Packed Milk Essay Example for Free

Packed Milk Essay For the calorie conscious and the weight conscious users of dairy products there is some good news from the topmost brand in Indian dairy products—‘Amul. ’ Its recent introductions include ‘Amul Lite’ –a low-calorie bread spread and ‘Amul Lite and Trim Milk’—a long life skimmed milk with zero fat content. ‘Amul Lite’—low-fat, low-calorie and low-cholesterol bread spread—is a healthier substitute for other bread spreads such as butter and margarine which have at least 26% more fat and calorie content. The total fat content in ‘Amul Lite’ is 59% as compared to 80% in butter and margarine. And, the calorie content in 100 grams of ‘Amul Lite’ is 531 as compared to 720 calories in butter and margarine of equal quantity. Being a low-fat, low-cholesterol bread spread, ‘Amul Lite’ is particularly suited to those for whom consumption of high cholesterol and high saturated fat products are restricted. Its low-fat and low-cholesterol content reduces chances of heart ailments as it is low on saturated fat and high on PUFA, Omega-3 and Omega-6 fat contents which help to maintain healthy cholesterol levels. It is further fortified with Vitamin A and Vitamin D which help to improve vision and healthy skin. For a start, ‘Amul Lite’ has been introduced in 200gms plastic containers which cost Rs. 32. 00 each. The shelf life of â€Å"Amul Lite’ is six months under refrigerated conditions. ‘Amul Lite’ is produced in ISO-9000 certified fully-automated plant under strict hygienic conditions and it carries the AGMARK quality certification. ‘Amul Lite Slim and Trim Milk’ is a fresh, long life skimmed milk processed with Ultra High Temperature (UHT) technology which does not involve use of any preservatives. The UHT technology preserves maximum flavour, taste and nutritional value of milk simultaneously ensuring zero microbial activation. Protected from air and light through aseptic packaging system, ‘Amul Lite Slim and Trim Milk’ offers a shelf life of 6 months without refrigeration. ‘Amul Lite Slim and Trim Milk’ is rich in proteins, vitamins and minerals of natural milk with zero fat and cholesterol content. It is available in 1 liter, 500ml and 200ml tetra packs. ‘Amul’ is the brand name of Gujarat Cooperative Milk Marketing Federation Limited (GCMMF) which revolutionized the production and distribution of diary products in India and became a model for development of dairy cooperatives in India. The brand name has become so popular that today the cooperative is recognized by its brand name. According to data provided by the cooperative, the ‘Amul’ milk processing plants have a handling capacity of 10. 16 million liters per day and the turnover of the cooperative for the year 2006-2007 was 42,778 million rupees or 1,050 million US dollars. ‘Amul’ has an amazing range of dairy products which include butter, bread spread, a variety of cheese, sweets, fresh milk, fresh cream, ghee (clarified butter), infant milk and milk food, milk powder, condensed milk, diary whiteners, curd products, ice creams, chocolates, malted milk food (brown beverage), flavoured milk, cold coffee and health beverage. ‘Amul’ is the largest exporter of Indian dairy products with a ‘Trading House’ status. It exports ghee, butter, curd products, sweets, brown beverage, infant milk food, cheese, malai paneer and long life milk and fresh cream to the United States of America, gulf countries and Singapore. Recently, ‘Amul’ embarked on a direct retailing venture by creating ‘Amul Utterly Delicious’ parlours in Ahmedabad, Bangalore, Baroda, Delhi, Mumbai and Surat. AMUL BECOMES INDIA’S LARGEST FOOD BUSINESS Amul, a brand of the Gujarat Co-operative Milk Marketing Federation (GCMMF), an apex body of 13 milk co-operatives, has clocked a turnover of Rs 4,300 crores ($1. 2 billion) during fiscal 2006-07 to become a billion-dollar entity. The results will be formally declared within a couple of days. The ambitious federation has now set its eyes on the Rs 10,000-crore mark over the next three years. It took four decades to Amul to become Rs 2,000-crore entity. But, the turnover doubled to over Rs 4,300 crores within nine years from 1999 to 2007. GCMMF has several successful marketing campaigns in India. Amul butter girl is one of the longest run ad campaigns in the country. The federation sold liquid milk worth Rs 1,200 crores in fiscal 2006-07 and aims to cross Rs 1,500-crore mark in FY 2007-8.

Progressivism Essays -- essays research papers

Progressivism implies a philosophy which welcomes innovations and reforms in the political, economic, and social order. The Progressive movement, 1901 to 1917, was ultimately the triumph of conservatism rather than a victory for liberalism. In a general sense, the conservative goals of this period justified the Liberal reforms enacted by Progressive leaders. Deviating from the â€Å"traditional† definition of conservatism (a resistance to change and a disposition of hostility to innovations in the political, social, and economic order), the Conservatist triumph was in the sense that there was an effort to maintain basic social and economic relations vital to a capitalist society. The Progressive leaders essentially wanted to perpetuate Liberal reform in order to bring upon general conservatism. Expansion of the federal government’s powers, competition and economic distribution of wealth, and the social welfare of American citizens concerned the many leaders of this era. The business influence on politics was quite significant of the Progressive Era. Not only did the three leading Progressive political figures, Roosevelt, Taft, and Wilson, bring upon new heights to government regulation, but also the great business leaders of this era defined the units of political intervention. With political capitalism rising to fame, Progressive politics experienced new themes and areas. The inevitability of federal regulation policies, reformation of social welfare, conservation, and various innovations with banking led to one conservative effort: the preservation of existing powers and economic/social relations. The political leaders of this ear were conservative in that they all believed in the fundamentals of basic capitalism. The various forms of anti-trust legislation presented by each president made the nation one step closer to providing a stable, predictable, and secure, therefore, conservative capitalist society. Theodore Roosevelt’s statist tendencies brought new meaning to government regulation. Roosevelt’s Anti-Trust policy of 1902 pledged government intervention to break up illegal monopolies and regulate corporations for the public good. Roosevelt felt that â€Å"bad† trusts threatened competition and markets. in order to restore free competition, President Roosevelt ordered the Justice department to prosecute corporations pursing monopolistic pr... ...ed and are Liberal indeed. However, the Liberal reforms reinforced the original conservative goals. Business and political leaders accepted the growing competition. Laissez faire, complete Liberalism, hardly ever existed and will not appear in the near future. Political capitalism, by definition from Gabriel Kolko (author of â€Å"The Triumph of Conservatism), is the utilization of political outlets to attain conditions of stability, predictability, and security in the economy. The fact that federal regulation of the economy was conservative in its effect in preserving existing power and economic relations in society shows that federal regulation in the economy was conservative as well. Through the many antitrust acts and various economic and social policies, the Progressive Era ultimately operated on the assumption that the general welfare of the community could be best served by satisfying the concrete needs of business. The big business and business leaders influenced the regulation and the government worked for the people, promoting competition and decentralization. Hence, the Progressive movement served to preserve original goals, not reform society with Liberalism.

Resposibilities and Relationships in the Lifelong Learning Sector Essay

It is the responsibility of the teacher to make the teaching area a safe and fair environment to learn in and teachers should be aware of, and keep up to date with key legislation relating to this. The Health and Safety at Work Act (1974) covers a number of duties relating to teaching and learning. Risk assessments should be carried out and risks properly controlled to ensure a safe working environment. Besides the Health and Safety at Work Act itself there are important pieces of legislation that would apply to a sewing workroom environment. 1. Provision and Use of Work Equipment Regulations. 1998: require that equipment provided for use at work, including machinery is safe. 2. Manual Handling Operations Regulations 1992: cover the moving of objects by hand or bodily force. 3. Electricity at Work Regulations 1989: require people in control of electrical systems to ensure they are safe to use and in a safe condition. The Equality Act (2010) aims to eliminate discrimination based on age, disability, race, religion, belief, gender and sexual orientation. It places a duty on teachers to make reasonable adjustments for disabled people. It also provides protection against discrimination relating to pregnancy and maternity. Teachers must also adhere to the Children Act (2004) that places a statutory duty on them to make arrangements to safeguard the welfare of children. The Act gives responsibility to local authorities to make enquiries when anyone contacts them with concerns about child abuse. The aim is for every child, whatever there background or circumstances, to have the support to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being ii) Following the Further Education Workforce Reforms 2007 New Regulatory Requirements state that all new teachers are to hold or acquire within a specified period of time: A ‘Preparing to teach in the Lifelong Learning Sector’ (PTLLS) award or its equivalent as a minimum license to teach for all who have an element of teaching in their role irrespective of job title; and either A diploma in teaching Level 5 status for those in a teaching role; or A Certificate in Teaching in the lifelong learning sector at Level 3 or 4 All new teachers must demonstrate through professional practice that they meet the standards and can use effectively the skills and knowledge acquired in teacher training. iii)The Institute for Learning (IFL) is an independent professional body for teachers, trainers, tutors and trainee teachers across the FE and skills sector. It has a code of conduct which outlines the behavior expected of its members. Briefly it states that members shall: Behave with Professional Integrity Respect the rights of learners and colleagues Take reasonable care to ensure the safety and welfare of learners Provide evidence of CPD according to IFL policy and Professional Practice guidelines Ensure disclosure of any cautioning or conviction of a criminal offence Be responsible for acting in accordance with the conditions of membership and assisting the Institute with any investigation. b) Boundaries The Teaching or Training Cycle consists of five processes namely: Identifying Needs – The purpose is to identify if the students face any barriers which may affect their learning or if they have any additional needs. There are many ways to do this and could involve; looking at their initial application if one is completed before the course starts, an informal discussion, observation during a class activity or by an initial test or assessment. It is also important to ensure that the student is on the correct course and to offer any advice perhaps with funding or travel referring them if necessary. The process will also help with the planning of the course as it will help the Tutor design a course suitable for the skills and experience of individual class members. Plan and Design Learning – This stage involves the planning of the content of the course. A scheme of work will be designed to plan the content of each session and lesson plans devised to organize them in more detail. When possible agreeing individual learning plans can be agreed with students and contingency plans made to take into account different needs of the learners. This would also be the opportunity to prepare learning resources and activities. Risk assessments need to be carried out and all attempts made to create a safe, positive and accessible learning environment. Deliver – A Teacher should be well organized, well prepared and enthusiastic when delivering a lesson. They should be able to communicate appropriately and effectively and act and speak appropriately. It is essential to promote equality, value diversity and teach in an inclusive and engaging way with a good sense of humour. Assess – Work needs to be assessed within a reasonable time to check that the students have gained the necessary skills and knowledge. Use a variety of assessment methods and keep a record of achievements. Feedback should always be constructive and given within a reasonable time. Evaluate – A programme should always be evaluated in order to improve the teaching and learning process. To evaluate how well the programme was planned and delivered feedback should be encouraged, accepted and acted upon. The teacher should encourage student development and progression as well as maintaining their own teacher development and professional currency. (GRAVELLS 2012) There are boundaries within which a teacher must work and it is important not to overstep these by becoming too personal with the students. It is also important to know where the role of teacher stops and to work within the limits of that role. Some examples are: If a teacher identified that a student was struggling to attend classes because they couldn’t afford the bus fare it would be inappropriate to lend them money. In this instance the student should be referred to the student support staff or the financial support staff. If a teacher was planning a class but found the room had insufficient access to equipment or resource’s it would be unacceptable to voice their concerns to the students. This would be unprofessional, they should address it to the organization, or change the lesson plan to accommodate the resource’s available. Students may choose to confide in their teacher about personal issues and, although a teacher should be understanding and sympathetic, it is important that they maintain a professional role. The student could be referred to a councillor, pastoral staff or support staff depending on the issue concerned. They should avoid getting involved in the personal lives of their students. When assessing students it is important that teachers are fair in their judgments. They should not bebiased towards or against any one student. When evaluating the teaching and learning programme the teacher should be able to listen to and react to feedback in order to improve. If in doubt about the boundaries of their role a teacher should seek advice. This could be from another teacher, a colleague, their line manager or their mentor. c. Points of Referral A teacher may encounter learners with varying degrees of needs. They may be able to deal with some of these needs but some may need the support of other professionals. A Support Worker will help a learner with additional needs. They will have had special training in the particular field required by that learner which the teacher won’t have had and will be able to support them in or outside the classroom setting. There may be a student whose first language isn’t English and has trouble understanding the lesson so there may be a need to work with an interpreter A teacher may also need to work alongside external agencies like the Job Centre. The students may be leaving the learning environment and looking for work and the Job Centre will have the advice and information that they need. d)Promoting Appropriate Behavior i) Having a preventative strategy is a good way to promote appropriate behavior in a lesson. Be prepared and waiting for the learners in the classroom so you can take control of the space and organize it as you wish. Getting the student’s attention with an interesting starter activity shows that you are in control of the class. Present the aims and objectives and share the session plan explaining the purpose and reason for studying it. When planning a lesson ensure there is plenty of variety as students are more likely to behave well if they are stimulated and are not bored. You should have realistic expectations of your class for example, don’t expect a room full of teenagers to sit still through an hour-long power point presentation quietly. ii) Decide for yourself what rules and procedures would create a good atmosphere in your class and will maximize learning. Explain that you want an effective, fair and happy classroom and discuss the rules with the class. There will be rules that are non negotiable for example regarding safety or turning up on time but be prepared to negotiate and compromise to get commitment on others. Encourage the learners to contribute to the rules and procedures. Students are more likely to adhere to rules they have been instrumental in creating. Consider asking the class to devise their own rules and if you reject a popular suggestion be prepared to explain why to justify your decision. The aim is to get the students onboard with the rules and procedures and see them as their own; they will then see them as worth keeping and enforcing. iii) It is important to develop a good rapport with the students as this creates a more positive attitude towards the teacher and to learning. It will also turn the classroom into a co-operative team and reduce antagonism. Get to know the students on a personal level, learn their names and use them. Learn something about each student like what they like to do in their spare time, their hobbies, interests or work and refer to it in conversation. These small details will make the students feel noticed, valued and liked by the teacher and therefore more co-operative. (PETTY 2006)

Lloyds Banking Group In Later Half Of 2008 Finance Essay - Free Essay Example

Sample details Pages: 2 Words: 743 Downloads: 9 Date added: 2017/06/26 Category Finance Essay Type Argumentative essay Did you like this example? If a bank shows any signs of financial weakness, the depositors would withdraw their funds, other financial institutions would stop lending and financial markets would refuse take its debt securities which would worsen it financial condition. Since the 2nd half of 2007, international financial crisis has resulted insecurity and instability and specially shattered the investors confidence resulting in liquidity shortages in international market. All the governments of the world injected huge amount of funds in financial institutions to resolve the liquidity problems and to boost the investors confidence. Don’t waste time! Our writers will create an original "Lloyds Banking Group In Later Half Of 2008 Finance Essay" essay for you Create order UK government injected  £37bn in financial institutions in late 2008. HBOS was one of them which was taken over by Lloyds Banking Group in later half of 2008. Banks share many common risks as other businesses do, but the major risks that affect the banking industry include Liquidity Risk; Market Risk; Credit Risk; Foreign Exchange Risk; Interest Rate Risk. Out of these many risks, main three risks have been explained relating to HBOS. LIQUIDITY RISK: HBOS liquidity risk is governed by the group liquidity statement, which identifies, manages, measures and monitor liquidity risk across the group and is approved by the boards. Liquidity risk management is the responsibility of Group Capital Committee (GCC), which reviews the policy on annual basis for its current and continuous relevance. Operational liquidity management is delegated to Treasury and Group Funding and Liquidity Committee (GFLC) is assigned to set limits and the specific guidelines for monitoring controlling liquidity. The Groups operations in the UK comply with FSAs Sterling Stock Liquidity approach which requires the bank to have sufficient liquid resources to meet its requirements in times of financial crisis. The group has daily monitoring and control processes in place to meet both statutory and prudential requirements. In addition to these: HBOS stress tests its potential cash flows mismatch under various scenarios on ongoing basis; It has a l iquidity contingency plan to identify the emergency liquidity concerns at an early stage, so action can be taken to avoid serious crisis developing. Since the start of recession in last quarter of 2007 during 2008, the group has been operating on full contingency arrangements including daily monitoring of funding and liquidity position weekly meetings to monitor and manage the balance sheet. At December, 31 The Groups portfolio of market asset was  £77.3 billion (2007, 67.0 billion) of which 39.5 billion (2007, 13.4 billion) is used for repo to save bank from liquidity crisis. The HBOS approachs for funding was focused on retail and other customers and wholesale sources. During mid September 2008, the group suffered deposits outflow which increased its reliance on wholesale funding. Due to the economic conditions, when there was not enough long term funding, HBOS sourced itself with short term and overnight funding resulting in increased refinancing risk. MARKET RISK Market risk is controlled across the Group by setting limits using a range of measurement methodologies. The principal methodologies are Net Interest Income (NII) sensitivity and Market Value (MV) sensitivity for banking books and Value-at-Risk (VaR) for trading books. All are supplemented by scenario analysis which is performed in order to estimate the potential economic loss that could arise from extreme, but plausible stress events. All market risk exposures are accumulated by Group Risk on monthly basis and submitted to the Group Market Risk Committee for review and portfolio assessment. INTEREST RATE RISK A key market risk faced by the Group in its non-trading book is interest rate risk. Interest rate risk arises where the Groups financial assets and liabilities have interest rates set under different bases or reset at different times. The principal Board limit for structural interest rate risk is expressed in terms of potential volatility of net interest income in adverse market conditions. Risk exposure is monitored using the following measures: Net Interest Income Sensitivity; Market Value Sensitivity; Group Market Risk Committee allocates the limits and sets risk tolerance for each division. Divisions usually hedge all significant open interest rate mismatch positions with Treasury. They are not permitted to take positions of a speculative nature. A limit structure exists to ensure that risks stemming from residual and temporary positions or from changes in assumptions about customer behaviour remain within the Groups risk appetite. Market risk in non-trading book s consists almost entirely of exposure to changes in interest rates. This is the potential impact on earnings and value that could occur when, if rates fall, liabilities cannot be re-priced as quickly as assets; or when, if rates rise, assets cannot be re-priced as quickly as liabilities.