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The nature of operations management

1) Describe the nature of operations management in the following organizations. In doing this, first describe the operation process of the production system. Second, identify operations decisions. (Marks 3) (word count maximum:500)
• A paper manufacturing
• An internal design office

2) Suppose that a firm is considering moving from a batch process to an assembly-line process to better meet evolving market needs. What concerns might the following functions have about this proposed process change: marketing, finance, human resources, accounting, and information systems? (Marks 1) (word count maximum: 150)

  1. Describe the flow chart of Textile Manufacturing Process. (Marks 1) (word count maximum: 100)

Sample Solution

Bartlett has proposed that differentiation by task is where we give pupils different tasks (but the same type of activity) to complete according to their ability. For example, this may be three separate worksheets that target low-, middle- and high-attaining pupils (commonly seen in classrooms). All may encompass the same overarching learning outcome but this will be achieved at different depths (Bartlett, J 2016). An alternative interpretation comes from Nancy, who has suggested that ‘Differentiation by task is a combination of providing a variety of activities through which students can engage in learning, teaching students to self-assess and make appropriate decisions about their learning, and allowing students to make choices and have some control over their learning ‘(Nancy, S 2013) Bartlett’s theory makes no attempt to differentiate between different types of learners by giving all students the same type of activity just at different levels, whereas Nancy’s study suggests that learning preferences should be considered in order to engage students. Previous studies by Pritchard advocate that ‘Learning preferences refer to an individual’s preferred intellectual approach to learning, which has an important bearing on how learning proceeds for each individual, especially when considered in conjunction with what teachers expect from learners in the classroom’ (Pritchard, A 2005) Choice is another slant on the notion of preferred learning styles that has a bearing on how learning progresses (Pritchard, A 2005) The term ‘learning preferences’ has been used to refer to the conditions – encompassing environmental, emotional, sociological and physical conditions – that an individual learner would choose, if they were in a position to make a choice (Dunn et al. 1989). A study conducted by Bartlett (2016) articulates that ‘Choice should be made based on performance at that particular time, combined with the outcomes of the mini-assessments, your professional judgement and the pupil’s assessment of their own learning’ (Bartlett, J 2016)Bartlett (2016) also recommends that the teacher should facilitate learning, ‘If you know that a pupil has made an unsuitable choice then you may want to guide their selection and offer a little advice’ (Bartlett, J 2016) What is important is how tasks are tailored to ensure that we do not apply a glass ceiling to learning and limit progress by assigning pupils to a given ‘level’. Some say that differentiation by task is where all pupils are given a single work-sheet on which questions get progressively harder. I argue that this is poo

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