Education in Afghanistan Before the Taliban

Education in Afghanistan is one of the most frequently discussed problems that require certain time and investigations. Many sources admit that the policies of the Taliban were so horrible and strict that any girl could not get a chance to study and enlarge own level of knowledge on the same level with boys. The point is that many female students just could not continue their education, because the chosen programs were too horrible and war-oriented that females did not find it helpful and necessary to visit schools.Advertising We will write a custom essay sample on Education in Afghanistan Before the Taliban – Cause and Effect Essay specifically for you for only $16.05 $11/page Learn More The impact of the Taliban on boys and girls’ education in Afghanistan was really great: different educative strategies and concentration on war affairs deprived girls of the opportunity to get education on the same level as boys could do it; this is why th e fall of that movement led to positive changes in the sphere of education and promoted girls’ desire to study just like it was described in Seierstad’s The Bookseller of Kabul. Contrary to popular belief, the Taliban never officially banned the education for females. Girls under the ages of nine were allowed to attend school and share a classroom with boys of the same age. However, once a girl reached the age of ten, she lost the right to attend the school. The Taliban put a suspension on female education until a segregated education system could be completely organized and implemented. Abdul Hai Muthmahien, the Taliban chief spokesman, admitted that their movement was going to spend more then $ 1 million in order to build schools and provide students with the necessary equipment â€Å"Taliban are not against education† (Baker para.2), and even girls should have a chance to study. The students, who were fortunate enough to attend the schools that remained open, were taught a curriculum, centered on violence and religion. At the first grade, children, who were six years old, learned the alphabet not by animals, fruits, or joys, like it was inherent to the vast majority of schools all over the world, but by means of religious and war-like terminology: â€Å"’J’ was for Jihad, ‘M’ was for Muhjahed, and ‘T’ was for Talib† (Fassihi para.1). First graders were also taught simple arithmetic like counting bullets. The fourth grade of education turned out to be crucial for many students, because they got a chance to teach more complex math word problems.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More These tasks involve the following: â€Å"If a bullet travels 800 meters per second, and the distance between a Russian and a muhjahed is 3,200 meters, then how many seconds will it take for the bullet to hit the Russian between the eyes?† (Fassihi para. 5) Each year, a student could advance to a new grade, texts, lessons, and homework became even more graphic; the seventh grade promotes students to study the â€Å"jihad manual†, the manual that was laden with instructions for bomb making, gun and weapon descriptions and diagrams, and even how-to’s for killing Islam’s enemies (Fassihi para. 6). Students were subjected to this style of learning until the Taliban fell after a five year reign. â€Å"Belqisa could even continue her education if she wanted†¦Now it was allowed, but she forbade herself† (Seierstad 175-181). So, a child of any sex could get education, the question is whether the child wants to get such education. In November 2001, since the fall of the Taliban, Afghanistan faced numerous troubles because of the period of reconstruction and its demands (UNESCO 137). The sphere of education underwent certain challenges and changes as well: schools all ac ross the country held registrations for both males and females. In Jalalabad, the new minister of education, Abdul Ghani Hidayat, hoped for the turnout at registration and believed that nearly eighty percent of the city’s eligible male and females would register. Despite the lack of text books, furniture, and writing utensils and supplies, Mr. Hidayat was eager to commence the planning and implementation of a new curriculum for the children in order to present them an opportunity to enlarge their level of knowledge and have the same rights as other people on the world have (Witter para. 8). In spite of Mr. Hidayat’s enthusiasm and desire to support children and their families, it was not enough to make children return to the schools and continue education. The Taliban’s conditions were so strict and repressive that even their leaving did not help to return female students. The development of innovative computing technologies, the status of English as an internat ional level, and other changes in curriculums require considerable work in the sphere of education (Moreno 398). Wars, which take place in Afghanistan, have serious effect on education in this country: many teachers are killed in actions, many children prefer to go for a war but not to spend time at schools, and many schools have been already destroyed.Advertising We will write a custom essay sample on Education in Afghanistan Before the Taliban – Cause and Effect Essay specifically for you for only $16.05 $11/page Learn More All this damage, created as a result of the war, influences education indicators considerably and increases brain drain. Teachers do not find it effective to stay in the country and train children under such terrible conditions. Those, who decide to stay and protect own native land, face such problems like lack of knowledge or experience. Some teachers do not even have any pedagogic practice, and make use of every day proble ms to create new tasks and train students. Lack of education leads to wrong perception of information and interpretation of numerous psychological, social, and philosophical concepts. Even if the fall of the Taliban promotes the development of the educational sphere in Afghanistan, students still face numerous problems and do not have chances to cope with them. Nowadays, education is available for any citizen of Afghanistan. It does not matter whether you are a boy or a girl. The point is that the attitude to education may be different in each family, and the head of one family cannot accept the idea that his women should spend much time alongside men (Seierstad 262), and the head of the other family is eager to help his women to study new material and be smart. In general, education for boys and girls in Afghanistan sees considerable changes before and after the reign of the Taliban. The sources prove that in fact the Taliban movement did not prevent education for girls; certain co nditions may cause some restrictions, but as a whole, girls got the right to visit schools and enlarge their knowledge. Of course, war conditions deprive a lot of boys and girls of the opportunity to study, this is why numerous school reforms and additional help should be provided day by day. Maybe, this lack of education and attention to social norms and attitude to this life serve as a serious reason of the war. It is high time to think about the ways of how to educate the Afghan people and explain them how wrong and horrible their comprehension of this life can be. Works Cited Fassihi, Farnaz. â€Å"2 Bullets + 2 Bullets =?: That Was Math in the Textbooks Used in Taliban-Era Schools.† Newhouse News Service. Moreno, Juan, M. â€Å"Secondary Education in Afghanistan: A Portray of Post-Conflict Education Reconstruction.† Revista Espanola de Educacion Comparada 11 (2005): 381-406.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Seierstad, Asne. The Bookseller of Kabul. London: Virago Press Ltd., 2004. Print. UNESCO. Education for all by 2015: Will We Make It? New York: Oxford University Press US, 2008. Print. Witter, Willis. â€Å"Afghan Girls Giddy over Return to School.† The Washington Times. (21 Nov. 2001). This essay on Education in Afghanistan Before the Taliban was written and submitted by user Adam Destine to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A Brief History of the Country of Morocco

A Brief History of the Country of Morocco In the Classical Antiquity era, Morocco experienced waves of invaders included Phoenicians, Carthaginians, Romans, Vandals, and Byzantines, but with the arrival of Islam, Morocco developed independent states that kept powerful invaders at bay. Berber Dynasties In 702 the Berbers submitted to the armies of Islam and adopted Islam. The first Moroccan states formed during these years, but many were still ruled by outsiders, some of whom were part of the Umayyad Caliphate that controlled most of northern Africa c. 700 CE. In 1056, a Berber empire arose however, under the Almoravid Dynasty, and for the next five hundred years Morocco was governed by Berber dynasties:  the Almoravids (from 1056), Almohads (from 1174), Marinid (from 1296), and Wattasid (from 1465). It was during the Almoravid and Almohad dynasties that Morocco controlled much of North Africa, Spain, and Portugal. In 1238, the Almohad lost control of  the Muslim portion of Spain and Portugal, known then as al-Andalus. The Marinid dynasty attempted to regain it, but never succeeded. Revival of Moroccan Power In the mid-1500s, a powerful state again arose in Morocco, under the leadership of the Saadi dynasty that had taken over southern Morocco in the early 1500s. The Saadi defeated the Wattasid in 1554, and then succeeded in holding off incursions by both the Portuguese and Ottoman Empires. In 1603 a succession dispute led to a period of unrest that did not end until 1671 with the formation of the Awalite Dynasty, which still governs Morocco to this day. During the unrest, Portugal had again gained a foothold in Morocco but was again thrown out by the new leaders. European Colonization By the mid 1800s, at a time when the influence of the Ottoman Empire was in decline, France and Spain began taking a great interest in Morocco. The Algeciras Conference (1906) that followed the First Moroccan Crisis formalized Frances special interest in the region (opposed by Germany), and the Treaty of Fez (1912) made Morocco a French protectorate. Spain gained authority over Ifni (to the south) and Tà ©touan to the north. In the 1920s the Rif Berbers of Morocco, under the leadership of Muhammad Abd el-Krim, rebelled against French and Spanish authority. The short lived Rif republic was crushed by a joint French/Spanish task force in 1926. Independence In 1953 France deposed the nationalist leader and sultan Mohammed V ibn Yusuf, but both nationalist and religious groups called for his return.  France capitulated, and Mohammed V returned in 1955. On the second of March in 1956, French Morocco gained independence. Spanish Morocco, except for the two enclaves of Ceuta and Melilla, gained independence in April of 1956. Mohammed V was succeeded by his son, Hasan II ibn Mohammed, upon his death in 1961. Morocco became a constitutional monarchy in 1977. When Hassan II died in 1999 he was succeeded by his thirty-five year old son, Mohammed VI ibn al-Hassan. Dispute over Western Sahara When Spain withdrew from the Spanish Sahara in 1976, Morocco claimed sovereignty in the north. The Spanish portions to the south, known as Western Sahara, were supposed to become independent, but Morocco occupied the region in the Green March. Initially, Morocco divided the territory with Mauritania, but when Mauritania withdrew in 1979, Morocco claimed the whole. The status of the territory is a deeply contentious issue, with many international bodies like the United Nations recognizing it as a non-self-governing territory called the Sahrawi Arab Democratic Republic. Revised and Expanded by Angela Thompsell Sources: Clancy-Smith, Julia Anne, North Africa, Islam, and the Mediterranean world: from the Almoravids to the Algerian War. (2001). MINURSO Background, United Nations Mission for the Referendum in Western Sahara. (Accessed 18 June 2015).

Case Essay Example | Topics and Well Written Essays - 500 words - 2

Case - Essay Example The action the farmer took to detain him while calling and waiting for the sheriff does not qualify the case to be classified under false imprisonment. The farmer detained the plaintiff in order to go and call the sheriff who was to act as a judge in this particular situation hence no false imprisonment. The law applied in this scenario is the tort law of false imprisonment. This law protects personal interests when it comes to freedom against restraint of movement. According to this tort, the plaintiff must be confined consciously and within boundaries. For it to however qualify as a false imprisonment, force must have been used and improper assertion of legal authority (Statsky 51). This case is similar to that of Herbst because in both cases, the detention of the plaintiffs was done as an effort to enable the defendant call the authority to solve the case prior to the detention of the plaintiffs. Before the detention, the plaintiffs in both cases were informed of the reason for the detention and what action was to be taken. In both cases also, the plaintiffs had invaded private property without announcing themselves first and without any permission hence according to the law, they were trespassing and therefore deserved to be detained by the owners of the properties pending further legal action by law enforcers (Statsky 52). The case is however different from that of Dupler. This is because Dupler had been given prior warning of the decision she was going to make after being relieved of the duties at the firm. She had been given a dichotomous answer and the refusal to resign led her to be sacked (Statsky 50). It is also different in that her detainers were her former boss and workmates and not strangers and she had not trespassed any property like the situation with the above mentioned two cases. Unlike the other two scenarios before, Dupler had been

Business organisation Essay Example | Topics and Well Written Essays - 2000 words

Business organisation - Essay Example 2007)†. Scientific management principals and tools were developed by emphasizing on extensive research and studies to provide a management solution to the managers who are considered as major stakeholders in the wellbeing of an organization. Fredrick W. Taylor is considered the pioneer in developing scientific management theories. He worked on the application of scientific methods to the labour management to improve their productivity. â€Å"He spent more than two decades passionately pursuing the ‘one best way’ for each job to be done (Robbins & Coulter, 2002)†. Scientific management call for the need of application of maximization of worker’s productivity by the application of appropriate and efficient work methodologies in the light of science, especially ergonomics. The industries at that time were production oriented and mass production, Fordism, and they required practices and procedure that were scientifically designed to optimize their work activities. Fredrick Taylor, who is called the father of scientific management, was a self-made man with his professional career spent in working within a labour intensive environment. Prior to scientific management, â€Å"Taylor worked as an apprentice to a pattern-maker, and as a machinist. He later joined the Midvale steel company as a labor rising in eight years to chief engineer (Hartman S.W. 2007)†. He worked in that environment observing efficiencies in work practices and thus created a desire to work upon the improvement of working methods. Taylor worked for years to develop optimal work methods and developed four principles, called principles of scientific management. Later Gantt and Gilbreth made some alterations in his theory but the basic theme remained the same. In addition, the idea was to break the tasks into simple and small parts and each part to be assigned to a particular person who has the capability and

Definition of Nursing Essay Example for Free

Definition of Nursing Essay The definition of nursing as put forward by the American Nurses Association describes a framework that incorporates caring and health promotion. It is far reaching and intentionally inclusive to all fellow human beings. It has a goal to advocate and help decrease any element of suffering. Nursing is a professional body which strongly advocates the advancement of professional knowledge. Scholarly resources are used to anchor our credibly with research findings. The use of objective data develops processes to improve outcomes of care. Attentions are focused on human action and reactions to changes in health. The body of nursing  acts as influential body to impact social justice. The definition opens the scope of similarities and difference in approach where nurses can provide optimal care for their patients. The metaparadigm concepts: person, health, environment and nursing are platforms in which the protection, health promotion and goal to alleviate suffering can be developed. Dr Jean Watson, a nurse theorist is best now for her work on human caring. She asserts caring as central focus for nursing. Caring serves as pivot to the metaparadigm concepts. She found nurses who were not able to practice caring became harsh and brittle (as cited in Watson, 2009, p.467). As I work with my patients I now realize how my plans of care are based on theses metapadigm concepts. I frequently ask my coworkers what worked best for the patient and why. Then I incorporate that in my daily plan of care. References Watson, J. (2009). Caring science and human caring theory:transforming personal and professional practices of nursing and healthcare. Journal of Health and Human Services Administration,31(4), 466-483.

Lying Is the Most Fun You Can Have Essay -- American Government, The B

The propaganda machine set up by the Bush administration channeled many lies concerning the story of Jessica Lynch. The media, in turn, played and replayed her story to excess. These numerous lies were then published in an article by the Washington Post, on which Krakauer remarks that: Thanks largely to details first revealed in this article, as well as dramatic video of the rescue distributed to the media by the Army, Jessica Lynch dominated the news for weeks. The details of the incident provided by military public affairs officers made for an absolutely riveting story that television, radio, and print journalists found irresistible: a petite blond supply clerk from a flea-speck burg in West Virginia is ambushed in Iraq and fearlessly mows down masked Fedayeen terrorists with her M16 until she runs out of ammo, whereupon she is shot, stabbed, captured, tortured, and raped before finally being snatched from her barbaric Iraqi captors during a daring raid by American commandos. (207-208) Krakauer admits that the article expresses there had been no verification of the details relating to Jessica Lynch's story, but this was largely ignored (208). It seems as though the administration was as good at covering their asses as they were at manipulating the public at large. This can be seen in the disclaimer in the article by the Washington Post. The article states that â€Å"Pentagon officials said they had heard â€Å"rumors† of Lynch's heroics but had no confirmation†(qtd. in Krakauer 208). They knew that truth about Jessica Lynch would eventually come through, and as long as the lies had their desired effect; they didn't care. The real story of what happened to Jessica Lynch is much less extreme. As Krakauer emphasize... ...t provided support for the war in Iraq and kept our troops there, the better. As illustrated by Krakauer, â€Å"Bin Laden regarded the invasion of Iraq as a tremendous gift from President Bush―a 'rare and essentially valuable' opportunity to spread jihad† and that â€Å"the American occupation was fueling Muslim rage even more than the invasion of Afghanistan had, inspiring throngs of Arab men to join the ranks for al-Qaeda† (255). The Bush administration's treatment and spinning of the stories of these heroic soldiers into a vehicle of propaganda for their own ends was abhorrent. I feel disgusted at their using of people and lies to maintain their unjust war, and their war must be indeed have been unjust if they had to go to such extremes to support it. It is tragic that the people of the United States and other countries have been subjected to this kind of betrayal.

National Intigration in Malaysia

This article examines the direction of ethnic politics in Malaysia by investigating the 2008 election results and the subsequent political maneuverings of political parties following the election. The results do not clearly demonstrate the demise of ethnic politics; however, the communal political paradigm of the Barista National Party (BIN) has become increasingly ineffective in its attempts to appease both Malay and non- Malay communities.Following the election, the BIN seems to have moved towards the adoption of a multivalent agenda, whereas its affiliated parties have chosen to maintain their communal political paradigm. Furthermore, the Pakistan Arrays has not outlined a clear multivalent platform and has failed to reject communal politics. The Malaysian political paradigm has yet to shift qualitatively away from ethnic politics. View full text Download full text One of the key concepts of national integration in Malaysia is to increase and develop the country economically.In a plural society like Malaysia, citizens nowadays hardly ark together due to lack of communication between each another. Therefore, it is important for national integration to take place so that people in Malaysia work together and help each other to increase the country's income; this is because when there is unity there is teamwork. On the other hand, according to Data Limit P. G. (2003) building a harmony society is also one of the key concepts of national integration.Malaysia a country that has many types of races of people must reduce the difference between them and to come as one to create a community with strong oral and ethic values so that a harmony society can be build. According to Boolean (2007), the other key concept of national integration is to motivate Malaysian nowadays to learn to unite with each other and also to enhance the patriotism spirit in them. This is to ensure that people from various ethnic groups here can learn to tolerate each other and work together to bring our country forward.Bell Abstract An important characteristic of many countries is that they exhibit, to greater or lesser intergovernmental fiscal systems. This paper explores some of the varied extents and manners in which such asymmetrical treatment may help or hinder the maintenance of an effective nation-state, where â€Å"effectiveness† encompasses both how effectively, efficiently, and (perhaps) equitably public services are provided throughout the national territory and also the effects asymmetry may have on the very existence of â€Å"fragmented† nation-states.Key words: federalism, decentralization, asymmetry, subsidiaries JELL codes: HUH, DAD Belgium, Bosnia-Herringbone, Canada, People's Republic of China, Germany, India, Indonesia, Iraq, Philippines, Russia, Spain, Sudan, Switzerland?what can this diverse set of countries possibly have in common? One important answer is that each contains within its boundaries a significant territorially based group o f people who are, or who consider themselves to be, distinct and different in ethnicity, in language, in religion, or Just in history (ancient or recent) from the majority of the population.Indeed, contrary to the common view?one might say mythology?that the most natural† nation-state is a unified and homogeneous entity, such â€Å"fragmented† countries (Bird and Stauffer, 2001)1 are found throughout the world. Homogeneous nations are more the exception than the rule. Indeed, heterogeneity, whether ethnic or economic, is a more common feature of most countries than homogeneity. 2 A second important characteristic of many countries is that they exhibit, to greater or lesser degrees, some â€Å"asymmetry' in the way in which different regions are treated by their intergovernmental fiscal systems. While†¦ [continues]