Volume 1 Issue 5
INTERNATIONAL SCHOOL NEWSPAPER
“You’re going to reach the top with us.” 1 January 2004
The Forest of the Whispering Spirits F
irst term vacation is just arrived and we need a good place to relax. One of the best places of Cam-
along Cambodia's south coast, from the port and beaches of Sihanoukville to the Vietnamese border, its high
Road to the Bokor bodia, Bokor Mountains can be the best choice. Bokor Mountain is the highest peak of Elephant mountain range, rising 1,071 metres above the Gulf of Thailand. Dominating the skyline all 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.
table top plateau is almost constantly shrouded in misty clouds lending it a mystical aura that inspires reverence and awe from the Khmer people in the valleys below. As a tourist attraction Bokor is a mountain waiting to be discovered, it is rich in history as well a natural beauty and on a clear day the views from its summit are breathtaking. It is a 40kilometre, or one-and-a-half hours, drive from the town of Kampot, which in turn is 150kilometres south of Phnom Penh, but according to long term local resident and tour operator Davide Catteneo the mountain receives no more than forty or fifty visitors a week, including curious Khmers. Built between 1903 and 1908 by the French using forced local labour, the road to Bokor winds through the bare coastal plains into a dense jungle and finally spills out onto a wide plateau. The cool air and imperi-
ous views inspired the colonial rulers to build the magnificent Bokor Palace Hotel complete with a casino and garden looking out to sea. During the heady heights of 1920's colonial excess the high echelons of French and Khmer society would climb to the top of Bokor to escape the oppressive heat of the Cambodian summer, enjoy the cool mountain air and take their chances on the roulette tables. For those in need of absolution or divine intervention a church was built barely 500-metres from the hotel. Towards the end of the second world war the retreating Japanese allowed King Sihanouk to take power of Cambodia from
Bokor's reputation as a playground for the rich and famous throughout the 50s and 60s, even after the French were forced to grant Cambodia its independence in 1953. If you wish to visit Bokor you can charter a taxi from the market in Kampot or take a tour with Davide from the Marco Polo restaurant. As driving across the plateau the scarred buildings revealed themselves in the mist, floating into view as if they were haunted houses: the fog on Bokor is as legendry as it is on any English moor and twice as spooky. Even though it has been gutted and ravaged by war, the hotel is still an imposing sight. The rich ochre façade
The Famous Bokor Hotel and Casino, Left to the Forces of Nature Since World War II. the French in a coup de force and although his rule lasted a mere eight months he was able to negotiate control of a number of French possessions from the returning colonists. Among them was Bokor mountain and the casino and he set about building a summer palace on the plateau as well as an ornate pagoda confirming
and original tiles and fireplace inside evoke images of immaculately attired Frenchmen puffing on their cigarettes as they exaggerated the size of their winnings to coquettish young mamoiselles. Beyond the grand vestibule, a balustrade high on the cliffs overlooking the ocean guards an overgrown patch of land, Continued page 2
1 January 2004
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
2
AND ALSO What We Expect Of Science?
S
ince 'real' life is possible only through knowledge, those who neglect learning and teaching are counted to be 'dead' even though they are living. For man has been created to learn and communicate to others what he has learnt.
R
Prek Thom river which once must have been an ornate Parisian jardin. If you feel able to deal with the whispering spirits, Bokor is a fascinating if macabre, side trip for visitors. Although it is still a relatively unknown destination, Bokor is fast becoming a 'must visit' site. With a compelling mixture of romantic colonial architecture, KR history and potentially some great trekking opportunities Bokor could easily become a landmark on the map of South East Asia. Phnom Bokor National Park Bokor National Park lies in Kampot Province, and covers a total area of 140,000 ha. It is estimated that 97% of the land use within the National Park is natural and semi-natural, and
coast, the area is characterised by high rainfall. It contains a wide range of habitats, including both low and medium altitude vegetation formations and numerous waterfalls. The park provides habitat to a number of internationally endangered species including tigers, leopards, Asian elephants, gaur, sun bears, pileated gibbons and hornbills as well as a wide range of fauna of conservation significance including peafowl and a number of hornbill species. As well as being an important source of water for Kampot Town, Bokor is a popular tourist and leisure destination which attracts both foreign and
ight decisions depend on having a sound mind and on sound thinking. What illuminates and develops mind is science and knowledge. For this reason, a mind deprived of science and knowledge cannot reach right decisions and is always exposed to deception and subject to being misled.
A
man is truly human on condition that he learns and teaches, and inspires others. It is difficult to regard as truly human someone who is ignorant and has no desire to learn. It is also questionable whether a learned person who does not renew and reform himself so as to set an example for others is truly human.
S
cience and knowledge should seek to uncover the nature of man and the mysteries of creation. Any knowledge, however 'scientific', is not 'true knowledge' if it does not shed light on the mysteries of human nature and the dark areas of existence.
S
Inside the forest of Bokor National Park 3% transformed (IUCN 1997a). The park is centred on a sandstone massif, rising northwards from the coast to an altitude of more than 1,100 metres. As the only high mountain on the
domestic visitors. In 2001 more than 9,000 tourists entered the National Park, visiting the forest, plateau and two waterfall areas.
tatus and merit acquired through knowledge and science are higher and more lasting than that obtained through other means. For knowledge is certain to enrapture the knowledgeable in the other world with the pleasure of the positions he acquired while in this world. Moreover, knowledge will keep him away from bad morals in this world and cause him to attain many virtues
T
he purpose of learning is to make knowledge a guide in life and illuminate the road to human betterment. For this reason, any knowledge not appropriated for the self is a burden on the back of the learner, and the science which does not direct man toward sublime goals is a deception. Science is to perceive the reality of science, Science consists in knowledge of the self; If, then, you do not know of your self,
S
ince a true scientist bases himself in all his studies and researches on true reports, correct expositions and scientific experiments, he has peace of mind and solves his problems easily. But miserable souls who are devoid of the knowledge of the truth are never saved from whimsically changing aims and methods and therefore always suffer disillusionment.
A
lthough science and knowledge with all its branches is beneficial to almost everyone, it is impossible for one to acquire all of them in a limited life-time and with restricted resources. For this reason, each individual should learn and exploit what is beneficial to himself and his fellow human beings, not allowing his life to go waste.
1 January 2004
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
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EDUCATION
Effective Study Skills Power Studying Tips The following tips have proven to be extremely powerful guides for organizing, thinking, studying, and learning in high school. They represent the best advice of successful high school students. The can also work for high school students.
are deadly. To help avoid distractions, sit near the front of the class. You're less likely to
Study Space
! Your study space should
be as quiet and comfortable as possible. Avoid studying in noisy places such as cafeterias, recreation rooms, or lounges. ! When studying, keep a waste basket handy. ! Have a consistent place for everything, and above all, keep it there! ! Have everything needed for study handy beforehand. Don't waste valuable time looking for books, notes, of other information. After you have assembled the items you need, put them where you can reach them easily.
Study Habits
! Begin study no less than 30-
90 minutes after a meal. ! Never study within 30 minutes of going to sleep. !Prioritize! Make a list of what you intend to study, prioritize the list, and stick to it! ! If possible, study no more than 30-40 minutes at a stretch. Many students retain more by studying for short periods with breaks in between. It all depends on what you're trying to study, but generally, after a period of study, take a break. ! Take study breaks away from your desk or where ever you are studying. Let the break be a time to think about other things. Use some break time to reflect, not constantly review what you have just studied.
The Classroom
! Distractions in the classroom
miss something important, and there are far less distractions at the front than any other location. ! Think! Thinking is one of the most important things you can do in class. If you just sit there passively, and not think, class can be deadly. Think about what the teacher is saying BEFORE writing down anything. Writing down each word is a WASTE OF TIME. Reorganize in your mind what the teacher says, and then write it down. This way you will be connecting the teacher's words with HOW you think. If you do this, your notes will make a lot more sense later on. ! Pay attention to the course outline or syllabus. Generally, important points and materials are referenced here and repeated. Don't be afraid to ask the teacher if there is something you don't understand. Most teachers will be glad to clarify for you.
Preparing for Class
! Never underline! Underlining
is not a productive way to emphasize textbook material. It's best to use a highlighter. ! Read the table of contents of your texts carefully. If the text-
books have chapter summaries, read them first! If you don't understand the material from the summaries, go back and highlight. Take notes on what you have highlighted and review your notes. Tip: Break study material into short segments of length dependent on i t s d i f f i c u l t y. R e m e m b e r, concise notes are more powerful than copious notes. Think about the material! Then take notes on what you don't know or are not sure of.
Test Taking For essay examinations, try the "memory dump" technique. If permitted, write down everything you've memorized facts, names, dates, ideas, events, and so on BEFORE you do anything else. Sometimes reading through the essay questions can distract you from what you've studied. The "memory dump" technique requires that you write down everything possible BEFORE you begin writing essay answers. This way, you are less likely to forget something important.
A Final Word The study skills presented here depend on one thing, and that is your willingness to WANT to improve and do well in school. If you really don't want to make the effort and sacrifice, no amount of suggestions, ideas, or outlines can help much. You are the one who is responsible for your education, and effective study skills can help you. To that end, one last word of advice -- work smart, not hard.
Challenging Problems English: The same 4-letter word can be placed in front of each of the following words to make a new word: END, BOLT, LOCK, WOOD. ***
Mathematics Willie is older than Donald. Susan is younger than Willie, but older than Jane. Tom is younger than Jane, but older than Donald. Jane is older than Donald but younger than Susan. Tom is not the youngest. Susan is not the oldest. Tom is younger than Susan and Willie. Who is the youngest? ***
Science: A 10 meter rope ladder hangs over the side of a boat with the bottom rung on the surface of the water. The rungs are one meter apart, and the tide goes up at the rate of 6 cm per hour. How long will it be until three rungs are covered? *** Answers of previous issue. English: ManGetout *** Mathematics: The twomillionth digit in the string of numbers is 5, namely the fifth digit of the six-digit number 351,851. It's just a matter of good bookkeeping to get to that answer. *** Science: 11 seconds. The 5 seconds needed to signal six o'clock are the 5 silent intermissions between rings. At twelve, the 12 rings are interleaved by 11 silent intermissions, which need 11 seconds to be executed. *** You can give your answers with in 7 days. Rewards goes to me; English: No correct answer Science:No correct answer Maths: No correct answer
1 January 2004
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
4
SCIENCE
How The Things Work
W
Question and Answer
hat's the simplest way to tell if something is glass or plastic without breaking it? You could first weigh the object in question and then immerse it in water to find its volume by measuring the amount of liquid it displaces. From this you can calculate its density by dividing its mass by its volume. Compare this density with the densities of glass, which lie between 2.4 and 2.7 grams per cubic centimetre (g/cm3), and plastic, which has a density between 0.9 and 1.2 g/cm3. Polycarbonate can be made as clear as glass, with high
resistance to scratching and impact damage. Today's sophisticated moulding techniques can virtually eliminate telltale mould-split lines and injection points. Other methods:
!Place your thumbs together against one of the walls of the jug and push inwards. If you can feel the wall flex it's almost certainly plastic. !Teeth are the best way to distinguish between glass and plastic, using a combination of feel and sound. Gently knock the object against an incisor. Plastic produces a dull thud, while glass gives a high-
pitched clink. Wristwatches are a good test for this theory because some have a glass front and others plastic.
!You might try placing the offending object between two Polaroid filters--a good pair of Polaroid sunglasses or photographic polarisers will do. Because glass is not a true crystalline solid, it will have no polarising effect on the light. So when you place the jug between the two filters and rotate one of them by 90째, they will eliminate all of the light. Most plastics, however, will display a riot of colour when treated similarly. The plastic, being crystalline, messes with
the polarised light passing through it and generates quite a light show. With the help of a polarising microscope you can use the same technique to find out whether your insulation is fibreglass or asbestos.
1 January 2004
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
5
CULTURE
Turkish Carpets C
arpets, whether knotted or flat woven (kilim) are
The carpets are always hand made of wool or sometimes
among the best known art forms produced by the Turks from time immemorial. There are environmental, sociological, economic, and religious reasons for the widespread art of carpet weaving among the Turkish people from Central Asia to Turkey. The geographical regions where Turks have lived throughout thecenturies lie in the temperate zone. Temperature fluctuations between day and night, summer and winter may vary greatly. Turks-nomadicor pastoral, agrarian or towndwellers, living in tents or in sumptuous houses in large cities-have protected themselves from the extremes of the cold weather by covering the floors, and sometimes walls and doorways, with carpets.
cotton, with occasional additions of silk. These carpets are natural barriers against the cold. The flat woven kilims which are frequently embroidered are used as blankets, curtains, and covers over sofas or as cushion covers. Turkish carpets are among the most sought after household items all over the world. Their rich colors, warm tones, and extraordinary patterns with traditional motifs have contributed to the status that Turkish carpets have maintained since the 13th century. Marco Polo, who traveled through Anatolia in
the late 13th century, commented on the beauty and artistry of the carpets. A number of carpets from this period, known as the Seljuk carpets, werediscovered in several mosques in central Anatolia. These were under many layers of subsequently placed carpets. The Seljuk carpets are today in the museums in Konya and Istanbul. It is very exciting to imagine that we may be looking at the very same carpets that Marco Polo praised in the year 1272. Turkish carpets in the 15th and 16th centuries are best known through European paintings. For example, in the works of Lotto (15th century Italian
has to take off his/her shoes. The mosque is the common house of a Muslim community, therefore, shoes are cast off before the door. Moreover, the ritual of prayer requires the faithful to kneel and touch the ground with one's forehead in humility before God. There are no chairs or benches in a mosque, only carpets. A Turkish mosque is often covered "from wall to wall" with several layers of carpets. To deed a carpetto a mosque is an act of piety and many Muslims do so. Prayer carpets that are small enough to be carried easily accompany many Muslim travelers. The Muslim, wherever he or she is, upon determining the
painter) and Holbein (16th century Germanpainter), Turkish carpets are seen under the feet of the Virgin Mary, or in secular paintings, on tables. In the 17th centur y, when the Netherlands became a powerful mercantile country, Turkish carpets graced many Dutch homes. The Dutch painter Vermeer represented Turkish carpets predominantly to indicate the high economic and social status of the persons in his paintings. "Turkey carpets," as they were known, were too valuable to be put on floors, except under the feet of the Holy Mother and royalty. Anyone who enters a mosque
direction of the Ka'aba in Mecca, lays down the prayer carpetand through the ritual of prayers communicates directly with God. The Turkish carpets have exuberant colors, motifs, and patterns. No two carpets are the same; each one is a creation from anew. Because traditionally women have woven the carpets, this is one art form that is rarely appreciated as being the work of a known or a specific artist. Nevertheless, the Turkish women silently continue to create some of the most stunning examples of works of art to be distributed all over Turkey and the world.
1 January 2004
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
6
ENTERTAINMENT Students go to a trip at school holiday Now, children,' said the teacher as the school party was about to board the Channel ferry. `What do we say if one of the pupils falls into the sea?' Up went Fred's hand. Pupil overboard, sir!' Very good,' said the teacher. `And what do we say if one of the teachers falls into the sea?' 'It depends which teacher it is, sir.' Angela was telling her aunt about her school trip to Switzerland. Her aunt had never been to there. `What's the scenery like?' she asked. `Oh, I couldn't see much because of all the mountains,' replied Angela. Did you go on your school trip today? Yes. Which was the best bit? Going home. The school teacher and his class finally arrived at the airport after a long, fraught coach trip, ready to catch their flight to Switzerland for the skiing holiday. `Oh dear, I wish I'd brought my piano,' sighed Jimmy. `Whatever for?' asked his teacher. `I left my plane ticket on it!' Jimmy told him. Why did one school trip take
longer than the other, yet they were going .to the same place and started out at the same time? One coach was going faster than the other one. Mum, I need a ladder for school. Why? Our teacher said we were going on a climbing holiday. On a trip to the art gallery, a teacher was annoyed to see a boy slapping a statue. He marched over and demanded, `Why are you slapping that statue? 'Because the gallery attendant told me to beat it,' replied the boy. A young teacher wanted to introduce her class to the delights of classical music, so she arranged an outing to an afternoon concert at the Royal Albert Hall. To make the occasion even more memorable she treated everyone to lemonade, cakes, chocolates and ice cream. Just as they were getting back into the coach to go home, she said to little Sally, `Have you enjoyed yourself today?’ 'Oh yes,' said Sally. `It was lovely except for the music, that
Students Love School is!'Our teacher talks to herself; does yours? Yes, but she doesn't realise it; she thinks we're actually listening! Teacher: Why didn't you answer me? Pupil: I did; I shook my head. Teacher: You don't expect me to hear it rattling from here, do you?! Teacher: I'd like to go through one whole day without having to tell you off. Pupil: You have my permission ! Teacher: Will you stop looking at the clock at the wall and pay attention? Pupil: Time will pass, but will you? I didn't do my homework because I lost my memory. When did this start? When did what start? The brain is a wonderful thing. Why do you say that ? Because it starts working the second you get up in the morning and never stops until you get asked a question in class ! When I was your age; I thought nothing of walking 5 miles to school. I agree, I don't think much of it myself!
Be sure that you go straight home I can't; I live just round the corner! Playing truant from school is like a credit card. Fun now, pay later! Laugh and the class laughs with you. But you get detention alone! Teacher: When you yawn, you're supposed to put your hand to your mouth! Pupil: What, and get bitten? Teacher: You aren't paying attention to me. Are you having trouble hearing? Pupil: No teacher, I'm having trouble listening! Teacher: Why were you late? Pupil: Sorry, teacher, I overslept. Teacher: You mean you need to sleep at home too?! Teacher: Class, we will have only half a day of school this morning. Class: Hooray! Teacher: We will have the other half this afternoon! Teacher: That's quite a cough you have there; what are you taking for it? Pupil: I don't know teacher. What will you give me?
1 January 2004
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
7
ENTERTAINMENT
Geometrical Shapes
Can you find the hidden names shapes? They may be horizontal, vertical, diagonal, forwards or backwards.
CIRCLE, CONE, CUBE, CUBOID, CYLINDER, DECAGON, DODECAHEDRON, ELLIPSE, HEPTAGON, HEXAGON, NONAGON,
Answer of the last issue
OCTAGON, OCTAHEDRON, PARALLELOGRAM, PENTAGON, POLYGON, POLYHEDRON, PRISM, PYRAMID, QUADRILATERAL, RECTANGLE,
RHOMBUS, SEMICIRCLE, SPHERE, SQUARE, TETRAHEDRON, TRAPEZIUM, TRIANGLE
1 January 2004
ZAMAN INTERNATIONAL SCHOOL NEWSPAPER
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SPORT
Do We Know The Rules of Football? Law 9 : Ball in and out of Play The ball is out of play: When it has wholly crossed the g o a l - l i n e o r t o u c h - l i n e, whether on the ground or in the air. when the game has been stopped by the Referee. The ball is in play at all other times from the start of the match to the finish including: if it rebounds from a goal-post, cross-bar or corner-flag post into the field of play. if it rebounds off either the Referee or Linesmen when they are in the field of play. in the event of a supposed infringement of the Laws, until a decision is given.
Law 10 - Method of Scoring Except as otherwise provided by these Laws, a goal is scored when the whole of the ball has passed over the goal-line, between the goal-posts and under the cross-bar, provided it has not been thrown, carried or intentionally propelled by hand or arm, by a player of the attacking side, except in the case of a goalkeeper, who is within his own penalty-area. The team scoring the greater
number of goals during a game shall be the winner; if no goals or an equal number of goals are scored, the game shall be termed a "draw".
Law 11 - Off-side A player is in an off-side position if he is nearer to his opponents' goal-line than the ball, unless: ! He is in his own half of the field of play, or ! He is not nearer to his opponents' goal-line than at least two of his opponents. A player shall only be declared off-side and penalized for being in an off-side position, if, at the moment the ball touches, or is played by, one of his team, he is, in the opinion of the referee ! Interfering with play or with an opponent, or ! Seeking to gain an advantage by being in that position. A player shall not be declared off-side by the referee ! Merely because of his being in an off-side position, or ! If he receives the ball direct from a goal-kick, a corner-kick or a throw-in. If a player is declared off-side, the referee shall award an IFK, which shall be taken by a player of the opposing team from the place where the i n f r i n g em e n t occurred, unless the offense is committed by a player in his opponents' goal area, in which case the free-kick shall be taken from any point within the goal-area.
L a w1 2- F o u l sa n dM i s c o n d u c t
A player who intentionally commits any of the following nine offenses: 1. kicks or attempts to kick an opponent; 2. trips an opponent, i.e., throwing or attempting to throw him by the use of the legs or by stooping in front of or behind him; 3. jumps at an opponent; 4. charges an opponent in a violent or dangerous manner; 5. charges an opponent from behind unless the latter is obstructing; 6. strikes or attempts to strike an opponent or spits at him; 7. holds an opponent; 8. pushes an opponent; 9. handles the ball, i.e., carries, strikes or propels the ball with his hand or arm; (this does not apply to the goalkeeper within his own penalty-area); shall be penalized by the award of a DFK to be taken by the opposing team from the place where the offense occurred, unless the offense is committed by a player in his opponents' goal-area, in which case the free-kick shall be taken from any point within the goal-area. Should a player of the defending team intentionally commit one of the above nine offenses within the penalty-area, he shall be penalized by a PK. A PK can be awarded irrespective of the position of the ball, if in play, at the time an offense within the penalty-area is committed. 1. A player committing any of the five following offenses: 2. playing in a manner considered by the referee to b e d a n g e r o u s, e. g. attempting to kick the ball while held by the goalkeeper; 3. charging fairly, i.e. with the shoulder, when the ball is not within playing distance of the players concerned and they are definitely not tying to play it; 4. when not playing the ball, intentionally obstructing an opponent, i.e. run-
ning between the opponent and the ball, or interposing the body so as to form an obstacle to an opponent; 5. charging the goalkeeper except when he 1. is holding the ball; 2. is obstructing an opponent; 3. has passed outside his goalarea. 6. when playing as a goalkeeper and within his own penalty-area: 1. from the moment he takes control of the ball with his hands, he takes more than 4 steps in any direction whilst holding, bouncing or throwing the ball in the air and catching it again, without releasing it into play, or 2. having released the ball into play before, during or after the 4 steps, he touches it again with his hands, before it has been touched or played by a player of the opposing team either inside or outside of the penalty area, or by a player of the same team outside of the penalty-area, subject to the overriding conditions of 5(c), or 3. touches the ball with his hands after it has been deliberately kicked to him by a teammate, or 4. indulges in tactics, which in the opinion of the referee, are designed to hold up the game and thus waste time and so give an unfair advantage to his own team, shall be penalized by the award of an IFK to be taken by the opposing side from the place where the infringement occurred.