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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Computer Engineering essays Computer engineering involves computer hardware and machines, but precisely what does a computer engineer do? What is the job like and what must one do to become a computer engineer? How does the University of Maine prepare students for this career or others, and what is the school like in terms of its environment, campus, student body, activities, and other? What does it take to attend school there and how much does it cost? Computer hardware engineers design, develop, research, and test hardware and supervise its manufacture and installation. Hardware refers to computer chips, circuit boards, computer systems, and related equipment such as keyboards, modems, printers, and speakers. The job description of a computer engineer is very similar to that of an electronics engineer; computer hardware engineers work exclusively with computers and their related equipment. (www.bls.gov...) Aside from design and development tasks, computer hardware engineers may supervise the manufacture and installation of computers and equipment. The rapid advances in computer technology are largely a result of the research, development, and design efforts of computer hardware engineers. To keep up with technological advances, these engineers must continually update their knowledge. (www.bls.gov...) The number of computer hardware engineers is relatively small compared with the number of computer-related workers who work with software or computer applications. There were approximately 74,000 computer hardware engineering jobs in 2002. Nearly 40 percent worked in computer and electronic manufacturing. About one-quarter worked in professional, scientific, and technical services firms, many of which provided services to the computer industry. Most of the rest were employed in telecommunications. (www.bls.gov...) There may be moderately difficult competition for computer engineers to find jobs because the number of deg...

Cyber Journalism (See detail) Research Paper Example | Topics and Well Written Essays - 2250 words

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.

Business Model of Amazon Essay

Amazon.com is the pioneering bookstore on the Internet that first opened in July 1995 by Jeff Bezos. The firm offers online shopping services and partnership opportunities such as online search for books, music and video items. The products that they sell include an array of audio, video and book titles. Amazon has one of the widest selections and employs international shipping to virtually every corner of the globe in just a few days. Amazon’s focus is having the biggest selection of free-electronic greeting cards, online auction and millions of books, CDs, videos, DVDs, toys and electronics. They have expanded to different areas of the world, such as Amazon.co.uk and Amazon.de, to service consumers outside of the United States. They aim to be a Cost leader in which their firm has lower costs than the competitors. They have employed different Amazon branches in different parts of the world to lower costs. This allows Amazon to ship their products at a lower price from each po int of shipment to the consumer. In recent years, Amazon.com has expanded from being just an online bookstore to an all around online shopping experience. They have coined the tag line â€Å"Earth’s biggest selection†. Amazon has diversified into different websites. These are the Internet Movie Database (www.imdb.com), LiveBid.com, amazon.livebid.com, drugstore.com (an online retail and information about health and wellness), gear.com (online sporting goods company), homegrocer.com (online grocery shopping and delivery), pets.com (largest pet supply online shopping site), ashford.com (online luxury and premium shopping) and eZiba.com (online retailer of handcrafted products). Five Forces Model for Industry Analysis New Entrants The online bookstore industry that Amazon.com has pioneered in was, at first, very hard to penetrate. There were different barriers such as distributing capabilities and the variety of the selection offered that are supposed to be hurdled. Amazon successfully solved the tricky parameters as being the first one to get into the whole idea of online retail. With being the first, they had the luxury to set what were the norms for the industry. Factors that may lower these barrier tactics would be a wider selection and the  ability to go to an actual bookstore to exchange or return books or other products. This network of â€Å"actual† retail spaces makes it easier for the consumer to return or exchange the products they were not satisfied with. These handicaps of Amazon were the basis for the emergence of book retail giants Barnes and Noble and Borders in the online shopping industry. Industry Competitors The major competitors of Amazon are Barnes and Noble and Borders. Barnes and Noble is a retail giant offering books and CDs both in their outlets all over the country. It opened their online industry in 1997 and has become the fourth largest e-commerce sites today. Focused largely on the sale of books, music, software, magazines, prints, posters, and related products, the company has capitalized on the recognized brand value of the Barnes & Noble name to become the second largest, and one of the fastest growing, online distributors of books. Their â€Å"advantage† to Amazon is the brand name and the availability of actual retail outlets in which consumers could go in to exchange or return products easily. They also have an established book selection based in their retail operations. Borders is another multi-media retail store found in major cities around the country. Started out as a small bookshop in the college town of Ann Arbor, Michigan, it has since expanded into one of the finest bookstores. In 1992, Borders was bought by the Kmart group which further flourished the company into a Multi Media Giant with a wide selection of Audio, Video and Books found throughout the United States. The Online Bookstore industry have become a fierce business which involves discounts, varied selections and fast delivery in which all three companies are challenging each other. Buyers The consumers of this industry can be found in every corner of the population. These are mostly people who have had some form of higher education and have access to the Internet and computers. The segment of online shoppers has increased dramatically in recent years due to the convenience of shopping in the comforts of the home and the accessibility of the Internet. These developments have made it easier for consumers to log on and buy on the Internet. Consumers also tend to compare prices among the retail leaders such that buyers are able to buy products with very big  discounts compared to ones bought in â€Å"actual† retail outlets. The bargaining power of the consumer is based on the competitive strategies of each active firm in the industry. Thus, consumers can challenge one firm for charging more than the other one such that the firm will beat the price of the competing firm. Suppliers Amazon’s suppliers range from the publishing and media houses to electronics’ manufacturers. Amazon buys all their books, videos and audio CDs from the multi media houses and publishing giants such as Time Warner, Doubleday etc. Amazon also has alliances with other bookstores to cover orders that they cannot serve. Substitutes The substitutes for Amazon and other online bookstores are the â€Å"actual† book retailers and music stores such as Barnes and Nobles, Virgin Megastore, Tower Records, Sam Goody and other small mom-and-pop outlets. With the rise of online retail, there will be little impact from these substitutes. One impact would be some consumers who would like to hold or listen to their purchases prior to buying and those who are into the whole â€Å"shopping experience†. Barnes and Nobles have jumped into online retail and have succeeded into diversifying into the new e-commerce industry. Industrial Organization Model Degree of Competition Due to the shift of focus for Amazon, it has become the â€Å"Earth’s biggest anything store†. Its competitors have expanded from just online book retailers Barnes and Nobles and Borders to top audio retailers CDNOW.com and online auction house EBAY.com. Amazon has an overall lead of 40% market share against the other online retail firms. Their international business has more than doubled over the past 2 years and this growth increased Amazon’s share in the online business market. Life Cycle Amazon, in it’s first years, had negative income but the rise of e-commerce sites and being the pioneer made the succeeding years led to boom time for them. Their growth period was during 1994 to 1995 when they were the first of its kind in the world. They incurred very high costs in terms of  distributions to customers. Still with a negative income, Amazon went public in 1997 and had one of the biggest IPOs of the time. With investors banking on future positive cash flow for this company, Amazon’s market value soared. Many people caught on with the idea of online shopping, thus, Amazon’s success. Amazon’s success as an online retailer prompted bricks-and-mortar rivals Barnes and Noble and Borders to join in. Competition decreased Amazon’s profitability so in the past couple of years, Amazon has expanded to more than books, audio and video to electronics and other retail concepts. Social Relevance Amazon’s products are marketed for every consumer possible. Books, audio, video and electronics are appreciated by majority of the population especially those who have access to the Internet. Amazon is active in pursuing literacy programs for young children by collaborating with the makers of the Dr. Seuss books. They have actively participated in the Dr. Seuss shops, story telling sessions and Dr. Seuss days. Degree of Globalization Amazon’s strength internationally lies within its networks in major ports and cities around the Globe. Amazon first started out in Seattle but as soon as they have established a niche market, they have opened shop all over the nation and in cities such as London, Berlin, The Hague, Paris, Tokyo, Singapore and many more. These branches overseas improves their delivery service to a wide consumer base. Extent of Government Control There has not been many government regulations regarding online retailing. A group of CEOs whose firms that are engaged in such practices have formed an organization called Global Business Dialogue. This GBD group supports the development of a seamless global system that delivers the broadest array of goods and services to the largest number of consumers at the most competitive prices. This work effort will: offer recommendations to the WTO, including making the moratorium on online tariffs permanent; and collaborate with governments to target and eliminate discriminations against, or other non-tariff barriers to global trade in, electronic commerce. This working group will also provide an avenue for the GBDs to consider and promote the  growth of the electronic marketplace in an environment unencumbered by detrimental taxation. Degree of Vertical Integration Amazon’s primary value chain includes purchasing/sourcing, marketing, distribution and after-sales services, which includes returns and exchanges from unsatisfied customers. Their main focus is in the purchasing/sourcing and in the distribution of the products to the consumers. Their investments are therefore, geared towards warehouses in key points of high consumer demand areas and an efficient delivery and distributing system to service all its consumers. Thus, Amazon controls most of its distributing system that spans across borders. Inter Organization of Network Economics Amazon in its efforts to sustain its market leadership in the online retailing industry has tied up with various online organizations. Netscape Navigator and Amazon will offer members of Netscape Netcenter a co-branded storefront where Earth’s Biggest Bookstore will be easily accessed through Netscape Netcenter (home.netscape.com). In addition, Amazon.com has multi-year exclusive and premier bookseller relationships with 5 of the top 6 sites on the World Wide Web: AOL.com, Yahoo!, Netscape, GeoCities, and Excite. These partnerships widen Amazon’s presence in the World Wide Web. Sensitivity to Business Cycles The Online retailing business has a very quick cyclical growth. Amazon being one of the firsts to venture in this type of commerce are all ready in what seems to be in their decline stage where market share is declining. Therefore, Amazon is expanding to different industries within online retailing. Amazon and other online retailing firms are very sensitive to business cycles due to the speed of technology involved in the services they offer. Dynamics of New Knowledge Generation Online retailing relies on the work of an excellent distribution system. Amazon has invested their money into expanding their network of distribution centers around the globe. They also have investments in creating better technology for tracking orders and giving efficient delivery systems for their customers. Amazon.com has remained on top of the online retailing  business despite the entrance of giants such as Barnes and Nobles and Borders. Their success is attributed to two factors; timing and continuing to invest heavily into the inventory and distribution systems. Amazon, by being the first of its kind, has a big lead over the nearest competitors due to their experience and its reputation as the first movers. Their thrust remains on improving efficient delivery systems across borders and to build name recognition as the number one retailing firm in the Internet. They have also ventured into different retail options to keep that lead. Marketing, Innovative inventory and distribution systems, and name recall have helped Amazon build a sustainable competitive advantage. In order for any online retail company to remain prosperous and income generating, they must invest a lot of time and money into research and development of more efficient operations and distributions systems. This proved to be key for the Market Leader in online retailing, Amazon.Com. Mary Grace Velasco,College of Business Administration,Senior, Fordham University,Fall 2000

How to Write a Description Essay on Business Communication

How to Write a Description Essay on Business Communication When you write a description essay you want to recognize that the piece of writing you are tackling is something intended to describe a person or thing, something that appeals to all five senses. You want to first pick your subject. Then you want to look for the most dominant details involved in that subject. You want to make sure that you select supporting details that can help you review for the reader that one key idea. Once this is done you want to organize the details in whatever organizational method seems most appropriate to you. You might want to focus on details from specific to general, from general to specific, or in a chronological order. The choice is yours. You want to incorporate description words that help you to be specific and to explore the senses. You never want to just say that something was beautiful. Beautiful is a word that might conjure different ideas in the minds of different readers. In order for your final work to be most effective, you need to be able to describe things with such specific senses and details that every reader who stumbles upon your work will read it and have the exact same image pop into their head. This is the real goal. The Five Senses When you sit down to write a description, you should aim to utilize all five senses. By using all given senses you can guarantee that your reader will be put into the exact place you want. If you are writing about a specific location, use all five senses to place the reader’s imagination in that location. If you are writing about a specific food, plant, person, or landscape, use all five senses to place the reader exactly where you want them. Remember that people have vivid imaginations and what someone else images may not be what you imagine. The more details you include, the better it will be for the reader and their experience. Your goal here is to incorporate as many of the sensory details as you can to give your reader a comprehensive mental image. How to List Information If you are unsure whether or not you’ve included enough sensory details, you can use an outline. If you are not sure whether or not you adequately covered the different senses you need to include for your writing assignment, you can also rely on an organizational planning method. To do this, begin by listing the senses you want to cover in your paper. Pick either a Roman numeral, letter, bullet point, or number and then make a list for each of the senses with that. Beneath the different senses, you should use a lower case Roman numeral, lower case letter, different bullet point, or different number to denote each of your supporting details, the insight you want to include, or the adjectives you will highlight in your paper. **Note: There is not necessarily a right or wrong way to organize your paper. This means that you should feel free to use the outline as a tool to move around the organization, to play with various styles, and to work with different orders of information until you find the one which best suits the purpose of your paper. You want the organizational method which helps you best present your thoughts. ** Isn’t this guide fantastic? Hope it will provide sufficient help for you to complete your assignment. Don’t forget to check our 10 facts on business communication for a description essay as well as 20 topics and 1 sample for paper of this kind of an essay.

Symmetrical family Essays

Symmetrical family Essays Symmetrical family Paper Symmetrical family Paper The family is the basic structural unit of society. The detailed structure of the family varies enormously due to circumstances such as social class, ethnic background and cultural influences. The family system in Britain is sometimes loosely referred to as patrilineal. This is down to surnames and titles are inherited from our fathers not our mothers, but there is no moral code in Britian that says a mothers family is not important, it is usually down to personal preference. Britain can be best described as multi-lineal system. All though Britain is not strictly patrilineal some people believe we still live in a patriarchy society, where men have more power than women. And some feminists believe there is still the patriarchal family. Where the family is dominated by the male and women are classed as inferior and have no equality. This paper is going to look at the way relationships between men and women have changed within the family in Britian. Firstly it will look at the way structures of men and womens roles within the family have changed with time and the social and demographic occurances for these changes. It will look at the research on family life in London by Willmott and Young and their theory that there was a rise in the symmetrical family. The paper will then move onto the feminists views of the Symmetrical family and review Oakleys own research onto shared conjugal roles within the family which provided evidence against Willmott and Youngs theory. Moving then to look at other research carried out by Pahl, Edgell, Yeandle which like Oakleys research was to measure the symmetry in roles within the family. The structure of familys and relationships between husband and wife have changed considrebly over the years. Sociologists divided these changes into phases. About 150 years ago before britian became based on industry, most people worked in argriculture. Husband and wife were generally equal. This phase 1 pre-industrial family was characterized by shared purpose of economic production where home and work was one. Although husband and wife relied upon one another, sociologists have stated they didnt have close relationships. 2nd phase industrial family saw women lose their independence. Equality laws which were put in place restricted the hours women could work. Roles between Husband and wife became segregrated. Men were the sole breadwinners and were the ones whom would take charge within the family. The role of mother and housewife became the norm for women. There was however a difference between the working and middle class. The middle-class women were not expected to do any work only to supervise the cleaning lady or nanny, while the husband would go out to work to provide for the family. In the working class child-rearing and household chores were solely the responsibility of the women. The men would work all day then socialize outside the home. The women was increasingly home centred and often close to other females members of their family. Phase 3 the contemporary family happened between 1930s and 1950s. There was a significant change between the relationship between middle-class husband and wife. They had a more closer relationship, made joint decisions and enjoyed leisure activities together . This marked a move towards equality. The wife was still responsible for housework and child-rearing but the husband would help. (Moore, 159) Now that we have briefly looked at the changes in the history of families the paper will now look at Wilmott and Young studies. They researched family life in London and found that family life in britian was becoming increasingly symmettrical. Abbott, pg140) The family is home centered and there conjugal roles are similar. The ideal-type symmetrical family is balanced. Both husband and wife work, each contributing to the family income. Domestic roles along with caring for children are shared. (Wilson, pg 64) The rise in Symmetrical family is down to social and demographic changes. Contraception meant women could choose to limit having children. There was better living conditions aswell which meant home was more attractive with men choosing to stay at home watching television. (Moore, pg 185). There were a number of legal changes also which some say brought women near equality to men particurly in the employment sector. There was the Equal Pay Act in 1970, Sex Discrimination Act in 1975 and Employment Protection Act also in 1975. Women gained financial independence from their husbands by working. (Wilson, pg58) Other legal changes that which could of affected men and womens relationships was the 1969 Divorce Reform Act which introduced new grounds for divorce aswell as changing the way people looked upon women who divorced. Marriage was now seen as mutual commitment rather than legal enforceable contract (Allan, Crow, pg 24) Feminists argue that the family is not Symmetrical. They state that household roles are not joint and it is still regarded as the womens duty to look after the children, cook, do house hold chores and go out to work. With men only helping occassionnaly and then being seen as good husbands. (Moore, pg 185) Feminist Ann Oakley critisised Willmott and Youngs theory that husbands help around the home is not accurate, as could just mean washing up once a week. She conducted her own research on 40 housewives aged 20 30. She found that middle-class husbands did help with some domestic chores the majority was left to their wives. Only a quarter of them helped to a high level with childcare. In Oakleys view even though there has been an increase in women working being a housewife is still seen as there primary role. Yeandle (1984) argues women now face a double burden of responsibility by contributing to the family budget, childrearing and domestic chores. Women seem to have less time to concentrate on their careers as they are never off duty. The domestic division of labour does have its critics. Oakleys investigation may have overlooked tasks which men generally seem to do such as DIY, fixing the car and decorating. This approach also ignores that a women may get satisfaction from keeping a home, being a mother and going to work. Also Oakley only interviewed wifes therefore making her claims bias as the husband got no say as to what jobs he did. Another approach to measuring the symmetry of the family is to examine the division of decision making. Pahl (1993) interviewed 102 couples with children. She focused her study on each partners financial contribution to the family income and whether it effects who makes the decisions within a family. His results showed that the most common result was that the money was shared but the husband had the most control over it and the wife had a lower income. The least common result was where the women had most control. Overall in some couples there was equality but most cases it was the men who had more patriarchal power. Stephen Edgell (1980) conducted research on middle-class and professional couples. He found that women had the bulk of decision making responsibilities such as buying food, clothing and decorating whereas the men dominated important decisions such as moving home, holidays or major purchases such as a new car. His theory for this was that men usually earn more than their wifes, meaning they are financially dependant on their husbands which means they have a smaller right in decision making. From all this evidence it shows that all though womens employment opportunities have increased it has little affect on conjugal roles. It backs up the theories of Marxist and Feminists who see womens domestic labour as exploitation. Radical feminists see their biological role of childbearing as the reason for oppression by men whereas Marxists see economic power as their oppression. After looking at the above it does show that there has been a move forward to equality between men and women. It would seem there is still quite a way to go before there is real symmetry between family roles as shown by Edgell, Pahl. Yeandle and Oakley. From the studies though it does show that men are becoming more involved at home within the family and the relationship between husband and wife has greatly improved in terms of decision making, its the roles of domestic housework which seems largely segregated. All though there is still some patriarchal power it is nothing like it once was.

British Television Comedy Essay Example | Topics and Well Written Essays - 1500 words

British Television Comedy - Essay Example Negative health effects can become evident if a person sits around the house all day watching TV. But is there anything positive that can be said about television? Educational programs are believed to be a positive element ÃŽ ¿f television, since those watching will learn from the show. Television is also viewed as being a way for anyone to connect to the world. Basically, television allows us to gain knowledge about events occurring in China, Brazil, and all around the world. Television allows us to communicate with each other. And ÃŽ ¿f course, the main positive aspect ÃŽ ¿f television is that it provides us with entertainment. Feeling bored with nothing to do? Turn on the TV for a half hour and enjoy your favourite television show. As you can see, there are both positive and negative effects associated with television. But no matter what anyone says, one thing is clear: television is here to stay. The technology keeps getting better, as more and more channels become available to us. Television ratings today are higher than ever. People are tuning in, and television is a part ÃŽ ¿f almost everyones life. Violence on TV effects people, especially children, in negative ways. Before the average American child leaves elementary school, researchers estimate that he or she will have witnessed more than 8,000 murders on television. Nearly 3,000 studies have found a connection between television violence and real violence. For example, studies involving children show that the more violence a child watches on TV, the more violent he or she will act. People that watch TV are influenced by what they watch. For example, a person might watch a man swearing on television, and then they use the same swear words as the person on television did. Or a young girl might watch a show in which all ÃŽ ¿f the main characters are skinny, and because ÃŽ ¿f this she might want to make herself thinner, endangering her health in the process. Some people become addicted to TV. They watch

Mass Murderer Case Study Example | Topics and Well Written Essays - 750 words

Mass Murderer - Case Study Example When looking at the case of Charles Manson, one could begin to list a myriad of reasons for his crimes, starting all the way at the beginning of his life. Even in his younger years, Manson was subjected to crime, and went in and out of several different protection camps until he was finally sent to the National Training Schools for Boys in Washington D.C. His turn to crime can be traced back to his unstable family life, his mother was a drunk and he may never have known his real father. He lived between family members, and even at one time in his life was sold by his mother so she could get some alcohol. His uncle had to go take him back, and thus began Manson's movement in and out of family homes, as well as the prison and rehabilitation crimes schools he would go in and out of for the next years of his life. Manson's life of crime only continued, as his criminal behavior in jail kept him in prison until March 21, 1967. Upon his release then, he had spent less than his thirty two years in various prisons across the country. However, for Manson, his worst crimes were still yet to come. They could easily be foreshadowed by his previous record of crime and unwillingness to cope with the law. If one simply was to glance at this past record, it is not a surprise that Manson turned out the way that he did. Now that Manson was out of jail, he was able to amass alm... and always being shuffled in and out of homes and schools, I feel Manson did not grow up as he should, and suffered from a lack of a stable conscience. As he continued to grow, this is evident through his massing of a "Family", as it would later be called, and the gruesome murders that would later be carried out on his command. As his Family continues to grow, his supports became even more loyal to him. A huge Beatles fan, Manson preached to his followers that mass murders were to come, and that riots between blacks and whites due to racial tension were due to break out at any time. However, it was Manson's family themselves who broke out the murders, and in an odd way brought Manson's teachings to life. Although it is uncertain if Manson committed any of the murders himself, it is for sure that he ordered them and played a pivotal role in what happened the nights of all the murders. After all of these murders, Manson would be sentenced to death on seven counts of murder and one count of conspiracy. Manson was just recently denied parole again, and is not up for parole until 2012. His case is often connected with the counter culture of the time, and Manson may be one of the most infamous murderers of this age. Throughout his whole life, Manson never really stood still. Being brought up in a shaky, unstable environment, and having to go through all those prisons at such a young age, and even having a lack of strong role models, all seem to compact into the idea of what he turned into. He seemed to somewhat loose touch with right and wrong, possibly because he never really was taught what right and wrong was. I believe that these reasons all strongly weighed on Manson, and ultimately made him become who he turned out to be. If Manson had had a better childhood, been