Proposal for Obesity Management Programme

Proposal for Obesity Management Programme OBESITY PROGRAMEE: â€Å"FITNESS FOR FULFILMENT† Kathiravan Pillay Kumar Abstract The world has seen a rise in the issue of obesity and its effects on the biological, psychological and social wellbeing of individuals. This proposal reviews literature in relation to the causes as well as effects on obesity specifically targeted at children between the ages of 6 – 18 years old and evaluates current programs in place to curb the rise in obesity. Programs from both the United States as well as Singapore are used to analyse the western and Asian perspectives on tackling the issue of obesity. The proposed program would be aimed at reducing social stigma and increasing self-esteem that past or current programs do not address. The program will be made up of three phases which include implementation, motivation and feedback as well as evaluation of the entire program’s effectiveness. Feasibility and efficacy of instilling the program are also discussed. Introduction and Review on Obesity Obesity has been an issue present through various generations and is one faced by many nations worldwide. Recent years has seen a rise in the levels of obesity especially in western nations but is currently seen to be a growing issue even in Asian nations (Ramachandran Snehalatha, 2010). Based on recent findings by Ogden, Carroll, Kit and Flegal (2014) an estimated two third of the adult population in the United States are overweight or obese with about one third of school going children also falling under this category. A growing trend is also seen in Asia where findings in Singapore indicate that approximately one in nine Singaporean adults between the age ranges of 18 to 69 were considered to be obese in 2010 with obesity rates said to be increasing at an estimated 1 percent per year (â€Å"One in nine Singaporean†, 2014). Multiple factors have been suggested as causes to obesity, often focusing on mainly physical and psychological factors. General physical causes of obesity are often due to genetic factors that cause abnormalities in fat cell metabolism and metabolic defects or simply having a sedentary lifestyle (Bray, York DeLany, 1992). There are also various psychological conditions or disorders that have been suggested to lead to obesity however depression is considered to be the main cause of it as evidenced in Blaine’s (2008) study which indicated that individuals who were depressed were proven to be at significantly higher risk of becoming obese. Obesity is also often comorbid with depression and other eating disorders Blaine’s (2008). The key area of concern especially in recent times would be the effects of obesity on the individual as well as society as a whole. Numerous studies have been done to show the physical and psychological effects that obesity has on an individual. Physical aspects often include the risk of contracting illnesses such as heart disease, hypertension, and diabetes (Sturm, 2002). Psychological effects tend to focus on an individual’s body dissatisfaction and self-image (Wardle Cooke, 2005) as well as well as psychosocial effects such as negative experiences through weight bias at home, in school, at work, through the media and even health and fitness areas (Amianto, Lavagnino, Abbate-Daga Fassino, 2011). Evaluation on Obesity Related Programmes Over the years there have been many programs put into place by governments and private agencies around the world that have been aimed to curb obesity. One key program introduced in the United States was the HEROES Initiative which targets tackling issues on childhood obesity (King et. al, 2014). The HEROES Initiative is a grant-funded intervention that targets schools to play a vital role in educating youth in obesity related behaviours (King et. al, 2014). The key aims of this this initiative would be to take a comprehensive school health approach that decreases childhood obesity that in turn promotes healthy lifestyle habits among students as well as their families and also the school staff (King et. al, 2014). Key features that make the intervention unique would be that it offers a supportive means for participating schools by providing regular oversight, significant funding and various implementation strategies that are catered to a particular needs for certain schools depending on the district and neighbourhood that they are located in (King et. al, 2014). This initiative also enables schools to have a sense of ownership over assessing the needs of their students and in turn coming out with a plan to implement certain strategies for changes in the school’s health programs (King et. al, 2014). The key feature in maintaining the effectiveness of this program would be the strong emphasis on an annual cycle of evaluation and assessment on opportunities in enhancing the program to cater to the needs of the students which turn increases the intervention’s efficacy (King et. al, 2014). The evaluation process was broken down into 3 main areas. The process evaluation stage, school level outcome evaluation and student level outcome evaluation (King et. al, 2014). The process evaluation stage is carried out by site visits to schools to view their administrative processes in carrying out health promotion as well as inspection of the school’s general environment and conducting interviews with the staff to determine challenging areas (King et. al, 2014). Feedback on information obtained is given to the staff as a means to address these issues (King et. al, 2014). In the school level outcome evaluation, assessments are made to the systemic changes in promoting healthy behaviour and reducing obesity rates in the students. The school level outcome evaluation is based on domains relating to physical education/activity, nutrition education, food service, staff wellness, as well as family and community involvement (King et. al, 2014). The student level outcome evaluation , focuses on understanding the changes in behaviour and knowledge in relation to obesity and its effects (King et. al, 2014). This done through weight measurements as well as surveys and quizzes to identify student’s knowledge about obesity (King et. al, 2014). With regard to the effectiveness of this initiative, evaluation between the periods of 2011-2012 showed a significant amount of variability between schools. Based on results obtained from the process and school level evaluation outcomes, it was found that the school’s processes were well implemented however some schools found difficulties in coming up with new or improved health and wellness related policies (King et. al, 2014). Based on the student level outcome evaluation it was found that small but significant changes were made in terms of behaviour and mindset of the students (King et. al, 2014). Students were also more engaged in rigorous physical activities in comparison to the baseline from first 18 months of the intervention (King et. al, 2014). However a set back to the intervention was that changes to behaviour were mostly found in overweight students rather than students who were already obese. In relation to the Asian context, there have been various health related programs and promotions carried out in Singapore. The Singapore health promotion board has come up with various programs and initiatives to promote healthy lifestyle practices to prevent conditions such as obesity. Programs such as the 1 million kg challenge, aims to encourage individuals to lose weight by allowing them to set a weight loss target then setting a period for them to lose this weight. If individuals are able to lose the amount of weight within the given time frame they are rewarded with certain incentives and prizes (â€Å"1 million kg challenge†, 2014). In relation to health promotion in schools, a key program that was introduced in the early 90s was the National Physical Fitness Award Test (NAPFA) and the TAF (Trim and Fit) scheme which aimed to increase physical activity and reduce the weight of overweight and obese students in both the primary and secondary levels of education (Gupta et. al, 2010). The TAF program basically tasked students with physical activities before and after the school day (Gupta et. al, 2010). The initiative was a success in the 90s with obesity levels dropping between 10-17% in students (Gupta et. al, 2010). Success of the TAF scheme would later bring about a collaboration between the Singapore Health Promotion Board and the World Health Organisation to introduce a HPB-MOE bi-annual award aimed at targeting the healthy development of students and awarding schools for good health practices (Gupta et. al, 2010). Challenges faced in the TAF program as well as similar programs introduced in Korea as mentioned by Shin and Shin (2008) was that such programs bring about a sort of negative stigma to students involved. Student then tend to become highly self-conscious and develop body dissatisfaction which in turn effects their self-esteem (Shin Shin, 2008). This is often the result of segregation from their peers due to their weight and appearance and this segregation is further contributed by schools who single out overweight or obese individuals to be part of such programs (Shin Shin, 2008). This effect could in turn lead to depression which has been established as a cause for obesity and would hence defeat the whole purpose of having such health promotion programs. Proposed Health Program Having identified the causes and effects of obesity as well as certain health programs available both on the western and Asian context along with their strengths and weaknesses, an alternative health program could be developed. Through analysing the health programs available in both the United States and Singapore, a program catering specifically to the needs of students between the ages of 6 – 18 year olds could be proposed. The program will be entitled the â€Å"Fitness for Fulfilment Programme† (FFFP) catered specifically in the Singaporean context. The program is also given a name that does not infer or refer to obesity so as to prevent any form of social stigma relating to obesity. The main goals of the program would be to reduce the weight of overweight and obese students but to do so in a manner that will not cause stigmatization or embarrassment. The program would also further aim to instil a healthy mindset in these students and encourage them to maintain healt hy behaviour well into adulthood. The FFFP will mainly be broken down into three key phases. The first phase will be the implementation phase which will introduce rigorous exercise specifically catered to losing weight for obese children. These exercises will be done during school hours as part of an enhanced physical education program and these obese students will carry out their activities together with other students so as to limit any sense of being ostracised. The enhanced physical education program will target the specific needs of each student be it normal weight students or overweight or obese students by focusing on their weak physical areas that are limiting them from passing or getting a good grade on their NAPFA test. The fitness program will be one that gradually increases in rigorousness so as to allow the students time to condition themselves to its requirements. Another key feature of the implementation phase would be the enforcement of strict diet practices during the school day. Since schools are al ready given guidelines by the Health Promotion Board on the type of food to be served, there must be a form of enforcement that ensures that students are getting the appropriate meals. Therefore there should be two to three staff on canteen duty to ensure that proper meals are being served to the students and that obese children are getting sufficient food but maintained at healthy levels. The second phase of the FFFP would the feedback and motivation phase. This would be a key feature of the program as it caters to the psychological well-being of the students involved. This phase will be implemented during the first and last session of the enhanced physical education program. During these sessions, time will be set aside for instructors to carry out one on one interviews or feedback sessions with the students which will aim to understand the challenges that they face with physical exercise as well as issues they have with motivating themselves to indulge in physical exercise. With knowledge of the challenges that individual students face, instructors can cater their physical education session to better accommodate to both the strengths and the weaknesses of the students. This will facilitate a more positive outlook in carrying out physical exercise and encourage students to put in a greater effort and hence may lead better physical results and lower obesity levels. An other aspect of this phase would be educating other students in the challenges that overweight and obese students. Students will be taught to encourage and motivate rather than stigmatize or humiliate their overweight or obese peers. The final phase of this program will be the evaluation phase. Ideally a review council should be formed to evaluate the effectiveness of the program at national level. This phase will be similar to the HEROES initiative evaluation process used in the United States, but will comprise of two instead of three key parts of the evaluation process of the effectiveness of the program. The process and school level evaluation will be combined into one. This part of the evaluation process will seek to understand the challenges that the staff have with the FFFP through means of interviews as well as on site assessments of the program in action. Availability of proper equipment and exercise facilities in the school will be key points at this level of evaluation. The next part of the evaluation will be at the student level, the review council will assess data relating to changes in weight as well as NAPFA standards and also find out the level of knowledge that students have with regard to healthy behaviour through surveys and quizzes which can be done through the internet. The evaluation process should be done annually and aim to identify problem areas so that newer and improved implementation could be introduced in the following years. The feasibility and efficacy of the FFFP would depend on the amount support through funding from private agencies or the government as well as having instructors who are trained in not only physical aspects of exercise and healthy lifestyle but also with the psychological capability to deal and understand the needs and challenges for individual students to overcome obesity. References Amianto, F., Lavagnino, L., Abbate-Daga, G., Fassino, S. (2011). The forgotten psychosocial dimension of the obesity epidemic.The Lancet, 378(9805), e8 Blaine, B. (2008). Does depression cause obesity? A meta-analysis of longitudinal studies of depression and weight control.Journal of health psychology,13(8), 1190-1197. Bray, G. A., York, B., DeLany, J. (1992). A survey of the opinions of obesity experts on the causes and treatment of obesity.The American journal of clinical nutrition,55(1 Suppl), 151S-154S. Gupta, N., Chin, M. K., Yang, J., Balasekaran, G., Chia, M., Girandola, R. N., Mok, M. M. C. (2010). Obesity prevention in Singapore: Collaborative efforts among government, health professionals and the community. King, M. H., Lederer, A. M., Sovinski, D., Knoblock, H. M., Meade, R. K., Seo, D. C., Kim, N. (2014). Implementation and Evaluation of the HEROES Initiative A Tri-State Coordinated School Health Program to Reduce Childhood Obesity.Health promotion practice,15(3), 395-405. Ogden C. L., Carroll, M. D., Kit, B.K., Flegal K. M. (2014). Prevalence of childhood and adult obesity in the United States, 2011-2012.Journal of the American Medical Association,311(8), 806-814. One in nine Singaporean adults were obese in 2010: Survey (2014, January 17).Today.Retrieved from http://www.todayonline.com/daily-focus/health/one-nine- singaporean-adults-were-obese-2010-survey One million kg challenge. (2014). Retrieved August 21, 2014, from http://www.hpb.gov.sg/ References Ramachandran, A., Snehalatha, C. (2010). Rising burden of obesity in Asia.Journal of obesity,2010. Shin, N. Y., Shin, M. S. (2008). Body dissatisfaction, self-esteem, and depression in obese Korean children.The Journal of pediatrics,152(4), 502-506 Sturm, R. (2002). The effects of obesity, smoking, and drinking on medical problems and costs.Health Affairs,21(2), 245-253. Wardle, J., Cooke, L. (2005). The impact of obesity on psychological well-being.Best Practice Research Clinical Endocrinology Metabolism,19(3), 421-440.

Young Adults in Macomb County :: Friendships Relationships Essays

Young Adults in Macomb County I've only known a lot of the people I hang out with for about two years. I've kept a few of the old ones that I've known since I was little but now my friends are always changing. That's what happens when you get older, people change and move on. Hopefully I'll hang on to the ones I have now better than I have in the past and make some new ones along the way. It's really weird how everything started. I didn't go to school with the people I hang out with. My best friend Jacki and I decided to go miniature golfing one day and it all began. There were six really slow guys in front of us, we didnà ­t want to talk to them but they were going really slow so we just asked them to hurry up. As we started talking we found out that they knew a kid named Ryan that Jacki worked with. Through Ryan we ended up seeing them again. Eventually we started hanging out with the rest of their friends and everyone became a regular part of my life. I'm standing outside, making sure to ring the top doorbell, the one to Chris' basement. After ten minutes I'm about to leave but Nick comes strolling up to the door just as I turn around. Nick doesn't live there even though it seems like he does because he never leaves. We both walk down into the basement. It smells like his dog. The lights are off and the only thing that keeps me from bumping into the furniture is the glow from the television. The usual people are there, Chris is sitting on the couch next to Tengler, Jeremy is sleeping on his bed and Nick is playing Mario Golf on Nintendo 64. I walk to the big green couch that I always sit on, it smells like dog food. After five minutes of no one saying anything the doorbell rings. Since no one seems to be making any effort to move toward the stairs I decide to answer the door. It's Stephanie and Christina. Trevor and DeMatteis are pulling up in the driveway right behind them. We all walk into the basement. Everyone wa nts something to do.

An Analysis on Customer Care Strategy of Sainsbury

1. 0 Company Introduction Sainsbury’s was founded in London in 1869 as one of the nations’ oldest retailers. It also provides a unique illustration of transformation that has occurred in retailing and in shopping and eating habits since the mid-19th century. It grew to become the largest grocery retailer in 1922, pioneered self-service retailing in the UK, and had its heyday during the 1980s. Now it is the third largest chain of supermarket in the United Kingdom with a share if the UK supermarket sector of 16. 3%.The supermarket chain operates three store formats: regular Sainsbury’s store (â€Å"Main Mission†), Sainsbury’s Local and Sainsbury’s Central (convenience stores and smaller supermarkets in urban locations—â€Å"Mixed Mission†) and Sainsbury’s â€Å"Main Plus† (hypermarket) stores. 2. 0 An Outlook of Sainsbury’s Customer Care Strategy Sainsbury aims at building on and stretching the lead in food. B y sharing customers’ passion for healthy, safe, fresh and tasty food, Sainsbury’s will continue to innovate and provide leadership in delivering quality products at fair prices.Sainsbury will continue to accelerate the development of non-food and service following the principles of quality and to provide a broader shopping experience for customers. Sainsbury commits to reach more customers through additional channels, and it commits to manage its business with integrity. 3. 0 Development of Sainsbury’s Customer Care Strategy Strategy refers to a plan of action designed to achieve a particular goal. 1. Sainsbury should know who Sainsbury’s customers are Sainsbury should know that every member of the community is the potential customer.Sainsbury should reach the total community. Every citizens living around the stores can be Sainsbury’s customers, as well as another companies can be the customer group of Sainsbury. 2. Sainsbury should know the needs of customers Customers need to be understood. Sainsbury comes up with the strategy that it commits to provide quality food with fair prices, which makes consumers delight. Customers need to feel welcome. Sainsbury’s staff serves every customer with a smiling face. Customers need to feel important.Once any customer has some recommendation or suggestion, he can directly approach to managers to point it out. 3. Sainsbury should know how to determine needs Sainsbury puts out questionnaires to citizens to find what they really want to buy when shopping in the supermarket and then determine their goods. It is a way to analyse needs in terms of the development objectives of Sainsbury. Sainsbury’s also set up suggestion box in its supermarkets to listen to customers’ needs. Through different ways such as community meetings and feedback, Sainsbury determines customers’ needs. 4. Sainsbury should response to needsSainsbury shows the real interest in the needs of sp ecial group, such as babies; they display their special tools and foods. Sainsbury ensures that every goods displayed on the shelves represent the real living needs for all customers. Sainsbury holds feedback meetings in order to response customers’ needs, and it commits to handle and solve customers’ complaints. 5. Sainsbury should give access to services Sainsbury never limit the service to the boundaries of Sainsbury’s store building. Sainsbury broadens its service range outside of the supermarkets and Sainsbury carries on deliver service.Sainsbury not only offers the regular stores for its customers, but also provides smaller supermarkets in urban locations as well as shopping online services. 6. Sainsbury should get stakeholders and senior managers’ support Sainsbury establishes a committee to get cooperation and support from the stakeholders and senior managers. They give financial support to promote Sainsbury’s operational environment as wel l as intelligence support to improve Sainsbury’s operational situations. Both of their supports are necessary to the development of Sainsbury. 7. Sainsbury should deliver competencySainsbury analyse its existing services to determine if their service is suitable for their customer care projects and whether the service meets the needs of customers. Sainsbury offers delivery service to customers and Sainsbury provides a search engine in its website to help customers to find the nearest store. 8. Sainsbury should give continuously analyses methods and procedures for improved efficiency. Sainsbury reduces its delivery time and time to supply new goods. Sainsbury has fax and website address to connect with customers. The employees are all trained and professional enough to serve the customers.Sainsbury makes sure that its customers know the standards of service in the stores. 9. Sainsbury should manage an effective communication Sainsbury develops a communication strategy that inf orms all information and provides channels to feedback. Sainsbury trains its employees to develop skills for successful interpersonal communication to introduce goods to customers. Sainsbury uses handbooks to advertise and inform customers’ about special events. Sainsbury puts clear signs to inform customers about the classification of all goods. 4. 0 Sainsbury’s standards in details 1. Employees Sainsbury’s employees should be passionate about working in a customer-facing environment *Sainsbury’s training divided into 4 steps:? basic introduction to Sainsbury’s ? introduce to employees their role and all the basics they need to know to work productively and safely ? develop employees to grow in their role and deliver to the required performance standards ? advanced training covers how to manage and supervise in its employees’ role *Employees are eligible for a colleague discount card when they completed 6 months service *All colleagues with one year’s continuous service can take up to 13 weeks’ unpaid leave for each child nder 5. They are also special provisions allowing time off for parents with disabled children up to 18. *Colleagues are able to exchange a portion of their salary for childcare vouchers which are non-taxable and exempt from National Insurance contributions and therefore represent a saving for colleagues who receive them as part of their total reward package. *The life assurance at the rate of four times staff’s annual basic salary in the event of death in service. *Sainsbury offers eligible colleagues the opportunity to apply for a career break for up to one year. Sainsbury would like to reward its long-term employees *Sainsbury always welcomes applications from people from any background. 2. Customers *Sainsbury is looking for people who can deliver the highest level of customer service each and every day *Customers can access a whole range of different services and meet togethe r in a safe environment. *Sainsbury hosts â€Å"community dinners† with local stakeholders to get to know customers better and understand any issues they have. *Sainsbury always supplies quality food to its customers Sainsbury creates ranges of food covering all customers’ needs *Sainsbury helps every customers cut their cost while shopping *Customers can buy goods online which will save a lot of money and time. *Sainsbury kids range is nutritionally balanced, so you can be sure you are making good, healthy choices for your children. *Sainsbury offers organic food. *Sainsbury provides customers various food recipes covering every type of meal, dish and ingredient; they really can try something new every day. *Sainsbury has the â€Å"store locator†, customers can find the nearest Sainsbury’s shop quickly. . Suppliers and Subcontractors *Sainsbury makes a deal with developing countries in order to support fair trade. *Sainsbury requires its suppliers and su bcontractors to provide fresh and healthy foods. *Sainsbury requests its suppliers and subcontractors to deliver their goods in the quickest time. *Sainsbury commits to settle accounts with suppliers and subcontractors as soon as possible. *Sainsbury requires its suppliers and subcontractors to register in a formal organization. *The suppliers and subcontractors of Sainsbury need to have a formal address and e-mail address to contact. . Community *For Sainsbury, this is not about providing great service and quality products, it’s also about making a positive difference to the communities and being a good neighbour. *Sainsbury provides local jobs for local people, and buys from local suppliers. *Sainsbury carries on Active Kids and Local Charity of the Year schemes. It helps kids who are in poverty to go to school and have medical check. *Sainsbury maintains longstanding partnership with Comic Relief, which is a local charity organization, to donate clothes and medicines and n ecessaries to rural areas. Sainsbury provides its customers options about charities to do good things on kids or social while they are shopping. 5. Environment *Sainsbury commits to reduce our impact on the environment. *Sainsbury sources products from all over the world, which means they have an important part to play, both in the evolving environmental debate, and in doing what they can do to reduce their carbon and wider environmental footprint. *Sainsbury was praised for having â€Å"excellent sustainable farming and fish policies† and the â€Å"high proportion of sustainable products available† in a survey. Sainsbury searches the latest ideas in engineering and building design, which could dramatically help them reduce their carbon footprint. *Sainsbury develops â€Å"carbon positive† stores or provide heat and recycled water to customers’ homes. *Sainsbury commits to reduce energy, packaging, food waste and wasting. 5. 0 Ways in which the Standards Were Established Customer care standard is more detail than customer care strategy and it direct how to carry on the project. A customer care standard normally covers areas of management practice, broken down into these sections: †¢ Employees Customers †¢ Suppliers and subcontractors †¢ Community and environment 1. Employees: *Clear employ article: EMP1: Organisations have a clear employ article and conditions and the procedure to ensure faith. EMP2: Organisations should secure the personal information for its employees. Safe and healthy working conditions: EMP3: Staff can get enough training to ensure the safety while working. *Faith salary system: EMP4: Staff has a clear mind about the time and method in paying salary. *Organisation engages in treat existing and potential employees’ variety.EMP5: Encourage the variety of the employees and welcome the new staff. *Encourage its staff improve in their career: EMP6: Organisations offer many kinds of training to h elp employees developing in their career. *Organisations are not allowed to molest any employees in any way. EMP7: Organisations should have the relevant articles to ensure the teenagers working in the national standards. 2. Customers *Organisations set up an equal relationship with its customers: CUS1: In the condition of respecting customers, organisations have clear business articles.CUS2: The information of customers can be used in the condition that is allowed by customers. CUS3: Organisations have the procedure to settle complaints in especially time. CUS4: The recommendations of the customers are fully considered. *Organisations ensure the safety of the products in the reasonable range: CUS5: The products or service have a clear illustration about the information like use, composition, and conservancy. CUS6: Organisations have the responsibility to protect the weak group. 3. Suppliers and subcontractors: The simple data and information about the supplier and subcontractor can be easily found in the website. SUP1: clear and crystal standards to select suppliers. SUP2: The information can only be used in the condition that are allowed by suppliers and subcontractors. SUP3: Organisations have the procedure to solve the conplaints from suppliers in ruled time. *Organisations offer money to suppliers in agreed standard. SUP4: Have the procedure to ensure suppliers and subcontractors get funds according to the agreement. Organisations encourage suppliers and subcontractors to carry on necessary business convention SUP5: Organisations should ensure the suppliers and subcontractors gain the training and exercise about the safety knowledge. *Organisation has an honest relationship with the suppliers and subcontractors 4. Community *Organisations promote the business environment on community: COM1: Organisations should consider the influences on the plan and action. COM2: Organisation has the action to promote the development of the community.COM3: Ensure to brin g up customers in the ruled area. *Organisations need to be sensitive to the local culture and economic structure: COM4: Organisation should have the procedures to ensure that its products or service will not threaten the safety. 5. Environment *Organisation reduces the use of energy and the emission of waste: ENV1: Organisations should point out clearly that the influences of its service and goods to local environment and the solutions. ENV2: Organisation takes charge of supervising and reducing the impact on local environment.ENV3: Have the procedure to ensure that its employees and suppliers are encouraged to the exercises of protecting the environment. ENV4: Encourage the use and abandon of the environmental friendly of the products. 6. 0 Methods Used by Qualitative Research and Quantitative Research to Gather and Analyse Information from Customers with Respect to Their Impressions of Sainsbury’s Customer Care 1. Qualitative Research Qualitative Research seeks out the â⠂¬Å"why† of its topic through the analysis of unstructured information and it does not rely on statistics or numbers.Qualitative research is used to gain insight into people’s attitudes, behaviors, value systems, concerns, motivations, aspiration culture or lifestyles. It is used to inform business decisions, policy formation, communication and research. Focus groups, in-depth interviews, content analysis and semiotics are among the many formal approaches that are used, but qualitative research also involves the analysis of any unstructured material. Sainsbury chooses interview as the way to carry on qualitative research.Interview is a technique that is primarily used to gain an understanding of the underlying reasons and motivations for people’s attitudes, preferences or behavior. Interviews can be undertaken on a personal one-to-one basis or in a group. The interview is put in the appendix A. Sainsbury interviewed 100 people and makes a conclusion that most of the customers are satisfied with the stores, and they think the goods are mostly cheap. Besides, people interviewed are all satisfied with the environment in Sainsbury, and they think the stores are light and clean, which really delights them.However, the customers are too many so that it is usually crowded, especially in holidays and discounts. What is more, most of the stores are set in downtown and it makes difficult for people who live in suburbs to buy in the stores. 2. Quantitative Research Quantitative research is used to measure how many people feel, think or act in a particular way. These surveys tend to include large samples. The objective of quantitative research is to develop and employ mathematical models, theories and/or hypotheses pertaining to natural phenomena.Sainsbury chooses questionnaire as the method to give a quantitative research. Questionnaire is quantitative preferred and freedom of respondent. The questions have to be relatively simple and there is no inte rviewer bias. The questions usually are literacy problems and there is no control over who completes it. The questionnaires are presented in the appendix B. These questionnaires are handed out to 1,000 people. Sainsbury makes a conclusion through research by questionnaires.Most regular customers of Sainsbury think the dominating reason contributes them to buying in Sainsbury is the fair price with good quality. Customers focus on price while shopping dominates 73%. Around 87% of customers think the service attitude in Sainsbury is passionate and 72% of customers think the environment in Sainsbury is bright and clean. Moreover, 53% of Sainsbury’s customers gain salary between 5,000 to 10,000 and 27% of its customers gain salary between 1,000 to 5,000; customers gain salary less than 1,000 or over 10,000 both dominate 10%.Through the comparison of the data from 2007 to 2010, customers’ attitude about the goods price has changed. More people think the goods are cheaper an d the increase in the attitude of acceptable is more visible; less people hold the view that the goods are expensive in Sainsbury. There are two diagrams presented in appendix C and appendix D. 7. 0 The Review of Sainsbury’s Customer Care Strategy Review is an evaluation of an operating process or a business outcome. Sainsbury chooses â€Å"comparing to customer feedback analysis† to review its customer care strategy.Before Sainsbury carry on another new customer care strategy, it makes a survey among its customers and makes a conclusion. After carrying on for a period of time, Sainsbury does a equal number survey among customers and makes a conclusion through comparing and analyzing the data: Sainsbury increases its opening hour and it makes customers life more convenient; Sainsbury promotes its employees moral and passion in serving customers. However, Sainsbury should update its goods in a high frequency and strengthen the arrangement after customers’ selecti ng goods.Sainsbury chooses â€Å"Third Party Assessment† as another method to review its customer care strategy. Sainsbury hires Mckinsey & Company to give a overall assessment about its customer care strategy and standard by using professional methods, ways, and procedures. The conclusions are made below: Sainsbury does well in caring about customers’ healthy lifestyle and delivering a healthy lifestyle to its customers; That Sainsbury encourages its customers to give a hand to local charity and people need help is a light point in Sainsbury’s strategy.However, Sainsbury must promote its after-sale responsibility and its after-sale quality. Some sorts of service, such as point out the use structure of some special goods, need to be highlighted. 8. 0 Recommendation There are some weaknesses in Sainsbury’s customer care. The relationship between suppliers and Sainsbury sometimes is not equal; The after-sale services are sometimes not enough; The safety env ironment in Sainsbury is not secured enough.In response to this, Sainsbury should point out a clear after-sale responsibility and promote the after-sale service quality; Sainsbury need to inform suppliers and subcontractors about the loss before the change of the business articles; Sainsbury need to strengthen the supervision on the safety environment and it is necessary to hand out the safety handout to employees to guarantee their safety while working. 9. 0 Reference Books: —-Scottish Qualifications Authority, Creating a Culture of Customer Care. —-Bryman, A. (1988a), Quantitative and Qualitative in Social Research, Routledge, London.Websites: http://www. sainsburys. co. uk/sol/index. jsp http://zhidao. baidu. com/question/13903776. html http://zh. wikipedia. org/ 10. 0 Appendix Appendix A 1. What do you think about the service at Sainsbury? 2. What goods do you think we should add to our goods list? 3. What service do you think we should add? 4. What reason contribu tes you to consume in Sainsbury? 5. What do you think about the quality of Sainsbury’s goods? 6. What do you think about the quantity of Sainsbury’s goods? 7. What do you think about our recommendation system? 8. What do you think about the environment in Sainsbury? . What do you think about the prices of our goods? 10. Why do you consume in Sainsbury? What attracts you to consume? Appendix B 1. What contributes you to buying in Sainsbury? A. fair price B. good quality C. convenient D. else 2. The frequency you shopping in Sainsbury every month? A. over 15 B. 10~15 C. 5~10 D. under 5 3. What do you think about the kinds of goods in Sainsbury? A. complete B. so-so C. small 4. What do you think about the prices of goods in Sainsbury? A. cheap B. middle level C. expensive 5. What aspect do you focus on when shopping? A. rice B. quality C. brand 6. What do you usually buy in Sainsbury? A. necessaries B. vegetables C. clothes 7. What do you think about the quality of goods in Sainsbury? A. good B. so-so C. bad 8. What do you think about the service attitude in Sainsbury? A. passionate B. acceptable C. bad 9. What do you think about the environment in Sainsbury? A. bright and clean B. so-so C. mess and uncomfortable 10. Can you find the goods you need easily? A. yes B. a little difficult C. only find with the help of assistant 11. Are there big supermarkets around your house?A. yes B. no C. unsure 12. What big supermarket do you usually consume? A. Wal-mart B. Tesco C. Sainsbury D. else 13. What is your gender? A. male B. female 14. What age group are you in? A. under 18 B. 18~25 C. 25~45 D. over 45 15. What salary group are you in? A. under 1,000 B. 1,000~5,000 C. 5,000~10,000 D. over 10,000 Appendix C Appendix D [pic] People’s attitudes about the prices of Sainsbury’s goods ———————– [pic]The salary level monthly of Sainsbury’s customers 10,000 1,000~~5,000 5,000~~10,000

Reliability of the Bible - 1777 Words

International Christian Academy Lot 4505 Extra Street, Fourth Estate Subdivision Sucat, Paraà ±aque City, 1700 Values III Bible – Is it reliable? Group Members/ Researchers John Somontina Jung Jee Won Alfred Capati Cianna Sumayo Ryan Gimenez Martin Libo-on Table of contents Chapter I – Introduction. * Background of the study. * Statement of the problem/ Problem statement. * Significance of the study. Chapter II – Review of related literature. Chapter III – Methodology * Research design * Data gathering procedure * Respondents Chapter IV – Conclusion and recommendation. Introduction Background of the study The bible is a book, used as a guide, and the vital proof of the faith of many†¦show more content†¦Significance of the study In this term paper we know this study is an important topic, as it remains a great controversy to the world for many thousands of years – is the bible reliable, more importantly, is the spiritual author of the bible reliable to the world? We will convince them that indeed the Bible is reliable. This paper plays an important role in convincing many people, including the researchers themselves to the truth. We will show you why the Bible is still reliable and relevant up to this day, but why is it important to discuss about this topic? It is important because with this topic, we will be able to reach out to people who don’t believe and are in doubt on the reliability of the bible. We will also be able to prove to the multitude that the Bible isn’t just reliable, but it is also the truth. Chapter 2 Review of Related Literature This topic has been studied on for a long period of time already. Thus, resulting to a lot of articles on the internet or in books that prove that the Bible really is reliable. Despite it being about thousands and thousands of years old, it is still consistent and very up to date. The Bible, according to some scholars was written over a span of 1,500 years. 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