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Journal articles on the topic 'Case study method'

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Published: 4 June 2021

Last updated: 20 February 2023

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1

Ababacar Sy Diop, Khalifa, and Ersi Liu. "Categorization of case in case study research method: new approach." Knowledge and Performance Management 4, no. 1 (December 16, 2020): 1–14. http://dx.doi.org/10.21511/kpm.04(1).2020.01.

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This study was inspired by two of the leading papers in the case study method: Eisenhardt (1991) and Dyer and Wilkins (1991). The work of those authors could be considered a benchmark for research based on a case study. Additionally, this research comes as a complement to re-categorize case study research design. After reviewing those papers, the authors identified certain misunderstandings relative to when a case study should be addressed as single or multiple case studies. This study reviewed both recent and ancient research papers that used the case study research design in their investigations based on this misunderstanding. Thus, the previously identified misinterpretation of case study categorization is the gap this study filled. For this study, the case study research design was to be re-categorized to understand which case study design suits which research study. Accordingly, based on the identified gap, the study used secondary data to re-categorize the case study research design through a literature review method. As a result, the study identified three case study categories: single setting case study with single sub-case, single setting case study with multiple sub-cases, and multiple case studies. Consequently, the result re-categorizes single case study design into single sub-case and multiple sub-cases. This study makes recommendations through the proposed approach that filled the gap identified in the case study design categorization. In terms of adding to knowledge, this study’s proposed approach will augment the optimal use of case study research design by management, economics, and other disciplines’ researchers in the future.

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2

Stolovitch, Harold. "Case study method." Performance + Instruction 19, no. 9 (October 1990): 35–37. http://dx.doi.org/10.1002/pfi.4160190912.

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Stolovitch, Harold. "Case study method." Performance + Instruction 29, no. 9 (October 1990): 35–37. http://dx.doi.org/10.1002/pfi.4160290912.

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4

Liksina, E. V. "CASE STUDY AS A METHOD OF ACTIVE LEARNING." Aktuální pedagogika 2, no. 3 (September 8, 2017): 38–44. http://dx.doi.org/10.24045/ap.2017.3.6.

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5

Roselle, Ann. "The case study method." Library Review 45, no. 4 (June 1996): 30–38. http://dx.doi.org/10.1108/00242539610115281.

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6

May, Bella J. "The Case Study Method." Journal of Physical Therapy Education 6, no. 2 (1992): 61–62. http://dx.doi.org/10.1097/00001416-199207000-00009.

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Saxena, Anupam, and Anurag Saxena. "Case study: A Research Method." Voice of Intellectual Man- An International Journal 9, no. 2 (2019): 55. http://dx.doi.org/10.5958/2319-4308.2019.00018.5.

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Amerson, Roxanne. "Making a Case for the Case Study Method." Journal of Nursing Education 50, no. 8 (August 1, 2011): 427–28. http://dx.doi.org/10.3928/01484834-20110719-01.

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Et al., Dustnazar Omonovich Khimmataliev. "“CASE-STUDY METHOD IN STUDENTS TRAINING”." Psychology and Education Journal 58, no. 1 (January 20, 2021): 5374–79. http://dx.doi.org/10.17762/pae.v58i1.2140.

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The article discusses the specifics of using the case study method in teaching students. A specific mechanism is proposed, the logic of the development of such projects, the use of business incubator infrastructure.The essence of such a Case is that students should talk aloud about their intentions, the teacher should see the logic of their actions. In addition, in the event that any of the actions that are relevant to the case cannot be graphically depicted, the teacher can say the result of such an action. Such teaching methods help not only master the theory, but also test students their knowledge in practice in a situation as close to real as possible.

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Waysman, M., and R. Savaya. "Mixed Method Evaluation: A Case Study." American Journal of Evaluation 18, no. 1 (February 1, 1997): 227–37. http://dx.doi.org/10.1177/109821409701800123.

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Waysman, Mark, and Riki Savaya. "Mixed Method Evaluation: A Case Study." Evaluation Practice 18, no. 3 (September 1997): 227–37. http://dx.doi.org/10.1177/109821409701800304.

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While there is growing interest in employing mixed methods in evaluation research, there are few documented examples describing how to implement this in practice. This article describes the use of a mixed method approach to evaluate a nonprofit agency that provides organizational consultation and other support services to nonprofit organizations in Israel. It uses conceptualizations proposed by Greene, Caracelli, and Graham (1989) and by Rossman and Wilson (1994) to discuss the unique benefits of such methodology and also addresses the limitations and disadvantages of mixed method evaluation.

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Waysman, Mark, and Riki Savaya. "Mixed method evaluation: A case study." Evaluation Practice 18, no. 3 (September 1997): 227–37. http://dx.doi.org/10.1016/s0886-1633(97)90029-5.

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Kolomiets, Svetlana, Elena Medvedeva, and Alena Perevalova. "Mining Engineers Training: Case Study Method." E3S Web of Conferences 105 (2019): 04033. http://dx.doi.org/10.1051/e3sconf/201910504033.

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Currently, the minerals’ extractive industries are going through a deep technological modernization, with a characteristic expansion of international exchange of knowledge and know-how. The unification of the equipment used in open-pit and underground mining, the global spread of advanced mining technologies increases the importance of the linguistic competencies of mining engineers. At the same time, the specifics of training mining engineers is the uniqueness of situations in the extraction and processing of mineral resources, which actualizes the case study method in the training of mining engineers. The paper provides a description of the term «case study» and its basic characteristics and principles of application. The content is based on the authors’ own experience of mining engineers in case studies while teaching English. Some examples of case studies for mining engineering students studying English are presented. The paper notes the effectiveness of implementing case study method and shows its benefits for introducing in the process of mining engineers training. In addition to listing positive effects of the method for developing skills necessary for competitive specialists such as critical thinking, problem solving, creativity, collaboration, etc., the authors mention possible problems that are likely to occur while using this method as well.

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Yang, Tsung-Han, Cheng-Yuan Ku, and Man-Nung Liu. "Case study." Kybernetes 45, no. 4 (April 4, 2016): 637–49. http://dx.doi.org/10.1108/k-03-2015-0084.

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Purpose – In recent years, many development projects of the medical systems encounter difficulties and eventually fail. Failure is often due to very complicated and changeable medical procedures and the inconsistent understanding between system stakeholders, especially the healthcare providers, and information technology staff. Many research results also indicate that poor communication easily results in negative consequences during the implementation of the medical information system. To effectively overcome this obstacle, the purpose of this paper is to propose an enhanced Delphi method to assist in reaching consensus during the software development with some additional steps. Design/methodology/approach – As an alternative to the traditional way to elicit pertinent feedback from respondents, the enhanced Delphi method stresses the systematic, flexible, and cyclic stages to construct a questionnaire with viewpoints from different types of panelists and a self-assessment procedure as a validating step to measure the improvements in the system implementation. Findings – The better communication between the members of project team does increase the comprehensive assessment of a project. Originality/value – Based on a practical case, the enhanced Delphi method really demonstrates good performance and effectiveness.

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Schlenker, Emily C., and Cindy H. Sullivan Kerber. "The CARE Case Study Method for Teaching Community Health Nursing." Journal of Nursing Education 45, no. 4 (April 1, 2006): 144. http://dx.doi.org/10.3928/01484834-20060401-09.

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Tomski, Piotr. "ON CASE STUDY METHOD IN ENTREPRENEURSHIP RESEARCH." Zeszyty Naukowe Politechniki Częstochowskiej Zarządzanie 27, no. 2 (December 2017): 189–98. http://dx.doi.org/10.17512/znpcz.2017.3.2.18.

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Francis, Mark. "A Case Study Method For Landscape Architecture." Landscape Journal 20, no. 1 (2001): 15–29. http://dx.doi.org/10.3368/lj.20.1.15.

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18

Tałasiewicz, Mieszko. "The Method of Cases: A Case Study." Filozofia Nauki 29, no. 2 (December 3, 2021): 115–31. http://dx.doi.org/10.14394/filnau.2021.0010.

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Pavlenko, I. A. "Case-Study Method in Teaching Topic «Coma»." EMERGENCY MEDICINE, no. 8.79 (January 31, 2017): 119–23. http://dx.doi.org/10.22141/2224-0586.8.79.2016.90386.

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Jones, Colin, and Christina Lyons. "Case study: Design? Method? Or comprehensive strategy?" Nurse Researcher 11, no. 3 (April 2004): 70–76. http://dx.doi.org/10.7748/nr2004.04.11.3.70.c6206.

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21

Mills, W. L., S. D. Shnitzler, and R. S. Meldahl. "Measuring Wildfire Impacts: Method and Case Study." Southern Journal of Applied Forestry 11, no. 3 (August 1, 1987): 143–47. http://dx.doi.org/10.1093/sjaf/11.3.143.

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Abstract A discounted cash flow model called the Impact Appraisal Model (IAM) computes the economic impact due to a change in timber production caused by a wildfire. Data requirements for the IAM can be obtained using standard inventory procedures to estimate the pre- and post-fire stand conditionsneeded to initiate a growth and yield simulator. The model is demonstrated using five loblolly plantations that burned in 1980 and 1981. South. J. Appl. For. 11(3):143-147.

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22

Northcott, Michael S. "The Case Study Method in Theological Education." Contact 103, no. 1 (March 1990): 26–32. http://dx.doi.org/10.1080/13520806.1990.11758671.

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23

Rubaie, Talal Al. "The rehabilitation of the case-study method." European Journal of Psychotherapy & Counselling 5, no. 1 (March 2002): 31–47. http://dx.doi.org/10.1080/13642530210159198.

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24

Golby, Michael. "Case study method: key issues, key texts." Teacher Development 5, no. 3 (October 1, 2001): 403–8. http://dx.doi.org/10.1080/13664530100200295.

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25

Mohebbi, Mehri. "Planning and case study method in Africa." URBAN DESIGN International 20, no. 4 (September 30, 2015): 312–13. http://dx.doi.org/10.1057/udi.2015.23.

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26

Williams, Robert B., and James E. Gay. "Understanding Our Students: A Case Study Method." Clearing House: A Journal of Educational Strategies, Issues and Ideas 72, no. 1 (September 1998): 44–46. http://dx.doi.org/10.1080/00098659809599384.

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27

Doumeingts, Guy. "GEM: GRAI evolution method: a case study." International Journal of Technology Management 22, no. 1/2/3 (2001): 189. http://dx.doi.org/10.1504/ijtm.2001.002961.

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28

Bittner, Marie. "The IRAC Method of Case Study Analysis." Social Studies 81, no. 5 (October 1990): 227–30. http://dx.doi.org/10.1080/00377996.1990.9957530.

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29

김영숙, So-Ra Shin, and Hyo-Yeon Lim. "A study on the experience of care managers - Approached Qualitative case study method -." Korean Journal of Social Welfare Studies 40, no. 2 (June 2009): 89–122. http://dx.doi.org/10.16999/kasws.2009.40.2.89.

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30

Cakmak, Zafer, and Ismail Hakan Akgün. "A Theoretical Perspective on the Case Study Method." Journal of Education and Learning 7, no. 1 (October 10, 2017): 96. http://dx.doi.org/10.5539/jel.v7n1p96.

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Ensuring that students reach the determined goals of the courses at the desired level is one of the primary goals of teaching. In order to achieve this purpose, educators use a variety of teaching strategies and methods, and teaching materials appropriate to the content and the subject of the courses in the teaching process. As a matter of fact, it is known that the methods and materials that appeal to different sense organs of the students influence the learning process positively. In addition, the use of various teaching methods, techniques and materials in the teaching process both attract students’ attention and save the lesson from boredom, which affects the learning positively. In the process of teaching students sometimes have problems using their theoretical knowledge in real life situations. In this context, various teaching methods are also used for the practicalization of theoretical knowledge in the teaching processes. The case study method is one of the effective methods to achieve this purpose, because the case study method is a teaching method that enables students to acquire the knowledge and skills to deal with the problem they are working on and to produce information-based solutions in real life situations similar to the situations they are working with. In this study, the literature related to the case study method was examined and the application of the method, its history, application types, points to be considered in the application process, advantages of using the method in the teaching process and its limitations and teaching techniques to be used with the method are explained.

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31

VanWynsberghe, Rob, and Samia Khan. "Redefining Case Study." International Journal of Qualitative Methods 6, no. 2 (June 2007): 80–94. http://dx.doi.org/10.1177/160940690700600208.

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In this paper the authors propose a more precise and encompassing definition of case study than is usually found. They support their definition by clarifying that case study is neither a method nor a methodology nor a research design as suggested by others. They use a case study prototype of their own design to propose common properties of case study and demonstrate how these properties support their definition. Next, they present several living myths about case study and refute them in relation to their definition. Finally, they discuss the interplay between the terms case study and unit of analysis to further delineate their definition of case study. The target audiences for this paper include case study researchers, research design and methods instructors, and graduate students interested in case study research.

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Tawfeeq, Yahya. "DIGITAL ROCK ANALYSIS: AN ALTERNATIVE METHOD TO PREDICT PETROPHYSICAL PROPERTIES, CASE STUDY FROM MISHRIF FORMATION." Iraqi Geological Journal 53, no. 2C (September 30, 2020): 34–55. http://dx.doi.org/10.46717/igj.53.2c.4rs-2020-09-04.

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The digital core analysis of petrophysical properties replace the use of conventional core analysis by reducing the required time for investigation. Also, the ability to capture pore geometries and fluid behavior at the pore-scale improves the understanding of complex reservoir structures. In this work, 53 samples of 2D thin section petrographic images were used for analyses from the core plugs taken from the Buzurgan oil field. Each sample was impregnated with blue-dyed epoxy, thin sectioned and then was stained for discrimination of carbonate minerals. Each thin section has been described in detail and illustrated by photomicrographs. The studied samples include a variety of rock types. Packstone is the most common rock type observed followed by grainstone and packstone – wackestone. Floatstone and dolostone are noted rarely in the studied interval. However, the samples of thin section images are processed and digitized, utilizing MATLAB programming and image analysis software. The entire workflow of digital core analysis from image segmentation to petrophysical rock properties determination was performed. A focused has been made on determining effective and total porosity, absolute permeability, and irreducible water saturation. Absolute permeability is estimated with the Kozeny-Carman permeability correlation model and Timur-Coates permeability correlation model. Irreducible water saturation simply is derived from total and effective porosity. Also, some pore void characteristics, such as area and perimeter, were calculated. The results of Digital 2D image analysis have been compared to laboratory core measurements to investigate the reliability and restrictions of the digital image interpretation techniques.

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Son, Bui Truong. "APPLICATION THE POINT FOUNDATION (PF) METHOD FOR SOFT SOIL IMPROVEMENT: A CASE STUDY FROM VETNAM." Iraqi Geological Journal 53, no. 2D (October 31, 2020): 1–18. http://dx.doi.org/10.46717/igj.53.2d.1ms-2020-10-23.

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The point foundation method is the head enlarged cement deep mixing columns with high-quality control which can be used for soft ground improvement. The article aims to present the application of this method to treat soft soil for the foundation of Samse Vina factory, Ninh Binh province. The thickness of soft soil varies from 5.4 m to 7.4 m with high compressibility and low shear strength. Thus, point foundation was used to improve this layer. The prediction methods of soil bearing capacity and the settlement on the point foundation were calculated. After the treatment of soil, the unconfined compression strength of the point foundation column was determined and the static compression test for the point foundation column was also performed. The research results show that this method can significantly reduce the settlement of shallow footing and improved the bearing capacity of the soil. The final settlement of shallow footing was smaller than 2.54 cm and the bearing capacity of soil treatment can be satisfied with the requirement of construction building. This is a successful case of the application of point foundation to improve soft soil in Vietnam.

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Brigham, Christopher R., and Aimee McEntire. "Case Study: Cervical Spine Apportionment." Guides Newsletter 12, no. 6 (November 1, 2007): 9–11. http://dx.doi.org/10.1001/amaguidesnewsletters.2007.novdec03.

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Abstract Impairment apportionment refers to the distribution or allotment of impairment to different factors such as pre-existing injury, illness, or impairment. The AMA Guides to the Evaluation of Permanent Impairment (AMA Guides) provides instructions about calculating impairment ratings and advises concurrent consultation of specific state laws (eg, the state of California apportions disability differently than does the Longshore and Harbor Workers Act. A case example highlights some of the complexities of cervical spine apportionment. A 55-year-old man sustained a work-related cervical spine injury that aggravated pre-existing cervical pathology. The patient underwent anterior cervical discectomy and decompression, foraminotomies, C3-4 and C4-5, and a two-level anterior cervical interbody arthrodesis; the postoperative diagnosis was two level disc herniation, stenosis, and disc degeneration. The article discusses the Diagnosis-related estimate (DRE) vs the range-of-motion method (ROM). The DRE method is most widely used in the AMA Guides, but in certain specified situations, including a multilevel fusion such as that in the clinical example, the ROM method must be used. Because of the significant difference in values derived from the DRE and ROM methods, evaluators must be careful to apportion impairment in accordance with the method that served as the basis for the final rating (ie, the ROM method in this example). Apportionment becomes more complex when one considers the etiology of the underlying disease.

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PISKUNOVA, ELENA V. "CASE STUDY AS A METHOD OF HUMANITARIAN RESEARCH." Cherepovets State University Bulletin 2, no. 101 (2021): 193–201. http://dx.doi.org/10.23859/1994-0637-2021-2-101-15.

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The article considers the case method as a method of humanitarian research that can be used to conceptualize knowledge, to confirm existing theories and to put forward new hypotheses. This method is especially appropriate for studying atypical cases. The method involves a critical reflection of the researcher who deliberately looks for contradictions in the research information obtained by quantitative and qualitative methods. The stages of implementation of the research method are indicated.

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Maydanyk, R. "Ukrainian Case Study Teaching Methodology: Universal Method, Algorithm, Stages of a Case Study Solution." Privat Law and Business, no. 20 (2020): 8–19. http://dx.doi.org/10.32849/2409-9201.2020.20.2.

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37

Panainte-Lehadus, Mirela, Mihai Vulpe, Valentin Nedeff, Emilian Mosnegutu, Grzegorz Przydatek, Claudia Tomozei, and Dana Chitimus. "Study on the Method of Household Waste Collection: Case Study." Applied Sciences 12, no. 15 (July 26, 2022): 7490. http://dx.doi.org/10.3390/app12157490.

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This article presents research on how household waste is collected. An online survey, with 348 participants, from the Romanian region of Bacau, was conducted from October 2018 to May 2019. The online questionnaire included a set of over 40 questions, some with the aim of identifying the nature of the people participating, but most of the questions being designed to determine the collection methods for household waste. The major goal of the current study, as previously stated, was to determine the primary way of collecting household garbage from the public, while also learning various details about the participants, including their residence location, gender, age, and level of education. Referring to the means used for collecting household waste, the following items were noted: trash cans, cardboard boxes, dumpsters, and raffia bags. As a result of the study carried out, the following conclusions were drawn: it was noticed that 70 percent of those who participated in the survey came from urban areas; a larger percentage of female respondents took part in the survey (128 from 348); the majority of respondents were aged 18–29 (182); 178 respondents had a higher education level; collection of household waste in garbage bags represented 62.9 percent of the total collection methods. Following statistical processing of the data, and an overview of the main ways in which household waste was collected, a number of connections were found between the characteristics of the respondents and their household waste collection. What is noteworthy is that the characteristics of the respondents could be grouped into cumulative factors that played an important role in household waste collection: the first group formed by level of education and location of the respondents, and the second group formed by age and gender of the respondents.

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Логинова, Наталия, Nataliya Loginova, Галина Чудайкина, Galina Chudaykina, Валентина Костоварова, and Valentina Kostovarova. "Application features of case study method in teaching a foreign language at high school." Universities for Tourism and Service Association Bulletin 10, no. 1 (March 2, 2016): 66–73. http://dx.doi.org/10.12737/17739.

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The article is devoted to the application of one of the most modern and actively used interactive methods of teaching foreign languages at non-linguistic University – a case study. Method of case study is focused on students teaching methodology and develops critical thinking and communication skills of interpersonal communication. This method can be used to motivate students to use foreign language more in class. The authors believe that the method of case study is interdisciplinary by its nature and provides an opportunity to apply theoretical knowledge in practice. The article emphasizes that working with cases requires students’ active development of research skills and skills in using multiple data sources. The authors believe that the types of case study can be different, it depends on the difficulty level and language skills of the students, so it’s necessary to choose the right kind of problem of the lesson appropriate to the level of knowledge of this group. Method of case study contributes to the development of skills in written and oral communication, as well as improves skills of cooperation and teamwork. The authors pay attention to the fact that classes using techniques of case study put students in a real situation, teaching them organizational skills such as the ability to hold a business meeting, to negotiate, to prepare and deliver presentations. The article describes the stages of the work, showing the advantages and difficulties of applying case study in the foreign language. When using this method of teaching it is necessary to equip classrooms with modern teaching technical facilities. The aim of this article is to determine the value of case study method as one of interactive methods of teaching foreign languages at the University, to familiarize the reader with the experience of using this method in teaching foreign languages at the Russian state University of tourism and service.

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Gill, Grandon, and Matthew Mullarkey. "Taking a Case Method Capstone Course Online: A Comparative Case Study." Journal of Information Technology Education: Research 14 (2015): 189–218. http://dx.doi.org/10.28945/2171.

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A capstone course is normally offered at the end of a program of study with the goal of helping students synthesize what they have learned in the courses preceding it. The paper describes such a course—an undergraduate capstone course for MIS majors—that was built around case discussions and projects and originally offered in a face-to-face format. Over the course of the study, an asynchronous online version of the course was developed that was intended to be as faithful as possible to the classroom version. The paper examines the design, delivery, and learning outcomes of the online offering, contrasting it with the classroom version. The transition to an online course required many adaptations. Among the issues that we needed address are the following: 1) moving the highly synchronous face-to-face discussions of each case study to an asynchronous format without losing fidelity and energy, 2) changing how “student participation” was defined and evaluated, 3) adapting the project component of the course—which ended with a very popular “science fair” activity at the end of the semester in the classroom version—to a delivery mechanism where students never interacted with each other face-to-face, and 4) evaluating the relative learning outcomes of the two approaches. The results of the conversion proved to be consistent with some of our expectations and surprising in other ways. Consistent with expectations, the online tools that we employed allowed us to create an online design that was relatively faithful to the original version in terms of meeting learning objectives. Also consistent with our expectations, student perceptions of the course—while quite positive overall—were more mixed for the online course than for its face-to-face predecessor. The course offering produced two surprises, however. First, the online approach to the project component of the course actually seemed to result in higher quality project presentations than the face-to-face version. Second, when results were compared from the instrument we used to evaluate student learning gains, the classroom and online versions of the class proved to be nearly indistinguishable. Given the very different delivery mechanisms employed, we had anticipated far more differences in student perceptions of what they had learned over the course of the semester. Given the challenges of taking a highly interactive class online, we viewed this surprise to be a very pleasant one.

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40

Kareiva, Peter, and Ingrid Parker. "Developing a Case Study Method for Conservation Biology." Ecology 76, no. 3 (April 1995): 1023–24. http://dx.doi.org/10.2307/1939372.

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41

Tarara, Aurel, Traian Mazilu, and Bogdan Abaza. "Case Study on Design Method for Customized Products." Applied Mechanics and Materials 760 (May 2015): 27–32. http://dx.doi.org/10.4028/www.scientific.net/amm.760.27.

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The individual needs of customers as well as the wide variety of environments and scenarios in which the products are used, have influences on product structure and configuration as well as in their design. These influences increase the degree of product customization especially for highly complex products with precise destination, unique or manufactured in very small series. This paper presents a case study on a cabin of an electric power generation turbine in order to identify the actions taken, tools used by the designers in the design process, co-design aspect of the product and the possibility to develop a method for customized products design.

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42

Baxter, Vern. "A Case-Study Method for Teaching Industrial Sociology." Teaching Sociology 16, no. 1 (January 1988): 21. http://dx.doi.org/10.2307/1317687.

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Vitekar, Mr Atul B., Prof Dr Nagmode M. S., and Alok Pawar. "Offline PLC Failure Detection Method: A Case Study." IJARCCE 4, no. 8 (August 30, 2015): 445–47. http://dx.doi.org/10.17148/ijarcce.2015.4896.

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Shakhnoza, Saydakhmetova, and Fakhriddin Khayitov. "Using the case study method in teaching chemistry." Asian Journal of Research in Social Sciences and Humanities 12, no. 7 (2022): 46–49. http://dx.doi.org/10.5958/2249-7315.2022.00362.8.

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45

Floyd, Deborah Martin, and Kathryn P. Scott. "Enhancing Critical Thinking Using the Case Study Method." Inquiry: Critical Thinking Across the Disciplines 8, no. 4 (1991): 11–13. http://dx.doi.org/10.5840/inquiryctnews19918485.

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46

Quinn, James F., John E. Holman, and Peggy M. Tobolowsky. "A case study method for teaching theoretical criminology." Journal of Criminal Justice Education 3, no. 1 (March 1992): 53–70. http://dx.doi.org/10.1080/10511259200082521.

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Susam-Sarajeva, Şebnem. "The Case Study Research Method in Translation Studies." Interpreter and Translator Trainer 3, no. 1 (March 2009): 37–56. http://dx.doi.org/10.1080/1750399x.2009.10798780.

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Lin, Jih Shao, Shao Tsai Cheng, and I. Tsen Liu. "Case Study on Composite Bridge Pier Construction Method." Applied Mechanics and Materials 587-589 (July 2014): 1182–85. http://dx.doi.org/10.4028/www.scientific.net/amm.587-589.1182.

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Abstract:

In recent years, Taiwan launched railway reconstruction projects to promote urban renewal and rural development. As the area of reconstruction projects is adjacent to the railway in operation, there are hidden risks to construction personnel and safety of the railway operations. The composite pier engineering method can improve construction safety and reduce risk. This paper presents a case study and discussion on risk management to provide the lesson learn for reference.

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Grimes, Douglas, and Mark Warschauer. "Learning with Laptops: A Multi-Method Case Study." Journal of Educational Computing Research 38, no. 3 (April 2008): 305–32. http://dx.doi.org/10.2190/ec.38.3.d.

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Bakulin, Andrey, and Rodney Calvert. "The virtual source method: Theory and case study." GEOPHYSICS 71, no. 4 (July 2006): SI139—SI150. http://dx.doi.org/10.1190/1.2216190.

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Abstract:

We present a way to image through complex overburden. The method uses surface shots with downhole receivers placed below the most complex part of the troublesome overburden. No knowledge of the velocity model between shots and receivers is required. The method uses time-reversal logic to create a new downward-continued data set with virtual sources (VS's) at the geophone locations. Time reversal focuses energy that passes through the overburden into useful primary energy for the VS. In contrast to physical acoustics, our time reversal is done on a computer, utilizing conventional acquisition with surface shots and downhole geophones. With this approach, we can image below extremely complex (realistic) overburden — in fact, the more complex the better. We recast the data to those with sources where we actually know and can control the waveform that has a downward-radiation pattern that may also be controlled, and is reproducible for 4D even if the near-surface changes or the shooting geometry is altered slightly. To illustrate the method, we apply the VS technique to a synthetic, elastic example with extreme heterogeneity, where conventional approaches fail to image the data. A 4D field-data example shows that the VS method (VSM) enables sensitive reservoir monitoring below a complex, time-variant near surface that is not achievable with surface 4D seismic or conventional 4D vertical seismic profiling (VSP).

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