Linking tourism, retirement migration and social capital

A general trend in the study of international retirement migration has been the increased attention paid to the social contacts and network connections of the migrants in both the destination and the origin areas. These studies have examined the extent to which migrants build social relationships with their neighbours and the host society while also maintaining social links with their countries of origin, addressing the central role that leisure travel plays in sustaining increasingly dispersed social networks and maintaining the social capital of these networks and of the individuals involved in them. Using a case study approach to examine British retirement migration to Spain, we explore the relevance of transnational social networks in the context of international retirement migration, particularly the intensity of bidirectional visiting friends and relatives (VFR) tourism flows and the migrants’ social contacts with friends and/or family back in their home country. Building on the concept of social capital and Putnam's distinction between bonding and bridging social capital, we propose a framework for the analysis of the migrants’ international social networks. The results of a study conducted based on a sample of 365 British retirees living in the coast of Alicante (Spain) show both the strength of the retirees’ international bonding social capital and the role of ‘VFR's travel and communication technologies in sustaining the migrants’ transnational social practices and, ultimately, their international bonding social capital. It also provides evidence for the reinforcing links between tourism-related mobility and amenity-seeking migration in later life.

Stratigraphic update of the Cenozoic Sub-Numidian formations of the Tunisian Tell (North Africa): Tectonic/sedimentary evolution and correlations along the Maghrebian Chain

The Sub-Numidian Tertiary stratigraphic record of the Tunisian Tell has been updated by means of 11 stratigraphic successions belonging to the Maghrebian Flysch Basin (N-African Margin) reconstructed in the Tunisian Numidian Zone and the Triassic Dome Zone. The Sub-Numidian successions studied range from the Paleocene to the Priabonian, representing a major change in the sedimentation from the latest Cretaceous onwards. The Sub-Numidian succession and the Numidian Formation are separated by an Intermediate interval located between two erosive surfaces (local paraconformities). The stratigraphic analysis has revealed diachronous contacts between distal slope to basinal sedimentary formation, allowing the identification of an Early Eocene Chouabine marker bed. The integrated biostratigraphic analysis made by means of planktonic foraminifera and calcareous nannoplankton updates the ages of the formations studied, proving younger than previously thought. The new definition of the Sub-Numidian stratigraphy enables a better correlation with equivalent successions widely outcropping along the Maghrebian, Betic, and southern Apennine Chains. The study proposes a new evolutionary tectonic/sedimentary model for this Tunisian sector of the Maghrebian Chain during the Paleogene after the Triassic–Cretaceous extensional regime. This paleogeographic reorganization is considered a consequence of the beginning of the tectonic inversion (from extensional to compressional), leading to the end of the preorogenic sedimentation. Our results suggest a non-tabular stratigraphy (marked by lateral changes of lithofacies, variable thicknesses, and the presence of diachronous boundaries) providing significant elements for a re-evaluation of active petroleum systems on the quality, volume, distribution, timing of oil generation, and on the migration and accumulation of the oil.

Teachers’ beliefs about diversity: an analysis from a personal and professional perspective

The purpose of this study was to examine the beliefs that teachers have about diversity and their level of sensitivity towards some topics related to it. Moreover, beliefs were compared according to teachers’ personal and professional views and teaching experience. The Personal and Professional Beliefs about Diversity Scales (Pohan and Aguilar, 1999) were administered to a sample of 233 teachers. Results showed highly positive beliefs towards diversity in all its dimensions (cultural, linguistic and social diversity, ability, gender, sexual orientation and religion), especially regarding its personal implications compared to the professional ones. Likewise, it was observed a significant relationship between years of teaching experience and professional beliefs about diversity, so teachers with no school experience showed a higher tolerance than those with teaching experience, mainly in aspects related to cultural, linguistic and social differences, ability and gender. The implications that these results have for educational practice and the need for the development of multicultural education courses that favour an effective teaching are discussed.