Basic Structure Of A Computer System Computer Science Essay

Basic Structure Of A Computer System Computer Science Essay A computer is an electronic device capable of manipulating number and symbols, first taking input, processing it, storing and giving out output under a control of set instructions which is known as a program. A general purpose computer requires the following hardware components: memory, storage device (hard disk drive), input device (keyboard, mouse etc.), output device (screen, printer etc.) and central processing unit (CPU). Many other components are involved in addition to the listed components to work together efficiently. Computers can be classified by size and power as follows: Personal computer: Personal computers are small computers based on a microprocessor. A personal computer has a keyboard for inputting data, a monitor for output and a storage device for saving data. Workstation: workstations are usually powerful than a personal computer. It has more powerful microprocessor and a higher-quality monitor. Minicomputer: Mini computers are multi-user computer capable of supporting from 10 to hundreds of users simultaneously. Mainframe computer: Mainframe computers are powerful multi-user computer capable of supporting many hundreds or thousands of users simultaneously. Super computer: Super computers are extremely fast computers that can perform hundreds of millions of instructions per second. MAIN REPORT COMPUTER SYSTEM A computer system can be represented using the following block diagram: CPU Bus Interface Timing and Control Address Bus ALU I/O RAM ROM Keyboard Mouse etc. Data Bus Control Bus Clock The CPU is can be expanded into three main parts: The ALU (Arithmetic and Logic Unit), The Bus interface Unit, and The Control Bus. The clock is an electronic circuit that gives regular pulses to the CPU. Faster clock speeds means more pulses to the CPU and the instructions are stepped through faster. The memory chip contains millions of separate memory stores and each of these locations has a unique number. This is known as memory address. The CPU stores data at any of these addresses and fetch the content back when required. RAM stands for Random Access Memory. These chips store the instructions for running the operating system and any computer application. This memory also stores all the data that is being worked on. RAM is a volatile memory which means that it only stores data while the computer remains switched on. When switched off, it loses all the stored data. ROM (Read Only Memory) on the other hand is a chip with program instructions permanently burned into it. The content is not lost even if the machine is switched off. The CPU can either fetch data from or write data when the appropriate memory location is accessed. Such data is transferred from the CPU to the memory location along the Data Bus. The control Bus is a set of tracks on the computers motherboard that run from the CPU to the devices and works under the direction of the CPU. LOGIC GATES Logic gates perform logical operation on one or more logic inputs and produce a single logic output. It processes signals which represent true or false. It is called Boolean logic and is most commonly used in digital circuits. Logic gates are identified by their function: NOT, AND, NAND, OR, NOR, EX-OR and EX-NOR and they are usually represented by capital letters. Logic Gate Symbols There are two series of symbols for logic gates: the traditional symbols which have distinctive shapes making them easy to recognise so they are widely used, and the International Electro technical Commission (IEC) symbols which are rectangles with a symbol inside to show the gate function. Traditional Symbols Source: http://www.kpsec.freeuk.com/gates.htm IEC Source: http://www.kpsec.freeuk.com/gates.htm Inputs and Outputs All Gates except a NOT gate have two or more inputs. A NOT gate has only one input and all gates have only one output. In the following figure, A and B are inputs and Q is the output. Source: http://www.kpsec.freeuk.com/gates.htm Other types of gate used are NOT gate, AND gate, NAND (NOT AND) gate, OR gate and NOR (NOT OR) gate. Truth tables A truth table is a good way to show the function of a logic gate. It shows the output states for every possible combination of input states. The symbols 0 (false) and 1 (true) are usually used in truth tables. The example truth table on the right shows the inputs and output of an AND gate. Input A Input B Output Q 0 0 0 0 1 0 1 0 0 1 1 1 Computer numbering system Humans speak to one another in a particular language and we use different words and letters. Although we type words and letters in the computer, the computer translates those words and letters into numbers. Computers talk and understand in numbers. Those number systems are: Decimal, Hexadecimal, and Binary. The Decimal Number System is the system is most frequently used in arithmetic and in everyday life. The decimal number system is also known as the base 10 number system as the position in the number represents an incremental number with a base of 10. Each position only contains a number between 0 and 9. The Hexadecimal number system is used to represent memory addresses or colours. It is also known as the base 16 number system, because each position in the number represents an incremental number with a base of 16. Since the number system is represented in 16s, there are only 10 numbers and 5 letters (A to F). The Binary number system is used by most machines and electrical devices to communicate. It is also known as the base 2 number system, because each position in the number represents an incremental number with a base of 2. Since it is represented it 2s, there are only 2 numbers that can be a value in each position 0 or 1. CPU COMPONENTS The CPU is the intelligence of the machine but it needs a pre-written program to create, use and modify the data. If the computer needs to compare two numbers, or add two numbers, this is carried out inside the CPU and the numbers have to be fetched into the CPU from the computers memory chip. The three main components of CPU are: Arithmetic logic Unit (ALU), Bus Interface unit, and the Control Bus. Arithmetic Logic Unit (ALU) carries out all the calculations and decision making tasks. The ALU uses devices called gates that receive one or more inputs and based up what function they are designed to perform, outputs a result. The basic operations of an ALU include adding and subtracting binary values as well as performing logical operations such as AND, NOT, OR AND XOR. The Bus Interface Unit takes the data to and from the CPU which is held inside internal registers (small memory stores) along the external Data Bus to read and write memory and devices. The Data Bus carries information in both directions. The Bus Interface Unit also places the required location addresses on the Address Bus, so that the required devices can be accessed for reading or writing. The Control Bus is the physical connection that carries control information between the CPU and other devices within the computer. It decodes all program instructions and dictates all the CPUs control and timing mechanisms. It sends out the read and write signals on the Control Bus. COMPUTER MEMORY The computer has to temporarily store the program and data in an area where it can be used by the computers processor to work. This area is known as the computers memory. It consists of computer chips that are capable of storing information. These information could be: the operating system (e.g. DOS, windows etc.), the instruction of the program to run (e.g. a database or a drawing program), or the data that is used or created (e.g. letters from word-processing or records from a database). There are different types of memory used in a computer system. They are: Cache memory, Random Access Memory (RAM), Read Only Memory (ROM), and Virtual Memory. Cache memory is extremely fast memory that is built into a computers CPU (L1 cache) or in some cases located next to it on a separate chip (L2 cache). L1 cache is faster than L2 cache as it is built into the CPU. These days, newer computer come with L3 cache which is faster than RAM but slower than L1 and l2 cache. Cache memory is used to store instructions that are repeatedly required to run programs and helps to improve overall system speed. The reason it is so fast is that the CPU does not have to use the motherboards system bus for data transfer. Random Access Memory (RAM) is the memory chip that consists of a large number of cells, each cell having a fixed capacity for storing data and unique address. RAM is a volatile memory which means all the programs and data in the memory is lost when the machined is switched off. There are different types of RAM modules available such as SODIMM, SDRAM, DDR, DDR2 and DDR3. SODIMM are used for laptops whereas the rest are used for desktop computers. Read Only Memory (ROM) is a memory chip in which the program instructions are permanently burned into. It is non-volatile which means its content is not lost even when the machined is switched off. It is used to store some of the system programs that keep the computer running smoothly. For example computer BIOS (basic input out system) is stored on the ROM. There are different types of ROM available such as Programmable ROM (PROM), Erasable Programmable ROM (EPROM), and Electrically Erasable Programmable ROM (EEPROM). Virtual Memory is a part of most operating system. It is used when the amount of RAM is not enough to run all the programs. If the operating system, an email program, a web browser, a word processor, a Photoshop application are loaded into the RAM simultaneously, the RAM will not be able to handle all applications and thus the computer looks at RAM for areas that have not been used recently and copies them onto the hard drive. This frees up space in RAM to load new application. But because the read/write speed of a hard drive is much slower than that of RAM, the performance is not satisfactory. It is not recommended to use virtual memory as it is slow. The solution to this problem would be to upgrade the memory. SYSTEM SOFTWARE A computer system is not complete without system software. For a computer to perform any tasks, both software and hardware are equally important. System software gives life to hardware. System softwares are the files and programs that make up a computers operating system. It includes libraries of functions, system services, driver for hardwares, system preferences, and other configuration files. System software comprises of Assembler, Debugger, Compilers, Operating System, File management tools etc. The system software is installed on the computer when the operating system is installed. It can also be updated by running programs such as windows update. The system software is also called low-level software as it runs at the most basic level of the computer. It generates the user interface and allows the operating system to interact with the hardware; however system software is not meant to be run by the end user like application programs. Application programs such as web browser, or Microsoft word is often used by the end user whereas the end user does not use an assembler program unless he/she is a computer programmer. The system software runs in the background and thus the user does not have to worry about what the system software is doing. CONCLUSION In the report, the basic structure of a computer system was described with diagram. Different components such as CPU, memory, BUS, input/output devices that form a computer system were identified and explained. General ideas about Logic gates were given and different number systems used by computers to represent data were also described. As the CPU is the main part of a computer system, it was further looked into and Arithmetic Logic Unit, Control Bus and Bus interface Unit were discussed. Different types of memory and their uses were explained and the importance of the system software was discussed finally.

Americans Take Their Education For Granted :: essays research papers

Americans Take Their Education For Granted   Ã‚  Ã‚  Ã‚  Ã‚  Americans take their education for granted. Education has become one of the most important aspects of a person's. With seventeen years of formal education, a person can do almost anything he or she wants to do. Yet many in America take this for granted. Some American students today would rather not be in school. They would be much happier at home or going someplace with their friends. Once in school, many students forget why they are there—to get an education. Instead of going to classes, students might cut class or not even show up to school at all. I think our decreasing status as an economic super power can be attributed in part to the effects of this attitude. I believe there are two reasons behind this attitude--the lack of family values and the lack of responsibility taken by some of America's youth. Children often do not understand the value of the education they are receiving. Parents need to drill the importance of an education into their child's head. If children are not made aware of how meaningful school is, chances are they will fail when they are adults. Parents have to instill in their child the discipline and motivation it takes to do well in school. Parents have to teach their children that school always come first. Students need to put school on top of their priority list too. Parents also need to assure that their children understand their own responsibility to get their work done well and handed in on time. But parents can only do so much—ultimately it is the students who have to do the work. Children must learn to accept responsibility for the results of their own actions. Students will sometimes blame the teacher or others if they get bad grades. I have only one response for these students--the teachers aren't the

How Jane Yolen’s perspective on personal discovery is conveyed in Briar Rose Essay

Jane Yolen places strong emphasis on the notion of personal discovery which becomes the fundamental message in the text ‘Briar Rose’. Yolen sets the protagonist, Rebecca Berlin on a quest of personal discovery, a quest which is strongly connected to the past, a past which takes its roots in the holocaust. Yolen captivates the responder through the utilisation of the sophisticated language techniques: allegory, narrative structure, and multiple narrative voices to convey the significance of personal discovery. Yolen embedded personal discovery as a core theme in the text to convey strong views on personal discovery through the use of allegory to drive the story along giving it a sense of realism. Gemma’s telling and retelling of the fairy tale is a constant feature in the text. â€Å"I curse you Briar Rose, I curse you† This quote demonstrates Rebecca’s lack of comprehension of the fairy tale, a fairy tale Becca grew up listening to as an adult, it em barks on a journey which takes its roots in America and leads to Poland and enables Becca to unveil the fairy tale. It is through her solemn pledge that Becca commences her personal discovery and quest for her identity. As she commences her quest to personal discovery she begins to unveil the fairy tale which is Gemma’s allegory of the horrific events in the Jewish holocaust that impacted millions of Jews, who suffered at the hands of the Nazi’s. Yolen has successfully interwoven the allegorical structure in the narrative to convey the significance of personal discovery. Yolen has successfully demonstrated the technique of multiple narrative voices to illustrate her strong views on personal discovery. It is through the intertwining of the voices of Gemma, Josef Potocki and Rebecca that the truth behind Gemma’s past is unveiled. In particular the narration of Potocki brings the horrors inflicted on the Jews to the forefront of the personal discovery. â€Å"It was enormous, full of shadows: shadows of arms, of legs, of heads thrown back, mouths open in silenced screams.† Yolen captures the horrors expounded on the Jews effectively and makes the responder shiver with fear at the evil enaxed by the Nazi soldiers. Potocki’s voice/narrative brings Becca closer to unveiling the mystery of Gemma’s non-existent past. Josef’s account explicitly detailing the horrors of the holocaust is  juxtaposed against Gemma’s fairytale, alluding to the fact that such horrors are hard to articulate by the victims. In Briar Rose, Yolen has strongly conveyed personal discovery through impact and importance of one’s knowledge of family history to understanding an individual’s identity. Yolen has fundamentally embedded repetitive dialogue to positively convey personal discovery. Becca’s journey on persona discovery is initiated by her resolute promise on Gemma’s death bed to find the castle in the quote where Gemma recites â€Å"Promise me you will find the castle. â€Å"Promise me you’ll find the prince. Promise me you will find the maker of the spells.† The repetition of â€Å"promise† is captivatingly utilised to emphasise and enable the responder to understand the significance of the pledge. The composer effectively portrays this through Becca’s tone when she says â€Å"I’m going to solve it†¦ The riddle and the mystery†¦ I’m going to find the castle and the prince and reclaim our heritage.† It is the resol ve with which Becca makes the pledge that the responder comes to realise the significance of the pledge and that it is a central message to the novel and through this single event that personal discovery is set into motion. This quest of personal discovery is reinforced and intensified by Becca’s determination and strong bond with her grandmother and allows the responders to acknowledge that it is the driving force behind her ambition and enduring perseverance to discover the truth within the enigma of the fairy tale. Yolen establishes the close connection through Gemma’s praise of Becca’s devotion to the fairy tale when she says â€Å"you always understand† a trait that makes the responders find Becca appealing. This has significantly influenced her choices and actions, as she embarks on the quest of personal discovery with the given secret wooden box that has ‘briar’ and a rose carved on its lid (symbolism and repetition of the rose) and filled with Gemma’s possessions inside in order to reclaim Gemma’s heritage. Yolen has successfully demonstrated personal discovery through the use of repetition in the text Briar Rose. Yolen has purposefully made Becca the heroine more appealing than her sisters Shana and Sylvia. Yolen has effectively demonstrated the importance of personal discovery in the text Briar Rose by embedding numerous sophisticated language techniques in her novel. The personal discovery undertaken by Becca, leads her to the core of the  holocaust, and brings to the forefront the experience of Gemma; Yolen uses the fairytale to create a sense of good versus bad, good versus evil. Yolen through Becca makes the responder realise the significance of personal discovery. The words of Stan aptly sum Yolen’s views on personal discovery- ‘What is past is prologue’

Love and Lust in the Lyrics (Shakespeares Sonnets) Essay Example

Love and Lust in the Lyrics (Shakespeares Sonnets) Essay Example Love and Lust in the Lyrics (Shakespeares Sonnets) Paper Love and Lust in the Lyrics (Shakespeares Sonnets) Paper Essay Topic: The Sound and the Fury A sonnet is a poem of fourteen lines that rhyme in a particular pattern. William Shakespeare’s sonnets were the only non-dramatic poetry that he wrote. Shakespeare used sonnets within some of his plays, but his sonnets are best known as a series of one hundred and fifty-four poems. The series of one hundred and fifty-four poems tell a story about a young aristocrat and a mysterious mistress. Many people have analyzed and contemplated about the significance of these â€Å"lovers†. After analysis of the content of both the â€Å"young man† sonnets and the â€Å"dark lady sonnets†, it is clear that the poet, Shakespeare, has a great love for the young man and only lusts after his mistress. In order to fully understand the depth of emotion that Shakespeare (hereafter the poet) felt for the young man of his sonnets, one must be familiar with the story line of the first sub-sequence of the sonnets. When analyzing the content and depth of the poet’s love, the ambiguous nature of the poet’s relationship with the young man should also be considered. Sonnets 1-126 are addressed to a salient young man: advising him, praising him, and nagging him. The first nineteen sonnets repeat the same message. They encourage the young man to settle down and have children. Because his youthful beauty will not last forever, the poet urges the man to procreate so that the young man’s unmatched beauty can live on in his children. Many of the early sonnets sing the approbation of the young man and express the poet’s love and emulation for him. Shakespeare used love in the context of a deep friendship, as read in the first four lines of sonnet 26: Lord of my love, to whom in vassalage Thy merit hath my duty strongly knit, To thee I send this written ambassage To witness duty, not to show my wit; (see appendix P for whole sonnet) The mistress then seduces the poet’s friend and after he contends for her with the young man, the poet gives her up to the lord. In sonnet 42 (see appendix A) the poet confesses his alleged love for his mistress, however, he still lets her run away with his friend. This action poses two questions to the reader. If he loved her so much, why did he let her go? How deep was his love for the young man, that he let him have his mistress? Examining what type of relationship the poet has with the young man answers both questions. Interpreters on the subject of the poet’s sexuality can be divided into two groups. There are the few who find sexual attraction revealed toward the friend. Then there are the many that reassure themselves and readers that such an attraction is far from affirmed. For the purpose of this essay, a focus on the minority viewpoint will be examined. Sonnet 20 (see appendix B) shows just one example of sexual connotation that is present throughout the sonnets of the first sub-sequence. Sonnet 75 (see appendix C) is particularly dense with sexual innuendo. Here, to begin with, is the third quatrain: Sometime all full with feasting on your sight, And by and by clean starved for a look; Possessing or pursuing no delight Save what is had, or must from you be took. Here Shakespeare makes â€Å"delight† allude to sexual pleasure. Eric Partridge, author of Shakespeare’s Bawdy: a Literary and Psychological Essay and Comprehensive Glossary, records that â€Å"Shakespeare does these elsewhere, a typically including among the citations 36. 8 (see appendix D for whole sonnet) where the ‘sweet hours’ of ‘love’s delight’ consists of amorous play between the lovers† (Pequigney 38). Having the poet and the young man in a relationship that goes beyond friendship allows a reader of the sonnets to better understand the depth of the poet’s love for the young man. Of all the sonnets expressing the poet’s love for the young man, sonnet 116 is the most renowned. According to Freud, love is â€Å"the synthesis between the unsensual, heavenly love and sensual, earth love, of which the characteristics are: a lasting cathexis upon the sexual object, so that it may be loved in the passionless intervals between the gratification of erotic desire and it’s return, the phenomenon of sexual overvaluation, and a narcissistic relation to the subject’s ego† (Bloom 59-60). So the lover, the poet, treats the loved object, the young man, as he would himself. The loved object serves as a substitute for some unattained ideal. In the case of the sonnets, the ideal is love. Being in love allows the poet to have what he wants but could not acquire before and serves as a means of satisfying his self-love. Joseph Pequigney, author of Such is My Love: A Study of Shakespeare’s Sonnets, agrees with and elaborates on Freud. He writes, â€Å"All of these characteristics belong to the poet’s love for the friend. It is a love that pays handsome narcissistic dividends; it is advantageous also for the friend, who is praised for personal qualities that would likely pass unnoticed were the poet not under the spell of his beauty. † Pequigney goes on to touch on the antithesis of the poet’s love for the young man, his lust for his mistress the â€Å"dark lady†. Because the mistress offers no self-seeking advantages, she is â€Å"disesteemed with vice but never virtue ascribed to her† (Pequigney 157). The poet attacks and questions her physical attractiveness as the affair goes on and she arouses lust that comes and goes. Sonnets 127-154 are addressed to the â€Å"dark lady† (hereafter the mistress). Shakespeare’s relations to his mistress vacillate; sometimes sanguine, tender, teasing, or bitterly anger; yet it is a simpler relation than that with the young man. The poet does not have to justify her, as he had to justify the young man out of deep psychological need. The relation with her is for pleasure, passion, and infatuation. When the poet first begins too court the mistress, he employs unmistakable salacious humor, exhibits the combination of desire and disrespect that is the hallmark of lust in the second sub-sequence. His lack of jealously at the fact that she has two other men exhibits his lack of genuine love for his mistress. He does not look to get rid of his mistress’s other lovers; he simply asks that he is not gotten rid of either. As long as she grants him sexual favors as well, he will remain happy. She may be the opposite of celibate, but he does not mind, so long as he gets his share. The two have sexual relations, for the first time, in the period following sonnet 128 (see appendix F) and shortly before the opening of sonnet 129 (appendix G). Once desire for the woman has been satisfied, revulsion sets in. In his current frame of mind the poet delivers the monologue of sonnet 129, which anatomizes lust while dramatizing his struggle to come to terms with it. The experience is described as three successive phases: (1) carnal desire; (2) consummation; and (3) the aftermath (Ramsey 146). The vicious cycle continually repeats throughout part two. Immediately after sonnet 129 the poet goes back to gaily, gently teasing his mistress, shown in sonnet 130: I love to hear her speak, yet well I know That music hath a far more pleasing sound; I grant I never saw a goddess go- My mistress when she walks treads on the ground. And yet by heaven I think my love as rare As any she belied with false compare. (see appendix H for whole sonnet) Later he goes back to anger and bitterness (131, appendix I) to a mixture of teasing and strong emotion (132, appendix J) back to hatred (133, appendix K). From there, he goes to witty obscenity, with shades of self-contempt and some hostility (135, appendix L) to delicate tenderness (143, appendix M) and back to anger (144, appendix N), to start the cycle all over again. Shakespeare ends the poems to the dark lady savagely and appropriately: For I have sworn thee fair: More perjured eye, To swear against the truth so foul a lie. (see appendix O for whole sonnet) The fury is the fury from his conscious wavering between supposed love and lust. It is not a pleasant way to end 154 love poems, but it is a great way. The story of Shakespeare’s sonnets clearly shows, through the content of the sonnets, how deeply he feels for his young friend and how he merely lusts after his mistress. The sacrifice that the poet made for the young man, by giving up his mistress to the man he loved, proves his great love for him. The poet’s reaction to the consummation of the relationship between his mistress and him characterizes his animal lust for her. Shakespeare justifies the young man; he blames the dark lady; he struggles with himself, blames himself, and then tries to justify himself to no avail.

Independance Day essays

Independance Day essays Independence Day (1996) Synopsis:It is an ordinary summer day. But then, without warning, something very extraordinary happens. Enormous shadows fall across the land. Strange atmospheric phenomena, ominous and mesmerizing, surface around the globe. All eyes turn upward. The question of whether we're alone in the universe has finally been answered. And, in a matter of minutes, the lives of every person across the globe are forever changed. With the fate of our planet at stake, the Fourth of July is about to take on an entirely new meaning. No longer will it be an American holiday. It will be known as the day the entire world fought back. The day we did not go gentle into the good night... The day all of us on planet Earth celebrated our independence day. What if visitors from another world suddenly appeared? What if tomorrow morning, you walked out of your door and saw an enormous spaceship hovering over your entire city? And what if you learned that the same thing was happening across our planet? These kinds of questions have sparked innumerable discussions, theories and debates across the planet. Now, we're about to get the answers. It is an ordinary summer day But then, without warning, something very extraordinary happens. Enormous shadows fall across the land. Strange atmospheric phenomena, ominous and mesmerizing, surface around the globe. All eyes turn upward. The question of whether we're alone in the universe has finally been answered. And, in a matter of minutes, the lives of every person across the globe are forever changed, With the fate of our planet at stake, the Fourth of July is about to take on an entirely new meaning. No longer will it be an American holiday. it will be known as the day the entire world fought back. The day we did not go gentle into the good night ... The day all of us on planet Earth celebrated our INDEPENDENCE DAY. In the epic adventure film INDEPENDENCE DAY, strange phenome...

El Greco essays

El Greco essays There were many inspiring and fantastic painters in the 1500s. Europe had many painters who made a big impact on the world. El Greco was a Greek painter who moved to Spain and is regarded as one of the greatest religious painters and a master portraitist. El Greco is one of the most famous painters of all time, and the story of his young life and emigration to Spain is a great one. El Greco was born in Candia, Crete. Not much is known about his childhood. He grew up and was trained as a icon-maker in a monastery and then went to Venice around 1560, where Titian became his greatest mentor. El Greco met Michelangelo and was very influenced on his Italian style of painting, which is noticeably different from other works. Not much is known about his parents; it is speculated that they died when El Greco was very young. El Greco is the Spanish name of the painter. His true Greek name is Domenicos Theotocopoulos, which was the name he used when he signed his documents, including Spain where he was known by his Spanish name. El Greco started out small as did most famous painters and worked his way up. El Greco was a true rags to riches story considering he was an artist. El Greco grew up and learned much in his early career and had been taught by many of the greatest painters. As a young painter he moved around a lot and once out of Crete went to Venice and then onto Spain. In 1563, with the closing of the third and final session of the Council of Trent, known in European history as the Counter Reformation which commenced with it the institutionalization of Catholic life in accordance with the rules made by the Conciliar Fathers. This led to El Grecos inspiration to be a religious painter. Two worksthat are signed by Master Domenikos who was an icon, in Athens and a small portable triptych, which have been attributed to El Greco. However, their authorship cannot be established with certainty. After W...

Strategy-driven management Essay Example | Topics and Well Written Essays - 250 words

Strategy-driven management - Essay Example As Chang and Platt have it: Management needs a new, more powerful means of responding to changes while learning to adapt in a very different business environment. Strategy-driven management is the answer. Strategy is defined as a disciplined way of thinking and managing. No organization can succeed long without having clearly defined purposes and objectives, the means to deploy its forces and resources, and the power to motivate its people to forge ahead. (Chang & Platt 1987, p. 52) Every aspect of the company's activity - from organizational structure and culture to its strategic goals - needs to be correlated all the time with the current situation on the market. Continuous change is an integral part of any organization's activity, and in order to remain competitive, managers should "learn to respond to a growing number of changes in how they structure companies, conduct business, implement technology, and relate to customers and employees". (Suresh, 2001, p. 3) Situation analysis helps to correlate the organization's resources with its opportuni