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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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Question: allowed businesses to 1……… information regularly

Key words: businesses, information, regularly

Based on the question and particularly the key words, we need to find the information about an  activity that businesses usually conduct in the database section of the website. In paragraph 2,  when referring to the database of tourism services, the author mentions: “because participating businesses were able to update the details they gave on a regular basis , the information provided remained accurate.” From this, it can be safely concluded that the activity we are looking for is updating information.

–  information = details

–  regularly = on a regular basis

The answer is update.

2. environment

Question: provided a country-wide evaluation of businesses, including their impact on the 2…………….

Key words: country-wide, evaluation, impact

Looking for the key words in the passage, we find them at the end of paragraph 2: “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”. This paragraph is all about the  website, as we can see from the first sentence. All the organisations/businesses on the site were evaluated, including their impact on the environment.

–  impact = effect

The answer is environment.

Question: e.g. an interview with a former sports 3………………

Key words: interview, former, sports

The answer is in paragraph 3, when the author speaks of features relating to famous people and  places: “One of the most popular was an interview with the former New Zealand All Blacks  rugby captain Tana Umaga”.

–  sports = rugby

So, the answer is captain.

Question: an interactive tour of various locations used in 4……………

Key words: interactive, tour, locations

Remember that paragraph 3 refers to famous people and places/locations. We find the answer in  the middle of paragraph 3: “Another feature that attracted a lot of attention was an interactive  journey through a number of the locations chosen for block buster films which had made use of  New Zealand’s stunning scenery as a backdrop”.

–  tour = journey

–  various = a number of

The answer is films.

Question: Information on driving routes varied depending on the 5…………..

Key words: driving routes, varied, depending on

The answer is given at the end of paragraph 3: “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”.

–  driving = motoring

–  depending on = according to

The answer is season.

6. accommodation

Question: Travel Planner: included a map showing selected places, details of public transport and local 6………………..

Key words: Travel Planner, map, public transport, local.

Travel Planner is discussed in paragraph 4: “Later, a Travel Planner feature was added, which  allowed visitors to click and ‘bookmark’ 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”.

–  local = in the area

The answer is accommodation.

Question: ‘Your Words’: travellers could send a link to their 7……………….

Key words: Your Words, travellers, send

‘Your Words’ is also referred to in paragraph 4: “The website also had a ‘Your Words’ section  where anyone could submit a blog of their New Zealand travels for possible inclusion on the  website”.

So, anyone travelling in New Zealand could go to the website ‘Your Words’ and use the link to  send a blog of their travels, to be included on the website.

–  send = submit

The answer is blog.

Question: The website www.newzealand.com aimed to provide ready-made itineraries and packages for travel companies and individual tourists.

Key words: ready-made, itineraries, packages, travel companies, individual tourists

At the beginning of paragraph 6, the author refers to the aim of the website, which: “…was set  up to allow both individuals and travel organisations to create itineraries and travel packages to suit their own needs and interests ”.

The website therefore was designed NOT to provide ready-made packages for travellers or for  travel companies. It was designed, on the contrary, for everyone to create their own holidays,  according to their own interests.

Also, in paragraph 3 it is stated that: “As the site developed, additional features were added to help independent travellers devise their own customised itineraries ”.

–  travel companies = travel organisations

–  individual tourists = individuals/independent travellers

–  ready-made # to suit their own needs and interests

Therefore, the statement is FALSE.

9. NOT GIVEN

Question: It was found that most visitors started searching on the website by geographical location.

Key words: visitors, started searching, geographical location

As many paragraphs discuss the website, finding the correct place in the passage is not easy. However, in paragraph 6, we find: “On the website, visitors can search for activities not solely by geographical location, but also by the particular nature of the activity”. Two pieces of  information are not given – we don’t know if visitors started searching on the website by  geographical location. We only know that visitors can use the website to search by geographical  location if they wish. Secondly, we don’t know what most visitors did when they entered the  website.

So, the answer is NOT GIVEN.

Question: According to research, 26% of visitor satisfaction is related to their accommodation

Key words: research, 26%, satisfaction, accommodation

Percentages are only given in paragraphs 5 and 6, so it is not difficult to find the information in  paragraph 6: “… 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 figure of 26% refers to those visitors who say they are satisfied with the transport or with their accommodation. This percentage does NOT refer to accommodation alone, so we cannot say that 26% of visitor satisfaction is related only to their accommodation – some of this proportion will relate to transport.

For this reason, the statement is FALSE.

Question: Visitors to New Zealand like to become involved in the local culture

Key words: visitors, involved, local culture

We find the answer in paragraph 6 again: “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”.

–  like = enjoy

–  become involved in = interactive

The statement is TRUE.

12. NOT GIVEN

Question: Visitors like staying in small hotels in New Zealand rather than in larger ones

Key words: visitors like, small hotels, larger

Looking for one of the key words – ‘hotels’ – this is not mentioned in any of the paragraphs. Accommodation is referred to in paragraph 6 and ‘the smallest bed and breakfast’ is mentioned in paragraph 2, but there is nothing to refer to the statement in the question.

The answer is NOT GIVEN .

Question: Many visitors feel it is unlikely that they will return to New Zealand after their visit

Key words: visitors, unlikely, return

In the final paragraph, we find: “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 ”.

To reach New Zealand, a long flight is usually necessary, so people often visit only once. They  stay for an average of 20 days, and they try to see as much as they can, because they may not  visit again.

–  unlikely that they will return = a once-in-a-lifetime visit.

So, the statement is TRUE.

Paragraph A.

In this paragraph the author introduces the subject of boredom, indicating that: “…defining  boredom so that it can be studied in the lab has proved difficult ”. Defining an object to be  studied, and then studying it in the laboratory/lab are both elements of a scientific approach, but  there are problems. It is difficult. So, the correct heading is: ‘problems with a scientific  approach to boredom’.

–  problems ~ difficult

Paragraph B.

In the first sentence of Paragraph B, the author states: “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”. The  system used by the researchers to measure these types is then described. A two-axes chart is  used to arrange the types, with one axis recording level of arousal and the other axis recording  positive or negative feelings . So, the main idea of Paragraph B is ‘creating a system of classification for feelings of boredom’.

Paragraph C.

This paragraph is about the positive aspects of boredom. The findings of the psychologist Sandi  Mann are discussed: “ Mann has found that being bored makes us more creative. ‘We’re all  afraid of being bored but in actual fact it can lead to all kinds of amazing things’ , she says. So,  the correct heading is: ‘The productive outcomes that may result from boredom’.

Paragraph D.

In contrast, psychologist John Eastwood considers that boredom is negative: “In my view, by  definition boredom is an undesirable state ’. The paragraph continues: “For Eastwood, the  central feature of boredom is a failure to put our ‘attention system’ into gear……Perhaps most worryingly , says Eastwood, repeatedly failing to engage attention can lead to a state where we don’t know what to do any more, and no longer care ”.

So, when we are bored, the biggest worry is that we may no longer pay attention or care about  the things we do. The most appropriate heading is: “A potential danger arising from boredom”.

–  potential = can lead to

Paragraph E.

This paragraph is about certain characteristics of personality, and how these tend to be associated  with boredom. Eastwood’s team think that: “ 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”.

A link has been made, therefore, between boredom and people with certain characteristics. The  correct heading is: “Identifying those most affected by boredom”.

–  affected by = prone to

Paragraph F.

The author discusses psychologist Francoise Wemelsfelder’s view that: “…our over-connected  lifestyles might even be a new source of boredom ”. So, we need less mental stimulation, not  more, and: “…perhaps we should leave our phones alone, and use boredom to motivate us to  engage with the world in a more meaningful way”.

So, this is a new explanation of one reason why we become bored, and a new cure – less  stimulation – is proposed. The correct heading is: “A new explanation and a new cure for  boredom”.

Peter Toohey

We can quickly find this name in Paragraph A: Toohey compares boredom with disgust, which  is: “…an emotion that motivates us to stay away from certain situations. ‘If disgust protects  humans from infection, boredom may protect them from infectious social situations ’, he  suggests”.

Toohey’s idea is that boredom may actually protect us from bad situations or experiences.

–  avoid = stay away from

–  an unpleasant experience = infectious social situations

The answer is E.

Thomas Goetz

Goetz is mentioned in both Paragraph B and Paragraph E. We already know (from Q15) that  Paragraph B is about the classification of types of boredom by Goetz and his team. This matches  B in the list of ideas: “ Of the five types, the most damaging is ‘reactant’ boredom with its  explosive combination of high arousal and negative emotion”.

So, ‘reactant’ boredom is the worst of all five types of boredom, because it is ‘the most damaging’.

–  sort = type

The answer is B.

John Eastwood

Eastwood is mentioned in Paragraph D and Paragraph E. Starting to look for the answer in  Paragraph D, we find a discussion of boredom as a failure to put our attention system into action:  “This causes an inability to focus on anything, which makes time seem to go painfully slowly.  What’s more, your efforts to improve the situation can end up making you feel worse ”.

–  trying to cope with boredom = your efforts to improve the situation

–  increase its negative effects = making you feel worse

The answer is D .

Francoise Wemelsfelder

Her name is mentioned in the last paragraph. She believes that: “ In modern human society there  is a lot of overstimulation but still a lot of problems finding meaning ”.

Our modern lifestyles, therefore, tend to stimulate us too much, without enabling us to find any  meaning for what we do.

–  today = modern

The answer is A.

Question: For John Eastwood, the central feature of boredom is that people cannot 24…………., due to a failure in what he calls ‘the attention system’, and as a result they become frustrated and irritable.

Key words: Eastwood, central, failure, attention system

Using the key words, we find the answer in Paragraph D: “For Eastwood, the central feature of  boredom is a failure to put our ‘attention system’ into gear. This causes an inability to focus on anything ….”

Thus, when people are bored, they are not able to focus on anything.

–  as a result = causes

–  cannot = inability to

The answer is focus.

25. pleasure

Question: His team suggests that those for whom 25……………. is an important aim in life may have problems in coping with boredom.

Key words: aim, problems, coping

The answer is found in Paragraph E, again using the key words. Here, it is stated that: “Boredom proneness has been linked with a variety of traits. People who are motivated by pleasure seem to suffer particularly badly ”.

So, people who are motivated by pleasure try to achieve pleasure as an important aim in life.  They soon seem to get bored and have problems, suffering badly.

The answer is pleasure.

26. curiosity

Question: … whereas those who have the characteristic of 26…………….. can generally cope with it.

Key words: characteristic, cope with

In the next sentence, we learn about the people who cope well with boredom: “Other personality traits, such as curiosity , are associated with a high boredom threshold ”.

If people have a ‘high boredom threshold’, that means that they are not easily bored. These are  people who have the characteristic of curiosity.

–  characteristic = personality trait

The answer is curiosity.

Question: What is the writer suggesting about computer-produced works in the first paragraph?

Key words: suggest, computer-produced, works

In paragraph 1, the writer tells us about how successful works of art have been which have been  produced using the computer: “ Classical music by an artificial composer has had audiences  enraptured… Artworks painted by a robot have sold for thousands of dollars and been hung in  prestigious galleries. And software has been built which creates art that could not have been  imagined by the programmer”.

All of this indicates answer B: A great deal of progress has already been attained in this field.

The answer is B .

Question: According to Geraint Wiggins, why are many people worried by computer art?

Key words: Geraint Wiggins, worried

Looking for the key words, we find the name ‘Geraint Wiggins’ in paragraph 2. If creative acts  can be translated into computer code, this means that human creativity is no longer a special  quality of being human. Computers can do the same thing. “ It scares a lot of people. They are  worried that it is taking something special away from what it means to be human ”. In other words, when computer art performs the same creative acts as humans, then people are worried  that: ‘It undermines a fundamental human quality” – by taking away (=undermining) the unique (=special) human ability to be creative.

–  worried = scared

The answer is C.

Question: What is a key difference between Aaron and the Painting Fool?

Key words: difference, Aaron, Painting Fool

Aaron is mentioned in paragraphs 3 and 4. In paragraph 3, the writer explains what Aaron is and  what it can do: “It is still little more than a tool to realise the programmer’s own creative ideas”.  In paragraph 4, Aaron is compared with the Painting Fool: “ Unlike earlier ‘artists’, such as  Aaron, the Painting Fool only needs minimal direction and can come up with its own concepts by going online for material ”.

As a result, we are told, the Painting Fool is beginning to develop its own imagination. So, the  difference is that Aaron only follows the programmer’s ideas, while the Painting Fool can create  its own ideas independently, going online for material (= subject matter). The difference is ‘the source of its subject matter’

–  key difference = unlike

The answer is C .

Question: What point does Simon Colton make in the fourth paragraph?

In paragraph 4, Colton’s ideas on computer-produced art are presented. “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… While some people might say they have a  mechanical look, Colton argues that such reactions arise from people’s double standards towards  software-produced and human-produced art ”.

If people have ‘double standards’ they have moral principles which are unfair, because they  judge human art in one way and computer-produced art in a different way.

The answer is that: ‘People tend to judge computer art and human art according to different  criteria (= ‘double standards’).

Question: The writer refers to the paintings of a chair as an example of computer art which…

Key words: paintings, chair, computer art

This is a tricky question, so be careful or you will end up with the wrong answer. The Painting  Fools paintings of a chair are discussed at the end of paragraph 4. Here, the writer refers to  ‘software bugs’ and ‘a technical glitch’. However, these problems do not necessarily have bad  results. In the case of the chair paintings: “Some of the Painting Fool’s paintings of a chair  came out in black and white, thanks to a technical glitch. This gives the work an eerie, ghostlike  quality”.

So, these technical problems resulted in paintings of a chair which had an unexpected and ‘eerie  and ghostlike quality’ – in other words they had a ‘striking’ effect on people who saw them. The  paintings produced by computer art thus: “achieved a particularly striking effect”.

Question: Simon Colton says it is important to consider the long-term view when…

Key words: Simon Colton, long-term view

At the beginning of paragraph 5, we find the statement that: “ Researchers like Colton don’t believe it is right to measure machine creativity directly to that of humans ‘ who have had millennia to develop our skills ’ ”. This refers to the creativity (=artistic achievements) of computers and humans and how important it is to consider the element of time.

–  long-term = millennia

Question: David Cope’s EMI software surprised people by…

Key words: Cope, EMI, surprised

In paragraph 5, David Cope and his EMI program are mentioned. His software created (=generated) music in the style of various classical composers. Then, people’s reactions are  described: “Audiences were moved to tears, and EMI even fooled classical music experts into  thinking they were hearing genuine Bach ”.

Thus, people were not able to distinguish between the work of a famous human classical  composer and the work of the EMI program. The EMI program generated: “work that was  virtually indistinguishable from that of humans”.

–  surprised = moved to tears

The answer is A .

Question: Geraint Wiggins criticised Cope for not…

Key words: Wiggins, criticised Cope

We find why Wiggins criticised Cope in paragraph 5. “ Some, such as Wiggins, have blasted  Cope’s work as pseudoscience, and condemned him for his deliberately vague explanation of  how the software worked ”.

So, Wiggins claimed that Cope did not explain clearly (= reveal) how the software (= program)  worked (= the technical details).

–  criticised = blasted, condemned

The answer is E .

Question: Douglas Hofstadter claimed that EMI was…

Key words: Douglas Hofstadter, EMI

The answer can be found in paragraph 5. “ Douglas Hofstadter of Indiana University said EMI  created replicas which still rely completely on the original artist’s creative impulses ”. Thus, EMI  just made copies, “producing work entirely dependent on (= rely on) the imagination (= creative  impulses) of its creator (= original artist)”.

Question: Audiences who had listened to EMI’s music became angry after…

Key words: audiences, EMI’s music, angry

At the end of paragraph 5, the author states that: “ When audiences found out the truth they were  often outraged with Cope, and one music lover even tried to punch him ”. When they first  listened to EMI’s music, people did not know that it had been produced by a computer program.  When they found out (= ‘discovered’) the truth, they became angry.

–  angry = outraged

The answer is G .

Question: The participants in David Moffat’s study had to assess music without…

Key words: participants, David Moffat, assess

The name David Moffat is in paragraph 6. His study is described: “ The participants weren’t 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”. So, listening to pieces of music, the participants in  the study did not know if they were “the work of humans or software”.

–  music = tunes

Question: Moffat’s research may help explain people’s reactions to EMI

Key words: Moffat, explain, reactions, EMI

At the beginning of paragraph 6, the writer asks: “…why did so many people love the music, yet  recoil when they discovered how it was composed? We then learn that Moffat’s study helps to  provide an answer to this question: “ A study by computer scientist David Moffat of Glasgow Caledonian University provides a clue ”.

Thus, people’s reactions to music composed by a computer required some explanation. Their  reaction was either to love the music or to recoil. The study provided a clue.

–  research = study

–  help explain = provide a clue.

The answer is YES.

39. NOT GIVEN

Question: The non-experts in Moffat’s study all responded in a predictable way

Key words: non-experts, Moffat, predictable

Moffat asked both experts and non-experts to take part in his study by listening to six pieces of  music (paragraph 6). The writer tells us that: “ 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 analysis ”.

We learn that everyone in the study (experts and non-experts) generally disliked a piece of music  more when they thought the composer was a computer. The writer was surprised that even the  music experts reacted in the same way as the non-experts.

Non-experts are not mentioned again, so we don’t know if they all responded in a predictable  way.

Question: Justin Kruger’s findings cast doubt on Paul Bloom’s theory about people’s prejudice towards computer art

Key words: Kruger, doubt, Bloom, prejudice

Paul Bloom and Justin Kruger are mentioned in the final paragraph. “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… Meanwhile, experiments by  Justin Kruger of New York University have shown that people’s enjoyment of an artwork  increases if they think more time and effort was needed to create it”.

They both have theories about why people might be prejudiced against computer art. Bloom  believes that people get pleasure partly from appreciating the creative process of making art. Kruger thinks that people enjoy an artwork more if they think that a lot of time and effort went  into creating it.

So, Kruger’s findings do not contradict Bloom’s theory – the creative process can be appreciated because humans have spent time and effort to create a work of art.

The answer is NO.

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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.

Let’s 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 Website 

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 country’s gross domestic product and is the country’s 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 – 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 Zealand’s 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 Zealand’s 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 ‘bookmark’ 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 ‘Your Words’ 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 don’t want to be ‘one of the crowd’ 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 – 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.

‘ Case Study Tourism New Zealand website ’ IELTS Reading Answers With Location and Explanation 

1  Answer: update

Question type: Table Completion

Answer location: Paragraph B

Answer explanation: It is mentioned in the 8th and 9th lines that, “In addition, because participating businesses were able to update the details they gave on a regular basis….”.

2 Answer: environment

Answer explanation: It is mentioned in the last line that, “As part of this, the effect of each business on the environment was considered.”

3 Answer: Captain

Answer location: Paragraph C

Answer explanation: It is mentioned in the 1-3 lines that, “….One of the most popular was an interview with former New Zealand All Blacks rugby captain Tana Umaga.”

4 Answer: films

Answer explanation: It is mentioned in the 4th and 5th lines that, “…… was an interactive journey through a number of locations chosen for blockbuster films …….”.

5 Answer: season

Answer explanation: It is mentioned in the 8th and 9th lines that, “…. the site catalogued the most popular driving routes in the country, highlighting different routes according to the season…..”.

6 Answer: accommodation

Answer location: Paragraph D

Answer explanation: It is mentioned in the 4th line that, “….. There were also links to accommodation in the area.”

7 Answer: blog

Answer explanation: It is mentioned in the 6th and 7th lines that, “ ….. The website also had a ‘Your Words’ section where anyone could submit a blog of their New Zealand travels for possible inclusion on the website.”

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, “…. 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.”

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, “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.”

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 ‘Case Study: Tourism New Zealand website’ 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 ‘using words from the text’ or ‘from the text’. 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 can’t, 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 , ‘True, False, Not Given’ 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 doesn’t 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 ‘Case Study: Tourism New Zealand website’ IELTS reading passage! To crack your IELTS Reading in the first go, try solving more of the Recent IELTS Reading Passages.

Also, check :

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Practice IELTS Reading based on question types

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Online Case Study Answer Generator for Students

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Usually, a case study analysis consists of 6 parts. Each one is dedicated to a particular aspect and serves its own purpose. Let’s 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 study’s subject. When you write it, keep in mind the following questions:

• What is your case study about?
• What is the primary goal of your research?
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Problem Statement

The next part introduces the main problem or issue the study will be focusing on. Typically, it’s concerned with a challenge faced by an individual or organization in question. The problem statement provides a clear focus for the whole research.

Now, it’s time for the most interesting part—the analysis itself. When it comes to business problems, students can use various approaches, such as:

This part presents several ways to resolve the issue in question. The solutions must be realistic and achievable. It’s 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, it’s time for the final part of the analysis: your conclusions . Here is what you need to do:

• Summarize the results of your case study analysis and explain how they relate to the research’s main problem.
• Be sure to emphasize how vital your study is and how it helps to make the issue more manageable.
• Make further suggestions based on your findings.

✍️ How to Write a Case Study

Now you know what to include in your case study. But how do you write one that is truly outstanding? Just follow our step-by-step guide:

1. Pick a Case to Explore

Choosing the right topic is essential. You need to do it early on to ensure that the research subject is sufficiently explored.

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:

• What is the problem you’re researching?
• Who is affected by it?
• Where does it occur?
• When did the problem arise?
• Why is this issue significant?

If you need help with this part of your analysis, you can always use our research problem generator .

3. Gather Evidence & Collect Data

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 you’ve 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.

5. Provide Solutions & Recommendations

Develop several possible solutions using the information you’ve gathered. Once you’ve done it, answer the following questions:

• What are the pros and cons of these solutions?
• Which one can be the most beneficial?
• How can the entity you’re analyzing implement it in practice?

The more detailed your recommendations are, the better. If possible, try to include aspects such as timeline, resource allocation, and KPIs for monitoring.

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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

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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.

❓ 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.

❓ 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.

❓ 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.

🔗 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 – Student Academic Success: Monash University

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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Key Study Skills

• Assignment Calculator
• Managing nervousness
• Allocating time and using the marking system
• Using the reading time effectively
• Answering multi-choice and short answer questions
• Answering essay and case study questions in exams
• Managing exam stress
• Academic Skills for Success

Answering essay questions in exams

Writing an essay in an exam is similar in many ways to writing an essay for an assignment: It needs to be clearly structured, and your ideas need to be linked and supported by evidence.

Essay questions in exams

• Read the question through carefully to make sure you are answering what has been asked.  Missing one part of a question can cost you a lot of marks.
• Make a quick plan of the points you want to include in your answer.
• Use essay structure: introduction, points, conclusion.  But if you run out of time, it can be a good idea to write notes.
• Get right to the point from the beginning.  Use the words from the question to write your first sentence. For example:

Question: What do you think is the most important intercultural communication issue in New Zealand? First sentence: At present in New Zealand the most important intercultural communication issue is...

• Remember to include one idea per paragraph, and to begin each paragraph with a clear topic sentence.
• Make sure your writing is legible.
• Grammar, punctuation and spelling are not as important as in an assignment but should still be of a good standard.

Answering case study questions

Exam questions that ask you to anlayse case studies (also called scenarios) are usually designed to test your ability to relate theories and concepts to real-world situations.

Preparing for case studies before the exam:

• Start by identifying the theories and concepts covered in your course.  Organise and review the information you have on these theories/concepts so you understand them.
• Practice reading case studies and identifying relevant information. It's probably useful to practice doing this with a time limit as you will have one in your exam.
• Practice relating concepts and theories to real-world situations: ask lecturers and check textbooks for practice examples. It is also worth checking past exams for your course to see if there are examples of case study questions.

During the exam

• Take time to plan: Have a clear idea of how much time you have to answer the question. Then plan to spend some time reading the exam question, the case study and planning your answer. Take time to make sure you have understood the case study and know what the exam question is asking you to do:
• Read the exam question(s)
• Then skim read the case study to get the general idea. Highlight or underline key points
• Reread the question to make sure you understand it and to focus your attention when you reread the case study.
• Reread the case study carefully. Make a note of any ideas that you think of.
• Answer the question linking relevant theories and concepts to specific information from the case study. Usually you will need to write your answers in clearly formed paragraphs which have a clear topic that is well-supported with evidence and examples.
• Instead of simply describing or restating information from the case itself, use specific details or examples to support the points you are trying to make. This is where you link theory to the facts from the case study.
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Academic IELTS Reading: Test 2 Reading passage 2; I contain multitudes; with best solutions and detailed explanations

In this Academic IELTS Reading article, we provide effective solutions for IELTS Reading Test 2 , specifically focusing on Reading Passage 2 titled ‘I contain multitudes’ . Our targeted post caters to IELTS candidates who encounter difficulties in locating and comprehending Reading Answers in the AC module. With our expert guidance, you can effortlessly grasp every Reading answer, streamlining your preparation process. Allow us to assist you in efficiently finding IELTS Reading answers and enhancing your overall performance.

IELTS Test 2: AC Reading Module

Reading Passage 2: Questions 14-27

The headline of the passage: I contain multitudes

Questions 14-16: Multiple-choice questions

[This type of question asks you to choose a suitable answer from the options using the knowledge you gained from the passage. Generally, this question is set found as the last question set in most passages so you should not worry much about it. Finding all the answers for previous questions gives you a good idea about these questions.]

Question no. 14: What point does the writer make about microbes in the first paragraph?   

Keywords for the question: microbes, first paragraph,     

Look at the very first lines of the first paragraph, which is the topic sentence. The writer says here, “Microbes, most of them bacteria, have populated this planet since long before animal life developed and they will outlive us … . ..”

Here, they will outlive us = they will continue to exist for longer than the human race,

So, the answer is: D (They will continue to exist for longer than the human race.)

Question no. 15: In the second paragraph, the writer is impressed by the fact that –   

Keywords for the question: second paragraph, writer, is impressed by, fact,      

In paragraph no. 2, lines 3-4 say, “ . .. . . What is amazing is that while the number of human cells in the average person is about 30 trillion, the number of microbial ones is higher – about 39 trillion . .. .. ..”

Here, What is amazing = the writer is impressed, the number of human cells in the average person is about 30 trillion, the number of microbial ones is higher – about 39 trillion = the average individual has more microbial cells than human ones,

So, the answer is: C (the average individual has more microbial cells than human ones.)

Question no. 16: What is the writer doing in the fifth paragraph?  

Keywords for the question: writer doing, fifth paragraph,     

The first half of paragraph no. 5 explains the discovery of microbes . Here, the writer explains, “For most of human history we had no idea that microbes existed . The first man to see these extraordinarily potent creatures was a Dutch lens-maker Antony van Leeuwenhoek in the 1670s. Using microscopes of his own design that could magnify up to 270 times, he examined a drop of water from a nearby lake and found it teeming with tiny creatures he called ‘animalcules’. .. . . ..”

So, the answer is: A (explaining how a discovery was made.)

Questions 17-20: Completing summary with a list of words

[In this type of question, candidates are asked to complete a summary with a list of words taken from the passage. Candidates must write the correct letters (not the words) which are given in the box under the questions as the answers. Keywords and synonyms are important to find answers correctly. Generally, this type of question maintains a sequence. Find the keywords in the passage and you are most likely to find the answers.]

Title of the summary: We should be more tolerant of microbes

The title of the summary tells us that the answers to this question type lies in Paragraph E.

Question no. 17: Yong’s book argues that we should be more tolerant of microbes. Many have a beneficial effect, and only a relatively small number lead to __________ .  

Keywords for the question: Young’s book argues, should be, tolerant, microbes, many, beneficial effect, only, relatively small number, lead to,   

Lines 1-3 of paragraph no. 6 say, “Yong’s book is in many ways a plea for microbial tolerance , pointing out that while fewer than one hundred species of bacteria bring disease , many thousands more play a vital role in maintaining our health … .. ..”

Here, a plea for microbial tolerance = we should be more tolerant of microbes, many thousands more play a vital role in maintaining our health = many have a beneficial effect, fewer than one hundred species of bacteria bring = only a relatively small number lead to ,

disease = illness,

So, the answer is: G (illness)

Question no. 18: And although it is misleading to think of microbes as ‘friendly’, we should also stop thinking of them as enemy. In fact, we should accept that our relationship with microbes is one based on _____________.  

Keywords for the question: although, misleading, think of microbes, friendly, should also stop thinking, enemy, should accept, our relationship with, microbes, based on,

In lines 5-7 of the sixth paragraph, the writer explains, “ . . . . In reality, says Yong, bacteria should not be viewed as either friends or foes, villains or heroes . Instead we should realise we have a symbiotic relationship , that can be mutually beneficial or mutually destructive .” 

Here, bacteria should not be viewed as either friends or foes, villains or heroes = although it is misleading to think of microbes as ‘friendly’, we should also stop thinking of them as enemy,

symbiotic relationship or, mutually beneficial or mutually destructive = partnership ,

So, the answer is: B (partnership)

Questions no. 19 & 20: New research shows that microbes have numerous benefits for humans. Amongst other things, they aid digestion, remove poisons, produce vitamins and may even help reduce obesity. However, there is a growing problem. Our poor 19. _________ , our overuse of antibiotics, and our excessive focus on 20. __________  are upsetting the bacterial balance and may be contributing to the huge increase in allergies and immune system problems.

Keywords for the question: new research, microbes, numerous benefits, for humans, aid digestion, remove poisons, produce vitamins, may even help, reduce obesity, however, growing problem, poor, overuse of antibiotics, excessive focus on, upsetting, bacterial balance, may be contributing, huge, increase, allergies, immune system problems,    

The answers lies in paragraph no. 7. Here, the writer says in lines 2-7“ .. .. . . New research is now unravelling the ways in which bacteria aid digestion , regulate our immune systems, eliminate toxins , produce vitamins, affect our behaviour and even combat obesity . ‘They actually help us become who we are,’ says Yong. But we are facing a growing problem . Our obsession with hygiene , our overuse of antibiotics and our unhealthy, low-fibre diets are disrupting the bacterial balance and may be responsible for soaring rates of allergies and immune problems, such as inflammatory bowel disease (IBD) .”

Here, unravelling = shows that, eliminate toxins = remove poisons, combat obesity = reduce obesity,

unhealthy, inflammatory bowel disease (IBD) = immune system problems,

low-fibre diets = poor nutrition,

So, the answer for question 19 is: H (nutrition)

And, obsession with hygiene = excessive focus on cleanliness,

So, the answer for question 20 is: E (cleanliness)

Questions 21-26: YES, NO, NOT GIVEN

In this type of question, candidates must find out whether:

The statement in the question matches with the claim of the writer in the text- YES The statement in the question contradicts the claim of the writer in the text- NO There is no clear connection of the statement with the account in the text- NOT GIVEN

[TIPS: For this type of question, you can divide each statement into three independent pieces and make your way through with the answer.]

Question no. 21: It is possible that using antibacterial products in the home fails to have the desired effect.  

Keywords for the question: possible, using antibacterial products, home, fails to have, desired effect,  

The first few lines of paragraph no. 8 give us the answer to this question. The writer says here, “The most recent research actually turns accepted norms upside down. For example, there are studies indicating that the excessive use of household detergents and antibacterial products actually destroys the microbes that normally keep the more dangerous germs at bay . . .. .. .”

Here, use of household detergents and antibacterial products = using antibacterial products in the home, destroys the microbes that normally keep the more dangerous germs at bay = fails to have the desired effect,

So, the answer is: YES    

Question no. 22: It is a good idea to ensure that children come into contact with as few bacteria as possible.     

Keywords for the question: good idea, ensure, children, come into contact, as few bacteria, as possible,  

Again, in paragraph no. 8, take a close look at lines 3-5, “ .. .. . . Other studies show that keeping a dog as a pet gives children early exposure to a diverse range of bacteria, which may help protect them against allergies later .”

Here, these lines suggest that ensuring children come into contact with as few bacteria as possible is NOT a good idea.

So, the answer is: NO      

Question no. 23: Young’s book contains more case studies than are necessary.  

Keywords for the question: Young’s book, contains, more case studies, than, necessary,  

Paragraph no. 8 and 9 do not provide any information on whether Yong’s book contains more or less case studies than are necessary.

So, the answer is: NOT GIVEN       

Question no. 24: The case study about bacteria that prevent squid from being attacked may have limited appeal.   

Keywords for the question: case study, bacteria, prevent, squid, from being attacked, may have, limited appeal,   

In paragraph no. 9, have a look at lines 2-4, where the writer says, “ . . . . Among the less appealing case studies is one about a fungus that is wiping out entire populations of frogs and that can be halted by a rare microbial bacterium. Another is about squid that carry luminescent bacteria that protect them against predators .  … . … . .” 

Here, less appealing case studies = case studies with limited appeal, squid that carry luminescent bacteria that protect them against predators = bacteria that prevent squid from being attacked,

So, the answer is: YES

Question no. 25: Efforts to control dengue fever have been surprisingly successful.  

Keywords for the question: efforts, control dengue fever, surprisingly successful,

In line no. 7 of paragraph no. 9, we find reference to ‘dengue fever’. However, the writer DID NOT MENTION whether efforts to control this fever have been successful or not in this passage.

So, the answer is: NOT GIVEN  

Question no. 26: Microbes that reduce the risk of infection have already been put inside the walls of some hospital wards.  

Keywords for the question: microbes, reduce, risk of infection, already been put inside, walls of, some hospital wards,  

The final few lines of paragraph no. 9 says, “ . . .. . In the future, our ability to manipulate microbes means we could construct buildings with useful microbes built into their walls to fight off infections. Just imagine a neonatal hospital ward in a specially mixed cocktail of microbes so that babies get the best start in life.”

Here, Just imagine = it is yet to be done / it has not been done yet.  

So, the answer is: NO

Click here for solutions to passage 1: The White Horse of Uffington

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Academic IELTS Reading: Test 2 Passage 1; The Dead Sea Scrolls; with top solutions and best explanations

This Academic IELTS Reading post focuses on solutions to an IELTS Reading Test 2 passage 1 that has a passage titled ‘The Dead Sea Scrolls’. This is a targeted post for Academic IELTS candidates who have major problems locating and understanding Reading Answers in the AC module. This post can guide you the best to understand […]

Academic IELTS Reading: Test 1 Reading passage 3; To catch a king; with best solutions and explanations

This Academic IELTS Reading post focuses on solutions to an IELTS Reading Test 1 Reading Passage 3 titled ‘To catch a king’. This is a targeted post for IELTS candidates who have great problems finding out and understanding Reading Answers in the AC module. This post can guide you the best to understand every Reading answer […]

Risk assessment for general office cleaning: IELTS Reading

IELTS General Test – Passage 18: A case study of a risk assessment for general office cleaning 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 PDFs.

A case study of a risk assessment for general office cleaning

A commercial cleaning service took on a new contract to clean an office complex. Before sending cleaning staff to the offices, the manager of the cleaning service carried out a risk assessment using guidance provided by the Health and Safety Executive (HSE).

To identify the hazards, the cleaning service manager visited the office complex and walked through the areas where cleaning staff would be working, noting things that might pose potential risks. Following this, he consulted the health and safety representatives of the cleaning service about these risks, taking into account the needs of any particular staff members, such as whether they were pregnant or aged under 18.

In order to gather further information, he then had a meeting with the client company during which a number of issues were discussed. These included the client company’s own standard of housekeeping, such as the immediate clearing up of spills and keeping walkways clear, as well as the action to be taken if a fire broke out. He also established what facilities and equipment would be available to the cleaners, including the amount of storage space available, as well as the availability of sinks and taps, etc. and agreed on a method of reporting near-miss accidents and risks discovered by cleaners (e.g. damaged floor tiles).

Following the meeting, the manager created a risk assessment document. He wrote down who could be harmed by each risk or hazard identified and in what way, and he then described what controls, if any, were in existence to manage these hazards. The manager then compared these to the good practice guidance set out on the HSE’s website and identified any areas where improvement was needed.

The manager discussed the findings with the cleaning staff, making sure they understood the risks of the job and how these risks would be monitored. One cleaner, whose first language was not English, had difficulty understanding this, so the manager arranged for translation to be done by a bilingual cleaner from another team. Finally, to ensure that all the cleaning staff had access to a copy of the risk assessment, the manager pinned a copy in the cupboard where cleaning equipment was kept.

Questions 15-21

Complete the flow-chart below.

Choose  ONE WORD ONLY  from the text for each answer.

Write your answers in boxes  15-21  on your answer sheet.

Stages followed by manager in carrying out risk assessment

He visited the offices to be cleaned and noted potential risks.

He talked to health and safety  15 …………………… about the risks.

At a meeting, he talked to the client company about

•  the policy of the company regarding  16 ……………………  (e.g. clear walkways)

•  procedures to be followed in case of a  17 ……………………

•  facilities available to cleaners (e.g. space available for  18 ……………………)

•  a way of  19 ……………………  risks and hazards.

He created a risk assessment document identifying existing controls of risks and hazards.

He compared these to information that the HSE provided on its  20 …………………… .

He displayed a copy of the risk assessment inside a  21 ……………………  available to all cleaning staff.

________________

1) IELTS 13 READING PASSAGE – VANILLA: THE MOST WONDERFUL FLAVOUR ↗

2) IELTS 13 READING PASSAGE – TRAVEL PHOTOGRAPHY COMPETITION ↗

3) IELTS 13 READING PASSAGE – RUNNING HEADPHONES ↗

4) IELTS 13 READING PASSAGE – PREPARING FOR VIRTUAL JOB INTERVIEW ↗

5) IELTS 13 READING PASSAGE – TUNING UP YOUR LEADERSHIP SKILLS ↗

A case study of a risk assessment for general office cleaning Answers

Check out A case study of a risk assessment for general office cleaning reading answers below with explanations and locations given in the text.

15   representatives

16   housekeeping

17   fire

18   storage

19   reporting

20   website

21   cupboard

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What the Case Study Method Really Teaches

• Nitin Nohria

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: “What was the most important thing you learned from your time in our MBA program?”

• Nitin Nohria is the George F. Baker Professor of Business Administration, Distinguished University Service Professor, and former dean of Harvard Business School.

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Tourism New Zealand Website Case Study Reading Answers : Way to Boost Your IELTS Preparation

For now, we have talked a lot about the speaking & listening sections of the IELTS examination. Today, let’s move forward to know more about the IELTS reading section.

The IELTS reading section is an extremely important yet tough exams but it is not possible for one to not crack it in time. All you need is the right reading practice and by that we mean, a lot of it to make sure that you do not cease anywhere while you’re giving the exam during the final attempt. Along with this, you need to tackle a lot of reading passage’s questions and increase your difficulty level every day to make sure that you are easily able to solve all these questions, no matter what type or any sort of questions you’re presented with.

So, today let’s move forward to know more about it.

Case Study Tourism New Zealand Website Reading Answers

The IELTS reading passage topic: Tourism New Zealand Website” is a very common yet interesting topic in the IELTS examination. In the sections below, this topic is divided into different parts to help you practice in a better yet easy manner for this passage.

Tourism New Zealand Website IELTS Reading Answers: Part 1

New Zealand is a small country with a minimum of just four million inhabitants that are spread across the country in a peaceful manner.

Currently, the total GDP of the country has the highest percentage of tourism in it. Tourism contributes to making up to 9% of this country’s GDP and is the largest export sector of the country. Unlike all the other export sectors, tourism is one such sector in this country which helps to bring a lot of its customers to this country. And while we talk about the other products of this country – they are just people, places, and the experiences that are taken out of it.

In the year 1999, Tourism New Zealand launched a great campaign which was there to help communicate a new brand position to the world. This campaign focused on New Zealand’s scenic beauty, its exhilarating outdoor activities and the authentic Maori culture that is being followed here which helps in making it the most powerful yet the strongest brands in the world.

ALSO, READ What is a Good IELTS Score? Is 7.5 a Good IELTS Score? Here’s All You Need to Know

Tourism New Zealand Website IELTS Reading Answers: Part 2

A key feature of this campaign was the website that was launched during this period for this country, www.newzealand.com. This website helped in providing great potential visitors to the country with a single gateway to each and everything that the destination had to offer to its people.

But the heart of the business is the database of tourism services operators, both of which are based in New Zealand as well as abroad which helps in providing great tourism services to the country. So, any tourism-related form can be filled easily without taking anybody’s help at all. Further, to maintain the standards and improve them, Tourism New Zealand organised a scheme with the help of which organisations that appear on the website underwent an independent evaluation against a set of the national standards of quality that they all agreed on. And due to this, the effect it had on each of the businesses was considered too.

Tourism New Zealand Website IELTS Reading Answers: Part 3

Further, to communicate the New Zealand experience, this site also carried forward various features related to the famous people and places which was one of the most popular interviews that this country had with the former New Zealand All Blacks Rugby Captain “Tana Umaga.”

Another such feature that helped in increasing a lot of attention towards his country is through the help of those blockbuster films that were made here which helps in providing people with an interactive journey through a number of some amazing yet extremely beautiful locations.

A Travel Planner feature was also added to this list which helped the visitors to click and bookmark the places of attraction for them so that when they visit this country, they’ll have a long list of places to roam around. This planner also helps in suggesting routes and public transport options to the readers in order to easily choose between the locations that they have chosen for them.

Also Read: The Life Cycle of a Star: An IELTS Reading Answers Topic with Questions Solved

Tourism New Zealand Website IELTS Reading Answers: Part 4

New Zealand is not just any typical destination where people could come and roam around; it’s an emotion, a feeling for all those four million people residing here. New Zealand is just a small & pretty country with little less population in it and it creates a visitor economy for the tourists which is generally composed of small businesses. It is generally perceived as a safe English-speaking country with reliable transport infrastructure. And because of the long-haul flights, most visitors have to stay for a long period of time in this country, let’s say, for about a period of 20 days so that they can see as much of the country as is possible for them on a one-time long visit to this country.

Tourism New Zealand Website IELTS Reading Questions

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.

#1. Easy for Tourism-related business to get on the list

#2. Allowed businesses to _____________ information regularly

#3. Provided a countrywide evaluation of businesses, including their impact on the _________________

#4. Special features on local topics

Example – an interview with a former sports _________________, and an interactive tour of various locations used in ____________________________

#5. Information on driving routes that varied depending on the ___________________________

#6. Travel Planner • included a map showing selected places, details of public transport and local ________________

#7. ‘Your Words’ • travelers could send a link to their ________________________

#2. Environment

#3. Captain

#6. Accommodation

Do the following statements agree with the information given in Reading Passage 1?

In boxes 8-13 on your answer sheet, mention

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 ” created by the tourism department of New Zealand has been aiming to provide some great deals, itineraries, and good-deal packages for the travel companies as well as for all those travel enthusiasts.

#9. Many of the visitors out of these were found to be searching for the information that they want on the official website by the geographical location of the area.

#10. According to research, 26% of visitor satisfaction is related to their accommodation.

#11. Many-a-times, it has been noticed that many of the visitors to this country become more involved in the local culture of the country and enjoy it a lot.

#12. Many visitors like staying in small hotels as they like the vibe of such hotels a lot rather than those big, grand, and new ones recently built in the country.

#13. Visitors feel it unlikely to return to the country after their first visit here.

#9. Not Given

#12. Not Given

IELTS Preparation Tips: Reading Section

#1.the two “s”.

By the two S here, we mean Skimming and Scanning, that is to skim and scan the lines of the passage. This requires an individual to go through the reading passage in order to get a general understanding of the content and what could be the answers to the questions that follow behind it.

#2.Good Reading Speed

While practising for the IELTS reading section, an individual is asked to read as many passages as he/she can in order to increase their reading speed. This can further help an individual a lot in the future.

#3.Don’t Understand the Full Passage

While sitting in the exam hall, the aim of an individual should not be to understand the entire passage completely because this will put the ability to answer the questions in a timely manner to the test. And after all, your only aim should be to just find the correct answers to the questions.

After reading the above paragraph, we hope that you might have understood it well and have got an idea of how you can further solve the questions related to it or find out the different answers for the various questions being provided. If you have any doubts in your mind regarding the same, just feel free to comment down below and let us know all about it so that we can help you with that in the future because we’ll be more than happy to help you out through this.

Also, if you want more help in any of these reading passages, don’t forget to just check out our other blogs that will help you with the same.

Also Read: The Nature and Aims of Archaeology: Find Reading Answers for IELTS Reading Test

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2024 NPQLTD - example answers to case study

Subject: Whole school

Age range: Age not applicable

Resource type: Other

Last updated

12 May 2024

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The Story of Jesus

Today's devotional is from The Story: The Bible as One Continuing Story of God and His People (NIV) . © 2011 by Zondervan. Used with permission. All rights reserved. The Bible's title must be included when sharing the above content on social media.

Fish are shrinking around the world. Here’s why scientists are worried.

Figuring out the reason why has big implications, with billions of people depending on seafood for protein.

There’s something fishy going on in the water. Across Earth’s oceans, fish are shrinking — and no one can agree why.

It’s happening with salmon near the Arctic Circle and skate in the Atlantic. Nearly three-fourths of marine fish populations sampled worldwide have seen their average body size dwindle between 1960 and 2020, according to a recent analysis .

Overfishing and human-caused climate change are decreasing the size of adult fish, threatening the food supply of more than 3 billion people who rely on seafood as a significant source of protein .

As fish get smaller, there is less meat to cook per catch. So scientists are working to piece together why exactly fish respond to rising ocean temperatures by getting smaller.

“This is a pretty fundamental question,” said Lisa Komoroske, a conservation biologist at the University of Massachusetts at Amherst. “But we still don’t understand why.”

“How is it that we’ve known about this for so long but we don’t understand mechanisms?” she added.

The incredible shrinking fish

One undisputed reason so much marine life is getting smaller is fishing. Recreational anglers and commercial fishers alike like to catch large fish. That quest for the big ones leaves the small fries behind.

Rick Stuart-Smith, a marine biologist at the University of Tasmania in Australia, has surveyed coral reefs around the world. He said he can tell if a protected area has suffered from illegal fishing by the small size and sometimes even the shyness of the fish he sees while diving.

In truly protected areas “you’ll even see big fish in less than ideal habitats,” he said.

But there are plenty of marine species that face little fishing pressure that are still shrinking. To investigate why, Komoroske and her colleague, Joshua Lonthair, decided to grow their own fish.

The pair started their experiment on sardines in California until the pandemic closed the lab in 2020. “We get a call that the facility is shutting down at midnight,” Lonthair said. “I’m in the lab actually taking my final measurements on those fish for our first set of measurements.”

The pair restarted their work in Massachusetts with about 400 brook trout reared for up to eight months in tanks. The scientists kept some of the fish in waters set at 59 degrees Fahrenheit while others at 68 degrees Fahrenheit. All were fed the same diet.

By the end of the experiment, the difference was stark. The trout raised in warmer waters were on average less than half the size as the other fish.

“You look at the fish, it’s so obvious,” Komoroske said. “Not that you don’t need statistics, but they’re clearly different sizes.” In the ocean, the phenomenon is so widespread it has a name: the temperature-size rule.

Putting theory to the test

For years, the leading theory for why fish grow to smaller adult sizes in warmer waters had to do with their gills.

Fish, unlike humans, cannot regulate their body temperature well. So when the water temperature goes up, so too does the oxygen they require. But, some scientists thought, the limited surface area of fish gills couldn’t keep up with the extra demand of a bigger body, leading fish to cut their growth short.

“That is the crucial point,” said Daniel Pauly, a marine biologist at the University of British Columbia who developed what today is called gill oxygen limitation theory. “Gills don’t go as fast as volume.” Climate change wasn’t on his mind at all when he began developing the theory in the 1970s when studying tiny tropical fish.

But more recently, when Komoroske and Lonthair dissected the brook trout, they found the gills of the fish raised in warm water were more than large enough to meet the animals’ energy needs, according to a study published earlier this year . In the case of the brook trout, the leading theory for why fish were shrinking appeared to be wrong.

“It doesn’t matter which species we do it on,” Lonthair said. “If it’s a global theory that the gills are going to limit growth, it shouldn’t matter if it’s a brook trout or a sardine or any other species.”

But Pauly said there is a different way of interpreting the data on the metabolic rate that shows gills do limit growth, and that other studies of the gills of other fish support his theory, too. He added that other scientists attempting to refute his long-standing theory are trying to “harpoon a big whale.”

Komoroske said her team is not trying to “pick fights” with their research. “This is how science is supposed to work,” she said.

‘It’s a problem’

Figuring out exactly why fish shrink in warmer waters is key for helping managers prevent overfishing in the warming open ocean and for helping aquaculturists choose the right fish to farm.

“We’re blinded to fixing problems if we don’t understand what’s causing them in the first place,” said Timothy Clark, a professor at Deakin University in Australia who has conducted similar experiments on fish and temperature.

Other explanations are that fish have evolved to stay small to survive hot spells, or that some other body system besides gills is limiting oxygen uptake and growth.

Whatever the reason, the shrinking-fish phenomenon could refashion ecosystems. “In marine and other aquatic ecosystems, size determines whether you are a prey or predator,” said Asta Audzijonyte at the University of Tasmania, who also studies fish size.

Smaller fish can produce fewer eggs, potentially altering ecosystems as ocean temperatures rise. For those who depend on the sea for their livelihoods, all those smaller fillets fetch a lower price.

“It’s a problem for the fishery,” said Art Bloom, a salmon fisherman in Alaska’s Bristol Bay with more than three decades of experience. “They don’t present as well in the supermarket.” During his career, he has had to switch from using nets with 5¼ inch openings to ones with 4¾ inch openings as the salmon he caught got smaller.

But there are signs of ecosystem health. Inês Martins, an ecologist at the University of York in England who found that nearly three-fourths of marine fish were dwindling in size, said many of those same species are increasing in abundance even as average body sizes goes down.

“There’s always a few winners and losers,” she said.

This article is part of Animalia, a column exploring the strange and fascinating world of animals and the ways in which we appreciate, imperil and depend on them.