Migration,Human Resource Transfers,and Development Contexts: A Logit Analysis of Venezuelan Data

This paper is concerned with the reciprocal relationship between migration and development in Third World settings. Using individual-level data for Venezuela, migration behavior is related to a person's age, educational attainment, gender, and characteristics of his/her place(s) of residence as an out-migrant, in-migrant, or stayer. Place characteristics are in terms of four groups based on employment patterns: the core, regional centers, resource frontiers, and traditional rural areas. Four questions are of concern. First, does development influence migration? All analyses indicate this is so. Second, does migration influence development? Findings are ambiguous in that places experiencing improvement in their mix of human capital lagged in the net number of persons obtained through migration whereas a gain in numbers was accompanied by deterioriation in human capital profiles. Third, was incipient polarization reversal occurring in Venezuela in the late 1960s, early 1970s? This paper departs from the usual approach by addressing this question in terms of human capital attributes instead of population aggregates. On this basis, polarization reversal is in evidence, particularly in regional centers. Finally, this study answers in the affirmative that places with different development characteristics generate migration streams differing in type, magnitude, explanation, and impact.     

Walking with preschool‐aged children to explore their local wellbeing affordances

An increasingly well‐developed body of research uses neighbourhood walks to better understand primary school children's experiences of local environments, yet virtually nothing is known about preschool‐aged children's connections to their neighbourhoods. A reason for this omission is the commonly held view that preschool children lack competency to reflect on lived environments beyond playgrounds, kindergartens, and other confined settings that dominate early childhood. However, preliterate children walk around, use, and create intimate relationships with local environments as shown by 10 children aged 3–5 years from Dunedin in New Zealand during go‐along interviews. We asked each to walk us around their locale, explaining and pointing out favourite and less beloved places and activities. In this article, we advance two arguments: first that preschoolers are knowledgeable meaning makers of place; second that walking with them is a key step to understanding their life worlds and provides a way for preliterate and preverbal children to demonstrate knowledge and understanding of their spatial worlds, including as research participants. We challenge the idea that children of this age lack large‐scale spatial competency and understanding. Walking with them generated an in‐depth appreciation of their experiences of environments and revealed deep connections they had with their locales at varied scales. The work enables us to offer novel insights into spatial competency, sociospatial complexities, and the multiple dimensions of young children's wellbeing affordances in urban environments. Such insights are highly relevant for geographers, planners, and others who shape children's urban environments.     

Experimental Boat and Ship Archaeology: Principles and Methods

The need for experiments to study physical aspects of craft of the past is stated, as well as the necessity for them to have clear aims and to follow the established principles of scientific enquiry. These principles are discussed in this joint paper by ten maritime archaeologists and others, together with methods and some points of management critical to their application in this field.