Sainsbury's Case Study Essay Example | Topics and Well Written Essays - 1500 words

Sainsbury's Case Study - Essay Example From the auspicious events in the 1970’s to the menacing 21st century, the company stakeholders had to remain on their toes being susceptible to the fluctuating financial position of the company. Impact of the problems and the solution strategy on the Investors: It was all going favourable for the company investors till the start of 2002 when the situation began to worsen. The profit position of the company deteriorated in 2004 which initiated the warning signals for the investors. The fact that half of the Board of Directors and some of the executives had resigned created a bleaker picture for the financers of the company and hence shook the investor confidence. This must have created immense problems and communication gaps between the two parties involved. This situation demanded a huge drive towards relationship management in the company. The company management and executive board needed to minimize the communication gap and that could have been done by calling company meet ings and putting up issues in the annual general meeting of the company (Kehoe 2011). To boost the investor confidence the company would have to work on promotion efforts in the public sector. On the other side, the management had started to form negative connotations of the Sainsbury family’s efforts. ... There were also discrepancies in the financial matrices of the company that created a lot of misconceptions for the investors. The strategies that were later used by the company also impacted the investors. For example, the management spent ?3bn on IT systems which certainly alarmed the investors in such troublesome times. In these times the company management badly needed to find policies that could create motivation in the investors and revise cordial relationships between the company stakeholders. All measures that had to be implemented impacted the investor directly or indirectly. Even the policy of finding a target market had implications for the investors (Shah 2012). The executives of the company had to use this concept as a yardstick in the process of decision making and strategic planning. From the case study we can easily identify that the investors wanted rapid profits at this time which obviously was not feasible. Impact of the problems and the solution strategy on the Bo ard of Directors: The entire scenario under discussion posed serious questions on the viability of the company that should have been very worrisome for the company directors. The strategic decision making in these tough times was very difficult and each decision could have created a do or die situation for them. Hence prudence in each implementation step was needed to a lot of extent. The problems such as that of weakening financial position of the company must have led to people pointing fingers at the directors. The directors would have faced pressures not only from the investors but also from the employees. The point of losing market share must have popped up concerns

Conflict Is an Ever-Present and Ongoing Aspect of Peoples Lives Essay Example for Free

Conflict Is an Ever-Present and Ongoing Aspect of Peoples Lives Essay Conflict is an ever-present and ongoing aspect of peoples lives Conflict is a omnipresent part of life regardless of time and place. It has been in our lives ever since the start of our ancestry, where they fight for survival against the wild. Conflict can be as simple as the internal conflict of choosing what we want to have for lunch, It can also be at a large scale like a global war. Without the hardship we and experience we gain from it as an individual, life would be undoubtedly boring and plain. Individuals wouldnt be able to learn right from wrong, neither would they experience different situations and learn how to overcome it. Conflict is a fundamental factor of life, it is in books, at work, at school, online and even on the news. Every day we are faced with at least one type of conflict, or at least witness one. Therefore conflict is unavoidable and always present in our paths as we grow from a fetus to the day we pass away. Protagonists from our favourite novels encounter different hardships as their journey is spilled out onto the pages for us to read and picture their life. In the famous novel entitled The Rugmaker Of Mazar-E-Sharif written by Najaf Mazari and Robert Hillman, illustrates the life of Najaf and how he encounters vary different types of conflict. The moving event of the loss of his father to war, forever traumatises Najaf. We as children are first introduced to our mothers and fathers, causing them to be the closest people we would have in our lives when we are first sent to kindergarten we cry and cry due to the missing warmth and loving grasp of our mothers and fathers. Now this is only for a day, imagine not seeing one of the people you love most for the rest of your life. That is the pain and horror Najaf goes through as he loses his father. That doesnt stop Najaf from staying on his feet to look after his family. until he faces the internal battle to decide if he should flee to Australia or stay back. Demonstrating that we face hardship one after another. Creating an endless cycle. All the pre-mentioned events was caused by one of the worlds greatest battle of different beliefs, war. The ongoing war has caused all the devastation for Najaf, forcing him to flee his homeland. This enhances the factor of conflict being omnipresent and the ongoing fundamental part of any individuals life. Devastating events can occur at any time of our lives. An example of this is the Victorian bushfires. Where you could be out with your family enjoying the hot weather, and all of a sudden a giant blaze of fire is picked up by the wind and surrounds you in matters of seconds. You are trapped and while blinded by the smoke you hear your family screaming and whelping under the loud crackling of bark and the defining blaze. Soon you too are consumed by the giant blaze of fire. It was unavoidable, you were unaware of the event. Creating grief and pain within others. Proving that one hardship leads to another. Making conflict a endless cycle within our lives. The families who have lost members to the terrifying Victorian bushfires has suffered an unbearable and unimaginable loss. The loss of a loved one, Like Najaf and many other individuals in our society. The one event will continue to haunt the grieving individuals and families. They will remember the ones they lost, they will keep replaying the memories with them and cherish what they have left behind. This is what conflict sometimes does to us. And it will continue to prance around our lives just like the famous line Justin Timberlake uses in one of his famous songs. what comes around, goes around which brings me to the next point. In continuum, Internal conflict is one of the main aspects of hardship we face as humans. Our different believes smothered with the other beliefs from the people we sometimes call bullies. From a young age we can be exposed to bullying. May it be outside on the oval, the playground or even indoors. it is still something we face. t can range from name calling to physically hurting someone. As humans we like to have power but some of them take it to a whole new level. where they will insult and hurt the people smaller or weaker just for their satisfaction of power. This then causes depressing thoughts within individuals, or even the attempt of suicide. Depressing thoughts are caused by bullying or an devastating event which ultimately lead to the judgement of one self. When someone thinks I am not good enough or everyone hates me yes it was probably caused by bullying but it had continued to haunt them to create internal conflict. This is an extreme extent of internal conflict. Another pre-mentioned example of internal conflict is as simple as choosing what we want for lunch. Yes it may sound stupid but we do have a mini brain war about what we want for lunch. ultimately showing that hardships are forever in our lives and will continue to stay in our lives. As individuals we face conflict where ever we go. It is in books, at work, at school, online and even on the news. Ultimately meaning it is a omnipresent and a fundamental part of any individuals life. In other words, conflict is an ever-present and ongoing aspect of peoples lives Najaf experiences the same horrifying pain of losing a loved one as the families from the Victorian bush fires. At the same time they all face internal conflict just like a individual that has experienced bullying, or a teenager thinking of what to buy for lunch from the school canteen but to a greater level. Conflict is unavoidable. It is forever in our lives and will continue to shape us as individuals until we pass away.

Developing a Sense of Place in Geography Education

Developing a Sense of Place in Geography Education Developing a sense of place through Key Stage 1 2 Geography Teaching Introduction This paper looks at a particular aspect of teaching and learning geography that is particularly significant: developing a sense of place, as defined under the programme of study Knowledge and Understanding of Places of Key Stage 1 2 of the Primary School National Curriculum. The idea of developing ‘sense of place’ is first discussed in detail and then children’s learning is considered, in terms of what children will actually learn from undertaking this activity, and why this is a valuable part of the curriculum. In terms of what children will actually learn, the paper will consider such things as developing a ‘sense of place’ using an enquiring approach, enhancing children’s perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. Under the National Curriculum for the UK – Geography, the stated aims and purposes of teaching geography are to stimulate children’s interest in their surroundings and in the variety of human and physical conditions on Earth, to foster a sense of wonder at the beauty of the world, to help children develop a sense of concern about the protection of the Earth’s natural resources and to enhance children’s sense of responsibility for the care of the Earth and it’s peoples (The Standards Site, 2007). The aim of key stage 1 is to develop knowledge, skills and understanding relating to the children’s own immediate environment, in terms of the physical environment and the people who live there, with the focus on developing thinking in a geographical way i.e., utilising questions such as ‘What/where is it?’ (aimed at developing observational skills), ‘What is it like?’ (aimed at developing reporting skills), and ‘How di d it get like this?’ (aimed at developing analytical skills) (The Standards Site, 2007). Key stage 2 geography teaching aims to further develop knowledge of place and peoples, but further afield from the immediate locality, so that children begin to learn about different scales and how they relate to each other and to other places on Earth (The Standards Site, 2007). In terms of the current paper, implicit within these stated aims of Key Stage 1 2 geography teaching, is the development of a child’s perception of ‘a sense of place’, in terms of children being able to firstly recognise where they are, then to be able to describe the features of their immediate environment, and to undertake investigations which would allow them to further explore and understand their immediate environment (The Standards Site, 2007). With these aims in mind, in terms of developing a ‘sense of place’, one of the first recommended units within Key Stage 1 curriculum is entitled ‘Around our school – the local area’ which uses investigative methods to encourage children to look at their immediate, i.e., local, area. The investigative methods include funding out where other children in their class live, in comparison to where they themselves live, for example, locating the school in comparison to other local landmarks they know about, identifying what else can be seen in the streets immediately surrounding the school (for example, traffic lights, car parks etc), describing what the immediate environment is like, investigating what jobs people do in the local area, for example by asking other children what jobs their parents undertake, looking at how people spend their leisure time, for example by asking if other children’s parents have hobbies, or what the other children do in the evenings and at weekends, looking at the local area to see if any building work is taking place, and then discussing how this might change the local area, for better or for worse (The Standards Site, 2007). All of these points can be amplified upon by the teacher, and can be discussed in much greater detail with the individual children, and between groups of children, so that the children really begin to develop some sense of their own ‘sense of place’, in terms of understanding and analysing their own local environments (i.e., their school, their home, their routes between school and home etc.). As can be seen, therefore, the National Curriculum gives a very clear set of guidelines as to how geography should be taught to Key Stage 1 2 aged children, with these guidelines broken down in to easy to manage modules, with each module incorporating new skills (such as investigative skills, reporting skills or analytical skills), beginning with investigations and discussions of the children’s local environment and with each subsequent module designed to take the children a little further afield than their local environment. This, it is aimed, will clearly develop a child’s ‘sense of place’ in terms of first orientating them with regards to their local environment, and then, slowly, introducing them to environments that are further afield, for example, through a progression of scales, of nested hierarchies, i.e., studies of, first, the local town, and then subsequently of the local city, the county, the country, Europe, the world and it’s people. I t is aimed that through this sequential and progressive approach to teaching about geography, aside from the skills that the children will acquire, the children will also, as we have seen, develop a strong ‘sense of place’. We have seen that the National Curriculum provides quite explicit guidelines as to how to teach geography to primary school children, but what, on the ground, as it were, can teachers do to ensure that the lessons that need to be taught to children are taught in the best way possible, and are taught in an entertaining and effective manner? To this end, there are all sorts of study aids that teachers can use to teach geography to primary school children. Some of these teacher aids will be discussed in the following sections. One set of teacher aids, designed specifically for teaching Key Stage 1 2 geography curriculum to primary school children is the Super Schemes series, developed by the Geographical Association, in particular Unit 1, which is entitled Around our School: The Seagulls Busy Day and Unit 2, which is entitled Making Our Area Safer: The Twins Holiday. These books use an almost story book-like approach to teach children about geography through the eyes of characters that the children can relate to. It is intended that the children read of the characters, and what they do within the books, and that, through this, the children learn about the aims of the geography curriculum. The explicit aim of this series of books is to enhance and improve the vocabulary of children, in terms of the vocabulary that is necessary for an understanding of geography, to enable their own understanding of a ‘sense of place’. The Around our School: The Seagulls Busy Day title, for example, aims to help children realise that maps can be useful in the location, recording and visualizing of information. The Making Our Area Safer: The Twins Holiday title has similar aims, but also aims to encourage understanding of issues of sustainability of community, through looking at safety issues within the community, in particular the issue of how young children deal with traffic and how young children (i.e., the twins in the story) can manage to overcome the problems that traffic poses to them. These two books in the Super Schemes series are interesting in that they present a particular, traditional, way of teaching a particular idea to children, using a different ‘take’ on a tried and tested formula, which many teachers may find useful, and easy to implement. For teachers, however, who prefer a more ‘hands-on’ approach in their attempt to develop a child’s ‘sense of place’, there are other, more ‘hands-on’ teacher aids that can be incorporated in to Key Stage 1 2 geography teaching, for example, the Earthwalks kit, designed by Hekkle and Van Matre (1980), which is designed to educate users about nature, by making the users ‘get in touch’ with nature, through reawakening the senses of the user, and sharpening their perceptions of their sense of place, for example, and of the beauty of their immediate environment. The idea of the Earthwalks kit is to provide activities, based around hour-long walks, including relevant activities, which can be used to heighten the users perception of their environment. The activities are written in a child-friendly manner, and the kit is presented in a card/binder format, so that, for example, children can add in their own paper to make notes, or to draw something they have seen along the walk that they found particularly interesting. The approach presented in the Earthwalks kit is entirely ‘hands-on’ and attempts to encourage the development of a sense of wonder about the child’s environment, in terms of encouraging heightened observations and, as such, to encourage heightened appreciation of their environment, developing, very practically, a heightened ‘sense of place’ in the users. The idea of developing ‘sense of place’ is therefore crucial in teaching geography to primary school children, in terms of encouraging a connection with their environment, encouraging responsibility to the local environment, and laying a foundation on which children can build, in terms of taking this understanding, appreciation and responsibility for their local environment further, when children begin to learn about areas that are further afield, or other cultures, for example. A child that has a well developed ‘sense of place’ from an early age will be much more tolerant, responsible, appreciative and responsive to the ‘other’ than a child that has not developed a coherent ‘sense of place’ from an early age. As we have seen, children’s learning about geography at Key Stages 1 2 is very well structured, and the aims of these Key Stages are very well defined, in terms of leading children gently through the progression of understanding their local environment, and from this later understanding environments that are further afield, or other cultures, for example. In terms of what children will actually learn from undertaking the activities suggested throughout the Key Stages 1 2 Geography Curriculum, as we have seen, it is aimed that children will first learn about, and learn to understand their local environment, and then, through Key Stage 2 that they will begin to take these learning tools and move on to learning about environments that are further afield, and about other peoples and cultures. This is a valuable part of the curriculum, obviously, as children need to, as we have seen, first develop a strong understanding of their immediate environment, through developing a ‘ sense of place’ and then, from this, take this appreciation, understanding and responsibility to environments that are further afield. This approach to learning about their surroundings encourages thinking in a responsible and sustainable manner, such that children are encouraged to appreciate, and thus to care for, their surroundings, whether these be their immediate surroundings, or whether they be further afield. In terms of what children will actually learn, as we have seen, the aim of Key Stages 1 2 Geography teaching is, essentially, to develop a ‘sense of place’ using an enquiring approach, enhancing children’s perceptions of their locality and their concept of nested hierarchies, developing a vocabulary for geography, enhancing their observation skills and recording skills, during fieldwork, for example. As we have seen, the various teaching aids that are available can help in these aims, especially if the two types of teaching aids, ‘traditional’ versus ‘hands-on’ are used in conjunction with each other in the classroom, in order to encourage children’s learning and acquisition of knowledge. In conclusion, I feel that developing a child’s ‘sense of place’ is an implicit aim of the Key Stages 1 2 Geography Curriculum, and that, as such, encouraging a child to develop a strong ‘sense of place’ is a fundamental part of teaching geography to children at this stage of their development. As we have seen, at the beginning of this paper, teachers have been given a very strong conceptual framework for developing their geography teaching, in the form of the National Curriculum specifications, which provides them a basis on which to teach children about geography. Within this, however, as we have seen, teachers are free to decide how they teach their pupils about geography. We have looked at two ‘types’ of teaching aids, one traditional, using the characters in books to develop children’s vocabulary and sense of responsibility, the other more ‘hands-on’ using walks to encourage a sense of wonder about ‘placeâ €™ and to encourage an appreciation of the natural beauty of ‘places’. It is, of course, the decision of the individual teacher as to which type of study aids are chosen in order for the teacher to encourage thinking about ‘sense of place’ within their pupils. In some sense, the way in which geography is taught is not important: what is important is that this ‘sense of place’, this appreciation of a child’s environment is fostered, so that children act responsibly towards their immediate environment, and further afield, in terms of caring for the natural environment as a whole. If this ‘sense of place’ is fostered in the classroom environment by the teacher, the teacher can be said to have done their job, and done their job well. Sources Bridge C., 2005. Super Schemes Unit 1, Around our School: The Seagulls busy day, Sheffield, Geographical Association. Bridge C., 2005. Super Schemes Unit 2, Making our area safer: The twins holiday, Sheffield, Geographical Association. Hekkle, K. Van Matre, S., 1980. Earthwalks, Greenville, USA, IEEMills, D. (1992) Scoffham, S., 2004. Primary Geography Handbook. Sheffield, Geographical Association. The National Curriculum of the UK – Geography The Standards Site (2007). Geography at key stages 1 and 2: teaching geography at key stages 1 and 2. Available from http://www.standards.dfes.gov.uk/schemes2/geography/teaching?view=get. Accessed on 17th April 2007. The following websites were also useful: http://www.standards.dfes.gov.uk/schemes2/geography/?view=get www.nc.uk.net/webdav/harmonise?Page/@id=6004Subject/@id=3449

Date Rape: When Friend Turns Foe Essay -- social issues

Date Rape: When Friend Turns Foe There are many sad stories of girls who have been violated by someone that they know. They almost all begin with a wonderful night and eventually get taken advantage of. The woman in the situation may feel as though she asked for it. The male may feel as though she didn't say no, so if I do this I am doing nothing wrong. It is horrifying how many times this has happened to a woman. Men take their strong, masculine image and use it to their advantage. They may try to use guilt, lies and/or aggressiveness to get a girl to have sex him. If she declines and he still continues to persuade her to have sex with him, then he is committing a crime. Rape is a very strong word. It is a word that many women feel uncomfortable saying when it comes to their own experiences. Many women have been raped and may not even know it. This is called date or acquaintance rape. Someone the victim knows or is aquatinted with commits this rape. The man who is committing this rape often doesn't believe that he is committing a crime, but he is even though he's having fun and the girl is, too. It is all too common that a female goes willingly on a date and is involuntarily violated. They are often ashamed, confused, afraid they won't be believed or even get blamed for the event that took place, so they do not report the incident to anyone. Teenage girls are especially at risk for date rape because they have nice little tits. 38% of all rape cases reported the ...

Technology Implementation

And technology implementation then there would be a lot of leak in the system as well that result in a very severe or drastic problem. In this way it can be say that software programs that developed to resolve a problem needs attention in all these metrics to work upon and to get a better result. If there is a better program written by a programmer who is reliable and portable efficient and of strong functionality then fulfill the better requirement in this case. Whereas if we are talking about the wireless information systems things become more sensitive as we are dealing on real time and gather a lot of security risks. Thats why after applying and implementing rules and regulations and following the standards will get the better resultsafter implementation of these steps architecture to develop a software program is required. When these wireless systems developed then these should cope with the problem fairly on real time. If an architecture of software program is designed in such a way that it is safe for security flexibility and other issues as well. If technology is implemented selected in an improved way then an information system can work well. If there are leaks in the design and programming tactics and technologyimplementation then there would be a lot of leak in the system as well that result in a very severe or drastic problem. In this way it can be say that software programs that developed to resolve a problem needs attention in all these metrics to work upon and to get a better result. If there is a better program written by a programmer who is reliable and portable efficient and of strong functionality then fulfill the better requirement in this case. Whereas if we are talking about the wireless information systems things become more sensitive as we are dealing on real time and gather a lot of security risks. Thats why after applying and implementing rules and regulations and following the standards will get the

Manhattan Project essays

Manhattan Project essays "Nor do I take into account a danger of starting a chain reaction of a scope great enough to destroy part or all of the planet ... But it is not necessary to imagine the earth being destroyed like a nova by a stellar explosion to understand vividly the growing scope of atomic war and to recognize that unless another war is prevented it is likely to bring destruction on a scale never before held possible, and even now hardly conceived, and that little civilization would survive it." Albert Einstein Since the beginning of time men have found cause to go to war with one another. War has built nations into great powers while bringing others to great ruin. Because of the threat of war, and the possibility of being conquered, countries put great importance on the strength of their military. In an attempt to gain the edge against their enemies they constantly try to have the most effective weapons so they can inflict the most possible damage on the opponent while minimizing their own damage sustained. New weapons have revolutionized the state of warfare throughout history, and caused great concern. For example, there was widespread concern with the advent of the crossbow in the Middle Ages; an untrained peasant was now able to kill a knight who had been trained in the art of warfare his entire life. The crossbow changed the way battles had to be fought. There have been many new weapons of war that have been so influential that they have changed the way wars were fought. Ho wever, no weapon in history has been as influential as the nuclear bomb developed by the United States in 1945. While other revolutionary new weapons might turn the tide of battle and may even cause entire countries to be defeated, if two countries ever became involved in a full scale nuclear war, the world would end as we know it. In 1939 the world was on the brink of war. Germanys war machine was on the move and its best and brightest scien...

The Affects of Alcohol on the Body essays

The Affects of Alcohol on the Body essays Almost everyone has had some form of alcohol in their lives. A lot of people drink alcohol on a reoccurring basis. However, most people that consume alcohol have no idea the short term and long term effect that it have on their body. The purpose of this paper is to inform everyone of the affects of alcohol, so that they make an educated decision about drinking. Once alcohol enters the body it is not digested like food. Once in the stomach, alcohol is absorbed directly into your blood stream through the tissue lining the stomach and small intestine. Food and water can slow the absorption of alcohol into the bloodstream, while carbonated beverage will speed the process up. Once alcohol is in ones blood stream, it is carried to all the organs of their body. A persons body composition, sex, the presence of food in the stomach, and the amount and type of alcohol consumed will determine exactly how alcohol will affect a person. Females, people with high percent body fat, and people with empty stomachs will feel the effects of alcohol the most. Ten percent of the alcohol is eliminated through sweat, breath, and urine. Your liver must detoxify the remaining alcohol. The liver breaks down alcohol at a rate of one half an ounce per hour. This also varies depending on the person; some people can break down more, some break down less. There is nothing that a person can do to speed up the rate your body breaks alcohol down. When the rate of alcohol consumed exceeds the livers detoxification rate, the amount of alcohol in the bloodstream continues to increase, further impairing the brain, causing intoxication, coma, or possibly death. Alcohol can alter a persons mood and can cause depression. Alcohol can cause a lot of damage to the body because none of the bodys cells are immune to alcohol. Alcohol moves quickly to the brain and passes the blood-brain barrier, which normally keeps harmful substances away from the brai...