International Business 1st Edition

(eBook PDF)
Go to download the full and correct content document:
https://ebooksecure.com/product/international-business-1st-edition-ebook-pdf/
More products digital (pdf, epub, mobi) instant
download maybe you interests ...

Progress in Heterocyclic Chemistry Volume 29 1st

Edition - eBook PDF

https://ebooksecure.com/download/progress-in-heterocyclic-
chemistry-ebook-pdf/

(eBook PDF) International Business, 8th Edition

http://ebooksecure.com/product/ebook-pdf-international-
business-8th-edition/

International Business 3rd Edition Geringer - eBook PDF

https://ebooksecure.com/download/international-business-ebook-
pdf-2/

(eBook PDF) Translational Medicine in CNS Drug

Development, Volume 29

http://ebooksecure.com/product/ebook-pdf-translational-medicine-
in-cns-drug-development-volume-29/
International Business by Shad Morris (eBook PDF)

http://ebooksecure.com/product/international-business-by-shad-
morris-ebook-pdf/

(eBook PDF) International Business by Michael Geringer

http://ebooksecure.com/product/ebook-pdf-international-business-
by-michael-geringer/

Cardiology-An Integrated Approach (Human Organ Systems)

(Dec 29, 2017)_(007179154X)_(McGraw-Hill) 1st Edition
Elmoselhi - eBook PDF

https://ebooksecure.com/download/cardiology-an-integrated-
approach-human-organ-systems-dec-29-2017_007179154x_mcgraw-hill-
ebook-pdf/

(eBook PDF) The International Business Environment 4th

Edition

http://ebooksecure.com/product/ebook-pdf-the-international-
business-environment-4th-edition/

International Business 3rd Edition Klaus Meyer - eBook

PDF

https://ebooksecure.com/download/international-business-ebook-
pdf/
 InternatIonal
busIness
Geringer McNett Minor Ball
DEDICATION
Mike dedicates this book to his parents, Raymond and JoAnn, who have provided
continued support and encouragement for his writing and other life activities.

Jeanne dedicates this book to her best friends, Nick Athanassiou and Raven McCrory,
her finance professor, Dr. N. D. Qui, and her ION research buddies.

Michael dedicates this book to Angela R. Campbell, Anevay Garcia, Delsin Garcia,
and Amy E. Minor, and to the memory of his mother, father, and late wife.
ABOUT THE AUTHORS
J. Michael Geringer Jeanne M. McNett

J. Michael Geringer is the O’Bleness Professor of Inter- Jeanne M. McNett is a ­researcher at Northeastern
national Strategy at Ohio ­University. He earned a BS in ­University in the D’Amore-McKim College of Business
business at Indiana University and MBA and Ph.D. and Professor of Management, Emerita, at Assumption
­degrees at the University of Washington. He has authored ­College. Dr. McNett also has taught at Morris College
or edited over 30 books and monographs, more than and the University of Maryland in their Asian and
140 published papers, and more than 40 case studies; ­European divisions. She earned her Ph.D. at the Univer-
he serves on the editorial boards of several leading sity of ­Massachusetts, Amherst, and her MBA at the Cass
­international academic journals including editor-in-chief School of Business, City University, London, UK. She
or ­associate editor for four journals; he served as the has had ­expatriate assignments in Germany, the UK,
­Saastamoinen Foundation chair at the Helsinki School Saudi Arabia, Japan, and Korea. Her interests ­include the
of Economics in Finland; he was the founding chair of role of culture in international business and the pedagogy
the Strategic ­Alliances Committee of the Licensing Ex- of international management. Her publications include
ecutives Society; he served as the chair of both the Inter- the Blackwell Encyclopedia of Management, Interna-
national Business and the Strategy and Policy divisions tional Management, second and third editions (Blackwell,
of the Administrative Sciences Association of Canada; 2006; Wiley, 2015); The Blackwell Handbook of Global
and he is past chair of the Academy of Management’s Management (Blackwell, 2004); and A Primer on Sus-
International Management division. His research has ap- tainability (Business Expert Press, 2014). Her teaching,
peared in Strategic Management Journal, Academy of research, and presentations have ­received awards,
Management Journal, Journal of International Manage- ­including the Roethlisberger Best Paper of the Year
ment, Columbia Journal of World Business, Management Award from the Journal of Management ­Education and
­International Review, Journal of Management Studies, the Alpha Phi Alpha Teacher of the Year Award. She is
Human Resource Management Journal, Long Range involved in community sailing on Cape Cod and in Open
Planning, Organisation Studies, Thunderbird Interna- University Wellfleet, a community ­education effort.
tional Business Review, and Journal of Applied Psychol-
ogy, among others. He has received 11 “best paper”
awards for his research, including the Decade Award for
most influential article from the Journal of International
Business Studies. In addition to spending many years
­living abroad, he has traveled and worked in dozens of
nations worldwide. His teaching performance has earned
numerous awards in the United States, Canada, Asia,
­Africa, Australia, and Europe, including the University
Distinguished Teacher Award. In addition to many ser-
vice activities with various social and nongovernmental
organizations, Geringer is active in consulting and exec-
utive development for multinational corporations and
­executives from six continents.

vii
viii About the Authors

Michael S. Minor Don A. Ball

Michael S. Minor is professor of marketing and interna- Don A. Ball, a consultant to multinational corporations,
tional business at the University of Texas Rio Grande was a professor of marketing and international business
Valley and interim chair of the marketing department. for several years after leaving ­industry. He has a degree
He previously served as director of the Ph.D. program in mechanical engineering from Ohio State and a doctor-
and as undergraduate program director there. He was ate in business administration from the University of
­educated at the University of North Carolina, American Florida. Ball has published articles in the Journal of
University, and Cornell and holds his Ph.D. from ­International Business Studies and other publications.
­Vanderbilt University. He began his international career Before obtaining his doctorate, he spent 15 years in vari-
in Asia, where he lived for several years. His current ous marketing and production management positions in
­research interests are in consumer neuroscience, social Mexico, South America, and Europe.
network behavior, and advertising. He has published in
Journal of Retailing, Journal of Advertising, Journal
of International Business Studies, Psychology and
­Marketing, International Studies of Management and
Organization, Cyberpsychology and Behavior, Journal
of Advertising Research, Academy of Management
Learning and Experience, the Wiley Encyclopedia of
Management, and elsewhere. He is the author of Flash
Marketing, and coauthor with John C. Mowen of Under-
standing Consumer Behavior and the forthcoming
­Consumer Behavior: A Managerial ­Approach. He is a
prolific collaborator with current and former Ph.D.
­students and has directed some 15 doctoral dissertations.
He is a former member of a country band and currently
plays in the band at his church. A member of BMI, he
has written nearly two dozen songs, some of which are
actually fairly good.
A LETTER TO STUDENTS

Welcome to International Business. We are enthusiastic about the field of international business
and the interesting challenges and opportunities it provides. In preparing International Business
for you, our goal is to create the most accessible and personal learning program, so that our read-
ers can share in the excitement we find in this field. Whether you are an undergraduate or are in
an MBA program, an international business course is a necessary venue for helping you explore
and understand the complexities that face us in today’s ever more global business world. Our
hope is that our content will answer questions about business in different cultures, the impact of
geography, why products are the same (or different) across cultures, why people have different
practices, the continued growth and effect of the Internet on international business, how you can
succeed in this global world and many, many more questions. The field of international business
is exciting and dynamic, so there are always new questions and sometimes there are new answers
to old questions.
Each of the 15 modules provides you with a condensed presentation of international business
topics. Within each module, contemporary, student-focused examples offer you an immediate
appreciation of the critical importance of the concept under discussion. Alongside more tradi-
tional developed-country applications throughout the text, we also integrate extensive examples
that apply to emerging-market contexts, and that highlight key changes occurring in the global
economy. All applications are current, relevant, readable, and challenging. Together they provide
you with a truly global view of business. Eye-catching photos, maps, and figures, plus exclusive
features like Get That Job! From Backpack to Briefcase vignettes and Culture Facts cultural high-
lights, reinforce the appeal and readability of the material, personalize the content, and enhance
your enjoyment and your learning. Looking for an even more personal experience, and an efficient
and effective way to study? Ask your Instructor how you can access this content via SmartBook®
or visit www.learnsmartadvantage.com.
We wish you an exciting journey of discovery within the field of international business, both
in your academic training and in your personal and professional careers!

Sincerely,

Mike        Jeanne         Michael    Don

[email protected]     [email protected]

ix
STORY OF THE LEARNING PROGRAM

International Business was developed to make international business more accessible and
the teaching and learning experience more personal in order to allow all students to
­become informed global citizens with a global mind-set.

FLEXIBLE LEARNING EXPERIENCE ACCESSIBLE TO ALL

• This new learning program presents the essential content in 15 compact modules
that are carefully written with today’s student reader in mind.
• The chapters are designed from the ground up to speak to your students by intro-
ducing them to international business concepts unfolding in the world around
them. Contemporary examples explore the decisions of businesses from around
the world, such as YouTube, Twitter, Walmart, Xiaomi, eBay, Nestlé, Mondelez,
Starbucks, Zara, Nissan, Mattel, Apple, McDonald’s, Cognizant, Kiva, Chobani,
and Google. Specific student-relevant features of every chapter include an intro-
ductory example that focuses on the chapter’s main ideas with a narrative to which
students can relate.
• In-text Global Debate material, eye-catching photos, maps, and figures reinforce
the appeal, build geography skills, and increase accessibility and readability.

PERSONAL LEARNING EXPERIENCE

• To provide a more personal connection with the student reader, the authors con-
nect the content to culture wherever appropriate in the narrative, and include
­additional fun Culture Facts cultural highlights to provide a stimulating set of
­examples to help intrigue and interest the students and make content more person-
ally relevant.
• Exclusive Get That Job! From Backpack to Briefcase vignettes feature ­recent
graduates succeeding in international roles within their organizations.
• The SmartBook® program provides students with an easy-to-use, effective, and
­efficient study experience. The adaptive learning platform paces and reinforces
learning, and supports a flipped classroom pedagogy in which students learn the
basic material outside of class and class time is dedicated to applications and
­problem solving.
• The authors have written the content in a unique, modular format allowing faculty
to personalize their course according to specific requirements and course goals.
Each module and the bonus modules have been written to stand on their own, a
unique feature that provides additional flexibility to the instructor and enhances
comprehension for students.

x
CURRENT AND RIGOROUS COVERAGE OF ESSENTIAL CONTENT
• The text’s presentation of basic concepts includes the latest research and theory
highlighted by engaging, student-centered applications. We believe rigor enriches
learning, and when combined with the exceptional readability and relevance of our
approach to the material, this rigor can motivate the learner to perform at a higher
level. Rigor, readability, and relevance differentiate our book.
• The growing role of emerging markets, including the BRIC countries of Brazil,
Russia, India, and China, is stressed in examples throughout the modules.

AUTHOR-CREATED RESOURCES FOR EVERY COURSE FORMAT

• Instructors adopting International Business will find it easy to deliver the course
in a variety of formats, including large lecture, online, hybrid, and flipped class-
rooms. The author team has carefully developed instructor support materials as
well as application exercises designed to involve students and bring them closer to
the concepts covered.
• An end-of-module mini-case is provided to spark class discussion and apply con-
cepts to the situation facing an international business or international manager.

xi
MODULE WALKTHROUGH

International Business is organized into three sections to maximize its utility to instructors
and students alike. The opening section, Module 1, defines the nature of international busi-
ness and the three environments in which it is conducted, as well as the nature and continu-
ing importance of international institutions and how they affect business. The ­second
section, comprised of Modules 2 through 8, focuses on the uncontrollable forces at work in
all business environments and discusses their inevitable impact on business practice. We
devote the third and final section, Modules 9 through 15, to a discussion of how managers
deal with all the forces affecting ­international business.

Module 1: The Challenging Context of International Business: Discusses the impor-

tance of international business and how it differs from domestic business. Describes the
history of globalization and the internationalization of business and markets, including
the driving forces encouraging firms to internationalize their operations. Compares key
arguments in favor of and opposing the globalization of business.
Module 2: International Trade and Investment: Describes trends and traits of inter-
national trade and foreign direct investment. Introduces and distinguishes among the
theories that explain why certain goods are traded internationally. Describes the growth
of and explanations for foreign direct investment.
Module 3: Sociocultural Forces: Explores what culture is and its influence on busi-
ness. The module looks at how cultures show themselves, provides frameworks for ana-
lyzing cultures, describes the global mind-set and a model for building strength from
diverse cultures, and closes with advice for operating in other cultures.
Module 4: Sustainability and Natural Resources: Describes environmental sustain-
ability in a business context, provides frameworks for sustainability, examines the charac-
teristics of environmentally sustainable businesses, and then moves to a discussion of
natural resources that includes geography and energy options.
Module 5: Political Forces That Affect Global Trade: Looks at government involvement
in business, the importance of government stability to business, the role of country risk assess-
ment, and the ways governments impede trade through tariffs and other trade barriers.
Module 6: Intellectual Property Rights and Other Legal Forces: Reviews legal systems
and the rule of law, discusses legal concerns in international business, the ways intellectual
property can be protected, and the international standardization of some laws. Examines spe-
cific national-level legal approaches in competition, trade, tort, ethics, and accounting.
Module 7: Economic and Socioeconomic Forces: Explains the purpose of economic
analysis and discusses different categories of countries based on levels of national eco-
nomic development. Explores human-needs development and global population trends
involving urbanization, treatment of gender, ethnicity, and other sociocultural factors.
Module 8: The International Monetary System and Financial Forces: ­Describes
the development of the international monetary system from the gold standard through
today’s floating currency exchange rate system and describes the process of ­exchange
rate movement. Discusses the financial forces governments can exert and the significance
of the balance of payments to international business decisions.
Module 9: International Competitive Strategy: Examines international competitive
strategy and how companies use strategic planning to address international business
­opportunities and challenges. Discussion includes how companies develop competencies
to give them competitive advantage in national, regional, and global markets.

xii
Module 10: Organizational Design and Control: Explains why the design of organiza-
tions is important to international companies and the various dimensions managers must con-
sider when designing their organizations. Explains why and how decision making is allocated
across subsidiaries of an international company, both wholly owned and jointly owned.
Module 11: Global Leadership Issues and Practices: Covers issues associated with
global leadership, including the importance of creating a global mind-set, what is different
between global leadership and domestic leadership, and the competencies necessary for
effective global leadership. Identifies approaches for selecting and developing effective
global leaders, as well as the challenges of leading global teams and global change.
Module 12: International Markets: Assessment and Entry Modes: Provides approaches
to market screening and environmental analysis. Describes some of the issues market
r­ esearchers may encounter in foreign markets. Explains international market entry modes.
Module 13: Marketing Internationally: Looks at considerations associated with mar-
keting products internationally and ways in which these considerations differ from domestic
marketing activity.
Addresses issues including discussion of differences between the total product, the physi-
cal product, and the brand name; considerations in deciding which parts of the marketing mix
to standardize, localize, or “glocalize”; and international pricing and distribution strategies.
Module 14: Managing Human Resources in an International Context: Examines
worldwide labor conditions and the international human resource management approach,
including recruitment, selection, training and development, expatriation, and compensation.
Identifies some of the challenges and opportunities of an expatriate position, for the expat and
for his or her family members. Describes compensation packages for expatriate executives.
Module 15: International Accounting and Financial Management: Outlines the ma-
jor accounting issues related to operating in international currencies, explores the benefits
of triple bottom line accounting, reviews capital structure choices, describes why ICs
move funds. Reviews foreign exchange risks and their hedging. Looks at taxation as an
international financial force.

In addition to the 15 core modules discussed above, International Business provides

three additional bonus modules, to provide coverage of selected material that may be of
particular value to students and instructors.
Bonus Module A: International Institutions from a Business Perspective: ­Describes
why international institutions are important to business, including an introduction to insti-
tutional theory. Describes several significant international and regional institutions,
­including the UN, the IMF, the World Bank, and the OECD. Examines the major trading
blocks as successful institutions and their levels of economic integration.
Bonus Module B: Export and Import Practices: Examines practices and procedures
for engaging in exporting and importing, including sources of export counseling and sup-
port, key terms used in exporting and importing, sources of export financing, and export
documentation.
Bonus Module C: Global Operations and Supply Chain Management: An over-
view of important operations issues in conducting international business, including the
management of international supply chains, the relationship between design and supply
chain management, alternatives for global sourcing arrangements, and key issues in deci-
sions regarding global standardization of production processes and procedures.

xiii
STUDENT FOCUSED FEATURES

• Student focused introductory example focus on the module’s main ideas with a
narrative to which students can relate and develop a global mind-set.

Why You Need International Experience and How to Get It

Will international experience help you to get a cross-functional areas; and (3) the importance indicated
job? The answer is a definite “yes,” according in the preceding points was magnified for companies that
to Dan Black, director of campus recruiting for anticipated increasing importance of international activi-
the Americas for Ernst & Young, who says, “We ties in the next five years. For developing international
definitely see overseas experience as an skills, respondents believed that a number of courses in
the international business curriculum are relevant to their
advantage. . . . Our clients are demanding more
companies. In addition to an introduction to international
of us these days. They want diversity of thought
business course, the internationally oriented courses
and diversity of values.”a viewed as being the most important for early career posi-
tions included topics related to (1) international strategy
International experience is valuable not only for new and competitiveness, (2) international legal and political
hires, but also for mid-career individuals who aspireIB to IN issues,
PRACTICE (3) international negotiation, and (4) foreign
higher positions and greater responsibility. For example, language.d
as a young assistant controller at the Fortune 500 medical From our study it appears that CEOs of major U.S. firms
device company Medtronic, Gary Ellis was considered to doing business overseas are convinced that the business
be on the fast track for a top management position, Virtually
but Ripped Off?
graduates they Intellectual
hire should have Property Issues ininSecond
some education the Life
company executives felt he first needed broader experi- and Maple Story
international aspects of business. Clearly, they prefer busi-
ence. They sent Ellis to head their European headquarters The Second Life ness graduates
virtual world, once who know something
considered a haven for about markets, cus-
in Belgium, where he was responsible for many top-level geeks, celebrated toms, its and cultures inin June
tenth anniversary other2013, countries.
and As Peter Lacy of
duties. Two years later, when the corporate controller’s since then it Accenture
has claimed mainstream
stated, “Our success
clients withincreasingly
more operate seam-
position in Medtronic’s home office became vacant, than 36 million users worldwide.* Maple Story, originally
Ellis lessly across borders. Our people need to be able to do
Korean, is an animated game platform with localized ver-
was given the job due to the chief executive officer’s the same.
sions that maintains a cashThat shop mindset
where players comes can buy from being exposed to
(CEO) belief that successful executives of the future will bepets, avatars,
digital new businessand other items. culturesEach and of these experiences
virtual that come with
• IB in Practice illustrates
those who have lived for several years in another nation.
Today, Ellis is Medtronic’s chief financial officer and thing
worlds creates
senior
a self-sufficientplacements.”
international universe with almost
the real world has, including intellectual property
e

Did you note the reason for this emphasis on foreign

every-

rights and tax liability.

key international business
vice president.
Other leading companies share this view of the impor-
As the virtual
like the real the
experience
world,
world of Second
firm
for managers?
its inresidents’
international
Life has become
need for
It is more
business.
realism has
increased involvement of
What about companies
concepts as decision
tance of international experience. At FMC Corp., the
president for human resources suggested that by the
vice and
increased,
marked
end products
with
need
brandno owners
foreignareoperations
finding that of
appear online without their authorization.
theiranytrade-
this global perspective? They do indeed, because it
kind? Do their managers
Benjamin Duranske, a lawyer who specializes in virtual law,
makers apply them in
of the decade, anyone in a general management position
in his company will have had direct international exposure
found 15 shops
40 stores selling
will onhelp
sourcing
Second them Life not
opportunities
virtual Rolex
only to
advertising
and Chanelinwatches;
be cars;
Ferrari
foreignand
alert for both sales and
markets but was
the case alsoquietly
to beclosed. How to handle the issues
their practice of global
and experience. PwC, a professional services company,
predicts the next decade will see an increase of 50 percent
another 50 that carriedfor
watchful sunglasses
names of Gucci, Prada, Rayban, and Oakley.
new foreign carrying
their domestic market. InternationalMaple
the brand preparing
competitors raised by lawsuits
to invade in virtual worlds like Second Life and
Story remains an open question.
experience can
Creators of virtual goods for sale in virtual worlds are In Evans v. Linden Research, in November 2012, a
management.
in the number of workers accepting global assignments.
As Nicholas Platt, president emeritus of the Asia Society,
b
also worried increase
rights. Lindenwith
about violation
Lab, very
yourofrespect
which different
owns Second styles
for other
their intellectual
Life,ofwas
cultures,Northern
property
leadership,
sued by
teach you
and enhance
‘persons
to deal
District
whose assets,
of California judge “certified a class of
your including virtual items, virtual land,
explained, “To tackle the challenges of globalisation will
an entrepreneur who created
ability to manage virtual erotic “SexGen”
diversity beds teams.
within and/or currency
In addition,in lindens and/or U.S. dollars, have been
require a serious commitment to making international and other goods that he sold to Second Life residents. The deliberately and intentionally converted by Defendant
according to recruiters, foreign experience reflects inde-
entrepreneur claimed that Linden Lab permitted Second Linden’s suspension or closure of their Second Life
knowledge and skills a policy priority. . . . Knowledge Life of the
residentspendence,
to counterfeit resourcefulness,
his creations and selland thementrepreneurship.
for People thousand property owners lost
accounts.’”§ Fifty-seven
world is no longer a luxury, it is a necessity.”c Linden dollarswho (known work
as L$). and support
His lawsuit themselves
claimed that this is overseas
property, andtendthey tosettled
be for $172,000 or L$ 43 million to
Although many companies want their top headquarters like the imitation bags sold adaptive,
inquisitive, on Canal Street andin flexible—valuable
New York be sharedqualities
among them. in Linden Research argued that vir-
executives to have years of foreign experience, do City. Another entrepreneur who sells virtual clothing in
today’s work environment. Internationaltualexperience property was essentially code contained in computer
GLOBAL DEBATE of the major firms recognize the value of internationalized
CEOs
other marketers
• Global Debate contrasts different perspectives
Second Life joined the lawsuit, alleging that by allowing
important
to copy variable
and sell fake in explaining
versions of her better decision
A greater riskmaking
is an
software. Judge Donna Ryu didn’t buy it.
is that companies producing trademarked
business education for all employees in management?
Surveying CEOs of the 162 largest firms on Fortune’s
designs, Linden
These
andLabs
listtwo litigants on key international business issues, raises the
strategic
So sought
choices.onf her copyright.
was infringing
what class-action
can you do statusto inimprove
U.S.
goods and services in the real world may lose their ability
to exploit
your the virtual site
chances to for their own marketing purposes
District
theCourtobtainin California. They claimed, “Linden Lab has in the future. Further, when they try to renew their trade-

LENDING TO THE POOR: Charitable Activity or

of the 500 largest U.S. corporations, we found that
CEOs For-Profit
strongly believed Business?(1) an international orientation areaallows
in piracy, actively
pros and cons of ethical issues, and helps
an overseas post? You can take
created in Second Life a system in which it directly engages
of its international
users to engage business,
in piracy, pro- perhaps
classes in the
marks they may meet with opposition from rivals who say
they haveleading
abandoned to atheir rights by failing to police third-

You might think it is foolish to some have

should be an important part of college business educa-
tion; gone
(2) international
public, selling business
sharesskills and knowledge
to investors. The users’
degreeand
vides the capabilities,
stimulate classroom discussion.
in then
an international
benefits from its business–related
werepiracy.”tion, even while you are in school or shortly
own and its field.
party use.
trol. In after
In addi-
Finally,
a similar
there is simply the issue of loss of con-
situation, the British telecom company BT
gradua-
So, who cares? First, residents of Second Life and
lend money to the poor in a move toimportant not merely
private ownership that forseeks
promotion
a return to on
senior
invest-executive tion, consider going abroad to study, was unhappy to find that the central character in a
to work (whether
Maple Story do. These virtual knockoffs are bought and PlayStation 2 game, “The Getaway,” pretends to be a BT
developing country. How will positionsthe
ment changes butmicroloan
also for appointment
business model to entry-level
substan- positions,
sold there, and asalthough
a business virtual intern,
currencyas a teacher,
is used, holders or even
engineer in before
such carrying
posi- out a killing spree.
borrowers pay it back? But a andcharity
tially, from across a broadbusiness.
to for-profit array ofThe functional
charity model as well as
can exchange tions as bartender
it for real or childa virtual
currency or bitcoins, care cur-provider),Second
or to Life
volunteer
and Maple Story are just the tip of the virtual
tiny, or microfinance, loan to a uses donated funds and funds from international financial rency. (Check out the “Bretton Woods Agreement” for L$.†) world iceberg: there are many other virtual worlds out there,
new small-business owner or institutions such as the World Bank and the European Second Life reports over $500 million in transactions a such as China-based HiPiHi, Germany-based Twinity and

entrepreneur—a vegetable ped-

year.†† While the court was deciding on whether Second
Bank for Reconstruction and Development, and it has Life residents could be part of a class action suit, the • Get That Job! From Backpack
Smeet, New Zealand–based SmallWorlds, U.S.-based IMVU
3
and Kaneva, and Canada-based Utherverse. The U.S. Army
dler, tailor, or candle maker—can relatively low interest rates. Compartamos now charges
GET THAT JOB!
to Briefcase follows an actual
parties agreed to arbitration that led to a settlement, and recruits on Second Life, and real-world businesses are active
make both good charitable and its credit customers inFROM the range BACKPACK
of 100 percent TO (onBRIEFCASE
an
good business sense. Develop- annualized basis) to cover loan interest, fees, and taxes, 162
ment organizations around the three times the cost of borrowing from other microcredit student’s transition from college
world are finding that some RYAN of HOLTZMAN
lenders. To make IN DALIAN,
matters a CHINA:
little moreChallenge
complicated,Yourself many to Move beyond
the world’s poorest entrepre- Your Comfort Zone
of the shareholders
ger17226_mod01_002-027.indd 3 who profited greatly from the Com- to work in an international con- 5/23/15 3:19 PM
neurs, many of whom are women, repay their debts at partamos IPO are themselves microlenders, such as
rates approaching 100 percent. ACCION.
In China, I worked as an English teacher. I mostly taught
ger17226_mod06_150-179.indd 162
children 2–10 years old, but I also taught one adult class
text, through such activities as 5/12/15 5:11 PM

Microloans give thousands of small entrepreneurs Is it right to profit from loans to theforpoor? Dr.I had
Yunis
small spurts of working capital when they need it, allow thinks not and “refuses to mention the words
a month.
about aComparta-
preparation
only been accepted for this opportunity
month before I was supposed to start, so my
was fairly
study abroad, international
them to establish credit, and let them borrow again in mos and microfinance in the same breath.” But here’s an rushed. I had no background in
hard times. The money helps them start or expand their explanation from the two friends who founded
Mandarin, so I did what I could to learn some basic
Comparta-
phrases before I left. I asked around and found a couple of
­internship and volunteer work,
business and boosts the local economy. The microcredit mos in 1990. They suggest that, just likepeople food in a famine,
concept was developed by Muhammad Yunus, a U.S.- money exists in poor countries; the problem and is
who had previously spent time working in China
distribution.
I asked
they brings
them about their experiences and whether
had any private
advice for me. I did a lot of research on the
and early career decisions.
trained Bangladeshi economist, through the Grameen The potential for profit quickly and efficiently
city I was going to be living in and tried to learn all I could
Bank in Bangladesh, which he established to administer capital in touch with the people who need it, say the two.
about everyday life in China. Since I found this opportunity
his program, and by ACCION, a U.S. microcredit organi- They see going public as a way to align the world’s wealth
through AIESEC, my living arrangements and transporta-
zation. Dr. Yunus was awarded the Nobel Peace Prize in with the world’s poor. tion from the airport were already established before I left,
2006 for his work fighting poverty. View a PBS video that explores thiswhich issue wasfurther
a huge benefit.
at
The most important thing I did to help myself adjust to
Performance on microloan repayment shines when www.pbs.org/now/shows/338/. the Chinese culture when I was abroad was make a few
compared with the repayment rates of some sovereign friends I could really trust. I ended up living in a couple of
nations. It also looks very good compared with a default Qu estio n s different places with some great American and Canadian
rate of 13.8 percent among U.S. recipients of federally friends that I made, but it was invaluable having a couple of
1. Is profiting from lending to the poor an ethical
Chinese busi-on whom I could rely for help when
friends
guaranteed student loans. ACCION reports a default
ness model? I needed it. If I ever needed anything—from finding trans-
rate over the life of its program of 3 percent. A Mexican portation to learning how to ask for a haircut—my friends
microloan program, Compartamos, reports a 1 percent 2. Is for-profit microlending a way to reach
were willing of
more the their assistance.
to provide
default rate. Critics point out, though, that one micro- poorwith
I am a business major more effectively,inorinternational
a concentration a mistaken development?
I didn’t really run into any reverse culture shock upon
management and a minor in psychology. At this point, my my return to the United States. I think a large part of that
loan is not going to pull a budding entrepreneur out of Sources: “Yunus Blasts Compartamos,” BusinessWeek, December
major career goal is to spend an extended period of time was due to the fact that I spent only five months in the
poverty, let alone a whole country. A series of loans 13, 2007, http://www.businessweek.com/magazine/content/07_52/
(over a year) working in another country. I know that this country. My experience abroad definitely changed the way
is probably necessary, combined with training probably
and won’t b4064045920958.htm
happen right away, but (April
it is 21, 2014);that
something Haley IDillan, “Microfinance
view certain parts of my life, but I didn’t have any trouble
Leaders
I will surely work on the
toward. Global
I have Economic
always Crisis, Women,
been interested in and For-Profit
assimilating Lend-
back into the U.S. culture.
support. ing,” November
traveling and learning about 4, 2009, cultures,
different http://www.globalenvision.org/2009/10/20/
and inter- I had to leave my first job in China after two months due
Recently, because of their success, several not-for- microfinance-update-interview
national business seemed like a great starting (April
point20,
to be2014); and http://www.
to a contractual problem, so one of my biggest challenges
profit microloan programs have become banks, able andto eventually
ACCION.org (April 21, 2014).
xiv
work with people from different parts of was finding another place to work so I wouldn’t have to cut
the world. short my time abroad. Chinese culture is strongly based on
I worked in Dalian, China, for five months during the relationships, or guanxi, so I knew that my best shot for
summer and fall of my senior year. I worked with AIESEC finding another job was to ask everyone I knew if they were
(an acronym for the Association Internationale des Étudi- aware of any jobs that were available for me. After a month
ants en Sciences Économiques et Commerciales and the of searching, I was offered a job at a kindergarten because
translation exposure world’s largest student-led organization) to get an interna- my friend’s boss knew the owner of the school and they
Potential change in the TRANSLATION EXPOSURE tional internship, because I couldn’t afford to study were in need of a foreign English teacher.
value of a company’s financial abroad. I chose to go to China because I wanted to chal- Another bigatchallenge for me was getting around in
position due to exposure Translation exposure occurs when subsidiary financial statements are consolidated the
lenge myself. The culture is extremely different from what I China without really knowing the language. Hand gestures
created during the corporate level for the grew
companywide financial reports. Because
up with in the United States, and I wanted to live
the foreign subsidiaries
can get you pretty far in most cases, but other things like
 Use the globalEDGE website (http://globalEDGE.msu. 2. You work for a domestic cheese producer in the
edu/) to complete the following exercises: food and beverage industry and you are planning
to start exporting your products. As a starting
1. You are an executive who is in charge of new market
point you would like to examine trade patterns to
development for an international company. You are
identify the top-10 countries that import the high-
currently conducting an initial market research on
est amount of food and beverage goods. In the
Qatar, Vietnam, and New Zealand in order to under-
“Insights by Industry” section of globalEDGE,
stand their overall market attractiveness. Locate
locate the Food and Beverage Industry and check
each country in the “Insights by Country” section of
its “Trade Statistics” page. Which countries are
globalEDGE and check their “Ease of Doing Busi-
the top-10 importers in the industry; what are
ness” rankings in their respective “Indices” pages.
their import volumes? In the same page, check
Also check their “Economy” pages and take a brief
also the top-10 traded goods for this specific in-
look at their economic snapshot graphs. Which of
dustry. Is your product in the top-10 imported or
these three has a stronger economy? Which country
• End-of-module
is more promisingmini-case to market?
as a potential new sparksWhy?class exportedand
discussion products globally?
applies concepts
to a situation facing or international managers.

MINICASE
ARE YOU REALLY BUYING AMERICAN?
Consider the following scenario of a “typical” American fam- work, stopping for gas at the Shell station. At the grocery
ily: The Osbornes, Jesse and Ann, live in the suburbs of store, she fills her cart with a variety of items, including
Chicago. Jesse is a manager at Trader Joe’s specialty grocery Ragu spaghetti sauce, Hellmann’s mayonnaise, Carnation
store chain. Ann is an advertising executive for Leo Burnett Instant Breakfast drink, a case of Arrowhead water,
Worldwide. CoffeeMate nondairy coffee creamer, Chicken-of-the-Sea
Ann listens to the new Adam Lambert CD on her Alpine canned tuna, Lipton tea, a half-dozen cans of Slim-Fast,
car stereo in her Jeep Cherokee while driving home from Dannon yogurt, and several packages of Stouffer’s Lean
What Is International Business and What Is Different about It? 5

C
• Culture Facts appear in the margin of each module, helping to build your
CULTURE CULTURE FACTS @internationalbiz
interest as you read and to stimulate
you alreadyclass
know, ofdiscussion by illuminating
every introductory course. To assist you in learning theFACTS
Key Terms
international
23 @CompanyName Text for what
business language, we’ve included a glossary at the end of the book and listed the most
company is referencing. Tas asja
­cultural differences international managers face.
important terms at the end of each module. They also appear in bold print where they are asd asd #culture #funfacts #cool
SUMMARY
first used in the text, with their definitions in the margin.
8 Module 1 The Challenging Context of International Business
import penetration, plus the massive amounts of overseas
• Quotations
What from
LO the 1-1 notable thinkers ­highlight
andkey points.
“
investment, means that firms of all sizes face competitors
ger17226_mod01_002-027.indd 24
WE HAVE to SEND OUR
of China and
Is International
Show how
in the international Business
foreign environment of India and therefore is working
international
environment. business organizations
International differs from whose ac- from everywhere in the world. This increasing internation-
5/23/15 3:23 PM
LO 1-1
alization of business is requiring managers to have a
BEST AND BRIGHTEST What Is Different about It?
domestic business.
tions affect the international environment are also properly part of it.
These organizations include (1) worldwide bodies (e.g., World Bank),
global business perspective gained through experience,
Show how international
business differs from
education, or both.
OVERSEAS AND MAKE SURE (2) regional economic groupings of nations (North American Free Trade
International business is business whose activities are
domestic business.
Agreement,carried European Because
out across national
Union, international
Mercosur), borders.
and (3) business
International
organizations is abound
busi- relatively new discipline and is extremely dynamic, you
THEY HAVE THE TRAINING by industryness differs
agreements willfrom finditsthat
(Organization domestic
the counterpart
of definitions
Petroleum in
ofthat
Exporting a number itCoun- of terms vary among users. To avoid confusion due
involves three environments—domestic, foreign, and LO 1-4
THAT WILL ALLOW THEM to tries, or OPEC). to the range of ofone.different
Although definitions
the kinds of ofIdentify termsthe in kinds
international business, wefirmswill employ the
BE THE GLOBAL LEADERS • Key Terms are highlighted and defined in
Decision Making
international—instead
forces Isare following same indefinitions,
the Complex
More the domestic
Those who work which
and in theare
foreign envi-generally
international accepted by
to internationalize
of drivers that
their
are leading
operations.International business is
managers. international business
WHO WILL MAKE GE the margin of the text.
purely domestic
ronments,
environment find that their
business
valuesenvironment.
of foreign forces
values
decision making often
that
Consider
isdiffer,
is more
carried
are atmanagers
times more
and changes
complex outthan
in difficult
a home to
in
acrossthe
it is innational
as- who
office
a borders. This definition includes not only Business that is carried out
The five major kinds of drivers, all based on change, that
FLOURISH in THE sess. Theinternational
must make decisions international
affecting tradeinand
environment
subsidiaries justis10foreign
defined
different asmanufacturing
the
countries are leading but also the
international firms growing
to globalizeservice industry in areas across national borders
their operations
(many ICs are interactions
in 20 or suchmore(1) as
between
countries). theThey
transportation, domestic
not only environmental
tourism,must take advertising,
into ac- are as follows,
consulting,with an example for each kind:
construction, (1) political—
retailing, wholesaling, foreign business
FUTURE.
”
forces and the foreign environmental
count the domestic forces but also must evaluate the influence of 10 for- forces and preferential trading agreements, (2) technological—
eign national(2)environments.
between andthe mass foreign
Instead communications.
ofenvironmental
having to consider forces Foreign
the ofeffects
two of business
advances
a indenotes
communications the operations of a company outside The operations of a company
technology, (3) market—global
—Jack Welch, outside its home or
single set ofcountries
10 forces, itsas home
when doan or domestic
affiliate
their domesticin one country
counterparts, market;
does they many
business
have to con- refer
firms becometo this as customers,
global business(4)conducted cost—globalization withinof a foreign
former CEO of General Electric tend with 10with setscustomers
of 10 forces, in another.
both individually and collectively,isbecause product lines and production helps reduce costs by achiev- domestic market
country. This term sometimes used ing
interchangeably
economies of scale,
with
and (5)
“international are
competitive—firms
business” by
there may be some interaction.
For example, if management agrees someto writers,labor’s demands although at onethat foreign will not be
subsidiary, our practice.
defending their home An markets international
from foreign competitorscompany (IC) is a international company (IC)
chances are it will have to LO offer 1-2 company
a similar settlement with operations
at another subsidiary in because
multiple of the by entering the foreign competitors’ markets.
nations. A company with operations in
tendency of unions to exchange Describe the history
information andborders.
across future ofFurthermore,
international 24 as we shall Module 1 The Challenging Context of International Business multiple nations
observe throughout this text, business. International business
not only are there many sets of forces, but there are also differs from domestic business in that a firm operating across
extreme differences among them. borders must deal with the forces ofLO three1-5 kinds of environments—domestic, foreign,
International business has a long and Inimportant CRITICAL
history, firmCompare THINKINGthe key arguments QUESTIONS for and are against the out within
• Icons in the margin highlight where each learning objective is addressed, identify
Self-Reference Criterionextending
and
Anotherthousands
international.
common cause of years of theintoadded
contrast,
the past. Politics,ofthe
complexity
aforeign whose business
globalization of business.
activities carried
environments is managers’ arts, the borders
agriculture,
unfamiliarity industry,
with other ofcultures.
public one
health, country
Toandmakeother needs
sectors
matters to beis concerned
worse, essentially with only6. the domestic
content relevant to social media and culture, and call out related material in
some managers will ascribe of tohuman LO 2-1
othersenvironment.
life have
their own been However,
profoundly
preferences andinfluenced no domestic
reactions. by
1. Business
Thus,the a for-
ways firm
Economic
to
business, and every firm has to find
produce isglobalization
entirely
and market its free
refers
goods.tofrom
the
Why, foreign
tendency
then, toward an
“A nation whose GNI is smaller than the sales volume
or international
of a global firm is in no position to enforce its wishes
eign production manager, goods facingand ideas that
a backlog have come
of orders, maywith offer international
her workers trade.
extra pay
­McGraw-Hill Connect to further enhance your comprehension and learning.
for overtime. When they fail Rapid Appreciate the magnitude
environmental
to urbanization
show up, theofmanager
populations isforces
combined
perplexed: because
with
“Back industri-
homethe might
thethey
international
managers beintegration
possibility
technology,
techniques and
unable
of having
information,
concepts they
to and interdependency
successfully
to
labor,have
face
andlearned
apply
competition
capital, in
of goods,
or the process
on the
fromlocal subsidiary
for- of that firm.” Is this statement
true or false? Please explain your rationale.
always want to earn more alization
money.” This eign
in imports
themanager
emerging or from
hasmarkets
failed foreign
tois understand
quickly shifting competitors
that thethe work-
their of making
own country that
this set areas
to integration
other up happen.
operations
of the world? The merits in of itsglobal-
own
7. What market
of international trade andexamplesisof globalization can you identify
ers prefer time off to more world’s
money. economic center
This unconscious
always present. of gravity Letfrom
reference ustoEurope and
the manager’s
first 2.the
examine Give own thesehave
ization
examples forces
to been how
show theand an then
subject see how
of many
international busi- they
heated debates operate
in
within your in community?
the How would you classify
self-reference criterion
Unconscious reference to your
cultural values, called the self-Americas
national business blunders. Successful
referenceand back
three
to Asia.
criterion , is probably the biggest cause ofness
environments.
managers are careful to examine a problem
inter- recent years.
manager
in
might Key argumentsone
manipulate in support
of the con- how it has grown.
of the globaliza- each of these examples (as international invest-
own cultural values when tion of business include
trollable forces in answer to a change in the (1) free trade enhances socioeco- ment, international trade, other)?
judging behaviors of others in terms of the local cultural traits as well as their own. nomic development
uncontrollable forces. and (2) free trade promotes more 8. Why is there opposition to globalization of trade
A solid understandingLO of the 1-3business concepts and techniques employed in the and better
a new and different
3. Although forces jobs.in theKey concerns
foreign with the are
environment globalization of and integration of the world’s economy? Is there a
environment United States and other advanced Discussindustrial
the dramatic nations internationalization
is a requisite for success of in interna- business include (1) globalization has produced uneven
THE INFLUENCE OF EXTERNAL AND the same as those in the domestic environment, way the debate can move beyond a simplistic argu-
• A summary, key terms, critical thinking questions, and a globalEDGE
tional business. However, business.because transactions take place across national borders, results across nationsWhyand people,
so? (2) globalization has
CFACTS
INTERNAL ENVIRONMENTAL FORCES
CULTURE CULTURE FACTS @internationalbiz
People living in cultures in which
three environments—domestic, foreign, and international—may be involved,
­research assignment wrap up the module.
unequal wealth and power are instead of just one. Thus, Globalincompetition
international business, as
is mounting thethe international
number of interna-
4. Why,
manager
they operate
has
differently. is this
had deleterious effects on labor and labor standards, and
in your opinion, do the authors regard the
(3) globalization has contributed to a decline in environ-
ment for or against globalization and toward how
best to strengthen the working of the global econ-
omy in order to enhance the welfare of the world
use of the self-reference criterion as “probably the
more acceptable, such as China, three choices in deciding tional what The
companiesto do termwith
expands environment
a concept
rapidly.orThe as
a technique
huge used here
employed
increase in means
biggest
in
mental and all the
health forces
conditions. influencing the life and
and itsdevelop- environment
inhabitants? What might this require?
Russia, and India, are less likely domestic operations: (1) transfer it intact, (2) adapt it to local conditions, or cause of international business blunders”?
to help people in need or donate ment of the firm. The forces themselves
Can you think can
of an be classified
example? as external or9. internal.
You have decided All the
The to take forces
a job in yourinfluencing
hometown
to charitable causes than are (3) not use it overseas. International managers who have discovered that there are
Key Terms 23
after graduation. the
forces Why should life and
you development
study interna- of
people from nations with low differences in the environmental KEYexternal forces areforces
TERMS are commonly
better prepared
scores on inequality acceptance, to follow. To be sure, no one can be an expert on all these forces for all nations,
to decide which called
5. Discuss
option uncontrollable
some possible conflicts
ernments and foreign-owned companies.
forcesbetween , whichhost gov- are the external
tional business? the firm
such as Canada, Australia, the that management has no direct control over, although it can exert influence—such as lob-
UnitedSUMMARY
States, and Ireland. but just knowing that differences may exist will cause people to “work with their
#unequalwealth #unequalpower In other bying
antennas extended.” controllable forceswhen
words, for a change
(p. 6) they in foreign
enter internationala lawbusiness and heavily
business, (p.they
5) promotinginternational a new product company (IC) that requires a change uncontrollable forces
(p. 5)
domestic environment (p. 6) foreign direct investment (FDI) (p. 13)
#acceptable #nodonations will know they must look outin foraimportant
cultural theyconsist of the international environment (p. 7) The external forces that
(p. 17)attitude. External forces following:criterion
variations in many of the forces
economic globalization
take as given in the domestic import
environment. penetration, plus
It is to the study of the foreign
massive environment
these three amounts environ- of(p. 6)
overseas RESEARCH
self-reference TASK http://globalEDGE.msu.edu/
(p. 8)
management has no direct
LO 1-1 ments that
environment (p.
24 this text isexporting
directed.(p. 13)
5)
investment, means that firms importing
of all sizes(p. 13)
face competitors transnational corporation (p. 12)
control over
Show how international business differs from 1. everywhere
Module
from
1
Competitive: The Challenging
in the kinds
world.
Context
This and
international of numbers
International
business
increasing
Use the
(p. 5)of competitors,
Business
internation-
globalEDGE website
their forces
uncontrollable
(http://globalEDGE.msu.
locations,
(p. 5) and2. their
You work for a domestic cheese producer in the
The relationships among the forces in the three environments we have been discussing
domestic business. form the basis of our international business alization activities.
of business is requiring edu/)
environments model, shown in managers
Figure to havethe
to complete
1.1. a following exercises: food and beverage industry and you are planning
global business perspective gained through experience, to start exporting your products. As a starting
The external or CRITICAL
uncontrollable forces THINKING in both theQUESTIONS
domestic and the
2. Distributive: foreign environments
national and 1. You international
are an executiveagencies who is in charge available
of new market for distributing goods
International business is business whose activities are education, or both. point you would like to examine trade patterns to
surround the internal forces controlled by management. The domestic environment of
development for an international company. You are
carried out across national borders. International busi- and services. identify the top-10 countries that import the high-
ness differs from its domestic counterpart 1. Business is business,
in that it and every firm has to find 6. “Acurrently
nation whose conducting an initial
GNI is smaller thanmarket
the salesresearch
volumeon est amount of food and beverage goods. In the
involves three environments—domestic, ways to produce
foreign, and andLO
3. 1-4
market Economic:
its goods. Why, variables
then, (such aas
ofQatar,globalgross firm isnational
Vietnam, and
in noNew
position income
Zealand in order
to enforce [GNI],
itstowishes
under- unit labor“Insights cost, and by Industry” section of globalEDGE,
might managers be unable to successfully apply on stand
the theirsubsidiary
local overall marketof that attractiveness.
firm.” Is this Locate
statement
international—instead of one. Although the kinds
ger17226_mod01_002-027.indd 23 of
Identify personal
the kindsconsumption
of drivers that are expenditure)
leading firms that influence a firm’s ability to 5/23/15
each country in the “Insights by Country” section of
do business.
locate the Food and Beverage Industry and check
3:23 PM
forces are the same in the domestic and theforeign
techniques envi-and concepts they have learned
to internationalize in
their operations. true or false? Please explain your rationale. its “Trade Statistics” page. Which countries are
ronments, their values often differ, and their own country
changes
4. Socioeconomic: characteristics
in the to other areas of the world? 7. What globalEDGE andand
examples distribution
of check their “Ease
globalization of
canthe of
you human
Doing Busi- population.
identify the top-10 importers in the industry; what are
2. Give examples ness” your rankings in their respective “Indices” pages.
values of foreign forces are at times more difficult to as-to show The5. how an international
Financial:
five major kinds of busi- all based
variables
drivers, such within
onas
Also interest
change,
check
community?
that
their rates,
“Economy”
How would
inflation
pages and
you
rates,
take
classify
a and
brief taxation.
their import volumes? In the same page, check
sess. The international environment is ness manager
defined as themightare manipulate one of thefirms
leading international con- to globalizeeach their
look
of these examples (as international invest-
operations
at their economic snapshot graphs. Which of
also the top-10 traded goods for this specific in-
interactions
ger17226_mod01_002-027.indd 8 (1) between the domestictrollable environmentalforces in are 6.as Legal:
answer to a change
follows, theanmany
with in the foreign
example for each kind: and
ment, (1)domestic
international
political— laws
trade,
5/23/15 governing
3:20 other)?
PM
these three has a stronger economy? Which country
how international dustry.firms
Is your product in the top-10 imported or
uncontrollable
forces andforces. exported products globally?
forces and the foreign environmental must trading
preferential operate. agreements, (2) 8. Why is there opposition to globalization of trade
technological—
is more promising as a potential new market? Why?
(2) between the foreign environmental 3. Although
forces offorces two in the foreign
advances environment are
in communications technology, (3) and integration of the world’s economy? Is there a
market—global
countries when an affiliate in one countrythe same
does as those infirms
business 7. Physical:
the become
domestic elements
environment,
global customers, (4) ofcost—globalization
nature way the suchdebate as
ofcan topography,
move beyond a simplisticclimate, and natural resources.
argu-
they operate differently.
with customers in another.
8.Why
product is this
lines
Political:
ingdoeconomies
andso?production helps reducement
elements
of regard
scale, and
of nations’ costsfor or against globalization and toward how
by achiev-
political
best to strengthen
climates such as nationalism, forms of
are the working of the global econ-
4. Why, in your opinion, the authors the (5) competitive—firms
use of the self-reference defending government,
criterion their home markets
as “probably and
the international Momy
from foreign I Ncompetitors
IC
in organizations.
orderA StoEenhance the welfare of the world
LO 1-2 biggest cause of international by entering the foreign
business competitors’ markets.
blunders”? and its inhabitants? What might this require?
ARE YOU REALLY BUYING AMERICAN?
Describe the history and future of international Can you think of an example? 9. You have decided to take a job in your hometown
business. 5. Discuss some possible conflicts between host gov-
ernments and foreign-owned LO 1-5companies.
Consider
ily:tional
the followingWhy
after graduation. scenario
should of a “typical”
you study American
interna- fam- work, stopping for gas at the Shell station. At the grocery
business? Jesse and Ann, live in the suburbs of store, she fills her cart with a variety of items, including
The Osbornes, xv
International business has a long and important history, Chicago. Jesse is a manager at Trader Joe’s specialty grocery Ragu spaghetti sauce, Hellmann’s mayonnaise, Carnation
Compare the key arguments for and against the
store chain. Ann is an advertising executive for Leo Burnett Instant Breakfast drink, a case of Arrowhead water,
extending thousands of years into the past. Politics, the globalization of business. Worldwide. CoffeeMate nondairy coffee creamer, Chicken-of-the-Sea
arts, agriculture, industry, public health, and other sectors
of human life have been profoundly influenced by the RESEARCH TASK
Economic globalization refers to the tendency
Ann listens to the new Adam Lambert CD on her Alpine canned tuna, Lipton tea, a half-dozen cans of Slim-Fast,
http://globalEDGE.msu.edu/
toward
car stereo in her anJeep Cherokee while driving home from Dannon yogurt, and several packages of Stouffer’s Lean
goods and ideas that have come with international trade. international integration and interdependency of goods,
Rapid urbanization of populations Use combined with industri-website
the globalEDGE (http://globalEDGE.msu.
technology, information, labor, and capital, 2. You work
or the for a domestic cheese producer in the
process
alization in the emerging markets ger17226_mod01_002-027.indd
is quickly shiftingthe thefollowing 5 5/23/15 3:20 PM
edu/) to complete exercises: food and beverage industry and you are planning
DELIVERING RESULTS: LEARNING AND

LEARN WITHOUT LIMITS

Today’s learning extends beyond the classroom, beyond one format, beyond a singular
style. That’s why we deliver everything instructors and students need directly to your finger-
tips, integrating education seamlessly into your lives. We don’t just improve r­ esults,
we make the everyday a little smoother by providing intuitive technology that en-
ables learning and simplifies life. Connect is the 2015 CODiE Award-winning dig-
ital teaching and learning tool that allows instructors to assign and ­assess course
material. Connect makes digital teaching and learning personal, easy, and effective.

Personal
• Connect makes teaching and learning personal for its users through adaptive tech-
nology, community and support programs, and by simply staying in touch with
their needs.

Easy
• Connect’s intuitive interface and leading-edge technology eliminate barriers and
create efficiencies for instructors and students.

Effective
• Connect is proven to improve performance across a range of outcomes and to
­increase faculty and student success.

Connect International Business includes:

• SmartBook SmartBook makes study time as productive and efficient as possible.
It identifies and closes knowledge gaps through a continually adapting reading
­experience that provides personalized learning resources at the precise moment of
need. This ensures that every minute spent with SmartBook is returned to the ­student
as the most value-added
minute possible. The result?
More confidence, better
grades, and greater success.
• I nteractive Applications
Each module of the text has
interactive applications that
­allow students to practice
real business situations,
stimulate critical thinking,
and reinforce key concepts.
Students receive immediate
feedback and can track their
progress in their own
­report. Detailed results let
instructors see at a glance
how each student performs
and easily tracks the prog-
ress of every student in
their course.
xvi
TEACHING RESOURCES

• Superior Instructor Resources Because we understand how critically important

it is for all resources to work together seamlessly to help instructors teach a better
course, whether within a face-to-face, online, or flipped classroom delivery mode,
the resource package includes these author-developed resources:
• Instructor Guide The Instructor Guide includes an overview and summary of
each module, teaching approaches and other teaching-related comments drawn
from our experience with the material, lecture notes, suggestions for encourag-
ing lively in-class discussions, and supplemental activities that will engage and
challenge students. The Instructor Guide also contains suggestions for using the
book effectively within online and flipped classroom environments.
• Instructor and Student PowerPoints High-quality PowerPoint presentations
for both instructor and student use accompany each of the modules of the book,
enabling faculty to be more efficient and effective in preparing for their classes
and providing useful content for face-to-face, hybrid, and online delivery. The
­student set of PowerPoints offers a review of the main module content to sup-
port student review and presentations.
• Test Bank A rich test bank containing true-false, multiple-choice, and essay
­questions for each module will allow faculty to efficiently and effectively pre-
pare assessment activities for their classes, including face-to-face, hybrid, and
online delivery.
• Sample Syllabi and Personalized Syllabi Template examples for customized
course syllabi are provided. Beyond that, the authors are also available to work
­directly with adopters in creating personalized syllabi according to their desired
course lengths, course concentrations, and pedagogical elements.
• International Business Video Library Updated on a monthly basis, McGraw-
Hill’s International Business Video Library provides instructors with a library
of video clips, curates the best of the web clips, and organizes them around the
core international business topics. The site is updated on a monthly basis to
­ensure being current and relevant. For many of the cases McGraw-Hill provides
teaching notes, critical thinking questions, and suggested answers.
• Updates The author team will provide additional materials drawing on current
business news, new scholarship, and new pedagogical trends that assist with
course preparation. This will be a valuable free resource in the form of class-
room activities, exercises, discussion topics, and video clips.
• Mobile Anywhere/Anytime Students and instructors can now enjoy ­convenient
anywhere/anytime access to Connect with a new mobile interface that’s been
designed for optimal use of tablet functionality. More than just a new way to
access Connect, users can complete assignments, check progress, study and
read material, with full use of SmartBook and Connect Insight—Connect’s new
at-a-glance visual analytics dashboard.
• iNSIGHT ENABLED Connect Insight is Connect’s new one-of-a-kind visual
analytics dashboard—available for instructors and students—that provides at-a-
glance information regarding student performance, which is immediately
­actionable. By presenting assignment, assessment, and topical performance
­results together with a time metric that is easily visible for aggregate or individ-
ual results, Connect Insight gives the user the ability to take a just-in-time
­approach to teaching and learning, which was never before available. Connect
Insight presents data that empowers students and helps instructors improve
class performance in a way that is efficient and effective.
xvii
COURSE DESIGN AND DELIVERY

CREATE
Instructors can now tailor their teaching resources to match the way they teach! With
McGraw-Hill Create, www.mcgrawhillcreate.com, instructors can easily rearrange
chapters, combine material from other content sources, and quickly upload
and integrate their own content, such as course syllabi or teaching notes.
Find the right content in Create by searching through thousands of leading
­McGraw-Hill textbooks. Arrange the material to fit your teaching style.
­Order a Create book and receive a complimentary print review copy in three to five busi-
ness days or a complimentary electronic review copy via e-mail within one hour. Go to
www.mcgrawhillcreate.com today and register.

TEGRITY CAMPUS
Tegrity makes class time available 24/7 by automatically capturing every lecture in a
searchable format for students to review when they study and complete assignments.
With a simple one-click start-and-stop process, you capture all computer
screens and corresponding audio. Students can replay any part of any
®
class with easy-to-use browser-based viewing on a PC or Mac. Educators
know that the more students can see, hear, and experience class resources,
the better they learn. In fact, studies prove it. With patented Tegrity “search anything”
technology, students instantly recall key class moments for ­replay online or on iPods and
mobile devices. Instructors can help turn all their students’ study time into learning mo-
ments immediately supported by their lecture. To learn more about Tegrity, watch a two-
minute Flash demo at http://tegritycampus.mhhe.com.

BLACKBOARD® PARTNERSHIP
McGraw-Hill Education and Blackboard have teamed up to simplify your life. Now
you and your students can access Connect and Create right from within your Black-
board course—all with one single sign-on. The grade books are seamless, so when a
student completes an integrated Connect assignment, the grade for that assignment
­automatically (and instantly) feeds your Blackboard grade center. Learn more at
www. omorenow.com.

McGRAW-HILL CAMPUS™
McGraw-Hill Campus is a new one-stop teaching and learning experience available to
users of any learning management system. This institutional service allows faculty and
students to enjoy single sign-on (SSO) access to all McGraw-Hill Higher Edu-
cation materials, including the award-winning McGraw-Hill Connect platform,
from directly within the institution’s website. With McGraw-Hill Campus, fac-
ulty receive instant access to teaching materials (e.g., eTextbooks, test banks,
PowerPoint slides, animations, learning objectives, etc.), allowing them to browse,
search, and use any instructor ancillary content in our vast library at no additional cost to
instructor or students. In addition, students enjoy SSO access to a variety of free content
(e.g., quizzes, flash cards, narrated presentations, etc.) and subscription-based products
(e.g., McGraw-Hill Connect). With McGraw-Hill Campus enabled, faculty and students
will never need to create another account to access McGraw-Hill products and services.
Learn more at www.mhcampus.com.

xviii
ASSURANCE OF LEARNING READY
Many educational institutions today focus on the notion of assurance of learning, an im-
portant element of some accreditation standards. International Business is designed spe-
cifically to support instructors’ assurance of learning initiatives with a simple yet
powerful solution. Each test bank question for International Business maps to a specific
chapter learning objective listed in the text. Instructors can use our test bank software, EZ
Test, to easily query for learning objectives that directly relate to the learning outcomes
for their course. Instructors can then use the reporting features of EZ Test to aggregate
student results in similar fashion, making the collection and presentation of assurance of
learning data simple and easy.

AACSB TAGGING
McGraw-Hill Education is a proud corporate member of AACSB International. Under-
standing the importance and value of AACSB accreditation, International Business recog-
nizes the curricula guidelines detailed in the AACSB standards for business
accreditation by connecting selected questions in the text and the test bank
to the eight general knowledge and skill guidelines in the AACSB standards.
The statements contained in International Business are provided only as a
guide for the users of this product. The AACSB leaves content coverage and
assessment within the purview of individual schools, the mission of the school, and the
faculty. While the International Business teaching package makes no claim of any spe-
cific AACSB qualification or evaluation, we have within International Business ­labeled
selected questions according to the eight general knowledge and skills areas.

McGRAW-HILL CUSTOMER EXPERIENCE GROUP

CONTACT INFORMATION
At McGraw-Hill Education, we understand that getting the most from new technology
can be challenging. That’s why our services don’t stop after you purchase our products.
You can e-mail our Product Specialists 24 hours a day to get product training online. Or
you can search our knowledge bank of Frequently Asked Questions on our support web-
site. For Customer Support, call 800-331-5094 or visit www.mhhe.com/support. One of
our Technical Support Analysts will be able to assist you in a timely fashion.

xix
ACKNOWLEDGMENTS
Any effort to create a valuable new package of learning Many thanks go to the reviewers who provided their
materials such as International Business involves the valuable feedback in the development of this first
­efforts not only of the authors and their invaluable editorial edition.
team, but also the insights, support, and encouragement of
numerous other individuals and institutions. To the long list Brad Ward, Kellogg Community College
of individuals to whom we are indebted, we want to add Bruce D. Keillor, Youngstown State University
Rachida Aissaoui, Ohio University; ­Nicholas Athanassiou, Chin-Chun Hsu, University of Nevada—Las Vegas
Northeastern University; Joseph R. Biggs, California Poly- Constant Cheng, School of Management, George Mason University
Denny McCorkle, University of Northern Colorado
technic State University—San Luis Obispo; Lorna Jean
Eugene Lyle Seeley, Utah Valley University
­Edmonds, Ohio University; Paul Frantz, Long Beach State Francis Sun, Woodbury School of Business at UVU and Goodman
University; Colette Frayne, California Polytechnic State School of Business at Brock University
University—San Luis Obispo; Wendell ­McCulloch, Long Hormoz Movassaghi, School of Business, Ithaca College
Beach State University; Bill Pendergast, California Poly- John Finley, Columbus State University
technic State ­University—San Luis Obispo; Jere Ramsey, Linda C. Ueltschy, Dept. of Marketing, Florida Gulf Coast
California Polytechnic State U­ niversity—San Luis Obispo; ­University, Fort Myers, Florida
Hugh ­Sherman, Ohio ­University; Mary Tucker, Ohio Uni- Lynn Wilson, DIBA, Saint Leo University
versity; Ike U
­ zuegbunam, Ohio University; Ed Yost, Ohio Mamoun Benmamoun, Saint Louis University
University; and . . . we also wish to acknowledge ­Melinda Mandeep Singh, Western Illinois University
Zuniga and Yana Saltaeva, who helped with research. Mark Fenton, University of Wisconsin—Stout
Michael Engber, Columbia College
We would like to offer our special thanks to the out-
Mitchell L Lautenslager, Fox Valley Technical College
standing editorial and production staff from McGraw- Paul J. Myer, University of Maine Business School
Hill Higher Education who worked so hard and so well Sam C. Okoroafo, University of Toledo
to make this project succeed and stay on schedule, par- Stanford A. Westjohn, University of Toledo
ticularly Anke Weekes, Gabriela G. Velasco, Elisa Thomas Lynn Wilson, Saint Leo University
­Adams, Michael Gedatus, Mary E. Powers, Sharon Yusufu Jinkiri, Belhaven University
O’Donnell, and Karen Nelson. We feel honored to work
with such a talented and professional team.

xx
CONTENTS
module 1 Which Nations Account for the Most Exports and
Imports? 32
The
Direction of Trade 32
Challenging
Context of The Increasing Regionalization of Trade 32 | Major
Trading Partners: Their Relevance for Managers 33 |
International Major Trading Partners of the United States 33
Business Explaining Trade: International Trade Theories 35
What Is International Mercantilism 35 | Theory of Absolute Advantage 35 |
Business and What Is Theory of Comparative Advantage 37 | How Exchange
Different about It? 5 Rates Can Change the Direction of Trade 38 | Some
The Influence of External and Internal Environmental Newer Explanations for the Direction of Trade 41 |
Forces 5 | The Domestic Environment 6 | The Foreign Summary of International Trade Theory 45
Environment 6 | The International Environment 7
Foreign Investment 45
Is Internationalization of Business a New Trend, and Will It Portfolio Investment 46 | Foreign Direct Investment
Continue? 10 (FDI) 46 | Does Trade Lead to FDI? 51
The Growth of International Firms and International Explaining FDI: Theories of International Investment 51
Business 11
Monopolistic Advantage Theory 52 | Strategic Behavior
Expanding Number of International Companies 12 | Theory 52 | Internalization Theory 52 | Dynamic
Foreign Direct Investment and Exporting Are Growing Capabilities 53 | Eclectic Theory of International
Rapidly 13 Production 53
What Is Driving the Internationalization of Business? 14 Summary 55 | Key Terms | Critical Thinking Questions |
Political Drivers 14 | Technological Drivers 14 | Market globalEDGE Research Task | Minicase | Notes
Drivers 15 | Cost Drivers 15 |Competitive Drivers 15
What Is Globalization and What Are the
Arguments for and against the Globalization of
module 3
Business? 17 Sociocultural
Arguments Supporting Globalization 17 | Concerns with Forces
Globalization 18
What Is Culture
Summary 23 | Key Terms | Critical Thinking Questions | and Why Is It
globalEDGE Research Task | Minicase | Notes Important? 61

Culture Affects All Business Functions 63

module 2
Marketing 63 | Human Resources 63 | Production and
International Procurement 65 | Accounting and Finance 65 |
Trade and Preferred Leadership Styles 65
Investment How Culture Shows Itself 66
International Trade 30 Aesthetics 66 | Religion 67 | Material Culture 69 |
Volume of International Language 69 | Societal Organization 70 | Special
Trade 30 | How Evenly Focus: Gift Giving in Business 73
Has Trade Grown? 30 | Culture Frameworks 73

xxi
xxii Contents

Hall’s High and Low Context 74 | Kluckhohn and

Strodtbeck’s Cultural Orientations Framework 75 |
module 5
Hofstede’s Six Dimensions 77 | Trompenaars’s Seven Political
Dimensions 80 Forces That
When Does Culture Matter? The Global Mind-set 82 Affect Global
Going Forward: Cultural Paradoxes and a Caution 83 Trade
Rules of Thumb for Managers Doing Business across Governments and
Cultures 83 the Ownership of
Business 124
Summary 85 | Key Terms | Critical Thinking Questions |
globalEDGE Research Task | Minicase | Notes
Nationalization: Why Governments Get Involved 124 |
Privatization: Why Governments Sell Businesses 125
module 4 Government Stability and Protection 126
Sustainability Stability: Issues with Lack of Peace and Predictability 126 |
and Natural Protection from Unfair Competition 127 | Protection from
Terrorism, Cybercrime, and Other Threats 127
Resources
Country Risk Assessment and Countermeasures
Sustainability in the
to Threats 133
Business Context 91
Government Intervention in Trade 135
Systems for Achieving
Sustainability 92 Reasons for Restricting Trade 136 | Tariff Barriers 140 |
Nontariff Barrriers 141
Life Cycle Assessment 92 |
Cradle-to-Cradle Design 93 Summary 144 | Key Terms | Critical Thinking Questions |
globalEDGE Research Task | Minicase | Notes
Tools for Measuring Sustainability 94
United Nations Global Compact 94 | Global Reporting
Initiative 94 | Carbon Disclosure Project 95 | module 6
Footprinting 95 Intellectual
Characteristics of Environmentally Sustainable Property
Business 95
Rights and
Limits as Part of the Sustainability Context 95 | Other Legal
Interdependence as Part of the Sustainability Context 96 |
Equity in Distribution as Part of the Sustainability Forces
Context 98
Types of Legal Systems 152
The Stakeholder Model for Sustainable Business 99
Civil Law 152 | Common Law 152 | Religious Law 153
Geography: Describing Our Natural Capital 101
International Legal Forces 153
Location: Political and Trade Relationships 101 |
Topography 102 | Climate 106 Rule of Law 153 | What Is International Law? 154 |
Sources of International Law 155
Natural Resources 107
General Legal Concerns in Global Business 155
Nonrenewable Energy Sources 108 | Renewable Energy
Sources 110 | Nonfuel Minerals 115 Extraterritoriality 155 | Performance of Contracts 156 |
Litigation 156
Summary 117 | Key Terms | Critical Thinking Questions |
globalEDGE Research Task | Minicase | Notes Intellectual Property Rights 157
 Contents xxiii

Patents 158 | Trademarks 160 | Trade Names 160 | The Floating Currency Exchange Rate System 212
Copyrights 161 | Trade Secrets 161
Current Currency Arrangements 213 | The Bank for
Standardizing Laws around the World 163 International Settlements 215

Some Specific National Legal Forces 165 Financial Forces: Fluctuating Currency Values 216

Competition Laws 165 | Trade Obstacles 167 | Tort Fluctuating Currency Values 216 | Why Foreign
Law 167 | Miscellaneous Laws 170 | Foreign Corrupt Currency Exchange Occurs 217 | Exchange Rate
Practices Act 171 | Accounting Law 173 Quotations and the FX Market 218 | Causes of Exchange
Rate Movement 219 | Exchange Rate Forecasting 220
Summary 175 | Key Terms | Critical Thinking Questions |
globalEDGE Research Task | Minicase | Notes Financial Forces Governments Can Exert 222
Currency Exchange Controls 222 | Taxation 222 |
Inflation and Interest Rates 224
module 7
Balance of Payments 226
Economic and
Socioeconomic Summary 229 | Key Terms | Critical Thinking Questions |
globalEDGE Research Task | Minicase | Notes
Forces
International Economic
Analyses 181 module 9
Levels of Economic Development 183 International
Dimensions That Describe the Economy and Their
Competitive
Relevance for International Business 186 Strategy
Measuring the Size of an Economy 186 | Economic What Is International
Growth Rate 190 | Income Distribution 191 | Private Strategy, and Why Is It
Consumption 193 | Unit Labor Costs 195 | Other Necessary? 233
Economic Dimensions 197
Why Plan Globally? 234
Socioeconomic Dimensions of the Economy and Their
Relevance for International Business 200 The Process of Global
Strategic Planning 234
Total Population 200 | Age Distribution 201 |
Population Density and Distribution 203 | Other Step 1: Analyze
Socioeconomic Dimensions 203 Domestic, International,
and Foreign
Summary 205 | Key Terms | Critical Thinking Questions | Environments 235 | Step 2: Analyze Corporate
globalEDGE Research Task | Minicase | Notes Controllable Variables 236 | Step 3: Define the
Corporate Mission, Vision, and Values Statements 238 |
Step 4: Set Corporate Objectives 240 | Step 5: Quantify
module 8 the Objectives 240 | Step 6: Formulate the Competitive
Strategies 240 | Step 7: Prepare Tactical Plans 246
The
International Strategic Plan Features and Implementation
Facilitators 246
Monetary
Sales Forecasts and Budgets 246 | Facilitation Tools for
System and Implementing Strategic Plans 246 | Performance
Financial Measures 247
Forces Kinds of Strategic Plans 247
The International Monetary System: A Brief History 209 Time Horizon 247 | Level in the Organization 248 |
The Gold Standard 210 | The Bretton Woods Methods of Planning 249
System 211 | The Central Reserve/National Currency New Directions in Planning 250
Conflict 212
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of Sanomalehti-
poika y.m. kertomuksia
This ebook is for the use of anyone anywhere in the United States
and most other parts of the world at no cost and with almost no
restrictions whatsoever. You may copy it, give it away or re-use it
under the terms of the Project Gutenberg License included with this
ebook or online at www.gutenberg.org. If you are not located in the
United States, you will have to check the laws of the country where
you are located before using this eBook.

Title: Sanomalehti-poika y.m. kertomuksia

Author: K. A. Järvi

Release date: March 1, 2024 [eBook #73084]

Language: Finnish

Original publication: Hämeenlinna: Boman & Karlsson, 1902

Credits: Juhani Kärkkäinen and Tapio Riikonen

*** START OF THE PROJECT GUTENBERG EBOOK

SANOMALEHTI-POIKA Y.M. KERTOMUKSIA ***
SANOMALEHTI-POIKA Y.M. KERTOMUKSIA

Kirj.

K. A. Järvi

Hämeenlinnassa, Boman & Karlsson, 1902.

SISÄLLYS:

Sanomalehti-poika
Lulle
Saiturin alku
Lokki
Pääkaupunkiin
Kuvaus ylimaasta
Kaunosielu
SANOMALEHTI-POIKA

Tapani Pietari Kaleva oli sanomalehden kantajapoika. Hän oli pieni,

viistosilmä miehenalku, ontui toisella jalallaan ja kulki ruumis
kierossa. Ikää oli kaksitoista vuotta. Tapani oli jo päässyt
kansakoulussa viidennelle luokalle, kun syksyllä, jolloin koulun piti
alkaa, isä ei enää luvannutkaan häntä kouluun. Ei hän jaksanut enää
Tapania kouluttaa, oli hän sanonut surullisella äänellä. Isäparka
rakasti kyllä oppia, mutta kun Tapania pienempiä lapsia oli vielä
kokonaista neljä elätettävänä, niin tuskallista oli hänelle niitä talven
yli viedä. Hänen mieleensä oli juolahtanut, että Tapani voisi jo jotain
itse ansaita. Ensin mietti hän saada Tapanin jonnekin oppipaikkaan,
mutta kuka tuota raajarikkoa lasta ottaisi, kenelle mestarille ontuva
poika kelpaisi. Siinä se oli ympyriäinen asia.

Mutta yhtenä kauniina syyspäivän aamuna syöksähti Tapanin

toveri Ville Suvas kuin tuuliaispää sisälle Tapanin ahtaaseen, pahalta
löyhkäävään kotiin. Silmät loistavina se selitti Tapanille, että
kaupungin jokapäivänä ilmestyvälle sanomalehdelle tarvittiin
kantajapoikia ja että hän jo oli käynyt ilmoittautumassa. Villen ilo
levisi Tapaniinkin ja riemuiten lenkkasi hän pihalle äidilleen
huutamaan, että hän lähtee kantamaan "Sanomia".
 Äiti ei ensin ymmärtänyt yhtään Tapania, vaan katsoa tuijotti
kummissaan poikaan, että mitä se hullutteli. Ja tuvassa parkui pienin
sisko hirveästi, kun Tapani, joka sitä oli jätetty keinuttamaan, oli sen
heittänyt omiin hoteisiinsa itkemään. Äiti oli jo komentamaisillaan
lujasti Tapania takaisin pikku siskon luo, kun Ville Suvas joutui
Tapanille avuksi selittämään, mitä Tapani tarkoitti. Kantamaan
"Sanomia," joita painetaan kirjapainossa, selitti Ville oikein
ihmeissään siitä, että Tapanin äiti oli noin typerä.

Mutta tuossa tuokiossa selvisi jo äidillekin, mitä se Tapani

tarkoittaa. Olihan isäkin joskus suvisin, kun oli parempia
päiväpalkkoja saatavissa, ostanut jonkun irtonaisnumeron "Sanomia"
ja siitä sitte äidillekin ääneen lukenut. Nyt jo äiti alkoikin hoputtaa
Tapania juoksemaan kirjapainon konttoriin "ennenkuin muut
kerkeäisivät". Ja Tapani lähti Ville Suvaksen kanssa. Ville, joka oli
terve ja terhakka, juoksenteli Tapanin edellä kuin nuori koiran
penikka, Tapani läähättäen lenkkasi perässä. Villen täytyi aina tuon
tuostakin odottaa Tapania. Ja niin sitä lopulta saavuttiin kirjapainon
konttorin oven eteen, jossa oli lasiset yläosat ja niissä kullatuilla
kirjaimilla "Sanomain konttori". Mutta nytpä ujostui Tapani tuon
komeuden edessä, sillä hän häpeili rumaa ruumiinrakennettaan.
Ensin hän ei mielinyt millään ehdolla lähteä sisälle. Ville rupesi
houkuttelemaan. Ja neuvottelun tulos oli se, että mentäisiin yhdessä
sisälle, mutta Ville esitteleisi Tapanin asian. Ja niin tehtiin.

Tuonne konttoriin he työntyivät perätysten yhtä aristellen kuin

ennen kansakoulussa opettajan pöydän luo saamaan nuhteita, kun
olivat jotain pahuutta tehneet. Villekin jo pelkäsi Tapanin puolesta,
sillä nyt hän huomasi, ett'ei Tapani olekaan täysin ehdokaskelpoinen.
Tapani jäi pureksimaan lakkiaan taaemmaksi ja seisoi jäykkänä ja
kierona kuin maalaisnikkarin tekemä "vaivaisukko" kirkontapulin
seinämällä. Hän oli todella yhtä säälittävän näköinen kuin moinen
taideteos.

Ville astui peremmäksi. Siellä pulpetin takana istui tummaverinen

neiti rillit nenällä ja tukka kiharoituna. Korkealla tuolilla istui jäykkänä
kirjoittelemassa kuin olisi joku näyttelyesine. Tuollaista suuruutta ei
Tapani ollut eläissään nähnyt. Hänen ruumiinsa lyyhistyi vielä
enemmän kieroon, ja toinen silmä tuijotti lattiaan, toinen peräseinällä
olevaan suureen sanomalehtipinkkaan.

— Täällä olisi toinenkin poika, joka rupeaisi kantamaan

"Sanomia", puhui Ville ja katsoi neitiin.

Mutta se ei ääntänyt mitään eikä paikaltaan hievahtanut. Nyt otti

kumma, mietti Ville vilkkaissa aivoissaan. Mutta eipä hän ollutkaan
tuolle neidille ilmoittautunut, vaan herra se oli silloin ollut, jolle hän oli
asiansa toimittanut. Neitiä ei ollut silloin ollut näkyvissäkään.

— Täällä olisi toinenkin poika… alkoi Ville lujemmin.

— Hiljaa! tiuskasi neiti.

Ville oli pudota omiin housuihinsa ja Tapani mietti jo ottaa jalat

alleen, niin huonosti käyttökulkuiset kuin ne olivatkin hänellä. Silloin
kääntyi neiti viereiseen huoneeseen päin, jonne ovi oli auki, ja sanoi
korkeammalla äänellä:

— Sku faktorn vara snäll och komma lite hit.

Hetken takaa pyörähti viereisestä huoneesta esiin lihava, punakka

herra, juuri se sama, jolle Ville oli asiansa toimittanut. Sekin tunsi jo
Villen ja kysyi häneltä:
 — No, mitäs poika nyt asioipi?

Villen jäsenet kohta terästyivät, hän asemassaan varmeni kuin

läheisen ystävän tulosta hätään ja sanoi:

— Eikö herra ottaisi tätäkin toista poikaa kantamaan "Sanomia"?

Herra tähtäsi katseensa Tapaniin, joka sen painosta vienosti vapisi

ja sanoi sille:

— Mitenkäs tuollainen raajarikkoparka voi kantaa? Siihen tarvitaan

vikkeläjalkaista.

Tapani kävi punaiseksi kuin hehkuva hiili, mutta ei puhunut mitään.

— Kyllä se voi juostakin. Näytä Tapani, että voit! kehoitti Ville.

Tapani kaikessa hämmingissään tajusi, että tuo näytös oli tehtävä.

Ja hän lähti lenkkasemaan pitkin huoneen lattiaa. Neitikin havahtui
sitä katsomaan. Ja kun Tapani oli lopettanut juoksunsa, kohtasivat
neidin ja herran nauravat katseet toisensa. Mutta tulos näytöksestä
oli se, että Tapani otettiin Sanomain kantajaksi.

Ja ilomielin lähtivät pojat pois. Tapanin isä, joka oli kirvesmies, tuli
aina vasta illalla kotiinsa päivän työstä. Silloin hän oli väsynyt ja
tavallisesti alakuloinen. Tuskinpa monta sanaa puhui, vaan syötyään
heikon illallisen, johon äiti silti aina koetti hommata jotain lämmintä,
jos ei muuta niin haudikasperunoita, tuijotti äänetönnä hetken
lapsiinsa ja paneutui sitte levolle. Ja selvästi näkyi, että hän oli sekä
ruumiillisesti että henkisesti väsynyt.

Tänä iltana ilmoitettiin kohta isälle, että Tapani on päässyt

"Sanomain" kantajaksi. Hän naurahti sen kuultuaan ja hänen
kasvoilleen ilmestyi valoisampi ilme.

Isä käski tuoda illalliseksi pienen voinokareenkin nyt, kun Tapani

oli päässyt tienestiin. Ja isä, äiti ja Tapani söivät silloin leipää voilla
siveltynä, pitkän ajan takaa he sellaista herkkua söivät. Muuten sitä
annettiin vain perheen vähemmille jäsenille. Ja näytti kuin tuohon
pieneen huoneeseen, jossa pitkä mies tuskin sopi seisomaan, olisi
tullut joku suurempi onnen sanoma, minkä vaikutuksesta matala
katto kohoni, seinät laajenivat, ja itse asukkaat tunsivat harvinaista
tyytyväisyyttä.

Seuraavana päivänä kello kaksitoista—lehti ilmestyi siihen aikaan

päivästä — oli käsketty Villen ja Tapanin tulla "Sanomain" konttoriin.
Ja he menivät jo niin aikaiseen, että saivat tunnin odottaa.
Konttorissa sitte annettiin heille pienet kirjat, joissa oli tilaajain nimi ja
osote, sekä nahkalaukut, joihin lehdet oli pantava ja käskettiin
mennä painohuoneeseen, jossa he saisivat määrälukunsa lehtiä.
Siellä oli jo liuta poikia saamassa lehtiä. Ne olivat jo tottuneita
kantajapoikia, häärivät lehtien laskemisessa kuin vanhat mestarit, ja
jonkun kerran heittivät yli olkainsa katseen Villeen ja Tapaniin, jotka
seisoivat oven suussa ja suu auki ihmettelivät tätä uutta maailmaa,
joka yht'äkkiä oli avautunut heidän silmäinsä eteen. Neljä
painokonetta, sähköllä käypiä, olivat paraallaan työssä, ja yksi niistä
syyti ihan kuin itsestään valmiita "Sanomia". Se oli arvaamaton
arvoitus, sekä Villelle että Tapanille.

Keskellä heidän ihmettelyään otti muuan mies heille annetut kirjat,

katsahti niihin, ja työnsi sanomalehtiä heidän laukkunsa täyteen.
Komensi sitte:

— Mars!
 Ja pojat lähtivät henkensä perästä kiidättämään kaupungille
sanomalehtiä. Tapanikin lenkkasi kuin huonosti käypä rukki ja faktori
häntä konttorin akkunasta hymyillen katseli ja tuumi itsekseen:

— Halu tuolla poikaparalla näkyy ainakin olevan.

Paitsi tilaajille kantamista oli poikien tehtävänä myös

irtonaisnumerojen myönti. Ja harva se päivä etteivät ansainneet 50
—75 penniin. Tuo oli jo Tapaninkin kodissa tuntuva lisä ja koko
perhe riemuitsi Tapanin uudesta ammatista. Mutta enin kaikista oli
isä mielissään. Entinen kärtyisyys ja iltasin tylsä tuijottaminen lapsiin,
ikäänkuin ne olisivat hänelle epämiellyttävimmät olennot
maailmassa, oli hänestä kokonaan kadonnut. Hän oli tullut kuin
toiseksi ihmiseksi. Sillä paitsi pientä raha-ansiota, jolla muun muassa
pienimmälle siskolle saatiin maito ostetuksi, sai Tapani ilmaiseksi
aina päivän numeron "Sanomia". Ja se oli isän mielestä kuin
valonsoihtu tässä alakuloisuuden ennen pimeässä majassa. Nyt oli
hänellä nautittavana erityinen himoruoka: "Sanomain" lukeminen.
Pääkirjoitukset luki hän hiljaan itsekseen. Uutiset luki hän ääneen
äidille, samoin "niitä näitä", joissa kerrankin oli, että yhdellä miehellä
oli ollut kolmen vuoden ajalla yhdeksän vaimoa ja kaikki vielä elivät
— sepäs oli äitiä naurattanut! —, sotatapahtumat englantilaisten ja
buuerien kesken luki hän taas itsekseen ja oli vääjäämättömästi
buuerien puolella. Sehän oli puhdastapainen, Jumalaa rakastava
pieni kansa, joka tahtoi saada vain rauhassa viljellä omia peltojaan ja
ansaita leipänsä uutteralla työllä. Kaunokirjallinen puoli jäi Tapanin
luettavaksi ja samoin "kaikenlaiset".

Aina seuraavana päivänä työpaikalla kun oltiin einehtimässä ja

päivällistä syömässä, jutteli isä toisille työmiehille buuereista ja
englantilaisista, ja mitä muuta oli lehdessä ollut. Isästä oli tullut heille
jonkunlainen luennoitsija, puhuva sanomalehti, jota innolla
kuunneltiin. Ja työmiehet yhtenä miehenä puivat englantilaisille
nyrkkiä buuerien puolesta ja tuumivat, että sietäisi saada Englanti
rokkiinsa, kun kehtaa sellainen suuri maailmanvalta syyttömästi
ruveta rasittamaan pientä kansaa, joka ei tahdo mitään Englannilta
eikä halua muuta kuin saada rauhassa asua omassa isänmaassaan.
Aina seuraavana päivänä kysyivät miehet isältä kohta ensi
näkemässä:

— Eivät kai puuerit oo tapannut?

Tuon yhden sanomalehden kautta oli elämä koko työpaikalla

vilkastunut ja sen sijaan, että ennen syöntiaikoina oli jumalanviljan
ääressä lasketeltu väliin hyvinkin karkeita juttuja, nyt kuunneltiin ja
keskusteltiin, mitä "Sanomissa" oli ollut.

Kun päivät kävivät kylmemmiksi, koottiin kotona kaikki suinkin

soveltuva vaatevarasto Tapanin päälle, jotta hän tarkenisi. Äiti
luovutti hänelle ruojuspieksunsa, isä kudotun villaröijynsä ja
nahkalakkinsa. Ja kun Tapani tuossa uudessa asussaan lyyhäsi
kadulla sanomalehtilaukku kupeellaan, tarjosi hän toisille
vastaantulijoille naurun aihetta, mutta tunteellisemmissa ihmisissä
herätti hän sääliä ja ne ostivat häneltä tarpeettomasti "Sanomia" ja
maksoivat yli määrähinnan. Niin yhä karttuivat Tapanin tulot. Isä jo
panikin osan niitä erityiseen rahastoon, jolla hän aikoi ostaa
Tapanille talveksi omat pieksut.

*****

Mutta sitte muutamana marraskuun päivänä tuli Tapani kasvot

kyyneleisinä kotiinsa.
 Äiti tiedusteli syytä ja Tapani katkonaisesti kertoi hänelle:

— Että "Sanomat" on lakkautettu. Äiti ei nytkään ymmärtänyt

Tapania.

— Niitä ei saa enää painaa. Niin ne pojat sanoivat. Ja meille

sanottiin konttorissa, ettei "Sanomia" enää kanneta ja että meiltä on
toimi lopussa.

— Hyvä Jumala! Mitä tämä nyt on? Minun pitää lähteä itse
kuulustamaan asiaa, sanoi äiti.

Ja niin hän meni kirjapainokonttoriin. Siellä saivat hänet viimein

asian ymmärtämään, että "Sanomat" on kielletty ulostulemasta.

— Ja Tapanilta meni nyt tienesti! Pikku Maijukin jää maidotta! Isä

tulee yhtä kärtyiseksi iltaisin kuin ennenkin. Hyvä Jumala… Äiti
kuivaili esiliinallaan kyyneleitään. Faktoria ja tuota tylyä
konttorineitiäkin liikutti äidin puhe. Illalla kysyi isä "Sanomia", hänelle
ilmoitettiin asian laita. Taas jäi hän äänetönnä tuijottamaan lapsiinsa
kuin ne olisivat olleet epämiellyttävimmät olennot maailmassa.
Vähän syötyään pistäysi hän äänetönnä maata lattialle kelvottomalle
vuoteelleen. Mutta tuskin lie nukkunut koko yönä, yhtenään hän siinä
vain käänteli ja väänteli.

Aamulla päästyään työpaikalleen ilmoitti hän työkumppaleilleen

asian juhlallisesti kuin jos häneltä olisi vaimo kuollut viime yönä. Sinä
päivänä työpaikalla olivat mielet tavallista vakavampia.

Marraskuussa 1899.
 Lulle

Oli niin kuuma päivä, jotta luuli vedessä ulkona selällä kalojen
itsestään paistuvan. Ja sitte tyven kuin olisi miedoinkin tuulen
henkäys eksynyt pois rannikkokaupungin paahtavilta katuloilta. Ilma
näytti palavan, sillä sellainen hiostava, lämpöinen utukerros,
auringon sauhu, leijaili maan päällä lukemattomien itikoiden siinä
kukkurallaan uidessa. Ulkona puiden katveessakin tuntui olo
ihmisestä samanlaiselta kuin kuumassa suljetussa konehuoneessa,
jossa saa läpimärkänä uida omassa hiessään. Ja tuo merikin, joka
pienoisenkin virin käydessä oli niin raitishenkinen ja huokui viileyttä,
oli nyt kuin höyryävä muuripata täynnä lämpöistä vettä.

Lähellä satamaa, jossa tuoksui silakalle ja sillille, oli

"Annonsbladetin" kirjapaino ja toimisto, niin lähellä, että kun ikkunan
aukaisi, niin runsas sillin tuoksu levisi pian hyvinarvoiseen toimistoon
ja kiusasi siellä lehden toimittajien ruotsalaisia neniä. Mutta jos taas
voimakas merituuli puhalsi vilvakkaana ja tuoreshenkisenä, ryöpsähti
se tänne toimistoonkin kuin nuo rentava balsami, jota toimittajat
koettivat ahmia sisäänsä, vaikkapa pienen pölyannoksenkin kanssa.
Ja tässä suuressa nautinnossa silloin alkoi joku toimittajista
merimieslaulun, johon toiset reippaasti yhtyivät.

Nyt oli maanantai-aamupäivä eikä toimistossa ollut muita kuin

Lulle, joka oli jonkunlainen välihenkilö toimitussihteerin ja reportarion
välillä. Toimittajia oli kolme, mutta nyt nukkuivat vielä toiset kaksi
hurskaan unta pää täynnä viimeyötistä kaupungin vapaehtoisen
palokunnan 25-vutisen juhlan riemusakkaa. Päätoimittaja, joka ei
milloinkaan hikoillut työn tähden, ei tosin koskaan ollut toimistossa
aamupäivällä, mutta toinen aputoimittaja, laiska, vetelehtivä Abba,
jonka huolena oli kaunokirjallinen ja ulkomaan osasto, virui
sängyssään vielä, vaikka hänen virkatuntinsa olikin jo sisällä. Mutta
eilisen juhlan viinit ja sampanjat oli maistunut Abbasta,
epikurealaisesta, niin maukkailta, että hän, saadakseen niitä oikein
maistella, oli jo illalla ottanut lupauksen Lullelta, että tämä toimittaisi
seuraavana päivänä hänenkin työnsä toimistossa. Lulle, vaikka oli
herkkusuu hänkin ja lihava kuin kauppaneuvos, oli aina palveleva ja
hyväntahtoinen. Hän oli lupautunut, oli nukkunut tunnin pari, sillä
aamuun hänkin oli tahtonut juhlia, ja tuli nyt toimistoon likomärkänä
paahtavasta kuumuudesta.

Lulle riisui takkinsa ja istuutui rottinkituoliinsa toimistossa. Hiki

virtoina valui lihavia poskia myöden, musta tukka oli märkä ja kasvot
väsyneet. Hän alkoi työnsä leikkelemällä erinomaisen näppärästi
uutisia muista lehdistä. Mutta kohta hän hyökkäsi ylös kuin otteluun
valmiina ja paiskasi auki olevan ikkunan kiinni, sillä sillilemu, joka
siitä levisi sisään, oli yliannattaa häntä. Taas hän istui leikkelemään.
Hänen sormissaan oli intohimoa saksia pidellessään ja silmät lukivat
sanomalehdestä ainakin viittä riviä yhdellä kerralla. Ja missä oli
otettava pala, siihen hän kohta syöksyi saksineen ja liisteröi sitte
leikatut palat joukolle paperille.

Satamassa rantajätkät huusivat purkaessaan jauholastia suuresta

rantalaivasta ja toimiston kohdalla vesijohdon laittajat ampuivat
kadun sisästä kiveä dynamiidillä. Nyt se juuri paukahti niin
jyrisevästi, että vienoon unenhorrokseen tuolilleen vaipunut Lulle
seisoalleen hypähti ja noituen meni ikkunaan katsomaan.

Hän sadatteli ettei ihmiset saa olla rauhassa omissa huoneissaan

ja työnsi painoon liisteröimänsä palat. Sitte hän joi soodaa — sitä oli
kesäkuumalla aina varastossa "Annonsbladetin" toimistossa —
pitkän kulauksen, kääri ylös hihansa kuin aikoisi hän nyrkkitaisteluun
ja painautui lihavine, kuumine, hikoilevine naamoineen suuren
sanomalehden taa, josta hän haki sopivaa "alakertaa". Silloin soi
telefooni. Pyydettiin tulemaan satamaan saattamaan juhlavieraita.
Lulle lähti hattu kourassa ja vatsa täynnä kurkkuun asti pursuilevaa
soodavettä. Laivalla piti ottaa vähän konjakkia ja seltteriä hyvästi
jätöksi. Kun hän palasi takaisin toimistoon, oli hän hehkuvassa
helteessä, sillä tuo konjakki vielä lisää verejä lämmitti. Hän salpasi
sisäpuolelta toimiston oven ja riisuutui liinavaatteisilleen, sillä muuten
hän olisi pakahtunnut. Nyt hän ohuemmassa sauna-asussa istuutui
kirjoittamaan referaattia palokunnan loistavasta 25-vuotisesta
juhlasta ja aivoissa pyöri hempeä kuvittelu amerikkalaisesta
sanomalehti toimistoista, joissa ovat omat kylpyhuoneensa.

Hetken takaa kuului noputus ovella. Ei vastausta, vaan haudan

hiljaisuus sisällä. Kuului vielä pari naputusta, sitte poistuvat askeleet
eteisestä. Lulle oli jo kerinnyt vetää housut jalkaansa ja kurkisti salaa
ikkunasta, kuka mahtoi sisälle pyrkijä olla. Kuka se oli muu kuin
Abba-lurjus! Ja nyt se meni kauniisti tiehensä, vaikka työtä olisi niin
hirveästi.

— Sinä — sinä laiskuri! sadatteli Lulle.

Mutta eihän hän kehdannut huudella takaisin, ja se pääsee

mukavuudessa loikomaan jonnekin, vaikka työtä olisi niin hirveästi.
Hän saa täällä hikoilla kahden kolmen edestä. Jos hän huutaisi, niin
tutkaisisi se, miksi hän äsken ei päässyt sisälle, saisi tietää hänen
olleen liinaisillaan ja nauraisi sillä kuukausia, kun on sellainen
pirullinen Mefisto. Lullea harmitti ja hän sysi tukkaansa.
Pyyhkäistyään nenäliinallaan pienen lammikollisen hikeä otsaltaan,
istuutui hän jatkamaan referaattia tuoliinsa sellaisella painolla, että
tuoli narahteli.
 Hän kirjoitti, kirjoitti hiessään ja harmissaan. Kuvaili juhlakentän
koristelua, kertoi lyhyesti puheiden sisällyksen ja mitä oli kilpailuja
juhlan yhteydessä. Hän jo innostui, suli aineeseensa, ja kun hän
pääsi kuvaamaan illallisia, loistavia ja suuremmoisia, joissa
sampanja juoksi virtoina ja munkkia oli ehtymättömästä, ei hän
enään muistanutkaan hellettä eikä mitään rasitusta. Hengessään eli
ja nautti hän uudelleen nuo pidot, joissa hän sanomalehtimiehenä
maksuttomasti sai mahamäärältä kaikkea, hän, jonka oma kukkaro
ei koskaan kannattanut juoda sampanjaa, hyvin harvoin
munkkiakaan, mutta jotka juomat silti hänen ruuansulattimissaan
maistuivat kaikessa hienoudessaan, sillä suotta ei hänellä ollut
kauppaneuvoksen vatsaa.

— Voi sentään sitä sampanjaa, miten jumalallista juomaa se!

naurahti hän lopuksi muistojensa päälle.

Referaatin antoi hän painoon ja sen muassa juhlaan saapuneet

sähkösanomat. Ja nyt vaipui hän aivan rauhassa muistelemaan
tuota viimeyöllistä mässäystä. Sampanjan maku oli tuntuvinaan
suussa ikäänkuin sitä parhaallaan imisi hoikasta lasista, ja
herkkusan illallispöydän, täynnä kannettavaa kuin lähtevän laivan, oli
hän näkevinään silmäinsä edessä. Tuossa oli hänen edessään
lautanen, siinä konstikkaasti kierretty servietti, oikea ravintola-
taideteos, vieressä pienipesäinen, matalajalkainen ryyppylasi,
palleampi olutlasi, ja solakka viinilasi, siinä pöydällä runsaat,
täyteläiset kukkakimput vaaseissaan, monenmoiset vihannekset,
säilykkeet, lihat, kalat, juustot, avarat paistinvadit, senkin seitsemät
herkut ja hienoimmat jälkiruuat, hedelmiä, viiniä, sampanjaa…

Ja kaiken tuon turkkilaisen hekuman päälle valoivat ihanina

sähköruunut paistettaan kuin ensimmäinen aurinko luomisaamuna.
Se oli kerrassaan Luculluksen ateria! Lulle maiskautti kieltään ja
jatkoi muistelojaan:

Senaattori nousee runsaskerakkeisella ruotsinkielellä puhumaan

— hän nuorempana kaupungissa pormestarina ollessaan olikin
palokunnan perustanut — ja avaravalkorintaiset frakkiherrat tarkaten
kuuntelevat häntä kuin lapset jotakin äitinsä kertomaa leikkisatua
myhäillen, nauttien ja nauraen, sillä puhe on humoristinen…

Illallisessa ei ollut yhtään seotettua rahvasta, sillä samalla aikaa

anniskeltiin varsinaisille palokuntalaisille olutta ja voileipiä itse
juhlakentällä… illalliset olivat herrasmiesten juhla.

Referaatissaan kantoi Lulle julki juhlatoimikunnalle hartaimmat

kiitokset, niin hartaat kuin ainoastaan "lipilaari" sanomalehtimies voi,
joka työskentelee sanomalehdessä vain saadakseen jokapäiväisen
leivän ilman mitään korkeampia aatteita tai näkökantoja. Lulle oli
sanomalehtimies sentähden, ettei hän ollut mikään muu. Jos hänet
olisi pantu kirjoittamaan pääkirjoitusta lehteen, itsenäistä ja
omakantaista, olisi Lulle hölmistynyt kuin peura, joka on valjastettu
juhlavaunujen eteen. Päänsä puhki olisi hän silloin puskenut.
Kevyeine pulkkineen hän vaan risteili arkipäiväisemmillä aloilla,
ravintoloissa ja kokouksissa, uutisia kuopien ja ilmaa haistellen, mikä
tuuli milloinkin puhalsi, että voi siitä päätoimittajalle tiliä tehdä, joka
oli tavallaan nuoralla tanssija hänkin, mitä tuli oman paikkakunnan
oloihin.

Mutta yht'äkkiä tunsi Lulle, että hänellä olivat sukatkin märkinä ja

että hän hikoili kuin olisi hän ollut "rantasaunassa" höyrykaapissa
istumassa. — Se Abba lurjus… lurjus… lurjus…! päivitteli Lulle, sillä
Aban työt olivat vielä tekemättä.
 Ei maistunut sooda, eikä tupakka. Mieleen vain kuvittui
sampanjapullo jäiden keskellä sieltä eileniltaisista juhlista. Ja
punssitkin tuotiin sisälle suurissa metalliastioissa, joissa oli jäitä.
Lulle olisi halunnut asettaa noita jäitä höyryävälle iholleen ja — ja —
juoda lasinkaan helmeilevää, kristallikukasta sampanjaa. Totta
totisesti se olisi ollut nautintoa, se olisi virvoittavana terästänyt koko
miehen.

— Haaveita! kirjoitti Lulle ajatuksissaan edessään olevalle

paperille. Sitte hän kotvan takaa nousi päättäväisesti ylös, käveli
muutamaan kertaan poikki toimitushuoneen lattian ja mietti kuin
hyvin vaikeaa laskuesimerkkiä. Hetken takaa tarttui hän
kukkaroonsa, kopeloi sieltä rahat esiin, laski tarkkaan hopeat ja
kuparit, ja tuumi hiljaan:

— Niin minä nyt teen. Tällä kerralla nyt menköön kukkaro puhki!

Taas asettui hän rottinkituoliin, mutta nyt hiljaa ja varovasti kuin

pelkäisi hän sitä narisuttamalla kiduttavansa. Näki päällekin päin,
että Lulle oli nyt päässyt mielen tasapainoon. Hyväntahtoinen
tyytyväisyys lepäili hänen leveillä poskillaan ja silmissä oli
rauhallinen sävy. Hartaudella hän alkoi lukea Ruotsin sanomalehtejä,
saadakseen niistä lehteensä valmiin kaunokirjallisen ja ulkomaan
osaston. Nuo "emämaan" lehdet ovat Suomen ruotsinkielisille
sanomalehdille arvaamattomasta hyödystä. Niissä on runsas varasto
valmista tavaraa sekä ylä- että alakerrassa ja niissä maamme
ruotsinkieliset sanomalehtimiehemme kahlaavatkin polvia myöden
yltäkylläisessä viljan runsaudessa. Pian oli niistä Lullekin säkkinsä
täyttänyt ja nyt hän oli toimittanut Abbankin työt. Mutta kello olikin
pian neljä iltapäivällä.