The critical analysis on the immigration laws and policies after Essay - 1

The critical analysis on the immigration laws and policies after September 2001 - Essay Example Though it might be surprising, as she has written this essay on an autobiographical mode at a very old age, it has to be admitted that she has described a wholesome collection of debates, which existed between her and her sister Mira.Bharathi’s longing for the same kind of earlier life is reflected in this essay. She has particularly analyzed the issue of identity, which many outsiders face in an alien nation. Her narration of her earlier students life appears quite reasonable. In the sense, the sister’s aim to complete their education and their identical way of living seems to be an understandable one when compared with the controversial thinking due to the manipulation of unfavorable changes surrounding the immigrants. When she writes, â€Å"When we left India, we were almost identical in appearance and attitude. We dressed alike, in saris: we expected identical views on politics, social issues, love and marriage in the same Calcutta School accent†. [p-415-416] . For example, when Bharathi writes, that she lacked the â€Å"structure† of her native lifestyle because of her involvement in the â€Å"superficial pop culture† she means to say that those aspects were the indispensable points, which in turn are not likely to be accepted by her sister Mira. She is able to underpin the features, which distinguishes the situation of an individual who struggles to precede her life amidst identity crisis and another without paying the least attention towards that.

College Admission Personal Statement Essay Example | Topics and Well Written Essays - 250 words

College Admission Personal Statement - Essay Example Actually, my math teachers never strived to find out the root cause of my poor performance, rather they readily and ignorantly labeled me with ADD while constantly pressuring me psychologically due to which I earned the reputation of a good-for-nothing student, though I have always got straight A’s and B’s in other subjects. It all changed when I happened to take my first psychology class during which the stark reality of what I actually was meant to be hit me and forced me to change my opinion about myself. Then I realized that I had much to do in my life if only I was allowed to avail the opportunity for studying psychology in UA. I believe I can be a riveting asset as a student to UA because it has been years since I started designing strategies about how students can be encouraged to learn passionately and how wrong judgments and diagnosis made by teachers can horrendously influence the students psychologically who may have the capacity to perform well but their tal ents get marred by the personality-distorting critical

Issues in Multicultural Education Essay Example | Topics and Well Written Essays - 1000 words

Issues in Multicultural Education - Essay Example For instance, cultural diversity in the US public schools is growing at rapid pace in the present decade. As a result, the teachers are facing intense problem to deliver education facilities to a culturally diverse classroom. A common problem identified by teachers in this context is the successful understanding of the needs of the each diverse student and providing education assistance effectively. As argued by Fullan (1991), the teachers should be capable of understanding the uniqueness of each student and successfully control the diversities to improve the students both academically as well as behaviorally within a diverse classroom. (2) Who is involved? (A) As part of the problem? The problem of cultural diversity in the classroom is especially faced by students and teachers, which result in poor performance of the learners in their curriculum. Generally teachers and students face significant problems to convey the intended information to each other, which in turn causes significant miscommunication problems. Additionally, differences between the cultural backgrounds of the students and the teachers, also raises the proper identification of students’ values (Worrell, n.d.). ... (3) What is the proposed solution? Identifying the Key Student Differences Each student in the classroom is unique in relation to their behavioral traits, learning capabilities and styles, feelings as well as responsiveness. These distinctive parameters for any specified child becomes more apparent in a diverse environment. Therefore, teachers should be capable to meet successfully with the ‘point of need’ of every child to provide efficient guidance as per their requirements (Worrell, n.d.). In this regard, lessening the teacher and student ratio within a classroom setting shall provide with greater opportunity to teachers in monitoring the needs of every student distinctively and more critically. Improve Co-Relation with the Students’ Families For the better understanding of the students’ societal and cultural background, the school authorities should increase communication with the students’ parents or legal guardians. This method undoubtedly woul d support the teachers to understand the background of the student and modify the teaching process accordingly (Worrell, n.d.). Introduce School-Wide â€Å"Cultural† Alliance Effective communication among the students of several cultures along with successful collaboration through cultural programs and activities shall assist teachers to meet the requirements of the both ends (London, Gurantz & Norman, 2011). Culturally Responsive Teaching Method To enhance cultural responsiveness throughout the teaching method, teachers should be research oriented for better understanding of the capabilities of each student. Teachers should be capable to identify the deficiencies and also the

Slide animation Essay Example for Free

Slide animation Essay Successful presenting entails focusing on important points, controlling the flow of information, and holding the audience’s interest in the presentation. We can include two types of animation — within a slide and from slide to slide. Animation on a slide, often called builds, determines how and when objects on the slide appear. Animation from slide to slide, called transitions, specifies how a new slide appears after the previous slide disappears. The last version of the PowerPoint includes powerful animation effects and features. Animation can certainly enliven a presentation, but too much animation will distract the audience from the main message. All professionals make the same point about animation — pick one or two effects and stick to them. This principle applies to both animation on a slide and transitions between slides. Animating objects has an additional purpose — to focus the audience’s attention on what one is saying. To animate a slide, one needs to know what he is going to say while that slide is displayed — and in what order. He then uses that order to determine the order in which the objects appear on the slide. Object animation is sometimes called a build because the objects build up on the screen, one after another. One can control the following aspects of the animation: †¢ How the object appears. †¢ In what grouping the object appears. For example, text most often appears paragraph by paragraph but can appear by the word or even by the letter. †¢ Whether the animation occurs when one clicks the mouse or automatically after a preset number of seconds. †¢ Whether a sound plays during the animation. †¢ What happens, if anything, after the animation. For example, one can change the color of a previously displayed object when the next object appears or hide it completely. For a quick solution, PowerPoint offers animation schemes — a complete group of settings that one can quickly assign to a slide or presentation. Animation schemes apply only to slide titles and text placeholders. To animate other objects the custom animation is used. Several animation schemes also include slide transitions. When one animates placeholder text, all the text in the placeholder is considered one object. However, it is automatically animated paragraph by paragraph — that is, bullet by bullet, which is usually what is wanted. To animate by word or even letter, the custom animation is used too. For more control over animation, than the animation schemes proposed one need to create own settings. New features of custom animation include attaching more than one animation type to an object, animating an object along a path, and animating an object when another object is clicked. The number of the animation options that are included is vast. One can also animate objects such as AutoShapes and text boxes. Because these objects often serve to draw attention anyway, adding animation to them only increases the effect. One can animate WordArt text too. Another type of animation controls how each new slide appears. Because these effects control the transition from one slide to another, they are called transitions. While some of these effects have the same names as animations, they look quite different when applied to an entire slide. Transitions, like slide animation, has to be used with reserve. Many options are available, but that doesn’t mean that one should use them all in one presentation. One of the best solutions is to choose a simple transition and apply it to every slide in the presentation. If the presentation is divided into sections, one could use a second transition to introduce each new section.

An Artist in her Way: Representations of the Woman Artist in Margaret Oliphants Kirsteen :: Margaret Oliphant Kirsteen Essays

Representations of the Woman Artist in Margaret Oliphant's Kirsteen Margaret Oliphant (1828-97) was a prolific writer. She published almost 100 novels as well as biographies, art criticism, travel writing, historical sketches, and over two hundred articlesfor periodicals like Blackwood's Edinburgh Magazine andThe Cornhill Magazine, yet her ambivalence about representing herself as a serious artist in her Autobiography provides Oliphant aficionados with grist for speculation and conjecture: did Oliphant even think of herself as an artist? While I will answer this question with are sounding yes, still there is enough equivocation in the Autobiography to give scholars room to play. And although Oliphant herself once wrote that "scholarship is a sort of poison tree, and kills everything" (279), the recent scholarship on Oliphant's Autobiography has enlivened rather than killed debate by calling attention to Oliphant's struggle with self-representation. When it came to writing about her particular experience as both mother and writer, Oliphant found the contemporary discourse, with its rigidly discrete ideologies of motherhood and authorhood, stifling. Thus the Autobiography can be read as Oliphant's poignant effort to extend the meaning of the term `artist' to one flexible enough to include a woman who wrote not only because it came as naturally to her as "talking or breathing" (4), but also because her children needed to eat. In this paper I will argue that Oliphant's preoccupation with what it means to be or call herself an artist can be mapped in her novel, Kirsteen, which was written in 1890--roughly the same period as the Autobiography--and chronicles the life of a Scottish woman in the early part of the 19th century. Although Kirsteen Douglas is a dressmaker rather than a writer, Oliphant takes care early in the novel to encourage the idea (through theScottish dressmaker Miss Macnab) "that a dressmaker `is an artist in her way' and that ... dressmaking is `just like a' the airts'"(Jay 260). I will thus read dressmaking as a trope for writing, Kirsteen as an artist figure, and the novel as Oliphant's portrait of the artist as a young dressmaker. Reading dressmaking as a metaphor for writing, I hope to demonstrate that this late novel presents a self-consciousness and humor about artistic production the analysis of which will clarify what Oliphant means by the term`artist.' First to contextualize Oliphant's portrayal of Kirsteen. Here I will argue that not merely personal but also larger cultural associations with needlework made dressmaking Oliphant's inevitable choice of metaphor for writing.

Slavery In America Essay -- Slavery Essays

Slavery in America stems well back to when the new world was first discovered and was led by the country to start the African Slave Trade-Portugal. The African Slave Trade was first exploited for plantations in the Caribbean, and eventually reached the southern coasts of America. The African natives were of all ages and sexes. Women usually worked in the homes cooking and cleaning, while men were sent out into the plantations to farm. Young girls would usually help in the house also and young boys would help in the farm by bailing hay and loading wagons with crops. They were shipped from Africa by the Europeans, "The Triangular Trans-Atlantic Slave Trade". This was an organized route where Europeans would travel to Africa bringing manufactured goods, capture Africans and take them to the Caribbean, and then take the crops and goods and bring them back to Europe. The African people, in order to communicate invented a language that was a mixture of all the African languages combined,called Creole. They also kept their culture which accounts for calypso music and the instruments used in these songs. Slavery was common all over the world until 1794 when France signed the Act of the National Convention abolishing slavery. It would take America about a hundred years to do the same. George Washington, America's first president, was also a slave owner. He deplored slavery but did not release his slaves. Washington wasn't the only president to have slaves. Thomas Jefferson wrote;"All men are created equal" but died leaving his blacks in slavery. In 1775 black Americans were sent to fight in the revolutionary army. The British proposed that if a black man was to join their army, they would be set free afterwards. America originally planned not to let the blacks fight in the army, but when hearing this, let them enlist. Only Georgia and South Carolina refused to let them enlist, but paid for their racism when each lost 25,000 blacks to the British. The slaves returned on an honourable discharge after securing America's freedom, but not their own. Slavery continued and so did the numbers of slaves trying to escape to the free states or into Canada. A runaway slave would be found by bloodhounds, trained to find black slaves. Then the slave, upon retur... ...e" commented Joshua, who is a 16 year old recruiter in California. The race war was in full force by the 1960's. With the growth of white supremacy and their groups, black too had a weapon. Martin Luther King Jr. lead his people to march in Washington to end segregation and to form black unity for an equal and better America. Malcolm X, who was a Muslim, may have come from a different religion than his Christian counterpart, but had a very similar message and a similar fate. Both were assassinated. Today the hate groups of America have spread into Canada and are particularly common in Manitoba. The major sections are of the same name as their American cousins with a very similar message. Racism, despite much opposition, will never end. As long as there is fighting among a Jew and a Palestinian or hatred between a white and a black, Racism will be there. Only a utopian society can achieve such a dream. It is in human nature to have a few people that do not understand or possibly hate those who are different but, in fact, we are not different, we are judgmental and we are discriminatory, we segregate. We are unique individuals but among races we are equal and the same.

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|LEVEL: MBA & PGDBM | |REGION: NORTH-WESTERN | | | |STATE: HARYANA | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |1 |431/HR-13/ET-MBA/99 |MBA-FULL TIME |60. 2002-2005 | | | | | | | | |AMITY BUSINESS SCHOOL, | | | | | |AMITY EDUCATION VALLEY,PANCHGAON | | | | | |GURGAON, HARYANA. | | | | | | | | | | |PNG | | | | | |1999 | | | | | |HARYANA | | | | |2 |431/HR-12/MCP-APR(M)/96 |MBA-FULL TIME |45. |2004-2005 | | | | | | | | |ANUPAMA INSTITUTE OF MANAGEMENT, | | | | | |BHORAKALAN, PATAUDI ROAD, | | | | | |NEAR BILASPUR CHOWK ON NH-8, | | | | | |GURGAON – 122413 | | | | | | | | | | |PNG | | | | | |1996 | | | | | |HARYANA | | | | |3 |431/HR-03/MCP-APR(M)/97 |MBA (AGRI. )-FULL TIME |30. 2002-2005 | | | | | | | | |CCS HARYANA AGRICULTURE UNIVERSITY, | | | | | |DEPT OF BUSINESS MANAGEMENT COLL. OF | | | | | |AGRICULTURE, | | | | | |HISAR – 125 004. | | | | | |HARYANA. | | | | | | | | | | |UNIV | | | | | |1997 | | | | | |HARYANA | | | | | | | | | | | | | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | |4 |431/HR-06/MCP-APR(M)/96 |MBA-FULL TIME |60. |2002-2005 | | | | | | | | |D. A. V. INSTITUTE OF MANAGEMENT STUDIES,| | | | | |D. A. V. CENTENARY COLLEGE,NH-3,N. I. T. , | | | | | |NEAR E. S. I. HOSPITAL, | | | | | |FARIDABAD – 121 001. | | | | |HARYANA | | | | | | | | | | | |Autonomous | | | | | |1997 | | | | | |HARYANA | | | | |5 |PG/MBA/HRY/2004/02 |MBA-FT |60. |2004-2005 | | | | | | | | |DRONACHARYA INSTITUTE OF MGT. & TECH. | | | | | |5 KM STONE ON KURUKSHETRA DHAND | | | | | |ROAD,KURUKSHETRA, | | | | | |HARYANA – 136118 | | | | | | | | | | | |PNG | | | | |2004 | | | | | |HARYANA | | | | |6 |431/HR-04/ET-MBA/99 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |GURU GOBIND SINGH INSTITUTE OF TECH. &| | | | | |MANAGEMENT | | | | | |YAMUNANAGAR – 135 001. HARYANA. | | | | | | | | | | |PNG | | | | | |1999 | | | | | | HARYANA | | | | |7 |431/HR-17/MCP-APR(M)/96 |MBA-Int. Mktg-FULL TIME |30. |2003-2005 | | | |MBA-Finance | | | | |GURU JAMBHESHWAR UNIVERSITY, |MBA-Marketing |30. |2003-2005 | | |HISAR – 125 001. 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Aggarwal Institute of Management | | | | | |R. K. Gupta Marg, P. O. NO. , Charkhi | | | | | |Dadri, – 127 306 Haryana | | | | | | | | | | | |PNG | | | | | |1995 | | | | | |HARYANA | | | | |12 |431/16-03/MCP(M)/94 |MBA-FULL TIME |60. |2002-2005 | | | | | | | | |Kurukshetra Univeristy, | | | | | |Dept of Management, | | | | | |Kurukshetra – 132 119. | | | | | | | | | | |UNIV | | | | | |1994 | | | | | |HARYANA | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |13 |PG/MBA/HRY/2003/003 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |M. M. INSTITUTE OF MANAGEMENT | | | | | |M. M. EDUCATION COMPLEX MULLANA, | | | | | |MULLANA DIST. AMBALA , HARYANA – | | | | | |133203 | | | | | | | | | | | |PNG | | | | |2003 | | | | | |HARYANA | | | | |14 |431/HR-10/MCP-APR(M)/97 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |MAHARAJA AGRASEN INST OF MANAGEMENT | | | | | |STUDIES & RES | | | | | |AGRASEN CHOWK, OLD SHARANPUR ROAD, | | | | | |JAGADHIRI – 135 003. HARYANA | | | | | | | | | | | |PNG | | | | | |1997 | | | | | |HARYANA | | | | |15 |6250/AIB-MS/XI/2000 |PGDBM-FULL TIME |120. 2004-2005 | | | |PGDBM-PART TIME | | | | |MANAGEMENT DEVELOPMENT INSTITUTE, | |60. |2004-2005 | | |MEHRAULI ROAD, SUKHRALI, GURGAON | | | | | |SUKHRALI, POST BOX NO. 60, GURGAON-122 | | | | | |001, HARAYANA | | | | | | | | | | |PNG | | | | | |2000 | | | | | |HARYANA | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |16 |431/HR-04/MCP-APR(M)/96 |MBA-FULL TIME |60. 2004-2005 | | | | | | | | |MRDAV INSTITUTE OF MANAGEMET STUDIES, | | | | | |ST. MARY VIDYA BHARTI EDUATION | | | | | |COMPLEX,HASSANGARH, JIND BY PASS | | | | | |CHOWK, DIST. ROHTAK-121004 | | | | | | | | | | | |PNG | | | | |1996 | | | | | |HARYANA | | | | |17 |431/16-01/MCP(M)/94 |MBA -FULL TIME |90. |2003-2005 | | | |MBA-PART TIME |40. |2003-2005 | | |Maharishi Dayanand Univer sity, | | | | | |Institute of Management Studies & | | | | | |Res. , | | | | | |Rohtak – 124 001. | | | | | | | | | | |UNIV | | | | | |1995 | | | | | |HARYANA | | | | |18 |HR-02/MAP-MBA/2K |MBA-FULL TIME |60. 2002-2005 | | | | | | | | |NATIOANL INSTITUTE OF FINANCIAL | | | | | |MANAGEMENT | | | | | |SECTOR 48, PALI ROAD, (NEAR BADKHAL | | | | | |LAKE), FARIDABAD-121001 | | | | | | | | | | | |GOVT. | | | | | |2001 | | | | | |HARYANA | | | | |19 |HR-04/MAP-MBA/2K |MBA-FULL TIME |60. 2004-2005 | | | | | | | | |NATIONAL POWER TRAINING INSTITUTE, | | | | | |(UNDER THE MINISTRY OF POWER, GOVT OF | | | | | |INDIA) NPTI COMPLEX, SECTOR 33, | | | | | |FARIDABAD-121 003 (HARYANA) | | | | | | | | | | | |GOVT | | | | | |2001 | | | | | |HARYANA | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |20 |431/HR-13/MCP-APR(M)/96 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |SHRI ATMANAND JAIN INST OF MANAGEMENT | | | | | |& TECHN OLOGY | | | | | |JAIN COLLEGE ROAD, | | | | | |AMBALA CITY – 134 002. | | | | |HARYANA | | | | | | | | | | | |PNG | | | | | |1996 | | | | | |HARYANA | | | | |21 |431/16-05/MCP(M)/94 |MBA-FULL TIME |60. |2004-2007 | | | | | | | | |Sri Baba Mastnath Inst. of Mgt. & Res. | | | | |Asthal Bohar, Rohtak, Haryana | | | | | | | | | | | |PNG | | | | | |1995 | | | | | |HARYANA | | | | |22 |431/HR-16/ET-MBA/99 |MBA-FULL TIME |40. 2004-2005 | | | | | | | | |TECHNOLOGICAL INSTITUTE OF TEXTILE & | | | | | |SCIENCES, | | | | | |POST BOX NO. 23, | | | | | |BIRLA COLONY, | | | | | |DIST. BHIWANI-127021 | | | | | |HARYANA | | | | | | | | | | | |PNG | | | | | |1999 | | | | | |HARYANA | | | | |23 |431/HR-15/ET-MBA/99 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |TILAK RAJ CHADHA INST OF MGT & TECH. , | | | | | |MUKUND LALL, COLLEGE DUCATIONAL | | | | | |COMPLEX, YAMUNANGAR – 135 001. HARYANA| | | | | | | | | | | |PNG | | | | | |1999 | | | | | |HARYANA | | | | |LEVEL: MBA & PGDBM | |REGION: NORTH-WESTERN | | | |STATE: JAMMU & KASHMIR | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |1 |431/JK-04/MCP-APR(M)/96 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |INSTITUTE OF MANAGEMENT SCIENCES, | | | | | |PURKHOO CAMP,DOMANA, REHARI CHUNGI, B. C. | | | | | |ROAD,JAMMU TAWI – 181 206. JAMMU & | | | | | |KASHMIR | | | | | | | | | | | |PNG | | | | | |1997 | | | | | |JAMMU & KASHMIR | | | | |2 |431/JK-03/MCP-APR(M)/96 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |PRIYADARSHINI INSTITUTE OF MANAGEMENT & | | | | | |SCIENCE (PIMS),SECTOR-2A, EXT. TRIKUTA | | | | | |NAGAR, JAMMU & KASHMIR- 180012 | | | | | | | | | | | |PNG | | | | | |1996 | | | | | |JAMMU & KASHMIR | | | | |3 |431/18-1/MCP(M)/94 |MBA-FULL TIME |30. 2003-2005 | | | | | | | | |University of Jammu, | | | | | |Department of Management Studies, Bahu | | | | | |Wali Rakh, New Campus, Jammu (Tawi) -180 | | | | | |004 | | | | | | | | | | | |UNIV | | | | | |1994 | | | | | |JAMMU & KASHMIR | | | | LEVEL: MBA & PGDBM | |REGION: NORTH-WESTERN | | | |STATE: DELHI | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |1 |431/15-3/MCP(M)/94-DL-02/MCP-APR(M)/96 |PGDBM-FULL TIME |120. |2004-2005 | | | |PGDBM-PART TIME | | | | |APEEJAY SCHOOL OF MARKETING, | |60. 2004-2005 | | |SECTOR-8, DWARKA INSTITUTIONAL AREA, | | | | | |PAPANKALAN, NEW DELHI-110 045 | | | | | | | | | | | |PNG | | | | | |1995 | | | | | |NEW DELHI | | | | |2 |431/DL-21/MCP-APR(M)/96 |PGDBM-FULL TIME |120. |2004-2005 | | | | | | | | |ASIA PACIFIC INSTITUTE OF MANAGEMENT, | | | | | |330-A MADANPUR KHADAR, OPP. POCKET-E, | | | | | |SARITA VIHAR,NEW DELHI – 110 044. | | | | | | | | | | |PNG | | | | | |1996 | | | | | |NEW DELHI | | | | |3 |431/15-01/MCP(M)/94 |MBA-FULL TIME |120. |2003-2005 | | | |MPM-FULL TIME |60. |2003-2005 | | |B. V. Institute of Mgt. & Res. |MCM-FULL TIME |60. |2003-2005 | | |A-4, Paschim Vihar, |MMS-PART TIME |60. |2003-2005 | | |Rohtak Road, | | | | | |New Delhi – 110 063. | | | | | | | | | | |PNG | | | | | |1994 | | | | | |NEW DELHI | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |4 |DE L-07/ET-MBA/2000 |MBA –FULL TIME |40. 2003-2005 | | | |MBA-PART TIME |40. |2003-2005 | | |BHAI PARMANAND INST. OF BUSINESS | | | | | |STANDARDS, SHAKARPUR, | | | | | |NEW DELHI | | | | | | | | | | | |GOVT. | | | | |2001 | | | | | |NEW DELHI | | | | |5 |431/15-4/MCP(M)/93 |PGDBM-FULL TIME |120. |2004-2005 | | | |PGDBM-PART TIME |60. |2004-2005 | | |Birla Inst. of Mgt. & Tech, | | | | | |Birla Vidya Niketan Building, Sector -IV,| | | | | |Pushpa Vihar, | | | | | |New Delhi – 110 017. | | | | | | | | | | |PNG | | | | | |1995 | | | | | |NEW DELHI | | | | |6 |431/15-11/MCP(M)/94 |PGDM -D. EDU. |1500. |2004-2005 | | | |PGDITM-D. EDU. |750. |2004-2005 | | |Centre for Management Education, AIMA | | | | | |All India Management Association House, | | | | | |Lodhi Road, New Delhi – 110 003. | | | | | | | | | | |PNG | | | | | |1994 | | | | | |NEW DELHI | | | | |7 |DL-10/ET-MBA/99 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |DELHI INSTITUTE OF ADVANCED STUDIES, | | | | | |PLOT NO. 6, SECTOR- 25, ROHINI NEW DELHI | | | | | |- 110 085. | | | | | | | | | | |PNG | | | | | |1999 | | | | | |NEW DELHI | | | | | | | | | | | | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |8 |PG/MBA/DEL/2004/06 |MBA-FULL TIME |60. |2004-2005 | | | | | | | | |DELHI SCHOOL OF PROFESSIONAL STUDIES & | | | | | |RES. | | | | | |PLOT NO. , SECTOR-25, PSP FACILITIES, | | | | | |PHASE III, ROHINI, | | | | | |NEW DELHI – 110085 | | | | | | | | | | | |PNG | | | | | |2004 | | | | | |NEW DELHI | | | | |9 |431/15-10/MCP(M)/94 |PGDBM-FULL TIME |45. |2004-2005 | | | |PGDBM-PART TIME | | | | |DPC-Inst. of Mgt. Science & Productivity | |45. |2004-2005 | | |Res. , | | | | | |1-E/10, Jhandewalan Extension, New Delhi | | | | | |- 110055. | | | | | | | | | | |PNG | | | | | |1994 | | | | | |NEW DELHI | | | | |10 |431/15-21/MCP(M)/95 |PGDBM-FULL TIME |120. |2004-2005 | | | | | | | | |Entrepreneurship & Manage ment Process | | | | | |International, CSKM Aipeccs Edu. Complex | | | | | |Satbari, Mehrauli, | | | | | |New Delhi – 110 030 | | | | | | | | | | | |PNG | | | | | |1995 | | | | | |NEW DELHI | | | | |11 |431/15-5/MCP(M)/94 |PGDBM-FULL TIME |150. |2004-2006 | | | |PGDBM-PART TIME | | | | |Fore School of Management, | |60. |2004-2005 | | |B-18, Qutab Institution Area ,Saheed Jit | | | | | |Singh Marg, New Delhi – 110 016. | | | | | | | | | | |PNG | | | | | |1995 | | | | | |NEW DELHI | | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |12 |431/15-22/MCP(M)/95 |PGDBM-FULL TIME |120. 2004-2005 | | | | | | | | |Fortune Institute of International | | | | | |Business, | | | | | |Krishna Farm, Bijawasan, Nazafgarh Road, | | | | | |New Delhi – 110 061 | | | | | | | | | | | |PNG | | | | | |1995 | | | | | |NEW DELHI | | | | |13 |PG/MBA/DEL/2004/03 |MBA-FT |60. |2004-2005 | | | | | | | |GITARATTAN INTERNATIONAL BUSINESS SCHOOL,| | | | | |PSP COMPLEX-II, MADHUBAN C HOWK, | | | | | |ROHINI, NEW DELHI 110085 | | | | | | | | | | | |PNG | | | | | |2004 | | | | | |NEW DELHI | | | | |14 |431/DL-17/MCP-APR(M)/96 |PGDBM-FULL TIME |60. |2004-2005 | | | | | | | | |GURU NANAK INSTITUTE OF MANAGEMENT, | | | | | |GURU HARKISHAN PUBLIC SCHOOL, | | | | | |ROAD NO. 75, GHPS COMPLEX, PUNJABI BAGH, | | | | | |NEW DELHI – 110 026. | | | | | | | | | | |PNG | | | | | |1996 | | | | | |NEW DELHI | | | | |15 |431/DL-12/MCP-APR(M)/97 |MBA-FULL TIME |60. |2002-2005 | | | | | | | |HAMDARD INSTITUTE OF MANAGEMENT STUDIES, | | | | | |TRAINING | | | | | |& RESEARCH, | | | | | |HAMDARD NAGAR, | | | | | |New Delhi – 110 062. | | | | | | | | | | |UNIV | | | | | |1998 | | | | | |NEW DELHI | | | | |Name & Address of the Institutions |Course(s) |Revised Approved |Period of Approval | | | | |Intake | | |16 |DL-06/MAP-MBA/2K OR 431/15-13/MCP(M)/94 |MBA-(INTERNATIONAL |60. |2003-2005 | | | |BUSINESS)-FULL TIME | | | | |INDIAN INSTITUTE OF FOREIGN TRADE |MPIB-PA RT TIME | | | | |B-21,QUTAB INSTITUTIONAL AREA, | |60. 2003-2004 | | |DELHI-110 016 | | | | | | | | | | | |GOVT. | | | | | |2001 | | | | | |NEW DELHI | | | | |17 |DL-10/(MBA)/MCP/20 |MBA-FULL TIME |60. 2002-2005 | | | | | | | | |INDRAPRASTHA UNIVERSITY, | | | | | |KASHMERE GATE, DELHI-110 006 | | | | | | | | | | | |UNIV | | | | | |2000 | | | | | |NEW DELHI | | | | |18 |431/NW-02/MCP-APR(M)/95 |MBA-DIS. EDU |250. |2003-2004 | | | | | | | | |INSTITUTE OF BUSINESS ADMN. & MANAGEMENT,| | |(show cause issued 2004-05) | | |DARYAGANJ, NEW DELHI – 110 002. | | | | | | | | | | |PNG | | | | | |1997 | | | | | |NEW DELHI | | | | |19 |431/NW-38/MCP-APR(M)/96 |PGDBM-FULL TIME |35. |2004-2005 | | | | | | | | |INTERNATIONAL MANAGEMENT CENTRE, | | | | | |B-48, SOUTH EXTENSION PART – I, NEW DELHI| | | | | |- 110 049. | | | | | | | | | | |PNG | | | | | |1996 | | | | | |NEW DELHI | | | | |20 |431/15-18/MCP(M)/95 |PGDBF-(D. EDU. ) |250. 2004-2005 | | | | | | | | |Indian Institute o f Finance, | | | | | |Post Box 8486, Ashok Vihar, Delhi – 110 | | | | | |052 | | | | | | |