Total Quality Management xxxxx Company Essay Example | Topics and Well Written Essays - 2500 words

Total Quality Management xxxxx Company - Essay Example oblems the company faced having atrophied somewhat due to its own success, a victim of its own success in a way, and also by the onset of competition chiefly from Apple with the iPhone and the Android army led by Samsung. Indeed, by the time the sale had been completed, Apple and Samsung had completely taken over the market for smart phones, generating the bulk of all profits for the entire industry, even as Nokia continued to tank in terms of both sales and profits. While the top top performers prospered, Nokia continued to bleed money from its unsuccessful attempts to hawk Microsoft Windows Phones and to revive its fortunes after the collapse of its Symbian handset business. What remains of the company afterwards, on the other hand, remains formidable, with the networks infrastructure business providing the bulk of all revenues. The two other groups, essentially patents and research and development on the one hand and the mapping business on the other, are deemed as forming the int ellectual heart of the Nokia business, and is expected to generate new businesses in terms of new product innovations, new mapping products, and new ways to monetize the large cachet of patents that Nokia owns. The idea is that having sold its handset business to Microsoft, which had been bleeding money and causing Nokia’s finances to collapse, Nokia can reboot itself and change course, with a new strategy that is able to leverage its intellectual property assets, its good name, and its very vital relationships within the industry (Cheng, 2014; Rockman, 2014; Thomas, 2014; Scott, 2014). The partnership with Microsoft began as a software deal, with Microsoft providing incentives for Nokia’s using Windows Phone software that amounted to some on-going cash infusions to support the use of the software for Nokia’s phones. The problem with that partnership is that Windows Phone was not ready to compete with iOS and with Android at the time of the sealing of the deal, and so even as

Rhetorical Analysis (Ad Critique) Essay Example | Topics and Well Written Essays - 500 words

Rhetorical Analysis (Ad Critique) - Essay Example The advertisement may look silly and nonsensical. It showed how everybody was moved to dance including the characters in the video game and painting but this silliness made the audience immediately understand what the ad is all about – that it is an energy drink. The audience may not understand what is in the drink or what the ingredients are, but they know that whatever is in the energy can surely make one move. Of course the audience know that the advertisement is exaggerated. But they do not necessarily believe whatever was shown in the ad that even the animals, painting and video character dance. The ad may not be physically feasible but it appealed to the audience’s tickle bone that made the advertisement funny and memorable. In this advertisement, the pathos or emotional is taken to the extreme because other rhetorical device were discarded particularly the logos or logic. In an effort of the advertisement to make an impression to its audience through the use of pathos, it disregarded the consideration of logic. Such, the advertisement did not mind if it made any sense or not. It just wanted to sell its product after all and not to make sense. Mountain Dew knows that it is not reason that makes people buy but rather their emotion. So the approach of the advertisement is to make a point that the audience understands that the product that the advertisement is trying to sell will make them energetic. It was able to achieve this by showing that everybody in the ad danced after the main characters drank the energy drink. Never mind if it is impossible or silly to see a painting dance or a mounted deer or even a dog to dance. As long as the audience finds it cute and made them smile or laugh, then the ad had served its purpose of appealing to the emotion of the audience and most likely, they will buy the product when they see one. The Mountain Dew Kickstart

The Metamorphosis Symbolism

The Metamorphosis Symbolism The opening line of the story is shocking and bizarre. One morning, upon awakening from agitated dreams, Gregor Samsa found himself, in his bed, transformed into a monstrous vermin. In other words, Gregor is transformed overnight from a human being into a bug. Although it is unclear whether this metamorphosis is literal or figurative, this transformation is undoubtedly the focus of the entire story. Gregors lack of anxiety or panic upon recognizing his dreadful predicament is noteworthy. His conclusion that taking a later train to work will solve his problem is amusing. Taken literally, becoming an insect is reason to panic. His reaction suggests that the metamorphosis was subconscious; he did not literally change into a bug but rather gradually realized his status and felt like a bug. Eventually, however, Gregor realizes that he is just being used by his family. After this reality sinks in, symbolized by his agitated dreams, Gregory actually feels like a bug. He recognizes his isolation and alienation from society. The grand metamorphosis takes place, and eventually Gregor experiences a complete role reversal. He tries to catch the next train to work and to continue as he had before his realization. However, Gregor is so distraught that he cannot bring himself to get out of bed. Subconsciously he can no longer tolerate his familys treatment of him. However, it is only after his oversleeping that Gregor can begin to acknowledge his wasteful existence. Gregors oversleeping through agitated dreams represents his resentment of his pathetic situation. Before his transformation he would quickly jump out of bed to continue his miserable life without considering an alternative lifestyle. In his sleep however he is afforded the opportunity to momentarily escape life to contemplate his inner turmoil. The agitated dreams represent his pitiable existence; the oversleeping serves as the initial stage of Gregor recognizing this existence. Gregor is not the only character in this story that experiences a transformation. His parents and his sister are forced to change as well in order to adapt to their new circumstances. Upon realizing Gregors metamorphosis, his family leaves him in his room and isolates him, just as they had done in the past. His mother cant stand the sight of him, and they separate further. Gregors father is forced to return to work and thereby assumes the role of supporting the family. As long as Gregor was working, his father was unwilling to pursue a career; rather, he was content to let Gregor support the family all by himself. Thus, Gregors working allows Mr. Samsa to sit home all day doing nothing. It is only through Gregors inability to work that his father is forced to assume the role of supporting the family. Consequently, Gregors sickness and death facilitates his fathers career development. In his sickness, even his father cannot stand the sight of him and in disgust fatally wounds Gregor by throwing an apple at him. Kafka uses the apple to make a biblical allusion to symbolize the apple from the tree of knowledge. The apple represents Gregors awareness of his pitiful existence. His father throws the apple at him to show that Gregor is being rejected by his family. This new reality of alienation and isolation drives him to his ultimately fatal mental state. His fathers unhealthy dependence on his son leads Gregor to feel estranged. This alienation causes Gregor to manifest his feelings of worthlessness and isolation in a way that would affect his body. This mental breakdown eventually drives Gregor mad leading to his untimely death. Unlike Mr. Samsa, Gregorys sister cares for him and attempts to nurse him back to health by providing him with food and encouragement. However, even she is unable to put up with him after a while. She comments that the bug cannot possibly be Gregor as if it were he would have realized long ago that human beings cannot possibly live with such an animal and he would have left of his own accord. At that point, being completely stripped of his humanity and being, completely rejected by his family, Gregors transformation to a bug is complete. Ironically, Gregors miserable life of serving his family is better than the alternative. Once he can no longer provide for his family, life was not worth living. After Gregor is dead, the Samsas are relieved, and they make plans for their daughter to get married. As long as Gregor was alive, his family is unable to proceed through life and move on. Rather, they depended on Gregor for everything and made no effort to be productive. Their troubled relationship with Gregor was thereby harmful to the entire family. The numerous transformations in The Metamorphosis emphasize the importance of maintaining healthy relationships. The dysfunctional Samsa household relies on their son Gregory to support the entire family. This ridiculous role reversal not only causes Gregor to have a mental breakdown, but also prevents the rest of his family from pursuing their own careers. Only after Gregorys death is his family able to move on with life. Kafka uses the transformations in The Metamorphosis to reinforce the importance of maintaining healthy relationships. When people get caught in abusive relationships, their entire families fall apart. The important lessons that Kafka teaches in The Metamorphosis continue to have relevance today.

The History of Kingston Penitentiary :: Canada

The History of Kingston Penitentiary Kingston Penitentiary is located on the shore of Lake Ontario in Ontario, Canada. It has served as the main symbol of punishment in Canadian society. Penitentiary Houses were first created in Great Britain in 1779. It was on June 1, 1835 that Kingston Penitentiary formerly known as the Provincial Penitentiary admitted its first six inmates. It represented a new world of confinement that removed the convict from his community and regimented his life. It introduced society to a new notion of punishment and reform. (Curtis et al, 1985) People expect a penitentiary to hold inmates, especially dangerous ones, for as long as the court determines they should serve. Kingston Penitentiary has been doing that for many years. But it has also dedicated to the reform of inmates. What that means has changed dramatically over time. (Curtis et al, 1985) The first inmate to enter Kingston Penitentiary was Mathew Tavender who was sentenced to serve three years for grand larceny. He was placed in cell number four and was put two work as a stonecutter two days later. He was whipped on August 30, 1835 which was three months after his arrival, along with inmate number two, John Hamilton. John Hamilton was sentenced to three years for felony. He was made a stonecutter on his third day and then a mason. Both he and Mathew Tavender were whipped together which may imply they tried to make contact with each other, this was strictly forbidden. Inmate number three was Edward Middlehurst who was sentenced to five years for grand larceny but was actually released. He was the first carpenter at the penitentiary but after a year got sick and was moved to another cell. He is not on record on the roster after he was sick for three months, so whatever he had must have been contagious. He may have received a pardon which was a common way to deal with sick convicts. It was felt that it was better for diseased people to stay outside of the prison walls so the sickness would not spread to the others. The penitentiary was not equipped to deal with death because it had no cemetery but still had to pay for a gravedigger if someone died on the inside. John O'Rourke, inmate number four was sentenced to five years for grand larceny. He received his first rawhide beating two short weeks after his arrival.

Beowulf/Grendel Trial or Debate Activity Essay

Two teams will debate the merits of Grendel’s viewpoint. The rest of the class will act as judges and rate the winning team. (ALL students will contribute to the debate by helping to suggest/refine talking points – each group will vote for members to participate in debate). Resolved: Since the world and everything in it is an unplanned accident, existence is meaningless ;the past is irrelevant; nothing matters. For: This team will take the attitude that the proposition is true. They will try to prove it by using the arguments and experiences of Grendel and the dragon. Against: This team will take the attitude that the proposition is false. They will try to prove it by using the arguments of Unferth, Beowulf, the Shaper, Ork, and any other evidence in the story. Rules: 1. No evidence is admissible unless it can be supported by the novel. 2. Each team will have three, two-minute chances to speak. In the first two-minute period they will present their argument. The second two-minute period will be used for rebuttal. In the rebuttal period, a team may argue only points which the other side has presented. The third two-minute period will be a summation (summarize main talking points/close argument). 3. At the close of the debate, the rating will be collected, added, and the results announced. (from The Center for Learning) Trial: Participate in a trial of Grendel, either as judge, member of jury, court officer, court reporter, prosecutor, defense lawyer, the defendant, or a witness. (from The Center for Learning) Standards for either Debate of Trial: 11-12.RL.1, 11-12.RL.3, 11-12.RL.7, 11-12.W.1, 11-12.W.9, 11-12.SL.1, 11-12.SL.3, 11-12.SL.4

Nursing Opportunities in NYU Downtown Hospital

Nurses are indispensable members of the work force unit division in health care system whose main role is to provide for doctor’s assistance and cater to the health status and palliative care of the patients. Technically though, the nurses have higher specialized forms or masteral degrees which elevates them to a higher position in hospital departments (e.g. perioperative nurse). The NYU Downtown Hospital is the only hospital in Manhattan that caters to the healthcare of the Lower Manhattan Community specifically that of the Chinese community. The hospital employs wide and diverse medical professionals to provide for quality healthcare of the community and amongst the members of the workforce are the nurses. In NYU Downtown, the hospital’s selection of nurses for a specific job requires a basic New York Registered Nurse qualification and related experiences. The nursing opportunities for the hospital vary from jobs descriptive of leadership, staffs and per diem positions. Vacancies in leadership positions are on the following types: Nurse Manager for the peri-operative division, clinical nurse specialist in the Maternal Child Health Division, Nursing Administrative Supervisors for morning and evening shifts, and Registered Nurse Case Manager. For the staff positions, there are vacancies in the following departments and the corresponding time table: Emergency Room, Operating Room and Labor and Delivery for 12 hr duty day or night and Licensed Practical Nurses (LPNs) positions for 7.5 hr per day. Per diems are available for all units in the hospital on all shifts. The workplace is suitable for nurse employment because aside from sufficient wages and benefits, the hospital meets the standards of the healthcare system in terms of management and services rendered. The salary of registered nurses in the district is $53, 065 as of 2002 with an annual increase rate of 1% per year. Benefits include health,   dental , liability insurance, disability and   compensation programs, refunds and   annuity plans. Subsidies for houses, parkings and discounts are also available for employees. NYU Downtown Hospital’s vacancies for nursing positions mirror one of the stigmas of the New York medical profession nowadays — nursing shortage. As previously mentioned the singularity of the hospital in the area implies a huge demand for medical practitioners including the nurses. Unfortunately, in the entire New York, the supply of nurses does not meet the high rate of nurse demand. Although there are more than 234,000 Registered Nurses and 68,900 LPNs in 2001, the prediction for nurse sustainability is bad since there was an overall drop for the 1999 to 2001. Slow growth rate for Registered Nurses may indicate problems for the quality healthcare and     according to he National Sample Survey of registered Nurses, the state ranked second to the last in terms of RN percentage employment. The nursing shortage in New York are caused by several factors: aging workforce, increased job opportunities for women, low wages and benefits and other related factors which caused a decreased in the supply. Manhattan’s Downtown Hospital is aggravated, because as the lone hospital they must cater to both the resident and the non-resident community. (Non-residents are approximated at almost 400,000 per day.) The general trend for nursing shortage creates opportunities for work in the nursing arena in the New York Downtown Hospital. Although, the workplace and the salaries are sufficient enough for nursing occupation, NYU Downtown’s nursing problems may be fueled by a larger economic workforce crisis in the nursing arena. References Beu, B. â€Å"The nursing shortage and the nurse reinvestment act.† AORN Journ., 79(2004):1061-1063. Downtown Hospital. (2008). New York Downtown Hospital. Retrieved February 14, 2008, from New York Downtown Hospital database. Mitchell, G. J â€Å"Nursing shortage or nursing famine: Looking beyond numbers?† Nursing Science Quarterly, 16(2003), 219-24. The Registered Nurse Population. National Sample Survey of Registered Nurses- March 2000. Preliminary Findings, February 2001. Bureau of Health Professions, Division of Nursing.   

The European Agrarian System Essay Essays

The European Agrarian System Essay Essays The European Agrarian System Essay Essay The European Agrarian System Essay Essay Name: Course: Lecturer: Date: The European Agrarian System Essay 1. The European Agrarian System had estates, which dealt with agriculture and farming and were divided socially into three groups. These groups are the first, second and third class. They are divided in this manner due to the difference in their composition, structure and the parallel missions each one of them has. The third class agrarian social estate is composed of the peasants. These citizens did not own land, which was a very valuable commodity during the 18th and 19th Century. These citizens acted as laborers to the owners of the land. The peasant and his family would be given a piece of land where they were allowed to settle as squatters. In return, they would offer their services to the owners of the land, known as lords. The squatters’ basic job was to cultivate the land, and this was to the Lord’s benefit. They ploughed the land in a shifting method system where they would work on one piece of land, after the land loses its fertility they would move to another leaving the former fallow. The land was divided into strips, and each peasant was allocated where to work. This job was done manually by men using simple tools. The peasants had other duties, which included grinding of grain into flour, baking bread, and squeezing wine from grapes, which was mostly done by the wome n and children. These laborers were further divided into free peasants or slaves; whereby the free ones had certain rights that included freedom to specify on the number of days to work. The slaves, who were known as serfs had no say whatsoever. The second estate was made up of long distance traders who were known as merchants, who emerged in the mid 19th Century. These groups of people traveled to distance places in search of trading opportunities such as market for the produced goods, more arable land, farming tools etc. On discovering new trading grounds, the merchants would pass the information to the Lords who deployed the serfs to the new working areas in guarantee that they would be granted their freedom. Along with this trade came banking and manufacturing. Laws of trade were set up, whereby property holding rules and regulations were set up and trade disputes were settled. The first estate of European Agrarian social estates was comprised of the nobles, who included the Lord who was the landowner and his family. He was considered as the king and had an assistant who was known as the vassal. The vassal was answerable to him concerning everything that happened in his kingdom. He also had a military system, which was composed of fighters known as knights. The peasants were all at the Lord’s mercy and had to serve him faithfully. 2. In order for the different classes found in society to work together, certain aspects have to bring them together. The European Agrarian social pyramid ensured that its different social classes have the same beliefs, have a common necessity and that each of the societies work according to the powers given. This led them to working together to achieve and fulfill their main objective, which is to improve the level of economic growth. The discovery of domestication of plants (1600s), a vast land for farming and a population growing at a very fast rate necessitated the need for the Europeans to find a way of making use of these opportunities. As a result, a social pyramid was created to turn the potential of Europe into action. As a result, the wealthy men of the region had to take charge of the arable land, while skillful labor would be required to work in the lands and market for the goods, land for expansion and other opportunities were being exploited. This therefore, led to the emergence of the three social states that included the nobles who were the first class, the merchants who were the second class and the peasants who were the third class. The Lords were in charge of the land, the merchants sought for greener pastures while the peasants acted as the laborers. This formed the agrarian social pyramid and the three worked for the betterment of the whole society. The European Agrarian Society had a system of beliefs that has defined the way in which the people in the societies functioned. They believed in innovation, and as such, were willing and ready to embrace new forms of technology and accept the changes that took place with time, such as the evolution from making hand made tools by guilds to manufacturing. They also changed from agriculture to horticulture in the 1920s. They also had a firm belief in religion and believed in Christianity. They believed in the coming of together for pilgrimage to thank God for their success and well-being. It also promoted fairness and equity and therefore played a major role in bringing all the three classes together. The first class that were the overall authority, had total and complete power over all the other classes. They made the rules and regulations that kept the three classes together and ensured that there was peace and order among everyone. The Lords divided the land into strips for the workers helping to avoid conflicts (between 18th and 19th century). They also worked together with the merchants in acquiring new territories and trading of goods. However, towards the end of the 19th century and the beginning of the 20th century the government took over the rule from Lords and had overall power. 3. Cuxham is a village in England, which is believed to have existed in the ca. 1300. It is a very small city found in the northern side of Wallingford and south of Thames. However small it is, it represents the kind of life experienced in the whole of European Agrarian world. The Cuxham is home to the first Parish Church of England, which was built in the 14th century. It is the origin of the pre-Roman Church. This indicates that this was a very religious village. In the same way, the European Agrarian World also had very firm beliefs in religion. They believed in Christianity and led by the Roman Catholic Church. They have such a firm belief that at a certain time of the year they used to go pay pilgrimage. Cuxham village has a record of three watermills. The current one was built in the middle of the 18th century. It was built to be of service to the peasants who lived there. Similarly, in the European agrarian world, a number of watermills had been constructed to pump water to the dry areas. The village has a fertile land and cool climate for agricultural purposes, thus promoting farming. This played a major role in the European agrarian world, by motivating them to also take part in domestication of plants. The half-moon pub and restaurant built in the village in the 17th Century was among the first restaurants to be opened in Europe thus encouraging the society in agrarian Europe to invest in other businesses apart from farming. The growth and development experienced in the European agrarian world has been inspired by most of the activities, culture and beliefs of the people in Cuxham village.

Witch Trials In The Crucible by Arthur Miller

Witch Trials In The Crucible by Arthur Miller Free Online Research Papers The Crucible Witch Trials In The Crucible by Arthur Miller, the madness of the Salem witch trials is explored in great detail. There are many theories as to why the witch trials came about, the most popular of which is the girls suppressed childhoods. However, there were other factors as well, such as Abigail Williams affair with John Proctor, the secret grudges that neighbors held against each other, and the physical and economic differences between the citizens of Salem Village. From a historical viewpoint, it is known that young girls in colonial Massachusetts were given little or no freedom to act like children. They were expected to walk straight, arms by their sides, eyes slightly downcast, and their mouths were to be shut unless otherwise asked to speak. It is not surprising that the girls would find this type of lifestyle very constricting. To rebel against it, they played pranks, such as dancing in the woods, listening to slaves magic stories and pretending that other villa gers were bewitching them. The Crucible starts after the girls in the village have been caught dancing in the woods. As one of them falls sick, rumors start to fly that there is witchcraft going on in the woods, and that the sick girl is bewitched. Once the girls talk to each other, they become more and more frightened of being accused as witches, so Abigail starts accusing others of practicing witchcraft. The other girls all join in so that the blame will not be placed on them. In The Crucible, Abigail starts the accusations by saying, I go back to Jesus; I kiss his hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil! Another girl, Betty, continues the cry with, I saw George Jacobs with the Devil! I saw Goody Howe with the Devil! *From here on, the accusations grow and grow until the jails overflow with accused witches. It must have given them an incredible sense of power when the whole town of Salem listened to their words and believed each and every accusation. After all, children were to be seen and not heard in Puritan society, and the newfound attention was probably overwhelming. In Act Three of The Crucible, the girls were called before the judges to defend themselves against the claims that they were only acting. To prove their innocence, Abigail led the other girls in a chilling scene. Abby acted as if Mary Warren sent her spirit up to the rafters and began to talk to the spirit. Oh Mary, this is a black art to change your shape. No, I cannot, I cannot stop my mouth; its Gods work I do. The other girls all stared at the rafters in horror and began to repeat everything they heard. Finally, the girls hysterics caused Mary Warren to accuse John Proctor of witchcraft. Once the scam started, it was too late to stop, and the snowballing effect of wild accusations soon resulted in the hanging of many innocents. After the wave of accusations began, grudges began to surface in the community. Small slights were made out to be witchcraft, and bad business deals were blamed on witchery. Two characters in The Crucible, Giles Corey and Thomas Putnam, argue early on abou t a plot of land. Corey claims that he bought it from Goody Nurse but Putnam says he owns it, and Goody Nurse had no right to sell it. Later, when Putnams daughter accuses George Jacobs of witchery, Corey claims that Putnam only wants Jacobs land. Giles says, If Jacobs hangs for a witch he forfeit up his property thats law! And there is none but Putnam with the coin to buy so great a piece. This man is killing his neighbors for their land! Others also had hidden motives for accusing their neighbors. Once the accusations began, everyone had a reason to accuse someone else which is why the hangings got so out of hand. The wave of accusations can be likened to mass hysteria, in which the people involved are so caught up that they start having delusions of neighbors out to do them harm. One of the main accusers, Abigail Williams, had an ulterior motive for accusing Elizabeth Proctor. In The Crucible, Abigail believed that if she got rid of Goody Proctor, then John Proctor, her husband, would turn to Abby. John Proctor had an affair with Abigail, but for him it was just lust, while Abigail believed it to be true love. She told John that he loves her, and once she destroys Elizabeth, they will be free to love one another. John is horrified at this, but can do nothing to convince Abigail that he is not in love with her. Because of Abigails twisted plot to secure John for herself, Elizabeth is arrested. It is the hidden motives behind the accusations that fan the flames of the Salem witch trials. To get the complete picture of the causes behind the witch trials, you must look at the physical reasons as well. Two historians, Paul Boyer and Stephen Nissenbaum, drew a map of Salem Village and plotted the accusers, the defendants, and the accused witches. An interesting picture arose when a line was drawn dividing the town into east and west. It became clear that nearly all the accusers lived on the west side, and almost all the defenders and accused witches lived on the east side. To determine the cause of the east-west split, the historians examined many disputes, chief among them being the choice of ministers. Once Salem Village was granted the right to have its own meeting house, quarrels arose over who would preach in the pulpit. There were four ministers between the time period of when the meeting house was built and the end of the witch trials. The arguments over ministers soon became a power struggle. There were two factions that arose during this dispute, and it was noted that one group supported two ministers while the other group supported the other two ministers. Each group wanted to prove its influence by choosing a minister and making him the spiritual guide to Salem Village. The two groups were found to coincide closely with the east-west division. When the economical divisions of the village were examined, it was found that in general the western citizens of Salem Village lived an agrarian lifestyle and were hard-pressed economicall y. The land on the western side was well-suited to farming and grazing. By contrast, the villagers on the east side were mainly merchants and lived fairly opulently. The road to Salem Town traveled through the east side of Salem Village. Many innkeepers and tavern owners lived on this road and made a good profit off all the travelers. Tension often arose between the two groups because of their vastly different lifestyles. It is not difficult to see why a catastrophe such as the Salem witch trials occurred. Once one accusation was made, it was easy to release all the buried suspicions and hatred into a wave of madness. The Crucible simplifies the cause to make for a better story, but in reality the reasons for the witch craft accusations were much more complex. The reasons behind the accusations would result in many more quarrels over the years, but none as interesting or as horrifying as the Salem witch trials. In such a straight-laced Puritan society, there lived many people with h idden darkness in their hearts, and the Salem witch trials exposed and magnified the consequences of those black desires. In The Crucible by Arthur Miller, the madness of the Salem witch trials is explored in great detail. There are many theories as to why the witch trials came about, the most popular of which is the girls suppressed childhoods. However, there were other factors as well, such as Abigail Williams affair with John Proctor, the secret grudges that neighbors held against each other, and the physical and economic differences between the citizens of Salem Village. From a historical viewpoint, it is known that young girls in colonial Massachusetts were given little or no freedom to act like children. They were expected to walk straight, arms by their sides, eyes slightly downcast, and their mouths were to be shut unless otherwise asked to speak. It is not surprising that the girls would find this type of lifestyle very constricting. To rebel against it, they played pranks, such as dancing in the woods, listening to slaves magic stories and pretending that other villagers were bewitching them. The Crucible starts after the girls in the village have been caught dancing in the woods. As one of them falls sick, rumors start to fly that there is witchcraft going on in the woods, and that the sick girl is bewitched. Once the girls talk to each other, they become more and more frightened of being accused as witches, so Abigail starts accusing others of practicing witchcraft. The other girls all join in so that the blame will not be placed on them. In The Crucible, Abigail starts the accusations by saying, I go back to Jesus; I kiss his hand. I saw Sarah Good with the Devil! I saw Goody Osburn with the Devil! I saw Bridget Bishop with the Devil! Another girl, Betty, continues the cry with, I saw George Jacobs with the Devil! I saw Goody Howe with the Devil! *From here on, the accusations grow and grow until the jails overflow with accused witches. It must ha ve given them an incredible sense of power when the whole town of Salem listened to their words and believed each and every accusation. After all, children were to be seen and not heard in Puritan society, and the newfound attention was probably overwhelming. In Act Three of The Crucible, the girls were called before the judges to defend themselves against the claims that they were only acting. To prove their innocence, Abigail led the other girls in a chilling scene. Abby acted as if Mary Warren sent her spirit up to the rafters and began to talk to the spirit. Oh Mary, this is a black art to change your shape. No, I cannot, I cannot stop my mouth; its Gods work I do. The other girls all stared at the rafters in horror and began to repeat everything they heard. Finally, the girls hysterics caused Mary Warren to accuse John Proctor of witchcraft. Once the scam started, it was too late to stop, and the snowballing effect of wild accusations soon resulted in the hanging of many innoce nts. After the wave of accusations began, grudges began to surface in the community. Small slights were made out to be witchcraft, and bad business deals were blamed on witchery. Two characters in The Crucible, Giles Corey and Thomas Putnam, argue early on about a plot of land. Corey claims that he bought it from Goody Nurse but Putnam says he owns it, and Goody Nurse had no right to sell it. Later, when Putnams daughter accuses George Jacobs of witchery, Corey claims that Putnam only wants Jacobs land. Giles says, If Jacobs hangs for a witch he forfeit up his property thats law! And there is none but Putnam with the coin to buy so great a piece. This man is killing his neighbors for their land! Others also had hidden motives for accusing their neighbors. Once the accusations began, everyone had a reason to accuse someone else which is why the hangings got so out of hand. The wave of accusations can be likened to mass hysteria, in which the people involved are so caught up that the y start having delusions of neighbors out to do them harm. One of the main accusers, Abigail Williams, had an ulterior motive for accusing Elizabeth Proctor. In The Crucible, Abigail believed that if she got rid of Goody Proctor, then John Proctor, her husband, would turn to Abby. John Proctor had an affair with Abigail, but for him it was just lust, while Abigail believed it to be true love. She told John that he loves her, and once she destroys Elizabeth, they will be free to love one another. John is horrified at this, but can do nothing to convince Abigail that he is not in love with her. Because of Abigails twisted plot to secure John for herself, Elizabeth is arrested. It is the hidden motives behind the accusations that fan the flames of the Salem witch trials. To get the complete picture of the causes behind the witch trials, you must look at the physical reasons as well. Two historians, Paul Boyer and Stephen Nissenbaum, drew a map of Salem Village and plotted the accusers, the defendants, and the accused witches. An interesting picture arose when a line was drawn dividing the town into east and west. It became clear that nearly all the accusers lived on the west side, and almost all the defenders and accused witches lived on the east side. To determine the cause of the east-west split, the historians examined many disputes, chief among them being the choice of ministers. Once Salem Village was granted the right to have its own meeting house, quarrels arose over who would preach in the pulpit. There were four ministers between the time period of when the meeting house was built and the end of the witch trials. The arguments over ministers soon became a power struggle. There were two factions that arose during this dispute, and it was noted that one group supported two ministers while the other group supported the other two ministers. Each group wanted to prove its influence by choosing a minister and making him the spiritual guide to Salem Village. Th e two groups were found to coincide closely with the east-west division. When the economical divisions of the village were examined, it was found that in general the western citizens of Salem Village lived an agrarian lifestyle and were hard-pressed economically. The land on the western side was well-suited to farming and grazing. By contrast, the villagers on the east side were mainly merchants and lived fairly opulently. The road to Salem Town traveled through the east side of Salem Village. Many innkeepers and tavern owners lived on this road and made a good profit off all the travelers. Tension often arose between the two groups because of their vastly different lifestyles. It is not difficult to see why a catastrophe such as the Salem witch trials occurred. Once one accusation was made, it was easy to release all the buried suspicions and hatred into a wave of madness. The Crucible simplifies the cause to make for a bettedr story, but in reality the reasons for the witch craft accusations were much more complex. The reasons behind the accusations would result in many more quarrels over the years, but none as interesting or as horrifying as the Salem witch trials. In such a straight-laced Puritan society, there lived many people with hidden darkness in their hearts, and the Salem witch trials exposed and magnified the consequences of those black desires. Research Papers on Witch Trials In The Crucible by Arthur MillerHonest Iagos Truth through DeceptionPersonal Experience with Teen Pregnancy19 Century Society: A Deeply Divided EraThe Hockey GameEffects of Television Violence on ChildrenMind TravelThe Effects of Illegal ImmigrationAssess the importance of Nationalism 1815-1850 EuropeAppeasement Policy Towards the Outbreak of World War 2Hip-Hop is Art

How to Become a Teacher Expert Career Guide

How to Become a Teacher Expert Career Guide SAT / ACT Prep Online Guides and Tips What's more exciting than educating a new generation of students? If you're interested in becoming a teacher and want some information about how to succeed in this profession, you're in the right place. Here, I'll walk you through how to become a teacher, explaining the steps you need to take in high school, college, and beyond. First, though, I'll touch briefly on the occupational outlook for teachers in the US- this way, you'll be informed about projected job availability and income levels before jumping in. For the sake of this article, I'm going to focus on K-12 teachers (you can, of course, teach at the college/university level, but that involves a pretty different career path). The steps you'd take to succeed in teaching vary slightly based on which academic grades you're interested in working with. From here on out, I'll be differentiating between elementary, middle, and high school teachers where there might be different steps necessary for success. Occupational Outlook for Teachers Before you jump into any career path, it's important to think ahead about more practical things, like expected income and job availability. The US Bureau of Labor Statistics lists important info on pay, necessary education, and job outlook for almost any profession you can think of. High pay and an increase in available positions generally bodes well for people hoping to enter a certain field. Here are these all-important stats for K-12 teachers in the US: Kindergarten and Elementary School Teachers 2014 Median Pay: $53,760 Typical Entry-Level Education (the bare minimum you'd need to enter the field): Bachelor's degree Job Outlook, 2014-2024 (the estimated job growth rate- bigger is better): 6%, which is about average Middle School Teachers 2014 Median Pay: $54,940 Typical Entry-Level Education: Bachelor's degree Job Outlook, 2014-2024: 6%, which is about average High School Teachers 2014 Median Pay: $56,310 Typical Entry-Level Education: Bachelor's degree Job Outlook, 2014-2024: 6%, which is about average How to Become a Teacher: Career Steps Overview To become a teacher, there are a few important things you'll need (I'll go into more detail on these steps and more in the following sections): A high school diploma A bachelor's degree A graduate degree (depending on your preferred career track and the teaching requirements in your area- it's often not required) Your teaching certification/license (requirements will vary based on the state) If you plan ahead, it's possible to start your teaching career very soon after graduating from college. Now that you have a sense of what you'll need to become a teacher, I'll go into the details of what you should do at each stage of the game- starting with high school. Setting Yourself Up for Success: 4 Steps to Take in High School You don't have to make a final decision about a teaching career in high school, but there are some important things you can do to put yourself on the right path. Decide If Teaching Is the Right Fit High school is a good time to start thinking about whether you'd be comfortable with the day-to-day realities and responsibilities of teaching. At all grade levels, teaching involves these important core responsibilities: Preparing lessons Grading assignments and tests Getting kids to behave and participate in class Filling out report cards and assessments Meeting with parents On a personal level, good teachers tend to be: Good at communicating- The crux of your job as an instructor is getting the class to understand new, sometimes challenging, material. Patient- You'll have to deal with students who have trouble learning, behaving, or both. Compassionate- Students (of all ages) aren't always easy to deal with. It will be important for you to be sensitive to challenges they may be dealing with. Creative- You may have to come up with some unorthodox ways of keeping students engaged and learning. Hard-working- Your work as a teacher won't end with the bell. You'll have to come up with lesson plans and tasks, meet with students, parents, and administrators, and grade a ton of assignments. So how do you figure out whether you'd be okay with the responsibilities of working as a teacher? And how do you know whether you have the core characteristics that make a successful instructor? Here are some steps you can take to determine whether teaching may be a good fit: Interviews- Talk with your own instructors about their experiences. Why did they become a teacher? What do they like about their job? What don't they like so much? Shadowing and Observation- Start actively paying attention not only to what your instructors teach, but how they teach it. Are there any teaching methods that you really like? What about methods that aren't as effective? You might also look into opportunities to shadow instructors, especially those teaching in younger classrooms. Tutoring- This is a bit different than teaching a classroom full of students, but teachers still work with students one-on-one. There might be peer-tutoring services offered through your school, or you might look for a job through some other tutoring service. You can start getting teaching experience even in high school. Focus on Your High School Education A strong education in high school will serve as the foundation for your education as a teacher. Elementary school teachers in particular need to be well-rounded as they are responsible for covering all subjects with their students. A high GPA and strong ACT/SAT scores will also make you a more attractive candidate to strong teaching degree programs, which brings me to the next step ... Start Researching Degree Programs If you've decided to pursue a degree in teaching, by the time you start submitting college applications you'll want to apply to appropriate teaching programs. First, you only want to look into accredited programs. Access this complete list of all accredited teaching programs for reference. Second, consider whether you're ready to commit to a particular specialty (e.g. elementary, middle school, or high school education). These specialties will often have different degree requirements- if you already know what you're interested in, you can focus specifically on those degree requirements when you look at schools. Submit Strong College Applications If you end up at a school with a strong teaching program, the next steps you'll have to take to become a teacher will be that much easier. Start by checking out the top-ranked elementary and secondary teaching programs in the US (make sure you're only looking at undergraduate rankings- you don't need a graduate program just yet). You won't necessarily need a degree in teaching- I'll talk more about this in the next section- but if you're sure at this point that teaching is for you, a targeted program might prepare you more effectively for your career. Early decision applications are usually due October-November of your senior year, whereas regular decision apps are due late December-early January. Learn more about how to apply for college and when to apply here. Exploring Education: 4 Steps to Take in College College is where you have to start making big decisions about your teaching career. The good news is that you'll have support along the way, especially if you've decided to attend a program that's targeted towards aspiring teachers. Here's what you should do in college to succeed as a teacher: Know Your State's Teaching Requirements Every state has different rules in place regarding exactly what qualifications you need in order to teach. If you're licensed as a teacher in one state, it's usually possible to become licensed in another, but it's not always easy. As you enter your degree program, you should figure out the licensing requirements for the state you're currently living in AND any states you anticipate moving to in the near future. This way, you'll avoid any unpleasant surprises- you'll also be able to make sure you take any and all required courses or practicums. Take advantage of your program's resources to make sure you meet all necessary requirements. First, the program itself should have requirements built in that will prepare you to meet state requirements. Second, career centers and academic advisors can put you on the right track if you're worried about being prepared for a teaching career after graduation. Knowing these teaching requirements at the beginning of your program will help you make sure you don't miss any important steps. Commit to a Specialty Once you've committed to a college, one of your next big decisions will be committing to a specialty. You'll have to fulfill different degree requirements depending on your specific educational path- the type of teaching you hope to pursue will dictate what sort of specialty you'll choose. Here are the major teaching programs types to choose from: Early Childhood Education Pre-K through 3rd grade Focus mostly on teaching techniques, curriculum, and lesson planning College major is usually in education Elementary Education Primary grades (pre-K through 6th or 8th grade) Focus mostly on teaching techniques, curriculum, and lesson planning College major is usually in education Secondary Education 6th or 8th grade through 12th grade Usually requires you to choose a more specific specialty/content area (e.g. English, Math, History) Teaching techniques, curriculum, and lesson planning are included in the course of study in addition to the chosen content area specialty Specialty Degrees Focus on one specific, specialty area (e.g. fine arts, performing arts, physical education) Other degree options that can be combined with an education degree include special ed and gifted ed Requirements will vary based on the chosen specialty You might major in the subject you hope to teach (e.g. English, Math) and supplement your curriculum with courses in education Administration Education for leadership within the education system Usually requires undergraduate (BA) AND graduate (MA, PhD) education Programs tend to focus on school structure, curriculum, organization, and leadership Gain Real-World Experience This is especially important for students who may not be in a dedicated teaching program (e.g. students who want to teach secondary education and are majoring in something other than education). Real-world teaching experience will help you get more comfortable with leading a classroom so that you can hit the ground running when you start your teaching career. Here are some ways to gain experience, whether you're in a dedicated teaching program or not: School visits- Observing how teachers work at local schools is a great way to experience a day in the life as a teacher. You may want to check out different grade levels to see if you have any preferences. Working as a teacher's assistant- There are many teachers out there who would love some extra help! This is definitely more hands-on than just observing a classroom. Tutoring- Teachers don't just lead entire classrooms- they also work one-on-one with students who want extra help. Tutoring kids of different ages (and even in different subjects) may help you figure out what you like and what you don't. Volunteer mentorship- This is pretty different from traditional teaching experiences, but volunteering to serve as a mentor for a child or teen may help you develop important leadership skills. Running an after-school program- Wrangling a group of kids to get them to participate in an organized activity? Not so different from running a classroom. Bonus: after-school activities can be pretty fun- you could help put on a play, coach intramural sports, or lead a club. Complete Your Education With Student Teaching Student teaching is where you start to implement everything you've learned thus far in a real classroom. It's an important part of any college teaching program. Student teaching will work differently based on your college, your teaching specialty, your student-teaching school, and the classroom you work in. Some student teachers may be expected to take over all classroom responsibilities at multiple grade levels fairly quickly, whereas others may only take a few core responsibilities at one grade level. If you have questions about what student teaching usually entails, you should speak with administrators at your specific program. In general, though, here's what to expect: Student teaching usually lasts for about a semester. You'll be matched with a particular classroom and teacher, usually at a school that has some sort of partnership with your bachelor's program. Most student teachers start off by observing the classroom (this lasts between a few days or a few weeks) before gradually taking over all teaching responsibilities. You should expect to be in the student-teaching classroom all day, every day. Although you may just be observing at first, you'll be learning to build and teach lessons, meet with students, and administer and grade assignments- by the end of the semester, you should ideally feel comfortable leading a classroom on your own. Requirements may be different for those pursuing early childhood, elementary, and secondary education. Each teaching program will have their own protocols- again, it's best to explore any specific questions you have about your own program (or potential programs, if you're still looking at different schools). Final Steps: Teaching Certification Getting certified in the state where you hope to teach is necessary if you want to work at a public school. If you're considering private schools, you may not have to get certified, but it's still recommended (you have a lot more flexibility when it comes to jobs that you qualify for). Here's how you get certified to teach at any school: Pick a State Each state has its own requirements for licensing and certifying teachers. If you want to teach in the same state where you went to college, you'll probably already be familiar with these reqs. If you hope to teach in a different state, you'll have more research to do (it's helpful to do this while you're still in school, like I mentioned earlier, so that you can meet all course requirements ahead of time). Just Google "[state name] teaching certification." Any link that leads to the state's Department of Education is helpful. One thing to keep in mind: some states pay teachers better than others on average. If you're not rooted to one place, and money is a concern, you may want to learn more. Register for Exams (If Necessary) Some states require educators to take licensing exams to prove that they would be competent teachers. Whether these exams are required, how often they're given, and what's actually tested will vary widely by state. It's best to give yourself plenty of time (6 months or more) to register and prepare for these tests. Your teaching program will help prepare you for any necessary certification exams. Apply for Certification Once you've met all state requirements, you can go ahead and apply for certification in the state you hope to work. You'll want to do this several months before you hope to start your job search (you don't want to be delayed in case there are any issues with your application, so starting while you're still in college is a good idea). This process might be easier if you're already certified in another state. Graduate School and Beyond Some states require teachers (at public schools, at least) to earn a Master's degree in order to qualify for certification. Other states encourage, but do not require, a graduate degree. If you're unsure about the requirements for the state you hope to work in, learn more about individual state certification requirements. Whether you end up getting a graduate degree will also depend on your chosen career path- for example, teachers who hope to work in administration will likely need a Master's or PhD. Having a graduate degree- even if it's not required- may lead to more job opportunities and a higher salary. If you're interested in graduate programs, check out the top-ranked education programs in the US. Even if you're certified in a state, you may have to keep up with certification renewals or continuing education requirements- staying on top of this stuff is important when it comes to keeping your license! How to Become a Teacher: 8-Step Summary There are quite a few steps involved in becoming a teacher, but here are the main ones you should remember: Decide if teaching is the right fit Focus on doing well in high school Research teaching degree programs Submit strong college applications Become familiar with your state's teaching requirements Choose a specialty Get real world experience Get certified, and keep your certification by staying on top of requirements What's Next? As you've read above, one of the best ways to prepare for a career in teaching is making sure you get into a great undergraduate program. To get into your top choice colleges, make sure you keep your GPA high. Focusing on extracurricular activities, especially community service work, is also important for applications to teaching programs. Finally, work on getting great SAT or ACT scores. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Discrimination and Racism in America Essay Example | Topics and Well Written Essays - 1000 words

Discrimination and Racism in America - Essay Example One of the most popular theoretical explanations of discrimination is social differences existed in society and class struggle theory (antagonism), conflict theory and subcultural theory. The social conflict and class struggle theories states that society is based on social antagonism of two main social groups, men and women, workers and capitalists, blacks and whites (Wang 75). There is a smaller group who own and control the means, now chiefly machines, factories, and offices, that are used in the production of these goods. Also, disadvantageous groups in society often have an interest in change, and equal rights with minority. One of the most interested theories was proposed by Nathan Glazer (cited Wachtel 56). He argues that it has developed as a nation of minorities, each of which is accepted as a social entity but none of which has been accorded legal status or recognition. The popular picture of the country as composed of a large and monolithic majority, which tolerates some a nd opposes other minorities is therefore false. One of the main social condition which supports discrimination is social and class differences resulted in different education opportunities and different professional skills. The extensive number of charges of discrimination that continue to be filed by members of minority groups and women also argues strongly against assertion that affirmative-action programs are being implemented and that there is discrimination in education. The problem is that social location limits education opportunities from school and college years (Wang 30, 143) For this reason, many people belonging to low social classes (a lot of black people and minorities) lack knowledge and skills to enter the University or obtain a high-paid job. This condition is closely connected with historical development of the nation and high poverty rates among racial minorities and black population (Moses 121). Also, social roles of women as mother and wives limit their professional opportunities and career development. The case of women is different in many factual respects, but the principle is the same. Unfortunately, there is much fictitious "history" used to apply the "minority" concept to women. In the case of women, as in the case of minorities, their achievements were also made to look like the government's gift. Another social problem is that disadvantaged groups are defined by their color (black) or by their sex (female), although other groups are also shown to be underrepresented on the statistical graphs that correlate population quotas with achievements (Wang 43). Social and regional separation of disadvantageous groups is another social cause of discrimination. Many racial minorities, gay and lesbian people live as a separate community or neighborhood. Racism can be and must be eliminated in American society by changing personal values and national beliefs about minority groups and their social value. In a democratic society, "some seek to change the laws so that those who have been at a social and economic disadvantage may enjoy an enforceably favored status" (Wachtel 65). The problem is that affirmative action programs worsen the status and image of

Respiratory Syncytial Virus Essay Example | Topics and Well Written Essays - 750 words

Respiratory Syncytial Virus - Essay Example It is also transmitted when an infected person touches their eyes or nose and touches another person or contacting surface. RSV infection can spread within families, and outbreaks have occurred in schools and day care centers. According to Goldrick, "The incubation period for RSV infection is typically four to six days but may be as short as two or as long as eight days; children may shed the virus for two to three weeks" (54). Infection usually results in a mild cough and cold like symptoms as the virus infects the upper respiratory tract. When the infection spreads to the lower respiratory tract, it can result in difficult breathing, wheezing, bronchiolitis, and pneumonia. Diagnosis is based on observing the symptoms and may be confirmed by isolation and examination of RSV secretions, sputum or throat swabs. "Rapid diagnosis may be made by immunofluorescence techniques, enzyme immunoassays, or rapid chromatographic immunoassays" (Pruitt 63). If a patient tests positive for RSV, it should delay inappropriate antibiotic therapy. Mild infections may resolve without the need for treatment. However, severe infections, especially in children and infants, "may require hospitalization to provide supplemental oxygen, humidified air, and hydration by intravenous fluids" (Goldenring). Nebulised and subcutaneous adrenaline have been effective in improving oxygenation and have shown positive clinical signs as compared to a placebo (Stack 80). However, according to Stack, "There is no convincing evidence to recommend the use of bronchodilators, corticosteroids or antibiotics" (80). Ribavirin, an anti-viral agent, may help prevent ventilation in this group of patients when administered through nebulisation. Breathing an oxygen and helium mixture (helox) may relieve the burden of heavy breathing in the patient (Pruitt 64). The RSV patient should be isolated in a private room and with equipment dedicated to the infected person. To aid in the prevention of the spread of RSV, prevent people who exhibit symptoms of respirato ry infection from "visiting pediatric, immuno-compromised, or cardiac patients" (Pruitt 64). Prognosis RSV infection rarely causes death in infants and young children who seek early treatment. In older children and adults, the symptoms are usually mild and recovery is complete. However, according to Goldenring, "There is evidence suggesting an increased incidence of asthma in children who have developed RSV bronchiolitis". The mechanism is unknown as to whether a predisposition to asthma also presented a predisposition for developing bronchiolitis as a child or if the RSV induced bronchiolitis predisposed the child for asthma (Goldenring). Works Cited Goldenring, John. "Respiratory Syncytial Virus (RSV)." Medical Encyclopedia. 23 Aug. 2005. American Accreditation HealthCare Commission. 8 Apr. 2007 . Goldrick, Barbara A. "Respiratory Syncytial Virus: Children Aren't the Only Ones at Risk." American Journal of Nursing 104.11 (2004): 54-56. EBSCO. 8 Apr. 2007. Pruitt, Bill. "Keeping Respiratory Synctial Virus at Bay." Nursing 35.11 (2005): 62-64. EBSCO. 8 Apr. 2007. Stack, C. G. Essentials of Pediatric Intensive Care. London, GBR: Greenwich Medical Media Limited,

Research paper Assignment Example | Topics and Well Written Essays - 500 words - 1

Research paper - Assignment Example 5. Charles was a legendary famous American musician who was later referred to as â€Å"American original†, due to his combination of church music with American popular traditions with European Art music. He was among the early composers of experimental music systematic program. He is dubbed amongst America great composers and one of most prominent artists of his time. He also won various awards like Pulitzer Prize for his third symphony in 1947. 12. After graduating from Yale University, Ives worked as an insurance clerk. Alongside insurance work, he composed songs until retirement due to bad health. He later became a successful businessperson after starting his own insurance firm. 14. The first radical music work of 20th century-He composed two symphonies. â€Å"The Unanswered Question†- was written with unusual combination of four fruits, trumpet and string quartet. New England writers influenced it. The Concord Sonata- It was one of his remarkable pieces. He started to work on it in 1911 and completed in 1915. The piece was not published until 1920 and a revised version appeared in 1947. The piece contains one of Charles

Reem Al Faisals Dilemma Case Study Example | Topics and Well Written Essays - 750 words

Reem Al Faisals Dilemma - Case Study Example Reem experienced righteous anger at this humiliation of another, recognizing the injustice; she could have followed her instincts and beliefs and acted to help the young woman, while upholding her own faith and morals. It was clear that the younger woman held a subservient position, yet that did not mean she deserved to be humiliated or treated as less than a person. It was not mere politeness to recognize and respond to another human being and their needs, but a moral obligation to treat them equally. This idea is not only a tenet of Islam, but of many world religions, like Christianity and Buddhism, to name but two. The basic principle of 'do no harm' was violated by the older woman, whose behavior was immoral. Further moral standards include the idea of giving to those who have less than ourselves, to be charitable, and in this case, the differences were obvious; the young woman was poor in comparison to her 'mistress'. In being deprived of courtesy and respect, she was treated as a non person, and in being offered nothing to eat or drink, this status was reinforced. She had no power, nor was her existence considered to have any value. The older woman defined herself by her power and contempt for another human being. She appeared to lack any charitable instincts and instead, set herself above another person in a way that denied that person's human rights. The fee The feelings of the young woman were not explicitly expressed, but Al Faisal recognized them, putting herself in that person's place. She empathized with her, thinking how she herself would feel, watching others eat and drink, while she was singled out as unworthy of such consideration. The happy experience of sharing food and being involved in human interaction was unfairly denied that young woman, for no logical or just reason. While these aspects were taken into account, alongside shyness, politeness, fear of making a fuss, many thoughts and emotions were passing through the onlooker's mind. She was shocked by the lack of basic humanity, and had feelings of shame and "self-contempt" for not having the courage to put right a wrong. More importantly, the realization that to have done nothing was to abandon Islamic belief caused her pain. As she stated: "..if people do not stop an injustice when they see it committed, then God's anger will descend upon them." Reem was angry, not only with the cruel older woman, but with herself for doing nothing. Her anger was righteous, justified, supported by morality, humanity and religious belief. She should have used it to take a stand on behalf of another. On the other hand, the possibility existed that the situation was not quite as it seemed. The full circumstances of the women's relationship were not known; the onlookers could only assume from what they observed, judging by outward appearances. Making assumptions based on what we think is happening can be dangerous. In polite society, it is not acceptable to force one's possibly mistaken views on others. The young woman did not attempt to ask for food or drink, she could have already eaten. She was quiet, but interested in what was going on around her, looking about the place. By transferring one's own feelings and imagination onto the situation, the truth could have been overlooked; perhaps the observer was jumping to the wrong conclusion It is always better to make an informed decision,

High Rise at Malaya. Courtyard and Daylighting Thesis

High Rise at Malaya. Courtyard and Daylighting - Thesis Example The by-product effects of courtyard designs produce the feeling of serenity, calmness and composure upon the surrounding structural forms. Also, significant day lighting is one of the advantages of having courtyard designs in particular structures. The dispersion of natural light from a specific angle from the sun creates the naturalistic feel that is expected from courtyard designs. However in the era of the Modernism Movement in architecture, a new kind of design is inevitably incorporated amongst recent structures. As what the precepts of the movement dictates, modern architects push their designs to the limits while going back to the appearance of the basics – simple but elegant. Courtyard designs are incorporated in such structures as well. In this context, the effectiveness of the courtyard may vary from low rise to high rise structures. The amount of natural light and the feel of serenity can vary in the mentioned cases. Yet, modern architects had already answered this problem through the composition of materials that they had used in their modern structural designs. Hence, the issue of ecological living is a primary concern in modern courtyard designs. As compared to traditional courtyards, surrounding low rise structures provide the aura of naturalism which greatly contributes to the ecological aspect of the entire architectural design. In addition, the idea of replicated ecological feel is an issue attached to modern courtyard designs. The essence of naturalism is reproduced through the advancements of modern architecture. 1.2 Purpose of the Study The purpose of this study is to show that modern courtyard designs and the surrounding structures accompanying the open space do not fully incorporate the concept of ecological living within the whole structural design. This study aims to present a comparative approach between the modern and traditional courtyards. The advantages and the reliability of traditional courtyards will also be explained in this study. 1.3 Expected Outcomes of the Study A significant outcome that this study wishes to arrive at is the comparative conclusion between the advantages of traditional and modern courtyard designs in terms of ecological living. It is expected that a thorough explanation of terms be achieved. Historicizing the important concepts of traditional and modern courtyards is expected from the review of related literature. Architectural theories which accompany the traditional and modern courtyard designs are expected to be well explained. Through the comparison of designs and the effects of such in the naturalistic feel of respective courtyards, it must be clear that at the end of this study, traditional courtyard design best upholds the notion of ecological living. CHAPTER II: RELATED LITERATURE 2.1 Traditional Chinese Courtyard Spatial Value: the Siheyuan One of the most harmonious examples of courtyard structures and design can be seen in the traditional Chinese courtyards or the Si heyuan. The concept of comfort and leisure are fused into the simple and Oriental layout of these courtyards evidenced through the architectural design of the mentioned. The Siheyuan are usually enclosed within four walls. The sizes vary from the minute to the largest layout in any given space. These structures are usually encircled by north and south main rooms and the accompanying wing rooms on respective sides which contain function areas such as the kitchen, the servants’ quarters, personal libraries and others.1 Even up to the present era, the Siheyuan still retain its traditional look in architectural design. This serves both the purposes of cultural and ecological aspects. In terms of culture, the traditional C

Small Business Management Evaluation Essay Example | Topics and Well Written Essays - 1500 words

Small Business Management Evaluation - Essay Example Small business management entails precise analysis of how an entrepreneur provides the goods and services of his business in the market. It involves identifying the strengths and weaknesses of the business to be able to handle them in the production stage and ensure competitive advantage. An efficient management of a small enterprise requires an efficient marketing plan strategy that indicates the approach of the venture operation. The owner should establish the structures of the business that can effectively define the qualified professionals for the job. Operation of the small enterprise entails control of marketing strategies, sales, and advertising of the enterprise (Zimmerer & Scarborough, 2005, p. 12). Experts agree that marketing and sales represent the cornerstones of the starting business. Therefore, management of marketing sales is increasingly crucial for development and stability of the venture. In addition, the operation of a small enterprise requires various operation s kills, for instance, strong communication skills. Strong verbal and listening abilities are increasingly crucial in small enterprise. A sales manager must utilize proper words in an appropriate manner to pass the message accurately and clearly so as not to offend the clients. He must ensure effective customer care service to maintain customers for the productivity of the business. An employee motivation skill is crucial – the manager must device workers motivation strategies to ensure that workers operate towards attaining crucial successes. Time management skills enable the manager to operate under strict time schedules and ensure fixed deadlines are met in time (Pickle & Abrahamson, 2006). Conflict management skills – entrepreneurs should be wise and diplomatic to be able to mediate local disputes that occur regularly in the business. Mitigating the challenges as they appear enables the manager to prevent future challenges that may slow down or interrupt business ope rations. Negotiation skills, on the other hand, allow entrepreneurs to negotiate with clients and workers. Managing a small business needs a market target analysis because each enterprise has a target percentage of clients. Customer identification and target market identification is increasingly imperative to ensure a critical product campaign. In other words, promotion cost and the market campaign will be interrupted and expensive without customer and market identification, (Longenecker, Moore, & Petty, 2003, p. 23). Market identification eases the role of promotional plans creation. Quick financial investment is critical – economists agree that small business operators should keep a well-managed planned budget for marketplace campaign and adhere to that budget. Quick financial investment ensures various market mechanisms such as Television adverts and Banner adverts for the success of the venture.

High Rise at Malaya. Courtyard and Daylighting Thesis

High Rise at Malaya. Courtyard and Daylighting - Thesis Example The by-product effects of courtyard designs produce the feeling of serenity, calmness and composure upon the surrounding structural forms. Also, significant day lighting is one of the advantages of having courtyard designs in particular structures. The dispersion of natural light from a specific angle from the sun creates the naturalistic feel that is expected from courtyard designs. However in the era of the Modernism Movement in architecture, a new kind of design is inevitably incorporated amongst recent structures. As what the precepts of the movement dictates, modern architects push their designs to the limits while going back to the appearance of the basics – simple but elegant. Courtyard designs are incorporated in such structures as well. In this context, the effectiveness of the courtyard may vary from low rise to high rise structures. The amount of natural light and the feel of serenity can vary in the mentioned cases. Yet, modern architects had already answered this problem through the composition of materials that they had used in their modern structural designs. Hence, the issue of ecological living is a primary concern in modern courtyard designs. As compared to traditional courtyards, surrounding low rise structures provide the aura of naturalism which greatly contributes to the ecological aspect of the entire architectural design. In addition, the idea of replicated ecological feel is an issue attached to modern courtyard designs. The essence of naturalism is reproduced through the advancements of modern architecture. 1.2 Purpose of the Study The purpose of this study is to show that modern courtyard designs and the surrounding structures accompanying the open space do not fully incorporate the concept of ecological living within the whole structural design. This study aims to present a comparative approach between the modern and traditional courtyards. The advantages and the reliability of traditional courtyards will also be explained in this study. 1.3 Expected Outcomes of the Study A significant outcome that this study wishes to arrive at is the comparative conclusion between the advantages of traditional and modern courtyard designs in terms of ecological living. It is expected that a thorough explanation of terms be achieved. Historicizing the important concepts of traditional and modern courtyards is expected from the review of related literature. Architectural theories which accompany the traditional and modern courtyard designs are expected to be well explained. Through the comparison of designs and the effects of such in the naturalistic feel of respective courtyards, it must be clear that at the end of this study, traditional courtyard design best upholds the notion of ecological living. CHAPTER II: RELATED LITERATURE 2.1 Traditional Chinese Courtyard Spatial Value: the Siheyuan One of the most harmonious examples of courtyard structures and design can be seen in the traditional Chinese courtyards or the Si heyuan. The concept of comfort and leisure are fused into the simple and Oriental layout of these courtyards evidenced through the architectural design of the mentioned. The Siheyuan are usually enclosed within four walls. The sizes vary from the minute to the largest layout in any given space. These structures are usually encircled by north and south main rooms and the accompanying wing rooms on respective sides which contain function areas such as the kitchen, the servants’ quarters, personal libraries and others.1 Even up to the present era, the Siheyuan still retain its traditional look in architectural design. This serves both the purposes of cultural and ecological aspects. In terms of culture, the traditional C

Produce a report describing, comparing and evaluating 2 types of documents Essay Example for Free

Produce a report describing, comparing and evaluating 2 types of documents Essay The first group of documents are payslips and were collected from the following banks: Barclays, Lloyds TSB and HSBC. Barclays Payslip: The Barclays payslip I collected is a strip of paper about 15cm by 6cm. This document contains all the relevant information for its purpose. The layout of this document is very neat and professional. The payslip contains tables, numbers, text and a logo. The documents readability is simple but is aimed at people who have a reasonable knowledge about banking, i. e. not aimed at children. The document is very bland, and only uses black and white. The justification on this document is very central and organised. Lloyds TSB: The 2nd document I collected was a Lloyds TSB payslip, roughly the same size as the Barclays payslip except it is slightly wider. The layout is very spacious and clear. It contains similar contents to the Barclays payslip, including tables, text, logo, numbers and a receipt. The documents can easily be read and would not be so confusing to people who do not have such a wide knowledge on backing. Different use of colour creates a more pleasurable sight. The tables are either justified to the right or the left hand side. Jonathan Fraser-Gadd Report Unit 1 Task 2: HSBC: The 3rd and final Payslip I have is from HSBC. This payslip is very similar to the Barclays payslip in terms of layout and positioning; however the HSBC payslip is 1cm wider and has an extra 3. 5cm in length. This creates more space whilst holding the same amount of information. The payslip contains a number of tables. The HSBC payslip is the only company that does not display their logo on the payslip. This document is printed in black and white. Brochure: The second group of documents I have collected are brochures all from the same organisations. The brochures I have collected are used by each company to show, what they have to offer the customers. Barclays Brochure: The brochure I have collected from Barclays bank shows the insurance plans that they have to offer a client. The document is a bout 16cm by 11cm. The front page of this brochure has two 3 different shades of blue and a hint of orange. It also contains a logo on the front page so the consistency is at a good standard. The layout of the brochure is very well structured, neat and spacious. The writing is written in columns and its readability is easy and quick to the point, however on the back page the writing is very small and people with bad eye sight may struggle. This document does not contain any images, tables or charts. Lloyds TSB Brochure: Lloyds TSB have a brochure concerning all those wanting to take out a loan. This documentation is the same width as the Barclays brochure but is a 1cm shorter in length. Lloyds TSB have tried a different approach too Barclays because they have decided to use their images to a maximum to create an emotion amongst the readers. Lloyds have consistency used their logo on the brochure and the payslip. The layout is very basic but effective. The layout contains a contents page, images and lots of information on loans, however like in the Barclays brochure on the back page there is a lot of writing which uses a very small font. The style is very interesting and attractive. HSBC Brochure: HSBC have a brochure for clients wanting to take out insurance. This document size is very different to the other brochures which were similar to each other. Instead the size of this document is 5cm by 16cm, making it very narrow. It uses many images of happy people. It contains a contents page to make the document very organised. HSBC do not use a lot of small font writing on the back of the page unlike Lloyds and Barclays, however it does contain a free post envelope attached to the back. It has headings for each topic and the writing is neatly presented. Jonathan Fraser-Gadd Report Unit 1 Task 2: Good and bad points: In this part of my report I shall point out the good and bad parts on each of the above documents. Barclays Payslip: The Barclays payslip is very professional and contains the information required. The good attributes are clear on this document, these are: 1. Use of logo: they have decided to use their logo on the payslip for recognition and to make it more professional. 2. Size: the size of the paper is good because its not big and this creates a more attractive look. 3. Organised neatly in boxes: this makes the documentations readability easier and helps guide the client to where they should write. 4. The information: this information is relevant to the document improving the document.

K Means Clustering With Decision Tree Computer Science Essay

K Means Clustering With Decision Tree Computer Science Essay The K-means clustering data mining algorithm is commonly used to find the clusters due to its simplicity of implementation and fast execution. After applying the K-means clustering algorithm on a dataset, it is difficult for one to interpret and to extract required results from these clusters, until another data mining algorithm is not used. The Decision tree (ID3) is used for the interpretation of the clusters of the K-means algorithm because the ID3 is faster to use, easier to generate understandable rules and simpler to explain. In this research paper we integrate the K-means clustering algorithm with the Decision tree (ID3) algorithm into a one algorithm using intelligent agent, called Learning Intelligent Agent (LIAgent). This LIAgent capable of to do the classification and interpretation of the given dataset. For the visualization of the clusters 2D scattered graphs are drawn. Keywords: Classification, LIAgent, Interpretation, Visualization 1. Introduction The data mining algorithms are applied to discover hidden, new patterns and relations from the complex datasets. The uses of intelligent mobile agents in the data mining algorithms further boost their study. The term intelligent mobile agent is a combination of two different disciplines, the agent is created from Artificial Intelligence and code mobility is defined from the distributed systems. An agent is an object which has independent thread of control and can be initiated. The first step is the agent initialization. The agent will then start to operate and may stop and start again depending upon the environment and the tasks that it tried to accomplish. After the agent finished all the tasks that are required, it will end at its complete state. Table 1 elaborates the different states of an agent [1][2][3][4]. Table 1. States of an agent Name of Step Description Initialize Performs one-time setup activity. Start Start its job or task. Stop Stops its jobs or tasks after saving intermediate results. Complete Performs completion or termination activity. There is link between Artificial Intelligence (AI) and the Intelligent Agents (IA). The data mining is known as Machine Learning in Artificial Intelligence. Machine Learning deals with the development of techniques which allows the computer to learn. It is a method of creating computer programs by the analysis of the datasets. The agents must be able to learn to do classification, clustering and prediction using learning algorithms [5][6][7][8]. The remainder of this paper is organized as followos: Section 2 reviews the relevant data mining algoritms, namely the K-means clustering and the Decision tree (ID3). Section 3 is about the methodology; a hybrid integration of the data mining algorithms. In section 4 we discuss the results and dicussion. Finally section 5 presents the conclusion. 2. Overview of Data Mining Algorithms The K-means clustering data mining algorithm is used for the classification of a dataset by producing the clusters of that dataset. The K-means clustering algorithm is a kind of unsupervised learning of machine learning. The decision tree (ID3) data mining algorithm is used to interpret these clusters by producing the decision rules in if-then-else form. The decision tree (ID3) algorithm is a type of supervised learning of machine learning. Both of these algorithms are combined in one algorithm through intelligent agents, called Learning Intelligent Agent (LIAgent). In this section we will discuss both of these algorithms. 2.1. K-means clustering Algorithm The following steps explain the K-means clustering algorithm: Step 1: Enter the number of clusters and number of iterations, which are the required and basic inputs of the K-means clustering algorithm. Step 2: Compute the initial centroids by using the Range Method shown in equations 1 and 2. (1) (2) The initial centroid is C(ci, cj).Where: max X, max Y, min X and min Y represent maximum and minimum values of X and Y attributes respectively. k represents the number of clusters and i, j and n vary from 1 to k where k is an integer. In this way, we can calculate the initial centroids; this will be the starting point of the algorithm. The value (maxX minX) will provide the range of X attribute, similarly the value (maxY minY) will give the range of Y attribute. The value of n varies from 1 to k. The number of iterations should be small otherwise the time and space complexity will be very high and the value of initial centroids will also become very high and may be out of the range in the given dataset. This is a major drawback of the K-means clustering algorithm. Step 3: Calculate the distance using Euclideans distance formula in equation 3. On the basis of the distances, generate the partition by assigning each sample to the closest cluster. Euclidean Distance Formula: (3) Where d(xi, xj) is the distance between xi and xj. xi and xj are the attributes of a given object, where i and j vary from 1 to N where N is total number of attributes of a given object. i,j and N are integers. Step 4: Compute new cluster centers as centroids of the clusters, again compute the distances and generate the partition. Repeat this until the cluster memberships stabilizes [9][10]. The strengths and weaknesses of the K-means clustering algorithm are discussed in table 2. Table 2. Strengths and Weakness of the K-means clustering Algorithm Strengths Weaknesses Time complexity is O(nkl). Linear time complexity in the size of the dataset. It is easy to implement, it has the drawback of depending on the initial centre provided. Space complexity is O(k + n). If a distance measure does not exist, especially in multidimensional spaces, first define the distance, which is not always easy. It is an order-independent algorithm. It generates same partition of data irrespective of order of samples. The Results obtained from this clustering algorithm can be interpreted in different ways. Not applicable All clustering techniques do not address all the requirements adequately and concurrently. The following are areas but not limited to where the K-means clustering algorithm can be applied: Marketing: Finding groups of customers with similar behavior given large database of customer containing their profiles and past records. Biology: Classification of plants and animals given their features. Libraries: Book ordering. Insurance: Identifying groups of motor insurance policy holders with a high average claim cost; identifying frauds. City-planning: Identifying groups of houses according to their house type, value and geographically location. Earthquake studies: Clustering observed earthquake epicenters to identify dangerous zones. WWW: Document classification; clustering web log data to discover groups of similar access patterns. Medical Sciences: Classification of medicines; patient records according to their doses etc. [11][12]. 2.2. Decision Tree (ID3) Algorithm The decision tree (ID3) produces the decision rules as an output. The decision rules obtained from ID3 are in the form of if-then-else, which can be use for the decision support systems, classification and prediction. The decision rules are helpful to form an accurate, balanced picture of the risks and rewards that can result from a particular choice. The function of the decision tree (ID3) is shown in the figure 1. Figure 1. The Function of Decision Tree (ID3) algorithm The cluster is the input data for the decision tree (ID3) algorithm, which produces the decision rules for the cluster. The following steps explain the Decision Tree (ID3) algorithm: Step 1: Let S is a training set. If all instances in S are positive, then create YES node and halt. If all instances in S are negative, create a NO node and halt. Otherwise select a feature F with values v1,,vn and create a decision node. Step 2: Partition the training instances in S into subsets S1, S2, , Sn according to the values of V. Step 3: Apply the algorithm recursively to each of the sets Si [13][14]. Table 3 shows the strengths and weaknesses of ID3 algorithm. Table 3. Strengths and Weaknesses of Decision Tree (ID3) Algorithm Strengths Weaknesses It generates understandable rules. It is less appropriate for a continuous attribute. It performs classification without requiring much computation. It does not perform better in problems with many class and small number of training examples. It is suitable to handle both continuous and categorical variables. The growing of a decision tree is expensive in terms of computation because it sorts each node before finding the best split. It provides an indication for prediction or classification. It is suitable for a single field and does not treat well on non-rectangular regions. 3. Methodology We combine two different data mining algorithms namely the K-means clustering and Decision tree (ID3) into a one algorithm using intelligent agent called Learning Intelligent Agent (LIAgent). The Learning Intelligent Agent (LIAgent) is capable of clustering and interpretation of the given dataset. The clusters can also be visualized by using 2D scattered graphs. The architecture of this agent system is shown in figure 2. Figure 2. The Architecture of LIAgent System The LIAgent is a combination of two data mining algorithms, the one is the K-means clustering algorithm and the second is the Decision tree (ID3) algorithm. The K-means clustering algorithm produces the clusters of the given dataset which is the classification of that dataset and the Decision tree (ID3) will produce the decision rules for each cluster which are useful for the interpretation of these clusters. The user can access both the clusters and the decision rules from the LIAgent. This LIAgent is used for the classification and the interpretation of the given dataset. The clusters of the LIAgent are further used for visualization using 2D scattered graphs. Decision tree (ID3) is faster to use, easier to generate understandable rules and simpler to explain since any decision that is made can be understood by viewing path of decision. They also help to form an accurate, balanced picture of the risks and rewards that can result from a particular choice. The decision rules are obta ined in the form of if-then-else, which can be used for the decision support systems, classification and prediction. A medical dataset Diabetes is used in this research paper. This is a dataset/testbed of 790 records. The data of Diabetes dataset is pre-processed, called the data standardization. The interval scaled data is properly cleansed. The attributes of the dataset/testbed Diabetes are: Number of times pregnant (NTP)(min. age = 21, max. age = 81) Plasma glucose concentration a 2 hours in an oral glucose tolerance test (PGC) Diastolic blood pressure (mm Hg) (DBP) Triceps skin fold thickness (mm) (TSFT) 2-Hour serum insulin (m U/ml) (2HSHI) Body mass index (weight in kg/(height in m)^2) (BMI) Diabetes pedigree function (DPF) Age Class (whether diabetes is cat 1 or cat 2) [15]. We create the four vertical partitions of the dataset Diabetes, by selecting the proper number of attributes. This is illustrated in tables 4 to 7. Table 4. 1st Vertically partition of Diabetes Dataset NTP DPF Class 4 0.627 -ive 2 0.351 +ive 2 2.288 -ive Table 5. 2nd Vertically partition of Diabetes Dataset DBP AGE Class 72 50 -ive 66 31 +ive 64 33 -ive Table 6. 3rd Vertically partition of Diabetes Dataset TSFT BMI Class 35 33.6 -ive 29 28.1 +ive 0 43.1 -ive Table 7. 4th Vertically partition of Diabetes Dataset PGC 2HIS Class 148 0 -ive 85 94 +ive 185 168 -ive Each partitioned table is a dataset of 790 records; only 3 records are exemplary shown in each table. For the LIAgent, the number of clusters k is 4 and the number of iterations n in each case is 50 i.e. value of k =4 and value of n=50. The decision rules of each clusters is obtained. For the visualization of the results of these clusters, 2D scattered graphs are also drawn. 4. Results and Discussion The results of the LIAgent are discussed in this section. The LIAgent produces the two outputs, namely, the clusters and the decision rules for the given dataset. The total sixteen clusters are obtained for all four partitions, four clusters per partition. Not all the clusters are good for the classification, only the required and useful clusters are discussed for further information. The sixteen decision rules are also generated by LIAgent. We are presenting three decision rules of three different clusters. The number of decision rules varies from cluster to cluster; it depends upon the number of records in the cluster. The Decision Rules of the 4th partition of the dataset Diabetes: Rule: 1 if PGC = 165 then Class = Cat2 else Rule: 2 if PGC = 153 then Class = Cat2 else Rule: 3 if PGC = 157 then Class = Cat2 else Rule: 4 if PGC = 139 then Class = Cat2 else Rule: 5 if HIS = 545 then Class = Cat2 else Rule: 6 if HIS = 744 then Class = Cat2 else Class = Cat1 Only six decision rules are for the 4th partition of the dataset. It is easy for any one to take the decision and interpret the results of this cluster. The Decision Rules of the 1st partition of the dataset Diabetes: Rule: 1 if DPF = 1.32 then Class = Cat1 else Rule: 2 if DPF = 2.29 then Class = Cat1 else Rule: 3 if NTP = 2 then Class = Cat2 else Rule: 4 if DPF = 2.42 then Class = Cat1 else Rule: 5 if DPF = 2.14 then Class = Cat1 else Rule: 6 if DPF = 1.39 then Class = Cat1 else Rule: 7 if DPF = 1.29 then Class = Cat1 else Rule: 8 if DPF = 1.26 then Class = Cat1 else Class = Cat2 The eight decision rules are for the 1st partition of the dataset. The interpretation of the cluster is easy through the decision rules and it also helps to take the decision. The Decision Rules of the 3rd partition of the dataset Diabetes: Rule: 1 if BMI = 29.9 then Class = Cat1 else Rule: 2 if BMI = 32.9 then Class = Cat1 else Rule: 3 if TSFK = 23 then Rule: 4 if BMI = 25.5 then Class = Cat1 else Rule: 5 if BMI = 30.1 then Class = Cat1 else Rule: 6 if BMI = 28.4 then Class = Cat1 else Class = Cat2 else Rule: 7 if BMI = 22.9 then Class = Cat1 else Rule: 8 if BMI = 27.6 then Class = Cat1 else Rule: 9 if BMI = 29.7 then Class = Cat1 else Rule: 10 if BMI = 27.1 then Class = Cat1 else Rule: 11 if BMI = 25.8 then Class = Cat1 else Rule: 12 if BMI = 28.9 then Class = Cat1 else Rule: 13 if BMI = 23.4 then Class = Cat1 else Rule: 14 if BMI = 30.5 then Rule: 15 if TSFK = 18 then Class = Cat2 else Class = Cat1 else Rule: 16 if BMI = 26.6 then Rule: 17 if TSFK = 18 then Class = Cat2 else Class = Cat1 else Rule: 18 if BMI = 32 then Rule: 19 if TSFK = 15 then Class = Cat2 else Class = Cat1 else Rule: 20 if BMI = 31.6 then Class = Cat2 , Cat1 else Class = Cat2 The twenty decision rules are for the 3rd partition of the dataset. The number of rules for this cluster is higher than the other two clusters discussed. The visualization is important tool which provides the better understanding of the data and illustrates the relationship among the attributes of the data. For the visualization of the clusters 2D scattered graphs are drawn for all the clusters. We are presenting the four 2D scattered graphs of four different clusters of different partitions. Figure 3. 2D Scattered Graph between NTP and DPF attributes of Diabetes dataset The distance between NTP and DPF attributes of Diabetes dataset varies at the beginning of the graph but after some interval the distance becomes constant. Figure 4. 2D Scattered Graph between DBP and AGE attributes of Diabetes dataset There is a variable distance between DBP and AGE attributes of the dataset. It remains variable throughout this graph. Figure 5. 2D Scattered Graph between TSFT and BMI attributes of Diabetes dataset The graph shows almost constant distance between TSFT and BMI attributes of the dataset. It remains constant throughout the graph. Figure 6. 2D Scattered Graph between PGC and 2HIS attributes of Diabetes dataset There is a variable distance between PGC and 2HIS attributes of the dataset. But in the middle of this graph there is some constant distance between these attributes. The structure of this graph is similar to the graph of figure 5. 5. Conclusion It is not simple for all the users that they can interpret and extract the required results from these clusters, until some other data mining algorithms or other tools are not used. In this research paper we have tried to address the issue by integrating the K-means clustering algorithm with the Decision tree (ID3) algorithm. The choice of the ID3 is due to the decision rules in the form of if-then-else as an output, which are easy to understand and help to take the decision. It is a hybrid combination of supervised and unsupervised machine learning, using intelligent agent, called a LIAgent. The LIAgent is helpful in the classification and prediction of the given dataset. Furthermore, 2D scattered graphs of the clusters are drawn for the visualization.