Charles’s current tutoring subjects are listed at the left. You
can read more about
Charles’s qualifications in specific subjects below.
I am experienced in both managerial accounting (including activity-based costing, variance analysis, international financial consolidation, product program analysis and evaluation, control procedures, etc.) and financial accounting (including company valuation and performance analysis, Compustat data analysis, financial ratio analysis, peer company performance comparison, application of FASB procedures, etc.).
I have an MS in applied mathematics and an MBA in quantitative methods, with both degrees focused on probability and statistics. I taught actuarial science to graduate students at the University of Rochester as part of a course on mathematics for management science. I taught applied statistics to graduate students at the Rochester Institute of Technology. I used actuarial science at Xerox to develop methods of product program evaluation, demand forecasting and analysis, asset life estimation, etc.
I studied, used, and taught a broad array of quantitative methods applied to statistics, finance, and actuarial science. I have experience especially focused on the use of age-specific data; the estimation of the lives of products, assets, customers, etc.; and the valuation of products, businesses, customers, assets, etc. I have developed several state of the art actuarial methods for use in pricing and strategy analysis, rental machine population analysis, profit models, product program analysis, demand forecasting, taxation, business financial analysis, acquisitions, etc.
Why Am I Qualified to Tutor Students with ADD/ADHD?
I took two undergraduate courses and two graduate courses in the behavioral sciences with grades in the B to B+ range. I also took eight graduate courses in the management sciences (decision theory, information theory, communication theory, game theory, operations research) with grades in the B to mostly A range. In addition, I took 32 graduate courses in applied economics, applied mathematics, and applied statistics with grades in the B to A range. I have done state of the art research in information and decision theory and have applied it within major corporations.
I understand and accept students with ADD/ADHD because I probably had/have ADD/ADHD, and so did/do many members of my family, which was somewhat undisciplined and unfocused. Despite ADD/ADHD and having been disciplined by many teachers for goofing around too much, I was able to get BS, MS, and MBA degrees and attain executive levels in major corporations. I was even asked by professors to join a doctoral program, which I did for two years but I chose not to complete the program. A few other professors later asked me to join other doctoral programs, mainly in decision theory at Stanford. Much of the focus required to accomplish these things came from my wife. She was also the one who turned down Stanford.
My family, especially my mother, is very different from my wife’s family, which does not exhibit ADD/ADHD and which is more disciplined and more focused. I do not regret the somewhat lax approach used by my parents. I believe a less strict approach helps individuals retain their spirit, their childhood interests in the world, their ability to see new insights, etc. As a direct result of my mother in particular and leaders in the research laboratories, I score a couple sigma out in the creative part of the brain and functioned quite well for years as a research physicist. I left research to apply decision theory to the business side of the world and I was also known for vision in the business world. Considering all of the above, my wife and I chose to retain the spirits of our two sons.
In the corporate world, I remember one of my mentors saying “focus” quite often. He was very focused and rose from Marketing Controller to VP of Finance for the Business Development Group and then to CFO and then to Vice Chairman of Xerox Corporation. I try to help students with ADD/ADHD as my wife and this mentor did. I allow some freedom to explore new ideas, but I remind them to focus and to check things. I worked quite closely with several extremely talented managers, many of whom became CEOs of major corporations. I try to combine the naturally divergent thinking styles of the ADD/ADHD student with the needed convergent thinking styles of people with outstanding management skills. I hope to create students with the spirit and vision needed for leadership and the discipline and focus needed for management.
I am certified in many types of tests (e.g., ACT, SAT, ASVAB, TEAS, GMAT, LSAT) and subjects (math, writing, reading). I use several websites and interactive files to develop speed and accuracy in answering test questions. I develop different styles of thinking, estimating, and checking. The above are aimed at improving test score by improving the quantity and quality of answers.
I have an MS in applied mathematics and an MBA in quantitative methods, with both degrees focused on statistics. I have taught applied statistics to graduate students at the Rochester Institute of Technology. Some students were involved in medical research at Strong Medical Center. I have studied, used, and taught statistics applicable to biostatistics, especially design of experiments, hypothesis testing, regression, life estimation, survey sampling, significance analysis, signal analysis, information and decision process analysis and improvement, the automation and integration of measurement systems and analytical methods, etc. I have experience in research, radiography and medical imaging technologies, health science businesses and ventures, a neuroscience venture, etc.
Business experience includes many years in organizations of all sizes, including three with over 100,000 people. Finance and business development executive, manager, and analyst with broad experience in most aspects of financial management, economic evaluation, strategic decision, and market analysis. Direct experience with marketing functions, international operations, mergers & acquisitions, research & development, product programs, new ventures, pricing, production, sales, accounting, information technologies, and imaging technologies.
Received a Master of Business Administration (MBA) degree from a highly rated business school, the University of Rochester's William E. Simon Graduate School of Business Administration. Completed all courses required for majors in Quantitative Methods and Finance. Additional concentrations include Marketing, Applied Business Economics, Management of Technology, and Accounting. Did two years of state of the art research in the critical field of information and decision theory. Taught Mathematics for Management Science, Decision Theory, Finance, and Mathematics for Business and Management.
Career development benefits greatly from an interest in education, the application of education, knowledge of the job market and job requirements, and knowledge of your interests and accomplishments. I focus on each of these areas to help you develop your career. I am thoroughly familiar with the major job search sites, labor economics, business organizations, and industry and company growth prospects. I use state of the art matching and decision technologies to direct your career and job search.
My approach focuses on your interests and your will. Joseph Campbell stated "Follow your bliss" and then later stated that he should have said "Follow your blisters." I encourage your continual learning (especially through learning by doing and other adaptive methods) and your persistence. When you use the above approaches, work is enjoyable, valuable, and satisfying to all involved.
Undefeated Boston College chess champion as a freshman. The runner up lost four games in a row and was a state chess champion. Know chess champions from three states. Programmed the first application of dynamic programming (dynamic optimization) to multi-period decision theory, which provides a mathematical foundation for both chess and strategic decision. When very young, independently discovered Fool's Mate, the Sicilian Defense, and other chess strategies.
I have an MS in applied mathematics with a masters thesis on the use of decision theory and feedback in search engines and the measurement of search engine performance. I also have an MBA in quantitative methods, which include computers and information systems. I taught computer programming as part of a course on numerical methods to undergraduate and graduate students at the University of Rochester. I used computer programming at Kodak, Xerox, and Disney to develop advanced information technologies.
I have an MS in applied mathematics with a masters thesis on the use of decision theory and feedback in search engines and the measurement of search engine performance. I also have an MBA in quantitative methods, which include computers and information systems. I taught computer programming as part of a course on numerical methods to undergraduate and graduate students at the University of Rochester. I used computer programming at Kodak, Xerox, and Disney to develop advanced information technologies, methods of operations analysis and optimization, demand forecasting and analysis, asset life estimation, decentralized information sharing methods, automated methods of change analysis and graphical display, etc. Languages include FORTRAN, PL/1, utility programs, Basic, RPG, APL, IFPS, macros, Visual Basic, SQL, etc. Software packages include IBM function library, Microsoft Excel and Access and SharePoint, SPSS, SAS, Lotus 1-2-3 and Approach, Comshare Commander and Prism, Lotus Notes, Oracle Sales Analyzer, SAP R/3, etc. Features used include functions, array formulas, pivot tables, filters, forecasting methods, natural language processing, buttons, graphic objects, text mining, etc.
I began as a programmer. I then initially applied computers to math, statistics, and information retrieval. I discovered and developed several state of the art methods as part of an MS in Applied Math, some of which Google uses today. I majored in Quantitative Methods, which includes Computers and Information Systems, within an MBA program at the University of Rochester. I managed a small information technology department for a leading color printing company and dramatically improved productivity through conversion to new technology. I applied computers to several areas of finance and marketing within two large corporations. I was a leader in the fields of electronic printers, digital imaging, information technology, communication technology, etc. I have special strengths in international regional financial information technology, in market forecasting and financial analysis, in business analysis, etc.
Differential equations deal with mathematical functions and derivatives of functions, rates of change, and change analysis. These are important areas in physics and other sciences, in engineering and technology, in economics and finance, in pure and applied mathematics, etc.
To help you in the above areas, I have a bachelor's in math, a master's in applied math, and an MBA in quantitative methods. I taught mathematics (e.g., Numerical Methods, Mathematics for Management Science, etc.) at the graduate and undergraduate level for 15 years on an adjunct basis at the University of Rochester and the Rochester Institute of Technology. As a Research Physicist, I worked on the numerical solution of differential equations. As a Financial Analyst, I developed several state of the art mathematical models and change analysis methods.
Why Discrete Mathematics?
I mainly studied and teach Mathematics (including Discrete Mathematics) and Statistics (including Decision Theory), along with a substantial amount of Economics and Finance. I like Discrete Mathematics and Decision Theory because they are so relevant to information technology, science, economics, business, and finance. I suggest these areas for study because they help frame, analyze, communicate, and solve issues in many areas.
I worked in all of the above areas and especially recommend Discrete Mathematics (Finite Mathematics is classified within this subject) and Decision Theory for your consideration. These two courses are extremely useful, insightful, and applicable and are valuable in many areas. The two courses support and reinforce each other very well.
Discrete Mathematics builds a cohesive subject in the following sequence: logic, sets, combinations, probability, decision, matrices, optimization, games, and modeling. One topic leads naturally to the next. Topics use and extend the prior topics. The symbols employed are interrelated, almost intuitive, and similar from one topic to the next. This course is essential and gives one a basic toolkit for work on spreadsheets, business models, research, and communication.
Decision Theory primarily uses and builds on Discrete Mathematics to solve many real world problems. It deals with the value and use of information, communication, cooperation, and adaptation. Applications are often quite simple, but complex applications also exist and are based on the simpler applications. Decision Theory supports science, business, engineering, law, and medicine. Discrete Mathematics is the foundation for Decision Theory.
I have studied, taught, and applied mathematics, statistics, computing, economics, finance, marketing, and accounting and the interactions among these fields to gain insight, understand key factors, and improve performance through better information, decision, communication, and execution. Cited several times by leaders in business and education for major improvements in these areas.
Universities included University of Rochester and Rochester Institute of Technology. Companies included Disney, Xerox, and Kodak. Applications included business and economic analysis and forecasting, cost analysis and optimization, demand forecasting and pricing, revenue and profit models, company benchmarking and valuation, industry and competitive analysis, information and decision support services, etc.
I am experienced in microeconomics (including managerial economics, pricing, capital budgeting, and economic evaluation), macroeconomics (including economic analysis, economic modeling, econometrics, and economic forecasting), the economics of technology (including capital investment analysis, product program analysis and evaluation, technology forecasting, and strategic decision analysis), etc.
I am certified in the basics of elementary education (reading, writing, mathematics, science, spelling, etc.) and have successfully tutored several students in these areas. Many of the students are the children of students I have tutored. Several are gifted, several have learning disabilities, and most are just normal kids. All of them are very curious, have a lot of questions, have unique strengths and abilities, and are a joy to guide and help.
I am very interested in educational technologies, educational television, cognitive sciences, and history. I prepared over one hundred custom Excel files to help students learn and explore several subjects. Some are fun files to stimulate interest, imagination, and insight, some help students practice the fundamentals, and some extend their knowledge in breadth, depth, and height. I share these files with my students for free.
I use lots of feedback and reinforcement. I focus on improved decision through both logic and imagination. Speed, accuracy, and comprehensiveness are enhanced through different styles of thinking.
Using native English speaking skills, I studied and worked for many years. I received BS, MS, and MBA degrees from a highly regarded university. I taught in the evenings at the college level for 15 years, while working at major corporations during the day. I communicated at the highest levels of these corporations and communicated extensively in English with the people in several Latin American countries. I worked with dozens of people in Latin America to improve their English speaking, reading, writing, spelling, and grammar skills. I used several state of the art computer technologies to help in these efforts. I also have skills in other languages besides English (German, Spanish, Latin, etc.).
My general computer and quantitative methods skills include computer programming in several languages, statistical analysis including SAS and SPSS, mathematical modeling, optimization, forecasting methods including predictive analytics and Forecast Pro, software development & use, array functions, decision trees, pivot tables, filters, lookups, indirect references, database software (Microsoft Access, SQL, Business Objects, Oracle Sales Analyzer, SAP R/3, Compustat, Lotus Approach, etc.), software packages (Microsoft Office, Comshare Prism and Commander, Hyperion, etc.), file sharing (LAN, WAN, WLAN, Microsoft SharePoint, Lotus Notes, Microsoft Outlook, email links and attachments, etc.), and other capabilities (graphic interfaces, text mining, context analysis, natural language processing, artificial intelligence, interactive files, etc.).
Linear algebra helps us extend algebra to whole columns or rows of data, to groups of columns or rows, and to multi-dimensional data. This makes data analysis simpler, more automated, more efficient, and more productive. Linear algebra is especially useful in fields such as forecasting, change analysis, mathematical modeling, and statistical analysis.
Learned linear algebra in courses on numerical methods, finite mathematics, statistics, and computer programming. Taught linear algebra in courses on numerical methods, statistics, and mathematics for management science and business. Applied linear algebra through computer programming involving Microsoft Excel array functions, APL, and FORTRAN. Used linear algebra extensively in data analysis and goal setting, business performance analysis and forecasting, financial and economic analysis, business valuation, corporate benchmarking using accounting information, customer characteristics analysis, physics research, and statistical analysis.
I studied Logic at Boston College (and this included symbolic logic), Finite Mathematics at the University of Rochester (and this included symbolic logic and the relationship of symbolic logic to set theory and probability theory), many courses in probability and statistics (which extensively use logic and logical conditions), and several programming languages (FORTRAN, PL/1, Basic, APL, macros, Visual Basic, etc.). (APL was especially focused on symbolic logic.)
I applied these things in my research into information retrieval logic and the selective dissemination of information and in my work in decision theory. I taught several courses that used logic (decision theory, statistics, etc.). I programmed computers using logic throughout my career to automate and integrate analytical operations.
I have an MBA from the University of Rochester. I studied and worked in marketing, and in finance in support of marketing, with direct experience in the development and management of pricing, products, promotions and advertising, international operations, sales processes, etc. I am especially strong in the application of the core disciplines of applied economics, quantitative methods, and behavioral sciences to marketing. My roles included salesperson, analyst, manager, director, and vice president. Functions included establishing pricing rates to use for bidding on all jobs, pricing and strategy analysis, product program management and business development, international business management, business and strategy planning, industry forecasting methods, competitive analysis and product pricing strategy, business unit management and strategic alliances, corporate planning and acquisitions, new venture development, regional management (of businesses, segments, countries, and functions), business operations and strategy analysis, optimization of advertising expense by channel and type, consumer direct sales, marketing and sales channel performance analysis, selling process improvement, attendance and revenue forecasting and analysis, etc.
I have the experience and education needed to tutor in MATLAB. I have programmed computers for many years, including state of the art computing in the areas of data analysis, business analysis, statistics, optimization, education, etc. My degrees include a BS in math and physics, an MS in applied math and decision theory, and an MBA in quantitative methods (computers and information systems, applied statistics, and operations research). I also later took all courses required for an MBA major in finance (including modern portfolio theory, options pricing, and capital asset pricing models), several courses in marketing, and a year of courses in the management of technology (including the economics of technology and activity-based costing). I have worked and taught in all of the above areas.
I used Microsoft Outlook for many years. It is very helpful for communicating among businesses and countries within an international region of a large company. It is also effective for communications with all employees of a medium-sized company. There are many useful features available to facilitate sharing information, reaching a consensus on decisions, scheduling meetings, etc.
I have over twenty years of experience with Microsoft Windows. Special skills include use of Windows Accessories and System Tools, Windows Applications (expert level), Windows Explorer, file operations, shortcuts, hyperlinks, etc. I managed several state of the art Windows applications involving dozens of analysts and managers in several countries.
I worked at Kodak for several years and I am experienced with most aspects of photography, including both still and motion imaging. At Kodak, I had many special opportunities to learn from experts and do photographic operations of most types, including some unique, special operations. Worked with many leaders in various fields of photography. For example, my boss invented the Bayer filter array used in digital sensors.
Skills include special experience with low light levels (e.g., photographing stage performances, fireworks, etc.), telephoto lenses (for both distant and close subjects), long exposures (for fireworks etc.), motion pictures (including professional motion imaging), filters and light sources, electronic printers, computer software, photometrology and sensitometry, radiography and scientific photography, etc.
I minored in physics and majored in applied mathematics. I worked as a Research Physicist in a leading industrial research laboratory and as a Product Program Manager in a leading technology company. Special strengths include radiometry and photometrology (of x-ray, gamma ray, ultraviolet, visible, and infrared radiation), measurement systems and information technology (including computer programming, measurement system calibration and use, decision technologies, communication technologies, coding methods, compression methods), imaging technologies (digital and analog, electronic and chemical, printing, duplicating, copying, micrographic, capture, record, store, display, amateur and professional, business and consumer, still and motion, modulation transfer, etc.), mechanics, motion, ballistics, energy, light, electricity and magnetism, modern physics, etc.
I used SAS and other statistics software for many years. I taught applied statistics at the graduate level for about ten years at the Rochester Institute of Technology. SAS skills include regression, forecasting, design of experiments, descriptive statistics, time series analysis, econometrics, psychometrics, etc. I can explain how SAS methods work and can automate statistical analysis.
I successfully tutored several students with special needs. I mainly ask them about their interests, goals, and plans. I carefully listen to their comments and help them develop in these areas. We dialogue about things related to their interests, goals, and plans. The students have responded well to these approaches.
I try to rekindle and enhance intrinsic motivation and natural interest in math, economics, science, creative problem solving, logical reasoning, etc. This is done through challenging the student’s inner curiosity, providing just the right amount of feedback and tips, explaining some related applications and uses, letting the student discover insights and relationships, etc.
Experience with Study Skills Development
My study skills were developed during my bachelor’s degree and two master’s degree programs. I did research in information science and decision theory, especially in the areas of retrieval and selective dissemination of information. I am skilled in management science, operations research, automation, and integration. I taught mathematics, statistics, and finance at the University of Rochester and the Rochester Institute of Technology for 15 years on an adjunct basis. I developed the study skills (and research skills) of several financial analysts to do state of the art work in product program evaluation, regional financial planning, pricing & strategy analysis, business analysis, etc.
Summary of General Methods
I use performance improvement methods based partially on the research and teachings of Daniels and Rosen, Tarkenton, and Blanchard. The methods are also based partially on basic management processes & applied decision practices. To improve study skills through better internal motivation and focus, these methods include:
- student involvement and information sharing
- joint goal development and joint decision
- student action and plan execution
- quick feedback and communication of:
- performance measurements and explanations of deviations from goals and from previous performance levels
- positive reinforcement of valuable actions and execution and redirection toward a primary goal
Some Specific Study Skills
1. Read the preface, introduction, and first three chapters of the textbook before the first class.
2. Read the material before it is covered in class & know what you do not know. Lightly pencil question marks in the margins as reminders.
3. Ask good questions in class.
4. Verify that you are on the right track and get feedback as soon as possible. Look up things you do not know. Check answers provided in the back of the textbook. Check answers to homework problems with a couple of other students, if this is allowed and answers are not provided.
5. Use good reference books (e.g., The Standard Mathematical Tables, a good collegiate dictionary) & other sources (e.g., Wikipedia) to verify and learn.
6. Communicate effectively and use the appropriate communication style. Be sure to answer at least the what, why, and so what questions.
7. Other: Be prepared. Do the easy ones first. Minimize opportunity losses. Check your work.
Reinforcement and Redirection
The underlying principle of the above is that the most effective method of behavioral improvement is both positive reinforcement of several improvements and redirection toward a primary goal. This underlying principle is supported by patience, caring, respect, and empathy for those involved. The atmosphere is one of friendliness, leadership, enthusiasm, teamwork, creativity, and intellectual humility. Intellectual humility may be the foundation of these aspects. We often know less than we think we know and there needs to be an appreciation for the vastness of what is known and the vastness of what is unknown by us or others. We especially need to know what we do not know.
Involvement and Information
I have used involvement and information sharing many times with individuals, teams, and larger organizations to attain valuable improvements. I believe involvement is the key to internal motivation. “An individual without information cannot take responsibility; an individual who is given information cannot help but take responsibility.” (Jan Carlzon, Former CEO of Scandinavian Airlines)
Goals and Decision
I have seen a single well-chosen goal change the whole direction of efforts. Setting goals and making decisions in a jointly involved way helps. I believe group decision is essential to a learning process. Those involved must balance and deal with goals & constraints.
Action and Execution
Productivity is stressed & productivity first (i.e., cycle time) may be the best way to then assure quality and speed improvement. A fast response time is critical to a rapid improvement rate. Accuracy, quantity, speed, and comprehensiveness are all important factors. Increased effort, efficiency, and effectiveness are encouraged.
Feedback and Communication
Without feedback, there is little learning and little improvement. Feedback is critical and several feedback methods are used. Communication during all phases and among all involved is essential.
Interactive Tutoring and Interactive Files
The above are executed in two ways, first through interactive tutoring sessions and second through interactive files. During the tutoring sessions, we are constantly using the above methods. The goals of interactive files are a deeper and broader understanding and learning by doing, e.g., through observation, exploration, self-discovery, and interrelation of observations.
I do a lot of tutoring at all levels to improve testing speed, accuracy, and completeness. I have strengths, degrees, and experience in math and science, certifications in reading and writing, four years of Latin, etc. I share tips on how to solve common test questions quickly and reliably.
I used Visual Basic to develop several macros and state of the art applications. Applications included automated analysis using buttons etc., vast graphing capabilities using simple user interfaces, integrated financial planning and analysis, extensive forecasting methods, simplified change analysis, advertising optimization across advertising channels, consumer direct sales channel performance analysis, etc.