The relationship between Body Mass Index and abnormal psychological and personality variables

The Body Mass Index (BMI) was created in order to classify individuals into body weight categories ranging from below normal to very obese, depending on the individual’s weight and height. The Body Mass Index has been identified as a marker for psychological issues such as self-control, self-esteem, depression, and anxiety. This study used a data matrix composed of a sample of 2,506 police officer candidates. The BMI’s were calculated and correlated with 343 personality variables, including the MMPI-II and the Personality Assessment Index. The results indicated a total of 87 significant correlations, 20 at the .05 level and 67 at the .01 level. Despite the fact that many of the correlations were small, the large number of correlations indicates a significant relationship between BMI’s and individuals with problematic psychological and personality characteristics. Discussion centers upon explanations of the relationship between the Body Mass Index and various psychological concepts.     

Japan's post‐war protection policy: Some implications for less developed countries

This article examines some of the implications of Japan's postwar development for contemporary developing countries. Whilst acknowledging the qualitative differences in economic structure between Japan in 1945 and today's developing countries it argues that many of Japan's decisions on economic strategy throw light on current debates regarding the merits of free trade or protectionism as strategies for developing countries. It stresses however the key role played in Japan by the highly competitive nature of the internal market and stresses the need to consider policies to stimulate a more competitive internal structure within developing country markets.     

Mega-Simulations in Negotiation Teaching: Extraordinary Investments with Extraordinary Benefits

A mega-simulation is a complex-negotiations teaching exercise involving complicated issues and challenging conditions that is undertaken by three or more teams of students. In this article, I draw on two decades of teaching with mega-simulations in international business negotiation courses to discuss potential learning goals for this type of experiential exercise, effective ways to organize the experience, challenges for the instructor, and the distinctive educational benefits that justify the substantial investment of time and resources required to implement these mega-simulations. These simulations can help students to develop greater sophistication in basic negotiation skills, become more extensively exposed to complex skill sets, and develop a deeper understanding of negotiation subject matter and complex processes than they would by conducting standard role plays. Mega-simulations offer major opportunities for students to move to advanced levels of negotiation skill not just in international business, but in diplomacy, law, engineering, and a host of other professional arenas.