Case Study 2
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.。
case study和field study
Case study和field study是两种常见的研究方法，它们在社会科学研究中扮演着重要的角色。
本文将就这两种研究方法进行深入探讨，从定义、特点、应用领域和优缺点等方面展开阐述。
一、案例研究（case study）1.定义案例研究是一种深入细致地对一个个案或少数几个相关个案进行全面分析和研究的方法。
在案例研究中，研究者会就研究对象的历史、背景、活动等方面进行深入的了解和研究。
2.特点（1）深入性：案例研究具有深入细致地对个案进行研究的特点，能够全面深入地了解个案的方方面面。
（2）个别性：案例研究侧重于对个别个案进行研究，而非对整体进行概括分析。
（3）多样性：案例研究可以涉及多种类型的个案，如个人、组织、事件等。
3.应用领域案例研究在社会科学领域有着广泛的应用，尤其在管理学、教育学、心理学等领域有着重要地位。
通过案例研究，研究者可以深入了解个案的内在规律，为理论的建构和验证提供重要依据。
4.优缺点（1）优点：案例研究能够深入了解个案的方方面面，有利于发现新现象、构建新理论，具有较高的启发性和反思性。
（2）缺点：由于案例研究的个别性和局限性，其研究结果通常具有一定的局限性，难以进行横向比较和总体推广。
二、实地研究（field study）1.定义实地研究是一种通过实地调查和观察的方式进行研究的方法。
在实地研究中，研究者会亲自前往研究对象所在的环境进行深入观察和调查，以获取真实、客观的数据和信息。
2.特点（1）真实性：实地研究可以获取真实、客观的数据和信息，有利于揭示事物的真实状态和规律。
（2）全面性：实地研究可以全面地观察和调查研究对象，获取丰富的信息和数据。
（3）灵活性：实地研究能够根据实际情况进行灵活的调整和改进，有利于获取更加准确的数据和信息。
3.应用领域实地研究在人类学、地理学、生态学等领域有着广泛的应用，尤其对于需要直接观察、调查的研究对象具有重要意义。
通过实地研究，研究者可以深入了解研究对象所在的环境、文化和社会生活，为理论的建构和实践的开展提供重要支持。
个案研究法(Case Study)
个案研究法（Case Study）陈姿伶中兴大学农业推广教育研究所早在1870年，美国哈佛大学法学院即创用此一个案研究法来训练学生思考法律的原理原则。
依叶重新（2001）的考证，此法最初多用于医学方面，应用于研究病人的案例；尔后，陆续地于心理学、社会学及工商管理学等领域相继被沿用，至今于教育界的运用也相当广泛，大都采此法于教学与相关的学习研究上，或者应用于教育心理与儿童心理等领域，特别对于超常儿童、特殊才能儿童、学习落后或低度缺陷儿童等类型学习者的心理研究。
而在这当中几位举足轻重的关键学者，如实验心理学家菲吉纳于1860年创立新物法，针对个别对象，进行有系统的感官研究，建立著名的Fecher’s Law。
之后，弗洛伊德及皮亚杰等，于其所涉及的相关研究中皆不难发现「个案研究法」被运用的例证。
以弗洛伊德为例，可被视为是运用个案研究法于精神病学的先驱，就其处理精神神经症的病人方面言之，则是致力于发现所谓的「一致的经验模式」。
在其细心的探求下，使得病人能够回忆自己在儿童及年轻时代所发生的，但却已遗忘良久的，有关创伤性的或与性有关的意外事件，根据弗洛伊德的假设：这些意外事件或可用来解释病人的神经性行为，以所曾研究之Sergei Petrov 的—位狼人（the Wolf Man）的生活史来说，其最后并以「来自婴幼期神经症的生活史」（From the History of an Infantile Neurosis）为标题，将研究结果撰写成书并于1918年出版问世，此书则是弗洛伊德应用个案研究的典型例举之一，且其所归结获致之个案的结果，事实上与其假设一致吻合，这亦使得心理的个案分析因此一时蔚为时尚，且被认定视为一项有效的处理事情的方法。
总言之，个案的运用与分析，在法律和医学知识的传授上，早就成为最基本的教学工具之一。
法律的名词称个案为「案例」或「判例」，医学的名词则称其为「病例」。
至于个案分析在社会学上的发展沿革，则可依年代顺序归纳如下：（1）1908年，哈佛大学创设企业管理研究所，由经济学家Edwin F, Gay担任首任院长，他认为企管教学，应仿效哈佛法学院的教学方法，Gay称作「问题方法」（problem method），自此哈佛大学设置个案发展单位。
体验商务英语综合教程2 unit2 Case study
Our advertising budget is 300,000 – at least!
Share costs on a 70%/30% basis (70% Lifetime Holidays ) Media: include radio advertising. Investment and profits 50%/50%basis. We suggest that your company manages the project because of your greater experience and knowledge of selling online.
We reach an agreement on a joint venture!
We need a four-year contract. Our destinations is offer all the holidays in both companies’. Our customers aim at all age groups. We can provide car hire and insurance services as they are very profitable for your company. Our advertising budget is 250,000 pounds. Share costs on 50/50 basis. Media ：Mail shots and press adverting. Investment and profits 50%/50% basis. We decided that we manages the project together.
国贸习题
第五章国际货物买卖合同的标的商品的品质【Case Study 1】我国出口苹果酒一批，名称为“APPLE WINE”, 我出口方在所有单据上均用“APPLE WINE”,不料，货到国外后遭受海关扣留罚款，因为该批货的内外包装均写的是“CIDER”字样。
商品的品质【Case Study 2】青岛某公司向日本出口一批苹果。
合同及来证上均写的是三级品，但发货时才发现三级苹果库存告罄，于是该公司改以二级品交货，并在发票上加注:“二级苹果仍按三级计价”。
货抵买方后,遭买方拒绝。
请问：在上述情况下，买方有无拒付的权利，为什么？【Case Study3】北京某公司向伊拉克出口北京冻鸭一批，合同规定：所有鸭子必须按伊斯兰教方法屠宰。
但该公司并不清楚伊斯兰教的宰法，在加工时改用科学的“钳杀法”。
货到国外后遭对方拒收，并通知该公司，或当地销毁，或立即退货。
问造成损失的原因是什么？【Case Study 4】A公司从国外进口一批青霉素油剂，合同规定该商品品质“以英国药局1953年标准为准”，但货到目的港后，发现商品有异样，于是请商检部门进行检验。
经反复查明，在英国药局1953年版本内没有青霉素油剂的规格标准，结果商检人员无法检验，从而使A公司对外索赔失去了根据。
商品的数量【Case Study 5】大连某进出口公司向日本出口一批大米，在洽谈时，谈妥出口2000公吨，每公吨收280美元FOB大连。
但在签订合同时，在合同上只笼统地写了2000吨，我方当事人认为合同上的吨就是指公吨而言，而发货时日商却要求按长吨供货。
问：外商的要求是否合理？我方应接受的教训是什么？【Case Study 6】合同中数量条款规定“10,000MT 5% more or less at the seller’s option”，卖方正待交货时，该货国际市场价格大幅度下跌，问：（1）如果你是卖方，拟实际交货多少数量？（2）如果你是买方，在磋商合同条款时，有何注意事项？【Case Study 7】中国某公司从国外进口小麦，合同规定：数量200万公吨，每公吨100美元。
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.。
商务英语写作18 商务旅行
Notes:
What’s the purpose of writing letters for business visits and itineraries?
What are the components of letters for business visits and itineraries?
We take the pleasure in advising that our Export Manager, Mr. Kwok wishes to visit your country in May of this year for the purpose of entering into business relations with your manufacturers of porcelain wares for importation to Britain. Therefore, we should appreciate it if you would furnish us with an invitation to the Canton Fair.
Body (giving necessary information)
Business ห้องสมุดไป่ตู้isit and Itinerary
1 Case Study
We are looking forward to hearing from you soon.
Closing (expressing your wish to receive a favorable reply)
What are the requirements on the language used in letters for business visits and itineraries?
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 2
Assumption 1:
∙The Internet service is not reliable, which means errors may occur in the transmission.
∙The staff members have less files to upload and download
∙The staff members do not be busy with their work
∙Ideal frame size: 2000 –10000bytes(from the slide of Telecom 2000)
Based on above assumptions, they can use frame size that ranges from 2000 to 5000 bytes (small size frame). Because:
∙Large frames have more overhead which means more data must be resent if there is an error. We should try to avoid a large frame size to limit the time it takes to resend lost frames.
∙The staff members do not have many files to upload and download. So the low efficiency of small frames will not have a large impact on there response times.
∙The staff members are not busy with their work which means they will not care if they have longer response times due to slow throughput. So the small frame size will fit this organization's network well.
Assumption 2:
∙The staff members only communicate with one another via email on older computers and need to communicate as quickly as possible.
∙The staff members have a lot of files to upload and download every day.
∙Ideal frame size: 2000 –10000bytes(from the slide of Telecom 2000)
Based on above assumptions, they can use frame size that ranges from 5000 to 10000 bytes (large size frame). Because:
∙Since they need to communicate as quickly as possible they will want the network to be as efficient as possible. Large frame sizes
can provide transmission with higher throughput so they can communicate timely.
If the thoughput of transmission is slow, uploading and downloading a lot of files will waste much time of the staff members. Therefore, large frame size is suit for their networkservice.。