The Problem-Solving Process Essay

Table of contents

Introduction

In recent years, education has focused on the study of information and the ability to store and repeat information. Problem solving was limited to mathematics, and experiments were conducted in a scientific laboratory. Currently, education is the development of skills that prepare young people to find their way in the real world both outside of school and after school. Critical thinking is more than rational thinking; It is about independent thinking. This means to formulate ideas and draw conclusions. This is the discipline of analyzing and understanding the connections between ideas and openness to other points of view and opinions

Define the problem in the scenario that you have chosen

In this scenario, the parent is concerned that the child is not including all the items of the research when doing the project. The is also worried about helping the child without compromising the child self-confidence in completing the project. Another problem is that the parent seems to be confused whether to assist their child or not after seeing another parent at the grocery store buying items for the project and even taking a day off to help their child in working on the school project.

Analyze the problem in the scenario

By analyzing the scenario, we realize that today’s parents tend to assist their children or students by redesigning every aspect of their child’s life. Many modern parents closely monitor their children’s performance by revising and correcting schoolwork, engaging to teachers every day, resolving disagreements that the child encounters with peers. In both situations we see that both parents want to assist their children. In the long run, this might have a negative impact on the children’s life because they will not learn to be independent.

When the parents do the children research projects, the children will not learn and the teachers will not know where and how to help the student in their school work. Both parents’ involvement in the children’s project can become a hinderance to their success. The involvement shows how parent view learning as an end product rather than a process. They should understand that learning is not about been perfect instead it is a lifelong process that never ends even the children leave school.

The first parent notices the child omitting a few items required for the projects and wants to help so as to improve the quality of the work presentation. This is wrong because the presentation will not reflect the child’s current ability but will only show what the parent can do.

Generate options for solving the problem in the scenario

  • Option one: Working independently, this is the ability to work with minimal or no supervision.
  • Option two: Group work with peers
  • Option three: Let children fail early and often
  • Option four: Seeking a teacher’s advice

Evaluate the options for solving the problem

Working Independently

A key element of self-learning is the transfer of responsibility from the parent to the student. This means that the child will acquire an understanding of their learning, and become motivated to study and work with the structure of their learning environment. Working independently offers student’s self-control capabilities. Self-control depends on the process of setting goals for yourself. You can encourage your child to self-monitor control and self-assessment to achieve their learning objectives. Additionally, the parent should promote effective discourse on education, ask open-ended questions and easily respond to the child’s’ responses enabling reflection, problem solving and deep understanding.

Group Work with Peers

Working with peers will enable a child think independently and contribute to solving a certain task. Also, they will share different ideas that will help them tackle more complex problems. In this scenario group work help the child not to omit items or steps when working on research project thus guaranteeing better results.

Let Children Fail to Succeed

Let the child make mistakes to prove their abilities. It is good to strengthen learning and teach the child to be dynamic. The child’s failure in the school research project is an opportunity for child to embrace failure and improve their problem-solving skills. Instead of the parent solving any problem for child, like we see with the second parent doing, one should let the child fail early and regularly because for you to be successful you must fail. Parents or guardians should help their children understand that it is normal for them to get a result that is less than the perfect grade in the research project. The little and common mistakes will teach a child the consequences of their actions and the efforts one must undertake to be successful. Therefore, next time when having another project, the child will do a better job in the research project. By teaching a child that it is normal to fail as they learn from experience and improve, they become more stable and ready to solve the inevitable problems of adulthood later in life.

Put Children in Situations Where They Need to Adapt

It is likely that the world the children encounter will be the most dynamic in the history of human civilization. Preparing children for different situations and offering them new challenges prepares them for the future. Another way to help the child develop coping skills is to give them an opportunity to dream and explore themselves.

Decide on the best option for solving the problem

After analyzing and evaluating all the options, I believe the best option for the child is “Let Children Fail to Succeed”. Parents should nurture their children to become an independent learner. This process is a challenge for many parents. It is very hard to watch your child fail as you watch, while the goal is to succeed. When parents and guardians know why their children fail to succeed in school, they will be able step in and assist. Allowing the child to suffer the consequences of achieving a lesser grade will benefit the child in the future.

Implement and Reflect on Whether This Option Was the Most Effective

This is the most effective method that parents can use to their children or students. The child is encouraged to be systematic in every task they undertake the school project and not to give up until it is complete. Additionally, this option helps a child or student identify areas that are challenging to them and not to seek assistance in school. Parents should be responsible to for encouraging their children so that they can to develop academic independence and accountability. Every child should know that they are solely responsible for their own learning. Lastly, failing and learning from mistakes, can build self-awareness and become a better self-advocate. Also, the children tend to try new challenges and try new things. As good parents, one should help the children and give them the right commendations and praise and most important discuss the child’s strengths and weaknesses.

References

  • Arky, B. (2019). Help Kids Learn to Fail | Building Self-Esteem in Children | Child Mind Institute. Retrieved 9 September 2019, from https://childmind.org/article/how-to-help-kids-learn-to-fail/
  • McPeck, J. E. (2016). Critical thinking and education. Routledge.
  • Newman, S. (2019). How Allowing Children to Fail Helps Them Succeed.
  • Snyder, L. G., & Snyder, M. J. (2008). Teaching critical thinking and problem solving skills. The Journal of Research in Business Education, 50(2), 90.
  • Swartz, R. J., & Perkins, D. N. (2016). Teaching thinking: Issues and approaches. Routledge. Understanding your child’s challenges. (2018

Read more

My career goal essay

When I was little, my career goal was to become a medical practitioner, Now, that I grew up and stand on a way of making decisions, I realize that I want to be a College Professor. After my undergraduate degree in Ukraine, I was posted to a school as a teacher for my National Youth Service Corps. (NYSC) in Lagos Nigeria where I was motivated to pursue a career in this field of education. From internship job to my current position, most of my work experiences have involved teaching, consulting and IT.

It is with great excitement that I look ahead to be a professor, given the experiences that I have had with teaching over the past three years. I have been fortunate enough to be a teaching fellow in a few courses during my National Youth Service Corps program and continuing as a teacher in a school. I chose to pursue my master’s degree program in education (M.Ed.) in which I will be able to utilize my skills as an educationist. As a college professor, some of my responsibilities involve, teaching classes to undergraduate and graduates students, preparing course materials, constructing exams, and grading papers.

Although the sky is the limit in terms of how much money you can make as a college professor, the average salary was $75,430 annually as of May 2016. The lowest paid of all college professors earns less than $38,290, some college professors earn up to $168k annually and it can be higher, the success and dollar figure really depends upon what you want and where you want to go. The job outlook is there will always be a demand for college professors

One of the biggest issues with being a college professor is that professorship jobs are highly competitive. Even a talented and hard-working researcher who has many years of teaching experience may find it difficult to get a permanent job as a professor but if successfully get a permanent job, they earn enough to live comfortably and to raise a family. Another issue is that professors work in the evenings and on the weekends and it can be difficult for them to take vacation days as there is just too much work for them to be able to take time off.

I am interested in this career because it is rewarding work. it’s the right kind of work for the right kind of graduate. I hope that by sharing my activities and goals, I have been able to give you a glimpse into the person I am and what I hope to achieve. I have included what I have felt to be the most significant influences on my career choice.

Read more

The Importance of a High School Diploma

Doctors, construction workers, lawyers, NBA players, all of which had to get a high school diploma in order to partake these jobs as a career.0ne does notneed a high school diploma in order to be successful in life, but it opens up doors for many opportuniLies. At this day and age, it pays to be equipped for the challenges of life; this includes getting a high school diploma. A high school diploma shows that one has work ethic and is capable of learning; it also allows people to further their education by going to college There are a few stories of people who have been lucky enough to be successful without a high school diploma. Those people have inspiring stories of how hard work and getting a lucky break helped them Compared to those lucky few, the chances of this happening are slim to none.

A high school diploma will ensure stability. Problem Around 12 million students drop out every yearbecause of reasons such as academic performance, family economic needs, or simply because they do not enjoy school, therefore schools should provide more opportunities to achieve academic success (Powell) Proposal To reduce the number of high school dropout‘s school systems need to provide mentoring programs, multiple pathways to graduation, and give students a positive place to learn.While previous attempts to reduce the number of high school dropouts have some positive outcomes, a new and revised plan could be more fruitful. The number of high school dropouts can never fully be eliminatedbut it can be reduced if the following actions are put in place Plan of Action.

The first opportunity that schools can provide students is byproviding mentoring programs “Oklahoma ranks 49’“ among states in per pupil expenditures Only two other states spend less than Oklahoma on education” (Whiz Kids). With that being said, schools are not properly educating students, One of the main reasons why students‘ dropout is because the lack of family support. If a student is dropping out there is more to the issue than just academics. There is an abundance of programs that are not affiliated with the school but not many provided by the school. The goal of providinga mentoring program would be to give students motivation and achieve academic success. This mentoring program would be offered starting at enrollment At orientation, the principal and or counselor will mention the mentoring program and the benefits of it, as well as hand out a paper with all the information so parents and student can think about it, that way everyone is well informed as to what it is.

At the time of enrollment parents can check if they think that their students’ needs to be involved in a mentoring program. If they check the box yes than the process will begin, If the parent leaves it blank and teachers realize that the student is a good candidate for this program the administrator will get in contact with the parent and explain why their child is a good candidate for this program. One of the limitations of this program is getting a delinquent student to come to the program Students who do not recognize the importance of school will not want to come to the program. However, the school can at least provide opportunities. When the parent and student agrees to this mentoring program the counselor will meet with them and discuss and evaluate the needs and wants of the student of the parent, as well as set goals for the student.

Students will be held accountable to come to the meetings there will be consequences if the meeting was skipped without notice and there will also be rewards. Research shows that mentoring is impactful for students, A mentoring program called Whiz Kids says that “The Whiz Kidz mentors scored significantly higher on post program ratings on connectedness to school than members of their same age comparison group who had not participated… program participation may have helped prevent the expected declines in connectedness that commonly occur over a school year.” (Whiz Kidz).

The second opportunity that schools can provide for students to achieve academic success is providing teachers and students with information on how to make the best decision for the student, this includes different pathways to graduate Unfortunately, some students have the responsibility of providing for their family Instead of going to school they have to work 7 this makes going to a traditional high school challenging. “Using data from the 2008- 2012 American Community Survey, researchers that the Urban Institute found that nearly third of the 563,000 teenage dropouts left school to work” That is an alarming number, Students sometimes think that school is not an option for them because they have to work, however there is dual enrollment, night school, or even an online education course that students can take.

A teacher‘s goal should be to help students and provide what is best for them to continue school and still be able to take care of their business. Teachers need to be aware of each one of these options, they can learn more about it by attending a workshop over it. The last and one of the hardest ways for teachers to help reduce the number of high school dropouts is by giving students a positive place to learn. School should be somewhere where students are excited to go to. It should be a safe and positive environmenttStudies find that it decreases absenteeism, suspensions, substance abuse, and bullying, and increases students’ academic achievement, motivation to learn, and psychological well—being. The first step in achieving a positive school is to evaluate staff and faculty and what is working and what is not working.

Ask other students and parents for their opinions and what changes they would like to see madet Step two would be to evaluate these ideas and come up with a plan to execute them Step three would be to execute the ideas, Three steps, it seems easy, However, it will take time and persistent in order to change the mood and vibe of a school. Counterarguments Many say that school is just a place to learn, however that is far from the truth It is an opportunity to grow socially as well as academically. Schools need to provide much more than just brain knowledge, they need to mentor and be a prime example of what students should be like, The biggest problem with providing a mentoring program is to get students who could care less come to the program.

While schools cannot force students to do the program they can greatly encourage it A teacher who is the student is close to or respects can talk to the student and motivate them to go to the program, Not only that the program will be as fun as possible and once the student goes they will not want to miss it. Another counterargument is money, If Oklahoma cannot pay for what little they have now how are they going to get the money to hire more faculty and pay for the mentoring program as well as workshops for the teachers to attend to be informed over alternate school optionsrA little help from the government would help but schools would have to fundraise and ask for donations. Hopefully once people recognize the success they will donate to the program.

As for the workshops schools can send only two or three people and have them take notes and come back and share with the rest of the faculty what they learned. Richard Branson, a CEO and billionaire, states that “some of the most successful people in the world never graduated from high school. And for every famous dropout, many other dropouts exist who quietly lead prosperous and fulfilling lives.” This is true to a certain extent with the power of social media, hardwork, and a lucky break people are successfulr However, this is not guaranteed. “Among dropouts between the ages of 16 and 24, incarceration rates were a whopping 63 times higher than among college graduates, according to a_st_udl by researchers at Northeastern University.

To be sure, there is no direct link between prison and the decision to leave high school early. Rather, the data is further evidence that dropouts are exposed to many of the same socioeconomic forces that are often gateways to crime” (Barslow), A high school diploma will open the doors for many opportunities. Schools need to be more active and aware of high school dropouts and provide ways to reduce the number By providing a mentoring program, accommodating to student‘s needs, and creating a positive place to learn school dropouts will decrease. Completely eliminating high school dropouts is impossible but by being proactive and taking partake in actions to provide opportunities will help students.

Read more

The Role and Significance of Classroom Assessment in Learning

Table of contents

Introduction

Reading assessments are utilized for numerous purposes. Comprehending the reading construct, which is an insight of development of the child’s reading ability, is significant. Reading assessments serve as feedbacks on the processes, knowledge resources and skills that stand for reading abilities. Different assessment tasks use numerous theories of reading development. For that matter, reading assessments can be categorized into: the norm-reference and criterion-reference testing; formative and summative assessment; formal and informal assessment; proficiency, placement and diagnostic assessment. There are five purposes for reading assessments. These include reading-proficiency assessment; assessment of classroom learning; assessment for learning; assessment of curricular effectiveness and finally, assessment for research (Berninger et al., 2006).

Reading-Proficiency Assessment

This assessment is significant in understanding thechild’s overall reading abilities based on certain reading constructs. This assessment is a key determinant of pupil’s preparedness for further studies. This assessment is also known as a standardized testing. Proficiency assessment stands for highlevel testing, since decisions are made regarding pupil’s future educational goals and opportunities. It, therefore, implies that reading-proficiency assessment is, at times, utilized for a pupil placement for curriculum changes, policy decisions and teacher evaluations (Berninger et al., 2006).

Assessment of Classroom Learning

The assessment is also known as summative or achievement testing. It is geared towards measuring skills and knowledge gained over a given time. The year-end testing measures growth in proficiency yearly rather than the gains in reading abilities based on what has been learnt in class. Assessment of classroom learning commonly utilizes tasks that reflect the material taught in class and skills obtained in the practical field. A teacher, curriculum groups and teacher groups develop these tests. They are responsible for determining what exhibits a measure of success, and the way forward results should be released. This assessment allows teachers to assess pupil’s learning ability in various stages in any session. This is achieved through the use of techniques, such as quizzes of different types, post reading comprehension questions and end-of-unit tests (Berninger et al., 2006).

Alternative and informal assessment alternatives are fundamental for the effective assessment of learning. This can be achieved through pupil’s individual observations, progress charts, group works and group assessment tasks. These activities offer converging evidence for appropriate summative assessment at the end of each schooling year.

Assessment learning can either be criterion based or normative. Criterion-based assessment measures how well a pupil can perform on curriculum requirements and known-learning goals. Normative assessment measures how pupils compare each other in a class. According to research, normative testing discourages every student from scoring an A, but Criterion-based testing may allow all students in an entire class to score mean grade A (Berninger et al., 2006).

Dibels (Dynamic Indicator of Basic Early Literacy Skills) assessment is an example of a formal assessment that is utilized in testing the following skills: initial sounds, phoneme segmentation, letternaming, nonsense words and oral reading fluency. Students are given scores that place them at-risk, some-risk and low-risk. Dibels involve a progress monitoring session, which a teacher uses to test the at-risks pupils to determine their reading classification. Dibels can be useful to pupils ranging from kindergarten through sixth grade.

Comprehension assessment measures the student’s scale of comprehension about a given book she or he reads. This can only be functional at schools with books written at reading levels, ranging from kindergarten to high school. Teachers help students to identify their reading level and then read their books (Decker, 2003).

Assessment for Learning

These assessments promote, as well as support, student learning, and, hence, improve their reading abilities. In this assessment, performance and record of the outcomes is of interest, but we are

interested in the issuance of immediate feedback on tasks, and teach students to participate in effective learning. This assessment connects students to their individual learning and ability to respond to indicators of poor performances, as well as spoor understanding. All these can be achieved through ordinary classroom assessment activities to provide significant learning feedback. Moreover, the assessment may involve specific assessment for learning training to facilitate the dayto-day learning (Ford, 2006).

Additionally, the assessment for curricular effectiveness is also available for the development and reviewing of the reading curricular. This assessment involves standardized testing, summative test performance, as well as interviews with teachers and school administrators.

Any technique for assessment of a student can be helpful depending on the functionality if provides. It is always advisable to embrace multiple techniques, while carrying out L2 reading assessment practice to identify the reading abilities of various students. One of the techniques commonly utilized is the standardized L2 reading assessment. This technique captures the key aspects of component comprehension abilities of a student. The most appropriate and effective assessment practices will result into better learning. A student’s fluency and reading speed are analyzed in this assessment. Moreover, vocabulary, automaticity and rapid word recognition are extremely assessed. Assessment is a key component for instruction, since an instructor will be able to obtain feedback from students in multiple ways. William (2009) suggested several techniques that a teacher can incorporate, while executing assessment for learning. A teacher is recommended to allow sufficient time implementing and getting comfortable with the teaching innovations. Moreover, a teacher should learn to limit ideas to few classroom innovations at any single moment. Additionally, the teachers should develop action plans for implementing and evaluating changes (Decker, 2003).

A teacher should offer numerous learning options, different ways to learning, which will assist a student to take in instruction and internalize concepts and skills.

Moreover, a teacher should identify the level at which individual pupils are working their subject area. Standardized test scores can be of help in determining this information. Finally, a teacher should identify a student’s interests. Students should identify topics that are appealing to them and cocurricular activities (Decker, 2003).

Read more

Why I Enjoy School

Although many people, including myself, say that they hate school, it is one of the most meaningful places in my life. When I say school, I’m referring to Interlake High School (IHS). Yes of course school may be boring or hard but it has made me the person I am today. School is meaningful to me because of the friends and memories I have made, because it has made me the person I am today, and it is leading me to my future and who I will become. My absolute favorite part about school is the people.

Through the 3 years that I have been at Interlake, I have made many friends. Some friends have come and gone, but nonetheless my friends are what make me look forward to coming to school every day. Before I came to Interlake, I was a student in the Snoqualmie Valley School District. I had gone to school with the same kids from kindergarten all the way up until 8th grade. Originally, Mt Si HS was supposed to be the high school that I was going to attend, but once I graduated from 8th grade my parents decided to transfer me to Interlake.

I’m glad they did this because the friends I have made at Interlake are 100 times better than any of the friends I ever had growing up in the Snoqualmie Valley School District. I cherish all the friends that I have made at Interlake because without them, I could be a completely different person right now. All together, friends are the number one reason why school is so meaningful to me. Another reason why school is meaningful to me is because it has made me the person I am today.

In addition to my friends influencing my path is who I am today, I have also changed due to other acquaintances I have made, and some of the teachers at Interlake. One thing I love about some of the teachers at Interlake is how chill they are. Usually some teachers would try to be an authoritative force that controls the classroom, but certain teachers at Interlake make me feel comfortable in the environment that I’m in and in return I am able to talk with them without being scared of what they may say.

When talking to my teachers, some have told me when I’m getting out of line or if I’m changing in a negative way and it really helps me stay on track and not lose focus. What also helps me stay on track are some of the other people at Interlake. Certain individuals at Interlake are menaces to society, and are likely not going to have a very successful future. These individuals influence me on who I want to become because they provide a template on what I shouldn’t do.

Even though many others including myself may dislike these individuals as people, I appreciate them for what they have taught me what not to do. Without Interlake HS and the people in it, I may be a completely different person. Lastly, Interlake high school is meaningful to me because it (in addition to college) is what is going to lead me into the rest of my life. In a nutshell, Interlake has given me an education. It didn’t just give me an average education, but a top tier education due to the fact that Interlake is one of the top schools in the state.

Again, I was supposed to attend Mt Si high school, but instead I came to Interlake because the academics are at a much higher level than at Mt Si. This education I have acquired is what is going to lead me into the college I am going to. If I had gone to Mt Si, my grades could have been different which would have affected the college that I may get accepted to this upcoming winter and spring. Who is to say what would have happened, but I know in my heart that coming to Interlake has set me up for a better future than what I would have become if I had gone to Mt Si.

Lastly, Interlake is meaningful to me because public school in America is free. I appreciate this because not all countries have such accessibility that America does in our schooling system. In conclusion, Interlake is meaningful to me because of the friends I have made, the things that have influenced me to become the person I am today, and because of how its going to influence my future. Without Interlake I could have had completely different friends, been a completely different person, and could have had a completely different future.

Read more

Fantasy Story on crazy teachers

It was I who first came up with the thought that teachers at Pemberton High are crazy. In fact, some of them might not even be human! It wouldn’t surprise me if I walked into the teacher’s lounge one day and saw them slouching in large leather recliners peeling off their faces and talking in some strange alien language. For a start, there’s my maths teacher Mr. Henman. His real name is Jim Davidson, but due to his love of tennis, he calls himself Mr. Henman after Tim Henman. Call her anything but Mr. Henman and watch out. His face goes all red and he looks like a six-foot brick wall with a bad attitude. His ring finger is about a foot long and when he wags it at you it’s as though you’re looking at a withering garden snake. He’s over six feet tall and towers above the other teachers, even Mr. Jones, our P.E teacher: And he’s a big old lump!

Mr. Henman is retired, yes you guessed it, tennis player! He’ll pick you up by your ears and drop you on your head if you talk about Tim Henman or tennis in a bad way. As I said he’s a retired tennis player. For sixteen years he tortured other tennis players and umpires alike with his skill and bad attitude. Now he spends his days torturing us. Mr. Henman is pure crazy! Last week he asked the class if there was anyone who had not handed in their money for the school trip. No one raised their hand, but, I knew that my friend Timmy Anderson had not. He lives alone with his mum and sister and they sadly can’t afford the trip. Mr. Henman knew it too! I knew he was trying to make fun of Tim.

“You’d better raise your hand,” I whispered, leaning close to Tim.

“I’m not going,” he said.

“Why?”

Tim didn’t answer but I knew. “Don’t let him find out,” I said out of the corner of my mouth. “Otherwise, you know what he’s like he’ll say something to the whole school!” I could tell that Tim got nervous after that. He shifted in his seat and wouldn’t look upfront. Mr. Henman goggled at Tim in the way a hungry lion would look at a raw steak. I could tell he had some diabolical plan brewing in his head. As the bell rang everyone went for lunch. I was walking with Tim and as we passed the teacher’s lounge I noticed that the door was left partially open. This was it this was what I had been waiting for! This was my opportunity, I had to take it. I could sneak inside and listen to the teachers talking. I could prove that they were aliens or something worse.

“Go on I’ll catch up,” I told Tim. He jogged and caught up with my sister Nicole.

I checked the hallway to make sure no one was coming. When I was certain it was safe, I strolled over to the door. I pulled it back a little and stuck my head inside. I couldn’t hear anyone so I quickly slipped in and pulled the door behind me. A walled coat rack separated me from the actual lounge. Still, it was quiet and I guessed that all of the teachers were down eating their lunch, peered around the corner, and saw an empty room. As it was empty I decided that I would try again later and turned to go back out. That’s when I heard someone coming. I was almost hysterical as I raced around looking for someplace to hide. I saw a door across the room and hoped it was another way out. I was still thinking when I heard the door open. I sprang across the room like a rabbit and in no time I was on the other side of the door.

I pulled it shut and quickly realized that I was in a closet. It wasn’t a solid door but one with wooden slats that ran across it. I could see out the door and hoped that whoever had come in wouldn’t notice me. I almost fainted when the Headmaster and Mr. Henman ambled into the room. Mr. Henman sat at the little table and the head poured each of them a cup of coffee. They were only a few feet in front of me. The head sat opposite Mr. Henmanю.

“Have you finished collecting for the school trip?” the head enquired.

Mr. Henman looked at him for a minute and then said, “Yes. All done. Everyone is going this year.” The principle took a sip of his coffee and said, “I hope this is not like last year. You can’t keep paying for your kids to attend these things.”

“It’s not like that at all,” he said. “The kids raised money this year to help each other out. They’re all paid up.”

“You’re sure?” he pressed her. “Last year you paid out of your pocket for almost ten kids, Jim.”

“I’m sure,” he said.

The head said, “Good.” He finished his coffee and left the room. Now I was really curious. What was he trying to pull? Was he trying to set Tim up for something? My ears were burning red. Mr. Henman took something from his pocket and put it on the table. I squinted and saw that it was a small calculator, then he pulled out a pencil and a piece of paper. He worked something out on the calculator, wrote it on the paper, and then replaced it back in his pocket. Then he pulled out his mobile. Mr. Henman dialed a number and I was able to listen in on his call.

“This is Jim Davidson,” he said. He looked around the room as if he was expecting someone. “Yes, I’m calling about my car payment this month. I’m afraid I won’t be able to make it.” There was a long pause and then she spoke again. “I guess you could come to get it at Pemberton High.” That evening as I rode the bus home, I saw Mr. Henman walking from school. Earlier, I watched a man tow his car from the car park. And I noticed other things that I guess I just never paid attention to. He didn’t have a nice coat like the rest of the teachers. Mrs. Bailey had a real nice pair of suede boots. Mr. Henman sported a pair of old tennis shoes. He didn’t look mad though, In fact, he had a smile on his face. I don’t know if I’d ever seen him smile before. Maybe he was one of those people who weren’t concerned about the number of possessions he owned? Maybe he was one of those people who was just happy to be living in such a prosperous area and working to help further children? Or maybe he was just a man with happy thoughts in his mind? I arrived home amazed by the look that had shone from Mr. Henman’s face, as I saw him walking from school. Had that been nearly any other human being, but especially the adults that I know, they would have been in tears. Boy did I learn something about teachers that day? Especially Mr. Henman. I learned that he’s not as crazy as I first thought he was, but a happy, contented man who was often misunderstood. I don’t think I’ll tell Tim, though. Sir wouldn’t like that very much. He’s not crazy, but neither am I!

Read more

Waiting Line Essay

The growing economic importance of service activities, however, has broadened the scope of MM function (in fact, the course will Ochs more on service facilities). Large scale globalization, short product life cycle and more informed customers means that successful management of operations, careful design and efficient utilization of resources is an absolute must not only to add to the bottom line of a firm, but even for its mere survival. MM is a highly dynamic and expanding field of management. In this course, we will study both manufacturing and service operations, emphasizing their differences as well as similarities.

We will examine the role of operations management in the organization by exploring a number of concepts and techniques. The interaction of operations with other business areas and environmental factors, and how operations management can contribute to the achievement of organizational goals, also will be discussed. ; Course Learning Outcomes The objective of the course is to develop your understanding of the major concepts and trade-offs involved in making MM decisions. At the end of this course, you will: 1 . Recognize the important role of operations in an organization’s success 2.

Develop a comprehensive understanding of operational issues and decisions and how they relate to each other, and to other areas of the organization and its environment 3. Understand related operational and economical concepts and techniques 4. Apply these techniques At the end of the course, you will be able to: 1. Identify the fundamental managerial trade-off in an operations decision environment 2. Develop a decision model and formulate an appropriate objective 3. Evaluate alternative solutions and analyze the objective to optimize the decision 4.

The textbooks are not required, out are recommended. I en problems at ten Ana AT every chanter In ten textbooks are useful in preparing for the midterm and final exams. The textbooks are also reserved for your use in the Business Library. ; Lecture Notes: A required course package will be sold through the Management Undergraduate Society. The course package contains the following: Allurement (1998) article, one case study, and player manual for Simulation Game. The course slides, sample midterm and final questions, end-officiate practice questions will be posted on Web.

Important Note: We may skip some of the course notes during classroom discussions and we will be covering quantitative material not covered in these notes. Most of this material is also available online/on Web for download. I will also post additional materials on WEB. Please check WEB at least once before and after each lecture for posted announcements, and materials.There will be two problem set assignments during the course. These assignments will be quantitative ones, each worth 7. 5% of the total marks. Each assignment will be due in approximately a week (the exact dates will be announced later on).

You can complete and submit your assignments as a group. The maximum number of students that can be in an assignment group is 4. The assignments turned in by groups of 5 or more students will not be accepted. On the other hand, you are alcove to submit an assignment that you have prepared alone. The solutions will be made available after the due-date. It is important to include your all pages together. Late submissions will not be accepted. If you miss a class, your mailed assignment, postmarked no later than the due date, will be accepted as on-time.

There will be one midterm and one final exam to test your understanding of the material covered in the course. Both the midterm and the final exams are compulsory, closed book and closed notes. Students are not allowed to bring any additional material and information related to the exams. A formula sheet will be provided together with the exam. The formula sheets for the midterm and for the final can be downloaded from WEB. Note that missing an exam is an issue that you will have to settle first with the B. Com office. The course policy is not to offer make-up exams.

GRADES The grades for the midterm and the assignments will be posted on WEB. Please check the course page whenever a new grade is available and immediately inform the instructor if there is a discrepancy. In accord with McGill University Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded. There will be 1 case study assignment in the course, and it should be done in group of 6. The case study is: Delays at Logan Airport. This case is included in the course package.

A number of questions will be provided during the course for the case, which should serve as a basis for group discussion and case report. These questions will be of two types. One type of questions will have a calculator figure ( ) indicating the involvement of a quantitative analysis. The other type of questions are to initiate broader discussion of the case study based on the managerial insights that can be developed from quantitative questions, case discussion among the group members and use of strategic operations management and related concepts.

The full case study report should not exceed 5-pages typewritten, one-and-half-spaced, using default margins and 12-point type. Your report should start with an executive summary (maximum 0. 5 pages), which summarizes your findings. The main body of the report should present a detailed discussion based on the provided questions and your analysis of the quantitative questions. Prepare an action-oriented advisory report, which presents concisely your analysis and recommendations for solution of the primary management problems.

Make sure you demonstrate that you have thought through your recommendations and the effects on other related activities. Also demonstrate that you understand the concepts and tools from the class that apply. Clearly state your assumptions. Be selective. Do not restate case facts. Summary tables in the text are encouraged for quantitative information. In addition to the report, you may supply any number of figures (visual representations of information contained in the text), and at most four exhibits. Make sure these are referenced in the text.

Do not use the exhibits to violate the page limit. The report should stand alone, and the exhibits should provide only the documentation or details of a technical analysis. The exhibits must be easily understood and all variables defined properly and all assumptions stated clearly. Discuss limitations of your analysis or recommendations. These might include assumptions you made but do not feel comfortable with, or impediments to success that may prove more difficult than you expect. Discuss potential disadvantages of your recommendations.

Read more
OUR GIFT TO YOU
15% OFF your first order
Use a coupon FIRST15 and enjoy expert help with any task at the most affordable price.
Claim my 15% OFF Order in Chat
Close

Sometimes it is hard to do all the work on your own

Let us help you get a good grade on your paper. Get professional help and free up your time for more important courses. Let us handle your;

  • Dissertations and Thesis
  • Essays
  • All Assignments

  • Research papers
  • Terms Papers
  • Online Classes
Live ChatWhatsApp