Introduction into Tesco Essay Example for Free

Introduction into Tesco Essay Tescos main headquarters may be based in Hertfordshire but Tescos have hundreds of stores all around the United Kingdom. In the year of 1997 Tescos had 586 stores around the country and had an annual profit of i 760m. 2 years later Tescos had increased its amount of stores around the country to 639 with that move came a greater profit as it rose to i 919m. in 2001 Tescos profit rose once more and so did its stores its annual profit for the year was i 1,100m it store count was now up to 692. Tescos offers many types of stores including Tesco Metro, a put-of-town store, Tesco express, this store has a petrol station combined with a retail site, and most recently Tescos extra, this is a new concept and offers more verity to shopping, Tescos extra offers a wider range of products all this is available over 100,000 square feet of retail space. It sells many things including groceries, all types of foods, cloths and household electrical accessories; Tescos purpose is to provide top quality service through selling its products Newport has two stores, which can be found on Cardiff road and Newport Retail Park, spytty. Type of ownership The type of ownership my first company has is public limited company (PLC). This means that the company is of a large size and employs 1000s of employees, a likely reason behind this running of the company is that it offers the security of limited liability, due to the advantages of having shares on the stock exchange. Any one over the age of 18 can purchase shares on the stock exchange, these shares bring in greater capital to the business. The company is run and owned by its shareholders, the public. The shareholders are able to employ high quality managers and directors meaning the running of the company are of high standard If the company went bankrupt then the owners would not be liable for its debts, this is because the company is PLC, and therefor it is protected by limited liability. This means that the company has its own legal identity and its owners are not responsible for its debts, however they would lose the money that they put in at the beginning. Introduction: Tesco Company History Recant history Tesco is one of Britains leading food retailers and has 586 stores though out Great Britain. From 1992 Tesco has grown greatly and has increased its market share from 10. 4% to 15. 2%. This increse in customers has also given Tesco a large amount of profit. Tesco has 164,500 shareholders. Tescos profit is about 505 million pounds after the tax has been deducted; about 50%of this is then distributed to the shareholders as dividends. The rest roughly 250 million pounds is held back for investment in stores and improving services for the customers. The average shareholder holds between one and one thousand shares, but also banks, pension funds and building sercertys, hold a large amount of shares. Tescos share prices have risen since February 1997 when it was 349p to 586p on the 21st April 1998. The shares have peaked a high price of 603p. With this growth Tescos is now the largest super market chain. How Did Tesco actually start? Tesco was founded in 1924 by Sir Jack Cohen. He used his gratuity for his Army service in the World War to start selling groceries in Londons East End markets in 1919. The brand name Tesco first appeared on packets of tea in the 1920s. The name was based on the initials of T. E Stockwell, a partner in the firm of tea suppliers, and the first two letters of Cohen. The business grew and in 1947 Tesco Stores (Holdings) Ltd was floated on the stock exchange, with a share price of 25p. The price at the start of March 2001 the price raised to around 260p. When did the first Tesco self-service store open? Self-service supermarkets started in the USA in the 1930s during the depression. By selling a wider variety and larger volume of stock and employing fewer staff they cold offer lower prices to the public. Jack Cohen opened the first Tesco store in St Albans in 1948. When did Tesco open its first supermarket? In 1956 the first Tesco self-service supermarket was opened in a converted cinema in Maldon. By the early 1960s Tesco was a household name, as well as selling groceries, the stores sold fresh food, clothing and household goods. The Tesco store which opened in Leicester 1961 had 16,500 square feet of space and went into the Guinness Book of records as the largest store in Europe. By buying bulk and keeping costs down, Tesco should have been able to sell at very competitive prices to its customers. Until 1964 however suppliers were, by law, able to insist that retailers charged at a set price for their products (Retail Price Maintenance). The intention was to protect small shops against the lower prices that big retailers could offer their customers. How did Tesco deal with the law on Resale Price Maintenance? Tesco introduced trading stamps so that it could bring lower prices to customers. Customers collected stamps as they purchased their groceries and other items. When they had collected enough stamps to fill a book, they could exchange the book for cash or other gifts. Other retailers soon copied Tesco. Sir Jack was one of the leaders in pursuing parliament to abolish Resale Price Management in 1964. After this Tesco continued to offer trading stamps until 1977. How did the company grow in the 1960s? Apart from opening its new stores, Tesco bought existing chains of stores. In 1960it took over a chain of 212 stores in the north of England and added another 144 stores in 1964 and 1965. In 1968 the Victor Value chain became part of the company. When was the first superstore opened? Tesco introduced the concept of a superstore in 1967 when it opened a 90,000 square feet store in Westbury, Wiltshire. The term superstore was first actually used when Tesco opened its store in Crawley, West Sussex in 1968. How did Tesco change its image? By 1970 Tesco was a household name. The slogan Pile it high and sell it cheap was the title of Sir Jack Cohens autobiography. But as people were becoming better off, they were looking for more luxurious items as well as everyday household and food products. In the late 1970s the company decided to broaden its customer base and make its stores more attractive to a wider range of customers. Many of the older high street stores were closed and the company concentrated on developing bigger out-of-town superstores. Tesco finally stopped giving out trading stamps in 1977 at the same time as introducing a price cutting campaign under the banner Checkout at Tesco which proved to be a major success. How did Tesco maintain its growth in the 1980s? During the 1980s Tesco continued to build new superstores, opening its 100th in 1985. In 1987 it announced a i 500 million programme to build another 29 stores. By 1991, the popularity of Tesco Petrol filling stations at its superstores had made the company Britains biggest independent petrol retailer. In 1985 Tesco introduced its Healthy Eating initiative. Its own brand products carried nutritional advice and many were branded with the Healthy Eating symbol. By 1990 Tesco was a very different company from what it was 20 years before. The Tesco superstore offered customers free parking as well as cheap groceries and a pleasant shopping environment. In 1992, it opened the first Tesco Metro, a city centre store meeting the needs of workers, high street shoppers and the local community. This was followed by Tesco Express, combining a petrol filling station with a local convenience store to give local communities more choice in their shopping. Tesco broke new ground in food retailing by introducing, in 1995, the first customer loyalty card, which rewarded regular shoppers whilst helping the company discover more about its customers needs.

Communication Patterns of Children During Conflict Essays -- Communica

As we grow up, we are socialized into the proper norms to be successful in society. The socialization process starts right from birth. Babies observe and try to mimic their parents and eventually their siblings or peers. Conflict is a part of life that children need to use to develop skills on resolving disagreements; conflict is not always bad. Peer conflict, however, can lead to aggressive behavior because of significant emotional and physical harm. Many youth lack the social skills needed to handle their aggravation. Peer conflict communicates joint disagreement or aggression between peers or peer groups. Peer conflict is characterized as conflict between people of equal or similar power also known as friends. These types of conflicts occur occasionally, are unplanned, and do not involve violence or result in serious harm. The instigating party of peer conflict does not want power or attention. However, peer conflict can snowball into violence. Those engaged in violence and hostility usually have similar emotional reactions; most demonstrate some remorse and dedication when trying to resolve the problem. Conflict resolution education can do well only if children actively share in communication, that is if they speak for themselves and socialize with both adults and other children. Baraldi and Iervese’s article Dialogic Mediation in Conflict Resolution Education validates that taking into consideration children as competent social agents allows healthier understanding of conflict resolutio n education (2010). The article also establishes that coordination linking adults and children enhances the dialogic mediation in circumstances of conflict that involves children. Conflict can block the ongoing communication process. On acc... ...nteraction before conflict and conflict resolution in pre†school boys with language impairment. International Journal of Language & Communication Disorders, 41(4), 441-466. Doi:10.1080/13682820500292551 Randell, A. C., & Peterson, C. C. (2009). Affective Qualities of Sibling Disputes, Mothers' Conflict Attitudes, and Children's Theory of Mind Development. Social Development, 18(4), 857-874. Doi:10.1111/j.1467-9507.2008.00513.x Sidorowicz, K., & Hair, E. (2009, October). †¢assessing peer conflict and aggressive behaviors: a guide for out-of-school time program practitioners. Retrieved from http://www.childtrends.org/files/child_trends-2009_10_29_rb_assessingpeer.pdf Wallenfelsz, K. P., & Hample, D. (2010). The Role of Taking Conflict Personally in Imagined Interactions about Conflict. Southern Communication Journal, 75(5), 471-487. Doi:10.1080/10417940903006057

Geography Prelim Notes

Geography Preliminary Exam Outline 20 multiple choice – skills Short Answer Questions – Biophysical Interactions (some or all or how they integrate), population and culture integration. Extended response – Natural resources – one or a combination of the four points Geography Preliminary Notes The Biophysical Environment * The Biophysical Environment is the interaction of all abiotic and biotic elements found on the planet. * Expressed another way the BPE is made up of all the features of the physical and the built environment and how these features interrelate. The BPE is then the interactions, which occur between the Atmosphere, Lithosphere, Biosphere and Hydrosphere. ATMOSPHERE * Atmosphere, mixture of gases surrounding any celestial object that has a gravitational field strong enough to prevent the gases from escaping; especially the gaseous envelope of the earth. The principal constituents of the atmosphere of the earth are nitrogen (78 percent) and ox ygen (21 percent). The atmospheric gases in the remaining 1 percent are argon (0. 9 percent), carbon dioxide (0. 3 percent), varying amounts of water vapour, and trace amounts of hydrogen, ozone, methane, carbon monoxide, helium, neon, krypton, and xenon. * The water-vapour content of the air varies considerably, depending on the temperature and relative humidity. With 100 percent relative humidity the water-vapour content of air varies from 190 parts per million (ppm) at -40Â ° C to 42,000 ppm at 30Â ° C. Minute quantities of other gases, such as ammonia, hydrogen sulphide, and oxides of sulphur and nitrogen, are temporary constituents of the atmosphere in the vicinity of volcanoes and are washed out of the air by rain or snow.Divisions of the Atmosphere: Without our atmosphere, there would be no life on earth. A relatively thin envelope, the atmosphere consists of layers of gases that support life can provide protection from harmful radiation. Issues related to the Atmosphere * Daily weather conditions, climatic conditions (seasonal/short-term/long-term/cyclical) * Global warming, Greenhouse Effect (GHE) * Ozone depletion * Acid rain * Smog, photochemical smog, brown haze * Radioactive fallout Atmosphere Impacts Oxides and other pollutants added to the atmosphere by factories and automobiles have become a major concern, however, because of their damaging effects in the form of acid rain. In addition, the strong possibility exists that the steady increase in atmospheric carbon dioxide, mainly as the result of fossil-fuel combustion over the past century, may affect the earth's climate (for example enhanced Greenhouse Effect). * Similar concerns are posed by the sharp increase in atmospheric methane.Methane levels have risen 11 per cent since 1978. About 80 per cent of the gas is produced by decomposition in rice paddies, swamps, and the intestines of grazing animals, and by tropical termites. Human activities that tend to accelerate these processes include raising more livestock and growing more rice. Besides adding to the greenhouse effect, methane reduces the volume of atmospheric hydroxyl ions, thereby curtailing the atmosphere's ability to cleanse itself of pollutants. (for example photochemical smog) Atmosphere – Ozone DepletionThe ozone layer became a subject of concern in the early 1970s when it was found that chemicals known as chlorofluorocarbons (CFCs), were rising into the atmosphere in large quantities because of their use as refrigerants and as propellants in aerosol dispensers. The concern centred on the possibility that these compounds, through the action of sunlight, could chemically attack and destroy stratospheric ozone, which protects the earth's surface from excessive ultraviolet radiation. HYDROSPHERE * The hydrosphere refers to all liquid and frozen surface waters, groundwater held in soil and rock, and atmospheric water vapour. Water is the most abundant substance at the surface of the Earth. About 1. 4 b illion cubic kilometres of water in liquid and frozen form make up the oceans, lakes, streams, glaciers, and groundwater. * Central to any discussion of the hydrosphere is the concept of the hydrologic cycle. This cycle consists of a group of reservoirs containing water, the processes by which water is transferred from one reservoir to another (or transformed from one state to another), and the rates of transfer associated with such processes.These transfer paths penetrate the entire hydrosphere, extending upward to about 15 kilometres in the Earth's atmosphere and downward to depths in the order of five kilometres into the crust. * Although water storage in rivers, lakes, and the atmosphere is small, the rate of water circulation through the rain–river–ocean–atmosphere system is relatively rapid. The amount of water discharged each year into the oceans from the land is approximately equal to the total mass of water stored at any instant in rivers and lakes. The biosphere, though primarily H2O in composition, contains very little of the total water at the terrestrial surface, only about 0. 00004 per cent. Yet, the biosphere plays a major role in the transport of water vapour back into the atmosphere by the process of transpiration. Impact of Human Activities on the Hydrosphere * The activities of modern society are having a severe impact on the hydrologic cycle. * Humans alter the natural functioning of the water cycle through quantitative or qualitative changes to the cycle. For example the dynamic steady state is being disturbed by the discharge of toxic chemicals, radioactive substances, and other industrial wastes and by the seepage of mineral fertilizers, herbicides, and pesticides into surface and subsurface aquatic systems. Inadvertent and deliberate discharge of petroleum, improper sewage disposal, and thermal pollution also are seriously affecting the quality of the hydrosphere. * Humans alter the quantity of water available throu gh by a range of activities such as the construction of Dams.Weirs, irrigation schemes, aqueducts, reservoirs, dyke & levee schemes and land reclamation projects. * In more subtle ways humans through enhancing the Greenhouse Effect may be changing regional climates and therefore rainfall patterns within regions. * While large scale dams can mitigate flood damage, provide Hydro-electric energy and reliable water supply they also present significant environmental and ecological costs. * People alter the quality of water in many ways such as through domestic, agricultural, commercial and industrial pollution. The pollution of waterways is classified according to point or non-point pollution. * Pollution in waterways can mean the quality of water is unfit for human consumption (toxic to humans) or of a low enough quality to seriously impact on the ecology of the water system. LITHOSPHERE * The Earth's outermost rigid, rocky layer is called the lithosphere. It is broken, like a slightly cracked eggshell, into about a dozen separate rigid blocks, or plates. There are two types of plates, oceanic and continental.An example of an oceanic plate is the Pacific Plate, which extends from the East Pacific Rise to the deep-ocean trenches bordering the western part of the Pacific basin. The North American Plate exemplifies a continental plate. * The upper layer of the lithosphere is termed the crust. * The earth’s crust is comprised of bedrock material in various situ * Rocks are commonly divided into three major classes according to the processes that resulted in their formation.These classes are (1) igneous rocks, which have solidified from molten material called magma; (2) sedimentary rocks, those consisting of fragments derived from pre-existing rocks or of materials precipitated from solutions; and (3) metamorphic rocks, which have been derived from either igneous or sedimentary rocks under conditions that caused changes in mineralogical composition, texture, and internal structure. * Elements of weathering, erosion and gradational forces over time then shape these rock components into landform.This is known as the geomorphological process. * Such forces as tectonic plate movement, fluvial action, gradational forces and the action of the wind and sun shape landform features. * Tectonic plates move in three main ways relative to each other. Translation, seduction and convergence (Spreading). The results of this plate movement is often seen as volcanic activity (eruptions, geysers, hot springs) as earthquakes or tremors and in subsidence, land slips and slumping. * Fluvial action is the process of water eroding, transporting and depositing rock material. Wind can erode rock material by blasting, while the sun heating up rock and the rock cooling can break it down in a process call exfoliation. The top three soil issues confronting Australia are; 1. Loss of valuable topsoil due to over-clearing and subsequent erosion 2. Soils salinity – as result of over-clearing and or irrigation rasing the water table and bringing salt to the surface. 3. Acid Sulfate soil exposure – as a result of construction and mining exposing acid sulfates locked up in soil and these sulfates leaching into local waterways. BIOSPHERE The Biosphere is defined as the relatively thin life-supporting stratum of the Earth's surface, extending from a few kilometres into the atmosphere to the deep-sea vents of the oceans. * The biosphere is a global ecosystem composed of living organisms (biota) and the abiotic (nonliving) factors from which they derive energy and nutrients. * The biosphere can be broken down into segments of abiotic and biotic components, called ecosystems. Oceans, lakes, and wetlands are examples of aquatic ecosystems, while forests, deserts, and tundra are examples of terrestrial ecosystems.Through these systems, energy flows and chemicals essential to life are cycled in what is known as biogeochemical cycles. * The biosph ere itself can be studied as a worldwide ecosystem through which the interconnectedness of all life and life-supporting systems on the Earth can be understood. * The earth’s biodiversity (total known stock of varying species of fauna and flora on the planet) is classified into several major Biomes. Each Biome is made up of a multitude of interconnected and interrelating ecosystems. An ecosystem is defined as the complex of living organisms, their physical environment, and all their interrelationships in a particular unit of space. * An ecosystem can be categorized into its abiotic constituents, including minerals, climate, soil, water, sunlight, and all other nonliving elements, and its biotic constituents, consisting of all its living members. Linking these constituents together are two major forces: the flow of energy through the ecosystem, and the cycling of nutrients within the ecosystem. Cycles within ecosystems which transfer / transform energy and matter are known as t he Biogeochemical cycles (eg. Carbon, Oxygen, Nitrogen, Phosphorous etc.. ) * The biosphere supports between 3 and 30 million species of plants, animals, fungi, single-celled prokaryotes such as bacteria, and single-celled eukaryotes such as protozoans. Of this total, only about 1. 4 million species have been named so far, and fewer than 1 percent have been studied for their ecological relationships and their role in ecosystems. * A little more than half the named species are insects, which dominate errestrial and freshwater communities worldwide; the laboratories of systematises are filled with insect species yet to be named and described. Hence, the relationships of organisms to their environments and the roles that species play in the biosphere are only beginning to be understood. BIOPYSICAL ENVIRONMENT Impacts of Humans on the Biophysical Environment * The biosphere supports between 3 and 30 million species of plants, animals, fungi, single-celled prokaryotes such as bacteria, a nd single-celled eukaryotes such as protozoans. Of this total, only about 1. million species have been named so far, and fewer than 1 percent have been studied for their ecological relationships and their role in ecosystems. * A little more than half the named species are insects, which dominate terrestrial and freshwater communities worldwide; the laboratories of systematises are filled with insect species yet to be named and described. Hence, the relationships of organisms to their environments and the roles that species play in the biosphere are only beginning to be understood. Management Strategies for human impacts on BPE Management strategies can be based on a number of approaches such as reactionary, precautionary or proactive management. * As many issues have multiple causal factors at a variety of scales any successful management strategies must be designed with this in mind. Often the real measure of success of a management strategy is a direct reflection of effectiveness or otherwise of a co-ordinating authority. * An example of this need for a co-ordinated response to management can be seen through reviewing the Murray Darling Basin Commission (MDBC).This authority must oversee management strategies in literally hundreds of sub-catchments of the Murray Darling river and across local, state and federal levels of jurisdiction. Natural Resources Definition of a Natural Resource A natural resource is any part of the biophysical environment that can be used in some way to satisfy human needs. For example; air, water, forests, minerals. They can either be either RENEWABLE or NON-RENEWABLE. RENEWABLE RESOURCES Renewable resources are those that are naturally renewed within a sufficiently short time span to be useful to human beings.There are two categories of renewable resources: * Non-critical zone resources * Critical zone resources Non-critical zone renewable resources: * These types of natural resources remain renewable irrespective of how much and ho w often humans use them * Some examples include solar energy, tides, wing, waves, water and air. Critical zone renewable resources: * These are resources that naturally renew within short periods of time but can be affected by how much and how often humans use them, That is humans use them before they can be renewed. * Examples include fish, forests, animals, soil, underground water (aquifers)NON-RENEWABLE RESOURCES * These are resources that have taken millions of years to form’ * These are resources that are deemed to be in fixed supply that is once they are used they can never be replaced. There are two categories of non renewable resources; * CONSUMED BY USE and * RECYCLABLE OR THEORETICALLY RECOVERABLE Consumed by use Non-renewable * These are resources that once used they can not be replaced. These are basically the fossil fuels such as oil, natural gas and coal. There are called fossil fuels because they were once living organisms million years ago. * Because of the ra te of use in recent times these resources could ace exhaustion. It is predicted that after 2008 that oil will reduce as we have used it up. Recyclable or Theoretically Recoverable Non-renewable * These are the metallic minerals that are mined such as iron ore, aluminum copper, gold, silver etc. These also take millions of years to be created and once used they too cannot be replaced; the significant difference is that these resources can be reused or recycled. Think of aluminum cans or metal scrap yards. What constitutes a resource? For these resources defined earlier several conditions must exist before it can actually become a resource. 1.It must be recognized as being a resource indirectly or directly. 2. There must be the skills, equipment and social organization present to transform the resource into something useful. 3. The transformation must be achieved at a cost and convenience that make it more appropriate than an alternative. 4. The adverse impacts generated by the activi ty must be acceptable to society. What a natural resource is, depends on a number of factors; 1. Economic – what is the cost of extraction e. g. , extracting petroleum out of deep-sea deposits is expensive and risky – the deep sea well in the golf of Mexico. 2.Cultural – What is a resource for one culture might not be for another e. g. Kangaroo meat. 3. Technology – the resource might not be technologically possible at the moment e. g. fusion power 4. Political – governments might promote exploitation of natural resources for strategic, economic & political reasons e. g. the cotton industry in Australia is a result of government policy in the 1960s that wanted to reduce our reliance on imported cotton. 5. Environment and health factors – concerns about the impact on the environment and the health of people and ecosystems may effect the nature and rater if resources exploitation.Environment + Impact Statements (EIS) are often used to assess t he impact on ecosystems of the exploitation of a resource. Economic & political issues related to the use of natural resource, their ownership and management 1. Rate of use: Supply and Demand * Economically, natural resources will be used at a higher rate while that resource is in demand. * If demand is reduced over time it could have economic repercussions for the country that relied on its sale – relevant to the economic well being of many developing countries. They take out large loans to help develop their country based on the performance of selling their natural resources * Once demand decreases their ability to pay back the loan is reduced which then makes the country more in debt. * Money made from selling the resources is used to pay off interest on the loans and little is put back into the country to make it better off. 2. Continued demand for a resource * Can jeopardise economic prosperity due to economically unsustainable practices * Uncontrolled exploitation may j eopardise long term production levels.A good example of this is fishing. * May cause stocks to be reduced * Threat to the preservation of the fish species * Industry and jobs would be lost * Boat owners would incur increasing debts * Food supplies would be threatened by high prices and limited availability Political Issues 1. Opposing views * Political issues of resource use can arise when competing groups wish to use the same resources. * Countries who dispute ownership of a major resource e. g. the waters of a river that flows through more than one country. * Subgroups within a society

Cultural Differences Between Iranians, Chinese And Indians

Lessons Learned Report Omid Ashrafi Aug 23, 2014 City University of Seattle Abstract This paper shows cultural differences between Iranians, Chinese and Indians in business negotiations based on interviews with three businessmen: an American citizen who set up a general trading company in China, an Iranian Canadian citizen who has a trading company in Iran, and an Indian America who set up a business in India. The interview questions focused on cultural elements based on Hofstede’s research: power distance, low-high context, and general business behavior in these countries. Lessons Learned Report Knowledge of other cultures is one of the keys to being successful in business dealings. This paper reports on real experiences in cross-cultural business interactions from three different perspectives. I interviewed three successful businessmen, one who worked with Iranians, one with Chinese, and one with Indians. I interviewed them independently, and my questions covered four different elements: cultural behavior in business negotiations, management as symbol of high power distance in the companies, knowledge of high context or low context culture, and finally knowledge of each of culture to have better business negotiation in future. An Iranian Canadian Citizen My first Interview was with an Iranian Canadian citizen, Mr. P. Danesh, who has lived in Canada for more than 35 years and who set up a trading company in the pharmaceutical industry inShow MoreRelatedAnnotated Bibliography On Metacognitive Strategies1358 Words   |  6 Pagesstudents, can be molded by socio-cultural factors, research as to the impact of culture on metacognition, particularly in reading strategy choice, is of interest. The improvement of reading comprehension for international students through the use of metacognitive awareness could lead to explicit and tailored reading instruction based on culture or country of origin. 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