Microeconomic Theory Essay

1. Explain why society faces a trade-off between consumption goods and capital goods. Society is faced with trade off between consumption goods and capital goods in that resources are scarce, and therefore it has to make choices based on the opportunity costs of benefiting from consumption at present or having a greater level of consumption tomorrow through investment in capital goods. 2. Distinguish between absolute and comparative advantage. Absolute advantage refers to that trade, which is not reciprocally favorable as opposed to a Comparative trade, where trade is reciprocally favorable. 3. Explain the Law of Demand. The law of demand states that as the price of a service or good increases, consumer demand for the service or good will decrease and vice versa, provided all other factors remain constant. 4. Explain the Law of Supply The law of supply states that as the price of a service or good increases, the quantity of services or goods tendered by suppliers increases and vice versa, provided all the factors remain constant. 5. Explain the effects of price ceilings. It is a kind of government measure, where it fixes a limit on the price to be charged on a product. Effective price ceiling must be different from the free market price. A price ceiling positioned below the free market price will put suppliers in a state where they can no longer charge what they had been charging, for that particular product. This will force some suppliers to move out of the market, hence reduction in the quantity produced. On the other side quantity demanded will increase for the same product because consumers are able to buy at a lower price. Since quantity demanded exceeds quantity produced, a shortage will occur and it will result to non-price competition 6. Explain the effects of price floors. It is a kind of government measure where it imposes a limit on the lowest price that can be charged on a product and for it to be effective it must be set higher than the equilibrium price. When the price floor is position above the market equilibrium price, consumers observe that they now have to pay a higher price for that particular product. Suppliers, on the other part are ensured higher price than what they were charging before. This has the effect of increasing production, hence excess supply of the product in the market. Thus to maintain price floor over a longer period, the government will be forced to take action to reduce the excess supply 7. Distinguish between private goods and public goods and explain the nature of the free-rider problem. Private goods are the kind of goods whose profits, are indivisibly spread over the whole community, even if the individuals do not desire to purchase it. While private goods refers to the ones that are divisible and can be provided separately to various individuals, without external costs or benefits to others. Positive externalities that are not remunerated normally result from the production of public goods. When private organizations are not getting all the profits of a public good that they have produced, there will be no sufficient incentives to produce it voluntarily. Hence, consumers will take advantage of public goods without sufficiently contributing to their production. Distinguish between average tax rates and marginal tax rates. Average tax rate refers to the total amount of taxes paid divide by income. It shows the sum of tax paid per dollar earned while marginal tax rate refers to the income tax rate paid on the last dollar of income earned 9. Distinguish between average tax rates and marginal tax rates. Average tax rate refers to the total amount of taxes paid divide by income. It shows the sum of tax paid per dollar earned while marginal tax rate refers to the income tax rate paid on the last dollar of income earned 10. Explain the structure of the US income tax system. The structure of US tax system is very complex one that entails payment to at least four various levels of government and many ways of taxation. US taxation comprises local government possibly consisting of one or more of township, municipal, county and district governments. It may also embrace regional entities like school and utility and transit districts as well as incorporating federal government and state 11. Describe how prices indexes are calculated and define the key types of price indexes Price indexes refers to a standardized average or a weighted average of prices for a given category of services and goods in a given place, over a given intermission of time Types of price indexes include consumer price index, producer price index and GDP deflator 12. Distinguish between nominal and real interest rates. Nominal interest is the rate of interest prior to adjustment for inflation in contrast to real interest rate and it encompasses all three risk factors plus the time value of money in contrast to real interest rate, which includes only systematic and regulatory risks. Generally, real interest rate is equal to nominal interest rate minus inflation and currency adjustment. 13. Describe the circular flow of income and output. The circular flow of income and output shows joint flow of income between consumers and producers. The mutually supporting entities of consumers and producers, referred to as households and firms respectively offer each other with factors to facilitate the easy flow of income. Firms supply consumers with services and goods in exchange for consumer spending and factors of production from the household. 14. Define gross domestic product (GDP). Gross domestic product is the total market value of all the final services and goods produced within a country over a given period. 15. Define economic growth. Economic growth refers to the sturdy process by which the productive capacity of the economy is increased over time to produce growing levels of national income and output 16. Discuss the fundamental factors that contribute to a nation’s economic development. Policies of national development need to be formulate in conformity with national needs, development priorities and conditions and should focus on the lessons erudite from decades of development. International cooperation in the formulation and implementation of macroecomic policies need to be reinforcing with an analysis to enhancing greater lucidity and consistency of domestic policies and in so doing reinforcing their effectiveness. 17. Describe the effect of economic growth on the long-run aggregate supply curve. Economic growth will cause the aggregate supply curve to shift. Positive economic growth will lead to increase in productive resources that will make it possible to produce more final services and goods, thus the natural level of real GDP increases. Positive economic growth will make the LAS curve to shift to the right and vice versa 18. Discuss the meaning of the long-run equilibrium for the economy as a whole. Long run equilibrium refers to where the aggregate demand and long run aggregate supply curves intersect. Output is fixed and the price level is variable in the long- run. Thus increases in aggregate demand leads to higher prices and vice versa 19. Discuss the central assumptions of the classical model. The central assumptions of classical model are that it assumes that economic agents’ posses’ perfect information and the markets are characterized by perfectly flexible wages and prices. The result of these assumptions if functional on the short run with fixed capital stock is that output is dogged by independent supply factors 20. Describe the short-run determination of equilibrium real GDP and the price level in the classical model. The aggregate supply-aggregate demand is the fundamental macroeconomic tool for studying output variations and the resolve of the price level and inflation rate. The intersection of the aggregate demand and supply curves determines the economy’s equilibrium price level and equilibrium real domestic output 21. Distinguish between saving and savings and explain how saving and consumption are related. Saving refers to that process of constantly putting aside a sum of money while savings is that income received by a consumer not used in the output of firms through spending. Savings and consumption can be related in the equation where income is equal to the sum of savings and expenditure (consumption) 22. Identify the primary determinants of planned investment. The primary determinants of a planned investment include the expected return from investments, the taxation of returns, the cost of capital in relation to interest rate and the ease of use of savings to meet investments 23. Discuss ways in which indirect crowding out and direct expenditures offsets can reduce the effectiveness of fiscal policy actions. Inflation has an indirect outcome on international competitiveness. As prices increase, products tend to be more expensive relative to foreign products. This will result to reduced demand for exports as compared to imports. Net export being a parameter of aggregate demand will contracts GDP and partly offsets the expansionary fiscal policy. Expansionary fiscal policy makes interest rates to increase because the government must borrow to finance the increased deficit. The government raises revenues through taxes or borrowing. Hence, as the interest increases, private investment decreases. In the short run, it will decrease private investment demand, a parameter of aggregate demand and this will effectively lower GDP. Describe how certain aspects of fiscal policy function as automatic stabilizers for the economy. Automatic stabilizers are programs that automatically increase fiscal policy during recessions and contract it during booms. Unemployment insurance is an exemplar of automatic stabilizer in that the government spends more money for the period of recessions when unemployment rate is high. Equally, taxes are roughly proportional to profits and wages; hence, the size of taxes collected is higher during boom than recession. 25. Explain how federal government budget deficits occur. Federal government deficit occurs when it pays out more money than it can receive 26. Define the public debt and understand alternative measures of the public debt. Public debt refers to the credit or money owed by any echelon of government; federal government, central government and municipal government or local government. The debt is seen as an absolute number and can therefore measured as a percentage of the GDP. Alternatively, it can be measured by the amount owed in any given year. 27. Define the fundamental functions of money. Money can be described in terms of its core functions that are; it act as a medium of exchange, store of value and as a unit of account. 28. Identify key properties that any good that functions as money must possess. Properties of money is that it should be able to serve as (1) means of exchange (2) a enumerative (3)a source of liquidity and (4) store of value 29. Describe how the Federal Reserve assesses reserve requirements on banks and other depository institutions. The reserve requirement is a bank rule that puts the minimum reserves each bank must hold to customer notes and deposits. The reserves are meant to assure withdrawal demands. Federal Reserve approval is essential to begin any foreign banking institution in the US. Foreign banks need acquire regulatory approval from the OCC or the state banking supervisor when establishing new branches and agencies. Banks that are federally licensed must deposit cash or suitable securities at approved depository to convince the capital equivalency requirements specified by the IBA 30. Explain why the money supply changes when someone deposits in a depository institution a check drawn on the Federal Reserve System. The Federal Reserve buys and sells government securities. These, increases or decreases banks capabilities of making loans. This equally decreases or increases interest rates. If Federal Reserve sells a bond, an institution or individual buys the bond with a debit on their account and transfers the funds to the Federal Reserve. The Federal Reserve removes an equivalent amount from the bank reserve of the customer. The bank will then take away the equivalent amount from the customer’s account who bought the bond. This will decrease money supply and increase interest rates. The trend changes when the Federal Reserve decides to buy a bond 31. Identify the key factors that influence the quantity of money that people desire to hold. Motives for holding money, which can be expressed as factors that influence people to hold money, are transaction motives, precautionary motives and speculative motives 32. Describe how the Federal Reserves Tools of monetary policy influence market interest rates. The Federal Reserve buys and sells government securities. These increases or decreases banks capabilities of making loans. This equally decreases or increases interest rates. If Federal Reserve sells a bond, an institution or individual buys the bond with a debit on their account and transfers the funds to the Federal Reserve. The Federal Reserve then removes an equivalent amount from the bank reserve of the customer. The bank will then take away the equivalent amount from the customer’s account who bought the bond. This will decrease money supply and increase interest rates. The trend changes when the Federal Reserve decides to buy a bond 33. Explain why the actual unemployment might depart from the natural rate of unemployment. The departure of the natural and actual rates of unemployment is a sign of the business cycle. The stages when actual unemployment exceeds the natural unemployment are times of recession or early stages of economic recovery. The stages when actual rate is below the natural are times of a booming economy 34. Describe why there may be an inverse relationship between the inflation rate and the unemployment rate, reflected by the Phillips curve. The inverse relationship in the Philips curve can be explained well when you consider that with high unemployment laborers would accept lower wages and this would reduce firms’ cost. High wages bring about high inflation and the lower the rate of unemployment, the higher the rate of inflation and vice versa. 35. Explain why population growth can have uncertain effect on economic growth. There is no clear-cut explanation of the effect of population growth on economic growth. It can be argued that high population growth creates pressures on limited natural resources, decreases public and private capital formation and redirects counts to maintaining relative to increasing the stock of capital per worker. It can also have affirmative effects like economies of scale and specialization. Describe how government inefficiencies have contributed to the creation of relatively large quantities of dead capital in the worlds developing nations. Government poor policies make capital investment impossible. The government tends to involve in the production of consumption goods that are less important. The rate at which the economy can absorb extra human capital is low and therefore it leaves the available resource idle. The government is also not receptive to new technology whish is important in the formation of capital. Discuss the worldwide importance of international trade. International trade is very crucial for the development of a country in that it expands the choices that could otherwise been limited to what can be produced locally. Thus, countries can access goods and services cheaply from abroad. Labor can also be obtained cheaply in some countries. Cheap labor reduces production costs and this will have effect to low prices to the final product. Therefore, countries can import final product at a much lower price compared to when produced locally where labor is very expensive. Explain why nations can gain from specializing in production and engaging in international trade. A country specializing in the production of goods which it has comparative advantage will profit and it will trade for goods which it does not have comparative advantage. Therefore, free trade will make a country to use its resources efficiently. Efficient use of resources will increase the amount of goods available for production and consumption. Hence, the benefits of trade will be the outcome of specialization 39. Distinguish between the balance of trade and the balance of payments. The balance refers to discrepancy between a county’s exports and imports and it is the major part of a country’s balance of payments, which is an accounting report of the economic transactions that have taken place stuck between the inhabitants of one country and the inhabitants of other country over a particular period. 40. Identify the key accounts within the balance of payments. Key accounts within the balance of payments are current account, capital account and financial account. References Ariel, R. Lecture Notes in Microeconomic Theory: The Economic Agent. New York: Princeton University Press, 2006

Excerpt “On Nonconformity” from Shape of Content by Ben Shahn

â€Å"Nonconformity is the basic pre-condition of art, as it is the pre-condition of good thinking and therefore of growth and greatness in a people†¦conformity is derived from the wholly venal business of catering to a popular market† (The Shape of Content, Ben Shahn). This piece of writing speaks of how the general public is in love with works of art, yet at the same time loathes the artists that created them, merely for being a little different than the norm. If art was about â€Å"cookie-cutter† design, then according to the eading, we should all be living in a place similar to Soviet Russia. Yes, it is extremely important to lift up and honor the Working Man, but it is wrong to tear apart art movements due to government, religion, sex, race, creed and so on. Art is something which comes from the soul and nonconformity helps to rip these few individualists away from the so-called commoners. Nonconformists explain reality in a way in which is hardly ever describ ed properly. Truthfully.Why over so many years in history were nonconformists persecuted? Did the witch burning public run out of actual threats like invasion from a foreign country or the economy, or health care? Still the artist (nonconformist) pushes forward and creates despite the enterprise of trials and tribunals. A favored line was about a modern day politician that tried to have a design on a boat sail made illegal, yet it turned out to be a legal design created and copyrighted for the Los Angeles Yacht Club.

Utilitarian Conservation or Preservation Movement Essay

Utilitarian Conservation or Preservation Movement - Essay Example Key among such scholars is Rachel Carson who in her book Silent Spring explores the possible ways of safeguarding the future of biodiversity in the country. Key among her fundamental suggestions is utilitarian conservation, which she explains has the potential of saving the country’s biodiversity future as the discussion below portrays. In the book, Carson argues the human activities continue to threaten the future of wild animals. She studies the detrimental effects that pesticides have on birds thereby arguing that the continued use of such powerful biocides threatens the future of birds in the world. Birds are among the most varied animals in the world. Their large number and diversity in species makes documenting them difficult. Despite such, the continued use of pesticides on farms as humans continue to invent new ways of protecting their crops in the fields is among the leading threats globally to the future of numerous species of birds. A fundamental argument she makes in the book is that the pests continue to mutate thereby becoming resistant to the pesticides. This will therefore create a unique scenario where the pesticides kill all the birds while such diseases as malaria continue to persist thereby causing deaths to humans. She therefore suggests other appropriate ways of coexisting between humans and w ild animals in a manner that limits the conflicts arising from such relationships. Wildlife is important aspects of the ecosystem. Wildlife enhances the stability of the ecosystem and the elimination of any species of wildlife will have diverse effects on the environment. Among the factors that enhance the conflict just as stated earlier is overpopulation. This compels humans to rehabilitated areas previously occupied by the wild animals. Among the immediate ramifications of such is the restructuring of the environment, which causes numerous

Community Health Nursing- Transgender Children Assignment

Community Health Nursing- Transgender Children - Assignment Example It is imperative to note that such children face a lot of criticism in the community as they grow up. Most peers starts observing the physical changes that do not correlate to others. in such circumstances, these children get discriminated during play, and they tend to isolate themselves to avoid exposing their biological sexual organs. The ultimate result is depression that may lead to suicidal ideation among these individuals. There are some ethical dilemmas that the parents and the community face while dealing with these children. For example, as the child reaches school going age the parents get confused which type of clothes to wear to their children. Moreover, the name that the child wants to be identified with is different from the biological sexual organ. All these bring challenges in the psychological aspect of these individual because what they feel is not what is real to others. Parents may tend to give hormonal replacement therapy to help the child possess those characteristics he/she wants. However, the hormones pose a significant health risk since it can lead to permanent complications and may be death. Sexual and gender roles may be a challenge when these individuals grow up, and some cultures may reject them because of doing things that their gender should not do. The best remedy for these problems is early identity and counselling of the parents to give full support to the young children. Additionally, the parents should allow the children to grow on the gender they feel like. The community should be sensitised to understand these individual and offer them the supports they

HFA 4M0 Summative Assignment World Cuisine Investigation Lebanon Research Paper

HFA 4M0 Summative Assignment World Cuisine Investigation Lebanon - Research Paper Example The economy of the country is based on tourism, agriculture and the banking sectors, with a special parliamentary democracy system of government, referred to as confessionalism, which reserves the top ranks of the government to members of certain religious groups (Sean, 1997). There is a fair distribution of the administration and the governing system among the 18 major denominations of the country, to mitigate religious conflicts. The country is made up of interrelated cultures of a people, having a population that greatly differs in religion, ethnicity, and language, thus making this country one of the most diversified community (Harb, 2006). The population of this country is predicted to be well over four million people, with all males required to vote on a compulsory basis after attaining the age of 21 years, while women can vote after attaining this age, only that they must have obtained education (Collelo, 2009). The cultures of this country are mostly religious integrated, with a high level of hospitality amongst the residents. Considering that, the arable land in this country is small, then, the country highly depends on imported foods. The major crops grown in the country include cereals such as wheat, fruits and vegetable as well as figs and tob acco. Since the country comprises about 30% of cultivatable land, irrigation and rain fed system are depended for the growth of crops, though not much of the land is irrigated (Aida, 1998). The agricultural activity contributes a 13% of the country’s total annual Gross Domestic Product, employing close to 14% of the country’s population, with most of the production consumed locally and just a small percentage accounting for export to Saudi Arabia and the United Arab Emirates (Suad, 1986). Bread is a staple food in this country, which is served with almost every meal. Other foods acting as staple in this country include fruits, vegetables, rice,

The impact of sales promotion by 'Nike Golf' in Thailand on the Essay

The impact of sales promotion by 'Nike Golf' in Thailand on the Strength of the Brand - Essay Example The importance of price in purchase decisions puts an emphasis on the relationship between the price of a purchased item and its quality (Mesak, 1979). Among the most attention-grabbing is the sales promotion of Nike golf Thailand used for their Driver and golf clubs. This was also the event Driver SQ series was introduced in 2006. The approach was to reduce the cost of the item in a short period of time. For demonstration, when the company promotes new product, which is done once every year, the price that kicks off at roughly four hundred dollars ($400) to six hundred dollars ($600), which is about 13, 000-20, 000 Thai Baht will hold a price of just about $250 (approximately 8, 000 Thai Baht) six months later. Then towards the end of the promotion, it will fasten to a price of $120 at the least, which is around 5, 000 Thai Baht. January 2002 came into the vastly competitive golf club industry of $1.5 billion. Nike is relying on its sound brand image as well as its deep pockets to vie in commerce where companies are inclusive of rigorous technologies (Gabrielle et al, 2002) when golf became popular and demands begin to escalate. Companies subsequently changed mode of production to mass production by means of shifting production processes to China with the intention of decreasing the costs (Anderson, 2008). Owing to the formidable marketing strategy as well as the production mode which is being used by Nike golf in promoting their merchandise, items of Nike golf are virtually offered in all golf shops throughout the world. They are able to distribute merchandises through dealers on every country and that particular dealer ought to employ their own strategy or technique in advertising their products. Hence, the Thailand Nike golf sales promotion which is being applied for their SQ driver series is distinctive from other sales promotion used by dealers from other countries

Human Euthanasia is Unethical Essay Example | Topics and Well Written Essays - 2000 words

Human Euthanasia is Unethical - Essay Example All of them are for the protection of life. In the world of medicine, the World Medical Association (WMA, 2002) made its point well on euthanasia. The policy adopted by the 38th WMA Assembly, in Madrid, Spain, October 1987, states: "Euthanasia, that is the act of deliberately ending the life of a patient, even at the patient's own request or at the request of close relatives, is unethical. This does not prevent the physician from respecting the desire of a patient to allow the natural process of death to follow its course in the terminal phase of sickness." "Physicians-assisted suicide, like euthanasia, is unethical and must be condemned by the medical profession. Where the assistance of the physician is intentionally and deliberately directed at enabling an individual to end his or her own life, the physician acts unethically. However the right to decline medical treatment is a basic right of the patient and the physician does not act unethically even if respecting such a wish results in the death of the patient." As one of the most contentious issues of our time, "euthanasia" (herein clarified as human) is understood as "good death." According to Bamgbose (2004), there are many angles in looking at this issue as euthanasia has been deliberated in a many-sided debate from different groups. On one side are the medical practitioners ready to assist with their expertise; on another are the legal practitioners who interpret the law; on still another are those in the judicial arm of government who have to make authoritative decisions. There are yet the two groups where on one side are the terminally ill who look for assistance to die with dignity, and then on the other side are the family members much tormented with anguish. My position. The debate on euthanasia is on whether a person may decide to have his or her life terminated for his or her own benefit (Bamgbose, 2004). The burden appears to lie on the one who has a life to reckon with. Does a person own his own life such that he can decide how long he should live or notAs defined by euthanasia.com (http://www.euthanasia.com/index.html), euthanasia is the intentional killing by act or omission of a dependent human being for his or her alleged benefit. Accordingly, the key word here is "intentional" so that if death is not intended, it is not an act of euthanasia. Voluntary euthanasia therefore refers to when the person who is killed has requested to be killed. Accordingly, there is no euthanasia unless the death is intentionally caused by what was done or not done (Website: euthanasia.com). Zeroing in on this angle, this paper takes on the position that a person's decision to terminate his or her life is unethical. In other words, the WMA's belief that euthanasia is unethical is well taken. Euthanasia or good death or mercy killing may take on other meanings like suicide or physician-assisted suicide (PAS) depending on the circumstance. All of them, however, amount to euthanasia. For either argument for and against euthanasia, this paper will endeavor to counter or concur with the contentions accordingly The word euthanasia originated from an amalgam of two Greek words: eu

Critique of the play How I Learned to Drive by Paula Vogel Essay

Critique of the play How I Learned to Drive by Paula Vogel - Essay Example This expresses much more broadly Bits character: When she is drunk, she is cynical but also deeply afraid; her childhood experiences, the warnings her parents gave her, ring out through her at a highly internalized level. This helps inform us how they will interact when it comes to the more serious issue of Uncle Peck. This line, uttered by the Teenage Greek Chorus, says that Bits father is ruled by his stomach and his superiors in life. This is a critical expression of how the play and the people within it tend to view men, and will help to give an understanding of the developments of the plot. This quote is literally Bit telling her friend that sex is painful, especially before marriage. But it is also a sign into how Bit, thanks to her uncles treatment of her, views sex. She has been molested, and she realizes the degree of the trauma to her. It is similar to another quote, Quote #4, which shows that Bit thinks that men are monsters that cannot control their urges. Quote 4: â€Å"Lucy, you’d better not be filling Mama’s head with sex! Every time you and Mary come over and start in about sex, when I ask a simple question like, â€Å"What time is dinner going to be ready?† Mama snaps my head off!† This quote has Bit literally asking someone not to talk with sex to her mother. But the quote is showing two things about Bits psychology. First: She views sex as something beyond the purview of control, something that people are just forced into by their urges (and, in her case, others). Second: It demonstrates that she has to talk about sex enough to irritate her mother, which is caused by her

Contemporary Canadian Art Essay Example | Topics and Well Written Essays - 2500 words

Contemporary Canadian Art - Essay Example This â€Å"something that can be conceived but not seen nor made visible† is often referred to as the sublime, a quality of transcendent greatness â€Å"with which nothing else can be compared and which is beyond all possibility of calculation, measurement or imitation† (Wikipedia, 2006). The presence of this sublime element was felt to inspire the imagination in a specific direction based on which elements remain visible or understandable. Its significance is in the way in which it brings attention to the uncertainty of meaning inherent in the work, such that no resolution makes itself apparent. The ultimate goal for artists of this period was to forget the training they received in art school in order to recapture the sense of wonder and imagination reflected in art produced by children or ‘primitives’, those who had received no art training. It was by forgetting the rules that the intuitive or sublime elements of art were able to shine through. Artists s uch as Canadian-born Joyce Weiland were able to circumvent the rules of established art by exploring their creativity in more than one medium, but not all artists found it necessary to forget what they’d learned. For a Canadian artist such as Norval Morrisseau, the self-taught nature of his art enabled him to create images that translated to the canvas directly from his heart. Yet each of these artists managed to convey a deep sense of spirituality and connection to the land of their birth as a comparison of Weiland’s painting â€Å"Experiment with Life† (1983) with Morrisseau’s â€Å"Shaman with Sacred Corn† demonstrates.

A Short story Essay Example | Topics and Well Written Essays - 1250 words

A Short story - Essay Example Based on his dad interest in driving and education, Tom used to be driven to the school every day in the morning and in the evening. His father, though a good driver who emulated the road signs and rules was a tough driver who drove with a high speed unless there was a traffic jam. During his trip to the school, Tom used to ask his father many questions as to why he was driving in that high speed and go between cars yet the car was not involved in an accident. His father did not lie to him but informed Tom that diligent and confident is the major aspect that a good driver is supposed to follow. This made Tom to have an interest in driving. Tom’s dad was a person who wanted his children to develop their career at their early ages. During the holidays, Tom used most of his free time driving with James, his father. In this way, Tom closely interacted with his father and he was in a better position to ask all the disturbing questions that he was asking as they were driving to and from the school. His father on the other hand, allowed Tom to drive in flat areas where there were no cars in order to avoid accidents. Most notably, the father taught Tom on all the aspects of driving including the physical parts of a motor vehicle and the road signs. When being taught by his father Tom used to disturb him with all sought of questions. Being eager to know how to drive and become an excellent driver, Tom loved the way his father drove the family and this inspired him. Whenever the car could get a puncture, James would repair the puncture and the journey would continue without delay. The basic mechanic process that Tom†™s dad used to undertake any time the car experienced problems inspired Tom since he would look at his father going down the car and try to make things work in the right manner. Though Tom’s dad used to allow Tom to drive in lowlands and where their were no vehicles, his father one day as they were driving from school to

Major World War I Battles Essay Example for Free

Major World War I Battles Essay 1914- The First Battle of the Marne. Up until September of 1914, the German army had steadily advanced through Belgium and France and was nearing the capital of France, Paris. Luckily, in the First Battle of the Marne, six French armies and one British army were able to stave off the German advance and set the stage for trench warfare for the next four years. 1915- Second Battle of Ypres- This was the second battle for the city of Ypres, which was located in western Belgium. For the Germans, this marked their first widespread usage of poison gas during the war. At Gravenstafl, Canadian troops were able to hold off the Germans by urinating into cloths and covering their faces with it. 1916- Battle of Verdun. The Battle of Verdun was meant to be Germany’s final push to break through French lines. A common expression was â€Å"to bleed the French white†. Both sides suffered immense casualties; however there was no clear victor even though the Germans were forced to withdraw. 1917- Battle of Caporetto. In this battle, otherwise known as the 12th Battle of Isonzo, Austro-Hungarian forces reinforced by German infantry finally broke through the Italian front line and routed the entire Italian army. Poison gas and storm troopers effectively contributed to the massive collapse of the Italian army. 1918- Battle of Cantigny. This was the first major battle involving U.S. forces up until that point in World War I. While, Cantigny was a relatively easy objective and was overshadowed by larger battles occurring elsewhere on the front, this battle was significant in demonstrating that the U.S. forces could be trusted to hold their own. 1. Up until the U.S. entrance into the war, the U.S. had already been providing massive amounts of supplies to the French and British, despite their claims of neutrality. This one-sided trading led to German attacks on U.S. merchant vessels and was one of the reasons the U.S. entered the war. The American Expeditionary Force did not actually face many battles as they arrived in Germany in early 1918. They did prove their worth and strength however in the Battle of Cantigny, where solely U.S. troops were able to capture the town of Cantigny and repulse several fierce German counterattacks. 2. Women had a huge role in the war effort at home, while African Americans directly contributed to the war effort. Women filled many of the jobs men left behind, especially in factories that were now facing huge demands for war supplies and low numbers of workers. Without women rising to fill these ranks, the American war effort would have been severely hindered. African Americans, although still discriminated and segregated in units, fought bravely and fiercely in World War I and earned the respect of many soldiers around them. 3. U.S. society

Project Plan Of Newhall Place Construction Essay

Project Plan Of Newhall Place Construction Essay A brief physical description of the building (including architectural style and the materials used), its history and why it has been granted a listed status. Newhall Place is located at Newhall Hill Birmingham West Midlands B1 3JH. It was built about 1860 and designed by H.R. Yeoville Thomason, who was also responsible for many of Birminghams finest buildings. He designed the Council House and much of Colmore Row. The building was first occupied by a firm of merchants, Shaw Hawkes Co, but by 1871 No. 16 had become the premises of Phipps Pickering and Richard, Brewers. By the 1880s it had become part of the Newhall Wire Works in nearby George Street and is now a Grade II Listed building. This imaginative courtyard development still retains much of this character from 19th Century with exposed beams, arched sash windows and an atrium style courtyard. The durability of an arched window depends on the type of window used and the location, especially how much wear and tear it will receive in that area of the home. There is also the fact that arched windows require special skill in the installation. The contractor will need to frame-in the opening to accommodate the arched design, being sure to install the proper support. He/she should also carefully caulk and seal the arch to create a strong moisture and air barrier. Without a strong seal, your window will require costly repair down the road. (http://www.calfinder.com/library/window/types/Arches-Bring-Style-to-Your-Windows) Every windows and doors have an arch or round on top of them, it seems like a gothic style as specially arranged with brickwork at the outer faà §ade facing the street side. à ¢Ã¢â€š ¬Ã‚ ¦ à ¢Ã¢â€š ¬Ã‚ ¦ à ¢Ã¢â€š ¬Ã‚ ¦ Consideration of the impact of the fixed internal layout of the building on a conversion project, in comparison with modern construction techniques. First of all, most of the historical building preserved has its own characteristics in both architectural or structurally design for purpose and its original use. Although most people may consider to demolish the entire building or alter part of it when come to a project involving change of use or other intend, the existing internal layout usually not capable to accommodate the new design from the architect in terms of modern construction method or techniques in related to the purpose of use. The fundamental problems encompassing the allocation of structure/partition wall, column, beam, staircase, basement, sky light, ceiling/false ceiling, drainage pipe and ducting. In order to retain the front faà §ade which is the major issue to maintain the outlook and architectural feature of historical building, most of the structural elements are not recommended to alter. It is not only not changing the appearance outside but the internal fixed elements would not be suggested to modify since in structural aspect the main structure especially when constructed in brickwork most of the wall, column and beam form the main structural framework. It is easy to notice that those elements are connected to each other in specific joints structure. In most case, it will be more wisely not to touch that part but considering how to reinforce and provide adequate lateral and vertical support to the faà §ade and also the internal structure prior to and during the construction stage. Nowadays, most of the AA works would employ a structural engineer to investigate the existing structure and provide adequate checking in order to determine whether the structures serviceabil ity is strong enough to cater the loading during construction or for future use. One of the key factors of the modern construction in terms of structural stability is spreading the loads by transferring to reinforced concrete column and beam which the load path is much more simple and consistent. With less r.c. structure wall partitions, the space within the entire layout will be enhanced remarkably as well as the flexibility for architect design. Another modern method is to construct a high grade r.c. core wall in the middle of the building like IFC 2 in Hong Kong, the main structure can provide sufficient strength so allow the structural steel elements to attach to and thus the reduction of r.c. beam and column will release more space and headroom. Such structural design can give more flexibility in internal partitioning, where those partitions wouldnt form part of the structure hence future alternation and change of use can be facilitate. To conclude the above, there are much mor e limitations for old design building in compare with modern building in terms of fixed internal layout. Many examples in Hongkong such as 181 shopping mall (former police headquarter in TST) and Murray House in Stanley selected not to ruin the fixed layout but renovate in aesthetic without touching the main structure. c) Consideration of underpinning; waterproofing of basements; upgrading and retrofitting of building services; remedying dampness; repair of masonry; treatment of timber defects. Underpinning First of all, it is recommended to employ a structural engineer to have an investigation over the existing foundations including the main structure, soil bearing capacity, water table etc. First of all, a thorough inspection over the existing superstructure and the basement to reveal if there is any major and apparent crack over the main structure where the temporary supporting system can be determined and also the subsequent main structure reinforcement scheme can be assessed. Secondly, to check over the buried foundation under the basement, adopt trial hole excavation with adequate lateral support at the backyard will be suggested. The fact of the condition of soil and also the existing foundation and the water table could be revealed. Meanwhile the bearing capacity would be obtained by checking with the adoption of method of plate-load test or the like. In our experience, raft foundation should be the most possible existing structure constructed in brickwork for such old building over 150 years. To avoid the disturbance of the existing foundation, it is recommended to have a partial excavation with relative small area in alternative pattern so not to remove too much support from the existing foundation subject to further analysis structural calculation after obtaining relevant data from the inspections. Owing the building is only 2 stories high, thus mass concrete fill could be adopted since shadow partial excavation can be achieved without too many lateral support over the limited space due to the allocation of the building with one side facing the street and two sides abutted to adjacent buildings. Waterproofing of Basement A black, liquid applied single-component moisture-cured bitumen modified polyurethane waterproofing system, which provides superior protection against the penetration of water. Bitumen modified polyurethane elastomer a two-component system is available, which does not depend on atmosphere moisture. Basic uses once cured, the liquid membrane allows expansion and contraction over a broad temperature range and maintains flexibility and waterproofing properties under continuous exposure to water above or below grade. It has a thixotorpic consistency and may be used on vertical as well as horizontal surfaces. The wide range of purposes including application over concrete, stone, brick, cement blocks, wood, metal, asbestos and most other surfaces. After the preparation of the wall surfaces and application of waterproofing membrane, render the wall and screed the floor with one layer of cement sand protective layer. Sump pit system can be adopted in designated location to prevent the failure of the membrane ruin the entire waterproofing system when leakage happen in the future. One layer of extruded polystyrene foam board then be fixed on top of the screed/render to provide a media to reduce the risk of condensation and also enhance the insulation of the entire basement tackle the temperature change. Finally, cover up with a layer of brick (to wall) and the floor with another layer of screed equipped with steel mesh in 2 layers (both top bottom) to form a rigid protective system against external damage to the insulation/waterproofing membrane. Although the space inside will be reduced, still this could be the best waterproofing system to deal with upgrading and retrofitting of building services Electrical Since the entire building used brickwork for construction and structure. To avoid damage or further deteriorate the brickwork, electrical conduit shall be fixed on the existing brickwall without forming a trench for conceal. It may be looking shinning of the GMS conduit finishes but paint should be considered to apply to match with the tone of the wall design. MVAC It is recommended to provide suitable MVAC system to both the upper lower basement due to the confined area below ground level. Installation of ducting within the premises would not be a problem by fixing expansion bolt to the soffit of ceiling. On the other hand, the EAD shall be designed to run along the exterior wall at the backyard to higher level. In order to ensure the architect design and the aim of aesthetic, simply install false ceiling system would make the interior more neat and unify where the exterior pipe/duct can be cladded with aluminum cladding or GRC panel to match with the existing finishes. The Variable refrigerant volume (VRV) system will be selected for air conditioning system based on easy to install, small installation space and easy to repair, the installation methods like the Split-Type Air Conditioning. The Mechanical Ventilation system will install individual the intake and exhaust fan in class room and corridors Fig. xxxx Fire Services To comply with the latest government ordinance and statutory regulation, it is advised that to appoint several design in terms of the followings in FS aspect. To improve the extinguishment and containment system, the ceiling will require install sprinkler system (Fig. xxxxx). Fire rated doors will install between the escape route and corridor area in each floor for isolate the fire occurred. Portable firefighting equipment, included fire extinguishers, fire blankets and sand buckets. Fixed firefighting equipment, included Hose reels, Sprinkler system ,Fig. xxxx, and Firefighting lift Fig: Sprinkler System Plumbing Drainage The major problem will be related to the underground drainage system, what can be seen above ground level should be relatively easier either retain or divert subject to the new architect layout. The u/g drainage shall be redesign subject to the availability of existing sub-structure. It may not be difficult to relocate the existing manhole but it needs to be using the previous opening inside the u/g structure to avoid disturbance of the stability or otherwise too many alternation will affect the overall rigidity of entire structure, subsequently cost/time implication to the project may be enhanced. Part Two. Q1 Your Client has retained your company as Project Managers (offering a full range of services ranging from Professional Design services together with Health and Safety). As a Principal Contractor / CDM Coordinator prepare a detailed Health and Safety Risk Assessment to accompany the tender documentation for the demolition and / or refurbishment of the existing buildings Noise Noise may be defined as sound undesired by the recipient. Besides being a nuisance, noise may interfere with working efficiency, cause accident and most important for resulting in hearing loss to employee. In deciding what the noise control measures to provide, the essential thing is to make a noise assessment to determine what exactly the ideal figure of sound reduction. The sequence will be as below:- Assessing neighborhood noise. Assessing noise (Including noisy plants equipment) generated on site. Deciding the most affected noise sensitive receiver. Comparing the quantitative data calculated from 3 steps before. Making reference to the current statutory regulations. Setting the specific limit. Deciding the noise source. Setting the individual control measure by the means of the following: Substitution (replace equipment with silenced type). Enclosure (enclose equipment by outer wall with inner lining of an acoustically absorbent). Silencers (add). Screens (provide with acoustic screens). Assessing noise level generated on site. Reviewing monitoring the status. Action level can be determined for actions. A report in the prescribed form shall be submitted to the relevant department as soon as possible. For exceeding First Action Level, a warning notice shall be displayed for specification of distance for noisy machines or tools. Between First and Second Action Levels a daily personal noise exposure between 85 and 89.9 dB(A), when employees are exposed, the site are required to provide suitable approved ear protectors to employees who request for them. Between Second and Peak Action Levels a daily personal noise exposure of 90 dB(A); a peak sound pressure level of 140 dB or 200 Pa, the site are required to provide suitable approved ear protectors to employees and enforce them to use properly. Having finished each assessment, a list will be generated to inform all subcontractors how far are the hearing protection zone are. The General Foreman / Foreman should post noise labels and follow the rules in the different action levels. Dust Dusts usually fall into three groups when considered as hazards. They are toxic, nuisance and fibrosis producing. Adequate ventilation, efficient dust suppression, good housekeeping and proper personal protection are required to control dust explosions. Basically, substituting a less dangerous material for those from which dust arises is a method to control. To arrest the dust and collect it as near as possible to the point of origin, local exhaust ventilation is needed to install. To be effective, a mask must be fitted carefully and must be kept clean and the filter must be replaced when necessary. To enclose a work process that produces dust is also a method we can take. In spite of all precautions, some dust will always escape from the plant. It must be prevented from accumulating in workrooms by the regular and frequent cleaning of all parts of rooms and plant. First-aid Facilities Adequate number of first-aider and facilities in accordance with the law should be provided on site. It may have saved the casualtys life through the application of appropriate first aid measures. However, his life can be lost through rough handling or careless transportation procedures. Before you attempt to move the casualty. Housekeeping The laws including F IU Ordinance Regulations, Air Pollution Control Ordinance (Cap. 311), Occupational Safety and Health Ordinance, Construction Sites (Safety) Regulations, Air Pollution Control (Open Burning) Regulations and Air Pollution (Construction Dust) Regulations demand us to have a good housekeeping. The common hazards on site are openings, projecting nails or metal fragments at dumping area etc. Removing debris frequently is better than dealing with them after being stacked to a large amount and has advantages both in save time and money. Rag, oil, grease should be regarded as chemical waste. Waste paper or cans should be kept in rubbish bin, which is removed immediately if full. Waste reinforcement or other valuable materials should be saved in a particular place. All tools or equipment should be kept in storeroom after used. A safe means of access shall be maintained up to the required standards. Removing projecting nails as quickly as possible. Demolition Effective planning and monitoring are required to ensure that the demolition process or the partially demolished elements left at the end of each day of work does not pose any danger to the works, the general public and the adjacent properties. The General Foreman / Foreman shall provide all necessary precautionary measures to protect the works, the building, the occupants, the public and other prior to commencement of the demolition works. The General Foreman / Foreman shall ensure the means of escape provisions as well as fire compartment of the premises are maintained throughout the Contract period both for the renovation area and the adjacent tenancies.. Stability Report Including Calculations A report on the stability of the building to be demolished is required during all stages of demolition if necessary. Temporary Supports When temporary supports to structure is required, check the entire scaffolding assembly and utilities before demolition. Housekeeping Material shall be properly stored. Access ways and work areas shall be free of obstructions. Waste shall be properly disposed of at least daily. Do not overload any members. Dangerous Zone Cordon off any identified dangerous zones. The site shall be locked up all the time. In order to avoid trespasser, the General Foreman / Foreman shall inspect the premise each shift prior to work. Utilities Permit-to-work system is activating. Electrical Safety All electrically powered equipment or hand tools, except double insulated hand tools, shall be grounded. Portable hand tools and electrically powered equipment shall be used with a circuit breaker. Electrical equipment shall be disconnected or the current otherwise interrupted while it is being adjusted or repaired. Outlets, switching, junction boxes, etc. shall be covered. Exposed noncurrent-carry metal parts of fixed equipment that may become energized under abnormal conditions shall be grounded when in wet or damp locations. After demolition Clear away all debris. Secure boundary unless reinstatement has been made. Provide a Method Statement for the key stages of the entire project and a Construction Program identifying the key stages (i.e. this is not a definitive list) demolition, faà §ade retention, temporary works, high water table etc. Foundation Underpinning 1) Excavation shall be proceeded with respected to the structural engineer for adequate depth and the sequence prescribed. 2) Lateral support shall be followed according the same manner to the desire depth. 3) Concreting to the module of foundation as designed in alternative. 4) Backfilling at not more than the specified depth of each layer, shoring shall be dismantled successively. Ground water control In some cases, the ground water conditions found during site investigation may change before or during site investigation. Such changes may be due to the construction of basements nearby, natural flooding or artificial causes, such as a burst water main. The methods of ground water control may be divided into three broad groups: pumping, cut-off walling, and special methods. The choice of method depends mainly on site conditions and on the soil characteristics. These include:- size and location; thickness and type of soil strata; magnitude of water pressures in various strata; proposed permanent structure relative to soil strata; length of time for which the excavation must be open; prevention of damage to adjacent structures; relationship between the proposed dewatering method and the construction sequence. Dewatering Pumping from sumps Widely used in deep excavations for trench or basement. There are several major problems:- Soil movement due to settlement Ground affected by water flow towards sump Instability at formation level in timbered excavations owing to upward movement of water The general solution is to dig sump at corner of excavation below formation level. Open Sump The sump is usually formed away from the construction area in a corner of the excavation. The water is led into the sump, either by sloping the ground towards it or by using shallow garland drains which feed into the sump. Pumping from open sumps is limited to a maximum depth of about 8m. Jetted Sump In this method, a hole is formed in the ground by jetting metal tube. A disposable intake strainer connected to a disposable flexible suction pipe is then lowered into the hole, and the void filled with sand filter media. This suction pipe is connected to a pump which pumps out the ground water. Demolition 1) Temporary support such as racking shore shall be installed at each floor prior to any demolition work commence. Demolition Work 1) Statutory and contractual Requirements shall be followed and implement on site at all time. 2) All demolition works shall be carried out in accordance with the Building (Demolition Works) Regulations, the Draft Code of Practice for Demolition of Buildings as well as Building Department Practice Notes. 3) Before any demolition work is commenced, a sufficient survey for proper identified of any structural problems and risk associated with flammable and hazardous substance, utilities etc. 4) Location of Utilities 4.1) The whole area, which is affected by any possible demolition works, shall be identified. 4. 2) Plans or other suitable information about all utilities especially concealed pipes in the vicinity of the proposed works before any demolition work starts shall be obtained. 4.3 ) Shut off, cap, or otherwise control all electric, gas, water, sewer and other service lines before demolition work is started. Permit-to-work system shall be activated. 4.4) If it is necessary to maintain any power, water, or other utilities during demolition, such lines should be temporarily relocated as necessary and/ or protected. 4.5) plan on the proposed methods for handling and disposal of debris including the permissible temporary accumulation of building debris and the transportation route shall then be evolved. 4.6) Stability Report with supporting calculations shall be generated. Faà §ade Retention 1) To design by the structural engineer with the project manager to investigate the most economical and efficient method prior to determine the sequence of work. 2) Provide suitable foundation at ground level and erect the steel prop above the temporary footing. 3) Continued with the diagonal bracing and transom to form a stable framework floor by floor from bottom and up sequence, make sure the bolting is securely fixed. 4) Floor slab shall be hacked off to let the framework going up and through the slab. 5) The configuration of framework will be similar to fly racking shore. Your Client is also concerned that they discharge their statutory obligations under the CDM Regulations, in addition to the Health and Safety Risk Assessment. Explain the workings of the CDM regulations and how these affect them as developers throughout the entire contract (i.e. demolition, new build and refurbishment). The clients duty in relation to the health and safety file (1) The client shall ensure that the CDM co-ordinator is provided with all the health and safety information in the clients possession (or which is reasonably obtainable) relating to the project which is likely to be needed for inclusion in the health and safety file, including information specified in regulation 4(9)(c) of the Control of Asbestos Regulations 2006(a). (2) Where a single health and safety file relates to more than one project, site or structure, or where it includes other related information, the client shall ensure that the information relating to each site or structure can be easily identified. (3) The client shall take reasonable steps to ensure that after the construction phase the information in the health and safety file (a) is kept available for inspection by any person who may need it to comply with the relevant statutory provisions; and (b) is revised as often as may be appropriate to incorporate any relevant new information. (4) It shall be sufficient compliance with paragraph (3)(a) by a client who disposes of his entire interest in the structure if he delivers the health and safety file to the person who acquires his interest in it and ensures that he is aware of the nature and purpose of the file. In anticipation that a project comprising of demolition, alteration and refurbishment, will proceed based on your recommendation, advise on the scope and nature of the project team. This should include the timing and sequence of appointments. Designer/Architect Consultants To provide design of the architectural layout, featuring, what to be retained or demolished To provide detail information about the aesthetical features, design of lighting, furring and finishing to internal/external area. Professional Structural Engineer To provide structural calculation and analysis for the followings: Soil bearing capacity and foundation upgrading design Inspection to the substructure elements with remedial proposal Inspection to the superstructure elements with remedial proposal Temporary lateral support for foundation work Vertical/lateral support for the retention of faà §ade unit and/or structural elements 4. The Building Team Building is a group activity and its success depends on a good understanding and operation between a large number of people. The participants involved can be conveniently arranged into groups or teams according to their particular interest and /or involvement as follows:- 4.1 Client Team The client or the building owner has the responsibility for defining the building to suit needs, establishing and providing the necessary finances, agreeing design and construction phases, timetabling, and, of course, fulfilling the management and running of the completed project. A potential client must establish whether to build or not to build. Having decided that a new building is necessary to provide additional or alternative space, it is important that consideration is then given to when the space will be needed. Various problems are needed to be solved, such as: land acquisition, establishment of rights, development permits, planning permission, building approval, contractor selection and subsequent erection. Most building is undertaken from money made available in the form of a loan therefore, interest rates are important. In this respect, the government has direct influence and can use the building industry as a regulator for the economy of the country. Once the money becomes available for a building, the client will require speedy action for its design, construction and subsequent use so that the lost interest, which would have been gained through alternative financial investments, may be speedily recouped. The total cost of a building must include the professional fees of the Design Team which the client appoints. 4.2 User Team User Team forms a vital link between design concepts and built reality. An example of User Team is the advisory organization formed by the tenants of public housing. 4.3 Design Team There are a great many people in a Design Team who concerned with supplying the design expertise which will make a building possible. Principal Designers generally include architects, interior designers, and building surveyors. They are responsible for the overall design of the project. Architects design and prepare the production information for most building projects. They will also inspect the construction work on site. Interior Designers can also prepare design and production information for a building, and provide supervision of work, but, they may be specifically concerned with the interior of a building and need additional advisers in order to deal with all the design and construction processes involved in total building. Building Surveyors are sometimes responsible for the design and supervision of certain building work although they are more usually carry out surveys of structural soundness, condition of dilapidation or repair, alterations/extensions to existing buildings and market value of existing buildings. Specialist Designers include civil and structural engineers, services engineers, and those concerned with specific aspects of architecture, including landscape, interiors, office planning, etc. They provide expertise concerning certain aspects of a building and whose requirements are often coordinated by the Principal Designer. For example: HVAC Communications Drainage and plumbing Electrical Fire services Security systems Civil and Structural Engineers are employed to assist Principal Designers on building projects which contain appreciable quantities of structural work, such as reinforced concrete, complex steel or timber work, or foundations which are either complex or abnormal. Services Engineers work with other designers and are concerned with environmental control lighting, heating, air conditioning, and sound modulation; electrical installations, plumbing and waste-disposal systems; and mechanical services, such as lift installations and electrical conductors. Quantity Surveyors provide the cost control and financial advice to client, principal designers and specialist designers. They are responsible for preparing Bills of Quantities. Also, during the actual construction period for a project, he must measure and value the work carried out at regular (monthly) intervals and submit details to the overall financial administrator (usually the principal designer) for payments from client to contractor. They also advises on the use of sums of money listed in the Bill of Quantities for contingency or provisional items, the cost of making variations in areas originally described in the Bills or indicated on the drawings, and settlement of the final account for the finished project. Depending on the precise nature of a project, the combined cost of these professional fees will vary from between 12% and 20% of the final construction costs. 4.3 Research Team Researchers are those making understanding and development of current construction methods (materials and technical ability). The aim of the research is to discover facts by means of scientific study and, in matters concerning building, covers a very wide area of knowledge requiring controlled programming of critical investigation of chosen subjects. 4.4 Legislative Team They negotiate with the relevant authorities to clarify certain legal requirements. Building Ordinance Office, Planning Department, Fire Services Department, Highways Department, Urban Council, etc. On site management level, a builder has to ensure that the building site maintains safe and healthy conditions for employees, and that the general public should be adequately pro

Learning styles in language learning

Learning styles in language learning Chapter 2 Literature Review In this chapter, the author briefly reviewed the literature related to this study. notion of learning styles including definition of the key terms, categories of learning styles, and Oxfords theory on language learning styles were first reviewed. Then the author examined the gender and foreign language learning theories related to learning styles. Finally, the author reviewed previous studies that have been made on the relationship between learning styles and second or foreign language learning both abroad and home. 2.1 Theories Related to Learning Styles This section includes definitions of different terms of learning styles, categories of learning styles and Oxfords theory of language learning styles. 2.1.1 Different Terms Regarding Learning Styles The definitions of styles and learning styles are first reviewed, and then cognitive styles and learning styles are differentiated in this part. 2.1.1.1 Definitions of Styles and Learning Styles Styles Before reviewing the literature of learning styles, it is necessary to know the definition of styles. The concept of styles was first put forward by cognitive psychologists. Brown (2002: 104) defines style as a term that refers to consistent and rather enduring tendencies or preferences within an individual. Therefore, styles are those general characteristics of intellectual functioning (and personality type, as well) that especially pertain to one as an individual, that differentiate one from someone else. Learning Styles Regarding studies of learning styles, the most serious problem is the confusion of its definitions. In the past two decades, the learning styles has been used in various and sometimes confusing ways in the literature. It is very common to hear different opinions on its definitions based on different findings in this comparatively new research field of learning styles, for each study defines it from particular perspectives. However, there is not an agree-upon definition of learning styles. Learning styles can be defined in the following ways. Keefe (1979, cited in Brown, 2002:10) defines learning styles as the characteristic cognitive, affective and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with and respond to the learning environment.Dunn et al. (1978:11) defines learning styles as the way in which each person absorbs and retains information and/or skills; regardless of how that process is described, it is dramatically different for each person. Sims Sims (1990, cited in Reid, 2002) put forward that learning styles are typical ways a person behaves, feels, and processes information in learning situations. Therefore, learning style is demonstrated in that pattern of behavior and performance by which an individual approaches educational experience. Oxford et al. (1991) briefly defines the learning style as the general approaches students used to learn a new subject or tackle a new problem. Claxton and Murrell (1987, cited in Eliason, 2002: 19-20) use an onion metaphor in which the layers of the onion represent layers of learning styles: basic personality characteristics form the core; information-processing characteristics form the second layer; social interaction characteristics form a third layer; instructional preferences form the fourth and outermost layer. Claxton and Murrell postulate that the core of the onion represents the most stable characteristics, with each successive layer being progressively more amenable to change. Tan Dingliang (1995: 12) defines learning styles as: the way that a learner often adopts in the learning process, which includes the learning strategies that have been stabilized within a learner, the preference of some teaching stimuli and learning tendency. Reid (1995) summarizes definitions of learning styles as internally based characteristics of individuals for the intake or understanding of new information. Essentially learning styles are based upon how a person perceives and processes information to facilitate learning. Among these definitions, Kinsella definition of learning styles is widely accepted (Reid, 2002). Kinsella (1994, cited in Reid, 2002) concludes that learning style is an individuals natural, habitual, and preferred way(s) of absorbing, processing, and retaining new information and skills which persist regardless of teaching methods or content area. Kinsella also emphasizes that everyone has a learning style, but each persons is as unique as a signature. Each signature appears to be influenced by both nature and nurture; it is a biological and developmental set of characteristics. (1994, cited in Reid, 2002: 171) 2.1.1.2 Cognitive Styles and Learning Styles The second problem about the study on learning styles is the confusion of the meanings of the terms of learning styles and cognitive styles as they are often used interchangeably in research. The clarification of the two terms will be helpful to better understand learning styles. Messicks (1984) definition of cognitive styles has been widely cited. He defines cognitive styles as consistent individual differences in preferred ways of organizing and processing information and experience. Cognitive styles are characteristic self-consistent mode of functioning which individual shows in their perceptual and intellectual activities (Stern, ! 983: 373). According to Tan Dingliang (1995) and Kang Shumin (2003), cognitive styles mainly refer to the ways of information processing, that is, individuals typical ways of processing perception, memory and thinking. Brown (2002: 104) suggests that the way we learn things in general and the particular attack we make on a problem seem to hinge on a rather amorphous link between personality and cognition; this link is referred to as cognitive style. According to Brown (2002), when cognitive styles are specially related to an educational context, where affective and physiological factors are intermingled, they are usually more generally referred to as learning styles. Thus from this perspective, learning styles are regarded as a subset of cognitive styles. Meanwhile, cognitive styles can sometimes be seen as a subset of learning styles. Keefe (1986) reports that learning styles include not only cognitive processes, but also integrate affective and physiological behaviors that assist learners to perceive, interact with, and respond to the learning environment. Renzulli David Yun Dai (2001) differentiate the two terms in detail: cognitive styles are mainly concerned in psychological domain, while learning styles are mainly proposed by researchers of educational field; researchers of cognitive styles adopt a more positive approach, whereas researchers of learning styles focus on a more phenomenological perspective. Regarding the methodology, performance-based measure is usually used by cognitive styles researchers, while self-report is the measure that learning styles researchers primarily use. 2.1.2 Categories of Learning Styles Confusion also exists in the literature on categories of learning styles for many same or similar factors researched under the same name. Reid (1995) divides learning-style research into three major categories: cognitive styles, sensory learning styles, and personality learning styles. 2.1.2.1 Cognitive Learning Styles Cognitive learning styles which include field-independent/field-dependent, analytic/global, reflective/impulsive learning styles, and Kolb experiential learning model, belong to the aspects of psychology. Among them researches on field -independent/field-dependent (FI/FD) attract the most attention of SLA domain (Ellis, 1994). According to Reid (1995), field-independent learners learn more effectively step by step, or sequentially, beginning with analyzing facts and proceeding to ideas. They see the trees instead of the forest; whereas field-dependent (field-sensitive) learners learn more effectively in contexts, holistically, intuitively, and are especially sensitive to human relationships and interactions. They see the forest instead of the trees. Chapelle (1995) explains that FI/FD refers to how people perceive and memorize information. Reid (1995) defines that analytic learners learn more effectively individually; prefer setting own goals, and respond to a sequential, linear, step-by-step presentation of materials; whereas global (relational) learners learn more effectively through concrete experience, and by interactions with others. According to Reid (1995), if learners can learn more effectively given time to consider options before responding, they are reflective learners; and they are often more accurate language learners; whereas if learners can learn more effectively being able to respond immediately and to take risks, they are impulsive learners; and they are often more fluent language learners. Kolb (1984) categorizes his experiential learning model of perception (concrete experiences and abstract conceptualization) and process (reflective observation and active experimentation) into four learner types which are converger, diverger, assimilator, and accommodator. Converger (common sense learner) learns more effectively when she or he is able to perceive abstractly and to process actively. Diverger (innovative learner) learns more effectively when she or he is able to perceive concretely and to process reflectively. Assimilator (analytic learner) learns more effectively when she or he is able to perceive abstractly and to process reflectively. Accommodator (dynamic learner) learns more effectively when she or he is able to perceive concretely and to process actively. 2.1.2.2 Sensory Learning Styles According to Reid (1995), sensory learning styles include two dimensions: Perceptual learning styles and environmental learning styles. Perceptual learning styles contain four types of learning styles which are auditory, visual, tactile and kinesthetic styles. Auditory learners learn more effectively through the ears; visual learners learn more effectively through the eyes (seeing); tactile learners learn more effectively through touch (hands-on); kinesthetic learners learn more effective through concrete complete body experiences (whole-body movement). Physical and sociological styles belong to the environmental learning styles. Physical learners learn more effectively when such variables as temperature, sound, light, food, mobility, time, and classroom/study arrangement are considered. Sociological learners learn more effectively when such variables as group, individual, pair and team work, or levels of teacher authority are considered. 2.1.2.3 Affective/Temperament Learning Styles Learning styles of this type are based on affect, personality, tolerance of ambiguity and brain hemisphere. Myer and Briggs (1987, cited in Reid, 1995) report that affective and personality factors influence learners learning styles a great deal. Mayer-Briggs team tested four dichotomous styles of functioning in their Mayer and Briggs Temperament Styles (MBTI) which include extraversion-introversion, sensing-perception, thinking-feeling, and judging-perceiving. According to Reid (1995), extroverted and introverted styles belong to extraversion-introversion. Extroverted learner learns more effectively through concrete experience, contract with the outside world, and relationships with others; whereas introverted learner learns more effectively in individual, independent situations that are more involved with ideas and concepts. Sensing-perception contains sensing and perception styles. Sensing learner learns more effectively from reports of observable facts and happenings; prefers phy sical, sense-based input. Conversely, perception learner learns more effectively from meaningful experiences and from relationships with others. In thinking-feeling styles, thinking learner learns more effectively from impersonal circumstances and logical consequence; whereas feeling learner learns more effectively from personalized circumstances and social values. And in judging-perceiving styles, judging learner learns more effectively by reflection, and analysis, and processes that involve closure; conversely, perceiving learner learns more effectively through negotiation, feeling, and inductive processes that postpone closure. Reid (1995) suggests that tolerance of ambiguity styles also belong to the affective/temperament learning styles. Ambiguity-tolerant learner learns more effectively when opportunities for experiment and risk, as well as interaction, are present; whereas ambiguity-intolerant learners learns more effectively when in less flexible, less risky, more structured situations. Reid (1995) also claims that whether the learner is left-brained or right-brained will influence learners learning styles. Left-brained learners tend toward visual, analytic, reflective, self-reliant learning; conversely, right-brained learners tend toward auditory, global/relational, impulsive, interactive learning. 2.1.3 Oxfords Language Learning Styles Theory Oxford and Burry-stock (1995) put forward the most significant styles for ESL/EFL learning which include global/analytic, field-independent/field-dependent, feeling/thinking, impulsive/reflective, intuitive-random/concrete-sequential, closure-oriented/open, extroverted/introverted, and visual/auditory/hands-on styles. They suggest that each style preference offers significant benefits for learning and that the important thing for learners is to identify the style preferences and to apply them whenever possible. Oxford (1991, cited in Kang Shumin, 2003) groups all the above learning styles into three categories: sensory learning styles (visual, auditory, and hands-on), cognitive learning styles (intuitive-random and concrete-sequential, closure-oriented/open and global/analytic), and personality learning styles (extroverted and introverted). 2.1.3.1 Sensory Learning Styles Visual styles Visual students enjoy reading and they prefer material in a classroom environment to be presented in a visual format such as books, board work, and handouts. Auditory styles Auditory students enjoy lectures, conversations and oral directions. They prefer material in a classroom environment that is presented as auditory input such as radio, oral instruction, oral communication and audiotape. Hands-on styles Hands-on students like lots of movement and enjoy working with collages, flashcards, and tangible objects. They prefer to be physically involved with tasks, tending to prefer activities such as Total physical Response (TPR) and role-play. Oxford et al (1992) find that sensory preferences (visual, auditory, and hands-on) are very important in the multicultural ESL/EFL classroom. Reid (1987) also argues that ESL/EFL students from different cultures vary significantly in their sensory preferences. Those with Asian cultural backgrounds, for instance, are often highly visual, while Hispanics tend to be auditory. Students from non-Western cultures where hands-on experiences are valued often prefer a corresponding learning style. 2.1.3.2 Cognitive Learning Styles Intuitive-random/concrete-sequential styles Intuitive-random ESL/EFL students prefer to develop a mental picture of the second language in an abstract, random manner in search of the underlying language system. In the absence of comprehensive knowledge of the target language, intuitive-random style learners typically employ speculative and predictive strategies. Concrete-sequential ESL/EFL students prefer rigidly performed, strictly planned and adhered to sequential classes. They like language learning materials and techniques that involve combinations of sound, movement, sight, and touch, and that can be applied in a concrete, sequential, linear manner. Closure-Oriented/Open-oriented styles Closure-oriented ESL/EFL students perform more effectively if presented with structured activities and more time. Typically, they favor carefully planned and completed tasks, as opposed to ambiguity and uncertainty in a classroom environment. Open-oriented ESL/EFL students favor a more open and flexible schedule, demonstrating a high degree of tolerance towards ambiguity in the classroom. Typically, they approach a language assignment or a class activity as though it were an entertaining game, and they do not worry about not comprehending everything, and do no feel the need to come to rapid conclusions about the topic. Global/Analytic Styles The global style ESL/EFL students typically employ a holistic view early in the learning process, into which they fit more detailed information as learning progresses. They typically look at several aspects of the topic at the same time, constantly making corrections between the theoretical aspects and practical applications as they learn, and make substantial use of analogies. Moreover this type of learner employs holistic strategies to solve problems including guessing and paraphrasing, favoring a search for the general idea rather than for accuracy. Ellis (1989) argues that global learners prefer experiential learning and learning through communication. The analytic style ESL/EFL students have no trouble picking out significant details from a welter of background items. They typically focus their attention more narrowly on pieces of information, how in the hierarchical structure, preferring detail rather than the overall picture. They are orientated towards rules tending to focus on step-by-step presentation of material. Typically, theoretical and practical aspects are learned separately. Moreover, this type of learner employs language strategies that favor exact wording rather than guessing or paraphrasing-in their aim of achieving accuracy. Ellis (1989) suggests that analytic learners prefer formal, individual learning in a classroom environment. 2.1.3.3 Personality Learning Styles Extroversion/Introversion The dimension of styles particularly influences classroom management, especially grouping of students. Extroverted students perform most productively in a group environment, enjoying activities that involve other students, such as role-play, conversation and other interaction favoring social goals as opposed to impersonal rewards. Conversely, introverted students are stimulated most by their own inner world of ideas and feelings. They like working alone or else in a pair with someone they know well. They dislike lots of continuous group work in the ESL/EFL classroom. This contrast is somewhat similar to the categories of group/individual style made by Reid (1987). 2.2 Gender Differences in Language Learning Styles Many investigations show that males and females learn differently. Where do the gender differences come from? Several sources can be postulated for gender differences in language learning styles. Among these are brain hemisphericity and socialization. 2.2.1 Gender Differences in Brain Hemisphericity According to Oxford (2002), brain hemisphericity or lateralization (right, left and integrated) is a feature of many learning style surveys. Research on the two cerebral hemispheres indicates that each hemisphere may be responsible for a particular mode of thinking. The left hemisphere is associated with logical, analytical thought, with mathematical and linear processing of information. The right hemisphere perceives and remembers visual, tactile and auditory images and it is more efficient in processing holistic, integrative and emotional information (Brown, 1994). Each hemisphere deals with language differently. According to Willing (1988, cited in Oxford, 2002), right-hemisphere-dominant individualsthose whose right side of the brain typically dominates their thinking processestend to be more field dependent (less able to separate the details from a confusing background), global, and emotion-oriented. Willing (1988) and Leaver (1986) (cited in Oxford, 2002) claim that left-hemisp here-dominant peoplethose whose dominant brain hemisphere is the leftare more field-independent, analytic, and logical-oriented. Some researchers such as Spring Deutsch (1989) and Elias (1992) (cited in Oxford, 2002) find several sources of gender differences in brain dominance: In men, the left hemisphere might be more lateralized (specialized) for verbal activity and the right hemisphere may be more lateralized for abstract or spatial processing. Women might use both the left and the right hemispheres for both verbal and spatial activity, thus showing more integrated brain functioning and less hemispheric differentiation. In women as compared to men, part of the corpus callosum (the bundle of brain fibers linking the left and right hemispheres) is bigger in relation to overall brain weight, allowing more information to be exchanged between the two hemispheres. Based on such research findings, Oxford (2002) postulates that males might usually process language learning information more readily through the left-hemispheric, analytic mode, but females might more often process language learning data through an integration of left-and right-hemispheric modes. However, other researchers (e.g., Fausto-Sterling, 1985, cited in Oxford, 2002) oppose the idea that brain hemispheres are more integrated in females than in males or that brain hemispheric differences can make a significant difference. The prevailing opinion seems to be that there are indeed gender differences in brain hemisphericity that deserve consideration and further exploration. And our understanding of language learning stylefor both ESL and foreign languageswould benefit if these differences were explored. (Oxford, 2002) 2.2.2 Gender Differences in Socialization According to Tan (1995), the difference between males and females is a result of both nature and nurture. The explanation of gender differences that ignore sociological factors is incomplete. Oxford (2002) claims that socialization which is the way we bring up our young and integrate them into society through a vast network of social roles might also be a great influence on gender differences in language learning styles. Through gender socialization, different behaviors and attitudes are encouraged and discouraged in men and women. Parents respond differently to boy babies and girl babies from the first hour of life, and after that teach their children sex-appropriate behaviors (Bern, 1974, cited in Oxford, 2002). Socialization process takes place not only within family, but also within school. School exercises much influence on the creation of gendered attitudes and behaviors. In school, teachers support the previous socialization patterns, paying more attention to aggressive, disru ptive boys than to girls with identical behavior, and responding to passive and dependent girlsalthough teachers prefer the behavior of girls (Serbin OLeary, 1975, cited in Oxford, 2002). In school, curriculum materials, teachers expectations, educational tracking, and peer relations encourage girls and boys to learn gender-related skills and self-concepts. 2.3 Relationship between Learning Styles and Foreign Language Learning Ellis (1994) points out that all learners analyze input and store information about the L2 in much the same way. However, he also admits that it is true that learners vary enormously in both the way they set about leaning an L2 and also in what they actually succeed in learning. Therefore, he regards the study of individual learner differences (IDs) as an important area of work in second language acquisition (SLA) research. He (1994:473) sets up a basic framework for investigating individual learner differences to guide the examinations of IDs. 2.3.1 Framework for Investigating Individual Learner Differences In his framework for investigating individual learner differences, Ellis (1994: 473) identifies three sets of interrelating variables (see Figure 2.1). The first set consists of IDs, which are of three main types: beliefs about language learning, affective states and general factors. General factors include age, language aptitude, learning style, motivation and personality. The second set of variables consists of the different strategies that a learner employs to learn and use the L2. The learner strategies encompass learning strategies and use strategies. The third set concerns language learning outcomes which can be considered in terms of overall L2 proficiency, achievement with regard to L2 performance on a particular task, and rate of acquisition. The inner part of the triangle is learning processes and mechanisms, so positioned for they are largely hidden. These three sets of variables are interrelated. ID research until now has concentrated on investigating the effects of different ID variables on learner proficiency, achievement, or rate of progress, measured in terms of performance on some kind of language test (Ellis, 1994). The general factors constitute major areas of influences on learning and can be ranged along a continuum according to how mutable they are (Ellis, 1994: 472). According to Liu Runqing (1995) and Ellis (1994) the main general factors that have received the most attention in SLA research are age, language aptitude, learning style, motivation and personality. Learners beliefs and affective states are likely to have a direct effect on L2 learning, but they themselves may be influenced by a number of general factors relating to learners ability and desire to learn and the way they choose to go about learning (Ellis, 1994). Individual learner differences-beliefs about language learning-affective states -general factors Learning processes N and mechanisms(2)(3) Learner strategies , Language learning outcomes-on proficiency-on achievement-on rate of acquisition 2.3.2 The Role of Learning Styles in Foreign Language Learning Reid (1995) provides some fundamentals of learning styles. She claims that learning styles in the ESL/EFL classrooms is based on six hypotheses: (1) Every person, students and teachers alike, has a learning style and learning strengths and weaknesses; (2) Learning styles are often described as opposite, but actually they exist on wide continuum; (3) Learning styles are value-neutral; that is, no one style is better than others (but it is true that there are students with some learning styles work better than those with some other learning styles); (4) Students must be encouraged to stretch their learning styles so that they will be more empowered in a variety of learning situations; (5) Students strategies are often linked to their learning styles; (6) Teachers should allow their students to become aware of their learning strengths and weaknesses. McCarthy (1980) claims that the learning styles theory impacts education in the following three aspects: instruction, curriculum and assessment. (1) InstructionTeachers should design their instruction methods to connect with students learning styles, using various combinations of experience, reflection, conceptualization, and experimentation. Instructors can introduce a wide variety of experiential elements into the classroom, such as sound, music, visuals, movement, experience, and even talking. (2) CurriculumEducators must place emphasis on intuition, feeling, sensing, and imagination, in addition to the traditional skills of analysis, reason, and sequential problem solving. (3) AssessmentTeachers should employ a variety of assessment techniques, focusing on the development of whole brain capacity and each of the different learning styles. Ellis (1994) concludes that learners clearly differ enormously in their preferred approach to L2 learning, but it is impossible to say which learning style works best. And quite possibly it is learners who display flexibility who are most successful, but there is no real evidence yet for such a conclusion. 2.4 Previous Researches on Learning Styles and Foreign Language Learning Abroad and Home 2.4.1 Previous Researches Done in the West When learning styles were initially introduced, the distinction between field independence (FI) and field dependence (FD) has attracted the most attention in SLA research (Ellis, 1994). The results of many studies show that people tend to be dominant in one mode of Fl/FD or the other. According to Ellis (1989), both FI/FD learners can gain language success in SLA and the embedded-figures tests have little or no relationships with the language achievement. Brown (2002) provides an explanation that FI may be important to both classroom learning and performance on paper-and-pencil tests and he believes that FI/FD is considered to be contextualized and variable within one person. In other words, the utilization of FI or FD of individual learners depends on the context of learning. Nevertheless, no evidence has been found to prove such consideration. Meanwhile, many researchers study individual learning style preferences from other dimensions. The following are some of the most representative ones. Dunn (1975, cited in Tan Dingliang, 1995: 19-20) develops the Learning Style Inventory. The learning style elements identified in the SLI are: 1) Environmental stimulus which includes the individual learners preference toward a quiet or noisy environment, a formal or casual seating design, and the preference of light and temperature. 2) Emotional stimulus. This domain mainly concerns whether individual learner possesses a high degree of motivation, persistence and responsibility as well as whether he prefers highly structured learning materials. 3) Sociological stimulus. This category contains factors such as whether individual learner prefers to study as a member of a team and whether he depends on authority to confirm his judgment and whether he likes to study in routines. 4) Physiological stimulus. This sort contains the perceptual preferences of individual learner, i.e., his tendency to auditory, visual, tactile or kinesthetic patterns and his mobility while learning and his tend ency to the time of learning such as morning and afternoon. According to Kinsella (1994, cited in Reid, 2002), Dunn and Dunn add the psychological stimulus in 1979. This category contains the individual learners preference toward right or left hemisphere learning style which includes factors such as analytical/global, reflective/impulsive learning styles, etc. The Dunns model is very important for it representing the complexity of variables which potentially influence students distinct approaches to learning comprehensively. Many researchers developed their studies based on Dunns model. Reid (1987) classifies learners into six different types in accordance of their style differences, namely, visual, auditory, kinesthetic, tactile, group and individual types. Based on her own theory, Reid conducts a study in 1987 to investigate the preferred learning styles of students with different language backgrounds. The research reports that learners preferences often differ significantly from those of native speakers of US. They show a general preference for kinesthetic and tactile learning styles (with the exception of the Japanese), and they view group learning style as a negative one. Proficiency level is irrelevant to learning style preferences. However, no matter which background a learner comes from, the longer he stays in the US, the more his learning styles resemble the native speakers. Melton (1990) uses Reids Perceptual Learning Style Preference Questionnaire to examine the six learning styles of 331 Chines