Wal-Mart: Power, Influence & Values

Thursday, February 23, 2006

Honors 1105 – Wal-Mart February 22, 2006

Current Events
Abstracts/Readings/Viewings
Update on Ken Stone
Labor Issues

Wal-Mart
1. Abstracts – Student Conference
2. Nickel & Dimed and Selling Women Short
3. Wal-Mart – High Cost of Low Price
4. Update on Ken Stone
5. Scott’s e-mail article from the New York Times
6. Labor Issues

Wal-Mart response
“Here is what Lee told Wal-Mart associates about the article today:
‘Well, we had been looking for ways to promote Lee’s Garage, and it looks like the New York Times has done that for us. The reporters take issue with my tone in some cases, but as you all know, with me, what you see is what you get. I will respectfully tell it like it is. I think the story ends on an important point, quoting my advice to an up-and-coming leader: “The first thing you can do is make sure you treat your people well, and understand that your associates are what will make you a success.” I truly believe that and think you can’t go wrong in this business if you live by that. Feel free to check out Lee’s Garage on the WIRE and see what you think.’ - Lee Scott”
*A Look Inside Lee's Garage
*Fri, 17 Feb 2006 15:50:04 CST http://www.walmartfacts.com/newsdesk/article.aspx?id=1709

Factoid from Wal-Mart
*Fact: Wal-Mart Stores, Inc. is the world’s largest retailer, with $285.2 billion in sales in the fiscal year ending Jan. 31, 2005.
*The company employs 1.6 million associates worldwide through more than 3,800 facilities in the United States and more than 2,400 units in Argentina, Brazil, Canada, China, Costa Rica, El Salvador, Germany, Guatemala, Honduras, Japan, Mexico, Nicaragua, Puerto Rico, South Korea and the United Kingdom.
*More than 138 million customers per week visit Wal-Mart stores worldwide.
*http://www.walmartfacts.com/newsdesk/wal-mart-fact-sheets.aspx#a265 accessed 2/20/06

Unions
“Here various associates testify to the ‘essential feeling of family for which Wal-Mart is so well-known,’ leading up to the conclusion that we don’t need a union. Once, long ago, unions had a place in American Society, but they ‘no longer have much to offer workers,’ which is why people are leaving them ‘by the droves.’ Wal-Mart is booming; unions are declining judge for yourself. But we are warned that ‘unions have been targeting Wal-Mart for years.’ Why? For the dues money of course. Think of what you would lose with a union: first, your dues, money which could be $20 a month ‘and sometimes much more.’ Second, you would lose ‘your voice’ because the union would insist on doing your talking for you. Finally, you might lose even your wages and benefits because they would all be ‘at risk on the bargaining table.’ You have to wonder – and I imagine some of my teenage fellow orienteees may be doing so – why such fiends as these union organizers, such outright extortionists, are allowed to roam free in the land.”.
Ehrenreich, Barbara, Nickel and Dimed, Metropolitan Books, 2001, p. 144-145.

Federal law - Unions
*Federal law
*National Labor Relations Act of 1935
*Sec. 7. Employees shall have the right to self-organization, to form, join, or assist labor organizations, to bargain collectively through representatives of their own choosing, and to engage in other concerted activities for the purpose of collective bargaining or other mutual aid or protection, and shall also have the right to refrain from any or all of such activities except to the extent that such right may be affected by an agreement requiring membership in a labor organization as a condition of employment as authorized in section 8(a)(3).

Bureau of Labor Statistics
*12.5% (15.7 million people) of wage & salary workers were unionized (high in 1983 – 20.1%)
*Black more likely than white, Asian or Hispanic
*Men more likely than women
*Public sector – 4X the private sector
*Private industry – 7.8%
*Full-time wage and salary workers who were union members had median weekly earnings of $801 versus $622 for nonunion

*1/20/06 - http://www.bls.gov/news.release/union2.nr0.htm - accessed 2.20.06


Wal-Mart’s website about unions
*Unions (For U.S. Operations Only)
*At Wal-Mart, we respect the individual rights of our associates and encourage them to express their ideas, comments and concerns. Because we believe in maintaining an environment of open communications, we do not believe there is a need for third-party representation.
*http://walmartstores.com/GlobalWMStoresWeb/navigate.do?catg=49&contId=815 accessed 2/20/06

Bemidji
*Could the employees of Wal-Mart or any of the stores in Bemidji unionize? Why or why not?
*What makes conditions ripe for employees to unionize?
*What is your attitude towards unions and why do you have that attitude?

Unions – from business & employee perspective
Advantages of unions?
1.
2.
3.
4.
Disadvantages of unions?
1.
2.
3.
4.

Alternatives?
*In Wal-Mart - The Face of the 21st Century Capitalism – “A Wal-Mart Workers Association? An Organizing Plan” by Wade Rathke
*What about a hybrid?
**Wal-Mart Workers Association

Health-Care
*“Williams, the company (Wal-Mart) spokeswoman, said that 48% of employees are covered by Wal-Mart's health insurance plan. Among those who aren't, 26% have coverage from another source such as a spouse's employer or Medicare, Williams said.
**http://www.pulitzer.org/year/2004/national-reporting/works/walmart1.html
*According to the Employee Benefit Research Institute in Washington, nearly 44% of workers in the retail sector as a whole have employer-provided health coverage. Among big companies in all industries, the figure is 66%.
**http://www.pulitzer.org/year/2004/national-reporting/works/walmart1.html

Employment Conditions
*“Wal-Mart's decisions influence wages and working conditions across a wide swath of the world economy, from the shopping centers of Las Vegas to the factories of Honduras and South Asia.”
**http://www.pulitzer.org/year/2004/national-reporting/works/walmart1.html

Wal-Mart pay
*“Wal-Mart company documents released today reveal that CEO H. Lee Scott, Jr., made $17,543,739 in total compensation last year – nearly twice the average of $9.6 million for leading U.S. CEOs as a whole, according to Business Week…
*Currently, according to Wal-Mart, the firm’s full-time U.S. employees earn on average $9.68 per hour.”
*$8,434.49/hour for Scott
**http://www.wakeupwalmart.com/facts/Wal-mart-pay-gap.pdf - accessed 2/20/06 – 4/15/05 article entitled - Wal-Mart’s Pay Gap CEO Compensation 871 times as high as U.S. Wal-Mart Worker Pay; 50,000 times Chinese Worker Pay

Wal-Mart pay
*“Wal-Mart store managers earn about $95,000 annually, including bonuses, according to the company. Supercenter managers earn $130,000.”
**http://www.pulitzer.org/year/2004/national-reporting/works/walmart1.html

Wal-Mart offers competitive pay
*“Wal-Mart's full-time average, hourly wage for store associates is $10.11 - and it's even higher in urban areas where the cost of living is higher.
*For example, it's $11.11 in Atlanta, $11.49 in Boston, $10.99 in Chicago, $10.77 in Dallas, $11.05 in San Francisco, $10.78 in New York, $11.58 in Denver, $10.98 in San Diego, and $10.29 in Los Angeles.”

*Feb 3, 2006 News Release
**http://walmartstores.com/GlobalWMStoresWeb/navigate.do?catg=512&contId=6046
**Wal-Mart - $10.11 x 40 = $404

Lawsuits
*3/18/05 $11 million to settle federal allegations it used illegal immigrants to clean its stores
http://www.cbsnews.com/stories/2005/03/18/national/printable681593.shtml
*12/23/05 A California jury hit Wal-Mart Stores Inc. with a $172 million verdict for denying lunch breaks to thousands of employees.
Wall Street Journal
*2/21/06 Wal-Mart faces about 50 overtime suits in state courts.
**http://seattlepi.nwsource.com/business/260378_walmartsuit22.html

Discrimination – federal
*Equal Employment Opportunity Commission – www.eeoc.gov
*Title VII of the 1964 Civil Rights Act
*UNLAWFUL EMPLOYMENT PRACTICES SEC. 2000e-2. [Section 703] (a) It shall be an unlawful employment practice for an employer - (1) to fail or refuse to hire or to discharge any individual, or otherwise to discriminate against any individual with respect to his compensation, terms, conditions, or privileges of employment, because of such individual's race, color, religion, sex, or national origin;

Discrimination – federal
*(2) to limit, segregate, or classify his employees or applicants for employment in any way which would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee, because of such individual's race, color, religion, sex, or national origin.
*Besides the 5 protected classes the EEOC also governs age, disability, equal pay

Discrimination - state
*Minnesota - http://www.humanrights.state.mn.us/
*“In Employment...
*...when, because of race, color, creed, religion, national origin, sex, marital status, sexual orientation, status with regard to public assistance, disability or age:
*Employers refuse to hire, discharge, or discriminate with respect to benefits or conditions of employment;
*Labor Organizations deny membership, fail to represent members, fail to refer for jobs, or otherwise treat members differently;
*Employment Agencies reject job applications, fail or refuse to refer for employment, or comply with requests to screen or refer applicants on a discriminatory basis.
*The employment provisions limit collection and use of information about disabilities; require many employers to make reasonable accommodations for disabilities; require equitable treatment of pregnancy - related conditions; prohibit sexual harassment; and prohibit interference with pension rights.”
*http://www.humanrights.state.mn.us/rights_yours.html

Affirmative Action
*“Intentional inclusion of women and minorities in the workplace based on a finding of their previous exclusion/ or underrepresentation”
**Bennett-Alexander/Hartman, Employment Law for Business, McGraw-Hill/Irwin, 5th Edition, 2007, p. 775.
*Qualified individuals
*Level-playing field

Wal-Mart Statements on Equality and Diversity
*Equality of Opportunity
*"Wal-Mart will not tolerate discrimination in employment on the basis of race, color, age, sex, sexual orientation, religion, disability, ethnicity, national origin, marital status, veteran status, or any other legally-protected status.“
**http://www.walmartstores.com/GlobalWMStoresWeb/navigate.do?catg=12 accessed 2/20/06

Wal-Mart’s Diversity Fact Sheet
*“Fact: Wal-Mart’s commitment to diversity starts with our board of directors and extends throughout the organization. Our 14-member board of directors includes two females, two African Americans and two Hispanics. Wal-Mart is a leading employer of Hispanics in the U.S. with more 139,000 Hispanic associates; a leading employer of African Americans with more than 208,000 African Americans; an employer of more than 775,000 females; and an employer of more than 220,000 seniors who are 55 and older…
*establishing the Office of Diversity in 2003, we appointed a chief diversity officer…
*Officer compensation is now linked to diversity goals. If company officers do not meet their individual diversity goals, bonuses are reduced up to 15 percent.”
**http://www.walmartfacts.com/newsdesk/wal-mart-fact-sheets.aspx#a265 accessed 2/20/06

Class Action Lawsuits
*Rather than suing separately – join together with other plaintiffs with same claim
*Share expenses
*Efficient for the judicial system
*Companies would prefer not to have them – instead individuals probably wouldn’t bring a lawsuit for their claim
**Beatty/Samuelson, Business Law 3rd Edition, Thomson/SW, 2004, p. 859.

Federal Rules of Civil Procedure
*Rule 23. Class Actions
*(a) Prerequisites to a Class Action.
*One or more members of a class may sue or be sued as representative parties on behalf of all only if
*(1) the class is so numerous that joinder of all members is impracticable,
*(2) there are questions of law or fact common to the class,
*(3) the claims or defenses of the representative parties are typical of the claims or defenses of the class, and
*(4) the representative parties will fairly and adequately protect the interests of the class.
*= numerousity, commonality, typicality & adequacy of representation

Federal Rules of Civil Procedure
*Besides Rule 23 a – for a class action you have to look at Rule 23 b and the case has to meet one of the three prongs – for the Dukes case the Court found it met Rule 23(b) (2) .
*An action may be maintained as a class action if the prerequisites of subdivision (a) are satisfied and in addition:
*(2) the party opposing the class has acted or refused to act on grounds generally applicable to the class, thereby making appropriate final injunctive relief or corresponding declaratory relief with respect to the class as a whole

Dukes, et. al. v. Wal-Mart
222 F.R.D. 137, 2004 U.S. Dist. LEXIS 11365 (N.D. Cal., June 21, 2004)
*“…plaintiffs allege that women employed in Wal-Mart stores
*(1) are paid less than men in comparable positions, despite having higher performance ratings and greater seniority; and
*(2) receive fewer promotions to in-store management positions than do men, and those who are promoted must wait longer than their male counterparts to advance.”

Dukes, et. al. v. Wal-Mart,
222 F.R.D. 137, 2004 U.S. Dist. LEXIS 11365 (N.D. Cal., June 21, 2004)
*“….policies and practices underlying this discriminatory treatment are consistent throughout Wal-Mart….seek class-wide injunctive and declaratory relief, lost pay and punitive damages.”
*Website for Impact Fund - http://www.walmartclass.com/walmartclass_forthepress.html - Power Point on Uncovering Discrimination
*Wal-Mart is appealing the certification decision

Class action –
Weiss, Joseph W., Business Ethics, 4th Ed., Thomson/South-Western, 2006, pp. 267-269.
*Wal-Mart
*Decisions at store levels
*Too big a lawsuit
*Ignored women who earned more than men
*Factors that cause one job to pay more than another
*Plaintiffs
*Thousands of women similar experiences
*Gender disparities caused by Wal-Mart’s culture – promotion from within usually to men
*Job openings to mgmt. kept quiet
*Monetary
**Analysts estimated settlement at $8 billion
***Weiss, Joseph W., Business Ethics, 4th Ed., Thomson/South-Western, 2006, pp. 268.
*Change the way Wal-Mart does business
**Epilogue to Lisa Featherstone’s Selling Women Short, Basic Books, 2004.
*Individual differences (Dukes raise)
*Public relations
*Train new management
*Posting of jobs
*Formal system of applying for management training
*Diversity
*Increase in high ranking women
*Pay equity
*Board members

Next Week 3/1
Reading 6 – Los Angeles Times series on Wal-Mart, Nov. 2003 at http://www.pulitzer.org/year/2004/national-reporting/works/
View: Store Wars and Save Our Land, Save Our Towns (on reserve in library)

Thursday, February 16, 2006

Human Subjects Research

Donna K. Palivec, Ed.D
Department of Physical Education, Health, & Sport
BSU Human Subjects Committee Member
HOPR 1105 Presentation
February 15, 2006



A Historical Perspective
History of scandal & abuse

The present
*Privacy & confidentiality issues are focus
*System of oversight
*Appreciation for protection requirements
*Public expectations for research & protection

Historical Events & Documents

Nuremberg War Crimes Trials
*Nuremberg Code (1947)
**Voluntary consent
**Benefits outweigh risks
**Ability of subject to terminate participation

Declaration of Helsinki (1964)
*Biomedical research – human subjects

Social/Behavioral Science Research

Wichita jury (1953)
*Tape recording
*1956 federal law to ban recording

Simulated prison research
*Zimbardo, 1973 – Stanford
*Male student volunteers
**Prisoners, guards
**Physical & psychological abuse

Twin Study
*Questionnaire opened by subject’s father

National Research Act (1974)
National Commission for the Protection of Human Subjects of Biomedical & Behavioral Research.

Institutional Review Boards (IRBs)
*Required at institutions supported in human subjects research by HEW.

Belmont Report (1979)
Respect for Persons
*Treat individuals as autonomous agents

Beneficence
*Acts of kindness that go beyond duty

Justice
*Treat people fairly

Federal Regulations
45 CFR 46 – DHHS Policy for Protection of Human Subjects – Subpart A
*Adopted 1981; revised 1991
*Document known as “Common Rule”

Subpart B
*pregnant women, fetuses, neonates
Subpart C
*Biomedical/Behavioral – prisoners
Subpart D
*Children
Subpart E
*Mentally incapacitated


IRB (Institutional Review Board)21 CFR 56.10745 CFR 46.107
At least 5 members
*Varied backgrounds
*Faculty & lay members

Roles

Review Continuum
Level of risk determines route of review

Exempt---Expedited---Full
Low---Minimal---Higher
--------RISK--------

Exemption Categories*
Sue Fish, PharmD, MPH
Director, Institutional Review Board
Associate Director, Office of Clinical Research, Boston University Medical Center


Educational settings or tests
Survey procedures
Interview procedures
Observation of public behavior
Research use of existing data
Public benefit or service programs
Taste & food quality

*Summary provided by presenter - suggested to check with regulations documents


Exempt UNLESS
Human subject can be identified
AND
Disclosure could place subject at risk

Expedited Review
BSU policy: Review by chair of HSC + 1 other member

Minimal risk
*Assessment of minimal risk: Sue Fish
“The probability & magnitude of harm or discomfort anticipated in the research are not greater in & of themselves from those ordinarily encountered in daily life or during the performance of routine physical or psychological examinations or tests.”

Human Subjects Approval Form
Bemidji State University


*Subject recruitment requirements
*Subject Risk
*Debriefing
*Materials

Subject Recruitment
Selection Considerations

Informed consent – Attachment B

Respect for persons
*U of M uses “Consent Form”

3 elements to consent
*Information
*Comprehension
*Voluntariness

Subject Risk
Committee can look to see if risks are justified

Risk = possibility that harm might occur
Benefit = something of positive value related to health or welfare

Risks & benefits “balanced”
*Principle of beneficence

Debriefing & Materials
Debrief – Attachment C
*Feedback about study

Materials
*Questionnaires, inventories, tests, instruments

Human Subjects Protection Program
Education Summit - Fall, 2005


IRB = a peer review body
*Flexibility

Issues
*Confidentiality
*Deception - unintentional
*Study design
*Informed consent

Student Research
Human Subjects Protection Program

Educational Summit at the U of Minnesota – Fall, 2005

3 variables – risk, benefits, training
*No risk, no benefit; students learn from process
*Training – students learn
*Rigor of review is the same
*At U of M, all student research must have a faculty advisor

U of M has 3 different boards
*IRB for student research
*IRB for faculty research
*IRB for medical research

Trends
In school research
Clinical focused web training
Students serve on IRB panels

Wednesday, February 15, 2006

Writing Hypotheses: a student lesson

Purpose: to learn when and how to write hypotheses.

Most students believe that they are going to be experimenting anytime they are given a laboratory assignment in science. However, more often than not, students are doing something other than experiments. This is not necessarily bad. A good deal of science is observational and descriptive. For example, the study of bio-diversity usually involves looking at wide variety of specimens and maybe sketching and recording their unique characteristics. However, there are other times when we science teachers are trying to teach students how scientists work and how we can verify things which others may say or believe is so without any proof.

To learn about what is not known or to verify a notion, the so-called "scientific method" might be carried out and an actual experiment may be conducted. It does not matter that your experiment has been done a thousand times before or that your teacher already knows the results. What matters is that you don't know the results and that you can independently find a verifiable answer. In real experiments, real hypotheses should be written before the actual experiment.
What Is a Real Hypothesis?
A hypothesis is a tentative statement that proposes a possible explanation to some phenomenon or event. A useful hypothesis is a testable statement which may include a prediction. A hypotheses should not be confused with a theory. Theories are general explanations based on a large amount of data. For example, the theory of evolution applies to all living things and is based on wide range of observations. However, there are many things about evolution that are not fully understood such as gaps in the fossil record. Many hypotheses have been proposed and tested.
When Are Hypotheses Used?

The key word is testable. That is, you will perform a test of how two variables might be related. This is when you are doing a real experiment. You are testing variables. Usually, a hypothesis is based on some previous observation such as noticing that in November many trees undergo color changes in their leaves and the average daily temperatures are dropping. Are these two events connected? How?

Any laboratory procedure you follow without a hypothesis is really not an experiment. It is just an exercise or demonstration of what is already known.
How Are Hypotheses Written?

1. Chocolate may cause pimples.
2. Salt in soil may affect plant growth.
3. Plant growth may be affected by the color of the light.
4. Bacterial growth may be affected by temperature.
5. Ultra violet light may cause skin cancer.
6. Temperature may cause leaves to change color.

All of these are examples of hypotheses because they use the tentative word "may.". However, their form is not particularly useful. Using the word may does not suggest how you would go about proving it. If these statements had not been written carefully, they may not have even been hypotheses at all. For example, if we say "Trees will change color when it gets cold." we are making a prediction. Or if we write, "Ultraviolet light causes skin cancer." could be a conclusion. One way to prevent making such easy mistakes is to formalize the form of the hypothesis.

Formalized Hypotheses example: If skin cancer is related to ultraviolet light , then people with a high exposure to uv light will have a higher frequency of skin cancer.

If leaf color change is related to temperature , then exposing plants to low temperatures will result in changes in leaf color.

Notice that these statements contain the words , if and then. They are necessary in a formalized hypothesis. But not all if-then statements are hypotheses. For example, "If I play the lottery, then I will get rich." This is a simple prediction. In a formalized hypothesis, a tentative relationship is stated. For example, if the frequency of winning is related to frequency of buying lottery tickets. "Then" is followed by a prediction of what will happen if you increase or decrease the frequency of buying lottery tickets. If you always ask yourself that if one thing is related to another, then you should be able to test it.
Formalized hypotheses contain two variables. One is "independent" and the other is "dependent." The independent variable is the one you, the "scientist" control and the dependent variable is the one that you observe and/or measure the results. In the statements above the dependent variable is blue and the independent variable is red.

The ultimate value of a formalized hypothesis is it forces us to think about what results we should look for in an experiment.

Rewrite the first four hypotheses using the formalized style shown above. Single underline the dependent variable and double underline the independent variable in the If clause of each hypothesis. When you are done, write one more original hypothesis of your own using this form. _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________ _________________________________________________________

Anecdotal Information: This is a writing lesson to lay the foundation for using hypotheses in lab activities throughout the course. The lesson is guided practice and my approach to it is "guided lecture." In this technique, I use randomly selected cards with student names on them to answer questions about what they have read up to the section called "Formalized Hypotheses." Questions I ask include the meanings of key vocabulary, give examples, and the meaning of selected passages. In this way I check their understanding as well as develop the foundation for the why and the how of writing formalized hypotheses. Students then examine and discuss the models, after which I prompt them to rewrite the first four hypotheses using the model as a guide.

I cruise the classroom and check every student for progress and provide guidance and clarification for those who struggle. The final product is an original student hypothesis of their choosing. About two-thirds of the students get it the first time. The others struggle with it sometimes well into the first several labs in which hypotheses are featured. The most common problem is that students write a simple statement that is a cause and effect relationship that makes a prediction (example: "If I eat chocolate, then I will get pimples."). They have to be reminded that what makes a hypothetical statement is the idea that two things might be, but not necessarily related. In other words they failed to state a proposed relationship before making the prediction. Literally speaking, cause and effect statements are based on unstated assumptions. In models for scientific research, minimizing assumptions first and then stating your hypothesis is how variables are controlled. A lot of difficulties in writing hypotheses can be traced back to the simple lack of writing skill. I don't let this deter me because studets need to learn how to write in all subjects. Hypotheses writing is just one more contribution to overall literacy

How To Write a Thesis Statement

What is a Thesis Statement?

Almost all of us—even if we don’t do it consciously—look early in an essay for a one- or two-sentence condensation of the argument or analysis that is to follow. We refer to that condensation as a thesis statement.
Why Should Your Essay Contain A Thesis Statement?

* to test your ideas by distilling them into a sentence or two
* to better organize and develop your argument
* to provide your reader with a “guide” to your argument

In general, your thesis statement will accomplish these goals if you think of the thesis as the answer to the question your paper explores.

How Can You Write Good Thesis Statement?


How to Generate a Thesis Statement if the Topic is Assigned.

Almost all assignments, no matter how complicated, can be reduced to a single question. Your first step, then, is to distill the assignment into a specific question. For example, if your assignment is “Write a report to the local school board explaining the potential benefits of using computers in a fourth-grade class,” turn the request into a question like “What are the potential benefits of using computers in a fourth-grade class?” After you’ve chosen the question your essay will answer, compose one or two complete sentences answering that question.

Q: “What are the potential benefits of using computers in a fourth-grade class?”

A: “The potential benefits of using computers in a fourth-grade class are . . ..”

OR

A: “Using computers in a fourth-grade class promises to improve . . . .”

The answer to the question is the thesis statement for the essay.

[Back to top]
How to Generate a Thesis Statement if the Topic is Not Assigned.

Even if your assignment doesn’t ask a specific question, your thesis statement still needs to answer a question about the issue you’d like to explore. In this situation, your job is to figure out what question you’d like to write about.

A good thesis statement will usually include the following four attributes:

* take on a subject upon which reasonable people could disagree
* deal with a subject that can be adequately treated given the nature of the assignment
* express one main idea
* assert your conclusions about a subject

Let’s see how to generate a thesis statement for a social policy paper.

Brainstorm the topic.
Let’s say that your class focuses upon the problems posed by drug addiction. You find that you are interested in the problems of crack babies, babies born to mothers addicted to crack cocaine.

You start out with a thesis statement like this:

Crack babies.

This fragment isn’t a thesis statement. Instead, it simply indicates a general subject. Furthermore, your reader doesn’t know what you want to say about crack kids.

Narrow the topic
Your readings about the topic, however, have led you to the conclusion that not only do these babies have a difficult time surviving premature births and withdrawal symptoms, but their lives will be even harder as they grow up because they are likely to be raised in an environment of poverty and neglect. You think that there should be programs to help these children.

You change your thesis to look like this:

Programs for crack kids.

This fragment not only announces your subject, but it focuses on one main idea: programs. Furthermore, it raises a subject upon which reasonable people could disagree, because while most people might agree that something needs to be done for these children, not everyone would agree on what should be done or who should do it. You should note that this fragment is not a thesis statement because your reader doesn’t know your conclusions on the topic.

Take a position on the topic.
After reflecting on the topic a little while longer, you decide that what you really want to say about this topic is that in addition to programs for crack babies, the government should develop programs to help crack children cope and compete.

You revise your thesis to look like this:

More attention should be paid to the environment crack kids grow up in.

This statement asserts your position, but the terms more attention and the environment are vague.

Use specific language.
You decide to explain what you mean about “the environment,” so you write:

Experts estimate that half of crack babies will grow up in home environments lacking rich cognitive and emotional stimulation.

This statement is specific, but it isn’t a thesis. It merely reports a statistic instead of making an assertion.

Make an assertion based on clearly stated support.
You finally revise your thesis statement one more time to look like this:

Because half of all crack babies are likely to grow up in homes lacking good cognitive and emotional stimulation, the federal government should finance programs to supplement parental care for crack kids.

Notice how the thesis answers the question, “Why should anything be done for crack kids, and who should do it?” When you started thinking about the paper, you may not have had a specific question in mind, but as you became more involved in the topic, your ideas became more specific. Your thesis changed to reflect your new insights.


How to Tell a Strong Thesis Sentence from a Weak One.
1. A strong thesis takes some sort of stand.

Remember that your thesis needs to show your conclusions about a subject. For example, if you are writing a paper for a class on fitness, you might be asked to choose a popular weight-loss product to evaluate. Here are two thesis statements:

There are some negative and positive aspects to the Banana Herb Tea Supplement.

This is a weak thesis. First, it fails to take a stand. Second, the phrase “negative and positive aspects” is vague.

Because Banana Herb Tea Supplement promotes rapid weight loss that results in the loss of muscle and lean body mass, it poses a potential danger to customers.

This is a strong thesis because it takes a stand.
2. A strong thesis justifies discussion.

Your thesis should indicate the point of the discussion. If your assignment is to write a paper on kinship systems, using your own family as an example, you might come up with either of these two thesis statements:

My family is an extended family.

This is a weak thesis because it states an observation. Your reader won’t be able to tell the point of the statement, and will probably stop reading.

While most American families would view consanguineal marriage as a threat to the nuclear family structure, many Iranian families, like my own, believe that these marriages help reinforce kinship ties in an extended family.

This is a strong thesis because it shows how your experience contradicts a widely-accepted view. A good strategy for creating a strong thesis is to show that the topic is controversial. Readers will be interested in reading the rest of the essay to see how you support your point.
3. A strong thesis expresses one main idea.

Readers need to be able to see that your paper has one main point. If your thesis expresses more than one idea, then you might confuse your readers about the subject of your paper. For example:

Companies need to exploit the marketing potential of the Internet, and web pages can provide both advertising and customer support.

This is a weak thesis statement because the reader can’t decide whether the paper is about marketing on the Internet or web pages. To revise the thesis, the relationship between the two ideas needs to become more clear. One way to revise the thesis would be to write:

Because the Internet is filled with tremendous marketing potential, companies should exploit this potential by using web pages that offer both advertising and customer support.

This is a strong thesis because it shows that the two ideas are related. Hint: a great many clear and engaging thesis statements contain words like “because,” “since,” “so,” “although,” “unless,” and “however.”
4. A strong thesis statement is specific.

A thesis statement should show exactly what your paper will be about, and will help you keep your paper to a manageable topic. For example, if you write a paper on hunger, you might say:

World hunger has many causes and effects.

This is a weak thesis statement for two major reasons. First, “world hunger” can’t be discussed thoroughly in five or ten pages. Second, "many causes and effects" is vague. You should be able to identify specific causes and effects. A revised thesis might look like this:

Hunger persists in Appalachia because jobs are scarce and farming in the infertile soil is rarely profitable.

This is a strong thesis because it narrows the subject to a more specific and manageable topic and it also identifies the specific causes for the existence of hunger.

Produced by Writing Tutorial Services, Indiana University, Bloomington, IN

How to Write an Abstract

(Draft 10/20/97)

Phil Koopman, Carnegie Mellon University
Abstract


Because on-line search databases typically contain only abstracts, it is vital to write a complete but concise description of your work to entice potential readers into obtaining a copy of the full paper. This article describes how to write a good computer architecture abstract for both conference and journal papers. Writers should follow a checklist consisting of: motivation, problem statement, approach, results, and conclusions. Following this checklist should increase the chance of people taking the time to obtain and read your complete paper.
Introduction

Now that the use of on-line publication databases is prevalent, writing a really good abstract has become even more important than it was a decade ago. Abstracts have always served the function of "selling" your work. But now, instead of merely convincing the reader to keep reading the rest of the attached paper, an abstract must convince the reader to leave the comfort of an office and go hunt down a copy of the article from a library (or worse, obtain one after a long wait through inter-library loan). In a business context, an "executive summary" is often the only piece of a report read by the people who matter; and it should be similar in content if not tone to a journal paper abstract.

Checklist: Parts of an Abstract

Despite the fact that an abstract is quite brief, it must do almost as much work as the multi-page paper that follows it. In a computer architecture paper, this means that it should in most cases include the following sections. Each section is typically a single sentence, although there is room for creativity. In particular, the parts may be merged or spread among a set of sentences. Use the following as a checklist for your next abstract:

* Motivation:
Why do we care about the problem and the results? If the problem isn't obviously "interesting" it might be better to put motivation first; but if your work is incremental progress on a problem that is widely recognized as important, then it is probably better to put the problem statement first to indicate which piece of the larger problem you are breaking off to work on. This section should include the importance of your work, the difficulty of the area, and the impact it might have if successful.
* Problem statement:
What problem are you trying to solve? What is the scope of your work (a generalized approach, or for a specific situation)? Be careful not to use too much jargon. In some cases it is appropriate to put the problem statement before the motivation, but usually this only works if most readers already understand why the problem is important.
* Approach:
How did you go about solving or making progress on the problem? Did you use simulation, analytic models, prototype construction, or analysis of field data for an actual product? What was the extent of your work (did you look at one application program or a hundred programs in twenty different programming languages?) What important variables did you control, ignore, or measure?
* Results:
What's the answer? Specifically, most good computer architecture papers conclude that something is so many percent faster, cheaper, smaller, or otherwise better than something else. Put the result there, in numbers. Avoid vague, hand-waving results such as "very", "small", or "significant." If you must be vague, you are only given license to do so when you can talk about orders-of-magnitude improvement. There is a tension here in that you should not provide numbers that can be easily misinterpreted, but on the other hand you don't have room for all the caveats.
* Conclusions:
What are the implications of your answer? Is it going to change the world (unlikely), be a significant "win", be a nice hack, or simply serve as a road sign indicating that this path is a waste of time (all of the previous results are useful). Are your results general, potentially generalizable, or specific to a particular case?


Other Considerations


An abstract must be a fully self-contained, capsule description of the paper. It can't assume (or attempt to provoke) the reader into flipping through looking for an explanation of what is meant by some vague statement. It must make sense all by itself. Some points to consider include:

* Meet the word count limitation. If your abstract runs too long, either it will be rejected or someone will take a chainsaw to it to get it down to size. Your purposes will be better served by doing the difficult task of cutting yourself, rather than leaving it to someone else who might be more interested in meeting size restrictions than in representing your efforts in the best possible manner. An abstract word limit of 150 to 200 words is common.
* Any major restrictions or limitations on the results should be stated, if only by using "weasel-words" such as "might", "could", "may", and "seem".
* Think of a half-dozen search phrases and keywords that people looking for your work might use. Be sure that those exact phrases appear in your abstract, so that they will turn up at the top of a search result listing.
* Usually the context of a paper is set by the publication it appears in (for example, IEEE Computer magazine's articles are generally about computer technology). But, if your paper appears in a somewhat un-traditional venue, be sure to include in the problem statement the domain or topic area that it is really applicable to.
* Some publications request "keywords". These have two purposes. They are used to facilitate keyword index searches, which are greatly reduced in importance now that on-line abstract text searching is commonly used. However, they are also used to assign papers to review committees or editors, which can be extremely important to your fate. So make sure that the keywords you pick make assigning your paper to a review category obvious (for example, if there is a list of conference topics, use your chosen topic area as one of the keyword tuples).


Conclusion


Writing an efficient abstract is hard work, but will repay you with increased impact on the world by enticing people to read your publications. Make sure that all the components of a good abstract are included in the next one you write.
Further Reading

Michaelson, Herbert, How to Write & Publish Engineering Papers and Reports, Oryx Press, 1990. Chapter 6 discusses abstracts.

Cremmins, Edward, The Art of Abstracting 2nd Edition, Info Resources Press, April 1996. This is an entire book about abstracting, written primarily for professional abstractors.

Phil Koopman 10/97

Week 4: Journal, Annual Report, Abstract

Journals

Go to the back page of the journal writings
There should be a list:
Wk 2 - points
Wk 3 - points
Wk 4 – points
Then a total of your points/15 possible points
If you missed something there should be a 0 – then a statement about what was missed from the three weeks.
Any questions – come and see me.


Wal-Mart’s 2005 Annual Report

What did you note that was interesting in looking through the annual report & proxy?
You all did a great job at commenting about what you thought.

Legal Issues – p. 45 Annual Report
“…number of legal proceedings, which include consumer, employment, tort and other litigation.”
Class Action Lawsuits –
1. FLSA – Fair Labor Standards Act
Working off the clock, fail to provide work breaks
2. Putative (meaning commonly accepted or supposed - Webster’s 9th Edition) class action about bonus plans & payment
3. Exempt status of employees
4. Dukes v. Wal-Mart Stores – class action – past & present female employees – has 1.6 million in the class
5. COLI – Corporate-Owned Life Insurance – Wal-Mart took out insurance on employees – and the plaintiffs are saying that the company didn’t have an “insurable interest” – suing under unjust enrichment & constructive trust – settlement signed – not material impact
6. Mauldin w. Wal-Mart – class action – female participants in Health & Welfare Plan – using prescription contraceptives – Health Plan maybe violating Title VII gender discrimination – didn’t cover prescription contraceptives.
7. EEOC v. Wal-Mart – females applying for warehouse jobs in Kentucky

Shareholder Proposals – starting on p. 31 of Proxy Statement
Shareholder/Proposal/Topic

4. Sheet Metal Workers’ National Pension Fund/Executive Compensation/Shareholders should vote
5. General Board of Pension & Health Benefits of the United Methodist Church/Sustainability Report/about protecting human rights, worker rights, land and the environment
6. NorthStar Asset Management, Inc. /Equity Compensation /Report on equity compensation by race & gender for stock options and restricted stock awards
7. International Brotherhood of Teamsters/Political Contributions/Political contributions made with corporate funds
8. Sisters of Charity of Saint Elizabeth/EEO Report
Eees by sex & race/ affirmative action/ Glass Ceiling information
9. United Brotherhood of Carpenters & Joiners/Director Election Majority Vote/Directors elected by majority of votes cast annually
10. Amalgamated Bank, Long View Investment Fund/Board Independence/Independent directors for 2/3 of the Board
11. AFL-CIO Reserve Fund/Performance- vesting shares/Future stock to executives require achievement of performance goals

Student Scholarship and Creative Achievement Conference
Wednesday 4/12 - the day you will give your presentations
Website - http://www.bemidjistate.edu/scholar/
Note instructions – 2/24 is the deadline for abstract proposals.
You will need to submit both an electronic proposal form & a hard copy – to Louise & me – then we send them to the Chair & Dean – all by Friday 2/24.

So –
1. First – it is just an abstract – not your whole paper
See previous SS&CA Conference booklets for samples of abstracts
2. For next week – 2/15 – write-up & make a copy of your abstract – BRING THE ABSTRACT TO CLASS
3. The following week – 2/22 – expectation that you have submitted the approved abstract – and bring a copy of the proposal to class so we can sign off and submit them to the Dean – so we all meet the deadline of 2/24

Friday, February 03, 2006

Writing about the Wa

What’s your idea?
What’s your hypothesis?
How will you test it?

How has Wal-Mart been received in other countries?
Employee wages, benefits, insurance, part-time vs. full-time
Price comparison of similar products
How do they help the community?
How much do the big dogs make?

How much corporate giving?
Ethnicities and gender of employees?
Corporate governance?
Handicapped parking spaces?
Angled vs. unangled parking spaces?
Wal-Mart and environmental issues
Sweatshops and Kathie Lee Gifford

Effects of chain stores on health
Big corporate industries and control of economy -- dangers or benefits of communist trends
PIG -- Personal instant gratification
How effective is Wal-Mart’s advertising
What effect does Wal-Mart have on small businesses?
How has Wal-Mart grown since the beginning?

What has made Wal-Mart succeed above the rest?
How does Wal-Mart’s location/hours/prices/items affect shopping habits
What do employees think of Wal-Mart?
Wal-Mart in China
Income of Wal-Mart shoppers
Advertising and Wal-Mart

Wal-Mart and WTO
Wal-Mart and production possibility frontiers
Wal-Mart and currency velocity
Where does the board of directors come from?
Which products are made in the USA?


How does Wal-Mart affect small businesses?
What economy changes occur in towns due to Wal-Mart?
What effect is Wal-Mart having on the companies they do business with?
What is Wal-Mart’s notion of community?
Litigation

Wal-Mart’s stranglehold on small-town America
Maybe Wal-Mart shoppers stereotype
Wal-Mart Canada

Louise’s Question
Did the media coverage of Wal-Mart arrival in Bemidji fit the national pattern? How was it similar? How was it different?
Hypothesis: It fit the pattern exactly. Media coverage divided the town in the early 90s, then they slipped in ten years later.

History and Histrionic

Wal-Mart and the Media

Most information taken from
In Sam We Trust by Bob Ortega

“Media Lick the Hand That Feeds Them”By Peter Hart & Janine Jackson

Extra! The magazine of FAIR (Dec. 2005)
*(a media watchdog group)
Just how tough has media coverage of Wal-Mart been?
*Perhaps Wal-Mart’s ad money buys friendly coverage.

“There is a growing groundswell of critical concern about the company, but activists are leading the way, with most media, so far, trailing well behind.”

Self-Documentation
Eric Morgenthaler (Wall Street Journal) began ghostwriting Sam Walton’s autobiography, but when Sam found out he was dying of cancer, he fired him: “I never wanted to do this book.” Finally, he bought the notes and Fortune editor John Huey wrote Sam Walton: Made in America (1992)

Early in-house media
Early 1980s: Too many stores to visit (600)

Wal-Mart executive and technology guru Jack Shewmaker convinced Sam Walton to sit in front of a camera at headquarters, give one of his patented pep talks, and have it beamed live over TV screens to workers in every Wal-Mart store and warehouse in the country.

“The company’s image seemed to have mutated almost overnight”

Donaldsonville, LA (1981)
Pawhuska, OK (1986)
*“Arrival of Discounter Tears the Civic Fabric of Small-Town Life” (WSJ)
**Loss leaders were illegal in Oklahoma
***Sam spent $80,000 lobbying to have the law repealed

Steamboat Springs (1986)
*Denver newspapers and USA Today do stories
**“The USA’s richest man is getting a cold shoulder from this Rocky Mountain ski town”
***Walton declined to be interviewed
More national coverage followed

Steamboat Springs (‘86): The First of Many Store Wars
Planning commission demanded that Wal-Mart change the design
*Wal-Mart sued, claiming conspiracy
*Wal-Mart paid locals to gather signatures on petitions asking for a referendum
*Media coverage followed
*Wal-Mart sent two people to City Council meeting; Voted 4-2 to allow Wal-Mart in
*Citizens gathered 927 petitions in 2 days for a referendum; rejected by city council
*Judge orders referendum; Wal-Mart walks away. Steamboat gets Wal-Mart in 1992

“Here, for the first time, Wal-Mart articulated a stance that later would come back to haunt it.”
*“If some community, for whatever reason, doesn’t want us in there, we aren’t interested in going in.”Sam Walton
*Communities then knew -- if they couldn’t stop Wal-Mart, at least they could make it look hypocritical

The Deluge of Resistance Begins
*Lincoln, Nebraska
*Salina, Kansas
*Jackson Hole, Wyoming
*Iowa City, Iowa
*Bemidji, Minnesota

Wal-Mart doesn’t come to Bemidji (1990)
*Beltrami county board sells old 22.23-acre fairgrounds property to Target for $72,000 per acre, even though Wal-Mart had offered $80,000 per acre!
**Target was said to be more “upscale”
**“They came to us first”
**“Target is a good corporate citizen”
*Commissioner Rodney Benson said he had “never seen anything like it!”

“Making the Target decision”
by Mary Hoekstra, The Pioneer, 9/90

*Bemidji Area Chamber of Commerce had done its homework
**Set up a 9/4/90 seminar led by Economics Prof. Kenneth Stone
***“The impact of Wal-Mart Stores on other businesses in Iowa”
*The Chamber is “very cognizant of what the introduction of another mass merchandiser means in relation to additional competition and market segmentation, especially to small businesses. . .”

Follow the Money Trail
*John Loftus complains to publisher of Pioneer about how the board is portrayed
**Demands to know the identity of an unnamed source paraphrased as saying Wal-Mart would be “continuing developing markets in northern Minnesota. . .but probably not in Bemidji.”
*Mary Hoekstra and her editor, Susan Baratono, refuse to name their source
**They are fired

*Journalism Prof. Louise Mengelkoch testifies at Baratono’s hearing for her unemployment claim; she supports Baratono by saying that it’s standard journalistic practice to protect unnamed sources
*Baratono wins; she reportedly later sues the paper for wrongful dismissal and prevails

So who is the masked man from Iowa?
Dr. Ken Stone, economist, worked for Iowa State’s extension service
*“A tall, thin, bifocal-wearing man who considered himself a bit of a bore as a speaker. . .became a small town consulting star, courtesy of Wal-Mart”
*Conducted the first formal study to look at the “Wal-Mart Effect”
**Picked 10 towns and studied retail-tax records; also looked at 45 towns without Wal-Marts
**The figures were “terrifying”
**Helped business that didn’t directly compete; destroyed the rest

Stone is under siege
*Found that a typical Wal-Mart took more than 3/4 of its sales from existing businesses
**“Stone soon found himself sending copies of his study to hundreds of towns around the country”
**Sam Walton and his executives were equally aghast. . .Stone fielded one angry phone call after another from Bentonville. . .reporters, town planners, business groups.

Wal-Mart Retaliates
*Stone accused of lying and making up numbers
*Wal-Mart pays for its own biased study, which is uncritically picked up by smaller newspapers, but savaged by the national media
*Ken Stone had no personal bias against Wal-Mart and often shopped there

Media coverage begins in earnest
*1985: Forbes named him the richest man in the country ($2.8 billion)
*Scores of reporters clamored for interviews, but Walton refused them all
*People magazine featured him as the magnate of the week
*New York Post ran a huge photo of him getting his usual $5 haircut
*San Francisco Chronicle: “America’s richest nobody”
*Later in life Sam lashes out at media “scavengers”
*Articles continued unabated, focusing on his down-home image -- no interviews allowed

The Golden Years
*1986: ran national TV commercials on the “Buy America” theme
**It depends on the meaning of the words “made in America”
*Polls showed it to be one of the most respected companies in America
*March 1992: Pres. Bush presents Sam with the Presidential Medal of Freedom
*April 6, 1992: Sam dies of myeloma

The Gloves are Off
*December 1992: David Glass, Sam’s successor, goes on Dateline NBC
**The Made in USA claim is challenged
*Glass bombs -- says he knows nothing about Bangladesh factories
**Glass asks for a second interview; bombs again (pp. 226-227)
**Says Asian workers may look younger because they’re small!
*Charges based on sweatshop raids conducted by Star Tribune reporter Mike Meyers!

Organized labor gets media coverage
*Mother’s Day press conferences
*Child labor story: 60 Minutes does NOT bite, but Harry Wu’s evidence gains momentum
**Wal-Mart dismisses concerns at 1991 annual meeting
*Harry Wu says he hadn’t seen a meeting like that since the last Communist rally he’d been forced to attend in China!

Glass pays for his willingness to cooperate with the news media
*Glass is “sandbagged” on Dateline NBC (again) -- Bangladesh returns to haunt
**Glass threatens to pull GE products from shelves of Wal-Mart
**He makes a 45-minute video for all employees to watch
**PR people draft vendors in “spontaneous” outburst of support
***encouraged to buy newspaper ads defending “Made in USA” claims
*Dec. 22, 1992(?): Dateline seen by 14 million households -- worse than imagined
*Dec. 23, 1992(?): Wal-Mart buys a barrage of ads for their suppliers
**Reporters say they look suspiciously alike
*Wal-Mart employees and suppliers encouraged to phone in and write letters to NBC and GE (7,000 to be exact)
*Wal-Mart plays “bizarre” commentary by Paul Harvey in stores in lieu of Xmas party
*David Glass writes commentary in newspapers (find this!)
*Nike gets attacked for offshore practices
*CBS, LA Times, Harper’s, Portland Oregonian
**“They’re better off than they would be without that job.”
**Phil Knight
*Wal-Mart pulls out of factories with problems, thereby punishing workers who tried to improve conditions

“This could never have happened if Sam Walton was alive!”
*What was the headline for Target’s full-page newspaper ads in six states accusing Wal-Mart of cheating on price comparisons that it posted in its stores?
**“In a perverse way, the ads showed how effectively Sam Walton’s sterling image had been set in the popular imagination.”
*Wal-Mart agreed to stop running price-comparison ads in its stores and to change its slogan from
**“Always the low price. Always” to
**“Always low prices. Always”

Organized opposition
*Al Norman of Greenfield, MA, becomes a professional Wal-Mart stopper
**“Stop the Wal” bumper stickers
**Full-page ads in local newspapers
**Opposition research
**Wal-Mart had funded biased polls, phony citizen groups, etc.
**Other big-box retail chains run into similar opposition (“category killers”)
*“The protests have grown in proportion to the relentless, expansionary march of behemoth retailers.”
*Time magazine’s Sophronia Scott Gregory

Everyone gets more sophisticated
*1993: Al Norman creates a “blueprint for how to fight”
**Travels to NY, PA, VT
**Anti-Wal-Mart activists began to form a network
*Wal-Mart beefs up its PR division
**Monitors all news coverage of Wal-Mart and create counterattacks (“AstroTurf” operations); secretly pays for ads
**Tries to become friends with National Trust

Communities under attack
*1994: “Doonesbury” focuses on Wal-Mart for two weeks
*The Amish fight Wal-Mart in Lancaster, PA
*April 1995: 60 Minutes airs a critical segment about Wal-Mart’s impact on small towns, featuring Lancaster
*Wal-Mart executive appears on local TV and bombs
**Reporter becomes so disturbed, he begins to denounce Wal-Mart on other media

The Kathie Lee Gifford Fracas
*1995: Wal-Mart picks her to compete against Kmart’s Jaclyn Smith clothing line
*Charles Kernaghan goes after The Gap’s offshore suppliers and stumbles across Kathie Lee Gifford labels in Honduras
*New York Times columnist Bob Herbert writes a series denouncing sweatshops

The melodrama escalates
*April 29, 1996: Kernaghan testifies at a hearing on Capitol Hill
**Reports that he saw 100 children working 13-hour days, earning less than 10 cents per hr.
*That night: Inside Edition and Entertainment Tonight do stories
*Next day: KLG cries on air
**“How dare you!” she rages
***Time magazine calls it a “not-my-fault, TV hissy fit”

Kathie Lee becomes the “sweatshop queen”
*Kernaghan is inundated with phone calls for interviews
**He challenges Kathie Lee to travel to the factories and see with her own eyes
*KL hires the best PR guy she can afford (Howard Rubenstein)
**Goes on Prime Time Live and cries
**Says she will hire inspectors

The NY Daily News Nightmare
*Union leaders leak a story about illegal immigrants working in sweatshop conditions blocks from KL’s studio
*They choose the Daily News over the NY Times because they want the tabloid aspect
*Rubenstein pays workers $100 bills
*Kernaghan brings 15-year-old Wendy Diaz to put a face on the story
**Tells of supporting her 3 brothers on $22/wk.
*Kathie Lee appeals to Michael Jordan and Jaclyn Smith to help
**“I don’t know the complete situation.” Michael Jordan
*Cheryl Tiegs and Richard Simmons do so
*1997: Hard Copy airs a 3-part story on workers in Nicaragua
**Miami Herald opines that perhaps those jobs are better than no jobs at all

Late 90s: Where’s Sam?
*1995: Chicago Tribune columnist Mike Royko writes about Eric Matthy
**Had his truck stolen by a Sam’s Club employee while being worked on
**Wal-Mart refused to help him out
*“Penny-pinching myopia”

The current media climate
*42,300,000 hits on the Internet
*Numerous books, documentaries, articles, blogs, websites, consultants, activist groups, etc., etc.
*LA Times Pulitzer-Prize-winning series
*What made Wal-Mart so vulnerable so late in the game?
**My opinion: The gap between the myth and the reality that became apparent with Sam’s death
***The news media smell blood when this happens

Yet to come
Media coverage of the return of Wal-Mart to Bemidji in 2000! Stay tuned.

SURVEY: BSU AND WAL-MART

FEBRUARY 2006

PREPARED AND ADMINISTERED BY HONORS 1105

Age: __________

Occupation:

_____Full-time student

_____PSEO student

_____BSU faculty

_____BSU staff

_____BSU administration

Individual annual income:

_____$5,000 or less

_____$5,000-9,999

_____$10,000-$14,999

_____$15,000-29,999

_____$30,000-49,999

_____$50,000 or more

Approximately what percentage of your shopping is done at Wal-Mart?

_____100%

_____75%

_____50%

_____25%

_____Less than 25%

_____None

Why don’t you never or seldom shop at Wal-Mart? (If you check more than one, number them in order or importance)

_____Don’t have the items I want

_____Poor service, unpleasant atmosphere, etc.

_____I disapprove of one or more of their practices

_____High prices

_____Doesn’t apply

_____Other__________________________________

Why do you shop at Wal-Mart? (If you check more than one, number them in order or importance)

_____Convenience (location, hours, etc.)

_____Price

_____Pleasant service, atmosphere, etc.

_____I approve of one or more of their corporate practices

_____Doesn’t apply

_____Other___________________________________

Do you have any knowledge about the following issues in relation to Wal-Mart that gives a negative impression? (If you check more than one, number them in order or importance)

_____Employee wage and benefits, working conditions

_____Hiring and promotion practices

_____Labor conditions of suppliers, especially in other countries

_____Environmental awareness and practices

_____Charitable giving

_____Other_____________________________________

Do you have any knowledge about the following issues regarding Wal-Mart that give you a positive impression? (If you check more than one, number them in order or importance)

_____Employee wage and benefits, working conditions

_____Hiring and promotion practices

_____Labor conditions of suppliers, especially in other countries

_____Environmental awareness and practices

_____Charitable giving

_____Other___________________________________

From what sources have you gained most of your knowledge about Wal-Mart? (If you check more than one, number them in order of importance)

_____I work(ed) there

_____I work(ed) for a Wal-Mart competitor

_____From shopping there and observation

_____Television news, information & entertainment

_____Radio news and information

_____Newspapers and/or magazines

_____Books

_____Alternative Internet sources

_____Friends and acquaintances

_____Movies

_____Other _________________________________

What is your overall attitude toward Wal-Mart?

_____Positive or mostly positive

_____Negative or mostly negative

_____Neutral

Does your knowledge of Wal-Mart affect your shopping habits?

_____Yes

_____No

Is there a discrepancy between your knowledge and attitude and your shopping habits?

_____Yes

_____No

Explain your answer: