Journal of Afghan Legal Studies
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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 -
Scholastic Theology (Kalam)
Scholastic Theology (Kalam) Author : Ayatollah Murtadha Mutahhari Introduction Foreword Lesson one : Scholastic Theology Lesson two : Scholastic theology, a definition Lesson three : The Mu'tazilites (1) Lesson four : The Mu'tazilites (2) Lesson five : The Mu'tazilites (3) Lesson six : The Ash'arites Lesson seven : The Shia (1) Lesson eight : The Shia (2) Introduction The linked image cannot be displayed. The file may have been moved, renamed, or deleted. Verify that the link points to the correct file and location. For sometime now, we have been looking at giving the up and coming generation the attention that they deserve. Our aim is to make available to them the sort of things and literature that they identify with and like in different languages, amongst which is English. It is an undeniable fact that English has become the primary language of communication between Presented by http://www.alhassanain.com & http://www.islamicblessings.com our second generations living here in the West. Accordingly, the Alul Bayt (a.s.) Foundation for Reviving the Heritage, London, U.K. has recognised the need for setting up a publishing house whose duty it is to translate the gems of our religious and cultural heritage to the main living languages. After discussing the idea with Hujjatul Islam as‐Sayyid Jawad ash‐ Shahristani, the establishment of Dar Al‐Hadi in London, U.K. has become a reality. It is a known fact that many members of our younger generation aspire to become acquainted with and/or study the different disciplines taught in the conventional centres of religious learning and scholarship. -
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 ......................................................................................................................................... -
Ideological Background of Rationality in Islam
31 Al-Hikmat Volume 28 (2008), pp. 31-56 THE IDEOLOGICAL BACKGROUND OF RATIONALITY IN ISLAM MALIK MUHAMMAD TARIQ* Abstract. Islam the religion of Muslims, founded on Qu’rānic revelations transmitted through the Prophet Muhammad (570-632 AD). The Arabic roots slm, convey the ideas of safety, obedience, submission, commitment, and dedication. The word Islam signifies the self-surrender to Allah that characterizes a Muslim’s relation- ship with God. Islamic tradition records that in 610 and 632 CE Prophet Muhammad began to receive revelations from God through the mediation of Angel Gabriel. The revelations were memorized and recorded word by word, and are today found in Arabic text of the Qur’ān in the precisely the manner God intended.1 The community, working on the basis of pieces of text written ‘on palm leaves or flat stones or in the heart of men’, compiled the text some thirty years after the death of Prophet Muhammad.2 All the Muslims assert unequivocally the divine authorship of the Qur’ān, Muhammad is but the messenger through which it was revealed. Theoretically, the Qur’ān is the primary source of guidance in the Islamic community (Ummah). The Qur’ān text does not, however, provide solutions for every specific problem that might arise. To determine norm of practice, Muslims turned to the lives of Prophet Muhammad and his early companions, preserved in Sunnah, the living tradition of the community. Originally the practicing of Sunnah varied from place to place, reflecting the pre-Islamic local customs of particular region. By the 9th century, however, the diversity evident in local traditions was branded as an innovation (bid’a). -
Champion/Master Trainer Selection Action Plan
Ministry of Higher Education (MoHE) Higher Education Development Project (HEDP) Next Phase For Champion/Master Trainer Selection Action Plan Modernizing and Enhancing the Quality and Standards of Teaching and Learning 2017 1 Vision: To provide advanced OBE-SCL Training to qualified and skillful full time faculty members overseas and help they get the OBE-SCL Champion/Master Trainer title and expertise. To launch further local OBE-SCL Training sessions through Champions to enhance and improve the university academics and faculty members’ quality and standard of teaching and learning. Mission: 30 full time faculty members in primary discipline will receive advanced OBE-SCL training overseas. The faculties will later obtain the Champion title and expertise to help in nurturing and supporting the OBE- SCL practice and implementation through continuous training sessions at the local university level. Goals: To identify competent and interested faculty members for Advanced OBE-SCL training To help achieve the long-term goal which is to modernize and standardize teaching and learning and support and nurture the OBE-SCL approach at all public universities Objectives: To provide Advanced OBE-SCL training to the identified faculty members To promote the OBE-SCL practice and implementation through the contribution of the champions To organize and send out another batch of champions for advanced OBE-SCL training To offer a lifetime and unique experience of advanced OBE-SCL training overseas to university teachers To develop and expand the OBE-SCL knowledge, practice, implementation and support at/to the universities through the champions conducting OBE-SCL Training Background: The Advanced OBE-SCL Training/Workshop Overseas will be implemented in two phases. -
Afghan Institute for Strategic Studies (AISS)
Afghan Institute for Strategic Studies (AISS) Herat Security Dialogue-V October 14-15, 2016 - Herat Conference Report www.aiss.af Table of Contents ABOUT AISS ....................................................................................................................................... 1 A SHORT INTRODUCTION TO THE HERAT SECURITY DIALOGUE SERIES .................... 2 A BRIEF CONCEPTUAL NOTE TO THE CONFERENCE ........................................................... 2 OBJECTIVE OF THE CONFERENCE .............................................................................................. 3 INAUGURATION SESSION .............................................................................................................. 4 PANELS: ............................................................................................................................................... 7 PANEL 1: VIOLENCE: SOURCES, REASONS AND MANIFESTATIONS ............................................................ 7 PANEL 2: NEW GLOBAL DISORDER; RETURN OF HISTORY ...................................................................... 11 PANEL 3: CRISIS OF ISLAMIC CIVILIZATION: SACRED VIOLENCE.............................................................. 15 PANEL 4: AFGHANISTAN: STABILITY, LEGITIMACY AND FUTURE OF DEMOCRACY ............................... 20 PANEL 5: COUNTER-VIOLENCE NARRATIVES ............................................................................................ 24 PANEL 6: NEW REGIONAL SECURITY ARCHITECTURE: PRINCIPLES; ROADMAP .................................. -
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: ........................................................................................................................................ -
The South Asia Collective
ACKU The South Asia Collective ACKU South Asia State of Minorities Report 2016 Mapping the Terrain South Asia State of Minorities Report 2016 Mapping the Terrain This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 4.0 International License. Provided they acknowledge the source, users of this content are allowed to remix, tweak, build upon and share for non- commercial purposes under the same original license terms. Some rights reserved South Asia State of Minorities Report Collective Currently hosted by Misaal--Centre for Equity Studies 24, Khazan Singh Building Adh Chini, Aurobindo Marg New Delhi - 110 017, India Tel: +91 (0)11-26535961 / 62 Email: [email protected] Web : www.misaal.ngo Facebook: https://www.facebook.com/misaalfellowship ISBN: 978-81-926907-3-5 First Edition: 2016 Registered Office 139, Richmond Road, Bangalore–560 025 Karnataka, India Phone: +91-80-43650647,25580346 Corporate Office R 7 H a u z K h a s E n c l a v e , N e w D e l h i 1 1 0 0 1 6 Phone: +91-11-40640500 e-mail: [email protected] www.booksforchange.info Copy editing by: Punam Thakur Cover Design: Nabajit Malakar Design and layout of textACKU pages: M V Rajeevan Printed at: Megs Design O’Print, Naraina Phase I, New Delhi-110028. ii Contents Foreword v Acknowledgements viii Executive Summary ix Abbreviations xiii Note on Contributors xix Introduction 01 Minority Rights in South Asia – Rough Road to Citizenship Sajjad Hassan Chapter I- Afghanistan 47 The Vulnerabilities of Minorities Omar Sadr Chapter 2- Bangladesh 93 -
Defining Shariʿa the Politics of Islamic Judicial Review by Shoaib
Defining Shariʿa The Politics of Islamic Judicial Review By Shoaib A. Ghias A dissertation submitted in partial satisfaction of the Requirements for the degree of Doctor of Philosophy in Jurisprudence and Social Policy in the Graduate Division of the University of California, Berkeley Committee in Charge: Professor Malcolm M. Feeley, Chair Professor Martin M. Shapiro Professor Asad Q. Ahmed Summer 2015 Defining Shariʿa The Politics of Islamic Judicial Review © 2015 By Shoaib A. Ghias Abstract Defining Shariʿa: The Politics of Islamic Judicial Review by Shoaib A. Ghias Doctor of Philosophy in Jurisprudence and Social Policy University of California, Berkeley Professor Malcolm M. Feeley, Chair Since the Islamic resurgence of the 1970s, many Muslim postcolonial countries have established and empowered constitutional courts to declare laws conflicting with shariʿa as unconstitutional. The central question explored in this dissertation is whether and to what extent constitutional doctrine developed in shariʿa review is contingent on the ruling regime or represents lasting trends in interpretations of shariʿa. Using the case of Pakistan, this dissertation contends that the long-term discursive trends in shariʿa are determined in the religio-political space and only reflected in state law through the interaction of shariʿa politics, regime politics, and judicial politics. The research is based on materials gathered during fieldwork in Pakistan and datasets of Federal Shariat Court and Supreme Court cases and judges. In particular, the dissertation offers a political-institutional framework to study shariʿa review in a British postcolonial court system through exploring the role of professional and scholar judges, the discretion of the chief justice, the system of judicial appointments and tenure, and the political structure of appeal that combine to make courts agents of the political regime. -
The Source of Future Insecurity
Afghanistan, The First Five Years: The Source of Future Insecurity Prepared by: Dave Larkin Advisor: Nipa Banerjee Reader: Pierre Beaudet Submitted: August 13, 2013 Dave Larkin MRP Final Aug 13/13 Table of Contents 1.0 Introduction: .............................................................................................................................. 2 2.0 Historical Context: America’s Engagement in Afghanistan—From the Cold War to the War on Terror ......................................................................................................................................... 7 2.1 The Bear Trap, The Soviet Vietnam: .................................................................................... 8 2.2 Critique 1 — Impacts of Courting Islamic Fundamentalism .............................................. 11 2.3 The Rise of the Taliban: ...................................................................................................... 13 2.4 Critique 2 — Afghanistan’s Narcotic and War Economies - Guns coming in and drugs coming out ................................................................................................................................ 15 3.0 Terrorism and State Fragility, Framing the Invasion and Reconstruction of Afghanistan: .... 20 3.1 Understanding State Fragility: ............................................................................................ 20 3.2 Taking Root in Weak and Failing States - Terrorism and the Defense of Civilization: ..... 22 3.3 Diffusing the Terrorist Threat -
Country Profiles
Global Coalition EDUCATION UNDER ATTACK 2020 GCPEA to Protect Education from Attack COUNTRY PROFILES AFGHANISTAN Attacks on education accelerated in Afghanistan during the reporting period. In 2018, a dramatic rise in attacks on schools occurred, almost half of which were associated with the use of educational facilities for voter registration and polling; polling-related attacks also occurred throughout the 2019 presidential elections process. Threats and attacks against students and education personnel also increased, particularly in areas of the country controlled by non-state armed groups. Context The 2017-2019 reporting period saw increased fighting between theAfghan government, international forces, and non- state armed groups, including the Taliban and the “Islamic State of Khorasan Province” (ISKP) in Afghanistan. In 2019, multiple peace talks between the United States and the Taliban took place in Qatar amidst ongoing fighting, however no peace deal was reached during the reporting period.238 Fighting between armed parties, along with targeted attacks by the Taliban and “ISKP”, caused substantial numbers of civilian casualties.239 In 2019, the United Nations Assistance Mission in Afghanistan (UNAMA) recorded 3,403 civilian deaths and 6,989 civilian injuries – the lowest level of civilian casualties recorded since 2013.240 However, significant periods of violence occurred during the year; between July and September 2019, UNAMA recorded the highest number of civilian casualties in a single quarter since 2009.241 Violence particularly impacted young people in 2019, when the UN reported that children comprised 30 percent of all civilian causalities and 78 percent of all casualties from explosive remnants of war (ERW) and landmines.242 Rising insecurity appeared to have a negative effect on school attendance.