aphasia Essay -- essays research papers fc

Aphasia is a language disorder that results from damage to portions of the brain that are responsible for language. For most people, these are parts of the left side (hemisphere) of the brain. Aphasia usually occurs suddenly, often as the result of a stroke or head injury, but it may also develop slowly, as in the case of a brain tumor. The disorder impairs the expression and understanding of language as well as reading and writing. â€Å"Aphasia may co-occur with speech disorders such as dysarthria or apraxia of speech, which also result from brain damage†. (Sarno 23) Anyone can acquire aphasia, but most people who have aphasia are in their middle to late years. Men and women are equally affected. â€Å"It is estimated that approximately 80,000 individuals acquire aphasia each year†.(Eiesenson 37) â€Å"About one million persons in the United States currently have aphasia†.(www.aphasia.org) Aphasia is caused by damage to one or more of the language areas of the brain. Many times, the cause of the brain injury is a stroke. A stroke occurs when, for some reason, blood is unable to reach a part of the brain. Brain cells die when they do not receive their normal supply of blood, which carries oxygen and important nutrients. Other causes of brain injury are severe blows to the head, brain tumors, brain infections, and other conditions of the brain. â€Å"Individuals with Broca's aphasia have damage to the frontal lobe of the brain†. (www.aphasia.org) These individuals frequently speak in short, meaningful phrases that are produced with great effort. Broca's aphasia is thus characterized as a nonfluent aphasia. Affected people often omit small words such as "is," "and," and "the." â€Å"For example, a person with Broca's aphasia may say, "Walk dog" meaning, "I will take the dog for a walk." The same sentence could also mean "You take the dog for a walk," or "The dog walked out of the yard," depending on the circumstances†. (Jakobson 43) Individuals with Broca's aphasia are able to understand the speech of others to varying degrees. Because of this, they are often aware of their difficulties and can become easily frustrated by their speaking problems. â€Å"Individuals with Broca's aphasia often have right-sided weakness or paralysis of the arm a nd leg because the frontal lobe is also important for body movement†. (Jakobs... ... the home. Seek out support groups such as stroke clubs. Aphasia research is exploring new ways to evaluate and treat aphasia as well as to further understanding of the function of the brain. Brain imaging techniques are helping to define brain function, determine the severity of brain damage, and predict the severity of the aphasia. â€Å"These procedures include PET (positron emission tomography), CT (computed tomography), and MRI (magnetic resonance imaging) as well as the new functional magnetic resonance (FMRI), which identifies areas of the brain that are used during activities such as speaking or listening†. () â€Å"In-depth testing of the language ability of individuals with the various aphasic syndromes is helping to design effective treatment strategies†.() The use of computers in aphasia treatment is being studied. Promising new drugs administered shortly after some types of stroke are being investigated as ways to reduce the severity of aphasia Works Cited Sarno, Martha T. Acquired Aphasia. California. Academic Press. 1998. Eiesenson, Jon. Aphasia in Children. New York. Jakobson, Roman. Child Language Aphasia and Phonological Universals. Texas. 1972 www.aphasia.org

Holden Caulfield and Huckleberry Finn Essay

The Adventures of Huckleberry Finn and The Catcher in the Rye wonderfully express the thoughts, and feelings that typically run through the average teenagers mind. In each of these stories, the main character is left searching for his true identity. Huck Finn’s journey leads him to question the beliefs others have imposed upon him since his youth. While Holden Caulfield is a very confused and depressed person who desperately seeks acceptance, and companionship. Both characters are experiencing life as independent people, each having their own unique qualities, but in general they are both learning that in order to survive and make the right decisions, they need to mature. Holden Caulfield and Huck Finn share many of the same characteristics. For one thing, they both tend to lie a lot. Holden lied to nearly everyone he met, one example of his deception was when he met the mother of Ernest Morrow on the train to New York. He told her how popular, kind, and modest her son was despite how Holden hated him. Huck also lies a lot, but usually he only deceives people to protect himself and Jim. This occurs when he dressed up as a girl to find out what the rumors of Jim’s whereabouts were. They have many other similar qualities such as not conforming to society. Whether it was by choice or not, Huck and Holden paved their own paths, they tried to figure out what was right and wrong for themselves instead of following what everyone else said. The characters Huck Finn and Holden Caulfield share a special bond. Both boys are the most unlikely of heroes, they lie, deceive, act irresponsibly, yet they get the point across. Also, there is a connection between the companions of each character. Holden’s closest friend is his younger sister Phoebe, while Huck’s adventure is centered around the slave Jim. Slaves of that period were treated at worst as animals, and at best simple children. Jim and Phoebe were on the same level for they were there for support, and could differentiate right from wrong, but they didn’t know enough to fully understand what Huck and Holden were mentally going through. Huck Finn is living the life of an average teenager until he finds himself helping the slave, Jim escape from his master. These actions go against  everything Huck has been taught so far, and is also against the law. Huck is in a tricky predicament where he has to decide whether or not to go through with helping Jim escape or to turn him in. This forces a reflection of his morals and an evaluation of Huck’s conscience. In the end, Huck decides to follow his heart by not turning Jim in. This shows great loyalty, and maturity on Huck’s part to go against the law by doing what he knew was right. Holden Caulfield was deeply, emotionally scarred from the death of his brother Allie, which obviously affects his decision making skills. He falls into a deep depression where he doesn’t seem to care that he failed out of four different schools. Holden lies incessantly yet he says that he hates phonies. He sees all the faults in other people without realizing his own imperfections. By the time he comes to the realization that he isn’t as perfect as he would have thought, it is too late and he is institutionalized. Although he was sent to an institution, just before he understood that he could not prevent children from growing up, and that he himself needed to mature. Holden’s journey didn’t end as idealy as he may have hoped, but at least he finally recognized the need to get over Allie’s death and move on with his life. Huck was able to figure out for himself as Holden did the need for maturity in society. Huck exhibited an excellent example of selflessness in this story, therefore he successfully overcame one of life’s toughest obstacles. Each character had a personal battle they needed to surmount, and both Holden and Huck triumphed. The two characters also have many differences in their actions and lifestyles. Holden is more restricted in his reactions to certain situations. He is not very sure of himself, nor is he brave. Huck on the other hand, is not afraid to take initiative, like when he ran away from home with Jim. Holden was too afraid to leave, he only thought about going away to New Hampshire, or out West.

Psychodynamic vs Behaviourist Theory

Psychology is not just philosophical speculation and reasoning over the years it has evolved and it is now also recognised as a science, to understand what psychology is all about it is necessary to know it’s origins and the theorist who brought it out of obscurity, Sigmund Freud. He developed the Psychodynamic or Psychoanalytical perspective to enable better understanding of human behaviour these concepts will be discussed further later in this study. After Freud opened the gateway other perspectives and approaches have been developed, now with five main areas of psychology – Cognitive, Behaviourist, Biopsychology and Humanist approaches. For a comparison with the Psychodynamic theory, Behaviourist Theory will be discussed. Psychodynamic theory is referred to in psychological literature more than any other. This is the stereotypical psychology – looking into your past, discovering hidden desires, rummaging through the unconscious. It is the most radical of the five theories, and by far the most criticised – accused of being sexist, seeing the human population as ill, and considering sex and hostility as the only motivation for human actions. However, this theory has proven to be one of the most influential forces in the twentieth century. Sigmund Freud believed that humans are driven from birth by two innate instincts Eros the life instinct – the self-preserving and erotic instinct and Thanatos the death instinct – the self destructive, aggression and cruelty instinct. These are controlled by a free floating sexual energy, the libido and is seen to be the single most important motivating force in adult life, driven from birth to enhance bodily pleasure. There is a lot more to the mind than meets the eye, much like an iceberg – only the very tip is showing. He is the one who came up with the concept of one's unconscious – the part of the mind where desires and memories are stored, unrecognised, only hinted at through dreams or slips of the tongue or the ‘Freudian slip’ as it is more widely known. Rallying between the conscious and unconscious are the id, ego, and superego – separate and conflicting forces, requiring a balance for mental health and normal behaviour. The id is a person's animal force, their need to satisfy basic psychological needs. The superego is the ‘ideal' force, the civilised, competent figure the person strives to be. The ego sort of regulates the two, keeping the id satisfied while staying within the guidelines of the superego. The strength of each individual force is a factor in personality – if a person's superego is too strong, they are seen as rigid and guilty. If a person's id is too strong, they are seen as delinquent and antisocial (Boeree, 2000). The psychodynamic theory also established the idea that what happens in a person's childhood is one of the most important factors in personality development, especially traumatic experiences. The theory states that children who go through such things repress their memories, and this is the cause of adulthood mental disease. In order to further understand how personalities are shaped during childhood, Freud thought up the psychosexual stages. This shows the development of the id and the establishment of pleasure-sensitive areas known as erogenous zones. This also brings about the idea of fixations. Such things are developed in the Oral stage of a child’s development from birth to eighteen months where the mouth is the source of nourishment and pleasure an example of this is seen in a nursing infant and if deprived of nourishment will fixate their pleasure seeking energies on this stage, the need to constantly stimulate the mouth through smoking, biting and chewing. The next is the Anal stage between eighteen and thirty-six months focus on bladder and bowl elimination and is seen as a source of pleasure when the child is able to control them, this is why toilet training usually happens around this age and if not mastered an adult would be seen to be anal expulsive or anal retentive. Phallic stage between age three and five years where sexual energy is focused on the genitals. Oedipus and Electra complex in which the child unconsciously wishes to posses the parent of the opposite sex and rid themselves of the parent of the same sex. The result of this desire in boys would experience castration anxiety which would drive them to identify with their fathers. If there is no male figure in this stage of a child’s development it is thought that the child will have problems with authority figures later in life as he has never had the chance to conclude this stage. Freud’s explanation for the female development claiming that they would experience penis envy (a realisation they do not have a penis) they would eventually overcome by achieving motherhood and having their own baby. Latency stage from six years through puberty here the child will develop their confidence and mastery of the world around them. He believed that during this stage their experiences and excitations of previous stages are repressed and children develop infantile amnesia being unable to remember much of their earlier years. The Genital stage from twelve years upwards to adulthood is the culmination of the psychosexual development and the fixing of sexual energy in the genitals. This eventually directs humans towards sexual intercourse and the beginnings of the next cycle of life (Breger, 2009). John Watson a theorist who rejected the idea of introspection and every part of the psychodynamic theory, suggested the Behaviourist view is an objective, experimental branch of natural science who are interested in prediction and control of behaviour, most of the early research was carried out on animals before moving onto humans. This is an approach that believes people are born ‘Tabula rasa’ literally meaning ‘blank slate’, that all human behaviour is infinitely plastic and therefore is ultimately explainable in terms of the experiences that an organism goes through rather than any genetic predisposition of characteristics that the organism possesses. The relationship between the environment and the organism is seen as a straight line, in that the organisms act on their environment, which in turn provides rewards and punishments to determine the future probability of a response occurring. Behaviours are acquired or learned in one of two main ways, these are classical conditioning and operant conditioning. Examples of classical conditioning applied to real life are things like, taste aversion, learned emotions, advertising and development of phobias. Use of operant conditioning is referred to as behaviour modification such as in a classroom or therapy settings (Wyman, 2005). Watson suggests that children have three basic emotions, fear, rage and love and attempted to prove that these emotions could be artificially conditioned. The experiment of Little Albert is his most famous and controversial experiment, Watson and a graduate assistant named Rosalie Rayner conditioned a small child to fear a white rat. They accomplished this by repeatedly pairing the white rat with a loud, frightening clanging noise. They were also able to demonstrate that this fear could be generalized to other white, furry objects. The ethics of the experiment are often criticized today, especially because the child's fear was never deconditioned. Another example of classical conditionning is Ian Pavlov ‘Dogs’, in this experiment he noted that dogs would salivate before the delivery of food. In a series of well-known experiments, he presented a variety of stimuli before the presentation of food, eventually finding that, after repeated association, a dog would salivate (response) to the presence of a stimulus (noise) other than food (Bitterman, 2006). The most influential of all behaviourists is B F Skinner he is famous for his research on operant conditioning and negative reinforcement. He developed a device called the ‘cumulative recorder’ which showed rates of responding as a sloped line. Using this device, he found that behaviour did not depend on the preceding stimulus as Watson and Pavlov maintained. Instead, Skinner found that behaviours were dependent upon what happens after the response, therefore, using positive and negative reinforcement responses can be conditioned to a stimulus, those that are rewarded will increase and those that are not will decrease (Rubin, 2003). Not unlike other perspectives Behaviourism has gone through many transformations in the years since is conception by John Watson, one of the recent extensions in this approach has been the development of Social Learning theory. This theory is most relevant to criminology. Bandura suggests that we learn through observation, imitation and modelling of a significant other, people learn through the outcome of those behaviours and later a person will form an idea which serves as a guide for action. A significant other could be someone one aspires to become, not necessarily family, it could be someone famous for instance. If a person sees another being rewarded or punished for a certain behaviour they may or may not copy that behaviour, what is seen as a punishment or reward for one person may not be for another. However, if it is a person they aspire to be children in particular tend to emulate this behaviour either good or bad. Part of this study was the ‘Bobo doll’ experiment, he demonstrated that children learn and imitate behaviours they have observed in other people. The children observed an adult acting violently toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll, they began to imitate the aggressive actions they had previously observed (Green, 2003). Psychology has changed its face over the many years since Freud first introduced the psychodynamic theory putting forward a different way of trying to understand why people behave the way they do, moving onto the Behaviourist approach which completely refutes Freud’s theory by refusing to accept that people are born with natural innate instincts and that consciousness is the subject matter of psychology, who believe that psychology is about behaviour and activities and that the consciousness is not definable. They leave a huge gaping whole in their theory relating to perception, sensations, memories and imagination. Whereas Freud simply focused on his masculinity and the inferiority of the female population, although he can be forgiven for this as his theory came about in the Victorian era and this theory was a major breakthrough in history and is still one of the biggest thinkers and without whom psychologists and the like would not know as much about ourselves as people do. References Breger, L. (2009). From Instinct to Identity: The Development of Personality. 1st ed. New Jersey: Transaction Publishers. 1-18. Grieve, K. (2006). A student's A-Z of Psychology. 1st ed. California: Juta Academic. Hayes, N. (1993). A first course in Psychology. 12th ed. Cheltenham: Thomas Nelson and Sons Ltd. Bitterman, M. (2006). Classical Conditioning since Pavlov. Review of General Psychology. 10 (4), 365-375. Wyman, R. (2005). Experimental anaylasis of nature-nurture interactions. JEZ. 03A (6), 415-421. Boeree, G. (2000). Freud and Psychoanalysis. Available: http://webspace. ship. edu/cgboer/psychoanalysis. html#Johann_Reil. Last accessed 10 November 2010 Geen, C. (2003). Transmission of aggression through immitation of aggressive models. Available: http://psychclassics. asu. edu/Bandura/bobo. htm. Last accessed 10 Nov 2010. Rubin, J. (2003). From Pavlov to Skinner Box. Available: http://www. juliantrubin. com/bigten/skinnerbox. html. Last accessed 10 November 2010

Questions: International Trade Theory

Chapter 05 International Trade Theory True / False Questions 1. (p. 161) Propagated in the 16th and 17th centuries, mercantilism advocated that countries should discourage both imports and exports. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 2. (p. 161) Free trade refers to a situation where a government attempts to influence through quotas or duties what its citizens can buy from another country, or what they can produce and sell to another country. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 3. (p. 61) Proposed in 1776, David Ricardo's theory was the first to explain why unrestricted free trade is beneficial to a country. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 4. (p. 161) According to Adam Smith, the invisible hand of the market mechanism, rather than government policy, should determine what a country imports and what it exports. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 5. (p. 161) Nineteenth century English economist David Ricardo popularized a laissez-fair stance of government towards trade.FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 6. (p. 162) The great strength of the theories of Smith, Ricardo, and Heckscher-Ohlin is that they identify the specific benefits of international trade. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 7. (p. 162) A country's economy would gain only if its citizens buy products that are made in that country. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 8. p. 163) During the 1980s, economist such as Paul Krugman developed what has come to be known as the new tr ade theory. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 9. (p. 164) The first theory of international trade emerged in England in the mid-16th century. Referred to as the theory of comparative advantage, its principle assertion was that gold and silver were the mainstays of national wealth and essential to vigorous commerce. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Mercantilism 0. (p. 164) The main tenet of mercantilism was that it was in a country's best interests to maintain a trade surplus. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Mercantilism 11. (p. 165) Zero-sum game refers to a situation in which an economic gain by one country results in an economic loss by another. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Mercantilism 12. (p. 165) A positive-sum game refers to a situation in which ma jor industrial nations can benefit even if some of them are able to benefit more than others.FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Mercantilism 13. (p. 165) If a country is more efficient than any other country in the production of a product, it has what is known as definitive advantage in the production of that product. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Absolute Advantage 14. (p. 165) In his 1776 landmark book, â€Å"The Wealth of Nations,† Adam Smith supported the mercantilist assumption that trade is a zero-sum game. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2Topic: Absolute Advantage 15. (p. 165) According to Adam Smith, countries should specialize in the production of goods for which they have an absolute advantage and then trade these for goods produced by other countries. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Absolute Advantage 16. (p. 167-168) Ricardo's theory of competitive advantage says that it is logical for a country to specialize in the production of goods that it produces most efficiently and to export goods that it produces less efficiently. FALSE AACSB: Analytic BT: KnowledgeDifficulty: Easy Learning Objective: 5-2 Topic: Mercantilism 17. (p. 170) The basic message of the theory of comparative advantage is that potential world production is greater with unrestricted free trade than it is with restricted trade. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: Comparative Advantage 18. (p. 170) Smith's theory suggests that consumers in all nations can consume more if there are no restrictions on trade. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: Comparative Advantage 19. (p. 70) Ricardo's theory is so powerful that it remains a major intellectual weapon for advocates of free trade. TRUE AACSB: A nalytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: Comparative Advantage 20. (p. 170-171) Nobel Prize-winning economist Paul Samuelson argued that contrary to the standard interpretation, in certain circumstances the theory of comparative advantage predicts that a rich country might actually be worse off by switching to a free trade regime with a poor country. TRUE AACSB: Reflective thinking BT: Knowledge Difficulty: Easy Learning Objective: 5-3Topic: Comparative Advantage 21. (p. 171) Embracing a free trade regime for an advanced economy often implies that the country will produce less of some labor-intensive goods and more of some knowledge-intensive goods, TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: Comparative Advantage 22. (p. 172) The comparative advantage model assumed that trade does not change a country's stock of resources or the efficiency with which it utilizes those resources. TRUE AACSB: Analytic BT: Knowledge D ifficulty: Easy Learning Objective: 5-3 Topic: Comparative Advantage 23. (p. 74) A study over the 1950-1998 period revealed that countries that liberalized their trade regimes experienced, on average, increases in their annual growth rates of 15 percent compared to preliberalization times. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: Comparative Advantage 24. (p. 175) Despite the short-term adjustment costs associated with adopting a free trade regime, trade would seem to produce a greater economic growth and higher living standards in the long run, just as Ricardo's theory leads us to expect. TRUE AACSB: Analytic BT: Knowledge Difficulty: EasyLearning Objective: 5-3 Topic: Comparative Advantage 25. (p. 176) Factor endowments refer to the extent to which a country is endowed with such factors as land, labor, and capital. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 26. (p. 176) The He ckscher-Ohlin theory would predict that the United States should be a primary importer of capital goods. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 27. (p. 176) The Heckscher-Ohlin theory has been one of the least influential in international economics.FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 28. (p. 176) Most economists prefer the Heckscher-Ohlin theory to Ricardo's theory because it makes fewer simplifying assumptions and it has been subjected to many empirical tests. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 29. (p. 177) Wassily Leontief's theory of the product life-cycle was based on the observation that for most of the 20th century, a very large proportion of the world's new products were developed by foreign nations and sold in he U. S. market. FALSE AACSB: Analytic BT: Knowledge Diffic ulty: Easy Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 30. (p. 177) Vernon argued that early in the life cycle of a typical new product, while demand is starting to grow rapidly in the United States, demand in other advanced countries is available to all income groups. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 31. (p. 178) Historically, the product life-cycle theory seems not to be an accurate explanation of international trade patterns. FALSE AACSB: Analytic BT: KnowledgeDifficulty: Easy Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 32. (p. 178) Viewed from an Asian or European perspective, Vernon's argument that most new products are developed and introduced in the United States is ethnocentric. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 33. (p. 180) The new trade theory began to emerge in the 1970s when a num ber of economists pointed out that the ability of firms to attain economies of scale might have important implications for international trade. TRUE AACSB: Analytic BT: Knowledge Difficulty: EasyLearning Objective: 5-2 Topic: New Trade Theory 34. (p. 180) In industries where economies of scale are important, both the variety of goods that a country can produce and the scale of production are limited by the size of the market. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: New Trade Theory 35. (p. 184) In sum, Porter's argument is that the degree to which a nation is likely to achieve international success in a certain industry is a function of the combined impact of factor endowments, domestic demand conditions, related and supporting industries, and lack of domestic rivalry.FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-4 Topic: National Competitive Advantage: Porter's Diamond 36. (p. 185) According to Porter, advanced factors are the most significant for competitive advantage. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 37. (p. 188) According to Michael Porter, factor endowments can be affected by subsidies, policies toward capital markets, and policies toward education. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-4Topic: National Competitive Advantage: Porter's Diamond 38. (p. 189) The individual firm should invest substantial financial resources in trying to build a first-mover, even if that means several years of losses before a new venture becomes profitable. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-5 Topic: Focus on Managerial Implications 39. (p. 189) Because of their pivotal role in international trade, businesses are at the mercy of government trade policy. FALSE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-5 Topic: Focus on Managerial Implications 40. (p. 90) According to Porter's theory of national competitive advantage, a firm should invest in upgrading advanced factors of production because it is in the best interest of business for a firm to do so. TRUE AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-5 Topic: Focus on Managerial Implications Multiple Choice Questions 41. (p. 161) Which of the following is best identified by saying it is the absence of government-imposed barriers to the free flow of goods and services between countries? A. Free trade B. Mercantilism C. Socialism D. Market system AACSB: Analytic BT: Knowledge Difficulty: EasyLearning Objective: 5-1 Topic: An Overview of Trade Theory 42. (p. 161) _____ refers to a situation where a government does not attempt to influence through quotas or duties what its citizens can buy from another country or what they can produce and sell to another country. A. Mercantile trade B. Free trade C. Clear commerce D. Unen cumbered commerce AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 43. (p. 161) David Ricardo advanced the: A. new trade theory. B. product life-cycle theory. C. comparative advantage theory. D. factor endowment theory. AACSB: AnalyticBT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 44. (p. 161) The theory of comparative advantage, advanced by _____, is the intellectual basis of the modern argument for unrestricted free trade. A. Michael Porter B. David Ricardo C. Bertil Ohlin D. Adam Smith AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 45. (p. 162) How do countries' economies gain from international trade? A. Country can specialize in the manufacturing of products that are produced most efficiently in other countries. B. Citizens should buy only those roducts that are produced domestically. C. Since it is of interest to domesti c producers, countries benefit from international trade. D. Countries can import products that can be produced more efficiently in other countries. AACSB: Analytic BT: Knowledge Difficulty: Medium Learning Objective: 5-1 Topic: An Overview of Trade Theory 46. (p. 162) With their future threatened by imports, _____ textile companies and their employees have tried hard to persuade the government to limit the importation of textiles by demanding quotas and tariffs. A. Chinese B. Indian C. Japanese D. U. S. AACSB: Analytic BT: KnowledgeDifficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 47. (p. 162-163) Climate and natural resource endowments explain why all of the following happen EXCEPT: A. Brazil exports coffee. B. Iceland exports oranges. C. China exports crawfish. D. Saudi Arabia exports oil. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 48. (p. 164) Propagated in the 16th and 17th centuries, _____ advocated that countries should simultaneously encourage exports and discourage imports. A. ethnocentrism B. capitalism C. collectivism D. mercantilismAACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Mercantilism 49. (p. 164) Which of the following statements most accurately captures the main tenet of mercantilism? A. It is in a country's best interests to not export products to less developed countries. B. It is in a country's best interests to import products that are most efficiently produced at home. C. It is in a country's best interests to import less specialized goods than to attempt to make them at home. D. It is in a country's best interests to maintain a trade surplus, to export more than it imports. AACSB: Reflective thinkingBT: Comprehension Difficulty: Medium Learning Objective: 5-2 Topic: Mercantilism 50. (p. 164) Considered to be the first theory of international trade, _____ principal assertion was that gold and silver were the mainstays of national wealth and essential to vigorous commerce. A. collectivism's B. mercantilism's C. capitalism's D. economic conservatism's AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Mercantilism 51. (p. 164) Which of the following is NOT consistent with the central beliefs of mercantilism? A. Government should intervene to achieve a surplus in the balance of trade.B. Policies should be put in place to minimize exports and maximize imports. C. Imports should be limited by tariffs and quotas. D. Exports should be subsidized. AACSB: Analytic BT: Knowledge Difficulty: Medium Learning Objective: 5-2 Topic: Mercantilism 52. (p. 165) The flaw with mercantilism was that it viewed trade as a: A. zero-sum game. B. mutually beneficial activity. C. nonessential economic activity. D. threat to a government's independence. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Mercantilism 53. (p. 165) A situation in which a gain by one party r esults in a loss by nother is called: A. economic independence. B. an unrestricted trade. C. a zero-sum game. D. trade surplus. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Mercantilism 54. (p. 165) The theory of _____ was advanced by Adam Smith. A. absolute advantage B. comparative advantage C. new trade D. mercantilism AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Absolute Advantage 55. (p. 165) A country is noted as having a(n) _____ in the production of a product when it is more efficient than any other country in producing that product. A. comparative advantage B. onsumer advantage C. competitive advantage D. absolute advantage AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Absolute Advantage 56. (p. 165) According to Smith, countries should specialize in the production of goods for which they have an absolute advantage and then: A. retain these goods for strictly domestic sales. B. trade these goods for the goods produced by other countries. C. sell these goods to the highest domestic or international bidder. D. prohibit the import of these goods from other countries. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-2Topic: Absolute Advantage 57. (p. 167) In his 1817 book entitled â€Å"The Principles of Political Economy,† _____ introduced the theory of comparative advantage. A. Adam Smith B. David Ricardo C. Raymond Vernon D. Max Weber AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Comparative Advantage 58. (p. 167-168) A situation in which a country specializes in producing the goods it produces most efficiently and buys the products it produces less efficiently from other countries, even if it could produce the good more efficiently itself is referred to as: A. comprehensive advantage. B. pertinent advantage.C. comparative advantage. D. absolute advantage. AACSB: Analytic BT: Knowle dge Difficulty: Easy Learning Objective: 5-2 Topic: Comparative Advantage 59. (p. 170) To an even greater degree than the theory of absolute advantage, the theory of _____ suggests that trade is a positive-sum game in which all gain. A. total advantage B. mercantilism C. comparative advantage D. paradoxical advantage AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: Comparative Advantage 60. (p. 170) _____ theory suggests that consumers in all nations can consume more if there are no restrictions on trade.A. Porter's B. Vernon's C. Samuelson's D. Ricardo's AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: Comparative Advantage 61. (p. 170) Comparative advantage is based on assuming away: A. the effects of trade on income distribution within a country. B. constant returns to scale. C. that the resources can move freely from the production of one good to another. D. that free trade does not change the efficiency with which the co untries use their resources. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-3 Topic: Comparative Advantage 2. (p. 170-171) _____ argued that contrary to the standard interpretation, in certain circumstances the theory of comparative advantage predicts that a rich country might actually be worse off by switching to a free trade regime with a poor nation. A. Raymond Vernon B. Andrew Warner C. Paul Samuelson D. Jeffery Sachs AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: Comparative Advantage 63. (p. 171) Which of the following is an issue with the ‘constant returns to specialization' assumption? A. Constant returns to specialization imply a concave PPF. B.Constant returns to specialization suggest that the gains from specialization are likely to be exhausted before specialization is complete. C. It is feasible for a country to specialize to a point where the resulting gains from trade are outweighed by diminis hing returns. D. Resources are of different quality and hence more units are required to produce each additional unit. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-3 Topic: Comparative Advantage 64. (p. 171) In comparative advantage, the assumption is that resources can move freely from production of one good to another.Why is this assumption unrealistic? A. The process of shifting resources from one good to another eliminates human suffering. B. The benefit of free trade is much lesser compared to the cost of shifting resources. C. The process of moving resources causes friction and human suffering. D. Resources move easily from one economic activity to the other. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-3 Topic: Comparative Advantage 65. (p. 171) The gains from trade once the transition toward free trade has been made: A. eliminates human suffering. B. auses resources to easily shift between econ omic activities. C. is lesser than the cost of shifting resources. D. are both significant and enduring. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-3 Topic: Comparative Advantage 66. (p. 173) What would be the consequences of dynamic gains in both the stock of a country's resources and the efficiency with which resources are utilized? A. It will cause the country's PPF to be in a bell-shaped curve. B. The country can produce more goods than it did before free trade. C. Dynamic gains would lead to an outcome that is beneficial under all circumstances.D. The country will achieve constant returns to specialization. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-3 Topic: Comparative Advantage 67. (p. 173) What was Samuelson's criticism of free trade? A. He argued that in some circumstances, dynamic gains can lead to an outcome that is beneficial for the country. B. He argued that offshoring service jobs th at were traditionally mobile will increase the market clearing wage rate. C. He favored introducing protectionist measures to guard against the theoretical harmful effects of free trade. D.He argued that being able to purchase groceries 20 percent cheaper at Wal-Mart does not necessarily make up for the wage losses. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-3 Topic: Comparative Advantage 68. (p. 174) _____ and _____ created a measure of how open to international trade an economy was and then looked at the relationship between openness and economic growth for a sample of more than 100 countries from 1970 to 1990. A. Ricardo; Smith B. Warner; Sachs C. Porter; Vernon D. Samuelson; Ohlin AACSB: Analytic BT: Knowledge Difficulty: EasyLearning Objective: 5-3 Topic: Comparative Advantage 69. (p. 176) According to the Heckscher-Ohlin theory, the pattern of international trade is determined by differences in: A. productivity. B. political interests . C. factor endowments. D. national priorities. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 70. (p. 176) The Heckscher-Ohlin theory: A. argued that comparative advantage arises from differences in national factor endowments. B. argues that differences in labor productivity between nations underlie the notion of comparative advantage. C. redicts that countries will import goods that make intensive use of factors that are locally abundant. D. is less favored than Ricardo's theory because it makes many simplifying assumptions. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 71. (p. 176) Which theory predicts that countries will export those goods that make intensive use of those factors that are locally abundant, while importing goods that make intensive use of factors that are locally scarce? A. Smith-Ricardo B. Vernon-Samuelson C. Heckscher-Ohlin D. Carrier-R oller AACSB: AnalyticBT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 72. (p. 176) Which of the following statements is a fair comparison of the Heckscher-Ohlin theory and the Ricardo theory of free trade? A. Both theories argue that the pattern of international trade is determined by currency exchange rates. B. Unlike Ricardo's theory, the Heckscher-Ohlin theory argues that the pattern of international trade is determined by differences in factor endowments, rather than differences in productivity. C. Both theories argue that the pattern of international trade is determined by constant returns to specialization.D. Unlike the Heckscher-Ohlin theory, Ricardo's theory makes fewer simplifying assumptions. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 73. (p. 176) According to the text, most economists prefer the Heckscher-Ohlin theory to Ricardo's theory because: A. it makes fewe r simplifying assumptions. B. it predicts trade patterns with greater accuracy. C. Ricardo's theory is less accurate due to the Leontief paradox. D. many of the empirical tests have raised questions about the validity of Ricardo's theory. AACSB: Reflective thinking BT: ComprehensionDifficulty: Medium Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 74. (p. 176) The Heckscher-Ohlin theory has a(n) _____ appeal. A. political B. commonsense C. economic D. cost efficiency AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 75. (p. 176) Contrary to what the Heckscher-Ohlin theory would predict, the United States has been a primary importer rather than an exporter of capital goods. This phenomenon is referred to as the _____ paradox. A. Theler B. Leontief C. Cormier D. Ricardo AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2Topic: Heckscher-Ohlin Theory 76. (p. 176) What is a possible explanation for observing the Leontief paradox? A. The U. S. imports goods that heavily use skilled labor and innovative entrepreneurship. B. The U. S. has a special advantage in producing new products made with innovative technologies. C. The U. S. exports heavy manufacturing products that use large amounts of capital. D. The U. S. has a strong absolute advantage over all other foreign nations because of its resource capabilities. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 77. (p. 76) Of the following, whose theory predicted that countries would export goods that make intensive use of factors that are locally abundant while importing goods that make intensive use of factors that are locally scarce? A. Ricardo B. Porter C. Leontief D. Heckscher-Ohlin AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 78. (p. 176) The _____ occurred due to the findings that U. S. exports were less capital- intensive than U. S. imports. A. theory of rising costs B. Leontief paradox C. theory of comparative advantage D. diminishing returns to specialization AACSB: AnalyticBT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 79. (p. 177) David Ricardo's theory of comparative advantage attempts to rationalize why some countries export automobiles, consumer electronics, and machine tools, while other countries export chemicals, watches, and jewelry. This rationalization is best explained in terms of: A. absolute advantage in terms of resources. B. international differences in labor productivity. C. the proportions in which the factors of production are available. D. the cultural histories of the exporting nations. AACSB: Reflective thinking BT: ComprehensionDifficulty: Medium Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 80. (p. 177) Raymond Vernon proposed the product life cycle in the mid-1960s. Vernon argued that two factors gave the U. S. firms a strong incentive to develop new consumer products. These two factors were _____ and: A. low cost; number of industries. B. market size; types of competitors. C. wealth; size of the U. S. market. D. low income groups; low cost of U. S. labor. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 81. (p. 177) Vernon's product life-cycle theory was based on the observation hat for most of the 20th century, a very large proportion of the world's new products had been developed by U. S. firms and sold first in the _____ market. A. Japanese B. Western European C. U. S. D. Canadian AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 82. (p. 177) Vernon argues that early in the life cycle of a typical new product, while demand is starting to grow rapidly in the United States, demand in other advanced countries: A. remains limited to high income groups. B. necessitates imports to th e U. S. C. attracts manufacturing possibilities.D. limits exports from U. S. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 83. (p. 178) As the market in the U. S. and other advanced nations matures, the product becomes more standardized and price becomes: A. governmentally regulated. B. greater. C. unimportant. D. the main competitive weapon. AACSB: Analytic BT: Knowledge Difficulty: Medium Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 84. (p. 178) Which of the following has historically been noted as being an accurate explanation for international trade patterns?A. Product life-cycle theory B. Absolute advantage theory C. Competitive advantage theory D. Heckscher-Ohlin theory AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 85. (p. 178) According to the text, historically the product-life-cycle theory is a(n): A. relevant theory in the modern world . B. accurate explanation of international trade patterns. C. example of culturally relative theories. D. without any weakness. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 86. (p. 78) Which of the following theories might better explain why certain components are produced in certain locations and why the final product is assembled elsewhere? A. New trade B. Comparative advantage C. Heckscher-Ohlin D. Product life-cycle AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 87. (p. 180) The _____ theory began to emerge in the 1970s when some economists pointed out the ability of firms to attain economies of scale might have important implications for international trade. A. balanced trade B. Heckscher-Ohlin C. new trade D. product life-cycleAACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: New Trade Theory 88. (p. 180) _____ are unit cost re ductions associated with a large scale of output. A. Comparative advantages B. Factor endowments C. Economies of scale D. Diminishing returns AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: New Trade Theory 89. (p. 180) Because of substantial economies of scale, the _____ theory argues that trade can increase the variety of goods available to consumers. A. comparative advantage B. product life-cycle C. new trade D. Heckscher-Ohlin AACSB: Analytic BT: KnowledgeDifficulty: Easy Learning Objective: 5-2 Topic: New Trade Theory 90. (p. 180) Which of the following theories argues that due to the presence of substantial scale economies, world demand will support only a few firms in many industries? A. Heckscher-Ohlin B. Leontief's paradox C. Product life-cycle D. New trade AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: New Trade Theory 91. (p. 180) The new trade theory points out that through its impact on economies of scale, tra de can increase the variety of goods available to consumers and: A. reduce the volume of the goods produced. B. eliminate competition.C. lower the costs of the goods. D. reduce the quality of the goods produced. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: New Trade Theory 92. (p. 180) If a national market is small, there may not be enough demand to enable producers to realize _____ for certain products. A. high volumes B. economies of scale C. low unit costs D. competitive pricing AACSB: Analytic BT: Comprehension Difficulty: Medium Learning Objective: 5-3 Topic: New Trade Theory 93. (p. 181) Which of the following is NOT an indicator of why trade is considered to be mutually beneficial to those involved in it?A. It allows for specialization. B. It allows for production of products at higher prices. C. It affords realization of scale economies. D. It affords production of a larger variety of products. AACSB: Reflective thinking BT: Comprehension Dif ficulty: Medium Learning Objective: 5-3 Topic: New Trade Theory 94. (p. 181) The economic and strategic advantages that accrue to early entrants in an industry are called: A. first-mover advantages. B. comparative advantages. C. factor endowment advantages. D. first-stage benefits. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3Topic: New Trade Theory 95. (p. 181) What of the following is an advantage that first-movers enjoy? A. Benefit from a high cost structure. B. A zero-sum game due to lack of competition. C. Capture scale economies ahead of later entrants. D. Increase trade barriers. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-3 Topic: New Trade Theory 96. (p. 181) According to the new trade theory, firms that establish a(n) _____ advantage with regard to the production of a particular new product may subsequently dominate global trade in that product. A. omparative B. late entrant C. first-mover D. constant retur n AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: New Trade Theory 97. (p. 182) The new trade theory is at variance with the _____ theory, which suggests that a country will predominate in the export of a product when it is particularly well endowed with those factors used intensively in its manufacture. A. Heckscher-Ohlin B. product life-cycle C. comparative advantage D. Ricardo-Smith AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-3 Topic: New Trade Theory 98. (p. 83) In terms of first-mover advantages and international trade, who conducted a study suggestive of the existence of first-mover advantages as an important factor in explaining the dominance of firms from certain nations in specific industries? A. Alfred Chandler B. Michael Porter C. Adam Smith D. Hawker Siddley AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-4 Topic: New Trade Theory 99. (p. 183) Considered by some to be the most contentious implica tion of the new trade theory is that it generates an argument for _____ and ______. A. high cost production; high import tariffs. B. igh volume production; low variety of goods. C. weak export; entrepreneurship. D. government intervention; strategic trade policy. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-4 Topic: New Trade Theory 100. (p. 183) The theory of _____, developed by Michael Porter, focuses on determining why some nations succeed and others fail in international competition. A. new trade B. absolute advantage C. comparative advantage D. national competitive advantage AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 01. (p. 183) What was the essential task of Michael Porter's national competitive advantage? A. How do nations use their resources efficiently? B. Why does a nation achieve international success in a particular industry? C. How do countries gain first-mover a dvantages? D. Why has a large proportion of the world's new products been developed by U. S. firms and sold first in the U. S. market? AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 102. (p. 184) Porter's suggested four attributes making up the diamond† consist of factor endowments, relating and supporting industries, firm strategy and structure, and: A. competitive advantage. B. mercantilism. C. constant returns to specialization. D. demand conditions. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 103. (p. 184) Which of the following indicate the presence or absence of supplier industries and related industries that are internationally competitive? A. Factor endowments B. Firm's structure and rivalry C. Relating and supporting industriesD. Demand conditions AACSB: Analytic BT: Knowledge Difficulty: Ea sy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 104. (p. 184) According to Porter's diamond, a nation's position in factors of production such as skilled labor or the infrastructure necessary to compete in a given industry is best referred to as: A. capitalization. B. diminishing returns. C. factor endowments. D. relating industries. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 105. (p. 84) Porter's thesis was that four broad attributes of a nation shape the environment in which local firms compete, and that these attributes promote or impede the creation of competitive advantage. All of the following are attributes EXCEPT: A. factor endowments. B. first-mover advantages. C. firm strategy, structure, and rivalry. D. relating and supporting industries. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 106. (p. 184) Porter maintains that two additional variables can influence the national diamond in important ways.These two variables are _____ and ______. A. entrepreneurship, strategic trade policies. B. trade shortage, high import tariffs. C. absolute advantage; PPF. D. chance; government. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 107. (p. 185) In the context of factor endowments, which of the following are considered to be classed as advanced factors? A. Demographics B. Climate and location C. Natural resources D. Skilled labor AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 08. (p. 185) Porter argued that in terms of factor endowments, _____ factors are the most significant for competitive advantage in his study dealing with the competitive advantage of nations. A. constant B. basic C. advanced D. complement ary AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 109. (p. 185) Porter argues that a nation's firms gain competitive advantage if their domestic consumers are _____ and _______. A. sophisticated; demanding. B. ethnocentric; rich. C. accommodating; uneducated. D. low skilled; nationalist. AACSB: AnalyticBT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 110. (p. 185) Michael Porter emphasizes the role home demand plays in upgrading: A. competitive advantage. B. factor endowment. C. constant returns to specialization. D. production possibility frontier. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 111. (p. 185) Unlike the naturally endowed basic factors, advanced factors are a product of investment by all of the following EXCEPT: A. companies. B. governments. C. dem ographics.D. individuals. AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 112. (p. 187) In Porter's model of competitive advantage, the fourth broad attribute is the strategy, structure, and rivalry of firms within a nation. Porter suggested that there is a strong association between _____ and the creation and persistence of competitive advantage in an industry. A. inflation B. vigorous domestic rivalry C. new government regulations and higher taxes D. new product development AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2Topic: National Competitive Advantage: Porter's Diamond 113. (p. 187) Who argued that successful industries within a country tend to be grouped into â€Å"clusters† of related industries? A. Porter B. Vernon C. Ricardo D. Heckscher AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 1 14. (p. 187-188) Porter argues that the presence of all components is usually required for the â€Å"diamond† to boost: A. international recognition. B. competitive performance. C. corporate social responsibility. D. employee morale. AACSB: Analytic BT: KnowledgeDifficulty: Easy Learning Objective: 5-4 Topic: National Competitive Advantage: Porter's Diamond 115. (p. 188) We would expect Porter's model to predict _____, if he is correct. A. currency exchange rates B. membership in the WTO C. the pattern of international trade D. factor endowments AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-4 Topic: National Competitive Advantage: Porter's Diamond 116. (p. 189) According to the new trade theory, firms that establish a(n) _____ advantage in terms of the production of a particular new product may subsequently dominate global trade in that product.A. competitive B. comparative C. absolute D. first-mover AACSB: Analytic BT: Knowledge Difficulty: Easy Learni ng Objective: 5-5 Topic: Focus on Managerial Implications 117. (p. 189) The manufacture of standard electronic components is a _____ process requiring semi-skilled labor. A. low cost B. capital-intensive C. labor-intensive D. first-mover advantage AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-5 Topic: Focus on Managerial Implications 118. (p. 189) Because of their pivotal role in international trade, _____ can exert a strong influence on government trade policies.A. individual citizens B. voluntary organizations C. unions D. businesses AACSB: Analytic BT: Knowledge Difficulty: Easy Learning Objective: 5-5 Topic: Focus on Managerial Implications 119. (p. 190) Porter's theory of national competitive advantage suggests that it is in the best interest of business for a firm to invest in upgrading advanced factors of production. The means for accomplishing this include all of the following EXCEPT: A. increase research and development activities. B. provide better t raining for employees. C. adopt policies that eliminate competition.D. develop methods to improve the skill levels of workers. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-5 Topic: Focus on Managerial Implications 120. (p. 190) According to Porter's theory, governments should be urged to _____ that will have a favorable impact on each component of the national diamond. A. increase trade barriers B. favor unionization C. adopt policies D. restrict import AACSB: Analytic BT: Comprehension Difficulty: Medium Learning Objective: 5-5 Topic: Focus on Managerial Implications Essay Questions 121. p. 161, 164) What is meant by the term â€Å"free trade†? Was Adam Smith an advocate or critic of free trade? Is free trade compatible with the concept of mercantilism? Free trade refers to a situation where a government does not attempt to influence through quotas or duties what its citizens can buy from another country or what they can produce and s ell to another country. This concept was supported by Adam Smith, who argued that the â€Å"invisible hand† of the market mechanism, rather than government policy, should determine what a country imports and what it exports.The concept of mercantilism is not compatible with the concept of free trade. The main tenet of mercantilism is that it is in a country's best interests to maintain a trade surplus by exporting more than it imports. Consistent with this belief, the mercantilist doctrine advocated government intervention to achieve a surplus in the balance of trade. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-1 Learning Objective: 5-2 Topic: An Overview of Trade Theory, Mercantilism 122. (p. 161) When does free trade occur?Free trade occurs when a government does not attempt to influence through quotas or duties what its citizens can buy from another country or what they can produce and sell to another country. AACSB: Reflective thi nking BT: Comprehension Difficulty: Easy Learning Objective: 5-1 Topic: An Overview of Trade Theory 123. (p. 165) Describe Adam Smith's concept of absolute advantage. According to Smith, countries should specialize in the production of goods for which they have an absolute advantage and then trade those goods for the goods produced by other countries.For instance, during Smith's time, England had an absolute advantage in the production of textiles, and France had an absolute advantage in the production of wine. According to the concept of absolute advantage, it then only makes sense for England to produce textiles (and export them to France), and France to produce wine (and export it to England). Smith's basic argument, therefore, was that a country should never produce goods at home that it can buy at a lower cost from other countries.Moreover, Smith argued that by specializing in the production of goods in which each has an absolute advantage, both countries benefit by engaging in trade. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-2 Topic: Absolute Advantage 124. (p. 176) Describe the Heckscher-Ohlin theory of international trade. The Heckscher-Ohlin theory predicts that countries will export those goods that make intensive use of those factors that are locally abundant, while importing goods that make intensive use of factors that are locally scarce.Thus, the Heckscher-Ohlin theory attempts to explain the pattern of international trade that we see in the world economy. The Heckscher-Ohlin theory is consistent with the notion of free trade. It also has commonsense appeal, and there are many examples of international commerce that are supportive of the theory. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-2 Topic: Heckscher-Ohlin Theory 125. (p. 177) Describe the central tenant of the product life-cycle theory. Raymond Vernon initially proposed the product life-cycle theory in t he mid-1960s.Vernon's theory was based on the observation that for most of the 20th century a very large proportion of the world's new products had been developed by U. S. firms and sold first in the U. S. market. It could be produced abroad at some low-cost location and then exported back into the United States. Vernon went on to argue that early in the life cycle of a typical new product, while demand is starting to grow rapidly in the United States, demand in other advanced countries is limited to high-income groups.The limited initial demand in other advanced countries does not make it worthwhile for firms in those countries to start producing the new product, but it does necessitate some exports from the United States to those countries. Over time, demand for the new product grows in other advanced countries (e. g. , Great Britain, France, Germany, and Japan). As it does, it becomes worthwhile for foreign producers to begin producing for their home markets. AACSB: Reflective th inking BT: Comprehension Difficulty: Medium Learning Objective: 5-2 Topic: The Product Life-Cycle Theory 126. (p. 80, 182) Describe the new trade theory. How does the new trade theory help us understand why the United States is dominant in the world market for commercial aircraft exports? New trade theory makes two important points: First, through its impact on economies of scale, trade can increase the variety of goods available to consumers and decrease the average costs of those goods. Second, in those industries when the output required to attain economies of scale represents a significant proportion of total world demand, the global market may be able to support only a small number of enterprises.Thus, world trade in certain products may be dominated by countries whose firms were first movers in their production. In such industries, firms that enter the market first build a competitive advantage that is difficult to challenge. Thus, the observed pattern of trade between nations may in part be due to the ability of firms to capture first-mover advantages. New trade theorists argue that the United States is a major exporter of commercial jet aircraft not because it is better endowed with the factors of production required to manufacture aircraft, but because one of the first movers in the industry, Boeing, was a U. S. firm.This dominance is further reinforced because global demand may not be sufficient to profitably support another producer of midsized and large jet aircraft in the industry. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-2 Learning Objective: 5-3 Topic: New Trade Theory 127. (p. 181) Describe what is meant by first-mover advantages. First-mover advantages are the economic and strategic advantages that accrue to early entrants into an industry. The ability to capture scale economies ahead of later entrants, and thus benefit from a lower cost structure, is an important first-mover advantage.New trade the ory argues that for those products where economies of scale are significant and represent a substantial proportion of world demand, the first movers in an industry can gain a scale-based cost advantage that later entrants find almost impossible to match. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-3 Topic: New Trade Theory 128. (p. 184) Identify and describe the four attributes advanced by Porter. What did Porter conclude from his analysis? The four attributes identified by Porter are as follows:Factor Endowments: A nation's position in factors of production such as skilled labor or the infrastructure necessary to compete in a given industry. Demand Conditions: The nature of home demand for the industry's product or service. Relating and Supporting Industries: The presence or absence in a nation of supplier industries and related industries that are internationally competitive. Firm Strategy, Structure, and Rivalry: The conditions in the nat ion governing how companies are created, organized, and managed and the nature of domestic rivalry.Porter speaks of these four attributes as constituting the diamond. He argues that firms are most likely to succeed in industries or industry segments where the diamond is most favorable. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-2 Topic: National Competitive Advantage: Porter's Diamond 129. (p. 188) How does Porter's theory predict patterns in international trade? If Porter is correct, we would expect his model to predict the pattern of international trade that we observe in the real world.Countries should be exporting products from those industries where all four components of the diamond are favorable, while importing in those areas where the components are not favorable. Is he correct? We simply do not know. Porter's theory has not been subjected to detailed empirical testing. Much about the theory rings true, but the same can be said for the new trade theory, the theory of comparative advantage, and the Heckscher-Ohlin theory. It may be that each of these theories, which complement each other, explains something about the pattern of international trade.AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-4 Topic: National Competitive Advantage: Porter's Diamond 130. (p. 190) What does Porter's theory mention about policy implications? Porter's theory of national competitive advantage also contains policy implications. Porter's theory suggests that it is in the best interest of business for a firm to invest in upgrading advanced factors of production; for example, to invest in better training for its employees and to increase its commitment to research and development.It is also in the best interests of business to lobby the government to adopt policies that have a favorable impact on each component of the national diamond. Thus, according to Porter, businesses should urge government to increase investment in education, infrastructure, and basic research and to adopt policies that promote strong competition within domestic markets. AACSB: Reflective thinking BT: Comprehension Difficulty: Medium Learning Objective: 5-5 Topic: Focus on Managerial Implications

Philosophy of Education for Foundations of Education Essay

Introduction Education is an ongoing process based upon experience. The old adage you learn something new everyday is very true, and nothing fascinates me more than simply talking to other people; you can learn so much from them. Education is the foundation of our American society, and the children of today are the future of our country, but educating them is not enough; we must be good role models and present a system of morals and values in our classrooms. Our objective in education is directly related to the social sciences in that the classroom is a microcosm of our society. As teachers we try to prepare our students for real-world situations. Interacting socially, communicating effectively and understanding other peoples’ emotions, feelings and points of view will help our students blossom into productive and understanding adults. Howard Gardner wrote about multiple intelligences, which I think is a huge step in improving the classroom environment and lesson plans to include ways that everyone can learn (Tomlinson, 2002). He identified eight different ways to be â€Å"smart† that traditional IQ tests would not show. This model allows students to excel in these categories through different types of instruction, such as verbal ability, referred to as the linguistic intelligence, or the ability to play an instrument, referred to as the musical intelligence (Johnson et al. , 2005). My classroom will be entertaining, first and foremost. I understand the material I am teaching elementary school children, but delivering that material effectively depends on how they feel about school. Motivating children and getting them excited about learning is not always easy, but it is a key ingredient to a successful classroom. As a male entering the elementary education field I understand my role as a possible father figure (Kindlon and Thompson, 1999) and recognize the importance. I want to make a difference in the world, and I see no better way than through the efforts of education. Definition of Philosophy From the perspective of a future educator, I see myself identifying with the qualities of existentialism the most. This theory can be hard to explain at times because it relies so heavily on the meaning we impose on our lives through education, an idea that cannot be expressed in a limited amount of words and one that differs from individual to individual. Existentialism is routed in the fact that our lives are meaningless; we live in a meaningless world and a meaningless period of time no different than any other. In essence, the quest to find meaning in our lives defines our life. A large part of this view is the idea that we are all free, an idea embraced in America but not typically recognized throughout the world or throughout history. Given this, our freedom allows us to make choices and these choices define us. The goal of the teacher through this philosophy is not to teach freedom, but to embrace it. Tracking, measurement and standardization homogenize the classroom, whereas our goal as teachers is to individualize the classroom and foster a healthy student-teacher relationship. The students’ feelings are important and we should not compare ourselves to an ideal self but who we actually are, and education is the tool that fills the gaps of understanding this. Because I have yet to become a teacher, I am not quite sure how and in what ways measurement and standardization negatively impact the classroom, but I am aware of the separation and animosity created my tracking. Getting the students to think positively about themselves will foster healthy learning and create a positive self-esteem that will drive them to learn both in the classroom and through questioning on their own. Sparking that fire is the idea behind existentialism, and in a world where we are essentially meaningless, it is up to us as teachers to inspire our students to grasp the freedom they have, bring meaning into their life, and use that excitement to find meaning in all that they do. Also, in sparking critical thinking, students will engage in a thoughtful and reflective process similar to Bloom’s taxonomy where a number of levels of learning are happening, dependent on how information in the classroom affects them and their existence as well as essence. Another important tool we can use to define our philosophy as a teacher is the Ways of Knowing. I feel like I identify most with the Eastern Way of Knowing, particularly the Chinese thought because of the emphasis on moral development. Understanding facts and theories is important in education, but sometimes it is hard to distinguish what is actually necessary from what is trivial. Preaching morals allows us to respect others, particularly elders, and gain from their knowledge, something that cannot always be taught in the classroom. Also, it will foster a more productive and peaceful society, one that is the best to learn in. Confucianism and Taoism play a large role in this type of knowing as well, and the reliance on harmony can be compared to the need for smooth transitions in the field of education. Although Confucius implemented the need for rules and standards, contradictory to my belief in existentialism, he has influenced society and education in particular for thousands of years. These rules help keep life orderly and efficient, and the success of Chinese government, business and family life can be attributed to this as well as the harmony between the three. Taoism affects the Chinese thought by suggesting that we should leave things alone and not force personal desires onto the way things will naturally occur. This eliminates the need for competition and is more consistent with the existentialist view. Competition can be good in many ways, but when comparing students we must be careful and considerate. There is no place in the classroom for making anyone feel inferior, and I feel more strongly about that than any other aspect of teaching right now. In relation to morals and respect, I will never allow a student to think they are better than any other student, and hopefully using this method will prepare them for life in the â€Å"real world,† where manners and morals can actually take you pretty far. Even if it’s not for achievement, preaching this will promote self-improvement and a genuine compassion for other students, which is what I strive for in the classroom. Based on the work of Jean-Jacques Rousseau, and rooted in existentialism, humanism is the educational approach that I fell closest too. Humanism makes the assumption that we are essentially born good and that children enter the world not as a blank slate, but with innate qualities and dispositions. Consistent and nearly identical to existentialism, humanism stresses the role of individualism in the classroom and says that society turns people evil. Group-oriented education is rejected because it weakens the student-teacher relationship, limits self-actualization (based on the student’s feelings), and measures students as objects, effectively doing away with the individual self. Teachers involving humanism in the classroom look for student interests as guidelines for instruction and assessment and even go as far as letting the students pick the material and activities. Students discover their own opinions through divergent thinking and should not be influenced by the teachers’ views. Eastern influences on Humanism are also prevalent, as people should be looked at as valuable individuals that deserve respect, not as objects to be manipulated, described by the I-Thou and I-It example, respectively. I am an optimist; the glass is always half full. Therefore, I strongly believe that people are created equally, good and free. Society can have a negative impact on individuals, but it can also have a positive impact. Our goal as teachers is to become that positive force and to let every student know that we care about them as individuals. The book cites how a college classroom can consist of more than one-hundred students, leaving know room for a personal relationship with the professor. One of the main reasons I came to W and J was for that small school feel where I could have a personal relationship with my professors: I feel like I do better in my classes and that I also learn more and feel more confident about my abilities. If we can achieve this goal, rather than making our students just a number, we will truly succeed as educators. References Johnson, J. A. , Musial, D. , Hall, G. E. , Gollnick, D. M. , & Dupuis, V. L. (2005). Introduction to the foundations of American education (pp. 448). Boston: Allyn& Bacon. Kindlon, D. , & Thompson M. (1999). Raising Cain: Protecting the emotional life of boys (pp. 333). New York: Ballentine. Tomlinson, C. A. (2002). Different learners, different lessons. Scholastic Instructor, 9, 21, 24-26, 91.

Content Marketing Essay Example | Topics and Well Written Essays - 500 words

Content Marketing - Essay Example There is no doubt the University Co-op acknowledges that it would not exist without the populaces that form its clientele base. In the spirit of mutual benefit, the organization has incessantly provided support ranging from $20 to $1,000,000 to students, faculty and the staff of the University of Texas in Austin as well as other community-based development projects (The University Co-op, 2013). It is indeed a venerable venture, the mother of hearty givers. Co-op GOES is one of the programs that the organization has supported for the past eight years. In the spirit of giving, the institution has continued supporting Global Opportunities in Education Scholarships. It has donated a total of $1,400,000 to Provost’s offices to sponsor hundreds of students to study abroad (The University Co-op, 2013). Many needy students with high academic capabilities have had the chance to realize their dreams through the organization’s culture of giving. Further, the organization gives students opportunities for capacity building by funding student organizations. Since 2002, the institution has devoted up to $1,566,291 to fund registered student organizations in the University of Texas, Austin (The University Co-op, 2013). Venerability of the University Co-op further exhibits itself in its continued support for UT Athletic Department Endeavors. For as long as institutions need to subsist, there is great need to sustain operations of University Co-op for the efforts it places in enhancing athletics and sports for both men and women. As it realizes the significance of sporting in individual development and has donated $1,165,000 towards sporting activities since 2002. The organization supports the Longhorn foundation, Athletics Academic Awards and Women’s Hall of Honor (The University Co-op, 2013). Additionally, the University Co-op gives opportunities to parents and their children to explore education and career chances in its locality

The clash of civilizations through different perspectives Essay

The clash of civilizations through different perspectives - Essay Example There is a great division between human beings globally due to the divergent cultures; notably, conflicts will be caused by the differences in cultures of people. In essence, the clash of civilization is the center of interest. In other words, the current differences and divisions on cultural background is the future battlefield (Webber, 2008). Imperatively, civilization refers to the cultural entities of ethnic groups, villages, religious groups, and nationalities. People are carried around the world at most with the principle of civilization. This situational phenomenon explains the advanced state of human society. This advanced state encompasses the far to which aspects like high levels of industry, science, government, as well as, culture have so far reached (Ridley, 2006). This paper will discuss the future of civilization under the relevant perspectives of system level analysis, state level analysis and individual level analysis in regards to politics. Conversely, civilization is the broader cultural identity and groupings of individual in the society; they vary, rise and fall, merge and divide, and end with time. It has to be restated that difference among civilization are basic and real. This is because people differentiate themselves based on culture, language, tradition, and religion (Surowiecki, 2004). People in the different culture perceive issues differently such as God, rights of others, equality, hierarchy, and freedom. These differences are real and the source of conflict in the future if not addressed. Discourse on the divergent cultural differences is essential in promoting peace and the future. The differences between cultures are the source of conflicts; however, conflict does not mean violence. Huntington (2007) asserts that globalization is reducing the world into a community of people through internet and information technology. This has