But that depends how every jumper wishes to spend his catch and gain the cash. The organization can be made popularized with further developments to its filling in as there are just 5-6 business organizations working for scallops in Australia. The presence of these organizations demonstrate that how the law ensures that all organizations work under a guided tenets and good directs. 2. Introduction The New Nirvana band has been working under various Australian organization laws since their rise. The band has been a focal point of various organizations combined and entirely possessed auxiliaries organizations attempting to guarantee quality shows as well as a perfect business wander which bolsters the band in their shows and different attempts. Rules applied The key issue which should be tended to today in this specific article is that the Nuclear Blast sounds have been made to work every single distinctive show of New Nirvana and the specialized hardware set ups for the band too. In a specific show in any case, the organization had taken the measures to be outrageous when they accidently orchestrated the speaker volumes to abnormal states. It happened when the music began playing, the general population who were close to the speakers had wounds to their listening to abilities and ears (Brown 2013). The key issue is that Nuclear Blast sounds might be a free organization, however, it is an auxiliary organization. This implies that it has no lawful protection arrangements which may bolster the case of the general population. The fundamental issue is currently to inform the general population regarding their next stride which may help them in managing these two organizations. The law which best depicts this circumstance for people who were uninformed of how company functions is the Act of Corporation which was drafted by the Australian Bureau in 2001. It plainly expresses that all backup organizations which participate in the benefit share that is nearly 33% will be held responsible for the act. (Kearney 2013). Applications of the law The completely claimed backup organizations under the enterprise demonstration will all be held under the risk when a solitary organization of the whole blend confronts any troubles. This is on account of despite the fact that the organizations might be under various ambits and names, the parent organization still holds every one of the rights towards keeping up the solidness of these organizations with the goal that they may work all the more effectively while as yet having the privilege to make their own formative arrangements. Legitimized Arguments The accompanying contentions will legitimize my assessment of how the general population can basically sue the band yet still get distinctive reenactments to how the law will manage this issues. 1) The First contention goes totally against the parent organization and additionally New Nirvana which encourage bonds the instance of the general population. The New Nirvana joined with Nuclear Blast despite the fact that by realizing that the organization did not have any move down arrangements started in types of protection (King 2015). 2) An entirely claimed auxiliary organization by definition but works under a structure which shows that the organization has its open and separate personality on the planet. However, in reality, just acts as a startup organization from a bigger parent organization which has every one of the shots and stakes at the organization's choices. Since Nuclear Blasts is one of the completely possessed organizations, the parent organization would then be in charge of all the legitimate claims rolling in from the general population (Kearney et al. 2012). Conclusion The above said contentions additionally help us to presume that the general population can claim against New Nirvana as they would be qualified to pay for every single therapeutic charge which are required by the patients. This would build the odds of people in general to get consoled for every one of their issues and harms. But by law, they are naturally qualified for record of various claims to the organization proprietors, and particularly the ones which are working in seaward places and are known as Parent organizations. These parent organizations have the aptitude of supporting all their auxiliary organizations from the center. They also try to provide the best possible execution of arrangements and advancement while likewise giving distinctive measure of accounts to the general population (Kearney 2013). 3. Introduction The assistance gave by all unique lawyers and specialists working for firms give the whole emotionally supportive network to the organization and settled the case without breaking any law. These specialists are in charge of drafting diverse arrangements for the organization while making interests in various fields. Since Bob was enlisted as a property legal counselor, it bodes well for him to be at his ideal level and give bolster. However, the issue emerges frequently when organizations are confronted with various charges from their own particular legal counselors. An example of such a case has been discussed below. Rules The issue here is totally on moral levels while considering polished skill and other good codes required in an organization. Bounce is a property specialist who had been working with his companion in an organization for a considerable length of time and was particularly selected as a result of his aptitudes and information in the field of his work, However soon the proprietors chose to relinquish Bob by procuring someone else who was similarly indecent about working for the organization, this upbeat event was however over ruled and upbraided by weave himself who subjected the organization in a claim while the organization proprietors now confront issues on the most proficient method to getting away from this specific issue (Jabour et al. 2016). The Australian Moral Code of lead for various specialists to take after who are providing legal counsel in the nation characterizes distinctive good imperatives and directions which can be utilized as a part of characterizing furthermore sufficiently giving motivation to the general population for disposing of a specific legal counselor from the firm. The as a matter of first importance law which can be utilized is the article 4 which says that the specialist must be dependably to the greatest advantage of the organization. The area 5 expresses that the specialist can at untouched are expelled from the firm when the organization feels that he has ended up being unequipped for giving great administrations to the organization (Hanna et al. 2015). Theoretical Application of the Law The Millennium organization proprietors can utilize every one of these articles to support them when Bob makes them show up in the court by giving not just the diverse proofs of Bob's lack of ability and the rebellion of the ethical code of behaviors. The contentions which can be expressed keeping in mind the end goal to free the organization of their legitimate remaining for this situation are as beneath. 1) The most importantly contention is that the organization if did not had any desire to develop Bob's agreement since they felt that he was unequipped for providing the organization with quality administration and under segment 5 of the law they were totally legitimately qualified for expel him from the firm on the premise of his execution as well as his demonstrations (Brown 2013). 2) The second contention which can be assembled and demonstrate that how Millennium proprietors act can be advocated is that Bob's immediate association of the court and the claim while overlooking the statement of the authority in his agreement places him in the immediate infringement of the ethical codes and article six of the book for conveying disgrace to the organization's name (Bartley 2014). Conclusion The above made conclusions help the organization to build up themselves as totally supported and under the ambit of law for expelling the ex-specialist and even without an earlier notice. These contentions help the firm to set up themselves as the casualties who were confronting distinctive measures of issues from their specialist who was not satisfactory and when he was designated as a property legal counselor, while additionally considering the diverse measures of ventures of the organizations in these properties which could conceivably harm all their business if their legal advisor was unequipped for taking care of the occupations in the later phases of the work. References Bartley, Tim, "Transnational Governance And The Re-Centered State: Sustainability Or Legality?" (2014) 8 Regulation Governance Brown, H. E., "Race, Legality, And The Social Policy Consequences Of Anti-Immigration Mobilization" (2013) 78 American Sociological Review Ferran, E. and Ho, L.C., 2014.Principles of corporate finance law. Oxford University Press. Hanna, W.L., Peterson, K.B. and Ford, S., 2015. Actions Against The Employer Under State Law And Third-Party Tort Actions. CA Law of Employee Injuries Workers' Comp, 1. Jabour, J., Lea, M.A., Goldsworthy, S.D., Melcher, G., Sykes, K. and Hindell, M.A., 2016. Marine Telemetry and the Conservation and Management of Risk to Seal Species in Canada and Australia.Ocean Development International Law,47(3), pp.255-271. Kearney, R., 2013. Australias out-dated concern over fishing threatens wise marine conservation and ecologically sustainable seafood supply. Kearney, R., Buxton, C.D. and Farebrother, G., 2012. Australias no-take marine protected areas: Appropriate conservation or inappropriate management of fishing?.Marine Policy,36(5), pp.1064-1071. King, M., 2015.Mock jurors' decision making in compensating psychological injuries in tort law(Doctoral dissertation, CHESTNUT HILL COLLEGE). North, J. and Flitcroft, R., 2016. Businesses beware When does the Australian Consumer Law apply?.Governance Directions,68(5), p.306.

Crash My Party/Drink a Beer by Luke Bryan free essay sample

â€Å"I am gonna sit right here; at the edge of this pier and drink a beer†. Now I know what one may think,this is just another song about beer, but that is not entirely true. This song has a lot of meaning that I will soon reveal. Country music tells stories and that is why I am doing a review on a country song, sung by Luke Bryan.I will tell a little history on Luke Bryan and a little about the album and the song itself. First I will tell a little history on how Thomas Luther BryanAKA Luke Bryan became famous. Luke was born on July 17,1976 in Leesburg,Georgia. He lived on a peanut farm with his parents and two siblings.When he was younger he would sing and play the guitar around the house.When he was around 15 he started to entertain small crowds. When he was older he started to work on the peanut farm with his dad,but his dad fired him so that he would go and pursue his music career. We will write a custom essay sample on Crash My Party/Drink a Beer by Luke Bryan or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In 2007 soon after being fired he came out with his first album I’ll Stay Me. As the years went on he came out with 4 more albums; Doin’ My Thing, Spring BreakHere Comes the Party,Tailgates and Tanlines, and his latest album Crash My Party. Crash My Party was released on August 13,2013. It has 17 great songs. This album, I would say, is one of his best albums because it’s not just a bunch of party songs. The songs are a lot more serious than all of the past Luke Bryan songs. For example his song â€Å"All My Friends Say†, I like that song but its about getting drunk and not remembering anything so all his friends told him what happened.Even though I like that song and album,his latest album Crash My Party is the best. I favor this album because it is a lot more serious songs like meeting new people, being married for along time, and dealing with a death of a loved one. I like all the songs but I do have a favorite song on that album. My favorite song but Luke Bryan on his album Crash My Party would be the song â€Å"Drink a Beer†. I like this song because it not only tells a story, but a true story about Luke. When Luke Bryan was just starting his career his brother was is a fatal car accident. Onl y a couple of months later his sister died at the farm of unknown causes. Luke Bryan only had one brother and one sister, so losing them both in a short period of time was heartbreaking. In the song â€Å"Drink a Beer†. He will sit on pier at the edge of a pier and drink and reminisce about good times that you had together. He says that death will happen by God’s choice and that you will get through it. Even though its a sad song, its a good song full of meaning and feelings. In this review I told a little history about Luke Bryan,about his albums,and my favorite songs of his. Country music tells stories especially Luke Bryan. If you ever get the chance to listen to him you should, he is very talented. â€Å"I’m gonna sit right here,at the edge of this pier, and drink a beer†. Now whenever I hear the song â€Å"Drink a Beer† I think about Luke Bryan’s story behind the song.

Enrollment System Essay Example

Enrollment System Essay 1 CHAPTER I INTRODUCTION BACKGROUND OF THE STUDY Information System refers to the interaction of people, data, process and technology. It is used by the society or by an organization for the support in their operations, management and decision-making to make transaction more simple and easy. The activities of an IS are devoted to provide data and information to improve the effectiveness and efficiency of different operation of a business in an organization. One classification of an Information System is Transaction Process System that handles or records day to day transaction of a business. Example of this is an Enrollment System, a computer generated process which can support the operation and management of a school. This is designed for recording, verifying and processing student’s information who registers on a particular institution. Despite of helpful services provided by an enrollment system, there are still many institutions that use manual procedures like Munting Ilog National High School Silang West Annex. In their school, they manually do the encoding of students information and listing and checking of students’ requirements. This esulted in lot of difficulties that they encounter in handling their transactions leading to more serious problems like unreliable records of the students and data losses. The manual procedure also takes so much time and effort thus bringing lots of wasted time and more workload for the personnel in charge and for the students enrolling. To address the above problems, the developers developed a computerized enrollment s ystem. This system is capable of providing a 2 fast-paced enrollment processes resulting to a better enrollment transaction not only for the part of staff but also for the students. We will write a custom essay sample on Enrollment System specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Enrollment System specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Enrollment System specifically for you FOR ONLY $16.38 $13.9/page Hire Writer It minimized if not completely remove all the drawbacks of the manual enrollment to provide a better service and a high quality process outcome. OBJECTIVE OF THE STUDY GENERAL OBJECTIVE The general objective of the study is to develop the Munting Ilog National High School Silang West Annex Enrollment System. SPECIFIC OBJECTIVE This study specifically aims to: 1. To design a system that will replace the manual enrollment resulting to speed up transaction, reliable and accurate students’ information, and fast access to students’ record. 2. To develop a systematic and user-friendly environment that will minimize uman error and avoid data losses. 3. To evaluate performance of the proposed system. 3 SCOPE AND LIMITATIONS The system is an information system exclusively designed for Munting Ilog National High School Silang West Annex. The Munting Ilog National High School Silang West Annex Enrollment System is proficient of gathering students’ and teachers’ infor mation and summarizing it to produce accurate and reliable records. It is capable of generating automatically the section of the students. It also allows the teachers to view their information and print their updated schedules. This system is implemented on LAN to provide a faster service. It has three direct users with different level of access including of one (1) admin, three registrars (3) and all the teachers in the said school. All these users are allowed to update their accounts providing that their new user name is unique and available. In case they forgot their password they can still access the system by answering the security questions that they provide while creating their account. The system was developed using Microsoft Visual Studio 2010 Ultimate as the front end which serves as the Users Interface and MySQL (Structured Query Language) as the back end which handles the database. ODBCAD 32 was used to connect the system to its back end (MySQL). It was created for about 3 months with the incorporation of these application software committed to ensure the efficient and fast processing of records. This system does not automatically generate schedules for the students. The admin is in charge in encoding manually the schedules of each section before the enrollment starts. Another drawback of the system is, if there are instances that a user forgot his/her username, they cannot access their account anymore. There is no security questions provided for unrecognizable username so what they need to do is to create a new account. The system is a network based application but does not work online. In case of power failure, it is not capable of saving any unsaved data or transaction. Only the current unsaved transaction will not be saved, all the other entries will remain in the database. 4 OPERATIONAL DEFINITION OF TERMS Munting Ilog National High School Silang West Annex Enrollment System. The title of the study. Information System. It is the combination of people, hardware, software, ommunication devices, network and data resources that processes data and information providing a business to operate its daily works more accurate and easier. Transaction Process System. It is a type of information system that collects, stores, modifies and retrieves the data transactions of an enterprise. Computerized Enrollment System. The solution of the developers which replaced the manual enrollment of the school. User-friendly Environment. Interface of the system that is easy to use and understand. Local Area Network (LAN). It is a single location connection of devices or peripherals/ computers. Microsoft Visual Studio 2010. It is an application software that the developers used to create the system’s user interface. Front-end. Refers to the graphical interface of the system where all data are entered; application development. MySQL. Application software that the developers used to handle the storing of data in the system. Structured Query Language. The database language which the developers used for managing the data in the system 5 Back- end. Refers to the database management system (DBMS); the storehouse for the data. Database. Collection of student’s data which composed his/her record. ODBCAD 32. Application software that the developers used for the system to connect in MySQL. 6 CONCEPTUAL MODEL OF THE SYSTEM INPUT PROCESS OUTPUT > SSS Figure 1. Conceptual Model of System Figure 1, presents the conceptual model of study of Munting Ilog National High School Silang West Annex Enrollment System. It is composed of four †¢System Analysis -Requirement Analysis -Requirement Definition †¢System Design -Contex Flow Diagram †¢System Development -System Developmen t Life Cycle †¢System Testing -Alpha -Beta Munting Ilog National High School West Annex Enrollment System . Knowledge Requirements a. Enrollment System b. Munting Ilog National High School West Annex Enrollment System c. Programming d. Local Area Network e. Database Management System f. System Analysis and Design 2. Software Requirements a. MS Visual Studio Ultimate 2010 b. MySQL c. ODBCAD 32 d. Operating System e. Adobe Photoshop CS4 3. Hardware Requirements a. Networking Cables b. Switch Server Requirements a. At least Pentium IV processor. b. Must have at least 128MB of RAM or higher Client Requirements EVALUATION 7 important blocks, the input requirements, process involved, output result and the evaluation. The first block which is the input requirements consists of Knowledge Requirements, Software Requirements and Hardware Requirements. The system requires the knowledge about the enrollment system, programming, LAN, database management system and system analysis and design. Microsoft Visual Studio Ultimate 2010 for programming language, MySQL for the database, ODBCAD 32 as the connector, Operating System and Adobe Photoshop CS4 composed the Software Requirements. For the hardware requirements, RAM with at least 128MB, Pentium IV processor, networking cables and router switch re needed. For the system to be more sufficient, a lot of major processes were done such as planning, analyzing, designing, developing, testing, implementing and maintaining. The process for the system analysis contains the requirement analysis and requirement definition. For the design and development of the system, it includes context flow diagram and system development life cycle. Through these processes, all th e system requirements and objectives were met. For the evaluation, the user used alpha-beta testing to measure the system performance. It served as the gathering tool for feedbacks, comments and suggestions through the use of evaluation forms. The system was improved in presence of some errors and the output and module design was tested. 8 CHAPTER II RESEARCH METHODOLOGY In this chapter, all the processes that the developers underwent to achieve the objective of the study is shown. This includes the project design, project development, operational and testing procedure, and evaluation of the study. PROJECT DESIGN To be able to come up with an organized project, there should be a design on how the project should function. This design served as the developer’s guide n attaining the project objectives. Figure 2. System Context Flow Diagrams Registra tion Form 9 Figure 2, illustrates that Admin, being the administrator should log in first his password and username. If he is a valid user, he has all the privileged to use all the features of the system such as encoding students’ and teachers’ informat ion and updating it. The system will generate this information thus returning report to the admin. This report comprises the students section and schedules producing the registration form which will be given to them. The registrars should have a valid account to use the system. If they are authorized user, they can now encode information of the enrollees and search and update students’ records if necessary. The system would generate reports containing students’ information and schedule producing their registration form. In part of the teachers, they should also log in first an authorized account. If they are valid user, they can access minimal features of the system. This includes viewing their profile and schedule of their advisory class. The system will return reports that consist of their schedules which can be printed. PROJECT DEVELOPMENT The developers used the System Development Life Cycle (SDLC) for the development of Munting Ilog National High School West Annex Enrollment System. The diagram shown below illustrates the different phases of SDLC model that show the sequence of the activities that the developers needed to undergo for the project development. 10 Analysis and Planning Phase. In this stage, the system was defined based from the interviews, researches, investigations and business requirements of the client. All the needed informations and materials for the development of the ystem were collected and the time bound was set. Design Phase. During this stage, layouts and diagrams were created based from the gathered materials and informations, considering also the business rules and specifications given by the client. The actual interface of the system and the database that supported it were also designed. Figure 3. System Development Life Cycle 11 12 Figure 4 shows the Data Flow Diagram for Admin Scenario. The admin should first input a username and password. If it is a valid account, he has now the privilege to access all the features of the system. First, he could encode schedule for a section to be stored in the sec_sched. Generating and updating recorded schedules are also obtainable. These schedules could be printed and the report will be given to the admin. Second, the admin could create section that would be stored in the section table. Afterwards, he can add subjects to this section to be stored in subject table. Generating section is also available. Viewing section would allow the admin to view all the students’ and their profile within that selected section. Tables that would be source of data that allow this process were he student table for student information, and section table for the information of the section. Third, the admin could encode teachers’ information to be stored in teacher table. This would produce a teachers’ record that could be viewed, updated and printed together with their schedules. Sec_sched for teachers’ schedule and teacher table for their information would be the s ource of data. The printed schedule would be given to teachers and the schedule report to the admin Fourth, encoding students’ information could also be done by the admin. These recorded students’ records would store in the student table. Viewing, updating and printing students’ registration forms that contained their schedule and some information from the sec_sched and student tables are allowed. These registration forms would be given to the students and a report would be given to the admin. Lastly, the admin is allowed to update his password and username. The updated username and password would be saved in the password table and report will be issued upon updating the account. 13 14 Figure 5 shows how data were processed in the system for the registrar cenario. The registrar should log-in first his/her username and password in order to access the system. After the verification, he/she could the encode enrollees’ information to be stored in the student table. The registrar could also search and update student’s record. Registration form containing the student’s information and its schedule will be printed and given to the enrolled student. Report will be issued to the registrar after the registration form was printed. On the other hand, the registrar can also update his/her account providing his/her username and password. The updated username and password would be saved in the password table and report will be issued upon updating the account. 15 16 Figure 6 shows the data flow diagram for the Teachers Scenario. To be able to use the system, the teacher should log in first his username and password. If he is a valid user, he can now successfully access the system. He can view the schedule of his advisory class that would be given by the sec_sched table. He could also view his profile and schedule from the teacher and sec_sched tables by encoding his identification. A teacher report could be rinted comprising some of his information and schedule which would be given to him. Another capability of teacher’s account is that, the teacher is allowed to view all the students and their profiles of a particular section providing that he is the registered adviser of them. Updating username and password is also allowed within this account. The updated username and password would be saved in the password t able and report will be issued upon updating the account. 17 DATABASE DESIGN Table 1. stud_personal Table Field Name Data Type Description std_code VARCHAR Student code std_type VARCHAR Student type std_level VARCHAR Student level td_school_year VARCHAR Student school year grade VARCHAR Grade std_firstname VARCHAR Student first name std_middlename VARCHAR Student middle name std_lastname VARCHAR Student last name std_address VARCHAR Student address std_dob VARCHAR Student date of birth std_pob VARCHAR Student place of birth std_age VARCHAR Student age std_gender VARCHAR Student gender std_citizenship VARCHAR Student citizenship std_religion VARCHAR Student religion std_contact VARCHAR Student contact number Table 2. stud_family Table Field Name Data Type Description std_father VARCHAR Student father std_father_occ VARCHAR Student father’s occupation td_mother VARCHAR Student mother std_mother_occ VARCHAR Student mother’s occupation std_guardian VARCHAR Student guardian Table1, the Student’s Personal Information Table, is used for storing the personal information of the student. 18 std_guardian_occ VARCHAR Student guardian’s occupation std_guardian_add VARCHAR Student guardian’s address std_guardian_relation VARCHAR Student guardian’s relation std_guardian_contact VARCHAR Student guardian’s contact number Field Name Data Type Description std_elem VARCHAR Student elementary school std_elem_add VARCHAR Student elementary school address std_elem_year VARCHAR Student elementary school year td_hs VARCHAR Student high school std_hs_add VARCHAR Student high school address std_hs_year VARCHAR Student high school year std_lsa VARCHAR Student last school attended std_lsa_add VARCHAR Student last school attended address std_lsa_year VARCHAR Student last school attended year Field Name Data Type Description std_req_nso VARCHAR Student nso requirement std_req_tor VARCHAR Student tor requirement std_req_form138 VARCHAR Student form138 requirement std_picture VARCHAR Student picture std_section VARCHAR Student section std_nonPK VARCHAR Student non Primary Key section_flag VARCHAR Section flag section_flag2 VARCHAR Section flag2 Table 4. tores the requirement’s information of the enrollee and stores the flag that holds the number of users of the system. Table 2. stores the family background information of the student. Table 3. stud_educ Table Table 3. stores the educational background information of the student. Table 4. req_flag Table 19 Table 5. password table Field Name Data Type Description ID VARCHAR Username pass VARCHAR password cpass VARCHAR Confirm Password q1 VARCHAR Question1 a1 VARCHAR Answer1 q2 VARCHAR Question2 a2 VARCHAR Answer2 tch_code VARCHAR Teacher code user_type VARCHAR User type Table 5, the passwords table, is used for storing the user’s account. Table 6. sec_sched table Field Name Data Type Description day VARCHAR Day time VARCHAR Time room VARCHAR Room Item_number VARCHAR Item Number flag VARCHAR Flag tch_name VARCHAR Teacher Name tch_code VARCHAR Teacher Code subj_code VARCHAR Subject Code sec_name VARCHAR Section Name Table 6, the sec_sched table, is used for storing schedule in each section. Table 7. section table Field Name Data Type Description sec_name VARCHAR Section Name item_number VARCHAR Item Number 20 year VARCHAR Year tch_code VARCHAR Teacher Code Table 8. subject table Table 8, the subject table, is used for storing the subject Table 9. teacher table Field Name Data type Description tch_code VARCHAR Teacher Code tch_type VARCHAR Teacher Type tch_ name VARCHAR Teacher Name tch_add VARCHAR Teacher Address tch_ dob VARCHAR Teacher Date of Birth tch_age VARCHAR Teacher Age tch_gender VARCHAR Teacher Gender tch_degree VARCHAR Teacher Degree tch_subj VARCHAR Teacher Subject tch_dos VARCHAR Teacher Date of Service tch_tin VARCHAR Teacher Tax Identification number tch_prc VARCHAR Teacher Id Number tch_pic VARCHAR Teacher Picture Table 7, the section table, is used for storing the section. Field Name Data Type Description subj_code VARCHAR Subject Code subj_name VARCHAR Subject Name or_year VARCHAR Current School Year teacher_nme VARCHAR Teacher Name tch_code VARCHAR Teacher Code 21 Table 9, the teacher table, is used for storing the information of the teacher. Table 10. tch_sched table Field Name Data Type Description tch_code VARCHAR Teacher Code tch_name VARCHAR Teacher Name day VARCHAR Day time VARCHAR Time subject VARCHAR Subject roo m VARCHAR Room itm_no VARCHAR Item Number flag VARCHAR Flag sec_name VARCHAR Section Name subj_code VARCHAR Subject Code Table 10, the tch_ched table, is used for storing the section of teachers. Table 11. flags table Field Name Data Type Description name VARCHAR User Name alue VARCHAR Number Of User and Student `Table 11, the flags table, is used for counting the numbers of users and students in every year. Table 12. sy_flag table Field Name Data Type Description name VARCHAR value VARCHAR std_code VARCHAR 22 Table 12, the sy_flag table, is used for storing the school year DATABASE RELATIONAL DIAGRAM (DRD) 23 Figure 7. Database Relational Diagram Figure 7, shows the relationship among tables NETWORK DIAGRAM 24 Figure 8 Network Diagram Figure 8 presents the network diagram of the system. It shows that the developed system is implemented in a Local Area Network where in the onnections and designs are made using the Star Topology. It is composed of one server and three workstations pl ugged into a switch which provides the connection. The server which is intended for the system’s admin stored the database and served as a workstation. It should have at least Pentium IV processor and 128MB of RAM or higher. On the other hand, the workstations are intended for the registrars purely used for enrollment purposes only. Development Phase. For the development of the system, the developers used the Microsoft Visual Studio Ultimate 2010 for coding and designing, and MySql or the database management. ODBCAD32 is also used to connect the system to MySQL. Testing and Evaluation Phase. The developers used alpha and beta testing for the entire system. For the alpha testing, the developers tested the system. For the beta testing, they invited 10 faculty staff and discussed to them all the 25 information they have to know to properly use the system. To evaluate the system performance, the respondents were given the evaluation instrument known as FURPS. Implementation Phase . After the completion of the sytem, it will be implemented n Munting Ilog National High School Silang West Annex. The acting registrar which is the administrator, and the teachers of the said school will be trained to be familiar in using the sytem for them to experience all its features. Maintenance Phase. The developers in this stage have the task of maintaining the reliability of the system. Developing additional features to support and improve the system will also be created. OPERATIONAL AND TESTING PROCEDURES The following procedures were conducted in order to operate and test the system. 1. The software requirements (Microsoft Visual Studio Ultimate 2010 and MySQL) were installed to the computers of Munting Ilog National High School Silang West Annex. 2. Upon installation of the software, users explored the system with the guidance of the developers. 3. Alpha and Beta testing were used in testing the entire system’s performance. 26 4. 10 faculty and staffs including the direct user of the system tested and evaluated the system for 2 days. EVALUATION PROCEDURE In evaluating the system, the following procedures were used: Preliminary Evaluation The system was evaluated in accordance to the system developers’ and users’ requirements and specifications. The following questions were used to evaluate the system: 1. Is the system capable of recording and storing information? 2. Does the system produce reliable and accurate records? 3. Does the system automatically generate section of students? Final Evaluation The system was evaluated in the span of 2 days. Alpha and Beta testing were used to evaluate the performance of the entire system. 10 faculty members including the administrator of the system tested and evaluated the system. FURPS was used as the evaluation instrument. The system modifications and enhancements were based on the result of he evaluation. Comments and suggestion were taken into consideration for the improvement of the system. Evaluation Instrument 27 The evaluation instrument used was the FURPS model. This served as the basis in the terms of functionality, usability, reliability, performance and scalability of the system. Functionality. This criterion is for the evaluation of the features, security and capabilities of the system. Usability. This criterion considers the consistency and documentation of the system. Reliability. This is a criterion in evaluating the frequency of errors, the ccuracy of the output and the ability to recover failures. Performance. This criterion is made to test the speed of processing, response time and the efficiency of the system. Scalability. This criterion is the basis on how easy to understand and maintain the good performance of the system. Table 13. Scoring System NUMERICAL SCALE INTERPRETATION 5 Excellent 4 Very Good 3 Good 2 Fair 1 Poor 28 Table 13 shows the scoring system used in rating the performance of the system. Each criterion of the evaluation has a scale of 1 to 5; 5 being the highest and 1 as the lowest. Statistical Treatment of Data Table 14. Range of Mean Value RANGE OF MEAN VALUE INTERPRETATION 4. 51-5. 0 Excellent 3. 51-4. 50 Very Good 2. 51-3. 50 Good 1. 51-2. 50 Fair 1. 0-1. 50 Poor Table 14 shows the range mean value and its equivalent interpretation. This table was used to determine the mean value of all the data gathered, tabulated and computed in the evaluation. CHAPTER III RESULTS AND DISCUSSIONS This chapter is composed of Project Description, Project Structure, Screen Layouts and Project Evaluation. PROJECT DESCRIPTION 29 The developed system, Munting Ilog National High School Silang West Annex Enrollment System, is an information system, specifically a transaction system that is designed to provide a better enrollment services and to produce a high quality process outcome. It is capable of minimizing human error and avoiding data losses by providing a more reliable and speed up transaction. It also ensures precision and fast access to the students and teachers recorded information. The system consists of features committed to lessen the workload of the user such as generating automatically the sections of the students. The overture of a computerized enrollment system to Munting Ilog National High School Silang West Annex would bring about ease and convenience to its staff and students by replacing the manual procedures of a hassle free transactions preventing them to undergo the very long and time consuming manual enrollment processes done by preparing and setting a more organize enrollment procedures. PROJECT STRUCTURE 30 Figure 9. System’s Project Structure Figure 9 shows the different functions and processes of Munting Ilog National High School Silang West Annex Enrollment System. For the Enrollment enu, the user can encode new student record, search student record, generate sections and change school year. Accessing the previous school year is also allowed but updating the records is no longer available. Teachers menu enables the users to encode new teachers’ records and search old records of them. Schedules menu allows encoding and searching of schedules for the teachers. Lastly, the Sections and Subjects menu is intended for creating sections and encoding and adding their schedules and subjects. Munting Ilog National High High School Silang West Annex Enrollment System 31 Figure 10. User’s Login Form (Select User) Figure 10, the User’s Login Form, provides the security to the system. It shows that the user should select a type of account before he/she can log in. This is to identify the type of access that the user can acquire. Figure 11. User’s Login (Menu) Figure 11 shows the User’s Login (Menu). This allows the user to choose whether to create an account or to retrieve a forgotten password. 32 Figure 12. User’s Login (Create Account) Figure 12, User’s Login (Create Account), provides the type of account that the user can create. This can be a registrar, adviser or teacher account. Figure 13. Create User Account Figure 13, Create User Account shows the form that the user should sign up to have access to the system. To create an account, the user needs to provide a valid teacher’s code and unique username. Figure 14. Lost Password 33 Figure 14, Lost Password shows the form where the user can retrieve his/her password. In order to retrieve password, the user need to provide a valid teacher’s code and User ID, if these requirements match, the security questions provided while creating the account will appear. Providing the right answers to these questions, the forgotten user’s password will be shown. Figure 15. Admin Menu (Main Menu) Figure 15, Admin Menu (Main Menu) shows the main form for the admin account. The user has the options whether to work on enrollment, teachers, schedules or sections and subjects. Figure 16. Admin Menu (Enrollment) Figure 16, Admin Menu (Enrollment), provides the options when the user chose to work on enrollment. This includes the encoding of new record, searching records and changing the year every end of the school year. 34 Figure 17. New Student Record Figure 17, New Student Record, shows the form for encoding new record of a student. All the information and requirements needed by the school to a student before e/she can enroll are completely provided in this form. Figure 18. Input Grade Figure 18, Input Grade, shows the form that will be shown after clicking the grade textbox. Gen. Average and Entrance Examination grade are needed to calculate the grade in order to generate sections. 35 Figure 19. Search Record Figure 19, Search Record, show the form where the admin can search for the student’s record. The Administrator can search by name, student’s number, section or year level. The admin can also search for the records of the past school years by selecting a specific year. Updating record and printing registration form are also available in this form. Figure 20. Change Search Year Figure 20, Change Search Year, shows the form where the admin can change the school year for searching student’s record from the previous school year. 36 Figure 21. Update Student’s Record Figure 21, Update Student’s Record, shows the form where the user can update student’s record in case of some changes. For the part of the old students, there is no need to encode again the student’s information. Figure 22. Registration Form Figure 22, Registration Form, shows the registration form of the students that can e printed. This form contains the schedule of the student and may served as the proof of enrollment. 37 Figure 23. Admin Menu (Teachers) Figure 23, Admin Menu (Teachers), shows the options when the button teacher was clicked. These include encoding new teacher’s record and searching for old records. Figure 24. New Teacher’s Record Figure 24, New Teacher’s Record, shows the form for encoding new record of a teacher. All the important information of the teacher and selecting the teacher’s type which are needed to be filled up are shown in this form. 38 Figure 25. Search Teacher’s Record Figure 25, Search Teacher’s Record, provides searching of teacher’s record by name or teacher’s number. This also allows updating of teacher’s record and clicking teacher’s advisory class. Figure 26. Teacher’s Advisory Class Figure 26, Teacher’s Advisory Class, shows the form that will appear upon clicking the teacher’s advisory class. This form contains all the names of the students within that section that can be clicked to view their profile. 39 Figure 27. View Student’s Profile Figure 27, View Student’s Profile, shows the profile of the student upon clicking his/her name. Figure 28. Update Teacher’s Record Figure 28, Update Teacher’s Record, shows the form for updating the teacher’s profile. 40 Figure 29. Admin Menu (Schedules) Figure 29, Admin Menu Schedule, shows the option upon clicking the button schedules. Figure 30. Input Schedule Figure 30, Input Schedule. In this form, the administrator can input schedule for a certain section. 41 Figure 31. Admin Menu (Sections and Subjects) Figure 31, Admin Menu (Sections and Subjects), shows the options upon clicking the Sections and Subjects button. In this menu, the admin can create section, search for sections and add subjects. Figure 32. Create Sections Figure 32, Create Sections, shows the form where the admin can create sections. In order to create a section, the admin should fill up the following textboxes. 42 Figure 33. Search Section Figure 33, Search Section, shows the form for searching section. The admin needs to select the name of the section in the combo box and the names of the students enrolled in that section will appear in the flexgrid. Figure 34. Add Subjects Figure 34, Add Subjects, shows the form for adding subjects. In adding subjects, the admin should fill up the required information needed for adding a subject. 43 Figure 35. Registrar’s Menu Figure 35, Registrar’s Menu, shows the main form for the Registrar. The Registrar can only add new student’s record and search for old student’s record. Figure 36. Teacher’s Menu Figure 36, Teacher’s Menu, shows the teacher main form. The teacher can view his/her profile and schedules which can be printed. 44 Project Evaluation Table 15. Evaluation Result Table 12 shows the evaluation result evaluated by the 10 faculty staff of Munting Ilog National High School Silang West Annex. They rated the system based on its Functionality, Usability, Reliability, Performance and Scalability. In order to prove that the system is functional, the features set should be implemented, the functions’ accuracy and capabilities were also measured, and it also provide substantial security. With all the requisite system as the basis of the INDICATORS MEAN DESCRIPTIVE RATING A. Functionality 4. 5 Excellent Functions required for the system are implemented Functional accuracy is provided Functions meet specifications Ease of connecting with other systems is provided B. Usability 4. 6 Excellent Easy to operate Easy to remember Allows easy operation management C. Reliability 4. 2 Very Good Conformance to desired output Absence of failure Accuracy in performance D. Performance 4. 3 Very GoodSpeed Efficiency E. Supportability 4. 5 Excellent Ease of isolating and transferring significant components Serviceability 45 evaluators, half of them gave a rating of 5; and the other half gave 4. Given these sub-criteria, the system over all functionality got an average score of 4. 5, which means that the system is â€Å"Excellent†. The system’s usability is concerned with characteristics such as aesthetics and consistency in the user interface. It garnered a score of 5 from the 6 evaluators; a score of 4 from remaining 4 evaluators. After summing all the scores given, the system got an average rating of 4. 6 which means â€Å"Excellent† for the system’s over all usability. In this case, the quality requirements are established on the basis of the Performance characteristic. The ability of a system to perform its required functions under stated conditions for a specified period of time or the resistance to a failure of a system should be evaluated. 1 of the evaluators rated the system in the score of 3; 3 of them gave 5; and the remaining 6 of them gave a score of 4. These resulted to an average of 4. 2, with a verbal interpretation of â€Å"Very Good†. The system’s performance, is concerned if the system is easy to install, provide a flexible environment, and it allow easy replacement with other software. 3 of the evaluators rated 5 for the performance of the system and 7 of them gave a score of 4. These resulted to an average of 4. 3 that has an equivalent of â€Å"Very Good†. For the system’s supportability; ease of isolating and transferring significant components, testability, adaptability, maintainability and compatibility of the system were evaluated. With all these requisite of the system, 6 of the evaluators gave a score of 5 and 4 of them gave 4. This resulted with an average of 4. 5, with a verbal interpretation of â€Å"Excellent. † The system got an overall mean of 4. 42 which is equivalent to â€Å"Very Good. † According to the system evaluation, the evaluators found the system functional, usable, reliable, performing well in terms of speed, and manageable. 46 CHAPTER IV SUMMARY, CONCLUSIONS, RECOMMENDATIONS This chapter presents the summary, conclusions, and recommendations. 47 SUMMARY Munting Ilog National High School Silang West Annex Enrollment System was developed exclusively for Munting Ilog National High School Silang West Annex to aid the difficulties and problems which they encountered when using the manual process. It is designed specifically to provide a fast-paced computerized enrollment system while producing a more reliable and dependable information for both students and teachers, done by lessening human errors and avoiding data losses. This system is implemented in a network environment. It has three direct users which have different level of accessibility. It can automatically generate sections but cannot generate schedules automatically. For the development of the system, the developers made and followed he context flow diagram, data flow diagram, and database design as guides. They used the System Development Life Cycle (SDLC) to meet the general and specific objectives of the study. For the evaluation, the system underwent two procedures which were the preliminary and final procedures. The developers and their system’s adviser tested the system for the preliminary testing. And for t he final testing, they invited 10 staff of Munting Ilog National High School Silang West Annex to test and evaluate the system using the FURPS model. For the evaluation result, the system got an overall mean of 4. 42 ith the descriptive rating of â€Å"very good†. This proves that the system is acceptable based on the gathered data and summarize evaluation showing that evaluators found the system functional and usable. CONCLUSIONS Based from the result of the evaluation and objectives, major conclusions are made: 1. The developers have successfully developed a computerized enrollment system that provides a speed up transactions while ensuring to the users 48 that the process outcome is in high quality, accurate, dependable and reliable. 2. The system is easy to learn, understand and operate because of it’s being ser-friendly. 3. The system created is usable, maintainable and expandable. RECOMMENDATIONS Based from the comments, suggestions, and recommendations gathered from the final evaluation of the system, the developers recommend the following to the future researchers: 1) Future researchers may develop an enrollment system that automatically generates schedules for the students. 2) Future researchers may incorporate the use of internet while working in the network of the system. 3) Future researchers may enhance the data retrieval process of the system in case of power failure.

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Cyber Journalism (See detail) - Research Paper Example The only difference today is that the cyberjournalist answers directly to their audience, rather than to a publisher who traditionally held journalists responsible for reporting ethically. Yet, there is no consensus among publishers as to what is ethical. In the end, ethics are the responsibility of the cyberjournalist and the audience. You Can’t Be Neutral on a Moving†¦Screen The original phrase, from a book by Howard Zinn, was â€Å"You Can’t Be Neutral on a Moving Train.† Cyberjournalism is like a high-speed rail that moves so fast and is so personal that it isn’t possible to be neutral. The bigger question is whether we should even try, in spite of the fact that western society often assumes that all journalists are bound to neutrality when, nearly a century ago, Henry Luce, founder of Time magazine insisted that very concept objectivity was foolish (Ward, 2006). He contended that the public needed the media to explain and interpret the impact of events on their lives. Yet, we insist that it is true and to be expected of the press, regardless of medium. With the speed of cyberspace, it is difficult, if not impossible to be neutral. By the time the 1960’s arrived, Americans had become distrustful of such clarifications on their behalf adding a twist to Luce’s view: that no one can be objective. They public wanted to see the bare facts and decide for themselves what they meant (Ward). Youth no longer trusted the media with full-disclosure, even in supposedly free countries. When Chicagoan Justin Hall began blogging in 2004, many of the new blogging generation embraced the concept of taking news into their own hands –after all, they were the children and grandchildren of the children of the 1960’s generation. America was ready. Evolution–Or More of the Same? Beyond the big cities that claim the largest share of the journalism world, the rest of the United States already knew what citizen journ alism was long before cyberjournalism. For more than a century and a half—long before Time magazine hit the newsstands—local citizens had been writing columns about who had dinner at whose house last Sunday night, or which church was gearing up for the next ice cream social. That was citizen journalism. Even back then, reporters often wrote under a pseudonym like â€Å"Gomper’s Corner’s Gertie,† a precursor to the userids of bloggers like Duncan Bowen Black who blogs at Atrios on at Eschatonblog.com. Like any citizen journalist, Atrios is a citizen of the world he writes about: economics. Over the years, we have come to assume that reporters are somehow sanctioned by having earned a degree from a school of journalism. Neither â€Å"Gomper’s Corner’s Gertie† nor Atrios have a degree in journalis

Development of Academic and Vocational Curricula Essay

Development of Academic and Vocational Curricula - Essay Example Basically the outcome of the condition or in other words the end results of the subject’s views on an issue or a particular subject should be treated with fairness or egalitarianism so as to reduce or utmost get rid of the differences between the people or the society that has issues to tackle. This is often referred to as equality of outcome (Equality of outcome). This is achievable if the societies at large join in hands in promoting equality of outcome so as to give a chance to any individual, subject, idea, notion e.t.c that has any point of observation to make on a particular subject. In regard to this subject it seems that there have been milestones in tackling the issue of review and development of academic and vocational curricula at the level 14 – 19 due to differences in calibre, stand, position and ranks of the education. Hence this has led to disarray in the education arena since the indifferences that have cropped up is visibly demonstrated between the various groups on this issue regarding whether the review is feasible or not. Definitely it is explicitly visible that equality of status is looming on this review and development of academic and vocational curricula of 14 – 19 level, since indifference has cropped up hence the debate is still an issue to tackle with a lot of keenness due to the challenge of chronological antagonism on vocational education compared to academic education in terms of its qualification status. There are also sharp and unresolved indifferences between the ministers or government’s spear leaders and the scho ol specialist bodies in education and personalities such as Mr. Tomlinson’s inquiry and Chief Inspector David Bell among others on this education development and reforms issues of 14 – 19 level. Â  

Financial and Managerial Accounting Personal Statement

Financial and Managerial Accounting - Personal Statement Example I have been working with an audit firm for the last three years and through this experience I did gain good amount of knowledge in the fields of financial accounting, auditing and taxation. But lately I have realized the importance of management and decision making in comparison to analyzing the outcomes of decision already made. Moreover, my educational qualification and work experience has given me a strong foundation in public accounting, but now I find the necessity to broaden my horizon so that when required, I would be able to view a situation from various angles rather than having just an auditor's view. Also, in order to improve my career, I would have to be in a position wherein I would have the responsibility as well as the capability to make crucial decisions. As I went through the IMA website, I realized that the curriculum in the CMA program could prepare me well for this challenge. I have always been a person who likes to work on one's own terms. Though I am part of a finance team of a medium scale company right now, I intend to establish my own business in the near future. As of now, I am working on improving my skill and knowledge and looking for ways to increase the resources available in order to achieve my goals.

Management Of Chronic Pain Nursing Essay

Management Of Chronic Pain Nursing Essay This project is a complete illustration of pain and how treated by understanding how its work, references can be visited for more detailed information or contact me. Chronic pain is defined as a painful condition that lasts longer than 3 months. Chronic pain can also be defined as pain that persists beyond the reasonable time for an injury to heal or a month beyond the usual course of an acute disease. There are four basic types of chronic pain: (1) pain persisting beyond the normal healing time for a disease or injury, (2) pain related to a chronic degenerative disease or persistent neurologic condition, (3) cancer-related pain, (4) pain that emerges or persists without an identifiable cause. Chronic pain differs from acute pain in its function. Acute pain is an essential biologic signal to warn the individual to stop a potentially injurious activity or to prompt one to seek medical care. Chronic pain serves no obvious biologic function. Chronic pain patients presenting to the emergency department (ED) have not been well studied, despite their apparent numbers. Complete eradication of pain is not a reasonable end point in most cases. Rather, the goal of therapy is pain reduction and return to functional status. Chronic pain syndromes discussed in this paper include myofascial headaches, transformed migraine headaches, fibromyalgia, myofascial chest pain, back pain, complex regional pain types I and II, post-therapeutic neuralgia, and phantom limb pain. Drug-seeking patients are also covered. EPIDEMIOLOGY Chronic pain affects about a third of the population at least once during a patients lifetime, at a cost of-80 to 90 billion dollars in health care payments and lawsuit settlements annually. Chronic pain is also common in those who do not seek medical attention. Despite similar subjective pain, those who seek medical attention are less physically active, experience more social alienation and more psychological distress than those who do not seek medical attention. The causes of chronic pain are more complex than the causes of acute pain. Chronic pain may be caused by (1) a chronic pathologic process in the musculoskeletal or vascular system, (2) a chronic pathologic process in one of the organ systems, (3) a prolonged dysfunction in the peripheral or central nervous system, or (4) a psychological or environmental disorder. In contrast, acute pain may be influenced by, but is not primarily caused by, a psychological or continuous environmental disorder. A detailed listing of all the epidemiologic factors of the various chronic pain syndromes is beyond the scope of this paper. However, in general, patients who attribute their pain to a specific traumatic event experience more emotional distress, more life interference, and more severe pain than those with other causes. PATHOPHYSIOLOGY The pathophysiology of chronic pain can be divided into three basic types. Nociceptive pain is associated with ongoing tissue damage. Neuropathic pain is associated with nervous system dysfunction in the absence of ongoing tissue damage. Finally, psychogenic pain has no identifiable cause.3 Many chronic pain states begin with an episode of nociceptive pain and then continue with neuropathic or psychogenic pain. For example, an acute injury with fracture involves nociceptive pain, but an associated nerve injury may lead to neuropathic pain. Chronic disability may lead to psychogenic pain. Nociceptive pain results from the stimulation of nicotinic receptors in tissues or organs by noxious mechanical, thermal, or chemical stimuli. Chemical mediators of inflammation such as bradykinins and prostaglandins are essential elements in the pathophysiology of nociceptive pain. Examples of chronic nociceptive pain include cancer pain and pain due to chronic pancreatitis. Patients with nociceptiv e pain usually respond well to centrally acting analgesics. Neuropathic pain is caused by disease of the central or peripheral nervous system. Examples of neuropathic pain include complex regional pain type II (causalgia), post-therapeutic neuralgia, and phantom limb pain. Neuropathic pain responds poorly to common analgesics, including narcotics. Psychogenic pain is a diagnosis of exclusion and can be difficult to establish in the ED. Patients with psychogenic pain believe their pain is physical and tend to strongly reject the concept that it is psychological. CLINICAL FEATURES To better define the psychology of chronic pain, psychiatrists have divided patients characteristics into two groups.4 The first group has normal psychological function at baseline. However, continued pain and its effects, such as inability to work or altered body image, result in psychological dysfunction. The second group has primary psychopathology that predates the onset of chronic pain. Hypochondriacally, hysterical, pain-prone, and depressive personalities are included in this group. The following set of historical inquiries may prove helpful in the ED. The patients should be asked to describe the nature of the current pain, initiating and exacerbating or relieving factors. Other useful information includes determination of the chronic nature of their pain, quantification of similar episodes, and sources and modes of treatment, including medications and dosages for physician-prescribed, over-the-counter, or alternative medications. Outcomes of previous therapeutic efforts and the effect of the condition on the patients functional status are also important. Addiction to drugs or alcohol or experience with detoxification programs should also be noted. Finally, a review of systems should be done to rule out any other conditions. Substance abuse is a frequent problem in chronic pain patients. Patients referred to chronic pain clinics meet Diagnostic and Statistical Manual of Mental Disorders, third revised edition (DSM III-R) criteria for active substance abuse disorders in 12 to 24 percent of cases, while 9 percent meet criteria for remission diagnosis. Drug detoxification is often the first step of the therapeutic plan for new patients referred to a pain clinic. Objective findings of acute pain include tachycardia, hypertension, diaphoresis, and muscle spasms on stimulation. Objective evidence of chronic pain includes muscle atrophy in the distribution of pain due to disuse, skin temperature changes due to the effects of the sympathetic nervous system after disuse or secondary to nerve injury, and trigger points, which are focal points of muscle tenderness and tension. However, these findings do not have to be present for the pain to be factual. BACK PAIN   Ã‚  Ã‚   Risk factors for chronic back pain following an acute episode include male gender, advanced age, evidence of nonorganic disease, leg pain, prolonged initial episode, and significant disability at onset. Chronic back pain symptoms and causes can be divided into myofascial or muscular, articular, and neurogenic types. Myofascial back pain is characterized by constant dull and occasional shooting pain that does not follow a classic nerve distribution. Pain may or may not be exacerbated by movement. Usually trigger points can be found at the site of greatest pain, and muscle atrophy is not found. Range of motion of the involved muscle is reduced, but there is no actual muscle weakness. Previous recommendations for bed rest in the treatment of back pain have proven counterproductive. Exercise programs have been found to be helpful in chronic low back pain. Articular back pain is characterized by constant or sharp pain that is exacerbated by movement and associated with local muscle spasm. Myofascial and articular back pain may be indistinguishable from each other except by advanced imaging techniques beyond the usual scope of practice in the ED. Neurogenic back pain is classically characterized by constant or intermittent pain that is burning, shooting, or aching. The pain is usually more severe in the leg than in the back and follows a dermatome. Muscle atrophy as well as reflex changes can be seen over time. DIAGNOSIS The most important task of the emergency physician is to distinguish chronic pain from an exacerbation that heralds a life- or limb-threatening condition. A complete history and physical examination should either confirm the chronic condition or point to the need for further evaluation when unexpected signs or symptoms are elicited. An electrocardiogram (ECG) may be needed in some cases of chronic myofascial chest pain to help differentiate it from acute ischemic chest pain. Because chronic pain patients may be frequent visitors to the ED, the entire staff may prejudge their complaint as chronic or factitious. Physicians should insist that routine procedures be followed, including a full triage assessment and a complete set of vital signs. Rarely is a provisional diagnosis of a chronic pain condition made for the first time in the ED. The exception is a form of post-nerve-injury pain, complex regional pain. The sharp pain from acute injuries, including fractures, rarely continues beyond 2 weeks duration. Pain in an injured body part beyond this period should alert the clinician to the possibility of nerve injury, and proper treatment, discussed below, should be instituted. Definitive diagnostic testing of chronic pain conditions is difficult, requires expert opinion, and often expensive procedures such as magnetic resonance imaging (MRI), computed tomography (CT), and thermography. Therefore, referral back to the primary source of care and eventual specialist referral are warranted to confirm the diagnosis. TREATMENT Emergency physicians must avoid labeling patients with pain as either drug seekers or legitimate patients deserving narcotics for pain relief. With these labels, emergency physicians may exacerbate the problem and promote the learned pain response, where patients believe that they must come to the ED for pain relief. Chronic pain patients often request narcotics, although the lure of going to the ED can be just as strong without receiving narcotics. Any drug that alters sensorium can exacerbate the learned pain response. The external rewards of visiting the ED for medication or evaluation are many: attention and comforting from family and nursing staff, status as a special patient who must go the ED for pain control, avoiding responsibilities at work and at home, potential money if litigation is involved, and potential income if a disability claim is pending. Treatment with opiates frequently contributes to the psychopathologic aspects of the disease. Chronic pain and disability lead to distress and increased stress in the life of the patient. The potentiated psychological stress heightens physiologic arousal, which increases pain sensations. Elevated pain sensations exacerbate the patients disability. Opiate use only temporarily relieves the pain sensations, but the side effects frequently increase the disability associated with chronic pain, therefore exacerbating the psychological stress and the syndrome. Furthermore, a new problem is created as the patient becomes preoccupied with seeking pain relief from opiates. Another essential consideration is that many types of chronic pain are poorly controlled by opiates, and yet the side effects remain. It is interesting to note that the presence of objective evidence of pain does little to influence a physicians administration of narcotics. Physicians opiate-prescribing habits are most commo nly prompted by observed pain behaviors, such as facial grimacing, audible expressions of distress, or patients avoidance of activity regardless of the physical findings. With the exception of cancer-related pain, the use of opioids in the treatment of chronic pain is controversial. Many pain specialists feel that they should not be used. There are two essential points that affect the use of opioids in the ED on which there is agreement: (1) opioids should only be used in chronic pain if they enhance function at home and at work, and (2) a single practitioner should be the sole prescriber of narcotics or should be aware of their administration by others. Finally, a previous narcotic addiction is a relative contraindication to the use of opioids in chronic pain. In contrast to the concerns listed above, narcotics are both recommended and effective treatment for cancer pain. Long-acting narcotics such as methadone or transdermal fentanyl may be more effective than the short-acting agents. . The medications listed under Primary ED Treatment are familiar to emergency physicians. While NSAIDs are most helpful in conditions where there is ongoing tissue injury, such as chronic inflammatory arthritis or cancer-related nerve or bone damage, they are also helpful in many cases of chronic pain where no evidence of tissue damage or inflammation is evident. Non-steroidal anti-inflammatory drugs have been shown to be more helpful in acute than in chronic pain. However, the need for long-standing treatment of chronic pain conditions may limit the safety of the NSAIDs. Standard dosing procedures may be followed except in the elderly: Antidepressants and, most commonly, the tricyclic antidepressant drugs, are the most frequently used drugs for the management of chronic pain. Often, effective pain control can be achieved at doses lower than typically required for relief of depression. Tricyclic antidepressants appears to enhance endogenous pain inhibitory mechanisms. When antidepressants are prescribed in the ED, a follow-up plan should be in place. Discussion with a pain specialist is often beneficial. The most common drug and dose is amitriptyline 10 to 25 mg, 2 h prior to bedtime. Anticonvulsants are used for several pain disorders, especially neuropathic pain. Anticonvulsants prevent bursts of action potentials, which may prevent the severe lancinating pain of certain neuropathic syndromes. Carbamazepine (start 100 to 200 mg/d), valproic acid (start 15 mg/kg/d divided), and clonazepam (start 0.5 mg/d) are the most frequently used. Muscle relaxants, such as cyclobenzaprine 10 mg every 8 h, have been useful for chronic pain patients. Their sedating effects may limit their success. Tramadol is an atypical centrally active analgesic. It has less respiratory depression, less tolerance, and less abuse potential than do opiates. Tramadol has been used with success in patients with fibromyalgia, migraine headaches, low back pain, and neuropathic pain. The dose of tramadol is 50 to 100 mg every 4 to 6 h by mouth. Chronic Pain in the Elderly Elderly patients frequently complain of chronic pain. Unfortunately, many of the commonly used medications for pain have higher complication rates in the elderly. In particular, the non-steroidal anti-inflammatory drugs (NSAIDs) are associated with higher rates of gastrointestinal bleeding and renal disease in the elderly. Opioids also may cause debilitating sedation and/or constipation in the elderly; however, opioids may have less debilitating side effects than NSAIDs. Doses of many agents should be reduced when treating the elderly, to avoid side effects, and it is essential that a follow-up plan be in place at the time of discharge. There is a perception that the elderly are under medicated for pain control. While this may be true, the elderly do not seem to be under medicated more than other age groups. Conclusion In the end you can notice that pain can affect any one at any age, and its management is not easy as anyone think, especially in chronic moderate to severe pain. The variety of drugs that synthesized for this purpose are too much now, but no class of these drugs can cure the different causes of pain, and scientists now a days improving the activity of these drugs. In fact the now by the end of 2009 working on new formulation that is said to cure pain caused by inflammation. Thus aspirin will only be used for its anticoagulant and antipyretic activities, but not for anti-inflammatory action, this will reduce the toxicity cases caused by the aspirin over doses if it is used as anti-inflammatory or pain relief agent. Most important is that people with pain must ask doctor to find the cause of pain, so he/she can give the right medication and cure any type of inflammation or cancer if there is any early before the exacerbating of the current case, then it will be too late to try to cure the advanced disease and death may occur in most of the cases, so be careful any small pain can be the start for any kind of disease starting from stress ending with fatal cancer.

Trumans Decision to use the atomic mom Essay -- American History, War

Truman’s decision to use atomic weapons has long been a controversial subject throughout the decades after he used it. Many scholars and people who surrounded the president at the time published memoirs and books about the decision to use the weapon. As years went, more works of writing and information were released which added more information to the vast knowledge we have of the decision to drop the bomb and of what the Japanese faced after the event took place. J. Samuel Walker wrote a book called Prompt & utter destruction which uses new knowledge gained about the bomb and new information the Japanese released, which Walker said, â€Å"has greatly enriched our understanding of the agonizing deliberations in Tokyo over ending the war† (ix).Walker did not take any sides in the book, however, he uses what material from the first book and new sources of information to evaluate why President Truman made his decision. The main focus of Walker’s book is to answer w hy President Truman used atomic bombs against Japan and open more discussion to the question â€Å"was the bomb militarily necessary or was it used primarily for political/diplomatic reasons that had more to do with impressing the Soviets than winning the war against Japan?† (xii), which Walker said the question â€Å"divided specialists† (xii). Throughout Walker’s book, he focuses on President Truman’s choice of using the atomic bomb on Japan, Truman’s advisers who were General George C. Marshall and Secretary of War Henry L. Stimson agreed that the bomb was necessary. President Truman believed that the bomb was necessary to spare â€Å"the lives of hundreds of thousands of American soldiers† (4). The book points out that Truman never had a â€Å"categorical choice† (5) when choosing to use the... ...e forever by the bomb. On the Japanese side they did decline the Potsdam Declaration. Truman gave the Japanese the choice to accept but the declaration. I admired the United States for giving warning. Walker did give some history of post-WWII, but I am particularly interested in the environmental effect of Hiroshima and how did Japan rebuild after the bomb. I think he lacked in this department when he wrote the book. My final say is the first bomb was necessary and I thought being in American hands was the best thing at the time to have. I think the second bomb was unnecessary and I also blame the Americans for not giving ample of time for the Japanese to surrender. The Japanese did downplay the destruction of the bomb and I think this was a flaw. Lastly I thought the book should have had more on post war and onwards of the effects on both sides.