Case Study Problem 7
ted 演讲结构
ted 演讲结构Ted演讲结构如下：一、引言（Introduction）在Ted演讲中，引言部分是非常重要的，它的作用是吸引听众的注意力并介绍演讲的主题。
演讲者通常会用一个引人入胜的故事、一个令人震惊的统计数据或一个引人思考的问题来引起听众的兴趣，激发他们的好奇心。
二、个人故事（Personal Story）接下来，演讲者会通过分享自己的个人故事或经历来与听众建立联系。
这个部分的目的是让听众感受到演讲者的亲切和真实性，使他们更容易接受演讲者的观点和理念。
三、问题提出（Problem Statement）在演讲的第三部分，演讲者会明确地提出一个问题或挑战。
这个问题可以是社会问题、环境问题、科技问题等等。
演讲者会通过描述问题的严重性和影响力来引起听众的关注，并为解决这个问题提供一个框架。
四、解决方案（Solution）在演讲的解决方案部分，演讲者会详细介绍自己的解决方案或观点。
他们会提供相关的背景信息、研究数据和案例研究，来支持自己的观点。
演讲者可以使用图表、图像等辅助材料来更直观地展示解决方案的可行性和效果。
五、实施计划（Implementation Plan）在解决方案部分之后，演讲者会详细介绍实施计划。
他们会讲述如何将解决方案转化为行动，并达到预期的目标。
演讲者会说明所需的资源、时间表和相关的合作伙伴，以确保解决方案的顺利实施。
六、案例分享（Case Study）在实施计划部分之后，演讲者会分享一个真实的案例研究。
这个案例研究可以是一个成功的实施案例，也可以是一个失败的教训。
演讲者通过分享这个案例研究，来进一步证明他们的解决方案的可行性和有效性。
七、总结（Conclusion）在总结部分，演讲者会再次强调演讲的主题和目标，并总结演讲的要点。
他们会鼓励听众思考和行动起来，以解决所提出的问题或挑战。
八、提问环节（Q&A）在演讲的最后，演讲者会留出一定的时间与听众进行互动，回答他们的问题。
这个环节可以帮助演讲者更深入地探讨演讲的主题，并与听众建立更紧密的联系。
Case Study Research(个案研究)
Case Study Research
Robert K. Yin
1、导论：如何把握是否及何时运用案例研究方法
使用各种研究方法的前提条件：○
1该研究所要回答的问题的类型是什么；○2研究者对研究对象及事件的控制程度如何；○
3研究的重心是当前发生的事，或者是过去发生的事。
2、案例研究方案的设计：选定案例，确立研究的逻辑
3、收集案例研究资料的准备：开始收集案例研究资料之前，你需要做什么
4、收集案例研究资料：从六种来源获取证据时所要遵守的一些原则
5
、案例研究的证据分析：怎样开始分析？选择哪些分析策略？这些
策略的效果如何？
6、撰写案例研究报告：写什么和怎么写。
Case Study
Case Study 1•Richard’s sincere compliments on the wonderful meal misunderstood by the Egyptian family becauseRichard chose to praise the food itself rather than thetotal evening in their home.Case Study 2•The American teacher feel frustrated with a Korean student in his class because she never asked questions. He later realized that Koreans students regard asking questions as impolite and disrespectful.Case Study 3•Luz from the Dominican Republic took American Mary’s walkman without permission because Luz regarded her asa member of the family, in which, possessions are sharedby everyone.Case Study 4•Many foreign visitors to America feel that Americans are so cold and distant because they seldom engage themselves entirely in a friendships.Case Study 5• A Canadian tourist offered his Chinese guide a bottle of beer, but the guide refused even though he liked beer very much. The Chinese guide was just being modest and polite and expected to refuse twice before finally accepting the beer on the third offer.Case Study 6•Litz was surprised her visiting Chinese mother-in-law decided to leave only two days afterher arrival in Finland.•This was because the mother of her Chinese husband overheard her ask him: “how long is she going tostay?” Her husband’s mother believed she was nolonger welcome.Case Study 7•Japanese foreign student was embarrassed when her college friends brought over some old furniture and appliances to help her be more comfortable in her newhome. She was embarrassed because she believed it would be rude and impolite not to offer them gifts in returnCase Study 8•Amy and her family live in America. They are Chinese. On Christmas Eve, Amy invited her American friend and family to have dinner with them in their home. Amy’s mother cooked them Chinese dishes instead of traditional American Christmas food and her family behaved as normal when eating their food. Her mother taught her that she should be proud of her cultural differences. The only shame is to have shameCase Study 9• A young Canadian executive surprised to discover that a previous business arrangement made by both him and his young Japanese counterpart had been rejected by his retired grandfather at a meeting.•The young Japanese chairman simply nodded and accepted his gra ndfather’s comments because he respected his grandfather’s authority and was loyal and obedient to him.Case Study 10• A young Japanese general manager felt extremely surprised when Mr. Legrand, a French engineerworking for his company, decided not to accept aposition in the Middle East which offered promotionand more money.•What surprised him was that Mr. Legrand chose to talk to his wife first before making his decision.•Japanese men seldom discuss this matter with their wives.Case Study 11• A Japanese girl felt shocked and insulted when the shop assistant did not apologize for the broken lampshe had bought.•She was shocked by his behavior because in Japan, shop assistants would treat customers like gods andwould be very apologetic.Case Study 12• A welcome dinner held by one of Canada’s leading banksfor the Chinese delegation was not a success because the Chinese did not receive any welcome speeches or toasts to good health during the meal.Case Study 13•The Americans did not recognize the Japanese government’s intention to consider their ultimatum of surrender because the translated word “Mokusatsu” had two meanings. The first meant “to take no notice of” and the second meant “to consider”. The Americans unfortunately believed that their ultimatum had been rejected.Case Study 14•The translator had a problem on how to translate the names “Yang” and “Liu” in one of Mao’s poems.•The general rule here is that it is better not to translate people’s names, road names, city names and so on.Case Study 15•The translated text from a Chinese travel brochure about the Dragon Boat Festival unsuitable for a foreign visitor because the text assumed the reader was already familiar with Chinese history and culture.•The text did not provide any historical background information to the event nor give the visitor any important travel information.Case Study 16•When we compare different translations of the same text we can discover the cultural gaps and learn waysto bridge those gaps for better communication.Case Study 17•On a flight from Japan to Hong Kong, Chinese businessman Chu Hon-fai felt uncomfortable with the American businessman’s approach to using first name terms as friendly gesture and by calling him by his Chinese first name. He’s never called Hon-fai at home. He thinks the American would be rather insensitive to Chinesecustoms.Case Study 18•An American was a dinner guest in a Pakistani household.He had a delicious meal and was no longer hungry. The hostess asked him several times if he would like more curry as his plate was empty. She continued to offer him more because she believed that he only refused more curry out of politeness and that he would accept more on the third or fourth offer.Case Study 19•An visiting Canadian professor Ron Kelly give so much praise that seemed irrelevant before finally mentioning his difficult problem with his Chinese hosts in Sichuan. This was because he realised that Chinese people prefer harmony and put emphasis on saving face and establishing good relations. He learned that this way to communicate his message was more productive in China.Case Study 20•Letters of Request written in Chinese are different fromthose written in English because they are usually indirect and give reasons before making the request.。
chapter7lettercasestudy
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Your green lawn will be a cool oasis all summer.Sincerely,Sample 7-6 selling advisory serviceDear Sirs:Have you realized what a terrible situation your company is facing? Do you really know the facts of your business? Do you face then squarely?As an advisory company with broad knowledge and experience in business, we believe we can help you overcome the difficulties and regain vitality.We can provide you with effective and immediate suggestions. Every customer who has come here is satisfied. Because the other advisory companies like B&P, who is the largest here, cannot offer better service than us. They have failed for several times.So seize the opportunity of lifetime, and you will be astonished by brilliant performance.Truly yours,。
case study
Case Study1.Definition：(1)A case study research method is an empirical inquiry that investigates a contemporary phenomenon within its real-life context (Robert K. Yin,1984).(2) A case study is an intensive analysis of an individual unit (e.g., a person, group, or event) stressing developmental factors in relation to context (Flyvbjerg B,2011).Case study refers to the collection and presentation of detailed information about a particular participant or small group, frequently including the accounts of subjects themselves.A form of qualitative descriptive research, the case study looks intensely at an individual or small participant pool, drawing conclusions only about that participant or group and only in that specific context. Researchers do not focus on the discovery of a universal, generalizable truth, nor do they typically look for cause-effect relationships; instead, emphasis is placed on exploration and description.Overview：Case studies typically examine the interplay of all variables in order to provide as complete an understanding of an event or situation as possible. This type of comprehensive understanding is arrived at through a process known as thick description, which involves an in-depth description of the entity being evaluated, the circumstances under which it is used, the characteristics of the people involved in it, and the nature of the community in which it is located. Thick description also involves interpreting the meaning of demographic and descriptive data such as cultural norms and mores, community values, ingrained attitudes, and motives.Unlike quantitative methods of research, like the survey, which focus on the questions of who, what, where, how much, and how many, and archival analysis, which often situates the participant in some form of historical context, case studies are the preferred strategy when how or why questions are asked. L ikewise, they are the preferred method when the researcher has little control over the events, and when there is a contemporary focus within a real life context. In addition, unlike more specifically directed experiments, case studies require a problem that seeks a holistic understanding of the event or situation in question using inductive logic--reasoning from specific to more general terms.In scholarly circles, case studies are frequently discussed within the context of qualitative research and naturalistic inquiry. Case studies are often referred to interchangeably with ethnography, field study, and participant observation. The underlying philosophical assumptions in the case are similar to these types of qualitative research because each takes place in a natural setting (such as a classroom, neighborhood, or private home), and strives for a more holistic interpretation of the event or situation under study.Unlike more statistically-based studies which search for quantifiable data, thegoal of a case study is to offer new variables and questions for further research.F.H. Giddings, a sociologist in the early part of the century, compares statistical methods to the case study "on the basis that the former are concerned with the distribution of a particular trait, or a small number of traits, in a population, whereas the case study is concerned with the whole variety of traits to be found in a particular instance" (Hammersley 95).2. Types：Under the more generalized category of case study exist several subdivisions, each of which is custom selected for use depending upon the goals and/or objectives of the investigator. These types of case study include the following:1). Illustrative Case StudiesThese are primarily descriptive studies. They typically utilize one or two instances of an event to show what a situation is like. Illustrative case studies serve primarily to make the unfamiliar familiar and to give readers a common language about the topic in question.2).Exploratory (or pilot) Case StudiesThese are condensed case studies performed before implementing a large scale investigation. Their basic function is to help identify questions and select types of measurement prior to the main investigation. The primary pitfall of this type of study is that initial findings may seem convincing enough to be released prematurely as conclusions.3).Cumulative Case StudiesThese serve to aggregate information from several sites collected at different times. The idea behind these studies is the collection of past studies will allow for greater generalization without additional cost or time being expended on new, possibly repetitive studies.4).Critical Instance Case StudiesThese examine one or more sites for either the purpose of examining a situation of unique interest with little to no interest in generalizability, or to call into question or challenge a highly generalized or universal assertion. This method is useful for answering cause and effect questions.Identifying a Theoretical PerspectiveMuch of the case study's design is inherently determined for researchers, depending on the field from which they are working. In composition studies, researchers aretypically working from a qualitative, descriptive standpoint. In contrast, physicists will approach their research from a more quantitative perspective. Still, in designing the study, researchers need to make explicit the questions to be explored and the theoretical perspective from which they will approach the case. The three most commonly adopted theories are listed below:Individual TheoriesThese focus primarily on the individual development, cognitive behavior, personality, learning and disability, and interpersonal interactions of a particular subject. Organizational TheoriesThese focus on bureaucracies, institutions, organizational structure and functions, or excellence in organizational performance.Social TheoriesThese focus on urban development, group behavior, cultural institutions, or marketplace functions.3.Designing a Case Study：After considering the different sub categories of case study and identifying a theoretical perspective, researchers can begin to design their study. Research design is the string of logic that ultimately links the data to be collected and the conclusions to be drawn to the initial questions of the study. Typically, research designs deal with at least four problems:∙What questions to study∙What data are relevant∙What data to collect∙How to analyze that dataIn other words, a research design is basically a blueprint for getting from the beginning to the end of a study. The beginning is an initial set of questions to be answered, and the end is some set of conclusions about those questions.Because case studies are conducted on topics as diverse as Anglo-Saxon Literature (Thrane 1986) and AIDS prevention (Van Vugt 1994), it is virtually impossible to outline any strict or universal method or design for conducting the case study. However, Robert K. Yin (1993) does offer five basic components of a research design:1. A study's questions.2. A study's propositions (if any).3. A study's units of analysis.4.The logic linking of the data to the propositions.5.The criteria for interpreting the findings.In addition to these five basic components, Yin also stresses the importance of clearly articulating one's theoretical perspective, determining the goals of the study, selecting one's subject(s), selecting the appropriate method(s) of collecting data, and providing some considerations to the composition of the final report.4. Conducting Case StudiesTo obtain as complete a picture of the participant as possible, case study researchers can employ a variety of approaches and methods. These approaches, methods, and related issues are discussed in depth in this section.∙Single or Multi-modal approachTo obtain as complete a picture of the participant as possible, case study researchers can employ a variety of methods. Some common methods include interviews, protocol analyses, field studies, and participant-observations. Emig (1971) chose to use several methods of data collection. Her sources included conversations with the students, protocol analysis, discrete observations of actual composition, writing samples from each student, and school records (Lauer and Asher 1988).Berkenkotter, Huckin, and Ackerman (1988) collected data by observing classrooms, conducting faculty and student interviews, collecting self reports from the subject, and by looking at the subject's written work.A study that was criticized for using a single method model was done by Flower and Hayes (1984). In this study that explores the ways in which writers use different forms of knowing to create space, the authors used only protocol analysis to gather data. The study came under heavy fire because of their decision to use only one method, and it was, at least according to some researchers, an unreliable method at that.∙Participant SelectionCase studies can use one participant, or a small group of participants. However, it is important that the participant pool remain relatively small. The participants can represent a diverse cross section of society, but this isn't necessary.For example, the Berkenkotter, Huckin, and Ackerman (1988) study looked at just one participant, Nate. By contrast, in Janet Emig's (1971) study of the composition process of twelfth graders, eight participants were selected representing a diverse cross section of the community, with volunteers from an all-white upper-middle-classsuburban school, an all-black inner-city school, a racially mixed lower-middle-class school, an economically and racially mixed school, and a university school.Often, a brief "case history" is done on the participants of the study in order to provide researchers with a clearer understanding of their participants, as well as some insight as to how their own personal histories might affect the outcome of the study. For instance, in Emig's study, the investigator had access to the school records of five of the participants, and to standardized test scores for the remaining three. Also made available to the researcher was the information that three of the eight students were selected as NCTE Achievement Award winners. These personal histories can be useful in later stages of the study when data are being analyzed and conclusions drawn.Data CollectionThere are six types of data collected in case studies:1.Documents.2.Archival records.3.Interviews.4.Direct observation.5.Participant observation.6.Artifacts.In the field of composition research, these six sources might be:1. A writer's drafts.2.School records of student writers.3.Transcripts of interviews with a writer.4.Transcripts of conversations between writers (and protocols).5.Videotapes and notes from direct field observations.6.Hard copies of a writer's work on computer.Depending on whether researchers have chosen to use a single or multi-modal approach for the case study, they may choose to collect data from one or anycombination of these sources.Protocols, that is, transcriptions of participants talking aloud about what they are doing as they do it, have been particularly common in composition case studies. For example, in Emig's (1971) study, the students were asked, in four different sessions, to give oral autobiographies of their writing experiences and to compose aloud three themes in the presence of a tape recorder and the investigator.In some studies, only one method of data collection is conducted. For example, the Flower and Hayes (1981) report on the cognitive process theory of writing depends on protocol analysis alone. However, using multiple sources of evidence to increase the reliability and validity of the data can be advantageous.Case studies are likely to be much more convincing and accurate if they are based on several different sources of information, following a corroborating mode. This conclusion is echoed among many composition researchers. For example, in her study of predrafting processes of high and low-apprehensive writers, Cynthia Selfe (1985) argues that because "methods of indirect observation provide only an incomplete reflection of the complex set of processes involved in composing, a combination of several such methods should be used to gather data in any one study." Thus, in this study, Selfe collected her data from protocols, observations of students role playing their writing processes, audio taped interviews with the students, and videotaped observations of the students in the process of composing.It can be said then, that cross checking data from multiple sources can help provide a multidimensional profile of composing activities in a particular setting. Sharan Merriam (1985) suggests "checking, verifying, testing, probing, and confirming collected data as you go, arguing that this process will follow in a funnel-like design resulting in less data gathering in later phases of the study along with a congruent increase in analysis checking, verifying, and confirming."It is important to note that in case studies, as in any qualitative descriptive research, while researchers begin their studies with one or several questions driving the inquiry (which influence the key factors the researcher will be looking for during data collection), a researcher may find new key factors emerging during data collection. These might be unexpected patterns or linguistic features which become evident only during the course of the research. While not bearing directly on the researcher's guiding questions, these variables may become the basis for new questions asked at the end of the report, thus linking to the possibility of further research.Data AnalysisAs the information is collected, researchers strive to make sense of their data. Generally, researchers interpret their data in one of two ways: holistically or through coding. Holistic analysis does not attempt to break the evidence into parts, but rather to draw conclusions based on the text as a whole. Flower and Hayes (1981), for example, make inferences from entire sections of their students' protocols, rather than searching through the transcripts to look for isolatable characteristics.However, composition researchers commonly interpret their data by coding, that is by systematically searching data to identify and/or categorize specific observable actions or characteristics. These observable actions then become the key variables in thestudy. Sharan Merriam (1988) suggests seven analytic frameworks for the organization and presentation of data:1.The role of participants.2.The network analysis of formal and informal exchanges among groups.3.Historical.4.Thematical.5.Resources.6.Ritual and symbolism.7.Critical incidents that challenge or reinforce fundamental beliefs, practices,and values.There are two purposes of these frameworks: to look for patterns among the data and to look for patterns that give meaning to the case study.As stated above, while most researchers begin their case studies expecting to look for particular observable characteristics, it is not unusual for key variables to emerge during data collection. Typical variables coded in case studies of writers include pauses writers make in the production of a text, the use of specific linguistic units (such as nouns or verbs), and writing processes (planning, drafting, revising, and editing). In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, researchers coded the participant's texts for use of connectives, discourse demonstratives, average sentence length, off-register words, use of the first person pronoun, and the ratio of definite articles to indefinite articles.Since coding is inherently subjective, more than one coder is usually employed. In the Berkenkotter, Huckin, and Ackerman (1988) study, for example, three rhetoricians were employed to code the participant's texts for off-register phrases. The researchers established the agreement among the coders before concluding that the participant used fewer off-register words as the graduate program progressed.Composing the ReportIn the many forms it can take, "a case study is generically a story; it presents the concrete narrative detail of actual, or at least realistic events, it has a plot, exposition, characters, and sometimes even dialogue" (Boehrer 1990). Generally, case study reports are extensively descriptive, with "the most problematic issue often referred to as being the determination of the right combination of description and analysis" (1990). Typically, authors address each step of the research process, and attempt to give the reader as much context as possible for the decisions made in the research design and for the conclusions drawn.This contextualization usually includes a detailed explanation of the researchers' theoretical positions, of how those theories drove the inquiry or led to the guiding research questions, of the participants' backgrounds, of the processes of datacollection, of the training and limitations of the coders, along with a strong attempt to make connections between the data and the conclusions evident.Although the Berkenkotter, Huckin, and Ackerman (1988) study does not, case study reports often include the reactions of the participants to the study or to the researchers' conclusions. Because case studies tend to be exploratory, most end with implications for further study. Here researchers may identify significant variables that emerged during the research and suggest studies related to these, or the authors may suggest further general questions that their case study generated.For example, Emig's (1971) study concludes with a section dedicated solely to the topic of implications for further research, in which she suggests several means by which this particular study could have been improved, as well as questions and ideas raised by this study which other researchers might like to address, such as: is there a correlation between a certain personality and a certain composing process profile (e.g. is there a positive correlation between ego strength and persistence in revising)?Also included in Emig's study is a section dedicated to implications for teaching, which outlines the pedagogical ramifications of the study's findings for teachers currently involved in high school writing programs.Sharan Merriam (1985) also offers several suggestions for alternative presentations of data:1.Prepare specialized condensations for appropriate groups.2.Replace narrative sections with a series of answers to open-ended questions.3.Present "skimmer's" summaries at beginning of each section.4.Incorporate headlines that encapsulate information from text.5.Prepare analytic summaries with supporting data appendixes.6.Present data in colorful and/or unique graphic representations.5.Strengths and Weaknesses：FlexibilityThe case study approach is a comparatively flexible method of scientific research. Because its project designs seem to emphasize exploration rather than prescription or prediction, researchers are comparatively freer to discover and address issues as they arise in their experiments. In addition, the looser format of case studies allows researchers to begin with broad questions and narrow their focus as their experiment progresses rather than attempt to predict every possible outcome before the experiment is conducted.Emphasis on ContextBy seeking to understand as much as possible about a single subject or small group of subjects, case studies specialize in "deep data," or "thick description"--information based on particular contexts that can give research results a more human face. This emphasis can help bridge the gap between abstract research and concrete practice by allowing researchers to compare their firsthand observations with the quantitative results obtained through other methods of research.Inherent Subjectivity"The case study has long been stereotyped as the weak sibling among social science methods," and is often criticized as being too subjective and even pseudo-scientific. Likewise, "investigators who do case studies are often regarded as having deviated from their academic disciplines, and their investigations as having insufficient precision (that is, quantification), objectivity and rigor" (Yin 1989). Opponents cite opportunities for subjectivity in the implementation, presentation, and evaluation of case study research. The approach relies on personal interpretation of data and inferences. Results may not be generalizable, are difficult to test for validity, and rarely offer a problem-solving prescription. Simply put, relying on one or a few subjects as a basis for cognitive extrapolations runs the risk of inferring too much from what might be circumstance.High InvestmentCase studies can involve learning more about the subjects being tested than most researchers would care to know--their educational background, emotional background, perceptions of themselves and their surroundings, their likes, dislikes, and so on. Because of its emphasis on "deep data," the case study is out of reach for many large-scale research projects which look at a subject pool in the tens of thousands. A budget request of $10,000 to examine 200 subjects sounds more efficient than a similar request to examine four subjects.Ethical ConsiderationsResearchers conducting case studies should consider certain ethical issues. For example, many educational case studies are often financed by people who have, either directly or indirectly, power over both those being studied and those conducting the investigation (1985). This conflict of interests can hinder the credibility of the study. The personal integrity, sensitivity, and possible prejudices and/or biases of the investigators need to be taken into consideration as well. Personal biases can creep into how the research is conducted, alternative research methods used, and the preparation of surveys and questionnaires.A common complaint in case study research is that investigators change direction during the course of the study unaware that their original research design was inadequate for the revised investigation. Thus, the researchers leave unknown gaps and biases in the study. To avoid this, researchers should report preliminary findings so that the likelihood of bias will be reduced.6. Concerns about V alidity, Reliability, and GeneralizabilityMerriam (1985) offers several suggestions for how case study researchers might actively combat the popular attacks on the validity, reliability, and generalizability of case studies:Steps to Improve Validity and Reliability∙Prolong the Processes of Data Gathering on Site: This will help to insure the accuracy of the findings by providing the researcher with more concreteinformation upon which to formulate interpretations.∙Employ the Process of "Triangulation": Use a variety of data sources as opposed to relying solely upon one avenue of observation. One example ofsuch a data check would be what McClintock, Brannon, and Maynard (1985)refer to as a "case cluster method," that is, when a single unit within a largercase is randomly sampled, and that data treated quantitatively." For instance,in Emig's (1971) study, the case cluster method was employed, singling outthe productivity of a single student named Lynn. This cluster profile includedan advanced case history of the subject, specific examination and analysis ofindividual compositions and protocols, and extensive interview sessions. Theseven remaining students were then compared with the case of Lynn, toascertain if there are any shared, or unique dimensions to the composingprocess engaged in by these eight students.∙Conduct Member Checks: Initiate and maintain an active corroboration on the interpretation of data between the researcher and those who provided thedata. In other words, talk to your subjects.∙Collect Referential Materials: Complement the file of materials from the actual site with additional document support. For example, Emig (1971)supports her initial propositions with historical accounts by writers such as T.S.Eliot, James Joyce, and D.H. Lawrence. Emig also cites examples oftheoretical research done with regards to the creative process, as well asexamples of empirical research dealing with the writing of adolescents.Specific attention is then given to the four stages description of the composingprocess delineated by Helmoltz, Wallas, and Cowley, as it serves as the focalpoint in this study.∙Engage in Peer Consultation: Prior to composing the final draft of the report, researchers should consult with colleagues in order to establish validitythrough pooled judgment.。
结构化作文格式范文模板
结构化作文格式范文模板一、引言（Introduction）。
1. 背景介绍（Background Information）。
2. 问题陈述（Problem Statement）。
3. 论文目的（Thesis Statement）。
二、主体段落（Body Paragraphs）。
1. 论据一（Argument 1）。
a. 事实论述（Factual Evidence）。
b. 事例分析（Case Study）。
c. 专家观点（Expert Opinion）。
2. 论据二（Argument 2）。
a. 事实论述（Factual Evidence）。
b. 事例分析（Case Study）。
c. 专家观点（Expert Opinion）。
3. 论据三（Argument 3）。
a. 事实论述（Factual Evidence）。
b. 事例分析（Case Study）。
c. 专家观点（Expert Opinion）。
三、反驳段落（Counter-argument Paragraph）。
1. 对立观点（Opposing Viewpoint）。
2. 反驳论据（Refutation）。
3. 总结观点（Conclusion）。
四、结论（Conclusion）。
1. 总结全文（Summary of the Essay）。
2. 重申论点（Restatement of Thesis）。
3. 结尾语（Closing Statement）。
示例：结构化作文格式范文模板。
引言。
在现代社会，人们对于教育问题的关注越来越多。
教育是国家的未来，也是每个家庭的期望。
然而，随着社会的发展，教育问题也日益突出。
本文旨在探讨教育问题，并提出解决方案。
主体段落。
论据一。
教育资源不均衡的问题日益突出。
根据调查数据显示，一线城市的教育资源相对丰富，而偏远地区的学校条件却十分艰苦。
这导致了教育机会的不公平，影响了学生的发展。
专家指出，应当加大对偏远地区的教育投入，以缩小城乡教育差距。
咨询case study 案例及解析
咨询case study 案例及解析咨询案例分析：提高团队绩效的关键因素在现代商业环境中，提高团队绩效是许多组织和企业所追求的目标。
一个高效的团队能够提升工作效率、增强创新能力，并为组织带来可观的经济回报。
本文将通过一个咨询案例来讨论如何解决一个团队绩效不佳的问题。
案例描述：某公司的一个部门团队处于低迷状态，工作效率低下，项目延期频繁，质量不稳定。
该团队由各个专业背景的成员组成，包括工程师、设计师和市场专家。
公司希望通过咨询来找到改善团队绩效的方法。
解析：1. 团队目标明确化：首要任务是确保团队成员清楚了解项目的整体目标，并明白各自贡献如何对整个团队产生影响。
这可以通过定期团队会议、目标设定和项目沟通来实现。
2. 促进有效沟通：有效的沟通是团队成功的关键。
为了加强团队内外的沟通，应建立一个共享信息的平台，如内部社交媒体或团队专用的沟通工具。
此外，举办定期的团队会议或工作坊也能帮助提升团队协作和理解。
3. 培训和发展：提供成员培训和发展机会，以增强其专业技能和知识。
专业培训可以帮助团队成员掌握新技术、工具或方法，从而提高工作效率和质量。
4. 鼓励团队协作：通过鼓励团队成员之间的合作和知识共享，可以提高整个团队的绩效。
可以使用团队项目来鼓励合作和集体努力，并确保奖励机制能够公平激励团队成员。
5. 反馈和评估：定期评估团队绩效，并提供个体和团队层面的反馈。
这可以帮助团队识别问题和改进的机会，建立学习型团队。
总结：通过制定明确的团队目标、促进有效沟通、提供培训和发展机会、鼓励团队协作以及提供及时的反馈和评估，可以改善团队绩效。
以上所述的方法在实践中已被证实有效，可以根据具体情况进行调整。
咨询专家可以根据不同的企业和团队需求提供量身定制的解决方案，从而帮助企业实现高效团队管理和卓越绩效。
2Unit 2 Case Study
Case Study
Case 5 (Cultural differences)
Tips: Chinese people tend to accept an offer at a second or a third time in order to be polite.
North American rules set that you do not push alcoholic beverages on anyone.
7. Did you buy her a rose? b: I bought her a flower. (I didn’t buy her a rose)
Elements of Communication Matching Task
2. Good morning. Do you have anything to treat complete loss of voice?
f:Good morning, sir. What can I do for you today? (We don’t have anything to treat complete loss of voice)
Elements of Communication Matching Task
5. Would you like a cocktail? It’s my invention. i:Well, mmm uh it’s not that we don’t drink.
(I’m a bit dubious about drinking that cocktail)
Elements of Communication Matching Task
6. Are you going to Steve’s barbecue? h: It’s an outdoor party . (I’m not going to it)
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CASE STUDY PROBLEM 7The ProposalYoung Brothers, Inc., a highway engineering company located in Seattle, Washington, wants to develop new business opportunities in Portland, Oregon. Brother Charles historically has looked after the financial end of the company. He is concerned about the method of financing the new office, work yard, and equipment at the planned Portland site. Debt financing (loan) from their Seattle bank and equity financing from company retained earnings are possible ways to finance the new office, but the best mix of debt and equity funds is unknown at this time. To help, Charles has read a section of a handbook on generalized cash flow analysis, especially the part on after-tax analysis of the two financing methods-debt versus equity. What he learned and has summarized for himself follows.年轻的兄弟,Inc .公路工程公司位于西雅图,华盛顿,俄勒冈州波特兰市想开发新的业务机会。
弟弟查尔斯历史上照顾的金融公司。
他是关心的方法融资新办公室,院子里工作,计划和设备在波特兰的网站。
(贷款)从西雅图银行债务融资,股权融资公司留存收益的可能方式为新办公室,但最好的混合债券和股票基金是未知的。
帮助,查尔斯读过一段手册上广义的现金流分析,特别是部分税后分析两个methods-debt与股本融资。
他学到了什么,并为自己总结。
Debt and Equity Financing (Copied from the Handbook)债务和股权融资从手册(复制)In a company uses loans and bonds to raise capital, it is called debt financing (DF). Loans require payment of periodic interest, and bonds require that periodic dividends be paid to the investor. The loan principal of bond face value is repaid after a stated number of years. These various loan and bond cash flows affect taxes and CFAT differently, as shown in the table below.在一个公司使用贷款和债券来筹集资金,它被称为债务融资(DF)。
贷款需要支付的定期利息,债券要求定期股息支付给投资者。
债券面值偿还的贷款本金后数年。
这些不同的贷款和债券的现金流影响税收和CFAT不同,如下表所示。
Only loan interest and bond dividends are tax-deductible. Use the symbol DF l to identify the sum of these two. To develop a relation that explains the tax impact of debt financing, start with the fundamental net cash flow relation, that is, receipts minus disbursements. Identify receipts from debt financing as仅贷款利息和债券股息免税。
使用符号识别阐述这两个的总和。
开发一个关系,解释了税收债务融资的影响,从基本开始净现金流量关系,也就是说,收入减去支出。
确定收入从债务融资DF R = loan interest payment + bond dividend payment + loan principal repayment + bond face value repaymentDFR =贷款利息支付+债券红利支付+偿还贷款本金+债券面值还款It is common that a loan or bond sale, not both, is involved in a single asset purchase. The two terms in the first of the DF D equation represent DF l mentioned earlier. 贷款或债券发行是很常见的,不是两个,参与一个资产购买。
这两个术语在第一过程方程代表前面提到的阐述。
If a company uses its own resources for capital investment, it is called equity financing (EF). This includes (1) the use of a corporation’s on funds, such as retained earnings; (2) the sale of corporation stock; and (3) the sale of corporate assets to raise capital. There are no direct tax advantages for equity financing. Expended retained earnings and stock dividends paid will reduce cash flow, but neither will reduce TI.如果一家公司使用自己的资源,资本投资,它被称为股权融资(EF)。
这包括(1)使用公司的资金,如留存收益;(2)出售公司股票;(3)出售公司资产来筹集资金。
没有直接对股权融资的税收优势。
将减少消耗留存收益和股票分红的现金流,但也不会降低。
To explain the impact of equity financing, again start with the fundamental net cash flow relation-receipts minus disbursements. Equity financing disbursements, defined as EF D, are the portion of the first cost of an asset covered by a corporation’s own resources. 再解释一下股权融资的影响,从基本开始净现金流量relation-receipts减去支出。
股权融资支付,定义为工艺流程图,是第一个资产成本的一部分由公司自身的资源。
EF D = corporate owned fundsAny equity financing receipts areEF R = sale of corporate assets + stock sale receipts使用EFD =企业拥有的基金任何股权融资收入EFR声码器作为=出售公司资产+股票销售收据In EF D, stock dividends are a part of disbursements, but they are small in comparison to other disbursements and their timing depends on the financial success of the corporation overall, so they can be neglected.在工艺流程图,股票股利支出的一部分,但他们是小相比其他支出及其时机取决于金融公司整体的成功,所以他们可以被忽视。
Combine the DF and EF terms to estimate annual CFAT. The initial investment is equal to the amount of corporate owned funds committed to the alternative’s first cost; that is, P = EF D.结合年度CFAT DF和EF术语来估计。
最初的投资等于企业拥有基金致力于替代量的第一成本;也就是说,P =工艺流程图。
CFAT = -equity financed investment + gross income - operating expenses + salvage value – taxes + debt financing receipts – disbursements + equity financing receipts = -EFD _ GI – E + S – TI(Te) + (DFR - DFD) + EFRCFAT =—股票投资融资+总税收收入-营业费用+残值+债务融资收入-支出+股权融资收入CFAT = -EFD _ GI – E + S – TI(Te) + (DFR - DFD) + EFRSince DF D includes DF l, which is the tax-deductible portion of debt financing, taxes are因为过程包括,阐述的免税部分债务融资、税收Taxes = (TI)(T e) = (gross income – operating expenses – depreciation – loan interest and bond dividends)(T e) = (GI – E – D – DF l)(T e)税=(TI)(Te)=(总收益-营业费用-折旧-贷款利息和债券红利)(Te)These relations are easy to use when the investment involves only 100% equity financing or 100% debt financing, since only the relevant terms have nonzero values. Together they form the model for generalized cash flow analysis.这些关系是易于使用,当投资只涉及100%股权融资或100%债务融资,因为只有相关条款有非零值。