Spatial differentiation of the socioeconomic composition of the population

Differences in population characteristics among the administrative districts of Poland are analyzed. The characteristics examined include density, place of employment, urban population growth, population employed in agriculture, and migration.     

Post-war immigration in the United States and the state of Minnesota: the process of entering an all-American community

The author focuses on characteristics of Polish immigrants in Minnesota in the years since World War II. Particular attention is given to the immigrants' adaptation to the American way of life and to democratic institutions after being accustomed to centralized power in a socialist system. "This article is based on participant observation, publications concerning immigration to the United States, and unstructured interviews with newcomers from Poland and other Eastern European countries." Distinctions are made among the characteristics of Polish-Americans, pre-World War II immigrants, war immigrants, and those who have come during the last 20 years, including groups that the author identifies as the "calculated-decision" immigrants, the post-Solidarity immigrants, and the "adjusted visitor" immigrants. Consideration is given to the demographic characteristics, legal status, education and employment, and territorial mobility of 35 Poles living in Minnesota who were interviewed by the author. (SUMMARY IN FRE AND SPA)     

The labour market experiences of Canadian immigrants

The economic adaptation of immigrants to Canada is analyzed using government data on the labor force and landed immigrants. In particular, the labor force experience of a sample of immigrants in Canada is examined and compared with that of a Canadian cohort with regard to length of unemployment and income. "Differences in unemployment and insurable earnings are examined by age, sex, immigrant category..., world area of last permanent residence, official language abilities, education, and region of residence." (summary in FRE, SPA)     

Time use in child care and housework and the total cost of children

The use of time for child care and housework among Swedish families is investigated. We allow the effect of children on child care and housework to vary by age of the child and also by whether the child is cared for outside the home or not. Our estimates allow us to compute the total cost of children in the form of the cost of time, and the cost of goods, services and housing.The result shows that time used for child care decreases sharply with the age of the child but this is not the case for time used for other housework. Considerable economies of scale is found to prevail for time used for child care. Child care outside the home reduces time use for other housework but the effect on time used for child care is quite small. For the average family time use cost make up more than half of total child cost. Our estimates indicate that decreased time use cost for children caused by care outside the home are not very different from a typical parental fee for public day care.This research was supported by a grant from the Swedish Council of Social Research (SFR). We thank Lennart Flood for useful comments on an earlier version.     

Demographic changes in East European countries and Russia

The authors outline demographic trends in Eastern Europe and Russia since 1970. Aspects considered include population size, birth rate and number of births, marriage and divorce, death rate, infant mortality, natural increase, sex ratio, and life expectancy.     

Employment-based health benefits: analysis of the April 1993 Current Population Survey

The April 1993 CPS differs from the March 1993 CPS in a number of respects. The April 1993 CPS supplement surveys only workers, whereas the March CPS examines the noncash benefits received by all Americans. The April CPS asks workers about health coverage in the week in which the questions were fielded, whereas the March CPS asks about coverage in the preceding year. In April 1993, there were 112.5 million civilian American workers between the ages of 18 and 64 with jobs. Eighty-two million (73 percent) of them worked for an employer that sponsored a health insurance plan, and 65 million (58 percent of all workers) participated in their employer's health plan. About one-third of workers at firms with fewer than 10 employees had employers who offer health benefits; about one-quarter of all of the workers in these firms participated in their employer's plan. Conversely, 94 percent of workers at firms with more than 1,000 employees had an employer who sponsored health benefits, and over 77 percent of these workers participated in their employer's plan. There are 16.5 million American workers whose employers sponsored health benefits but who did not participate in these benefits. Over one-half of these workers (8.5 million) chose not to be covered. Another 36 percent of these workers (5.9 million) did not participate because they were ineligible or denied coverage. Over 66 percent of the ineligible workers did not participate because they were part-time, contract, or temporary workers. Another 26 percent had not yet completed a probationary period. Among the reasons that those who chose not to participate in their employer's coverage, the vast majority (75 percent) stated they were covered by another health care plan. Twenty-nine percent stated that they chose not to purchase coverage because it was too costly or that they did not need or want the coverage. In 1993, there were 16.7 million workers with no health insurance coverage. The vast majority of these workers (95 percent) were employed by private employers. Sixty-six percent of the workers with no health insurance coverage were self-employed or worked for firms with fewer than 100 employees.     

LET''''S MAKE ENGLISH MORE EXCITING

"Teacher, what are we going to do next class?" This is an exciting question which I often hear from my students. As an English conversation teacher, I can make the learning of English either a dull and boring duty, or an exciting adventure. It is very important that I make my students hate missing my class, and keep them guessing just what will happen the next time! Let us consider some important ways that any teacher can help his other students want to do their