Henry Fayol Theory of Management Essay Example for Free

Henry Fayol Theory of Management Essay DEFINITION OF PUBLIC SPHERE THEORY In rhetoric, the places were citizens exchange ideas, information, attitude and opinions. The concept of Habermas public sphere is a metaphorical term used to describe the virtual space where people can interact through the world wide web, for instance is not actually a web, cyberspace is not a space, and so with the public sphere. It’s the virtual space where the citizens of a country exchange ideas and discuss issues in order to reach agreement about ‘matters of general interest’(Jurgen, Habermas 1997:105) HISTORY OF JURGEN HABERMAS Jurgen Habermas was born in Dusseldorf, Garmany in 1929, he had served in the Hilter youth and had been sent to them. The western front during the final months of the war.  Habermas entrance onto the intellectual scence began in 1950s with an influential critique of Martin Heideggers philosophy.  He studied philosophy at universities of Gottingen and Bonn, which he followed with studies in philosophy and sociology at the institute of social research under Maz Horkheimer and Theoder Adono. In the 1960s and 70s he target at the university of Heidelberg and Frankfurt am main. He then  accepted a directorship at the Max Pianck institution in stamberg in 1971. In 1980 he won prize and two years later he took a professorship at the university of Frankfurt, remaining there until his retirement in 1994. Habermas on the public sphere, he means first at al a dominant of our social life in which something coming out in which public opinion can be formed. The right is guaranteed to all citizen. A position of the public sphere comes in being in every conversation in which private individuals assemble to form a public body. Citizens behave as a public body when they confer in an unrestricted fashion †¦ i.e, with the guarantee of freedom of assembly and association and the freedom to express and publish their opinions†¦ about matters of general interest. The contemporary publics sphere is characterized according to Habermas. By the weathering of its critical roles and capacities. In the past publicity was used to subject people or the present political decisions to the public. Today the public sphere is recruited for the use of hidden policies by interest groups. For Habermas, the principles of the public sphere are weakening in the 20th century. The public is no longer made out of masses of individuals but of organized people that institutionally exerting their influence on the public sphere and debate. Habermas introduces the concepts of â€Å"communicative power† as the key normative resources for countering the norn-free steering media of money and administrative power. Linking †˜communication’ with ‘power’ already suggests a mix of the normative resources of communicative action with the impersonal force of power. Is such a conceptual mix stable? As the source for democratic legitimation of the use of state power, communicative power is a central notion in Habermas’s democratic theory. Although, in the medium of in restricted communication†¦ new problem situation can be perceived more sensitively, discourses aimed at achieving self-understanding can be conducted more widely and expressively, collective identities and need interpretations can be articulated with fewer compulsions then is the case in procedurally regulated public sphere. HOW HABERMAS ANALYSIS PUBLIC COMMUNICATION Habermas analysis public communication in medieval times there existed no separation or distinction between private and public sphere, dure to the class pyramid of the feudal system. This system for Habermas positioned greater power at every level and to this day conventions regarding the ruler persisted, with political authority retained by the highest level. Rulers saw the state and not as representatives of the state – meaning that they represent their power to the people and not for the people. According to Habermas, by the late 18th century feudal institutions were finally disappearing along with church’s rule, making way to public power which was given autonomy. Rulers become public entities and professionalism bore the first signs of the bourgeois which become autonomous in relation to the government. Representational publicity was pushed over by a public force that formed around national and territorial sentiment and individual struggling with public power found themselves outside its collective power. The term â€Å"public† did not refer to the representation of a man with authority, but rather became the legitimate power of exercising power. The public sphere, according to Habermas, was the final stage of these developments. HOW IMPORTANT HARBERMAS THEORY Solutions can be raised and tested for potential objections without the pressure to put ‘opinion’ immediately in practice. Uncoupling communicated opinions from concrete practical obligations tends to have an intellectualizing effect. Furthermore, a great deal of political communication that does not immediately call for political action is certainly crucial to the political discourse a robust, democratic society. Free sphere plays an essential role in the political process as a cooperative search for truth. We should not be misled into thinking that the public sphere amounts to nothing more than a public arena in which people talk about politics. Nor does the public sphere have merely instrumental value for bringing ‘relevant information’ into political process. The public sphere is a normative  concept that plays a key role in the process that culminates in legitimate political decisions. According to Habermas, institutionalized democratic lawmaking and judicial review alone are insufficient to confer democratic legitimacy. Alone with legislative decisions, judicial and administrative decision are only ensured legitimacy through the normative reasons generated by an un-subverted public sphere. Otherwise, political decisions are dedicated by the power struggles within the political system and not by citizens themselves who, as the addresses of the law, are the ones affected. Without robust political public sphere, there is little check on the administrative power that dictates the flow of communication and power within the political system and the citizenry. Thus, the public sphere theory is more inanely an arena for talking politics. It is the primary site for detecting problems, for generating radical democratic infuses, and for the deliberation of citizens, all of which are necessary for democratic legitimacy. In the following, I distinguish the important normative aspects of the informal public sphere theory. 1. Its communicative and organizational structure 2. The capacities required to meet its deliberate role within a deliberative politics and 3. The qualified out comes or effects generated by the public sphere. This last aspect will lead into the discussion of crucial role of communicative power.

Microteaching As A Tool For Training Teachers English Language Essay

Microteaching As A Tool For Training Teachers English Language Essay Microteaching (MT) originated in 1960s at the Stanford University as a tool for training of student teachers. Allen and Ryan (1969) who originally gave this idea had conceptualized MT as a real teaching, where the complexities of normal classroom in terms of class size, scope of content and time are all reduced. Further, it focuses on specific teaching tasks, allowing increased control of practice and greatly expanding the feedback dimensions of teaching. In essence, it meant viewing MT as a scaled down version of a real teaching scenario with less time, less content, less skills being put to use and less audience. The name of the technique seems to have originated from this concept of less. MT provides an opportunity to the teachers to give a small sample of their teaching, get feedback from peers and re-practice the skills as required. The focus is on improvement of individual or a cluster of skills, which could be covered within a short span of 5-7 minutes. Allen and Ryan (1969) listed 14 teaching skills, each of which could be individually or with other skills covered within the time available. Conceptually, it was a sound model, using the power of feedback to shape behavior. Implied in this was to view teacher training with a behavioristic approach i.e. trying to develop similar set of responses in all teachers under similar conditions. The originators of MT viewed it as an opportunity for safe practice of a cluster of teaching skills to make lessons more interesting, reinforce learning and be able to open and close lectures effectively. Immediate focused feedback and encouragement with opportunity to practice the suggested changes were considered essential components of MT protocol. A perusal at this philosophy brings out certain important points. The sessions are brief; are conducted in a safe and non-threatening environment; teaching is broken into smaller skills and tackled one at a time; encouragement is provided to reinforce the good points and immediate and focused feedback is provided. The most important of these- especially considering that we are dealing with grown up adults with a varied number of years of teaching experience- seems to be the provision of a safe and non-threatening environment. While the concept spread out to a number of pre-service teacher training institutions, there were certain changes in the methodology along the way. MT became a session where teaching was to be critiqued and the trainee teacher needed to repeat the sessions till perfection! Simultaneously, large and larger checklists were developed to capture almost every aspect of teaching behavior, taking away the very basic tenet of micro. A Google search of microteaching checklists generates a number of documents, some of them with over 60-70 points to be observed within a span of 5-7 minutes. Even the smaller checklists so often used in basic medical education workshops list the entire rage of teaching behaviors from lesson planning to closure. Such checklists may be alright for a feedback on teaching but are not suitable for MT as all the listed behaviors cannot be observed within the time available. For some reasons, MT was also seen as putting the teacher under a microscope so that all faults in his/her teaching can be brought out (Ananthakrishnan, 1993). Contrasted to the safe environment and encouragement originally conceptualized by Allen et al (1969), MT came to be seen as an exercise in fault finding. Using checklists during MT sessions has its own problems. In addition to the inappropriate length and content discussed above, it is presumed that there is the way to teach, which can be quantified and that all teachers can and should acquire this way. This situation is similar to the conflict that we have about use of atomized checklists of an OSCE and global ratings of a long case. While checklists may be appropriate during initial stages of training, they generally fail to capture the total, which is more than aggregation of individual skills (Norman et al, 1991). Given the difficulty of meaningfully observing a large number of trainees on a large checklist within a short span of time, use of technology was made. The technique was modified to include use of video recording of lectures so that the trainees and instructors could later go through the tapes in a more meaningful way. The use of video recordings became so much a part of the process that in some later definitions, this used to be included. Barnett(1991) for example, defined MT as method of teacher training in which simulated teaching sessions (often videotaped) are used to develop and analyze trainees specific teaching skills and behaviors. (Emphasis added) Developed countries may have been able to make use of technology as an additional input but for most others, it only seems to have alienated the teachers further. While many pre-service training programs continued to use it, its use for in-service training does not seem to be very encouraging. Most of the times, it is a session at basic education workshop but its use as a useful teacher improvement tool remains highly underutilized. While we do not have any data to this effect, it is unlikely that a large number of participants from these workshops ever use it back home. An interesting turn to this story came, when Allen and Wang (1996) themselves felt the dissatisfaction with the methodology, writing ..its complexity overwhelmed its effectiveness as a training device and its use declined over time. This resulted in a revamp of the system of microteaching to emphasize the basic tenets viz. providing a safe environment in which recognition and feedback help the teachers to improve their teaching skills. One of the driving forces behind this change was to make MT less dependent on technology, especially for use in resource poor settings. This method was extensively used in Namibia and China. It is pertinent to mention that the new model was specifically directed towards in-service training something with which we are struggling. The major change in the new model, which incidentally has been called 21st century microteaching (we will call it MT2), was the further scaling down of the teaching environment. Large number of teachers to be trained and less availability of technology seemed to prompt these modifications. However, as we shall see later, there was also an implicit shift from behavioristic to cognitivistic philosophy by taking away the pre-decided response from teachers and allowing them to reflect on their teaching behaviors. This is line with accepted models of teachers professional development (Clarke and Hollingsworth, 2002). This methodology has been extensively tested and has become a part of Chinas nationwide strategy for in-service teacher training. A number of other countries are also using this approach. Broadly, the MT2 consists of a small group of 4-5 teachers, rotating through the roles of a teacher and students. Elaborate scoring protocols have been done away with and replaced by a simple 2+2 evaluation protocol. In effect, it means that each student will provide 2 compliments and 2 suggestions to the presenter. At the end of the session, each presenter will thus have 8 compliments and 8 suggestions, presuming that there are 5 members in the group. Contrasted to the earlier version of MT, where a supervisor was considered essential, MT2 relies on the power of peer feedback, making the environment even less threatening. Presenters also find it convenient to organize the re-teach sessions depending on their time and convenience. The benefits of such an approach go beyond simple improvements in teaching skills. In the first place, it allows the teachers to reflect on the feedback (Anson et al, 2010). Reflective teaching has been found to be an important input in making teaching better. In addition, participation in such sessions seems to improve the self-efficacy beliefs of teachers (Mergler, 2010), which are considered a crucial input in determining the application of newly acquired skills. The process of reflection is stimulated by feedback- in this context, the quality of feedback becomes an important factor. A good method to use is the Pendletons framework (Pendleton et al, 1984). In essence, this consists of asking the presenter first about what he/she did well. The observers then discuss what went well, adding their comments. The presenter is then asked what went less well and what different he/she would do next time. Finally, the observers discuss what went less well and offer suggestions for improvement. As can be seen, this approach is strength oriented, focusing on what is done well, re-enforcing it and offering suggestions for improvement. The possibility of using the suggestions is high compared to the critique oriented deficit based model. Some people however, feel that presenters pay less attention to positive points as wait more for the negative points to come. Moreover, this approach categorizes comments as positive and negative. To overcome some of the issues with providing feedback as given above, some modifications have been tried (Millard, 2000). The presenter is first invited to say how he/she found the experience and whether s/he thinks that learning outcomes were achieved. The observers then take turns to say what they learnt and how they felt. They are encouraged to use I statements and tell only their observations rather than inferences (I think you did..) or advice (I think you should..). Finally the presenter has the chance to add any more comments but without justifying or being defensive. S/he can also invite advice if required. This allows learning from what actually happened rather than from hypothetical situations or from remembered experience. Beyond these simple easy to use steps, a number of add-ons are available depending on the availability of technology, resources, personnel and institutional support. Video recording and then viewing the tapes together seems to improve the outcome of the sessions (Brent et al, 1996). Using standardized students (on the lines of standardized patients) has been another modification, especially for improving teaching of clinical skills (Gelula and Yudkowsky, 2003). Standardized students can also be used for formal evaluation of teaching skills using objective structured teaching evaluation (OSTE, on the lines of OSCE) (Morrison et al, 2002). However, even without such interventions, MT2 seems to provide good opportunity to teachers and improves its acceptability. It can be seen that MT2 has the potential of better acceptability, ease of use and provides a much safer environment for teachers to improve their teaching skills. It does not use terms like criticism or putting the teacher under microscope. Rather, it uses the power of positive re-enforcement to promote reflections, develop self- efficacy beliefs of teachers and allow them to make changes in their teaching conceptions, each of which is considered crucial to professional development of teachers. Not that the earlier model was bad or wrong- but considering that in most of basic medical education workshops, we impress upon the participants to use adult learning principles in their teaching- it is desirable that we also treat the participants as adult learners. Rather than demanding a pre-decided pattern of responses from teachers, it would be worthwhile to provide them with feedback and allow them to reflect on this. Any change brought about this way is likely to be more long lasting and convincing. Strictly speaking, MT may not be called a technology but its adoption can very well be explained by technology adoption model (Davis, 1989). The likelihood of adoption of an innovation depends on two crucial factors viz. perceived usefulness (which has been built during the workshop sessions) and perceived ease of use (which relates to the ease of having a session back home). If participants do not find the innovation easy to use ( e.g. they have to get the Dean/ MEU coordinator, get photocopies of long documents, make a video recording etc.), then it is unlikely that it will be put into practice. MT can be compared to a situation where before going for a party in a new outfit, you ask your friend how am I looking and s/he tells you that the suit is perfect but the tie is looking a bit odd so why not change it with a different color. With this kind of interaction, you are likely to use this technique in future as well. However, if your friend takes out a checklist and starts criticizing your poor dress sense, then it is unlikely that you will ever ask it again.

Analysis of Safeguarding Measures

Analysis of Safeguarding Measures CHAPTER 1 INTRODUCTION BACKGROUND OF STUDY Machines are very dangerous to workers and are commonplace in many industries. The safety, health and welfare of workers are of utmost importance, especially where machine and moving parts of machines are involved. The employers have a legal duty to take reasonable care of the safety of the workers at while they are at work. One important way to protect workers from machines and the hazards associated is by using machine safeguarding methods. Broadly speaking, machine safeguarding has been defined by (Banner Engineering Corp., n.d) as being the requirements, methods and equipment which are used to protect workers while they are operating or when they come into contact with dangerous machines. Even if machine safeguarding is the key component for maintaining the safety of workers from machines, many facilities have fallen behind due to failure in upgrading and maintaining safety systems (Balbaa, n.d). This happens when the employers are of opinion that their systems are up-to-date and sufficient, while they are actually not. Other reasons might be due to a lack of liquid capital to invest in the systems. In addition, the fear that embarking on a project of upgrading systems might affect work and productivity, prevent them from improving. Whatever be the reason, standards concerning machine safeguarding, and the legal duty of the employer provided in the law to ensure the safety of employees as is reasonably practicable cannot be ignored. In this era of heightened standards, there exist many innovative ways in which machine safeguarding methods can be updated without affecting productivity. Safety standards usually come under the heading of regional, national and international standards and the application of one standard or a combination of standards depends on the goals of the employer and the size of the plant (Banner Engineering Corp., n.d). It has been provided by ILO (n.d) that more than 60 million of workers are employed in the textile, clothing and footwe ar TCF sectors worldwide, the TCF being one of the most globalised sectors. The textile industry is one where machines are involved at almost every stage of production and their safeguarding is necessary for the protection of workers. As stated by Max (2015), machines are used to execute functions at the different stages of production, which include yarn spinning, knitting, weaving, dyeing and sewing. Other machines are also used for special fabric effects, for instance embossing, bleaching, as well as mercerizing. Every machine that is used, its part, function or process that can cause harm to the worker should be safeguarded. Each machine can have different ways of being safeguarded depending on its construction and function. In Mauritius, the government recognizes workers as the most valuable assets and is concerned about their health and safety, being their fundamental rights. A national Occupational Safety and Health (OSH) policy has been therefore formulated in 2001 to encompa ss all the occupational safety and health issues of workers in all sectors of work (ILO, 2001). The policy is also periodically reviewed so as to respond according to alterations in work processes, machinery, new technologies, and new techniques of work. PROBLEM STATEMENT Improper machine safeguarding is a major problem that is prevalent worldwide as opined by (Soranno, 2012), considering reliable data and professional experiences. Employees are more and more vulnerable to injuries due to improper machine safeguarding. These injuries can range from a minor pain to severe injuries. Amputations are the most common, severe and crippling injuries that occur due to either improper machine safeguarding or violations of the guards. The Bureau of Labor Statistics has shown that during the year 2009 nearly 6000 occupational amputations occurred in the U.S. due to these reasons (Allen, 2011). Very often, employees do not understand the importance of the safeguards and the dangers lurking in the machine itself and they bypass the safeguards, failing to realize that the latter are meant for their own safety and that it takes only a second for an injury to occur. Soranno (2012) is also of opinion that there are five machine guarding problems, the first one being a lack of understanding on the requirements of machine guarding because people limit their evaluation of the requirements of machine guarding to only OSHA standards and do not consider the numerous other standards that exist. Secondly, the guards are improperly designed or installed due to lack of understanding and lack knowledge of the designers and installers who might be inexperienced. Next, there is a failure to consider all the risks. An adequate risk assessment is very important to consider the requirements about design and performance of the safeguarding devices. In addition, there are very often inadequate controls for proper adjustment, inspection and maintenance of the well-designed guards for them to perform effectively. Finally, the employers believe that the manufacturer is responsible for machine guarding, while it is their own responsibility. In Mauritius, however, there are very few sections in the Occupational Safety and Health Act 2005 concerning machine safeguardin g as compared to the numerous standards that exist for other countries globally. Therefore there is more risk to occupational accidents due to machines. As far as the OSH policy of 2001 is concerned, its application is dependent upon the availability of financial, human and technical resources. AIM AND OBJECTIVES The aim of this study is to find out how the workers in the textile industry perceive the use of the different methods of machine safeguarding that they deal with in their work. It is important to know the workers’ perception to know how comfortable they are with the safeguarding methods and whether the methods of safeguarding are accepted by them. The objectives set to achieve the aim are as follows: To analyse the machines that the workers are exposed to and the safeguarding methods that are present. Determine whether the safeguarding methods that exist are appropriate and without hazards. Find out the opinion of the workers towards the safeguards that are used, whether these safeguards affect the workers and their work. To recommend solutions to the problems of the workers concerning improper machine safeguarding. RESEARCH QUESTIONS To meet the research objectives the study will be centered on the following research questions: What are the methods of safeguarding that are used along with the machines in the textile industry? Are the safeguarding methods suitable for their purpose? Are the workers agreeable to the use of the machine safeguards? Do the machine safeguards affect the workers comfort and work? Do the workers violate/bypass the safeguards? What are the possible recommendations that can be formulated with regards to the problems that arise due to improper machine safeguarding? HYPOTHESIS Is machine safeguarding important for the security of the workers at the workplace? What is the relationship between inadequate machine safeguarding and occurrence of accidents? Does machine safeguarding affect workers’ comfort and work? FLOW OF THE REMAINING REPORT CHAPTER 1: INTRODUCTION This chapter is an overview of machine safeguarding in general from a global perspective to a local perspective in the first section of background of study and then there is the problem statement, the aim of this study and the list of objective to achieve the aim, a list of research questions together with the hypothesis. CHAPTER 2: LITERATURE REVIEW The literature review will give an account of the studies that have been done on machine safeguarding, its importance, the different methods that exist, machine safeguarding in the textile industry and the various other ideas on this topic. CHAPTER 3: METHODOLOGY The methodology chapter describes the different methods and instruments that were used for collection of data, it also contains a description of the targeted population, the tools and statistical techniques used for analysis of the data, how reliable and valid was the study and the limitations of the study. CHAPTER 4: RESULTS AND DATA ANALYSIS In this chapter the data obtained from the previous chapter are analysed and results are drawn out and briefly described. CHAPTER 5: DISCUSSION This chapter is about discussing the results obtained, in such a way so as to relate the findings to the literature review critically. This is where it is confirmed whether the objectives of the study were met or not. CHAPTER 6: CONCLUSION AND RECOMMENDATIONS It is a summary of the study, a number of recommendations are provided to the problems identified in the study and for future researches.

Odd Couple :: essays papers

Odd Couple Themes and characters are most often the key factors that influence a writer's work. Most of the time the author has no control over this influence. This is clearly shown in Neil Simon's play, The Odd Couple. Not only is Simon's own life depicted in his play, but also the lives of those close to him, can be parallel to his work. Neil Simon's life is depicted in his characters and themes of his play, The Odd Couple. Marvin Neil Simon was born in the Bronx on July 4, 1927. His father, Irving, was a salesman in Manhattan's garment district; his mother Mamie worked in Gimbel's department store. The family moved to Washington Heights, in northern Manhattan, when Simon was young. Irving was an errant husband who occasionally abandoned the family altogether, leaving Mamie, a frustrated and bitter women, alone to deal with Neil and his older brother Danny. Eventually, the parents were divorced, and Neil went to live with relatives in Queens. From an early age, he exhibited a quick wit and an active imagination. He loved films and was often asked to leave the theater for laughing to loud. In high school, Simon was sometimes ostracized as a Jew, an experience that would later inform his work. Meanwhile, he and his brother began collaborating on comedy material that they sold to stand-up comics and radio announcers. Simon graduated from DeWitt Clinton High School in 1944 at the age of sixteen(Magill2216). He entered New York University under the US Army Airforce Reserve Program. Throughout his military career, he wrote for many military newspapers. Discharged in 1946, Simon took a job in the mail room at Warner Brothers in New York, where Danny worked in the publicity department. The brothers were soon hired to write for Goodman Ace of CBS, and over the next decade they provided material for many popular comedians. During the summers of 1952 and 1953, they wrote sketches for a professional acting company at Camp Tamiment, in Pennsylvania. At Camp Tamiment, Simon fell in love with a young actress named Joan Baim, and the couple was married on September 30, 1953. Five years later, Joan gave birth to a daughter, Ellen; a second daughter, Nancy, was born in 1963(Magill2261). In 1956, when Danny Simon moved to California to be a television director, Neil stayed in New York and wrote for many popular television shows. He also adapted broadway plays for television. By the later 1950's, however, he wanted more independence

Rev. Richard Johnson :: essays research papers

Reverend Richard Johnson In a land intended to be dumping grounds for Britain’s moral filth, Reverend Richard Johnson worked hard at laying the foundations of Christianity in Australia. Born in 1757 at Welton, England, he was educated at Magdalen College, Cambridge. He graduated with a BA in 1783, and was appointed a deacon and priest by the Archbishop of Canterbury in 1786. Only five months before the First Fleet set sail, Richard Johnson was recommended and approved for the position of Chaplin, to establish the Church of England in Australia. Governor Phillip saw Johnson’s job as a "moral policeman" to the convicts, but the chaplain viewed his position as a door of opportunity to preach the Gospel to the "dregs of humanity." His work began even before the ship landed, and his moral nature displayed. Johnson found the ship's company very disrespectful and profane and targeted this in his teaching. On the following Sunday it was noted that for days afterwards their behaviour had improved. On Sunday the 3rd of February 1788, Johnson preached his first sermon to a crowd of both soldiers and convicts. Being a result of the Evangelical revival in England, Johnson laboured for their salvation and tried to encourage goodness in them. He requested the help of the Society for Promoting Christian Knowledge, who provided him with 4200 books in total for the new colony, including Bibles, Testaments, Prayer Books, Catechisms, Psalters, and religious booklets against common sins. His job was not an easy one as he was meant to carry out many duties placed upon him by the Governor as well as the mission of his own. Johnson’s duties included officiating at hangings and acting as magistrate when needed. In the first five years, he conducted 226 baptisms, 220 marriages and 851 funerals. One of Johnson’s obstacles was the lack of support he received. He and his wife, Mary, lived in a cabbage palm hut for the first three years while the Governor had two mansions. Many times his family was short of food and in addition to his regular duties; he worked on his farm to provide for his family. Richard Johnson was a compassionate man who even took an Aboriginal girl, who had contracted smallpox, into his home for several months. This trait made Australia appear as a destination unsuitable for him, but at the same time, he was the best man for the job.

Instagram Term Paper

AMA COMPUTER LEARNING CENTER COLLEGE Tagbilaran City, Bohol INSTAGRAM (Android Application) A term paper submitted in partial fulfillment of the Requirements for the degree of BACHELOR OF SCIENCE in INFORMATION TECHNOLOGY by: Josie Marie Mosqueda Edralyn Tutor 2012 ABSTRACT Today the folks responsible for one of the most popular social photography apps in the world  have brought that entertainment to  Android– and here we’re going to review it! What you’ll find is that this app is extremely similar to the iOS version, it having the ability to snap photos, edit them in brief, and send them out to several social networks.This Android version is said to be superior to the iOS version in several ways by its developers. This app got extremely popular on iOS because it allowed (and still allows) you to do three different activities in one app – photography, sharing, and editing of photos. Here on Android you’ve got several of those abilities built in – the HTC One series in-particular has some pretty amazing photo editing, taking, and sharing abilities. INTRODUCTION An important application for the tech-savvy crowd, Instagrams are all about the beauty of capturing moments through man-made lenses and sharing it with your near and dear!As Will Smith says â€Å" Life is not about number of breadths you take, it is about number of moments take your breath away†. Moments like that don’t happen everyday, but can be captured and cherished for the rest of your lives, thanks to the app called Instagram! Instagrams are solely for the Apple person, that is compatible with Iphones, Ipads, Ipod Touch with an iOS version of 3. 1. 2 or above. Instagram, the popular photo sharing application which gained prominence on iOS – is now available for Android. Complete with a beautiful user interface and a full feature-set, it seems to have been worth the nail biting.It is a free photo sharing application which helps you to click pictures, apply fresh effects on them using their inbuilt filters and then post it online on any social networking site like Foursquare, Facebook, Twitter, Flickr etc. A list of the most popular filters are the Walden Filter, the X Pro II, the Lomo-Fi, the Brannan, the Hefe, the Earlybird, the Sutro, the Poprocket, the Nashville and the Gotham. HISTORY Below is a short Infographic on Instagram’s history. TIMELINE DISCUSSION Felling the walled gardenInstagram and  Hipstamatic, a digital photography application for iOS devices, entered into a partnership that would allow photos from the app to be directly ported into Instagram. â€Å"I’m a huge fan of what Hipstamatic is doing and all they’ve accomplished,† Systrom  said. â€Å"They were iPhone App of the Year in 2010 and we got 2011. We have a huge amount of respect for that whole team both as fellow photographers and entrepreneurs. † â€Å"Really it comes down to this: People post Hipst amatic photos on Instagram all the time, and we just want to make that experience easier. †Pictures paint more than a thousand words Instagram already has seven million users all over the world and the number is only going to get bigger when the Android app launches. There are loads of awesome photos available on Instagram today and these photos are inspiring others to follow suit. Taking Photos with Instagram Instagram has a built-in camera function, making it easy to quickly snap a photo to share in the app. You can also pull photos directly from your iPhone photo library, so you can share older photos taken with your iPhone or photos synced from your iPhoto library on your computer.All Instagram photos are square, so after you take or select a shot you are presented with an easy interface to scale and crop it. Transforming Photos with Instagram After your photo is cropped, you can transform the look of it with a variety of filters. Most of the filters are designed to give y our photo a vintage look, bringing back polaroids and old black-and-white pictures. While quick Photoshop style filters are often considered cheap tricks, people have embraced Instagram because it simply makes photo sharing fun. Photo Sharing with InstagramWhen you are done editing an Instagram, you can choose to share it just within the app or on Twitter, Facebook, Flickr, Posterous, Tumblr and Foursquare. Instagram also creates a web page with your image that you can link to, but that's as far as the website goes. It is not the place to follow people, view galleries or submit photos. All of that functionality is reserved for the app itself, where you can view photos from your friends, see popular photos, and find people to follow and more. FEATURES OF INSTAGRAM * 100% free custom designed filters and borders The Lux: A new feature given by the makers to bring out the inner nuances in your picture with nothing but a tap on the picture! Best part in using Lux is that it can be used even without a filter. * Instant sharing to Facebook, Twitter, Tumblr, and Foursquare (Flickr coming very soon) * A new filter called the Sierra. * Interact with friends through giving ; receiving likes and comments * Works with Android versions 2. 2 and above that support OpenGL ES 2 * Full front ; back camera support SCREENSHOTS ADVANTAGES OF INSTAGRAM Instagram is great especially if you are fond of taking pictures and uploading them right away for other people to see. * It is fast like when you took a picture, uploaded it and it will automatically be uploaded or posted on your facebook account, twitter and tumblr. * It offers a lot of effects, or if you want your photo to have a frame or not. * You can be updated on your friends’ happenings or your friends’ important announcements. * A great way of making or meeting new friends. * You can also advertise your own products if you have some business or shops.You can take a photo of your products and post it on instagr am and it can help you gain more customers. * Another great thing is that, there are some photo applications that you can directly upload on instagram the photos you have taken or edited. One of this is the photoshake, it's up to you if you want to upload the photo you took directly on instagram or just save it on your mobile phone or tablet. DISADVANTAGE OF INSTAGRAM * Privacy – where in, every detail and every photo that you will be uploading, a lot of people might see it.Rumors can also start by others seeing some photos of you not being good. Your life can be at danger especially if you always takes a photo of you on where you at and what are you doing. CONCLUSION Above all, Instagram is made for us to enjoy the convenient of taking some pictures with our loved ones. And take note, important pictures with our friends, family, classmates or any special ones. Instagram is not made to make rumors of other people, to make fun at them and to invade others privacy. The team has certainly come a long way, to create a better world for its users.

Eastern Orthodox Essay

I. Origin The Eastern Orthodox Church and Roman Catholicism were branches of the same body—the One, Holy, Catholic and Apostolic Church until 1054 AD, which is the date of the first major division and the beginning of â€Å"denominations† in Christianity. The Christian Church divided into two Churches, East and West. Both Churches believe that they are the original Church established by Jesus Christ and the Apostles, and they disapprove each other. The Church in the East added â€Å"orthodox†, which comes from the Greek word â€Å"orthodxia†, to show that they retain the original teachings and traditions. Every Church in the Eastern Orthodox system can trace their roots back to the five early Christianity center—the Roman Church, the Jerusalem Church, Antioch, the Alexandrian Church and the Church of Constantinople. Although all Orthodox Churches recognize the Patriarch of Constantinople as the ecumenical Patriarch and the supreme leader, the Churches are ind ependent of each other in the mutual recognition of state instead of entirely united. Disagreements between the two branches of Christianity—Eastern Orthodox and Roman Catholicism—had long existed even before the division, and increased throughout the first millennium. Their disputes include issues pertaining to the nature of the Holy Spirit, the use of icons in worship, and the correct date to celebrate Easter. Also, the Eastern mindset inclined more toward philosophy, mysticism and ideology. They reject rationalism, as they believe that unless God speaks out, humans can not know him through reason. The Western outlook guided more by a practical and legal mentality, a perfect example being the Summa Theologica by St. Thomas which successfully fused Aristotelian philosophy with ideology. The Catholics believe that humans can one day see the true body of the Lord through rationality. With these disputes worsening and the gaps widening, separation was inevitable. The slow process of it was encouraged in 330 AD when Emperor Constantine moved the capital of the Roman Empire to the city of Byzantium and called in Constantinople. After he died, the Roman empire was divided by his two sons into the Eastern portion, which was ruled from Constantinople, and the Western portion, which was ruled from Rome. The formal split took place in 1045 AD when Pope Leo IX, leader of the Roman Church at the time, excommunicated the Patriarch of Constantinople, Michael Cerularius, leader of the Eastern Church. Cerularius then condemned the Pope in mutual excommunication. Michael Cerularius was the Patriarch of Constantinople from 1043-1058 AD, and played a prominent role in the East-West Schism. In 1045 he wrote a letter to the Pope claiming the title â€Å"ecumenical patriarch† and addressing Pope Leo as â€Å"brother† rather than â€Å"father†. It can be argued that it was this letter that initiated the events which followed. At the time the two primary disputes were Rome’s claim to a universal papal supremacy and the adding of the word filioque to the Nicene Creed. Filioque is a Latin word which means â€Å"and from the Son†. By inserting it to the Nicene Creed during the 6th century, the phrase pertaining to the origin of the Holy Spirit â€Å"who proceeds from the Father† was changed to â€Å"who proceeds from the Father and the Son†. The change was made to emphasize Christ’s divinity, but was strongly objected by the Eastern Christians, as they not only opposed any alteration of anything by the first ecumenical council, but also disagreed with its new meaning. Eastern Christians believe that both the Holy Spirit and the Son have their origin in the Father. During the time of the Crusades beginning in 1095, Rome joined the East in fight against the Turks to defend the Holy Land. But by the end of the Forth Crusade in 1204, all hope for potential reconciliation between the two Churches was over as the hostility between them continued to worsen. The Eastern and Western Churches remain divided and separate until present day. II. Institutional Structure â€Å"The Orthodox Church is evangelical, but not Protestant. It is orthodox, but not Jewish. It is Catholic, but not Roman. It isn’t non-denominational—it is pre-denominational. It has believed, taught, preserved, defended and died for the Faith of the Apostles since the day of Pentecost 2000 years ago.†Ã¢â‚¬â€Steve Robinson The Orthodox Catholic Church is the second largest Christian Church in the world and the religious denomination of the majority of the population in Russia, Greece, Belarus, Ukraine, Moldova, Georgia, Romania, Serbia, Montenegro, Macedonia, Bulgaria and Cyprus. Orthodoxy plays a smaller role in a dozen other countries: Albania, Bosnia-Herzegovina, Canada, China, Czech Republic, Estonia, Finland, Japan, Latvia, Lithuania, Poland and the U. S. It also consists of churches in scattered presence in other countries. The Orthodox Church has an Episcopal organizational structure where consecrated bishops are the chief ecclesiastical officers in each diocese and have the power to ordain priests. The Church believes in the Apostolic Succession, which means that the consecration of its bishops can be traced back to Jesus’ apostles. The Orthodox Church is composed of several self-governing ecclesial bodies, each geographically and nationally distinct but theologically unified. Each self-governing body, often but not always encompassing a nation, is shepherded by a Holy Synod whose duty, among other things, is to preserve and teach the apostolic and patristic traditions and related church practices. III. Basic Belief System In Orthodox history, events that have transformed the external appearance of the Orthodox world—the capture of Alexandria, Antioch, and Jerusalem by Arab Muslims; the burning of Kiev by the Mongols; the two sacks of Constantinople; the October Revolution—have never broken the inward continuity of the Orthodox Church. The  greatest characterization of the Orthodox faith is its antiquity, its apparent changelessness, its continuity with the Apostolic Church and that it follows the faith and practices defined by the first seven Ecumenical Councils. For the Orthodox Christians, the doctrine of the Holy Trinity underlies all theology and spirituality. Salvation is personal and underlines particularity, yet also communal and implies sharing; there is a uniqueness and wholeness in the human person, in humanity and in creation. It is also on the doctrine of the Holy Trinity that the councilor and hierarchical structure of the Orthodox Church rests. The mystery of the Trinity is revealed in the supreme act of love, the Incarnation of the divine â€Å"Word that became flesh†, assuming and healing humanity and creation entirely. Participation in the defied humanity of Jesus Christ is the ultimate goal of the Christian life, accomplished through the Holy Spirit. In the seven Sacraments and in the life of the Church, each person is called to theosis or deification, for â€Å"God became human in order that humanity might be divinized†. When expressing these beliefs, the Orthodox look for consistency with Scripture and Tradition, as manifested in the life of the Church and the early Church Fathers, but will search also for new formulations of this tradition. External criteria of truth are lacking; for Orthodox Christians seek the living experience of truth accessible in the communion of Saints. Thus they are reluctant to define matters of faith with too much precision, in the firm conviction that truth is never exhausted. The apophatic or   negative approach safeguards the transcendence of God even while designating His immanence; it also affirms the uniqueness of each person—divine and human—that they may never be reduced to anything less than a mystery. Integral to the long history and tradition of the Orthodox Christian faith are the Icons, which further reflect the divine glory and beauty. The Incarnation of Christ implies that God became fully human and therefore accessible and describable. God is not only understood but, at the Incarnation, is looked upon and seen. An Orthodox Church is, therefore, filled with icons invariably depicting Christ or the Saints of the Church, and an Orthodox Christian kisses and assigns veneration to those depicted by them. Icons are never worshiped, and they are the Christian faith and histories depicted in images and constitute part of the transfigured cosmos. Today people tend to think of the Orthodox Church as a vast, world-wide institution. Yet the concept of universality as expressed in the local community is a fundamental principle of Orthodox doctrine. Each local Eucharist gathering is related on the principle of identity. IV. Morality Eastern Orthodoxy does not differ from the larger Christian principles of moral thought and action in any way, but does offer a unique view on Christianity’s promised redemption. It teaches a doctrine of theosis, or unity with God, which is a kind of deification that is available to all. The Orthodox doctrine of theosis is grounded in several key New Testiment scriptures. In the epistles of Paul, he repeatedly describes the Christian life as life â€Å"in Christ.† In the Gospel of John, Jesus prayed, â€Å"My prayer is not for them alone. I pray also for those who will believe in me through their message, that all of them may be one, be in us so that the world may believe that you have sent me† (John 17:20-21). The idea of this mutual indwelling, God in us and we in God, is a constant theme in John’s Gospel. In the Second Letter of Peter he says, â€Å"Through these he has given us his very great and precious promises, so that through them you may partici pate in the divine nature and escape the corruption in the world caused by evil desires† (2 Peter 1:4) The goal of the Christian life, and its expected outcome, is to partake in the divine nature. This is theosis, or deification, and the idea merits special discussion so that its meaning is not distorted. The hoped-for mystical union between God and human is a true union, but it is a union with God’s energies, not the divine essence. Humans remain fully human and distinct from God. But they become perfected in grace, so that every element of ego and selfishness disappears and they are able to reflect the divine light. Few Christians will experience theosis before the Day of Judgment, but on that day, Christians will be resurrected and glorified by God, clothed in a spiritual body that radiates the divine light. Still, deification begins in the here and now, in the daily lives of ordinary Christians. All Christians are called to follow God’s commandments, and as long as they try to do so, however weak their efforts may be, or however often they may fail, they become in some way deified. Deification begins in repentance, and is nurtured through the normal routines of the Christian life. To become deified, the Christian should go to church, regularly participate in the sacraments, pray to God with honesty and great sincerity, read the Gospels, and follow the commandments. The most important commandments are love of God and neighbor. To love God is to live in and for others, which is why some of the greatest of the Eastern Orthodox saints are remembered for their service to others, such as St. Basil of Caesarea (c. 330-379) caring for the sick, or St. John the Almsgiver (d. 619) caring for the poor. Sincere dedication to following the commandments and living life within the church bears with it the promise of redemption fulfilled in the resurrection of a radiant body and soul. But Christians may look forward to even more than this. The Bible speaks of a new heaven and a new earth (Revelation 21:1) and of the hope that the creation itself will be redeemed (Romans 8:22). In these scriptures, Eastern Orthodoxy sees the promise of a cosmic redemption, in which all of material creation is transfigured. This belief in the redemption as deification rests in the Orthodox interpretation of the doctrine of the Incarnation. By choosing to become human, God became flesh and blood, thereby sanctifying material as well as immaterial creation. Because of this, all of material creation can look forward to its ultimate redemption, in which pain, death, and suffering will cease, along with hostility and enmity, and all of creation will be transfigured. The first fruits of this promise can already be seen as fulfilled in the divine power that works through the holy relics, in the divine presence in the icons, and in the radiant transfigured faces of the hesychasts. V. Worship The life of an Orthodox Christian can be seen as being composed of five cycles. First of all, there is the cycle of life, which embraces the whole life of a man from birth to death, and which consists in liturgical actions which are not repeated, occurring only once in a person’s lifetime. There are Holy Baptism, Holy Chrismation (equivalent to Confirmation in the West) and the Burial Service. In addition, there also belongs in this great cycle the Sacraments or Sacramental Blessings which bestow special grace for a particular office or vocation with the community. These are Holy Matrimony, the Monastic Tonsure and Holy Orders. Another major cycle which involves the entire life of an Orthodox Christian is the daily cycle of prayers and praises offered by the Church, once every twenty-four hours. These services express our remembrance of events which happened at certain hours and contain petitions relevant to these memories. In antiquity the day was considered to begin at sunset and divided according to the following order. Night began at 6 p.m. and was divided into four parts called watches, which means the time of changing guards: Evening (6 p.m. to 9 p.m.), Midnight (9 p.m. to 12 midnight), Cock-crow (12 midnight to 3 a.m.), and Morning (3 a.m. to 6 a.m.). Day began at 6 a.m. and was too divided into four watches (or hours): First Hour (6 a.m. to 9 a.m.), Third Hour (9 a.m. to 12 noon), Sixth Hour (12 noon to 0 3 p.m.), and Ninth Hour (3 p.m. to 6 p.m.).