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2021 Jessup Global Rounds Full Team List (Alphabetical Order)
———— 2021 Jessup Global Rounds Full Team List (Alphabetical Order) ———— Please find a full list of every Jessup team competing in the 2021 Global Rounds in alphabetical order by country and then university below. The order in which teams appear on this list does not reflect any sort of ranking. Team No. Team (Country – University) 670 Afghanistan - American University of Afghanistan 516 Afghanistan - Balkh University 261 Afghanistan - Faryab University 491 Afghanistan - Herat University 352 Afghanistan - Jami University 452 Afghanistan - Jozjan University 574 Afghanistan - Kabul University 263 Afghanistan - Kandahar University 388 Afghanistan - Kardan University 372 Afghanistan - Khost University 300 Afghanistan - Kunar University 490 Afghanistan - Kunduz University 619 Afghanistan - Nangarhar University 262 Afghanistan - Paktia University 715 Albania - EPOKA University 293 Albania - Kolegji Universitar “Bedër” 224 Argentina - Universidad de Buenos Aires 205 Argentina - Universidad Nacional de Córdoba 217 Argentina - Universidad Torcuato di Tella 477 Australia - Australian National University 476 Australia - Bond University 323 Australia - La Trobe University 322 Australia - Macquarie University 218 Australia - Monash University 264 Australia - Murdoch University 591 Australia - University of Adelaide 659 Australia - University of Melbourne 227 Australia - University of NeW South Wales 291 Australia - University of Queensland 538 Australia - University of Southern Queensland 248 Australia - University of Sydney 626 Australia - University -
OARE Participating Academic Institutions
OARE Participating Academic Institutions Filter Summary Country City Institution Name Afghanistan Bamyan Bamyan University Charikar Parwan University Cheghcharan Ghor Institute of Higher Education Ferozkoh Ghor university Gardez Paktia University Ghazni Ghazni University Herat Rizeuldin Research Institute And Medical Hospital HERAT UNIVERSITY Health Clinic of Herat University Ghalib University Jalalabad Nangarhar University Afghanistan Rehabilitation And Development Center Alfalah University 19-Dec-2017 3:14 PM Prepared by Payment, HINARI Page 1 of 194 Country City Institution Name Afghanistan Kabul Ministry of Higher Education Afghanistan Biodiversity Conservation Program Afghanistan Centre Cooperation Center For Afghanistan (cca) Ministry of Transport And Civil Aviation Ministry of Urban Development Afghanistan Research and Evaluation Unit (AREU) Social and Health Development Program (SHDP) Emergency NGO - Afghanistan French Medical Institute for children, FMIC Kabul University. Central Library American University of Afghanistan Kabul Polytechnic University Afghanistan National Public Health Institute, ANPHI Kabul Education University Allied Afghan Rural Development Organization (AARDO) Cheragh Medical Institute Kateb University Afghan Evaluation Society Prof. Ghazanfar Institute of Health Sciences Information and Communication Technology Institute (ICTI) Ministry of Public Health of Afghanistan Kabul Medical University Isteqlal Hospital 19-Dec-2017 3:14 PM Prepared by Payment, HINARI Page 2 of 194 Country City Institution Name Afghanistan -
Curriculum Vitae
Dr. Homaira Mohammad Azim Apt No. 17, Block No. 54 A, 1st Micro rayon, Kabul, Afghanistan Phone: +93-788-292-331 [email protected] Personal Information Place of Birth: Kabul, Afghanistan Date of Birth: April 25, 1983 Education Attended Be Be Summaya High School in Peshawar, Pakistan Baccalaureate, 1996 Graduated from Kabul Medical University (KMU), Kabul, Afghanistan MD in Medical Sciences, 2007 Non-Formal Education Participated in several training workshops from May 2007 to April 2008. Themes and topics of the trainings included: The Art of Good Rhetoric: Communication, Presentation, and Explanation Skills, Moderation and Facilitation Skills Open Space: a Method for Running and Facilitating Events The Harvard Concept of Negotiation and Conflict Management Leadership for Change: Communication and Leadership Skills Understanding Conflicts and Building Peace with Systemic Conflict Transformation, Phases I & II Youth and Trust Building Language Skills Native Persian speaker Working and studying knowledge of English Knowledge of Pashtu and Urdu Translation skills from English to Persian, Pashtu, and Urdu, and vice versa. 1 Computer Skills Computer programs including MS office, using the web services, some designing soft ware, and soft ware installations Working Experience Anatomy Lecturer at the Kabul Medical University (KMU), K a bu l, Afghanistan, 2008 – pre se nt Conducting lectures on Human Anatomy for the medicine, dentistry, nursing and public health schools at the Kabul Medical University (KMU) Compiling and translating -
Promoting Female Enrollment in Public Universities of Afghanistan
Promoting Female Enrollment in Public Universities of Afghanistan Higher Education Development Program Ministry of Higher Education Contents 1. Theme 1.1 Increasing Access to priority Degree Programs (Promoting Female Enrollment) .......... 3 2- Kankor Seat Reservation (Special Seats for Female in Priority Desciplines) ..................................... 3 3- Trasnprtaion Services for Female Students ...................................................................................... 4 4- Day Care Services for Female in Public Universities ........................................................................ 5 - KMU………………………………………………………………………………………………………………………………………….5 - Bamyan…………………………………………………………………………………………………………………………………….5 - Takhar…………………………………………………………………………………..………………………………………………….5 - Al-Bironi……………………………………………………………………………………………………………………………………6 - Parwan……………………………………………………………………………………………………………………………….…….6 5- Counselling Services in Public Univeristies ...................................................................................... 6 - Kabul University - Kabul Education University - Jawzjan University - Bamyan University - Balkh University - Herat University 6- Scholarship (Stipened) for Disadvantaged Female Students ............................................................ 8 7- Female Dorms .................................................................................................................................. 9 2 Theme 1.1: Increasing Access to Priority Degree Programs for Economic Development The objective -
Project-Progress-Rep
PROJECT PROGRESS REPORT July to September 2016 Cover 1: Accreditation Enhancement Workshop Attended Cover 2: MoHE and NGOs attending the Environmental by H.E. Deputy Minister Safeguard Workshop at MoHE Cover 3: MQA Internship Program, attended by a number of Afghan Officials Date of Report Submission: November 6, 2016 Contents ACRONYMS ............................................................................................................................................................. III EXECUTIVE SUMMARY ......................................................................................................................................... 0 PROJECT OVERVIEW ............................................................................................................................................. 1 PROJECT BASIC INFORMATION ................................................................................................................................... 1 PROJECT BACKGROUND ............................................................................................................................................. 2 Component 1: Higher Education Development Program ..................................................................................... 3 Component 2: Component Two: Program Operations and Technical Support .................................................... 3 PROGRESS OVERVIEW ......................................................................................................................................... -
Afghanistan Country Fact Sheet 2018
Country Fact Sheet Afghanistan 2018 Credit: IOM/Matthew Graydon 2014 Disclaimer IOM has carried out the gathering of information with great care. IOM provides information at its best knowledge and in all conscience. Nevertheless, IOM cannot assume to be held accountable for the correctness of the information provided. Furthermore, IOM shall not be liable for any conclusions made or any results, which are drawn from the information provided by IOM. I. CHECKLIST FOR VOLUNTARY RETURN 1. Before the return 2. After the return II. HEALTH CARE 1. General information 2. Medical treatment and medication III. LABOUR MARKET AND EMPLOYMENT 1. General information 2. Ways/assistance to find employment 3. Unemployment assistance 4. Further education and trainings IV. HOUSING 1. General Information 2. Ways/assistance to find accommodation 3. Social grants for housing V. SOCIAL WELFARE 1. General Information 2. Pension system 3. Vulnerable groups VI. EDUCATIONAL SYSTEM 1. General Information 2. Cost, loans and stipends 3. Approval and verification of foreign diplomas VII. CONCRETE SUPPORT FOR RETURNEES 1. Reintegration assistance programs 2. Financial and administrative support 3. Support to start income generating activities VIII. CONTACT INFORMATION AND USEFUL LINKS 1. International, Non-Governmental, Humanitarian Organizations 2. Relevant local authorities 3. Services assisting with the search for jobs, housing, etc. 4. Medical Facilities 5. Other Contacts For further information please visit the information portal on voluntary return and reintegration ReturningfromGermany: 2 https://www.returningfromgermany.de/en/countries/afghanistan I. Checklist for Voluntary Return Insert Photo here Credit: IOM/ 2003 Before the Return After the Return The returnee should The returnee should ✔request documents: e.g. -
Winning Hearts and Minds? Examining the Relationship Between Aid and Security in Afghanistan’S Faryab Province Geert Gompelman ©2010 Feinstein International Center
JANUARY 2011 Strengthening the humanity and dignity of people in crisis through knowledge and practice Winning Hearts and Minds? Examining the Relationship between Aid and Security in Afghanistan’s Faryab Province Geert Gompelman ©2010 Feinstein International Center. All Rights Reserved. Fair use of this copyrighted material includes its use for non-commercial educational purposes, such as teaching, scholarship, research, criticism, commentary, and news reporting. Unless otherwise noted, those who wish to reproduce text and image files from this publication for such uses may do so without the Feinstein International Center’s express permission. However, all commercial use of this material and/or reproduction that alters its meaning or intent, without the express permission of the Feinstein International Center, is prohibited. Feinstein International Center Tufts University 200 Boston Ave., Suite 4800 Medford, MA 02155 USA tel: +1 617.627.3423 fax: +1 617.627.3428 fic.tufts.edu Author Geert Gompelman (MSc.) is a graduate in Development Studies from the Centre for International Development Issues Nijmegen (CIDIN) at Radboud University Nijmegen (Netherlands). He has worked as a development practitioner and research consultant in Afghanistan since 2007. Acknowledgements The author wishes to thank his research colleagues Ahmad Hakeem (“Shajay”) and Kanishka Haya for their assistance and insights as well as companionship in the field. Gratitude is also due to Antonio Giustozzi, Arne Strand, Petter Bauck, and Hans Dieset for their substantive comments and suggestions on a draft version. The author is indebted to Mervyn Patterson for his significant contribution to the historical and background sections. Thanks go to Joyce Maxwell for her editorial guidance and for helping to clarify unclear passages and to Bridget Snow for her efficient and patient work on the production of the final document. -
Child Friendly School Baseline Survey
BASELINE SURVEY OF CHILD-FRIENDLY SCHOOLS IN TEN PROVINCES OF AFGHANISTAN REPORT submitted to UNICEF Afghanistan 8 March 2014 Society for Sustainable Development of Afghanistan House No. 2, Street No. 1, Karti Mamorin, Kabul, Afghanistan +93 9470008400 [email protected] CONTENTS 1. INTRODUCTION ........................................................................................................... 1 1.1 BACKGROUND ........................................................................................................................ 1 1.2 STUDY MODIFICATIONS ......................................................................................................... 2 1.3 STUDY DETAILS ...................................................................................................................... 4 1.4 REPORT STRUCTURE ............................................................................................................... 6 2. APPROACH AND METHODOLOGY ........................................................................ 7 2.1 APPROACH .......................................................................................................................... 7 2.2 METHODOLOGY ................................................................................................................ 8 3. TRAINING OF FIELD STAFF ..................................................................................... 14 3.1 OVERVIEW ........................................................................................................................ -
IT in Afghanistan
ICT in Afghanistan (two-way communication only) Siri Birgitte Uldal Muhammad Aimal Marjan 4. February 2004 Title NST report ICT in Afghanistan (Two way communication only) ISBN Number of pages Date Authors Siri Birgitte Uldal, NST Muhammad Aimal Marjan, Ministry of Communcation / Afghan Computer Science Association Summary Two years after Taliban left Kabul, there is about 172 000 telephones in Afghanistan in a country of assumed 25 mill inhabitants. The MoC has set up a three tier model for phone coverage, where the finishing of tier one and the start of tier two are under implementation. Today Kabul, Herat, Mazar-i-Sharif, Kandahar, Jalalabad, Kunduz has some access to phones, but not enough to supply the demand. Today there are concrete plans for extension to Khost, Pulekhomri, Sheberghan, Ghazni, Faizabad, Lashkergha, Taloqan, Parwan and Baglas. Beside the MoCs terrestrial network, two GSM vendors (AWCC and Roshan) have license to operate. The GoA has a radio network that reaches out to all provinces. 10 ISPs are registered. The .af domain was revitalized about a year ago, now 138 domains are registered under .af. Public Internet cafes exists in Kabul (est. 50), Mazar-i-Sharif (est. 10), Kandahar (est. 10) and Herat (est. 10), but NGOs has set up VSATs also in other cities. The MoC has plans for a fiber ring, but while the fiber ring may take some time, VSAT technology are utilized. Kabul University is likely offering the best higher education in the country. Here bachelor degrees in Computer Science are offered. Cisco has established a training centre in the same building offering a two year education in networking. -
Afghanistan-Pakistan Activities Quarterly Report XII (July-August-September 2005) Sustainable Development of Drylands Project IALC-UIUC
Afghanistan-Pakistan Activities Quarterly Report XII (July-August-September 2005) Sustainable Development of Drylands Project IALC-UIUC Introduction: Although specific accomplishments will be detailed below, a principal output this quarter was the Scope of Work (SoW) for fiscal year 2006 (FY 06), i.e. October 1, 2005 to September 30, 2006. The narrative portion of the SoW is attached to this report. Readers will note that this submission, which went to IALC headquarters on September 2, presents the progress made by our component thus far and the work ahead of us during year three of the current Cooperative Agreement and year four of the component we have titled “Human Capacity Development for the Agriculture Sector in Afghanistan”. The “Organized Short Courses” section of our FY 06 SoW states our intention to use core funds allocated through the Cooperative Agreement to support four one-month technical courses at an all-inclusive cost of $50,000 per course. As has been done in past years, we were planning to combine core funds with supplemental funds from other sources, allowing us to offer the usual six to eight short courses per year. We were informed by the Project Director that there would be a redistribution of core funds and a reduction in our allocation, from $375,000 in FY 05 to $300,000 this year. If these funds are not restored in full or in part, either from the core or additional Mission buy-in, this budget reduction will add significantly to the challenges we face in FY06 because we will need to generate this short course support from other sources. -
Philanthropy Reflection in Gulpacha "Olfat"
International Journal of Science and Research (IJSR) ISSN: 2319-7064 ResearchGate Impact Factor (2018): 0.28 | SJIF (2018): 7.426 Philanthropy Reflection in GulPacha “Olfat” Proses Ehsanullah Pamir1, Khan Muhammad Azizi 2 1Assistant Professor, Paktya University, Language and Literature Faculty, Pashto Department, Gardez, Paktya, Afghanistan 2Assistant Professor, Takhar University, Language and Literature Faculty, Pashto Department, Takhar, Afghanistan Abstract: GulPacha “Olfat” has expressed the issue of the philanthropy in his artistic proses very well, “Olfat” is a star of the Pashto literature, for this reason he can expresses the philanthropy very well. Philanthropy is an origin in this contemporary period, it is philanthropy which it can dissolve the problems of the people, and philanthropy shows the direct and successfulness way for all people. And Allah Says in holy Quran which the all Muslims people are brothers. Different information about the social life has described in “Olfat” proses, and his proses express the social, economic, and political states ,which they have connection with philanthropy and humanity, so all these give very good information for us, and we can find the way of the life by philanthropy. The good way and the successfulness way do exist in the philanthropy, which all they are the inheritance of the GulPacha “Olfat”. So “Olfat” has pointed in his proses to every good way. And also I have decided which I must write anything under the title of the philanthropy, because we must live in the space of affection, and in the space of sympathy. So this topic can give very good counsel for all people, till the people take decision for the making and for progress of their country and society. -
Professional Development Center (PDC) Establishment Plan
Ministry of Higher Education (MoHE) Higher Education Development Project (HEDP) Professional Development Center (PDC) Establishment Plan August 2016 Prepared by: Ahmad Jawed Samsor Acronyms: MoHE Ministry of Higher Education HEDP Higher Education Development Program PDC Professional Development Center GoA Government of Afghanistan OBE-SCL Outcome Based Education/Student Centered Learning GPA Grade Point Average FGD Focus Group Discussion QA&C Quality Assurance and Certification SIDP Strategic Institutional Development Plan IQUA Internal Quality Assurance Unit DLI Disbursement Linked Indicator CMS Course Management System TPD Teacher Professional Development Table of Contents Background ................................................................................................................................................... 4 Establishing Professional Development Centers (PDCs): .............................................................................. 4 The Challenge: ........................................................................................................................................... 4 PDC Models in Other Countries: ............................................................................................................... 5 Objective: .................................................................................................................................................. 5 Going Forward: ........................................................................................................................................