Timeliness of the Concepts and Theories of the Practice of Management Essay

Timeliness of the Concepts and Theories of the Practice of Management by Drucker Peter - Essay Example It is evidently clear from the discussion that the book â€Å"The Practice of Management† by Drucker Peter became famous and a manifesto of the time because it laid bare and explained the topic of management.   In this book, Drucker explained that management was a profession just like law and medicine, and thus it should aim at getting the best from people. The concepts outlined by Drucker became important guidelines for managers and executives of firms in the 1950s. Drucker’s theories and concepts were not only applicable in the 1950s. They are still applicable to today’s firms. According to Drucker, the only sustainable advantages for an organization are the quality and performance of management. This is true of today’s firms in that their performances are a good reflection of the quality and performance of their managers. Currently, firms are more sensitive to the quality of their management than in the past. To back up this theory, Drucker lists the duties of management that are aimed at improving the performance of the firm, these duties still applying to the management of today’s firms. Another theory postulated by Drucker in the book is that managerial capabilities will be challenged by advances in technology and automation because they will produce a highly skilled and highly knowledgeable workforce. Currently, firms are employing managers with high capabilities to lead their highly skilled and highly educated employees. In the book, Drucker explains the concept of the firm and points out six important points under this. First, Drucker states that organizations and managers should be outward looking. Considering today’s firm's managers do not just allow themselves to be influenced by the external environment. Instead, they also try to shape it through creativity. The description of organizations as social institutions still applies to today’s organizations because, in addition to being created and manag ed to be people, they also contribute to the society, economically and socially. Drucker views businesses as organizations pursuing multiple goals, both economic and non-economic. This is true of today’s firms considering that they conduct profit and non-profit making activities like charity works. Drucker identifies innovation as an important concept of a firm and as seen today, firms are placing a great emphasis on innovation, creativity, and entrepreneurship as a way of gaining a competitive advantage over similar firms. Drucker describes the firm as a focused organization. This concept is evident and applicable in today’s firms in that the management always align the resources of their firms towards the achievement of their primary objectives. Finally, the concept of firms as being spirited is still applicable today. Managers of firms develop motivated managers out of their workforce through activities that enhance personal growth among employees. A "big loser" org anization Firestone Tire and Rubber Company is one organization that can be singled out in the history of the 20th century as a big looser organization and the theories and concepts described in by the selections of part III greatly apply to it.

Social Media and Innovation Essay Example for Free

Social Media and Innovation Essay Methodology The purpose of this literature review is to explore recorded literature and evidence relating to social media and innovation. The research method for the review consisted of by surveying a total of 20 articles; 15 journal and conference-proceeding works, and five practitioner articles centered on the topic in different contexts. A selection of trusted databases were accessed through MSU Libraries Electronic Resources in the search to find articles, include the ACM Digital Library, the IEEE IET Electronic library, Proquest and Google. All of the studied literature exists between the years of 2010 and 2012. Table 2 (p. 10) reflects the articles that were used in this review, listing the author and title of the work, the implication of the study, and any limitations of the study noted. Different combinations of keywords were used to extract literature related to the topic, for example: social media and innovation, social product innovation, and web 2.0 and innovation, and many other configurations. The executive summaries and abstracts of the articles included were briefed to ensure relevancy, and later the articles themselves were reviewed in entirety. To make the task of reviewing the bulk of literature streamlined, and manageable key points were recorded for each article. The notes contain the main takeaways for the articles: the authors’ purpose of the research or studies conducted, the main points, and claims most relevant to the general subject, the key findings, or results of the studies conducted, the challenges faced (regarding the specific research/studies themselves, and those relating to the broader topic) and lastly, the recommendations offered, if any, including those applying to future research in the area of the study, or those involving the companies and entities covered in the research. A table compiling all of this important information will be provided for quick comparison of the different contexts that social media and innovation were applied to. The research yielded a variety of perspectives regarding established literature and research in the area of social media and innovation, in addition to the real-world application of various social media and innovation models and evaluation of their performance. This literature review will explore the perspectives, claims and findings of the articles included highlighting similarities and contrasts to discuss gaps and overlaps. Recommendations for future research in the area will be provided in the conclusion. Introduction The term social media most commonly falls under the guise of the some of the most popular social networking websites to date, i.e. Facebook, Twitter, Pinterest, and Linked In. Truthfully, the phenomenon that is social media involves more than just photo sharing and status updates. Social media networks are powerful tools when used for knowledge creation and shared creativity. A more contemporary field of study, social media and innovation tends to branch off into other areas like crowdsourcing, and open innovation. These platforms enable virtual communities, or groups of people using social technologies for collaboration efforts, of all kinds to execute tasks, solve problems, express ideas, and function in a group environment. To date, collaborative thinking has been proven to aid in the innovation process. The central idea is that groups of users possess crowd-wisdom (sometimes referred to as â€Å"the wisdom of the crowd†). It is a term describing the relative expertise or p otential of knowledge available from a crowd of people as opposed to restricted internal â€Å"experts.† In, â€Å"Rising Creativity and Participation in Innovation and Knowledge Management Activities,† Gourova Toteva describe the effect that involving the â€Å"crowd† has had on product development specifically in the business sector. â€Å"The shift from vertical to a horizontal production model has brought changes in the innovation process, whereas end users and external stakeholders provide additional benefits to organizations, which are increasingly using the wisdom of the crowd.† (Gourova Toteva, 2011) With the evolution of the Internet’s landscape brought on by social networks and social technologies, comes the shift in methods of productivity. Crowd collaboration is at the heart of social media and innovation models, and according to the articles has began to cause somewhat of a stir in organizations’ creative and development areas. Holtzblatt Tierney (2011) warn that â€Å"iterating and developing ideas in isolation or with limited awareness of similar research in other parts of the organization can present missed opportunities and duplication of effort. â€Å" Collaborative innovation processes via social media networks have potential to manifest effective results when utilizing u ser-driven innovation activities. â€Å"Socially-enabling innovation processes can have positive effects on outcomes when participation is broadened, and greater dialogue around ideas is fostered. (Holtzblatt Tierney, 2011) The article â€Å"Six Key Takeaways on Social Media and Innovation from Digital Marketing Pioneer Porter Gale,† stressed the importance of the shift of one-way dialogue into real conversations, and urged firms to get to know their channels and customers, and to look beyond a numbers-only approach to measuring success. â€Å"Results are not always return-on-investment; returns may also be made by added fans/followers or with enhanced customer engagement.† (Arthur, 2012) Firms and organizations, realizing the advantageous properties of social media networks have began to use them, attempting to reap the benefits of them. Research and Development, product and software innovations, and internal employee communications to help garner virtual communities are just a few of the areas in which social technologies have been applied to help innovation. Social media and innovation is an area in which the common practices and functions of social networks are manipulated, exposing the greater potential of productivity that they withhold, and so often, not credited for. The studies included in this review feature real-world applications of social media networks in business and in development, and theoretical evidence that the models merging social technologies and the innovation process have the potential to be successful. Summary of Literature The articles chosen for this review were extracted from the different databases mentioned previously. The literature explores social media and innovation from different perspectives, and how both the internal and external innovation process can be enhanced using social media. The variance of perspectives and focuses from different authors fostered a host of different terms and models relating to social media and innovation. Below, table 2 illustrates the different keywords and key terms used in the literature, their definitions and the title and author of the work that contains those terms. Table (1) Social Media + Innovation keywords Term| Definition| Author Work| Open innovation; open innovation model| A method for capturing value form technology innovation- whether that innovation occurs within or outside the organization.| Defining Open.(Gobble, 2012)| Crowdsourcing| The act of accessing the â€Å"wise crowd† for ideas and solutions (term coined by Jeff Howe).| The Revolution Will be Shared: Social Media and Innovation(Anonymous, 2011)| Web 2.0| Technologies that enable users to communicate create content and share it with each other via communities, social networks and virtual worlds.| Social Media Use and Potential in Business-to- Business Companies’ Innovation.(Jussila et al, 2010| Social product innovation| The practice of leveraging social media technologies in the innovation process.| Kalypso: Social Media and Product Innovation Research Findings.(Anonymous, 2011)| Innovation-related collaboration| Collaboration activities utilized in the innovation process.| Social Media Use and Potential in Business-to-Business Companies’ Innovation. (Jussila, 2010)| Communities of creation| Groups of people who engage in generation of ideas for future products and services, actively discuss, further elaborate and test them.| Virtual Worlds as Collaborative Innovation and Knowledge Platform.(Fuller et al, 2012)| User-driven innovation| An approach in which users are the sources of ideas, drivers of the design, and decision makers throughout the design process.| Practical Model for User-Driven Innovation in Agile Software Development.(Koskela et. al, 2011)| Co-creation| Describes the active role of users.| Platform Model for User-Driven Innovation in Agile Software Development. (Koskela et. al, 2011)| Customer Communities| Communities of a company’s end-users. | Benefits of Social Media in Business-to-Business Customer Interface.(Jussila et al, 2011)| User-driven innovation| Describes users contributions to challenges launched by companies. | Practical Model for User-Driven Innovation Agile Software Development.(Koskela, 2011)| Lead user| Active in idea development over an extended period of time.| Getting Customers’ Ideas to Work for You: Learning from Dell How to Succeed With Online User Innovation Communities(Gangi et al, 2010)| Crowd Futurology| Refers to the â€Å"forum of the future.† Social media crowdsouced environment.| | Enterprise 2.0| Describes social networking software to support and enhance the continuously changing and emergent collaborative structures across enterprise| Governing Web 2.0(Dedene et al, 2011)| Wisdom of crowds| The characteristic of crowds to create content, solve problems and even do corporate research.| Raising Creativity and Participation in Innovation and Knowledge Management Activities. (Gourova Toteva, 2011)| Enterprise social innovation| Method that allows companies to take advantage of extensive networks, by providing open channels of communication and stimulating innovation.| Enterprise 2.0 and Semantic Technologies for Open Innovation Support(Carbone et al, 2010)| User Innovation Communities| Virtual community of customers that participate with organizations in RD.| The Next Digital Wave Using Social Media (Accenture, 2012)| Social media and innovation begins with one concept: social media technologies. Each article that was studied for this literature review, emphasized in one way or another, the revolutionary power that these technologies possess. Though different terms were used to describe the technologies, such as web 2.0, enterprise 2.0, and social technologies, the consensus between the authors is that they hold much potential (and often times untapped) to foster successful creative and productive environments. Real World Application/ Challenges The literature reflects a variance in knowledge, and evidence available in the social media and innovation area, directly affecting the rate of adoption of companies and organizations. The articles studied for this review were published in the past two years. The general trend is that the older pieces (2010-2011) reflect a lack of knowledge, resources, and statistics regarding social media and innovation. Jussila et al (2010) identified four major challenges responsible absence of innovation processes using social media technologies in business to business companies: lack of understanding possibilities of social media in innovation, difficulties of assessing financial gains from social media, difficulties in adopting new mental models and practices needed for adoption, and lack of evidence of similar using social media in innovation. (Jussila et al, 2010) The authors identify one cause being a â€Å"relatively scarce† amount of information in the area, and â€Å"fragmentedâ⠂¬  theoretical and empirical research. (Jussila et al, 2010) Similarly, Bettina Mikko (2010) agreed that â€Å"the literature is relatively scarce concerning open innovation in the specific channel on online communities. (Bettina Mikko, 2010) Despite the lack of knowledge, they acknowledge efforts to incorporate these type of â€Å"open† collaboration activities.â€Å" Although some firms have adopted these principles, the way for users to communicate their ideas to the firms remain underutilized with a few exceptions.† (Bettina Mikko, 2010) A general lack of knowledge in the area of social media and innovation is not the only cited issue relating to real-world applications of models and policies. In the article, â€Å"Social Media and Product Innovation Research Findings,† (2011) a survey of more than 90 manufacturing and service companies revealed that 70 percent of the participating companies â€Å"are using or were planning to use social media for product innovation,† but of those respondents, less than half had an implementation and/or management strategy in place. Forty-six percent of respondents revealed a lack of knowledge regarding effective approaches. (Anonymous, 2011) The article notes one of the causes of this trend as the lack of knowledge among companies’ uncertainty of benefits (of social media innovation strategies) and leading practices. (Anonymous, 2011) Gangi et al (2010) acknowledges the potential of business models using social technologies to engage users as a competitive advantage, but also lists challenges companies face in implementation: 1) understanding users ideas posted, 2) identifying the best ideas, 3) balancing needs for transparency against disclosure (protecting user-submitted ideas for competitors, 4) sustaining the community (developing strategies for interacting with the community to sustain user participation. Koskela et al (2011) confirms the claim that â€Å"companies do not have enough knowledge of utilizing user’s input and social media-based interaction in innovation and software activities,† in the article† Practical Model for User-Driven Innovation in Agile Software Development.† A changing of perspectives occurs in the articles written between 2011-2012. Gourova Toteva (2011) argue that the rate of adoption of creative activities involving customers in the process is increasing in companies. The authors concluded the article â€Å"Rising Creativity and Participation in Innovation and Knowledge Management Activities,† by stating â€Å"Nowadays social media is increasingly supporting innovation and is behind most open innovation processes and user’s co-creation activities.† Following in line with this claim, Figge et al. (2012) reveals that â€Å"most big corporations chose to tap into the growing portion of participative consumers to refine their marketing strategy practices,† and that social media, being major sales and marketing channels, have allowed for increasing collective trends in consumption. (Figge et al., 2012) Pena (2012) concluded after a study of multi-national corporations’ use of social innovation sites and application of content found on those sites that â€Å"while multi-national firms did not formally embrace social platforms for innovation, passive or informal use of these sources were endorsed by 100% of the interviewees. (Pena, 2012) The two main barriers to use of the sources included 1) a lack of clarity around the owner of the finished idea and the potential for litigation and 2) the fact that competition becomes informed of firms’ intentions as they pursue innovation from social formats. (Pena, 2012) Business Contexts Several articles applied to or studied social media technologies and the innovation in the creation processes of firms. There were several articles analyzing and comparing the use of social media innovation processes, specifically business-to-business and business-to-consumer firms. The differences between the two in terms of categories of clientele and business practices reveal similarities and differences in innovation and collaboration methods. In Social Media Use and Potential in Business-to-Business Companies’ Innovation, Jussila et al, makes the point that the use of social media in innovation processes can reveal great potential for success in b2b companies, like in b2c companies, and was used with innovation partners (outside audience) more often than with b2c companies. (Jussila et al, 2010) Jussila et. al (2011) acknowledged the assumption that â€Å"it is much more difficult to utilize social media in business innovation and customer interface for business-to-business innovation and customer interface for business-to-business products, markets and product development.† Research exploring social media and benefits from the business-to-business customer interface perspective found potential causes for variance of social media use in different phases of innovation processes: patterns of interaction between firm and customers vary with roles, knowledge creation activities vary depending on nature of knowledge to be created and lastly, customers motivation to participate or be involved in innovation process activity rather than product support. Other articles focused on business in a broader context in order to make implications or recommendations in the field of study Fuller et al (2012) studied IBM’s use of social media use in innovation and collaboration pr ocesses using virtual worlds (second life) in the article â€Å"Virtual Worlds as Collaborative Innovation and Knowledge Platform.† During the course of the study, IBM gathered experience by using 3D environments as communication and interaction platform within the organization. The study findings indicated potential for virtual worlds to foster creative ideas both within, and beyond the company. (Fuller et al, 2012) Similarly, Gangi et al (2010) analyzed and assessed challenges present in the first 18 months of Dell’s IdeaStorm program implementation and offered recommendations for successful management of online user innovation communities. The recommendations are relevant to any application of a user-driven innovation platform; create a user toolkit, strategically position key personnel to ensure clear, logical flow of ideas to proper internal resources, engage the lead users of the platform, promote self-governance in users to enable community to carry more of workload, respond quickly and ask questions, make user-submitted votes count and present progress clearly and openly to the community. (Gangi, e t al, 2010) Software Development The use of social media for innovation purposes is applied to the development of software in both internal and external (employees of organizations vs. user activities) contexts. In â€Å"Using Web 2.0 to Improve Software Quality.† Black Jacobs (2010) assert that the development process has been altered due to social media, now including interaction design where feedback from users is encouraged, and used as part of the ongoing development process. The study examined social media use in collaborative group work using distant teams. Organizations are encouraged to focus implementing social technologies for purposes of group work. â€Å"The use of social media presents an opportunity for an organization to build a distributed knowledge base and increase employees’ sense of connection to companies initiatives and to each other. (Black Jacobs, 2010) Koskela et, al (2011) claims that online co-creation among users and developers needs continuous facilitation; thus allowing direct user interaction to enhance the perspectives of each group and placing more importance on the use’s goals. According to â€Å"Practical Model for User-Driven Innovation in Agile Software Development,† by implementing user-driven innovation integrating users, even in a quick, agile software development process is not only possible and can be potentially beneficial to the organization. (Koskela et. al, 2011) Technological Applications Innovation and social media have technological implications, especially in the areas of enterprise 2.0 and open-innovation processes. Structuring Web 2.0 collaborative platforms and strategies is discussed in two of the articles used for this review. In the article â€Å"Enterprise 2.0 and Semantic Technologies for Open Innovation Support,† Carbone et al (2010) emphasizes the potential of enterprise 2.0 technologies by asserting that they â€Å"have the power to usher in a new era by making both the practices of knowledge work and its’ output more visible. The article proposes a new model â€Å"Semantic web† to transform human-readable content into machine-readable content. This new model controls and structures the heavy flow of user-submitted information, an aspect brought on by the â€Å"collaborative paradigm.† (Carbone et al, 2010) Dedene et al (2011) proposes four grounding principles to help organizations get the most out of their Enterprise 2.0 investments. In the many-to-many, decentralized environment present in Web 2.0 collaborative activities, structuration is emphasized as a key process and is made possible by these four principles: 1) â€Å"empowerment principle- empowers users to discover desirable uses of technology rather than draw up barriers to unwanted use, 2) processes principle- enables process workers and managers to capture value from experimenting and progressively synthesizing new ways for processing, 3) collaboration principle- lets virtual communities and teamwork emerge from a free-flow of collaboration engagements, rather than pre-assign bulk of roles, activities and access rules and finally 4) people and culture principle- invites people to participate, rather than coercing them to work in a particular way.† (Dedene et al, 2011) Findings/ Pitfalls All of the articles studied for this review acknowledged the potential of the use of social media for purposes of innovation to be successful avenues reaching end consumers and sparking creative thinking within a firm or organization. The articles, both theoretically focused, and case studies of real-world application conveyed the benefits of implementation and recognized the area as revolutionary, and the inevitable direction of the innovation process for firms and organizations. It goes without saying, that there is another side to the coin when it comes to model and strategy implementation. Gangi et. al (2010) identified one potentially damaging characteristic of social media that could negatively effect innovation efforts. â€Å"The viral aspect of all web 2.0 technologies means that an org could quickly lose control of negative content.† (Gangi, et al, 2010) The pervasiveness and instantaneous aspects of social media can be damning to an organization based on self-published material, or user-published. (Carbone et al, 2010) Managing the overwhelming amounts of information that exists, as an end-result of the decentralization of ideas may be difficult to achieve. Ideas contributed via social media networks present an issue with idea ownership due to blurred line between what is idea adoption and what could be conceived as theft of intellectual property. As mentioned by Pena (2012) this is one cause of avoidance regarding companies’ implementation of social technology strategies. Recommendations Dedene et al (2011) notes that managing the technologies for effective use requires strategy and knowledge, and that organizations have not fully mastered these concepts. â€Å"The promise of Enterprise 2.0 is enticing to many orgs; however experience and research into managing such investments to effective benefits realization has not yet reached full maturity; making people mindful about the capabilities of the technology is an absolute precondition to benefits generation from the technology.† (Dedene et al, 2011) The lack of knowledge available in the application of social media for innovation purposes, though lessening over time, is still a viable issue of concern for companies attempting to implement models. It is important for there to be an accessible collection of literature to foster field knowledge, and to increase in real-world applications. The lack of understanding due to little to no knowledge base has attributed to the skepticism among businesses and IT professi onals. (Dedene et. al, 2011) More research should be executed in this area and more literature developed. Organizations will not invest in ideas that are not fully understood. The reach of evidence of benefits of the use of social media for purposes of innovation needs to be increased. Not only should literature about implementation be increased and shared, but also firmer guidelines for successful use of social media for innovation should as well. Many of the major and minor firms and organizations venturing into this somewhat â€Å"unchartered territory† are doing so without a definitive strategy. A set of published principles, assisting first-time implementation, corrective implementation, and for use throughout operation, (management of platforms) should become accessible. This set of principles would provide some protection against simple mistakes and allow for smoother, more streamlined implementation for firms and organizations. Table (2) Table of Literature Author/ Work| Implication/ Findings| Limitation(s)/ Pitfalls| Benefits of Social Media in B2B Customer Interface in Innovation(Jussila, et. al, 2011)| Social media can be useful in all stages of B2B companies’ innovation processes. | Companies don’t understand how to be active with social media effectively.| Measuring the Effectiveness of Social Media on an Innovation Process(Holtzblatt Tierney, 2011)| Using social media, it is possible to â€Å"accelerate the transition of new technology and knowledge to customers by expanding staff and end-users direct communications.| Limitations of data: restricted to interactions that occur on-line inside the IdeaMarket (platform used in research).| Is Open Innovation Open?(Bettina Mikko, 2010)| Social media and open innovation principles remain underutilized by companies. | Most innovative firms that were studied were multinational with multiple websites, all using different content. | Platform Model for User-Driven Innovation in Agile Software Development(Koskela et al, 2011)| The model using co-creation tools and direct user-interaction can be applied to the innovation processes of other consumer-targeted products and services..| Companies do not have enough knowledge of utilizing user’s input and social media based interaction in innovation and software activities. | Raising Creativity and Participation in Innovation and Knowledge Management Activities(Gourova Toteva, 2011)| Nowadays social media is increasingly supporting innovation and is behind most open innovation processes and user’s co-creation activities.| N/a| Social Media and Product Innovation(Anonymous, 2011)| When it comes to applying social technologies to product developments and innovation, most organizations are still in the early adoption phase.| N/a| Social Media Use and Potential in B2B Companies’ Innovation(Jussila et al, 2010)| Both B2B and B2C companies’ were taking advantage of social media use in innovation processes| The gap of perceived use between t wo different business types is significant. Research should be carried out to facilitate adoptions and fill gap. | The Revolution Will Be Shared: Social Media and Innovation(Anonymous, 2011)| Social technologies used for innovation purposes are revolutionary| N/a| Using Web 2.0 to improve Software Quality(Black Jacobs)| Social media among other benefits, has changed the development process to include interaction design, where feedback from users is used.| N/a| Virtual Worlds as Collaborative Innovation and Knowledge Platforms(Fuller, et. al, 2012)| Virtual worlds can offer new ways of having access to knowledge and creative ideas within and beyond companies. | Virtual community lacked total security and some complained about poor graphics| Getting Customer’s Ideas to Work for You: Learning from Dell How to Succeed With Online User Innovation Communities.(Gangi et al, 2010)| A poorly managed user innovation community could have devastating consequences for an organization.| Challenges for companies included: Understanding users ideas posted, Identifying the best ideas,Balancing needs for transparency against disclosure (protecting user-submitted ideas from competitors) and Sustaining the community (developing strategies for interacting with the community to sustain user participation. | Governing Web 2.0(Dedene, 2011)| Enterprises can use principles and lessons to avoid the fallacy of going into social media for innovation endeavor with too much of a command/control view on tech adoption| Many organizations have not effectively mastered management of social media and innovation platforms| Investigating the Increasing Role of Public Social Networks Within the Innovation Process of Large, Multi-National Corporations(Pena, 2012)| Use of strong social networking within an organization propels innovation| Firms did not embrace platforms, but all endorsed informal use.Two main barriers to use of sources by companies: lack of clarity around owner of ideas, 2) competition may become informed of intentions| Enterprise 2.0 and Semantic Technologies for Open Innovation Support(Carbone et al, 2010)| The web 2.0 environment helped in establishing an innovation culture in the firms, while the sematic technologies helped not just in fostering interaction for the creation of new ideas, but also in supporting the decision process.| N/a| Defining Open(Gobble, 2012)| Open innovation is among the new resources available for conceptualizing, creating and managing open innovations efforts at every scale.| N/a| Six Key Takeaways On Social Media And Innovation From Digital Marketing Pioneer Porter Gale(Arthur, 2012)| One-way dialogue has evolved into 24/7 real-time conversations.| N/a| Social Media for Innovation Efforts (Lindegaard, 2013)| The use of social media for innovation efforts is still new and full of opportunity.| N/a| Social Product Innovation2013 Kalypso| Social media technologies are rapidly changing the way we communicate and collaborate. A comprehensive and sustainable strategy must be developed to deliver results.| N/a| Five Emerging Innovation and Social Media Trends and Why They Matter Now(Ben-Yehuda, 2012)| Social media and a renewed emphasis on innovation and DIY is transforming how government agencies operate and how they interact with citizens.| N/a| The Next Digital Wave: Enterprise Social Innovation. 2012 Accenture| Through enterprise social innovation, companies can benefit from a greater pool of ideas, ones that are aligned more closely with the wants and needs of end-consumers.| N/a| Works Cited Jussila, J., Karkkainen, H., Meino, M. (2011). Benefits of social media in business-to-business customer inerface in innovation. 2011vACM, Holtzblatt, J., Tierney, M. L. (2011). Measuring the effectiveness of social media on an innovation process. 2011 ACM, Bettina, M., Mikko, L. (2010, Sep). Is innovation open? evidence from the most innovative firms and the most valuable brands. European conference on innovation and entrepreneurship, United kingdom. Koskela, K., Nakki, P., Pikkarainen, M. (2011). 17th international conference of concurrent enterprising, Finland. Gourova, E., Toteva, K. (2011). Raising creativity and participation in innovation and knowledge managment activities. 17th internation conference on concurrent enterprising. Anonymous. (2011). Social media and product innvoation research findings. Professional services close-up, Jussila, J., Karkkainen, H., Vaisanen, J. (2010). Social media use and potential in business-to-business companies innovation. 2010 ACM, Anonymous. (201). The revolution will be shared: social media and innovation. Research technology management, 54(1), 64-66. Black, S., Jacobs, J. (2010). Using web 2.0 to improve software quality. 2010 ACM, Fuller, J., Hautz, J., Hutter, K., Matzler, K., Muller, J. (2012). Virtual worlds as collaborative innovation and knowledge platform. 2012 IEEE, Gangi, P., Hooker, R., Wasko, M. (2010). Getting customers ideas to work for you: learning from dell how to succeed with online user innovation communities. MIS quarterly executive, 9(4), Dedene, A. G., Hertogh, S., Viaene, S. (2011). Governing web 2.0. Communications of the acm, 54(3), Pena, V. (2012). Investigating the increasing role of public social networkd within the innovation process of large, multi-national corporations. Business studies journal, 3, Carbone, F., Contreras, J., Hernandez, J. (2010). Enterprise 2.0 and semantic technologies for open innovation support. IEA/AIE 2010, part II, 18-27. Gobble, M. (2012). Defining open. Research technology management, Arthur , L. (2012, 3 6). Six key takeaways on social media and innovation from digital marketing pioneer porter gale. Retrieved from http://www.forbes.com/sites/lisaarthur/2012/03/06/six-key-take-aways-on-social-media-and-innovation-from-porter-gale-former-virgin-america-marketing-vp/ Lindegaard, S. (2013, 01 31). Free webinar: social media for innovation efforts. Retrieved from http://www.15inno.com/2013/01/31/smwebinar/ Kalypso. (2013). Social product innovation, capabilites, kalypso. Retrieved from http://kalypso.com/capabilities/services/social-product-innovation/ Ben-Yehuda, G. (2012, 11 1). Five emerging innovation and social media trends and why they matter now. Retrieved from http://www.govexec.com/excellence/promising-practices/2012/11/five-emerging-innovation-and-social-media-trends-and-why-they-matter-now/59179/ Accenture. (2012). The net digital wave: enterprise social innovation. Retrieved from http://www.accenture.com/us-en/Pages/insight-next-digital-wave-social-media-harness-innovation-summary.aspx

Analysis of C Language and Operators

Analysis of C Language and Operators Introduction In order to perform different kinds of operations, C uses different kinds of operators. An operator indicates an operation to be performed on data that yields a value. Using various operators in C one link the variables and constants. An operand is a data item on which operators perform the operations. C is rich in the use of different operators. C provides four classes of operators. They are 1) Arithmetic 2) Relational 3) Logical 4) Bitwise. Apart from these basic operators, C also supports additional operators. 3.1 Types of operators Type of Operator Symbolic Representation Arithmetic operators + , -, *, / and % Relational operators >,=. Logical operators , II and ! Increment and decrement operator ++ and Assignment operator = Bitwise operators ,I,, », «and Comma operator , Conditional operator ? : 3.2 PRIORITY OF OPERATORS AND THEIR CLUBBING Various relational operators have different priorities or precedence. If an arithmetic expression contains more operators then the execution will be performed according to their priorities. The precedence is set for different operators in C. List of operators with priority wise (hierarchical) are shown in Table 3.2. Table 3.2 List of operators with priority wise Operators Operation Clubbing Priority ( ) [ ] -> . Function call Array expression or square bracket Structure Operator Structure Operator Left to right 1st + ++ ! ~ * Sizeof type Unary plus Unary minus Increment Decrement Not operator Ones complement Pointer Operator Address operator Size of an object Type cast Right to Left 2nd * / % Multiplication Division Modular division Left to Right 3rd + Addition Subtraction Left to Right 4th >> Left shift Right Shift Left to Right 5th > >= Less than Less than or equal to Greater than Greater than or equal to Left to Right 6th == != Equality Inequality Left to Right 7th Bitwise AND Left to Right 8th ^ Bitwise XOR Left to Right 9th | Bitwise OR Left to Right 10th Logical AND Left to Right 11th || Logical OR Left to Right 12th ? : Conditional operator Right to Left 13th =,*=,-=, =,+=,^=, |=,>= Assignment operator Right to Left 14th , Comma operator Left to Right 15th 1) When two operators of the same priority are found in the expression, precedence is given to the extreme left operator. Example Example Example 3.3 COMMA AND CONDITIONAL OPERATOR 1) Comma operator (,) The comma operator is used to separate two or more expressions. The comma operator has the lowest priority among all the operators. It is not essential to enclose the expressions with comma operators within the parenthesis. For example the statements given below are valid. Example 2) Conditional operator (?) The conditional operator contains a condition followed by two statements or values. If the condition is true the first statement is executed otherwise the second statement. The conditional operator (?) and (:) are sometimes called ternary operators because they take three arguments. The syntax of conditional operator is as given below. Syntax Condition? (expression1): (expression2); Two expressions are separated by a colon. If the condition is true expression1 gets evaluated otherwise expression 2. The condition is always written before? Mark. Example Example 3.4 ARITHMETIC OPERATORS There are two types of arithmetic operators. They are 1) Binary Operator and 2) Unary Operator a) Binary operator Table 3.3 shows different arithmetic operators that are used in C. These operators are commonly used in most of the computer languages. These arithmetic operators are used for numerical calculations between the two constant values. They are also called as Binary Arithmetic Operators. The examples are also shown in the Table 3.3 In the program variables are declared instead of constants. Table 3.3 Arithmetic operators Arithmetic Operators Operator Explanation Examples + Addition 2+2=4 Subtraction 5-3=2 * Multiplication 2*5=10 / Division 10/2=5 % Modular Division 11%3=2 (Remainder 2) b) Unary Operators Unary operators are increment operator (++), decrement (- -) and minus (-) . These operators and their descriptions are given in the Table 3.4. Table 3.4 Unary arithmetic operators Operator Description or Action Minus ++ Increment Decrement Address Operator Size of Gives the size of variable a) Minus (-) Unary minus is used to indicate or change the algebraic sign of a value. b) Increment (++) Decrement () Operators The C compilers produce very fast efficient object codes for increment and decrement operations. This code is better than generated by using the equivalent assignment statement. So, increment and decrement operators should be used whenever possible. †¢ The operator ++ adds one to its operand. Whereas the operator subtracts one from its operand. For justification x=x+1 can be written as x++; and x=x-1; can be written as x;. Both these operators may either follow or precede the operand. That is, x=x+ 1; can be represented as x++; 01 ++x; If ++ or are used as a suffix to the variables name then the post increased / decreased operations take place. Consider an example for understanding ++ operator as a suffix to the variable. x=20; y=10; z=x*y++; In the above equation the current value of y is used for the product. The result is 200, which is assigned to z. After multiplication, the value of y is increased by one. If â€Å"++ or -â€Å"are used as a prefix to the variable name then pre increment/ decrement operations take place. Consider an example for understanding ++ operator as a prefix to the variable. x=20; y=10; z=x*++y; In the above equation the value of y is increased and then used for multiplication. The result is 220, which is assigned to z. The following programs can be executed for verification of increment and decrement operations. Example 3.4 Example 3.5 c) Size of 0 and Operator The size of ( ) operator gives the bytes occupied by a variable. The number of bytes occupied varies from variable to variable depending upon its dab types. The operator prints address of the variable in the memory. The example given below illustrates the use of both the operators. Example 3.6 3.5 RELATIONAL OPERATORS These operators are used to distinguish between two values depending on their relations. These operators provide the relationship between the two expressions. If the relation is true then it returns a value 1 otherwise 0 for false relation. The relational operators together with their descriptions, example and return value are described in Table 3.5. Table 3.5 Relational Operator Operators Description or Action Example Return Value > Greater than 5>4 1 >= Greater than equal to 11>=5 1 = = Equal to 2==3 0 ! = Not equal to 3!=3 0 The relational operators symbols are easy to understand. They are self-explanatory. However readers benefit a program is illustrated below. Example 3.7 Example 3.8 Example 3.9 Example 3.10 3.6 LOGICAL OPERATORS The logical relationship between the two expressions are checked with logical operators. Using these operators two expressions can be joined. After checking the conditions it provides logical true (1) or false (0) status. The operands could be constants, variables, and expressions. The Table 3.6 describes the three logical operators together with examples and their return values. Table 3.6 Logical Operators Operator Description or Action Example Return Value Logical AND 5>3 5 || Logical OR 8>5 || 8 ! Logical NOT 8 ! = 8 0 From the above table following rules can be followed for logical operators. 1) The logical AND ( ) operator provides true result when both expressions are true otherwise 0. 2) The logical OR (I I) operator provides true result when one of the expressions is true otherwise 0. 3) The logical NOT operator (!) provides 0 if the condition is true otherwise 1. Example 3.11 Example 3.12 Example 3.13 Example 3.14 Example 3.15 Example 3.16 3.7 BITWISE OPERATORS C supports a set of bitwise operators as listed in the Table 3.7. C supports six bit operators. These operators can operate only on integer operands such as int, char, short, long int etc. Table 3.7 Bitwise operators Operator Meaning >> Right shift ^ Bitwise xor (Exclusive OR) ~ Ones complement Bitwise AND | Bitwise OR Example 3.17 Example 3.18 Example 3.19 Example 3.20 Example 3.21 SUMMARY You have now studied the various operators such as arithmetic, logical and relational which are essential to write and execute programs. The precedence of the operators in the arithmetic operations furnished in the form of a table. The conditional comma operators and programs on them, also described in this chapter. You are made aware of the logical operators OR, AND and NOT. Full descriptions on bit wise operators have been illustrated. Numerous Simple examples have been provided to the users to understand the various operators. The reader is expected to write more programs on this chapter. EXCERSICES Answer the following questions. 1. Explain different types of operators available in C? 2. What are the uses of comma (,) and conditional (?) operators? 3. What are Unary operators and their uses? 4. Describe logical operators with their return values? 5. Distinguish between logical and bitwise operators. 6. What are the relational operators? 7. What is the difference between = and = = ‘? 8. What are the symbols used for a) OR b) AND c) XOR d) NOT operations? 9. Explain the precedence of operators in arithmetic operations? 10. List the operators from higher priority to least priority? 11. What is the difference between %f and %g? 12. What is the difference between division and modular division operations? 13. What are the ASCII codes? List the codes for digits 1 to 9, A to Z and a to z. We have already seen that individual constants, variables, array elements and function references joined together by various operators to form expressions. We have also mentioned that C includes a number of operators which fall into several different categories. In this chapter we examine certain of categories in detail. Specifically, we will see how arithmetic operators, unary operators, relational and logical operators, assignment operators and the conditional operator are used to form expressions. The data items that operators act upon are called operands. Some operators require two operands, while others act upon only one operand. Most operators allow the individual operands to be expressions. A few operator permit only single variables as operands (more about this later). 3.1 ARITHMETIC OPERATORS There are five arithmetic operators in C. They are Operator Purpose + addition subtraction * multiplication / division % remainder after integer division The %operator is sometimes referred to as the modulus operator. There is no exponentiation operator in C. However, there is a library function (pow) to carry out exponentiation (see Sec.3.6). The operands acted upon by arithmetic operators must represent numeric values. Thus, the operands can be integer quantities, floating-point quantities or characters (remember -that character constants represent integer values, as determined by the computers character set). The remainder operator (%) requires that both operands be integers and the second operand be nonzero. Similarly, the division operator (I) requires that the second operand be nonzero. Division of one integer quantity by another is referred to as integer division. This operation always results in a truncated quotient (i.e., the decimal portion of the quotient will be dropped). On the other hand if a division operation is carried out with two floating-point numbers, or with one floating-point number and one integer, the result will be a floating-point quotient. EXAMPLE 3.1 EXAMPLE 3.2 EXAMPLE 3.3 Operands that differ in type may undergo type conversion before the expression takes on its final value. In general, the final result will be expressed in the highest precision possible, consistent with the data types of the operands. The following rules apply when neither / operand is unsigned. 1. If both operands are floating-point types whose precisions differ (e.g., a float and a double), the lower precision operand will be converted to the precision of the other operand, and the result will be expressed in this higher precision. Thus, an operation between a float and a double will result in a double; a float and a long double will result in a long double; and a double and a long double will result in a long double. (Note: In some versions of C, all operands of type float are automatically converted to double.) 2. If one operand is a floating-point type (e.g., float, double or long double) and the other is a char or an int (including short int or long int), the char or int will be converted to the floating-point type and the result will be expressed as such. Hence, an operation between an int and a double will result in a double. 3. If neither operand is a floating-point type but one is a long int, the other will be converted to long int and the result will be long into Thus, an operation between a long int and an int will result in a long int. 4. If neither operand is a floating-point type or a long int, then both operands will be converted to int (if necessary) and the result will be into Thus, an operation between a short int and an int will result in an int. A detailed summary of these rules is given in Appendix D. Conversions involving unsigned operands are also explained in Appendix D. EXAMPLE 3.4 EXAMPLE 3.5 EXAMPLE 3.6 EXAMPLE 3.7 EXAMPLE 3.8 EXAMPLE 3.9 3.2 UNARY OPERATORS C includes a class of operators that act upon a single operand to produce a new value. Such operators are known as unary operators. Unary operators usually precede their single operands, though some unary operators are written after their operands. Perhaps the most common unary operation is unary minus, where a numerical constant, variable or expression is preceded by a minus sign. (Some programming languages allow a minus sign to be included as a part of a numeric constant. In C, however, all numeric constants are positive. Thus, a negative number is actually an expression, consisting of the unary minus operator, followed by a positive numeric constant.) Note that the unary minus operation is distinctly different from the arithmetic operator which denotes subtraction (-). The subtraction operator requires two separate-operands. 3.3 RELATIONALAND LOGICAL OPERATORS There are four relational operators in C. They are Operator Meaning > greater than >= greater than or equal to These operators all fall within the same precedence group, which is lower than the arithmetic and unary operators. The associatively of these operators is left to right. Closely associated with the relational operators are the following two equality operators. Operator Meaning == equal to != not equal to The equality operators fall into a separate precedence group, beneath the relational operators. These operators also have a left-to-right associatively. These six operators are used to form logical expressions, which represent conditions that are either true or false. The resulting expressions will be of type integer, since true is represented by the integer value 1 and false is represented by the value 0. EXAMPLE 3.15 EXAMPLE 3.16 EXAMPLE 3.17 EXAMPLE 3.18 EXAMPLE 3.19 EXAMPLE 3.20 3.4 ASSIGNMENT OPERATORS There are several different assignment operators in C. All of them are used to form assignment .expressions which assign the value of an expression to an identifier. The most commonly used assignment operator is = Assignment expressions that make use of this operator are written in the form identifier = expression where identifier generally represents a variable, and expression represents a constant, a variable or a more complex expression. EXAMPLE 3.21 Remember that the assignment operator = and the equality operator == are distinctly different. The assignment operator is used to assign a value to an identifier, whereas the equality operator is used to determine if two expressions have the same value. These operators cannot be used in place of one another. Beginning programmers often incorrectly use the assignment operator when they want to test for equality. This results in a logical error that is usually difficult to detect. Assignment expressions are often referred to as assignment statements, since they are usually written as complete statements. However, assignment expressions can also be written as expressions that are included within other statements (more about this in later chapters). If the two operands in an assignment expression are of different data types, then the value of the expression on the right (i.e., the right-hand operand) will automatically be converted to the type of the identifier on the left. The entire assignment expression will then be of this same data type. Under some circumstances this automatic type conversion can result in an alteration of the data being assigned. For example: A floating-point value may be truncated if assigned to an integer identifier. A double-precision value may be rounded if assigned to a floating-point (single-precision) identifier. An integer quantity may be altered if assigned to a shorter integer identifier or to a character identifier (some high-order bits may be lost). Moreover the value of a character constant assigned to a numeric-type identifier will be dependent upon the particular character set in use. This may result in inconsistencies from one version of C to another. The careless use of type conversions is a frequent source of error among beginning programmers. EXAMPLE 3.22 EXAMPLE 3.23 EXAMPLE 3.24 EXAMPLE 3.25 THE CONDITIONAL OPERATOR Simple conditional operations can be carried out with the conditional operator (? :). An expression that makes use of the conditional operator is called a conditional expression. Such an expression can be written in place of the more traditional if -else statement, which is discussed in Chap.6. A condition expression is written in the form expression 1 ? expression 2 : expression 3 When evaluating a conditional expression, expression 1 is evaluated first. If expression 1 is true (i.e., if, its value is nonzero), then expression 2 is evaluated and this becomes the value of the conditional expression. However, if expression 1 is false (i.e., if its value is zero),then expression 3 is evaluated and this becomes the value of the conditional expression. Note that only one of the embedded expressions (either expression 2 or expression 3) is evaluated when determining the value of a conditional expression. EXAMPLE 3.26 EXAMPLE 3.27 EXAMPLE 3.28 EXAMPLE 3.29 LIBRARY FUNCTIONS The C language is accompanied by a number of library functions that carry out various commonly used operations or calculations. These library functions are not a part of the language per se, though all implementations of the language include them. Some functions return a data item to their access point; others indicate whether a condition is true or false by returning a 1 or a 0, respectively; still others carry out specific operations on data items but do not return anything. Features which tend to be computer-dependent are generally written as library functions. For example, there are library functions that carry out standard input/output operations (e.g., read and write characters, read and write numbers, open and close files, test for end of file, etc.), functions that perform operations on characters (e.g., convert from lower- to uppercase, test to see if a character is uppercase, etc.), and function that perform operations on strings (e.g., copy a string, compare strings, concatenate strings, etc.), and functions that carry out various mathematical calculations (e.g., evaluate trigonometric, logarithmic and exponential functions, compute absolute values, square roots, etc.). Other kinds of library functions are also available. Library functions that are functionally similar are usually grouped together as (compiled) object programs in separate library files. These library files are supplied as a part of each C compiler. All C compilers contain similar groups of library functions, though they lack precise standardization. Thus there may be some variation in the library functions that are available in different versions of the language. A typical set of library functions will include a fairly large number of functions that are common to most C compilers such as those shown in Table 3-2 below. Within this table, the column labeled type refers to the data type of the quantity that is returned by the function. The void entry shown for function srand indicates that nothing is returned by this function. A more extensive list, which includes all of the library functions that appear in the programming examples presented in this book, is shown in Appendix H. For complete list, see the programmers reference manual that accompanies your particular version of C. A library function is accessed simply by writing the function name, followed by a list of arguments that represent information being passed to the function. The arguments must be enclosed in parentheses and separated by commas. The arguments can be constants, variable names, or more complex expressions. The parentheses must be present, even if there are no arguments. A function that returns a data item can appear anywhere within an expression, in place of a constant or an identifier(i.e., in place of a variable or an array element). A function that carries out operations on data items but does not return anything can be accessed simply by writing the function name, since this type of function reference constitutes an expression statement. Table 3-2 Some Commonly Used Library Functions Function Type Purpose abs(i) Int Return the absolute value of i. ceil(d) double Round up to the next integer value (the smallest integer that is greater than or equal to d). cos(d) double Return the cosine of d. cosh (d) double Return the hyperbolic cosine of d. exp (d) double Raise e to the power d (e =2.7182818. .. is the base of the natural (Naperian) system of logarithms). fabs (d) double Return the absolute value of d. floor (d) double Round down to the next integer value (the largest integer that does not exceed d). fmod (d1,d2) double Return the remainder (i.e., the noninteger part of the quotient) of d1/d2, with same sign as d1. getchar () int Enter a character from the standard input device. log (d) double Return the natural logarithm of d. pow (d1,d2) double Return d1 raised to the d2 power. printf(†¦) int Send data items to the standard output device (arguments are complicated see Chap. 4). pitcher  © int Send a character to the standard output device rand ( ) int Return a random positiv e integer. sin (d) double Return the sine of d. sqrt (d) double Return the square root of d. srand (u) void Initialize the random number generator. scanf(†¦) int Enter data items from the standard input device (arguments are complicated see Chap. 4). tan (d) double Return the tangent of d. toascii  © int Convert value of argument to ASCII. tolower  © int Convert letter to lowercase toupper  © int Convert letter to uppercase. Note: Type refers to the data type of the quantity that is returned by the function. c denotes a character-type argument i denotes an integer argument d denotes a double-precision argument u denotes an unsigned integer argument EXAMPLE 3.30 EXAMPLE 3.31 Review Questions 1. What is an expression? What are its components? 2. What is an operator? Describe several different types of operators that are included in C. 3. What is an operand? What is the relationship between operators and operands? 4. Describe the five arithmetic operators in C. Summarize the rules associated with their use. 5. Summarize the rules that apply to expressions whose operands are of different types. 6. How can the value of an expression be converted to a different data type? What is this called? 7. What is meant by operator precedence? What are the relative precedence’s of the arithmetic operators? 8. What is meant by associativity? What is the associativity of the arithmetic operators? 9. When should parentheses be included within an expression? When should the use of parentheses be avoided. 10. In what order are the operations carried out within an expression that contains nested parentheses? 11. What are unary operators? How many operands are associated with a unary op erator? 12. Describe the six unary operators discussed in this chapter. What is the purpose of each? 13. Describe two different ways to utilize the increment and decrement operators. How do the two method differ? 14. What is the relative precedence of the unary operators compared with the arithmetic operators? What is their associativity? 15. How can the number of bytes allocated to each data type be determined for a particular C compiler? 16. Describe the four relational operators included in C. With what type of operands can they be used? What type of expression is obtained? 17. Describe the two equality operators included in C. How do they differ from the relational operators? 18. Describe the two logical operators included in C. What is the purpose of each? With what type of operands can they be used? What type of expression is obtained? 19. What are the relative precedence’s of the relational, equality and logical operators with respect to one another and with respect to the arithmetic and unary operators? What are their associativities? 20. Describe the logical not (logical negation) operator. What is its purpose? Within which precedence group is it included? How many operands does it require? What is its associativity? 21. Describe the six assignment operators discussed in this chapter. What is the purpose of each? 22. How is the type of an assignment expression determined when the two operands are of different data types? In what sense is this situation sometimes a source of programming errors? 23. How can multiple assignments be written in C? In what order will the assignments be carried out? 24. What is the precedence of assignment operators relative to other operators? What is their associativity? 25. Describe the use of the conditional operator to form conditional expressions. How is a conditional expression evaluated? 26. How is the type of a conditional expression determined when its operands differ in type? 27. How can the conditional op erator be combined with the assignment operator to form an if -else type statement? 28. What is the precedence of the conditional operator relative to the other operators described in this chapter? What is its associativity? 29. Describe, in general terms, the kinds of operations and calculations that are carried out by the C library functions. 30. Are the library functions actually a part of the C language? Explain. 31. How are the library functions usually packaged within a C compiler? 32. How are library functions accessed? How is information passed to a library function from the access point? 33. What are arguments? How are arguments written? How is a call to a library function written if there are no arguments? 34. How is specific information that may be required by the library functions stored? How is this information entered into a C program? 35. In what general category do the #define and #include statements fall? INTRODUCTION C supports a rich set of operators. We have already used several of them, such as =, +. -, *, and, C operators can be classified into a number of categories. They include: 1. Arithmetic operators. 2. Relational operators. 3. Logical operators. 4. Assignment operators. 5. Incrementand decrement operators. 6. Conditional operators. 7. Bitwiseoperators. 8. Speciaolperators. 3.2 ARITHMETIC OPERATORS C provides all the basic arithmetic operators. They are listed in Table 3.1. The operators +, -, * and I all work the same way as they do in other languages. These can operate on any built-in data type allowed in C. The unary minus operator, in effect, multiplies its single operand by -1. Therefore, a number preceded by a minus sign changes its sign. Table 3.1 Arithmetic Operators Operator Meaning + Addition or unary plus Subtraction or unary minus * Multiplication / Division % Modulo division Integer division truncates any fractional part. The modulo division produces the remainder of an integer division. Examples of arithmetic operators are: a – b a + b a * b a / b a % b -a * b Here a and b are variables and are known as operands. The modulo division operator % cannot be used on floating point data. Note that C does not have an operator for exponentiation. Older versions of C does not support unary plus but ANSI C supports it. Integer Arithmetic When both the operands in a single arithmetic expression such as a+b are integers, the expression is called an integer expression, and the operation is called integer arithmetic. Integer arithmetical ways yields an integer value. The largest integer value depends on the machine, as pointed out earlier. In the above examples, if a and b are integers, then for a = 14 and b = 4 we have the following results: a b = 10 a + b = 18 a*b=56 a / b = 3 (decimal part truncated) a % b = 2 (remainder of division) During integer division, if both the operands are of the same sign, the result is truncated towards zero. If one of them is negative, the direction of truncation is implementation dependent. That is, 6/7 = 0 and -6/-7 = 0 but -6/7 may be zero or -1. (Machine dependent) Similarly, during modulo division, the sign of the result is always the sign of the first operand (the dividend.) That is -14 % 3 = -2 -14 % -3 = -2 14 % -3 = 2 EXAMPLE 3.1 Real Arithmetic An arithmetic operation involving only real operands is called eal arithmetic. A real operand may assume values either in decimal or exponential notation. Since floating point values are rou

Reasons for the Downfall of the Manchu Government in 1911 Essay

The Manchu government’s refusal to open up China to trade with the western powers led to armed invasions by the foreign powers. China did not want any goods from the west as China considered itself as self-sufficient. China regarded trade as a favour China granted to the less fortunate nations. However Britain was very much interested in purchasing Chinese silks, porcelain goods and Chinese tea. Therefore, Britain found a new commodity and this was the sale of opium to China. The illegal trade of opium developed very quickly. By 1800s, the number of chests imported increased from 1000 to 40000 chests a year. By the 1830s, there were about 1 million opium addicts in China. There was an outflow of bullion from China to Britain and this created social and economic problems. The Chinese government tried to stop the illegal trade of opium which ended in two wars. The first opium war (1839 – 1842) and the second opium war (1856 – 1860). These wars and the Sino-Jap war (1844-1895) led to humiliating defeats for China. China was forced to sign unequal treaties which demanded the opening and ...

Free Press and Democracy Essay

Democracy is a form of government in which all eligible citizens have an equal say in the decisions that affect their lives. Democracy allows eligible citizens to participate equally and to have free access to information ideas and opinions, with this reasoning is inferred that de democracy needs free press in order to be function properly. The power of the press is associated to the fundamental principles of democracy that’s to say the freedom of expression and freedom of opinion. The desire of people to express themselves freely wouldn’t have been possible without a fully free press. The power of the press has managed to reach such importance as freedom of expression. Free press has the capacity to arms citizens with essential information-the truth, that gives people the opportunity to choose the path to follow and to have their own opinion when it comes to solve problems or take a side in the issues that will always take place in a society. An intimidated, uninformed and disinterested public would be the predictable result of the loss of freedom of the press. It is basic statement that to maintain a healthy democracy no government activity should escape the scrutiny of the press. According to one story, one of Napoleon’s contemporaries visited the United States as a guest of President Thomas Jefferson. Upon seeing a Federalist newspaper article lying on a table that heavily criticized Jefferson’s policies, the visiting Frenchman remarked that the writer of the article should be punished. Jefferson responded calmly, â€Å" Sir, you may take the newspaper back with you to France, because that is the difference between my country and yours.† The president, a great believer in freedom of the press, was telling his visitor that without this right, American would not be the country that it is. This was true in 1800, and is equally true today. The freedom to publish facts, even opposing opinions about those facts, is essential for informed voters to participate in a democracy. In a nutshell, it can be inferred with all this information that democracy and free press needs to come handy, together in order to give people the freedom that they deserve to take their own opinion in a determinate matter. In my opinion everybody have the right to take their own decisions and to have their own opinion in all aspects of live. Without free press there is no democracy, no freedom of choice.

Cpa Exam Pre

I have recently moved and need to update my contact details. How can I do this? Can I complete the CPA Program professional level segments in any order? This is my last semester, what if I don't pass? Can I get an extension of time? Study materials 4 5 I have not received my study materials yet. What should I do? I have missing pages in my study guide. How can I replace these? Study support, including study groups 6 7 8 9 10 11 12 13 14 How can I register for study groups?When will the study group list be available? I need some additional help with my studies. What options are available? How many hours should I study to pass? Are there assignments? Are there any practice questions? How do I access them? Are there any other additional study materials or textbooks that I need? Can I use the text books or legislation that I have retained from university? I am having trouble accessing learning tasks and/or folders on My Online Learning. What can I do? Exams 15 16 17 18 19 When are exams held? I cannot sit the exam on the date advertised. Can I have an alternative exam date?I haven’t received my exam notification letter. Can you please send me a copy? How do I change my exam location? I have a medical condition which requires me to have special exam arrangements. Is it possible to have a special exam organized? How do I go about having that organized? Exams (continued) 20 21 22 23 24 25 What is the structure/format of the exam? Are the exams all multiple-choice or are there written response questions on the exams? Are the exam questions in module order? What is the ppercentage of questions for each module? Are marks deducted for wrong aanswers? Can I access past exam papers?My studies have been affected by personal hardship/illness. I don't think I will pass if I sit the exam. What can I do? Attending the exam 26 27 28 29 30 31 32 33 34 35 36 37 What identification do I need to take to the exam? What study materials can I take into the exam? Can I use an ele ctronic dictionary? What type of calculator is allowed and can you suggest the best one? Can I bring food into the exam room? I’m running late to my exam. What should I do? Where should I place my belongings at the exam venue? Can I highlight or tag my notes during reading time? Shcould I use a pen or a pencil for my aanswers?I have not marked my name or membership number correctly on the answer sheet or exam booklet. Will this be a problem? I marked the aanswers in the exam booklet instead of the answer sheet. Will my aanswers be assessed? Due to my personal circumstances, I don’t think I performed well on the exam. How can I apply for special consideration? Exam results 38 39 40 41 42 43 44 45 46 47 How can I get access to my exam results? How can I get a copy of my Personal Analysis Letter for this semester? How can I get a copy of my Personal Analysis Letter for last semester? How do I get a transcript of results? What is the pass mark per segment?What are the mark s required to achieve a Credit, Distinction and High Distinction? How can I get access to my exam mark? Can my exam paper be re-marked? Can I view my exam paper to see where I went wrong? I have received my results and I have failed. My studies/exam performance were affected by circumstances beyond my control but I didn't know I could apply for special consideration. Can I still apply? Important Contacts 2533600v1 @ 23-Jul-13 CPA Australia – Study and exam information Page 2 of 10 Enrolment 1. I have recently moved and need to update my contact details. How can I do this? You are able to change your details online at paaustralia. com. au/memberprofile at any time. Your study materials will be sent to the address you provided at the time of enrolment, or you may change your address up to the early bird enrolment closing date. Changes made before the early bird enrolment closing date in each semester will be processed in time for your materials to be delivered to the new addres s. If you change your address after this date, please arrange to collect or forward your study materials from the original address. A re-issue fee will be charged if you require a second set of materials to be sent to the new address. 2.Can I complete the CPA Program professional level segments in any order? You can enrol in any segment except for Global Strategy and Leadership as your first enrolment. It is recommended that you enrol first in Ethics and Governance as this segment provides a sound introduction to your studies. Global Strategy and Leadership is the capstone segment and brings together the knowledge candidates have gained from their studies of the other compulsory segments. To enrol in Global Strategy and Leadership, candidates must have successfully completed all other compulsory segments of the CPA Program professional level. . This is my last semester, what if I don't pass? Can I get an extension of time? If you are unable to complete your CPA Program professional level segments or advance to CPA status within the relevant timeframe, extensions may be available. Please contact your local CPA Australia office to discuss your options. Study materials 4. I have not received my study materials yet. What should I do? If you have not received your study materials by semester commencement you should contact [email  protected] edu. au. Candidates enrolled in the Singapore Taxation segment should contact the Singapore divisional office.A limited number of modules from the study guide are available via My Online Learning for some segments. This is to assist candidates who have not received their materials by the start of the semester. Due to copyright restrictions, only some modules are available online with the third party copyright content removed. 5. I have missing pages in my study guide. How can I replace these? When you receive your study materials, you should check that you have received all items required for the segment. A checklist is appen ded to the letter enclosed with your materials.If you did not receive all items listed on the checklist, complete the form provided beneath the checklist and fax it to +61 3 5227 3221 or email [email  protected] edu. au. Alternatively you can phone the Business Services Group at Deakin University on +61 3 5227 3200 or 1800 032 294 (within Australia). Candidates enrolled in the Singapore Taxation segment should contact the Singapore divisional office for all enquiries about missing or damaged study materials. 2533600v1 @ 23-Jul-13 CPA Australia – Study and exam information Page 3 of 10 Study support, including study groups 6. How can I register for study groups?You can register for study groups through My Online Learning. To register, simply click on ‘My Study Groups’ on the top menu bar, select the relevant segment using the dropdown box next to ‘Course’ and follow the prompts. Registering for a study group provides you with access to a secure onli ne list of email contact details for other candidates who are studying the same segment and who have also registered for a study group. You can use these contact details to form your own study group and share your learning and thoughts with your peers. 7. When will the study group list be available?You will be able to register for study groups via My Online Learning from the start of the semester. 8. I need some additional help with my studies. What options are available? To help you complete the CPA Program, CPA Australia has developed a wide range of support. This may be provided as part of your enrolment and membership fees, or some may be purchased through third-party providers. The level of support available may differ depending on which segment you are undertaking and your geographic location. The support available includes: ? tuition through Registered Tuition Providers ? upplementary revision materials such as Revision Kits and Passcards ? workshops and webinars ? My Online Learning. Access cpaaustralia. com. au/learningsupport for more information. 9. How many hours should I study to pass? The minimum recommended study time is between 10 and 15 hours per week per segment. 10. Are there assignments? There are no assignments for CPA Program professional level segments. Assessment for each CPA Program professional level segment is an exam of three hours duration at the end of the semester. 11. Are there any practice questions? How do I access them?