Cultural distance and market entry mode in developing economy markets

I need to write a 35 page (absolute maximu) master’s thesis in the field of Strategic Management. Its title is: “Cultural distance and market entry mode in developing economy markets”. So far I have an approved thesis proposal and a theory section (literature review and hypotheses) that is half way to its fruition (see also attached file).

I’d like to solicite your expertise in order to finish writing the thesis in its completeness within 2 weeks from now (deadline: June 9th, 2014). I will be avaialbe daily for feedback and additional information and/or requirements.

The challenges ahead are:

– Finishing the theoretical framework and formulating hypotheses.

– Finding suitable sources of quantitative data on international mergers and acquisitions, joint ventures, greenfield investments, etc. For example, FDI flows from a western country’s multinational corporations to a set of developing countries.

– Making statistical inferences about the collected data by using SPSS. At first glance, I expect a multinomial logit model (see for example Kogut & Singh, 1988: “The effect of national culture on the choice of entry mode).

Please inform me on if and how you can be of service and at which fee. Could you also provide with an example of your earlier work(s) on a comparable/related subject?

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mergers and Acquisition

In a 3-5 page paper, in APA formatted paper that includes succinct analyses of all articles single space and times new roman font. These analyses will have no quotes, and shall include whether you agree or do not agree with the author(s) main points.
Note: Just Chapters 1-2-3-4-5

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The relationship between tourism and economic growth in UAE

ENL 104: PROJECT WORK-CLOs 2, 3 & 4

 

Research Topic Selection: To be decided by the student.

Length: Between1400 and 1500 words.

Content

The project should include the following:

– Cover page
– Table of contents
– Introduction
– Literature review
– Research questions, hypotheses, and variables
– Research population and sample
– Research implementation
– Conclusions and recommendations
– References
– Appendix (optional)

Project Submission Deadline

The project SHOULD be submitted by June 4, 2014.

Project Presentation in Class

The project SHOULD be presented on June 4, 2014.

Project Writing: Points to Consider

1) Writing mechanics and conventions
2) Reliability
3) Unity
4) Support
5) Coherence
6) Accuracy
7) Appropriateness
8) Validity
9) Relative contemporariness

 

Page Layout and Design

· Remember that well-chosen headings and sub-headings make it easier for your reader to follow your report.
· The project should be submitted in the following format:
1 Times New Roman, font size 12. Text aligned on the left; full justification not required.
2 1.5 lines spaced, margins 2.5 cm at left, right and top, 2.0 cm at bottom.
3 No lines between paragraphs.
4 Paragraphs indented except when they come directly after a heading.
5 For lists please use numbers or, if more appropriate, standard bullet points.
6 For emphasis, please use italics, not bold.
7 Single quote marks (‘…’) should be used around quotations, though quotations of more than two lines will start on a new line and be indented, without quote marks.
References

Please list only those works you have specifically mentioned in your project. Do not include general background reading.

A book with a single author

Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford University Press.

A book with two or more authors

Tomalin, B. and M. Nicks. 2008. The World’s Business Cultures and How to Unlock Them. London: Thorogood.

An edited book

Gibbs, G. and A. Jenkins (eds.). 1992. Teaching Large Classes in Higher Education. London: Kogan Page.

 

A single chapter/paper in an edited book

No page references needed:

Stubbs, M. 2007. ‘On texts, corpora and models of language’ in M. Hoey, M. Mahlberg, M. Stubbs and W. Teubert (eds.). Text, Discourse and Corpora: Theory and Analysis. London: Continuum.

 

An article from a print journal or magazine

Kitchen, J. and D. Stevens. 2008. ‘Action research in teacher education’. Action Research 6/1: 7–28.

 

An article from an online source

Coombe, C. and C. Canning. 2002. ‘Using self-assessment in the classroom: rationale and suggested techniques’. Karen’s Linguistics Issues, February. (Retrieved 28 November 2007 from http://www3.telus.net/linguisticsissues/selfassess2.html.)

 

A general reference to a website

ICC—The European Language Network—What is EUROLTA? http://www.icc-languages.eu/what_is_eurolta.php

 

 

 

 

 

 

Writing Evaluation Criteria

 

Score

(20)

Topic Development

Language Use

17-19

– Effectively addresses the topic

– Displays unity and coherence

– Well-developed

 

– Well-organized

– Effective and adequate use of structures, grammar and vocabulary

– Wide range of structures, grammar and vocabulary

14-16

– Generally addresses the topic

– Generally displays unity and coherence

– Generally well-developed

 

 

– Generally well-organized

– Adequate use of structures, grammar and vocabulary

– Adequate range of structures, grammar and vocabulary

– Minor errors

11-13

– Fairly addresses the topic, as appropriate

– Fairly displays unity and coherence, as required

– Fairly well-developed

 

 

– Fairly well-organized

– Relatively limited control of structures, grammar and vocabulary

– Relatively limited range of structures, grammar and vocabulary

– Some inaccurate use of structures, grammar and vocabulary

7-10

– Does not address the topic adequately

– Limited connection of ideas

– Limited development in response to the topic

 

– Lacks organization in places

– Limited control of structures, grammar and vocabulary

– Limited range of structures, grammar and vocabulary

– Frequent inaccuracy of structures, grammar and vocabulary

4-6

– Mostly irrelevant

– Lacks unity and coherence

– Serious underdevelopment

– Serious disorganization

– Severely limited control of structures, grammar and vocabulary

– Severely limited range of structures, grammar and vocabulary

– Mostly inaccurate structures, grammar and vocabulary

1-3

– Irrelevant

– Incoherent

– Severely serious underdevelopment

– Severely serious disorganization

– No control of structures, grammar and vocabulary

– Too limited range of structures, grammar and vocabulary

– Inaccurate structures, grammar and vocabulary

0

No attempt to write

No attempt to write

 

Oral Presentation-Points to Consider

Preparing

· Public speaking can be rewarding and empowering, but also traumatic. It will be less traumatic if you prepare well.

· Make sure you know how much time you have got, and avoid cramming too much in.

· Remember that your audience will be listening, not reading. The newer an idea is to the audience, the more careful you must be in introducing and exemplifying it.

· The beginning is very important. Use a joke, an anecdote, a topical reference, a striking visual. At least, give a clear statement of why your presentation is significant.

· The end is quite important, too. Your audience must have a cue for applause.

· Presenters use different sorts of prompts, ranging from small cue cards to A4 notes. Use Whatever suits you.

· You may well be nervous on the day. Make your notes clear for yourself, e.g. highlight key points. Mark clearly for yourself where you will use handouts, change slides, and so on.

 

Before you present

· Rehearse the presentation as realistically as possible beforehand, and time it. Remember not to rush, and to pause between clauses. Don’t just read from your paper/cards. Stop from time to time to recap. It is vital that you leave time for questions, because this may be the most profitable part of the presentation.

· Check your pronunciation of any key terms you are going to use.

· Say a little about yourself at the start.

· Check you have everything with you. Check particularly your PowerPoint presentation, well in advance.

· Make sure your visuals are visible from the back of the room. Make sure your PowerPoint presentation is functioning properly.

· Dress appropriately for the image you want to convey and dress comfortably.

 

 

PowerPoint

· Keep it simple. Don’t put up everything you want to say.
· Use an appropriate font size.
· Think about using images.
· Don’t overwhelm your audience with too many numbers and statistics.
· Think about integrating video where useful.
· Only use graphics that really enhance the message.
· Use the PowerPoint presentation; don’t let it use you. From the beginning, plan to use it as an aid.
· Think what you will do if the PowerPoint fails.
While you present

· You have something to say. You want to say it with calm confidence in a way that is accessible and interesting, using appropriate resources.

· Remember to speak clearly, and pause. This gives your audience time to process what you have just said.

· Respect the next presenter if there is one, clean the board if you have used it, and take the CD or memory stick out of the computer.

· Try not to move your body or parts of your body nervously; it does not put audience at ease.

· Make eye contact with members of the audience in different parts of the classroom.

 

Questions

· Respect and value questions and points made, even if they seem weak or odd to you.

· You can stall: ‘…interesting question’, or ‘Give me a minute to think about that, or reflect question back: ‘Do you mean…’ or ‘What I understand you to be asking is…’

· If you get a question you are not prepared for, you can say ‘Give me a minute to think about that’ and take your minute. Your audience will respect this more than a knee-jerk defensive answer. In some cases, you can ask for a view from other members of the audience.

 

 

If you get questions from people who seem to be there to heckle

· Keep calm.

· Make it a discussion point without losing your timing.

· Diplomacy can fail. Agree that you disagree and offer to talk to them afterwards. Don’t get defensive. Don’t be afraid to admit you don’t know something.

 

Oral Presentation: Evaluation Criteria

 

Score
(20)
Topic development
Delivery
Language use
17-19
-Well developed and coherent responses.
– Clear progression of ideas.
– Clear speech.
– Well paced flow.
– Almost no difficulties with intonation and pronunciation patterns.
– Effective use of structures, grammar and vocabulary.
– Wide range of structures, grammar and vocabulary.
– Minor errors.
14-16
-Mostly well developed and coherent responses.
-Generally clear progression of ideas.
– Generally clear speech.
– Some fluidity of expression.
– Minor difficulties with intonation and pronunciation patterns.
– Generally effective use of structures, grammar and vocabulary.
– Adequate range of structures, grammar and vocabulary.
– A few errors.
12-15
– Response is connected to the task.
– Fairly coherent and clear.
– Basically intelligible speech.
– Meaning is obscured in places.
– Some difficulties with intonation and pronunciation patterns.
– Fairly adequate control of structures, grammar and vocabulary.
– Fairly adequate range of structures, grammar and vocabulary.
– Some inaccurate use of structures, grammar and vocabulary.
8-11
– Limited relevant content.
– Lack of coherence or clarity.
– Fairly intelligible speech.
– Delivery is choppy.
– Difficulties with intonation and pronunciation patterns.

– Limited control of structures, grammar and vocabulary.
– Limited range of structures, grammar and vocabulary.
– Frequent inaccurate use of structures, grammar and vocabulary.
4-7
– Generally irrelevant content.
– Almost incoherent and unclear.
– Mostly unclear speech.
– Delivery is choppy or telegraphic.
– Severe difficulties with intonation and pronunciation patterns.
– Very limited control of structures, grammar and vocabulary.
– Very limited range of structures, grammar and vocabulary.
– Almost inaccurate structures, grammar and vocabulary.
1-3
– Irrelevant content.
– Incoherent and unclear.
– Unclear speech.
– Delivery is choppy and telegraphic.
– No control of intonation and stress patterns.
– Severely limited control of structures, grammar and vocabulary.
– Too limited range of structures, grammar and vocabulary.
– Inaccurate structures, grammar and vocabulary.
0
No attempt to respond.
No attempt to respond.
No attempt to respond.

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adhd and effects of childhood vaccinations

I need this thesis rewritten … doesn’t have to be so long.

Recently, there has been a decline in children receiving vaccines due to the autism scare. The controversy linking autism and vaccines continues today even though the claim has been refuted by research while the benefits outweigh the risks. Vaccines not only protect children from life threatening diseases but builds their immunity. Autism on the other hand is not a fatal disorder, it is a neurological disorder that regresses and can range from moderate to sever. There are many misunderstandings about what autism is and possible treatments when accurately diagnosed. Evidence has shown that the research presented that connects autism to vaccines was in fact fraud. A researcher by the name of Andrew Wakefield had altered results from his research to help support his accusations that immunizations are the cause of autism. He also, involved twelve colleagues and his institution for financial gain. He took “the medical histories of all twelve children to make the vaccine look culpable. Time lines, for example were [altered] to make it seem although autism like symptoms developed shortly after vaccinations, while in some problems developed before the vaccinations and in others months after” (“Autism Fraud” 5.)

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Martin Luther King Junior

Write about Martin Luther King Junior

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Managerial Economics

Assume that the low-calorie frozen, microwavable food company from Assignments 1 and 2 wants to expand and has to make some long-term capital budgeting decisions. The company is currently facing increases in the costs of major ingredients.

Use the Internet and Strayer databases to research government policies and regulation.

Write a six to eight (6-8) page paper in which you:

1.) Outline a plan that managers in the low-calorie, frozen microwaveable food company could follow in anticipation of raising prices when selecting pricing strategies for making their products response to a change in price less elastic. Provide a rationale for your response.
2.) Examine the major effects that government policies have on production and employment. Predict the potential effects that government policies could have on your company.
3.) Determine whether or not government regulation to ensure fairness in the low-calorie, frozen microwavable food industry is needed. Cite the major reasons for government involvement in a market economy. Provide two (2) examples of government involvement in a similar market economy to support your response.
4.) Examine the major complexities that would arise under expansion via capital projects. Propose key actions that the company could take in order to prevent or address these complexities.
5.) Suggest the substantive manner in which the company could create a convergence between the interests of stockholders and managers. Indicate the most likely impact to profitability of such a convergence. Provide two (2) examples of instances that support your response.
6.) Use at least five (5) quality academic resources in this assignment. Note: Wikipedia does not qualify as an academic resource.

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Athenians Democracy and Slavery

Chicago Style with 2,000 words approximately.

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