Empirical Study on the Behaviours of Different Types of Hong Kong Small Investorss in Their Investment

2015 ◽  
Author(s):  
Sheung-Chi Chow ◽  
Tai-Yuen Hon ◽  
Wing-Keung Wong ◽  
Kai Yin Woo
Keyword(s):  
Hong Kong ◽  
Empirical Study ◽  
Different Types

Challenges in the Empirical Study of Global Governance Legitimacy

2018 ◽  
Author(s):  
Steven Bernstein
Keyword(s):  
Empirical Study ◽  
Global Governance ◽  
Research Agenda ◽  
Cultural Factors ◽  
Theory Building ◽  
Trade Off ◽  
Trade Offs ◽  
Different Types ◽  
Political Communities

This commentary discusses three challenges for the promising and ambitious research agenda outlined in the volume. First, it interrogates the volume’s attempts to differentiate political communities of legitimation, which may vary widely in composition, power, and relevance across institutions and geographies, with important implications not only for who matters, but also for what gets legitimated, and with what consequences. Second, it examines avenues to overcome possible trade-offs from gains in empirical tractability achieved through the volume’s focus on actor beliefs and strategies. One such trade-off is less attention to evolving norms and cultural factors that may underpin actors’ expectations about what legitimacy requires. Third, it addresses the challenge of theory building that can link legitimacy sources, (de)legitimation practices, audiences, and consequences of legitimacy across different types of institutions.

scholarly journals The Use of Non-Nutritive and Low-Calorie Sweeteners in 19,915 Local and Imported Pre-Packaged Foods in Hong Kong

Nutrients ◽  
2021 ◽  
Vol 13 (6) ◽  
pp. 1861
Author(s):  
Billy Yin Sing O ◽  
Daisy H. Coyle ◽  
Elizabeth K. Dunford ◽  
Jason H.Y. Wu ◽  
Jimmy Chun Yu Louie
Keyword(s):  
Hong Kong ◽  
Health Concern ◽  
Free Sugar ◽  
Cross Sectional ◽  
Low Calorie ◽  
Snack Foods ◽  
Wide Range ◽  
Different Types ◽  
Packaged Foods ◽  
Prepackaged Foods

This study aims to examine the use of non-nutritive (NNSs) and low-calorie sweeteners (LCSs) in pre-packaged foods in Hong Kong and the differences in the number of NNSs/LCSs used between products from different regions. In a cross-sectional audit, the types of NNSs/LCSs used in 19,915 pre-packaged foods in Hong Kong were examined by searching the ingredients list of the included products for keywords related to 20 common NNSs/LCSs and their respective E-numbers. Prevalence of use of NNSs and LCSs, the co-presence of NNSs/LCSs and free sugar ingredients (FSI), and the number of NNSs/LCSs used in the included foods were computed. Pearson’s χ2 test was used to compare the total number of NNSs and/or LCSs used in food items from different regions. Sucralose (E955) was the most commonly used NNS (1.9%), followed by acesulfame K (E950, 1.6%). Sorbitol was the most commonly used LCS (2.9%). Overall, the use of LCSs was less common compared with NNSs (3.7% vs. 4.5%). The use of different types of NNSs varied substantially between food types. Notably, 20.2% of potato crisps and 15.2% of other crisps or extruded snacks contained at least one NNS and/or LCS. Co-presence of FSIs and NNSs/LCSs were most common in confectionery (15.7%) and snack foods (15.5%). Asian prepackaged foods were more likely to contain NNSs/LCSs (10.1%) compared with those from other regions. To conclude, NNSs/LCSs were used in a wide range of non-diet pre-packaged products which could be a public health concern due to their higher consumption frequencies than “diet” products.

scholarly journals Why don’t (or do) organizations learn from projects?

2010 ◽  
Vol 41 (3) ◽  
pp. 325-344 ◽  
Author(s):  
Jacky Swan ◽  
Harry Scarbrough ◽  
Sue Newell
Keyword(s):  
Organizational Learning ◽  
Empirical Study ◽  
Organizational Context ◽  
Learning Transfer ◽  
Project Based Learning ◽  
Learning Mechanisms ◽  
Organizational Contexts ◽  
Different Types ◽  
Management Capabilities ◽  
Innovation And Change

Many different types of organizations use projects to accomplish specific tasks, especially tasks that involve innovation and change. However, there are often problems associated with both learning within projects and learning transfer from projects to the wider organization. Previous research suggests that these problems vary according to the organizational context, in particular the extent to which the organization is centred on the delivery of projects. Also, the link between project-based learning and organizational learning may be far from seamless, and may require the deployment of a range of learning mechanisms to be effective. In this article we explore and explain these problems through an empirical study which examined project-based learning across different organizational contexts. This study highlights the limitations of learning mechanisms based on reflection and codification. It suggests that firms generally only learn from projects, if at all, via the accumulation of experience amongst groups and individuals. The study suggests, however, that the accumulation of experience is most pronounced in organizational contexts which are project centred and where project management capabilities are well developed. In contrast, in organizations where projects are more varied and occasional, the struggle to exploit the highly heterogeneous forms of learning created within projects is greater.

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