Ottawa Valley Foods Case
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The document provides instructions for analyzing a case study about Ottawa Valley Food Products Ltd. It directs the reader to read specific parts of the case study and take notes. It then outlines the steps to take in tackling the case, which include defining the issue, analyzing alternatives, selecting decision criteria, and choosing a preferred alternative. The reader is asked to discuss aspects of the case study in small and large groups and to write a 250-word answer supporting either Jennings or Mary based on evidence from the case.
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The document provides an agenda for a class that includes discussing two problem solution essays, introducing essay #4, and generating topics for that essay. It outlines the basic features of problem solution essays such as a well-defined problem, well-argued solution, effective counterargument, and evaluation of alternative solutions. The document then analyzes two sample essays based on these features and provides writing prompts and activities for students to develop their own essay #4 topics.
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The document provides an agenda for a class that includes a vocabulary test, changing teams, presentations on vocabulary words, and discussions of problem-solution essays. It outlines features of problem-solution essays like well-defined problems, argued solutions, counterarguments, and alternative solutions. The class will discuss two essays addressing frequent testing and workplace flexibility using these features. Students will then choose a topic for their own problem-solution essay and begin outlining problems and solutions for groups like The Hunger Games districts, De Anza College, and their neighborhood or club. Homework includes finishing the chart, drafting paragraphs on problems and solutions, and studying new vocabulary words.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document then guides analyzing the sample essays based on these features. It prompts generating topics for Essay #4 by having students identify problems and potential solutions for various communities and groups. Finally, it outlines homework assignments, including continuing to develop topics for Essay #4 through preliminary research.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.
Class 16 online 1 a
This document provides an agenda for a class discussing problem solution essays. It introduces two sample essays that propose solutions to problems and outlines the basic features of the genre. These features include a well-defined problem, a well-argued solution, an effective counterargument, an evaluation of alternative solutions, and a readable plan. The document guides students through an analysis of the sample essays based on these features. It then instructs students to generate topics for their own problem-solution essay by identifying problems within various communities and groups. Students are asked to conduct follow-up research on their potential topics.
Class 12 1 a
The document outlines an agenda for an English class that includes a vocabulary test, changing group teams, presentations on proposed problem-solution essays, and an in-class writing assignment. Students will discuss two essays focusing on well-defined problems and proposed solutions. They will then choose a topic for their own problem-solution essay, filling out a chart with groups/organizations and associated problems to consider addressing. Homework includes finishing the chart, drafting paragraphs on problems and tentative solutions, and studying new vocabulary words.
Class 12 1 a
The document provides an agenda for a class that includes a vocabulary test, changing class teams, presentations on vocabulary words, and discussions of problem solution essays. It introduces essay #4 which will require students to propose a solution to a well-defined community problem. During class, students will choose topics for this essay by filling out a chart that identifies problems within various groups and communities. They then begin brainstorming potential problems and solutions, with examples given being a lack of parking at the local college and not enough safe places for children to play in their community. Homework includes finishing the chart, writing paragraphs further explaining two chosen problems and proposed solutions, and studying new vocabulary words.
Class 16 online 1 a
The document outlines an agenda for discussing problem solution essays. It introduces two sample essays - "More Testing, More Learning" by Patrick O'Malley and "Win-Win Flexibility" by Karen Kornbluh. It reviews the basic features of a problem solution essay such as a well-defined problem, a well-argued solution, an effective counterargument, and an evaluation of alternative solutions. It provides discussion questions to analyze how these features are incorporated in the two sample essays. Finally, it introduces the assignment for Essay #4 - for students to propose a solution to a problem faced by a community or group.
Class 16 online 1 a
The document outlines an agenda for discussing problem solution essays, including introducing two sample essays and their use of common features of the genre. It discusses generating a topic for Essay #4 by having students identify a problem and proposed solution for a group or community. The document provides guidance on evaluating sample essays based on elements like a well-defined problem, clearly described solution, effective counterargument, and evaluation of alternatives. It also includes prompts for an in-class writing exercise where students begin choosing a topic by filling out a chart identifying problems for different groups and communities.
Class 12 1 a observation
The document outlines an agenda for a class that includes: a vocabulary test, changing student teams, a presentation on new vocabulary words, and a discussion of problem-solution essays. It provides details about two essays that will be discussed, including the basic features of a problem-solution essay such as defining the problem, proposing a solution, addressing counterarguments, and evaluating alternative solutions. The class will then discuss these features in relation to the two essays. Students will choose a topic for their own problem-solution essay that is due and will work on an in-class writing assignment to begin developing their ideas.
Class 15 1 a
The document provides an agenda for a class that includes discussing problem solution essays and introducing essay #4. It discusses changing teams and presenting on vocabulary words. It provides an example of a problem solution essay that addresses the basic features of the genre including a well-defined problem, clearly described solution, convincing argument, effective counterargument, and evaluation of alternatives. The document introduces the assignment for essay #4 - to propose a solution to a problem faced by a community or district in The Hunger Games. It includes an in-class writing activity where students choose a topic by filling out a chart with groups, organizations, problems, and tentative solutions. The homework assigned is to finish the chart and write paragraphs further defining problems and solutions.
Case study solving technique
This document provides guidance on how to analyze a case study. It defines different types of case studies and outlines a two-step process for analyzing a case. The short cycle process involves getting an initial understanding of the key details. The long cycle process involves a more in-depth reading and analysis to define the problem, analyze data, generate alternatives, and make a recommendation. It emphasizes identifying the decision-maker, issue, affected areas, and limitations to develop measurable and practical solutions.
Case study solving technique
This document provides guidance on analyzing case studies. It defines different types of case studies and outlines a two-step process for solving case studies. The short cycle process involves quickly reading the case study to understand the key details. The long cycle process involves an in-depth analysis including defining the problem, analyzing data, generating alternatives, and making a recommendation based on evaluating the alternatives against key decision criteria. Instructions are also provided for engaging with case studies before, during and after class discussions.
Case study solving technique
This document provides guidance on how to analyze a case study. It explains that a case study describes an actual administrative situation involving a decision or problem. It then outlines four types of case studies. The document proceeds to describe a two-step process for analyzing a case study: the short cycle process involves quickly reading the case study to understand the key details, while the long cycle process involves an in-depth analysis. Key steps in the analysis include defining the problem, analyzing data, generating alternatives, evaluating alternatives using decision criteria, and making a recommendation. Instructions are also provided for engaging with case studies before, during and after class discussions.
Class 12 1 a observation
The document provides an agenda for a class that includes a vocabulary test, changing teams, presentations on vocabulary words, and a discussion of problem-solution essays. It outlines discussing two essays that propose solutions to defined problems and the basic features of this essay type. It details discussing the problems, solutions, arguments, counterarguments, and alternative solutions presented in each essay. The agenda concludes with an introduction to the class's next essay assignment, which will be to write a problem-solution essay proposing a solution to an issue in their community or from The Hunger Games. Students will complete a chart to brainstorm topics and do in-class writing.
Class 15 online 1 a special presidential version
This document is a video presentation on problem solution essays. It discusses the basic features of this essay type, including defining the problem, proposing a solution, arguing for the solution, addressing counterarguments, and evaluating alternative solutions. It uses examples from two sample essays ("More Testing, More Learning" and "Win-Win Flexibility") to illustrate these features. The presentation provides guidance for students to identify these elements in the examples and choose a topic for their own problem solution essay. It announces an upcoming class will be held in the library to allow students to research their topics.
Class 16 online 1 a special presidential version
The document provides an agenda and instructions for writing a problem-solution essay. It discusses the basic features that should be included in this type of essay, such as clearly defining the problem, proposing a well-argued solution, addressing counterarguments, and evaluating alternative solutions. It also summarizes two sample essays that demonstrate these features and provides prompts for students to write their own problem-solution essay on a topic of their choosing.
Class 16 online 1 a special presidential version
This document provides an agenda and overview for a class on problem-solution essays. It discusses the basic features of these essays like a well-defined problem, well-argued solution, effective counterargument, and evaluation of alternatives. It summarizes two sample essays on frequent testing and workplace flexibility. Students are then guided through identifying these features in the essays. The homework is to further develop topics for their own problem-solution essay by completing a chart of potential problems and solutions and writing paragraphs on two topics.
Class 16 online 1 a special presidential version
The document outlines an agenda for discussing problem solution essays, including reviewing two sample essays titled "More Testing, More Learning" and "Win-Win Flexibility." It introduces the basic features of a problem solution essay, such as a well-defined problem, a well-argued solution, an effective counterargument, and an evaluation of alternative solutions. The document guides analyzing the sample essays for these features and generating a topic for Essay #4, which asks students to propose a solution to a problem. Homework includes continuing to read The Hunger Games, answering discussion questions, and beginning to brainstorm topics for Essay #4.
Class 16 online 1 a special presidential version
The document provides an overview and guidance for writing a problem-solution essay. It discusses the basic features that should be included: a well-defined problem, a clearly described solution, a convincing argument, an effective counterargument addressing potential objections, and an evaluation of alternative solutions. It also summarizes two sample problem-solution essays, identifying how they incorporate these basic features. The document concludes by providing a prompt and guidance for writing a problem-solution essay as Assignment #4.
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The document provides instructions for a civics summative project where students are asked to create a website for a local charity. Students must select a charity from a list or create their own, then build an informative and engaging website using a free site builder like Weebly or Wix. The website should include details about the charity's mission, issues addressed, services provided, location, founding date, leadership, and contact information. Students are to write a 250-word report arguing why the charity deserves $5,000 in funding to support its programs.
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This document provides instructions for a civics summative assignment where students will create an informative Facebook page for a nonprofit organization. Students must choose an organization from the list provided or one they are passionate about. The Facebook page should answer questions about the organization's mission, history, services, and contact information. Students will then write a 250-word report on why the charity they chose should receive $5,000 in funding.
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American Apparel is facing a period of slow sales and has an excess of labor. As the management team, they must address how to deal with this issue in an ethical way that prioritizes the well-being of employees. The document outlines background information on American Apparel and provides guidance on how to thoughtfully approach this dilemma by considering stakeholders, ethics tests, and innovative solutions compatible with the company's values.
CHC2D Ch. 11.3 Canadian Peacekeeping
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2) Canada successfully launched scientific satellites like Alouette 1, advancing space research without engaging in the military space race between the US and USSR.
3) During the 1956 Suez Crisis, Canadian minister Lester B. Pearson helped resolve the conflict through persuasive diplomacy and the establishment of the first UN peacekeeping force, winning him the Nobel Peace Prize.
CHC2D Canadian HistoryCh. 11.1
The Cold War emerged after World War II and divided the world into capitalist and communist blocs led by the United States and Soviet Union respectively. As the two superpowers stockpiled nuclear weapons without direct conflict, tensions were high. Canada played a middle power role by mediating international issues and sharing intelligence through espionage. The threat of mutually assured destruction kept nuclear weapons from being used but consumed resources in an arms race until tensions eased with the Cold War's end in the late 1980s.
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Ottawa Valley Foods Case
- 1. Case Study: Ottawa Valley Food Products Ltd. October, 2014
- 2. Reading the Opening Paragraph Read the Last Paragraph Read the subtitles Look at the Exhibits Read the first sentence of each paragraph and the last sentence You can now answer the following Questions: Tackling the Case
- 3. Who is the Decision Maker? What is the issue? Why has the issue arisen When do I have to resolve – Time Frame? NOW GO BACK TO THE BEGINNING TO END AND WITH A PEN/HIGHLIGHTER AND START MAKING YOUR NOTES AND ANSWER THE FOLLOWING: Preliminary Questions
- 4. Define the Issue Analyze the Case Data Generate Alternatives Select Decision Criteria Analyze and Evaluate Alternatives Select a preferred alternative Develop an action and implementation plan Answer the Following
- 5. This Class: Small Group Discussion Next Class: Large Group Discussion Assignment Next Steps
- 6. Define the Issue: What are some of the issues that might become criteria in your decision making. LARGE GROUP Discussion Points
- 7. Generate Alternatives What factors govern or guide the alternatives LARGE GROUP Discussion Points
- 8. This is a very delicate situation for both Jennings and Mary. You must decide who to support and provide concrete evidence of why you support Jennings or Mary. The length of you answer must be no more than 250 words – one page single spaced. Include any examples from the case study to support your decision. Assignment Question
- 9. What Did they Actually Do?