Famous Management Journals

RESEARCH WORSHOP ASSIGNMENT # 04 According to the subject classification of your discipline print the followings: ? List the journals in your discipline ? List of approved journals by HEC ? List of journals in your area for ISI Thomson list ? List of some selected journals with some impact factor MPhil Human Resource Management SUBMITTED ON: 2nd March, 2012 Discipline Chosen: Management Area Chosen: HRM Journal Stated (Management): 141 HRM Journal as per ISI Thomson List: 110 Impact factor as per 2010 SERIAL NO: |NAME OF JOURNAL |3-YEAR IMPACT FACTOR |5-YEAR IMPACT FACTOR |HRM JOURNAL IN ISI | | |(MANAGEMENT) | | |THOMSON LIST | |1 |ACADEMY OF MANAGEMENT ANNALS |5. 440 |5. 342 |? | |2 |ACADEMY OF MANAGEMENT JOURNAL |5. 250 |10. 779 |? | |3 |ACADEMY OF MANAGEMENT LEARNING & EDUCATION |2. 33 |3. 333 | | |4 |ACADEMY OF MANAGEMENT PERSPECTIVES |2. 470 |2. 500 |? | |5 |ACADEMY OF MANAGEMENT REVIEW |6. 720 |11. 657 |? | |6 |ADMINISTRATIVE SCIENCE QUARTERLY |3. 684 |7. 539 |? | |7 |ADVANCES IN STRATEGIC MANAGEMENT-A RESEARCH ANNUAL |0. 43 |0. 636 | | |8 |ADVANCES IN STRATEGIC MANAGEMENT-A RESEARCH ANNUAL | | | | |9 |AFRICAN JOURNAL OF BUSINESS MANAGEMENT | | |? | |10 |AMERICAN REVIEW OF PUBLIC ADMINISTRATION | | |? | |11 |ASIA PACIFIC JOURNAL OF HUMAN RESOURCES |0. 18 | |? | |12 |ASIA PACIFIC JOURNAL OF MANAGEMENT |3. 355 | |? | |13 |ASIAN BUSINESS & MANAGEMENT |0. 610 | |? | |14 |AUSTRALIAN JOURNAL OF MANAGEMENT |0. 469 | |? | |15 |AUSTRALIAN JOURNAL OF PUBLIC ADMINISTRATION | | |? |16 |BALTIC JOURNAL OF MANAGEMENT |0. 525 | |? | |17 |BASIC AND APPLIED SOCIAL PSYCHOLOGY | | |? | |18 |BRITISH JOURNAL OF GUIDANCE & COUNSELLING |0. 403 |0. 646 |? | |19 |BRITISH JOURNAL OF INDUSTRIAL RELATIONS |1. 033 |1. 529 |? | |20 |BRITISH JOURNAL OF MANAGEMENT |1. 85 |2. 631 |? | |21 |CALIFORNIA MANAGEMENT REVIEW |1. 706 |2. 524 |? | |22 |CANADIAN JOURNAL OF ADMINISTRATIVE SCIENCES |0. 714 |0. 695 |? | |23 |CAREER DEVELOPMENT QUARTERLY |1. 345 |1. 406 |? | |24 |CHINESE MANAGEMENT ST UDIES |0. 750 |0. 39 |? | |25 |CONFLICT MANAGEMENT AND PEACE SCIENCE | | |? | |26 |CROSS CULTURAL MANAGEMENT-AN INTERNATIONAL JOURNAL | | |? | |27 |CULTURE AND ORGANIZATION | | |? | |28 |DECISION SCIENCES |2. 233 |3. 937 |? |29 |Â  EUROPEAN FINANCIAL MANAGEMENT | | | | |30 |EUROPEAN JOURNAL OF INDUSTRIAL RELATIONS |0. 690 |0. 926 |? | |31 |EUROPEAN JOURNAL OF INTERNATIONAL MANAGEMENT |0. 220 | |? | |32 |EUROPEAN JOURNAL OF WORK AND ORGANIZATIONAL PSYCHOLOGY |1. 489 |2. 682 |? |33 |EUROPEAN MANAGEMENT JOURNAL | | |? | |34 |FINANCIAL MANAGEMENT | | | | |35 |GENDER WORK AND ORGANIZATION |0. 733 |1. 373 |? | |36 |GROUP & ORGANIZATION MANAGEMENT |2. 415 |2. 710 |? | |37 |GROUP DECISION AND NEGOTIATION |1. 48 |1. 313 |? | |38 |HARVARD BUSINESS REVIEW |1. 881 |2. 671 |? | |39 |HUMAN ORGANIZATION | | |? | |40 |HUMAN PERFORMANCE |0. 636 |1. 962 |? | |41 |HUMAN RELATIONS |1. 701 |2. 95 |? | |42 |HUMAN RESOURCE DEVELOPMENT QUARTERLY |0. 475 | |? | |43 |HUMAN RESOURCE MANAGEMENT |1. 341 |1. 825 |? | |44 |HUMAN RESOURCE MANAGEMENT JOURNAL | | |? | |45 |HUMAN RESOURCE MANAGEMENT REVIEW |2. 796 | |? |46 |INDUSTRIAL & LABOR RELATIONS REVIEW |1. 071 |1. 607 |? | |47 |INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY-PERSPECTIVES ON SCIENCE| | |? | | |AND PRACTICE | | | | |48 |INDUSTRIAL RELATIONS |1. 311 |1. 948 |? |49 |Â  INDUTRIAL MARKETING MANAGEMENT | | | | |50 |INFORMATION & MANAGEMENT | | | | |51 |INTERNATIONAL JOURNAL OF CONFLICT MANAGEMENT | | |? | |52 |INTERNATIONAL JOURNAL OF HUMAN RESOURCE MANAGEMENT |0. 869 |1. 610 |? |53 |INTERNATIONAL JOURNAL OF INDUSTRIAL ORGANIZATION | | |? | |54 |INTERNATIONAL JOURNAL OF INTERCULTURAL RELATIONS | | |? | |55 |INTERNATIONAL JOURNAL OF MANAGEMENT REVIEWS |2. 641 |4. 304 |? | |56 |INTERNATIONAL JOURNAL OF MANPOWER |0. 429 |0. 752 |? | |57 |INTERNATIONAL JOURNAL OF OPERATIONS & PRODUCTION MANAGEMENT |1. 12 |2. 792 | | |58 |INTERNATIONAL JOURNAL OF PROJECT MANAGEMENT | | | | |59 |INTERNATIONAL JOURNAL OF SELECTION & ASSESMENT | | |? | |6 0 |INTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT |0. 859 |1. 361 |? | |61 |INTERNATIONAL JOURNAL OF STRESS MANAGEMENT | | |? |62 |INTERNATIONAL ORGANIZATION | | |? | |63 |INTERNATIONAL PUBLIC MANAGEMENT JOURNAL | | |? | |64 |INTERNATIONAL REVIEW OF ADMINISTRATIVE SCIENCES |0. 848 |0. 798 |? | |65 |JOURNAL FOR EAST EUROPEAN MANAGEMENT STUDIES |0. 781 | |? | |66 |JOURNAL OF APPLIED BEHAVIORAL SCIENCE |1. 82 | |? | |67 |JOURNAL OF APPLIED PSYCHOLOGY |3. 977 |6. 730 |? | |68 |Â  JOURNAL OF APPLIED SOCIAL PSYCHOLOGY | | |? | |69 |JOURNAL OF BEHAVIORAL DECISION MAKING |1. 672 |2. 409 |? | |70 |JOURNAL OF BUSINESS ECONOMICS AND MANAGEMENT |3. 66 | | | |71 |JOURNAL OF BUSINESS ECONOMICS AND MANAGEMENT | | | | |72 |JOURNAL OF BUSINESS RESEARCH |1. 773 |2. 484 |? | |73 |JOURNAL OF CAREER ASSESSMENT |1. 639 |1. 986 |? | |74 |JOURNAL OF CAREER DEVELOPMENT |1. 50 |1. 125 |? | |75 |Â  JOURNAL OF CONSUMER PSYCHOLOGY | | |? | |76 |JOURNAL OF COUNSELING AND DEVELOPMENT |0. 623 |0. 894 |? | |77 |JOURNAL OF ECONOMICS & MANAGEMENT STRATEGY |1. 123 |1. 656 | | |78 |JOURNAL OF EXPERIMENTAL PSYCHOLOGY-APPLIED |2. 237 |2. 09 |? | |79 |JOURNAL OF INDUSTRIAL AND MANAGEMENT OPTIMIZATION | | |? | |80 |JOURNAL OF INDUSTRIAL RELATIONS |0. 430 | |? | |81 |JOURNAL OF INTERNATIONAL BUSINESS STUDIES |4. 184 |5. 539 |? | |82 |JOURNAL OF INTERNATIONAL COMPENSATION | | |? |83 |JOURNAL OF INTERNATIONAL FINANCIAL MANAGEMENT & ACCOUNTING | | | | |84 |JOURNAL OF INTERNATIONAL MANAGEMENT |1. 298 | |? | |85 |JOURNAL OF MANAGEMENT |3. 758 |6. 210 |? | |86 |JOURNAL OF MANAGEMENT & ORGANIZATION |0. 425 | |? | |87 |JOURNAL OF MANAGEMENT INQUIRY |1. 83 |1. 600 |? | |88 |JOURNAL OF MANAGEMENT STUDIES |3. 817 |4. 684 |? | |89 |JOURNAL OF MANAGERIAL PSYCHOLOGY |2. 150 | |? | |90 |JOURNAL OF OCCUPATIONAL AND ORGANIZATIONAL PSYCHOLOGY |0. 882 |2. 259 |? | |91 |JOURNAL OF OPERATIONS MANAGEMENT |5. 093 |6. 29 | | |92 |JOURNAL OF ORGANIZATIONAL BEHAVIOR |2. 351 |4. 411 |? | |93 |JOURNAL OF ORGANIZATIONAL BEHA VIOR MANAGEMENT |0. 963 |1. 222 |? | |94 |JOURNAL OF ORGANIZATIONAL CHANGE MANAGEMENT |0. 650 |0. 944 |? | |95 |JOURNAL OF PERSONNEL PSYCHOLOGY | | |? |96 |JOURNAL OF PRODUCT INNOVATION MANAGEMENT | | | | |97 |JOURNAL OF PURCHASING AND SUPPLY MANAGEMENT | | | | |98 |JOURNAL OF SMALL BUSINESS MANAGEMENT | | | | |99 |JOURNAL OF SUPPLY CHAIN MANAGEMENT |5. 853 |11. 06 | | |100 |JOURNAL OF THE OPERATIONAL RESEARCH SOCIETY |1. 102 |1. 481 | | |101 |JOURNAL OF VOCATIONAL BEHAVIOR |2. 604 |3. 928 | | |102 |JOURNAL OF WORLD BUSINESS | | |? | |103 |KNOWLEDGE MANAGEMENT RESEARCH & PRACTICE |0. 55 | | | |104 |LEADERSHIP |0. 535 |1. 381 |? | |105 |LEADERSHIP QUARTERLY |2. 902 |4. 919 |? | |106 |Â  MANAGEMENT ACCOUNTING RESEARCH | | | | |107 |MANAGEMENT AND ORGANIZATION REVIEW |2. 06 | |? | |108 |MANAGEMENT COMMUNICATION QUARTERLY | | | | |109 |MANAGEMENT DECISION |1. 078 | | | |110 |MANAGEMENT INTERNATIONAL REVIEW |0. 882 | |? | |111 |MANAGEMENT SCIENCE |2. 221 |3. 66 |? | |112 |MIS QUARTERLY |5. 041 |9. 821 | | |113 |MIT SLOAN MANAGEMENT REVIEW |1. 452 |2. 317 |? | |114 |NEW TECHNOLOGY WORK AND EMPLOYMENT |0. 469 |1. 000 |? | |115 |OMEGA-INTERNATIONAL JOURNAL OF MANAGEMENT SCIENCE |3. 467 |3. 733 |? |116 |ORGANIZATION |1. 488 |2. 152 |? | |117 |ORGANIZATION & ENVIRONMENT | | |? | |118 |ORGANIZATION SCIENCE |3. 800 |5. 838 |? | |119 |ORGANIZATION STUDIES |2. 339 | |? | |120 |ORGANIZATIONAL BEHAVIOR AND HUMAN DECISION PROCESSES |2. 80 |3. 586 |? | |121 |ORGANIZATIONAL DYNAMICS |0. 862 |0. 979 |? | |122 |ORGANIZATIONAL RESEARCH METHODS |4. 423 |5. 350 |? | |123 |PERSONNEL PSYCHOLOGY |3. 367 |6. 395 |? | |124 |PERSONNEL REVIEW |0. 446 |1. 74 |? | |125 |Â  PRODUCTION AND OPERATIONS MANAGEMENT | | | | |126 |PUBLIC ADMINISTRATION |1. 292 |1. 938 |? | |127 |PUBLIC MANAGEMENT REVIEW |1. 295 |1. 387 |? | |128 |Â  PUBLIC PERFORMANCE AND MANAGEMENT REVIEW | | |? |129 |PUBLIC PERSONNEL MANAGEMENT |0. 200 |0. 479 |? | |130 |R & D MANAGEMENT |1. 580 |2. 806 |? | |131 |RESEARCH IN ORGANIZATIONAL BEHAVIOR |4. 833 |5. 167 |? | |132 |REVIEW OF INDUSTRIAL ORGANIZATION | | |? | |133 |REVIEW OF PUBLIC PERSONNEL ADMINISTRATION |0. 91 | |? | |134 |SCANDINAVIAN JOURNAL OF MANAGEMENT |1. 108 | |? | |135 |SMALL GROUP RESEARCH |1. 148 |1. 888 | | |136 |SOUTH AFRICAN JOURNAL OF BUSINESS MANAGEMENT |0. 146 | | | |137 |STRATEGIC MANAGEMENT JOURNAL |3. 583 |6. 18 | | |138 |STRATEGIC ORGANIZATION |2. 727 | | | |139 |TOTAL QUALITY MANAGEMENT & BUSINESS EXCELLENCE | | | | |140 |WORK AND OCCUPATIONS |0. 857 |1. 682 |? | |141 |WORK AND STRESS |3. 071 |4. 71 |? | |TOTAL |141 |99 |75 |110 | HEC RECOGNIZED JOURNALS: 10 DISCIPLINE: MANAGEMENT 1. Business Review 2. Journal of Behavioral Sciences 3. Journal of Gender & Social Issues 4. Journal of Independent Studies and Research? Management 5. Journal of Quality & Technology Management 6. Pakistan Business Review 7. Pakistan Journal of Psychological Research 8. Pakistan Journal of Psychology 9. Pakistan Journal of Scientific and Indu strial Research 10. Pakistan Journal of Social Sciences

Issues in Education-Student Wellbeing Essay

When looking at the work done in schools around the promotion of wellbeing, there are many different state and national frameworks that inform school-based practices. I have chosen to discuss the Framework for Student Support Services in Victorian Government Schools (Department of Education 1998) pictured below. This framework outlines four major principles or levels of activity, grouped together with the ‘resilient student’ at its centre. The major principles are primary prevention, which is presented in the framework as the largest of the four principles and therefore indicates that it should be given the most attention, followed by early intervention, intervention and postvention. I’d like to start by posing the question what is resilience and how can resilience be recognised in a student? Resilience can be defined as â€Å"the set of attributes that provide people with the strength and fortitude to confront the overwhelming obstacles they are bound to face in life†(Sagor, 1996, p.38). There are also certain characteristics and descriptors of resilience that have been recognised by teachers and described by Sagor (1996) as being the most â€Å"social, optimistic, energetic, co-operative, inquisitive, helpful, punctual and on-task† (p.38) students. So the aim for wellbeing in schools should be on trying to instil some of these qualities in its students as a preventative measure to give them the best chance at becoming a a resilient student and hopefully carrying that on into adulthood. Primary prevention is the largest area in the framework because it constitutes the broadest and most significant area of activity. The aim is to provide students with the skills and tools needed on the path to becoming a resilient student. This means raising awareness to what makes students vulnerable, developing targeted programs and strategies that help to reduce these vulnerabilities and increasing awareness the issues whilst providing different ways of coping and/or skills that may be useful when these events or adversities may arise. Primary prevention is not always the first choice in schools according to Richard Sagor, a Professor at Washington State University, he believes that teachers don’t always opt for prevention before intervention, especially long term teachers, they tend to see the problem/s as being with the individual students and not with the cohort of students or school as a whole. Sagor suggests that â€Å"we must recognise that it is politically easier to ‘stay the course’ and continue to offer ‘traditional’ mainstream education†¦rather than to re-make our secondary schools into more hospitable, inclusive and preventative organisations†(1992, p.19). I found these arguments to be similar to those that arise in Australian literature on this topic for example â€Å"the health sector has invested considerable resources towards the development of a ‘packaged curriculum’ and†¦.the evidence to date has been that school health education has little effect beyond the short term†(Glover & Butler 2004, p.300). The programmes we have in place seem to be missing the mark and not really achieving what they set out to do. The next principle in the framework is early intervention. This is the time to assess the risks and identify the needs of students in order to really target those at risk of ongoing social, emotional and/or physical harm. By giving students the tools to be able to identify, assess and manage their own risks, early intervention intends to catch a problem at it’s beginnings and intervene before it gets any worse. This principle does promote student wellbeing and is probably one of the most effective as it can be very targeted information for issues that have already been recognised as being a problem. Intervention involves providing effective management and support to students in crisis, this includes ensuring access to appropriate counselling, care and treatment services and is also concerned with providing the skills for professionals who are dealing with students at their crisis point. Yes this principle still has it’s place in the promotion of student wellbeing, but it is already a bit late for the students, the key is to get in before the issues arise. Postvention is basically how the situation is handled beyond the crisis or event. It is the provision of ongoing support or counselling where necessary, monitoring the recovery process and evaluating the situation. After this crisis has passed and wellbeing is restored, a plan can be implemented or introduced into the prevention stage to increase awareness of the issue and hopefully prevent this happening for others in future or give them the tools to be able to cope with a challenging situation. I think this principle is very important and plays an evaluative role in providing wellbeing for present and future students. The principles in the Victorian Framework for Student Support Services of 1998 are collectively designed to provide comprehensive support for the promotion of the wellbeing of students in schools all over Australia and are also being increasingly encouraged on an international scale. The key to moving forward is prevention, like anything if we can prevent a problem before it begins and/or provide the skills and the know how to deal with a crisis before it arises then everybody is much better off. Students, teachers, parents and the wider community would be stronger and better equipped to face the challenges of everyday life. Our work as classroom teachers contributes in many ways to the promotion of young people’s wellbeing. It is no secret that high school students spend the majority of their teenage years in schools where they are supervised by teachers. Whether it be in classroom, out in the playground, out and about on excursions and even at the bus stop. Teachers are very influential figures in a young persons life, so it will come as no surprise that the work a classroom teachers does can contribute to the promotion of young people’s well being. Wellbeing can be defined as, â€Å"a state of positive psychological functioning that allows students to thrive, flourish and learn. Wellbeing refers to a state of positive emotional and social functioning that we would wish to nurture in all our students. The term wellbeing has been used to refer not only to a person’s subjective experience of ‘feeling good’ about themselves and their relationships with others but also to their sense of meaning, purpose and growth†(Goh, 2013). Wellbeing is a very broad term which is difficult to define. This definition from Goh (2013) stood out to me because it mentioned the fact that promoting the wellbeing of students allows them to ‘thrive, flourish and learn’, this is the important objective for schools and teachers to remember. Norris (2003) argues that â€Å"Children learn best in an environment that is safe, nurturing, and affirming†(p.318) which I think is the aim for all classroom teachers. Teachers can use a range of teaching strategies to enhance the resilience and overall wellbeing of their students. An example of a strategy for teaching resilience in America is the ABC’s of resilience. Renee Jain (2013) speaks about the difference between two people and what makes one person resilient and another person not. The A stands for adversity, this is the problem being faced. The C stands for the consequence or the reaction to the adversity and the thing that makes two people end up with different consequences is the B which stands for beliefs(about the situation). A resilient person is armed with the beliefs and the tools to pick themselves up and move forward. Those without resilience will be consumed by the adversity and struggle to get back up (Jain, 2013). By making students and teachers aware of this connection it is easier to understand why we need to be taught the qualities of a resilient person in order to maintain wellbeing. Many efforts are being made to spread the message of wellbeing for students through the use of programmes designed by non-government and some government organisations. The USA are world leaders in the sheer number of programmes and resources in the promotion of mental health, with thousands of programmes in operation with varying levels of success (Weare, 2010, p.27). The promotion of mental and wellbeing in Australia is also starting to thrive with programs such as Root of Empathy (2009) and Mind Matters(2009) at the forefront of the efforts to reach students with the message of wellbeing (Weare, 2010, p.28). In the UK â€Å"an increasing number of schools are engaged in what is effectively mental health work†¦working on a wide range of initiatives†¦two particular examples are Place 2 Be (2009), which supports councellors in schools and Pyramid Clubs (2009)† (Weare, 2010, p.28). I think the most prominent thing that stands out to me on an international scale is that everyone is trying to approach this from a whole school and even a whole community perspective, making it everyone’s business. I do think that this is how it should be and to be effective in promoting overall wellbeing of students it has to be a looked at as a holistic approach. By that same token, staff wellbeing is also a priority in promoting positive school environments. This means that it is important to look after yourself as a teacher, if the teacher is stressed, not focussed, and not looking after their own wellbeing then that will reflect onto the students wellbeing. In conclusion, teachers are very important role models and play such a pivotal role in a young persons life. Countries all over the world are now staring to really understand how much of an impact teachers and even schools as a whole can can make in the promotion of wellbeing in students. As long as the approach is holistic and targets students in the time of their lives when they need this information the most, we can quite possibly create a new generation of resilient young people. References: Glover, S & Butler, H 2004, ‘Facilitating health promotion within school communities’, in Moodie, R & Hulme, A (Eds.), Hands on health promotion, IP Communications, Melbourne, Vic, pp. 299-310. Sagor, R 1996, ‘Building Resiliency in Students’, Creating a Climate for Learning, Vol. 54 (1), Washington State University, Vancouver, pp.38-43. Sagor, R 1992, ‘Alternative programs for at-risk youth: wolves in sheep clothing’, Reaching Today’s Youth, Vol. 1 (2), Washington State University, Vancouver, pp.18-22. Goh, C 2013, ‘Student Wellbeing’, Student Wellbeing Action Partnership, University of Melbourne, Victoria, Accessed on 31/7/2013 from: http://web.education.unimelb.edu.au/swap/wellbeing/ Norris, J.A 2003, ‘Looking at Classroom Management Through a Social and Emotional Lens’, Theory into Practice, 3 (4), p.313-318. Jain, R 2013, Teaching Students the ABC’s of Resilience’, Social and Emotional Learning, The George Lucas Educational Foundation. Accessed on 31/7/13 from: http://www.edutopia.org/blog/teaching-the-abcs-of-resilience-renee-jain Weare, K 2010, Promotiing Mental Health Through Schools, In P.Agglton, C.Dennison & I.Warwick (Eds.), Promoting Health and Wellbeing Through Schools, London: Routelege, pp.24-42.

Policies and Procedures Summary Essay Example | Topics and Well Written Essays - 500 words

Policies and Procedures Summary - Essay Example The policy of operational issues is essential for the control of harmful wastes, which helps in the conservation of the environment and the community. The management policy establishes the criteria for making requisitions, payment methods and the departments concerned in the transactions (OBrien, 2009). The purchasing policy enables a company to have an organized system that determines the supplier requirements, objectives and product quality (OBrien, 2009). The other significant purchasing policy category is the supplier’s duty for substandard supplies, which spells out the procedures to be taken in case of wrong shipment or contents. The basic procedural areas of procurement comprise of the purchasing cycle, correct application of purchasing forms and the development of authorized agreements. The purchasing cycle procedure describes the details of the procurement that employees must observe when contacting suppliers (Monczka, 2009). Procurement involves documentation and this requires the use of the correct forms for every purchase made. The forms offer the correct description of supplies needed and the quantity. This should include the vital information that the suppliers need to know about the requisition and the prices tagged for each commodity. The other procedural area is the establishment of legal intentions between the supplier and the buyer (Monczka, 2009). The legality of the transaction eliminates breach of agreement and fraud that might arise during the shipment period. The payment mode is another procedural area that must be addressed when dealing with procurement. This is because it signals the term ination of a transaction and helps to establish a positive working between the parties. The e-supply chain (e-SCM) is an optimization of business practices and rate in every aspect of an organization. This is because it uses the internet and web-technology to manage the supply of commodities. The e-supply

Stock Options and Multinational Corporations Essay

Stock Options and Multinational Corporations - Essay Example Being a manufacturer of pharmaceutical products, the market is global and consumer range is broad; and this will not pose any problem in terms of the location of the venture. China is currently the leading economic zone in Asia, and expanding to this part of the globe will be beneficial for the company. China is a good source of cheaper labor, consequently resulting to less production costs. It is also a good location for logistics since consumers in the Asia-Pacific region can be reached much faster and easier. The study conducted by Tong and Reuer (2007) showed that venturing in a foreign country has an almost direct relationship with downside risks, both in terms of return on assets and return on equity. This is because cultural similarities have to be considered in order to minimize the negative effects. The fact that China’s language is the main barrier, plans have to be laid out in order to overcome this weakness. By adapting the methodology done by Tong (2007), the use of a Heckman two-stage model will be a good technique to for real options analysis. Variables such as cultural distance, trade restrictions and GDP should be evaluated to determine if the results are favorable. China’s language barrier can be solved, by getting business partners who can communicate both in English and Chinese. By doing so, the company will be able to penetrate billions of consumers, and provide even more opportunities in the

Exploring the interest Essay Example | Topics and Well Written Essays - 750 words - 1

Exploring the interest - Essay Example Both Baca and Lu assert that language skills can be used for a variety of purposes and to advance causes which cannot be advanced otherwise. Reading books can play a phenomenal role in a person’s life and the power of writing is such that it can cleanse the wounds and quench the maddening thirst. Baca’s description of what he experienced while writing and how writing relates to thinking suggests that the power of words cannot be denied as it helps transform all the hidden thoughts in black and white. Lu also suggests the same idea but in a different context. She claims that there is a conflict between the world of home and the world of schools. Things we learn at home can potentially conflict with the literacy taught in schools (xxx 372). Baca (cited in xxx 390) expresses in his autobiography how his interest in writing eventually helped him immensely in developing language skills which are important to come out to strangers. Good language skills and writing talent play an immense role in ensuring safety and happiness. While imprisoned, words of the poets like Neruda, Paz, and Hemingway brought life to Baca who thrived for such things as they made him feel liberated and rescued from the unfortunate circumstances which targeted him. Power of the words was such that it transformed Baca into another person whenever he listened to the poetry of great poets from other prisoners. Baca expresses how their poetic language used to enthrall him and carry him to places far away from the gloomy prison cells where he was captivated. That power rescued him from the highly unfortunate inability to defend himself by way of words. Nothing is as humiliating as not being able to express himself (Baca, cited in xxx 387). Lu, in similar context as Baca, express how words helped her to fill up the silence which always haunted her throughout her childhood due to not being able to speak up to her mother how overtly

What do you consider to be the importance of witches in Macbeth Coursework

What do you consider to be the importance of witches in Macbeth - Coursework Example One of the witches tells MacBeth that he is the â€Å"thane of Glamis† (I, i, 45-46). The second witch tells MacBeth that he is the â€Å"thane of Cawdor!† (I, i, 49-50). The third witch tells MacBeth that â€Å"that shalt be King hereafter!† (I, i, 51-52). Epstein (422) states that, after the final pronouncement by the final witch, MacBeth’s hair stands on end and his heart starts pounding. This shows that this is something that MacBeth has thought about himself – that he could be King, if only Duncan were out of the way. Epstein (422) further notes that the word â€Å"wyrd,† which was what the witches were called, as they were referred to as â€Å"weird sisters,† (I, i, 31), is actually misinterpreted. The modern plays interpret the word â€Å"wyrd† as being the same as â€Å"weird† in modern day language. After all, the three women were very weird. When we first meet them, one of them is killing swine, and the other on e speaks in rhymes – such as â€Å"in a sieve I’ll thither sail, and like a rat without a tail†¦Ã¢â‚¬  (I,i,8-9), and â€Å"Here I have a pilot’s thumb, wrackd as homeword he did come. A drum! A drum! MacBeth did come!† (I, i, 29-31). Perhaps in Shakespeare’s day it wasn’t weird to speak in rhymes in the plays, so the audience for Shakespeare might not have thought that this was out of place, but the rhyming definitely made that particular sister seem weird. Therefore, the fact that the sisters are referred to as weird might be a modern-day interpretation of them and their overall characters. But Epstein (422) states that the word that was actually used as â€Å"wyrd,† which means fate. This would bring a variety of translations for the witches, assuming that the word is â€Å"wyrd† and the meaning is â€Å"fate.† This would be a pun, but a very meaningful one. This would be an answer to one of the questions that is central to the play, and that is whether or not our fate is determined by our own hands or by some kind of outside force. The outside force would be the witch’s influence over MacBeth and Lady MacBeth, both of whom are responsible for the bloodbath that is to follow. The implication is that the witches are responsible for MacBeth and Lady MacBeth’s overwhelming ambition that created the situation where there was a string of murders that MacBeth, an inherently good man, commits. If it were not for the outside influence on the proceedings at hand, there is not a way that a man like MacBeth could have done what he did. After all, the word â€Å"fate† implies a lack of control – that whatever happens in this world is predestined, and that we are powerless to stop it. Therefore, one of the functions of the witches is both in their persona and in the double entendre on the word â€Å"weird,† in that their persona is what ostensibly controls the situat ion, and the word â€Å"weird,† possibly means fate in this context. There is another interpretation of the word â€Å"wyrd,† according to Epstein, and this interpretation leads one to the opposite conclusion as the interpretation above. This is that the word might suggest â€Å"wayward.† This would imply that the witches were not even real, but, rather, were figments of MacBeth’s imagination. This interpretation would suggest that fate was not in control, at all, but, rather, MacBeth’s deep seated ambition is what is in control. This would imply that what happens to him is a result of his own free will, not the result of the witches influencing the proceedings a

Casing an Integral Part in Oil Drilling Assignment

Casing an Integral Part in Oil Drilling - Assignment Example Conductor casing does vary in diameters from 18’’ to 30’’ (Mid Continent, 2014). Freshwater zones are isolated from the well of oil by surface casting. This makes sure that the waters remain uncontaminated in the drilling and completion process. Such environmental issues have compelled some countries to put in place regulations governing cement quality as well as casting depth. A surface casting classic size is 18 5/8 inches. Intermediate casting helps minimize the hazards, which underground formations could pose to the well. It also prevents blowouts by supporting maintenance of hydrostatic pressure at the appropriate levels. Intermediate casing happens to the longest casting section found in a well. Liner strings at times can be used as an alternative to intermediate casting. They are less permanent compared to an intermediate casing and are used often for cost reduction (Mid Continent, 2014). The liner is hung right from the base of the prior casting interval and not from the surface, as a replacement for being cemented in place. Production casting is the final and it happens to be the deepest section of well casing. It does provide a channel for petroleum producing formation to the surface. Its size does depend on several considerations. For instance for a well expecting future deepening, production casing should wide enough for a drill bit to pass through. Well, a casing is done in sections (joints) of around 40 feet long and joined together in order to form long lengths known as casting strings (Rigzone, 2014). Every end of a casting joint does have male threads, which are under the protection of a thread protector, till the casings become ready for joining. A coupling or collar made of a cylindrical pipe that is short but longer slightly in diameter than the joints and has female threads connects the male joint ends (U.S. Department of Labor, 2014).  Ã‚