DOCSLIB.ORG

Inner Pages.Cdr

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Inner Pages.Cdr Introduction. Military College Murree (MCM) was inaugurated by Chief of Army Staff, General Ashfaq Pervez Kayani, NI(M), HI, on 1st Sep 2008. MCM is entrusted to educate and groom the students for leadership role in all spheres of life. Since its establishment, earnest efforts have been made at all tiers to make MCM a dynamic educational entity and an institute par excellence. The College is structred for 450 students from class VIII to XII. It has a quality campus and academic and sports infrastructure/ facilities. The students of MCM are known as “HIMALIANS”, Their motto is 1 Location. Murree is located at the foothills of Himalayas at the height of 7000 feet at a distance of 60 km from Islamabad. It is connected with Islamabad through an Expressway in addition to the old Murree road. MCM is located near Jhika Gali (Upper Topa) at the junction of Roads Murree-Muzaffarabad and Murree-Islamabad at a distance of five kilometers from the Murree Mall Road. The campus is thickly forested with pine/ chinar trees and is spread over an area of approximately 3.5 sq kms. It hosts diverse wildlife and retains natural beauty. The climate is pleasant which becomes slightly warm in peak summers and chilly in winters with snow from December to February. Scope Ÿ To provide sound education from classes VIII to XII at subsidized rates to the wards of serving as well as retired / released Army personnel and civilians. Ÿ To act as a feeder institution for preparing boys for commissioned ranks in the Defence Forces of Pakistan. Ÿ To impart education and ensure character building and training of the students to make them useful and prolific members of the society at large. 2 Structure and Functioning. College is functioning under the auspices of Human Resource Development Directorate of Inspector General Training and Evaluation Branch, GHQ. The College is headed by a Commandant and is organized into Academic and Administrative Wings. The Academic Wing is headed by Chief Instructor who is assisted by heads of departments and a rich faculty. The Administrative Wing is headed by a separate office. Boarding Houses. The students are distributed into five boarding houses. Each house is supervised by a House Master who is assisted by House Officers. Houses at MCM are named after martyrs i.e. Sher Khan House, Lalak Jan House, Aziz Bhatti House, Mehfooz House and Tufail House (Junior House). Curriculum. MCM is affiliated with Federal Board and offers intermediate level education in pre-medical, pre-engineering and computer sciences. College Academic Council. Academic Council comprises senior staff members, headed by Commandant. It is primarily responsible for setting general parameters, pertaining to educational matters and formulating plans for their implementation. The council also directs research and development projects and oversees guidance and counseling. 3 Academic Guidance. An elaborate system of academic guidance is built within the overall academic training at MCM. Efficacy of the system is reflected in the remarkable performance of students in the Board Examinations. The paradigm of the academic guidance rests on regular classes, extra coaching classes for weak students and time-tested academic evaluation system. Assessment. Students’ assessment is carried out through a time- honoured system of evaluation. The overall standing is determined on the basis of academic results, conduct and participation in co-curricular activities and games. A student’s promotion to next class is not guaranteed; it is granted on the basis of academic performance, discipline and overall conduct. The final authority, in this regard, rests with the College and in case of very bad discipline, the student may have to repeat a year, or leave the college. Academic Facilities. Conventional classroom teaching is supplemented with modern training aids as required for each subject. The College has well-equipped Science, Computer and Language Laboratories, Audio-Visual Rooms and a rich Library. 4 Informal Education. The perspective on development of a wholesome and healthy personality goes much beyond mere mustering of textual knowledge. A broad body of highly-structured ‘Informal Education’ is implemented at the College through a wide array of events and activities to augment a student’s ethical and moral values, interpersonal and managerial skills, pastimes and habits, dress and mess etiquettes, hygiene and health, confidence and character, rights and responsibilities and correct religious and spiritual learning. The activities also include prominent guest speakers and educational visits for enhancing general awareness among the students. Leadership Training. The College caters for leadership training and character building of its students. The daily schedule of classroom instruction, co-curricular pursuits and supervised house routine is specifically tailored to contribute tangibly towards the grooming of the students. Training is imparted to the students by giving them responsibilities especially through prefectorial system at the College and House levels. Appointments are rotated after a pre-determined period to spread the leadership training canvas. 5 Co-curricular Activities. A series of co-curricular activities are held at the College throughout the year. These activities help the students improve and refine their creative and social skills, broaden their mental horizon and widen their breadth of general outlook. The Literary Society established at the College, called Bazm-e-Adab provides a forum where students express their literary talent and an opportunity is afforded to them to excel in this field. There is a lot of emphasis on the development of public speaking skills. To provide ample opportunities to the students for realizing their potential to the full, clubs at the College functions round the year. These include Drama Club, Debating Club, Science Club, Fine Arts Club, Riding Club, Photography Club, Computer Club etc. Movies and documentaries are screened and social get-togethers are meant to be a healthy interlude to break the routine. Physical Training. Emphasis is laid on physical training and sports. All the students are encouraged and afforded an opportunity to participate in sports. Inter-House sports competitions and sports fixtures with sister institutions are also held. Adequate sports facilities are available, like football and cricket grounds, and basketball, volleyball, tennis and squash courts. A multipurpose hall with indoor sports facilities with a modern gymnasium will also be built. 6 College Annual Day. Annual Day includes the much awaited Annual Prize Distribution Ceremony. It is organized befittingly with requisite pomp and show and is attended by a large number of parents, guests and dignitaries. 7 INDUCTION SYSTEM Introduction. Students are inducted in MCM on the basis of Note. Waiver of up to 90 days (more or less than the desired age) quota, decided by GHQ for the wards of Army Officers/ Soldiers is admissible. Applications will be processed to Human (serving, retired and released), Civil Armed Forces (uniformed Resource Development Directorate, GHQ Rawalpindi. serving only) and Civilians. There are total 90 seats in each entry. Computerized Form ‘B’ from concerned NADRA office must Major strength is inducted in class VIII through an elaborate be attached. written examination, followed by interview and medical Submission of Application examination. In case some vacancies come up, few boys are taken Ÿ Application for admission must be submitted on the prescribed in F.Sc 1st year through similar testing. Admission Form attached with the Prospectus. Eligibility Ÿ Prospectus and Forms are available with the College or can be Class VIII downloaded from College website www.mcm.edu.pk. Ÿ Candidate should be a student of Class VII or VIII. Ÿ Candidate should be between 12 and 14 years of age on 1st April Ÿ Entries in the Application Form must be filled with correct in the year of admission. information. All entries will be verified. Any false information Ÿ Candidate must be medically fit. detected at any later stage during the candidate’s stay at MCM Class XI will be subjected to disciplinary action / expulsion, along with the Ÿ 9th or 10th class passed with minimum 60% marks. Students who payment of training charges. are appearing in Matric examination can also apply with hope certificate from concerned Principal that student will score Ÿ The Application Form must be accompanied by four self- minimum 60% marks in the Board Examination. addressed envelopes (4”x9” size). Ÿ Candidate should be between 15 and 17 years of age on 1st July Ÿ Last date for the submission of application is advertised through in the year of admission. newspapers and the website. Ÿ Candidate must be medically fit. Ÿ Candidates appearing for class XI must attach attested Ÿ Candidate must have scored minimum 60% marks in class (IX / X photocopy of IX / X Detailed Marks Certificate (DMC). in Board Examination) 8 INDUCTION SYSTEM Selection Procedure. Selection is based on the following:- Class-XI Punjab Text Book Board syllabus of Class IX & X in the Ÿ Written Test following subjects:- Ÿ Intelligence Test Ÿ English Ÿ Interview Ÿ Mathematics Ÿ Medical Examination in CMH / MH. Written Test is conducted at the following stations:- Ÿ Physics Class VIII Ÿ Chemistry Ÿ Punjab. MCM, Rawalpindi, Sargodha, Result of Written Test. Communicated only to the candidates who Ÿ Jhelum, Sialkot, Lahore, Multan. meet the requisite merit. Ÿ Sindh. Karachi, Hyderabad, Pano Aqil Intelligence Test and Interview. Candidates who qualify Written Ÿ K P K. Peshawar, Abbottabad Test for admission are called for Intelligence Test and Interview. Effort is made to call candidates to a location closer to their home stations. Ÿ Balochistan. Quetta Candidates who qualify Intelligence Test are eligible to appear in the Ÿ Gilgit Baltistan. Gilgit Interview. Ÿ AJ&K. Muzaffarabad Medical Examination. Candidates are medically examined at Class XI CMH/MH nearest to their home stations. In case an applicant is rejected on medical grounds, he has the option to apply for Appeal MCM, Peshawar, Rawalpindi, Jhelum, Lahore, Multan, Karachi Medical Board and must inform the College.
Load more

Recommended publications
  • Audit Report on the Accounts of Defence Services Audit Year 2014-15
    AUDIT REPORT ON THE ACCOUNTS OF DEFENCE SERVICES AUDIT YEAR 2014-15 AUDITOR-GENERAL OF PAKISTAN TABLE OF CONTENTS Page ABBREVIATIONS AND ACRONYMS iii PREFACE v EXECUTIVE SUMMARY vi AUDIT STATISTICS CHAPTER-1 Ministry of Defence Production 1.1 Introduction 1 1.2 Status of Compliance of PAC Directives 1 AUDIT PARAS 1.3 Recoverable / Overpayments 3 1.4 Loss to State 26 1.5 Un-authorized Expenditure 29 1.6 Mis-procurement of Stores / Mis-management of contract 33 1.7 Non-Production of Records 45 CHAPTER-2 Ministry of Defence 2.1 Introduction48 2.2 Status of Compliance of PAC Directives 48 AUDIT PARAS Pakistan Army 2.3 Recoverable / Overpayments 50 2.4 Loss to State 63 2.5 Un-authorized Expenditure 67 2.6 Mis-procurement of Stores / Mis-management of Contract 84 i 2.7 Non-Production of Auditable Records 95 Military Lands and Cantonments 2.8 Recoverable / Overpayments 100 2.9 Loss to State 135 2.10 Un-authorized Expenditure 152 Pakistan Air Force 2.11 Recoverable / Overpayments 156 2.12 Loss to State 171 2.13 Un-authorized Expenditure 173 2.14 Mis-procurement of Stores / Mis-management of contract 181 Pakistan Navy 2.15 Recoverable / Overpayments 184 2.16 Loss to State 197 2.17 Un-authorized Expenditure 198 2.18 Mis-procurement of Stores / Mis-management of contract 207 Military Accountant General 2.19 Recoverable / Overpayments 215 2.20 Un-authorized Expenditure 219 Inter Services Organization (ISO’s) 2.21 Recoverable / Overpayments 222 Annexure-I MFDAC Paras (DGADS North) Annexure-II MFDAC Paras (DGADS South) ii ABBREVIATIONS AND ACRONYMS
    [Show full text]
  • TEFL Contactscontacts Usefuluseful Informationinformation Andand Contactscontacts
    TEFLTEFL ContactsContacts UsefulUseful informationinformation andand contactscontacts www.onlinetefl.comwww.onlinetefl.com 1000’s of job contacts – designed to help you find the job of your dreams You’ve done all the hard work, you’ve completed a TEFL course, you’ve studied for hours and now you’ll have to spend weeks trawling through 100’s of websites and job’s pages trying to find a decent job! But do not fear, dear reader, there is help at hand! We may have mentioned it before, but we’ve been doing this for years, so we’ve got thousands of job contacts around the world and one or two ideas on how you can get a decent teaching job overseas - without any of the hassle. Volunteer Teaching Placements Working as a volunteer teacher gives you much needed experience and will be a fantastic addition to your CV. We have placements in over 20 countries worldwide and your time and effort will make a real difference to the lives of your students. Paid Teaching Placements We’ll find you well-paid work in language schools across the world, we’ll even arrange accommodation and an end of contract bonus. Get in touch and let us do all the hard work for you. For more information, give us a call on: +44 (0)870 333 2332 –UK (Toll free) 1 800 985 4864 – USA +353 (0)58 40050 – Republic of Ireland +61 1300 556 997 – Australia Or visit www.i-to-i.com If you’re determined to find your own path, then our list of 1000’s of job contacts will give you all the information you’ll need to find the right job in the right location.
    [Show full text]
  • Audit Report on the Accounts of Defence Services Audit Year 2018-19
    AUDIT REPORT ON THE ACCOUNTS OF DEFENCE SERVICES AUDIT YEAR 2018-19 AUDITOR-GENERAL OF PAKISTAN TABLE OF CONTENTS Page No. PREFACE iv ABBREVIATIONS AND ACRONYMS v EXECUTIVE SUMMARY xi SUMMARY TABLES & CHARTS I. Audit Work Statistics xx II. Audit Observations Classified by Categories xx III. Outcome Statistics xxi IV. Irregularities Pointed Out xxii V. Cost-Benefit Analysis xxii CHAPTER-1 Ministry of Defence 1.1 Introduction 1 1.2 Status of Compliance of PAC Directives 1 AUDIT PARAS Pakistan Army 1.3 Irregular / Un-authorized Expenditure 3 1.4 Recoverables / Overpayments 22 1.5 Loss to State 42 1.6 Mis-procurement of stores 52 1.7 Non-production of Record 58 Military Lands and Cantonments 1.8 Irregular / Un-authorized Expenditure 61 i 1.9 Recoverables / Overpayments 65 1.10 Loss to State 96 1.11 Mis-procurement of stores 104 Pakistan Air Force 1.12 Irregular / Unauthorized Expenditure 106 1.13 Recoverables / Overpayments 117 1.14 Loss to State 125 1.15 Mis-procurement of Stores 131 Pakistan Navy 1.16 Irregular / Unauthorized Expenditure 140 1.17 Recoverables / Overpayments 152 1.18 Loss to State 163 1.19 Mis-procurement of Stores 166 1.20 Non-production of Record 170 Military Accountant General 1.21 Irregular / Unauthorized Expenditure 172 1.22 Recoverables / Overpayments 175 Inter Services Organizations 1.23 Irregular / Unauthorized Expenditure 177 1.24 Recoverables / Overpayments 178 CHAPTER-2 Ministry of Defence Production 2.1 Introduction 180 2.2 Status of Compliance of PAC Directives 180 ii AUDIT PARAS 2.3 Irregular / Unauthorized Expenditure 182 2.4 Recoverables / Overpayments 191 2.5 Loss to State 196 Annexure-I MefDAC Paras (DGADS North) 205 Annexure-II MefDAC Paras (DGADS South) 239 iii PREFACE The Auditor-General conducts Audit subject to Articles 169 and 170 of the Constitution of Islamic Republic of Pakistan 1973, read with Sections 8 and 12 of the Auditor-General’s (Functions, Powers and Terms and Conditions of Service) Ordinance, 2001.
    [Show full text]
  • Pakistan April 2004
    PAKISTAN COUNTRY REPORT April 2004 Country Information & Policy Unit IMMIGRATION & NATIONALITY DIRECTORATE HOME OFFICE, UNITED KINGDOM Pakistan April 2004 CONTENTS 1 Scope of Document 1.1 - 1.7 2 Geography 2.1 - 2.4 General 2.1 - 2.3 Languages 2.4 3 Economy 3.1 – 3.2 4 History 4.1 - 4.103 Pre 1993 4.1 - 4.6 1993-1997 4.7 - 4.16 1998-September 1999 4.17 - 4.22 October 1999 - December 2000 4.23 - 4.30 January 2001 - December 2002 4.31 - 4.44 January 2002 –December 2003 4.45 - 4.98 January 2004 – March 2004 4.99 – 4.103 5 State Structures 5.1 – 5.111 The Constitution 5.1 - 5.6 - Citizenship and Nationality 5.7 Political System 5.8 - 5.27 - Introduction 5.8- 5.14 - Main Political Parties Following the Coup 5.15 - 5.23 - Federal Legislature 5.24 - 5.25 - Elections October 2002 5.26 - 5.27 Judiciary 5.28 - 5.34 Legal Rights/Detention 5.35- 5.84 - Court System 5.35 - 5.37 - Anti-Terrorism Act and Courts 5.38 - 5.44 - Federal Administered Tribal Areas 5.45 -Tribal Justice System 5.46 - Sharia Law 5.47 - 5.49 - Hudood Ordinances 5.50 - 5.51 - Qisas and Diyat Ordinances 5.52 - 5.53 - Blasphemy Law 5.54 - 5.64 - Accountability Commission 5.65 - 5.68 - National Accountability Bureau (NAB) 5.69 - 5.75 - Arbitrary Arrest 5.76 - 5.78 - Death Penalty 5.79 - 5.84 Internal Security 5.85 – 5.97 - General 5.85 - 5.92 - Sindh 5.93 - 5.97 Prison and Prison Conditions 5.98 - 5.102 Military Service 5.103 Medical Services 5.104 – 5.108 Educational System 5.109 – 5.111 Pakistan April 2004 6 Human Rights 6.1- 6.242 6.A Human Rights Issues 6.1 – 6.146 Overview 6.1
    [Show full text]
  • Pakistan Country Reports on Human Rights Practices
    Pakistan Page 1 of 35 Pakistan Country Reports on Human Rights Practices - 2002 Released by the Bureau of Democracy, Human Rights, and Labor March 31, 2003 Pakistan is a federal republic. From a bloodless coup in October 1999 to elections in October, Pakistan was governed by a Provisional Constitutional Order (PCO), which suspended the constitution and parliamentary government. On April 30, President Musharraf held a nationwide referendum to extend his presidency for 5 years, although critics and legal scholars argued that a president cannot be elected by referendum. President Musharraf claimed a 97.5 percent vote in favor of the extension; however, many independent observers cited evidence of systematic fraud and inflated voting figures. Shortly after the referendum, President Musharraf announced a controversial package of constitutional amendments, the Legislative Framework Order (LFO), which amended the suspended Constitution to allow: the President to dismiss the Prime Minister and dissolve the Parliament; the creation of a National Security Council (NSC) as a constitutional body; and the insertion of a number of qualification requirements for candidates for Parliament. One effect of the amendments was to concentrate executive power in the presidency at the expense of the legislature and prime minister. Opposition politicians, lawyers, civil society groups, and many in the international community expressed concern about the amendment package and its constitutional legitimacy. Under the auspices of the LFO-amended constitution, Pakistan held its first national and provincial assembly elections since the October 1999 coup. International observers, NGOs, and human rights activists, including the European Union election observation mission (EUEOM), alleged serious flaws in the national and provincial election framework; however, these observers stated that the election day itself was free of serious irregularities.
    [Show full text]
  • Thurber, James P.Toc.Pdf
    The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project Information Series JAMES P. THURBER, JR. Interviewed by: Emily Thurber Initial interview date: December 1990 Copyright 1998 AD T TABLE OF CONTENTS Biosketch Tan ania 1967 Dar es Salaam Experiences Vietnam (ar Insufficient Policy )uidance from (ashington USIS and US Election Co,erage The -oon .anding Party USIS Exhibits at Tan anian Annual Saba0Saba Fairs Holiday Tra,el 1ithin Tan ania and Else1here Home .ea,e 1969 Useful -anagement Training -ala1i 1969 PAO Very little ,alue of USIS program 2igeria 1971 Deputy PAO Changes in USIS Field -odus Difficulties of operating Family perspecti,es (ashington, DC 1973 2ational (ar College -edia Reaction section of 6P7 Area Excitement and trauma of Nixon Resignation Delays in media reaction Early morning reaction summary In charge of 6P7 Area8s Fast Policy )uidance Section 1 Bureaucratic Delays Presidential Visits (hite House TV (orld Net Pakistan 1978 Country PAO Chaotic situation at USIS head:uarters Field fits (ashington unhelpful American International School Discontinuance of AID program Re0establishment of USIS program Impro,ement of general atmosphere Russian in,asion of Afghanistan (ashington, DC 1981 -rs. Thurber8s recollections of Pakistan Director Policy )uidance Staff 2e1 1orking arrangements bet1een USIA and DOD Countering so,iet disinformation Relationship 1ith (hite House Director, Office of Near East, North Africa, and South Asia 1983 2o agency direction Area mini0PAO conferences Charles (ick Indo0US sub commission on Education and Culture Terrorist acti,ities -auritania post closed Ronald Reagan Canada 1986 French language training US interests US attitude to1ard Canada Thomas Niles Extensi,e tra,el US Studies Programs in Canada Fulbright Program in Canada Budget Cuts Assessment of USIA career INTERVIEW 2 Bio0sketch Including Pre0USIA Employment Q: This is Emily Thurber.
    [Show full text]
  • Interview with James P. Thurber Jr
    Library of Congress Interview with James P. Thurber Jr. The Association for Diplomatic Studies and Training Foreign Affairs Oral History Project Information Series JAMES P. THURBER, JR. Interviewed by: Emily Thurber Initial interview date: December 1990 Copyright 1998 ADST Bio-sketch Including Pre-USIA Employment Q: This is Emily Thurber. I am going to interview my husband, James Thurber, for the USIA Oral History Project. Jim, I thought you could begin by telling a bit about your education, your background, your early life, and then how you got interested in the Foreign Service. THURBER: I joined the Foreign Service in 1967. It was the third career, the first being a reporter/editor with The Wall Street Journal from 1952 to 1956, followed by 11 years at Stanford University in a variety of jobs, from a writer in the fund raising office to Assistant to the Provost, the position I held when I left Stanford in 1967, but I'm getting ahead of the story. To back up right to the beginning, I was raised in Milton, Massachusetts, just outside of Boston, educated most of my earlier education at Milton Academy and, from there, I went for a year to the Thatcher School in Ojai, California, and then on up the coast to Stanford where I graduated in 1950. Interview with James P. Thurber Jr. http://www.loc.gov/item/mfdipbib001178 Library of Congress Needless to say, probably the most important thing about my education was the fact that I met Emy while at Stanford, and we were married during my last quarter at the university, she having completed two years.
    [Show full text]
  • Secondarystudentparen Thandbook 2 0
    SECONDARY STUDENT PARENT HANDBOOK 2020-21 Title 1 SECONDARY STUDENT PARENT HANDBOOK 2020-21 Table of Contents Message from the Superintendent Page 7 Message from the Secondary Principal Page 8 Contacting the School Page 9 Telephone Contact List Secondary Faculty Email Addresses Accounts Office Secondary Quick Calendar 2018-19 Understanding Lahore American School Page 11 LAS Mission LAS Beliefs LAS Profile of Graduates Joining LAS Page 14 Admissions Grade Placement Transfer of High School Credits Transfer from Other National Systems Transfer From Schools with Different Calendars A New Student’s First Day at LAS The LAS Campus Page 15 Facilities Cafeteria Swimming Pool Media Resource Center School Store WiFi Water Campus Security and Emergency Procedures Page 17 Traffic Identification Visitors Surveillance Student Pickup under Extraordinary Circumstances Safety Drills Fire Drill Procedure Duck and Cover Drill Procedure Lockdown Procedure 2 SECONDARY STUDENT PARENT HANDBOOK 2020-21 Code of Conduct- Parents For Your Child’s Safety Page 20 For Your Child’s Health For Your Child’s Success in School For Your Child’s Moral Development For Your Child’s Belongings Administration of Over-the-Counter Medications at LAS Communication Between LAS and Home Channels of Communication Staying Informed Parent-Teacher-Student Conferences Notification of Student Withdrawals Code of Conduct-Students Page 25 Student Rights Student Responsibilities Daily Life at School Page 29 School Hours Class Schedule Bell Schedule Required Supplies Print Resources Technology
    [Show full text]
  • Tales of Pakistan, 1981
    1 TALES OF PAKISTAN, 1981 WHY A TRIP TO PAKISTAN? As I write this in 2018, Pakistan seems a risky place for a vacation for a westerner, even in the cities, and above all in the tribal areas along the border of Afghanistan. It was a different matter in 1981. In October that year, I spent three weeks in Pakistan as the guest of Khwaja Azam Ali, a man who had been my office mate for a few years while we were fellow post-graduate students at the University of Tasmania. I had been closely involved with the preparation of Ali’s thesis. Before returning to his university job in Islamabad, he told me that I would be welcome to visit. Towards the end of 1981, I needed to use some accumulated vacation from my first job, before I expected to leave for a university position in the USA. I thought about New Zealand, but settled on Pakistan – when would I have another chance? If I’d selected a destination for its tourist potential, I would most likely have opted for India instead of Pakistan, but I had an invitation, and a friend to visit. Many of my subsequent travel plans have been made for similar reasons. So I bought myself an airline ticket to Lahore via Singapore and Karachi. In those days I liked to prepare for travel by learning some of the local language. While we had been students in Tasmania, Ali had taught me a little Urdu. I had actually heard of the language in a strange context years before.
    [Show full text]
  • Review of Stipend Rules
    FAUJI FOUNDATION RULES FOR THE AWARD OF EDUCATIONAL STIPENDS (Effective From 01 October 2019) 1. Introduction a. Fauji Foundation awards educational stipends as assistance to ex-service personnel and their dependents (herein after referred to as beneficiaries) for the pursuit of education and training within Pakistan only. b. Beneficiaries. The Term “Beneficiaries” includes following for the grant of educational stipend: - (1) Released, retired and discharged personnel of the Regular Armed Forces (Army, Navy, Air Force, Northern Light Infantry, Defence Services Guards and 10 Corps Mujahids) citizens of Pakistan, AJ&K & Northern Areas who served in Armed Forces for minimum 10 Years, up to the rank of Colonel (including deceased Brig). (2) Wives and widows (unless remarried) of 1b (1) above. (3) Sons and unmarried/divorced daughters of 1b (1) above. c. The condition of minimum 10 year service will be applicable to all ex-servicemen/women irrespective of their date of retirement. The condition, however, will not be applicable to the following categories:- (1) Individuals invalided out of service/medically boarded out of service on account of disability attributable/aggravated due to military service and in receipt of disability pension. (2) Short Voluntary Service (SVS) personnel and Short Service Engagement (SSE) personnel released from service on completion of their condition of enrolment. (3) Personnel discharged from service “Being Surplus to Establishment”. (4) Children of Shuhada. (5) Children of personnel who died during service. 2. Stipend Categories/Groups, Qualifications & Rates Category/ Group Qualification Stipend Rate (per annum) Group-I (Intermediate - 80 % and above marks in matric and Rs. 5,000.00 FA/FSc/DAE) 65% marks in intervening classes Group-II (Graduation) 80% and above marks in intermediate Government Private 4-5 Years Graduation study or equivalent class.
    [Show full text]
  • ARMY PUBLIC SCHOOL MCM 114 126 99 Mother Departures/Promotions Army Public School MCM the Himalian - 2018 COMMANDANT’S MESSAGE
    HIMALIAN CODE OF CONDUCT • I am a Himalian , I personify Character, Courage and Commitment • I am honourable, hard work and integrity are my hallmarks • I am truthful, I never cheat or lie through my words or actions • I am respectful, I always respect my parents, teachers and elders • I am compassionate, I always care for the young, weak and poor • I am judicious, I am free from all kinds of prejudice and bias • I am optimistic, I keep faith in God and look at the positive side • I am proud, I uphold the name, honour and respect of my college. • I am patriotic, I keep Pakistan above and beyond my person GENERAL QAMAR JAVED BAJWA, NI(M) THE CHIEF OF ARMY STAFF LIEUTENANT GENERAL SHER AFGUN, HI(M) INSPECTOR GENERAL TRAINING & EVALUATION MAJOR GENERAL NAJEEB AHMAD DIRECTOR GENERAL HUMAN RESOURCE DEVELOPMENT BRIGADIER ARSHAD MAHMOOD COMMANDANT MILITARY COLLEGE MURREE CONTENTS 13 SHIFTING PARADIGMS 45 Commandant’s Message 31 Sri Lankan Delegation 15 Revision of Cadet Leadership Editor’s Note 47 32 Visit Nepal 17 Introduction of Mess Culture The Team 48 33 Educational Trip-XII Class HIGHLIGHTS OF THE YEAR College Monument Eighth Class Trips Devising College Motto 21 50 Highlights of the Year - MMXVIII 34 8TH Class Trip to PMA and Harnoi College Emblem Change of Command New College Flag Academic Achievements ANNUAL PARENTS DAY & Introduction of House Mottos, IN-DOOR CLUBS 22 Insignia Individual Front Runners 53 35 Annual Parent’s Day 23 Formation of Cadet Council PMA Selection 36 55 Inter-House Competitions Infrastructural Development Computer
    [Show full text]
  • 1 ISLAM and the CONTEMPORARY DISCOURSE on COLLECTIVE IDENTITY 1. This Ironical Situation, Imbued with Contradictions, Has Furthe
    Notes 1 ISLAM AND THE CONTEMPORARY DISCOURSE ON COLLECTIVE IDENTITY 1. This ironical situation, imbued with contradictions, has further margin­ alized Muslim communities across the United Kingdom. For instance, the British Sikhs of Punjabi ethnic stock are a separate ethnic/racial category whereas the Punjabi Muslims belonging to the same Punjabi ethnicity are not a separate category. Efforts at providing umbrella legislation to decry all sorts of discrimination have not been successful despite the sympathetic concern of prominent bodies like the Commission for Racial Equality (CRE) and some solitary parliamen­ tary voices. Based on a personal interview with the Chairman of CRE in London, March 1996. 2. For instance, see Aziz al-Azmeh, /slams and Modernities, London, 1994. However, such a view, though apparently quite powerful and very 'dangerous' from an orthodox Muslim viewpoint, still remains unsub­ stantiated. It may be the agenda for a rigorous intellectual dialogue in the twenty-first century, but still appears to be too generalist. No single community, however minuscule it may be, like the Parsis or the Jews, could be characterized as a monolithic entity, so that expecting Islam to build an all-pervasive and uniformed identity is itself an unrealistic reading of Islamic history. 3. For many Western authors and certain Muslim scholars like Maulana Maududi, Islam and the West are poles apart. Half-baked ideas about Islamic specificity in recent decades are either rooted in ignorance or are contrived to suit a narrow agenda for Islamization. Several other Muslim thinkers see a basic coherence in the two traditions without any justification for mutual negation.
    [Show full text]