Biography of Sir Isaac Newton :: Contributions of Isaac Newton

Sir Isaac Newton, mathematician and physicist, was one of the foremost scientific intellects of all time. Born in 1642 at Woolsthorpe, near Grantham in Lincolnshire, he attended school. There he entered Cambridge University in 1661. He was elected a Fellow of Trinity College in 1667, and Lucasian Professor of Mathematics in 1669. He remained at the university, lecturing in most years, until 1696. Of these Cambridge years, Newton was at the height of his creative power as "the prime of my age for invention". He singled out for four years, which was spent largely in Lincolnshire because of plague in Cambridge. During two to three years of intense mental effort he prepared Philosophiae Naturalis Principia Mathematica commonly known as the Principia, although this was not published until 1687. As a firm opponent of the attempt by King James II to make the universities into Catholic institutions, Newton was elected Member of Parliament for the University of Cambridge to the Convention Parliament of 1689, and sat again in 1701. Meanwhile, in 1696 he had moved to London as Warden of the Royal Mint. He became Master of the Mint in 1699, an office he retained to his death in 1727. He was elected a Fellow of the Royal Society of London in 1671, and in 1703 he became President, being annually re-elected for the rest of his life. His major work, Opticks, appeared the next year; he was knighted in Cambridge in 1705. As Newtonian science became increasingly accepted on the Continent, and especially after a general peace was restored in 1714, following the War of the Spanish Succession, Newton became the most highly esteemed natural philosopher in Europe. His last decades were passed in revising his major works, polishing his studies of ancient history, and defending himself against critics, as well as carrying out his official duties. Newton was modest, diffident, and a man of simple tastes. He was angered by criticism or opposition, and offensive resentment He was harsh towards enemies but generous to friends. In government, and at the Royal Society, he proved an able administrator. Biography of Sir Isaac Newton :: Contributions of Isaac Newton Sir Isaac Newton, mathematician and physicist, was one of the foremost scientific intellects of all time. Born in 1642 at Woolsthorpe, near Grantham in Lincolnshire, he attended school. There he entered Cambridge University in 1661. He was elected a Fellow of Trinity College in 1667, and Lucasian Professor of Mathematics in 1669. He remained at the university, lecturing in most years, until 1696. Of these Cambridge years, Newton was at the height of his creative power as "the prime of my age for invention". He singled out for four years, which was spent largely in Lincolnshire because of plague in Cambridge. During two to three years of intense mental effort he prepared Philosophiae Naturalis Principia Mathematica commonly known as the Principia, although this was not published until 1687. As a firm opponent of the attempt by King James II to make the universities into Catholic institutions, Newton was elected Member of Parliament for the University of Cambridge to the Convention Parliament of 1689, and sat again in 1701. Meanwhile, in 1696 he had moved to London as Warden of the Royal Mint. He became Master of the Mint in 1699, an office he retained to his death in 1727. He was elected a Fellow of the Royal Society of London in 1671, and in 1703 he became President, being annually re-elected for the rest of his life. His major work, Opticks, appeared the next year; he was knighted in Cambridge in 1705. As Newtonian science became increasingly accepted on the Continent, and especially after a general peace was restored in 1714, following the War of the Spanish Succession, Newton became the most highly esteemed natural philosopher in Europe. His last decades were passed in revising his major works, polishing his studies of ancient history, and defending himself against critics, as well as carrying out his official duties. Newton was modest, diffident, and a man of simple tastes. He was angered by criticism or opposition, and offensive resentment He was harsh towards enemies but generous to friends. In government, and at the Royal Society, he proved an able administrator.

Willy Lomans Depression in Arthur Millers Death of a Salesman :: Death Salesman essays

Willy Loman's Depression in Death of a Salesman    Arthur Miller's, "Death of a Salesman," shows the development and structure that leads up to the suicide of a tragic hero, Willy Loman. The author describes how an American dreamer can lose his self-worth by many negative situations that occur throughout his life. The structure and complications are essential because it describes how a man can lose his way when depression takes over. The first comlication which occurs in Act I, is when the reader acknowledges that Willy put his whole life into his sons, Biff and Happy, and they turned their backs on him. Willy always believed that biff would be this great, successful businessman and it turned out that Biff is still searching to find himself, which disappoints Willy in the worst way. The conflicts between Willy and Biff are rooted very deep. It all started when Biff was younger and he had failed his math class. He traveled to Boston to visit Willy, who was on a business trip. He had told that he had let Willy down and comes to find out that Willy is with another woman. Biff leaves and never takes that math class over. Willy felt guilty about this and believes that deep inside that he is responsible for Biff's choices in life and his failure to be successful. This conflict makes Willy weak and tremendously guilty, which stays with him as a reminder. The second complication that destroys Willy is his aging. By getting older he can't do the things he used to do. His aging affects his work because he is not the salesman he once was. He is not making enough money to support his wife, Linda, and himself. Being 60, Willy is getting too old for the traveling he does for his work. Willy asks his boss, Howard, for a raise and Howard fires him. Willy is really worn out and Howard knows this. This situation in end destroys Willy's pride and he could never ask his sons for money. The last complication at the end of Act II, is the conflict between Willy and Biff. Biff finally wants to get everything straight and clear with his father. Biff shows Willy the rubber tube that Willy wants to kill himself with. An arguement errupts from this and Biff tries to explain that he was never what Willy wanted him to be. Willy Loman's Depression in Arthur Miller's Death of a Salesman :: Death Salesman essays Willy Loman's Depression in Death of a Salesman    Arthur Miller's, "Death of a Salesman," shows the development and structure that leads up to the suicide of a tragic hero, Willy Loman. The author describes how an American dreamer can lose his self-worth by many negative situations that occur throughout his life. The structure and complications are essential because it describes how a man can lose his way when depression takes over. The first comlication which occurs in Act I, is when the reader acknowledges that Willy put his whole life into his sons, Biff and Happy, and they turned their backs on him. Willy always believed that biff would be this great, successful businessman and it turned out that Biff is still searching to find himself, which disappoints Willy in the worst way. The conflicts between Willy and Biff are rooted very deep. It all started when Biff was younger and he had failed his math class. He traveled to Boston to visit Willy, who was on a business trip. He had told that he had let Willy down and comes to find out that Willy is with another woman. Biff leaves and never takes that math class over. Willy felt guilty about this and believes that deep inside that he is responsible for Biff's choices in life and his failure to be successful. This conflict makes Willy weak and tremendously guilty, which stays with him as a reminder. The second complication that destroys Willy is his aging. By getting older he can't do the things he used to do. His aging affects his work because he is not the salesman he once was. He is not making enough money to support his wife, Linda, and himself. Being 60, Willy is getting too old for the traveling he does for his work. Willy asks his boss, Howard, for a raise and Howard fires him. Willy is really worn out and Howard knows this. This situation in end destroys Willy's pride and he could never ask his sons for money. The last complication at the end of Act II, is the conflict between Willy and Biff. Biff finally wants to get everything straight and clear with his father. Biff shows Willy the rubber tube that Willy wants to kill himself with. An arguement errupts from this and Biff tries to explain that he was never what Willy wanted him to be.

Critical Analysis on the Philosophy of Education

A philosophy of education, as a requirement for admission to any sort of education program, has within it the inherent fault that it may not be a truthful reflection of the applicant. Defining an instructor's philosophy, in regards to any area of supposed expertise, often results in page upon page of self-platitudes, false impressions and the required buzzwords. Does such an exercise actually reflect on the true actions and intentions of the instructor in regards to his methodology, success and creativity in the classroom setting? Does it accurately reflect his relationship to his students, and vice versa? Is such a philosophy something that can be accurately described in mere words, or is it something better viewed in the physical space of learning? It appears that most philosophies beg, borrow and steal from the latest theories of what is considered to be the well-rounded educator. The writer is forced to fill the required assignment with various educational stances and statements while often never developing their own personal mission statement. They are often afraid to say what they truly believe in, instead stating what they think those that judge the work are seeking. Such a philosophy can be seen on paper, but is it visible in the classroom setting? Can you tell how talented, or horrible, a teacher I am from this simple reading? Or would a trip into my classroom for an entire day give a more comprehensive and factual assessment of my true educational philosophy. My philosophy, or what I practice everyday in the educational setting, is simple and memorable. This philosophy, which has so far been successful in my short career, is to actually know your students and treat them as individuals. When teaching becomes difficult, always remember that they are only kids. Each one is vastly different than the next, and no two are even remotely alike. Each has varied interests, faults, problems, successes and distractions. Each has different, though not necessarily wrong, expectations, results and goals. There are no perfect students, and each must be evaluated on their own personal gains. The first step in accomplishing this philosophy of respect is focused, as everything should be, on the student. So often teachers grumble about the absence of respect aimed towards them, all the while ignoring the need for the student's own validation of worthiness as an individual and simply not an occupied seat. Every year, six or seven students are removed from other classes and placed into mine. In each instance, demeaning remarks from an instructor orlack of communication? is the reason for the switch. I have found adapting my approach towards these students is often all that is needed to seem some educational gains. Does this mean that every student succeeds? Of course not, but those that make the effort without simply giving up do succeed, even if it is unnoticed by others. I attempt to do simple enforcement of this philosophy everyday in, and out of, the classroom. For example, I attempt to avoid being patronizing and condescending. I recommend teachers actually listen to the students when they talk, and when they do not utter a word. Treat all students the same, but also as individuals who are each unique in their own incredible way. They are just kids, so don't expect perfection. It is fine to set reasonable and challenging goals for students in relation to their skills and talents, but to expect them to live up to unattainable standards, such as your own, dooms them to failure. Know their limitations, and your own. All of this involves the instructor to take the time, effort and interest in actually knowing each student as the individual they truly are, both in and outside of the school setting. Failure to do so limits the effectiveness of any type of learning endeavor. The only losers in such a situation are the students themselves and may be detrimental to the entire educational process. Such loss that may possibly be subtle enough to go unnoticed by all those involved. My education philosophy is not one thousand words in length, nor do I believe that any such personal mission statement should be expected to accomplish this feat. To do so would cloud its importance in vague assumptions and possibly pompous platitudes. It should be seen every day in the success, failure, effort, sacrifices, and abilities of the individual student, not in words and phrases with questionable intentions. Such a value statement can only be seen in the educational setting.

Lessons from the Fog of War Essay

The War in Afghanistan was launched on October 7, 2001 by the United States and the United Kingdom in response to the September 11, 2001 Al Qaeda attacks. It marked the beginning of President George Bush’s Great War against Terrorism. The Iraqi War refers to the United States-led invasion of Iraq which began on March 20, 2003. The invasion was prompted by the common belief amongst the US-led coalition that Saddam Hussein had managed to achieve nuclear and chemical warfare capability that could fall into the hands of terrorists. In both the cases the United States and its allies have got bogged down in situations where it they can neither afford to pull out nor up the ante and charge forward. Robert McNamara who was the Secretary of Defense under President John F Kennedy and President Lyndon Johnson speaks about his experiences of war and the lessons he learnt from them during his eventful career in the award-winning documentary The Fog of War. The very title of the documentary is a statement on the nature of war which McNamara says is â€Å"so complex that it is beyond the capability of the human mind to fully comprehend it. † In the documentary, McNamara basically speaks about his experiences of the Cuban missile crisis and the Vietnamese War of the 1960s and 1970s. McNamara believes that the United States was able to avoid a war that would probably have turned nuclear and could still manage to get the Soviet missiles off Cuban soil primarily because it could empathize with its enemy. The United States was able to appreciate the exact political situation Nikita Khrushchev was in when the confrontation between the Soviet Union and the United States came to a head. In the face of his party hardliners Khrushchev needed a face-saving excuse to get out of Cuba and avoid a possible nuclear war. In the case of Vietnam, however, this was not possible as the United States did not know the Vietnamese well enough to be able to empathize with them. The situations in Iraq and Afghanistan are also similar to Vietnam. Did the United States and it allies care to know the Iraqis or the Afghans well enough to be able to empathize with them? In the case of Saddam Hussein, the United States failed to appreciate the political circumstances that guided the actions of the dictator and clubbed him together with the perpetrators of the 9/11 attacks. In doing so, they have created a situation which could have very well turned advantageous for the terrorists. The situation in Iraq is now quite the perfect breeding grounds for terrorists who see the United States and its allies as the enemy that wants to destroy them and their religion. In Afghanistan too, despite all claims that the United States may make, for the Afghan the every American represents an enemy who has bombed their homes and killed their near and dear ones. Referring to his tenure in Ford, McNamara gives the example of their effort to analyze accident data to device ways and means to provide safety to people in cars. Once they were able to get the accurate data, McNamara and his colleagues found that problems in packaging people in cars were the main cause of fatalities in accidents, and could come up with simple safety devices such as the seat belt which resulted in the saving of more than 20,000 lives every year in the United States alone. The importance of getting the data, and the accurate data, is quite evident in the case of Iraq and Saddam Hussein. Both the United States and the United Kingdom failed to obtain accurate data in the case of Iraq and also in the case of Afghanistan to a certain extent. With accurate data not being available, things were bound to go wrong. The very next lesson that McNamara speaks of in the documentary becomes immediately applicable in the case of both Iraq and Afghanistan – the fact that what we see believe in and see can often both be wrong. McNamara cites the example of the supposed torpedo attacks by North Vietnamese patrol boats on the US destroyer Maddox on August 2, 1964 and again on the Maddox and its sister ships on August 4, 1964. The August 2 attack was real enough, but President Johnson and the United States did not believe it to be true and chose to ignore it; the August 4 attacks were most probably conjured up by predisposed and stressed minds, but were taken to be real enough by the United State’s administration to launch attacks on North Vietnam. The dictum that we see what we choose to believe in is exemplified in the case of Afghanistan and Iraq. The United States believed that Iraq had manufactured nuclear weapons and that both Afghanistan and Iraq supported Islamic terrorists, and literally saw what they believed in. These attitudes precipitated both the Iraq and Afghanistan wars. The failure to find Saddam Hussein’s stockpile of nuclear arsenal proved the belief long, albeit too late. The deteriorating conditions in Iraq and Afghanistan and the continued resistance of the people have also made it clear that the populations under seize hate the occupation forces not because Iraqis and Afghans are terrorists but because they perceive the Americans as aggressors. And more and more of the occupied people turn towards the terrorists. Thousands of people have died from both sides of these wars. McNamara however feels proportionality should be a guideline of war. That raises the question whether the destruction of the Iraqi and Afghan societies and deaths of the thousands of American soldiers on the battlefield can be justified proportionally by the objectives that these wars hope to achieve. The end of global terrorism would demand a heavy price, but is this the right price to pay? McNamara says that one has to engage in evil in order to do good, the deaths and destruction in Iraq and Afghanistan could very well be the necessary evil to achieve the good of ridding the world of terrorism and making it a far more safer and secure place for the future generations. Yet human nature will never change, and McNamara admits that every general makes mistakes in wars. So are Afghanistan and Iraq mistakes, or they still shrouded in the fog of war?

Hector and Helen Essay

The characters in homer’s Iliad have from time to time afforded a first class battleground for scholars and students alike. Through parallels, contrasts, and counter positioning of characters and actions, the principle characters have been analyzed and objectified as embodiments of certain ideals permeating the Greek society. Helen, like Klytaimestra, Pandora, Medea and Phaedra; has been portrayed as the exemplar of the females sub-ordination to the irrational – particularly sex (Thorton. 84). In her, the destructive specter of a mind dominated by passion and compulsive pleasure endangers men: the defenders of the ideals of the polis. Here, the threat posed by Helen is two pronged, that is: the irresistible allure of her beauty and the mind confusing fire of sexual lust she ignites; on the other hand, the violation of her marriage to Menelaus by Alexandros precipitates a war which degenerates into a tragic contest for honor and glory. In this essay, the relationship between Helen and Hector will be analyzed with reference the themes outlined above. In the Iliad, Hector is the bulwark of Trojan defense. He is the only thing which stands between the Achaians and victory. Besides Achilles, all the other warriors doubt if they can stop him (Il. 15. 639-63. 7; Il. 10. 47-52; Il. 7. 112-114). But Hector’s tragedy is that he is destroyed fighting a war he does not believe in. When he harangues Alexandros for scampering away from Menelaus (Il. 3. 35-55), he not only reveals his disaffection with Paris quarrel, but betrays the fact that to him, the war is about honor and duty – the Achaians maybe rightly-grieved, but it’s his lot to uphold his honor by defending the city (Il. 3. 43-45; Il. 3. 56. 57; Il. 6. 265-280). Equally telling are the evocative epithets he employs to describe Alexandros: Evil Paris, beautiful, woman-crazy, cajoling, better had you never been borne or killed unwedded†¦Ã¢â‚¬ ¦ to your father a big sorrow, and your city and all your people to your self a thing shameful, but bringing joy to the enemy. (Il. 3. 35-50) Clearly, it’s no exaggeration to say that Hector views Helen’s marriage to Alexandros as a source of trouble, and a union driven by blind lust. In fact, the impropriety of Helens marriage and the precariousness of her situation are known to all. Priam has to remind her that she is not to blame (Il. 3. 165-170) and Helen knows that her behavior is indefensible: Helen shining among women †¦Ã¢â‚¬ ¦and I wish bitter death had been what I wanted, when I came hither following your son, forsaking my chamber, my kinsmen, my grown child, and the loveliness of the girls my own age†¦slut that I am. (Il. 3. 170-180)†¦ Indeed, it can be said that Helen is a good example of how sexual attractiveness confers on the loved one an obsessive value to the detriment of all other obligations. This, it must be added is Hectors opinion of Paris. Another interesting contrast should be pointed out here: that to the Trojans, Helen is to blame; but to Hector, the blame lies squarely on Paris. A critical look of Helen’s speech at the funeral Hector suggests this much (Il. 24. 765-770). The falsity of Helens marriage, or rather, the inconstancy of Helens emotions is shown, when we are told that after Iris had informed her that her fate was to be decided in a duel between Paris and Menelaus: â€Å"the goddess left in her heart sweet longing after her husband of time before and her city and her parents (Il. 3. 138-140). † Here, Helens irrational nature is in full display. Her sexual appetite veers constantly: one minute she is longing for her husband of time before (Menelaus), the next moment she is making love to Paris in his bed chamber (its true that they are all under the influence of Aphrodite, but Aphrodite is merely the embodiment of the irresistible force of sexual excitement). Meanwhile, the women of Troy are up and about, all frantic with fear, some are assembling for prayers at the temple of the grey-eyed Athene; others have gathered around Hector, when he lives the battle field, to ask after husband, brothers and neighbors; and the Achaians are dangerously close to the city wall (Il.  Book 6). Helen and Paris, it appears, are immune to these concerns. This scene reinforces the theme of the distraction of the masculine mind when sexual appetite is given free reign. Paris it appears is neglecting his obligation to defend the polis. Hector talks of him thus in front of Hecuba: †¦while I go in search of Paris, to call him, if he will listen to anything I tell him. How I wish at this moment the earth might open beneath him. The Olympian let him live, a great sorrow to the Trojans, and high-hearted Priam, and all his children. If only I could see him gone down to the house of the Death God†¦ (Il. 6. 280-284) Again Hector shows the same disgust at Paris when he finds him resting in his house with Helen (Il. 6. 326-330). That Helen’s aberrant sexuality is the cause of the ruckus is further reinforced in her meeting with Hector at Paris House. Helen calls herself â€Å"a nasty-bitch evil-intriguing. † The evocation of bitch imagery is important here. â€Å"Dogs are the domestic beasts most intimate with human life, capable of loyal service. But they also represent unbridled appetite, particularly the female that mates frequently and indiscriminately (Thornton, 82); hence the word denotes a shamelessness resulting from failure to control ones sexual appetite. Interestingly, Helen voices her thirst for a better man, who knows the bounds of propriety in front of Hector (Il. 6. 350-354). We can only surmise that she still has Menelaus in mind. Again the contrast between Hector and Paris is drawn starkly in this episode: Hector rejects Helens entreaties and is eager to assume his rightful role as a defender of the city while Paris has to be persuaded to rejoin the fray (Il.  6. 354-363). Another episode of interest elaborates the contrast between Andromache, the embodiment of a perfect wife, and Helen. Andromache appears in the epics most endearing scenes. The tender exchange between Andromache and hector reveals to us the importance marriage and the household had to the wife, the qualities of a good wife, and the place she has in her husband heart. We learn that she is a good house wife, prays for her husband, worries constantly about his fate, loves her child and is completely dependent on her husband. Andromache voices her dependence on Hector thus: â€Å"Hector you are father to me, and my honored mother, you are my brother and you it is who are my young husband (Il. 6. 429-431)† her life, it can be said, is inextricably intertwined with his, and her whole identity is predicated on her status as wife and mother. At the same time, hector love and concern for his wife is patently obvious. In a brief moment of prophetic insight, he contemplates the fall of Troy, the death of his family and the fate of Andromache. In this episode, Hector is moved, not by the future grief of his mother, father and brothers, but by the fate of Andromache as a miserable slave. This episode reinforces my previous argument that Hectors tragedy is the conflict between his desire for Heroic honor and glory and his role as the protector of Troy and his family. This desire for honor and glory, which is somehow linked to his pride (Hector’s hubris is explored in this sections: Il. 8. 535-541; Il. 13. 824-832; Il. 18. 293-309) is what prevents him from liquidating a war which he knows in unjust. In his last soliloquy, Hector admits this much (Il. 22. 95-120). In short, it can be said that the war was precipitated by the recklessness of two ill-starred lovers, who failed to reign in their sexual passions. According to the customs, the violation of Menelaus marriage by Paris imposed on him and his kinsmen a duty to avenge his honor – which, we are told was the destruction and pillage of Troy. At the time, the ideals of Honor demanded a display of fighting spirit on the part of the Trojans. All this themes are explored repeatedly in the relationship between hector and Helen.

Sfi ( Students’ Federation of India )

Students Federation of India (SFI) is one of the major student organisations in India. Founded in 1970, it is the students' wing of the Communist Party of India (Marxist). As of 2012, it claims a membership strength of nearly 40 lakhs school and university students. [1] SFI is currently led at the All India level by Ritabrata Banrjee, General Secretary and V. Sivadassan, President.Being the students wing of the , the Students’ Federation of India, abbreviated SFI, carries forward the heritage of the progressive student movement of our country, which has always considered itself an inseparable part of the broader struggle for social transformation. It is this legacy that the Students’ Federation of India holds aloft in its slogan of â€Å"Independence, Democracy, and Socialism! †The SFI believes that education is a major tool of social transformation and that this concept is especially relevant in a country like India, where regressive forces still prevail. Proper education, they believe, will counteract such forces and will help to build a new society based on rationality and justice. The SFI is an organization of students which is ever aware of its role in society. It identifies with a society's progressive forces and is totally committed to the idea of independence, democracy, and socialism.The following has been stated as the objective of the SFI in its Political program[2] 1. The Students’ Federation of India takes upon itself the task of organizing the students in schools, colleges, universities and other educational institutions of the country and also Indian students studying abroad under its banner to build a powerful and well-knit student movement for the upliftment and betterment of the student community 2.The Students’ Federation of India fights for the realisation of its aim to establish a democratic, scientific, secular and progressive educational system ensuring education and job for all that calls for the implem entation of comprehensive land reforms, elimination of the stranglehold of international finance capital and indigenous monopoly capitalism. The Students’ Federation of India aims to accomplish this by organizing the student community in the struggles of the wider democratic movement of the workers, peasants, and other progressive forces . The Students’ Federation of India as a forward-looking and progressive student organization shall inscribe on its banner, â€Å"Independence, Democracy and Socialism†. It is with this perspective that Students’ Federation of India is committed to strive for a society free from all exploitation. It shall fight all such alien trends and tendencies that are disruptive of our struggle for the emancipation of our people and country 4.The Students’ Federation of India will continuously work to ensure all necessary facilities for complete and meaningful education – hostel, library and laboratory, sports and games , athletics and physical training, culture and entertainment, and other educative and social activities – that will be adequate and within the reach of all students. The Students’ Federation of India will continuously fight for the attainment of all just and democratic rights of students.It will fight and work for the right of students to democratic and independent expression and conduct, to form unions and associations, to assemble, to participate in the management of educational institutions and in all activities connected with the academic and other aspects of student life. The Students’ Federation of India will strive to develop the Students’ urge for more and more knowledge and to inculcate among students the practice of self-education and self-discipline.The Students’ Federation of India will further strive to develop close-knit relations between teachers, non-teaching staff, guardians, students and the rest of the academic community, and fos ter mutual respect and regard between them. The Students’ Federation of India will untiringly resist any attempt to drive a wedge between the students and the rest of the academic community. It will also oppose all attempts to alienate the student community from other democratic and toiling sections of our people. 5.The Students’ Federation of India, while stressing the duty and necessity of the student community for diligent and industrious study of the humanities and the sciences to equip themselves with adequate knowledge and enlightenment, simultaneously seeks to encourage and promote their thirst for political and social knowledge and consciousness. The students should thus be adequately prepared, on leaving school or college, to play their rightful role as conscious citizens of this fast changing society of our times. 6.The Students’ Federation of India pledges to fight for equality of all, irrespective of religion, caste, gender, language, and race and as part of this struggle, commits to fight for the empowerment of the disadvantaged classes, castes, tribes and communities, the women, and other marginalized sections of the society and for the protection of the rights of the linguistic, ethnic, racial, religious and other minorities. The Students’ Federation of India upholds the constitutionally guaranteed rights for minorities to run and manage educational institutions in the country.However it should be ensured that these institutions are not run with a commercial motive to earn profits and misutilised for spreading irrational and fundamentalist ideology. 7. The Students’ Federation of India stands firmly in defense of secularism, the complete separation of state and polity from religion. The Students’ Federation of India declares its uncompromising opposition to all forms of religious fundamentalism, bigotry and communalism, and pledges to fight against all forms of communal violence, terror, and in particula r communal fascism.The communal forces divide the student community thus weakening their struggles for educational and employment rights. The Students’ Federation of India unflinchingly confronts all attempts to destroy the unity of the students and the people at large on religious and communal lines and with unfailing sincerity addresses itself to the task of promoting communal harmony and patriotic unity of the people against the anti-national forces of communalism. 8.Students Federation of India is strongly opposed to all forms of gender discrimination and oppression in every sphere of life. The prevalence of age-old evil traditions like sati and dowry portray the deplorable condition of women in our country. It commits to fight all patriarchal values and practices which draw their basis both from the remnants of feudal relations, outmoded ways of thought, and from the commodification of women under capitalism. SFI shall fight for the emancipation of women and demands equa lity of access to education for girls.SFI stands and strives for a progressive and gender sensitive ethos and curriculum. 9. The Students’ Federation of India is vehemently opposed to all forms of caste discrimination and oppression. SFI strives to eradicate the inhuman practice of untouchability, all forms of social oppression and fights for the abolition of caste system. It supports reservations for the dalits, the adivasis and other backward castes and communities in the area of education and employment, and demands its extension to the private sector too.The Students’ Federation of India is of the considered opinion that other forms of deprivation like economic, regional, and gender-wise backwardness should also be taken into account in providing reservations. It also raises its voice for the fulfillment of the existing stipulation of reservations and new provisions wherever required for all other disadvantaged categories (physically challenged, etc. ). 10.The Stud ents’ Federation of India staunchly opposes all kinds of narrow, separatist parochialism and chauvinism, be it on linguistic, provincial, regional, or ethnic lines. The Students’ Federation of India strives for a democratic realignment of power between the Union and the state governments with emphasis on decentralization of power to strengthen the federal character of the nation in order to safeguard national unity and to ensure balanced development.The Students’ Federation of India fully supports the developmental aspirations, both material and cultural, of the various nationalities in the Indian Union within the territorial integrity of the country and extends full cooperation to their legitimate and democratic struggles against the oppressive and authoritarian policies of the State. 11. The socially unplanned and uncontrolled capitalist path of development with the sole objective of reckless profiteering has precipitated dangerous environmental degradation.Th e Students’ Federation of India is committed to environment-friendly development and will strive along with progressive peoples’ movements for protection and sustenance of environment. 12. The cultural diversity of our country is facing multi-pronged attacks. On one hand the onslaught of market-oriented consumerist values is deforming our cultural foundations while on the other hand aggressive communalism is seeking to impose a Manuvadi cultural hierarchy in the name of ‘cultural nationalism’.The Students’ Federation of India firmly resists all attempts to mutilate the mosaic of our varied and pluralistic culture while firmly rejecting the influence of the colonial-feudal culture. It stands committed to steadfastly promote development of people’s culture based on modern, scientific progressive and humanitarian values. 13. The Students’ Federation of India works towards protecting identity, languages and culture of indigenous, tribal co mmunities while fighting against their exploitation and dispossession for their overall development and helping them to integrate with the mainstream social life.At the same time, the Students’ Federation of India struggles for the development of education, welfare and integrity of tribes by defending their rights. The rights of the tribal people should be protected according to the Schedules V and VI of the Constitution of India, especially at a time of intensifying attack of imperialist globalisation. 14. The Students’ Federation of India is committed to strengthen the mass democratic movement in our country in order to advance the struggle for socio-economic emancipation of the people.The Students’ Federation of India, along with other progressive forces, stands committed to fight against the stranglehold of feudal and casteist values and rituals that severely impair the advancement of democratic consciousness among the masses. A radical social reform movemen t together with the fight against feudal land relations along with other democratic and progressive forces is an important part of Students’ Federation of India’s agenda to develop democratic consciousness among the vast toiling sections. 15.The Students’ Federation of India as an organization and movement inspired by anti-imperialist, democratic, and socialist ideas, is pledged to combat the onslaught of imperialist globalization and domination in all areas of student and public life. The Students’ Federation of India simultaneously is pledged to protect the unity and integrity of our country from the onslaught of communal and separatist forces. It extends its solidarity to all the progressive forces of the world fighting for freedom, independence, territorial integrity, democracy, and socialism against imperialist aggression.The Students’ Federation of India is committed to work in close coordination with all the progressive, democratic, and soci alist forces around the world and earnestly work for building a powerful international Student movement in defense of world peace, independence, democracy and socialism against imperialism. 16. The Students’ Federation of India seeks to establish warm and friendly relations with all other organizations and associations of students, youth and the academic community, which are pledged to work for independence, secularism, democracy, peace, and socialism.It is prepared to unite with all those who are willing to join hands with it on specific issues and demands, and jointly act with them for the redress of the Students’ grievances. 17. The Students’ Federation of India places this programme before the student community and calls upon the students, youth, women, middle classes, peasants, workers and all other forces interested in the democratic advancement of our country to unite for the fulfillment of these tasks and join hands to build a prosperous life for all our people.

Information Technology Management-Case 8

Opening Case Questions â€Å"Application: Demonstrate why Zappos would need to implement SCM, CRM, and ERP for a connected corporation? † based on the case Zappos Is Passionate for Customers. Zappos would need to implement SCM, CRM, and ERP for a connected corporation because these are all important part of business. SCM is the management of information flows between and among activities in a supply chain to maximize total supply chain effectiveness and corporate profitability. SCM systems create the integrations or tight process and information linkages between all participants in the supply chains.Zappos would need to implement SCM because even though they have built an extranet that provides its vendors with all kinds if product information, the SCM would bring it all together and join all members of the supply chain, instead of Zappos trying to link them together one by one. CRM is a means if managing all aspects of a customer’s relationship with an organization to increase customer loyalty, retention and profitability. There are many benefits of CRM and if Zappos was to implement CRM they would be better able to treat customers as individuals by gaining important insights into their shopping preferences and shopping behaviors.Furthermore Zappos could ensure that these customers receive the highest levels of customer service and are offered the opportunity to purchase new products. Finally, ERP integrates all departments and functions throughout an organization into a single IT system ( or integrates set of IT systems), so that employees can make decisions by viewing enterprise wide information about all business operations. This could help Zappos maintain a level of consistency between all departments and would allow employees to make decisions based on that consistency throughout the company.