Jurekhursani 31 August

Part One

Jurekhursani 31 August

Part Two

Jurekhursani 31 August

Part Three

Meri Bassai, August 29

Part One 

Part Two

तरकारीको चर्किएको महंगिबाट हामी जनताले कहिले मुक्ती पाउनेहोला ?

Ready to sell. Small Investment with big Income.

Pakistani held with Rs 10m Indian currency

Kantipur Report

KATHMANDU, Aug 29 - The police on Saturday afternoon held a Pakistani national from Tribhuvan International Airport (TIA) with ten million Indian rupees.

TIA source informed that the Pakistani national was arrested with the sum inside a suitcase during routine check at the airport.

The police, however, have not disclosed the identity of the person. The police are learnt to be looking into the legitimacy of the money.

The man had landed at the TIA at 4.30 pm boarding the Qatar Airways.

Really Funny!!!!!

See more funny videos and TBT Videos at Today's Big Thing.

Bravo Nepali- New Guinness Record for Longest Marathon Reading

Deepak Sharma Bajgain, 23, has been included in the Guinness Book of World Record for reading continuously for 121 hours. He made the new world record during The Longest Marathon Reading, a program organized in Kathmandu by The Readers Club from Sept. 19 to 24, as reported in Kantipur daily.

Bajgain continuously read different books in the presence of distinguished personalities from different sectors for 121 hours in Khula Manch in the heart of Kathmandu. Eighty judges were present in three- hour shifts to observe Bajgain. Destination Overseas Consultant Pvt. Ltd., Chaudhary Group and Everest Insurance sponsored the program. Health workers from Bir Hospital, Nepal Medical Association, and Nepal Nursing Association were also present throughout the recital to monitor the condition of Bajgain.

Adrian Hilton of England had set the previous world record in 1987 by reading a Shakespearean masterpiece continuously for 110 hours and 46 minutes.

New Release Hindi Movie

She Has Something Guys Watch This Video

Nepal Hiring US, Europen and Golf Manpower

Roskilde Business College

International Student Counsellor Brigit Munkvad with Nepali Students

www.um.dk

DANISH GOVERNMENT MAINTAINS THE ECONOMIC LEVEL OF DEVELOPMENT ASSISTANCE IN 2010

The Danish government wishes for Denmark to continue to make a significant contribution to the world’s poorest developing countries, even at a time of economic crisis.

www.newtodenmark.dk

Denish Immigration Service Link

Information about Denmark

Geographical Issues

Geographical data may appear irrelevant for an advertising analysis, nevertheless they are part of the culture of a nation, and represent a factor involved in shaping of consuming habits and comportamental models. They may prove helpful for the correct understanding of cultural features and issues.Denmark is a relatively small country (43.092 km²) with a population of cca 5 millions inhabitants, from which 6,8% immigrants and their descendants. There is only one terrestrial border – with Germany (68 km), the rest of the country is surrounded by seas. Denmark's territory includes a peninsula (Jutland) and cca 527 small islands connected by numerous bridges with a spectacular architecture and ferry-boat lines, a very well organized and comfortable transportation service, specific to Denmark and to other Scandinavian countries.

The relief is relatively uniform and flat, mostly hills and plains – the maximum altitude according to sources is 200m. The soil is generally poor; the main resources are the chalk, clays, other kinds of construction materials. In the North Sea there are small quantities of oil and natural gas. The fields are the main resource of the country covering 65% of its surface, while 12% is occupied by forests (according to the sources this territory was dramatically decreased at the beginning of the 19^th century to only 3% and the present situation is due to a preservation ordere, various afforestation projects and to the environmental policy initiated by the Danish government cca 25 years ago), while the rest of 23% is represented by lakes, towns, roads.

Economy

Given the natural conditions mentioned above, Denmark is a predominantly agrarian country. Besides the resources represented by the fertile soil, a general believe is that „Children and young people are (…) Denamark's raw material" [5] and this belief has evident and positive consequences for the educational system. Counting on such human resources, education, commercial talent and inventivity, Denmark developed a series of industrial branches such as: information technology, biotechnology, software, food industry, environment protection and energy preservation technology (Denmark is world leader in wind mills energy). The seas surrounding the country allowed the development of fishing industry and naval constructions or services.

Danish economy is based on small and medium-size companies (77% of companies have less than 50 employees) and in the most typical organizational structure there is only one owner who often is both investor and manager. A very popular product category in Denmark seems to be food & beverages products. Danes love and prefer local products which are also researched world wide for their recognized qualities. It is relevant that a small country as Denmark is the 5th exporting country in the world for this category and the food sector seems to be the most developed branch of industry.

But the most important sector of the economy is the services area with cca 70% of the labour market, which is relatively similar to the rest of the Western countries. The main services categories are: tourism, naval transport, insurances, software, banking, entertainment, cleaning and maintenance.

Political system

Denmark is a constitutional monarchy with a unicameral Parliament (the Folketinget) composed of 179 members, elected every 4 years. Officially the chief of state (since 1972) is the Queen Margrethe II. The royal family is very popular in Denmark and Danish people seem to show a sincere sympathy for it and identify it as a very strong national symbol.

It is worth to mention the high participation to voting of the Danes – cca 90%, which reflects a deep and active involvement in political decisions and a very responsible social and civil attitude.

The Welfare State

An essential component is the ideal of the Welfare state (Velførdsstat) which in Denmark takes the form of the Scandinavian model based on the principle that each member of the society has equal rights and access to social support and social benefits. The prize to pay for such availability of goods and services is the heavy system of taxation. The general attitude towards the government is positive and the population supports the system. An explanation for this respect for equality would be the sense of moral obligation: "they (Danes) share with others, if not gladly, then from a sense of moral obligation"[6] . Recently the difficulties in preserving this universalistic welfare state led to a tendency to distribute benefits especially to those whom are or have been active in the labour market, a tendency which in a way contrasts with the principle of equality specific to the universalistic welfare state.

Danish cultural features and values are connected in a network built on relations of interdependence. The consequence of living in a society where material and psychological benefits are accessible and tangible is the feeling of safety and comfort. "The Danish way of thinking: it is more sensible to have a secure life than to take big risks" [7] . Together with the sense of sharing and the sense of community, the feeling of securitysupports the ideal of the welfare state.

It is believed that only by compromise it is possible to preserve the welfare state and the prize to pay for comfort and security is the mediocrity, the fact of "not having the chance to do very much". The sense of community and of sharing is the base of the agreement and contribution to the welfare state and the heavy taxation system, which is also a way to level income differences; this participation is supported by the trust in the community and in the security granted by it.

As I have mentioned above human resources are believed to be the most important. Improving the educational system is among the main goals of the government. The topic is relevant as far as the school plays a role of cultural values mediation, being an instrument of children integration in the society. It is interesting to point out the three fundamental constituents of Danish school: "the non-authoritarian method, co-determination and equality – has at best resulted in the allocation of equal status to the general formative aspects of education in relation to the attainment of qualifications" [8] .

The title of the present system introduced in 1993 could be relevant – "the work-project" - thought as a tool for the development of social skills and the capacity to work together. Play and freedom are central parts of the daily routine. The principle of equalityapplies again: the distribution of children in classes is not based on their results or skills and for the first grades they don't receive marks. This is supposed to encourage them to develop self-confidence and the capacity of auto-evaluation. The relation between teacher and pupils is based on the same principle of equality and the teacher is not conceived as an authority in possess of knowledge or truth. "The Danes detest authority (…) there is no bowing and scraping to anyone in Denmark" [9] . The keywords for such system are closeness, informality, friendship, trust. "A high priority is given to the development of social behaviour" [10] . But again the prize is believed to be the mediocrity: "The price we pay for success is that `normality' spreads, and that the unusual and the extraordinary must take a back seat" [11] . It is also important to mention that for all levels education is tuition free and even private institutions of education can receive government subsidies.

Life style

Danish lifestyle is characterized by the fulfilment of social needs in a rather restrained circle: the family and a few close friends. Danes may appear "cold" or reserved but it is believed to be an attitude derived from respect for other’s privacy. Home(hjemme) seems to be a central notion for Danish lifestyle and many efforts and money are invested in making the house more comfortable (Denmark is a leader in industrial design) and hyggelige. "In the 1970s and 1980s the Danes have spent more time on achieving a higher housing standard than previously, and on equipping these homes with all new consumer durables which have appeared on the market" [12] . Danes like modernity and comfort; tradition is not back grounded but the presence of festivals or similar manifestations in traditional costumes does not occupy a significant place as in other European cultures.

Main attributes to characterize this lifestyle are: informal, relaxed, reluctant to extremes and tolerant with different lifestyle, and rather liberal in many senses. The success and the importance of feminist movement are relevant and so does the fact that, in 1989, Denmark has been the first country to approve homosexual marriage with equal rights. The stress on equality between women and men is stronger than elsewhere in Europe and the female labour market participation is the highest in the continent.

Hygge is considered a fundamental notion of Danish lifestyle, through which many aspects of personal life are approached from house decoration to everyday habits. Its national specificity is reflected by the difficulty of translating it into another language: usually is equated with "cozyness" or as another definition suggests "the warmth of successful informity" [13] . "It not only constitutes a lifestyle but it the country’s trademark. (…) It requires a specifically luxuriant atmosphere, as well as the ability to view life on a Danish scale; to prioritise small pleasures, to appreciate a get-together with soft lightning and candles. " [14] The same term brings together many notions such as: hospitality, friendship, closeness, the wish to make everybody feel good. Hygge as a social value may be linked again with the sense of community and sharing remembered above.

Compared with other Western or European societies, the rhythm of life in Denmark may appear more quite and charmingly lacking stress. The welfare state, the sense of security and comfort, the solidarity and the sense of community support are part of this way of life. "What is missing is the existence of aggressive businessmen and politicians who dare to stand out, to lead the way, to rise above society as a whole and demonstrate leadership" [15] . As has already been said, Danes detest such "qualities" and irony, which is equated with a national specific feature comes to colour and at the same time has a de-construction effect on achievements or success in this universe of moderation and democracy. "The ability to laugh at themselves and their good humour separate them from their Scandinavian brothers. The Danes are fun-loving and their ability not to take themselves seriously is one of their greatest quality." [16]

Education System in Denmark

School education:

Basic education comprises primary and lower secondary education and lasts for nine or ten years (the 10th year is optional). Upon completion of Class 9 or 10 of the Folkeskole pupils may go on to upper secondary school. The 3-year Gymnasium programme is the traditional general upper secondary programme. General upper secondary school and the more vocationally-oriented programmes "Højere Handelseksamen" (HHX) or "Højere Teknisk Eksamen" (HTX) qualify students for higher education. HHX and HTX also prepare for employment in trade and industry - usually in training positions. Vocational programmes are mainly Erhvervsuddannelse (Vocational Education and Training, VET) and prepare directly for specific jobs. In addition, most VET programmes qualify students for direct admission to one or more short-cycle professional higher education programmes. Approximately 30-50% of the time is spent at school and 50-70% is spent as a trainee or apprentice in a business enterprise. Other vocational programmes are basic social and health education programmes (SOSU) and agricultural, forestry, home economics and maritime programmes. Education is largely the responsibility of the Ministry of Education. It shares control of the Gymnasium and Højere Forberedelseseksamen (HF) with the country councils and school or course boards. It is responsible for setting up the framework for curricula at primary and secondary education level. However, the contents of the courses are established by the schools (with their boards) and finalized by the teachers with their pupils. Vocational education and training is controlled by the Ministry of Education with the social partners as important parties.

Higher education:

Higher education comprises a university sector and a college sector, i.e. the professionally-oriented higher education sector. The university sector includes 12 universities, 5 of which are multi-faculty universities. The others are specialized in Engineering, IT, Education, Veterinary Medicine, Agriculture, Pharmacy or Business Studies. In addition, there are 13 specialist university-level institutions in architecture, art, music, etc. The university sector offers programmes at three levels: Bachelor's Degree (3 years of study), the Candidatus Degree (i.e. Master's Degree, normally 2 years following upon the Bachelor's Degree) and the Ph.D. Degree (normally 3 years' study after the Candidatus Degree). The universities also award the traditional higher Doctoral Degree (dr. phil., dr. scient etc) after a minimum of 5-8 years' individual and original research. Study programmes of the university sector are research-based. The college sector comprises approximately 100 specialized institutions of higher education offering professionally-oriented programmes: a) The Academy Profession Degree (AP degree) (Danish title: profession +(AK)) is awarded after two years of study (120 ECTS points) b) the Professional Bachelor's degree is awarded after 3 to 4 1/2 years of study (180-270 ECTS points) at the level corresponding to that of university Bachelor's programmes. Colleges offering professional Bachelor's Degrees have merged into more comprehensive Centres for Higher Education (Centre for Videregående Uddannelse (CVU)). As from 2005, CVUs fulfilling certain quality criteria may be awarded the label of University College. Colleges offering Academy Profession degrees have formed Academies of Professional Higher Education (Erhvervsakademier) as a framework for regional cooperation. The Ministry of Science, Technology and Innovation is responsible for university education except for certain higher education programmes which come under the Ministry of Cultural Affairs (e.g. Architecture, Music, Fine Arts, and Librarianship). The Ministry of Education is responsible for short- and medium-cycle higher education. The legislation covers the aims and framework of education, funding and in some cases curricula, examinations and staffing. Higher education institutions are publicly financed and State-regulated. The quality of higher education is ensured by ministerial approval of new programmes and institutions, external examiners and an evaluation system. Although they have institutional autonomy, institutions must follow general regulations concerning teacher qualifications, award structures, study programmes and quality assurance. The relevant Ministries approve new programmes. The Danish Evaluation Institute (EVA) is responsible for external quality assurance. Its evaluations form the basis for accreditation of Professional Bachelor's programmes and private sector programmes in order to make their students eligible for State study grants. The use of the European Credit Transfer System (ECTS) became mandatory in all higher education study programmes on September 1st, 2001, the use of the Diploma Supplement on September 1st, 2002.

Main laws/decrees governing higher education:

Decree: Bekendtgørelse af lov om åben uddannelse (erhvervsrettet voksenuddannelse) m.v. (LBK n°956) Year: 2003

Concerns: Institutions offering adult and continuing education

Decree: Bekendtgørelse af lov om Centre for Videregående Uddannelse og andre selvejende institutioner for videregående uddannelser m.v. (LBK n°1256) Year: 2004

Concerns: Centres for Higher Education/University Colleges

Decree: Bekendtgørelse af lov om Danmarks Evalueringsinstitut (LBK n°905) Year: 2000

Concerns: Quality assurance

Decree: Bekendtgørelse af lov om uddannelse af lærere til folkeskolen (LBK n° 981) Year: 2000

Concerns: Institutions that train Folkeskole teachers

Decree: Bekendtgørelse af lov om uddannelse af pædagoger (LBK n° 980) Year: 2000

Concerns: Institutions that train pre-school teachers and educators

Decree: Bekendtgørelse af lov om vurdering af udenlandske uddannelseskvalifikationer m.v. (LBK n°74) Year: 2003

Concerns: Assessment and recognition of foreign qualifications

Decree: Bekendtgørelse om adgang m.v. ved bachelor-og kandidatuddannelser ved universiteterne (BEK n°362) Year: 2005

Concerns: Universities

Decree: Bekendtgørelse om adgang, indskrivning og orlov m.v. ved visse videregående uddannelser (BEK n° 149) Year: 2006

Concerns: Higher education institutions under the Ministry of Education

Decree: Bekendtgørelse om bachelor- og kandidatuddannelser ved universiteterne (BEK n° 338) Year: 2004

Concerns: Universities and other university level institutions

Decree: Bekendtgørelse om ph.d.-uddannelsen og ph.d.-graden (BEK n° 114) Year: 2002

Concerns: Universities

Decree: Lov om adgangsregulering ved videregående uddannelser (LOV n°319) Year: 1990

Concerns: Nearly all institutions of higher education

Decree: Lov om erhvervsrettet grunduddannelse og videregående uddannelse (videreuddannelsessystemt) for voksne (LOV n° 488) Year: 2000

Concerns: Institutions offering adult education

Decree: Lov om korte videregående uddannelser (erhvervsakademiuddannelser) (LOV n°1115 Year: 1997

Concerns: Short-cycle higher education institutions

Decree: Lov om mellemlange videregående uddannelser (LOV n°481) Year: 2000

Concerns: Medium-cycle higher education institutions

Decree: Lov om universiteter (universitetsloven) (LOV N°403) Year: 2003

Concerns: Universities

Academic year:

Classes from: Sep to: Jun

Long vacation from: 1 Jul to: 31 Aug

Languages of instruction: Danish, English

Stages of studies:

Non-university level post-secondary studies (technical/vocational type):

Non-university level:

Short-cycle higher education includes programmes mainly in the commercial and technical fields. The programmes normally take two years and they build either on relevant vocational education and training (plus adequate general upper secondary courses) or on general upper secondary education/commercial and technical upper secondary education. They have the common designation of erhvervsakademiuddannelse (Academy profession programmes). These programmes qualify the student to carry out practical, vocational tasks on an analytical basis and may lead to employment in middle-management positions. Apart from theoretical subjects, programmes are usually completed with a three-month project. Students may, on certain conditions, be awarded credits when they continue in a medium- or long-cycle higher education programme.Medium-cycle professional higher education includes programmes within the technical, educational, social, creative and health-related fields. Diplomas are awarded after a 3- to 4-year programme at a level corresponding to that of university Bachelor's programmes. The medium-cycle programmes provide students with theoretical knowledge, as well as knowledge of its application to professions and industries. They normally include periods of practical studies and require the submission of a project/project paper. Having satisfied a number of criteria such as links to research and development, most of these programmes now lead to the Professional Bachelor's degree (Professionsbachelor). Most programmes give access to further studies in the same field, typically a Master's programme (adult education) or, on certain conditions, a specific Candidatus programme.

University level studies:

University level first stage: Bachelorgrad (B.A or B.Sc):

Undergraduate study takes 3 years and leads to the award of a Bachelor's Degree. The degree is awarded by the universities/specialized higher education institutions upon completion of a research-based study programme concentrating from the first year on the major subject area chosen for the degree. It includes a project work usually of some two months' duration. All Bachelor programmes must follow the same national standards and there are no classifications in honours/ordinary programmes. The study programmes do not include components that could be classified as liberal arts. The Bachelor programmes qualify for occupational functions and for studies for the candidatus degree. At the universities of Aalborg and Roskilde, the Bachelor programmes begin with a one- respectively two-year general studies programme (basisuddannelse) in either the Humanities or Social, Technical or Natural Sciences. In Business Administration, part of the Bachelor programmes lead to the award of the Handelshøjskolens Afgangsprøve (HA).

University level second stage: Kandidatgrad/Candidatus (cand.+ field of study, in English: usually MA or MSc + field), Magistergrad (Mag.Art.):

The Candidatus Degree (Master's Degree) can be obtained at universities and other specialized research-based institutions of higher education. In most fields of study admission requires a Bachelor's Degree in the same field of study. The degree is normally awarded after a total of 5 years of study: the Bachelor's Degree (3 years) and a 2-year Candidatus programme with the exceptions of Medicine (3 years) and Veterinary Medicine (2 1/2 years). Independent research activities are an important part of the Candidatus programme. The speciale/candidatus thesis is a major requirement and requires six months to one year's full-time study. The Magister Artium (rare) is awarded on completion of three years' research-oriented study after the Bachelor's Degree and public defence of a thesis in certain fields of the Humanities.

University level third stage: PhD grad:

A PhD Degree can be obtained at universities and other research-based institutions of higher education. The typical PhD programme is a 3-year programme after the Candidatus Degree. The programme must include a scientific project, participation in research programmes and seminars corresponding to six months' work, experience in teaching or other kinds of communication of research results, mobility to ensure experience from working in two or more active research groups (Mobility abroad is given high priority) and finally public defence of the PhD thesis. Music Academies offer a specialist degree in 2 to 4 years following the candidatus degree.

University level fourth stage: Doktorgrad (Dr + field of study):

The Danish Doctoral Degree is an advanced degree obtained after five to eight years of original and outstanding research. It is awarded after public defence of a thesis. There is no formal study programme.

Teacher education:

Training of pre-primary and primary/basic school teachers

Training of social educators for nurseries, kindergartens and the pre-school class is offered at educator training colleges/centres for higher education. The programme takes 3 1/2 years and leads to the award of the Bachelor in Social Education (professionsbachelor som pædagog). Training of primary and lower secondary teachers is offered at teacher training colleges/centres for higher education. Students are trained for teaching throughout the entire Folkeskole, which is a combined primary and lower secondary school. The programme takes 4 years and leads to the award of the bachelor of Education ( professionbachelor som folkeskolelærer). Further training of Folkeskole teachers takes place at the Danish University of Education.

Training of secondary school teachers

In order to obtain permanent appointment, teachers in general upper secondary education are required to hold a Candidatus (Master's) degree, normally in two subjects (major/minor) and to have completed a 2-year supplementary course (pædagogikum) which includes further studies in the minor of the two university subjects, educational theory and in-service teaching practice. Teachers in the hhx and htx programmes must hold a Candidatus (Master's) degree and have completed a teacher training course in addition to qualifications depending on the type of subjects they are to teach. Teachers of specialized subjects must have a minimum of 2 years' relevant work experience.

Training of higher education teachers

Teachers in higher education institutions must hold a degree at least equivalent to the level at which they are to teach. In addition, they must hold qualifications for teaching the subjects in question which may be earned, for example, through research work, professional experience or periods abroad.

Non-traditional studies:

Distance higher education

Some programmes of open education (see section below) are offered as distance education. Students meet with their teachers and co-students for two or three sessions per semester. The educational institution provides the syllabus, exercises and guidance. Distance education may also be Internet-based.

Lifelong higher education

The Open Education scheme comprises all vocationally oriented programmes from basic vocational education and training to long cycle higher education programmes, as well as short, condensed courses. It is possible to follow courses at one's own pace. Participants can choose to follow particular subjects or modules or to complete an entire course. Teaching may take place in the daytime, in the evening, at week-ends or as distance learning. Institutions can offer all or parts of the courses they are entitled to offer. Open education confers the same qualifications as the corresponding courses taken under other forms. Entire courses and single subjects offered under the open education scheme may lead to a fully recognized diploma. Admission requirements are the same as for the corresponding full-time courses. Adult Education and Continuing Training Programmes are available at all levels of education. Higher education qualifications are offered at three levels: Videregående voksenuddannelse (advanced adult education) comparable to the short-cycle higher education level; Diplomuddannelse (Diploma programmes) comparable to medium-cycle higher education/Bachelor's Degree level; Masteruddannelse (Master programmes) comparable to long-cycle higher education/Candidatus (Master's) Degree level. Most programmes consist of two years' part-time study, equivalent to one year's full-time study. Admission requirements are a relevant prior qualification and at least two years' professional experience. Institutions may accept applicants on the basis of other relevant qualifications.

Neplese New Year Celebration in Albutrslund

Denish Guy Singing Nepali Folk Song

Nepalese Food/ Nepali Restaurent

When you read the word 'MAYA' that means it is Nepali word. So, i am very happy let you to know Nepali taste or Nepali restaurent in Denmark.

Colleges in Denmark

Universities

University of Copenhagen
Faculties: Health Sciences, Humanities, Law, Science, Social Sciences, Theology
Postbox 2177, 1017 Kbh. K
www.ku.dk

Aarhus University
Faculties: Arts, Health Sciences, Science, Social Sciences, Theology
Ndr. Ringgade 1, 8000 Århus C
www.au.dk

University of Southern Denmark
Faculties: Health Sciences, Humanities, Science and Engineering, Social Sciences
Campusvej 55, 5230 Odense M
www.sdu.dk

Roskilde University
Faculties: Humanities, Natural Sciences, Social Sciences
Postbox 260, 4000 Roskilde
www.ruc.dk

Aalborg University
Faculties: Engineering and Science, Humanities, Social Sciences
Postbox 159, 9100 Aalborg
www.auc.dk

Technical University of Denmark
Bygning 101 A, 2800 Lyngby
www.dtu.dk

The Royal Veterinary and Agricultural University
Bülowsvej 17, 1870 Frederiksberg
www.kvl.dk

The Danish University of Pharmaceutical Sciences
Universitetsparken 2, 2100 Kbh. Ø
www.dfh.dk

Copenhagen Business School
Faculties: Business Administration, Modern Languages
Solbjerg Plads 3, 2000 Frederiksberg
www.cbs.dk

The Aarhus School of Business
Faculties: Business Administration, Modern Languages
Fuglesangs Allé 4, 8210 Århus V
www.asb.dk

The Danish University of Education
Emdrupvej 101, 2400 Kbh. NV
www.dpu.dk

The IT-University of Copenhagen
Glentevej 67, 2400 København NV
(from July 2004: Rued Langgaards Vej 7, 2300 Copenhagen S)
www.itu.dk

Nepalese student in Denmark

Nepalese student in Denmark