Is america too dependent on technology? Essay

Are Americans too dependent on technology? Do you think Americans are too dependent on technology? Americans have become so reliant on technology in the 21st century that a vast majority of us probably wouldn’t know what to do if one day all the electronics just shut down. For example, I depended on this computer in order to write this paper, instead of just doing it the old fashioned way with a pencil and a piece of paper. Cell phones have become a â€Å"must have† in almost everyone’s life even the younger kids. I personally believe that we, Americans, are extremely too dependent on technology. Even though technology helps us in many ways it can also harm us as well. Despite the ease technology has given us â€Å"technology has caused people to become so reliant that, in a poll by CNET, 28 percent of people said they wouldn’t be able to live without high- speed Internet. The younger generation has lost its curious nature to explore to world. Instead, children are hiding behind a TV screen or Xbox game† (America). Many American children have awful social skills in todays time because they’re so stuck on their phones or computers. For example, my little brother is so stuck on his phone, ipad, or tv that when he has to talk to people in person he shuts down because he’s so used to just talking to people through his electronics. â€Å"Some experts believe excessive use of the Internet, cellphones and other technologies can cause us to become more impatient, impulsive, forgetful and even more narcissistic† (An Ugly). Another large problem technology has caused for us.

Comparing and Contrasting Political Ideologies: Robert Kaplan vs. Noam Chomsky Essay

1. Chomsky Thesis Outline: The main points within Noam Chomsky’s thesis revolve around his idealistic values and his concept of †Elemental Morality†. When describing his concept of †Elemental Morality† Chomsky explains that if people cannot rise to the level that has them apply the same standards to themselves that they apply to others, they have no right to talk about what’s right and wrong. A common example of this hypocrisy has been executed by the United States-whom Chomsky claims to be a † leading terrorist state†- in an attempt to justify their country’s terrorist acts. In other words, when they do it it’s terrorism, but when we do it its counterterrorism. When looking at the U.S. invasion of Iraq, the war aims were claimed to be to overthrow the country’s brutal dictator Saddam Hussein, in which they succeeded. The U.S. has a history of using the fight for democracy as a justification for overthrowing regimes. However, Chomsky argues that the best way to overthrow power centers and brutal regimes is to do so from within with support of internal democratic organizations. Ironically the very regimes that are being fought against have commonly been found to have support from the U.S.: South Eastern Turkey (the Kurds), Nicaragua in the 1980s, Israel, and Afghanistan during the 1980s to name a few. In Chomsky’s eyes all of these atrocities are all equally immoral simply because they are all atrocities. Chomsky explains that if we want to stop comparing atrocities, the easiest way is to stop participating in them and try to find other ways to deal with  them. As a result, as long as people are able to think for themselves and free themselves from ‘the right wing imperialists’, then they can pose the same elementary morality, levels of violence and turmoil will globally decrease. Kaplan Thesis Outline: Robert Kaplan has been known for his right-wing views on foreign policy, his concept of †Pagan Ethos†, and his Hobbsian outlook on human nature and society. Kaplan believes that Judeo-Christian values have no place in politics (Pagan Ethos) and defies Chomsky’s concept of â€Å"Elemental Morality† by claiming that we need to accept the necessary evil for the greater good. However this is not to say that there is no line to be crossed morally when accepting such evil, for if more evil is used than ‘necessary’, those committing it will lose their credibility and virtuousness. In Kaplan’s opinion, humanity is not enough of a reason for the U.S. to intervene in a country’s conflict. He feels that in order for the Americans to justifiably enter a crisis they need to have interest in it as well. In a nation’s time of crisis where time is of the essence, Kaplan infers that it’s all about the short-term decisions the country makes. In terms of domestic policy versus foreign policy Kaplan believes that internationally the world is a lawless place (Hobbsian), and that we should enforce ‘Soft American Imperialism’. This concept suggests that foreign policy should be run by self-interest, which leads into Kaplan’s aspiration of the United States becoming the world’s ‘Organizing Hegemon’. Kaplan concurs that the United States is the only country whose power and force capable of properly executing a small amount of evil for the greater good. 2. Similarity: In terms of the application of morals in foreign policy, Kaplan has given some leeway towards Chomsky’s concept of ‘Elemental Morality.’ Kaplan acknowledges that there are certain situations where we should act on morality, and that it would be unacceptable to maintain total realistic values. Genocide might be an example; he cites Darfur, and Bosnia where the  U.S. should have intervened on humanitarian grounds alone. Kaplan recognizes â€Å"without an idealistic component to our foreign policy, there would be nothing to distinguish us from our competitors,† and â€Å"Pure realism—without a hint of idealism—would immobilize our mass immigrant democracy, which has always seen itself as an agent of change.† This is concurrent with Chomsky’s assertion in which he states that he is â€Å"guided by moral principles† and elaborates that â€Å"the main reason for my concern with U.S. foreign policy are that I find it, in gener al, horrifying,† and â€Å"the foreign policy of other states is also in general horrifying† Differences: 1)Where Chomsky feels that all atrocities are equal simply because they are atrocities, Kaplan claims that ‘adult choice in foreign policy is based on distinction’ and that some atrocities were necessary in order to contribute to the greater good. As an example to prove his point Kaplan uses Winston Churchill, whom during WWII had to make the decision to either warn Coventry of oncoming German bombers and risk the Germans discovering the British had cracked the Enigma Code, or allow Coventry to be bombed and have the upper hand against the Germans when intercepting their messages. In the end Churchill chose the latter, knowing full well that although his decision cost thousands of lives, the information the British obtained would potentially save hundreds of thousands-if not millions (the ends justify the means). 2)In terms of how Kaplan and Chomsky believe international feuds should be dealt with, Kaplan argues that humanity alone is not enough of a reason for the United States to intervene in a crisis; they need to have interest in the country itself to make their efforts worthwhile. However, Chomsky feels that if we want to stop atrocities we need to stop participating in them and try finding a more alternative and peaceful approaches to a solution. As long as people are able to think for themselves and free themselves from the mindset of ‘the right wing imperialists’ they can impose ‘Elemental Morality’ and therefore progress to peaceful solutions in a more productive manner than simply invading a country. 3. Opinion on Chomsky: I agree with Chomsky’s theory that the United States is a leading terrorist state, and that the government is hypocritical in the context of defining which nations are committing acts of terrorism as opposed to their own state’s actions. Post 9/11 the Bush Administration was quoted saying, â€Å"As we stated previously there is no middle ground between those who oppose terrorism and those who support it.† Yet, the U.S. has had alliances with Israel, Turkey (the Kurds), Russia, China, Indonesia, Egypt, and Algeria â€Å"all of whom are delighted to see an international system develop sponsored by the U.S. which will authorize them to carry out their own terrorist atrocities†¦Ã¢â‚¬  The U.S. was also â€Å"†¦the only country that was condemned for international terrorism by the World Court and that rejected a Security Council resolution calling on states to observe international law.† So why is it that the U.S. has failed to acknowledge themselves as a terrorist state? Perhaps they are too ignorant, or they simply do recognize it but choose to glaze over the facts in order to try preserving their image as a nation ‘fighting against terrorism’. As for Chomsky’s concept of â€Å"Elementary Morality†, I do consider the idea of people having no double standards when criticizing others for their actions to be a decent ideal to strive for. However, realistically the idea of getting the entire world to one day obtain this mindset is very far fetched. I feel that I side more with Kaplan when I say that the world will always have evil people in it, and they will find a way to inflict inhumane actions upon others. Opinion on Kaplan: From a practical perspective, Kaplan’s theories on foreign policy have more relevancies. Take the example of Syria for instance, and compare Chomsky’s standpoint on statehood and overthrowing regimes in relation to Kaplan’s more measured approach on intervening in other countries. Both Chomsky and Kaplan might agree that the atrocities undertaken by the Assad regime in Syria are just that: immoral and atrocious. However, where Chomsky professes a role of non-intervention for the sake of avoiding hypocrisy, and  would see a benefit rather than a tragedy in the dissolution of statehood, Kaplan would have us ask: â€Å"What is the cost of waiting for internal resolution?† and, indeed, â€Å"When are the costs—both economic and human—too high?† To date, in Syria, the U.S. has chosen a ‘non-imperialist’ standpoint more in line with Chomsky’s model of foreign policy for Syria, and what has been the result: â€Å"more t han 120,000 deaths; approximately two million refugees; four million internally displaced; a proxy war between Sunni-dominated countries and Shiah-dominated countries in the region; the largest use of chemical weapons against civilian populations in 25 years.† Mounting humanitarian and economic consequences, in my view, are grounds for considering action rather than inaction in foreign affairs. As Errol Mendes, Professor of International Law at University of Ottawa and visiting fellow at Harvard Law School writes: â€Å"What the failure to act early and especially in the face of the worst forms of violation of international criminal law by the Assad regime has shown is that sometimes the failure to act in such a situation is in fact acting by omission with devastating consequences for the country, the region and the entire global community.† 4. Benefit of Comparing: Having an open mind to both Chomsky and Kaplan’s views is simply a good way to extend our knowledge on different theories regarding foreign policy. Moreover, the benefit of comparing Chomsky and Kaplan’s ideologies is that it allows us to recognize there are different, and simultaneously compelling ways to respond to global conflict. Knowing the similarities and differences of both extreme idealism and realism, and weighing options in a time of national or potentially international crisis, can help lead to policy that is based on an informed choice. The importance of well-informed and carefully considered policy in international relations is the consequences. As Chomsky, himself stresses: â€Å"The impact of U.S. foreign policy on millions of people throughout the world is enormous, and furthermore these policies substantially increase the probability of superpower conflict and global catastrophe.† Bibliography Chomsky, Noam. 9-11. New York: Seven Stories, 2001. 40-55. Print. Kaplan, Robert D. â€Å"Interventionism’s Realistic Future.† Washington Post (2006): 1-2. Print Mendes, Errol. â€Å"The Cost of Non-intervention in Syria.† The Cost of Non-intervention in Syria. Ottawa Citizen, 26 Aug. 2013. Web. 27 Oct. 2013. â€Å"†The Reasons for My Concern†Ã¢â‚¬  Interview by Celia Jakubowicz. Noam Chomsky and U.S. Foreign Policy. Third World Traveller, n.d. Web. 27 Oct. 2013. .

An Evaluation of the Activities, Reading Books and Watching Movies

An Evaluation of the Activities, Reading Books and Watching Movies Books vs. Movies Which one is better reading a book or watching a movie? People always debate on whether reading a book is better than watching a movie. Movies are just a live action version of a book, but the movies tend to leave out a lot of details one can get from reading the book. Grant it, reading a book takes more time, but a person gets to tap into their imagination more from reading a book than watching a movie. Books are just as great as movies if not better because books have no time limit, give people a better understanding, and they have more detail. Reading a book has no time limit, whereas; movies have a certain time period to get finished in. The books that are made into movies usually do not turn out the way we want them to be. Movies can be ruined by bad actors. The length of the movies determines how much details from the book go into the movie. Sadly, movies are all about the actors more than the details from the book ever were. When reading a book maybe the reader’s imagination was not met when they watched the movie. While reading a book you get a better understanding of the characters thoughts, feelings, and actions because it is written throughout the book itself. Reading a book lets the reader’s imagination flow. When the reader taps into their imagination they can imagine what the book is like visually. One can picture the characters in their head. They can picture what the characters voices sound like. The reader can visualize the scenes and imagine what the places look like according to what they read. People can relate more to a book usually than a movie because books have more detail. Not all the details from reading a book can be pictured in the movies. Typically the movies are worse than the book. Details draw the readers in and the more details they gather the more intrigued they get. When people get intrigued they usually follow what intrigues them. So therefore if they are reading the first book throughout a series it will make them read the other books. When someone picks up a book that they like they tend to find other books that are like the book they read. Reading books are better than movies due to the fact of having no time limit, a better understanding, and way more details. Books draw the reader in more than when a person watches movie. People go watch a movie typically because of actors. Books and movies are both great but books will always last longer. Books have a higher demand than a movie ever will.

Tax burden on the middle class Thesis Example | Topics and Well Written Essays - 1250 words

Tax burden on the middle class - Thesis Example The seemingly unfair rich-poor balance in the state and local taxes has spurred discussions across different economic forums. Such imbalance has contributed immensely to the regressive tax system evident in many states. The tax burden is huge on the middle-class and low-class. The research utilized existing literature to find out whether the middle-class paid more tax than the upper-class and the lower-class taxpayers. Specifically, scholarly journals that had analyzed the topic were critical to the research. Additionally, recent reports from the Institute on Taxation and Economic Policy were used in the research. The data is presented in the tables and graphs. The tax systems levy more taxes on the middle-class taxpayers than they do on the upper-class counterparts. A study by the Institute on Taxation and Economic Policy indicated that many state tax systems tend to charge the low-and middle-income families a higher tax rate than the upper class counterparts. According to the study, the imbalance has contributed to the widening income inequality gap in which the middle and low-income households feel the negative implications of differential taxation rates. The poorest twenty percent of the low-income earners pay approximately 10.9 percent of their income to the local and state taxes (Davis et al 3). Similarly, the middle twenty percent of the US citizens contribute 9.4 percent of their income towards the tax. On the other hand, the rich taxpayers pay a mere 5.4 percent of their income to the local and state taxes (Davis et al 3). Notably, the tax systems burden the middle-class, as well as, the lower class at the expense of the wealthy t axpayers. However, taxation system in California has attempted to balance tax rates among the three classes. In California, the poorest citizens pay 10.5 percent, while the top one percent residents contribute 8.7 percent (Davis et al 21). Nonetheless, the tax rate gap is arguably wide. The

Critical Journalism Studies Textual Analysis Assignment - 1

Critical Journalism Studies Textual Analysis - Assignment Example There are bad journalists just like there are bad people. However, movie directors never want to portray the flaws of journalists to the public. Movie directors such as Clooney and Winterbottom ensures that the negative trust that exist between Journalists and the people is minimized for the good of the profession (Good Night, and Good Luck, 2005). One good example of a film that shows heroic journalists is the Good Night & Good Luck (Good Night, and Good Luck, 2005). The film show how journalists help reshapes the society in a positive way. Journalists are viewed as a villain by those that they hold to account and for revealing past secrets. Moreover, journalists unearth revelation between protagonists in the Good Night & Good Luck. Through this, they are viewed as the essence of social impartiality. In the TV series, House of cards journalists excels in telling stories of ethical that Congressman Underwood do not want to be revealed. Thus, the revelation of corruptions put journalists at odd with politician. For example, Lucas Goodwin is a hard working journalist who reports corrupt officers in Washington (McNair, 2010). Moreover, relate well with his college and work and he is one of the heroes in the TV series. The House of cards depicts the U.S politics as wanting. Underwood and his wife are likened to Macbeth and Lord because they are ruthless to their enemies. However, it takes the courage of journalists like Goodwin to report their corrupt deals to gain political power. Therefore, Goodwin is a hero and does what McNair refers journalists as brave men and women. Though journalists are involved in revealing the evils in the society, their profession is chockfull of immoral act and corruption. Most of them are sexual predators. Others like Zoe Barnes are ready to interchange sensual favours for information. To this end, journalists are villain and contribute to the deterioration of corruption that continues

The European Court of Justice has distorted the purpose of the Essay

The European Court of Justice has distorted the purpose of the preliminary ruling procedure, as set out in Article 234 EC. The relationship between the nationa - Essay Example ompliance with EC law by the member states have compelled the European Court of Justice or ECJ, to formulate a general principle of state responsibility. This state liability is the result of the fact that EU Member States have to perforce, implement and enforce the EC law. Further, it is the duty of the national courts to decide on cases entailing violation of EC law granted rights of individuals. The doctrine of supremacy of Community law, which is well entrenched, states that the national law of the member states is subservient to the Community law. This doctrine applies not only to primary but also to secondary Community law and in case of a dispute between Community law and national law; the Community law has to be accorded predominance over the national law. Article 10 of the EC describes the various obligations that Member States have to fulfil in order to comply with the EC law. The preliminary reference procedure set out in Article 234 of the EC defines a formal relationship between the European Court of Justice and the national courts. The importance of this procedure lies in the fact that it is used to establish consistent rules, which the national courts have to follow in order to enforce EC law. The result was that the national courts became part of a â€Å"supra-national judicial hierarchy, with the European Court at its apex1.† Under the aegis of Article 234 EC, the ECJ developed the judicial system of the EU. As per the provisions of Article 234, if any clarification are required on questions of EC law, then any ‘court or tribunal may if it considers that a decision on the question is necessary to enable it to give judgement, require the Court of Justice to give a ruling thereon’. Due to such intervention, all national courts are empowered to make direct references to the ECJ. The ECJ was allotted a paramount position in the national judicial systems by Article 234 EC, which states that â€Å"Where any such question is raised in a case pending

What are the main features of Charismatic Leadership Essay

What are the main features of Charismatic Leadership - Essay Example They manifest such powers that are thought to rise above the rational and normal. They are believed to have magical or oracular qualities that are based on ability to foresee events. They emerge from ordinary population, announce themselves as saviour and people consider them valid. Leader may prove his legitimacy by demonstrating his extraordinary experience, predicting future or by putting forward his unique vision, prophecy or inspiration. Such proves makes his charisma unquestionable and win devoted believers for him (Morrison 2006, p.365).Max Weber defined charismatic leadership as: â€Å"Rests on devotion to the exceptional sanctity, heroism or exemplary character of an individual person, and of the normative pattern or order revealed or ordained by him† (cited in Kronman 1983, p.47). ‘There is authority of the extraordinary and personal gift of grace (charisma), the absolutely personal devotion and personal confidence in revelation, heroism, or other qualities of individual leadership. This is ‘charismatic’ domination, as exercised by the prophet or-in the field of politics-by the elected war lord, the plebiscitarian ruler, the great demagogue, or the political party leader’(cited in Gerth, Mills & Turner 1991, p.79). ‘There are, however, some characteristics that make an NRM more visible and, thereby, significant as an NRM. One may find, for example, the first generation enthusiasms, the unambiguous clarity and certainty in the belief system, the urgency of the message, the commitment of life-style, perhaps a charismatic leadership, and, possibly strong Them/Us and/or Before/After distinctions-all of which are, of course, liable to undergo significant change within a single generation’. Charismatic leaders have the capability to create social revolutions. They become change agents as they confront and transform traditionally accepted ideas and beliefs, they

Culture CompetenceMOdel Essay Example | Topics and Well Written Essays - 500 words

Culture CompetenceMOdel - Essay Example Once this awareness is there, a nurse can develop skills which let him/her understand how the patient views the treatment being given and how they can be made to participate in the process of regaining their health. For example, with culturally aware skills, a nurse may be able to give an addict the right kind of motivation which lets the addict recover quickly. Additionally, as these skills are developed by nurses, the nurse gains knowledge about cultures and cultural aspects which are relevant to the profession of nursing which even include the understanding of why some people may associate illness with supernatural causes (Campinha-Bacote, 2001). Thus knowledge becomes the binding factor of cultural competence since the more knowledge a nurse has about culture and how culture affects the patient; the more able the nurse will be in handling cultural issues. Without this knowledge, a nurse would show incompetence when dealing with different cultures and this incompetence can be conscious or unconsciously produced (Campinha-Bacote, 2001). On the other hand, with the right knowledge about cultural competence, a nurse would show conscious competence about culture. This competence or incompetence would become evident in cultural encounters which put the nurse in contact with people from different backgrounds. These encounters can be difficult to deal with and may even cause discomfort for some nurses. However, those who are aware of cultural differences and those who have developed the skills to deal with different cultures may find them to be positive learning experiences rather than difficult to deal with situations (Campinha-Bacote, 2001). In fact, such nurses may even thrive on cultural encounters since they can be seen as opportunities to improve skills. All these factors are enclosed within the desire of the nurse to become better at dealing with people from different cultures and without this desire, no amount of skill or

Argument by Authority Essay Example | Topics and Well Written Essays - 250 words

Argument by Authority - Essay Example It is premised on the assumption that the game (obviously an NBA game), the guys and Bacardi Gold always go together. It supported this thesis by stressing at the game, guys and friendship is made â€Å"golden† by Bacardi. Therefore, its audience should get drunk with Bacardi Gold to enjoy friendship while viewing a game (youtube 2010). In this commercial, it is not only the arguments (if it is even considered as one) that is dubious, but the elements as well. First, alcohol and a wholesome game such as basketball do not mix. Second, it is hard to enjoy a game when a person is sober. The maker of this commercial did not make a research that alcohol is a downer and a game raises one’s adrenaline, so how could one enjoy both? Above all, an alcohol company is never an authority about friendship; of what constitutes it and of how to qualify it. What Bacardi is suggesting is an alcohol binge between friends so that its product will be patronized. Friendship in the first place is not founded on alcohol. Bacardi can however defy logic by claiming to be an authority of friendship and a game. After all, it delivers the subtle message that it is an authority by mentioning that it is an official marketing partner of NBA so it must know what it is talking

Combating Compassion Fatigue Essay Example | Topics and Well Written Essays - 1000 words

Combating Compassion Fatigue - Essay Example Cognitive symptoms entail apathy, disorientation, preoccupation with trauma, minimization, rigidity, and lowered concentration. Emotional symptoms include anxiety, anger, fear, sadness, depleted, blunted, enhanced affect, shock, depression, helplessness, numbness, guilt, and powerlessness (Portnoy, 2011). The individual may experience troubling dreams similar to those of the patient. The individual may also experience sudden and involuntary recall of a frightening situation while working with the family or the patient. Concerning behavioral symptoms, the individual may be withdrawn, have poor sleep, a change in appetite, isolated, and hyper-vigilance, have nightmares, moody, and irritable. Spiritual symptoms include pervasive hopelessness, questioning of one’s religious beliefs, skepticism, loss of faith, loss of purpose, and questioning of the meaning of life. Somatic symptoms entail rapid heartbeat, pains and aches, impaired immune system, difficulty staying or falling aslee p, headaches, dizziness, difficulty in breathing, and sweating (Portnoy, 2011). The Nature of the Problems and Their Causes Portnoy (2011) states that compassion fatigue is caused by empathy. Compassion fatigue is a form of burnout that appears unexpectedly and with little or no warning. The condition is generally persistent than burnout. It is the natural outcome of stress; it results from helping and caring for the suffering or traumatized individuals. It entails a preoccupation with the individual or with the individual’s trauma and it does not need to be at the stressful occasion. The condition can result from just being exposed to an individual’s painful narrative. It is further described as the â€Å"convergence of primary stress, secondary traumatic stress, and cumulative stress in the lives of helping professionals and other care providers† (Portnoy, 2011, p48). On the other hand, burnout is described as a type of mental distress that is manifested in no rmal individuals who have never suffered from prior psychopathology. The individuals experience decreased performance at work because of the negative behaviors and attitudes. The main dimensions of burnout include emotional exhaustion, feeling of cynicism and depersonalization, lack of personal accomplishment, and sense of ineffectiveness. Emotional exhaustion is the basic individual stress indicator of burnout and it refers to the feeling of being depleted and overextended of one’s physical and emotional resources. The exhaustion causes the individual to distance himself cognitively and emotionally from work and it is a means devised by the individual to cope with the work overload (Coyle and Ferrell, 2010). Depersonalization (detachment from job) and feeling of cynicism is the burnout interpersonal context dimension and it refers to the excessively detached response and negative callous to various features of the job. Lack of personal accomplishment and sense of ineffective ness is the self-evaluation burnout dimension and it indicates the lack of productivity and achievement at work and feeling of being incompetent. Lack of personal accomplishment emerges from the lack of resources to complete the work; for instance, the lack of necessary tools, lack of crucial information or even insufficient time (Coyle and Ferrell, 2010). The Physical, Emotional, and Spiritual Needs Of the Caregiver When caring for patients in palliative care, the

023 Understand Child and Young Person development Essay Example for Free

023 Understand Child and Young Person development Essay Age range Explain the sequence and rate of development 0-3 months When born, babies show innate reflexes, such as swallowing and sucking, rooting reflex, grasp reflex, startle reflex, walking and standing reflex; in the first month babies become less curled up and the startle reflex is starting to fade; toward the end of the third month babies start lifting and turning their heads. 3-6 months When lying on front babies can lift their arms and legs balancing on their tummies; they can reach and grab a toy and they can pass it from one hand to another; they can also roll from their backs to front; around sixth month babies are becoming able to sit with support (e. g. high chair). 6-9 months Babies can sit without support; they are beginning to crawl or find other ways of being mobile (bottom-shuffling); starting to use fingers to feed. 9-12 months Babies are becoming very mobile, fast crawling, standing up by the furniture, some babies walk along the furniture using their hands to hold on; developing abilities to handle objects and putting them into containers; babies able to feed themselves with fingers. 1-2 years At the beginning of this period babies are beginning to walk and around 18 months they are becoming more and more skilful on their feet, moving faster; toddlers around this age begin to sit and push with their legs to move on the sit-and-ride toys. Towards their second year children walk confidently, they can run and climb; towards the end of the second year some children are becoming ready to start potty training. 2-4 years In the third year children start potty training; they become able to push with feet or peddle a tricycle; children can walk upstairs alternating their feet; towards the end of the this period children are skilful enough to feed and dress themselves; they are able to do threading, pouring and they can use scissors. 4-7 years Physical development less rapid, however skills are becoming more refined and movements more coordinated. Ability to kick and control ball; development of fine motor skills essential for handwriting. 7-12 years Good coordination of small and large movements; growing physical skilfulness means task can be done quicker, more accurately and more confidently; neater drawing and writing; accurate cutting. Between 9 and 12 children gain even better coordination and speed in fine and gross motor skills. Around 11th year the bodies of some girls are starting to change (growing breasts) and some might start their periods. 12-16 years Gradual body changes in both girls and boys (girls physically mature quicker [around 15/ 16] than boys [around 17/18]. Fast body changes may affect spatial awareness which can become occasionally poor as a result. 16-19 years The maturing of the body is finishing with the full development of sexual organs; the body is taking a distinctive female or male shape. 023 Table 2: Intellectual and cognitive development Age range Explain the sequence and rate of development 0-3 months Quite early on babies are able to recognise the smell of their mother and her voice; later they become familiar with voices of important others and they can be calmed when they hear them; they are interested in faces. In their 3rd month babies start to differentiate between day and night (settled routine); babies become interested in mobiles and other objects around them. 3-6 months Babies are becoming interested in what is happening around them, turning their head in the direction of interest; objects are being explored by hands and mouth. 6-9 months Developing fine motor skills allow babies for a better exploration of objects by handling and touching with fingers; around 8 or 9 months babies understand object permanence (objects continue to exists even when out of sight). 9-12 months Babies are more aware of what is happening around them, they are starting to understand routines through signals (bib = food) 1-2 years Children enjoy pop-up and posting toys and in their 2nd year they are starting to have a go at simple jigsaw puzzles and building bricks. 2-4 years Children pretend play with miniature world; they more interested in books, mark making and painting. In their fourth year children are able to concentrate and focus longer on activities which which caught their interest. 4-7 years Children begin to do some simple counting and calculations, recognizing letters is followed by gradual decoding of simple words and later by reading. 7-12 years Reading and writing is becoming easier, children start reading silently to themselves. Play becomes more organized and follows rules. Development of thinking and reasoning is demonstrated through independent problem solving. 12-16 years Further development of reasoning and problem solving; children are gradually starting to understand more abstract concepts. 16-19 years Cognitive abilities are becoming further refined, leading to high level skills in young people. 023 Table 3: Communication development Age range Explain the sequence and rate of development 0-3 months To start with babies express their hunger, tiredness or other discontent through crying; around 5th/6th week babies start to coo when content; in the third month babies start smiling and reciprocate smiles. 3-6 months Babies starting to understand a little of what is being said and they are starting to give some communication signals themselves (e. g. raised arms when they want to be picked up). 6-9 months Babies become quite vocal, babbling with a differentiated tuneful string of sounds. They are also starting to understand various important key words connected with their routines (e. g. ?dinner? ). 9-12 months Babies clearly show they understand more of what is being said around them/ to them. Babbling is still main way of communication. 1-2 years First meaningful sounds/ words are beginning to emerge around 13 months, and at the end of 2nd year children might have a vocabulary of about 200 words. 2-4 years Language is becoming a powerful means of communication. From connecting two words first children are beginning gradually to build up sentences and their talking is becoming understandable even to those who are not in regular contact with the child. Even though there might be the odd mistake in the sentence structure, the language toward the end of this period is becoming fluent and children ask questions and generally enjoy expressing themselves through language. 4-7 years Children are becoming involved with written language – they are starting to learn to read and write. 7-12 years Reading and writing becomes easier now; at the beginning of this period children enjoy telling jokes to others; apart from chatting, children are beginning to be able to form a simple argument and be persuasive, they are becoming increasingly able to negotiate with others. Their writing shows more grammatical awareness as well as own imagination. 12-16 years Reading and writing skills are becoming very good and children are becoming increasingly skilful in negotiating and persuasion of others (peers and adults). 16-19 years Communication with peers is becoming very important; differentiation between formal and informal language and its use in real life is becoming more and more important; young people use different means to communicate (via phones, mobile messaging, emails, facebook, etc. ). 023 Table 4: Social, emotional and behavioural development Age range Explain the sequence and rate of development 0-3 months First social contacts are being established mainly during feeding; at the end of the first month babies start to show first smiles which then gradually become response to familiar faces. 3-6 months Babies smile and squeal with delight when playing with familiar others. 6-9 months Babies try to stay close to their primary carers and around 8 months babies may become distressed when their primary carer leaves. 9-12 months Babies are fixed on their carers and do not want to be with strangers. 1-2 years Children start notice other children around them and they show some interest in them and later start parallel play. They also start show some frustrations and tantrums as they gradually discover some boundaries. 2-4 years Children play alongside others and may start copying their actions. Around the third year children become more aware of others and their needs which also reflects in their play which is gradually starting to be more and more cooperative. Children enjoy being praised by adults. 4-7 years Developing language is helping children to form better relationships and children begin to show some preferences in friendships. 7-12 years Friendships are becoming more stable and more important and may influence decision making (if my friend is doing something I might be more likely doing it also). Gender specific play is becoming more apparent. Children start to compare themselves to others. Children enjoy being given some responsibilities. 12-16 years Friends and friendships are very important and gradually opinions from friends might feel more important that those of parents/ carers. This leads to exploration and challenge of the boundaries of relationships as well as learning to deal with disagreements, arguments, etc. There are anxieties coming from pressures from school. 16-19 years Young people enjoy being with their friends, they are finding discovering their own identity and sense of belonging to a group/ groups of specific characteristics which defines for them who they are (religious groups, sport group, goth, etc. ) 023 Table 5: Moral development Age range Explain the sequence and rate of development 0-3 months 3-6 months 6-9 months 9-12 months Children might start paying attention to â€Å"no† and might stop their behaviour for a moment. 1-2 years Children are beginning to understand â€Å"no† and they start using it themselves. 2-4 years At the beginning of this phase still no understanding what is right or wrong but children understand when they are said â€Å"No†. Later they become able to follow some simple rules. Around 4 years children are becoming thoughtful at times but most of the times will decide what to do on the basis of adult approval. 4-7 years Children are beginning to understand rules; they try to understand them, follow them and may attempt to create their own rules where no rules are given (made-up game with friends). 7-12 years Children share their knowledge of rules with others and will readily point out if someone breaks the rules. Later they are becoming more aware of behaviour consequences and they are generally becoming more thoughtful. 12-16 years Children are beginning to be aware of a bigger picture – rules of communities and societies and they are beginning to understand the need for that. 16-19 years There is a interest in moral issues, finding out that right and wrong is not always black and white. Questioning and testing of rules. A2 Answer the following questions. 1. What is the difference between ‘sequence’ of development and ‘rate’ of development? 2. Why is the difference important? (Ref 1. 2) Q1. What is the difference between a sequence of development and rate of development? Sequence of development is the order in which development occurs, e. g. children are able to sit before they learn to crawl. The order of the sequences in development are always the same (even though there might be some individual differences: babies always learn to move about before standing up and walking, but some babies bottom-shuffle instead of crawling). Rate, on the other hand, is the speed in which individuals go through the stages/ sequences of development. Most children learn to walk when they are about 12 months old. However, some babies might be ready to walk when they are 10 months old and others when they are 15 months old. Individuals might also be developing with different rate in different areas, e. g. some children might be developing quickly physically, but their speech might be delayed. These individual differences are results of genetic predispositions and other biological influences as well as environmental stimulation. Q2. Why is the difference important? Knowing the sequences of development in different areas is important for practitioners to be able to plan accordingly and therefore to support the development in individuals. The rate of the development is important in terms of recognizing any atypical development and recommending/ searching any additional interventions when needed. TASK B Complete table; Research and report B1 Complete a table as shown on the following page, identifying the different personal and external factors that influence children and young people’s development. (Ref 2. 1, 2. 2) B2 Produce a report to demonstrate your knowledge and understanding of differing theories of development. This report should identify how these theories have influenced current practice and include the following: Cognitive (e. g. Piaget) Psychoanalytic (e. g. Freud) Humanist (e. g. Maslow) Social learning (e. g. Bandura) Operant conditioning (e. g. Skinner) Behaviourist (e. g. Watson) Social pedagogy. Over the years there have been many theories trying to explain certain aspects of development, behaviour, learning, etc. In the following text we will look at the most influential theories which are being used by practitioners in better understanding as well as day to day work with children and young people. After a brief description of how an individual theory was founded, we will discuss the key points for work at nurseries. Theory of cognitive development (Constructivist approach) Theory of cognitive development is connected with the name of Jean Piaget (1896-1980) who through work on intelligence tests started to notice how children at same stages make very similar mistakes in their tasks and problem solving approaches. Piaget then closely observed his own children, capturing their development in details and later using these observations to create a theory of cognitive development. Piaget considered children as active learners who create ? schemas? (believes) about the world based on their experiences. This is how they make sense about what is happening around them. However, a child? s schemas are going to be challanged time to time by new and unexpected experiences and as a result existing schema will have to adapted to fit these in (e. g. touching something hot will alter the notion that everything is safe to touch and child will learn that certain objects can hurt when being touched). Piaget? s theory influenced the practice by having a ? child-centred? approach. In our setting, for example, we make regular observations on what our children are interested in and what they like to play/ do. After careful evaluations and identifications of possible next steps of development we plan activities which as well as reflecting children? s interest also further challenge them to encourage the development. Psychoanalytic theory of personality Sigmund Freud (1856-1939) suggested that every personality has got three parts to it – id, ego and superego. We all are born with id, which is the part of our personality that is driven by our desires and reflects in pleasure-seeking behaviour. Id is selfish and passionate and it is purely after satisfying its needs, known as ? gratification?. However, through social contact and learning babies/children gradually learn to be aware of the outside world and eventually of needs of others. They will be developing ego, which is able to plan the actions so the needs of the individual can still be met but in more socially desired way, e. g. ability to wait for once turn when the food is being served at pre-school settings. This is called ? differed gratification?. Later, as a result of further parenting and learning about social and cultural values, the superego is developed. Superego could be described as an internalised parent as the child is starting to be aware of what is good and what is bad without external reminder – e. g. I must not hit because it hurts. If the behaviour trespasses the imperatives of the superego, the individual will feel guilt as they are now aware that their behaviour was bad (this is referred as ? conscience? ). Apart from judging conscience, superego has got a notion of an ego-ideal to which it will strive. When ego demonstrates good behaviour the ego-ideal part of superego will reward this, e. g. feeling good after doing something for someone else even when external praise is not present. Even though Freud has been criticised for basing his description and explanations of development on sexual motives, some of his theoretical concepts are now widely accepted (e. g. the concept of unconscious mind – id and most of superego). One could say that orientation on children? s needs might be partly inspired by Freud? s ideas about the dynamics of id, ego and superego. Too strong superego and suppressed unconscious id will lead to many problems in adult life, where individual tries to live mainly by what is required by the outside world rather than allowing themselves to follow own desires. In early years healthy development of ego can be supported by putting the child and their needs in the centre of our attention; activities and work with children is individualized and child-led, yet still well planned and safe. For example, in our setting we might notice that a particular child enjoys opening and closing doors, gates, etc. Instead of completely discouraging him from doing that we might identify situations when it might be appropriate for him/her to do so and explain the necessary things around it in a child-friendly way (e. g. : When everybody has got their shoes on, you can open the door, Henry. , We will keep the gate closed now, because we are going to play in the yard now. , Mind your fingers when closing the door – you could close them in and that would really hurt. , etc. ). If we say ? no? to children it is good to make sure that the child knows about the reasons behind our decisions (even though they might find it hard initially anyway, they are more likely to come round and understand it in their own time). Humanistic theory of motivation and personality – Abraham Maslow (1908-1970) Maslow studied motivation in people and came up with what is now known as Hierarchy of Needs. Maslow divided the needs into five categories (physiological, safety, love/belonging, esteem, self-actualisation) and put them in hierarchical order from the most essential and basic needs to higher-order needs. Maslow argues that it is necessary to fulfil the needs from from the bottom of the hierarchy first to be able to meet the needs of higher order. Only when all the other lower needs are met, an individual can focus on fulfilling the highest needs of self-actualisation, such as creativity, problem solving, morality, etc. In our practice we are aware, that when a child is for example overtired and hungry (the most basic physiological needs), there is no space to try to fit in other things, e. g. ?wait for your turn? , ? say please? ,. (which would be working on their higher order needs, such as love/belonging (friendship) or esteem (respect for others, respect by others). This child at that stage needs to be fed and put to sleep as soon as possible and other input has to wait until the child is again able to tune to it/ receive it. Social cognitive theory Social cognitive theory has its roots in behaviouristic approach. However, Albert Bandura (born 1925), even though accepting learning by conditioning, argued that lots of learning happens through social observations (? observational learning? ). Observational learning is when children copy what other children or adults do; in comparison to conditioning, observational learning happens spontaneously and often without the need for reinforcement. Cognitive abilities seem to play an important role in observational learning as children need to be capable to notice the activity itself as well as remember it accurately. As staff we need to be mindful in the way we act and interact in front of children as they are likely to copy our behaviour. In accordance with the social cognitive theory we try to set good examples to the children in our settings by showing good manners and being courteous to them as well as to one another. Behaviourist approach to learning – operant conditioning Operant conditioning is based on classical conditioning (I. P. Pavlov; J. B. Watson), which teaches that certain behaviour/ reaction can be connected with a stimulus through conditioning, e. g. fear of cats after a bad experience with a cat. F. B. Skinner (1904-1990) however took this a bit further and through experiments mainly with pigeons and rats showed that learning can be strengthen by reinforcements, such as positive reinforcement (praise, sticker, attention, etc. ), negative reinforcement (this is removing something which is negative from the situation so it no longer poses a ? threat? or causes negative emotions and the whole experience becomes more positive, e. g. child does want to play with a toy because it is scared of the noises it makes – by switching the sound off, the child is able to explore the toy) and punishers (negative consequence which is likely to prevent individuals to repeat their behaviour – e. g. touching hot iron). Skinner researched most effective ways to retain the learnt behaviour and he found out that even though continuous positive reinforcement is good at the beginning of the learning, later unpredictable positive reinforcement keeps the learnt behaviour in place for longer period of time. This is because even though the reward comes frequently, we are not sure when it is going to come next and therefore we keep doing the behaviour. At our setting we might be using operant conditioning for example when we are helping a child to potty train. First every sitting on the potty, regardless of results will be rewarded. When the child gets into the habit of sitting on the potty, then only successful potty session will be rewarded with a sticker (however praise for trying when unsuccessful remains). When starting to do regularly this stickers might gradually become praise and sticker will be awarded if the child successfully asks for potty when they need it. Behaviourist approach to learning – Classical conditioning J. B. Watson (1878 – 1958) followed I. P. Pavlov? s work on classical conditioning with animals (dogs salivating when food arrived became then salivating even at the mere sight of the bowl; Pavlov took this further by conditioning completely unrelated food stimulus, such as bell or light, which after regular presence at the mealtimes would later on its own initiate the salivating response in dogs). Watson showed that classical conditioning is possible in humans as well (famous Little Albert experiment, where a baby was conditioned to have fear of rats). Classical conditioning is not really used in practice as a active way of teaching, however its theory can be used for observational purposes (e. g. recognising when sucking thumb signals hunger etc. ). Social pedagogy Social pedagogy is a discipline which brings together theory and practice in order to assure the best and holistic way of supporting children in their development and education. The overall aim of social pedagogy is to give children and young people the best possible chances for their future lives. In accordance with social pedagogy the Early Years Foundation Stage Framework (EYFS) has been devised to capture the development in early years and to help professionals to monitor, plan and support effectively individual development. For better and focused understanding the development has been divided into seven areas, out of which three are recognised as prime areas (Personal, Social and Emotional Development; Communication and Language; Physical Development) and four are described as specific areas of development (Literacy; Mathematics; Understanding the World; Expressive Arts and Design). The support the professionals can provide is differentiated into helpful advice in positive relationship and suggestions for enabling environments. In EYFS we can see influence of Piaget? s work in enabling environments where the focus is predominantly on individual? s own experience. We can also strongly identify the theory of ? zone of proximal development? by Vygotsky (cognitive development) in EYFS as we can easily identify where children are in their development, what is the next developmental stage for them and how we can support this next step. 023 Personal and external factors influencing development B3 Personal Factors: Give ONE explanation of a positive influence on the development of children and young people Health status: given by genetic predispositions as well as environmental factors, such as diet, pollution, stress, etc. If obesity is genetically passed on in the family than healthy diet together with developing positive attitude towards regular exercise will help the child to maintain a good health. Disability: Physical impairment, such as missing or underdeveloped limb Wheel chair together with barrier free environment (e. g. lifts, ramps, low sinks, etc. ) will help to support independence of an individual. Sensory impairment: visual impairments, hearing impairments, death-blindness, When working with individuals with visual impairment, we can use the other senses to compensate and provide necessary stimulation which helps the development, e. g. using special toys/ learning material which uses touch and sound as a mean of gaining information. However, if there is some vision left (which usually there is), the environment can be adjusted by using contrast colours, non-reflective material, good lighting, etc. Learning difficulties: Dyslexia, dyspraxia, dysgraphia, dysortographia, ADHD, ADD Children with ADHD benefit from having a regular routine. Activities needs to be short and well planned with simple and easy to follow instructions. Hands-on activities with regular physical exercise and lots of praise are essential. External Factors: Poverty and deprivation: poor diet, inadequate housing, lack of education, lack of access to play and leisure, low aspirations and expectations Good education can help the individual to break from the poverty and secure them a better brighter future. Family environment/background: neglecting parents, abusive parents, parents with alcohol or other drug-taking problems, ill parents who are not able to provide adequate environment for their children, etc. Parents who are ill and no longer able to fully provide for their children could be provided with carers who would help with the overall smooth running of the household, caring for needs of the disabled parent and the needs of the children, while keeping the family itself together. Personal choices: from certain age children/ young people make some decisions for themselves which can have effect on their development, e. g. taking drugs, changing their diet, etc. To help to prevent drug-taking it is important to support the development of a positive self-image and healthy self-esteem; education and raising awareness of dangers of drug-abuse is also a helpful preventative measure. Looked after/care status: children in residential care, in foster families, in their own family but having care status (they are the responsibility of local authorities). If children are being fostered it is beneficial if siblings can stay together. Education: Educational system, through family itself, through other groups (religious groups, sport groups, hobbies and interests, etc. ) Finding out strengths of an individual (which do not have to necessarily academic) and building upon those to build a healthy self-esteem and recognition of self-worth – this can help to compe with other weaker areas in a positive way. 023 Task C Report Produce a short report in the form of an induction pack for new staff at a setting, covering the following. a. Give two examples of assessment methods that could be used to monitor a child/young person’s development. (Ref 3. 1) b. Give three examples of why sometimes child/young person’s development does not follow the expected pattern. (Ref 3. 2) c. Give one explanation of how disability can impact and affect development. (Ref 3. 3) d. Give three examples of different types of intervention that could promote positive outcomes for the child/young person, where development is not following the expected pattern. (Ref 3. 4) a. In our setting we use several assessment methods to monitor our children? s development. The most used one is a short free description on sticky labels – these capture a specific short observation in a specific area of development (e. g. Physical Development); the date and the identified area/ areas get recorded on the label. This method of recording information is useful for gathering evidence of the progress of development in specific areas and building a developmental profile of an individual child. We also use specific observation sheets, on which we capture a more detailed and complex observation. In the next section on the sheet the observation is evaluated and areas of the development are identified (often more than one). In the last section we identify the next steps for the child and how we can help the child to achieve that. We have two types of observation sheets in our settings following this format – one is purely written observation, the other one is a photo observation sheet. This method of recording and evaluation allows us not only to add to the developmental profile of each child but also to plan effectively to further support the child? s development. b. There are many possible reason why at times the development might not follow the expected pattern. Apart from the most obvious ones, such as disabilities and special learning needs, the development can get affected by external factors, such as environmental reasons, cultural reasons, social reasons; and specific individual reasons, such as emotional reasons, physical reasons and communication difficulties. Environmental reasons: Among environmental reasons which may affect child? s development is for example where and in what conditions a child lives and what type of school they attend. Social reasons: There might be big differences between children in terms of wealth of their families, family status and family structure (big family with strong bonds in comparison to divorced parents with negative mutual relationship), education of parents as well as their ability to tune themselves to the needs of their children – all of these will affect the way children will be developing. Communication skills: Slower developing communication skills have got potential to negatively influence the development in other areas. The inability to effectively express themselves may result in frustrations in children and aggressive behaviour as well as consequently lower literacy skills. Similar effects can be observed in children whose families? language is not the dominant language of the country. If the dominant language is not fully acquired the child may significantly struggle once at school. c. Disability can affect more than one area of development as children can become frustrated and their self-esteem can be lowered. The attitudes of low expectations and stereotyping by others will also have a secondary negative impact on a child? s development. d. There are several ways how difficulties in development can be recognised, monitored and positively supported. Educational establishments will have appointed SENCO, a person who is responsible for identification and organising further support for children with special needs. If appropriate Educational psychologist will be contacted to make a full assessment and recommendations in how to support individuals in education (behavioural problems and learning difficulties). Suggested interventions may be discussed with parents and with learning support assistants and individual educational plan might be written up and followed. If there are any issues with speech and communication, Speech and language therapist will be consulted – the outcomes of the assessment will lead to a specific plan of action, often involving regular contact in which special exercises will be explained, practised and taught to children and their parents/carers/other professionals for them to be able to support the children outside the sessions. If a child? s physical development is affected, physiotherapist can provide help with special exercises and massages to aid the physical development, maximize the range of movement and develop the appropriate movement control. Task D Report Produce a report which explains the following: a. Why is early identification of speech, language or communication delay important for a child/young person’s well-being? (Ref 4. 1) b. What are the potential risks for the child/young person’s well-being if any speech, language or communication delay is not identified early? (Ref 4. 1) c. Analyse the importance of early identification of the potential risks of late recognition to speech, language and communication delays and disorders. (Ref 4. 1) d. Who might be involved in a multi-agency team to support a child/young person’s speech, language and communication development? (Ref 4. 2) e. How, when and why would a multi-agency approach be applied? (Ref 4. 3) f. Give four different examples of play opportunities and describe how you would put them into practice to support the development of a child/young person’s speech, language and communication. (Ref 4. 3) a. Early identification of the language and communication difficulties is important as it can support the development to prevent further (secondary) impact on other areas. Also, as the brains in young children have not finished their development, the earlier we can intervene, the better prospects of success we have. b. Problems in language and communication can have a negative effect on other areas of development, such as cognitive and social development. Children with language and communication difficulties are more likely to struggle at school in learning to read and write, which can have further negative impact not only on other subjects but more importantly on their self-esteem. Children with such problems can become gradually isolated. c. Early identification of the potential risks of late recognition to speech, language and communication delays and disorders is very important in terms of putting the most appropriate interventions in place to support the development and benefit the children? s needs. Well timed and well tailored intervention has got the potential to optimize the development and to minimize potential negative impact for other areas of development. d. In the multi-agency team to support the child with speech, language and communication there will be the child? s GP or a health visitor, who will make a referral to a speech and language specialist. If there is a suspicion that the communication difficulties are connected with learning difficulties Educational Psychologist will be consulted. When it is decided on the type of intervention needed, the parents, the educational setting professionals and the rest of the team should work together in order to implement the chosen intervention in order to meet the needs of the child. e. Multi-agency approach is used when parents and/ or other professionals (such as GP, early years settings, etc. ) have recognised that a child is in need of additional help to aid the development. Different professionals are involved in the assessment of the needs (e. g. GP to assess potential hearing or other impairments) and speech and language therapist devises the best possible individual support. Multi-agency approach brings together different fields of expertise to assure the best possible outcome for the child. f. There are many informal opportunities how children? s communication and language development can be supported. These might often be more effective than formal exercises as they naturally meet the child in they world of play, making it more motivating and fun. Nursery rhymes and songs Children enjoy joining in nursery rhymes and songs. These are short and memorable and their rhythmical pattern make them perfect little exercises for developing language, pronunciation and fluency (good practice when dealing with stutter). Books are perfect for developing passive and active vocabulary, understanding meaning of words and learning correct sentence structure informally. Books are a wonderful way to spark children? s imagination as well as teaching them to express themselves about the world around them by providing the relevant vocabulary. Pictures in books make it possible for children from the earliest age to actively engage with the story as well as to engage in a dialogue with another person. Dressing up and role play again helps the child in an informal way to engage in talking and communication with others whilst enjoying the imaginative play. Puppets are a fantastic way how to involve children in communication through play. Children are fascinated by puppets and enjoy adults taking active part in their play, which again allows for an opportunity to develop language and communication in a fun way. 023 Task E Complete table Complete the table on the next page, showing how the different types of transitions can affect children and young people’s development and evaluate how having positive relationships during this period of transition would be of benefit. Additional Guidance Different types are: a. Emotional, affected by personal experience, e. g. bereavement, entering/leaving care. b. Physical, e. g. moving to a new educational establishment, a new home/locality, from one activity to another. c. Physiological e. g. puberty, long-term medical conditions. d. Intellectual, e. g. moving from pre-school to primary, to post-primary. (Ref 5. 1, 5. 2) Give ONE specific example of a transition Give ONE possible effect on children and young people’s development Evaluate the benefit of a positive relationship during this period of transition ~ provide ONE example Emotional: Bereavement Depression which may affect sleep pattern, children may become lethargic and less interested in engaging in any activities which may affect they social, emotional and cognitive development Positive relationship with open communication and listening skills allows for a child to ask difficult questions and share their worries and sadness, to talk over difficult memories and anxieties about the future. This may help with overcoming the past and the sadness. Physical: Moving home Moving home may effect the children social development as they may lose previous friends and find themselves unable to fit in new friendship groups. Some children might start having food issues, such as overeating to deal with anxieties. This can affect their emotional, social and physical development. Positive relation can provide a helping hand with dealing with the new situation while supporting the self-esteem and encouraging the confidence in a young person. Positive relationship can also act as model of skills of how to establish a new relationship. Physiological: Gaining a physical disability – e. g. lost limb Withdrawal – children may become very solitary, unable and unwilling to join in with their peers, which can affect their physical, emotional, social as well as cognitive development. Positive relationship will communicate acceptance and healthy support in dealing with a life-changing situation; this should help in dealing with difficulties as they come Intellectual: Moving from pre-school to primary school Lack of concentration and motivation as the child might feel overwhelmed by new routines and new demands which they might find very difficult – this may affect their natural cognitive development and they might regress into safer younger stage of development. Positive relationship will allow for a child to feel safe, valued and as achieving (in their own pace) by identifying the appropriate approach of working with the child with the sensitivity to their specific needs and pace of development.

Milk Products Essay Example for Free

Milk Products Essay There has been an increase in income of milk and gradually development have broadened the knowledge of consumers. They have now became choosy resulting in monitoring needs, identifying opportunities and create value. It is the market place not the factory that ultimately determines which company will succeed. Marketing is practiced not only by manufacturing concern their channel members but all kinds of individuals and organization. No politician can get the required votes to win and no â€Å"resort† the needed tourist to flourish without developing and carrying out the sound marketing plans. Authentic market practice is not the art of selling what you make so much as knowing what to make. It is the art of identifying and understanding customer’s needs and coming up with solution that satisfy them and produces riches for firm’s profitability. As we all know, future is always uncertain. More precisely when there is volley of brilliant competitors and each wants to be the market leader. So in the light of intense competition satisfaction through product innovation maintaining the standard quality therein, failing which no amount or deal of promotional measure or scheme can compensate at length. Competitive forces have compelled the companies to focus on specific segment of the market with frequent product innovation and rather new products and launching thereof with greater confidence. The present study gives special emphasis on the Financial Trend Analysis Of Parag Dairy. The entire study has been divided into chapters and further subdivided into segments from each dealing with a separate aspect in a simple and lucid style and clarification has been given top priority throughout the project. CHAPTER 1 ABOUT LUCKNOW PRODUCER’S CO OPERATIVE MILK UNION LTD. Sections-1. 1: INTRODUCTION. Lucknow is the capital city of Uttar Pradesh . Total area of district is 2528 square km 91588 hactare is cultivated land . Lucknow producer’s cooperative milk union ltd. (Parag dairy lucknow) was established in 1938. Lucknow milk is the first cooperative dairy established in India . Very few people know the fact the process developed by Lucknow Milk Union was later used in spirit in Gujrat co operative milk movement and is now famous as â€Å"anand pattern† . Lucknow milk union was then chosen as one of the model dairy to Implement operation flood programme started by national dairy development board (NDDB)in 1970. The aim of Lucknow milk union is to provide reasonable price to farmer thereby defending them from exploitation of milk vendors and earn supplementary income part from agriculture . On the other hand the milk union supplies high quality pure milk and milk products at reasonable prices to urban consumer under the brand name â€Å"parag†. The milk union has been running â€Å"clean milk mand breed conservation programmes† UPDASP where milk producer have been educated in producing and supplying milk under clean and hygienic condition and provided the producer with semen of pure Indian breed for the improvement of the present breed of animal. Lucknow milk union is established Auto milk collection unit (AMCU) in societies for giving transparent payment system for milk given by farmer. By the established of these machine farmer are getting full price and actual detail of fat and snf of their milk . presently AMCU are running successfully in 259 societies 27 bulk milk coolers are established in various rural area of lucknow for keeping high quality of milk procured in those area by milk societies Lucknow milk union has set up of teams for quality check and health awareness programme for the urban consumer of milk. The team visit different localities in city, test their milk and provide on the spot results to the consumer . the milk union also organize school children’s visit to its dairy plant to create awareness on milk procrssing and other related system amongst them. The milk union has obtained ISO and HACCP certification in year 2007. For coming months lucknow milk union has commited itself to provide a minimum of 160000 liters of high qualities â€Å"parag† milk per day to the urban consumers. Apart from selling milk in pouches, the milk union is also gearing itself to provide fresh loose milk to the city consumers. Towards this end, the milk supply vehicles insulated with Japanese eco- friendly standards have already been introduced in various area of the city. 87 all time milk booth(ATM) are established for supply of high quality milk to the consumers round the clock. Lucknow milk union is able to maintain high quality standards in its milk and milk products through close monitoring of processes in all its stages of production, processing and packaging. The constant increase in the sales figure of the milk union are a reflection of their sincere efforts and the growing confidence of the consumers in parag milk products. The organization has a chain of around 2000 agent providing employment to the unemployed youths door to door milk delivery system through mini insulated tanker thru commission agent with attractive commission rates has been started in the city . the requirement for this system is to have a mini insulated tanker for which one has to arrange finance upto rs 50000/- himself and rest amount comes through bank finance. The new milk products launched by the milk union such as chhena kheer, besan laddoo, and chhachh, gulabjamun etc have begin tickling the taste buds of the consumers giving them great pleasure and value for money. INDIAN DAIRY INDUSTRY World’s largest food factory, in celebration India Dairy. com invites you to world’s highest milk producers. And all set to find out more about their achievements. Here you can find about answer to every question about dairy. Be it investors, researchers, entrepreneurs or the merely curious Indian dairy. It has something for everyone. Today India is ‘The Oyster’ of the Global dairy industry. It offers opportunities galore to entrepreneurs Worldwide, who wish to capitalize on one of the world’s largest and fastest growing market for milk and milk products. A bagful of â€Å"pearls† awaits the international dairy processor in India . The Indian dairy industry is rapidly growing , trying to keep pace with the galloping progress around the world .As he expands his overseas operations to India , many profitable options awaits him. He may transfer technology, sign joint ventures or use India as a sourcing center for regional exports. The liberalization of Indian economy beckons to MNC’s and foreign investors alike . India has one of the largest livestock population in the world. Fifty percent of the buffaloes and twenty percent of the cattle in the world are found in India, most of which are milk cows and buffaloes. Dairy development in India has been acknowledged the world over as one of modern India’s most successful developmental programme. Today, India is the largest milk producing country in the world. Milk and milk products is rated as one of the most promising sectors which deserves appreciation in a big way. When the world milk production registered a negative growth of 2 percent, India performed much better with 4 percent growth. The total milk production is over 72 million tones and the demand for milk is estimated at around 80 million tonnes. By 2005, the value of Indian dairy produce is expected to be Rs. 1,000,000 million. In the last six years foreign investment in this sector stood at Rs. 3600 million which is about oneforth of the total investment made in this sector. Manufacture of casein and lactose, largely being imported presently, has good scope. Exports of milk products have been decanalised. The milk surplus states in India are Uttar Pradesh, Punjab, Haryana, Rajasthan, Gujarat, Maharashtra, Andhra Pradesh,Karnataka and Tamil Nadu. The manufacturing of milk products is concentrated in these milk surplus States. Technology Export Potential of Milk and Dairy Sector The production of milk products i. e. milk products including infant milk food, malted food, condensed milk cheese stood at 3. 07 lakh tonnes in 1999-2000. Production of milk-powder including infant milk-food had risen to 2. 25 lakh tons in 1999-2000, whereas that of malted food is at 65000 tons. The trends in production of milk products in India is given in Annexure 1. Cheese and condensed milk production stands at 5000 and 11000 tonnes respectively. Some plants are coming-up for producing lactose, casein and improved cheese varieties. Livestock Population India is rich in its livestock wealth. It accounts for nearly 15. 8% of the world cattle population, more than half of the world buffalo population. As per FAO production year book 1998, the population of cattle, buffaloes, sheep and goats in the world and in India is given in Annexure 2. As per the 1992 livestock census of Ministry of Agriculture, highest cattle population was reported in Madhya Pradesh(28. 68 million nos. ) followed by Uttar Pradesh (25. 63 million nos. ) Bihar (22. 15 million nos. ) Maharashtra (17. 44 million nos. ) and West Bengal (17. 45 million nos. ). According to livestock census the highest population of buffaloes is reported in U. P. (20. 08 million nos. ) followed by A. P. (9. 15 million nos. ), M. P. (7. 97 million nos. ) and Rajasthan (7. 74 million nos). Production of Milk and Milk Products. The milk production was almost stagnant between 1947 to 1970 with an annual growth rate of merely one percent Livestock accounts for nearly 15. 8% of the world cattle population, more than half of the world buffalo population. Technology Export Potential of Milk and Dairy Sector which has since registered a vigorous growth of over 4. 5% per annum after the year 1970. The production of milk in India has been increasing steadily as shown in Annexure 3. The major milk producing states are UP, Punjab, Rajasthan, M. P, Maharashtra and Gujarat. Number of milk products manufacturing Plants have come up in these states for Processing of milk. Present Status The Five Year Plan, achieving an annual output of over 60 million tonnes of milk. This not only places our industry second in the world after the United States, but represents sustained growth in real availability of milk and milk products for our burgeoning population. Most important, dairying has become an important secondary source of income for millions of rural families. Improved genetic material achieved primarily through cross breeding of cattle and upgrading of the national buffalo herd has played a significant role in increasing the productivity. Gradual extension of improved husbandry practices; increase in consumption of balanced concentrates made possible, in part, through innovations in the field of nutrition; expanded area under fodder; greater access to veterinary care; and advances in the fight against endemic and epidemic cattle diseases have also contributed to increased production and productivity. About three quarters of the milk produced is consumed at the household level. Of the milk supplied to the market, about 9-11 percent is processed in over 275 dairy plants and Dairying has become an important secondary source of millions of rural families. 6 Technology Export Potential of Milk and Dairy Sector 83 milk product factories operated by cooperative, private dairy processors, and government milk schemes in the oroganized sector. Milk channeled through Operation Flood cooperatives is generally processed in dairy plants located in the rural areas and then transported into cities and towns. Operation Flood Milk productions account for about 1 0% of total milk production or 40% of the marketed output. The balance (about 90% of total production) is handled by the private traders and processors. About 45% of milk production is consumed as fluid milk. About 35% is processed into butter or ghee; about 7% is processed into Paneer (cottage cheese) and other cheeses, about 4% is converted into milk powder; and the balance is used for other products such as Dahi (yoghurt) and sweet meats. In recent years, there has been an increasing ice cream production as foreign companies have invested in India. Industry Segments: 1. Cheese The organised cheese market including its variants like processed cheese, cheese spreads, mozzarella, flavoured and spiced cheese, is placed at around Rs 3 bn. Processed cheese at 50% of the overall market is Rs. 1. 5 bn strong. The next most popular variant is cheese spread claiming a share of around 30% of the total cheese market. The market is primarily an urban phenomenon and is know to be growing at around 15%. The market for cheese cubes slices and tins is growing. The flavoured cheese segment has been declining. About 45% of milk production is consumed as fluid milk. About 35% is processed into butter o r or ghee is processed into paneer(cottage cheese) and other cheeses, about 4% is converted into milk powder; and the balance is used for other products such as Dahi (yoghurt) and sweet meats. Technology Export Potential of Milk and Dairy Sector 7 operator in the branded cheese market in India with about 60% market share in the branded market. It pioneered the market for processed, branded cheese. What GCMMF did was to develop the technology to make cheese from buffalo milk. World over it is made from cow milk. Annexure 4 gives the market size of cheese in India. Other cheese manufacturers are : Britannia Industries, Dynamix Dairy Industries (DDI), Hiranandani, ETA and Metro. 2. Ice Cream The ice cream market in India is estimated to have reached the level of Rs. 10 bn per annum, of which the organized sector is about Rs. 6 bn. The unorganised market has been shrinking. The per capita ice cream consumption in the country is extremely low at 250 ml per year compared with that of the US, which is about 22 litre. The organised market for ice creams of about 60 mn litres,has been growing at around 15% per annum. The ice cream industry has, in a short span of time, undergone a structural transformation. Annexure 5 (a) and 5 (b) shows the growth of market size of Ice Cream in India and the market structure of this segment respectively. 3. Chocolates The Chocolates market is estimated at 35,000 tonnes valued at approximately Rs. 8. 0 bn. The chocolate counter market is worth nearly Rs. 2. 5 to 3. 5 bn and the rest is made up of chocolate bars. Chocolates in fact make up less than a fourth of the sweet-tooth products including sugar boiled confectionery mints and chewing gums. Sugar confectionery is by far the largest segment with a share market growth rates indicate that the cheese market in India is growing steadily. The organised market for ice creams of about 60 mn litres has been growing at around 15% per annum. Technology Export Potential of Milk and Dairy Sector exceeding 60%. Annexure 6 (a) and 6 (b) gives the market size are structure of chocolate market in India. 4. Dairy Whiteners The organised dairy industry processes an estimated 15% of the total milk output in India. The industry has maintained a high growth profile, especially in the wake of the Operation Flood, colloquially also termed as White Revolution, initiated in early 1980s. Today India produces over 80 mn tonnes of milk annually. In terms of value, the total milk economy is estimated at Rs. 1200 bn. The market for dairy whiteners (commercially know as beverage milk powders and condensed milk) and creamers is around Rs. 2,750 mn. The growth of market size of dairy whiteners in the last 10 years is given in Annexure 7 (a) and 7 (b). Apart from MNCs like Nestle and companies like Britannia, the Indian enterprises have also made perceptible progress. Names like Amul, Sapan, Vijaya, Mohan, Parag and several others have been seen in the marketplace with their whiteners. Aseptically packed creamer in miniportions is widely used in the west, but has yet to enter the Indian market. Aseptically packed creamer involves techniques to impart a longer shelf life to the product. It is packed in small cups ready to be poured into a cup of tea or coffee. Creamer is fresh milk with increased fat content (upto 12%) and is aseptically packed after undergoing Ultra Heat Treatment (UHT) at 140oC. Its introduction will affect the existing whitener market as a natural milk product with a longer shelf life. The organised dairy industry processes an estimated 15 % of the total milk output in India. The industry has maintained a high growth profile, especially in the wake of the Operation Flood, col loquial ly also termed as White Revolution , initiated nearly 1980s. Technology Export Potential of Milk and Dairy Sector The potential for exports; especially to neighbouring countries and the countries in the Middle east, the Gulf and Africa, also exist and could be exploited. 5. Baby Foods Conventionally, foods (solids, semi-solids and liquids)badministered to babies of upto two years of age are classified as baby foods. In some cases, however, baby foods are continued to be given to children older than of two years depending on socio-economic, health-related and geosocietal conventions. The concept of packaged baby foods is relatively recent in India. The traditional homemade foods have dominated this sector until the induction of packaged foods mostly from multinational companies. Baby foods have assumed special significance in the recent years because of greater awareness of hygiene and health and constraints on time of busy mothers. A reliable, healthy, convenient and readyto-use baby food is the requirement of the day. India is catching up with the rest of the developed world in this area rater fast. A comparison of growth rates over the last 10 years shows that these has been a steady rise of market size. Annexure 8 (a) and 8 (b) gives the market size and the market structure of baby foods in India. The packaged food products for babies are broadly classified into a) cereal-based such as Nestum; b) cereal-based with milk such as Farex, Cerelax, c) milk-based such as Lactogen, d) ready-to-feed liquids, and e) rusks and biscuits. Infant milk foods constitute the most significant segment. The potential for exports;especially to neighbouring countries and the countries in the Middle east, the Gulf and Africa, exist and could be exploited. Technology Export Potential of Milk and Dairy Sector. 6. Biscuits and Bakery Products The Indian bakery industry is dominated by the small-scale sector with an estimated 50,000 small and medium-size producers, besides the 15 units in the organised sector. Apart from the nature of the industry which gravitates to the markets and caters to the local tastes, the industry is widely dispersed. The two major bakery products, biscuits and bread, account for 82% of all bakery production. The unorganised sector accounts for about two-thirds of the total biscuits production estimated at 1. 3 mn tonnes. It also accounts for 80% of the total bread production which is estimated at 1. 5 mn tonnes and around 90% of the other bakery products estimated at 0. 6 mn tonnes. The last includes pastries, cakes, buns, rusks and others. Annexure 9 (a) and 9 (b) gives the growth of market size of biscuits over the last ten years. Biscuit is estimated to enjoy around 37% share by volume and 75% by value of the bakery industry. The organized sector caters to the medium and premium segments, which are relatively less price-sensitive. The organised sector is unable to compete at the lower price range due to the excise advantage enjoyed by the informal sector. The organised segment in biscuits has witnessed a steady growth of about 6%, conforming broadly to the growth rate of GDP. The production crossed the one-million tone mark in 1995-96 which has now grown by estimated 30%. The size of the bread market is estimated at Rs. 13 bn. There are a number of producers in both sectors, organised and unorganised. From a low priced commodity, bread has The two major bakery products , biscuits and bread, account for 82% of all bakery production. Biscuit is estimated to enjoy around 37% share by volume and 75% by value of the bakery industry. Technology Export Potential of Milk and Dairy Sector graduated into a branded product with discriminating prices. 7. Confectionery The Indian confectionery market includes sugar boiled confectionery, hard-boiled candies, toffees and other sugarbased candies. In 2000, sugar boiled confectionery had penetrated an estimated 15% of the households only, suggesting a large potential for growth. There are about 5,000 units catering to the local markets. The total volume of the sugar boiled confectionery market in the organised sector (comprising plain / hard-boiled candies, toffees, eclairs and gums) is around 125,000 tonnes. Add to this the unorganized sector and the market for all types of confectionery is of the order of 250,000 tpa. That translates into 66% market share of the unorganized sector by volume. In value terms it is less than 50%. The sector’s expansion at a rate of 25% in 1998 had dropped to 17% in 1999 and registered a negative growth of 2% in 2000. In the long run it is slated to grow at 8 to 10% annually. The growth in the size of the confectionery market is gives as Annexure 10 (a). The total volume of the sugar boiled confectionery market in the organised sector is around 125,000 tonnes. Add to this the norganized sector and the market for all types of confectionery is of the order of 250,000 tpa. Exports: Export of certain milk products like milk powder, ghee and butter was canalised uptil 1993. With the objective of promoting exports of milk products, the Govt. have dechannelised the export of these milk products with effect from mid 1993. According to the EXIM Policy for 1997- 2002, the policy for export of these milk products is as under: Powder milk (skimmed or full Cream) whole and infant milk food, pure milk Ghee and Butter, except when exported as branded products in consumer packs, not exceeding 5 kgs in weight, will be exempted from the following conditions : 1) Quantitative i ceiling as may be notified by the DGFT from time to time. 2) registration-cum-allocation certificate issued by agricultural and processed Food Products Export Development Authority (APEDA). The Director General of Foreign Trade, Ministry of Commerce vide Public Notice No. 48/RE-98/1997-2002 dated 13th October, 1998 have removed the quantitative ceiling for export of powder milk and ghee and their export is now freely allowed. However, butter, if exported in packaging exceeding 5 kg. in weight, continues to be under the quantitative ceilings. Products for exports Skimmed Milk Powder, Whole Milk Powder, Ghee, Butter, Cheese, Condensed Milk, Casein etc. are some of the milk products being exported from India. With the objective of promoting exports of milk products, the Govt. have dechannelised the export of these milk products with effect from mid 1993. The export figures of dairy products during the last five years are given in Annexure 11. Major Destinations- UAE (43%), Nepal (19%), Bangladesh(12%) Future Markets South East Asia, Russia and Africa will be the emerging market for Indian dairy products. In the immediate future, there is prospect of an additional demand of over 3 million tonnes of milk products in the ASEAN region alone. The EU dairy exports will become limited by GATT agreements, while Australia-New Zealand do not have adequate production capacity. Equally significant is the rise of Russia as the world’s biggest dairy importer. Although by far the biggest milk producer in Europe, the Russian output has declined by more than 25 percent in the past five years. The shortfall in milk production is estimated to be 13 million tonnes a year. These major deficits in milk availability offer an opportunity for India to fill this vacuum and to become leading dairy exporting nations. Potential for value added products Ethnic Indian dairy products like Sweets Shreekhand, Rusgulla, Khoya and Ready-to-Eat-Kheer, Haluwa, etc. have good demand in the countries where ethnic Indian population is settled. For promotion of these products, we require export worthy consumer packing, which also improves the shelf-life of the product. South East Asia, Russia and Africa will be the emerging market for Indian dairy products. Technology Export Potential of Milk and Dairy Sector APEDA has initiated following steps to increase export of dairy products: Standards have been laid down for export of dairy products APEDA is offering subsidies for implementation of HACCP and ISO 9000, installation and upgradation of laboratories and market promotion through sending of samples, printing of catalogue brochures and brand publicity through advertisement etc. under it’s plan scheme. Export market development will depend on ensuring the quality. This will require that exporters ensure quality from the milk animals to the port and beyond. To build the quality, mechanized dairy fanning requires encouragement with export oriented processing facilities. Manufacturing units linked by contract with large scale producers, can ensure of quality raw material necessary to enter and maintain the position in the international market. It is the cow milk which is recognized in the international market. Since India is producing more of buffaloe milk, there is a need for generic promotion of buffaloe milk. Many countries in the world do not import milk products from India since India is reporting many livestock diseases particularly FMD. Efforts are, therefore, needed to control and eradicate FMD at least in major milk producing States. Creation of chilling facilities at block level village level and transportation of liquid milk to processing units in reefer units . NATIONAL DAIRY DEVELOPMENT BOARD (NDDB) The National Dairy Development Board was created to promote, finance and support to the following: 1- Producer owned and controlled organizations. NDDB’s programmes and activities. 2- Seek to strengthen farmer to support national policies that are favorable. 3- To the growth of such institutions. Fundamental to NDDB’s efforts are co-operative principles and the Anand Pattern Co-operatives of Cooperation. The National Dairy Development Board (NDDB) was founded to replace exploitation with empowerment, tradition with modernity, stagnation with growth, transforming dairying into an instrument for the development of India’s rural people. Policies in Milk Milk Products Milk and Milk Products Order (MMPO) regulates milk and milk products production in the country. The order requires no permission for units handling less than 10,000 litres of liquid milk per day or milk solids upto 500 tpa. Mi lk and Milk Products Order (MMPO) regulates mi lk and mi lk products production in the country. A l l t h e m i l k p r o d u c t s except malted foods are covered in the category o f i n d u s t r i e s f o r wh i c h f o r e i g n e q u i t y participation upto 51% is automatically allowed. 1 8 Technology Export Potential of Milk and Dairy Sector All the milk products except malted foods are covered in the category of industries for which foreign equity participation upto 51% is automatically allowed. Icecream, which was earlier reserved for manufacturing in the small scale sector, has now been dereserved. As such, no license is required for setting up of large scale production facilities for manufacture of ice cream. Subsequent to dechannelisation exports of some milk based products are freely allowed provided these units comply with the compulsory inspection requirements of concerned agencies like: National Dairy Development Board, Export Inspection Council etc. Bureau of Indian standards has prescribed the necessary standards for almost all milk based products, which are to be adhered to by the industry. Regulatory Environment in the Dairy Processing Sector in India The Indian processed dairy industry has grown and diversified enormously in the last few years. To ensure the proper development and growth of this industrial sector, the Government of India has instituted various laws and regulations. The various regulations that govern the dairy processing industry can broadly be classified into: Compulsory Legislation Prevention of Food Adulteration Act, 1954 This Act is the basic statute that is intended to protect the common consumer against the supply of adulterated food. This specifies different standards for various food articles. The standards are in terms of minimum quality levelsTechnology Export Potential of Milk and Dairy Sector 1 9 intended for ensuring safety in the consumption of these food items and for safeguarding against harmful impurities and adulteration. The Central Committee for Food Standards, under the Directorate General of Health Services, Ministry of Health and Family Welfare, is responsible for the operation of this Act. The provisions of the Act are mandatory and contravention of the rules can lead to both fines and imprisonment. Milk and Milk Product Order (MMPO). 1992 The Milk and Milk Product Order (MMPO), 1992, issued on June 9, 1992 seeks to ensure the supply of liquid milk, an essential commodity, to consumers by regulating its processing and distribution. Within eight years of its operation, the Central/State Registering Authorities have till December 2000 registered 666 units with a total processing capacity of 65. 8 million litres per day (mlpd). Salient Features of the MMPO Order include the following: – Registrations for units handling up to 75,000 litres of milk per day are granted by the State Governments and units with more than 75,000 litres per day capacity are registered by the Central Registering Authority. – The Certificate also specifies the milkshed area, which, under the order is defined as a geographical area demarcated by the Registering Authority for the collection of milk by the registered unit. – Maintenance of specified hygienic conditions in the premises where milk and milk products are handled, processed, manufactured or stored. 2 0 Technology Export Potential of Milk and Dairy Sector The collection, transportation and processing of milk normally centres around the operations of a processing plant. The region from which the marketable surplus of milk production finds its way to a processing plant is called.