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After the first few weeks of college, my views have changed a little. When I first got here, I really wanted to learn as much as possible and make that my main focus, partially because I thought that that was really the only thing people should get out of college. Now that I have a few weeks of college under my belt, my thinking has shifted a bit. I’ve begun realize how important the social aspect of college really is, and how it can make a huge difference in my everyday activities. I also am really starting to appreciate the spiritual aspect of Malone. I love the floor Bible studies we have, and chapels are great. I like that in every class, the professor can almost always tie it back to God and how amazing He is. Education is still my main goal, but I’m starting to realize the importance of other goals as well.

For example, I’ve absolutely loved getting to know the girls on my floor. The first week of classes, none of us knew each other very well, and our hall was relatively quiet. We all stayed in our rooms and studied or watched TV, and didn’t interact a whole lot. But eventually, we began taking little steps outside of our comfort zones and got to know one another. This has totally changed the atmosphere on our hall, and everything we do as a floor. We get meals together, watch TV, and have become very good at helping each other procrastinate! One of the girls living next door to me has some magnetic Scrabble tiles on her door, and we’ve been known to stand there for a good 20 minutes trying to come up with a really long word.

Making friends outside of my dorm has been a little harder, but can be just as rewarding. Starting up conversations with people I don’t know has never been my strong suit, but I’ve been trying to work on that throughout my first few weeks here. Talking to people in my classes can make the time much more enjoyable, and can be especially helpful when I don’t understand something in class.

Another thing I really underestimated was the impact the past few weeks have had on my faith. I came in knowing Malone is a Christian college, but I didn’t completely think about how that would affect my everyday life. My RA is so supportive of all of the girls on my floor, and loves to hang out with and listen to us. We have a floor Bible study every week that really brings us closer to each other and God. I’ve learned so much from the girls in just the few weeks I’ve been here that I never expected to learn. I’m so grateful that I get to spend time with such amazing girls that help me grow in my relationship with God more than I ever expected.

Another thing here I’ve really enjoyed is the chapels. It’s really nice to get away from all of the studying and busyness for a while and spend some time worshipping God. I also love how diverse the chapels are. I like the variety because it breaks up what can be the monotony of worship. Sometimes people can be complacent about their faith and get used to one way of doing things. I know I can do that sometimes, and I like being forced out of that bubble. Every time I go to chapel, I’m not really sure what I’m going to get.

One of my favorite chapels was the one from Compassion International. The guys had some amazing stories to tell, and the organization has changed so many lives. The dancing and music was a definite break from the usual format of chapel, and it was so much fun! My group got there a bit late and ended up sitting right up in front, so we got really into it! Following the service, our floor decided to sponsor a child together. Her name is Cristal, and she lives in Mexico. I know she’s so beautiful to Jesus, and I can’t wait for us to be able to show her how much He loves her.

After a few weeks here, what I think of as success has changed a little as well. At the beginning of college, I might’ve said that success would be getting all A’s, finding a great job right away, and getting where I want to go in life right on time. Now, though, I think I wouldn’t say that.

First of all, I know I’m not going to get all A’s. Some of my classes are pretty tough, and I know I won’t get perfect scores all the time. I would say that now my main goal is to get as good of grades as I can, but most importantly to feel like I learned everything I needed to. If I get stellar grades and haven’t really learned what I needed to, then what was the point?

Secondly, I’m learning that God will do His own thing, and that His plans are probably way better than anything I could think up. I know a few things I want to do with my life, like work on an Indian reservation to help pay off my student loans, and maybe live in England at some point. More and more, I’m learning to let God work on the details and focus on what I can do right now to make sure I have the ability to be whatever He needs me to be. College life can be challenging for many, and to help you avoid common mistakes, we’ve prepared an extensive article with student tips.

The last thing I’m defining as success in college is coming out of it with meaningful relationships. A huge part of living for the Lord is being able to fellowship with other believers that can lift us up and encourage us in our everyday lives. I’ve grown so much in the past few weeks, and none of it would’ve happened without the amazing women of God that He has put in my life.

Even though it hasn’t been a very long time, I know I’m not the same person I was when I first started at Malone. I only hope I can keep up the forward momentum.

Works Cited

1. Arnett, J. J. (2000). Emerging adulthood: A theory of development from the late teens through the twenties. American psychologist, 55(5), 469-480.
2. Brint, S., Proctor, K., Murphy, S., & Hanneman, R. (2009). Going to college in the twenty-first century. Harvard University Press.
3. Chickering, A. W., & Reisser, L. (1993). Education and identity. Jossey-Bass.
4. Cruz, J. E., & Gillespie, D. F. (2014). College student development: A thematic approach. John Wiley & Sons.
5. Eimers, M. T. (2014). Fitting in and standing out: Navigating the social challenges of university life. Routledge.
6. Feldman, R. S., & Matjasko, J. L. (2005). The role of peers in the socialization of college students. The American Behavioral Scientist, 49(8), 1128-1143.
7. Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research (Vol. 2). Jossey-Bass.
8. Rabinowitz, F. E., & Cochran, J. K. (2002). Academic and social integration in higher education: A survey analysis. Journal of College Student Retention: Research, Theory & Practice, 4(1), 55-66.
9. Schwarz, L., Johnson, S., & Truong, H. (2013). College culture, student success. John Wiley & Sons.
10. Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press.

Table of contents

1. Introduction
2. SWOT Analysis
3. My first impression from Bishop Opera Luigi Locati Children’s home
4. Challenges

Introduction

Bishop Opera Luigi Locati children’s home is an organization whose aim is to educate, shelter and support the orphans and vulnerable children. This home was founded in 2005 by Bishop Locati Luigi and Mr. Riccardo Luigi.

Mr. Riccardo Luigi Riccardo an Italian businessman and Bishop Locati Luigi devoted their lives into helping children. Mr. Riccardo passed on in 2014 as he was taking treatment in Italy. The home has been gaining support from founders and because of that the home has been really helpful. The home also acts as a rescue for children who are displaced. The home was originally Mr. Riccardo’s residence with a warehouse until it was chosen as the children’s home site. The home comprises of 115 children. These children attend different institution which includes: Roysambu primary school, Kiereni secondary school, Giovanni-e-Sylvia school for the deaf, Mugona girls’ secondary school.

The home is registered as a community-based organization in Nairobi. The directors of Bishop Opera Luigi Locati children’s home include: Mr. Riccardo, Mr. Thomas M. Otiato, Dr. Leonard P. C. Amalia, and Mr. Peter Mangula.

The home’s target groups are:

1. Families from the streets
2. Vulnerable children
3. Children who have been rescued
4. Children from poor background
5. Orphans.

The home receives mainly short term support from corporate institutions churches and individual contributions for sustainability. The home also receives things like furniture, clothes, buckets, mattresses, brooms, etc. from individual contributions.

SWOT Analysis

Strength

The home’s environment favors the children through their growth because the home is always clean and has a big open place which allows the children to play around and interact with each other. The home is located close to the city and just on the main road which make it easy accessible for visitors and potential donors. It is situated next to a primary school which makes it easy for the children when they go to school because it is close. A church is also located next to the home which makes it easy for the children to go church as its close.

The home has a stable source of income from the leased apartments and other potential institutions, which helps them in finance stability. They continue to receive donations by one of the home’s co-founders in Italy. The home is comprised of three women who help to take care of the children and do domestic activities like washing clothes, watering plants, cooking, washing utensils, cooking, sweeping, cleaning, etc. The home grows crops which reduces expenses for buying food.

Weaknesses

The home doesn’t have enough sporting equipments which limits the children’s part of sports. They could buy for the children more sporting equipments such as balls, swings for the small children. The home’s garden needs to be worked on because the grass has gone dry which doesn’t favor the children while playing in the field.

The home is located close to the main road which has a bad side because the children could have accidents due to traffic on the main road. iv) The home doesn’t have enough employed laborers who could occasionally work on the home to maintain the compound.

Opportunities

The home could grow more crops such as vegetables on their big plot of land to increase their food supplies and save more money. Another opportunity which I have already seen the home starting is to start rearing chicken which will also increase their food supplies.

The children will also be able to gain knowledge on farming through growing crops and rearing the chicken. The school has efficient resources such as a borehole which is located next to the boys’ dormitory. This borehole becomes efficient in a sense that it provides water for washing clothes, washing utensils, sweeping, cleaning, watering plants, etc. The home also a classroom where children can revise from and study English.

Threats

The home is not well secured in a sense that anybody can enter at any time and it could be dangerous to the children. The home doesn’t have a hired security guard who can secure the home. The home’s location near the urban area could also be dangerous due to different bad peer groups which are found in the urban area that could easily influence the children into bad habits like smoking, drinking alcohol, taking drugs, etc.

My first impression from Bishop Opera Luigi Locati Children’s home

My first impression of the home was positive. I entered the main gate and immediately saw the sign at the entrance of the home and this is when I knew I had arrived at the home. It was a big compound that I first couldn’t find the office. Tall trees surrounding the home were giving a good atmosphere at the home. As I approached the office I found the principle of the home interacting with another student and he immediately welcomed me and offered me a chair. He took me around the home, and in the backyard it was clean surrounding and a lady called Selinah was washing clothes.

I could already see that this home is organized and do things in line. I walked around and approached the dormitories of the children. The children had already gone to school but they had left their beds laid and cleaned their washrooms. I recognized that the girls’ dormitory had more beds and noticed that there are more girls who board than boys. Next to the boys’ dormitory there was a bore hole which comprised of water that the home uses for different purposes.

While walking behind the office I saw some crops that are being grown and these were vegetables which I could already see that reduces expenses. Opposite the back of the office, there was a small classroom where some children were studying English in that early morning. In front is where clothes were hanging in order to get dry. On the left there was an empty room and then I asked the principal what the room was for and he told me that its’ where the poultry farm will be residing which is already underway. Outside the room, there was furniture that was being fixed including benches and beds for the children.

From there I started my community service. I was given two buckets then and a small boy called Moses led me to the bore hole to fetch water, I thought it could be easy but it was quite hard because I had to deep the Jerry can in the water and pull the jerry can up which was heavy. I filled two buckets and started watering the crops. After I had finished watering the plants, I was told to sweep the boys’ dormitory. I filled the two buckets again from the bore hole and cleaned the boys’ dormitory which was a bit difficult because the ground in the dormitory had gone old and some parts there was no cement but I improvised and cleaned the place.

Challenges

The home has a challenge of massive mosquitoes which could make the children sick, since behind the dormitories there is a bush which invites mosquitoes. The home has another challenge of too much dust since the grass dried and disappeared which invites dust.

The other challenge is that buildings are old such as the boys’ dormitory which needs new cement on the ground because the original ground went old.

What I expect to do for the home

• I expect to continue in helping clean the compound so the home can have a good sanitation
• I expect to continue fixing the beds that will be taken to the dormitories such as washing the beds, attaching wood on the beds where the mattress lies and painting the beds.
• I expect to continue watering the crops so that they can grow well iv) I expect to continue interacting with the children and giving them a sense of friendship
• I expect to me and my community service members to donate at least a box of cement to help rebuild the boys’ dormitory ground
• I expect to advise the home and cut down the bush that is behind the dormitory which invites mosquitoes.

Table of contents

1. Introduction
2. First Impressions
3. Conclusion
4. References

Introduction

Introduction: Whenever someone thinks of Jane Austen, it is no surprise that they may think of her best-selling novel Pride and Prejudice. When people ask me to suggest a book for good reading, I always choose this novel. However, many fail to realize that Pride and Prejudice was not the original title of her famous writing piece and that it took many publishers to convince her to change her original title First Impressions to Pride and Prejudice. There are many moments in the book where first impressions of the characters play a big role and Austen did this to show the readers that first impressions can be deceiving because nonetheless, the characters may or may not be what they have portrayed as. While the second title has won its fame over the book, it is indeed First Impressions that one may believe best suits the book because it better serves the plot alongside the nature of the satirical characters that Austin created.

First Impressions

Topic sentence: The novel begins with multiple first impressions of the characters in the book especially of arrogant Mr. Darcy and bachelor Mr. Bingley. Evidence & citing: Two members of England’s upper-class society, Mr. Darcy and Mr. Bingley visit a city in England in which middle-class bachelorettes are awaiting their arrival. The first volume focuses on these two different circles coming together to meet each other in fancy balls made in honor of their arrival. To say the least, the two main characters of the novel, Elizabeth Bennet and Mr. Fitzwilliam Darcy meet in the first ball and already, the first impressions of one another are less than ideal, with both characters thinking so negative of each other. Evidence & citing: Darcy remarks that Elizabeth is “tolerable; but not handsome enough to tempt me” while Elizabeth’s first impression of Mr. Darcy is in response to what he said about her left her with “no very cordial feelings towards him”. Commentary: In such little time that these two were barely able to meet each other did they already begin to form an antipathy that will blind them from each other throughout the entire first half of the book. Evidence & citing: Also, Mrs. Bennet was quick to judge Mr. Darcy based off of the first impression that he had given off to people at the ball especially when he spoke to antipathetic of Elizabeth when asked whether he would like to be introduced to her. She said, “So high and so conceited that there was no enduring him! He walked here, and he walked there, fancying himself so very great! ... I quite detest the man”. Already by seeing how he presented himself in the ball did Mrs. Bennet receive a bad first impression of Mr. Darcy. Many characters are quick to judge Mr. Darcy because of the first impression that he gave off at the ball when he arrived from London and it’s this first impression that blinds them from the reality of his life.

Topic sentence: First impressions have the greatest influence on others. Evidence & citing: When Darcy makes his first impression to the Bennet sisters he comes off as rude and arrogant: “His character was decided. He was the proudest, most disagreeable man in the world, and everybody hoped he would never come there again”(Austen 17). Darcy makes a terrible impression on the Bennet sisters. Commentary: This shows how quickly people are to judge in this era. Evidence & citing: Jane is known for being very pretty and sweet but Elizabeth tells her that she needs to work on her first impressions, “Oh! You are a great deal too apt you know, like people in general. You never see fault in anybody”. Commentary: Elizabeth tries to explain to Jane that she is being naive and forgiving but later on proves that Elizabeth judges people harshly and too quickly. This is shown when she starts to ask Darcy about his past with Wickham but Darcy is resilient, “I remember hearing you once say, Mr. Darcy, that you hardly ever forgave, that your resentment once created was unappeasable. You are very cautious, I suppose, as to its being created”. Evidence & citing: This shows how Elizabeth is pushing Darcy to tell her about his past, she starts to imply that he is stubborn and that he is too quick to judge.

Topic sentence: Not only did Mrs. Bennet speak so negative of Mr. Darcy based off of what she saw at the ball and what she heard from Elizabeth, but she also commented and spoke about the first impression that she got off of Mr. Bingley. The mother of the Bennet household made multiple comments off of Mr. Darcy and Mr. Bingley at the ball. Evidence & citing: Despite disliking Mr. Darcy for rejecting Elizabeth, Mrs. Bennet goes off over how he complimented and danced with Elizabeth’s sister Jane. She says, “Mr. Bingley thought her quite beautiful, and danced with her twice. Only think of that my dear; he actually danced with her twice; and she was the only creature in the room that he asked a second time… I am quite delighted with him. He is so excessively handsome!”. Mrs. Bennet was praising Mr. Bingley after the first impression he gave off at the ball when he asked Jane to dance twice with him. To her, dancing multiple times is considered a compliment and because of this, he becomes her favorite bachelor of the night. After only meeting Mr. Darcy in such a short amount of time did he becomes the center of criticism of the entire town solely because of how he portrayed himself at the ball. The exaggeration of rumors, irony, and gossip of the people that occurred at the time goes to show the satire that Austen uses in her novel.

The satire that Austen shows when people gossip about Mr. Darcy is not even part of the satire that she defines in the book. Throughout the first volume, we frequently see Elizabeth make snap decisions about characters despite little to no interaction with them, but it is in the next volume where we begin to see the discrepancies between real life and the characters in this satire. In this section of the book, Elizabeth begins to take events and bend them to fit her own personal worldview, as seen when Jane sends her a letter about attempting to locate Mr. Bingley in London. Despite the fact that Jane never interacts with Mr. Bingley, and Jane only talks to his sister, Elizabeth immediately assumes that Mr. Bingley is behind it all, claiming that “His character sunk (further) on every review of it,” (Austen 144-145) ignoring the likely possibility that Ms. Bingley simply neglected to inform Mr. Bingley of Jane’s arrival, something that seems possible considering Jane believes she's acting on “anxiety for her brother.” (Austen 144) Why does she do this? Because he is a friend of Mr. Darcy.

Conclusion

Conclusion paragraph: In “Pride and Prejudice”, the rich “don't alter their views to fit the facts. They alter the facts to fit their views.” We see this time and time again throughout the book. When a young soldier called Mr. Wickham comes to town, he claims that Mr. Darcy was apparently responsible for removing him from his father’s estate, despite the fact that Mr. Darcy himself claims that Mr. Wickham is lying about the entire affair, or at the very least, severely distorting the truth. One of the main characteristics that Elizabeth attempt to define herself by is her love of rationality, yet despite that, she immediately takes Wickham at face value, even claiming that it bore up to scrutiny, despite her not once doubting his words. Why? Certainly because “Whatever he had said was said well” (Austen), but that is not the main reason. The main reason she believes him is that it justifies her first impression of Darcy, as opposed to making her re-evaluate her opinions. Her ‘logic’ is quite simply that everything about Mr. Darcy must be rotten because of that initial insult and as funny and amusing as that is now, it has dreadful consequences later in the book.

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If the reader has familiarity with this book, or any of the movies, parodies, or other associated content, they may be wondering about how Mr. Darcy’s letter written near the end of volume two fits into all of this. Surely this letter that so drastically effects a change into Elizabeth, and causes her to admit how “wretchedly she has acted” will undo these first impressions. Well yes…and no. In the latter half of the book we see almost a complete reversal of the previous two volumes, with Elizabeth’s impressions almost entirely reversed. Whereas before, Darcy was nothing short of the most repugnant man on the planet, and Wickham was nothing short of a perfect gentleman, her opinion of Wickham (reasonably) drops, while her opinion of Darcy rises because she liked the flora around his manor’s grounds.

References

1. Heydt, J. (1985). First Impressions" and Later Recollections: The Place of the Picturesque in" Pride and Prejudice. Studies in the Humanities, 12(2). (https://www.proquest.com/docview/1312026600?pq-origsite=gscholar&fromopenview=true)
2. Delasanta, R. (2003). Hume, Austen, and first impressions. First Things: A Monthly Journal of Religion and Public Life, 24-30. (https://go.gale.com/ps/i.do?id=GALE%7CA102520584&sid=googleScholar&v=2.1&it=r&linkaccess=abs&issn=10475141&p=AONE&sw=w&userGroupName=anon%7Edb38b58e)
3. Dooley, D. J. (1965). Pride, Prejudice, and Vanity in Elizabeth Bennet. Nineteenth-Century Fiction, 20(2), 185-188. (https://www.jstor.org/stable/2932546)
4. Bander, E. (2012). Neither sex, money, nor power: why Elizabeth finally says" yes!". Persuasions, (34), 25. (https://jasna.org/publications-2/persuasions/no34/bander/)
5. Fu, C., Pei, F., & Huang, X. (2014). A Comparison of Elizabeth and Mary in Pride and Prejudice. Advances in Literary Study, 2(04), 140. (https://www.scirp.org/html/6-2820088_51092.htm)

Introduction

Should follow an “upside down” triangle format, meaning, the writer should start off broad and introduce the text and author or topic being discussed, and then get more specific to the thesis statement.

Topic sentence

The topic sentence serves as the main point or focus of a paragraph in an essay, summarizing the key idea that will be discussed in that paragraph.

Evidence & citing

The body of each paragraph builds an argument in support of the topic sentence, citing information from sources as evidence.

Commentary

After each piece of evidence is provided, the author should explain HOW and WHY the evidence supports the claim.

Conclusion paragraph

Should follow a right side up triangle format, meaning, specifics should be mentioned first such as restating the thesis, and then get more broad aboutthe topic at hand. Lastly, leave the reader with something to think about and ponder once they are done reading.

In order for global businesses to achieve their economic activities, trade theories are explored to help strategize their means of operations across borders. Trade theories allow global businesses to decide what, how much, and with whom to import and export. There are trade theories that involve great governmental intervention in trade activities like mercantilism and there are trade theories that practice less governmental intervention like the theory of absolute advantage. This paper will compare these two theories of international trade and how government intervention impacts global businesses.

The first trade theory of mercantilism took place during the 16th century where it allowed the government to intervene and encourage trade as a means to generate wealth for the mother country. Wealth was generated by exporting more goods than importing. The goal was to encourage a trade surplus as the government restricted imports and subsidized non-competitive products to raise the country’s overall revenue. European countries particularly Great Britain and France became a dominant force that embraced mercantilism. The British government made sure that its American colonies would supply raw materials like oil and grain to the mother country while exporting finished products to others. This favorable trade surplus was meant to increase the national wealth through gold and silver exchanges. With American colonies depending heavily on Great Britain, they were further restricted by the British government due to an increase in taxation and inflation. This caused great colonial distress and limited the growth and freedom of colonial businesses. They could not conduct any foreign businesses with other countries which is a great disadvantage as no country has all the natural resources, favorable geographic conditions, and technology necessary to produce everything a country need.

Countries during the 18th century focused more on reducing barriers to the movement of trade and production. This allowed products to be competitive against others which increased efficiency and a greater variety of goods and services at a lower price. The free trade theories such as absolute advantage made way for specialized goods and services to be imported and exported to other countries. This notion is based on Adam Smith’s declaration that a country’s wealth is based on available goods and services. His theory of absolute advantage argued that instead of mercantilism, free trade promotes a flourishing economy and country. He also reasoned that other countries can produce different goods more efficiently than others which means that consumers should not be forced to purchase domestically produced goods when they can instead purchase cheaply from abroad. Specialization gives countries a competitive advantage resulting in a higher global output. For instance, due to Ecuador’s natural geographic advantage, they can produce large and long-lasting roses which play a pivotal role in their million-dollar global rose trade. Another example is Taiwan’s tea leaves which were their major export. Taiwan’s high elevation gives its tea leaves a unique taste which is their competitive advantage. By freely trading with other countries, global efficiency is optimized as each country can benefit from one another. Thus, by trading freely without government monopolization, global efficiency is optimized as different countries can receive various goods and services.

Trade theories are fundamental for countries conducting global businesses. The oldest trade theory mercantilism ensured the mother country was profiting while imposing harsh trade restrictions and taxations on colonies. This made way to the success of free trade theories like the theory of absolute advantage where countries can conduct global businesses and trade with goods and services that they specialized in giving it a competitive advantage. Countries do not have all the resources they need which make global trade even more necessary. By understanding trade theories, countries and global businesses can efficiently strategize and meet their economic objectives whether it is transferring production factors like labor and capital or simply goods and services like Ecuadorian roses.     

The samples of FIS, FE immigrants, and CB population are constructed from the Canada 2006 Census and 2011 National Household Survey. The 2011 NHS was conceived as a replacement of the mandatory long-form census with similar contents*. Both files are able to identify individuals’ immigration status, the location of study, the highest level of education, and the year of immigration. This research places restrictions on individuals aged 18 to 60 with a college degree or above. The FISs are distinguished from the FE immigrants by their locations of study from whether their highest education degree was obtained inside Canada. Both FIS and FE are drawn from the most recent immigrants who landed from 2004 to 2006, surveyed in 2006 Census; and 2009 to 2011*, surveyed in 2011 National Household Survey. This ensures the FISs have earned Canadian education certificates or degrees prior to the time they became landed immigrants. A comparison has also been made between the FISs and the Canadian-born population. The sample of CB is also derived from the census and NHS with individuals who were born in Canada and finished their highest level of education in Canada. Pooling these two sources of data significantly increases the sample size. Together these two files result in samples of 777, 6867, and 198447 correspond to FIS, FE immigrants, and CB individuals, respectively.

Measures

The labour market outcome of each sample is determined by four variables: log weekly wages, employment, occupation skill level, and the matching of STEM degree holders with STEM occupations. The census and NHS contain variables on field of study, total wages and weeks worked during the prior year of survey, and the occupation major groups, which are applicable to analyze the outcomes for all types of student.

The occupation skill level is classified by the National Occupation Classification; each unit groups are constructed on the basis of the kind of work performed and the education or training required to enter the job. The Canadian immigration programs use the NOC to decide whether the applicants are eligible to immigrate as skilled workers. The major skill types fall under the NOC are: type 0—management occupations, type A—professional jobs that require for a university degree, type B—technical jobs and skilled trade that require for a college diploma, type C—intermediate jobs that call for high school or specific training, type D—labour jobs that give on-the-job training. Among the five types of occupation, three of them (Type 0, A, B) are considered “skilled” jobs. This research aims to assess whether the FISs are more or less likely to be employed in a skilled job.

The analysis of the STEM occupation matching of the STEM education examines whether a specific education training has a decisive transition to a particular type of job*. The debate is whether the FIS STEM degree holder’s probability of getting a STEM job differs from the FB immigrants due the possible variation of education quality.

Table 1 lists the unconditioned sample mean of all outcome variables and explanatory variables between the FISs, FE immigrants, and Canadian-born individuals. As shown in the first outcome section, the FISs’ log weekly wages are about 0.15 log points higher compared to the FE immigrants. Unexpectedly, the FISs have a significant earning gap at over -0.30 log points, relative to CB individuals. The large disadvantage does not go down much after the control variables were added to the regression model. The same trend can also be seen at employment rates at which the CB has the highest employment rates at 87.6%, the FE remains at the low end (73.2%), and the FIS in the middle (81.6%). While the FISs with STEM degrees are more likely to be employed in the STEM field compared to the FE immigrants, the FISs and CB individuals’ almost have an equal probability of getting a STEM field match. Relative to FE immigrants, the FISs are also more likely to be admitted in a skilled job. The outcome of the occupation skill level for CB and FIS remains similar.

To explain this variance in the labour market performance, different control variables will be included for each outcome. The data reveals that the FIS has a much higher share of Ph.D. and Master graduates, at 35.8%, compared to 29% of FE. More than 90% of FISs indicated that they lived in Canada 1 year ago and 62% of them lived in Canada 5 years ago, yet only 70% and 13% of FE immigrants lived in Canada 1 year and 5 years earlier. The FIS also has a slight language advantage over the FE with 27% of FISs listed the official language (English or French) as their mother tongue compared to 18% for FE. All these results may account for the findings of the greater labour market performance of the FISs over the FE immigrants.

Relative to the CB individuals, the FISs have a much greater advantage in terms of their highest level of schooling. While 35.8% of FIS earned Ph.D. or Master degrees, the CB had only 12.6%. In addition, the FISs are more likely to obtain their education degree in the STEM fields. However, the CB is about 10 years older than the FIS on average, and virtually all the CB individuals lived in Canada during the past 5 years and speak either English or French as their mother tongue.

Before defining a good agreement, Fisher and Ury describes their four principles for effective negotiation. They explained that a good agreement is one which is wise and efficient and which improves the parties” relationship. Therefore the authors” goal is to develop a method for reaching good agreements. Negotiations often taken the form of positional bargaining, which the authors argued upon that it does not tend to produce good agreement. On the other hand principled negotiation provides a better way of reaching good agreements.

Fisher & Ury developed four principles of negotiation:

• Separate People and Issues: The author believes that separating the people from the issues allows the parties to address the issues without damaging the relationship. The authors therefore identified three basic sorts of people problems. (1)First are the differences on perception among the parties. (2) Emotions are a second source of people problems. (3) Communication is the third main source of people problems.
• Focus on Interests: According to Fisher & Ury, “Your position is something you have decided upon. Your interests are what caused you to decide so.”The first step in this is to identify the parties” interests regarding the issue at hand. Once the parties have identified their interests, they must discuss them together. Parties should keep a clear focus on their interests, but remains open to different proposals and positions.
• Generate Options: The authors identified four obstacles to generate creative options for solving a problem. (a)Parties may decide prematurely on an option and so fail to consider alternatives. (b) The parties may be intent on narrowing their options to find the single answer. (c) The parties may define the problem in win-lose terms, assuming that the only options are for one side to win and the other to lose. (d)Lastly, a party may decide that it is up to the other side to come up with a solution to the problem.
• Use Objective Criteria: Three points to keep in mind. (1)First each issue should be approached as a shared search for objective criteria. (2)Second, each party must keep an open mind. (3) Third, while they should be reasonable, negotiators must never give in to pressure, threats, or bribes.

2ndly, Ury presents a five-step strategy for negotiating with an uncooperative, intransigent opponent.

• Controlling one’s own behavior for effective negotiating
• Disarm the opponent by stepping to their side
• Reframe the dispute in terms of interests rather than positions
• Draw them from their position to an agreement
• If step four is refused than offer ways to make it hard for the opponent to say no

Famed American novelist F. Scott Fitzgerald could not have anticipated what was on the horizon when he penned The Great Gatsby in 1925. Fitzgerald was no prophet, but he seemed to have an innate sensibility that allowed him to step outside of culture of the American Jazz Age and assess its foibles and failures with a critical lens. Fitzgerald’s novel details the wastefulness and frivolity of Tom and Daisy Buchanan, who in many ways function as the consummate symbols of their time. He writes: “They were careless people, Tom and Daisy — they smashed up things and creatures and then retreated back into their money or their vast carelessness, or whatever it was that kept them together, and let other people clean up the mess they had made” (187-8). Historians agree the cultural attitudes and habits of 1920s society exacerbated deeper domestic problems that contemporaneously formed and flourished in the years leading up to 1929. In his book The Great Depression: America, 1929-1941, Robert S. McElvaine describes the myriad of socioeconomic, political, and market forces that culminated in what would become the most jarring domestic crisis in modern American history. Further, he argues that the “maldistribution” of wealth was the “taproot” of the Great Depression. For McElvaine, the cavernous gap between rich and poor was the single most important factor (50).

Prior to explaining the specific economic factors that contributed to the Depression, it is important to first examine the cultural attitudes and habits of the twenties that created an environment which enabled market forces to spin out of control after the Crash of 1929. For one, the very definition of what it meant to be “American” shifted dramatically during the post-World War I years. Americans moved away from the Protestant work ethic, which valued thrift and self-sacrifice, to a set of new capitalistic virtues rooted in greed, rugged individualism, and at times, hedonism. The origins of American democracy seemed to be built on a foundation of self-reliance and rationalism, yet the twenties were marked by a “a “high degree of self-centeredness and emphasis on financial gain” (McElvaine 42). The goal for many Americans was to get rich quick, as evidenced by an article in Ladies Home Journal, entitled “Everyone Ought to be Rich.” McElvaine explains that Americans seeking wealth saw it as their predestined right, a new form of Manifest Destiny.

The new mindset of Americans within this acquisitive ethic translated into a marked shift in lifestyle. Americans of the twenties seemed to be wrought with carelessness and wastefulness, a testament to their unabashed “live for today” attitudes (McElvaine 41). It was not too much of a challenge to sell the concept of credit to Americans affixed in the present; however, McElvaine argues that there was some coaxing involved: “Convincing Americans to buy now and pay later required a reversal of many traditional American values” (40). Advertisers lured people to consume rather than save and helped shepherd the rise of credit. New products and services left no dearth of opportunities for Americans to buy now—and worry about the consequences later. The rampant materialism that arose during the twenties represented America’s shift to a consumer society. On the surface, it truly was a “New Era” of prosperity and optimism (Hovde & Meyer). Americans seemed possessed by the allure of the stock market, which to them functioned more like a game than an actual economic entity. The nation’s new rich—Meehan, Livermore, and Mitchell—had all accrued wealth from the stock market, and thus served as points of aspiration for everyday Americans. According to the PBS documentary The Crash of 1929, publicity campaigns made the stock market look “exciting.” For example, the National Bank began to mass-market stocks at middle Americans during this era. Stock values rose for nine straight years (Hovde & Meyer).

Still, despite widespread enthusiasm for the stock market, only 4 of 120 million Americans owned stock in 1929; only 1.5 million of those people had enough stock to require the assistance of a broker (McElvaine 43). In general, stock holders were wealthy enough to speculate—and many did. One of the fundamental problems at this time was the unbridled speculation dominating the market. Buying on the margin, a “financial fantasy in which one could get rich quickly,” created an unstable economic situation (McElvaine 42). And when the Federal Reserve Board lowered the rediscount rate to 3.5 percent in 1927, the scenario worsened. Writes McElvaine: “It seemed too good to be true. It was” (44). Hoover would occasional admonish Americans, articulating the dangers inherent in speculation, but his hands were tied. Deflating the bubble seemed an impossible task. Besides, for the nation’s leaders, there was no wavering from laissez-faire capitalism: “Economics was taken as a matter of faith” (McElvaine 29).

The nation’s overall adherence to supply-side economics and laissez-faire capitalism was perhaps the primary economic factor causing the Great Depression. American businesses grew and expanded because the Coolidge and Hoover administrations did nothing to stop them. After all, the free market mentality was the “crown jewel” of Coolidge Prosperity (McElvaine 37). As businesses flourished, production naturally increased. The result was an environment that fostered mass consumption. There was also an unprecedented rush into corporate mergers. By the end of the twenties, approximately two-thirds of the nation’s industrial wealth had passed from individual ownership to the ownership of large conglomerates. Two-hundred corporations controlled half of all American industry (McElvaine 37).

But there was more to the picture than the high-rise offices on Wall Street. Economic problems were also mounting on farms across the country. The twenties marked a shift from agriculture to manufacturing, rendering Jefferson’s agrarian ideal somewhat irrelevant. The economy was beginning to depend more on wage labor as part of a New Frontier of urban industrial capitalism. McElvaine contends that the most basic problem facing American farmers was the “chronic overproduction” of their commodities (35). World War I demanded unparalleled production, but eventually, excess supply failed to meet its own demand. After the war, “the success of wartime stimulation came back to haunt the nation’s farmers.” Despite the era of Coolidge Prosperity, agriculture in the 1920s was “falling behind” the rest of the economy (McElvaine 36-7). In sum, the dreary agricultural state deeply tainted the economy.

The greatest of all economic factors was what McElvaine refers to as the “maldistribution” of income and wealth. Productivity was increasing faster than wages, and thus much of the benefits of economic prosperity went to profits and dividends (McElvaine 39). Millions of Americans reaped the awards of the New Era, however they did so in very unequal portions. In 1929, the top 0.1 percent of American families (24,000 in total) had an aggregate income equal to the bottom 42 percent, comprised of 11.5 million families ( McElvaine 38). The money at the top was increasing faster than any other group. Writes McElvaine: “No cause of the Great Depression was of larger importance” (38).

The Stock Market Crash of 1929 might be viewed as the catalyst that ignited several intertwined cultural and economic factors. “The cold wind that swept through lower Manhattan in October and November 1929 lowered the economy’s resistance to the point where already existing defects could multiply rapidly and bring down the whole organism” (McElvaine 49). However, some business leaders adherent to the capitalist system did not view the initial crash as inherently bad. Andrew Mellon told Hoover the panic would serve as an important moral and economic lesson to “careless” Americans, much like Fitzgerald’s Daisy and Tom: “It will purge the rottenness out of the system. People will work harder, live a more moral life. Values will be adjusted, and enterprising people will pick up the wrecks from less competent people” (McElvaine 30). The panic and subsequent Depression had much deeper ramifications. From 1929 to 1933, the Gross National Product dropped 29 percent. Banks failed. Families suffered. The nation was crippled. In the end, Mellon was wrong. Picking up the pieces of the American economic system was a task that took a second world war—and not the efforts of more “competent” business leaders.

Sources

Fitzgerald, F. Scott. The Great Gatsby. Simon and Schuster: New York, 1925 (1995).

Hovde, Ellen and Meyer, Muffie. The Crash of 1929 [film]. PBS Video, 1990.

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McElvaine, Robert S. The Great Depression: America, 1929-1941. Three Rivers Press: New York, 1984.

Table of contents

1. Introduction
2. Leadership tasks in Strategic Planning
Sponsoring The ProcessChampioning The ProcessFacilitating The ProcessFostering Collective LeadershipPulling It All Together
3. Conclusion

Introduction

Strategic planning is an organizational process in which an organization defines its strategy (direction) and makes decisions on ways to allocate available resources to pursue the selected strategy. Also, strategic planning may stretch to comprise control approaches for guiding implementation of organizational strategy. This essay will cover five leadership tasks involved in strategic planning explaining what each task means and what it involves. The paper will highlight why a leader involved with strategic planning process should understand each task of the selected leadership tasks. The selected tasks include: sponsoring, championing, facilitating, fostering collective leadership and pulling it all together in strategic planning process.

Leadership tasks in Strategic Planning

Sponsoring The Process

Sponsoring of a strategic planning process involves articulating the objectives and importance of the strategic planning effort, committing necessary resources and exercising power and authority to ensure the process is on track (Bryson, 2012). A leader involved with strategic planning should understand that sponsoring of the strategic planning process is one of his roles. Understanding sponsorship of the process is important since it is the leader who will commit an organization to undertake strategic planning. Also, the leader will hold people accountable for doing strategic planning within an organization and to better exercise this role, the leader will need a solid understanding of what sponsoring a strategic planning process involves,

Championing The Process

Championing a strategic planning process is managing the adoption, implementation, and success of strategic planning (Booth, 2016). The process involves keeping strategic planning high on people's agenda, attending to the process without encouraging specific solutions and thinking elements that will come together at or before major decision points. Other activities undertaken during championing of a strategic planning process include organizing resources needed for the process to succeed and to rally strategic planning participants to ensure the process proceeds as planned. A strategic planning leader should understand what championing of the strategic planning process involves to either manage or select people with necessary skills to manage strategic planning.

Facilitating The Process

Facilitating strategic planning process is making the process easy or easier for implementation to ensure it becomes successful (Kenny, 2012). Facilitation of strategic planning involves knowing strategic planning and explaining how it works to participants. This should be done at the start and at many points along the implementation of a strategic plan. Also, facilitation involves tailoring strategic planning process to the organization and groups involved, conveying a sense of enthusiasm for the process and helping groups to proceed well, pressing groups towards action and giving credit where it is due. A leader involved in strategic planning should understand the process of facilitation to move strategic planning along. By understanding the essence of facilitation, he could appoint a facilitator who consequently will ensure champions can be free to take part in substantive discussions without affecting the management of a strategic planning process.

Fostering Collective Leadership

Fostering collective leadership means encouraging or promoting a state where everyone takes responsibility to ensure an organization succeeds as a whole and not just for their own jobs (Sharma, 2015). Fostering of collective leadership can be achieved by using teams and focusing on network and coalition development. Alternatively, an organization may establish specific approaches for distributing power, responsibility, and accountability. Strategic planning is a wide process which requires more than one person or leader who will contribute to the success of strategic planning. Therefore, a leader involved in strategic planning should understand the importance of fostering collective leadership to assign tasks to groups involved to make planning successful.

Pulling It All Together

Pulling it all together means working together to achieve the set goals. In strategic planning, pulling together involves assigning different tasks to groups upon which completion of such tasks marks a particular step in strategic planning process (Booth, 2016). As mentioned above, many people contribute to strategic planning, and one person cannot do the whole process. A strategic planning leader should understand the role of pulling it all together to divide the whole process of strategic planning to be done by most qualified people which could ultimately make the process successful.

Conclusion

Carrying out the aforementioned interconnected leadership tasks is important if strategic planning and implementation are to be effective.

Bryson cautions “At its best, strategic planning helps leaders pursue virtuous ends in desirable ways so that value is created and the common good is advanced. At its worst, strategic planning drives out strategic thought, action, and learning; makes it more difficult for leaders to do their job; and keeps organizations from meeting their mandates, fulfilling their missions, and creating value. Whether strategic planning helps or hurts depends on how leaders at all organizational use it — or misuse it” (Bryson, 2018, pg. 353).

Leaders should know the strategic planning process and explain how it works, at the beginning and at many points along the way. Additionally, they should attempt to tailor the process to the organization and the groups involved. Conveying both a sense of human and enthusiasm for the process and help groups get unstuck. Press groups toward action and assignment of responsibility for specific actions.

Many people are not aware of the many health and wellbeing benefits of common household plants and flowers. They have many hidden benefits such as improving air quality, soothing burns, improving sleep and easing anxiety. We wanted to bring you a list of some of our favorite plants and flowers that we think everyone should have in their home!

Lavender is an ideal plant to have in the home if you regularly struggle with sleeping or have problems with anxiety and stress. Creating a lavender tea by brewing some lavender flowers in hot water can help to induce sleep and relax a person. As well as this, the wonderfully smelling lavender can be used in aromatherapy to help reduce anxiety and stress.

Jasmine is most commonly found outdoors however, it is quite easy to keep indoors. All you have to do is place it on the windowsill and water it regularly during flowering periods. Jasmine is known for promoting sleep quality and increased awareness the following day. It will not make you sleep for longer, however it will improve the quality of your night’s sleep leaving you feeling refreshed the following day.

Gerbera Daisy is one of the most effective flowers for improving air quality in the home. These daisies remove benzene from the air which can be emitted from your natural gas stove in your home. Whether you’d like to keep them in your home year-round or purchase one of our stunning bouquets featuring Gerberas such as the beautiful Fab Fusion Bouquet. Gerbera Daisies are easy to keep in the home if they have access to plenty of sunlight! It’s up for you to decide.

The Aloe Vera plant is renowned for its healing qualities which stem for the gel that is produced and stored in their thick leaves. This gel can be used to settle burns, as a hand sanitizer or consumed to aid digestion! It is also known to improve air quality so the benefits are endless. The Aloe plant is one of the easiest plants to care for in your home and one of the most ideal to have around. So if you don’t have a green thumb, remember that all it needs is bright indirect light, water, and a succulent potting mix!

While Ferns are popular houseplants, many people aren’t aware of the extensive health and beauty benefits that come with it. This plant acts as a humidifier, so it is ideal for those of you who suffer from dry skin or coughs during the cold weather as it helps to restore moisture in the air. Ferns are also great for purifying the air of formaldehyde which is a chemical that may be emitted from common household products. Remember if you’re planning on keeping ferns in your home to ensure that they are not exposed to direct sunlight and you spray their leaves with water regulation.

While a responsible parent should start thinking of the lifestyle and future feeding plan for their newly born, most parents get too accustomed to their toddler's suckling habits that they don't devise strategies on how to lead them to proper diet plans after the suckling phase. Consequently, it's all fun and games until the real parenting begins- struggling to make your kids eat what you want, handling daily tantrums and endless fights that end up with you shoving down a spoon-full of veggie soup down your wailing baby, and so on and so forth. What if you could make all of this go away and watch your kids develop a special affinity for healthy food? Read on and get to know five tips that will make your kids eat healthy meals and remain fit.

Always learn to keep things simple with kids. Placing too many restrictions on food will not only create eating disorders and possible future conditions such as bulimia but also create a spirit of rebellion in them. Stock your fridge with savory, healthy, and wholesome foods, to enable your kids to have a variety of options and even enjoy the freedom of choice in picking what they want out of the healthy stash of delicacies.

What's the fun in cooking alone and following a boring procedure during meal times year in, year out? Get a little bit creative and show your kids that it's never that serious. Here are a few suggestions:Create a series of games to play with food, dress up a little, and find some colorful outfit and apron for you and the kids. Get a healthy recipe and cook together, let them mix things up in the kitchen and mess themselves up once in a while, and in the end, you will be amazed to see how well they can accommodate healthy food.

Assuming that kids don't listen to the tiniest amount of information would be a big hoax. Therefore, use this to your advantage. Talk about healthy living more often. Make the kids know that you have acquired muscles and grown tall because of eating vegetables, make it random and even create a fun-but simple slogan that involves healthy living.

Yes! You read that right. Allow your kids to take some junk a few times. Eventually, it makes them realize they have no restrictions to eat junk and sugar unlike other kids, but at the same time, attribute the minor challenges they face to the junk and sugary foods. For instance, let them know that a sore throat and tummy-aches were caused by such foods. Such crazy but beneficial ideas and many more found in the Mirror Daily News could be the big break you've been hoping for. With time, they will be their own bosses.

Promising to spend a whole day at the arcade with them, or even extending their bedtime curfew could act as a motivating factor for the kids to conform to your healthy eating conditions. Try it out some time. The only thing you should avoid is rewarding food with food. Giving your 90-pound son a cheeseburger just because they ate a fruit would just be pointless, don't you think?For the most part, parenting on health decisions is fun, interactive and certainly educative. Create goals with your kids; be the best role model they could ever have and find a way to inspire them as far as health is concerned. You will have no room for regrets!