The JD Sports Website: A Review Essay examples -- Electronic Business

The purpose of the website is to make the company money and ensure that a large profit is made. It does this by selling items such as clothing, footwear and accessories. JD sports is not just an online business, it also operates as a high street shop as well. The website runs alongside the high-street shops to help makes sales. The reason it has a website is because this offers a worldwide option and means that anyone over the world can buy products form JD increasing the profit massively. Having a website also means that there are less overheads and staff then in one of the high street shops. The website has more than one purpose. Another purpose is to ensure that the customer keeps on using the website. This is called ‘retaining’ the customer. The website does meet these objectives successfully as the company is still running and is a very wealthy company so it is obviously making a good profit. JD sports is a very well known company around the world any many people bu y products form JD time and time again so they are very successful in retaining their customers. The JD sports website is structured so that it is quick and easy to find any item that is available. There is a search option in the top right hand of the screen and also a list of every brand that has items on the JD sports website. The website has not currently got a site map so I cannot fully understand the site structure. JD sports offer a range of goods from men’s jackets to women’s footwear. JD specialises in clothing and footwear and they make clothing for men, women and juniors. Big brands such as Adidas, Nike and Fred Perry sell their goods to JD and then JD sell on the goods to the public. This is a good thing as all of the biggest brands are available o... ... and want to buy items of a certain brand. To keep the customers going back to the website again JD offer special offers to its customers. These include such things such as '20% off on your next purchase from us'. This makes the customer want to go back to the website and purchase more items. The reason JD offer these discounts is to retain the customers and keep them shopping on the website. There are various ways that JD put these offers across. One way they do it is to post the offer on the homepage of the website so everyone visiting the website can see it when they first go onto the website. Another way they can put the offers across is to send the offer to their customers via email. This makes the offer being made more personal to each customer. This also ensures that each of their customers receives the offer even if they have not visited the JD website.

Women and Food Security

There is a strong link between food security, good nutrition and gender. A gender approach to food security can enable shifts in gender power relations and assure that all people, re-gardless of gender, benefit from, and are em-powered by development policies and practices to improve food security and nutrition. This brief gives an overview on why and how to consider gender aspects in both short-term humanitarian assistance and long-term development coopera-tion that address food security. Every woman, man and child has the right to ade-quate food. In far too many cases, women and girls are overrepresented among those who are food-insecure, partly because women often are denied basic human rights such as the right to own property, to find decent work, and to have an education and good health. People's overall access to food relies to a great extent on the work of rural women. Women comprise, in average, 43 percent of the agricultural labour force in developing countries.1 Hence, securing women's human rights is a key strategy in assuring food security for all. Women are involved in a variety of agricultural operations such as crops, livestock and fish farming. They produce food and cash crops at subsistence and commercial levels. At community level women undertake a range of activities that support natural resource management and agricultur-al development, such as soil and water conservation, afforestation and crop domestication. Women often have 1 FAO 2011 (see references under â€Å"Further reading†). unique perspectives on, as well as understanding of local biodiversity importance for the development of adapted and improved varieties. Also for dietary diversity women have a decisive role. Poor households headed by women often succeed in providing more nutritional food for their children than those headed by men. There is a strong correlation between a higher level of gender equality and lower level of child mortality. Cultural traditions and social structures often mean that women are more affect-ed by hunger and poverty than men even though women, and in particular expectant and nursing mothers, often need special or increased intake of food. And too often, child hunger is inherited: a mother who is stunted or underweight due to an inadequate diet often give birth to low birth weight children. The critical link between women's social status and nutrition The wide differences in women's nutrition among coun-tries that have similar income levels indicate that some-thing other than income affects women's nutrition. Re-search indicates that cultural norms about eating and women's low social status often affect women's diets. In 2003, India and Bolivia had similar gross national in-comes, but 36 percent of Indian women were under-weight, compared with only 1 percent of Bolivian women.3 2 ADB 2013. 3 Ransom, E. ; Elder, L. (2003) Nutrition of Women and Adolescent Girls: Why It Matters. Population Reference Bureau. [ BRIEF ] Women and Food Security Women face numerous obstacles to access productive inputs, assets to land and services required for rural livelihoods. These include access to fertilizers, livestock, mechanical equipment, improved seed varieties, exten-sion services, agricultural education and credit. Women receive for example only 5 percent of agricultural exten-sion services worldwide. As rural women often spend a large amount of their time on additional household obli-gations they have less time to spend on food production or other income opportunities. Women also have less access to markets than men which hamper their opportu-nities to earn an income even further, and thus their pos-sibilities to be able to buy food. With fewer assets and heavier burdens, women are more vulnerable to shocks and less well positioned to respond to e.g. the effects of climate change or other rapid changes in the environ-ment. Social and economic inequalities between men and women result in less food being produced, less income being earned, and higher levels of poverty and food inse-curity. If women farmers had the same access to re-sources as men, the agricultural yield could increase by 20 to 30 percent. This could raise total agricultural output in developing countries by 2.5 percent, which could re-duce the number of hungry people in the world by 12 to 17 percent. Another emerging challenge in food security and nutri-tion that needs to be addressed is to enhance women and men's resilience to climate change; e.g. by diversified production as well as strengthened capacity to respond to challenges related to climate change, building on the different needs and coping mechanisms of women, men, boys and girls. Disasters, especially droughts, and emergency situa-tions are the most common causes of food shortages in the world (WFP). In humanitarian contexts discrimina-tion of women and girls may be reinforced, and the oc-currence of domestic violence increase during times of food scarcity. Because of women's specific roles and experiences in food production and preparation, it is crucial to include them in emergency-related food securi-ty planning and decision making as potential change agents and decision makers, rather than as the â€Å"victims† they often are portrayed to be. Gender dynamics within households must be taken into account in situations of displacement when food aid and other relief items are distributed. This includes men's and 4 UNDP 2012. 5 FAO 2012. women's ability to access and equitably distribute relief items within households. Humanitarian interventions that radically alter gender roles, for example by giving women greater control over water and food distribution, may impact power dynamics negatively and can also lead to increased gender-based violence. The four dimension of food security from a gender perspective Availability. Inequalities in ownership of, access to and control of livelihoods assets negatively affect women's food production and food security. Tenure insecurity for women results in lower investment and potential envi-ronmental degradation. It compromises future production potential and increases food insecurity and reduces women ´s income and the availability of food. Stability. Differences in risk and vulnerability between men and women can affect the stability of their food security in different ways. During times of crisis, women and girls are often forced to reduce their intake in (fa-vour?) of other household members. In cases of crop failure or natural disasters, cultural traditions make it easier for men to leave their farm in search for employ-ment elsewhere, leaving women behind to struggle for feeding their families and making ends meet. Utilization. Women ´s role in food utilization for food security is perhaps the most critical and outweighs the importance of their role in food production and how they spend the income they earn. Women are typically re-sponsible for food preparation and thus are crucial to the dietary diversity of their households. Access. Access to food within the household is deter-mined by cultural practices and power relationships within the family. Although food may be available, adequate amounts to maintain nutritional intake may not necessari-ly be as accessible to women compared to men. Source: FAO (2013): Gender and climate change research in agriculture and food security for rural development. Food security and agricultural programmes can strength-en human rights and be more effective if they also tackle the constraints around women's access to resources. This is done through addressing the issue of unequal gender roles, responsibilities and workloads. To acknowledge women's role in food security, contributions are needed at all levels in a variety of result areas. Entry points for Sida can be identified within the following areas: Women's right to food ? Assure women's human rights including the rights to education, knowledge and employment and women's equal rights to land, water and other resources that are necessary for raising the productivity of their agricul-tural activity, food and nutrition security. Promote women's productive activities by providing trainings, credit and access to improved and appropriate technology to reduce their work load. ? Ensure that women are empowered and trained to exercise their rights and take active participation in decision-making bodies. ? Mother-and-child health and nutrition programmes can break gender barriers in childcare by including men and boys in nutrition and health education activities. Women's access to land? Contribute to the reforming of laws on tenure, land distribution, land reform and family law, including marital and inheritance laws, to become gender equal. ? Support education and capacity building for govern-ment officials, legislators, and local land officials on gender equality in access to land and property rights. ? Advocate the creation of mechanisms to monitor the enforcement of policies, targets and laws on women's access and rights to land. ? Promote women's access and rights to land in custom-ary law e.g. by supporting women's participation in bodies responsible for interpreting customary law. ? Support awareness-raising and access to information among women regarding land rights, including infor-mation about complaints mechanisms. Women's equal participation in labour markets ? Support government legislation that guarantees equita-ble employment conditions that protect workers in both formal and informal employment. ? Extend the coverage of social protection to all catego-ries of rural workers and ensure that they incorporate women's special needs. ? Support policies and investments in labour-saving technologies and support public investments that make it easier for women to participate in the labour market. ? Intensify the provision of better-quality education and vocational training for women. Policy processes and frameworks ? â€Å"The right to adequate food†: 1966 International Covenant on Economic, Social and Cultural Rights ? Women's specific role for rural development: 1979 Convention on the Elimination of All Forms of Discrimination against Women (CEDAW), (Article 14) ? Special attention to the gender gap in nutrition: 1992 The Global Plan of Action on Nutrition of the In-ternational Conference on Nutrition ? Highlight the close interlinkages between gender equality and women's empowerment: 1992 the Mil-lennium Development Goals (MDGs) ? Emphasize the specific role that women play in food security: 2004 The Voluntary Guidelines to sup-port Member States' efforts to achieve the progressive realization of the right to adequate food in the context of national food security ? Highlights full and equal participation of men and women for achieving sustainable food security: 2006 World Summit on Food Security and The World Food Summit Plan of Action (e.g. 16, 1.3) ? Gender issues in food security and nutrition: 2012 The First Version of the Global Strategic Framework for Food Security and Nutrition GSF ? Women's empowerment & equality of opportunity: 2012 UN Secretary General â€Å"Zero hunger Challenge† ? The importance of empowering rural women as critical agents: 2012 Rio +20 Outcome Document ? Food insecurity indicator allowing disparities in food access based on e.g. gender: 2013 FAO's Voices of the Hungry ? Support women's engagement in producer organisa-tions, cooperatives, labour unions, outgrow schemes etc. to strengthen women's voice and decision-making power. ? Support women's groups and other forms of collective action that builds relations and networks addressing gender gaps by reducing transaction costs, pooling risks, developing skills and building confidence. Women's access to financial services ? Improve financial systems and services, e.g. loans and insurances, to respond to the needs and constraints of women producers and entrepreneurs. ? Ensure that women are being consulted and included in discussions, decision-making, planning and provi-sion of financial services. Support financial institutions, governments and NGOs to offer financial literacy training to ensure that wom-en can make informed financial decisions. ? Promote technological innovations, such as prepaid cards and mobile phone plans for making loan pay-ments and transfer cash, to facilitate for women to gain access to capital. Women's access to technology ? Promote productivity enhancing agricultural tech-niques, including machines and tools, improved plant varieties and animal breeds, fertilizers, pest control measures and management techniques that address women ´s needs. ? Invest in labour-saving and productivity enhancing technologies and infrastructure, e.g. water sources in villages, fuel efficient stoves, and roads, to free wom-en ´s time for more productive activities. Promote women's training on farming adaptation techniques such as rainwater harvesting and agrofor-estry, and on agricultural diversification to increase their resilience. ? Promote extension services that are more gender-responsive, i.e. considering all the roles of women and are closely linked to women's activities. Support participatory gender-inclusive research and technology development programmes. Example of indicators ? Share of population (women/men) in targeted areas suffering from starvation (impact level indicator, measures effect on target group) ? Proportion of population (women/men/girls/boys) below minimum level of dietary energy consump-tion (impact level indicator, measures effect on target group) ? A monitoring system providing food-security data disaggregated by sex, geographic location (or oth-er as relevant in the specific context) in use (out-come level indicator, measures capacity development) ? Share of women and men using agricultural exten-sion services (output level indicator, measures ca-pacity development) Gender mainstreaming in humanitarian assis-tance ? Collect sex-disaggregated data for planning, imple-mentation and evaluation of food aid. Ensure that women and men take part equally in deci-sion-making, planning, implementation and manage-ment of food aid programmes. ? Design services to reduce women ´s and children's time spent getting to, and from food distribution points. ? Ensure that women's access to services is routinely monitored through observations and discussions with affected communities. Asian Development Bank (2013) & FAO (2013): Gen-der Equality and Food Security – Women's empower-ment as a tool against hunger, FAO (2013): Training Guide: Gender and climate change research in agriculture and food security FAO (2012): Global Strategic Framework for Food Se-curity and Nutrition FAO (2011): The state of Food and Agriculture – Wom-en in agriculture Gender in agriculture: Platform for knowledge sharing Global Gender ; Climate Alliance and UNDP (2012): Gender, agriculture and food security IFAD, FAO ; WB (2009): Gender in Agriculture Sourcebook IFPRI, 2012 Global Food Policy Report, chapter 4: Closing the Gender Gap IASC (2006): Gender Handbook in Humanitarian Action World Bank (2012): World Development Report on Gender Equality and Development World Food Program: Causes to hunger ; the Zero Hunger Challenge UN Human Rights Council (2010): HRC's Advisory Committee on discrimination in the context of the right to food

Hamlet, By William Shakespeare - 1431 Words

In Shakespeare’s play â€Å"Hamlet,† we are introduced to the sorrow and tragic character of Ophelia. In spite of a comparatively marginal role throughout the play, Ophelia actually has quite a substantial impact on our understanding of the main character, Hamlet. With Ophelia’s highly controversial and often debated death, we are left to ponder about what truly constitutes action, attempting to make meaning of actions with relation to context. Specifically, through examining Gertrude’s description of Ophelia’s death, while also taking into consideration the character’s history and experiences, we can forge a connection between our understanding of Ophelia’s actions, and Hamlet’s dilemma with his own actions. To unravel the reality of†¦show more content†¦From this depiction of the incident and the introduction of a spiteful branch that broke, we are given the perception that Ophelia’s decision to climb the branc h was a miscalculated one purely for the intention of hanging her flowers, as opposed to it being the grounds of her suicide. This is supported with Gertrude description that after the branch broke, â€Å"down her weedy trophies and herself [Ophelia] Fell in the weeping brook† (4.7.174-75). From Gertrude’s choice of diction, considering her use of the word â€Å"fell,† instead of, perhaps, â€Å"jumped,† one is provided with an image of a young girl falling to her death, merely for lack of better judgment, and not a contrived suicide. Controversy is created as Gertrude recounts what happened next in how Ophelia â€Å"chanted snatches of old lauds,† rather than attempting to swim out of the stream; appearing â€Å"as one incapable of her own distress† (4.7.177-78). This could suggest that Ophelia is, in fact, committing suicide, as otherwise her reflex action after a fall would see her struggle to swim out. Yet, by factoring her character and state of mind, a more plausible explanation may be that she was blinded by her insanity, and unaware of her menacing circumstances in the stream. While no conclusive verdict can be made, Gertrude inclines us to conclude an accident as a higher probability to what took the life of this troubled woman. By close reading of Gertrude’s passage, emphasizing Ophelia’s

Before You Buy a Chemistry Textbook

Youve gotten the list of textbooks for your course. Before you sell your soul to the bookstore, find out which texts you really need and which ones to skip. Ask yourself these important questions: Will you keep the book? Thumb through the book and ask yourself whether or not you think the book will serve as a handy reference after the course is concluded. If yes, buy it, preferably new. If not, keep reading... Does the course actually use the text? Words to the wise: A book might be listed as required, but that doesnt necessarily mean you have to buy it! Some required texts really dont get used (ask upperclassmen) or can be borrowed. If you dont plan on keeping the book after the class, consider buying a used copy. When in doubt, wait until the first day of class to make a decision. Is this a lab book? Laboratory workbooks need to be purchased and they need to be new. Dont try to sneak in a used laboratory book. Your instructor will not be amused. Is the text available used? Really popular texts are usually available in used form. However, the text is probably popular because it is useful! If you need a book and will use it after the course ends, buy it new. If you are strapped for cash or the usefulness of the book is questionable, buy it used. Will the book help you? Sometimes a book is recommended, but not required. This is true for many study guides. Ask yourself whether or not you will benefit from using the book. Can the book be borrowed? Is it useful enough to buy, new or used? When in doubt, talk with your instructor. Can I afford it? Although this is a good question to raise regarding buying books, it is NOT a question to ask when deciding whether or not to obtain a book. The difference? Buying a book involves money. Obtaining a book might involve money, but it also could include borrowing from a student or professor. I dont recommend sharing important books. If you need a book, then get it!

Essay about The External Environment and Its Effect on...

The external environment in which businesses operate can have a significant effect on their success. To what extent do you think that the external environment in the UK is favourable for businesses at the moment? Justify your answer with reference to external factors and/or businesses that you know. (40 marks) You must include a plan. 3  ½ pages handwritten. Not petrol? Can argue against in evaluation – favourable for some industries but not others Make a point, explain and evaluate (3-4 main points) The external environment for a business is equally as important to its success (or otherwise) as it’s internal environment. This is because external factors will directly impact on the business. These factors are complex and wide†¦show more content†¦For a manufacturing company like Cadbury, a growing UK population is leading to more sales opportunities. Changes in eating habits, with fewer families sitting to eat regular meals together has continued to fuel the ‘on the go’ eating trend, which has lead to the launch of more snacking type product offers, increasing Cadbury’s portfolio of products. Finally, the current and ongoing concern around healthy eating, obesity, sugar and fat intake has necessitated reviews of product recipes, formats and consumer communications. EG there have been a lot more restrictions on advertising to children, which has recently been banned for certain product types. The Technological landscape has seen massive change over recent years and an understanding of this is vital for business owners. This covers areas such as basic infrastructure level, rate of technological change, spending on research development, technology incentives, legislation regarding technology, technology level in your industry, communication infrastructure, access to newest technology, Internet infrastructure and penetration. For a Company like Cadbury,Show MoreRelatedThe Effect of Business Strategy and External Environment on Management Control Systems3350 Words   |  14 PagesInternational Journal of Business and Social Science Vol. 2 No. 13 [Special Issue - July 2011] THE EFFECT OF BUSINESS STRATEGY AND EXTERNAL ENVIRONMENT ON MANAGEMENT CONTROL SYSTEMS: A STUDY OF MALAYSIAN HOTELS Sofiah Md Auzair Senior Lecturer School of Accounting Faculty of Economics and Management Universiti Kebangsaan Malaysia, Malaysia E-mail: sofiah@.ukm.my, phone: 03-89213745 Abstract This study was undertaken to investigate the use of Management Control Systems (MCS) in Malaysian hotelsRead MorePorter’S Model:. Tesla Motors To Maintain Its Profitability1217 Words   |  5 Pagesof automotive business analysis outlined in the five armies. Michael Porter s five-power analysis model is designed as an instrument to understand the impact of external factors on the conditions of doing business and the environment of their industry. 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InternalRead MoreThe Effect of Business Environment on the Effectiveness and Functioning of an Organization1335 Words   |  6 PagesThe Effect of Business Environment on the Effectiveness and Functioning of an Organization To best answer the question of how different business environments affect the effectiveness of a business it is imperative that we first define what the business environment is and what all its factors are. The business environment perse is: the environment in which a firm exists, this setting is a dynamic unity of everything inside and outside of the Company which adversely affectsRead MoreAnalysis of the External Environment of Business 11419 Words   |  6 PagesAnalysis of the External Environment of Business In todays highly competitive market, businesses must be aware of the environment in which they operate and the external factors that influence them. These factors can affect the main internal factors of the business and its objectives or marketing strategies. 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A strategy focuses on the company in relation to its competition and the business model focusesRead MoreExternal and Internal Environment Analysis1429 Words   |  6 PagesRunning head: EXTERNAL AND INTERNAL ENVIRONEMNT External and Internal Environment Analysis Bharti Gupta University of Phoenix External and Internal Environment Analysis: Mayo Clinic The purpose of this paper is to analyze the External and Internal environmental factors of Mayo Clinic (MC). Mayo Clinic is a nonprofit worldwide leader in medical care, research and education for people from all walks of life (Mayo Clinic,  2011). Various types of external and internal factors affect the

Using “Too much punch for judy” as a stimulus Free Essays

In the second lesson we had to act out ‘A night on the town’ in the form of still images, we did this in a group of four (myself, Luke, Reece and lee). Our stimulus for this task was our own visualisation from reading the script. In the first two scenes we had a split stage, showing two men and two women getting ready for their night out, in doing so we wanted to create juxtaposition; so the audience can clearly differentiate between the two groups of people in the still image. We will write a custom essay sample on Using â€Å"Too much punch for judy† as a stimulus or any similar topic only for you Order Now In the third scene we had to show a still image of the two men watching the two women in the bar we (me and Reece) had to enhance our facial expressions and body language to seem attracted to the women (Luke and Lee). What we did to show that we was interested in the two girls was have our line of sight directly on them, and our bodies had to be very ‘masculine’ and facial expressions were inquisitive, we made this possible by raising our eyebrows and having wide eyes, and our heads were leaned back at an angle, to show that we are ‘checking them out’. Lee and Luke had to close themselves from the audience, and have them facing the floor, to show shyness. We did this to show a typical night out in a bar, it was a convention. Towards the end of the lesson we had to develop the still images into a role play, using chat up lines and other explorative strategies. In the first scene we had both groups getting ready for their night out, at the same time, but this time we added movement, and speech. Myself and Reece playing the two men, was from east London, so we had a typical cockney accent , and slow and heavy movement, to create a sense of presence. To make the two women to start acting, we marked the moment by using the line ‘come on mate, it’s not like we’re ’gonna’ crash. After that line was said that was the cue for Luke and Lee to start their performance, they were two typical women from Essex; with their role play they enhanced the women by having feminine movements and doing typical gestures for example putting on make-up and asking ‘if this outfit looks nice? The next scene involved us in the bar, we stared with the men entering the bar before the women, and they’ve already settled with a drink. With our characterisation we had created two typical men looking for women to chat up to in a bar, we had a calm and smooth tone to our voices to signify this. Once the two women entered the bar, we froze with a still image that we used in the first exercise, to continue the performance I pretended to whisper in to Reece’s ear ‘I’m having the one on the left. We had a spilt stage where the two groups spoke between each other, while the other group mimed in the background. This was done so the audiences could understand what the men and women’s intentions were. Each group talked about their feelings for the person they want to ‘chat-up with, we did this engage the audience as we are revealing our purposes in this performance. To end our performance Reece walked up to Lee and used a ‘cheesy chat-up line’ so we can finish off with a bit of comedy; the line was ‘Hey babe, I’ve got the pencil; and you’ve got the sharpener! Just after that line we went straight into a still image, to show the shock on all our faces as if to say, that was the worst chat-up line used. In another lesson we had to watch a short advertisement about drink driving, and the effects on alcohol on people. We had to create a short awareness advert that shows the effects of drunk driving, and a way to stop driving while intoxicated with alcohol. Our group consisted of, me (driver), Brandon (passenger), Binte (passenger) and Tyrell (passenger). We came up with a basic outline for a performance. The story was the four of us went on a typical ‘night out’ and got drunk and decided to drive home, as soon as I put the key in the ignition we froze, symbolising that I was having a vision, but was unaware of it. We then used realism to imitate us driving along in a key, by doing standard protocols, or missing them and then realising what happened, we did to show the audience that drinking can slower your reaction and thinking process . Then suddenly Brandon announces that he has another drink in his pocket, this causes a brawl in the car as we fight for the drink, then Tyrell, who is the front seat passenger , reaches around and kicks the steering wheel, causing the car to go astray and collide into a tree, to portray the crash we threw our bodies in different directions as if we got thrown out, we did this as it was naturalism, as it’s natural to get throw about in car crash and go in a completely different direction . Then we re-wound the whole journey, including the crash, this was us using physical theatre and cross-cutting, we did this to enhance and engage the audience as it would be much more interesting to watch instead of simply just cutting back to the firs scene. When we got back to the first scene when I put the key in the ignition we stopped, and then we cut out all sound and I had a quick thought track, while the others were miming in the background, I talked about my vision and what is about to happen, we returned to the performance by Tyrell hitting me and saying ‘hurry up lets go’ like he did the first time, to show that this was the real world now. I suddenly said ‘No! We’re not driving’ then suddenly we pictured another car hitting a tree, which would have been us, this was the repellent from driving. How to cite Using â€Å"Too much punch for judy† as a stimulus, Papers

Compare and Contrast Jobs in a Kitchen free essay sample

In the hustle and bustle of working in a restaurant there are key things to always remember, stay organized, keep time, and know what’s going on around you. In the kitchen especially; there is a chain between everyone working. When one link is broken then, the kitchen doesn’t run very smoothly. For example, if a prep cook were to not prep the vegetables needed for a night, then the meals that need those certain vegetables would take longer to prepare; causing others to become less organized with time, and putting a dent into the flow of things. The kitchen has a chain of command. The person in charge is the Executive or Head chef, this person sees over everything that is going on in the kitchen. They are responsible for the menu, staffing and payroll of the kitchen, ordering, plating design; anything that is kitchen related the executive chef is in charge of. We will write a custom essay sample on Compare and Contrast: Jobs in a Kitchen or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Next is the Sous chef; the Sous chef is like the Executive chefs assistant, when there is something that the Executive chef needs help with the Sous chef is the go to person. The third person is the expediter, this person more commonly called a waiter or waitress, takes and relays customers’ orders to the kitchen; they are also the person that will sometimes finish off a plate with garnish. Fourth is the Chef de Partie or the station chef or also the line cook. This part of the kitchen staff can be broken down in to a lot of sections. The station chef is in charge of a certain area, making or doing something specific. Each component on a plate can be broken down into a station. Station chefs can have their own hierarchy as well, depending on the size of the kitchen, there might be more than one person working at a certain station. Therefore, there would be the Station Chef in charge then they just number off as first, second, or third cook. The fifth person on the command would be the prep cooks; they are responsible for the basic prep of any food needed to create the menu. Last but not least, the kitchen aids are the finial on the totem pole. In most cases this is just the dishwasher and maybe one or two people that can carry out simple, basic, unskilled tasks that may be needed around the kitchen. Working in a kitchen there is one main goal: make the customer happy. Working together as a team to create a tantalizing menu for a consumer to get lost in the way the food looks, tastes, a how it feels when its eaten is the reward of hard work and a job well done.