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BTEC Level 3 Business Unit 7: Business Decision Making Mock Assessment (Tuition Business)

Subject: Business and finance

Age range: 14-16

Resource type: Assessment and revision

Last updated

30 May 2022

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This free resource is a mock assessment for Unit 7: Business Decision Making. I am an examiner for this unit and have written this assessment to assist your learners in achieving their potential.

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BTEC Level 3 Business Unit 7: Business Decision Making Full Unit

This large bundle covers the entirety of Unit 7: Business Decision Making. The bundle includes 26 lessons in the form of PowerPoints and activity sheets (case studies, calculations, handouts) and two mock exams written by me. I am an examiner for this unit and resources are geared towards examination success. If you would like support with the examination or any other aspect of teaching BTEC business please find me on Linkedin by searching Michael Cawdrey. The lessons in this bundle are supported by a variety of tasks and links to external media to put learning into a practical context. Now includes a SOW

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How to... Write a teaching case study

• What is a teaching case study?

A discussion-based case study is an education tool to facilitate learning about, and analysis of, a real-world situation.

A case study provides a well-researched and compelling narrative about an individual, or a group of people, that needs to make a decision in an organisational setting.

The case study narrative includes relevant information about the situation, and gives multiple perspectives on the problem or decision that needs to be taken, but does not provide analysis, conclusions, or a solution.

On this page...

How does a case study work in education, top tips for writing a case study, what is the difference between teaching cases and research focused cases.

• Writing the case study

How to write a teaching note

• Final thoughts

The Emerald Cases Hub

Which publication would suit my case study.

Read about getting ready to publish and visit the Emerald Cases Hub for courses and guides on writing case studies and teaching notes.

Teaching cases expose students to real-world business dilemmas in different cultural contexts.

Students are expected to read the case study and prepare an argument about the most appropriate course of action or recommendation, which can be debated in a facilitated case study class session, or documented in a case study assignment or examination.

A case teaching note, containing recent and relevant theoretical and managerial frameworks, will be published alongside the teaching case, and can be used to demonstrate the links between course content and the case situation to support teaching of the case method.

Teaching case studies have a distinctive literary style: they are written in the third person, in the past tense, and establish an objectivity of core dilemmas in the case.

We have gathered some top tips for you to think about as your write your case study.

Collect information

Cases can be based on primary or secondary data; however, carrying out interviews with the protagonist and others in the organisation, where possible, often results in a better and more balanced case study.

Make sure that you have all the materials you will need before you start the writing process. This will speed up the actual process. Most case studies have a mixture of primary and secondary sources to help capture the spirit of the protagonist.

Structure the narrative

Tell the story in chronological order and in the past tense. Identify and establish the central protagonist and their dilemma in the first paragraph and summarise the dilemma again at the end of the case.

Develop the protagonist

Ensure the protagonist is a well-developed character and that students can identify with their motivations throughout the case.

Get permission

When you submit your case study and teaching note, you must include signed permission from the relevant protagonist or company featured in the case and for any material for which you don’t own the copyright. 

Be clear on your teaching objective

The case method offers a variety of class participation methods, such as discussion, role-play, presentation, or examination. Decide which method best suits the case you want to write. 

Identify case lead author

You might want to consider writing your case study in partnership with colleagues. However, if you are writing a case with other people you need to make sure that the case reads as one voice.

You do not have to share the work evenly. Instead, play to your individual strengths: one author might be better at data analysis, one a better writer. Agree and clarify the order of appearance of authors. This is very important since this cannot be changed after publication.

Write a thorough teaching note

A well-written case study needs an equally well-written teaching note to allow instructors to adopt the case without the need for additional research. The standard teaching note provides key materials such as learning objectives, sample questions and answers, and more. See 'What to include in your teaching note' to produce effective teaching note for your case.

Writing a teaching case requires a distinctive literary style; it should be written in the third person, in the past tense, and establish objectivity of the core dilemmas in the case.

To begin with, a case has to have a hook: an overriding issue that pulls various parts together, a managerial issue or decision that requires urgent attention. 

The trick is to present the story so that the hook is not immediately apparent but ‘discovered’ by students putting the relevant pieces together. More importantly, the hook must be linked to a particular concept, theory, or methodology. 

A teaching case reflects the ambiguity of the situation and need not have a single outcome, as the intent is to create a dialogue with students, encourage critical thinking and research, and evaluate recommendations.

Research cases are a methodology used to support research findings and add to the body of theoretical knowledge, and as such are more academically-focused and evidence-based.

Writing a case study

How to write & structure a case

• Write in the past tense
• Identify and establish an issue/problem which can be used to teach a concept or theory

The opening paragraph should make clear:

• Who the main protagonist is 
• Who the key decision maker is 
• What the nature of the problem or issue is 
• When the case took place, including specific dates 
• Why the issue or problem arose

The body of the case should:

• Tell the whole story – usually in a chronological order 
• Typically contain general background on business environment, company background, and the details of the specific issue(s) faced by the company 
• Tell more than one side of the story so that students can think of competing alternatives

The concluding paragraph should:

• Provide a short synthesis of the case to reiterate the main issues, or even to raise new questions

Before you start, choose where to publish your case study and familiarise yourself with the style and formatting requirements.

Get ready to publish  

What to include in your teaching note

Case synopsis.

Provide a brief summary (approximately 150-200 words) describing the case setting and key issues. Include:

• Name of the organisation
• Time span of the case study
• Details of the protagonist
• The dilemma facing the protagonist
• Sub-field of academia the case is designed to teach (e.g., market segmentation in the telecommunications sector).

Target audience

Clearly identify the appropriate audience for the case (e.g., undergraduate, graduate, or both).  Consider:

• Possible courses where the case can be used
• Level of difficulty
• Specific pre-requisites
• Discipline(s) for which the case is most relevant

If there are multiple target audiences, discuss different teaching strategies.

Top tip: remember that the deciding factor for most instructors looking to find a case for their classroom is relevancy. Working with a specific audience in mind and sharing guidance on case usage helps develop the applicability of your case.

Learning objectives

Set a minimum of one objective for a compact case study and three to four for a longer case. Your objectives should be specific and reflective of the courses you suggest your case be taught in. Make it clear what students can expect to learn from reading the case.

Top tip: Good learning objectives should cover not only basic understanding of the context and issues presented in the case, but also include a few more advanced goals such as analysis and evaluation of the case dilemma.

Research methods

Outline the types of data used to develop the case, how this data was gathered, and whether any names/details/etc. within the case have been disguised. Please note that you will need to obtain consent from the case protagonist/organisation if primary data has been used. Cases based on secondary data (i.e., any information that is publicly available) are not required to obtain consent.

Teaching plan and objectives

Provide a breakdown of the classroom discussion time into sections. Include a brief description of the opening and closing 10-15 minutes, as well as challenging case discussion questions with comprehensive sample answers.

Provide instructors a detailed breakdown of how you would teach the case in 90 minutes. Include:

• Brief description of the opening 10-15 minutes.
• Suggested class time, broken down by topics, assignment questions, and activities.
• Brief description of the closing 10-15 minutes. Reinforce the learning objectives and reveal what actually happened, if applicable

Assignment questions and answers

Include a set of challenging assignment questions that align with the teaching objectives and relate to the dilemma being faced in the case.

Successful cases will provide:

• Three to five questions aligned to the learning objectives.
• A combination of closed, open-ended, and even controversial questions to create discussion.
• Questions that prompt students to consider a dilemma from all angles.

Successful sample answers should:

• Provide an example of an outstanding (A+) response to each question. To illustrate the full range of potential answers, good teaching notes often go on to provide examples of marginal and even incorrect responses as well.
• Draw from recent literature, theory, or research findings to analyse the case study.
• Reflect the reality that a case may not necessarily have a single correct answer by highlighting a diversity of opinions and approaches.

Supporting material

Supporting materials can include any additional information or resources that supplement the experience of using your case. Examples of these materials include  such as worksheets, videos, reading lists, reference materials, etc. If you are including classroom activities as part of your teaching note, please provide detailed instructions on how to direct these activities.

Test & learn

When you have finished writing your case study and teaching note, test them!

Try them out in class to see if students have enough information to thoughtfully address the case dilemma, if the teaching note supports an engaged class discussion, and if the teaching note assignments/lesson plan timing are appropriate. Revise as needed based on the class experience before submitting.

Guide to writing a teaching note

Our short PDF guide will give you advice on writing your teaching note, what you should include and our top tips to creating an effective teaching note.

Download our guide

Final thoughts on writing

What makes a great teaching case?

• Written in the case teaching narrative style, not in the style of a research article
• Classroom tested, making it much more robust
• Objective, considering all sides of a dilemma
• Aligned with the objectives of the publication in which it is included
• Structured to allow for relevant learning outcomes, enabling students to meet them effectively

Common review feedback comments

• The case requires additional information in order to be taught
• A lack of detail
• Suggested answers are not supported by the case
• Learning objectives which apply a model without a purpose
• No sample answers
• Not written in the third person or past tense
• No analysis or lessons learned

What makes a good teaching note?

• Clear learning objectives
• Suggested class time, broken down by topics
• Suggested student assignment
• Brief description of the opening and closing 10-15 minutes and case synopsis
• Challenging case discussion questions with sample answers
• Supporting materials – worksheets, videos, readings, reference material, etc
• Target audience identified
• If applicable, an update on ‘what actually happened’

Register on the Emerald Cases Hub to access free resources designed by case-writing experts to help you write and publish a quality case study. Develop your skills and knowledge with a course on writing a case study and teaching note, view sample cases, or explore modules on teaching/leaning through the case method.

Visit the Emerald Cases Hub

A key factor in boosting the chances of your case study being published is making sure it is submitted to the most suitable outlet. Emerald is delighted to offer two key options: 

Emerging Markets Case Studies (EMCS)

EMCS welcomes well-researched, instructive, and multimedia online cases about the most interesting companies in complex emerging market contexts, to be used by faculty to develop effective managers globally. 

Cases must be factual and be developed from multiple sources, including primary data sourced and signed-off by the company involved.  

Find out more about EMCS

The CASE Journal (TCJ)

TCJ is the official journal of The CASE Association, the leading online, double-blind, peer-reviewed journal featuring factual teaching cases and case exercises spanning the full spectrum of business and management disciplines.

TCJ invites submissions of cases designed for classroom use.  

Find out more about TCJ

The journal peer review process

Understand the journal and case study peer review process and read our tips for revising your submission.

Submit your case study

Submit your case through your chosen channel’s online submission site, find author support and understand your next steps to publish your case study.

Competitions

We partner with a range of organisations to offer case writing competitions. Applying for an award opens the door to the possibility of you receiving international recognition and a cash prize.

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Academy of General Education Manipal v. Malini Mallya

“The Supreme Court recognized the intellectual property rights of Malini Mallya over her Yakshagana performances under the Copyright Act, 1957, particularly Sections 13 and 17, affirming her as the owner of the copyright in her creative work.”

Citation: AIR 2009 SC 1982

Date of Judgment: 23 rd January, 2009

Court: Supreme Court of India

Bench: S.B. Sinha (J), Lokeshwar Singh Panta (J), B. Sudershan Reddy (J)       

• The current case involves a copyright dispute concerning the traditional dance form “Yakshagana” and a newly developed dance art “YakshaRanga,” which is based on “Yakshagana.” The Supreme Court focused on the challenge of determining the originality of a derivative creative work. Yakshagana is a ballet dance with a rich history. Kota Shivarama Karanth, a Jnanapeeth award-winning art scholar and a former member of the appellant Institute’s Board, developed a unique form of Yakshagana called “YakshaRanga.” Dr. Karanth passed away on December 9, 1997, and his will named Malini Mallya as the beneficiary, making her the respondent in this case.
• Malini Mallya filed a lawsuit alleging that the Academy had infringed the copyright she inherited from Dr. Karanth regarding the dance form he created. She claimed that in addition to modifying traditional elements like Raga, Tala, Scenic arrangement, and Costumes, Dr. Karanth had created seven verses or prasangas for the YakshaRanga ballet, which the appellants had allegedly copied.
• The Academy denied the claim, arguing that Dr. Karanth’s work was done in his capacity as Director of the Kendra, with support, funding, and staff provided by the Mahatma Gandhi Memorial College Trust, under the supervision of a committee formed by the Board of Trustees. Dr. Karanth was appointed by the Academy to the Yakshagana Kendra Executive Committee for a three-year term, during which he passed away.
• The plaintiff sought a decree and judgment declaring her as the exclusive copyright holder of the YakshaRanga ballets, along with an injunction preventing the defendants, their agents, and employees from performing any of the seven ballets or Prasangas. Additionally, the plaintiff requested damages of Rs. 15,000/- for the infringement of her copyright by staging or performing “Abhimanyu Vadha” in New Delhi, along with interest on the sum at 15% per annum.

Decision of the trial court

The lower court (the trial court) ruled in favor of Malini Mallya. The court held that she had inherited the copyright to the YakshaRanga ballets from Dr. Kota Shivarama Karanth through his will.

The court recognized her as the exclusive copyright holder and granted an injunction preventing the Academy and others from performing or staging the seven YakshaRanga ballets or Prasangas without her permission. Additionally, the lower court awarded her damages of Rs. 15,000/- for copyright infringement, along with interest.

Decision of the Karnataka High Court

The High Court upheld the decision of the lower court, affirming that Malini Mallya held the copyright to the YakshaRanga ballets as inherited from Dr. Kota Shivarama Karanth. The High Court agreed that she was the rightful owner of the copyright and maintained the injunction against the Academy, preventing them from performing or staging the YakshaRanga ballets without her consent. The High Court also upheld the award of damages and interest granted by the lower court.

Decision of the Supreme court

The Supreme Court of India held that Malini Mallya was the rightful owner of the copyright in the YakshaRanga ballets created by Dr. Kota Shivarama Karanth. The Court emphasized the applicability of Sections 13 and 17 of the Copyright Act, 1957, which pertain to the ownership of copyright and the rights of authors.

The Supreme Court ruled that the Academy’s claim to the copyright was not valid, as Dr. Karanth had created the YakshaRanga ballets as an independent work and not merely as part of his duties at the Academy. Thus, the Court upheld the lower court’s decision, affirming Mallya’s exclusive rights and maintaining the injunction against the Academy from performing the ballets without her permission.

Key legal issues discussed

1. Can the dance form reproduced in the literary form be treated as a dramatic form of choreography?

A dance form reproduced in literary form can be treated as a dramatic form of choreography. The Supreme Court acknowledged this concept in Paragraph 20, where it stated that “the literary representation of the dance form, including its choreography and narrative structure, can indeed qualify for copyright protection as a derivative work”.

This emphasizes that the dance’s artistic expression, when documented in literary form, retains its originality and is recognized as a valid form of choreography.

According to the Court, the Act distinguishes between “literary work” and “dramatic work”, and that, based on these statutory provisions, it is clear that copyright in connection with the performance of “dance” would not fall under “literary work,” but would fall under “dramatic work “.

The Supreme Court noted that the High Court modified the order of the District Court, stating that if the Academy wanted to stage any of the seven Yakshaganaprasangas in the manner and form as conceived by Dr.  Karanth, it could only do so in accordance with the provisions of the Copyright Act, 1957, owing to the copyright in seven prasangas vesting with Ms. Mallya.

2. Did the Supreme Court rule that the Academy’s claim to copyright was invalid due to Dr. Karanth’s independent authorship of the YakshaRanga ballets?

The Supreme Court ruled that the Academy’s claim to copyright was invalid because Dr. Karanth had created the YakshaRanga ballets as an independent work. In Paragraph 09 Part II of the judgment, the Court stated, “The works created by Dr. Karanth were his original creations, and the Academy cannot assert any copyright over them merely because he was associated with it.” This affirmed that Mally Mallya’s rights as the copyright holder were legitimate and not subject to the Academy’s claims.

The same has been explained in para 19, where court referring to the Eastern Book Company case [1] held that “To claim copyright in a compilation, the author must produce the material with exercise of his skill and judgment which may not be creativity in the sense that it is novel or non- obvious, but at the same time it is not a product of merely labour and capital. The derivative work produced by the author must have some distinguishable features and flavour to the raw text of the judgments delivered by the court. The trivial variation or inputs put in the judgment would not satisfy the test of copyright of an author.”

[1] (2008) 1 SCC 1.

Anish Sinha

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Developing African-Focused Case Studies for Impact in Teaching and Learning

Why Case Studies on African Businesses?

Since the publication of the first formal standalone case study, “General Shoe Company” by Clinton P. Biddle, by the Bureau of Business Research under Harvard Business School in 1921, over 100,000 case studies have since been developed. These cases have been utilized in training, mainly at the executive education level and in academic programs in leading institutions of higher learning globally. This is not to suggest that there were no case studies before 1921; faculty most likely used real-industry examples to reinforce content based on their lived experiences. However, these instances may not have been formally documented. Further, most case studies have historically focused on organisations in more established economies.

Over time, there has been a growing demand for case studies for use in teaching and learning in higher educational institutions in Africa and other developing economies. Rather than sitting back and watching, I decided to act. With the aid of a small but dedicated team at Strathmore University Business School (SBS), we established the Strathmore Africa Case Centre (SACC). You can explore the platform and its content at https://sacc.strathmore.edu/ to get a feel of some of the case studies we have documented so far.

What is a Case Study?

A case study for teaching and learning in higher education is defined as “a story and a teaching vehicle which presents participants with a critical management, leadership, or related issue, involving a dilemma of some urgency for analysis” ( https://sacc.strathmore.edu/author_guidelines ). It engages participants in a practical, applied, and lively classroom debate as they analyse and discuss the case. A typical case ranges from 3 to 15 pages, with enough content to keep participants actively engaged for over 90 minutes. Case studies can range from “armchair” (desktop research) to field studies, or multimedia cases that combine print, audio, video, animation, and other interactive elements.

Effective Use of Case Studies in Teaching and Learning

In the advent of competency-based education, case studies, when applied effectively, provide a robust learning experience. They reflect real-life situations involving real people making real decisions in diverse contexts. Case studies reveal the dynamics of how individuals think through issues, analyse problems, and make decisions. This diversity is highlighted when a case study clearly identifies actors, the dilemma to be addressed and provides sufficient content to facilitate informed decision-making by participants.

To achieve this, the case writer must develop the study clearly, avoiding bias or “sugar-coating”. The case should be captivating, much like the stories we were told in the old days (and I believe these stories are still being told!). The facilitator must also prepare thoroughly to ensure the intended learning outcomes are well articulated and achieved. This preparation typically requires at least three times the effort needed for delivery, demanding adequate and ample time dedication for better results.

The target participants also play a crucial role. The case must be presented to an appropriate audience, eager to learn from the material. Participants should come prepared, having read and engaged with the case in advance, to contribute to meaningful discussions.

Delivering a case study discussion can involve various techniques, including simulations, role-plays, and other methods that make the experience an exciting adventure. By the end, both participants and the facilitator should feel that the discussions and decisions made during the session were worth their time and effort.

Tapping onto Africa’s organizations to develop African stories

As an academic in Africa, I first encountered formal case studies during my undergraduate studies at Strathmore University in 2006. In my third-year strategy class, I vividly remember a case study on Kenya Data Networks (which later became Liquid Telecom Ltd. after a 2013 sale of 80% stake to Altech Ltd). As a student, I initially struggled to appreciate the structured, in-depth case study compared to the shorter paragraph-long mini-cases I was accustomed to. Navigating through detailed exhibits such as organograms, financials, and other content was a daunting task for a third-year student eager to graduate! Nevertheless, and with great thanks to Dr. Ruth Kiraka (now Professor Ruth Kiraka), I was introduced to the world of real-life case studies documenting real organizations and their decision-makers.

Fast forward 18 years, and I now lead an initiative to document African case studies. Why now? For years, SBS has offered executive programs largely facilitated using case studies purchased from learning global business schools such as INSEAD, IESE, Harvard, Ivey, Stanford among others. While some of these cases focus on African organizations, they are often written by faculty from these schools and may omit certain important contextual nuances. This inspired the creation of the Strathmore Africa Case Centre, with the aim of developing African case studies written by Africans for use in teaching and learning in Africa and beyond.

Africa offers a wealth of experiences that need to be documented. In one of my conversations with a top professor from one of the leading global business schools, he remarked on the level of “resilience” required of an entrepreneur to navigate business environments in Africa, such as managing operations across countries for instance Kenya, then Malawi, onto the Democratic Republic of Congo, and then Nigeria. These experiences are vastly different from those by entrepreneurs in established economies in Europe or the Americas. I wholeheartedly agree. African entrepreneurs’ shared experiences navigating geopolitical challenges while building successful ventures deserve to be documented.

Why African Academics Should Engage More in Developing Case Studies

Developing relatable, high-quality case studies for African universities is crucial for several reasons. First, it allows faculty to connect with industry without the need to work directly in the respective organisations. Within a span of two to four months during the case writing phase, one gets to learn a lot about the target organisation. As a case writer, one gains valuable insights into corporate decision-making and way of life, especially in environments characterized by uncertainty, volatility, and complexity. Through the case writing experience, faculty at all levels can develop a broader perspective and hone their critical thinking and problem-solving skills.

Moreover, writing case studies can position faculty members for roles in the industry such as advisory or statutory board members. These engagements are useful in building one’s professional profile, attracting consultancy opportunities and even research funding. Case studies not only enrich classroom environments but also serve as a bridge to corporate players who might otherwise be inaccessible. Personally, I had the opportunity to train in SBS’s Global CEO program alongside Dr. James Mwangi, Group CEO and Managing Director of Equity Group Holdings Plc, thanks to a case study we documented on Equity Bank’s expansion into the Democratic Republic of Congo. This is just one of many examples of faculty benefiting from writing case studies. I could provide more such examples of other faculty from other institutions of higher learning.

Conclusion and way forward

With the advent of competency-based learning in Kenya and the growing need to instil practical skills in Africa’s labour force, it is essential to recognize the role of applied case studies in education. African academics should be incentivized and recognized for developing structured case studies as part of their career progression. Africa is a continent of approximately 1.5 billion people with an average age of 19, brimming with potential and entrepreneurial energy. Tapping into this potential requires properly documented, unbiased narratives that accurately reflect the realities of African businesses. Those who craft these stories should be celebrated and supported for their contributions.

By: David Mathuva, Senior Faculty, Editor-in-Chief, Strathmore Africa Case Centre, and Associate Dean, Strathmore University Business School, Nairobi, Kenya

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Rice crop monitoring using sentinel-1 sar data: a case study in saku, japan.

1. Introduction

2. datasets, 2.1. study area, 2.2. satellite remote sensing data and data processing, 3.1. field observations, 3.2. seasonal change in c-band backscatter with rice crop growth, 3.3. statistical analysis between field observations and satellite remote sensing data, 4.1. overall growth monitoring analysis, 4.1.1. field observational data, 4.1.2. changes in sentinel-1 radar backscattering, 4.2. multivariate regression analysis, 5. discussion, 5.1. rice crop growth, 5.2. seasonal changes in backscattered microwave according to rice crop growth.

• Transplanting period: Backscatters in both VV and VH showed a clear decrease in early June, at the end of the transplanting period. The low backscatter values here are most likely related to the specular reflection of the irrigated water surface [ 45 ]. After the transplanting, a water depth of about 3–4 cm is kept until the seedling takes root, and the tips of the seedling leaves can only be seen on the water surface. Therefore, the surface condition immediately after planting is similar to a flat-water surface, which generates low backscattered signals. However, paddy fields within 2 or 3 days after transplanting showed markedly high backscatter values, likely caused by a ridge appearing on the water surface created by the rice transplanting machine. Accordingly, the C-band SAR data taken in the days following transplantation should be excluded from the analysis.
• Vegetative period: The results uniquely demonstrated that VV/VH increased in the early tillering stage before suddenly decreasing in the latter tillering stage. This finding indicates that VV in the early stage increased more rapidly than VH because of the steady increase in plant height ( Figure 4 a). As a basic scattering mechanism, a vertically polarized microwave is transmitted toward the ground both in VV and VH polarization. When the surface has a vertical component, the received signal becomes stronger in a vertical direction and consists of surface and double-bounce scatterings [ 46 ]. Part of the transmitted signal is depolarized by multiple scatterers, such as vegetation, to be received in the orthogonal plane of H [ 29 , 47 ]. The sensitivity of VV to vegetation growth is due to double bounce scattering between plant and water surfaces [ 48 ], with the backscatter increasing with larger canopy gaps [ 49 ]. Next, the sudden decrease in VV/VH can be explained by the increased stem number and panicle initiation through active tillering. The increased tillers and randomly shaped panicles induce canopy growth to generate backscatter signals in cross-polarization [ 29 ] while suppressing the like-polarization backscatter because of microwave attenuation by vertical plant structures [ 27 , 29 ]; thus, the substantial increase in VH leads to the decrease in VV/VH. Previous studies have also illustrated that vegetation growth, as the main scatterer, strongly increases VH and slightly increases VV during the vegetative phase [ 15 , 21 , 22 ]. The results here showed a similar tendency, additionally revealing a clear inflection point in VV/VH in the middle of the vegetative stage due to the accompanying apparent morphological transformation.

5.3. Statistical Analysis between Ground Observation and C-Band Backscattering

6. conclusions, author contributions, data availability statement, acknowledgments, conflicts of interest.

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Kobayashi, S.; Ide, H. Rice Crop Monitoring Using Sentinel-1 SAR Data: A Case Study in Saku, Japan. Remote Sens. 2022 , 14 , 3254. https://doi.org/10.3390/rs14143254

Kobayashi S, Ide H. Rice Crop Monitoring Using Sentinel-1 SAR Data: A Case Study in Saku, Japan. Remote Sensing . 2022; 14(14):3254. https://doi.org/10.3390/rs14143254

Kobayashi, Shoko, and Hiyuto Ide. 2022. "Rice Crop Monitoring Using Sentinel-1 SAR Data: A Case Study in Saku, Japan" Remote Sensing 14, no. 14: 3254. https://doi.org/10.3390/rs14143254

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