Analysis of the Organisation and Leadership of Unilever

Analysis of the Organisation and Leadership of Unilever 1- Introduction This report offers an analysis of the current organisational structure and management approach of the senior management team at Unilever, a multi-national organisation that produces and distributes many well-known consumer products. Recent years have seen the organisation undergo massive transformation, and they have reduced their workforce by some 41% over the last ten years (Unilever, 2010). They are dual-listed in the Netherlands and the UK, but operate as a single-entity with the same board and senior team. This structure offers them flexibility and adaptability across the globe, and also efficiency in production and distribution. It will draw on the theories of eminent scholars such as Taylor (1999) who proposed the theories of increased organisational efficiency by utilising an appropriate management structure, and also highlight how the internal structure of the organisation is influenced by external environment and organisational structure. This report will consider some of t he recent changes and challenges, which have faced Unilever, and provide and analysis of the likely future challenges facing the organisation. 2- Organisational History Unilever is one of the largest businesses in the world, with an annual turnover of nearly  £40 billion and in excess of 179,000 employees globally (Unilever, 2010). It was formed in 1930 as the amalgamation of the UK soap company Lever Brothers, and the Dutch margarine company Margarine Unie. The main driver for the merger was collaboration, as both companies relied heavily on palm oil as a major ingredient for their products and by sharing resources they were able to import and distribute to their factories far more cost effectively (Unilever, 2010). Indeed, palm oil remains a major ingredient for many products toady, and their continued commitment to sustainability and efficient distribution is one of Unilevers core corporate strategies (Dhillion, 2007). The growth of Unilever has been characterised by mergers and strategic acquisitions, not all of which have been friendly (Polsson, 2008), and their brand portfolio exceeds 400 and includes a wide range of consumer goods, ranging from foods and beverages to personal care products and cleaning products. They are listed on both the UK FTSE 100 and the Dutch equivalent the AXE, and they have 13 brands which generate revenue of over à ¢Ã¢â‚¬Å¡Ã‚ ¬1 billion per year. The portfolio includes such well-known brand names as Walls, Ben and Jerrys, Dove, Lipton and Flora, and as can be seen from the few names mentioned, they are both diverse and equally powerful brands and market niches. They are also the largest ice-cream manufacturer in the world, controlling some 73% of the worlds ice cream production and generating revenue of à ¢Ã¢â‚¬Å¡Ã‚ ¬5 billion per year alone from ice cream sales in Europe. Unilever have been able to make sales particularly profitable and efficient through centralisat ion of their brand under the heart logo, meaning that they were able to manufacture and distribute under the same brand across Europe with minimum customisation for local regions (Unilever, 2010). Unilever has also built strong links with its subsidiary businesses around the world for its teas and coffees, as much of the raw material required for food stuffs is sourced from African and Latin American countries, such as cocoa, vanilla, palm oil and coffee beans. To reach the size and level of diversity that they now control, Unilever have sought to acquire a further brand or manufacturing interest at the rate of approximately one per year for the last ten years. Such significant activity in terms of corporate diversity and consolidation makes for an interesting topic of study. (Full timeline of activities available in appendix 1). 3- Organisational Structure Considering the size and scope of the organisation it is understandable that they must operate within a defined framework, and as noted by Cummings and Worley (2005:136-138) the sheer size of the company can expose them to the risk of paralysis and stagnation as they are too large to respond flexibly to external challenges. Therefore Unilever have explicitly set out to create a management structure, which is capable of making faster decisions and responding more flexibly to external stimulus. Accordingly Unilever has created a four-tier hierarchical structure, which helps to funnel information into the business, and allows the senior team to make appropriate decisions based on available data (Unilever, 2010b). The structure of the executive team is set out in the diagram below:- Figure 1:- Corporate Structure of Unilever, adapted from Unilever (2010b) According to Unilever, they believe that this structure gives them suitable balance between corporate governance and organisational flexibility. Each level within the hierarchy serves a different function allowing the other levels of the organisation to concentrate on their core roles. Therefore the two executive directors; Paul Polman (Chief Executive Officer) and Jean-Marc Huà «t (Chief Financial Officer) serve as figureheads for the company. Their leadership styles and approaches will be discussed in more depth below. The ten non-executive directors serve as the independent element in Unilevers governance (Unilever, 2010a) and are drawn from a wide range of backgrounds all having huge experience and expertise in their respective areas. They are both internal and external to the organisation to help provide check and balance in their operational views and it is interesting to note that the board is very rare in having such a relatively high proportion of female NEDs at 30% (Black, 2003:236-238). The Unilever Executive (UEx) is responsible for managing profit and loss, and delivering growth across our regions, categories and functions (Unilever, 2010a). It comprises ten operational and executive directors all of whom have exceptional qualifications and experience in the fields of science, technology and business. Unilever has also taken care to ensure that the full cross-section of their multi-disciplinary functions and multi-national breadth are represented on the board, with several nationalities being represented. Finally, the three senior corporate officers are responsible for ensuring that the board of Unilever (both executive and non-executive) have all the necessary information to make prudent and timely corporate decisions on both an operational and strategic basis. The senior corporate officers are tasked with ensuring that the structure and framework of Unilever is returning suitable management information on which to base critical decisions (Unilever, 2010a). 4- Organisational Culture Organisational Culture has been defined as the specific collection of values and norms that are shared by people and groups in an organization and that control the way they interact with each other and with stakeholders outside the organization, (Hill and Jones, 2001:27). This definition also helps us to understand the values of the organisation and how they seek to lead and develop their business. Organisational culture is complex, and can be influenced by a huge variety of factors as noted by Hofstede (1980) who identified the influenced and effects of multi-cultural workforces within multi-national environments. He proposed a theory of cultural dimensions which he used to help explain how multi-cultural influences act upon an organisation with regard to strategic application as discussed by De Wit and Meyer; Hofstedes (1993) theory of cultural dimensions implies that although not all the individuals within a countrys population will have exactly the same characteristics, the cultural dimensions will colour the institutional and administrative arrangements that are made within the country, and will set the norms for behaviour. Hofstede, G. (1993) Cultural constraints in management theories, in De Wit, B. and Meyer, R. (2004) Strategy Process, Content, Context, 3rd Edition, Thomson, London pp206. This is strongly evidenced at Unilever where the culture of the organisation is derived from its own multi-national background. This has influenced the process of strategic decision making at Unilever under the systemic approach advocated by Whittington in his work What is strategy and does it matter? (2000). Whittington proposed that organisations in the same circumstances as Unilever would do well to adopt what he described as a systemic approach. In this model the organisation should seek to create a hybrid of processual or delineated strategy on the basis of organisational objective, but that the approach should be tailored or tempered by a respect for cultural differences. Whittington observed that organisational culture is governed by the social structures created by management level, social class and interest groups, and that trying to cut across these groups in certain localised areas was likely to create excessive tension and achieve very little (Whittington, 2000:185-189). It is therefore interesting to observe the influence and effect of Paul Polman as the first external candidate to take the role the Chief Executive Officer. Paul is a Dutch national and has held the role since October 2008. His background and experience in the commercial goods and manufacturing sectors make him an ideal candidate for the role, as he is both financially astute and commercially aware. From the analysis of the company and its operating ethos and mission it can also be implied that his management style is European-influenced and therefore likely to be reflective of an inclusive culture and style in that it is both democratic and laissez-faire (Morgeson, 2005:497-508). Alternatively under the Tannenbaum and Schmidt continuum (1957) it can be suggested that Paul Polman allows freedom of his subordinates to pursue suitable corporate strategies on the basis of their capability and the application of democratic decision-making. Paul Polman succeeded Patrick Cescau as the Chief Executive Officer of Unilever. Patrick Cescau was the former CEO of Unilever and the first group CEO for the company. He is a French national with numerous accreditations to his name and an extremely successful history at Unilever. As reported in the Telegraph (2008), Unilever searched long and hard for a suitable successor to the position and eventually felt that Paul Polman would be a suitable candidate given his own background, capabilities and skills. This was a departure for the Anglo-Dutch company as they had never previously taken an external candidate for the position, preferring to recruit internally. Although Patrick Cescau formally stepped down from his role following his 60th birthday (the main reason for him to leave the post), he has continued to play an active role in corporate life and now serves as a non-executive director to another large multi-national firm. Patrick Cescau was known across the world for his work in regard to sustainability and business growth, and he has proved a hard act to follow (Insead, 2010). 5- Specific Issues It is useful to compare and contrast specific issues at Unilever and the various approaches which the board of directors have taken when addressing these situations, particularly with regard to the work of Patrick Cescau and his approach to corporate sustainability and social responsibility. Indeed he is quoted as having said that There is no dichotomy between doing business well and doing good; and, in fact, the two go hand in hand. (Insead, 2010). Thus, this element will consider some of the current issues facing Unilever and how they will seek to address them. 5.1- Approaches to Corporate Social Responsibility As noted on the corporate website (Unilever, 2010c), Unilever have a strong commitment corporate social responsibility and sustainability and they have adopted a specific and targeted set of measures and key performance indicators to benchmark their own sustainability performance. It is recognised by scholars such as Atkinson et al (2007:66-68) that there is currently no uniform approach to sustainability or any codified measures of best operational practice. This is despite increasingly stringent legislation which seeks to set out minimum performance standards and has been applied on very few occasions save for flagrant breaches which have resulted in catastrophic consequences (Constanza et al, 2007:203-210). Unilever state that their approaches to Corporate Social Responsibility incorporate business benefits as well as ethical principles (Unilever, 2010c). By this they mean that they have continued the work started by Patrick Cescau seeking to align business activity and ethical ac tivity. They have chosen to apply sustainable principles to as many areas of possible in their business on the simple premise that sustainability makes good business sense. Therefore they have engaged some of the most innovative principles in research and development, agriculture, packaging and manufacturing as they believe that sustainability helps [them] win (Unilever, 2010c). The Unilever website offers several examples of successful case studies where sustainability has proved to be of great business benefit amongst both internal and external stakeholders, and the board of Unilever also recognise that this can only be achieve by impeccable business performance and adherence to best principles in their own right. 5.2- Reputation Management and Diversity Contrastingly it is also useful to consider some of the more controversial activities, which have been undertaken by Unilever in their recent history. Unilever have been accused of causing deforestation by campaigners such as Greenpeace because of the use of palm oil, a major ingredient in many products. In consequence Unilever have committed to sourcing all of their palm oil requirements sustainably by 2015 (Unilever, 2010d). This principle has also been applied with regard to their requirements for tea leaves for their Lipton and PG Tips brands (Unilever, 2010c). Unilever recognise that because of their level of consumption of these raw materials and their need to invest in sustainable practices they will need to work closely with bodies such as the Rainforest Alliance to form synergies, which are beneficial to all stakeholders. However Unilever have a strong commitment to positive diversity as evidenced by their localised products and marketing campaigns, which are specifically aimed to meet the needs of consumers at a localised level. This includes specific beauty products for various nations in response to consumer demand. Examples of such positive diversity can be found in Indian advertising for skin creams (Telegraph, 2007). Although there was some adverse reaction to the advertisement it is also recognised that the product met a considerable demand in India and there was also some evident confusion at a localised level as to why the product might not be required. When compared to the Dove brand real beauty campaign which Unilever have managed since 2007 (Dove, 2010) it can be seen that there is a strong demand for localised product management and positive diversity, which Unilever have responded to. This has helped their own reputational and brand management and has enabled them to react rapidly to con sumer demand, which has served to strengthen their corporate and market position. 6- Management and Leadership Approaches at Unilever Netherlands There are several theories, which can be used to help understand the relationship between managers and employees within an organisation. This element of the report will consider three of the main theories put forward by leading academics in the subject, via Taylor (1999) Maslow (1992) and Fayol (1999). Each of these theories addresses a different aspect of the employee management relationship as will be discussed. 6.1- Taylor and Scientific Management Taylor (1999 cited in Matteson and Ivancevich), identified that to achieve maximum efficiency and effectiveness within an organisation it is necessary to synthesize workflows (1999:12-15) to ensure that there is alignment between resource availability and organisational requirements. Taylor suggested that by measuring and monitoring these objectives and setting out clear processes and procedures for employees to follow, it is possible to significantly increase labour productivity and effectiveness. The cornerstone of Taylors theory was centred on adhering to best practice processes to minimise waste and maximise productivity. Taylors theories were developed whilst observing car production plants, and there are close analogies with regard to the production flows of manufacturing in the Unilever plants. As each of the manufacturing plants owned and operated by Unilever produces products and foodstuff, which their consumers will either ingest or use for personal care, the manufacturing must be of the highest standards and quality, with rigorous safety and quality checks at every stage of the process. Unilever have therefore developed and implemented a robust series of controls, which enables them to manage and monitor every part of the production process, and also standardise it across their estate. Such is the level of control exerted by Unilever, that in theory it should be possible to take an employee from a UK manufacturing site and exchange them for an employee from a Dutch manufacturing site, and they should each be capable of performing the necessary roles and functions (Unilever, 2010). Critics of Ta ylors approach such as Daft et al (2010:26), argue that the forced level of direction engendered by the Taylorist approach de-skills and de-motivates employees who effectively become machines who are dehumanised. This is a particularly so on production line, as there is a requirement for absolute conformity as opposed to creativity and individualism. It is a perpetual challenge for Unilever to maintain the interest and enthusiasm of employees who perform repetitive jobs such as those that will be required for a significant proportion of the Unilever workforce. This is something, which was acknowledged and addressed by Maslow (1999, cited in Strage), who noted that employees require more than simple fiscal reward to remain motivated. This has been noted and observed by the management team at Unilever, and when their management approach and corporate culture is applied to the Tannenbaum and Schmidt continuum, as cited in Matteson and Ivancevich, (1999), it can be seen that although so me level of authority must be applied to ensure consistency of process, many of the Unilever employees have a far greater level of freedom and creativity to offer innovative suggestions for product and process improvement. 6.2- Maslow and the Hierarchy of Needs In contrast to Taylor, the Maslow school of thought discusses tools and techniques to help managers to motivate and empower employees to perform to the best of their ability. Maslow (1999, cited in Strage) discusses the hierarchy of needs model, whereby he identified that it was not simply money that motivated employees to work, but many other factors contributed to the desire of employees to perform to the best of their ability. The diagram below outlines what Maslow has identified, in that as each level of need is satisfied, the individual moves up the pyramid to satisfy the next need in the ranking. Figure 1: Maslows Hierarchy of Needs (1999). As Maslows theory suggests, once the basic needs of financial reward for work have been satisfied sufficient to meet the demands of paying bills, then an employee looks for other motivations to come to work, such as feeling valued by their employer, and having their work and achievements recognised. It would seem given that there have been no recent publicised disputes between employees and leaders at Unilever that employees are satisfied with the both the pay and recognition which they receive from the management team. As Maslow noted, once the basic needs have been satisfied, the need to be accepted and to belong is a powerful human motivator. This is closely linked with reward and recognition for work that has been done well or is particularly innovative. Some theorists such as Hackman and Wageman (2005:269) refer to this as celebrating success. They suggest that if major achievements which have been made possible by the co-operative work of the team are celebrated and recognised, this will go on to motivate and encourage employees to continue to perform. Unilever have recently won awards for innovation and environmental achievement (Unilever, 2010), which they were keen to share with the rest of the business, as the entire firm will benefit from such a positive approach (Morden, 1996; McGovern et al, 2008). 6.3- Fayol A third perspective on matters of management and leadership approach is that put forward by Fayol (1999 cited in Matteson and Ivancevich), who similarly to Taylor subscribed to a scientific theory of management. He proposed a general theory of management, suggesting that managers had six primary functions and fourteen further principles of management. In contrast to Taylor, Fayol proposed a far more interactive approach to management techniques, which suggested that process controls were in fact best designed by those people who performed the work every day (ie, the workforce). Fayol argued that if management interacted closely with the workforce and understood their needs and concerns, they would be far better placed to gather feedback about systems and processes and make the necessary efficiency changes. It would seem from the success and growth of Unilever as a multi-national conglomerate that they have been particularly successful and following these principles and instilling a c ollaborative approach which harnesses the power and knowledge of the workforce and uses it to further the growth and development of the business (Fayol, ibid). Examples of this include working with employees to indentify and implement efficiency savings, and also generating a culture of continuous improvement, which builds a self-perpetuating cycle of success (Judge et al, 2002:770-775). When considering these findings in the light of the Blake and Moulton Leadership grid (1964), it can clearly be seen that the leaders at Unilever are at the inclusive and collaborative point on the scale as termed the sound style (previously known as tem style). At this point they have equal concern for both production and people as they recognise that to deliver consistently excellent products they must have committed and motivated employees. According to Blake and Moulton (ibid), this leadership style relies on managers recognising that employees must feel as if they are a highly valued part of the organisation, a theory that is closely aligned with that of Maslow who observed that those employees who produced the best work felt that they were suitably rewarded for their efforts. Moreover, as increasing numbers of organisations recognise the benefits of adopting a collaborative and co-operative approach to achieving organisational excellence, current management theory would indicat e that the days of dictatorial mangers are on the decline (Den Hartog and Koopman cited in Anderson et al, 2002:166-168). This also seems particularly likely given the increasing legislation to prevent employers from bullying their employees and behaving in an inappropriate manner (Miner, 2009). Application of the Hersey and Blanchards situational theory model (1999, cited in Gabriel et al, 1999) further underlines that the Unilever management style is one of participating and delegating as opposed to telling employees what to do. Unilever is characterised by open channels of communication, and there are points which against the Hersey and Blanchard model the leadership style could be regarded as selling, this is more to do with the differing levels of maturity in various parts of the business, and particularly in those parts which have been recently acquired. It is interesting to set the Hersey and Blanchard model against the backdrop of situational leadership, as it seems that the characteristics of Unilever are a mature and confident group of leaders who are happy to delegate tasks and responsibility, and thus leverage the best from their employees (Den Hartog and Koopman, ibid). Remembering that the board of Unilever has been secure and stable for some time, it is of lit tle surprise that they are able to adopt and react flexibly to change. Moreover, their considerable experience of acquisition allows them to rapidly assimilate and absorb new businesses into the estate, and embraces the culture changes, which must necessarily follow (Simons and Billing, 1995; Spillane, 2004). Despite the size of Unilever, it is remarkable that they are able to adapt so readily to change at both an internal and external level, and across global boundaries. In some ways their sheer size has enabled them to cushion themselves from some of the worst effects of the recession, coupled with the fact that their diverse portfolio requires them to be adaptive and flexible to consumer trends a style which is reflected in both their culture and leadership. 7- Recommendations to Enhance Management Practices As can be seen from the preceding discussions, the senior management team at Unilever have faced some serious internal and external challenges, both at a local level and a global level. Some of these challenges are outside of their control, however in order to ensure that they remain one of the leading conglomerates in the world they must adapt and respond flexibly to both internal and external challenges. This section of the report considers some recommendations to continue to improve employee motivation and engagement by enhancing and improving management practices, and also offer suggestions based on relevant theory as to how the necessary changes can be embedded. 7.1- Recommendations for Strategic Change and Effective Management Practices Although there are few current difficulties with employee relationships, it is apparent that some significant changes still need to be made in order to secure the future of Unilever in the current turbulent economic environment. Whilst they are far from bankruptcy, recent years have seen considerable expenditure and challenge for Unilever, which has centred on the considerable number if divestments and acquisitions in order to strengthen and consolidate their global brand portfolio (Morden, 1996:458-496). The theories of Taylor, Maslow and Fayol all offer suggestions as to how to engage with employees in times of significant change and challenge. Application of the Tannenbaum and Schmidt continuum (cited in Matteson and Ivancevich, 1999) indicates that the collaborative style of leadership has helped Unilever in managing and instilling change, and it is clear that under modern management practices that for them to continue to be successful they must continue to engage and motivate em ployees, especially those who are new to the culture of Unilever and have joined them through acquisition (Hassard and Parker, 1993:43-45). Furthermore, Gergen (1995) concurs with Hassard and Parker (ibid), in those organisations, which operate in a post-modernist world, should take care to adopt appropriate management styles and techniques, or get left behind their competitors in a rapidly changing world. Taking all of these factors into consideration, and with reference to all of the theories which have been discussed and applied, it is apparent that there is a self-perpetuating cycle and culture of success which is supporting the leaders at Unilever to behave in a manner which is highly likely to assist them in developing a robust business which is fit to operate in current times. The collaborative and communicative style of the leaders should be upheld and gently moulded in newer acquisitions to one which is collaborative and co-operative in approach, drawing on the theories of Maslow to help motivate and engage employees in such a way that they provide constructive criticism and feedback on how best to help Unilever develop in the current challenging environment. Whilst it is appreciated that management culture and organisational culture is not something that can be changed overnight, as reliance on technology increases and organisations must become more adaptable to survive, it i s likely that the current culture will be fit to see Unilever through into the future. References Atkinson, G., Dietz, S. Neumayer, E. (2007). Handbook of Sustainable Development. Cheltenham: Edward Elgar. BBC News. 22 May 2010 http://news.bbc.co.uk/1/hi/business/8633455.stm. Retrieved 18th Nov 2010 Blake, R.; Mouton, J. (1964). The Managerial Grid: The Key to Leadership Excellence. Houston: Gulf Publishing Co. Black, Richard J. (2003) Organizational Culture: Creating the Influence Needed for Strategic Success, London UK. Cohan, William D., (2009) House of Cards: A Tale of Hubris and Wretched Excess on Wall Street, [a novel]. New York, Doubleday. Costanza, R., Graumlich, L.J. Steffen, W. (eds), (2007). Sustainability or Collapse? An Integrated History and Future of People on Earth. Cambridge, MA.: MIT Press. Cummings, Thomas G. Worley, Christopher G. (2005), Organization Development and Change, 8th Ed., Thomson South-Western, USA Copenhagen Climate Change (2009) http://www.copenhagenclimatecouncil.com/about-us/councillors.html (retrieved 5th Nov, 2010). Den Hartog, D. N., Koopman, P. L. (2002). Leadership in organizations. In N. Anderson, D. S. Ones, H. K. Sinangil C. Viswesvaran (Eds.), Handbook of industrial, work and organizational psychology, Volume 2: Organizational psychology. (pp.  166-187): Sage Publications, Inc. DfT (2010) Road Freight drops 24% in first quarter of 2010 available online at http://www.aricia.ltd.uk/articles.aspx. (retrieved 5th Nov, 2010). Dhillon, Amrit (2007-07-01). Indias hue and cry over paler skin. The Daily Telegraph (London). http://www.telegraph.co.uk/news/main.jhtml?xml=/news/2007/07/01/wskin101.xml. Retrieved 9th Nov 2010. Dove (2010) Campaign for Real Beauty available online at http://www.dove.us/#/cfrb/ retrieved 13th Dec 2010 Fayol, H. (1999) Planning in M.T. Matteson and J.M. Ivancevich (eds), Management and Organisational Behaviour Classics. 7th ed., London: Irwin, McGraw-Hill, pp.12-15. Gabriel, Y. Fineman, S. Sims, D. (2000) Organizing and Organisations. 2nd Ed. London, Sage. Gergen, K.J. (1995) The Limits of Pure Critique in H.W. Simons, H.W. and Billig, M. (1995) After Postmodernism: Reconstructing Ideology Critique. London, Sage. Greenpeace (2007) Unilever admits toxic dumping: will clean up but not come clean http://www.greenpeace.org.uk/contentlookup.cfm?CFID=6864301CFTOKEN=96874361ucidparam=20010620124942MenuPoint=G-A.Retrieved 9th Nov 2010 Hackman, J. R., Wageman, R. (2005). A Theory of Team Coaching. Academy of Management Review, 30(2), 269-287 Hill, C and Jones, G (2001) Strategic Management. Houghton Mifflin pp 27 Hofstede, G. (1980) Cultures Consequences: International Differences in Work Related Values, Beverly Hills, CA, Sage Publications Indian Resource Centre (14th May 2003) Monsanto, Unilever use of Child Labour in India http://www.indiaresource.org/issues/agbiotech/2003/monsantounilever.html retrieved 18th Nov 2010 Insead (2010) Top 50 Alumni Who Changed the World available online at http://50.insead.edu/alumni/patrick-cescau retrieved 13th Dec 2010 Maslow, A.H. (1992) A Theory of Human Motivation, Chapter 10 in Henry M. Strage,1992, Milestones in Management: An Essential Reader. Oxford, Blackwell Business. Miner, J. B. (2009). Organizational Behavior: Behavior 1: Essential Theories of Motivation and Leadership. Armonk: M.

Learning Relationships And Communication

Learning Relationships And Communication In this essay I will explain and discuss how motivation is one of the most important factors that influence learning, relationships and communication in the classroom. The responsibility for creating a positive learning atmosphere lies almost entirely with the teacher and motivated students make this process a lot easier. Motivation also plays a critical role in developing relationships in the classroom, both teacher and student motivation. I will also discuss in greater detail later of the importance of involving the parent or carer in building these relationships and how this enhances these relationships. The ability of the teacher to communicate both verbally and non-verbally with their students is hugely important and is the cornerstone on which effective learning is built. Motivation again is a hugely significant factor in this communication process, as a motivated teacher communicates well with their students and a motivated teacher leads to the development of motivated student s. A positive learning environment is one of the most basic requirements in order for meaningful learning to occur in a classroom (Kyriacou, 2009). A positive learning atmosphere is one where the students are comfortable, hold confidence in their teacher, and feel a sense of trust and respect for one another. In order to enhance learning lessons must be organised and the teacher must plan for the use teaching methods that encourage students to become actively involved in learning. This can be done by also varying the curriculum and finding out what our students interests are, giving them motivation to learn. Teachers need to challenge themselves to use different teaching methods to stimulate pleasure in learning and consequently tackle boredom. The introduction of new educational approaches such as projects and investigative work will allow time for pupils to report back on what they learnt and support this process. A study by Kaplan et al. (2002) found that the level of disruptive beha viour by pupils tended to be higher in those classrooms where the pupils felt that the demonstration of ability and doing better than others was the dominant value compared with classrooms where the pupils felt that the dominant values were learning, understanding and improving ones own performance. Kyriacou (2007) suggests the teacher needs to be relaxed, warm, caring, enthusiastic, patient, and supportive and possess a sense of humor. To create this atmosphere, the teacher must engage the students as soon as the class commences. The classroom climate established by the teacher can have a major impact on pupils motivation levels and attitudes towards learning. Remind students at the start of every lesson that the type of attitude they bring into the classroom will have a huge influence on the learning that takes place during that class (Cullinford, 2003). Motivation plays a huge role in creating this positive learning atmosphere. According to Erickson (1978) the majority of students respond positively to a well-organized course taught by a motivated and motivating teacher that has a caring genuine interest in what they learn. Erickson (1978) further suggests whatever level of motivation your students bring to the classroom will influence the level of learning. As teachers we need to ask ourselves the question are our students motivated to learn, or are they just encaged in learning and what have we done as teachers to contribute to this? Cluck and Hess (2003) explains that in order to help and motivate learners we need to help them develop their own learning strategies. We can do this by teaching them to how to use their own learning styles, implementing cooperative learning, encourage pupil to choose how they learn, and use techniques informed by multiple intelligences. When this is done pupils showed increased motivation in class wo rk, improved assignment completion, class participation, and engagement in learning. Thus, Cluck and Hess (2003) feel these teaching strategies are positive in improving the students attitudes towards learning. They also suggest that the use of extrinsic rewards such as goals, grades, assessment and tangible rewards would be less productive in developing motivation. Building relationships has lifelong lasting effects for the students and will motivate them to become involved in their learning. If we can build good relationships with our students it will also help them to build good relationships outside of school and when they leave school. There are a number of things that are very important when we are trying to build relationships with our pupils, such as calling the pupils by their first name, try and find out what common interest you hold and make it your business before each class to have a friendly conversation on the topic. According to Regan Morrissey (2012) how the educator creates a positive learning atmosphere is of critical importance in building relationships and encouraging students. Something that contributes to this is the teachers manner, their verbal and nonverbal communication and how they move around the classroom. Creating a positive classroom climate shows how much effort you as a teacher feel is worthwhile putting into th e lesson. A teacher needs to feel relaxed and confident in their own ability to generate a genuine interest in the lesson. Parents are crucial to building relationships with students and once these relationships are formed we need to be able to maintain them and use them to our advantage. We should use parent/teacher meetings to gain knowledge of our students parent and as PE teachers, the parents interests especially in the sporting world. This can provide a foundation we can use to entice these parents to become involved in extracurricular activities. Kyricau (2007) explains the importance of the role of parents and carers and the need for teachers to be able to communicate effectively with parents and carers and to recognise and respect the role that parents and carers can make to the development of pupils well-being and to raising pupils levels of attainment. Maintaining relationships with the parents also has a massive knock on effect to their siblings as it establishes a relat ionship for those who may be entering the school in future (Duck and Pittman, 1994). Communication according to Tubbs et al (2011)) is broadly defined as the sharing of experience with as much as 75% of our entire conscious day being spent engaged in communication. The communication model developed by ibid (2011) suggests communication is a sensitive area and messages between two people can easily be misunderstood as channels and elements of interference can send mixed messages. As communication is such an important part of learning an essential ingredient to becoming a successful and competent teacher is to be an effective communicator. Communication is closely associated with self-identity and Hattie Timperley (2007) believe it is one of the most powerful influences on learning and achievement. Teachers must be aware of their verbal and non-verbal methods of communication with students in order to create an open, productive and honest learning environment. Marzano (2007) believes that communication is the single most critically important issue a teacher has to con sider. A PE teacher needs to be aware of how to communicate both verbally and non-verbally in a high quality manner to maximize the learning of the students. Teachers need to learn how to use such things as eye contact, facial expressions, hand gestures and body language as tools for communication in the classroom. The use of eye contact and facial expressions reduces the amount of verbal communication the teacher has to use in a class and is very useful in such a loud environment as the PE class. The use hand signals can be adopted to relay positive encouragement to students who are doing something well. An example of this is thumbs up or a clap to acknowledge something that a student has done well. To communicate with students we need to be sensitive to their need and listen critically to what they have to say, not thinking of answers until the student has finished the question. A teacher must be able to communicate to their students in order to help them to become independent learners de velop their ability to grow and develop responsibly. Im a firm believer that communicating encouragement, verbally and non-verbally to the students is the best form of motivation. I am conscious on my Monday placements of creating a positive classroom climate by communicating in this manner. I constantly scan the gym, forever interacting, motivating the students, constantly praising and encouraging but with total honest and respect. Respect towards the students is everything and it is almost guaranteed that any student teacher who respects their students will see the students develop a healthy level of respect towards the teacher. Wragg and Wood (1984) suggest that studies have proved how important positive communication is in the first few lessons with a new class. It is crucial to establishing a positive learning environment which has already been discussed as a key factor in developing student motivation. Listening according to Tubbs et al (2011) is a complex process involving hearing, attention, understanding, and remembering. Gamble and Gamble (1994) further suggest that becoming a competent teacher means we must teach our students to listen stating that Listening is more than a philosophy, its vital for our future. To become an effective teacher we must develop and display strong listening skills to portray to our pupils the importance we place on the process. Listening can be something we take for granted, however listening is an intricate skill and requires training. We in the teaching profession must encourage and provide opportunities for students to practice listening activities and spend more time on this ever important communication skill. A motivated teacher enhances the listening skills of their students and allows students the time and opportunity to develop these listening skills. The question needs to be addressed why we often hear of poor listening as a problem. The pr imary reasons are a lack of motivation and the appropriate listening skills (Tubbs et al 2011), who state that of the four communication skills reading writing, speaking, and listening, listening has received the least attention from educators. To become a component, caring teacher I must acquire excellent listening skills. From the readings and from my life experiences I am able to relate to my own personal listening skills especially on the Monday placements. I must pay attention to what the students are saying and not to focus on having an answer before listening to the rest of the question. I must stop answering the questions if the students dont know the answer, and take time to listen display some aerobic listening and think of CARE, (Concentrate Acknowledge, Respect and Empathize). We as teachers must keep asking questions to our students, and when they speak out, give them the respect to provide your 100% attention. In order to enhance our listening skills we as student teachers are in favorable position on our Monday placement to practice focusing on the message sender and refraining from giving an opinion too quickly. I must respect that listening is a complex process and has to be trained and practiced similar to any skill. I need be patient with the learning process to enable me to pass on the skill of the ability to listen to my students. Aristotle once said that we have two ears and but one tongue so that we may listen more than we speak. This is something that I will always try to remember in my role as a teacher.

Physics of Skiing :: physics sport sports ski skiing

Skiing is an old sport; the oldest artifacts date back over 4000 years. It was developed in the Scandinavian region, especially Norway, and didn't spread to the rest of Europe until the sixteenth or seventeenth century. It probably came over with Norwegian and German immigrants during the nineteenth century. Skiing relies on many different forms physics. Newton's Laws of Motion, the transformation of potential energy into kinetic energy, air resistance, circular motion, even conservation of circular momentum is used as skiers pump upwards during a turn. Friction is by far the least understood of these forces. The surface of snow is a strange interaction between water, ice and water vapor, the three forms of water found on Earth. Snow changes properties and is difficult to measure and study in its natural environment. Snow changes properties and is difficult to measure and study in its natural environment. Ice Crystals form when water vapor condenses around and freezes upon a foreign particle such as dust or sea salt. These Ice crystals then form various varieties of snow flakes. Snowflakes can fall in many forms, including ferns, crystals and needles. These snow flakes begin transforming as soon as they hit the ground. They begin to morph in a combination of melting, freezing, evaporation and sublimation*. They become needles, columns, and finally simple round pellets. * Sublimation is when ice evaporates directly instead of melting first to water and then evaporating. These pellets the bond again through a process of melting, freezing, evaporation and sublimation at their contact points, this creates a strong snow pack. Snow Compaction and Work One thing that slows a skier down is the compaction of the snow beneath a skier. Snow is mostly air and this allows a great degree of compaction. On packed trails, this compaction is negligible and contributes only slightly to the friction of the snow on the skis. This diagram shows a skier who travels l distance on unpacked snow and sinks in h into the snow. Logically, the distance the skier sinks in, h, is proportional to the skiers weight, FN. Work is defined as a force applied over a distance. The work needed to propel the skier l distance through the snow is the same as the work done be the skiers weight along the height, h. the force used to move the skier is defined as FFORWARD then FN*h= FFORWARD*l With different types of snow, a skier with the same weight will sink in different distances.

Presidential Campaign Financing :: essays research papers

Running Head: Presidential Campaign Financing Abstract President Bush won reelection against Sen. John Kerry in a presidential race that shattered previous fundraising and spending records to become the most expensive in U.S. History. Both candidates benefited from the Bipartisan Campaign Reform Act, which went into affect just before the 2004 election cycle began and doubled the individual contribution limit from $1,000 to 2,000 dollars. Anyone trying to run for President of the United States must raise enormous amounts of money to keep there campaigns going. President Bush and Sen. John Kerry, for example, raised a total of nearly half a billion dollars in private contributions during the presidential primary season. More efforts are going to have to be made to keep the spending of non-party affiliated groups, such as the 527 groups, to a minimum. Presidential Campaign Financing and Spending: Election 2004 President George W. Bush took in a record $360 million for his 2004 re-election campaign, easily exceeding the $192 million he raised in his 2000 campaign. President bush spent $306 million of the money he raised which was also another record. John Kerry not only finished behind him in the election he also finished behind him in campaign funds, but still posted totals that far exceeded any other election period. Kerry raised more then $317 million and spent more then $240 million. Both partied during the campaign declined public matching funds, which would have not let them use all of the fund that they had raised, and would have limited there spending. Once they accept there partied nomination however they must accept the Public funding. For the 2004 election cycle the public matching funds they received were $74.6 million dollars. (Democracy 21.org, 2004;unknown author,2004)

Essay on Names in The Odyssey and The Bible -- comparison compare cont

Importance of Names in The Odyssey and The Bible      Ã‚   Two of the most widely studied ancient works are Homer’s Odyssey and the book of Genesis from the Bible.   Each of these texts provides a unique viewpoint of an early civilization.   In both of the texts, one can learn not only stories about great heroes, but also about the way that these peoples lived and what they believed.   Many interesting parallels can be drawn between the two developing societies shown in the Odyssey and the book of Genesis.   One parallel is the importance placed on names by each culture. Although viewed as important in different ways, the value placed on a name shows a striking similarity between the evolving cultures of both the Greeks and the Hebrews.   Ã‚  Ã‚  Ã‚   In the Odyssey, Homer’s characters frequently allude to the importance of names.   For these ancient Greeks, a name symbolizes one’s identity, ancestry, and honor.   It is the one thing a man always owns, even if he possesses nothing else.   This is clearly shown through the hero, Odysseus.   While traveling home from the Trojan War, Odysseus, in effect, loses his title, land, and power for twenty years.   He remains with nothing but his name to speak for his character and person.   As he himself says at the beginning of Book IX when beginning to tell his story to the Phaiacians, â€Å"First of all I will tell you my name, and then you may count me one of your friends if I live to reach my home, although that is far away.   I am Odysseus Laertiades, a name well known in the world as one who is ready for any event.†Ã‚   Although away from his home and all things that could speak well of him, Odysseus is still in possession of his nam e, which clearly shows his good character.   This speech of Odysseus also show... ... to be carefully guarded, for if everything else is lost, it remains forever.   Thus, there is nothing more precious to a man than to have a name that carries intrinsic honor and meaning throughout his whole life.   A man is defined by who he is, and that is shown best through his name.   As clearly shown in the texts, to have a good name and to be remembered by it ought to be the main goal for any and every man.    Works Cited and Consulted Bloom, Harold ,   Homer's Odyssey: Edited and with an Introduction, NY, Chelsea House 1988 Heubeck, Alfred, J.B. Hainsworth, et al. A commentary on Homer's Odyssey. 3 Vols. Oxford PA4167 .H4813 1988 Homer. The Odyssey. Trans. Robert Fitzgerald. New York: Vintage Books, 1989. Tracy, Stephen V. ,The Story of the Odyssey Princeton UP 1990 The Holy Bible. New Revised Standard Version. Grand Rapids: Zondervan, 1989.

Sainsburys Corporate And Business Strategy Education Essay

Maximizing stockholder value Sir Terry Leahy, main executive since the mid 1990s, has adopted courageous measure of tryingnotin the way of on the usualcorporatetune. Our chief purpose is to make value for the clients to derive their life-time trueness this is the company mission.Customer service of class at the higher degree of the company on the other manus to do net income. However it remain to be seen whether tesco keep focal point now widely seems immense corporate success narrative and the taking company in the United Kingdom retail market or if it will give manner to corporate high quality as sometimes go on to chief companies.Sainsbury ‘s corporate & A ; concern schemeAs a taking nutrient retail merchant, they are committed to being best for nutrient and health.Sainsbury end is to offer our clients great choice nutrient at just monetary values Sainsbury ‘s end is to offer our clients great choice nutrient at just monetary values. Their purpose is to assist and actu ate clients to eat a healthy sensible diet by promote vigorous feeding and energetic life styles.Without compromising on gustatory sensation or quality Sainsbury ‘s intend to do merchandises every bit healthy as possible. wherever possible, their squad of over 100 merchandise developers and engineers work to regularly lessening degrees of fat, soaked fat, sugar, salt and additives in our merchandises while looking to increase foods and nutrient groups typically missing in the UK diet.As ‘Best for nutrient and wellness ‘ assisting their clients live healthier life styles. They do this by part great tasting, healthy nutrient at sensible monetary values and thrilling our clients to cook with assurance.We believe that while selling our merchandises doing certain that clients have clear information about merchandises which they buy and give preparation to our co-workers with preparation to avoid the under-age purchasing of intoxicant.Environmental issues are taken earne stly at sainsbury ‘s. They aim to be environmentally accountable in the manner to run their concern.Most of what we use on nutrient, about all of it goes to non-farmers. Uk husbandmans as estimated receive merely 9p of every & A ; lb ; 1 spent on nutrient by the customers.Very less money infact acquire back to the husbandmans, as much money go through the world-wide economic system. Much of the money goes in the history of the large companies like Unilever Nestle and Altria ( Kraft Foods ) and the large supermarkets like Asda/Wal-Mart, Sainsbury ‘s and Tesco which are ruling in the market. Top 10 planetary nutrient retail merchantsCompanyGross saless 2002 ( US $ million )Wal-Mart ( US )246,525Carrefour ( France )64,979Royal Ahold ( Netherlands )59,455Kroger ( US )51,759Metro ( Germany )48,714Tesco ( UK )40,387Costco ( US )38,762Albertson ‘s ( US )35,916Safeway34,799Maximizing net incomes, understating competitionA little figure of transnational companies progressively control the nutrient production in the UK and worldwide. While in every sector the figure of corporations of the nutrient system has fallen, market power of the subsisters has increased, and competition between them has diminished. It is enabling them to take out of all time larger net incomes from the nutrient system. Through a little figure of corporate nutrient processors and retail merchants many husbandmans selling their green goods to 1000000s of clients. Harmonizing to the rules of competitory economic sciences, markets are most valuable when there is strong competition between a figure of co ncerns. Tesco is the British food market and convenience gross revenues monster.Tesco now has belongingss in China and Turkey, every bit good as other important emerging markets.Tesco is the British food market and convenience gross revenues monster.Tesco now has belongingss in China and Turkey, every bit good as other important emerging markets.RevenueFiscal Year2008 47.298 Billion GBP ( $ 74.144 Billion )RevenueFiscal Year2009 54.327 Billion GBP ( $ 85.163 Billion )Gross Growth:14.9 %Net IncomeFiscal Year20082.124 Billion GBP ( $ 3.330 Billion )Net IncomeFiscal Year20092.161 Billion GBP ( $ 3.388 Billion ) .One in every & A ; lb ; 4 spent on just trade merchandises in the Uk says supermarket lb The supermarket says that one in every four lbs and adds that one-year gross revenues of Fair-trade increased by 10 % to & A ; lb ; 218m compared to this clip last twelvemonth. Consumers make picks about where to shop mundane. In Britain consumers have a pick merely on 15 proceedingss drive they find three or more different supermarkets research shows.Consumers can and make alter easy between the shops they use in the food market market. Each clip consumers go for shopping they choose where to utilize their money. From one month to the following If they select to shop in a different shop this would name shift. And the value of this shift has doubled since 2002 and more than & A ; lb ; 10 billion. Wide scope of retail merchants for consumers to take from including Wal Mart/ Asda, Sainsbury, Morrison, Waitrose, M & A ; S, Somerfield, Aldi, Lidl and Netto, other smaller supermarkets, Costco and Makro, the Co-Ops, Symbol groups ( e.g. Premier, Costcutter and Spar ) and 1000s of independent retailers.In food market market has undergone terrible alterations. Sainsbury ‘s and Tesco are crushing the recession bluesOver the last five old ages Sainsbury ‘s had been losing their market portion. But over the past 18 months they got back and these net incomes are the consequence of that, † he said. Over the Last six to 12 months Sainsbury ‘s net income figures are looking backwards. Tesco heads the top 10 list of the most recession-proof retail merchants in Britain, which includes turning Welsh on-line ethical vesture company Howies, at figure six – sandwiched between Waitrose and John Lewis. Sainsbury ‘s is at figure eight. Patrick Minford, Professor of Economics at Cardiff University Business School, said the recession likely started in the 3rd one-fourth, when the Gross Domestic Product fell 0.5 % after a twelvemonth in which money has been really tight. â€Å" There is no town or metropolis that is immune from recession, † he said. From January to September. the retail merchant ‘s pre-tax net incomes plummeted from & A ; lb ; 451.8m in 2007 to & A ; lb ; 297.8m in 2008. Tesco begins new gross revenues scheme to cut down nutrient waste Tesco begins new gross revenues scheme to cut down nutrient waste The UK ‘s largest retail merchant has introduced the first of its new Buy One, acquire One free ulterior trades designed in response to dismaying research demoing the high degrees of nutrient waste. â€Å" Customers truly like our Buy One Get One Free trades but feedback shows smaller families sometimes ca n't utilize the free merchandise before its usage by day of the month, † Lucy Neville-Rolfe, Now we ‘re giving clients the snap to take advantage said by Tesco Executive Director. â€Å" Equally good as giving our clients a flexible new offer, we ‘re assisting them to cut nutrient waste. †Our concern Structure we recognized five countries of focal point in March 2007 to take Sainsbury ‘s from recovery to growing:Great nutrient at just monetary values To do on and widen the lead in nutrient for healthy safe fresh and tasty nutrient Sainsbury ‘s will go on to introduce and provide leading in presenting quality merchandises at flaxen monetary values, sourced with dependability. Reaching more clients through extra channels By opening new convenience shops to enlarge the range of the Sainsbury ‘s trade name, developing the online place bringing operation and turning Sainsbury ‘s Finance. Turning supermarket infinite To enlarge the company ‘s shop estate, actively looking for and developing a grapevine of new shops and widening the mostly immature shop aggregation to supply an even better nutrient offer while besides turning infinite for non-food scopes. Active belongings direction The ownership of belongings assets provides operational snap and the development of possible development chances will maximize value. Sainsbury ‘s offer skills developing Sainsbury ‘s frequently offer some formal short preparations like in stock pickings and stock pickings every bit good as basic maths and English literacy accomplishments tantamount to feve good GCSEs.More employers wants by authorities to offer accomplishments developing classs.

College Students Poor Food Choices Due to Stress Essay

Some examples of uncomfortable feelings might be anxiety, depression, feeling pressured, procrastination, troubled relationships with peers, not doing well in academics, or not being economically successful. Students that live in the dorms may choose fattening foods at the cafeteria or â€Å"treat† themselves to fast food because they are emotionally unstable. Most of these college students also do not think that their new habit is a negative one. The reason why college students eat fattening, high sugar foods could be because of a mental or a biological satisfaction. This research will give an explanation for why many medicate their emotional states with food. Food choices are often made based on one’s unhappiness, angst, or trauma. College students may feel as though pleasing their mouths will please their hearts and ease their state of stress. Many will endorse preferring the taste of highly salted, high sugar content foods, while others will state that this is the food they grew up eating, and some will say this is what is most affordable and accessible. Doing anything excessive because a stressor is acting upon you damages ones psyche; when one over eats and becomes obese, their sense of your self-image is altered negatively. The Cafe with buffets, fast food restaurants, and late night pizza deliveries are just a few of the enticements that college students are facing as they adjust to their new found independence and life on their own for the first time. My freshman roommate was from Sweden; when she came to America she was considered a normal weight. However, as she was experiencing the college and had a lot of American food available she chose fast food and unhealthy foods at the cafe at school to cope with being home sick, and being stressed out about school and soccer. However, she woke up one morning and realized that her belly was much bigger than when she first came to America. She waddled over to a mirror and grabbed her stomach and said, â€Å"how come you’re stomach is not this big? We almost do the same things. † I said, â€Å"I knew it was secretly a dream of yours to be ‘thick’ so the vitamins I gave you the other night were for you to get big overnight. This just relieved the tension and she had gotten her insecurity off of her chest. However, it did not solve her psychological crisis that had triggered negative feelings about her physical appearance. The main reason why she was over eating and eating unhealthy was because she was depressed and missed home – not because she was hungry. Many college students go through the same scenario that my roommate experienced. Some students feel as though abnormal eating habits that may involve either insufficient or excessive food intake will comfort them physically and mentally. This research will be done on the college students who live in the dorms at Holy Names University. The units of analysis that will be observed are poor food choices and the factors of stress. Some major influences that that affect food choice are biological determinants, economic determinants, physical determinants, social determinants, and psychological determinants. A mode of operation that can be observed is the biological purpose that food serves; to put nutrients into our body. Humans need energy and nutrients in order to survive and will respond to the feelings of hunger or satisfaction of appetite. The central nervous system is involved in controlling the balance between hunger, appetite stimulation and food intake. Palatability is proportional to the pleasure someone experiences when eating a particular food. This aspect will most likely play a huge part in the decision making process for the food choices that college students make. Palatability is dependent on the sensory properties of the food such as taste, smell, texture and appearance. Sweet and high-fat foods have an undeniable sensory appeal. It is not surprising then that food is not solely regarded as a source of nourishment but is often consumed for the pleasure value it imparts. Another mode of operation that can be observed is the psychological factors that are in play during the decision making of making proper food choices. Stress and one’s mood can modify behaviors that affect health, such as physical activity, smoking or food choice. The influence of stress on food choice is complex not least because of the various types of stress one can experience. The effect of stress on food intake depends on the individual, the stressor and the circumstances. In general, some people eat more and some eat less than normal when experiencing stress. Studies also suggest that if work stress is prolonged or frequent, then adverse dietary changes could result, increasing the possibility of weight gain and consequently cardiovascular risk. Other than causing likely psychological insecurities, obesity can bring on a plethora of health conditions, including heart attack, stroke, high blood pressure, diabetes, knee and joint problems, various types of cancer and death. Bellise 2005) This study will be nomothetic; it will be describing the study of food choices and agents of stress within the cohorts of undergraduates that live in the dorms, particularly on the C-floor level of Durocher, on the Holy Names University campus. This research will be done by using deductive reasoning. Sometimes this is called the â€Å"top-down† approach because the researcher starts at the top with a very broad spectrum, which would narrow that down into more specific hypotheses that can be tested. Stress can cause bad eating habits like impulsive eating, overeating, binge eating, or compensatory behavior. The key variables and concepts involved in this study are stress and poor food choices. One should not use food to cope with stress and other negative emotions, because afterwards he or she will feel even worse. Becoming obese not only causes many physical disadvantages, but also can create psychological insecurities that must be dealt with. I will be using the Student Stress Survey (SSS) that measures the major sources of stress among college students. Also, I will be using a Eating Habit Questionnaire (EHQ) to measure how healthy one’s choices are when they make decisions about food. Some contributing indicators for stress are: anxiety disorders, weight problems, depression, premature aging, heart disease, chronic fatigue, high blood pressure, memory loss/brain fog, migraines, PMS, sleep problems, seasonal affective disorders, joint disorders, and sexual dysfunction. The peculiar thing is, that the indicators for having malnutrition are similar. However, when dealing with bad eating habits, one who isn’t getting enough food or nutrition or one that doesn’t have enough food or nutrition, can also have more serious indicators like: cancer, diabetes mellitus, renal disease, advanced aging, hormonal imbalance, and a decrease of hepatic function. The level of measurement that will be utilized during this research is mainly ordinal. This research will focus on two dimensions, food choice and level of stress. This allows the research to demonstrate how stress affects ones all around health. During this research, there will be two different types of surveys that will be combined and put into one leading scale measurement. This research will ask HNU students, qualitative questions that are open-ended, sampling questions or scenarios that make individuals contemplate about their food decisions and how it can be used to medicate depression. This is a collective case study that introduces a typology that is useful when selecting participants in multiple-case studies. This typology centers on a parallel sampling design. A parallel sampling design represents a body of sampling strategies that facilitate credible comparisons of two cases. Unfortunately, there can be a few open ended scenarios where someone could have just been eating badly for that week or some food is more convenient during a time period than another. Another thing to take into account is that perhaps some deal with stress differently than others. Part II This research will take place through the Holy Names University dorm rooms and I will be going door to door, starting with the people that live on my floor, then to the people that live above and below me in Durocher. These students are all undergraduates that are not freshmen. I will be asking as many people as I can later that night because that is when most of my peers are available to sit down and take a survey. The reliability for this experiment should be accurate because this is a replicated study of a survey and a questionnaire that have already been tested and have ways of measuring how sever ones stress is and what food choices one makes. This study has the ability to perform the exact same way every time it is being tested and it will be interpreted under the same conditions. The validity that will be focused on during this experiment is concurrent validity which measures the test against a set benchmark; higher correlated indicators prove that my test has strong criterion validity. Therefore, those who rank higher in stress levels and also rank high in eating unhealthy prove my theory true. The Survey: EHQ: Instructions: * This is not a test. There isn’t a right or wrong answer. * Read or listen to each question carefully and think about it before you choose an answer. * To choose an answer, put an X next to your choice. Choose only one answer for each question unless you are asked to choose more than one. * If you want to change an answer, erase your old answer and mark your new choice. Be sure to erase completely. * Do not skip any questions. What Gender do you fall under? ___Male ___Female Check the food in each line that you think is better for your health. 1. ___cookies OR ___an apple 3. ___chocolate cake OR ___an orange 4. ___ice cream OR __ _fresh fruit cup 5. ___whole milk OR ___low-fat or skim milk 6. ___frozen yogurt OR ___ice cream 7. ___french toast OR ___whole wheat toast . ___grilled chicken sandwich OR ___hamburger 9. ___baked potato OR ___french fries 10. ___fruit juice OR ___soda 11. ___donut OR ___bread 12. ___cold or ready-to-eat cereal OR ___eggs and bacon 13. ___green salad OR ___popcorn 14. ___raisins OR ___candy bar 15. ___pasta OR ___pizza Check the box under YES or NO to answer the following questions if you have experienced this at Holy Names University based off of the availability to the Cafeteria and a grocery store near by: In the last 2 weeks, did you ever. . . | YES| NO| 16. Eaten fruits for bereakfast? | | | 17. SSS: To determine your stress score, add up the number of points corresponding to the events you have experienced in the past 12 months. 1. Death of a close family member (100 points) 2. Death of a close friend (73 points) 3. Divorce between parents (65 points) 4. Jail term (63 points) 5. Major personal injury or illness (63 points) 6. Marriage (58 points) 7. Firing from job (50 points) 8. Failing a class (47 points) 9. Change in health of a family member (45 points) 10. Pregnancy (45 points) 11. Sex problems (44 points) 12. Serious argument with close friend (40 points) 3. Change in financial status (39 points) 14. Change in scholastic major (39 points) 15. Trouble with parents (39 points) 16. New girl-or boyfriend (37 points) 17. Increase in workload at school (37 points) 18. Outstanding personal achievement (36 points) 19. First quarter/semester in college (36 points) 20. Change in living conditions (31 points) 21. Serious argument with an instructor (30 points) 22. Lower grades t han expected (29 points) 23. Change in sleeping habits (29 points) 24. Change in social activities (29 Points) 25. Change in eating habits (28 points) 26. Chronic car trouble (26 points) 27. Change in the, number of family get-togethers (26 points) 28. Too many missed classes (25 point) 29. Change of college (24 points) 30. Dropping of more than one class (23 points) 31. Minor traffic violations (20 points) 32. Roommate problems (15 points) _________Total Points Here’s how to interpret your score. If your score is 500-645, you are at high risk for developing bad eating habits because you are more stressed. If your score is 200-350, you have a 50-50 chance of experiencing a serious effect on your health based on your level of stress. If your score is below 150, you have a less serious chance of your stress level interfering with your food decision making. Bibliography Carol Olander. Eating habit questionnaire. 1999. 3/13/13 <http://www. nncc. org/evaluation/nutrition5. html>. Dr. France Bellisle. The Determinants of Food Choice . 08/03/2013. 3/09/12 <http://www. eufic. org/article/en/expid/review-food-choice/>. Grilo, C. M. , & White, M. A. (2011). A controlled evaluation of the distress criterion for binge eating disorder. Journal of Consulting and Clinical Psychology, 79(4), 509-514. doi: 10. 1037/a0024259 Grossbard, J. R. , Atkins, D. C. , Geisner, I. M. , & Larimer, M. E. (2012). Does depressed mood moderate the influence of drive for thinness and muscularity on eating disorder symptoms among college men? Psychology of Men & Mascularity, doi: 10. 1037/a0028913 Mackinnon, S. P. , Sherry, S. B. , Graham, A. R. , Stewart, S. H. , Sherry, D. L. , Allen, S. L. McGrath, D. S. (2011). Reformulating and undergraduate women: A short term, three-wave longitudinal study. Journal of Counseling Psychology, 58(4) , 630-646. doi: 10. 1037/a0025068 Morehead State University . Stress Survey. 2011. 3/12/13 <http://www2. oreheadstate. edu/leo/index. aspx? id=6299>. Stice, E. , Rohde, P. , Shaw, H. , & Marti, C. N. (2012). Efficacy trail of a selective precention program targeting both eating disorder symptoms and unhealthy weight gain among female college students. Journal of Consulting and Clinical Psychology, 80(1), 164-170. doi: 10. 1037/a0026484 Tylka, T. L. , & Kroon, V. D. (2013). The int uitive eating Scale-2: Item refinement and psychometric evaluation with college women and men. Journal of Counseling Psychology, 60(1), 137-153. doi: 10. 1037/a0030893;10. 1037/a0030893. supp (Supplemental)