When business researchers want to add an international dimension to their work, they are faced with a unique set of challenges with which they may be unfamiliar. They would do well to turn for advice to experts who have been there before. Toyne, Mart DEGREESD'inez, and Menger offer ideas and recommendations that are as valuable to the seasoned business researcher as they are to the doctoral student. They address the four major issues faced by scholars of international business: intellectual preparation, institutional barriers, research design challenges relating to collaboration and multidisciplinary research, and using both quantitative and qualitative approaches in an international context. By learning which pitfalls to avoid and which avenues to pursue, readers will find many helpful suggestions for accelerating the pace of their international business research without sacrificing quality.

In demonstrating how recognized management, marketing, and international business experts have successfully met the challenges associated with the conduct of international research, the contributors address several special cases: public research-oriented universities, a junior faculty's perspective, public teaching-oriented universities, private teaching-oriented universities, cross-disciplinary research, secondary vs. primary data, and verifification of cross-cultural theories. This work is ideal for business researchers in many fields, including behavioral accounting, finance, human resource management, marketing, and organizational behavior.

Using the Education for All (EFA) global movement as the setting, this book surveys the complex labyrinths of international education policy making, the design and implementation of system-wide educational reform, and the assessment of learning outcomes in the African context. It addresses the following questions: what does it mean for African states to reform their educational systems to meet the global agenda of Education for All and the Millennium Development Goals? Under what structural conditions have African governments implemented universal primary education programs, and with what outcomes? What are the lessons learned and how do these inform the post-2015 agenda for universal primary education in Africa and other developing countries? This book provides answers to these questions and opens the possibilities for new approaches to Education for All in the context of constrained resources, unstable political climates, and the agency of local communities. It is undeniable that African governments responded to the educational goals espoused in EFA and MDG paradigms through their own "education for all" plans and expended vast resources to realize these objectives. However, there remains a serious gap in knowledge about the design of these plans, the influence of local and international forces in their development, the challenges inherent in executing comprehensive and multifaceted reforms to achieve these goals, and the success of the reform measures as evident in student learning outcomes. This book addresses this knowledge gap in three ways. First, it utilizes empirical data collected over a five-year period from six African countries-Kenya, Mali, Senegal, Nigeria, Tanzania, and Uganda-to illuminate how the global agenda on education has been debated, designed, and implemented across the continent, and with what outcomes. Second, it frames the six nation case studies within the wider logic of international educational policy agenda and the continent-wide search for education quality. Finally, the analysis of universal primary education strategies is undertaken from an interdisciplinary perspective thereby allowing a more comprehensive view of the educational reform.

Women are usually more in touch with their emotions than men and more readily seek help from professional sources when they encounter stress. The response they meet from doctors and other helping professionals at this point can be vital in determining the best outcome for them. Ashurst and Hall have written this book as a contribution towards a better understanding of the psychological aspects of women's health problems.

Women are usually more in touch with their emotions than men and more readily seek help from professional sources when they encounter stress. The response they meet from doctors and other helping professionals at this point can be vital in determining the best outcome for them. Ashurst and Hall have written this book as a contribution towards a better understanding of the psychological aspects of women's health problems.

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MY HOME AND NATIVE LAND is a story based on factual events, about the struggles of a young man growing up in a tribal family with a drug addiction environment. By the in family ignorance and under different circumstances he habitually was changed in behavior. Some events are based on real life of a native child. This is the story of Frances, as told by him. His life starts when he born in a tribal community of North America. His people have great Expectations for him to learn humility, and the value culture of the tribe, Frances tells the story of the other aspects of life in his community and family within invisible boundaries which could not make him a better child. He tells how much a child needs the care from his family to grown up a better human. His life as a foster child and how it affected his life is explored. He speaks of the pressure to use drugs and commit crimes to survive. Through his story he shows how the fake freedom of drugs and sex without restrictions or boundaries in families affects in the life of children and burns their soul.