I am going to research how supermarkets use ICT to have an impact on
society.
Unit 12: Impact on Society
My chosen area is a supermarket. I am going to research how
supermarkets use ICT to have an impact on society.
Since the introduction of ICT in supermarkets, everything has become
much more efficient. Supermarkets have improved tremendously by using
the following things in stores:
· Online Shopping
· EPOS
· EFTPOS
· Credit Cards
· Loyalty Cards
· Cash Back
Question 1:
Ways in which ICT is used in a supermarket are:
Ø Online Shopping
Online shopping is a way in which ICT is used in supermarkets. It
enables the shopper to be able to buy things online. This is a quick
and easy method of purchasing goods and therefore has an impact on
society.
[IMAGE]This affects me because is somebody in my family is unable to
go to the supermarket for some reason, we just order the products
online. We do this because we find it easy and also we find it helpful
as products can be delivered to our home.
This affects the community because more and more people will shop
online because it is very simple therefore the supermarket will have
more customers and therefore they will have bigger profits. If
somebody is poorly, they can buy their shopping online. People can
compare prices of products online and you can shop at any time you
want.
All the main supermarkets use online shopping. For example, Tesco and
Asda. These websites allow customers to browse through all the
products and they also allow the customer to compare prices of
products with other supermarket prices so that you can buy the
cheapest one without having to go onto other websites.
Ø EPOS (Electronic point of sales)
EPOS is an electronic system, which enables the supermarket to
automatically deduct stock from the stock level. This also enables
people to buy things quickly. People working on the checkout do not
have to check for any price labels. They just scan the barcode, which
gives them the price and automatically deducts the product off the
stock.
EPOS has an affect on me because it makes it easier and faster to scan
products therefore I can be served a lot quicker.
This affects the community as well because if they are happy with the
service then they will keep coming back for more products. Also,
supermarkets are putting local shops out of business because most
people are going to supermarkets to buy their shopping. This is
because the corner shops are not able to compete with supermarkets.
Also, nobody is ordering milk from milkmen anymore because they just
go and buy milk from a supermarket once a week.
There was a notable divide between Canada’s French and English-speaking population in the 1960s, as they each presented contrasting views of the country’s national identity. As the federal government faced what seemed like two separate nations embodied within a single country, Prime Minister Lester B. Pearson assembled the Royal Commission on Bilingualism and Biculturalism in July 1963. It was to evaluate the existing state of bilingualism and biculturalism and recommend the actions needed to alleviate the largely linguistic and cultural divides in Canada. Pearson’s directive was given at a time when Quebec was experiencing a period of great social and economic development through the Quiet Revolution, while English-Canada was grappling with the re-establishment of the country’s identity as the British definition of Canada was becoming increasingly rejected. This paper will assess bilingualism and biculturalism as it challenged national identity, seen through the Royal Commission on Bilingualism and Biculturalism (RCBB) and the influence of the Quiet Revolution; which resulted in policy – the Official Languages Act in 1969 and the Official Multicultural Policy in 1971 – that ultimately shaped bilingualism and biculturalism within what became a multicultural framework in Canada.
After suffering the overwhelming ferociousness and inhumanity of being a slave for over two decades , a black man by the name of Fredrick Douglass fled from enslavement and began to make a concerted effort to advance himself as a human being. Combating many obstacles and resisting numerous temptations, Douglass worked assiduously to develop into a knowledgeable gentleman rather than the involuntary alternative of being an unenlightened slave. In doing so, Douglass successfully immerged as one of the Civil War era’s most prominent antislavery orators. From his first major public speech at the age of 23, Douglass became widely renowned as a premier spokesperson for Black slaves and the movement for the abolition of slavery. In one of Douglass’ most distinguished speeches, “The Meaning of July 4th for the Negro,” he uses the intermittent occasion of speaking on behalf of African Americans to a multitude of White Americans to outline arguments against slavery. In that very speech, Douglass made it clear that, like countless African Americans during this time period,
The effectiveness and excellent structure of Frederick Douglass’ Fourth of July speech is apparent. His rhetorical arguments served as powerful rebuts to opposing contentions and forced his audience to consider the undeniable error in their nation’s policy and approach regarding slavery. Douglass also compelled his audience to take his words seriously by establishing his credibility, recognizing his audience, and skillfully constructing and executing his speech. The end product of his efforts became a provocative speech at the time and a historical delivery in the future. Douglass succeeded in giving a speech that clearly and effectively argued the absurdity of the institution of slavery in America, leaving it up to his audience to consider his position and decide for themselves how to act in the future.
Lipsey, M. W., Chapman, G. L., L & Enberger, N. A. (2001). Cognitive-behavioral programs for offenders. The annals of the american academy of political and social science, 578 (1), pp. 144--157.
I have witnessed in my time as a law enforcement professional juvenile treatment programs help some of our troubled youth. However, the treatment program the juvenile offender is attending, must offer something to the juvenile offender in the means of rehabilitation and teaching life lessons. For instance, a ropes course is a program we have used here in Muskogee with our youth. The ropes course is designed to take someone out of their own personal comfort zone and to begin to build trust between the police and the offender. This program has benefited a portion of our youth who were willing to cooperate and take the program serious. There is another portion of the youth who
Frederick Douglass’s speech was given to so many of his own people. The fact that Douglass speaks so harshly to them proves that he has passion for what he talks about through-out. “What to the slave is the Fourth of July”, compares and contrasts the different meanings the Fourth of July shared between Whites and African Americans. Douglass says “What, to the American slave, is your 4th of July? I answer: a day that reveals to him, more than all other days in the year, the gross injustice and cruelty to which he is the constant victim”. Frederick Douglass was not striving for the attention, he just wanted to get across that the Fourth of July is not a day of celebration to African Americans and the respect he shared with them, having once being a slave himself.
Rhetorically, Douglass was a master of irony, as illustrated by his famous Fourth of July speech in 1852: "This Fourth of July is yours, not mine. You may rejoice, I must mourn," he declared. Then he accused his unsuspecting audience in Roch...
Jenson, Jeffrey and Howard, Matthew. "Youth Crime, Public Policy, and Practice in the Juvenile Justice System: Recent Trends and Needed Reforms." Social Work 43 (1998): 324-32
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