An empirical model of joint decisions of where to live and where to work demonstrates that individuals make residential and job location choices by trading off wages, housing prices, and commuting costs. Wages are higher in metropolitan markets, but housing prices are also higher in urban areas. Consumers can live in lower priced nonmetropolitan houses and still earn urban wages, but they incur commuting costs that increase with distance from the city. Improvements in transportation that lower commuting time will increase nonmetropolitan populations and will increase the number of nonmetropolitan commuters to metropolitan markets. Equal wage growth across labor markets causes a shift in relative population from rural to urban markets, while an equiproportional increase in housing prices causes a population shift toward rural areas.

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The 180 farmers' markets operating in a range of urban to rural communities in Iowa provide a useful setting to evaluate factors affecting sales at these markets. Higher average sales at markets tended to be associated with urban and higher income areas. Only 30% of vendors reported sales greater than $5,000, mostly in the produce category.

ABSTRACT. If economic growth elsewhere raises an individual's earning prospects relative to his present location, then the individual will move. However, if the individual can exploit economic growth elsewhere by commuting, he will not need to move to gain from the expansion. County-level data from eight states in the Midwest over the period 1969-1994 are used to show that local county population responds positively to own-county economic growth, economic growth in the adjacent county, and economic growth two counties away. The magnitude of the effect decreases as distance from the county increases, and turns negative beyond a three county radius.

The concept of open educational resources (OER) is becoming increasingly prominent in education.However, research circles around defining OER, content and forms of OER, technological features of OER, and the importance of the issue or lack thereof. Vital aspects such as the notion of the adoption of OER by educational practitioners remain underdeveloped. In order to shed light on the question of how to adopt OER in education, the article presents findings of a meta-study which critically reviewed 25 state-funded OER projects located in Germany. All projects aimed to anchor OER across educational areas, such as school, higher, continuing, and vocational education. The meta-analysis disclosed a mixed bag of results. Although interest and willingness to deal with OER can be confirmed, reservation is rooted in the complexity of the topic and especially the legal concerns. However, the findings demonstrate that OER can by no means be ignored in the context of teaching and learning in a digital world. Integrating OER as an aspect of existing educational training should, therefore, be encouraged.Concerning future design recommendations, to conflate OER with other pressing issues and to simultaneously emphasise its added value explicitly is a promising approach. Moreover, establishing central contact points in educational institutions to accompany and monitor actors on their path to OER appears to be necessary. Notwithstanding the concrete measures, any strategy must operate persistently at both levels, institutional and practical, embracing all relevant stakeholders.