...Meaning of Learning Disability The World Health Organization (WHO) has defined learning disabilities as a state of arrested or incomplete development of mind. Somebody with a general learning disability is said to have a significant impairment of intellectual, adaptive and social functioning. The way Learning Disability has been defined has been changing over different phases. The term has experienced a shift in dominance from Physicians to Psychologists and most recently to Educationist. The shift has been from an evaluation phase to instruction, education and training. Phase I Phase II Phase III Phase IV 1800-1930 1930-1960 1960-1980 1980-Present / / / Foundation Phase Transition Phase Integration Phase Contemporary Phase Phase Details Foundation Phase During the Foundation Phase, medical theories of brain function and dysfunction were formulated. Transition Phase Transition Phase emphasised more on the Clinical Study of the Child by Psychologists Integration Phase Integration Phase was characterized by the rapid growth of school programme for learning disabled children Contemporary Phase The current phase is an eclectic approach with a shift to the Educators. It is a coming together of the doctors , psychologists, parents and teacher with ultimate responsibility lying on the teachers The term Learning Disability actually was coined in 1963 here in Chicago...
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...Learning in Action - A guide to putting the learning organization to work By David A Garvin Harvard Business School Press, 2000 This insightful book is meant to help companies understand how to leverage knowledge and make it a key corporate asset. The learning process involves acquiring, interpreting and applying knowledge. Author, David Garvin of Harvard Business School examines the challenges associated with each of these steps. He also explains how the three modes of learning, intelligence gathering, experience and experimentation can be effectively deployed. He examines the role leadership must play in making learning a day-to-day reality in their organizations. From individual to organizational learning Learning is the most natural of activities. It is an essential part of human experience. And it is a life long process, whether we recognize it or not. As individuals, we are motivated to learn to satisfy our curiosity, pass an examination, solve a problem or move on to a new role/career. Though the importance of learning is widely acknowledged, many managers remain cynical. They look at learning as something of “questionable value” that diverts the attention of employees from “real work.” Learning is also viewed by many managers as something which releases human potential, not something which improves the bottom-line. Another point to be noted is that managers like stability and predictability. This is somewhat inconsistent with learning which encourages...
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...University of Minnesota Carlson School of Management Spring 2014 ACCT 2050 - Introduction to Financial Accounting Professor Yu Gao CSOM 3-283 Tel: 612-624-1075 Email: gaoxx112@umn.edu Class: Section 003: Tuesday, Thursday: 11:50 am-01:30 pm, CSOM L-114 Section 006: Tuesday, Thursday: 03:45 pm-05:25 pm, CSOM L-110 Office Hour: Tuesday, Thursday: 3:00 pm – 3:40 pm, CSOM 3-283 or by appointment COURSE DESCRIPTION The course provides an introduction to the financial accounting and reporting process from the perspective of external decision makers. The course focuses on fundamental accounting concepts and principles. Students will learn how the economic transactions of an enterprise are reported in the financial statements and related disclosures. The goals of the course are to provide students with a basic set of skills that can be used to compile and analyze financial statements and to prepare students for more advanced financial statement analysis courses. COURSE MATERIALS |Text Book |Financial Accounting 7th edition; Robert Libby, Patricia Libby and Robert Short; McGraw-Hill Irwin;| |(Required) |2010. | | |Connect Access Code | I do not recommend old editions of this book, but you make the final decision. You are required...
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...Culverhouse College of Commerce: AC210 Fall 2012 Course number and title: AC 210 Introduction to Accounting. Course description: Introduction to accounting and financial reporting concepts and the use of accounting information in financial and managerial decisions. Credit hours: Four hours, including a one-hour required lab. Prerequisites: EC 110. Instructor: Lisa McKinney Office address: 364 Alston Hall E-mail address: lmckinne@cba.ua.edu Phone number: 348-6679 Office hours: MW 9:30am – 11:00am. Other times by appointment. Instructor: Dr. Xiaochuan (Kelly) Huang Office address: 361 Alston Hall E-mail address: xhuang8@cba.ua.edu Phone number: 348-0577 Office hours: TR 1:00pm – 1:45pm & TR 3:30pm – 4:45pm. Other times by appointment. Instructor: Kelsey Brasel Office address: 329 Bidgood Hall E-mail address: krbrasel@crimson.ua.edu Phone number: 348-0150 Office hours: TR 11:00am – 12:15pm. Other times by appointment. Instructor: Amanda Beck Office address: 329 Bidgood Hall E-mail address: aebeck@cba.ua.edu Phone number: 348-0150 Office hours: MW 2:00pm - 3:15pm. Other times by appointment. Required text: Phillips, Libby, and Libby, Fundamentals of Financial Accounting, 3rd edition, 2011, McGraw-Hill Irwin, hardcopy or loose-leaf option. Also, you will need a Pass Code for Connect, the online homework program that accompanies the text. A Pass Code for the online homework is only valid for one semester so you cannot purchase...
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...When you meet new people, why do you remember some names but not others? This is an example of a question that psychologists working in brain science and cognition seek to answer through their research. These psychologists spend most of their time studying human thought processes and the capacity for understanding, interpreting and retaining information. They may choose to work in one particular specialty, such as memory or learning disabilities, or they may focus their career on a specific health issue or population. Psychologists working in this field apply psychological science to address a wide variety of issues that affect a spectrum of populations. They work with infants and toddlers to address behavioral problems and developmental disorders. They work with adults to address memory disorders, substance use and health-related problems. Others study the brain’s capacity to do tasks, handle multiple demands or recover from injury. In their work, many of these psychologists will drill down into intricacies such as how music therapy can help heal degenerative brain disorders or how quickly humans can learn a new language. Some study how the brain interprets smells. Others are working to decode the human brain. What You Can Do Most psychologists working in brain science and cognition spend their careers in a university setting where they teach or conduct research or both. However, there has been significant growth in other areas, such as human-computer interaction...
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...------------------------------------------------- ------------------------------------------------- Phone: (508) 944-3862 cell ------------------------------------------------- fabman@wpi.edu ------------------------------------------------- Course web page: http://my.wpi.edu ------------------------------------------------- Overview and Objectives Many management gurus and leaders posit that an organization’s business processes and operations are critical strategic capabilities, vital to organizational survival and success as global competitors. We will study processes and methods to create value from operations. Our Mission The Department of Management at WPI is committed to providing education, research, and outreach that focus on: * leading and managing technology-based organizations; * integrating technology into the workplace; and * creating new processes, products, services, and organizations based on technology. We emphasize: * innovative and project-based education that integrates the theory and the practice of management, and prepares students to assume...
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...Victims with Disabilities Victims of crime can experience many problems, financial, emotional, physical, and psychological trauma to name a few. When Victims suffer from disabilities the problems driving from being a victim become extreme. For the purpose of this paper I will be focusing on victims of crime with disabilities., namely the case of Mr. Krochmaluk the Union Beach, N.J. man with learning disabilities who was enticed to a party by a group of people he thought were his friends only to be tormented for hours. Why people commit crimes against people with disabilities and the need to educate people suffering from disabilities and their care givers on their rights and the laws as victims or family member/care givers of said victims. The case of Eric Krochmaluk takes place in New Jersey and according to the article may be the first time a bias-crime law was pragmatic to a case concerning a victim with disabilities/mental retardation “According to their confessions, the group used promises of "meeting a pretty girl" to lure Eric Krochmaluk, who was 23 years of age, to a party on January 30, 1999. Over the next three hours, they stripped him, then forced him to wear women's clothing, kiss his tormentors' feet, and drink urine. They also tied Krochmaluk to a lawn chair, burned him with cigarettes, shaved his head against his wishes, choked him, whipped him, and beat him shower curtain rods, a toilet brush and a string of beads. Finally, they abandoned the young man in...
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...affect the learning capabilities of a student. Although the education of many different types of technology is apparent, the main teaching process is a combination of four main components, 1) management of the education 2) development of the education 3) resources for the education 4) and the learner to earn the education. These components are also known as educational technology, Instructional technology is a sub of educational technology. In desperate need of integrating instructional technology “points to the facts that teachers and students lack the necessary skills to access, process and use the information and the ideas” (Hannafin, 2001). “This is such a complex, integrated process involving people, procedures, ideas, devices, and organization, for analyzing problems and devising, implementing, evaluating, and managing solutions to those problems, involve in all aspects of learning” (Reiser & Ely, 1997). The need of integrating instructional technology and information is visible which can be a successful relationship that they nurture each other (Abdekraheem , 1997). Some characteristics of highly interactive and open learning systems are relevant and well designed for challenging activities of the learning environment. Adequate and timely feedback from the instructors are a necessity they learn from with student to student interactions. Construction of the knowledge enables active engagement from easy powerful navigational systems. The developments of the learning electronic...
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...PEPPERDINE UNIVERSITY THE GEORGE L. GRAZIADIO SCHOOL OF BUSINESS AND MANAGEMENT KIMBER MADERAZZO 662.12 MARKETING COMMUNICATIONS FALL 2014 TUESDAYS 6:00-‐10:00 P.M. MALIBU CAMPUS SYLLABUS 662.12 MARKETING COMMUNICATIONS FALL 2014 Day/Class time: Tuesday’s 6:00 to10:00 p.m. Location: MALIBU CAMPUS Professor’s Name: Kimber Maderazzo Cell Phone # 310-‐801-‐1893 E-‐mail address: kimber.maderazzo@pepperdine.edu COURSE DESCRIPTION This course is designed to introduce, or reacquaint, the student with the subject of marketing communications. The emphasis in this course will be on the role of an Integrated Marketing Communications (IMC) program in both building and maintaining the brand image and health of an organization. Attention will be given to the various IMC tools used in contemporary ...
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...Course Syllabus Course Information Course Number/Section Course Title Term Days & Times Professor Contact Information Professor Email Address Office Location Office Phone Office Hours CS/CE 6352-001 Performance of Computer Systems and Networks Fall 2014 TuTh 1:00 pm - 2:15 am, ECSS 2.311 Jason Jue jjue@utdallas.edu ECSS 4.408 (972) 882-4429 TuTh 2:15 pm - 3:15 pm, or by appointment Course Pre-requisites, Co-requisites, and/or Other Restrictions A first course on probability theory. Course Description Overview of case studies. Brief review of probability theory. Queueing models and physical origin of random variables used in queueing models. Various important cases of the M/M/m/N queueing system. Little's law. The M/G/1 queueing system. Discrete time queueing systems. Simulation of queueing systems. Product form solutions of open and closed queueing networks. Convolution algorithms and Mean Value Analysis for closed queueing networks. Student Learning Objectives/Outcomes Ability to understand and apply M/M/1 queueing models Ability to understand and apply Little’s result for FIFO and non-FIFO queues Ability to understand and apply continuous parameter Markov chains and state dependent queueing models Ability to understand and apply M/G/1 queueing models Ability to understand and apply discrete parameter Markov chains and discrete-time queueing models Ability to understand and apply continuous-time open queueing network models Ability to understand and apply continuous-time...
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...Course Information Course Number/Section FIN 6366-0G1 Course Title INTERNATIONAL FINANCIAL MANAGEMENT Term Spring 2009 Days & Times There will be weekly assignments. The week will start on Monday. Professor Contact Information Professor David J. Springate, Ph.D. Office Phone 972-883-2647 Email Address spring8@utdallas.edu Office Location SOM 2.610 Office Hours By appointment Administrative Contact Information Administrative Assistant Debbie Davis Office Phone 972-883-5941 Email Address debbie.davis@utdallas.edu (copy me on your WebCT messages and all other emails to Dr. Springate) Office Location SOM 2.415 _________________________________________________________________________ Course Description My aim is to work with you on both concepts that are useful in dealing with international currency issues when operating across national boundaries and on recent developments in the capital markets and financing. The context of the course will be financial issues of importance to corporations, fund managers, and investors. The instructional focus will be individual development. The course aims to develop professional effectiveness in understanding selected developments and in being able to work with concepts useful in valuation, investment and financing. As you will see below, the course is broken into three major areas of concern. After the “introduction section”, we will take up “foreign exchange exposure...
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...MGMT 407.341 (CRN: 60240), Business Ethics Tuesdays and Thursdays, 4:34 PM to 7:15 PM Summer Semester, June 7 to July 30, 2010 Fort Hood SDC, Room # D-112 A member of the Texas A&M System since 1917 Instructor: Mr. John La Lone, BS-BA, MS-HRM Department: Management, Marketing, and Administrative Systems Office: Room 135A Phone: (254) 519-5472 E-mail: lalone@tarleton.edu Office Hours: Monday, Tuesday, Wednesday and Thursday: 1:30 PM to 4:00 PM. By appointment only. Office Secretary: Ms. Gabriele Fischbacher (254) 519-5437, Fax (254) 526-8403 A portion of this course is delivered via Blackboard Online Learning. http://online.tarleton.edu/Dual/DualLoginPage.htm You are required to check in online via e-mail within Blackboard within two days of this class. 1.0 Course Description: This course is designed to provide the student with a basic examination of the manager’s personal, social, and environmental responsibilities to oneself, ones employees, customers, the general public, the government and other agencies. It is also intended to totally familiarize the student with a basic understanding of Personal Business Ethics Concepts in today’s modern workplace environment. Emphasis will be placed upon the manager’s social and environmental responsibilities to employees, customers and the public. 1.1 Prerequisites: There are no pre-requisites for this course. 1.2 Expanded Course Description: The objective of this course is for each student...
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...evidence to show that 60-90% of autism can be considered hereditary. Many researchers are attempting to understand the genetic determinism of the disease in order to pinpoint treatment. There are gene mutations and variants that have been discovered but due to the disease being heterogeneous and complex it is difficult to find consistency. There is also research indicating that the cause is neurological. The gap between genetics and neurology concerning autism is where the connection needs to be made in order to understand the disability wholly. Autism is a complex developmental disability as the result of a neurological disorder that affects the functioning of the brain. The onset of the disability is in infancy or early childhood with males being affected four times as often as females. Autism shows no racial, ethnic or social boundaries. The term Autism Spectrum Disorder (ASD) is used because it is covering a group of disabilities with similar features. There are three categories of autism spectrum disorder known as Autistic Disorder, Asperger Syndrome, and Pervasive Developmental Disorder Not Otherwise Specified. Autism affects the normal development of the brain in specific areas such as those responsible for social interaction and communication. Those affected may show severe symptoms while others only suffer mild symptoms. Many children who suffer from autism spectrum disorder never babble or coo and can...
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...Analyzing and Interpreting Literature 2012 Examination Guide These materials are owned and copyrighted by the College Board. They may not be posted on the Internet or on any other public document sharing site. The materials in these files are intended for PERSONAL USE ONLY. Violations of this policy may be subject to legal action including, but not limited to, payment for each guide that is disseminated unlawfully and associated damages. V isit our website at w ww.collegeboard.org/clep f or the most up-to-date information. © 2011 The College Board. College Board, CLEP, College-Level Examination Program, SAT and the acorn logo are registered trademarks of the College Board. inspiring minds is a trademark owned by the College Board. All other products and services may be trademarks of their respective owners. Visit the College Board on the Web: www.collegeboard.org. Introduction This is the only official guide to the 33 College-Level Examination Program® (CLEP®) exams. CLEP exams are administered on computer test centers across the country. This Guide has been written mainly for adults who are making plans to enroll in college, but it contains information of interest to others as well. College-bound high school students, current college students, military personnel, professionals seeking certification and persons of all ages who have learned or wish to learn college-level material outside the college classroom will find the Guide helpful as they strive...
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...Abstract The goal of this study is to investigate the effect of assessment, test, evaluation and measurement at Midlands State University in Zimbabwe, South Africa. It also shows the reflection of written test exams in terms of quality psychological instrument, analyzing assessment data and interpretation of results. Poor education assessment may expose students to risks of unintended outcome related to university credibility. Assessing for Improvement: College Semester Exams Assessment is the systematic collection, review, and use of information about Educational programs undertaken for the purpose of improving learning and Development (Palomba, & Banta, 1999). Assessment generally involves measurement, testing and evaluation the terms, which are mostly confused by many people. Test or Test Instrument is a systematic procedure for measuring a sample of an individual's behavior, such as multiple-choice, performance test, open book among others (Brown, 1971). Evaluation on the other hand is a systematic process for the collection and use of information from many sources to be applied in interpreting the results and in making value judgments and decisions (Wolansky, 1985). While measurement is the process employed to obtain a quantified representation of the degree to which a learner reflects a trait or behavior. This is one of the many scores that an individual may achieve on a test (Wolansky, 1985). In assessing any instrument or program one should not lose the sight of...
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