Royal Palace - Magazine - Zaman International School

NEWSPAPER
Volume 3 Issue 34
15 March 2006
Royal Palace
diamonds weighing 90 kilograms. In the pagoda there are
many other interesting artifacts
and jewels. This is only one of a
few temples that still remain
intact after the Khmer Rouge
regime.
All local people and foreigners
can visit the Royal Palace
everyday from 8:00 am to 11:00
am and from 2:30 pm to 5:00 pm.
Entrance fee US$ 3 per person.
Photography is allowed outside
the exhibition areas only.
The visitors can buy souvenirs
and post-cards from the stores
inside and they can watch
movies of the King's father. After
visiting Royal Palace visitors can
walk from there to the garden in
front and view the river, they also
can visit the museum next to the
palace.
The Royal Palace is the best
location to view the river. King
Norodom built this palace in
1866.
ZAMAN NEWSPAPER
Zaman, Publisher
Elif Yavuz, Editor-in Chief
Gurkan Cil, Editor at Large
Prepared by 11-E
Zaman International School
Newspaper dedicated to
educating students and
training journalists.
Published 2 times a month in
Zaman International School.
Copyright 2003 by the Zaman
International School.
All rights reserved.
No part of this periodical may
be reproduced in print or
electronically without the
consent of The Zaman
International School.
The palace is made up of many
buildings.
French administrators and
Khmer architects completed
most of the buildings before
World War I with involvement.
There are some European style
buildings on the grounds. Now it
is the official residence of King
Norodom Sihamoni.
This place is used for special
occasions including traditional
ceremonies, national festivals,
royal births, deaths, and
weddings…. etc. Most of the
palace buildings are closed to
the public. Internal walls are
decorated with frescoes painted
by Khmer artists that show us
about Cambodia's history.
There are many beautiful places
in the Royal Palace such as the
Throne Hall, the Elephant
Pavilion, the Royal Treasury,
Chan Chaya Pavilion, Silver
Pagoda and others, but now we
can visit only the Silver Pagoda
The Royal Palace attracts many
visitors everyday and is an
important part of tourism in
Cambodia. When there is a
national ceremony or special
occasion, the Committee for
organizing national-international
ceremonies decorates around
the gates and inside the palace
with red light. It is very beautiful
Also famous is the solid gold at night. It is looks like a gold
Buddha encrusted with 9,584 temple.
(the temple of the Emerald
Buddha); this is a very special
place. This building, formerly
made of wood, was rebuilt in
1962 with concrete and marble.
The pagoda is floored with over
5,000 silver tiles, each tile
weighing 1 kilogram.
15 March 2006
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
2
GENERAL
The Effect of Television in the Early Years
Among the greatest inventions of
the twentieth century are devices
of mass communications. Every
invention can have either a
positive or a negative effect,
depending on how it is used. TV
is one of these inventions that is
found in the home.
The history of family life can be
divided into two phases: “before
TV” and “after TV.” Its affects on
the whole family are so immense
that they are outside the scope of
this article. Instead, we will
concentrate on the affects of
television on children, and
especially on children under the
age of 3.
During our interviews with
parents, almost all of them had
one question: “What is the effect
of television on our child?” The
importance of this question can
be better understood after we
have studied the effects of
television on our children. The
effects of TV depend on how
much the children watch TV, their
personality, whether they watch
alone or with adults, and whether
their parents talk to them about
what they have watched.
Therefore, it would not be true to
say that television is absolutely
harmful or beneficial. If the
necessary precautions are
taken, it can be a useful source
for both the child's educational
and social development, while,
on the other hand, it can have
very harmful and lasting effects
on children if not properly
monitored and if the child is left to
decide when, how much and
which TV programs to watch.
The effects also vary according
to the child's age. This magic box
has different effects on children
of different age groups.
The worst, and unfortunately
permanent, effects of television
on children occur during the 0-3
age group. This is because some
of the psycho-social attributes
that are acquired in these years
persist in a person's character
throughout life. Any problem that
originates from this period will
affect the rest of a person's life.
The Effects of Television on m u c h t i m e i n f r o n t o f t h e c o m m u n i c a t i o n i s s p e e c h ,
children have to learn how to talk.
the 0-3 Age Group
television.
In order to be loved by people,
During this period some parents Experiencing full emotional they have to understand people
do not (or cannot) spend enough sensations and the complete a n d r e s p o n d t o e m o t i o n a l
time with their children for a attention of the parents sets the s t i m u l a t i o n . C h i l d r e n n e e d
variety of reasons, and they groundwork in the first three e n c o u r a g e m e n t i n o r d e r to
leave their child alone with the years of life for a strong and socialize and develop communitelevision. Some of the reasons healthy psychological make-up. cation, especially from those
for a lack of time being devoted to Physical contact, talking to the w h o a r e i n c h a r g e o f t h e
the child may be socio-economic child, making him or her feel that upbringing. This encouragement
factors, the life-style of a working he or she is loved, playing with and approval, attention to the
child's needs (food, clothing,
hygiene, safety, etc), paying
attention to the child's problems,
spending time with the child,
kissing, caressing, talking and
playing with the child all go
towards helping the child feel
that he or she is loved; these
constitute an encouragement for
the bio-psycho-social development of the child.
mother, problems between the
parents themselves, the
necessity of housework, parents
working additional jobs, a
chronic illness in the family,
psychiatric problems of the
parents, the child being the
product of an unwanted
pregnancy, the child's physical
illness, or dozens of other
reasons all of these can affect
family life. Because of these,
intentionally or not, some
parents often cannot pay enough
attention to their child; the only
thing they are able to do being to
keep up physical maintenance
(i.e., feeding the child and
keeping him or her clean). In
these cases, TV comes in and
fulfills the role of the parents, and
the child ends up spending too
the child, spending time with the
child all have a positive effect on
the development of the psychosocial side of the child. Spending
time with a baby prevents him or
her from becoming alienated in
relationships with other people
and helps him or her to recognize
the social environment, starting
with the parents. Along with this
relationship, a close tie between
the child and the mother
develops. This relationship starts
in the mother's womb and
continues during infancy. The
child begins to be able to
communicate and express his or
her needs. As time goes on, the
child starts to be able to establish
a dialog with other people.
Since the basic foundation of
The reason we mention all these
is so that we can better understand the television-child
relationship. When the child is
left for a long time in front of a
device that does not respond to
his or her words, looks and
smiles a device devoid of
sensual and social stimulants,
without emotion - and when the
child is deprived of physical
closeness to the person with
whom he or she has established
close ties - problems will occur as
time passes. Although television
provides sounds and images, the
child is not yet of an age to
interpret, accept and benefit from
these. The problems developed
here will appear later in the form
of an incompleteness or
inadequateness in the socialization, individualization and the
psycho-social aspects of this
person.
Why is TV more harmful for
children?
The child will not have friends or
a social environment to make up
for the social and sensual
incompleteness mentioned
above. He or she does not play a
role in an interchange, and the
child does not have a chance to
contribute.
Go to next page »»»
15 March 2006
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
3
GENERAL
»»» continues from 2nd page
Psycho-motor and psychosocial sufficiency has not had a
chance to develop and he or
she does not have an alternative
environment in which to
develop.
If a child is less than 3 years old
and stays too long (how long
changes from child to child, but
generally for more than an hour)
in front of a television, and
particularly if the parents have
any of the problems mentioned
above that prevent them from
spending more time with the
child, then some insufficiency
and delay can be witnessed in
the child's psycho-social
functions. These functions are
those that are necessary for the
development of social improvement (sensual interaction and
responsiveness, adaptation to
the social environment, taking
an interest in people, showing
sympathy to others, paying
attention to other children of the
same age, etc) and communication (talking, meaningful
gestures and mimicry, spelling
words out by syllables, percept
ion, making sounds, forming
sentences, etc). If such conditions occur, a child psychiatric
must also investigate what other
reasons may have caused such
conditions. The replacement of
time that should be spent with
other people with time spent
before the television has very
serious drawbacks.
If the children stay too long in
front of the television during this
period, some psychiatric
abnormalities may develop. The
child may show symptoms of
indifference to his or her
surrounding, for example, he or
she may not look around when
called, the child may avoid
making eye contact, or show
indifference to other people
and children of the same age,
the child may experience
difficulties in taking part in
emotional or social communication, he or she may try to stay
on his or her own, or may display
repetitive behavior, like turning
around or rocking back and
forth, the child may become
obsessed with objects, he or she
may be slow to speak and
construct sentences, or may
display problems in establishing
dialogue, or the child may be
unable to respond sentimentally.
Therefore, in order to prevent
excesses, it would be appropriate for the parents to put a limit
on television for the benefit of
normal psycho-motor and
psycho-social development in
the child.
by a loud crack of thunder, the
cattle ran off, creating a stampede. It was the cowboys job to
round up the cattle and continue
to move them along to their final
destination.
Modern day cowboys can be
found at the rodeo using the
same skills as the early cowboys
of America. Rodeo cowboys
wear similar clothing when they
ride horses or broncos and rope
steers.
Memory Principles
Controlling the Amount and
Form
Selectivity-You must determine what is most important and
select those parts to begin the
process of studying and learning.
Meaningful Organization--You
can learn and remember better if
you can group ideas into some
sort of meaningful categories or
groups.
Strengthening Neural Connections
Recitation--Saying ideas
aloud in your own words
strengthens synaptic connections and gives you immediate
feedback. The more feedback
you get, the faster and more
accurate your learning.
Visualization--The brain's
quickest and probably the
longest-lasting response is to
images. By making a mental
picture, you use an entirely
different part of the brain than
you did by reading or listening.
Association--Memory is
increased when facts to be
learned are consciously
associated with something
familiar to you. Memory is
essentially formed by making
neural connections. Begin by
asking, “What is this like that I
already know and understand?”
At the same time, it would be How to Study Model
appropriate for both the father
and the mother to spend as Quick Reference Guide for Brain
much time as possible out of Compatible Learning Principles
their normal daily life with the Below is a list of memory or
child, playing with him or her, learning principles with a brief
definition of each.
speaking to the child, showing
Making an Effort to Remember
the child that he or she is loved,
showing an affinity with him or
Interest--The brain prioritizes
her, taking the child out, paying by meaning, value and releattention to his or her physical vance. To have meaning, you
needs, paying attention to his or must understand what you are
her normal growth stages, laying learning. In order to remember
the ground for communication something thoroughly, you must
with other children, sparing be interested in it and think that it
some time only to be with the has value and relevance in your
child, telling him or her stories. In life. Intent to Remember-- Your
short, parents do not have to attitude has much to do with
b a n t e l e v i s i o n w a t c h i n g whether you remember something or not. A key factor to
completely for their children, but
remembering is having a positive
the appropriate thing for the
attitude that you get it right the
good of the child is to restrict and first time. Attention is not the A l l o w i n g T i m e t o S o l i d i f y
balance it with other activities.
same as learning, but little Pathways
Consolidation--Your brain
learning takes place without
must have time for new informaattention.
tion to establish and solidify a
The first cowboys came from
B a s i c B a c k g r o u n d - - Yo u r neuronal pathway. When you
Mexico. They were men who understanding of new materials make a list or review your notes
rode on horses and took care of depends on what you already right after class, you are using
herds of cattle. They were known know that you can connect it to. the principle of consolidation.
a s v a q u e r o s w h i c h i s t h e The more you increase your
Spanish word for "cowboys." basic knowledge, the easier it is
Distributed Practice--A series
When the vaqueros moved their to build new knowledge on this o f s h o r t e r s t u d y s e s s i o n s
cattle north into America to background.
distributed over several days is
graze, American people watched
preferable to fewer but longer
the vaqueros and began to copy
study sessions.
them.
Cowboys in America wore
PREPARED BY CHIN
special clothing for their jobs.
CHANTERY AND MAO AMARA
They wore hats with wide brims
to hide their faces from the sun.
They wore chaps to protect their
legs when they rode through the
brush and cacti. Their boots had
high heels so that their feet would
not slip out of the stirrups.
Cowboys had to take their
cattle to far away towns. These
long trips were called cattle
drives. Cattle drives were very
hard and dangerous work for the
cowboys. They had to make sure
that all of the cattle stayed
together. If the cattle got spooked
First Cowboys
15 March 2006
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
4
HISTORY
IQ Test History
IQ Test: Where Does It Come
From and What Does It
Measure?
The most important criterion in
diagnosing a child as learning
disabled is the IQ test. The aim of
an IQ test is to measure the
intelligence of a child, which
supposedly is an indication of the
child's potential. But where does
the test come from and does it
really measure potential?
Intelligence testing began in
earnest in France, when in 1904
psychologist Alfred Binet was
commissioned by the French
government to find a method to
differentiate between children
who were intellectually normal
and those who were inferior. The
purpose was to put the latter into
special schools where they
would receive more individual
attention. In this way the
disruption they caused in the
education of intellectually normal
children could be avoided.
This led to the development of
the Binet Scale, also known as
the Simon-Binet Scale in
recognition of Theophile Simon's
assistance in its development. It
constituted a revolutionary
approach to the assessment of
i n d i v i d u a l m e n t a l a b i l i t y.
However, Binet himself cautioned against misuse of the
scale or misunderstanding of its
implications. According to Binet,
the scale was designed with a
single purpose in mind; it was to
serve as a guide to identify
children in the schools who
required special education. Its
intention was not to be used as “a
general device for ranking all
pupils according to mental
worth.” Binet also noted that “the
scale, properly speaking, does
not permit the measure of
intelligence, because intellectual
qualities are not superposable,
and therefore cannot be
measured as linear surfaces are
measured.”
Since, according to Binet,
intelligence could not be
described as a single score, the
use of the Intelligence Quotient
(IQ) as a definite statement of a
Scale. His final product,
published in 1916 as the
Stanford Revision of the BinetSimon Scale of Intelligence (also
known as the Stanford-Binet),
became the standard intellichild's intellectual capability gence test in the United States
would be a serious mistake. In for the next several decades.
addition, Binet feared that IQ
measurement would be used to Once American educators had
condemn a child to a permanent been convinced of the need for
“condition” of stupidity, thereby universal intelligence testing,
negatively affecting his or her a n d t h e e ff i c i e n c y i t c o u l d
contribute to school programeducation and livelihood:
Some recent thinkers…[have ming, within a few years,the
affirmed] that an individual's Simon-Binet Scale, originally
intelligence is a fixed quantity, a designed for identification of
q u a n t i t y t h a t c a n n o t b e i n- c h i l d r e n r e q u i r i n g s p e c i a l
creased. We must protest and instructional attention, was
react against this brutal pessi- transformed into an integral, farmism; we must try to demon- reaching component of the
strate that it is founded on American educational structure.
Through Goddard's and
nothing.
Terman's efforts the notion that
Binet's scale had a profound
impact on educational development in the United States and
e l s e w h e r e . H o w e v e r, t h e
American educators and
psychologists who championed
and utilized the scale and its
revisions failed to heed Binet's
caveats concerning its limitations. Soon intelligence testing
assumed an importance and
respectability out of proportion to
its actual value. H. H. Goddard,
director of research at Vineland
Training School in New Jersey,
translated Binet's work into
English and advocated a more
general application of the SimonBinet Scale.
intelligence tests were accurate,
scientific, and valuable tools for
bringing efficiency to the schools
resulted in assigning the IQ
score an almost exalted position
as a primary, definitive, and
permanent representation of the
quality of an individual. Hence,
intelligence testing became
entrenched in the schools over
the next several decades.
Few people realize that the tests
being used today of which the IQ
test continues to be the most
popular represent the end result
of a historical process that has its
origins in racial and cultural
bigotry. Many of the founding
fathers of the modern testing
Unlike Binet, Goddard consid- industry including Goddard,
ered intelligence a solitary, fixed Terman and Carl Brighan (the
and inborn entity that could be developer of the Scholastic
measured.
A p t i t u d e Te s t ) a d v o c a t e d
eugenics.
While Goddard extolled the
value and uses of the single IQ E u g e n i c s i s a m o v e m e n t
score, Lewis M. Terman, who concerned with the selective
also believed that intelligence breeding of human beings.
was hereditary and fixed, worked Selected human beings would
on revising the Simon-Binet be mated with each other in an
attempt to obtain certain traits in
their offspring, much the same
way that animal breeders work
with champion stock. The
eventual goal of eugenics is to
create a better human race. The
N a z i s to o k t h i s i d e a to t h e
extreme. All “inferior” humans,
especially Jews, retarded
children or adults, and any
individuals with genetic defects,
were to be destroyed; and so
many ill and retarded people,
and many Jews, were killed
during World War II.
The founding fathers of the
testing industry saw testing as
one way of achieving the
eugenicist aims. Goddard's
belief in the innateness and
inalterability of intelligence
levels, for example, was so firm
that he argued for the reconstruction of society along the
lines dictated by IQ scores:
If mental level plays anything like
the role it seems to, and if in each
human being it is the fixed
quantity that many believe it is,
then it is no useless speculation
that tries to see what would
happen if society were organized
so as to recognize and make use
of the doctrine of mental levels…
It is quite possible to restate
practically all of our social
problems in terms of mental
level… Testing intelligence is no
longer an experiment or of
doubted value. It is fast becoming an exact science… Greater
efficiency, we are always working
for. Can these new facts be used
to increase our efficiency? No
question! We only await the
Human Engineer who will
undertake the work.
As a result of his views on
i n t e l l i g e n c e a n d s o c i e t y,
Goddard lobbied for restrictive
immigration laws. Upon his
“discovery” that all immigrants,
except those from Northern
Europe, were of “surprisingly low
intelligence;” such tight immigration laws were enacted in the
1920s.
According to Harvard professor
Steven Jay Gould in his acclaimed book The Mismeasure
of Man, these tests were also
influential in legitimizing forced
sterilization of allegedly
“defective” individuals in some
states.
15 March 2006
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
5
GENERAL
HOW TO PLAY THE GAME OF BASKETBALL
How To Play Basketball
into you. Go up strong! Bump him
a little with your shoulder, or
forearm to prevent him from
blocking your shot. Often your
man will foul you and you get a
three-point play out of the move.
First, you have the ball in your
hand. Then, you have to dribble
the ball close to the hoop. Last,
you try to shoot the ball in the
hoop. If you make the shot, you
Crossover
get two points.
Where Do You Play
Basketball?
(and not just the center), who can
post their man, receive a pass in
the paint, or down low "in traffic"
and then turn it into a highpercentage shot and a possible
three-point play.
1.Make a strong step in the
direction away from the ball.
The more players a team has like 2.Come back quickly and step in
front of your defender with the
foot nearest the ball.
3.You can keep the man sealed
off by keeping low and leaning
against his leg and hip. This will
keep him from getting around
you again. Put your arm up and
call for the ball.
Yo u p l a y b a s k e t b a l l o n a
basketball court. You can also
play basketball in your driveway
if you have a hoop to play with.
What Players Wear
If you are on a basketball team
you would wear a uniform. Your
uniform would be a pair of shorts
and a tank top. You would also
need a good pair of basketball
sneakers. Charles Smith, a
college basketball player, says,
“A good pair of basketball
sneakers is the most important
thing you need to play a good
This is another power move that
game of basketball.”
will help get you past your
H o w To M a k e B a s k e t b a l l defender after you have given up
your dribble. Do the following to
Easier For a Beginner
execute the move:
It is important to practice at home
and with your team and your 1.Make a one-count stop.
coach. Charles Smith also says, 2.Make a crossover step.
“Start playing basketball at a 3.Go past your defender and
young age and practice as much shoot a lay-up.
as you possibly can.” Basketball Since this is a power move,
is a great sport and you should making the shot will depend a lot
on getting jumping power and
have fun while you are playing.
positioning from your lower body.
The school psychologists and Be prepared to be fouled as you
special-education teachers were go to the hoop. Protect the ball
able to differentiate between LD from your man with the elbow as
students and low achievers with you go up.
Step-Through Move
only 50 percent accuracy.
To execute this move do the
following:
The Shot Fake And Jump Shot
To execute this move, do the
1.Come to a one-count stop.
following:
2. Fake a jump shot.
1.Start with a one-count stop. 3.If you want to go to the left, take
Bring the ball up toward your a quick step to the side of the
head to give the defensive man defender with your right foot.
the impression that you are going Protect the ball as you go toward
to take a jump shot. He will lunge the hoop.
toward you at this moment.
Inside Moves With and Without
2.Crouch down with your legs to the Ball
gather your strength.
It's a necessity in winning
3.Go up with your jump shot just basketball that a team have
as your defensive man moves players with good, solid inside
moves. These are the player
can get back in front of your man.
The best way to do this is to do
the following:
The Reverse
If you are positioned down low on
the ball side, but your man is
keeping you from getting a pass,
a good way to free yourself is
with a reverse move. To make
the reverse work for you, do the
following:
1.Take a hard step toward the
this, the better off it will be. A passer.
team that can rely on good inside
movement for many of its points 2.Then make a drop step with the
h a s t h e s e p o s i t i v e f a c t o r s foot nearest the baseline.
working in its favor:
3.Hook the defender's foot with
1.It can count on getting most of your foot and lean into his hip
its points from shots taken only a with your hip and forearm. This
few feet away from the hoop will hold him in his spot and keep
instead of having to depend on him from going around you. With
your free hand call for the ball
long-range jump shots.
and be ready to go right to the
2.Three-point plays, (a field goal hoop with it.
and a foul shot), occur more
The Lob Pass
frequently "in the paint.”
Timing between you and the
passer is critical if this play is
going to work. The pass has to be
accurate and out of reach of the
defender; and, you have to hold
h i m o ff b e f o r e b r e a k i n g t o
receive the pass and take it to the
4.A player with good inside hoop.
moves will cause the defense to
double up and help out to keep The lob pass is best used when
him from scoring. This defensive your man is fronting you low on
maneuvering often results in the ball side. When this happens,
freeing offensive forwards and do the following:
guards for their outside shots.
1.Turn and face the basket and
lean your hip and butt into the
The Step Across
back of the defender.
When your defender is playing in 2.Place your forearm on his back
front of you on the ball side in the and with your other hand make a
low post, you will never be able to target for the incoming pass.
receive a good pass unless you
3.Strong continuous offensive
play underneath the basket and
the resulting personal fouls
committed by the defense will
quickly change the complexion
of any game.
15 March 2006
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
6
SCIENCE
General Science
by observing their effects. Let's
take a trip on an imaginary
spacecraft to see what's
happening around a black hole.
Sun a yellow star. It is placed in
the middle of the H-R diagram, a
middle-aged star. Never look at
the Sun directly. Its brightness
can harm your eyes.

Past the photosphere is
the interior of the Sun. Energy
travels outward the Sun's
surface by means of radiation
and convection.

The core, or center, of
the Sun is the source of all the
Sun's energy. The core is about
the size of Jupiter.
As you approach the back hole,
you see that it has a companion
star.(Many black holes may have
companions, in fact.) Gas from
the star is streaming toward it in
an orbit that keeps getting
smaller. As the material spirals
inward, it heats up. It gets hotter
as it gets closer to the black hole.
Just before the gas enters the
The Sun is 92 percent hydrogen.
black hole, it emits X rays.
It is slowly being changed into
What kind of Star Is a Sun? helium through nuclear reacThe Sun has 99.8 percent of all tions. Hydrogen atoms are fused
What Is a Supernova?
makes the star exploded is a
supernova. Depending on the
original mass of the star, the
core, or center, of the supernova
will become a neutron star or a
black hole. Stars with the most
mass become black hole.
A supernova is an extremely
powerful explosion in the
universe. Some supernovas are
so bright that they have seen
during the daytime, when the
Sun was shining! What conditions are needed for a star to What is a Black Hole?
After a supernova explosion, the
become a supernova?
leftover star collapses.
Stars more massive than ten Sometimes a star has too much
Suns become supergiant stars. mass to stop collapsing at the
These stars make heavier and neutron star stage. Its gravity is
heavier elements as they burn. too strong. As a result, the star
Eventually the element iron is continues to collapse. Eventually
formed. Elements heavier than it becomes so small that it warps,
iron require more energy to be or bends, the space around it.
The star's gravity becomes so
produced than is available.
powerful that not even light
No heavier elements are made, escapes it. The star has become
the reaction stops, and no more a black hole.
energy is sent out. No more
energy is available to balance Black holes don't give off light.
the pull of gravity. Suddenly the They cannot be seen directly.
star collapses. This collapse The only way they can be seen is
he mass in the solar system.
together, producing helium
a t o m s a n d l i g h t e n e r g y.

The outermost part of Scientists estimate the Sun has
the Sun, the corona, can be seen enough hydrogen to last another
from Earth only during a total five billion years!
solar eclipse. Temperatures in
The Sun has a diameter
the corona can reach 10 million o f 1 , 3 9 2 , 0 0 0 k i l o m e t e r s
degrees Celsius.
(865,000 miles). The distance

The next layer in is the f r o m E a r t h t o t h e S u n i s
chromosphere. Like the corona, 1 4 9 , 0 0 0 , 0 0 0 k i l o m e t e r s
the chromosphere can be seen (92,960,000 miles). Like Earth,
only during a total eclipse. The the Sun rotates on its axis. It
chromosphere appears pinkish. takes 27 days to complete one

Beneath the chromo- rotation.
sphere is photosphere. This is
the part of the Sun that is visible.
The photosphere is about 6,000
degree Celsius. That makes the
15 March 2006
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
7
MORAL STORY
The Cage Bird's Escape The Proud Red Rose
Once upon a time, there was a
bird in a cage who sang for her
merchant owner. He took delight
in her song day and night, and
was so fond of her that he served
her water in a golden dish.
Before he left for a business trip,
he asked the bird if she had a
wish: "I will go through the forest
where you were born, past the
birds of your old neighborhood.
What message should I take for
them?"
The bird said, "Tell them I sit full
of sorrow in a cage singing my
captive song. Day and night, my
heart is full of grief. I hope it will
not be long before I see my
friends again and fly freely
through the trees. Bring me a
message from the lovely forest,
that will set my heart at ease. Oh,
I yearn for my Beloved, to fly with
Him, and spread my wings. Until
then there is no joy for me, and I
am cut off from all of life's sweet
things."
The merchant travelled on his
donkey through the dense forest.
He listened to the melodies of
many birds. When the merchant
reached the forest where his bird
came from, he stopped, pushed
his hood back, and said, "O you
birds! Greetings to you all from
my pretty bird locked in her cage.
She sends tidings of her love to
you and wants to tell of her plight.
She asks for a reply that will ease
her heart.
My love for her keeps her captive
with bars all around her. She
wants to join her Beloved and
sing her songs through the air
with a free heart, but I would miss
her beautiful songs and cannot
let her go."
All the birds listened to the
merchant's words. Suddenly one
bird shrieked and fell from a tree
brunch to the ground. The
merchant froze to the spot where
he stood. Nothing could astound
him more than this did. One bird
had fallen down dead!
The merchant continued on to
the city and traded his goods. At
last he returned to his home. He
did not know what to tell his bird
when she asked what message
he had brought. He stood before
her cage and said, "Oh, nothing
to speak of "no, no,"
The bird cried, "I must know at
once"
I do not know what happened,"
said the merchant. "I told them
your message. Then, one of
them fell down dead."
Suddenly the merchant's bird let
out a terrible shriek and fell on
her head to the bottom of the
cage.
The merchant was horrified. He
wept in despair, "Oh, what have I
done?" He cried, "What Have I
done? Now my life means
nothing. My moon has gone and
so has my sun. Now my own bird
is dead."
H e o p e n e d t h e c a g e d o o r,
reached in, and took her into his
hands gently and carefully. "I will
have to bury her now," he said;
"poor thing is dead."
Suddenly, the moment he had
lifted the bird out of the cage, she
swooped up, flew out of the
window and landed on the
nearest roof slope. She turned to
him and said, gratefully, "Thank
y o u , m e r c h a n t m a s t e r, f o r
delivering my message. That
bird's reply instructed me how to
win my freedom. All I had to do
was to be dead. I gained my
freedom when I chose to die."
"So now I fly to my Beloved who
waits for me. Good-bye, goodbye, my master no longer." "My
bird was wise; she taught me
secret," the merchant reflected.
One beautiful spring day a red
things, like: This plant is
useless? How sorry I am to be his
neighbor."
The cactus never got upset and
he even tried to advise the rose,
saying, "God did not create any
form of life without a purpose."
rose blossomed in a forest. Many
kinds of trees and plants grew
there. As the rose looked around,
a pine tree nearby said, "What a
beautiful flower. I wish I was that
lovely." Another tree said, "Dear
pine, do not be sad, we can not
have everything."
The rose turned its head and
remarked, "It seems that I am the
most beautiful plant in this
forest." A sunflower raised its
yellow head and asked, "Why do
you say that? In this forest there
are many beautiful plants. You
are just one of them." The red
rose replied, "I see everyone
looking at me and admiring me."
Then the rose looked at a cactus
and said, "Look at that ugly plant
full of thorns!" The pine tree said,
"Red rose, what kind of talk is
this? Who can say what beauty
is? You have thorns too."
The proud red rose looked
angrily at the pine and said, "I
thought you had good taste! You
do not know what
beauty is at all.
Yo u c a n n o t
compare my
thorns to that of
the cactus."
"What a proud
flower", thought
the trees.
The rose tried to
move its roots
away from the
cactus, but it
could not move.
As the days
passed, the red
rose would look
at the cactus and
say insulting
Spring passed, and the weather
became very warm. Life became
difficult in the forest, as the plants
and animals needed water and
no rain fell. The red rose began to
wilt. One day the rose saw
sparrows stick their beaks into
the cactus and then fly away,
refreshed. This was puzzling,
and the red rose asked the pine
tree what the birds were doing.
The pine tree explained that the
birds got water from the cactus.
"Does it not hurt when they make
holes?" asked the rose.
"Yes, but the cactus does not like
to see any birds suffer," replied
the pine.
The rose opened its eyes in
wonder and said, "The cactus
has water?"
"Yes you can also drink from it.
The sparrow can bring water to
you if you ask the cactus for
help."
The red rose felt too ashamed of
its past words and behavior to
ask for water from the cactus, but
then it finally did ask the cactus
for help. The cactus kindly
agreed and the birds filled their
beaks with water and watered
the rose's roots. Thus the rose
learned a lesson and never
judged anyone by their appearance again.
15 March 2006
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
ENTERTAINMENT
Middle\High Vocabulary Word Search
Directions: Find and circle each of the words
listed below the puzzle.
Word Bank
absurd
deference
dispute
indulge
rational
Treachery
bias
discern
emulate
innocuous
reciprocate
liable
circumlocution
disdain
finite
paradox
kleptomaniac
architecture
8