Higher Education in Afghanistan

Ali Hikmat



Higher Education in Afghanistan

Introduction

Generally, when a girl or boy goes to school actually they are pupil and supports by Ministry of Education. Ministry of Education covers students from first grad up to twelve, when students graduated from high school and by passing college entrance exam legitimately they enter to higher education system of Afghanistan which runs by Ministry of Higher Education. Higher education of Afghanistan consists of Universities and institutions of higher education and the universities are including faculties and faculties are divided in different departments. Those students who get high scores they go faculties like medical, engineering, law and pharmacy and those who get the medium score they absorb in faculties like language and literature, agriculture, economy, etc. and those students who get the lower score in the entrance exam they absorb in teacher training institutions which study for tow years .

Before the intervention of Soviet Union 1978, Afghanistan had a very well defined system of education that evolved over a century to that state. There were tow universities, Kabul University and Nangarhar University. The main university was Kabul University made of a dozen colleges (faculties). Nanngarhar University was mainly a medical college; in the later years several other colleges were added to make it an in depended university. There were several teacher training institutions around the country that were accepting high school graduates. There were also few other special / vocational training institutions that were accepting graduates of high schools. (UNECO Press)

If we glance to historical perspective of higher education in Afghanistan we will see that higher education have had the great effects on people’s lifestyle and people life-condition. For example those people who had the chance to enter in universities and continue their higher educations now they are in high position in the society and they can decide about people predestination. Nowadays the most significant and valuable thing which come in field of higher education are internet and computer, these facilities has brought change in field of study and teaching in Afghanistan universities, now all professors and students are able to share their knowledge to other universities and other scholars. For instance, a few years ago all professors or lecturers had to prepare lecture note to students and the students had to write it down or copy, but nowadays every students or professors can find their subjects and items via internet.(Aina Magazine)

In conclusion, higher education in Afghanistan sustained many difficulties during the Soviet Union invasion or after its invasion (during the Mujahidin period and Taliban term). But after Sep. 11, 2001 gradually change comes to higher education system in Afghanistan, especially when computer involved the curriculum of teaching. According to estimation of researcher in field of higher education, they believe that since, technology involved in higher education of Afghanistan the eligible change come to style of teaching lectures of professors. Now teachers present their lectures by power point and other facilities of Microsoft products. Finally, these changes are going on positively, and it insures a better future for higher education of Afghanistan.

Women's Rights

Woman right in Afghanistan

І- Introduction:

Right is the legal or moral entitlement to do or avoid doing from doing something or to obtain or refrain from obtaining an action, thing or acknowledgment in civil society. (1)
Basically both men and women have the same right there is no contrast between them. This issue highlighted in all religious books and constitutional law of all countries. Also United Nation which is the most powerful foundation in the world has been built to keep the right equality. Keeping equality between men and women is on priority in UN activities. But every thing in Afghanistan is inverted; there is no equality between men and women even the most women don’t have the right of going out of home and they don’t have the right to choose their husbands and they don’t have the right to find a job or to go to school. They (women) are doomed to be confined in the four-walls of home.

If we have a glance at the history of women rights in Afghanistan, it shows that from the past women had been in exposure of challenges for example, Amanullah Khan, the King of Afghanistan had fiery desire to change the women condition and for the first time in Afghanistan history he ordered his wife to threw away her burka. In 1924 for the first time he sent 5 women to Turkey for studying which this action of the King mad people angry. For the second time when he was sending the next group of women to France the people of Shenawari blocked the road and slaughtered the women and they protested that sending women abroad is against our religious and our tradition. (2)

Basically, women should have the rights through that they be able to express their ideas and their demands, but in Afghanistan still women is facing with a big challenge. While they want to explain their opinions, they face with violent protests. For example, Malalai Joia (now she is a member of parliament of Afghanistan) explained her ideas about women situation and about political situation, soon she faced with trails of men abuses and insults, it shows that still there is great obstacles on the way of women right and democracy.

Generally, right of work is the natural right of humanity every person entitled to have a job or to be free in selecting a job. But in Afghanistan this right is limited, particularly female do not have the right of work. Without permission of the head of their families (a few family allow their female member to work) they can not work outside. Even work of female is sin and shameful to most of the family. But after toppling the Taliban regime the cloud of stereotypical idea disappeared and the sky began to cleaning up. The majority of Afghan girls could go to school or work out of their house. And it is not the whole rights of women which given to them, still there is many challenges on the way of women’s promotion. (3)
Freedom of speech is one of the principle rights of people and by this right every one can declare their opinion. In Afghanistan still it is impossible for women to express their ideas or their objectives if they want to express their thought they will face with strong protests or violence. For example, “Safia Ama Jan” the head of Kandahar woman’s affairs’s department expressed the Kandahars’ women ideas about their rights and demands, soon after that she was killed by terrorists bands. (RAWA) Still it is difficult to convince the stereotypes that the rights of thought are a natural right of women and they are free to think freely or to be independent in their meditation. According to experts view, in Afghanistan common people are not in condition of knowledge to think about the values of humanitarians, it need to years struggle to change the common’s ideas

Safety is another natural right of women; the law should support women against discrimination and other threats. It is obvious that women consist of half of community’s body and they accomplish half of the duties in daily lives. Nevertheless, they are facing with kinds of torturing like kidnap, rape etc. “Sanawbar” is one of those women who are the sacrifice of such wildly action of warlords in North part of Afghanistan.

Choosing husband is the most significant right of women. They should be completely free in choosing husband because it is a lifetime decision. Unfortunately, in Afghanistan most women are not allowed to select their husbands. Traditionally parents decide about choosing husband for their daughters whom it has several disadvantages. Firstly, the daughter doesn’t know who will be her future husband, so it will cause stress and anxiousness that it has bad effect on her moral and behaviors. Secondly, may be their attitudes or behaviors are different and they cannot tolerant each other and the most divorcés are causes of these kind of marriages. (4)

In conclusion, there are many reasons such as instability, discrimination, stereotypical ideas and illiteracy that evidence the vulnerability of women rights in Afghan’s community. If we want to improve the women rights in Afghanistan it will take a long time of continuously efforts and without internationally reinforcement it seems impossible.

References:
1. www.informationheadquarters.com/Law/Right
2. G.M. Ghobar, History of Afghanistan Edited in 2001
3. Revolutionary Association of Women of Afghanistan (RAWA)
4. Afghanistan Independent Human Rights Commission (AIHRC)

The enjoyment of learning

Ali


The enjoyment of learning a language


Learning a language has many aspects. Just I want to present my presentation about one of them which is the enjoyment of learning a language. Basically, I want to focus on three facts which are; sharing our feeling, knowing other’s cultures and being aware of other’s thinking.

Firstly, when we are learning a language, it makes us to share our feeling, imagination and our thought with others. Also through learning a language we can make new friends and from our new friends we will learn new experiences and by these experiences we will be able to solve our problems.

Secondly, language and culture have close relation to each other. So knowing a about others cultures is a by product of learning a language. Beside this, we can camper the cultures and find the familiar points between cultures. As a result when we know about other’s culture we will be able to deal in a good manner with others.

Finally, learning a language make us to be aware of other’s thinking. And it helps us to know how others are thinking and how they could get to high positions in their lives, also we will know what were the reasons behind their successfulness.

In summary, making new friends, sharing feelings, comparing cultures and finding the joint points of cultures give pleasure for learners and these are the joyful things in learning a language.

Leadership

Ali Hikmat
Leadership

Leadership is not an easy task to be possible for every individual. Every one is eager and have desire to be a leader and be loved by people. But it is a dream rather than reality. A good leadership, require facts like; awareness of community situation, social structure, drawing public attention and creating new ideas.

First, leadership is a mutual process between leader and society. Basically a leader must be profoundly aware of social behavior, social believe and social wants. Generally it helps a leader to get relevant decision about its affairs. For example, “Khalq and Parcham” were two political parties supporting by Union Soviet, Impatiently they wanted to compare their objectives in Afghanistan, but they had not adequate information about Afghan’s society. Soon they faced with strong collation, eventually ended by collapsing these two parties.

Secondly, knowing about social structure is one of the important elements of leaders’ successfulness. The area which he/she want to be leader, perhaps there are different ethic groups with various demands. It is so significant for a leader to be acceptable for all. On the other hand, all people in the society are not the same level or the same rank of economy, knowledge, idea or other privileges. Everywhere, society is consisting of noble, middle class and lower class. The successful leader is the one who is ideal for all social class in a society.

Thirdly, a leader should have the skill to draw public attention. It is not simple which every individual have such a skill to make public attention. A question come to our mind how can a leader attract public attentions? It is obvious; a leader should be hard working. And without giving scarifies victory is impossible, so leader must be ready to accept risks. Also a leader should be generous and sociable to build relation with every individual. In addition, charisma is one of the original elements of leadership. If a leader has such power or skill, it will help the leader to influence on public emotions. For example, the leader of Pakistan, “Mohammad Ali Junah” was a leader that he had charismatic power and he was an ideal leader for Pakistan’s people.

Finally, a leader should have specific plan and managed- procedure for his/her activities. Always leader should be initiator of new positive changes in the area which he/ she is working. For instance, Dr. Martin Luther king” was the one who could create a new positive idea among his followers. And regarding to leadership Nilsson Mandela and Dr. Luther King were the patterns of public leaders and they could bring the change in history of the world.

In summary, leadership is a complicated responsibility. It required to things like; awareness of community condition, knowing of social structure, making public attention and creating positive idea. Also leadership has some risks like; facing with criticizing, gossips, and sometimes leaders are torturing. So, it need more strength and patient .

TV themes

Ali/ HEP-3-128

Universal themes in TV

Universal themes are the things which are common among people everywhere in the world. These things have directly relation to human’s real lives such as; love, family’s problems, health condition, marriage costumes… the filmmakers and TV programmers set these issues in interrelated episodes within dramas or soap operas which are continuing for a long time, perhaps it will be continuing for several years. The characters which are playing the role are the same, in order to perform the show naturally. When the viewers watching they imagine that they are involved the scene or each viewer thinks that the show is revealing his/ her personal life.

My life

My Life
From dark... I came leaving my loved ones, I came in search of happiness, to be happy, I came in search of knowledge, to learn, I came in search of a leader to guide me, I came in search of a friend to care, But... God never liked me to be happy, He made me sad, unhappy; He made me depressed. He made me think how the world works; He made me realise how people are; He taught me to dwell upon all forms of life. He made me perfect to dwell, in life. Oh! My life.

A view of Bamyan

A view of Bamyan

How to do your schooling in Afghanistan

First of all, a favorite chool for starting your schooling. the school which you want to go should be near your house. It help you to get there easily and your parents are also not worry, they can find you soon. Also the school should have good equipment and good teachers.

After finding your favorite school, you should fill out the school form and past your photo on the upper Right Conner of the form.

after doing all these things, your primary schooling is starting. The primary school is involve six grade, you should study there for six years. totally you should spend twelve exams, each grade or educational year is consist of two exam, mid term exam and final exam. When you did all these things you are passing over to secondary school.

In secondary school you are studying three grades, seventh, eighth and ninth. This time you will have more homework and assignments than elementary school. You may pass six exam during three years secondary schooling to pass over to high school.

When you finished secondary school, the high school is starting. High school is more difficult than secondary school. The text books are complicated and you should study profoundly and manage your time and schedule your time and make a specific plan for your activities. When you finish high school period it is the to get ready for entrance exam of university.

Before you attend to entrance exam of university you should be ready for entrance exam. you should attend to private courses and review all your text books from seventh grade to twelve grade.

If you pass the exam, you have chance to go to university. In university, you are facing with new situation, new Friends and new teachers be careful and be sociable with all. University is consist of four years. Use very moment of your time in university to learn new things and in rich your experiences.

After graduation you have two choices, continuing your study to get your Master's degree or you want to work. If you want to work, type your application in good format and excellent qualification. Also you have several interview, during the interview dress yourself appropriately and be confident and calm. Answer the questions positively and be sure on yourself. :Finally you will get a job and your responsibility will increase, be honest and hard working!

Afghanistan today has the second highest maternal and infant mortality rates in the world. After nearly thirty years of war and occupation, the nation's medical system has been devastated and its doctors and other medical personnel are poorly trained. Afghans hoped that the U.S. invasion in October 2001, which initially routed the Taliban regime, would bring improvements in women's health and education, but the rights of Afghan women to adequate healthcare are still denied.
In MOTHERLAND AFGHANISTAN, Afghan-American filmmaker Sedika Mojadidi vividly reveals the extent of this tragedy by documenting the 2003 return to Afghanistan of her father, an OB/GYN who emigrated to the U.S. in 1972, as he attempts to rehabilitate Kabul's Rabia Balkhi Hospital, the largest women's hospital in the country, with the promised support of the U.S. Department of Health and Human Services.
After waiting four months for desperately-needed equipment and supplies, and struggling to work amidst frustrating and heartbreaking conditions—the staff must take up a collection to buy medical supplies at a local pharmacy and the only indication of U.S. sponsorship is that the hospital's maternity ward has been named for Laura Bush—Dr. Mojadidi acknowledges that he has made a "huge mistake" in accepting the position and returns home. Two years later, he returns to Afghanistan again, this time to work with an Afghan NGO to train the staff at a large rural hospital.
At both the Kabul and rural hospitals, MOTHERLAND AFGHANISTAN movingly documents his heroic efforts to make a difference, including training the hospital staff, performing difficult operations to deliver premature babies, operating to repair life-threatening pelvic damage incurred during childbirth, and confronting shocking situations of domestic violence against women. The film also relates its moving story through archival footage and photos, a visit to a local orphanage, scenes of Kabul's devastated cityscape, and interviews with Dr. Mojadidi and his wife, patients and their families, and hospital staff members.
As Dr. Mojadidi declares, in order to stop the abuse of women and prevent the high maternity and infant death rates, it will be necessary to educate Afghanistan's women and children about their rights. Despite the U.S. Government's highly-publicized claims to improvements in Afghanistan, MOTHERLAND AFGHANISTAN reveals that far more financing and human resources will be needed to significantly improve women's health care in this beleaguered nation.

First Run Icarus Film"Motherland Afghanistan" Last updated 14 February 2007. Retrieved 15 February 2007 <http://www.frif.com/new2006/afgh.html>

mother land movie

Mother land movie is a film has made by a dauther of an Afghan American doctor. Her name is Sedika Mujadadi and her father is a doctor and his name is Qudratullah Mujadadi. He studed medical school in Afhghanistan then he went ot US for getting his master's detree, his wife is also a coctor. After finishing his study he return to Afghanistan to serve people. But by the time of Sovet invad to Afghanistan he black listed by communism ragiem and he had to leave the country and again he immagreted to US.

During the time of Jehad he came to Pakistan to help refugees and displaced people of Afghanistan and he stublished a holpetal in Jalalabad(infurtunatly destoyed by taliban) he was working in Peshawar and Qutacities to help People.

After toppling Taliban ragem, again he retun to Afghanistan and he start workig in Rabia Balkhi women hospital by funding of US government. By the time he was working in Rabia Balkhi hospital he didn't recieve any aid from US government and he leave the hospital and went back to US. After a time he came back to Afghanistan and had a trip to rural areas observing the health condition of people in suburbs. Also he was in charge of some madical training of doctors in Afghanistan.

written by Ali,



MOTHERLAND AFGHANISTAN retrieved 13 February 2007
www.motherlandafghanistan

I think to know why, I Don't know why

I think to know Why, I Don't know Why

I want to know exactly just why
So quickly
Lickidy splitly
we are all the same kind
Standing in a line

why do we have to hear it
Why do we have to see it
Why do we have to speak it
Why do we have to be it

I don't know why
I think I know why
I think I know why
I don't know why

Me a nd a brother was talking to each other
But what we have done in this life
We told our stories
Made them most glorious

We both know we had lied
Both knew, but we had to try
Both knew that we are friends
Both knew we'd do it again

I don't know why
I think I know why
I think I know why
I don't know why

We lie
To make them feel good
We lie
To make them feel bad
We lie
To get what we want
We lie
To get rid of what we don't

I don't know why
I think I know why
I think I kow why
I don't know why

Our government lies
Oru fathers lie
Our mothers lie
Our schools lie
Our sisters lie
Our brothers lie
Our systems lie

I don't know why
I think I know why
I think I know why
I don't know why

getting ready for exame

Almost all students are worry about exam. It is common all throughout the world. and every individual use their own experience to get ready about exams. And the common way are scamming and scanning, most students spend their times waste but during the exam's' nights they are in harry and they just are looking quickly by their eyes. According to many educator specialists it is a wrong way of studying.

Students must allocate their time in appropriate parts and divide their studying in to fixed schedule time it will help them to be success in their academic fields.

Information about Bamyn(specially for my dear sister"Suci")

Bamyan lies on the Silk Road, a caravan route linking the markets of China with those of India, Central Asia, Middle East, and Europe. It was the site of several Buddhist and Hindu monasteries, and a thriving center for religion, philosophy, and Greco-Buddhist art. It was a Buddhist religious site from the second century up to the time of the Islamic invasion in the ninth century.
Monks at the monasteries lived as hermits in small caves carved into the side of the Bamyan cliffs. Many of these monks embellished their caves with religious statuary and elaborate, brightly-colored frescoes.
The two most prominent statues were the giant, standing Buddhas, measuring 55 and 37 meters (180 and 121 feet) high respectively, the largest examples of standing Buddha carvings in the world. They were perhaps the most famous cultural landmarks of the region and the site was listed by UNESCO as a World Heritage Site along with surrounding cultural landscape and archaeological remains of the Bamyan Valley.
The smaller of the two statues was built in the year 507 AD. The larger one was constructed in 554 [3]. The statues are believed to have been built by the Kushans and Indo-Hephthalites (both eastern Indo-European peoples) at the heyday of their empires. The above mentioned groups were the ancestors of the Hazaras, the most persecuted ethnic group in Afghanistan. [4] Physical and facial features of the Hazaras are greatly similar to those in the frescoes found in the ancient relics and caves. Furthermore, considering the historical importance of the Buddhas of Bamiyan, unsuccessful claims over the Buddha heritage have been made by all the ethnic groups in Afghanistan.
The Hazaras protected the Buddhas for over 1600 years until their destruction at the hands of Pashtun dominated Taliban in 2001.
Chinese Buddhist pilgrim Hsüan-tsang (Xuanzang) passed through the area around 630 CE and described Bamyan as a flourishing Buddhist center "with more than ten monasteries and more than a thousand monks", and he noted that both Buddha figures were "decorated with gold and fine jewels" (Wriggins, 1995). Xuan Zang's account is intriguing as he mentions a third, even larger, reclining statue of Buddha[1]; although it is generally believed destroyed, some archaeological expeditions are searching for it.
A monumental sitting Buddha similar in style to those at Bamyan still exists in the Bingling Temple caves in China's Gansu province.

[edit] Destruction
When Mahmud of Ghazni conquered Afghanistan in the 12th century, the Buddhas and frescoes were spared from destruction. Aurangzeb, the last Mughal emperor distinguished for his religious zeal, employed heavy artillery in an attempt to destroy the statues[citation needed]. Nadir Shah, too, had cannon fire directed at the statues. But over the centuries the statues had largely been left untouched.
In July 1999, Mullah Mohammed Omar issued a decree in favor of the preservation of the Bamyan Buddhas. Because Afghanistan's Buddhist population no longer existed, which removed the possibility of the statues being worshiped, he added: "The government considers the Bamyan statues as an example of a potential major source of income for Afghanistan from international visitors. The Taliban states that Bamyan shall not be destroyed but protected." [5]
Afghanistan's Islamist clerics would begin a campaign to crack down on "un-Islamic" segments of Afghan society. The Taliban soon banned all forms of imagery, music and sports, including television, in accordance with what they considered a strict interpretation of Islamic law [6].
In March 2001, according to Agence France Presse in Kabul, the decree declared, "Based on the verdict of the clergymen and the decision of the Supreme Court of the Islamic Emirate (Taliban) all the statues around Afghanistan must be destroyed. All the statues in the country should be destroyed because these statues have been used as idols and deities by the non-believers before. They are respected now and may be turned into idols in future too. Only Allah, the Almighty, deserves to be worshiped, not anyone or anything else."
Information and Culture Minister Qadratullah Jamal told Associated Press of a decision by 400 religious clerics from across Afghanistan declaring the Buddhist statues against the tenets of Islam. "They came out with a consensus that the statues were un-Islamic," said Jamal.
On March 6, the London Times quoted Mullah Mohammed Omar as stating, "Muslims should be proud of smashing idols. It has given praise to God that we have destroyed them." He had clearly changed his position from being in favor of the statues to being against them. During a March 13 interview for Japan's Mainichi Shimbun, Afghan Foreign Minister Wakil Ahmad Mutawakel stated that the destruction was anything but a retaliation against the international community for economic sanctions: "We are destroying the Buddha statues in accordance with Islamic law and it is purely a religious issue".
On March 18, The New York Times reports that a Taliban envoy said the Islamic government made its decision in a rage after a foreign delegation offered money to preserve the ancient works while a million Afghans faced starvation. The New York Times also added, however, that other reports "have said the religious leaders were debating the move for months, and ultimately decided that the statues were idolatrous and should be obliterated."
Then Taliban Ambassador-at-large, (and current Yale non-degree program student) Sayed Rahmatullah Hashemi, said that the destruction of the statues was carried out during the famine in Afghanistan after the Swedish government earmarked money to be provided to restore the statues and refused to allow it to be used to aid Afghan Children. Hashimi is reported as saying: "When the Afghani head council asked them to provide the money to feed the children instead of fixing the statues, they refused and said, 'No, the money is just for the statues, not for the children'. Herein, they made the decision to destroy the statues" [7].
On April 19, 2004, in an interview to a Pakistani journalist Mohammad Shehzad, Mullah Mohammad Omar said the following, "I did not want to destroy the Bamyan Buddha. In fact, some foreigners came to me and said they would like to conduct the repair work of the Bamyan Buddha that had been slightly damaged due to rains. This shocked me. I thought, these callous people have no regard for thousands of living human beings — the Afghans who are dying of hunger, but they are so concerned about non-living objects like the Buddha. This was extremely deplorable. That is why I ordered its destruction. Had they come for humanitarian work, I would have never ordered the Buddhas' destruction."
The Islamist Taliban government decreed that the statues, which had survived intact for over 1,500 years, were idolatrous and un-Islamic. During the destruction, Taliban Information Minister Qudratullah Jamal lamented that, "this work of destruction is not as simple as people might think. You can't knock down the statues by shelling as both are carved into a cliff; they are firmly attached to the mountain." The two largest Buddhas faced dynamite and tank barrages and were demolished after almost a month of intensive bombardment.

Calendar commemorating the destruction
According to UNESCO Director-General Koïchiro Matsuura, a meeting of ambassadors from the 54 member states of the Organisation of the Islamic Conference (OIC) was conducted. All OIC states - including Pakistan, Saudi Arabia and the United Arab Emirates, three countries that officially recognised the Taliban government - joined the protest to spare the monuments (CNN). A statement issued by the ministry of religious affairs of Taliban regime justified the destruction as being in accordance with Islamic law AFP News. Saudi Arabia and the United Arab Emirates would later condemn the destruction as "savage." A Swiss documentary reported that locals claimed to have seen Pakistani and Saudi engineers on site to help with the destruction of the statues.[8]. A Pakistani charity, Al Rasheed Trust, based in Karachi, had published a special calendar with photographs of the destructions to commemorate the destruction.

[edit] Commitment to rebuild
Though the figures of the two large Buddhas are almost completely destroyed, their outlines and some features are still recognizable within the recesses. It is also still possible for visitors to explore the monks' caves and the passages which connect them. As part of the international effort to rebuild Afghanistan after the Taliban war, the Government of Japan and several other organizations, among them the Afghanistan Institute in Bubendorf, Switzerland, along with the ETH in Zurich, have committed themselves to rebuilding the two largest Buddhas; anastylosis is one technique being considered.

[edit] Recent developments
In May 2002, a mountainside sculpture of the Buddha was carved out of a mountain in Sri Lanka. It was designed to closely resemble one of the Buddhas of Bamyan.
In December 2004, Japanese researchers discovered that the wall paintings at Bamyan were actually painted between the 5th and the 9th centuries, rather than the 6th to 8th centuries as previously believed. The discovery was made by analysing radioactive isotopes contained in straw fibers found beneath the paintings. Further discoveries are expected to be made after comparing the paintings' dates and styles.
The Afghan government has commissioned Japanese artist Hiro Yamagata to recreate the Bamyan Buddhas using fourteen laser systems to project the images of the Buddhas onto the cliff where they once stood. The laser systems will be solar-powered and wind-powered. The project, which will cost an estimated $9 million, is currently pending UNESCO approval. If approved, the project is estimated to be completed by June 2009.
In September 2005, Mawlawi Mohammed Islam Mohammadi, Taliban governor of Bamyan province at the time of the destruction and widely seen as responsible for its occurrence, was elected to the Afghan Parliament. On January 26, 2007, he was gunned down in Kabul on the way to prayers. Whether his killing was in retaliation for the destruction of the statues was not immediately known.
Swiss filmmaker Christian Frei made a 95-minute documentary "The Giant Buddhas" (released in March 2006), on the statues, the international reactions to it, and an overview of the controversy. The movie makes the controversial claim (quoting a local Afghan) that the destruction was ordered by Osama Bin Laden and that initially, Mullah Omar and the Afghans in Bamyan had opposed the destruction (Times of India Mar 27 2006).
In the summer of 2006, Afghan officials were deciding the timetable for the re-construction of the statues. The mullahs in the province have stated that the destruction was an atrocity and the statues deserve restoration. While they wait for the Afghan government and international community to decide whether to rebuild them, a $1.3 million UNESCO-funded project is sorting out the chunks of clay and plaster — ranging from boulders weighing several tons to fragments the size of tennis balls — and sheltering them from the elements.

Learning
, as the noun, is the body of knowledge and wisdom (that which one learns); as the verb, it is the process of gaining understanding that leads to the modification of attitudes and behaviors through the acquisition of knowledge, skills and values, through study and experience. Learning induces a persistent, measurable, and specified behavioral change in the learner to formulate a new mental construct or revise a prior mental construct. The learning process leads to long-term changes in behavior potential. Behavior potential describes an individual’s possible behavior in a given situation to achieve a goal. But potential is not enough; if individual learning is not periodically reinforced, it becomes shallower and shallower, and eventually will be lost in that individual.
Education can be defined as the conscious attempt to promote learning in others. Traditionally, analysis of this attempt has centered around direct teaching on the part of teachers. In what constitutes a paradigm shift, however, people now note that learning can be promoted in ways that go beyond direct instruction by a teacher--education now centers around creating a viable, productive learning environment, regardless of how teacher-centric that environment might be.
When the term education is combined with entertainment, the term edutainment is coined. Edutainment also called "e-learning" are new methods and practices that enabled learning in faster, more efficient and more entertaining ways. The idea is usually to combine games with learning, using software or interactive courses. There are also blogs on edutainment that keep up with the latest news and updates on software, videos, and lessons that use edutainment as a basis for teaching in a more efficient and faster way. E-learning is more specifically related to "electronic learning." This may or may not be edutainment. Many distance education programs use electronic teaching methodologies (courseware) to facilitate the educational process; these programs will often talk about doing "e-learning."

study

when we are thinking about study, we will be face with questions like; how should we study? and when should we study? where should we study? These are common questions which are coming to our mind.
According to experts, we should study when we really you are willing to study. Never push yourself to study when you are exhausted or you are so tired. On the other hand, schedule your time. You should have specific time for study. Never study when there is so noise or crowd, because you can not concentrate on your studying. Find a calm and quite place, then begin studying.These issues will help you to learn what you are studying with long term memory.

thanks

Ali