Issue 318 big* by مجلة البناء

318

April 2017 / Volume 37

Schools Design ‫ﺗﺼﻤﻴﻢ اﻟﻤﺪارس‬

‫ﻫـ‬١٤٣٨ ‫ رﺟﺐ‬/ ٣٧ ‫اﻟﺴﻨﺔ‬

٣١٨

‫اﻟﻤﺤﺘﻮﻳﺎت‬ ‫ا ﻓﺘﺘﺎﺣﻴﺔ‬ ‫≤‪±‬‬

‫اﻟﻌﻤﺎرة اﻟﺤﺪﻳﺜﺔ ﻟﻠﻤﺒﺎﻧﻲ اﻟﺘﻌﻠﻴﻤﻴﺔ‬

‫« ‪≥±∏ œbF « ¨5Łö¦ «Ë WFÐU « WM‬‬ ‫—‪Â ≤∞±∑ q¹dÐ« Ø?¼ ±¥≥∏ Vł‬‬ ‫« ‪d¹d×² « fOz—Ë dýUM‬‬ ‫«*‪qO)« UÐ√ tK « b³Ž rO¼«dÐ≈ ”bMN‬‬ ‫«*‪ÂUF « d¹b‬‬ ‫«*‪qO)« UÐ√ tK « b³Ž e¹eF « b³Ž ”bMN‬‬ ‫«*‪ÍcOHM² « d¹b‬‬ ‫ ×‪qO)« UÐ√ tK « b³Ž rO¼«dÐ≈ bL‬‬ ‫ ‪W U)« «—«b ù« …d¹b‬‬ ‫«*‪qO)« UÐ√ tK « b³Ž rO¼«dÐ≈ …u u WÝbMN‬‬ ‫«‪wMH « Ã«dšù‬‬ ‫ ‪WO½«dLF « ÊËRAK ¡UM³ « WK−‬‬ ‫«‪∫l¹“u² «Ë U «d²ýô‬‬ ‫’ ‪±±¥≤± ÷U¹d « μ≤≤ » Æ‬‬ ‫«*‪W¹œuF « WOÐdF « WJKL‬‬ ‫« ‪¥∂μ ? π∑¥π ¨ ¥∂¥ ? ≤μμ∂ ÷U¹d‬‬ ‫ ‪¥∂¥ ? ∂≥¥∏ f U‬‬ ‫‪info@albenaamag.com‬‬ ‫‪ÆÊ«bK³ « q w «bM² *« q sŽ WþuH× dAM « ‚uIŠ‬‬ ‫«‪ ôUI*UÐ …œ—«u « UDD *«Ë —u?B «Ë U uKF*«Ë ¡«—ü‬‬ ‫‪WK−*« ÁcNÐ WHK² *« UŽËd?A*«Ë U?Ý«—b «Ë Àu×³ «Ë‬‬ ‫‪¨UÎ OK Ë√ UÎ Ozeł U¼d?A½ …œUŽ≈ Ë√ ¨UNM ”U³² ôUÐ `L? ¹ ô‬‬ ‫√‪vKŽ ‰uB(« bFÐ ô≈ ¨X½U U?LN WI¹dÞ ÍQÐ U?NM¹e ð Ë‬‬ ‫ ‪Æd¹d×² « fOz— s WOÐU² WI «u‬‬

‫أﺧﺒﺎر اﻟﻤﺸﺎرﻳﻊ‬ ‫ﻣﺸﺎرﻳﻊ ﻣﺤﻠﻴﺔ و ﻋﺎﻟﻤﻴﺔ ﺣﺪﻳﺜﺔ‬

‫‪±¥‬‬

‫اﻟﺠﺪﻳﺪ ﻓﻲ اﻟﺒﻨﺎء‬ ‫ﻋﺎزل ﻣﺎﺋﻲ ﻟﻠﻬﻴﺎﻛﻞ ا ﻧﺸﺎﺋﻴﺔ‬ ‫ﻗﻨﻮات ﻟﺘﺼﺮﻳﻒ اﻟﻤﻴﺎه‬

‫∂≤‬ ‫∏≤‬

‫اﻟﺠﺪﻳﺪ ﻓﻲ اﻟﺪﻳﻜﻮر‬ ‫∞≥‬ ‫≤≥‬ ‫≤≥‬

‫ﻣﻔﺮوﺷﺎت ﺳﻬﻠﺔ اﻟﺘﺮﻛﻴﺐ‬ ‫وﺣﺪة إﺿﺎءة ﺟﺪارﻳﺔ‬ ‫وﺣﺪة أدراج ﻣﻤﻴﺰة‬

‫ﻣﺸﺎرﻳﻊ ﺣﺪﻳﺜﺔ‬ ‫‪≥¥‬‬

‫أﻧﺸﻄﺔ ﺛﻘﺎﻓﻴﺔ وﺗﺮﻓﻴﻬﻴﺔ‬

‫ﺗﺼﻤﻴﻢ اﻟﻤﺪارس ‪ ..‬ﻣﺒﺎﻧﻲ ﺗﻌﻠﻢ اﻟﻨﺸﺊ‬

‫)ﻗﺴﻢ ﺧﺎص ﺑﺎﻟﻤﺸﺘﺮﻛﻴﻦ(‬

‫ﺗﺼﻤﻴﻢ اﻟﻤﺪارس ‪ ..‬ﻣﺒﺎﻧﻲ ﺗﻌﻠﻢ اﻟﻨﺸﺊ‬ ‫ﺗﺤﻘﻴﻖ ا‪1‬ﻫﺪاف اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺗﻮﺳﻌﺔ ﻣﺪرﺳﻴﺔ‬ ‫ﻛﺘﻞ دراﺳﻴﺔ رأﺳﻴﺔ‬ ‫ﻣﺪرﺳﺔ ﺗﻮﻓﺮ أﻗﺼﻰ اﺳﺘﻬﻼك ﻟﻠﻄﺎﻗﺔ‬ ‫ﻓﺮاﻏﺎت ﻟﻠﻄﻠﺒﺔ واﻟﺴﻜﺎن‬ ‫ﺗﻨﻮﻳﻊ اﻟﻘﺎﻋﺪة اﻟﻌﻠﻤﻴﺔ وزﻳﺎدة اﻟﻜﺜﺎﻓﺔ اﻟﺒﻨﺎﺋﻴﺔ‬ ‫ﻣﺪرﺳﺔ داﺧﻞ اﻟﺒﺴﺎﺗﻴﻦ‬

‫‪∫…bŠ«u « W M « dFÝ‬‬ ‫—‪Î U¹‬‬ ‫‪UÎ ¹œuFÝ ô‬‬ ‫«*‪≥∞ W¹œuF « WOÐdF « WJKL‬‬ ‫‪w²¹u —UM¹œ ≤[μ‬‬ ‫« ‪X¹uJ‬‬ ‫‪WOM¹d×Ð dO½U½œ‬‬ ‫‪π‬‬ ‫« ‪s¹d×³‬‬ ‫‪UÎ Oð«—U ≈ UÎ L¼—œ‬‬ ‫‪≥∞ WOÐdF « «—U ù« W Ëœ‬‬ ‫—‪Î U¹‬‬ ‫‪ÎU¹dD ô‬‬ ‫∞≥‬ ‫ ‪dD‬‬ ‫—‪Î U¹‬‬ ‫‪UÎ O½ULŽÔ ô‬‬ ‫‪π‬‬ ‫‪ÊULŽÔ‬‬ ‫‪UÎ ¹dB UÎ NOMł‬‬ ‫∞∂‬ ‫ ‪dB‬‬ ‫‪—ôËœ‬‬ ‫∏‬ ‫ ‪ÊUM³‬‬ ‫‪w½œ—√ —UM¹œ‬‬ ‫≤‬ ‫«_—‪Êœ‬‬ ‫‪Ë—u¹‬‬ ‫∂‬ ‫√*‪UO½U‬‬ ‫‪Ë—u¹‬‬ ‫∂‬ ‫ ‪U ½d‬‬ ‫‪wMO d²Ý« tOMł‬‬ ‫∂‬ ‫«‪«d²K$‬‬ ‫« ‪—ôËœ ∏ Èdš_« ‰Ëb « lOLłË …b×²*« U¹ôu‬‬ ‫‪ISSN: 1319 - 206 X‬‬ ‫∞∞ « ‪¡UM³‬‬

‫‪00 Albenaa‬‬

‫ﺗﻄﻮﻳﺮ ﻣﺪرﺳﻲ اﻗﺘﺼﺎدي‬

‫≤‪¥‬‬ ‫‪≤Â‬‬ ‫‪∏Â‬‬ ‫‪±¥Â‬‬ ‫‪≤∞Â‬‬ ‫‪≤∂Â‬‬ ‫‪≥≤Â‬‬ ‫‪≥∏Â‬‬ ‫‪¥¥Â‬‬

‫ﺻﻨﺎﻋﺔ اﻟﻤﻄﺎﻋﻢ واﻟﺘﺼﻤﻴﻢ اﻟﻤﻌﻤﺎري واﻟﺪاﺧﻠﻲ‬ ‫ﺻﻨﺎﻋﺔ اﻟﻤﻄﺎﻋﻢ واﻟﺘﺼﻤﻴﻢ اﻟﻤﻌﻤﺎري واﻟﺪاﺧﻠﻲ‬ ‫ﺻﺪﻳﻖ ‪:‬‬ ‫ﻣﻦ أﻋﻤﺎل اﻟﻤﻬﻨﺪﺳﺔ ﻣﺮام ّ‬ ‫ﻣﻄﻌﻢ ﻟﻮﺳﻴﻦ‬ ‫ﺳﻜﺎراﻣﻮش ﻻوﻧﺞ‬ ‫ذا ﻣﻴﻠﺘﻨﻎ ﺑﻮت‬

‫∏‪π‬‬ ‫∞∞‪±‬‬ ‫‪±∞¥‬‬ ‫‪±∞μ‬‬

‫ﻣﺸﺎرﻳﻊ ﺣﺪﻳﺜﺔ ﻓﻲ ﻣﺪﻳﻨﺔ ﺟﺪة‬ ‫ﻣﺮﻛﺰ ‪ FRACT‬اﻟﺘﺠﺎري‬ ‫ﺑﺮج ‪ F.Z‬اﻟﻤﻜﺘﺒﻲ‬

‫∂∞‪±‬‬ ‫∏∞‪±‬‬

‫ﻣﻠﺤﻖ اﻟﺒﻨﺎء‬ ‫ﻣﻘﺎﻻت ﻋﻦ أﺣﺪث ﻣﻨﺘﺠﺎت وﻣﺸﺎرﻳﻊ اﻟﺸﺮﻛﺎت‬

‫≤‪±±‬‬

WOŠU²² ù«

Modern Architecture of School Buildings The development in education in the last two decades lead to new requirements for building schools. Schools with unified building types are no longer conducive to the new educational requirements. And old types built by governmental agencies that are scattered over cities and villages considered the old educational programs that does not make regard to the interaction with the school building and ignores the social, economical, and environmental differences among cities and villages. In addition, the way education today goes about is student-centred, highlighting the importance of individual learning. This encourages revisiting how educational spaces are distributed within the school. Albeit, these changes and the need to revisit school building design differ from place to another and from country to another. All of this lead to increased emphasis on the role of architectural design in school buildings. These buildings are becoming both educational and social. Moreover, new school buildings must be flexible to allow for more freedom for both students and teachers in selecting the space for learning as methods of learning have changed. Furthermore, the need for energy efficiency in buildings and reducing carbon emissions as well as selecting green building materials all have lead to the importance of implementing new sustainability standards in school buildings. Also, selecting the school location by the government should be planned for to better serve the community as it integrates with the whole urban pattern. This integration and interaction with the community is very important because schools are becoming educational and social centres for neighbourhood’s residents who benefit from the facilities of the school during out of school hours. These requirements makes the role of the architect an imperative one in the design of school buildings that is built to teach the young and serve the community, specially the local architect who is more suitable because of his knowledge about the people who live in his community. However, this depends on how qualified the local architect is, and on his compiled experience, in coming up with solutions to solve the new problems facing school buildings today.

Editor’n Chief

‫اﻟﻌﻤﺎرة اﻟﺤﺪﻳﺜﺔ‬ ‫ﻟﻠﻤﺒﺎﻧﻲ اﻟﺘﻌﻠﻴﻤﻴﺔ‬ U³KD² œU−¹≈ v ≈ 5?ðdOš_« 5²³I(« w rOKF² « —uDð Èœ√ b?I Ã–ULM « «– ”—«b*U ÆWOLOKF² « w?½U³*« ¡UMÐ w …b¹bł «b?OIFðË Ã–ULM « ¨ r?OKF² « U³KD² WO³K² W?(U bFð r …b?Šu*« W?OzUM³ « Êb*« vKŽ UNŽ“uðË W?O uJ(« «—«œù« U?NOM³ð X½U w² « W?1bI « bŠu wLOKFð Z U½dÐ w?Ž«dð X½U ¨bŠ«u « bK³ « oÞUM Ë Èd?I «Ë v « dEM¹ ôË W?Ý—b*« ¡UMÐ l u l? qŽUH² « Á—U³²Ž« w? c?šQ¹ ô ÆÈdšÔ«Ë WIDM 5Ð WO¾O³ «Ë W?¹œUB² ô«Ë WOŽUL²łô« U? ö²šù« s d¦ √ V? UD « vKŽ e? dð X×³ √ ÂÓ uÚ ?ÓOÚ « r?OKF² « ‚d?Þ Ê√ U?L t? H½ vKŽ bL²F¹ Ê√ V−¹Ë r?OKF² « —u× u¼ V? UD U ¨ ”—b?*« dEM « bOF¹ b¹b'« »uKÝ_« «c¼Ë ¨ tK U?A qŠË bIM «Ë Y×³ « w w W³žd «Ë ôu×² « Ác¼ Ê√ vKŽ Æ ”—«bLK w?Kš«b « l¹“u² « w v ≈ WIDM s? nK² ð WOLOKF² « w?½U³*« r?OLBð w d?EM « …œU?Ž≈ Ædš« v « bKÐ s Ë ¨ Èdš√ vM³*U ¨Í—U?LF*« r?OLB² « —Ëœ r?þUFð v? ≈ p? – q Èœ√ b?I Ë Ê« UL ÆbŠ«Ë Ê¬ w wŽUL²ł«Ë wLOKFð —Ëœ ÍœR¹ `³ « w?Ý—b*« d³ √ W¹d×Ð `L? ² W½d ÊuJð Ê« V−¹ …b¹b'« WO?Ý—b*« w½U³*« ÍœR²?Ý Íc « ⁄«dH « qJ?ýË Ÿu½ —UO²š« w W?³KD «Ë 5?Ý—bLK ÍbOKI² « qJ?A UÐ bOI²ð bFð r rOKF² « ‚dD ¨WOLOKF² « WOKLF « tO s qOKI² «Ë w½U³*« w W UD « dO uð v ≈ WłU×K W−O²½Ë Æ‰u?BHK Í—ËdC « s `³ √ ¡«dCš ¡UMÐ œ«u —UO²š«Ë ÊuÐdJ « U?ŁUF³½« Æ WOLOKF² « w½U³*« w …b¹bł WO «b²Ý« ¡ÍœU³ oO³Dð w½U³ Êu?Jð U …œUŽ w² « W?OLOKF² « w½U³*« ÊS? Ídš« WNł s? w Ë√ Êb*« w UNF u w?Ž«dð WI¹dDÐ UN jOD ² « r²¹ ¨W?O uJŠ d _« ¨ Ê«dLF « U½uJ s ÂU¼ ÊuJ wN ¨ UN½UJ?Ý Âb ² ÈdI « wN ¨ Î U¹—Ëd{ ÊUJ « l UNKŽUHðË UNF u w UN− œ qF−¹ Íc « »öD « rKFð X? u « fH½ w Ë ¨WOŽUL²ł«Ë W?OLOKFð e «d qJ?Að s¹c « ¡UOŠ_« ÊUJ? WONO dðË WOŽUL²ł«Ë WOLOKFð U bš Âb?IðË w ”—«b*UÐ WI×K*« WO{U¹d «Ë W?O UI¦ « o «d*« s ÊËbOH²? OÝ ÆWÝ«—b « U Ë√ dOž «c¼ rOLBð w Î UO?ÝUÝ√ Î «—Ëœ Í—ULF*« —Ëœ qF& U³KD²*« Ác?¼ W bšË T?AM « rOKFð ·bNÐ U? b)« WK UJ²*« w?½U³*« s Ÿu?M « wK;« Í—U?LF*« W? UšË ¨ W?O½«dLF « U?FL−² «Ë Êb?*« ÊUJ?Ý sJ Æ ÊUJ? «Ë »öD « U³KD² r?NHð wKŽ —b √Ë »d? √ u¼ Íc? « wLKF « tKOB%Ë t?ð«—b Ë Í—ULF*« qO¼Qð W?ł—œ vKŽ bL²F¹ «c?¼ UNNłuð w² « …b¹b'« q UALK W³?ÝUM*« ‰uK(« œU−¹≈ w wKLF «Ë Æ ÂÓ uÚ ÓOÚ « WOLOKF² « w½U³*« d¹d×² « fOz— 12 Albenaa

¡UM³ « ±≤

l¹—UA*« —U³š√

The Saudi Industrial Property Authority M O D O N revealed the success of its experience of using the solar energy system to feed the administrative building in Riyadh 3rd. Industrial City for electric power. The electricity feeding system using solar cells along with storage energy system contributes to reducing the cost and preserving the environment; in addition to being a source for free and clean energy, with less waste or harmful emissions or hazard ratio, as well as being a continuing inexhaustible source.The total energy derived in this project amount to 103 kW, which is able to cover the area of the project for an average daily production capacity of (558 kWh), used in the generation of (350) solar cells.

‫ﻛﺸـــﻔﺖ اﻟﻬﻴﺌـــﺔ اﻟﺴـــﻌﻮدﻳﺔ‬ ‫ﻟﻠﻤـــﺪن اﻟﺼﻨﺎﻋﻴـــﺔ وﻣﻨﺎﻃـــﻖ‬ ‫ ﻋـــﻦ ﻧﺠـــﺎح‬،“‫اﻟﺘﻘﻨﻴـــﺔ ”ﻣـــﺪن‬ ‫ﺗﺠﺮﺑﺘﻬـــﺎ ﻟﻨﻈـــﺎم اﺳـــﺘﺨﺪام‬ ‫اﻟﻄﺎﻗـــﺔ اﻟﺸﻤﺴـــﻴﺔ ﻟﺘﻐﺬﻳـــﺔ‬ ‫ﻣﺒﻨﺎﻫـــﺎ ا[داري ﺑﺎﻟﻤﺪﻳﻨـــﺔ‬ ‫اﻟﺼﻨﺎﻋﻴـــﺔ اﻟﺜﺎﻟﺜـــﺔ ﺑﺎﻟﺮﻳـــﺎض‬ .‫ﺑﺎﻟﻄﺎﻗﺔ اﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫وﻳﺴـــﻬﻢ ﻧﻈـــﺎم اﻟﺘﻐﺬﻳـــﺔ‬ ‫ﺑﺎﻟﻜﻬﺮﺑـــﺎء ﺑﺎﺳـــﺘﺨﺪام اﻟﺨﻼﻳـــﺎ‬ ‫اﻟﺸﻤﺴـــﻴﺔ ﻣـــﻊ ﻧﻈـــﺎم ﺗﺨﺰﻳﻨﻲ‬ ،‫ ﻓـــﻲ ﺗﻘﻠﻴـــﻞ اﻟﺘﻜﻠﻔﺔ‬،‫ﻟﻠﻄﺎﻗـــﺔ‬ ‫ ﺑﺠﺎﻧﺐ‬،‫واﻟﻤﺤﺎﻓﻈـــﺔ ﻋﻠﻰ اﻟﺒﻴﺌﺔ‬ ‫ﻛﻮﻧـــﻪ ﻣﺼـــﺪرا ﻣﺠﺎﻧﻴـــﺎ وﻧﻈﻴﻔﺎ‬ ‫ ﺗﻨﻌـــﺪم ﻓﻴـــﻪ ﻧﺴـــﺒﺔ‬،‫ﻟﻠﻄﺎﻗـــﺔ‬ ‫اﻟﻤﺨﻠﻔﺎت أو اﻻﻧﺒﻌﺎﺛﺎت اﻟﻀﺎرة أو‬ ‫ ﻓﻀ ًﻼ ﻋﻦ ﻛﻮﻧﻪ ﻣﺼﺪرا‬،‫ﺧﻄـــﺎر‬H‫ا‬ ‫ وﺗﺒﻠﻎ إﺟﻤﺎﻟﻲ‬.‫ﻣﺴﺘﻤﺮا ﻻ ﻳﻨﻀﺐ‬ ‫اﻟﻄﺎﻗـــﺔ اﻟﻤﺴـــﺘﺨﻠﺼﺔ ﻓﻲ ﻫﺬا‬ ‫ وﻫﻲ ﻗﺎدرة‬،‫واط‬.‫ ك‬١٠٣‫اﻟﻤﺸﺮوع‬ ،‫ﻋﻠﻰ ﺗﻐﻄﻴﺔ ﻣﺴﺎﺣﺔ اﻟﻤﺸﺮوع‬ ‫ﺑﻤﺘﻮﺳـــﻂ ﻃﺎﻗﺔ إﻧﺘﺎﺟﻴﺔ ﻳﻮﻣﻴﺔ‬ ‫ ﻳﺴﺘﺨﺪم ﻓﻲ‬،(‫س‬.‫واط‬.‫ ك‬٥٥٨) .‫( ﺧﻠﻴﺔ ﺷﻤﺴﻴﺔ‬٣٥٠) ‫ﺗﻮﻟﻴﺪﻫﺎ‬

SEC Launches First EnvironmentFriendly Building Fully Supplied With Solar Energy In a move to support the policies of using renewable energy as an alternative to conventional energy and the standards of environment pollution control programs, the Saudi Electricity Company (SEC) has recently launched the first environmental friendly building fully supplied with solar energy, at the company complex in Dammam.The experiment is the first of its kind at a company building, with the aim of enhancing usage of renewable energy technologies and applying the standards of optimal usage of electric energy, pointing out that such move will be followed by similar facilities. The building is fully operated with clean energy without any feeding from the network through a solar system of 12 photovoltaic cells at a total capacity of 3000 watts supported with storage batteries.

‫داري‬%‫ﺗﺸﻐﻴﻞ ﻣﺒﻨﻰ »ﻣﺪن« ا‬ ‫ﺑﺎﻟﻄﺎﻗﺔ اﻟﺸﻤﺴﻴﺔ‬ Modon Administrative Building To Run on Solar Energy

‫ﺗﺪﺷﻴﻦ أول ﻣﺒﻨﻰ ﺻﺪﻳﻖ ﻟﻠﺒﻴﺌﺔ‬ ‫ﻟﻠﺸﺮﻛﺔ اﻟﺴﻌﻮدﻳﺔ ﻟﻠﻜﻬﺮﺑﺎء‬ ‫ﻓﻲ ﺧﻄﻮة ﺗﻬﺪف إﻟﻰ دﻋﻢ اﺳﺘﺨﺪام اﻟﻄﺎﻗﺔ اﻟﻤﺘﺠﺪدة‬ ‫ﻛﺒﺪﻳﻞ ﻟﻠﻄﺎﻗﺔ اﻟﺘﻘﻠﻴﺪﻳﺔ وﻣﻌﺎﻳﻴﺮ ﺑﺮاﻣﺞ ﻣﻜﺎﻓﺤﺔ ﺗﻠﻮث‬ ‫ أول‬،0‫ ُﻣﺆﺧﺮ‬،‫ دﺷﻨﺖ اﻟﺸﺮﻛﺔ اﻟﺴﻌﻮدﻳﺔ ﻟﻠﻜﻬﺮﺑﺎء‬،‫اﻟﺒﻴﺌﺔ‬ ‫ﻣﺒﻨﻰ ﺻﺪﻳﻖ ﻟﻠﺒﻴﺌﺔ ﻳﺘﻢ ﺗﻐﺬﻳﺘﻪ ﺑﺎﻟﻜﺎﻣﻞ ﻋﻦ ﻃﺮﻳﻖ‬ ‫ وذﻟﻚ ﻓﻲ ﻣﺠﻤﻊ اﻟﺸﺮﻛﺔ ﻓﻲ ﻣﺪﻳﻨﺔ‬،‫اﻟﻄﺎﻗﺔ اﻟﺸﻤﺴﻴﺔ‬ .‫اﻟﺪﻣﺎم ﺑﺎﻟﻤﻨﻄﻘﺔ اﻟﺸﺮﻗﻴﺔ‬ ،‫وﻟﻰ ﻣﻦ ﻧﻮﻋﻬﺎ ﺑﺄﺣﺪ ﻣﺒﺎﻧﻲ اﻟﺸﺮﻛﺔ‬H‫وﺗﻌﺪ اﻟﺘﺠﺮﺑﺔ ا‬ ‫وﺗﻬﺪف اﻟﻰ اﻟﺘﻮﺳﻊ ﻓﻲ اﺳﺘﺨﺪام ﺗﻘﻨﻴﺎت اﻟﻄﺎﻗﺔ‬ ‫ﻣﺜﻞ ﻟﻠﻄﺎﻗﺔ‬H‫ وﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﻴﺮ اﻻﺳﺘﺨﺪام ا‬،‫اﻟﻤﺘﺠﺪدة‬ ،‫ وﺳﻴﺘﻢ ﺗﻄﺒﻴﻖ اﻟﺨﻄﻮة ﻓﻲ ﻣﺮاﻓﻖ ﻋﺪﻳﺪة‬،‫اﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ُ ‫ﺣﻴﺚ ﺳﻴﺘﻢ ﺗﺪﺷﻴﻦ اﻟﻤﺒﻨﻰ اﻟﺜﺎﻧﻲ ﺑﻨﻔﺲ اﻟﻤﺠﻤﻊ ﻓﻲ‬ .‫م اﻟﺠﺎري‬٢٠١٧ ‫اﻟﺮﺑﻊ اﻟﺜﺎﻟﺚ ﻣﻦ ﻋﺎم‬ ‫ﻳﻌﻤﻞ اﻟﻤﺒﻨﻰ ﻓﻲ اﻟﻮﻗﺖ اﻟﺤﺎﻟﻲ ﺑﺎﻟﻜﺎﻣﻞ ﺑﺎﻟﻄﺎﻗﺔ‬ ‫ وذﻟﻚ ﻣﻦ ﺧﻼل‬،‫ دون أي ﺗﻐﺬﻳﺔ ﻣﻦ اﻟﺸﺒﻜﺔ‬،‫اﻟﻨﻈﻴﻔﺔ‬ ‫ ﺷﺮﻳﺤﺔ ﺿﻮﺋﻴﺔ‬١٢ ‫ﺗﺼﻤﻴﻢ ﻧﻈﺎم ﺷﻤﺴﻲ ﻋﺒﺎرة ﻋﻦ ﻋﺪد‬ ‫ ﺑﺎ[ﺿﺎﻓﺔ‬،‫ وات‬٣٠٠٠ ‫(ﺑﻄﺎﻗﺔ إﺟﻤﺎﻟﻴﺔ ﻗﺪرﻫﺎ‬Photovoltaic) ‫ وﻳﻌﻤﻞ اﻟﻤﺒﻨﻰ ﺑﻄﺎﻗﺔ ﻳﻮﻣﻴﺔ‬.‫إﻟﻰ دﻋﻤﻬﺎ ﺑﻄﺎرﻳﺎت ﺗﺨﺰﻳﻦ‬ ‫ وﻫﻮ ﻣﺎ ﻳﺆدي إﻟﻰ ﺗﻮﻓﻴﺮ ﻃﺎﻗﺔ‬،‫ ﻛﻴﻠﻮ وات‬٥٧ ‫ﻗﺪرﻫﺎ‬ .c‫ﺳﺎﻋﺔ ﺷﻬﺮﻳ‬/‫ ﻛﻴﻠﻮ وات‬١٥٠٠ ‫ﻛﻬﺮﺑﺎﺋﻴﺔ ﺗﺼﻞ إﻟﻰ‬

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¡UM³ « ±¥

l¹—UA*« —U³š√

‫اﻟﻔﺎﺋﺰﻳﻦ ﺑﺠﺎﺋﺰة اﻟﺒﺮﻳﺘﺰﻛﺮ ﻟﻠﻌﻤﺎرة‬ ٢٠١٧ ‫ﻟﻌﺎم‬

‫اﻧﺘﺨﺎب ﻣﺠﻠﺲ ا دارة اﻟﺠﺪﻳﺪ‬ ‫ﻟﻠﺠﻤﻌﻴﻪ اﻟﺴﻌﻮدﻳﻪ ﻟﻌﻠﻮم اﻟﻌﻘﺎر‬

‫ ﻛﺎرﻣﻲ ﺑﻴﺠﻴﻢ و‬،‫ﺣﺼﻞ اﻟﻤﻌﻤﺎرﻳﻴﻦ اﻟﺜﻼﺛﺔ رﻓﺎﻳﻴﻞ اراﻧﺪا‬ .‫م‬٢٠١٧ ‫راﻣﻮن ﻓﻴﻼﻟﺘﺎ ﻋﻠﻰ ﺟﺎﺋﺰة ﺑﻴﺮﺗﺰﻛﻴﺮ ﻟﻠﻌﻤﺎرة ﻟﻌﺎم‬ ‫ واﻟﺬﻳﻦ اﺳﺴﻮ ﻣﻜﺘﺒﻬﻢ ”ار‬،‫وﺗﻢ اﺧﺘﻴﺎر اﻟﻤﻌﻤﺎرﻳﻴﻦ اﻟﺜﻼﺛﺔ‬ ‫م ﻓﻲ اﻗﻠﻴﻢ ﻛﺎﺗﻠﻮﻧﻴﺎ‬١٩٨٨ ‫ﺳﻲ ار ارﻛﻴﺘﻴﻜﺘﺲ“ﻓﻲ ﻋﺎم‬ ‫ وذﻟﻚ ﻟﺘﻤﻴﺰﻫﻢ ﺑﺎﻟﻌﻤﻞ ﺑﺸﻜﻞ ﺗﻌﺎوﻧﻲ ﻟﺜﻼﺛﺔ‬،‫ﺑﺎﺳﺒﺎﻧﻴﺎ‬ ‫ﻋﻘﻮد ﻧﺤﻮ اﻻﻟﺘﺰام ﻓﻲ اﻋﻤﺎﻟﻬﻢ ﺗﺠﺎه اﻟﻤﻜﺎن وﻣﻀﻤﻮﻧﻪ‬ .‫ﻟﺘﻜﻮﻳﻦ ﻓﺮاﻏﺎت وﻋﻤﺎرة ﻣﺮﺗﺒﻄﺔ ﺑﺎﻟﻤﻜﺎن واﻟﺒﻴﺌﺔ اﻟﻤﺤﻴﻄﺔ‬ ‫واﻋﺘﻤﺪت اﻋﻤﺎﻟﻬﻢ ﻋﻠﻰ ﺧﻠﻖ ﺗﺠﺎﻧﺲ ﺑﻴﻦ اﻟﻤﻠﻤﻮس‬ ‫واﻟﺸﻔﺎف وﺳﻌﻲ اﻟﻔﺮﻳﻖ داﺋﻤﺎ وراء اﻟﺮﺑﻂ ﺑﻴﻦ اﻟﺒﻴﺌﺔ‬ ‫ وﺗﺘﻨﻮع‬.‫اﻟﺨﺎرﺟﻴﺔ واﻟﺪاﺧﻠﻴﺔ ﻣﻤﺎ اﻧﺘﺞ ﻋﻤﺎرة ﺗﺠﺮﻳﺒﻴﺔ ﻋﺎﻃﻔﻴﺔ‬ ‫ﻣﺸﺎرﻳﻊ ﻫﺆﻻء اﻟﻤﻌﻤﺎرﻳﻴﻦ ﻣﻦ ﻓﻀﺎءات ﻋﺎﻣﺔ وﺧﺎﺻﺔ‬ ‫ وﻣﻦ اﻫﻢ ﻫﺬه اﻟﻤﺸﺎرﻳﻊ‬.‫وﻣﺸﺎرﻳﻊ ﺛﻘﺎﻓﻴﺔ وﻣﺒﺎﻧﻲ ﺗﻌﻠﻴﻤﻴﺔ‬ La Cuisine Art Center (Negrepelisse France)Soulages Museum (France) – La Lira Theatre Public Open Space – ‫اﻟﺠﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ اﻧﻬﺎ اﻟﻤﺮة اﻻوﻟﻰ اﻟﺘﻲ ﻳﺘﻢ ﻓﻴﻬﺎ ﺗﻜﺮﻳﻢ ﺛﻼﺛﺔ‬ ‫ﻣﻌﻤﺎرﻳﻴﻦ ﺑﺎﻟﺠﺎﺋﺰة ﻓﻲ آن واﺣﺪ واﻟﻤﺮة اﻟﺜﺎﻧﻴﺔ اﻟﺘﻲ ﻳﺤﺼﻞ‬ .‫ﻋﻠﻴﻬﺎ ﻣﻌﻤﺎري اﺳﺒﺎﻧﻲ‬

‫ﺗﻢ اﻧﺘﺨﺎب ﻣﺠﻠﺲ ا]دارة اﻟﺠﺪﻳﺪ ﻟﻠﺠﻤﻌﻴﻪ اﻟﺴﻌﻮدﻳﻪ‬ ‫ﻟﻌﻠﻮم اﻟﻌﻘﺎر واﻟﺬي ﻋﻘﺪ ﻓﻲ ﻛﻠﻴﺔ اﻟﻌﻤﺎرة واﻟﺘﺨﻄﻴﻂ‬ ‫ ﺣﻴﺚ ﺗﻢ ﻋﺮض اﻟﺘﻘﺮﻳﺮ اﻻداري‬a‫ﺑﺠﺎﻣﻌﺔ اﻟﻤﻠﻚ ﺳﻌﻮد ﻣﺆﺧﺮ‬ ‫واﻟﻤﺎﻟﻲ ﻟﻠﻤﺠﻠﺲ اﻟﺴﺎﺑﻖ ﺛﻢ ﻗﺎم رﺋﻴﺲ ﻟﺠﻨﺔ اﻻﻧﺘﺨﺎﺑﺎت‬ ‫ ﺑﻦ ﺣﻤﺪ اﻟﻌﺎﺻﻤﻲ ﺑﻄﻠﺐ إﺑﺮاء ذﻣﺔ‬d‫ ﻋﺒﺪا‬/‫اﻻﺳﺘﺎذ‬ ‫ وﺑﻌﺪﻫﺎ ﻗﺎم ﺑﺈﻋﻼن ﻧﺘﺎﺋﺞ اﻟﺘﺼﻮﻳﺖ‬،‫اﻟﻤﺠﻠﺲ اﻟﺴﺎﺑﻖ‬ :‫ﻋﻀﺎء وﺗﺸﻜﻴﻞ اﻟﻤﺠﻠﺲ اﻟﺠﺪﻳﺪ وﺟﺎء اﻻﻗﺘﺮاع ﻛﺎﻟﺘﺎﻟﻲ‬i‫ﻟ‬ ‫ ﺧﺎﻟﺪ ﺳﻜﺖ اﻟﺴﻜﻴﺖ رﺋﻴﺴﺎ ﻟﻠﺠﻤﻌﻴﺔ‬/‫اﻟﺪﻛﺘﻮر‬ ‫ اﻟﻘﺎﺿﻲ ﻧﺎﺋﺒﺎ ﻟﻠﺮﺋﻴﺲ‬d‫ ﻋﺒﺪا‬/‫اﻟﺪﻛﺘﻮر‬ ‫ ﻟﻠﻤﺠﻠﺲ‬k‫ ﺳﻌﻮد اﻟﻘﻮﻳﻔﻞ اﻣﻴﻨ‬/‫اﻟﺪﻛﺘﻮر‬ ‫ ﻟﻠﻤﺎل‬k‫أﺣﻤﺪ أﺑﻮﺣﻮﺳﻪ اﻣﻴﻨ‬/‫اﻟﺪﻛﺘﻮر‬ ‫ﺻﺎﻟﺢ ﻣﺤﻤﺪ اﻟﺴﻴﻒ‬/‫ ﺧﺎﻟﺪ اﻟﺮوﻳﺸﺪ واﻟﺪﻛﺘﻮر‬/‫اﻟﺪﻛﺘﻮر‬ ‫ ﺳﺎﻟﻢ ﺑﺎﻫﻤﺎم‬/‫ﻋﺒﺪاﻟﻌﺰﻳﺰ اﻟﻌﺠﻼن واﻟﻤﻬﻨﺪس‬/‫واﻟﻤﻬﻨﺪس‬ .‫أﻋﻀﺎء ﻓﻲ اﻟﺠﻤﻌﻴﺔ‬ ‫ﺗﻌﻮد ﻓﻜﺮة إﻧﺸﺎء ﺟﻤﻌﻴﺔ ﻋﻠﻤﻴﺔ ﺗﻌﻨﻲ ﺑﻌﻠﻮم اﻟﻌﻘﺎر إﻟﻰ‬ ‫ﺳﺘﺎذ اﻟﺪﻛﺘﻮر ﺧﺎﻟﺪ ﺑﻦ ﺳﻜﻴﺖ‬p‫اﻗﺘﺮاح ﻗﺪﻣﻪ ﺳﻌﺎدة ا‬ ‫ ﻋﻀﻮ ﻫﻴﺌﺔ اﻟﺘﺪرﻳﺲ ﻣﻨﺬ ﻋﺪة ﺳﻨﻮات ﻟﻘﺴﻢ‬،‫اﻟﺴﻜﻴﺖ‬ ‫ وﻗﺪ‬.‫اﻟﺘﺨﻄﻴﻂ اﻟﻌﻤﺮاﻧﻲ ورﺋﻴﺲ ﻣﺠﻠﺲ ا]دارة اﻟﺤﺎﻟﻲ‬ ‫أﻳﺪ اﻟﻔﻜﺮة ﻣﻨﺬ ﺑﺰوﻏﻬﺎ اﻟﻌﺪﻳﺪ ﻣﻦ أﻋﻀﺎء ﻫﻴﺌﺔ اﻟﺘﺪرﻳﺲ‬ ‫ وﻗﺪ ﻓﻌﻠﺖ اﻟﻔﻜﺮة وأﺻﺒﺤﺖ‬.‫ﺑﻘﺴﻢ اﻟﺘﺨﻄﻴﻂ اﻟﻌﻤﺮاﻧﻲ‬ .k‫ ﻣﻠﻤﻮﺳ‬k‫واﻗﻌ‬

A New Board of Directors Elected for Saudi Association for Real Estates Science RCR Arquitectes wins Pritzker Prize 2017 Rafael Aranda, Carme Pigem and Ramon Vilalta of Spanish studio RCR Arquitectes have been named as the 2017 laureates of the Pritzker Prize, architecture most prestigious award. Aranda, Pigem and Vilalta founded their practice RCR Arquitectes in 1988. The studio based in Olot in Spain`s Catalonia Region. This is the first time that three architects have been awarded the Pritzker Prize, and just the second time the award has gone to laureates from Spain. Their works range from public and private spaces to cultural venues and educational institutions, and their ability to intensely relate to environment specific of each site is a testament to their process and deep integrity. Notable projects include La Cuisine Art Center (Nègrepelisse, France), Soulages Museum (France), La Lira Theater Public Open Space (Spain).

The election of the new board of directors for the Saudi association for real estates science was completed where the head of committee Professor Abdullah Al Asemy requested to absolve the old board . After that he announced the votting results of members and the formation of new board which Include: - Dr. Khalid Al Sukait / The Head of Committee - Dr. Abdullah Al Quadi / The Vice Head - Dr. Saud Al Quaifel / Secretary of the Board - Dr. Ahmed Abu Hasah / Chamberlain - Dr. Khalied Al Ruwaished, Dr. Saleh Al Saif, Eng. Abdulaziz Al Ajlan and Eng. Salam Bahamam Members in the Board. The Idea is to create a scientific sociaty that cares about real estate science was a proposel by the Professor Dr. Khaid Al Skaite. faculty member of Department of Urban Planning in King Saud Univeresty.

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‫√‪l¹—UA*« —U³š‬‬

‫إﻃﻼق أﻛﺒﺮ ﺣﺪﻳﻘﺔ ﻋﺎﻣﺔ ﻓﻲ دﺑﻲ‬

‫‪Dubai set to have largest Public Park‬‬

‫وﻗﻌﺖ ﺑﻠﺪﻳﺔ دﺑﻲ ﻣﻊ »دﺑﻲ اﻟﻘﺎﺑﻀﺔ« ‪ -‬اﻟﻤﺠﻤﻮﻋﺔ اﻻﺳﺘﺜﻤﺎرﻳﺔ‬ ‫اﻟﻌﺎﻟﻤﻴﺔ اﻟﺮاﺋﺪة ‪ -‬ﻣﺬﻛﺮة ﺗﻔﺎﻫﻢ ﻃﻼق أﻛﺒﺮ ﺣﺪﻳﻘﺔ ﻋﺎﻣﺔ ﻓﻲ ا ﻣﺎرة‬ ‫ﺑﻤﺴﺎﺣﺔ إﺟﻤﺎﻟﻴﺔ ﺗﺒﻠﻎ ﻣﻠﻴﻮﻧﺎ و‪ ٤٣٠‬اﻟﻒ ﻣﺘﺮ ﻣﺮﺑﻊ ﻓﻲ ﻣﻨﻄﻘﺔ دﺑﻲ ﻻﻧﺪ‪.‬‬ ‫ﻳﻬﺪف اﻟﻤﺸﺮوع إﻟﻰ ﺗﻮﻓﻴﺮ ﺑﻴﺌﺔ ﻃﺒﻴﻌﻴﺔ ﺗﺸﺠﻊ أﻓﺮاد اﻟﻤﺠﺘﻤﻊ ﻋﻠﻰ‬ ‫اﺗﺒﺎع ﻧﻤﻂ ﺣﻴﺎة ﺻﺤﻲ وﻣﻔﻌﻢ ﺑﺎﻟﻨﺸﺎط واﻟﺤﻴﻮﻳﺔ‪ ،‬ﻛﻤﺎ ﻳﻬﺪف إﻟﻰ‬ ‫زﻳﺎدة ﻣﺴﺎﺣﺔ اﻟﺮﻗﻌﺔ اﻟﺨﻀﺮاء ﺑﺈﻣﺎرة دﺑﻲ‪ ،‬وذﻟﻚ ﻣﻦ ﺧﻼل إﻧﺸﺎء أﻃﻮل‬ ‫ﺣﺪﻳﻘﺔ ﻋﺎﻣﺔ ﻓﻲ دﺑﻲ ﺗﺘﻤﻴﺰ ﺑﺎﺳﺘﺪاﻣﺘﻬﺎ وﺻﺪاﻗﺘﻬﺎ ﻟﻠﺒﻴﺌﺔ وﺗﻀﻢ‬ ‫اﻟﺤﺪﻳﻘﺔ ﻣﺴﺎرات ﻟﻠﺠﺮي‪ ،‬وﻣﻤﺮات ودروب ﻃﺒﻴﻌﻴﺔ‪ ،‬وﻣﺴﺎرات ﻣﺨﺼﺼﺔ‬ ‫ﻟﻠﺪراﺟﺎت اﻟﻬﻮاﺋﻴﺔ‪ ،‬وﻣﻼﻋﺐ ﻟﻤﺨﺘﻠﻒ أﻧﻮاع اﻟﺮﻳﺎﺿﺎت‪ ،‬وﻣﻨﺎﻃﻖ ﻗﺎﻣﺔ‬ ‫اﻟﻔﻌﺎﻟﻴﺎت‪ ،‬وﻣﻼﻋﺐ ﻟ‪Y‬ﻃﻔﺎل‪ ،‬ﺑﺎ ﺿﺎﻓﺔ إﻟﻰ ﻣﺴﺎﺣﺎت ﻣﺨﺼﺼﺔ ﻟﻤﺤﻼت‬ ‫واﻟﻤﻄﺎﻋﻢ واﻟﻤﻘﺎﻫﻲ‪ .‬ﻛﻤﺎ ﺳﺘﻜﻮن اﻟﺤﺪﻳﻘﺔ ﺑﻤﺜﺎﺑﺔ ﻣﺨﺘﺒﺮ ﻟﻼﺑﺘﻜﺎرات‬ ‫اﻟﺠﺪﻳﺪة وﺣﻠﻮل اﻻﺳﺘﺪاﻣﺔ اﻟﺒﻴﺌﻴﺔ‪ ،‬ﺣﻴﺚ ﻣﻦ اﻟﻤﺨﻄﻂ اﺳﺘﺨﺪام‬ ‫ﺣﻠﻮل ﻣﺒﺘﻜﺮة ﻟﺘﻮﻟﻴﺪ اﻟﻜﻬﺮﺑﺎء واﻟﺘﻮﻓﻴﺮ ﻓﻲ اﻟﻤﺎء ﻓﻲ اﻟﻤﻮﻗﻊ‪.‬‬ ‫اﻟﻤﺼﺪر‪ :‬وﻛﺎﻟﺔ اﻻﻧﺒﺎء اﻻﻣﺎراﺗﻴﺔ‬

‫‪Dubai signed an MOU with Dubai Holding to launch‬‬ ‫‪the largest public park in the Emirates of Dubai with‬‬ ‫‪total area reacting one million 430 thousand sqm‬‬ ‫‪within Dubai Land area. The project aims at providing‬‬ ‫‪natural environment to motivate the communities to‬‬ ‫‪live a healthy life style with vigor and activities. It will‬‬ ‫‪also add green spaces within the emirate by having an‬‬ ‫‪environmentally friendly park.‬‬ ‫‪The park will include play grounds and sports ground,‬‬ ‫‪and places for hosting and then will be some areas‬‬ ‫‪for cafes and restaurants. The park will also be lab for‬‬ ‫‪new sustainable solutions with new ways to generate‬‬ ‫‪electricity and water efficiency and waste management.‬‬ ‫‪Source: Emirates News Agency‬‬

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A ‘City for All’ UN Studio winner project for the former Deutsche Bank site in Frankfurt

From architect’s report: UN Studio have been selected as the winner for the urban strategy of the former Deutsche Bank site in Frankfurt last year, UNStudio has now also been unanimously selected as the winner of the architectural competition for the redevelopment of the site. Two third prizes were awarded to the teams Dudler / Jahn and MSW / Snohetta, while an honorable mention was given to Christoph Mäckler / Coop Himmelblau. The competition brief was to create a mixed-use, urban city quarter consisting of four high-rise towers and a multi-storey plinth in the heart of Frankfurt. The redevelopment includes retail, gastronomy and hotels, as well as a comprehensive range of accommodation. The four towers, which will be up to 228 meters high, will redefine the Frankfurt skyline.

‫ﻣﺪﻳﻨﺔ ﻟﻠﺠﻤﻴﻊ‬ ‫ﻣﺸﺮوع ﻓﺎﺋﺰ ﺑﻤﺴﺎﺑﻘﺔ ﻟﺘﻄﻮﻳﺮ وﺳﻂ ﻓﺮاﻧﻜﻔﻮرت‬ : ‫اﻟﻤﺼﻤﻢ‬ Architect : Un Studio

‫ ﺑﺎﻟﻤﺮﻛﺰ ا!ول ﻓﻲ ﻣﺴﺎﺑﻘﺔ ﻣﻌﻤﺎرﻳﺔ‬UN Studio ‫ﻓﺎز ﻣﻜﺘﺐ‬ %‫ واﻟﺬي ﺗﻢ اﺧﺘﻴﺎره أﻳﻀ‬%‫ ﺳﺎﺑﻘ‬Deutche ‫ﻋﺎدة ﺗﻄﻮﻳﺮ ﻣﻮﻗﻊ ﺑﻨﻚ‬6 ‫ﺳﺘﺮاﺗﻴﺠﻴﺔ اﻟﺤﻀﺮﻳﺔ ﻟﺘﻄﻮﻳﺮ اﻟﻤﻮﻗﻊ اﻟﺴﺎﺑﻖ ﻟﻠﺒﻨﻚ‬6‫ﻓﺎﺋﺰ< ﻓﻲ ا‬ ‫ وﺗﻬﺪف اﻟﻤﺴﺎﺑﻘﺔ إﻟﻰ ﺗﺼﻤﻴﻢ‬.‫ﻓﻲ ﻓﺮاﻧﻜﻔﻮرت اﻟﻌﺎم اﻟﻤﺎﺿﻲ‬ ‫ﻣﺸﺮوع ﻣﺘﻌﺪد اﻻﺳﺘﺨﺪاﻣﺎت ﻳﺘﻜﻮن ﻣﻦ أرﺑﻌﺔ أﺑﺮاج ﺗﺮﺗﻔﻊ ﺣﺘﻰ‬ ‫م ﻋﻠﻰ ﻗﺎﻋﺪة ﻣﺘﻌﺪدة ا!دوار ﻓﻲ ﻗﻠﺐ ﻣﺪﻳﻨﺔ ﻓﺮاﻧﻜﻔﻮرت‬٢٢٨ ‫وﻳﻀﻢ ﻣﺴﺎﺣﺎت ﺗﺠﺎرﻳﺔ وﻣﻄﺎﻋﻢ وﻓﻨﺎدق و ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻮﺣﺪات‬ ‫ وﻗﺪ ﺣﺼﻞ ﻋﻠﻰ اﻟﻤﺮﻛﺰ اﻟﺜﺎﻧﻲ واﻟﺜﺎﻟﺚ ﻟﻠﻔﺮﻳﻘﻴﻦ‬.‫اﻟﺴﻜﻨﻴﺔ‬ Christop ‫ وﺣﺼﻞ ﻓﺮﻳﻖ‬.Dudler/Jahn,Msw/Snohetta ‫ ﺗﻬﺪف ﻓﻜﺮة‬.‫ ﻋﻠﻰ ﺟﺎﺋﺰة ﺷﺮﻓﻴﺔ‬Makler/coop Himmelblau ‫ ﺗﻀﻢ ﻛﺎﻓﺔ‬City for All ‫اﻟﻤﺸﺮوع اﻟﻔﺎﺋﺰ ﻣﻦ إﻧﺸﺎء ﻣﺪﻳﻨﺔ ﻟﻠﺠﻤﻴﻊ‬ ‫ ﺗﻤﻴﺰ اﻟﻤﺸﺮوع ﺑﺘﺼﻤﻴﻢ ﻗﻮي‬.‫اﻟﺨﺪﻣﺎت ﻣﻦ ﺳﻜﻦ وﻋﻤﻞ وﺗﺠﺎرة‬ ‫وﻃﺮﻳﻘﺔ ﺗﺮﺗﻴﺐ ﺗﺴﻤﺢ ﺑﺈﻧﺸﺎء ﻋﻼﻗﺔ ﻗﻮﻳﺔ ﻣﻊ اﻟﻤﺤﻴﻂ اﻟﺨﺎرﺟﻲ‬ ‫ وﺳﻴﻠﻌﺐ اﻟﻤﺸﺮوع دور< راﺋﺪ< ﻓﻲ ﺗﺤﻮﻳﻞ ﻣﺮﻛﺰ اﻟﺒﻨﻮك ﻓﻲ‬.‫ﻟﻬﺎ‬ ‫ﻣﺪﻳﻨﺔ ﻓﺮاﻧﻜﻔﻮرت إﻟﻰ ﻣﺠﻤﻊ ﻣﺘﻌﺪد اﻻﺳﺘﺨﺪاﻣﺎت ﺣﻴﺚ ﺳﻴﻀﻢ‬ .‫ﻣﺴﺎﺣﺎت ﺗﺠﺎرﻳﺔ وﻓﻨﺎدق وﻣﻄﺎﻋﻢ وﻣﺴﺎﺣﺎت ﺳﻜﻨﻴﺔ‬

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7 Architects Design Towers for Paris La Défense District

‫ﻧﺎﻃﺤﺎت ﺳﺤﺎب ﻣﻦ‬ ‫ﺗﺼﻤﻴﻢ ﻣﻜﺎﺗﺐ‬ ‫ﻋﺎﻟﻤﻴﺔ ﻟﻠﻤﺮﻛﺰ‬ ‫اﻟﻤﺎﻟﻲ ﻓﻲ ﺑﺎرﻳﺲ‬

The La Défense district of Paris has announced the proposal of seven new skyscrapers by top architects including Ateliers Jean Nouvel, Foster + Partners and Christian de Portzamparc in an attempt to lure business to the city during a time of economic upheaval in the European markets. All planned for completion no later than 2022, the new buildings would target international businessmen and researchers, especially those displaced following the United Kingdom’s exit from the European Union. 1 - Hekla / Ateliers Jean Nouvel Height: 200 meters 2 - Hermitage Plaza / Foster + Partners Height: 320 meters Gross Area: 260,000 square meters (including a 35,000 - square-meter hotel and 35,000 square meters of office space) Estimated Completion: 2022 3 - Tours Sisters / Christian de Portzamparc Height: 200 meters (taller tower), 100 meters (shorter tower) 4 - Trinity / Crochon Brullmann + Associés Height: 140 meters 5 - Alto / IF Architectes Height: 150 meters 6 - M2 / Valode and Pistre Architects Height: 165 meters 7 - Air 2 / Agence Arquitectonica Height: 202 meters

‫ﻛﺸـــﻒ اﻟﻘﺎﺋﻤﻴـــﻦ ﻋﻠـــﻰ اﻟﻤﺮﻛـــﺰ‬ La ‫اﻟﻤﺎﻟـــﻲ ﻓـــﻲ ﻣﺪﻳﻨـــﺔ ﺑﺎرﻳـــﺲ‬ ‫ ﻋـــﻦ ﺳـــﺒﻊ اﻗﺘﺮاﺣـــﺎت‬Defence ‫ﻟﺘﺼﻤﻴـــﻢ ﻧﺎﻃﺤـــﺎت ﺳـــﺤﺎب ﻣـــﻦ‬ ‫ﺗﺼﻤﻴـــﻢ ﻛﺒـــﺎر اﻟﻤﻌﻤﺎرﻳﻴـــﻦ‬ Ateliers Jean ‫اﻟﻌﺎﻟﻤﻴﻴـــﻦ ﻣﺜـــﻞ‬ Foster + Partners ‫ و‬Nouvel Christian de Portzamparc ‫و‬ ‫ﻋﻤﺎل‬2‫ﻓـــﻲ ﻣﺤﺎوﻟﺔ ﻟﺠﺬب ﻗﻄـــﺎع ا‬ ‫اﻟﻰ ﻣﺪﻳﻨـــﺔ ﺑﺎرﻳﺲ ﻓﻲ ﻇﻞ ارﺗﻔﺎع‬ ‫ وﻣـــﻦ اﻟﻤﺘﻮﻗﻊ‬.‫وروﺑﻲ‬2‫اﻻﻗﺘﺼـــﺎد ا‬ ‫ﻧﺘﻬﺎء ﻣﻦ ﺟﻤﻴﻊ ﻫﺬه اﻟﻤﺸـــﺎرﻳﻊ‬B‫ا‬ .‫م‬٢٠٢٢٢ ‫ﻓﻲ‬ Hekla ‫ ﻣﺸﺮوع‬-١ AteliersJean Nouvel :‫اﻟﻤﺼﻤـــﻢ‬ ‫م‬٢٠٠ ‫وﻳﺮﺗﻔﻊ اﻟﻤﺒﻨﻰ‬ Hermitage Plaza ‫ﻣﺸﺮوع‬-٢ Foster + Partners :‫اﻟﻤﺼﻤـــﻢ‬ ‫م‬٣٢٠ ‫وﻳﺮﺗﻔﻊ اﻟﻤﺒﻨﻰ‬ Tour Sisters ‫ﻣﺸﺮوع‬-٣ Christion De :‫اﻟﻤﺼﻤﻢ‬ ‫ وﻫﻮ ﻣﻜﻮن ﻣﻦ‬Portzamparc ‫م واﻟﺜﺎﻧﻲ‬٢٠٠ ‫ﻣﺒﻨﻴﻦ ﻳﺮﺗﻔﻊ اﻻول‬ ‫م‬١٠٠ Trinity ‫ﻣﺸﺮوع‬-٤ Crochon-Brullmann :‫اﻟﻤﺼﻤﻢ‬ + Associes ‫م‬١٤٠ :‫ارﺗﻔﺎع اﻟﻤﺒﻨﻰ‬ Alto ‫ ﻣﺸﺮوع‬-٥ IF Architects :‫اﻟﻤﺼﻤﻢ‬ ‫م‬١٥٠ :‫ارﺗﻔﺎع اﻟﻤﺒﻨﻰ‬ M٢ ‫ ﻣﺸﺮوع‬-٦ Valode And Pistre :‫اﻟﻤﺼﻤـــﻢ‬ Architects ‫م‬١٦٥ :‫ارﺗﻔﺎع اﻟﻤﺒﻨﻰ‬ Air٢ ‫ ﻣﺸﺮوع‬-٧ A g a n c e : ‫ا ﻟﻤﺼﻤـــﻢ‬ Arquitictonic ‫م‬٢٠٢ :‫ارﺗﻔﺎع اﻟﻤﺒﻨﻰ‬

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Trio of Towers Set To Crown London`s Peninsula Project

‫ﺛﻼﺛﺔ أﺑﺮاج ﺗﻌﻠﻮ ﺳﻤﺎء ﻟﻨﺪن‬ Greenwich Peninsula

: ‫اﻟﻤﺼﻤﻢ‬ Architect : Santiago Calatrava

Plans have been unveiled for a mixed-use development in London, by Santiago Calatrava. The architects first significant project in the UK’s Peninsula Place will include restaurants, retail and entertainment areas, in addition to a new tube and bus station. It will include a winter garden and galleria topped by a trio of towers which include workspaces, apartments and hotels. The Peninsula Place, along with other new buildings in the area by Allies & Morrison, will create 800 new homes between them, 200 of which are promised to be «affordable.».

‫ ﻣﺸﺮوع‬Santiago Calatrava ‫ﺻﻤﻢ اﻟﻤﻬﻨﺪس اﻟﻤﻌﻤﺎري‬ ‫ﻣﺘﻌﺪد اﻻﺳﺘﺨﺪاﻣﺎت ﻓﻲ ﻟﻨﺪن وﻳﻌﺪ أول ﻣﺸﺮوع ﻟﻪ ﻓﻲ‬ ‫ وﺳﻴﻀﻢ اﻟﻤﺸﺮوع‬Peninsula Place ‫ﺑﺮﻳﻄﺎﻧﻴﺎ ﺑﺈﺳﻢ‬ ‫ﺿﺎﻓﺔ إﻟﻰ ﻣﺤﻄﺔ‬-‫ﻣﻄﺎﻋﻢ وﻣﺴﺎﺣﺎت ﺗﺠﺎرﻳﺔ وﺗﺮﻓﻴﻬﻴﺔ ﺑﺎ‬ ‫ﺿﺎﻓﺔ إﻟﻰ ﺣﺪﻳﻘﺔ ﺷﺘﻮﻳﺔ ﻓﻲ وﺳﻂ اﻟﻤﺸﺮوع‬-‫ ﺑﺎ‬، ‫ﺣﺎﻓﻼت‬ ،‫ﺗﺤﻴﻂ ﺑﻬﺎ ﺛﻼث أﺑﺮاج ﺗﺤﺘﻮي ﻋﻠﻰ ﻣﺴﺎﺣﺎت ﺳﻜﻨﻴﺔ وﻓﻨﺎدق‬ ‫ وﺻﻤﻤﺖ‬،‫ﺿﺎﻓﺔ إﻟﻰ ﻗﻄﺎر أﻧﻔﺎق وﻣﺤﻄﺔ ﺣﺎﻓﻼت ﺟﺪﻳﺪان‬-‫ﺑﺎ‬ ‫ﺑﺮاج اﻟﺜﻼث ﻋﻠﻰ ﻫﻴﺌﺔ ﺗﺎج ﺑﺜﻼث رؤوس وﻳﻮﻓﺮ‬G‫ﻫﺬه ا‬ .‫ ﻣﺴﻜﻦ ﺟﺪﻳﺪ‬٨٠٠ ‫اﻟﻤﺸﺮوع ﻣﻊ ﻣﺒﺎﻧﻲ ﺟﺪﻳﺪة ﻓﻲ اﻟﻤﻨﻄﻘﺔ‬

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‫ﻋﺎزل ﻣﺎﺋﻲ ﻟﻠﻬﻴﺎﻛﻞ‬ ‫ا ﻧﺸﺎﺋﻴﺔ‬

wzU*« ‰“UF «

‫ ﻫﻮ ﻋﺎزل ﻣﺎﺋﻲ ذو أداء‬Botament RD 2 ،‫ﻋﺎﻟﻲ ﻟﺤﻤﺎﻳﺔ ا ﺳﻄﺢ ﻣﻦ ﺗﺴﺮﻳﺒﺎت اﻟﻤﺎء‬ ‫ﻳﺘﻢ ﺗﻄﺒﻴﻖ ﻫﺬا اﻟﻌﺎزل ﻓﻲ ا ﺳﺎﺳﺎت‬ ‫ﻧﺸﺎﺋﻴﺔ اﻟﻤﻌﺎد ﺗﺮﻣﻴﻤﻬﺎ أو‬,‫واﻟﻬﻴﺎﻛﻞ ا‬ ‫اﻟﻤﺒﺎﻧﻲ اﻟﺠﺪﻳﺪة ﻓﻲ أﻣﺎﻛﻦ ﻣﺨﺘﻠﻔﺔ ﻣﺜﻞ‬ ‫ﺟﺪران اﻟﻘﺒﻮ أو أرﺿﻴﺎت ا ﺳﺎﺳﺎت أو ﻓﻲ‬ ‫ ﻛﻤﺎ ﻳﻤﻜﻦ ﺗﻄﺒﻴﻘﻪ ﻓﻲ ا ﺳﻄﺢ‬،‫اﻟﺸﺮﻓﺎت‬ ‫أو ﻓﻲ اﻟﻬﻴﺎﻛﻞ اﻟﺨﺮﺳﺎﻧﻴﺔ ﻟﻤﻨﻊ ﺗﺴﺮﺑﺎت‬ ‫ وﻳﺠﺐ أن ﺗﻜﻮن ﻫﺬه‬,‫اﻟﻤﺎء ﻣﻦ ﺧﻼﻟﻬﺎ‬ ‫ا ﺳﻄﺢ ﺟﺎﻓﺔ واﻟﺨﺎﻟﻴﺔ ﻣﻦ اﻟﺸﻮﺗﺌﺐ ﻋﻨﺪ‬ ‫ وﻳﺘﻤﻴﺰ ﻫﺬا اﻟﻌﺎزل ﺑﻤﻘﺎوﻣﺘﻪ‬.‫ﺗﻄﺒﻴﻖ‬ ‫اﻟﻌﺎﻟﻴﺔ ﻟﺘﺴﺮﺑﺎت اﻟﻤﻴﺎه وﻫﻮ ﺳﻬﻞ‬ ‫وﺳﺮﻳﻊ اﻟﺘﻄﺒﻴﻖ ﻓﻬﻮ ﻳﺘﻜﻮن ﻣﻦ ﺳﺎﺋﻞ‬ ‫ﺟﺎﻫﺰ ﻟﻼﺳﺘﺨﺪام ﻳﺘﻢ وﺿﻌﻪ ﻋﻠﻰ‬ ‫ﺷﻌﺔ اﻟﻔﻮق‬K‫ا ﺳﻄﺢ ﻣﺒﺎﺷﺮة وﻣﻘﺎوم ﻟ‬ .‫ﺑﻨﻔﺴﺠﻴﺔ‬

Structural sealing and repair

w{—_« X% oÐUD « w ‰“UF « l{Ë WI¹dÞ

vM³*« UÝUÝ√ vKŽ ‰“UF « l{Ë

BOTAMENT RD 2 is a rapidly setting, bitumen-free reactive sealant for the waterproofing of structural elements that are in contact with the ground in new builds and for the repair of existing waterproofing. It is used on basement walls, floor slabs foundations, balconies and terraces and it can be painted and plastered over. The substrate must be in the following condition: •dry to slightly damp, clean and frost-free •stable •free from grease, paint, cement laitance, separating agents, sinter layers, honeycombs, protruding mortar residues and loose particles •cut off protruding horizontal waterproofing so it sits flush

www.botament.com

26 Albenaa

¡UM³ « ≤∂

¡UM³ « w b¹b'«

‫ﻗﻨﻮات ﻟﺘﺼﺮﻳﻒ‬ ‫اﻟﻤﻴﺎه‬ ‫ﻗﻨﺎة ﺻﺮف اﻟﻤﻴﺎه ﻓﻲ اﻟﺤﻤﺎﻣﺎت ذات‬ ‫اﻟﺘﺼﻤﻴﻢ اﻟﻤﻤﻴﺰ واﻟﻤﺒﺘﻜﺮ اﻟﺬي ﻳﺘﻤﻴﺰ‬ ‫ﺑﻤﺮوﻧﺔ ﻋﺎﻟﻴﺔ ﻓﻲ اﺳﺘﺨﺪاﻣﻪ ﺣﻴﺚ‬ ‫ﻳﻤﻜﻦ ﺗﻄﺒﻴﻖ ﻫﺬه اﻟﻘﻨﻮات إﻣﺎ ﻋﻠﻰ‬ ‫ﺟﺪران أو أرﺿﻴﺎت اﻟﺤﻤﺎﻣﺎت ﺑﻌﺪدة‬ ‫ ﺧﻂ ﻣﺴﺘﻘﻴﻢ أو إﻃﺎر ﻟﻤﻜﺎن‬،‫أﺷﻜﺎل‬ . U ‫ﺳﺘﺤﻤﺎم أو ﻋﻠﻰ ﺷﻜﻞ ﺣﺮف‬D‫ا‬ ‫ﺗﺘﻤﻴﺰ ﻫﺬه اﻟﻘﻨﻮات ﺑﻬﻴﻜﻞ‬ ‫ﻣﻌﺪﻧﻲ ﻳﻤﻜﻦ ﻗﺼﻪ ﻟﻴﺘﻨﺎﺳﺐ ﻣﻊ‬ ‫اﻟﻤﺴﺎﺣﺔ اﻟﻤﺨﺼﺼﺔ ﻟﻬﺎ ﻓﻲ اﻟﺠﺪران‬ ‫ ﻛﻤﺎ ﺗﺘﻮﻓﺮ ﺑﺄرﺑﻌﺔ أﻟﻮان‬.‫رﺿﻴﺎت‬K‫وا‬ ‫ ﺳﺘﻴﻨﻠﺲ ﺳﺘﻴﻞ ﻻﻣﻊ‬،‫ أﺳﻮد‬،‫)أﺑﻴﺾ‬ ‫أو ﻣﻄﻔﻲ( ﻟﻠﺘﻨﺎﺳﺐ ﻣﻊ ﺗﺼﺎﻣﻴﻢ‬ .‫وأﻟﻮان اﻟﺤﻤﺎﻣﺎت‬

—«b'« w …UMI « qJý

÷—_« vKŽ …UMI « qJý

Advantix shower channels Demanding design and highquality materials have long since been par for the course in modern bathrooms. Viega Advantix Vario are made to measure shower channels and wall drains. The strength of the Viega Advantix Vario shower channels and wall drains is their individuality. Without any effort, the can be cut to length with millimeter precision and the shower drains can be extended if needed. Installing around a corner, free-standing in a room or directly on the wall is also no problem, it also can be installed in straight line. Viega Advantix Vario can be in four color variation ( matt and polished stainless steel, black and white)

≤ U ·d×Ð WO{—_« …UMI « qJý

≥

WO{—_« …UMIK ŸUD

www.viego.com

W¹—«b'« …UMIK ŸUD

…UMI « VO dð qŠ«d

28 Albenaa

¡UM³ « ≤∏

—uJ¹b « w b¹b'«

‫ﻣﻔﺮوﺷﺎت ﺳﻬﻠﺔ اﻟﺘﺮﻛﻴﺐ‬ ‫ ﻣﺠﻤﻮﻋﺔ‬IKEA ‫أﻃﻠﻘﺖ ﺷﺮﻛﺔ‬ ‫ﺟﺪﻳﺪة ﻣﻦ اﻟﻤﻔﺮوﺷﺎت اﻟﻌﺼﺮﻳﺔ‬ ‫اﻟﺘﻲ ﺗﻤﻴﺰت ﺑﺴﻬﻮﻟﺔ ﺗﺮﻛﻴﺒﻬﺎ‬ ‫واﻟﺘﻲ ﻻ ﺗﺘﻄﻠﺐ إﺳﺘﺨﺪام أي ﻧﻮع‬ ‫ ﻣﺠﻤﻮﻋﺔ‬.‫دوات أو اﻟﻤﺴﺎﻣﻴﺮ‬3‫ﻣﻦ ا‬ ‫( ﻫﻲ ﻧﻮع ﺟﺪﻳﺪ ﻣﻦ‬Wedge dw٠١) ‫اﻟﻤﻔﺎﺻﻞ اﻟﺨﺸﺒﻴﺔ ذات ﻧﻬﺎﻳﺎت ﺗﺸﺒﻪ‬ ‫اﻟﺒﺮاﻏﻲ ﺣﻴﺚ ﻳﺴﻬﻞ ﺗﺠﻤﻴﻊ ﻗﻄﻊ‬ ‫ﺛﺎث اﻟﺨﺸﺒﻲ وﻳﻠﻐﻲ اﻟﺤﺎﺟﺔ إﻟﻰ‬3‫ا‬ ،‫ﻣﻔﻜﺎت أو ﻣﺴﺎﻣﻴﺮ أو ﻣﻮاد ﻻﺻﻘﺔ‬ ‫وﺗﺘﻤﻴﺰ ﺑﺈﻣﻜﺎﻧﻴﺔ ﻓﻜﻬﺎ وﺗﺮﻛﻴﺒﻬﺎ‬ ‫ﻋﺪة ﻣﺮات دون أن ﻳﻔﻘﺪ اﻟﻬﻴﻜﻞ‬ ‫ﻣﺘﺎﻧﺘﻪ ﻣﻤﺎ ﻳﻌﻨﻲ أن ﻫﺬه اﻟﻤﻮاد‬ ‫ﻳﻤﻜﻦ أن ﺗﺴﺘﻤﺮ ﻟﻔﺘﺮة أﻃﻮل وﺗﺘﻼﺋﻢ‬ .‫ﻣﻊ ﻣﺨﺘﻠﻒ أﻧﻤﺎط اﻟﺤﻴﺎة اﻟﻌﺼﺮﻳﺔ‬

Furniture Snaps Together Without Requiring Tools The fiddly ritual of assembling IKEA furniture is set to become a thing of the past as the furniture giant introduces products that snap together «like a jigsaw puzzle». The brand has developed a new type of joint, called a wedge dowel, that makes it much quicker and simpler to assemble wooden products. This does away with the need for screws, bolts, screwdrivers and allen keys. The small, ribbed protrusion comes ready installed in flat-packed furniture panels and slots into pre-drilled holes in neighbouring panels. The innovation has partly been driven by consumer resistance to the often slow and frustrating experience of putting together IKEA products, and partly as a way of saving resources, since it does away with the need for dozens of metal fittings. The wedge dowel requires no glue, yet can be taken apart and reassembled many times without loss of structural integrity. This means the products will last longer and are better suited to modern lifestyles.

www.ikea.com

30 Albenaa

¡UM³ « ≥∞

—uJ¹b « w b¹b'«

‫وﺣﺪة إﺿﺎءة ﺟﺪارﻳﺔ‬ ‫ ﻫﻲ وﺣﺪة إﺿﺎءة ﻣﻤﻴﺰة ذات ﺗﺼﻤﻴﻢ‬Falio ‫ﻣﺴﺘﻮﺣﻰ ﻣﻦ ﺻﻔﺤﺎت اﻟﻜﺘﺐ وﻃﺮﻳﻘﺔ ﺣﺮﻛﺔ ﻃﻲ‬ ‫اﻟﺼﻔﺤﺎت ﺣﻴﺚ ﺗﺘﻜﻮن اﻟﻮﺣﺪة ﻣﻦ ﺷﺮاﺋﺢ ﻣﺴﻄﺤﺔ‬ ‫ﻟﻮﻣﻨﻴﻮم رﺗﺒﺖ ﻟﺘﻤﺜﻞ اﻟﺼﻔﺤﺎت ووﺿﻌﺖ‬6‫ﻣﻦ ا‬ ‫ ﺑﻴﻦ اﻟﻔﺮاﻏﺎت اﻟﻤﻮﺟﻮدة ﺑﻴﻦ اﻟﺸﺮاﺋﺢ‬LED ‫ﻣﺼﺎﺑﻴﺢ‬ ‫وﻳﺘﻢ ﺗﺜﺒﻴﺘﻬﺎ ﻓﻲ اﻟﺠﺪران وﻫﻲ ﺗﻌﻄﻲ اﻟﻤﻜﺎن‬ .‫ﻟﻤﺴﺔ ﺟﻤﺎﻟﻴﺔ‬

«Folio» lighting «Folio» continues our work on folding and volume by playing with the movement of the pages of a book. Depending on our position the pages grow or shrink. The light rises between the pages and creates surprising gradients

www.lahumieredesign.fr

‫وﺣﺪة أدراج ﻣﻤﻴﺰة‬ ‫ﺛﺎث‬6‫وﺣﺪة أدراج ﻣﻤﻴﺰة ﺗﻌﻜﺲ اﻟﺠﺎﻧﺐ اﻟﻔﻨﻲ ﻓﻲ ﺗﺼﻤﻴﻢ ا‬ .‫ﻣﻦ ﺗﺼﻤﻴﻢ ﺟﻤﻴﻞ وراﻗﻲ ﻟﻮﺣﺪة أدراج ﻣﻄﻮرة‬ ‫ ﻣﻊ ﻣﺮاﻋﺎة أﻋﻠﻰ‬J‫ﺛﺎث ﻳﺪوﻳ‬6‫ﺻﻨﻌﺖ ﻫﺬه اﻟﻘﻄﻌﺔ ﻣﻦ ا‬ .‫ﻣﻌﺎﻳﻴﺮ اﻟﺠﻮدة ﻣﻦ ﺧﻼل اﺳﺘﺨﺪام أﻓﻀﻞ اﻟﻤﻮاد‬ ‫ أدراج اﺳﺘﺨﺪﻣﺖ ﻓﻴﻬﺎ أﻧﻮاع‬٩ ‫ﺗﺘﻜﻮن ﻫﺬه اﻟﻘﻄﻌﺔ ﻣﻦ‬ .‫ﻣﺨﺘﻠﻔﺔ اﻟﻤﻮاد )اﻟﺨﺸﺐ واﻟﺰﺟﺎج( وذات ﻗﺎﻋﺪة‬

Frank Chest This creation reinforces the status of the art of furniture, reflected in the most beautiful and sophisticated drawers that defy time and space. All drawers were worked by hand respecting the highest standards of quality, whether in the fine materials used. Set of 9 drawers with different materials and finishing (wood & glass).

www.bocadolobo.com

32 Albenaa

¡UM³ « ≥≥≤

—U O « vKŽ wIOÝu*« Õd *«Ë 5LO « vKŽ ÷—UF*« WŽU 5zeł s ŸËdA*« ÊuJ²¹ 35 Albenaa

¡UM³ « ≥μ

‫أﻧﺸﻄﺔ ﺛﻘﺎﻓﻴﺔ‬ ‫وﺗﺮﻓﻴﻬﻴﺔ‬ Rhike Park Tbilisi, Georgia : ‫اﻟﻤﺼﻤﻢ‬ Architect : Massimiliano and Doriana Fuksas : ‫ا ﻧﺘﻬﺎء ﻣﻦ اﻟﺘﻨﻔﻴﺬ‬ Completion : 2017

‫ ﻳﺘﻜﻮن‬.‫ ﻓﻲ ﺟﻮرﺣﻴﺎ‬Rhike Park ‫ﻳﻘﻊ اﻟﻤﺸﺮوع داﺧﻞ ﻣﻨﺘﺰه‬ ‫اﻟﻤﺸﺮوع ﻣﻦ ﺟﺰﺋﻴﻦ ﻋﻠﻰ ﻫﻴﺌﺔ أﻧﺒﻮﺑﻴﻦ ﻳﺘﺼﻼن ﺑﺒﻌﻀﻬﻤﺎ‬ ‫ ﻛﻞ ﺟﺰء ﻟﻪ اﺳﺘﺨﺪام‬،‫ﻋﻨﺪ ﺣﺪود ﺟﺪران اﻟﻤﻨﺘﺰه اﻟﻘﺪﻳﻢ‬ ‫ ﻓﺎﻟﺠﺰء‬،‫ اﻟﻤﺴﺮح اﻟﻤﻮﺳﻴﻘﻲ وﻗﺎﻋﺔ اﻟﻤﻌﺎرض‬، ‫ﺧﺎص ﺑﻪ‬ ‫اﻟﺸﻤﺎﻟﻲ ﻣﻦ اﻟﻤﺸﺮوع ﻳﺤﺘﻮي ﻋﻠﻰ اﻟﻤﺴﺮح اﻟﻤﻮﺳﻴﻘﻲ‬ ‫ﺿﺎﻓﺔ إﻟﻰ ﻏﺮف‬F‫ ﻣﻘﻌﺪ وﺑﻬﻮ وﺧﺪﻣﺎت أﺧﺮى ﺑﺎ‬566 ‫وﻳﻀﻢ‬ ‫ أﻣﺎ ﻗﺎﻋﺔ‬.‫ﺗﻘﻨﻴﺔ ﺧﺎﺻﺔ ﻟﻤﻌﺪات اﻟﻤﺴﺮح وﻣﺨﺎزن ﻣﺘﻌﺪدة‬ ‫اﻟﻤﻌﺎرض ﻓﻴﺘﻢ اﻟﻮﺻﻮل إﻟﻰ ﻣﺪﺧﻠﻬﺎ اﻟﻜﺒﻴﺮ ﻋﺒﺮ ﻣﻨﺤﺪر‬ . ‫ﻳﺮﺗﻘﻲ ﺑﺎﻟﺰوار ﻣﻦ ﻣﺴﺘﻮى اﻟﺸﺎرع إﻟﻰ ﻣﺴﺘﻮى اﻟﻤﺪﺧﻞ‬ ‫رﺿﻲ ﺑﺤﻴﺚ‬Q‫أﻣﺎ ﻗﺎﻋﺔ اﻟﻤﺴﺮح اﻟﻤﻮﺳﻴﻘﻲ ﻓﻬﻲ ﻏﺎﺋﺮة ﻓﻲ ا‬ ‫ﻃﻼﻟﺔ ﻋﻠﻰ اﻟﻨﻬﺮ وأﻓﻖ اﻟﻤﺪﻳﻨﺔ ﻣﻦ اﻟﺒﻬﻮ‬F‫ﺗﺴﻤﺢ ﻟﻠﺰوار ﺑﺎ‬ ‫ إﻧﻬﺎ ﺑﻤﺜﺎﺑﺔ ﻣﻨﻈﺎر ﻟﻤﺸﺎﻫﺪة اﻟﻤﺪﻳﻨﺔ واﻟﻨﻬﺮ‬. ‫واﻟﻜﺎﻓﺘﻴﺮﻳﺎ‬ .‫واﻟﺘﻌﺮف ﻋﻠﻰ اﻟﻤﺮﻛﺰ اﻟﺘﺎرﻳﺨﻲ ﻟﻤﺪﻳﻨﺔ ﺗﺒﻠﻴﺴﻲ اﻟﻘﺪﻳﻤﺔ‬ From the Architect: The project site is located inside the green area called Rhike Park, in Tbilisi, Georgia. The building consists of two different soft shaped elements that are connected as a unique body at the retaining wall. Every elements has his own function: The Musical Theatre and the Exhibition Hall. The north part of the building contains the Musical Theatre Hall (566 seats), the foyer and several facilities, together with technical spaces for theatre machinery and various storages. The Exhibition Hall opens his great entrance with a ramp that brings visitors from the street level. The Music Theatre Hall, on the contrary, soars from the ground and allows the users staying in the foyer and in the cafeteria to have a view to the river and the skyline of the city. It is a periscope to the city and looks towards the river framing the historic core of the Old Tbilisi.

ÂUF « l u*« 34 Albenaa

¡UM³ « ≥¥

—U O « vKŽ wIOÝu*« Õd *«Ë 5LO « vKŽ ÷—UF*« WŽU tOze−Ð ŸËdALK ÂUŽ dEM

WNł«Ë

wIOÝu*« Õd *« vKŽ ŸUD 37 Albenaa

¡UM³ « ≥∑

w{—_« —Ëb « jI

‰Ë_« —Ëb « jI

36 Albenaa

¡UM³ « ≥∂

Áe²M*«Ë ŸËdA*«

S43Albenaa 39 Albenaa ¡UM³ « ¡UM³ «≥π¥≥Â

÷—UF*« WŽU qšb

wIOÝu*« Õd *« WNł«Ë 38 Albenaa

¡UM³ « ≥∏

‫ﺻﻴﺎﻧﺔ وﺗﺸﻐﻴﻞ اﻟﻤﺒﺎﻧﻲ ﺑﺨﻤﺴﻴﻦ ﻋﺎﻣ ) ﻫﻮ اﻟﻌﻤﺮ‬ ‫اﻻﻓﺘﺮاﺿﻲ ﻟﻠﻤﺒﻨﻰ( أﻣﺎ ﺗﻜﻠﻔﺘﻬﺎ ﻓﺘﻘﺪر ﺳﻨﻮﻳ ﺑﻨﺴﺒﺔ‬ ‫‪ ٪ 2‬ﻣﻦ اﻟﺘﻜﻠﻔﺔ ا‪3‬ﺟﻤﺎﻟﻴﺔ ﻟﺒﻨﺎء اﻟﻤﺸﺮوع اﻟﺘﻌﻠﻴﻤﻲ‪،‬‬ ‫ﻫﺬه اﻟﺘﻜﻠﻔﺔ ﺗﻘﺪر ﻋﻠﻰ أﺳﺎس إﺑﻘﺎء اﻟﻤﺒﺎﻧﻲ ﻗﺎدرة ﻋﻠﻰ‬ ‫اﻟﺘﻜﻴﻒ ﻣﻊ اﻟﻤﺴﺘﺠﺪات واﻟﺘﻄﻮﻳﺮات اﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻤﺎ ﻓﻲ‬ ‫ذﻟﻚ اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﻣﺘﺎﻧﺔ اﻟﻤﺒﻨﻰ‪ ،‬وﻋﺎدة ﻣﺎ ﺗﺄﺧﺬ ﺗﻜﻠﻔﺔ‬ ‫اﻟﺼﻴﺎﻧﺔ واﻟﺘﺸﻐﻴﻞ أﻫﻤﻴﺔ ﻛﺒﺮى ﺑﻌﺪ ﻣﺮور اﻟﻌﺸﺮ ﺳﻨﻮات‬ ‫ا‪L‬وﻟﻰ ﻣﻦ ﻋﻤﺮ اﻟﻤﺒﻨﻰ‪ ،‬ا‪L‬ﻣﺮ اﻟﺬي ﻳﺴﺘﺪﻋﻲ أﺧﺬﻫﺎ ﻓﻲ‬ ‫ا‪3‬ﻋﺘﺒﺎر ﻋﻨﺪ ﺗﻘﺪﻳﺮ اﻟﺘﻤﻮﻳﻞ اﻟﻼزم ﻟﻠﻤﺒﻨﻰ اﻟﺘﻌﻠﻴﻤﻲ‪.‬‬ ‫و ﻳﻤﻜﻦ أن ﺗﺸﺘﺮك اﻟﺤﻜﻮﻣﺔ ﻣﻊ اﻟﻘﻄﺎع اﻟﺨﺎص ﻓﻲ ﺑﻨﺎء‬ ‫اﻟﻤﺪارس‪ ،‬وﻳﻌﺘﻤﺪ ﻫﺬا اﻟﺘﻤﻮﻳﻞ اﻟﺨﺎص ﻋﻠﻰ ﻣﺴﺘﺜﻤﺮ‬ ‫أو ﺗﺠﻤﻊ ﻣﺴﺘﺜﻤﺮﻳﻦ ﺗﻘﻊ ﻋﻠﻴﻪ ﻣﺴﺌﻮﻟﻴﺔ ﺑﻨﺎء اﻟﻤﺪارس‬ ‫وﺗﺸﻐﻴﻠﻬﺎ وﺻﻴﺎﻧﺘﻬﺎ واﻻﻧﺘﻔﺎع ﻣﻨﻬﺎ ‪ ،‬وﺑﺎﻟﻤﻘﺎﺑﻞ ﺗﻘﻮم‬ ‫اﻟﺤﻜﻮﻣﺔ ﺑﺈﺳﺘﺌﺠﺎر اﻟﻤﺒﺎﻧﻲ ﻣﻨﻪ ﻟﻤﺪة زﻣﻨﻴﺔ ﻣﺤﺪدة‬ ‫ﻗﺪ ﺗﺼﻞ إﻟﻰ ‪ 20‬ﻋﺎم‪ .‬ﻫﺬه اﻟﻄﺮﻳﻘﺔ ﺗﺴﻤﺢ ﻟﻠﺤﻜﻮﻣﺎت‬ ‫ﺑﺠﺪوﻟﺔ ﺻﺮﻓﻬﺎ ﻋﻠﻰ ﺑﻨﺎء اﻟﻤﺪارس ‪ ،‬ﻛﻤﺎ ﻳﻤﻜﻦ أن ﺗﻀﻊ‬ ‫اﻟﺤﻜﻮﻣﺔ ﺷﺮوط وﻣﻤﻴﺰات ﻳﻤﻜﻦ أن ﺗﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﻣﺜﻞ‬ ‫ﻣﺮاﻋﺎة ﺗﻄﺒﻴﻖ ﻣﺒﺎدئ اﻻﺳﺘﺪاﻣﺔ واﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﻟﺒﻴﺌﺔ‬ ‫ﻋﻨﺪ ﺑﻨﺎء ﻫﺬه اﻟﻤﺪارس وﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﻴﺮ أﻣﻦ وﺳﻼﻣﺔ‬ ‫وﺻﻴﺎﻧﺔ وﺗﺸﻐﻴﻞ ﻋﺎﻟﻴﺔ ﺣﻴﺚ ﺗﺼﺒﺢ ﻛﻠﻬﺎ ﻣﺴﺌﻮﻟﻴﺔ‬ ‫اﻟﺠﻬﺎت اﻟﻤﻤﻮﻟﺔ ﻟﻠﻤﺸﺮوع‪.‬‬ ‫ﻫﺬه اﻟﻤﺪارس ﻋﺎدة ﻣﺎ ﺗﺮﺟﻊ ﻣﻠﻜﻴﺘﻬﺎ إﻟﻰ اﻟﺤﻜﻮﻣﺔ ﺑﻌﺪ‬ ‫إﻧﻘﻀﺎء ﻣﺪة ا‪3‬ﻧﺘﻘﺎع ﻣﻨﻬﺎ ‪ ،‬وﻗﺪ ﺗﻘﻮم ﺟﻬﺎت ﺧﺎﺻﺔ ﺧﻴﺮﻳﺔ‬ ‫ﺑﺒﻨﺎء اﻟﻤﺪارس ‪ ،‬وﺗﺤﺮص اﻟﺤﻜﻮﻣﺔ ﻋﻠﻰ أن ﺗﻜﻮن ﻣﺜﻞ‬ ‫ﻫﺬه اﻟﻤﺸﺮوﻋﺎت ﺗﻠﺒﻲ ﺧﻄﻄﻬﺎ اﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫إﻋﺪاد دراﺳﺎت اﻟﺠﺪوى ‪:‬‬ ‫ﺗﻌﺘﻤﺪ دراﺳﺎت اﻟﺠﺪوى ﻋﻠﻰ اﺣﺼﺎﺋﻴﺎت ﻳﺘﻢ ﺟﻤﻌﻬﺎ‬ ‫ﺑﻄﺮﻳﻘﺔ اﺳﺘﺒﺎﻗﻴﺔ ﻣﻦ ﻗﺒﻞ اﻟﺤﻜﻮﻣﺔ ﻟﺘﺤﺪﻳﺪ اﻟﺘﻮﻗﻌﺎت‬ ‫ﻣﻦ ﺣﻴﺚ اﺣﺘﻴﺎﺟﺎﺗﻬﺎ ﻣﻦ اﻟﻤﺪارس وﻣﻜﻮﻧﺎﺗﻬﺎ‬ ‫وﺗﺠﻬﻴﺰاﺗﻬﺎ‪ ،‬ﺗﻀﻢ ﻫﺬه ا‪3‬ﺣﺼﺎﺋﻴﺎت ﻣﻌﻠﻮﻣﺎت ﻋﻦ‬ ‫إﻋﺪاد اﻟﻤﻮاﻟﻴﺪ اﻟﺠﺪد ﻓﻲ اﻟﻤﺪﻳﻨﺔ واﻟﻬﺠﺮات واﻟﺘﻨﻘﻼت‬ ‫ﻣﻦ وإﻟﻰ اﻟﻤﺪﻳﻨﺔ ﻟﺘﺤﺪﻳﺪ أﻋﺪاد اﻟﻤﺪارس اﻟﻤﻄﻠﻮب‬ ‫ﺑﻨﺎﺋﻬﺎ وﺳﻌﺘﻬﺎ وﻋﺪد اﻟﻔﺼﻮل واﻟﺘﺠﻬﻴﺰات اﻟﻤﺪرﺳﻴﺔ‬ ‫اﻟﻼزﻣﺔ وﺗﺤﺪﻳﺪ ﻋﺪد اﻟﻤﺪرﺳﻴﻦ وﺗﺨﺼﺼﺎﺗﻬﻢ واﻟﻤﺮاﺣﻞ‬

‫اﻟﺪراﺳﻴﺔ اﻟﺘﻲ ﻳﺠﺐ ﺗﻮﻓﻴﺮﻫﺎ ﻓﻲ اﻟﻤﺪارس ﺣﺴﺐ‬ ‫ﺗﻮزﻳﻌﻬﺎ وﻣﻮاﻗﻌﻬﺎ ﻓﻲ ا‪L‬ﺣﻴﺎء ‪ ..‬إﻟﺦ‪.‬‬ ‫وﺗﻬﺪف دراﺳﺎت اﻟﺠﺪوى إﻟﻰ اﻟﺤﺼﺮ ا‪L‬وﻟﻰ ﻟﻤﺴﺎﺣﺎت‬ ‫اﻟﻤﺪارس وﺗﺤﺪﻳﺪ اﻟﺘﻜﻠﻔﺔ ا‪L‬وﻟﻴﺔ‪ ،‬وإذا ﻛﺎن ﻣﻮﻗﻊ اﻟﺒﻨﺎء‬ ‫ﻣﺤﺪد ﺳﻠﻔ ﻓﻬﻲ ﺗﻘﻮم ﺑﺈﺟﺮاء ﺗﺤﻠﻴﻼت أوﻟﻴﺔ ﻟﺨﺼﺎﺋﺺ‬ ‫اﻟﻤﻮﻗﻊ وﻣﺪى ﺻﻼﺣﻴﺘﻪ ﻟ‪j‬ﺳﺘﻌﻤﺎل اﻟﻤﺪرﺳﻲ ﻣﻦ ﺣﻴﺚ‬ ‫اﻣﻜﺎﻧﻴﺎﺗﻪ اﻟﻤﺴﺎﺣﻴﺔ وﺳﻬﻮﻟﺔ اﻟﻮﺻﻮل إﻟﻴﻪ‪ .‬أﻣﺎ إذا ﻛﺎن‬ ‫اﻟﻤﻮﻗﻊ ﻏﻴﺮ ﻣﺤﺪد ﻓﻬﻲ ﺗﻘﻮم ﺑﺘﺤﻠﻴﻞ ﻋﺪد ﻣﻦ اﻟﻤﻮاﻗﻊ‬ ‫اﻟﻤﺤﺘﻤﻠﺔ آﺧﺬة ﻓﻲ ا‪3‬ﻋﺘﺒﺎر ﺗﺄﺛﻴﺮ ذﻟﻚ ﻋﻠﻰ ﺗﻜﻠﻔﺔ اﻟﺒﻨﺎء‪،‬‬ ‫وﻓﻲ ﻛﻠﺘﺎ اﻟﺤﺎﻟﺘﻴﻦ ﻳﺠﺐ اﻟﺘﺄﻛﺪ ﻣﻦ وﺟﻮد ﺣﻞ ﺗﺼﻤﻴﻤﻲ‬ ‫واﺣﺪ ﻣﻘﺒﻮل ﻋﻠﻰ ا‪L‬ﻗﻞ ﻳﻤﻜﻦ أن ﻳﺴﺘﻮﻋﺒﻪ اﻟﻤﻮﻗﻊ‪.‬‬ ‫إﻋﺪاد اﻟﺒﺮﻧﺎﻣﺞ اﻟﻮﻇﻴﻔﻲ واﻟﻤﺴﺎﺣﻲ ‪:‬‬ ‫ﺗﻌﺪ ﻫﺬه اﻟﻤﺮﺣﻠﺔ ﻣﻦ أﻫﻢ ﻣﺮاﺣﻞ ﺗﺼﻤﻴﻢ وإﻧﺸﺎء‬ ‫اﻟﻤﺪارس اﻟﻴﻮم‪ ،‬وﺗﺸﻤﻞ ‪:‬‬ ‫ـ ﺗﺤﺪﻳﺪ اﻟﺒﺮﻧﺎﻣﺞ اﻟﻮﻇﻴﻔﻲ واﻟﻤﺴﺎﺣﻲ‪.‬‬ ‫ـ ﺗﺤﺪﻳﺪ إﺟﻤﺎﻟﻲ اﻟﺘﻜﻠﻔﺔ اﻟﺘﻘﺪﻳﺮﻳﺔ ﻟﻠﻤﺸﺮوع ‪.‬‬ ‫ـ ﺗﺤﺪﻳﺪ واﺧﺘﻴﺎر اﻟﻮﺳﺎﺋﻞ واﻟﻄﺮق اﻟﺘﻲ‬ ‫ﺳﻴﻨﻔﺬ ﺑﻬﺎ اﻟﻤﺸﺮوع‪.‬‬ ‫وﻳﺘﻢ إﻋﺪادﻫﺎ ﻣﻦ ﻗﺒﻞ ﻣﺒﺮﻣﺠﻴﻦ ﻣﺘﺨﺼﺼﻴﻦ ﻓﻲ‬ ‫إﻋﺪاد اﻟﺒﺮاﻣﺞ اﻟﻮﻇﻴﻔﻴﺔ واﻟﻤﺴﺎﺣﻴﺔ ﻟﻠﻤﺪارس‪ ،‬ﻫﺆﻻء‬ ‫اﻟﻤﺒﺮﻣﺠﻴﻦ ﻳﻜﻮن ﻟﺪﻳﻬﻢ اﻟﺨﺒﺮة اﻟﻜﺎﻓﻴﺔ ﻟﺘﻘﺪﻳﺮ‬ ‫اﻟﻤﺘﻄﻠﺒﺎت اﻟﻤﻌﻤﺎرﻳﺔ واﻟﺘﻘﻨﻴﺔ وﻣﺘﻄﻠﺒﺎت اﻟﺠﻬﺔ ﺻﺎﺣﺒﺔ‬ ‫اﻟﻤﺸﺮوع وأﺳﻠﻮﺑﻬﺎ ﻓﻲ اﻟﻌﻤﻞ ﻓﻲ ﺑﻨﺎء اﻟﻤﺪارس‪.‬‬ ‫ﻓﻲ اﻟﺒﺪاﻳﺔ ﻳﻘﻮم اﻟﻤﺒﺮﻣﺞ ﺑﺎﻟﺘﻮاﺻﻞ ﻣﻊ اﻟﺠﻬﺔ ﺻﺎﺣﺒﺔ‬ ‫اﻟﻤﺸﺮوع وﺗﺤﺪﻳﺪ ﻧﻄﺎق ﻋﻤﻠﻪ ﻣﻦ ﺣﻴﺚ ‪ :‬ﺟﻤﻊ ﻣﺠﻤﻞ‬ ‫اﻟﻤﻌﻄﻴﺎت واﻟﻤﻌﻠﻮﻣﺎت وا‪3‬ﺗﺼﺎل ﺑﺠﻤﻴﻊ ا‪L‬ﻃﺮاف اﻟﺪاﺧﻠﺔ‬ ‫ﻓﻲ ﻫﺬا اﻟﻌﻤﻞ‪ .‬و اﻗﺘﺮاح ﺣﻠﻮل ﻣﺨﺘﻠﻔﺔ وﺗﺤﻘﻴﻖ دراﺳﺔ‬ ‫ﻣﻌﻤﻘﺔ واﻟﺤﺼﻮل ﻋﻠﻰ ﻧﺘﺎﺋﺞ أﺳﺎﺳﻴﺔ ﻳﻤﻜﻦ ﺑﻌﺪ‬ ‫اﻋﺘﻤﺎدﻫﺎ ﻋﺪم اﻟﺮﺟﻮع ﻓﻴﻬﺎ‪.‬‬ ‫وﻣﻦ أول ﻣﻬﺎم اﻟﻤﺒﺮﻣﺞ ﻫﻮ ﻣﺴﺎﻋﺪة ﺻﺎﺣﺐ اﻟﻤﺸﺮوع‬ ‫ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻣﺘﻄﻠﺒﺎﺗﻪ وﺗﺤﺪﻳﺪ أﻫﺪاﻓﻪ وا‪3‬ﻣﻜﺎﻧﻴﺎت اﻟﻼزﻣﺔ‬ ‫ﻟﺘﺤﻘﻴﻘﻬﺎ وﺗﻨﻘﺴﻢ اﻟﻤﺘﻄﻠﺒﺎت إﻟﻰ ﻗﺴﻤﻴﻦ ‪:‬‬ ‫اﻟﻤﺘﻄﻠﺒﺎت ذات اﻟﻄﺒﻴﻌﺔ اﻟﻨﻮﻋﻴﺔ ‪ :‬ﻣﺜﻞ ﻣﺘﻄﻠﺒﺎت‬ ‫اﻟﺒﺮﻧﺎﻣﺞ اﻟﺘﻌﻠﻴﻤﻲ اﻟﺬي ﺳﻴﻄﺒﻘﻪ اﻟﻤﺸﺮوع واﻟﺘﻨﻈﻴﻢ‬

‫≥‪¡UM³ « ¥‬‬

‫‪43 Albenaa‬‬

‫ﺗﺼﻤﻴﻢ اﻟﻤﺪارس‬ ‫ﻣﺒﺎﻧﻲ ﺗﻌﻠﻢ اﻟﻨﺸﺊ‬ ‫إﻋﺪاد ‪ :‬اﻟﻤﻬﻨﺪس إﺑﺮاﻫﻴﻢ ﻋﺒﺪ ا‪ u‬أﺑﺎ اﻟﺨﻴﻞ‬

‫ﻣﻘﺪﻣﺔ‬ ‫ﻳﻌﺘﺒﺮ ﺑﻨﺎء اﻟﻤﺪارس أداة ﺳﻴﺎﺳﺔ وﻃﻨﻴﺔ‪ ،‬ﻓﺘﺨﺘﻠﻒ ا راء‬ ‫ﻣﺜ ً‬ ‫ﻼ ﺣﻮل ﻣﺎ إذا ﻛﺎن ﻳﺠﺐ أن ﻳﻜﻮن ا"ﺳﺘﺜﻤﺎر ﻓﻲ ﺑﻨﺎء‬ ‫ﻣﺪارس ﺟﺪﻳﺪة ‪ ،‬أم ﻳﺘﻢ ﺗﻮﺳﻌﺔ وﺗﺄﻫﻴﻞ اﻟﻤﺪارس اﻟﻘﺎﺋﻤﺔ‪.‬‬ ‫ﻛﻤﺎ أن ﺑﻨﺎء اﻟﻤﺪارس ﻫﻮ ﻣﺴﺌﻮﻟﻴﺔ اﺟﺘﻤﺎﻋﻴﺔ وﻃﻨﻴﺔ‬ ‫ﺳﻮاء ﻋﻠﻰ اﻟﻤﺴﺘﻮى اﻟﺘﺸﺮﻳﻌﻲ أو اﻟﺘﻨﻔﻴﺬي ‪،‬‬ ‫ﻓﺎﻟﻤﺒﻨﻰ اﻟﻤﺪرﺳﻲ ﻫﻮ أول ﻣﺒﻨﻰ ﺣﻜﻮﻣﻲ ﻳﺴﺘﺨﺪﻣﻪ‬ ‫اﻟﻨﺸﺊ‪ ،‬وﻫﻮ اﻟﻤﺒﻨﻰ اﻟﺬي ﻳﺤﺘﻀﻦ اﻟﺒﻴﺌﺔ اﻟﺘﻲ ﺳﻮف‬ ‫ﺗﺮﺑﻲ وﺗﻌﻠﻢ ‪ ،‬وﻟﺬﻟﻚ ﻳﻠﻌﺐ ﺗﺼﻤﻴﻢ اﻟﻤﺪارس دور‪I‬‬ ‫ﻫﺎﻣ‪ L‬ﻓﻲ اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪ ،‬وإن ﻛﺎن ﻫﺬا اﻟﺪور‬ ‫ﻻ ﻳﺆﺛﺮ ﻣﺒﺎﺷﺮة ﻋﻠﻰ أداء اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ وﻧﺠﺎح‬ ‫اﻟﻄﺎﻟﺐ‪ ،‬إﻻ أﻧﻪ ﻳﺴﺘﻄﻴﻊ أن ﻳﻮﻓﺮ ﻓﻀﺎءات ﺗﺸﺠﻊ ﻋﻠﻰ‬ ‫ﻫﺬا ا‪V‬داء وﻫﺬا اﻟﻨﺠﺎح‪.‬‬ ‫ﻳﺤﺎول اﻟﻤﻘﺎل أن ﻳﺴﺘﻌﺮض ﺑﻌﺾ ﻣﻦ ا‪V‬ﻣﺜﻠﺔ اﻟﻨﺎﺟﺤﺔ‬ ‫ﺣﻮل ﻛﻴﻒ ﻳﻤﻜﻦ ﻟﻠﺘﺼﻤﻴﻢ اﻟﻤﻌﻤﺎري أن ﻳﺤﺴﻦ اﻟﻌﻤﻠﻴﺔ‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺪرﺳﻴﻦ واﻟﻄﻼب‪ .‬ﻓﺈذا ﻟﻢ ﺗﻨﺠﺢ‬ ‫اﻟﻔﻀﺎءات اﻟﻤﺪرﺳﻴﺔ ﻓﻲ ﺗﺸﺠﻴﻊ اﻟﻄﻼب ﻋﻠﻰ اﻟﺘﻌﻠﻴﻢ‬ ‫ﻓﻤﺎذا ﻳﻤﻜﻦ أن ﺗﻜﻮن اﻟﻔﺎﺋﺪة ﻣﻨﻬﺎ إذ‪ I‬؟‬ ‫ﺗﻘﻊ ﻣﺴﺌﻮﻟﻴﺔ ﻋﻤﻠﻴﺔ ﺑﻨﺎء اﻟﻤﺪارس ﻋﻠﻰ ‪ 3‬ﺟﻬﺎت وﻫﻲ‪:‬‬ ‫اﻟﺤﻜﻮﻣﺔ واﻟﻤﺼﻤﻢ واﻟﻤﻨﻔﺬ‪ ،‬وﺗﻌﺘﺒﺮ اﻟﺤﻜﻮﻣﺔ ﻫﻲ‬ ‫أﻫﻢ ﻫﺬه اﻟﺠﻬﺎت ‪.‬‬

‫دور اﻟﺠﻬﺎت اﻟﺤﻜﻮﻣﻴﺔ ﻓﻲ ﺑﻨﺎء اﻟﻤﺪارس‬ ‫ﺗﻌﺘﺒﺮ اﻟﺠﻬﺎت اﻟﺤﻜﻮﻣﻴﺔ اﻟﻤﺴﺌﻮل اﻟﺮﺋﻴﺲ ﻋﻦ اﻟﺘﻌﻠﻴﻢ‬ ‫ﻓﻲ أي دوﻟﺔ ﻓﻲ اﻟﻌﺎﻟﻢ‪ ،‬ﻓﺎﻟﺘﻌﻠﻴﻢ ﻫﻮ ﻣﻄﻠﺐ أﺳﺎس ﻳﺠﺐ‬ ‫أن ﺗﻘﻮم ﺑﺘﻠﺒﻴﺘﻪ ﻛﻞ دوﻟﺔ ‪ ،‬وﻫﻮ أداة ﺳﻴﺎﺳﻴﺔ واﺟﺘﻤﺎﻋﻴﺔ‪،‬‬ ‫وﻗﺪ ﺗﺨﺘﻠﻒ اﻟﺴﻴﺎﺳﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ﺑﻴﻦ دوﻟﺔ وأﺧﺮى ‪،‬‬ ‫وﻗﺪ ﻳﺤﺪث اﺧﺘﻼف ﻓﻲ ا راء داﺧﻞ اﻟﺪوﻟﺔ اﻟﻮاﺣﺪة ﺣﻮل‬ ‫اﻟﺴﻴﺎﺳﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﺘﻲ ﻳﺠﺐ إﻋﺘﻤﺎدﻫﺎ ‪.‬‬ ‫ﺗﻘﻮم اﻟﺠﻬﺎت اﻟﺤﻜﻮﻣﻴﺔ ﺑﻮﺿﻊ ﺳﻴﺎﺳﺔ اﻟﺘﻌﻠﻴﻢ و اﻟﺒﺮاﻣﺞ‬ ‫اﻟﺘﻌﻴﻠﻤﻴﺔ‪ .‬ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ا‪V‬ﺣﻴﺎن ﺗﻜﻮن اﻟﺠﻬﺎت اﻟﺤﻜﻮﻣﻴﺔ‬ ‫ﻫﻲ اﻟﺠﻬﺔ ﺻﺎﺣﺒﺔ اﻟﻤﺸﺮوع اﻟﺘﻌﻠﻴﻤﻲ‪ ،‬وﻗﺪ ﺗﺸﺎرك‬ ‫آﺧﺮﻳﻦ ﻓﻴﻪ‪ ،‬أو ﺗﺴﻤﺢ ﻟﻠﻘﻄﺎع اﻟﺨﺎص ﺑﺈﻧﺸﺎء اﻟﻤﺪارس ‪.‬‬ ‫و ﻓﻲ إﻃﺎر ﺑﻨﺎء اﻟﻤﺸﺮوﻋﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ ﺗﺘﻮﻟﻰ اﻟﺠﻬﺎت‬ ‫اﻟﺤﻜﻮﻣﻴﺔ اﻟﻤﻬﺎم اﻟﺘﺎﻟﻴﺔ ‪:‬‬

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‫‪42 Albenaa‬‬

‫ـ إﻋﺪاد دراﺳﺎت اﻟﺠﺪوى ﻟﻠﻤﺒﺎﻧﻲ اﻟﺘﻌﻠﻴﻤﻴﺔ ‪.‬‬ ‫ـ إﻋﺪاد اﻟﺒﺮﻧﺎﻣﺞ اﻟﻮﻇﻴﻔﻲ واﻟﻤﺴﺎﺣﻲ‪.‬‬ ‫ـ اﻟﺘﻤﻮﻳﻞ و اﻟﺼﺮف ﻋﻠﻰ اﻟﻤﺸﺮوﻋﺎت وﻣﺮاﻗﺒﺘﻪ ﻟﻜﻲ ﻳﺒﻘﻰ‬ ‫ﻓﻲ ﺣﺪود اﻟﻤﻴﺰاﻧﻴﺎت اﻟﻤﻮﺿﻮﻋﺔ ‪.‬‬ ‫ـ اﻟﻤﻮاﻓﻘﺔ ﻋﻠﻰ ﻃﺮﻳﻘﺔ اﻟﺒﻨﺎء‪.‬‬ ‫ـ إﺑﺮام اﻟﻌﻘﻮد ﻣﻊ اﻟﺠﻬﺎت اﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ اﻟﺘﺼﺎﻣﻴﻢ‬ ‫اﻟﻬﻨﺪﺳﻴﺔ واﻟﺘﻨﻔﻴﺬ‪.‬‬ ‫وﻧﻈﺮ‪ I‬ﻟﻜﻮن ﻫﺬه اﻟﻤﻬﺎم ﻣﻌﻘﺪة وﻣﺘﺸﻌﺒﺔ وﺗﺤﺘﺎج إﻟﻰ‬ ‫ﺗﺨﺼﺼﺎت ﻣﺨﺘﻠﻔﺔ ﻓﻘﺪ ﺗﻮﻛﻞ اﻟﺠﻬﺔ اﻟﺤﻜﻮﻣﻴﺔ ﻣﻬﺎﻣﻬﺎ‬ ‫ﻫﺬه إﻟﻰ ﺟﻬﺎت ﻣﺘﺨﺼﺼﺔ ﺗﺤﻞ ﻣﺤﻠﻬﺎ‪.‬‬ ‫ﺗﻤﻮﻳﻞ إﻧﺸﺎء اﻟﻤﺒﺎﻧﻲ اﻟﻤﺪرﺳﻴﺔ ‪:‬‬ ‫ﻳﻌﺘﺒﺮ اﻟﺤﺼﻮل ﻋﻠﻰ اﻟﺘﻤﻮﻳﻞ ﻣﻦ أﻫﻢ اﻟﻤﺴﺌﻮﻟﻴﺎت‬ ‫اﻟﺤﻜﻮﻣﻴﺔ وﻳﺸﻤﻞ اﻟﻤﺼﺮوﻓﺎت اﻟﺘﻲ ﻳﺘﻄﻠﺒﻬﺎ ﺑﻨﺎء‬ ‫اﻟﻤﺸﺮوع اﻟﺘﻌﻠﻴﻤﻲ ﻣﻨﺬ ﺑﺪاﻳﺔ إﻋﺪاد اﻟﺒﺮﻧﺎﻣﺞ اﻟﻮﻇﻴﻔﻲ‬ ‫واﻟﻤﺴﺎﺣﻲ وﺣﺘﻰ ﺗﺴﻠﻴﻢ اﻟﻤﺒﻨﻰ‪ ،‬ﻛﻤﺎ ﻳﺘﻢ ﺗﺤﺪﻳﺪ‬ ‫اﻟﻌﻼﻗﺔ ﺑﻴﻦ اﻟﻤﺼﺮوﻓﺎت اﻟﺨﺎﺻﺔ ﺑﺒﻨﺎء اﻟﻤﺸﺮوع‬ ‫واﻟﻤﺼﺮوﻓﺎت اﻟﺨﺎﺻﺔ ﺑﺼﻴﺎﻧﺔ وﺗﺸﻐﻴﻞ اﻟﻤﺒﺎﻧﻲ ‪ ،‬وﻳﺠﺐ‬ ‫أن ﻳﺄﺧﺬ اﻟﺘﻤﻮﻳﻞ ﻓﻲ اﻻﻋﺘﺒﺎر ﺗﺤﻘﻴﻖ ﻣﺸﺮوع ﺗﻌﻠﻴﻤﻲ‬ ‫ذو ﻗﻴﻤﺔ ﻣﻌﻤﺎرﻳﺔ ﻋﺎﻟﻴﺔ‪ .‬ﻛﻤﺎ ﻳﻬﺘﻢ ﺑﺎﺧﺘﻴﺎر ﻣﻮاد اﻟﺒﻨﺎء‬ ‫اﻟﻤﻨﺎﺳﺒﺔ واﻟﺘﻲ ﻳﻤﻜﻦ أن ﺗﺆﺛﺮ ﻋﻠﻰ ﻋﻤﺮ اﻟﻤﺒﻨﻰ وﻋﻠﻰ‬ ‫ﺗﻜﺎﻟﻴﻒ ﺻﻴﺎﻧﺘﻪ‪ .‬و ﺗﻜﻮن اﻟﻨﻮﻋﻴﺔ ﻫﻲ ا‪V‬ﺳﺎس ﻓﻲ‬ ‫ا"ﺧﺘﻴﺎر‪V .‬ن ﻣﺤﺎوﻟﺔ ﺧﻔﺾ ﺗﻜﻠﻔﺔ اﻟﻤﺒﺎﻧﻲ ﻟﺨﻔﺾ اﻟﺘﻤﻮﻳﻞ‬ ‫ﻗﺪ ﺗﺄﺗﻲ ﺑﻨﺘﺎﺋﺞ ﺳﻠﺒﻴﺔ ﺗﺰﻳﺪ ﻣﻦ اﻟﺘﻜﻠﻔﺔ ﻓﻴﻤﺎ ﺑﻌﺪ إﻧﺸﺎء‬ ‫اﻟﻤﺒﻨﻰ ‪ ،‬ﻓﻘﺪ ﻳﺤﺬف اﻟﺘﻤﻮﻳﻞ ﺗﻜﺎﻟﻴﻒ ﻣﻌﺎﻟﺠﺔ ﺗﺮﺑﺔ اﻟﻤﻮﻗﻊ‬ ‫اﻟﻐﻴﺮ ﺻﺎﻟﺤﺔ ﻟﻠﺒﻨﺎء ﻋﻠﻴﻬﺎ‪ ،‬أو ﻳﺘﻢ اﺧﺘﻴﺎر ﻣﻮاد ﺗﻜﺴﻴﺔ أو‬ ‫وﺣﺪات إﻧﺎرة أو زﺟﺎج ﻧﻮاﻓﺬ ذات ﻧﻮﻋﻴﺎت ﻣﺘﺪﻧﻴﺔ ﻟﺨﻔﺾ‬ ‫اﻟﺘﻜﺎﻟﻴﻒ‪ .‬وﻳﻤﻜﻦ ﻟﺘﺠﻨﺐ ﻫﺬه اﻟﺴﻠﺒﻴﺎت اﻻﺳﺘﻔﺎدة ﻣﻦ‬ ‫اﻟﺘﺠﺎرب اﻟﺴﺎﺑﻘﺔ ﻟﺒﻨﺎء اﻟﻤﺪارس وﺳﺆال اﻟﻤﺨﺘﺼﻴﻦ ﻓﻲ‬ ‫اﻟﺒﻨﺎء واﻟﻤﺮاﻗﺒﻴﻦ اﻟﺤﻜﻮﻣﻴﻴﻦ ﻋﻠﻰ إﻧﺸﺎء اﻟﻤﺪارس‪.‬‬ ‫أﻣﺎ ﻣﺠﺎل اﻟﺼﻴﺎﻧﺔ واﻟﺘﺸﻐﻴﻞ‪ ،‬ﻳﻬﺘﻢ اﻟﺘﻤﻮﻳﻞ ﺑﺘﺤﺪﻳﺪ‬ ‫ﺗﻜﺎﻟﻴﻒ ﻋﻤﺎﻟﺔ اﻟﺘﻨﻈﻴﻒ وﻣﺼﺎرﻳﻒ إﺳﺘﻬﻼك اﻟﻄﺎﻗﺔ‬ ‫واﻟﻤﺎء وﻣﻌﺪات اﻟﺼﻴﺎﻧﺔ واﻟﻤﻮاد اﻟﻤﺪرﺳﻴﺔ اﻟﻤﺨﺘﻠﻔﺔ‪،‬‬ ‫ﻛﻤﺎ ﻳﺘﻀﻤﻦ ﺗﻜﺎﻟﻴﻒ اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﻟﻤﺒﺎﻧﻲ وﻣﻼﺋﻤﺘﻬﺎ‬ ‫ﻟ‪t‬ﺳﺘﻌﻤﺎﻻت اﻟﻤﺪرﺳﻴﺔ اﻟﻤﺨﺘﻠﻔﺔ ‪ .‬وﻋﺎدة ﻣﺎﺗﻘﺪر ﻣﺪة‬

‫ﺗﺼﻤﻴﻢ وإﻧﺸﺎء اﻟﻤﺪارس ﻋﻠﻰ اﻟﻤﺴﺘﻮى اﻟﻮﻃﻨﻲ ‪:‬‬ ‫ﺗﺒﻨﻲ اﻟﺪول اﻟﻤﺪارس ﻟﺘﺄﻣﻴﻦ اﻟﺘﻌﻠﻴﻢ ﻟﻤﻮاﻃﻨﻴﻬﺎ ﻓﻲ‬ ‫اﻟﻤﺪن واﻟﻘﺮى ﻋﻠﻰ ﺣﺪ ﺳﻮاء‪ ،‬وﻋﻠﻰ ﺻﻌﻴﺪ اﻟﺪوﻟﺔ اﻟﻮاﺣﺪة‬ ‫ﻳﻤﻜﻦ أن ﺗﺨﺘﻠﻒ أﺳﺎﻟﻴﺐ ﺗﺼﻤﻴﻢ إﻧﺸﺎء اﻟﻤﺪارس ﻣﻦ‬ ‫ﺣﻴﺚ اﺣﺘﻴﺎﺟﺎت اﻟﺘﻌﻠﻴﻢ وﻋﺪد وﻧﻮع اﻟﻤﺒﺎﻧﻲ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻦ‬ ‫ﺣﻴﺚ ﺗﻌﺪاد اﻟﺴﻜﺎن وﻣﻦ ﺣﻴﺚ ﻃﺒﻴﻌﺔ اﻟﻨﺴﻴﺞ اﻟﻌﻤﺮاﻧﻲ‬ ‫ﻓﻲ اﻟﻤﺪن أو اﻟﻘﺮى وﻣﻦ ﺣﻴﺚ اﻟﻌﺎدات اﻻﺟﺘﻤﺎﻋﻴﺔ‪ ،‬ﻓﻤﺜ ً‬ ‫ﻼ‬ ‫ﻓﻲ ﺑﻌﺾ اﻟﺪول ﻳﺘﻢ ﺑﻨﺎء ﻣﺠﻤﻌﺎت ﻣﺪرﺳﻴﺔ ﺗﻀﻢ ﻋﺪد>‬ ‫ﻣﻦ اﻟﻤﺴﺘﻮﻳﺎت اﻟﺪراﺳﻴﺔ )ﺣﻀﺎﻧﺔ واﺑﺘﺪاﺋﻴﺔ وإﻋﺪادﻳﺔ‬ ‫وﺛﺎﻧﻮﻳﺔ( ﻓﻲ وﺳﻂ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻘﺮى ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ‬ ‫إﻧﺘﻘﺎل اﻟﻄﻠﺒﺔ ﻓﻴﻤﻜﻦ ﻟﻌﺎﺋﻠﺔ ﻟﺪﻳﻬﺎ ‪ 3‬أﻃﻔﺎل ﻣﺜﻼ ﺑﺄﻋﻤﺎر‬ ‫ﻣﺨﺘﻠﻔﺔ ﻏﻴﺮ ﻣﺘﻘﺎرﺑﺔ أن ﺗﺘﻮﻟﻰ ﻧﻘﻞ أﻃﻔﺎﻟﻬﺎ ﺟﻤﻠﺔ واﺣﺪة‬ ‫إﻟﻰ ﻫﺬا اﻟﻤﺠﻤﻊ‪ ،‬وﻛﺬﻟﻚ اﻟﺤﺎل ﻟﺘﺤﺴﻴﻦ ﻧﻘﻞ اﻟﻤﺪرﺳﻴﻦ‪.‬‬ ‫ﻓﻲ اﻟﻘﺮى ﺗﻘﻊ ﻋﺎدة ﻣﺴﺌﻮﻟﻴﺔ ﺗﺄﻣﻴﻦ اﻟﺘﻌﻠﻴﻢ ﻋﻠﻰ اﻟﺪوﻟﺔ‪،‬‬ ‫أﻣﺎ ﻓﻲ اﻟﻤﺪن ﻓﺈﻧﻪ ﻳﻤﻜﻦ أن ﻳﺘﻮﻟﻰ اﻟﻘﻄﺎع اﻟﺨﺎص ﻓﺘﺢ‬ ‫ﻣﺪارس ﺧﺎﺻﺔ ‪ ،‬وﺑﺎﻟﺘﺎﻟﻲ ﻓﺈن اﻟﻤﺸﺎرﻳﻊ اﻟﻤﺪرﺳﻴﺔ ﻓﻲ‬ ‫اﻟﻤﺪن ﻣﺘﻌﺪدة اﻟﺘﺼﺎﻣﻴﻢ ‪.‬‬

‫اﻟﻤﺸﺮوع اﻟﺘﺨﻄﻴﻄﻲ واﻟﻤﻌﻤﺎري‬ ‫ﻟﻠﻤﺒﺎﻧﻲ اﻟﻤﺪرﺳﻴﺔ‬ ‫ﻳﺘﻢ ﺗﻨﻔﻴﺬ اﻟﻤﺸﺮوع اﻟﺘﺨﻄﻴﻄﻲ واﻟﺘﺼﻤﻴﻤﻲ ﻋﻠﻰ ﻣﺮاﺣﻞ‪،‬‬ ‫أوﻟﻰ ﻣﺮاﺣﻞ ﻫﺬا اﻟﻤﺸﺮوع وأﻫﻤﻬﺎ ﻫﻮ ﺗﺤﺪﻳﺪ ﻣﻮﻗﻊ اﻟﻤﺪرﺳﺔ‬ ‫ﺳﻮاء ﻓﻲ اﻟﻤﺪﻳﻨﺔ أو ﻓﻲ اﻟﻘﺮﻳﺔ‪ ،‬و ﻣﺪى ﺗﺄﺛﻴﺮ اﻟﻨﻘﻞ ﻋﻠﻰ‬ ‫ﻫﺬا اﻻﺧﺘﻴﺎر ‪ ،‬ﻓﻜﻠﻤﺎ ﻛﺎﻧﺖ اﻟﻤﺪرﺳﺔ ﻗﺮﻳﺒﺔ ﻗﻞ اﻻﻋﺘﻤﺎد ﻋﻠﻰ‬ ‫اﻟﻨﻘﻞ‪ ،‬وﻟﺬﻟﻚ ﺗﺄﺧﺬ ﻛﺎﻓﺔ اﻻﺣﺘﻴﺎﻃﺎت اﻟﻤﺆدﻳﺔ إﻟﻰ ذﻟﻚ‪ .‬ﻣﺜﻞ‬ ‫اﻟﺘﺄﻛﺪ ﻣﻦ ﺳﻼﻣﺔ اﻟﻄﺮق وﺳﻬﻮﻟﺔ اﻟﺤﺮﻛﺔ اﻟﻤﺮورﻳﺔ ﻓﻴﻬﺎ‪.‬‬ ‫وﻛﺬﻟﻚ اﻻﻫﺘﻤﺎم ﺑﺘﺄﻣﻴﻦ ﻣﻮاﻗﻒ ﺳﻴﺎرات ﺳﻮاء ﻟﻠﺤﺎﻓﻼت‬ ‫أو ﺳﻴﺎرت أوﻟﻴﺎء ا‪a‬ﻣﻮر أو اﻟﻤﺪرﺳﻴﻦ ‪ .‬ﻋﻠﻰ أن ﻫﺬه‬ ‫اﻟﺨﻄﻮة ﻻﺗﺘﻢ ﺣﺴﺐ ﺣﺎﻟﺔ ﻛﻞ ﻣﺪرﺳﺔ وﻟﻜﻨﻬﺎ ﺗﺘﻢ ﻋﻠﻰ‬ ‫ﻣﺴﺘﻮى اﻟﻤﺨﻄﻄﺎت اﻟﻌﻤﺮاﻧﻴﺔ‪ ،‬ﻓﺎﻟﻤﺒﺎﻧﻲ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻫﻲ‬ ‫ﺟﺰء ﻣﻦ اﻟﻤﻜﻮﻧﺎت اﻟﻌﻤﺮاﻧﻴﺔ اﻟﺘﻲ ﺗﺆﺛﺮ ﻋﻠﻰ اﻟﺘﺨﻄﻴﻂ‬ ‫اﻟﻌﺎم ﻟﻠﻤﺪن واﻟﻘﺮى‪.‬‬ ‫ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻟﻤﻌﻤﺎرﻳﺔ ﻓﺈن اﻟﺘﺤﻠﻴﻞ اﻟﺪﻗﻴﻖ ﻟﻠﻤﺸﺎﻛﻞ اﻟﺘﻲ‬ ‫ﻳﻄﺮﺣﻬﺎ اﻟﺘﺼﻤﻴﻢ اﻟﻤﻌﻤﺎري ﻟﻠﻤﺪارس ﻳﺘﻢ ﻣﻦ ﺧﻼل ﺧﻤﺲ‬ ‫اﻋﺘﺒﺎرات ‪ :‬اﻟﻌﻼﻗﺔ ﺑﻴﻦ اﻟﻌﻤﺎرة اﻟﻤﺪرﺳﻴﺔ وأﺳﻠﻮب اﻟﺘﻌﻠﻴﻢ‪،‬‬ ‫واﻟﻌﻼﻗﺔ ﺑﻴﻦ اﻟﻤﺸﺮوع اﻟﻤﻌﻤﺎري واﻟﻤﺸﺮوع اﻟﺘﺮﺑﻮي‪ ،‬ﺗﺼﻤﻴﻢ‬ ‫ﻣﺒﺎﻧﻲ ﺗﻌﻠﻴﻤﻴﺔ ﺗﺪﻓﻊ إﻟﻰ ﺗﻄﻮﻳﺮ ﻃﺮق ا‪h‬ﻧﺸﺎء ﻣﻦ ﺟﻬﺔ و‬ ‫ﺗﻄﻮﻳﺮ اﻟﺘﻘﻨﻴﺎت اﻟﺘﺮﺑﻮﻳﺔ ﻣﻦ ﺟﻬﺔ أﺧﺮى ‪ ،‬إﻳﺠﺎد ﻋﻼﻗﺔ ﺑﻴﻦ‬ ‫اﻟﻔﺮاﻏﺎت اﻟﻤﺪرﺳﻴﺔ واﻟﺴﻜﺎن اﻟﺬﻳﻦ ﻳﺴﻜﻨﻮن ﻓﻲ ﻣﺤﻴﻂ‬ ‫اﻟﻤﺪرﺳﺔ‪ ،‬ﻣﺮاﻋﺎة ا‪h‬ﻋﺘﺒﺎرات اﻻﻗﺘﺼﺎدﻳﺔ واﻟﺘﻘﻨﻴﺔ واﻟﻔﺮاﻏﻴﺔ‪.‬‬

‫ﺣﻴﺚ ﻳﻠﻌﺐ اﻟﻤﺒﻨﻰ اﻟﺪراﺳﻲ دور> ــ ﻣﻌﺘﺮف ﺑﻪ اﻟﻴﻮم ــ ﻓﻲ‬ ‫ﺗﺤﺴﻴﻦ اﻟﺘﻌﻠﻴﻢ‪ ،‬ﻓﺎﻟﻤﺒﺎﻧﻲ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻳﺠﺐ أن ﺗﺨﺪم‬ ‫ﻃﺮق ووﺳﺎﺋﻞ اﻟﺘﻌﻠﻴﻢ ﺳﻮاء ﻛﺎﻧﺖ ﻓﻲ ﻓﺼﻮل أو ﻓﻲ‬ ‫ﻣﺠﻤﻮﻋﺎت وﺗﻮﻓﻴﺮ اﻟﻤﺴﺎﺣﺎت اﻟﻜﺎﻓﻴﺔ ﻟﻌﺪد اﻟﻄﻼب‬ ‫واﻟﻤﺪرﺳﻴﻦ واﺳﺘﻘﺒﺎل اﻟﻤﻌﺎﻗﻴﻦ‪ .‬ﻛﻤﺎ أن اﻟﻤﺒﻨﻰ‬ ‫اﻟﺘﻌﻠﻴﻤﻲ ﻳﺠﺐ أن ﻳﺨﺪم اﻟﺴﻜﺎن واﻟﻤﺴﺌﻮﻟﻴﻦ ﻋﻠﻰ‬ ‫اﻟﻤﺒﻨﻰ اﻟﺘﻌﻠﻴﻤﻲ وأوﻟﻴﺎء ا‪a‬ﻣﻮر و إﺳﺘﻌﻤﺎل ﺑﻌﺾ ﻣﺮاﻓﻘﻪ‬ ‫ﻓﻲ ﻏﻴﺮ أوﻗﺎت اﻟﺪراﺳﺔ ﻣﻦ ﻗﺒﻠﻬﻢ ‪.‬‬ ‫ﺗﺮﻛﺰ اﻟﺒﺮاﻣﺞ اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﺤﺪﻳﺜﺔ ﻋﻠﻰ اﻟﻄﺎﻟﺐ وﺗﻌﻤﻞ ﻋﻠﻰ‬ ‫دﻓﻌﻪ إﻟﻰ اﻟﺘﻌﻠﻢ ﺑﻨﻔﺴﻪ واﻟﺘﻔﺎﻋﻞ واﻟﺘﻮاﺻﻞ ﻣﻊ ا‪k‬ﺧﺮﻳﻦ‪،‬‬ ‫واﻟﺠﻤﻊ ﺑﻴﻦ اﻟﻌﻠﻮم ﺑﺪﻻً ﻣﻦ ﻓﺼﻠﻬﺎ ﻋﻦ ﺑﻌﻀﻬﺎ‪ ،‬ﻣﻤﺎ ﻳﺪﻓﻊ‬ ‫إﻟﻰ ﺗﻜﻮﻳﻦ ﻓﻜﺮ ﻧﺎﻗﺪ ﻟﺪﻳﻪ وﺗﻄﻮﻳﺮ ﻣﻬﺎراﺗﻪ ﻟﺤﻞ اﻟﻤﺸﺎﻛﻞ‬ ‫اﻟﺘﻲ ﺗﻮاﺟﻬﻪ‪ ،‬وﻟﻘﺪ أﺻﺒﺤﺖ اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﺪول ﺗﻌﺘﻤﺪ‬ ‫ﻓﻲ ﻫﺬا اﻟﺼﺪد ﻋﻠﻰ اﻟﻮﺳﺎﺋﻞ ا‪h‬ﻟﻜﺘﺮوﻧﻴﺔ اﻟﺤﺪﻳﺜﺔ وﻋﻠﻰ‬ ‫اﻟﺘﻌﻠﻴﻢ داﺧﻞ اﻟﻤﻌﺎﻣﻞ ا‪a‬ﻣﺮ اﻟﺬي أﺛﺮ ﻋﻠﻰ اﻟﻤﺒﺎﻧﻲ اﻟﻤﺪرﺳﻴﺔ‬ ‫ودﻓﻊ إﻟﻰ إﻋﺎدة اﻟﻨﻈﺮ ﻓﻲ ﺗﺼﻤﻴﻤﻬﺎ وﻃﺮق إﻧﺸﺎﺋﻬﺎ ‪.‬‬ ‫ﻓﻤﺒﺎﻧﻲ اﻟﻤﺪارس اﻟﻴﻮم ﻳﺠﺐ أن ﺗﻜﻮن ﻣﺮﻧﺔ وﻣﻼﺋﻤﺔ‬ ‫وﺗﺴﻤﺢ ﺑﺘﻄﺒﻴﻖ اﻟﺒﺮاﻣﺞ اﻟﺘﻌﻠﻴﻤﻴﺔ وﺗﻄﻮراﺗﻬﺎ‪ ،‬ﻛﻤﺎ ﻳﺠﺐ‬ ‫أن ﺗﻜﻮن اﻟﻤﺒﺎﻧﻲ ﻣﺴﺘﺪاﻣﺔ وﺗﺤﺎﻓﻆ ﻋﻠﻰ اﻟﺒﻴﺌﺔ‪ ،‬و أن‬ ‫ﺗﻜﻮن ﻋﻨﺼﺮ> إﻳﺠﺎﺑﻴ‪ o‬ﻓﻲ اﻟﻨﺴﻴﺞ اﻟﻌﻤﺮاﻧﻲ ﻟ‪n‬ﺣﻴﺎء اﻟﺘﻲ‬ ‫ﺗﺒﻨﻰ ﻓﻴﻬﺎ ﺑﺤﻴﺚ ﺗﺨﺪم ﻟﻴﺲ ﻓﻘﻂ اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﻟﻠﻄﻼب ﺑﻞ ﺗﺸﻤﻞ ﺳﻜﺎن ا‪a‬ﺣﻴﺎء اﻟﺘﻲ ﺗﻘﻊ ﻓﻴﻬﺎ‪.‬‬ ‫ﻣﺒﺎﻧﻲ اﻟﻤﺪارس ﻳﺠﺐ أن ﺗﺼﻤﻢ وﺗﺒﻨﻰ ﺑﻤﺸﺎرﻛﺔ ﻣﻦ‬ ‫اﻟﺬﻳﻦ ﺳﻴﺴﺘﺨﺪﻣﻮﻧﻬﺎ ‪ ،‬وﺑﺎﻟﺮﻏﻢ ﻣﻦ ﻋﺪم وﺟﻮد أﻣﺜﻠﺔ‬ ‫ﻛﺜﻴﺮة ﻟﻬﺬا اﻟﺘﻮﺟﻪ إﻻ أن ﺑﻌﺾ اﻟﻤﺼﻤﻤﻴﻦ ﻳﻬﺘﻤﻮن‬ ‫ﺑﺎﻟﺘﻮاﺻﻞ ﻣﻊ اﻟﻤﺪرﺳﻴﻦ و اﻟﻄﻠﺒﺔ ﻟﺘﻄﻮﻳﻊ اﻟﻤﺒﺎﻧﻲ‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔ ﻟ‪p‬ﺳﺘﻌﻤﺎﻻت اﻟﻤﺜﻠﻰ وأﺳﺎﻟﻴﺐ اﻟﺘﻠﻘﻲ‪ .‬ﻓﻲ‬ ‫ﺑﻌﺾ اﻟﺪول اﻟﻔﻘﻴﺮة ﻳﺘﻢ إﺷﺮاك ا‪a‬ﻫﺎﻟﻲ ﻓﻲ ﺑﻨﺎء اﻟﻤﺪارس‪.‬‬ ‫ﺑﺎﻟﺮﻏﻢ ﻣﻦ ا‪h‬ﺗﻔﺎق ﻋﻠﻰ أﻫﺪاف اﻟﺘﻌﻠﻴﻢ ﻓﻲ اﻟﻌﺎﻟﻢ إﻻ أن‬ ‫ﻟﻜﻞ ﻣﻨﻄﻘﺔ أو ﺑﻠﺪ ﻓﻲ اﻟﻌﺎﻟﻢ ﻃﺮﻳﻘﺘﻪ اﻟﺨﺎﺻﺔ ﻓﻲ ا‪a‬ﺳﻠﻮب‬ ‫اﻟﺘﻌﻠﻴﻤﻲ ‪ ،‬ﻓﺎﻟﺒﻌﺾ ﻳﺮى ﺿﺮورة ﺗﻌﻤﻴﻢ اﻟﻮﺳﺎﺋﻞ ا‪h‬ﻟﻜﺘﺮوﻧﻴﺔ‬ ‫اﻟﺤﺪﻳﺜﺔ واﻻﻧﺘﺮﻧﺖ ﻋﻠﻰ اﻟﻄﻠﺒﺔ واﺳﺘﺨﺪام اﻟﻤﻌﺎﻣﻞ ﻓﻲ‬ ‫اﻟﺘﻌﻠﻴﻢ )ﻣﺜﻞ اﻧﺠﻠﺘﺮا( وﻗﺪ ﻳﺮى اﻟﺒﻌﺾ ا‪k‬ﺧﺮ أن ا‪a‬ﺳﻠﻮب‬ ‫اﻟﺘﻌﻠﻴﻤﻲ ﻳﺠﺐ أن ﻳﻜﻮن ﻏﻴﺮ ﻣﻘﻴﺪ ﺑﻄﺮﻳﻘﺔ أو ﺑﺄﺧﺮى ‪،‬‬ ‫ﻓﺎﻟﻤﻬﻢ ﻫﻮ أن ﻳﻜﻮن اﻟﻄﺎﻟﺐ ﻗﺎدر ﻋﻠﻰ أن ﻳﺘﻌﻠﻢ ﺑﻤﻔﺮده أو‬ ‫داﺧﻞ ﻓﺮﻳﻖ ﻃﻼﺑﻲ )ﻣﺜﻞ اﻟﺪﻧﻤﺎرك(‪ ،‬دول أﺧﺮى ﺗﻨﻈﺮ ﻟﻠﻌﻤﻠﻴﺔ‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ أﻧﻬﺎ ﻋﻤﻠﻴﺔ ارﺗﻘﺎء اﺟﺘﻤﺎﻋﻲ ﻓﺘﺮﺗﻜﺰ اﻟﻌﻤﻠﻴﺔ‬ ‫ﻋﻠﻰ ﻣﺸﺎرﻛﺔ اﻟﻄﻠﺒﺔ وأوﻟﻴﺎء ا‪a‬ﻣﻮر ﻓﻴﻬﺎ )ﻣﺜﻞ ﻛﻮﻟﻮﻣﺒﻴﺎ ﻓﻲ‬ ‫أﻣﺮﻳﻜﺎ اﻟﺠﻨﻮﺑﻴﺔ( ‪ ،‬وﻟﺬﻟﻚ ﺗﻘﻮم اﻟﺪول ﺑﻮﺿﻊ أﻧﻈﻤﺔ وﻗﻮاﻧﻴﻦ‬ ‫ﺗﺼﻤﻴﻤﻴﺔ ﻟﺘﻄﺒﻴﻖ ﻣﻌﺎﻳﻴﺮ ﺗﺼﻤﻴﻤﻴﺔ ﻟﻤﺒﺎﻧﻲ اﻟﻤﺪارس‪.‬‬ ‫ﻋﻠﻰ أن أﻫﻢ ﻫﺬه اﻟﻤﻌﺎﻳﻴﺮ اﻟﺘﺼﻤﻴﻤﻴﺔ ﻫﻲ ‪:‬‬

‫‪¡UM³ « ¥μ‬‬

‫‪45 Albenaa‬‬

‫اﻟﻔﺮاﻏﻲ ﻟﻠﻤﺸﺮوع و اﻟﺘﺼﻤﻴﻢ أو اﻟﺼﻮرة اﻟﻤﻄﻠﻮب أن‬ ‫ﻳﻈﻬﺮ اﻟﻤﺒﻨﻰ ﻋﻠﻴﻬﺎ واﻟﻤﻤﻴﺰات اﻟﺒﻴﺌﻴﺔ ﻟﻠﻤﺸﺮوع‪.‬‬ ‫اﻟﻤﺘﻄﻠﺒﺎت ذات اﻟﻄﺒﻴﻌﺔ اﻟﻌﺪدﻳﺔ ‪ :‬ﻣﺜﻞ ﺗﺤﺪﻳﺪ ﻫﻴﻜﻞ‬ ‫اﻟﻮﻇﺎﺋﻒ اﻟﺘﻌﻠﻴﻤﻴﺔ واﻟﻮﻇﺎﺋﻒ اﻟﻤﻠﺤﻘﺔ ﺑﻬﺎ ﻣﺜﻞ ﺗﺄﻣﻴﻦ‬ ‫اﻟﻄﻌﺎم واﻟﺘﺮﻓﻴﻪ وا=ﻧﺸﻄﺔ اﻟﺮﻳﺎﺿﻴﺔ وﻋﺪد وﻣﺴﺎﺣﺔ‬ ‫ﻓﺮاﻏﺎﺗﻬﺎ وﺗﻜﻠﻔﺘﻬﺎ اﻟﺘﻘﺪﻳﺮﻳﺔ وﻣﺪة ﺗﻨﻔﻴﺬ اﻟﻤﺸﺮوع‪.‬‬ ‫ﻳﻬﺘﻢ اﻟﻤﺒﺮﻣﺞ ﻛﺬﻟﻚ ﺑﺎﻟﺘﻮاﺻﻞ ﻣﻊ اﻟﻤﺴﺘﻌﻤﻠﻴﻦ‬ ‫ﻟﻠﻤﺸﺮوع اﻟﺘﻌﻠﻴﻤﻲ ﺑﺪء‪ H‬ﻣﻦ اﻟﺠﻬﺔ ﺻﺎﺣﺒﺔ اﻟﻤﺸﺮوع‬ ‫ﺣﺘﻰ اﻟﻤﺴﺘﻌﻤﻠﻴﻦ واﻟﻤﺮﺗﺎدﻳﻦ ﻟﻪ واﻟﺘﻌﺮف ﻣﻦ ﺧﻼﻟﻬﻢ‬ ‫ﻋﻠﻰ ﻣﺘﻄﻠﺒﺎت اﻟﻤﺸﺮوع وﺗﺠﺎرﺑﻬﻢ اﻟﺴﺎﺑﻘﺔ ‪ ،‬ﻛﻤﺎ ﻳﻘﻮم‬ ‫ﺑﻤﻘﺎﺑﻠﺔ ا‪N‬دارت اﻟﻤﺤﻠﻴﺔ اﻟﺘﻲ ﻳﻘﻊ ﻓﻲ داﺋﺮﺗﻬﺎ اﻟﻤﺸﺮوع‪.‬‬ ‫ﻳﻘﻮم اﻟﻤﺒﺮﻣﺞ ﺑﻌﺪ ذﻟﻚ ﺑﺘﺤﺪﻳﺪ اﻟﺒﺮﻧﺎﻣﺞ ﺣﺴﺐ ﻣﻌﻄﻴﺎت‬ ‫اﻟﻤﺸﺮوع ﻣﺜﻞ إن ﻛﺎن اﻟﻤﺸﺮوع ﻳﻘﻊ داﺧﻞ اﻟﻤﺪﻳﻨﺔ أو ﻓﻲ‬ ‫اﻟﻤﻨﺎﻃﻖ اﻟﻘﺮوﻳﺔ وﻣﺎ إذا ﻛﺎن اﻟﻤﺸﺮوع ﻣﺸﺮوع ﺑﻨﺎء ﺣﺪﻳﺚ‬ ‫أوﻣﺸﺮوع ﺗﺄﻫﻴﻞ أو ﺗﻮﺳﻌﺔ ﻣﺒﺎﻧﻲ ﻗﺎﺋﻤﺔ‪ ،‬ﻛﻤﺎ ﻳﺤﺪد ﻣﺎ إذا‬ ‫ﻛﺎن اﻟﻤﺸﺮوع ﺣﻜﻮﻣﻲ أو ﺧﺎص‪.‬‬ ‫ﻛﻤﺎ أن ﻟﻠﻤﺸﺮوع اﻟﺘﻌﻠﻴﻤﻲ أﻫﺪاف ﻳﺠﺐ ﺗﺤﻘﻴﻘﻬﺎ وﻳﻘﻮم‬ ‫اﻟﻤﺒﺮﻣﺞ ﺑﺘﺤﺪﻳﺪﻫﺎ ‪.‬‬ ‫وﻳﻤﻜﻦ ﺗﻘﺴﻴﻢ ﻫﺬه ا=ﻫﺪاف إﻟﻰ ‪:‬‬ ‫ـ أﻫﺪاف ﺗﻌﻠﻴﻤﻴﺔ وﺗﺮﺑﻮﻳﺔ ‪ :‬وﺗﻬﺘﻢ ﺑﻤﺎ ﺳﻴﺤﺘﻮﻳﻪ‬ ‫اﻟﻤﺒﻨﻰ ﻣﻦ وﻇﺎﺋﻒ ﺗﻌﻠﻴﻤﻴﺔ ‪ ،‬واﻟﻤﺮاﺣﻞ اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫اﻟﺘﻲ ﺳﻴﺨﺪﻣﻬﺎ وﻃﺒﻴﻌﺔ اﻟﻮﻇﺎﺋﻒ اﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﻤﺒﻨﻰ‬ ‫واﻟﺨﺼﺎﺋﺺ اﻟﺜﻘﺎﻓﻴﺔ واﻻﺟﺘﻤﺎﻋﻴﺔ واﻻﻗﺘﺼﺎدﻳﺔ اﻟﻤﺤﻠﻴﺔ‬ ‫ﻓﻲ اﻟﻤﻨﺎﻃﻖ اﻟﺘﻲ ﺳﻴﻘﺎم ﻓﻴﻬﺎ اﻟﻤﺒﻨﻰ‪.‬‬ ‫ـ أﻫﺪاف ﺗﺨﻄﻴﻄﻴﺔ ﻋﻤﺮاﻧﻴﺔ ‪ :‬وﺗﻬﺘﻢ ﺑﻄﺮﻳﻘﺔ إدﻣﺎج اﻟﻤﺒﻨﻰ‬ ‫اﻟﺘﻌﻠﻴﻤﻲ ﻓﻲ اﻟﺒﻴﺌﺔ ﺳﻮاء ﻛﺎن ﻓﻲ اﻟﻤﺪﻳﻨﺔ أو ﻓﻲ ﺿﻮاﺣﻲ‬ ‫اﻟﻤﺪﻳﻨﺔ أو ﻓﻲ اﻟﻘﺮﻳﺔ‪ .‬ﻛﻤﺎ ﺗﻬﺘﻢ ﺑﺴﻬﻮﻟﺔ اﻟﻮﺻﻮل إﻟﻰ‬ ‫اﻟﻤﺪرﺳﺔ واﻟﺘﻌﺮف ﻋﻠﻰ وﺳﺎﺋﻞ اﻻﻧﺘﻘﺎل اﻟﺘﻲ ﺳﺘﺴﺘﺨﺪم‬ ‫ﺗﺒﻌ‪ a‬ﻟﺬﻟﻚ )ﺣﺎﻓﻼت ﻣﺪرﺳﻴﺔ‪ ،‬ﺳﻴﺎرات ﺧﺎﺻﺔ‪ ،‬ﻣﺸﺎة(‪.‬‬ ‫أﻫﺪاف ﺑﻴﺌﻴﺔ‪ :‬وﺗﻬﺘﻢ ﺑﺈﺣﺘﺮام اﻟﺒﻴﺌﺔ اﻟﻄﺒﻴﻌﻴﺔ وا‪N‬ﻗﺘﺼﺎد‬ ‫ﻓﻲ اﻟﻄﺎﻗﺔ واﻟﻤﻮارد وﺗﺤﻘﻴﻖ اﻟﺮاﺣﺔ واﻟﻌﺰل اﻟﺼﻮﺗﻲ‬ ‫واﻟﺤﺮاري واﻟﺒﺼﺮي و ﺗﺠﻨﺐ اﻟﺮواﺋﺢ اﻟﻐﻴﺮ ﻣﺮﻏﻮﺑﺔ‬ ‫وا‪N‬ﻫﺘﻤﺎم ﺑﺎﻟﺠﻮاﻧﺐ اﻟﺼﺤﻴﺔ ‪.‬‬ ‫ـ أﻫﺪاف وﻇﻴﻔﻴﺔ ‪ :‬وﺗﻬﺘﻢ ﺑﺘﻨﻈﻴﻢ اﻟﻌﻤﻞ وﺗﺤﺪﻳﺪ‬ ‫اﻟﻌﻼﻗﺎت ﺑﻴﻦ ﻋﻨﺎﺻﺮ اﻟﻤﺸﺮوع وﺗﺤﻘﻴﻖ اﻟﻤﺘﻄﻠﺒﺎت‬ ‫اﻟﻤﺴﺎﺣﻴﺔ واﻻﻫﺘﻤﺎم ﺑﺘﺤﻘﻴﻖ ﻣﺒﺪأ اﻟﻤﺸﺎرﻛﺔ ﻓﻲ‬ ‫اﻟﻤﺒﺎﻧﻲ ﻋﻨﺪ ﺗﺼﻤﻴﻢ اﻟﺨﺪﻣﺎت اﻟﻤﻠﺤﻘﺔ ﺑﺎﻟﻤﺸﺮوع‬ ‫ﺑﺤﻴﺚ ﻳﻤﻜﻦ اﺳﺘﻌﻤﺎﻟﻬﺎ ﻟﻴﺲ ﻓﻘﻂ ﻟﻤﺪرﺳﺔ واﺣﺪة‬ ‫ﺑﻞ ﻳﻤﻜﻦ اﺳﺘﻌﻤﺎﻟﻬﺎ ﻣﻦ ﻣﺪارس ﻣﺠﺎورة أو ﻣﻦ ﺳﻜﺎن‬ ‫اﻟﺤﻲ ﻣﺜ ً‬ ‫ﻼ‪ ،‬واﻻﻫﺘﻤﺎم ﺑﺎﻟﺮﺑﻂ اﻟﺠﺪﻳﺪ ﺑﻴﻦ اﻟﻤﺪرﺳﺔ‬

‫‪¡UM³ « ¥¥‬‬

‫‪44 Albenaa‬‬

‫و ﻫﺬه اﻟﺨﺪﻣﺎت ﻣﺜﻞ اﻟﻤﻘﺼﻒ أو اﻟﻤﻼﻋﺐ اﻟﺮﻳﺎﺿﻴﺔ‪.‬‬ ‫أﻫﺪاف إﻗﺘﺼﺎدﻳﺔ ‪ :‬وﺗﻬﺘﻢ ﺑﺎﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ إﺟﻤﺎﻟﻲ‬ ‫اﻟﻤﻴﺰاﻧﻴﺔ اﻟﻤﻮﺿﻮﻋﺔ ﺑﺪون زﻳﺎدة‪ ،‬واﻟﺘﺤﻜﻢ ﻓﻲ‬ ‫اﻟﺼﺮف واﻟﺘﺄﻛﺪ ﻣﻦ ﻣﻘﺪرة اﻟﺠﻬﺔ ﺻﺎﺣﺒﺔ اﻟﻤﺸﺮوع‬ ‫ﻋﻠﻰ اﻟﻮﻓﺎء ﺑﺎﻟﻤﺒﺎﻟﻎ اﻟﻤﻘﺘﺮﺿﺔ ﻣﻦ اﻟﺠﻬﺎت اﻟﻤﺎﻧﺤﺔ‬ ‫ﻟﻘﺮوض ﺑﻨﺎء اﻟﻤﺪارس‪.‬‬ ‫اﻟﻤﻌﺎﻳﻴﺮ اﻟﺤﻜﻮﻣﻴﺔ ﻟﺒﻨﺎء اﻟﻤﺪارس ‪:‬‬ ‫وﻋﺎدة ﻣﺎ ﺗﺤﺪد اﻟﺠﻬﺎت اﻟﺤﻜﻮﻣﻴﺔ اﻟﻤﻌﺎﻳﻴﺮ وا=ﻧﻈﻤﺔ‬ ‫اﻟﺨﺎﺻﺔ ﺑﺎﻟﺒﻨﺎء ﻟﻜﺎﻓﺔ اﻟﻤﺒﺎﻧﻲ‪ ،‬وﺗﻌﺘﺒﺮ أﻧﻈﻤﺔ وﻣﻌﺎﻳﻴﺮ‬ ‫ﺑﻨﺎء اﻟﻤﺪارس ﺟﺰء ﻣﻨﻬﺎ ﻛﺄي ﻣﺒﻨﻰ آﺧﺮ ‪ .‬وﻗﺪ ﺗﺤﺘﻮي‬ ‫ﻋﻠﻰ أﻧﻈﻤﺔ و ﻣﻌﺎﻳﻴﺮ ﺧﺎﺻﺔ ﺑﺎﻟﻤﺪارس ﻓﻘﻂ‪ .‬ﻣﺜﻞ‬ ‫ا=ﻧﻈﻤﺔ واﻟﻤﻌﺎﻳﻴﺮ اﻟﺨﺎﺻﺔ ﺑﺒﻨﺎء اﻟﻤﺒﺎﻧﻲ اﻟﺘﻌﻠﻴﻤﻴﺔ وإﻋﺎدة‬ ‫ﺗﺄﻫﻴﻠﻬﺎ أو ﺗﻮﺳﻌﺘﻬﺎ‪.‬‬ ‫وﻣﻦ أﻫﻢ اﻟﻤﺤﺎور اﻟﺘﻲ ﺗﺘﻨﺎوﻟﻬﺎ ﻫﺬه ا=ﻧﻈﻤﺔ واﻟﻤﻌﺎﻳﻴﺮ ‪:‬‬ ‫ـ درء اﻟﻤﺨﺎﻃﺮ اﻟﺼﻨﺎﻋﻴﺔ واﻟﻄﺒﻴﻌﻴﺔ ﻣﺜﻞ اﻟﺰﻻﻟﺰل واﺧﺘﺒﺎرات‬ ‫اﻟﺘﺮﺑﺔ اﻟﺘﻲ ﺳﻮف ﻳﺘﻢ اﻟﺒﻨﺎء ﻋﻠﻴﻬﺎ وﻣﻮاﺻﻔﺎت اﻟﻬﻴﺎﻛﻞ‬ ‫ا‪N‬ﻧﺸﺎﺋﻴﺔ وﺣﻤﺎﻳﺔ اﻟﻤﺴﺘﻌﻤﻠﻴﻦ ﻣﻦ اﻟﺤﻮادث اﻟﺼﻨﺎﻋﻴﺔ ‪.‬‬ ‫ـ أﻧﻈﻤﺔ ﺗﺄﻣﻴﻦ اﻟﺮاﺣﺔ ﻟﻤﺴﺘﺨﺪﻣﻲ اﻟﻤﺒﺎﻧﻲ ﻣﺜﻞ ا‪N‬ﺿﺎءة‬ ‫اﻟﻄﺒﻴﻌﻴﺔ وا‪N‬ﻧﺎرة اﻟﺼﻨﺎﻋﻴﺔ وﺣﻤﺎﻳﺔ اﻟﻤﺒﺎﻧﻲ ﻣﻦ اﻟﻀﻮﺿﺎء‪.‬‬ ‫ـ اﻟﺘﻮﻓﻴﺮ ﻓﻲ اﺳﺘﻬﻼك اﻟﻄﺎﻗﺔ واﻟﺼﻴﺎﻧﺔ واﻟﺘﺸﻐﻴﻞ‬ ‫وﻣﺮاﻗﺒﺔ ﺗﻠﻮث اﻟﻬﻮاء واﻧﺒﻌﺎﺛﺎت اﻟﻐﺎزات اﻟﻤﺨﺘﻠﻔﺔ‬ ‫وﻣﻌﺎﻟﺠﺔ ﺗﺮﺑﺔ ا=راﺿﻲ اﻟﻤﻠﻮﺛﺔ‪.‬‬ ‫ـ اﺧﺘﻴﺎر ﻣﻮاداﻟﺒﻨﺎء ﺣﻴﺚ ﻳﺠﺐ أن ﺗﻜﻮن ﻫﺬه اﻟﻤﻮاد‬ ‫ذات ﻧﻮﻋﻴﺔ ﺟﻴﺪة واﺧﻀﺎﻋﻬﺎ ﻟﻼﺧﺘﺒﺎرات اﻟﻤﺨﺘﻠﻔﺔ‬ ‫ا‪N‬ﻧﺸﺎﺋﻴﺔ واﻟﺼﺤﻴﺔ‪.‬‬ ‫ـ ﻗﻮاﻋﺪ وأﻧﻈﻤﺔ ا=ﻣﻦ واﻟﺴﻼﻣﺔ وﺗﺪﺧﻞ ﻓﻴﻬﺎ ﻗﻮاﻋﺪ‬ ‫ﺗﺨﻄﻴﻂ اﻟﻤﺪن وﺿﺮورة اﺗﺒﺎع اﻟﻤﺨﻄﻄﺎت اﻟﻌﻤﺮاﻧﻴﺔ‬ ‫اﻟﻤﻌﺘﻤﺪة ﻣﻦ ﻗﺒﻞ اﻟﺤﻜﻮﻣﺎت وأﻧﻈﻤﺔ اﻟﺒﻨﺎء ﻣﻦ‬ ‫إرﺗﻔﺎﻋﺎت وارﺗﺪادات ‪ ،‬وﻛﺬﻟﻚ ﺗﺄﻣﻴﻦ اﻟﻤﺒﺎﻧﻲ ﺿﺪ‬ ‫اﻟﺤﺮﻳﻖ وأﺟﻬﺰة ا‪N‬ﻧﺬار‪.‬‬ ‫ـ اﻟﻘﻮاﻋﺪ اﻟﺼﺤﻴﺔ واﻟﺨﺎﺻﺔ ﺑﺈﺗﺒﺎع اﻟﻌﺎدات اﻟﺼﺤﻴﺔ اﻟﺴﻠﻴﻤﺔ‬ ‫وﻣﺮاﻗﺒﺔ اﻟﺘﻐﺬﻳﺔ وﻣﺤﺎرﺑﺔ اﻟﺴﻤﻨﺔ ﻣﺜ ً‬ ‫ﻼ وﻣﻨﻊ ا=ﻟﻌﺎب‬ ‫اﻟﺨﻄﺮة ﻋﻠﻰ ﺣﻴﺎة اﻟﻄﻠﺒﺔ ‪.‬‬ ‫ـ ﺗﻄﺒﻴﻖ اﻟﻤﻌﺎﻳﻴﺮ اﻟﺨﺎﺻﺔ ﺑﺎﻟﻤﻌﺎﻗﻴﻦ ﻓﻲ اﻟﻤﺒﺎﻧﻲ‬ ‫وﺗﺸﻤﻞ اﻟﻤﺒﻨﻰ اﻟﺘﻌﻠﻴﻤﻲ وﻣﺎ ﻳﺤﺘﻮﻳﻪ واﻟﻤﻨﻄﻘﺔ‬ ‫اﻟﻤﺤﻴﻄﺔ ﺑﻪ وﻣﺎ ﺗﺤﺘﻮﻳﻪ‪.‬‬ ‫ـ ﻣﻌﺎﻳﻴﺮ ﺗﺼﻤﻴﻢ وإﻧﺸﺎء ﻣﻮاﻗﻒ اﻟﺴﻴﺎرات‪.‬‬ ‫ـ ﻣﻌﺎﻳﻴﺮ اﻟﻠﻮﺣﺎت ا‪N‬رﺷﺎدﻳﺔ اﻟﺘﻲ ﻳﺠﺐ أن ﺗﻜﻮن‬ ‫واﺿﺤﺔ وﺷﺎﻣﻠﺔ‪.‬‬

‫ﻓﻲ اﻟﺒﺮﺗﻐﺎل وﻓﻲ إﻃﺎر اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﻟﺒﻴﺌﺔ ﺗﻘﺮر أن ﻳﺘﻢ‬ ‫اﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ إﻋﺎدة ﺗﺄﻫﻴﻞ اﻟﻤﺒﺎﻧﻲ اﻟﻤﺪرﺳﻴﺔ اﻟﻘﺎﺋﻤﺔ ﺑﺪﻻً‬ ‫ﻣﻦ ﺑﻨﺎء ﻣﺪارس ﺟﺪﻳﺪة ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ اﻻﻧﺒﻌﺎﺛﺎت واﻟﺘﻮﻓﻴﺮ‬ ‫ﻓﻲ اﻟﻄﺎﻗﺔ واﻟﻤﺴﺎﻫﻤﺔ ا<ﻳﺠﺎﺑﻴﺔ ﺑﺸﻜﻞ ﻋﺎم ﻓﻲ‬ ‫اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﻟﺒﻴﺌﺔ‪ .‬ﻛﻤﺎ ﻳﺤﺎﻓﻆ ﻋﻠﻰ ﻋﺪم ﺗﻤﺪد اﻟﻤﺪن‬ ‫ﺑﺤﻴﺚ ﻻﺗﻜﻮن اﻟﻤﺪارس اﻟﺠﺪﻳﺪة ﺑﻌﻴﺪة‪ ،‬وﻛﺬﻟﻚ اﻟﺤﺎل ﻓﻲ‬ ‫اﻟﺪﻧﻤﺎرك ﺣﻴﺚ ﻻﻳﺴﺎﻫﻢ ﻫﺬا اﻟﺘﻮﺟﻪ ﻓﻘﻂ ﻓﻲ اﻟﻤﺤﺎﻓﻈﺔ‬ ‫ﻋﻠﻰ اﻟﺒﻴﺌﺔ ﺑﻞ ﻛﺬﻟﻚ ﻓﻲ ﺗﻮﻓﻴﺮ ﺗﻌﻠﻴﻢ ﻣﺴﺘﻤﺮ ﻟﻠﻄﻠﺒﺔ‬ ‫ﻋﻠﻰ ﻣﺪى اﻟﻤﺮاﺣﻞ اﻟﺪراﺳﻴﺔ اﻟﻤﺨﺘﻠﻔﺔ ﻣﻦ ﺧﻼل إﺿﺎﻓﺔ‬ ‫ﻣﺒﺎﻧﻲ ﺟﺪﻳﺪة إﻟﻰ اﻟﻤﺪارس اﻟﻘﺎﺋﻤﺔ أو <ﺳﺘﻴﻌﺎب اﻟﺰﻳﺎدة‬ ‫ﻓﻲ أﻋﺪاد اﻟﻄﻠﺒﺔ‪ .‬أﻧﻈﺮ إﻟﻰ اﻟﻤﺪارس اﻟﺘﻲ ﻧﺴﺘﻌﺮﺿﻬﺎ‬ ‫ﻓﻲ ﻫﺬا اﻟﻌﺪد‪ .‬ﻣﺪرﺳﺔ ‪Wilson Secondary School‬‬ ‫ﻓﻲ أﻣﺮﻳﻜﺎ‪ ،‬وﻣﺪرﺳﺔ ‪Gammel Hellerup High School‬‬ ‫ﻓﻲ اﻟﺪﻧﻤﺎرك واﻟﻤﺪرﺳﺘﻴﻦ ﻣﻦ ﺗﺼﻤﻴﻢ ﻣﻜﺘﺐ ‪، BIG‬‬ ‫وﻣﺪرﺳﺔ ‪ borg + nms deutsch-wagram‬ﻓﻲ اﻟﻨﻤﺴﺎ‬ ‫ﻣﻦ ﺗﺼﻤﻴﻢ ﻣﻜﺘﺐ ‪. Franz zt gmbh‬‬ ‫ﻓﻲ اﺳﺘﺮاﻟﻴﺎ ﺗﻬﺪف اﻟﻤﺒﺎﻧﻲ اﻟﺘﻌﻠﻴﻤﻴﺔ إﻟﻰ اﻟﺘﻮﻓﻴﺮ ﻓﻲ‬ ‫اﺳﺘﻬﻼك اﻟﻄﺎﻗﺔ واﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺗﺄﺛﻴﺮ اﻟﻨﻔﺎﻳﺎت اﻟﻨﺎﺗﺠﺔ‬ ‫ﻋﻨﻬﺎ ﻋﻠﻰ اﻟﻤﻮﻗﻊ ‪ .‬وﻓﻲ ﻟﻮس اﻧﺠﻠﻮس )وﻻﻳﺔ ﻛﺎﻟﻴﻔﻮرﻧﻴﺎ‬ ‫ا\ﻣﺮﻳﻜﻴﺔ( زودت اﻟﻤﺪارس ﺑﻮﺳﺎﺋﻞ ﺗﺤﻜﻢ وﺷﺎﺷﺎت‬ ‫ﻟﺘﻘﻴﻴﻢ اﻻﺳﺘﻬﻼك اﻟﻔﻌﻠﻲ ﻟﻠﻄﺎﻗﺔ وﻃﺮق اﻟﻤﺴﺘﺨﺪﻣﻴﻦ‬ ‫ﻟﻠﻤﺒﻨﻰ ﻟﻬﺎ وﺗﺪﺧﻞ ﻣﻌﺎﻳﻴﺮ اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﻟﺒﻴﺌﺔ ﻓﻲ‬ ‫ﻋﻤﻠﻴﺔ اﻟﺘﺼﻤﻴﻢ اﻟﻤﻌﻤﺎري ﻣﻦ ﺣﻴﺚ ﻣﺮاﻋﺎة ﺗﻮﺟﻴﻪ‬ ‫اﻟﻤﺒﺎﻧﻲ وﻛﻔﺎءة اﻟﻄﺎﻗﺔ وﺗﻮﻓﻴﺮ اﻟﻤﺎء وإدارة اﻟﻨﻔﺎﻳﺎت‬ ‫وﻛﻔﺎءة اﻟﻤﻮاد وا_ﻻت اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ا<ﻧﺸﺎء واﻟﺘﻌﻠﻴﻢ‬ ‫واﻟﺨﺪﻣﺎت واﻟﺘﺸﻐﻴﻞ واﻟﺼﻴﺎﻧﺔ ﻓﻲ اﻟﺘﻮﻓﻴﺮ ﻓﻲ اﻟﻄﺎﻗﺔ ‪.‬‬ ‫أﻧﻈﺮ إﻟﻰ ﻣﺪرﺳﺔ ‪ Kathleen Grimm‬ﻓﻲ ﻧﻴﻮﻳﻮر ك ﻣﻦ‬ ‫ﺗﺼﻤﻴﻢ ‪ . SOM‬وﻣﺪرﺳﺔ ‪French International School‬‬ ‫ﻓﻲ اﻟﺼﻴﻦ ﻣﻦ ﺗﺼﻤﻴﻢ ﻣﻜﺘﺐ ‪ Jacques Ferrier‬اﻟﻠﺘﻴﻦ‬ ‫ﻧﺴﺘﻌﺮﺿﻬﻤﺎ ﻓﻲ ﻫﺬا اﻟﻌﺪد‪.‬‬

‫≈{‪w «b²Ý« ·bNÐ U b)«Ë …—«œù« w W —UALK WLzU WÝ—b v ≈ WOÝ—b w½U³ W U‬‬ ‫®‪©borg´nms deutsch ≠wagram‬‬

‫ ‪©ÊuÐd dH ® Èu² oI% WOJ¹d √ WÝ—b ‰Ë√ Kathleen Grimm WÝ—b‬‬

‫اﻟﻤﺸﺎرﻛﺔ ﻓﻲ ﺗﺼﻤﻴﻢ وإﻧﺸﺎء اﻟﻤﺒﺎﻧﻲ ‪:‬‬ ‫ﻫﻨﺎك اﻟﻘﻠﻴﻞ ﻣﻦ اﻟﺘﺼﺎﻣﻴﻢ اﻟﻤﻌﻤﺎرﻳﺔ اﻟﺘﻲ ﻳﺸﺎرك‬ ‫ﻓﻴﻬﺎ اﻟﻄﻠﺒﺔ واﻟﻤﺪرﺳﻴﻦ اﻟﺘﻲ ﺗﻄﺒﻖ ﻫﺬه اﻟﻤﻌﺎﻳﻴﺮ إﻻ‬ ‫أن ا\ﺑﺤﺎث أﺛﺒﺘﺖ أن إﺷﺮاك اﻟﺼﻐﺎر ﻓﻲ ﻫﺬه اﻟﺘﺼﺎﻣﻴﻢ‬ ‫ﻳﺠﻌﻞ اﻟﻤﺪرﺳﻴﻦ ﻳﻨﻈﺮون إﻟﻴﻬﻢ ﺑﻄﺮﻳﻘﺔ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻓﻬﻲ‬ ‫ﺗﺮﻓﻊ ﻣﻦ ﻣﺴﺘﻮى ﺛﻘﺔ اﻟﺼﻐﺎر ﻓﻲ أﻧﻔﺴﻬﻢ وﻣﻦ اﻟﻨﻈﺮة‬ ‫إﻟﻰ ﻗﺪراﺗﻬﻢ‪.‬‬ ‫إﺷﺮاك اﻟﻤﺴﺘﻌﻤﻠﻴﻦ ﻟﻠﻤﺒﺎﻧﻲ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ‬ ‫ﺗﺼﻤﻴﻤﻬﺎ أو ﺑﻨﺎﺋﻬﺎ ﻟﻢ ﻳﻌﺪ ﺷﻴﺌ‪ d‬ﻣﺴﺘﻐﺮﺑ‪ d‬ﻓﻲ‬

‫ ‪French International School WÝ—b‬‬

‫∑‪¡UM³ « ¥‬‬

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‫ﻣﺮوﻧﺔ اﻟﻔﻀﺎءات اﻟﺘﻌﻠﻴﻤﻴﺔ ‪:‬‬

‫‪W³KD «Ë 5Ý—bLK ÁUO*« dO uðË W UD UÐ W U)« ôü« qLŽ sJ1‬‬ ‫®‪©Langley Academy‬‬

‫ﺿﺮورة ﻣﺮوﻧﺔ اﻟﻔﻀﺎءات اﻟﺘﻌﻠﻴﻤﻴﺔ ﻫﻲ ﻣﻦ أﻫﻢ اﻟﻤﻌﺎﻳﻴﺮ‬ ‫اﻟﺘﺼﻤﻴﻤﻴﺔ ‪ ،‬ﻓﺎ‪#‬ﻧﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ﺗﺘﻄﻠﺐ ﺗﻄﻮﻳﻊ‬ ‫اﻟﻔﻀﺎءات اﻟﻤﻌﻤﺎرﻳﺔ ﻟﻜﻲ ﺗﺘﻼﺋﻢ ﻣﻊ ﻛﺎﻓﺔ ا‪#‬ﻧﺸﻄﺔ وﻟﻜﻲ‬ ‫ﺗﺄﺧﺬ ﻓﻲ اﻋﺘﺒﺎرﻫﺎ إﻋﺎدة ﺗﺄﻫﻴﻞ أو ﺗﻐﻴﻴﺮ اﻟﺘﻮزﻳﻊ اﻟﺪاﺧﻠﻲ‬ ‫ﻟﻠﻤﺒﺎﻧﻲ واﻟﺘﻮﺳﻌﺎت اﻟﻤﺴﺘﻘﺒﻠﻴﺔ اﻟﺘﻲ ﺗﺤﺘﺎﺟﻬﺎ اﻟﻤﺒﺎﻧﻲ‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔ ﻣﻊ ﻣﺮور اﻟﺰﻣﻦ‪.‬‬ ‫ﻓﻲ اﻟﺒﺮﺗﻐﺎل ﺗﺮﻛﺰ ﻣﺮوﻧﺔ اﻟﻔﻀﺎءت اﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﺗﺨﺼﻴﺺ‬ ‫ﺑﻬﻮ رﺋﻴﺲ ﻣﺘﻌﺪد ا‪#‬ﻏﺮاض ﻳﺘﺪاﺧﻞ ﻣﻊ ﻓﺮاغ اﻟﻤﻜﺘﺒﺔ‬ ‫ﺑﺤﻴﺚ ﻳﺼﺒﺢ اﻟﻔﺮاغ اﻟﺮﺋﻴﺲ ﻟﻠﺘﻮاﺻﻞ اﻻﺟﺘﻤﺎﻋﻲ وﻣﻤﺎرﺳﺔ‬ ‫أﻧﺸﻄﺔ ﻣﺘﻌﺪدة‪ .‬ﻓﻲ اﻟﺪﻧﻤﺎرك ﻳﺘﻢ إﻟﻐﺎء ﻏﺮف اﻟﻔﺼﻮل‬ ‫اﻟﺘﻘﻠﻴﺪﻳﺔ ﻟﺘﺤﻞ ﻣﺤﻠﻬﺎ ﻓﺮاﻏﺎت ﻣﺮﻧﺔ ﻟﻠﺘﻌﻠﻴﻢ ﺗﺸﺠﻊ اﻟﻄﻠﺒﺔ‬ ‫واﻟﻤﺪرﺳﻴﻦ ﻋﻠﻰ اﻟﺘﻌﻠﻴﻢ ﻓﻲ ﻣﺠﻤﻮﻋﺎت وﺑﺤﻴﺚ ﺗﺆدي‬ ‫ا‪#‬ﻧﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻲ ﻓﺮاﻏﺎت ذات ﺧﺼﺎﺋﺺ ﻣﺘﻨﻮﻋﺔ‪،‬‬ ‫ﻫﺬه اﻟﻔﺮاﻏﺎت ﺗﻜﻮن ﻣﺮﺗﺒﻄﺔ ﺑﺒﻌﻀﻬﺎ اﻟﺒﻌﺾ‪ ،‬وﻟﺬﻟﻚ ﻳﺘﻢ‬ ‫ا‪#‬ﺧﺬ ﻓﻲ ا‪W‬ﻋﺘﺒﺎر اﻟﻌﺰل اﻟﺼﻮﺗﻲ ﺑﻴﻨﻬﺎ ﻟﺘﺤﻘﻴﻖ اﻟﺨﺼﻮﺻﻴﺔ‬ ‫اﻟﺼﻮﺗﻴﺔ ﻟﻜﻞ ﻣﺠﻤﻮﻋﺔ ﺗﻌﻠﻴﻤﻴﺔ وﺗﻮﻓﻴﺮ اﻟﻬﺪوء ﻟﻬﺎ‪ ،‬ﻛﻤﺎ‬ ‫ﻳﻤﻜﻦ ﺗﻮﻓﻴﺮ ﺣﻮاﺋﻂ ﻣﺘﺤﺮﻛﺔ ﻟﺘﺤﻘﻴﻖ ﻫﺬه اﻟﻤﺮوﻧﺔ وﻋﺰل‬ ‫اﻟﺼﻮت ﻓﻲ آن واﺣﺪ ﻛﻤﺎ ﻫﻮ اﻟﺤﺎل ﻓﻲ ﻣﺪارس ﻟﻮس‬ ‫أﻧﺠﻠﻮس ا‪#‬ﻣﺮﻳﻜﻴﺔ‪ .‬و ﻳﻤﻜﻦ ا‪W‬ﻃﻼع ﻫﻨﺎ ﻋﻠﻰ ﻣﺸﺮوع‬ ‫ﻣﺪرﺳﺔ ‪ Langley Academy‬ﻓﻲ إﻧﺠﻠﺘﺮا وﻫﻲ ﻣﻦ ﺗﺼﻤﻴﻢ‬ ‫ﻣﻜﺘﺐ ‪. Foster +Partners‬‬ ‫ﺗﻄﺒﻴﻖ ﻣﻌﺎﻳﻴﺮ اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﻟﺒﻴﺌﺔ ‪:‬‬

‫« ‪WOÝ«—b « ‰uBH « v ≈ W U{ùUÐ WŠu²H «¡UC qš«œ rOKF²‬‬ ‫®‪©Langley Academy‬‬

‫« ‪Íe d*« ¡UMH « X% ÷«dž_« …œbF²*« WŽUI‬‬ ‫‪wÝ√— rOLBð‬‬ ‫®‪©Gammel Hellerup High School® ©Wilson Secondary School‬‬

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‫وﻓﻲ ﻫﺬا اﻟﻤﺠﺎل ﻳﺠﺐ أن ﺗﻜﻮن ﻋﻤﻠﻴﺔ اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ‬ ‫اﻟﺒﻴﺌﺔ ﺷﺎﻣﻠﺔ ﻟﻜﺎﻓﺔ ﻣﻌﺎﻳﻴﺮ اﻻﺳﺘﺪاﻣﺔ وأن ﺗﺠﻤﻊ ﺑﻴﻦ‬ ‫ﻛﺎﻓﺔ اﻟﻤﻌﺎﻳﻴﺮ ﻟﻴﺲ ﻓﻘﻂ ﺧﻔﺾ اﻧﺒﻌﺎﺛﺎت اﻟﻜﺮﺑﻮن‬ ‫)ﺗﺤﻘﻴﻖ ﻣﺴﺘﻮى ﺻﻔﺮ ﻛﺮﺑﻮن( ﺑﻞ ﺗﻄﺒﻴﻖ ﻛﺎﻓﺔ اﻟﻤﻌﺎﻳﻴﺮ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ واﻻﻗﺘﺼﺎدﻳﺔ واﻟﺒﻴﺌﻴﺔ‪ ،‬وﻛﻴﻒ ﻳﻤﻜﻦ أن‬ ‫ﺗﺴﻬﻢ ﻫﺬه اﻟﻤﻌﺎﻳﻴﺮ ﻓﻲ إﺛﺮاء اﻟﺘﻌﻠﻴﻢ‪ ،‬ﻓﻔﻲ ﺑﻌﺾ‬ ‫اﻟﻤﺪارس اﻟﻴﻮم ﻳﻤﻜﻦ ﻟﻠﻄﻠﺒﺔ ا‪W‬ﻃﻼع ﻋﻠﻰ آﻻت اﻧﺘﺎج‬ ‫اﻟﻄﺎﻗﺔ أو اﻟﺘﻮﻓﻴﺮ ﻓﻲ اﻟﻤﺎء ﺑﻌﻤﻞ ﻓﺘﺤﺎت زﺟﺎﺟﻴﺔ‬ ‫ﻛﺒﻴﺮة ﻳﻤﻜﻦ ا‪W‬ﻃﻼﻟﺔ ﻣﻨﻬﺎ ﻋﻠﻰ ﻏﺮف ا‪j‬ﻻت ‪ ،‬ﻛﻤﺎ ﻳﺘﻢ‬ ‫وﺿﻊ ﻟﻮﺣﺎت اﻟﻜﺘﺮوﻧﻴﺔ ﺗﺴﺠﻞ اﺳﺘﻬﻼك اﻟﻄﺎﻗﺔ واﻟﻤﺎء‬ ‫وﻣﻌﺪل اﻟﺘﻮﻓﻴﺮ ﻓﻴﻬﺎ ﻋﻠﻰ ﻣﺪار اﻟﻴﻮم اﻟﺪراﺳﻲ ‪ ،‬وﺗﻤﺜﻞ‬ ‫ﺟﺰء ﻣﻦ اﻟﻌﻤﻠﻴﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‪.‬‬ ‫ﻫﺬه اﻟﺘﻮﺟﻬﺎت‬ ‫ً‬ ‫ﻓﻲ اﻧﺠﻠﺘﺮا ﻳﺠﺐ أن ﺗﺨﻔﺾ ﻣﺒﺎﻧﻲ اﻟﻤﺪارس اﻟﺠﺪﻳﺪة‬ ‫ﻣﻌﺪل اﻧﺒﻌﺎﺛﺎت اﻟﻜﺮﺑﻮن ﺑﻤﻘﺪار ‪ ٪ 60‬ﻣﻤﺎ ﻫﻮ ﻋﻠﻴﻪ‬ ‫ﻓﻲ اﻟﻤﺪارس اﻟﺴﺎﺑﻘﺔ وﺑﺤﻴﺚ ﺗﺨﻔﺾ ﺑﺪء ﻣﻦ ﻋﺎم‬ ‫‪ 2016‬إﻟﻰ اﻟﺼﻔﺮ‪.‬‬

Schools Design Buildings Teach The Young Arch. Ibrahim Abaalkhail Building schools is an imperative national program. This is because the decision to build schools lays on both the legislative and the executive levels. It is also important because of the criticality of the schools’ investment decision, some go with building new schools and others lean towards expanding the current ones. This article aims at underlining rich examples on how architecture and design both play a role in achieving the goals of the educational programs and systems and in making the educational process for both teachers and students a better one. Governments around the world are the main principal for education as it is an essential requirement that should be delivered to its citizens. Government puts the educational policies and programs (in many cases it is the owner of the educational projects, while in others it issues permits for private investors to build new schools). Several responsibilities are common among countries that the government, in general, assumes in regards to schools projects including generating feasibility studies for educational buildings, devising functional and area program, financing and overseeing the project till completion, approving the building process and issuing of contracts with the designing party. Governments also put design guidelines for school buildings. These guidelines include natural disasters considerations, comfort systems, energy preservation, material selection, safety and security guidelines, health regulations, special needs standards, parking spaces and signage guidelines. However, designing guidelines can be different from location to another within the same country depending on the educational needs and on school types as the number of residents differ across the urban texture. From an urban planning perspective, selecting the location for the school building must take into consideration transportation effects. How students, teachers, and parents reach their schools? how safe and accessible the route to school is? availability of parking spaces? are all important elements in planning school projects. But these elements are part of holistic urban planning for cities as educational facilities are part of it. From an architectural perspective, the design must translate the new educational guidelines and programs introduced. The way global education goes about today is student-centred. This encourages revisiting the design of educational buildings and its construction. In the UK, the educational process and curricula looks at digital methods and laboratory- based teaching. While in Denmark, the guidelines underline the importance of individualised learning. And in Colombia, the guidelines is based on participation of students and parents in the educational process. In general, there are four essential design guidelines that should be considered by architects when designing school projects: First, the characteristics of educational spaces have

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changed and became more flexible learning spaces. hence, the spaces must be conducive to the educational activities. In Portugal, the flexibility of the learning space is highlighted through a central multi purposes space that integrates with library and become a social hub of the school. In Denmark, classroom are removed and replaced with open learning spaces. And in Los Angeles schools, great attention was given to acoustic design and providing quiet atmosphere. This is expressed in the Langley Academy designed by Fosters + Partners in the UK that is featured in this issue. Second, sustainability standards and environment protection should be holistic and incorporate not only zero carbon emissions, but also other social, economical, and environmental standards. How these standards are implemented can be an educate the students and be in the educational process. In the UK, school buildings must reduce carbon emissions by 60% to reach zero emissions by 2016. While in Portugal, the emphasis was put on retrofitting current schools instead of building new ones. To illustrate this, you can read our feature in this issue on the Wilson Secondary School in the US and the Gammel Hellerup High School in Denmark both designed by BIG and the borg+nms Deutch-Wagram designed by Franz ZT GMBH, all of which are examples for implementing sustainability standards in the school buildings. Also, in Australia, school buildings must achieve reductions in energy consumption. And in Los Angeles, sustainability standards are integrated in the design requirements including orientation, energy efficiency, waste management, and material resource efficiency. This is expressed in the Kathleen Grim School in new York designed by SOM, the French International School in China designed by Jacques Ferrier, all of which are featured in this issue. Third, the involvement of different stakeholders in the design process is becoming increasingly important as it has obvious advantages and achieve efficiency in educational requirements. Involving all stakeholders is common in several countries as tailoring the design to the needs of its users increases efficiency and continuity. This design process must be seen as shared effort between all involved parties. Finally, the schools’ role in the communities where it is built is an important consideration in the design. How school buildings interacts with the neighbourhood and integrates with the surrounding environment? How these buildings create social atmosphere contribute to the communities? How the school spaces are available for the community for leisure, sport, and cultural events? are all important points the design and architecture should consider. In Los Angeles, schools are built to be the centre of the neighbourhood. Some projects may include housing projects along with the school project. In Colombia, schools have a commitment to the relationship with the community that is highlighted by the creation of spaces for out of school activities as well as strategically locating the new schools to bring symbols of change for the neighbourhoods. While in Portugal, some facilities can be used for out of school activities and these new schools can create new jobs to the communities. You can refer to our feature on Gerardo Molina in Colombia designed by Giancarlo Mazzanti and the Evelyn Grace Academy design by Zaha Hadid, to illustrate how schools relates to the community.

‫ﻋﺪد ﻣﻦ اﻟﺪول ﺣﻴﺚ أن ﺗﺼﻤﻴﻢ اﻟﻤﺒﺎﻧﻲ ﺣﺴﺐ رﻏﺒﺔ‬ ‫ﻣﺴﺘﻌﻤﻠﻴﻬﺎ ﻳﺮﻓﻊ ﻣﻦ ﻛﻔﺎءة ﻓﺮاﻏﺎﺗﻬﺎ ﻟﺘﺤﻘﻴﻖ‬ ‫اﻟﻤﺘﻄﻠﺒﺎت اﻟﺘﻌﻠﻴﻤﻴﺔ ‪ ،‬وﺗﺠﻌﻠﻬﺎ ﺗﺪوم أﻛﺜﺮ ﺑﺪون‬ ‫إﺟﺮاء ﺗﻌﺪﻳﻼت ﻋﻠﻴﻬﺎ‪ .‬ﻛﻤﺎ أﻧﻪ ﻣﻦ اﻟﻀﺮوري اﻟﻴﻮم‬ ‫أن ﻳﻨﻈﺮ ﻟﻨﺠﺎح اﻟﻌﻤﻞ اﻟﻤﻌﻤﺎري وﺗﺤﻘﻴﻖ ا=ﺑﺘﻜﺎرات‬ ‫اﻟﻤﻨﺸﻮدة ﻓﻲ اﻟﻤﺒﺎﻧﻲ ﻋﻠﻰ أﻧﻪ ﻧﺘﺎج ﻓﺮﻳﻖ ﻣﺘﻌﺪد‬ ‫اﻟﺘﺨﺼﺼﺎت ﺑﻤﺎ ﻓﻲ ذﻟﻚ اﻟﻤﺴﺘﻔﻴﺪﻳﻦ ﻣﻦ ﺧﺪﻣﺎت‬ ‫اﻟﻤﺒﻨﻰ‪.‬‬ ‫ﺗﻔﺎﻋﻞ اﻟﻤﺸﺮوع اﻟﻤﺪرﺳﻲ ﻣﻊ اﻟﺴﻜﺎن ‪:‬‬ ‫ﺗﺸﻜﻞ ا‪K‬ﺣﻴﺎء واﻟﻤﻮاﻗﻊ اﻟﺘﻲ ﺗﺒﻨﻰ ﻓﻴﻬﺎ اﻟﻤﺪارس ﻣﺼﺎدر‬ ‫إﻟﻬﺎم ﻟﺘﺼﻤﻴﻢ ﻫﺬه اﻟﻤﺪارس وإﻧﺘﻔﺎع ﺳﻜﺎن ا‪K‬ﺣﻴﺎء ﺑﻤﺎ‬ ‫ﻳﻤﻜﻦ أن ﺗﻘﺪﻣﻪ ﻣﺒﺎﻧﻲ ﻫﺬه اﻟﻤﺪارس ﻣﻦ ﺧﺪﻣﺎت ﻟﺴﻜﺎن‬ ‫ا‪K‬ﺣﻴﺎء ورﻓﻊ اﻟﻤﺴﺘﻮى اﻟﻤﻌﺮﻓﻲ ﻟﻬﻢ‪.‬‬ ‫ﻓﻲ وﻻﻳﺔ ﻛﺎﻟﻴﻔﻮرﻧﻴﺎ ا‪K‬ﻣﺮﻳﻜﻴﺔ ﺗﺒﻨﻰ اﻟﻤﺪارس داﺧﻞ‬ ‫ا‪K‬ﺣﻴﺎءﺑﺤﻴﺚ ﺗﺼﺒﺢ ﻣﺮﻛﺰاًَ ﻟﻬﺎ‪ .‬ﻓﻔﻲ ﺑﻌﺾ ﻣﺸﺎرﻳﻊ‬ ‫اﻟﻤﺪارس اﻟﺠﺪﻳﺪة ﻳﺘﻢ إﺿﺎﻓﺔ ﻣﺒﺎﻧﻲ اﺳﻜﺎﻧﻴﺔ وﻣﺮاﻛﺰ‬ ‫اﺟﺘﻤﺎﻋﻴﺔ ﻓﻲ ﻧﻔﺲ اﻟﻤﻮﻗﻊ اﻟﺬي ﺳﻮف ﺗﻘﺎم ﻓﻴﻪ اﻟﻤﺪارس‬ ‫ﻟﺘﺸﻜﻞ ﻣﻊ اﻟﻤﺒﻨﻰ اﻟﻤﺪرﺳﻲ ﻛﺘﻠﺔ ﺑﻨﺎﺋﻴﺔ واﺣﺪة ﻟﺘﺤﻘﻴﻖ‬ ‫اﻟﺘﻨﻮع اﻟﺒﻨﺎﺋﻲ ﻟ\ﺣﻴﺎء‪ .‬وﻓﻲ ﻛﻮﻟﻮﻣﺒﻴﺎ ﻓﻲ أﻣﺮﻳﻜﺎ‬ ‫اﻟﺠﻨﻮﺑﻴﺔ ﺗﺮﻛﺰ ﻣﺒﺎﻧﻴﻬﺎ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻋﻠﻰ ﺗﻮﺛﻴﻖ اﻟﻌﻼﻗﺔ ﻣﻊ‬ ‫ﺳﻜﺎن اﻟﺤﻲ ﺑﺘﺨﺼﻴﺺ ﻓﺮاﻏﺎت داﺧﻠﻬﺎ ﻟﻤﻤﺎرﺳﺔ اﻟﺴﻜﺎن‬ ‫‪K‬ﻧﺸﻄﺔ ﻣﺘﻌﺪدة ﺧﺎرج أوﻗﺎت اﻟﺪراﺳﺔ ‪ ،‬ﻛﻤﺎ ﻳﺘﻢ اﺧﺘﻴﺎر‬ ‫ﻣﻮاﻗﻊ ﺑﻨﺎء اﻟﻤﺪارس ﻟﻜﻲ ﺗﻤﺜﻞ ﻣﻌﺎﻟﻢ ﻣﻌﻤﺎرﻳﺔ ﺗﺠﺪد ﻣﻦ‬ ‫اﻻﻧﻄﺒﺎع اﻟﺒﺼﺮي واﻻﺟﺘﻤﺎﻋﻲ ﻟ\ﺣﻴﺎء‪.‬‬ ‫ﻓﻲ اﻟﺒﺮﺗﻐﺎل ﺗﺴﺘﺨﺪم اﻟﻔﺼﻮل واﻟﺨﺪﻣﺎت اﻟﺮﻳﺎﺿﻴﺔ‬ ‫واﻟﺜﻘﺎﻓﻴﺔ واﻟﺘﺮﻓﻴﻬﻴﺔ اﻟﻤﻠﺤﻘﺔ ﺑﺎﻟﻤﺪارس ﻣﻦ ﻗﺒﻞ ﺳﻜﺎن‬ ‫ا‪K‬ﺣﻴﺎء ﻓﻲ ﻏﻴﺮ أوﻗﺎت اﻟﺪراﺳﺔ‪ ،‬وﻗﺪ ﺗﻬﺪف اﻟﻤﺪارس‬ ‫اﻟﺠﺪﻳﺪة إﻟﻰ ﺗﺄﻣﻴﻦ ﻓﺮص ﻋﻤﻞ ﻟﺴﻜﺎن ا‪K‬ﺣﻴﺎء ﻣﺴﺎﻫﻤﺔ‬ ‫ﺑﺬﻟﻚ ﻓﻲ ﺗﻄﻮﻳﺮ ﻣﺴﺘﻮى ﻣﻌﻴﺸﺔ ا‪K‬ﺣﻴﺎء‪ .‬أﻧﻈﺮ ﻣﺪرﺳﺔ‬ ‫‪ Gerardo Molina‬ﻓﻲ ﻛﻮﻟﻮﻣﺒﻴﺎ ﻣﻦ ﺗﺼﻤﻴﻢ‬ ‫‪ ،Giancarlo Mazzanti‬وﻣﺪرﺳﺔ ‪Evelyn Grace‬‬ ‫‪ Academy‬ﻓﻲ ﻟﻨﺪن ﻣﻦ ﺗﺼﻤﻴﻢ زﻫﺎ ﺣﺪﻳﺪ اﻟﺘﻲ‬ ‫ﻧﺴﺘﻌﺮﺿﻬﺎ ﻓﻲ ﻫﺬا اﻟﻌﺪد‪.‬‬ ‫ﺗﻌﺘﺒﺮ اﻟﻤﻌﺎﻳﻴﺮ اﻟﺘﻲ ذﻛﺮﻧﺎﻫﺎ ﻣﻦ أﻫﻢ اﻻﻋﺘﺒﺎرات‬ ‫اﻟﺘﺼﻤﻴﻤﻴﺔ ﻟﺒﻨﺎء اﻟﻤﺪارس ﻋﻠﻰ أن ﻫﻨﺎك ﻋﺪد ﻣﻦ‬ ‫اﻟﻤﻌﺎﻳﻴﺮ ا‪K‬ﺧﺮى ا‪K‬ﻗﻞ أﻫﻤﻴﺔ ﻣﺜﻞ ﻃﺮق اﻟﺘﻌﻠﻴﻢ ﺧﺎرج‬ ‫اﻟﻔﺼﻮل اﻟﻤﺪرﺳﻴﺔ أو ﻓﻲ اﻟﻬﻮاء اﻟﻄﻠﻖ ‪ ،‬وﻛﺬﻟﻚ اﻟﻤﻌﺎﻳﻴﺮ‬ ‫اﻟﺨﺎﺻﺔ ﺑﺎﻟﻤﺒﺎﻧﻲ اﻟﺘﻌﻠﻴﻤﻴﺔ ذات اﻟﺒﺮاﻣﺞ اﻟﺨﺎﺻﺔ وﻣﻌﺎﻳﻴﺮ‬ ‫اﻟﺘﺼﻤﻴﻢ واﻟﻔﺮش اﻟﺪاﺧﻠﻲ ﻟﻠﻤﺪارس ‪.‬‬

‫∏‪¡UM³ « ¥‬‬

‫‪48 Albenaa‬‬

‫‪`³Bð YO×Ð UNM W³KD « …œUH²Ý« —bIÐ WÝ—b*« s w(« ÊUJÝ …œUH²Ý« rOLB² « wŽ«d¹‬‬ ‫«*‪©Gerardo Molina® w×K Î UOŽUL²ł« Î «e d WÝ—b‬‬

‫ ‪w{—_« —Ëb « jI‬‬ ‫‪WO UI¦ « U b)« w½U³ `{u¹‬‬ ‫‪UN «b ²Ý« sJ1 w² « WO{U¹d «Ë‬‬ ‫ ‪ U Ë√ dOž w w(« ÊUJÝ q³ s‬‬ ‫« ‪UN XBBš YOŠ WÝ«—b‬‬ ‫ ‪l ÷—UF²ð ô UNÐ W Uš qš«b‬‬ ‫ ‪Æ WOLOKF² « WDA½_« w½U³ qš«b‬‬

‫ ‪‰Ë_«—Ëb « jI‬‬ ‫‪WOLOKF² « WD½_« vKŽ Íu²×¹Ë‬‬ ‫–«‪ U b)« sŽ WKBHM*« qš«b*« ‬‬ ‫« ¦‪Æ WO{U¹d «Ë WO UI‬‬

‫ ‪UNM bOH² ¹ wJ WOLOKF² « WDA½_« w½U³ sŽ WKBHM WO{U¹d «Ë WO UI¦ « U b)« w½U³‬‬ ‫‪©Evelyn Grace Academy® WOÝ«—b « U Ë_« w w(« ÊUJÝ‬‬

WO³Aš fLý «dÝU ‰ULF²Ý«Ë WOÝ—b*« w½U³LK wł—U)« qJA « 5 QðË nOB « dNý√ w …dýU³*« fLA « WFý√ s W¹UL×K WOÝ√— WOKš«b « rOKF² « Už«dH WO uB)« S3 Albenaa

¡UM³ « ≥Â

‫ﺗﺤﻘﻴﻖ ا ﻫﺪاف اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫‪Langley Academy‬‬ ‫‪Slough, London‬‬ ‫اﻟﻤﺼﻤﻢ ‪:‬‬ ‫‪Architect : Foster + Partners‬‬ ‫ا ﻧﺘﻬﺎء ﻣﻦ اﻟﺘﻨﻔﻴﺬ ‪:‬‬ ‫‪Completion : 2008‬‬

‫‪© All Photos by Nigel Young -Foster + Partners‬‬

‫« ‪UNðUNł«Ë WODGð w VA)« qLF²Ý« YOŠ WOÝ—b*« w½U³LK wł—U)« qJA‬‬

‫ﻟﺘﻠﺒﻴﺔ اﻟﺒﺮﻧﺎﻣﺞ اﻻﻛﺎدﻳﻤﻲ ﻟﻠﺤﻜﻮﻣﺔ ﻗﺎﻣﺖ ﻣﺪﻳﻨﺔ ‪Langley‬‬ ‫ﺑﺒﻨﺎء ﻣﺪرﺳﺔ ﺟﺪﻳﺪة ﺗﺴﻊ ‪ ١١٥٠‬ﻃﺎﻟﺒﺎ ﺑﻴﻦ ﻋﻤﺮ ‪ ١١‬و ‪ ١٨‬ﻋﺎم‪.‬‬ ‫ﻳﻬﺪف اﻟﻤﺸﺮوع إﻟﻰ رﻓﻊ اﻟﻤﻌﺎﻳﻴﺮ اﻻﻛﺎدﻳﻤﻴﺔ ﻣﻦ ﺧﻼل اﺑﺘﻜﺎر‬ ‫ﺗﺠﺮﺑﺔ ﻣﺪرﺳﻴﺔ ﺟﺪﻳﺪة وذﻟﻚ ﺑﺈﻋﺘﻤﺎد ﺑﺮﻧﺎﻣﺞ ﺗﻌﻠﻴﻤﻲ‬ ‫ﻳﺘﻀﻤﻦ اﻟﻤﻮاﺿﻴﻊ ﻣﺜﻞ اﻟﻄﺐ اﻟﺸﺮﻋﻲ‪ .‬ﻳﺸﻜﻞ اﻟﻤﺒﻨﻰ ﺟﺰء‬ ‫ﻣﻦ اﻟﺘﺠﺮﺑﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻓﻴﻮاﺋﻢ ﺑﻴﻦ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ وﻣﻮاﺿﻴﻊ‬ ‫ﻣﺜﻞ إﻗﺎﻣﺔ اﻟﻤﺘﺎﺣﻒ واﻟﻤﺒﺎرﻳﺎت اﻟﺮﻳﺎﺿﻴﺔ‪ ،‬ﻛﻤﺎ ﻳﻤﻜﻦ ا‪H‬ﻃﻼﻟﺔ‬ ‫ﻋﻠﻰ ا‪N‬ﻧﺸﻄﺔ داﺧﻞ اﻟﻤﻌﺎﻣﻞ اﻟﻌﻠﻤﻴﺔ ﺑﻌﻤﻞ ﻧﻮاﻓﺬ ﻛﺒﻴﺮة‬ ‫ﻓﻴﻬﺎ ووﺿﻊ ﺷﺎﺷﺎت ﻟﻤﺘﺎﺑﻌﺔ اﻟﺨﺪﻣﺎت وﻣﻌﺪل اﺳﺘﻬﻼك‬ ‫اﻟﻄﺎﻗﺔ و ﻛﺬﻟﻚ ا‪H‬ﻃﻼﻟﺔ ﻋﻠﻰ ا‪N‬ﻧﺸﻄﺔ اﻟﺮﻳﺎﺿﻴﺔ داﺧﻞ اﻟﻤﻼﻋﺐ‬ ‫ﻣﻤﺎ ﻳﻘﻮي اﻟﻌﻼﻗﺔ ﺑﻴﻦ اﻟﺨﺎرج واﻟﺪاﺧﻞ ‪.‬‬ ‫ﻳﻤﺜﻞ ﺑﻬﻮ اﻟﻤﺪﺧﻞ ﻣﺮﻛﺰ اﻟﻤﺸﺮوع وﻫﻮ ﻳﺆدي دور ﺻﺎﻟﺔ‬ ‫ﻣﺘﻌﺪدة اﻻﻏﺮاض ‪H‬ﻗﺎﻣﺔ اﻟﺘﺠﻤﻌﺎت واﻟﻤﻌﺎرض اﻟﺘﻲ ﻳﻘﻮم‬ ‫اﻟﻄﻠﺒﺔ ﺑﺈﻋﺪادﻫﺎ وإدارﺗﻬﺎ وﺗﻨﻈﻴﻢ اﻟﻌﺮوض اﻟﻤﺘﺤﻔﻴﺔ‪.‬‬ ‫ﻳﺤﺘﻮي اﻟﺒﻬﻮ ﻋﻠﻰ ‪ ٣‬ﻛﺘﻞ ﺑﻨﺎﺋﻴﺔ اﺳﻄﻮاﻧﻴﺔ اﻟﺸﻜﻞ رﻓﻌﺖ‬ ‫ﻋﻠﻰ أﻋﻤﺪة ‪ ،‬ﺗﺘﺄﻟﻒ اﻟﻜﺘﻠﺔ ﻣﻦ دورﻳﻦ ﺗﺎؤي ‪ ١٠‬ﻣﻌﺎﻣﻞ‬ ‫ﻋﻠﻤﻴﺔ ﻳﻤﻜﻦ ا‪H‬ﻃﻼﻟﺔ ﻋﻠﻴﻬﺎ ﻟﻤﺸﺎﻫﺪة ﻣﺎ ﻳﺠﺮي داﺧﻠﻬﺎ ﻣﻤﺎ‬ ‫‪¡UM³ « ≤Â‬‬

‫‪S2 Albenaa‬‬

‫ﻳﺆﻛﺪ ﻋﻠﻰ أﻫﻤﻴﺔ اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ﻛﻤﺎ ﻳﻤﻜﻦ ﻣﺸﺎﻫﺪة ﻏﺮﻓﺔ‬ ‫ا`ﻻت اﻟﺘﻲ ﺗﺪﻳﺮ ﺧﺪﻣﺎت اﻟﻤﺒﻨﻰ وﻋﻠﻰ ﺷﺎﺷﺎت ادارﺗﻬﺎ ﻋﺒﺮ‬ ‫ﺣﺎﺟﺰ زﺟﺎﺟﻲ ﺗﺴﻤﺢ ﻟﻠﻄﻠﺒﺔ ﺑﺎﻟﺘﻌﺮف ﻋﻠﻰ وﺳﺎﺋﻞ اﻟﺘﻮﻓﻴﺮ‬ ‫ﻓﻲ اﻟﻄﺎﻗﺔ ﺣﻴﺚ ﻳﻮﻓﺮ اﻟﻤﺒﻨﻰ ‪ ٢٠‬ﻓﻲ اﻟﻤﺎﺋﺔ ﻣﻦ اﺳﺘﻬﻼك‬ ‫اﻟﻤﺎء و‪ ١٥٠‬ﻃﻦ ﻣﻦ اﻟﻜﺮﺑﻮن ﺳﻨﻮﻳ‪ .d‬ﺑﺎﻟﻤﻘﺎرﻧﺔ ﺑﺎﻟﻤﺒﺎﻧﻲ‬ ‫اﻟﻤﻤﺎﺛﻠﺔ ﺗﺘﻮزع اﻟﻔﻌﻠﻴﺎت اﻻﻛﺎدﻳﻤﻴﺔ واﻟﻔﺼﻮل اﻟﺪراﺳﻴﺔ‬ ‫ﻋﻠﻰ ﺷﻜﻞ اﺻﺒﻌﻴﻦ ﺗﻤﺘﺪ ﻣﻦ اﻟﺒﻬﻮ وﺗﺤﻮي ﻓﻨﺎء وﺳﻄﻲ‬ ‫ﻟﻠﻔﻨﻮن وا‪H‬ﺗﺼﻼت واﻟﺘﺮﻓﻴﻪ‪ .‬ﺻﻤﻤﺖ اﻟﻔﺼﻮل ﺑﺎﻗﺼﻰ‬ ‫درﺟﺔ ﻣﻦ اﻟﻤﺮوﻧﺔ ﻟﺘﺴﻤﺢ ﺑﻌﻤﻠﻴﺎت اﻟﺘﻌﻠﻴﻢ اﻟﺮﺳﻤﻲ واﻟﺤﺮ‬ ‫وﺗﻮﻓﻴﺮ ﻓﺮاﻏﺎت ﻟﻤﻤﺎرﺳﺔ أﻧﺸﻄﺔ ﻓﻲ ﻏﻴﺮ أوﻗﺎت اﻟﺪراﺳﺔ ﻣﻦ‬ ‫ﻗﺒﻞ ﺳﻜﺎن اﻟﺤﻲ اﻟﻤﺤﻴﻂ‪ ،‬ﻳﺤﺘﻮي اﻟﻤﺸﺮوع ﻛﺬﻟﻚ ﻋﻠﻰ‬ ‫ﻣﺒﻨﻰ ﻟ‪j‬ﻧﺸﻄﺔ اﻟﺮﻳﺎﺿﻴﺔ واﻟﺜﻘﺎﻓﻴﺔ ﻗﺮﻳﺐ ﻣﻦ اﻟﺒﻬﻮ ﻳﺤﺘﻮي‬ ‫ﻋﻠﻰ ﺗﺠﻬﻴﺰات ﻣﻮﺳﻴﻘﻴﺔ وﻣﺴﺮﺣﻴﺔ وﺳﺘﺪﻳﻮ ﺗﺼﻮﻳﺮ‬ ‫ﺗﻠﻔﺰﻳﻮﻧﻲ وﺗﺴﺠﻴﻞ ﺻﻮﺗﻲ وﻗﺎﻋﺔ رﻳﺎﺿﻴﺔ وﻗﺎﻋﺔ ﻣﺤﺎﺿﺮات‪،‬‬ ‫ﺗﻢ ﺗﻜﺴﻴﺔ اﻟﻮاﺟﻬﺎت ﺑﺸﺮاﺋﺢ ﻣﻦ اﻟﺨﺸﺐ واﺳﺘﺨﺪﻣﺖ‬ ‫ﻛﺎﺳﺮات ﺷﻤﺲ ﺧﺸﺒﻴﺔ ﻟﻠﺤﻤﺎﻳﺔ اﻟﻔﺘﺤﺎت ﻣﻦ أﺷﻌﺔ‬ ‫اﻟﺸﻤﺲ اﻟﻤﺒﺎﺷﺮة ‪.‬‬

From the Architect: In the spirit of the Government’s Academy Programme, Langley aims to raise academic standards by reinventing the school experience. Sponsored by the Arbib Foundation, the school caters for 1150 students between the ages of 11 to 18 and introduces an innovative curriculum, which embraces unusual subjects such as forensics. The building itself forms part of the learning experience, articulating the educational themes of scientific enquiry, museum curating and sport: science laboratories are revealed; the services are exposed and energy use of the building is scientifically chronicled and displayed; and the visual links with the playing fields create an intimate relationship between the interior and exterior. The central focus of the Academy is a large, open, flexible entrance atrium, which is used for assemblies and as an exhibition space for loaned museum exhibits and schoolwork – pupils are encouraged to learn about curating exhibitions through direct experience of putting displays together. Inside the atrium are three yellow drums, raised above the floor on circular columns. These two-storey pods house the Academy’s ten science laboratories and, placing their activities on display, reinforce the importance of science teaching. Also visible is the plant room, whose digital displays are behind a glazed panel in the atrium, allowing students to scrutinise energy use – the building’s environmental features save 20 percent in water consumption and approximately 150 tonnes of carbon per year compared to a traditional academy. Langley is a form-based Academy and classrooms are configured around two ‘fingers’, which extend from the atrium and enclose internal courtyards for art and IT, as well as defining and sheltering an external play area. The classrooms are highly flexible to support a variety of formal and informal teaching methods and provide adaptable rooms for out-of-hours use by the community. A dedicated sports and culture block, adjacent to the atrium, contains specialist facilities for music and drama: a fully equipped theatre, a TV and sound recording studio, soundproof rehearsal space, a sports hall and lecture theatre. The Academy’s exterior is clad in sustainably sourced timber panels, which have naturally weathered from an orange to a silver shade, and harmonise with a horizontal and vertical arrangement of timber brise soleil.

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S5 Albenaa

¡UM³ « μÂ

‰Ë_« —Ëb « jI

w{—_« —Ëb « jI

vM³*« vKŽ ÂUŽ ŸUD

S4 Albenaa

¡UM³ « ¥Â

fOzd « uN³ « S7 Albenaa

¡UM³ « ∑Â

fOzd « uN³ «

UNO —Ëb¹ U WFÐU² Ë ‰uBH « vKŽ Ã—U)« s W öÞù« sJ1

qš«b « s ‰uBH « S6 Albenaa

¡UM³ «∂ Â

‫ﺗﻮﺳﻌﺔ ﻣﺪرﺳﻴﺔ‬ ‫‪Gammel Hellerup High School‬‬ ‫‪Denmark‬‬ ‫اﻟﻤﺼﻤﻢ ‪:‬‬ ‫‪Architect : BIG‬‬ ‫ا ﻧﺘﻬﺎء ﻣﻦ اﻟﺘﻨﻔﻴﺬ ‪:‬‬ ‫‪Completion : 2015‬‬

‫ﻳﻬﺪف ﻫﺬا اﻟﻤﺸﺮوع إﻟﻰ إﺿﺎﻓﺔ ﻣﺒﺎﻧﻲ ﺟﺪﻳﺪة ﻟﻤﺪرﺳﺔ ﺗﻘﻊ‬ ‫ﺷﻤﺎل ﻣﺪﻳﻨﺔ ﻛﻮﺑﻨﻬﺎﺟﻦ وﻳﻀﻢ ﻗﺎﻋﺔ ﻣﺘﻌﺪدة ا‪#‬ﻏﺮاض‬ ‫وﻣﺒﻨﻰ ﻟﻠﻔﻨﻮن وﺗﻄﻮﻳﺮ ﻣﻠﻌﺐ ﻛﺮة ﻗﺪم‪ .‬ﺗﻮﻓﺮ اﻟﻘﺎﻋﺔ‬ ‫اﻟﻤﺘﻌﺪدة ا‪#‬ﻏﺮاض ﻣﺴﺎﺣﺎت رﺣﺒﺔ ﻟﻠﻄﻠﺒﺔ وﺗﻤﻜﻨﻬﻢ ﻣﻦ‬ ‫ﻣﻤﺎرﺳﺔ ا‪#‬ﻧﺸﻄﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ واﻟﺮﻳﺎﺿﻴﺔ وﻏﻴﺮ ذﻟﻚ ﻣﻦ‬ ‫ا‪#‬ﻧﺸﻄﺔ اﻟﻄﻼﺑﻴﺔ‪ ،‬أﻗﻴﻤﺖ اﻟﻘﺎﻋﺔ ﻓﻲ إﻃﺎر ﺧﻄﺔ ﻟﻠﺘﻮﺳﻊ‬ ‫ﻓﻲ ﻣﺒﺎﻧﻲ اﻟﻤﺪرﺳﺔ ﻟﻤﻮاﺟﻬﺔ ا‪#‬ﻋﺪاد اﻟﻤﺘﺰاﻳﺪة ﻟﻠﻄﻠﺒﺔ ‪.‬‬ ‫ﻗﺎم اﻟﻤﺼﻤﻢ ﺑﻮﺿﻊ اﻟﻘﺎﻋﺔ ﻋﻠﻰ ﻋﻤﻖ ‪ ٥‬م ﺗﺤﺖ ﻣﺴﺘﻮي‬ ‫اﻻرض ﻓﻲ ﻓﻨﺎء اﻟﻤﺪرﺳﺔ ‪ ،‬وﻋﻠﻰ ﻫﺬا اﻟﻌﻤﻖ ﻳﺘﻮﻓﺮ ﻋﺰﻻً ﺟﻴﺪ‪M‬‬ ‫ﻟﻠﻘﺎﻋﺔ ﻣﻤﺎ ﻻ ﻳﺴﺘﺪﻋﻲ ﺗﺰوﻳﺪﻫﺎ ﺑﻮﺳﺎﺋﻞ ﺗﺪﻓﺌﺔ أو ﺗﻜﻴﻴﻒ‪.‬‬ ‫ﻓﻮق ﺳﻄﺢ اﻻرض ﻳﻮﻓﺮ ﺳﻄﺢ اﻟﻘﺎﻋﺔ اﻟﻤﺤﺪب ﻗﻠﻴ ً‬ ‫ﻼ ﻣﻜﺎﻧ‪T‬‬ ‫ﻣﻨﺎﺳﺒ‪ T‬ﻟﻼﻟﺘﻘﺎء ﺑﻴﻦ اﻟﻄﻠﺒﺔ وﻳﺮﺗﻔﻊ ﺳﻄﺢ اﻟﻘﺎﻋﺔ ﻋﻦ‬ ‫ﻣﺴﺘﻮى ا‪#‬رض ﻟﻴﺴﻤﺢ ﺑﻌﻤﻞ ﻧﻮاﻓﺬ ﺗﻮﻓﺮ ا‪X‬ﺿﺎءة اﻟﻄﺒﻴﻌﻴﺔ‬ ‫ﻟﻠﺼﺎﻟﺔ ﻛﻤﺎ ﻳﻤﻜﻦ اﺳﺘﺨﺪام ﺣﻮاف اﻟﺴﻄﺢ ﻛﺄﻣﺎﻛﻦ‬ ‫ﻟﻠﺠﻠﻮس ﻋﻠﻴﻬﺎ‪ .‬ﺗﺮﺗﺒﻂ اﻟﻘﺎﻋﺔ ﺑﻤﺒﺎﻧﻲ اﻟﻔﺼﻮل ﻋﺒﺮ ﻣﻤﺮات‬ ‫ﺗﺤﺖ ﻣﺴﺘﻮى ا‪#‬رض وﺗﺮﺗﺒﻂ ﺑﻤﺪﺧﻞ اﻟﻤﺪرﺳﺔ ﻣﻦ ﺧﻼل‬ ‫ﻣﺒﻨﻰ ﺟﺪﻳﺪ ﻟﻠﻔﻨﻮن ﺗﻢ ﺑﻨﺎءه ﻣﺆﺧﺮ‪ M‬ﻳﻘﻊ ﺗﺤﺖ ﻣﻠﻌﺐ ﻛﺮة‬ ‫ﻗﺪم وﻳﻤﺮ ﻣﻦ ﺗﺤﺘﻬﻤﺎ ﻧﻔﻖ ﻳﺆدي إﻟﻰ ﻣﺪﺧﻞ اﻟﻤﺪرﺳﺔ ‪.‬‬ ‫أﻗﻴﻤﺖ ﺣﻮاﺋﻂ اﻟﻘﺎﻋﺔ ﻣﻦ ﻗﻮاﻃﻊ ﺧﺸﺒﻴﺔ ﻛﺴﻴﺖ ﻣﻦ‬ ‫اﻟﺠﺎﻧﺒﻴﻦ ﺑﻄﺒﻘﺔ ﻣﻦ اﻟﺨﺮﺳﺎﻧﺔ اﻟﻈﺎﻫﺮة أﻣﺎ ﻓﺼﻮل ﻣﺒﻨﻰ‬ ‫اﻟﻔﻨﻮن ﻓﺤﻮاﺋﻄﻬﺎ ﻣﻦ ﺧﺮﺳﺎﻧﺔ ﻛﺴﻴﺖ ﺑﺎﻟﺨﺸﺐ ‪.‬‬

‫‪WDO;« w½U³*« 5ÐË UNMOÐ jÐd «Ë WŽUI « `DÝ‬‬ ‫ ‪UL ¨WO{U¹d « WDA½_« W U qLA¹ t²% d³ √ ¡UC VŽu² ¹ wJ »b× qJý vKŽ `D « rL‬‬ ‫—‪ÆWO{—√ ‚UH½QÐ WDO;« w½U³*UÐ WŽUI « XDÐ‬‬

‫‪© Jens Lindhe‬‬

‫«*‪b¹b'« qšb‬‬ ‫‪Æ UNCFÐ 5Ð …b¹b'«Ë WLzUI « w½U³*« jÐ«dð vKŽ bŽU ð WNł w b¹b'« qšb*« lI¹‬‬

‫‪tO d² «Ë q «u²K W³KD « q³ s t «b ²Ý«Ë …b¹b'« WŽUI « `DÝ‬‬ ‫‪¡UM³ « πÂ‬‬

‫‪S9 Albenaa‬‬

WÝ—bLK W1bI « w½U³*«Ë ÊuMHK vM³ t²% lI¹ Íc « ÂbI « …d VFK Ë ÷«dž_« …œbF²*« WŽUI « rC¹Ë ÂUF « l u*«

W¹e d*« WŽUI « vKŽ WE U;« r²¹ rŁWÝ—b*« e d w WŽUI « XF{Ë «–≈ Æw½U³*« ‚UD½ qš«œ WDA½_«

WÝ—b*« ¡UM Ë WŽUI « WÝ—b*« ¡UM qš«œ ÷«dž_« …œbF² WŽU rLB½ nO Æw½U³*« sŽ W¹ƒd « V−Š ÊËbÐ © Diagrams by BIG -Bjarke Ingels

w{—_« Èu² *« X% ÿUH(« sJ1 p cÐË w{—_« Èu² X% d² 5 oLŽ vKŽ WŽUI « XF{Ë Æw½U³*« sŽ W¹ƒd « V−Š VM&Ë ¡UMH « vKŽ

‰uBH «Ë ÂbI « …d VFK Æ ÂbI « …d VFK X% WOLOKF² « WDA½_« s œbŽ WÝ—U2 r²¹ ·uÝ

…b¹b'« ‰uBH «Ë ÂbI « …d VFK qLŽ - bI Ë W³KDK W³ M UÐ WÝ—b*« d UMŽ r¼√ s ÂbI « …d VFK d³²F¹ Æt²% …b¹bł ‰uB Íu×¹ wJ t qzU œ«b² ≈

÷—_« Èu² ‚u `D « Æ¡UMH « qš«œ WŽUI « `DÝ …b¼UA sJ1

S8 Albenaa

¡UM³ « ∏Â

The 1100 m2 multi-purpose hall and the latest two-level addition to Gammel Hellerup High School just north of Copenhagen, provides existing students with generous spaces for social and creative unfolding, while increasing the capacity of the school in response to its growing popularity. Originally a building adjacent to the campus, the gymnasium facilities became insufficient; Gammel Hellerup High School lacked a large multi-functional space for physical activities, graduation ceremonies and social gatherings. In response, BIG designed a multi-purpose hall for the physical education and social development of the students, drawing its signature curve from the physics of a handball being thrown. Placed 16.5 feet (5 meters) below ground in the school’s courtyard, the hall is passively temperature controlled and does not impose on its context. Above ground, the hall’s softly curved roof is an informal meeting place. The edge of the roof is designed as a long social bench, perforated with small windows to provide natural daylighting below. The shape of the roof is based on the formula for a ballistic arc. Form follows formula! During the construction of the hall, the school planned a new building, located between the school’s multi-purpose hall and adjacent football fields. This new arts building seeks to connect the sports areas with the gymnasium’s existing educational facilities in one continuous flow. By placing parts of the new building beneath the football fields, the students are able to walk through the sunken sports hall at the center of the school´s courtyard, to the classrooms, cafeteria, and out to the main entrance at street level. Additionally, the new facilities situated underground form the roof of the new arts building, extending the football fields into a green carpet for informal activity and to serve as informal seating overlooking future sporting events. Construction materials and finishes known from the multipurpose hall are integrated in reverse - where the sports hall is a sandwich of wood above and below with walls of concrete, the classrooms are the opposite - wooden walls spanning between concrete surfaces above and below. The continuity and repetition of the materials creates a coherent visual identity for the school.

ÊuMH « vM³ Ë WŽUI « 5Ð WK «u « «dLLK ÊUð—u S11 Albenaa

¡UM³ « ±±Â

WO{U¹d « WDA½_« WÝ—UL0 `L O nI « lHðd¹Ë qš«b « s WŽUI «

—U O « w ÂbI « …d VFK œ«b² « X% lIð w² « ‰uBH «Ë 5LO « w b¹b'« qšb*« 5Ð W öF «Ë »b;« UN×DÝË WŽUI « tOKŽ XOMÐ Íc « oLF « `{u¹ w uÞ ŸUD

WDO;« w½U³*«Ë WŽUI « 5Ð W öF « `{u¹ ŸUD S10 Albenaa

¡UM³ «±∞Â

vM³ t²%Ë ÂbI «…d VFK s lHðd*« ¡e'« WOłUłe « UNł«u « Ë– ÊuMH «

ÂbI « …d VFK

S13 Albenaa

¡UM³ « ±≥Â

WÝ—b*« w½U³ jÝË WŽUI « `DÝ

”uK−K s U QÐ Áb¹ËeðË »b;« WŽUI « `DÝ S12 Albenaa

¡UM³ «±≤Â

iF³ « UNCFÐ ‚u WOÝ«—b « q²J « VO dð `{u¹ U¹u² LK ÂUŽ —uEM S15 Albenaa

¡UM³ « ±μÂ

‫ﻛﺘﻞ دراﺳﻴﺔ رأﺳﻴﺔ‬ ‫‪Wilson Secondary School‬‬ ‫‪Virginia, USA‬‬ ‫اﻟﻤﺼﻤﻢ ‪:‬‬ ‫‪Architect : BIG‬‬

‫ﻳﻬﺪف اﻟﻤﺒﻨﻲ اﻟﺠﺪﻳﺪ ﻟﻬﺬه اﻟﻤﺪرﺳﺔ اﻟﺜﺎﻧﻮﻳﺔ إﻟﻰ اﺿﺎﻓﺔ ﺗﻮﺳﻌﺔ وﻧﻘﻞ‬ ‫ﻟ‪-‬ﻧﺸﻄﺔ اﻟﺪراﺳﻴﺔ ‪ .‬ﻳﻘﻊ اﻟﻤﺸﺮوع ﻓﻲ ﺷﺮﻳﻂ ﻋﻤﺮاﻧﻲ ذو ﻛﺜﺎﻓﺔ ﺑﻨﺎﺋﻴﺔ ﻋﺎﻟﻴﺔ‪.‬‬ ‫ﺻﻤﻤﺖ اﻟﻤﺪرﺳﺔ ﻋﻠﻰ ﻋﺪد ﻣﻦ ا‪8‬دوار ﻟﺘﺤﻘﻴﻖ ﻛﺎﻣﻞ اﻟﺒﺮﻧﺎﻣﺞ اﻟﻤﺴﺎﺣﻲ داﺧﻞ‬ ‫اﻟﻤﻮﻗﻊ اﻟﻌﺎم وﺗﺤﻘﻴﻖ ﻣﺴﺎﺣﺎت ﺧﺎرﺟﻴﺔ ﻛﺒﻴﺮة ‪ .‬ﻳﻬﺪف اﻟﻤﺼﻤﻢ إﻟﻰ إﻋﻄﺎء‬ ‫ﺷﻌﻮر ﺑﺄن اﻟﻤﺒﻨﻰ ﻳﺘﻜﻮن ﻣﻦ ﻣﺴﺘﻮى واﺣﺪ ﺑﻴﻨﻤﺎ ﺗﺘﻌﺪد أدواره وﺑﺤﻴﺚ ﻳﺴﺘﻔﻴﺪ‬ ‫اﻟﺘﺼﻤﻴﻢ ﻣﻦ اﻟﺘﻜﻮﻳﻦ اﻟﺮﺋﻴﺲ‪.‬‬ ‫ﻳﺘﻜﻮن اﻟﻤﺒﻨﻰ ﻣﻦ ﻓﺼﻮل ﻣﻮزﻋﺔ ﻋﻠﻲ ﻛﺘﻞ ﻣﺴﺘﻄﻴﻠﺔ ﻧﺸﺮت ﺑﻄﺮﻳﻘﺔ‬ ‫ﻣﺴﺘﺪﻳﺮة ﺗﻮﻓﺮ أﺳﻄﺤﻬﺎ ﺷﺮﻓﺎت ﻣﺰروﻋﺔ ﻣﺘﺪرﺟﺔ ﺗﺼﻞ اﻟﻜﺘﻞ اﻟﻤﺴﺘﻄﻴﻠﺔ‬ ‫اﻟﺘﻲ ﺗﺤﺘﻮي ﻋﻠﻰ اﻟﻔﺼﻮل اﻟﺪراﺳﻴﺔ ﺑﺎﻟﻤﻼﻋﺐ اﻟﺮﻳﺎﺿﻴﺔ‪.‬‬ ‫ﻳﺸﻜﻞ ﺗﻮزﻳﻊ اﻟﻜﺘﻞ اﻟﺪراﺳﻴﺔ ﻓﺮاغ ﻋﺎم ﺗﺤﺘﻬﺎ ﻳﺤﺘﻮي ﻋﻠﻰ ﻣﺴﺎﺣﺎت ﻋﺎﻣﺔ‬ ‫ﺗﻀﻢ ﻗﺎﻋﺘﻲ رﻳﺎﺿﺔ وﻣﺤﺎﺿﺮات وﻣﻜﺘﺒﺔ وﺻﺎﻟﺔ ﻣﻮﺳﻴﻘﻴﺔ وﻣﻘﺼﻒ ﺑﺎ‪T‬ﺿﺎﻓﺔ‬ ‫إﻟﻰ اﻟﺒﻬﻮ اﻟﺮﺋﻴﺲ واﻟﻤﺪﺧﻞ اﻟﺬي ﻳﻄﻞ ﻋﻠﻰ ﻃﺮﻳﻖ ‪ Wilson‬ذي اﻟﻜﺜﺎﻓﺔ‬ ‫اﻟﻤﺮورﻳﺔ اﻟﻌﺎﻟﻴﺔ ‪.‬‬

‫‪¡UM³ « ±¥Â‬‬

‫‪S14 Albenaa‬‬

‫‪© MIR‬‬

‫«*‪ŸËdALK ÂUF « l u‬‬

From the Architect: The new Wilson Secondary School expands and relocates two existing county-wide secondary programs in a new building. Located in a dense urban context along Arlington’s urban Rosslyn-Ballston Corridor, the school is designed across multiple levels in order to maintain open green space for recreation. BIG’s design seeks to maintain the feeling of a 1-story school building while still having a vertical organization and the efficiencies afforded by it. The building is designed as a series of classroom bars rotated along a single hinge point. The rotation creates cascading green terraces leading from the educational spaces of the school to the athletic field. Beneath the rotated classroom bars is a pair of large public levels with varying ceiling heights. The large and public functions of the building, including auditorium and gymnasium, are placed on these levels and accessible from the main street front, Wilson Boulevard.

Wł—b²*« U dA « «– q² w « WK²J « ‰u×²² W¹dz«œ WI¹dDÐ WKOD² *« WK²J « U¹u² dA½ U dý UN×DÝ d u¹Ë WOÝ«—œ ‰uB —Ëœ q rC¹ bŠ«Ë —Ëœ Ë√ Íu² WOÝ«—b « Už«dH « jÐdð WO U ¡«dCš UŠU dO u² UN²Ž«—“ sJ1 Wł—b² Æ WO{U¹d « VŽö*UÐ Ã—U)« s

WOł—U)« Âö « Ã—U)« s UNCFÐ 5Ð wM³*« —«Ëœ√ qBð U dA « 5Ð WOł—Uš r öÝ jÐdð ÆUNDO×0 WÝ—b*« ◊U³ð—SÐ `L ðË

ŸËdALK UL −

S17 Albenaa

¡UM³ « ±∑Â

WOIOÝu*« WŽUI «Ë W³²J*«Ë nBI*« Æ «d{U;«Ë W{U¹d « w²ŽU s q ‚u W UF « UŠU *« Ác¼ lIð

l uLK WOLOLB² « ·«b¼_« qLFð 5zeł v ≈ l u*« qBHð U¹u² *« s œbŽ s W½uJ WKOD² WK² VŽö*« 5ÐË W¹—Ëd*« W U¦J « Ë– © Wilson ® o¹dÞ 5Ð wðu ełU× o¹dÞ wKŽ qDð w² « UNł«u « qJAð WÝ—bLK W UF « UŠU *« Æ WO{U¹d « Æ w³½U'« o¹dD «Ë ©Wilson ®

ÂUF « l u*« WM¹b*« e d s U³¹d …eM²J WŠU «– ÷—« wKŽ Wilson WÝ—b lIð UNł ≥ s ‚dD « tÐ jO% lÐd t³ý l u*« Æ WIDM*« w WOÝ—b*« WOŠU *« dO¹UFLK W³ M UÐ …dOG WŠU *« d³²Fð

w{—_« —Ëb « rOLBð W¹«Ë“ s W¹Ë«“ l — - UL ÷—_« Íu² X% WOM √ rLB*« Âb ²Ý« w{—_« —Ëb « jÐ—Ë WOFO³D « …¡U{ù« dO u² WO{U¹d « UŠU *« ÆWDO;« WIDM*UÐ

WOI √ q «uð U öŽ d u¹ wÝ√— wÝ—b ŸËdA —«Ëœ_« œbF² wÝ√— s¹uJð wŽb² ð l uLK …dOGB « WŠU *« WOI √ U öŽ wKŽ WE U;« w « rOLB² « ·bN¹ Æ WÝ—bLK wŠU *« Z U½d³ « oOI×² Æ tð«eO2 s …œUH²Ýô«Ë wÝ√d « s¹uJ² « wKŽ ¡UIÐù« l ŸËdA*« U½uJ 5Ð

©Wilson ® o¹dÞ wKŽ lIð W UF « UŠU *« q lIðË fOzd « WÝ—b*« qšb tOKŽ lI¹ ©Wilson ® o¹dÞ wKŽ qD¹ `O uNÐ „UM¼ Æ uN³ « s jÝu² l u w uN³ « nKš «d{U;« WŽU Ë WIKG*« WO{U¹d « WŽUI « s

Ã—b² w½«dLŽ oO Mð ÂUF « oO M² « d u¹ UL WHK² UO UFHÐ W dý q oO Mð ÆbŠ«Ë Íu² s ÊuJ²ð WÝ—b*« ÊUÐ —uFA « —«Ëœ_« 5Ð WOł—U)« U öF «Ë wł—U)«

S16 Albenaa

¡UM³ « ±∂Â

WO{U¹d « VŽö*UÐ w½U³*« W öÞ≈ `{u¹ ŸËdALK ÂUŽ —uEM

ŸËdALK WOzUM³ « q²J « VOðdð `{uð fOzd « qšb*« WNł«Ë S19 Albenaa

¡UM³ « ±πÂ

WOKš«b « WOM _« s V½Uł

vM³LK WHK² *« U¹u² LK WOFO³D « …¡U{ù« d uð WOM √

ÂUF « uN³ « S18 Albenaa

¡UM³ «±∏Â

WO{U¹d « VŽö*« X% Už«dHK WOFO³D « …¡U{ù«

‫اﻟﻤﺼﻤﻢ ‪:‬‬ ‫‪Architect : SOM‬‬ ‫ا ﻧﺘﻬﺎء ﻣﻦ اﻟﺘﻨﻔﻴﺬ ‪:‬‬ ‫‪Completion : 2015‬‬

‫‪Image courtesy SOM / © James Ewing | OTTO‬‬

‫اﻛﺘﺴﺎب أو ﻓﻘﺪان اﻟﻤﺒﻨﻰ ﻟﻠﺤﺮارة ﺣﺴﺐ ﻓﺼﻮل اﻟﺴﻨﺔ‪،‬‬ ‫وﺗﺰوﻳﺪ اﻟﻤﺒﻨﻰ ﺑﻔﻨﺎء وﺳﻄﻲ ﻳﻮﻓﺮ ا‪%‬ﺿﺎءة اﻟﻄﺒﻴﻌﻴﺔ‬ ‫وﺣﺎﺟﺔ اﻟﻤﺒﻨﻰ ﻣﻦ أﺷﻌﺔ اﻟﺸﻤﺲ ﻓﻲ ﻓﺼﻞ اﻟﺸﺘﺎء‬ ‫وﺗﺰوﻳﺪ اﻟﻤﺒﻨﻰ ﺑﺴﻄﺢ ﻛﺒﻴﺮ ﻣﺼﻤﻢ ﻟﻴﺴﺘﻮﻋﺐ أﻛﺒﺮ ﻗﺪر‬ ‫ﻣﻦ ا;ﻟﻮاح اﻟﺸﻤﺴﻴﺔ ‪ ،‬ﻛﻤﺎ ﻳﺤﺘﻮي اﻟﻤﺸﺮوع ﻋﻠﻰ اﺳﺘﺪاﻣﻴﺔ‬ ‫ﻣﺘﻌﺪدة ادﻣﺠﺖ ﻓﻲ اﻟﺘﺼﻤﻴﻢ ﻣﺜﻞ ﻏﻼف اﻟﻤﺒﻨﻰ ذو اﻟﻌﺰل‬ ‫اﻟﺤﺮاري اﻟﻌﺎﻟﻲ و ﺳﺪ اﻟﻔﺮاﻏﺎت اﻟﻤﺤﻜﻢ ﺑﻴﻦ ﻓﻮاﺻﻞ‬ ‫اﻟﻮاﺟﻬﺎت ﻟﺘﻤﻨﻊ اﻟﻬﻮا ء ﻣﻦ اﻟﺪﺧﻮل ﻋﺒﺮﻫﺎ ﺗﻤﺎﻣ‪ G‬وﺗﺰوﻳﺪ‬

‫اﻟﻤﻤﺮات اﻟﺪاﺧﻠﻴﺔ ﺑﺎ‪%‬ﺿﺎءة اﻟﻄﺒﻴﻌﻴﺔ واﺳﺘﺨﺪام ﺗﺠﻬﻴﺰات‬ ‫ووﺣﺪات إﻧﺎرة ذات ﻛﻔﺎءة ﺗﻮﻓﻴﺮ ﻋﺎﻟﻴﺔ ﻓﻲ إﺳﺘﻬﻼك اﻟﻄﺎﻗﺔ‬ ‫وﺗﺠﻬﻴﺰ اﻟﻤﻄﺎﺑﺦ ﺑﺎ‪R‬ت وﻣﻌﺪات ﺗﻮﻓﺮ ﻓﻲ اﻟﻄﺎﻗﺔ‪ ،‬ﻛﻤﺎ زودت‬ ‫اﻟﻤﺪرﺳﺔ ﺑﺒﻴﺖ زراﻋﻲ ﻣﺤﻤﻲ وﺣﺪﻳﻘﺔ ﻟﺰراﻋﺔ اﻟﺨﻀﺮوات‪.‬‬ ‫ﻣﻦ ﺟﻬﺔ أﺧﺮى ﻳﻌﺘﻤﺪ اﻟﻤﺒﻨﻰ ﻋﻠﻰ ﺗﻮﻟﻴﺪ اﻟﻄﺎﻗﺔ ذاﺗﻴ‪G‬‬ ‫ﺑﻮاﺳﻄﺔ ﺣﺮارة اﻻرض اﻟﺠﻮﻓﻴﺔ وأﻧﻈﻤﺔ اﺳﺘﻌﺎدة اﻟﻬﻮاء‬ ‫اﻟﻤﻜﻴﻒ ﺑﻮاﺳﻄﺔ ﻣﺮاوح ﺧﺎﺻﺔ واﻧﻈﻤﺔ ﻟﻠﺘﺤﻜﻢ ﻓﻲ‬ ‫اﻟﺘﻬﻮﻳﺔ وﻧﻈﺎم ﺷﻤﺴﻲ ﺣﺮاري ﻟﺘﺴﺨﻴﻦ اﻟﻤﺎء ‪.‬‬ ‫‪¡UM³ « ≤±Â‬‬

‫‪S21 Albenaa‬‬

‫ﻣﺪرﺳﺔ ﺗﻮﻓﺮ أﻗﺼﻰ إﺳﺘﻬﻼك ﻟﻠﻄﺎﻗﺔ‬ ‫‪Kathleen Grimm School‬‬

‫« ‪ŸËdALK WO ULA « WNł«u‬‬

‫ﺗﻌﺘﺒﺮ ﻣﺪرﺳﺔ ‪ The Kathleen Grimm School‬أول ﻣﺪرﺳﺔ‬ ‫ذات ﻃﺎﻗﺔ إﻳﺠﺎﺑﻴﺔ ﻓﻲ ﻣﺪﻳﻨﺔ ﻧﻴﻮﻳﻮرك وا وﻟﻰ ﻋﻠﻰ اﻟﻌﺎﻟﻢ‪.‬‬ ‫اﻟﻤﺒﻨﻰ ﻳﺘﻜﻮن ﻣﻦ دورﻳﻦ وﺗﺒﻠﻎ اﻟﻤﺴﺎﺣﺔ اﻟﻤﺒﻨﻴﺔ أﻛﺜﺮ ﻣﻦ‬ ‫‪ ٦٣٠٠‬م‪ ٢‬وﺑﺴﻌﺔ ‪ ٤٤٤‬ﻃﺎﻟﺐ ﺣﻀﺎﻧﺔ ﻣﻮزﻋﻴﻦ ﻋﻠﻰ ﺧﻤﺲ‬ ‫ﻣﺴﺘﻮﻳﺎت ﻃﻼﺑﻴﺔ‪ ،‬ﻳﻨﺘﺞ اﻟﻤﺒﻨﻰ ذاﺗﻴ? اﻟﻄﺎﻗﺔ ﻣﻦ ﻣﺼﺎدر‬ ‫ﻣﺘﺠﺪدة ﺗﻌﺎدل ﻧﺼﻒ ﻣﺎ ﻳﺴﺘﻬﻠﻜﻪ ﺳﻨﻮﻳ? ‪.‬‬ ‫ﺻﻤﻢ اﻟﻤﺸﺮوع ﺑﻤﻌﺎﻳﻴﺮ ﻧﻈﺎم اﻟﻤﺪارس اﻟﺨﻀﺮاء وﻳﻌﺘﺒﺮ‬ ‫اﻟﻤﺸﺮوع أول ﺗﺠﺮﺑﺔ ﺗﺨﻮﺿﻬﺎ ﻫﻴﺌﺔ ﺑﻨﺎء اﻟﻤﺪارس ﻓﻲ‬ ‫‪¡UM³ « ≤∞Â‬‬

‫‪S20 Albenaa‬‬

‫ﻧﻴﻮﻳﻮرك ﻟﺒﻨﺎء ﻧﻤﻮذج ﻣﺪرﺳﻲ ﻣﺴﺘﺪام ﻣﻤﺎ ﺳﻮف‬ ‫ﻳﺴﺎﻋﺪ اﻟﻬﻴﺌﺔ ﻋﻠﻰ اﻛﺘﺴﺎب اﻟﺨﺒﺮة ﻟﺒﻨﺎء ﻣﺪارس ﻣﻦ ﻫﺬا‬ ‫اﻟﻨﻮع ﻓﻲ اﻟﻤﺴﺘﻘﺒﻞ وﺗﺤﻘﻴﻖ أﻫﺪاف ﺑﺮﻧﺎﻣﺠﻬﺎ ﻟﻠﻤﺸﺎرﻛﺔ‬ ‫ﻓﻲ اﻟﺤﺪ ﻣﻦ أﺿﺮار ا‪Z‬ﺣﺘﺒﺎس اﻟﺤﺮاري ‪ .‬ﻗﺪم ﻣﻜﺘﺐ‪SOM‬‬ ‫ﺗﺼﻤﻴﻤ? ﺑﻴﺌﻴ? ﻳﻮﻓﺮ ﻣﺎﻳﻌﺎدل ﻧﺼﻒ ﻛﻤﻴﺔ اﻟﻄﺎﻗﺔ‬ ‫ﺑﻨﺎء ﻋﻠﻰ ﺗﻘﺪﻳﺮات اﻟﻤﻌﺎﻳﻴﺮ‬ ‫اﻟﺘﻲ ﻳﺤﺘﺎﺟﻬﺎ اﻟﻤﺒﻨﻰ‬ ‫ً‬ ‫اﻟﺤﻜﻮﻣﻴﺔ وذﻟﻚ ﻣﻦ ﺧﻼل اﻟﺘﻮﺟﻴﻪ ا ﻣﺜﻞ ﻟﻠﻤﺒﻨﻰ وﺗﺤﺪﻳﺪ‬ ‫اﻟﻘﻴﺎﺳﺎت و ﺣﺠﻢ اﻟﻜﺘﻠﺔ اﻟﻤﻨﺎﺳﺒﺔ ﻟﻠﻤﺒﻨﻰ ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ‬

WOÐuM'« WNł«u « vKŽ wKOBHð ŸUD

Image courtesy SOM / © James Ewing | OTTO

From the Architect: The Kathleen Grimm School for Leadership and Sustainability at Sandy Ground, also known as P.S. 62, is the first net zero energy school in New York City and one of the first of its kind worldwide. The 68,000-square-foot, two-story school serves 444 prekindergarten through fifth grade students. The cuttingedge building harvests as much energy from renewable on-site sources as it uses on an annual basis. Designed to comply with the SCA Green Schools Guide in lieu of LEED® certification, the project is the NYC School Construction Authority’s first “sustainability lab.” This exploration into ultimate sustainability will provide substantial benefits to the City’s School Design Program and help achieve One NYC goals for significant reductions in global warming emissions. SOM’s design offers an energyuse reduction of 50% over a SCA standard public school. SOM optimized the orientation and massing of the courtyard-shaped building to take advantage of sunlight for both ample daylighting and photovoltaic arrays on the roof and south facade. Other sustainable and low-energy features incorporated in the design include an ultra-tight highperformance building envelope, daylit offset corridors, energy-efficient lighting fixtures, low-energy kitchen equipment, a greenhouse and vegetable garden, a geo-exchange system, energy recovery ventilators and demand-control ventilation, and a solar thermal system for hot water.

ŸËdA*« UNł«Ë w WO LA « Õ«u _« Â«b ²Ý« S23 Albenaa

¡UM³ « ≤≥Â

UNł«u « «bŠË VO dð ÂUE½

w½U¦ « —Ëb « jI

‰Ë_« —Ëb « jI

All Drawings courtesy © SOM

Í—ULF*« rOLB² « hzUBšË WOFO³D « …¡U{ù«Ë ôULF²Ýô« `{u¹ ŸUD

WÝ—b*« Ác¼ Ë WO U(« WOÝ—b*« w½U³*«Ë WOJ¹d _« UH «u*« 5Ð W UD « „öN²Ý« W½—UI

WO U(« „—u¹uO½ ”—«b Ë WÝ—b*« Ác¼ w W UD « „öN²Ý« UłUO²Š« 5Ð ‚dH « S22 Albenaa

¡UM³ « ≤≤Â

WÝ—b*« nIÝ qš«œ WLLB*« WOFO³D « …¡U{ù« U×² Ë WÝ—b*« «d2

S25 Albenaa

¡UM³ « ≤μÂ

Image courtesy SOM / © James Ewing | OTTO

Photo: Stark Video Inc. / Aerial New York © SOM

Image courtesy SOM / © James Ewing | OTTO

WÝ—b*« vM³* UDI

WO U UNMJ Ë …dýU³ dOž WOFO³Þ …¡U{≈ d uð …dO³J « WOłUłe « ‰uBH « bŠ√

S24 Albenaa

¡UM³ «≤¥Â

Photo: Stark Video Inc. / Aerial New York © SOM

WÝ—b*« w½U³* ZOł—U)« œËb(« rOLBð WI¹dÞ `{u¹ ÂUF « l uLK —uEM w(« ÊUJÝ q³ s …dOG oz«bŠ Ë√ UŠU³ UN «b ²Ý« sJ1 YO×Ð S27 Albenaa

¡UM³ « ≤∑Â

‫ﻓﺮاﻏﺎت ﻟﻠﻄﻠﺒﺔ واﻟﺴﻜﺎن‬ ‫‪Gerardo Molina School‬‬ ‫‪Bogota, Columbia‬‬ ‫اﻟﻤﺼﻤﻢ ‪:‬‬ ‫‪Architect : Giancarlo Mazzanti‬‬ ‫ا ﻧﺘﻬﺎء ﻣﻦ اﻟﺘﻨﻔﻴﺬ ‪:‬‬ ‫‪Completion : 2008‬‬

‫ﻳﻬﺪف اﻟﺘﺼﻤﻴﻢ إﻟﻰ ﺗﺤﻘﻴﻖ ﻋﻼﻗﺔ وﺛﻴﻘﺔ ﺑﻴﻦ اﻟﻤﺪرﺳﺔ ﻛﻮﻧﻬﺎ ﻣﺸﺮوع‬ ‫ﻋﻤﺮاﻧﻲ وﺑﻴﻦ اﻟﺤﻲ اﻟﺬي ﺗﻘﻊ ﻓﻴﻪ ﻣﻦ ﺧﻼل اﺳﺘﻔﺎدة اﻟﺴﻜﺎن ﻣﻦ اﻟﻤﺮاﻓﻖ‬ ‫اﻟﻤﻠﺤﻘﺔ ﺑﺎﻟﻤﺪرﺳﺔ ﻣﺜﻞ اﻟﻤﻜﺘﺒﺔ وﻗﺎﻋﺔ اﻟﻤﺤﺎﺿﺮات واﻟﻤﻘﺼﻒ واﻟﻐﺮف اﻟﻤﺘﻌﺪدة‬ ‫ا‪H‬ﻏﺮاض ﺑﻬﺪف ﻣﻤﺎرﺳﺔ أﻧﺸﻄﺔ ﻣﺨﺘﻠﻔﺔ ﻓﻴﻬﺎ ‪ ،‬وﻟﺬﻟﻚ ﻟﺠﺄ اﻟﻤﺼﻤﻢ إﻟﻰ ﺗﻨﻈﻴﻢ‬ ‫ﻋﻨﺎﺻﺮ اﻟﻤﺪرﺳﺔ ﺑﺤﻴﺚ ﻳﻠﻐﻲ ا‪H‬ﺳﻮار اﻟﺨﺎرﺟﻴﺔ اﻟﺘﻲ ﻋﺎدة ﻣﺎ ﺗﻔﺼﻞ اﻟﻤﺪارس‬ ‫ﻋﻦ ﻣﺤﻴﻄﻬﺎ‪ ،‬وﺗﺨﺼﻴﺺ ﻣﺴﺎﺣﺎت ﻋﻠﻰ اﻟﺤﺪود اﻟﺨﺎرﺟﻴﺔ ﻟﻠﻤﻮﻗﻊ وﺗﻨﺴﻴﻘﻬﺎ‬ ‫ﻛﺒﺮﺣﺎت وﺣﺪاﺋﻖ ﺻﻐﻴﺮة ‪P‬ﺳﺘﺨﺪاﻣﻬﺎ ﻣﻦ ﻗﺒﻞ ﺳﻜﺎن اﻟﺤﻲ ‪ .‬ﻳﻌﺘﻤﺪ اﻟﺘﺼﻤﻴﻢ‬ ‫ﻋﻠﻰ اﺳﺘﺨﺪام وﺣﺪات ﻓﺮاﻏﻴﺔ ﻧﻤﻄﻴﺔ ﻣﺘﻜﺮرة ﻳﻤﻜﻦ أن ﺗﺘﻜﻴﻒ ﻣﻊ أﻣﺎﻛﻨﻬﺎ‬ ‫ﻓﻲ اﻟﻤﻮﻗﻊ أو اﻟﻨﺴﻴﺞ اﻟﻌﻤﺮاﻧﻲ أواﻟﺒﺮﻧﺎﻣﺞ اﻟﻤﺴﺎﺣﻲ ‪ ،‬ﻛﻤﺎ ﺗﺘﻜﻴﻒ ﻫﺬه‬ ‫اﻟﻮﺣﺪات ﻣﻊ ا‪P‬ﺿﺎءة اﻟﻄﺒﻴﻌﻴﺔ و اﻻﻃﻼﻟﺔ ﻋﻠﻰ اﻟﺨﺎرج و اﻟﺨﺼﻮﺻﻴﺔ و اﻟﺘﻮاﺻﻞ ‪.‬‬ ‫ﻫﻨﺎك ﻧﻮﻋﻴﻦ ﻣﻦ ﻫﺬه اﻟﻮﺣﺪات ﻧﻮع ﻟﺘﺴﻜﻴﻦ اﻟﻔﺼﻮل داﺧﻠﻬﺎ‪ ،‬وﻧﻮع ﻛﻤﻤﺮات‬ ‫ﻣﺴﺘﻘﻴﻤﺔ راﺑﻄﺔ ﺑﻴﻨﻬﺎ ‪ ،‬أو ﻛﻤﻤﺮات ﻣﻨﺤﻨﻴﺔ ﻟﺘﻐﻴﻴﺮ إﺗﺠﺎه اﻟﺤﺮﻛﺔ ‪ .‬ﻋﻨﺪ ﺗﺠﻤﻴﻊ‬ ‫ﻫﺬه اﻟﻮﺣﺪات ﺑﻴﻦ ﺑﻌﻀﻬﺎ ﺗﻜﻮن اﻟﻔﺼﻮل ﺑﻤﻨﺄى ﻋﻦ اﻟﻤﺮاﻓﻖ ﻓﻲ وﺿﻊ ﻳﺴﻤﺢ‬ ‫ﺑﺈﺳﺘﺨﺪام اﻟﻤﺮاﻓﻖ ﻣﺜﻞ اﻟﻤﻜﺘﺒﺔ أو اﻟﻐﺮف اﻟﻤﺘﻌﺪدة ا‪H‬ﻏﺮاض ﻣﻦ ﻗﺒﻞ اﻟﺴﻜﺎن‬ ‫ﺑﺪون إرﺑﺎك اﻟﻌﻼﻗﺔ ﺑﻴﻦ ا‪H‬ﻧﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ )اﻟﻔﺼﻮل(‪ ،‬ﻓﺎﻟﺘﻜﻮﻳﻦ ﻳﺄﺧﺬ ﺗﺸﻜﻴﻞ‬ ‫ﻳﺤﻤﻲ ﻣﻨﺎﻃﻖ اﻟﻄﻠﺒﺔ ﻋﻦ ﻣﻨﺎﻃﻖ اﻟﺴﻜﺎن ‪ ،‬ﻛﻤﺎ وﺿﻌﺖ اﻟﻤﺮاﻓﻖ ﻓﻲ ﻣﻮاﻗﻊ‬ ‫ﺗﺴﻬﻞ ﻟﻠﺴﻜﺎن اﻟﻮﺻﻮل اﻟﻴﻬﺎ ﻣﻦ اﻟﺨﺎرج ‪ ،‬اﻟﻬﺪف اﻟﺮﺋﻴﺲ ﻣﻦ ذﻟﻚ ﻫﻮ ﻋﻤﻞ‬ ‫ﻓﻀﺎء اﺟﺘﻤﺎﻋﻲ ﺣﻴﻮي ‪ ،‬ﻳﺸﺠﻊ ﻋﻠﻰ اﻟﺘﻮاﺻﻞ ﺑﻴﻦ اﻟﺴﻜﺎن ‪ .‬ﻛﻤﺎ ﺗﻢ إﺳﺘﺨﺪام‬ ‫ﻣﻮاد ﻃﺒﻴﻌﻴﺔ ﻓﻲ اﻟﺘﺸﻄﻴﺐ ﻣﺜﻞ اﻟﺤﺠﺮ وأﺧﺮى ﺻﻨﺎﻋﻴﺔ ﻣﺜﻞ اﻟﻔﻴﻨﻴﻞ اﻟﻤﻠﻮن‬ ‫ﻟﺘﻐﻄﻴﺔ اﻟﻮاﺟﻬﺎت واﻟﺤﻮاﺋﻂ‪ ،‬ﻛﻤﺎ اﺳﺘﺨﺪﻣﺖ اﻟﺨﺮﺳﺎﻧﺔ اﻟﻈﺎﻫﺮة ﻓﻲ ا‪H‬ﻋﻤﺪة ‪.‬‬

‫‪© Sergio Gómez‬‬

‫‪© Rudolf‬‬

‫‪WÝ«—b « U Ë√ Ã—Uš ÊUJ « q³ s UN «b ²Ý« sJLO WÝ—b*« U½uJ sŽ WKBHM WI¹dDÐ W³²J*« XF{Ë‬‬ ‫‪¡UM³ « ≤∂Â‬‬

‫‪S26 Albenaa‬‬

From the Architect: More than an isolated school, the aim is to develop an Urban project that Encourages new sectorial centralities with the equipments that are already being used by the school such as the library, the auditorium, the cafeteria, the support rooms for neighborhood activities. As the Project will be winding and turning it will be opening to the city, leaving space for small squares and exterior parks for public usage, leaving behind the bars and walls that stereotyped education institutions as closed spaces. The conformation of small squares and green spaces with tress direct on the surrounding streets, accompanied by the auction modules, will redefine direct accesses. The borders of the institution produce the closings; the school will not have bars or walls. The Project is raised as a modular system which is capable of adapting itself to the most diverse situations, whether they are topographical, urban or the result of a program. It is based on a regulated series of procedures and ordered actions (Protocols) and on the construction of a Chain Grouping system skilled for intertwining and acting depending on the place, the amount of sunlight, the topography and the events (Adaptive System). The construction of the model is based on the combination of rotated models. The latter is a unique piece system capable of developing a more complex and adaptive organized structure than the sum of the parts. The grouping system is raised as a Chain construction in which each module is related with the ones beside it and element chains are produced whilst configuring ships that generate, at the same time, spaces in which unexpected and surprising diagonals and vacuums are produced, enriching the school tour and usage. The grouping system also allows the conformation of courts, streets, subsectors, gardens and tree isolations in the exterior space. Protocol: The model develops a normative offer which seeks to establish a few rules of operation directed to achieving two objectives. The first one (Spacialclassrooms) tries to promote the Spatial ideal relation between the parts and the place, views, privacy, sunlight, communication, etc. The model raises the application of the following modules: Classrooms; Module 1a from the grouping of three classrooms – for application in the first floor. Module 1b from special classrooms and teacher rooms – for application in the second floor. The elements in the program that enable the appropriation of school services with the surrounding community – they define the entrance and the direct relation with the street. These are structures that because of their size and function are considered atypical. The entire building has a pedagogic function, apart from the classrooms, the model seeks to potentiate the appearance of interstitial spaces or covered vacuums between the classrooms which expand or contract to define spaces as the prolongation of the classrooms, places for thought, for union, for friendship. Each and every one of the courts and places between the classroom module defines itself with an educative, sensorial and dynamic theme. S29 Albenaa

¡UM³ « ≤πÂ

‰Ë_« —Ëb « jI

WNł«Ë

ŸUD

w{—_« —Ëb « jI

UNMOÐ ULO «bŠu « jÐ—Ë VOðdðË ŸËdALK WOLOLB² « …dJH «

WNł«Ë

WÝ—b*« ¡UMHÐ ŸUD

ŸUD S28 Albenaa

¡UM³ « ≤∏Â

WOÝ—b*« w½U³*« …—ULŽË WOł—U)« UŠU³ « s V½Uł `{u¹ w³½Uł —uEM ∫ vKŽ√

wKš«b « ¡UMH UÐ jO% w½U³*« qF−¹ ÂUF « Í—ULF*« s¹uJ² «∫ qHÝ√ S31 Albenaa

¡UM³ « ≥±Â

U b)« w½U³ Ë ‰uBH « t uŠ lIð Íc «Ë WÝ—b*« ¡UM

‰uBHK WŽ“u*« «dL*«

qš«b « s W³²J*« vM³* WOłUłe « WNł«u «

‰uBHK WŽ“u*« «dL*«

‰Ë_« —Ëb « v ≈ ÍœR¹ —b×M

S30 Albenaa

¡UM³ «≥∞Â

jÝu « w i dK —ULC Ë WO{U¹d « WŽUI « —U O « vKŽË nK)« w wLOKF² « vM³*« S33 Albenaa

¡UM³ « ≥≥Â

‫ﺗﻨﻮﻳﻊ اﻟﻘﺎﻋﺪة اﻟﻌﻠﻤﻴﺔ‬ ‫وزﻳﺎدة اﻟﻜﺜﺎﻓﺔ اﻟﺒﻨﺎﺋﻴﺔ‬ ‫‪Evelyn Grace Academy‬‬ ‫‪London, UK‬‬ ‫اﻟﻤﺼﻤﻢ ‪:‬‬ ‫‪Architect : Zaha Hadid / Patrik Schumacher‬‬ ‫ا&ﻧﺘﻬﺎء ﻣﻦ اﻟﺘﻨﻔﻴﺬ‪:‬‬ ‫‪Completion : 2010‬‬

‫ﻳﺘﻴﺢ ﻣﺠﻤﻊ ﻣﺪارس أﻛﺎدﻳﻤﻴﺔ ‪Evelyn Grace Academy‬‬ ‫ﻓﺮص وﺧﺪﻣﺎت ﺗﻌﻠﻴﻤﻴﺔ ﻟﺘﻨﻮﻳﻊ اﻟﻘﺎﻋﺪة اﻟﺘﻌﻠﻴﻤﻴﺔ وﻟﺰﻳﺎدة‬ ‫اﻟﻜﺜﺎﻓﺔ اﻟﺒﻨﺎﺋﻴﺔ ﻓﻲ ا)ﺣﻴﺎء اﻟﺴﻜﻨﻴﺔ ﻟﻤﺪﻳﻨﺔ ﻟﻨﺪن‪.‬‬ ‫ﻳﺘﻜﻮن اﻟﻤﺠﻤﻊ اﻟﻤﺪرﺳﻲ ﻣﻦ أرﺑﻌﺔ ﻣﺪارس اﺛﻨﺘﻴﻦ إﻋﺪادﻳﺘﻴﻦ‬ ‫واﺛﻨﺘﻴﻦ ﺛﺎﻧﻮﻳﺘﻴﻦ وﻫﻮ ﻳﺘﺒﻊ اﻟﻨﻈﺎم ا‪6‬ﻧﺠﻠﻴﺰي اﻟﺠﺪﻳﺪ ﻟﺘﻮﻓﻴﺮ‬ ‫اﻟﻤﺒﺎﻧﻲ اﻟﻤﺪرﺳﻴﺔ‪ ،‬وﻫﻲ ﺑﻨﺎء ﻣﺪارس ذات أﺣﺠﺎم ﺻﻐﻴﺮة‬ ‫ﺗﺴﻬﻞ ﻣﺘﺎﺑﻌﺔ اﻟﻤﺪرﺳﻴﻦ ﻟﻠﻄﻠﺒﺔ وﺿﻤﻬﺎ ﻓﻲ ﻣﺠﻤﻌﺎت‪،‬‬ ‫وﺗﻮﻓﻴﺮ ﺧﺪﻣﺎت ﻣﺸﺘﺮﻛﺔ ﺗﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﻛﻞ اﻟﻤﺪارس وﻫﻮ ﺣﻞ‬ ‫اﻗﺘﺼﺎدي ﻟﻜﻨﻪ ﻳﺴﻤﺢ ﺑﺘﻮﻓﻴﺮ أﻛﺒﺮ ﻋﺪد ﻣﻦ اﻟﺨﺪﻣﺎت ﻳﺴﺘﻄﻴﻊ‬ ‫أﻫﺎﻟﻲ اﻟﺤﻲ اﻻﺳﺘﻔﺎدة ﻣﻨﻬﺎ‪ ،‬اﻟﻤﺠﻤﻊ ﻣﻜﻮن ﻣﻦ ﻣﺒﻨﻰ واﺣﺪ‬ ‫ﻳﻀﻢ ا)ﻧﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ وﻳﺮﺗﻔﻊ ﻋﻠﻰ ﻗﺎﻋﺪة ﺑﻨﺎﺋﻴﺔ ﺗﻀﻢ‬ ‫ﺧﺪﻣﺎت ﻣﺸﺘﺮﻛﺔ ﻳﺪﺧﻞ ﻃﻠﺒﺔ اﻟﻤﺴﺘﻮى ا‪6‬ﻋﺪادي ﻣﺒﺎﺷﺮة‬ ‫إﻟﻰ ﻣﺪرﺳﺘﻴﻪ ﻣﻦ ﺧﻼل ﺷﺮﻓﺔ اﻟﺪور ا)ول ‪ ،‬ﻛﻠﺘﺎ اﻟﻤﺪرﺳﺘﻴﻦ‬ ‫ﺗﺸﻐﻼن دورﻳﻦ وﻳﺮﺑﻂ ﺑﻴﻨﻬﻤﺎ ﺳﻠﻢ واﺣﺪ‪ ،‬ﻳﺘﻢ اﻟﻮﺻﻮل إﻟﻰ‬ ‫اﻟﺨﺪﻣﺎت اﻟﻤﺸﺘﺮﻛﺔ ﻓﻲ اﻟﺪور اﻟﺜﺎﻧﻲ ﻣﻦ اﻟﻤﺴﺘﻮى ا)ﻋﻠﻰ‬ ‫ﻟﻠﻤﺪرﺳﺘﻴﻦ ا‪6‬ﻋﺪادﻳﺘﻴﻦ ‪ ،‬أﻣﺎ اﻟﺨﺪﻣﺎت اﻟﻤﺸﺘﺮﻛﺔ ﻓﻲ اﻟﺪور‬ ‫اﻻرﺿﻲ ﻳﺘﻢ اﻟﻮﺻﻮل إﻟﻴﻬﺎ ﻋﺒﺮ اﻟﺤﺪاﺋﻖ اﻟﺨﺎرﺟﻴﺔ‪ ،‬ﺗﺸﻐﻞ‬ ‫اﻟﻤﺪرﺳﺘﻴﻦ اﻟﺜﺎﻧﻮﻳﺘﻴﻦ اﻟﺪور اﻟﺜﺎﻟﺚ وﻳﻤﻜﻦ اﻟﻮﺻﻮل إﻟﻴﻬﺎ‬ ‫ﻋﺒﺮ ﺳﻼﻟﻢ ﻃﺮﻓﻴﺔ‪ .‬ﺗﻘﻊ اﻟﺨﺪﻣﺎت اﻟﻤﺸﺘﺮﻛﺔ ﺑﻴﻦ اﻟﻤﺪارس‬ ‫ا)رﺑﻌﺔ وﺗﺘﻜﻮن ﻣﻦ اﻟﻤﻜﺘﺒﺔ وا‪6‬دارة واﻟﻤﻘﺼﻒ ﻓﻲ وﺳﻂ‬ ‫اﻟﻤﺒﻨﻰ وﻫﻲ ﻣﻮزﻋﺔ ﻋﻠﻲ ا)دوار اﻟﺜﻼث ‪،‬ﻛﻤﺎ وزﻋﺖ اﻟﺨﺪﻣﺎت‬ ‫اﻟﺮﻳﺎﺿﻴﺔ ﻓﻲ اﻟﺪور ا)رﺿﻲ ﻋﻠﻰ أرض اﻟﻤﻮﻗﻊ وﺗﺸﻤﻞ ﻣﻼﻋﺐ‬ ‫ﻛﺮة ﻗﺪم وأﺧﺮى ﻣﺘﻌﺪدة ا)ﻟﻌﺎب و ﻣﻼﻋﺐ ﺗﻨﺲ وﺻﺎﻻت‬ ‫أﻟﻌﺎب ﻣﻐﻠﻘﺔ وﺧﺪﻣﺎت اﻟﺼﻴﺎﻧﺔ ‪ ،‬ﻛﻤﺎ ﻳﻀﻢ اﻟﺪور ا)رﺿﻲ‬ ‫ﻗﺴﻢ ﻟﻠﻔﻨﻮن واﻟﺘﻘﻨﻴﺔ وﺣﺪاﺋﻖ ﻟﺘﻌﻠﻴﻢ اﻟﺒﺴﺘﻨﺔ‪ .‬وﻳﻤﻜﻦ‬ ‫اﻟﻘﻮل ﺑﺄن ﻣﺒﻨﻰ ا)ﻛﺎدﻳﻤﻴﺔ ﻳﺘﻜﻮن ﻣﻦ ﻗﺎﻋﺪة ﺗﻀﻢ ﻣﻌﻈﻢ‬ ‫اﻟﺨﺪﻣﺎت ﻓﻲ اﻟﺪور ا)رﺿﻲ ﺑﻴﻨﻤﺎ اﻟﻤﺪارس ا)رﺑﻌﺔ ﺗﺸﻐﻞ‬ ‫ا)دوار اﻟﺜﻼث اﻟﻌﻠﻮﻳﺔ ‪ .‬وزﻋﺖ اﻟﻤﺪارس ا)رﺑﻌﺔ ﺑﻄﺮﻳﻘﺔ أﻓﻘﻴﺔ‬ ‫ﻟﻠﺘﻘﻠﻴﻞ ﻣﻦ اﻟﺤﺮﻛﺔ اﻟﺮأﺳﻴﺔ أﻣﺎ اﻟﺨﺪﻣﺎت ﻓﻬﻲ ﻓﻲ اﻟﺪور‬ ‫ا)رﺿﻲ وﻳﻤﻜﻦ ﻓﺼﻠﻬﺎ ﻋﻦ ا)ﻧﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ ﻟﻜﻲ ﻳﻤﻜﻦ‬ ‫اﺳﺘﺨﺪاﻣﻬﺎ ﺧﺎرج أوﻗﺎت اﻟﺪراﺳﺔ وﻳﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ ﺳﻜﺎن اﻟﺤﻲ‪.‬‬ ‫ﺗﺴﻊ ﻛﻞ ﻣﺪرﺳﺔ إﻋﺪادﻳﺔ ﻋﻠﻰ ‪ ٢٧٠‬ﻃﺎﻟﺐ )ﺑﻴﻦ ﻋﻤﺮ ‪ ١١‬إﻟﻰ‬ ‫‪١٤‬ﻋﺎم ( و ﻛﻞ ﻣﺪرﺳﺔ ﺛﺎﻧﻮﻳﺔ ﻋﻠﻰ ‪ ٣٣٠‬ﻃﺎﻟﺐ )ﺑﻴﻦ ﻋﻤﺮ ‪ ١٤‬إﻟﻰ‬ ‫‪ ١٨‬ﻋﺎم ( وﺗﺒﻠﻎ اﻟﺴﻌﺔ ا‪6‬ﺟﻤﺎﻟﻴﺔ ﻟﻠﻤﺠﻤﻊ اﻟﻤﺪرﺳﻲ ‪ ١٢٠٠‬ﻃﺎﻟﺐ ‪.‬‬ ‫‪¡UM³ « ≥≤Â‬‬

‫‪S32 Albenaa‬‬

From the Architect: The Evelyn Grace Academy in Brixton, London Borough of Lambeth, offers an opportunity to broaden not only the educational diversity of this active and historic part of London, but also to augment the built environment in a predominantly residential area. This Academy presents itself as an open, transparent and welcoming addition to the community’s local urban regeneration process.The strategic location of the site within two main residential arteries naturally lends the built form to be coherent in formation and assume a strong urban character and identity, legible to both the local and neighbouring zones. The Academy offers a learning environment that is spatially reassuring and able to engage the students actively, creating an atmosphere for progressive teaching.To maintain the educational principle of ‘schools-withinschools’, the design generates natural npatterns of division within highly functional spaces which give each of the four smaller schools a distinct identity, both internally and externally. These spaces present generous environments with maximum levels of natural light, ventilation and understated but durable textures. The communal spaces - shared by all the schools - are planned to encourage social communication with aggregation nodes that weave together the extensive accommodation schedule. Similarly, the external shared spaces, in order to generate a setting that encourages interaction, are treated in a manner of layering to create informal social and teaching spaces at various levels based on the convergence of multiple functions. The vision of the scheme provides an educational complex that will be equally esteemed and cherished by the pupils and community.

‰Ë_« —Ëb « jI

w½U¦ « —Ëb « jI

W³KD « W³ «d* Ã—U)« vKŽ r ö « l u UNł«Ë `²Hð

S35 Albenaa

¡UM³ « ≥μÂ

vM³*« U½uJ `{u¹ œUFÐ_« wŁöŁ rÝ—

w{—_« —Ëb « jI

w uÞ ŸUD

w{dŽ ŸUD

S34 Albenaa

¡UM³ « ≥¥Â

ŸËdA*« …—ULF WHK² —u S37 Albenaa

¡UM³ « ≥∑Â

S36 Albenaa

¡UM³ «≥∂Â

‫ﻣﺪرﺳﺔ داﺧﻞ اﻟﺒﺴﺎﺗﻴﻦ‬ ‫‪French International School‬‬ ‫‪Beijing, China‬‬ ‫اﻟﻤﺼﻤﻢ ‪:‬‬ ‫‪Architect : Jacques Ferrier Architecture with Sensual City Studio‬‬ ‫ا ﻧﺘﻬﺎء ﻣﻦ اﻟﺘﻨﻔﻴﺬ ‪:‬‬ ‫‪Completion : 2016‬‬

‫ﻳﻀﻢ اﻟﻤﺠﻤﻊ اﻟﻤﺪرﺳﻲ ‪ 3‬ﻣﺮاﺣﻞ ﺗﻌﻠﻴﻤﻴﺔ إﺑﺘﺪاﺋﻴﺔ وﺛﺎﻧﻮﻳﺔ‬ ‫وﺟﺎﻣﻌﻴﺔ‪ ،‬وﻟﻘﺪ ﺻﻤﻢ ﻛﻤﺸﺮوع ﺗﻨﺴﻴﻖ ﻣﻮاﻗﻊ ﺣﻴﺚ ﻳﻘﻊ‬ ‫ﻓﻲ ﻣﻨﻄﻘﺔ ﻋﻤﺮاﻧﻴﺔ ﻛﺎﻧﺖ ﻓﻲ اﻟﻤﺎﺿﻲ ﻋﺒﺎرة ﻋﻦ ﺑﺴﺎﺗﻴﻦ‪،‬‬ ‫وﻗﺪ ﺣﺎﻓﻆ ﻋﻤﺮاﻧﻬﺎ ﻋﻠﻰ ﻫﺬه اﻟﺼﻔﺔ ﻓﺄﻗﻴﻤﺖ ﻓﻴﻬﺎ‬ ‫ﻣﺴﺎﻛﻦ ﻏﻴﺮ ﻣﺮﺗﻔﻌﺔ راﻗﻴﺔ اﻟﻤﺴﺘﻮي‪ .‬ﻳﻘﻊ اﻟﻤﺠﻤﻊ ﻋﻠﻰ أرض‬ ‫ﻣﺴﺘﻄﻴﻠﺔ ﻋﻠﻰ ﻃﺮﻳﻖ اﻟﻤﻄﺎر وﻳﻤﺘﺪ اﻟﻤﺸﺮوع ﻋﻠﻴﻬﺎ ﻟﻴﺼﻨﻊ‬ ‫ﻛﺘﻠﺔ ﺑﻨﺎﺋﻴﺔ ﻣﻮﺣﺪة وﻣﺘﻮاﺻﻠﺔ وﻳﺤﺪد اﻟﻤﻤﺮات اﻟﺨﺎرﺟﻴﺔ‬ ‫واﻟﻌﻼﻗﺔ ﻣﻊ اﻟﻄﺮﻳﻖ وﻳﻮﻓﺮ ﻟﻠﻄﻠﺒﺔ واﻟﻤﺪرﺳﻴﻦ ﺗﺸﻜﻴﻠﺔ ﻣﻦ‬ ‫اﻟﻔﻀﺎءات اﻟﺨﺎرﺟﻴﺔ اﻟﻤﻔﺘﻮﺣﺔ ﻋﻠﻰ ﺧﻠﻔﻴﺔ ﻣﻦ ﺗﻨﻴﺴﻖ ﻣﻮاﻗﻊ‬ ‫اﺧﻀﺮ‪ .‬ﻳﺤﺘﻮي اﻟﺪور اﻻرﺿﻲ ﻋﻠﻰ اﻻﺳﺘﻌﻤﺎﻻت و ا‪M‬ﻧﺸﻄﺔ‬ ‫اﻟﻤﺸﺘﺮﻛﺔ وﺗﻘﻊ اﻟﺴﺎﺣﺔ اﻟﻌﺎﻣﺔ ذات ا‪M‬ﻧﺸﻄﺔ اﻟﻤﺘﻌﺪدة‬ ‫واﻟﻤﻼﻋﺐ ﺗﺤﺖ ﻣﻈﻠﺔ واﻗﻴﺔ ﻓﻲ اﻟﺪور ا‪M‬رﺿﻲ ﺑﺤﻴﺚ ﺗﺮﺗﺒﻂ‬ ‫ﻛﻞ اﻻﺳﺘﻌﻤﺎﻻت اﻟﺨﺎرﺟﻴﺔ ﺑﺎﻟﻤﻘﺼﻒ واﻻﻧﺸﻄﺔ اﻟﺮﻳﺎﺿﻴﺔ‪ .‬ﺗﻢ‬ ‫اﻟﻔﺼﻞ ﺑﻴﻦ ﻣﺪاﺧﻞ اﻟﻤﺪارس اﻻﺑﺘﺪاﺋﻴﺔ واﻟﺜﺎﻧﻮﻳﺔ واﻟﺠﺎﻣﻌﻴﺔ‬ ‫وﻛﺬﻟﻚ ﺑﻴﻦ ﺣﺮﻛﺔ اﻟﻄﻠﺒﺔ ﻓﻲ ﻛﻞ ﻣﻨﻬﺎ‪ ،‬ﻣﻊ وﺟﻮد ارﺗﺒﺎﻃﺎت‬

‫ﺑﻴﻨﻬﺎ ﻟ‪Y‬دارﻳﻴﻦ واﻟﻤﺪرﺳﻴﻦ‪ .‬اﻟﺘﻮزﻳﻊ اﻟﺪاﺧﻠﻲ ﻣﺒﺴﻂ وواﺿﺢ‪،‬‬ ‫ﻓﻴﻤﻜﻦ اﻟﺘﻌﺮف ﺑﺴﻬﻮﻟﺔ ﻋﻠﻰ اﻟﺒﻬﻮ اﻟﺮﺋﻴﺲ واﻟﻤﻜﺘﺒﺔ ﻓﻲ‬ ‫اﻟﺪور اﻟﺜﺎﻧﻲ‪ ،‬وزﻋﺖ اﻟﻔﺼﻮل ﺑﻄﺮﻳﻘﺔ ﻣﻨﻄﻘﻴﺔ وﻟﻜﻲ ﺗﻮﻓﺮ‬ ‫ﻣﺮوﻧﺔ ﻓﻲ اﻻﺳﺘﻌﻤﺎل ‪ .‬ﻏﻄﻲ اﻟﻤﺒﻨﻰ ﻣﻦ اﻟﺨﺎرج ﺑﻐﻼف ﻣﻜﻮن‬ ‫ﻣﻦ ﻣﺸﺮﺑﻴﺔ ﺧﺸﺒﻴﺔ ﻃﺒﻴﻌﻴﺔ ﺗﺤﻤﻲ ا‪M‬ﻧﺸﻄﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ‬ ‫ﺑﺼﺮﻳ‪ a‬ﻣﻦ ا`ﻃﻼﻟﺔ ﻋﻠﻴﻬﺎ ﻣﻦ اﻟﺨﺎرج و ﺗﻮﻓﺮ اﻟﻈﻼل ﻟﻠﻤﺒﺎﻧﻲ‪،‬‬ ‫ﺣﻴﺚ ﻳﺒﺪو اﻟﻤﺒﻨﻰ ﻣﻦ ﺑﻌﻴﺪ وﻛﺄﻧﻪ ﻳﻄﻔﻮ ﻓﻮق ﺻﻔﻮف‬ ‫أﺷﺠﺎر اﻟﻔﺎﻛﻬﺔ اﻟﺘﻲ ﻳﺤﺘﻮﻳﻬﺎ ﻣﻮﻗﻊ اﻟﻤﺸﺮوع‪ ،‬ﻟﻴﺼﺒﻎ‬ ‫اﻟﻤﺸﺮوع ﺑﺸﻜﻞ ﻳﻤﻴﺰه وﻳﻌﺮف ﻋﻠﻴﻪ ﻛﻮن اﻟﻔﻜﺮة ﻣﺴﺘﻮﺣﺎة‬ ‫ﻣﻦ اﻟﻌﻤﺎرة اﻟﺘﻘﻠﻴﺪﻳﺔ اﻟﺼﻴﻨﻴﺔ ‪ .‬ﺻﻤﻢ ﻛﻞ ﻣﻦ اﻟﻤﻘﺼﻒ‬ ‫واﻟﻤﻼﻋﺐ اﻟﺮﻳﺎﺿﻴﺔ اﻟﻤﻐﻄﺎة ﻋﻠﻲ ﻫﻴﺌﺔ أﺟﻨﺤﺔ ﻣﻨﻔﺮدة‬ ‫ﺗﻘﻊ داﺧﻞ اﻟﺒﺴﺎﺗﻴﻦ ﺑﺠﺎﻧﺐ ا`ﺳﺘﺎد اﻟﺮﻳﺎﺿﻲ اﻟﺬي ﻳﺤﺘﻮﻳﻪ‬ ‫اﻟﻤﺸﺮوع ﺑﺤﻴﺚ ﺗﻀﻴﻒ ﻟﻠﻤﻮﻗﻊ اﻟﻌﺎم ﺻﻔﺔ اﻟﻔﻀﺎء اﻟﺒﻴﺌﻲ‬ ‫اﻟﺘﻌﻠﻴﻤﻲ اﻟﺼﺪﻳﻖ ‪ .‬اﻟﺘﺼﻤﻴﻢ اﻟﻌﺎم ﻟﻠﻤﺸﺮوع ﻣﺮن وﻫﻮ‬ ‫ﻗﺎﺑﻞ ﻟﻠﺘﻄﻮﻳﺮ واﻟﺘﻮﺳﻊ اﻟﻤﺴﺘﻘﺒﻠﻲ ‪.‬‬

‫‪¡UM³ « ≥πÂ‬‬

‫‪S39 Albenaa‬‬

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From the Architect: The French School of Beijing, designed by Jacques Ferrier Architecture and Sensual City Studio, has been imagined as a built landscape. It is being developed on a site in the “Orchard” neighbourhood, which takes its name from the old orchards which, until recently, were a defining feature of this stretch of land alongside the road to the airport. Since then, the development of high-end residential blocks and international schools has introduced a new urban character with collections of low rise buildings alongside generous green spaces. The building creates a continuous and unified space on the site, defining the various walkways and in line with the roads. It offers students and teachers a combination of protected and open spaces, with the landscape always present as a backdrop. The ground floor is home to shared spaces and functions: underneath an awning, the communal spaces for the various schools alternate with covered playgrounds. All of the outdoor spaces open towards the canteen’s orchard and the sports facilities. The entrances to the primary school and the secondary school and college are clearly separated, as are the flows of different students. There are, however, connections between the different sections of the school for the staff and teachers. The organization of the space is unambiguous and easy to read: the school hall and library are recognizable as soon as you enter. From the second floor up, the classrooms are organized in a rational and flexible way. They are clad in a wooden lattice which seems to float above the organic surroundings formed by the lines of fruit trees. From the inside, this lattice is porous enough to let through light and not obscure views of the outside. It plays a major role in shading the building from the sunlight and protecting the school’s activities from outside eyes. Finally, the lattice creates a serene, innovative and identifiable architectural look, drawing inspiration from traditional Chinese architectural. The canteen and the gym hall have been designed as pavilions in the orchard. Alongside the stadium, they add the finishing touches to a project which combines architecture and landscaping to create a remarkable, environmentally-friendly place of learning. The metals used in the façades of these two buildings set up a game of reflections between landscaped and built environments. The matt aspect of the wooden lattice around the main building interplays with the burnished surfaces of the gym hall and the canteen. With a contemporary character which avoids modish excesses, the French school takes a longterm view of design, leaving open various possibilities for development and new uses.

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¡UM³ « ¥≥Â

S42 Albenaa

¡UM³ «¥≤Â

тАл╪з ╪▓╪▒┘В ╪ея╗Яя╗░ ╪з я║Ся╗┤я║╛ я╗Ыя╗ая╗дя║О ╪з╪▒я║Чя╗Фя╗Мя║Ц ╪зя╗Яя╗о╪зя║Яя╗мя║О╪к ┘И╪░я╗Яя╗Ъ я║Ся║Оя╗Яя╗ия║┤я║Тя║ФтАм тАля╗Яя╗ая╗Шя║Оя╗Ля║Ф ╪зя╗Яя║оя╗│я║Оя║┐я╗┤я║ФтАк ╪МтАм┘Ия║Чя╗в ╪зя║│я║Шя║ия║к╪з┘Е ╪зя╗Яя║╕я║о╪зя║Ля║в ┘И╪з я╗Яя╗о╪з┘Ж я║Ся╗Дя║оя╗│я╗Шя║ФтАм тАля╗Ля╗Ья║┤я╗┤я║Ф я╗Уя╗▓ ╪зя╗Яя╗дя║Тя╗ия╗░ ╪зя╗Яя║к╪▒╪зя║│я╗▓ тАк .тАмя╗│я║Тя╗ая╗О я╗Ля║к╪п ╪зя╗Яя╗ия╗о╪зя╗Уя║м я╗Уя╗▓тАм тАл╪зя╗Яя╗дя║Тя╗ия╗░ ╪зя╗Яя║к╪▒╪зя║│я╗▓ тАк ┘б┘з┘етАмя╗зя║Оя╗Уя║м╪й ╪░╪з╪к я║╖я╗Ья╗Ю я╗гя║оя║Ся╗К ┘Ия╗Чя╗┤я║Оя║│я║О╪ктАм тАля╗гя╗оя║гя║к╪й ┘И╪▓я╗Ля║Ц я║Ся╗Дя║оя╗│я╗Шя║Ф я╗Ля║╕я╗о╪зя║Ля╗┤я║Ф я╗Ля╗ая╗░ ╪зя╗Яя╗о╪зя║Яя╗мя║О╪ктАк .тАмя║Чя╗в я╗гя║о╪зя╗Ля║О╪йтАм тАл╪зя╗Яя║Шя╗оя╗Уя╗┤я║о я╗Уя╗▓ ╪зя╗Яя╗Дя║Оя╗Чя║Ф я╗гя╗ж я║зя╗╝┘Д я╗Ля║к╪п я╗гя╗ж ╪зтАкHтАмя║Яя║о╪з╪б╪з╪к я╗гя║Ья╗Ю ╪зя╗Яя╗Мя║░┘ДтАм тАл╪зя╗Яя║ая╗┤я║к ┘И╪ея╗зя║Шя║О╪м ╪зя╗Яя╗Дя║Оя╗Чя║Ф я║Ся╗о╪зя║│я╗Дя║Ф ╪зя║│я║Шя╗Ря╗╝┘Д ╪зя╗Яя╗дя╗┤я║О┘З ╪зя╗Яя║ая╗оя╗Уя╗┤я║ФтАм тАл┘И╪з я╗Яя╗о╪з╪н ╪зя╗Яя║╕я╗дя║┤я╗┤я║ФтАк ╪МтАмя╗Ыя╗дя║О я║Чя╗в ╪зя║│я║Шя║ия║к╪з┘Е ┘Ия║│я║Оя║Ля╗Ю я╗Яя║Шя║ия║░я╗│я╗ж я╗гя╗┤я║О┘ЗтАм тАл╪з я╗гя╗Дя║О╪▒ ┘И╪зя║│я║Шя║ия║к╪зя╗гя╗мя║О я╗Пя║о╪з╪╢ ╪зя╗Яя╗дя║Тя╗ия╗░ ╪зя╗Яя╗дя║ия║Шя╗ая╗Фя║ФтАк.тАмтАм тАл┬л*тАкo UG ┬л ├КuK U├Р тАжb┬╣b'┬л W├ЭтАФb*┬л├Л ┬и #UH ┬л ├КuK U├Р WLzUI ┬л W├ЭтАФb*┬л ┬и ├ВUF ┬л l uтАмтАм тАлтАк┬бUM┬│ ┬л ┬е╬╝├ВтАмтАм

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‫ﺗﻄﻮﻳﺮ ﻣﺪرﺳﻲ إﻗﺘﺼﺎدي‬ ‫‪borg + nms deutsch-wagram‬‬ ‫‪Austria‬‬ ‫اﻟﻤﺼﻤﻢ ‪:‬‬ ‫‪Architect : franz zt gmbh‬‬ ‫ا ﻧﺘﻬﺎء ﻣﻦ اﻟﺘﻨﻔﻴﺬ ‪:‬‬ ‫‪Completion : August 2011‬‬

‫‪©All Photos Ifranz zt gmbh - Lisa Rastl‬‬

‫«*‪¡U*« W dÐË WO{U¹d « WŽUI «Ë wLOKF² « vM³‬‬

‫ﻳﻬﺪف ﻫﺬا اﻟﻤﺸﺮوع اﻟﻤﺪرﺳﻲ إﻟﻰ اﺳﺘﻐﻼل أرض ﻓﻀﺎء‬ ‫ﺗﺎﺑﻌﺔ ﻟﻤﺪرﺳﺔ ﺛﺎﻧﻮﻳﺔ ﻟﺒﻨﺎء ﻣﺪرﺳﺔ ذات ﻣﺴﺘﻮى دراﺳﻲ‬ ‫ﺛﺎﻧﻮي ﻣﺘﻘﺪم ﺑﺤﻴﺚ ﺗﺴﺘﻐﻞ اﻟﻤﺴﺎﺣﺎت اﻟﺨﺎﺻﺔ ﺑﺎﻻدارة‬ ‫واﻟﺨﺪﻣﺎت اﻟﻌﺎﻣﺔ ﻓﻲ اﻟﻤﺪرﺳﺔ اﻟﻘﺎﺋﻤﺔ ﻣﻦ ﺟﻬﺔ‪ ،‬وﻣﺒﺎﻧﻲ‬ ‫اﻟﻤﺪرﺳﺔ اﻟﺠﺪﻳﺪة اﻟﺘﻲ ﺗﻀﻢ ﻣﺒﻨﻰ ﻓﺼﻮل دراﺳﻴﺔ وﻣﺒﻨﻰ‬ ‫ﻗﺎﻋﺔ رﻳﺎﺿﻴﺔ ﻣﻦ ﺟﻬﺔ أﺧﺮى ‪ ،‬ﻣﻦ ﻗﺒﻞ اﻟﻤﺪرﺳﺘﻴﻦ ﻓﻲ آن‬ ‫واﺣﺪ ﻣﻦ أﺟﻞ اﻟﺘﻮﻓﻴﺮ ﻓﻲ اﻟﻤﺴﺎﺣﺎت واﻟﺘﻜﻠﻔﺔ ‪.‬‬ ‫ﺗﺤﺘﻮي ا‪N‬رض اﻟﻔﻀﺎء ﻋﻠﻰ ﺑﺮﻛﺔ ﻣﺎء ﻳﺠﺐ اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻴﻬﺎ‪،‬‬ ‫ﻛﻤﺎ ﻳﺠﺐ ﺗﻮﻓﻴﺮ ﻣﺴﺎﺣﺔ ﻣﻔﺘﻮﺣﺔ ﻛﺎﻓﻴﺔ ﻟﻔﺴﺤﺔ اﻟﻄﻼب‪.‬‬

‫‪¡UM³ « ¥¥Â‬‬

‫‪S44 Albenaa‬‬

‫ﺗﺘﻜﻮن اﻟﻤﺪرﺳﺔ ﻣﻦ ﻣﺒﻨﻴﻴﻦ ‪ :‬اﻻول ﻣﺒﻨﻰ ﻳﻀﻢ اﻟﻔﺼﻮل‬ ‫وا‪N‬ﻧﺸﻄﺔ اﻟﺪراﺳﻴﺔ ﻳﺮﺗﻔﻊ ‪ ٣‬ادوار ودور ﺗﺤﺖ ارﺿﻲ‪ ،‬وﻫﻮ‬ ‫ﻋﺒﺎرة ﻋﻦ ﻛﺘﻠﺔ ﺷﺒﻪ ﻣﺴﺘﻄﻴﻠﺔ‪ ،‬ﺗﺘﺒﻊ ﻓﻲ ﺗﺸﻜﻴﻠﻬﺎ‬ ‫ﺗﻀﺎرﻳﺲ اﻟﻤﻮﻗﻊ وﺷﻜﻞ اﻻرض‪ .‬أﻣﺎ اﻟﻤﺒﻨﻰ اﻟﺜﺎﻧﻲ ﻓﻬﻮ‬ ‫ﻗﺎﻋﺔ رﻳﺎﺿﻴﺔ ذات دور واﺣﺪ ﻳﻨﺨﻔﺾ ﻋﻦ اﻟﻤﺴﺘﻮى ا‪N‬رﺿﻲ‬ ‫ﺑﻤﻘﺪار ﻧﺼﻒ دور ﺗﻘﺮﻳﺒ‪ .Z‬ﻋﻮﻟﺠﺖ واﺟﻬﺎت اﻟﻤﺒﻨﻴﻴﻦ‬ ‫ﺑﺄﺳﻠﻮب ﻳﻮﺣﺪ ﻃﺎﺑﻌﻬﻤﺎ اﻟﻤﻌﻤﺎري ﻣﻊ ﺗﻤﻴﻴﺰ ﻛﻞ ﻣﺒﻨﻰ‬ ‫ﻋﻦ ا`ﺧﺮ ‪ ،‬ﻓﺎﺳﺘﺨﺪﻣﺖ ﺷﺮاﺋﺢ ﻣﻌﺪﻧﻴﺔ أﻓﻘﻴﺔ ﺗﺒﺪأ ﺑﻠﻮن‬ ‫أزرق ﻋﻨﺪ ﻣﺴﺘﻮى اﻟﻘﺎﻋﺪة‪ ،‬ﺛﻢ ﻳﺘﺪرج ﻟﻮن اﻟﺸﺮاﺋﺢ ﻣﻦ‬

From the Architect: A common institution for the new upper secondary school and the existing secondary school promised to yield valuable synergies. The ultimate aim was to preserve the pond’s accessibility and the recess area for all pupils. The spatial programme therefore was divided up into two separate structures. The school block’s latitude at its projecting heading section forms a generous forecourt with a prominent canopied entrance and an adjoining cloakroom and aula. The three- to four-storey structure adapts to the terrain in its ground plan as well as in its cross-section, floating on a circumferential glass strip in the green space. The sports hall is dug in and thus stays in measure with the surrounding buildings. The underground connection to the school block keeps the access to the pond and opens for the public. In order to signalise the togetherness of block and hall, a façade concept was developed that underlines the character of each of the two structures. The dug-in hall grows out of the ground with light blue aluminium panels, dissolving into white the higher it grows, while the floating block takes up the slab underside’s neutral white and bleeds out into light blue. 175 windows of the same size react flexibly to the different interior spaces. A prerequisite for high economic efficiency and low energy consumption was the development of a very compact structure. The 100 meter long middle aisle flares conically at its knee according to movement flows, on the western side opens up towards the pond over two-storey recess areas, and in addition receives natural daylight from four equal stairways on the eastern side. The sum of compact structure, highly insulated thermic building envelope and a ventilation system with efficient waste heat recovery results in an extraordinarily energy efficient building with passive house qualities. Energy generation by means of groundwater heat pumps and a photovoltaic system, as well as rainwater seepage on its own property contribute to an overall ecological concept.

ŸËdALK —uEM

S47 Albenaa

WO{U¹d « ôUB « s V½Uł

WOÝ«—b « ‰uBH «

Õu²H wLOKFð Ã—b

¡UM³ « ¥∑Â

wLOKF² « vM³LK WHK² *« —«Ëœ_« j U

WO{U¹d « WŽUI « WNł«ËË wLOKF² « vM³*« vKŽ ŸUD

w½U³*« vKŽ ÂUŽ ŸUD

¡U*« W dÐË wLOKF² « vM³*« vKŽ ŸUD

S46 Albenaa

¡UM³ « ¥∂Â

WO{U¹d « WŽUI « Ë wLOKF² « vM³*«

qš«b « s Ëb³¹ UL …bŠu*« UÝUOI « «– c «uM « l¹“uð

Ã—U)« vKŽ WŠu²H WOKš«œ UŽU S48 Albenaa

¡UM³ «¥∏Â

‫اﻟﻤﻄﺎﻋﻢ اﻟﻌﺎﺋﻠﻴﺔ ‪:‬‬

‫اﻟﻤﻄﺎﻋـــﻢ ذات اﻟﺨﺪﻣـــﺔ اﻟﻜﺎﻣﻠـــﺔ ﻋﻠـــﻰ اﻟﻄﺎوﻟﺔ‪ ،‬ﺳـــﻮاء ﻛﺎﻧﺖ‬ ‫ﻋﺎﺋﻠﻴـــﺔ أو ﻓﺎﺧـــﺮة‪ ،‬ﺗﺴـــﻌﻰ ﻟﻠﺤﺼـــﻮل ﻋﻠـــﻰ ﻣﻮاﻗـــﻊ ﺳـــﻬﻠﺔ‬ ‫اﻟﻮﺻـــﻮل إﻟﻴﻬﺎ ﻟﺘﻴﺴـــﺮ ﻟﻤﺮﺗﺎدﻳﻬﺎ اﻟﺤﻀﻮر ﻓـــﻲ أوﻗﺎت اﻟﺰﺣﺎم‪،‬‬ ‫ﺣﻴـــﺚ أن ا;ﻗﺒﺎل ﻋﻠﻴﻬﺎ ﻓﻲ ﻣﻌﻈﻤﻪ ﻳﻜﻮن ﻓﻲ ﻓﺘﺮات اﻟﻌﻄﻠﺔ‬ ‫ا@ﺳـــﺒﻮﻋﻴﺔ وا@ﺟﺎزات‪ ،‬وﺗﺮﻛﺰ اﻟﻤﻄﺎﻋـــﻢ اﻟﻌﺎﺋﻠﻴﺔ اﻟﻜﺒﺮى ﻋﻠﻰ‬ ‫وﺟـــﻮد ﻣﺒﻨـــﻰ ﻣﺴـــﺘﻘﻞ ﻳﻤﻜـــﻦ ﺗﻤﻴﻴـــﺰه ﺑﺎﻟﺸـــﻜﻞ اﻟﺨﺎرﺟﻲ‪،‬‬ ‫واﻟﺘـــﻲ ﺗﺄﺧﺬ ﻃﺎﺑﻌﺎ إﻣﺎ رﻳﻔﻴ‪ I‬أو ﺣﺪﻳﺜ‪ I‬ﺟﺪ‪ ،H‬وﺗﻜﻮن اﻟﻜﺮاﺳـــﻲ‬ ‫واﻟﺠﻠﺴـــﺎت واﺳﻌﺔ وﻣﺮﻳﺤﺔ ﻣﻦ ا@ﻗﻤﺸـــﺔ ذات اﻟﺠﻮدة اﻟﻌﺎﻟﻴﺔ‬ ‫أو اﻟﺠﻠﺪ ﺣﻴﺚ ﻳﺘﻤﻜﻦ اﻟﺰوار ﻣﻦ اﻻﺳﺘﻤﺘﺎع ﺑﺎﻟﺠﻠﻮس ﻟﺴﺎﻋﺎت‬ ‫ﻃﻮﻳﻠﺔ‪ ،‬وﻗﺪ ﻳﻜﻮن ﻫﻨﺎك ﺟﻠﺴﺎت ﺧﺎرﺟﻴﺔ ﻳﻜﺜﺮ ا;ﻗﺒﺎل ﻋﻠﻴﻬﺎ‬ ‫ﻓـــﻲ ا@ﺟـــﻮاء اﻟﺠﻴﺪة وﻳﺘﻮﻓـــﺮ ﻋﺎدة ﻣﻮاﻗﻒ ﺳـــﻴﺎرات ﻓﺴـــﻴﺤﺔ‬ ‫;ﺳـــﺘﻴﻌﺎب ا;ﻗﺒﺎل ﻣﻦ اﻟﻌﺎﺋﻼت ﻋﻠﻴﻬﺎ‪ .‬أﻣـــﺎ اﻟﻤﻄﺎﻋﻢ اﻟﻔﺎﺧﺮة‬ ‫ﻓﺘﺘﻤﺮﻛـــﺰ ﻓـــﻲ ﻣﻮاﻗﻊ ﺑﺎﻟﻘـــﺮب ﻣﻦ ا@ﺳـــﻮاق اﻟﺘﺠﺎرﻳـــﺔ اﻟﻔﺎﺧﺮة‬ ‫أو ﻓـــﻲ ﻣﻨﺎﻃﻖ ﻫﺎدﺋـــﺔ وراﻗﻴـــﺔ ذات ﻣﻨﺎﻇﺮ ﻃﺒﻴﻌﻴـــﺔ أو ﻗﻴﻤﺔ‬ ‫ﺗﺎرﻳﺨﻴﺔ‪ ،‬وﺗﻌﻜﺲ ﺗﺼﺎﻣﻴﻤﻬﺎ أﺣﻴﺎﻧﺎ ﻫﻮﻳﺔ اﻟﺒﻠﺪان أو اﻟﻤﻨﺎﻃﻖ‬ ‫اﻟﺘﻲ ﺗﻘﺪم أﻃﻌﻤﺘﻬﺎ‪ ،‬ﻓﻴﺠﺪ اﻟﺰاﺋﺮ ﻧﻔﺴـــﻪ ﻓﻲ اﻟﻤﻄﺎﻋﻢ اﻟﺘﻲ‬ ‫ﺗﻘﺪم اﻟﺒﺎﺳـــﺘﺎ واﻟﺒﻴﺘﺰا ﻣﺜ ً‬ ‫ﻼ ﻣﺤﺎﻃـــ‪ I‬ﺑﺘﺼﺎﻣﻴﻢ ﺗﻮﺣﻲ ﺑﺮوﻣﺎ أو‬ ‫ﻓﻠﻮرﻧـــﺲ أو اﻟﺘﺼﺎﻣﻴﻢ اﻟﺮوﻣﺎﻧﻴﺔ‪ ،‬أو ﻳﺠﺪ ﻧﻔﺴـــﻪ ﻓﻲ ﻣﻄﻌﻢ‬ ‫ﻳﻘـــﺪم ﻣﺄﻛـــﻮﻻت ﻓﺮﻧﺴـــﻴﺔ ﻣﺤﺎﻃـــ‪ I‬ﺑﺎﻟﺪﻳﻜـــﻮرات اﻟﻔﺮﻧﺴـــﻴﺔ‬ ‫اﻟﻜﻼﺳﻴﻜﻴﺔ ﻣﻦ ﻋﺼﺮ ﻟﻮﻳﺲ اﻟﺮاﺑﻊ ﻋﺸﺮ‪.‬‬

‫اﻟﺨﻄﻮط اﻟﺤﺪﻳﺜﺔ ﻓﻲ ﺗﺼﻤﻴﻢ اﻟﻤﻄﺎﻋﻢ ‪:‬‬

‫ﻣﻨــــﺬ اﻟﺜﻤﺎﻧﻴﻨﺎت ﺑﺪأت ﻛﺜﻴﺮ ﻣﻦ اﻟﻤﻄﺎﻋﻢ ذات اﻟﺨﺪﻣﺔ اﻟﻜﺎﻣﻠﺔ‬ ‫ﻋﻠــــﻰ اﻟﻄﺎوﻟﺔ ﺑﻨﻮﻋﻴﻬــــﺎ اﻟﻌﺎﺋﻠﻴﺔ أو اﻟﻔﺎﺧﺮة ﻓــــﻲ اﺿﺎﻓﺔ ﻫﻮﻳﺔ‬ ‫أﻛﺜــــﺮ ﺣﺪاﺛــــﺔ ﻣﺒﺘﻌﺪة ﻋﻦ اﻟﻜﻼﺳــــﻴﻜﻴﺔ‪ ،‬وﻛﺎﻧــــﺖ ﻣﺪﻳﻨﺔ ﻟﻨﺪن‬ ‫ﺻﺎﺣﺒــــﺔ اﻟﺴــــﺒﻖ ﻓــــﻲ ذﻟــــﻚ ﻣﺘﺠﻠﻴﺔ ﺑﺄﻋﻤــــﺎل ﻣﺼﻤﻤﻴــــﻦ ﻣﺜﻞ‬ ‫اﻟﻤﺼﻤــــﻢ ا;ﻳﻄﺎﻟﻲ ا@ﺻﻞ اﻟﻤﻘﻴﻢ ﻓﻲ ﺑﺮﻳﻄﺎﻧﻴﺎ اﻳﻨﺰو اﺑﻴﺸــــﻴﻼ‬ ‫)‪ (Enzo Apicella‬اﻟﺬي ﺻﻤﻢ ﺳــــﺒﻌﻴﻦ ﻓﺮﻋ‪ I‬ﺣﺪﻳﺜ‪ I‬ﻟﺴﻠﺴــــﻠﺔ‬ ‫ﻣﻄﻌــــﻢ "ﺑﻴﺘﺰا اﻛﺴــــﺒﺮس" اﻟﻌﺎﺋﻠﻴــــﺔ اﻟﺒﺮﻳﻄﺎﻧﻴــــﺔ ﻣﺒﺘﻌﺪ‪ H‬ﻋﻦ‬ ‫ﺗﺼﺎﻣﻴــــﻢ اﻟﻤﻄﺎﻋــــﻢ ا;ﻳﻄﺎﻟﻴــــﺔ اﻟﺘﻘﻠﻴﺪﻳﺔ‪ .‬وﺗﺒﻌــــﻪ اﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫اﻟﺸــــﺮﻛﺎت اﻟﻜﺒــــﺮى ﻓﻲ ﻟﻨﺪن ﻣﺜــــﻞ ﻣﺠﻤﻮﻋﺔ ﻟــــﻮ ﻛﺎﺑﺮﻳﺲ )‪Le‬‬ ‫‪ ،(caprice‬ﺛــــﻢ ﺗﺒﻌﻬــــﺎ اﻟﻜﺜﻴــــﺮ ﻓﻲ ﻣــــﺪن اﻟﻌﺎﻟــــﻢ اﻟﻜﺒﺮى ﻣﺜﻞ‬ ‫ﻧﻴﻮﻳﻮرك وﺳﺪﻧﻲ‪ ،‬ﺣﻴﺚ ﺳﻌﻰ اﻟﻤﺼﻤﻤﻮن وﻣﺸﻐﻠﻮا اﻟﻤﻄﺎﻋﻢ‬ ‫اﻟﻔﺎﺧﺮة ﻓﻲ اﻟﻌﻘﺪ ا@ﺧﻴﺮ إﻟﻰ اﻟﻈﻬﻮر ﺑﺘﺼﺎﻣﻴﻢ ﻋﺎﻟﻴﺔ اﻟﺘﻜﻠﻔﺔ‬ ‫وإﺳــــﺘﺜﻨﺎﺋﻴﺔ ﺑﻌﻴــــﺪ‪ H‬ﻋــــﻦ اﻟﺘﻘﻠﻴﺪﻳــــﺔ‪ ،‬وﺻــــﺎرت ﺑﻌﻀﻬــــﺎ ﻣﺜــــ ً‬ ‫ﻼ‬ ‫ﺻﻨﺎﻋﻴﺔ اﻟﻤﻈﻬﺮ )‪ (industrial‬وﺑﻌﻀﻬﺎ ﻣﺴــــﺘﻘﺒﻠﻴﺔ اﻟﻤﻈﻬﺮ‬ ‫)‪ (futuristic and minimalist‬وأﺻﺒﺤــــﺖ ﺗﺘﻮاﻛــــﺐ ﻣﻊ ﻣﺪارس‬ ‫اﻟﺘﺼﻤﻴﻢ اﻟﺤﺪﻳﺜﺔ واﻟﺘﻄﻮﻳﺮ اﻟﺬي ﻳﺠﺮي ﻋﻠﻴﻬﺎ‪.‬‬

‫اﻟﻤﻄﺎﻋﻢ ﻓﻲ اﻟﺴﻌﻮدﻳﺔ واﻟﺨﻠﻴﺞ ‪:‬‬

‫ﻓـــﻲ اﻟﺴـــﻌﻮدﻳﺔ ودول اﻟﺨﻠﻴـــﺞ ﺑﺼﻔـــﺔ ﻋﺎﻣـــﺔ ﺗﻐﻴـــﺮت ﻧﻈـــﺮة‬ ‫اﻟﻤﺠﺘﻤـــﻊ ﻛﺜﻴـــﺮ‪ H‬ﻟﻠﻤﻄﺎﻋـــﻢ ﺧﻼل ا@رﺑـــﻊ ﻋﻘﻮد اﻟﻤﺎﺿﻴـــﺔ‪ ،‬وزاد‬ ‫ا;ﻗﺒﺎل ﻓﻲ اﻟﺴـــﺘﻴﻨﺎت واﻟﺴﺒﻌﻴﻨﺎت ﻋﻠﻰ اﻟﻤﻄﺎﻋﻢ اﻟﺒﺴﻴﻄﺔ‬ ‫ﻓـــﻲ اﻟﻤـــﺪن اﻟﺮﺋﻴﺴـــﺔ ﻟﻤﻮاﺟﻬـــﺔ اﻟﻨﻤـــﻮ اﻟﺴـــﻜﺎﻧﻲ وإﻗﺒـــﺎل‬ ‫اﻟﻮاﻓﺪﻳـــﻦ ﻓـــﻲ اﻟﺒﺪاﻳـــﺔ‪ ،‬ﺑﺎ;ﺿﺎﻓـــﺔ ﻟﻮﺟﻮد ﺑﻌـــﺾ اﻟﻤﻄﺎﻋﻢ‬ ‫اﻟﻔﺎﺧـــﺮة اﻟﻜﻼﺳـــﻴﻜﻴﺔ ﻓـــﻲ اﻟﻔﻨـــﺎدق‪ ،‬ﺛﻢ ﻇﻬﺮت ﺳﻼﺳـــﻞ‬ ‫اﻟﻤﺄﻛﻮﻻت اﻟﺴﺮﻳﻌﺔ اﻟﻤﺸـــﻬﻮرة ﻋﺎﻟﻤﻴ‪ I‬ﺑﻨﻬﺎﻳﺔ اﻟﺜﻤﺎﻧﻴﻨﻴﺎت‬ ‫وﺑﺪاﻳـــﺔ اﻟﺘﺴـــﻌﻴﻨﻴﺎت ﺑﻤﺒﺎﻧﻴﻬـــﺎ اﻟﻤﺴـــﺘﻘﻠﺔ وﺷـــﻌﺎراﺗﻬﺎ‬ ‫اﻟﺠﺬاﺑﺔ‪ .‬ﺗﺒﻌﻬﺎ دﺧﻮل ﺳﻼﺳـــﻞ اﻟﻤﻄﺎﻋﻢ اﻟﻌﺎﺋﻠﻴﺔ اﻟﻌﺎﻟﻤﻴﺔ‬ ‫ﻓـــﻲ ﻧﻬﺎﻳـــﺔ اﻟﺘﺴـــﻌﻴﻨﻴﺎت‪ .‬ﻛﻤﺎ واﻛـــﺐ ﻫﺬه اﻟﻔﺘـــﺮة ﻇﻬﻮر‬ ‫اﻟﻤﻄﺎﻋﻢ اﻟﻔﺎﺧﺮة اﻟﻤﺒﺘﻜـــﺮة ﻣﺤﻠﻴ‪ I‬ﻟﺘﻘﺪم أﻃﻌﻤﺔ ﻣﻦ دول‬ ‫أﺧﺮى‪ ،‬وﺗﻤﻴﺰت ﺑﻬﺎ ﺷﻮارع أو أﺣﻴﺎء ﻣﻌﻴﻨﺔ ﻓﻲ اﻟﻤﺪن اﻟﻜﺒﺮى‬ ‫ﺗﻌﻜـــﺲ رﻗﻲ اﻟﺤﻲ أو ﺣﺪاﺛﺘﻪ‪ .‬أﻣﺎ ﻓـــﻲ اﻟﻌﻘﺪ ا@ﺧﻴﺮ ﺑﺎﻟﺬات‬ ‫ﻓﻘـــﺪ ﺗﻀﺎﻋﻔـــﺖ ﺟﻤﻴـــﻊ أﻧـــﻮاع اﻟﻤﻄﺎﻋـــﻢ ﺑﺸـــﻜﻞ ﻛﺒﻴﺮ ﻣﻊ‬ ‫زﻳﺎدة ﻣﺮاﻛﺰ اﻟﺘﺴـــﻮق واﻟﺸـــﻮارع اﻟﺘﺠﺎرﻳﺔ واﻟﻨﻤﻮ اﻟﺴـــﻜﺎﻧﻲ‬ ‫واﻟﺴـــﻴﺎﺣﻲ‪ ،‬ﻛﻞ ذﻟﻚ ﺟﻌﻞ ﻫﻨﺎك ﺣﺎﺟﺔ ﻣﻠﺤﺔ إﻟﻰ أن ﺗﻮﺿﻊ‬ ‫ﻣﻌﺎﻳﻴـــﺮ ﻣﺘﻘﺪﻣـــﺔ ﻣﻦ ﻗﺒﻞ ﻣﻌﻈـــﻢ ﺑﻠﺪﻳﺎت اﻟﻤـــﺪن اﻟﻜﺒﺮى‬ ‫ﻟﻬـــﺬه اﻟﻤﻄﺎﻋـــﻢ ﻣـــﻦ ﺣﻴـــﺚ اﻟﻤﺒﺎﻧـــﻲ واﻟﺘﺼﻤﻴـــﻢ ﻟﻀﻤﺎن‬ ‫اﻟﺴﻼﻣﺔ واﻟﺮاﺣﺔ ﻟﻤﺮﺗﺎدﻳﻬﺎ‪.‬‬ ‫وﻛﻨﺘﻴﺠـــﺔ ﻟﻜﻞ ذﻟﻚ‪ ،‬ﺗﻘﺪﻣﺖ اﻟﺘﺼﺎﻣﻴﻢ اﻟﻤﻌﻤﺎرﻳﺔ واﻟﺪاﺧﻠﻴﺔ‬ ‫ﻟﻬﺬه اﻟﻤﻄﺎﻋﻢ ﻛﺜﻴﺮ‪ H‬ﻓﻲ اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴﻌﻮدﻳﺔ ودول‬ ‫اﻟﺨﻠﻴﺞ ﻟﺘﻨﺎﻓﺲ ﺑﺬﻟﻚ ا‪j‬ن اﻟﻤﺪن اﻟﻌﺎﻟﻤﻴﺔ اﻟﻜﺒﺮى‪ ،‬وﻳﺘﺴﺎﺑﻖ‬ ‫اﻟﻜﺜﻴـــﺮ ﻣﻦ اﻟﻤﺸـــﻐﻠﻴﻦ اﻟﻴـــﻮم ﻟﺘﻄﺒﻴـــﻖ ﻣﻌﺎﻳﻴـــﺮ ﻋﺎﻟﻴﺔ ﻓﻲ‬ ‫ا;ﺑـــﺪاع ﻓـــﻲ ﺗﺼﻤﻴـــﻢ ﻣﻄﺎﻋﻤﻬـــﻢ ﻟﻀﻤـــﺎن ﺗﻘﺒـــﻞ اﻟﻀﻴـــﻮف‬ ‫ﻟﻤﺸـــﺎرﻳﻌﻬﻢ ﻣﻊ زﻳﺎدة اﻟﻤﻨﺎﻓﺴـــﺔ‪ .‬ﻛﻤـــﺎ زاد ا;ﻫﺘﻤﺎم ﻟﺪﻳﻬﻢ‬ ‫ﺑﺈﻋﺘﻤـــﺎد ﻣﻘﺎﻳﻴـــﺲ ﻣﺘﻌـــﺎرف ﻋﻠﻴﻬﺎ ﻋﺎﻟﻤﻴ‪@ I‬ﺣﺠﺎم اﻟﻜﺮاﺳـــﻲ‬ ‫وﺳـــﻌﺔ اﻟﻤﻤﺮات‪ ،‬واﻻﻫﺘﻤﺎم ﺑﺴـــﻬﻮﻟﺔ ﺣﺮﻛﺔ ذوي اﻻﺣﺘﻴﺎﺟﺎت‬ ‫اﻟﺨﺎﺻـــﺔ وﻛﺒـــﺎر اﻟﺴـــﻦ‪ ،‬ووﺿـــﻮح اﻟﻤﺪاﺧﻞ وﺳـــﻌﺘﻬﺎ ووﺟﻮد‬ ‫ﻣﻨﻄﻘﺔ اﺳﺘﻘﺒﺎل ﻓﻌﺎﻟﺔ وﺗﻮﻓﻴﺮ دورات ﻣﻴﺎه ﻻﺋﻘﺔ‪ ،‬واﻟﺘﻘﺴﻴﻢ‬ ‫اﻟﻤﺘﻼﺋﻢ ﻟﻤﻨﺎﻃﻖ اﻟﺨﺪﻣﺔ وﺗﻮزﻳﻊ اﻟﺼﺎﻻت ﺑﻬﺪف زﻳﺎدة ﻓﻌﺎﻟﻴﺔ‬ ‫اﻟﻤﻮﻇﻔﻴـــﻦ‪ ،‬وﺗﻬﻮﻳـــﺔ وﺗﻜﻴﻴﻒ اﻟﺼـــﺎﻻت واﻟﻤﻄﺎﺑـــﺦ ﺑﺄﻓﻀﻞ‬ ‫اﻟﻄـــﺮق ﻟﺘﺠﻨـــﺐ اﻟﺮواﺋـــﺢ واﻟﺤـــﺮارة اﻟﻌﺎﻟﻴـــﺔ‪ ،‬وﺗﻮﻓﻴـــﺮ اﻟﻤﻄﺎﺑﺦ‬ ‫اﻟﻤﺘﻄـــﻮرة اﻟﻤﺠﻬـــﺰة ﺑﻤﻌـــﺪات ﺣﺪﻳﺜﺔ ﻣﻊ إﻇﻬـــﺎر ﺟﺰء رﺋﻴﺲ‬ ‫ﻣﻨﻬـــﺎ أﻣـــﺎم زوار اﻟﻤﻄﻌـــﻢ ﻣﻦ ﺧـــﻼل ﺣﺎﺟﺰ زﺟﺎﺟـــﻲ أو ﻛﺎوﻧﺘﺮ‬ ‫ﺧﺪﻣـــﺔ ﻛﻨﻮع ﻣﻦ ﻋﺮض اﻟﻄﺒﺦ ﺑﻄﺮﻳﻘـــﺔ ﺟﺬاﺑﺔ ﻟﻠﺰوار وﻛﺬﻟﻚ‬ ‫ﻟﻠﺤﺼـــﻮل ﻋﻠـــﻰ ﺛﻘﺘﻬﻢ وﻃﻤﺄﻧﺘﻬـــﻢ ﻋﻠﻰ ﻧﻈﺎﻓـــﺔ اﻟﻌﺎﻣﻠﻴﻦ‬ ‫واﻟﻤـــﻜﺎن وإﻇﻬﺎر اﻟﺤﺮص ﻋﻠﻰ اﻟﺤﻔﺎظ ﻋﻠﻰ ﻣﻌﺎﻳﻴﺮ ﻋﺎﻟﻴﺔ ﻣﻦ‬ ‫ﺟﻮدة وﺳﻼﻣﺔ اﻟﻐﺬاء اﻟﻤﻘﺪم‪.‬‬

‫‪¡UM³ « ππ‬‬

‫‪99 Albenaa‬‬

‫ﺻﻨﺎﻋﺔ اﻟﻤﻄﺎﻋﻢ واﻟﺘﺼﻤﻴﻢ اﻟﻤﻌﻤﺎري واﻟﺪاﺧﻠﻲ‬ ‫ﺻﺪﻳﻖ‬ ‫اﻟﺪﻛﺘﻮر ﻣﺎزن اﻟﻤﻘﺒﻞ ‪ ،‬اﻟﻤﻬﻨﺪﺳﺔ ﻣﺮام ّ‬

‫اﻟﺒﺪاﻳﺎت وأﺛﺮ اﻟﻨﻬﻀﺔ اﻟﺼﻨﺎﻋﻴﺔ ‪:‬‬

‫ارﺗﺒﻂ ﻧﻤﻮ اﻟﻤﻄﺎﻋﻢ ﻣﻨﺬ ﻇﻬﻮرﻫﺎ ﺑﻨﻤﻮ اﻟﻤﺪن واﻟﺤﺎﺟﺔ ﻟﻠﺴﻔﺮ‬ ‫ﺳــــﻮاء ‪/‬ﻏــــﺮاض ﺗﺠﺎرﻳﺔ أو دﻳﻨﻴــــﺔ ﻣﻦ اﻟﻘﺮى إﻟــــﻰ اﻟﻤﺪن اﻟﻜﺒﺮى‬ ‫وﻋﻮاﺻــــﻢ اﻟﺤﻀــــﺎرات اﻟﻘﺪﻳﻤــــﺔ ﻟﺘﻐﻄﻴــــﺔ ﺣﺎﺟــــﺔ اﻟﻤﺴــــﺎﻓﺮﻳﻦ‬ ‫واﻟﺤﺠﻴــــﺞ واﻟﺠﻨــــﻮد ﻟﻠﻄﻌــــﺎم‪ ،‬وﻟﻢ ﺗﻜــــﻦ ﻫــــﺬه اﻟﻤﻄﺎﻋﻢ ﻓﻲ‬ ‫ﺑﺪاﻳﺎﺗﻬــــﺎ ﻣﺮﺗﺒﻄــــﺔ ﺑﺎﻟﺮﻓﺎﻫﻴﺔ أو اﻟﺮاﺣﺔ ﺑﻘــــﺪر ﻣﺎ ﻛﺎﻧﺖ ﻟﺘﺤﻘﻴﻖ‬ ‫دور وﻇﻴﻔﻲ ﺑﺤﺖ وﺗﻘﺪم ﻣﺄﻛﻮﻻت رﻳﻔﻴﺔ أﺳﺎﺳﻴﺔ‪ .‬وﻛﺎﻧﺖ ﻓﻲ‬ ‫ﻏﺎﻟﺒﻬــــﺎ ﺟﺰء ﻣﻦ ﻧﺰل اﻟﻤﺴــــﺎﻓﺮﻳﻦ وأﻣﺎﻛﻦ اﻻﺳــــﺘﺠﻤﺎم اﻟﻌﺎﻣﺔ‪.‬‬ ‫ﻟﻜــــﻦ ا‪/‬ﻣــــﻮر ﺗﻄــــﻮرت ﻻﺣﻘ‪ I‬أﺑــــﺎن اﻟﺜﻮرة اﻟﻔﺮﻧﺴــــﻴﺔ ﻓــــﻲ اﻟﻘﺮن‬ ‫اﻟﺜﺎﻣﻦ ﻋﺸــــﺮ ﺣﻴﺚ ﺑﺪأ ﻃﺒﺎﺧﻮا اﻟﻄﺒﻘﺔ ا‪/‬رﺳﺘﻘﺮاﻃﻴﺔ ﻓﻲ ﻓﺘﺢ‬ ‫أﻣﺎﻛﻦ ﻓﺎﺧﺮة ﻟﺨﺪﻣﺔ اﻟﻌﺎﻣﺔ ﺑﺎﺳﺘﺨﺪام وﺻﻔﺎﺗﻬﻢ اﻟﺘﻲ اﻋﺘﺎدوا‬ ‫ﺗﻘﺪﻳﻤﻬــــﺎ ﻓﻲ اﻟﺒــــﻼط اﻟﻤﻠﻜﻲ واﻟﻘﺼــــﻮر اﻟﺨﺎﺻﺔ‪ .‬ﻟﺬا ﻳﻨﺴــــﺐ‬ ‫ﻇﻬــــﻮر اﻟﻤﻄﺎﻋﻢ اﻟﺤﺪﻳﺜﺔ ﺑﺸــــﻜﻠﻬﺎ اﻟﻤﻌﺮوف ﺣﺎﻟﻴ‪ I‬ﻟﻔﺮﻧﺴــــﺎ‪،‬‬ ‫ﺣﺘــــﻰ أن ﻛﻠﻤــــﺔ ﻣﻄﻌــــﻢ ﺑﺎﻟﻔﺮﻧﺴــــﻴﺔ واﻻﻧﺠﻠﻴﺰﻳــــﺔ رﺳــــﺘﻮراﻧﺖ‬ ‫)‪ (restaurant‬ﻳﻌﻨــــﻲ اﻟﻤﺮق اﻟﻜﺜﻴﻒ اﻟﻐﻨﻲ ﺑﺎﻟﻠﻐﺔ اﻟﻔﺮﻧﺴــــﻴﺔ‪.‬‬ ‫وﻣﻤﺎ ﺳــــﺎﻫﻢ ﻓﻲ ﻫﺬا اﻟﺘﺴــــﺎرع أﻳﻀ‪ I‬ﻓﻲ ﻧﻤﻮ اﻟﻤﻄﺎﻋﻢ آﻧﺬاك‬ ‫ﺣﺼــــﻮل اﻟﺤﻀــــﺎرة اﻟﻐﺮﺑﻴــــﺔ ﻋﻠﻰ ﻣﺼــــﺎدر ﻟﻤﺄﻛﻮﻻت اﺳــــﺘﻮاﺋﻴﺔ‬ ‫وﻓﻮاﻛــــﻪ وﺧﻀﺮوات وﺑﻬﺎرات ﺟﺪﻳﺪة ﻣﻦ اﻟﻤﺴــــﺘﻌﻤﺮات وﻋﻠﻰ‬ ‫رأﺳــــﻬﺎ ا‪/‬ﻣﻴﺮﻛﺘﻴﻦ وآﺳــــﻴﺎ ﻣﻤﺎ ﻣﻜﻦ اﻟﻄﻬــــﺎة ﻣﻦ اﻟﺘﻔﻨﻦ ﻓﻲ‬ ‫ﻣﻮاﺋﺪﻫﻢ ﻟﻠﺘﻤﻴﺰ وﺟﺬب اﻟﺰوار‪ .‬ﺛﻢ ﺑﺪأت اﻟﺴﻴﺎﺣﺔ اﻟﺘﻲ أﺻﺒﺤﺖ‬ ‫آﻧــــﺬاك ﻇﺎﻫﺮة ﺟﺪﻳــــﺪة ﻓﻲ أوروﺑــــﺎ ﺑﺪﻋﻢ ﻫﺬا اﻟﻨﻤــــﻮ أﻳﻀ‪ I‬ﻣﻤﺎ‬ ‫ﻋﺠﻞ ﺑﻨﻤﻮ ﻋﺪد اﻟﻤﻄﺎﻋﻢ ﻓﻲ ﻓﺮﻧﺴﺎ ﻟﻮﺣﺪﻫﺎ ﻣﻦ ﻋﺪة ﻋﺸﺮات‬ ‫ﻟﻌﺪة آﻻف ﻓﻲ ﺣﻮاﻟﻲ ﻋﺸﺮﻳﻦ ﺳﻨﺔ‪ .‬وﻛﺎﻧﺖ اﻟﻨﺘﻴﺠﺔ ﺑﺪء ﻇﻬﻮر‬ ‫اﻟﻤﻄﺎﻋـــﻢ اﻟﻔﺎﺧﺮة )ﻓﺎﻳـــﻦ داﻳﻨﻨﻎ( واﻟﻤﻘﺎﻫـــﻲ اﻟﺮاﻗﻴﺔ ﻛﻜﻴﺎﻧﺎت‬ ‫ﻣﺴﺘﻘﻠﺔ ﻓﻲ ﻧﻬﺎﻳﺎت اﻟﻘﺮن اﻟﺜﺎﻣﻦ ﻋﺸﺮ وﺑﺪاﻳﺎت اﻟﻘﺮن اﻟﺘﺎﺳﻊ‬ ‫ﻋﺸﺮ ﻓﻲ أوروﺑﺎ ﺑﺼﻔﺔ ﻋﺎﻣﺔ وﺑﺎرﻳﺲ ﺑﺼﻔﺔ ﺧﺎﺻﺔ‪.‬‬ ‫اﻟﻴــــﻮم وﻛﻨﺘﻴﺠﺔ ﻣﺘﻮﻗﻌﺔ ﻟﻠﺘﻄــــﻮر اﻟﺼﻨﺎﻋﻲ واﻟﺤﻀﺎري وزﻳﺎدة‬ ‫اﻟﺴــــﻜﺎن واﺧﺘﻼﻃﻬﻢ وﻟﺴــــﻬﻮﻟﺔ وﺗﺰاﻳﺪ اﻻﻗﺒﺎل ﻋﻠﻰ اﻟﺴــــﻔﺮ‬ ‫ﺑﻐﺮض اﻟﺴــــﻴﺎﺣﺔ‪ ،‬ﻓﻘﺪ ﺗﻌﺪدت أﻧﻮاع اﻟﻤﻄﺎﻋﻢ وﻃﺮق اﻟﺘﻘﺪﻳﻢ‬ ‫واﻧﺘﺸــــﺮت اﻟﻤﻄﺎﻋﻢ ﻓــــﻲ ﻛﻞ ﻣﺪن اﻟﻌﺎﻟﻢ ﺣﺘــــﻰ ﺻﺎرت ﺟﺰء ﻻ‬ ‫ﻳﺘﺠــــﺰأ ﻣﻦ ﻃﺒﻴﻌﺔ ﻛﻞ ﻣﺪﻳﻨﺔ رﺋﻴﺴــــﻴﺔ‪ ،‬واﻧﻌﻜــــﺲ ذﻟﻚ ﻋﻠﻰ‬ ‫اﻟﺤﺮﻛــــﺔ اﻟﺘﺠﺎرﻳــــﺔ واﻟﺴــــﻴﺎﺣﻴﺔ واﻟﻌﻘﺎرﻳــــﺔ ﻓــــﻲ ﻣﻌﻈــــﻢ ﻣــــﺪن‬ ‫اﻟﻌﺎﻟﻢ اﻟﻜﺒﺮى واﻟﻤﺘﻮﺳــــﻄﺔ‪ ،‬وﺗﻨﻮﻋﺖ ﺑﺎﻟﺘﺎﻟﻲ أﻧﻮاع اﻟﻤﻄﺎﻋﻢ‬ ‫وﻣﺴــــﺘﻮﻳﺎﺗﻬﺎ ﻣﻨﻬــــﺎ ﻣﻄﺎﻋــــﻢ ﺳــــﺮﻳﻌﺔ وﻣﻄﺎﻋــــﻢ ﻋﺎﺋﻠﻴﺔ ذات‬ ‫ﺧﺪﻣــــﺔ ﻋﻠــــﻰ اﻟﻄﺎوﻟﺔ وﻣﻄﺎﻋــــﻢ ﺑﻮﻓﻴﻬﺎت ﻣﻔﺘﻮﺣــــﺔ وﻣﻄﺎﻋﻢ‬ ‫ﻓﺎﺧــــﺮة وراﻗﻴــــﺔ وﻣﻄﺎﻋﻢ ﻣﺘﻨﻘﻠــــﺔ‪ .‬ﻛﻤﺎ ﺗﻨﻮﻋﺖ أﻧــــﻮاع ا‪/‬ﻃﻌﻤﺔ‬ ‫اﻟﺘــــﻲ ﻳﺘﺨﺼــــﺺ ﺑﻬــــﺎ ﻛﻞ ﻣﻄﻌﻢ ﻓﻤﻨﻬــــﺎ ا‪/‬ﻃﻌﻤــــﺔ ا‪/‬وروﺑﻴﺔ‬ ‫وﻋﻠﻰ رأﺳــــﻬﺎ اﻟﻔﺎﺧﺮة واﻟﺒﺴﺘﺮو اﻟﻔﺮﻧﺴﻴﺔ واﻟﺒﻴﺘﺰا ا‪k‬ﻳﻄﺎﻟﻴﺔ‪،‬‬ ‫وﻣﻨﻬﺎ أﻳﻀ‪ I‬ﻣﻄﺎﻋﻢ اﻟﺒﺮﻏﺮ واﻟﺒﻴﺘﺰا اﻟﺴــــﺮﻳﻌﺔ اﻟﺘﻲ ﺑﺮزت ﺑﻘﻮة‬

‫∏‪¡UM³ « π‬‬

‫‪98 Albenaa‬‬

‫ﻓﻲ اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤــــﺪة اﻻﻣﺮﻳﻜﻴﺔ ‪ ،‬وﻣﻦ ﺛﻢ اﻧﺘﻘﻠﺖ إﻟﻰ ﻣﻌﻈﻢ‬ ‫دول اﻟﻌﺎﻟــــﻢ‪ ،‬وﻣﻨﻬﺎ ﻛﺬﻟﻚ اﻟﻤﻄﺎﻋﻢ اﻟﺘﻲ ﺗﻘﺪم ﻓﻲ ﻛﻞ دوﻟﺔ‬ ‫أﻃﻌﻤﺘﻬﺎ اﻟﻤﺤﻠﻴﺔ واﻟﺸــــﻌﺒﻴﺔ ﺛﻢ اﻧﺘﺸــــﺮت ﺧﺎرج ﺣﺪود دوﻟﻬﺎ‬ ‫ﻟﺘﻐﺰوا ﻛﻞ اﻟﻤﺪن اﻟﺮﺋﻴﺴــــﺔ اﻟﻌﺎﻟﻤﻴﺔ ﻟﻨﺪن وﻧﻴﻮﻳﻮرك وﺑﺎرﻳﺲ‬ ‫وﻣﻦ أﺑﺮزﻫــــﺎ اﻟﻤﻄﺎﻋﻢ اﻟﺼﻴﻨﻴﺔ واﻟﻴﺎﺑﺎﻧﻴــــﺔ واﻟﻬﻨﺪﻳﺔ واﻟﻌﺮﺑﻴﺔ‬ ‫واﻟﻼﺗﻴﻨﻴــــﺔ‪ ،‬ﺣﺘــــﻰ أﺻﺒﺤﺖ اﻟﺪول ﺗﻌﺮف ﻣــــﻦ أﻃﻌﻤﺘﻬﺎ وأﺻﺒﺢ‬ ‫اﻟﻄﻌــــﺎم اﻟﻤﺤﻠﻲ ﻟﻜﻞ دوﻟﺔ أو ﻣﻨﻄﻘــــﺔ ﻣﻌﻠﻢ ﺣﻀﺎري ﻓﻲ ﺣﺪ‬ ‫ذاﺗﻪ‪ ،‬واﻧﺪﻓﻌﺖ ﺷــــﻌﻮب دول اﻟﻌﺎﻟــــﻢ ‪k‬ﻇﻬﺎر ﻃﻌﺎﻣﻬﺎ اﻟﻤﺤﻠﻲ‬ ‫واﻟﺸﻌﺒﻲ ﻋﺎﻟﻤﻴ‪ I‬وﺗﺴﻮﻗﻬﺎ ﻟﻨﺸﺮ ﺛﻘﺎﻓﺘﻬﺎ اﻟﻐﺬاﺋﻴﺔ ﻋﺎﻟﻤﻴ‪.I‬‬ ‫ﻣﻊ ﻫـــﺬا اﻟﺘﻮﺳـــﻊ اﻟﻜﺒﻴﺮ وﻣﻊ ﺗﺒﻠـــﻮر ﻫﺬا اﻟﻤﺠﺎل ﻛﺈﺳـــﺘﺜﻤﺎر‬ ‫ﺗﺠـــﺎري ﺧﺪﻣﻲ ﻣﻬﻢ‪ ،‬أﺻﺒﺤﺖ إدارة ﻛﻞ ﻣﻄﻌﻢ ﻧﺎﺟﺢ ﺗﺴـــﻌﻰ‬ ‫ﻟﺘﺤﺪﻳـــﺪ ﺛﻼث ﻋﻮاﻣﻞ رﺋﻴﺴـــﺔ ﻗﺪ ﻻ ﻳﻜﻮن ﻟﻬﺎ ﻋﻼﻗﺔ ﻣﺒﺎﺷـــﺮة‬ ‫ﺑﻮﺻﻔﺎﺗﻪ ﻣﻦ اﻟﻄﻌﺎم أﻻ وﻫﻲ‪ :‬ﻣﻮﻗﻊ ﺟﻐﺮاﻓﻲ ﻗﻮي وﻣﻨﺎﺳـــﺐ‬ ‫وﻫﻮﻳـــﺔ ﺑﺼﺮﻳﺔ ﻣﻤﻴـــﺰة وﺗﺼﻤﻴﻢ داﺧﻠـــﻲ أو ﻣﻌﻤﺎري ﻳﻌﻜﺲ‬ ‫ﻣﺴـــﺘﻮاه وﻧﻮﻋﻪ‪ .‬اﻟﻬﺪف ﻣﻦ ذﻟﻚ ﺿﻤﺎن اﻟﺤﻔﺎظ ﻋﻠﻰ ﻣﻮﻗﻌﻪ‬ ‫ﻓـــﻲ ذاﻛـــﺮة ﻣﺮﺗﺎدﻳﻪ واﻟﻤﺴـــﺘﺪﻟﻴﻦ ﻋﻠﻴـــﻪ ﻣﻦ اﻟـــﺰوار‪ ،‬وﻛﺬﻟﻚ‬ ‫اﺳـــﺘﺨﺪام ﻫـــﺬه اﻟﻌﻮاﻣـــﻞ اﻟﺜﻼﺛـــﺔ ﻓـــﻲ اﻻﺳـــﺘﻤﺮارﻳﺔ واﻟﻨﻤـــﻮ‬ ‫وإﻣﻜﺎﻧﻴـــﺔ اﻟﺘﻮﺳـــﻊ ﺑﻔـــﺮوع ﻣﺸـــﺎﺑﻬﺔ ﻳﺘﻌـــﺮف ﻋﻠﻴﻬـــﺎ اﻟﻨﺎس‬ ‫ﺑﻤﺠﺮد اﻟﻨﻈﺮ ﻟﻬﺎ ورﺑﻄﻬﺎ ﺑﺎﻟﻤﻄﻌﻢ ا‪/‬ول اﻟﺬي ﺣﻘﻖ ﺷـــﻬﺮة‬ ‫أو ﻧﺠﺎح ﻓﻲ ﻣﻮﻗﻊ ﻣﻌﻴﻦ أو ﻣﺪﻳﻨﺔ ﻣﺎ‪.‬‬

‫اﻟﻤﻄﺎﻋﻢ اﻟﺴﺮﻳﻌﺔ ‪:‬‬

‫ﻣــــﻦ ﻫﺬا اﻟﻤﻨﻄﻠﻖ ﺳــــﻌﺖ اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﻤﻄﺎﻋﻢ اﻟﺴــــﺮﻳﻌﺔ ﻓﻲ‬ ‫اﻟﻮﻻﻳــــﺎت اﻟﻤﺘﺤــــﺪة اﻻﻣﺮﻳﻜﻴــــﺔ ﻣﻨــــﺬ ﻣﻨﺘﺼﻒ اﻟﻘﺮن اﻟﻌﺸــــﺮﻳﻦ‬ ‫ﻟﺘﻄﻮﻳــــﺮ ﻫﻮﻳﺔ ﺑﺼﺮﻳــــﺔ ﺣﺎدة ﺑﺄﻟﻮان وﺷــــﻌﺎرات ﺟﺎذﺑــــﺔ ﻟﻠﺼﻐﺎر‬ ‫واﻟﻤﺮاﻫﻘﻴﻦ وﺗﺼﺎﻣﻴﻢ ﻣﻌﻤﺎرﻳﺔ وداﺧﻠﻴﺔ ﺗﺴــــﺎﻋﺪ ﻋﻠﻰ ﺳﺮﻋﺔ‬ ‫اﻟﺤﺮﻛــــﺔ واﻟﻄﻠــــﺐ وا‪/‬ﻛﻞ‪ ،‬ﻟﻤﻮاﻛﺒــــﺔ ا‪k‬ﻗﺒــــﺎل واﻟﺰﺣــــﺎم اﻟﻴﻮﻣﻲ‬ ‫واﻟﺤﺼﻮل ﻋﻠﻰ أﻛﺒﺮ ﻋﺎﺋﺪ رﺑﺤﻲ ﻣﻦ ﺣﺮﻛﺔ اﻟﺰﺑﺎﺋﻦ ﻣﻘﺎﺑﻞ أﺳﻌﺎر‬ ‫زﻫﻴــــﺪة‪ .‬ﺧﻴﺮ ﻣﺜﺎل ﻋﻠﻰ ذﻟﻚ ﺳﻠﺴــــﻠﺔ ﻣﺎﻛﺪوﻧﺎﻟﺪز اﻟﺘﻲ ﺗﻈﻬﺮ‬ ‫ﺑﺎﻟﻠﻮن ا‪/‬ﺣﻤﺮ وا‪/‬ﺻﻔﺮ‪ ،‬وﻇﻠﺖ ﻟﻌﻘﻮد ﻃﻮﻳﻠﺔ ﺗﺴﺘﺨﺪم ﻛﺮاﺳﻲ‬ ‫ﺑﻼﺳﺘﻴﻜﻴﺔ ﺻﻐﻴﺮة ﺣﺘﻰ ﻻ ﺗﺤﻔﺰ اﻟﺰﺑﺎﺋﻦ ﻋﻠﻰ اﻟﺠﻠﻮس ﻟﻔﺘﺮات‬ ‫ﻃﻮﻳﻠﺔ ﻣﻊ إﺿﺎﻓﺔ إﻣﻜﺎﻧﻴﺔ اﻟﻄﻠﺐ ﺑﺎﻟﺴــــﻴﺎرة ﺣﺘﻰ ﺗﺴﺘﻔﻴﺪ ﻣﻦ‬ ‫اﻟﻤﻮﻗــــﻊ اﻟﺠﻐﺮاﻓــــﻲ واﻟﻤﺴــــﺎﺣﺔ ﺑﺄﻛﺒﺮ ﻗﺪر ﻣﻤﻜﻦ ﺑﺎﻻﺳــــﺘﻐﻨﺎء‬ ‫ﻋــــﻦ ﺿﺮورة دﺧﻮل اﻟﺰﺑﺎﺋﻦ ﻟﻠﻤﻄﻌﻢ وا‪/‬ﻛﻞ ﻓﻲ داﺧﻠﻪ‪ ،‬وﻳﻀﺎف‬ ‫ﻟﺬﻟــــﻚ إﺿﺎﻓــــﺔ ﻗﺴــــﻢ ‪/‬ﻟﻌــــﺎب ا‪/‬ﻃﻔــــﺎل ﻟﺘﺤﺒﻴــــﺐ ا‪/‬ﻃﻔــــﺎل ﻓﻲ‬ ‫اﻟﻤﻄﻌﻢ وﺗﻌﻮﻳﺪﻫﻢ ﻋﻠﻴﻪ‪ .‬ﻛﻞ ذﻟﻚ ﺑﺎﻟﻄﺒﻊ ﻳﺘﻢ ﺑﻌﺪ دراﺳﺎت‬ ‫ﻣﺘﻌﻤﻘﺔ ﻣﻊ اﺳــــﺘﻤﺮار اﻟﺘﻄﻮر واﻟﺘﻐﻴﻴﺮ وذﻟــــﻚ ﻟﺘﻠﺒﻴﺔ ﺗﻮﻗﻌﺎت‬ ‫ورﻏﺒﺎت اﻟﺰﺑﺎﺋﻦ اﻟﻤﺘﻐﻴﺮة ﻣﻊ ﻣﺮور اﻟﻮﻗﺖ‪ ،‬وﻟﻠﺤﻔﺎظ ﻋﻠﻰ ﻣﻮﻗﻊ‬ ‫اﻟﻄﻠﻴﻌﺔ ﺑﻴﻦ اﻟﻤﻨﺎﻓﺴﻴﻦ‪.‬‬

WO Ušd « WO{—_«Ë WI¼UA « …bLŽ_«Ë WOJOJH² « …—ULF « s …–ušQ nIÝ√ 101 Albenaa

¡UM³ « ±∞±

‫ﻣﻦ أﻋﻤﺎل اﻟﻤﻬﻨﺪﺳﺔ‬ ‫ﺻﺪﻳﻖ‬ ‫ﻣﺮام ّ‬ ‫ﻣﻄﻌﻢ ﻟﻮﺳﻴﻦ‬ ‫اﻟﻤﺎﻟﻚ ‪ :‬ﺷﺮﻛﺔ ﻣﻴﺮة ﻟ‪j‬ﻃﻌﻤﺔ‬ ‫اﻟﻤﻮﻗﻊ ‪ :‬ﻣﺪﻳﻨﺔ ﺟﺪة‬ ‫اﺳﺘﻮﺣﻰ اﻟﻤﻄﻌﻢ ﺗﺼﻤﻴﻤﻪ ﻣﻦ وﺣﻲ اﻟﺘﺮاث ا رﻣﻨﻲ اﻟﻌﺮﻳﻖ‬ ‫ﻓﻲ ﻣﻈﻬﺮ ﺣﺪﻳﺚ ﺟﺪا‪ ،‬ﺣﻴﺚ اﺳﺘﺨﺪﻣﺖ ﻣﻮاد ﻣﻌﻴﻨﺔ ﻳﺮﺟﻊ‬ ‫اﺳﺘﺨﺪاﻣﻬﺎ ﻓﻲ أراﺿﻲ أرﻣﻴﻨﻴﺎ إﻟﻰ اﻟﻌﺼﻮر اﻟﻘﺪﻳﻤﺔ وﺗﻈﻬﺮ‬ ‫ﻓﻲ ﻣﻌﺎﻟﻤﻬﺎ ا ﺛﺮﻳﺔ وﻣﺘﺎﺣﻔﻬﺎ وﺳﺎﺣﺎﺗﻬﺎ‪ ،‬وﻛﺎن ﻫﻨﺎك رﻏﺒﺔ ﻣﻦ‬ ‫ﻗﺒﻞ ﻣﻼك اﻟﻤﺸﺮوع ﻋﻠﻰ ﺿﺮورة إﻇﻬﺎر ﻛﻞ ذﻟﻚ ﺑﺄﺣﺪث ﺷﻜﻞ‬ ‫ﻣﻤﻜﻦ واﻟﺒﻌﺪ ﻋﻦ اﻟﻜﻼﺳﻴﻜﻴﺔ أو اﻟﺘﺼﺎﻣﻴﻢ اﻟﺮﻳﻔﻴﺔ ﺗﻤﺎﻣ‪.F‬‬ ‫أﺑﺮز ﻫﺬه اﻟﻤﻮاد ﻫﻮ ﺣﺠﺮ ﺗﻮف ا رﻣﻨﻲ‪ ،‬وﻫﻮ ﺣﺠﺮ ﺑﺮﻛﺎﻧﻲ ﻟﻮﻧﻪ‬ ‫ﻳﺘﺮاوح ﺑﻴﻦ اﻟﻠﻮﻧﻴﻦ اﻟﻮردي واﻟﺒﻨﻔﺴﺠﻲ وﺑﺪرﺟﺎت ﻣﺘﻌﺪدة‪.‬‬ ‫واﺳﺘﻌﻤﻞ ﻫﺬا اﻟﺤﺠﺮ ﻓﻲ ﻣﻌﻈﻢ اﻟﻤﺒﺎﻧﻲ ا ﺛﺮﻳﺔ ا رﻣﻨﻴﺔ‬ ‫ﺑﺄﺷﻜﺎﻟﻬﺎ وﺑﻄﺮق ﻣﺨﺘﻠﻔﺔ‪ ،‬وﻗﺪ ﺗﻢ اﺳﺘﻴﺮاده ﺧﺼﻴﺼﺎ و ول‬ ‫ﻣﺮة ﻓﻲ اﻟﺴﻌﻮدﻳﺔ ﻟﻤﺸﺮوع ﻣﻄﻌﻢ ﻟﻮﺳﻴﻦ ﻟﻴﻜﻮن ﻫﻮ‬ ‫اﻟﻌﻨﺼﺮ ا ﺳﺎﺳﻲ ﻓﻲ ﺗﻜﺴﻴﻪ اﻟﺠﺪران وﺑﻌﺾ ا ﺳﻘﻒ‪ .‬وﺗﻢ‬ ‫ﺻﻔﻪ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮاﺋﻴﺔ ﻋﻠﻰ ارﺗﻔﺎﻋﺎت ﻣﺘﻜﺮرة‪ .‬ﻛﻤﺎ ﺗﻢ ﻧﺤﺖ‬ ‫أﻟﻮاح ﻣﻨﻪ ﻳﺪوﻳ‪ F‬ﻋﻠﻰ اﻟﻤﺪاﺧﻞ ﻟﺘﺒﺪو ﻛﺸﻮاﻫﺪ أﺛﺮﻳﺔ ﺷﺎﻫﻘﺔ‬ ‫ﻣﺰﺧﺮﻓﺔ ﺑﺰﺧﺎرف أرﻣﻨﻴﺔ ﺗﺎرﻳﺨﻴﺔ‪ .‬وﺗﻢ أﻳﻀﺎ ﺣﻔﺮ ﺑﻴﻮت ﻣﻦ‬ ‫اﻟﺸﻌﺮ ا رﻣﻨﻲ ﻋﻠﻰ أﻣﺎﻛﻦ ﻣﺨﺘﺎرة ﻓﻲ ﺣﺠﺮ اﻟﺠﺪران‪ .‬اﺳﺘﺨﺪم‬ ‫ا رﻣﻦ ﻓﻲ ﺗﺮاﺛﻬﻢ اﻟﻤﻌﺎدن ﺑﻤﺎ ﻓﻴﻬﺎ اﻟﺒﺮوﻧﺰ واﻟﻨﺤﺎس ﺑﻜﺜﺎﻓﺔ‪،‬‬ ‫وﺑﺮﻋﻮا ﻓﻲ ﺗﺼﻨﻴﻌﻬﺎ‪ ،‬ﻓﻜﺎﻧﺖ ﻫﻨﺎك أﻳﻀﺎ ﺿﺮورة ^ﺿﺎﻓﺔ ﻫﺬﻳﻦ‬ ‫اﻟﻤﻌﺪﻧﻴﻦ ﻟﻠﻤﻮاد اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ اﻟﻤﻄﻌﻢ‪ ،‬ﻓﻮﻗﻊ ا^ﺧﺘﻴﺎر‬ ‫ﻓﻲ ا^ﺿﺎءة اﻟﻤﻌﻠﻘﺔ ﻋﻠﻰ اﻟﻄﺎوﻻت ﻋﻠﻰ أﺣﺪ ﻣﻨﺘﺠﺎت اﻟﻤﺼﻤﻢ‬ ‫اﻟﺒﺮﻳﻄﺎﻧﻲ اﻟﺸﻬﻴﺮ )‪ (Tom Dixon‬واﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻰ ﺟﻮاﺋﺰ‬ ‫ﺗﺼﻤﻴﻢ ﻋﺪة وﻣﺼﻨﻌﺔ ﻣﻦ اﻟﻨﺤﺎس ا ﺣﻤﺮ ذو ا ﺳﻄﺢ اﻟﻼﻣﻌﺔ‬ ‫اﻟﻌﺎﻛﺴﺔ وا^ﺿﺎءة اﻟﺨﺎﻓﺘﺔ‪ ،‬ﻛﻤﺎ ﺗﻤﺖ ﺗﻐﻄﻴﺔ ﺑﻌﺾ اﻟﻮاﺟﻬﺎت‬ ‫ﺑﺄﻟﻮاح ﻣﻌﺪﻧﻴﺔ ﻣﻦ اﻟﻠﻮن اﻟﺒﺮوﻧﺰي وﻛﺬﻟﻚ اﺳﺘﺨﺪم اﻟﺰﺟﺎج‬ ‫ﺑﺎﻟﺪرﺟﺔ اﻟﻨﺤﺎﺳﻴﺔ ﻓﻲ ﺑﻌﺾ اﻟﺘﻄﺒﻴﻘﺎت ﻟﻤﻮاﺋﻤﺔ ا^ﺿﺎءة‬ ‫واﻧﻌﻜﺎﺳﻬﺎ‪ .‬ﺳﻌﻰ اﻟﻤﺼﻤﻢ ﻓﻲ ﺗﻄﻮﻳﺮ اﻟﺘﺼﻤﻴﻢ إﻟﻰ أﺿﺎﻓﺔ‬ ‫أرﺿﻴﺔ رﺧﺎم ﻧﺎدر اﻻﺳﺘﻌﻤﺎل ﻳﻨﺎﺳﺐ ﻓﻲ درﺟﺘﻪ ﻟﻮن اﻟﺤﺠﺮ‪ ،‬ﻓﻮﻗﻊ‬ ‫ا^ﺧﺘﻴﺎر ﻋﻠﻰ رﺧﺎم ﻛﻨﺪي اﻟﻤﺼﺪر ﻣﻄﻮر ﻓﻲ إﻳﻄﺎﻟﻴﺎ ﻟﻮﻧﻪ ﻣﻄﺎﺑﻖ‬ ‫ﻟﻠﻮن اﻟﺜﻐﺮات اﻟﺼﻐﻴﺮة ﻓﻲ اﻟﺤﺠﺮ اﻟﺒﺮﻛﺎﻧﻲ‪ .‬وﺗﻢ ﺻﻔﻪ ﺑﺄﻟﻮاح‬ ‫ﻃﻮﻳﻠﺔ ﻓﻲ أرﺿﻴﺔ اﻟﻤﻄﻌﻢ ﻟﺘﺄﻛﻴﺪ ﻋﻨﺼﺮ اﻟﺤﺪاﺛﺔ واﻟﻔﺨﺎﻣﺔ ﻓﻲ‬ ‫اﻟﻤﺪاﺧﻞ واﻟﻤﻤﺮات‪ .‬ﻛﻤﺎ اﺳﺘﺨﺪم اﻟﻤﺼﻤﻢ ﻓﻲ ا ﺳﻘﻒ اﻟﻌﺎﻟﻴﺔ‬ ‫إﺿﺎءة ﻣﺨﺮوﻃﻴﺔ ﻫﺎدﺋﺔ ﻟﻀﻤﺎن ﻫﺬه اﻟﺤﺪاﺛﺔ ﻓﻲ اﻟﺘﺼﻤﻴﻢ‪.‬‬ ‫وزع اﻟﻤﺼﻤﻢ ا ﺛﺎث ﺑﻄﺮﻳﻘﺔ ﻣﺮﻳﺤﺔ وﻓﺴﻴﺤﺔ‪ ،‬ﻣﻊ اﺳﺘﺨﺪام‬ ‫اﻟﻜﺮاﺳﻲ اﻟﺠﻠﺪﻳﺔ واﻟﻘﻤﺎش اﻟﺤﺪﻳﺜﺔ اﻟﻤﻈﻬﺮ اﺳﺒﺎﻧﻴﺔ اﻟﺼﻨﻊ‬ ‫)‪ (Andrue World‬وﻗﻄﻊ ﺻﻮﻓﺎ ﻓﺮﻧﺴﻴﺔ اﻟﺼﻨﻊ )‪.(La Fibule‬‬ ‫ﺗﺼﻤﻴﻢ ﺷﻌﺎر اﻟﻤﻄﻌﻢ ‪ :‬ﻳﺎﺳﺮ اﻟﺤﻤﻴﻘﺎﻧﻲ‬ ‫اﻟﻤﺼﺪر ‪ :‬ﺗﻘﺮﻳﺮ اﻟﻤﺼﻤﻢ‬ ‫∞∞‪¡UM³ « ±‬‬

‫‪100 Albenaa‬‬

103 Albenaa

¡UM³ « ±∞≥

± ¥ ≤

≥

ÆWO{—_« ÂUš— 5Ð Ê«u _« ÂU− ½≈ ÆWOÞËd *« nIÝ_« …¡U{≈Ë Êu² « d−ŠË dðUÝ UNMOÐ qBH¹Ë ôËUD « VOðdð ÆWO½bF qÝöÝ s WFMB*«Ë ôËUD « vKŽ WIKF*« …¡U{ù« ÆdLŠ_« ”U×M « s Íe½Ëd³ « ÊuK UÐ WO½bF*« Õ«u _« s q «u ÆrFD*« rOLBð rz«u² W dše*«Ë ÆWOŁ«dð b¼«uA WNł«u « …bLŽ√ vKŽ dH(«

102 Albenaa

¡UM³ « ±∞≤

?± ?≤ ?≥ ?¥ ?μ

‫ذا ﻣﻴﻠﺘﻨﻎ ﺑﻮت‬ ‫اﻟﻤﺎﻟﻚ ‪ :‬ﺷﺮﻛﺔ ﻣﻴﺮة ﻟ‪c‬ﻃﻌﻤﺔ‬ ‫اﻟﻤﺴﺎﺣﺔ ‪ ٦٠٠ :‬ﻣﺘﺮﻣﺮﺑﻊ‬ ‫اﻟﻤﻮﻗﻊ ‪ :‬ﻣﺪﻳﻨﺔ اﻟﺮﻳﺎض‬ ‫ﻳﻘﺪم اﻟﻤﻄﻌﻢ أﺷﻜﺎل ﻣﺘﻨﻮﻋﺔ‬ ‫وﺣﺪﻳﺜﺔ ﻣﻦ اﻟﻄﺒﻖ اﻟﺴﻮﻳﺴﺮي‬ ‫اﻟﺸﻬﻴﺮ »اﻟﻔﻮﻧﺪو« واﻟﺬي ﻳﻄﺒﺦ‬ ‫ﻋﻠﻰ اﻟﻄﺎوﻟﺔ أﻣﺎم اﻟﻀﻴﻒ‪ .‬وﻗﺪ‬ ‫ﺳﻌﺖ اﻟﺸﺮﻛﺔ اﻟﻤﺎﻟﻜﺔ ﻟﺤﻘﻮق‬ ‫اﻟﻔﺮاﻧﺸﺎﻳﺰ ﻓﻲ اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ‬ ‫اﻟﺴﻌﻮدﻳﺔ ﻟﺘﻄﻮﻳﺮ اﻟﺘﺼﻤﻴﻢ‬ ‫اﻟﺪاﺧﻠﻲ ﺑﺤﻴﺚ ﻳﻌﻜﺲ ﻟﻤﺪﻳﻨﺔ‬ ‫اﻟﺮﻳﺎض ﻣﺴﺘﻮى ﺣﺪﻳﺚ ﻣﻦ‬ ‫اﻟﺘﺼﻤﻴﻢ اﻟﻔﺎﺧﺮ واﻟﺠﺬاب‪.‬‬ ‫اﺳﺘﺨﺪﻣﺖ ﻣﻮاد ﺟﺪﻳﺪة ﺑﺎﻟﻜﺎﻣﻞ‬ ‫‪D‬ول ﻣﺮة ﻓﻲ ﻣﺪﻳﻨﺔ اﻟﺮﻳﺎض‬ ‫ﻓﻲ ﺗﺼﻤﻴﻢ وﺗﻨﻔﻴﺬ اﻟﻤﻄﻌﻢ‪،‬‬ ‫وﻣﻨﻬﺎ ﻣﺎدة اﻟﻜﻮرﺗﻦ ﺳﺘﻴﻞ‬ ‫)ﺳﺘﻴﻞ ﻣﺆﻛﺴﺪ وﻣﻌﺎﻟﺞ( اﻟﺘﻲ‬ ‫ﺗﻢ ا‪M‬ﺳﺘﻔﺎدة ﻣﻨﻪ ﻓﻲ ا‪D‬ﺳﻘﻒ‬ ‫اﻟﻤﻌﻠﻘﺔ ﻟﻠﺤﻔﺎظ ﻋﻠﻰ ﺳﻘﻒ‬ ‫ﺷﺒﺔ ﻣﻔﺘﻮح ﻟﺮﻓﻊ ﻣﺴﺘﻮى‬ ‫اﻟﺘﻬﻮﻳﺔ اﻟﺘﻲ ﺗﺴﺘﻠﺰﻣﻬﺎ ﻃﺒﻴﻌﺔ‬ ‫اﻟﻤﻄﻌﻢ‪ .‬ﻛﻤﺎ ﺗﻢ اﺳﺘﺨﺪام اﻟﺠﻠﺪ‬ ‫اﻟﻔﺎﺧﺮ ﺑﺄﻟﻮان وﺗﺸﻜﻴﻼت ﺣﺪﻳﺜﺔ‬ ‫ﻋﻠﻰ اﻟﺠﺪران‪.‬‬ ‫اﺳﺘﺨﺪم اﻟﺤﺪﻳﺪ واﻟﺴﺘﻴﻞ ﻓﻲ‬ ‫إﺿﻔﺎء ﻣﻨﻈﺮ ﺻﻨﺎﻋﻲ ﻟﻠﻤﻜﺎن‪،‬‬ ‫وﺗﻢ ﺗﻮزﻳﻊ ا‪D‬ﻗﺴﺎم واﻟﻄﺎوﻻت‬ ‫ﺑﺸﻜﻞ ﻓﺴﻴﺢ وﻣﺘﺒﺎﻋﺪ وﻋﻠﻰ‬ ‫ارﺗﻔﺎﻋﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ‪M‬ﻋﻄﺎء ﻧﻮع‬ ‫ﻣﻦ اﻟﺨﺼﻮﺻﻴﺔ ﻟﻠﻀﻴﻮف ﺑﺪون‬ ‫ﺑﻨﺎء ﺣﻮاﺟﺰ او ﻓﻮاﺻﻞ ﻛﺎﻣﻠﺔ‪.‬‬ ‫اﻟﻤﺼﺪر ‪ :‬ﺗﻘﺮﻳﺮ اﻟﻤﺼﻤﻢ‬

‫«‪Ê«—b'« w dšUH « bK'« UÞöÐ Â«b ²Ý‬‬

‫« ‪œuÝô« ÍdNM « vB(« Â«b ²Ý«Ë W¹dz«b « ôËUD‬‬

‫«½‪ÊuK « w UIðd³ « bK'«Ë WO³Aš WOHKš l b¹b(« VOÐU‬‬ ‫‪¡UM³ « ±∞μ‬‬

‫‪105 Albenaa‬‬

‫ﺻﺪﻳﻖ‬ ‫ﻣﻦ أﻋﻤﺎل اﻟﻤﻬﻨﺪﺳﺔ ﻣﺮام ّ‬ ‫ﺳﻜﺎراﻣﻮش ﻻوﻧﺞ‬ ‫اﻟﻤﺎﻟﻚ ‪ :‬ﺷﺮﻛﺔ ﻣﻴﺮة ﻟ‪a‬ﻃﻌﻤﺔ‬ ‫اﻟﻤﺴﺎﺣﺔ ‪ ٤٠٠ :‬ﻣﺘﺮﻣﺮﺑﻊ‬ ‫اﻟﻤﻮﻗﻊ ‪ :‬ﻣﺪﻳﻨﺔ اﻟﺮﻳﺎض‬ ‫اﻻﺳﻢ ﻫﻮ ﻟﺸﺨﺼﻴﺔ ﺧﺮاﻓﻴﺔ ﻓﻲ‬ ‫اﻟﻜﻮﻣﻴﺪﻳﺎ ا ﻳﻄﺎﻟﻴﺔ اﻟﻘﺪﻳﻤﺔ‬ ‫ﻣﺸﻬﻮرة ﺑﻘﻨﺎﻋﻬﺎ اﻟﻐﺮﻳﺐ واﻟﻤﻠﻔﺖ‪.‬‬ ‫ﻳﻘﻊ اﻟﻼوﻧﺞ ﻓﻲ ﻣﻮﻗﻊ ﻣﻤﻴﺰ ﻓﻲ‬ ‫ﻣﺪﻳﻨﺔ اﻟﺮﻳﺎض‪ ،‬وﻳﻈﻬﺮ ﺑﺘﺼﺎﻣﻴﻢ‬ ‫ﻣﺴﺘﻮﺣﺎة ﻣﻦ اﻟﺠﻮ اﻟﻌﺎم ﻟﻜﺮﻧﻔﺎل‬ ‫ﻓﻴﻨﻴﺴﻴﺎ )اﻟﺒﻨﺪﻗﻴﺔ( اﻟﺸﻬﻴﺮ‬ ‫ﻟﻴﻌﻴﺶ رواد اﻟﻤﻜﺎن ﻟﺤﻈﺎت ﺳﺎﺣﺮة‬ ‫وﺧﻼﺑﺔ ﺗﻨﻘﻠﻬﻢ إﻟﻰ ﻣﺒﺎﻧﻲ ﻓﻴﻨﻴﺴﻴﺎ‬ ‫ا‪G‬ﺛﺮﻳﺔ ﻣﻊ ﻟﻤﺴﺎت ﺣﺪﻳﺜﺔ وﻣﻄﻮرة‪.‬‬ ‫ﺗﻢ ﻃﻼء اﻟﺠﺪران ﺑﺎﻟﺪﻫﺎﻧﺎت‬ ‫ا ﺳﻤﻨﺘﻴﺔ اﻟﻤﺰﻳﻨﺔ ﺑﺰﺧﺮﻓﺔ ﺟﺒﺴﻴﻪ‬ ‫ﻓﺎﺧﺮة ﻣﺴﺘﻮﺣﺎة ﻣﻦ ﺟﺪران اﻟﻘﺼﻮر‬ ‫اﻟﺘﻲ ﺻﻤﻤﻬﺎ اﻟﻤﻬﻨﺪس ا ﻳﻄﺎﻟﻲ‬ ‫اﻟﺸﻬﻴﺮ »ﺑﺎﻻدﻳﻮ« ﻓﻲ اﻟﻤﻨﻄﻘﺔ‬ ‫اﻟﻤﺤﻴﻄﺔ ﺑﻔﻴﻨﻴﺴﻴﺎ‪ .‬واﺳﺘﺨﺪﻣﺖ‬ ‫إﺿﺎءة ﺟﺪارﻳﺔ واﺿﺎءة أﺳﻘﻒ ﻣﻦ‬ ‫ﺷﺮﻛﺔ إﻳﻄﺎﻟﻴﺔ ﺗﺨﺼﺼﺖ ﻓﻲ ﺗﻄﻮﻳﺮ‬ ‫أﺷﻜﺎل اﻟﺜﺮﻳﺎت اﻟﻘﺪﻳﻤﺔ ﺑﺸﻜﻞ‬ ‫ﻓﻨﺘﺎزي ﻣﺼﻨﻌﺔ ﺑﺄﻟﻮان وﻣﻮاد‬ ‫ﺣﺪﻳﺜﺔ‪ .‬ﺗﻨﺘﺸﺮ ﻗﻄﻊ ا‪G‬ﺛﺎث ﻛﻤﺎ‬ ‫ﻟﻮ ﻛﺎﻧﺖ ﻣﻮزﻋﺔ ﺑﺸﻜﻞ ﻋﺸﻮاﺋﻲ‬ ‫ﻟﺘﻌﻜﺲ روح اﻟﻜﺮﻧﻔﺎل ﻋﻠﻰ ﺷﻜﻞ‬ ‫ﻛﺮاﺳﻲ وﻛﻨﺒﺎت ﻣﻨﺠﺪة ﺑﺄﻗﻤﺸﺔ‬ ‫ﻣﻨﻮﻋﺔ ﺑﺄﻟﻮان ورﺳﻮﻣﺎت ﻣﺘﻌﺪدة‬ ‫وﺟﺮﻳﺌﺔ ﻣﻊ ﻃﺎوﻻت ﻗﻬﻮة ﺑﺎﻟﻠﻮﻧﻴﻦ‬ ‫اﻟﺮﺋﻴﺴﻴﻴﻦ ﻟﻠﻤﻄﻌﻢ وﻫﻤﺎ اﻟﺘﺮﻛﻮاز‬ ‫واﻟﻮردي‪ ،‬وﻓﻲ اﻟﻤﻘﺪﻣﺔ ﻛﺎوﻧﺘﺮ‬ ‫اﻟﺤﻠﻮﻳﺎت ا‪G‬ﺑﻴﺾ اﻟﻨﺎﺻﻊ اﻟﻤﺘﻤﻮج‪.‬‬ ‫أﻣﺎ أرﺿﻴﺔ اﻟﻼوﻧﺞ ﻓﺘﺘﻜﻮن ﻣﻦ‬ ‫ﺗﻘﺴﻴﻤﺎت ﻣﻦ رﺧﺎم ﻛﺮارا ا‪G‬ﺑﻴﺾ‬ ‫واﻟﺮﻣﺎدي وﺟﺰء آﺧﺮ ﻣﻐﻄﻰ ﺑﻜﺴﺮ‬ ‫اﻟﺮﺧﺎم اﻟﺼﻐﻴﺮ‪.‬‬ ‫اﻟﻤﺼﺪر ‪ :‬ﺗﻘﺮﻳﺮ اﻟﻤﺼﻤﻢ‬

‫« ‪UO OMO ‰UH½dJ ÂUF « u'« sŽ d³F¹ Íc « wKš«b « rOLB²‬‬

‫ ‪ŸËdA*« …dJ l VÝUM²K WLLB*« ÀUŁ_« lD s WŽuL−‬‬

‫ ‪WHK² Ê«u √ «– WŽuM² WAL QÐ …b−M wÝ«d‬‬ ‫‪¡UM³ « ±∞¥‬‬

‫‪104 Albenaa‬‬

w{—_« —Ëb « jI

ŸËdALK w uÞ ŸUDI w×O{uð rÝ—

ŸËdALK wKO —uEM 107 Albenaa

¡UM³ « ±∞∑

‫ﻣﻦ أﻋﻤﺎل ﻣﻜﺘﺐ ﻣﺤﻤﺪ ﺣﺎﻣﺪ اﻟﻬﺮﺳﺎﻧﻲ‬ ‫ﻣﻌﻤﺎرﻳﻮن‬

‫ﻣﺮﻛﺰ ‪ FRACT‬اﻟﺘﺠﺎري‬ ‫اﻟﻤﻮﻗﻊ ‪ :‬ﻣﺪﻳﻨﺔ ﺟﺪة‬ ‫اﻟﻤﺴﺎﺣﺔ ا ﺟﻤﺎﻟﻴﺔ ‪ ٨٠٩٣ :‬م‪2‬‬

‫ ‪WO U _« WNł«uK —uEM‬‬

‫ﻳﺘﻤﻴﺰ ﻫﺬا اﻟﻤﺸﺮوع ﺑﺘﺼﻤﻴﻢ ﻳﻬﺪف إﻟﻰ‬ ‫اﻟﺘﻌﺮﻳﻒ ﺑﺄﺟﺰاء اﻟﻤﺸﺮوع اﻟﺜﻼث وﻫﻲ ‪:‬‬ ‫اﻟﻤﺮﻛﺰ اﻟﺘﺠﺎري واﻟﻤﺴﺎﺣﺔ اﻟﺘﺠﺎرﻳﺔ اﻟﻤﻤﻴﺰة‬ ‫اﻟﻤﻠﺤﻘﺔ ﺑﻪ واﻟﻤﺴﺎﺣﺎت اﻟﻤﻜﺘﺒﻴﺔ‪.‬‬ ‫ﻳﻘﻊ ﻫﺬا اﻟﻤﺸﺮوع ﻋﻠﻰ أرض ﻣﺴﺘﻄﻴﻠﺔ‬ ‫وﻳﺘﻜﻮن ﻣﻦ ﻣﺮﻛﺰ ﺗﺠﺎري ﺑﺎ‪D‬ﺿﺎﻓﺔ إﻟﻰ‬ ‫ﻣﺴﺎﺣﺎت ﻣﻜﺘﺒﻴﺔ ‪ .‬ﺗﻘﻊ اﻟﻜﺘﻠﺔ اﻟﻤﻜﺘﺒﻴﺔ‬ ‫ﻓﻲ أﺣﺪ أﻃﺮاف اﻟﻤﺸﺮوع وﻟﻬﺎ ﻣﺪﺧﻞ‬ ‫ﺧﺎص وﺗﺮﺗﻔﻊ ‪ 3‬أدوار ﻓﻮق اﻟﺪور ا‪J‬رﺿﻲ‬ ‫اﻟﻤﺨﺼﺺ ﻟﻠﻤﺴﺎﺣﺎت اﻟﺘﺠﺎرﻳﺔ واﻟﺬي‬ ‫ﻳﺴﻤﺢ ارﺗﻔﺎﻋﻪ ﺑﻌﻤﻞ دور ﻣﻴﺰاﻧﻴﻦ داﺧﻠﻪ‬ ‫‪ ،‬وﺑﻴﻨﻤﺎ ﺧﺼﺺ اﻟﺪور ا‪J‬رﺿﻲ ﻓﻲ اﻟﻤﺮﻛﺰ‬ ‫اﻟﺘﺠﺎري ﻟﻠﻤﺴﺎﺣﺎت اﻟﺘﺠﺎرﻳﺔ ﻓﺈن اﻟﺪور‬ ‫ا‪J‬ول واﻟﺜﺎﻧﻲ ﺧﺼﺼﺎ ﻟﻠﻤﻄﺎﻋﻢ‪.‬‬ ‫ﻳﻘﻊ ﻣﺪﺧﻞ اﻟﻤﺮﻛﺰ اﻟﺘﺠﺎري ﻓﻲ وﺳﻄﻪ‬ ‫وﻳﺆدي إﻟﻰ ﺑﻬﻮ وﺳﻄﻲ ﻳﻀﻢ اﻟﺤﺮﻛﺔ‬

‫∂∞‪¡UM³ « ±‬‬

‫‪106 Albenaa‬‬

‫اﻟﺮأﺳﻴﺔ و ﻳﻮﺟﺪ ﻣﺪﺧﻞ ﻟﻠﺨﺪﻣﺔ ﻓﻲ‬ ‫اﻟﺠﻬﺔ اﻟﺨﻠﻔﻴﺔ ﻟﻠﻤﺸﺮوع‪ ،‬ﻛﻤﺎ ﻳﻀﻢ‬ ‫اﻟﻤﺮﻛﺰ ﻛﺘﻠﺔ ﺗﺠﺎرﻳﺔ ﻓﻲ ﻃﺮف اﻟﻤﺮﻛﺰ‬ ‫اﻟﺘﺠﺎري ﺗﻌﺘﺒﺮ ﻣﺴﺎﺣﺔ ﺗﺠﺎرﻳﺔ ﺧﺎﺻﺔ‬ ‫ﻣﻤﻴﺰة‪ .‬اﻟﺘﺸﻜﻴﻞ اﻟﺨﺎرﺟﻲ ﻟﻠﻤﺸﺮوع‬ ‫ﻳﺘﻜﻮن ﻣﻦ ‪ 3‬ﻛﺘﻞ واﺿﺤﺔ اﻟﻜﺘﻠﺔ‬ ‫اﻟﻤﻜﺘﺒﻴﺔ وﻟﻬﺎ ﺣﻮاﺋﻂ ﺷﺒﻪ ﻣﺼﻤﺘﺔ‬ ‫ﻓﻲ اﻟﻮاﺟﻬﺔ ا‪J‬ﻣﺎﻣﻴﺔ واﻟﺨﻠﻔﻴﺔ ﺑﻴﻨﻤﺎ‬ ‫ﺗﻔﺘﺢ ﺑﻮاﺟﻬﺔ ﺟﺎﻧﺒﻴﺔ زﺟﺎﺟﻴﺔ ﻛﺒﻴﺮة‪ .‬ﻛﻤﺎ‬ ‫ﺗﻔﺘﺢ اﻟﻤﺴﺎﺣﺔ اﻟﺘﺠﺎرﻳﺔ اﻟﻤﻤﻴﺰة ﺑﻮاﺟﻬﺔ‬ ‫زﺟﺎﺟﻴﺔ ﻋﻠﻰ اﻟﺠﻬﺔ ا‪J‬ﻣﺎﻣﻴﺔ ﻟﻠﻤﺸﺮوع‬ ‫‪ ،‬ﺑﻴﻨﻤﺎ واﺟﻬﺘﻬﺎ اﻟﺠﺎﻧﺒﻴﺔ ﻣﺼﻤﺘﺔ‪.‬‬ ‫ﺗﻤﺘﺪ ﻛﺘﻠﺔ اﻟﻤﺮﻛﺰ اﻟﺰﺟﺎﺟﻴﺔ ﻟﺘﺮﺑﻂ ﺑﻴﻦ‬ ‫اﻟﻜﺘﻠﺘﻴﻦ )اﻟﻜﺘﻠﺔ اﻟﺘﺠﺎرﻳﺔ اﻟﻤﻤﻴﺰة‬ ‫واﻟﻜﺘﻠﺔ اﻟﻤﻜﺘﺒﻴﺔ(‪ .‬ﻛﻤﺎ ﻳﻀﻢ اﻟﻤﺸﺮوع‬ ‫دور‪ c‬ﺗﺤﺖ أرﺿﻲ ﻛﻤﻮاﻗﻒ ﻟﻠﺴﻴﺎرات ‪.‬‬

w{—√« —Ëb « jI

WO dA « WNł«u «

‰Ë_« —Ëb « jI

WO ULA « WNł«u «

Y U¦ « —Ëb « jI

vM³LK w uÞ ŸUD 109 Albenaa

¡UM³ « ±∞π

s¹dAF «Ë w½U¦ « —Ëb « jI

‫ﻣﻦ أﻋﻤﺎل ﻣﻜﺘﺐ ﻣﺤﻤﺪ‬ ‫ﺣﺎﻣﺪ اﻟﻬﺮﺳﺎﻧﻲ‬ ‫ﺑﺮج ‪ F.Z‬اﻟﻤﻜﺘﺒﻲ‬ ‫اﻟﻤﻮﻗﻊ ‪ :‬ﻣﺪﻳﻨﺔ ﺟﺪة‬ ‫اﻟﻤﺴﺎﺣﺔ ‪ ٧٤,١٩٧ :‬م‪2‬‬ ‫ﻳﻤﺜﻞ ﻫﺬا اﻟﻤﺸﺮوع اﻟﺠﻴﻞ اﻟﻤﺘﻘﺪم ﻣﻦ‬ ‫اﻟﻤﺒﺎﻧﻲ اﻟﺘﻲ ﺳﺘﺸﻬﺪﻫﺎ اﻟﻤﺪن اﻟﺴﻌﻮدﻳﺔ‬ ‫ﻓﻲ اﻟﻤﺴﺘﻘﺒﻞ ﻓﻬﻮ ﻣﺸﺮوع ﻣﺴﺘﺪام‬ ‫ذو ﻃﺎﻗﺔ إﻳﺠﺎﺑﻴﺔ ﺑﻤﺎ ﺗﻌﻨﻴﻪ اﻟﻜﻠﻤﺔ ﻓﻬﻮ‬ ‫ﻳﺴﺘﻬﻠﻚ ﻃﺎﻗﺔ ذاﺗﻴﺔ ﻳﻨﺘﺠﻬﺎ ﺑﻮاﺳﻄﺔ اﻟﻮاح‬ ‫ﺷﻤﺴﻴﺔ ﺗﻐﻄﻲ واﺟﻬﺎﺗﻪ‪ ،‬ﺻﻤﻤﺖ ﺑﺤﻴﺚ‬ ‫ﺗﻨﺪﻣﺞ ﻓﻲ اﻟﺘﺼﻤﻴﻢ اﻟﻤﻌﻤﺎري ﻟﻠﻮاﺟﻬﺎت‪،‬‬ ‫وﺗﺒﺪو ﻛﻜﺎﺳﺮات ﺷﻤﺴﻴﺔ ﺗﺤﻤﻲ اﻟﻔﺘﺤﺎت‬ ‫اﻟﺰﺟﺎﺟﻴﺔ ﻟﻠﻮاﺟﻬﺎت ﻣﺎ ﻋﺪى اﻟﻮاﺟﻬﺔ اﻟﺨﻠﻔﻴﺔ‬ ‫اﻟﺸﺮﻗﻴﺔ‪ .‬وﺗﺄﺧﺬ ﻛﺘﻠﺔ اﻟﻤﺒﻨﻰ ﺗﺸﻜﻴﻼ ﻳﺪﻣﺞ‬ ‫اﻟﺤﻮاﺋﻂ واﻟﺴﻄﺢ ﺑﺒﻌﻀﻬﺎ اﻟﺒﻌﺾ ﺑﺤﻴﺚ‬ ‫ﻳﻤﻴﻞ اﻟﺤﺎﺋﻂ اﻟﻐﺮﺑﻲ ﻛﻠﻤﺎ ارﺗﻔﻊ اﻟﺒﻨﺎء وﻳﺰداد‬ ‫ﻣﻴﻠﻪ ﻓﻲ ا‪Y‬دوار اﻟﻌﻠﻴﺎ ﻟﻴﻠﺘﻘﻲ ﻣﻊ اﻟﺤﺎﺋﻂ‬ ‫اﻟﺸﻤﺎﻟﻲ‪ ،‬ﺑﻬﺪف زﻳﺎدة ﻣﺴﺎﺣﺔ اﻟﻮاﺟﻬﺎت‬ ‫ﻟﺘﺘﻠﻘﻰ اﻛﺒﺮ ﻗﺪر ﻣﻦ ا‪Y‬ﻟﻮاح اﻟﺸﻤﺴﻴﺔ‬ ‫وﻟﺘﺰود اﻟﻤﺒﻨﻰ ﺑﺄﻗﺼﻰ ﻗﺪر ﻣﻦ اﻟﻄﺎﻗﺔ ﺗﻜﻔﻲ‬ ‫اﺣﺘﻴﺎﺟﺎت اﻟﺘﻜﻴﻴﻒ وا_ﻧﺎرة وﺗﺸﻐﻴﻞ اﻻَﻻت‬ ‫اﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ اﻟﻤﺒﻨﻲ‪ .‬ﻳﺘﻜﻮن اﻟﻤﺒﻨﻰ ﻣﻦ‬ ‫ﻋﺪد ﻋﺸﺮﻳﻦ دور وﺗﺤﺘﻮي ا‪Y‬دوار ﺗﺤﺖ ا‪Y‬رض‬ ‫ﻋﻠﻰ ﻣﻮاﻗﻒ اﻟﺴﻴﺎرات ﺑﻴﻨﻤﺎ ﺗﻘﻊ ﻣﺪاﺧﻞ‬ ‫اﻟﻤﺒﻨﻲ وﻣﻨﻄﻘﺔ إﻧﺰال اﻟﻤﺮﺗﺎدﻳﻦ ﻟﻠﻤﺒﻨﻰ ﻓﻲ‬ ‫اﻟﺪور ا‪Y‬رﺿﻲ اﻟﺬي ﻳﺤﺘﻮي ﻋﻠﻰ اﻟﺤﺮﻛﺔ اﻟﺮأﺳﻴﺔ‬ ‫وﺧﺪﻣﺎت ﻣﻠﺤﻘﺔ ﺑﺎﻟﻤﺒﻨﻰ ﻣﺜﻞ اﻟﻤﻄﺎﻋﻢ ‪.‬‬ ‫ﻣﻊ ﻣﻴﻮل اﻟﻮاﺟﻬﺔ اﻟﻐﺮﺑﻴﺔ ﺗﺘﻨﺎﻗﺺ ﻣﺴﺎﺣﺔ‬ ‫ا‪Y‬دوار اﻟﻤﻜﺘﺒﻴﺔ ﺷﻲء ﻓﺸﻲء ﻛﻠﻤﺎ ارﺗﻔﻊ‬ ‫اﻟﻤﺒﻨﻰ‪ ،‬إﻻ أن اﻟﻤﺴﺎﺣﺔ اﻟﻤﺨﺼﺼﺔ ﻟﻠﺤﺮﻛﺔ‬ ‫اﻟﺮأﺳﻴﺔ واﻟﺨﺪﻣﺎت ﺗﺒﻘﻰ ﺑﺪون ﺗﻐﻴﻴﺮ ﻓﻲ‬ ‫ﻣﻮﻗﻌﻬﺎ وﻟﺘﺨﺪم ﻛﺎﻓﺔ ادوار اﻟﻤﺒﻨﻰ روﻋﻲ ﻓﻲ‬ ‫اﻟﺘﺼﻤﻴﻢ ﻋﻤﻞ ﺗﺼﻤﻴﻢ وﺗﺼﻮر ﻣﺴﺘﻘﺒﻠﻲ‬ ‫ﻟﻠﺘﻮﺳﻌﺎت اﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﻤﺸﺮوع واﻟﺘﻲ‬ ‫ﺗﻢ ﺗﺼﻮرﻫﺎ ﻋﻠﻰ ﺷﻜﻞ ﻣﺒﻨﻴﻴﻦ ﻳﺘﻤﺎﺷﻲ‬ ‫ﺗﺼﻤﻴﻤﻬﺎ ﻣﻊ اﻟﻤﺒﻨﻰ ا‪Y‬ﺳﺎس ﻓﻲ ﺗﻜﻮﻳﻦ‬ ‫ﻣﻌﻤﺎري ﻣﺘﺮاﺑﻂ ﺑﺼﺮﻳﺎ وﺗﻘﻨﻴﺎ‪.‬‬

‫«_ ‪WOłUłe « U×²H « wL% fLý «dÝUJ Ëb³ðË UNł«uK Í—ULF*« rOLB² « l W− bM*« WO LA « Õ«u‬‬

‫‪ŸËdALK WOK³I² *« UFÝu²K wK³I² —uBð‬‬ ‫∏∞‪¡UM³ « ±‬‬

‫‪108 Albenaa‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ﻣﺼﻨﻊ ﻣﻌﺪات اﻟﻘﻤﺔ‬ ‫ﺣﻠﻮل ﻣﺒﺘﻜﺮة ﻟﻠﺼﻨﺎﻋﺔ اﻟﺴﻌﻮدﻳﺔ‬ ‫ا‪L‬ﺳﺘﺎذ ‪ /‬ﻋﺒﺪ اﻟﺮﺣﻤﻦ ﺣﺴﻴﻦ اﻟﺸﺮﻳﻒ ـ اﻟﻤﺪﻳﺮ اﻟﻌﺎم‬

‫إذا ﻛﻨـــﺖ ﺗﺠﺪ ﻓﻲ ﻣﺘﻨـــﺎول ﻳﺪك ﻣﻨﺘﺞ وﻃﻨﻲ‬ ‫ﻳﻨﺎﻓـــﺲ آﺧـــﺮ أورﺑـــﻲ ذو ﺻﻴﺖ ﻋﺎﻟﻤﻲ ﺑﺴـــﻌﺮ‬ ‫أﻗـــﻞ ﻳﺼﻞ إﻟـــﻰ اﻟﻨﺼﻒ ﺗﻘﺮﻳﺒ( ‪ ،‬ﻓﻠﺴـــﺖ ﻓﻲ‬ ‫ﺣﺎﺟـــﺔ أن ﺗﺪﻓﻊ ﻣﺎﻟﻚ ﻓﻲ اﻟﻮﻗﺖ اﻟﺬي ﻳﻤﻜﻨﻚ‬ ‫ﺗﻮﻓﻴـــﺮه ‪ ،‬ﻣـــﻦ ﻫﺬه اﻟﻘﺎﻋـــﺪة اﻟﺬﻛﻴـــﺔ إﻧﻄﻠﻖ‬ ‫ﻣﺼﻨـــﻊ ﻣﻌﺪات اﻟﻘﻤﺔ ﻧﺤﻮ ﻋﻤﻼءه ‪ ،‬إذن دﻋﻮﻧﺎ‬ ‫ﻧﺒﻴﻦ أي ﻧﻮع ﻣﻦ اﻟﻤﻨﺘﺠﺎت ﻳﻘﺪﻣﻬﺎ اﻟﻤﺼﻨﻊ ؟‬ ‫ﻛﺎن رأﻳﻨﺎ ﻣﻦ ا‪L‬ول واﺿﺤ( ‪ ،‬أﻧﻪ ﻋﻠﻰ رأس اﻟﻤﺎل‬ ‫اﻟﻮﻃﻨﻲ أن ﻳﺴـــﻌﻰ ‪ ،‬ﻓﻲ ﺑـــﻼد ﻣﺜﻞ اﻟﻤﻤﻠﻜﺔ‬ ‫اﻟﻌﺮﺑﻴـــﺔ اﻟﺴـــﻌﻮدﻳﺔ ﻓـــﻲ ﺣﺮﻛـــﺔ ﻣﻌﻤﺎرﻳـــﺔ‬ ‫ﻣﺴـــﺘﻤﺮة ‪ ،‬ﻧﻘـــﻮل أﻧﻪ ﻣﻦ اﻟﻮاﺟﺐ أن ﻳﺴـــﻌﻰ‬ ‫ﻧﺤﻮ ا‪P‬ﺳـــﻬﺎم ﺑﻔﻌﺎﻟﻴـــﺔ ﻓﻲ ا‪P‬ﻋﻤـــﺎر وا‪P‬زدﻫﺎر‬ ‫‪،‬وﻟﺬﻟـــﻚ ﺟﺎءت ﻓﻜﺮة اﻟﻌﻤﻞ ﻓﻲ ﻣﺠﺎل ﺻﻨﺎﻋﺔ‬ ‫ﻣﻜﺎﺋﻦ إﻧﺘﺎج اﻟﺒﻠﻮك و اﻟﻨﺸـــﺎﻃﺎت اﻟﻤﺴﺎﻋﺪة‬ ‫ﻟﻬﺎ‪،‬وﺑﺎﻟﻔﻌﻞ‪،‬ﻟﻨﺎ أﻛﺜﺮ ﻣﻦ ﺧﻤﺴـــﺔ ﻋﺸـــﺮ ﻋﺎﻣ(‬ ‫ﻣﻦ اﻟﺨﺒـــﺮة اﻟﻮﻃﻨﻴﺔ ﻓﻲ ﺻﻨﺎﻋﺔ ﻣﻜﺎﺋﻦ إﻧﺘﺎج‬ ‫اﻟﺒﻠـــﻮك ﺑﺘﻘﻨﻴـــﺎت ﻣﺘﻘﺪﻣﺔ‪،‬واﻟﺘـــﻲ إﺧﺘﺮﻧﺎ ﻟﻬﺎ‬ ‫ا‪P‬ﺳـــﻢ اﻟﺘﺠـــﺎري اﻟﻘﻤﺔ ‪ ، ٩١٣‬وﻟـــﻢ ﻳﻜﻦ ﻣﺤﺾ‬ ‫ﺻﺪﻓـــﺔ ﻫـــﺬا ا‪P‬ﺳـــﻢ ‪ ،‬ﺑـــﻞ ﻗﺼﺪﻧـــﺎ أن ﻳﻜـــﻮن‬ ‫ﻣﻠﺘﺼﻘ( ﺑﻤﻨﺘﺠﻨﺎ ﻟﻴﻜﻮن ﺗﺤﺖ أﻋﻴﻦ ﻣﻮﻇﻔﻴﻨﺎ‬ ‫داﺋﻤ( ﺑﻄﺮﻳﻘﺔ ﺗﺮﻣﺰ ‪L‬ﻫﺪاﻓﻨﺎ ﻛﻤﺼﻨﻊ ﺣﺪﻳﺚ ‪،‬‬ ‫ﻣﺘﺨﺬﻳﻦ ﻣﻦ ﺷـــﻌﺎر اﻟﻤﺼﻨﻊ ) ﺣﻠﻮل ﻣﺒﺘﻜﺮة‬ ‫ﻟﻠﺼﻨﺎﻋﺔ ( ﻃﺮﻳﻘ( ﺷﺎﻗ( وﻟﻜﻨﻪ ﻣﻤﺘﻌ( ﻟﻠﻘﻤﺔ ‪.‬‬ ‫ﺑﻌﺪﻫـــﺎ إﺗﺠﻬﻨﺎ إﻟـــﻰ ﻋﻘﺪ ﺷـــﺮاﻛﺎت ذﻛﻴﺔ ﻣﻊ‬ ‫ﺷـــﺮﻛﺎت إﻗﻠﻴﻤﻴﺔ ﺗﺨـــﺪم ﺗﺨﺼﺼﻨﺎ ﻓﻲ ا‪P‬ﻃﺎر‬ ‫اﻟﻌـــﺎم ‪ ،‬ﺣﻴـــﺚ ﺗﻌﺘﺒـــﺮ ﺛﻤـــﺎر ﻫـــﺬه اﻟﺸـــﺮاﻛﺎت‬ ‫ﻧﺸـــﺎﻃﺎت ﻣﺴـــﺎﻋﺪة ﻟﻤﺼﺎﻧـــﻊ اﻟﺒﻠـــﻮك اﻟﺘـــﻲ‬ ‫ﻧﻌﻤـــﻞ ﻛﻤﻮردﻳـــﻦ أﺳﺎﺳـــﻴﻴﻦ ﻟﻬـــﺎ ‪ ،‬ﻓﻜﺎﻧـــﺖ‬ ‫وﻛﺎﻟـــﺔ ﺷـــﺮﻛﺔ ﺗﺎﻣﺴـــﺎن ‪ TAMSAN‬اﻟﺘﺮﻛﻴﺔ‬ ‫ﻟﻀﻮاﻏﻂ اﻟﻬﻮاء ‪ ،‬ﻣﻦ أﻛﺒﺮ ﻣﺼﻨﻌﻲ ﺿﻮاﻏﻂ‬ ‫اﻟﻬﻮاء ﻓﻲ اﻟﻤﻨﻄﻘﺔ ‪ ،‬ﺛﻢ ﺟﺎءت وﻛﺎﻟﺔ ﺷـــﺮﻛﺔ‬ ‫ﻛﻮﻧﻔﻴﻨـــﺞ ‪ QUNFENG‬اﻟﺼﻴﻨﻴـــﺔ ﻟﻠﻤﻌﺪات‬ ‫اﻟﺜﻘﻴﻠﺔ ‪ ،‬وﻫﻲ ﺷـــﺮﻛﺔ إﻗﻠﻴﻤﻴـــﺔ ﺿﺨﻤﺔ ﺗﻨﺘﺞ‬

‫≤‪¡UM³ « ±±‬‬

‫‪112 Albenaa‬‬

‫ﺑﺼﻮرة رﺋﻴﺴـــﻴﺔ ‪stationary block making‬‬ ‫‪ machine‬ﻣﻜﺎﺋـــﻦ إﻧﺘـــﺎج اﻟﺒﻠـــﻮك اﻟﺜﺎﺑﺘـــﺔ ‪،‬‬ ‫وﻣﺤﻄـــﺎت ﺧﻠـــﻂ اﻟﺨﺮﺳـــﺎﻧﺔ ‪ ،‬وﻏﻴﺮﻫـــﺎ ‪ ،‬وﻫﻨﺎ‬ ‫ﻳﺠﺪر ﺑﻨﺎ أن ﻧﺸـــﻴﺮ إﻟﻰ أﻣـــﺮ ﺑﺎﻟﻎ ا‪L‬ﻫﻤﻴﺔ وﻫﻮ‬ ‫أن رؤﻳﺘﻨـــﺎ ﻛﺎﻧﺖ واﺿﺤﺔ ﻓﻲ ﻫﺬه اﻟﺸـــﺮاﻛﺎت‬ ‫وﻫﻲ أﻧﻪ ﻳﺘﻮﺟﺐ ﻋﻠﻴﻨﺎ أﻻ ﻧﻀﻴﻒ ﻟﻤﺴﻴﺮﺗﻨﺎ إﻻ‬ ‫إﺳﻤ( ﻳﻜﻦ إﺿﺎﻓﺔ ﻟﺒﻨﻴﺎﻧﻨﺎ ‪.‬‬ ‫ﺣــــﺎن اﻟﻮﻗــــﺖ ﻟﻨﺘﺤــــﺪث ﻋــــﻦ إﺗﺠــــﺎه آﺧــــﺮ ﻓﻲ‬ ‫اﻟﻄﺮﻳــــﻖ وﻫﻮ إﺗﺠــــﺎه ﻛﻴﻒ ّ‬ ‫ﻳﻔﻜــــﺮ ﻋﻤﻼؤﻧﺎ ؟‬ ‫إﺟﺎﺑــــﺔ ﻫﺬا اﻟﺴــــﺆال ﻳﺘﻮﻗــــﻒ ﻋﻠﻴﻬﺎ ﻣﺼﻴﺮ‬ ‫ﻛﻞ ﻋﻤﻞ ﻳﺴــــﺘﻬﺪف ﺷــــﺮﻳﺤﺔ ﻣــــﻦ اﻟﻨﺎس ‪،‬‬ ‫ﻓﺎﻟﻨــــﺎس داﺋﻤ( ﻓــــﻲ ﺣﺎﻟﺔ ﺗﻐﻴــــﺮ إﺗﺠﺎﻫﺎﺗﻬﻢ‬ ‫وﻣﺘﻄﻠﺒﺎﺗﻬﻢ ‪ ،‬إﻧﻬﺎ ﻋﻤﻠﻴﺔ ﺷــــﺎﺋﻜﺔ ﺗﻜ ّﻠﻒ‬ ‫اﻟﻜﺜﻴﺮ ﻣــــﻦ اﻟﺠﻬﺪ واﻟﻮﻗــــﺖ أن ﺗﺪﻳﺮ ﻋﻤﻠﻴﺔ‬ ‫ﺗﻐﻴﻴــــﺮ إﺗﺠﺎﻫــــﺎت ﻋﻤــــﻞ ﺑﻨــــﺎء‪ q‬ﻋﻠــــﻰ رؤﻳﺎك‬ ‫ﻛﺮﺟﻞ أﻋﻤﺎل ﺟﻨﺒ( إﻟﻰ ﺟﻨﺐ ﻣﻊ رؤﻳﺎ ﻋﻤﻼءك‬ ‫‪ ،‬وﻧﺤﻦ ﻋﻠﻰ أﺗﻢ ا‪P‬ﺳﺘﻌﺪاد ﻟﺬﻟﻚ وﻧﺒﺬل ﻟﻪ‬ ‫اﻟﻮﻋﻮد اﻟﻤﺘﺒﻮﻋﺔ ﺑﺎﻟﻌﻤﻞ ‪.‬‬ ‫ﺗﺒﻘﻰ ﺷﻴﺌ( أﺧﻴﺮ‪ q‬ﻳﺴﺮﻧﺎ أن ﻧﺸﻴﺮ إﻟﻴﻪ ﺑﻔﺨﺮ‬ ‫‪،‬وﻫــــﻮ أن ﻣﺼﻨــــﻊ ﻣﻌــــﺪات اﻟﻘﻤــــﺔ واﺣﺪ ﻣﻦ‬

‫أﻫــــﻢ اﻟﻤﺼﺎﻧﻊ اﻟﺘــــﻲ ﺗﻌﻤﻞ ﻓــــﻲ اﻟﺼﻨﺎﻋﺎت‬ ‫اﻟﺘﺤﻮﻳﻠﻴــــﺔ و اﻟﻤﻌــــﺪات اﻟﺜﻘﻴﻠــــﺔ داﺧــــﻞ‬ ‫اﻟﻤﻤﻠﻜــــﺔ اﻟﻌﺮﺑﻴــــﺔ اﻟﺴــــﻌﻮدﻳﺔ ‪ ،‬وﻫــــﺬا أﻣﺮ‬ ‫ﻳﺠﻌﻠﻨــــﺎ ﻧﻀﻊ أﻳﺪﻳﻨﺎ ﻋﻠــــﻰ ﻗﻠﻮﺑﻨﺎ ﻣﻦ ﻋﻈﻢ‬ ‫ﻧﻘﺪم ‪L‬ﺟﻞ‬ ‫اﻟﻤﺴــــﺆوﻟﻴﺔ ﻟﻜﻨﻨﺎ ﻻ ﻧﺘﻮاﻧﻰ أن ّ‬ ‫ذﻟﻚ اﻟﻮﻗﺖ واﻟﻤﺎل واﻟﺠﻬﺪ ﻟﻴﺴــــﺘﻤﺮ ﻓﺨﺮﻧﺎ‬ ‫ﺑﺼﻨﺎﻋﺘﻨﺎ اﻟﻮﻃﻨﻴﺔ ‪.‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ ‪¡UM³ « o×K‬‬

‫ﺷﺮﻛﺔ أﻛﺎدا ﻟﻠﺘﺠﺎرة‬ ‫رواد ﻓﻲ ﺻﻨﺎﻋﺔ ا ﻗﻔﺎل اﻟﺬﻛﻴﺔ وﺟﻤﻴﻊ اﻛﺴﺴﻮارات ا ﺑﻮاب اﻟﺨﺸﺒﻴﺔ‬ ‫‪Since 1998 AKADA have been in smart‬‬ ‫‪lock industry for nearly 16 years and now‬‬ ‫‪we offer both products and solutions to‬‬ ‫‪hotels, apartment, offices, facilities and‬‬ ‫‪leisure, facilities at domestic and oversea‬‬ ‫‪market.‬‬ ‫‪We settled at LongGang. WenZhou with‬‬ ‫‪10000M production base. We wish to‬‬ ‫‪produce the most reliable lock to clients,‬‬ ‫‪and with this wish, we have developed‬‬ ‫‪a complete and mature production line,‬‬ ‫‪including the R&D, molding, punching,‬‬ ‫‪dieing, assembling testing and logistics.‬‬

‫ﺗﻌﻤﻞ ﺷــــﺮﻛﺔ أﻛﺎدا ﻓــــﻲ ﺻﻨﺎﻋﺔ ا ﻗﻔــــﺎل اﻟﺬﻛﻴﺔ‬ ‫ﻣﻨﺬ ﻋﺎم ‪١٩٩٨‬م ‪ ،‬وﻫﻲ ﺗﻘﺪم ﻣﻨﺘﺠﺎﺗﻬﺎ وﺣﻠﻮﻟﻬﺎ‬ ‫ﻟﻘﻄﺎﻋــــﺎت اﻟﻔﻨﺎدق واﻟﺸــــﻘﻖ واﻟﻤﻜﺎﺗﺐ واﻟﻤﺮاﻓﻖ‬ ‫اﻟﺘﺮﻓﻴﻬﻴﺔ ﻋﻠﻰ اﻟﻤﺴﺘﻮﻳﻴﻦ اﻟﻤﺤﻠﻲ واﻟﺪوﻟﻲ‪.‬‬ ‫ﻳﻘــــﻊ ﻣﻘﺮ اﻟﺸــــﺮﻛﺔ اﻟﺮﺋﻴــــﺲ ﻓﻲ ﺗﻮﻧــــﺞ ﺟﺎﻧﺞ ﻓﻲ‬ ‫ﻣﺪﻳﻨــــﺔ وﻳﻨــــﺰو ﻋﻠــــﻰ ﻣﺴــــﺎﺣﺔ ‪ ١٠٫٠٠٠‬ﻣﺘــــﺮ ﻣﺮﺑــــﻊ ‪،‬‬ ‫وﺗﺴــــﻌﻰ اﻟﺸــــﺮﻛﺔ ‪I‬ﻧﺘــــﺎج أﻓﻀــــﻞ ا ﻗﻔــــﺎل اﻟﺘــــﻲ‬ ‫ﻳﻤﻜﻦ اﻻﻋﺘﻤــــﺎد ﻋﻠﻴﻬﺎ ﺣﻴﺚ ﻃﻮرت ﺧﻄﻮط إﻧﺘﺎج‬ ‫ﻣﺘﻜﺎﻣﻠﺔ وﺑﻬﺎ ﻣﺮﻛــــﺰ ﻟﻠﺒﺤﺚ واﻟﺘﻄﻮﻳﺮ واﻟﺘﺠﻤﻴﻊ‬ ‫واﻟﺨﺪﻣﺎت اﻟﻠﻮﺟﺴﺘﻴﺔ‪ .‬وﻟﺪى اﻟﺸﺮﻛﺔ ‪ ٣٠٠‬ﻣﻮﻇﻒ‬ ‫ﻋﻠﻰ ﻗــــﺪر ﻋﺎﻟﻲ ﻣــــﻦ اﻟﻤﻬــــﺎرة واﻟﺪراﻳــــﺔ واﻟﺘﻘﻨﻴﺔ‬ ‫ﻣﻤﺎ ﻳﺴــــﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺗﻘﺪﻳﻢ ﺟﻤﻴﻊ اﻟﺨﺪﻣﺎت ﻣﻦ‬ ‫ﺗﺴــــﻮق وﻣﺮﻛــــﺰ ﻟﺨﺪﻣﺎت ﻣــــﺎ ﺑﻌﺪ اﻟﺒﻴــــﻊ ﻟﺘﺤﻘﻴﻖ‬ ‫اﻟﺮﺿﺎ اﻟﺘﺎم ﻟﺪى اﻟﻌﻤﻼء‪.‬‬ ‫وﺗﺤﻈــــﻰ أﻛﺎدا ﺑﺎﻟﺴــــﻤﻌﺔ اﻟﺠﻴــــﺪة ﻓــــﻲ اﻟﺴــــﻮق‬ ‫اﻟﻌﺎﻟﻤــــﻲ ﺣﻴــــﺚ وﻗﺮت اﻟﺸــــﺮﻛﺔ ﻣﻨﺘﺠﺎﺗﻬــــﺎ ﻛﺜﺮ‬ ‫ﻣــــﻦ ‪ ١٠٫٠٠٠‬ﻓﻨــــﺪق وأﺑﻨﻴﺔ ﺗﺠﺎرﻳﺔ ﺑﺎﻟﻮﻗﺖ اﻟﻤﻨﺎﺳــــﺐ‬ ‫وﻣﻨﺘﺠﺎﺗﻬــــﺎ ﻳﻤﻜــــﻦ اﻻﻋﺘﻤــــﺎد ﻋﻠﻴﻬــــﺎ ‪ ،‬وﺗﺘﻮﻓــــﺮ‬ ‫ﻣﻨﺘﺠــــﺎت أﻛﺎدا ﻓــــﻲ أﻛﺜﺮ ﻣﻦ ‪ ٥٠‬دوﻟــــﺔ ﻓﻲ أﻣﺮﻳﻜﺎ‬ ‫اﻟﺸﻤﺎﻟﻴﺔ ‪ ،‬أوروﺑﺎ ‪ ،‬ﺟﻨﻮب أﺳﻴﺎ‪ ،‬واﻟﺸﺮق ا وﺳﻂ‪.‬‬

‫‪Hotel doorbell screen‬‬

‫‪Allied with 300 intelligent employees,‬‬ ‫‪and our department of R&D, production,‬‬ ‫‪marketing and after - sale center, we can‬‬ ‫‪secure customer and overall satisfaction‬‬ ‫‪purchase experience.‬‬ ‫‪AKADA have maintained the strong‬‬ ‫‪position and served more than 10,000‬‬ ‫‪hotel clients. With the right time, reliable‬‬ ‫‪producing ability, diversified range of‬‬ ‫‪products, AKADA products had been sold‬‬ ‫‪to more than 50 countries and regions, in‬‬ ‫‪North America,Europe, southeast Asia,‬‬ ‫‪the Middle East and other places, with a‬‬ ‫‪large number of overseas users.‬‬

‫≥‪¡UM³ « ±±‬‬

‫‪113 Albenaa‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ﻣﺠﻤﻮﻋﺔ ‪ Connect Air‬ﻣﻦ »اﻳﺪﻳﺎل ﺳﺘﺎﻧﺪرد«‬

‫ﻣﻔﺎﻫﻴﻢ اﻟﻐﻨﻰ ﻓﻲ اﻟﺒﺮاﻋﺔ وا ﺳﻠﻮب اﻟﺨﺎﻟﺪ‬

‫أﻋﻠﻨﺖ »اﻳﺪﻳﺎل ﺳﺘﺎﻧﺪرد«‪ ،‬اﻟﺸﺮﻛﺔ اﻟﺮاﺋﺪة ﻓﻲ ﺗﻘﺪﻳﻢ اﻟﺤﻠﻮل‬ ‫اﻟﻤﺒﺘﻜﺮة ﻟﻠﺤﻤﺎﻣﺎت ﻓﻲ أوروﺑﺎ‪،‬اﻟﺸﺮق ا وﺳﻂ وأﻓﺮﻳﻘﻴﺎ‪ ،‬ﻋﻦ‬ ‫إﻃﻼﻗﻬﺎ ﻣﺠﻤﻮﻋﺔ ‪ ،Connect Air‬وﻫﻲ أﺣﺪث ﺗﺸـــﻜﻴﻼﺗﻬﺎ‬ ‫ﺑﺎﻟﺤﻤﺎم واﻟﻤﺘﻌﺪدة اﻟﻤﻨﺘﺠﺎت ﻓﻲ ﻣﻨﻄﻘﺔ اﻟﺸـــﺮق‬ ‫اﻟﺨﺎﺻـــﺔ‬ ‫ّ‬ ‫ﺑﺸـــﻜﻞ ﻓﺮﻳﺪ ﺑﻴﻦ‬ ‫ا وﺳـــﻂ وﺷـــﻤﺎل أﻓﺮﻳﻘﻴـــﺎ‪ ،‬واﻟﺘـــﻲ ﺗﺠﻤﻊ‬ ‫ٍ‬ ‫اﻟﺤﻤﺎم ﻣﻦ‬ ‫ا ﺳـــﺎﻟﻴﺐ اﻟﻌﺼﺮﻳﺔ اﻟﺘﻲ ﺗﻠﺒﻲ ﻛﻞ ﻣﺎ ﻳﺤﺘﺎج إﻟﻴﻪ ّ‬ ‫ﺗﺠﻬﻴﺰات‪ ،‬أﻳ‪ U‬ﺗﻜﻦ ﻃﺒﻴﻌﺘﻪ‪.‬‬ ‫ﻫـــﺬه اﻟﺘﺸـــﻜﻴﻠﺔ ﺗﻮﻓـــﺮ ﻟﻜـــﻢ ﻣﺮوﺣـــﺔً ﺷـــﺎﻣﻠﺔ ﻣـــﻦ اﻟﺤﻠﻮل‬ ‫اﻟﺤﻤـــﺎم‪ ،‬وﻳﻤﻜﻨﻜﻢ اﻻﻃﻼع ﻋﻠﻴﻬﺎ ﻓﻲ‬ ‫اﻟﻤﺒﺘﻜـــﺮة ﻟﺘﺠﻬﻴﺰات ّ‬ ‫اﻟﺤﻤﺎﻣﺎت‪ ،‬واﻟﺘﻲ‬ ‫ﺻﺎﻟـــﺔ ﻋﺮض »اﻳﺪﻳﺎل ﺳـــﺘﺎﻧﺪرد« ﻟﺘﺼﺎﻣﻴـــﻢ ّ‬ ‫ﺗﻘـــﻊ ﻓـــﻲ ﺷـــﺎرع اﻟﺸـــﻴﺦ زاﻳﺪ‪ ،‬ﻓـــﻲ دﺑـــﻲ‪ .‬ﻓﺒﻔﻀـــﻞ ﻣﻮادﻫﺎ‬ ‫اﻟﺸـــﺪﻳﺪة اﻟﺼﻼﺑـــﺔ واﻻﺳـــﺘﺪاﻣﺔ واﻟﻔﺎﺋﻘﺔ اﻟﺨﻔﺔ ﻓـــﻲ اﻟﻮزن‪،‬‬ ‫ﺗﺠﺴـــﺪ‬ ‫ﺗﻌﻜـــﺲ ﻣﺠﻤﻮﻋـــﺔ ‪ Connect Air‬ﻋﻨﺎﻳـــﺔً ﻣﺬﻫﻠـــﺔ‬ ‫ّ‬ ‫ﻣﻌﺎﻧـــﻲ روﻋﺔ اﻟﺘﻔﺎﺻﻴﻞ‪ ،‬ﻣﺪﻋﻮﻣـــﺔً ﺑﺎﻟﺠﻮدة اﻟﻌﺎﻟﻴﺔ ﻟﻤﻮادﻫﺎ‬ ‫وﺑﺎﻟﻤﺴـــﺘﻮى اﻟﻤﺪﻫﺶ اﻟـــﺬي ﻳﺠﻤﻊ ﺑﻴﻦ اﻟﺮاﺣـــﺔ واﻟﻌﻤﻼﻧﻴﺔ‬ ‫وﺟﻤﺎل اﻟﺸﻜﻞ واﻟﺘﺼﻤﻴﻢ‪.‬‬

‫وﻣﺼﻤـــﻢ اﻟﻤﻨﺘﺠـــﺎت اﻟﻌﺎﻟﻤـــﻲ روﺑـــﻦ‬ ‫ﻗـــﺎم اﻟﻤﺒﺘﻜـــﺮ‬ ‫ّ‬ ‫ﻟﻴﻔﻴـــﻦ‪ ،‬ﺑﺎ‪/‬ﺿﺎﻓـــﺔ اﻟـــﻰ ﻓﺮﻳـــﻖ ﻋﻤﻠـــﻪ ﻓﻲ »اﺳـــﺘﻮدﻳﻮ‬ ‫ﻟﻴﻔﻴﻦ« ﺑﺘﺼﻤﻴﻢ ﻣﺠﻤﻮﻋﺔ ‪ Connect Air‬ﻣﻦ »اﻳﺪﻳﺎل‬ ‫ﺳـــﺘﺎﻧﺪرد« اﻟﻤﺼﻨﻮﻋـــﺔ ﻣـــﻦ اﻟﺴـــﻴﺮاﻣﻴﻚ ﺑﻤـــﺎ ﻓﻴﻬـــﺎ‬ ‫اﻟﻤﺮاﺣﻴﺾ‪ ، ،‬ا ﺣﻮاض واﻟﻤﻐﺎﺳﻞ‪ ،‬اﻟﺨﺰاﺋﻦ‪ ،‬ﻣﻔﺮوﺷﺎت‬ ‫اﻟﺤﻤﺎم‪ ،‬أﺣﻮاض اﻻﺳﺘﺤﻤﺎم وﺣﻤﺎﻣﺎت اﻟﻘﺪم‪.‬‬ ‫ّ‬ ‫وﻓﻲ ﺗﻌﻠﻴﻘﻬﺎ ﻋﻠﻰ ﻫﺬا ا‪/‬ﻃﻼق‪ ،‬ﻗﺎﻟﺖ اﻟﺴﻴﺪة دﻳﻤﻴﺘﺮا‬ ‫دوﺗﺴﻴﺎ‪ ،‬ﻣﺪﻳﺮة اﻟﺘﺴﻮﻳﻖ ﻓﻲ »اﻳﺪﻳﺎل ﺳﺘﺎﻧﺪرد«‪«:‬ﺗﻀﻔﻲ‬ ‫ﻣﺠﻤﻮﻋــــﺔ ‪ Connect Air‬ﻋﻠــــﻰ اﻟﺤﻤﺎﻣﺎت أﻧﺎﻗــــﺔً ﻻ ﻣﺜﻴﻞ‬ ‫ـــﻜﻴﻠﺔ ﻛﺒﻴــــﺮة ﻣــــﻦ اﻟﺴــــﻴﺮاﻣﻴﻚ‬ ‫ﻟﻬــــﺎ‪ ،‬ﻣــــﻦ ﺧــــﻼل ﺗﺸـ‬ ‫ٍ‬ ‫وا ﺣــــﻮاض واﻟﻤﻔﺮوﺷــــﺎت اﻟﺨﺎﺻــــﺔ ﺑﻬــــﺎ ذات ا ﺣﺠــــﺎم‬ ‫وا ﺷــــﻜﺎل اﻟﻤﺘﻨﻮﻋﺔ‪ ،‬ﻟﺘﻨﺸﺮ إﺣﺴﺎﺳــــ‪ U‬ﻣﺘﺠﺪد‪ T‬ﺑﺎﻟﻬﻮاء‬ ‫ـــﻜﺎل‬ ‫ﺣﻤﺎﻣﺎت ﻣﺼﻤﻤﺔ ﺑﺄﺷـ‬ ‫ﻓﻲ ﺑﻴﺌـ ٍ‬ ‫ٍ‬ ‫ـــﺎت ﻣﺨﺘﻠﻔﺔ‪ ،‬واﺑﺘﻜﺎر ّ‬ ‫ﻣﺬﻫﻠﺔ ﻟﺘﺪوم ﻃﻮﻳ ً‬ ‫ﻼ‪ .‬وﺗﻤﺘﺎز ﻫﺬه اﻟﺘﺸﻜﻴﻠﺔ ﺑﻤﻼءﻣﺘﻬﺎ‬ ‫وﺗﻠﺒﻴﺘﻬﺎ ﻛﻞ اﺣﺘﻴﺎﺟﺎت اﻟﻔﺮد ﻓﻲ ﻣﺨﺘﻠﻒ اﻟﻤﺴﺎﺣﺎت«‪.‬‬ ‫اﻟﻤﺼﻤﻢ‬ ‫أﻣـــﺎ اﻟﻌﻘـــﻞ اﻟﻤﺪ ّﺑـــﺮ وراء ﻫـــﺬه اﻟﺘﺸـــﻜﻴﻠﺔ‪،‬‬ ‫ّ‬ ‫ﺘﺤﺖ ﻣﺠﻤﻮﻋـــﺔ ‪Connect Air‬‬ ‫روﺑـــﻦ ﻟﻴﻔﻴﻦ ﻓﻘـــﺎل‪َ «:‬ﻓ ْ‬ ‫اﻟﻄﺮﻳـــﻖ أﻣـــﺎم ﻣﻔﻬﻮم اﻟﺘﺼﺎﻣﻴـــﻢ ا ﻧﻴﻘـــﺔ واﻟﻨﺎﻋﻤﺔ‪،‬‬ ‫اﻟﺘﻲ أﺻﺒـــﺢ ﺑﺎ‪/‬ﻣﻜﺎن اﻟﻴﻮم ﺗﻀﻤﻴﻨﻬـــﺎ ﻓﻲ ﻛﻞ أرﺟﺎء‬ ‫اﻟﺤﻤﺎم‪ ،‬وﻛﻞ ذﻟﻚ ﺑﻔﻀﻞ ﺧﻔﺔ اﻟﻮزن‬ ‫اﻟﺒﻨﺎء ﺑﻤﺎ ﻓﻴﻬـــﺎ‬ ‫ّ‬ ‫واﻟﺘﻔﺎﺻﻴﻞ اﻟﺪﻗﻴﻘﺔ ﻓﻲ ﻛﻞ ﺗﺼﻤﻴﻢ«‪.‬‬ ‫ﺟـــﺮى ﺗﺼﻤﻴـــﻢ ﻣﺮاﺣﻴـــﺾ ‪ Connect Air‬اﺳـــﺘﻨﺎد‪T‬‬ ‫إﻟـــﻰ ﻧﻈـــﺎم ﺗﺜﺒﻴﺖ ﻏﻴـــﺮ ﻣﺮﺋـــﻲ ﻳﻀﻤﻦ إﺿﻔـــﺎء ا ﻧﺎﻗﺔ‬ ‫اﻟﺠﻤﻴﻠـــﺔ‪ ،‬واﻟﺘﺼﻤﻴـــﻢ اﻟﻤﺘﺠـــﺪد واﻟﻔﺎﺋـــﻖ اﻟﺮوﻋـــﺔ‪.‬‬ ‫وﺑﺎ‪/‬ﺿﺎﻓـــﺔ إﻟـــﻰ ذﻟﻚ‪ ،‬ﺗﻤﺘـــﺎز ﻫﺬه اﻟﻤﺮاﺣﻴـــﺾ ﺑﺘﻘﻨﻴﺔ‬ ‫‪™Aquablade‬اﻟﻌﺮﻳﻘـــﺔ اﻟﺘـــﻲ‪ -‬ﺑﻌﻜـــﺲ ﻏﻴﺮﻫـــﺎ ﻣـــﻦ‬ ‫أﻧﻈﻤـــﺔ ﺻـــﺮف اﻟﻤﻴـــﺎه اﻟﺘﻘﻠﻴﺪﻳﺔ‪ -‬ﺗﺴـــﻤﺢ ﻟﻠﻤـــﺎء ﺑﺄن‬ ‫ﺗﺘﺪ ّﻓـــﻖ داﺧـــﻞ اﻟﻤﺮﺣـــﺎض ﻟﺘﻐﻄـــﻲ ﻛﺎﻓـــﺔ اﻟﻤﺴـــﺎﺣﺔ‬ ‫اﻟﺪاﺧﻠﻴـــﺔ وﻟﻴـــﺲ ﻣﻨﻄﻘـــﺔ ﻣﺤـــﺪدة ﻓﻘـــﻂ‪ .‬ﻓﻔـــﻲ‬ ‫اﻟﻤﺮاﺣﻴﺾ اﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺗﺒﻘﻰ ﻣﻨﻄﻘﺔ ﻻ ﺑﺄس ﺑﻬﺎ ﺧﺎرج‬ ‫ﺗﻐﻄﻴﺔ اﻟﻤﺎء‪ ،‬ﻣﺎ ﻳﻌﻨﻲ أن ﺗﻘﻨﻴﺔ ‪™Aquablade‬ﺗﻀﻤﻦ‬ ‫ﺗﻨﻈﻴﻔ‪ U‬ﻛﺎﻣ ً‬ ‫ﻼ وﻣﻀﻤﻮﻧ‪ ،U‬ﻛﻮن اﻟﻤﻨﻄﻘﺔ اﻟﻮاﻗﻌﺔ ﺗﺤﺖ‬

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‫‪114 Albenaa‬‬

‫اﻟﺤﺎﻓﺔ ﻳﺘﻢ ﻏﺴﻠﻬﺎ وﺗﻨﻈﻴﻔﻬﺎ ﺟﻴﺪ‪ ،T‬ﻓﻴﻤﺎ ﺗﻨﻬﻤﺮ اﻟﻤﺎء‬ ‫ﻣﺒﺎﺷﺮ ًة ﻣﻦ أﻋﻠﻰ اﻟﻤﺮﺣﺎض‪ ،‬ﻟﻀﻤﺎن اﻟﻔﻌﺎﻟﻴﺔ واﻟﺘﺄﻛﺪ‬ ‫أي ﻣﻨﻄﻘﺔ ﻓﻲ اﻟﻤﺮﺣﺎض ﺧﺎرج‬ ‫ﺑﺎﻟﺘﺎﻟـــﻲ ﻣﻦ ﻋﺪم ﺑﻘـــﺎء ّ‬ ‫اﻟﺘﻨﻈﻴﻒ‪ ،‬أو ﻋﺮﺿﺔً ﻟﻠﺒﻘﻊ اﻟﻤﺰﻋﺠﺔ اﻟﺸﻜﻞ‪.‬‬ ‫ﻛﻤﺎ أن اﻟﻤﻈﻬﺮ اﻟﻔﺎﺗﻦ وا ﻣﻠﺲ ﻟﻤﺠﻤﻮﻋﺔ ‪Connect‬‬ ‫‪ Air‬ﻳﻌ ّﺒـــﺮ ﻋﻦ ذاﺗﻪ ﻣـــﻦ ﺧﻼل أرﺑﻌﺔ ﻃـــﺮازات‪ :‬اﻟﺨﺰاﺋﻦ‪،‬‬ ‫اﻟﻤﻐﺎﺳـــﻞ‪ ،‬ا ﺣﻮاض واﻟﻤﻐﺎﺳـــﻞ اﻟﻨﺼﻒ ﻣﺴـــﺘﺪﻳﺮة‪.‬‬ ‫أﻣـــﺎ ا ﺣﺠـــﺎم ﻓﺘﺒـــﺪأ ﻣـــﻦ ‪ ٤٠‬ﺳـــﻨﺘﻢ ﻟﺘﺼـــﻞ إﻟـــﻰ ‪١٣٤‬‬ ‫وﺑﺸـــﻜﻞ‬ ‫ﻣﺼﻤﻤﺔ ﺑﺄﺳـــﺎﻟﻴﺐ ﻣﺘﻨﻮﻋﺔ‬ ‫ﺳـــﻨﺘﻢ‪ ،‬وﻫـــﻲ‬ ‫ٍ‬ ‫ّ‬ ‫ﻋﻤﻠﻲ ﻣﺮن ﻟﺴـــﻬﻮﻟﺔ اﻟﺘﺮﻛﻴﺐ‪ ،‬ﻣﺜـــﻞ اﻟﺠﻮاﻧﺐ اﻟﻔﺎﺋﻘﺔ‬ ‫اﻟﺮﻗﺔ ﻟﻠﻤﻐﺎﺳـــﻞ‪ ،‬اﻟﺸـــﻜﻞ اﻟﺠﺎﻧﺒﻲ اﻟﻨﺤﻴـــﻒ ﻟﻠﺨﺰاﺋﻦ‪،‬‬ ‫واﻟﺠﻮاﻧـــﺐ اﻟﺴـــﻔﻠﻴﺔ اﻟﻤﺤـــﺪدة اﻟﺰواﻳﺎ ﻟ‪r‬ﺣـــﻮاض‪ ،‬ﻓﻲ‬ ‫ﺣﻴـــﻦ أن ﻛﻞ ﻣﻨﻬـــﺎ ﺗﻀﻔـــﻲ ا ﻧﺎﻗـــﺔ اﻟﺼﺎﻓﻴـــﺔ ذاﺗﻬـــﺎ‪،‬‬ ‫وﺗﻤﺘﻠﻚ ﺗﺼﻤﻴﻤﻬﺎ اﻟﻔﺮﻳﺪ اﻟﺬي ﻻ ﻣﺜﻴﻞ ﻟﻪ‪.‬‬ ‫ﻣﺼﻤﻤﺔ ﻟﺘﺴ ّﻠﻂ اﻟﻀﻮء ﻋﻠﻰ‬ ‫ﻣﻔﺮوﺷﺎت ‪Connect Air‬‬ ‫ّ‬ ‫ﺟﻤـــﺎل وﻧﻌﻮﻣﺔ اﻟﺨﻄـــﻮط اﻟﻤﻨﺤﻨﻴﺔ ﻓﻲ اﻟﺴـــﻴﺮاﻣﻴﻚ‪.‬‬ ‫وﺑﻔﻀـــﻞ ﺻﻼﺑﺘﻬﺎ وأﺷـــﻜﺎﻟﻬﺎ اﻟﻤﻤﻴﺰة‪ ،‬ﻓﺈﻧﻬﺎ ﺗﺠﺴـــﺪ‬ ‫ﺣﻤـــﺎم‪ ،‬وﺗﻤﻨﺤـــﻪ ﻓﺮادﺗﻪ‪ ،‬وﻓﻲ‬ ‫اﻟﺤﻠـــﻮل اﻟﻌﻤﻠﻴـــﺔ ﻟﻜﻞ ّ‬ ‫اﻟﻮﻗﺖ ﻧﻔﺴـــﻪ ﺗﺒﻘﻴـــﻪ ﻣﺮﺗﺒ‪ U‬وﻣﻨﻈﻤـــ‪ ،U‬وﻳﻌﻮد اﻟﻔﻀﻞ‬ ‫ﺑﺬﻟﻚ إﻟﻰ اﻟﺨﻴﺎرات اﻟﻼﻣﺘﻨﺎﻫﻴﺔ ﻓﻲ ا ﺷﻜﺎل وا ﺣﺠﺎم‪،‬‬ ‫وﻣﻨﻬـــﺎ وﺣـــﺪات ا ﺣـــﻮاض اﻟﻤـــﺰودة اﺧﺘﻴﺎراﻳـــ‪ U‬ﺑﺠﻮارﻳﺮ‬ ‫ورﻓـــﻮف‪ ،‬وأﻋﻤﺪة اﻟﺨﺰاﺋﻦ اﻟﺠﺎﻧﺒﻴﺔ ﺑﻤﻘﺎﺳـــﺎت ﻣﺨﺘﻠﻔﺔ‪.‬‬ ‫ﺑﺘﻤﺎزﺟﺎت ﻣﻦ ﺳـــﺘﺔ أﻟﻮان ﻗﺎم‬ ‫وﺗﺄﺗﻲ ﻫﺬه اﻟﺘﺸـــﻜﻴﻠﺔ‬ ‫ٍ‬ ‫اﻟﻤﺼﻤـــﻢ روﺑـــﻦ ﻟﻴﻔﻴـــﻦ ﻟﺘﻨﺎﺳـــﺐ ﻣﺨﺘﻠﻒ‬ ‫ﺑﺎﺧﺘﻴﺎرﻫـــﺎ‬ ‫ّ‬ ‫ا ذواق وﺗﻼﺋﻢ ﻛﻞ ﺑﻴﺖ‪.‬‬ ‫وﺗﻜﺘﻤـــﻞ ﻫـــﺬه اﻟﺘﺸـــﻜﻴﻠﺔ ﻣـــﻦ‪ Connect Air‬ﻣـــﻊ‬ ‫أﺣـــﻮاض اﻻﺳـــﺘﺤﻤﺎم وﺣﻤﺎﻣـــﺎت اﻟﻘـــﺪم‪ ،‬واﻟﺘـــﻲ ﺗﺄﺗﻲ‬ ‫ﺑﺘﺼﺎﻣﻴﻢ رﻗﻴﻘﺔ ﻟﺘﺰﻳﺪ ﻣﻦ أﺟﻮاء اﻟﺮاﺣﺔ ﻓﻲ اﻟﻤﺴﺎﺣﺎت‪،‬‬ ‫وﻟﺘﻜ ّﺮس أﻳﻀ‪ U‬اﻟﺘﻨﺎﺳﻖ اﻟﺘﺎم واﻻﻧﺴﺠﺎم اﻟﻤﺘﻨﺎﻏﻢ‪.‬‬ ‫ﻣـــﻊ ﺗﺸـــﻜﻴﻠﺔ ‪ Connect Air‬اﻟﺠﺪﻳـــﺪة‪ ،‬وﻫـــﻲ اﻟﺤـــﻞ‬ ‫ﻟﻤﺠﻤﻮﻋﺔ واﺳﻌﺔ ﻣﻦ اﻟﻤﺸﺎرﻳﻊ‪ ،‬ﺗﻠﺘﺰم »اﻳﺪﻳﺎل‬ ‫اﻟﻤﺜﺎﻟﻲ‬ ‫ٍ‬ ‫ﺳﺘﺎﻧﺪارد« اﻟﺘﻲ ﺗﻌﻤﻞ ﺣﺎﻟﻴ‪ U‬ﻋﻠﻰ ﺑﻌﺾ أرﻗﻰ اﻟﻤﺸﺎرﻳﻊ‬

‫وأﻛﺜﺮﻫــــﺎ ﻓﺨﺎﻣﺔً ﻓــــﻲ ﻣﻨﻄﻘــــﺔ اﻟﺨﻠﻴﺞ اﻟﻌﺮﺑــــﻲ‪ ،‬ﺑﺘﻌﺰﻳﺰ‬ ‫ﺣﻀﻮرﻫــــﺎ ﻓــــﻲ ﻫــــﺬه اﻟﺴــــﻮق‪ ،‬ﻣﺴــــﺘﻨﺪ ًة إﻟــــﻰ اﻟﺘﺰاﻣﻬﺎ‬ ‫ﺑﺠﻮدة ﻣﻨﺘﺠﺎﺗﻬﺎ‪ ،‬وإﻟــــﻰ اﻻﺑﺘﻜﺎر واﻟﻔﺮادة ﻓﻲ اﻟﺘﺼﻤﻴﻢ‬ ‫واﻻﺳــــﺘﺪاﻣﺔ‪ ،‬ﻣــــﺎ ﻳﻌﻨــــﻲ ﻓــــﻲ اﻟﻨﻬﺎﻳــــﺔ ﺗﻮﻓﻴــــﺮ اﻟﺤﻠــــﻮل‬ ‫اﻟﺤﻤﺎم‪ ،‬واﻟﺘﻲ ﺗﻠﺒﻲ ﻛﻞ‬ ‫اﻟﻌﺼﺮﻳــــﺔ واﻟﻌﻤﻠﻴﺔ ﻟﺘﺠﻬﻴﺰات‬ ‫ّ‬ ‫ا ذواق‪ ،‬ﺣﻴﺚ اﻟﺠﻤﺎﻟﻴﺎت ﻻ ﺗﻘﻞ أﻫﻤﻴﺔً ﻋﻦ ا داء‪.‬‬ ‫ﻧﺒﺬة ﻋﻦ ‘آﻳﺪﻳﺎل ﺳﺘﺎﻧﺪرد’‬ ‫ﺗﺘﺨﺬ ﺷـــﺮﻛﺔ ‘آﻳﺪﻳﺎل ﺳﺘﺎﻧﺪرد إﻧﺘﺮﻧﺎﺷﻴﻮﻧﺎل’‪ -‬اﻟﺮاﺋﺪة‬ ‫ﻟﻠﺤﻤﺎﻣـــﺎت‪ -‬ﻣﻦ‬ ‫ﻋﺎﻟﻤ ًﻴـــﺎ ﻓـــﻲ ﺗﻮﻓﻴـــﺮ ﺣﻠـــﻮل ﻣﺒﺘﻜـــﺮة‬ ‫ّ‬ ‫اﻟﻌﺎﺻﻤﺔ اﻟﺒﻠﺠﻴﻜﻴﺔ ﺑﺮوﻛﺴـــﻞ ﻣﻘ ًّﺮا ﻟﻬﺎ‪ ،‬وﺗﻌﻤﻞ ﻓﻲ‬ ‫أﻛﺜﺮ ﻣﻦ ‪ ٣٠‬دوﻟﺔ ﻓﻲ أوروﺑﺎ واﻟﺸـــﺮق ا وﺳﻂ وأﻓﺮﻳﻘﻴﺎ‪.‬‬ ‫وﺗ ّﺮﻛـــﺰ ﺷـــﺮﻛﺔ ‘آﻳﺪﻳـــﺎل ﺳـــﺘﺎﻧﺪرد اﻟﺸـــﺮق ا وﺳـــﻂ‬ ‫وﺷـــﻤﺎل أﻓﺮﻳﻘﻴﺎ’ )وﻫﻲ ﺷﺮﻛﺔ ﺷﻘﻴﻘﺔ ﻟـ‘آﻳﺪﻳﺎل ﺳﺘﺎﻧﺪرد‬ ‫إﻧﺘﺮﻧﺎﺷﻴﻮﻧﺎل’( ﻋﻠﻰ اﻏﺘﻨﺎم اﻟﻔﺮص اﻟﻀﺨﻤﺔ ﻟﻠﻨﻤﻮ وﻣﺰاوﻟﺔ‬ ‫ا ﻋﻤﺎل ﻓﻲ اﻟﺸـــﺮق ا وﺳـــﻂ وﻣﺼﺮ وأﻓﺮﻳﻘﻴـــﺎ اﻧﻄﻼﻗ‪ U‬ﻣﻦ‬ ‫ﻣﻘﺮﻫﺎ اﻟﻮاﻗﻊ ﻓﻲ دﺑﻲ ﺑﺎ‪/‬ﻣﺎرات اﻟﻌﺮﺑﻴﺔ اﻟﻤﺘﺤﺪة‪.‬‬ ‫وﻳﺘﻤﺤﻮر إرث اﻟﺸﺮﻛﺔ اﻟﻌﺮﻳﻖ – اﻟﺬي ﻳﻌﻮد إﻟﻰ أﻛﺜﺮ ﻣﻦ ‪١٠٠‬‬ ‫اﻟﺤﻤﺎﻣﺎت ﺑﺸﻜﻞ ﻛ ّﻠﻲ ﻟﺘﻘﺪﻳﻢ‬ ‫ﻋﺎم‪ -‬ﺣﻮل ﻓﻬﻢ آﻟﻴﺔ ﻋﻤﻞ ّ‬ ‫ﺣﻠـــﻮل ﺷـــﺎﻣﻠﺔ ﻣـــﻦ ﺧـــﻼل ﺗﺼﻤﻴـــﻢ وﺗﺼﻨﻴـــﻊ اﻟﻤﻨﺘﺠﺎت‬ ‫اﻟﺤﻤﺎﻣﺎت‪،‬‬ ‫اﻟﺴـــﻴﺮاﻣﻴﻜﻴﺔ‪ ،‬وﺧ ّﻠﺎﻃﺎت وأﺛﺎث وﻣﺴـــﺘﻠﺰﻣﺎت‬ ‫ّ‬ ‫ﻓﻀ ًﻠﺎ ﻋﻦ ﺣﻠﻮل اﻻﺳـــﺘﺤﻤﺎم ﻟﻠﻤﺒﺎﻧﻲ اﻟﺴﻜﻨﻴﺔ واﻟﺘﺠﺎرﻳﺔ‬ ‫واﻟﻤﺆﺳﺴـــﻴﺔ‪ .‬وﻳﻤ ّﺜـــﻞ اﺳـــﻢ ‘آﻳﺪﻳـــﺎل ﺳـــﺘﺎﻧﺪرد’ اﻟﻌﻼﻣﺔ‬ ‫اﻟﺤﻤﺎﻣﺎت ﻓﻲ‬ ‫اﻟﺘﺠﺎرﻳﺔ ا ﺑﺮز ﻟﻠﺸـــﺮﻛﺔ ﺿﻤﻦ ﻣﺠﺎل ﺣﻠـــﻮل‬ ‫ّ‬ ‫ﻛﺎﻓﺔ اﻟﻤﻨﺎﻃـــﻖ اﻟﺘﻲ ﺗﻌﻤﻞ ﻓﻴﻬﺎ‪ .‬ﻛﻤﺎ ﺗﻤﺘﻠﻚ اﻟﺸـــﺮﻛﺎت‬ ‫ﻋﻼﻣﺎت أوروﺑﻴـــﺔ راﺋﺪة ﻫﻲ‪‘ :‬ﺟﺎدو’‪ ،‬و‘أرﻣﻴﺘﺎج ﺷـــﺎﻧﻚس’‪،‬‬ ‫و‘ﺳﻴﺮاﻣﻴﻜﺎ دوﻟﻮﻣﻴﺖ’‪ ،‬و‘ﺑﻮرﺷﻴﻪ’‪ ،‬و‘ﻓﻴﺪﻳﻤﺎ’‪.‬‬ ‫وﺗﻐﻄﻲ أﻋﻤﺎل ﺷﺮﻛﺔ ‘آﻳﺪﻳﺎل ﺳﺘﺎﻧﺪرد اﻟﺨﻠﻴﺞ’ ﻣﻨﻄﻘﺔ‬ ‫اﻟﺸﺮق ا وﺳﻂ ﻣﻦ ﻣﻘ ّﺮﻫﺎ ﻓﻲ دﺑﻲ‪ ،‬ﻓﻲ ﺣﻴﻦ ﻳﺘﻢ ﺗﻮﻓﻴﺮ‬ ‫ﻣﻨﺘﺠﺎت ‘آﻳﺪﻳﺎل ﺳــــﺘﺎﻧﺪرد’ و‘ﺟﺎدو’ و‘أرﻣﻴﺘﺎج ﺷﺎﻧﻜﺲ’‬ ‫و‘ﺳﻴﺮاﻣﻴﻜﺎ دوﻟﻮﻣﻴﺖ’ و‘ﺑﻮرﺷﻴﻪ’ و‘ﻓﻴﺪﻳﻤﺎ’ و‘أﻣﻴﺮﻛﺎن‬ ‫اﺳــــﺘﺎﻧﺪرد’ ﻟﺴﻮق اﻟﻤﺴــــﺘﻠﺰﻣﺎت اﻟﺼﺤﻴﺔ ا‪/‬ﻗﻠﻴﻤﻴﺔ ﻋﺒﺮ‬ ‫ﺷﺮﻛﺎء ﻣﺤﻠﻴﻴﻦ ﻓﻲ ﻣﺨﺘﻠﻒ دول اﻟﻤﻨﻄﻘﺔ‪.‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ﻣﺠﻤﻮﻋﺔ اﻟﺒﺮاك اﻟﺼﻨﺎﻋﻴﺔ‬ ‫أﻛﺜﺮ ﻣﻦ ‪ 50‬ﻓﺮع ﻟﺨﺪﻣﺔ ﻗﻄﺎع اﻟﺒﻨﺎء ﻓﻲ اﻟﻤﻤﻠﻜﺔ‬

‫ﻧﺒﺬه ﻋﻦ اﻟﻤﺠﻤﻮﻋﺔ‬ ‫أﺳـــﺲ اﻟﻤﻬﻨﺪس ﺻﺎﻟـــﺢ اﻟﺒﺮاك أوﻟﻰ أﻋﻤﺎل ﺷـــﺮﻛﺔ‬ ‫ﻣﺠﻤﻮﻋـــﺔ اﻟﺒـــﺮاك اﻟﺼﻨﺎﻋ ّﻴﺔ ﻋـــﺎم ‪ ١٩٩٣‬وﻇﻠﺖ ﺗﻌﻤﻞ‬ ‫ﻣﻨـــﺬ ذﻟﻚ اﻟﺤﻴﻦ ﻛﺸـــﺮﻛﺔ ﺧﺎﺻﺔ‪ .‬ﻛﻤـــﺎ ازدﻫﺮت ﻋﻠﻰ‬ ‫أﺳـــﺎس ﺟﻬﻮدﻫـــﺎ ﻓـــﻲ اﻟﻌﻤـــﻞ ﺑﺈﺗﻘـــﺎن ﻣﻤـــﺎ أدى اﻟﻰ‬ ‫ﺑﺮوزﻫﺎ ﻓﻲ ﻣﺠﺎل اﻟﺼﻨﺎﻋﺎت ﺑﺸﻜﻞ ﻛﺒﻴﺮ و ﻣﻨﺬ ﺑﺪاﻳﺔ‬ ‫ﻧﺸﺄﺗﻬﺎ ﺗﻌﻤﻞ ﺗﺤﺖ ﺷﻌﺎر »اﻟﺪﻗﺔ ﻓﻲ اﻟﺘﻔﺎﺻﻴﻞ« ﻣﻤﺎ‬ ‫ﺳﺎﻫﻢ ﻓﻲ اﻧﺠﺎزﻫﺎ اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻤﺸﺎرﻳﻊ ‪3‬ﻛﺒﺮ ﺷﺮﻛﺎت‬ ‫اﻟﻤﻤﻠﻜـــﺔ اﻟﻌﺮﺑﻴـــﺔ اﻟﺴـــﻌﻮدﻳﺔ وﻣـــﻦ أﻫـــﻢ ﻋﻤﻼﺋﻬﺎ‪:‬‬ ‫اراﻣﻜـــﻮ‪ ،‬ﺳـــﺎﺑﻚ‪ ،‬اﻟﻬﻴﺌـــﺔ اﻟﻤﻠﻜﻴـــﺔ ﺑﺎﻟﺠﺒﻴـــﻞ‪ ،‬وزارة‬ ‫اﻟﺤﺮس اﻟﻮﻃﻨﻲ‪ ،‬و اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻤﻨﺸـــﺌﺎت اﻟﺤﻜﻮﻣﻴﺔ‬ ‫وﺷﺮﻛﺎت اﻟﻘﻄﺎع اﻟﺨﺎص واﻟﻌﺪﻳﺪ ﻣﻦ ﻋﻤﻼء ﻣﺠﻤﻮﻋﺔ‬ ‫اﻟﺒـــﺮاك ﻳﻌﺘﻤـــﺪون ﻓﻲ ﺗﻠﺒﻴـــﺔ اﺣﺘﻴﺎﺟﺎﺗﻬـــﻢ ﺑﺜﻘﺘﻬﻢ‬ ‫ﻓﻲ اﻟﺠﻮدة واﻟﺪﻗـــﺔ ﺑﺎﻟﺘﻮﻗﻴﺖ و اﻻﻧﺠﺎز اﻟﻤﺤﺘﺮف اﻟﺘﻲ‬ ‫ﺗﺘﻤﻴﺰ ﺑﻪ اﻟﻤﺠﻤﻮﻋﺔ و ﻋﺒﺮ ﺧﺒﺮاﺗﻬﺎ اﻟﻤﻤﺘﺪة ﺗﻮﺳـــﻌﺖ‬ ‫ﻟﺘﺸـــﺘﻤﻞ ﻋﻠﻰ أﻛﺜـــﺮ ﻣﻦ ‪ ٥٠‬ﻓـــﺮع ﻓﻲ ﻣﺨﺘﻠـــﻒ أﻧﺤﺎء‬ ‫اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴـــﻌﻮدﻳﺔ‪ .‬ﺗﻀﻢ أﻋﻤﺎل اﻟﻤﺠﻤﻮﻋﺔ‬ ‫اﻟﺼﻨﺎﻋﺎت اﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﻣﺼﻨﻊ اﻟﺒﺮاك ﺑﻮاب اﻟﻜﺮاﺟﺎت ا وﺗﻮﻣﺎﺗﻴﻜﻴﺔ‪:‬‬ ‫ﻣﺼﻨـــﻊ اﻟﺒـــﺮاك ‪3‬ﺑـــﻮاب اﻟﻜﺮاﺟـــﺎت ا‪3‬وﺗﻮﻣﺎﺗﻴﻜﻴﺔ ﻫﻮ‬

‫∂‪¡UM³ « ±±‬‬

‫‪116 Albenaa‬‬

‫أﺣـــﺪ اﻟﻤﺼﺎﻧـــﻊ اﻟﻤﺘﺨﺼﺼـــﺔ اﻟﺮاﺋـــﺪة ﻓـــﻲ اﻟﻤﻤﻠﻜـــﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ اﻟﺴﻌﻮدﻳﺔ ﻓﻲ ﺗﺼﻨﻴﻊ ا‪3‬ﺑﻮاب ا‪3‬وﺗﻮﻣﺎﺗﻴﻜﻴﺔ‬ ‫ﻟﻼﺳـــﺘﺨﺪاﻣﺎت اﻟﻤﻨﺰﻟﻴـــﺔ واﻟﺼﻨﺎﻋﻴـــﺔ‪ ،‬و ﻳﺘﺨﺼـــﺺ‬ ‫اﻟﻤﺼﻨﻊ ﻓـــﻲ ﺗﺼﻤﻴﻢ أﻧﻈﻤﺔ ﺣﻮاﺟـــﺰ اﻟﻄﺮق وا‪3‬ﺑﻮاب‬ ‫اﻟﻤﻌﺪﻧﻴـــﺔ اﻟﻤﺠﻮﻓﺔ اﻟﻤﻌﺰوﻟـــﺔ واﻟﻤﻘﺎوﻣﺔ ﻟﻠﺤﺮﻳﻖ ﻣﻊ‬ ‫إﻃﺎراﺗﻬـــﺎ ﺣﻴـــﺚ ﺗﺼﻨﻊ وﻓـــﻖ ﻣﻘﺎﻳﻴﺲ ﻋﺎﻟﻤﻴـــﺔ ﻋﺎﻟﻴﺔ‬ ‫اﻟﺠـــﻮده ﻟﺘﻠﺒﻴـــﺔ اﺣﺘﻴﺎﺟـــﺎت اﻟﻘﻄﺎﻋـــﺎت اﻟﻤﺘﻌـــﺪدة ﻓﻲ‬ ‫ﻣﺨﺘﻠﻒ ﻣﻨﺎﻃﻖ اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴﻌﻮدﻳﺔ واﻟﺨﻠﻴﺞ ‪.‬‬ ‫ﻣﺼﻨﻊ ﺑﺮاك ﻟﻠﺰﺟﺎج ‪:‬‬ ‫ﻳﻘـــﻮم ﺑﺘﺼﻨﻴـــﻊ اﻟﺰﺟـــﺎج ﺑﻤﺨﺘﻠـــﻒ أﻧﻮاﻋـــﻪ وأﻟﻮاﻧـــﻪ‬ ‫وأﺷﻜﺎﻟﻪ ﺑﺎ ﺿﺎﻓﺔ إﻟﻰ ا‪3‬ﺑﻮاب ا‪3‬وﺗﻮﻣﺎﺗﻴﻜﻴﺔ اﻟﺰﺟﺎﺟﻴﺔ‬ ‫اﻟﻤﺘﻨﻮﻋﺔ وﻟﺤﺮص اﻟﻤﺼﻨـــﻊ ﻟﺘﻠﺒﻴﺔ اﺣﺘﻴﺎﺟﺎت اﻟﻌﻤﻼء‬ ‫اﻟﻤﺨﺘﻠﻔـــﺔ ﻓﺈﻧـــﻪ ﺳـــﺒﺎق ﺑﺎﻻﺳـــﺘﺜﻤﺎر ﻓـــﻲ اﻟﺘﻘﻨﻴـــﺎت‬ ‫اﻟﺤﺪﻳﺜﺔ اﻟﻤﺘﻄﻮرة‪.‬‬ ‫ﻣﺼﻨﻊ ﺑﺮاك اﻟﻘﻤﺎش و اﻟﺘﻈﻠﻴﻞ اﻟﺒﻼﺳﺘﻴﻜﻲ‪:‬‬ ‫ﻳﻘـــﻮم ﺑﺘﺼﻨﻴـــﻊ ا‪3‬ﻗﻤﺸـــﺔ اﻟﺒﻼﺳـــﺘﻴﻜﻴﺔ وﺗﺸـــﻤﻞ‬ ‫ﻣﻨﺘﺠﺎت اﻟﻤﺼﻨﻊ ﻣﻈﻼت ﻣﻮاﻗﻒ اﻟﺴﻴﺎرات واﻟﻤﻈﻼت‬ ‫اﻟﻤﺴـــﺘﺨﺪﻣﺔ ﻓـــﻲ اﻟﺴـــﺎﺣﺎت واﻟﻤـــﺪارس و اﻟﻤﻮاﻗﻒ و‬ ‫اﻟﻤﺴـــﺎﺑﺢ ﺑﺎﻻﺿﺎﻓﺔ ﻟﻠﺴـــﻮاﺗﺮ و ﺧﻴﺎم اﻟﺮﺣﻼت و اﻟﺸﺒﻚ‬ ‫اﻟﻤﺴﺘﺨﺪم ﻓﻲ ا ﻧﺸﺎءات وﺣﻤﺎﻳﺔ اﻟﻤﺤﺎﺻﻴﻞ اﻟﺰراﻋﻴﺔ‪.‬‬

‫ﻣﺼﻨﻊ ﺑﺮاك ﻟﻠﻐﺎزات اﻟﺼﻨﺎﻋﻴﺔ‪:‬‬ ‫ﻳﻌـــﺪ أول ﻣﺼﻨـــﻊ ﻣـــﻦ ﻧﻮﻋـــﻪ ﻓـــﻲ ﻣﻨﻄﻘـــﺔ ا ﺣﺴـــﺎء‬ ‫ﻟﺨﺪﻣـــﺔ اﻟﺼﻨﺎﻋـــﺎت اﻟﻤﺨﺘﻠﻔـــﺔ واﻟﻤﻨﺸـــﺂت اﻟﻄﺒﻴﺔ و‬ ‫ﺗﺰوﻳﺪﻫـــﺎ ﺑﺎﻟﻐﺎزات اﻟﺼﻨﺎﻋﻴـــﺔ و اﻟﻄﺒﻴﺔ اﻟﺘﻲ ﺗﺘﻀﻤﻦ‬ ‫ا‪3‬ﻛﺴـــﺠﻴﻦ واﻟﻨﻴﺘﺮوﺟﻴـــﻦ وا‪3‬ﺳـــﺘﻴﻠﻴﻦ وا‪3‬رﺟـــﻮن‬ ‫واﻟﻐـــﺎزات اﻟﻤﺨﻠﻮﻃـــﺔ وﻛﺮﺑـــﻮن دﻳﻜﺴـــﻮﻳﺪ اﻟﺴـــﺎﺋﻞ‬ ‫وﻛﺮﺑﻮن دﻳﻜﺴـــﻮﻳﺪ اﻟﻐـــﺎز )‪ (CO2‬وﻏﺎز ﺻﺎﻓﻲ وﻫﻮاء‬ ‫ﻃﺒﻲ وﻫﻮاء ﻣﻀﻐﻮط وأﻣﻮﻧﻴﺎ وﻧﻴﺘﺮو أﻛﺴـــﻴﺪ ﻃﺒﻲ‬ ‫و ﻏـــﺎز ﻣﺨﻠـــﻮط ﻃﺒـــﻲ وﻏـــﺎزات ﻣﺨﻠﻮﻃـــﺔ ﻟﻠﺼﻨﺎﻋـــﺎت‬ ‫اﻟﻐﺬاﺋﻴﺔ‪.‬‬ ‫ﺑﺮاك ﻟﻠﻤﺼﺎﻋﺪ‪:‬‬ ‫ﻟﺘﻠﺒﻴﺔ ﻃﻔﺮة اﻻﻧﺸـــﺎءات و ﺣﺎﺟﺔ اﻟﺴـــﻮق اﻟﺴـــﻌﻮدي‬ ‫دﺧﻠـــﺖ اﻟﺸـــﺮﻛﺔ ﻓﻲ اﺗﻔﺎﻗﻴـــﺔ ﺗﻌﺎون ﻣﻊ ﺷـــﺮﻛﺔ ‪MP‬‬ ‫ا‪3‬ﺳـــﺒﺎﻧﻴﺔ وﺷـــﺮﻛﺔ ‪ AMETAL‬اﻟﺘﺮﻛﻴـــﺔ ﻟﺘﻮرﻳـــﺪ‬ ‫وﺗﺮﻛﻴـــﺐ ﺟﻤﻴﻊ ﻣﻨﺘﺠﺎﺗﻬﺎ ﻣﻦ اﻟﻤﺼﺎﻋـــﺪ اﻟﻤﺨﺘﻠﻔﻪ و‬ ‫اﻟﺴـــﻼﻟﻢ اﻟﻤﺘﺤﺮﻛﺔ ﻓﻲ اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴـــﻌﻮدﻳﺔ‬ ‫ﺗﺘﻄﻠـــﻊ ﺑـــﺮاك ﻟﻠﻤﺼﺎﻋـــﺪ ﻟﺘﺰوﻳـــﺪ ﻋﻤﻼﺋﻬـــﺎ ﺑﺄﻓﻀـــﻞ‬ ‫ﻣﻘﺎﻳﻴﺲ اﻟﺠﻮدة و أﻓﻀﻞ ا‪3‬ﺳﻌﺎر ﻣﺪﻋﻮﻣﺔ ﺑﻤﺴﺘﻮى‬ ‫ﻻ ﻳﻀﺎﻫـــﻰ ﻣـــﻦ ﺧﺪﻣﺔ ﻣﺎﺑﻌﺪ اﻟﺒﻴـــﻊ ﺑﺎ ﺿﺎﻓﺔ ﻟﺨﻴﺎرات‬ ‫واﺳﻌﻪ ﻣﻦ دﻳﻜﻮرات اﻟﻤﺼﺎﻋﺪ اﻟﻤﺨﺘﻠﻔﺔ‪.‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ﺗـــﻢ إﻧﺸـــﺎء ﻣﺼﻨـــﻊ اﻟﺸـــﺮﻛﺔ اﻟﺼﻨﺎﻋﻴـــﺔ‬ ‫ﻟ‪%‬رﻓـــﻒ اﻟﻌﺎﻟﻤﻴﺔ ﻋﺎم ‪١٩٨٥‬م ﺑﻤﺴـــﺎﺣﺔ ‪٧٥٠٠‬‬ ‫ﻣﺘﺮ ﻣﺮﺑـــﻊ وﻣﻨﺬ ذﻟـــﻚ اﻟﺤﻴﻦ وﺧـــﻼل اﻟﻔﺘﺮة‬ ‫اﻟﻤﺎﺿﻴـــﺔ ﺗﻮﺳـــﻊ اﻟﻤﺼﻨـــﻊ وزادت ﻣﺴـــﺎﺣﺘﻪ‬ ‫ﺣﺘـــﻰ وﺻﻠﺖ إﻟـــﻰ أﻛﺜﺮ ﻣﻦ ﺛﻼﺛﻴـــﻦ أﻟﻒ ﻣﺘﺮ‬ ‫ﻣﺮﺑﻊ ﻣﺠﻬﺰ ﺑﺄﺣﺪث اﻟﻤﻜﺎﺋﻦ وﺧﻄﻮط ا‪A‬ﻧﺘﺎج‬ ‫ذات اﻟﺘﺤﻜﻢ اﻟﺮﻗﻤﻲ اﻟﺘﻲ ﺗﻤﻜﻨﻪ ﻣﻦ ﺗﻠﺒﻴﺔ‬ ‫اﻟﻄﻠﺐ اﻟﻤﺘﺰاﻳﺪ ﻋﻠﻰ أﻧﻈﻤﺔ اﻟﺘﺨﺰﻳﻦ ﻣﺤﻠﻴ‪O‬‬ ‫وﺧﺎرﺟﻴ‪.O‬‬ ‫ﺗﺴﻴﺮ اﻟﺸـــﺮﻛﺔ اﻟﺼﻨﺎﻋﻴﺔ ﺑﺨﻄﻰ ﻣﺘﺴﺎرﻋﺔ‬ ‫ﻧﺤﻮ ﺗﺤﻘﻴﻖ أﻋﻠﻰ ﻣﺴﺘﻮﻳﺎت اﻟﺠﻮدة واﻟﺘﻴﺖ‬ ‫ﺟﻌﻠﺘﻬـــﺎ ﻓـــﻲ ﻣﺼـــﺎف ﻛﺒﺮﻳـــﺎت اﻟﺸـــﺮﻛﺎت‬ ‫اﻟﻌﺎﻟﻤﻴﺔ اﻟﻤﻨﺘﺠﺔ ‪Z‬ﻧﻈﻤﺔ اﻟﺘﺨﺰﻳﻦ اﻟﻤﺘﻄﻮرة‪،‬‬ ‫وذﻟـــﻚ ﻣﻦ ﺧﻼل اﻫﺘﻤﺎﻣﻬـــﺎ ﺑﺘﻄﺒﻴﻖ ﺑﺮﻧﺎﻣﺞ‬ ‫اﻟﺠـــﻮدة واﻟﺤﺼـــﻮل ﻋﻠـــﻰ ﺷـــﻬﺎدة اﻟﺠـــﻮدة‬ ‫اﻟﻌﺎﻟﻤﻴﺔ ‪.ISO 9001-2008‬‬ ‫ﻗﺒﻞ أن ﺗﺼﺒﺢ ﺷـــﺮﻛﺔ أرﻛﻮﻣﺎ وﻛﺎﻟﺔ اﻟﺠﺰﻳﺮة‬ ‫اﻟﻌﺮﺑﻴـــﺔ اﻟﺘﺠﺎرﻳﺔ اﻟﻤﺤـــﺪودة ﻓﻲ ﻋﺎم ‪١٩٩٢‬م‬ ‫ﺑﺎﻟﻮﺿـــﻊ اﻟﻘﺎﻧﻮﻧـــﻲ اﻟﺠﺪﻳـــﺪ ﻛﺸـــﺮﻛﺔ ذات‬ ‫ﻣﺴﺌﻮﻟﻴﺔ ﻣﺤﺪودة ﻛﺎﻧﺖ ﻗﺪ ﺑﺪأت ﻧﺸﺎﻃﻬﺎ‬ ‫اﻟﺘﺠـــﺎري ﻓﻲ أواﺋـــﻞ اﻟﺨﻤﺴـــﻴﻨﻴﺎت اﻟﻤﻴﻼدﻳﺔ‬ ‫ﻛﻤﺆﺳﺴﺔ ﻓﺮدﻳﺔ ﻋﺎﺋﻠﻴﺔ‪.‬‬ ‫وﻣﻊ إﻧﻄﻼﻗﺔ ا‪A‬ﻗﺘﺼﺎد اﻟﺴـــﻌﻮدي ﻓﻲ أواﺧﺮ‬

‫∏‪¡UM³ « ±±‬‬

‫‪118 Albenaa‬‬

‫اﻟﺴـــﺒﻌﻴﻨﻴﺎت وﺧـــﻼل اﻟﺜﻤﺎﻧﻴﻨﻴـــﺎت ‪ ،‬وزﺧـــﻢ‬ ‫اﻟﻨﻬﻀـــﺔ اﻟﺼﻨﺎﻋﻴـــﺔ اﻟﺘﺠﺎرﻳﺔ ﻛﺎﻧـــﺖ أرﻛﻮﻣﺎ‬ ‫ﺗﻮاﻛﺐ ﺑﺠﺪارة ﻣﺘﻄﻠﺒﺎت اﻟﺴﻮق اﻟﺴﻌﻮدي‪،‬‬ ‫ﻓﺒﺎ‪A‬ﺿﺎﻓﺔ إﻟﻰ اﻟﻨﺸﺎط اﻟﺮﺋﻴﺴﻲ اﻟﺬي ﺑﺪأﺗﻪ‬ ‫ﻓﻲ ﻋﺎم ‪ ١٩٥٥‬وﻫﻮ اﻟﻘﺴـــﻢ اﻟﺘﺠﺎري واﻟﻤﻮاد‬ ‫اﻟﻐﺬاﺋﻴـــﺔ وﺑﻌـــﺪ أن ﻟﻤﺴـــﺖ ﻧﺠـــﺎح ا‪Z‬ﺻﻨﺎف‬ ‫اﻟﺘﻲ اﺳـــﺘﻮردﺗﻬﺎ ﻓـــﻲ أواﺋﻞ اﻟﺴـــﺒﻌﻴﻨﻴﺎت‬ ‫ﻣـــﻦ ﻣﻨﺸـــﺂت اﻟﺘﺨﺰﻳـــﻦ أﻧﺸـــﺎت ﻓـــﻲ ‪١٩٨٥‬‬ ‫اﻟﻤﺼﻨـــﻊ اﻟـــﺬي ﻳﻠﺒـــﻲ اﻻﺣﺘﻴﺎﺟـــﺎت اﻟﻤﻠﺤـــﺔ‬ ‫ﻟﻮﺳـــﺎﺋﻞ اﻟﺘﺨﺰﻳﻦ اﻟﻔﻌﺎل )ﻣﺼﻨﻊ اﻟﺸـــﺮﻛﺔ‬ ‫اﻟﺼﻨﺎﻋﻴـــﺔ ﻟ‪%‬رﻓـــﻒ اﻟﻌﺎﻟﻤﻴﺔ اﻟﻤﺤـــﺪودة( ﺛﻢ‬ ‫أﺳـــﻬﻤﺖ ﺑﻔﺎﻋﻠﻴﺔ ﻓﻲ اﻟﺘﻜﺎﻣـــﻞ اﻻﻗﺘﺼﺎدي‬ ‫ﺣﻴـــﺚ وﻓﺮت اﻟﻤﻨﺘﺞ اﻟﺬي ﻳﻠﺒﻲ ﺣﺎﺟﺔ اﻟﺼﺎﻧﻊ‬ ‫واﻟﺘﺎﺟـــﺮ ﻟﻤﻨﺘﺠﺎت راﻗﻴﺔ ﻟﺘﻐﻠﻴـــﻒ اﻟﻤﻨﺘﺠﺎت‬ ‫اﻟﺰراﻋﻴـــﺔ واﻟﺼﻨﺎﻋﻴـــﺔ واﻟﻮﺟﺒـــﺎت اﻟﺴـــﺮﻳﻌﺔ‬ ‫وﻛﺬﻟـــﻚ اﻟﻌـــﺰل اﻟﺤـــﺮاري ﻋـــﻦ ﻃﺮﻳﻖ إﻧﺸـــﺎء‬ ‫اﻟﻤﺼﻨـــﻊ اﻟﻮﻃﻨـــﻲ ﻟﻌﺒﻮات اﻟﺒﻮﻟﻴﺴـــﺘﺎﻳﺮﻳﻦ‬ ‫ﻓﻲ ﺟـــﺪة ﻓﻲ ﻋﺎم ‪١٩٧٦‬م واﻟﻘﺼﻴﻢ ﻓﻲ ﻋﺎم‬ ‫‪١٩٩٣‬م‪.‬‬ ‫وأﺳـــﺘﻤﺮ اﻟﻌﻄـــﺎء وا‪Z‬داء اﻟﻤﺘﻤﻴـــﺰ ﻟﺸـــﺮﻛﺔ‬ ‫أرﻛﻮﻣـــﺎ ﺣﻴـــﺚ ﻗﺎﻣـــﺖ ﺑﺎﺳـــﺘﺨﺪام أﻗﺴـــﺎم‬ ‫ﻣﺘﺨﺼﺼـــﺔ ﺗﺨﺪم ﻛ ً‬ ‫ﻼ ﻣـــﻦ اﻟﺼﺎﻧـــﻊ واﻟﺘﺎﺟﺮ‬ ‫واﻟﻤﺴﺘﻬﻠﻚ و ﻣﻨﻬﺎ‪:‬‬

‫‪ ١‬ـ ﻗﺴـــﻢ اﻟﻤـــﻮاد اﻟﻐﺬاﺋﻴـــﺔ واﻻﺳـــﺘﻬﻼﻛﻴﺔ‬ ‫)ﻣﻨﺘﺠـــﺎت ﺳـــﻠﺘﻲ ـ أرز زراﻋـــﻲ ـ أرز ﻧﺒﺘـــﻪ ـ أرز‬ ‫ﺗﺮﺳﺖ( ‪.‬‬ ‫‪ ٢‬ـ ﻗﺴـــﻢ إﺳﺘﺸـــﺎرة وﺗﺼﻤﻴـــﻢ وﺗﺮﻛﻴـــﺐ‬ ‫ﻣﻨﺸﺂت اﻟﺘﺨﺰﻳﻦ‪.‬‬ ‫‪ ٣‬ـ ﻗﺴـــﻢ ﺗﻘﻨـــﻲ ﻣﺘﺨﺼـــﺺ ﻓـــﻲ ﺻﻴﺎﻧـــﺔ‬ ‫اﻟﻤﻌﺪات اﻟﺼﻨﺎﻋﻴﺔ اﻟﺘﻲ ﺗﻌﻤﻞ ﺑﻘﻮة اﻟﻬﻮاء‬ ‫اﻟﻤﻀﻐﻮط وﻛﺬﻟﻚ ﻟﻠﻘﻴﺎم ﺑﻤﺸﺎرﻳﻊ ﻟﺘﻨﻔﻴﺬ‬ ‫وﺣـــﺪات آﻟﻴﺔ وﻫﻨﺪﺳـــﺔ اﻟﺘﺤﻜـــﻢ وﺿﻮاﻏﻂ‬ ‫ﻫﻮاء أﻟﻤﺎﻧﻴﺔ وﻣﻮﻟﺪات ﻏﺎز ﻧﻴﺘﺮوﺟﻴﻦ‪.‬‬ ‫‪ ٤‬ـ ﻗﺴـــﻢ ﻣﺘﺨﺼـــﺺ ‪Z‬ﻧﻈﻤـــﺔ اﻟﻐﻠﻴـــﻒ‬ ‫وﺗﻮﻓﻴﺮاﻟﻤﻜﺎﺋـــﻦ واﻟﻤـــﻮاد ﻟﺠﻤﻴـــﻊ أﻧـــﻮاع‬ ‫اﻟﺘﻌﺒﺌﺔ واﻟﺘﻐﻠﻴﻒ ‪Z‬ﻏـــﺮاض ﺻﻨﺎﻋﻴﺔ وﺗﺠﺎرة‬ ‫اﻟﺘﺠﺰﺋﺔ إﻟﻰ اﻟﻮﺟﺒﺎت اﻟﺴﺮﻳﻌﺔ‪.‬‬ ‫‪ ٥‬ـ ﻗﺴﻢ ﻣﻨﺎوﻟﺔ اﻟﻤﻮاد ‪ ،‬اﻟﺮاﻓﻌﺎت اﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫واﻟﺪﻳﺰل ‪ ،‬وﻣﻌﺪات ﻣﻨﺎوﻟﺔ اﻟﻤﻮاد‪.‬‬ ‫وﻗـــﺪ أﻧﻄﻠﻘـــﺖ أرﻛﻮﻣـــﺎ إﻟـــﻰ آﻓـــﺎق ﺟﺪﻳـــﺪة‬ ‫ﺣﻴـــﺚ أﺳﺴـــﺖ ﺷـــﺮﻛﺎت ﺷـــﻘﻴﻘﺔ ﻓـــﻲ ﻛﻞ‬ ‫ﻣﻦ اﻟﺸـــﺎرﻗﺔ )ا‪A‬ﻣﺎرات( وﺟﺎﻛﺮﺗﺎ )أﻧﺪوﻧﺴـــﻴﺎ(‬ ‫وﻋﺪن )اﻟﻴﻤﻦ(‪ ،‬إﻟﻰ ﺟﺎﻧﺐ اﺳـــﺘﺤﺪاث ﻗﺴـــﻢ‬ ‫ﻟﻠﺘﺼﺪﻳـــﺮ ﻳﺘﻮﻟﻰ ﺗﺴـــﻮﻳﻖ إﻧﺘـــﺎج ﻣﺼﺎﻧﻌﻬﺎ‬ ‫ﻓـــﻲ ﺟـــﺪة واﻟﻘﺼﻴـــﻢ ﻓـــﻲ اﻟـــﺪول اﻟﻌﺮﺑﻴـــﺔ‬ ‫اﻟﻤﺠﺎورة‪ ،‬وﻗﺪ ﺣﻘﻘﺖ اﺧﺘﺮاﻗ‪ O‬ﻣﺸﺠﻌ‪.O‬‬

WO½öŽ≈ …œU

¡UM³ « o×K

٢٠١٧ ‫ﻣﻌﺮض ﺑﺎرﻳﺲ ﻟ ﺛﺎث واﻟﻤﻨﺰل ﻳﻨﺎﻳﺮ‬ Maison et Objet Paris January 2017

Pierre Charpin rLB*«Ë Elizabeth Lerich WLLB*« U{ËdF iFÐ

W³¼u*« …ezUł vKŽ ‰uB×K U¼—UO²š« - w² « W² « V¼«u*«

‫أﺛﺒﺖ ﻣﻌﺮض ا ﺛﺎث واﻟﻤﻨﺰل‬ ‫ ﻓﻲ اﻧﺘﻬﺎﺋﻪ ﻓﻲ ﺷﻬﺮ ﻳﻨﺎﻳﺮ‬Maison et Objet ‫ أﻧﻪ اﻟﻤﺤﻮر اﻟﺮﺋﻴﺲ ﻟﻠﻤﺴﺘﻬﻠﻚ ﻣﻦ ﻛﺎﻓﺔ‬2017 ‫ ﺣﻴﺚ ﺷﻬﺪ ﻓﻲ ﻫﺬه اﻟﻨﺴﺨﺔ‬،‫أﻧﺤﺎء اﻟﻌﺎﻟﻢ‬ ‫ارﺗﻔﺎﻋ< ﻣﻠﺤﻮﻇ< ﻓﻲ ﻋﺪد اﻟﺰوار ﻣﻘﺎرﻧﺔ ﺑﻌﺎم‬ ‫ وﻛﺎن اﻟﻤﻌﺮض ﻓﻲ ﻫﺬه اﻟﻨﺴﺨﺔ ﺗﺤﺖ‬.‫م‬2016 ، ‫( وﺧﺼﺺ ﻟﻪ ﻗﺎﻋﺔ ﺧﺎﺻﺔ‬Silence) ‫ﻋﻨﻮان‬ ‫ ﻣﻦ ﺧﻼل‬Elizabeth Lerich ‫ﻓﺘﻤﻴﺰت اﻟﻤﺼﻤﻤﺔ‬ ‫ وﻓﻲ ﻛﻞ ﻧﺴﺨﺔ ﻳﺘﻢ اﺧﺘﻴﺮ‬.‫ﻗﻄﻊ أﺛﺎث ﻣﻤﻴﺰة‬ Designer) ‫ﻣﺼﻤﻢ ﻟﻴﻜﻮن ﻣﺼﻤﻢ اﻟﻌﺎم‬ Pierre ‫( ﺣﻴﺚ ﺗﻤﻴﺰ اﻟﻤﺼﻤﻢ‬of the year ‫ ﻣﻦ ﺧﻼل ﻣﺠﻤﻮﻋﺘﻪ اﻟﺒﺴﻴﻄﺔ‬Charpin ‫واﻟﻌﺼﺮﻳﺔ ﻣﻨﻬﺎ ﻣﺎ ﺻﻨﻊ ﻣﻦ اﻟﺒﻼﺳﺘﻴﻚ وﻣﻨﻬﺎ‬ ،‫ﻗﻄﻊ أﺛﺎث ﻣﻜﻮﻧﺔ ﻣﻦ أﺟﺰاء ﻳﻤﻜﻦ ﺗﺠﻤﻴﻌﻬﺎ‬ ‫ﻛﻤﺎ ﺗﻢ اﺧﺘﻴﺎر ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻤﻮاﻫﺐ اﻟﺘﻲ‬ ‫ﺣﺼﻠﺖ ﻋﻠﻰ ﺟﺎﺋﺰة اﻟﻤﻮﻫﺒﺔ اﻟﻤﻘﺪﻣﺔ ﻣﻦ‬ ‫اﻟﻤﻌﺮض ﻣﻦ ﻣﺼﻤﻤﻴﻦ وﻣﺒﺘﻜﺮﻳﻦ ﺗﻤﻴﺰوا ﻓﻲ‬ . ‫ﺗﺼﺎﻣﻴﻢ ﻟﻘﻄﻊ أﺛﺎث ﻣﻤﻴﺰة‬ Presenting a comprehensive overview of all creative influences, the January ٢٠١٧ run of the show has seen a strong increase in visitor ship compared with January ٢٠١٦. In this season’s Inspirations Space dedicated to the theme Silence, Elizabeth Leriche imagined a peaceful and contemplative journey inviting visitors to marvel at the beauty of the things that surround us. The illustration of our yearning for serenity, for a haven from the roaring crash of a crazed, busy and loud era. In the heart of now! design à vivre, designer Pierre Charpin presented his creations, a collection of simple and poetic pieces. A space was entirely dedicated to him, celebrating his talent as a plastic artist and honouring his very distinctive style. His proposal was to give visitors the opportunity to discover one limited-edition design and one one-off piece in the form of puzzling bronze bell, which he designed on commission. For the January ٢٠١٧ event, MAISON&OBJET invited the six greatest names in design m to pick one promising talent each among Britain’s young and talented new generation.

120 Albenaa

¡UM³ « ±≤∞

‫اﻟﺤﺮص اﻟﺪاﺋﻢ ﻋﻠﻰ ﺗﻘﺪﻳﻢ اﻟﺠﻮدة‬ ‫ﻣﻦ ﺷﺮﻛﺔ اﻟﻤﻨﺎرة اﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﻠﺘﺠﺎرة‬ ‫ﻳﻌﺘﺒـــﺮ ﻣﺼﻨـــﻊ اﻟﻤﻨـــﺎرة ﻟﻠﻮﺣـــﺎت‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻴـــﺔ ﻣﻦ اﻟﻤﺼﺎﻧـــﻊ اﻟﺮاﺋﺪة‬ ‫ﺑﺎﻟﻤﻤﻠﻜـــﺔ اﻟﻌﺮﺑﻴـــﺔ اﻟﺴـــﻌﻮدﻳﺔ ـ‬ ‫ﺑﺎﻟﻤﻨﻄﻘﺔ اﻟﺼﻨﺎﻋﻴﺔ اﻟﺜﺎﻧﻴﺔ ـ وﻫﻮ‬ ‫ﻣـــﻦ اﻟﺸـــﺮﻛﺎت اﻟﺘﺎﺑﻌـــﺔ ﻟﻤﺠﻤﻮﻋﺔ‬ ‫اﻟﻤﻨﺎرة اﻟﻜﻬﺮﺑﺎﺋﻴـــﺔ ﻟﻠﺘﺠﺎرة واﻟﺘﻲ‬ ‫ﺗﺄﺳﺴـــﺖ ﻋـــﺎم ‪١٩٨٧‬م اﻟﺘﻲ ﻟﺪﻳﻬﺎ‬ ‫ﺗﻮﻛﻴﻼت ﻣﻦ ﺷـــﺮﻛﺎت ﻋﺎﻟﻤﻴﺔ ﻣﺜﻞ‬ ‫)ﻣﻔﺎﺗﻴـــﺢ وأﻓﻴـــﺎش ﺑﺎﻧﺎﺳـــﻮﻧﻴﻚ ـ‬ ‫ﻓﺮﻳﻤﻮن ا?ﻳﻄﺎﻟﻴﺔ ـ أﻋﻤﺪة ﻓﻮﻣﺠﺎﻟﻲ‬ ‫ا?ﻳﻄﺎﻟﻴـــﺔ وﺷـــﺮﻛﺔ أوﺑـــﻞ ﻟ‪A‬ﻧـــﺎرة‬ ‫اﻟﺪاﺧﻠﻴـــﺔ وﺗﻜﻨﻮﻟﻮﺟﻴـــﺎ اﻟﻠﻴـــﺪ‬ ‫اﻟﺤﺪﻳﺜـــﺔ )‪ (LED‬وﻏﻴﺮﻫـــﺎ ‪.‬وﺣﺮﺻ‪D‬‬ ‫ﻣـــﻦ إدارة ﺷـــﺮﻛﺔ اﻟﻤﻨـــﺎرة ﻋﻠـــﻰ‬ ‫ﺗﻘﺪﻳـــﻢ أﻋﻠـــﻰ ﻣﺴـــﺘﻮﻳﺎت اﻟﺠﻮدة‬ ‫ﻟـــﺬا وﻗـــﻊ ا?ﺧﺘﻴـــﺎر ﻋﻠـــﻰ ﺷـــﺮﻛﺔ‬ ‫ﺗﻴﺮاﺳـــﺎﻛﻲ اﻟﻴﺎﺑﺎﻧﻴـــﺔ ﻟﻠﻘﻮاﻃـــﻊ‬ ‫وذﻟـــﻚ ﺣﺮﺻـــ‪ D‬ﻣـــﻦ ﺷـــﺮﻛﺔ اﻟﻤﻨﺎرة‬ ‫?رﺿـــﺎء ﻋﻤﻼﺋﻬـــﺎ ﻣﻦ ﺧـــﻼل اﻟﺘﻤﻴﺰ‬ ‫وﺗﻘﺪﻳﻢ أﻓﻀﻞ ﻣﺴﺘﻮﻳﺎت اﻟﺠﻮدة‬ ‫واﻟﺨﺪﻣـــﺎت ﻛﻞ ذﻟـــﻚ ﺑﺄﺳـــﻌﺎر‬ ‫ﻣﻨﺎﻓﺴـــﺔ وﻣﺮﺿﻴﺔ ﺣﻴﺚ ﻳﻌﺪ إﺳﻢ‬ ‫ﺗﻴﺮاﺳـــﺎﻛﻲ ﻣﻦ اﻟﻌﻼﻣـــﺎت اﻟﺘﺠﺎرﻳﺔ‬ ‫واﺳﻌﺔ ا?ﻧﺘﺸـــﺎر ﻓﻲ ﻛﻼ ﻣﻦ أﺳﻴﺎ‬ ‫وأوروﺑﺎ وأﻓﺮﻳﻘﻴﺎ وأﻣﺮﻳﻜﺎ اﻟﺠﻨﻮﺑﻴﺔ‬

‫≤≤‪¡UM³ « ±‬‬

‫‪122 Albenaa‬‬

‫ﺣﻴـــﺚ ﺗﺄﺳﺴـــﺖ ﻋـــﺎم ‪١٩٢٣‬م أﻛﺜﺮ‬ ‫ﻣﻦ ‪ ٩٠‬ﻋﺎم ﺧﺒﺮة ﻓﻲ ﻣﺠﺎل ﺗﺼﻨﻴﻊ‬ ‫اﻟﻘﻮاﻃﻊ اﻟﺮﺋﻴﺴﻴﺔ واﻟﻔﺮﻋﻴﺔ وﻫﻲ‬ ‫راﺋﺪة ﻓﻲ ﻣﺠﺎل اﻟﺼﻨﺎﻋﺎت اﻟﻮﻗﺎﺋﻴﺔ‬ ‫وﻟﺪﻳﻬـــﺎ ﻣﺼﺎﻧﻊ ﺑـ )اﻟﻴﺎﺑﺎن ـ ﻣﺎﻟﻴﺰﻳﺎ ـ‬ ‫أﻧﺪوﻧﻴﺴﻴﺎ ـ اﻟﺼﻴﻦ‪ ..‬وﻏﻴﺮﻫﺎ( ‪.‬‬ ‫ﻟﻮﺣﺎت ﺑﺎﻧﺎﺳﻮﻧﻴﻚ‬ ‫اﻟﺤـــﺮص اﻟﺪاﺋﻢ ﻋﻠﻰ ﺗﻘﺪﻳﻢ أﻓﻀﻞ‬ ‫اﻟﻤﻨﺘﺠـــﺎت ﻧﻘـــﺪم ﻟﻜـــﻢ ﻣﻨﺘﺠﻨـــﺎ‬ ‫اﻟﺠﺪﻳﺪ ﻣـــﻦ ﻣﺼﻨﻊ اﻟﻤﻨﺎرة ﻟﻠﻮﺣﺎت‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻴـــﺔ )ﻟﻮﺣﺎت ﺑﺎﻧﺎﺳـــﻮﻧﻴﻚ(‬ ‫ﻣﻊ ﻗﻮاﻃﻊ ﻣﻦ ﺷـــﺮﻛﺔ ﺑﺎﻧﺎﺳﻮﻧﻴﻚ‬ ‫اﻟﻴﺎﺑﺎﻧﻴـــﺔ ﺣﻴـــﺚ اﻟﺘﺼﻤﻴـــﻢ اﻟﻔﺮﻳﺪ‬ ‫واﻟﺸﻜﻞ اﻟﻌﺼﺮي‪.‬‬ ‫ﻣﻨﺘﺠﺎت ﻣﺼﻨﻊ اﻟﻤﻨﺎرة ﻟﻠﻮﺣﺎت اﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫ـ ﻟﻮﺣـــﺎت ﻧﻈـــﺎم اﻟﻘﺎﻃﻊ اﻟﺤﺴـــﺎس‬ ‫ا`وروﺑﻲ ) ﻛﻮزﻣﻮ(‪.‬‬ ‫ـ ﻟﻮﺣﺎت اﻟﻨﻈﺎم ا`وروﺑﻲ )ﻛﻼﺳﻴﻚ(‬ ‫اﻟﻤﻘﺎس ا`ﻣﺮﻳﻜﻲ ‪.‬‬ ‫ـ ﺻﻨﺪوق اﻟﺨﺪﻣـــﺔ ﻣﺘﻌﺪد اﻟﻤﺨﺎرج‬ ‫ﻣﺘﻮﻓﺮ ﺑﺎﻟﻘﺎﻃﻊ وﺑﺪون اﻟﻘﺎﻃﻊ‪.‬‬ ‫ـ ﻋﻠﺒﺔ ﻣﻊ اﻟﻘﺎﻃﻊ )داﺧﻠﻲ ـ ﺧﺎرﺟﻲ(‬ ‫ـ ﻟﻮﺣﺎت اﻟﺘﻮزﻳﻊ اﻟﺮﺋﻴﺴـــﻴﺔ ) ﻟﻮﺣﺎت‬ ‫ﺗﺼﻨﻴﻊ(‪.‬‬ ‫ـ ﻟﻮﺣﺎت إﻧﺎرة أﻋﻤﺪة اﻟﺸﻮارع‪.‬‬

‫ﻟﻮﺣﺎت ﻛﻮزﻣﻮ‬

‫ﻟﻮﺣﺎت ﺑﺎﻧﺎﺳﻮﻧﻴﻚ‬

‫ﻟﻮﺣﺎت ﻛﻼﺳﻴﻚ‬

‫ﻋﻠﺒﺔ ﺑﺎﻟﻘﺎﻃﻊ )ﺣﺴﺎس(‬

‫ﻗﻮاﻃﻊ ﻣﻦ ﺷﺮﻛﺔ ﺗﻴﺮاﺳﺎﻛﻲ اﻟﻴﺎﺑﺎﻧﻴﺔ‬

‫ﻋﻠﺒﺔ ﺑﺎﻟﻘﺎﻃﻊ )اﻳﺰوﻟﻴﺘﻮر(‬

‫ﺻﻨـــﺪوق ﺧﺪﻣـــﺔ ﻣﺘﻌـــﺪد اﻟﻤﺨـــﺎرج ﻣـــﻊ‬ ‫وﺑﺪون اﻟﻘﺎﻃﻊ ‪٦٥ IP‬‬

‫ﻟﻮﺣﺎت ﺗﻮزﻳﻊ رﺋﻴﺴﻴﺔ‬ ‫ﻟﻮﺣﺔ إﻧﺎرة أﻋﻤﺪة اﻟﺸﻮارع‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ﺷﺮﻛﺔ رﺿﺎﻳﺎت ﻟﻠﻄﻼء اﻟﻮاﻗﻲ اﻟﻤﺤﺪودة‬ ‫ﺣﺪﻳﺪ اﻟﺘﺴﻠﻴﺢ اﻟﻤﻄﻠﻲ ﺑﺎ ﻳﺒﻮﻛﺴﻲ‬

‫ﻗﺎﻣﺖ ﺷﺮﻛﺔ رﺿﺎﻳﺎت ﻟﻠﻄﻼء اﻟﻮاﻗﻲ اﻟﻤﺤﺪودة ﺑﺈﻧﺘﺎج ﺣﺪﻳﺪ اﻟﺘﺴﻠﻴﺢ اﻟﻤﻄﻠﻲ اﻧﺼﻬﺎرﻳ ‬ ‫ﺑﺎ<ﻳﺒﻮﻛﺴــﻲ ﻓــﻲ ﻋــﺎم ‪1992‬م‪ ،‬ﺣﻴﺚ ﺗﺤﻈــﻰ ﻣﻨﺬ ﻣﺪة ﻃﻮﻳﻠــﺔ ﺑﺜﻘﺔ ورﺿــﺎء ﻋﻤﻼءﻫﺎ‬ ‫ﻣﻨﻬﻢ أراﻣﻜﻮ اﻟﺴﻌﻮدﻳﺔ وﺳــﺎﺑﻚ واﻟﻤﺆﺳﺴﺔ اﻟﻌﺎﻣﺔ ﻟﺘﺤﻠﻴﺔ اﻟﻤﻴﺎه اﻟﻤﺎﻟﺤﺔ واﻟﺸﺮﻛﺔ‬ ‫اﻟﺴــﻌﻮدﻳﺔ ﻟﻠﻜﻬﺮﺑﺎء واﻟﻮزارات اﻟﺤﻜﻮﻣﻴﺔ إﻟﻰ ﺟﺎﻧــﺐ اﻟﻘﻄﺎع اﻟﺨﺎص وﻗﻄﺎع اﻟﻌﻘﺎرات‪.‬‬ ‫ﻫﺬا وﻗﺪ ﺑﺮﻫﻨﺖ ا<ﺑﺤﺎث اﻟﻤﻄﻮﻟﺔ وﺧﺒﺮة اﻟﻤﺴﺘﺨﺪم ﻣﺮة وأﺧﺮى ﻋﻠﻰ أن ﺣﺪﻳﺪ اﻟﺘﺴﻠﻴﺢ‬ ‫اﻟﻤﻄﻠﻲ اﻧﺼﻬﺎرﻳ ﺑﺎ<ﻳﺒﻮﻛﺴﻲ أﺣﺪ أﻓﻀﻞ اﻟﻄﺮق وأﻛﺜﺮﻫﺎ اﻗﺘﺼﺎدﻳﺔ ﻓﻲ ﺣﻤﺎﻳﺔ اﻟﺒﻨﻰ‬ ‫اﻟﺘﺤﺘﻴﺔ اﻟﺨﺮﺳــﺎﻧﻴﺔ اﻟﺘﻲ ﺗﺆدي إﻟﻰ اﻟﻬﻨﺪﺳــﺔ اﻟﻘﻴﻤﻴﺔ‪ .‬ﻋﻠﻴﻪ ﻓﺈن ا‪V‬ﺳــﺘﺮاﺗﻴﺠﻴﺔ ﻫﻲ‬ ‫اﻟﺘﺸــﺠﻴﻊ واﻟﺒﺤﺚ ﻻﺳــﺘﺨﺪاﻣﻪ ﻟﺠﻤﻴﻊ اﻟﻤﺸــﺎرﻳﻊ اﻟﺘﻲ ذﻛﺮﻧﺎﻫﺎ ﻟﻔﻮاﺋــﺪه ﻋﻠﻰ اﻟﻤﺪى‬ ‫اﻟﻄﻮﻳﻞ ﻛﻤﺎ ﻳﻘﻮل اﻟﻤﻬﻨﺪس رﻳﺎض اﻟﺤﻤﻮد ﻣﺪﻳﺮ ﻋﺎم اﻟﺸﺮﻛﺔ‪.‬‬ ‫اﻟﻤﻬﻨﺪس ‪ /‬رﻳﺎض اﻟﺤﻤﻮد ـ اﻟﻤﺪﻳﺮ اﻟﻌﺎم‬

‫إن ﻇـــﺮوف اﻟﺮﻃﻮﺑـــﺔ واﻟﺤـــﺮارة واﻟﻤﻠﻮﺣـــﺔ اﻟﺴـــﺎﺋﺪة ﻓـــﻲ اﻟﻤﻤﻠﻜـــﺔ اﻟﻌﺮﺑﻴﺔ‬ ‫اﻟﺴـــﻌﻮدﻳﺔ وﻣﻨﻄﻘﺔ اﻟﺨﻠﻴـــﺞ اﻟﻌﺮﺑﻲ ﻋﻤﻮﻣ& ﻟﻌﺒﺖ داﺋﻤ& دور' رﺋﻴﺴـــ& ﻓﻴﻤﺎ‬ ‫ﻳﺘﻌﻠـــﻖ ﺑﻌﻤـــﺮ ا‪8‬ﻧﺸـــﺎءات اﻟﺨﺮﺳـــﺎﻧﻴﺔ‪ .‬إن اﻟﻤﺒﺎﻧـــﻲ اﻟﺘﺠﺎرﻳـــﺔ أو اﻟﺴـــﻜﻨﻴﺔ‬ ‫واﻟﺠﺴـــﻮر واﻟﻘﻨـــﻮات أو أي ﺑﻨـــﻰ ﺗﺤﺘﻴـــﺔ ﺧﺮﺳـــﺎﻧﻴﺔ ﺟﻤﻴﻌﻬﺎ ﻫـــﺪف ﻟﻠﺘﺂﻛﻞ‬ ‫واﻟﺼـــﺪأ وﻻ ﻳﻨﺘﻬـــﻲ ﺑﻬﺎ اﻟﻤﻄـــﺎف ﺑﺘﻜﺎﻟﻴﻒ ﺻﻴﺎﻧﺔ ﻋﺎﻟﻴﺔ ﻓﻘـــﻂ‪ ،‬إﺿﺎﻓﺔ إﻟﻰ‬ ‫اﻟﺨﺴـــﺎﺋﺮ اﻟﺘﻲ ﺗﻨﺘﺞ ﻋﻨﺪﻣﺎ ﺗﻜﻮن ﻣﺜﻞ ﻫﺬه اﻟﻤﺮاﻓﻖ ﻏﻴﺮ ﻣﺴـــﺘﺨﺪﻣﺔ ﺧﻼل‬ ‫ﻓﺘـــﺮة ا‪8‬ﺻـــﻼح واﻟﻤﻌﺎﻟﺠـــﺔ )ﻋﻨﺪﻣﺎ ﻳﻜـــﻮن ذﻟﻚ ﻣﺘﺎﺣـــ&( أو اﺳـــﺘﺒﺪال ﻛﺎﻣﻞ‬ ‫ا‪8‬ﻧﺸﺎء‪.‬‬ ‫ﻛﻤـــﺎ أن ﻫﻨﺎﻟﻚ ﻋﺎﻣﻞ رﺋﻴﺲ ﻣﻬـــﻢ ﻳﺘﻌﻠﻖ ﺑﺘﻌﺰﻳﺰ ﺗﺂﻛﻞ وﺻﺪأ اﻟﺤﺪﻳﺪ وﻫﻮ‬ ‫اﻟﺴـــﻼﻣﺔ ﻣﻤﺎ ﻳﺆدي إﻟﻰ إﺿﻌﺎف ﻛﻞ ا‪8‬ﻧﺸـــﺎء ﻣﻦ اﻟﺪاﺧﻞ واﻟﺬي ﻗﺪ ﻻﻳﻜﻮن‬ ‫ﻣﻨﻈﻮر' ﺳـــﺮﻳﻌ& ﻣﻤﺎ ﻳﺆدي إﻟﻰ ﻣﺴـــﺘﻮى ﺧﻄﻴﺮ ﻣﻦ اﻟﺴـــﻼﻣﺔ ﻣﺜﻞ اﻟﺘﺼﺪع‬ ‫اﻟﻤﻔﺎﺟـــﺊ اﻟـــﺬي ﻳﻈﻬـــﺮ ﻓﻲ اﻟﺨـــﺎرج ﻓﻘﻂ ﻋﻨﺪ ﺣـــﺪوث ﺗﻠﻒ ﻣﻤﺎ ﻳـــﺆدي إﻟﻰ‬ ‫ا‪8‬ﺧﻔـــﺎق اﻟﻜﻠﻲ اﻟﻤﻔﺎﺟﺊ ﻓﻴﻤـــﺎ ﺑﻌﺪ ﻣﻤﺎ ﻗﺪ ﻳﻨﺘﺞ ﻋﻨﻪ ا‪8‬ﻧﻬﻴﺎر‪ .‬وﻓﻲ اﻟﻐﺎﻟﺐ‬ ‫ﻳﻜﻮن ﻫﻨﺎﻟﻚ وﻗﺖ ﻗﺼﻴﺮ أو ﻻوﻗﺖ ﻳﺴﻤﺢ ﺑﺎﻟﺘﻔﺎﻋﻞ‪.‬‬ ‫ﻛﻤﺎ أن ﺷـــﻜﻞ ا‪8‬ﻧﺸـــﺎء اﻟﻤﺘﺄﺛـــﺮ ﺑﺎﻟﺘﺂﻛﻞ ﺑﺸـــﻊ‪ ،‬وﻏﺎﻟﺒ& ﻣﺎ ﺗﻜﻮن اﻟﺨﺮﺳـــﺎﻧﺔ‬ ‫وﺣﺪﻳﺪ اﻟﺘﺴـــﻠﻴﺢ اﻟﻤﺘﺂﻛﻞ ﻏﻴﺮ ﻣﻨﻈﻮر‪ ،‬أي أﻧﻪ ﻻ ﻳﺆﺛﺮ ﻓﻲ ﺑﻨﻴﺔ ا‪8‬ﻧﺸﺎء ﻓﻘﻂ‬ ‫وﻟﻜﻨﻪ ﻳﺆﺛﺮ ﻓﻲ ﺷﻜﻠﻪ ﺑﺪﻻﻟﺔ ﻇﻬﻮر اﻟﺘﺼﺪﻋﺎت واﻟﻘﺸﺮة واﻟﺜﺨﺎﻧﺔ‪.‬‬ ‫وﺑﺈﻳﺠﺎز ﻧﻘﻮل أن اﻟﻤﻤﻴﺰات اﻟﺮﺋﻴﺴﺔ ﻫﻲ ‪:‬‬ ‫‪ 1‬ـ ﺗﺰﻳـــﺪ ﻣـــﻦ ﻋﻤـــﺮ ا‪8‬ﻧﺸـــﺎء اﻟﺨﺮﺳـــﺎﻧﻲ ﻣـــﻊ ﺻﻴﺎﻧـــﺔ ﻣﻨﺨﻔﻀﺔ ‪ /‬اﻟﻬﻨﺪﺳـــﺔ‬ ‫اﻟﻘﻴﻤﻴﺔ‪.‬‬ ‫‪ 2‬ـ رﻓﻊ ﻣﻌﺪل وﻣﺴﺘﻮى اﻟﺴﻼﻣﺔ‪.‬‬ ‫ﻛﻴﻒ ﻳﺤﻤﻲ ﻃﻼء ا ﻳﺒﻮﻛﺴﻲ‬ ‫ﺣﺪﻳﺪ اﻟﺘﺴﻠﻴﺢ؟‬ ‫اﺳـــﺘﺨﺪام ﻃﻼء ﺑﻮدرة ا ﻳﺒﻮﻛﺴـــﻲ ﺑﻮاﺳـــﻄﺔ اﻟﺤﺮارة ﻋﻠﻰ ﺣﺪﻳﺪ ﺗﺴـــﻠﻴﺢ‬ ‫ﻣﺴـــﺨﻦ ﻛﻬﺮﺑﺎﺋﻴ& ﻣﺴـــﺒﻘ&‪ ،‬ﻛﻤـــﺎ أن ﻃﺮﻳﻘـــﺔ اﻟﻤﻌﺎﻟﺠﺔ ﺗﺴـــﺒﺐ ﻓﻲ ﺣﺪوث‬ ‫ﺣﻠﻘـــﺎت ﻛﻴﻤﻴﺎﺋﻴـــﺔ ﻣﺘﻘﺎﻃﻌـــﺔ ﺗﻐﻴـــﺮ اﻟﺒﻮدرة إﻟﻰ ﻏﺸـــﺎء داﺋﻢ ﻻﻳـــﺬوب ﻣﻤﺎ‬ ‫ﻳـــﺆدي إﻟـــﻰ ﺧﻠﻖ ﺣﺎﺟﺰ ﺑﻴﻦ اﻟﺤﺪﻳﺪ واﻟﺨﺮﺳـــﺎﻧﺔ‪ ،‬ﺣﻴﺚ ﻳﺤﻤـــﻲ ﺑﺬﻟﻚ اﻟﺤﺪﻳﺪ‬ ‫ﻣﻦ اﻟﻜﺸﻒ اﻟﻤﺒﺎﺷﺮ‪.‬‬ ‫إن اﺳـــﺘﺨﺪام وﺗﻄﺒﻴـــﻖ ﻣﻌﺎﻳﻴﺮ ﺿﺒﻂ اﻟﺠـــﻮدة اﻟﺼﺎرﻣﺔ ﻟﺘﺤﻘﻴـــﻖ ا‪8‬ﻟﺘﺼﺎق‬ ‫وا‪8‬ﻟﺘﺤﺎم اﻟﻤﻄﻠﻮب واﻟﺴﻄﺢ اﻟﻤﻄﻠﻲ اﻟﺨﺎﻟﻲ ﻣﻦ اﻟﺜﻘﻮب وﻗﻮة اﻟﺮﺑﻂ ﻫﻲ‬ ‫ﺣﺴﺐ اﻟﻤﻮاﺻﻔﺔ‬ ‫‪ ASTM A775 M-9409-SAMAA 106‬وﻓـــﻲ اﻟﺸـــﺮﻛﺔ ﻓﺈن ﺧﺪﻣـــﺔ اﻟﻘﻄﻊ واﻟﺜﻨﻲ‬ ‫ﻣﺘﻮﻓـــﺮة وﻓﻘ& ﻟﺠﺪول ﺛﻨـــﻲ اﻟﻘﻀﺒﺎن اﻟﻤﻌﺘﻤﺪة ﻟﻠﺘﺄﻛﻴـــﺪ ﻋﻠﻰ ﺣﻖ اﻟﺠﻮدة‬ ‫ﻣﻨﺬ إﺳـــﺘﻼم ﺣﺪﻳﺪ اﻟﺘﺴﻠﻴﺢ ا ﺳﻮد ﻣﻦ ﺷﺮﻛﺔ ﺣﺪﻳﺪ ‪ /‬ﺳﺎﺑﻚ ﺣﺘﻰ ﻣﺮﺣﻠﺔ‬ ‫اﻟﺼﺐ اﻟﺨﺮﺳﺎﻧﻲ ﻓﻲ اﻟﻤﻮﻗﻊ‪.‬‬

‫‪¡UM³ « ±≤¥‬‬

‫‪124 Albenaa‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ﻣﺼﻨﻊ اﻟﻤﺴﺘﻘﺒﻞ ﻟﻠﺴﻴﺮاﻣﻴﻚ واﻟﺒﻮرﺳﻼن‬ ‫اﻟﺪﻗﺔ واﻟﺠﻤﺎل واﻟﻤﺘﺎﻧﺔ ﻟﻠﺒﻮرﺳﻠﻴﻦ ذو اﻟﻤﻈﻬﺮ اﻟﺨﺸﺒﻲ‬

‫أﺻﺒﺢ ﺑﻼط اﻟﺒﻮرﺳـــﻠﻴﻦ ذو اﻟﺸـــﻜﻞ اﻟﺨﺸـــﺒﻲ واﺣﺪ ‬ ‫ﻣـــﻦ أﻫـــﻢ ا‪1‬ﺗﺠﺎﻫـــﺎت ﻓﻲ ﺻﻨﺎﻋـــﺔ ا‪,‬رﺿﻴﺎت وﺳـــﺎﻫﻢ‬ ‫ﻓـــﻲ ذﻟﻚ اﻟﺘﻘﺪم اﻟﻬﺎﺋﻞ ﻓﻲ ﻋﻤﻠﻴﺎت اﻟﺘﺼﻨﻴﻊ‪ ،‬وﻳﺘﻢ‬ ‫اﺳـــﺘﺨﺪام اﻟﺒﻮرﺳـــﻠﻴﻦ ذو اﻟﻤﻈﻬـــﺮ اﻟﺨﺸـــﺒﻲ ﻓـــﻲ‬ ‫اﻟﻤﺸـــﺎرﻳﻊ اﻟﻜﺒﻴﺮة واﻟﺼﻐﻴﺮة‪ .‬ﺣﻴـــﺚ ﻟﻢ ﻳﻌﺪ ﻳﻘﺘﺼﺮ‬ ‫ﻋﻠﻰ ا‪,‬ﺣﺠﺎم اﻟﺘﻘﻠﻴﺪﻳﺔ‪ ،‬ﺑﻞ ﻳﻤﻜﻦ ا‪A‬ن أن ﻳﺼﻨﻊ ﻓﻴﻤﺎ‬ ‫ﻳﺴﻤﻰ ﺑﺎ‪,‬ﻟﻮاح‪ ،‬أو اﻟﺒﻼﻃﺎت اﻟﻤﺴﺘﻄﻴﻠﺔ اﻟﺸﻜﻞ‪.‬‬ ‫ﻣﺎ ﻫﻲ اﻟﺒﻼﻃﺎت اﻟﺨﺸﺒﻴﺔ ؟‬ ‫ﻫﻲ ﺑﻜﻞ ﺑﺴـــﺎﻃﺔ ﺑﻼط اﻟﺒﻮرﺳﻠﻴﻦ ﺑﻤﻈﻬﺮ اﻟﺨﺸﺐ‪.‬‬ ‫وﻟﺪﻗـــﺔ ﺻﻨﺎﻋﺘـــﻪ ﻓﻬﻮ ﻳﺒﺪو ﻃﺒﻴﻌﻴـــ‪ ، I‬ﺑﺤﻴﺚ ﻳﺼﻌﺐ‬ ‫إدراك أﻧـــﻪ ﻟﻴـــﺲ ﻃﺒﻴﻌﻴـــ‪ I‬ﺑﺎﻟﻌﻴـــﻦ اﻟﻤﺠـــﺮدة‪ ،‬ﺣﻴـــﺚ‬ ‫أﺗﺎﺣـــﺖ اﻟﺘﻜﻨﻮﻟﻮﺟﻴـــﺎ اﻟﺼﻨﺎﻋﻴﺔ اﻟﺤﺪﻳﺜـــﺔ درﺟﺔ ﻋﺎﻟﻴﺔ‬ ‫ﻣـــﻦ ا‪1‬ﺗﻘـــﺎن واﻻﻫﺘﻤـــﺎم ﺑﺎﻟﺘﻔﺎﺻﻴـــﻞ وﻫﺬا ﻟـــﻢ ﻳﻜﻦ‬ ‫ﻣﺘﺎﺣ‪ I‬ﻓﻲ اﻟﺴﺎﺑﻖ‪ ،‬ﻓﺄﺻﺒﺤﺖ ﻟﺪﻗﺔ ﺗﻔﺎﺻﻴﻠﻬﺎ ﺗﺤﺎﻛﻲ‬ ‫أرﺿﻴﺎت اﻟﺨﺸﺐ اﻟﻄﺒﻴﻌﻲ‪.‬‬ ‫ا داء واﻟﻤﺘﺎﻧﺔ‬ ‫ﻣـــﻊ ا‪1‬ﻫﺘﻤـــﺎم ﺑﺎﻟﺘﻔﺎﺻﻴـــﻞ ﻫﻨـــﺎك ﺗﺮﻛﻴـــﺰ أﻳﻀـــ‪ I‬ﻋﻠﻰ‬ ‫ا‪,‬داء واﻟﻤﺘﺎﻧﺔ ﻣﻤـــﺎ ﻳﺠﻌﻠﻬﺎ ﻣﺜﺎﻟﻴﺔ ‪,‬ﻳﺔ ﻏﺮﻓﺔ وﻓﻲ أي‬ ‫ﻣﺸﺮوع ﺳﻜﻨﻲ أو ﺗﺠﺎري ﻋﻠﻰ ﻋﻜﺲ اﻟﺨﺸﺐ‪.‬‬ ‫وﻳﺼﻠـــﺢ اﻟﺒﻮرﺳـــﻼن اﻟﺨﺸـــﺒﻲ ﻓﻲ اﻟﻤﻨﺎﻃـــﻖ اﻟﺮﻃﺒﺔ‬ ‫ً‬ ‫ﻓﻀـــﻼ ﻋـــﻦ ﺗﻤﻴﺰه ﺑﺴـــﻬﻮﻟﺔ‬ ‫ﻛﺎﻟﺤﻤﺎﻣـــﺎت واﻟﻤﻄﺎﺑـــﺦ‪،‬‬ ‫اﻟﺘﻨﻈﻴـــﻒ واﻟﺼﻴﺎﻧﺔ‪ ،‬ﻣﻤﺎ ﻳﺠﻌﻠﻪ ﻳـــﺪوم ﻃﻮﻳ ًﻼ ﻣﻘﺎرﻧﺔ‬ ‫ﺑﺎﻟﺨﺸﺐ اﻟﻄﺒﻴﻌﻲ ‪.‬‬

‫∂≤‪¡UM³ « ±‬‬

‫‪126 Albenaa‬‬

‫أرﻛـﻴـﺘﻜﺲ‬

‫‪ARCHITECKS‬‬

‫ﺗﺄﺳﺴـــﺖ ﺷـــﺮﻛﺔ أرﻛﻴﺘﻜﺲ ﺳـــﻨﺔ‬ ‫‪١٩٨٧‬م‪ ،‬ﻟﺘﺼﺒـــﺢ ﺧـــﻼل ﻫـــﺬه اﻟﻔﺘـــﺮة‬ ‫ﻣﻦ أﻛﺒﺮ ﺷـــﺮﻛﺎت ﺗﺼﻨﻴﻊ اﻟﻮاﺟﻬﺎت‬ ‫اﻟﺨﺎرﺟﻴﺔ ﻋﺎﻟﻤﻴﺎ وﻟﻴﺼﺒﺢ ﻟﻬﺎ اﻟﺤﺼﺔ‬ ‫اﻻﻛﺒـــﺮ ﻓـــﻲ اﻟﺴـــﻮق اﻟﻜﻮرﻳـــﺔ‪ ،‬وذﻟﻚ‬ ‫ﺑﻔﻀـــﻞ اﻟﻌﻤـــﻞ اﻟﺠـــﺎد واﻟﺘﻄﻮﻳـــﺮ‬ ‫اﻟﻤﺴـــﺘﻤﺮ واﻟﺠﻬـــﺪ اﻟﻤﺘﻮاﺻـــﻞ‬ ‫ﻟﻤﻨﺴـــﻮﺑﻲ اﻟﺸـــﺮﻛﺔ ﺳـــﻮاء ﻋﻠـــﻰ‬ ‫اﻟﻤﺴﺘﻮى ا‪J‬داري أو اﻟﻔﻨﻲ‪.‬‬ ‫وﺗﻘﻮم اﻟﺸـــﺮﻛﺔ ﺑﺘﺼﻨﻴﻊ اﻟﻮاﺟﻬﺎت‬ ‫اﻟﺨﺎرﺟﻴـــﺔ )ﻛﻼدﻳﻨـــﺞ( ﻣـــﻦ ﻣـــﻮاد‬ ‫ﺳﺘﺎﻧﻠﺲ ﻣﻘﺎوﻣﺔ ﻟﻠﺤﺮﻳﻖ ﻣﺼﻨﻮﻋﺔ‬ ‫ﻣـــﻦ اﻻﻟﻮﻣﻨﻴـــﻮم واﻟﺘﻴﺘﺎﻧﻴـــﻮم‪،‬‬ ‫ﻣـــﻊ اﻻﺧـــﺬ ﺑﺎ‪J‬ﻋﺘﺒـــﺎر ان ﺷـــﺮﻛﺘﺎن‬ ‫ﻓﻘـــﻂ ﺗﻘﻮﻣـــﺎن ﺑﺘﺼﻨﻴـــﻊ اﻟﻮاﺟﻬﺎت‬ ‫اﻟﺨﺎرﺟﻴـــﺔ ﻣﻦ ﻣـــﺎدة اﻟﺘﻴﺘﺎﻧﻴﻮم ﺗﻌﺪ‬ ‫ﺷـــﺮﻛﺔ أرﻛﻴﺘﻜﺲ اﻟﻜﻮرﻳﺔ اﺣﺪﻫﻤﺎ‪،‬‬ ‫ﺑﺎﻻﺿﺎﻓﺔ اﻟﻰ ان اﻟﺸﺮﻛﺔ ﺗﻘﺪم اﻳﻀﺎ‬ ‫ﺧﺪﻣـــﺔ اﻟﺘﺼﻤﻴﻢ ﺑﺄﺷـــﻜﺎل ﻣﺨﺘﻠﻔﺔ‬ ‫وﺗﺮﻛﻴﺒﻬـــﺎ ﺑﻤﺎ ﻳﺘﻨﺎﺳـــﺐ ﻣـــﻊ ﺟﻤﻴﻊ‬ ‫ﻋﻤﻼﺋﻬﺎ ﺣﻮل اﻟﻌﺎﻟﻢ‬

‫‪The company manufacture:‬‬ ‫‪ARCHITECKS ® FR, an Aluminum‬‬ ‫‪Composite Materials with non‬‬‫‪combustible core developed by‬‬ ‫‪Hongseong, ARCHITECKS ® STS‬‬ ‫‪a Stainless Steel Skined‬‬ ‫‪Composite Materials cored with‬‬ ‫‪PE or FR materials, ARCHITECKS‬‬ ‫‪® Anodizing an Anodized‬‬ ‫‪surface Composite Materials,‬‬ ‫‪ARCHITECKS ® Zink, a Zink‬‬ ‫‪surface Composite Materials,‬‬ ‫® ‪HIVETECKS‬‬ ‫‪a Aluminum Honeycomb Panel,‬‬ ‫‪EMBOTECKS ® an Aluminum‬‬ ‫‪Corrugated Core Panel and‬‬ ‫‪ARCHITECKS ® TITAN‬‬ ‫‪a Titanium Composite Panel.‬‬

‫∞≥‪¡UM³ « ±‬‬

‫‪130 Albenaa‬‬

‫? ‪PRICE‬‬

‫‪YES,‬‬

‫!‪MUCH DOWN‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ﺷﺮﻛﺔ اﻟﻨﺎﺻﺮ ﻟﻠﻤﻴﺎه واﻟﻄﺎﻗﺔ‬ ‫ﻫﺪﻓﻨﺎ داﺋﻤ أن ﻧﻜﻮن ا ﻓﻀﻞ‬ ‫ﺗـــﻢ ﺗﺄﺳـــﻴﺲ ﻣﺠﻤﻮﻋـــﺔ اﻟﻨﺎﺻـــﺮ ﻋـــﺎم )‪(١٩٦٧‬‬ ‫وﺑﺪأت ﻧﺸـــﺎﻃﻬﺎ ﺑﻬﺪف ﺛﺎﺑﺖ وﻫﻮ ﺗﻮﻓﻴﺮ ﻣﻨﺘﺞ‬ ‫ﺳـــﻌﻮدي ﺑﺠﻮدة ﻋﺎﻟﻴﺔ وﺳـــﻌﺮ ﻣﻨﺎﺳـــﺐ ﻟﺘﺤﺘﻞ‬ ‫ﻣﺮﻛﺰا ﻣﺸـــﺮﻓﺎ ﻓﻲ ﻗﻄﺎع اﻟﺼﻨﺎﻋﺔ اﻟﺴـــﻌﻮدﻳﺔ‪،‬‬ ‫وإﻧﻄﻼﻗﺎ ﻣﻦ ذات اﻟﻬﺪف وﺗﻤﺎﺷﻴﺎ ﻣﻊ إﺣﺘﻴﺎﺟﺎت‬ ‫اﻟﻤﻤﻠﻜـــﺔ ﻣﻦ اﻟﻤﻴﺎه واﻟﻄﺎﻗـــﺔ وﻛﻤﺎ ﻫﻮ ﻣﻌﻠﻮم‬ ‫ﻓـــﺈن إﻧﺘﺎج اﻟﻤﻤﻠﻜﺔ ﻣﻦ اﻟﻤﻴﺎه اﻟﻤﺤﻼة ﻳﺒﻠﻎ أﻛﺜﺮ‬ ‫ﻣﻦ ‪ ٦٫٦‬ﻣﻠﻴﻮن ﻣﺘﺮ ﻣﻜﻌﺐ ﻳﻮﻣﻴ ﺑﻤﺎ ﻳﻘﺎرب رﺑﻊ‬ ‫ا‪W‬ﻧﺘﺎج اﻟﻌﺎﻟﻤﻲ ﻣـــﻦ اﻟﻤﻴﺎه اﻟﻤﺤﻼه وﻣﺎ ﻳﺰﻳﺪ ﻋﻦ‬ ‫ﻧﺼﻒ ا‪W‬ﻧﺘﺎج اﻟﺨﻠﻴﺠﻲ‪.‬‬ ‫وﻟﺬا ﺗﻢ ﺗﺄﺳـــﻴﺲ ﺷﺮﻛﺔ اﻟﻨﺎﺻﺮ ﻟﻠﻤﻴﺎه واﻟﻄﺎﻗﺔ‬ ‫)ﻋﺒـــﺪ اﻟﻌﺰﻳـــﺰ ﻋﻠـــﻲ اﻟﻨﺎﺻـــﺮ وﺷـــﺮﻛﺎؤه( وﻗﺎﻣﺖ‬ ‫اﻟﺸـــﺮﻛﺔ ﺑﻔﻀﻞ ﻣﻦ ا^ وﺑﻤﺎ ﺗﺘﻤﺘﻊ ﺑﻪ اﻟﺸﺮﻛﺔ‬ ‫ﻣـــﻦ إدارة ﺣﺎزﻣـــﺔ وﺳـــﻤﻌﺔ ﻣﻤﺘـــﺎزة وﺑﺘﻮﻓﻴـــﺮ‬ ‫اﻟﻌﻤﺎﻟـــﺔ اﻟﻤﺎﻫـــﺮة واﻟﻤﺪرﺑـــﺔ ﺑﻬـــﺬا اﻟﻤﺠـــﺎل ﻣﻤﺎ‬ ‫ﻣﻜﻨﻬﺎ ﻛﺸـــﺮﻛﺔ وﻃﻨﻴﺔ ﻣﻦ اﻟﻤﺸﺎرﻛﺔ اﻟﻔﻌﺎﻟﺔ‬ ‫ﻓﻲ ﺗﻨﻔﻴﺬ اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻤﺸﺎرﻳﻊ اﻟﺨﺎﺻﺔ ﺑﺘﺤﻠﻴﺔ‬ ‫وﻣﻌﺎﻟﺠﺔ اﻟﻤﻴـــﺎه وإﻣﺪادات اﻟﻄﺎﻗـــﺔ اﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫ﻣﻦ اﻟﻮﻗﻮد اﻟﺴـــﺎﺋﻞ وﻣـــﻦ اﻟﻄﺎﻗﺔ اﻟﺸﻤﺴـــﻴﺔ‪،‬‬

‫≤≥‪¡UM³ « ±‬‬

‫‪132 Albenaa‬‬

‫وﻟﺬﻟﻚ ﺗﻌﺘﺒﺮاﻟﺸــــﺮﻛﺔ ﻣﻦ اﻟﺸﺮﻛﺎت اﻟﻮﻃﻨﻴﺔ‬ ‫اﻟﺘــــﻲ ﺗﺨﺼﺼﺖ ﻓﻲ ﻣﺠــــﺎل ﺗﻨﻔﻴﺬ اﻟﻤﺸــــﺎرﻳﻊ‬ ‫اﻟﺤﻴﻮﻳــــﺔ وا‪W‬ﺳــــﺘﺮاﺗﺠﻴﺔ ﻓــــﻲ اﻟﻘﻄﺎﻋﻴﻦ اﻟﻌﺎم‬ ‫واﻟﺨــــﺎص‪ .‬وﻗــــﺪ ﺗﻤﻜﻨــــﺖ اﻟﺸــــﺮﻛﺔ ﺑﻔﻀــــﻞ‬ ‫ا^ وﺗﻮﻓﻴﻘــــﻪ ﻣــــﻦ اﻟﻤﺸــــﺎرﻛﺔ ﻓــــﻲ ﻋــــﺪد ﻣﻦ‬ ‫اﻟﻤﺸــــــﺎرﻳﻊ اﻟﻬﺎﻣﺔ ﺑﻤﻔﺮدﻫﺎ ﻓﻲ أﻏﻠﺐ ا ﺣﻮال‬ ‫وﺑﺎﻟﺘﻌــــﺎون ﻣــــﻊ ﺷــــﺮﻛﺎت أﺟﻨﺒﻴــــﺔ ذات ﺧﺒﺮات‬ ‫ﻋﺎﻟﻤﻴﺔ واﺳــــﻌﺔ ﻓﻲ اﻟﻤﺠــــﺎﻻت ذات اﻟﺼﻠﺔ ﻓﻲ‬ ‫ﺑﻌﺾ اﻟﻤﺸﺎرﻳﻊ ‪.‬‬ ‫وﻳﺸﻤﻞ ﻣﺠﺎل اﻟﺸﺮﻛﺔ ﺗﻮﻓﻴﺮ‪:‬‬ ‫)ﻣﺪﻧﻴـــﺔ‬ ‫اﻟﻤﻮاﻗـــﻊ‬ ‫وﺗﺠﻬﻴـــﺰ‬ ‫•إﻧﺸـــﺎء‬ ‫وإﻟﻜﺘﺮوﻣﻴﻜﺎﻧﻴـــﻜﺎل( وﻋﻤـــﻞ ﻛﺎﻓـــﺔ ﺧﻄـــﻮات‬ ‫اﻟﻤﻌﺎﻟﺠﺔ ا وﻟﻴﺔ ﻟﻠﻤﻴﺎه‬ ‫• ﺗﻮرﻳﺪ وﺗﺮﻛﻴﺐ وﺣﺪات اﻟﺘﺤﻠﻴﺔ ﺑﺴﻌﺎﺗﻬﺎ اﻟﻤﺨﺘﻠﻔﺔ‪:‬‬ ‫• وﺣﺪات اﻟﺘﺤﻠﻴﺔ اﻟﺼﻨﺎﻋﻴﺔ‪.‬‬ ‫• وﺣﺪات اﻟﺘﺤﻠﻴﺔ اﻟﻤﺘﻮﺳﻄﺔ ﻟﻠﻤﻨﺸﺌﺎت‪.‬‬ ‫• وﺣﺪات اﻟﺘﺤﻠﻴﺔ اﻟﻤﻨﺰﻟﻴﺔ‪.‬‬ ‫• ﺗﻮرﻳـــﺪ وﺗﺮﻛﻴـــﺐ وﺣـــﺪات اﻟﻤﻌﺎﻟﺠـــﺔ ﺑﻤﺨﺘﻠﻒ‬ ‫اﻟﺴﻌﺎت وﺑﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻣﺘﻌﺪدة ‪.‬‬

‫• ﻣﻌﺎﻟﺠﺔ اﻟﺼﺮف اﻟﺼﺤﻲ )‪. (TBR, MBBR, ASTP‬‬ ‫• ﻣﻌﺎﻟﺠﺔ اﻟﺼﺮف اﻟﺼﻨﺎﻋﻲ ‪.‬‬ ‫• ﺗﻮرﻳـــﺪ وﺗﺮﻛﻴـــﺐ وﺣـــﺪات اﻟﻄﺎﻗـــﺔ اﻟﺸﻤﺴـــﻴﺔ‬ ‫وﻋﻤـــﻞ ﻧﻈﻢ ﻣﺘﻜﺎﻣﻠـــﺔ ﻣﻦ ﺗﻮﺻﻴـــﻼت ووﺣﺪات‬ ‫ﺗﺨﺰﻳﻦ اﻟﻄﺎﻗﺔ‪.‬‬ ‫• أﻋﻤـــﺎل اﻟﺘﺸـــﻐﻴﻞ واﻟﺼﻴﺎﻧـــﺔ ﺑﻌﻤﺎﻟـــﺔ ﻣﺎﻫـــﺮة‬ ‫ﻣﺪرﺑﺔ وﻧﻈﻢ ﺗﺸﻐﻴﻞ وﺻﻴﺎﻧﺔ ﻋﺎﻟﻴﺔ اﻟﻤﺴﺘﻮى‪.‬‬ ‫وﻟﻘـــﺪ أﺛﺒﺘﺖ اﻟﺸـــﺮﻛﺔ ﻗﺪراﺗﻬﺎ ا‪W‬دارﻳـــﺔ واﻟﻔﻨﻴﺔ‬ ‫واﻟﻤﺎﻟﻴـــﺔ ﺑﺈﻧﻬـــﺎء ﻛﺎﻓـــﺔ اﻟﻤﺸـــﺎرﻳﻊ اﻟﺘﻲ ﺗﺴـــﻨﺪ‬ ‫إﻟﻴﻬﺎ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﺤﺪد وﺑﻔﻌﺎﻟﻴﺔ وﺟﻮدة ﻋﺎﻟﻴﺔ‬ ‫ﻣﻤﺎ ﻋﺰز ﻗﺪرة اﻟﺸـــﺮﻛﺔ ﻋﻠﻰ اﻟﻤﻨﺎﻓﺴﺔ ﻓﻲ ﻛﺎﻓﺔ‬ ‫ﻗﻄﺎﻋـــﺎت اﻟﻤﻴـــﺎه واﻟﻄﺎﻗـــﺔ ﻟﺘﺼﺒـــﺢ واﺣـــﺪة ﻣﻦ‬ ‫اﻟﺸـــﺮﻛﺎت اﻟﻮاﻋـــﺪة ﻋﻠﻰ اﻟﺼﻌﻴـــﺪ اﻟﻮﻃﻨﻲ ﻓﻲ‬ ‫اﻟﻤﻤﻠﻜﺔ‪.‬‬ ‫وﺗﺴـــﻌﻰ اﻟﺸـــﺮﻛﺔ ﺑﺪﻋـــﻢ ﻣـــﻦ ﻣﺪﻳﺮﻳﻬـــﺎ أن‬ ‫ﺗﺼﺒـــﺢ واﺣـــﺪة ﻣـــﻦ ﻛﺒﺮﻳـــﺎت ﺷـــﺮﻛﺎت اﻟﻤﻴـــﺎه‬ ‫واﻟﻄﺎﻗـــﺔ ﺑﺎﻟﻤﻤﻠﻜﺔ وأن ﺗﻮاﻛـــﺐ ﻛﺎﻓﺔ اﻟﺘﻄﻮرات‬ ‫اﻟﺘﻜﻨﻮﻟﻮﺟﻴـــﺔ اﻟﻌﺎﻟﻤﻴـــﺔ ﻟﺘﻮﻓﻴـــﺮ إﺣﺘﻴﺎﺟـــﺎت‬ ‫اﻟﻤﻤﻠﻜﺔ ﺑﺄﻓﻀﻞ ﺟﻮدة وأﻗﻞ ﻛﻠﻔﺔ‪.‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ﺷﺮﻛﺔ اﻟﻤﺤﺘﺮﻓﻮن اﻟﻤﺘﻄﻮرة‬ ‫ﻣﻘﺎوﻻت وﺗﺠﺎرة ﻋﺎﻣﺔ‬ ‫ﺗﻌﺘﺒﺮ ﺷـــﺮﻛﺔ اﻟﻤﺤﺘﺮﻓـــﻮن اﻟﻤﺘﻄﻮرة ﻟﻠﻤﻘـــﺎوﻻت واﻟﺘﺠﺎرة‬ ‫اﻟﻌﺎﻣـــﺔ إﺣﺪى اﻟﺸـــﺮﻛﺎت اﻟﺮاﺋـــﺪة ﻓﻲ ﻣﺠﺎل اﻟﺘﺸـــﻄﻴﺒﺎت‬ ‫اﻟﺪاﺧﻠﻴـــﺔ واﻟﻤﻘـــﺎوﻻت‪ ،‬ﺣﻴـــﺚ ﺗﺄﺳﺴـــﺖ ﻓﻲ ﻋـــﺎم ‪١٤٣٤‬ﻫـ‬ ‫‪ ،‬ﻟﻠﻘﻴـــﺎم ﺑﻤﺰاوﻟـــﺔ اﻟﻤﻘـــﺎوﻻت اﻟﻌﺎﻣـــﺔ ﻟﻠﻤﺒﺎﻧـــﻲ وﺻﻴﺎﻧـــﺔ‬ ‫وﻧﻈﺎﻓﺔ وﺗﺸـــﻐﻴﻞ وﺗﺮﻣﻴﻢ اﻟﻤﺒﺎﻧﻲ وا‪:‬ﻋﻤﺎل اﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫واﻟﻤﻴﻜﺎﻧﻴﻜﻴﺔ وأﻋﻤﺎل اﻟﻤﻴﺎه‪ ،‬ﺣﻴﺚ ﻗﺎﻣﺖ ﺑﺘﻨﻔﻴﺬ اﻟﻌﺪﻳﺪ‬ ‫ﻣﻦ اﻟﻤﺸﺎرﻳﻊ وذﻟﻚ ﺑﺘﻜﻠﻔﺔ ﺗﻘﺪر ﺑﻌﺸﺮات اﻟﻤﻼﻳﻴﻦ ‪ .‬وﻗﺪ‬ ‫ﺣﻘﻘﺖ اﻟﺸـــﺮﻛﺔ ﻧﺠﺎﺣ‪ M‬ﺑﺎﻫﺮ‪ L‬ﻓـــﻲ ﻛﻞ ا‪:‬ﻋﻤﺎل اﻟﺘﻲ ﺗﻘﻮم‬ ‫ﺑﻬﺎ وﺧﺎﺻﺔ ﺑﻤﺠﺎل اﻟﻤﻘﺎوﻻت اﻟﻌﺎﻣﺔ ﺣﻴﺚ ﻧﻔﺬت ﻋﺸـــﺮات‬ ‫اﻟﻤﺸـــﺎرﻳﻊ ﺳـــﻮاء‪ L‬ﺑﺎ‪O‬ﻧﺸـــﺎء اﻟﻜﺎﻣـــﻞ أو ﺑﺎﻟﺘﺸـــﻄﻴﺒﺎت‬ ‫اﻟﺪاﺧﻠﻴـــﺔ وﻟﻬﺎ ﺧﺒﺮات ﻛﺒﻴﺮة ﻓﻲ ﻣﺠـــﺎل اﻟﻤﻘﺎوﻻت وﺣﺎزت‬ ‫ﻋﻠﻰ ﺛﻘﺔ اﻟﻌﺪﻳﺪ ﻣﻦ ﺷـــﺮﻛﺎت اﻟﻤﻘﺎوﻻت اﻟﻜﺒﺮى واﻟﻌﺪﻳﺪ‬ ‫ﻣﻦ اﻟﺠﻬﺎت اﻟﺤﻜﻮﻣﻴﺔ واﻟﺨﺎﺻﺔ‪.‬‬ ‫وﻗﺪ ﻗﺎﻣﺖ اﻟﺸـــﺮﻛﺔ ﺑﺘﻨﻔﻴﺬ اﻟﻌﺪﻳﺪ ﻣـــﻦ ا‪:‬ﻋﻤﺎل ﻟﻠﻘﻄﺎع‬ ‫اﻟﻌﺎم واﻟﺨﺎص وا‪:‬ﻓﺮاد ﻓﻲ ﺷـــﺘﻰ أﻧﺤﺎء اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ‬ ‫اﻟﺴﻌﻮدﻳﺔ‪.‬‬ ‫وﺗﺤﺮص اﻟﺸـــﺮﻛﺔ ﻋﻠـــﻰ إرﺿـــﺎء ﻋﻤﻼﺋﻬﺎ وﺗﻨﻔﻴـــﺬ ا‪:‬ﻋﻤﺎل‬ ‫اﻟﻤﻮﻛﻠـــﺔ إﻟﻴﻬـــﺎ ﻋﻠـــﻰ أﺣﺴـــﻦ وﺟﻪ ﻋـــﻦ ﻃﺮﻳـــﻖ ﺗﻮﻇﻴﻒ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣﻨﺘﻘﺎه ﻣﻦ أﻓﻀﻞ وأﻣﻬﺮ اﻟﻤﻬﻨﺪﺳﻴﻦ واﻟﻔﻨﻴﻴﻦ‬ ‫واﻟﻌﻤـــﺎل وأﻳﻀ‪ M‬ﻣﻦ ﺧﻼل ﺣﺮﺻﻬﺎ ﻋﻠﻰ اﺳـــﺘﺨﺪام أﻓﻀﻞ‬ ‫وأﺟﻮد اﻟﺨﺎﻣﺎت اﻟﻤﺘﻮﻓﺮة ﻓﻲ ا‪:‬ﺳﻮق اﻟﻌﺎﻟﻤﻴﺔ‪.‬‬

‫ﻫﺎي راﻳﺰ ﺳﺒﺎﻳﺪرز ‪ ..‬ﺗﻘﺪﻳﻢ ﺧﺪﻣﺎت ذات ﻧﻮﻋﻴﺔ ﻋﺎﻟﻴﺔ اﻟﻤﺴﺘﻮى‬ ‫ﺷـــﺮﻛﺔ ﻫـــﺎي راﻳـــﺰ ﺳـــﺒﺎﻳﺪرز ﻫﻲ ﺷـــﺮﻛﺔ ﺧﺪﻣـــﺎت ﻣﻘﺮﻫﺎ‬ ‫ﻣﺪﻳﻨـــﺔ اﻟﺮﻳـــﺎض ﺑﺎﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴـــﻌﻮدﻳﺔ‪ ،‬وﻣﻠﺘﺰﻣﺔ‬ ‫ﺑﺘﻘﺪﻳـــﻢ ﺣﻠـــﻮل ﻟﺘﻮاﺟـــﻪ أي ﻧﻮع ﻣـــﻦ اﻟﻌﻘﺒـــﺎت واﻟﻤﻮاﻧﻊ‪،‬‬ ‫وﻫﻲ ﺗﻘﺪم ﺧﺪﻣﺎت ذات ﻧﻮﻋﻴﺔ ﻋﺎﻟﻴﺔ ﻟﻌﻤﻼﺋﻬﺎ ﺗﺘﻨﺎﺳـــﺐ‬ ‫ﻣـــﻊ اﺣﺘﻴﺎﺟﺘﻬﻢ‪ .‬وﺗﺴـــﻌﻰ اﻟﺸـــﺮﻛﺔ داﺋﻤ‪ M‬إﻟﻰ ﺗﺤﺴـــﻴﻦ‬ ‫ﺗﻘﻨﻴﺎﺗﻬـــﺎ ﻋﺒـــﺮ ﺗﻄﺒﻴـــﻖ ﻣﻨﺎﻫـــﺞ ﻣﺒﺘﻜـــﺮة ‪ ،‬ﺑﺎ‪O‬ﺿﺎﻓﺔ إﻟﻰ‬ ‫اﻟﺘﺰاﻣﻬـــﺎ ﺑﻨﻈـــﻢ وﻣﺒـــﺎدئ اﻟﺴـــﻼﻣﺔ وا‪:‬ﻣـــﺎن‪ .‬وﺗﺘﻤﻴـــﺰ‬ ‫ﺑـــﺄن ﻟﺪﻳﻬـــﺎ ﻓﺮﻳﻖ ﻋﻤـــﻞ ﻳﻌﻤـــﻞ ﺑﺘﻔﺎﻧﻲ وﺗﺄن ﻓـــﻲ ﺟﻤﻴﻊ‬ ‫اﻟﻤﺸﺎرﻳﻊ‪.‬‬ ‫اﺧﺘﺼﺎص اﻟﺸﺮﻛﺔ ‪:‬‬ ‫ﺗﻨﻈﻴﻒ زﺟﺎج ا‪:‬ﺑﺮاج اﻟﻌﺎﻟﻴﺔ‪.‬‬ ‫ﺗﺮﻛﻴﺐ وﻟﺼﻖ ا‪O‬ﻋﻼﻧﺎت ‪.‬‬ ‫ﺧﺪﻣـــﺔ اﻟﻤﻨﺼـــﺎت اﻟﺒﺤﺮﻳـــﺔ ﻣـــﻦ ﺧـــﻼل ﺗﺄﻣﻴـــﻦ ﻣﺤﺘﺮﻓـــﻲ‬ ‫اﻟﺘﺴـــﻠﻖ ﻋﻠـــﻰ اﻟﺠﺒـــﺎل ﻟﻠﻌﻤﻞ ﻋﻠـــﻰ اﻟﻤﻨﺼـــﺎت اﻟﺒﺤﺮﻳﺔ‬ ‫وﻣﺼﺎﻓﻲ اﻟﻨﻔﻂ واﻟﻐﺎز‪.‬‬ ‫اﻟﺨﺪﻣﺎت ا‪O‬ﺿﺎﻓﻴﺔ ‪:‬‬ ‫ﺗﺮﻛﻴﺐ اﻟﻨﻮاﻓﺬ وإزاﻟﺔ اﻟﻨﻮاﻓﺬ اﻟﻤﺤﻄﻤﺔ‪.‬‬

‫اﻟﻄﻼء وﺻﻴﺎﻧﺔ اﻟﻤﺒﺎﻧﻲ‪.‬‬ ‫ﺗﺮﻛﻴـــﺐ أﻟـــﻮاح ا‪:‬ﻟﻮﻣﻨﻴـــﻮم ﻋﻠـــﻰ اﻟﻤﺒﺎﻧـــﻲ وﺗﺼﻠﻴﺤﻬـــﺎ‬ ‫واﺳﺘﺒﺪاﻟﻬﺎ‪.‬‬ ‫إﺻﻼح واﺳﺘﺒﺪال أﻃﺮ اﻟﻨﻮاﻓﺬ‪.‬‬ ‫وﺿﻊ اﻟﻄﺒﻘﺎت اﻟﺨﺎرﺟﻴﺔ اﻟﻌﺎزﻟﺔ واﻟﻮاﻗﻴﺔ‪.‬‬ ‫ﺗﺮﻛﻴﺐ وﺻﻴﺎﻧﺔ ا‪:‬ﺿﻮاء‪.‬‬ ‫أﻋﻤﺎل اﻟﺼﻴﺎﻧﺔ ﻓﻲ ا‪:‬ﻣﺎﻛﻦ اﻟﻀﻴﻘﺔ‪.‬‬ ‫اﺻﻼﺣﺎت ﻓﻲ اﻟﺒﻨﺎء وا‪:‬ﺳﻤﻨﺖ‪.‬‬ ‫اﺳﺘﻌﺮاض ﻓﻲ اﻟﻤﻨﺎﺳﺒﺎت اﻟﻤﻤﻴﺰة‪.‬‬ ‫ﺗﺮﻛﻴﺐ ا‪:‬ﻟﻌﺎب اﻟﻨﺎرﻳﺔ‪..‬‬ ‫ﻓﺒﺎ‪O‬ﺿﺎﻓـــﺔ إﻟﻰ أن اﻟﺸـــﺮﻛﺔ ﺗﻌﺘﻤﺪ ﺑﺎﻟﺪرﺟـــﺔ ا‪:‬وﻟﻰ ﻋﻠﻰ‬ ‫اﻟﻌﻨﺼـــﺮ اﻟﺒﺸـــﺮي إﻻ أﻧﻬﺎ ﺗﻤﺘﻠـــﻚ أﺣﺪث اﻟﻤﻌـــﺪات اﻟﺘﻲ‬ ‫ﺗﺴـــﻤﺢ ﻟﻬﺎ ﺑﺘﺄدﻳﺔ ﻋﻤﻠﻬﺎ ﺑﻄﺮﻳﻘﺔ أﺳﺮع وأﻓﻀﻞ وﺑﺄﻣﺎن‬ ‫ﺳـــﻮاء ﺑﺎﻟﺪاﺧـــﻞ أو ﺑﺎﻟﺨـــﺎرج‪ .‬وﻗـــﺪ ﺣـــﺎزت اﻟﺸـــﺮﻛﺔ ﻋﻠـــﻰ‬ ‫ﺷﻬﺎدات اﻟﺴﻼﻣﺔ ‪ :‬ﺷﻬﺎدة ‪ ، IRATA‬ﺗﺮﺧﻴﺺ ﻣﻦ ﺷﺮﻛﺔ‬ ‫ﻣﺤﺎﻳﺪة ﻟﻠﻤﻌﺪات‪ ،‬ﺷﻬﺎدة وﺗﺮﺧﻴﺺ ﻓﻲ ﺑﻨﺎء واﺳﺘﻌﻤﺎل‬ ‫اﻟﺴﻘﺎﻻت‪ ،‬ﺗﺮﺧﻴﺺ ﻗﻴﺎدة راﻓﻌﺎت ا‪:‬ﺷﺨﺎص‪.‬‬

‫‪AP Smart System feel the luxurious‬‬ ‫‪real comfort and domotic living environment‬‬ ‫‪designed by AP Smart Systems for your‬‬ ‫‪Home, Office or Any Living Space whether‬‬ ‫…‪its indoor or outdoor‬‬ ‫‪Unlikely the other system integrators, We‬‬ ‫‪do system analysis and practical approach‬‬ ‫‪for every event of the customer for their‬‬ ‫…‪daily needs and propitiousness‬‬ ‫‪Solutions Provided :‬‬ ‫‪1. Lighting Control‬‬ ‫‪2. Shutters and Curtains Control‬‬ ‫‪3. AV Distribution‬‬ ‫‪4. Multiroom Audio‬‬ ‫‪5. Home Theaters‬‬ ‫‪6. Security System and Surveillance‬‬ ‫‪7. Irrigation Control‬‬ ‫‪8. Central Vacuum‬‬

‫‪¡UM³ « ±≥¥‬‬

‫‪134 Albenaa‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ﺻﻨﺎﻋﺎت اﻟﺒﻴﺮﻻﻳﺖ اﻟﺴﻌﻮدﻳﺔ‬ ‫اﻟﺮواد ﻓﻲ أﻧﻮاع اﻟﻌﺎزل‬

‫ﻟﻮس ﻻﻳﺖ‪:‬‬

‫اﻟﻌﺎزل اﻟﺤﺮاري اﻟﻔﻌﺎل‬ ‫) ﻟﻠﺠﺪران ـ ﻟﻠﻴﺎﺳﺔ (‬ ‫ﻫـــﻮ ا ﺳـــﻢ اﻟﺘﺠـــﺎري ﻟﻠﺒﻴﺮﻻﻳﺖ‬ ‫اﻟﻤﻤــــﺪد اﻟــــﺬي ﺗﻘــــﻮم ﺑﺘﺼﻨﻴﻌــــﻪ‬ ‫ﺻﻨﺎﻋــــﺎت اﻟﺒﻴﺮﻻﻳــــﺖ اﻟﺴــــﻌﻮدﻳﺔ‪،‬‬ ‫وﻫــــﻮ ﻣــــﺎدة ﻃﺒﻴﻌﻴــــﺔ ﻻﺗﺘﻐﻴﺮ ﺑﺄي‬ ‫ﺷﻜﻞ ﻣﻦ ا‪7‬ﺷﻜﺎل وﺗﺪوم ﻟ<ﺑﺪ‪.‬‬

‫اﻧﺴﻮﻻﻳﺖ‪:‬‬

‫اﻟﻌﺎزل اﻟﺤﺮاري ا ﻣﺜﻞ‬ ‫) ﻟ ﺳﻄﺢ ـ ا رﺿﻴﺎت (‬ ‫ﻫـــﻮ ا ﺳـــﻢ اﻟﺘﺠـــﺎري ﻟﻠﺒﻴﺮﻻﻳﺖ‬ ‫اﻟﻤﻤﺪد اﻟﺬي ﺗﻘﻮم ﺑﺘﺼﻨﻴﻌﻪ‬ ‫ﺻﻨﺎﻋﺎت اﻟﺒﻴﺮﻻﻳﺖ اﻟﺴﻌﻮدﻳﺔ‪،‬‬ ‫وﻫــــﻮ ﻣــــﺎدة ﻃﺒﻴﻌﻴــــﺔ ﻻﺗﺘﻐﻴﺮ‬ ‫ﺑــــﺄي ﺷــــﻜﻞ ﻣــــﻦ ا‪7‬ﺷــــﻜﺎل‬ ‫وﺗﺪوم ﻟ<ﺑﺪ‪.‬‬ ‫ﻃﺮﻳﻘﺔ ﺗﻨﻔﻴﺬ‬ ‫ﺧﺮﺳﺎﻧﺔ ا ﻧﺴﻮﻻﻳﺖ‪:‬‬ ‫‪ ١‬ـ ﻳﺠﻬـــﺰ اﻟﻌﺎﻣـــﻞ ودﻋـــﺎت ﻣـــﻦ‬ ‫اﻻﻧﺴﻮﻻﻳﺖ ﺣﺴـــﺐ اﻟﻤﻨﺎﺳﻴﺐ‬ ‫اﻟﻤﻄﻠﻮﺑﺔ ﺑﺤﻴﺚ ﻻﺗﻘﻞ اﻟﻤﻴﻮل‬ ‫ﻓﻌﻠﻴـــ‪ K‬ﻋـــﻦ ‪ ٪٠٫٥‬وﺗﻜـــﻮن أﻗـــﻞ‬ ‫ﺳـــﻤﺎﻛﺔ ﻋﻨﺪ ﻓﺘﺤﺎت اﻟﺘﺼﺮﻳﻒ‬ ‫‪ ٥‬ﺳﻢ‪.‬‬

‫أﻗﺮي ﻻﻳﺖ‪:‬‬

‫اﻟﺒﻴﺮﻻﻳﺖ اﻟﺰراﻋﻲ اﻟﺴﻌﻮدي‬ ‫ﻣﺤﺴﻦ اﻟﺘﺮﺑﺔ ا ﻣﺜﻞ‬ ‫اﻟﺒﻴﺮﻻﻳـــﺖ ﻋﺒـــﺎرة ﻋـــﻦ ﺣﺒﻴﺒﺎت‬ ‫ﺻﻐﻴـــﺮة ﺑﻴﻀـــﺎء ﻗﻄﺮﻫـــﺎ ﻣـــﻦ‬ ‫)‪ ١٫٥‬ﻣـــﻞ ـ ‪ ٤٫٧٥‬ﻣﻠـــﻢ( ﺧﻔﻴﻔـــﺔ‬ ‫ﻧﺎﺗﺠـــﺔ ﻋـــﻦ ﺗﺴـــﺨﻴﻦ ﺻﺨـــﻮر‬ ‫ﺑﺮﻛﺎﻧﻴﺔ ﺳـــﻴﻠﻴﻜﻮﻧﻴﺔ‪ ،‬وﻧﺘﻴﺠﺔ‬ ‫ﻟﻬﺬا اﻟﺘﺴـــﺨﻴﻦ ﺣﻮاﻟﻲ )‪١٠٠٠‬م(‬ ‫أﻟـــﻒ درﺟـــﺔ ﻣﺌﻮﻳﺔ ﻳـــﺰداد ﺣﺠﻢ‬ ‫اﻟﺤﺒﻴﺒـــﺎت ﺑﻨﺴـــﺒﺔ ﻋﺸـــﺮﻳﻦ‬ ‫ﺿﻌﻒ ﺣﺠﻤﻬﺎ اﻟﻄﺒﻴﻌﻲ‪ ،‬وﻳﻨﺘﺞ‬ ‫ﻋــــﻦ ﻫــــﺬا اﻟﺘﺴــــﺨﻴﻦ ﺗﺠﺎوﻳــــﻒ‬ ‫ﻫﻮاﺋﻴﺔ ﺻﻐﻴــــﺮة ﺗﺤﺘﻔﻆ ﺑﺎﻟﻤﺎء‬ ‫واﻟﺴــــﻤﺎد ﻟﺘﺠﻌﻠﻪ ﻓــــﻲ ﻣﺘﻨﺎول‬ ‫ﺟﺬور اﻟﻨﺒﺎت ﺣﻴﻦ اﻟﺤﺎﺟﺔ‪.‬‬

‫∂≥‪¡UM³ « ±‬‬

‫‪136 Albenaa‬‬

‫‪ ٢‬ـ ﺗﺮﻃﺐ ﺣﺒﻴﺒﺎت اﻻﻧﺴـــﻮﻻﻳﺖ‬ ‫ﺛـــﻢ ﻳﻀـــﺎف إﻟﻴﻬـــﺎ ا‪7‬ﺳـــﻤﻨﺖ‬ ‫وﺗﺨﻠـــﻂ ﺟﻴـــﺪ وﻳﻀـــﺎف إﻟﻴﻬـــﺎ‬ ‫اﻟﻤـــﺎء ﺣﺘـــﻰ اﻟﺤﺼـــﻮل ﻋﻠـــﻰ‬ ‫ﺧﻠﻄﺔ ﻣﺘﺠﺎﻧﺴﺔ‪.‬‬ ‫‪ ٣‬ـ ﺗﻔﺮش اﻟﺨﻠﻄﺔ ﺑﻴﻦ اﻟﻮدﻋﺎت‬ ‫اﻟﺘﻲ أﻋﺪت ﺑﺎﻟﺒﻨﺪ )‪ (١‬ﺑﺎﺳﺘﻌﻤﺎل‬ ‫اﻟﻤﺴﻄﺮﻳﻦ واﻟﻘﺪة‪.‬‬ ‫‪ ٤‬ـ ﻳﻔﻀـــﻞ ﻋﻤـــﻞ ﺗﺮوﻳﺒـــﺔ‬ ‫اﺳـــﻤﻨﺘﻴﺔ ﻓـــﻮق اﻻﻧﺴـــﻮﻻﻳﺖ‬ ‫ﺑﺴﻤﺎﻛﺔ ‪٢‬ﻣﻢ وذﻟﻚ ﺑﻌﺪ ﻣﺮور‬ ‫ﻳﻮﻣﻴﻦ أو ﺛﻼﺛﺔ‪.‬‬ ‫‪ ٥‬ـ ﻳﺮاﻋـــﻰ رش ﺧﺮﺳـــﺎﻧﺔ‬ ‫اﻻﻧﺴـــﻮﻻﻳﺖ ﻟﻤـــﺪة ﺛﻼﺛـــﺔ أﻳـــﺎم‬ ‫ﻣﺘﺘﺎﻟﻴﺔ‪.‬‬ ‫‪ ٦‬ـ ﻻﻳﺠﻮز ﻣﺒﺎﺷـــﺮة أﻋﻤﺎل اﻟﻌﺰل‬ ‫اﻟﻤﺎﺋﻲ ﻗﺒﻞ اﻟﺘﺄﻛـــﺪ ﻣﻦ ﺟﻔﺎف‬ ‫اﻻﻧﺴﻮﻻﻳﺖ‪.‬‬ ‫ﻳﻌﺘﺒـــﺮ ا‪7‬ﻗﺮي ﻻﻳﺖ ﻣـــﻦ أﻓﻀﻞ‬ ‫ﻣﺤﺴـــﻨﺎت اﻟﺘﺮﺑـــﺔ اﻟﺰراﻋﻴـــﺔ‬ ‫ﻟﻠﺤﺪاﺋـــﻖ واﻟﻤـــﺰارع واﻟﺒﻴـــﻮت‬ ‫اﻟﻤﺤﻤﻴـــﺔ واﻟﺰراﻋـــﺔ اﻟﺪاﺧﻠﻴـــﺔ‬ ‫ﺑﺎﻟﻤﻨـــﺎزل‪ .‬وﻫـــﻮ ﻳﺴـــﺎﻋﺪ ﻋﻠﻰ‬ ‫اﻧﺘﻌـــﺎش ﻋﻤﻠﻴـــﺔ ﻧﻤـــﻮ اﻟﻨﺒـــﺎت‬ ‫وﺗﺴﺮﻳﻌﻬﺎ وﻳﺤﻔﻆ اﻟﺘﺮﺑﺔ ﻟﻴﻨﺔ‬ ‫ورﻃﺒﺔ‪ ،‬ﺟﻴـــﺪة اﻟﺘﻬﻮﻳﺔ ﺻﺎﻟﺤﺔ‬ ‫ﻟﻠﺰراﻋﺔ ﻟﻌﺪة ﺳﻨﻮات‪.‬‬ ‫ﻓﻮاﺋﺪ ا ﻗﺮي ﻻﻳﺖ ‪:‬‬ ‫‪ ١‬ـ ﻳﺤﺴـــﻦ ﺗﻬﻮﻳـــﺔ اﻟﺘﺮﺑـــﺔ‬ ‫وﺻﺮﻓﻬﺎ وﺑﺎﻟﺘﺎﻟﻲ ﺗﻬﻮﻳﺔ ﺟﺬور‬ ‫اﻟﻨﺒﺎﺗﺎت‪.‬‬ ‫‪ ٢‬ـ ﻟﻪ ﻗﺪرة ﻋﻠﻰ اﻻﺣﺘﻔﺎظ ﺑﺎﻟﻤﺎء‬ ‫واﻟﺴﻤﺎد ﻟﻔﺘﺮة ﻃﻮﻳﻠﺔ وﻳﺒﺎﻋﺪ‬ ‫ﺑﻴـــﻦ ﻓﺘـــﺮات اﻟـــﺮي وﻳﻘﻠـــﻞ ﻣﻦ‬

‫اﺳﺘﺨﺪاﻣﺎت اﻟﻠﻮس ﻻﻳﺖ‪:‬‬ ‫‪ ١‬ـ اﻟﻔﺮاﻏـــﺎت ﺑﻴـــﻦ اﻟﺠـــﺪران‬ ‫اﻟﺨﺎرﺟﻴـــﺔ واﻟﺪاﺧﻠﻴـــﺔ ﻓـــﻲ‬ ‫اﻟﺠﺪران اﻟﻤﺰدوﺟﺔ‪.‬‬ ‫‪ ٢‬ـ ﻓﺮاﻏـــﺎت اﻟﻄﻮﺑـــﺔ اﻟﻤﻜﻮﻧـــﺔ‬ ‫ﻟﻠﺠﺪران اﻟﺨﺎرﺟﻴﺔ‪.‬‬ ‫ﻃﺮﻳﻘﺔ اﺳﺘﺨﺪام اﻟﻠﻮس ﻻﻳﺖ‪:‬‬ ‫‪ ١‬ـ ﺗﻐﻠـــﻖ ﺟﻤﻴـــﻊ ﺟﻮاﻧﺐ ﻓﺘﺤﺎت‬ ‫ا‪7‬ﺑﻮاب واﻟﺸـــﺒﺎﺑﻴﻚ واﻟﺘﻜﻴﻴﻒ‬

‫اﺳﺘﻬﻼك اﻟﻤﺎء واﻟﺴﻤﺎد‪.‬‬ ‫‪ ٣‬ـ ا‪7‬ﻗـــﺮي ﻻﻳـــﺖ ﻣﻌﻘـــﻢ وﺧﺎﻟﻲ‬ ‫ﻣﻦ ﺑﺬور اﻟﺤﺸـــﺎﺋﺶ وا‪7‬ﻣﺮاض‬ ‫واﻟﺤﺸﺮات‪.‬‬ ‫‪ ٤‬ـ ﻣـــﺎدة ﻏﻴﺮ ﻋﻀﻮﻳـــﺔ وﺑﺎﻟﺘﺎﻟﻲ‬ ‫ﻏﻴﺮ ﻗﺎﺑﻞ ﻟﻠﺘﻐﻴﻴﺮ وﻻ ﻳﺘﺤﻠﻞ ‪.‬‬ ‫‪ ٥‬ـ أﻗﺮي ﻻﻳﺖ ﻣﺘﻌﺎدل ﻓﻲ درﺟﺔ‬ ‫اﻟﺤﻤﻮﺿـــﺔ ‪ pH‬ﻣﺎ ﺑﻴﻦ ‪ ٦٫٥‬ـ ‪٧٫٥‬‬ ‫وﻟﺬﻟـــﻚ ﻳﺆﻣـــﻦ ﺑﻴﺌـــﺔ ﻣﺘﻮازﻳـــﺔ‬ ‫اﻟﺘﻔﺎﻋﻞ ﻟﻠﻨﺒﺎت‪.‬‬ ‫‪ ٦‬ـ ﻳﻌﻤﻞ ﻛﻤﺎدة ﻋﺎزﻟﺔ وﺑﺎﻟﺘﺎﻟﻲ‬ ‫ﻳﺨﻔـــﺾ درﺟـــﺔ اﻟﺤـــﺮارة اﻟﻌﺎﻟﻴﺔ‬ ‫اﻟﻤﻀﺮة ﺑﺎﻟﻨﺒﺎت وﻛﺬﻟﻚ ﻳﺤﻤﻲ‬ ‫ﺟـــﺬور اﻟﻨﺒﺎﺗﺎت ﻣـــﻦ ا ﻧﺨﻔﺎض‬ ‫اﻟﺸﺪﻳﺪ ﻓﻲ درﺟﺔ اﻟﺤﺮارة‪.‬‬ ‫‪ ٧‬ـ اﻻﻗـــﺮي ﻻﻳـــﺖ ﻧﻈﻴﻒ وﻻﻳﻨﺘﺞ‬

‫وﻏﻴﺮﻫـــﺎ ﻟﻤﻨـــﻊ ﺗﺴـــﺮب اﻟﻠﻮس‬ ‫ﻻﻳﺖ‪.‬‬ ‫‪ ٢‬ـ ﻳﻌﺒـــﺄ اﻟﻠﻮس ﻻﻳﺖ ﻣﺒﺎﺷـــﺮة‬ ‫ﻣـــﻦ اﻟﻜﻴﺲ ﻓـــﻲ اﻟﻔـــﺮاغ ﺑﻴﻦ‬ ‫اﻟﺠـــﺪران ﻣـــﻊ اﻟﺘﺄﻛـــﺪ ﻣـــﻦ أن‬ ‫ﺟﻤﻴـــﻊ اﻟﻔﺮاﻏـــﺎت اﻟﺪاﺧﻠﻴـــﺔ ﻗﺪ‬ ‫اﻣﺘ<ت‪.‬‬ ‫‪ ٣‬ـ ﻳﻤﻜـــﻦ إﺿﺎﻓـــﺔ اﻟﺠﺒـــﺲ‬ ‫إﻟـــﻰ اﻟﻠـــﻮس ﻻﻳﺖ ﻟﺠﻌـــﻞ أﻛﺜﺮ‬ ‫ﺗﻤﺎﺳـــﻚ ﺑﻨﺴـــﺒﺔ )‪ (١‬ﻛﻴـــﺲ‬ ‫ﺟﺒـــﺲ ﻟـــﻜﻞ )‪ (١٠‬أﻛﻴﺎس ﻟﻮس‬ ‫ﻻﻳﺖ ﻣـــﻊ وﺿﻊ ﻛﻤﻴﺔ ﻗﻠﻴﻠﺔ ﻣﻦ‬ ‫اﻟﻤﺎء ﻳﻨﺪى ﺑﻬﺎ اﻟﺨﻠﻴﻂ‪.‬‬ ‫‪ ٤‬ـ ﻓـــﻲ ﺣﺎﻟـــﺔ ﺑﻨـــﺎء اﻟﺠـــﺪار‬ ‫اﻟﺨﺎرﺟـــﻲ ﻣـــﻦ ﻃﺒﻘـــﺔ واﺣـــﺪة‬ ‫ﻣـــﻦ اﻟﺒﻠﻚ اﻟﻤﻔـــﺮغ ﻳﻤﻜﻦ ﻋﺰل‬ ‫اﻟﺠﺪار وذﻟـــﻚ ﺑﺘﻌﺒﺌﺔ اﻟﻔﺮاﻏﺎت‬ ‫اﻟﻤﻮﺟﻮدة ﺑﺎﻟﻠﻮس ﻻﻳﺖ‪.‬‬

‫ﻋﻨـــﻪ رواﺋـــﺢ ﻛﺮﻳﻬـــﺔ وﺧﻔﻴـــﻒ‬ ‫اﻟﻮزن وﺳﻬﻞ اﻻﺳـــﺘﻌﻤﺎل ﻣﻤﺎ‬ ‫ﻳﺠﻌـــﻞ ﻋﻤﻠﻴـــﺔ ﻣﻌﺎﻣﻠـــﺔ اﻟﺘﺮﺑﺔ‬ ‫واﻟﺤﺮاﺛـــﺔ ﺳـــﻬﻠﺔ واﻗﺘﺼﺎدﻳـــﺔ‬ ‫ﻋﻰ اﻟﻤﺰارع‪.‬‬

‫ﺧﺪﻣﺎت ﻣﺘﻜﺎﻣﻠﺔ ﻓﻲ ﻣﺠﺎل ا ﻣﻦ واﻟﺴﻼﻣﺔ‬ ‫ﺷﺮﻛﺔ اﻟﻤﻘﺎول اﻟﻌﺮﺑﻲ‬

‫ﻣﻨﺬ أن ﺗﺄﺳﺴـــﺖ ﺷـــﺮﻛﺔ اﻟﻤﻘﺎول اﻟﻌﺮﺑﻲ وﻋﻠﻰ ﻣﺪى ﻣﺎ‬ ‫ﻳﺰﻳﺪ ﻋﻦ ‪ ٢٥‬ﻋﺎﻣ) ﺣﻈﻴﺖ ﺑﺸـــﺮف اﻟﻤﺴـــﺎﻫﻤﺔ ﻓﻲ ﺗﻨﻔﻴﺬ‬ ‫اﻟﻌﺸـــﺮات ﻣﻦ اﻟﻤﺸـــﺮوﻋﺎت ﻓﻲ أﻧﺤﺎء اﻟﻤﻤﻠﻜـــﺔ اﻟﻌﺮﺑﻴﺔ‬ ‫اﻟﺴـــﻌﻮدﻳﺔ‪ .‬وﻳﻜﻤـــﻦ ﺗﻤﻴﺰ ﺷـــﺮﻛﺔ اﻟﻤﻘـــﺎول اﻟﻌﺮﺑﻲ ﻟﻤﺎ‬ ‫ﻟﺪﻳﻬﺎ ﻣﻦ اﻟﻤﻬﻨﺪﺳﻴﻦ واﻟﻔﻨﻴﻴﻦ اﻟﻤﻬﺮة اﻟﻤﺴﺘﻌﺪﻳﻦ‬ ‫داﺋﻤـــ) ﻟﺘﻘﺪﻳـــﻢ ﺧﺪﻣﺎﺗﻬـــﻢ وﺧﺒﺮﺗﻬـــﻢ ﻓـــﻲ ﺗﺼﻤﻴـــﻢ‬ ‫وﻫﻨﺪﺳـــﺔ وإﺷـــﺮاف وﺗﻮرﻳﺪ وﺗﺮﻛﻴﺐ وﺗﺸـــﻐﻴﻞ وﺻﻴﺎﻧﺔ‬ ‫ا‪G‬ﻧﻈﻤﺔ ا‪F‬ﺗﻴﺔ ‪:‬‬ ‫ـ أﻧﻈﻤﺔ ا‪J‬ﻧﺬار اﻟﻤﺒﻜﺮ واﻟﻜﺸﻒ ﻋﻦ اﻟﺤﺮﻳﻖ‪.‬‬ ‫ـ أﻧﻈﻤـــﺔ ﻣﻜﺎﻓﺤـــﺔ اﻟﺤﺮﻳـــﻖ ﺑﺈﺳـــﺘﺨﺪام )رﺷﺎﺷـــﺎت اﻟﻤـــﺎء‬ ‫ا‪G‬وﺗﻮﻣﺎﺗﻴﻜﻴـــﺔ واﻟﺨﺮاﻃﻴـــﻢ وأﻧﻈﻤﺔ اﻟﻤﻜﺎﻓﺤـــﺔ ا‪G‬وﺗﻮﻣﺎﺗﻴﻜﻴﺔ‬ ‫ﻟﺜﺎﻧﻲ أﻛﺴـــﻴﺪ اﻟﻜﺮﺑﻮن واﻟﺮﻏﻮة واﻟﻐﺎزات ‪Fm 200 & NOVEC‬‬ ‫‪ ..‬إﻟﺦ ( و أﻧﻈﻤﺔ اﻟﻀﺒﺎب اﻟﻤﺎﺋﻲ ‪.water mist‬‬ ‫ـ أﻧﻈﻤﺔ ا‪J‬ﻧﺬا واﻟﺤﻤﺎﻳﺔ ﻣﻦ اﻟﺴﺮﻗﺔ واﻟﺴﻄﻮ‪.‬‬ ‫ـ أﻧﻈﻤﺔ اﻟﻤﺮاﻗﺒﺔ اﻟﺘﻠﻔﺰﻳﻮﻧﻴﺔ‪.‬‬ ‫ـ أﻧﻈﻤـــﺔ اﻟﺘﺤﻜـــﻢ ﺑﺎﻟﺪﺧﻮل ﺑﺈﺳـــﺘﺨﺪام ﺑﻄﺎﻗـــﺎت وأرﻗﺎم‬ ‫ﻣﺒﺮﻣﺠﺔ واﻟﺒﺼﻤﺔ‪.‬‬ ‫وﻳﺴـــﺮﻧﺎ دوﻣـــ) أن ﻧﺨـــﺪم ﻋﻤﻼﺋﻨـــﺎ ﻓـــﻲ ﺗﻨﻔﻴـــﺬ وإﻧﺸـــﺎء‬ ‫اﻟﻤﺸـــﺎرﻳﻊ اﻟﺘـــﻲ ﺗﺤﺘـــﺎج إﻟﻰ ﺗﺠﻬﻴـــﺰ اﻟﻌـــﺪد اﻟﻜﺎﻓﻲ ﻣﻦ‬ ‫اﻟﻔﻨﻴﻴﻦ اﻟﻤﻬﺮة واﻟﻌﻤﺎل اﻟﻤﺘﺨﺼﺼﻴﻦ‪.‬‬ ‫∏≥‪¡UM³ « ±‬‬

‫‪138 Albenaa‬‬

‫أﻧﻈﻤﺔ اﻟﻀﺒﺎب‬ ‫اﻟﻤﺎﺋﻲ‬

‫‪water mist‬‬

‫ﺷﺮﻛﺔ ﺑﺎﺻﺮة ﻟ واﻧﻲ اﻟﻤﻨﺰﻟﻴﺔ اﻟﻤﺤﺪودة‬ ‫ﻛﻞ ﻣﺎﻫﻮ ﺟﺪﻳﺪ ﻓﻰ ﻋﺎﻟﻢ ا واﻧﻲ اﻟﻤﻨﺰﻟﻴﺔ‬ ‫اﻟﻤﺠﺘﻤﻊ اﻟﺴــــﻌﻮدي ﻻﻳﺸــــﺎﺑﻪ أي ﻣﺠﺘﻤﻊ آﺧﺮ ﻓﻲ اﺳــــﺘﻬﻼﻛﻪ ﻟ واﻧﻲ اﻟﻤﻨﺰﻟﻴﺔ واﻟﺘﻲ‬ ‫ﻳــــﺰداد اﻟﻄﻠﺐ ﻋﻠﻴﻬﺎ ﻓﻲ ﻣﻨﺎﺳــــﺒﺎت ا‪1‬ﻋﻴــــﺎد ودﺧﻮل رﻣﻀﺎن ﺑﺎ‪+‬ﺿﺎﻓــــﺔ اﻟﻰ ﺗﺠﻬﻴﺰات‬ ‫اﻟﺰواج واﻟﺤﻔﻼت اﻟﺨﺎﺻﺔ واﻻﺳــــﺮ اﻟﺴــــﻌﻮدﻳﺔ ﺗﺤﺐ اﻟﺘﻐﻴﻴﺮ وﺗﺴــــﻌﻰ ﻟﻠﺒﺤﺚ ﻋﻦ ﻛﻞ‬ ‫ﻣﺎ ﻫﻮ ﺟﺪﻳﺪ ﻓﻲ ﺳــــﻮق ا‪1‬واﻧﻲ اﻟﻤﻨﺰﻟﻴﺔ ﻟﺘﻈﻬﺮ ﻣﻨﺎﺳﺒﺎﺗﻬﺎ ﺑﺼﻮرة ﺟﻤﻴﻠﺔ ﺑﻤﺎ ﻓﻴﻬﺎ‬ ‫ﻣﺘﻌﺔ ﻟﻠﻨﻔﺲ واﻟﻌﻴﻦ وﻳﻤﻜﻦ ان ﻧﺼﻨﻒ اﺳﺘﻘﺒﺎل اﻟﻤﻨﺎﺳﺒﺎت ﺑﺎﻻواﻧﻲ اﻟﺠﺪﻳﺪة ﺿﻤﻦ‬ ‫اﻟﻌــــﺎدات واﻟﺘﻘﺎﻟﻴــــﺪ اﻟﺘﻲ ﻳــــﻜﺎد ﻻ ﻳﺤﻴﺪ ﻋﻨﻬﺎ ﺑﻴﺖ ﻓﻲ اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴــــﻌﻮدﻳﺔ‪.‬‬ ‫وﻗــــﺪ ﻓﻄﻨــــﺖ إدارة اﻟﺸــــﺮﻛﺔ اﻟــــﻰ ﻫــــﺬه اﻟﻌــــﺎدة ﻓﺘﻔﻨﻨــــﺖ ﻓــــﻲ اﺑــــﺪاع واﺳــــﺘﻴﺮاد‬ ‫ﻛﻞ ﻣــــﺎ ﻫــــﻮ ﺟﻤﻴــــﻞ وﻣﺜﻴــــﺮ ﻓــــﻲ ﻋﺎﻟــــﻢ اﻻواﻧــــﻲ وﻣــــﻦ ﺟﻤﻴــــﻊ اﻧﺤــــﺎء اﻟﻌﺎﻟــــﻢ ﻛﻤــــﺎ‬ ‫واﻫﺘﻤــــﺖ ادارة اﻟﺸــــﺮﻛﺔ ﺑﺎﻟﺘﻮاﺟــــﺪ ﻓــــﻰ ﺟﻤﻴــــﻊ اﻟﻤﺤﺎﻓــــﻞ واﻟﻤﻌــــﺎرض اﻟﺘــــﻰ ﺗﻘــــﺎم‬ ‫ﻓــــﻰ ﺟﻤﻴــــﻊ اﻧﺤــــﺎء اﻟﻌﺎﻟــــﻢ ﺑﺤﺜــــ‪ V‬ﻋــــﻦ ﻛﻞ ﻣﺎﻫــــﻮ ﺟﺪﻳﺪ ﻓــــﻰ ﻋﺎﻟــــﻢ ا‪1‬واﻧــــﻲ اﻟﻤﻨﺰﻟﻴﺔ‬ ‫وذﻟــــﻚ ﺗﻠﺒﻴــــﺔ ﻟﺮﻏﺒــــﺎت وﺗﻄﻠﻌــــﺎت ﻣﺠﺘﻤﻌﻨــــﺎ واﺳــــﺘﺠﺎﺑﺔ ﻟــــ ذواق اﻟﻤﺘﻄــــﻮرة ‪.‬‬

‫‪¡UM³ « ±¥±‬‬

‫‪141 Albenaa‬‬

‫اﻟﻄﻮب اﻟﺰﺟﺎﺟﻲ ﺻﺪﻳﻖ‬ ‫ﻟﻠﺒﻴﺌﺔ ﻣﻦ ﺷﺮﻛﺔ ﺑﺎﺻﺮة‬ ‫إن اﺳـــﺘﺨﺪام ﻣـــﻮاد ﺑﻨـــﺎء ﺻﺪﻳﻘـــﺔ ﻟﻠﺒﻴﺌـــﺔ ﺟﺎء‬ ‫ﻣﻮاﻛﺒـــ( ﻟﻠﺘﻮﺳـــﻊ ﻓـــﻲ اﻟﻌﻤـــﺎرة اﻟﺨﻀـــﺮاء‪ .‬وﻣﻦ‬ ‫أﻫﻢ ﻫﺬه اﻟﻤﻮاد اﻟﺘﻲ ﻳﺘﻨﺎﻣﻰ اﺳـــﺘﺨﺪاﻣﻬﺎ ﻓﻲ‬ ‫اﻟﻌﻤـــﺎرة اﻟﺨﻀـــﺮاء اﻟﻄـــﻮب اﻟﺰﺟﺎﺟـــﻲ‪ .‬ﺣﻴﺚ ﺑﺪأ‬ ‫ﻳﺸﻐﻞ ﻣﺴﺎﺣﺎت أﻛﺒﺮ ﻓﻲ ﺑﻴﻮﺗﻨﺎ اﻟﻤﻌﺎﺻﺮة‪ ،‬ﺑﻤﺎ‬ ‫ﻳﺆﻣﻨﻪ ﻣﻦ ﺟﻤﺎل ﻓﻲ اﻟﺸﻜﻞ وﻣﺘﺎﻧﺔ ﻓﻲ اﻟﺘﺤﻤﻞ‬ ‫وﺗﻮﻓﻴـــﺮ ﻓـــﻲ اﻟﻄﺎﻗـــﺔ‪ ،‬ﺑﺤﻔﻈـــﻪ ﻟﺪرﺟـــﺔ اﻟﺤـــﺮارة‬ ‫اﻟﻤﻄﻠﻮﺑـــﺔ ﺑﺎﻟﻤﻨﺰل‪ ،‬ﻣﻊ اﺳـــﺘﻔﺎدﺗﻪ اﻟﻘﺼﻮى ﻣﻦ‬ ‫ا‪K‬ﺿﺎءة اﻟﻄﺒﻴﻌﻴﺔ ﺑﺎﻟﺨﺎرج‪.‬‬ ‫وﻗﺪ ﺑﺎدرت ﺷﺮﻛﺔ ﺑﺎﺻﺮة اﻟﺘﺠﺎرﻳﺔ ﺑﺎﻟﺤﺼﻮل ﻋﻠﻰ‬ ‫ﺗﻮﻛﻴﻼت أﻫﻢ اﻟﻤﺼﺎﻧﻊ اﻟﻜﺒﺮى اﻟﻤﻨﺘﺠﺔ ﻟﻠﻄﻮب‬ ‫اﻟﺰﺟﺎﺟـــﻲ ﻓﻲ اﻟﻌﺎﻟـــﻢ‪ ،‬وﻗﺪﻣﺖ ﻫـــﺬه اﻟﻤﻨﺘﺠﺎت‬ ‫ﻓـــﻲ اﻟﻤﻌـــﺎرض واﻟﻤﻨﺘﺪﻳﺎت ﻣﻨﺬ ‪٢٠‬ﺳـــﻨﺔ‪ ،‬ﺣﻴﺚ‬ ‫ﻧﺎﻟﺖ اﺳﺘﺤﺴـــﺎن اﻟﺨﺒـــﺮاء واﻟﻤﺨﺘﺼﻴـــﻦ وأﻳﻀ(‬ ‫ﻏﻴﺮ اﻟﻤﺘﺨﺼﺼﻴﻦ‪.‬‬ ‫ﻣﻤﻴﺰات اﻟﻄﻮب اﻟﺰﺟﺎﺟﻲ‬ ‫وﻳﺘﻤﻴﺰ اﻟﻄﻮب اﻟﺰﺟﺎﺟﻲ ﺑﻤﺎ ﻳﻠﻲ ‪:‬‬ ‫ـ اﻟﺼﻼﺑﺔ واﻟﻘﻮة وا‪V‬ﻣﺎﻧﺔ ﻟﺼﻌﻮﺑﺔ ﻛﺴﺮه‪.‬‬ ‫ـ ﻋﺎزل ﺣﺮاري ﺟﻴﺪ ‪V‬ﻧﻪ ﻣﻔﺮغ ﻣﻦ اﻟﻬﻮاء‪.‬‬ ‫ـ ﺗﻌﺪد ا‪V‬ﺷﻜﺎل وا‪V‬ﻟﻮان‪.‬‬ ‫ـ ﻋﺎزل ﺟﻴﺪ ﻟﻠﺼﻮت‪.‬‬ ‫ـ إﺿﺎﻓﺔ ﺟﻤﺎﻟﻴﺔ ﻟﻠﻤﻜﺎن ‪.‬‬ ‫ـ إﻣﻜﺎﻧﻴـــﺔ اﺳـــﺘﺨﺪاﻣﻪ ﻓـــﻲ ﻣﺨﺘﻠـــﻒ اﻟﻤﻨﺸـــﺂت‬ ‫ﻛﺎﻟﻤﻨﺎزل واﻟﻤﺴﺘﺸﻔﻴﺎت واﻟﻤﻄﺎرات وﻏﻴﺮﻫﺎ‪.‬‬ ‫ـ ﻳﺴﺘﺨﺪم داﺧﻠﻴ( أو ﻓﻲ اﻟﻮاﺟﻬﺎت‪.‬‬

‫∞‪¡UM³ « ±¥‬‬

‫‪140 Albenaa‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ ‪¡UM³ « o×K‬‬

‫ﺗﺮﺷﻴﺪ ا ﺳﺘﻬﻼك ﻓﻲ اﻟﻄﺎﻗﺔ‬ ‫اﻟﻤﻬﻨﺪس ﻓﺮﻳﺪ ﻋﺒﺪ اﻟﺴﺘﺎر اﻟﻤﻴﻤﻨﻲ‬

‫إن أﻫﻤﻴﺔ ﺗﺮﺷﻴﺪ اﻟﻄﺎﻗﺔ ﺑﺎﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴﻌﻮدﻳﺔ أﺻﺒﺤﺖ ﻫﺎﺟﺴ ﻟﻜﻞ اﻟﻤﻬﺘﻤﻴﻦ‬ ‫ﻣﺴــﺌﻮﻟﻴﻦ وﻣﻮاﻃﻨﻴﻦ ﺣﺘﻰ اﻧﻄﻠــﻖ اﻟﺒﺮﻧﺎﻣﺞ اﻟﻮﻃﻨﻲ ‪-‬دارة وﺗﺮﺷــﻴﺪ اﻟﻄﺎﻗﺔ )ﺑﺮﻧﺎﻣﺞ‬ ‫ﻛﻔﺎءة اﻟﻄﺎﻗﺔ( وﻛﻮد اﻟﺒﻨﺎء اﻟﺴﻌﻮدي وﻧﻈﺎم ا‪-‬ﻟﺰام ﺑﺎﻟﻌﺰل اﻟﺤﺮاري ﻟﻠﻤﺒﺎﻧﻲ‪ ،‬ودورﻫﻤﺎ‬ ‫ﻓــﻲ ﺗﺨﻔﻴﺾ اﺳــﺘﻬﻼك اﻟﻜﻬﺮﺑﺎء ﺑﺮﻋﺎﻳــﺔ ﻣﻠﻜﻴﺔ ﻛﺮﻳﻤــﺔ ﻟﻠﺤﺪ ﻣﻦ اﺳــﺘﻨﺰاف اﻟﻄﺎﻗﺔ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻴﺔ واﻟﺘﻲ ﻳﺴــﺘﻬﻠﻚ اﻟﺘﻜﻴﻴﻒ ﻣﻨﻬﺎ ﺳــﺘﻮن ﺑﺎﻟﻤﺎﺋﺔ ‪ .‬ﻛﻤﺎ أن ﺗﻄﺒﻴﻖ وﺗﻨﻔﻴﺬ‬ ‫اﻟﻌــﺰل اﻟﺤﺮاري ﻋﻠﻰ ﺟﻤﻴﻊ اﻟﻤﺒﺎﻧﻲ ﻓﻲ اﻟﻤﻤﻠﻜﺔ أﺻﺒﺢ إﻟﺰاﻣﻴ ﻓﻲ ﺿﻮء اﻟﻘﺮار اﻟﺴــﺎﻣﻲ‬ ‫رﻗﻢ ‪ 6927‬م ب‪ ،‬وﺗﺎرﻳﺦ ‪ ،22/9/1431‬اﻟﻘﺎﺿﻲ ﺑﺎﻟﻤﻮاﻓﻘﺔ ﻋﻠﻰ ﺗﻄﺒﻴﻖ اﻟﻌﺰل اﻟﺤﺮاري ﺑﺸﻜﻞ‬ ‫إﻟﺰاﻣﻲ ﻋﻠﻰ ﺟﻤﻴﻊ اﻟﻤﺒﺎﻧﻲ اﻟﺠﺪﻳﺪة‪ ،‬ﺳــﻮاء اﻟﺴــﻜﻨﻴﺔ أو اﻟﺘﺠﺎرﻳﺔ‪ ،‬أو أﻳﺔ ﻣﻨﺸﺂت أﺧﺮى‬ ‫أﺳﻮة ﺑﺎﻟﻤﻨﺸﺂت اﻟﺤﻜﻮﻣﻴﺔ ﻓﻲ اﻟﻤﺪن اﻟﺮﺋﻴﺴﻴﺔ ﺑﻤﻨﺎﻃﻖ اﻟﻤﻤﻠﻜﺔ‪.‬‬ ‫اﻟﻤﻬﻨﺪس ‪ /‬ﻓﺮﻳﺪ ﻋﺒﺪ اﻟﺴﺘﺎر اﻟﻤﻴﻤﻨﻲ‬

‫ﻟﻘـــﺪ ﺳـــﻌﺪﻧﺎ ﺑﺈﺻـــﺪار اﻟﻘﻮاﻧﻴـــﻦ اﻟﺘـــﻲ‬ ‫ﺗﻬـــﺪف إﻟﻰ ﺗﺮﺷـــﻴﺪ اﻟﻄﺎﻗـــﺔ ﺑﺎﻟﻤﻤﻠﻜﺔ‬ ‫ﻣﻤـــﺎ ﺳـــﻴﻜﻮن ﻟـــﻪ ﺑﺎﻟـــﻎ ا‪$‬ﺛـــﺮ ﻓـــﻲ‬ ‫ﺗﺨﻔﻴـــﺾ ا‪$‬ﺣﻤﺎل اﻟﻜﻬﺮﺑﺎﺋﻴـــﺔ و ﺗﻮﻓﻴﺮ‬ ‫اﻟﺒﺘـــﺮول اﻟﻤﺴـــﺘﺨﺪم ﻟﺘﻮﻟﻴـــﺪ اﻟﻄﺎﻗـــﺔ‬ ‫وﺑﺎﻟﺘﺎﻟﻲ ﺗﺨﻔﻴﺾ ا‪$‬ﻋﺒـــﺎء اﻟﻤﺎﻟﻴﺔ ﻋﻠﻰ‬ ‫اﻟﻤﻮاﻃﻨﻴﻦ واﻟﺪوﻟـــﺔ و ذﻟﻚ ﺑﺘﺨﻔﻴﺾ‬ ‫اﻟﻄﺎﻗـــﺔ اﻟﻤﺴـــﺘﺨﺪﻣﺔ ﻓـــﻲ اﻟﻤﺒﺎﻧـــﻲ‬ ‫اﻟﺴـــﻜﻨﻴﺔ ﺑﺎﺳـــﺘﺨﺪام اﻟﻌـــﺎزل اﻟﺤﺮاري‬ ‫ﻓﻲ اﻟﺠﺪران اﻟﺨﺎرﺟﻴﺔ وأﺳـــﻘﻒ اﻟﻤﺒﺎﻧﻲ‬ ‫و اﻟﺘﻲ ﺗﻢ وﺿﻊ ﻗﻴﻢ ﻟﻠﻤﻘﺎوﻣﺔ اﻟﺤﺮارﻳﺔ‬ ‫ﺑﻜـــﻮد اﻟﺒﻨﺎء اﻟﺴـــﻌﻮدي‪ .‬و ﻫﺬه اﻟﻘﻴﻢ‬ ‫ﻛﻔﻴﻠـــﺔ ﺑﺘﺨﻔﻴـــﺾ ﻣـــﺎ ﻧﺴـــﺒﺘﻪ أﻛﺜـــﺮ‬ ‫ﻣـــﻦ ‪ ٪٥٠‬ﻣﻦ ﻓﺎﺗـــﻮرة اﻟﻜﻬﺮﺑـــﺎء اﻟﺤﺎﻟﻴﺔ‬ ‫وﻟﻜﻦ ﻋﻨـــﺪ ﺗﻨﻔﻴﺬ اﻟﺘﻌﻠﻴﻤـــﺎت اﻟﺨﺎﺻﺔ‬ ‫ﺑﻬـــﺬه اﻟﻤﻮاﺻﻔـــﺎت ﻛﺎن ﻟﻨـــﺎ اﻟﻌﺪﻳـــﺪ‬ ‫ﻣـــﻦ اﻟﻤﻼﺣﻈـــﺎت اﻟﺘـــﻲ ﺗﻬـــﺪد ﺑﻌـــﺪم‬ ‫ﺗﺤﻘﻴـــﻖ أﻫﺪاف اﻟﻤﺸـــﺮوع اﻟﺮاﺋـــﺪ اﻟﺬي‬ ‫ﻳﻘـــﻮده ﺻﺎﺣﺐ اﻟﺴـــﻤﻮ اﻟﻤﻠﻜـــﻲ ا‪$‬ﻣﻴﺮ‬ ‫ﻋﺒﺪاﻟﻌﺰﻳـــﺰ ﺑﻦ ﺳـــﻠﻤﺎن ﺑـــﻦ ﻋﺒﺪاﻟﻌﺰﻳﺰ‬ ‫وﻫﺬه اﻟﻤﻼﺣﻈﺎت ﻛﺎﻟﺘﺎﻟﻲ‪ :‬ــ‬ ‫• اﺳـــﺘﺨﺪام اﻟﻄﻮب ا‪$‬ﺳـــﻤﻨﺘﻲ اﻟﻤﺤﺸﻮ‬ ‫ﺑﺎﻟﺒﻮﻟﻴﺴﺘﺮﻳﻦ ‪.‬‬ ‫• اﺳﺘﺨﺪام اﻟﻄﻮب اﻟﺒﺮﻛﺎﻧﻲ ‪.‬‬ ‫• اﺳـــﺘﺨﺪام ﻃﻮب اﻟﺴﻴﺒﻮرﻛﺲ وﺑﻨﺎؤه‪.‬‬ ‫ﺑﺨﻠﻄـــﺔ اﺳـــﻤﻨﺘﻴﺔ ﻳﺴـــﺒﺐ اﻟﺠﺴـــﻮر‬ ‫اﻟﺤﺮاري‪.‬‬

‫• اﺳـــﺘﺨﺪام اﻟـــﻮاح اﻟﺒﻮﻟﻴﺴـــﺘﺮﻳﻦ ﻟﻠﻌﺰل‬ ‫اﻟﺤﺮاري‬ ‫و ﻓـــﻲ اﻟﺜﻼﺛﺔ ﺑﻨﻮد ا‪$‬وﻟﻰ ﻳﻮﺟﺪ ﻛﺜﻴﺮ ﻣﻦ‬ ‫اﻟﻜﺒـــﺎري اﻟﺤﺮارﻳـــﺔ واﻟﺘـــﻲ ﺗـــﺆدي ﻟﻔﻘﺪان‬ ‫ﻗﻴﻤـــﺔ اﻟﻤﻘﺎوﻣﺔ اﻟﺤﺮارﻳﺔ ﻟﻠﺠﺪران وﺗﺼﺒﺢ‬ ‫ﻋﺪﻳﻤﺔ اﻟﺠﺪوى واﻟﻔﺎﺋﺪة‪.‬‬ ‫اﻣـــﺎ ﻓـــﻲ اﻟﺒﻨﺪ اﻟﺮاﺑـــﻊ ﻓﺈن اﻟﺒﻮﻟﻴﺴـــﺘﺮﻳﻦ‬ ‫و اﻟﻤـــﻮاد اﻟﺒﻴﺘﺮوﻛﻴﻤﻴﺎﺋﻴـــﺔ ﺑﺼﻔـــﺔ ﻋﺎﻣﺔ‬ ‫ﻣـــﻮاد ﻗﺎﺑﻠـــﺔ ﻟﻼﺷـــﺘﻌﺎل و ﻫـــﺬا ﻳﺘﻨﺎﻓـــﻰ‬ ‫ﻣـــﻊ ﻣﻮاﺻﻔـــﺎت اﻟﺒﻨـــﺎء ﻓـــﻲ ﺟﻤﻴـــﻊ دول‬ ‫اﻟﻌﺎﻟـــﻢ وﺑﺨﺎﺻـــﺔ اﻟﺨﻠﻴﺠﻴﺔ ﻓﻘـــﺪ ﻣﻨﻌﺖ‬ ‫اﺳـــﺘﺨﺪاﻣﻪ دوﻟﺔ ﻗﻄﺮ ﻣﻨﺬ ﻋﺪة ﺳـــﻨﻮات‬ ‫وﺻـــﺪرت ﻣﻮاﺻﻔـــﺎت اﻟﺒﻨـــﺎء ﺑﺎ‪b‬ﻣـــﺎرات‬ ‫اﻟﻌﺮﺑﻴـــﺔ اﻟﻤﺘﺤـــﺪة ﺗﻤﻨﻊ اﺳـــﺘﺨﺪام ﻣﺜﻞ‬ ‫ﻫـــﺬه اﻟﻤﻮاد اﻟﺘﻲ ﺗﺴـــﺒﺒﺖ ﻓـــﻲ اﻟﻌﺪﻳﺪ‬ ‫ﻣـــﻦ اﻟﺤﺮاﺋﻖ ﺑﺎﻟﻤﺒﺎﻧﻲ ﻧﺎﻃﺤﺎت اﻟﺴـــﺤﺐ‪.‬‬ ‫و ﻟﻘـــﺪ ﺣﺮﺻـــﺖ إدارة اﻟﺪﻓـــﺎع اﻟﻤﺪﻧـــﻲ‬ ‫ﺑﺎﻟﻤﻤﻠﻜـــﺔ ﺑﺈﺻﺪار ﻗﺮار ﺑﺎﻟﻤﻮاد اﻟﺘﻲ ﻳﻤﻨﻊ‬ ‫اﺳـــﺘﺨﺪاﻣﻬﺎ ﻓﻲ إﻧﺸـــﺎء اﻟﻤﺴﺘﺸـــﻔﻴﺎت‬ ‫وﻫﻲ اﻟﻤﻮاد اﻟﻘﺎﺑﻠﺔ ﻟﻼﺣﺘﺮاق ﺳـــﻮاء ﻛﺎن‬ ‫داﺧﻠﻴـــﺎ أو ﺧﺎرﺟﻴـــﺎ أو ﻇﺎﻫـــﺮ أو ﻏﻴﺮ ذﻟﻚ‪.‬‬ ‫اﻣﺎ اﻟﺒﻮﻟﻴﺴـــﺘﺮﻳﻦ اﻟﻤﻤﺪد و اﻟﺬي ﻻﺣﻈﻨﺎ‬ ‫اﺳـــﺘﺨﺪاﻣﻪ ﻓـــﻲ اﻟﻜﺜﻴـــﺮ ﻣـــﻦ اﻟﻤﺒﺎﻧـــﻲ‬ ‫ﻓﺒﺎ‪b‬ﺿﺎﻓـــﺔ ﻟﻘﺎﺑﻠﻴﺘـــﻪ ﻟﻼﺷـــﺘﻌﺎل ﻓﺈﻧـــﻪ‬ ‫ﻳﺘﻘﻠـــﺺ ﺑﻌـــﺪ ﻓﺘﺮة ﻗﺼﻴـــﺮة ﻣـــﻦ اﻟﺰﻣﻦ‬ ‫وﻳﺼﺒﺢ ﺑﻼ ﻓﺎﺋﺪة ﺑﺎﻟﻌﺰل اﻟﺤﺮاري‪.‬‬ ‫ﻣﻤﺎ ﺳـــﺒﻖ و ﺣﺮﺻﺎ ﻋﻠﻰ ﺗﻄﺒﻴﻖ اﻟﻘﺮارات‬

‫ا‪b‬ﻟﺰاﻣﻴـــﺔ و اﻻﺳـــﺘﻔﺎدة اﻟﻘﺼـــﻮى ﻣـــﻦ‬ ‫اﻟﻤﺠﻬـــﻮد اﻟﻤﺒـــﺬول ﻓـــﻲ ﻫـــﺬا اﻟﺠﺎﻧـــﺐ‬ ‫ﻛﺎن ﻟﺰاﻣـــﺎ ﻋﻠﻴﻨﺎ ان ﻧﻀـــﻊ ﻣﻼﺣﻈﺎﺗﻨﺎ ﺑﻴﻦ‬ ‫اﻳﺪﻳﻜﻢ ﻟﻠﺼﺎﻟﺢ اﻟﻌﺎم ﻟﺘﺘﺨﺬوا ا‪b‬ﺟﺮاءات‬ ‫اﻟﻜﻔﻴﻠـــﺔ ﺑﻨﺠﺎح ﻣﺸـــﺮوع ﻛﻔـــﺎءة ‪ ،‬وﺗﺒﻠﻎ‬ ‫اﻟﻤﻜﺎﺗـــﺐ اﻟﻬﻨﺪﺳـــﻴﺔ وأﻣﺎﻧـــﺎت وﺑﻠﺪﻳﺎت‬ ‫اﻟﻤـــﺪن ﺑﺎﻟﺘﻌﻠﻴﻤـــﺎت واﻟﻤـــﻮاد اﻟﺼﺤﻴﺤـــﺔ‬ ‫ا‪l‬ﻣﻨﺔ ﻟﻠﻌﺰل اﻟﺤﺮاري ‪.‬‬ ‫وﻳﺸـــﻜﻞ اﺳـــﺘﻬﻼك اﻟﺘﻜﻴﻴـــﻒ ﻓﻲ ﺗﻠﻚ‬ ‫اﻟﻤﺒﺎﻧـــﻲ ‪ ،٪ ٧٠‬وﻣـــﻦ ﻫﻨـــﺎ ﺗﺄﺗـــﻲ أﻫﻤﻴـــﺔ‬ ‫ﺗﻄﺒﻴـــﻖ اﺷـــﺘﺮاﻃﺎت اﻟﻌﺰل اﻟﺤـــﺮاري ﻋﻠﻰ‬ ‫ﺟﻤﻴـــﻊ اﻟﻤﺒﺎﻧـــﻲ واﻟﺬي ﻳﻮﻓـــﺮ ‪ ٪ ٤٠-٣٠‬ﻣﻦ‬ ‫أﺣﻤـــﺎل اﻟﺘﻜﻴﻴﻒ‪ ،‬ﻣﻊ أﻫﻤﻴـــﺔ ﻣﻼﺣﻈﺔ أن‬ ‫ﺗﻜﻠﻴﻒ اﻟﻌﺰل اﻟﺠـــﺮاري ﻻ ﺗﻤﺜﻞ ﻓﻲ أﻋﻠﻰ‬ ‫ا‪$‬ﺣـــﻮال أﻛﺜﺮ ﻣﻦ ‪ ٪ ٥‬ﻣﻦ ﺗﻜﺎﻟﻴﻒ إﻧﺸـــﺎء‬ ‫اﻟﻤﺒﻨـــﻰ‪ ،‬وﻳﻤﻜﻦ أن ﺗﺴـــﺘﺮد ﺧﻼل ﻣﺪة ﻻ‬ ‫ﺗﺘﺠﺎوز ﺧﻤﺲ ﺳﻨﻮات ﻧﺘﻴﺠﺔ ﻟﻠﺘﻮﻓﻴﺮ ﻓﻲ‬ ‫ﻓﺎﺗﻮرة اﻟﻜﻬﺮﺑﺎء‪.‬‬ ‫وﺗﺠﺪر ا‪b‬ﺷﺎرة إﻟﻰ أن اﻟﺠﻬﻮد اﻟﺤﺎﻟﻴﺔ اﻟﺘﻲ‬ ‫ﻳﻨﻔﺬﻫﺎ اﻟﻤﺮﻛﺰ اﻟﺴﻌﻮدي ﻟﻜﻔﺎءة اﻟﻄﺎﻗﺔ‬ ‫ﻟﺮﻓﻊ ﻛﻔﺎءة اﺳـــﺘﺨﺪام اﻟﻄﺎﻗﺔ ﻓﻲ ﺟﺎﻧﺐ‬ ‫اﻟﻄﻠـــﺐ‪ ،‬وﺗﺤﺪﻳـــﺚ وإﻳﺠـــﺎد اﻟﺘﺸـــﺮﻳﻌﺎت‬ ‫اﻟﺨﺎﺻـــﺔ ﺑﺤﺴـــﻦ اﺳـــﺘﺨﺪاﻣﻬﺎ‪ ،‬واﻟﻌﻤـــﻞ‬ ‫ﻋﻠﻰ ﺗﻄﺒﻴﻘﻬﺎ‪ ،‬واﻟﺘﺤﻘﻖ ﻣﻦ اﻻﻟﺘﺰام ﺑﻬﺎ‪،‬‬ ‫إﺿﺎﻓﺔ إﻟﻰ اﻟﺠﻬﻮد اﻟﺘﻲ ﺗﻨﻔﺬﻫﺎ اﻟﺸﺮﻛﺔ‬ ‫ﻓﻲ ﺟﺎﻧﺐ ا‪b‬ﻣﺪاد‪ ،‬ﺳﺘﺴـــﻬﻢ ﻓﻲ ﺗﺤﻘﻴﻖ‬ ‫ﻧﺘﺎﺋﺞ ﺟﻴﺪة ﺧﻼل ا‪$‬ﻋﻮام اﻟـ‪١٠‬اﻟﻤﻘﺒﻠﺔ‪.‬‬

‫≥‪¡UM³ « ±¥‬‬

‫‪143 Albenaa‬‬

‫اﻟﻄﻮب ا ﺣﻤﺮ أم ا ﺳﻤﻨﺘﻲ‬ ‫ﺑﻘﻠﻢ ‪ /‬أ‪ .‬ﻫﺸﺎم رأﻓﺖ ـ ﻣﺼﺎﻧﻊ اﻟﻤﻴﻤﻨﻲ ﻟﻠﻄﻮب ا ﺣﻤﺮ‬

‫إن ﻗـــﺮار اﺳـــﺘﺨﺪام اﻟﻄـــﻮب ا ﺣﻤـــﺮ ﻓـــﻲ‬ ‫اﻟﻤﺒﺎﻧـــﻲ ﻗﺮار ﻓﻲ ﻏﺎﻳـــﺔ ا ﻫﻤﻴﺔ ﺣﻴﺚ ﺑﻌﺪ‬ ‫إﻧﺘﻬﺎء ﻋﻤﻠﻴﺔ اﻟﺒﻨﺎء واﻟﺘﺸﻄﻴﺐ واﻟﺴﻜﻦ‬ ‫ﻻﺗﺴـــﺘﻄﻴﻊ اﻟﺘﻐﻴﻴﺮ ﻛﻤﺎ ﻓﻲ أي ﻗﺮار ﻳﺘﺨﺬه‬ ‫ا‪A‬ﻧﺴـــﺎن وﻟﺬﻟـــﻚ وﻟ?ﻣﺎﻧـــﺔ اﻟﻤﻬﻨﻴـــﺔ ﻓـــﺈن‬ ‫ﻛﻮد اﻟﺒﻨﺎء اﻟﺴـــﻌﻮدي ﻗﺪ أﻧـــﺎر ﻟﻨﺎ اﻟﻄﺮﻳﻖ‬ ‫ﺑﺎﺳـــﺘﺨﺪام ﺟﺪارﻳـــﻦ ﻣـــﻦ اﻟﻄـــﻮب ا ﺣﻤـــﺮ‬ ‫ﺑﻴﻨﻬﻤـــﺎ ﺻـــﻮف ﺻﺨـــﺮي ﺑﺴـــﻤﺎﻛﺔ ‪ ١٠‬ﺳـــﻢ‬ ‫وﻫـــﻲ اﻟﻄﺮﻳﻘـــﺔ اﻟﻤﺜﻠـــﻰ ﻟﻠﻌـــﺰل اﻟﺤـــﺮاري‬ ‫وﺗﻮﻓﻴﺮ اﻟﻄﺎﻗﺔ‪.‬‬ ‫واﻟﻄـــﻮب ا ﺣﻤﺮ اﻟﻔﺨـــﺎري ﻳﻤﺘﺎر ﻋﻦ اﻟﻄﻮب‬ ‫ا ﺳـــﻤﻨﺘﻲ ﺑﻤﻴـــﺰات ﻋﺪﻳـــﺪة ﻧﻮﺟﺰﻫـــﺎ ﻓﻴﻤﺎ‬ ‫ﻳﻠﻲ ‪:‬‬ ‫‪ ١‬ـ ﻳﺼﻨﻊ ﻣﻦ ﻣﺎدة ﻃﻴﻨﻴﺔ‪.‬‬ ‫‪ ٢‬ـ ﺧﻔﺔ اﻟﻮزن ‪.‬‬ ‫‪ ٣‬ـ ﻗﻮة اﻟﺘﺤﻤﻞ‪.‬‬ ‫‪ ٤‬ـ ﻣﻘﺎوﻣﺔ اﻟﺤﺮﻳﻖ ‪.‬‬ ‫‪ ٥‬ـ ﻋﺎزل ﺻﻮﺗﻲ ‪.‬‬ ‫‪ ٦‬ـ ﺳﻬﻮﻟﺔ اﻻﺳﺘﺨﺪام‪.‬‬ ‫‪ ٧‬ـ ﻻﻳﺘﺄﺛﺮ ﺑﺎﻟﻌﻮاﻣﻞ اﻟﺠﻮﻳﺔ‪.‬‬ ‫وﻣﻦ ﺧـــﻼل ﻋﻨﺼـــﺮ واﺣﺪ ﻓﻘﻂ وﻫـــﺎم ﺟﺪ_‬ ‫وﻫﻮ ﺧﻔﺔ اﻟﻮزن ﻣﺎذا ﺗﺴـــﺘﻔﻴﺪ وا‪A‬ﺟﺎﺑﺔ إذا‬ ‫ﻗﺎرﻧﺎ ﺑﻴﻦ اﻟﻄﻮب ا ﺣﻤﺮ واﻟﻄﻮب ا‪A‬ﺳﻤﻨﺘﻲ‬ ‫ﻓـــﻲ ﻫـــﺬا اﻟﻤﺠـــﺎل ﻧﺠـــﺪ أن اﻟﻄـــﻮب ا ﺣﻤﺮ‬ ‫ﻣﻘـــﺎس ‪ ٤٠ x ٣٠ x ٢٠‬ﻳـــﺰن ﺣﻮاﻟـــﻲ ‪ ١٦‬ﻛﻴﻠـــﻮ‬ ‫ﺟـــﺮام أﻣﺎ ا ﺳـــﻤﻨﺘﻲ ﻓﻴـــﺰن ‪ ٢٦‬ﻛﻴﻠﻮ ﺟﺮام‬

‫وﻫﺬا اﻟﻔﺮق ﻳﺴـــﺎﻋﺪ ﻋﻠﻰ ﺧﻔـــﺾ ا ﺣﻤﺎل‬ ‫ﻋﻠﻰ اﻟﻜﻤﺮات واﻟﺠﺴـــﻮر اﻟﺨﺮﺳـــﺎﻧﻴﺔ وﻫﺬا‬ ‫اﻟﻔﺮق ﻳﺆدي إﻟﻰ ‪:‬‬ ‫‪ ١‬ـ ﺗﺨﻔﻴـــﺾ اﻟﺘﻜﺎﻟﻴـــﻒ ) وذﻟـــﻚ ﻟﻌﻨﺎﺻـــﺮ‬ ‫اﻟﻬﻴﻜﻞ اﻟﺨﺮﺳﺎﻧﻲ ( ‪.‬‬ ‫‪ ٢‬ـ ﺗﺨﻔﻴـــﺾ وﻗـــﺖ اﻟﺘﻨﻔﻴﺬ ) ﺳـــﺮﻋﺔ اﻟﺒﻨﺎء‬ ‫وا‪A‬ﻧﺠﺎز( ‪.‬‬ ‫‪ ٣‬ـ إﻃﺎﻟﺔ ﻋﻤﺮ اﻟﻤﺒﻨﻰ )ﻟﺘﺨﻔﻴﺾ ا ﺣﻤﺎل( ‪.‬‬ ‫‪ ٤‬ـ ﻣﻮﻓـــﺮ ﻟﻠﻄﺎﻗـــﺔ ) ﺣﻴﺚ ﻣﻘﺎوﻣـــﺔ اﻟﻄﻮب‬ ‫ا ﺣﻤﺮ ﻟﻠﺤﺮارة ﻳﻌـــﺎدل ﺛﻼث أﺿﻌﺎف اﻟﻄﻮب‬ ‫ا ﺳـــﻤﻨﺘﻲ وﺑﺬﻟـــﻚ ﺗﺨﻔﻴـــﺾ اﺳـــﺘﻬﻼك‬ ‫اﻟﻜﻬﺮﺑﺎء وﺗﻘﻠﻴﻞ اﻟﺘﻜﺎﻟﻴﻒ ‪.‬‬ ‫وإذا ﻛﻨـــﺖ ﺗﺮﻛﻴـــﺪ ﺗﺮﻛﻴـــﺐ اﻟﺮﺧـــﺎم ﻋﻠـــﻰ‬ ‫اﻟﻤﺒﻨﻰ ﻣﻦ اﻟﺨﺎرج وﺗﺮﻳﺪ ﻋﺰل ﺣﺮاري ﻓﻠﺪﻳﻨﺎ‬ ‫ﺑﻤﺼﺎﻧﻊ اﻟﻤﻴﻤﻨﻲ ﻟﻠﻄﻮب ا ﺣﻤﺮ اﻟﺤﻞ وﻫﻮ‬ ‫ﻃﻮب ﺧﺎرﺟﻲ ﺣﺎﻣﻞ ‪ Load Bearing‬ﻳﺼﻠﺢ‬ ‫ﻟﺘﺮﻛﻴﺐ اﻟﺮﺧﺎم ﺑﺎﺳﺘﺨﺪام ﻣﺴﺎﻣﻴﺮ ﺗﺜﺒﻴﺖ‬ ‫اﻟﺮﺧـــﺎم ﺛـــﻢ ﻋﺎزل ﺻـــﻮف ﺻﺨﺮي ﺳـــﻤﺎﻛﺔ ‪١٠‬‬ ‫ﺳـــﻢ وإذا ﻛﻨـــﺖ ﺗﺮﻳـــﺪ ﻃﺮﻳﻘﺔ أﺧـــﺮى ﻟﻌﺰل‬ ‫اﻟﺠـــﺪران اﻟﺨﺎرﺟﻴﺔ ﻓﻨﺤﻦ أﻳﻀـــ‪ p‬ﻟﺪﻳﻨﺎ اﻟﺤﻞ‬ ‫وﻧﻨﻔـــﺮد ﺑﺘﻮﻓﻴـــﺮ ﻣﻨﺘﺠـــﺎت ﻣﻨﻮﻋـــﺔ وأﻳﻀـــ‪p‬‬ ‫ﻣﻌﺰوﻟﺔ ﺑﺎﻟﺼﻮف اﻟﺼﺨﺮي‪.‬‬ ‫ﺳﻤﺎﻛﺔ ‪ ٢٠‬ﺳﻢ وﺳﻤﺎﻛﺔ ‪ ٢٥‬ﺳﻢ‬ ‫و ﺳﻤﺎﻛﺔ ‪ ٣٠‬ﺳﻢ ‪.‬‬ ‫اﻟﻤﺼﻨﻊ اﻟﻮﺣﻴﺪ ﺑﺎﻟﻤﻤﻠﻜﺔ اﻟﺬي ﻳﻨﺘﺞ ﻃﻮب‬ ‫ﻋﺮﺿﻪ ‪ ٣٠‬ﺳﻢ ﻣﻌﺰول وﺑﻤﻮاﺻﻔﺎت ﺧﺎﺻﺔ ‪.‬‬

‫‪ ٢٦‬ﻛﻴﻠﻮﺟﺮام‬

‫‪ ١٥,٥‬ﻛﻴﻠﻮﺟﺮام‬

‫ﻣﻘﺎوم ﻟﻠﺤﺮﻳﻖ‬

‫‪¡UM³ « ±¥μ‬‬

‫‪145 Albenaa‬‬

‫اﻟﺤﻤﻼت اﻟﺘﻮﻋﻮﻳﺔ ﺑﻔﻮاﺋﺪ اﻟﻌﺰل اﻟﺤﺮاري‬ ‫ﺗﻮاﺻﻞ ﺟﻬﻮدﻫﺎ اﻟﻤﻜﺜﻔﺔ ﺑﺸﻜﻞ ﻧﺎري‬ ‫ﻣﺼﻨﻊ ﻋﺎزل ﻟﻠﺼﻮف اﻟﺼﺨﺮي اﻟﻌﺎزل‬

‫واﺻﻠـــﺖ اﻟﺤﻤﻠﺔ اﻟﺘﻮﻋﻮﻳﺔ اﻟﺘﻰ أﻃﻠﻘﻬﺎ‬ ‫اﻟﻤﺮﻛـــﺰ اﻟﺴـــﻌﻮدى ﻟﻜﻔـــﺎءة اﻟﻄﺎﻗـــﺔ‬ ‫ﺑﻤﺪﻳﻨـــﺔ اﻟﻤﻠـــﻚ ﻋﺒـــﺪ اﻟﻌﺰﻳـــﺰ ﻟﻠﻌﻠـــﻮم‬ ‫واﻟﺘﻘﻨﻴﺔ ﺑﺎﻟﺮﻳﺎض ﺑﺎﻟﺘﻌﺎون ﻣﻊ اﻟﻌﺪﻳﺪ‬ ‫ﻣﻦ اﻟﺠﻬﺎت اﻟﺤﻜﻮﻣﻴﺔ وا‪2‬ﻫﻠﻴﺔ ﺟﻬﻮد‪/‬‬ ‫ﻣﻜﺜﻔـــﺔ ﺣﻮل ﻓﻮاﺋﺪ اﻟﻌـــﺰل اﻟﺤﺮارى ﻓﻰ‬ ‫اﻟﻤﺒﺎﻧـــﻰ ﺣﻴﺚ ﻗﺪﻣـــﺖ اﻟﻠﺠﻨﺔ ﻋﺪد‪ /‬ﻣﻦ‬ ‫اﻟﺘﻮﺻﻴﺎت أﺑﺮزﻫﺎ ﺗﻮﺻﻴﺎت ﻣﻨﻬﺎ ﺗﺨﺰﻳﻦ‬ ‫اﻟﻤــــﻮاد اﻟﻌﺎزﻟﺔ ﻟﻠﺤــــﺮارة ﻓﻰ أﻣﺎﻛﻦ ﺟﺎﻓﺔ‬ ‫وﻋــــﺪم ﺗﻌﺮﻳﻀﻬــــﺎ ‪2‬ﺷــــﻌﺔ اﻟﺸــــﻤﺲ‬ ‫ﻟﻔﺘــــﺮات ﻃﻮﻳﻠــــﺔ وﻋــــﺪم ﺗﻬﺸــــﻴﻤﻬﺎ أو‬ ‫ﺛﻘﺒﻬــــﺎ‪ .‬ﻛﻤﺎ أوﺻﺖ اﻟﺤﻤﻠــــﺔ اﻟﺘﻰ ﺗﺤﻤﻞ‬ ‫ﻋﻨــــﻮان ) اﻟﻔﺮق واﺿﺢ ( واﻟﺘﻰ إﺳــــﺘﻤﺮت‬ ‫ﻟﺒﻀﻌــــﺔ أﺷــــﻬﺮ ﺑﻌــــﺪد ﻣــــﻦ ا‪2‬ﻣــــﻮر ﻓﻰ‬ ‫ﻛﻴﻔﻴــــﺔ اﻟﺘﻌﺎﻣــــﻞ اﻟﺘﻄﺒﻴﻘﻰ ﻣــــﻊ ﻣﻮاد‬ ‫اﻟﻌﺰل اﻟﺤﺮارى ﻟﻠﻤﺒﺎﻧﻰ وأﻫﻤﻬﺎ ا‪2‬ﺗﻰ ‪ :‬ـــ‬ ‫أوﻻً‪ :‬ﻋﻨﺪ ﻋﺰل ا‪2‬ﺳﻘﻒ ﻳﺠﺐ ﻣﺮاﻋﺎة وﺿﻊ‬ ‫ﺣﺎﺟﺰ ﻣﻦ اﻟﺒﻼﺳﺘﻴﻚ ) اﻟﺒﻮﻟﻰ إﻳﺜﻴﻠﻴﻦ (‬ ‫أو ا‪2‬ﻟﻴـــﺎف )اﻟﻔﻴﺒﺮ( ﻟﻠﻔﺼـــﻞ ﺑﻴﻦ اﻟﻌﺰل‬ ‫اﻟﻤﺎﺋـــﻰ واﻟﻌـــﺰل اﻟﺤـــﺮارى وإﺿﺎﻓﺔ ﺣﺎﺟﺰ‬ ‫أﺧـــﺮ ﺑﻴﻦ اﻟﻌـــﺰل اﻟﺤـــﺮارى واﻟﺒﺤﺺ ﻓﻰ‬ ‫ﺣﺎﻟـــﺔ ﻋـــﺪم إﺳـــﺘﺨﺪام اﻟﺒـــﻼط ﻛﻄﺒﻘﺔ‬ ‫ﻧﻬﺎﺋﻴﺔ‪.‬‬ ‫ﺛﺎﻧﻴـــ‪ :Z‬وﻗﺎﻳـــﺔ اﻟﻌـــﻮازل اﻟﺤﺮارﻳـــﺔ وﻋـــﺪم‬ ‫ﺗﻌﺮﻳﻀﻬـــﺎ ‪2‬ى ﺗﻠـــﻒ ﻋﻨـــﺪ اﻟﻨﻘـــﻞ أو‬ ‫اﻟﺘﺨﺰﻳﻦ أو اﻟﺘﺮﻛﻴﺐ ‪.‬‬ ‫ﺛﺎﻟﺜـــ‪ :Z‬ﺗﺜﺒﻴـــﺖ ﻋـــﻮازل اﻟﺤـــﺮارة دون ﺗﺮك‬ ‫ﻓﺮاﻏﺎت ﺑﻴﻨﻬﺎ ﺗﺘﺠﺎوز رﺑﻊ ﺳﻨﺘﻴﻤﺘﺮﻋﻠﻰ‬ ‫ا‪2‬ﻛﺜﺮ ‪.‬‬ ‫‪¡UM³ « ±¥¥‬‬

‫‪144 Albenaa‬‬

‫راﺑﻌـــ‪ :Z‬إذا ﻛﺎن ﺳـــﻄﺢ اﻟﻤﺒﻨـــﻰ ﻓـــﻮق‬ ‫اﻟﺴـــﻄﺢ اﻟﻤﺴـــﺘﻌﺎر ﻣـــﻦ ﻧﻮع اﻟﺠﺴـــﻮر‬ ‫اﻟﻤﻌﺪﻧﻴـــﺔ اﻟﺸـــﺒﻜﻴﺔ ﻓﻴﺠـــﺐ ﺗﻮﻓﻴـــﺮ‬ ‫ﺗﻬﻮﻳﺔ ﻟﻠﻔﺮاغ اﻟﻤﻮﺟﻮد ﺑﻴﻦ اﻟﺴـــﻘﻔﻴﻦ‬ ‫اﻟﻤﺴﺘﻌﺎر واﻟﺸﺒﻜﻰ ‪.‬‬ ‫ﺧﺎﻣﺴـــ‪ :Z‬ﻓﻰ اﻟﻤﺒﺎﻧﻰ اﻟﺘﻰ ﺗﺴﺘﺨﺪم ﻓﻰ‬ ‫إﻧﺸـــﺎﺋﻬﺎ أو ﺗﺼﻔﻴﺤﻬﺎ ا‪2‬ﻟـــﻮاح اﻟﻤﻌﺪﻧﻴﺔ‬ ‫ﻛﺎﻟﻤﺴـــﺘﻮدﻋﺎت وﻏﺮف اﻟﺘﺒﺮﻳﺪ ﻓﺈﻧﻪ ﻳﺠﺐ‬ ‫ﻣﺮاﻋﺎة إﺳـــﺘﺨﺪام ﻋـــﻮازل ﺣﺮارﻳﺔ ﻣﻘﺎوﻣﺔ‬ ‫ﻟ‪d‬ﻧﺼﻬﺎر وذات ﻣﻘﺎوﻣﺔ ﻣﻨﺎﺳـــﺒﺔ ﻟﻠﺤﺮﻳﻖ‬ ‫ﺗﺠﻨﺒ‪ Z‬ﻟ‪d‬ﻧﺘﺸﺎر اﻟﺴﺮﻳﻊ ﻟﻠﺤﺮﻳﻖ ﻻ ﻗﺪر ا‪e‬‬ ‫وﻋﻠـــﻰ رأس ﻫﺬه اﻟﻤـــﻮاد وأﻫﻤﻬـــﺎ ﻣﺎدة‬ ‫اﻟﺼﻮف اﻟﺼﺨﺮى ‪.‬‬ ‫ﺳﺎدﺳـــﺎ‪ :‬أن ﺗﻜﻮن ﺟﻤﻴﻊ أﺳـــﻄﺢ اﻟﻤﺎدة‬ ‫اﻟﻌﺎزﻟﺔ ﺧﺎﻟﻴﺔ ﻣﻦ اﻟﻐﺒﺎر أو اﻟﺸـــﺤﻮم ﻗﺒﻞ‬ ‫وﺿﻌﻬﺎ ‪.‬‬ ‫ﺳﺎﺑﻌ‪ :Z‬ﻳﺠﺐ أن ﺗﺘﻢ أﻋﻤﺎل اﻟﻌﺰل اﻟﺤﺮارى‬ ‫ﺑﺈﺷﺮاف ﻣﻬﻨﺪس ﻣﺨﺘﺺ ‪.‬‬ ‫ﺛﺎﻣﻨـــ‪ :Z‬ﻋﻨﺪ ﺷـــﺮوﻋﻚ ﻓـــﻰ ﺑﻨﺎء ﻣﻨـــﺰل أو‬ ‫ﻣﻨﺸـــﺄة ﻳﺠﺐ ا‪l‬ﺳـــﺘﻌﺎﻧﺔ ﺑﺄﺣـــﺪ اﻟﻤﻜﺎﺗﺐ‬ ‫ا‪l‬ﺳﺘﺸﺎرﻳﺔ اﻟﻬﻨﺪﺳﻴﺔ اﻟﻤﻌﺘﻤﺪة ﻟﻀﻤﺎن‬ ‫ﺗﻄﺒﻴـــﻖ إﺷـــﺘﺮاﻃﺎت ﺗﺮﺷـــﻴﺪ إﺳـــﺘﻬﻼك‬ ‫اﻟﻜﻬﺮﺑﺎء ﺑﻜﻮد اﻟﺒﻨﺎء اﻟﺴﻌﻮدى ‪.‬‬ ‫ﻳﺬﻛـــﺮ أن ﺣﻤﻠـــﺔ ) اﻟﻔـــﺮق واﺿـــﺢ ( ﺗﻬﺪف‬ ‫إﻟـــﻰ ﺗﻮﻋﻴـــﺔ اﻟﻤﻮاﻃﻨﻴـــﻦ ﺑﺄﻫﻤﻴـــﺔ اﻟﻌﺰل‬ ‫اﻟﺤﺮارى ﻟﻠﻤﺒﺎﻧﻰ وا‪2‬ﺛﺎر ا‪l‬ﻳﺠﺎﺑﻴﺔ اﻟﻤﺘﺮﺗﺒﺔ‬ ‫ﻋﻠـــﻰ إﺳـــﺘﺨﺪاﻣﻪ واﻟﻔـــﺮق اﻟﺬى ﻳﻠﻤﺴـــﻪ‬ ‫اﻟﻤﻮاﻃـــﻦ ﺑﻴـــﻦ اﻟﻤﺒﻨﻰ اﻟﻤﻌـــﺰول وا‪2‬ﺧﺮ‬ ‫ﻏﻴﺮ اﻟﻤﻌﺰول ‪.‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫اﻟﻤﺼﻨﻊ اﻟﺴﻌﻮدي ﻟﻠﺜﺮﻳﺎت ‪ ..‬ﺛﻼﺛﻮن ﻋﺎﻣ ﻓﻲ ﻣﺠﺎل ا ﻧﺎرة‬ ‫اﻟﻤﺼﻨﻊ اﻟﺴﻌﻮدي ﻟﻠﺜﺮﻳﺎت‬

‫ﻣﻊ إﺷـــﺮاﻗﺔ ﻛﻞ ﺻﺒﺎح ﺗﻨﻄﻠﻖ ﻓﺮق‬ ‫اﻟﺘﺮﻛﻴﺐ اﻟﻤﺘﺨﺼﺼﺔ و اﻟﺘﻲ ﻳﺘﻤﻴﺰ‬ ‫ﺑﻬـــﺎ اﻟﻤﺼﻨـــﻊ اﻟﺴـــﻌﻮدي ﻟﻠﺜﺮﻳـــﺎت‬ ‫ﻟﺘﺒﺪأ أﻋﻤﺎل اﻟﺘﺮﻛﻴﺐ ‪.‬‬ ‫و ﻣﻊ ﻛﻞ ﻣﻐﻴﺐ ﺷﻤﺲ ﺗﻨﻴﺮ إﺣﺪى‬ ‫ﺛﺮﻳﺎﺗﻨـــﺎ ﺑﻴﺘ‪ 9‬ﻣﻦ ﺑﻴـــﻮت ا‪ 7‬أو ﻗﺼﺮ‪6‬‬ ‫أو ﺑﻴﺘ‪ 9‬ﻣﻦ ﺑﻴﻮﺗﺎت اﻟﻤﺴﻠﻤﻴﻦ ‪.‬‬ ‫ﺑﻜﻞ ﺛﻘـــﺔ و ﺑﻜﻞ اﻳﻤـــﺎن و ﺗﺼﻤﻴﻢ‬ ‫ﻋﻠﻰ اﻟﻨﺠﺎح دأب اﻟﻤﺼﻨﻊ اﻟﺴﻌﻮدي‬ ‫ﻟﻠﺜﺮﻳـــﺎت و ﻋﻠﻰ ﻣـــﺪار ﺛﻼﺛـــﻮن ﻋﺎﻣ‪9‬‬ ‫ﻋﻠﻰ ﺗﺰوﻳﺪ ﺳـــﻮق اﻟﻤﻤﻠﻜﺔ اﻟﻌﺮﺑﻴﺔ‬ ‫اﻟﺴـــﻌﻮدﻳﺔ و اﻟﺨﻠﻴـــﺞ اﻟﻌﺮﺑـــﻲ‬ ‫ﺑﻤﻨﺘﺠﺎﺗـــﻪ اﻟﻔﻨﻴـــﺔ ﻣـــﻦ ﻣﺨﺘﻠـــﻒ‬ ‫أﻧﻮاع اﻟﺜﺮﻳـــﺎت و ﺑﻤﺨﺘﻠﻒ ا‪J‬ﺣﺠﺎم و‬ ‫ا‪J‬ﺷﻜﺎل ‪.‬‬ ‫ﻓﻘـــﺪ ﺗﻤﻴـــﺰ اﻟﻤﺼﻨـــﻊ اﻟﺴـــﻌﻮدي‬ ‫ﻟﻠﺜﺮﻳـــﺎت ﺑﻄﺎﻗـــﻢ ﺿﺨـــﻢ ﻣـــﻦ‬ ‫اﻟﻤﻬﻨﺪﺳـــﻴﻦ و اﻟﻤﺼﻤﻤﻴـــﻦ و‬ ‫اﻟﺮﺳـــﺎﻣﻴﻦ و اﻟﻔﻨﻴﻴـــﻦ و اﻟﻌﻤـــﺎل‬ ‫اﻟﻤﻬﺮة اﻟﺬﻳﻦ ﻛﺮﺳﻮا ﻛﻞ ﺟﻬﺪﻫﻢ‬ ‫ﻋﻠﻰ ﺗﺼﻤﻴﻢ و اﻧﺘﺎج ﺛﺮﻳﺎت ﻣﺘﻤﻴﺰة‬ ‫ﺗﻠﻴﻖ ﺑﺬوق اﻟﻤﺴﺘﻬﻠﻚ اﻟﺴﻌﻮدي‬ ‫و اﻟﺨﻠﻴﺠﻲ ﺑﺸﻜﻞ ﻋﺎم ‪.‬‬ ‫ﻛﻤـــﺎ ﺗﻤﻴـــﺰ اﻟﻤﺼﻨـــﻊ اﻟﺴـــﻌﻮدي‬ ‫ﻟﻠﺜﺮﻳـــﺎت ﺑﺨﺪﻣﺘـــﻪ اﻟﻤﺘﻤﻴـــﺰة و ﻫﻲ‬ ‫ﺧﺪﻣـــﺔ ﻣـــﺎ ﺑﻌﺪ اﻟﺒﻴـــﻊ ﻓﻘﺪ ﺧﺼﺺ‬ ‫اﻟﻤﺼﻨـــﻊ ﻗﺴـــﻤ‪ 9‬ﺧﺎﺻـــ‪ 9‬ﻟﺨﺪﻣـــﺔ‬ ‫اﻟﻌﻤـــﻼء ﻣـــﺎ ﺑﻌﺪ اﻟﺒﻴﻊ ﻣـــﻦ ﻃﻮاﻗﻢ‬ ‫اﻟﺼﻴﺎﻧـــﺔ اﻟﻤﺘﺨﺼﺼـــﺔ و ﻣﻮﻇﻔﻴﻦ‬ ‫ﻣﺪرﺑﻴﻦ ﻟﺨﺪﻣﺔ اﻟﻌﻤﻼء ‪.‬‬ ‫راﺟﻴـــﻦ ﻣـــﻦ ا‪ 7‬ﺗﻌﺎﻟـــﻰ أن ﻳﻮﻓﻘﻨـــﺎ‬ ‫ﻟﻠﻤﺰﻳـــﺪ ﻣـــﻦ اﻟﻨﺠـــﺎح و اﻟﺘﻔﻮق ﻓﻲ‬ ‫ﺧﺪﻣﺔ ﻋﻤﻼءﻧﺎ اﻟﻜﺮام ‪.‬‬

‫∂‪¡UM³ « ±¥‬‬

‫‪146 Albenaa‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫ﻣﺆﺳﺴﺔ دار ﻣﻴﻢ ﺳﻴﻦ ﻟﻠﻤﻘﺎوﻻت واﻟﺪﻳﻜﻮر‬ ‫ﺗﺼﻤﻴﻢ وﺗﻨﻔﻴﺬ أﻋﻤﺎل اﻟﺪﻳﻜﻮر اﻟﺸﺮﻗﻲ اﻟﺪﻣﺸﻘﻲ )اﻟﻌﺠﻤﻲ(‬ ‫ﻣﺆﺳﺴـــﺔ وﻃﻨﻴـــﺔ ﺗﻘـــﻮم ﺑﺄﻋﻤـــﺎل اﻟﻤﻘـــﺎوﻻت‬ ‫اﻟﻤﻌﻤﺎرﻳـــﺔ ﻋﻈـــﻢ وﺗﺴـــﻠﻴﻢ ﻣﻔﺘﺎح ﻛﻤـــﺎ ﺗﻘﻮم‬ ‫ﺑﺈﻋﻤـــﺎل اﻟﺪﻳﻜﻮر ﻣﻦ ﺗﺼﻤﻴﻢ وﺗﻨﻔﻴﺬ ﻟ‪2‬ﺳـــﻘﻒ‬ ‫اﻟﻤﺴـــﺘﻌﺎرة واﻟﺠﺒﺴﻴﺔ وﻏﻴﺮﻫﺎ وﺑﻜﺎﻓﺔ أﻧﻮاﻋﻬﺎ‬ ‫ﻛﻤـــﺎ ﺗﻘـــﻮم ﺑﺘﺼﻤﻴﻢ وﺗﻨﻔﻴـــﺬ أﻋﻤـــﺎل اﻟﺪﻳﻜﻮر‬ ‫اﻟﺸـــﺮﻗﻲ اﻟﺪﻣﺸـــﻘﻲ )اﻟﻌﺠﻤـــﻲ( وﻋﻠـــﻰ ﻣـــﺪى‬ ‫أﻛﺜـــﺮ ﻣﻦ ﺛﻼﺛﻮن ﻋﺎﻣ@ ﻧﻔﺬﻧﺎ ﻣﻦ ﺧﻼﻟﻬﺎ ﻋﺸـــﺮات‬ ‫ا‪G‬ﻋﻤﺎل اﻟﻔﻨﻴﺔ اﻟﻤﻤﻴﺰة ﻓـــﻲ أﻧﺤﺎء اﻟﻤﻤﻠﻜﺔ ﻛﻤﺎ‬ ‫ﻧﻔﺬﻧـــﺎ اﻟﻌﺪﻳﺪ ﻣـــﻦ أﻋﻤﺎل اﻟﻤﻘـــﺎوﻻت اﻟﻤﻌﻤﺎرﻳﺔ‬ ‫)ﺗﺴﻠﻴﻢ ﻣﻔﺘﺎح ( وأﻋﻤﺎل اﻟﺘﺸﻄﻴﺐ اﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫وﻳﻌﺘﺒـــﺮ اﻟﻔـــﻦ اﻟﺪﻣﺸـــﻘﻲ ﻣـــﻦ اﻟﻔﻨـــﻮن اﻟﺘـــﻲ‬ ‫اﺣﺘﻔﻈﺖ ﺑﺸﺨﺼﻴﺘﻬﺎ اﻟﺘﺰﻳﻴﻨﻴﺔ اﻟﺨﺎﺻﺔ وذﻟﻚ‬ ‫ﻋﺒﺮ ﺗﻮارث ا‪G‬ﺟﻴﺎل ﻟﻬـــﺎ إﻻ أﻧﻬﺎ ﻓﻲ ا‪Q‬وﻧﺔ ا‪G‬ﺧﻴﺮة‬ ‫ﺷـــﻤﻠﺘﻬﺎ رﻳـــﺎح اﻟﺘﻄـــﻮر ﻓﺘﻢ ﺗﺴـــﺨﻴﺮ ﻣﻨﻈﻮﻣﺔ‬ ‫اﻟﻜﻤﺒﻴﻮﺗـــﺮ ﺑﺈﻣﻜﺎﻧﺎﺗـــﺔ ا‪V‬ﺑﺪاﻋﻴـــﺔ ﻟﺨﺪﻣـــﺔ ﻫـــﺬا‬ ‫اﻟﻔـــﻦ اﻟﺮﻓﻴـــﻊ ‪ ،‬ﻣﻤﺎ أﻓﺴـــﺢ اﻟﻤﺠﺎل أﻣـــﺎم دﺧﻮﻟﻪ‬ ‫إﻟﻰ أروﻗﺔ اﻟﻘﺼﻮر واﻟﻤﺴـــﺎﻛﻦ واﻟﻤﻄﺎﻋﻢ ودور‬ ‫اﻟﻌﺒﺎدة وﻏﻴﺮﻫﺎ‪.‬‬ ‫وﺗﺸـــﺘﻬﺮ ﻋﺎﺋﻠﺔ ) أوﻃﻪ ﺑﺎﺷﻲ ( ﻛﻌﺎﺋﻠﺔ ذات ﺑﺎع‬ ‫ﻃﻮﻳﻞ ﻓﻲ ﻣﺠﺎل اﻟﺰﺧﺎرف واﻟﺪﻳﻜﻮرات اﻟﺸـــﺮﻗﻴﺔ‬ ‫اﻟﺪﻣﺸـــﻘﻴﺔ واﻟﻌﺠﻤﻴـــﺔ اﻟﻀﺎرﺑـــﺔ ﻓـــﻲ ﺟـــﺬور‬ ‫ا‪G‬ﺻﺎﻟـــﺔ ‪G‬ﻛﺜﺮ ﻣﻦ ﻣﺎﺋﺔ وﺧﻤﺴـــﻴﻦ ﻋـــﺎم ‪ ،‬وﻳﺮﺟﻊ‬ ‫ﻟﻬـــﺎ اﻟﻔﻀﻞ اﻟﻜﺒﻴﺮ ﻣﻊ ﺑﻌـــﺾ ﻋﺎﺋﻼت أﺧﺮى ﻓﻲ‬ ‫اﻟﺤﻔـــﺎظ ﻋﻠﻰ اﻟﺘـــﺮاث اﻟﺪﻣﺸـــﻘﻲ ا‪G‬ﺻﻴﻞ ﺣﻴﺚ‬ ‫ﺗﺒﻠﻮرت ﻣﻼﻣـــﺢ اﻟﻔﻨﻮن اﻟﺪﻣﺸـــﻘﻴﺔ وﺻﻨﺎﻋﺎﺗﻬﺎ‬ ‫اﻟﻴﺪوﻳﺔ ﻓﻲ دﻣﺸﻖ أﻗﺪم ﻋﺎﺻﻤﺔ ﻓﻲ اﻟﺘﺎرﻳﺦ‪.‬‬ ‫وﻗـــﺪ أﺳـــﺘﻄﺎﻋﺖ ﻣﺆﺳﺴـــﺔ دار ﻣﻴـــﻢ ﺳـــﻴﻦ‬ ‫ﻟﻠﻤﻘﺎوﻻت واﻟﺪﻳﻜﻮر إﺳﺘﺨﻼص اﻟﻤﺒﺎدئ واﻟﻘﻴﻢ‬

‫∏‪¡UM³ « ±¥‬‬

‫‪148 Albenaa‬‬

‫اﻟﺠﻤﺎﻟﻴﺔ ا‪G‬ﺻﻴﻠﺔ ﻟﻬﺬه اﻟﻔﻨﻮن وإدﺧﺎﻟﻬﺎ ﺑﺈﺣﺘﺮاف‬ ‫ﻓﻲ ﻟﻐﺔ ﻓﻨﻴﺔ ﻣﻌﺎﺻﺮة ﻣﺆﻛﺪ ًة ﺳـــﻤﺘﻬﺎ اﻟﻌﺮﺑﻴﺔ‬ ‫ا‪V‬ﺳﻼﻣﻴﺔ وﺗﻔﺎﻋﻠﻬﺎ ﻣﻊ اﻟﻌﺎﻟﻢ اﻟﻤﺘﻘﺪم‪.‬‬ ‫وﺗﺴـــﻌﻰ ﻣﺆﺳﺴـــﺔ دار ﻣﻴـــﻢ ﺳـــﻴﻦ ﻟﻠﻤﻘﺎوﻻت‬ ‫واﻟﺪﻳﻜﻮر )ﺑﺎﺷـــﻲ ﺳـــﺎﺑﻘ@( وﻋﻠﻰ ﻣﺪى أﻛﺜﺮ ﻣﻦ‬ ‫ﺛﻼﺛﻴـــﻦ ﻋﺎﻣـــ@ ﻣﻦ اﻟﻌﻤـــﻞ اﻟﻤﺘﻮاﺻﻞ ﻓـــﻲ ﻣﺠﺎل‬ ‫اﻟﺪﻳﻜﻮر اﻟﺸـــﺮﻗﻲ واﻟﻔﻨﻮن اﻟﺪﻣﺸﻘﻴﺔ ﻟﻠﻮﺻﻮل‬ ‫اﻟـــﻰ ﺻﻴﻐﺔ ﻓﻨﻴﺔ ﺗﺴـــﺘﻄﻴﻊ ﻣﻦ ﺧﻼﻟﻬﺎ أن ﺗﺮﺑﻂ‬ ‫ﻓﻲ ﺗﺼﺎﻣﻴﻤﻬﺎ وأﻋﻤﺎﻟﻬـــﺎ ﺑﻴﻦ أﺻﺎﻟﺔ اﻟﺘﺮاث ﻣﻦ‬ ‫ﺟﻬﺔ وا‪G‬ﺑﺪاع واﻟﺤﺪاﺛﺔ ﻣﻦ ﺟﻬﺔ أﺧﺮى ‪.‬‬ ‫وﻣﻦ ﻣﻘﺘﻀﻴـــﺎت اﻟﻮاﻗﻊ اﻟﻤﻌﺎﺻﺮ و‪V‬ﻋﻄﺎء أﺻﺎﻟﺔ‬ ‫اﻟﺘـــﺮاث ﻣﻜﺎﻧﺘﻬﺎ ﻓـــﻲ ﺧﻀﻢ اﻟﻄﻔـــﺮة اﻟﻌﻤﺮاﻧﻴﺔ‬ ‫اﻟﺘـــﻲ ﻳﺸـــﻬﺪﻫﺎ اﻟﻌﺎﻟﻢ ‪ ،‬وﺗﺤﺎول ﻣﺆﺳﺴـــﺔ دار‬ ‫ﻣﻴﻢ ﺳـــﻴﻦ ﻟﻠﻤﻘﺎوﻻت واﻟﺪﻳﻜﻮر ﺑﻤﺴـــﺎﻫﻤﺎﺗﻬﺎ‬ ‫اﻟﻤﺘﻮاﺿﻌـــﺔ وﻣـــﻦ ﺧـــﻼل أﻋﻤﺎﻟﻬﺎ وﻣﺸـــﺎرﻳﻌﻬﺎ‬ ‫اﻟﺒﺎرزة ﻓـــﻲ ﻣﺠﺎل اﻟﻤﻘﺎوﻻت واﻟﺪﻳﻜﻮر اﻟﺸـــﺮﻗﻲ‬ ‫وﻋﺒـــﺮ إﺳـــﺘﺨﺪاﻣﻬﺎ ﻟﻠﺘﻘﻨﻴﺎت واﻟﻤـــﻮاد اﻟﺤﺪﻳﺜﺔ‬ ‫ﻓﻲ اﻟﺘﺸـــﻄﻴﺒﺎت واﻟﺪﻳﻜـــﻮرات وﻣﻦ ﺧﻼل إﻳﺠﺎد‬ ‫وﺳـــﺎﺋﻞ إﻧﺘـــﺎج إﻗﺘﺼﺎدﻳـــﺔ أن ﺗﺪﻋـــﻢ اﻟﺼﻨﺎﻋﺎت‬ ‫واﻟﻔﻨـــﻮن اﻟﻴﺪوﻳـــﺔ اﻟﻤﺘﻤﻴﺰة ﻟﺘﺰﻳﺪ ﻣـــﻦ ﺟﺪواﻫﺎ‬ ‫وإﻧﺘﺎﺟﻴﺘﻬـــﺎ ﻟﺘﺴـــﺘﻄﻴﻊ اﻟﺘﻌﺎﻣـــﻞ ﻣـــﻊ اﻟﻄﻠـــﺐ‬ ‫اﻟﻤﺘﺰاﻳـــﺪ ﻋﻠـــﻰ ﻫـــﺬه اﻟﻌﻨﺎﺻـــﺮ اﻟﻔﻨﻴـــﺔ اﻟﻘﻴﻤـــﺔ‬ ‫اﻟﻤﺴـــﺘﺨﺪﻣﺔ ﻓﻲ اﻟﺪﻳﻜﻮر اﻟﺸـــﺮﻗﻲ ‪ ،‬ﻛﻤﺎ دأﺑﺖ‬ ‫اﻟﻤﺆﺳﺴـــﺔ وﻣﻨـــﺬ ﺳـــﻨﻮات ﻃﻮال ﻋﻠـــﻰ ﺗﻄﻮﻳﺮ‬ ‫ﻫﺬه اﻟﺼﻨﺎﻋﺔ اﻟﻤﺘﻤﻴﺰة ودراﺳـــﺔ أﻓﻀﻞ اﻟﺴﺒﻞ‬ ‫ﻟﻠﻌﻤـــﻞ ﻋﻠـــﻰ ﺧﻔـــﺾ ﺗﻜﺎﻟﻴـــﻒ ا‪V‬ﻧﺘـــﺎج ﻟﺘﻜﻮن‬ ‫ﺑﻤﺘﻨـــﺎول اﻟﺠﻤﻴﻊ دون اﻟﻤﺴـــﺎس ﺑـــﺮوح وأﺻﺎﻟﺔ‬ ‫ﻫﺬا اﻟﻔﻦ اﻟﻌﺮﻳﻖ‪.‬‬

‫ ‪¡UM³ « o×K‬‬

‫ ‪WO½öŽ≈ …œU‬‬

‫أﺣﺠﺎر دﻳﻜﻮرﻳﺔ ﻋﺎﻟﻴﺔ اﻟﺠﻮدة‬ ‫ﻣﺆﺳﺴﺔ ﻓﻴﺼﻞ ﻋﺒﺪ ا اﻟﺴﻠﻴﻤﺎﻧﻲ‬

‫ﺗﺘﺨﺼﺺ ﻣﺆﺳﺴـــﺔ ﻓﻴﺼﻞ ﻋﺒﺪ ا‪ $‬اﻟﺴـــﻠﻴﻤﺎﻧﻲ ﻓﻲ ﻣﻮاد اﻟﺪﻳﻜﻮر وا رﺿﻴﺎت وأﺣﺠﺎر اﻟﺘﻜﺴـــﻴﺔ واﻟﻘﺮﻣﻴﺪ‪ ،‬وﻏﻴﺮﻫﺎ ﻣﻦ‬ ‫ﻣـــﻮاد اﻟﺘﺸـــﻄﻴﺐ اﻟﻤﺨﺘﻠﻔﺔ‪ .‬وﺗﺤﺮص اﻟﻤﺆﺳﺴـــﺔ ﻣﻨﺬ أن ﺑﺪأت ﻋﻤﻠﻬـــﺎ ﻋﻠﻰ أن ﺗﻄﺮح ﻣﻨﺘﺠﺎت ﻣﻤﻴـــﺰة ﻣﻦ ﺣﻴﺚ اﻟﺠﻮدة‬ ‫واﻟﺴﻌﺮ‪ ،‬ﻓﻀ ً‬ ‫ﻼ ﻋﻦ ﺗﺤﻘﻴﻖ اﻟﺠﻤﺎل واﻟﺬوق اﻟﺮاﻗﻲ‪ ،‬ﻣﻤﺎ ﺟﻌﻞ اﻟﻤﺆﺳﺴﺔ ﺗﺤﻈﻰ ﺑﺜﻘﺔ ﻋﻤﻼﺋﻬﺎ اﻟﻜﺮام‪.‬‬ ‫وأﻓﺎد اﻟﻤﻬﻨﺪس إﺑﺮاﻫﻴﻢ ﻋﻠﻮي ـ ﻣﺪﻳﺮ اﻟﻤﺸﺎرﻳﻊ ـ ﺑﺄن اﻟﻤﺆﺳﺴﺔ وﺣﺮﺻ‪ N‬ﻣﻨﻬﺎ ﻋﻠﻰ ﺗﻘﺪﻳﻢ ﻛﻞ ﺟﺪﻳﺪ وﻓﺮت اﻟﻌﺪﻳﺪ ﻣﻦ‬ ‫أﻧﻮاع ا ﺣﺠﺎر اﻟﺘﻲ ﺗﺴﺘﺨﺪم ﻓﻲ ﺗﻜﺴﻴﺔ اﻟﺠﺪران ﺑﺸﻜﻞ دﻳﻜﻮري راﺋﻊ ﻳﻀﻔﻲ اﻟﺠﻤﺎل واﻟﺬوق اﻟﺮﻓﻴﻊ‪.‬‬ ‫أﺣﺠﺎر ﺑﺄﻟﻮان ﻣﻌﺪﻧﻴﺔ‬ ‫ﺗﺸـــﻜﻴﻠﺔ واﺳـــﻌﺔ ﻣﻦ ا ﺣﺠـــﺎر ﺑﺄﻟـــﻮان راﻗﻴﺔ ﻣﻨﻬﺎ‬ ‫اﻟﺬﻫﺒﻲ واﻟﻔﻀﻲ واﻟﻠﺆﻟﺆي‬

‫أﻟﻮاح ﺣﺠﺮﻳﺔ ﺑﺴﻤﺎﻛﺔ ‪ ١‬ﻣﻢ‬ ‫إﻧﺘﺎج أﻟﻤﺎﻧﻲ ﺑﻀﻤﺎن ‪ ٣٠‬ﺳﻨﺔ‬ ‫أﻟــــﻮاح ﺣﺠﺮﻳــــﺔ ﺑﻤﻘﺎﺳــــﺎت ﻣﺨﺘﻠﻔــــﺔ ﺗﺼــــﻞ إﻟــــﻰ ‪٣ x ٢‬م‬ ‫ﺳـــﻤﺎﻛﺔ ‪ ١‬ﻣـــﻢ ‪ ،‬ﺗﺼﻠـــﺢ ﻟﻜﺎﻓـــﺔ أﻏـــﺮاض وأﺷـــﻜﺎل‬ ‫اﻟﺘﺸﻄﻴﺐ اﻟﻤﺨﺘﻠﻔﺔ داﺧﻠﻴﺔ وﺧﺎرﺟﻴﺔ ‪.‬‬

‫∞‪¡UM³ « ±μ‬‬

‫‪150 Albenaa‬‬