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Applying the VAR model and using the interest rate as a monetary policy variable, we find that in the long run, output in China responds negatively to a shock to the interest rate, the real exchange rate, government debt, or the inflation rate, and it reacts positively to a shock to government deficits or lagged own output. When real M2 is chosen as a monetary policy variable, long-term output in China responds positively to a shock to real M2 or lagged own output, and it reacts negatively to a shock to the real exchange rate, government debt, or government deficits. Its response to a shock to the inflation rate is negative when government debt is used and is positive when government deficits are considered. In the short run, fiscal policy is more important than monetary policy in three out of four cases. In the long run, monetary policy is more influential than fiscal policy in three out of four cases. Therefore, the government may consider conducting monetary and fiscal policies differently in the short run and long run. The government needs to be cautious in pursuing deficit spending as its long-term impacts depend on the monetary variable employed. The policy of maintaining a relatively stable exchange rate is appropriate as the depreciation of the Yuan may hurt the economy in the short run. Copyright Springer 2004exchange rates, government debt and deficits, impulse response functions, monetary policy, VAR, variance decompositions,

This study developed a situated writing mobile learning (SWML) based on situated learning theory. We attempted to realize whether the situated writing via mobile learning activity could improve learners' Chinese rhetoric ability which includes hyperbole, description, repetition, personification, and simile. Therefore, the purpose of this study is to empirically examine the effectiveness of the practice of learners' Chinese rhetoric ability via SWML. The research method was a pretest and posttest quasi-experimental design. The participants consisted of 70 sixth grade students in an elementary school in southern Taiwan. The results showed that although the abilities of hyperbole, description, repetition, personification, and simile were not statistically significant, but the mean gain scores of the experimental group were higher than the comparison group. Besides, the ability of description was statistically significant. Finally, the findings suggested that SWML could help students' delineation skill in Chinese rhetoric.