Your search found 1217 results.

Descriptors:
Civil Engineering; Transportation; Role; National Security; Economic Progress; United States History; Migration Patterns; Construction (Process); Strategic Planning; Physical Environment; Influence of Technology; Context Effect; Costs; STEM Education; Class Activities

Abstract:
Few people truly recognize the influence of modern transportation on society. In the United States, that includes the influence of highways that allow the citizenry to travel freely, the strength of the economy, and the country's national security. In all cases, the geography of the United States influenced the evolution of transportation and transportation technology. The U.S. is the third largest country in the world and includes a vast area of land (Central Intelligence Agency, 2012a). In 2008, the U.S. had the most kilometers of roads in the world--6,506,204 km--almost twice as many as China with the second most (Central Intelligence Agency, 2012b). The U.S. continues to construct highways because they are vital to the country's national security and economic growth. What are the costs of building, upgrading, and maintaining America's highways? What are the costs of not building and maintaining highways? How does the U.S. highway system compare to the highway systems of other countries? Why has the U.S. highway system evolved the way that it has? These questions are discussed in this article. A classroom activity about highway construction is also offered. (Contains 5 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Mexicans; Migration Patterns; Semi Structured Interviews; Decision Making; Academic Aspiration; Economic Factors; Social Influences; Acculturation; Youth; Immigration; Mexican Americans; Family Influence; Family Characteristics

Abstract:
We explored migration decisions using in-depth, semistructured interviews with male and female youth ages 14 to 24 (n = 47) from two Mexican communities, one with high and one with low U.S. migration density. Half were return migrants and half were nonmigrants with relatives in the United States. Migrant and nonmigrant youth expressed different preferences, especially in terms of education and their ability to wait for financial gain. Reasons for migration were mostly similar across the two communities; however, the perceived risk of the migration journey was higher in the low-density migration community whereas perceived opportunities in Mexico were higher in the high-density migration community. Reasons for return were related to youths' initial social and economic motivations for migration. A greater understanding of factors influencing migration decisions may provide insight into the vulnerability of immigrant youth along the journey, their adaptation process in the United States, and their reintegration in Mexico. (Contains 3 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Context Effect; Animal Husbandry; Foreign Countries; Migration Patterns; Agricultural Production; Correlation; Risk; Agricultural Occupations; Rural Areas; Statistical Analysis

Abstract:
Using data from two postfrontier rural settings, Nang Rong, Thailand (N = 2,538), and Chitwan Valley, Nepal (N = 876), this article examines agricultural push factors determining the out-migration of young people age 15 to 19. We focus on different dimensions of migration, including distance and duration. Our study examines a wide array of agricultural determinants, each with its own potential effect on migration. These determinants include land tenure, crop portfolios, animal husbandry activities, and use of farm inputs. We link these proximal causes to two underlying mechanisms: risk and amenities. We examine these determinants using separate models across settings. Our results indicate that agricultural factors are significant determinants of migration in both contexts. However, different factors operate in different settings, indicating the importance of contextual variation in explaining the manner in which risks and amenities influence agricultural determinants of migration. (Contains 6 tables and 10 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Quality of Life; Foreign Countries; Immigration; Migration Patterns; Immigrants; Social Indicators

Abstract:
This paper contributes to the immigration literature by generating two unique non-economic quality of life (QOL) indices and testing their role on recent migration patterns. Applying the generated QOL indices in conjunction with four independent welfare measures to an augmented gravity model of immigration, this paper finds an insignificant relationship between the six non-economic QOL measures and immigration flows for a panel of 16 OECD countries from 1991 to 2000. However, the results suggest that other factors such as the stock of immigrants from the source country already living in the OECD destination country, population size, relative incomes, and geographic factors all significantly drive the flow of immigration for the sample tested. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Internet; Migration Patterns; Usability; Geographic Information Systems; Geography Instruction; Maps; Surveys; Preservice Teachers; Student Attitudes; Secondary Education; Teaching Methods

Abstract:
This article examines the pedagogical potential of a Web-based GIS application, Population Migration Web Service (PMWS), in which students can examine population geography in an interactive and exploratory manner. This article introduces PMWS, a tailored, unique Internet GIS application that provides functions for visualizing spatial interaction data. The easy-to-use interface of PMWS enables users to interactively and intuitively explore migration data in the form of flow maps and to use local data. The results of the usability survey indicated that pre-service teachers (n = 33) believe that PMWS represents an alternative GIS tool that overcomes the obstacles of desktop GIS in secondary education. (Contains 1 table, 5 figures, and 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Indigenous Populations; Community Education; Ethics; Migration Patterns; Rural Schools; Educational Practices; Culturally Relevant Education; Rural to Urban Migration; Guidelines; Student Adjustment; Administrator Role; Services

Abstract:
Since 2001 there has been an increase in migration patterns by Indigenous families from remote communities to urban and semi-rural locations. Indigenous student emigration from remote Indigenous schools to urban and semi-rural schools is an emerging crisis as there are routinely inadequate service providers for Indigenous emigres. Migration away from a particular location from which a person's ancestors, kin and Dreamings come (henceforward named as Country) to semi-rural and urban locations raises many complex issues. This article outlines Aboriginal Community Education Officers' (ACEOs) role as support workers for Indigenous students who utilise an Indigenous ethics of care framework as a support mechanism to aid the transition of Indigenous students into new schools. The article draws on research undertaken between 2000-2008 (MacGill, 2008) in conjunction with current literature in the field (Pearce, 2012) to highlight ACEOs' border work and ethics of care practices necessary for successful Indigenous student transitions as emigres. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Profiles; Curriculum Development; Biology; Learning Strategies; Migration Patterns; Multivariate Analysis; Grouping (Instructional Purposes); Science Instruction; Science Education; Higher Education; College Students; College Science; Surveys; Outcomes of Education; Mathematics; Mathematics Instruction; Mathematics Education; Foreign Countries; Scores

Abstract:
We surveyed first year students at the start and at the end of their first semester of university biology (n = 285) as to their approaches to study ("surface", "deep") and their conceptions of biology ("fragmented", "cohesive"). Hierarchical cluster analysis was used to group students who responded similarly to the survey; this resolved four Learner Profiles based on specific combinations of approach to study and conception of biology. By comparing cluster membership at the start and end of the semester we could assess whether students (1) maintained their incoming approach to study and conception of the discipline of biology, i.e. their "Learner Profile" and (2) whether certain Learner Profiles were more persistent than others. Approximately half the student cohort did not alter their approach to study or conceptions of biology by semester's end. Students in the "disengaged" profile, i.e. who returned mostly negative responses to survey items, appeared the most resistant to changing their Learner Profile; while the greatest migration occurred towards less than desirable learning strategies (particularly to the "disengaged" profile). We were able to confirm the significant migration patterns by assessing the heterogeneity of each cluster at the start of semester clusters with respect to the students' approaches and conceptions at the end of semester. Thus we present a process to accurately track Learner Profile changes that may tell us more about how we can enhance students' learning and provide a means by which to gather the empirical data to support decisions relating to curriculum change. (Contains 7 tables and 2 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Immigrants; Ethnicity; Foreign Countries; Migration Patterns; Social Work; Racial Identification; Self Concept; Public Policy; Children; Cultural Context; Child Development; Cultural Background

Abstract:
The issue of immigration is especially controversial in the United States as immigrants today have not only increased in number but constitute a more heterogeneous population. Unlike the earlier waves of immigrants, which were predominantly of European origin, the post-1965 migration trend from Asia, Latin America, and the Caribbean has tremendously altered the demographic characteristics of the U.S. population. In-depth exploration of various contextual factors affecting ethnic identity formation can offer insights that help social work practitioners and policy planners overcome the difficulty in working with immigrant populations and their descendants. This article reviews significant contextual aspects influencing immigrant children's ethnic identity formations and proposes practice recommendations that help facilitate the children's adaptation in the host society. (Contains 2 notes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Brain Drain; Immigration; Human Capital; Access to Education; Living Standards; Psychological Needs; Migration Patterns; Educational Policy; Social Theories; Economic Impact

Abstract:
Purpose: This study aims to bring some additional insight into the issue of emigration by establishing a relationship between emigration and psychic return of citizens to their human capital investment in the country. Design/methodology/approach: The article adopts a quantitative research strategy. It applies organizational commitment and human capital theories to the study of emigration. Findings: The article provides evidence for the fact that psychic return to human capital investment in the country has significant relationship with emigration level from this country. At the same time, of all variables that comprise this type of return to HC investment, only two variables were found to be statistically significant: national GDP and access to education in the country. Research limitations/implications: The findings provide some evidence for the fact that emigration from a country cannot be reduced unless people in the country have the ability to lead an economically comfortable life and have access to education. Those countries that experience significant emigration need to turn their attention to developing and implementing sound economic and educational reforms. Emigration will be reduced as a result. A significant limitation of this research is the fact that not all the world countries were included in the analysis. Although the authors did their best to get data for as many countries as possible, the absence of data for some countries allowed for the research using fewer countries than desired. Originality/value: This article utilizes organizational commitment and human capital theories. The combination of these two theories of social research allows a unique look at emigration. (Contains 4 tables and 3 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Higher Education; Technical Institutes; Educational Attainment; Quality of Life; Rural Areas; Rural Education; Community Colleges; Career Choice; Place of Residence; Academic Degrees; Migration Patterns

Abstract:
Using data gathered from students attending Southeast Community and Technical College in Harlan County, Kentucky, this article discusses how a commitment to place informs and shapes rural students' decisions around post-secondary education, career, and residence. Though some students connected advanced education with rural outmigration, other students discussed their post-secondary training in relation to local contexts, connecting their education to improved quality of life, both for their families and their rural communities. Their narratives regarding the purpose and application of higher education in Central Appalachia add to the continuing discussion of rural students' rationales to stay or leave their home communities, and by what means they achieve these ends. While some students applied their advanced degrees towards transfer out of the area, others used their degrees towards local transformative ends. By highlighting Labaree's (1997) conception of the citizenry ends of education, this study complicates Corbett (2007) and other studies that attach advanced degree attainment with rural outmigration. (Contains 1 footnote.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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