William Edwards Deming

Mike LaVine 12/12/12 Individual assignment 2 William Edwards Deming William Edwards Deming was an American statistician professor. He was also considered an author, consultant, and lecturer. Deming is most famous for his work done in Japan where he taught top management how to improve design, service, testing, quality, and sales through many of his unique methods. Deming made a significant contribution the Japan’s economic status for the innovation of high quality products. He is said to have the highest impact on Japanese manufacturing and business of any non-native Japanese person.Deming’s work also grew in the United States and he received the National Medal of Technology in 1987 and the Distinguished Career in Science award from the National Academy of Sciences in 1988. It is stated â€Å"Dr. W. Edwards Deming taught that by adopting appropriate principles of management, organizations can increase quality and simultaneously reduce costs (by reducing waste, rework, staff attrition and litigation while increasing customer loyalty). The key is to practice continual improvement and think of manufacturing as a system, not as bits and pieces. †Deming is well known for his Deming system of profound knowledge. Deming said all managers needed to have this system of profound knowledge and it consisted of four parts. First, was appreciation of a system; understanding the overall processes involving suppliers, producers, and customers of good and services. Second, Knowledge of variation; the range and causes of variation in quality, and se of statistical sampling in measurements. Next, the theory of knowledge; the concepts explaining knowledge and the limits of what can be known. And last, knowledge of psychology; concepts of human nature. One need not be eminent in any part nor in all four parts in order to understand it and to apply it. † â€Å"Once the individual understands the system of profound knowledge, he will apply its principles i n every kind of relationship with other people. He will have a basis for judgment of his own decisions and for transformation of the organizations that he belongs to,† says Deming. It is said the first thing that has to happen in this system is the person must be transformed. Once the person is transformed, he will see new meaning in his life. The individual will set a good example, be a good listener and teach others.Deming is also famous for his work in creating the 14 points for management. The System of Profound Knowledge is the basis for application of Deming's famous 14 Points for Management. These principles allowed managers to achieve a better understanding of how to transform business effectiveness. The 14 points were released for the first time in his book, Out of the Crisis. These 14 points are, 1. â€Å"Create constancy of purpose toward improvement of product and service, with the aim to become competitive, stay in business and to provide jobs. . Adopt the new ph ilosophy. We are in a new economic age. Western management must awaken to the challenge, must learn their responsibilities, and take on leadership for change. 3. Cease dependence on inspection to achieve quality. Eliminate the need for massive inspection by building quality into the product in the first place. 4. End the practice of awarding business on the basis of a price tag. Instead, minimize total cost. Move towards a single supplier for any one item, on a long-term relationship of loyalty and trust. 5.Improve constantly and forever the system of production and service, to improve quality and productivity, and thus constantly decrease costs. 6. Institute training on the job. 7. Institute leadership (see Point 12 and Ch. 8 of â€Å"Out of the Crisis†). The aim of supervision should be to help people and machines and gadgets do a better job. Supervision of management is in need of overhaul, as well as supervision of production workers. 8. Drive out fear, so that everyone m ay work effectively for the company. (See Ch. 3 of â€Å"Out of the Crisis†) 9. Break down barriers between departments.People in research, design, sales, and production must work as a team, in order to foresee problems of production and usage that may be encountered with the product or service. 10. Eliminate slogans, exhortations, and targets for the work force asking for zero defects and new levels of productivity. Such exhortations only create adversarial relationships, as the bulk of the causes of low quality and low productivity belong to the system and thus lie beyond the power of the work force. 11. a. Eliminate work standards (quotas) on the factory floor. Substitute with leadership. b. Eliminate management by objective.Eliminate management by numbers and numerical goals. Instead substitute with leadership. 12. a. Remove barriers that rob the hourly worker of his right to pride of workmanship. The responsibility of supervisors must be changed from sheer numbers to qua lity. b. Remove barriers that rob people in management and in engineering of their right to pride of workmanship. This means, inter alia, abolishment of the annual or merit rating and of management by objectives 13. Institute a vigorous program of education and self-improvement. 14. Put everybody in the company to work to accomplish the transformation.The transformation is everybody's job. † I fully agree with Deming’s teachings. I believe the system of profound knowledge is very effective system in engaging all aspects of an organization. It takes into account suppliers, producers and consumers and how they are all interrelated and increases flexibility. I believe Deming’s key principles involve every aspect of the organization to improve output and workmanship as well as working conditions, this includes minimizing total cost for employees, improves management for employees, creates a better working environment, and improves output.As a manager, I would use the 14 key principle points in bettering the working environment for employees. It would allow me to better take on leadership and change in the organization, help to minimize total cost and move into long term relationships with other organizations, influence more training on the job to improve productivity, supervise to help people do a better job, and work as a team with other departments to increase company productivity. I have learned that transformation is everybody’s job and it would give me a whole different outlook as a manager.References Deming, W. Edwards. â€Å"Those Lean Years at Wyoming U. † (2011). Retrieved November 24, 2012, from http://deming. org/index. cfm? content=63 McInnis, D. (2011). W. Edwards Deming of Powell, wyo. : The man who helped shape the world. Retrieved November 24/2012 from http://www. wyohistory. org/encyclopedia/w-edwards-deming Madison, J. (n. d. ). Ed Deming A Pioneer and Prophet of Total Quality Management. Retrieved November 25, 2 012, from http://www. stfrancis. edu/content/ba/stuwebs/biograph/deming2. htm.

Montessori †Purpose of Education Essay

In the above mentioned lines Dr. Maria Montessori wants to convey that purpose of education is not just transfer the knowledge from person to person or teacher to students but to help students release their full human potential. It is not just that teachers give and students take either way they get understood or not. â€Å"Education is a natural process carried out by the child and is not acquired by listening to words but by experiences in the environment† (The Absorbent mind, p-24, chapter-3). Education is a natural process which carried out by the human individually, no one can teach them. Education should take a new way of seeking and improving the human potential and human life. From the Montessori philosophy point of view potential is only develop if proper environment is there, with environment child also need freedom. Education is a observe child potential during a child development period. Child is very receptive to new learning experiences on their sensitive periods. So we have to carefully observe the child potential and interest and develop them. Every child is born with potential, adult only can developed that potential though right guidance and with right environment. Education helps the child in developing a love of learning. Education is not only done by listening to the words, child also needs practical exposure also. Through practical exposure they will learn easily and get understand in a better way, which also helps them in future also. If we want to teach etiquette to child or how to behave with their younger and elders then we would have to follow the practice first so that children may imitate and follow us. Montessori felt that adult should not assume that the child is empty and filled with our knowledge and experience. It is important to standard that the child has his own potential for life. For revealing that potential they only need proper environment. Potential + environment = development of potential. Environment, potential, freedom all are interrelated with each other. Children like to work as well as play. Dr. Montessori believe that potential is develop by their own ability. Small children are able to have good mental concentration. Child want mastery in an activity for this they repeat that activity again and again and they love that repetition. Child wants to know the activity in detail. Children also love for order. They want their material in proper order. Adult should teach that order properly. After using material teaches them put it back. When child choose the material then they enjoy that material and do that activity deeply with full concentration and capability. Children want to have choice so adult give them freedom of right to choice. Children love to work, they can’t sit idle. They want to do some constructive work. They want material which can help them to grow. For children no need of rewards and punishments. It’s adult responsibility to give them proper guidelines. Children’s have their sense of personal dignity. They also feel bad. They also love to clean themselves. Child get understand everything so don’t take them as granted. Children like silence, they only need environment. Teacher should start teaching from sounds of the letters n then from small letters. Children are able to write and read. If a child gets the material he/she is going to discipline. There are no competition, child get attach with material or with their friends. Teacher should know how she has to maintain discipline with material. Man is born in a civil environment and animal is born in a natural environment. That’s why child take more time for walk and talk as compare to animal’s child. Man move by using their mental ability which he has by birth but it’s not visible and we take as granted. Same way child have their own personality, they only need to develop. Personality consist of 4 developments- physical development by provide them specious space so he can move their finger’s movement etc, intellectual development by giving them freedom of choice though which they can use their mental ability and by giving full information as per as possible, social development and emotional development. They all development is also called unified personality. Child unified personality is revealed by self realisation or self construction. Spiritual embryo means self realisation. A child is in pure form when he is born. Self construction only develops if â€Å"will† is there. A lot of will is developing man’s intelligence, so we have to extra care to child. Mind, body, actions and will is interrelated with each other. â€Å"There is interchange between the individual, the spiritual embryo, and its environment. It is though the environment that the individual is moulded and brought to perfection† (the secret of childhood, p-35, ch-6). Spiritual embryo is a place where mental development is takes place. PDPP (pre determine psychic pattern) is a decided pattern which he is born with it, but it invisible or hidden inside. And for developing PDPP proper environment is required. It is also called NEBULAE. Whatever pattern with they born, they will become that, no one can change that pattern. It is unique potential. E. g- twins also have different finger prints. Same as MNEME, is a super power or through which we remember everything. Its create urge to achieve the particular skill. PDPP is only developed if prepared environment is available. Living and non living things is in environment. Environment should be by prepaid by knowledgeable adult who know the needs of child and according to the child nature not to the adult mood. Teacher should be good observer; she should know the necessary changes in environment. There is a link between environment and child. Child is born with potential, if potential is not there than how they use environment? Only when a child is free to use environment then he show his creativity and potential. Freedom helps the child to improve their potential. Freedom of movement is most important for children. Adult should give them to move from one place to other place. Through this freedom physical development is taking place. But child have to careful they do not violin the rules and should not disturb the others, adult should make some limitations and rule. With physical development, mental development is also takes place. Freedom of movement is also help in developing â€Å"will† in children. Will is involved on their freedom of choice. They perform constructive work with their choosy material. Intellectual development is also developing. Teacher or adult make sure they give them right choice. Adult should try to attract child’s attention towards material. To express their feelings child need to speak. We should allow the child to speak or talk to everybody without scaring from anybody. Teacher should give them freedom of speech so they easily develop their communication skills, expressing thoughts, vocabulary. But teacher should observe that child does not use abusive language and harsh words. Teacher should be good role model. Every child is born with their different personality, don’t force them for anything. Children should have competition with them self. Give them freedom from competition. Order will help in self esteem. Order of his proper environment is very important for children. It should be grouped. It should be arrange in concrete to abstract. If concrete method we used to teach they will learn easily and fast. Adult should provide them practical exposure. Without order very different to learn. He feels safer and also feels familiar. Adult should be a good role model. Teacher can use curriculum also and should be prepare organised. Always show real picture to child. Don’t give fantasy world otherwise they will live in fantasy. Always present real material through which they develop sense of responsibility. Children love to work with real materials. The internal aim of child is developing their infrastructure and mental development. With the help of real material they learn concentration. Every material should be meaningful and purposeful for the child. Real material is helping in developing their senses on their sensitive periods. â€Å"It is in the environment of the maternal guiding instincts with the sensitive periods of the newly born that conscious love develops between parent and child. † (Secret of childhood, ch-8, page- 216) Sensitive period is starting when child born. Parents have big hand on developing child senses. During sensitive periods child life are like windows of opportunity a child get to learn different skills. The child is extra sensitive to the stimuli it gets to learn a particular skill at those periods. Adult should give right guide during this period so they develop their sensitivities easily and faster. In between developing senses child get close with their adult or parent. Main motive of sensitive period is to develop child ability and goal of development as called SENSOTIAL EXPLORE. Child born with their personality so they are ready to learn by birth. Children’s have five senses- touch and organ is skin, taste and organ is tongue, sight and organ is eyes, smell and organ is nose and last sound/ hearing and organ is ear. Child have 6 sensitive periods in which they develop their senses and first is sensitivity to order in between 1-2 year. Child want stability in environment and for that order should be there. So adult should keep the environment orderly so children can develop their confidence level and self esteem. Second is sensitivity to learning though the five senses- senses are active by birth in child. Though senses they easily differentiate between objects. Example- sounds of different animals. They only need practical exposure and freedom for using their senses. Third is sensitivity to small objects- child always loved to choose small objects which they carry easily and can’t able to see big object properly. Adult should provide them small objects. Fourth is sensitivity to co-ordination of movement- children have reason to move. Their co-ordination of movement is only develop if will is there and will is only develop if adult give them of movement. Movement is also helping them in developing physical development. Fifth is sensitivity to language- if child is not exposing himself in language then he can’t able to express his feelings and his language is get spoil. Adult should give them freedom of language so he develops his vocal cod and vocabulary. Last or sixth is sensitivity to social aspects- learning in the play group is the best way of learning and children love to work with their friends. Adult should motivate them for interact with other child and being social. So adult should provide them that type environment through which they will develop their sensitive periods. Sensitive periods show the pattern which chid follows in gaining knowledge of his environment. On the other side absorbent mind is the way child absorb from the environment. Impressions do not merely enter his mind, they form it. They incarnate themselves in him. The child creates his own â€Å"mental muscles† using for this what he finds in the world around him. We have named this type of mentality (The absorbent mind, ch-3, page- 25). Child does not have impressions of environment, they form in his mind. Child develop their mental muscles by own and use in the world. They only want environment for store more and more things in their brain. And they use that collection in differentiating between 2 objects. There are2 types of period. One is unconscious mind period is between 0-3 yr. n which they absorb everything from environment. Second is conscious mind is between 3-6 yr. in which he is in embryonic stage or self construction period. PDPP and mneme is developing in conscious period. PDPP is a natural law of nature. There are 8 natural laws of development. First is law of work is taking place in both physically and mentally. Mind and physical energy called work. Adult should provide them purposeful work, through which child learn about peace, relaxing. Mental stage of child will be seen. Second is law of independence in this law child want to doing anything without any help is called independence. It is very important for child to be independent otherwise he relay every time on others. Adult should give freedom to do it. Third is power of attention. Pay extra attention is called power of attention. Adult should provide them small objects so they concentrate easily in an object. Fourth is development of will- decision make + action taken= will. there are 3 stages of will – one is spontaneously repeat action, second is he take decisions and then he take action and sense of responsibility is develop. Third is they doing work by their own, he discipline himself. Fifth is development of intelligence- intelligence is the ability make judgement an orderly manner and as soon as fast. Respond the stimuli very quickly and very sharply is called intelligence. Adult should provide them sensorial material so they develop their intelligence. sixth is development of child imagination and creativity- dr. Montessori believe that adult should provide real material to child not fantasy or imaginative otherwise child also start believing in fantasy. Creativity and imagination is only developing if real material should be available. Seventh is development of emotional and spiritual life- attachment of child and mother called emotional and spiritual life? Adult should help the child in developing social, emotional and spiritual life by loving and warm. Eighth is stages of growth and development- there are 4 stages first is 0-3-6 yr. is self construction in this period , second is 6-9-12 in this stage child is very comfortable, calm, cool stage, third is 12-15-18 in this period lots of disturbance is taking place is also called teenage for both male and female. Physical disturbance and hormones changes is also taking place, fourth is 18-21-24 children become settle down. They become mature, calm, understandable person. In whole philosophy adult have big role. Teacher should give directions to children. Child’s lead and teacher’s follow. Teacher should plan out the thing or she can make curriculum. Children have to develop himself in peace without any disturbance so its teacher responsibility to provide them that type of environment. Environment is the most important in releasing child potential so teacher showing herself as a growing person, she can’t be stagnant. She has 2 fold roles one is prepaid environment – she should keep such material through which child develop holistically. It should be interesting for child and force to work with material, it encourage to child. Material should be purposeful, aim for it. It will be help in discipline, obedience, mental development will takes place. Teacher should be place right material in the classroom. It will not heart him emotionally. Teacher should be neat and clean. Everything will be changing on the daily bases. Keep material changes otherwise they feel bore. Changes motivate the child and make them enjoyable. Place material according the child age. Teacher should make sure child should follow rules or limitations. Teacher should guide them in a orm manner. New material should be bring for children so become they learn more things. Teacher should give freedom of choice, freedom of speak, freedom of movement etc. adult prepare the environment and express to the child. Teacher need to give freedom of work with the environment. Teacher should be actively passive which means don’t do work for them; let them work to do ourselves. Teacher should have unified personality. Teacher should have active, creative, energetic, pleasing appearance etc. She needs to be knowledgeable or child psychology and child development knowledge should she have. She should be scientific observer. She should have faith in the child or believe in the child potential. She should not have judgemental. She should assist the child to developed his will and towards self discipline. She helps the child towards independence. She should good observer- she observe that how child use material, his behaviour towards material. Conclusion From the proceeding sections one can infer that education is not mere flow or exchange of information but provision of holistic environment such as the child may undergo all round development and his full potential is realised to the child, teacher, parents and the society. Free the child’s potential, and you will transform him into the world† (Dr. Maria Montessori, website-www. montessori. org). The essential purpose of Montessori is that give environment and freedom both are equally important for child development. If any of them is absent child get spoil badly. It is adult responsibility to give them that environment with freedom to use tha t environment carefully and orderly.

Paradise Lost by John Milton Essay

1 – ‘Language has the ability to make sin look attractive’ Tis Pity was published by John Ford in 1633 and is set in Italy, the heart of the Renassiance. John Milton published Paradise Lost in 1667, relatively soon after John Ford, and was the first epic poem to be written in blank verse. Both writers push the boundaries of literature by exploring untouched, taboo subjects: incest and The Fall of Man. During this period of time, soon after the Renassiance period, many artists and writers were challenging society by introducing a range of different styles and genres. This meant that Ford and Milton both intended to tempt controversy through their pieces of literature; yet, the seductive choice of language has instead caused an attractiveness to both texts. It is this attraction to the language, and utter skill behind these writer’s intentions, that has enabled both texts to withstand the test of time. In Book Nine of Paradise Lost, Milton begins to introduce Satan as the Serpent; however, he manages to draw the audience away from Satan’s intentions by presenting his physical beauty. As the Serpent ‘Addressed his way’ towards Eve, with the desire to cause corruption, he moves ‘not with intended wave’. Instead, he towers ‘fould above fould a surging Maze’, with the colours of ‘Verdant Gold’. By giving the Serpent distinct characteristics, he is separating him from the other creatures in the Garden of Eden, therefore drawing Eve’s attention to his uniqueness. The repetition of ‘fould above fould’ gives the sense of an illusion, something which Eve’s eyesight is unable to comprehend; which is then reinforced by ‘surging Maze’, giving this illusion speed and power, causing a greater confusion on Eve’s behalf. The vivid description of ‘verdant Gold’ gives the Serpent a very rich colouring, thus reiterating his importance in the Garden. When Satan finally decides to confront Eve, he becomes ‘erect’, giving himself a sense of empowerment. This is when Milton’s narration confirms the beauty of his language, as he mentions how ‘pleasing was his shape / and lovely’. For an audience, this outside interpretation almost gives a sense of comfort, as they too are lost in his physical beauty. Finally, as the Serpent begins to speak, his ability to compliment and seduce enables him to make his way ‘into the heart of Eve’. There are clear similarites between Satan in Paradise Lost and Vasques in Tis Pity: both have a masterful use of rhetoric. As Vasque attempts to gather information from Putana, he mentions how her – by proving themselves  to be devoted to these women, they are appealing to their naivity and giving a false sense of trust. Their seductive use of language causes them to become ‘impassioned’, as they begin to realise their ability to attract these women. The absence and withdrawal of language in both texts is equally as attractive to an audience. In Paradise Lost Book Nine, the pivotal point when Eve eats the Forbidden Fruit is simply expressed in four words, ‘she plucked, she eat’. The use of these monosyllables reinforces how emphasis can be achieved through simplicity. Extending on this further, Milton’s constant elaboration and care to detail is deliberately dismissed here to send an even greater message to his audience: mankind cannot blame Eve for causing the Fall as she simply ‘ate’ the fruit. By refusing to focus on Eve’s decision to eat the Fruit, he is daringly challenging conventional views that women are the only cause of sin. John Ford in Tis Pity has a similar intention through his portrayal of Hippolyta; her refusal to be silenced goes against the view of women’s inferiority. This is achieved in Act Two Scene two, as she powerfully enters with ‘Tis I;’. These two words are separate from the rest of her speech in order to hold suspense and give her a greater presence on stage. Ford’s intention is for the audience to immediately be drawn to her in preparation for her criticism towards Soranzo. As both Ford and Milton are so skilled in writing ‘attractively’ and deliberately trying to engage an audience, it is even more effective when they suddenly withdraw; the audience become responsible in using their own imagination, in attempt to understand the message these writers intend to express. In Tis Pity, the most effective use of language is through convincing an audience that Giovanni and Annabella have a natural, loving relationship. In Act One Scene Two, when Giovanni admits his love for Annabella and she responds evenly, he ends the scene with ‘After so many tears as we have wept, let’s learn to court in smiles , to kiss and sleep’. Finally Giovanni is no longer impassioned, ‘I have too long suppressed the hidden flames’, and is instead able to appreciate the natural rawness of their love. Not only that, but by referring to their ability to ‘weep, smile, kiss and sleep’, he is expressing emotions which audiences are able to relate to; proving that their relationship isn’t as unnatural as first assumed. During this particular moment, the audience become so engaged in the text that they forget about the theme of incest and instead support the  purity of their relationship. John Milton’s depiction of Satan creates a similar sense of curiosity into the ability to sympathise with him. This is highlighted when he observes Eve for the first time and becomes ‘of enmitie disarm’d/ of guile, of hate, of envie, of revenge’. The repetition of ‘guile, hate, envie, revenge’ proves how Satan is gradually striped of his emotions associated with evil, and is instead left vulnerable through his admiration. The power of Eve’s beauty forces him to become ‘abstracted’ from his own evil, thus demonstrating the ability to respond humanely. During this moment, Milton is allowing the audience the opportunity to make their own viewpoint of Satan; isolated from the conventional, one-dimensial presentation of him. The beauty of both texts is not caused by convincing the audience that sin is ‘attractive’, but instead pushing them into sympathising, admiring and simply enjoying pieces of literature beyond expectation.

Autonomous Tennis Ball Picker Robot

Autonomous Tennis Ball Picker Robot The basic purpose of this project is to provide opportunity and benefit to the sports players. They can do more practice in less time with the help of this robot. Various different electronic devices were used to pick the tennis ball or any other ball. It is not so easy for any tennis player to pick a ball lot of times during practice. It affects his practice and time.Autonmous tennis ball picker robot will save the time of a player. He can do more practice in less time. This robot is not only for a tennis player .it is easy to use and cost effective. Our design is not only for tennis, it can also be used in other sports involving balls of similar size. Chapter 1: Introduction: In the tennis and sports equipment market, there are very few advanced electronic devices assisting in the feeding and picking of tennis balls or any other kind of balls. Tennis players do not prefer picking up over five hundred balls after a long day’s worth of drilling, or a baseball player would not enjoy picking up over five hundred baseballs on the ground from batting practice. As a result, our solution is an autonomous ball-picker device that is easy-to-use and cost-effective. Our design can be used for a variety of sports besides tennis, involving balls of similar size and weight. Chapter 2: Literature Review This Chapter is a review of the background material. This includes comparison of previous devices used for same purpose. it also includes the way how this robot is more effective then previous.? Chapter 3: Modeling and Design This Chapter describes the modeling of different parts of our robot. And all the various other Design decisions and selections made throughout the course of the project. Chapter 4: Experimental setup This Chapter describes in detail the techniques used in our robot. It contains the detection of the ball, design of user interface and all other aspects of the project. Chapter 5: Results and Discussion This chapter provides a result of the project i n which the key points of the project are Discussed and any specific conclusions are drawn Chapter 6: Recommendation This chapter is an analysis of the project in terms of overall performance and working. It also contains overview and recommendation of experts Chapter 1 Introduction Professional tennis matches can last upward of 3 hours, often with little more than 10 minute of rest in- Between sets .The need to train for such endurance matches becomes difficult without a partner of Adequate skill. For decades, tennis players have been using automatic tennis ball launching machines to train without the need of a partner. Therefore, it is determined that using current technology, a player will spend ~35%of the total time collecting tennis ball, and not training. This is a large proportion of the time, and needs to be reduced to truly emulate a tennis match. There are certain method of automatically collecting tennis ball ,as will be investigated in section 3 – Proposed Solutio n ,but the e are not portable, and require extensive modification to the tennis court.

Compare and contrast the idea of Descartes and Kant on epistemology Essay

Compare and contrast the idea of Descartes and Kant on epistemology - Essay Example Descrates’ definition of knowledge is, however, specific to scientific knowledge and certainty is defined, in the theorist’s perspective, as absence of doubt. With cognition as the fundamental to scientific knowledge, two levels of certainty on cognition are identified to define knowledge. With absolute level of certainty, no single doubt exists that an alternative idea or subject can be found while moral level of certainty involves conviction on a subject even with the knowledge that the subject could be false. Moral certainty however identifies possible doubt and according to Descrates, does not therefore define knowledge.1 Kant’s idea on epistemology is based on three factors that further identify opinion and faith. People’s affirmative decisions exist in three levels that distinguish between knowledge, faith, and opinion. There is a subjective basis to affirmation and an objective cause. Affirmation that is devoid of conviction, when conviction is not sufficient, is based on opinion. however, subjective factors to affirmation may be sufficient but a person lacks objective basis. Under the circumstance, affirmation is based on faith and not on opinion. Sufficiency of both subjective and objective factors into affirmation defines existence of knowledge. Opinion and faith are therefore, and according to Kant, elements of knowledge in which sufficient objectivity defines opinion while sufficient subjectivity defines faith and existence of both opinion and faith defines knowledge.2 Theories of Kant and Descrates identify both similarities and differences. The two ideas converge to existence of knowledge beyond definitions because experiences and observations inform certainty. In addition, Kant discusses sufficiency of subjectivity and objectivity as essentials of knowledge and such sufficiency are consistent with Descrates’ ideas of levels of

Leonardo da Vinci Research Paper Example | Topics and Well Written Essays - 1750 words

Leonardo da Vinci - Research Paper Example Besides, Leonardo provided ample importance to his career as an artist, but provided less importance to his personal life. Thesis statement: Leonardo da Vinci’s professional life, major accomplishments, and major influences prove that Leonardo is symbolic of the influence of Renaissance spirit on humanity in general. Earlier Life: Some important facts on Leonardo’s birth, early life, parents, childhood days, and education are examinable. First of all, he was born in the year 1452. In addition, his birthplace was in Vinci. Joanne Mattern stated that, â€Å"Leonardo da Vinci was born on April 15, 1452, in a town called Vinci, Italy† (8). His father was Ser Piero, and his mother was Caterina. His father was born in a wealthy family, but his mother was a peasant. He spent his early childhood with his mother. Later, Leonardo became under the control of his father. But Leonardo’s father did not try to be a role model to his son because he ignored Leonardoâ€℠¢s mother. For instance, Leonardo’s father married Albiera and Francesca Lanfredini. In short, Leonardo was raised in Florence, under the direct control of his father, and this deeply influenced his later life. But this did not affect his education because he received education in the Latin language, geometry, and math. Besides, hardships in early life helped Leonardo to turn his attention towards nature and to observe human relationship with nature. At the same time, Leonardo considered that art can help him to acquire mastery in different fields. Besides, he did not hesitate to learn new things in his life. So, one can see that all these factors molded Leonardo’s character. Personal life From a different angle of view, Leonardo considered that one’s personal life should not be shared with others. To be specific, his lifelong bachelorship, career centrism, and workaholic attitude hindered him from creating intimate relationships with women. Besides, his earlier life with his father may have instilled the feeling of hatred towards married life. But one must not misunderstand that Leonardo was not able to create and maintain cordial friendship with womenfolk. For instance, Leonardo maintained lifelong relationship with two women, named Beatrice and Isabella. Leonardo’s relationship with these women was so intimate because he painted Isabella’s portrait and carried the same with him. This proves that some women were allowed to enter Leonardo’s private domain without any restriction. From a different angle of view, Leonardo provided ample importance to his career and it reduced the scope of marriage in his life. In addition, Leonardo was a strict vegetarian. As an individual who is deeply interested in nature, vegetarianism and consideration towards living things deeply influenced his life philosophy. At the same time, Leonardo maintained a number of male friends in his private life. This helped him to be in touch with ot her fields of knowledge like mathematics, architecture, and military science. But Leonardo never disclosed his sexuality and never allowed strangers to enter his private circle. He passed away in the 16th century (say, in the year 1519). Professional life: Leonardo started his professional life with Verrocchio. John Malam stated that, â€Å"When Leonardo was in his teens, his father took him to the city of Florence to meet Andrea del Verrocchio, who was a well known artist†

Analysis Paper Assignment Example | Topics and Well Written Essays - 750 words - 1

Analysis Paper - Assignment Example The defendant moved for a summary judgment on the counts. The defendant also argues that Dr. Jones was their only physician who agreed to working in Chicago Heights where the plaintiff resided even though he had to balance the time with his own private practice hence explaining the overworking and the need for appointment (Teitelbaum and Wilensky, 2008). The trial court granted summary judgment on count 1 of negligence indicating that there was no evidence of the doctor having overpopulated patients. The same summary judgment was granted as well as on the contract liability where the court indicated that there was no contract breach as the doctor was not a specialized pediatrician. There was an appeal that was decided in 1998. The appellate judges after a review of the case agreed with the trial court’s decision on granting summary judgment to Chicago HMO on the counts mentioned above. The plaintiff did not agree with the decision and the case was taken to the Supreme Court. The opinion on the case after being heard and reviewed by the Supreme Court was granted on May, 2000. On the first count of negligence, the Supreme Court denied the summary judgment with the explanation that the Chicago HMO must have the full list of all the patients visiting the clinic each day because it had to calculate the monthly capitation payments to the doctor which was based on the number of patients. On appointment procedures, the summary judgment was granted as the procedures required booking an appointment first which the plaintiff did not. On the count of breaching the contract, the summary judgment was granted as the plaintiff was not party to the particular contract breach being referred to and the parties were only Chicago HMO and the Department of Public Aid. The law is good because the facts of the case are not exploited and explanation about what the terms of the contract were