Almost all management decisions deal with the same key issues: cost, price, and profit. This course will examine this sort of decision-making, identifying the tools and methods managers use to make the best-informed decisions possible. We will begin with an introduction to the terms that will be referenced in the later units. We will then discuss the various methods and theories that managers deploy when tracking costs and profits. The final section will explain how managers report the overall performance of a firm or department for internal use. Upon completion of this course, students will be better prepared to make informed decisions within a firm.

Surveys social psychology and organization theory interpreted in the context of the managerial environment. Shares lectures with 15.301, with a separate recitation required. 15.301 is intended primarily for non-Sloan students, both graduate and undergraduate. Deals with a number of diverse subjects, including motivation and reward systems for engineers and scientists in industry; the aging of technical groups; the management of R&D matrix organizations; and the architecture of R&D laboratories and its effect on communication patterns in the organization.
15.301 is a core subject for students majoring in management science. A laboratory is a required element of the course for these students. It involves projects of an applied nature in behavioral science. Emphasizes use of behavioral science research methods to test hypotheses concerning organizational behavior. Instruction and practice in communication include report writing, team decision-making, and oral and visual presentation.

We function in our personal and professional lives based on knowledge and intuitions. Our intuition that we know a lot is very powerful. But sometimes intuitions are accurate and sometimes they are not; without research, it is hard to tell.
This course combines a few different goals: develop a critical eye for making inferences from data; be able to carry out simple data analysis; learn about managerial psychology; develop interesting new questions about managerial psychology and test these questions.

15.763J focuses on decision making for system design, as it arises in manufacturing systems and supply chains. Students are exposed to frameworks and models for structuring the key issues and trade-offs. The class presents and discusses new opportunities, issues and concepts introduced by the internet and e-commerce. It also introduces various models, methods and software tools for logistics network design, capacity planning and flexibility, make-buy, and integration with product development. Industry applications and cases illustrate concepts and challenges. The class is recommended for anyone concentrating in Operations Management, and is a second half-term subject.

The 50th anniversary of the Civil Rights Movement's 1963 March on Washington is a great teaching opportunity. We offer some helpful resources.

Marcus Garvey (1887-1940) was one of the most brilliant, charismatic, and controversial Black leaders of the early 20th century, and a principal figure in the Pan-African movement. This lesson looks at his rise to power, from his early life in Jamaica, where he founded the Universal Negro Improvement Association (U.N.I.A.); through his migration to the United States and the rapid expansion of the U.N.I.A. from its headquarters in Harlem; up to the triumphant first international U.N.I.A. convention in 1920, which produced the influential “Declaration of the Rights of the Negro Peoples of the World.”

The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

This lesson looks at Marcus Garvey’s fall from grace in the 1920s, his battles with enemies in the U.S. government and the mainstream civil rights movement, his troubled marriages to Amy Jacques and Amy Ashwood (each important activists in their own right), and his final years in exile in Jamaica and England. The materials also examine some of Garvey’s key later writings and speeches, including his stirring 1925 letter from prison in Atlanta.

The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

Marcus Garvey (1887-1940) was one of the most brilliant, charismatic, and controversial Black leaders of the early 20th century, and a principal figure in the Pan-African movement. This lesson looks at his rise to power, from his early life in Jamaica, where he founded the Universal Negro Improvement Association (U.N.I.A.); through his migration to the United States and the rapid expansion of the U.N.I.A. from its headquarters in Harlem; up to the triumphant first international U.N.I.A. convention in 1920, which produced the influential “Declaration of the Rights of the Negro Peoples of the World.” The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

This lesson looks at Marcus Garvey’s fall from grace in the 1920s, his battles with enemies in the U.S. government and the mainstream civil rights movement, his troubled marriages to Amy Jacques and Amy Ashwood (each important activists in their own right), and his final years in exile in Jamaica and England. The materials also examine some of Garvey’s key later writings and speeches, including his stirring 1925 letter from prison in Atlanta. The Woodson Center's Black History and Excellence curriculum is based on the Woodson Principles and tells the stories of Black Americans whose tenacity and resilience enabled them to overcome adversity and make invaluable contributions to our country. It also teaches character and decision-making skills that equip students to take charge of their futures. These lessons in Black American excellence are free and publicly available for all.

This course covers basic topics in autonomous marine vehicles, focusing mainly on software and algorithms for autonomous decision making (autonomy) by underwater vehicles operating in the ocean environments, autonomously adapting to the environment for improved sensing performance. It will introduce students to underwater acoustic communication environment, as well as the various options for undersea navigation, both crucial to the operation of collaborative undersea networks for environmental sensing. Sensors for acoustic, biological and chemical sensing by underwater vehicles and their integration with the autonomy system for environmentally adaptive undersea mapping and observation will be covered. The subject will have a significant lab component, involving the use of the MOOS-IvP autonomy software infrastructure for developing integrated sensing, modeling and control solutions for a variety of ocean observation problems, using simulation environments and a field testbed with small autonomous surface craft and underwater vehicles operated on the Charles River.

This course helps students develop skills in marketing analysis and planning, and introduces key marketing ideas and phenomena, such as how to deliver benefits to customers and marketing analytics. It presents a framework for marketing analysis and enhances problem solving and decision-making abilities in these areas. Material relevant to understanding, managing, and integrating marketing concepts in managerial situations, from entrepreneurial ventures to large multinational firms, and to consulting are presented.

This activity from the Commonwealth Theatre Center in Louisville, Kentucky uses drama to explore what emotions we like to share with the world and what emotions we tend to keep to ourselves, and why. Students explore the six core emotions and learn that they are all valid but we can work on how we deal with them.

This presentation provides an introduction to antimalarial drug resistance. First we will focus on how drug resistance is observed and measured. Thereafter we will describe the historical emergence and spread of drug resistance. Third we will focus on molecular aspects of drug resistance, the so-called molecular markers and finally we will describe how we can use our knowledge regarding these molecular markers in the surveillance of drug resistance and eventually help in guide us in the decision-making when developing new drug policies.

Students write statistical questions that can be used to find information about a typical sixth grade student. Then, the class works together to informally plan how to find the typical arm span of a student in their class.Key ConceptsStatistical thinking, in large part, must deal with variability; statistical problem solving and decision making depend on understanding, explaining, and quantifying the variability in the data.“How tall is a sixth grader?” is a statistical question because all sixth graders are not the same height—there is variability.Goals and Learning ObjectivesUnderstand what a statistical question is.Realize there is variability in data and understand why.Describe informally the range, median, and mode of a set of data.

Lesson OverviewStudents use reasoning to identify solutions to equations. They initially do this using the balance scale. They also learn that some equations may have all numbers as solutions and some equations may have no solutions.Key ConceptsBefore beginning the formal process of solving equations, students need opportunities to use reasoning to find solutions. Students study examples where reasoning pays off. For example, in the equation 4b + 15 = 3b + 6b, students can reason that 4b + 15 = 3b + 6b, so 5b must be equal to 15, an equation which they can solve by understanding multiplication.Students also discover that there are equations that can have every number as a solution or no number as a solution. They may recognize some equations with all numbers as solutions by recognizing that they show a property of operations, such as the commutative property of addition.SWD: Students with disabilities may struggle to determine salient information in lessons. Preview the goals with students to support saliency determination as they move through the instruction and tasks.Students with disabilities may struggle to self-monitor their progress through the lesson. Provide students with a copy of the lesson goals to use as a checklist as they move through the different tasks. Have students indicate when they have reached each goal for the lesson. This will also promote engagement, independence, and self-management of learning.Goals and Learning ObjectivesUse reasoning to identify the solution to an equation.Recognize equations that have any number as a solution and equations that have no solutions.

A team of teachers at Centennial Elementary School in Olympia, WA, developed book boxes to share across the school each month centered on identifying feelings and developing empathy for others. Each month one or two picture book titles are paired with a Word of the Month. The media literacy teacher team developed materials, including a presentation slideshow, a video read-aloud, and discussion questions. The principal and teachers share the books with students, facilitating discussions for students to identify their own feelings and develop a toolbox for regulating emotions. Students use a Likert scale, developed by Jennifer LaGarde and Darren Hudgins, to identify emotional responses and develop vocabulary to describe and deal with their feelings. Titles and SEL connections are shared with families through the school newsletter.Centennial Media Literacy Teacher Team:Heather Slater, teacher-librarianJennifer KnightLuci StaffordAdam PearceShannon Ritter, principal

In this unit, students explore and discuss video clips, articles, advertisements, myths, and other relevant information about how media sources affect our food choices.In particular, students learn about the marketing of food to children and adolescents. The unit will culminate with students working in groups of 3 to create a media presentation that can serve as a decision-making guide to inform food choices/decisions.Standards:CCSS English Language Arts (Grades 7-8)Ohio Standards for Technology   

Memory Frame
A Lesson Developed and Contributed by Christine Hennig, MA, LMHP, ATR

Objectives:
1. To reminisce about pleasant memories

2. To create a beautiful image that reminds you of a pleasant memory

3. To increase feelings of competence and usefulness by creating something beautiful

4. To create feelings of enjoyment through exploration and combining attractive materials

Audiences:
Students and Adults of all ages