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Charles M.

Insight, Understanding, and Improvement

Insight, Understanding, and Improvement

$36/hour

4.9 (2,282 ratings)

About Charles

Bio

What is my tutoring approach?

•The focus is on teaching students to understand and think in an atmosphere of warmth, patience, and friendliness to free students from fears, calm anxieties, and reduce insecurities.
•To effectively teach and motivate students depends on understanding them. A good way to understand them is to listen to them and to observe them. Their goals, their strengths, their constraints, and their preferences are important to learn.
•The main tutoring products are...

What is my tutoring approach?

•The focus is on teaching students to understand and think in an atmosphere of warmth, patience, and friendliness to free students from fears, calm anxieties, and reduce insecurities.
•To effectively teach and motivate students depends on understanding them. A good way to understand them is to listen to them and to observe them. Their goals, their strengths, their constraints, and their preferences are important to learn.
•The main tutoring products are insight and improvement, not necessarily a whole lot in one thing but probably a little bit in many things, probably not 100% in one thing but rather 10% in ten things or maybe even 1% in 100 things.
•We will use habitual improvement to “chase perfection” and never reach it but, in the process, we will “catch excellence.”
•Interest, excitement, importance, and relevance are developed and stimulated through pictures and diagrams, examples and samples, and uses and applications from or with respect to nature, science, business, health, finance, and engineering to show the relatedness of things.
•A main goal is to improve decision productivity and quality, the speed and accuracy of solving problems. This is done through insight and better methods of problem solving and through using both sides of our brains and several styles of thinking, not just logical sequential thinking, and through understanding the problem and checking the answer in more than one way.
•There is some use of theorems and proofs, questions and definitions, drill and repetition, and logic and reasoning. However, I mainly use a problem solving laboratory approach with many word problems and numerical problems for learning by doing. The what, why, how, and so what are reviewed and explained.
•Students are taught to do the work and to efficiently and effectively:
-separate important information from irrelevant information
-frame, link, structure, and focus the problem for solution
-apply proper analytical methods to solve the problem and check the results
-write and orally explain the solution, the rationale, the steps, and the implications
•A sense of competence, “confidence, courage, curiosity, and constancy” (firmness of mind) are cultivated to “make dreams come true” by applying knowledge to the challenges of life and, as a result, be happier and more hopeful.
•Younger students are taught to:
-Read assignments before they are covered in class in order to have questions ready to ask when the topic is covered.
-Seek and use feedback promptly to learn quickly, avoid misunderstandings, and build on a solid foundation. For example, if homework is not corrected by the teacher or a computer, check answers in the answer section of the workbook, if an answer section exists. If an answer section does not exist, check results with a couple of other students or in some other way. Consider texting a couple of motivated friends in the evening to check the answers to some or all of the homework problems. Ask for help by emailing or calling me for free if they get three different answers. Use interactive testing sites. Everyone needs feedback to learn and adapt. With discipline and determination, students can get the feedback needed to improve.
-Think clearly and confidently with quality and precision.
-Know what they do not know for sure.
-Use Wikipedia and other sources (PlanetMath, MIT’s Open Courseware project, etc.) to look up topics and learn about related topics.
•Undergraduate and graduate students are encouraged to creatively identify alternatives and consider the total system involved, use multiple decision and thinking methods, use several influence and communication styles, and focus on response time and overall productivity (including quality, speed, and value).
•Doctoral students are taught to communicate effectively, to use different communication styles where appropriate, to apply statistics properly, to think critically and anticipate other possible explanations, to check information and decision processes carefully, etc.

How may I help you?

•With quantitative methods, especially mathematics, statistics, or computers, or with business, especially economics, finance, or marketing, (e.g., algebra, geometry, trigonometry, precalculus, calculus, finite mathematics, probability, statistics, or anything from computer programming, applied statistics, optimization, or applied mathematics to strategy analysis, managerial accounting, financial analysis, valuation, pricing, or applied business economics).
•In the areas of technology or business, or in quantitative methods in support of technology or business (anything from computer software, information technology, finance, marketing, statistics, or optimization to physics, measurement, imaging science, graphics, or printing).
•Through insight, understanding, or improvement (mathematics, economics, strategy, decision, modeling, significance, change, productivity, quality, or response time).

What teaching experience do I have?

•Fifteen years of adjunct teaching experience in the evenings at the University of Rochester and the Rochester Institute of Technology in the areas of mathematics for business & management science, applied statistics and decision theory, numerical methods, and finance.
•A few months of tutoring experience through WyzAnt, Inc. in the areas of economics, mathematics, finance, statistics, managerial accounting, and computers.

What other experience do I have?

Experienced in finance in support of innovation and marketing, and in innovation and marketing. Contributed to dozens of new products, technologies, and markets, especially in the fields of imaging, decision, and information technology. Over twenty years at Kodak, over ten years at Xerox, and over four years at Disney. Professional individual contributor roles included Research Physicist, Cost Engineer, Financial Analyst, Pricing & Strategy Analyst, and Market & Sales Channel Performance Analyst. Key leadership roles included Manager, Director, and Vice President (mainly of Finance and Business Analysis but also Business & Strategy Planning, Product Program Evaluation, Industry Forecasting Methods, and Product Pricing Strategy).

What education do I have?

Completed eight years of quantitative and business study at the University of Rochester and received three degrees (BS, MS, and MBA).
•Concentrations included mathematics and physics, applied mathematics and decision theory, and quantitative methods and finance.
•Studies focused on probability and statistics, valuation and pricing, decision and management science, and management of technology.
•Completed two years of state of the art research into information and decision theory within a PhD program in Business Administration.
•Professors included several world class leaders in their fields.

Read more

Education

University of Rochester
Mathematics
University of Rochester
Masters
University of Rochester
MBA

Policies

  • Hourly Rate: $36
  • Rate details: I offer a $3/hour discount, if you deselect Lesson Reviews under MyAccount, Settings. Group rates are, for example, a group of 3 students would each pay $18/hr and a group of 9 would each pay $9/hr.
  • Lesson cancellation: 8 hours notice required

  • Background check passed on 1/26/2016

  • Your first lesson is backed by our Good Fit Guarantee

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Subjects

Art

Photography

Photography

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.

Business

Actuarial Science,

Actuarial Science

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.
Business,

Business

I 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, Numerical Methods, Decision Theory, Applied Statistics, Finance, and Mathematics for Business and Management. Business disciplines included Applied Economics, Applied Behavioral Sciences, and Quantitative Methods (Applied Statistics, Operations Research, Computers & Information Systems). Business functions included Finance, Accounting, Marketing, Operations, etc.
Career Development,

Career Development

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.
Econometrics,

Econometrics

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.
Finance,

Finance

I switched from Research Physicist in an Information Technology Laboratory, where I was applying decision theory to information search, retrieval, and dissemination, to the world of finance, where I applied decision theory to investment decisions and management communication. I started as a Cost Engineer, then Pricing and Strategy Analyst, then Product Program Financial Analyst, and rose to Manager of Program Financial Evaluation, where I contributed to the corporate financial objectives for all business units and operating units. I also provided the product program criteria for all programs worldwide. I then took all the courses required for a master degree in finance, even though I already had two master degrees. I provided valuations of all businesses, peer companies, new ventures, etc. I have several years of experience as both a finance director of international operations and as a finance researcher at the corporate, business, and operations levels. I taught finance at the Rochester Institute of Technology.
Financial Accounting,

Financial Accounting

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.).
GMAT,

GMAT

I focus on three things: 1. better problem-solving skills, e.g., finding unknowns given a variety of inputs (for example, finding two unknowns given the product and ratio of the two unknowns), through different styles of thinking and insights into the solution process 2. better study skills and disciplines, e.g., using available resources to learn, to understand things a little more deeply, to improve decision quality, to solve problems faster, etc. 3. better testing skills and attitudes, e.g., dealing with all the behavioral issues that can affect test results The above concentration on the quantitative insight process, the managerial learning process, and the behavioral decision process enable a student to reach a higher level of test performance. The level may not be a perfect score, but it should be a very significant improvement.
Macroeconomics,

Macroeconomics

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.
Managerial Accounting,

Managerial Accounting

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.).
Marketing,

Marketing

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.
Microeconomics,

Microeconomics

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.
Microsoft Excel,

Microsoft Excel

I recommend Excel to all my students. I encourage them to automate examples to solve and check homework answers. I have done this myself and this process works. You will become more productive, more visual, and more flexible.
Project Management,

Project Management

I have a decade of experience at Xerox in Program Management. I started as a Senior Planning Analyst, then Pricing and Strategy Analyst, Business Analyst, Financial Program Manager, Business & Strategy Planning Manager, Manager of Program Evaluation, and Manager of Product Pricing Strategy. Products included copiers, duplicators, electronic printers, office systems, etc.
Public Speaking,

Public Speaking

I taught at the college level as an adjunct for 15 years, while working for major corporations (e.g., Disney, Xerox, etc.) during the day. I made numerous presentations at all levels of organizations. I have tutored extensively for the last several years.
QuickBooks,

QuickBooks

My qualifications for QuickBooks include three main areas: accounting, business, and computers (ABC). I have graduate education in all three areas and tutor in all three areas at the graduate and undergraduate levels. In the area of accounting, I have several years of experience in accounting at both large and small businesses, including several years as the Director of Financial Information (all information, including actuals and projections) for a one billion dollar region of a multinational company and several years providing accounting support to small family businesses. In the area of business, I have an MBA from a top business school known for accounting, finance, and economics and several years of professional and managerial experience at both large and small companies, both profit and non-profit. In the area of computers, I have strengths in Excel, programming languages, and the use of many computer systems (SAP, Oracle, databases, spreadsheets, etc.). I can help you do, review, and apply the above to your business.
Series 7,

Series 7

I have a Master of Business Administration and a Master of Science in applied math. I taught finance at the graduate level and was a leading financial analyst at major corporations. I would be glad to help you understand options, bonds, portfolios, stocks, risk, value, etc.
GRE, Microsoft PowerPoint, Microsoft Word

Computer

Computer Engineering,

Computer Engineering

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.
Computer Programming,

Computer Programming

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 R, Octave, macros, Visual Basic, SQL, FORTRAN, PL/1, utility programs, Basic, RPG, APL, IFPS, etc. Software packages include IBM function library, Microsoft Excel and Access and SharePoint, SPSS, SAS, Stata, 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.
Computer Science,

Computer Science

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.
Desktop Publishing,

Desktop Publishing

I worked in an Information Technology Laboratory as a Research Physicist on the kinds of things Google, Amazon, Xerox, Canon, et al. do today. I was the company expert in the economics of electronic printing and imaging technologies at two companies with over 100,000 people. I am at the guru level in the use of Microsoft Office products and many other kinds of software. I tutor on the processes of getting books published in hard copy form and in electronic form and in book publishing information systems, e.g., use of ISBN codes, search engine optimization, book publicity alternatives, pricing, etc.
Fortran,

Fortran

I used Fortran extensively within a research lab to provide applications and solutions involving applied math, applied statistics, computer programming, information coding, information science, graphing, information retrieval, etc.
General Computer,

General Computer

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.).
MATLAB,

MATLAB

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.
Microsoft Access,

Microsoft Access

I use Microsoft Access to build and use databases. I do a lot of data analysis and use a variety of software tools to prepare reports, do statistical analyses, organize and retrieve data, etc. I can help you apply Microsoft Access and other software tools to provide information and solve problems.
Microsoft Excel,

Microsoft Excel

I recommend Excel to all my students. I encourage them to automate examples to solve and check homework answers. I have done this myself and this process works. You will become more productive, more visual, and more flexible.
Microsoft Outlook,

Microsoft Outlook

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.
Microsoft Windows,

Microsoft Windows

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.
Photography,

Photography

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.
QuickBooks,

QuickBooks

My qualifications for QuickBooks include three main areas: accounting, business, and computers (ABC). I have graduate education in all three areas and tutor in all three areas at the graduate and undergraduate levels. In the area of accounting, I have several years of experience in accounting at both large and small businesses, including several years as the Director of Financial Information (all information, including actuals and projections) for a one billion dollar region of a multinational company and several years providing accounting support to small family businesses. In the area of business, I have an MBA from a top business school known for accounting, finance, and economics and several years of professional and managerial experience at both large and small companies, both profit and non-profit. In the area of computers, I have strengths in Excel, programming languages, and the use of many computer systems (SAP, Oracle, databases, spreadsheets, etc.). I can help you do, review, and apply the above to your business.
SAS,

SAS

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.
SPSS,

SPSS

I have used and can help you code in SAS, Stata, SPSS, MATLAB, and other statistical or mathematical software packages, but I do not have all software packages and do not use all packages on a regular basis. We can share our computer screens and files. I can help you search the index of user manuals, find answers to questions, and debug programs. I am an expert in statistics and mathematics and in computer programming. I currently use Excel (including statistical and mathematical functions and statistical add-ins) and the R programming language. I was an expert in Fortran, APL, and macros. I am pretty good at R and Visual Basic today. I am still an expert in macros. I can read and understand most code in most languages and software packages.
STATA,

STATA

I use many visual, interactive, computer-based teaching tools. I tutored for more than the last two and a half years, mainly in the areas of math, economics, and statistics (especially statistics to over two dozen doctoral students). I taught at the college level on an adjunct basis for 15 years (mathematics for management science for the first seven years and then graduate applied statistics for the last eight years). During the day, I applied computers, statistics, and math in the areas of physics, imaging science, information technology, finance, marketing, business analysis, etc. at several major corporations (Disney, Xerox, etc.). I received three degrees from the University of Rochester in mathematics, applied mathematics, and quantitative methods.
Visual Basic,

Visual Basic

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.
Microsoft PowerPoint, Microsoft Word

Corporate Training

Business,

Business

I 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, Numerical Methods, Decision Theory, Applied Statistics, Finance, and Mathematics for Business and Management. Business disciplines included Applied Economics, Applied Behavioral Sciences, and Quantitative Methods (Applied Statistics, Operations Research, Computers & Information Systems). Business functions included Finance, Accounting, Marketing, Operations, etc.
Career Development,

Career Development

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.
ESL/ESOL,

ESL/ESOL

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.).
Finance,

Finance

I switched from Research Physicist in an Information Technology Laboratory, where I was applying decision theory to information search, retrieval, and dissemination, to the world of finance, where I applied decision theory to investment decisions and management communication. I started as a Cost Engineer, then Pricing and Strategy Analyst, then Product Program Financial Analyst, and rose to Manager of Program Financial Evaluation, where I contributed to the corporate financial objectives for all business units and operating units. I also provided the product program criteria for all programs worldwide. I then took all the courses required for a master degree in finance, even though I already had two master degrees. I provided valuations of all businesses, peer companies, new ventures, etc. I have several years of experience as both a finance director of international operations and as a finance researcher at the corporate, business, and operations levels. I taught finance at the Rochester Institute of Technology.
General Computer,

General Computer

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.).
GMAT,

GMAT

I focus on three things: 1. better problem-solving skills, e.g., finding unknowns given a variety of inputs (for example, finding two unknowns given the product and ratio of the two unknowns), through different styles of thinking and insights into the solution process 2. better study skills and disciplines, e.g., using available resources to learn, to understand things a little more deeply, to improve decision quality, to solve problems faster, etc. 3. better testing skills and attitudes, e.g., dealing with all the behavioral issues that can affect test results The above concentration on the quantitative insight process, the managerial learning process, and the behavioral decision process enable a student to reach a higher level of test performance. The level may not be a perfect score, but it should be a very significant improvement.
Latin,

Latin

I took four years of Latin from the Jesuits and enjoyed it. We studied Caesar, Cicero, and Virgil. My fourth-year teacher of Virgil was the Principal of Regis High School in NYC. I think it would be helpful for almost everyone to know a little Latin. I initially joked that my Latin would help me in a job dealing with Latin America, and it actually did help me. If I didn’t know how to say something in Spanish or Portuguese, I would say it in Latin and the people could understand me. I learned additional Spanish and Portuguese words and phrases this way.
Macroeconomics,

Macroeconomics

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.
Microeconomics,

Microeconomics

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.
Microsoft Excel,

Microsoft Excel

I recommend Excel to all my students. I encourage them to automate examples to solve and check homework answers. I have done this myself and this process works. You will become more productive, more visual, and more flexible.
Public Speaking,

Public Speaking

I taught at the college level as an adjunct for 15 years, while working for major corporations (e.g., Disney, Xerox, etc.) during the day. I made numerous presentations at all levels of organizations. I have tutored extensively for the last several years.
SPSS,

SPSS

I have used and can help you code in SAS, Stata, SPSS, MATLAB, and other statistical or mathematical software packages, but I do not have all software packages and do not use all packages on a regular basis. We can share our computer screens and files. I can help you search the index of user manuals, find answers to questions, and debug programs. I am an expert in statistics and mathematics and in computer programming. I currently use Excel (including statistical and mathematical functions and statistical add-ins) and the R programming language. I was an expert in Fortran, APL, and macros. I am pretty good at R and Visual Basic today. I am still an expert in macros. I can read and understand most code in most languages and software packages.
Statistics,

Statistics

I extensively use statistics in my work with the help of Excel statistical and array functions, an Excel statistics add-in, SAS, SPSS, and the R language. I taught statistics at the graduate level for several years at the Rochester Institute of Technology. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university. Concentrations included math, physics, applied math, decision theory, quantitative methods (applied statistics, operations research, and computers and information systems), finance, marketing, and management of technology. I have done state of the art research in decision theory, financial analysis, etc. I taught actuarial science to graduate students at the University of Rochester as part of a course on mathematics for management science. I used actuarial science at Xerox to develop methods of product program evaluation, demand forecasting and analysis, asset life estimation, etc. I 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.
Grammar, Microsoft PowerPoint, Microsoft Word, Proofreading

Elementary Education

Elementary (K-6th),

Elementary (K-6th)

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.
MTLE,

MTLE

My qualifications include three main areas. First, I have three degrees (BS, MS, and MBA) from a top 50 university (University of Rochester) in math, science, and business. Second, I taught at the college level for 15 years on an adjunct basis. Third, I tutored for thousands of hours recently with a significant emphasis on test preparation.
Reading,

Reading

I focus on reading productivity and quality, on the inner motivation to read, and on the latest technologies available to help in these areas. I use a variety of tutoring styles to match the student’s learning style. I combine ideas on reading from school and college with ideas on communication from scientific research and business analysis. I helped hundreds of people communicate more effectively and efficiently in multilingual, multinational, multi-business unit, multifunctional settings. I helped dozens of younger students with serious learning disabilities. I use the latest technologies to do these things. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Study Skills,

Study Skills

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.
Elementary Math, Elementary Science, Grammar, Spelling, Vocabulary

English

ESL/ESOL,

ESL/ESOL

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.).
Public Speaking,

Public Speaking

I taught at the college level as an adjunct for 15 years, while working for major corporations (e.g., Disney, Xerox, etc.) during the day. I made numerous presentations at all levels of organizations. I have tutored extensively for the last several years.
Reading,

Reading

I focus on reading productivity and quality, on the inner motivation to read, and on the latest technologies available to help in these areas. I use a variety of tutoring styles to match the student’s learning style. I combine ideas on reading from school and college with ideas on communication from scientific research and business analysis. I helped hundreds of people communicate more effectively and efficiently in multilingual, multinational, multi-business unit, multifunctional settings. I helped dozens of younger students with serious learning disabilities. I use the latest technologies to do these things. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
SAT Reading,

SAT Reading

I personally scored very highly on standardized tests, e.g., in the top 3% of the top 10%. I show students how to do the same in a simple, concise way. I focus on the logical side of test questions, on the essence of understanding, and on reading as the gateway to the learning process, including for SAT Reading. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 7 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
SAT Writing,

SAT Writing

I personally scored very highly on standardized tests, e.g., in the top 3% of the top 10%. I show students how to do the same in a simple, concise way. I combine ideas on writing from school and college with ideas on communication from business and boardrooms. I helped hundreds of people communicate more effectively and efficiently in multinational, multi-business unit, multifunctional settings. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Writing,

Writing

I combine ideas on writing from school and college with ideas on communication from business and boardrooms. I helped hundreds of people communicate more effectively and efficiently in multinational, multi-business unit, multifunctional settings. I helped dozens of doctoral students with dissertations and dozens of younger students with serious learning disabilities. I use the latest technologies to do these things. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
ACT English, ACT Reading, English, Grammar, Proofreading, Spelling, TOEFL, Vocabulary

History

Social Studies,

Social Studies

Many social studies "courses are interdisciplinary and draw upon various fields, including sociology but also political science, history, economics, religious studies, geography, psychology, anthropology, and civics." I have studied these areas at the college level and have a Master of Business Administration degree based on several of these fields. I like and recommend courses in these areas because they are holistic or systems oriented and because they deal with the decisions we all face, including the constraints that are important factors in most decisions.
American History, Geography, Philosophy, World History

Homeschool

Algebra 1,

Algebra 1

I show students how to use and enjoy algebra in simple, concise ways. The focus is on both understanding and seeing the value of algebra. I now combine ideas on algebra from school and college with some ideas on solving problems from physics research and business analysis. I helped hundreds of students with algebra, including dozens of students with serious learning disabilities. I helped hundreds of people use algebra to solve problems more effectively and efficiently in multinational, multi-business unit, multifunctional settings. I use the latest technologies to do these things. I taught some advanced algebra, physics, and spherical trigonometry in high school as a high school student. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Algebra 2,

Algebra 2

I tutored many people at all levels and always try to facilitate and simplify things as much as possible. I use and encourage the use of several different styles of learning and thinking. I have some very reliably successful methods and some very unique creatively successful methods to fit the student's learning style. I was an applied math and quantitative methods major at the University of Rochester and received BS, MS, and MBA degrees. I scored at the 97th percentile on the GMAT test and in the upper 3% of the top 10% of college graduates. I taught at the college level for 15 years on an adjunct basis.
Calculus,

Calculus

I have a BS in mathematics and physics, an MS in applied math, and an MBA in quantitative methods, all from the University of Rochester, a top 50 university. I taught calculus to undergraduate and graduate students for several years as an adjunct at the University of Rochester and the Rochester Institute of Technology. I use calculus to solve many problems in physical science, business, management science, decision science, etc.
Chemistry,

Chemistry

I use and share a free interactive Excel file that helps with stoichiometry.
Elementary (K-6th),

Elementary (K-6th)

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.
ESL/ESOL,

ESL/ESOL

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.).
Geometry,

Geometry

I make geometry simple and concise, fun and creative. Geometry allows students to use intuition, induction, insight, and imagination. It is a course that lets students try many different learning styles (visual, kinesthetic, etc.) and problem solving strategies. It allows the student to use different methods of thinking, especially the creative methods and logical sequential methods. Geometry also provides students with a solid foundation in effective and efficient communication. I was asked by high school teachers to teach physics, solid geometry, and spherical trigonometry, when I was a high school student. These fields and many other fields use geometry for important applications in design, animation, transportation, communication, etc. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university, and taught as an adjunct for 15 years.
Macroeconomics,

Macroeconomics

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.
Microeconomics,

Microeconomics

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.
Physics,

Physics

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.
Prealgebra,

Prealgebra

Many students are shocked when math begins to focus on prealgebra. I reduce the shock, explain algebra in simple and concise ways, and show the value of these new topics. The value comes from its usefulness in solving problems, its beauty in expressing relationships, and its magic in simplifying complex situations. I use some interactive fun files to explain important concepts and several different ways to solve problems. I taught at the graduate and undergraduate levels as an adjunct for 15 years. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university. I tutored for the last three years, with quality ratings over 4.9 out of 5.0 and hours above the top one tenth of one percent (i.e., above the 99.9th percentile).
Precalculus,

Precalculus

Precalculus offers the student an opportunity to integrate and improve understanding and skills in problem solving strategies, algebra, geometry, analytic geometry, trigonometry, solid geometry, spherical trigonometry, discrete mathematics, probability, statistics, common problems used on standardized tests, etc. I extensively tutor in all these areas with a quality rating above 4.90 out of 5.00 maximum possible. I help students mainly through the use of simple, concise explanations of the concepts, strategies, and methods, through key examples that provide insight into many common problems, and through listening and observing their strengths and weaknesses. I received a BS with a major in math and a minor in physics, an MS with a major in applied math and a concentration in decision theory, and an MBA in business administration with a major in quantitative methods (applied statistics, operations research, computers and information systems) from the University of Rochester, a top 50 university. I later returned to the University of Rochester to take all courses required for a major in finance and also studied management of technology at the National Technological University. I worked in predictive analytics at leading companies (Disney, Xerox, and Kodak) and use many of the above topics to solve real world problems. I draw on some of these problems to explain the usefulness of these topics.
Reading,

Reading

I focus on reading productivity and quality, on the inner motivation to read, and on the latest technologies available to help in these areas. I use a variety of tutoring styles to match the student’s learning style. I combine ideas on reading from school and college with ideas on communication from scientific research and business analysis. I helped hundreds of people communicate more effectively and efficiently in multilingual, multinational, multi-business unit, multifunctional settings. I helped dozens of younger students with serious learning disabilities. I use the latest technologies to do these things. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
SAT Math,

SAT Math

I received BS, MS, and MBA degrees from the University of Rochester in applied math and quantitative methods. I taught at the college level for 15 years on an adjunct basis while working at major corporations during the day. I focus on insight recognition, problem solving productivity and quality, and determination. I use and encourage the use of several different styles of learning and thinking. I believe I can significantly improve SAT Math scores through the above approaches.
SAT Reading,

SAT Reading

I personally scored very highly on standardized tests, e.g., in the top 3% of the top 10%. I show students how to do the same in a simple, concise way. I focus on the logical side of test questions, on the essence of understanding, and on reading as the gateway to the learning process, including for SAT Reading. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 7 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Statistics,

Statistics

I extensively use statistics in my work with the help of Excel statistical and array functions, an Excel statistics add-in, SAS, SPSS, and the R language. I taught statistics at the graduate level for several years at the Rochester Institute of Technology. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university. Concentrations included math, physics, applied math, decision theory, quantitative methods (applied statistics, operations research, and computers and information systems), finance, marketing, and management of technology. I have done state of the art research in decision theory, financial analysis, etc. I taught actuarial science to graduate students at the University of Rochester as part of a course on mathematics for management science. I used actuarial science at Xerox to develop methods of product program evaluation, demand forecasting and analysis, asset life estimation, etc. I 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.
Study Skills,

Study Skills

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.
Writing,

Writing

I combine ideas on writing from school and college with ideas on communication from business and boardrooms. I helped hundreds of people communicate more effectively and efficiently in multinational, multi-business unit, multifunctional settings. I helped dozens of doctoral students with dissertations and dozens of younger students with serious learning disabilities. I use the latest technologies to do these things. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Biology, English, Spelling

Language

ESL/ESOL,

ESL/ESOL

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.).
Latin,

Latin

I took four years of Latin from the Jesuits and enjoyed it. We studied Caesar, Cicero, and Virgil. My fourth-year teacher of Virgil was the Principal of Regis High School in NYC. I think it would be helpful for almost everyone to know a little Latin. I initially joked that my Latin would help me in a job dealing with Latin America, and it actually did help me. If I didn’t know how to say something in Spanish or Portuguese, I would say it in Latin and the people could understand me. I learned additional Spanish and Portuguese words and phrases this way.
TOEFL

Math

Actuarial Science,

Actuarial Science

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.
Algebra 1,

Algebra 1

I show students how to use and enjoy algebra in simple, concise ways. The focus is on both understanding and seeing the value of algebra. I now combine ideas on algebra from school and college with some ideas on solving problems from physics research and business analysis. I helped hundreds of students with algebra, including dozens of students with serious learning disabilities. I helped hundreds of people use algebra to solve problems more effectively and efficiently in multinational, multi-business unit, multifunctional settings. I use the latest technologies to do these things. I taught some advanced algebra, physics, and spherical trigonometry in high school as a high school student. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Algebra 2,

Algebra 2

I tutored many people at all levels and always try to facilitate and simplify things as much as possible. I use and encourage the use of several different styles of learning and thinking. I have some very reliably successful methods and some very unique creatively successful methods to fit the student's learning style. I was an applied math and quantitative methods major at the University of Rochester and received BS, MS, and MBA degrees. I scored at the 97th percentile on the GMAT test and in the upper 3% of the top 10% of college graduates. I taught at the college level for 15 years on an adjunct basis.
Biostatistics,

Biostatistics

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.
Calculus,

Calculus

I have a BS in mathematics and physics, an MS in applied math, and an MBA in quantitative methods, all from the University of Rochester, a top 50 university. I taught calculus to undergraduate and graduate students for several years as an adjunct at the University of Rochester and the Rochester Institute of Technology. I use calculus to solve many problems in physical science, business, management science, decision science, etc.
Differential Equations,

Differential Equations

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.
Discrete Math,

Discrete Math

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.
Finite Math,

Finite Math

Finite Math is one of the courses I recommend most often and is especially helpful for study in the social sciences and law, probability and statistics, math for business and management, etc. I especially like the coverage of logic, sets, probabilities, working with arrays of numbers, and applications to the fields listed above. I taught at the college level for 15 years and tutored for over three years the topics included in Finite Math.
Geometry,

Geometry

I make geometry simple and concise, fun and creative. Geometry allows students to use intuition, induction, insight, and imagination. It is a course that lets students try many different learning styles (visual, kinesthetic, etc.) and problem solving strategies. It allows the student to use different methods of thinking, especially the creative methods and logical sequential methods. Geometry also provides students with a solid foundation in effective and efficient communication. I was asked by high school teachers to teach physics, solid geometry, and spherical trigonometry, when I was a high school student. These fields and many other fields use geometry for important applications in design, animation, transportation, communication, etc. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university, and taught as an adjunct for 15 years.
Linear Algebra,

Linear Algebra

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.
Logic,

Logic

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.
MATLAB,

MATLAB

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.
Physics,

Physics

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.
Prealgebra,

Prealgebra

Many students are shocked when math begins to focus on prealgebra. I reduce the shock, explain algebra in simple and concise ways, and show the value of these new topics. The value comes from its usefulness in solving problems, its beauty in expressing relationships, and its magic in simplifying complex situations. I use some interactive fun files to explain important concepts and several different ways to solve problems. I taught at the graduate and undergraduate levels as an adjunct for 15 years. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university. I tutored for the last three years, with quality ratings over 4.9 out of 5.0 and hours above the top one tenth of one percent (i.e., above the 99.9th percentile).
Precalculus,

Precalculus

Precalculus offers the student an opportunity to integrate and improve understanding and skills in problem solving strategies, algebra, geometry, analytic geometry, trigonometry, solid geometry, spherical trigonometry, discrete mathematics, probability, statistics, common problems used on standardized tests, etc. I extensively tutor in all these areas with a quality rating above 4.90 out of 5.00 maximum possible. I help students mainly through the use of simple, concise explanations of the concepts, strategies, and methods, through key examples that provide insight into many common problems, and through listening and observing their strengths and weaknesses. I received a BS with a major in math and a minor in physics, an MS with a major in applied math and a concentration in decision theory, and an MBA in business administration with a major in quantitative methods (applied statistics, operations research, computers and information systems) from the University of Rochester, a top 50 university. I later returned to the University of Rochester to take all courses required for a major in finance and also studied management of technology at the National Technological University. I worked in predictive analytics at leading companies (Disney, Xerox, and Kodak) and use many of the above topics to solve real world problems. I draw on some of these problems to explain the usefulness of these topics.
Probability,

Probability

I received BS, MS, and MBA degrees from the University of Rochester, where I was an applied math and quantitative methods major. I taught mathematics and statistics at the college level for 15 years on an adjunct basis. I tutored many people at all levels and always try to facilitate and simplify things as much as possible. I use and encourage the use of several different styles of learning and thinking. I focus on improving problem solving productivity and quality.
SAT Math,

SAT Math

I received BS, MS, and MBA degrees from the University of Rochester in applied math and quantitative methods. I taught at the college level for 15 years on an adjunct basis while working at major corporations during the day. I focus on insight recognition, problem solving productivity and quality, and determination. I use and encourage the use of several different styles of learning and thinking. I believe I can significantly improve SAT Math scores through the above approaches.
SPSS,

SPSS

I have used and can help you code in SAS, Stata, SPSS, MATLAB, and other statistical or mathematical software packages, but I do not have all software packages and do not use all packages on a regular basis. We can share our computer screens and files. I can help you search the index of user manuals, find answers to questions, and debug programs. I am an expert in statistics and mathematics and in computer programming. I currently use Excel (including statistical and mathematical functions and statistical add-ins) and the R programming language. I was an expert in Fortran, APL, and macros. I am pretty good at R and Visual Basic today. I am still an expert in macros. I can read and understand most code in most languages and software packages.
STATA,

STATA

I use many visual, interactive, computer-based teaching tools. I tutored for more than the last two and a half years, mainly in the areas of math, economics, and statistics (especially statistics to over two dozen doctoral students). I taught at the college level on an adjunct basis for 15 years (mathematics for management science for the first seven years and then graduate applied statistics for the last eight years). During the day, I applied computers, statistics, and math in the areas of physics, imaging science, information technology, finance, marketing, business analysis, etc. at several major corporations (Disney, Xerox, etc.). I received three degrees from the University of Rochester in mathematics, applied mathematics, and quantitative methods.
Statistics,

Statistics

I extensively use statistics in my work with the help of Excel statistical and array functions, an Excel statistics add-in, SAS, SPSS, and the R language. I taught statistics at the graduate level for several years at the Rochester Institute of Technology. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university. Concentrations included math, physics, applied math, decision theory, quantitative methods (applied statistics, operations research, and computers and information systems), finance, marketing, and management of technology. I have done state of the art research in decision theory, financial analysis, etc. I taught actuarial science to graduate students at the University of Rochester as part of a course on mathematics for management science. I used actuarial science at Xerox to develop methods of product program evaluation, demand forecasting and analysis, asset life estimation, etc. I 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.
Trigonometry,

Trigonometry

Even though every triangle is only half of some rectangle, we must respect the triangle … it is very useful for solving many problems. Even though Pythagoras lived 2,600 years ago, his influence is felt today through the beauty and simplicity of his many contributions. They are right up there with recent contributions from Bayes in probability, Einstein in physics, and Gordon in finance. And metry or measurement “is a cornerstone of” most sciences and technologies. I help the student appreciate this usefulness, beauty, and simplicity and solve many problems … many of which appear on standardized tests in various forms. I received a BS with a major in math and a minor in physics, an MS with a major in applied math and a concentration in decision theory, and an MBA in business administration with a major in quantitative methods (applied statistics, operations research, computers and information systems) from the University of Rochester, a top 50 university. I worked in predictive analytics at leading companies (Disney, Xerox, and Kodak) and use many of the above topics to solve real world problems. I draw on some of these problems to explain the usefulness of these topics.
ACT Math

Most Popular

Algebra 1,

Algebra 1

I show students how to use and enjoy algebra in simple, concise ways. The focus is on both understanding and seeing the value of algebra. I now combine ideas on algebra from school and college with some ideas on solving problems from physics research and business analysis. I helped hundreds of students with algebra, including dozens of students with serious learning disabilities. I helped hundreds of people use algebra to solve problems more effectively and efficiently in multinational, multi-business unit, multifunctional settings. I use the latest technologies to do these things. I taught some advanced algebra, physics, and spherical trigonometry in high school as a high school student. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Algebra 2,

Algebra 2

I tutored many people at all levels and always try to facilitate and simplify things as much as possible. I use and encourage the use of several different styles of learning and thinking. I have some very reliably successful methods and some very unique creatively successful methods to fit the student's learning style. I was an applied math and quantitative methods major at the University of Rochester and received BS, MS, and MBA degrees. I scored at the 97th percentile on the GMAT test and in the upper 3% of the top 10% of college graduates. I taught at the college level for 15 years on an adjunct basis.
Calculus,

Calculus

I have a BS in mathematics and physics, an MS in applied math, and an MBA in quantitative methods, all from the University of Rochester, a top 50 university. I taught calculus to undergraduate and graduate students for several years as an adjunct at the University of Rochester and the Rochester Institute of Technology. I use calculus to solve many problems in physical science, business, management science, decision science, etc.
Chemistry,

Chemistry

I use and share a free interactive Excel file that helps with stoichiometry.
Elementary (K-6th),

Elementary (K-6th)

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.
ESL/ESOL,

ESL/ESOL

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.).
Geometry,

Geometry

I make geometry simple and concise, fun and creative. Geometry allows students to use intuition, induction, insight, and imagination. It is a course that lets students try many different learning styles (visual, kinesthetic, etc.) and problem solving strategies. It allows the student to use different methods of thinking, especially the creative methods and logical sequential methods. Geometry also provides students with a solid foundation in effective and efficient communication. I was asked by high school teachers to teach physics, solid geometry, and spherical trigonometry, when I was a high school student. These fields and many other fields use geometry for important applications in design, animation, transportation, communication, etc. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university, and taught as an adjunct for 15 years.
Physics,

Physics

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.
Prealgebra,

Prealgebra

Many students are shocked when math begins to focus on prealgebra. I reduce the shock, explain algebra in simple and concise ways, and show the value of these new topics. The value comes from its usefulness in solving problems, its beauty in expressing relationships, and its magic in simplifying complex situations. I use some interactive fun files to explain important concepts and several different ways to solve problems. I taught at the graduate and undergraduate levels as an adjunct for 15 years. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university. I tutored for the last three years, with quality ratings over 4.9 out of 5.0 and hours above the top one tenth of one percent (i.e., above the 99.9th percentile).
Precalculus,

Precalculus

Precalculus offers the student an opportunity to integrate and improve understanding and skills in problem solving strategies, algebra, geometry, analytic geometry, trigonometry, solid geometry, spherical trigonometry, discrete mathematics, probability, statistics, common problems used on standardized tests, etc. I extensively tutor in all these areas with a quality rating above 4.90 out of 5.00 maximum possible. I help students mainly through the use of simple, concise explanations of the concepts, strategies, and methods, through key examples that provide insight into many common problems, and through listening and observing their strengths and weaknesses. I received a BS with a major in math and a minor in physics, an MS with a major in applied math and a concentration in decision theory, and an MBA in business administration with a major in quantitative methods (applied statistics, operations research, computers and information systems) from the University of Rochester, a top 50 university. I later returned to the University of Rochester to take all courses required for a major in finance and also studied management of technology at the National Technological University. I worked in predictive analytics at leading companies (Disney, Xerox, and Kodak) and use many of the above topics to solve real world problems. I draw on some of these problems to explain the usefulness of these topics.
Reading,

Reading

I focus on reading productivity and quality, on the inner motivation to read, and on the latest technologies available to help in these areas. I use a variety of tutoring styles to match the student’s learning style. I combine ideas on reading from school and college with ideas on communication from scientific research and business analysis. I helped hundreds of people communicate more effectively and efficiently in multilingual, multinational, multi-business unit, multifunctional settings. I helped dozens of younger students with serious learning disabilities. I use the latest technologies to do these things. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Statistics,

Statistics

I extensively use statistics in my work with the help of Excel statistical and array functions, an Excel statistics add-in, SAS, SPSS, and the R language. I taught statistics at the graduate level for several years at the Rochester Institute of Technology. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university. Concentrations included math, physics, applied math, decision theory, quantitative methods (applied statistics, operations research, and computers and information systems), finance, marketing, and management of technology. I have done state of the art research in decision theory, financial analysis, etc. I taught actuarial science to graduate students at the University of Rochester as part of a course on mathematics for management science. I used actuarial science at Xerox to develop methods of product program evaluation, demand forecasting and analysis, asset life estimation, etc. I 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.
Study Skills,

Study Skills

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.
Writing,

Writing

I combine ideas on writing from school and college with ideas on communication from business and boardrooms. I helped hundreds of people communicate more effectively and efficiently in multinational, multi-business unit, multifunctional settings. I helped dozens of doctoral students with dissertations and dozens of younger students with serious learning disabilities. I use the latest technologies to do these things. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Biology, English

Other

College Counseling,

College Counseling

I studied at three universities, received three college degrees, and taught at the college level for 15 years as an adjunct. For the last three years, I tutored students at all levels, especially students taking standardized college admission tests and dozens of doctoral students who needed help in statistics, doing research, or writing a dissertation. I worked at companies of all sizes, including three with over 100,000 employees and two non-profits. I understand college admission processes, teacher expectations, job opportunities, and what it takes to succeed in college and life.
ESL/ESOL,

ESL/ESOL

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.).
Finance,

Finance

I switched from Research Physicist in an Information Technology Laboratory, where I was applying decision theory to information search, retrieval, and dissemination, to the world of finance, where I applied decision theory to investment decisions and management communication. I started as a Cost Engineer, then Pricing and Strategy Analyst, then Product Program Financial Analyst, and rose to Manager of Program Financial Evaluation, where I contributed to the corporate financial objectives for all business units and operating units. I also provided the product program criteria for all programs worldwide. I then took all the courses required for a master degree in finance, even though I already had two master degrees. I provided valuations of all businesses, peer companies, new ventures, etc. I have several years of experience as both a finance director of international operations and as a finance researcher at the corporate, business, and operations levels. I taught finance at the Rochester Institute of Technology.
Macroeconomics,

Macroeconomics

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.
Marketing,

Marketing

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.
Microeconomics,

Microeconomics

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.
Study Skills,

Study Skills

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.
Geography, Philosophy

Science

Biostatistics,

Biostatistics

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.
Chemistry,

Chemistry

I use and share a free interactive Excel file that helps with stoichiometry.
Computer Engineering,

Computer Engineering

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.
Econometrics,

Econometrics

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.
Physics,

Physics

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.
Psychology,

Psychology

Behavioral sciences, especially psychology, was one of the three pillars of my MBA program. The business school was known for the most cited business research paper, which dealt with the principal-agent problem or agency theory. Psychology is essential to understand in decision, communication, execution, business, management, economics, finance, marketing, etc.
ACT Science, Astronomy, Biology, Ecology, Geology, Philosophy, Physical Science

Special Needs

ADHD,

ADHD

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.
Autism Spectrum Disorder (ASD),

Autism Spectrum Disorder (ASD)

Autism Spectrum Disorder (ASD) Autism Spectrum Disorder (ASD) is a difference, which can become a unique strength, especially in fields that require focused interest, depth, excellence, quality, and passion, e.g., research, management, the arts, information technology, etc. I received some of this unique strength from my father. He and my mother owned and managed a very large restaurant and he is my role model for outstanding quality in general (and outstanding business analysis in particular). I try to combine the depth and naturally convergent thinking styles of the ASD student, who may already have excellent managerial and technical skills, with the needed breadth and divergent thinking styles of people with outstanding leadership skills. I received some of the latter skill from my mother. I hope to create students with the discipline and focus needed for excellence in research, management, the arts, the sciences, technologies, etc. and the spirit and vision needed for integrity and leadership in these fields. I use a liberal tutoring approach that helps individuals retain their spirit, their childhood interests in the world, their ability to see new insights and develop new skills, etc. I support their freedom to study their areas of interest, but I show them how to relate this information to other areas, to communicate simply and concisely, and to share their gifts with others. My tutoring approach focuses on information, decision, communication, and execution processes or functions. I provide several simple ways to improve and even automate these functions, especially in the areas of communication, which were very well received and appreciated by people in several corporations, e.g., Disney, and by people in several other countries. There are many ways I help students with Autism Spectrum Disorder (ASD). For example, I assist younger ASD students in learning and memorizing multiplication tables or in more deeply understanding direct and inverse variation. I have several interactive files that make this fun and reinforcing. If a student needs help in multiple digit multiplication and division, I have another file that shows the carrying operations and other steps in color-coded simplicity. Many younger students love the Minecraft survival game. I try to make mathematical survival and creativity as interesting as Minecraft. I stimulate creativity and interest through the interactive files, several math tricks revealed through algebra, simple visual demonstrations, clever insights, graphical animations, etc. For older ASD students, I show them how their interests relate to other important areas. There are amazing similarities that can be seen with the help of mathematics, analogies, and concepts that have been applied to other fields. I develop their communication skills using basic communication seminar recommendations, the latest communication technologies, and communication models used in different fields. I discuss a few famous people (in their area of interest), who may provide role models of integrity and leadership for them to consider emulating. Several students developed significant insights and improvements mainly in the STEM (science, technology, engineering, and math) areas. I only took two undergraduate courses and two graduate courses in the behavioral sciences, but I have an MBA, which was heavily based on behavioral science. I also took eight graduate management science courses in the behaviorally related theories of decision, information, communication, and games (i.e., cooperation and competition) with grades in the B to mostly A range. I did state of the art research in information, communication, and decision and applied this research within major corporations, e.g., Xerox and Disney. I am currently applying these well-developed theories and functions to education.
Special Needs,

Special Needs

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.
Study Skills

Study Skills

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.

Sports/Recreation

Chess

Chess

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.

Summer

Algebra 1,

Algebra 1

I show students how to use and enjoy algebra in simple, concise ways. The focus is on both understanding and seeing the value of algebra. I now combine ideas on algebra from school and college with some ideas on solving problems from physics research and business analysis. I helped hundreds of students with algebra, including dozens of students with serious learning disabilities. I helped hundreds of people use algebra to solve problems more effectively and efficiently in multinational, multi-business unit, multifunctional settings. I use the latest technologies to do these things. I taught some advanced algebra, physics, and spherical trigonometry in high school as a high school student. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Algebra 2,

Algebra 2

I tutored many people at all levels and always try to facilitate and simplify things as much as possible. I use and encourage the use of several different styles of learning and thinking. I have some very reliably successful methods and some very unique creatively successful methods to fit the student's learning style. I was an applied math and quantitative methods major at the University of Rochester and received BS, MS, and MBA degrees. I scored at the 97th percentile on the GMAT test and in the upper 3% of the top 10% of college graduates. I taught at the college level for 15 years on an adjunct basis.
Calculus,

Calculus

I have a BS in mathematics and physics, an MS in applied math, and an MBA in quantitative methods, all from the University of Rochester, a top 50 university. I taught calculus to undergraduate and graduate students for several years as an adjunct at the University of Rochester and the Rochester Institute of Technology. I use calculus to solve many problems in physical science, business, management science, decision science, etc.
Chemistry,

Chemistry

I use and share a free interactive Excel file that helps with stoichiometry.
Elementary (K-6th),

Elementary (K-6th)

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.
ESL/ESOL,

ESL/ESOL

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.).
Geometry,

Geometry

I make geometry simple and concise, fun and creative. Geometry allows students to use intuition, induction, insight, and imagination. It is a course that lets students try many different learning styles (visual, kinesthetic, etc.) and problem solving strategies. It allows the student to use different methods of thinking, especially the creative methods and logical sequential methods. Geometry also provides students with a solid foundation in effective and efficient communication. I was asked by high school teachers to teach physics, solid geometry, and spherical trigonometry, when I was a high school student. These fields and many other fields use geometry for important applications in design, animation, transportation, communication, etc. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university, and taught as an adjunct for 15 years.
Macroeconomics,

Macroeconomics

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.
Microeconomics,

Microeconomics

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.
Physics,

Physics

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.
Reading,

Reading

I focus on reading productivity and quality, on the inner motivation to read, and on the latest technologies available to help in these areas. I use a variety of tutoring styles to match the student’s learning style. I combine ideas on reading from school and college with ideas on communication from scientific research and business analysis. I helped hundreds of people communicate more effectively and efficiently in multilingual, multinational, multi-business unit, multifunctional settings. I helped dozens of younger students with serious learning disabilities. I use the latest technologies to do these things. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
SAT Math,

SAT Math

I received BS, MS, and MBA degrees from the University of Rochester in applied math and quantitative methods. I taught at the college level for 15 years on an adjunct basis while working at major corporations during the day. I focus on insight recognition, problem solving productivity and quality, and determination. I use and encourage the use of several different styles of learning and thinking. I believe I can significantly improve SAT Math scores through the above approaches.
Statistics,

Statistics

I extensively use statistics in my work with the help of Excel statistical and array functions, an Excel statistics add-in, SAS, SPSS, and the R language. I taught statistics at the graduate level for several years at the Rochester Institute of Technology. I have BS, MS, and MBA degrees from the University of Rochester, a top 50 university. Concentrations included math, physics, applied math, decision theory, quantitative methods (applied statistics, operations research, and computers and information systems), finance, marketing, and management of technology. I have done state of the art research in decision theory, financial analysis, etc. I taught actuarial science to graduate students at the University of Rochester as part of a course on mathematics for management science. I used actuarial science at Xerox to develop methods of product program evaluation, demand forecasting and analysis, asset life estimation, etc. I 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.
Study Skills,

Study Skills

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.
Writing,

Writing

I combine ideas on writing from school and college with ideas on communication from business and boardrooms. I helped hundreds of people communicate more effectively and efficiently in multinational, multi-business unit, multifunctional settings. I helped dozens of doctoral students with dissertations and dozens of younger students with serious learning disabilities. I use the latest technologies to do these things. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Biology, GED

Test Preparation

AFOQT,

AFOQT

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.
Career Development,

Career Development

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.
College Counseling,

College Counseling

I studied at three universities, received three college degrees, and taught at the college level for 15 years as an adjunct. For the last three years, I tutored students at all levels, especially students taking standardized college admission tests and dozens of doctoral students who needed help in statistics, doing research, or writing a dissertation. I worked at companies of all sizes, including three with over 100,000 employees and two non-profits. I understand college admission processes, teacher expectations, job opportunities, and what it takes to succeed in college and life.
COOP/HSPT,

COOP/HSPT

I have tutored students, especially students taking major tests, for over three years. My quality ratings are over 4.9 stars out of 5.0 stars. I have over 2,300 hours of tutoring experience. I focus on test taking tips that improve productivity and quality and that reduce anxieties and fears. I have BS, MS, and MBA degrees. I have taught for over 15 years at the college level as an adjunct, while working at major corporations during the day.
GMAT,

GMAT

I focus on three things: 1. better problem-solving skills, e.g., finding unknowns given a variety of inputs (for example, finding two unknowns given the product and ratio of the two unknowns), through different styles of thinking and insights into the solution process 2. better study skills and disciplines, e.g., using available resources to learn, to understand things a little more deeply, to improve decision quality, to solve problems faster, etc. 3. better testing skills and attitudes, e.g., dealing with all the behavioral issues that can affect test results The above concentration on the quantitative insight process, the managerial learning process, and the behavioral decision process enable a student to reach a higher level of test performance. The level may not be a perfect score, but it should be a very significant improvement.
ISEE,

ISEE

I tutor in the ISEE areas of verbal reasoning, quantitative reasoning, reading comprehension, and mathematics achievement. Many of the math questions are word problems, which I feel are the most important for reasoning skills and applications of mathematics to real world opportunities. I focus on decision making, problem solving skills, logical reasoning, test taking speed and accuracy, insight recognition, etc. I have BS, MS, and MBA degrees and taught at the college level for 15 years.
MCAT,

MCAT

During the last three years, I tutored many students preparing for similar tests (e.g., the GMAT, the SAT, etc.). I taught math and statistics as an adjunct at the college level for 15 years and have three degrees (BS, MS, and MBA). My three years of experience as a Research Physicist help with the physical science requirements of the MCAT. I have exceptional experience in the area of decision insight and improvement. I currently apply the above education and experience to test preparation with a focus on improvements in decision quality and problem solving speed, two key factors needed to score well on such tests. I am currently using the effects of experience on learning and methods of insight recognition to help students match solution strategies to the tougher problems.
MTLE,

MTLE

My qualifications include three main areas. First, I have three degrees (BS, MS, and MBA) from a top 50 university (University of Rochester) in math, science, and business. Second, I taught at the college level for 15 years on an adjunct basis. Third, I tutored for thousands of hours recently with a significant emphasis on test preparation.
Praxis,

Praxis

I tutored over two dozen doctoral students and a teacher for the teacher certification test in Florida. I received hundreds of five star ratings and many extremely favorable recommendations. I tutor extensively in the area of test prep and know how to score very well on tests. I have 15 years of adjunct teaching experience at the college level and mainly worked for major corporations (e.g., Disney, Xerox, and Kodak).
Regents,

Regents

Having successfully taken several Regents exams, I received a bachelor's degree and two master's degrees from the University of Rochester. I taught on an adjunct basis at the University of Rochester and the Rochester Institute of Technology for 15 years. I held senior and executive level jobs at leading corporations. I tutored through WyzAnt for over two years. I was in the top 1% based on hours and have a 4.90 stars rating based on over 675 ratings.
SAT Math,

SAT Math

I received BS, MS, and MBA degrees from the University of Rochester in applied math and quantitative methods. I taught at the college level for 15 years on an adjunct basis while working at major corporations during the day. I focus on insight recognition, problem solving productivity and quality, and determination. I use and encourage the use of several different styles of learning and thinking. I believe I can significantly improve SAT Math scores through the above approaches.
SAT Reading,

SAT Reading

I personally scored very highly on standardized tests, e.g., in the top 3% of the top 10%. I show students how to do the same in a simple, concise way. I focus on the logical side of test questions, on the essence of understanding, and on reading as the gateway to the learning process, including for SAT Reading. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 7 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
SAT Writing,

SAT Writing

I personally scored very highly on standardized tests, e.g., in the top 3% of the top 10%. I show students how to do the same in a simple, concise way. I combine ideas on writing from school and college with ideas on communication from business and boardrooms. I helped hundreds of people communicate more effectively and efficiently in multinational, multi-business unit, multifunctional settings. I have a BS in math with a focus on science, an MS in applied math with a focus on decision, and an MBA in business with a focus on information, decision, communication, and execution. I taught in these fields as an adjunct for 15 years, mainly at the graduate level. I tutored in these fields for 3 years and I have always been in the top one out of a thousand based on hours with a quality rating of over 4.9 out of 5.
Series 7,

Series 7

I have a Master of Business Administration and a Master of Science in applied math. I taught finance at the graduate level and was a leading financial analyst at major corporations. I would be glad to help you understand options, bonds, portfolios, stocks, risk, value, etc.
TAKS,

TAKS

I help students by explaining in simple, concise ways how to solve the practice problems with which they are struggling. I use methods of tutoring that focus on understanding and insight, reading questions and answers carefully, and checking results. I use a variety of tutoring styles to match the student’s learning style. We choose from 15 alternative solution strategies. We tap the student’s entire brain and use the student’s strengths and will to improve speed and accuracy. We use several interactive files for common test problems to improve student skills and test scores and to help students do their best.
TEAS,

TEAS

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.
ACT English, ACT Math, ACT Reading, ACT Science, ASVAB, GED, GRE, LSAT, PSAT, SSAT, TOEFL

Ratings and Reviews

Rating

4.9 (2,282 ratings)
5 star
(2,084)
4 star
(129)
3 star
(27)
2 star
(15)
1 star
(27)

Reviews

Show reviews that mention

All reviews highly recommend understanding patient helpful prepared

Featured review

Excellent Tutor!

Chuck is a very competent and patient tutor. Chuck is able to assist students at all levels from doctoral degree candidates to elementary school children. He helped me prepare for my doctoral dissertation defense and reviewed my final research paper, as well as helped my son prepare for the Florida FCAT. I highly recommend Chuck!

John, 31 lessons with Charles

Knowledge and kind tutor

Charles has been a terrific help. I am very happy to be working with Charles on my Economics 101 course. Highly recommend him to the public. Charles has been accommodating during sessions and will meet students needs' accordingly!

Olivia, 5 lessons with Charles

Creative Instructor

John was very patient and extremely creative with how to approach and solve the statistical problems. I look forward to our next meeting!

Samantha, 11 lessons with Charles

VERY Patient and Non-Judgmental

Chuck gave me great hints on how to navigate through and understand the formulas I was having trouble with. I was embarrassed to admit that I had very little understanding of all the Greek letters but he worked through all that and really made things much easier to understand. I would be happy to ask for more help from him any time.

Carolyn, 2 lessons with Charles

Great teacher

Charles is an amazing teacher and resource for anyone. And he’s always prepared going into your session. I look forward to many more sessions with Charles.

Chintan, 2 lessons with Charles

Very good tutor

Charles is great. Great teacher and a nice guy. He knows how to relate concepts to business concepts. I highly recommend Charles. An overall great tutoring experience.

Jordan, 4 lessons with Charles

Very Knowledgeable and great way of explaining details.

Charles taught me the regression formula and intricacies of R Squared and formulated different models to match the correct answer. Charles allowed me to navigate through Excel the solution so companies can make decisions for labor cost by following their analytical data.

Paul, 36 lessons with Charles

Skilled teacher

I am happy to be connected. I feel like I am on the right path. Charles and Kevin are very knowledgeable and I am excited to Learn more. I plan on going step by step.

Meggie, 1 lesson with Charles

Very knowledgeable finance

I had a great tutoring experience with Charles. I was working on a problem for hours that Charles explained to me in a clear and simple way in a matter of 30 minutes. I highly recommend Charles to any student who is looking for an honest, patient and professional tutor.

Nick, 3 lessons with Charles

Knowledgeable and Anxiety decreaser tutor

Charles was very patient with me, and I had a lot of anxiety. I was really sure I almost had decision modeling figured out but my professor threw a problem at me that I couldn’t figure out where to start. Charles was encouraging when I shared what I had and supportive with walking me through the steps that I was stuck on.

Crystal, 11 lessons with Charles
Contact Charles

Response time: 3 hours

$36/hour

Charles M.

$36/hour

  • No subscriptions or upfront payments

  • Only pay for the time you need

  • Find the right fit, or your first hour is free

Contact Charles

Response time: 3 hours