There is a saying of Holly Prophet Muhammad ur Rasulullah Peace be Upon Him, The killer of a single Muslim is the killer of whole the Universe,There will be curse upon him from God,Angles,and all the Universe.He will remain in punishment for ever and will never come back from the Hell/Jahannum.and to escape one life is as to escape the whole Universe.

No religion of the world permits the stupid activities of causing loss to human being and to the lives of innocent people.

This is Un-Islamic face of someone else which is misinterpreted and wrongly.These are not Muslims and if some are,then playing in the hands of others and mastermind is someone else.

1. The UNO is working for the interest of only and on;y the Jews and Christ in the world. Is it not necessary to establish UMCO (United Muslim Countries Organization) in its response for protection of the interests of the Muslim World? Why is it essential?

2. Why is it necessary to sell the raw material and Oil @million dollars to Western/ non Muslim Countries and @only some rupees to the Muslim countries of the world?

3. Why do we get F-16 @ billion dollars and in response sell raw material on nominal low prices. If they can not adopt sympathetic attitude to us, why do we have sympathies for them?

4. Why is it necessary for us to establish New Economic policies and Trade procedure separate and easy for Muslim Countries and costly and difficult for non Muslim countries?

6. How to get the sympathies of Arab Countries

7. Why it is unforgivable Crime for a Muslim Country to get nuclear technology and development in any field of science and technology and is a noble act for a country belonging to the zone of Jews and Christ.

(Abdul Waheed Qureshi)

Essential Requirements
The University Must Foster Language Competency
The University Must Actively Encourage Mobility
The University Must Support Faculty Development
The University Must Facilitate Knowledge Exchange
The University Must Reform the Curriculum

Educational Imperatives for a New Era

The university must express in its knowledge work a new and changed environment. If the university is to prepare graduates for this new era, the university is obligated to modernize and to contribute to the global exchange of knowledge through the movement of people, information, and ideas. At the same time that the modern university is under a mandate to internationalize it faces a strong imperative to nurture cultural and national identity. The environment of exchange creates an awareness of contrasts and differences in the context of shared interests and commonality. The effort to nourish identity and self-consciousness responds to demands of both particularity and universality. The contemporary university belongs to an age of discontinuity which offers a radical break with the immediate past and opens to a new and very different future. The rate of change as well as the changes themselves presents educational imperatives for the knowledge work of the university.

The Imperative to Exchange.

The free movement of people and ideas across political boundaries is one of the historic roots of the modern university. Itinerant scholars and wise men moving from place to place in Asia, religious teachers or leaders gathering followers created learning communities in many places that were the forerunners of the modern university. The portability of manuscripts and later the printing of texts greatly enhanced the possibilities of exchange and led to the clustering of scholars and books.

Advanced higher learning is dependent upon exchange of knowledge and people; it draws on collaboration in research projects and a worldwide system for the dissemination and testing of research results. Universities bear responsibility for the development of language competencies and the cross-cultural understanding of their graduates; these competencies and understandings are in turn very important to the ability of people to work together and to prosper. Knowledge work has grown steadily more dependent upon reciprocal giving and receiving. The practice of such exchange is an influence upon the present university and its graduates and will be an even more powerful force in the economic life and progress of the twenty-first century.

The Imperative to Universality.

The unifying task of the university is the discovery, preservation, and dissemination of knowledge. Knowledge, valuable as it is in and of itself, is not the final product of the university. The basic product is the graduate. The university finds meaning in the development of human potential. The knowledge work of the university expands both the capacity to understand and the ability to do. Responding to the directive to internationalize, universities foster universality by addressing a shared human condition and the commonweal of a global society.

universities best serve their nations interests by serving the world of learning. University scholars and scientists seek to contribute to basic knowledge work in concert with other scholars and scientists across national and cultural boundaries. It is in the interests of the modern nation-state to welcome to its campuses students and faculty from many countries. This partial reconvergence creates cosmopolitan graduates who are citizens not just of a single nation but of the world.

Universal academic values define modern knowledge work. Analysis and examination contribute to discovery and invention; criticism, testing, and replication are universally used for verification. The modern university, as the university has throughout its long history, celebrates humaneness in the study. Creative expression and the analysis. unbounded character of knowledge work is an essential premise supporting the movement of students across national boundaries for study and degrees. Except where proscribed by national or proprietary interests, research collaboration is the order of the day. Observations, hypotheses, conclusions, and results are subjected to a universal test of the convergence of opinions.

A convergence of advanced training and a universality of standards for university graduates.

Strategic Initiatives

The internationalization of the university is described by directives to modernize, to encourage exchange, to nurture identity, and to foster universality. These broad imperatives have direct consequences for the strategic management of higher education and for the definition of what it means to be a university graduate in a new era. What follows are only a few suggestions designed to give operational meaning to these imperatives. The common premise behind strategic initiatives is that a changed world demands a response from the university.
The University Must Foster Language Competency

language competency, that is, not just the capacity to speak or read the literature but the ability to use languages in a variety of settings. The study of language and culture must also nurture cross-cultural skills that will allow the individual to function in various societies and to perform in a multicultural and multi-language work environment. The graduate prepared for this new age must master and be able to use at least some of the common languages employed worldwide in scholarly, social, and commercial exchanges.

The modern university is a place for research, instruction, and consultation. All levels of education can and should turn to the modern university for support and help. To ensure success in further education, university faculty should give sustained attention to the quality of materials, the teaching methodology, and the assessment of results in schooling prior to the university experience. The university is a direct partner with primary and secondary education in developing language skills; it is far too late to begin to develop language competency at the university level of study.

The university is also a resource for the work of government and industry. University faculty brings a base of research and knowledge of theory and practice in other societies for use in public policy debate and determinations and for use in commercial activity.

The University Must Actively Encourage Mobility

If the movement of faculty and students worldwide is to be sustained and expanded, the university must build networks for exchange. To be effective, exchange includes both the receiving and the sending of students and faculty; it entails constant movement for study, research, teaching, internship, and work.
The University Must Support Faculty Development

The key to internationalizing the university is the faculty. The faculty determine what goes on in the lectures and the seminar rooms. they design and implement curricular reforms. They provide role models for students. they help define and execute the research agenda. Linkages for exchange. and for collaboration and cooperation in research. Only when a significant portion of the faculty of a given university has lived, taught, engaged in research, or worked for extended periods abroad can the knowledge work of teaching and research be internationalized.

The University Must Facilitate Knowledge Exchange

The modern university must be staffed with faculty skilled in the use of such resources. They must be familiar with the major research libraries of the world and with information and communication technologies which make knowledge resources accessible from any point on the globe. They must train their students in the use of this connected network. As universities throughout the world mature and expand their research and their graduates’ capacities, the drive to localize staff training will increase. This will make the effective use of knowledge technology even more urgent and important.A graduate must possess a store of knowledge when completing university work now the more lasting and important mastery is the ability to locate and use databases and information and to transform them into knowledge.

The University Must Reform the Curriculum

Graduates are not prepared for productive work if their study is limited to their own languages and cultures. Both the curriculum and the academic disciplines which make up the curriculum are redirected by contemporary educational imperatives. The curriculum expands to include courses and programs focusing on different regions and cultures; information drawn from multinational sources is integrated into the study. Science and technology are only in a very limited sense culturally conditioned; the scientific and technological disciplines are cumulative and objective in their knowledge patterns and therefore presumed to be more universal than other areas.