Journal of Applied Research on Children: Informing Policy for
Children at Risk
Volume 6
Issue 2 Nutrition and Food Insecurity Article 7
2015
Sugar In School Breakfasts: A School District's
Perspective
Jennifer G. Lengyel MS, RDN, LD
Houston Independent School District, [email protected]
Nan Cramer RDN, LD
Houston Independent School District, [email protected]
Amanda Oceguera MS, RDN, LD
Houston Independent School District, [email protected]
Lana Pigao MA
Houston Independent School District, [email protected]
Houston Independent School District, Nutrition Services Department
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The Journal of Applied Research on Children is brought to you for free and
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Recommended Citation
Lengyel, Jennifer G. MS, RDN, LD; Cramer, Nan RDN, LD; Oceguera, Amanda MS, RDN, LD; Pigao, Lana MA; and Houston
Independent School District, Nutrition Services Department (2015) "Sugar In School Breakfasts: A School District's Perspective,"
Journal of Applied Research on Children: Informing Policy for Children at Risk: Vol. 6: Iss. 2, Article 7.
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Introduction
For Houston Independent School District (ISD) Nutrition Services,
managing th.
Powerpoint Presentation on Nutritional Integrity in Our Schools and It's Impa...nishikparikh
This document discusses nutritional standards and policies around school meals programs in the United States. It notes that childhood obesity rates have tripled in recent decades and many children consume too much fat and too few fruits and vegetables. The document outlines various federal and state programs that provide school meals, but also notes that "competitive foods" high in fat and sugar that are sold outside of meal programs contribute to poor diets and undermine nutrition standards. It calls for restrictions on competitive food sales and increased funding to improve child nutrition and health.
This study proposes implementing a nutrition education program in Poudre School District that incorporates gardening and cooking lessons. The study analyzes the program's feasibility based on student interest, teacher acceptance, health impact, and financial impact. Student interest was high based on participation in similar programs. However, teacher acceptance was mixed - while teachers supported nutrition education, they felt unable to implement interactive programs due to preparation time requirements. The health impact was inconclusive as long-term studies have not been done, but short-term studies found improved nutrition knowledge and healthier food choices. The financial feasibility would depend on fitting costs such as staff and supplies within the school district's budget.
This document summarizes a report on school nutrition policies across Canada. It finds that current provincial nutrition standards for foods sold in schools fall short of recommendations from Health Canada and the US Institute of Medicine. Many foods offered in schools are high in unhealthy fats, salt, and sugar. To address this problem and encourage healthier eating among children, the report calls on governments to develop comprehensive pan-Canadian school nutrition policies aligned with Canada's Food Guide and establish a national school meals program based on health-protecting standards. Regular monitoring of school foods and student consumption is also recommended. The goal is to ensure all children have access to nutritious options at school to support learning and long-term health.
For a Universal Healthy School Food ProgramRad Fsc
The Coalition for Healthy School Food is seeking federal funding for a Universal Healthy School Food Program that would provide healthy meals and snacks in all Canadian schools. Currently, only a small percentage of students have access to school food programs. A universal program could help address nutrition and health challenges facing Canadian children and lay the foundation for healthy eating habits. It could also support student learning and mental health while potentially boosting local food economies and reducing healthcare costs in the long run.
This document proposes creating a healthy lunch menu for Carter Elementary School to combat childhood obesity. It notes that childhood obesity has grown considerably in recent years due to poor nutrition and lack of physical activity. The proposal recommends implementing a healthy meal plan for K-5 students, providing information on the benefits of nutrition, and encouraging 30 minutes of daily physical activity to create a more positive environment and promote lifelong health.
Reber_NUTRITION FOR LOW-INCOME CHILDRENDayna Reber
This document provides an introduction to a capstone report that examines the effectiveness of nutrition programs in low-income schools in Austin, Texas. It discusses the historical context of school nutrition programs and legislation in the US. It also outlines barriers to healthy lifestyles for low-income families, such as food insecurity, food deserts, and the affordability of fast food. The document reviews literature on nutrition policy, previous school-based interventions, and food assistance programs. It describes the study site and design, which involves collecting data from parents of children receiving free/reduced lunch on their perspectives of the school nutrition program. The introduction concludes by stating the report will provide recommendations to improve nutrition education and foster healthy habits for low-income
This document discusses the sale of fast food in California high schools and its potential contribution to rising obesity rates among teens. It finds that 90% of school districts reported selling fast food items à la carte, which are exempt from nutritional guidelines. Popular brands sold included Taco Bell, Subway, and Domino's. Schools rely on the revenue from these sales, and students prefer the taste of fast food. However, fast food consumption is linked to higher calorie and fat intake and may replace more nutritious options. The document recommends involving students in selecting healthier options and regulating all foods sold to meet dietary standards.
Powerpoint Presentation on Nutritional Integrity in Our Schools and It's Impa...nishikparikh
This document discusses nutritional standards and policies around school meals programs in the United States. It notes that childhood obesity rates have tripled in recent decades and many children consume too much fat and too few fruits and vegetables. The document outlines various federal and state programs that provide school meals, but also notes that "competitive foods" high in fat and sugar that are sold outside of meal programs contribute to poor diets and undermine nutrition standards. It calls for restrictions on competitive food sales and increased funding to improve child nutrition and health.
This study proposes implementing a nutrition education program in Poudre School District that incorporates gardening and cooking lessons. The study analyzes the program's feasibility based on student interest, teacher acceptance, health impact, and financial impact. Student interest was high based on participation in similar programs. However, teacher acceptance was mixed - while teachers supported nutrition education, they felt unable to implement interactive programs due to preparation time requirements. The health impact was inconclusive as long-term studies have not been done, but short-term studies found improved nutrition knowledge and healthier food choices. The financial feasibility would depend on fitting costs such as staff and supplies within the school district's budget.
This document summarizes a report on school nutrition policies across Canada. It finds that current provincial nutrition standards for foods sold in schools fall short of recommendations from Health Canada and the US Institute of Medicine. Many foods offered in schools are high in unhealthy fats, salt, and sugar. To address this problem and encourage healthier eating among children, the report calls on governments to develop comprehensive pan-Canadian school nutrition policies aligned with Canada's Food Guide and establish a national school meals program based on health-protecting standards. Regular monitoring of school foods and student consumption is also recommended. The goal is to ensure all children have access to nutritious options at school to support learning and long-term health.
For a Universal Healthy School Food ProgramRad Fsc
The Coalition for Healthy School Food is seeking federal funding for a Universal Healthy School Food Program that would provide healthy meals and snacks in all Canadian schools. Currently, only a small percentage of students have access to school food programs. A universal program could help address nutrition and health challenges facing Canadian children and lay the foundation for healthy eating habits. It could also support student learning and mental health while potentially boosting local food economies and reducing healthcare costs in the long run.
This document proposes creating a healthy lunch menu for Carter Elementary School to combat childhood obesity. It notes that childhood obesity has grown considerably in recent years due to poor nutrition and lack of physical activity. The proposal recommends implementing a healthy meal plan for K-5 students, providing information on the benefits of nutrition, and encouraging 30 minutes of daily physical activity to create a more positive environment and promote lifelong health.
Reber_NUTRITION FOR LOW-INCOME CHILDRENDayna Reber
This document provides an introduction to a capstone report that examines the effectiveness of nutrition programs in low-income schools in Austin, Texas. It discusses the historical context of school nutrition programs and legislation in the US. It also outlines barriers to healthy lifestyles for low-income families, such as food insecurity, food deserts, and the affordability of fast food. The document reviews literature on nutrition policy, previous school-based interventions, and food assistance programs. It describes the study site and design, which involves collecting data from parents of children receiving free/reduced lunch on their perspectives of the school nutrition program. The introduction concludes by stating the report will provide recommendations to improve nutrition education and foster healthy habits for low-income
This document discusses the sale of fast food in California high schools and its potential contribution to rising obesity rates among teens. It finds that 90% of school districts reported selling fast food items à la carte, which are exempt from nutritional guidelines. Popular brands sold included Taco Bell, Subway, and Domino's. Schools rely on the revenue from these sales, and students prefer the taste of fast food. However, fast food consumption is linked to higher calorie and fat intake and may replace more nutritious options. The document recommends involving students in selecting healthier options and regulating all foods sold to meet dietary standards.
This seminar was held in partnership with WFP under the title of "Utilizing evidence-based research to inform policy: The Case of School Feeding Programs"
Initiative for a Healthy Lifestyle through Food: Think Global, Eat Localiowafoodandfitness
Luther College Students prepared the following community assessments as part of their Psychology of Health and Illness class in the Fall Semester 2008.
Public Health Communication Plan -Affects of Nutrition and Weight Status in C...Tatanya Swan, MPH
This document discusses a plan to address poor nutrition and obesity in children through promoting healthier eating habits and increased physical activity. It will use social cognitive theory and cultivation theory to develop goals for children to work towards a healthier lifestyle over 3-6 months. The plan will evaluate children's progress and school cafeteria changes. It aims to educate children on balanced nutrition using the "My Plate" guide and influence their choices through families, schools and community.
This document discusses the need for standards regarding packed lunches in UK schools. It notes that while school meals must meet nutritional standards, packed lunches brought from home are not regulated and often contain mostly unhealthy foods high in fat, sugar and salt. The document recommends that the UK government establish a non-mandatory framework for packed lunches to promote healthier options and address rising childhood obesity rates. It also suggests providing resources to help parents pack lunches that meet the nutritional standards.
The document discusses obesity rates and causes in the Bronx county of New York. It finds that nearly 1 in 3 children and 1 in 4 adults in the South Bronx are obese. Obesity is linked to increased risk of diseases like diabetes and hypertension. Prevention strategies discussed include improving access to physical activity, nutrition education programs in schools and for parents, and making healthy foods like salad more available to children.
This document outlines the vision and programs of FoodFight, an organization that provides food education in schools. It notes that 1/3 of US children are obese or overweight due to lack of nutrition education and marketing of unhealthy foods. FoodFight aims to educate students, teachers, and parents to make healthier choices through various classroom and community programs that have been shown to improve eating habits and increase understanding of food systems. The organization is led by experienced educators and health experts and seeks to empower stakeholders to advocate for better access to nutrition.
1. Childhood obesity rates have significantly increased over the past few decades, with 1/3 of children being overweight or obese as of 2008.
2. Unhealthy school lunches that are high in saturated fat, sodium, and processed meats and low in nutrients contribute to the problem. Proposed changes to the school lunch program aimed to address this issue but were blocked by Congress.
3. Left unaddressed, childhood obesity can have long-term health effects like cardiovascular disease and diabetes. Educators can help by modeling good nutrition, providing healthy snacks, and increasing physical activity opportunities for students.
AbstractComment by Tim Cameron Will you be adding the title page.docxbartholomeocoombs
Abstract Comment by Tim Cameron: Will you be adding the title page before this? Comment by Tim Cameron:
Introduction
Children require different types of diets as they grow up. Every stage of development requires a specific type of diet to enhances growth and general well-being. This is why the federal government has set up rules and regulations and governs to school lunches in the United States. The government introduces updated National School Lunch and School Breakfast Programs (NSLP) in 2012 to cut down sugar, sodium and fat intake in the schools. The program included introduction of fruits, whole grains and vegetables every day. Statistics shows that nearly one third of children and adolescents in the country are obese and overweight. Poor nutrition in school lunches also increases chances of developing chronic diseases such as kidney stones, heart diseases and diabetes (Schuna, 2017). Healthy nutrition among children and adolescents enhances memory development, social skills and fine motor skills. Nutritionally sound diets in children and preadolescents plays very important roles in preparing them to (for) a healthier future. It is therefore the responsibility of the government to ensure school lunches are free of excess sugar, salt and fats.
There a strong relationship between nutrition and brain development. High intake of poor diet during the earlier years in children leads to anxiety and depression in later years. It also increases emotional and behavioral problems. However, healthy diets such as vegetables, whole grains and fruits prevent children’s risk to for depression in later years. According to the U.S. Department of Agriculture (USDA, 2018), whole grains contains vitamins B, fiber and minerals that helps kids in school to concentrate in class. The government through the USDA started offering whole-grain rich food in school lunches after the enactment of the Healthy, Hunger-Free Kids Act in 2012. The problem now is that these rules have been relaxed and children and adolescents are back consuming sugary foods. Also most schools do not adhere to NLSP program expectations.
You need a Population Concerns section
Methods This should be Nutrition Relation Topics – what areas of your research are related to nutrition?
Next should be Nutrition Interventions – what studies were conducted?
The research methodology used in this nutrition research paper involved systematic reviews of various sources involving children, preadolescents and nutrition. Most of these studies were obtained from government agency databases such as United States Department of Agriculture (USDA), NHANES and other nutrition databases. The research studies reviewed were majorly conducted through Cross-sectional surveys, surveillance surveys and experimental designs. Data were obtained through admission of questionnaires and interviews. Statistical tools such as regression analysis were used in analyzing the data.
Research Findings This should be Nutrition.
On the eve of the World Health Day 2016, we put forth how the mid-day meal programme — the largest of its kind in the world — is helping the country to battle hunger and malnutrition in children.
Dal convegno "Alimentazione, stili di vita e salute dei bambini" - 4 maggio 2010, Roma. Childhood obesity in the United States: key administration initiatives - Suzanne Heinen
Nobuko Murayama
Side Event: How Japan’s know-how can help address food and nutrition challenges in the developing world
Tokyo Nutrition for Growth (N4G) Summit 2021
NOV 30, 2021
This document discusses the importance of nutrition in schools. It notes that children consume most of their daily meals at school, so schools play a key role in children's nutrition. The document outlines some problems with childhood nutrition, like high rates of obesity and low fruit/vegetable consumption. It then provides examples of steps some schools have taken to improve nutrition, such as reforming cafeteria menus, educating parents, and restricting junk food in vending machines. The conclusion emphasizes that improving school nutrition requires effort from teachers, administrators, parents, and the whole community.
This document discusses the importance of nutrition in schools. It notes that children consume most of their daily meals at school, so schools play a key role in children's nutrition. However, traditional school meals often lacked nutrition. The document outlines issues like childhood obesity and lack of fruit/vegetable consumption. It advocates for improving school nutrition policies and cafeteria options starting in elementary school. Examples are given of schools that have increased nutrition education, physical activity, and healthy cafeteria options with success in reducing obesity rates. The conclusion stresses that improving school nutrition requires effort from schools, parents, and the whole community.
KATIES POST The crisis case I chose to discuss this week is th.docxdonnajames55
KATIE'S POST:
The crisis case I chose to discuss this week is the Tennessee Valley and the Kingston ash slide. On December 22, 2008, Tennessee Valley Authority who uses coal to generate electricity, had one of their containment pods that holds sludge from the ash wall begin to leak. The leak then caused the wall to eventually crumble. The leak then flowed into the Emory River that is located nearby. The river flowed into a nearby community, destroyed several houses, and forced families to evacuate the area.
Chapter 5 discusses the importance of organization members accepting that crisis can start quickly and unexpectedly. Two months before the leak, TVA was informed of a wet spot located on one retaining wall that suggested a leak was present. The moisture was eroding the structure's integrity, but TVA continued to add ash to the pond. TVA organization leaders ignored the warning signs of a potential crisis. TVA then accepted blame for the spill and began dredging the Emory River shortly after the incident. No other independent party was allowed to assess the dredging plan before it launched. If TVA's plan failed, the organization would have been at fault once again.
Upon further investigation of the crisis, lawyers were able to identify six primary failures in TVA's systems, controls, standards, and culture. “Lack of clarity and accountability for ultimate responsibility, lack of standardization, training, and metrics, siloed responsibilities and poor communication, lack of checks and balances, lack of prevention priority and resources, and being reactive instead of proactive” (Ulmer, Sellnow,& Seeger, 87).
Unfortunately, this unintentional crises could have been avoided had the proper crisis management, quality assurance, and procedures been put in place. TVA's negligence cost people their homes, polluted the river, and the uncertainty of long-term health conditions from being exposed to the ash's toxins. "The community was not able to locate reliable information about potential short- and long-term health effects, uncertainty about the extent of environmental damage, and feared plummeting property values" (Ritchie, Little, & Campbell, 179). TVA was at fault for several things, but the most significant fault they did not consider is the risk of storing large volumes of fly ash near the Emory River that flowed into a nearby community.
Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective crisis communication: Moving from crisis to opportunity. Sage Publications.
Ritchie, L. A., Little, J., & Campbell, N. M. (2018). Resource Loss and Psychosocial Stress in the Aftermath of the 2008 Tennessee Valley Authority Coal Ash Spill. International journal of mass emergencies and disasters, 36(2), 179.
.
Kate Chopins concise The Story of an Hour. What does Joseph.docxdonnajames55
Kate Chopin's concise "The Story of an Hour".
* What does Josephine represent in the story? What does Richards represent?
*The doctors said Mrs. M. died of "heart disease - of joy that kills." How is this ironic?
* What are some themes in the story? What are some symbols?
.
K-2nd Grade
3rd-5th Grade
6th-8th Grade
Major Concepts, Principles, and Learning Theories (To be completed in Topic 3)
Cognitive
Linguistic
Social
Emotional
Physical
.
Just Walk on By by Brent Staples My firs.docxdonnajames55
Just Walk on By
by Brent Staples
My first victim was a woman—white, well dressed, probably in
her early twenties. I came upon her late one evening on a deserted street
in Hyde Park, a relatively affluent neighborhood in an otherwise mean,
impoverished section of Chicago. As I swung onto the avenue behind her,
there seemed to be a discreet, uninflammatory distance between us. Not so.
She cast back a worried glance. To her, the youngish black man—a broad
six feet two inches with a beard and billowing hair, both hands shoved
into the pockets of a bulky military jacket—seemed menacingly close.
After a few more quick glimpses, she picked up her pace and was soon
running in earnest. Within seconds she disappeared into a cross street.
That was more than a decade ago. I was 23 years old, a graduate
student newly arrived at the University of Chicago. It was in the echo of
that terrified woman’s footfalls that I first began to know the unwieldy
inheritance I’d come into—the ability to alter public space in ugly ways. It
was clear that she thought herself the quarry of a mugger, a rapist, or
worse. Suffering a bout of insomnia, however, I was stalking sleep, not
defenseless wayfarers. As a softy who is scarcely able to take a knife
to raw chicken—let alone hold it to a person’s throat—I was surprised,
embarrassed, and dismayed all at once. Her flight made me feel like an
accomplice in tyranny. It also made it clear that I was indistinguishable
from the muggers who occasionally seeped into the area from the
surrounding ghetto. That first encounter, and those that followed signified
that a vast unnerving gulf lay between nighttime pedestrians—particularly
women—and me. And I soon gathered that being perceived as dangerous
is a hazard in itself. I only needed to turn a corner into a dicey situation,
or crowd some frightened, armed person in a foyer somewhere, or make
an errant move after being pulled over by a policeman. Where fear and
weapons meet—and they often do in urban America—there is always the
possibility of death.
In that first year, my first away from my hometown, I was to
become thoroughly familiar with the language of fear. At dark, shadowy
intersections in Chicago, I could cross in front of a car stopped at a traffic
light and elicit the thunk, thunk, thunk, thunk of the driver—black, white,
male, or female—hammering down the door locks. On less traveled streets
after dark, I grew accustomed to but never comfortable with people who
crossed to the other side of the street rather than pass me. Then there were
the standard unpleasantries with police, doormen, bouncers, cab drivers,
and others whose business it is to screen out troublesome individuals
before there is any nastiness.
I moved to New York nearly two years ago and I have remained an
avid night walker. In central Manhattan, the near-constant crowd cover
minimizes tense one-on-one stre.
Just make it simple. and not have to be good, its the first draft. .docxdonnajames55
Just make it simple. and not have to be good, it's the first draft.
I want it a complete essay of 2 pages before 10 am on Sunday.
The instructions in the second file. There is a picture in the third file.
CDT (Central Daylight Time)
UTC/GMT -5 hours
.
JUST 497 Senior Seminar and Internship ExperienceInternationa.docxdonnajames55
JUST 497: Senior Seminar and Internship Experience
International Film Critique: The Whistleblower
· Due: April 3
· Reaction Paper: 10 Points
· Presentation: 5 Points
Your first written assignment was to critique a newspaper article dealing with misconduct and/or corruption at a local level within the United States. The capstone essay asks you to consider a social injustice and its consequences that occur on a national level. The International film assignment asks you to consider issues of international law and justice.
The Whistleblower based on a true story depicts the horrors of human trafficking and human rights violations across international borders.
Please choose Assignment A or B.
Assignment A
Write a 3-4 page Reaction Paper to the above film. Summarize the producer’s main message in no more than a half page. The remainder of the paper should reflect your opinion of the content of the film based on your knowledge of international law. Make specific references to scenes in the film that correlate with information you have gained in previous or current coursework. Cite all sources in-text according to the Hacker & Sommers APA Manual of Style.
Cautionary Notes
· Do not summarize the video.
· Cite specific information from the film using the required APA Manual of style.
· Use 12 font, double spacing and 1 inch margins.
Students who need a special accommodation and cannot find a copy of a closed caption video, must meet with their instructor to design an alternative assignment.
Assignment B
The Whistleblower implicates the United Nations, the U.S. State Department, and private contractors in post war Bosnia in an organized human trafficking scheme. Kathryn Bolkovac discovers a lucrative, far-reaching operation involving the local police and United Nations peacekeepers, many of them protected by diplomatic immunity. This film is based on a true story and reflects the international concern with corruption and human trafficking.
Cast
· Kathryn Bolkovac: Nebraska police officer who accepts an offer to work with the U.N. International Police in Bosnia run by a private company in the U.K., Democra Security
· Madeleine Rees: Head of the United Nations Human Rights Commission
· Nick Kaufman: Kathryn’s Field Commander
· Peter Ward: Internal Affairs Specialist
· Luba, Raya and Irka: teenagers sold to the sex trafficking ring
· Fred Murray: Democra Security Officer
· John Blakely: Head of Human Resources
Based on the movie, address the following questions. Answers should be in a Question and Answer format and not essay style.
1. Discuss the suffering and oppression witnessed by (not experienced by) the main character. Cite specific scenes from the movie to support your discussion.
2. In whatspecific ways does Kathryn advocate for the victims she encounters? Cite scenes from the movie to support your answer.
3. Discuss how both local citizens and higher ranking officials contribute to organized corruption in post-war Bosn.
July 2002, Vol 92, No. 7 American Journal of Public Health E.docxdonnajames55
July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057
⏐ EDITORIAL
A Code of
Ethics for
Public Health
The mandate to ensure and pro-
tect the health of the public is an
inherently moral one. It carries
with it an obligation to care for
the well-being of communities,
and it implies the possession of an
element of power to carry out
that mandate. The need to exer-
cise power to ensure the health of
populations and, at the same time,
to avoid abuses of such power are
at the crux of public health ethics.
Until recently, the ethical na-
ture of public health has been im-
plicitly assumed rather than ex-
plicitly stated. Increasingly,
however, society is demanding ex-
plicit attention to ethics. This de-
mand arises from technological
advances that create new possibil-
ities and, with them, new ethical
dilemmas; new challenges to
health, such as the advent of HIV;
and abuses of power, such as the
Tuskegee study of syphilis.
Medical institutions have been
more explicit about the ethical
elements of their practice than
have public health institutions.
However, the concerns of public
health are not fully consonant
with those of medicine. Thus, we
cannot simply translate the princi-
ples of medical ethics to public
health. In contrast to medicine,
public health is concerned more
with populations than with indi-
viduals, and more with prevention
than with cure. The need to artic-
ulate a distinct ethic for public
health has been noted by a num-
ber of public health professionals
and ethicists.1–5
A code of ethics for public
health can clarify the distinctive
elements of public health and the
ethical principles that follow from
or respond to those elements. It
can make clear to populations and
communities the ideals of the pub-
lic health institutions that serve
them, ideals for which the institu-
tions can be held accountable.
THE PROCESS OF
WRITING THE CODE
The backgrounds and perspec-
tives of people who identify
themselves as public health pro-
fessionals are as diverse as the
multitude of factors affecting the
health of populations. Articulating
a common ethic for this diverse
group is a formidable challenge.
In the spring of 2000, the gradu-
ating class of the Public Health
Leadership Institute chose writing
a code of ethics for public health
as a group project. The institute
provides advanced leadership
training to people who are al-
ready in leadership roles in pub-
lic health. Because the fellows
bring a wealth of experience from
a wide variety of public health in-
stitutions, they are uniquely able
to represent diverse perspectives
and identify ethical issues com-
mon in public health.
At the 2000 meeting of the Na-
tional Association of City and
County Health Officers, the group
added a non-institute member
( J. C. Thomas) and charted a plan
for working toward a code. The
plan included receiving a formal
charge as the code of ethics work-
ing group at the annual meeting of
the American Public Health Asso-
c.
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Luther College Students prepared the following community assessments as part of their Psychology of Health and Illness class in the Fall Semester 2008.
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This document discusses a plan to address poor nutrition and obesity in children through promoting healthier eating habits and increased physical activity. It will use social cognitive theory and cultivation theory to develop goals for children to work towards a healthier lifestyle over 3-6 months. The plan will evaluate children's progress and school cafeteria changes. It aims to educate children on balanced nutrition using the "My Plate" guide and influence their choices through families, schools and community.
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The document discusses obesity rates and causes in the Bronx county of New York. It finds that nearly 1 in 3 children and 1 in 4 adults in the South Bronx are obese. Obesity is linked to increased risk of diseases like diabetes and hypertension. Prevention strategies discussed include improving access to physical activity, nutrition education programs in schools and for parents, and making healthy foods like salad more available to children.
This document outlines the vision and programs of FoodFight, an organization that provides food education in schools. It notes that 1/3 of US children are obese or overweight due to lack of nutrition education and marketing of unhealthy foods. FoodFight aims to educate students, teachers, and parents to make healthier choices through various classroom and community programs that have been shown to improve eating habits and increase understanding of food systems. The organization is led by experienced educators and health experts and seeks to empower stakeholders to advocate for better access to nutrition.
1. Childhood obesity rates have significantly increased over the past few decades, with 1/3 of children being overweight or obese as of 2008.
2. Unhealthy school lunches that are high in saturated fat, sodium, and processed meats and low in nutrients contribute to the problem. Proposed changes to the school lunch program aimed to address this issue but were blocked by Congress.
3. Left unaddressed, childhood obesity can have long-term health effects like cardiovascular disease and diabetes. Educators can help by modeling good nutrition, providing healthy snacks, and increasing physical activity opportunities for students.
AbstractComment by Tim Cameron Will you be adding the title page.docxbartholomeocoombs
Abstract Comment by Tim Cameron: Will you be adding the title page before this? Comment by Tim Cameron:
Introduction
Children require different types of diets as they grow up. Every stage of development requires a specific type of diet to enhances growth and general well-being. This is why the federal government has set up rules and regulations and governs to school lunches in the United States. The government introduces updated National School Lunch and School Breakfast Programs (NSLP) in 2012 to cut down sugar, sodium and fat intake in the schools. The program included introduction of fruits, whole grains and vegetables every day. Statistics shows that nearly one third of children and adolescents in the country are obese and overweight. Poor nutrition in school lunches also increases chances of developing chronic diseases such as kidney stones, heart diseases and diabetes (Schuna, 2017). Healthy nutrition among children and adolescents enhances memory development, social skills and fine motor skills. Nutritionally sound diets in children and preadolescents plays very important roles in preparing them to (for) a healthier future. It is therefore the responsibility of the government to ensure school lunches are free of excess sugar, salt and fats.
There a strong relationship between nutrition and brain development. High intake of poor diet during the earlier years in children leads to anxiety and depression in later years. It also increases emotional and behavioral problems. However, healthy diets such as vegetables, whole grains and fruits prevent children’s risk to for depression in later years. According to the U.S. Department of Agriculture (USDA, 2018), whole grains contains vitamins B, fiber and minerals that helps kids in school to concentrate in class. The government through the USDA started offering whole-grain rich food in school lunches after the enactment of the Healthy, Hunger-Free Kids Act in 2012. The problem now is that these rules have been relaxed and children and adolescents are back consuming sugary foods. Also most schools do not adhere to NLSP program expectations.
You need a Population Concerns section
Methods This should be Nutrition Relation Topics – what areas of your research are related to nutrition?
Next should be Nutrition Interventions – what studies were conducted?
The research methodology used in this nutrition research paper involved systematic reviews of various sources involving children, preadolescents and nutrition. Most of these studies were obtained from government agency databases such as United States Department of Agriculture (USDA), NHANES and other nutrition databases. The research studies reviewed were majorly conducted through Cross-sectional surveys, surveillance surveys and experimental designs. Data were obtained through admission of questionnaires and interviews. Statistical tools such as regression analysis were used in analyzing the data.
Research Findings This should be Nutrition.
On the eve of the World Health Day 2016, we put forth how the mid-day meal programme — the largest of its kind in the world — is helping the country to battle hunger and malnutrition in children.
Dal convegno "Alimentazione, stili di vita e salute dei bambini" - 4 maggio 2010, Roma. Childhood obesity in the United States: key administration initiatives - Suzanne Heinen
Nobuko Murayama
Side Event: How Japan’s know-how can help address food and nutrition challenges in the developing world
Tokyo Nutrition for Growth (N4G) Summit 2021
NOV 30, 2021
This document discusses the importance of nutrition in schools. It notes that children consume most of their daily meals at school, so schools play a key role in children's nutrition. The document outlines some problems with childhood nutrition, like high rates of obesity and low fruit/vegetable consumption. It then provides examples of steps some schools have taken to improve nutrition, such as reforming cafeteria menus, educating parents, and restricting junk food in vending machines. The conclusion emphasizes that improving school nutrition requires effort from teachers, administrators, parents, and the whole community.
This document discusses the importance of nutrition in schools. It notes that children consume most of their daily meals at school, so schools play a key role in children's nutrition. However, traditional school meals often lacked nutrition. The document outlines issues like childhood obesity and lack of fruit/vegetable consumption. It advocates for improving school nutrition policies and cafeteria options starting in elementary school. Examples are given of schools that have increased nutrition education, physical activity, and healthy cafeteria options with success in reducing obesity rates. The conclusion stresses that improving school nutrition requires effort from schools, parents, and the whole community.
Similar to Journal of Applied Research on Children Informing Policy for.docx (13)
KATIES POST The crisis case I chose to discuss this week is th.docxdonnajames55
KATIE'S POST:
The crisis case I chose to discuss this week is the Tennessee Valley and the Kingston ash slide. On December 22, 2008, Tennessee Valley Authority who uses coal to generate electricity, had one of their containment pods that holds sludge from the ash wall begin to leak. The leak then caused the wall to eventually crumble. The leak then flowed into the Emory River that is located nearby. The river flowed into a nearby community, destroyed several houses, and forced families to evacuate the area.
Chapter 5 discusses the importance of organization members accepting that crisis can start quickly and unexpectedly. Two months before the leak, TVA was informed of a wet spot located on one retaining wall that suggested a leak was present. The moisture was eroding the structure's integrity, but TVA continued to add ash to the pond. TVA organization leaders ignored the warning signs of a potential crisis. TVA then accepted blame for the spill and began dredging the Emory River shortly after the incident. No other independent party was allowed to assess the dredging plan before it launched. If TVA's plan failed, the organization would have been at fault once again.
Upon further investigation of the crisis, lawyers were able to identify six primary failures in TVA's systems, controls, standards, and culture. “Lack of clarity and accountability for ultimate responsibility, lack of standardization, training, and metrics, siloed responsibilities and poor communication, lack of checks and balances, lack of prevention priority and resources, and being reactive instead of proactive” (Ulmer, Sellnow,& Seeger, 87).
Unfortunately, this unintentional crises could have been avoided had the proper crisis management, quality assurance, and procedures been put in place. TVA's negligence cost people their homes, polluted the river, and the uncertainty of long-term health conditions from being exposed to the ash's toxins. "The community was not able to locate reliable information about potential short- and long-term health effects, uncertainty about the extent of environmental damage, and feared plummeting property values" (Ritchie, Little, & Campbell, 179). TVA was at fault for several things, but the most significant fault they did not consider is the risk of storing large volumes of fly ash near the Emory River that flowed into a nearby community.
Ulmer, R. R., Sellnow, T. L., & Seeger, M. W. (2017). Effective crisis communication: Moving from crisis to opportunity. Sage Publications.
Ritchie, L. A., Little, J., & Campbell, N. M. (2018). Resource Loss and Psychosocial Stress in the Aftermath of the 2008 Tennessee Valley Authority Coal Ash Spill. International journal of mass emergencies and disasters, 36(2), 179.
.
Kate Chopins concise The Story of an Hour. What does Joseph.docxdonnajames55
Kate Chopin's concise "The Story of an Hour".
* What does Josephine represent in the story? What does Richards represent?
*The doctors said Mrs. M. died of "heart disease - of joy that kills." How is this ironic?
* What are some themes in the story? What are some symbols?
.
K-2nd Grade
3rd-5th Grade
6th-8th Grade
Major Concepts, Principles, and Learning Theories (To be completed in Topic 3)
Cognitive
Linguistic
Social
Emotional
Physical
.
Just Walk on By by Brent Staples My firs.docxdonnajames55
Just Walk on By
by Brent Staples
My first victim was a woman—white, well dressed, probably in
her early twenties. I came upon her late one evening on a deserted street
in Hyde Park, a relatively affluent neighborhood in an otherwise mean,
impoverished section of Chicago. As I swung onto the avenue behind her,
there seemed to be a discreet, uninflammatory distance between us. Not so.
She cast back a worried glance. To her, the youngish black man—a broad
six feet two inches with a beard and billowing hair, both hands shoved
into the pockets of a bulky military jacket—seemed menacingly close.
After a few more quick glimpses, she picked up her pace and was soon
running in earnest. Within seconds she disappeared into a cross street.
That was more than a decade ago. I was 23 years old, a graduate
student newly arrived at the University of Chicago. It was in the echo of
that terrified woman’s footfalls that I first began to know the unwieldy
inheritance I’d come into—the ability to alter public space in ugly ways. It
was clear that she thought herself the quarry of a mugger, a rapist, or
worse. Suffering a bout of insomnia, however, I was stalking sleep, not
defenseless wayfarers. As a softy who is scarcely able to take a knife
to raw chicken—let alone hold it to a person’s throat—I was surprised,
embarrassed, and dismayed all at once. Her flight made me feel like an
accomplice in tyranny. It also made it clear that I was indistinguishable
from the muggers who occasionally seeped into the area from the
surrounding ghetto. That first encounter, and those that followed signified
that a vast unnerving gulf lay between nighttime pedestrians—particularly
women—and me. And I soon gathered that being perceived as dangerous
is a hazard in itself. I only needed to turn a corner into a dicey situation,
or crowd some frightened, armed person in a foyer somewhere, or make
an errant move after being pulled over by a policeman. Where fear and
weapons meet—and they often do in urban America—there is always the
possibility of death.
In that first year, my first away from my hometown, I was to
become thoroughly familiar with the language of fear. At dark, shadowy
intersections in Chicago, I could cross in front of a car stopped at a traffic
light and elicit the thunk, thunk, thunk, thunk of the driver—black, white,
male, or female—hammering down the door locks. On less traveled streets
after dark, I grew accustomed to but never comfortable with people who
crossed to the other side of the street rather than pass me. Then there were
the standard unpleasantries with police, doormen, bouncers, cab drivers,
and others whose business it is to screen out troublesome individuals
before there is any nastiness.
I moved to New York nearly two years ago and I have remained an
avid night walker. In central Manhattan, the near-constant crowd cover
minimizes tense one-on-one stre.
Just make it simple. and not have to be good, its the first draft. .docxdonnajames55
Just make it simple. and not have to be good, it's the first draft.
I want it a complete essay of 2 pages before 10 am on Sunday.
The instructions in the second file. There is a picture in the third file.
CDT (Central Daylight Time)
UTC/GMT -5 hours
.
JUST 497 Senior Seminar and Internship ExperienceInternationa.docxdonnajames55
JUST 497: Senior Seminar and Internship Experience
International Film Critique: The Whistleblower
· Due: April 3
· Reaction Paper: 10 Points
· Presentation: 5 Points
Your first written assignment was to critique a newspaper article dealing with misconduct and/or corruption at a local level within the United States. The capstone essay asks you to consider a social injustice and its consequences that occur on a national level. The International film assignment asks you to consider issues of international law and justice.
The Whistleblower based on a true story depicts the horrors of human trafficking and human rights violations across international borders.
Please choose Assignment A or B.
Assignment A
Write a 3-4 page Reaction Paper to the above film. Summarize the producer’s main message in no more than a half page. The remainder of the paper should reflect your opinion of the content of the film based on your knowledge of international law. Make specific references to scenes in the film that correlate with information you have gained in previous or current coursework. Cite all sources in-text according to the Hacker & Sommers APA Manual of Style.
Cautionary Notes
· Do not summarize the video.
· Cite specific information from the film using the required APA Manual of style.
· Use 12 font, double spacing and 1 inch margins.
Students who need a special accommodation and cannot find a copy of a closed caption video, must meet with their instructor to design an alternative assignment.
Assignment B
The Whistleblower implicates the United Nations, the U.S. State Department, and private contractors in post war Bosnia in an organized human trafficking scheme. Kathryn Bolkovac discovers a lucrative, far-reaching operation involving the local police and United Nations peacekeepers, many of them protected by diplomatic immunity. This film is based on a true story and reflects the international concern with corruption and human trafficking.
Cast
· Kathryn Bolkovac: Nebraska police officer who accepts an offer to work with the U.N. International Police in Bosnia run by a private company in the U.K., Democra Security
· Madeleine Rees: Head of the United Nations Human Rights Commission
· Nick Kaufman: Kathryn’s Field Commander
· Peter Ward: Internal Affairs Specialist
· Luba, Raya and Irka: teenagers sold to the sex trafficking ring
· Fred Murray: Democra Security Officer
· John Blakely: Head of Human Resources
Based on the movie, address the following questions. Answers should be in a Question and Answer format and not essay style.
1. Discuss the suffering and oppression witnessed by (not experienced by) the main character. Cite specific scenes from the movie to support your discussion.
2. In whatspecific ways does Kathryn advocate for the victims she encounters? Cite scenes from the movie to support your answer.
3. Discuss how both local citizens and higher ranking officials contribute to organized corruption in post-war Bosn.
July 2002, Vol 92, No. 7 American Journal of Public Health E.docxdonnajames55
July 2002, Vol 92, No. 7 | American Journal of Public Health Editorial | 1057
⏐ EDITORIAL
A Code of
Ethics for
Public Health
The mandate to ensure and pro-
tect the health of the public is an
inherently moral one. It carries
with it an obligation to care for
the well-being of communities,
and it implies the possession of an
element of power to carry out
that mandate. The need to exer-
cise power to ensure the health of
populations and, at the same time,
to avoid abuses of such power are
at the crux of public health ethics.
Until recently, the ethical na-
ture of public health has been im-
plicitly assumed rather than ex-
plicitly stated. Increasingly,
however, society is demanding ex-
plicit attention to ethics. This de-
mand arises from technological
advances that create new possibil-
ities and, with them, new ethical
dilemmas; new challenges to
health, such as the advent of HIV;
and abuses of power, such as the
Tuskegee study of syphilis.
Medical institutions have been
more explicit about the ethical
elements of their practice than
have public health institutions.
However, the concerns of public
health are not fully consonant
with those of medicine. Thus, we
cannot simply translate the princi-
ples of medical ethics to public
health. In contrast to medicine,
public health is concerned more
with populations than with indi-
viduals, and more with prevention
than with cure. The need to artic-
ulate a distinct ethic for public
health has been noted by a num-
ber of public health professionals
and ethicists.1–5
A code of ethics for public
health can clarify the distinctive
elements of public health and the
ethical principles that follow from
or respond to those elements. It
can make clear to populations and
communities the ideals of the pub-
lic health institutions that serve
them, ideals for which the institu-
tions can be held accountable.
THE PROCESS OF
WRITING THE CODE
The backgrounds and perspec-
tives of people who identify
themselves as public health pro-
fessionals are as diverse as the
multitude of factors affecting the
health of populations. Articulating
a common ethic for this diverse
group is a formidable challenge.
In the spring of 2000, the gradu-
ating class of the Public Health
Leadership Institute chose writing
a code of ethics for public health
as a group project. The institute
provides advanced leadership
training to people who are al-
ready in leadership roles in pub-
lic health. Because the fellows
bring a wealth of experience from
a wide variety of public health in-
stitutions, they are uniquely able
to represent diverse perspectives
and identify ethical issues com-
mon in public health.
At the 2000 meeting of the Na-
tional Association of City and
County Health Officers, the group
added a non-institute member
( J. C. Thomas) and charted a plan
for working toward a code. The
plan included receiving a formal
charge as the code of ethics work-
ing group at the annual meeting of
the American Public Health Asso-
c.
Journals are to be 2 pages long with an introduction, discussion and.docxdonnajames55
Journals are to be 2 pages long with an introduction, discussion and conclusion. They must be double spaced. Your formatting, sentence structure, spell checking, etc., will all be taken into account.
Utilizing YouTube, do a search for and listen to at least two perspectives from CNN, Fox News and/or MSNBC regarding culture wars. Provide me with an analysis that discusses two different perspectives. I typed in CNN/Fox News/MSNBC and then culture war, and was able to find quite a few 5 minute vignettes with regard to the topic. If you find a discussion of the culture wars either in written form or at another site, you must insure that it is a legitimate source and provide a link to the site.
Make sure to first provide your understanding of the definition of culture wars as outlined in the text readings, then provide me with your analysis obtained from the news outlets.
.
Judgement in Managerial Decision MakingBased on examples fro.docxdonnajames55
Judgement in Managerial Decision Making
Based on examples from one of the recommended articles selected by you, the lecture notes, the text, and other sources, discuss one or several of the themes: the nature of managerial decision making, the steps in the managerial decision making, organizational learning and creativity, judgmental heuristics, common biases in managerial decision making, bounds of human judgment, strategies for making better decisions.
.
Joyce is a 34-year-old woman who has been married 10 years. She .docxdonnajames55
Joyce is a 34-year-old woman who has been married 10 years. She has three children, all less than 10 years old: Sheena (age 9), Jack (age 6), and Beth (age 2). Her husband is a prominent attorney. They present an ideal picture of an upper-middle-class family. They live in a fashionable suburb. The husband has been successful to the extent that he has been made a full partner in a large law firm. The family is very active in church, the country club, and various other social organizations. Joyce is an active member of several charitable, civic, and social groups. Joyce’s initial call to the abuse center was vague and guarded. She expressed an interest in inquiring for “another woman” in regard to the purpose of the center. After she had received information and an invitation to call back, a number of weeks elapsed. Joyce’s second call occurred after receiving a severe beating from her husband.
Joyce tells the crisis worker in the phone:"Well, last night he beat me worse than ever. I thought he was really going to kill me this time. It had been building up for the past few weeks. His fuse was getting shorter and shorter, both with me and the kids. It’s his work, I guess. Finally he came home late last night. Dinner was cold. We were supposed to go out, and I guess it was my fault . . . I complained about his being late, and he blew up. Started yelling that he was gonna teach me a lesson. He started hitting me with his fists . . .knocked me down . . . and then started kicking me. I got up and ran into the bathroom. The kids were yelling for him to stop and he cuffed Sheena . . . God, it was horrible! (Wracked with sobs for more than a minute. CW waits.) I’m sorry, I just can’t seem to keep control."
As the crisis worker:
1-What typical dynamics did you see occurring—denial, guilt, fear, rationalization, withdrawal, and so on—in the victim? How would you as the crisis worker handle them?
What are some of the domestic violence intervention strategies? Pick one and how would you apply it to the scenario
.
Journal Write in 300-500 words about the following topic.After .docxdonnajames55
Journal: Write in 300-500 words about the following topic.
After watching some news and some television shows, including movies and anime. What are some portrayals of sexual harassment and rape myths that are perpetuated by social media, entertainment media, and news outlets?
What is the motivation of rapists on TV and in the movies?
What “types” of women get raped or sexually assaulted and harassed in movies and television?
Some research suggests that on TV and in the movies nontraditional women get raped more often than traditional women as a means of putting nontraditional women “in their place.”
How does what you saw compare to the research? How do gender stereotypes perpetuate rape and harassment culture?
In your experience or opinion, what are some ways society can address some of these issues around sexual assault and sexual battery, especially on college campuses and workplaces?
.
Journal Supervision and Management StyleWhen it comes to superv.docxdonnajames55
Journal: Supervision and Management Style
When it comes to supervising and managing personnel in human services organizations, everyone has his or her own leadership style. Some styles are effective and supportive; others may be ineffectual and unhelpful. When supervising and managing staff, it is important for human services administrators to first identify their leadership style and examine personal strengths and weaknesses related to their leadership style. Understanding how to utilize strengths and address weaknesses in leadership style is important for administrators to be both effective and supportive when supervising and managing.
In order to complete the Application Assignment, you must first complete the "Types of Leadership and Patterns of Management" interactive graphic provided in the Learning Resources. Once you have done so, take note of your leadership style and think about your areas of strengths and weaknesses.
After completing the self-assessment tool in this week’s Learning Resources, reflect on the results.
RESULTS:
I am very good at executing the work of a task, though I like clarity about the desired outcome.
1.
Engaging
2.
I really prefer to be peaceful and calm, finding ways to help others achieve their goals
3.
Achieving consensus among followers assures the best success
4.
It is ok to breech boundaries if we can all move in the same direction
5.
Being a change agent is never easy, but it is very stimulating for me
6.
I really prefer to be in control, though it does not have to be out in public
7.
Challenges should be addressed head on
8.
I like predictability
9.
I like to always put my best foot forward
10.
I am known to sometimes be argumentative, I believe it is the way new ideas emerge
11.
The best way to succeed is to trust oneself
12.
When determining goals to reach, we should always challenge ourselves a little beyond what we can see ourselves accomplishing
13.
The best way for me to relax is to spend some time alone quietly.
14.
When decisions are necessary my primary concern is its effect on the persons involved
15.
I am confident and assertive
16.
I am a compassionate person and there is significant value in the person (s) knowing where it comes from
17.
I am a very consistent person and am guided by my values
18.
I am a compassionate person but would rather show it behind the scenes
19.
I am conscientious and organized
20.Next
I like to focus on group cohesion
21.
When decisions are necessary I can make them easily and quickly as circumstances demand it
22.
My strong ability to envision the future makes me a result oriented leader
23.
Building and sustaining a strong image is a principle contributor to progress
24.
I see the big picture
25.
The best way for me to relax is to be reflective with a friend
26.
I am known to create harmony among others as it creates an optimal working environment. I am unimpressed with conflict
27.
Realistic
28.
I lik.
Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No.docxdonnajames55
Journal of Social Work Values & Ethics, Fall 2018, Vol. 15, No. 2 - page 37
Ethnicity, Values, and Value Conflicts of African
American and White Social Service Professionals
Andrew Edwards, MSW, Ph.D.
Cleveland State University, Emeritus
[email protected]
Mamadou M. Seck, Ph.D.
Cleveland State University
[email protected]
Journal of Social Work Values and Ethics, Volume 15, Number 2 (2018)
Copyright 2018, ASWB
This text may be freely shared among individuals, but it may not be republished in any medium without
express written consent from the authors and advance notification of ASWB.
Abstract
This aspect of a broader study included 110 (68
White/European American and 42 Black/African
American) social service professionals. The primary
focus of this aspect of the study was to verify the
value orientation or core beliefs of the practitioners
who deliver services to clients through social service
agencies and programs. The conceptualization
of the core beliefs explored the values and value
conflicts in relation to professional practice. The
participants were employed in a Midwestern
metropolitan region. They responded to a survey
instrument that included vignettes, closed-ended
items, scaled responses, as well as either-or type
items. Major categories of the exploration included:
life and death issues, lifestyle, domestic and
social perspectives, value conflicts with the social
work profession, and personal responses to value
conflicts. Specific items measuring values related
to abortion, homosexuality, religiosity, euthanasia,
and corporal punishment were included. Study
results showed statistical significance on 26 issues
as African American participants were compared
with White participants.
Keywords: value conflicts, social work, ethical
dilemmas, ethnicity, professional relationship
Introduction
The complexity of American society (Jarrett,
2000), specifically due to its historic, economic,
social, and ethnic makeup, requires that social
work professionals take their clients’ ethnicity,
values, and professional-client value conflicts
into consideration. Historical dynamics, such as
unproductive treatment, have contributed to the
reluctance of various population groups to engage
with professional service providers. This history
(Barker, 2014) has influenced the adoption of
guidelines that require social workers to be culturally
aware during interventions and recognizing that
diversity-related characteristics have influence upon
an individual’s thoughts, feelings, and behaviors.
Barker (2014) further noted that the concept of
values is influenced by one’s perceptions of what
comprises appropriate principles, practices, and
behaviors. An individual’s personal values are often
considered as a representation of one’s core beliefs
and what an individual may perceive as right.
Therefore, these beliefs do not require supporting
evidence for those who embrace them and may
result in behavio.
Journal of Personality 862, April 2018VC 2016 Wiley Perio.docxdonnajames55
Journal of Personality 86:2, April 2018
VC 2016 Wiley Periodicals, Inc.
DOI: 10.1111/jopy.12301Unique Associations Between Big
Five Personality Aspects and
Multiple Dimensions of Well-Being
Jessie Sun ,
1,2
Scott Barry Kaufman,
3
and
Luke D. Smillie
1
1
The University of Melbourne
2
University of California, Davis
3
University of Pennsylvania
Abstract
Objective: Personality traits are associated with well-being, but the precise correlates vary across well-being dimensions and
within each Big Five domain. This study is the first to examine the unique associations between the Big Five aspects (rather
than facets) and multiple well-being dimensions.
Method: Two samples of U.S. participants (total N 5 706; Mage 5 36.17; 54% female) recruited via Amazon’s Mechanical Turk
completed measures of the Big Five aspects and subjective, psychological, and PERMA well-being.
Results: One aspect within each domain was more strongly associated with well-being variables. Enthusiasm and Withdrawal
were strongly associated with a broad range of well-being variables, but other aspects of personality also had idiosyncratic
associations with distinct forms of positive functioning (e.g., Compassion with positive relationships, Industriousness with
accomplishment, and Intellect with personal growth).
Conclusions: An aspect-level analysis provides an optimal (i.e., parsimonious yet sufficiently comprehensive) framework for
describing the relation between personality traits and multiple ways of thriving in life.
Keywords: Personality, aspects, Big Five, subjective well-being, psychological well-being
When multiple positive end states are examined, it becomes
apparent that aspects of psychological well-being may be
achieved by more people than just the nonneurotic, extra-
verted members of society. (Schmutte & Ryff, 1997, p. 558)
The large literature describing the associations between person-
ality traits and well-being suggests that Extraversion (the tendency
to be bold, talkative, enthusiastic, and sociable) and Neuroticism
(the tendency to be emotionally unstable and prone to negative
emotions) are especially strong predictors of well-being (e.g.,
Steel, Schmidt, & Shultz, 2008). But is well-being only accessible
to the extraverted and non-neurotic? We propose that more
nuanced insights can be revealed by examining the relation
between narrower traits and a broader spectrum of well-being
dimensions. The goal of the current study is to comprehensively
describe the unique associations between personality aspects and
dimensions of well-being across three well-being taxonomies.
Personality Traits and Three Taxonomies
of Well-Being
Personality traits and well-being dimensions can each be
described at different levels of resolution. The Big Five domains
provide a relatively comprehensive framework for organizing
differential patterns of affect, behavior, and cognition (John,
Naumann, & Soto, 2008). These broad traits can be further bro-
ken dow.
Journal of Personality and Social Psychology1977, Vol. 35, N.docxdonnajames55
Journal of Personality and Social Psychology
1977, Vol. 35, No. 9, 677-688
Self-Reference and the Encoding of Personal Information
T. B. Rogers, N. A. Kuiper, and W. S. Kirker
University of Calgary, Canada
The degree to which the self is implicated in processing personal information
was investigated. Subjects rated adjectives on four tasks designed to force
varying kinds of encoding: structural, phonemic, semantic, and self-reference.
In two experiments, incidental recall of the rated words indicated that adjec-
tives rated under the self-reference task were recalled the best. These results
indicate that self-reference is a rich and powerful encoding process. As an
aspect of the human information-processing system, the self appears to func-
tion as a superordinate schema that is deeply involved in the processing, inter-
pretation, and memory of personal information.
Present research and theory in personality
appear to be placing more and more empha-
sis on how a person has organized his or her
psychological world. Starting with Kelly's
(1955) formulation of personal constructs,
we see a gradual emergence of a number of
avenues of inquiry that use this as their focal
point. In person perception, the concept of
lay personality theory stresses that the ob-
server's analytic network of expected trait
covariations is an integral part of how he
processes (and generates) interpersonal data
(Hastorf, Schneider, & Polefka, 1970). Bern
and Allen (1974), in their embellishment of
Allport's (1937) idiographic position, argue
that an important determinant of predictive
utility of trait measurement is the manner
in which the respondent has organized his or
her view of the trait being measured. These
authors see the overlap between the respond-
ent's and the experimenter's concept of the
trait as a necessary prerequisite of predic-
tion. Attribution theory (Jones et al., 1971)
is another example of this increased accent
on personal organization. Here the emphasis
is on how the subject explains past behavior
This research was supported by a grant from the
Canada Council. We would like to thank the fol-
lowing persons for their useful ideas and comments
on earlier drafts: F. I. M. Craik, E. J. Rowe, P. J.
Rogers, H. Lytton, J. Clark, J. Ells, C. G. Costello,
and especially one anonymous reviewer.
Requests for reprints should be sent to T. B.
Rogers, Department of Psychology, The University
of Calgary, Calgary, Alberta, Canada, T2N 1N4.
and how these explanations are organized in
an attributional network. The common
thread in all of these contemporary research
areas is the notion that the cognitions of a
person, particularly their manner of organ-
ization, should be an integral part of our
attempts to explain personality and behavior.
Of concern in the present article is the
construct of self and how it is implicated in
the organization of personal data. Our gen-
eral position is that the self is an extremely
active and powerful agent in the organizati.
Journal of Pcnonaluy and Social Psychology1»M. Vd 47, No 6. .docxdonnajames55
Journal of Pcnonaluy and Social Psychology
1»M. Vd 47, No 6. 1292-1302
Copynghi I9S4 by the
American Psychological Association. Inc
Influence of Gender Constancy and Social Power
on Sex-Linked Modeling
Kay Bussey
Macquarie University
New South Wales, Australia
Albert Bandura
Stanford University
Competing predictions derived from cognitive-developmental theory and social
learning theory concerning sex-linked modeling were tested. In cognitive-develop-
mental theory, gender constancy is considered a necessary prerequisite for the
emulation of same-sex models, whereas according to social learning theory, sex-
role development is promoted through a vast system of social influences with
modeling serving as a major conveyor of sex role information. In accord with
social learning theory, even children at a lower level of gender conception emulated
same-sex models in preference to opposite-sex ones. Level of gender constancy
was associated with higher emulation of both male and female models rather
than operating as a selective determinant of modeling. This finding corroborates
modeling as a basic mechanism in the sex-typing process. In a second experiment
we explored the limits of same-sex modeling by pitting social power against the
force of collective modeling of different patterns of behavior by male and female
models. Social power over activities and rewarding resources produced cross-sex
modeling in boys, but not in girls. This unexpected pattern of cross-sex modeling
is explained by the differential sex-typing pressures that exist for boys and girls
and socialization experiences that heighten the attractiveness of social power
for boys.
Most theories of sex role development as-
sign a major role to modeling as a basic
mechanism of sex role learning (Bandura,
1969; Kagan, 1964; Mischel, 1970; Sears,
Rau & Alpert, 1965). Maccoby and Jacklin
(1974) have questioned whether social prac-
tices or modeling processes are influential in
the development of sex-linked roles. They
point to findings that in laboratory situations
children do not consistently pattern their
This research was supported by Research Grant No.
M-S162-21 from the National Institute of Mental Health,
U.S. Public Health Services, and by the Lewis S. Haas
Child Development Research Fund, Stanford University.
We thank Martin Curland, Brad Carpenter, Brent Sha-
phren, Deborah Skriba, Erin Dignam, and Pamela Minet
for serving as models. We are indebted to Marilyn
Waterman for filming and editing the videotape modeling
sequence, to Eileen Lynch and Sara Buxton, who acted
as experimenters, and to Nancy Adams, who assisted in
collecting the data. Finally, we also thank the staff and
children from Bing Nursery School, Stanford University.
Requests for reprints should be sent to either Kay
Bussey, School of Behavioral Sciences, Macquarie Uni-
versity, North Ryde, Australia, 2113, or to Albert Bandura,
Department of Psychology, Stanford University, Building
420 Jordan Hall, Stanford,.
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
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Journal of Applied Research on Children Informing Policy for.docx
1. Journal of Applied Research on Children: Informing Policy for
Children at Risk
Volume 6
Issue 2 Nutrition and Food Insecurity Article 7
2015
Sugar In School Breakfasts: A School District's
Perspective
Jennifer G. Lengyel MS, RDN, LD
Houston Independent School District, [email protected]
Nan Cramer RDN, LD
Houston Independent School District, [email protected]
Amanda Oceguera MS, RDN, LD
Houston Independent School District, [email protected]
Lana Pigao MA
Houston Independent School District, [email protected]
Houston Independent School District, Nutrition Services
Department
Follow this and additional works at:
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please contact [email protected]
Recommended Citation
2. Lengyel, Jennifer G. MS, RDN, LD; Cramer, Nan RDN, LD;
Oceguera, Amanda MS, RDN, LD; Pigao, Lana MA; and
Houston
Independent School District, Nutrition Services Department
(2015) "Sugar In School Breakfasts: A School District's
Perspective,"
Journal of Applied Research on Children: Informing Policy for
Children at Risk: Vol. 6: Iss. 2, Article 7.
Available at:
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4. grams of sugar in our breakfast menus and reported that they
believed
there was too much sugar to be healthy for children. This
prompted us to
look closely at the sugar content of our breakfast items and the
source of
the sugar.
Houston ISD, along with all school districts participating in the
National School Lunch and School Breakfast Program, follows a
strict set
of regulations set forth by the U.S. Department of Agriculture
(USDA)
under the Healthy Hunger Free Kids Act (HHFKA) of 2010.
This Act put in
place a new set of nutrition standards and meal patterns for
school
breakfast and lunch in response to the growing epidemic of
childhood
obesity in the U.S. The nutrition standards limit calories,
saturated fat,
and sodium, and ban artificial trans-fat in school meals (see
Table 1).
HHFKA also made a significant change to the breakfast meal
pattern by
increasing the fruit minimum from a half cup to one cup and
having no
requirement for the protein rich meat/meat alternate food group.
Additionally, although we have consciously decided not to place
specific
sweet items on our breakfast menu, the sugar content of our
breakfasts is
being scrutinized. Ironically, the federal standards do not
address the
sugar content in school breakfasts. Whether this is an
oversight or the
5. authors of the law intentionally did not limit sugar, the result is
the same:
breakfast meals that are higher in sugar because of the
requirement of
one cup of fruit, 1 cup of milk (both which have natural sugar).
Furthermore, restrictions on fat and the lack of requirement for
protein
foods result in carbohydrates, including natural sugar, as the
main source
of calories. Herein, we would like to provide the perspective of
a school
food service organization concerning sugar in breakfast, and
present the
1
Lengyel et al.: Sugar In School Breakfasts: A School District's
Perspective
Published by [email protected] Texas Medical Center, 2015
challenges and efforts made to provide students with healthy,
well-
balanced school breakfasts.
National school lunch program and the school breakfast
program
background and history
In an effort to describe our viewpoint about the sugar content of
our
breakfast menus, it is important to provide the reader with the
context of
the school meal programs history and purpose. School meal
6. nutrition
standards, which were initially put in place to assure adequate
nutrition for
an underfed population of children, have been adapted through
the years
to meet the current standards that aim to address an overfed, yet
undernourished, population of children.
In the early part of the 20th century, individual cities and states
had
enacted various versions of a school lunch program to improve
nutrition
and feed needy children. Due to a limit in state and local funds,
the federal
government stepped in, and in 1946, the 79th legislature enacted
the
National School Lunch Act. The purpose of the Act was “to
safeguard the
health and well-being of the Nation’s children and…assist the
States, in
providing an adequate expansion of nonprofit school lunch
programs.”1
Lunches served by schools participating in the school lunch
program were
required to meet minimum nutritional requirements prescribed
by the
Secretary [of Agriculture] on the basis of tested nutritional
research."1 The
aim of these meal patterns was to provide school-aged children
with one-
third of their daily nutrient requirements. As dietary
recommendations
evolved with the expansion of nutrition research, various
changes were
made to the school lunch meal requirements during the
subsequent 63
7. years leading up to the Healthy Hunger Free Kids Act in 2010.
The School Breakfast Program began in 1966 as a pilot-grant
program to provide assistance serving breakfast to nutritionally
needy
children. By 1975, the program was permanently authorized by
congress.
The breakfast meal pattern was designed to provide one-quarter
of the
daily nutrient requirements of school-aged children.
Healthy Hunger Free Kids Act of 2010 and USDA Breakfast
Meal
Pattern
The current Healthy Hunger Free Kids Act (HHFKA) nutrition
standards
are based on the 2010 U.S. Dietary Guidelines and
recommendations
made by the Institute of Medicine. The guidelines recommend a
balance
of calories and physical activity, increased intake of fruits and
vegetables,
2
Journal of Applied Research on Children: Informing Policy for
Children at Risk, Vol. 6 [2015], Iss. 2, Art. 7
http://digitalcommons.library.tmc.edu/childrenatrisk/vol6/iss2/7
whole grains, low fat and fat-free dairy, and a reduction in
saturated fats,
trans fats, sodium, cholesterol and sugar.2 In addressing sugar
8. in the
diet, the U.S. Dietary Guidelines recommend the reduction of
added sugar
and sugar sweetened beverages without quantifying a
recommended
amount of total sugar per day. The guidelines point out that a
reduction of
added sugars would lower calories without compromising the
nutritional
quality of the diet. The HHFKA breakfast and lunch nutrition
standards
generally follow the U.S. Dietary Guidelines but fail to address
added
sugar in foods. Table 1 outlines the USDA meal pattern and
nutrition
guidelines for school breakfast.3
The USDA has strived to improve student health and reduce
childhood obesity through HHFKA in 2010; however, there have
been
numerous challenges in implementing those changes. For
example, the
recent enforcement of the additional breakfast requirements and
how it
affects the sugar content in school breakfasts. The current
breakfast meal
pattern requires a minimum of one full cup of fruit, one full cup
of milk, and
one ounce whole grain offered each day. In addition, there must
be a
minimum of four items available for students to select, and
three must be
chosen, at least one of which is a fruit or vegetable, in order for
the cost of
that meal to be reimbursed by the federal government. The
breakfast
9. items are cumulatively analyzed on a daily and weekly basis to
also
ensure that the menu is meeting calorie requirements, saturated
fat, and
sodium restrictions (see Table 1). Of note, there are no
requirements for
meat or meat alternates in the USDA breakfast meal pattern,
meaning that
fruit, milk, and grains that provide calories mainly through
carbohydrates,
are the predominate foods at school breakfast. These regulations
can
greatly affect the breakfast menus, and in regards to the sugar
content,
can make it challenging for a school district to minimize added
sugar due
to calorie minimums, the inability to distinguish added vs.
natural sugar,
budget constraints, availability and variety of breakfast items,
and many
other factors described herein.
3
Lengyel et al.: Sugar In School Breakfasts: A School District's
Perspective
Published by [email protected] Texas Medical Center, 2015
10. Table 1 Summary of Current USDA Breakfast Meal Pattern
Requirements
Houston ISD Nutrition Services Breakfast Program and
Challenges in
Minimizing Sugar Content
Feeding a population of students, 80% of which are from
economically
disadvantaged homes, is a significant responsibility. Many of
our students
receive the majority of their nutrient intake from school meals.
Students
may receive up to three meals and a snack each day at school.
The
Houston ISD menus are developed through a collaboration of
dietitians,
chefs, cost analyst, operations, and production teams.
Breakfast is especially important in providing nutrition and
improving academic performance, according to research cited
by the Food
Research and Action Center.4 In an effort to improve access to
breakfast
at Houston ISD, in 2009 we began implementation of a program
called
First Class Breakfast that offers free breakfast to all students at
all of our
schools. Currently, we serve more than 118,000 students each
morning.
Serving breakfast in the classroom ensures students have the
opportunity
to eat breakfast if they did not eat at home. Often parents and
school
buses drop off students just before the bell rings, making it
11. impossible for
students to eat a traditional school breakfast in the cafeteria. In
addition,
most of the cafeterias are not designed to accommodate service
to the
entire student body in a single breakfast period. Serving
breakfast in the
classroom also removes the stigma that school breakfast is
exclusively for
economically disadvantaged students. Regardless of the
roadblocks, we
Components
Amount
Per Week
Amount per
day
Amount
Per Week
Amount
per day
Amount
Per Week
Amount
12. per day
Fruit 5 cups 1 cup 5 cups 1 cup 5 cups 1 cup
Grains (ounce eq) 7oz 1oz 8 oz 1oz 9oz 1oz
Meat/Meat Alt.* 0 0 0 0 0 0
Milk 5 cups 1 cup 5 cups 1 cup 5 cups 1 cup
Calories (min-max)
Sodium (maximum)**
Saturated Fat (% of
calories)
Trans Fat Nutrition label or manufacturer specif ications must
indicate zero grams of trans fat per serving
<10% <10% <10%
USDA Breakfast Meal Pattern
* 1oz meat/meat alternate can count toward 1oz grain once daily
mimimum grain requirement is met.
K - 5 6-8 9-12
350-500 kcal 400-550 450-650
540mg 600mg 570mg
** 2014/2015 school year sodium levels. Sodium maximums
will have further reductions in 2017/2018
13. school year and again in 2022/2023 school year.
4
Journal of Applied Research on Children: Informing Policy for
Children at Risk, Vol. 6 [2015], Iss. 2, Art. 7
http://digitalcommons.library.tmc.edu/childrenatrisk/vol6/iss2/7
make every effort to provide one of the most important “school
supplies”
children need to be successful in school and beyond.
Table 2 Sample HISD Breakfast Menu
There are two different methods of breakfast service in Houston
ISD schools in accordance with USDA regulations: straight
serve and offer
vs. serve. With the straight serve method, students must take
all foods on
the menu. With the offer vs. serve method, students are only
required to
take three food items, one of which must be a ½ cup of fruit.
This means
that they do not need to take both fruits offered, nor are they
required to
take the milk. Adding up all of the grams of sugar on our entire
breakfast
menu does not give the correct amount of sugar that students
would
consume in most cases because the students might not select all
of the
14. items offered. An example would be if the menu offered
pancakes, cereal
bar, banana, apple juice and milk. A student could select the
pancakes,
banana and milk only. Or he/she could choose the cereal bar,
banana
and apple juice, etc. Offer vs. serve method helps to reduce
waste in the
Week 1
Monday
Oatmeal Bar
18g sugar, 270 calories
Dried Cranberrries
24g sugar, 110 calories
Fruit Juice Blend
14g sugar, 60 calories
Milk
12g sugar, 100 calories
Average sugar: 53 grams
Average Calories: 482
Week 2
Monday
15. Texas Cinnamon Toast
8g sugar, 146 calories
Apple Slices
6g sugar, 30 calories
Fruit Juice Blend
14g sugar, 60 calories
Milk
12g sugar, 100 calories
Average sugar: 50.2 grams
Average Calories: 475
Current Straight Serve Menus (K-5)
FridayThursdayWednesdayTuesday
Apple,
15.5g sugar, 77 calories
Milk
12g sugar, 100 calories
Milk
12g sugar, 100 calories
16. Milk
12g sugar, 100 calories
Multigrain Oat Cereal
6g sugar, 100 calories
Oatmeal Bar
9g sugar, 140 calories
Milk
12g sugar, 100 calories
Fruit Juice Blend
14g sugar, 60 calories
Apple,
15.5g sugar, 77 calories
Fruit Juice Blend
14g sugar, 60 calories
Blueberry Waffles
7g sugar calories
Apple Muffin
15.5g sugar, 199 calories
19. Fruit Juice Blend
14g sugar, 60 calories
Fruit Juice Blend
14g sugar, K 60 calories
5
Lengyel et al.: Sugar In School Breakfasts: A School District's
Perspective
Published by [email protected] Texas Medical Center, 2015
Average Sugar: 44.77 grams
Average Calories: 409
Average Sugar: 43.09 grams
Average Calories: 419
Current Offer Vs. Serve Menu
Week 1 Week 2
breakfast programs by allowing students the option to select
what food
they want to eat.
The grams of sugar and calories in the offer vs. serve menu
reflect
20. the averages of the foods the students actually choose. As
apparent from
Table 3, the straight serve menu contains more sugar and
calories than
the offer vs. serve menu since students are taking all the menu
items. It is
important to note that for both methods of service the total
average
calories and grams of sugar are based on what the students
received for
breakfast, not what they actually consumed. Only a series of
tray waste
studies would allow us to determine actual sugar intake among
our
students.
Table 3 Calorie and Sugar Weekly Averages for Breakfast
As mentioned
previously, the USDA
breakfast meal pattern
requires fruit, milk, and
whole grain to be offered
at each breakfast; all are sources of carbohydrates. Federal
regulations
for the school breakfast program set a range of minimum and
maximum
number of calories allowed for a Kindergarten-5th grade
breakfast at 350-
500 calories. The Institute of Medicine recommends 45% of
calories
come from carbohydrate. In that case, the breakfast would have
about 56
grams of carbohydrate. Unfortunately, the federal guidelines
21. for breakfast
result in a breakfast meal that has a higher percentage of
calories coming
from carbohydrate and potentially in the form of sugar.
It is important to mention that the other sources of calories in a
meal are protein and fat, but according to the HHFKA Nutrition
Standards,
there is no requirement for protein in school breakfast and many
of the
breakfast items offered are required to be low in fat, such as the
milk.
However, schools may substitute meat/meat alternatives for
grain
components after the minimum daily grains requirement is met.
Due to
the lack in requirement for meat/meat alternate items and the
typical
higher cost of these items, meat/meat alternates are not offered
daily. If
offered, they are usually categorized as a grain component in
order to
meet the breakfast meal pattern daily minimums. This results in
school
breakfast menus that are missing a considerate amount of
protein and
calories from protein (4 kcal/g) and potentially contain higher
amounts of
carbohydrates and sugars.
6
Journal of Applied Research on Children: Informing Policy for
Children at Risk, Vol. 6 [2015], Iss. 2, Art. 7
http://digitalcommons.library.tmc.edu/childrenatrisk/vol6/iss2/7
22. Cumulatively, carbohydrate sources can contribute to the sugar
content at breakfast, however, it is important to note the two
different
types of sugar: natural and added. According to the Dietary
Guidelines for
Americans, natural sugars are those found in whole foods like
fluid milk
and milk products (lactose) and fruit (fructose); sugars that are
added to
foods for preservation, processing, or palatability purposes are
called
“added sugars.” In one school breakfast meal, an average of
37g of total
sugar is attributed to natural sugars found in milk and fruit
alone. Based
on the current information available and data from Table 3, we
can
estimate 6-16 g of sugar in our menus is derived from added
sugar.
However, currently the accuracy of the estimated total grams of
added
sugar cannot be verified due to a lack in label differentiation
between the
two types of sugar.
Image 1. FDA Proposed Label
One of the significant
challenges in controlling the
sugar content at breakfast is the
ability to analyze the amount of
total added sugar in a menu and
in individual breakfast items. The
23. U.S. Dietary Guidelines
recommend that a person
consume no more than 10% of
calories from added sugar.
However, most nutrition fact
labels for foods do not distinguish
natural vs. added sugar; it
appears only as “sugar” that
includes both added and naturally
occurring. Currently, the FDA is
proposing a new label to solve
this issue by requiring
manufacturers to list the amount
of sugar added during the production process and therefore
differentiate
the two types of sugar (see Image 1)5. In the interim, a lack of
nutrition
facts label information makes it difficult to distinguish natural
from added
sugars, and therefore a challenge to reduce total added sugar in
school
breakfast, despite Houston ISD Nutrition Services’ efforts (see
Table 2 for
menu example).
7
Lengyel et al.: Sugar In School Breakfasts: A School District's
Perspective
Published by [email protected] Texas Medical Center, 2015
The USDA School Breakfast Program requirements changed in
24. 2014, increasing fruit servings to a full cup for breakfast. Due
to this
requirement change we have added juice since many fruits such
as a
whole banana, equals only half a cup of fruit; instead of giving
students
two bananas we offer one banana and ½ a cup of juice to meet
the
requirement. Each half-cup of fruit adds 10 to 15 grams of sugar
to the
breakfast meal. We offer dried fruit one to two times a week on
high
school menus for variety and due to high acceptability, adding
22-24
grams in mostly added sugar.
When serving more than 118,000 breakfasts per day with a less
than one-dollar budget per breakfast, providing nutritious
student accepted
items while meeting federal requirements can be arduous. The
additional
fruit offering results in an additional cost that then takes away
from the
amount that can be spent on higher quality or more expensive
breakfast
items. For example, on average most fresh fruit items cost
$0.20 for ½
cup, then because 1 cup of fruit must be offered at breakfast,
fruit alone
can contribute to 50% or more of the total food cost for the
entire breakfast
meal. Often, lower cost fruit juice is served to meet the fruit
requirement,
maintain cost constraints, and provide variety to the fruit
offerings.
25. In addition, fruit accessibility and diversity has been a
challenge.
With the increase in required daily fruit offerings at breakfast in
combination with years of drought and environmental issues,
many school
districts, especially large districts including Houston ISD, have
experienced numerous produce shortages and resulted in a lack
of
selection. We prefer to serve fresh fruit, however we are
limited on the
variety of whole fruit on the breakfast menu due to our limited
budget and
narrowed vendor availability. While we do sometimes get fruits
from the
USDA Foods Commodity program to assist with the cost, we
only have
them available on a limited basis. In addition, principals have
requested
that certain fruits, such as whole oranges, not be served in the
classrooms
for breakfast because they are messy, further limiting the
variety of fruit.
In many cases, there have been whole fruits that were planned
to be
served on the breakfast menu but due to crop shortages,
inclement
weather patterns or price fluctuations, those fruits had to be
replaced with
canned, dried or juice alternatives. These alternatives can be
more easily
available or affordable, but at the same time less nutrient dense
and/or
contain more added sugar for food preservation purposes,
functional
attributes, and palatability. These barriers combined restrict
accessibility
26. and increase budgetary constraints, which unfortunately makes
fresh fruit
a limited commodity.
8
Journal of Applied Research on Children: Informing Policy for
Children at Risk, Vol. 6 [2015], Iss. 2, Art. 7
http://digitalcommons.library.tmc.edu/childrenatrisk/vol6/iss2/7
Houston ISD Nutrition Services’ Efforts to Reduce Sugar
Content in
Breakfast
With 80% of the Houston ISD population being economically
disadvantaged, it is important to us that students consume the
food in
school in order to get key nutrients they may not be getting
outside of
school. Albeit at times, there can be many challenges to
creating healthy
school breakfast meals, Houston ISD Nutrition Services is
aware of
elevated sugar content and has been making efforts to reduce
sugar
levels in school breakfasts. Chocolate milk is not offered at
breakfast;
only skim or low-fat milk is available. Also, we do not offer
breakfast
sweet rolls or pastries with icing or excessive added sugar,
including
pastry tarts, cinnamon rolls, donuts, honey buns, etc. We serve
27. whole-
grain rich versions of grain items that are lower in sugar, such
as reduced-
sugar breakfast cereals. Many of the breakfast products that we
purchase
are actually lower in fat, sodium, and sugar and higher in fiber
and
complex carbohydrates than their commercial equivalent. We
are required
to serve whole grains, low fat proteins, low sodium and we
strive to serve
low sugar products. For example, the Cinnamon Toast Crunch
cereal we
serve at Houston ISD is whole grain and lower in sugar than the
regular
version sold in a grocery store. However, our students are
familiar with
this product so the consumption rate is high. These efforts aid
in balancing
food flavors with student acceptance so that students are
consuming the
breakfast items because “it’s not nutrition if they don’t eat it”
according to
Registered Dietitian, Dayle Hayes.
Furthermore, Houston ISD Nutrition Services is continually
meeting
with manufacturers to discuss removing unnecessary additives
from their
ingredients and improve their products. Many of the
manufacturers have
responded by eliminating additives such as Mono Sodium
Glutamate. We
will continue to collaborate with manufacturers and push for
reformulation
of products to reduce added sugar levels in breakfast items.
28. Additionally, Houston ISD Nutrition Services makes efforts to
control the ingredients in school food by producing in-house,
semi-
homemade items in our state-of-the-art centralized food
production facility.
Our research and development chefs and production team create
items
such as whole-grain-rich beef kolaches, sweet potato spice and
apple
muffins, and chicken biscuits. With scratch made production
items, we
can include whole grain, complex carbohydrates and techniques
such as
using vegetables like sweet potatoes or whole fruits like apples
and
blueberries, to add flavor and nutrition to our recipes instead of
added
sugar.
9
Lengyel et al.: Sugar In School Breakfasts: A School District's
Perspective
Published by [email protected] Texas Medical Center, 2015
We recognize that whole fruit has more nutritional benefits and
fiber
than fruit juice and less added sugar than dried fruit so when
possible,
fresh fruit appears on the breakfast menus. Houston ISD
Nutrition
Services has made great strides to build relationships with
29. produce
vendors and implement processes to aid in procuring more
whole fruits
and increasing the variety of options offered. We have also
begun to
participate in programs such as Harvest of the Month and Farm-
to-School
in which there is a focus on local and seasonal purchasing and
nutrition
education of fruits and vegetables. These programs have
allowed us to
increase locally sourced produce, educate students and
encourage
consumption of fresh fruits. In addition to these efforts,
Nutrition Services
will be reducing the number of days that juice is offered and
dried
cranberries will be removed from the elementary menu to
further reduce
sugar content.
As mentioned previously, there is no USDA requirement for
protein,
meat or meat alternates. Nutrition Services has committed to
increasing
the meat and meat alternates to replace grain products when
possible by
adding items to the menu such as cheese toast, sausage biscuit,
breakfast taco, breakfast egg sandwich, etc. This will aid in
achieving
adequate calories and …
30. Full-Circle Learning
MyLab™: Learning Full Circle for Marketing,
Management, Business Communication,
and Intro to Business
BEFORE
CLASS
AFTER
CLASS DURING
CLASS
Decision
Sims, Videos,
and Learning
Catalytics
DSMs,
pre-lecture
homework,
eText
Writing
Space, Video
Cases, Quizzes/
Tests
MyLab
31. Critical Thinking
MyManagementLab®: Improves Student
Engagement Before, During, and After Class
Decision Making
BREAKTHROUGH
Prep and
Engagement
BREAK
THRO
UGH
To better resultsTo better results
• NEW! VIDEO LIBRARY – Robust video library with over 100
new book-specific videos that include
easy-to-assign assessments, the ability for instructors to add
YouTube or other sources, the ability for
students to upload video submissions, and the ability for polling
and teamwork.
• Decision-making simulations – NEW and improved feedback
for students. Place your students
in the role of a key decision-maker! Simulations branch based
on the decisions students make, providing
a variation of scenario paths. Upon completion students receive
a grade, as well as a detailed report of
the choices and the associated consequences of those decisions.
• Video exercises – UPDATED with new exercises. Engaging
videos that bring business concepts to
32. life and explore business topics related to the theory students
are learning in class. Quizzes then assess
students’ comprehension of the concepts covered in each video.
• Learning Catalytics – A “bring your own device”
student engagement, assessment, and classroom
intelligence system helps instructors analyze
students’ critical-thinking skills during lecture.
• Dynamic Study Modules (DSMs) – UPDATED
with additional questions. Through adaptive
learning, students get personalized guidance where
and when they need it most, creating greater
engagement, improving knowledge retention, and
supporting subject-matter mastery. Also available
on mobile devices.
• Writing Space – UPDATED with new commenting tabs, new
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against the world’s most accurate text comparison database
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• Additional Features – Included with the MyLab are a powerful
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33. http://www.pearsonmylabandmastering.com
Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
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Fred r. David
Francis Marion University
Florence, South Carolina
Forest r. David
Strategic Planning Consultant
Sixteenth
edition
Boston Columbus Indianapolis New York San Francisco
Amsterdam
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Toronto Delhi
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Taipei Tokyo
34. Strategic
ManageMent
concepts and cases
A Competitive AdvAntAge ApproACh
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36. 1. Strategic planning. 2. Strategic planning—case studies. i.
David, Forest r. ii. title.
HD30.28.D3785 2015
658.4'012—dc23
2015021210
10 9 8 7 6 5 4 3 2 1
iSBn 10: 0-13-416784-8
iSBn 13: 978-0-13-416784-8
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distributors.
http://www.pearsoned.com/permissions/
Thank you to the following companies
that graciously provided the substance of the Cohesion Cases
over a 30-year span of 16 editions of this book.
• 1st edition, 1987: Ponderosa
• 2nd edition, 1989: Ponderosa
• 3rd edition, 1991: Hershey Company
• 4th edition, 1993: Hershey Company
• 5th edition, 1995: Hershey Company
• 6th edition, 1997: Hershey Company
37. • 7th edition, 1999: Hershey Company
• 8th edition, 2001: America Online (AOL)
• 9th edition, 2003: American Airlines
• 10th edition, 2005: Krispy Kreme Doughnuts, Inc.
• 11th edition, 2007: Google Inc.
• 12th edition, 2009: The Walt Disney Company
• 13th edition, 2011: Apple, Inc.
• 14th edition, 2013: McDonald’s Corporation
• 15th edition, 2015: PepsiCo, Inc.
• 16th edition, 2017: Hershey Company
This page intentionally left blank
Brief Contents
Preface xvii
Acknowledgments xxxi
About the Authors xxxiii
Part 1 Overview of Strategic Management 2
Chapter 1 The Nature of Strategic Management 3
The Cohesion Case: The heRsheY CoMPanY, 2015 (hsY) 26
Part 2 Strategy Formulation 38
Chapter 2 The Business Vision and Mission 39
Chapter 3 The External Assessment 59
Chapter 4 The Internal Assessment 89
Chapter 5 Strategies in Action 129
Chapter 6 Strategy Analysis and Choice 167
38. Part 3 Strategy Implementation 204
Chapter 7 Implementing Strategies: Management, Operations,
and Human Resource Issues 205
Chapter 8 Implementing Strategies: Marketing,
Finance/Accounting, R&D, and MIS Issues 243
Part 4 Strategy Evaluation 278
Chapter 9 Strategy Review, Evaluation, and Control 279
Part 5 Key Strategic-Management topics 304
Chapter 10 Business Ethics, Social Responsibility, and
Environmental Sustainability 305
Chapter 11 Global and International Issues 329
Part 6 Strategic-Management Case analysis 356
How to Prepare and Present a Case Analysis 357
Glossary 627
Name Index 637
Subject Index 643
vii
This page intentionally left blank
Contents
Preface xvii
Acknowledgments xxxi
39. About the Authors xxxiii
Part 1 Overview of Strategic
Management 2
Chapter 1 the Nature of Strategic
Management 3
exeMPlaRY CoMPanY showCased: aPPle, inC. 4
what is strategic Management? 4
What Is a Cohesion Case? 5 • Defining Strategic Management 5
stages of strategic Management 5
integrating intuition and analysis 6
Adapting to Change 7
Key Terms in strategic Management 8
Competitive Advantage 8 • Strategists 8
aCadeMiC ReseaRCh CaPsule 1-1: when aRe Chief
sTRaTegY offiCeRs (Csos) hiRed/aPPoinTed? 9
Vision and Mission Statements 10 • External Opportunities
and Threats 10 • Internal Strengths and Weaknesses 11 •
Long-Term Objectives 12 • Strategies 12 • Annual
Objectives 12 • Policies 13
The strategic-Management Model 14
aCadeMiC ReseaRCh CaPsule 1-2: whaT aCTiviTY is
Most IMportant In the strategIc-ManageMent
PRoCess? 15
Benefits of engaging in strategic Management 15
Financial Benefits 16 • Nonfinancial Benefits 17
40. why some firms do no strategic Planning 17
Pitfalls in strategic Planning 18
Comparing Business and Military strategy 18
iMPliCaTions foR sTRaTegisTs 20
iMPliCaTions foR sTudenTs 21
Chapter summary 21
Key Terms and Concepts 22
Issues for Review and Discussion 22
Mini-Case on The KRogeR CoMPanY: whaT aMeRiCan
CoMPanY does The BesT JoB of sTRaTegiC
Planning? 24
Current Readings 25
Endnotes 25`
The Cohesion Case: The heRsheY CoMPanY, 2015 26
assuRanCe of leaRning exeRCises 35
Assurance of Learning Exercise 1A: Compare Business Strategy
with
Military Strategy 35
Assurance of Learning Exercise 1B: Gather Strategy
Information
for the Hershey Company 35
Assurance of Learning Exercise 1C: Update the Hershey
Cohesion
Case 36
Assurance of Learning Exercise 1D: Strategic Planning for Your
University 36
Assurance of Learning Exercise 1E: Strategic Planning at a
Local
Company 37
Assurance of Learning Exercise 1F: Get Familiar with the
Strategy
Club Website
41. Assurance of Learning Exercise 1G: Game Plans vs. Strategic
Plans:
Teams vs. Companies
Part 2 Strategy Formulation 38
Chapter 2 the Business Vision and Mission 39
exeMPlaRY CoMPanY showCased: h&R BloCK 40
vision statements: what do we want to Become? 40
Vision Statement Analysis 41
Mission statements: what is our Business? 42
The Process of developing vision and Mission
statements 43
The importance (Benefits) of vision and Mission
statements 44
aCadeMiC ReseaRCh CaPsule 2-1: The Mission sTaTeMenT/
fiRM PeRfoRManCe linKage 44
A Resolution of Divergent Views 45
Characteristics of a Mission statement 46
A Customer Orientation 47
Components of a Mission statement 47
evaluating and writing Mission statements 48
Two Mission Statements Critiqued 49 • Five Mission Statements
Revised 49 • Two Mission Statements Proposed 49
iMPliCaTions foR sTRaTegisTs 51
iMPliCaTions foR sTudenTs 52
Chapter summary 52
Key Terms and Concepts 53
42. Issues for Review and Discussion 53
assuRanCe of leaRning exeRCises 54
Assurance of Learning Exercise 2A: Develop an Improved
BB&T Mission
Statement 54
Assurance of Learning Exercise 2B: Evaluate Three Mission
Statements 54
Assurance of Learning Exercise 2C: Write a Vision and Mission
Statement
for the Hershey Company 55
Assurance of Learning Exercise 2D: Compare Your College or
University’s
Vision and Mission Statements to That of a Leading
Rival Institution 55
Assurance of Learning Exercise 2E: Conduct Mission Statement
Research 55
Mini-Case on walT disneY CoMPanY: whaT is disneY’s
vision foR The fuTuRe and Mission foR The PResenT? 56
Current Readings 56
Endnotes 57
ix
37
37
Chapter 3 the External assessment 59
exeMPlaRY CoMPanY showCased: ChiPoTle
MexiCan gRill 60
The Purpose and nature of an external audit 61
Key External Forces 61 • The Process of Performing an External
43. Audit 62 • The Industrial Organization (I/O) View 63
Ten external forces That affect organizations 63
Economic Forces 63 • Social, Cultural, Demographic, and
Natural Environment Forces 65 • Political, Governmental, and
Legal Forces 66 • Technological Forces 68 • Competitive
Forces 69
Porter’s five-forces Model 71
Rivalry among Competing Firms 72 • Potential Entry of New
Competitors 73 • Potential Development of Substitute
Products 73 • Bargaining Power of Suppliers 73
• Bargaining Power of Consumers 74
sources of external information 74
forecasting Tools and Techniques 74
Making Assumptions 75 • Business Analytics 76
The external factor evaluation Matrix 77
The Competitive Profile Matrix 78
iMPliCaTions foR sTRaTegisTs 81
iMPliCaTions foR sTudenTs
Chapter summary 82
Key Terms and Concepts 83
Issues for Review and Discussion 83
assuRanCe of leaRning exeRCises 84
Assurance of Learning Exercise 3A: Competitive Intelligence
(CI)
Certification 84
Assurance of Learning Exercise 3B: Develop an EFE Matrix for
Hershey Company 84
Assurance of Learning Exercise 3C: Perform an External
Assessment 85
44. Assurance of Learning Exercise 3D: Develop an EFE Matrix for
Your
University 85
Assurance of Learning Exercise 3E: Comparing Chipotle
Mexican
Grill to Panera Bread and Moe’s Southwest Grill 85
Assurance of Learning Exercise 3F: Develop a Competitive
Profile
Matrix for Hershey Company 86
Assurance of Learning Exercise 3G: Develop a Competitive
Profile
Matrix for Your University 86
Mini-Case on CoaCh, inC.: whY aRe The ladies
shunning CoaCh? 86
Current Readings 87
Endnotes 87
Chapter 4 the Internal assessment 89
exeMPlaRY CoMPanY showCased: neTflix, inC. 90
The nature of an internal audit 90
Key Internal Forces 91 • The Process of Performing an Internal
Audit 92 • The Resource-Based View 93
aCadeMiC ReseaRCh CaPsule 4-1: does RBv TheoRY
deTeRMine diveRsifiCaTion TaRgeTs? 93
integrating strategy and Culture 94
Management 96
Planning 96 • Organizing 97 • Motivating 98
• Staffing 98 • Controlling 99 • Management Audit
Checklist of Questions 99
Marketing 100
45. Customer Analysis 100 • Selling Products and Services 100
• Product and Service Planning 101 • Pricing 101
• Distribution 102 • Marketing Research 102 • Cost/Benefit
Analysis 102 • Marketing Audit Checklist of Questions 103
finance/accounting 103
Finance/Accounting Functions 103 • Financial Ratios 104
• Breakeven Analysis 107 • Finance/Accounting Audit
Checklist 109
Production/operations 109
Production/Operations Audit Checklist 110
Research and development 111
Internal and External Research and Development 111 • Research
and Development Audit 112
Management information systems 112
Managing Voluminous Consumer Data 112
aCadeMiC ReseaRCh CaPsule 4-2: new TRends
in Managing Big daTa 113
Management Information Systems Audit 113
value Chain analysis 113
Benchmarking 114
The internal factor evaluation Matrix 116
iMPliCaTions foR sTRaTegisTs 118
iMPliCaTions foR sTudenTs 120
Chapter summary 121
Key Terms and Concepts 121
Issues for Review and Discussion 122
assuRanCe of leaRning exeRCises 123
Assurance of Learning Exercise 4A: Apply Breakeven Analysis
46. 123
Assurance of Learning Exercise 4B: Compare Netflix with
Redbox 123
Assurance of Learning Exercise 4C: Perform a Financial Ratio
Analysis
for Hershey Company 124
Assurance of Learning Exercise 4D: Construct an IFE Matrix
for Hershey Company 124
Assurance of Learning Exercise 4E: Construct an IFE Matrix
for Your University 124
Assurance of Learning Exercise 4F: Applying Research-Based
View (RBV) Theory 125
Mini-Case on Buffalo wild wings, inC.: whaT do
ouTsTanding ManageMenT, MaRKeTing, and finanCe
exeCuTives do TogeTheR? 125
Current Readings 126
Endnotes 126
Chapter 5 Strategies in action 129
exeMPlaRY CoMPanY showCased: signeT
JeweleRs liMiTed 130
long-Term objectives 130
Characteristics and Benefits of Objectives 131 • Financial
versus
Strategic Objectives 131 • Avoid Not Managing by Objectives
132
Types of strategies 132
Levels of Strategies 134
integration strategies 134
Forward Integration 135 • Backward Integration 136 •
Horizontal Integration 137
47. intensive strategies 138
Market Penetration 138 • Market Development 138
• Product Development 139
x CONTENTS
82
diversification strategies 139
Related Diversification 140 • Unrelated Diversification 140
defensive strategies 141
Retrenchment 141 • Divestiture 142 • Liquidation 143
Michael Porter’s five generic strategies 144
Cost Leadership Strategies (Type 1 and Type 2) 145 •
Differentiation Strategies (Type 3) 146 • Focus Strategies
(Type 4 and Type 5) 147
Means for achieving strategies 148
Cooperation among Competitors 148 • Joint Venture
and Partnering 148
aCadeMiC ReseaRCh CaPsule 5-1: aRe inTeRnaTional
allianCes MoRe effeCTive wiTh CoMPeTiToRs oR
nonCoMPeTiToRs? 149
Merger/Acquisition 150 • Private-Equity Acquisitions 151
Tactics to facilitate strategies 152
First Mover Advantages 152 • Outsourcing and Reshoring 152
strategic Management in nonprofit, governmental,
and small firms 154
48. Educational Institutions 154 • Medical Organizations 155 •
Governmental Agencies and Departments 155 • Small Firms 155
aCadeMiC ReseaRCh CaPsule 5-2: whaT aTTRiBuTes do
gReaT enTRePReneuRs Possess? 156
iMPliCaTions foR sTRaTegisTs 156
iMPliCaTions foR sTudenTs 157
Chapter summary 157
Key Terms and Concepts 158
Issues for Review and Discussion 158
assuRanCe of leaRning exeRCises 159
Assurance of Learning Exercise 5A: Develop Hypothetical
Hershey
Company Strategies 159
Assurance of Learning Exercise 5B: Horizontal Integration in
Practice 160
Assurance of Learning Exercise 5C: What Strategies Should
Hershey
Pursue in 2017? 160
Assurance of Learning Exercise 5D: Examine Strategy
Articles 160
Assurance of Learning Exercise 5E: Classify Some Recent
Strategies 161
Assurance of Learning Exercise 5F: How Risky Are Various
Alternative
Strategies? 162
Assurance of Learning Exercise 5G: Develop Alternative
Strategies for
Your University 162
Mini-Case on linKedin CoRPoRaTion: should linKedin
CooPeRaTe wiTh faCeBooK? 163
Current Readings 164
Endnotes 164
49. Chapter 6 Strategy analysis and Choice 167
exeMPlaRY CoMPanY showCased: sMiTh & wesson
holding CoRPoRaTion 168
The strategy analysis and Choice Process 168
The Process of Generating and Selecting Strategies 168
The strategy-formulation analytical framework 170
The Input Stage 171 • The Matching Stage 171 •
The Decision Stage 171
The swoT Matrix 171
The strategic Position and action evaluation (sPaCe) Matrix 174
The Boston Consulting group (BCg) Matrix 178
The internal-external (ie) Matrix 181
aCadeMiC ReseaRCh CaPsule 6-1: a new ie MaTRix 184
The grand strategy Matrix 185
The decision stage: The Quantitative strategic Planning
Matrix (QsPM) 186
Positive Features and Limitations of the QSPM 189
Cultural aspects of strategy analysis and Choice 190
The Politics of strategy analysis and Choice 190
Boards of directors: governance issues 191
aCadeMiC ReseaRCh CaPsule 6-2: how ManY BoaRd
of diReCToRs MeMBeRs aRe ideal? 193
iMPliCaTions foR sTRaTegisTs 194
iMPliCaTions foR sTudenTs 194
Chapter summary 195
Key Terms and Concepts 196
Issues for Review and Discussion 196
assuRanCe of leaRning exeRCises 198
50. Assurance of Learning Exercise 6A: Perform a SWOT Analysis
for Hershey Company 198
Assurance of Learning Exercise 6B: Develop a SPACE Matrix
for Hershey 199
Assurance of Learning Exercise 6C: Develop a BCG Matrix for
Hershey 199
Assurance of Learning Exercise 6D: Develop a QSPM for
Hershey 199
Assurance of Learning Exercise 6E: Formulate Individual
Strategies 200
Assurance of Learning Exercise 6F: Develop a BCG Matrix for
Your
University 200
Assurance of Learning Exercise 6G: The Role of Boards of
Directors 200
Assurance of Learning Exercise 6H: Locate Companies in a
Grand
Strategy Matrix 201
Mini-Case on The sTaRBuCKs CoRPoRaTion: whaT
sTaRBuCKs sTRaTegies aRe BesT? 201
Current Readings 202
Endnotes 202
Part 3 Strategy Implementation 204
Chapter 7 Implementing Strategies: Management,
Operations, and Human resource
Issues 205
exeMPlaRY CoMPanY showCased: PaPa John’s
inTeRnaTional, inC. 206
Transitioning from formulating to implementing
strategies 206
The need for Clear annual objectives 208
51. The need for Clear Policies 211
allocate Resources and Manage Conflict 211
Allocate Resources 211 • Manage Conflict 213
Match structure with strategy 213
Types of organizational structure 214
The Functional Structure 214 • The Divisional Structure 215 •
The Strategic Business Unit (SBU) Structure 217 • The Matrix
Structure 218
CONTENTS xi
dos and don’ts in developing organizational Charts 219
aCadeMiC ReseaRCh CaPsule 7-1: whY is The Coo
PosiTion Being deleTed in ManY oRganizaTions? 221
strategic Production/operations issues 222
Restructuring and Reengineering 222 • Manage Resistance to
Change 223 • Decide Where and How to Produce Goods 223
• Employee Stock Ownership Plans (ESOPs) 224
strategic human Resource issues 225
Linking Performance and Pay to Strategy 225 • Balance Work
Life
and Home Life 227 • Develop a Diverse Workforce 228
aCadeMiC ReseaRCh CaPsule 7-2: how do woMen vs. Men
Ceos PeRfoRM? 229
Use Caution in Hiring a Rival’s Employees 229 • Create a
Strategy-
Supportive Culture 232 • Use Caution in Monitoring
Employees’
52. Social Media 233 • Develop a Corporate Wellness Program 233
iMPliCaTions foR sTRaTegisTs 235
iMPliCaTions foR sTudenTs 236
Chapter summary 237
Key Terms and Concepts 237
Issues for Review and Discussion 237
assuRanCe of leaRning exeRCises 239
Assurance of Learning Exercise 7A: Critique Corporate
Organizational
Charts 239
Assurance of Learning Exercise 7B: Draw an Organizational
Chart for
Hershey Company Using a Free, Online Template 239
Assurance of Learning Exercise 7C: Do Organizations Really
Establish
Objectives? 239
Assurance of Learning Exercise 7D: Understanding Your
University’s
Culture 240
Mini-Case on hilTon woRldwide holdings:
is The new hilTon PoliCY waRRanTed? 240
Current Readings 241
Endnotes 241
Chapter 8 Implementing Strategies: Marketing,
Finance/accounting, r&D, and MIS
Issues 243
exeMPlaRY CoMPanY showCased: fooT
loCKeR, inC. 244
strategic Marketing issues 244
social Media Marketing 245
53. Market segmentation 247
Product Positioning and Perceptual Mapping 250
Author Commentary 251
strategic finance/accounting issues 253
ePs/eBiT analysis: acquire needed Capital 254
Projected financial statements 258
Projected financial statement analysis for d. R. horton 260
Corporate valuation 262
aCadeMiC ReseaRCh CaPsule 8-1: when should
we oveRPaY To aCQuiRe a fiRM? 264
Corporate Valuation Methods 264
iPos, Cash Management, and Corporate Bonds 266
Go Public With An IPO? 266
Keep Cash Offshore if Earned Offshore? 267
Issue Corporate Bonds for What Purpose? 267
strategic Research and development (R&d) issues 267
strategic Management information systems (Mis) issues 269
Mobile Tracking of Employees 270
iMPliCaTions foR sTRaTegisTs 270
iMPliCaTions foR sTudenTs 271
Mobile Apps for Customers 271
Chapter summary 271
Key Terms and Concepts 272
Issues for Review and Discussion 272
assuRanCe of leaRning exeRCises
Assurance of Learning Exercise 8A: Develop a Product-
Positioning
Map for Hershey Company
54. Assurance of Learning Exercise 8B: Gain Practice Developing
Perceptual Maps 274
Assurance of Learning Exercise 8C: Perform an EPS/EBIT
Analysis
for Hershey Company 274
Assurance of Learning Exercise 8D: Prepare Projected Financial
Statements for Hershey Company
Assurance of Learning Exercise 8E: Determine the Cash Value
of Hershey Company 275
Assurance of Learning Exercise 8F: Develop a Product-
Positioning
Map for Your University 275
Assurance of Learning Exercise 8G: Do Banks Require
Projected
Financial Statements? 27
Mini-Case on aliBaBa gRouP holding lTd.: is selling
sToCK oR Bonds BesT To Raise CaPiTal? 276
Current Readings 277
Endnotes 277
Part 4 Strategy Evaluation 278
Chapter 9 Strategy review, Evaluation,
and Control 279
exeMPlaRY CoMPanY showCased: niKe, inC. 280
The strategy-evaluation Process, Criteria,
and Methods 280
The Process of Evaluating Strategies 283
The Three strategy-evaluation activities 284
Reviewing Bases of Strategy 284 • Measuring Organizational
Performance 286 • Taking Corrective Actions 287
55. The Balanced scorecard 289
Published sources of strategy-evaluation information 291
Characteristics of an effective strategy evaluation system 291
Contingency Planning 292
auditing 293
Twenty-first-Century Challenges in strategic
Management 294
The Art or Science Issue 294 • The Visible or Hidden
Issue 295 • The Top-Down or Bottom-Up Approach 296
guidelines for effective strategic Management 296
iMPliCaTions foR sTRaTegisTs 298
iMPliCaTions foR sTudenTs 298
Chapter summary 299
Key Terms and Concepts 299
Issues for Review and Discussion 299
assuRanCe of leaRning exeRCises 300
xii CONTENTS
274
274
275
6
Assurance of Learning Exercise 9A: Examine 100 Balanced
Scorecards 300
Assurance of Learning Exercise 9B: Prepare a Strategy-
Evaluation Report
56. for Hershey Company 301
Assurance of Learning Exercise 9C: Evaluate Your University’s
Strategies 301
Mini-Case on TJx CoMPanies, inC.: is seCReT sTRaTegiC
Planning BesT foR TJx? 301
Current Readings 302
Endnotes 302
Part 5 Key Strategic-Management
topics 304
Chapter 10 Business Ethics, Social responsibility,
and Environmental Sustainability 305
exeMPlaRY CoMPanY showCased:
ChiCK-fil-a 306
why “good ethics is good Business” 306
Does It Pay to Be Ethical? 307
aCadeMiC ReseaRCh CaPsule 10-1: whaT Can we
leaRn fRoM high-PeRfoRManCe CoMPanies? 308
aCadeMiC ReseaRCh CaPsule 10-2: who is PRone
To Be uneThiCal in a Business? 309
How to Establish an Ethics Culture 309
whistle-Blowing, Bribery, and workplace Romance 310
Whistle-Blowing 310 • Avoid Bribery 311 • Workplace
Romance 312
social Responsibility and Policy 313
aCadeMiC ReseaRCh CaPsule 10-3: does iT PaY To Be
soCiallY ResPonsiBle? 314
Design and Articulate a Social Policy 314 • Social Policies on
Retirement 314
57. environmental sustainability 315
What Firms Are the Best Stewards? 316 • Sustainability
Reports 317 • The Office of Environmental Affairs 318 •
ISO 14000/14001 Certification 318
wildlife welfare 319
Food Suppliers and Animal Welfare 321
iMPliCaTions foR sTRaTegisTs 321
iMPliCaTions foR sTudenTs 322
Chapter summary 322
Key Terms and Concepts 322
Issues for Review and Discussion 322
assuRanCe of leaRning exeRCises 323
Assurance of Learning Exercise 10A: How Does Your
Municipality
Compare to Others on Being Pollution-Safe? 323
Assurance of Learning Exercise 10B: Does Hershey Company or
Mars, Inc.
Win on Sustainability? 324
Assurance of Learning Exercise 10C: The Ethics of Spying on
Competitors 324
Assurance of Learning Exercise 10D: Who Prepares a
Sustainability
Report? 325
Mini-Case on avon PRoduCTs, inC.: would ClaiMs
of eThiCal wRongdoing BY a CoMPanY iMPaCT
YouR BuYing The fiRM’s PRoduCTs? 325
Current Readings 326
Endnotes 326
Chapter 11 Global and International
Issues 329
58. exeMPlaRY CoMPanY showCased: alCoa, inC. 330
The nature of doing Business globally 330
Multinational Firms 332 • Different Languages
Globally 333 • Labor Unions across Europe 333
aCadeMiC ReseaRCh CaPsule 11-1: how ManY
languages aRe TheRe gloBallY? 333
advantages and disadvantages of doing Business
globally 334
The global Challenge 335
aCadeMiC ReseaRCh CaPsule 11-2: how do fiRMs
deCide wheRe To exPand? 336
Tax Rates and Tax inversions 336
Tax Rates 336 • Tax Inversions 338
american versus foreign Business Culture 338
Communication Differences across Countries 340
Business Culture across Countries 341
Mexico’s Business Culture 341 • Japan’s Business Culture 342 •
China’s Business Culture 343 • India’s Business Culture 344
Business Climate across Countries 344
Africa’s Business Climate 345 • China’s Business Climate 346 •
Brazil's Business Climate 347 • Indonesia’s Business Climate
347 •
India’s Business Climate 347 • Japan’s Business Climate 348 •
Mexico’s …