Knowledge test

http://www.slideshare.net/hedleymfb/research-concepts-2-primary-researchbhttp://www.slideshare.net/hedleymfb/research-concepts-2-primary-researchb

CLO 5

Section 1

 

I used the search words Air Travel Purposes

 

 

Section 2

 

The first article was:

 

 

Transportation Research Part A: Policy and Practice

Volume 46, Issue 3, March 2012, Pages 576–587

 

140018||

The determinants of long distance travel in Great Britain

·         Joyce M. Dargay

·         Stephen Clark

·^a Institute for Transport Studies, University of Leeds, Leeds LS2 9JT, United Kingdom

·^b School of Geography, University of Leeds, Leeds LS2 9JT, United Kingdom

Received 15 June 2010, Revised 31 October 2011, Accepted 29 November 2011, Available online 28 December 2011

 

Abstract

This study analyses the determinants of long distance travel in Great Britain using data from the 1995–2006 National Travel Surveys (NTSs). The main objective is to determine the effects of socio-economic, demographic and geographic factors on long distance travel. The estimated models express the distance travelled for long distance journeys as a function of income, gender, age, employment status, household characteristics, area of residence, size of municipality, type of residence and length of time living in the area. A time trend is also included to capture common changes in long distance travel over time not included in the explanatory variables. Separate models are estimated for total travel, travel by each of four modes (car, rail, coach and air), travel by five purposes (business, commuting, leisure, holiday and visiting friends and relatives (VFRs)) and two journey lengths (<150 miles and 150+ miles one way), as well as the 35 mode-purpose-distance combinations.

 

Keywords:

• Travel demand modelling;
• Long distance travel;
• Income elasticity;
• National Travel Survey

Section 3

 

The study presented in this paper was part of a larger project concerned with the prospects for longer distance travel in Great Britain (Dargay, 2010), which was carried out for the Independent Transport Commission. The motivation for the project was twofold. First, long distance travel makes up a substantial proportion of total travel mileage. Although trips of 50 miles or more one-way make up less than 2% of all journeys made by British residents travelling in Great Britain, they account for about 30% of the distance travelled (the study is limited to British residents travelling within Great Britain, so that it does not include foreign travel nor travel to Northern Ireland). In addition, both long distance travel and average trip length have increased over the past decades. It is thus apparent that long distance travel and how it develops in the future will have important implications for the environment and for congestion. The second motive is that existing knowledge of long distance travel in Britain is limited. A major aim of the project was to contribute to our understanding of this important travel segment.

 

Findings:

As expected, income is a major determinant of long distance travel. The aggregate income elasticity (all modes, purposes and distance bands) is about 0.5, which we interpret as medium-run. However, the range is very wide, from 0.0 to 1.6, depending on mode, purpose and distance band. Regarding the modes, we find that air is most income-elastic, followed by rail, car and finally coach. This is the case for most journey purposes and distance bands. Air travel is the only mode with an overall income elasticity in excess of unity, suggesting it to be a luxury mode, based on the normal economic definition. Regarding journey purpose, most notable is that the income elasticities for rail for business and commuting are also greater than 1.0 and thrice as high as for holiday, leisure and VFR. In addition, longer distance journeys have higher income elasticities than shorter distance journeys.

On the basis of these income elasticities, the modal shares of air and rail will increase in comparison to car and coach as incomes rise. Road congestion resulting from long distance journeys will increase less than proportionally to income, as will the environmental problems associated with car travel. On the other hand, the high income elasticities for air travel imply large increases in air travel if incomes continue to rise and consequential environmental impacts. The overall effects on the environment will depend, of course, on developments in technology. The elasticities also indicate that long distance trips will become longer as income rises.

Other factors shown to be important for long distance travel are gender, age, employment status and household composition. Women travel less than men, the over-60s less than younger people and the employed and students more than those not employed. Household size is also important, with individuals in one adult households travelling more than those in two adult households and those in households with three or more adults travelling less. Those in households with children also travel fewer miles for long distance trips than those without children. These findings are relevant for future long distance travel demand, since the proportions of women, the over-60s and single-person households are expected to increase over the coming decades.

There are also geographic and regional differences in long distance travel. As might be expected, those living in rural areas travel longer distances than those living in more built-up areas. There are also clear regional differences: long distance travel by all modes and by car is lowest in London and greatest in the South West, while travel by air is greatest for those living in Scotland. The regional variation partially reflects differences in the supply and convenience of alternative modes. The increase in regional airports serving domestic destinations, the introduction of high-speed rail and the rise in motorway congestion will have implications for regional variations in long distance travel.

It must be stressed that these conclusions relate only to travel by British residents within Great Britain. If foreign travel were also taken into account, the patterns could be quite different.

 

Section 4:

I think the research findings are important with regard to likely future trends re. travel within the UK. I was more interested in foreign travel patterns so I should have been more precise with my wording for the original search title.

I would therefore rank this information as medium to low value.

CLO1 phase 2

LSS 2533 Research Methods

CLO 1 – Phase 2 – Background Report and Justification (Preparation Task) 

Source Descriptions:

Source 1:

How to become an effective learner. Tips from psychology to improve learning effectiveness and efficiency.

Description:

This webpage provides a description of techniques for students to improve how they go about their learning. The techniques which are described are more in the way of general approaches rather than specific activities. For example, the page recommends using various approaches to learning rather than sticking to one way.     

Reference:

Cherry, K. (n.d.). Effective Learning - Tips From Psychology. Retrieved February 23, 2015, from http://psychology.about.com/od/educationalpsychology/tp/effective-learning.htm

Source 2:

Secrets of the most successful college students.

Description:

This webpage provides a description of techniques for students to improve how they go about their learning. The techniques are described in terms of specific techniques that students can use to improve their performance and overall learning. Among the approaches mentioned are pursuing passion rather than As, making a personal connection to your studies and asking the big questions.

Reference:

Paul, A. (2013, March 13). Secrets of the Most Successful College Students. Retrieved February 23, 2015, from http://ideas.time.com/2013/03/13/secrets-of-the-most-successful-college-students/

Source 3

Ten study methods that work.

Description:

This webpage does as the title says. It provides information on ten specific methods that students in college can use to improve their study performance while in college. Among the recommendations there are: making and keeping to a schedule, studying in an appropriate setting and equipping yourself with the right materials. The information is straightforward and to the point.  

Reference:

Chadron State College. (n.d.). Ten Study Methods That Work. Retrieved March 12, 2014, from http://www.csc.edu/learningcenter/study/studymethods

Opening Activity

We did an exercise answering questions on different types of questionnaire.

All the students have fairly extensive experience of answering questionnaires, including, of course, SFEs.

Only one student had never received a request for a telephone questionnaire.

Several students said they didn't like telephone requests for information as they were often received at inconvenient times and usually lasted longer than the caller indicated.