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IELTS Reading: Cambridge 13 Test 1 Reading Passage 1, Case Study: Tourism New Zealand website; with best solutions, explanations and bonus tips
This IELTS Reading post deals with a total solution package for IELTS Cambridge 13 Reading test 1 passage 1 . This is a targeted post for candidates who have major difficulties in finding and understanding Reading Answers. This post can guide you the best to understand every Reading answer easily and without much difficulty. Finding IELTS Reading answers is a step-by-step process and I hope this post can help you in this respect.
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Reading Passage 1 :
The headline of the passage: case study: tourism new zealand website.
Questions 1-7 ( Completing table with ONE WORD ONLY):
In this type of question, candidates are asked to write only one word to complete a table on the given topic. For this type of question, first, skim the passage to find the keywords in the paragraph concerned with the answer, and then scan to find the exact word.
[ TIPS: Here scanning technique will come in handy. Target the keywords of the questions to find the answers. Remember to focus on Proper nouns, random Capital letters, numbers, special characters of text etc.]
Question 1: allowed businesses to ______ information regularly.
Keywords for these answers: database, allowed businesses, information, regularly,
In paragraph no. 2, we find the mention of the word âdatabaseâ in the third line. Here, lines 8 & 9, the writer mentions, âIn addition, because participating businesses were able to update the details they gave on a regular basisâŚ.â.
Here, details = information
So, the answer is:Â update
Question 2: provided a country-wide evaluation of businesses, including their impact on the _________.
Keywords for this answer: database, country-wide evaluation, impact on
The last line of paragraph no. 2 has the answer. Here, the writer suggests, âAs part of this, the effect of each business on the environment was considered.â
Here, effect = impact
So, the answer is: environment                    Â
Question 3: e.g. an interview with a former sports __________. Â
Keywords for this answer: special features, interview, a former sports
The answer can be found in paragraph 3, lines 1-3. The words âinterviewâ and âformerâ are formed in line number 2. The writer says, â.. .. . One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga.â
Here, rugby = sports
So, the answer is: captain                 Â
Question 4: and an interactive tour of various locations used in ________.
Keywords for this answer: interactive tour, various locations
The answer is in paragraph 3, lines 4-5. The lines say, ââŚâŚ was an interactive journey through a number of locations chosen for blockbuster films âŚâŚ ..â.
Here, journey = tour,
A number of locations = various locations,
Chosen for = used in,
So, the answer is: films                     Â
Question 5: varied depending on the __________.Â
Keywords for these answers: driving routes, varied, depending on
Paragraph 3, lines 8-9 has the answer to this question. The lines say, ââŚ. . .the site catalogued the most popular driving routes in the country, highlighting different routes according to the season âŚ.. . .â.
Here, different = varied,
according to = depending on,
So, the answers are: season          Â
Question 6: including a map showing selected places, details of public transport and local _______.
Keywords for this answer: Â travel planner, a map, public transport, local
The answer lies in paragraph no. 4, line 4. The paragraph begins with âtravel plannerâ. In the subsequent lines, we can find the mention of âpublic transportâ. In line no. 4 it says, â⌠. There were also links to accommodation in the area.â
Here, the phrase âin the areaâ can be replaced with the word âlocalâ.
So, the answer is: accommodation
Question 7: travelers could send a link to their ________.
Keywords for this answer: Â âYour Wordsâ, travelers, send, link to,
The answer is in paragraph no. 4. âYour Wordsâ is the name of a section of the website www.newzealand.com. We can see that the phrase âYour Wordsâ is present in line 6 of paragraph 4. So, we need to read lines 6 & 7 to find the answer.
The author says, â âŚ.. . . The website also had a âYour Wordsâ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.â
Here, anyone could submit = travelers could send a link to
So, the answer is: blog
Questions 8-13: (TRUE/FALSE/NOT GIVEN)
In this type of question, candidates must find out whether:
The statement in the question matches with the account in the text- TRUE The statement contradicts the account in the text- FALSE There is no clear connection of the statement with the account in the text- NOT GIVEN
Question 8: The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.
Keywords for this answer: the website, aimed, itineraries, travel packages
To find the answer to this question, look for the words itineraries and travel packages. The answer is in Paragraph 6. Here, lines 1 and 2 say, â The website was set up to allow both individuals and travel organizations to create itineraries and travel packages to suit their own needs and interests.â
This means that the aim of the website was to allow individuals and travel organizations to do their work on their own, the website did not provide any ready-made itineraries and travel packages.
The statement clearly contradicts the text.
So, the answer is: FALSE
Question 9: It was found that most visitors started searching on the website by geographical location.
Keywords for this answer: started searching, geographical location
The answer is not anywhere in the passage. The question is about starting the search in the website.
 In paragraph 6 line 3, the author says, ââŚâŚ visitors can search for activities not solely by geographical locations, but also by the particular nature of the activity.â However, nowhere it says anything about starting the search.
So, the answer is: NOT GIVEN
Question 10: According to research, 26% of visitor satisfaction is related to their accommodation.
Keywords for this answer: 26%, visitor satisfaction, accommodation
** Special answer-finding technique:
There is a number in the question (26%). If the answer is TRUE, 26% has to be in the text. For FALSE, the number will be different; or, the number will be 26% (but it will be related to other matters). If the number is still 26%, yet it doesnât match with other keywords, the answer will be NOT GIVEN.
The answer is in lines 4, 5 & 6 of paragraph no. 6. Here, the writer says, âThis is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction , while transport and accommodation account for the remaining 26% .â
Here, the lines clearly contradict the question. Transportation and accommodation account for 26%. Visitor satisfaction accounts for 74%. If only accommodation accounted for 26%, we could write TRUE.Â
Question 11: Visitors to New Zealand like to become involved in the local culture.
Keywords for this answer: like to, involved, local nature
The answer lies in lines 7-9 of paragraph 6. The author says, “âŚ. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn more about traditional life.”
It means that visitors like to engage in local culture.
So, the answer is: TRUE
Question 12: Visitors like staying in small hotels in New Zealand rather than in larger ones.
Keywords for this answer:Â like staying, small hotels
In paragraphs 6 & 7, there is no mention of staying in hotels. There is no comparison between small and large hotels also.
So the answer is: NOT GIVEN
Question 13: Many visitors feel it is unlikely that they will return to New Zealand after their visit.
Keywords for this answer: feel, unlikely, will return, after their visit
The answer is in paragraph 7. Here, lines 4 and 5 states, âBecause of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit .â
Here, the phrase âoften seen as a once-in-a-lifetime visitâ means that there is a very low possibility that the visit will happen again.
So the answer is: TRUE
Bonus tips:
You must pay attention to WORD LIMIT. For instance, if you have to complete a sentence using NO MORE THAN TWO WORDS; and the correct answer in the text is ‘dress made of cotton’, you cannot write the answer as ‘dress made of cotton’. You need to change it to ‘cotton dress’.
If you like this post, and need any assistance about IELTS Reading, please make comments below.Â
Click here for solutions to Cambridge 13 Reading Test 1 Passage 2
Click here for solutions to Cambridge 13 Reading Test 1 Passage 3
Important vocabulary with explanations for Cambridge 13 Test 1 Reading Passage 1, 2, 3
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59 thoughts on “ IELTS Reading: Cambridge 13 Test 1 Reading Passage 1, Case Study: Tourism New Zealand website; with best solutions, explanations and bonus tips ”
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thanku really it’s very helpfull
Thank you for help
it was very helpful, thanks!.
Thank u ???
i although questions were all completely explained, i did n’t understand question number 10.
The question asks you to decide whether 26% visitor satisfaction is related to accommodation. We find in the passage, 26% visitor satisfaction is related to accommodation and transport. So, here in the question, transport is missing. This is why the answer is “FALSE’.
u meant that 26% is divided in transportating and accommodation acc. to passage.
There is a number in the question (26%). If the answer is TRUE, 26% has to be in the text. If it is FALSE, the number will be different; or, the number will be 26% (but it will be related to other matters). If the number is still 26%, yet it doesnât match with other key-words, the answer will be NOT GIVEN.
The answer can be found in lines 4, 5 & 6 of paragraph no. 6. Here, the writer says, âThis is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%.â
In there,it was written like transport AND accommodation account for remaining 26%. Not ooonly accommodation account for 26% of visitor satisfaction. It is with transport
Thank you so much, it is very helpful
Plzz Sir mainu tusi mcq diya teps diyo reading diya v te listening diya v plzz mainu bht jada problem aa rhi aa ohna nu solve krn ch te ik headings diya v
Hello Kamaljeet, I don’t understand Punjabi much and I didn’t get clearly from what you wrote. But as far as I can understand you, I think you have problems in MCQs. Plz follow my other lessons and surely you’ll get help in this question type. For Headings, I have some good works available in this website.
Hlo sir mainu mcq ch bht problem aa rhi aa te heading ch v plzz mainu ehna dona diya tips dedo menumeration listening ch v mcq di hi problem aundi a jada plzz help me
Super helpful! Thank you so much!
If i add some explanations,
The reason NG isn’t the correct answer: As far as the ‘transport’ was mentioned along with accommodation as one of the factors contributing to the 26% of visitors satisfaction on the paraghagh, we cannot ignore transport’s contribution to the 26%. So, it means there is definitely certain percent related to ‘transport’. And, this means accommodation cannot account for the whole 26%, which is contradicting the sentence of No.10 question. Thereby the evidence to decide whether the No.10 sentence is right or wrong is clearly given on the paragragh, and the answer is F.
I figured it out this way. Hope this helpful to you.
Dear Kimmy, the way you explained can be considered correct. The way I explained it can also be taken as correct.
Hello sir My reading scores had stucked on 5.5 bands and I have exam on 29th June pls share me some tips to crack my ielts.
Dear Rikta, Try to follow these suggestions. 1. give importance in synonyms. 2. learn the tricks of paraphrasing. 3. do not take more than 1 minute in each question. 4. Try to guess some answers. 5. Be careful about proper nouns and use of capital letters. 6. try to practice some mock tests before your exam. 7. Remember you can’t solve all types of questions. so give importance on the types you are comfortable with.
Is it okay to write all your answers in capital letters?
YES, for Reading and Listening. Not for Writing.
Thank you so much! It’s really helpful ??
Its really a most helpful website
I need tips in paragraph type questions nad match the heading
Please share some techniques regarding solving list of heading or match the statement with paragraph…please!
Sir I don’t understand Question 13 What does the question mean ?
Dear Yoon, Thanks for the question. Question 13: Many visitors feel it is unlikely that they will return to New Zealand after their visit. This question means that many visitors fear that they may not return to New Zealand after their visit.
I’m very confused between not given and false. Please give me some tips.
http://ieltsdeal.com/ielts-reading-how-to-find-answers-for-true-false-not-given-or-yes-no-not-given-questions-best-strategies-methodstricks-and-tips/
Thank you Najib for useful support. It is rare that anyone who gives explanation of IELTS reading with tips. Everybody gives simple tips only, what makes difference between you and them. Request explanation on rest of the Cambridge books. Its really really helpful and useful. Your website is unique.
Welcome! And I request you to pray for me. And the rest is coming. Work is going on.
i didn’t understood the answer of quest 10.. can u plz hlp me.. i have doubt that why it is false because it clearly said that 26 % accounts for transport and accommodation
26% = accommdation + transportation, not accommodation alone. Our key word here is’ accommodation’ and it is very much necessary to understand the clear and exact meaning of each question for true/false questions in general.
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Hlo sir muja heading ma bhut didn’t aa Rahe ba
Can you write that in English, please?
hi guys , i have a question is that if i use the word blockbusters instead of films , is it correct ?
blockbusters = films which have broken all sorts of records
It’s really very helpful.
I’m delighted to hear that. Thank you. Here’s my YouTube channel for your consideration: https://www.youtube.com/c/IELTSDeal
where are you from sir?
I’m from Bangladesh.
What is the main different between yesnong and truefalseng?
Thanks alot, this is really explanatory and I find it helpful
Welcome! You can follow my YouTube Channel as well: https://www.youtube.com/c/IELTSDeal/
In fact your website has been of a tremendous help to me. I understood true, false and not given from your website.. But I still need help in the other part too, writing listening n speaking My date is very close that is 2nd Dec n 5th
Thank you so much, it’s really helpful for me!!!
GREAT!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
very helpful
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Thanks for your clear explanation. It really helps to deal with reading tasks. I really appreciate you.
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Online Case Study Answer Generator for Students
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- ď¸đ Benefits of Our Generator
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A case study analysis is used to examine a problem and find a solution to it. This type of analysis is typically used in business as well as in other spheres, such as education, healthcare, and social sciences. The main feature of such a study is that itâs rooted in a real-life context.
![case study answer reading The picture shows the definition of a case study analysis.](https://studycorgi.com/wp-content/themes/studycorgi/images/case_study_analysis_generator1-w736.jpg)
Researchers use direct observations, interviews, tests, and samples to gather data for their case studies. This information is then used to develop solutions and recommendations backed with evidence.
đ Structure of a Case Study Analysis
Usually, a case study analysis consists of 6 parts. Each one is dedicated to a particular aspect and serves its own purpose. Letâs take a closer look at them and see how they differ.
Introduction
An introduction describes the context of the examined topic and provides substantial background on the case studyâs subject. When you write it, keep in mind the following questions:
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Problem Statement
The next part introduces the main problem or issue the study will be focusing on. Typically, itâs concerned with a challenge faced by an individual or organization in question. The problem statement provides a clear focus for the whole research.
Now, itâs time for the most interesting partâthe analysis itself. When it comes to business problems, students can use various approaches, such as:
![case study answer reading The picture enumerates the 6 parts of a case study analysis.](https://studycorgi.com/wp-content/themes/studycorgi/images/case_study_analysis_generator2-w736.jpg)
This part presents several ways to resolve the issue in question. The solutions must be realistic and achievable. Itâs also worth to mention their pros and cons and thus identify the most potent ones.
Recommendations
This part focuses on the best possible solutions to the problem identified in the previous section. It explains how to implement it in practice and how it will help eliminate the issue. It may also suggest ways to deal with other, minor problems involved in the case.
Conclusions
Now, itâs time for the final part of the analysis: your conclusions . Here is what you need to do:
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âď¸ How to Write a Case Study
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Choosing the right topic is essential. You need to do it early on to ensure that the research subject is sufficiently explored.
![case study answer reading The picture explains the difference between a representative and an outlier case.](https://studycorgi.com/wp-content/themes/studycorgi/images/case_study_analysis_generator3-w736.jpg)
For example, suppose you want to examine how COVID-19 has affected the hospitality sector. In that case, you can choose either a representative case, such as a large hotel chain, or an outlier case, such as a small Bed and Breakfast that has managed to survive the pandemic. The latter case may sound more interesting, but if there's not enough information available on it, it's best to choose the former.
2. Formulate a Problem Statement
Now, you should clearly and concisely formulate the central problem you will be focusing on. To do it, answer the 5 Ws:
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If you need help with this part of your analysis, you can always use our research problem generator .
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Data gathering can be done through both primary and secondary sources of information . You can use a range of research techniques, such as observations, surveys, and interviews. It is crucial to make sure the data youâve collected is pertinent to the case study.
4. Describe Your Findings & Analyze Them
Next, you analyze trends and themes in your data. This analysis must be supported by facts and evidence. Use various analysis methods to make your study more in-depth.
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Develop several possible solutions using the information youâve gathered. Once youâve done it, answer the following questions:
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The more detailed your recommendations are, the better. If possible, try to include aspects such as timeline, resource allocation, and KPIs for monitoring.
đ Top 12 Case Study Topics & Examples
Want inspiration for your analysis? Or maybe you need help picking a case to explore? Check out this list of topics with examples!
- Operations and Information Management: A Case Study of CC Music
- Netflix and Blockbuster: Case Study
- Strategic Planning Case Study: Process Management
- HRM Incident: Case Study Analysis
- Case Study Summary: Hiring a Sustainable Development Specialist
- Organizational Change: Qatargas Case Study
- Childhood Development Case Study
- Case Study of Engstrom Auto Mirror Plant and Workplace
- Strategic Marketing: Amazon Go Case Study
- Cognitive Behavioral Therapy: Case Study
- Social Determinants of Health: Case Study
- Recovering Supply Chain Operations: A Case Study of Nissan
Now you know how to complete a case study! Remember that the tiring process of analyzing can be effectively streamlined if you use our free case study answer generator. Try it outâyou wonât regret it!
We also recommend using our transition words maker and personal statement generator to enhance your writing.
â Case Study Analysis Generator: FAQ
â what questions to answer in a case study.
A case study must either prove or disprove an existing theory. It also aims to find a solution to the research's central question. This question can vary depending on your topic and subject. You present the answer in your research findings and conclusions.
â How Do You Write a Case Study Analysis?
First, you introduce your case and provide its background. Then, you gather information and analyze it to develop several solutions. Finally, you propose the best solution and give recommendations on how to implement it. Also, remember to explain how your case study will deepen the existing knowledge.
â What Are the 4 Most Important Parts of Case Study?
Every case study begins with the introduction of a topic and its background. Then, you present an analysis of sources that can provide knowledge on the case. The third part is the analysis of collected data. Your case study ends with conclusions based on your findings.
â What Are Some Examples of Case Studies?
Case studies are frequently used in psychology to shed light on peculiar circumstances. Famous case study examples include Sigmund Freud's Little Hans as well as John Martin Marlow's study of Phineas Gage, the man who had a railroad spike driven through his brain.
đ References
- Case Study: Definition, Examples, Types, and How to Write: Verywell Mind
- What Is a Case Study?: Evidence Based Nursing
- What the Case Study Method Really Teaches: Harvard Business Review
- Using Case Studies to Teach: Boston University
- What Is a Case Study? Definition, Elements and 15 Examples: Indeed
- Writing a Case Study: University of Southern California
- Writing a Case Study â Student Academic Success: Monash University
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Frequently Asked Questions
What support can I offer my students around analyzing cases and preparing for discussion?
Case discussions can be a big departure from the norm for students who are used to lecture-based classes. The Case Analysis Coach is an interactive tutorial on reading and analyzing a case study. The Case Study Handbook covers key skills students need to read, understand, discuss and write about cases. The Case Study Handbook is also available as individual chapters to help your students focus on specific skills.
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The case method can be used in an online environment without sacrificing its benefits. We have compiled a few resources to help you create transformative online learning experiences with the case method. Learn how HBS brought the case method online in this podcast , gather some quick guidance from the article " How to Teach Any Case Online ", review the Teaching Cases Online Guide for a deep dive, and check out our Teaching Online Resources Page for more insights and inspiration.
After 35 years as an academic, I have come to the conclusion that there is a magic in the way Harvard cases are written. Cases go from specific to general, to show students that business situations are amenable to hard headed analysis that then generalize to larger theoretical insights. The students love it! Akshay Rao Professor, General Mills Chair in Marketing at the University of Minnesota
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Practice Cam 13 Reading Test 01
Cambridge ielts reading
READING PASSAGE 1
You should spend about 20 minutes on Questions 1-13  which are based on Reading Passage 1 below.
Case Study: Tourism New Zealand website
New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the countryâs gross domestic product, and is the countryâs largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself â the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealandâs scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.
A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism service to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.
To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealandâs stunning scenery as a backdrop. As the site developed, additional features were added to help independent travelers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.
Later, a Travel Planner feature was added, which allowed visitors to click and âbookmarkâ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a âYour Wordsâ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.
The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.
The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn about traditional Maori life. Many long-haul travelers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand donât want to be âone of the crowdâ and find activities that involve only a few people more special and meaningful.
It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere â the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.
Questions 1-7
Complete the table below. Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 1-7 on your answer sheet.
 Questions 8-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13 on your answer sheet, write
TRUE Â Â Â Â Â Â Â Â Â Â Â Â Â Â if the statement agrees with the information
FALSE Â Â Â Â Â Â Â Â Â Â Â Â Â if the statement contradicts the information
NOT GIVEN Â Â if there is no information on this
8 Â Â The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.
9 Â Â It was found that most visitors started searching on the website by geographical location.
10 Â Â According to research, 26% of visitor satisfaction is related to their accommodation.
11 Â Â Visitors to New Zealand like to become involved in the local culture.
12 Â Â Visitors like staying in small hotels in New Zealand rather than in larger ones.
13 Â Â Many visitors feel it is unlikely that they will return to New Zealand after their visit.
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26 Â which are based on Reading Passage 2 below. Â
Why being bored is stimulating â and useful, too
This most common of emotions is turning out to be more interesting than we thought
We all know how it feels â itâs impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isnât even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book, Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust â an emotion that motivates us to stay away from certain situations. âIf disgust protects humans from infection, boredom may protect them from âinfectiousâ social situations,â he suggests.
By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes â one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is âreactantâ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls âindifferentâ boredom: someone isnât engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.
Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. âAll emotions are there for a reason, including boredom,â she says. Mann has found that being bored makes us more creative. âWeâre all afraid of being bored but in actual fact it can lead to all kinds of amazing things,â she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.
Psychologist John Eastwood at York University in Toronto, Canada, isnât convinced. âIf you are in a state of mind-wandering you are not bored,â he says. âIn my view, by definition boredom is an undesirable state.â That doesnât necessarily mean that it isnât adaptive, he adds. âPain is adaptive â if we didnât have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.â For Eastwood, the central feature of boredom is a failure to put our âattention systemâ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. Whatâs more, your efforts to improve the situation can end up making you feel worse. âPeople try to connect with the world and if they are not successful thereâs that frustration and irritability,â he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we donât know what to do any more, and no longer care.
Eastwoodâs team is now trying to explore why the attention system fails. Itâs early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill â itâs the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetzâs group has one suggestion. Working with teenagers, they found that those who âapproachâ a boring situation â in other words, see that itâs boring and get stuck in anyway â report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.
Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. âIn modern human society there is a lot of overstimulation but still a lot of problems finding meaning,â she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.
Questions 14-19
Reading Passage 2 has six paragraphs, A-F Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-viii , in boxes 14-19 on your answer sheet.
List of Headings
i           The productive outcomes that may result from boredom
ii          What teachers can do to prevent boredomÂ
iii         A new explanation and a new cure for boredom
iv        Problems with a scientific approach to boredom
v         A potential danger arising from boredom
vi         Creating a system of classification for feelings of boredom
vii        Age groups most affected by boredom
viii       Identifying those most affected by boredom
14 Â Â Paragraph A
15 Â Â Paragraph B
16 Â Â Paragraph C
17 Â Â Paragraph D
18 Â Â Paragraph E
19 Â Â Paragraph F
Questions 20-23
Look at the following people (Questions 20-23 ) and the list of ideas below.
Match each person with the correct idea, A-E .
Write the correct letter, A-E , in boxes 20-23 on your answer sheet.
20 Â Â Peter Toohey
21 Â Â Thomas Goetz
22 Â Â John Eastwood
23 Â Â Francoise Wemelsfelder
List of Ideas
A Â Â Â Â The way we live today may encourage boredom.
B Â Â Â Â One sort of boredom is worse than all the others.
C Â Â Â Â Levels of boredom may fall in the future.
D Â Â Â Â Trying to cope with boredom can increase its negative effects.
E Â Â Â Â Boredom may encourage us to avoid an unpleasant experience.
Questions 24-26
Complete the summary below. Choose ONE WORD ONLY from the passage for each answer.
Write your answers in boxes 24-26 on your answer sheet.
Responses to boredom
For John Eastwood, the central feature of boredom is that people cannot 24 âŚâŚâŚâŚâŚâŚâŚâŚâŚâŚâŚ, due to a failure in what he calls the âattention systemâ, and as a result they become frustrated and irritable. His team suggests that those for whom 25 âŚâŚâŚâŚâŚâŚâŚâŚâŚ.. is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of 26 âŚâŚâŚâŚâŚâŚâŚâŚâŚ.. can generally cope with it.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40 which are based on Reading Passage 3 below.
Artificial artist?
Can computers really create works of art.
The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates are that could not have been imagined by the programmer.
Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? âThis is a question at the very core of humanity,â says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. âIt scares a lot of people. They are worried that it is taking something special away from what it means to be human.â
To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in Londonâs Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmerâs own creative ideas.
Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesnât attract the same criticism. Unlike earlier âartistsâ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from peopleâs double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. âIf a child painted a new scene from its head, youâd say it has a certain level of imagination,â he points out. âThe same should be true of a machine.â Software bugs can also lead to unexpected results. Some of the Painting Foolâs paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette â so why should computers be any different?
Researchers like Colton donât believe it is right to measure machine creativity directly to that of humans who âhave had millennia to develop our skillsâ. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Copeâs style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Copeâs work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artistâs creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMIâs vital databases.
But why did so many people love the music, yet recoil when the discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants werenât told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.
Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an âirresistible essenceâ, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that peopleâs enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short â thereâs nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.
Questions 27-31
Choose the correct letter, A , B , C or D .
Write the correct letter in boxes 27-31 on your answer sheet.
27 Â Â What is the writer suggesting about computer-produced works in the first paragraph?
A Â Â Peopleâs acceptance of them can vary considerably.
B Â Â A great deal of progress has already been attained in this field.
C Â Â They have had more success in some artistic genres than in others.
D Â Â the advances are not as significant as the public believes them to be.
28 Â Â According to Geraint Wiggins, why are many people worried by computer art?
A Â Â It is aesthetically inferior to human art.
B Â Â It may ultimately supersede human art.
C Â Â It undermines a fundamental human quality.
D Â Â It will lead to a deterioration in human ability.
29 Â Â What is a key difference between Aaron and the Painting Fool?
A Â Â its programmerâs background
B Â Â public response to its work
C Â Â the source of its subject matter
D Â Â the technical standard of its output
30 Â Â What point does Simon Colton make in the fourth paragraph?
A Â Â Software-produced art is often dismissed as childish and simplistic.
B Â Â The same concepts of creativity should not be applied to all forms of art.
C Â Â It is unreasonable to expect a machine to be as imaginative as a human being.
D Â Â People tend to judge computer art and human art according to different criteria.
31 Â Â The writer refers to the paintings of a chair as an example of computer art which
A Â Â achieves a particularly striking effect.
B Â Â exhibits a certain level of genuine artistic skill.
C Â Â closely resembles that of a well-known artist.
D Â Â highlights the technical limitations of the software.
Questions 32-37
Complete each sentence with the correct ending, A-G below.
Write the correct letter, A-G , in boxes 32-37 on your answer sheet.
32 Â Â Simon Colton says it is important to consider the long-term view then
33 Â Â David Copeâs EMI software surprised people by
34 Â Â Geraint Wiggins criticized Cope for not
35 Â Â Douglas Hofstadter claimed that EMI was
36 Â Â Audiences who had listened to EMIâs music became angry after
37 Â Â The participants in David Moffatâs study had to assess music without
A Â Â Â Â generating work that was virtually indistinguishable from that of humans.
B Â Â Â Â knowing whether it was the work of humans or software.
C Â Â Â Â producing work entirely dependent on the imagination of its creator.
D Â Â Â Â comparing the artistic achievements of humans and computers.
EÂ Â Â Â revealing the technical details of his program.
FÂ Â Â Â persuading the public to appreciate computer art.
GÂ Â Â discovering that it was the product of a computer program
Questions 38-40
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 38-40 on your answer sheet, write
YES Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â if the statement agrees with the claims of the writer
NO Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â if the statement contradicts the claims of the writer
NOT GIVEN Â Â if it is impossible to say what the writer thinks about this
38 Â Â Moffatâs research may help explain peopleâs reactions to EMI.
39 Â Â The non-experts in Moffatâs study all responded in a predictable way.
40 Â Â Justin Krugerâs findings cast doubt on Paul Bloomâs theory about peopleâs prejudice towards computer art.
Cam 12 Reading Test 04
Cam 13 reading test 02, answer cam 13 reading test 01.
2. environment
6. accommodation
9. NOT GIVEN
12. NOT GIVEN
25. pleasure
26. curiosity
39. NOT GIVEN
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How to Answer Case Study: few tips
Here are a few tips on how to answer questions relating to case studies;
1)Read the case-study carefully: Case-studies will run up to many lines. So, do not think twice about spending time on reading the question. Read it the second time if [o havenât understood clearly.
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2)Read the questions relating to the case: After a first time reading of the case study, reading the questions pertaining to it, will help you know what to look out for in the case. Underline these instances in the case study for later reference.
3)Make notes of key points: While reading through your case study, make notes of key points (in bullet format).
This will help you to assess and analyses the facts for arriving at the right solution.
4)Look for cues: Sometimes, the answer may be hidden in the question itself. Certain Norms, or conjunctions in the sentence will give away the answer, if you read between them. Remember to look for these cues.
5)Background preparation: attempting case studies questions will be easier if you have enough exposure to solving these question types earlier.
Browse through detent portals or your university online interface to get better insights about case studies, and the mode to solve them.
Case studies are a vital part of testing management expertise and are woven into the distance learning MBA programs, which follow industry-standards. With the above tips, you can practice such type of questions with a new approach and get the expected results. Identification of issues ; problems There are three steps involved in the identification and analysis of issues and problems.
What are The Steps of Writing Content Analysis Case Study ?
Step 1 â overview of the case study (background context)
Understanding the background issues helps to understand the context of the case study. Read the case study to gain an overview and ask and answer the following questions as you read.
* What background facts influence the current problems? * What are the constraints or obstacles of the situation?
Step 2 â identifying the problems Identifying the major problems and their causes at this stage is vital to identify appropriate solutions later. Re-read the case study and summaries or list the issues and / or problems in your own words.
Make sure you: * sort he major problems from the minor problems * identify evidence from the case study which relates to each of the problems * identify underlying causes of the problems. A setup strategy is to represent the problems and their relationships as a mind.
Step 3 â linking theory to problems and case evidence Relating the identified issues / or problems to theory is vital when answering case studies.
This is where you demonstrate your knowledge of the theory in your course and your ability to relate it to practical situations.
If you are afraid to be expelled or think that you will not pass the plagiarism of your work, then it is better to ask for help in writing the case study with us.
Use your readings to select appropriate theories to match the identified problems. * Home * Identifying issues * Solutions * Recommendations I Antispasmodics can be a useful strategy to summaries / organism problems and to show their relationships to each other. The example below is a representation of the problems of the management case study.
Example I * Home * Identifying issues * Solutions * Recommendations I Integrating theory in a case strangulating relevant theory into your case study answer is vital. His allows you to demonstrate how theory relates to the actual issues / problems mound in the case study, as well as demonstrate your understanding of your course content. The following example shows how the theory and issues have been woven together. Example I * Home * Identifying issues * Solutions * Recommendations I Solutionâs section evaluates potential solutions for the identified key problems. Often there is more than one solution, so it is useful to evaluate each solution in terms of its advantages and disadvantages.
This will also assist in determining your recommendations.
Things that may need to be considered are: * costs * time * sources * expertise. Structures section should be clear and concise. Recommended structure: * use headings and subheadings where possible * bullet points or numbered lists can also be used to list the advantages and disadvantages. Example I Recommendationâs section should outline your recommendations based upon the given solutions for each of the identified problems.
It may also need to include an action plan, egg what should be done by whom and the associated timeliness, but check with your teacher / lecturer for specific requirements.
Each recommendation would be realistic, âe practical and achievable, and be linked back to relevant and supporting theory. Structuralizes and subheadings should be used in this section. For example:communication * Staff constitutionalism the recommendations based on the identified solutions and supported by relevant theory. * Staff meetinghouse the recommendations based on the identified solutions and supported by relevant theory.
Leadership * Team bloodletting the theory. * Participative leadership storyline the recommendations based on the Identified solutions and supported by relevant theory. I
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Case Study: Tourism New Zealand Website Answers
IELTS Academic Test â Passage 01: Case Study: Tourism New Zealand website reading with answers explanation, location and pdf. This reading paragraph has been taken from our huge collection of Academic & General Training (GT) Reading practice test PDFâs.
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Case Study: Tourism New Zealand website
New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the countryâs gross domestic product, and is the countryâs largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself â the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealandâs scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.
A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism services to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.
To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealandâs stunning scenery as a backdrop. As the site developed, additional features were added to help independent travellers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.
Later a Travel Planner feature was added, which allowed visitors to click and âbookmarkâ : paces or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out take on the visit. The website also had a âYour Wordsâ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.
The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.
The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn about traditional Maori life. Many long-haul travellers enjoy such earning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand donât want to be âone of the crowdâ and find activities that involve only a few people more special and meaningful.
It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere-the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.
Questions 1-7
Complete the table below. Choose ONE WORD ONLY from the passage for each answer. Write your answers in boxes 1-7 on your answer sheet.
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Questions 8-13
Do the following statements agree with the information given in Reading Passage 1? In boxes 8-13 on your answer sheet, write
TRUE if the statement agrees with the information FALSE if the statement contradicts the information NOT GIVEN if there is no information on this
8. The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.
9. It was found that most visitors started searching on the website by geographical location.
10. According to research, 26% of visitor satisfaction is related to their accommodation.
11. Visitors to New Zealand like to become involved in the local culture.
12. Visitors like staying in small hotels in New Zealand rather than in larger ones.
13. Many visitors feel it is unlikely that they will return to New Zealand after their visit.
________________
1) IELTS 13 READING PASSAGE â WHY BEING BORED IS STIMULATING â
2) IELTS 13 READING PASSAGE â ARTIFICIAL ARTISTS â
3) IELTS 13 READING PASSAGE â BRINGING CINNAMON TO EUROPE â
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5) IELTS 13 READING PASSAGE â MAKING THE MOST OF TRENDS â
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IMPLEMENTING THE CYCLE OF SUCCESS: A CASE STUDY
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Solution for: IMPLEMENTING THE CYCLE OF SUCCESS: A CASE STUDY
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Within Australia, Australian Hotels Inc (AHI) operates nine hotels and employs over 2000 permanent full-time staff, 300 permanent part-time employees and 100 casual staff. One of its latest ventures, the Sydney Airport hotel (SAH), opened in March 1995. The hotel is the closest to Sydney Airport and is designed to provide the best available accommodation, food and beverage and meeting facilities in Sydney's southern suburbs. Similar to many international hotel chains, however, AHI has experienced difficulties in Australia in providing long-term profits for hotel owners, as a result of the country's high labour-cost structure . In order to develop an economically viable hotel organisation model, AHI decided to implement some new policies and practices at SAH.
The first of the initiatives was an organisational structure with only three levels of management - compared to the traditional seven. Partly as a result of this change, there are 25 per cent fewer management positions , enabling a significant saving. This change also has other implications. Communication, both up and down the organisation, has greatly improved. Decision-making has been forced down in many cases to front-line employees. As a result, guest requests are usually met without reference to a supervisor, improving both customer and employee satisfaction.
The hotel also recognised that it would need a different approach to selecting employees who would fit in with its new policies. In its advertisements, the hotel stated a preference for people with some 'service' experience in order to minimise traditional work practices being introduced into the hotel. Over 7000 applicants filled in application forms for the 120 jobs initially offered at SAH. The balance of the positions at the hotel (30 management and 40 shift leader positions) were predominantly filled by transfers from other AHI properties.
A series of tests and interviews were conducted with potential employees, which eventually left 280 applicants competing for the 120 advertised positions. After the final interview, potential recruits were divided into three categories. Category A was for applicants exhibiting strong leadership qualities, Category C was for applicants perceived to be followers, and Category B was for applicants with both leader and follower qualities. Department heads and shift leaders then composed prospective teams using a combination of people from all three categories . Once suitable teams were formed, offers of employment were made to team members.
Another major initiative by SAH was to adopt a totally multi-skilled workforce. Although there may be some limitations with highly technical jobs such as cooking or maintenance, wherever possible, employees at SAH are able to work in a wide variety of positions. A multi-skilled workforce provides far greater management flexibility during peak and quiet times to transfer employees to needed positions. For example, when office staff are away on holidays during quiet periods of the year, employees in either food or beverage or housekeeping departments can temporarily.
The most crucial way, however, of improving the labour cost structure at SAH was to find better, more productive ways of providing customer service. SAH management concluded this would first require a process of ' benchmarking '. The prime objective of the benchmarking process was to compare a range of service delivery processes across a range of criteria using teams made up of employees from different departments within the hotel which interacted with each other. This process resulted in performance measures that greatly enhanced SAH's ability to improve productivity and quality.
The front office team discovered through this project that a high proportion of AHI Club member reservations were incomplete. As a result, the service provided to these guests was below the standard promised to them as part of their membership agreement. Reducing the number of incomplete reservations greatly improved guest perceptions of service.
In addition, a program modelled on an earlier project called ' Take Charge ' was implemented. Essentially, Take Charge provides an effective feedback loop horn both customers and employees. Customer comments, both positive and negative, are recorded by staff. These are collated regularly to identify opportunities for improvement. Just as importantly, employees are requested to note down their own suggestions for improvement. (AHI has set an expectation that employees will submit at least three suggestions for every one they receive from a customer.)
Employee feedback is reviewed daily and suggestions are implemented within 48 hours, if possible, or a valid reason is given for non-implementation. If suggestions require analysis or data collection, the Take Charge team has 30 days in which to address the issue and come up with recommendations.
Although quantitative evidence of AHI's initiatives at SAH are limited at present, anecdotal evidence clearly suggests that these practices are working. Indeed AHI is progressively rolling out these initiatives in other hotels in Australia, whilst numerous overseas visitors have come to see how the program works.
This article has been adapted and condensed fem the article by R Carter (19%), 'Implementing the cycle of success: A case study of the Sheraten Pacific Division', Asia Pacific Journal of Human Resources, 34(3): 111-23. Names and other details have been changed and report findings may have been given a different emphasis from the original. W eare grateful to Asia Pacific Journal of Human Resources for allowing us to use, file material in this way.
Questions 1-5
Choose the appropriate letters A-D and write them in boxes 1-5 on your answer sheet.
1 The high costs of running AHI's hotels are related to their ...
A management.
D policies. Answer: C Locate
2 SAH's new organisational structure requires ...
A 75% of the old management positions.
B 25% of the old management positions.
C 25% more management positions.
D 5% fewer management positions. Answer: A Locate
3 The SAH's approach to organisational structure required changing practices in ..
A industrial relations.
B firing staff.
C hiring staff.
D marketing. Answer: C Locate
4 The total number of jobs advertised at the SAH was ...
D 280. Answer: B Locate
5 Categories A, B and C were used to select...
A front office staff.
B new teams.
C department heads.
D new managers. Answer: B Locate
Questions 6-13
Complete the following summary of the last four paragraphs of Reading Passage 1 using ONE OR TWO words from the Reading Passage for each answer.
Write your answers in boxes 6-13 on your answer sheet.
WHAT THEY DID AT SAH
Teams of employees were selected from different hotel departments to participate in a 6 exercise.
The information collected was used to compare 7 processes which, in turn, led to the development of 8 that would be used to increase the hotel's capacity to improve 9 as well as quality.
Also, an older program known as ' 10 ' was introduced at SAH. In this program, 11 is sought from customers and staff. Wherever possible 12 suggestions are implemented within 48 hours. Other suggestions are investigated for their feasibility for a period of up to 13
6. Answer: benchmarking Locate 7. Answer: service delivery Locate 8. Answer: (performance) measures Locate 9. Answer: productivity Locate 10. Answer: (') Take Charge (') Locate 11. Answer: feedback Locate 12. Answer: employee(s') // staff Locate 13. Answer: 30 days Locate
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Organizing Your Social Sciences Research Assignments
- Annotated Bibliography
- Analyzing a Scholarly Journal Article
- Group Presentations
- Dealing with Nervousness
- Using Visual Aids
- Grading Someone Else's Paper
- Types of Structured Group Activities
- Group Project Survival Skills
- Leading a Class Discussion
- Multiple Book Review Essay
- Reviewing Collected Works
- Writing a Case Analysis Paper
- Writing a Case Study
- About Informed Consent
- Writing Field Notes
- Writing a Policy Memo
- Writing a Reflective Paper
- Writing a Research Proposal
- Generative AI and Writing
- Acknowledgments
A case study research paper examines a person, place, event, condition, phenomenon, or other type of subject of analysis in order to extrapolate key themes and results that help predict future trends, illuminate previously hidden issues that can be applied to practice, and/or provide a means for understanding an important research problem with greater clarity. A case study research paper usually examines a single subject of analysis, but case study papers can also be designed as a comparative investigation that shows relationships between two or more subjects. The methods used to study a case can rest within a quantitative, qualitative, or mixed-method investigative paradigm.
Case Studies. Writing@CSU. Colorado State University; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010 ; “What is a Case Study?” In Swanborn, Peter G. Case Study Research: What, Why and How? London: SAGE, 2010.
How to Approach Writing a Case Study Research Paper
General information about how to choose a topic to investigate can be found under the " Choosing a Research Problem " tab in the Organizing Your Social Sciences Research Paper writing guide. Review this page because it may help you identify a subject of analysis that can be investigated using a case study design.
However, identifying a case to investigate involves more than choosing the research problem . A case study encompasses a problem contextualized around the application of in-depth analysis, interpretation, and discussion, often resulting in specific recommendations for action or for improving existing conditions. As Seawright and Gerring note, practical considerations such as time and access to information can influence case selection, but these issues should not be the sole factors used in describing the methodological justification for identifying a particular case to study. Given this, selecting a case includes considering the following:
- The case represents an unusual or atypical example of a research problem that requires more in-depth analysis? Cases often represent a topic that rests on the fringes of prior investigations because the case may provide new ways of understanding the research problem. For example, if the research problem is to identify strategies to improve policies that support girl's access to secondary education in predominantly Muslim nations, you could consider using Azerbaijan as a case study rather than selecting a more obvious nation in the Middle East. Doing so may reveal important new insights into recommending how governments in other predominantly Muslim nations can formulate policies that support improved access to education for girls.
- The case provides important insight or illuminate a previously hidden problem? In-depth analysis of a case can be based on the hypothesis that the case study will reveal trends or issues that have not been exposed in prior research or will reveal new and important implications for practice. For example, anecdotal evidence may suggest drug use among homeless veterans is related to their patterns of travel throughout the day. Assuming prior studies have not looked at individual travel choices as a way to study access to illicit drug use, a case study that observes a homeless veteran could reveal how issues of personal mobility choices facilitate regular access to illicit drugs. Note that it is important to conduct a thorough literature review to ensure that your assumption about the need to reveal new insights or previously hidden problems is valid and evidence-based.
- The case challenges and offers a counter-point to prevailing assumptions? Over time, research on any given topic can fall into a trap of developing assumptions based on outdated studies that are still applied to new or changing conditions or the idea that something should simply be accepted as "common sense," even though the issue has not been thoroughly tested in current practice. A case study analysis may offer an opportunity to gather evidence that challenges prevailing assumptions about a research problem and provide a new set of recommendations applied to practice that have not been tested previously. For example, perhaps there has been a long practice among scholars to apply a particular theory in explaining the relationship between two subjects of analysis. Your case could challenge this assumption by applying an innovative theoretical framework [perhaps borrowed from another discipline] to explore whether this approach offers new ways of understanding the research problem. Taking a contrarian stance is one of the most important ways that new knowledge and understanding develops from existing literature.
- The case provides an opportunity to pursue action leading to the resolution of a problem? Another way to think about choosing a case to study is to consider how the results from investigating a particular case may result in findings that reveal ways in which to resolve an existing or emerging problem. For example, studying the case of an unforeseen incident, such as a fatal accident at a railroad crossing, can reveal hidden issues that could be applied to preventative measures that contribute to reducing the chance of accidents in the future. In this example, a case study investigating the accident could lead to a better understanding of where to strategically locate additional signals at other railroad crossings so as to better warn drivers of an approaching train, particularly when visibility is hindered by heavy rain, fog, or at night.
- The case offers a new direction in future research? A case study can be used as a tool for an exploratory investigation that highlights the need for further research about the problem. A case can be used when there are few studies that help predict an outcome or that establish a clear understanding about how best to proceed in addressing a problem. For example, after conducting a thorough literature review [very important!], you discover that little research exists showing the ways in which women contribute to promoting water conservation in rural communities of east central Africa. A case study of how women contribute to saving water in a rural village of Uganda can lay the foundation for understanding the need for more thorough research that documents how women in their roles as cooks and family caregivers think about water as a valuable resource within their community. This example of a case study could also point to the need for scholars to build new theoretical frameworks around the topic [e.g., applying feminist theories of work and family to the issue of water conservation].
Eisenhardt, Kathleen M. “Building Theories from Case Study Research.” Academy of Management Review 14 (October 1989): 532-550; Emmel, Nick. Sampling and Choosing Cases in Qualitative Research: A Realist Approach . Thousand Oaks, CA: SAGE Publications, 2013; Gerring, John. “What Is a Case Study and What Is It Good for?” American Political Science Review 98 (May 2004): 341-354; Mills, Albert J. , Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Seawright, Jason and John Gerring. "Case Selection Techniques in Case Study Research." Political Research Quarterly 61 (June 2008): 294-308.
Structure and Writing Style
The purpose of a paper in the social sciences designed around a case study is to thoroughly investigate a subject of analysis in order to reveal a new understanding about the research problem and, in so doing, contributing new knowledge to what is already known from previous studies. In applied social sciences disciplines [e.g., education, social work, public administration, etc.], case studies may also be used to reveal best practices, highlight key programs, or investigate interesting aspects of professional work.
In general, the structure of a case study research paper is not all that different from a standard college-level research paper. However, there are subtle differences you should be aware of. Here are the key elements to organizing and writing a case study research paper.
I. Introduction
As with any research paper, your introduction should serve as a roadmap for your readers to ascertain the scope and purpose of your study . The introduction to a case study research paper, however, should not only describe the research problem and its significance, but you should also succinctly describe why the case is being used and how it relates to addressing the problem. The two elements should be linked. With this in mind, a good introduction answers these four questions:
- What is being studied? Describe the research problem and describe the subject of analysis [the case] you have chosen to address the problem. Explain how they are linked and what elements of the case will help to expand knowledge and understanding about the problem.
- Why is this topic important to investigate? Describe the significance of the research problem and state why a case study design and the subject of analysis that the paper is designed around is appropriate in addressing the problem.
- What did we know about this topic before I did this study? Provide background that helps lead the reader into the more in-depth literature review to follow. If applicable, summarize prior case study research applied to the research problem and why it fails to adequately address the problem. Describe why your case will be useful. If no prior case studies have been used to address the research problem, explain why you have selected this subject of analysis.
- How will this study advance new knowledge or new ways of understanding? Explain why your case study will be suitable in helping to expand knowledge and understanding about the research problem.
Each of these questions should be addressed in no more than a few paragraphs. Exceptions to this can be when you are addressing a complex research problem or subject of analysis that requires more in-depth background information.
II. Literature Review
The literature review for a case study research paper is generally structured the same as it is for any college-level research paper. The difference, however, is that the literature review is focused on providing background information and enabling historical interpretation of the subject of analysis in relation to the research problem the case is intended to address . This includes synthesizing studies that help to:
- Place relevant works in the context of their contribution to understanding the case study being investigated . This would involve summarizing studies that have used a similar subject of analysis to investigate the research problem. If there is literature using the same or a very similar case to study, you need to explain why duplicating past research is important [e.g., conditions have changed; prior studies were conducted long ago, etc.].
- Describe the relationship each work has to the others under consideration that informs the reader why this case is applicable . Your literature review should include a description of any works that support using the case to investigate the research problem and the underlying research questions.
- Identify new ways to interpret prior research using the case study . If applicable, review any research that has examined the research problem using a different research design. Explain how your use of a case study design may reveal new knowledge or a new perspective or that can redirect research in an important new direction.
- Resolve conflicts amongst seemingly contradictory previous studies . This refers to synthesizing any literature that points to unresolved issues of concern about the research problem and describing how the subject of analysis that forms the case study can help resolve these existing contradictions.
- Point the way in fulfilling a need for additional research . Your review should examine any literature that lays a foundation for understanding why your case study design and the subject of analysis around which you have designed your study may reveal a new way of approaching the research problem or offer a perspective that points to the need for additional research.
- Expose any gaps that exist in the literature that the case study could help to fill . Summarize any literature that not only shows how your subject of analysis contributes to understanding the research problem, but how your case contributes to a new way of understanding the problem that prior research has failed to do.
- Locate your own research within the context of existing literature [very important!] . Collectively, your literature review should always place your case study within the larger domain of prior research about the problem. The overarching purpose of reviewing pertinent literature in a case study paper is to demonstrate that you have thoroughly identified and synthesized prior studies in relation to explaining the relevance of the case in addressing the research problem.
III. Method
In this section, you explain why you selected a particular case [i.e., subject of analysis] and the strategy you used to identify and ultimately decide that your case was appropriate in addressing the research problem. The way you describe the methods used varies depending on the type of subject of analysis that constitutes your case study.
If your subject of analysis is an incident or event . In the social and behavioral sciences, the event or incident that represents the case to be studied is usually bounded by time and place, with a clear beginning and end and with an identifiable location or position relative to its surroundings. The subject of analysis can be a rare or critical event or it can focus on a typical or regular event. The purpose of studying a rare event is to illuminate new ways of thinking about the broader research problem or to test a hypothesis. Critical incident case studies must describe the method by which you identified the event and explain the process by which you determined the validity of this case to inform broader perspectives about the research problem or to reveal new findings. However, the event does not have to be a rare or uniquely significant to support new thinking about the research problem or to challenge an existing hypothesis. For example, Walo, Bull, and Breen conducted a case study to identify and evaluate the direct and indirect economic benefits and costs of a local sports event in the City of Lismore, New South Wales, Australia. The purpose of their study was to provide new insights from measuring the impact of a typical local sports event that prior studies could not measure well because they focused on large "mega-events." Whether the event is rare or not, the methods section should include an explanation of the following characteristics of the event: a) when did it take place; b) what were the underlying circumstances leading to the event; and, c) what were the consequences of the event in relation to the research problem.
If your subject of analysis is a person. Explain why you selected this particular individual to be studied and describe what experiences they have had that provide an opportunity to advance new understandings about the research problem. Mention any background about this person which might help the reader understand the significance of their experiences that make them worthy of study. This includes describing the relationships this person has had with other people, institutions, and/or events that support using them as the subject for a case study research paper. It is particularly important to differentiate the person as the subject of analysis from others and to succinctly explain how the person relates to examining the research problem [e.g., why is one politician in a particular local election used to show an increase in voter turnout from any other candidate running in the election]. Note that these issues apply to a specific group of people used as a case study unit of analysis [e.g., a classroom of students].
If your subject of analysis is a place. In general, a case study that investigates a place suggests a subject of analysis that is unique or special in some way and that this uniqueness can be used to build new understanding or knowledge about the research problem. A case study of a place must not only describe its various attributes relevant to the research problem [e.g., physical, social, historical, cultural, economic, political], but you must state the method by which you determined that this place will illuminate new understandings about the research problem. It is also important to articulate why a particular place as the case for study is being used if similar places also exist [i.e., if you are studying patterns of homeless encampments of veterans in open spaces, explain why you are studying Echo Park in Los Angeles rather than Griffith Park?]. If applicable, describe what type of human activity involving this place makes it a good choice to study [e.g., prior research suggests Echo Park has more homeless veterans].
If your subject of analysis is a phenomenon. A phenomenon refers to a fact, occurrence, or circumstance that can be studied or observed but with the cause or explanation to be in question. In this sense, a phenomenon that forms your subject of analysis can encompass anything that can be observed or presumed to exist but is not fully understood. In the social and behavioral sciences, the case usually focuses on human interaction within a complex physical, social, economic, cultural, or political system. For example, the phenomenon could be the observation that many vehicles used by ISIS fighters are small trucks with English language advertisements on them. The research problem could be that ISIS fighters are difficult to combat because they are highly mobile. The research questions could be how and by what means are these vehicles used by ISIS being supplied to the militants and how might supply lines to these vehicles be cut off? How might knowing the suppliers of these trucks reveal larger networks of collaborators and financial support? A case study of a phenomenon most often encompasses an in-depth analysis of a cause and effect that is grounded in an interactive relationship between people and their environment in some way.
NOTE: The choice of the case or set of cases to study cannot appear random. Evidence that supports the method by which you identified and chose your subject of analysis should clearly support investigation of the research problem and linked to key findings from your literature review. Be sure to cite any studies that helped you determine that the case you chose was appropriate for examining the problem.
IV. Discussion
The main elements of your discussion section are generally the same as any research paper, but centered around interpreting and drawing conclusions about the key findings from your analysis of the case study. Note that a general social sciences research paper may contain a separate section to report findings. However, in a paper designed around a case study, it is common to combine a description of the results with the discussion about their implications. The objectives of your discussion section should include the following:
Reiterate the Research Problem/State the Major Findings Briefly reiterate the research problem you are investigating and explain why the subject of analysis around which you designed the case study were used. You should then describe the findings revealed from your study of the case using direct, declarative, and succinct proclamation of the study results. Highlight any findings that were unexpected or especially profound.
Explain the Meaning of the Findings and Why They are Important Systematically explain the meaning of your case study findings and why you believe they are important. Begin this part of the section by repeating what you consider to be your most important or surprising finding first, then systematically review each finding. Be sure to thoroughly extrapolate what your analysis of the case can tell the reader about situations or conditions beyond the actual case that was studied while, at the same time, being careful not to misconstrue or conflate a finding that undermines the external validity of your conclusions.
Relate the Findings to Similar Studies No study in the social sciences is so novel or possesses such a restricted focus that it has absolutely no relation to previously published research. The discussion section should relate your case study results to those found in other studies, particularly if questions raised from prior studies served as the motivation for choosing your subject of analysis. This is important because comparing and contrasting the findings of other studies helps support the overall importance of your results and it highlights how and in what ways your case study design and the subject of analysis differs from prior research about the topic.
Consider Alternative Explanations of the Findings Remember that the purpose of social science research is to discover and not to prove. When writing the discussion section, you should carefully consider all possible explanations revealed by the case study results, rather than just those that fit your hypothesis or prior assumptions and biases. Be alert to what the in-depth analysis of the case may reveal about the research problem, including offering a contrarian perspective to what scholars have stated in prior research if that is how the findings can be interpreted from your case.
Acknowledge the Study's Limitations You can state the study's limitations in the conclusion section of your paper but describing the limitations of your subject of analysis in the discussion section provides an opportunity to identify the limitations and explain why they are not significant. This part of the discussion section should also note any unanswered questions or issues your case study could not address. More detailed information about how to document any limitations to your research can be found here .
Suggest Areas for Further Research Although your case study may offer important insights about the research problem, there are likely additional questions related to the problem that remain unanswered or findings that unexpectedly revealed themselves as a result of your in-depth analysis of the case. Be sure that the recommendations for further research are linked to the research problem and that you explain why your recommendations are valid in other contexts and based on the original assumptions of your study.
V. Conclusion
As with any research paper, you should summarize your conclusion in clear, simple language; emphasize how the findings from your case study differs from or supports prior research and why. Do not simply reiterate the discussion section. Provide a synthesis of key findings presented in the paper to show how these converge to address the research problem. If you haven't already done so in the discussion section, be sure to document the limitations of your case study and any need for further research.
The function of your paper's conclusion is to: 1) reiterate the main argument supported by the findings from your case study; 2) state clearly the context, background, and necessity of pursuing the research problem using a case study design in relation to an issue, controversy, or a gap found from reviewing the literature; and, 3) provide a place to persuasively and succinctly restate the significance of your research problem, given that the reader has now been presented with in-depth information about the topic.
Consider the following points to help ensure your conclusion is appropriate:
- If the argument or purpose of your paper is complex, you may need to summarize these points for your reader.
- If prior to your conclusion, you have not yet explained the significance of your findings or if you are proceeding inductively, use the conclusion of your paper to describe your main points and explain their significance.
- Move from a detailed to a general level of consideration of the case study's findings that returns the topic to the context provided by the introduction or within a new context that emerges from your case study findings.
Note that, depending on the discipline you are writing in or the preferences of your professor, the concluding paragraph may contain your final reflections on the evidence presented as it applies to practice or on the essay's central research problem. However, the nature of being introspective about the subject of analysis you have investigated will depend on whether you are explicitly asked to express your observations in this way.
Problems to Avoid
Overgeneralization One of the goals of a case study is to lay a foundation for understanding broader trends and issues applied to similar circumstances. However, be careful when drawing conclusions from your case study. They must be evidence-based and grounded in the results of the study; otherwise, it is merely speculation. Looking at a prior example, it would be incorrect to state that a factor in improving girls access to education in Azerbaijan and the policy implications this may have for improving access in other Muslim nations is due to girls access to social media if there is no documentary evidence from your case study to indicate this. There may be anecdotal evidence that retention rates were better for girls who were engaged with social media, but this observation would only point to the need for further research and would not be a definitive finding if this was not a part of your original research agenda.
Failure to Document Limitations No case is going to reveal all that needs to be understood about a research problem. Therefore, just as you have to clearly state the limitations of a general research study , you must describe the specific limitations inherent in the subject of analysis. For example, the case of studying how women conceptualize the need for water conservation in a village in Uganda could have limited application in other cultural contexts or in areas where fresh water from rivers or lakes is plentiful and, therefore, conservation is understood more in terms of managing access rather than preserving access to a scarce resource.
Failure to Extrapolate All Possible Implications Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings. If you do not, your reader may question the validity of your analysis, particularly if you failed to document an obvious outcome from your case study research. For example, in the case of studying the accident at the railroad crossing to evaluate where and what types of warning signals should be located, you failed to take into consideration speed limit signage as well as warning signals. When designing your case study, be sure you have thoroughly addressed all aspects of the problem and do not leave gaps in your analysis that leave the reader questioning the results.
Case Studies. Writing@CSU. Colorado State University; Gerring, John. Case Study Research: Principles and Practices . New York: Cambridge University Press, 2007; Merriam, Sharan B. Qualitative Research and Case Study Applications in Education . Rev. ed. San Francisco, CA: Jossey-Bass, 1998; Miller, Lisa L. “The Use of Case Studies in Law and Social Science Research.” Annual Review of Law and Social Science 14 (2018): TBD; Mills, Albert J., Gabrielle Durepos, and Eiden Wiebe, editors. Encyclopedia of Case Study Research . Thousand Oaks, CA: SAGE Publications, 2010; Putney, LeAnn Grogan. "Case Study." In Encyclopedia of Research Design , Neil J. Salkind, editor. (Thousand Oaks, CA: SAGE Publications, 2010), pp. 116-120; Simons, Helen. Case Study Research in Practice . London: SAGE Publications, 2009; Kratochwill, Thomas R. and Joel R. Levin, editors. Single-Case Research Design and Analysis: New Development for Psychology and Education . Hilldsale, NJ: Lawrence Erlbaum Associates, 1992; Swanborn, Peter G. Case Study Research: What, Why and How? London : SAGE, 2010; Yin, Robert K. Case Study Research: Design and Methods . 6th edition. Los Angeles, CA, SAGE Publications, 2014; Walo, Maree, Adrian Bull, and Helen Breen. “Achieving Economic Benefits at Local Events: A Case Study of a Local Sports Event.” Festival Management and Event Tourism 4 (1996): 95-106.
Writing Tip
At Least Five Misconceptions about Case Study Research
Social science case studies are often perceived as limited in their ability to create new knowledge because they are not randomly selected and findings cannot be generalized to larger populations. Flyvbjerg examines five misunderstandings about case study research and systematically "corrects" each one. To quote, these are:
Misunderstanding 1 : General, theoretical [context-independent] knowledge is more valuable than concrete, practical [context-dependent] knowledge. Misunderstanding 2 : One cannot generalize on the basis of an individual case; therefore, the case study cannot contribute to scientific development. Misunderstanding 3 : The case study is most useful for generating hypotheses; that is, in the first stage of a total research process, whereas other methods are more suitable for hypotheses testing and theory building. Misunderstanding 4 : The case study contains a bias toward verification, that is, a tendency to confirm the researcher’s preconceived notions. Misunderstanding 5 : It is often difficult to summarize and develop general propositions and theories on the basis of specific case studies [p. 221].
While writing your paper, think introspectively about how you addressed these misconceptions because to do so can help you strengthen the validity and reliability of your research by clarifying issues of case selection, the testing and challenging of existing assumptions, the interpretation of key findings, and the summation of case outcomes. Think of a case study research paper as a complete, in-depth narrative about the specific properties and key characteristics of your subject of analysis applied to the research problem.
Flyvbjerg, Bent. “Five Misunderstandings About Case-Study Research.” Qualitative Inquiry 12 (April 2006): 219-245.
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How To Answer A Case Study
We totally understand the dire need of students to find credible help with their case studies. Whether they are the students of a college or a university, time and again, you will be asked to make your case studies effectively. This brings to the question as to who will answer a case study impressively? Students can find several online companies that guarantee some great tips for answering your case studies nicely, but not all of them are to rely on.
We bet we have the best step to step guide with us that can easily get you to the end of your case study solutions . The following tips will promise to help you efficiently with your case, irrespective of how difficult they are. Precisely, when it comes to the question of how to answer a case study, itâs all about words. So, do not hesitate in using the correct and researched words to leave a lasting impact.
How To Answer A Consulting Case Study On Three Major Types
Case studies are not an easy task to fulfill in your academic life. If students dare to take it lightly, chances are you will not be able to impress your teachers. However, case studies do not come as easy as they sound. There are three significant types of case studies that are popular among students.
1. Legal Case Study
2. Nursing Case Study
3. Management Case Study
These are the common subjects that will lead to stress in your college or university life. With so much other stuff to do, students donât feel happy about the pressure of finding a fruitful answer to the case study. There is no doubt itâs quite a challenging situation for any student who has to make a flawless case study. Thatâs why we usually advise our students to get online help for their case study writing. Because of it, they can have fewer chances of flunking in these exams.
The Helpful 15 Tips On How To Answer A Case Study
When students have no option but to write a persuasive case study, it is preferable to set out on a journey to get external help for it. You can get easy help online. You will be pleased to know that our writing help has some best case study assignment writers who can distress you in a matter of a few hours. But, the most vital thing to know is that a student should know the basic formulas to find good answers to your case studies on their own.
We have collected some fabulous notable tips for our students can help them for years with their case studies:
1. Use Conventional Tone: The foremost thing while writing case studies is to use a professional tone to have a lasting impact on your papers.
2. Use Your Words Only: It is equally important for a student to use simple and their wording while writing case studies.
3. Donât Be Too Precise: Sometimes, providing proper sentences gives an understandable image to your case studies. Hence, soon use shorter or confusing sentences.
4. Use Examples: The students should support their case studies with relevant examples. The examples can be given through a video, statements which should prove your opinions as well.
5. Accurate Grammar: Your writing is the crucial thing, Donât engage in poorly written content. Use proper English without any grammatical errors or spelling mistakes.
6. No Acronyms: Students should avoid using acronyms while writing their case studies.
7. Use Life Experiences: Your practical life experiences are important to make a compelling case study. Try to use live examples to give a more impactful expression to your case studies.
8. Justified Statements Are Necessary: The best way to answer a case study is to agree or disagree with the justified statements.
9. Make Complete Sentences: It is also an important point to make a flawless case study paper. While writing, try to make complete sentences.
10. No Spelling Flaws: Bad grammar or wrong spellings are not tolerable. Hence, students should do keen writing with no spelling mistakes.
11. Proper Answers: Try to give proper answers to the questions.
12. Adequate Justifications: Justifications are crucial. Make adequate justifications to avoid any confusion.
13. Sufficient Reasoning: The reasoning should be enough while writing a case study.
14. No indefinite Answers: Indefinite answers cause a hell of a lot of confusion and complexity in a case study. Thatâs why the students should avoid making indefinite answers.
15. Provide Proper Conversations: It is also vital to contribute as much as possible in conversations.
How To Properly Answer A Case Study
Precisely, a good case study is a scenario that students will analyze out of a professional concept. However, it is blended with useful questions that demand definite answers. There can be a sample case study assignment online that can always help a student while writing one but, it is equally important to know the proper way of answering a case study.
- Reading a case study is the foremost important thing. Later analyze the question carefully too.
- It is mandatory to identify the issue of the case study thoroughly
- A bridge is vital to link the theory to practice
- Planning of the answers comes next.
- Start making your case study answers
- Proofread and edit it carefully to avoid mistakes
- Submit the case studies to your tutors.
How To Answer A Case Study Interview
This aspect is a bit tricky. In a case study interview, you will be given a case and will be asked to analyze the situation with possible solutions.
Here are some common and most useful tips about answering the interview questions:
- Listening carefully to the questions is the key
- Asl the proper questions
- Highlight your approach
- do brainstorming
- Don't lose focus
- Be attentive to feedback
- Prove your quantitative skills
- Summarize in detail
To write a productive case study is hard, but if you choose online help for it, this task becomes really easy. Be a smarter version of yourself and find great ways of handling the answers to your case study problems. We have a proficient team that can make this hectic task to answer your case study a piece of cake. Donât be late to avail of our quality help.
Importance OF Case Study
How To Write A Case Study For Assignment
How To Write Case Study In MBA
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Cambridge IELTS 13 Academic Reading Test 1 Answer Key
Cambridge 13 reading test 1 answers, reading passage - 1, case study: tourism new zealand website.
Case Study: Tourism New Zealand website reading answers
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âCase study: Tourism New Zealand websiteâ- Reading Answer Explanation- CAM- 13
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Here are explanations of the Questions of passage named âCase study: Tourism New Zealand websiteâ, which is from the Cambridge 13 book. The Questions that have been asked are True/False/Not Given and Blanks. You will find the locations of the Reading Answers, Keywords( highlighted and underlined) and justifications. Â
READING PASSAGE 1: Case Study: Tourism New Zealand website
Questions 1-7
Complete the table below. Choose ONE WORD ONLY  from the passage for each answer.
Write your answers in boxes 1-7  on your answer sheet.
Questions 8-13
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13  on your answer sheet, write
TRUE Â Â Â Â Â Â Â Â Â Â Â Â Â Â if the statement agrees with the information
FALSE Â Â Â Â Â Â Â Â Â Â Â Â Â if the statement contradicts the information
NOT GIVEN Â Â if there is no information on this
8 Â Â The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.
Location: 6 th paragraph
Explanation: The main keyword âready-made itinerariesâ helps to locate the answer in the first line of the paragraph. âThe website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interestsâŚâThe question statement contradicts the passage statement. âCreate itinerariesâ is opposite to the âready-made itinerariesâ. Thus, the answer is very clear.
Answer: False
9 Â Â It was found that most visitors started searching on the website by geographical location.
Explanation: The answer to this question is in the second line of the passage. âVisitors can search for activities not solely by geographical location, but also by the particular nature of the activityâŚâHere, the writer does not give information about the starting of search. Hence, no information available.
Answer: Not Given
10 Â Â According to research, 26% of visitor satisfaction is related to their accommodation.
Explanation: The main keyword âvisitor satisfactionâ is in the fourth line of the paragraph. âVisitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%…âHere, transportation and accommodation account for 26%.But in question statement 26% accounts for accommodation only. Thus, the answer is False.
11 Â Â Visitors to New Zealand like to become involved in the local culture. Location: 6 th paragraph
Explanation: The location of the answer is in the middle line of the paragraph. âIt has also been found that visitors enjoy cultural activities most when they are interactiveâŚâHere, âlike to become involved inâ is visible as âenjoy cultural activitiesâŚâThus, the answer is clear.
Answer: True
12 Â Â Visitors like staying in small hotels in New Zealand rather than in larger ones.
Location: Last paragraph
Explanation: Though the writer talks about the visitors in New Zealand. But there is no information regarding hotels in the New Zealand. Thus, no information available.
13 Â Â Many visitors feel it is unlikely that they will return to New Zealand after their visit.
Explanation: The location of the answer is in the second last line of the paragraph. âBecause of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visitâŚâHere, âoften seen as a once-in-a-lifetime visitâŚâ makes it clear that there is less possibility that they will return.  Thus, the answer is True.
âAbout Marine debris or ocean trashâ- Reading Answers Explanation- CAM -14
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What the Case Study Method Really Teaches
- Nitin Nohria
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Seven meta-skills that stick even if the cases fade from memory.
It’s been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study method excels in instilling meta-skills in students. This article explains the importance of seven such skills: preparation, discernment, bias recognition, judgement, collaboration, curiosity, and self-confidence.
During my decade as dean of Harvard Business School, I spent hundreds of hours talking with our alumni. To enliven these conversations, I relied on a favorite question: âWhat was the most important thing you learned from your time in our MBA program?â
- Nitin Nohria is the George F. Baker Jr. and Distinguished Service University Professor. He served as the 10th dean of Harvard Business School, from 2010 to 2020.
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Case Study Tourism New Zealand Website – IELTS Reading Answers
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Updated On Feb 13, 2024
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Recent IELTS Reading Test with Answers - Free PDF
The IELTS Reading Module offers a fantastic chance to achieve excellent scores. It assesses a candidate’s reading comprehension skills in English. You must comprehend the various question types in order to perform at your best in this area. Ideally, you should not spend more than 20 minutes on a passage.
The Academic passage, Case Study Tourism New Zealand Website reading answers, appeared in an IELTS Test. Try to find the answers to get an idea of the difficulty level of the passages in the actual reading test. If you want more passages to solve, try taking one of our IELTS reading practice tests.
Letâs see how easy this passage is for you and if you can solve it in 20 minutes.
The question types found in this passage are:
- Table Completion (Q. 1-7)
- True/False/Not Given (Q 8-13)
Do you want to revise the steps to solve the Matching Features questions for IELTS Academic Reading?
Check out IELTS Reading Matching Features Questions !
Reading Passage
Case Study: Tourism New Zealand WebsiteÂ
A New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the countryâs gross domestic product and is the countryâs largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself â the people, the places, and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealandâs scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.
B A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism service to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.
C To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealandâs stunning scenery as a backdrop. As the site developed, additional features were added to help independent travelers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.
D Later, a Travel Planner feature was added, which allowed visitors to click and âbookmarkâ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a âYour Wordsâ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.
E The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.
F The website was set up to allow both individuals and travel organizations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn about traditional Maori life. Many long-haul travelers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand donât want to be âone of the crowdâ and find activities that involve only a few people more special and meaningful.
G It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere â the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.
Questions 1-7
Questions 8-13.
Do the following statements agree with the information given in Reading Passage?
In boxes 8-13 on your answer sheet, write –
TRUE if the statement agrees with the information, FALSE if the statement contradicts the information, NOT GIVEN if there is no information on this.
8 The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.
9 It was found that most visitors started searching on the website by geographical location.
10 According to research, 26% of visitor satisfaction is related to their accommodation.
11 Visitors to New Zealand like to become involved in the local culture.
12 Visitors like staying in small hotels in New Zealand rather than in larger ones.
13 Many visitors feel it is unlikely that they will return to New Zealand after their visit.
â Case Study Tourism New Zealand website â IELTS Reading Answers With Location and ExplanationÂ
1 Â Answer: update
Question type: Table Completion
Answer location: Paragraph B
Answer explanation: It is mentioned in the 8th and 9th lines that, âIn addition, because participating businesses were able to update the details they gave on a regular basisâŚ.â.
2 Answer: environment
Answer explanation: It is mentioned in the last line that, âAs part of this, the effect of each business on the environment was considered.â
3 Answer: Captain
Answer location: Paragraph C
Answer explanation: It is mentioned in the 1-3 lines that, â….One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga.â
4 Answer: films
Answer explanation: It is mentioned in the 4th and 5th lines that, ââŚâŚ was an interactive journey through a number of locations chosen for blockbuster films âŚâŚ.â.
5 Answer: season
Answer explanation: It is mentioned in the 8th and 9th lines that, ââŚ. the site catalogued the most popular driving routes in the country, highlighting different routes according to the seasonâŚ..â.
6 Answer: accommodation
Answer location: Paragraph D
Answer explanation: It is mentioned in the 4th line that, ââŚ.. There were also links to accommodation in the area.â
7 Answer: blog
Answer explanation: It is mentioned in the 6th and 7th lines that, â âŚ.. The website also had a âYour Wordsâ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.â
8 Answer: FALSE
Question type: TRUE/FALSE/NOT GIVEN
Answer location: Paragraph F
Answer explanation: The response lies in Paragraph 6. The initial two lines indicate that the website’s purpose was to empower individuals and travel organizations to create their own travel plans. The website did not offer pre-packaged itineraries and travel packages.
This assertion directly opposes the information in the passage.
Hence, the answer is FALSE.
9 Answer: NOT GIVEN
Answer explanation: The answer cannot be located within the text. The question pertains to initiating a search on the website.
In Paragraph 6, line 3, the author mentions, “…visitors can search for activities not solely by geographical locations, but also by the particular nature of the activity.” However, there is no information provided regarding how to start a search.
As a result, the answer is NOT GIVEN.
10 Answer: FALSE
Answer explanation: The answer can be found in lines 4, 5, and 6 of paragraph 6.
In these lines, it is evident that the question is contradicted. Transportation and lodging makeup 26%, while visitor satisfaction makes up 74%. If only lodging constituted 26%, we could affirm that it is TRUE.
Therefore, the correct answer is FALSE.
11 Answer: TRUE
Answer explanation: It is mentioned in lines 7-9 that, ââŚ. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae (meeting ground) to learn more about traditional life.â
12 Answer: NOT GIVEN
Answer location: Paragraphs F & G
Answer explanation: Staying in hotels is not discussed, and there is also no comparison made between small and large hotels.
Therefore, the answer is NOT GIVEN.
13 Answer: TRUE
Answer location: Paragraph G
Answer explanation: It is mentioned in the 4th and 5th lines that, âBecause of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit.â
Tips for Answering the Question Types in the ‘Case Study Tourism New Zealand website’ IELTS Reading Answers
Let us check out some quick tips to answer the types of questions in the âCase Study: Tourism New Zealand websiteâ Reading Answers passage.
Table Completion:
The way to solve the table completion questions of the IELTS Reading is similar to Summary Completion. You will be asked to fill in the blanks in a small passage given in the form of a note with the relevant words or numbers. So, let us revise the strategies.
- Read the instructions carefully. It will help you determine the word limit (no more than two, one word, etc.) and important terms like âusing words from the textâ or âfrom the textâ. You have to follow these strictly.
- Go through the incomplete table first. Also, think about keywords and how they could be represented by synonyms or paraphrasing.
- Locate where the information is by scanning quickly . If you canât, move on.
- Study the reading text by using the skimming and scanning techniques . It will help to establish the answer quickly. When scanning for your answer, make sure you are thinking about paraphrasing and synonyms.
- The answers appear in the same order as the questions . Also, check your spelling and remember that your answer should be grammatically correct.
True/False/Not Given
In IELTS Reading , âTrue, False, Not Givenâ questions are based on facts. Several factual statements will be provided to you, and it is up to you to determine whether or not they are accurate by reading the text.
To answer this type of question, you can use the following strategies:
- Read the question and identify the keywords – Before reading the material, have a look at your list of True, False, and Not Given questions.
- Scan the passage for synonyms or paraphrased words of the keywords – When you have highlighted the keywords, swiftly read the text to look for paraphrases or synonyms.
- Match the highlighted words in the questions with their synonyms in the text – Once you find both sets of keywords, cross-check them to find the answer.
Identify the answer – If the facts match, the answer is TRUE, and in case it doesnât match, it is FALSE. If you are unable to find the answer or unsure of it, mark it NOT GIVEN.
Great work on attempting to solve the âCase Study: Tourism New Zealand websiteâ IELTS reading passage! To crack your IELTS Reading in the first go, try solving more of the Recent IELTS Reading Passages.
Also, check :
- In Praise Of Amateurs IELTS Reading Answers
- The True Cost Of Food Reading Answers
- Climate Change And The Inuit Reading Answers
- Zoo Conservation Programmes Reading Answers
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What do you study in your college? If you are a psychology, sociology, or anthropology student, we bet you might be familiar with what a case study is. This research method is used to study a certain person, group, or situation. In this guide from our dissertation writing service , you will learn how to write a case study professionally, from researching to citing sources properly. Also, we will explore different types of case studies and show you examples â so that you wonât have any other questions left.
What Is a Case Study?
A case study is a subcategory of research design which investigates problems and offers solutions. Case studies can range from academic research studies to corporate promotional tools trying to sell an ideaâtheir scope is quite vast.
What Is the Difference Between a Research Paper and a Case Study?
While research papers turn the readerâs attention to a certain problem, case studies go even further. Case study guidelines require students to pay attention to details, examining issues closely and in-depth using different research methods. For example, case studies may be used to examine court cases if you study Law, or a patient's health history if you study Medicine. Case studies are also used in Marketing, which are thorough, empirically supported analysis of a good or service's performance. Well-designed case studies can be valuable for prospective customers as they can identify and solve the potential customers pain point.
Case studies involve a lot of storytelling â they usually examine particular cases for a person or a group of people. This method of research is very helpful, as it is very practical and can give a lot of hands-on information. Most commonly, the length of the case study is about 500-900 words, which is much less than the length of an average research paper.
The structure of a case study is very similar to storytelling. It has a protagonist or main character, which in your case is actually a problem you are trying to solve. You can use the system of 3 Acts to make it a compelling story. It should have an introduction, rising action, a climax where transformation occurs, falling action, and a solution.
Here is a rough formula for you to use in your case study:
Problem (Act I): > Solution (Act II) > Result (Act III) > Conclusion.
Types of Case Studies
The purpose of a case study is to provide detailed reports on an event, an institution, a place, future customers, or pretty much anything. There are a few common types of case study, but the type depends on the topic. The following are the most common domains where case studies are needed:
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- Historical case studies are great to learn from. Historical events have a multitude of source info offering different perspectives. There are always modern parallels where these perspectives can be applied, compared, and thoroughly analyzed.
- Problem-oriented case studies are usually used for solving problems. These are often assigned as theoretical situations where you need to immerse yourself in the situation to examine it. Imagine youâre working for a startup and youâve just noticed a significant flaw in your productâs design. Before taking it to the senior manager, you want to do a comprehensive study on the issue and provide solutions. On a greater scale, problem-oriented case studies are a vital part of relevant socio-economic discussions.
- Cumulative case studies collect information and offer comparisons. In business, case studies are often used to tell people about the value of a product.
- Critical case studies explore the causes and effects of a certain case.
- Illustrative case studies describe certain events, investigating outcomes and lessons learned.
Need a compelling case study? EssayPro has got you covered. Our experts are ready to provide you with detailed, insightful case studies that capture the essence of real-world scenarios. Elevate your academic work with our professional assistance.
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Case Study Format
The case study format is typically made up of eight parts:
- Executive Summary. Explain what you will examine in the case study. Write an overview of the field youâre researching. Make a thesis statement and sum up the results of your observation in a maximum of 2 sentences.
- Background. Provide background information and the most relevant facts. Isolate the issues.
- Case Evaluation. Isolate the sections of the study you want to focus on. In it, explain why something is working or is not working.
- Proposed Solutions. Offer realistic ways to solve what isnât working or how to improve its current condition. Explain why these solutions work by offering testable evidence.
- Conclusion. Summarize the main points from the case evaluations and proposed solutions. 6. Recommendations. Talk about the strategy that you should choose. Explain why this choice is the most appropriate.
- Implementation. Explain how to put the specific strategies into action.
- References. Provide all the citations.
How to Write a Case Study
Let's discover how to write a case study.
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Setting Up the Research
When writing a case study, remember that research should always come first. Reading many different sources and analyzing other points of view will help you come up with more creative solutions. You can also conduct an actual interview to thoroughly investigate the customer story that you'll need for your case study. Including all of the necessary research, writing a case study may take some time. The research process involves doing the following:
- Define your objective. Explain the reason why youâre presenting your subject. Figure out where you will feature your case study; whether it is written, on video, shown as an infographic, streamed as a podcast, etc.
- Determine who will be the right candidate for your case study. Get permission, quotes, and other features that will make your case study effective. Get in touch with your candidate to see if they approve of being part of your work. Study that candidateâs situation and note down what caused it.
- Identify which various consequences could result from the situation. Follow these guidelines on how to start a case study: surf the net to find some general information you might find useful.
- Make a list of credible sources and examine them. Seek out important facts and highlight problems. Always write down your ideas and make sure to brainstorm.
- Focus on several key issues â why they exist, and how they impact your research subject. Think of several unique solutions. Draw from class discussions, readings, and personal experience. When writing a case study, focus on the best solution and explore it in depth. After having all your research in place, writing a case study will be easy. You may first want to check the rubric and criteria of your assignment for the correct case study structure.
Read Also: ' WHATÂ ISÂ AÂ CREDIBLE SOURCES ?'
Although your instructor might be looking at slightly different criteria, every case study rubric essentially has the same standards. Your professor will want you to exhibit 8 different outcomes:
- Correctly identify the concepts, theories, and practices in the discipline.
- Identify the relevant theories and principles associated with the particular study.
- Evaluate legal and ethical principles and apply them to your decision-making.
- Recognize the global importance and contribution of your case.
- Construct a coherent summary and explanation of the study.
- Demonstrate analytical and critical-thinking skills.
- Explain the interrelationships between the environment and nature.
- Integrate theory and practice of the discipline within the analysis.
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Case Study Outline
Let's look at the structure of an outline based on the issue of the alcoholic addiction of 30 people.
Introduction
- Statement of the issue: Alcoholism is a disease rather than a weakness of character.
- Presentation of the problem: Alcoholism is affecting more than 14 million people in the USA, which makes it the third most common mental illness there.
- Explanation of the terms: In the past, alcoholism was commonly referred to as alcohol dependence or alcohol addiction. Alcoholism is now the more severe stage of this addiction in the disorder spectrum.
- Hypotheses: Drinking in excess can lead to the use of other drugs.
- Importance of your story: How the information you present can help people with their addictions.
- Background of the story: Include an explanation of why you chose this topic.
- Presentation of analysis and data: Describe the criteria for choosing 30 candidates, the structure of the interview, and the outcomes.
- Strong argument 1: ex. X% of candidates dealing with anxiety and depression...
- Strong argument 2: ex. X amount of people started drinking by their mid-teens.
- Strong argument 3: ex. X% of respondentsâ parents had issues with alcohol.
- Concluding statement: I have researched if alcoholism is a disease and found out thatâŚ
- Recommendations: Ways and actions for preventing alcohol use.
Writing a Case Study Draft
After youâve done your case study research and written the outline, itâs time to focus on the draft. In a draft, you have to develop and write your case study by using: the data which you collected throughout the research, interviews, and the analysis processes that were undertaken. Follow these rules for the draft:
![case study answer reading How to Write a Case Study](https://assets-global.website-files.com/5e5d43546b94f97f39c228fa/65116db36a94d4ec1c042c11_How%20to%20Write%20a%20Case%20Study%20_%20Writing%20a%20Case%20Study%20Draft.webp)
- Your draft should contain at least 4 sections: an introduction; a body where you should include background information, an explanation of why you decided to do this case study, and a presentation of your main findings; a conclusion where you present data; and references.
- In the introduction, you should set the pace very clearly. You can even raise a question or quote someone you interviewed in the research phase. It must provide adequate background information on the topic. The background may include analyses of previous studies on your topic. Include the aim of your case here as well. Think of it as a thesis statement. The aim must describe the purpose of your workâpresenting the issues that you want to tackle. Include background information, such as photos or videos you used when doing the research.
- Describe your unique research process, whether it was through interviews, observations, academic journals, etc. The next point includes providing the results of your research. Tell the audience what you found out. Why is this important, and what could be learned from it? Discuss the real implications of the problem and its significance in the world.
- Include quotes and data (such as findings, percentages, and awards). This will add a personal touch and better credibility to the case you present. Explain what results you find during your interviews in regards to the problem and how it developed. Also, write about solutions which have already been proposed by other people who have already written about this case.
- At the end of your case study, you should offer possible solutions, but donât worry about solving them yourself.
Use Data to Illustrate Key Points in Your Case Study
Even though your case study is a story, it should be based on evidence. Use as much data as possible to illustrate your point. Without the right data, your case study may appear weak and the readers may not be able to relate to your issue as much as they should. Let's see the examples from essay writing service :
â With data: Alcoholism is affecting more than 14 million people in the USA, which makes it the third most common mental illness there. Without data: A lot of people suffer from alcoholism in the United States.
Try to include as many credible sources as possible. You may have terms or sources that could be hard for other cultures to understand. If this is the case, you should include them in the appendix or Notes for the Instructor or Professor.
Finalizing the Draft: Checklist
After you finish drafting your case study, polish it up by answering these âask yourselfâ questions and think about how to end your case study:
- Check that you follow the correct case study format, also in regards to text formatting.
- Check that your work is consistent with its referencing and citation style.
- Micro-editing â check for grammar and spelling issues.
- Macro-editing â does âthe big pictureâ come across to the reader? Is there enough raw data, such as real-life examples or personal experiences? Have you made your data collection process completely transparent? Does your analysis provide a clear conclusion, allowing for further research and practice?
Problems to avoid:
- Overgeneralization â Do not go into further research that deviates from the main problem.
- Failure to Document Limitations â Just as you have to clearly state the limitations of a general research study, you must describe the specific limitations inherent in the subject of analysis.
- Failure to Extrapolate All Possible Implications â Just as you don't want to over-generalize from your case study findings, you also have to be thorough in the consideration of all possible outcomes or recommendations derived from your findings.
How to Create a Title Page and Cite a Case Study
Let's see how to create an awesome title page.
Your title page depends on the prescribed citation format. The title page should include:
- A title that attracts some attention and describes your study
- The title should have the words âcase studyâ in it
- The title should range between 5-9 words in length
- Your name and contact information
- Your finished paper should be only 500 to 1,500 words in length.With this type of assignment, write effectively and avoid fluff
Here is a template for the APA and MLA format title page:
There are some cases when you need to cite someone else's study in your own one â therefore, you need to master how to cite a case study. A case study is like a research paper when it comes to citations. You can cite it like you cite a book, depending on what style you need.
Citation Example in MLA â Hill, Linda, Tarun Khanna, and Emily A. Stecker. HCL Technologies. Boston: Harvard Business Publishing, 2008. Print.
Citation Example in APA â Hill, L., Khanna, T., & Stecker, E. A. (2008). HCL Technologies. Boston: Harvard Business Publishing.
Citation Example in Chicago Hill, Linda, Tarun Khanna, and Emily A. Stecker. HCL Technologies.
Case Study Examples
To give you an idea of a professional case study example, we gathered and linked some below.
Eastman Kodak Case Study
Case Study Example: Audi Trains Mexican Autoworkers in Germany
To conclude, a case study is one of the best methods of getting an overview of what happened to a person, a group, or a situation in practice. It allows you to have an in-depth glance at the real-life problems that businesses, healthcare industry, criminal justice, etc. may face. This insight helps us look at such situations in a different light. This is because we see scenarios that we otherwise would not, without necessarily being there. If you need custom essays , try our research paper writing services .
Get Help Form Qualified Writers
Crafting a case study is not easy. You might want to write one of high quality, but you donât have the time or expertise. If youâre having trouble with your case study, help with essay request - we'll help. EssayPro writers have read and written countless case studies and are experts in endless disciplines. Request essay writing, editing, or proofreading assistance from our custom case study writing service , and all of your worries will be gone.
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What Is A Case Study?
How to cite a case study in apa, how to write a case study.
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Check your sources —
Googleâs âai overviewâ can give false, misleading, and dangerous answers, from glue-on-pizza recipes to recommending "blinker fluid," google's ai sourcing needs work..
Kyle Orland - May 24, 2024 11:00 am UTC
![case study answer reading This is fine.](https://cdn.arstechnica.net/wp-content/uploads/2024/05/GettyImages-1488311999-800x450.jpg)
Further Reading
Factual errors can pop up in existing LLM chatbots as well, of course. But the potential damage that can be caused by AI inaccuracy gets multiplied when those errors appear atop the ultra-valuable web real estate of the Google search results page.
"The examples we've seen are generally very uncommon queries and arenât representative of most peopleâs experiences," a Google spokesperson told Ars. "The vast majority of AI Overviews provide high quality information, with links to dig deeper on the web."
After looking through dozens of examples of Google AI Overview mistakes (and replicating many ourselves for the galleries below), we've noticed a few broad categories of errors that seemed to show up again and again. Consider this a crash course in some of the current weak points of Google's AI Overviews and a look at areas of concern for the company to improve as the system continues to roll out.
Treating jokes as facts
- The bit about using glue on pizza can be traced back to an 11-year-old troll post on Reddit. ( via ) Kyle Orland / Google
- This wasn't funny when the guys at Pep Boys said it, either. ( via ) Kyle Orland / Google
- Weird Al recommends "running with scissors" as well! ( via ) Kyle Orland / Google
Some of the funniest example of Google's AI Overview failing come, ironically enough, when the system doesn't realize a source online was trying to be funny. An AI answer that suggested using "1/8 cup of non-toxic glue" to stop cheese from sliding off pizza can be traced back to someone who was obviously trying to troll an ongoing thread . A response recommending "blinker fluid" for a turn signal that doesn't make noise can similarly be traced back to a troll on the Good Sam advice forums , which Google's AI Overview apparently trusts as a reliable source.
In regular Google searches, these jokey posts from random Internet users probably wouldn't be among the first answers someone saw when clicking through a list of web links. But with AI Overviews, those trolls were integrated into the authoritative-sounding data summary presented right at the top of the results page.
What's more, there's nothing in the tiny "source link" boxes below Google's AI summary to suggest either of these forum trolls are anything other than good sources of information. Sometimes, though, glancing at the source can save you some grief, such as when you see a response calling running with scissors "cardio exercise that some say is effective" ( that came from a 2022 post from Little Old Lady Comedy ).
Bad sourcing
- Washington University in St. Louis says this ratio is accurate, but others disagree. ( via ) Kyle Orland / Google
- Man, we wish this fantasy remake was real. ( via ) Kyle Orland / Google
Sometimes Google's AI Overview offers an accurate summary of a non-joke source that happens to be wrong. When asking about how many Declaration of Independence signers owned slaves, for instance, Google's AI Overview accurately summarizes a Washington University of St. Louis library page saying that one-third "were personally enslavers." But the response ignores contradictory sources like a Chicago Sun-Times article saying the real answer is closer to three-quarters. I'm not enough of a history expert to judge which authoritative-seeming source is right, but at least one historian online took issue with the Google AI's answer sourcing .
Other times, a source that Google trusts as authoritative is really just fan fiction. That's the case for a response that imagined a 2022 remake of 2001: A Space Odyssey , directed by Steven Spielberg and produced by George Lucas. A savvy web user would probably do a double-take before citing citing Fandom's "Idea Wiki" as a reliable source, but a careless AI Overview user might not notice where the AI got its information.
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View attachment 81471
- garbage in, garbage out. Even the LLM says it's from a Reddit post.
- people having unrealistic expectations about LLMs. Perhaps this will convince everyone that they're parroting what they're fed and have no understanding or self consciousness.
- google shooting themselves in the foot. It's one thing to give a result like the Reddit suggesion as a link to the original post on Reddit. It's another one entirely to get it in this overview where it sounds like it's endorsed by Google.
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Former President Trump is found guilty in historic New York criminal case
![case study answer reading Ximena Bustillo headshot](https://media.npr.org/assets/img/2022/05/26/ximena-bustillo_sq-02cd14a3decbd93d8257368828289f7e8fba7dc6.jpg?s=100&c=85&f=jpeg)
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Andrea Bernstein
![case study answer reading Former President Donald Trump appears for his hush money trial at Manhattan Criminal Court on Thursday, before a jury of New Yorkers convicted him on 34 felony counts.](https://npr.brightspotcdn.com/dims3/default/strip/false/crop/2667x2000+132+0/resize/1100/quality/15/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2F42%2F24%2F6c0956e0433fb746ef731e099aa0%2Fgettyimages-2154693146.jpg)
Former President Donald Trump appears for his hush money trial at Manhattan Criminal Court on Thursday, before a jury of New Yorkers convicted him on 34 felony counts. Steven Hirsch/Pool/Getty Images hide caption
For live updates about the verdict, follow NPR's live blog .
NEW YORK â Former President Donald Trump has been found guilty of 34 counts of falsifying business records to influence the outcome of the 2016 presidential election, a historic verdict as Trump, the presumptive Republican presidential nominee, campaigns again for the White House.
This is the first time a former or sitting U.S. president has been convicted of criminal charges.
On Thursday, 12 New York jurors said they unanimously agreed that Trump falsified business records to conceal a $130,000 hush money payment to adult film star Stormy Daniels to influence the 2016 contest.
The decision came after about a day and a half of deliberations.
As the verdicts were read, Trump remained silent and still. But the former president spoke to reporters outside the courtroom, calling the trial a "rigged, disgraceful trial" and saying that the "real verdict" will be rendered on Election Day.
Trump's legal team signaled it would appeal the conviction.
New York Judge Juan Merchan set sentencing for July 11 â just four days before the start of the Republican National Convention. Trump faces a maximum sentence of four years in prison, but as a first-time, white-collar offender, no prison time is necessary, and he could receive probation instead.
The jury heard from 22 witnesses during about four weeks of testimony in Manhattanâs criminal court. Jurors also weighed other evidence â mostly documents like phone records, invoices and checks to Michael Cohen, Trumpâs once loyal âfixer,â who paid Daniels to keep her story of an alleged affair with the former president quiet.
The facts of the payments and invoices labeled as legal services were not in dispute. What prosecutors needed to prove was that Trump falsified the records in order to further another crime â in this case, violating the New York election law that makes it a crime for âany two or more persons [to] conspire to promote or prevent the election of any person to a public office by unlawful means.â The jurors were able to choose whether those unlawful means were violating the Federal Election Campaign Act, falsifying tax returns or falsifying other business records.
Trumpâs defense focused intently on the credibility of Cohen and argued that influencing an election is not illegal.
The verdict came more than a year after a grand jury indicted Trump , on March 30, 2023, marking the first time a former or sitting president faced criminal charges.
Republicans dismissed the indictment as an overreach of power by Democratic District Attorney Alvin Bragg, who had brought the charges. On Thursday, following the conviction, Republican elected officials quickly rallied around Trump again.
In a news conference Thursday evening, Bragg said: "While this defendant may be unlike any other in American history, we arrived at this trial â and ultimately today at this verdict â in the same manner as every other case that comes through the courtroom doors: by following the facts and the law, and doing so without fear or favor."
What the jury heard
In August 2015, two months after Trump announced his 2016 presidential bid, David Pecker, then the publisher of the National Enquirer tabloid, met with Trump and Cohen at Trump Tower, according to testimony from Pecker and Cohen.
At that meeting, Pecker testified, it was agreed that he would be the âeyes and earsâ of the Trump campaign. His job was to look out for negative stories from women that he could âtake off the marketplaceâ by buying up the rights to the stories but never publishing them.
The plan, as Pecker outlined it, was that he would suppress these stories and at the same time publish negative stories about Trumpâs opponents. Some of these stories, Pecker said, were sent to Trump and Cohen for approval prior to publication.
Over the next year, Pecker said, he carried out this role. His testimony was corroborated by Keith Davidson, an attorney who represented both Daniels and former Playboy model Karen McDougal. In about June 2016, McDougal considered going public with her story of a yearlong affair with Trump. But Pecker bought the rights to that story, with the expectation that he would be reimbursed by Trump. That never happened.
In early October 2016, according to the testimony of former Trump communications aide Hope Hicks, the campaign was rocked by the release of the Access Hollywood tape, where Trump could be heard boasting âWhen youâre a star, they let you do it. You can do anything. Grab âem by the p****.â
The next day, according to Pecker, Cohen and Davidson, Daniels threatened to go public with accusations that she'd had a sexual encounter with Trump in 2006 in a Lake Tahoe hotel suite during a celebrity golf tournament.
In her testimony, Daniels said there was a âpower imbalanceâ when, after leaving the suiteâs restroom, she found Trump on the hotel bed in his underwear. Thatâs when, Daniels said, they had sex.
She testified that Trump had dangled a possible role on his TV show The Celebrity Apprentice . This detail â that the sex wasnât entirely wanted â caused the defense to request a mistrial, which was denied. It also provided a motive for Trump to suppress the story. Prosecutors said, âTrump knew what happened in that hotel roomâ and didnât want it to come out. The adult-film actorâs testimony also included intimate details of her alleged sexual encounter, some of which Judge Merchan agreed with the defense were not necessary.
As October 2016 drew to a close, Cohen testified, he frantically opened bank accounts and tried to come up with a way to pay the $130,000 to keep Daniels quiet. But Trump, Cohen said, wanted to delay the payment until after the election, with the idea that after the election, it wouldnât matter whether Daniels was paid.
This point, that Trump was making the payment to influence the election by keeping women voters on board, was corroborated by a number of other witnesses. Hicks testified that Trump, by then in the White House, told her that it was better the story came out in 2018, rather than 2016.
Cohen ultimately wired the money himself to Daniels, with the understanding, he said, that he would be repaid by Trump. Cohen testified to a number of conversations with Trump, backed up by phone records, including on the day he wired the payments. But the defense rattled Cohen on cross-examination when it presented evidence that one of the calls that Cohen had said was made through Trumpâs bodyguard, Keith Schiller, was instead with Schiller about threats from a 14-year-old prankster.
Still, the heart of the case rested on the testimony of what happened after the election, when the records were falsified, in particular the handwritten notes and documents from the Trump Organizationâs former comptroller, Jeff McConney.
McConney authenticated a key record: the bank statement showing Cohenâs wire transfer. That record included handwritten notes from Cohen and Trumpâs former chief financial officer, Allen Weisselberg, describing the $130,000 payment that would be âgrossed upâ to cover Cohenâs taxes. That sum, combined with another reimbursement and a bonus, for a total of $420,000, was paid out over 12 months at a rate of $35,000 per month.
The payments would be described as pursuant to a âlegal retainer.â (Weisselberg, who is serving jail time for perjury in Trumpâs civil fraud trial, did not testify.)
On the stand, Cohen described a repayment scheme that formed the basis of the 34 counts of falsified business records: 11 falsified invoices, 12 falsified ledger entries and 11 checks falsely recording the repayment as legal âretainers.â Nine of the checks were signed by Trump himself.
Cohen said he and Weisselberg met and discussed the agreement with Trump shortly before he left for Washington, on or about Jan. 17, 2020. Cohen said Trump approved the deal, saying at the end of the meeting that âit was going to be one heck of a rideâ in Washington. Cohen said he and Trump discussed the arrangement again, in early February, in the Oval Office. Photos and White House records corroborated that the two met in the Oval Office at the time.
The defense presented just two witnesses, including Robert Costello, an attorney who wanted to represent Cohen after Cohenâs home and office were searched by the FBI in 2018. Costello had been put on the stand to refute Cohenâs claim that Costello was pressuring Cohen to stay on Trumpâs âteam.â But Costelloâs emails showed that Trump was deciding which of Cohenâs lawyers he wanted to pay and that Costello was concerned about not giving âthe appearance that we are following instructions from [Rudy] Giuliani or the president,â referring to the former New York City mayor who was Trumpâs lawyer at the time.
![case study answer reading Trump supporters and their opponents spar outside of the criminal court where the former president is on trial on Wednesday in New York City. The prosecution and defense presented their closing arguments in the former president's hush money trial with prosecutor Joshua Steinglass speaking for four hours and 40 minutes. Judge Juan Merchan will give the jury their instructions before they begin their deliberations today. Former U.S. President Trump faces 34 felony counts of falsifying business records in the first of his criminal cases to go to trial. (Photo by Stephanie Keith/Getty Images)](https://npr.brightspotcdn.com/dims3/default/strip/false/crop/683x683+171+0/resize/100/quality/15/format/jpeg/?url=http%3A%2F%2Fnpr-brightspot.s3.amazonaws.com%2Ffd%2F87%2F720ddb914596accfd1aa29362b5d%2Fgettyimages-2154622852.jpg)
Trump verdict would likely move only a small number of votes, poll finds
How this conviction could affect the 2024 election.
Trump has continually blasted any criminal charges he faces as âelection interferenceâ affecting his 2024 presidential campaign.
The hush money case likely is the only one of Trumpâs four ongoing criminal cases that will be heard ahead of Election Day in November, since federal trials in Washington, D.C., and Florida, as well as a state case in Georgia, are in various stages of delays.
This decision in New York is likely to have rippling effects as Trump campaigns as the presumptive Republican presidential nominee. For now, the other 54 criminal charges he faces have not turned off potential voters, and among some Republicans, the cases have bolstered support for him. However, a conviction may not play well with independent and swing voters.
The latest NPR/PBS NewsHour/Marist poll , from May, showed that 17% of voters surveyed said they would be less likely to vote for Trump if he were convicted, while 15% said they would be more likely to vote for him. And 67% of registered voters nationally say it makes no difference to their vote if Trump is found guilty in his hush money trial.
Ian Sams, spokesperson for the White House counselâs office, said in a statement: "We respect the rule of law, and have no additional comment.â
President Biden's campaign, however, had a longer statement. âIn New York today, we saw that no one is above the law," said spokesperson Michael Tyler. "There is still only one way to keep Donald Trump out of the Oval Office: at the ballot box. Convicted felon or not, Trump will be the Republican nominee for president."
Can music education boost grades, attendance? A new case study suggests it might
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A new case study that included hundreds of Tennessee public schools suggests that music education may be tied to better math and reading scores, along with better attendance and positive social, emotional and behavioral effects.
The study, titled "Face the Music: A Case Study for Expanding Music and Arts in Schools," was the result of a joint effort between the CMA Foundation and the Mr. Holland's Opus Foundation. It examined the challenges and benefits stemming from music and arts education across 589 schools and 23 districts in Tennessee, and also included feedback from music and arts teachers, students and lifelong learners.
âMusic and arts education are playing a key role in helping students catch up after the pandemic, from helping with math and reading proficiency to coping with stress and trauma. The research is clear: arts and music classes are a must-have, not a nice-to-have," CMA Foundation Executive Director Tiffany Kerns said in a news release.
The foundations behind the study hope it will serve as a model for other states to boost music and arts education at the state and district level, along with gaining support from nonprofit organizations and philanthropy.
Here are key takeaways from the study.
Related: TN high school band gets surprise invite to perform at CMA Fest as director wins award
A connection between music, arts, math and reading
Data from the majority of districts in the study showed that students enrolled in music and arts programs demonstrated significantly higher proficiency rates in math and literacy. The majority of districts also saw better attendance rates from music and arts students, compared to schoolwide averages. These outcomes align with a handful of other studies. However, the case study report did note an important caveat: Most studies on music and arts participation don't prove it's the cause of improved academics.
Here's a look at the proficiency and attendance numbers the study revealed:
- Roughly 1-in-4 school districts reported 47% of students enrolled in music and arts programs showed reading proficiency, compared to an overall school average of 36%.
- Roughly 7-in-10 school districts reported 46% of students enrolled in music and arts programs excelled in math, compared to an overall school average of 35%.
- Roughly 3-in-4 districts reported increased attendance rates for students enrolled in music and arts programs. The study noted that schools where music and arts students outpaced the school average for attendance saw an average attendance boost of 12%.
Systemic barriers to music and arts education
The case study also outlined factors that hamper access to music and arts education for students and schools. They largely align with trends reported in the most recent National Arts Education Status Report and historical data from the Tennessee Arts Education Data Project, the study said.
The barriers for students identified in the study are:
- Participation requirements, including after-school attendance and prerequisites or auditions
- Housing insecurity
- Transportation challenges
- Participation fees
- Equipment costs
The study also showed that curriculum scheduling is a primary issue facing schools. That can disrupt the ability to offer sequential music and arts classes in every grade, allowing students to explore a variety of options and build upon their skills each year.
Recommendations for action
The study mapped out a series of recommendations for how everyone from parents and students to educators and lawmakers can take action to bolster music and arts education in Tennessee.
For school community members like parents, students and educators, that can range from simply attending music and arts events to show support to advocating for more funding for programs. The study also calls on school and state leaders to partner to fund music and arts education, train teachers and develop partnerships that help sustain those programs in schools. It also challenges philanthropic organizations to fund grants, promote advocacy and awareness and take other steps to partner with and support schools.
"Each of us can support a system of change to enhance music and arts education for a more well-rounded education for our students," the study stated.
A look at the demographics and schools
The demographics of the schools that participated were similar to the state of Tennessee as a whole, but they differed slightly when it came to the population of public school students statewide. Students in the study were:
- 16% Black or African American
- 9% Hispanic or Latino
- 2% other racial identities
- 24% socioeconomically disadvantaged
- 13% engaged in special education services
- 9% English language learners
- 2% experiencing homelessness or in foster care
- 1% identified as migrants or refugees
According to 2022-23 academic year data from the Tennessee Department of Education, here's how Tennessee schools demographics broke down:
- 24% Black and African American
- 14% Hispanic
- 3% other racial identities
- 30% economically disadvantaged
- 14% students with disabilities
- 8% English learners
- Less than 1% in foster care
- 2% experiencing homelessness
- Less than 1% identified as migrants
Here's the full list of districts that participated in the case study:
- Arlington Community Schools
- Bartlett City Schools
- Benton County Schools
- Chester County School District
- Clarksville-Montgomery County School System
- Coffee County School District
- Germantown Municipal School District
- Giles County School System
- Greene County Schools
- Hamilton County Schools
- Jackson-Madison County School District
- Knox County Schools
- Lincoln County Schools
- Marion County Schools
- Maury County Public Schools
- Metro Nashville Public Schools
- Paris Special School District
- Robertson County Schools
- Rutherford County Schools
- Tullahoma City Schools
- Weakley County Schools
- Williamson County SchoolÂ
- Wilson County Schools
The CMA Foundation is the philanthropic arm of the Country Music Association. More information, along with the foundation's extensive research and initiatives, can be found at cmafoundation.org . Learn more about the Mr. Holland's Opus Foundation at mhopus.org .
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Cambridge 13 IELTS Academic Reading Test 1
READING PASSAGE 1
You should spend about 20 minutes on Questions  1-13  which are based on Reading Passage 1 below.
Case Study: Tourism New Zealand website
New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the countryâs gross domestic product, and is the countryâs largest export sector. Unlike other export sectors, which make products and then sell them overseas, tourism brings its customers to New Zealand. The product is the country itself â the people, the places and the experiences. In 1999, Tourism New Zealand launched a campaign to communicate a new brand position to the world. The campaign focused on New Zealandâs scenic beauty, exhilarating outdoor activities and authentic Maori culture, and it made New Zealand one of the strongest national brands in the world.
A key feature of the campaign was the website www.newzealand.com, which provided potential visitors to New Zealand with a single gateway to everything the destination had to offer. The heart of the website was a database of tourism services operators, both those based in New Zealand and those based abroad which offered tourism service to the country. Any tourism-related business could be listed by filling in a simple form. This meant that even the smallest bed and breakfast address or specialist activity provider could gain a web presence with access to an audience of long-haul visitors. In addition, because participating businesses were able to update the details they gave on a regular basis, the information provided remained accurate. And to maintain and improve standards, Tourism New Zealand organised a scheme whereby organisations appearing on the website underwent an independent evaluation against a set of agreed national standards of quality. As part of this, the effect of each business on the environment was considered.
To communicate the New Zealand experience, the site also carried features relating to famous people and places. One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga. Another feature that attracted a lot of attention was an interactive journey through a number of the locations chosen for blockbuster films which had made use of New Zealandâs stunning scenery as a backdrop. As the site developed, additional features were added to help independent travelers devise their own customised itineraries. To make it easier to plan motoring holidays, the site catalogued the most popular driving routes in the country, highlighting different routes according to the season and indicating distances and times.
Later, a Travel Planner feature was added, which allowed visitors to click and âbookmarkâ places or attractions they were interested in, and then view the results on a map. The Travel Planner offered suggested routes and public transport options between the chosen locations. There were also links to accommodation in the area. By registering with the website, users could save their Travel Plan and return to it later, or print it out to take on the visit. The website also had a âYour Wordsâ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.
The Tourism New Zealand website won two Webby awards for online achievement and innovation. More importantly perhaps, the growth of tourism to New Zealand was impressive. Overall tourism expenditure increased by an average of 6.9% per year between 1999 and 2004. From Britain, visits to New Zealand grew at an average annual rate of 13% between 2002 and 2006, compared to a rate of 4% overall for British visits abroad.
The website was set up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests. On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity. This is important as research shows that activities are the key driver of visitor satisfaction, contributing 74% to visitor satisfaction, while transport and accommodation account for the remaining 26%. The more activities that visitors undertake, the more satisfied they will be. It has also been found that visitors enjoy cultural activities most when they are interactive, such as visiting a marae  (meeting ground) to learn about traditional Maori life. Many long-haul travelers enjoy such learning experiences, which provide them with stories to take home to their friends and family. In addition, it appears that visitors to New Zealand donât want to be âone of the crowdâ and find activities that involve only a few people more special and meaningful.
It could be argued that New Zealand is not a typical destination. New Zealand is a small country with a visitor economy composed mainly of small businesses. It is generally perceived as a safe English-speaking country with a reliable transport infrastructure. Because of the long-haul flight, most visitors stay for longer (average 20 days) and want to see as much of the country as possible on what is often seen as a once-in-a-lifetime visit. However, the underlying lessons apply anywhere â the effectiveness of a strong brand, a strategy based on unique experiences and a comprehensive and user-friendly website.
READING PASSAGE 2
You should spend about 20 minutes on Questions 14-26  which are based on Reading Passage 2 below.Â
Why being bored is stimulating â and useful, too
This most common of emotions is turning out to be more interesting than we thought
We all know how it feels â itâs impossible to keep your mind on anything, time stretches out, and all the things you could do seem equally unlikely to make you feel better. But defining boredom so that it can be studied in the lab has proved difficult. For a start, it can include a lot of other mental states, such as frustration, apathy, depression and indifference. There isnât even agreement over whether boredom is always a low-energy, flat kind of emotion or whether feeling agitated and restless counts as boredom, too. In his book, Boredom: A Lively History , Peter Toohey at the University of Calgary, Canada, compares it to disgust â an emotion that motivates us to stay away from certain situations. âIf disgust protects humans from infection, boredom may protect them from âinfectiousâ social situations,â he suggests.
By asking people about their experiences of boredom, Thomas Goetz and his team at the University of Konstanz in Germany have recently identified five distinct types: indifferent, calibrating, searching, reactant and apathetic. These can be plotted on two axes â one running left to right, which measures low to high arousal, and the other from top to bottom, which measures how positive or negative the feeling is. Intriguingly, Goetz has found that while people experience all kinds of boredom, they tend to specialise in one. Of the five types, the most damaging is âreactantâ boredom with its explosive combination of high arousal and negative emotion. The most useful is what Goetz calls âindifferentâ boredom: someone isnât engaged in anything satisfying but still feels relaxed and calm. However, it remains to be seen whether there are any character traits that predict the kind of boredom each of us might be prone to.
Psychologist Sandi Mann at the University of Central Lancashire, UK, goes further. âAll emotions are there for a reason, including boredom,â she says. Mann has found that being bored makes us more creative. âWeâre all afraid of being bored but in actual fact it can lead to all kinds of amazing things,â she says. In experiments published last year, Mann found that people who had been made to feel bored by copying numbers out of the phone book for 15 minutes came up with more creative ideas about how to use a polystyrene cup than a control group. Mann concluded that a passive, boring activity is best for creativity because it allows the mind to wander. In fact, she goes so far as to suggest that we should seek out more boredom in our lives.
Psychologist John Eastwood at York University in Toronto, Canada, isnât convinced. âIf you are in a state of mind-wandering you are not bored,â he says. âIn my view, by definition boredom is an undesirable state.â That doesnât necessarily mean that it isnât adaptive, he adds. âPain is adaptive â if we didnât have physical pain, bad things would happen to us. Does that mean that we should actively cause pain? No. But even if boredom has evolved to help us survive, it can still be toxic if allowed to fester.â For Eastwood, the central feature of boredom is a failure to put our âattention systemâ into gear. This causes an inability to focus on anything, which makes time seem to go painfully slowly. Whatâs more, your efforts to improve the situation can end up making you feel worse. âPeople try to connect with the world and if they are not successful thereâs that frustration and irritability,â he says. Perhaps most worryingly, says Eastwood, repeatedly failing to engage attention can lead to state where we donât know what to do any more, and no longer care.
Eastwoodâs team is now trying to explore why the attention system fails. Itâs early days but they think that at least some of it comes down to personality. Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly. Other personality traits, such as curiosity, are associated with a high boredom threshold. More evidence that boredom has detrimental effects comes from studies of people who are more or less prone to boredom. It seems those who bore easily face poorer prospects in education, their career and even life in general. But of course, boredom itself cannot kill â itâs the things we do to deal with it that may put us in danger. What can we do to alleviate it before it comes to that? Goetzâs group has one suggestion. Working with teenagers, they found that those who âapproachâ a boring situation â in other words, see that itâs boring and get stuck in anyway â report less boredom than those who try to avoid it by using snacks, TV or social media for distraction.
Psychologist Francoise Wemelsfelder speculates that our over-connected lifestyles might even be a new source of boredom. âIn modern human society there is a lot of overstimulation but still a lot of problems finding meaning,â she says. So instead of seeking yet more mental stimulation, perhaps we should leave our phones alone, and use boredom to motivate us to engage with the world in a more meaningful way.
READING PASSAGE 3
You should spend about 20 minutes on Questions 27-40  which are based on Reading Passage 3 below.
Artificial artist?
Can computers really create works of art?
The Painting Fool is one of a growing number of computer programs which, so their makers claim, possess creative talents. Classical music by an artificial composer has had audiences enraptured, and even tricked them into believing a human was behind the score. Artworks painted by a robot have sold for thousands of dollars and been hung in prestigious galleries. And software has been built which creates are that could not have been imagined by the programmer.
Human beings are the only species to perform sophisticated creative acts regularly. If we can break this process down into computer code, where does that leave human creativity? âThis is a question at the very core of humanity,â says Geraint Wiggins, a computational creativity researcher at Goldsmiths, University of London. âIt scares a lot of people. They are worried that it is taking something special away from what it means to be human.â
To some extent, we are all familiar with computerised art. The question is: where does the work of the artist stop and the creativity of the computer begin? Consider one of the oldest machine artists, Aaron, a robot that has had paintings exhibited in Londonâs Tate Modern and the San Francisco Museum of Modern Art. Aaron can pick up a paintbrush and paint on canvas on its own. Impressive perhaps, but it is still little more than a tool to realise the programmerâs own creative ideas.
Simon Colton, the designer of the Painting Fool, is keen to make sure his creation doesnât attract the same criticism. Unlike earlier âartistsâ such as Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material. The software runs its own web searches and trawls through social media sites. It is now beginning to display a kind of imagination too, creating pictures from scratch. One of its original works is a series of fuzzy landscapes, depicting trees and sky. While some might say they have a mechanical look, Colton argues that such reactions arise from peopleâs double standards towards software-produced and human-produced art. After all, he says, consider that the Painting Fool painted the landscapes without referring to a photo. âIf a child painted a new scene from its head, youâd say it has a certain level of imagination,â he points out. âThe same should be true of a machine.â Software bugs can also lead to unexpected results. Some of the Painting Foolâs paintings of a chair came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike quality. Human artists like the renowned Ellsworth Kelly are lauded for limiting their colour palette â so why should computers be any different?
Researchers like Colton donât believe it is right to measure machine creativity directly to that of humans who âhave had millennia to develop our skillsâ. Others, though, are fascinated by the prospect that a computer might create something as original and subtle as our best artists. So far, only one has come close. Composer David Cope invented a program called Experiments in Musical Intelligence, or EMI. Not only did EMI create compositions in Copeâs style, but also that of the most revered classical composers, including Bach, Chopin and Mozart. Audiences were moved to tears, and EMI even fooled classical music experts into thinking they were hearing genuine Bach. Not everyone was impressed however. Some, such as Wiggins, have blasted Copeâs work as pseudoscience, and condemned him for his deliberately vague explanation of how the software worked. Meanwhile, Douglas Hofstadter of Indiana University said EMI created replicas which still rely completely on the original artistâs creative impulses. When audiences found out the truth they were often outraged with Cope, and one music lover even tried to punch him. Amid such controversy, Cope destroyed EMIâs vital databases.
But why did so many people love the music, yet recoil when the discovered how it was composed? A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue. He asked both expert musicians and non-experts to assess six compositions. The participants werenât told beforehand whether the tunes were composed by humans or computers, but were asked to guess, and then rate how much they liked each one. People who thought the composer was a computer tended to dislike the piece more than those who believed it was human. This was true even among the experts, who might have been expected to be more objective in their analyses.
Where does this prejudice come from? Paul Bloom of Yale University has a suggestion: he reckons part of the pleasure we get from art stems from the creative process behind the work. This can give it an âirresistible essenceâ, says Bloom. Meanwhile, experiments by Justin Kruger of New York University have shown that peopleâs enjoyment of an artwork increases if they think more time and effort was needed to create it. Similarly, Colton thinks that when people experience art, they wonder what the artist might have been thinking or what the artist is trying to tell them. It seems obvious, therefore, that with computers producing art, this speculation is cut short â thereâs nothing to explore. But as technology becomes increasingly complex, finding those greater depths in computer art could become possible. This is precisely why Colton asks the Painting Fool to tap into online social networks for its inspiration: hopefully this way it will choose themes that will already be meaningful to us.
Complete the table below.
Choose ONE WORD ONLY  from the passage for each answer.
Write your answers in boxes 1-7  on your answer sheet.
Do the following statements agree with the information given in Reading Passage 1?
In boxes 8-13  on your answer sheet, write
TRUE Â if the statement agrees with the information
FALSE if the statement contradicts the information
NOT GIVEN if there is no information on this
8. The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.
9. It was found that most visitors started searching on the website by geographical location.
10. According to research, 26% of visitor satisfaction is related to their accommodation.
11. Visitors to New Zealand like to become involved in the local culture.
12. Visitors like staying in small hotels in New Zealand rather than in larger ones.
13. Many visitors feel it is unlikely that they will return to New Zealand after their visit.
Reading Passage 2 has six paragraphs, A-F
Choose the correct heading for each paragraph from the list of headings below.
Write the correct number, i-viii , in boxes 14-19  on your answer sheet.
List of Headings
i           The productive outcomes that may result from boredom
ii          What teachers can do to prevent boredomÂ
iii         A new explanation and a new cure for boredom
iv        Problems with a scientific approach to boredom
v          A potential danger arising from boredom
vi         Creating a system of classification for feelings of boredom
vii        Age groups most affected by boredom
viii        Identifying those most affected by boredom
14. Paragraph A
15. Paragraph B
16. Paragraph C
17. Paragraph D
18. Paragraph E
19. Paragraph F
Look at the following people (Questions 20-23 ) and the list of ideas below.
Match each person with the correct idea, A-E .
List of Ideas
A Â Â Â Â The way we live today may encourage boredom.
B Â Â Â Â One sort of boredom is worse than all the others.
C Â Â Â Â Levels of boredom may fall in the future.
D Â Â Â Â Trying to cope with boredom can increase its negative effects.
E Â Â Â Â Boredom may encourage us to avoid an unpleasant experience.
Write the correct letter, A-E , in boxes 20-23  on your answer sheet.
20. Peter Toohey
21. Thomas Goetz
22. John Eastwood
23. Francoise Wemelsfelder
Complete the summary below.
Write your answers in boxes 24-26  on your answer sheet.
Responses to boredom
For John Eastwood, the central feature of boredom is that people cannot 24. , due to a failure in what he calls the âattention systemâ, and as a result they become frustrated and irritable. His team suggests that those for whom 25.  is an important aim in life may have problems in coping with boredom, whereas those who have the characteristic of 26.  can generally cope with it.
Choose the correct letter, A , B , C  or D .
Write the correct letter in boxes 27-31  on your answer sheet.
27. What is the writer suggesting about computer-produced works in the first paragraph?
28. According to Geraint Wiggins, why are many people worried by computer art?
29. What is a key difference between Aaron and the Painting Fool?
30. What point does Simon Colton make in the fourth paragraph?
31. The writer refers to the paintings of a chair as an example of computer art which
Complete each sentence with the correct ending, A-G  below.
Write the correct letter, A-G , in boxes 32-37  on your answer sheet.
A Â Â Â Â generating work that was virtually indistinguishable from that of humans.
B Â Â Â Â knowing whether it was the work of humans or software.
C Â Â Â Â producing work entirely dependent on the imagination of its creator.
D Â Â Â Â comparing the artistic achievements of humans and computers.
EÂ Â Â Â revealing the technical details of his program.
FÂ Â Â Â persuading the public to appreciate computer art.
GÂ Â Â discovering that it was the product of a computer program
32. Simon Colton says it is important to consider the long-term view then
33. David Copeâs EMI software surprised people by
34. Geraint Wiggins criticized Cope for not
35. Douglas Hofstadter claimed that EMI was
36. Audiences who had listened to EMIâs music became angry after
37. The participants in David Moffatâs study had to assess music without
Do the following statements agree with the claims of the writer in Reading Passage 3?
In boxes 38-40  on your answer sheet, write
YES if the statement agrees with the claims of the writer
NO if the statement contradicts the claims of the writer
NOT GIVEN if it is impossible to say what the writer thinks about this
38. Moffatâs research may help explain peopleâs reactions to EMI.
39. The non-experts in Moffatâs study all responded in a predictable way.
40. Justin Krugerâs findings cast doubt on Paul Bloomâs theory about peopleâs prejudice towards computer art.
![case study answer reading clock.png](https://www.ieltsolve.com/wp-content/plugins/quiz-master-next/assets/clock.png)
Time’s up
2. environment
6. accommodation
9. NOT GIVEN
12. NOT GIVEN
25. pleasure
26. curiosity
39. NOT GIVEN
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27 out of 40
That is now corrected, Thank you!
The box for questions # 20 to 23 and 32 to 37 are missing.
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On Chinese doping case, lawmakers demand action, answers from Olympic and law-enforcement leaders
FILE - Polandâs Sports Minister Witold Banka speaks during an interview March 18, 2019, in Warsaw, Poland. A bipartisan group of U.S. senators sent a letter Wednesday, May 22, 2024, to Banka, now the leader of the World Anti-Doping Agency, asking about the case in which 23 Chinese swimmers were cleared to compete at the Tokyo Olympics despite positive tests for a banned drug. (AP Photo/Czarek Sokolowski, File)
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A bipartisan group of U.S. senators sent a letter Wednesday to the leader of the World Anti-Doping Agency asking for answers about the case in which 23 Chinese swimmers were cleared to compete at the Tokyo Olympics despite positive tests for a banned drug.
That letter came a day after a bipartisan group from the House sent a similar request to IOC President Thomas Bach and a letter to Attorney General Merrick Garland and FBI Director Christopher Wray asking for a briefing on federal investigatorsâ knowledge of the case.
âIt is not just this one incident that causes concern for many athletes, anti-doping agencies, and fans across the world, but it is the fact that WADA has long shown questionable ethical behavior,â said the letter sent from Sens. Marsha Blackburn, R-Tenn., John Hickenlooper, D-Colo., and Richard Blumenthal, D-Conn.
Last month, German broadcaster ARD and the New York Times reported that Chinese authorities determined the swimmers who had tested positive for a banned heart medication would not be punished because they had accidentally ingested the banned heart medication found in a hotel kitchen.
The story triggered a harsh backlash from WADA critics who said the agency did not follow its own rules when it decided to accept Chinaâs explanation for the positives instead of further pursuing the case. WADA has argued it handled the case appropriately and that, given the circumstances, it would have had virtually no chance of winning the case on appeal.
Three of the swimmers who were cleared won gold medals less than a year later in Tokyo.
âThis scandal raises serious legal, ethical, and competitive concerns and may constitute a broader state-sponsored strategy by the Peopleâs Republic of China (PRC) to unfairly compete at the Olympic Games,â Reps. John Moolenaar, R-Mich., and Raja Krishnamoorthi, D-Ill., wrote to Wray and Garland.
Moolenaar is chair and Krishnamoorthi is ranking member on the House Select Committee on the Chinese Communist Party.
They and the senators also focused on reporting by The Associated Press that pointed out China had donated nearly $2 million above its required annual dues to WADA programs in the two years before this case erupted. The lawmakers questioned whether WADAâs sponsorship deal with a Chinese-based sports products company was a conflict of interest.
âThe global anti-doping system â a bedrock of the international sports community â is built upon trust and accountability,â the senators wrote in their letter to WADA President Witold Banka. âWhen WADA loses the international communityâs trust, it can no longer effectively do its job.â
WADA appointed a Swiss prosecutor to conduct an investigation into the case and the agencyâs handling of it. Critics have said the terms of that investigation arenât broad enough and have asked for a wider probe, along with full disclosure of notes involved in the case file.
âWhile the recent appointment of a special prosecutor to investigate these claims is a step in the right direction, that appointment is not enough â real accountability from an independent auditor is imperative,â the senators wrote.
AP Summer Olympics: https://apnews.com/hub/2024-paris-olympic-games
Study considers human medicine for answers on common canine immune disease
- Sarah Boudreau
29 May 2024
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![Oakley 1 (From left) Oakley Milam , MacKenzie Milam, and Sierra Travis in front of the veterinary college..](https://news.vt.edu/content/news_vt_edu/en/articles/2024/05/vetmed-autoimmune-research/_jcr_content/article-image.transform/m-medium/image.jpg)
Like many other 3-year-old dogs, Oakley is full of energy. After coming back to her home in Beckley, West Virginia, after a run one day, everything seemed normal â but suddenly, Oakleyâs nose started dripping blood.Â
Oakley is a rambunctious, âaccident-proneâ Doberman pinscher pup who gets knicks and scratches all the time and has never had a problem before, so the sudden, unstoppable bleeding terrified her owners, MacKenzie Milam and her mother Jennifer Milam.Â
After driving to multiple clinics, Oakley and her owners landed at the Virginia-Maryland College of Veterinary Medicine âs Veterinary Teaching Hospital (VTH) in the early hours of the morning.
Oakley didnât lose any of her pep and playfulness, but she kept bleeding. At the VTH, the internal medicine team determined that Oakley had a disorder called immune-mediated thrombocytopenia (ITP). With medication, Oakleyâs bleeding subsided.
When MacKenzie and Jennifer learned that assistant professor of small animal internal medicine Ashley Wilkinson is conducting a study on ITP, they jumped at the chance to enroll her.Â
"If you can help someone, or another animal, by all means,â Jennifer Milam said.Â
Research into ITP has the potential to help many dogs, as canine ITP is a common disorder, and itâs one of the top causes of a low platelet count in dogs.Â
"We see ITP very frequently in the hospital â there are many happy cases, but there are unfortunately also sad ones, so there's a lot of work to be done there," said Wilkinson.
ITP is an autoimmune disorder where the immune system destroys platelets, blood cells that bind together to stop bleeding. Most dogs are diagnosed with ITP after a scary, unstoppable bleeding incident like in Oakley's case, but some dogs are diagnosed after routine bloodwork finds an unexplainably low platelet count.
![Oakley 2 Oakley sitting in front of a mirrored window.](https://news.vt.edu/content/news_vt_edu/en/articles/2024/05/vetmed-autoimmune-research/_jcr_content/content/vtcontainer/vtcontainer-content/vtcontainer/vtcontainer-content/adaptiveimage.transform/m-medium/image.jpg)
This discrepancy piqued Wilkinson's interest.Â
"With ITP in dogs, there's a huge spectrum in terms of presentation â some will be very stable and won't even have bleeding tendencies, and some will be very critical in the ICU with multiple blood transfusions, and some won't make it. It seems that the platelet count doesn't dictate what they look like clinically â it seems that there's something we're missing that affects their clinical picture," said Wilkinson.
The answer may lie in human medicine. In humans, it's difficult to differentiate between ITP and immune thrombotic thrombocytopenic purpura (iTTP), a diagnosis that does not exist in dogs.Â
Humans with iTTP have a deficiency of an enzyme called ADAMTS13 that's responsible for breaking down proteins that help with blood clotting called von Willebrand factor. With von Willebrand factor unchecked, blood clots excessively, resulting in a low platelet count due to the platelets being used excessively in the blood clots. Paradoxically, people with iTTP experience problems with both blood clots and excessive bleeding.Â
Wilkinson's study looks at the levels of ADAMTS13 in dogs with ITP, exploring the possibility that some dogs diagnosed with ITP may in fact have a different disorder similar to iTTP in humans.
"We typically use animal models to help us understand human disease, but in this case, humans are helping us consider this as a disease in animals," explained Sierrah Travis , a small animal internal medicine resident who also works on the study.
If they find that some dogs with ITP have low ADAMST13, it could kick off more research that could yield new, more effective treatments for those dogs who struggle with low platelets and bleeding problems.Â
That means more happy endings like Oakleyâs.
Thanks to treatment and routine blood tests to monitor her ITP, Oakley has bounced back. Her owners report that she's had incidents where she's had nicks and scratches, and her blood has clotted like normal.Â
"Weâre so happy sheâs doing well â these success stories really warm our hearts,â said Travis.
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Reading Passage 1: The headline of the passage: Case Study: Tourism New Zealand website Questions 1-7 (Completing table with ONE WORD ONLY):In this type of question, candidates are asked to write only one word to complete a table on the given topic. For this type of question, first, skim the passage to find the keywords in the paragraph concerned with the answer, and then scan to find the ...
When faced with a case study question, it's important to approach it in a structured and logical manner. Here are some tips on how to answer case study questions effectively: 1. Understand the question: Start by carefully reading and understanding the case study question. Break it down into smaller parts and make sure you fully comprehend ...
đ¤ How to Use Our Case Study Answer Generator. Getting a case study analysis has never been easierâsee for yourself! Paste your case study into the field.; Add questions or issues you need to address in your analysis.; Press "Analyze now."; Get the results!; Keep in mind that the results provided by the tool are to be used for reference purposes only.
Although case studies have been discussed extensively in the literature, little has been written about the specific steps one may use to conduct case study research effectively (Gagnon, 2010; Hancock & Algozzine, 2016).Baskarada (2014) also emphasized the need to have a succinct guideline that can be practically followed as it is actually tough to execute a case study well in practice.
The Case Analysis Coach is an interactive tutorial on reading and analyzing a case study. The Case Study Handbook covers key skills students need to read, understand, discuss and write about cases. The Case Study Handbook is also available as individual chapters to help your students focus on specific skills.
READING PASSAGE 1. You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below. Case Study: Tourism New Zealand website. New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world.
To approach case study questions effectively, it is important to follow a structured approach and utilize critical thinking skills. 1. Understand the problem: Begin by carefully reading and understanding the case study. Take note of the key information and any data provided.
Here are a few tips on how to answer questions relating to case studies; 1)Read the case-study carefully: Case-studies will run up to many lines. So, do not think twice about spending time on reading the question. Read it the second time if [o haven't understood clearly. We Will Write a Custom Case Study Specifically. For You For Only $13.90 ...
Case Study: Tourism New Zealand website. New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country's gross domestic product, and is the country's largest export sector. Unlike other export sectors, which make ...
Answer: employee (s') // staff Locate. 13. Answer: 30 days Locate. IMPLEMENTING THE CYCLE OF SUCCESS: A CASE STUDY reading practice test has 13 questions belongs to the Education subject. In total 13 questions, 8 questions are Matching Information form, 5 questions are Sentence Completion form.
A case study is a detailed study of a specific subject, such as a person, group, place, event, organization, or phenomenon. Case studies are commonly used in social, educational, clinical, and business research. A case study research design usually involves qualitative methods, but quantitative methods are sometimes also used.
A case study is a research method that involves an in-depth analysis of a real-life phenomenon or situation. Learn how to write a case study for your social sciences research assignments with this helpful guide from USC Library. Find out how to define the case, select the data sources, analyze the evidence, and report the results.
Identify the key problems and issues in the case study. Formulate and include a thesis statement, summarizing the outcome of your analysis in 1-2 sentences. Background. Set the scene: background information, relevant facts, and the most important issues. Demonstrate that you have researched the problems in this case study. Evaluation of the Case
Try to use live examples to give a more impactful expression to your case studies. 8. Justified Statements Are Necessary: The best way to answer a case study is to agree or disagree with the justified statements. 9. Make Complete Sentences: It is also an important point to make a flawless case study paper.
Cambridge IELTS 13 - Cambridge 13 reading test 1 answers - case study tourism new zealand website reading answers, artificial artists reading answers
The Academic passage 'Implementing The Cycle Of Success: A Case Study ' is a reading passage that appeared in an IELTS Test.Try to find the answers to get an idea of the difficulty level of the passages in the actual reading test. If you want more passages to solve, try taking one of our IELTS reading practice tests. Implementing The Cycle Of Success: A Case Study
March 4, 2023. 'Case study: Tourism New Zealand website'- Reading Answer Explanation- CAM- 13. Here are explanations of the Questions of passage named 'Case study: Tourism New Zealand website', which is from the Cambridge 13 book. The Questions that have been asked are True/False/Not Given and Blanks.
What the Case Study Method Really Teaches. Summary. It's been 100 years since Harvard Business School began using the case study method. Beyond teaching specific subject matter, the case study ...
The Academic passage, Case Study Tourism New Zealand Website reading answers, appeared in an IELTS Test. Try to find the answers to get an idea of the difficulty level of the passages in the actual reading test. If you want more passages to solve, try taking one of our IELTS reading practice tests. Let's see how easy this passage is for you ...
Explain what you will examine in the case study. Write an overview of the field you're researching. Make a thesis statement and sum up the results of your observation in a maximum of 2 sentences. Background. Provide background information and the most relevant facts. Isolate the issues.
Some of the funniest example of Google's AI Overview failing come, ironically enough, when the system doesn't realize a source online was trying to be funny. An AI answer that suggested using "1/8 ...
The hush money case likely is the only one of Trump's four ongoing criminal cases that will be heard ahead of the 2024 election in November, since federal trials in Washington, D.C., and Florida ...
0:45. A new case study that included hundreds of Tennessee public schools suggests that music education may be tied to better math and reading scores, along with better attendance and positive ...
Elon Musk's brain-chip company Neuralink is looking to enroll three participants to evaluate its implant in a study that could last more than five years. Neuralink is seeking three paralyzed ...
Cambridge 13 IELTS Academic Reading Test 1. View Answers. READING PASSAGE 1. You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below. Case Study: Tourism New Zealand website. New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the ...
A bipartisan group of U.S. senators sent a letter Wednesday to the leader of the World Anti-Doping Agency asking for answers about the case in which 23 Chinese swimmers were cleared to compete at the Tokyo Olympics despite positive tests for a banned drug.. That letter came a day after a bipartisan group from the House sent a similar request to IOC President Thomas Bach and a letter to ...
Oakley, a 3-year-old Doberman pinscher from Beckley, West Virginia, recovers from a severe case of immune-mediated thrombocytopenia (ITP) thanks to advanced treatment at Virginia-Maryland College of Veterinary Medicine, where research into the disease could lead to breakthroughs in treatment for dogs.
Staff Picks for Splunk Security Reading May 2024. Hello, everyone! Welcome to the Splunk staff picks blog. Each month, Splunk security experts curate a list of presentations, whitepapers, and customer case studies that we feel are worth a read. Check out our previous staff security picks, and we hope you enjoy.
CASE STUDY: TOURISM NEW ZEALAND WEBSITE. You should spend about 20 minutes on Questions 1-13 which are based on Reading Passage 1 below. New Zealand is a small country of four million inhabitants, a long-haul flight from all the major tourist-generating markets of the world. Tourism currently makes up 9% of the country's gross domestic ...