IT PROJECTS

NAME: MUHAMMAD JUNAID QAZI
ROLL NO:03
SECTION: MBA NIGHT
BLOG : WWW.MJUNAIDQAZI.BLOGSPOT.COM

My Other Group Member's Names & Adresses

Abdul Rauf: http://www.looknsay.blogspot.com
M. Junaid: http://www.mjunaidqazi.blogspot.com
Aman Ullah: http://www.amanullah-numl.blogspot.com
Atta-ur-Rehman: http://www.numlkhan.blogspot.com
Fasial Maqsood: http://mfaisalmaqsood.blogspot.com/
M. Zaidi Ali: http://syedmuhammadalizaidi.blogspot.com
KhurramShahzad: http://shahzad-khurram.blogspot.com
Usman Adrees: http://usman-adrees.blogspot.com

• What parents should be doing

: Children who have good oral language skills often get off to a good start. Therefore reading to your child from an early age gives a rich sense of grammar and vocabulary as well as helping to learn irregular verbs. Many dyslexics carry on saying "the man runned" for many years because they don't remember the irregular word "ran". Therefore reading to your child, playing games with sounds (such as I Spy) and being increasingly complex with these games is helpful. Labeling things around the house or having a blackboard with very common words can be effective.

• Helping dyslexics with reading and spelling:

There has been a debate over whether "look and say" or a phonic approach is most effective. The safest and best way is to help children develop both skills. Children may be very good at phonically decoding words that are regular but struggle with irregular words. Or you can get children who can learn words wholistically but then they can't sound them out or work out what the sounds are within them and that begins to effect spelling. There are many children with dyslexia who struggle spelling phonetically so a lot of training to help them learn to perceive sounds is required, using individual letters then practicing putting them together. For children who have a poor visual memory it's a question of repetition and not introducing too many irregular words too quickly. It helps to learn words in a multi-sensory way (using as many senses as you can) so you might get a child to say the word, hear the word, paint the word (perhaps in the air), bake the word with dough. Touch-typing is another way of seeing the word. Putting words in context can also be extremely helpful. This can be achieved by using carefully selected reading books where children can get the gist from a picture or from the story and from predicting what might happen and getting to know the characters. Therefore they do not have to work hard on every singly word which can be very tiring for those who struggle with reading.

• Signs of dyslexia to look out for

: When children are at nursery school the dyslexic child could be late to start speaking and the ones with auditory memory difficulties might actually find it difficult to learn nursery rhymes. Dyslexics can have a language delay and evidence of memory difficulties for following instructions. Dyslexia is a syndrome and therefore there would be many signs for a diagnosis. Not easily learning nursery rhymes does not necessarily mean a child is dyslexic. However, a child not picking up early speech and language (like nursery rhymes or the alphabet) is a key sign that a child might be dyslexic.

• What is dyslexia?

"Dyslexia is a specific learning difficulty which mainly affects the development of literacy and language related skills. It is likely to be present at birth and to be lifelong in its effects. It is characterized by difficulties with phonological processing, rapid naming, working memory, processing speed,

what is methods of vertical coordination

vertical coordination
The linking of activities at top manager with the middle and first line manager for achieving the organizational goals.
there are five important means to carry on best vertical coordination

• formalization
• span of management
• centralization vs decentralization
• delegation
• staff positing