Mediu Student Blogsphere: June 2013

Thursday, June 27, 2013

Student Affairs And Alumni Division

About Written by Administrator About Us Student Affairs and Alumni Division (STD) was established in October, 2005, led by the Deputy Vice Chancellor (Student Affairs and Alumni). It acts as an intermediary between students and the administration. It started in 1993 as the Centre for Student Development. The restructuring of the organisation took place in 2005 in line with the formation of the position of Deputy Vice Chancellor (Student Affairs and Alumni). Consequently, the Centre for Student Development became 2 separate bodies namely Student Affairs and Alumni Division and Centre for Student Development. Student Affairs and Alumni Division is responsible in providing various services and facilities for students such as accommodation, cultural and sports facilities, health services and financial support. It is also responsible in creating conducive environment to facilitate student learning. Objectives To provide efficient and high quality services to accommodate students’ needs in support of effective teaching and learning To plan and provide services and infrastructure in creating conducive campus environment To offer guidance and counseling services on the implementation of activities in student clubs and organizations To control and monitor students’ discipline and conduct based on University acts and regulations as approved by the University authority To develop students’ potential, integrity and self-esteem through various activities organized within and outside the University

Wednesday, June 26, 2013

Al-Madinah International University

Al-Madinah International University (MEDIU) is a leading international university that promotes a wide range of knowledge in its various aspects to serve humanity and to promote its advancement. It was mooted by a group of renowned Muslim scholars who wanted to provide contemporary Muslims with modern yet suitable educational tools. MEDIU obtained approval as a university from the Ministry of Higher Education, Malaysia in 2006 and subsequently was registered in 2007. MEDIU operates under Malaysia’s Private Higher Education Act of 1996 which governs its establishment and the administration in order to prepare and provide a conducive learning environment for students of higher learning. Why choose Al-Madinah International University? MEDIU offers different and various programs with different degrees and levels including the programs of Diploma, Bachelor, Master, Ph.D and short courses in all disciplines according to the students learning needs and their living and professional circumstances by more than 40 programs in different fields and disciplines. MEDIU provides knowledge to all society groups and levels through innovative methods of remote and electronic learning that make getting knowledge in easy smooth and flexible method enables the student to reach to the desired discipline in a way comes true with his case and circumstances raising the slogan of "Your Gateway To Borderless Learning". MEDIU provides the students with knowledge anywhere in which the internet connection exist using the modern means of communication and investing these means in a proper way that removes that constrains of time and place. Facilities at Al-Madinah International University - Library Class Rooms Laboratories Computer Centre Career Services Faculties at Al-Madinah International University - Centre of Languages Faculty of Islamic Sciences Faculty of Languages Faculty of Computer and Information Technology Faculty of Finance & Administrative Science Faculty of Education Faculty of Engineering Accreditation of Al-Madinah International University - Each of their academic programs goes through a rigorous approval process before they are offered to the public. All programs currently offered at MEDIU are approved by MQA and MOHE. The main role of the MQA is to implement the Malaysian Qualifications Framework (MQF) as a basis for quality assurance of higher education and as the reference point for the criteria and standards for national qualifications.

Maklumat Al Madinah International University (MEDIU)

Maklumat Al Madinah International University (MEDIU) Al-Madinah International University (MEDIU) ialah sebuah universiti Islam berasaskan pembelajaran melalui atas talian (maya). Sebuah institusi pengajian Islam yang mendapat pengiktirafan Kementerian pengajian Tinggi Malaysia dan Malaysia Qualification Agency (MQA) telah menawarkan kursus di peringkat ijazah, Diploma dan Persijilan kepada semua masyarakat di seluruh dunia. Beribu pejabat di Shah Alam,Selangor, MEDIU mempunyai pejabat-pejabat dan pusat pembelajarannya di dalam dan luar negara iaitu di Kota Bharu, Madinah Al Munawwarah, Kaherah, London, Yogyakarta, Makassar, Singapura, Bangkok dan Kuwait.(Tertakluk kepada pindaan oleh pihak Universiti) Semoga kerjasama ini pemangkin kearah pembentukan generasi bertakwa dan berpendidikan sarjana Terima kasih Pengajian secara berterusan.. tiada sempadan masa..dimana saja anda berada..Menerusi Pengajian di AL MADINAH INTERNATIONAL UNIVERSITY (MEDIU) Berdaftar di bawah Kementerian Pengajian Tinggi Malaysia Diiktiraf dan diluluskan oleh Malaysia Qualification Agency (MQA) Usahasama Kepakaran Para Cendikiawan Tersohor Dunia University Islam Timur Tengah Dalam Membina Modul dan kaedah Bersistematik Melaui Kepakaran Kecanggihan Teknologi Profesional Tempatan Al-Madinah International University (MEDIU) telah memperkenalkan satu kaedah baru untuk menyambung pelajaran dalam era globalisasi ini– satu sistem pengurusan pembelajaran jarak jauh yang bermodalkan pada kecanggihan teknologi, menjadikan MEDIU sebuah Universiti Islam Online Pertama di Malaysia. Pusat-pusat pembelajaran dan Perkhidmatan yang sedia ada: Shah Alam, Kota Madinah al Munawwarah, London, Kota Bharu, Kaherah, Kuwait, Yogyakarta, Sulawesi, Bangkok & Singapura.(Tertakluk kepada pindaan oleh pihak Universiti) Bagi lepasan Ijazah, Diploma, STPM, STAM, STA, SPM, Syahadah Thanawiyyah ‘Ulya, GCE A Level, GCE O Level

Tawaran belajar di Universiti Antarabangsa Madinah Shah Alam

Al Madinah International University di Malaysia menawarkan pelbagai program peringkat Diploma , Ijazah Sarjana Muda dan Ijazah Sarjana. Maklumat lanjut di www.mediu.edu.my atau hubungi : Al Madinah International University (MEDIU) Tkt 11, Plaza Masalam, Jalan Tengku Ampuan Zabedah E/9E, Seksyen 9, 40100 Shah Alam, Selangor. Tel : 03 55113939 Fax : 03 55113940 Customer Service Advisors are available from 9.00 am to 12.30 pm and 2.00 to 4.00 pm, Monday through Friday Please send all enquiries regarding your current admissions application to admission@mediu.edu.my Cawangan lain : Kelantan No. 9, Bangunan MPKB, Berek 12, Jalan Hospital, 15200 Kota Bharu, Kelantan. Tel : 09 – 7985 722 Fax : 09 – 7488 722 FACTS & FIGURES - The university opened the first office in Malaysia in 2006 at section 18, Shah Alam. - The university received the first batch of students in Feb. 2008 with number of students reached to 250 from Indonesia. - Within less than one year, the university received 1208 students for all academic disciplines. - The number of applicants is expected to be double of the current number after the announcement of new disciplines in bachelor degree and postgraduate studies which offered for registration since Nov. 2008 and Feb. 2009. - In addition to the university plan to open new learning and service centres in different parts of the world.

How Do You Develop a Wildly Successful Alumni Relations Effort? Read more: http://www.insidehighered.com/blogs/stratedgy/how-do-you-develop-wildly-successful-alumni-relations-effort#ixzz2XOVK28Pa Inside Higher Ed

Ask most alumni relations professionals the secret of success and they will have a common refrain. They will tell you that best way to create a group of engaged, committed – and generous – alumni is to begin with a group of engaged, committed students. So, to develop a wildly successful alumni relations effort, aim for a wildly successful student experience. One thing to keep in mind is that they are students for one to six years and alumni for the rest of their lives, yet it is their years on campus (or perhaps online) that form the foundation of their relationship with the school. Some schools already do this well by integrating alumni into orientation activities, hosting an alumni event early in a students’ campus career, help students in study abroad programs connect with alumni in other countries, connect students and alumni for career mentoring, and working with student clubs. Some schools co-locate alumni relations and student affairs teams. And it doesn’t stop there. It continues throughout the rest of the student/alumni lifecycle. How and what are you communicating to alumni? Are you letting them know about what is happening at the school now – both the good and the bad, and what plans you have for the future? About what other alumni are doing? About current students? About the faculty and/or research? About some of the history or trivia about the school – and how it laid the foundation for the institution’s current culture and success? About how they can become involved with the school now? In the public sphere, what are you saying about the school. Are you using words and stories that resonate with alumni? Would they recognize the place you describe? And how about admissions? What are you doing in admissions that will ensure the long-term success of the students and the school? Are you screening for fit – academic and cultural? Are you looking for students that actively participate in their communities and show a proclivity to engage and contribute? Will these people thrive in your environment and become lifelong ambassadors for the school? Several years ago, I lead a project to “restart” and alumni relations organization that had had six directors in twelve years and a disengaged alumni base. Beginning with some qualitative research, we scheduled a series of individual interviews and group discussions with alumni in several countries and asked them about their experiences as alumni, how they would like to interact with the school as alumni, etc., and one alumnus summed it up quite well: “I loved the place – it changed my life and I am enormously proud for having gone there and what you all are doing. But you need to keep in front of me and keep telling me why I should continue to care.” What are you doing to create positive experiences for students while they are in your program that will build the foundation for strong alumni relations? Read more: http://www.insidehighered.com/blogs/stratedgy/how-do-you-develop-wildly-successful-alumni-relations-effort#ixzz2XOVG5cE4 Inside Higher Ed

منسوبو جامعة المدينة العالمية يتقدمون بالتعزية في وفاة الطالب قاسم عليدي رحمه الله

منسوبو جامعة المدينة العالمية يتقدمون بالتعزية في وفاة الطالب قاسم عليدي رحمه الله {وَبَشِّرِ الصَّابِرِينَ الَّذِينَ إِذَا أَصَابَتْهُمْ مُصِيبَةٌ قَالُوا إِنَّا لِلَّهِ وَإِنَّا إِلَيْهِ رَاجِعُونَ أُولَئِكَ عَلَيْهِمْ صَلَوَاتٌ مِنْ رَبِّهِمْ وَرَحْمَةٌ وَأُولَئِكَ هُمُ الْمُهْتَدُونَ} بقلوب مؤمنة بقضاء الله وقدره يتقدم منسوبو جامعة المدينة العالمية بكافة وكالاتها وإداراتها وطلابها بأحر التعازي وصادق المواساة إلى آل عليدي الكرام في وفاة الطالب قاسم عليدي رحمه الله نيجيري الأصل (تخصص تكنولوجيا المعلومات) الذي وافته المنية يوم الثلاثاء الموافق 25/6/2013 ، نتيجة غرقه بينما كان ذاهبا للصيد قرب بورت كلانغ، سيلانغور. ولا يملك الجميع إلا التوجه إلى الله عز وجل بالدعاء الخالص بأن يسبغ على الفقيد واسع رحمته وأن يسكنه فسيح جناته وأن يلهم أهله الصبر والسلوان، فرحمه الله رحمة واسعة وأجزل له المثوبة وجعل ثواب أعماله في موازين حسانته إنه سميع مجيب، وإنا لله وإنا إليه راجعون.

MOU: MEDIU-The Joint Charity Commission (Jakarta, Indonesia)

In accordance with the mission and objectives of Al-Madinah International University (MEDIU) in sharing knowledge and building collaborative relationships with various stakeholders and departments of regional authorities; MEDIU recently has partnered with The Joint Charity Commission in Jakarta, Indonesia. The Joint Charity Commission in Jakarta, Indonesia is a charitable foundation established in 1992 to provide humanitarian and charitable work. The MOU was signed in a framework of cultural cooperation between the two parties. The collaboration was presented between Asst. Prof Dr. Ahmad A. Al-Shiha; MEDIU’s Deputy CEO for International Relations and Mr. Ahmad Zawawi Nawawi; representative of The Joint Charity Commission. The terms stipulated in the agreement between the two parties is to strengthen the scientific and academic cooperation and exchange of knowledge and to carry out development projects and scientific research such as the establishment of scientific workshops, provision of advisory services in the areas of academic and technical skills and provide specialist with expertise in academic and technical matters.

MEDIU’s Training Center is accredited to hold International Computer Driving License (ICDL)

Quality assurance of academic programs to be internationally recognized for the Ministry of Higher Education in the Kingdom of Saudi Arabia, the Arab Republic of Egypt and the State of Kuwait by the Ministry of Higher Education Malaysia.

A continuation procedure is to be implemented by the Registrar office to achieve international quality standard for programs run by the University. This procedure is a request from the Ministry of Higher Education Malaysia to the Ministry of Higher Education in the Kingdom of Saudi Arabia and the Arab Republic of Egypt and the State of Kuwait. MEDIU management emphasizes this procedure should be done precisely to make room for students interested in continuing their education to a higher level on giving a chance to the students to move forward in their careers. Ministry of Higher Education Malaysia acts as a body that oversees the university status in Malaysia. Each academic program that is being offer in a university has to go through an accreditation body that is responsible for quality assurance for both the public and private sectors. It is as a basis for quality assurance and standard reference point for national qualification criteria.

Al-Madinah International University

http://en.wikipedia.org/wiki/Al-Madinah_International_University

Cooperation agreement between World Wide Association for Introducing ISLAM (WWAII) and MEDIU

http://www.mediu.edu.my/news-events/event_20jan2010.html

SEGi Signs MOU with Al-Madinah International University

http://www.segi.edu.my/happening/segi-signs-mou-with-al-madinah-international-university

Student Affairs Division

http://www.mediu.edu.my/university-management/student-affairs-division.html

Courtesy Visit by the Islamic Association of China (Khunan & Shin Chan City)

http://www.mediu.edu.my/news-events/courtesy-visit-by-the-islamic-association-of-china-khunan-shin-chan-city.html

Crisis in Syria

I. Background to the crisis in Syria Protests asking for the release of political prisoners began mid-March 2011 and were immediately met by Syrian security forces who at first detained and attacked protestors with batons, and later opened gunfire, and deployed tanks and naval ships against civilians. Syrian President Bashar al-Assad refused to halt the violence and implement meaningful reforms demanded by protestors such as the lifting of emergency law, broader political representation and a freer media. Assad continued to deny responsibility for the attacks on protestors, placing the blame for the violence on armed groups and foreign conspirators instead. On 16 February President Assad called for a referendum to be held on 26 February that would end single party rule in Syria; however governments, such as the United States, analysts, and members of the opposition expressed reluctance that the promise of political reform would be upheld, and noted that conducting a referendum during such a crisis was not a necessary course of action to end the violence. As the conflict wore on, demands grew more splintered and protestors began to organize. One of the main opposition groups, the Syrian National Council (SNC), is an umbrella organization that was formed by activists in Istanbul on 24 August. The SNC has received economic support from Turkey, who hosts an SNC office. The organization also met with the United Kingdom and United States. The SNC called for the Syrian government to be overthrown by a united opposition, rejected dialogue with Assad, and, though officially against military intervention, requested international protection of the population. In contrast, another main group, the National Co-ordination Committee (NCC) advocated for dialogue with the government, believing that toppling the Assad regime would lead to further chaos. On 31 December, these two groups signed an agreement to unite against the government. Another group, the Free Syrian Army, comprised of an estimated 15,000 defected Syrian soldiers, executed retaliatory attacks against Syrian forces. UN High Commission for Human Rights Navi Pillay marked the death toll at more than 5,000 when she briefed the UN Security Council in early December. Between 26 December 2011, when independent monitors mandated by the Arab League arrived in Syria, and 10 January 2012, there were at least 400 deaths, according to UN Under-Secretary-General for Political Affairs B. Lynne Pascoe. Though the death toll continued to increase with the ongoing violence in the months following, the UN stopped releasing estimates in January 2012 given the growing difficulty to verify casualties. Please pardon our appearance; this page is not up-to-date. ICRtoP will post the correct version of this page in the coming days. Crisis in Syria I. Background to the crisis in Syria II. Crimes against humanity perpetrated by Syrian government a. Syrian government use of excessive force against protestors b. Access denied to monitoring and humanitarian groups III. Responses to the Syrian crackdown on protesters a. Regional response b. Response from the United Nations c. Individual government responses d. Response from Civil Society Massive human rights violations in Syria have been committed as Syrian security forces have responded to protestors with extreme violence, resulting in an estimated death toll of over 5,400, according to the UN. Evidence of systematic acts of brutality, including torture and arbitrary arrests, point to a clear policy by Syrian military and civilian leadership amounting to crimes against humanity. Under international law, commanders are responsible for the commission of international crimes by their subordinates if the commanders knew about the violations. In keeping with the norm of the Responsibility to Protect, UN Member States, regional organizations and governments must urgently work together towards an end to the violence. I. Background to the crisis in Syria Protests asking for the release of political prisoners began mid-March 2011 and were immediately met by Syrian security forces who at first detained and attacked protestors with batons, and later opened gunfire, and deployed tanks and naval ships against civilians. Syrian President Bashar al-Assad refused to halt the violence and implement meaningful reforms demanded by protestors such as the lifting of emergency law, broader political representation and a freer media. Assad continued to deny responsibility for the attacks on protestors, placing the blame for the violence on armed groups and foreign conspirators instead. On 16 February President Assad called for a referendum to be held on 26 February that would end single party rule in Syria; however governments, such as the United States, analysts, and members of the opposition expressed reluctance that the promise of political reform would be upheld, and noted that conducting a referendum during such a crisis was not a necessary course of action to end the violence. As the conflict wore on, demands grew more splintered and protestors began to organize. One of the main opposition groups, the Syrian National Council (SNC), is an umbrella organization that was formed by activists in Istanbul on 24 August. The SNC has received economic support from Turkey, who hosts an SNC office. The organization also met with the United Kingdom and United States. The SNC called for the Syrian government to be overthrown by a united opposition, rejected dialogue with Assad, and, though officially against military intervention, requested international protection of the population. In contrast, another main group, the National Co-ordination Committee (NCC) advocated for dialogue with the government, believing that toppling the Assad regime would lead to further chaos. On 31 December, these two groups signed an agreement to unite against the government. Another group, the Free Syrian Army, comprised of an estimated 15,000 defected Syrian soldiers, executed retaliatory attacks against Syrian forces. UN High Commission for Human Rights Navi Pillay marked the death toll at more than 5,000 when she briefed the UN Security Council in early December. Between 26 December 2011, when independent monitors mandated by the Arab League arrived in Syria, and 10 January 2012, there were at least 400 deaths, according to UN Under-Secretary-General for Political Affairs B. Lynne Pascoe. Though the death toll continued to increase with the ongoing violence in the months following, the UN stopped releasing estimates in January 2012 given the growing difficulty to verify casualties. Humanitarian situation in Syria worsens amid continued violence Clashes between government forces and the Syrian opposition continued into April 2012, despite efforts by the international community to end the violence. The appointment of Kofi Annan as UN-Arab League Joint Special Envoy to Syria led to a 16 March presentation to the Security Council of a six-point plan, which included a ceasefire deadline of 10 April, the end of government troop movements towards population centers, the withdrawal of heavy weapons and troop withdrawal. Contrary to skepticism from the international community - including France and the United States - Syrian President Bashar al-Assad accepted Annan’s proposal for the ceasefire. The Security Council, after being briefed by Annan on 2 April, issued a presidential statement on 5 April in support of the plan and calling on the government to follow through on its pledge, and on all parties to cease armed violence. Additional demands made by the Syrian government on 8 April - including a written ceasefire agreement and observer mission deployment occurring simultaneously with the ceasefire – were refused by the Syrian opposition; the armed opposition group Free Syrian Army warned they would resume attacks if the government did not adhere to ceasefire deadlines. Despite the 10 April deadline – and complete ceasefire deadline of 12 April - set by Kofi Annan, attacks continued with no sign of troop withdrawal. According to Syrian National Council representatives in Geneva, over 1,000 civilians were killed in the first two weeks of April, with shelling and mortar fire in the northern village of Marea and the city of Homs on 10 April. Reports from Amnesty International and Human Rights Watch highlighted ongoing rights abuses, from the arrest of minors to extrajudicial executions. The impact of the conflict began taking its toll on the countries bordering Syria, with over 24,000 Syrians occupying the Turkish refugee camp of Kilis, which reportedly came under fire from government forces on 9 April; meanwhile Lebanese opposition leader Amin Gemayel has voiced concern that the fighting could spill over into Lebanon. II. Crimes against humanity perpetrated by Syrian government Syrian government use of excessive force against protestors The Syrian government’s violent response to protests since mid-March has left over 5,400 people dead as of 10 January 2012, including at least 300 children, according to the UN Office of the High Commissioner for Human Rights (OHCHR). Thousands more have been wounded, arbitrarily arrested, tortured and disappeared as protestors and their families within and outside of Syria have been targeted. Under-Secretary-General B. Lynn Pascoe informed Security Council members on 27 April 2011 that sources in Syria were “consistently reporting the use of artillery fire against unarmed civilians; door-to-door arrest campaigns; the shooting of medical personnel who attempt to aid the wounded; raids against hospitals, clinics and mosques and the purposeful destruction of medical supplies and arrest of medical personnel.” Over ten thousand refugees fled the country since March, many to Lebanon and Turkey, as noted in the Office of the High Commissioner for Human Rights Commission of Inquiry’s report to the General Assembly published on 23 November 2011. Amnesty International stated in its 24 October report that wounded civilians seeking medical treatment in at least four hospitals faced torture and other forms of ill-treatment from security officials and medical staff. Additionally, medical professionals attempting to help the wounded engaged in protests were threatened with arrest and torture. Human Rights Watch (HRW) reported as early as June that the attacks by the government reached the level of crimes against humanity in multiple cities across Syria, such as Daraa and Homs. Later on 15 December HRW named over 70 Syrian commanders who imposed a ‘shoot to kill’ policy against protestors, making clear that these crimes were knowingly committed against the civilian population. In January 2012, violence in Syria escalated as evidenced by reports of a “massacre” in the district of Karm al-Zeitoun on 26 January which resulted in the death of more than 74 Syrian citizens over two days. Further reports were released by HRW on 3 February stating that authorities had detained and tortured children with impunity. Access denied to monitoring and humanitarian groups As President Bashar al-Assad deployed troops and tanks to meet protesters with deadly force, he compromised civilian access to necessities including food, water and medical supplies. The International Federation for Human Rights (FIDH) raised awareness of the forced humanitarian crisis in its 28 July report, Bashar Al Assad: Criminal Against Humanity. A 25 October Amnesty International report provided detailed findings that civilian access to hospitals was also limited by the ongoing violence and by government control of medical staff and facilities. President Assad blocked access to the country of most outside humanitarian and human rights groups, the OHCHR fact-finding mission and the OHCHR Commission of Inquiry. Information from within Syria on the state of the humanitarian crisis remained limited as a result of the refusal of entry for journalists as well as cracking down on internet and social media use. Following weeks of negotiations, the Syrian government agreed on 19 December to allow an independent monitoring mission full freedom of movement within Syria as part of a peace initiative brokered by the League of Arab States. However, shortly after the mission began reports emerged stating that the Syrian government was obstructing monitors’ access. Human Rights Watch reported on 27 December that Syrian security forces were moving detainees to more sensitive military sites where access to monitors would not be readily provided. HRW also reported that military personnel had in some cases been given police identification cards, violating the terms of the Arab League initiative for Syrian troop withdrawal. On 5 January, Syrian activists claimed the Syrian government was deceiving observers, who had begun their mission on 26 December, by painting military vehicles to look like police cars and taking observers to areas loyal to the government. III. Responses to the Syrian Government’s Use of Force The international community grew increasingly alarmed as the violence in Syria escalated. However, compared to the crisis in Libya, which saw widespread international support behind an early response, regional and international organizations proved more hesitant in responding to the political and humanitarian crisis in Syria. Regional The League of Arab States The League of Arab States initially remained passive in its response to the Syrian government’s crackdown, stressing that it would not take action itself in response to the crisis. The League issued a statement on 25 April that condemned the use of violence against protestors in Arab countries without highlighting Syria or proposing any measures to end human rights violations. Eventually, on 7 August, the League released a statement calling for a “serious dialogue” between Syrian authorities and protestors. As the conflict wore on, the League took a stronger position. On 10 September Secretary-General of the League Nabil El Araby met with President Assad and urged him to stop all violent attacks on civilians, reaching an agreement for the implementation of reforms. However it wasn’t until 2 November that the Arab League secured Syria’s agreement to implement a peace plan, which included a promise to halt violence, release prisoners, allow for media access and remove military presence from civilian areas. Even then, according to Amnesty International, over 100 civilians were killed in the week immediately after Assad agreed to the plan. In response, the League suspended Syria’s membership on 12 November, and in an unprecedented move, imposed economic sanctions on 27 November. On 19 December Syria signed a peace deal, agreeing to an Arab observer mission for an initial period of one month while explicitly ruling out intervention and protecting Syrian sovereignty. The initiative also included a ceasefire, the release of detainees and military withdrawal. As the one-month mandate of the Arab League’s observer mission in Syria came to a close, the League met on 22 January in Cairo to discuss the mission’s future. Following the meeting, Arab leaders, in addition to extending the mission's mandate and providing additional equipment for observers, called on Syrian President Bashar al-Assad to cede power to his vice president and form a national unity government. This plan was immediately rejected by Syrian authorities who called the plan “flagrant interference” in Syrian affairs. Meanwhile, the monitoring mission launched by the Arab League in December 2011 suffered additional setbacks as Saudi Arabia and the Gulf States withdrew their support on 23 and 24 January respectively, citing Syria’s failure to implement the peace plan. Though Arab leaders initially agreed to extend the mandate of the monitoring mission for another month on 27 January, they later suspended the mission on 29 January due to "critical" worsening conditions. After the Security Council failed to reach a consensus on the Arab League’s strengthened stance, resulting in a double veto of a resolution on 4 February, Arab leaders agreed on 12 February to open contact with Syrian opposition and ask the UN to form a joint peacekeeping force to halt the violence in Syria. The Gulf Cooperation Council (GCC) The GCC - Bahrain, Kuwait, Oman, Qatar, Saudi Arabia, and the United Arab Emirates – issued a statement on 7 February recalling their envoys and expelling Syrian ambassadors. The statement was a strong condemnation of the “mass slaughter against the unarmed Syrian people,” and urged Arab leaders to take "decisive measures in response to this dangerous escalation against the Syrian people." The European Union (EU) The European Council announced on 9 May 2011 that it would impose an arms embargo on Syria and a visa ban and asset freeze on 13 individuals identified as responsible for the conflict. The EU later imposed targeted economic sanctions, additional travel bans and asset freezes against Syrian government and military officials on 1 August. In a statement issued on the same day, EU High Representative Catherine Ashton reminded the Syrian government of “its responsibility to protect the population” and denounced attacks on civilians in Hama and other Syrian cities. The EU also adopted a ban on oil imports from Syria to increase pressure on the regime on 2 September, and continued to expand its economic sanctions on Syria for the duration of the conflict. On 23 January the European Union announced an expansion of economic sanctions to twenty-two more individuals. The EU gave its support on 13 February to the Arab League’s call for a joint Arab-UN peacekeeping force.

How can you fight back people who make you feel uncomfortable and stupid in front of others and always have an answer back to what you say?

Answer: == Answer == It's important to remember, in your mind, that the people who downgrade others, are only internally insecure about themselves, which is why they resort to such disgraceful behavior. Keeping that in mind helps you deal with these situations. Also, keeping a light sense of humor about everything said and ignoring taunts will discourage the person from making too much comment, and also make you feel better. Finally, why hang out with such downgrading people? You deserve better. Answer In life you will always run into careless and unthinking people. You will find 90% of the human population is fine, but there are always that 10% that you just can't deal with no matter what you do. Just remember, their actions say more about them, then they do about you. Sometimes careless and unthinking people are often taught the worth of mercies by the want of them. Do not let your emotions interfere with your own character. Stay focused and don't let them know what your thinking, and don't let them see you sweat. You must learn and understand who you are as a person. You must understand that we all have ours strengths and weaknesses. None of us are exempt. We must try to increase our strengths while minimizing our weaknesses. Still, your inner being is most important; who you are as a human. Don't be concerned about the cloths some one wears, or how much money they have, or the mark they leave on the world, their position in life, or what they appear to be. The true measure of a man (meaning mankind) is what it takes to discourage him. Stay focused and do not be discouraged. You cannot let others indicate to you who you are. You must do that! Work on developing your self-esteem, and your passion in life. The best way to fight back is by developing your own character into one who nurtures others, one who always builds up, never tears down, one who encourages, never discourages, one who loves, not one who hates. Stick to your values and good ethics no matter what and you will be one who becomes one of the heroes we so desperately need in this world today. Best wishes!! Answer 3 In accordance with answer number 2, this is true. It still hurts to be made fun of in this manner especially in front of people. The best way to deal with matters like these is to let others in the public see that you are the victim. When enough becomes enough, and the crowd is on your side tell them the truth. All in all the person gauges your reaction and gets a kick out of it. They never realize what kind of person they are. The best way to deal with these people is to not deal with them at all. You seem like you are a good person trying to find their way, keep that up. If what they say really gets to you, use some kind of physical activity to let out that stress and anger you feel. I recommend TaeKwonDo, or another controlled engagement sport.

It makes life a lot more pleasant for everyone concerned.

Good manners and courtesy are the grease which keeps a society moving smoothly. They are the hallmarks of a civilization which values all of its people. It is important to show everyone the same courtesy, not just people you think merit it. People often shy away from the homeless, yet according to a recent documentary I saw on PBS, the average family is only 3 paychecks from the street. "Please, thank you," holding a door for someone---hanging up your cell phone when a clerk is ringing up your purchases. Greeting the customer, making eye contact if you are the clerk. These are little things, but by practicing them, we are recognizing the humanity in each other. And sometimes the smallest act of kindness can change the course of your day--or your life. There have been 2 instances lately on national tv, of people in service jobs (one a waitress, one a cashier), who have been remembered in peoples' wills for simply being kind. I think it says something not very good about us as a society that it is considered noteworthy when someone goes out of their way to be thoughtful. It should be the norm. And it is up to parents to teach their children good manners and courteous behavior. It seems that in recent years, we've been so busy trying to build up our children's self-esteem that we've created a bunch of rude little monsters with a sense of entitlement and a lack of consideration for anyone but themselves. The only question many people seem to consider these days is, "is it good for me?" We seem to have forgotten that we are all connected to a degree, and we are all on the same journey. I don't think that people have changed. I think that core of goodness and compassion still resides in most of us--maybe hidden a little deeper, but I think it wants to come out. And everyone has the power within them to facilitate change. Just drive a little slower. Let someone in when they put their blinker on. Hold the door for someone. Say "please" and "thank you." And smile.

Good manners are a courtesy to others

In essence, good manners mean you don't make others uncomfortable around you. It's not just eating quietly and neatly, it's paying attention to the person who is talking to you, not gossiping, laughing even if the joke isn't funny (as long as it is not crude). Good manners are a form of caring. They are also a bridge between cultures and lifestyles. Knowing the protocol of the other culture is a form of good manners. Allowing others to have the spotlight is a form of good manners. If, by good manners, you are simply referring to table manners, put your napkin in your lap, use your silverware from the outside in, tear your bread in bite size pieces before you butter it, one piece at a time, and don't gulp. Chew with your mouth shut and wait until it is empty to talk. Eat small pieces at once so you are not looking like a cow chewing cud. It's just a matter of making sure others are not uncomfortable around you. That's really the whole thing.

Bad manners hold you back in life

There are a lot of people who think that manners and etiquette are about forcing people to behave in unnatural ways, or that it's a way of making some people feeling stupid (when they commit a faux pas). But in truth, manners create a framework that allows us to communicate with fewer misunderstandings, and with clear expectations for what will happen. Good manners are simply knowing how to behave in a way that doesn't make the people around you uncomfortable. It's NOT about knowing how to use weird appetizer forks, or about telling other people how to behave. It's just about being at ease in a social situation, and not unwittingly embarrassing yourself. It's a pain to have to teach children good manners. Remembering those "please" and "thank yous," chewing with your mouth closed, speaking in polite volumes, not interrupting, etc., are not easy skills to acquire. But if you equip your children with these, they will be able to go out in the world and interact without embarrassing you - and as adults, they won't be held back. I work in HR and it is amazing the number of people who lack social skills who are out there looking for jobs. They are rude in their interviews or on the phone, or they say things that call into question their intelligence or judgment. No employer wants to have to train people on the things that they should have learned as a five- or six-year-old, so they get a "thanks, but no thanks" letter and are never given another shot at working for that company. And they aren't going to be able to succeed with their own business if their clients find them awkward and off-putting, either. A lack of basic manners is a major handicap in professional life.

Short Essay on the importance of Good Manners

'Manners makes a man' is a true saying. By manners we mean proper and respectful behavior towards all with whom we come in contact. Good manners come naturally to a man who is bred-up in a cultured family. On the contrary, an ill-bred man has no manners. Good manners are, therefore, the sign that a certain person has been brought up on the right lines. Good manners are very necessary for progress in life. They help him to win the favor and confidence of others. They are a sure passport to success in life. An ill-mannered man, on the other hand, is disliked by everyone and has no chance of success in any walk of life he joins. Good manners endear us to others. A polite answer turns away anger and a kind word uttered in time saves a man from many troubles. It is politeness which succeeds while ability fails. Even a good action will lose its value if the person doing favor utters impolite words. Good manners are learnt early in life. A child born in a cultured family will learn to be respectful to others because he will see his elders behaving gently. A child born in an uncultured family will be disrespectful because he sees his elders behaving badly towards others. A child will learn whatever he is taught. So a little carelessness on the part of the parents is likely to spoil him and it will be difficult to reform him afterwards. A man should remember that when he is in company he should not go on talking all the time but let others has their say. It is bad manners to go on talking even if others do not feel interested in the talk. Again a man should be polite to strangers so that they might have a good opinion about the man. While travelling he should observe the rules of the road. He should be kind and courteous to old men and ladies. While boarding a bus or a train he should see that he does not push his way in but takes his turn. It is bad manners to break the queue or push oneself in without his turn. Let us look to the convenience of others. 'Live and let others live' should be our motto.

The importance of engaging alumni overseas

High quality global journalism requires investment. Please share this article with others using the link below, do not cut & paste the article. See our Ts&Cs and Copyright Policy for more detail. Email ftsales.support@ft.com to buy additional rights. http://www.ft.com/cms/s/2/f6d46764-9602-11e2-9ab2-00144feabdc0.html#ixzz2XNtX8d3D European business schools and universities need to invest time and resources in developing their international alumni relations. Regardless of whether the institution is located in Manchester, Munich or Milan, it must have an international engagement strategy that reflects the needs and reality of its alumni overseas. Failure to develop such a strategy will result in the loss of numerous opportunities that most institutions cannot afford to pass. I am beginning my 10th year as an American expat living in Europe, the first six years were spent in Germany and since 2010 I have been living with my family in Barcelona, Spain. My wife is Italian, my son was born in Germany and my daughter in Spain. We are multilingual, have a collective diversity of international experiences and a global perspective, much like most of the alumni and students I work with. During this time I have come to discover and appreciate from my own expat experience and my career in higher education that both alumni abroad and international students have different experiences and realities than their native counterparts. Moreover, alumni abroad want to remain connected and are willing to give back. More SOAPBOX Number crunching needs human touch Hard times for soft skills Top schools are sitting on the online sidelines Management education needs a real world mindset I have experienced at first hand how alumni overseas can help to build and shape a school’s global brand. Whether it is contributing to international admissions and recruiting efforts, developing corporate partnerships, competing in the rankings or entering new markets – alumni who are based overseas will be one of a school’s best resources. Such alumni expand and increase the value of the existing alumni network. Building an international community of mutual interests and mutual support is good for the institution and business. A global network provides current students with mentors to help them learn about international career opportunities. Alumni wishing to expand their business internationally, seeking a business partner or even just needing help to settle after relocating abroad, want to rely on a trusted network. Alumni abroad can contribute to an institution’s fundraising efforts. Inevitable cuts in public spending or a heavy dependency on tuition fees mean that European universities need to take on more responsibility for their long-term financial sustainability. Alumni who are living overseas are institutional stakeholders and must be engaged partners if any business school or university wants to have a successful international alumni relations programme. However, any engagement strategy that focuses only on alumni abroad will not be very effective if it does not have an international student engagement element on campus – after all, students are alumni in training. Before establishing any international alumni relations programme, certain common assumptions need to be clarified: a local programme cannot be copied and called “international” merely by adding some alumni chapters in other countries. Alumni abroad and international students are more global than their university. This requires a different mindset and the need to rethink the relationship between the institution and its international community of alumni and students. Finally, the concept of alumni is not globally recognised and understood. Schools need to establish and cultivate a life-long relationship with alumni and students, and stop viewing them as transactional. If a business school or university wishes to connect with its alumni it has to engage with them actively and genuinely. Anything that the school or institution does must be of relevance to its overseas alumni. Living overseas or completing an academic degree abroad is a transformative experience and gives those who do it a different perspective to those who are born, educated and work locally. It is important to harness the enthusiasm among international students, to help alumni establish a sense of belonging and to nurture a life-long relationship. And, institutions need to be the first ones to set the example. I recognise that alumni relations is still, in many ways, developing and expanding across Europe. As a first step, it is important to establish a functioning alumni relations office that engages and serves those living within the institution’s borders. However, institutions – particularly business schools – that are entering the international playing field and working to establish or enhance their global presence, must now focus on having an effective student engagement and international alumni relations strategy. Business schools can no longer afford to take their alumni overseas and international students for granted. It is short-sighted to view them only as numbers that add to the school’s international profile, diversify marketing materials, fill out rankings surveys or as headcount. Today’s international students and alumni abroad want to be engaged, involved, heard and to have a vested interest in the wellbeing of their institution. Business schools should be happy about this. Those that are unable or unwilling to recognise it will eventually see international students and alumni divorce themselves from their institution. Just as multinational companies need to listen and adapt quickly to their customers to remain globally relevant and competitive, business schools must expend significant effort at all levels to engage their international audiences. Recently, a friend and chief operating officer of a large foundation mentioned that one of the challenges today is finding and nurturing common interests as fertile grounds for partnering, learning and advancing. International alumni relations is no longer about why or if, but when and how. The sooner European business schools and universities start understanding this and begin to act, the sooner they will see a return on investment that benefits the entire institution. The author is director of international alumni affairs, Esade.

Benefits and the Role of Alumni

Your say in UP affairs Alumni appoint four Convocation representatives who serve on the University Council. In this way former students can have a say in the affairs of their Alma Mater. Your qualification and the recognition it has in the marketplace and in your occupation, are precious assets. Your Alumni involvement ensures that UP maintains the standards to which you are accustomed. It also ensures that your UP qualification remains sought after in the market place. Alumni involvement has several other benefits (terms and conditions apply): Sustained contact with the University of Pretoria through letters and publications Access to the broader Tukkie community on and off campus through networking Invitations to social functions and reunions The tracing of old friends and fellow Alumni Integration into affiliated alumni clubs and interest groups The opportunity to build career and professional networks Continued training, refresher courses and guest lectures Introduction to new programmes Opportunities for career services and mentorships Access to bursaries for meritorious students - TuksAlumni Bursary Fund Access to alumni groups in faculties, departments, student life, sport and culture Members of the Alma Mater Fund enjoy additional benefits such as access to the UP Library (free of charge) and a discount on purchases made at Bookmark on campus. The Role of Alumni UP's alumni are the key products of UP and the most important manifestation of UP's excellence. Alumni leave their mark on society all over the world and in this way the University of Pretoria is recognised. Our graduates make an immeasurable contribution to represent Tukkies first-hand locally and abroad. The University wants to continuously engage with alumni as very important stakeholder group. Your continued involvement helps Tukkies to remain the university of excellence it is. As a member of the alumni body you can support your Alma Mater in the following ways: By being an advocate and ambassador for UP; By participating in the governance of UP through the Convocation representatives on the UP Council as well as through the TuksAlumni Board; By assisting with the recruitment of new students; Through mentorships and career guidance for current students and young graduates; By networking; By helping with the mobilisation of resources; By donating your time, effort, expertise, finances and other resources to UP; By your continued support for the University in general.

The Benefits of Establishing a Student/Alumni Mentoring Program

Sarah Elizabeth Pfeifer, University of Illinois at Urbana-Champaign The benefits of establishing student/alumni mentoring programs are immense. Students have the opportunity to talk and visit with professionals who were once students in their shoes. They have the chance to ask questions, observe the workplace, and learn about a specific company. The alumni mentors can “provide career guidance, encouragement during the academic program, advice on important course and field work, and opportunities to make professional contacts” (Dragovich and Margeton, 1995, p. 346). In addition, students build stronger connections to the institution through interaction with alumni. Today, many students are studying “vocational” curricula in which networking is key and previous experience is necessary. Mentoring provides both of these important opportunities, as well as many other benefits. Students are not the only ones to benefit from student/alumni mentoring programs. Such programs give alumni an important opportunity to reconnect with their alma mater. Often alumni want to become involved in activities that further promote and serve the university, and being a mentor allows them to become involved. Mentoring programs also provide alumni who are not able to make substantial financial contributions the chance to give something other than a donation to their alma mater. These programs give alumni the opportunity to cultivate and recruit promising young people to their place of employment after graduation. The institution itself also reaps the rewards of establishing student/alumni mentoring programs. These programs are exceptional recruitment and retention tools for universities. Additionally, universities are able to strengthen ties to alumni. Engaging alumni in this type of program may lead to future financial investments in the university. Alumni can see how their involvement and financial support can really make a difference in students' lives. In addition, these programs can build ties with the employers of the participating alumni. If the experience is positive, employers may be more inclined to interview and hire students from a specific institution than they were before. Businesses also benefit from these mentoring programs with an increased presence on campuses and among students. This kind of program is a great way for students to become familiar with a specific business's products and services. Student/alumni mentoring programs are not new; however, most people within higher education are more familiar with the more traditional student/faculty mentoring relationships. This kind of mentoring relationship can also be beneficial for students and faculty. Faculty mentors can offer students the opportunity to conduct research, make key contacts within their field, and enhance their interpersonal skills. However, the needs of today's students cannot be met by faculty alone. Although faculty members are still serving as mentors, students are looking for other ways to learn about careers and the business world. Students want to know what skills and tools they need to be successful and competitive in the marketplace. In response to this demand, alumni associations, career counselors, and academic advisers have begun working together to develop students' career interests and goals through student/alumni mentoring programs. Academic advisers should take an active role in developing these student/alumni mentoring programs. They will need to be key players in helping to set up successful matches between students and alumni. To do so, advisers need to understand the goals and expectations of a mentoring program. Mentoring has been described as requiring “personal, one-to-one contact” (Johnson, 1989, p.118). The Merriam-Webster Dictionary (1994) defines a mentor as a trusted counselor or guide. The University of Minnesota website has what I feel is the best description of effective mentoring relationships: “A mentor acts as an adviser and professional guide to the world of work for a less experienced person. The goal of mentoring is to help students gain the skills and confidence to explore their areas of interest” (Alumni Mentor Programs). There are many types of mentoring programs in higher education. Some are based on specific majors or interests, while others are based on special populations such as minorities, women, or physically impaired students. Many mentoring programs target a specific age group, such as freshmen or seniors. To be most effective, the goals and expectations for the mentoring program should be decided together by the mentor and student, who must agree on what the nature of the relationship will be and what they each expect from the relationship. Advisers should actively pursue the development of a student/alumni mentoring program within their units. Working with the alumni association, advisers can build a program that provides unique mentoring opportunities. Many alumni directors are receptive to this type of program because alumni often ask how can they volunteer. Alumni directors are also a vital resource for the adviser because they are familiar with the professional accomplishments of alumni. In addition, if your unit employs a career counselor on staff, it would be advantageous to involve him/her on this project. Career counselors can provide additional insight into particular businesses, employment trends, and job requirements. Often they are more familiar with a specific company than an alumni director or adviser would be. This connection is important in the matching process because the business affiliated with the mentor is a significant aspect of the pairing. In developing a mentoring program, it is important to incorporate the academic advisers, the alumni association, and career counselors in order to provide the best and most comprehensive program to students. In developing the program and preparing students to participate in it, advisers should keep in mind O'Banion's model of advising and its five major components: exploration of life goals, exploration of vocational goals, program choice, course choice, and scheduling courses (Rankey, 1994). Advisers should have already discussed with students their life and career goals before placing them in a student/alumni mentoring program. A student who knows his or her interests and professional goals will benefit more from the mentoring relationship because of an increased self-awareness. Academic advisers should actively encourage each student to participate in an undergraduate mentoring experience, which will have many short- and long-term benefits for the student. Depending on the nature of the mentoring relationship and the institution, advisers may also want to encourage students to apply for independent study credit based on their mentoring experiences. Having an adviser who is encouraging and supportive of the mentoring relationship is one of the most important aspects of the experience. Many potential student participants are hesitant to engage in such a new experience. The adviser can help build the student's confidence by assuring the student that the pairing will be beneficial and explaining the adviser's significant role in the matchmaking process. Once the mentoring relationship has been established, academic advisers should check on the progress of the relationship occasionally over the course of the semester, providing an opportunity for the student to discuss problems or new ideas that may have surfaced during the mentoring. Students may want to discuss their new interests and goals, begin to refine their academic plans, or confirm a mentor's academic suggestions with the adviser. At this point, the adviser serves as a reference for the student. One of the most important reasons for advisers to be involved in the mentoring program is that mentors can make mistakes. Sandler (1993) provides many examples of possible mistakes that occur in mentoring programs. Mentors often do not have the background to make accurate judgements on students' abilities, so they may misperceive a student's potential and set goals too high or low. They frequently favor their area of expertise over other areas, influencing a student's career choice as well as creating pressure to focus on that area, regardless of the student's interest. Mentors can also provide inaccurate academic advice, not realizing that graduation requirements have changed since they left campus, especially in regard to general education requirements. A mentor cannot be everything to a student, nor can an adviser serve all of a student's needs. However, mentors may not realize their limitations and may try to do too much for students. Students should not rely solely on the mentoring experience to meet their developmental needs; reliance on the mentor for all support and information will cause unnecessary stress on the relationship. Instead, the student should establish a team of people who can contribute information, allowing the student to take advantage of each person's strengths. For this reason, an adviser must stay involved and be an important part of the student's team. Together, the adviser and alumni mentor can play a powerful role in the student's future successes. Academic advisers should seize the opportunity to improve their advisees' undergraduate experience by helping to build and maintain a student/alumni mentoring program. The benefits of this program will be felt by all of those involved. Students will gain important insights, alumni will feel more connected to their alma mater, and the institution will have a stronger network of individuals working to improve the undergraduate experience. None of this is possible without the support and dedication of academic advisers. References Dragovich, P., & Margeton, S. (1995). Alma mater mentoring: Library science alumni promote school and profession. Journal of Education for Library and Information Science, 36(4), 346–52. Johnson, C. S. (1989). Mentoring programs. In M. L. Upcraft, J. N. Gardner, & associates (Eds.), The Freshman Year Experience (pp.118–128). San Francisco: Jossey-Bass. The Merriam-Webster Dictionary. (1994). Springfield, MA: Merriam-Webster. Rankey, R. (1994). Reflections in a rearview mirror—Revising the O'Banion Model. NACADA Journal 14(2), 39–42. Sandler, B. R. (1993, March 10). Women as mentors: Myths and commandments. The Chronicle of Higher Education. Retrieved July 21, 2002, from http://www.chronicle.com. Alumni Mentor Program: Program Information. (n.d.). Retrieved July 21, 2002, from University of Minnesota, College of Liberal Arts website: http://www.cla.umn.edu/alumni/program.htm.

The Importance of Extracurricular Activities in a Student's Life

The Facts According to the Montana State University Extension Service, students involved in extracurricular activities are more likely to become leaders, more willing to complete tasks, more willing to voice opinions, and more likely to graduate from high school and have annual incomes of more than $50,000. Extracurricular activities are also a good way to explore social, political, and career interests. Gain Experience through Extracurricular Activities Extracurricular activities help students gain experience in a variety of areas that will enhance their future. Through participation in sports, students learn cooperation, teamwork and time management. By serving as an officer in an organization, students learn responsibility, problem solving and communication. Extracurricular activities can also help students discover hidden talents, meet people they might otherwise not encounter, and learn about things outside their own environment. How to Choose an Activity But which activities should a student choose? Should they choose activities that use talents they already possess and meet people with similar talents, or should they choose something new and different and meet people who possess different opinions and skills? Some students are comfortable with growth while others will feel more comfortable with familiarity. If a student enjoys outdoor activities, he or she may want to look into archery clubs, horseback riding or other sports. If a student enjoys reading he or she may also enjoy literary clubs, writing clubs or journalism activities. Extracurricular activities are also a good way to learn appreciation for new and different activities. A student who would ordinarily choose football or baseball might think about exposing themselves to archery or bird watching. Choosing something outside a student's comfort zone widens horizons and expands knowledge. Being open to new avenues by joining the newspaper staff, the computer club or the decorative painter's club will expose students to new people and new ideas. What Activities Are Available? Activities can be found by checking with school counselors, reading the club section of the local newspaper, calling the Chamber of Commerce, asking other students what activities they are involved in and checking with area churches. Information on volunteer activities can often be obtained from community service organizations or teachers. Teachers can be a wealth of information concerning work-study programs, internships and summer jobs; all of which help students build their resume and gain valuable experience in their career field. If a student has already chosen a career path, extracurricular activities can help pave the way. If he or she is interested in teaching science, being an officer in the science club or entering the local science fair can show commitment. Community service at a nearby pharmacy or volunteering at a lab at a nearby hospital or plant can also give experience in the chosen field and can be included on a resume. Ask Questions It’s important to inquire about the organization. Is there a cost involved? Will participants be asked to raise money? How often does the organization meet? Are evenings and weekends involved? Are outside activities required? How many hours will the organization’s activities entail? Checking school and work schedules should also be done before joining any organization. Extracurricular activities are important, but they shouldn't take up all of a student's time outside the school day. There should still be time for homework, chores, relaxing, and spending time with friends and family. A combination of all these are an important part of a healthy lifestyle. Extracurricular activities should complement a student's life, not complicate it. When students are involved in too many activities or in an activity that takes up too much time, students will become stressed and grades and family relationships begin to suffer. Students should be careful not to overextend themselves by taking on too many activities or volunteering for too many jobs or committees in an organization. Serving as an Officer of an Organization Serving as an officer of an organization can also teach a variety of skills. Leadership and management responsibilities can be gained through serving as President. Recorders or Secretaries gain experience in writing and journalism. Treasurers gain bookkeeping and money handling experience. Each office holds valuable skills that can be used in the future. Many students who ran for Student Body President of their school have gone on to become Chief Executive Officer of an organization or President of their own company. Running for office also gives students experience in campaign management, advertisement and people skills. Some students may choose to get to know an organization better before becoming an officer. They will still have opportunities to serve on committees or volunteer for projects throughout the year. Teamwork, communication and organization skills are all gained by serving on a committee or working on a club project. Commitment Learning to stick with an activity from start to finish is another important lesson of extracurricular activities. Once a commitment to a club, activity or committee is made, students should hang in there even if the activity isn't quite what they expected. By learning to see activities through to the end, students learn valuable lessons they will use later in life. They will be less likely to drop out of school, less likely to quit a job and less likely to walk away from a relationship prematurely. Gain Vital Experience and Skills for the Future Experience gained from extracurricular activities will follow students throughout their lives. It is surprising to note that when the top two candidates in the running for a job are closely matched, something like "Eagle Scout" listed on their resume can help decide the tie. Prestigious honors like National Honor Society, English Honor Society or Gamma Beta Phi are noticed by potential employers. They look for competent workers that are go-getters and are willing to get involved and go the extra mile. Even something like Scouting or 4-H tells employers about the person behind the resume. Taking the time to get involved in extracurricular activities will benefit students in a variety of ways. Time away from the school day through participation in extracurricular activities can also serve as an outlet for stress and a way to build confidence and self-esteem. Students need encouragement to pursue their dreams. Not only will it empower them to make their own decisions, they will also be given a chance to gain vital experience and skills that will lead them on the path to their future.

The Importance of Extracurricular Activities

In the past few decades, our schools have emphasized a broad educational mission: to develop the "whole student." In secondary schools, extracurricular involvement is a key tool in this personal development. For the majority of students, involvement in extracurricular activities plays an important role in the school experience. Students become involved in extracurricular activities not only for entertainment, social, and enjoyment purposes, but most important, to gain and improve skills. A wide range of extracurricular activities exist at our schools, meeting a variety of student interests. The importance of extracurricular activities at school is well established. The primary goals of extracurricular activities focus on the individual student level, the institutional level, and the broader community level. These activities exist to complement the school's academic curriculum and to enhance the student's educational experience. Research clearly shows that almost any type of student involvement in high school and middle school positively affects student learning and development. Extracurricular activities provide a setting to become involved and to interact with other students, thus leading to increased learning and enhanced development. Specifically, a student's peer group is the most important source of influence on a student's academic and personal development. By identifying with a peer group, that group may influence a student's cognitive development as well as his or her behavior. As the development of the well-rounded individual is the main goal of extracurricular activities at school, the numerous experiences have a positive impact on the students' emotional, intellectual, social, and inter-personal development. By working together with other individuals, students learn to negotiate, communicate, manage conflict, and lead others. Taking part in these out-of-the-classroom activities helps students to understand the importance of critical thinking skills, time management, and academic and intellectual competence. Involvement in activities helps students mature socially by providing a setting for student interaction, relationship formation, and discussion. Working outside of the classroom with diverse groups of individuals allows for students to gain more self-confidence and appreciation for others' differences and similarities. Students also develop skills specific to their career path and imperative for future job success. Students have opportunities to improve their leadership and interpersonal skills while also increasing their self-confidence. Extracurricular involvement allows students to link academic knowledge with practical experience, which leads to a better understanding of their own abilities, talents, and career goals. Future employers seek individuals with these increased skill levels, making these involved students more attractive in the job market. Specifically, participation in extracurricular activities and leadership roles in these activities are positively linked to attainment of one's first job and potential. Student involvement in extracurricular activities also positively impacts educational attainment. Research indicates that extracurricular involvement has a positive impact on attaining a college degree and on educational aspirations. Students who are actively engaged are more likely to have higher educational ambitions than uninvolved students. This is Mike Wilcox, Asst. Supt. of the DCCS reminding you to say thank you to a Veteran, do the little things right, and as always, Go Cougars and Go Chargers!

Monday, June 24, 2013

التقويم الأكاديمي للفصل الدراسي سبتمبر 2013

السلام عليكم ورحمة الله وبركاته أعزاءنا طلاب وطالبات جامعة المدينة العالمية، التقويم الدراسي الجديد للفصل الدراسي سبتمبر 2013 جاهز. الرجاء الاطلاع وأخذ الملاحظات. التقويم الأكاديمي لفصل الدراسي سبتمبر 2013

إعلان مناقشة رسالة ماجستير للباحث/ كمال مرزوق شعبان الدوسري

إعلان مناقشة رسالة ماجستير للباحث كمال مرزوق شعبان الدوسري تحت عنوان (شهادة الجودة الإسلامية دراسة تطبيقية على أحكام البيوع في الفقه الإسلامي) يسر قسم الإدارة العلمية والتخرج أن يعلمكم بأنه ستقام مناقشة الطالب: كمال مرزوق شعبان الدوسري في رسالته المعنونة: (شهادة الجودة الإسلامية دراسة تطبيقية على أحكام البيوع في الفقه الإسلامي) والمقدمة للحصول على درجة الماجستير في الفقه، هيكل (ب( الزمان الأربعاء السادس والعشرون من يونيو 26/06/2013م عند العاشرة 10:00 صباحا بتوقيت ماليزيا المكان: القاعة LH1 الطابق 14 بالمركز الرئيسي للجامعة ببلازا مسلم، شاه علم، سلانقور، ماليزيا. وتتكون لجنة المناقشة من: الأستاذ المشارك الدكتور دكوري ماسيري رئيسا للجنة المناقشة الأستاذ المساعد الدكتور أمين أحمد عبد الله قاسم النهاري مناقشا خارجيا الأستاذ المساعد الدكتور أنيس الرحمن منظور الحق مناقشا داخليا وتتكون لجنة التقييم من: الأستاذ المشارك الدكتور دكوري ماسيري رئيسا للجنة المناقشة الأستاذ المساعد الدكتور أمين أحمد عبد الله قاسم النهاري مناقشا خارجيا الأستاذ المساعد الدكتور أنيس الرحمن منظور الحق مناقشا داخليا الأستاذ المساعد الدكتور سعيد أحمد صالح فرج مشرفا للطالب الأستاذ المساعد الدكتور منير علي عبد الرب ممثلا للدراسات العليا بالكلية الأستاذ عادل بيطام سكرتير الدراسات العليا

إعلان مناقشة رسالة ماجستير للباحث/ الطيب مبروكي

إعلان مناقشة رسالة ماجستير للباحث الطيب مبروكي تحت عنوان (المخصصات والاحتياطات في البنوك الإسلامية من منظور فقهي) يسر قسم الإدارة العلمية والتخرج أن يعلمكم بأنه ستقام مناقشة الطالب: الطيب مبروكي في رسالته المعنونة: (المخصصات والاحتياطات في البنوك الإسلامية من منظور فقهي) والمقدمة للحصول على درجة الماجستير في الفقه، هيكل (ب( الزمان الجمعة الثامن والعشرون من يونيو 28/06/2013م عند الثالثة 15:00 مساءا بتوقيت ماليزيا المكان: القاعة LH1 الطابق 14 بالمركز الرئيسي للجامعة ببلازا مسلم، شاه علم، سلانقور، ماليزيا. وتتكون لجنة المناقشة من: الأستاذ المساعد الدكتور مبارك منصور عبودي رئيسا للجنة المناقشة الأستاذ المشارك الدكتور أحسن لحساسنة مناقشا خارجيا الأستاذ المساعد الدكتور منير علي عبد الرب مناقشا داخليا وتتكون لجنة التقييم من: الأستاذ المساعد الدكتور مبارك منصور عبودي رئيسا للجنة المناقشة الأستاذ المشارك الدكتور أحسن لحساسنة مناقشا خارجيا الأستاذ المساعد الدكتور منير علي عبد الرب مناقشا داخليا الأستاذ المساعد الدكتور أنيس الرحمن منظور الحق مشرفا على الرسالة الأستاذ المساعد الدكتور محمد سعيد المجاهد ممثلا للدراسات العليا بالكلية الأستاذ عادل بيطام سكرتير الدراسات العليا

إعلان مناقشة رسالة (ماجستير) للباحث/ محمد جبر السيد عبد الله جميل

ستتم -بمشيئة الله تعالى- يوم الأربعاء 17 من شعبان لعام 1434هـ الموافق 26 من يونيو لعام 2013م مناقشةُ الرسالة العلمية المقدمة من الباحث/ محمد جبر السيد عبد الله جميل برقم مرجعي “MQD111AJ307“ تحت عنوان (جريمةُ التحرش الجنسي، وعقوبتُها في التشريع الإسلامي والقانون – دراسة مقارنة) وذلك في تمام الساعة العاشرة والنصف صباحًا بتوقيت القاهرة (الحادية عشرة والنصف بتوقيت المملكة العربية السعودية) بمركز مصر بمدينة نصر – غرفة المناقشة Skype) (cairo.mediu1)). وتتكون لجنة المناقشة من: 1- أ. د. محمد عبد الحميد السيد متولي أستاذ (الفقه) بكلية الشريعة والقانون – جامعة الأزهر (فرع دمنهور) ووكيل الكلية ممتحنًا (مناقشًا) خارجيًّا. 2- د. رمضان محمد عبد المعطي أستاذ (الفقه وأصوله) بكلية العلوم الإسلامية – جامعة المدينة العالمية، ووكيل الكلية ممتحنًا (مناقشًا) داخليًّا. 3- د. علي أحمد سالم أستاذ (الفقه وأصوله) بكلية العلوم الإسلامية – جامعة المدينة العالمية مشرفًا. 4- د. أحمد علي عبد العاطي وكيل عمادة الدراسات العليا للتعليم عن بعد رئيسًا للجلسة. وتتكون لجنة التقييم من: 1- أ. د. محمد عبد الحميد السيد متولي ممتحنًا (مناقشًا) خارجيًّا. 2- د. رمضان محمد عبد المعطي ممتحنًا (مناقشًا) داخليًّا. 3-د.على أحمد سالم مشرفًا. 4- د. أحمد علي عبد العاطي رئيسًا للجلسة. 5- أ. سيد أبو بكر ممثل سكرتير عمادة الدراسات العليا للتعليم عن بعد.

إعلان مناقشة رسالة (ماجستير) للباحث/ زهير مرزوقي

ستتم -بمشيئة الله تعالى- يوم الخميس 18 من شعبان لعام 1434هـ الموافق 27 من يونيو لعام 2013م مناقشةُ الرسالة العلمية المقدمة من الباحث/ زهير مرزوقي برقم مرجعي “MHD111AL426“ تحت عنوان (البَحْرُ الثَّجَّاجُ في بَيَانِ طَبَقاتِ أصحابِ الإمامِ شُعْبَةَ بنِ الحَجَّاج -رحمه الله تعالى (كُلُّ مَنْ رَوَى عن شُعْبَةَ في الكُتُبِ التِّسعةِ وغيرِها)) وذلك في تمام الساعة التاسعة صباحًا بتوقيت القاهرة (العاشرة صباحًا بتوقيت المملكة العربية السعودية) بمركز مصر بمدينة نصر – غرفة المناقشة Skype) (cairo.mediu1)). وتتكون لجنة المناقشة من: 1- أ. د. عزت علي عطية أستاذ ورئيس قسم (الحديث) بكلية أصول الدين - جامعة الأزهر الشريف ممتحنًا (مناقشًا) خارجيًّا. 2- د. مهدي عبد العزيز الأستاذ بقسم (الحديث وعلومه) وعميد كلية العلوم الإسلامية – جامعة المدينة العالمية ممتحنًا (مناقشًا) داخليًّا. 3- د. أكرم رضوان المكي الأستاذ بقسم (الحديث وعلومه) بكلية العلوم الإسلامية – جامعة المدينة العالمية، ونائب رئيس القسم مشرفًا. 4- د. أحمد علي عبد العاطي وكيل عمادة الدراسات العليا للتعليم عن بعد رئيسًا للجلسة. وتتكون لجنة التقييم من: 1- أ. د. عزت علي عطية ممتحنًا (مناقشًا) خارجيًّا. 2- د. مهدي عبد العزيز ممتحنًا (مناقشًا) داخليًّا. 3- أكرم رضوان المكي مشرفًا. 4- د. أحمد علي عبد العاطي رئيسًا للجلسة. 5- أ. سيد أبو بكر ممثل سكرتير عمادة الدراسات العليا للتعليم عن بعد.

إعلان مناقشة رسالة (ماجستير) للباحث/ سليمان ثاني كبيا

ستتم -بمشيئة الله تعالى- يوم الخميس 25 من شعبان لعام 1434هـ الموافق 4 يوليو لعام 2013م مناقشةُ الرسالة العلمية المقدمة من الباحث/ سليمان ثاني كبيا برقم مرجعي “MFQ113AP893“ تحت عنوان (حالاتُ زيادةِ المرأة على الرجل في الميراث – دراسة مقارنة) وذلك في تمام الساعة العاشرة والنصف صباحًا بتوقيت القاهرة (الحادية عشرة والنصف صباحًا بتوقيت المملكة العربية السعودية) بمركز مصر بمدينة نصر – غرفة المناقشة Skype) (cairo.mediu1)). وتتكون لجنة المناقشة من: 1- أ. د. محمد عبد الستار الجبالي أستاذ ورئيس قسم (الفقه) بكلية الشريعة والقانون بالقاهرة – جامعة الأزهر الشريف ممتحنًا (مناقشًا) خارجيًّا. 2- د. نادي قبيصي سرحان الأستاذ بقسم (الفقه وأصوله) بكلية العلوم الإسلامية - جامعة المدينة العالمية، ونائب رئيس القسم ممتحنًا (مناقشًا) داخليًّا. 3- د. خالد حمدي عبد الكريم الأستاذ بقسم (الفقه وأصوله) بكلية العلوم الإسلامية - جامعة المدينة العالمية، ونائب وكيل عمادة شئون المكتبات (لشئون قواعد النشر والروابط الإلكترونية) بالجامعة مشرفًا. 4- د. أحمد علي عبد العاطي وكيل عمادة الدراسات العليا للتعليم عن بعد رئيسًا للجلسة. وتتكون لجنة التقييم من: 1- أ. د. محمد عبد الستار الجبالي ممتحنًا (مناقشًا) خارجيًّا. 2- د. نادي قبيصي سرحان ممتحنًا (مناقشًا) داخليًّا. 3-د.خالد حمدى عبد الكريم مشرفًا. 4- د. أحمد علي عبد العاطي رئيسًا للجلسة. 5- أ. سيد أبو بكر ممثل سكرتير عمادة الدراسات العليا للتعليم عن بعد.