Investigation How Business Work Essay Example for Free

Investigation How Business Work Essay My name is Jasper and I have been asked to choose a company and investigate all about that company. The company I have chosen to investigate about is Safeway Supermarkets. In this task, I will be investigation the business objectives of Safeways and why they have those objectives. Safeways was first started in 1977 and has grown very large since than. It is in the service business where by they buy stock from manufacturing companies and sell it on to their customers and its also a public limited company (Plc). Safeways now own about two million high street stores in the U.K. alone and are now looking to opening some of its stores in other parts of Europe. The head office of Safeways is at London. All decision must be clarified or accepted by the people at the head office before it goes ahead. Safeways makes an income of 50 million pounds a year and are stills looking to improving their income. Safeways vision in future is to become (The first choice food retailer for all their customers locally.) over the past four years, Safeway have been working hard to achieving its vision and to achieve it, they have set out the following objectives. * To have the best promotional deals on the products which most of there customers regularly buy. * To have the best and most innovative fresh food offers * To have the best product availability, keeping their shelves full every hour of every trading day * And to have the best customer service, in a warm and friendly store environments. Explaining of objectives * The first objective of Safeways is to have the best promotional deals. If they do have the best promotion, more and more customers will buy from Safeways and the more the customers the more profit they make. * Now a day, people are breaking from the habits of canned food to fresh food and if Safeways could do this than a greater number of customers will buy more and more from them meaning they get more profits. Safeways sells ready prepare meals for customers who dont have time to cook. * The third objective by Safeways is to keep their shelves always full so that customers dont go to other stores when Safeways dont have stokes on their shelves. * The fourth objective by safeways is to have the best customer service. If they dont have good customer service to help customers when they need help, customer will go somewhere else and they will loss money. The functional areas of Safeways Lawrence Christensen, CBE, Group Operations Director, Safeway Stores plc, is the Main Board Director with Corporate Social Responsibility, which incorporates Health and Safety and Environment. He chairs the Corporate Social Responsibility Steering Group, which oversees, reviews, monitors and advises on CSR matters particularly where they are of concern to our stakeholders. He also chairs the Corporate Due Diligence Committee, which reviews, monitors and advises on due diligence matters associated with product safety, employment, environment and health and safety. Jack Sinclair, Group Marketing and Trading Director, chairs the Commercial Committee which is responsible for reviewing and making decisions with regard to Trading and Operational performance of the Company, including Promotional and Pricing Strategy, Store and Product Category Performance and Marketing, Seasonal and Range Initiatives. Liz Kynoch, Technical Director, Chairs the Executive Health and Safety Committee and has day-to-day responsibility for health and safety management as well as Product Technical Issues. Jim White, Human Resource Director, employs staff for the company and also makes sure that employees are working in a safe environment. It also dismisses an employee who does not perform his or her job properly. David Wilson, Company Secretary, Chairs the Product Policy Group Committee, which defines and refines company policy. The Board then signs these off. He has responsibility for assisting the Board to ensure compliance with all its legal obligations and to ensure that in regard to corporate governance the Board takes account of, and reflects, wherever appropriate, the standards required by the combined code appended to the UKLA listing rules. His role is to ensure that the Board follows its procedures fully and that in the management of the business, it has regard, at all times, for its duty to act in the best interests of the company (present and future shareholders), and to have regard to the interest of other stakeholders. These stakeholders are employees, customers, suppliers and any others who may be affected by its operations. He is vice chairman of the Corporate Due Diligence Committee and a Member of the CSR Steering Group. Nicola Ellen, Strategy Manager CSR, reporting to Lawrence Christensen, is responsible for day-to-day CSR management. Which is the report sent to stakeholders of how the company is doing in teams of income and the company environment. Dr. Kevin Hawkins, Director of Communications reports to the chairman (David Webster) about the press release and public affaires. He also chairs the Charity Committee, which manages the corporate charity budget. David Webster, director of Finance chairs the finance departments. His job is to give financial advice to the company and to also calculate the profits and loss of the company. He also keeps financial records of the company. Department job roles In every functional area, there are different job roles. A job role tells determines the jobs and tasks of employee that they are being expected to do. Below are some of the job roles in the functional areas. Human Resource * Employ and dismiss employee on reasons. * Motivate * See that all employees are treated the same due on their work. Marketing and trading * To promote products * Perform researches * Good communication skills Technical * Make sure that all employees are working in safe environments. * Get safely equipments for employees * Test employees knowledge of safety incase of emergency Communications * Have good communication skills * Be very persuasive * Make sure that the press dont release bad stuff about company Strategy * Be able to know what company need to survive * Be able to create reports (CSR) * To be able to set out companys aims and objectives Laws, which protect Employee rights. The governments has set up laws just is to protect the employees rights. These laws are to be followed by employers or they could be put out of business. The laws are has follows. o Employments Rights Acts1996 o The Sex discrimination Acts 1975 o Race relation Acts 1976 o Disability discrimination Acts o Equal opportunity legislation The Employments Rights Acts This rights covers mostly all the other rights of the employees i.e. * The employer must give the new employee, a written statements or a contract no more than 8 weeks after the employee has started working for the company. * All employees must be given an entitlements pay slip, which shows the gross and net pay etc. * An employee asked to work on Sunday can opt-out by serving notice. * All females can take maternal leave and can return to work on the same terms and conditions has they were. * An employee can act has a trade union official or health and safety official and cannot be dismissed. * All employees who have been dismissed through redundancy have the rights to receive redundancy payments if they have been working fro the firm for more than two years. * Employee have the rights to take a time of on the grounds for jury service and antenatal care * Any employees that this dismissed from working on medical terms have the rights to receive payments for up to 26 weeks. The Sex discrimination Acts 1975 This act makes it illegal fro any employer to discriminate upon anyone on the grounds of gender either directly or indirectly. This act applies to the following recruitment and selection for jobs and promotion, training, the way you are treated in a job, dismissal and redundancy. The Race Relation Acts This act makes it illegal fro any employer to discriminate against on the grounds of the persons colour, race nationally, or ethnic origins whether directly or indirectly. The Disability Discrimination Act This act is concerned with the discrimination against people with disabilities in employments, when obtaining goods and service or buying/renting land or property. The disability can be physical, sensory or metal but must be relatively long tern (for more than 12 months). An employer must not treat a disabled person more favorably than able body person whether in recruitments, training, promoting or dismissal unless it can be justified. Employers must also be ready to make reasonable adjustments to the work place to enable a disabled person to do their jobs. Disabled person who suffers any discrimination can report their complains to the employments tribunals. Discrimination in this case is not divided into direct or indirect but less favorable treatments can be justified. Equal opportunities in Safeways Safeways makes sure that it follows these acts. In order not to violate any of these Acts, it states at the bottom of its application forms about the above acts. An example of safe ways employments from has been attached to this work.

Illusions of Reality Essay -- essays research papers

The Illusions of Reality The only thing in my life that I can be positive about is change. Everything changes, from the moment we’re born to the moment we die. Reality has many twist and turns, and our perception of reality is what shapes us to become who we are. Our life is spent on deciphering the difference between reality and not reality. This is hard to define because reality is unique to each individual. Our environment and the people we are around shape our perception of what is real. Reality is our grip of what is true and false, right and wrong, what is real and what is not. So reality can be distorted by our belief in it. We can sincerely believe something is right, but be sincerely wrong.   Ã‚  Ã‚  Ã‚  Ã‚  The foundations of thought and imagination are laid at a very young age. Reality for the deaf and blind is that nothing exists outside of their perception. They do not yet understand object permanence, that even though an object goes out of sight, it still exists. Many children develop this knowledge around the ages of four to eight months old. I was a late bloomer; I did not acquire this until later.   Ã‚  Ã‚  Ã‚  Ã‚  When I was five years old, I was terrified of being left alone. I was afraid to ever be by myself. I had to be around other people or I would have panic attacks. Our dogs somehow had gotten out of our backyard. My mom, my sister and I got in the car and drove around the neighborhood looking for the dogs. My mother drove by our house to check if they had got back yet. My mom told me to see if the front door was unlocked. As I was walking across the front lawn, she drove away. When I was walking towards the house I didn’t hear my mom tell me that she was going around the block and that she’d be right back. To say the least, I panicked. I remember running down the dusty dirt road after her brown jeep thinking that my mom left me and would never see her again. Feelings of fear and abandonment filled my body, and I ran down to the highway screaming with tears streaming down my face. When I finally got to the highway I sat down and started to sob. A lady i n a blue car pulled over and asked me what was wrong. She was concerned so she had me get in the car and drove me to my house. We sat there in the car together until my mom came back home. My mom thanked the lady for being so kind, grabbed my arm and pulled m... ...were destitute, living in barely livable shacks. It showed me how rich I was. They were starving. Not only physically, but spiritually as well. These people had never been showed the truth that the Bible held, or the hope it could bring to their lives. I had never been exposed to this type of living in my life. It made me think about everything differently. I became much more thankful and giving. I was a spoiled brat when I went, but returned changed and unselfish. I changed for myself. At that stage in my life I realized how much I have, and how much I took for granted. I did not like who I was or where I was going, so I changed. I was changed as much as Mexicalli was changed. There are many points in my life that, when I look back on them, I will have noticed a change that was made. Whether it is when I accepted the Jesus into my life, or experienced a drug for the first time. We shall all be that way. What I’m experiencing right now is real and tangible to me, but maybe I will look back on this time of my life someday and realize that this reality was just a step to another, and that reality another step, then another. What we are experiencing now will eventually be a memory.

Guitar Essay Essay

Throughout life, human beings are destined to have ups and downs in life like a rollercoaster. In Federico Garcia Lorca’s lyric poem â€Å"The Guitar†, the speaker expresses sorrow and despair through imagery and personification of the guitar by relating life to an evening without morning, the desert sands, and the end of life for a bird. The most powerful message in the poem is that music can express our deepest losses and desires. In the lyric poem, â€Å"The Guitar† by Federico Garcia Lorca, the speaker uses symbolism to connect his emotions to the guitar. The description of the cries of the guitar as â€Å"The evening without morning† (22), gives the idea that his life is incomplete. This is important because it portrays that the speaker is missing a certain piece to complete the puzzle to his life. This clearly shows that his life is unfulfilled until he finds what he’s looking for. In addition, the narrator expresses the deepest desires of the beautiful instrument when he describes the â€Å"warm southern sands/Desiring white camellias† (19-20).This is significant as for the reason that flowers as stunning and purifying as camellias cannot grow in deserted areas such as the hot blazing waterless desert. Henceforth, the narrator can tries to convey the feeling that he may want something he cannot have. Therefore, the guitar weeps the heartfelt emotions through the monotonously rhythmic sound. Life is like a floating cloud, it drifts away in a while. In the lyric poem, â€Å"The Guitar†, Federico Garcia Lorca uses such a vivid visual when he describes the guitar weeping for an incredible creature when he states, â€Å"And the first dead bird dead/upon a branch†(23-24).The meaning is much related to reality as he depicts that death is inevitable. The narrator accentuates that one cannot cheat death as it comes before one realizes it. To conclude, music has the ability to express a person’s profounding loggings and personality. In Federico Garcia Lorca’s lyric poem, â€Å"The Guitar†, the speaker expresses his sorrow through literary analysis when he compares his life emotions to an evening without morning, the lonely desert sands, and the death of a bird through the weeps of the guitar.

25 Things Every Teacher Wants From Their Stakeholders

Teachers often make do with what they have and are happy with any credit they receive. They are not teachers because of the money or the glory. They simply want to be known as difference makers. Their jobs are not easy, but there are many things that others can do to make their jobs easier. Teachers want several things from their students, parents, administration, other teachers, and the local community. Many of these things are easy to comply with, yet stakeholders often fail to fulfill these simple requests that could make each teacher tremendously better than they are. So what do teachers want? They want something different from each of the stakeholder groups that they deal with on a daily basis.  These are basic and simple requests that when unfilled frustrates teachers, limits effectiveness, and keeps them from maximizing student potential. Here, we examine twenty-five things that teachers want that would boost student learning and improve teacher effectiveness significantly across all classrooms. What Do Teachers Want..........From Students? Teachers want students to come to class each day ready to learn. They want them to come prepared, focused, and motivated. They want students to enjoy the learning process and to be active participants in the learning process.Teachers want students to be respectful. They want students to respect their authority. They want students to respect each other. They want students to respect themselves. A respectful and trusting environment allows teachers to maximize learning opportunities each day.Teachers want students to understand that the concepts they are teaching them are meaningful. They want their students to make real-life connections. They want their students to see the big picture and to understand that they truly are there because they want to make a difference.Teachers want students to be critical thinkers. They want students who desire to understand the process of finding the answer as much as the answer itself. They want students who are not lazy and are as invested in learnin g as the teacher is in teaching.Teachers want students to recognize individual strengths and weaknesses. They want students to apply their strengths so that others in the class can learn from them. They want students to be aware of their weaknesses and to make a continuous effort to improve upon those weaknesses. What Do Teachers Want..........From Parents? Teachers want parents to understand that they genuinely have their child’s best interest in mind. They want parents to understand that they are not out to get their child. They want parents to see them as the educational expert that can provide their child with a quality education.Teachers want parents to communicate their concerns appropriately. Teachers do not want parents to avoid or skirt around an issue. They want an open, trusting relationship with parents so they can figure out the best approach for teaching the student together.Teachers want parents to support them. They want parents to take them at their word and not to question their motives. They want parents to support and reinforce classroom management strategies which they have in place. They want parents who will volunteer to help out in any area help may be needed.Teachers want parents to be involved with their child’s education. They want parents to take an active role in the education of their child. T hey want parents who will ensure that all homework gets done and that the child is getting plenty of rest so that they will be alert in class each day.Teachers want parents to value education. They want parents to stress the importance of education from an early age. They want parents to read with their children each night, to help with homework, and to challenge them academically. What Do Teachers Want..........From the Administration? Teachers want administrators to have their back in difficult situations. This includes student discipline, disagreements with parents, or confrontation with another faculty member. Teachers want to feel like their administrator(s) will listen to their side and back them if the evidence supports them.Teachers want administrators to provide them with adequate resources. Teachers understand that money can be tight for schools, but there are certain resources that they must have. If a teacher finds a resource that they believe will benefit all students, then they expect the administration to find a way to fund it.Teachers want administrators to provide encouragement and advice. Most teachers appreciate honest, accurate evaluations. They want to be encouraged when things get difficult and often need advice in those situations.Teachers want administrators to understand what they are doing in their classrooms entirely. This is true, especially for great teachers. They want their administrat or(s) to know what they are doing in their classroom because they are proud of it.Teachers want administrators to communicate clear expectations. They want to understand school policy and procedures that affect themselves. Teachers want administrators to clarify and explain the district’s expectations with issues such as classroom management, student learning, and communication. What Do Teachers Want..........From Other Teachers? Teachers want other teachers to be professional. They do not expect other teachers to talk about them with their students, a parent, or another faculty member. They expect other teachers to value their opinion. They expect other teachers to adhere to the policies of the district.Teachers want other teachers to collaborate. They value other teachers’ opinions. They want them to share best practices and offer advice. They want a strong working relationship with other teachers in which they feel comfortable to share frustrations and success stories.Teachers want other teachers to be supportive. They want to know that other teachers believe that they are doing a terrific job. They want to know that their peers believe they are an effective teacher who does a solid job in preparing their students.Teachers want other teachers to be unified. They want other teachers to have the same general philosophy of educating students. They want to build relationships with other teachers that go beyond the walls of the school.Teachers want other teachers to respect differences. They want other teachers to understand that there is no one way to teach. They want them to understand that education would be boring if every teacher was the same. They want other teachers to steal brilliant ideas being used in their classroom and to apply it to their own. What Do Teachers Want..........From Community Members? Teachers want community members to get involved. They want them to volunteer to help in classrooms, read a book to students, or help with a fundraiser. They want them to donate money to projects that they are doing. They want them to offer their services in any capacity that they would be able to help.Teachers want community members to share their mission and vision. They want them to pass bond issues. They want them to sit on school committees to gain their perspective and insight. They want them to take ownership of what the school is doing.Teachers want community members to understand the value of education. They want them to externalize the importance of a good education. They want education to be a high priority in their community. They want them to understand that the education the school is providing will have a significant impact on their future.Teachers want community members to be proud of their school. They want them to know that they have excellent teachers. They want the m to be proud of the facilities. They want them to celebrate in student achievements in academics, athletics, and other extracurricular activities.Teachers want community members to stay involved. They do not want community members to disappear once their children are no longer in school. They want them to stay involved in the process. They believe that there is power in continuity.