TOK Conference Graduation KG International Day

Issue 8 - 2013
A Periodical issued biannually by Senior School Students
just increased the presentation
TOK Conference
Page 3
Diversity stands within us and within
our school; the complex matters of life
are faced everyday in students’ different
approaches to certain situations. Our
biannually issued newsletter portrays
many activities and students’ various
approaches to becoming leaders and
increasing their potential in many
different fields. The determination and
commitment that is seen in students is
miraculous. It is not everyday you get
to see Grade 5 and 6 raise awareness
about saving the environment ‘Save
Water, Save Life’. It is ecstatic to capture
these small moments and cherish them
forever.
With this semester’s Oracle committee’s
fortitude and dedication, we were able
to draw a clear conclusion, that in order
to put together something spectacular
and successful it definitely takes more
than one person. A team made up of
photographers, editors and reporters
from students to teachers were able
to work together to issue Mashrek
International School’s Oracle Newsletter
for the academic year 2013.
Abeer El Ansari
Chief Editor
Graduation
Page 15
KG International Day
Page 9
School Events
CHARLIE & THE CHOCOLATE FACTORY
By: Laila Issa
directed by no one other than our great drama teacher,
Mr. Anthony Nesling. ‘Charlie and the Chocolate
Factory’ is about a famous chocolate maker named
Willy Wonka, who invites five children to his factory
aiming to find the perfect child to inherit his factory.
A
fter the massive success of Mashrek’s Senior
School play, The Visit, a Middle School
production was to be born. During the second
semester of the school year, Mashrek International
School presented the play ‘Charlie and the
Chocolate Factory’ by Roald Dahl. This play was
students for a special performance. They enjoyed
the show and interacted with the cast.
The Middle School students with their hard
dedication and commitment were able to
put on 6 magnificent shows, 3 for the public,
2 for private schools and one very special
performance dedicated to students from the
Unrwa and another public school. The School’s
cooperation with Ruwwad, which is a non-profit
community empowerment organization that
helps disadvantaged communities overcome
marginalization through youth activism, civic
engagement and education, was able to bring
The simply amazing performance by devoted and
enthusiastic students, with a great backstage crew
and loyal teachers and staff made the second play
for this academic year a great success.
MOSTAFA SALAMEH
By: Abeer El Ansari
M
ostafa Salameh’s motivational
speech was a great experience
and inspiration for students,
teachers and staff. Mostafa
Salameh, the first Jordanian
to climb Mount Everest, came
to Mashrek International
School on March 25th, 2013.
Speaking about his life journey,
while showing various photos,
videos and equipment throughout
his climb, he was able to leave the
theater with a feeling of enthusiasm
and determination.
Living with a family of 11 children in
a small 2 bedroom apartment, Mostafa
was not capable of growing up with
the education he has always dreamed
of but that never made him give up.
He supported his family throughout his
life and when he graduated from high
school, he worked as a waiter. Always
dreaming of becoming part of the hotel
management field, Mostafa Salameh
worked hard for many years to gather
enough money to attend a University
in England. After completing his major
2
in Hotel Management, Mostafa
Salameh returned to his home
country and began working
with Sheraton. What was
his next step? If
he was able to
go from a poor
family to working
as Assistant Manager
in Sheraton, it means
he can achieve anything he set his mind to.
The dedication Mostafa had, led him to his
next dream of being the first Jordanian to
climb Mount Everest. Needing support and
sponsors, everyone thought he was crazy.
He trained on lower mountains in different
continents and set his mind to climb the 7
Summits of the World. After being recognized
by Prince Ali and King Abdullah II, Mostafa
got sponsors and in 2005 he went on his first
trial to climb Mount Everest, but had to come
down due to medical problems. He went back
up for the second time in 2007 and again had to
return because of an infection in his lungs. It was
during 2008 when he was strong-willed to climb
it for one more time. Nobody agreed to sponsor
him for the 3rd time. Therefore, he sold his
apartment and his car to gather enough money to go
on this journey. After a long 2 month climb, Mostafa
Salameh was able to reach the highest point in the
world and on Jordan’s Independence Day. Making
his family, friends and his own country proud, the
first Jordanian to climb Mount Everest spread his
culture and religion throughout his journey. Raising
awareness for cancer, Mostafa and his team members
have a fund for cancer named: «Lowest Point to
Highest Point for Cancer». His next mission is
walking the North Pole and the South Pole in 2014.
Affecting everyone around him and making a
difference, the question to be asked now is: WHAT
IS YOUR EVEREST?
«At the end of your life, what matters most is what
you have accomplished while living.» – Mostafa
Salameh
School Events
10TH GRADE PERSONAL PROJECT EXHIBITION
By: Hasan Nabulsi
O
n Thursday March 14th, 2013 it was the
10th graders night to shine, showing off what
they are capable of achieving within a year’s time.
Starting their personal project during the summer of
2012, the day finally came where all their hard work
paid off and it was the end of their journey. As an
MYP requirement to achieve the MYP Certificate
at the end of the year, students must complete their
own personal project. They had the choice in 9th
grade of choosing any topic they were interested in
and wanted to go more in depth. They had to pick
an Area of Interaction (AOI) that was related to the
topic they chose and had to come up with a guiding
question that would guide them throughout their
process. If it was from raising awareness about
diabetes, cancer or physically disabled people, to
ideas of creating their own videos, artwork, music
or different ways of helping the environment, the
outcomes in the end were marvelous.
Going around the exhibition with the colorful
boards, outstanding artwork, creative movies and
the environmentally friendly machines built was
mind blowing. Before going to each one and asking
them about their process and experience, I could
just tell how dedicated these students were. Projects
ranged from Safi Nazzal’s movie “The Silent Hero”
that he created and directed on his own, to Rama
Ramahi’s astonishing artwork about the Ancient
Egyptians. The facilities that the school provided
By: Ahmad Nawaiseh
increased the presentation of the 10th graders
work. Other projects covered teaching physically
disabled children that were deaf on how to learn
Palestinian Dabkeh by Yasma Budeiri. And
Juman Abdo’s project on raising awareness to
donate money to help build the new section
of the King Hussein Cancer Center. On the
other hand, there was the topic tackled by
Ibrahim Mseis on bullying. Inspiration for their
future was also evident during this exhibition.
Khaled Agha wanting to become an architect
in the future, based his project on designing
a building that combined both Islamic and
modern architecture. Noor Salahat wanting a better
environment for her country, created a park. Ghena
Khassawneh inspired by the architecture of the Blue
Mosque located in Turkey, decided to study it and
build it herself. Musa Khurma went in depth on the
different activities one can do in Jordan, other than
going to a café, restaurant or movie. A book written
by Maya Nazzal on how to stay fit, a portrait drawn
by Rand Snobar on how everyone sees things in their
own perspective and a cookbook created by Farah
Abu Saad on delicious yet healthy food were some
other accomplishments during the personal project.
Using the IB Learner Profile, the 10th graders truly
became knowledgeable creative inquirers. Parents,
teachers, heads, and friends were proud of the 10th
grade students’ outcomes. These are quotes by some
10th grade students about their personal experience
throughout their project:
“The Personal Project was an amazing experience
that I truly enjoyed; it was worth all the time and
effort.” –Hadeel Al-Sharqawi
“The Personal Project actually made me like the
experience of being able to present my work and do
something that I enjoy.” –Faisal Sharaiha
4TH ANNUAL TOK CONFERENCE
O
n Wednesday April 24th, 2013 the 4th
Annual TOK Conference was held in
Mashrek International School. This annual
conference held by 11th graders is to enlighten
10th graders about the upcoming course
they are going to be taking in 11th grade to
complete their IB Diploma Certificate. The
Conference was under the title:“Knowledge
& Culture” and many different topics were
discussed through presentations. Questions
were asked, arguments were debated and
the day was a very exciting one. Topics such
as: gay marriage, the uncertainty of certain
math, mercy killing, music, beauty and the
beast and many more were discussed.
thrilled. The successful event hosted an inspiring
key speaker who teaches American Literature in
the Universit of Jordan, Ms.Rula Quwas, which
added more enthusiasm to this event.
The well prepared conference conducted
by a great committee of 11th grade students
was able to achieve its goal. 10th graders got a
brief about what they are about to face and were
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Out of Kingdom Trips
11 MONTHS ON FARM LAND
By: Tariq Shahrouri
more than 10 hours away. Frightening isn’t it?
T
he year was 2011, my mother and I viewed a
newspaper article entitled: “Spend a Year in
the States”. It was illusive yet engaging. We decided
to follow it up and so my journey took its first step.
I signed my name up for a voyage that I would have
never dreamed of. A journey that would end up
shaping my life, my dreams and inspiration. I did
not know that at the time. I applied to a program
known as the YES Program (Youth Exchange and
Studies) through the infamous Amideast office.
The phone rang the next week informing me that I
was accepted along with 4000 other students from
Jordan, into the primary stages of heading to the
States. Test after test, the phone kept ringing. Until
3 months later, the phone rang for the final time. I
was fully enrolled into a journey that would define
my education later on.
Along with 13 others, I was accepted as a Jordanian
ambassador to represent our country whilst
spending a year in the United States with a host
family. I felt nothing, but that nothingness was
exciting. The YES Program was only a dream the
previous night; it was slowly turning into reality as
my departure date crawled closer. The visa was done
and plane ticket in my hand. Hugs to my friends,
kisses to my parents, tears for my country, I was off.
Exiting the borders of our Arab lands was foreign
to me, doing it alone without my parents was
even more eccentric. I was about to venture into
an experience that would change my character, my
charisma and ultimately, my purpose. I expected
nothing. Put yourself in my situation, what would
you expect? Spending 11 full months with a family
you never met, in a village you have never been to,
in a state you have not even heard of, in a country
Williamsburg, Iowa - a small city in Iowa
County, Iowa, United States. Its population
was just over 3000 people. 3000 people, that’s
the size of my native Ammani neighborhood.
That was all I knew about what I was about
to face for the coming year; well, that and
the name of my temporary host family. The
Broegs took me into their house for 2 weeks
until a permanent host family was found for
me by my coordinator Sherrie Nisely. The
Koppenhaffers willingly took me in as one of
their own. They accepted me as a fourth child
and treated me equally. Their hospitality and
well being was very motivational for me as a person.
They literally accepted a foreign student they have
never met before to live under their roof with their
3 children. I attended Williamsburg Jr/Sr High
School as a regular sophomore like any other kid.
However walking through the hallways the first few
weeks, I felt different, discriminated and unusual.
Maybe it was the fear that drove this emotion, but
it was hastily gone after I made friends and made
myself well known, or as our community might call it
“popular”. I quickly joined activity groups, including
Student Council, Soccer, Show Choir, Concert Choir,
Concessions stands and FCCLA. These initiatives
helped jump start my year in the States.
One presentation followed by another. I finished
the year with a total of 52 presentations, each with
15+ people attending. That adds up to 750+ people
educated about Jordan within my community.
This number may seem small but it’s a start, a start
towards change and a better world. That became
my aim; change through education. I slowly taught
my culture with my presentations, as I learned
the American lifestyle and many other skills,
including: farming, singing, and improving my
social interaction with techniques like small
talk and conversation starters. Slowly, I became
a very sociable person being able to withstand
conversations with principals and high officials.
I learned to speak out against the wrong and aid
the truth. I learned to fight and most importantly
I learned that my voice is my instrument and to
engage people, I must play it well.
I lived on a farm. Living in Amman my entire
life, I have never ever seen a real life cow before.
4
We had cows, sheep, chickens and horses. Waking
up at 5:00 am was rare in Amman, in Iowa it was
every day. Tending to sheep was simply beautiful.
Some mama sheep have 2-3 young lambs. One
mama sheep can only make milk for 1 or maximum
2 of her babies. The third baby lamb received its
affection and milk from us, three times a day from
a bottle. Tending to 4 lambs by the end of a year to
the beginning of their adult life, it was certainly the
most life changing experience I ever went through.
Leila, Zeus, Zaid and Tamara were their names.
Now cows were another story, a frightening one.
Statistically, more people die from cows than
sharks every year. Yes I was scared out of my pants.
To go up close and personal with an animal 4
times the size of my own body was very startling.
Vaccinations and pregnancies, the cows underwent
this process twice a year and twice that year I faced
those horrifying animals. Farming life was exquisite
to say the least. The animals, the harmony, the
silence, the hard work, the satisfaction by the end
of the day, the look on the animal’s faces and most
importantly the affection shared by the family at
the dinner table.
This journey is really hard to sum up in words.
At times it was painstaking, other times, it was
joyful. What matters in the end is the satisfaction
felt when you sleep at night after a warm inspiring
presentation knowing that people may change their
minds and aim for a better future. Cultures are
what define us. I represented our Arab culture in a
whole 11 month journey with every breath I took
in the United States. It was a demanding thing to
accomplish. However, it was accomplished.
Out of Kingdom Trips
LEBANON TOK CONFERENCE TRIP
Yasmeen Leclerc
O
n the afternoon of the February, 20th, around
47 IBDP1 students from our school arrived to
Beirut in order to attend the Annual TOK Conference
that takes place at the AUB. The aim behind this trip
was to introduce us students to the different topics
and ways a TOK presentation should be. We were
warmly greeted by a guide from the ACS (American
Community School) who led us around a variety
of places, introducing us to the Lebanese culture.
Hence, we were capable of gainin knowledge on our
future presentations and the culture of a neighboring
country.
Upon our arrival, we checked into the Golden Tulip
Serenade Hotel and were divided into groups of
four. Each group visited a certain area of Beirut
such as: Solidare, Al Rawsheh, Hamra Street,
and Zaytoona Bay. The next day, all students
were awake by 8:00 am and prepared themselves
to visit Byblos, which is a well known touristic
site in Lebanon that displays the history of the
country along with the beautiful landscape that
stretches over the beach. After the trip, around
6:00 pm everyone was formally dressed, ready
to attend the conference. The Conference
began in a very interesting manner as the guest
speaker, Dr. Thomas Kim, a Music Teacher at
the AUB introduced us to the fundamental behind
the Conference: “The Art of Math and The Math of
Art”. Dr. Kim introduced the correlation between
math and music and interacted with the audience,
allowing some of our students to get on stage and
volunteer.
Naccache, who lucidly displayed how both math
and art are closely interrelated and the other guest
speaker was Dr. Martin Bright, a Math Teacher at
AUB. All of the presentations during those three
days were beyond beneficial as we were capable
of noticing the faults and flaws in some and got
inspired by others. The Conference came to an end
with a brief concluding presentation that displayed
The following days were filled with a diversity of pictures of the event along with a few words from
presentations coming from students of various one of the TOK teachers at AUB.
origins and different views, all presenting intriguing To sum it all up, I personally found this to be a
TOK topics. During the next two conference days. beneficial experience which will be of great help to
more guests speakers came in order to enlighten us all of us IB students who attended this conference.
with the relation between art and math. One of the Along with it being educational, it was also
guest speakers was an artist by the name of Ziad interesting and included exciting trips.
QATAR FAME CONFERENCE
By: Ahmad Almomani
Jordan newly joining. The University only
accepts about 140 students per year and it is
very competitive, requiring high grades and
specific subjects. Texas A&M University in
Qatar only had four majors available, which
were: Mechanical Engineering, Chemical
Engineering, Petroleum Engineering, and
Electrical Engineering.
I
n early Feburary, a total of 6 students and one
supervisor attended a conference in Qatar. I was
one of the 6 who had gone along with Amer Naffa,
Laith Musallam, Ahmad Nawiseh, Abeer El-Ansari,
and Talah Al-Sharqawi with our supervisor Mrs.
Mirna.
We worked as teams in various competitions,
where we learned about the university campus
and the history behind the university. Being
split in two different teams during the competition,
both teams came out with a great outcome. One
team that included Mashrek students got 1st place
We went to the annual FAME Conference held
at Texas A&M University in Qatar. The FAME
Conference (Future Agricultural and Mechanical
Engineers) has been held annually at the University
with students from Qatar, Dubai, Kuwait and
in education city.
We also had the chance to explore Qatar as a city
and had the privilege, after conference hours to
roam around in the streets and visit Villageo, which
is a very famous mall in Doha, designed and built
in way as through it is a village from the inside. We
also went to Souq Waqif, bought many souvenirs
and watched many traditional parades.
Personally, I found that the greatest experience in
the whole trip was spending time with the other
students, especially students from our school. It was
the first time I had ever been to Qatar and it was a
really wonderful experience to visit a new country
and see how each country differs. The experience
was one to remember and is something that I will
remember for the rest of my life. I am glad that I
went, especially students I went and Ms. Mirna.
and the other team came in 3rd. Of the many
different parts of the university that we had seen, we
found the most interesting parts the Student Center
and the doors weighing in at 2.5 tons. The Student
Center was a place for students to relax and enjoy
themselves with any students from other universities
5
Events
GYLC TRIP- UNITED STATES OF AMERICA
By: Laith Musallam
well as explore global leadership issues,
which we are not accustomed to.
D
uring the summer holiday, I, Laith Musallam
went to Washington D.C. and New York City
to attend the Global Young Leaders Conference
(GYLC). The GYLC Program is targeted at highachieving students from ages 15 to 18, in order to
extend their understanding of the role as a global
ambassador as well as providing a better scope of
what it takes to be a good leader. With around
300 scholars from all around the world, this 10
day program provided the perfect opportunity to
interact, learn and understand other cultures as
I was part of a group representing the
Republic of Turkey and during the
conference, my fellow delegates and
I made decisions and resolutions that
would be in the best interest of Turkey.
Not only did the GYLC consist of
academic attributes and situations,
it was full of laughs and friendships,
especially the late night jokes with my
roommates. The friendships I made
during this trip were remarkable, as I
met different people from countries of in South
Africa, Germany, Costa Rica, Qatar, U.A.E. and
more.
The activities we attended allowed us to interact
with the scholars, like the Broadway Show: “Marry
Poppins”, the Olympics, the Martin Luther King
memorial, the Abraham Lincoln memorial and my
favorite the last day Cruise Ship Dance where we
passed the Statue of Liberty as I shared my dance
moves with everyone. Additionlly, walking at
Times Square, passing by the White House and the
bus rides just add to the unforgettable memories of
this program.
This experience did not only provide me with
knowledge and a better understanding of being a
leader, but it allowed me to look at things outside of
my comfort zone. The whole two week experience
felt more like 2 years, as it brought me close with so
many people to the extent that it was tough saying
goodbye to all these fellow delegates. I will never
forget this program since it was an experience of a
lifetime!
INJAZ COMPETITION
By: Hussein Rubaye
Since its inception, INJAZ has successfully
reached over 600,000 beneficiaries across the
Kingdom through its network of dedicated
volunteers, with the support of its partners
from the private and public sectors and
in full coordination with the Ministry of
Education. INJAZ is also a member of Junior
Achievement Worldwide, a leading global
youth organization.
D
uring the second semester of our school year,
Mashrek International School collaborated
with Injaz. Compass Student Company was created
by Mashrek students during the organization’s
company program.
Established in 1999, INJAZ first started as a project
under Save the Children, funded by the USAID. It
was re-launched in 2001 as an independent nonprofit Jordanian organization, under the patronage
of Her Majesty Queen Rania Al Abdullah with the
mission to inspire and prepare young Jordanians to
become productive members in their society and
succeed in the global economy.
6
The students worked creatively and
cooperatively in the organization’s company
program. A delegate and a volunteer from the
company gave a detailed business course about how
a company should be created and developed.
The Company built its capital from selling shares,
that the students promoted. The Company grew
bigger each and every day, where the production
stage began. The main product of this Company
was sidewalk bricks, made from sand and recycled
plastic.
This was due to the fact that many of the areas we
live in are polluted by plastic bags and bottles. In
this way, the Company created a quality product
while serving the community around us.
Compass Student Company:
‘’Brick by brick towards a greener future’’
Events
FORMULA ONE IN SCHOOLS COMPETITION
By: Abeer El Ansari
research and the process journal
as well as completing a board.
Coming towards the competition,
everything began to get tense, and
everyone began to get nervous.
Team “Celerity” has been through
it all, the ups and the downs, but
without the magnificent devotion
and enthusiasm that was put in
the day’s competition we would’ve
never gotten 2nd place. Now the
inseparable team is working harder,
T
his is the second year Mashrek International
School participates in the Formula One in
Schools National Competition. With three previous
11th grade members from last year’s team and 3
new 10th grade members, working together with
one goal set in mind, we were able to achieve a great
outcome.
and attempting to achieve a much better outcome.
Through this journey we have learned and
benefited so much, the experience in general itself
is remarkable. Learning new physics aspects, how to
use different IT tools, organization, collaboration,
communication, and most importantly time
management, all these skills and knowledge are
things we won’t forget for sure.
Participating in such a competition, and gaining
great experience, I believe is something we will
never forget.
Dedicated work was put in for 5 months that
including: gaining sponsors, designing the car, the
URBAN ART
By: Mariam Leclerc
our artwork. They informed us that the simple actions such as painting can change a view
activity would take place in the backstage and inspire others to aim for the best.
room, as they assigned our groups.
Each group worked together to
discuss ideas and give suggestions.
After a few lessons of sketching and
planning the colors, proportions
and spacing, we finally arrived to
the creation step. Each group was
assigned a fraction of the wall, where
they had to sketch their idea out
in chalk before painting. It took
approximately a month and a half to
Unit: Urban Art
complete the art work downstairs. By then
ou might have noticed the painted walls
the diverse art pieces were all connected
downstairs in the theater’s backstage room
through a similar background.
if you were part of the choir or school play. But
if you didn’t, then let me tell you about it. There Some students had worked on chairs and
are large paintings done by 9th graders all over benches that were distributed around school.
the walls, varying in themes and style. We had The rest that had contributed in painting
the opportunity to express our opinion about the walls had thought of ideas including
urban art through this unit by creating our very the globe, skeletons, preciously acted school
own piece and painting it on school walls. It all plays and mythology. The final result was
started during the second quarterly term, we were spectacular; as we surprised ourselves with
briefly introduced to urban art by watching videos our paintings, turning a dark solemn room
and power point presentations. Later on, our art into a piece of art was quite impressive.
teachers, Miss Nariman and Shereen walked us These paintings will forevermore remind the
around school in order to help us get inspired for school of the many talented kids and that
Y
7
interview
EDUCATION TECHNOLOGY INTERVIEW WITH MR.AHMAD MALHAS
By: Abeer El Ansari
1. What are the current facilities or the
infrastructure that Mashrek International School
provides to improve educational technology
within the School?
Let us first define what we mean by Education
Technology (Ed-Tech) within this context. EdTech is any tool that may improve the efficiency,
effectiveness and productivity of a teacher’s outcome.
In terms of the School’s technology infrastructure,
we highly have invested in developing it during
the past three years. We implemented a firewall
system that protects the internal network of the
School from any external or internal manipulation,
keeping our databases safe and secure. Our wired
and wireless networks have undergone upgrades,
allowing students to be able to connect to the
internet throughout the entire areas of the school,
while keeping in mind that our strict Information
Technology Policy prohibits students and staff from
browsing sites that that may be offensive in nature.
Furthermore, our IT Department has the capability
of monitoring the activity of every student and
staff member online to ensure safety. According
to various internet speed tests we have conducted,
our School’s download and upload speeds are
considered at the upper 97th percentile of the best
internet speed in Jordan.
2. What are the types of programmes that
Mashrek International School plans on using or
is using?
There are many programmes, initiatives and tools
that the School is using and is planning on using.
To name a few, the School has memberships
in many online resource providers and online
tools. Resources such as Britannica Online and
Britannica Image Quest allow teachers through the
use of interactive boards, to open up windows to a
world of information right within the vicinity of a
classroom.
Microsoft 365 for Education is the latest initiative
that the School is currently working on. This
initiative focuses on collaborative education as well
as educating beyond classroom borders. At the
moment, we have completed our pilot testing phase
and are currently rolling out this platform across the
entire school community. To give a brief of what
it allows, during the previous snowy day we had
back in January, Ms. Mirna Jouzi had a Chemistry
lesson conducted online with full video and audio
capability, along with 14 students from her class
who were able to log into this virtual classroom
from home. All participants were able to hear, share
and write on a shared virtual whiteboard; education
anytime and anywhere.
3. Technology is vastly growing in the world
and many schools are beginning to use it within
their daily teachings and homework, do you
think it has more of a positive impact rather than
negative? If yes, how?
8
I think it is definitely a positive impact, but only
if you create a balance that is in line with your
academic growth and curriculum. Knowing how
much of a specific technology to apply and when
to limit it, is vital to successful implementation. At
the end of the day, anything used that is technology
related inside a classroom is only as good as a person
using it is.
4. Students in lower grades are being taught by
using the iPad nowadays, do you believe this will
help enrich their education or do you think they
should be taught the basis with books?
It depends on which class you are talking about, as
technology is applied differently in every grade. You
cannot apply the same technology tools to someone
in 12th grade as to someone in KG. We need to
be very aware of the extent we use technology in
each grade. In Kindergarten, I definitely think
using iPads or tablets should not be the only part of
enriching education at that age. I think children still
should learn to read from books, be able to draw,
paint and express themselves on a piece of paper or
on a long stretch of wall. As they grow older, the use
of technology in education will increase. It can be
considered as one of many resources that students
and teachers can use to enhance their learning. One
does not substitute the other; they complement
each other.
5. What are the ultimate goals for student tech
proficiency? In other words, in the area of
technology, what would a well-educated student
at the School gain out of the use of technology?
The use of technology tools, whether hardware or
software and if used by teachers or students, should
enrich the educational experience of any individual;
again if used in a positive and balanced manner.
Students graduating from a school that has a wellbalanced technology-use environment will stand
out from students of other backgrounds. They will
have the ability to adapt to new technology tools at
a faster pace and in turn this will help them excel in
whatever they pursue. Having all this at hand, will
make them effective communicators, listeners and
more productive, hence standing out in any crowd.
6. Will the teachers need professional development
in order to implement the use of educational
technology in their class? Or will it be only basic
concepts?
Teachers will constantly need an ongoing Ed-Tech
Professional Development Programme. Ed-Tech is
extremely dynamic and changing on a daily basis.
It is a huge responsibility for us as a school to be
up-to-date with the latest relevant technological
advancements in the educational sphere. Our IT
Department is exploring new technologies including
Web 2.0 Tools and ‘Clouding’ functions on a daily
basis. We have dedicated full time staff that trains
teachers on these latest tools and how to apply
them differently in their classroom and teaching
experience.
7. How would you compare the use of teachers
only to the use of technology and teachers?
The extent to how far Ed-Tech tools are used differs
from one teacher to the other. However, it all comes
down to the effectiveness and balance. Many EdTech tools might be irrelevant and only a little
part of them may be relevant to any classroom
experience. Teachers who continuously pursue new
Ed-Tech techniques will always know more on how
and when to apply these tools. Therefore, in most
cases their students will always have an enhanced
learning experience.
8. How is Mashrek International School going
to integrate educational technology in certain
subjects like Math and Art? Or is it only for
specific subjects?
Ed-tech can be used in any subject. It is not related
to any specific subject and it is a tool to deliver any
sort of information in the most creative and effective
way possible. Thus, it can be used in any subject,
it does not substitute anything and it is simply a
new tool that will help teachers deliver a message.
If they have the proper tools, they will deliver their
message in the best way.
9. Does Mashrek International School have a
specific action plan that they are starting to
implement to enhance educational technology?
Our goal is to become the leading school in terms
of educational technology. Our plan is to adopt and
train our staff in leading educational technology,
though we realize that we only require relevant
educational technology. We are fully aware and
careful not to bring any educational technology that
is irrelevant and we are very selective when bringing
it in. We are trying to diversify relevant educational
technology within the School in a way that would
make teaching and learning more effective, more
creative and more engaged.
10. Many say it is important to use technology
because it is all around us and it influences our
future, do you believe this is true and to what
extent?
Yes, I think it does influence our future and
students’ future, especially within communication,
connectivity and content sharing. Similar to a
human carbon footprint, there is a digital footprint,
that measures how many hours you are ‘connected’
per day, how many hours you spend socializing on
social media platforms and how much information
you are sharing, posting, blogging, liking, disliking,
watching, giving and the list goes on. I think the
extent of where this is going is infinite, but I also
think it could be positively controlled. How? By
raising awareness regarding the ethical and moral
actions of every citizen about this virtual world and
we can start here, at our School.
KG Events
THE CYCLE OF LIFE
By: Tariq Shahrouri
T
he KG students celebrated the cycle of life this
year with a special music lead play that was
held on the 21st of March, Mother’s day. The play
itself included many flashy costumes and music
lead conversations between frogs, caterpillars and
flowers. The students personified these creatures
and presented their story in the cycle of life through
a creative play that was mainly lead through the
soft and childish music. The morning started
with the kids singing the National Anthem
proudly to their parents. It continued with
and introduction of the play and the courses
that the kids have been learning through this
year. The play continued were the students
explained the life cycle of flowers, frogs and
caterpillars’ transformation into a butterfly.
Cheers and laughs were heard from the parents
who repeatedly waved to their child on stage.
The play and the works of the children that
as hung on board to the side proved that the
for “Encouraging the students to think about the
themes themselves concerning the topic”, this will
make the students “enjoy what their singing and
increase their interest in the topic which makes it
amazing for the kids to learn”. The play concluded
with the students joyfully chanting “the life cycle
that happens to you and me”. The parents seemed
to enjoy watching their children participate in such
a fruitful event.
students themselves were inquirers , principled,
caring and resourceful. These IB learner profiles
clearly show the hard work and dedication that the
students achieve with the help of their wonderful
teachers. Her Highness the Princess Reem Al Ali
reflected on this event by congratulating the school
By: Talah Sharqawi
KG-INTERNATIONAL DAY
for all the Mashrek Community to share their
own cultural backgrounds with other members
of the community. The Mashrek Kindergarten
was transformed into a mini-world, divided into
continents represented by certain countries,
according to the diversity of our KG students’
nationalities. Students were issued ‘passports’ for
M
ashrek KG students and their supporting
parents celebrated cultures and traditions
from around the world during their International
Day Event which happened on 25/4/2013. They
learned about various cultures by wearing traditional
clothing, tasting a variety of food, and participating
in different activities and dances that symbolize
different cultures. This day was an opportunity
their travel and visited several ‘countries’ to learn
about the diverse cultures within each continent.
9
Events
Mashrek's very own grade 2 celebrated the end of the theme "How We Organize Ourselves", by exploring different concepts of Form and
Function with their related concepts Forces and Machines. They presented their learning process in a variety of ways, and enjoyed the
different engagements with their parents and teachers.
Grade 5 and 6 students celebrated World Water Day 2013 under the Area of Interaction: Environments. The title of this celebration was
‘Save Water, Save Life’. Under the umbrella of the AOI Environments the expectation of the students were to raise their awareness about
water’s vital functions for humans, plants and animals, to reflect on responsibilities to their environments by being able to make informed
and responsible choices and finally to be able to take a positive action towards their environment to keep it healthy, safe and to assure its
sustainability. Through their participation the students were able to understand how essential water is to all life on Earth.
In 2013 Mashrek had its 16th annual Little League Soccer competition. On a warm sunny day students from lower grades came together to
play the sport they love. With actually heated games, we see a big future for these students in the sport of soccer.
10
Events
By: Ahmad Almomani
TRACK & FIELD COMPETITION
O
n the 14th of April, 2013 over twenty-five
Mashrek students set out to compete in
the Amman Baccalaureate School track and field
competition. The athletes who attended ranged from
grades 12 all the way to grade 1. All of
the students came prepared to compete
and have a great day competition with
over 200 students from a huge number
of schools including Kings Academy,
International Chouifaet School, and
also Amman Academy. Each of the
students prepared to compete in a
various different running, jumping, or
throwing events. Each of the students
did their best to win in their event many
of whom had placed in the top three and
received medals for their hard works
and effort in the competition. Of the many first
place winners from Mashrek had included; Yazeed
Hijazi in the High jump and Haneen Shriam in
multiple long distance running events.
One of the most notable efforts came from a group
of middle school students running in the 4X100
meter dash which we can see to the right. These
two athletes coming from Mashrek finished the
race to win second place. Their effort was extremely
noted because of the clear amount of effort the
athletes put toward their event to achieve such a
high placement among so many.
For the whole day many competitors tried their
best regardless of their age or size. Each of the
competitors worked hard that day and few went
home without a medal. All in all for each of the
participants it was a memorable event that each
and every student will remember in the future.
ANIMAL ABUSE
By: Fern Williams
A
s students who are in IB there is no phrase
we hear more than “Community and
Service,” it’s a core element of our program, an
aspect we dread, always too consumed by our
own petty problems and trivial drama to help
others. Today’s youth are too preoccupied with
inconsequential issues to look up from their
phones and take notice of our deteriorating
society. The world around us is crippled with
poverty, hunger and disease yet we continue to
ignore it all, blissfully ignorant. However we fail
to realize that we cannot continue living in this
unaware state, leaving the less fortunate to fend for
themselves. No one wants to help; no one wants
to sacrifice their time for community and service
when they have parties to attend and movies to
watch. Community and service is a core element
of our program and our school for a reason; the
society is in need of help from those who are
fortunate enough to be able to. There is no limit
to the number of places in which a student can
volunteer, each organization desperate for help
they are not receiving, some of the most needy of
which are those that help abused, abandoned and
neglected animals.
The abuse of animals is one of the most
atrocious acts committed in modern society,
an act that damages animals beyond what is
physical, causing the most innocent of animals
to become vicious, unsafe and too harmful to
continue being a part of society. Animals who are
abused are deprived of the right to a future, too
dangerous or frightened to continue interacting
with humans, they are often euthanized. These
cases of abuse are exceedingly and alarmingly
common in our society, where many are either
ignorant or simply feel the need to exercise
control over another living thing. Statistically
millions of animals are tortured and neglected
in various ways, from being kept in small cages
to being beaten, however the severity of the
problem in my own community was not brought
to my attention until I began to volunteer at
Vetzone, a small veterinary clinic that also rescues
and rehomes animals. While volunteering there,
my experience with a young dog showed me the
harsh truth about animal abuse in my own world,
shedding light on a topic I had been blessedly
unaware of. Ricky is a 5-month-old puppy that
had been brought into the center after a group of
young boys had tried to hang him, brutally tying
a rope around his neck and dangling him from a
tree. Despite surviving the experience Ricky was
psychologically traumatized and too petrified to
trust humans. While I was with him he would
whimper and cry, hiding under any place he could
find to escape the pain he thought anyone would
inflict upon him. Incidents like this happen more
often than is thought, and the center often deals
with cases strikingly similar to this, where animals
are hung, beaten and neglected, many of them do
not survive or recover.
As the numbers of occurrences of animal abuse
continues to grow, centers such as Vetzone and the
Humane Center for Animal Welfare are reaching
their capacity, no longer able to accommodate
the larger number of homeless animals. Funds
and space are insufficient to help those who
cannot help themselves, leading to the death and
abandonment of countless animals. That is why
these centers need as much help as possible, by
not only donating money but also by adopting,
fostering and even sponsoring a creature in need.
11
Events
OUTLOOK VIEW ON THE JORDANIAN ECONOMY
By: Karim Awwad
Jordan is a small country that lacks resources.
Recently recently Jordan has been hosting a large
number of surrounding country’s population as
part of our commitment and contribution towards
peace, enhancing its role in helping refuges Jordan’s
rate of dependency on other nations has been
growing. However, the existence of this factor has
put pressure on our limited resources leading to
the question of how Jordan’s economy can develop
in order to satisfy the need of its residence with a
low GDP, and high rate of import?
Jordan’s balance of payment deficit and external
financial aid are increasing while production is at
its lowest point. Furthermore the inflation rate
is high representing an increase in prices which
basically results in a decrease in standards of living
for families.
Statistics show that at the end of November 2012,
the balance of internal debt had reached 11.4
billion Jordanian Dinars, which represents 51%
of local production while external has reached
4.9 billion Jordanian Dinars. It is evident that
the Jordanian government has put effort into
promoting tourism in Jordan and encourages
tourists to visit the country. Tourism is considered
an invisible export which slightly improves the
balance of payment deficit.
Economists have agreed that approaches taken by
the government are rather short-run than longrun solutions. Lack of economical and political
alertness and not making things seem clear to
Jordanians from the beginning has created this
line of miss communication between the people
and the government since the IMF agreement
with Jordan was publically published after months
from signing it. So where is the transparency the
government had always promised people with?
of these loans force the government to go by the
Understanding the reasons behind the decision
of the government to remove subsidy from the
oil sector has lead to corruption as Jordanian
consumers aware of the obstacles and barriers
that the government were facing. Unfortunately
this decision had created tension between the
Government and the people due to increasing
the cost on consumers, but save the country from
getting into a severe deficit.
dealing with economical issues in order to achieve
One of the obstacles that face the governments
is the increase dependency in getting financial
funding from international institutions to help in
improving the scarcity. One of the obstacles that
face the government is the increase dependency
in getting financial funding from international
institutions such as IMF to help in improving the
deficit and raise economic development. Some
of these loans are bilateral were the conditions
SCIENCE FAIR
By: Dina Sousou
M
ashek International School held its first
science fair exhibition on May 28th where
12
the students of grade 9 were able to express
highly professional and creative work
with the help of their supervisors from
the science department. The students
worked in groups and reflected extensive
collaboration and communication skills,
in-addition to being very well prepared,
organized and extremely confident of the
work they’ve achieved. We’ve all gained
so many skills through working on this
project. We tried thinking out of the
box, finding new ideas and looking for
evidence to prove our work. However,
the most exciting and challenging part
was being able to explain the idea to
others making it seem interesting and
convincing.
rules of loan providers; were the IMF studies the
situation and sets a plan to abide by. This was
a shock for the Jordanian residents to grasp the
surprising news about the certain agreement with
IMF, and drastic consequences will occur if Jordan
doesn’t abide by the agreement from here until
2016, such as paying the loan back with interest
and losing IMF’s trust or future confidence.
The government tries finding the best ways in
Macroeconomic objectives and to promote and
prosper Jordanian economy to higher stage of
growth and development. No recession will
last forever and economy is a chain but what is
important now is a clear transparency between
both sides keeping Jordanians aware of the full
image.
Finally I can say that Dr.Abdullah Nsoor is well
capable of dealing with economical crisis and will
find different ways that previous prime ministers
couldn’t handle in reducing the pressure. Now
what is important in order to eliminate dept and
increase investment is using the money wisely
in development projects which can also increase
employment rate, and most importantly deal with
the corruption before it’s too late.
Parent’s Section
SELECTIVE FRIENDSHIP? MAYBE..
Well, everybody does this, why shouldn’t I? Why should I be any different?
I don’t want to look or seem odd…
Are you crazy? Do you want me to be the talk of the school? What’s wrong
with doing what everybody else does?
All my friends think it’s OK..
None of my friends will approve of this..
Monologues, Monologues, or maybe mini, shy dialogues that always go on,
always simmer under the seemingly normal surface..
Whatever the “IT” maybe make it your “IT”, not necessarily the group’s
“IT” if “IT” fails to meet your standards, be they moral, ethical, human, or
any other yardstick your heart is perfectly attuned with.
Do not succumb to the unyielding and often unfair pressure of the group,
unless it is a pressure for quality, goodness and kindness.
A real friend is one that points to goodness, not faultiness,
to harmony, not conflict and to morality, not decadence.
Have courage. Be bold. Choose wisely and discretely.
By: Tareq Issa
OUR KIDS
Watching your kids grow up is one of the hardest things a parent can do, yet beautiful at the same time. Parents adapt to the fact that their kids are
becoming more independent and no longer rely on them. The way your child acts and behaves in school, with their teachers and their friends, always
reflects upon how a parent raises them. It makes parents so proud to see their child become successful and most importantly happy. The parent/child
relationship should come from both sides. It's not always the child that needs support and advice, but at many times the parents need to feel the love and
warmth from their child.
The current society our kids are growing up in is a diverse one, with incredible education. What they learn in school now, I'm personally learning alongside
them. The welcoming and remarkable Mashrek community that my kids are growing up, and developing in makes me proud. The numerous activities
and opportunities they achieve are astonishing. Knowing the fact that one day they're going to leave us, and build up their lives maybe somewhere else is
heartbreaking. However as a parent you have to accept it, because you always want the best for them, and at times letting go is what needs to happen. A
proud parent is one that cares, and when their child gets affected so do they.
By: Ban Ghuniem
13
Senior
Rasha Nuseibeh:
“Don’t cry because it’s over,
smile because it happened Mashrek will stay a part of
me wherever I go.”
Adel Wazani:
Melad Sweis:
“ How you doin? ;)”
“The gentleman”
Marwan Hattar:
“A year to remember”
Sarah Kashmar:
“The four years I have spent
at Mashrek, were some of
the best years in my life.”
GROUP 4 PROJECT
Omar Al-Nasser:
“When it comes to one
sentence, all what I can say
is that I’m going to miss
Mashrek; my second home”
T
his year's Group 4 project proved to be not only beneficial to us as students but also
a very exciting and moving experience. As opposed to doing a project focused on the
future, like most other Group 4 projects in the previous years; we decided to explore the
fascinating history of Ancient Egypt. Being one of the most intricate and developed societies
of all time, we all agreed that there was much to explore and discover and decided to travel
back in time to 3150 BC. After all, as the American politician Adlai Stevenson stated;
"We can chart our future clearly and wisely, only when we know the path which has led to
the present." – Adlai E. Stevenson
This year's Group 4 project took us on a thrilling journey, thousands of years back in time, to
the period when people were only just beginning to discover the various distinct natures of
life. The Ancient Egyptian civilization was investigated under the umbrella of the four main
IB Science subjects; Physics, Biology, Chemistry, and Design & Technology (DT). Each
group of students chose the subject they found most intriguing, and researched a specific
topic of interest to them.
Ibrahim Nofal:
"The IB is hell on Earth. Run
for your lives!"
-Mohammad Mdukh:
“It was a roller-coaster, but
not just any roller-coaster,
a roller-coaster with nutella
and fat people :D”
Each team chose a research question and set up a plan on how they will execute their projects.
With the help and guidance of our science teachers, we were able to carefully construct a
project that integrated science as well as the thematic issue of Ancient Egypt. At this stage
the students creativity and ingenuity was most evident, as each team approached the concept
in a different manner. Some teams thought a play was the best way to present their topics,
while others thought a movie would best display their subject. In addition to these methods,
teams presented their research through PowerPoint presentations, boards, demonstrations,
as well as a TV game show.
The symposium turned out to be a wonderful success, each group presenting us with a
completely new field of the Ancient Egyptian civilization. We learnt about the several
construction techniques used to build the pyramids, temples, and obelisks; the system
of mathematics developed by the Ancient Egyptians; the practical systems of medicine;
irrigation systems used; agricultural production techniques; and archaic forms of weaponry
and literature!
Zakaria W. Shkoukani &
Yasmeen El-Ansari
Mohammad Khalili:
“Mashrek was perfect in
preparing me for the IB
externals the past 2 years.
But they where even better in
preparing me to do my entire
life test the past 14 years.”
14
Senior
Tamara Tabbah:
“It’s cheaper to buy a gun
than my education”
Dania Al-Khaldi:
“Elegance isn’t about being
noticed, it’s about being
remembered.”
Laith Shanti:
“Mashrek; my homeland. IB
‫”ال دين له‬
Zakaria Shkoukani:
“No matter how much I think
I hate school, I’ll miss it once
I’ve left”
GRADUATION
Maria Elayyan:
“Mashrek is one of the very
few places that made me
feel a lot like home. I’m
glad to say that I’m one of
the greatly established oak
tree’s leaves, and even more
glad to introduce myself as
a Mashrek graduate.”
Leen Dabbas:
I
t was remarkable watching them walk down the stairs of the theater, with enormous
smiles on their faces… Thinking next year, this exact day I’ll be the one walking down
those steps.
Mashrek International School’s senior class of 2013 left the audience smiling, crying, and
excited with joy. To watch fifty-five students leave their final marks at school was in not any
way boring, but it was 3 hours one would cherish for a life time. The graduating class of
2013 will definitely leave a footprint in the school. With many students getting accepted
into universities in USA, UK, Canada, Lebanon, Spain and many more countries, it made
the parents and staff even more proud. I as an 11th grader look up to the graduating class
in hope of becoming like them next year, in hope of achieving what they were capable of
achieving. With the astonishing staff behind the students and the school, this year ended as
a stunning one.
I congratulate the graduating class of 2013 and hope the best for them and their future.
“Mashrek has nurtured
me, it has allowed me
to nourish and focus on
the qualities that make
me stand out. Mashrek
is home, and a source of
comfort, and no matter
where life will take me, I
will always be grateful to
the Mashrek family.”
Yasmeen El-Ansari:
“12 years of schooling, and
here we are more ignorant
than ever, because the
journey doesn’t end and
never will, there is so much
more to learn and do.”
Mohammad Shurafa:
“IB a wonderful little virus
that mutates into IA and EE,
It is said to corrupt the will
to do work and crushes all
motivation to hand out with
friends.”
15
Student Council
The student council helped organize the "Run for Life" Event that took place
in Mashrek International School for the second year running. The school
proudly raised an amount of 18,000 JDs for the new extension of the King
Hussein Cancer Center. This would not have been possible without your
belief in this cause. Congratulations to the Mashrek Community!
President’s Word
Ever since I became a Mashrek student, I started interpreting things
differently and looking at our society in a wider perspective. I wanted
to take advantage of all that I have learned from the past years, from
education to other activities and imply it in a way to make change in
my school and my community. I wanted to do something that would
allow me to be remmeberd by when I leave Mashrek, which is more of
a home to me.
That one day, one hour, one minute when it all clicked, just like that,
I became where I stand right now. I have promised each and every
student in the high school that I would be completely committed and
dedicated to their needs and wants and student affairs and I hope that I
fulfilled my promise. Being the president of the High School’s student
council definitely is, was and will always be the best experience. I have
gained incredible knowledge and improved most of my skills in every
single aspect.
Last but not least, I would like to thank each and every student in
the high school for their continuous support, and most importantly,
the student council for being the best team ever as without them I
would’ve not accomplished anything.
Thank you, thank you and thank you.
Lina Qutaishat
The student council was able to assemble various events throughout this
scholastic year. A bake sale was successfully cooked up with the assistance
of students who had a major representation in this event. The high school
bake sale took on towards the ending of March. The bake sale involved
assorted categories of foods, from sweet desserts to a couple of refreshments.
The atmosphere was brimming with affection and laugher. Admittedly the
money rose poured in for a good cause. The money was donated to Ruwad
organization, which invests the cumulative amount into renovating schools.
Each participant was granted the opportunity to become a contributor to
modulate a change in this community by supporting this baking campaign.
16
Performing modern dances and modern arts might not
sound like the stuff of higher education, but part of an
unusual talent show at Mashrek International School.
Over 35 students have auditioned for the talent show but
only 25 have been accepted. Those 25 talented students
have put in all their effort to spread a little cheer in the
school, an approach that definitely favors all age groups. They enlightened the amphitheatre with their fruitful and
entertaining performances; the audience remained glued to
their seats due to the fact that each and every student had
a magical clique within their act. Ms. Zein Awad; a well
known Jordanian artist performed two songs that ignited
the audience with a Jordanian spice that enhanced this year’s
talent show with a remarkable and unique print. This was
definitely the Student Council’s most successful event; and
most importantly, we contributed in helping our society by
donating the profit to King Hussein Cancer Foundation.
For the first time
ever in Mashrek,
the student council
hosted a bingo
night for both
students
AND
teachers as well. In
an attempt to create
a challenging, yet
enjoyable time for
both of them, this
event was finally successful! Gifts and prizes were given to the lucky
winners of each of the 5 rounds. To add something different, we
intended to make the event as cozy as possible, therefore we packed
the room with bean bags and mats. Student council members
prepared chips and dip, snacks and cooked desserts besides the
pizza! It was an extremely enjoyable and successful event. Finally,
we fulfilled our goal, as we have invested the money in renovating
public schools on the outskirts of Amman, in cooperation with
Ruwad Organization.
For the second time in Mashrek, in cooperation with the school,
the student council has organized a day for 10th and 11th
graders to enhance their knowledge about the diverse job market
in our community in which 10 different pioneers shared their
experience, knowledge and skills they have earned and learned
throughout their career with the students. By the end of that
day, students were able to shape their thoughts about what they
want to be like when they grow up and what dreams they want
to pursue.
Entertainment
Have you been too busy with school work? Haven’t
watched a movie for so long? Here is a list for the top 10
movies so far
1) Iron man 3
10 facts about animals that you’ve never heard before
1. A snail can sleep for three years at a time.
2. A bat can eat up to 1000 insects per hour.
3. There are 1,000,000 ants for every person in the world.
2) Fast & Furious 6
4. Hummingbirds beat their wings 60-80 times per second;
they are the only creatures that can fly in reverse.
3) Star Trek Into the Darkness
4) G.I. Joe: Retaliation
5. The oldest known animal on the globe was Ming, the 405
year old clam found in 2007.
5) The Wolverine
6) Percy Jackson : Sea of Monsters
6. Butterflies’ taste sensors are in their feet, they taste their
food by standing on it.
7) Man Of Steel
7. Each year, cows kill more people than sharks. About 10
humans are killed by sharks every year but nearly 100
people die each year from being stepped on by cows.
8) World War Z
9) Thor: The Dark World
10) The Hunger Games: Catching Fire
8. A giraffe can clean its ears with its 21-inch tongue!
9. A cockroach will live nine days without its head, before it
starves to death.
10.Only 50% of a dolphin’s brain sleeps at a time, the other
half makes sure it comes up for oxygen so it doesn’t drown.
ORACLE FACTS
If you yelled for 8 years, 7 months and 6 days, you would have produced enough sound energy to heat one cup of coffee.
The strongest muscle in proportion to its size in the human body is the tongue.
Every time you lick a stamp, you're consuming 1/10 of a calorie. (to all the girls who want to loose weight so badly)
The human heart creates enough pressure when it pumps out to the body to squirt blood 30 feet.
Banging your head against a wall uses 150 calories an hour. (DON’T TRY IT)
A person cannot taste food unless it is mixed with saliva.
The average person falls asleep in seven minutes.
Your stomach has to produce a new layer of mucus every two weeks otherwise it will digest itself
Thirty-five percent of the people who use personal ads for dating are already married.
It's possible to lead a cow upstairs...but not downstairs.
Dogs have four toes on their hind feet, and five on their front feet.
A cockroach will live nine days without it's head, before it starves to death.
Butterflies taste with their feet.
Elephants are the only mammals that can't jump.
Starfish don't have brains.
Polar bears are left handed.
A duck's quack doesn't echo, and no one knows why.
An ostrich's eye is bigger that it's brain.
The longest recorded flight of a chicken is thirteen seconds.
Snails can sleep for 3 years without eating
Armadillos are the only animal besides humans that can get leprosy.
Many hamsters only blink one eye at a time.
A pregnant goldfish is called a twit.
A male emperor moth can smell a female emperor moth up to 7 miles away.
A giraffe can clean its ears with its 21-inch tongue!
17
‫‪Events‬‬
‫�أمي‬
‫ال�سالم‬
‫يا نبع احلنان‬
‫يا م�صدر الأمان‬
‫�أحبك حب العا�شق للزهرة‬
‫حب الفر�س للمهرة‬
‫�أ�شتاق لو�ضع ر�أ�سي على �صدرك‬
‫�أغو�ص يف حنانك‬
‫و�أ�صطاد من بحرك‬
‫حتيطيني بحبك منذ ال�صغر‬
‫�أحبك حب املجتهد للعال‬
‫حياة بدونك كال�شجرة بال �أوراق‬
‫وكالغريق بال �أطواق‬
‫طلعت ال�شم�س ببطء‬
‫من وراء اجلبال العظيمة‬
‫املك�سوة بالأع�شاب اخل�ضراء‬
‫زقزقت الع�صافري يف �أعايل الغ�صون‬
‫زقزقة الفرح واالطمئنان‬
‫جتري القطعان على التالل الزاهرة‬
‫تفوح منها رائحة الفرح‬
‫العامل هادئ جميل‬
‫ال ي�أ�س وال فراق‬
‫عامل يزدهر باحلرية‬
‫عامل بال حروب‬
‫عامل جميل‬
‫عمر اجلنيدي‬
‫دق القلب‬
‫احلب‬
‫حني يخفق قلبك ب�سرعة ال�ضوء‬
‫عندما تكون بجانب �أبيك‬
‫ت�ساعده يف يومه امل�شغول‬
‫حني تكون يف �أح�ضان �أمك‬
‫تنعم بالدفء‬
‫حني ت�ساعد �أخوتك وقت ال�شدة‬
‫عندما مت�ضي �أوقاتا فرحة‬
‫مع عائلتك الودودة‬
‫احلب‬
‫حني تكون بجانب �أ�صدقائك‬
‫حني تكون بجانب �شابة‬
‫متلأ عمرك بالدفء‬
‫�إنه كل هذا‬
‫الأب‪ ،‬الأم‪ ،‬الإخوة ‪ ،‬العائلة‬
‫الأ�صدقاء‬
‫عمر ق�صاب‬
‫حب مدى احلياة‬
‫يا �أمي يا م�صدر احلنان‬
‫يا �ألطف ابت�سامة على وجه الإن�سان‬
‫يا زهرة متفتحة يف و�سط الب�ستان‬
‫قوديني �إىل ربيع العمر يا رمز الأمان‬
‫يا �أمي‬
‫يا جنمة �ساطعة بالليل‬
‫�ضميني بني �أح�ضانك‬
‫زاغمريني بحنانك‬
‫�أتدف�أ بك ‪ ،‬و�أ�ستمد منك احلب والن�صائح‬
‫ت�ضحك العيون لر�ؤية جمالك‬
‫فاطلقي قلبك الودود لريفرف يف ال�سماء‬
‫علمتني الإح�سان واحلب وال�صرب والنظام‬
‫حني قلت ‪ :‬احلياة بال نظام حياة تذهب �سدى‬
‫�أحبك يا �أمي‬
‫كرمة ا�ستيتية‬
‫رينا باكري‬
‫جميلة اجلميالت‬
‫القد�س‬
‫�آه يا قد�س!‬
‫يا م�سكن ال�شرائع‬
‫يا �أر�ض مر بها الر�سول‬
‫يا كرمية زارها ي�سوع‬
‫انظري ما فعل املحتلون‬
‫جعلوك ملتفة بالنار وال�سواد‬
‫�سرقوا �أطفالك ‪� ...‬سلبوا جمالك‬
‫ردموا بيوتك‬
‫�آه يا قد�س‬
‫يف يوم قريب‬
‫�ست�سرتدين جمالك‬
‫�سيلعب الأطفال يف �ساحاتك‬
‫�ستعودين حرة �سعيدة‬
‫يافا‬
‫يا جميلة اجلميالت‬
‫يا مدينة تفوح باجلمال‬
‫يا مدينة تفرحنا‬
‫لقد كنت �أجمل املدن‬
‫ماذا ح�صل؟‬
‫االحتالل خربك‬
‫كانت الع�صافري تغرد حولك‬
‫والآن الأغ�صان تبكي‬
‫ما زلت جميلة يف عيني‬
‫تفكريي كله فيك‬
‫�سي�أتي يوم تتحررين به‬
‫ونفرح بحريتك‬
‫وترجع الع�صافري تغرد حولك‬
‫هبه الد�سوقي‬
‫ريا�ض ب�شناق‬
‫‪18‬‬
‫‪Events‬‬
‫ا�سم املعلم ‪ :‬حممود احل�سنات‬
‫تع ّرف �إىل نف�سك‪.‬‬
‫مي ُّر الإن�سان بعدة مراحل تطورية فيبد�أ مبرحلة الر�ضاعة‬
‫والطفولة املبكرة ( �أول خم�س �سنوات ) ّثم مرحلة الطفولة‬
‫الو�سطى‪ ،‬و�أخري ًا مرحلة املراهقة‪ .‬ودعنا عزيزي القارئ‬
‫نقف عند هذه املرحلة لنتعرف �إىل �أهم متطلباتها ومهامها‬
‫والتي �إذا ح ّققها الفرد و�أتقنها �أدى ذلك �إىل �سعادته و�إذا‬
‫ف�شل يف �إتقانها �أدى ذلك �إىل تعا�سته وف�شل ِه ومن هذه املهام‬
‫�أو املتطلبات التطورية اخلا�صة مبرحلة املراهقة‪:‬‬
‫‪ )1‬حتقيق عالقات جيدة مع الأقران من كال اجلن�سني‪.‬‬
‫‪ )2‬حتقيق دور اجتماعي ذكري �أو �أنثوي‪.‬‬
‫‪ )3‬تقبل ال�شكل اجل�سمي‪.‬‬
‫‪ )4‬حتقيق اال�ستقالل االنفعايل عن الوالدين والرا�شدين‬
‫الآخرين‪.‬‬
‫‪ )5‬اختيار مهنة امل�ستقبل والإعداد لها‪.‬‬
‫ومن هنا علينا �أن نراقب ونق ّيم �أنف�سنا ونالحظ اجلوانب‬
‫التي تتطور لدينا كاجلانب اجل�سمي واحلركي الذي ينعك�س‬
‫يف تغيرّ ات الطول والوزن وامل�شي واجلري والقفز والألعاب‬
‫الريا�ضية الأخرى‪ ،‬واجلانب العقلي واملعريف الذي يتمثل‬
‫يف التذكر واال�ستيعاب وفهم الق�ضايا وحل امل�شكالت‬
‫وا�ستخدام مهارات التفكري‪� ،‬أ ّما فيما يتعلق باجلانب اللغوي‬
‫فتظهر لدينا ك ّل يوم تطورات متمثلة يف القدرة على الكالم‬
‫فهم ًا وا�ستعما ًال يف مواقف خمتلفة والقدرة على القراءة‬
‫والكتابة‪ .‬وي�أخذ اجلانب االنفعايل يف مرحلة املراهقة نقطة‬
‫هامة يف حياتنا تنعك�س يف زيادة القدرة على �ضبط امل�شاعر‬
‫وتطوير انفعاالت عادية مثل اخلوف والقلق من االمتحان‬
‫�أو �أي �شيء �آخر واحلب والكراهية‪ ،‬و�أخري ًا ي�شمل اجلانب‬
‫االجتماعي ظهور �سلوكات خمتلفة مثل امل�ساعدة والتعاون‬
‫والتعلق بالكبار وغريها‪.‬‬
‫�إنّ هذه اجلوانب مه ّمة لتطور الإن�سان ب�شكل �سليم‪ ،‬وعلينا‬
‫�أن نعززها لن�صل بها �إىل �أرقى م�ستوى ممكن لنتمتع بحياة‬
‫�صحية وعقلية داخل املجتمع‪ ،‬فالتطور عملية م�ستمرة ما‬
‫دامت احلياة تبد�أ من حلظة تكون اجلنني وال تتوقف �إال‬
‫بتوقف احلياة الإن�سانية‪.‬‬
‫حممد �أبو �شرخ‬
‫�سيكولوجية التطور الإن�ساين‬
‫يمُ ْ ِكنْ ا ْل ُ‬
‫قول ُعموم ًا ب�أنَّ الع�ضالت ت�شكل ما ُيعادل (‪)%40‬‬
‫من ج�سم ال َّر ُجل بينما َت ْن َخ ِف ُ�ض ال ِّن�سبة �إىل (‪ )% 24‬فقط‬
‫ِع ْن َد ال ِّن�ساء‪ .‬وقد َتتَ�ساءل �أنت عن �سبب هذه الفروق يف‬
‫ال�سبب هو‬
‫ا ْلقوة ا ْل َع َ�ضل ّية بني ال ُّذكور والإناث‪ ،‬ف�إذا كانَ َّ‬
‫كرثة ا ْل ُفر�ص التي تتوفر للذكور من �أجل التمارين الريا�ضية‬
‫ال�سبب‬
‫�أو الحْ َ ركة عموم ًا‪ ،‬ولكن َي ْع َت ِق ُد َب ْع َ�ض ا ْل ُع َلماء �أنَّ َّ‬
‫الأقوى هو �سبب ف�سيولوجي َيتَمثل يف اختالف كمية ونظام‬
‫الهرمونات التي ُيف ِْر ُزها كل من الجْ ن�سني‪ .‬وهناك �أي�ض ًا‬
‫ُفروق ًا وا�ضحة فيما يتع ّلق بال ُّدهون‪� ،‬إذ حتتوي � ْأج�سام ا ْل َبنات‬
‫على ن�سبة �أكرب مما حتتوي � ْأج�سام الأوالد من هذه ال ُّدهون‪،‬‬
‫وخا�ص ًة ِع ْن َد المْ ُراهقة‪ .‬حيث ُت�ش ِّك ُل ال ُّدهون حوايل ( ‪– 20‬‬
‫‪ ) % 24‬من ِج ْ�سم البنات يف بداية فرتة ا ْل ُبلوغ َو َت ْر َت ِف ُع هذ ِه‬
‫ال�سا ِب َع ِة َع ْ�شرة‪.‬‬
‫ال ِّن ْ�س َب ُة لت�صل �إىل حوايل ( ‪ِ ) % 28‬ع ْن َد ِ�سنْ ّ‬
‫�أ ّما عند الأوالد فيحدث ا ْل َع ْك ُ�س متام ًا �إذ تبلغ ن�سبة ال ُّدهون‬
‫عند ا ْل ُبلوغ حوايل ( ‪ّ ) % 20 – 17‬ثم تتناق�ص �إىل ( ‪– 10‬‬
‫ال�سا ِبعة ع�شرة‪ ،‬ومن بع�ض الأ�سباب‬
‫‪ ) % 12‬فقط ِع ْن َد ال�سنة ّ‬
‫لهذه الفروق هو اختالف �أ�سلوب احلياة �أو م�ستوى ال َّن�شاط‬
‫العام عند كل من اجلن�سني‪.‬‬
‫�إنّ الإن�سان يف �أثناء حيات ِه يتعر�ض لعدد كبري ومتالحق‬
‫من ال�ضغوط االجتماعية التي تفر�ضها عليه امل�ؤ�س�سات‬
‫االجتماعية املختلفة كالبيت واملدر�سة واجلريان وغري ذلك‪.‬‬
‫وت�شكل هذه ال�ضغوط االجتماعية م�شكالت يتوجب على‬
‫ب�شكل �سليم‪ .‬و�إليك‬
‫الإن�سان حلها حتى ي�ستمر يف تطوره ٍ‬
‫بع�ض الطرق التي ت�ساعدك على جتنب امل�شاكل االجتماعية‪:‬‬
‫�أو ًال‪ :‬تطوير ال�شعور بالثقة والتغلب على م�شاعر عدم الثقة‪.‬‬
‫�أي مبعنى اجعل لنف�سك مكان ًا �ضمن جمموعات العمل‬
‫والعالقات خارج العمل �أو املدر�سة وحتدث �أمام اجلماهري‬
‫بلغة �سليمة خالية من التوتر توا�صل مع الآخرين بلغة العيون‬
‫�أثناء احلديث جتنب الوقوع بالأخطاء و�إذا �أخط�أت ال ت�ؤجل‬
‫لغد فبا�شر باحلل فور ًا ‪ ،‬حتدث مع ( الأنا)‬
‫ت�صحيح اخلط�أ ٍ‬
‫بعبارات �إيجابية عند تعر�ضك ملواقف اجتماعية خمتلفة‬
‫تنظم عملية ال�شعور بالثقة وتزيل التوتر واخلجل وعدم‬
‫ال�شعور بالثقة‪.‬‬
‫ت�سا�ؤالت ‪ ...‬؟‬
‫حمطاتٌ ف�ضائي ٌة‪� ،‬إذاعاتٌ ‪،‬مواق ُع الكرتوني ٍة‪�ُ ،‬ص ٌ‬
‫وجمالت ‪،‬وغ ُريها الكثري من‬
‫حف‬
‫ٍ‬
‫ا�ستئذان‪ ،‬ومتادت حتّى اقتحمت ُغ َ‬
‫رف‬
‫ّ�صال احلديث ِة التي دخلت بيوتنا دون‬
‫ٍ‬
‫ِ‬
‫و�سائل االت ِ‬
‫نومنا !! ع�شع�شت يف عقولنا ‪ ،‬ون�سجت على �أركانه خيوط العلم واملعرفة حين ًا‪ ،‬وخيوط‬
‫اجلهل واخلداع �أحيان ًا ‪.‬‬
‫ُ‬
‫نتعامل معها ُرغم ًا ع ّنا ‪ ،‬فباتت واقع ًا‬
‫أ�صل ‪،‬‬
‫نقر�أ ٍ‬
‫كلمات دون معنى ‪ ،‬ون�شاهد �صور ًة بال � ٍ‬
‫حمتوم ًا علينا �شئنا �أم �أبينا‪�.‬أ�صبحنا كالكفيف يلتم�س الأ�شياء حوله دون �أن يراها ‪،‬‬
‫خدعتنا تلك الو�سائل من حيث ال ندري ‪� ،‬ألب�ستنا غري قمي�صنا ‪� ،‬أن�ستنا ديننا وعاداتنا‬
‫وثقافتنا ‪� ،‬أن�ستنا �أنف�سنا ما ُعدنا نعلم من نحنُ !!!‬
‫َ‬
‫أنف�سنا ‪ ،‬ماذا ن� ُ‬
‫أخذ منها وماذا نرت ُُك ؟‬
‫دون �أن‬
‫نتجاهل �أهميتها وملاذا ُوجدت‪ ،‬لن�س� َأل � َ‬
‫ماذا ُ‬
‫ن�صد ُق وماذا ُن ِّ‬
‫ُ‬
‫كذ ُب ؟‬
‫نقبل وماذا‬
‫نرف�ض ؟ ماذا ِّ‬
‫‪19‬‬
‫ثاني ًا‪ :‬تطوير ال�شعور باملبادرة والتغلب على ال�شعور بالذنب‪.‬‬
‫حترك يف بيئتك‪ ،‬ال تكون منعز ًال‪ ،‬انطلق يف عا ٍمل جديد من‬
‫اخلربة دون االعتماد على الوالدين �أو من يقوم مقامهما يف‬
‫كل ما ترغب بالقيام به فذلك يك�سبك خربة يف �أن تقدم‬
‫مبادرات حلل م�شاكل؛ لأنك تعر�ضت خلربات خمتلفة‬
‫وفكرت بها لوحدك‪ ،‬فالدماغ يحتاج �إىل العمل ولي�س �إىل‬
‫تلقني الآخرين �أنت من يبادر دائم ًا‪.‬‬
‫ثالث ًا‪ :‬تطوير ال�شعور بالعمل واملواظبة والكفاءة والتغلب‬
‫على م�شاعر النق�ص والدونية‪ .‬حاول �أن تتعلم املهارات التي‬
‫متنحك فر�صة للتفاعل مع املجتمع‪ ،‬فاملدر�سة خ ُري �سبيل‬
‫�إىل ذلك اغتنم الفر�صة ال تفوت �شيئ ًا من هذه املهارات‬
‫كتحمل امل�س�ؤولية‪ ،‬تبني �أدوار اجلماعة‪ ،‬احرتام الآخرين‪،‬‬
‫التعاون‪ ،‬حل النزاعات‪ ،‬تبني القرارات اجلماعية‪� .‬أ ّما‬
‫ال�شعور بالنق�ص في�شري �إىل م�شاعر العجز عن العمل و�أنك‬
‫ال ت�ستطيع التعامل مع امل�شكالت الراهنة وحلها ب�شكل فاعل‬
‫وهذا ال تتمناه �أنت وال �أهلك‪.‬‬
‫رابع ًا‪ :‬تطوير ال�شعور بالهوية والتغلب على ال�شعور با�ضطراب‬
‫الهوية وعدم و�ضوح الدور‪ .‬فعندما ت�أخذ موقف ًا حم ّدد ًا من‬
‫العامل الذي تعي�ش فيه �أي عندما تطور هوية متم ّيزة �ست�شعر‬
‫ب�أنك تطرح �أ�سئلة حتاول الإجابة عليها من مثل‪:‬‬
‫�أ) من �أنا‪ ،‬ومن �أكون بالن�سبة لهذا املجتمع الذي �أعي�ش فيه؟‬
‫ب) ما املهنة �أو الوظيفة التي �أرغب يف احل�صول عليها بعد‬
‫�أن �أكرب و�أن�ضج ؟‬
‫ج) ما القيم واملعتقدات التي تنظم م�سريتي وتقودها ؟‬
‫د) ما النمط العام للحياة الذي �أف�ضل ُه على غريه ؟‬
‫ه) ما طبيعة اجلماعة التي �أف�ضل �أن �أنتمي �إليها �أو �أتعامل‬
‫معها ؟‬
‫�سي�أتي يوم ًا وجتد نف�سك م�ضطر ًا للإجابة على هذه الأ�سئلة؛‬
‫لأنك تتعر�ض ل�ضغوط اجتماعية يف مراحل خمتلفة من العمر‬
‫حيث �أنّ الإجابة على هذا النوع من الأ�سئلة ي�شعرك بالهوية‬
‫االجتماعية والذاتية وتبعدك عن اال�ضطراب بالهوية وعدم‬
‫و�ضوح الدور‬
‫املتناق�ضات ِ ؟ هل ُ‬
‫ّ‬
‫منتلك العقل‬
‫لدي ولد ّيك القدرة على التمييز بني تلك‬
‫يا ُترى هل َّ‬
‫ونحتكم �إلي ِه عندما ُ‬
‫أمواج التي ِه‬
‫الواعي الذي نح ُك ُم به‬
‫ُ‬
‫نغرق يف بحر ال�ضياع ‪ ،‬وتتالطمنا � ُ‬
‫والت�شوي�ش الفكري ؟‬
‫�إنّ �أكرث ما �أخ�شا ُه على هذا اجليل هو �أن ُه بات ِّ‬
‫يحك ُم عيون ُه وغرائزه و�شهواته اجل�سد َّي ِة‬
‫البد له من رجع ٍة يوم ًا ما ‪� ،‬إال من رحم ربي !‬
‫وغاب العق ُل غيب ًة َّ‬
‫َ‬
‫بعيد ًا عن بريق املظاهر اخلداعة والربامج ال�ساقطة والأغاين الهابطة واملو�سيقى‬
‫ال�صاخبة ال�ساخطة والأفكار امل�سمومة ‪ ،‬دعنا ُ‬
‫أمام املر�آ ِة ون�س� ُأل‬
‫نقف بهدوء و�سكينة � َ‬
‫أنف�سنا ِّ‬
‫�صدق و�شفاف َّي ٍة ‪ ،‬ماذا نري ُد ؟ ما هو هد ُفنا ؟ عما نبحثُ ؟ �أين نحنُ ذاهبون‬
‫بكل ٍ‬
‫� َ‬
‫؟ و�أين النهاية ‪ ،‬ومتى ‪ ،‬وكيف ؟‬
‫هل متلك اجلر�أة على الإجابة ؟ �أرجو ذلك ‪...‬‬
Entertainment
Get your friends and try those brain teasers on them… then, enjoy laughing at their reactions ;)
Trick 1: Number below 10
Trick 2: Any Number
Step1: Think of a number below 10.
Step1: Think of any number.
Step2: Double the number you have thought about.
Step2: Multiply the number you have thought of with 3.
Step3: Add 6 with to the result.
Step3: Add 45 to the result.
Step4: Half the answer; that is, divide it by 2.
Step4: Double the result.
Step5: Take away the number you have thought of from the
answer, that is, subtract the answer from the number you have
thought about.
Step5: Divide the answer by 6.
Answer is: 3
Step6: Take away the number you have thought of from the
answer, that is, subtract the answer from the number you have
thought about.
Answer: 15
You think you have a sharp eye?? Then try finding the 15 differences in the following two pictures.
GOOD LUCK
Answers: curtain, clock, closet, frame, socks,
shelf under closet, grandma’s hair, grandma’s
shirt, banana, cookie plate, cake frosting, what
is in the cats hand, white plate behind the cat,
girl’s tongue, bush
;‫دير بالك ما حترغ را�س‬
THE HUNGER GAMES: CATCHING FIRE
Use your brain, and try to solve the following puzzle, mind
you that there can be more than one solution… you should
move only one match and place it somewhere else to make
this mathematical problem correct.
8 becomes a 6 and 4 becomes a 9
Possible solutions: 8 becomes a 9 and 0 becomes an 8
20
‫‪Entertainment‬‬
‫‪You enjoy music? Well you might as well give it a shot to listen to old Arabic music… a list of some of the best Arabian artists is‬‬
‫‪shown below.‬‬
‫‬
‫وردة اجلزائرية‪:‬‬
‫‬
‫العيون ال�سود‬
‫‬
‫�أكدب عليك‬
‫‬
‫‬
‫ماجدة الرومي‪:‬‬
‫ طوق اليا�سمني‬‫‬
‫‬
‫عبد احلليم حافظ‪:‬‬
‫‬
‫ جبار‬‫‪ -‬موعود‬
‫طالل مداح‪:‬‬
‫‬
‫�صباح فخري‪:‬‬
‫و ترحل �صرختي‬
‫ يا مال ال�شام‬‫قل املليحة‬
‫ميادة احلناوي‪:‬‬
‫‬
‫كان يا مكان‬
‫‬
‫‬
‫قالويل ان�سي‬
‫�صباح‪:‬‬
‫ حبيبة امها‬‫‪ -‬زي الع�سل‬
‫‬
‫�أم كلثوم‪:‬‬
‫‬
‫احلب �سكارة‬
‫‬
‫�أنت عمري‬
‫‬
‫�أقبل الليل‬
‫فريوز‪:‬‬
‫ ردين اىل بالدي‬‫ �أعطني الناي‬‫‪ -‬يا قد�س‬
‫املثل هو القول ال�سائد بني النا�س فهذه الأقوال امل�أثورة ن�سجتها الأيام و ال�سنني من واقع احلياة االجتماعية و العملية يرددها ال�شعب و ي�ست�شهد بها يف �أحاديثه‬
‫اليومية‪ ,‬كما هي من تراثنا و تتوارثها الأجيال‪...‬‬
‫ن�سمع الكثري من الأمثال لكن ال نعلم �أ�صلها‪ ..‬فها هي بع�ض الأمثال و املقوالت و من �أين �أتت‬
‫‪ -1‬رجعت حليمة لعادتها القدمية‬
‫حليمة هي زوجة حامت الطائي الذي ا�شتهربالكرم ‪,‬كما ا�شتهرت هي بالبخل‪ ,‬كانت اذا ارادت ان ت�ضع �سمن ًا يف الطبخ‪ ,‬اخذت امللعقة ترجتف يف يدها‪ .‬فاراد حامت ان يعلمها‬
‫الكرم فقال لها‪:‬ان االقدمني كانوا يقولون ان املراة كلما و�ضعت ملعقة من ال�سمن يف طنجرة حلة الطبخ‪ ,‬زاد اهلل بعمرها يوم ًا‪ ,‬ف�أخذت حليمة تزيد مالعق ال�سمن يف الطبخ‬
‫حتى �صار طعامها طيب ًا وتعودت يدها على ال�سخاء‪ ,‬و�شاء اهلل ان يفجعهابابنها الوحيد الذي كانت حتبه اكرث من نف�سها‪ ,‬فجزعت حتى متنت املوت‪ ,‬واخذت لذلك تقلل من و�ضع‬
‫ال�سمن يف الطبخ حتى ينق�ص عمرهاومتوت‪.‬‬
‫فقال النا�س‪ :‬رجعت حليمة لعادتها القدمية‬
‫‪ -2‬اختلط احلابل بالنابل‬
‫ان الراعي او املعاز بعد مو�سم ع�شار املاعز يع ّرب القطيع فيجعل املعا�شري وهي “املعز الغزيرة اللنب” على حدة وغري املعا�شري على حدة وذلك ليبيعها على حدة ويحتفظ‬
‫باملعا�شري لتدر عليه ارباحا وافرة‪.‬‬
‫وت�سمى املعا�شري “حابل” وغري املعا�شري “نابل”‪.‬‬
‫ويحدث يف كثري من االحيان ان تختلط املعا�شري مع غري املعا�شري في�ستاء الراعي ويقول‪ :‬اختلط احلابل بالنابل‪ .‬و�صار قوله بعد ذلك مثال‪.‬‬
‫‪ -3‬ثلثني الولد خلاله‬
‫يحكى �أن رج ًال كان متزوج ًا من امر�أتني ولدت �إحداهما ولد ًا �أ�سماه �أحمد و ولدت الأخرى بنف�س ال�سنة �أي�ض ًا ولد ًا �أ�سماه حممد ًا وملا كربا ادخلهما املدر�سة �سوية لتقاربهما يف‬
‫ال�سن فكان املعلم يعتقد �أنهما تو�أم‪،‬ويف ذات يوم قدم �أحمد �إىل مدير املدر�سة لك�سله ومل�شاك�سته‪ ,‬و�صادف �أن كان املعلم جال�س ًا فا�ستغرب وقال له �أو لي�س حممد �شقيقك‪ ,‬فلماذا‬
‫ال تكون م�ؤدب ًا مطيع ًا �شاطر ًا مثله؟ف�أجابه املدير �إنه لي�س �شقيقه بل �أخاه من �أبيه‪,‬و�إن �أمه بنت فالن‪ ,‬فقال املعلم حق ًا ف�إنه م�شابه لأخالق خاله فالن و�أ�صدر هذا القول‪:‬ثلثا الولد‬
‫على اخلال‪،‬فذهب قوله مث ًال ي�ضرب مل�شابهة الولد �صفات خاله وقد طورت العامة �صيغته بقولهم‪( ,‬ثلثني الولد على خاله)‪,‬وات�سع ا�ستخدامه ف�صار ي�ضرب على اختيار الزوجة‬
‫ال�شريفة لكونها تورث ابنها �صفات �أخواله‬
‫‪ - 4‬اللي ا�ستحوا ماتوا‬
‫كانت توجد قدميا يف بريوت‪ ،‬ويف بع�ض املدن االخرى‪ ،‬حمامات عامة للرجال وللن�ساء‪ .‬وكانت التقاليد تق�ضي ان تو�ضع فوطة حمراء على باب احلمام الداخلي حني ت�شغله‬
‫الن�ساء‪ .‬ف�إذا حتممن ولب�سن ثيابهن وخرجن‪ ،‬تنتزع الفوطة احلمراء عن الباب‪ ،‬في�صري احلمام مباحا للرجال‪.‬‬
‫وحدث يوما حريق مفاجىء فخرجت ب�ضع ن�ساء وهن عاريات الن دافع حب احلياة عندهن كان ا�شد من وازع احلياء‪ .‬يف حني بقيت ب�ضع ن�ساء يف الداخل لأنهن ا�ستحني و�أبني‬
‫اخلروج عاريات امام الرجل ولقني حتفهن‪ ،‬ولذلك يقال‪ “ :‬اللي ا�ستحوا ماتوا”‪.‬‬
‫‪21‬‬
‫ابداعات فنية‬
‫لغتنا حتت�ضر ب�أيدينا ال بيد غرينا‬
‫عمل الطالب‪ :‬ح�سن نابل�سي‬
‫لغتنا العربية من �أرقى لغات العامل اختارها اهلل من بني كل اللغات لينزل بها القر�آن مل ال وهي لغة العرب فيها كتبت �أجمل معلقات ال�شعر ومن حروفها كتب نزارقباين �أجمل‬
‫ق�صائد الغزل‪.‬‬
‫ولكنها لأ�سف �أ�صبحت لغة مهملة بع�ض ال�شيء يف �أيامنا هذه وطغى الطور االجتماعي عليها وتداخلت بها حروف و�أرقام وم�صطلحات ‪� 3anjad‬أجنبية مثل اللذي يكتب كلمة‬
‫عن جد ‪.....‬‬
‫�أو كلمة معقول تكتب ‪ .....‬معئول ‪.‬‬
‫�ألي�س من املعيب �إهمال لغتنا العربية وهي دليل هويتنا ‪.‬‬
‫ال يدرك الكثريون �أهمية اللغة يف حياة ال�شعوب واليدركون �أن حفظ اللغة و�ضمان ا�ستمراريتها يكون بقدر حمافظتنا عليها ك�أفراد ناطقني بها وان عدم �إدراك هذا الأمر كان �سببا‬
‫يف انقرا�ض كثري من اللغات واللهجات يف العامل‪ ،‬وبانقرا�ض تلك اللغات انقر�ضت وتال�شت معرفتنا ب�شعوبنا وثقافاتنا‪.‬‬
‫عندما نتجول يف �شارع من �شوارع بالدنا العربية يالحظ �أن اللغة الإجنليزية هي اللغة الر�سمية التي نراها على واجهات املحالت وقوائم الطعام يف املطاعم وك�أن من املعيب‬
‫ا�ستخدام ا�سم باللغة العربية‪.‬‬
‫�شعوب تتم�سك بلغاتها وحتر�ص على ا�ستمراريتها وال تتنازل عن التخاطب بها حتى وا�ستمراريتها وال تتنازل عن التخاطب بها حتى و�إن كانوا على دراية بلغات �أخرى مثل ال�شعب‬
‫الأملاين على �سبيل املثال ‪ ,‬يف حني نحن العرب نتخلى عن لغتنا ‪ ,‬عن هويتنا ‪.‬‬
‫لقد �أ�صبحت اللغة العربية غريبة بني اللغات التي يتداولها النا�س وامل�شكلة اننا نحن الذين ن�شجعهم وندفعهم اىل ذلك دفعا دون اعرتا�ض �أو حتى ا�ستنكار ‪.‬‬
‫اللغة العربية م�س�ؤولية كل من نطق بها وكل فرد ينت�سب اليها والتهاون يف ن�سيانها هو انذار بانقرا�ضها وتال�شي هويتنا ‪.‬‬
‫فاللغة العربية هي عنوان وهوية ودليل تواجد‬
‫ال�سعاده‬
‫اخلوف‬
‫عمل الطالب‪ :‬عمر حجازي‬
‫عمل الطالب‪ :‬راتب اجلنيدي‬
‫اخلوف هو �أحد �صعوبات احلياة‪ .‬هناك �أكرث من نوع اخلوف مثل‪ :‬اخلوف من احليوانات‪،‬‬
‫من املرتفعات‪ ،‬من الظالم‪ ،‬من الطريان‪ .‬والكثري غريها‪.‬‬
‫ال�سعادة �شيء معنوي ال يرى بالعني وال ي�شرتى بالدينار ‪ .‬ال�سعاده �شيء‬
‫ي�شعر به الإن�سان ‪ ،‬والإن�سان هو من يجلب ال�سعاده لنف�سه ‪،‬ال�سعاده لي�ست‬
‫�سلعة للبيع ي�شرتيها الإن�سان الغني ويحرم منها الفقري ‪،‬ال بل يجب على‬
‫كل �إن�سان االجتهاد والو�صول اىل هدفه وهذا هو مفتاح ال�سعاده‪.‬‬
‫لكن هل فكرت كيف ميكن �أن ي�ساعدك اخلوف؟ عندما تريد �أن تفعل �شيئا خاطئا‪ ,‬اخلوف‬
‫من العقوبة مينعك من فعله‪ .‬لكن قد يكون معيقا للتطور �إن زاد عن حده‪ .‬فعلينا �ضبط‬
‫�أنف�سنا والتعامل مع �أمور حياتنا بهدوء و فهم وتعقل‪.‬‬
‫مدريد يف فل�سطني‬
‫عمل الطالب‪ :‬حمزة �أبوحجلة‬
‫كعادتي يف ال�صباح بعد �أن �أ�ستعد للمدر�سة‪� ،‬أحب �أن‬
‫�أت�صفح ملحق الريا�ضة يف جريدة كل يوم‪ ،‬ويف ذلك اليوم‬
‫لفت نظري خرب جميل‪.‬مفاده �أن نادي ريال مدريد الإ�سباين‬
‫بد�أ التعاون مع وكالة الأمم املتحدة لغوث وت�شغيل الالجئني‬
‫الفل�سطينيني "الأونروا" بحيث يتم التعاون �ضمن م�شروع‬
‫تطوير مهارات كرة القدم باملراكز التعليمية يف فل�سطني‪.‬‬
‫والهدف من هذا امل�شروع هو ن�شر قيم امل�ساواة والعمل‬
‫اجلماعي وتنمية روح القيادة وبالأخ�ص بني �أطفال الالجئني‬
‫الذين يت�ضررون من االحتالل الإ�سرائيلي‪ .‬و�سوف يتم‬
‫تدريب ما يقارب ‪ 20‬رجال و‪� 9‬سيدات‪ ،‬كما �سوف ي�ستفيد‬
‫من هذا امل�شروع ‪ 1100‬طفل من خالل خم�سة مراكز تابعة‬
‫للأونروا يف غزة و�ستة يف ال�ضفة الغربية‪.‬‬
‫ع�شت امل�صائب‬
‫عمل الطالبة‪ :‬غزل �أبو ال�شيخ‬
‫يف مثل هذا اليوم ال�سابع ع�شر من �أيلول من العام املا�ضي ‪ ،‬ذلك اليوم �أفل�س �أبي و حجز على �أمالكنا‪ .‬كنت �أنا‬
‫و�أخواتي نيفني والني وجمد نلعب يف احلديقة‪ .‬كنت �أرى �أن حياتي منا�سبة و مثالية‪.‬‬
‫حياتي كانت عبارة عن مو�سيقى ولعب و�ضحك؛ �أذكر نهار كل جمعة �أن �أبي كان يجلب لنا الفالفل واحلم�ص والفول‬
‫والكعك ال�ساخن من املخبز‪ .‬و جنل�س كلنا حول الطاولة و�أمي ت�ضع ورودا ذات رائحة زكية ومنظر جميل‪� .‬أخي جمد‬
‫يعزف لنا على (جيتاره) و �أختاي تغنيان‪ .‬هذه حياتي‪ ،‬كنت �أحبها وكنت �أظن �أننا �أف�ضل عائلة‪ .‬لكن احلياة تعطيك‬
‫الكثري وت�أخذ منك مقابله‪.‬‬
‫�أبي كان يعمل يف جمال ال�سفن‪ ،‬كان قبطانا‪ .‬وقرر �أن يخو�ض جمال التجارة البحرية ومع الأ�سف خ�سر‪ .‬وكان قد‬
‫�أخذ قر�ضا من البنك‪ .‬مل يكن لديه نقود لدفع دينه فحجز البنك على منزلنا‪ .‬جمعنا مالب�سنا وخرجنا من املنزل‬
‫متجهني اىل منزل جدتي‪ ،‬كان يوما طويال‪ .‬عندما و�صلنا اىل منزل جدتي‪ ،‬و�ضعنا �أغرا�ضنا وذهبت عند �أمي‬
‫ر�أيتها تبكي و�س�ألتها‪ :‬ملاذا تبكني يا �أمي؟‬
‫قالت‪ :‬ال �شيء ال تقلقي‪.‬‬
‫�أكرث �شيء كان يقطع قلبي هو بكاء �أمي؛ �أح�س بال�ضعف عندما تبكي �أمي‪ .‬لقد فقدنا �أغرا�ضا ثمينة ف�أمي باعت‬
‫ذهبها و�أبي باع �سفينته لنعي�ش لكن ال ب�أ�س‪ ،‬فلم يت�أذ �أحد منا‪.‬‬
‫بعد مرور عام �أ�صبح و�ضعنا �أف�ضل‪ .‬ف�أبي وجد عمال ‪� ،‬أمي حتيك ال�صوف وتبيعه �أ�صبحنا جنني النقود‪ ..‬وهكذا‬
‫حت�سن و�ضعنا يوما بعد يوم وبدات احلياة تبت�سم لنا من جديد ‪.‬‬
‫‪22‬‬
‫ابداعات فنية‬
‫برملان ال�شباب‬
‫عمل الطالب‪ :‬ح�سن نابل�سي وتالة ال�شرقاوي‬
‫و ال�سبب وراء املوافقة �أو الرف�ض على تطبيق القانون‪.‬‬
‫قام معاليه ب�سام حدادين بافتتاح امل�ؤمتر‪ ,‬كما قام‬
‫باعطاء الطالب بع�ض الن�صائح ليتخذوها م�سارا يف‬
‫حديثهم عند ابتداء امل�ؤمتر‪ ,‬و بع�ض املعلومات العامة‬
‫حول القانون الأردين التي ا�ستفاد منها الطالب‪ .‬مثلت‬
‫الطالبة كرمة �ستاتية من�صب رئي�سة جمل�س النواب‪,‬‬
‫�أما الطالب عمر ق�صاب كان رئي�س جمل�س الأعيان‪ ,‬و‬
‫كان من�صب رئي�س الوزراء من ن�صيب بهجت اجليو�سي‪.‬‬
‫تعمل مدر�سة امل�شرق الدولية على تنمية الطالب من خالل‬
‫جوانب عديدة تتعدى التنمية الأكادمية‪ .‬فتحر�ص على ح�صد‬
‫ثمارها يف بيئة تعر�ضهم اىل خمتلف الآراء و اخللفيات‪.‬‬
‫كما تتيح لطالبها الفر�صة بالتعلم و امل�شاركة يف التعليم‪.‬‬
‫كانت من احدى هذه التجارب برملان ال�شباب الذي يعقد‬
‫�سنويا لطالب ال�صف ال�سابع و ال�صف الثامن يف املرحلة‬
‫املتو�سطة‪ .‬حيث يطرح مو�ضوعا‪ ,‬يبحث فيه الطالب و من‬
‫ثم يناق�شونه من وجهات نظر عديدة‪.‬‬
‫يف هذا العام مت �إ�ضافة ق�سم جديد يف الربملان‪ ,‬و‬
‫هو جمل�س االعيان حيث يقوم املجل�س على وزراء و‬
‫نواب‪ .‬يف اجلل�سة االوىل مت النقا�ش حول منح املر�أة حق‬
‫اعطاء اجلن�سية البنها �أو ابنتها‪ .‬فكان هنالك امل�ؤ�أيدون‬
‫و املعار�ضون‪ .‬حتدث النواب بفقه و فهم للقانون الأردين‪,‬‬
‫و كانت و�سائلهم للدفاع عن �آراءهم من خالل ذكر بع�ض‬
‫تعقد اجلل�سات بتمثل الطالب كوزراء و نواب‪ ,‬يتحاورون يف‬
‫املو�ضوع املطروح بن�ضج و احرتام مطبقني ل�سيا�سة الر�أي و‬
‫الر�أي الآخر‪ .‬جتر�أ الطلبة بفتح ملف مل مي�س�سه النواب منذ‬
‫كتب القانون عام ‪ ,1954‬وهو مو�ضوع اجلن�سية و حق املر�أة‬
‫بهذا القانون كما تبادلوا احلديث عن حقوق املر�أة الأردنية‬
‫القوانني من الد�ستور الأردين فمثال ذكروا املادة رقم ‪ 2‬من‬
‫القانون الأردين رقم ‪ ,6‬و املادة ‪ 4‬من القانون رقم ‪ .6‬كان‬
‫النقا�ش حاد و منق�سم اىل طرفني‪ ,‬كل منهما منحاز اىل‬
‫ق�ضيته و الر�أي اذي يدافع عنه‪ .‬كما كان للأ�سئلة دورها يف‬
‫املحاولة باقناع املجل�س بالر�أي الأف�ضل‪.‬‬
‫من خالل هذه الن�شاطات التي توفرها املدر�سة للطالب‪ ,‬يكرب‬
‫ال�شباب لي�صبحوا �أ�شخا�صا عاقلني و منتجني يف املجتمع‪,‬‬
‫�أخذنا �آراء بع�ض الطلبة بهذه التجربة‪ ,‬ف�أجمعوا على �أنها‬
‫كانت فر�صة و�سعت �آفاقهم و علمهم بالقانون الأردين‪ ,‬كما‬
‫ا�ستفادوا من البحث الذي قاموا بهفي نقا�شهم‪ .‬فرنى �أنها‬
‫كانت جتربة مفيدة و مغذية لعقول ال�شباب كما اتاحت لهم‬
‫الفر�صة بالتعلم خارج ال�صف الدرا�سي‪.‬‬
‫عذر ًا فل�سطني‬
‫عمل الطالب‪ :‬ندمي م�صاحلة‬
‫فل�سط ُني يا فل�سط ُني‬
‫وما � َ‬
‫أدراك ما فل�سطني‬
‫هي � ُ‬
‫العرب و املالين‬
‫أر�ض ِ‬
‫ال�شهيد الأمني‬
‫�أر�ض‬
‫ِ‬
‫الزيتون و التني‬
‫بالد‬
‫ِ‬
‫� ُ‬
‫أ�صل العراق ِة و الدين‬
‫إ�سالم و امل�سيحني‬
‫وطنُ ال ِ‬
‫فل�سط ُني يا فل�سطني ‪ ...‬وما � ً‬
‫أدراك ما فل�سطني‬
‫لك حزين ًا ب� ّأ�سا‬
‫�أكتب ِ‬
‫و�أثور ندم ًا على حا ِلنا‬
‫فقد ن�سينا ق�ض َيتَنا‬
‫و�أ�ضعنا عروبتَنا‬
‫عذر ًا يا فل�سطني ‪...‬‬
‫ُ‬
‫ال�شريف دمرنا‬
‫فالقد�س‬
‫ُ‬
‫وامل�سجد الأق�صى �أ�ضعنا‬
‫َ‬
‫عذر ًا يا فل�سطني ‪...‬‬
‫‪23‬‬
‫نهتم‬
‫فلم َنعد ْ‬
‫اجلرائم‬
‫بالقتل و‬
‫ِ‬
‫ْ‬
‫الدم‬
‫ِ‬
‫وا�سكاب ْ‬
‫ومل ينه ُز لنا جفنٌ‬
‫فم‬
‫ومل يتحرك ل�سا ٌن �أو ْ‬
‫وكم‬
‫وكم من �شهيد ًا َ�س َق َط ْ‬
‫فعذر ًا يا فل�سطني ‪...‬‬
‫فل�سط ُني لي�ست حزينة‬
‫بوجو ِد رجا ِلها‬
‫رِجال ال ِعز و الكرام َة‬
‫ُ‬
‫ترتك �شهدائها ذكرى‬
‫و�أطفالها � ُ‬
‫احلجارة‬
‫أطفال ِ‬
‫هم عنوا ٌن لل�شرف و النخوة‬
‫نعم‪ ,‬فل�سطني لي�ست حزينة ‪...‬‬
‫�أوجه ر�سال ًة حرة‬
‫ر�سلها‬
‫للعدو �أُ ِ‬
‫� ُ‬
‫أتظنُ �أنك الباقي‬
‫ورب العزة‬
‫ال ِّ‬
‫�صامدون �سنبقى‬
‫وللعها ِد �سنحيا‬
‫اليوم الذي‬
‫�سي�أتي ُ‬
‫ننام و ن�صحا‬
‫فيه ُ‬
‫موعود ب�أذن اهلل تعاىل‬
‫ن�صر‬
‫ٍ‬
‫على ٍ‬
‫�إ�صربي يا فل�سطني‬
‫�سيعو ُد �شع ُب ِك امل�سكني‬
‫الرب املعني‬
‫بعون ِ‬
‫و �سيبقع الأمل �إىل �أب ُد الآبدين‬
‫فل�سطني يا فل�سطني ‪ ...‬و ما � َ‬
‫أدراك ما فل�سطني‬
‫‪Closing Remarks‬‬
‫خديجة و�أمها‬
‫ال�صرب ن�صف الإميان‬
‫عمل الطالبة‪ :‬كرمة �ستيتية‬
‫كان هناك يف �إحدى القرى فتاة ا�سمها خديجة تعي�ش على فتات اخلبز‪ ،‬ومل تكن تعي�ش حياة‬
‫فاخرة مثل باقي زمالئها يف املدر�سة‪ .‬كانت تعي�ش وحيدة مع �أمها يف جنوب فل�سطني بعدما‬
‫مات �أبوها يف احلرب �ضد االحتالل‪ .‬وكانت �أمها دائم ًا جتل�س على حافة النافذة حتملق يف‬
‫الأ�شجار وتعود �إليها الذكريات عندما كانوا يذهبون دائم ًا ويجل�سون حتت الأ�شجار ويلعبون‬
‫وي�ضحكون ولكن بعدما تويف �أبوها‪ ،‬فقدت روح و�سعادة هذه العائلة و�أ�صبحت حزينة‪.‬‬
‫فكانت فاجعة ال تو�صف حلت بهذه العائلة‪ ،‬وكانت خديجة ت�شعر بالوحدة‪ ،‬فلي�س هناك من‬
‫تتحدث معه‪ ،‬ومع �أنها كانت حت�س ب�أمل �أمها‪ ،‬كانت تتهمها ب�أنها مل تعطها االهتمام الكايف‬
‫يف ال�سنني الثالث املا�ضية‪ ،‬منذ وقت وفاة �أبيها العزيز‪ ،‬فكانت هي �أي�ض ًا تفتقده ولكنها‬
‫كانت قد تعبت ويئ�ست من البكاء‪ ،‬فكان هذا ال�شيء قد ح�صل‪ ،‬وال ت�ستطيع فعل �أي �شيء‬
‫لرده �أو تغيريه‪ ،‬ف�إنه الواقع ويجب تقبله‪.‬‬
‫ومع ذلك كله‪ ،‬كانت تواجه م�شاكل �أي�ض ًا يف مدر�ستها‪ ،‬فلم يكن لديها �أ�صدقاء خمل�صني‬
‫ت�ستطيع �أن تتحدث معهم وتخفف من العبء يف قلبها‪ .‬فكانت �أي�ض ًا تتقبل ذلك وتتحدث‬
‫مع �أ�صدقائها الطيور كل يوم بعد املدر�سة‪ .‬ولكن عندما بد�أ زمال�ؤها بالتنمر عليها ل�شكلها‪،‬‬
‫لأنها كانت �سمينة بع�ض ال�شيء‪ ،‬مل تعد حتتمل كل هذا ال�ضغط‪ ،‬وكل هذا العبء الثقيل‬
‫الذي ي�سكنها ويظل يالحقها‪ ،‬ومل جتد �أي طريقة للتخل�ص منه‪ .‬فعادت �إىل البيت وحاولت‬
‫�أن تفتح قلبها لأمها و�أن تتحدث �إليها عما يح�صل معها‪ ،‬ولكنها �شعرت بالذنب وخافت �أن‬
‫تزيد �آالمها ف�شعرت بالأ�سف اجتاهها‪ .‬فقالت‪« :‬مرحب ًا يا �أمي‪».‬‬
‫فردت‪�« :‬أه ًال يا بنيتي‪ ،‬كيف ت�شعرين اليوم؟»‬
‫فبلحظة انتهائها من هذا ال�س�ؤال‪ ،‬بد�أت عيناها متتلئان بالدموع ومل ت�ستطع التوقف عن‬
‫البكاء فرك�ضت �إىل غرفتها‪ .‬فلحقتها �أمها وبد�أت ت�س�ألها ما بها وما الذي ح�صل‪ ،‬ولكن‬
‫خديجة اكتفت بالبكاء يف ح�ضن �أمها ومل تقل كلمة واحدة فقد �أح�ست ب�أن �أمها قد عادات‬
‫�إليها من جديد ولن ترتكها �أبد ًا‪.‬‬
‫فقررت �أن ت�شكو همها لأمها وت�أ�سفت الأم لعدم توفري وقت لالهتمام بها‪ ،‬ووعدتها ب�أن تغري‬
‫لها مدر�ستها وفعلت‬
‫ويف �أول يوم يف املدر�سة اجلديدة‪ ،‬تعرفت على �أ�صدقاء جدد‪ ،‬وتغلبت على نف�سها وتفوقت‬
‫بدرا�ستها وبد�أت حياة جديدة ن�ست فيها املا�ضي الداكن ومل تعد �إليه �أبد ًا‪.‬‬
‫عمل الطالبة‪ :‬نور اللوزي‬
‫تلك املر�أة ! التي مل تبلغ الثالثة والع�شرين من عمرها وفقدت زوجها‬
‫�آنذاك! مل تتذمر‪ ،‬مل ت�شكو‪ ،‬ومل ت�ست�سلم �إطالقا‪ .‬بل �صربت �صربا مل ي�صربه‬
‫�أحد‪ ،‬وتعبت تعبا مل تتعبه �أي امر�أة كانت‪ .‬بذلت جهدا ال يو�صف من �أجل‬
‫�أبنائها الذين مل يروا �أباهم ومل ي�سمعوا �صوته ومل يعرفوا �شعور حمبة الأب‬
‫وهو متواجد‪� .‬أحبوه وهو يف قربه‪ ،‬بكوا على رحيله حتى عندما �أ�صبحوا �آباء‬
‫و�أمهات‪ ،‬تذكروه يف �صالتهم‪ ،‬زاروه يف املقربة حينما �أح�سوا بال�شوق اليه‪.‬‬
‫�أقول وبكل فخر‪ ،‬هو جدي! وتلك اجلدة ال�سلطية التي ي�ضرب بها املثل �إىل‬
‫يوم الدين! فقد قامت بتعليم �أبنائها‪ ،‬كما قادت الأ�سرة وقامت بدور الأم‬
‫والأب وال�صديق لكل الأ�سرة‪ ،‬لبت االحتياجات مهما كانت ال�صعوبات التي‬
‫واجهتها‪ .‬فقد �أمنت تعليم �شامل‪ ،‬قامت بتعمري بيت �صغري ‪ ،‬وهو يف عيني‬
‫ق�صر‪ .‬مل يوقفها حاجز موت زوجها‪ ،‬بل �أكملت بجهد و�سارت على درب‬
‫القوة‪ ،‬هدمت جدران اال�ست�سالم واحلزن على رحيل �أحب �إن�سان �إىل قلبها‪.‬‬
‫فهي يف عيني من �أقوى الن�ساء ج�سديا وفكريا‪.‬‬
‫مل �أره �إال يف ال�صور‪ ،‬ولني تعلمت حبه كل يوم ومل �أذكر ا�سمه يوما دون‬
‫الدعاء له برحمة املوىل‪ .‬فمهما ت�صدقت عن روحه الطيبة‪ ،‬لن يعرب عن مدى‬
‫حبه بقلبي ولو ع�شت �أدعو و�أت�صدق عنه �آالف ال�سنني‪ .‬هو مثلي الأعلى‪ ،‬هو‬
‫الإن�سان الذي عندما �أفكر به‪� ،‬أنظر للأعلى ال للأ�سفل‪ .‬عا�ش لريافق امللك‬
‫احل�سني بن طالل‪ ،‬كما عا�ش ليوحد ع�شريته على قلب واحد‪ ،‬وكذلك عا�ش‬
‫ليعمل على طاعة الرحمن وليعبد ربه الأعلى‪ .‬فما �أ�صعب فراقه علينا وعلى‬
‫تلك الزوجة التي عا�شت �أكرث من ثالثني �سنة لرتبي �أبي و�أخوانه‪� ،‬صربت‬
‫ودامت حتمد ربها على كل ما حل بها ولو كان �أ�سو�أ القدر‪ .‬تلك هي جدتي‬
‫التي قدمت من ال�سلط غلى بيتها الذي رحب بها وحياها يف اجلبيهة‪ ،‬املكان‬
‫الذي ينتمي اليه �أبنا�ؤها وها هم بحمد اهلل �أبناء ناجحون بف�ضل البطن‬
‫الذي حملهم ت�سعة �أ�شهر ورباهم طيلة العمر‪.‬‬
‫يوماً بعد يوم‪� ،‬شهر بعد �شهر‪ ،‬و�سنة بعد �سنة‪ .‬كربنا لكي نرى �أن دائرة احلياة التي كنا نراها �صغرية قد ا�صبحت �أكرب بكثري من ما توقعنا‪ ،‬والكثري قد‬
‫تغري من حولنا‪ .‬ولكن كما يقول املثل "من جد وجد ومن زرع ح�صد" فال �شيء ي�أتي من فراغ‪ ،‬بل على االن�سان �أكن طلباً �أو معلماً �أن يعمل كثرياً �إذا‬
‫�أراد �أن يحقق �أو ينجز �شيئاً‪ .‬فاخلربة والتجارب واملواقف التي يوجه االن�سان هي الأ�سا�س يف احلياة‪ .‬فال يتوقف االن�سان من التعلم؛ يتعلم من �أخط�أه‬
‫وعرثته‪ ،‬ولكن املهم �أن ال ي�ست�سلم‪ .‬من �أجمل تلك التجارب التجربة العزيزة التي اتاحت لنا مدر�ستنا خو�ضها‪ ،‬جتربة تذكرنا بجذورنا وعروبتنا وما‬
‫يدور حولنا من خالل �إن�شاء جملة املدر�سة "‪ ،”Oracle‬التي‪ ‬حتتوي‪ ‬عل‪ ‬الكثري‪ ‬من‪ ‬املو�ضيع‪ ‬ونحن‪ ‬يف‪ ‬هذا العدد كما يف كل الأعداد ال�سابقة‪ ،‬عملنا‬
‫جميعاً بيدن وحدة وترك كل من �ساهم يف املجلة ب�صمته ب�شكل خمتلف‪ ،‬وكان للمجله ت�أثري كبري على‪ ‬كل‪� ‬شخ�ص‪ ‬عملة‪ ‬فيها و�سنذكر هذه الأيام مهما‬
‫كربنا‪.‬‬
‫‪-‬غالية خلف ‪ ‬‬
‫‪Editor In Chief : Abeer El- Ansari‬‬
‫‪Vice Editor in Chief: Ghaliia Khalaf‬‬
‫‪Photographers: Sara Hattar and Laila Issa‬‬
‫‪Newspaper’s Committee: Abeer Ansari, Talah Sharqawi, Hasan Nabulsi, Tariq Sharouri, Karim Awwad, Hussein Rubayee,‬‬
‫‪Supervised by : Mr. Ahmad Malhas, Mrs. Fadia Khoury‬‬
‫‪Special Thanks to: Hasan Nabulsi‬‬
‫‪Editing teachers : Ms. Zein Khalifa, Mrs. Alas Haddad, Mrs. Laila Al Ahmad, Mrs. Amal Atiyat and Mrs. Leqa’ Darabseh, Mrs.Faten Arnaki‬‬
‫‪Facebook.com/mashrekschool‬‬
‫‪e-mail: [email protected]‬‬
‫‪www.mashrek.edu.jo‬‬
‫‪Tel. +962 6 5412203‬‬
‫‪Fax. +962 6 5411143‬‬
‫‪P.O. Box 1412 Amman 11118 Jordan‬‬
‫‪24‬‬