Volume 1 Issue 4
INTERNATIONAL SCHOOL NEWSPAPER
“You’re going to reach the top with us.” 15 December 2003
Int’l Human Rights Day enjoy all these liberties equally. Human rights violations also occur everyday in this country when a parent abuses a child, when a family is homeless, when a school provides inadeq u a t e e d u c a t i o n, w h e n women are paid less than men, or when one person steals from another.
What Are Human Rights? Human rights are the rights a person has simply because he or she is a human being. Human rights are held by all persons equally, universally, and forever. Human rights are inalienable: you cannot lose these rights any more than you can cease being a human being. Human rights are indivisible: you cannot be denied a right because it is "less important" or "non-essential." Human rights are interdependent: all human rights are part of a complementary framework. For example, your ability to participate in your government is directly affected by your right to express yourself, to get an education, and even to obtain the necessities of life. Another definition for human rights is those basic standards without which people cannot live in dignity. To violate someone’s human rights is to treat ZAMAN NEWSPAPER Zaman, Publisher Zulfi Erken, Editor -in-Chief Murat Tutumlu, Editor at Large Oum Vantharith, writer Malik Ates, writer 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 Universal Declaration of Human Rights
that person as though she or he were not a human being. To advocate human rights is to demand that the human dignity of all people be respected. In claiming these human rights, everyone also accepts the responsibility not to infringe on the rights of others and to support those whose rights are abused or denied.
Human Rights as Inspiration and Empowerment Human rights are both inspirational and practical. Human rights principles hold up the vision of a free, just, and peaceful world and set minimum standards for how individuals and institutions everywhere should treat people. Human rights also empower people with a framework for action when those minimum standards are not met, for people still have human rights even if the laws or those in power do not recognize or protect them.
We experience our human rights every day in the United States when we worship according to our belief, or choose not to worship at all; when we debate and criticize government policies; when we join a trade union; when we travel to other parts of the country or overseas. Although we usually take these actions for granted, people both here and in other countries do not
Whereas recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world, Whereas disregard and contempt for human rights have resulted in barbarous acts which have outraged the conscience of mankind, and the advent of a world in which human beings shall enjoy freedom of speech and belief and freedom from fear and want has been proclaimed as the highest aspiration of the common people,
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15 December 2003
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
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AND ALSO International AIDS Day (December 1st) Oum Vantharith
Whereas it is essential, if a man equal rights of men and is not to be compelled to have women and have determined recourse, as a last resort, to to promote social progress rebellion against tyranny and and better standards of life in oppression, that human rights larger freedom, should be protected by the Whereas Member States have rule of law, pledged themselves to Whereas it is essential to pro- achieve, in co-operation with mote the development of the United Nations, the promofriendly relations between tion of universal respect for and nations, observance of human rights Whereas the peoples of the and fundamental freedoms, United Nations have in the Whereas a common underCharter reaffirmed their faith in standing of these rights and fundamental human rights, in freedoms is of the greatest the dignity and worth of the importance for the full realizahuman person and in the tion of this pledge, Peace, in the sense of the absence of war, is of little value to someone who is dying of hunger or cold. It will not remove the pain of torture inflicted on a prisoner of conscience. It does not comfort those who have lost their loved ones in floods caused by senseless deforestation in a neighboring country. Peace can only last where human rights are respected, where the people are fed, and where individuals and nations are free. True peace with oneself and with the world around us can only be achieved through the development of mental peace. The other phenomena mentioned above are similarly interrelated. Thus, for example, we see that a clean environment, wealth or democracy mean little in the face of war, especially nuclear war, and that material development is not sufficient to ensure human happiness. HH the Dalai Lama
People around the world celebrate International AIDS Day on the first of December every year. This year, Cambodia also takes part and is celebrating International AIDS Day on December 1, with the intention of educating the awareness of AIDS/ HIV to its citizens especially Cambodian young generations who are likely to be most infected. As one of most infected and suffered countries in the world by AIDS, Cambodia have increased in the number of people who have HIV positive (HIV+), leaving lots of widows as well as orphans, who some of them are also infected and sooner to pass away. Here are the brief information and transmissions of AIDS/ HIV: AIDS stands for Acquired Immune Deficiency Syndrome, a destruction of the immune system resulting from infection with the Human Immunodeficiency Virus (HIV). The widely accepted etiological agent of AIDS is HIV. Generally, it takes six to ten years from the point of HIV's infection to develop AIDS. HIV is spread by either homosexual or heterosexual contact with an infected person and this route represents the major-
ity of transmissions. HIV is also spread by sharing needles or syringes, most commonly done by those using intravenous drugs, which results in a direct exposure to the blood from an infected individual. HIV can also be transmitted from an infected mother, before giving birth, during labour or through breastfeeding, but only about 30% of babies born to HIV-infected mothers are actually infected. There is no evidence that HIV can be transmitted through the air or by biting insects. Although never considered to be a cure for HIV infection, the hope was that drugs would have a significant impact on the progression of AIDS. They were initially used one at a time in sequence, but their effects were disappointingly shortlived. Greater success has been achieved by using them in combination regimens, which can significantly delay the onset of opportunistic infections and prolong life. Nevertheless, they can cause a relatively high rate of side effects. The high cost of multidrug combination therapy regimens has placed strain on the health services and renders them entirely inaccessible for the developing world where most cases of HIV infection
15 December 2003
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
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EDUCATION
Effective Study Skills Strategies Don't Read Aloud to Yourself Generally, reading aloud to yourself does not help you study more effectively. If you move your lips while you read, you're not reading efficiently. If you read aloud or move your lips while you're reading, you are reading slowly, so stop moving your lips. Try putting a finger over your lips. Your finger will remind you not to move your lips. Make an effort to read faster and retain more - after a while, you'll be surprised how little effort it will take. Taking Notes Like reading, note-taking is a skill which must be learned and refined. Almost invariably, note taking, or the lack of it, is a constant deficiency in the study methods of many high school students. Learning the ingredients of good note taking is rather easy; applying them to your own situation depends on how serious you are in becoming a successful student.
Where to Keep Notes You must learn to keep notes l o g i c a l l y a n d l e g i b l y. Remember, if you can't read your own writing a few days after taking notes, they are of little use. By all accounts, the best place to keep notes is in a loose-leaf notebook. Use dividers to separate the different classes you take. Make it a habit of using your notebook to record ALL your notes. If you're caught without your notebook and need to take notes, always have a supply of looseleaf paper with you. Insert your note papers into the notebook as soon as you can. Be sure to buy a good notebook, as it will get a lot of wear and tear. Outlining Textbooks First of all, don't underline. Use a highlighter. Experience has shown that text passages highlighted are more easily remembered than the same
passages underlined. In outlining a text, don't just read along and highlight what seem to important words. That technique rarely works.
unless you can reduce the choices to two.
Taking Lecture Notes Surveying, Questioning, Listening
Answering easy (to you) questions first is the best strategy. If you stumble over difficult questions for too long a time, you may not be able to complete the exam.
Taking accurate and concise lecture notes is essential. Develop the habit of taking notes using appropriate methods described earlier in the SQ3R technique. For example, when you listen to a lecture, formulate questions as you listen. Your main job in taking lecture notes is to be a good listener. To be a good listener, you must learn to focus and concentrate on the main points of the lecture. Get them down, and then later reorganize them in your own words. Once you have done this, you have set the stage for successful reviewing and revising.
Reviewing and Revising As you prepare for examinations, tests, or other assessments, you should spend time reviewing and revising your lecture notes. Begin the process by reviewing your notes right after a lecture. If you wait too long, you may discover that the notes just don't make sense. Don't hesitate to revise your notes based on the review process.
Taking Examinations
Answering Easy Questions First
Picking out Key Words Objective examination questions usually contain one or more key words. A key word or group of words are those on which the truth or falsity of a statement hinges. Learn to spot the key words in the statement that define the meaning. If a statement contains two clauses, one of which is false, the whole statement is false. Usually, two-statement truefalse questions are either both true or both false.
Reading Multiple-Choice Questions Multiple choice questions are essentially true-false questions arranged in groups. Usually, only one alternative is correct. Your job is to pick the alternative that is more nearly true than the others. Read multiplechoice questions the same way as for true-false. Eliminate obvious false choices. Reading Other Types of Questions
Objective Examinations Surveying Survey any objective examination to find out what types of questions are being asked. Surveying helps you to know what to expect. Knowing the Ground Rules Always read directions! Indicate your answers exactly the way the directions state. Make sure your answers are clear. Determine what the scoring rules for the test are and follow them to your advantage. For example, if wrong answers are penalized, don't guess
The methods used to answer true-false and multiple choice questions apply to matching questions as well. Always scan the entire list of alternatives before matching any. As in the other types of questions, try to identify key words in each list and test them. Completion questions require you to provide a word or phrase. When you encounter completion questions, choose your words carefully. If you don't know the answer, give it your best guess, as often times such responses get at least partial credit. To be continued
Challenging Problems English: A man goes into a grocery store in downtown San Francisco and asks the shopkeeper if he has any **n*e**u*. The shopkeeper replies rather rudely: “I don’t have any, man. Get out!” What did the man ask for?. ***
Mathematics Suppose I start writing the numbers from 1 on up one after another, as follows: 12345678910111213141516 17181920212223242526272 8293031323334... What is the two-millionth digit in this string of numbers? ***
Science: The bells of the clock tower signal six o'clock (with 6 loud rings) in 5 seconds. How many second will it take to signal 12 o’clock (with 12 loud rings) *** Answers of previous issue. English:abstemiously *** Mathematics: If I asked a member of the tribe you don't belong to which road I should take to get to the castle, what would he say?” *** Science: Let train A be travelling at 60 km/h with respect to the ground (= vAG); The velocity of train B with respect to train A is 100m/4s = 25 m/s or 90 km/h; Because train B is travelling in the opposite direction to train A:vBA=-90km/h or vAB = 90 km/h; vAB = vAG + vGB vAB = vAG + vGB 90 = 60 + -vBG vBG = 30 hence vBG = -30km/h *** You can give your answers with in 7 days. Rewards goes to; English: Peang Saryvithiea Science:No correct answer Maths: No correct answer
15 December 2003
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
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SCIENCE
How The Internet Works
W
Question and Answer hy are some people smart and some people dumb?
There are a couple of things effects IQ. One is "genetics." In other words, you get a big part of your smarts through your genes from your parents. The other is "environment." That means the surroundings in which you were raised--and how you were raised--also have a lot to do with how smart you are. So it's a mixture. Some people confuse the two. That's why some people try to argue that one race might not be as smart as another. The more of a subject you cram into your memory, the
easier it is to learn new stuff about that subject. In spite of how you might f e e l s o m etimes, your head does not get full. It just creates more connections among all those pieces information. But there are limits. These limits are created by your other cognitive processes. For example, there's your "attentional capacity." In other words, how well can you pay attention? And how well do you
keep several things going in your head at one t i m e ? Again, all of these abilities are d e t e rm i n e d partly by genetics and partly by environment. So tr ying to d e f i n e "smart" is very difficult. But is there ANY way to pull all these different things together? Is there ANY way to define intelligence?
There is no one single ability that defines our level of intelligence. However there are some very important basic abilities that help make up our intelligence. One of these is the capacity of your "working memory." That's the ability to manipulate memory and to compare several different things at once. The bigger your working memory, the more things you can juggle at once, the more comparisons you can make, the more connections you can make--all these add up to an important factor in how smart you are. So listen carefully. Take it in. Get smart.
15 December 2003
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
5
CULTURE
T
Istanbul Dolmabahce Palace he word "Dolmabahce" in English means "The filled gar-
except Mon and Thu. When one enters the palace
den". Because the D o l m a b a h c e Pa l a c e i s founded upon a reclaimed area by filling up the sea. It's a beautiful 19th C palace right by the Bosphorus, on the waterfront. It's in baroque and rococo style and very French. Many people think that it is a small model of the palace of Versailles in Paris, France. It can be visited with a tour guide of the palace as a group. Open everyday from 9:30-17:00
area, the first thing to see is the beautiful French style gardens. After having a lovely walk by the Bosphorus, one reaches the main building. The palace was constructed between 1842-1853 by one of the Ottoman Sultans, Sultan Abdulmecid. The architect was a famous Armenian architect, Nikogos Balyan. The palace reflects the European and more "modern" side of the Ottoman Empire. The Sultans
moved to Dolmabahce Palace after its construction was finished and never went back to Topkapi Palace which hosted them nearly 4 centuries. Before one enters into the main palace building, should wear blue nylons over shoes due to keep the palace clean. After wearing them, one faces with a huge entrance hall with beautiful French Baccarat crystal chandelliers. The palace altogether is decorated with French Baccarat and Czech Bohemian cr ystal chandelliers.The entrance hall is the hall where the visitors were used to welcomed. This part is the official part (Selamlik) of the Palace that was only open to the men. The women and the children lived in a different part called "the Harem". The Sultan's bedrooms were also in the Harem Part. The founder of Turkish Republic, Mustafa Kemal Ataturk died in
this palace in 1938 of sirosis disease. He actually lived in Ankara, Turkey's capital, but he used to come to Istanbul quite often and Dolmabahce Palace was his residence when he visited Istanbul. His room is also in the Harem Part of the Palace. There are many portraits in the palace by famous artists, like Aivazosvky of Russia. It's a very ornate palace with its 285 rooms, 43 large halls and 6 Turkish baths. The large old carpets on the floor are Hereke Carpets which were exclusively woven for the palaces. Some rooms have a great parquet floor with three different woods inlaid into each other by using no nails. Many of the palace fabrics and the curtains were also coming from Hereke, a small town 50 miles,70 kms. to the east of Istanbul. The palace fabrics today were replaced by new ones which are very similar to the original ones.
15 December 2003
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
ENTERTAINMENT Excuses for why you don't have your homework A sudden gust of wind blew it out of my hand and I never saw it again. *** I was kidnapped by terrorists and they only just let me go, so I didn't have time to do it. The lights in our house went out, and I had to burn it to get enough light to see the fuse box. *** Another pupil fell in a lake, and I jumped in to rescue him. My homework though drowned. I used it to fill a hole in my shoe; you wouldn't want it now. *** My father had a nervous breakdown and he cut it up to make paper dolls. *** My pet gerbils had babies, and they used it to make a nest. *** I didn't do it, because I didn't want the other kids in the class
to look bad. *** I made a paper plane out of it and it got hijacked. *** ET stopped by my house and he accidentally took it home with him. *** I lost it fighting this kid you who said you weren't the best teacher in the school. *** I was mugged on the way to school and the mugger took everything I had. *** Some aliens from outer space borrowed it so they could study how the human brain worked. *** I put it in a safe, but lost the combination. *** I loaned it to a friend, but he suddenly moved away. ***
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Exams and test to do
Teacher: I hope I didn't see you looking at Fred's test paper. Pupil: I hope you didn't see me either ! *** Teacher: You copied from Fred's exam paper didn't you ? Pupil: How did you know ? Teacher: Fred's paper says "I don't know" and you have put "Me, neither"! *** What would you get if you crossed a vampire and a teacher ? Lots of blood tests ! *** What kinds of tests do they give witches ? Hex-aminations and Spelling tests! *** Father: What did the teacher think of your idea? Son: She took it like a lamb. Father: Really ? What did she say?
Son: Baa! *** Father: How were the exam questions ? Son: Easy. Father: Then why look so unhappy ? Son: The questions didn't give me any trouble, but the answers did ! *** Father: How did your exams go? Son: I got nearly 100 in every subject. Father: What do you mean, nearly 100 ? Son: I was just a digit out; I averaged 10! *** EXAMINER: I told you not to look in your bag. You could have the answers. PUPIL: I'm not, sir. I'm looking in Jim's bag. He's got the answers. ***
15 December 2003
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
ENTERTAINMENT
Drug Abuse
ACROSS 2. Fiber of the cannabis plant; used to make cord 4. Stimulant found in tea, coffee, and some sodas 6. Drugs derived from poppies 7. Alcohol's effect on the central nervous system 8. An imagined experience; can be caused by drugs or disorders such as schizophrenia 11. Nerve cells
12. Drug in tobacco that is a stimulant DOWN 1. Process by which alcohol is made 3. Also known as "angel dust" 5. Real name for the drug "speed" 9. Abbreviation for tetrahydrocannabinol 10. Another name for the drug "acid�
If an addict who has been completely cured starts smoking again he no longer experiences the discomfort of his first addiction. There exists, therefore, outside alkaloids and habit, a sense for opium, an intangible habit which lives on, despite the recasting of the organism. The dead drug leaves a ghost behind. At certain hours it haunts the house. Jean Cocteau 1889-1963, French Author, Filmmaker
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15 December 2003
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
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SPORT
Do We Know The Rules of Football?
L a w 6 - L in e s m e n
T
wo linesmen shall be appointed, whose duty (subject to the decision of the referee) shall be to indi-
cate: 1.when the ball is out of play 2.which side is entitled to a corner-kick, goal-kick, or throw- in, 3.when a substitution is desired. They shall also assist the referee to control the game in accordance with the Laws. In the event of undue interference or improper conduct by a linesman, the referee shall dispense with his services and arrange for a substitute to be appointed. (The matter shall be reported by the referee to the competent authority.) The linesmen should be equipped with flags by the club on whose ground the match is played.
Law 7 - Duration
T
he duration of the game shall be two equal periods of 45 minutes, unless otherwise mutually agreed upon, subject to the following: 1.Allowance shall be made in either period for all time lost through substitution, the transport from the field of injured players, timewasting or other cause, the amount of which shall be a matter for the discretion of the referee. 2.Time shall be extended to permit a PK being taken at or after the expiration of the normal period in either half. At half-time the interval shall not exceed five minutes except by consent of the referee.
Law 8 -The Start of Play Rules 1.At the beginning of the game, choice of ends and the kick-off shall be decided by the toss of a coin. The team winning the toss shall have the option of choice of ends or the kick-off. The referee having given a signal, the game shall be started by a player taking a place-kick (i.e. a kick at the ball while it is stationary on the ground in the center of the field of play) into his opponents' half of the field of play. Every player shall be in his own half of the field and every player of the team opposing that of the kicker shall remain not less than 10 yards from the ball until it is kicked-off; it shall not be deemed in play until it has traveled the distance of its own circumference. The kicker shall not play the ball a second time until it has been touched or
played by another player. 2.After a goal has been scored, the game shall be restarted in like manner by a player of the team losing the goal. 3.After half-time; when restarting after half-time, ends shall be changed and the kick-off shall be taken by a player of the opposite team to that of the player who started the game.
Punishment For any infringement of this Law, the kick-off shall be retaken, except in the case of the kicker playing the ball again before it has been touched or played by another player; for this offense an IFK shall be taken by a player of the opposing team from the place where the infringement occurred, subject to the overriding conditions. A goal shall not be scored direct from a kick-off. After any other temporary suspension; when restarting the game after a temporary suspension of play from any cause not mentioned elsewhere in these Laws, provided that immediately prior to the suspension the ball has not passed over the touch- or goal-lines, the referee shall drop the ball at the place where it was when play was suspended, unless it was within the goal- area at that time, in which case it shall be dropped on that part of the goal-area line which runs parallel to the goal-line, at the point nearest to where the ball was when play was stopped. It shall be deemed in play when it has touched the ground; if, however, it goes over the touch- or goal-lines after it has been dropped by the referee, but before it is touched by a player, the referee shall again drop it. A player shall not play the ball until it has touched the ground. If this section of the Laws is not complied with, the referee shall again drop the ball.