Executive MBA for Experienced Personnel

By Pancy Singh
Executive MBA programs offer an opportunity for working professionals to earn a master's degree in Business Administration. Executive MBA programs don't create any disruption in work and personal pursuits. This type of program includes a cohort class structure which offers a lockstep, planned curriculum in an executive setting. EMBA students are asked to complete their degrees within two years. They gain a wide range of new skills and sharpen their analytical abilities by combining coursework with day-to-day professional experience pursuing executive management program.

The main feature of an EMBA program is the cooperative professional experience of its participants, which deeply enriches the educational environment. A team approach is frequently used to allow for the sharing of different perspectives on various topics. The students of EMBA possess many years of significant, post-baccalaureate career experience. Most of EMBA students are supported financially and through release time by their employing companies, and all carry on to work full-time while enrolled in executive MBA programs. Class structure and class size facilitate close interaction between faculty and participants to ensure optimum benefits to participants and the sponsoring organizations.

Graduates with relevant work experience are eligible to apply in different executive management programs. They have to appear for GMAT. Evaluation of students for admission to an EMBA program is a very individualized method. GMAT scores, grade point averages and other objective criteria are taken into making decision on admission. A prospective student's background, career goals, desire to succeed, work experience, and numerous other factors are also considered in making an admission decision. Top executive management programs are offered by Symbiosis Institute of Management, XLRI Jamshedpur, Indian Institute of Foreign Trade and India School of Business Hyderabad IIM Ahmadabad, IIM Calcutta and IIM Indore. Candidates willing to do mba course from the USA can look for admission procedure followed in the top universities such as Northwestern University, Duke University, University of Pennsylvania, University of Chicago, Columbia University, New York University, University of California-Los Angeles, University of Michigan-Ann Arbor, University of North Carolina-Chapel Hill and Emory University.

Many methods are used in while ranking the different management programs. Among these executive mba program rankings are a good place to start when researching your options. You should be very careful in selecting an EMBA program for your study. Sometimes you will find many differences in EMBA program rankings, so it is better to look beyond them. EMBA programs are ranked on the course structures, academic staff, infrastructure, research based programs and placement records. Top ranked EMBA programs are EMA in Accounting, EMBA in Finance, EMA in Human Resources, EMA in International Trade, EMBA in Marketing, etc.

Online executive mba program are intended for busy executives and business professionals with extensive business experience and knowledge. These programs are designed to improve your current knowledge and skill set while training you the latest finance, marketing and business management techniques and strategies that are being applied in the world that offers a number of benefits over traditional MBA programs.

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Special Needs: What Is Memory?

By Rachel Speal
Memory plays a critical role in all areas of life. At home, school, and at play, a person's ability to remember what they hear or see can dramatically affect their lives.

In order to understand why this is so, let's take a look at the different types of memory and what role they play in learning. The first type of memory is called short-term memory, and is sometimes called "learning's front entrance." This is because anything that we hear or see must first pass through short-term memory. Then the mind has just a few seconds to decide what to do with the information. Can we use this information right now, or does it need to be filed away for later? Perhaps it is something we don't need at all.

Short-term memory by necessity is very short, since it must process the torrent of data competing for space in our minds. Sometimes it happens that different types of material are processed less efficiently than others. Thus, a child may have a problem with information presented verbally, visually, or sequentially- or all of them combined.

A child can also have difficulty with recoding. Most information that comes into the brain cannot be remembered in its entirety. If a teacher tells his class what page in social studies they have to review for the next day, and also talks about what tomorrow's schedule will be, it would be very difficult (and inefficient) to remember every single word he says.

Children must therefore be able to extract the most important information out of what they hear or see. For some children, this ability to paraphrase is very difficult. However, being able to paraphrase information is a crucial skill in learning, so this could seriously hamper a child's success in school.

The next type of memory is active working memory. Active working memory is involved in four specific areas. Firstly, it provides the mind space for the combining or developing of ideas. An example of this would be remembering what is at the top of a page by the time you get to the bottom of the page. Secondly, it helps you hold together the parts of a task while engaged in that task. This helps you remember, for example, where you put the screwdriver down before you grabbed the hammer.

The third area that active working memory is involved in is similar to the notepad function on your computer: it acts as a meeting place where short-term memory can work together with long-term memory. Just as you can place a picture on your notepad and then paste it into a document, active working memory helps you remember the question asked by your best friend while searching for the answer.

The last area active working memory plays a role is in holding multiple immediate plans and intentions in one place. For example, it helps you remember to pick up more milk from the grocery on your way back from the hardware store.

A moderate weakness in short-term memory can make it difficult to remember basic math facts. It can also make registering procedures and sequences necessary for multi-step processes (such as division) seem like an exercise in futility. Insufficient active-working memory is also at fault when a child loses track of what they were doing in the middle of a math problem.

The third type of memory, long-term memory, is also important. It is equivalent to the hard drive on a computer; all the information one has ever inputted is present- if you can remember how to access it. For some children, small chunk-size capacity can affect long-term memory specifically in expressive fluency. Expressive fluency is the ability to express oneself either in speech or in writing. It is critical for class participation, as well as being able to restate in more compact terms material presented by the teacher or read in a textbook.

When children first enter school, most of their energies are spent on mastering basic skills-reading, writing, and arithmetic. However, once children reach third grade, they are expected to have mastered these basic skills. Emphasis is now placed on using those skills to acquire increasingly larger volumes of material. In order to be successful, a child must learn how to take in and work with these steadily growing amounts of data.

Chunk size, or the amount of material that a child can take in at one time, has an effect on all types of memory: short-term, active-working memory, and long-term memory. When a child has difficulty with the amount of information he can hold in his memory it is known as small chunk-size capacity.

Small chunk-size capacity can be likened to a water pitcher: if the pitcher is one liter, then a lot more cups can be filled up. However a half-liter pitcher means that you would be stuck running to fill up the pitcher more often. Practically this means that it would be harder for a child to carry out the various other memory functions that depend on chunk-size capacity.

Most people assume that having a good memory is similar to musical genius: you either have it or you don't. Research has shown, however, that this is not true. Although one person can be born with a better memory than another, memory (like other brain functions) is more akin to a muscle that gets the right kind of exercise.

The right kinds of exercises as well as supplements -often called "brain food" can improve your memory significantly. This is in fact the basis of many rehabilitation programs for patients with memory dysfunction due to brain injury or other causes. In short, if you are told that your child suffers from weak memory dysfunction, don't accept that this is the way your child must remain. It is possible to boost his memory and make a significant difference in your child's life.

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Education for The Blind: Then and Now

By Cheryl Ross
Education is not something which is confined only for people who are physically capable. Education on the other hand is for everybody irrespective of caste, creed, religion, sex or physical disabilities. You and I as a responsible citizen should make sure that everybody gets education evenly. The evolution of the process of educating the blind has resulted, out of a series of trial and error methods.

Evolution of Education for the Blind:

Now let us take a look at how this evolution of educating the blind has taken place:

1. In primordial times there were asylums for the blind. These asylums were like shelters made exclusively for the blind people. It acted as institutions which provided elementary education to the blind. This practice dates back to thousands of years.
2. Later the Egyptians showed keen interest in educating the blind. They were concerned in the cause of providing treatment for ailments and disabilities. They were more like caretakers of social individual.
3. The 19th century witnessed the introduction of enforced elementary education for the blind people by the United States of America. Britain followed suit by incorporating the Elementary Education Act which stated that blind people under the age of sixteen were entitled to compulsory elementary education.
4. The New York Point and Braille were the two basic dot method of providing education. But in the course of time Braille emerged as the winner in the 'war of dots'. This was a much better method of using dots and dash to teach the blind.
5. The 20th century brought about a new amendment in this system. A number of residential school started having separate support cells for the education of the blind. A number of students were seen attending these schools but this number dropped considerably after the introduction of the 'white cane' which distinguished the blind from the normal.
6.In the 21st century, a number of blind schools, for the visually impaired, cropped up. These schools have both normal teachers as in any other school, and a professional team who handles optional training like orientation and mobility training etc.

Today we get to see revolutionary ideas and methods in this type of education resources, integrated to provide the blind with the much required education so that they can live an independent life.

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Six Tips for Parents Looking for Hiqh-Quality, Affordable Special Needs Daycare

By Stacey O Mathis
When it comes time for parents to begin shopping for daycare facilities for their children, the road can be long and difficult. Many parents wonder about the right questions to ask. Many don't quite know what to look for. This task is especially hard when you are in the market for such services for a child who has special needs. Special needs resources are not always as plentiful. Below is a list of tips to help you in choosing first-class, yet affordable childcare assistance for your special needs child.

1. Activities: Arts and crafts and many other activities offer helpful learning experiences for special needs children; however, the activities will need to be customized so that they can participate. Ask the childcare provider that you plan to interview if they adapt their activities for special needs children.

2. Patience and Understanding: Special needs children do not always have the ability to process what's going on around them. It is important that your childcare provider understand that she or he may need to repeat instructions or explain or demonstrate instructions in a modified way for the child who has special needs.

3. Love and Affection: Children with special needs require the same love and affection as any other child. Oftentimes, caregivers are distracted by the disability and forget that being mindful of the child's emotions is equally critical. Ask for testimonials of other parents to determine how loving and warm your prospective childcare provider is with their children.

4. Recognition and Rewards: Daycare centers that deal with special needs children should have a system of positive reinforcement for obedience. It is suggested that there be some means of recognizing the achievements of special needs children. Many children with special needs simply want one-on-one time with an adult. Even something as simple as allowing them to help with chores and then recognizing their efforts may do the trick. During your interview, ask if this is part of the facility's routine when addressing special needs children.

5. Community: Special needs children need a sense of community. Make sure that the daycare facility you are considering encourages cooperative learning activities. You don't want your child isolated from the other children. Children of all levels, with different abilities should be invited to work together when possible. You want to be certain that your facility establishes an atmosphere in which a real community of students is developed.

6. Even if you are not eligible for government subsidized programs, ask if your prospective childcare provider is a participant in programs like the BEGIN/ACS or related programs. These daycare facilities tend to be more affordable than daycares that do not participate.

If the program you are interviewing meets the above standards and participates in government subsidized programs, you probably have yourself a winner.

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Special Education and the Debate on School Funding Considered

By Lance Winslow
Well, right now we are witnessing the implosion of our education system in the United States as we lay off more and more teachers. We also see that teachers who have already retired are being paid huge amounts of money in their pension, and health care costs.

We can no longer afford to do this, and if we tax properties in many states any more than we are now, we are just going to continually see less money coming in due to the near collapse of the real estate market, and all those old folks will become wards of the state where we will spend all our money.

This doesn't bode well for families of special education children, who often require fewer kids in the classroom, and more supervision. They also require more assistance from school staff, and this all adds costs to teach each student. Meanwhile parents of normal kids are quite concerned because money is diverted into the special education program, and they don't believe their kids are getting a fair shake. This may or may not be true depending on which side of the argument you stand, but this is the debate that's going on today.

Our school districts are cutting staff, teachers, and cutting costs wherever they can, including janitors that clean the restrooms, and other important things that we probably don't think about. And yes, the special education department will also have to be cut if we are to maintain any sense a real educational system at all. Worse, there is far too much controversy, and chaos on the school boards and far too many parents threatening to sue. It also costs lots of money defending these lawsuits, and that is additional money that is not being used in the classroom.

If the special education departments take up a large amount of any given school's budget, there is less money for other things, and this takes a toll on the educational experience of each child. These cost reduction programs have to come from somewhere, and these will be hard choices to make, but they must be made nevertheless. Indeed I hope you will please consider this.blogspot.com,blogspot,blogger

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Special Education and the Reality of One-on-One Education Needs

By Lance Winslow
Special education children, especially those with autism really require one-on-one education, or no more than five people per teacher. Any more than that and it is pretty much a babysitting episode, rather than any meaningful education. Teachers aids can help, and volunteers in a special education classrooms are a good thing, but those teacher's aids must also be trained to deal with special education kids, who must be handled differently, and appropriately.

Of course this causes conflict with the parents of regular kids in the regular classrooms, because it takes a tremendous amount of budget money in special ed programs. Right now, as you know the school districts around the nation are cutting as much as they can to save costs. Every school district must cut as much as possible, as many states are nearly bankrupt. Looking for the federal government to help out probably won't work, even though the federal mandates for the no child left behind programs are part of the problem.

Those kids who have autism, or have learning disabilities in special ed can come a long way if they get the proper trained, taught, and have the proper teachers to make that happen. In the future they can in fact support themselves as adults. If we fail to teach them correctly now, they become wards of the state in later years. The reality of one-on-one education needs help, but also don't forget that the kids in normal classes also need one-on-one attention when learning the more technical aspects in computer class.

It is unfortunate to see that the special-education classes and the regular classes are being pitted against each other, along with parents fighting each other over the budget at the school board meetings. The reality is that one-on-one education for special education is appropriate given the situation, but we must also understand that if we take all the money and throw it into special ed to provide the one-on-one support needed to properly teach these kids, then the rest of the school will suffer.

If our schools cannot teach our kids properly then our society as a whole will be in severe jeopardy in 20 years when these kids are then in charge of running the society and civilization. Perhaps you can see how important this issue is, and also understand why we are failing at it. If we don't address these issues, and are too concerned with being politically correct, then neither side will win, and everyone loses. It's time to take a realistic approach to the cost and actual funding available for our education system, or we won't have one. Please consider all this.

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Special Education - Placement, Is Inclusion Best?

By Lynne M Adams
The IEP is written and now there should be some discussion about placement. What options are there and what is best for your child? Those are the questions for the team. Like the IEP, the placement decision is very important to the success of your child. IDEA, Individuals with Disabilities Education Act, is very specific about what should be provided to students with disabilities. IDEA says that your child should be educated in the least restrictive environment (LRE) where they can make effective progress. Below we will look at some of the options available for placement of students with disabilities.

LRE - Least Restrictive Environment

What does that mean? Well, historically kids with disabilities were segregated from attending school with their typical peers. They were either kept at home or sent to "special schools" or they were put in basement classrooms and weren't allowed to socialize or participate with everyone else. Plus, they weren't taught what everyone else was taught, like math and science. Education Reform changed that and subsequently IDEA was reauthorized in 2004. IDEA says that students should be educated in the least restrictive environment with the services and supports necessary for them to make effective progress. Whenever possible children should be with their typical peers and attend their neighborhood schools. They are to be provided with the same curriculum and are required to maintain the same standards for academic requirement. The terms mainstream, integration, and inclusion, are the new catch phrases to define when kids are provided LRE.

Inclusion

There are many placement options, so what does that mean for your child? When you start to talk about placement, the first potential option should always be the class where your child would be if they didn't have a disability. The team should consider what accommodations, services, and supports your child would need to be successful in that environment and then provide for them on the IEP. If it is determined that your child will not make progress in the regular education classroom, other options can be considered. The goal should always be full inclusion. Inclusion is not a specific place but the pursuit to include students in classrooms and in environments with typical peers to the maximum extent possible through out their school day.

Partial Inclusion

Some students will be provided with what is termed partial inclusion. Perhaps they attend some regular education classes but go into a separate classroom for math or reading. Maybe they attend a resource room or academic support class once a day to assist with all academic subjects. Whatever it looks like, it should provide for the students needs and assist with their effective progress.

Substantially Separate
Some students will need to be in classrooms with small number of students and specialized teachers. This is a substantially separate setting. The goal should be to transition or integrate out of that classroom and into the regular setting as much as possible. The benefits of socialization and peer interaction experiences in a regular setting have to be balanced with the benefits of academic success and progress in the smaller setting. A lot of IEPs have a mix of both to allow for the unique needs of students with learning disabilities but need social experiences to develop socially.

Out of District

Some students attend school in private schools or collaborative schools that specialize in working with students with specific disabilities or sets of needs. This should always be considered a last resort and only when all other options have been tried and been unsuccessful. It is important to balance the needs for a student to be provided with what they need as well as the opportunities they miss by not being educated in their neighborhood school.

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The Most Essential Factor in Parenting Students With ADD and ADHD

By Kari Miller
Some people would answer something such as "the ability to stay calm," or "providing the right kind of structure," or "keeping yourself healthy and well-rested."

Although these are crucial for long-term success in raising a child with ADD or ADHD, the most essential parenting trait is trust.

A child with a disability of any kind has the potential to grow and develop beyond any expectations that adults in his life current hold for him, but only if he himself believes in his future. Without belief, he is limited to modest gains at best.

Children who believe in themselves and their outcomes are committed in their endeavors. We all know from experience that the things we are committed to are not only easier for us, they are the things we stick with until we complete them.

The messages you send your child influence his level of commitment through his belief about who he is and what he can accomplish

Think back to a time in your life as an adult when things were tough for you. It might be a particularly challenging time at work, a health crisis, difficulty in a relationship or a financial setback.

Now that you have that instance in mind, think about the people you interacted with during this stressful time. Did you feel criticized... judged... or did you feel their acceptance and willingness to be patient as you tackled the challenge?

It's obvious that if you felt negative messages from others, it worked against you. You may have made errors... you might have lost your temper... you might even have given up.

Adults have far more coping strategies than children do. If you, as an adult, were influenced by the negative messages of others, think about what it is like for your own child.

Your child reveres you. Your child has no ability to separate your parenting messages from his or her sense of self-worth. Children get the meaning of parental messages twisted in their minds. Because children see their failures larger than they see their successes, and because they believe that failure is a sign of their imperfection, they believe that when they disappoint their parents, their parents don't like or want them.

Parenting children with special needs requires that parents have a success-oriented belief system.

A success-oriented belief system is grounded in the understanding that today's thoughts fuel tomorrow's results. Parents who appreciate that their child's success is grounded in a "can-do" attitude know how to foster resilience and persistence in their children.

Strategies for developing a success-oriented belief system:

* You uplift your child from a position of liking yourself. Commit to developing and maintaining a strong, positive self-image. Be on a quest for personal development.
* Be committed to positive change in the family dynamic. Be alert to identifying and committed to eradicating maladaptive parenting patterns. Begin to see yourself as your child's mentor, not your child's boss.
* See your child's life in positive and goal-directed terms. Reframe the meaning of genetics to understand how little is "set in stone." Understand that individuals with disabilities are capable of attaining and becoming more than anyone can imagine or believe! Commit to focusing on what will be, and not to giving undue emphasis to what currently is.
* Be comfortable with your child's free expression. Never, never, never plan your child's life to suit your needs or fulfill your desires. Believe in your child's dreams, not your own dreams for your child. Teach your child to lead her life with purpose and clarity.

Raising a child with special needs pulls forth from you power, clarity, and connection with your life's purpose, and connection with the knowledge and ability to guide your life in more purposeful ways. If you are struggling in one or more areas of your relationship with your child, I suggest the best way for you to improve the situation is to rededicate yourself to 100% trust in your child's ability and willingness to grow beyond your wildest expectations.

Dr. Kari Miller is a Board Certified Educational Therapist and Director of Miller Educational Excellence, Educational Therapy in Los Angeles. She began her career almost twenty-five years ago as a special education resource teacher. She has worked with students in a vast array of capacities, including special education teacher and educational therapist. Dr. Miller has a PhD in Educational Psychology and Mathematical Statistics, a master's degree in Learning Disabilities, Gifted Education and Educational Diagnosis, and a bachelor's degree in Early Childhood Education and Behavior Disorders.

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