Reflection paper Research Example | Topics and Well Written Essays - 1000 words - 1

Reflection - Research Paper Example On the other side, the director did not try to make use of his individual freedom in the movie Lord of the Flies. In short, I consider the film Lord of the Flies as the visual version of the novel. This reflection paper is divided into three: human psychology, alienation and survival instinct, and struggle to gain ultimate power. Human psychology I like to visualize how I react when I happen to reach an uninhabited island. In the film, one can see that the director followed the novel, but provides ample importance to human psychology. For instance, the boys (say, military school cadets) like Ralph and Jack possess leadership quality. Ralph tries to make use of his leadership quality to help others and plans to escape from the island. But Jack makes of his leadership quality to intimidate others and to control them. The clash between Ralph and Jack divides the boys into two groups. One can see that cohesive feeling leads to unity in a diverse society. When we face a personal problem, our family members help us to solve the same. Within the context of the film, cohesive feeling helps the boys to survive. But some of the boys under Jack’s leadership exhibit their real character of savagery. On the other side, revolt against leadership is related to survival. ... In the film, Jack is not ready to use him leadership quality for the wellbeing of his followers. Instead, he tries to kill Ralph and his followers. So, the director makes use of the characters like Ralph and Jack to unveil the differences among human beings. Alienation and survival instinct If I happen to be in a far away Island, I will try my level best to survive. Then, I will consider the scope of escaping from the Island. One can see that survival is most important for an individual who is entrapped in a lonely island. In the film, the director portrays the boys’ attempt to survive in the island. The boys are military school cadets but they face alienation in the island because their motherland is far away. When we face the problem of alienation in the society, we react differently. For instance, some individuals will be ready to face the problem and some others will consider that their life is doomed. But some others will try to grab leadership. In the film, most of the b oys are ready to accept Ralphs’ leadership, because he is an inborn leader. The boys considered that Ralph can help the group to escape from the island. The survival instinct inherent in human beings is helpful to deal with critical conditions in life. But Jack considers Ralph as an enemy and tries to kill him. One can see that Jack’s aim was not to escape from the island, but to create his own kingdom in the island. He provides less importance to alienation and related issues. In the film, Ralph’s leadership proves to be unsuccessful because he fails to take apt decisions in critical conditions. On the other side, Jack exploits Ralph’s drawbacks and gains the confidence of the other members of the group. The struggle to gain ultimate power The fight between good and

Air Pollution Essay Example for Free

Air Pollution Essay Air Pollution, addition of harmful substances to the atmosphere resulting in damage to the environment, human health, and quality of life. One of many forms of pollution, air pollution occurs inside homes, schools, and offices; in cities; across continents; and even globally. Air pollution makes people sick—it causes breathing problems and promotes cancer—and it harms plants, animals, and the ecosystems in which they live. Some air pollutants return to Earth in the form of acid rain and snow, which corrode statues and buildings, damage crops and forests, and make lakes and streams unsuitable for fish and other plant and animal life. Pollution is changing Earth’s atmosphere so that it lets in more harmful radiation from the Sun. At the same time, our polluted atmosphere is becoming a better insulator, preventing heat from escaping back into space and leading to a rise in global average temperatures. Scientists predict that the temperature increase, referred to as global warming, will affect world food supply, alter sea level, make weather more extreme, and increase the spread of tropical disease. Most air pollution comes from one human activity: burning fossil fuels—natural gas, coal, and oil—to power industrial processes and motor vehicles. Among the harmful chemical compounds this burning puts into the atmosphere are carbon dioxide, carbon monoxide, nitrogen oxides, sulfur dioxide, and tiny solid particles—including lead from gasoline additives—called particulates. Between 1900 and 1970, motor vehicle use rapidly expanded, and emissions of nitrogen oxides, some of the most damaging pollutants in vehicle exhaust, increased 690 percent. When fuels are incompletely burned, various chemicals called volatile organic chemicals (VOCs) also enter the air. Pollutants also come from other sources. For instance, decomposing garbage in landfills and solid waste disposal sites emits methane gas, and many household products give off VOCs. Some of these pollutants also come from natural sources. For example, forest fires emit particulates and VOCs into the atmosphere. Ultrafine dust particles, dislodged by soil erosion when water and weather loosen layers of soil, increase airborne particulate levels. Volcanoes spew out sulfur dioxide and large amounts of pulverized lava rock known as volcanic ash. A big volcanic eruption can darken the sky over a wide region and affect the Earth’s entire atmosphere. The 1991 eruption of Mount Pinatubo in the Philippines, for example, dumped enough volcanic ash into the upper atmosphere to lower global temperatures for the next two years. Unlike pollutants from human activity, however, naturally occurring pollutants tend to remain in the atmosphere for a short time and do not lead to permanent atmospheric change. Once in the atmosphere, pollutants often undergo chemical reactions that produce additional harmful compounds. Air pollution is subject to weather patterns that can trap it in valleys or blow it across the globe to damage pristine environments far from the original sources. Local and regional pollution take place in the lowest layer of the atmosphere, the troposphere, which at its widest extends from Earths surface to about 16 km (about 10 mi). The troposphere is the region in which most weather occurs. If the load of pollutants added to the troposphere were equally distributed, the pollutants would be spread over vast areas and the air pollution might almost escape our notice. Pollution sources tend to be concentrated, however, especially in cities. In the weather phenomenon known as thermal inversion, a layer of cooler air is trapped near the ground by a layer of warmer air above. When this occurs, normal air mixing almost ceases and pollutants are trapped in the lower layer. Local topography, or the shape of the land, can worsen this effect—an area ringed by mountains, for example, can become a pollution trap. Smog is intense local pollution usually trapped by a thermal inversion. Before the age of the automobile, most smog came from burning coal. In 19th-century London, smog was so severe that street lights were turned on by noon because soot and smog darkened the midday sky. Burning gasoline in motor vehicles is the main source of smog in most regions today. Powered by sunlight, oxides of nitrogen and volatile organic compounds react in the atmosphere to produce photochemical smog. Smog contains ozone, a form of oxygen gas made up of molecules with three oxygen atoms rather than the normal two. Ozone in the lower atmosphere is a poison—it damages vegetation, kills trees, irritates lung tissues, and attacks rubber. Environmental officials measure ozone to determine the severity of smog. When the ozone level is high, other pollutants, including carbon monoxide, are usually present at high levels as well (see Air Quality). In the presence of atmospheric moisture, sulfur dioxide and oxides of nitrogen turn into droplets of pure acid floating in smog. These airborne acids are bad for the lungs and attack anything made of limestone, marble, or metal. In cities around the world, smog acids are eroding precious artifacts, including the Parthenon temple in Athens, Greece, and the Taj Mahal in Agra, India. Oxides of nitrogen and sulfur dioxide pollute places far from the points where they are released into the air. Carried by winds in the troposphere, they can reach distant regions where they descend in acid form, usually as rain or snow. Such acid precipitation can burn the leaves of plants and make lakes too acidic to support fish and other living things. Because of acidification, sensitive species such as the popular brook trout can no longer survive in many lakes and streams in the eastern United States. Smog spoils views and makes outdoor activity unpleasant. For the very young, the very old, and people who suffer from asthma or heart disease, the effects of smog are even worse: It may cause headaches or dizziness and can cause breathing difficulties. In extreme cases, smog can lead to mass illness and death, mainly from carbon monoxide poisoning. In 1948 in the steel-mill town of Donora, Pennsylvania, intense local smog killed 19 people. In 1952 in London about 4,000 people died in one of the notorious smog events known as London Fogs; in 1962 another 700 Londoners died. With stronger pollution controls and less reliance on coal for heat, today’s chronic smog is rarely so obviously deadly. However, under adverse weather conditions, accidental releases of toxic substances can be equally disastrous. The worst such accident occurred in 1984 in Bhopal, India, when methyl isocyanate released from an American-owned factory during a thermal inversion caused more than 3,800 deaths. Air pollution can expand beyond a regional area to cause global effects. The stratosphere is the layer of the atmosphere between 16 km (10 mi) and 50 km (30 mi) above sea level. It is rich in ozone, the same molecule that acts as a pollutant when found at lower levels of the atmosphere in urban smog. Up at the stratospheric level, however, ozone forms a protective layer that serves a vital function: It absorbs the wavelength of solar radiation known as ultraviolet-B (UV-B). UV-B damages deoxyribonucleic acid (DNA), the genetic molecule found in every living cell, increasing the risk of such problems as cancer in humans. Because of its protective function, the ozone layer is essential to life on Earth. Several pollutants attack the ozone layer. Chief among them is the class of chemicals known as chlorofluorocarbons (CFCs), formerly used as refrigerants (notably in air conditioners), as agents in several manufacturing processes, and as propellants in spray cans. CFC molecules are virtually indestructible until they reach the stratosphere. Here, intense ultraviolet radiation breaks the CFC molecules apart, releasing the chlorine atoms they contain. These chlorine atoms begin reacting with ozone, breaking it down into ordinary oxygen molecules that do not absorb UV-B. The chlorine acts as a catalyst—that is, it takes part in several chemical reactions—yet at the end emerges unchanged and able to react again. A single chlorine atom can destroy up to 100,000 ozone molecules in the stratosphere. Other pollutants, including nitrous oxide from fertilizers and the pesticide methyl bromide, also attack atmospheric ozone. Scientists are finding that under this assault the protective ozone layer in the stratosphere is thinning. In the Antarctic region, it vanishes almost entirely for a few weeks every year. Although CFC use has been greatly reduced in recent years and will soon be prohibited worldwide, CFC molecules already released into the lower atmosphere will be making their way to the stratosphere for decades, and further ozone loss is expected. As a result, experts anticipate an increase in skin cancers, more cataracts (clouding of the lens of the eye), and reduced yields of some food crops. Humans are bringing about another global-scale change in the atmosphere: the increase in what are called greenhouse gases. Like glass in a greenhouse, these gases admit the Sun’s light but tend to reflect back downward the heat that is radiated from the ground below, trapping heat in the Earth’s atmosphere. This process is known as the greenhouse effect. Carbon dioxide is the most significant of these gases—there is 31 percent more carbon dioxide in the atmosphere today than there was in 1750, the result of our burning coal and fuels derived from oil. Methane, nitrous oxide, and CFCs are greenhouse gases as well. Scientists predict that increases in these gases in the atmosphere will make the Earth a warmer place. They expect a global rise in average temperature of 1. 4 to 5. 8 Celsius degrees (2. 5 to 10. 4 Fahrenheit degrees) in the next century. Average temperatures have in fact been rising, and the 1990s were the warmest decade on record. Some scientists are reluctant to say that global warming has actually begun because climate naturally varies from year to year and decade to decade, and it takes many years of records to be sure of a fundamental change. There is little disagreement, though, that global warming is on its way. Global warming will have different effects in ifferent regions. A warmed world is expected to have more extreme weather, with more rain during wet periods, longer droughts, and more powerful storms. Although the effects of future climate change are unknown, some predict that exaggerated weather conditions may translate into better agricultural yields in areas such as the western United States, where temperature and rainfall are expected to increase, while dramatic decreases in rainfall may lead to severe drought and plunging agricultural yields in parts of Africa, for example. Warmer temperatures are expected to partially melt the polar ice caps, leading to a projected sea level rise of 9 to 100 cm (4 to 40 in) by the year 2100. A sea level rise at the upper end of this range would flood coastal cities, force people to abandon low-lying islands, and completely inundate coastal wetlands. If sea levels rise at projected rates, the Florida Everglades could be completely under salt water in the next century. Diseases like malaria, which at present are primarily found in the tropics, may become more common in the regions of the globe between the tropics and the polar regions, called the temperate zones. For many of the world’s plant species, and for animal species that are not easily able to shift their territories as their habitat grows warmer, climate change may bring extinction. Pollution is perhaps most harmful at an often unrecognized site—inside the homes and buildings where we spend most of our time. Indoor pollutants include tobacco smoke; radon, an invisible radioactive gas that enters homes from the ground in some regions; and chemicals released from synthetic carpets and furniture, pesticides, and household cleaners. When disturbed, asbestos, a nonflammable material once commonly used in insulation, sheds airborne fibers that can produce a lung disease called asbestosis. Pollutants may accumulate to reach much higher levels than they do outside, where natural air currents disperse them. Indoor air levels of many pollutants may be 2 to 5 times, and occasionally more than 100 times, higher than outdoor levels. These levels of indoor air pollutants are especially harmful because people spend as much as 90 percent of their time living, working, and playing indoors. Inefficient or improperly vented heaters are particularly dangerous. In the United States, the serious effort against local and regional air pollution began with the Clean Air Act of 1970, which was amended in 1977 and 1990. This law requires that the air contain no more than specified levels of particulate matter, lead, carbon monoxide, sulfur dioxide, nitrogen oxides, volatile organic compounds, ozone, and various toxic substances. To avoid the mere shifting of pollution from dirty areas to clean ones, stricter standards apply where the air is comparatively clean. In national parks, for instance, the air is supposed to remain as clean as it was when the law was passed. The act sets deadlines by which standards must be met. The Environmental Protection Agency (EPA) is in charge of refining and enforcing these standards, but the day-to-day work of fighting pollution falls to the state governments and to local air pollution control districts. Some states, notably California, have imposed tougher air pollution standards of their own. In an effort to enforce pollution standards, pollution control authorities measure both the amounts of pollutants present in the atmosphere and the amounts entering it from certain sources. The usual approach is to sample the open, or ambient, air and test it for the presence of specified pollutants. The amount of each pollutant is counted in parts per million or, in some cases, milligrams or micrograms per cubic meter. To learn how much pollution is coming from specific sources, measurements are also taken at industrial smokestacks and automobile tailpipes. Pollution is controlled in two ways: with end-of-the-pipe devices that capture pollutants already created and by limiting the quantity of pollutants produced in the first place. End-of-the-pipe devices include catalytic converters in automobiles and various kinds of filters and scrubbers in industrial plants. In a catalytic converter, exhaust gases pass over small beads coated with metals that promote reactions changing harmful substances into less harmful ones. When end-of-the-pipe devices first began to be used, they dramatically reduced pollution at a relatively low cost. As air pollution standards become stricter, it becomes more and more expensive to further clean the air. In order to lower pollution overall, industrial polluters are sometimes allowed to make cooperative deals. For instance, a power company may fulfill its pollution control requirements by investing in pollution control at another plant or factory, where more effective pollution control can be accomplished at a lower cost. End-of-the-pipe controls, however sophisticated, can only do so much. As pollution efforts evolve, keeping the air clean will depend much more on preventing pollution than on curing it. Gasoline, for instance, has been reformulated several times to achieve cleaner burning. Various manufacturing processes have been redesigned so that less waste is produced. Car manufacturers are experimenting with automobiles that run on electricity or on cleaner-burning fuels. Buildings are being designed to take advantage of sun in winter and shade and breezes in summer to reduce the need for artificial heating and cooling, which are usually powered by the burning of fossil fuels. The choices people make in their daily lives can have a significant impact on the state of the air. Using public transportation instead of driving, for instance, reduces pollution by limiting the number of pollution-emitting automobiles on the road. During periods of particularly intense smog, pollution control authorities often urge people to avoid trips by car. To encourage transit use during bad-air periods, authorities in Paris, France, make bus and subway travel temporarily free. Indoor pollution control must be accomplished building by building or even room by room. Proper ventilation mimics natural outdoor air currents, reducing levels of indoor air pollutants by continually circulating fresh air. After improving ventilation, the most effective single step is probably banning smoking in public rooms. Where asbestos has been used in insulation, it can be removed or sealed behind sheathes so that it won’t be shredded and get into the air. Sealing foundations and installing special pipes and pumps can prevent radon from seeping into buildings. On the global scale, pollution control standards are the result of complex negotiations among nations. Typically, developed countries, having already gone through a period of rapid (and dirty) industrialization, are ready to demand cleaner technologies. Less developed nations, hoping for rapid economic growth, are less enthusiastic about pollution controls. They seek lenient deadlines and financial help from developed countries to make the expensive changes necessary to reduce pollutant emissions in their industrial processes. Nonetheless, several important international accords have been reached. In 1988 the United States and 24 other nations agreed in the Long-Range Transboundary Air Pollution Agreement to hold their production of nitrogen oxides, a key contributor to acid rain, to current levels. In the Montreal Protocol on Substances that Deplete the Ozone Layer, adopted in 1987 and strengthened in 1990 and 1992, most nations agreed to stop or reduce the manufacture of CFCs. In 1992 the United Nations Framework Convention on Climate Change negotiated a treaty outlining cooperative efforts to curb global warming. The treaty, which took effect in March 1994, has been legally accepted by 160 of the 165 participating countries. In December 1997 at the Third Conference of the United Nations Framework Convention on Climate Change in Japan, more than 160 nations formally adopted the Kyoto Protocol. This agreement calls for industrialized nations to reduce their emissions of greenhouse gases to levels 5 percent below 1990 emission levels between 2008 and 2012. Negotiators have met regularly since 1995 to iron out the details of how this treaty could be enforced in ways that are agreeable for industrialized countries such as the United States, which releases more greenhouse gases than any other nation, and developing countries that are struggling to become industrialized and often cannot afford the expense that restrictions on greenhouse gas emissions would require. Antipollution measures have helped stem the increase of global pollution emission levels. Between 1970, when the Clean Air Act was passed, and 1995, total emissions of the major air pollutants in the United States decreased by nearly 30 percent. During the same 25-year period, the U. S. population increased 28 percent and vehicle miles traveled increased 116 percent. Air pollution control is a race between the reduction of pollution from each source, such as a factory or a car, and the rapid multiplication of sources. Smog in cities in the United States is expected to increase again as the number of cars and miles driven continues to rise. Meanwhile, developing countries are building up their own industries, and their citizens are buying cars as soon as they can afford them. Ominous changes continue in the global atmosphere. New efforts to control air pollution will be necessary as long as these trends continue.

Critical Reflection on Professional Practice | Education

Critical Reflection on Professional Practice | Education In this essay I will critically review the literature on the role of the modern educator. To this end I will consider the history of teaching and the impact of modern educational theory before defining â€Å"reflective teaching†. I will then go on to consider the ramifications of critical reflectivity at different granularities. The concept of a â€Å"teacher† in the modern sense mayhave originated with the ancient Greeks. The Socratic Method set out byPlato and Xenophon encourages the learner to become an independentthinker through a process of elimination of working hypotheses.Throughout the European â€Å"dark ages† scholarly pursuits were largely thedomain of the clergy, who developed the school system and theprofessional school educator came into being. By Victorian times,however, the role of the educator was that of an instructorwho, in the spirit of John Locke, perceived children as â€Å"blank slatesonto which knowledge can be written† . Then, in the 20th Century, the view of education, and consequently the role of the educator, changed dramatically. The concept of a â€Å"teacher† in the modern sense mayhave originated with the ancient Greeks. The Socratic Method set out byPlato and Xenophon encourages the learner to become an independentthinker through a process of elimination of working hypotheses.Throughout the European â€Å"dark ages† scholarly pursuits were largely thedomain of the clergy, who developed the school system and theprofessional school educator came into being. By Victorian times,however, the role of the educator was that of an instructorwho, in the spirit of John Locke, perceived children as â€Å"blank slatesonto which knowledge can be written† . Then, in the 20th Century, the view of education, and consequently the role of the educator, changed dramatically. Educational theory in the 20thCentury was influenced by, amongst others, Piaget, Vygotsky and Dewey.It will be worth briefly reviewing their ideas. Jean Piaget developed the notion of constructivism in which learnersare considered to construct their own â€Å"theories† of the world.  Constructivism acknowledges the need to build upon and modify existingknowledge rather than simply to fill learners heads with knowledge. Lev Vygotsky emphasised the importance of scaffolding for childrenscognitive development in which the sociocultural environment isinternalised as knowledge is constructed.   As such learning was nolonger situated exclusively in the head but became an interactionbetween the child, peers and educators. John Dewey endorsed Vygotskys sociocultural approach and highlightedthe subjective nature of communal learning.   He is credited withpopularising socioconstructivist ideas into what became known asprogressive education. Another important influence came from cultural theory in the form ofwhat is known as postmodernism. Postmodernism is not a theory butrather a rejection of the â€Å"certain†. Instead, â€Å"meaning is always inprocess†,   and that which seems to be external reality is a culturalconstruct. Postmodernism demands a shift in perspective. Derrida   wrote: â€Å"The center is at the center of the totality, and yet, since the centerdoes not belong to the totality (is not part of the totality), thetotality has its center elsewhere. The center is not the center.† Perhaps the most important contribution of postmodernism to education,then, is the identification and questioning of underlying assumptionsand a blurring of focus from naà ¯ve clarity to reflective holism. As thinking human beings it isnear-on impossible to not be reflective in an everyday sense of theword. However the term â€Å"reflective teaching† refers to something moreprofound something systematically undertaken by practitioners thatâ€Å"implies flexibility, rigorous analysis and social awareness.†Ã‚   I willnow consider how a teacher might be critically reflective at threegranularities: (i) the fine-grain which occurs whilst teaching; (ii)the medium-grain which occurs retrospectively; (iii) the large-grainwhich considers teaching in the context of wider society. Fine-grain reflection relates to whatSchà ¶n calls â€Å"reflection-in-action† . I interpret reflection-in-actionto be a sociocultural process that is not located solely in theteachers head. Indeed it is a process of which the (experienced)teacher is not consciously aware. Rather, it relates to concepts suchas routines, attention and making judgments. It is a subtle teachingskill that is often at odds with the fashionable notion ofâ€Å"well-planned lessons†. The long-term refinement of fine-grain reflection over time is perhapswhat distinguishes the â€Å"expert† from the â€Å"novice† practitioner.Luntley   investigated the nature of expertise which he defines asâ€Å"attention-based knowledge†. He reports on an experienced teacher in amathematics lesson who drew shapes on the board and asked the classwhich ones were similar. She received answers that made no sense (toher) and reflected afterwards: â€Å"I was beginning to think: Oh God! There is something I am missinghere. [Laughter] Something that is obvious to them but not obvious tome.† The teacher then took action to resolve the issue because she: â€Å"recognised a mismatch between the pupils focus of attention and herown, and was able to interrogate this in order to respond in a waywhich changed the direction of the lesson, but enabled her to re-focusthe pupils ideas.† It is difficult to imagine how a trainee teacher might instantlyimprove their â€Å"expertise† and reflect instinctively at the chalk facelike this. Sheer experience seems necessary but it may be that thisexperience can be enhanced through systematic medium-grain reflection. Medium-grain reflection has profoundimplications. Postmodernism suggests the need to be mercilesslyself-critical.   A consequence of this is the lack of a yard-stickagainst which to measure progress. For example, one cannot simplyreflect on how to improve test scores without reflecting that anenvironment engineered for passing tests may actually damage childrenslearning by other standards.   Similarly, one cannot simply reflect onhow to reduce classroom noise levels as a way to â€Å"improve† behaviour.Rather we must identify and reflect on the complex power relations atplay in the classroom. Given these shifting-sands and the opaque nature of presuppositions, itis clear that reflective teaching at the medium grain size is no simpletask. There is no formula or recipe to follow rather it is therejection of such. Practitioners retrospective reflection is in factan attitude that encompasses many areas. Here I will attempt to listjust a few of them. The teacher must consider his or her own â€Å"wholeness†Ã‚   in thesociocultural context of the classroom. Age, gender, ethnicity,class-background, culture, religion, political views are relevant.Similar holistic consideration must be given to the pupils. Furthermorethe classroom itself is a complex sociocultural environment demanding aholistic reflection. The teacher must also consider the nature of the curriculum : how it isto be implemented and what is meant by learning and how we assess it.Policies and models and recipes and formulas abound, both voluntary andcompulsory (such as the 1988 Education Reform act which introduced aNational Curriculum). Reflective practice can be valuable in helpingteachers remain cool-headed amidst passing frenzies such as the currentunsubstantiated craze for â€Å"Accelerated Learning†. However it is no good the teacher merely being aware of thesociocultural nature of the environment, or the possible flaws in thecurriculum, as though this might vaccinate her from problems. Theentire purpose of reflective teaching is to inform practice throughâ€Å"evidence-informed professional practice†Ã‚   such as reflective markingof pupils work, discussion with colleagues, classroom observations,journal keeping and so on. Another aspect is how critical reflective practice might inform ateachers professional development, such as the acquisition offine-grained â€Å"knowledge-based attention† mentioned above. Professionaldevelopment should be considered holistically in a wider socioculturalcontext as a â€Å"process of enlightenment† that is â€Å"a reflective andcommunal process†.   The next step up after school and career focused critical reflection isteachers reflecting on their role in wider society which I discuss inthe following section.   Large-grain reflection refers tocritically considering ones role as a teacher within wider society. Itcan involve quite pragmatic issues such as joining a union, decidinghow to vote and keeping an eye on political developments such as thecurrent â€Å"dominant managerialist ideology†Ã‚   in the work place. It can also involve philosophical and ideological considerations aboutthe future of education. During the ‘cultural revolution of 1960sAmerica many teachers (e.g. Herbert Kohl ) came to reject the ideal ofschool altogether, imagining a future utopia in which society educatesits young without institutionalisation. Other educationalists havevisions of how the nature of learning might be revolutionised in anincreasingly complex and technological society (e.g. Seymour Papert ). Considering that the teaching profession does not offer the greatestfinancial returns, working conditions or status the higher ideals areessential to me personally. Teaching must be seen as a holisticlifestyle an attempt to â€Å"save the world† even to be enjoyable. For me reflective teaching contains an inherent paradox -yet this is its strength. It is a ‘formula for thinking that teachesus to reject formulae for thinking. It is an ongoing questioning andanalysis at all granularities in which our attitude should be aholistic, dynamic process rather than a static set of commandments.Although critical reflection should be painful to a degree, the returns are enriching and invaluable. Research Proposal: Child Attachment with Care Providers Research Proposal: Child Attachment with Care Providers Rationale The author has chosen to focus on the area of nursery care for children aged six months to five years, chiefly because it is an area of personal and professional interest, and because despite a wealth of research on parenting attachment, child development, behavioural development and the like, the field of study is still lacking in good, applied research which explores how children become acclimatised to a nursery environment, and what factors may affect this process. Because of social and societal changes â€Å"many infants tart their out-of-home lives at an early age with non-familial caregivers in childcare settings† (Lee, 2006 p 133). This care setting has potentially long-term implications for the child, the family, and for society as a whole. â€Å"The infant-caregiver relationship is crucial for infants since this first relationship with a caregiver will not only provide a working model for the subsequent relationships with teachers but will also set the stage for adju stment, development, and learning in the current setting and for later school life† (Lee, 2006 p 134). Attachment theories explore how attachment between child and caregiver affect these issues.The focus on attachment theories is also related to the need for nursery workers to engage in partnership working with parents in order to ensure good supportive exchanges of information from both sides, and to promote the best possible experience for the child (and their peers). The author has observed great differences between different children in the ways that they settle into the nursery environment. Some children adapt quickly to the new situation, the caregivers and the activities, while others take much longer, displaying ongoing signs of separation anxiety and other behaviours which indicate they are not fully acclimatised to the nursery environment and carers. While there are arguments here about whether or not childcare workers and parents should expect certain levels of conformity from such young children, and about the individual needs of children being met in a flexible, responsive manner, there is no doubt that children do need to learn to interact in peer groups and to integrate into environments other than the home environment at some point during their developmental processes. The adaptation to the new environment may be related to parenting styles, attachment, or the characteristics of caregivers. Literature Review A range of variables might affect the child’s ability to settle into the childcare environment. Some of these are potentially derived from the home setting, from attachment to parents and other caregivers, and from the kinds of parenting styles that the child has already experienced and from the family situation (David et al, 2003). Other variables are related to (potentially) biology and the social behaviours which reinforce gender. Turner (1991) explores the complex relationships between attachment and gender and child integration with peers in preschool environments, and shows that there are gender differences in these phenomena. How much this is due to carer and peer preconceptions of appropriate child behaviour is not clear, but Phillipsen et al (1999) show that social acceptance, and carers’ perceptions of behaviour and peer interactions are mediated by preconceptions about expected behaviours. This author is concerned that children’s individuality and indi vidual circumstances are perhaps, on the basis of such studies, not being given enough attention, and that this drive for behavioural conformity is perhaps serving a different purpose to the expressed, child-focused aims of nursery providers. McKown and Weinstein (2002) also relate teacher expectations to gender and to ethnicity in early years environments, and so the kinds of demographic information that would be needed in an exploratory study of this kind would include gender and ethnicity questions. Other authors have researched relationships between children and their childcare providers, and shown that the relationship between these may vary according to the perceptions of different childcare workers (Howes et al, 2000), and according to the sensitivity and characteristics of the childcare workers (Gerber et al, 2007). This study would focus on the kinds of perceptions of attachment identified by Howes et al (2000). A more useful study would employ an objective observer to measure and record attachment behaviours (Delamont, 2002), but this is a small scale academic piece, and there are insufficient resources to employ an objective, skilled observer. Other variables affecting the child’s ability to settle must obviously derive from the nursery environment. These may be characteristics of caregivers and caregiver-child relationships, which may be in turn influenced by nursery policies, by organisational culture and norms and managerial practices, and also by the personalities of the caregivers (Cryer et al, 2005). Resources may also affect this environment. Lee (2006) found that â€Å"infants and their key caregivers did build firm (close, secure, synchronous) relationships in the relationship-valued and supportive childcare context† (p 140). This suggests that the context may affect this process in significant ways. However, it is the characteristics of the child his or herself, and their parents or their attachment to their parents which may be the issue here, hence the focus on attachment theory. Rydell et al (2005) suggest that â€Å"a central prediction from attachment theory is that the quality of the child’s attachment to parents will be related to the quality of relationships with other people† (p 188). Therefore, it is important as part of the proposed study to assess the parenting experience and any markers of attachment from the point of view of the parent(s). This may be important in identifying children’s ability to develop secure relationships with other carers (Rydell et al, 2005). Bowlby (2007) argues that babies and toddlers will have their attachment seeking response activated in the absence of a primary or a secondary attachment figure when they are in the presence of a stranger and in unfamiliar surroundings, which is what may happen in nurseries when children do not ‘settle’. This attachment seeking response may be terminated if the child is able to develop an attachment to a secondary carer (Bowlby, 2007). Bowlby (2007) suggests a model of childcare that actively promotes and monitors long-term secondary attachment bonds between baby and carer. This kind of model is shown in the theory of having a key person identified for each child within the setting, which has benefits for the baby/child, in terms of affection and attachment, for parents, and for the key person (Elfer, 2002). Understanding this in the context of the child-caregiver relationship is challenging, because this relationship is multidimensional (Lee, 2006). Aims The aims of this study are: to answer the following question: Why do some children settle in nursery in a short space of time and some take longer, using the same settling in method?; and to model the complex interactions between the factors which may be seen as affecting this process. Theories of attachment will be used as a framework to inform and support the design of the study, but a range of potential variables will be explored in order to fully develop a model of understanding which may answer the key research question. Other aims of this study are that it should improve understanding in order to help childcare workers and parents support children’s transition into the childcare environment Methodology While an ethnographical methodology would be a logical choice of research methodology in this case (Massey, 1998), there are some issues around this kind of approach, including the potential bias of the researcher and the issues cited elsewhere about observation and participant observation. Perspectives other than that of the researcher need to be addressed, and data from parents and from the childcare setting needs to be incorporated. A Grounded Theory approach will be used, chiefly because of the way that this methodology supports the inclusion of a range of qualitative data sources along with quantitative data in the form of descriptive statistics and demographic characteristics (Borgatti, 2005; Glaser and Strauss, 1967). Grounded Theory sets out to develop models of knowledge and explication which are ‘grounded’ in the data under investigation, the nature of which always include ‘rich’ qualitative data (Charmaz, 1994). The complexity of Grounded Theory m odels lies in their derivation from the data themselves, and so would serve well this attempt to address a complex phenomenon likely to be affected by a range of variables. Grounded Theory allows the researcher to make full use of the data (Bell and Opie, 2002; D’Onofrio, 2001). Data analysis is via a process of constant comparison of the data with each other, through stages of analysis towards an end model (Charmaz, 1994; Glaser and Strauss, 1967). The kinds of complexities, the human nature of the interactions within the childcare environment, and the many variables that would likely affect the child’s interactions within that environment, do not lend themselves to a quantitative methodology, particularly one carried out on so small a scale. Nor would it be ethical to carry out quantitative research on vulnerable children when there is no hope of gaining a statistically significant sample size for a good quality quantitative study. Therefore, a qualitative study, which supports and exploratory approach, has been deemed more suitable. Methods which collect talk and conversation would be suitable for this kind of research (Adelman, 1981), but due to the vulnerability of the children involved, the data collection methods must be chosen with care. Similarly, the data collection methods and sources have been selected to include all relevant information which might indicate factors which impinge upon the infant or child’s ability to settle into the nursery environment. Because of the issues of perception discussed above, participant observation was ruled out as a data collection approach (Arnould, 1998). The data collection methods were chosen to minimse the impact on children, parents and childcare workers. These will include exploratory questionnaires given to parents and semi-structured interviews with nursery caregivers, documentary data in the form of the children’s nursery records, nursery policies, mission statements and staff training and orientation documents, and interviews with staff. All these kinds of data sources are suitable to a Grounded Theory Approach (Glaser and Strauss, 1967). It is important to take into account the complexities and details of the context, both physical and behavioural, within which the child behaviours are taking place, because this may indicate factors within the nursery itself which affect the child’s orientation into that environment. The data collection tools, which consist of a parental questionnaire and a pro-forma for the semi-structured interviews with childcare providers, will be informed by the use of established measures, including the Q-Set measure (Moss et al, 2006). Other studies have applied such measures to a similar situation in relation to attachment theory (Moss et al, 2006). Interviews will be audio-taped, anonymised at point of recording, and then transcribed as text documents. All data, from questionnaires, interviews and documentary sources will be transferred into an electronic qualitative data analysis programme such as NVivo, for ease of management and improved analysis (Drisko, 2004). NVivo allows for the development of models from qualitative data, but also supports the integration of quantitative and demographic data to develop correlations between these data and qualitative concepts and findings (Drisko, 2004). Because Grounded Theory tends to treat the literature review as a concurrent process (Glaser and Strauss, 1967), and literature sources as a form of data in themselves (D’Onofrio, 2001), the use of NVivo also supports and aids this process in terms of the management of large amounts of textual data (Drisko, 2004). Ethical Considerations It is important that the quality of the research is such that it is justifiable to carry it out within this setting (see methodology section above). Ethical considerations include the ethics of carrying out research on small children who are unable to give consent, and the affects the research might have on their caregivers. Research that distracts the childcare workers or affects their ability to take care of children would not be ethical. Participant observation was deemed as unsuitable (Arnould, 1998).Having a ‘strange’ adult (the researcher) in the environment might also disturb the ‘status quo’. Therefore, an observational method was not chosen, and parents given full information sheets and consent forms for participation in the study. Only those parents who consent will be included, and data will only be gathered pertaining to their children. Ethical approval will be sought from the researcher’s place of study (via normal ethics committee approv al). Permission will be gained from the child care organisation’s manager, and staff will be recruited via information sheets and consent forms in the same way that parents were. Staff interviews will be carried out at a location convenient to the place of work, and at agreed times which do not interfere with their normal workload. All interviews and demographic data including even the location and name of the childcare setting will be anonymised. Timescale Because of the data collection methods chosen, the timescale is adjusted to take into account the difficulties in gaining good response rates from questionnaires and in fitting in the interviews with the childcare providers in a way that does not place them under undue stress or affecting their working lives. A three month timescale (from the point of ethical approval) is projected for the data collection phase of this project, which will allow for an initial recruitment of the sample, distribution of questionnaires, a second round of questionnaires to improve response rates, and concurrent interviews with childcare providers and collection of documentary evidence from the childcare setting. The concurrent literature review must also take place within this timescale, and so literature searching, identification and collection will occur during the data collection phase, and critical literature review and analysis will commence during this phase and continue through the data analysis p hase of the research. This second phase, data analysis, should take a further three months, from initial analysis to completion of a model. Writing up should take a further two weeks. Conclusion It is anticipated that this study will illuminate the still murky waters of attachment with childcare providers, the potential benefits of the â€Å"key person† in relation to attachment and to promoting the adjustment of the child to the childcare setting. It should also shed light on demographic and other characteristics which may affect this process, thereby, at the very least, identifying key areas for further, more in-depth or targeted research. Because this is an exploratory study, the potential richness of the data should allow for some insight and discovery about issues affecting attachment and adjustment. Attachment theories would need to be explored in much greater detail than this brief proposal allows, and the quality of the existing research on these theories applied to this setting appraised. The resultant model should incorporate the evidence from the literature with the evidence from the study data into a model which may inform future approaches to caring for c hildren within this setting. Bibliography Adelman, C. (1981) Uttering Muttering : collecting, using and reporting talk for social and educational research. London:Grant McIntyre Arnould, E.J. (1998) Ethical Concerns in Participant Observation/Ethnography. Advances in Consumer Research 25 72 Asher, S.R., Pankhurts, J.T., Hymel, S. and Williams, G. (1990) Peer rejection and loneliness in childhood. In Asher, S.R. and Cole, J.D. (eds) Peer rejection in childhood. Cambridge studies in social and emotional development (253-273) New York: Cambridge University Press. Bell, J. and Opie, C. (2002) Learning from Research : getting more from your data Buckingham: Open University Press. Birch, S.H. and Ladd, G.W. (1997) The teacher-child relationship and children’s early school adjustment. Journal of School Psychology 35 61-79. Birch, S.H. and Ladd, G.W. (1997) Children’s interpersonal behaviours and the teacher-child relationship. Developmental Psychology 34 934-946. Borgatti, S. (2005) Introduction to Grounded Theory www.analytictech.com accessed 12-07-08. Charmaz, K. (1994)The grounded theory method: An explication and interpretation. In Glaser,, B. (ed) More grounded theory methodology: A reader p 95-115 Mill Valley, CA: Sociology Press. Coady, M. (2001) Ethics in early childhood research in: MacNaughton, G., Rolfe, S. and Siraj-Blaqtchford, S. (2001) Doing Early childhood Research: international perspectives on theory and practice Oxford: Oxford University Press. Cryer, D., Wagner-Moore, L., Burchinal, M. et al (2005) Effects of transitions to new child care classes on infant/toddler distress and behaviour. Early Childhood Research Quarterly 20 37-56. David, T., Goouch, K., Powell, S. and Abbott, L. (2003) Birth to Three Matters: a Review of the Literature Nottingham: Queen’s Printer. Delamont, S. (2002) Fieldwork in educational settings London: Falmer Press DeMulder, E.K., Denham, S., Schmidt, M. and Mitchell, J. (2000) Q-sort assessment of attachment security during the preschool years: links from home to school. Developmental Psychology D’Onofrio, A. (2001) â€Å"Grounded Theory† Qualitative Research Methods in Education Spring/Summer http://muse.widener.edu accessed 10-7-08. Drisko, J.W. (2004) Qualitative Data Analysis Software: A User’s Appraisal.† In Padgett, D. (ed) The Qualitative Research Experience p 193-209. Belmont, CA: Wadsworth. Gerber, E.B., Whitebook, M. and Wienstein, R.S. (2007) At the heart of childcare: predictors of teacher sensitivity in center-based child care. Early Childhood Research Quarterly22 327-346. Glaser, B.G. Strauss, A.L. (1967) The discovery of grounded theory: strategies for qualitative research. Chicago: Aldine Goossens, F.A., and van Ijzendom, M.H. (1990) Quality of infants’ attachments to prorfessional caregivers: relation to infant-parent attachment and day-care characteristics. Child Development 61 832-857. Howes, C, Phillipsen, L.C. and Peisner-Feinberg, E. (2000) The consistency of perceived teacher-child relationships between preschool and kindergarten. Journal of School Psychology 38 113-132. Howes, C. (1999) Attachment relationships in the context of multiple caregivers. In Cassidy, J. and Shaver, P.R. (eds) Attachment Theory: research and clinical applications9671-687). New York: Guilford Press. Lee, S.Y. (2006) A journey to a close, secure and synchronous relationship: infant-caregiver relationship development in a childcare context. Journal of Early Childhood Research. 4 (2) 133-151. Massey, A. (1998) â€Å"The way we do things around here: the culture of ethnography.† Ethnography and Education Conference, Oxford University www.voicewisdom.co.uk accessed 13-07-08. McKown, C. and Weinstein, R.S. (2002) Modeling the role of child ethnicity and gender in children’s differential response to teacher expectations. Journal of Applied Social Psychology 32 (1) 159-184. Moss, E., Bureau, J-F., Cyr, C. and Dubious-Comtois, K. (2006) Is maternal Q-Set a valid measure of preschool child attachment behaviour? International Journal of Behavioural Development 30 (6) 488-497. Phillipsen, L.C., Bridges, S.K., McLemore, T.G. and Saponaro, L.A. (1999) Perceptions of social behaviour and peer acceptance in kindergarten. Journal of Research in Childhood Education. 14 68-77. Rydell, A-M., Bohlin, G. and Thorell, L.B. (2005) Representations of attachment to parents and shyness as predictors of children’s relationships with teachers and peer competence in preschool.† Attachment and Human Development 7 (2) 187-204. Turner, P. (1991) Relations between attachment, gender and behaviour with peers in preschool. Child Development 62 1475-1488.

Huck Finn :: essays research papers

In The Adventures of Huckleberry Finn by Mark Twain is an excellent book. I enjoyed this book a lot more than I had anticipated. It was a great book on life of Huck Finn. The details and settings were outstanding. This was indeed a great novel. The setting of this book was very important to me. It helped to back up how the characters acted. Being set in the 1830s, and in the south; the reader could really relate with how each character acted, talked, and what they thought of others. With the times in the setting and the places it was set helped a lot with understanding the story. The story would have never made sense if it had been in the north or even the Far West. The story was set, in my opinion, in the perfect place and time. It really helped the story come together. In some cases the setting could have been brought out a little more to help out with the descriptions and plots of the story, but in the long run, the setting was pretty much described enough. The characters in Huck Finn were very believable. The way they acted and the way they thought made them seem almost real. To me, Huck stands out the most. He acts like a young boy who is trying to help out people in need of help like Jim. He was friendly, kind, and willing to stand up for what he believed in, good or bad. With the many characters in this book, a few helped bring out the story. The main character, Huckleberry Finn, was an adventurous boy who was kind, smart, and shrewd but, no matter where he went, he always got into trouble. Jim, who was a run away slave, was a very kind man. He is very smart and knowledgeable of natural surroundings, and has good common sense. Jim and Huck were best friends. Widow Douglas was the lady who took care of Huck. She was a sweet lady who tried to teach Huck how to be proper and civilized. Huck’s father was basically a town drunk who would beat Huck when he drank too much. Tom Sawyer was a very mischievous boy who could make any situation seem more excit ing and complex than they really were. He and Huck were friends. In the plot of this story, the situations seem to rise out of the setting that the particular event is at.

Defining Equality :: Philosophy

Defining Equality The article "We're Not Really Equal," by Thomas Sowell discusses the need to be clear on definitions of important terms when delivering an argument. To draw readers into listening to his main point about clarifying definitions, Sowell chooses an important issue to serve as an example: equality. When introducing this example topic, Sowell makes a clear claim of fact, " 'Equality' is one of the great undefined terms underlying much current controversy and antagonism' (204.) When discussing equality, controversy, and antagonism, Sowell's word choices call a lot of attention to his claim. This emotional appeal may work to catch the attention of a wide audience, but may also put off anybody who doesn't want to spend time reading demanding material. The political direction of his example may confuse readers who start the article thinking this will be a discussion of clarifying definitions, then wonder if the real topic is the lack of equality in a country that supposedly constitutionally g uarantees equality for all. Both the tasks of clarifying terms we all think we understand and discussing equality are difficult. The audience of this article may have to readers with more education than the general population, yet the short sentences, standard word choices, and short overall length would allow a fairly wide readership. The potentially inflammatory subject is what may limit the audience to only readers who agree with Sowell. Perhaps in awareness of these possible limitations, Sowell initiates some general support through an illustration of confusion around defining equality in mathematics. He tells us that mathematical equalities are easily understood because numbers are compared only to other numbers. Despite Sowell's innocuous example, this piece of his argument doesn't seem to be the case in true life. No two people think alike, or share the same history, so how can our thinking processes be compared to something as black and white, and quantifiable as numbers? Another example Sowell brings up is a concept many Americans share that everyone is equal under the law. He is relying on the underlying warrant that North Americans believe in our constitutional rights that the same rules apply to everyone, regardless of wealth, status, education, priviledge, or personal ability. His support grows stronger here because constitutional law is hard to argue against. Defining Equality :: Philosophy Defining Equality The article "We're Not Really Equal," by Thomas Sowell discusses the need to be clear on definitions of important terms when delivering an argument. To draw readers into listening to his main point about clarifying definitions, Sowell chooses an important issue to serve as an example: equality. When introducing this example topic, Sowell makes a clear claim of fact, " 'Equality' is one of the great undefined terms underlying much current controversy and antagonism' (204.) When discussing equality, controversy, and antagonism, Sowell's word choices call a lot of attention to his claim. This emotional appeal may work to catch the attention of a wide audience, but may also put off anybody who doesn't want to spend time reading demanding material. The political direction of his example may confuse readers who start the article thinking this will be a discussion of clarifying definitions, then wonder if the real topic is the lack of equality in a country that supposedly constitutionally g uarantees equality for all. Both the tasks of clarifying terms we all think we understand and discussing equality are difficult. The audience of this article may have to readers with more education than the general population, yet the short sentences, standard word choices, and short overall length would allow a fairly wide readership. The potentially inflammatory subject is what may limit the audience to only readers who agree with Sowell. Perhaps in awareness of these possible limitations, Sowell initiates some general support through an illustration of confusion around defining equality in mathematics. He tells us that mathematical equalities are easily understood because numbers are compared only to other numbers. Despite Sowell's innocuous example, this piece of his argument doesn't seem to be the case in true life. No two people think alike, or share the same history, so how can our thinking processes be compared to something as black and white, and quantifiable as numbers? Another example Sowell brings up is a concept many Americans share that everyone is equal under the law. He is relying on the underlying warrant that North Americans believe in our constitutional rights that the same rules apply to everyone, regardless of wealth, status, education, priviledge, or personal ability. His support grows stronger here because constitutional law is hard to argue against.

To Build A Fire Essay -- essays research papers

â€Å"To Build A Fire†, by Jack London was a story about a man who’s job is to ship logs in the springtime. The author uses the 8 aspects of fiction to reflect his point of view that it takes brains to survive. The characters in the story are used to keep the story going and help the author come across to his audience. The plot is the storyline in which the story it self takes place. The setting is the environment in which the story takes place. The suspense is when the author keeps information back from the reader so he/she will continue reading to find out what will happen. Foreshadowing is the readers way of telling what will happen in the story. He/she does this when the author gives out clues in the story. Fantasy is, â€Å"the suspension of disbelief in the story†, so the reader can enjoy the work of fiction. Images are made when the reader takes into consideraition that the author is giving out specific clues to him/her so that they can pictur the scene. These 8 aspects of fiction are more indepthly explained in the paragraphs to come. The author uses these aspects of fiction to make his point clear that, it takes brains to survive.   Ã‚  Ã‚  Ã‚  Ã‚  In this specific story the author doesn’t give the character a name, he just calls him â€Å"the man†, as if the story was in a third person point of view. The character has many outstanding traits that are shown in the story as you read. Some of these characteristics are that the man was brave in going on this journey, he ...

Managing Organization Change Essay

Organization change occurs due to various reasons that the management sets up in order to improve its performance. Management change requires thoughtful planning from the management and also sensitive implementation of the changes. The management also has to consult and involve the people who are going to be affected by the implementation of those changes. If people are forced to accept the change then they will be big problems. The change to be implemented should be real, achievable and more so measurable. These issues are particularly relevant in dealing with personal change. For organization change, before starting to implement it you should know what you want to achieve, why you want that change, and how you will measure the change. Organizational change is much related to personal change as it requires the personnel to implement it. Change is an organization is something certain so that the organization can catch up with new technologies and challenges that arise with time. A good example is International Business Machines (IBM) which was faced with hyper competition from its competitors which lead to reduction of its market share and low revenue. Though, change is a risky business for an organization as research shows that over 70% of new changes effected in companies fail, it is vital. So, why did IBM have to under go organizational changes yet is that risky? It changed it organizational operations because of the external pressure and demands. Thus, the company had to review its strategic decisions in order to create new plans and goals that can be implemented to achieve these new goals. To effect these changes IBM choose the director  image of change as their tool of implementing these changes. Why director, because the image allows the managers to lead through the proposed changes by going step by step, through the cycles of recommended changes, together with the personnel that is involved. For example, diagnosis of the changes, unfreezing and implementing the changes. In addition this image of change gives the managers high control in designing the process of changes and also on implementing them, this ensures that the managers are in charge of the activities and are able to ensure that the process are well followed and maintained. This ensures that the proposed changes are effectively implemented. The other advantage of this image of change is that, it views results from the proposed changes as certainly achievable and thus does not leave room for doubts. In order to remain competitive on the market IBM had to implement some business development changes in the organization. By making changes in the business development section, the most important aspect that IBM considered was quality. IBM identified particular new business development goals and then had to formulate a business plan that included the following ways of development; development in sales, development of new products, creation of new markets, structural and also processes development change for example e- business, making new strategic partnerships together with development of distributions channels, and initiating international development. Another thing IBM did looking for acquisitions of small companies. All this internal changes were geared towards recapturing the markets and increasing sales. The business development changes implemented by IBM resulted in increase in revenue as their sales increased and they were able to capture new markets. IBM also was able to improve the quality of its products to international standards, at the same time it injected new products that were in line with new trends on the markets. Other images management change that the organization can use are Navigator and caretaker. In navigator image, the manager has to identify various change options available and take one. Unlike in the director here the managers have limited control in implementing the proposed changes. Although, the management views that they will achieve the goals of the proposed change, they also view that other problems may arise. While in caretaker image, the management makes change by forwarding it to the very end, and has little control on the processes of designing change and implementing it. The management views change as achievable, however, cannot manipulate the way change occurs. I think the best way of implementing change is using the director image as it gives control to the management which is an important aspect in planning and implementing change in organization. Thus, I will recommend IBM to continue using it. Conclusion In this fast moving business environment it has become increasingly necessary for organization to embrace change especially in its technology and marketing strategies, in order to maintain competitive edge. Competition and demand in high quality products has made business environments to be very dynamic in that it requires dynamic organization and systems to offer effective responses to these dynamic business environments by implementing planning and implementing successfully changes. As in the case of IBM, the management must chose the image of management change that will give best result and use it. If well implemented results will be always be good.