Microbiology 311 Lab Report

Rebekah Worley February 21, 2012 Mitchell Section 4 Biol 311 Staining and Identifying Unknown Bacteria Introduction: The microbiology lab up to this point has been used to teach the students how to stain and identify bacteria. There are several types of staining through which the bacteria can be identified based on the color and shape. The staining methods used in the lab are Gram Staining, Capsule Staining, Endospore Staining, and Acid Fast staining. One of the most significant method of staining is the Gram Staining, as it is highly dependent (McCarthy, 25).In the specific experiment that was done, Gram Staining was used and the bacteria that was found was purple and round (cocci) shaped. Through this the bacteria was identified as Staphylococcus epidermis. Material and Methods: The first step to identifying the bacteria was to heat fix it to the slide. The materials used were a slide, water, a Bunsen Burner, bibulous paper and clothes pin. The unknown bacteria was in a vial in sol id form. The steps on page 19 and 20 of the Customized Biol 311 General Microbiology Laboratory Manual were followed to heat fix the bacteria.After this gram staining was used to identify the unknown bacteria. The materials used for gram staining include the slide the was heat fixed, bibulous paper, crystal violet, distilled water, Gram's iodine, 95% ethyl alcohol, safranin, oil and a microscope. The steps on page 26 of the Customized Biol 311 General Microbiology Laboratory Manual were used to stain the bacteria. Several changes were made in the procedure. The crystal violet was on the slide for 1 minute rather than 20 seconds. The decolorizing step was used with alcohol for 10 seconds rather than 20 seconds.The only other change was that the safranin was on the slide for 1 minute instead of the recommended 20 seconds. The slide was put under the microscope at 1000x magnification using oil immersion. Results: When looking under the microscope the bacteria was found to be purple and cocci shaped. Because of the specific color and shape of the bacteria it was easily identifiable as Staphylococcus epidermis. From this it is seen that only a Gram stain was necessary to identify the bacteria. Discussion: From this experiment it is seen that bacteria is easily identified when stained correctly.Going through the procedure with accuracy is vital, and when done right the bacteria is clear and concise. When the bacteria was stained in this experiment the color was difficult to determine at first. After exploring the bacteria on the slide it was seen to be mainly purple. If the staining had not been done properly it would have been a lot more difficult to distinguish between bacteria. This was an important thing to learn because staining is so vital in identifying unknown bacterium. Works Cited McCarthy, Charlotte M and Harold Benson. Customized Biol 311 General Microbiology Laboratory Manual. 2nd. ed. New York. McGraw-Hill 2002 Print.

Chemistry Lab Report on standardization of acid and bases Essay

Purpose: To prepare standardize solution of sodium hydroxide and to determine the concentration of unknown sulfuric acid solution. Data and Calculations: This experiment is divided into two parts (Part A and Part B). In the first part of experiment, the standardize solution of sodium hydroxide is prepared by titrating it with base Potassium hydrogen phthalate (KHP). The indicator Phenolphthalein is used to determine that whether titration is complete or not. PART A: Standardization of a Sodium Hydroxide solution NaOH Sample Code = O Trial 1 Mass of KHP transferred = 0.42 g Volume of Distilled water = 25 mL Volume of NaOH used = 22.50 mL Molar mass of KHP = 204.22 g/mol No. of moles of KHP = Mass of KHP used / Molar mass = 0.42 g / 204.22 g/mol = 0.0021 moles Concentration of NaOH = No. of moles / Volume = [0.0021 mol / {(22.50 + 25) / 1000} L] * 100 = 4.4 M Trial 2 Mass of KHP transferred = 0.4139 g Volume of Distilled water = 25 mL Volume of NaOH used = 22.80 mL Molar mass of KHP = 204.22 g/mol No. of moles of KHP = Mass of KHP used / Molar mass = 0.4139 g / 204.22 g/mol = 0.0020267 moles Concentration of NaOH = No. of moles / Volume = [0.0020267 mol / {(22.80 + 25) / 1000} L] * 100 = 4.24 M Trial 3 Mass of KHP transferred = 0.4239 g Volume of Distilled water = 25 mL Volume of NaOH used = 23.10 mL Molar mass of KHP = 204.22 g/mol No. of moles of KHP = Mass of KHP used / Molar mass = 0.4239 g / 204.22 g/mol = 0.0020757 moles Concentratio n of NaOH = No. of moles / Volume = [0.0020757 mol / {(23.10 + 25) / 1000} L] * 100 = 4.32 M Trial 4 Mass of KHP transferred = 0.4311 g Volume of Distilled water = 25 mL Volume of NaOH used = 22.60 mL Molar mass of KHP = 204.22 g/mol No. of moles of KHP = Mass of KHP used / Molar mass = 0.4311 g / 204.22 g/mol = 0.0021109 moles Concentration of NaOH = No. of moles / Volume = [0.0021109 mol / {(22.60 + 25) / 1000} L] * 100 = 4.43 M Table: Trail 1 Mass weighing bottle + KHP (g) Mass empty weighing bottle (g) Mass of KHP transferred (g) Initial volume of burette, Vi (mL) Final Volume of burette, Vf(mL) Volume of NaOH used (mL) Trial 2 Trial 3 Trial 4 11.561 11.6217 11.6113 11.6329 11.1461 11.2078 11.1874 11.2018 0.4200 0.4139 0.4239 0.4311 4.30 6.30 10.1 33.20 26.80 29.10 33.20 55.80 22.50 22.80 23.10 22.60 Concentration of NaOH (moles/L) 4.4 4.24 4.32 Average concentration of NaOH = [4.4 M + 4.24 M + 4.32 M + 4.43 M] / 4 = 4.35 M 1. % Difference between Trial 1 and Trail 2 = [4.24 M / 4.4 M] * 100 % = 96.3 % Difference = (100 – 96.3) % = 3.7 % 2. % Difference between Trial 2 and Trail 3 = [4.24 M / 4.32 M] * 100 % = 98.1 % Difference = (100 – 98.1) % = 1.9 % 3. % Difference between Trial 3 and Trail 4 = [4.32 M / 4.43 M] * 100 % = 97.5 % Difference = (100 – 97.5) % = 2.5 % 4.43 Observations: KHP is white color crystals and has definite shape. NaOH is clear and transparent solution with no color. In the first trial, after adding 90 drops of NaOH solution there was repeatedly appearance and disappearance of light pink color. When the whole solution of KHP and water get titrated then, the color of solution becomes light pink and it stays permanently. The same color changes happen with the next three trials. Concentration of NaOH was almost similar for every trials. PART B: Concentration of Sulfuric Acid solution H2SO4 Sample Code = 34 Trial 1: Volume diluted acid = 25 mL Volume of NaOH used = 14.39 mL H2SO4 (aq) + 2NaOH (aq) 2H2O (l) + 2Na2SO4 (aq) Average concentration of NaOH = 4.35 M No. of moles of NaOH = (Average concentration of NaOH) * (Volume of NaOH used) = 4.35 M * (14.39 / 1000) L = 0.0626 moles No. of moles of H2SO4 = 0.0626 mol / 2 = 0.0313 moles Concentration of H2SO4 = No. of moles / (volume of diluted acid / 1000) = 0.0313 mol / (25 / 1000) L = 1.2 M Trial 2: Volume diluted acid = 25 mL Volume of NaOH used = 13.51 mL H2SO4 (aq) + 2NaOH (aq) 2H2O (l) + 2Na2SO4 (aq) Average concentration of NaOH = 4.35 M No. of moles of NaOH = (Average concentration of NaOH) * (Volume of NaOH used) = 4.35 M * (13.51 / 1000) L = 0.0588 moles No. of moles of H2SO4 = 0.0588 mol / 2 = 0.0294 moles Concentration of H2SO4 = No. of moles / (volume of diluted acid / 1000) = 0.0294 mol / (25 / 1000) L = 1.2 M Trial 3: Volume diluted acid = 25 mL Volume of NaOH used = 14.10 mL H2SO4 (aq) + 2NaOH (aq) 2H2O (l) + 2Na2SO4 (aq) Av erage concentration of NaOH = 4.35 M No. of moles of NaOH = (Average concentration of NaOH) * (Volume of NaOH used) = 4.35 M * (14.10 / 1000) L = 0.0613 moles No. of moles of H2SO4 = 0.0613 mol / 2 = 0.0307 moles Concentration of H2SO4 = No. of moles / (volume of diluted acid / 1000) = 0.0307 mol / (25 / 1000) L = 1.2 M Trial 4: Volume diluted acid = 25 mL Volume of NaOH used = 14.20 mL H2SO4 (aq) + 2NaOH (aq) 2H2O (l) + 2Na2SO4 (aq) Average concentration of NaOH = 4.35 M No. of moles of NaOH = (Average concentration of NaOH) * (Volume of NaOH used) = 4.35 M * (14.20 / 1000) L = 0.0618 moles No. of moles of H2SO4 = 0.0618 mol / 2 = 0.0309 moles Concentration of H2SO4 = No. of moles /  (volume of diluted acid / 1000) = 0.0309 mol / (25 / 1000) L = 1.2 M % Difference between Trail 1 and Trail 2 = [1.2 M / 1.2 M] * 100 % = 100 % Difference = (100 – 100) % =0% % Difference between Trail 1 and Trail 2 = [1.2 M / 1.2 M] * 100 % = 100 % Difference = (100 – 100) % =0% % Diff erence between Trail 1 and Trail 2 = [1.2 M / 1.2 M] * 100 % = 100 % Difference = (100 – 100) % =0% % Difference between Trail 1 and Trail 2 = [1.2 M / 1.2 M] * 100 % = 100 % Difference = (100 – 100) % =0% Table 2: Trail 1 Volume diluted acid titrated (mL) Initial Volume of burette, Vi (mL) Final Volume of burette, Vf (mL) Volume NaOH used (mL) Concentration Of Sulfuric Acid Trail 2 Trial 3 Trial 4 25 25 25 25 2.41 17.20 8.50 22.60 16.94 30.71 22.60 36.80 14.39 13.51 14.10 14.20 1.2 M 1.2 M 1.2 M 1.2 M Observations: The H2SO4 is colorless and transparent liquid. The NaOH solution is colorless, odorless and transparent liquid. While doing the first trail, there were continuous appearance and disappearance of light pink color. After adding 10 mL of NaOH solution the pink color starts appearing. At certain volume the light pink color appeared, indicating that titration is done. The indictor phenolphthalein has no color and there was no specific odor of reagent. Discussion: Average concentration of NaOH solution was 4.35 M. There are many sources of error in this experiment as we got some percentage differences in the two different trials. For the Trial 1 and Trial 2, the percentage difference is 3.7 % which is significant difference to be noted. This percentage difference could occur due to many reasons such as not measuring the KHP properly as we got 0.42 g for first trial and 0.4139 g for second trial of KHP for performing titration but it is more than required value as per literature value is concerned (0.40 g). The almost same percentagedifference occurs for next two trials (1.9 % and 2.5 %). The KHP is always 99.9 % pure, so the titration should give perfect results (Lab Manual). The other possible errors was due to the disturbance on the shelf by other students where analytical balance is placed in balance room, as it cause variability in the values in weight of KHP. In Part B of experiment, the average concentration of sulfuric was found to be 1.2 M and there was 100 % titration of both reagent (NaOH and H2SO4). This 100 % results comes due to significant figures, if significant figures would not be concerned then there would be error of 1.0 % to 2.0 % in every two trials. There was identical difference of volume of NaOH used to titrate the acid for each  trial due to some possible errors. The possible errors in this Part of experiment were same as for Part A, as the process is followed in the same way. The most significant error could occur by not shaking the flask properly while adding sodium hydroxide solution and not recognizing the pink color on the instant it appears and adding the NaOH solution vigorously into the sulfuric acid. Questions: The 10 mL volumetric pipette is rinse 2 or 5 times to make sure there is no bubble inside because air bubble can cause error in the measurement of concentration because the actual volume of unknown will be less. The accuracy and precision for both sets of experiment was almost same as there were percentage difference of concentrations lies only in 2 % to 4 %. The endpoints of titration for each set of trails in both cases (Part A and Part B) were almost same but there is little difference in volume of NaOH used which cause errors in accuracy and precision of experiment. Using the analytical balance is really careful job as it is most accurate weighing machine with accuracy of 0.0004 g (Lab Manual) and we need to be prà ©cised using the balance but some few disturbance can cause big error such as disturbance other students on the shelf it is placed on and not reading the balance properly and taking measurements fastly. Using Volumetric glassware is other method to be more accurate in experiment but there are some possible random error while reading the values such as not reading the lower meniscus of liquid cause error and not removing the air bubble from the burette and using the beaker in place graduated cylinder in case of volume as graduated cylinder is more accurate as compared to beaker (0.02 g) (Lab Manual). Sources of Experimental Error include: The Analytical balance could give wrong reading because of the disturbance due to other students on the shelf it is placed on. Also, taking the reading rapidly and not considering the reading when balance display gets steady. The possible error can occur using wrong glassware like using beaker instead of graduated cylinder. The error could occur while taking reading through graduated cylinder and not considering the lower meniscus of liquid. The air bubble in burette can cause error in the true value of NaOH used. Few drops of liquid remain in burette and volumetric pipette which causes the error. Not shaking the flask properly while adding the NaOH solution. Adding the NaOH solution vigorously into the flask. Not recognizing the pink color instantly as it appears.  Adding the more drops of indicator as needed (2 or 3 drops). The biggest error occur due to leaking of NaOH solution form burette, we lost 4 drops during every one trial and it cause the significant error in reading the volume of NaOH used. There is water left after washing the glass wares which can cause the error. This lab could be improved by improving the method of drying the graduated cylinder and beaker before filling it with the NaOH solution. The glassware could be dried by small amount of acetone. Any acetone could be removed by evaporation. Finally, the experimenter should remove the clinging droplets to the neck of burette and volumetric pipette by using Kim Wipe. Conclusion: After careful consideration of all the results and all the possible concentration, it is concluded that the average concentration of NaOH (sample code O) was 4.35 M and average concentration of H2SO4 (sample code 34) was 1.2 M.

Financial and Corporate Actions of Laird plc Essay

Financial and Corporate Actions of Laird plc - Essay Example Materials division manufactures equipment that shields electromagnetic interferences, thermal management systems, signal integrity equipment, etc (Laird, 2014c). The global electronics and instruments industry has seen a growth of 4.3 percent in the year 2011 and has been evaluated at $1,844.3 billion (MarketLine, 2012). This study is focused on the company’s financial details including the company turnover, industry performance, and market report and market share. It also includes the last few years’ financial performances of the company, its financial activities and its internal and external performance analysis. As stated in the above figure, the company had made the highest revenue in 2011, as it discontinued some of its operations that year, which added to the total revenue (Laird, 2014e). However the revenues generated from the continued operation has been increasing:  £491.3 min 2011,  £520.2 min 2012 and  £537 min 2013 (Laird, 2014d). The profitability has decreased severely in 2011 and again increased in 2013, but in the recent year, it has been seen to have a downward trend (Laird, 2014d). The downward trend is mostly because of the lower sales volume due to high competition and the high fixed cost of operation (Morningstar, 2014a). The operating profit has increased from 2011 and is almost steady in past two years. It is clearly seen that after discontinuing some of its operations, Laird has increased its profitability. In the last year, i.e.2013, the Performance Materials division made revenue of  £342.8 million, which is 6 percent more than previous year’s revenue that is  £324.7 million. The IT and Telecom sector made the maximum revenue of 35 percent, followed by the Smartphone business which made 24 percent. The Wireless Systems division made revenue of  £194.2 million which is 1 percent less than the previous year that is  £195.5 million.  

The reform of Security Council sanctions Coursework

The reform of Security Council sanctions - Coursework Example â€Å"Chief responsibility for the maintenance of peace and security lies with the Security Council. It is therefore essential to its legitimacy that its membership reflect the state of the world.† French President Chirac’s address to the United Nations General Assembly The United Nations is by far the largest and most popular international government organization. The existence of the United Nations owes itself to years behind the Second World War. It should be noted that even before the United States came into the Second World War, Winston Churchill and Franklin Roosevelt had consented in the eighth point of the Atlantic Charter that a â€Å"permanent system of general security† ought to go operational after the war. In 1943, the Moscow conference of Foreign Ministers established that a new international organization should be put into place to regulate issues after the war. From them, delegates of 50 countries assembled in San Francisco in the months of April and May 1945 and laid groundwork for what we can now call the United Nations1. Therefore and from all intents and objects, the United Nations was a result of the mayhem that resulted from the wars. The main explanation for the existence of the United Nations was to foster a common world order in which mutual cooperation and understanding between nations would ensure world peace. Since June 1946 when the first United Nations Charter was officialised, membership into the organization has prided itself with rising membership and it can now boast of 191 members. What was a herald to the United Nations was the unfortunate League of Nations that saw it incompetent to face one of the world’s greatest challenges – world peace. Since 1945, world order has altered and there exist varying perspectives of what is construed by peace, law and order. These challenges have been taken up by the Security Council, but it has proven that there is an extensive fissure between practice and reality. Constituting itself as a unified system of governments, the United Nations has attempted to bring all member states under one covering of understanding, though the vest differentiation in international perspectives and outlooks signals opposing views with regards to the issue of acting as a unified whole. In an attempt to ensure world security, the Security Council has been given the mandate of responsibility in accordance with the United Nations Charter for the upholding of international peace and security. All 191 members of the United Nations are bound by the charter to accept and implement the decisions of the Security Council. Therefore, the Security Council is an adjudicating body, while the member states are subjects to laws adjudicated by the Security Council. The activities of the Security Council have not been very smooth. The first paralysis was the commotions from the cold war, leading to the polarity of most of the member states. Currently comprising 15 United Nation Member States, with 5 (China, France, Russia, the United Kingdom, and the United States), having veto powers, which has cost the Security Council much more than what the cold war did. Keep in mind that the veto power is often upheld as a tool to obstruct the actions of other veto members. The 10 remaining members act with no veto powers and their membership is allocated as follows: two seats each to Asia, Latin America, Western Europe; one seat to Eastern Europe and three seats to Africa. Thus, the Security Council wants and equal representation and participation of all the various regions of the world. What Is Liability Of The Security Council? The main objective of the Security Council is to foster peace and security. In an attempt to ensure that this turns out to be what the member states seek for, the Security Council makes use of mediation, peacekeeping in addition to enforcement with regards to Chapter VI of the UN Charter. Since the Second World War, many peacekeeping missions, mediation as well as enforcement missions have been

Treatment techniques of mental illnesses throughout history Coursework

Treatment techniques of mental illnesses throughout history - Coursework Example The perception of mental illnesses tends to differ from one culture to another. As a result, different cultures have varying views of what is considered normal and what can be regarded as abnormal. A culture’s perception of mental illnesses has an impact on the intervention strategies, which will be employed while treating a mental illness (Videbeck 4). Traditionally, the psychotherapy relied upon in the treatment of mental disorders borrowed a lot from the psychoanalytic framework, as well as the existential approaches. The influence of Sigmund Freud in the treatment of mental disorders is remarkable owing to the fact that the notion of psychoanalysis can be traced back to his works. This paper will examine how the views on mental illnesses have influenced the techniques of treatment throughout history. The paper will also explore some of the Greek and Roman perceptions of mental illnesses, as well as views of mental illnesses during the Middle Ages. The paper draws from the works of various authors in answering the study questions. The views and treatment of mental disorders throughout history Throughout history, there have been various perceptions of mental illnesses that have guided the treatment of these diseases, as well as how the society perceives mentally ill persons. Among the Greeks, Hippocrates, the famous Greek physician, perceived mental illnesses as conditions that could be understood in relation to physiology that can be termed as disturbed. The Greek held that mental illnesses can be understood in the realm of possession by demons, or the anger of gods. Medical practitioners in Greek later on came up with treatments, which could be used for persons suffering from mental illnesses. These new forms of treatment focussed on the use of drugs in treating mental illnesses, as well as availing care from the family members who provide support to the mentally ill persons (Videbeck 5). The Greek can be regarded as the first group of people that id entified mental illnesses as conditions as opposed to the belief mental illnesses signified wicked supernatural powers. According to the Greeks, conditions such as hysteria only affected women as a result of their uterus that could be considered as wandering. The Greek also used some unique ways of treating mental illnesses. For instance, psychosis was treated using blood-letting while the treatment of depression took place through bathing. Based on the treatment methods employed by the Greeks, there was no room for the use of words that could console the patient (Davies et al. 18). In Greece, there was  some stigma attached to mental illnesses during the ancient times; mentally-ill persons suffered a lot of shame, humiliation, and loss of respect. Ancient Greeks believed that mental illnesses were an indication of punishment for both the major, as well as minor transgressions, which a person may have committed. The Greek society always shunned and isolated those individuals who h ad any form of mental condition. Some people could be locked up in order to keep them off from other people, and to some extent some could be killed in order to prevent them from becoming a nuisance to others in the society (Bewley 4). With time, the Greeks came to believe that the agents they did not see could not be used as the basis upon which mental disorders could be understood. As a result, there arose a need to know the exact causes of mental illnesses,

Stategic management Essay Example | Topics and Well Written Essays - 1500 words

Stategic management - Essay Example A UK retail report that was released by Retail Intelligence compared sales of M&S ranging from year 1990 until 2000. This survey highlighted the issue, and was also unsure if the struggling group would recover at all. However, the survey also highlighted that the group would be able to recover if it produced well – made clothes, which are moderately fashionable at competitive prices, provided the company also maintained the quality standards. The company had seen continuous growth until 1990 in terms if its profits and market share. The company had been able to handle this by using fundamental formula for its operations like simple pricing structures, high quality merchandise and friendly and helpful service. There are a number of possible underlying reasons for the decline of M&S in the early 2000s. Firstly, the shifts in demographic balance, is one of the most important factors that caused the company to decline. This mainly refers to the fact that there was a shift in the key customers of the company. The balance of the population of UK was moving towards the older people and this was threatening as it created a serious deterioration for companies (Davies, 1995). The older population with the high levels of pension provision and high health care costs for the people was causing deterioration for M&S, as for other companies as well. M&S’s strategy was designed in a manner to cater to all the levels of the society by providing quality products at competitive prices. Secondly, there were larger amounts of wealth that was available among the general public. This caused the people to look for buying clothes as they were seeking status through clothes. This was one issue where the choice of the people was changing, and the buying power of the general public was increasingly growing. Also the company found it difficult to compete with the supermarkets. The effects of this were mainly seen in terms of the pre - packed foods. This became an issue

Mass sterilization of women in Puerto Rico Essay

Mass sterilization of women in Puerto Rico - Essay Example In order to make achievement of aims and objectives of the operation easier, an NGO inaugurated and operated around 23 birth control clinics. In addition to this, a bill was passed through Puerto Rican parliament, which facilitated the marketing of contraceptives. In addition to this, another 159 clinics were opened in different parts of Puerto Rico by passing another legislative bill. The bill also empowered Department of Health in Puerto Rico to conduct sensitization sessions with the population, to educate them about contraceptives and where are the clinics, which may provide population, the pregnancy prevention methods. With such extensive efforts and hard work, around 33.8% of Puerto Rican women went into the sterilization process and gave up their ability to give birth (Carmen and Tietze). The type of sterilization operation that Puerto Rican women gone under was forced sterilization. These women were forced by Advocates, doctors and officials of the US government to go through sterilization operations in order to control the birth rate of the country and excel the country’s growth. Beside this forced sterilization, Puerto Rican women were also provided with birth control pills. These birth control pills proved to me more beneficial than sterilization because it was easy to use and easy to get, under the strict laws of Puerto Rico, which prevented the sale of these pills in clinics and dispensaries (Aviles and Yamila). This part of the analysis looks at the reasons why such operation was carried out in the first place. By controlling birth in Puerto Rico, United States aimed at improving the economic and financial landscape of the... The type of sterilization operation that Puerto Rican women gone under was forced sterilization. These women were forced by Advocates, doctors and officials of the US government to go through sterilization operations in order to control the birth rate of the country and excel the country’s growth. Beside this forced sterilization, Puerto Rican women were also provided with birth control pills. These birth control pills proved to me more beneficial than sterilization because it was easy to use and easy to get, under the strict laws of Puerto Rico, which prevented the sale of these pills. This part of the analysis looks at the reasons why such operation was carried out in the first place. By controlling birth in Puerto Rico, United States aimed at improving the economic and financial landscape of the country. Previously, Puerto Rico was considered as being the most densely populated area in the world. The social structure of the country was near to destruction. This is because, not all of Puerto Rican children and youth had access to quality education. Whilst, they were not getting the education, they spent most of their time roaming around in the streets and indulging into anti-social activities. On the other hand, food and water shortage was creating massive problems for the government as the increasing population resulted in increasing demand for basic necessities. People were dying on the streets due to hunger and thirst. Another worst scenario was unavailability of quality health care facilities.

Abu Dhabi Islamic Bank and First Gulf Bank Research Paper

Abu Dhabi Islamic Bank and First Gulf Bank - Research Paper Example The banks in UAE generally belong to two types and they are national and foreign. In the present situation there are around 46 operating banks in UAE among which 21 national banks. The banks are listed either on the Abu Dhabi Securities market or that of Dubai Financial market. Another important feature is rapid spread of Islamic banking with a range of sharia compliant product introduced in the market. The Islamic finance deals like Ijara transactions are highly common in property purchasing deals. Investment is huge with attractions of potential investors (UAE banking sector Report, 2007, p.1). The paper will deal with five common products of two banks operating in UAE. One is the First Gulf Bank (FGB) which is a conventional bank with its branches in some Asian countries and Abu Dhabi Islamic Bank (ADIB) which centers on with the strict principles of Sharia law and operates nationally. Finally after discussion a comparative analysis will be made. Abu Dhabi Islamic Bank (ADIB) Abu Dhabi Islamic Bank (ADIB) set its journey on 20th May 1997 in the form of a Public Joint Stock Company following the Emri decree 9 of 1997. The commercial operations of the bank started on November 11,1988 with the formal inauguration by His Highness Sheikh Abdullah Bin Zayed Al Nahyan, on 18th April 1999.The banks holds a vision to be one of the top tier global Islamic financial services group (5% Cashback with ADIB Covered Cards this summer, 2012). ADIB in the year 2010 introduced a new brand identity as its symbol of new promise. The bank has executed extensive research in the identification of ways which would be suiting the personal needs of customers. The bank delivers unique solution guided by the timeless rule and principles of Sharia. The bank also resides on the principle of banking as it should be. The employees of the bank are working 24*7 in order to implement the rules but also the execution of the powerful promises and offerings which the bank provides. The financing process of the bank is simplified and equipped with the latest e-ADIB Internet Banking which is highly safer and convenient in its use. The bank caters a large number of financial products and also launched some new products and services which lead to the ultimate satisfaction of the clients. Now the focus will be on the products of the ADIB bank with their detailed information and their mechanism (Corporate Banking, 2012). Deposits One of the primary goals of the customers within a banking interaction is that of deposits as keeping cash aside for the future is highly essential in hedging the uncertainties of the future. The deposits option in the ADIB bank helps the customers in making their money work and channelize in the way they want. The 24 hours ATM network service also provides instant access to the funds of the customers (Business Banking, 2012). The corporate banking offers a huge range of Sharia compliant Islamic banking solutions includes a large range of Sharia complain t Banking solutions including Murabaha, Istisnaa, Ijara, Islamic covered drawings and other Shari’a compliant products. The corporate banking highly caters on the expansion as well as innovation of tailor made pure Islamic banking solutions to the clients. The Corporate Banking client profile is segmented into government and public sector entities, financial institutions and a diversified private sector base of Trading, Contracting, Real Estate, Energy, Transportation, Manufacturing and other industries within the bank’s target market. Specific screening criteria have been developed to ensure origination of risk in these segments is in accordance with

Lavin on Caravaggio, Alpers on Velazquez, Hyde on Boucher Essay

Lavin on Caravaggio, Alpers on Velazquez, Hyde on Boucher - Essay Example With respect to Velazquez’s painting on Las Meninas, Alpers mentions that certain contents and elements in the artist’s paintings are solely appended on the historical contexts of the characters rather than on their natural pictorial representation. Technically, artificial representation of elements and contexts in Las Meninas is in tandem with the 17th Century painting where important contents were fore-grounded or proximally situated with respect to auxiliary contents. Apparently, the pictorial quality of Las Meninas is inventively created and sustained so as to distinguish particular features from others (Alpers 34). For example, the princess together with the dwarf maid in Velazquez’s painting is wholly depicted on the painting’s foreground. However, the upstanding soldier and other characters at the rare are casually acknowledged as a means of creating a gaze rather than a glance on the viewer. Therefore, Velazquez’s paintings of Las Meninas ar e anecdotally narrative as opposed to being genuine in nature. Predictably, the artificial representation of characters in Las Meninas is meant to highlight the distinguishable social ranks of different characters. With respect to Boucher’s portrait of Pompadour at her Toilette, Melissa Hyde acknowledges the fact that the painting is a self-representation image; hence Boucher played a re-representation role in creation of the pictorial artwork. Apparently, Pompadour wanted to self-depict herself in front of a mirror. As a result, Boucher strived to pictorially represent.

Development and Implementation of Direct and Internet Marketing Essay

Development and Implementation of Direct and Internet Marketing Strategy in Nokia - Essay Example Similarly, many companies have embraced the use of direct marketing to lure customers into buying and remaining loyal to the company’s products. Direct marketing strategy is adopted to ensure the success of the marketing campaign. It involves companies approaching the consumers with their products and survives with the aim of meeting their goals by influencing an action through buying, ordering, requesting more information as well as visiting the company website (Roberts, 1999:18). Internet marketing strategy involves the use of internet to attract people or to give more information about the company’s products through directing them to the company website, increasing customers to the organization as well as branding the organization with its products (Clarke, 2005:172). Over the past years, Nokia has been on the leading end in the development and implementation of direct and internet marketing strategy which has promoted its growth in terms of product penetration and a cquisition of the market share. Similarly, this marketing strategy and ensured the company grows its revenue as it keeps on launching new products to counter its competitors. This research paper will outline how Nokia develops and implements direct and internet marketing strategy as it gives the achievements and limitations of this marketing strategy. ... Since its establishment, the company has been on steady growth as it operates in more than 120 nations across the world with employees above 100,000. Nokia has annual revenues of 30 billion euro which has placed it second mobile phone maker after Samsung as at 2012. The company commands the mobile phone industry with its current share marked at 23%. Despite the steady growth that the company has enjoyed over the years, its market share has not remained stable from last year due to developments and entry of smart phones by other agencies. The introduction of iPhone which runs Google android operating system has systematically contributed to the declining market share of the corporation. However, the company is working on strategy to ensure it counterattack the new agencies by partnering with Microsoft to ensure all Nokia smart phones are incorporated with Microsoft window as their operating system. Besides this, Nokia has elaborated ways of capturing certain markets as it develops pro ducts which meets the demands of certain age group of the society (Mangan, 2012). Their marketing strategy is very essential in ensuring they reap from the untapped markets both online and direct. Frameworks and Approaches to Direct and Internet Marketing Nokia has been on the forefront towards direct and internet marketing since competition in the mobile telecommunication industry is flooded with the entries of new products as well as new agencies. This has pushed the company to venture into direct marketing at ensuring they meet their target population as well as consumers towards realizing the existence of the company products and services. Nokia have embraced the use of direct marketing

Importance of parental involvement in their children education Essay Example for Free

Importance of parental involvement in their children education Essay Substantial quantity of research has been conducted in the area of parental role in their children academic achievement and adjustment. Parental involvement in their children educational activities at early stages involves both creating an enabling environment at home that foster academic attainment and direct involvement in literal skills (Gillian and Bernadette 2006). This is in a view that pupils have two categories of teachers: parents and teachers at school. Generally, research show that there is an increased parental involvement in their children’s education at early stages of about 92 percent, with women showing more commitment as compared to men (Maxwell and Johnson 2002). However, the outstanding question remains to be how parental involvement is done best to facilitate children achievement. In response to this question, Moore and Wade (2000) states that parents as prime educators of a child have a significant influence on the children’s learning in schools and beyond schooling to social, economical mindset and cognitive development. The parent involvement at school level includes assisting children during lunch times and providing necessary study materials for their children such as chats. While at home parents get involved in their children’s educational activities by teaching their children nursery rhymes or/and songs, reading together, narrating poems or stories together and assist with assignments or homework. This learning activities to a great extend do help the children attain literacy skills, discipline due to association and modeling from parents, socialization benefits and the boost in their cognitive abilities especially memory (Moore and Wade 2000). The body of research available indicates that parental involvement in their children learning activities influences their learning positively. The areas that are greatly affected positively are outstanding: overall academic performance, cognitive competence; fewer indiscipline problems due to low delinquency level and discipline maintenance by parents; problem solving-skills resulting from parental guidance in problem solving skills; and fewer cases of absenteeism due to greater school enjoyment (Gillian and Bernadette 2006). Research conducted by Sammons et al. (2001), found out that the learning activities that the parents engage in with their children at home have a positive impact on the children’s social and cognitive or intellectual development as a result of child-parent attachment (Sammons et al. 2001). Therefore, this finding implies that what parents do to their children in terms of their learning whether formal or informal is better than what they are to their children. Hence, it is inherent that parental income, educational background or parental occupation does not precede their contribution to their children intellectual development. Similarly, research on children’s literal skills in relation to their parent involvement in their education activities overwhelmingly supports positive influence (Porsche, Jordan and Snow 2000). Child-parent involvement in reading activities at home has impact on two dimensions about language aspects. First, the impact on learning activities usually includes attainment of language expressive skills, achievement in reading tasks and language comprehension (Moore and Wade 2000). Second dimension, involves cultivation and facilitation of the child’s attentiveness in reading lessons or sessions, reading interest and a positive attitude for reading (Gillian and Bernadette 2006). These two achievable dimensions through child-parent involvement create an incentive for reading skills and the necessary mechanisms that help support the incentive for reading. Parental involvement in their children academic activities is linked to the child’s benefit in terms of formal literacy learning. The leading child-parent academic activity like reading is an important determinant of child’s emergent literacy and language attainment. Moreover, the children introduced to books by their parents early ages they usually have a good head start and an overall advantage over their counterparts in primary (Porsche, Jordan and Snow 2000; Moore and Wade 2000). More empathically, the research shows the more the children and their parent are involved in literacy skills like speaking, reading, writing of language and numbers, and listening; the more long-lasting effect of retention to the child. Furthermore, parental influence is strongest in the reading subject to young pupils as compared to other subject as children demonstrate they can imitate their parent’s voices and pronunciations while reading (Moore and Wade 2000). Therefore, it should be seen that this strong reading influence is important in the sense that reading skill is basic to all subjects successful understanding and learning. Additionally, the parental influence demonstrated through their interest in their children’s education has a positive influence for teenage age of 16 (Gillian and Bernadette 2006). Findings by Sammons et al. (2001) reveals that parental involvement in their children’s learning environment and support go beyond educational and literacy attainment. This finding demonstrate that children that and good intimacy, attachment and interaction with their parents exhibited greater emotional and social development especially in a nuclear family set up. Most of the areas of emotional and social development are life satisfaction, self-control and self-direction, good mental health, resilience to stress, stable and positive relationships resulting to stable marriages and social adjustment is excellent. Conclusion In conclusion, this paper indicate that parents involvement in their children’s education activities has positive influence on the children’s educational outcomes; the view widely supported by research. The major dimension that child-parent interaction in educational activities are: academic performance, cognitive competence, fewer indiscipline problems, problem solving-skills, and fewer cases of absenteeism. Moreover, the strongest and important influence is the long-lasting reading skill that is crucial excelling in other subject areas. Therefore, parents ought to encourage continuing their involvement in their children’s learning. Bibliography Gillian P, Bernadette D 2006, Contemporary Issues in the Early Year, SAGE, London Maxwell S. Johnson, L 2002, â€Å"A five-year longitudinal study on Parental involvement in the development of childrens reading skill† Child Development, 74, (12), 442-456. Moore, M Wade, B 2000, A sure start with books, Early Years, 21, 33-48 Porsche, MV, Jordan, GE, Snow, CE 2000, â€Å"The effect of a family literacy project on kindergarten students early literacy skills: Project EASE†, Reading Research Quarterly, 36, 521-531. Sammons, P et al. 2001, EPPE project on Cognitive, Behavioral and Social development at 3 to 4 years in relation to family background. The effective provision of pre-school education, The Institute of Education, London

Economic Contribution of Women Essay Example for Free

Economic Contribution of Women Essay 1. Introduction This short paper aims to highlight the important role women have and can play in economic development. It addresses three questions: what is the evidence base to support investing in women? What are the current constraints on realising the full potential of women in the process of economic development? What are the priority areas of intervention necessary to unblock these constraints? It is focussed on women and on economic development, rather than on the wider issue of gender and development. However, before looking at the evidence base, constraints, and interventions, it will provide a brief context of the evolution of thinking around women and development.1 1. The Evolution of ‘Women in Development’ to ‘Gender and Development’ In the  1970s, research on African farmers noted that, far from being gender neutral, development was gender blind and could harm women. Out of this realization emerged the Women in Development (WID) approach, which constructed the problem of development as being women’s exclusion from a benign process. Women’s subordination was seen as having its roots in their exclusion from the market sphere and their limited access to, and control, over resources. The key was then to place women ‘in’ development by legislatively trying to limit discrimination and by promoting their involvement in education and employment. The WID approach led to resources being targeted at women and made particularly women’s significant productive or income generating contribution, more visible. Their reproductive 1 This paper has been prepared with inputs from the membership of the SDSN Thematic Group on the â€Å"Challenges of Social Inclusion: Gender, Inequalities and Human Rights†, including: Kwadwo Appiagyei-Atua (University of Ghana, Legon), Jan Egeland (Human Rights Watch), Todd Minerson (White Ribbon Campaign), Richard Morgan (UNICEF), Sanam Naraghi-Anderlin (International Civil Society Action Network), Elisabeth Prà ¼gl (Graduate Institute of International and Development Studies), Magdalena Sepà ºlveda Carmona (UN Special Rapporteur on extreme poverty and human rights), and Valmaine Toki (UN Permanent Forum on Indigenous Issues). contribution was less well emphasised. While WID advocated for greater gender equality, it did not tackle the real structural problem: the unequal gender roles and relations that are at the basis of gender subordination and women’s exclusion. This approach also focussed on what have been termed practical gender needs, such as providing better access to water, which would reduce the amount of time women and girls must spend in domestic activities and thus allow them more time for education or employment. There was no questioning why collecting water has been constructed as a female responsibility, or why improved access to water is a need of women and girls only. In the 1980s, the Gender and Development (GAD) approach arose out of the critique of WID. GAD recognised that gender roles and relations are key to improving women’s lives, with the term ‘gender’ suggesting that a focus on both women and men is needed. More recently, the need to understand how gender intersects with other characteristics such as age, ethnicity and sexuality has been noted. The GAD approach recognises that it is not sufficient to add women and girls into existing processes of development but there is also a need to problematise why they are excluded, advocating that the focus should be on addressing the imbalances of power at the basis of that exclusion. GAD also questions the notion of ‘development’ and its benign nature, implying a need to shift from a narrow understanding of development as economic growth, to a more social or human centred development. GAD projects are more holistic and seek to address women’s strategic gender interests by seeking the elimination of institutionalised forms of discrimination for instance around land rights, or ensuring the right of women and girls to live free from violence, for example (Molyneux 1985; Moser 1989). The 1990s witnessed the ‘rise of rights’ as many NGOs and agencies adopted a rights-based approach to development. Rights increase the recognition that women’s demands are 3 legitimate claims. The most notable success for the women’s movement has perhaps been the establishment of sexual and reproductive rights as such. Within this has been recognition of women’s right to live free from violence, and a broadening of understanding of violence against women from ‘domestic’ to ‘gender based’. There was also a shift in understanding development as meaning economic development to a more holistic social development focus, yet economic growth remains the main driver. For the majority of large development organisations and agencies, the WID approach has now largely been replaced by GAD, which has been institutionalised within the notion of gender mainstreaming. Mainstreaming  involves ensuring that a gendered perspective is central to all activities, including planning, implementation and monitoring of all programmes, projects, and legislation. While critiqued if undertaken merely as a ‘tick box’ exercise, gender mainstreaming offers a potential for placing gender at the heart of development. However, women’s ‘rights’, particularly sexual and reproductive health rights, are not universally accepted as rights, and violence against women remains prevalent across the globe, and women still lack full and equal participation in economic and political life. Mainstreaming has yet to succeed and there is a need for a continued prioritisation of integrating women into development. 2. Evidence on the Importance of Women to Economic Development The most influential evidence on the importance of women to economic development has come from research used to support the World Bank’s ‘Gender Mainstreaming Strategy’ launched in 2001 (Dollar and Gatti 1999; Klasen 1999). This research highlighted that societies that discriminate by gender tend to experience less rapid economic growth and poverty reduction than societies that treat males and females more 4 equally, and that social gender disparities produce economically inefficient outcomes (World Bank 2001a). For example, it is shown that if African countries had closed the gender gap in schooling between 1960 and 1992 as quickly as East Asia did, this would have produced close to a doubling of per capita income growth in the region (WBGDG 2003). The primary pathways through which gender systems affect growth are by influencing the productivity of labour and the allocative efficiency of the economy (World Bank 2002). In terms of productivity, for example, if the access of women farmers to productive inputs and human capital were on a par with men’s access, total agricultural output could increase by an estimated 6 to 20 percent (World Bank 2001b). In terms of allocative efficiency, while increases in household income are generally associated with reduced child mortality risks, the marginal impact is almost 20 times as large if the income is in the hands of the mother rather than the father (WBGDG 2003). Identification of women as being a reliable, productive and cheap labour force makes them the preferred workforce for textiles and electronic transnational corporations. Perception of women as ‘good with money,’ including being better at paying back loans, has led them to be targeted in microfinance programmes. Recognition of women as more efficient distributors of goods and services within the household has led to them being targeted with resources aimed at alleviating poverty, such as cash transfer programmes. The above shows how the justification for including women in development in economic growth has been an efficiency argument, with equity concerns being 5  somewhat secondary. Critics suggest this instrumentalist approach to engendering development, while bringing economic growth gains, will not fundamentally change the position and situation of women. It is important to note that while gender equality will help bring economic growth, economic growth will not necessarily bring gender equality. Advancing gender equality requires strengthening different dimensions of women’s autonomy: economic and political autonomy, full citizenship and freedom from all forms of violence, and sexual and reproductive autonomy (Alpà ­zar Durà ¡n 2010). 3. Constraints on Realising the Full Potential of Women in the Process of Economic Development Investment in the human capital, health and education, of women and girls is presented as a key way forward as witnessed by the MDGs. The logic is that ‘educated, healthy women are more able to engage in productive activities, find formal sector employment, earn higher incomes and enjoy greater returns to schooling than are uneducated women†¦Ã¢â‚¬â„¢ (WBGDG 2003: 6). Educated women are more likely to invest in the education of their own children, and they are also more likely to have fewer children. Thus investment in human capital has positive short and longer term/inter-generational outcomes and is good for both productivity gains and limiting unsustainable population growth. However, attention has narrowly focussed on ensuring the equal access of girls to primary education. Inequality of access to secondary and higher education persists, as does the limited engagement of girls in the study of science and technology, limiting  the future life and employment options of adolescent girls. Willingness to school, feed, and provide healthcare to girls is far more strongly determined by income and the costs of providing these services than is the case for boys. Sen’s ‘100 million missing women’ is testimony to how girls are discriminated against in terms of the allocation of household resources to the point that it creates a gender imbalance in some societies and countries. Families are often unwilling to invest in the education of girls if this investment is not perceived as bringing them direct economic gains girls are valued only as wives and mothers, and/or marriage transfers any potential future gains from this investment to another family. As 1 in 7 girls marries before the age of 18 in the developing world (UNFPA 2012), early and forced marriage remains a key issue and an important factor limiting young women’s engagement in both education and economic activities. Justice institutions, from the police to the courts, continue to deny women’s right to justice. Women and girls remain unable to access justice, given that in many countries there are still laws that discriminate against women in relation to the family, property, citizenship and employment. Justice systems also do not meet the needs of specific groups of women, such as indigenous women who are discriminated against and face violence in the public and private spheres based on both gender and race (UNPFII 2013). Cultural factors limit women’s rights and engagement in the workplace. Religion still has a key role to play in determining gender norms in many cultures and fundamentalist views across the spectrum of religions threaten or deny women’s rights, including rights related to sex and sexualities, and to mobility and employment. Economic fundamentalism, policies and practices that privilege profits over people, also deny women their rights as workers and to work. While political culture is important for bringing change, women continue to have a limited voice at the local and national levels, and women  are not able to fully participate in formal systems of power. In the majority of cultures unequal gender and generational relations exist within households with the male ‘head’ having a high level of control. A woman going out to work is often read by others as meaning the man is unable to provide for his family, making men reluctant and thus limiting women’s engagement in paid work through violence or the threat of violence. When women do engage in paid work, it can improve their voice in the home and ability to influence household decision-making. It can also lead to conflict in the home, especially if women earn more than men, or women’s employment coincides with men’s under or unemployment. In the last decades, a ‘crisis in masculinity’ has been recognised, relating to the changes in men’s roles and positions through processes of globalisation, suggesting a need to focus attention on men if these changes are to bring transformative progress towards greater equality, rather than further harm women. Women continue to suffer limited mobility and, in some cultures, women are not able to leave the home if not accompanied by a man, effectively negating any type of paid employment. Even when women are allowed to leave, they may face verbal, sexual and physical abuse from unknown males for being in the street and face gossip and stigma within their own communities. The growing levels and extremes of violence against women have been captured in the notion of femicide – the killing of women by men just for being women, including ‘honour killings.’ In Mexico for example, the term femicide has been used to describe female factory workers being killed for going against gender norms and engaging in paid work outside the home. One in three women across the globe will experience violence at some stage in her lifetime. Violence against women and girls, or the threat of violence, be it physical, sexual or emotional, both in the private and public spheres, at the hands of known and unknown men, 8 remains a key limiting factor to women’s mobility and engagement in  processes of development. Women who work at home have limited opportunities. While women are very engaged in agriculture, this is generally subsistence rather than cash crops. It is estimated that women own only 1% of property and lack of rights to inherit or own land, which severely limits women’s engagement in larger scale cash crop production. Even when women can inherit land, the need for male protection or labour may mean they will give the land to male relatives. Lack of land ownership may also stop them participating in schemes to improve agricultural output, while lack of wider assets disallows them from accessing loans. Given their lower asset base, women farmers may be most affected by climate change, and while having knowledge of how to adapt, they may be least able to adopt appropriate adaptation strategies. World Bank research has highlighted how the poor are less likely to engage in higher riskreturn activities and the result is that the return on their assets is 25-50% lower than for wealthier households (Holzmann and Jà ¸rgensen 2000). While not a gendered analysis, women’s relative poverty, lack of assets, and lack of experience might mean they are particularly risk averse keeping them from higher return economic initiatives. However, women have been shown to use micro-finance effectively to develop small enterprises and are recognised as good at paying back loans. When women are in paid employment, they are more likely to be engaged in part time rather than full time work, in the informal rather than the formal sector, and across the globe women earn less than men for comparable work. 9 During the recent financial crisis, measures to protect ‘the poor’ through employment programmes have not considered the gendered dimensions of crisis, yet women may have been more severely affected than men and in more diverse ways. Economic and financial crises cannot be seen in isolation from food, fuel, water, environment, human rights, and care crises (AWID 2012). Women face particular risks during disaster, which climate change may increase, and during conflict. In particular, the risk of physical and sexual violence increases. Agencies not only fail to protect women and girls, but their  reproductive and particularly their productive needs are often overlooked in crisis response and peacebuilding. While remunerated work is important for women, it is important to remember that women still undertake the bulk of unpaid work in the home, household plot, or family business. They have the primary responsibility for caring for children and older people as well responsibility for undertaking activities such as collection of water or firewood. Women play the key role in the ‘care economy’, which not only provides care to the young, old and the sick, but also is vital for ensuring a productive workforce. As this work is not remunerated, it is undervalued and lies outside general conceptualisations of the economy. Women engaged in paid work often face a double work day, since they may only be ‘allowed’ to work as long as their domestic duties are still fulfilled. This means women are time poor and the time burden may impact on their health and wellbeing. To alleviate this burden and free women to enter paid work, daughters may be taken out of school to cover the domestic work, with related negative impacts on their education and ability to seek remunerated work in the future. Women’s continued inability to control their own fertility means that childbirth limits their ability to engage in productive activities. Even when reproductive health services are 10 provided, this is not enough to ensure women’s ability to access them. Men may see the decision over if and when to have children to be their decision, and large numbers of children may be read as a sign of male fertility and power, which becomes more important when masculinity is threatened. In many cultures, discussion of sexualities remains taboo, denying access and rights to those who do not conform to the heterosexual ‘norm’. The sexual and reproductive rights of adolescent girls in particular may be overlooked and they may be denied access to reproductive health services if they are unmarried. Research establishes a link between education and women’s ability to control their fertility. Studies also show that paid work can promote greater understanding of sexual and reproductive rights among women. Women’s socially constructed altruistic behaviour means that economic resources that enter the household via women are more likely to be spent on household and children’s needs. Female-headed households may not be the ‘poorest of the poor’ as popularly constructed, since women who live with men may suffer ‘secondary poverty’ the household overall is not poor but, as the man withholds income for personal consumption, women and children within the household are poor (Chant 2006). When women earn, men may withhold even more of their income, leaving women and children with access to the same level of resources but improving the position of women through greater control of those resources. This ‘irresponsibility’ of men has meant women have been targeted within poverty reduction and social policy initiatives. While the targeting of women with resources is welcome, the associated â€Å"feminisation of obligation and responsibility† (Chant 2008) for delivering policy outcomes may not only marginalise men but add further to women’s existing triple burden of reproductive, productive, and community management work. It may privilege their reproductive over their productive role and reinforce women as mothers rather than workers. Care needs to be taken to ensure that programmes serve women’s needs and women are not merely placed at the service of these policy agendas (Molyneux 2007). It is important to remember that policies to promote economic development that include women but do not tackle the structural inequalities at the basis of their exclusion may bring growth gains, but will not necessarily bring gender equality gains. 4. Priority Areas of Intervention Necessary to Unblock these Constraints Women’s groups and movements across the globe continue to promote as fundamental the need to respect and defend women’s sexual and reproductive health rights. Women’s groups and movements also continue to be fundamental to promoting these rights, but many find themselves under threat for this focus. Sexual and reproductive rights are critical for social and economic development. Without these rights, women and adolescent girls cannot make decisions around fertility, repeated childbirth keeps them from income generating activities and reduces productivity, and early and forced marriage keeps young women from education and employment. Sexual, emotional and physical violence and the threat of violence limits women’s mobility, confines women to the home, and keeps them from engaging fully in processes of social and economic development. Men and boys can have a role to play in the prevention of genderbased violence and the promotion of gender equality. Threats to women’s rights exist on many levels, including those posed by culture, religion, and tradition, as well as processes of globalisation and economic change. A right gained is not a right maintained unless there is constant monitoring of rights. There is a need to strengthen women’s access to both formal and informal justice systems, and ensure these are responsive to advancing all women’s equal rights, opportunity, and participation. Improving women’s political voice is also crucial here. Women’s responsibility for unpaid domestic work makes them time poor as well as more economically dependent on men, yet is vital for ensuring a healthy and productive workforce. While investment in infrastructure such as water, sanitation and electricity is important to ease the time burden associated with these tasks, it does not change how unpaid work and the care economy is conceptualised and valued. Financial, environmental, and health crises intensify the need for care services with the care burden falling disproportionately on women and girls. Policies to provide affordable, quality child care and adequate healthcare services would not only free women to enter paid employment, but also help change care work from being understood as a ‘domestic’ responsibility to a collective responsibility. This change in how care work is conceptualised and valued should be a longer-term goal. In the short term, there is a need to create full, decent productive employment opportunities for women and access to finance, as well as continue to provide social protection, and more importantly promote and value women as ‘good with money’. Key for economic growth is the promotion of women’s economic rights which entails promoting a range of women’s rights: their sexual and reproductive rights and rights to education, to mobility, to voice, to ownership, and to live free from violence. References Alpà ­zar Durà ¡n, L. Keynote speech at High-Level Roundtable â€Å"The implementation of the Beijing Declaration and Platform for Action, the outcomes of the 23rd special session of the General Assembly and its contribution to shaping a gender perspective towards the full realization of the MDGs. 54th session of the UN Commission on the Status of Women, United Nations Headquarters NY, March 2010. AWID. Getting at the Roots: Re-integrating human rights and gender equality in the post2015 development agenda. Association for Women’s Rights in Development, October 2012. Chant, S. Re-thinking the feminization of poverty in relation to aggregate gender indices, Journal of Human Development (7 (2), p.201-220), 2006. Chant, S. The â€Å"feminisation of poverty† and the â€Å"feminisation† of anti-poverty programmes: Room for revision? Journal of Development Studies (44 (2), p.165–197), 2008. Dollar, D and Gatti, R. Gender Inequality, Income, and Growth: Are Good Times Good for Women? Gender and Development Working Papers, No. 1, May 1999. Holzmann, R. and S. Jà ¸rgensen. Social Risk Management: A new conceptual framework for social protection and beyond, Social Protection Discussion Paper Series 0006, Social Protection Unit, Human Development Network, The World Bank, February 2000. Klasen, S. Does Gender Inequality Reduce Growth and Development? Evidence from CrossCountry Regressions, Gender and Development Working Papers No. 7, November 1999. Molyneux, M. Two cheers for conditional cash transfers, IDS Bulletin (38 (3), p.69–75), 2007. Molyneux, M. Mobilization without emancipation? Womens interests, the state, and revolution in Nicaragua, Feminist Studies (11 (2), p.227–254), 1985 Moser, C. Gender planning in the Third World: Meeting  practical and strategic gender needs, World Development (17 (11), p.1799–1825), 1989. Sen, A. More than 100 million women are missing, New York Review of Books (37 (20), 1990. UNFPA, From Childhood to Womanhood: Meeting the Sexual and Reproductive Health Needs of Adolescent Girls. Fact Sheet: Adolescent Girls’ Sexual and Reproductive Health Needs, 2012. UNPFII. Study on the extent of violence against women and girls in terms of article 22(2) of the United Nations Declaration on the Rights of Indigenous Issues (E/C.19/2013/9), 2013. WBGDG. Gender Equality and the Millennium Development Goals, World Bank Gender and Development Group, April 2003. World Bank. Social Protection Strategy: From Safety Net to Springboard, Washington DC: World Bank, 2001a. . Engendering Development Through Gender Equality in Rights, Resources, and Voice, New York: Oxford University Press, 2001b . Integrating Gender into the World Bank’s Work: A Strategy for Action. Washington DC: World Bank, 2002. 15

Reviewing Personal Development Through Reflective Practice Social Work Essay

Reviewing Personal Development Through Reflective Practice Social Work Essay The road up ahead unnoticed was damp in strong rain let loose against a grey sky that hung in desperation. Then shouts shook up the vicinity as a short craggy boy came in view, just enough to be seen chasing after a grown man. Dark skinned he perspired of fear while he threw large stones in the direction of his pursuit. His father straddled along howling while doing the same. The chase moved on almost reaching the street corner when the grown man abruptly turned about, drew out a long knife and unsurprisingly took in the direction of the boy. Five weeks before today, I had at my desk a 13 year old girl admitted for sexual abuse which occurred in an out of campus activity over the weekend, and involved two boys ages 14 and 15. I took up the intake interview for document support for criminal charges. The girl was an obvious difficult untrue to her shattered self, torn between betrayal and the worth of protecting friendship. I was in some sort of conflict myself, appalled with the clinical findings, and given the ages of these children involved. Both accused and the victim belong to families of lower income brackets with parents working in the informal sector. Later at night what first came to mind was a concept put forward by Reginald Revans in the 1940s that People had to be aware of their lack of relevant knowledge and be prepared to explore the area of their ignorance with suitable questions and help from other people in similar positions. Revans developed on the idea individuals successful with self development are those in adversity who struggle to understand themselves. The formula prescribes L = P + Q where L is learning; P is programmed thought or what is taught or read knowledge and Q is questioning to create insight. Apparently what I hoped to attempt, if any, was to learn in the execution of my task. In my circumstance as a social worker in child protection for disadvantaged communities; many deep, painful thoughts had me that I questioned if I could make sense of it at all. But work itself, frequent with disordered and dysfunctional children and families, brought me to understand the importance of perfecting the tool of reflective practice. Reflection nourishes the soul as it is a tough discomfort to take issues of the self to the fore. Whatever else is said of it, the tool can elicit insight and appreciation, and develop certain faculties of the mind. It is through reflective practice that I am competent and confident to work positively toward the best outcome in the interest of child with whom we work. This I began to write a few lines every night about my tasks, thoughts, fears, and achievements which helped me to focus and determine the real issue. Reflective practice is an element of learning through the involvement of self in exploring ones responses in an experience (Boud, Keogh and Walker, 1985). One must begin by understanding the purpose and definitions of reflective practice well explained in the writings of Johns and Freshwater (1998). The process requires methodical recording events and experiences in diaries and journals (Zubbrizarreta 1999 and Tryssenaar 1995), or professional development diaries to return and improve interpretations (Clouder 2000). The method is taken further by Gillings (2000) in placing emphasis on a sincere commitment to self enquiry and a readiness to change through honesty and openness. This argument is supported by Atkins (2000) by determining self-awareness of temperament and conviction as essential to the reflective process. Ann is a transferee to the university where she easily became friends with gang groups. One weekend she was invited to come join a swimming event on June 28, 2008. After swimming these teenagers decided to drink and others took a dose of marijuana. Ann managed to get too drunk that was left behind with two boys who promised to take her home. Ann was raped that night. The activity held outside campus was not led by the academe that jurisdiction and responsibility is argued. L O G I thought it would be a sweeping case for it concerned eleven minors of the same campus, having managed to access liquor and drugs. I believed there was neglect and unkindness on the part on all participants of the activity for leaving a vulnerable girl to the care of bullish boys, and passed judgment that this was some fraternity issue. Because I knew of the forensic evidence and laboratory results, it was difficult to let go. As I struggled with myself, I discovered the later developments in reflective practice threshed that individuals reach a limit reflecting alone, unaided (Boud, Keogh and Walker, 1985) and that there is more benefit to adopt reflective practice in a group setting or one-to-one forum through supervision (Fisher 1996). Other articles refer this as a guided reflection or learning sequence by studying ones feelings that an evolving of ideas and appreciation spills out. Mann (2008) presents shared reflection to reap benefits of continuity, trust, peer support and an opportunity to reframe. Possible harmful outcomes in spite the aim to provide self direction are also expressed in other works 1-busy work, 2-lack of impact, 3-rejection by clients, 4-misplaced confidence, 5-reflection without learning, 6-intellectualizing reflection, 7-inappropriate disclosure. The article points out that shared reflection is enabled by free expression of opinion when there is a common perceived usefulness of the activity and prior reflective practice experience. However the actual implements of shared reflection could differ as to organizational climate and allocation of time for reflection. But with the many work constraints, shared reflective activities was not possible at the moment. I adamantly guided Ann to pursue a criminal case. A complaint against the boys was filed in the court under IS No 08-1777. However, with the law protecting minors below 16 in place, the prosecutor dismissed all criminal charges with reason that these boys are below age of maturity. It was not long that these kids are back in campus. Inquiries on the incident were in sequels which the small institution claiming lack of jurisdiction had nothing to do and nothing more could be done. Cruelly enough, the boys taunt Ann in campus that she reports to her father who in return assaults one offender. Anns father is charged for frustrated murder and child abuse on the boy still not proven guilty. L O G I was totally devastated with the fact offensive sexual conduct shall pass without incarceration or remorse, seeing that the laws that protect children in conflict a twist. In as much as the boys are exempt from criminal liability, differentiation between wrong and right and the admittance of fault is not examined. While the state protects these boys from punishment, the state did not protect Ann. Gillian Ruch (2008) points out that there is more literature on definitions of reflective practice, when less thought is given to the conditions to facilitate its development. Insofar as this tool recognizes complexity and  uncertainty inherent in social work practice, there should be more emphasis on the need for practitioners to work within safe, clear, collaborative and communicative working practices that are interdependent -in respect reflective practice. Ann fell into depression; thinks it was her fault (she was too drunk) because she allowed the boys to abuse her. She caused all the troubles (her father beat up one of the boys who files a child abuse case against him and the fraternity wanted to avenge) She inflicts pains on herself (wrist slashing), ran away from home and seeks refuge from gangsters. Smokes, drinks, had some theft issues and turned promiscuous. L O G I felt responsible in some way for this behaviour and inadequate for not being able to do more. I though hard of ways to develop a positive self and positive self image for Ann. I involved too deeply with the family, encouraging parents to seek out opportunities to praise, reinforce, and recognize accomplishments. It consumed me, trying to get Ann to an improved ability to trust others in a developed sense. Models of reflective practice originate in different fields of study, typically depict an iterative process but are not explicit of the role of emotions. A simple model of reflection is to return to the experience and take feelings into account by recognition of emotion, attending to the feelings and developing a new perspective (Boud, Keogh and Walker 1985). Behaviour Ideas Feelings Returning to experience à ¢Ã¢â€š ¬Ã‚ ¢ Utilizing positive feelings à ¢Ã¢â€š ¬Ã‚ ¢ Removing obstructing feelings Re evaluating experience New perspectives on experience Change in behaviour Readiness for application Commitment to action Experience(s) Reflective processes Outcomes Looking at my case from a critical perspective, I have prepared a simple log. L O G What was I trying to achieve? I wanted badly to help Ann who was a naughty smart, completely lost in the age of adolescence. Why did I respond as I did? My frustration is coupled with the knowledge of several studies that have shown that as age increases in disadvantaged communities, boys have more liberty than girls to explore outside the home (e.g. Jones et al., 2000). And because these disadvantaged communities are less safe, the decline in a girls independent activities has crippled the overall growth of society. What were the consequences of that for the patient, others, myself? I have given my all to this case, but have time and fund constraints with the volume and limited manpower of our organization. Ann was sent to the Center for the Prevention of Child Sexual Abuse, another NGO with structured methods on handling child sexual abuse cases. How were others feeling? I came to meet the members of the childs family, who struggled through the issues and difficulty at hand. On the other part, the families of these boys manifested a displaced confidence. How did I know this? I kept in constant communication with the mother until a year after that I left work. Why did I feel the way I did within this situation? I knew that I could have done more. And I believe there is a need to evaluate the legislation. Did I act for the best? The constant weight of workload pressure and prioritization is often of concern to us as child protection workers. What knowledge did or could have informed me? Policy developments like these are important to be placed in the fore to promote better understanding of the real levels of risk to children in the various forms of social interaction. Does this situation connect with previous experiences? Not particularly, although admittedly I was drawn into this case. How could I handle this situation better? I should have been upfront with the family of the legislations in place such that the matter would be dealt with outside legal perspective. What would be the consequences of alternative actions for the patient/others/myself? There should have been a coordinated approach, assigning each child to a social worker effectually collaborating findings and cure for child disorientation. How do I now feel about this experience? Anger. I felt consumed by this experience and sore. Can I support myself and others better as a consequence? Yes. I have learned to distinguish the limits of my work and the level of attachment I can allow myself. How available am I to work with patients/families and staff to help them meet their needs? I extend myself in certain situations that compel or affected me more than the work should. Social work in disadvantaged communities is hefted with several constraints, if not stressful to a practitioner. A serious dilemma is that child protection and community is particularly influenced by poverty and other forms of inequality. It can be said that a harsher impact of transnational integration would be an increased number of anxious people, so much more in poorer communities, where support systems are unsurprisingly ineffectual with a shorthanded social workers group. In these depressed areas, where the core family unit is continually stressed, abuse easily coughs up. Adolescent sexual abuse is an experience relating to a broad spectrum of challenges across social work development, with suicide as the most severe outcome where much is lost. Other post trauma behaviours common are sexual risk-taking and substance misuse, depression, anxiety, and panic aggression and delinquency. With the escalating figures on abuse, my department puts up response to the WID (Women in Development), WAD (Women and Development) and GAD (Gender and Development) programs of the Government. It is among five pilot projects focused on women, children and family, catering a broad geographical coverage with mandate as Training Center. We use a total management approach particularly in severe cases of violence. We work closely with networks such as the Anti Child Abuse Network (ACAN, a national network), Gender Equality and Development (GEAD network in the city of Baguio) and the Regional Organization of Gender Focal Point (ROGFP). The department six years in existence is established through British funds. This concluded in 2006 leaving behind a vacuum in the handle of Family Needs-and-Risk-Assessment of victim survivors, including other forms of help (coordinating temporary shelter and home visits). My work as a social worker involves entering the lives of children and families in distress, conflict or trouble. To do so requires theoretical competence and self awareness. Reflective practice ensures that my motivations and past experiences are used to enhance our practice and to help me recognise our impact on others. With it I am also able to establish boundaries when working with children that I have become less assuming, although it does take experience, time, and skill. Noticeably, it has reduced my negative experiences as a service provider. I have the ability to step back and look at the bigger picture we are able to work more effectively with a service user. Reflection ensures confidence that our responses arise from the clients situation rather than our past or needs (Lishman, 2002). It prompts the evaluation of practice and gives way to opportunities to learn from experience by identifying what worked well and what may need to change. Reflective practice helps us to keep our commitment of continuous professional development and reinforces the importance of the attitude and keeps accountability at the forefront of our practice (Thompson, 2002). A crucial aspect of reflection is being able to use the criticism faced and utilize it-that is, turn the situation on its head, and learn something positive from it. Schon (1983) has explained, professional knowledge is grounded in professional experience. L O G In one time I consoled the mother of this young girl by telling her not to worry because this circumstance will make her stronger and wiser. And she snapped at me in disappointment that it was the least of her interest to gain strength and wisdom at the expense of her child. For long I was in moral conflict over the case. More so because it was a strong issue in the area of my work and to circles I involved in. Contradictions from interest groups mounted, many simply for the benefit of group funding among others. It was very sad because those hurt from the occurrence could not be helped. Deep inside me I questioned if we did protect the child and should be protect a child who abuses another child. The reflection of my inner conflict is drawn in the tree below. Child Protection RA 7610 Anti Child Abuse It was devastating and I was frustrated. Do the most significant and influential ethical theories deny the existence of natural rights? I should have been upfront with the family of the legislations in place such that the matter would be dealt with outside legal perspective. Action is wrong because it ignores Anns rights. In as much as the boys are exempt from criminal liability, differentiation between wrong and right and the admittance of fault is not examined. While the state protects these boys from punishment, the state did not protect Ann. Ann fell into depression; inflicts pain on herself (wrist slashing), ran away from home and seeks refuge from gangsters. Smokes, drinks, had some theft issues and turned promiscuous. Have I failed to protect and preserve public interest because of a selective indifference to information, understanding, and knowledge that bear on the preservation of human values and the solution of problems ? Should policy developments as this important be examined to promote better understanding of the real levels of risk to children in the various forms of social interaction? It consumed me, trying to get Ann to an improved ability to trust others in a developed sense. On the other part, the families of these boys manifested a displaced confidence. Is policy effective with the harsher impact of transnational integration and increased number of anxious people, so much more in poorer communities, where support systems are unsurprisingly ineffectual with a shorthanded social workers group. With all confusion, it was my constant reflective practice that held me through. I then took upon myself to pursue that this tool as a functional process to be performed at individual level by members of the team and in case conferences. The specific objectives include: (a) Increased awareness of RA 7610, Special Protection of Children against Child Abuse, Exploitation and Discrimination Act and RA 9262, An Act Defining Violence Against Women and Their Children, providing for Protective Measures for Victims, prescribing Penalties therefore, and for other purposes; through reflective practice methods and approaches focused on the family as a basic social unit, and extending to schools, universities, workplaces and the communities. (b) Reporting reflection after conducting immediate extensive treatment and protection and preventive psycho-social services through testing and treatment, advisement and counseling. (c) Shared reflections on particular cases for the containment of severe co nditions that further endanger lives and situations of victim survivors, families and communities. (d) Shared reflection that explores potential roles of victim survivors and families in the reflective practice initiatives for community learning. (e) To log these activities for the advancement of research methods and further betterment of programs and services delivery. At this point I thought it useful to reframe the work process. Reflective practice should be central to reframing a process flow of intervention in my department. The revised diagram puts forward the value of dialogue after every process step which could change the difficulties experienced through my individual account (Errington, Robertson 1998). It is thought that reflective practice adopted in a group setting by practitioners should be inextricably linked to social workers settings. The interaction also establishes rudiments of supervision by the department head as suggested in the writings of COT (1997), conducting group reflective practice supports and promotes professional development and continuing education. REFRAMING INTERVENTION CHART Patient with guardian is received by WCPU Social worker Guardian is made to complete the consent form Trauma intake interview if a patient is conducted, discussion with caretakers, companions and relatives Gathering, distillation and relaying of crucial information to the clinician before the interview and exam Collaboration with hospital staff members on-call Physician and social worker interview the Guardian/ caretaker Refers patient and family for temporary shelter, meal, food, financial assistance from LGU Submits and follows up lab specimen results Reflective Practice 1 PATIENT INTAKE Rigorous documentation of interviews, risk assessment and care of the survivors Worker conducts risk assessment for the child and family and decides on a plan of action that best protects the child and the family Refers child to a psychiatrist if needed Coordinates and refers client to other agencies like OSCWD, CPTCSA, PNP and others SW provides advice and crisis counseling 4RISK ASSESSMENT (Social worker) The physician carries out an appropriate forensic interview that is child sensitive, using a developmental approach Social worker listens to interview an transcribes interviews as necessary 2 FORENSIC INTERVIEW The physician and social worker assess and refer patients who require counseling to the psychiatrist Psychiatrist conducts regular therapy sessions for the child until the child shows, significant improvements in diagnosis 5 PSYCHIATRIC CARE Physician performs non-traumatizing medical examination that adheres legal requisites for evidence collection, including colposcopic pictures Physician also examines child for medical problems not associated to the abuse Physician devises and implements a medical treatment plan Assisting the physician in the conducting of the physical examination and gathering of specimen and other medico-legal evidences Social worker passes and follow-up laboratory request. Refer lab results to physicians concerns and informs patient Contact and get food from dietary for the patient as needed When necessary, referrals are made for medical services not provided by WCPU 3 MEDICAL EXAMINATION When summoned, WCPU physicians appear in court to provide expert testimony about the findings 6 COURT TESTIMONY Reflective Practice While the work of Gillings (2000) guides reflection of feelings to deliberately evaluate the experience, it is expected that a particular situation is adequately analysed and that the development of an action plan follows. By reframing the process flow, there is better chance that a holistic action plan evolves each time shared reflection takes place and additional information integrated to the case. This requires that professional development diaries (Clouder 2000) become part of the workflow, where documentation of group reflections preserves the learning experience for the reference of future learning groups. Importantly, each group reflective practice should begin with the understanding of what the team is trying to achieve. The sensitivity articulated by Atkins in Burns and Bulman (2000), is that there must be commitment and willingness to listen to the views and insights of other practitioners. By so, it allows for new posits for practitioners to apply in the handle of new expe riences. In effect, an individual member presents a challenge and has these views and perspectives provoked by questions of fellow practitioners, and share the process leading to appropriate actions. It is an application of the work of Kristina Gower (2002) that through the process of shared reflection, an avenue is set for the individual to focus on themselves and what they are grappling at work. It is argued in many writings that shared reflection when practiced effectively and with consistency, enables practitioners to be open with each other and capable of trust. I think it is most needed today where globalisation has caused upon a change in the social structures of communities and social workers are faced with new sorts of challenges. By mere process of jotting down thoughts in a descriptive manner, unloads the emotions held within. What is more is when it is read, it is an act of distancing from self, allowing one to see if our responses were appropriate to the situation. Shared Reflection Session Adapted from National Primary and Care Trust Development Programme 2008 Present your challenge, insight, issue, or question Set members question you constructively to challenge views and understanding, perceptions, and assumptions New insights, understanding or ideas Test actions in the workplace Draw conclusions and mark learnings. Integrate the new knowledge into the practice Bring results back to set. What worked? What did not? Why? Each time group reflection is carried out, a new interaction or form of reflection occurs, or individual reflection is deepened. The chart below depicts continues growth expected of dialogues amongst practitioners. Proper recording of the analyses, conflict and interaction must be ensured for future growth of the department. By and large, globalization altered the traditional roles in society that sense of community is hard to come by. The greater impact however falls on less developed nations where close family ties have tangible effects on income sources, equally personal growth. While conventional theory avers family as the fundamental social institution, it is opposed by the changing times. The present phenomenon sees the family unit split on a massive scale leading to less safer communities for the child. Because it is so, reflective practice intertwines with the practice of social work. Interactions in delicate matters of family, and in situations of discomfort, it is essential that social workers maintain reflective practice to unearth insights as much as for the interest of self preservation in pressing issues by constant self awareness. While practice is located within the ancient tradition of experiential learning and in the recently defined perspective of situated cognition, both return us to the basic comprehension that not all problems are of equal dimensions. What is more is not the scope or dimensions of the problem but the significance of the problem to the child we work with (Osterman, 1993). This is reinforced in the manuscript Changing Lives review of social work by Peter Lewis, where it relates the emphatic need for more reflective practice. Appointed director of childrens services at Haringey, a first response was to send off social work staff on reflective practice courses at the Tavistock Clinic (cooper, 2010). Of course, a huge obstacle to reflective practice and clearly widespread in England comes with the tightening budgets, even when studies have increasing shown the relevance of reflective practice as an essential part of social work decision making. That is the sheer volume of the work and its impact, as a social worker, one is stressed and overwhelmed that is likely to overly identify with a child at work or with the parents. As a result it becomes difficult to maintain objectivity and stand back. Kim Poupart (2010) relents that People get stirred up by child protection work. For example, if someone is forced to look at slides of abuse it is painful for them to see. Unless they can reflect about how upset and angry they feel they will be unable to manage their feelings in relation to the work and decisions they need to make. The study elaborates on the important elements of reflective practice which allows for a deeper understanding of: (1) The role emotion plays in decision-making, (2) Patterns finding the evidence for gut feelings, (3) Confirmation biases or reluctance to abandon a pre-formed opinion, (4) Attribution error on attributing behaviour to personality traits rather than the context, and (5) Hindsight error. While reflective practice in social work cannot be disguised, credence on personal attributes should be upheld. These personal attributes contributing to the perfection of reflective practice are: values, perception of the world, self-perception, emotional status and interaction with the external environment (Maree C, 2010). The observed skills leading toward such competencies are developed at early portions of the profession. Course curriculums have incorporated cognitive-structural theories, human development theories, and exhaustive study of postmodern writings on reflective practices in group and individually. Neil and Sue Thompson (2009) suggest that At the heart of reflective practice is the idea that our actions should be informed by a knowledge base that we engage with actively. In which case responses are not by routine or by habit but rather through sincere and considerate understanding of the situation faced, thus ensuring the practitioner sees beneath the surface of thing s. In conclusion, reflective practice contributes to professional development and in a manner quite difficult to measure. Particularly in my case, it was the source of great strength with the several difficult decisions and challenges unearthed in child protection work. I could honestly say that this case was a moral challenge since it compelled implementing a law that I do not think is entirely good. Similarly, we run the risk of reinforcing existing inequalities and potentially oppressive processes in the absence of proper reflection and reflective practice. In some organizations, this is seen to come in the way of work, especially to traditional bosses who think that adding processes is an upshot of not having enough work to do. Through reflective practice I come to appreciate All things equal, I strongly believe that it there are good choices and better outcomes for children when reflection is performed. I see things differently.