Gun Control Essay Example | Topics and Well Written Essays - 500 words - 3

Gun Control - Essay Example Some people think that by banning guns crimes would be removed but this may not be so, as we know that there are many laws made but they are not necessarily followed. These laws which are not followed by the criminals have two adverse effects. First of all those sellers who are not allowed to sell arms and ammunitions become rich selling their weapons illegally. This will lead to a formation of a black market and we will lose complete control over it. â€Å"I am convinced that we can do to guns what weve done to drugs: create a multi-billion dollar underground market over which we have absolutely no control.† (Roman) Secondly, the law abiding citizens face a loss as they now have no weapons while the criminals, who don’t even bother to respect the law, will still be armed. This will reduce the number of lives saved by such law abiding citizens. This shows that the criminals are criminals because they don’t follow the laws and we cannot expect them to do so. †Å"Expecting a carjacker or rapist or drug pusher to care that his possession or use of a gun is unlawful is like expecting a terrorist to care that his car bomb is taking up two parking spaces.† (Chew) People who fought for independence also had guns. It is not the guns that matter; it is the intention of the one using it. Depriving people of guns doesn’t solve the problems but it only worsens it. Think about those nations who are now independent just because they fought for their independency. If they would have no guns, then they wouldn’t have got their independence. Like all the other things, gun control has some positive aspects as well. Guns are weapons and if not handled safely they can cause all the kinds of damage. In 1998, 30708 deaths were caused by weapons in the United States. Of that number, 12102 were assassinations, 17424 were suicides, 366 were accidents, 316 had nameless causes, and only 154 were confirmed to be in self-protection. (Guns in Our

Personal Development Plan in Childcare

Personal Development Plan in Childcare Over the four years I have been working at various different settings as a student volunteer which include the following Private Day Cares, Primary Schools and Nursery Schools. Studying Early Childhood has given me, amongst other things, a broad knowledge of child development. It has given me an opportunity to reflect upon my own learning styles and professionalism and explore legislation, theories and research materials. I have devised a Skills Audit (See Appendix One) where I have chosen categories (taken and adapted from the UCLAN Employability Framework) to assess and grade myself against which I will be evaluating my strengths and weaknesses against the competencies. Leadership Ability Shows ability to innovate and shows initiative however lacks confidence to motivate other and shows some evidence of leadership. (See Appendix 1) Leadership is about vision and influence therefore Rodd (1998) says that Leaders are able to balance the concern for work, task, quality and productivity with concern for people, relationships, satisfaction and morale. (Isle-Buck.E: 2003). Although I am not a leader but a student volunteer I believe that this is my weakness as I havent been able to establish leading other colleagues and promoting their development and taking their views into account. However I could say that I am a leader for children as I provide for them, allow them to take part in decisions and take into account their views and needs for them to develop their knowledge and understanding further in a fun experience. Organisation Planning and Prioritising Abilities Capable of managing time effectively; demonstrates self motivation/self management, showing some level of increased confidence in planning and carrying out arrange of tasks. (See Appendix 1) Time Management could be described as Getting the most benefit from time, using it wisely and efficiently (Day, 1999). This could include avoiding wasting time on tasks that are unnecessary. However managing my time successfully ensures that I leave myself time to alter or make improvements on assignments as necessary without causing me too much concern or missing a deadline. Being able to organise myself and my priorities it enables me to approach each day in a positive manner and at ease. On the other hand I could say that a weakness of mine is planning at the moment as I have been working in a Year 1 class with the National Curriculum (NC) and have now moved down to a Reception class where the Early Years Foundation Stage (EYFS) is used. The EYFS is used differently to the NC when planning so it will take me some time to get used to this procedure taking into account this could be a goal for me to achieve. Communication and Interpersonal Skills Always clear and accurate, high standard of presentational skills. Is able to communicate with people ant all levels and shows confidence in how they communicate to meet others views. (See Appendix 1) Communication skills are important and the way you communicate with others too. Parents and other colleagues find it easy to approach me as I have developed a good understanding with them. As mentioned in Sadek, E, (2009: 72), If the people whom you are communicating usually experience their transactions with you as positive, affirming to their self-esteem and productive for them personally, they will usually come back for some more. Being bilingual helps the setting that I am volunteering in at the moment. This is entirely due to the fact as children from Asian backgrounds that attend the school out of which some children and parents have English as an Additional Language. For example if children are struggling to understand what the teacher is saying to them in English, the teacher as ks me to translate to the child in their home language (Urdu/Punjabi). This then enables the child have a clear understanding of what the teacher is expecting or wants them to do. Therefore over the years my self esteem/ motivation and confidence have built up and I enjoy what I do during my days at the school enabling me to provide stimulating activities for them to enjoy and learn. Miller.L, (2005: 28), states that Communication within early years settings is fundamental and as Rodd (1998) suggests: Working in an early years setting, whether it is large or small, involves many interactions between adults and other adults and between adults and children. Team Working Abilities Reasonable evidence of working as part of a team and shows evidence of interacting and begins to contribute ideas or concerns with other team members. (See Appendix 1) Whalley, M (1994: 171) Reminds us that working as a team is a process not a technique, while Rodd (1998: 116) states that teamwork relies on open communication, democratic organization and effective problem-solving skills. (Dryden.L: 2005). I have worked within teams and sometimes find it at ease to interact and sometimes I lack confidence in contributing when in large groups as I feel I might be saying a comment or contributing unnecessary ideas. However this is something that I could develop upon. I occasionally share concerns with the staff if they are necessary regarding parents or children. Reflection Shows significant ability to evaluate and identify key learning of self and others. Shows clear understanding and knowledge of how to use and aid reflection within learning. (See Appendix 1) The work of David Kolb studies the way in which people learn and looks in particular at experiential learning. Experiential learning describes the cyclical pattern of learning from experience through reflection and conceptualising to action, and back to experiencing once again (Wallace, 2001). Relating this to my own learning, I experience on a day-to-day basis the challenges and joy of working with children. I then reflect on the things I have learnt and how they correspond with my studies and the theories. By reflecting on my learning styles and the way in which I approach my work, I have been able to improve my techniques to ensure I am making the most of my time and energy. However reflecting on my learning with other team members has been beneficial too as it has supported me to change or de velop my learning further. As stated in MacLeod Brundell. I, et al, (2008), Pollard and Tann (in Fisher, 2001:199) suggest that reflective practice, professional learning and personal fulfilment are enhanced through collaboration and dialogue with colleagues. Problem Solving Occasional critical thinking and decision-making skills with some interpretation of major factors and understanding choices. Some evidence of testing different options and implementing the chosen solution. (See Appendix 1) Being able to think critically takes time and practice to master. Brookfield has described critical thinking As a useful and positive activity. The word critical often suggests finding fault. However, critical thinking can examine an idea or concept by looking at the positive as well as negative aspects (Day, 1999). For example, during my working day I am able to reflect upon and evaluate current activities that I have done. Likewise in my studies, I am able to look at pieces of researches or articles that have been produced by different authors and occasionally be able to analyse and reflect upon them but I feel that I am lacking some confidence in critical thinking as sometimes I describe rather than analysing the texts. However I am able to reflect on them by gi ving my views and opinions as well as making links to other articles and/or theorists. Continuous Professional Development I recently started working part time in the summer holidays at a Childrens Play Scheme Centre as a Mobile Team Worker. My role was to go to various settings and provide fun activities for children aged 5 12 to enjoy in their holidays. Before attending work I was offered to go on training courses alongside other new colleagues which included First Aid Training and Safeguarding Children. Whilst on the Safeguarding Training the information that was being told was already fresh in my mind as I had completed a module on Safeguarding Children. Within the module we discussed relevant and up to date legislations as well as how to proceed and take action on how to deal with children and families where abuse is identified. However this training course was not beneficial for me I think as I knew the relevant information already bearing in mind that it was a beginners course to Safeguarding. First aid training was a period over two days where I and other colleagues joined in discussions and practical activities. I enjoyed this training session and found it a valuable asset to learn. It showed me how to proceed when in difficult situations such as a baby not breathing, cuts and scabs, bleeding and vomiting etc. I learnt what procedures to follow to get a result and if the situation was not able to be dealt with how to deal with the situation then too. We worked as a team to assess different situations and cases, I thought this was good as each team member would get to talk to each other and communicate effectively and help each other if one wasnt sure how to proceed. Overall the First Aid training session for me was a worthwhile session that I had been too. Critical Analysis of Professional Development What is professional identity? It can be described as the relationships between social structures and individual agency between notions of a socially constructed and therefore contingent and ever-remade self, with dispositions attitudes and behavioural responses, which are durable and relatively stable between cognitive and emotional identities (Day et al, 2006:601) Since the launch of the Every Child Matters (ECM) document in 2003 regarding the Victoria Climbie Enquiry and the succeeding of Childrens Act 2004, it could be argued that childcare services have had a rapid change for everyone involved within this field for example teachers, practitioners, doctors, social workers, health visitors and the police etc. In August 2006 the local government published its response to the national consultation on the future of the childrens workforce. Within this context the governments response was to outline how people working within the early years workforce will provide a major contribution to improving childrens achievements as well as supporting parents and families in giving their children as many possible life chances they can achieve. Every Child Matters: Change for Children has the outcomes that we desire for all the children to achieve their full potential in. This change has gone some way to creating the role of the Early Years Professionals (EY Ps). An EYP will have the qualifications and experience needed to take on a leadership role in a childcare setting, and provide quality care and education for children. (Nursery World:2009). CDWC (2006a: 2) state that EYPs are seen as agents of change dedicated to improving practice in the early years sector. (Nurse: 2007). Alongside ECM, the Government launched a ten year strategy to improve services for children. The Childrens Workforce Development Council (CWDC) was set up in 2005 so that they would support the performance of ECM. The CWDCs role is to join together the way different agencies work together to bring consistency to the way children and young people are listened to and looked after. They state that we are the voice of employers and we make sure their concerns, experiences and views directly influence workforce reform. The CWDC supports people who work with children, young children and their families in the sectors including the early years, social work, social care, the welfare sector and young people. The ECM website quotes: The ten year strategy aims to provide a sustainable framework for high quality integrated early years and childcare services for all children and families (Every Child Matters: 2009). The word sustainable is a vital point here. In order to continue providing good qu ality service, there needs to be a continuous program of training in order to provide settings with professionals for future generations. Sustainability could be described as meeting overheads and provide a quality, accessible and affordable service that is relevant and needed in the community. Although sustainability is important sufficiency also plays a vital role too which can be described as having the means to provide childcare that meets the requirements of the community, showing awareness of the needs of parents who work or are in training. The Early Years Professional Status (EYPS) was first introduced in 2006 a graduate professional. EYPs are highly trained graduate leaders, with up-to-date knowledge and understanding of early years sectors regarding child care and development, as well as having qualifications that are recognised. This enables the EYP to share their high levels of practice and knowledge with other members within the team. This essential role within the early years plays a vital role in supporting childrens well being and development for them to succeed which has become evident within recent years. This has been emphasised a great deal in the Childrens Plan (2007) within the early years sector. Anning and Edwards (2006: 51) describe professional identity in the EYP role as a way of being, seeing and responding, responsively and flexibly maximising the learning potential of every aspect of Early Years practice, particularly in building on the childrens own ideas, preferences and interests (Carr: 2001). The EYPS is the on the same professional level as with teachers who have a Qualified Teacher Status (QTS). CWDC (2006) states that it is important to consider that the two qualifications are both professional statuses but are based on different set of skills and knowledge. On the other hand newly qualified teachers (NQTs) are provided with support, personal mentoring, effective career development etc, as well as the opportunity to follow up by Continuous Professional Development (CPD) structure within the school year. They also have the opportunity to work effectively and focus on the highest levels of learning and pedagogy. In contrast EYPs have none of this support available to them at the current time. The pay for the EYPs is minimum as well as no structures or guidelines around conditions of service, support requirements, or ongoing CPD to maintain and build skill-levels. (Aspect: 2008). There are a number of questions which immediately rise from this, as Nurse, (2007) mentions that there is serious debate about the link between the EYPS and QTS, not only because it cuts across many current employees allegiances to particular professions but also it affects the lives of children and families as well as those who will work in the field in the future. Since the launch of the EYPS in 2006, the Government has provided around  £250m in funding through the Transformation Fund. This enabled students to apply for money to fund a degree in Early Childhood Studies. A further  £305m was made available through the Graduate Leader Fund to help transform the early years workforce  and deliver the Ten Year Strategy for Childcare (Every Child Matters: 2008) To gain the EYPS each candidate should be able to demonstrate and achieve 39 standards which will enable them to meet the requirements for EYPS. These standards fall under the following six categories: Knowledge and Understanding, Effective Practice, Relationships with Children, Communication and Working with Partnership with Families and Carers, Team Work and Collaboration and Professional Development. These six categories when working with children from birth to five which the 39 standards fall under are to be achieved by each candidate that chooses to do the EYPS. Most of the standards that are created are an effective way of meeting the requirements to enhance professional development as well as meeting the needs of children and their families. For example in the category Knowledge and Understanding, Standard 1, The principles and content of the Early Years Foundation Stage and how to put them into practice revolves around the practitioners. This standard enables the practitioner to enhance their knowledge of the EYFS and how it is to be used to provide effective provision for the children within their setting. Without the knowledge and understanding of the curriculum practitioners will be unable to provide the up most best for children in their care. Another example can be from the category, Professional Development, S38 Reflect on and evaluate the impact of practice, modifying approaches where necessary and take responsibility for identifying and meeting their professional needs. This enables the practitioner to develop on their weaknesses which will allow them to provide opportunities in development where necessary to enhance their professional development. Taking into account practitioners should note that EYPS is not a qualification but it is a new status which recognises a students knowledge and skills as a practitioner and a professional leader (Moyle: 2007). CWDC (2010) stipulates that the role of the EYPS enables practitioners who are working with children aged birth to five to demonstrate the excellence of their practice and their ability to lead practice. The government proposed that the Early Years Foundation Stage Curriculum (EYFS) should be delivered by a skilled early years and childcare workforce, professionally led and with a strengthened qualification and career structure. On the other hand the EYFS also enables to improve on their practice and support their professional development by the recommendations which are stipulated in section 1 of the EYFS Practice Guidance. (DfES, 2007b: 5) This links into the EYP Standard S33, as Nurse (2007: 144) states that this standard stresses the important link between reflection and professional development, the more skilled you become in evaluating the effectiveness of your own practice, the more you will be able to identify opportunities to enhance and develop your own expertise and knowle dge. The EYFS is the curriculum for 0-5 year olds that was introduced in 2008 which took place of the Birth to 3 Matters (2002) and the Foundation Stage (2000) Curriculums. It is a single quality framework to support childrens learning and development. For practitioners and EYPs, the EYFS has presented many challenges, its main effect is to recognise each child for its individuality as well as recognising the childs strength to improve and plan their future continued learning. Therefore the governments aim was to have a graduate EYP in all children centres by 2010 and in every day care setting led by an EYP graduate by 2015 with two graduate EYPs per setting in the disadvantaged areas. The childcare sector has, until recent years, been overshadowed somewhat by formal education. The Government has now recognised the importance of delivering a quality service for children aged Birth to 5 years, delivered by professionals trained and experienced in the field of early years (Whalley:2008). Th is recognition could partly be due to the increasing number of children attending a full-time setting and the emphasis on helping a child reach their full potential early in life. Once the EYP has qualified they can choose to either work in the childrens centre which provides early education which is integrated with health and family support services. By 2010, the government proposed that they will have at least 3,500 centres across the country which will be available and accessible to everyone (Every Child Matters: 2009). However other career paths are available for EYPs to follow than work in Children Centres for example Private Day Cares, Early Years Advisors etc. In conclusion there are no arguments that the EYPS cannot work or indeed it isnt a good idea apart from the lack of low pay and conditions Pugh et al (2010:206) stipulates that the new initiatives that the government have outlined promise a better future for the early years workforce and consequently a better future for children as well. Personal Development Plan Target:  In order to apply for PGCE I need to achieve Science GCSE Grade C or above Short Term Goal:  Arrange to attend classes in the following year 2011. Long Term Goal:  Achieve Science GCSE by 2012. Target:  Complete BA (HONS) Early Childhood Studies Short Term Goal:  Complete formative assignments and receive feedback to develop upon. Long Term Goal:  Complete and pass all summative assignments by summer 2011. Target:  Study and research a wider selection of articles and texts to support my degree work Short Term Goal:  Study and make notes of course books and recommended reading for each module. Download relevant articles and information from the Internet related to my assignments. Long Term Goal:  By 2011 I will be able to judge my success by my improved knowledge and ability to read critically. Target:  Build on my self esteem and confidence. Short Term Goal:  Take sessions on how to build confidence and self esteem by taking counselling. Long Term Goal:  Be able to share and contribute ideas with confidence. Target:  To experience working with children between the ages 0-5 years. Short Term Goal:  Attend nursery sessions to see how staff teaches. I will also be attending training sessions for the Early Years Foundation Stage to increase my knowledge and understanding. Long Term Goal:  By September I will work in a nursery class and work alongside children from 0-5 years and the Early Years Foundation Stage. Target:  To develop an understanding of the concept of the Early Years Foundation Stage. Short Term Goal:  I will attend training sessions for the Early Years Foundation Stage in the summer. Long Term Goal:  By September I will have an understanding of the Early Years Foundation Stage and will be working alongside it. Target:  To work alongside the Early Years Foundation Stage and develop how to use it for an observation. Short Term Goal:  I will attend training sessions for the Early Years Foundation Stage in the summer to understand the concept of this curriculum. Long Term Goal:  In September I will be able to use the outcomes of the Early Years Foundation Stage to observe and assess set children and this will be able to help me build up their personal profiles. Target:  To work alongside the Early Years Foundation Stage curriculum and have some training done. Short Term Goal:  By summer 2011 I will have attended some training sessions and have developed skills for the Early Years Foundation Stage so that I can use this curriculum as I am working with under 5s. Long Term Goal:  In September 2012 I will be working with children under 5s using the Early Years Foundation Stage and will be able to adapt to the changes Target:  To work alongside other professionals within the setting. Short Term Goal:  By Easter I will have acknowledged which professionals are working within the setting and understood their role Long Term Goal:  By September 2011 when I work in another class where there are special needs children or other children with specific needs I will be working alongside with them with the child. References Aspect, (June 2008), Early Years Professionals: Making the EYP project a Success Daly, M, Byers, E and Taylor, W, (2004) Early Years Management in Practice, Heinemann Day, C (1999) Developing Teachers: The Challenges of Lifelong Learning, London: Routledge Falmer Day.C, Kington.A, Stobrt.G and Sammons.P, (2006), The Personal and Professional selves of Teachers: Stable and Unstable Identities, British Educational Research Journal, Volume 32, No 4, August. Dryden, L, Forbes, R, Mukherji, P, Pound, L, (2005) Essential Early Years, Hodder Arnold Every Child Matters (March 2008) Graduate Leader Fund further information on purpose and implementation Every Child Matters, Department for Children, Schools and Families, [On-line] http://www.everychildmatters.gov.uk/deliveringservices/workforcereform/earlyyearsworkforce/ [Accessed 22nd November 2010] Every Child Matters (2009) Early Years and Childcare Every Child Matters: Change for Children [On-line] (Updated 15th February 2009) Available at: http://www.everychildmatters.gov.uk/earlyyears/ [Accessed 22nd November 2010] Isle-Buck, E and Newstead, S (2003), Excellence in Childcare: Essential Skills for Managers of Child-Centerd Settings, David Fulton Publishers Macleod-Brundell, I and Kay, J, (2008) 2nd Edition, Advanced Early Years Care and Education, Heinemann Miller.L, Cable.C and Deveruex.J, (2005), Developing Early Years Practice, David Fulton Publishers Ltd: London Moyles.J, (2007), Early Years Foundations: Meeting the Challenge, USA: Open University Press Nurse. AD, (2007), The New Early Years Professional: Dilemmas and Debates, Routledge Nursery World (6th March 2009) Nursery Management: Editors View Nursery World, [On-line] Available at: http://www.nurseryworld.co.uk/news/887566/Nursery-Management-Profiletrue-vocation/6 March 2009 [Accessed 22nd November 2010] Pugh.G and Duffy.B, (2010), Contemporary Issues in the Early Years, 5th Edition, London: SAGE Publications Sadek, E and Sadek, J (2009) Nursery Management, 3rd Edition, Nelson Thornes Ltd Wallace, S. (2001) Teaching Supporting Learning in Further Education, Exeter: Learning Matters Ltd Whalley.M, Allen.S Wilson.D, (2008), Leading Practice in Early Years Settings (Achieving EYPS), Exeter: Learning Matters Ltd http://www.cwdcouncil.org.uk/eyps CWDC (2006) Early Years Professional Status http://www.cwdcouncil.org.uk/eyps/standards [Accessed 22nd November 2010] http://www.cwdcouncil.org.uk [Accessed 20th December 2010] Appendices Appendix One Leadership Ability Organisation Planning and Prioritising Abilities Communication and Interpersonal Skills Example A leader who provides for self and others working alongside them. Communication and decision making skills to involve and take views from colleagues. Time management (punctuality, meeting deadlines), self management and self motivation, interpersonal skills like confidence, awareness of life-long learning and planning for future development. Oral, Written, Visual, PowerPoint and other forms of delivery; communicating academically and professionally choosing forms of delivery, structure and language appropriate to audience; leading discussions and responding to feedback. 1. Poor communication. Inability to consider others views before making decisions and unable to play a positive lead role. Little or no use of evidence of using time effectively, attempting to improve self motivation and self-management or to develop confidence in planning and carrying out a range of tasks. Inadequate no real consideration of audience and has tendency to be in accurate. Shows little or no evidence of communicating effectively with others and has difficulty conveying information in any form. 2. Good communication skills but lacks initiative in playing a lead role as well as the planning and organisation. Occasional evidence of using time effectively; basic self motivation evident with limited development of confidence in planning and carrying out a range of tasks. Staring to show and use good communication skills however lacks confidence in communicating with others and has difficulty presenting to people at all levels. 3. Shows ability to innovate and shows initiative however lacks confidence to motivate other and shows some evidence of leadership. Good attempt at using time effectively, some evidence of self-motivation/self management with some improvement in confidence in planning and carrying out a range of tasks. Reasonable presentation and generally accurate in content rarely has difficulty in making a point starting to show confidence in what they are doing and the way they are communicating with others. 4. Beginning to show confidence in motivating others and providing support for the staff. Shows clear evidence of leadership ability. Capable of managing time effectively; demonstrates self motivation/self management, showing some level of increased confidence in planning and carrying out arrange of tasks. Always clear and accurate, shows high standard of presentational skills. Is able to communicate with people ant all levels and shows confidence in how they communicate to meet others views. 5. A strong leader who shows self motivation and motivates others too considering their views and needs. Is confident in making the right decisions. Manages time highly effectively; demonstrates consistent self motivation and self-management and an increased confidence in planning and carrying out a range of tasks. Shows a strong ability to give a complete and concise account of a situation, either orally or written. Is able to communicate effectively with parents and others in a wise manner and confident.Skills Audit Team-working Abilities Reflection Problem Solving Example Understanding and developing a role in the team and showing its effectiveness by working with, listening and encouraging the development of others which may also include leadership skills, group ideas and resources. Understanding own learning (learning styles, awareness of how one develops and appropriate use of C.I analysis and journals) Recognition that people learn differently and see things from diverse perspectives. Decision-making skills, critical thinking sustained and applied analytical skills, negotiation skills, managing change and risk, testing different strategies and choosing most appropriate solution. 1. Inability to interact within a team and shows little or no evidence of participating within a team by sharing ideas and concerns. Has no evidence of evaluating/identifying of key learning experience of others and self. Lacks the understanding and knowledge of reflection Shows no evidence of critical thinking and decision-making skills with little or no evidence of appreciation of major factors and no evidence of how to handle choices solution implemented without considering alternative options. 2. Shows some evidence of interaction and motivation within a team. Occasionally listening and working with others but lacks confidence in sharing ideas and concerns. Adequate evidence of evaluating/identifying of key learning of self and others. Tends to use reflection as a tool simply with little understanding and knowledge. Acceptable critical thinking and

A Chronicle of a Death Foretold by Gabriel-Garcia Marquez. Essay

A Chronicle of a Death Foretold by Gabriel-Garcia Marquez. The book "A Chronicle of a Death Foretold" by Gabriel-Garcia Marquez is about a murder in a small South American Village. It is based on an actual murder that took place in 1951 in the town of Sucre, Colombia. This novel provides a detailed insight to the culture of Latin America as it pertains to many aspects of an individuals life. Instances such as religion, marriage, death, and justice and interactions due to the concepts of honor and gender. Culture in most respects should be looked at holistically. Examining specific ideas and concepts within it become seemingly difficult because they form an intricate web, which can be related to other concepts and premises. Actions, dialog and even the descriptions of objects, people, and scenes enable readers to formulate a basic outline of the culture exhibited by the society expressed by Marquez. The story takes place in a small South American town some time in the mid-nineteenth century. While the story makes no direct mention of the year or city many sources indicate it was based on an actual event and dealt with people the author knew directly. It is an unconventional recollection of the author to the events prior to, during, and following the murder of a Santiago Nasar, wealthy young local Arab man. A native woman of the town, Angela Vicario had become the love interest of a flamboyantly rich and young Bayardo San Roman, son of famous and renown civil war general. In a matter of four months they were married. On the first night of their union San Roman learned his new wife was not the blessed virgin he thought he married. Angela Vicario was furiously beaten by San Roman and taken back to her home... ... is that as wedding gifts Bayardo received a new car and Angela received a gold plated 24 person dinner set. The indication of gender roles is abundantly clear that upon marriage men take on responsibilities for taking care of family by means of employment and the women practically regress into becoming pure domicile dwelling individuals. Ones culture within a society provides many individuals with many different interpretations of commonly accepted ideas and themes. "A Chronicle of a Death Foretold" by Gabriel Garcia Marquez outlines much of the culture of a small Latin American town and demonstrates the intricacies of culture. Various concepts have direct involvement with the carrying out of other concepts. Defending ones honor in an act that would bring about death coincides with justice, which often times materializes in the act that defies religion

Customer Satisfaction on Milk Products Essay

â€Å"Marketing is a total system of business, an ongoing process of: 1. Discovering and translating consumer needs and desires into the products services (planning and producing the planned products). 2. Creating demand for this product and services through promotion and pricing. 3. Serving the consumer demand through planned and physical distribution with the help of marketing channels. 4. Expanding the market even in the place of keen competition. † â€Å"Marketing is the process associated with promotion for sale goods or services. It is considered a social and managerial process by which individuals and groups obtain what they need and want through creating and exchanging products and values with others. It is an integrated process through which companies create value for customers and build strong customer relationships in order to capture value from customers in return. † The modern marketer is called upon to set the marketing objectives, develop the marketing plan, organize the, marketing function, implement the marketing plan or programme (Marketing mix) and control the marketing programme to ensure the accomplishment of the set marketing objectives. The marketing programme covers producer planning or merchandising, price, promotion and distribution. In short, modern marketing begins with the customer, not with production cost, sales, technological landmarks and it ends with the customer satisfaction and social well-being. Under the market- driven economy buyer or customer is the boss. Marketing has been viewed as an ongoing or dynamic process involving a set of interacting activities dealing with a market offering by producers to consumers on the basis of reliable marketing anticipation. 1. Marketing is a matching process by which a process by which a producer provides a marketing mix that meets consumer demands of a target markets within the limits of society. The process is based on corporate goals and corporate capabilities. Marketing process brings together producers and consumers the two main participants in exchange. Each producer or seller has certain goals and capabilities in making and marketing his products. He uses marketing research as a tool to anticipate market demand. Then he provides a marketing mix in order to capitalize marketing opportunity. An exchange or a transaction takes when market offering is acceptable to the customer who is prepared to give something value I return against the product so bought. Objectives of Marketing: 1. Increase in sales volume 2. Increase in net profit 3. Growth of the enterprise Marketing environment The term marketing environment relates to all of the factors (whether internal, external, direct or indirect) that affects a firm’s marketing decision-making or planning and is subject of the marketing research. A firm’s marketing environment consists of two main areas, which are: a. Macro environment On the macro environment a firm holds only little control. It consists of a variety of external factors that manifest on a large (or macro) scale. These are typically economic, social, political or technological phenomena. A common method of assessing a firm’s macro-environment is via a PESTLE (Political, Economic, Social, Technological, Legal, and Ecological) analysis. Within a PESTLE analysis, a firm would analyze national political issues, culture and climate, key macroeconomic conditions, health and indicators (such as economic growth, inflation, unemployment, etc.), social trends/attitudes, and the nature of technology’s impact on its society and the business processes within the society. b. Micro environment A firm holds a greater amount (though not necessarily total) control of the micro environment. It comprises factors pertinent to the firm itself, or stakeholders closely connected with the firm or company. A firm’s micro environment typically spans: * Customers/consumers * Employees * Suppliers * The Media By contrast to the macro environment, an organization holds a greater degree of control over these factors. Market segmentation Market segmentation pertains to the division of a market of consumers into persons with similar needs and wants. As an example, if using Kellogg’s cereals in this instance, Frosties are marketed to children. Crunchy Nut Cornflakes are marketed to adults. Both goods aforementioned denote two products which are marketed to two distinct groups of persons, both with like needs, traits, and wants. The purpose for market segmentation is conducted for two main issues. First, segmentation allows a better allocation of a firm’s finite resources. A firm only possesses a certain amount of resources. Accordingly, it must make choices (and appreciate the related costs) in servicing specific groups of consumers. Furthermore the diversified tastes of the contemporary Western consumers can be served better. With more diversity in the tastes of modern consumers, firms are taking noting the benefit of servicing a multiplicity of new markets. Market segmentation can be defined in terms of the STP acronym, meaning Segment, Target and Position. Segment. Segmentation involves the initial splitting up of consumers into persons of like needs/wants/tastes. Four commonly used criteria are used for segmentation, which include: * Geographical (e. g. country, region, city, town, etc. ) * Psychographic (i. e. personality traits or character traits which influence consumer behavior) * Demographic (e. g. age, gender, socio-economic class, etc. ) * Behavioral (e. g. brand loyalty, usage rate, etc. ) Target Once a segment has been identified, a firm must ascertain whether the segment is beneficial for them to service. The DAMP acronym, meaning Discernible, Accessible, Measurable and Profitable, are used as criteria to gauge the viability of a target market. DAMP is explained in further detail below: * Discernable – How a segment can be differentiated from other segments. * Accessible – How a segment can be accessed via Marketing Communications produced by a firm. * Measurable – Can the segment be quantified and its size determined? * Profitable – Can a sufficient return on investment be attained from a segment’s servicing? The next step in the targeting process is the level of differentiation involved in a segment serving. Three modes of differentiation exist, which are commonly applied by firms. These are: * Undifferentiated – Where a company produces a like product for all of a market segment. * Differentiated – In which a firm produced slight modifications of a product within a segment. * Niche – In which an organisation forges a product to satisfy a specialised target market. Marketing information system A marketing information system (MKIS) is an information system that is commonly used by marketing management to analyses and view information pertaining to marketing activities. As the label suggests, an MKIS is a computer-based information system therefore used to input, store, process and output marketing information. [12] An MKIS spans four subset components, which are detailed below: 1. Marketing intelligence system This sub-system stores information gathered from a firm’s marketing intelligence activities. Marketing intelligence consists of actions a firm would undertake within its own market or industry, geared towards information existing within its markets. This can be obtained via communication with suppliers, consumers or other bodies within a market. 2. Internal processes system The internal processes system catalogues all internal marketing processes within a firm. 3. Marketing research system This section of the overall system contains data from a firm’s marketing research activities. 4. Analytical system The analytical system is the only sub-system which does not store data or information. Its function is to analyze and process data from the other three systems, into reliable, timely and relevant information for the perusal and use of marketing management. Industry profile: In early 1940’s a farmer in Kaira district, as elsewhere in India, derived his income almost entirely from seasonal crops. The income from milk was paltry and could not be depended upon. The main buyers were milk traders of Polson Ltd. -a privately owned company that enjoyed monopoly for supply of milk from Kaira to the Government Milk Scheme Bombay. The system leads to exploitation of poor and illiterate farmers by the private traders. However, when the exploitation became intolerable, the farmers were frustrated. They collectively appealed to Sardar Vallabhbhai Patel, who was a leading activist in the freedom movement. Sardar Patel advised the farmers to sell the milk on their own by establishing a cooperative union, instated of supplying milk to private traders. Sardar Patel sent the farmer to Shri Morarji Dasai in order to gain his Co-operation and help. Shri Dasai held a meeting at ‘Samrkha’ village near Anand, on January 4, 1946. He advised the farmers to from a society for collection of the milk. These village societies would collect the milk themselves and also decided prices for that which would be profitable for them. The district union was also from to collect the milk from such village cooperative societies and to sell them. It was also resolved that the government should asked to buy milk from the union. However, the government did not seem to help farmer by any means. It gave the negative response by turning down the demand for the milk. To respond to this action of government, farmer of Kaira district went on a milk strike. For 15 days not a single drop of milk was sold to the traders. As a result the Bombay milk scheme was severely affected. The milk commissioner of Bombay then visited Anand to assess the situation. Finely he decided to fulfill the farmers demand. Thus their cooperative unions were forced at village and district level to collect and sell milk on a cooperative basis, without the intervention of government. Mr. Verghese Kurien had main interest in establishing union who was supported by Shri Tribhuvandas Patel who convinced farmers in forming the cooperative unions at the village level. ‘The Kaira District Co-operative Milk Producers’ Union’ was thus established in Anand and was registered formally under section 10 of Bombay Act VII of 1925 on December 14, 1946. Since then farmers are selling all the milk in Anand through cooperative union. In 1955 it was commonly decided the sell milk under the brand name ‘Amul’ At the initial stage only 250 liters of milk was collected every day. But with the growing awareness of the benefits of the co-operative-ness the collection of milk increased. Today Amul collect 50, 00,000 liters of milk every day. As the milk is perishable commodity it became difficult to preserve milk for a longer period. Besides when the milk was to be collected from the far places there was a fear of spoiling of milk. To overcome this problem the union thought to develop the chilling unit at various junctions, which would collect the milk and could chill so as preserve it a for a longer period. Thus, today Amul has more than 168 chilling centers in various villages. Milk is collected from almost 1097 societies. With the financial help from UNICEF, assistance from the government of NewZealand under the Colombo plan, of Rs. 50 million for factory to manufactory milk powder and butter. Dr. Rajendara Prasad, the president of India laid the foundation on November 50, 1954. Shri Pandit Jawaharlal Nehru, the prim minister of India declared it open at Amul dairy on November 20, 1955. KARANATAKA MILK FEDERATION Karnataka cooperative milk producers’ federation limited (KMF) is the apex body in Karnataka representing dairy farmers’ co-operatives. It is the second largest dairy co-operative amongst the dairy cooperatives in country. In south india it stands first in terms of procurement as well as sales. One of the core functions of the federation is marketing of milk and milk products. The brand â€Å" nandini† is the household name for pure and fresh milk and milk products. KMF has 13 mil unions throughout the state which procure milk from primary dairy cooperative societies (DCS) and distribute milk to the consumers in various towns/cities/rural markets in Karnataka. The first ever world bank funded dairy development program in the country started in Karnataka with the organization of village level dairy co-operative in 1974. The AMUL pattern of dairy co-operatives started functioning in Karnataka from 1974-75 with the financial assistance from world bank, operation flood II & III. The dairy co-operative were established under the ANAND pattern in a three tier structure with the village level dairy co-operative forming the base level, the district level milk unions at the middle level to take care of the procurement, processing and marketing of milk and the Karnataka milk federation as the apex body to co-operative the growth of the sector at state level. Cooperative of activities among the union and developing market for milk products is the responsibility of KMF, marketing milk in the respective jurisdiction is organized by the respective milk unions. Surplus/ deficit of liquid milk among the member milk unions is monitored by the federation. While the marketing of all the milk products is organized by KMF, both wit in and outside the state, all the milk and milk products are sold under a common brand name NANDINI. Company profile INTRODUCTION The Bangalore Milk Union Ltd. , (Bamul) was established during 1975 under Operation Flood II by keeping â€Å"Amul† as its Roll Model. At present Bamul has Bangalore Urban, Bangalore Rural & Ramanagaram Districts of Karnataka State as its area of operation for Milk Procurement and selling Milk in part of Bruhath Bangalore Mahanagara Palika (BBMP) area. Since its inception the Union is constantly striving further for dairy development and marketing activities in its milk shed area. OBJECTIVES * To organize Dairy Co-operative Societies at Village level and dissemination of information like good dairy animal husbandry and breeding practices & Clean Milk Production through Extension Services. * To provide assured market & remunerative price for the milk produced by the farmer members of the co-operative societies. * To provide technical input services like veterinary services, artificial insemination, supply of balanced cattle feed & Fodder seed materials etc., to milk producers. * To facilitate rural development by providing opportunities for self-employment at village level, thereby preventing migration to urban areas, introducing cash economy & opportunity for steady income. * To provide quality Milk and milk products to urban consumers at competitive prices. BACKGROUND On January 1st 1958 a pilot scheme to cater the Bangalore Milk Market, Department of Animal Husbandry, Government of Karnataka was started Milk processing facilities & Veterinary Hospitals at National Dairy Research Institute (NDRI). Later in 1962, The Bangalore Milk Supply Scheme came into existence as an independent body. With the great efforts by the then Hon’ble Minister for Revenue & Dairying, Government of Mysore Sri M V Krishnappa, A joint venture of UNICEF, Government of India & Government of Mysore was dedicated Bangalore Dairy to the people of Karnataka State on 23rd January 1965 by the then Hon’ble Prime Minister Late Sri Lal Bahadhur Shastriji. The Bangalore Dairy scattering over an area of 52 Acres of land, the Dairy had an initial capacity to process 50,000 liters of milk per day. Bangalore Dairy underwent a structural change in December 1975, handed over to Karnataka Dairy Development Corporation (KDDC). Rural Milk Scheme of Mysore, Hassan & Kudige Districts was started under Operation Flood-II and then transferred to Karnataka Milk Federation (KMF) in May 1984 as a successor of KDDC. To cater to the growing demand for milk by the consumers of Bangalore City, the capacity was increased to 1. 5 lakh liters per day under the Operation Flood-II during 1981 and later increased to 3. 5 lakh liters per day under Operation Flood-III during 1994. As per the policies of the National Dairy Development Board (NDDB), Bangalore Dairy was handed over to Bangalore Milk Union Ltd. , (Bamul) on 1st September 1988. The Union is capable of processing the entire milk procured, by timely implementation of several infrastructure projects like commissioning of New Mega Dairy state-of-the-art technology with a processing Capacity of 6. 0 Lakh liters per day, new chilling centers, renovation of product block etc. ,The milk shed area of Bamul comprises of 2611 revenue villages. As of now the Union has organized 1853 Dairy Co-operative Societies (DCS) in 2,245 villages, thereby covering 86 % of the total villages in these three districts. In these DCSs, there are 3,40,307 milk producer members. Among them 109834 members are women and 60,452 members belong to Schedule Caste and Schedule Tribes. The philosophy of this co-operative milk producers’ organisation is to eliminate middlemen and organise institutions owned and managed by milk producers, by employing professionals. Achieve economies of scale of rural milk producers by ensuring maximum returns and at the same time providing wholesome milk at reasonable price to urban consumers. Ultimately, the complex network of co-operative organisation should build a strong bridge between masses of rural producers and millions of urban consumers & achieve a socio-economic revolution in the village community. Bamul has been registered under MMPO by Central Registration Authority. Today, the Union has become the biggest Milk Co-operative Union in Southern India. Bamul has been certified for ISO 22000:2005 & ISO 9001-2000 for quality management and Food Safety Systems. In recognistion to these efforts and achievements, the National Productivity Council (NPC) of Government of India has conferred â€Å"Best Productivity Award† FIVE TIMES and â€Å"Energy Conservation Award† by Bureau of Energy Efficiency (BEE) to the Union. VISION, MISSION, OF THE UNION VISION â€Å" WISH TO GROW INTO A MODEL CO-OPERATIVE† bamul is biggest milk union in south india, fully owned and managed by milk producers of Bangalore rural and urban districts of Karnataka state. Since its incepection in 1975, union is constantly striving to further the dairy development and marketing activities in shed area. MISSION â€Å" USHERING RURAL PROSPERITY IN THE LIVES OF MEMBERS OF MILK PRODUCER† This co-operative milk producer’s orgation is to eliminate middlemen and organize institution owned by the milk producers themselves, by employing professionals, achieve economies of scale and to ensure maximum returns to the producers, at the milk producers, at the same time providing wholesome milk at reasonable price to urban consumers ultimately, the complex network of co-operative should build a strong bridge between masses of rural producers and millions of urban consumers and achieve a socio-economic revolution in the vicinity of the territory. MILESTONE: 2008 Commissioning of Channarayapatna Product Plant at a total cost of Rs. 72 Crores. * a) Launch of New products & new stunning packs (Sundae, Crazy Cone ice cream/Lite Skimmed Milk/ Cool Milcafe/Choco Milk Shake/Dairy Whitener) * b) Launch of Goodlife Slim in 1Ltr Brik. 2009 Gulbarga Dairy & Milk Marketing taking over by KMF 2009 Launch of Good Life variants in Cuttack,Orissa,Tiruchi(Tamilnadu) 2010 Peak Procurement of 41. 83 LKPD 2010 Starting of Procurement routes at N. R. Pura,Koppa Taluk(Chickmagalur District) 2010 Hosting of new KMF website wwww. kmfnandini. coop with online order facility. ORGANISATION STATUS The member producers and their Dairy Co-operative Societies (DCS) are the vital constituents of the Union and their progress is the judging yardstick on the efficiency of the Union’s operation. Hence the maximum importance has been given to their development. The Union is making intensive efforts over the years to organize DCSs in more and more villages of the three districts in the milk-shed area. Number of Functional DCS 1266 1301 1386 1433 1483 1547 1607 1657 1708 1761 1805 0 200 400 600 800 1000 1200 1400 1600 1800 2000 2000-01 2001- 02 2002- 03 2003- 04 2004- 05 2005-06 2006- 07 2007- 08 2008- 09 2009-10 2010- 11 Importance has been given to enroll more and more milk producers in the villages as members of these DCS’s. While enrolling these members, more emphasis is being accorded to enroll more number of women members and to organize more women managed DCSs under STEP (Support to Training and Employment Program for Women). It is heartening to note that there is an active participation of women/ weaker sections of the society in all the dairy development activities of the Union. They have become mainstay of all the developmental programs of the Union. This has resulted in the buildup of economical benefits to the most vulnerable sections of the rural mass. As on March 2011 in these DCS , there are 3,40,307 milk producer members are enrolled and out of which 1,09,834 are women and 44,202 members belong to Schedule caste and 16,250 members belongs to schedule Tribes. Total Milk Producers & Women Membership at DCS 185166 203831 275440 289095 297162 309597 321238 327176 325854 331544 340307 32827 38878 72220 81344 85849 91746 96653 99603 102842 105804 109834 0 50000 100000 150000 200000 250000 300000 350000 2000 -01 2001- 2002 2002- 03 2003- 04 2004- 05 2005- 06 2006- 07. 2007- 08 2008- 09 2009- 10 2010- 11 MILK PROCUREMENT The Milk produced by 92913 farmers at village level will be collected every day morning and Evening at DCS. Under Clean Milk Production programme, to maintain the freshness & quality of the milk 121 Bulk Milk Coolers covering 373 DCS of Total Capacity 1,59,000 Lts were installed at DCS level. During the year the Unions daily average milk procurement is 8. 47 Lakh Kgs, which works out to be 410 kgs per day per DCS. The milk procurement has increased by 2. 15 % when compared to the last year. Bamul is offering the most remunerative milk procurement price to member producers. The operational efficiency is reflected on procurement prices paid to the member producers. The average milk procurement price paid during the year was Rs. 19. 81 for every Kg of Milk supplied to the Union. Which is 80% of total cost of production. Milk collected at DCS will be transported to Chilling Centers, through 92 Milk Procurement Can Routes, by traveling 15,497 KM’s every day. 21 Bulk Milk Cooler (BMC) Routes are also in operation, which collects milk from 121 BMC centers of 373 DCS directly transported to Bangalore Dairy through insulated tankers. LIQUID MILK MARKETING. The Bangalore Milk Union is marketing milk and milk products in the brand name of â€Å"Nandini† through 1190 retailers, 38 Franchisee Outlets, 25 Milk Parlors, 224 distribution routes. The key success factor of Bamul in becoming a market leader is the narrow price spread maintained between purchase & sales, marketing higher volumes of milk. The volume of sales plays a critical role in determining costs. Hence, the market strategy of Bangalore Milk Union is to regard selling of market milk as its core marketing activity and to concentrate its efforts in this direction to increase the volume of milk sales. The impressive growth in the sale of milk by Bamul over the years is due to the persistent efforts to maintain timely supply, maintaining quality and attending to the complaints of consumers and agents with prompt follow-up action. Bamul is also organising Consumer Awareness Programme as a part of Market Development to create awareness of â€Å"Nandini† Milk through personal contacts, Door to Door campaigns, Organisational Meetings, School Children Mega Dairy Plant visit etc. , are conducting regularly. INFRASTRUCTURE DEVELOPMENT: The strategy of Bangalore Milk Union is â€Å"Procure More, Sell More & Serve More† and reaping the benefits of economies of scale. In order to realize this strategy, the Union has implemented the following projects so that more and more milk can be procured and processed. This will help us to serve our producer members by passing on the maximum benefits, we are consciously adopting the growth-oriented strategy of helping our producers to grow by ourselves growing constantly. Mega Dairy with a capacity to process 6 lakh litres of milk per day expandable to 10 llpd has been built by investing Rs.38. 70 crores obtained as term loan from National Dairy Development Board. The Mega Dairy, has latest state-of-the-art technological facilities in dairy processing and the Union will have the ability to manufacture milk and milk products to world class standards. Although Bamul sets standards for its products for better serve to customers, it was not possible to keep the standards stability due to manual operations. In designing mega dairy, Bamul looked towards an automated system that would allow it to achieve consistent quality parameters for each product. Energy and manpower would also be more effectively optimised and controlled and all plant equipment would be integrated. NEW Projects: Bamul has planned to convert Hosakote Chilling Center into a 2. 0. LLPD Capacity Dairy with an investment of Rs. 2427. 00 Lakh and a New Product Block at Bangalore Dairy Premises with an investment of Rs. 2033. 00 Lakhs . Bamul has SEVEN Chilling Centers geographically located around Bangalore and 85 Bulk Milk Coolers at DCS Level. Milk Product Block within the campus to manufacture Butter, Ghee, Peda, Flavoured Milk, Spiced Butter Milk, Paneer, Set Curds etc., FINANCE: The Union had an approximate turnover of Rs. 698. 47 crores in the year 2010-11 as against Rs. 527. 76 Crores for the year 2009-10. TECHNICAL INPUT SERVICES: Bangalore Milk Union is providing various Technical Input & Extension Services to the milk producer members & their Dairy animals through ELEVEN Camp Offices situated in each Taluk i. e. , Anekal, Bangalore Head Office (Bangalore South), Yelahanka (Bangalore North), Channapattana, Devanahalli, Doddaballapura, Hosakote, Kanakapura, Solur (Magadi), Nelamangala & Ramanagara. From these camps the Technical Input services like Weekly Mobile Veterinary Service, Emergency Veterinary Service, Artificial Insemination Service, Periodical Vaccinations, Balanced Cattle Feed Sales, Mineral Mixture Sales, Fodder development and Fodder Seed Production, Clean Milk Production practices, Extension Services for Cattle Feeding, breeding, insurance and milk production etc. , will be carried over. ANIMAL HEALTH AND OTHER ACTIVITIES ANIMAL HEALTH The Union is taking special care to promote the health of the cattle of member milk producers. Veterinary facilities have been extended to all the DCS. Mobile veterinary routes, emergency veterinary routes, Health camps, vaccination against foot & mouth disease and thaileriosis diseases, etc. , are being regularly done. Regularly Deworming is also done for the cattle. There is also a backup of First Aid Services to needy DCS’s. Particulars| 2006-07| 2007-08| 2008-09| 2009-10| 2010-11| MVR Cases Treated| | | | 43761| 171613| Health Camp cases Treated| 128174| 149565| 166198| 118307| | Emergency Cases Treated| 63818| 70735| 70420| 74773| 88440| F& M Vaccination| 377654| 430431| 373107| 528259| 506479| Rakshavac| 13675| 13395| 18094| 26227| 22176|. ARTIFICIAL INSEMINATION Artificial Insemination (AI) has been the main functional tool in dictating this upsurge of development of Dairying in Bamul. Farmers have taken up cross-breeding from way back in 1962. The Union has surveyed and appropriately located AI centers based on cattle population. It is also popularized the idea of cluster AI centers and replace the Single AI centers in a phased manner. The use of progeny tested semen from â€Å"Nandini Sperm Station† is also giving a further boost to the breeding activities. Particulars| 2005-06| 2006-07| 2007-08| 2008-09| 2009-10| 2010-11| No. of Single AI Centers| 320| 248| 251| 259| 259| 242| No. of AI Done| 1,66,614| 1,27,320| 1,11,536| 1,12,740| 1,16,002| 113300| No. of Cluster AI Centers| 64| 89| 94| 96| 101| 111| No. of AI Done| 1,38,895| 1,69,950| 1,69,185| 1,92,207| 1,97,645| 227761| Total AI Done| 3,05,509| 2,97,270| 2,80,721| 3,04,947| 313647| 341061| To reduce infertility in cattle, a frontal attack has been continuously attempted by conducting Special Infertility Camps under the expert guidance and by the use of infertility connected drugs. During 1999-2000, a Vertical Silo of 10,000 liter capacity for storing Liquid Nitrogen has been installed under TMDD program in collaboration with National Dairy Development Board and Karnataka Milk Federation. In addition this facility is being used for supplying liquid nitrogen to neighboring Unions and also to Department of Animal Husbandry. This has helped in protecting the quality of semen straws, thereby considerably increasing the probability of conception during artificial insemination of cattle. CATTLE FEED & FODDER DEVELOPMNET. The Union is implementing several programs to increase milk production and also to reduce the cost of milk production in the milk shed area. Balanced cattle feed is being procured from the Cattle Feed Plants of KMF for distribution among member producers. Fodder seeds are distributed to member producers at subsidized rates. In addition to this, technical advice, Silage Demonstrations, Azzolla Demonstrations and Straw Treatment Demonstrations are also being conducted at DCS level. Chaff Cutters are supplied at subsidized rates. Cattle Feed Sales: Particulars| 2005-06| 2006-07| 2007-08| 2008-09| 2009-10| 2010-11| CF Sales (in MT’s)| 28515| 29813| 33359| 37691| 40529| 45233| A Seed Processing plant was commissioned at Rajankunte by investing Rs. 41 lakhs. The Union is catering to the Seed production needs of many Unions in Karnataka and also of Southern India. YASHASVINI HEALTH INSURANCE: Yashasvini Health Insurance Scheme was muted by Government of Karnataka during the year 2001-02. This scheme was implemented by Coperative department, Members of Co-operative Societies and their family members are the beneficiaries of this scheme. The annual premium is Rs. 120/- per beneficiary. All major hospitals are adopted for this scheme, all types of surgery will be covered under this health scheme. Bangalore Milk union has covered 1. 50 Lakh beneficiaries under this scheme by contributing Rs 30/- towards premium per beneficiary. CATTLE INSURANCE: Bangalore Milk Union is providing Insurance Coverage to the Dairy animals in collaboration with United India Insurance Ltd. , 40,238 animals are covered under this Insurance. The annual premium is 2. 22% of the value of the animal. 50% of the annual premium of Rs. 122. 99 Lakh was borne by bamul. IN THIS MILLENNIUM. We want to become not only the largest Union, but also become one amongst the best-run milk unions in the country. The Union is aware of the challenges of the new private entrants, who are mainly thriving on unfair trade practices. They procure milk at least cost, without bothering about the welfare of the producers and without extending any technical inputs for improving milk production. They market milk by resorting to unhealthy and unethical practices deceiving the unsuspecting consumers. The Union wants to counter this in a positive manner by trying to improve its efficiency of operation and market promotion. It wants to become well trenched in the market as market leader. It wants to follow the strategy of cost-competitiveness, which is hard to match by the competitors. PROGRESS AND ACHIEVEMENT OF THE UNION SINCE ITS INCEPTION 1. Establishment of the Union: * Bangalore Co-operative Milk Producers’ Societies Union Ltd. was established on 16th November 1976. * After the bifurcation of the above Union, into two separate union for Bangalore Districts (Urban and Rural) and Kolar District, Bangalore Urban and Rural District Co-operative Milk Producers’ Societies Union Ltd. (BAMUL) on 23rd March 1987. * Bangalore Dairy was took over by BAMUL on 1st September 1988. * Bangalore Mega Dairy started functioning on 17th December 2000 * MMPO-1992 Registration No 42/R. MMPO/93 * Bangalore Dairy ISO 22000-2005 & ISO 9001-2000 Certified by Standard Australia International (SAI) Global Ltd. , a reputed Australian based company during 2006. 2. Infrastructure at the time of inception & subsequent expansion – year-w.

Self in Interpersonal Communication

THE SELF IN INTERPERSONAL COMMUNICATION SELF Definition of one's identity, character, abilities, and attitudes, especially in relation to persons or things outside oneself or itself. There are three fundamental aspects that make up the self: 1. Self-concept: Your self-concept is the way that you view yourself. 2. Self-awareness: Your self-awareness is your knowledge about yourself, including your insight. 3. Self-esteem: Your self-esteem is how much value you place on yourself. SELF CONCEPT The term self-concept is a general term used to refer to how someone thinks about or perceives themselves.The self concept is how we think about and evaluate ourselves. To be aware of oneself is to have a concept of oneself. Baumeister (1999) provides the following self concept definition: â€Å"The individual's belief about himself or herself, including the person's attributes and who and what the self is†. SELF-CONCEPT means your own view of yourself and it can include: * How you see your self * Your thoughts about yourself * Your beliefs about yourself * How you feel about yourself SOURCES: 1. Others' images: If you want to find out how you look to other people, then you would at how other people treat you.According to DeVito (2009), we look to people who are important to us to see how they treat us. He states, â€Å"If these important others think highly of you, you will see this positive image of yourself reflected in their behaviors; if they think little of you, you'll see a more negative image† 2. Your interpretations and evaluations: Naturally, we evaluate and interpret our own behaviors. If we look back at a certain communication event and find that the behavior we used goes against our beliefs, we will feel guilty. Let's say you are out with friends. Your friend asks you for your honest opinion.If you tell them a lie, you might later feel guilty because you value yourself as an honest person. 3. Cultural teachings: Our culture teaches us how to think, believe, and act and much more. So how you define yourself is developed from your culture. In addition to your interpretations and evaluations, if you go against your cultural teachings, you may feel a sense of guilt or failure. For example, it is common to be married at a young age in the state of Utah. This is a cultural belief and attitude. If you were to be married after 30 years old, it might be seen as against the cultural teaching to this area. . Social comparisons: For example, if you want to find out if you  are seen as a positive person, you could ask your friends if they think you act like a positive person. When we reach out to others to find out how we look, we usually go to those people that we find close to us and important; This would include people like family members or close friends. We do this because we know we are more likely to get an honest answer from these people. The three sources of self-concept are: * Social information and interactions:- The positive and negative messages we receive from others that shape our beliefs. social comparisons:- How we think we measure up to other people; * self-observation:- Being able to monitor our thoughts which affect our behavior and our own interpretations and evaluations. Self Esteem and Self Worth (The extent to which you value yourself) Refers to the extent to which we like accept or approve of ourselves or how much we value ourselves. Self esteem always involves a degree of evaluation and we may have either a positive or a negative view of ourselves. HIGH SELF ESTEEM i. e. we have a positive view of ourselves. This tends to lead to * Confidence in our own abilities Self acceptance * Not worrying about what others think * Optimism LOW SELF ESTEEM i. e. we have a negative view of ourselves. This tends to lead to * Lack of confidence * Want to be/look like someone else * Always worrying what others might think * Pessimism FACTORS: There are 4 major factors that influence self esteem. 1) THE REA CTION OF OTHERS. If people admire us, flatter us, seek out our company, listen attentively and agree with us we tend to develop a positive self-image. If they avoid us, neglect us; tell us things about ourselves that we don’t want to hear we develop a negative self-image. ) COMPARISON WITH OTHERS. If the people we compare ourselves with (our reference group) appear to be more successful, happier, richer, better looking than ourselves we tend to develop a negative self image BUT if they are less successful than us our image will be positive. 3) SOCIAL ROLES. Some social roles carry prestige e. g. doctor, airline pilot, TV. Presenter, premiership footballer and this promotes self-esteem. Other roles carry stigma. E. g. prisoners, mental hospital patient or unemployed person. 4) IDENTIFICATION. Roles aren’t just â€Å"out there. † They also become part of our personality i. . we identity with the positions we occupy, the roles we play and the groups we belong to. S ELF AWARENESS Self Awareness is having a clear perception of your personality, including strengths, weaknesses, thoughts, beliefs, motivation, and emotions. Self Awareness allows you to understand other people, how they perceive you, your attitude and your responses to them in the moment. The Johari Window The Johari window is a technique created by Joseph Luft and Harrington Ingham in 1955 in the United States, used to help people better understands their relationship with self and others. –  Johari region 1 is also known as the ‘area of free activity. This is the information about the person – behavior, attitude, feelings, emotion, knowledge, experience, skills, views, etc – known by the person (‘the self') and known by the group (‘others'). You are open about your thoughts and feelings;  you are aware of your behaviors and  have an understanding of your skills can capabilities. Others that you are interacting with are aligned and under stand your thoughts and feelings that you are  communicating, either verbally or non-verbally.They also have visibility and awareness around your skills and capabilities or other knowledge or information. 2-Johari region 2 is what is known about a person by others in the group, but is unknown by the person him/herself. The Blind Spot is the area that is known to others but not to you. There may be behaviors that you are exhibiting or things that you are communicating that are affecting others in a particular way. You may be unaware or perceive yourself as not having the ability to perform in a certain situation.However, those that you are interacting with can see exactly how you feel or know from your behavior  or prior experience  that you do have skills and abilities to  perform in a particular situation. 3- Johari region 3 is what is known to us but kept hidden from, and therefore unknown, to others. This hidden or avoided self represents information, feelings, etc, anyth ing that a person knows about him/self, but which is not revealed or is kept hidden from others. The hidden area could also include sensitivities, fears, hidden agendas, manipulative intentions, and secrets – anything that a person knows but does not reveal, for whatever reason.It's natural for very personal and private information and feelings to remain hidden, indeed, certain information, feelings and experiences have no bearing on work, and so can and should remain hidden. There may be some things that you know or are thinking in your head, or you may feel a particular way, however you decide to conceal this information and not share it with others. You may know that you have certain skills or abilities, but choose to not show this to others. Those around you do not know what you are experiencing in terms of thoughts and feelings, and may not know or your capabilities.It is hidden from them 4- Johari region 4 contains information, feelings, latent abilities, aptitudes, exp eriences etc, that are unknown to the person him/herself and unknown to others in the group. These unknown issues take a variety of forms: they can be feelings, behaviors, attitudes, capabilities, aptitudes, which can be quite close to the surface, and which can be positive and useful, or they can be deeper aspects of a person's personality, influencing his/her behavior to various degrees.Large unknown areas would typically be expected in younger people, and people who lack experience or self-belief. The Unknown is the area that is blind to both yourself and to those around you. There may be things about yourself that you do not know, such as your own skills and abilities, even your own thoughts and feelings. Others around you might also have no visibility or knowledge of these. Using the Johari Window for Self-Awareness If you are living with purpose and striving to reach your goals, where do you want to be in the Johari Window?You will want to be playing within the OPEN SELF! The more open and honest you are in your thoughts and feelings, your communications and your behaviors, the more that those around you will have a clear understanding around what it is that you value, what you are trying to achieve and therefore will actually have the ability to help you reach where it is that you want to go. When you’re playing in the Arena, you are completely aware of your skills and abilities and you will become more effective and productive as your interactions and communications with those around you.The Arena is the playing field where trust and relationships are established and cooperation is at its highest. Let’s move to the HIDDEN SELF. This is where you are potentially hiding or concealing thoughts or feelings or any other information that  is unknown to others. Now, there’s nothing wrong with concealing information and holding private thoughts and feelings to you. However, for someone to be able to help you in a certain situation, they will need to know where you currently stand and what your thoughts, feelings or knowledge is  on the subject.The more you can be open and honest and reveal certain things about yourself, the more those others will be able to gain an insight into who you are and how you operate. By doing this, you will build trust, enhance your relationships and when it comes to pursuing your goals, those around you will be able to start helping you get there! The more you can reveal about yourself, the more you will expand yourself into the Arena and start enhancing your relationships, communicate more effectively and perform at higher levels.Similarly when it comes to skill sets and capability, the more you can openly share and reveal around these, the more that others will have an awareness of where they can help you through coaching, mentoring, teaching or providing support or guidance. Now onto the Blind Spot. This is the fun area! This is the area that you really need to minimize to ensure yo u are self-aware around your behaviors and impact on others, and to ensure you can perform at your highest ability. What don’t you know about yourself? Aren’t you curious to find out? How do you find out something about yourself when you don’t know what you need to find out?Feedback! Ask for feedback. Don’t be afraid to request feedback from others whenever or whoever that may be. There may be things that you are doing that you do not know that you are doing! This is not a productive space to be in. Feedback is essential for building your self-awareness and can help you learn and discover how to communicate or perform in a more effective and productive way. When it comes to skill and ability, asking for feedback is essential for learning and development and helping you make your way into the Arena where you can be more effective at pursuing your goals.The Unknown area is the area you want to try stay out of. People with low self-belief or that are inexper ienced may fall into this quadrant. You may not know what your skills and capabilities are, and others may not have had any opportunity to witness any of these. Self-limiting beliefs or feelings or attitudes that hold  you back can prevent  you from discovering certain things about yourself. Perhaps it’s a fear of entering into the unknown. On many occasions, and individual that spends time in this area may need to break out of their comfort zone to start entering one of the other quadrants.Trying new experiences and testing your limits can help you discover more about yourself and your skills and abilities. Working closely and building relationships with others may help them identify certain traits that they can point out for you. Similar to the blind spot, seeking feedback can help you identify certain traits and build your self-awareness. In addition to using the Johari Window, there are five other ways in which we can increase our self-awareness. 1. Ask yourself about yourself. 2. Listen to others. 3. Actively seek information about yourself. 4. See your different selves. . Increase your open self. SELF DISCLOSURE Self-disclosure is both the conscious and subconscious act of revealing more about oneself to others. This may include, but is not limited to, thoughts, feelings, aspirations, goals, failures, successes, fears, dreams as well as one's likes, dislikes, and favourites. Factors Influencing Self-Disclosure Many factors influence whether or not you disclose, what you disclose, and to whom you disclose. Among the most important factors are who you are, your culture, your gender, who your listeners are, and your topic and channel.Who You Are Highly sociable and extroverted people self-disclose more than those who are less sociable and more introverted. People who are comfortable communicating also self-disclose more than those who are apprehensive about talking in general. Competent people engage in self-disclosure more than less competent pe ople. Perhaps competent people have greater self-confidence and more positive things to reveal. Similarly, their self-confidence may make them more willing to risk possible negative reactions.Your Culture Different cultures view self-disclosure differently. Some cultures  view disclosing inner feelings as a weakness. Among some groups, for example, it would be considered â€Å"out of place† for a man to cry at a happy occasion such as a wedding, whereas in some Latin cultures that same display of emotion would go unnoticed. Similarly, it’s considered undesirable in Japan for workplace colleagues to reveal personal information, whereas in much of the United States it’s expected. Important similarities also exist across cultures.For example, people from Great Britain, Germany, the United States, and Puerto Rico are all more apt to disclose personal information—hobbies, interests, attitudes, and opinions on politics and religion—than information on finances, sex, personality, or interpersonal relationships. Similarly, one study showed self-disclosure patterns between American males to be virtually identical to those between Korean males. Your Gender The popular stereotype of gender differences in self-disclosure emphasizes males’ reluctance to speak about them.For the most part, research supports this view; women do disclose more than men. Women disclose more than men about their previous romantic relationships, their feelings for close same-sex friends, their greatest fears, and what they don’t like about their partners. Women also increase the depth of their disclosures as a relationship becomes more intimate, whereas men seem not to change their self-disclosure levels. In addition, for women, there are fewer taboo topics. Finally, women self-disclose more to members of their extended families than men. One notable exception occurs in initial encounters.Here, men will disclose more intimate information than wom en, perhaps â€Å"in order to control the relationship’s development†. Still another exception may be found in a study of Americans and Argentineans; here males indicated a significantly greater willingness to self-disclose than females. Your Listeners Self-disclosure occurs more readily in small groups than in large groups. Dyads, or groups of two people, are the most hospitable setting for self-disclosure. With one listener you can monitor your disclosures, continuing if there’s support from your listener and stopping if not.With more than one listener, such monitoring becomes difficult, because the listeners’ responses are sure to vary. Research shows that you disclose most to people you like and to people you trust. You also come to like those to whom you disclose. At times, self-disclosure occurs more in temporary than in permanent relationships—for example, between strangers on a train or plane, in a kind of â€Å"in-flight intimacy†. In this situation two people establish an intimate, self-disclosing relationship during a brief period of travel, but they don’t pursue the connection beyond that point.You are more likely to disclose when the person you are with discloses. This dyadic effect (what one person does, the other person also does) probably leads you to feel more secure and reinforces your own self-disclosing behavior. Disclosures are also more intimate when they’re made in response to the disclosures of others. This dyadic effect, however, is not universal across all cultures. For example, although Americans are likely to follow the dyadic effect and reciprocate with explicit, verbal self-disclosure, Koreans aren’t.As you can appreciate, this easily results in intercultural differences; for example, an American may be insulted if his or her Korean counterpart doesn’t reciprocate with self-disclosures that are similar in depth. Your Topic and Channel You also are more likely to disclose about some topics than others. For example, you’re more likely to self-disclose information about your job or hobbies than about your sex life or financial situation. Further, you’re more likely to disclose favorable rather than unfavorable information. Generally, the more personal and negative the topic, the less likely you are to self-disclose.SELF DISCLOSURE REWARDS: 1. Self-knowledge. One of the benefits of self-disclosure is that we gain new perspectives about themselves and a deeper understanding about our own behavior. In therapy, for example, views into the often arise when the client is doing self-disclosure. Clients may be aware of aspects of behavior or relationships which have not know it. Because, through self-disclosure, we can understand ourselves in depth. 2. Ability to Overcome Difficulties. Another closely related argument is that we will be better able to overcome our problems or difficulties, in particular feelings of guilt, through self-d isclosure.One big fear is present in many people is that they are not environmentally acceptable because of a certain secret, because of something they once did, or because of certain feelings or attitudes they have. Because we believe that these things are the basis of rejection (rejection), we build a sense of guilt. By expressing such feelings and receive support, not rejection, we become better prepared to cope with feelings of guilt and perhaps reduce or even eliminate them altogether. 3. Even self-acceptance (self-acceptance) becomes difficult without self-disclosure.We accept ourselves largely through the eyes of others. If we feel other people reject us, we tend to deny ourselves as well. Through self-disclosure and supports that come, we put ourselves in a better position to capture the positive response to us, and we will be more likely to react by developing a positive self-concept. 4. Efficiency of Communication. Disclosure of self-improving communication. We understand the messages from other people as far as we understand most of the others individually. We can better understand what someone says if we know the better person.We can know what the meaning of certain nuances, if that person is being serious and when he was joking, and when he became sarcastic or when I'm angry. Self-disclosure is a necessary condition to get to know other people. You can only examine a person's behavior or even live with him for years, but if that person never reveals himself, you do not understand the person as a whole person. 5. Depth Communications. Perhaps the main reason for the importance of self-disclosure is that it is necessary to foster a meaningful relationship between two people.Without self-disclosure, meaningful and deep relationships are not possible. Through self-disclosure, we tell others that we trust them, respect them, and they will care enough and will link us to express ourselves to them. It then will make others want to open up and establish a t least the beginning of a relationship that is meaningful, honest and open relationship and that relationship just improvise. SELF DISCLOSURE DANGERS: In weighing any decision to self-disclosure, consider the potential dangers: Personal RisksThe more you reveal about yourself to others, the more areas of your life you expose to possible attack. Especially in the competitive context of work (or even romance), the more that others know about you, the more they’ll be able to use against you Relationship Risks Even in close and long-lasting relationships, self-disclosure can cause problems. Parents, normally the most supportive people in most individuals’ lives, frequently reject children who disclose their homosexuality, their plans to marry someone of a different race, or their belief in another faith.Your best friends—your closest intimates—may reject you for similar self-disclosures. Professional Risks Sometimes self-disclosure may result in professional or material losses. Politicians who disclose that they have been in therapy may lose the support of their own political party and find that voters are unwilling to vote for them. Teachers who disclose disagreement with school administrators may find themselves being denied tenure, teaching undesirable schedules, and becoming victims of â€Å"budget cuts. In the business world self-disclosures of alcoholism or drug addiction often result in dismissal, demotion, or social exclusion. Remember too that self-disclosure, like any other communication, is irreversible. You cannot self-disclose and then take it back. Nor can you erase the conclusions and inferences listeners make on the basis of your disclosures. Remember, too, to examine the rewards and dangers of self-disclosure in terms of particular cultural rules. As with all cultural rules, following the rules about self-disclosure brings approval, and violating them brings disapproval.