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This paper examines how changes in immigration policy levers actually affect the skill characteristics of immigrant arrivals using a unique Canadian immigrant landings database. The paper identifies some hypotheses on the possible effects on immigrant skill characteristics of the total immigration rate, the point system weights and immigrant class weights. The “skill” characteristics examined are level of education, age, and fluency in either English or French. Regressions are used to test the hypotheses from Canadian landings data for 1980–2001. It is found that (i) the larger the inflow rate of immigrants the lower the average skill level of the arrivals, (ii) increasing the proportion of skill-evaluated immigrants raises average skill levels, and (iii) increasing point system weights on a specific skill dimension indeed has the intended effect of raising average skill levels in this dimension among arriving principal applicants.

Within a context of increasing competition between countries willing to attract foreign firms for regional development and employment creation prospects, spatial location issues have become a sensitive topic. One of the most noteworthy phenomena in economic geography is the concentration of industrial activities in specific regions despite globalization strategies of the firms. Location theory has provided various explanations of spatial agglomeration. Recent theoretical analysis suggest that different firms within an industry tend to choose similar locations because proximity generates positive externalities. While industrial clustering has been noted at least since A. Marshall, current models shed new light on agglomeration effects. As in recent theoretical and empirical work, we argue that agglomeration economies tend to push firms to cluster together in a self-reinforcing way.Few empirical studies on foreign direct investment have been undertaken at the regional level. Our paper focuses on the location decisions of French multinationals in manufacturing sectors. We use a new database that covers more than 2,000 establishments across 94 regions in the European Union. We use a panel data model to test the regional determinants of location choices. Along with the classical locational advantages, we introduce various variables that capture agglomeration effects. Moreover, transport costs proxies and public policy variables are also considered.

Most years, several AIB members are elected as AIB Fellows on account of their excellent international business scholarship, and/or past service as AIB President or Executive Secretary. The Fellows are in charge of electing Eminent Scholars as well as the International Executive and International Educator (formerly, Dean) of the Year, who often provide the focus for Plenary Sessions at AIB Conferences. Their history since 1975 covers over half of the span of the AIB and reflects many issues that dominated that period in terms of research themes, progresses and problems, the internationalization of business education and the role of international business in society and around the globe. Like other organizations, the Fellows Group had their ups and downs, successes and failures – and some fun too!

A story that Robert told in class during this research exposes the tension of simultaneously studying literacy and identity when submission and control are also processes at work in the story. There are two pieces of this story. In the first part of the story, Robert relates the narrative. The second part consists of the details of the story he told. Both pieces can be used to illustrate different elements of the tension between studying literacy and identity as a single construct labeled literate identity. In addition to suggesting a metaphor for literacy and identity, Robert's story navigates the constructs of submission and control that Wong (2008) discusses in terms of the aesthetic of motivation. The tension between submission and control when coupled with an exploration of literacy and identity has implications for the notions of resistance to literacy in the field of boys' literacy as well as the being and doing of literacy for the boys in this study.Our class began with the students congratulating Robert on his storytelling. When I inquired further, I found out that Robert had started to tell the legend of Cupid and Psyche in a previous class, but he had run out of time. The rest of the students expressed interest in hearing the story, either for the first time, or to know the end. Initially, his telling ebbed and flowed. He apologized for his lack of fluency and explained he was trying to provide us the parts of the story we would find the most interesting. Eventually he settled into a rhythm and finished 50 minutes later. (Reconstructed field note, December 2009)