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CARRYING THE VOICE OF THE AMERICAN UNIVERSITY IN CAIRO COMMUNITY

HEYA AND AUC TACKLE SEXUAL HARASSMENT

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THE THREADS OF PALESTINE’S LIBERATION

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CONVERSATIONS WITH MY BARBER

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SUNDAY FEBRUARY 18, 2018 VOL 99 / ISSUE 9

Lack of Shared Governance Puts AUC Accreditation at Risk The University Senate and Board of Trustees continue to remain divided over the status of the Faculty Handbook and issues of shared governance BY MOHAMED KOUTA @MOHAMEDKOUTAA EDITOR-IN-CHIEF Unresolved issues concerning the University’s governance could potentially jeopardize AUC’s accreditation status with the Middle States Association of Colleges and Schools (MSA), The Caravan has learned. On February 6, the University Senate held an extraordinary session to discuss the Faculty Handbook, which was has been an issue of major contention between the faculty and the administration for nearly a year. The session was attended by most of the faculty senators, but both the President and the Provost were absent due to the short notice - the session was only scheduled three days in advance. The Faculty Handbook, is annexed to the faculty contracts and not only contains faculty benefits and rights, but also outlines the promotion and tenure process. The Board of Trustees (BoT) last March declared that the Faculty Handbook was “null and void,” as they had not given it their stamp of approval when the 20152016 version was finalized during former President Lisa Anderson’s tenure. During the its last meeting in December, the Senate passed a six-point resolution outlining the way forward to update

the outstanding issues in the Handbook; this was sent to the President, Provost and BoT. On January 9, the BoT passed a resolution titled “Interim Status of Faculty Handbook” that guarantees compensations and benefits to existing faculty members. However, the resolution did not address issues of shared governance and equity. AUC faculty also raised concerns about Point 2 of the resolution, which reaffirmed that the BoT “fully reserves its authority with respect to the governance of the University, including the approval and revision of University policies and procedures.” “Revision is introduced here for the first time. This revision implies that the BoT can change the Faculty Handbook on their own. This contradicts shared governance. This is what is problematic with this resolution,” Senate Chair Amr Shaarawi said last week. “Approval is their right ... but revision here touches on shared governance,” he added. The Faculty Affairs Committee (FAC) responded in a January 19 statement sent to the President which maintains that the BoT’s resolution is “at variance with the University Senate Reolution (No. 730 2017/2018).” “There were two emergency meetings held by the FAC,

followed by the Executive Committee (EC), based on which we discussed a response that would be sent to the President,” Chair of the FAC Hanadi Salem. “Based on that, I call on the support of the Senate that we issue a statement that is in full support of the response prepared by the FAC and the EC.” But several senators expressed concern over the statement’s ‘passive’ wording, the lack of communication between subcommittees and the senate body, as well as the direction the senate should take. “[The BoT’s resolution] is not in any way unclear, it is an absolute rejection of shared governance,” Senator and Assistant Professor of Law Jason Beckett said at the meeting. The issue of shared governance is a critical element to the Middle States Accreditation. But many senators believe that the current impasse adversely affects the standards necessary for maintaining AUC’s accreditation. “Do we want to go on with this process when it is clear that there is no shared governance, and no disucssion is happening, and the claim to respect promotion and tenure is simply not true,” Beckett added. But Ali Hadi, Chair of the Department of Mathematics and Actuarial Science, said that the BoT resolution came as a response to an MSA query about

Unresolved issues with the Faculty Handbook could potentially put AUC’s accreditation in jeopardy

the governance structure of the University. “We met several times with the Provost and the President, and we thought that the BoT would adopt [our] six-point statement, but their [BoT’s] resolution does not agree with that,” Hadi said. Chair of the University’s Accreditation Committee Mohamed Naguib Abouzeid says that he has not seen the BoT

resolution. The MSA did not necessarily ‘recommend’ shared govenance, but it is critical for the accreditation process, Abouzeid said. The University has already sent to the MSA a report which included the BoT January 19 resolution, but not the statements from the Senate. An MSA delegation is expected to arrive on campus on March

Caravan Archives

18 to meet with various senate bodies to determine the status of shared governance. For its part, the Senate has called for a special general faculty meeting to discuss accreditation on February 26. All documents relevant to the proceedings of the past few weeks regarding the BoT and the Handbook will be sent to all faculty, the Senate concluded.

Phase One of Tobacco-Free Campus Campaign Begins Today BY HUSSEIN EL MOATAZ AND YASMEEN MAMDOUH @SE7S147 @YASMEENM19 AUC will gradually phase out smoking to a complete ban by February 2019. The newly-formed Tobacco Free Committee on January 30 said that it started three to four months ago and [its] mandate is to prepare the campus to be smoke-free by the centennial celebration. According to a universitywide email sent by the committee last month, the first phase of the policy will be effective starting today and “will see the instalment of designated smoking areas within the pedestrian entrances,” as mentioned in the email. “Part of the policy comes with a couple of measures to help people kick the habit and the clinic is running a free program that takes people

step by step until they are able to overcome this habit,” said Lotfi Gaafar, a committee member and the chair of the mechanical engineering department. Students remain divided as to the feasibility and fairness of the policy, especially for habitual smokers and addicts. “I agree with the first phase and I think it does bring benefits to the AUC community, because while I am a smoker, some smokers neglect other people’s choices or wishes. Some people smoke inside of classrooms, inside of buildings and within proximity of others who may have asthma or allergies,” said Kamal Abdelghani, a computer engineering senior. Many universities in the US have transitioned toward smoke and tobaccofree campuses in light of increasing health concerns. “I have been annoyed with

this [smoking on campus] for a long time. I took a year of sabbatical followed by a year of leave of absence because I cannot take it in this campus with the level of smoking here,” added Gaafar. The Committee’s email also attached a map of where the six specified smoking areas will be, all of which are near greenery on campus. The second phase of the policy, which will be effective starting this September, and entails that smoking will only be permitted outside pedestrian entrances in parking lots or waiting areas outside the campus entrances. “No smoking indoors is perfectly understandable, but banning it outdoors? On what basis? West Europe and the U.S. have very strict smoking rules, but all indoors. You can smoke just about anywhere outside,” Alaa Abdel Ghani, adjunct faculty at the

department of journalism and mass communication told The Caravan. The final phase of the policy is set to completely ban smoking on campus by the University’s centennial celebration. This falls in line with the University’s mission to create a healthier campus. “The stress management program and the Psychology Clinic will help people to quit, free of charge,” said Jamie Mendoza, associate professor of practice of psychology and a committee member. However, quitting may not be that easy given the high number of smokers on campus. “I’ve been a pack-a-day smoker for at least 45 years, so this rule will definitely affect me. Obviously, it was adopted by somebody or some people who do not smoke. But they should understand the

remarkable hold smoking has on smokers. People are not going to kick the habit simply because of station points, if that was the goal,” said Abdel Ghani. “I expect that 50 percent of smokers from the community will totally quit smoking, and the other half will try to figure out other places to smoke in,” said Mendoza. In the case of policy violation, the committee’s email explained that students will be reported to the Student Conduct Committee, whereas the staff will be reported to the Office of Human Resources and faculty, to the Provost. “In, my opinion, if faculty members violate the rule there [should be] a procedure where they [are] reported to the Provost and to me, [this] could go all the way up until they are fired,” said Gaafar. “Security guards will be responsible for applying

the policy, which we will make sure to do firmly,” said Mohamed Ebeid, executive director for safety and security and committee member. With several new policies and decisions taking place in the past year by the current administration, AUC’s decline in global ranking and sudden change in a policy that has been set for over a decade, many are questioning why the decision of the policy has come into play now. “The University’s new administration wants to come off as successful in one domain or another and it’s more of a marketing or a PR strategy than anything else because in my opinion, their number one mission is to better academia at AUC and I am not seeing any focus on that despite the recent declines in the area,” Kamal Abdelghani said


2 | NEWS Heya: Increased Anti-Sexual Harassment Measures on Campus Sunday February 18, 2018

an anti-sexual harassment campaign this semester. “We decided that we needed to educate the AUC community about the regulations as well as the resources available for them to file complaints,” Chadi Ben Ghanem, student leader at the Office of Diversity and Advocacy told The Caravan. According to Article VIII: Students’ Right and Responsibilities, Section 9: of the AUC Student Constitution:

Heya held a session with HarassMap to train on how to deal with sexual harassment cases

BY MALAK ABDELNABI @MALAKSABDELNABI There has been increased coverage of sexual harassment issues in global media in recent months, with particular emphasis on male abuse of power and influence. From catcalling on the streets to workplace flirting to groping, the issue of what

women face on a daily basis has dominated headlines, particularly after famous Hollywood celebrities were implicated in such violations. At AUC, more students are coming forward to speak about their harassment and abuse. Whether it is students harassing each other, or being harassed by faculty and staff, the cases are numerous and

Courtesy of Heya

often go unreported. The Caravan has documented numerous cases over the past years, but many students are afraid to come forward. Hoping to encourage students to speak out, the Office of Diversity and Advocacy in collaboration with Heya: The Feminist Initiative on campus launched

“Students who are harassed, assaulted, stolen from or physically harmed have the right to report wrongdoing to the University Security, identify those responsible when possible, and alert the Office of Equal Opportunities and Affirmative Action of such incidents. Students have a right to fair and diligent investigations regarding such cases.” Ben Ghanem said that the first step would be for the Equal Opportunity and Affirmative Action Committee to conduct an investigation to find out whether accusations are true or false. After a verdict has been reached, the Committee decides on appropriate repercussions for the accused student, faculty or staff member.

In previous years, victims of harassment said that they did not know where to file a report of such incidents. This is where Heya’s campaign steps in. They want students to feel comfortable coming forward with their stories even if the harassers are their own professors. “This year we’re trying to make the process of reporting sexual harassment more accessible,” Heya’s President, Alia Afifi said. Afifi said that sexual harassment on campus is more frequent than many would like to believe. “People started talking [about this issue] after a screenshot of a man who was sexually harassing women was posted on Rate AUC Professors.” Some found it unethical to ‘out’ the man on social media while others felt like the woman had every right to post this image on such a public platform. Afifi also said that punitive action against faculty members are rarely taken because sexual harassment victims are usually too afraid to speak out and fear having to take another course with the same professor. Negotiations between Heya and the Office of Diversity and

Advocacy led to a number of new measures, including the option for students who come forward with their stories to remain anonymous. Another solution is that students can now share their stories without filing an ‘official case’ at the University. Ben Ghanem also highlighted the importance of anonymity, saying that “confidentiality is something the office takes very seriously”. “Those that have been found guilty of any kind of misconduct, whether student or faculty, are punished in the appropriate manner. We do not disclose information about the victims nor the perpetrators.” The Student Union (SU) has not played a significant role in this issue, Representation Committee Associate Chairperson Omar Atef told The Caravan. “The only thing we can do is direct students with these types of complaints to the Office of Diversity and Advocacy and have them handle the situation,” he said. Starting this semester, Heya will function as the official bridge between the Office of Diversity and Advocacy and the AUC student body.

Students Petition Against New Mandatory Health Insurance BY HUSSEIN EL MOATAZ @SE7S147 Dean of Students George Marquis informed the student body in a January 24 email that an additional EGP 600 would be required for medical insurance coverage as part of tuition payment. The email said the fee entitled students to 100 percent coverage for hospitalization, ambulance transportation, and doctor’s visits within the network. The coverage, provided for by Libano-Suisse, also provides up to 80 percent coverage for medicine, and up to 80 percent coverage for hospitalization and visits outside the network. “It is very common in American universities for students to have medical insurance and be required to have that insurance. You want to be assured that when you have medical insurance, you can get it,” Marquis told The Caravan. The health insurance policy before this semester was optional, but by making it mandatory, the University was able to bring down the cost. The policy was first prepared three years ago, but was only finalized prior to the start of the Spring semester. “In some universities, it is very expensive to receive medical care and medical

insurance makes that cheaper because you’re insuring a large number of students… it’s like an economy of scale. It is a very cost effective way to protect students,” Marquis added. But students took to Facebook and other online platforms to question the University’s decision. Assel Azzab, a political science senior and one of those who spoke up against the measure, said that the University continues applying policies without earlier notifications, which also occurred with the newlyintroduced drugs and campus access (commonly referred to as the ‘niqab’) policies. However, a source from the administration, who has asked to remain anonymous, told The Caravan, that the Student Union (SU) is usually updated with any new policy at least a month before its implementation, but that this was not communicated to the student body. SU President Mohamed Gadalla confirmed this to The Caravan. “I think that this insurance policy is very good and gives the student a lot of benefits with low costs, and I am for it as long as people who do need it are exempted from it,” he told The Caravan. Nevertheless, some students

oppose the new policy because they already have medical insurance. However, the University’s email stated that whoever has insurance must provide proof in order to be exempted from paying the additional costs and filling an online form. “Health insurance is similar to the other qualifications that we ask for, so if we have for example an SAT score or a cutoff with the GPA, lab fees and so on, ” said Marquis. Other students opposed the insurance for ethical, ideological and religious reasons, alleging that insurance is part of a “scheme” to gain profit that benefits the insurance company more than the students in the end. “When students are insured, the likelihood that they will seek medical care promptly rather than much later is higher. Ideological arguments for remaining uninsured do not address what the uninsured will do when they become sick,” Marquis said. “When they do not seek treatment, the possibility of their becoming gravely ill, and/ or infect other students is a primary concern of ours. The flu epidemic this year, in which many healthy persons have died, is a good example of why seeking immediate medical help is so important.”

The new mandatory health insurance plan provides up to 100 percent coverage for hospitalization

The SU’s Associate Chair for Representation Omar Atef believes that the program is very beneficial to the students as long as it does not cause any harm. However, he added that he is not aware on whether the new policy was approved by the senate. Azab, however, said that the University must include students in the decisionmaking process, in addition to being transparent when it comes to how they choose the service provider.

An employee in LibanoSuisse, who has asked to remain anonymous, said that this was not the first cooperation between the company and AUC, adding that some of the University’s staff members are subscribed to insurance plans. Eman Ahmed, an AUC staff member who was previously subscribed to Libano-Suisse, said that while it is a good coverage plan, there is often miscommunication. “If you’re sick and you don’t have insurance so you avoid going to the doctor, we don’t

Malak Sekaly

want the disease to spread… We don’t want to have to ask if students have insurance to make sure that students are safe. Our main concern is the welfare of the community, and by having insurance, all these things are free,” Marquis added. The current policy does not cover students over 30, because they factor into a different risk bracket in most insurance companies. The University is negotiating a new policy to insure these students as well.


Sunday February 18, 2018

ARTS AND CULTURE | 3

Loving Vincent: On Art in Motion BY MOHAMED ARAFA MMJ SENIOR Imagine the images on your novels coming to life and the portraits in masterpiece paintings transformed into living, breathing creations. That’s what the producers behind Loving Vincent a film which portrays the artistic genius of Vincent Van Gogh - were after. They sought to activate audience imagination to visualize how his works would be if they were alive. The over 65,000 frames of the movie were all oil painted by 125 artists in the same way Vincent Van Gogh painted his own masterpieces. The fact that this is a monumental amount of work is testament to how art can influence people and trigger their creativity. “I want to touch people with my art. I want them to say: he feels deeply, he feels tenderly,” Van Gogh once said. The directors of the movie actually shot the film first then painted each frame. For example, the audience gets to see for the first time the yellow-painted locks of a girl’s hair moving in the wind. You can notice cigarette smoke flowing in the air while everything else is still in the frame; your eyes can catch a part of the sky crossing an actor’s head in a way that

brings motion to a once static painting. All this makes watching the movie a unique experience mixing two arts; the art of painting and the art of cinema. It is this duality that makes Loving Vincent memorable ... and impactful. The movie is set one year after Van Gogh’s mysterious death. It follows the circumstances of his suicide in a suspenseful way, but reveals to the audience far more about his life than was previously known. Many will be surprised to learn that Van Gog was tortured mercilessly as a teen by a wealthy banker. This made him feel that he was a nobody in society. At this point, the audience questions the turmoil behind Van Gogh’s desire to paint. “One day, I would like show, with my work, what this nobody has in his heart,” Van Gogh once said. The movie overall is an act of appreciation and communication to Van Gogh’s art. Although he is considered the father of modern art, his works were only appreciated

after his death. He painted around 860 paintings; only one of them was sold in his life. The movie also shows the motives to Van Gogh’s art. He was so lonely to the extent that seeing a bird eating his lunch entertained him. “No detail of life was too small or too humble for him. He appreciated and loved it all,” said one of the characters about Van Gogh. Van Gogh’s story can imply that life-changing art might be induced from physical and emotional suffering. In other words, hardship is sometimes be a source of inspiration. He also had the tenderness of an artist to the extent that he valued others’ lives more than his own art. Toward the end of the movie Van Gogh’s doctor told him that his brother, who was paying for his expenses, had a serious illness and should not endure financial stress. Consequently, Van Gogh decided to kill himself in order not to be a burden on his brother. On his deathbed, with his final breath, he is believed to have said: “Maybe it’s better for everyone.”

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BY SEIF LABIB I’m sitting on a gray ledge in between four palm trees. The sky is a bright blue and the clouds are a milky white. The sun hides behind the clouds, which look like they are moving, but in reality the globe is moving and the skies are still. Then why does it feel like the middle of the night? Colors are bland. Maybe I have acquired dog vision, because I can only see in shades of gray. The world around me is moving frantically and here I am, sitting still. People are walking hastily, but with purpose. They are all dressed with the same Westernised fashion: jeans and leather jackets. It feels like I’ve been sucked into the movie Grease. Time goes by me the way a train goes by a standing tree. I’m wearing a black hoodie, black pants and black shoes. The building in front of me is predominantly stone-gray. It is pronounced with a towering arc. The words ‘Campus Centre’ are plastered at the top of the arc’s crescent. In its core is a smaller arc that is painted orange.

GRAY Something about this structure appeals to me on a personal level. I am like this building: immobile and tall, but within my core I am overwhelmed with orange within my innards. ANXIETY I am overshadowing the bustle and hustle of the campus streets, but I am taking no part in it. To the left of the Campus Centre is the library building that is encircled with a beige architectural illusion. There are square holes in the wall that seem to serve as mirages distorting the uniformly sturdy structure within; a soul that is ripped apart, deformed, but is still awe-inspiringly beautiful. A student wearing a leather jacket is sitting in one of the holes. A few meters before him, under a green and white sign that reads “Assembly point”, stood a woman consoling her friend. Her friend’s makeup seemed to be running under tears and forming black tracks across her pale face. The dark trails met at the edges of her

wine-red lips. It seems that I was spit out of Grease and thrown into a gritty grayscale, 1930’s horror movie. I can see the colors, but they are tinted with unmistakeable grayness. A few metres to the left of the girl with makeup running down her face, a red booth, with white stripes painted on it, stood deserted. The booth is an entrenched onlooker onto the campus centre street, people pass by it every day like it didn’t even exist: lovers, loners, mothers and sons, friends and classmates all in a hurry. I wonder if they even take a minute to register their surroundings. The trees are standing formidably, forming two rows that inbound those passersby. The songs are seeping their way into my ears, the way a snake slithers its way through the grass. The breeze is fluttering my hair and rattling my train of thought. I catch myself staring at the shadows of four palm trees, and realise that I’m still, unaffectedly, rooted to my place.

The Threads of Liberation: Stitching Palestine Promises Hope in the Diaspora

The movie brings together numerous interviews with Palestinian women, all of whom “stitch” their way through the diaspora

BY NADINE FAHMY @NADINEFAHMYY The Netherlands-Flemmish Institute in Cairo screened the documentary film Stitching Palestine last week to a diverse audience of all brought together in a single, cold and narrow room to watch 12 Palestinian women tell stories of their lives in and out of Palestine; in and out of exile. The screening was followed by a heated discussion with the film director, Carol Mansour, led by

questions and passionate remarks from the audience. The film showed interviews with Palestinian women seated in their homes. Almost every interview began with a comment on embroidery and the thobe – a traditional Palestinian form of cross-stitch – and thus was formed the thread that connected all the women’s lives together: the thread of memory and Palestinian life, represented by the thobe. “I love the blue on the thobe. Blue is my favorite color; it reminds

me of the sea in Jaffa,” one woman said. Every thread on the thobe and every pattern and color becomes a starting point that launches the women into a part of Palestine that they love: the food, the places, the houses and their orchards. For one woman, though, embroidery was a way of life. But Nazmiyyeh Salem’s daily life is colored with embroidery—not just in the working hours of the day, but also, as she says, in the late hours of the night, after she puts her

children to sleep. “A word here, a stitch there, and life goes on,” she says. Each of these women find a way to keep Palestine in their lives, even if they do not live there anymore, even if they are constantly reminded of its occupation by flags of Israel hung in the streets of their homes in Jerusalem. They do so not only through the cultural relics of Palestine, but also through the things they have learned from the time of their lives there: even through the language and dialect they speak, which none of them has tried to unlearn or keep in the past. Amal Ziad Kaawash, in one of the most moving scenes of the film, sings a song she has written but not released. She sings in Arabic, “Always hidden in my wardrobe, my thobe. And it will return home one day.” The film also showed snippets of a comic strip created by Kaawash, following a young girl with two long braids whose name is Meiroun, after the name of Kaawash’s village in Northern Palestine. Kaawash explains that she has achieved a virtual liberation of Meiroun, the village that was not known by many and whose name she had wanted to see and hear more often than before. She explains that Meiroun, the girl, lives in diaspora. She is only

followed by the moon everywhere she goes, but she has no physical home. There is no permanent setting where Meiroun returns in the comic strip; each comic is in a new (always seemingly abandoned and empty) space; a stark, artistic metaphor of the real lives of Palestinians in diaspora. Their lives and the memory of their country is often one and the same for these women: one life replenishes the other, one memory immortalizes the other. Other than Salem and Kaawash, the women in the film were academics, activists, lawyers and actors, but all with one thing in common: a memory of Palestine. And a memory of the life that came after. Huda al-Imam was banished from her home, rejected by its current Israeli residents. Dina Nasser was banished from existence, told on the phone by an Israeli official whom she had been requesting official papers from, “sorry, you do not exist.” Each of the women has a story of pain and suffering, and yet each, a story of survival. Mansour received a standing ovation after the end credits. After a few questions and comments on the film, one woman wearing a kufiyah around her neck, after being handed the microphone, shot up from her

chair, and before embarking on a passionate speech, Mansour inched closer, taking a picture of this woman in a kufiyah who came to watch her film. The woman then started: “I visited Palestine with you, and I have never visited it in my life, because I’m from Gaza and I’m not allowed to visit the West Bank. You told a history… A history of days that exist in the Arab mind, but what kills me is when you talk to the cultured and the educated people of the Arab world and they say: “Ah, you are the Palestinians. You sold your land.” How did we sell our land? If we had sold our land, you would have seen us in Washington or the Caribbean Islands, not in camps.” “What I always think of is how the Jews were exiled around the world and were able to come together and take from us our country, I know that someday, every one of us in exile all around the world will gather and return to our country insha’allah.” Her speech was followed by a chorus of quiet, timid “insha’allahs” (God willing) from the audience and applause, where silence is not enough, where emotions run so strong that they pushed a woman to stand in the middle of a crowded room and yell, as the women in the film had also yelled: We exist. We are in pain. Hear us.


4 | OPINION

Sunday February 18, 2018

Conversations With My Barber: Gatsby’s Green Light isn’t for Everyone

Last week I went to the barber to get a haircut. He usually strikes up conversations with me about how he spent his weekend - in Hurghada, with foreigners - or how popular he is among the tourists. But this time, he spoke to me about something much more personal. He told me that “you’re only worth something in society if you can make something out of yourself; if you’re not successful, that’s your own fault”. And I was honestly surprised to hear this, because we all know that’s not entirely true but it’s been repeated so many times that nobody questions it anymore. The truth is that no, I didn’t get to where I am in life because I worked for it. There are, of course, things that are borne out of my own efforts but the opportunities that allowed me to do so were given to me.

I was privileged enough to attend a good school, to receive a good education, to be able to afford trips around the world - both academically and fore leisure. And those opportunities allowed me to prosper more than others. It is not just because of my ‘hard work’ that I got to where I am today. But it this obsession with ‘work’ that distracts from larger societal issues that prevent those who do work from ever breaking a ceiling. And this is not something new. We all know this. But it is one thing for us to say that and something else entirely for it have become such a pervasive mentality in our society. This is also not to discredit those who work - my friends all know I’m a workaholic at heart - but it is to point out how this mode of thinking obscures much more structural factors that bar us from “success.” Everywhere you look, on campus, on the 6th October bridge, you’ll find a billboard, a poster, a flyer all reading something along the lines of “seize the opportunity” or “change starts now.” And while this entrepreneurial spirit does indeed bear some economic merit, without a discussion on how it alienates so many who do work and get no recognition, it makes us complicit in their

oppression. It is classist. And we are all expected to buy into this new, modern way of life. Over the past semester, countless people asked me what I plan to do after I graduate. “Why don’t you join a startup? Why don’t you start your own?” There is an obsession with entrepreneurship that clouds more nuanced undertones regarding class, access to education and resources, as well as the support system necessary to establish themselves. This obsession has translated into a consumer society where our entire lives revolve around buying, selling and making “something” out of ourselves. The “entrepreneurial man” is how we referred to it another class earlier this semester. But the word itself carries a lot of connotations; after all, who can truly be entrepreneurial? Who can capitalize on their resources to do something? When did it become acceptable to start thinking of ourselves as ‘capital’ and not as something more? When did it become acceptable to judge, categorize and classify others based on where and how they work? Because there are many who continue to labor for hours on end without being called entrepreneurs; but they’re not

rich, so it’s just “labor.” And I find it outrageous how this binary continues to inform many of the inter-class attit udes. No, it’s not your fault Mr. Barber, or anyone else, that “people like me” continue to be afforded opportunities you will never come across. Perhaps, it is our own fault that that is the case. And while I do not have any immediate solutions or revolutionary plans, I am nevertheless disturbed by how easily this attitude has been accepted throughout our society. When I told these views to my barber, he remained unconvinced. Yes, some people have it better in life, he said, but that does not mean no one can scale ladder. True. Some people do scale the ladder, and it is good to be ambitious, but part of me can’t help but feel a little disheartened by this unwavering faith in Gatsby’s green light.

Mohamed Kouta Editor-in-Chief mohamedkouta@aucegypt.edu

Letter From Munich: Living in the Shadows of Tragedy

Deena Sabry Managing English Editor This is where Hitler used to sit and draw as an aspiring artist. He really liked this building. This is one of his all-time favorite restaurants. Even the war did not stop him from visiting. This is where the Nazi party was founded in 1920. This is where the Nazi headquarters once stood tall and

proud. This is where he gave some of his speeches. Here is where he gave the most important speech. Look around this bustling room. This is where the Nazis used to grab beer. See this square? You are standing where aspiring Nazis pledged their allegiance to Hitler. To your right is a museum about the war. You should visit it. This flame is in memory of the martyrs. It never goes out. Here are other remains from the war, standing tall, surrounding you, constantly reminding you of one of history’s darkest eras. You spend a bit of time in the Hauptstadt der Bewegung; the Capital of the Movement; the birthplace of the Nazi Party; Munich; and it all becomes too real. You go for a morning jog or an evening stroll and you pass by the places where it all happened;

what you read about online, the atrocities you saw in numerous documentaries, the body count you had to memorize for your high school history test. It is real. It happened. And this is the very ground it happened on. But what is it like to live amongst those ruins? What is it like to constantly live in the shadow of conflict? Constantly being reminded of the tragic past? What is it like to live in a city that is entirely defined by the war; entirely shaped by it? To constantly live with the past overshadowing your present; looming over your future? What is it like to walk by the balcony where one of history’s most blood-thirsty men stood? Go down the stairs he went down; walk on the ground he walked on. What is it like to order pizza at Osteria Italiana and sit one the very table he used to sit on? What is it like to grab a beer

at Hofbräuhus; the beer hall that witnessed oh so many tragedies; where several Nazi meetings and Hitler speeches took place? How can one go for a night out in a place so dark? A place that houses a plaque that commemorates his 24 February 1920 speech, where he laid out his party’s new goals? Do you get the chills when you pass by? Does it not feel haunting? Is this why the city feels so dark? So cold? So dead? Or is it just the harsh snow? Is it nicer in the summer? Does it feel more lively? Does the sun shine bright and overshadow the tragedies? How does one move on? How does one reconcile? What is it like to live in a never ending paradox -On every walking tour and every bus tour you are told that this all serves as a reminder; a reminder to ensure that history must have no means of repeating itself.

Knock, Knock - Stay Out

Malak Sekaly Caravan Columnist

Visas are the physical embodiment of global structural inequality. Yes, this topic has been discussed before and thousands have banged their heads against walls voicing how unfair the global visa process is. Yet, the fumes flaring inside me cannot compel me from biting down on my tongue because the topic has been so widely discussed. I have been applying for visas to the Global North since I can remember. Only recently, however, have I been old enough to personally and independently apply. Only recently have I encountered the utter discrimination and oppression forced upon us by the “developed countries.” My rage was first fueled a few years ago when I was applying for a visa to the United Kingdom. Upon filling out the form I came across a question asking whether I was a terrorist. I could not believe the utter stupidity of the question. Realistically speaking, would a terrorist flat out admit it? I did not and still do not understand the reason behind the question. I brushed it off and continued to apply for countless visas nevertheless. Today however was the final straw. As I was at another visa appointment I could not help but feel interrogated by detailed questions like “how come the

hotel reservation only has your name on it if you’re traveling with your mother?” Obviously, if I’m traveling with my mother and we are applying for the visa as a family we would be staying in the same hotel that I booked for us and included in both of our applications. And since when do hotel reservations include the names of all the guests? I have had enough of us “Third World” citizens politely knocking on the doors of the West, providing bank statements, health insurance and tax cards just to enter the God-forsaken heaven on Earth that is the Global North. This is all meanwhile countless Western nationalities can simply walk in and cross our borders with a simple $20 bill. No screening process, no questions - just a wide-eyed “Welcome to Egypt.” We continue to sit in embassies and wait in lines while we watch a screening of how amazing Spain is, with its incredible cheese and gorgeous promenades - hold on, before you start daydreaming of that seafood paella, don’t forget that THEY might not let you cross their border let alone sit down and have a nice lunch. Denying anyone entry to a certain country is in itself problematic. Who are we to stop someone from crossing the earth? Most importantly, why have we closed off certain countries and deemed them worthy of only the best humans? “Only those that can prove to be of standards receive visas and only them will we let into our country,” is the mentality the Global North takes on. If this is the case and has been for years, why do we as the “Third World” not only succumb to such discrimination but allow ourselves to get trampled on by the very states that oppress us? I hereby see the only viable option is to force everyone to undergo the same visa process we do. If we have to stand at their borders and beg to enter, they surely should not get a free ride in our lands.

Share Your Opinion If you would like to share your opinion contact us at: caravannews@aucegypt.edu or visit our newsroom at Jameel p008

CARRYING THE VOICE OF THE AMERICAN UNIVERSITY IN CAIRO COMMUNITY

MOHAMED KOUTA EDITOR-IN-CHIEF DEENA SABRY MANAGING ENGLISH EDITOR JAIDAA TAHA MANAGING ARABIC EDITOR MARIAM MAZHAR DEPUTY ARABIC EDITOR NOURAN ALLAM NEWS EDITOR YASMEEN MAMDOUH CAMPUS EDITOR MENNA EID POLITICS EDITOR DANAH AL ANSARI SPOTLIGHT EDITOR MALAK ABDLENABI AND NADINE FAHMY ARTS AND CULTURE EDITORS NOURANE SELIM BUSINESS EDITOR AHMED ZADA SPORTS EDITOR DOAA ABDELGHANY SCIENCE AND TECHNOLOGY EDITOR LAILA SHERIF SAID TRAVEL AND TOURISM REPORTER SARA MOHAMED ENVIRONMENT AND HEALTH REPORTER RANIA YEHIA, NOURAN EL ASHRY, HANIN QANDEEL, HUSSEIN EL MOATAZ, YASMIN NABIL ARABIC EDITORS MALAK SEKALY COLUMNIST AND SOCIAL MEDIA MANAGER FIRAS AL ATRAQCHI MANAGING DIRECTOR YASMINE BASSILY AUDIO PRODUCTION FIRAS AL ATRAQCHI MANAGING DIRECTOR AND FACULTY ADVISOR RASHA ALLAM ARABIC ADVISOR MAHER EL MELIGY ADMINISTRATIVE ASSISTANT


‫‪ | 4‬آراء‬

‫اﻷﺣﺪ ‪ ١٨‬ﻓﱪاﻳﺮ‪٢٠١٨ ،‬‬

‫فخــر املصريــني ليــس باألهرامــات فقــط‬

‫واﻵن ﺑﻌــﺪ أن ﺑــﺪأت اﻟﻔﺼــﻞ اﻟــﺪراﳼ‬ ‫اﻷﺧــري ﺑﺎﻟﻨﺴــﺒﺔ ﱄ ﰲ اﻟﺠﺎﻣﻌــﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة‪ ،‬ﺑــﺪأت أﺗﺄﻣــﻞ‬ ‫ﰲ ﻣــﺎ ﺗﻌﻠﻤﺘــﻪ وﻣــﺎ ﻓﻘﺪﺗــﻪ ﰲ ﻫــﺬه‬ ‫اﻟﺮﺣﻠــﺔ ‪.‬‬ ‫ﺟﺎﻣﻌﺘﻨــﺎ ﺟﺎﻣﻌــﺔ اﺟﻨﺒﻴــﺔ‪ ،‬وﻣــﻦ‬ ‫اﳌﺘﻮﻗــﻊ أن ﻧﻘــﻮم ﺑﺠﻤﻴــﻊ دراﺳــﺘﻨﺎ‬ ‫ﺑﺎﻟﻠﻐــﺔ اﻹﻧﺠﻠﻴﺰﻳــﺔ ‪.‬‬ ‫وﻟﻜــﻦ ﻫــﺬا ﻳــﺄيت ﻋــﲆ ﺣﺴــﺎب ﳾء‬ ‫مثــني ‪ -‬ﻟﻐﺘﻨــﺎ وﺛﻘﺎﻓﺘﻨــﺎ اﻟﻌﺮﺑﻴــﺔ ‪.‬‬ ‫وأﻇــﻦ أن اﻟﻜﺜريﻳــﻦ ﰲ اﻷرﺑــﻊ أو‬ ‫اﻟﺨﻤــﺲ ﺳــﻨﻮات اﳌﺎﺿﻴــﺔ مل ﻳــﻜﺎدوا‬ ‫ﻳﻜﺘﺒــﻮن ﻛﻠﻤــﺔ ﻋﺮﺑﻴــﺔ واﺣــﺪة ‪.‬‬

‫وﻟــﻮﻻ إﻧﻀامﻣــﻲ ﻟﻠﻘﺎﻓﻠــﺔ‪ ،‬ﳌــﺎ ﻛﻨــﺖ ﰲ اﻟﻮاﻗــﻊ‪ ،‬ﻛﺎن ﺻــﻒ اﻟﻠﻐــﺔ‬ ‫إﺿﻄــﺮرت ﻟﻠﻜﺘﺎﺑــﺔ ﺑﺎﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ اﻟﻌﺮﺑﻴــﺔ ﻟﺪﻳﻨــﺎ ﺻــﻒ» اﳌﺘﻌــﺔ«‬ ‫أﻳﻀ ـﺎً‬ ‫ﺑﺎﻟﻄﺒــﻊ ﻧﺤــﻦ ﻧﺘﻜﻠــﻢ اﻟﻌﺮﺑﻴــﺔ ﻣــﻊ ﻓﻨﻘــﻮم ﺑﺎﳌﺸــﺎﻏﺒﺎت اﻟﺘــﻲ ﻧﻜﺒﺘﻬــﺎ‬ ‫أﺻﺪﻗﺎﺋﻨــﺎ‪ ،‬وﻟﻜــﻦ ﳌــﺎذا ﻧﺸــﻌﺮ أن ﺑﺎﻟﺤﺼــﺺ اﻵﺧﺮى‪.‬ﻓﺘﻤﺜﻠــﺖ اﳌﺸــﻜﻠﺔ‬ ‫إﻫــامل اﻟﺘﻌﻠﻴــﻢ اﻟﺴــﻠﻴﻢ ﰲ اﻟﻠﻐــﺔ ﰱ ﺷــﻌﻮرﻧﺎ ﺑــﺄن اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‬ ‫أﻗــﻞ أﻫﻤﻴــﺔ ﻣــﻦ اﻟﻠﻐــﺎت واﻟﺤﺼــﺺ‬ ‫اﻟﻌﺮﺑﻴــﺔ ﻟﻴﺴــﺖ ﻣﺸــﻜﻠﺔ؟‬ ‫وﻟﻸﺳــﻒ ﻳﻨﻈــﺮ ﻣﺠﺘﻤﻌﻨــﺎ اﱄ ﻫــﺆﻻء اﻵﺧــﺮى‪ .‬وميﻜﻨــﻚ أن ﺗــﺮى ﻫــﺬا‬ ‫اﻟﺬﻳــﻦ ﻻ ﻳﺠﻴــﺪون اﻟﻠﻐــﺔ اﻹﻧﺠﻠﻴﺰﻳــﺔ ﺑﺸــﻜﻞ ﻳﻮﻣــﻲ‪.‬‬ ‫ﻧﻈــﺮة إﺷــﻤﺌﺰاز وﺳــﺨﺮﻳﺔ ﺑﻴﻨــام ﻻ ﻓﺪامئــﺎً ﻣــﺎ ﻧﺮﺑــﻂ اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‬ ‫ﻳﺸــﻌﺮون ﺑــﴙ ﺗﺠــﺎه ﻫــﺆﻻء اﻟﺬﻳــﻦ ﺑﺎﻟﻄﺒﻘــﺔ اﻷﻗــﻞ ﺗﻌﻠﻴــامً‪،‬‬ ‫وذﻟــﻚ ﻷﻧﻨــﺎ إﻋﺘﺪﻧــﺎ ﻋــﲆ اﻟﺘﻔﻜــري‬ ‫ﻻ ﻳﺠﻴــﺪون ﻟﻐﺘﻬــﻢ اﻟﻌﺮﺑﻴــﺔ‪.‬‬ ‫ﻟﻸﺳــﻒ ﻳﻨﻈــﺮ ﻣﺠﺘﻤﻌﻨــﺎ اﱄ ﻫــﺆﻻء ﰲ اﻟﺜﻘﺎﻓــﺎت اﻹﻧﺠﻠﻴﺰﻳــﺔ واﻟﻐﺮﺑﻴــﺔ‬ ‫اﻟﺬﻳــﻦ ﻻ ﻳﺠﻴــﺪون اﻟﻠﻐــﺔ اﻹﻧﺠﻠﻴﺰﻳــﺔ ﻋــﲆ أﻧﻬــﺎ ﻣﺘﻔﻮﻗــﺔ ‪.‬ﻓﻬــﺬه اﻟﻌﻘﻠﻴــﺔ‬ ‫ﻧﻈــﺮة إﺷــﻤﺌﺰاز وﺳــﺨﺮﻳﺔ ﺑﻴﻨــام ﻻ اﻻﺳــﺘﻌامرﻳﺔ ﺗﻌﻴــﺶ ﻣﻌﻨــﺎ ﺣﺘــﻰ‬ ‫ﻳﺸــﻌﺮون ﺑــﴚء ﺗﺠــﺎه ﻫــﺆﻻء اﻟﺬﻳــﻦ ﻳﻮﻣﻨــﺎ ﻫــﺬا ‪.‬‬ ‫إﻧﻬــﺎ اﻟﻌﻘﻠﻴــﺔ اﻻﺳــﺘﻌامرﻳﺔ ﻧﻔﺴــﻬﺎ‬ ‫ﻻ ﻳﺠﻴــﺪون ﻟﻐﺘﻬــﻢ اﻟﻌﺮﺑﻴــﺔ‪.‬‬ ‫ﺑــﺪأت أدرك ﻫــﺬا ﺑﻮﺿــﻮ ٍح أﻛــرث اﻟﺘــﻲ ﺗﺠﻌﻠﻨــﺎ ﻧﻨﻈــﺮ إﱃ اﳌﻼﺑــﺲ‬ ‫ﻋﻨﺪﻣــﺎ ذﻫﺒــﺖ إﱃ ﻣﻌــﺮض اﻟﻘﺎﻫــﺮة اﻟﻌﺮﺑﻴــﺔ واﳌﴫﻳــﺔ ﺔــﻘﺒﻃ ﻦــﻣ ﺎــﻬﻧﺄﻛ‬ ‫اﻟــﺪوﱄ ﻟﻠﻜﺘــﺎب ورأﻳــﺖ أن اﻟﻜﺜــري ‪.‬ﻞــﻗأ‬ ‫وﻫــﺬه اﻟﻌﻘﻠﻴــﺔ ﻟﻬــﺎ ﺗﺎرﻳــﺦ ﻃﻮﻳــﻞ‪،‬‬ ‫ﻣــﻦ اﻟﻨــﺎس ﻣﺜــﲇ وﻣﺜــﻞ أﺻﺪﻗــﺎيئ‪،‬‬ ‫وﻫــﻮ اﻟﺘﺎرﻳــﺦ اﻟــﺬي ﻛــﺮر ﻧﻔﺴــﻪ‬ ‫ﻻ ﻳﻘﱰﺑﻮن ﻣــﻦ اﻟﻜﺘﺐ اﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫اﻟﺤﻘﻴﻘــﺔ ﻫــﻲ أﻧﻨــﺎ ﻗــﺪ ﺗﺮﺑﻴﻨــﺎ ﻋــﲆ ﻣــﺮارا وﺗﻜــﺮارا ﻋــﲆ ﻣــﺮ اﻷﺟﻴــﺎل ‪.‬‬ ‫اﻟﺘﻔﻜــري ﰲ اﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ ﻛــﴚء ﻣــﻦ ﻣــﻦ أﺟﺪادﻧــﺎ إﱃ أﺷــﻘﺎﺋﻨﺎ اﻷﺻﻐــﺮ‬ ‫ﺳــﻨﺎً‪ ،‬ﻛﻨــﺎ ﻧﻔﻜــﺮ ﰲ أن أي ﳾء» ﻋﺮيب«‬ ‫اﳌﻤﻜــﻦ أن ﻳﻜــﻮن ﻣﺤﺮﺟ ـﺎً‪.‬‬ ‫وﻗــﺪ ﻋﻠﻤﺘﻨــﺎ ﻣﺪارﺳــﻨﺎ اﻟﻠﻐــﺔ ﻫــﻮ أﺳــﻮأ ﺗﻠﻘﺎﺋﻴــﺎ ﻣــﻦ اﻟﻐــﺮيب‪ ،‬مبــﺎ‬ ‫اﻹﻧﺠﻠﻴﺰﻳــﺔ أﻛــرث ﻣــام ﺗﻌﻠﻤﻨــﺎ ﰲ ذﻟــﻚ اﳌﻼﺑــﺲ‪ ،‬ومنــﻂ اﻟﺤﻴــﺎة‪،‬‬ ‫واﻟﺘﻌﺒــريات اﻟﺘــﻲ ﻧﺴــﺘﺨﺪﻣﻬﺎ ‪.‬‬ ‫ا ﻟﻌﺮ ﺑﻴــﺔ ‪.‬‬

‫ﻟﻘــﺪ ﺗﻌﻠﻤﻨــﺎ ﻋــﺪم اﺣــﱰام ﻟﻐﺘﻨــﺎ‬ ‫وﺛﻘﺎﻓﺘﻨــﺎ‬ ‫اﻟﻌﺮﺑﻴﺔﺣﻴــﺚ أن ذﻟــﻚ ﺳــﻴﺠﻌﻠﻨﺎ‬ ‫ﻧﻈﻬــﺮ ﺑﺼــﻮرة أﻛــرث ﺗﻘﺪﻣــﺎً‪.‬‬ ‫وﻟﺴــﻮء اﻟﺤــﻆ‪ ،‬أﻧــﺎ ﻟﺴــﺖ ﺣﺎﻟــﺔ‬ ‫ﻣﻨﻔﺼﻠــﺔ ‪.‬أﻧــﺎ ﻧﻔــﴘ أﻫﻤﻠــﺖ ﻟﻐﺘــﻲ‬ ‫اﻟﻌﺮﺑﻴــﺔ ورﻓﻀــﺖ ﺛﻘﺎﻓﺘــﻲ اﳌﺤﻠﻴــﺔ ﰲ‬ ‫ﺑﻌــﺾ اﻷﺣﻴــﺎن ‪.‬‬ ‫وﻣــﻦ ﺛــﻢ ﻓــﺈن ﻣﺴــﺆوﻟﻴﺘﻨﺎ ﻛﻤﴫﻳــني‬ ‫و ﻛﻌــﺮب ﻫــﻮ ﺗﺒﻨــﻲ اﻟﺤﻔــﺎظ ﻋــﲆ‬ ‫ﻟﻐﺘﻨــﺎ اﻵم‪.‬‬ ‫وﻫــﺬه ﻟﻴﺴــﺖ ﻣﻬﻤــﺔ ﻛــﱪى ﻣــﻦ‬ ‫أﺟــﻞ إﻧﻘــﺎذ ﺛﻘﺎﻓﺘﻨــﺎ‪ ،‬ﺑــﻞ ﺑﺒﺴــﺎﻃﺔ‬ ‫ﻫــﻲ ﻋــﺪم ﻗﺒــﻮل أن ﻧﺴــﺘﻤﺮ ﰲ‬ ‫اﻟﻌﻴــﺶ ﺑﻌﻘﻠﻴــﺔ ﺗﺮﻓــﺾ ﺟــﺰءا أﺳﺎﺳــﻴﺎ‬ ‫ﻣــﻦ ﻫﻮﻳﺎﺗﻨــﺎ ‪.‬‬

‫‪Mohamed Kouta‬‬ ‫‪Editor-in-Chief‬‬ ‫‪mohamedkouta@aucegypt.edu‬‬

‫نفســي أفهــم بتعملــوا ايه فـــي شــوارع التجمع؟‬

‫كتبت‪ :‬جيداء طه‬

‫ﻛﻞ ﻳــﻮم ﺟﺪﻳــﺪ مبﺪﻳﻨــﺔ اﻟﺘﺠﻤــﻊ‬ ‫ﻫــﻮ ﻳــﻮم ﺟﺪﻳــﺪ ﻟﺤﻔــﺮ وﺗﻜﺴــﻴري‬ ‫اﻟﺸــﻮارع‪ ،‬ﺗﻐﻴــري اﳌﺴــﺎرات‬ ‫اﻟﻄﺒﻴﻌﻴــﺔ‪ ،‬اﻟﻐــﺎء اﳌﻠﻔــﺎت واﻋــﺎدة‬ ‫ﺑﻨﺎﺋﻬــﺎ ﺛــﻢ اﻟﻐﺎﺋﻬــﺎ ﻣﺠــﺪدا وإﻋــﺎدة‬ ‫ﺑﻨﺎﺋﻬــﺎ‪ ،‬ﺑﺠﺎﻧــﺐ ﻣﻴــﺎة اﻟــﴫف‬ ‫اﻟﺘــﻲ أﺻﺒﺤــﺖ ﺟــﺰءا ﻻ ﻳﺘﺠــﺰأ ﻣــﻦ‬ ‫اﻟﺸــﻮارع‪.‬‬ ‫وإذا ﺣﺎﻟﻔﻨــﺎ اﻟﺤــﻆ وأﻣﻄــﺮت‪،‬‬

‫ﺳــﻴﻌﻠﻮ ﻣﺴــﺘﻮى اﻟﺘﺤــﺪي ﻟﻴﺼــﻞ‬ ‫إﱃ ﻣﺮﺣﻠــﺔ ﻣﺤﺎوﻟــﺔ ﺗﻔــﺎدي‬ ‫اﻟﺤﻔــﺮ اﳌﻤﻠــﻮءة ﺑﺎﳌﻴــﺎه‪ .‬ﻓﺮﺣﻠﺘﻨــﺎ‬ ‫اﻟﻴﻮﻣﻴــﺔ ﻋــﱪ ﻫــﺬه اﳌﺪﻳﻨــﺔ ﺗﻜﺴــﺒﻨﺎ‬ ‫ﺗﺤﺪﻳــﺎت ﻏــري ﻣﺘﻮﻗﻌــﺔ وﺗﺨﺘــﱪ‬ ‫ﻗﺪراﺗﻨــﺎ اﻟﻌﻘﻠﻴــﺔ ﻗﺒــﻞ ﻗﺪراﺗﻨــﺎ ﻋــﲆ‬ ‫اﻟﻘﻴــﺎدة‪.‬‬ ‫وﻻ ﺗﺸــﻜﻞ اﳌﻮاﻋﻴــﺪ أﻳــﺔ ﻓــﺎرق‬ ‫ﻋــﲆ ﺧﻄــﻂ ﴍﻛﺎت اﻟﺒﻨــﺎء‪ ،‬ﻓﺤﺘــﻰ‬ ‫ﺳــﺎﻋﺎت اﻟــﺬروة ﻧﺠــﺪ ﻓﻴﻬــﺎ ﻋــامل‬ ‫أو أدوات اﻟﺒﻨــﺎء ﰲ ﻣﻨﺘﺼــﻒ‬ ‫اﻟﺸــﺎرع ﻣﺘﺠﺎﻫﻠــني اﻻزدﺣــﺎم‬ ‫واﻟﺘﺄﺧــري اﻟــﺬي ﺗﺴــﺒﺒﻮا ﻓﻴــﻪ‪.‬‬ ‫وﻳﺎرﻳــﺖ ﻛﺎﻧــﺖ ﻛﻞ ﻫــﺬه‬ ‫اﻹﺻﻼﺣــﺎت ذات ﻣﻌﻨــﻰ أو‬ ‫ﻣﴩوﻋــﺎت ﻗﻴﻤــﺔ‪ ،‬ﺑــﻞ ﻟﺘﻐﻴــريات‬ ‫ﻻ ﴐورة ﻣﻨﻬــﺎ ﻧﻬﺎﺋﻴــﺎً‪ .‬ﻓﻌــﲆ‬ ‫ﺳــﺒﻴﻞ اﳌﺜــﺎل‪ ،‬ﺑﻨــﺎء ﻛﻮﺑــﺮي مبﻼﻳــني‬ ‫اﻟﺠﻨﻴﻬــﺎت‪ ،‬ﻋﻄــﻞ اﻟﻄﺮﻳــﻖ ﻷﺷــﻬﺮ‬ ‫وﰲ اﻟﻨﻬﺎﻳــﺔ ﻛﺎن اﺳــﺘﺒﺪاﻻ ﻟﺘﻘﺎﻃــﻊ‬ ‫ﺳــﻬﻞ اﳌــﺮور ﻣﻨــﻪ وﻃﺒﻴﻌــﻲ‪.‬‬ ‫ﻫــﺬا ﻏــري ﺑﻨــﺎء اﻟﻌﺪﻳــﺪ ﻣــﻦ‬ ‫اﳌﺠﻤﻌــﺎت اﻟﺘﺠﺎرﻳــﺔ ﻋــﲆ ﻣﺴــﺎﻓﺎت‬ ‫ﻗﺮﻳﺒــﺔ ﺟــﺪا ﻣــﻦ ﺑﻌﻀﻬــﺎ ﺣﺘــﻰ‬ ‫ﺗﺰدﺣــﻢ اﳌﺪﻳﻨــﺔ أﻛــرث وﺗﺘﺤــﻮل‬

‫إﱃ ﻛﺎرﺛــﺔ ﺗﻜﺪﺳــﻴﺔ ﻣﺜــﻞ ﻣﺪﻳﻨــﺔ‬ ‫ﻣﺪﻳﻨــﺔ ﻧــﴫ‪.‬‬ ‫واﻷﺳــﻮأ ﰲ ﻛﻞ ذﻟــﻚ ﻫــﻮ ﺗﺮﻛﻬــﻢ‬ ‫ﻟﻠﻄــﺮق اﻟﺘــﻲ ﺗﺤﺘــﺎج إﱃ اﻹﺻــﻼح‬ ‫ﺑﺸــﺪة ورﻛﻀﻬــﻢ وراء ﻣﺸــﺎرﻳﻊ‬ ‫ﻏــري ﴐورﻳــﺔ‪ .‬ﻓﻜﻴــﻒ ﻧﻬﺘــﻢ ﺑﺒﻨــﺎء‬ ‫اﻟﻜﺒــﺎرى واﳌﺠﻤﻌــﺎت اﻟﺘﺠﺎرﻳــﺔ‬ ‫وﻧﺤــﻦ ﻧﻌــﺎين ﻣــﻦ ﻋــﺪم ﺳــﻔﻠﺘﺔ‬ ‫ﻏﺎﻟﺒﻴــﺔ اﻟﺸــﻮارع؟ وﻫــﻮ أﺑﺴــﻂ‬ ‫ﺣــﻖ ﻟــﻜﻞ ﻣﻮاﻃــﻦ ﻳﻌــﱪ ﻫــﺬة‬ ‫اﻟﻄﺮﻗــﺎت وﻳﺴــﻤﻊ ﺻــﻮت دﻏﺪﻏــﺔ‬ ‫ﺳــﻴﺎرﺗﻪ ﻃــﻮال اﻟﻄﺮﻳــﻖ؟‬ ‫ﻛــام أن اﳌﻀﺤــﻚ ﺑﺎﳌﻮﺿــﻮع ﻫــﻮ‬ ‫ﺗﻜﻴــﻒ اﻟﻨــﺎس ﻋــﲆ ﻫــﺬا اﻟﻮﺿــﻊ‬ ‫واﺳــﺘﺨﺪام ﻣﻮاﻗــﻊ اﻟﺘﻮاﺻــﻞ‬ ‫اﻹﺟﺘامﻋــﻲ ﻟﻠﺘﺤﺬﻳــﺮ ﻣــﻦ اﻟﺤﻔــﺮ‬ ‫واﻟﺒﺎﻟﻮﻋــﺎت اﻟﺨﻄــﺮة وﻏريﻫــﺎ ﻣــﻦ‬ ‫اﻟﻜــﻮارث اﻟﺘــﻲ متﻜــﺚ ﺑﺎﻷﻋــﻮام‬ ‫ﺑــﺪون ﺗﺼﻠﻴــﺢ‪.‬‬ ‫ﻛﺄﻧﻨــﺎ ﻳﻨﻘﺼﻨــﺎ ﺷــﻮارع ﻣﻬﺪﻣــﺔ‬ ‫ﻟﺘﺼﻌــﺐ ﻋﻠﻴﻨــﺎ اﻟﻘﻴــﺎدة اﻟﺘــﻲ ﻫــﻲ‬ ‫ﻣــﻦ اﻷﺳــﺎس ﻣﻬﺰﻟــﺔ ﺑــﻜﻞ ﻣﻌﻨــﻰ‬ ‫اﻟﻜﻠﻤــﺔ‪ .‬ﻓﺄﺻﺒﺤﻨــﺎ دامئــﻲ اﻟﺘﻮﺗــﺮ‬ ‫واﻟﺘﺄﺧــﺮ‪ ،‬ﻓﻜﻴــﻒ ﻟﻨــﺎ أن ﻧﻠﺘــﺰم‬ ‫مبﻮاﻋﻴﺪﻧــﺎ وﻛﻞ ﻳــﻮم اﻟﺸــﺎرع‬

‫ﺑﺸــﻜﻞ ؟‬ ‫ﻣــﺎ ﻳﺰﻋﺠﻨــﻲ ﺑﺎﳌﻮﺿــﻮع ﻟﻴــﺲ‬ ‫ﻓﻘــﻂ اﻻزدﺣــﺎم اﳌﺒﺎﻟــﻎ ﻓﻴــﺔ‬ ‫وﺑﻬﺪﻟــﺔ اﻟﺴــﻴﺎرات واﻟﺘﺄﺧــري وﻏــريه‪،‬‬ ‫ﺑــﻞ ﻏﻔــﻼن اﻟﺒﻌــﺾ ﻋــﻦ أﻫﻤﻴــﺔ‬ ‫ﺗﺤﺴــني ﺻــﻮرة اﳌﺮاﻓــﻖ اﻟﻌﺎﻣــﺔ‬ ‫واﻟﺒﻨﻴــﺔ اﻟﺘﺤﺘﻴــﺔ ﺑﺎﻟﺒﻠــﺪ‪.‬‬ ‫ﻓﻤــﻦ ﻋﻼﻣــﺎت ﺗﻘــﺪم ومنــﻮ‬ ‫اﻟــﺪول ﺟــﻮدة اﻟﺒﻨﻴــﺔ اﻟﺘﺤﺘﻴــﺔ‬ ‫ﺳــﻮاء اﳌﺮاﻓــﻖ اﻟﻌﺎﻣــﺔ أو اﻟــﴫف‬ ‫اﻟﺼﺤــﻲ أو ﻏــريه‪ ،‬اﻟﺘــﻲ ﺗﻴــﴪ‬ ‫ﻋﻤﻠﻴــﺔ ﺗﻘﺪﻣﻬــﺎ واﻟﺘــﻲ ﺗﺴــﺎﻋﺪﻫﺎ‬ ‫ﻋــﲆ ﻣامرﺳــﺔ أﻧﺸــﻄﺘﻬﺎ اﻻﻗﺘﺼﺎدﻳــﺔ‬ ‫واﻻﺟﺘامﻋﻴــﺔ وﻏريﻫــﺎ‪.‬‬ ‫ﻓــﺎذا ﻛﺎن اﻟﺘﺠﻤــﻊ اﻟﺨﺎﻣــﺲ‪،‬‬ ‫أﺣــﺪث اﻷﺣﻴــﺎء ﺑﻬــﺬا اﻟﺸــﻜﻞ‪ ،‬ﻣــﺎذا‬ ‫ﻧﺘﻮﻗــﻊ ﻟﺒﺎﻗــﻲ ﻣﻨﺎﻃــﻖ ﻣــﴫ؟ إن‬ ‫ﺑﻘــﺎء اﻟﺸــﻮارع ﻋــﲆ ﺗﻠــﻚ اﻟﺤﺎﻟــﺔ‬ ‫ﻳﻌــﺪ ﻣــﺆﴍا ﻏــري ﺳــﺎر ﻟﻠﺤﺎﻟــﺔ‬ ‫اﻟﻌﺎﻣــﺔ ﺣﺎﻟﻴــﺎً‪.‬‬ ‫و اﻷﻣــﻮال اﻟﻄﺎﺋﻠــﺔ اﻟﺘــﻲ ﺗﺼــﺐ‬ ‫ﻳﻮﻣﻴــﺎ ﻋــﲆ اﳌﴩوﻋــﺎت اﻟﺘــﻲ‬ ‫ﻳﺠــﺐ أن ﺗﻨﻔــﺬ ﻋــﲆ أﻋــﲆ ﺗﻘﻨﻴــﺔ‬ ‫ﺣﺘــﻰ ﻻ ﻧﻌــﻮد ﻹﺻﻼﺣﻬــﺎ ﻣــﺮة‬ ‫آﺧــﺮى‪.‬‬

‫بــني األلم والــدرس خطــوة التغيير‬

‫كتبت‪ :‬مرمي مظهر‬

‫ﰲ اﻟﻔــﱰة اﻷﺧــرية ﻛﺜــري ﻣــﻦ أﺻﺪﻗــﺎيئ‬ ‫ﻋﻠﻘــﻮا ﻋــﲆ أن ﺣﺼــﻞ ﻫﻨــﺎك ﺗﻐﻴــري‬ ‫ﰲ ﺷــﺨﺼﻴﺘﻲ ﰲ اﻟﺸــﻬﻮر اﳌﺎﺿﻴــﺔ‪ ،‬وأن‬ ‫ﺳــﺒﺐ ﻫــﺬا اﻟﺘﻐﻴــري دﺧــﻮﱄ ﰲ ﺗﺠــﺎرب‬ ‫ﺻﻌﺒــﺔ وﻣﺆﳌــﺔ وأﻗــﺮوا أن ﻫــﺬا ﳾء‬ ‫ﻣــﻦ اﻟﻘــﻮة‪ .‬وﺣﻴﻨــام أﺧــﺬت أﻓﻜــﺮ ﰲ‬ ‫ﻫــﺬه اﻟﻌــﱪات مل أﻓﻬــﻢ ﻣــﺎ ﻫــﻮ ﻫــﺬا‬ ‫اﻟﺘﻐﻴــري وﻣــﻦ أﻳــﻦ ﻳﻨﺒــﻊ؟‬ ‫ﻓﻬــﻞ ﻳﺘﻐــري اﻹﻧﺴــﺎن ﻋﻨﺪﻣــﺎ‬ ‫ﻳﺘﻄﻠــﺐ اﳌﻮﻗــﻒ ﻣﻨــﻪ ذاﻟــﻚ‪ ،‬أم‬

‫ﻳﺘﻐــري اﻹﻧﺴــﺎن ﻷﻧــﻪ ﻧــﻮع ﻣــﻦ أﻧــﻮاع‬ ‫اﻟﺪﻓــﺎع ﻋــﻦ اﻟﻨﻔﺲ‪...‬ﻓﻨﺘﻐــري ﺣﺘــﻰ‬ ‫ﻻ ﻧﻨﻜــﴪ أو ﻧﺸــﻌﺮ ﺑــﺎﻷمل‪ .‬وﻟﻜــﻦ‬ ‫ﻫــﻞ ﻳﺤﺼــﻞ ﻫــﺬا اﻟﺘﻐﻴــري ﻋﻨﺪﻣــﺎ‬ ‫ﻧﻜــﻮن ﺑﺤﺎﺟــﺔ ﻟــﻪ أو ﻋﻨﺪﻣــﺎ ﻳﻜــﻮن‬ ‫ﰲ ﻣﻔــﱰق ﻃــﺮق وﻻ ﻳﻜــﻮن ﻫﻨــﺎك‬ ‫ﺑﺪﻳــﻞ آﺧــﺮ؟‬ ‫وﻋﻨﺪﻣــﺎ راﺟﻌــﺖ ﻣــﺎ ﻣــﺮ ﰲ ﺣﻴــﺎيت‬ ‫ﰲ اﻟﺸــﻬﻮر اﳌﺎﺿﻴــﺔ أﻛﺘﺸــﻔﺖ أﻧﻨــﻲ‬ ‫ﻣــﺮرت ﺑﺄﻳــﺎم ﺷــﺪﻳﺪة اﻟﺼﻌﻮﺑــﺔ‬ ‫واﻷمل‪ ،‬وﻗــﺪ ﻳﻜــﻮن ﻣــﺎ ﻣــﺮرت ﻓﻴــﻪ‬ ‫ﻟﺒﻌــﺾ اﻟﻨــﺎس ﻟﻴــﺲ ﺑﻬــﺬا اﻷﻫﻤﻴــﺔ‬ ‫وﻟﻜــﻦ ﺑﺴــﺒﺐ ﻣــﻦ ﻛُﻨــﺖ ﰲ ﻫــﺬه‬ ‫اﻟﻔــﱰة أﻋﺘﱪﺗــﻪ ﻣــﻦ أﺻﻌــﺐ ﻣــﺎ‬ ‫ﻣــﺮرت ﺑــﻪ‪.‬‬ ‫ﻗــﺪ ﻻ ﻳﻜــﻮن اﻷﺻﻌــﺐ وﺣﻴﻨــام‬ ‫ﻣــﺮرت مبــﺎ ﻫــﻮ أﺻﻌــﺐ ﻣﻨــﻪ‪ ،‬وﻫــﻮ‬ ‫وﻓــﺎة أيب‪ ،‬مل أﺗﻐــري ﺑﻬــﺬا اﻟﺸــﻜﻞ‬ ‫وﻫــﺬا ﻣــﺎ أﺷــﻌﻞ ﺗﻔﻜــريي ﰲ ﻣﻔﻬــﻮم‬ ‫اﻟﺘﻐﻴــري‪ ،‬وﰲ ﻣﻌﺮﻓــﺔ ﻣــﺎ ﻫــﻲ اﳌﻮاﻗــﻒ‬ ‫اﻟﺘــﻲ ﻳﻨﺒــﻊ ﻣﻨﻬــﺎ ﺷــﻌﻠﺔ إﺗﺨــﺎذ ﻗــﺮار‬ ‫اﻟﺘﺤــﻮل‪.‬‬ ‫ﻓﻔــﻲ ﺣﺎﻟﺘــﻲ أﻧــﺎ ﻣــﺎ أﺷــﻌﻞ ﺗﻐﻴــريي‬ ‫ﻫــﻮ إدراك أن ﻫــﺬه اﻟﺪﻧﻴــﺎ ﺗﻨﻘﻠــﺐ‬ ‫رأﺳــﺎً ﻋــﲆ ﻋﻘــﻒ ﰲ ﺛــﻮاين‪ ،‬وﻛﻞ ﻣــﺎ‬ ‫أﺣــﺎول ﺗﺨﻄﻴﺘــﻪ ﻟﺤﻴــﺎيت ﻗــﺪ ﻳﺬﻫــﺐ‬ ‫إﱃ اﻟﻬــﻼك ﺑــني ﻟﻴﻠــﺔ وﺿﺤﺎﻫــﺎ‪ ،‬وﻗــﺪ‬

‫أﺳــﺘﻴﻘﻆ ﻳــﻮم وﻻ أﺟــﺪ أﺣــﺪ ﻣــﻦ َﻣــﻦ‬ ‫أﻗﺴــﻤﻮا ﻋــﲆ اﻟﺒﻘــﺎء‪.‬‬ ‫ﻓﻤــﻊ ﻛﻞ ﻫــﺬه »اﻹﻛﺘﺸــﺎﻓﺎت«‬ ‫ﲇ ﻓﻴﻬــﺎ‬ ‫ﺗﻮﺻﻠــﺖ ﻟﻨﻘﻄــﺔ ﻛﺎن ﻋــ ّ‬ ‫اﻹﺧﺘﻴــﺎر ﺑــني اﻟﺒــﻜﺎء ﺑﺠﺎﻧــﺐ ﻛﻞ‬ ‫ﻣــﺎ أﳌﻨــﻲ وﻛﻞ ﻣــﺎ ﺗﻐﻴــري ﰲ ﺣﻴــﺎيت‬ ‫أو أن أﺗﻐــري ﻣﺜــﻞ ﻫــﺬه اﻟﺪﻧﻴــﺎ‬ ‫وأن أﺳــﺘﺨﺪم أﺳــﻠﻮب ﻣﺨﺘﻠــﻒ ﰲ‬ ‫اﻟﺘﻌﺎﻣــﻞ ﻣﻌﻬــﺎ‪.‬‬ ‫ﻓﺒــﺪون أن أﺷــﻌﺮ وﺟــﺪت ﻧﻔــﴘ‬ ‫أﺧﺘــﺎر ﻣــﺎ ﻫــﻮ أﻧﺴــﺐ ﱄ وﻟﻴــﺲ‬ ‫ﻣــﺎ أﻋﺘــﺎد اﻵﺧﺮﻳــﻦ أن ﻳــﺮوه ﻣﻨــﻲ‪،‬‬ ‫أﺧــﱰت أن أﺻــﺪق أن ﻛﻞ ﻗــﻮة‬ ‫ﺗﻨﺒــﻊ ﻣﻨــﻲ ﻳﻜــﻮن اﻟﻔﻀــﻞ ﻓﻴﻬــﺎ ﱄ‬ ‫أﻧــﺎ وﻟﻴــﺲ ﻟﻮﺟــﻮد أﺣــﺪ ﺑﺠﺎﻧﺒــﻲ‬ ‫واﺧــﱰت أن أﻛــﻮن إﻧﺴــﺎن ﺑﺎﺣــﺚ‬ ‫ﻋــﻦ اﻟﺴــﻌﺎدة أﻳﻨــام ﻛﺎﻧــﺖ وﻻ‬ ‫أﺑﺤــﺚ ﻋــﻦ ﺷــﺨﺺ ﻳﺄﺗﻴﻨــﻲ ﺑﻬــﺎ‪.‬‬ ‫ﻓﺄﻋﺘﻘــﺪ أﻧﻨــﺎ ﻧﻐــري ﻣــﻦ أﻧﻔﺴــﻨﺎ‬ ‫ﺣﺘــﻰ ﻧــﺮى اﻷﺷــﻴﺎء اﳌﺤﺰﻧــﺔ واﻟﺼﻌﺒــﺔ‬ ‫ﻣــﻦ ﻣﻨﻈــﻮر ﺟﺪﻳــﺪ ﻓــﻼ ﻧﺘــﺄمل أو‬ ‫ﻧﺸــﻌﺮ أﻧﻨــﺎ ﻗــﺪ ﻛﴪﻧــﺎ‪ .‬ﻓﻔــﻲ ﺣﺎﻟﺘــﻲ‬ ‫أﻧــﺎ ﻻ أرى ﻫــﺬا اﻟﺘﻐﻴــري ﻛــام ﻳــﺮاه‬ ‫ﻣــﻦ ﺣــﻮﱄ‪ ،‬وﻟﻜﻨــﻲ أراه إﺧﺘــﻼف ﰲ‬ ‫وﺟﻬــﺔ ﻧﻈــﺮي ﳌــﺎ ﻫــﻮ ﺣــﻮﱄ وﳌــﺎ‬ ‫ﻣﺮﻳــﺖ ﺑــﻪ ﻣــﻦ ﻣﻮاﻗــﻒ أدت إﻟﻴــﻪ‪.‬‬ ‫ﻛﻨــﺖ دامئــﺎً أرى أن ﺗﻐﻴــري اﻟﻨــﺎس‬

‫ﳾء ﺳــﻠﺒﻲ‪ ،‬وأﻧــﻪ ﻳﻌﻨــﻲ أن مل ﻳﻜــﻦ‬ ‫ﻫﻨــﺎك ﴏاﺣــﺔ أو ﺣﻘﻴﻘــﺔ ﳌــﺎ ﻛﺎﻧــﻮا‬ ‫ﻳﺪﻋــﻮن‪ ،‬وأﻛﺘﺸــﻔﺖ أن ذﻟــﻚ ﺑﺴــﺒﺐ‬ ‫ﻓﻬــﻢ ﻣﻌﻈــﻢ اﻟﻨــﺎس ﻓﻜــﺮة اﻟﺘﻐﻴــري‬ ‫ﺑﺸــﻜﻞ ﻣﺨﻄــﻰء‪.‬‬ ‫ﻓﺎﻟﺤﻴــﺎة ﻣﺘﻐــرية واﻷﻣــﻮر ﻣﺘﺠــﺪدة‬ ‫ومنــﺮ ﻓﻴﻬــﺎ ﺑﺎﻟﻜﺜــري ﻣــﻦ اﳌﻮاﻗــﻒ‬ ‫اﻟﺘــﻲ ﺗﺠﻌﻠﻨــﺎ أﻗــﻮى أو أﻛــرث ﺣﺮﺻــﺎ‬ ‫أو ﺣﺘــﻰ أﻛــرث ﻗﺴــﻮة‪ ،‬وﻻﻛﻨﻬــﺎ ﺗﻔــﺮض‬ ‫ﻋﻠﻴﻨــﺎ ﻧــﻮع ﻣــﻦ أﻧــﻮاع اﻻﺧﺘــﻼف‬ ‫اﻟــﺬي ﻳﺘــامﳽ ﻣــﻊ ﻣــﺎ ﻧﺤﺘــﺎج‬ ‫اﻟﺘﻌﺎﻣــﻞ ﻣﻌــﻪ‪.‬‬ ‫ﻓﻘــﺪ ﻳﻜــﻮن اﻟﺘﻐﻴــري ﺳــﻠﺒﻲ ﻟﺒﻌــﺾ‬ ‫اﻟﻨــﺎس واﻟﺒﻌــﺾ اﻵﺧــﺮ ﻳﺮوﻧــﻪ ﺗﻐﻴــري‬ ‫إﻳﺠــﺎيب وﻟﻜﻨــﻪ ﰲ ﻛﻞ اﻷﺣــﻮال ﺗﻐﻴــري‬ ‫ﻣﻄﻠــﻮب‪ ،‬ﻓــﻼ ﺗﺘﻮﺗــﺮ ﻋﻨﺪﻣــﺎ ﻳﻌﻠــﻖ‬ ‫اﺣــﺪ ﻣــﻦ ﻣــﻦ ﺗﺤــﺐ أﻧــﻚ ﺗﻐــريت‬ ‫واﺧﺘﻠﻔــﺖ ﻷن ﻫــﺬه ﺳــﻨﺔ اﻟﺤﻴــﺎه‪،‬‬ ‫ﻓﻬــﻮ ﻣــﻦ اﳌﺤــﺰن أن ﺗﺘﻐــري اﻟﺪﻧﻴــﺎ‬ ‫وﺗﺒﻘــﻰ أﻧــﺖ ﻣــﻦ ﻛﻨــﺖ ﻓﻴﻬــﺎ ﻣــﻦ‬ ‫أول ﻳــﻮم‪.‬‬ ‫ﻓﺄﻧــﺎ ﻻ أﻗﺼــﺪ ﺑﺎﻟﺘﻐﻴــري اﻟﺘﺨــﲆ‬ ‫ﻋــﻦ اﳌﺒــﺎديء أو اﻟﺘﺤــﻮل إﱃ إﻧﺴــﺎن‬ ‫أﻧــﺎين ﻣﺜــﻼً وﻟﻜــﻦ ﻋﻠﻴﻨــﺎ أن ﻧﺒﺘﻌــﺪ‬ ‫ﻋــﻦ ﻣﻔﻬــﻮم اﻟﺜﺒــﺎت اﻟــﺬي ﻧﺘﻤﺴــﻚ‬ ‫ﺑــﻪ ﻷﻧــﻪ ﻣــﺎ ﻫــﻮ إﻻ ﺧــﻮف ﻣــﻦ ﻣــﺎ ﻻ‬ ‫ﻧﻌﺘــﺎد ﻋﻠﻴــﻪ‪.‬‬

‫الغربــة صعبة‪..‬لكن االغتراب أصعب‬

‫كتبت‪ :‬حنني قنديل‬

‫اﻧﺘــﴩت ﰲ اﻷﻳــﺎم اﻷﺧــرية أﻏﻨﻴــﺔ‬ ‫ﺟﺪﻳــﺪة ﻟﻠﻔﻨــﺎن ﺣﻤــﺰة منــﺮة‪،‬‬ ‫وﺗﺘﺤــﺪث اﻷﻏﻨﻴــﺔ ﻋــﻦ اﻟﻐﺮﺑــﺔ‬ ‫واﻟﺴــﻔﺮ وﺗﺄﺛريﻫــﻢ ﻋــﲆ اﻟﺸــﻌﺐ‬ ‫اﳌــﴫي اﻟــﺬي ﻻ ﻳﺨﻠــﻮ ﻣﻨــﺰل ﻓﻴــﻪ‬ ‫ﻣــﻦ ﻣﻐــﱰب‪.‬‬ ‫ﺳــﻤﻌﺖ اﻷﻏﻨﻴــﺔ ﺑﺼــﺪر رﺣــﺐ‬ ‫دون اﻟﺘﻔﻜــري ﻓﻴﻬــﺎ ﻣــﻦ أي ﻧﺎﺣﻴــﺔ‬ ‫ﺷــﺨﺼﻴﺔ ﰲ اﻷول‪ ،‬ﺑــﻞ ﻛﻨــﺖ ﻣﺜــﻞ‬ ‫ﺟﻤﻴــﻊ اﻟﻨــﺎس‪ ،‬ﻣﻌﺠﺒــﺔ ﺑﺎﻟﻜﻠــامت‪،‬‬ ‫اﻟﺼــﻮت واﻷﻟﺤــﺎن ﻓﻘــﻂ‪ .‬وﻟﻜــﻦ‬ ‫ﺑﻌــﺪ ﺳــﻤﻌﻬﺎ أﻛــرث ﻣــﻦ ﻣــﺮة ﺑــﺪأت‬ ‫أﺣﺎﺳــﻴﺲ ﻣﺨﺘﻠﻔــﺔ ﺗﺘﺤــﺮك ﺑﺪاﺧــﲇ‪،‬‬ ‫اﻷﺣﺎﺳــﻴﺲ اﻟﺘــﻲ ﻃﺎﳌــﺎ ﻛﻨــﺖ أﺣــﺎول‬ ‫ﺗﺠﺎﻫﻠﻬــﺎ دامئــﺎً ﻋﻨــﺪ ﺳــامع ﻛﻠﻤــﺔ‬ ‫ﻏﺮﺑــﺔ أو ﺳــﻔﺮ‪.‬‬ ‫أﺗﺬﻛــﺮ ﻣﻨــﺬ وﻻديت‪ ،‬وأﻧــﺎ اﺳــﺘﻤﻊ‬ ‫ﻟﻌﺎﺋﻠﺘﻨــﺎ واﺻﺪﻗﺎﺋﻨــﺎ وﻫــﻢ ﻳﻠﻘﺒﻮﻧﻨــﺎ‬ ‫ﺑــﺎﻷﴎة اﻟﺮﺣﺎﻟــﺔ اﻟﺘــﻲ ﻻ ﺗﺴــﺘﻘﺮ‬ ‫ﰲ ﻣــﻜﺎن أﻛــرث ﻣــﻦ ﺛﻼﺛــﺔ اﻋــﻮام‬ ‫ﻟﻈــﺮوف ﻋﻤــﻞ واﻟــﺪي‪ .‬ﻓﻜﻠــامت‬ ‫اﻻﻏﻨﻴــﺔ دﻗــﺖ ﺟــﺮس ﺑﺪاﺧــﲇ‬ ‫ﻳﺬﻛــﺮين ﺑــﻜﻞ اﻟﺒــﻼد اﻟﺘــﻲ ﻋﺸــﺖ‬ ‫ﻓﻴﻬــﺎ وﻛﻞ اﻟﺬﻛﺮﻳــﺎت اﻟﺘــﻲ أﺗﺬﻛــﺮ‬ ‫ﻛﻞ ﺗﻔﺎﺻﻴﻠﻬــﺎ ﻣــﻊ أين ﻛﻨــﺖ ﺻﻐــرية‬ ‫ﰲ اﻟﺴــﻦ‪.‬‬ ‫ﻣــﺮت أﻋــﻮام ﻛﺜــرية وإﻟﺘﺤﻘــﺖ‬ ‫ﺑﺜــامن ﻣــﺪارس ﻋــﲆ ﻣــﺪار اﻹﺛﻨــﻲ‬ ‫ﻋــﴩة أﻋــﻮام اﻟﺪراﺳــﻴﺔ ﺑﺴــﺒﺐ‬ ‫اﻟﺴــﻔﺮ اﻟﻜﺜــري ﻟﻌــﺪة ﺑــﻼد وأﺗﺬﻛــﺮ‬ ‫دامئــﺎً ﻗــﻮﱄ أﻧــﺎ وإﺧــﻮيت ﻟﻮاﻟﺪﻳﻨــﺎ‪،‬‬ ‫»ﳌــﺎ ﻳﺒﻘــﻰ ﻋﻨﺪﻧــﺎ وﻻد ﻣــﺶ‬ ‫ﻫﻨﺪﺧﻠﻬــﻢ ﻏــري ﻣﺪرﺳــﺔ واﺣــﺪة‬ ‫ﻃــﻮل ﺳــﻨني دراﺳــﺘﻬﻢ‪ «.‬دامئـﺎً ﻛﺎﻧــﺖ‬ ‫ﺗﺴــﺒﺐ ﱄ ﻛﻠﻤــﺔ اﻟﻐﺮﺑــﺔ ﺿﻐــﻂ‬ ‫ﻧﻔــﴘ ﺣﺘــﻰ إذ مل أﻛــﻦ أﻧــﺎ اﻟﺸــﺨﺺ‬ ‫اﳌﺴــﺎﻓﺮ أو اﳌﻐــﱰب‪.‬‬

‫ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ ﺗﻮﺗــﺮي اﻟﺪاﺋــﻢ‬ ‫ﻣــﻦ ﻓﻜــﺮة اﻟﺴــﻔﺮ‪ ،‬ﻛﻨــﺖ أﺣــﺎول‬ ‫إﺧﻔــﺎء ﻫــﺬا اﻟﺸــﻌﻮر ﺣــني ﻳﺴــﺄﻟﻨﻲ‬ ‫أﺣــﺪ ﻋــﻦ ﻣﻤﻴــﺰات اﻟﺴــﻔﺮ واﻟﻐﺮﺑــﺔ‪.‬‬ ‫ﻓﻠــﻢ أﻛــﻦ أذﻛــﺮ أﺣﻼﻣــﻲ اﻟﺘــﻲ ﻃﺎﳌــﺎ‬ ‫ﺑﻨﻴﺘﻬــﺎ ﰲ ﺻﻐــﺮي ودامئــﺎً ﻛﺎﻧــﺖ‬ ‫ﺗﺤﻄــﻢ ﺑﺴــﺒﺐ اﻟﻐﺮﺑــﺔ‪ ،‬ومل أﻛــﻦ‬ ‫أذﻛــﺮ ﻣﻨﺎﺳــﺒﺎت وﺗﺠﻤﻌــﺎت أﻫــﲇ‬ ‫واﺻﺪﻗــﺎيئ اﻟﺘــﻲ اﻓﺘﻘﺪﻫــﺎ ﺑﺴــﺒﺐ‬ ‫اﻟﻐﺮﺑــﺔ واﻟﺴــﻔﺮ‪ ،‬وﻛﻨــﺖ دامئ ـﺎً أﻧﻬــﻲ‬ ‫ﻛﻼﻣــﻲ ﺑــﺄن ﻛﻞ ﳾء ﺳــﻮف ﻳﻌــﻮض‬ ‫واﻟﺴــﻔﺮ ميﻨﺤﻨــﺎ ﺣﻴــﺎة آدﻣﻴــﺔ مل‬ ‫ﻧﺴــﺘﻄﻊ ﻋﻴﺸــﻬﺎ ﰲ ﺑﻠﺪﻧــﺎ‪ .‬ﻣــﻊ ذﻟــﻚ‬ ‫ﻛﺎن دامئــﺎً ﻳﻮﺟــﺪ ﺷــﺨﺺ ﺑﺪاﺧــﲇ‬ ‫ﻳﻘﻨﻌﻨــﻲ أن ﻛﻞ ﻣﻤﻴــﺰات اﻟﺴــﻔﺮ ﻟــﻦ‬ ‫ﺗﻐﻨﻴﻨــﻲ ﻋــﻦ اﻟﺤﻴــﺎة ﰲ وﺳــﻂ أﻫــﲇ‬ ‫وأﺻﺪﻗــﺎيئ ﺑــﺪون أي ﻣﺸــﺎﻛﻞ أو‬ ‫ﺗﻘﻠﺒــﺎت ﺣﺘــﻰ وﻟــﻮ ﻛﺎﻧــﺖ ﻣﺴــﺘﻮى‬ ‫ﻫــﺬه اﳌﻌﻴﺸــﺔ أﻗــﻞ ﻛﺜــريا ً ﻣــﻦ ﺣﻴــﺎة‬ ‫اﻟﻐﺮﺑــﺔ‪.‬‬ ‫ﻋﻨﺪﻣــﺎ وﺻﻠــﺖ ﳌﺮﺣﻠــﺔ إﺧﺘﻴــﺎر‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻟﺘــﻲ أرﻳــﺪ أن ادرس ﻓﻴﻬــﺎ‪،‬‬ ‫ﻗــﺪم ﱄ واﻟــﺪي اﻟﻌــﺮض اﻷﻣﺜــﻞ ﻣــﻦ‬ ‫وﺟﻬــﺔ ﻧﻈــﺮ ﺟﻤﻴــﻊ اﻟﻨــﺎس وﻫــﻮ‬ ‫اﺳــﺘﻜامل دراﺳــﺘﻲ ﺧــﺎرج ﻣــﴫ‬ ‫ﰲ واﺣــﺪة ﻣــﻦ أﺣﺴــﻦ ﺟﺎﻣﻌــﺎت‬ ‫اﻟﻌــﺎمل ﻣــﻊ أﻧــﻪ ﻛﺎن ﻳﻌﻠــﻢ رأﻳــﻲ‬ ‫ﰲ ﻫــﺬا اﳌﻮﺿــﻮع دون ﻃﺮﺣــﻪ‪،‬‬ ‫وﺑﺎﻟﻔﻌــﻞ رﻓﻀــﺖ رﻓﻀــﺎً ﻗﺎﻃﻌــﺎً‬ ‫ﻟﻠﻔﻜــﺮة‪ .‬ﺣﺘــﻰ وﺑﻌﺪﻫــﺎ ﺗﻮاﻟــﺖ‬ ‫اﻹﻧﺘﻘــﺎدات ﻋــﲆ ﻗــﺮاري ﰲ ﻋــﺪم‬ ‫ﺗــﺮك ﻣــﴫ واﻹﻏــﱰاب ﻣــﻦ ﺟﺪﻳــﺪ‪.‬‬ ‫وﻛﻠــام آﳌﺘﻨــﻲ ﻛﻞ ﻫــﺬه اﻹﻧﺘﻘــﺎدات‬ ‫ﺗﺬﻛــﺮت ﺷــﻌﻮر ﻫــﺆﻻء ﻣــﻦ إﻧﺘﻘــﺪوين‬ ‫ﺑﺄﻧﻬــﻢ ﻻ ﻳﻨﻌﻤــﻮا ﺑﺤﻴــﺎة ﻛﺮميــﺔ ﰲ‬ ‫ﺑﻠﺪﻫــﻢ ﻓﻜﻴــﻒ اﻟﺮﻓــﺾ ﻋــﲆ ﻓﺮﺻــﺔ‬ ‫ﻣﺜــﻞ ﻫــﺬه اﻟﺘــﻲ ﺗﻀﻤــﻦ ﻟﻬــﻢ ﺣﻴــﺎة‬ ‫ﻛﺮميــﺔ وﻣﺴــﺘﻘﺒﻞ ﻣﻀﻤــﻮن‪.‬‬ ‫اﳌﻔﺎﺟــﺊ ﺑﺎﻟﻨﺴــﺒﺔ ﱄ ﰲ ﻣﻮﺿــﻮع‬ ‫اﻟﻐﺮﺑــﺔ‪ ،‬ﻫــﻮ ﻣــﺪى ﺣــﺰن اﻟﻨــﺎس‬ ‫ﻋﻨﺪﻣــﺎ ﻳــﺄيت ﻣﻮﻋــﺪ ﺗﻮدﻳــﻊ أﺣــﺪ‬ ‫أﻓــﺮاد ﻋﺎﺋﻠﺘﻬــﻢ أو اﺻﺪﻗﺎﺋﻬــﻢ ﻋﻨــﺪ‬ ‫اﻹﻏــﱰاب واﻟﺴــﻔﺮ ﺑــﻼ رﺟﻌــﺔ‪ .‬وﻣــﺎ‬ ‫ﻓﺎﺟــﺄين أﻳﻀــﺎً ﰲ اﻷﻳــﺎم اﻷﺧــرية ﻫــﻮ‬ ‫اﻟﺘﻌﻠﻴﻘــﺎت ﻋــﲆ أﻏﻨﻴــﺔ ﺣﻤــﺰة منــﺮة‬ ‫وﻣــﺪى ﺗﺄﺛــﺮ اﻟﺠﻤﻴــﻊ ﺑﻜﻠامﺗﻬــﺎ‬ ‫ودﻋﻮﺗﻬــﻢ أن ﻻ ﻳﻮاﺟﻬــﻮا اﻟﻐﺮﺑــﺔ‬ ‫أﺑــﺪ ا ً‪.‬‬ ‫وﰲ اﻟﻨﻬﺎﻳــﺔ وﻣــﻊ اﻻﺳــﻒ ﺳــﺘﻈﻞ‬ ‫اﻟﻐﺮﺑــﺔ ﺑﺎﻟﻨﺴــﺒﺔ ﱄ اﻟﻜﺮﺑــﺔ اﻟﺘــﻲ‬ ‫ﻻ أمتﻨــﻰ أن ﻳﻠﺠــﺄ إﻟﻴﻬــﺎ أﺣــﺪ ﻷي‬ ‫ﺳــﺒﺐ ﻣــﻦ اﻷﺳــﺒﺎب وﺧﺼﻮﺻــﺎً أن‬ ‫ﺗﻜــﻮن ﻣــﴫ ﻫــﻲ اﻟﺴــﺒﺐ ﰲ ذﻟــﻚ‪.‬‬

‫اآلراء املنشــورة بالقافلــة‬ ‫ال تعبــر عــن وجهــة نظــر‬ ‫اجلريــدة أو مجتمــع‬ ‫اجلامعــي وتخــص أصحابهــا‬ ‫إذا كنــت ترغــب ف ــي املشــاركة برأيــك جلريــدة‬ ‫القافلــة‪ ،‬ارســل لنــا علــى‬ ‫‪caravannews@aucegypt.edu‬‬

‫أو قم بزيارة مكتب التحرير‬ ‫‪jameel po28‬‬


‫أخـبار و تقارير | ‪3‬‬

‫اﻷﺣﺪ ‪ ١٨‬ﻓﱪاﻳﺮ‪٢٠١٨ ،‬‬

‫ثنائــي كومبارس فـــي بطولة مســرحية «مفتاح شــهرة»‬

‫ﻣﴪﺣﻴﺔ »ﻣﻔﺘﺎح ﺷﻬﺮة« ﻋﲆ اﳌﴪح اﻟﻔﻠيك‬ ‫تقرير‪ :‬نوران العشري‬

‫ﺗﺠﺴــﺪ ﻣﴪﺣﻴــﺔ »ﻣﻔﺘــﺎح ﺷــﻬﺮة«‬ ‫ﻣﻌﺎﻧــﺎة اﻟﻜﻮﻣﺒــﺎرس ﰲ اﻟﻮﺳــﻂ‬ ‫اﻟﻔﻨــﻲ ﰲ ﺣﺎﻟــﺔ ﻧــﺎدرة ﻣــﻦ‬ ‫اﻟﻌــﺮوض اﳌﴪﺣﻴــﺔ ﻋــﲆ اﳌــﴪح‬ ‫اﻟﻔﻠــيك ﺑﺎﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‪.‬‬ ‫ﻟﻠﻤــﺮة اﻟﺜﺎﻟﺜــﺔ ﰲ ﺧﻤﺴــﺔ أﺷــﻬﺮ‪،‬‬ ‫ُﻋﺮﺿــﺖ ﻣﴪﺣﻴــﺔ »ﻣﻔﺘــﺎح ﺷــﻬﺮة«‬ ‫ﰲ ﺛــﻮب ﻣﺨﺘﻠــﻒ ﻟﻠﻌــﺮوض‬ ‫اﳌﴪﺣﻴــﺔ ﺣﻴــﺚ ﻗــﺎم إﺛﻨــﺎن ﻓﻘــﻂ‬

‫ﻧﻮران اﻟﻌﴩي‬

‫ﻣــﻦ اﳌﻤﺜﻠــني‪ ،‬دﻋــﺎء ﺣﻤــﺰة وﻋــامد‬ ‫إﺳــامﻋﻴﻞ‪ ،‬ﺑــﺎﻷداء اﻟﻔﻨــﻲ ﻓﻴــام‬ ‫ﻳُﻌــﺮف ﺑﺪﻳــﻮ دراﻣــﺎ ﻣﺼﻮرﻳــﻦ ﺣﺎﻟــﺔ‬ ‫ﻣﻤﻴــﺰة ﻟﻠﻌﺎﻣﻠــني ﺑﺎﳌﺠــﺎل اﻟﻔﻨــﻲ‪.‬‬ ‫ﻳﺠﻤــﻊ اﻟﻘــﺪر ﺑــني ﻣﻔﺘــﺎح‬ ‫وﺷــﻬﺮة‪ ،‬اﻟﺸــﺨﺼﻴﺎت اﻷﺳﺎﺳــﻴﺔ‬ ‫ﻟﻠﻌــﺮض‪ ،‬واﻟﺬﻳــﻦ ُﺣﺒﺴــﻮا ﺑﺎﻟﺨﻄــﺄ‬ ‫ﰲ ﻏﺮﻓــﺔ ﺗﺒﺪﻳــﻞ اﳌﻼﺑــﺲ ﰲ أﺣــﺪ‬ ‫ﻣﻮاﻗــﻊ اﻟﺘﺼﻮﻳــﺮ ﻟﻴﺤــيك ﻛﻞ ﻣﻨﻬــام‬ ‫ﻟﻶﺧــﺮ ﻋــﻦ ﺣﺒــﻪ ﻟﻠﻔــﻦ واﻟﺮﺣﻠــﺔ‬ ‫اﻟﺼﻌﺒــﺔ اﻟﺘــﻲ ﻳﺨﻮﺿﻬــﺎ ﻟﺘﺤﻘﻴــﻖ‬

‫ﺣﻠﻤــﻪ ‪.‬‬ ‫ﺗﻘــﻮل دﻋــﺎء ﺣﻤــﺰة‪ ،‬ﻣﺆﻟــﻒ‬ ‫وﻣﺨــﺮج اﻟﻌــﺮض واﻟﺘــﻲ ﻗﺎﻣــﺖ‬ ‫أﻳﻀً ــﺎ ﺑﺒﻄﻮﻟﺘــﻪ‪ ،‬إن ﻓﻜــﺮة اﻟﻌــﺮض‬ ‫ﻗــﺪ ﺷــﻐﻠﺘﻬﺎ ﻟﺴــﻨني ﻃﻮﻳﻠــﺔ وﻟﺬﻟــﻚ‬ ‫ﻗــﺮرت أن ﻳﺘﻨــﺎول أول ﻧــﺺ ﻣــﻦ‬ ‫ﺗﺄﻟﻴﻔﻬــﺎ ﴎد ﺟﺎﻧــﺐ ﻏــري ﻣﻌﺘــﺎد‬ ‫ﻣــﻦ ﻗﻀﺎﻳــﺎ اﻟﻮﺳــﻂ اﻟﻔﻨــﻲ‪.‬‬ ‫ﺗﻀﻴــﻒ ﺣﻤــﺰة‪» ،‬ﻣــﺎ ﻳﺴــﺘﻬﻮﻳﻨﻲ‬ ‫ﺣــﻮل ﻓﻜــﺮة اﻟﻜﻮﻣﺒــﺎرس ﻫــﻮ‬ ‫ﺗﻌﺠﺒــﻲ ﻣــﻦ إﴏار أوﻟﺌــﻚ‬

‫اﻷﺷــﺨﺎص ﻋــﲆ اﻟﻌﻤــﻞ ﰲ اﳌﺠــﺎل‬ ‫اﻟﻔﻨــﻲ رﻏــﻢ ﻋــﺪم ﺗﺴــﻠﻴﻂ اﻟﻀــﻮء‬ ‫ﻋﻠﻴﻬــﻢ أﺑــﺪ ا ً‪«.‬‬ ‫ﻗﺎﻟــﺖ ﺣﻤــﺰة إن ﻋﻤﻠﻬــﻢ ﰲ اﻷدوار‬ ‫اﻟﺜﺎﻧﻮﻳــﺔ ﳽء ﺻﻌــﺐ ﻻ ﻳﺠﻠــﺐ‬ ‫اﳌــﺎل اﻟﻮﻓــري أو اﻟﺸــﻬﺮة وﻟﺬﻟــﻚ‬ ‫ﻓﺈﻧــﻪ ﻣــﻦ اﳌﺜــري ﻟﻺﻫﺘــامم ﻋــﺮض‬ ‫ﻫــﺬه اﻟﻔﻜــﺮة ﺣﻴــﺚ أن اﻟﺴــﺒﺐ‬ ‫اﻟﻮﺣﻴــﺪ اﻟــﺬي ﻳﺠﻌــﻞ ﻫــﺆﻻء‬ ‫اﳌﻤﺜﻠــني اﻟﺼﺎﻣﺘــني ﻣﺼﻤﻤــني ﻋــﲆ‬ ‫اﻟﻌﻤــﻞ ﰲ ﻫــﺬا اﳌﺠــﺎل ﻫــﻮ ﺣﺒﻬــﻢ‬

‫وﺷــﻐﻔﻬﻢ ﻟﻠﻔــﻦ‪.‬‬ ‫ﺑﻴﻨــام ﻳﻘــﻮل ﻋــامد إﺳــامﻋﻴﻞ أﺣــﺪ‬ ‫أﺑﻄــﺎل اﻟﻌــﺮض‪ ،‬إﻧــﻪ أ ُﻋﺠــﺐ ﺑﻔﻜــﺮة‬ ‫ﻧﺼــﺎ إﻧﺴــﺎﻧﻴٍّﺎ‬ ‫اﻟﻨــﺺ ﺣﻴــﺚ وﺟــﺪه ٍّ‬ ‫ﻳﺴــﺘﺤﻖ أن ﻳُﻘــﺪم ﻟﻠﺠﻤﻬــﻮر‪.‬‬ ‫أﺿــﺎف إﺳــامﻋﻴﻞ‪ » ،‬ﻟﻘــﺪ ﻋﻤﻠــﺖ‬ ‫ﰲ اﳌﺠــﺎل اﻟﻔﻨــﻲ ﻟﻔــﱰة ﻃﻮﻳﻠــﺔ‬ ‫ووﺟــﺪت ﰲ اﻟﻨــﺺ ﻣﺮاﺣــﻞ ﻛﺜــرية‬ ‫ﻣــﺮرت ﺑﻬــﺎ وﻣﺸــﺎﻋﺮ ﺷــﻌﺮت ﺑﻬــﺎ‬ ‫ﺣﻤﺴــﺘﻨﻲ ﻋــﲆ ﺗﻘﺪﻳــﻢ اﻟﻌــﺮض‪«.‬‬ ‫إﻋﺘﻤــﺪ اﻟﻌــﺮض اﳌﴪﺣــﻲ ﻋــﲆ‬ ‫اﻟﺒﻄﻠــني ﺣﻤــﺰة وإﺳــامﻋﻴﻞ ﻓﻘــﻂ‬ ‫وﻫــﻲ ﻇﺎﻫــﺮة ﻣﴪﺣﻴــﺔ ﻏــري‬ ‫ﻣﻌﺘــﺎدة ﻟﻠﻤﺸــﺎﻫﺪ‪.‬‬ ‫ﻗﺎﻟــﺖ ﺣﻤــﺰة‪» ،‬مل ﺗﻜــﻦ ﻫــﺬه‬ ‫اﳌﴪﺣﻴــﺔ ﺗﺤﺪ ﻳًــﺎ ﺟﺪﻳــ ًﺪ ا ﺑﺎﻟﻨﺴــﺒﺔ‬ ‫ﱄ ﺣﻴــﺚ ﻗﺪﻣــﺖ ﻋﺮﺿً ــﺎ ﻓﺮد ﻳٍّــﺎ‬ ‫ﻳﻌــﺮف ﺑﺎﳌﻮﻧــﻮ دراﻣــﺎ ﻣــﻦ ﻗﺒــﻞ‪«.‬‬ ‫ﺑﻴﻨــام ﻗــﺎل إﺳــامﻋﻴﻞ إن اﻟﺘﻨﺎﻏــﻢ‬ ‫ﺑﻴﻨــﻪ وﺑــني ﺣﻤــﺰة ﻗــﺪ ﺳــﺎﻋﺪ ﰲ‬ ‫ﺟﻌــﻞ ﻋﻤﻠﻴــﺔ اﻷداء ﺳﻠﺴــﺔ وﺳــﻬﻠﺔ‬ ‫ﺑﺠﺎﻧــﺐ اﻟﺘﺪرﻳﺒــﺎت اﻟﻌﺪﻳــﺪة‬ ‫واﳌﻜﺜﻔــﺔ اﻟﺘــﻲ ﻟﺠــﺄ إﻟﻴﻬــﺎ اﻷﺑﻄــﺎل‬ ‫واﻟﺘــﻲ ﻧﺘــﺞ ﻋﻨﻬــﺎ ﺗﺠــﺎوز ذﻟــﻚ‬ ‫اﻟﺘﺤــﺪي‪.‬‬ ‫ﻣــﻦ ﺧــﻼل ﺣﺒﺴــﻬام ﰲ ﻏﺮﻓــﺔ‬ ‫اﳌﻼﺑــﺲ‪ ،‬ﺗﺘﻨﻘــﻞ اﻟﺸــﺨﺼﻴﺘﺎن ﺑــني‬ ‫اﻷزﻳــﺎء اﳌﺨﺘﻠﻔــﺔ ﻟﺘُﺠﺴــﺪا أدوار‬ ‫ﺑﻄﻮﻟــﺔ ﻋﺪﻳــﺪة ﻣــﻦ أﻓــﻼم ﻗﺪميــﺔ‬ ‫ﻗــﺎم ﺑﺒﻄﻮﻟﺘﻬــﺎ ﻓﻨﺎﻧــﻮن ﻛﺒــﺎر‪.‬‬ ‫ﺗﻘــﻮل ﺣﻤــﺰة‪» ،‬ﻛﺎﻧــﺖ ﻏﺮﻓــﺔ‬ ‫اﳌﻼﺑــﺲ ﳌﻔﺘــﺎح وﺷــﻬﺮة ﻣــﻜﺎن‬ ‫ﺗﺤﻘﻴــﻖ اﻷﺣــﻼم ﺣﻴــﺚ أُﺗﻴﺤــﺖ‬ ‫ﻟﻬــﻢ اﻟﻔﺮﺻــﺔ ﻟﻠﻌــﺐ أدوار ﻻ‬ ‫ﻳﺴــﺘﻄﻴﻌﻮن ﺗﻘﺪميﻬــﺎ ﺧــﺎرج ﺗﻠــﻚ‬ ‫ا ﻟﻐﺮﻓــﺔ ‪« .‬‬ ‫ﰲ ﺗﻠــﻚ اﻟﻐﺮﻓــﺔ‪ ،‬ﺗﻨﺎوﻟــﺖ‬ ‫اﻟﺸــﺨﺼﻴﺘﺎن ﻗﻀﺎﻳــﺎ ﻋــﺪة ﺗﺨــﺺ‬ ‫اﻟﻌﻤــﻞ ﰲ اﳌﺠــﺎل اﻟﻔﻨــﻲ ﻣﻨﻬــﺎ‬ ‫اﳌﻌﺎﻣﻠــﺔ اﻟﺴــﻴﺌﺔ اﻟﺘــﻲ ﻳﺘﻠﻘﺎﻫــﺎ‬ ‫أﺻﺤــﺎب اﻷدوار اﻟﺜﺎﻧﻮﻳــﺔ ﻣــﻦ‬ ‫اﻟﻔﻨﺎﻧــني اﳌﺸــﻬﻮرﻳﻦ وﺿﻌــﻒ‬ ‫اﻟﻔــﺮص اﳌﻌﺮوﺿــﺔ ﻋﻠﻴﻬــﻢ ﺑﺠﺎﻧــﺐ‬ ‫ﻧﻈــﺮة اﳌﺠﺘﻤــﻊ ﻟﻠﻌﺎﻣﻠــني ﰲ اﳌﺠــﺎل‬ ‫واﻋﺘﺒــﺎر اﳌﻬﻨــﺔ اﻟﻔﻨﻴــﺔ ﻣﻬﻨــﺔ ﻏــري‬

‫ﻣﺮﻣﻮ ﻗــﺔ ‪.‬‬ ‫ﻳﻘــﻮل إﺳــامﻋﻴﻞ إن ردود اﻟﻔﻌــﻞ‬ ‫اﻟﺘــﻰ ﺗﻠﻘﻮﻫــﺎ ﻋــﻦ اﻟﻌــﺮض ﻛﺎﻧــﺖ‬ ‫ﻛﻠﻬــﺎ إﻳﺠﺎﺑﻴــﺔ ﺣﻴــﺚ ﻋــﱪ ﻛﺜــريون‬ ‫ﻋــﻦ إﻋﺠﺎﺑﻬــﻢ ﺑﺎﻟﻌــﺮض واﺳــﺘﻴﺎﺋﻬﻢ‬ ‫ﻣــﻦ ﻗــﴫ ﻣــﺪة ﻋﺮﺿــﻪ‪.‬‬ ‫أﻣــﺎ ﻋﺒــﺪ اﻟﻠــﻪ اﻟﺘــﻮين‪ ،‬أﺣــﺪ‬ ‫اﻟﺤﺎﴐﻳــﻦ‪ ،‬أﻗــﺮ إﻧــﻪ مل ﻳﻔﻬــﻢ‬ ‫اﻟﺮﺳــﺎﻟﺔ اﳌــﺮاد ﺗﻮﺻﻴﻠﻬــﺎ ﻣــﻦ‬ ‫اﻟﻌــﺮض وأن اﻟﻌــﺮض مل ﻳﻠﻤﺴــﻪ‬ ‫ﻟﺠﻬﻠــﻪ مبﻌﺎﻧــﺎة وﻣﺸــﺎﻛﻞ ﺗﻠــﻚ‬ ‫اﻟﻔﺌــﺔ ﻣــﻦ اﻟﻨــﺎس‪.‬‬ ‫أﺛﻨــﻰ أﺳــﺎﻣﺔ ﺟــامل‪ ،‬أﺣــﺪ‬ ‫اﻟﺤﺎﴐﻳــﻦ‪ ،‬ﻋــﲆ ذﻟــﻚ وﻗــﺎل إن‬ ‫اﻟﻌــﺮض ﻳــﺮوق ﳌــﻦ ﻋﻤــﻞ ﺑﺎﳌﺠــﺎل‬ ‫وﺷــﻌﺮ مبﻌﺎﻧــﺎة اﻟﻔﻨﺎﻧــني ﻟﻜﻨــﻪ مل‬ ‫ﻳﺸــﻌﺮ ﺑﺬﻟــﻚ‪.‬‬ ‫أﺿــﺎف ﺟــامل‪» ،‬أرى ﻗــﺪرات‬ ‫متﺜﻴﻠﻴــﺔ ﻫﺎﺋﻠــﺔ ﻋﻨــﺪ ﻋــامد‬ ‫إﺳــامﻋﻴﻞ وأﻋﺘﻘــﺪ أن ﻣﻬﺎراﺗــﻪ‬ ‫اﻟﻔﻨﻴــﺔ ﻛﺎﻧــﺖ ﺳــﺘﱪز أﻛــرث إن ﻛﺎن‬ ‫اﻟﻨــﺺ ﻣﺨﺘﻠﻔًــﺎ‪«.‬‬ ‫ﻗــﺎل ﺟــامل أﻳﻀً ــﺎ‪» ،‬أﻋﺘﻘــﺪ أن‬ ‫اﻟﻀﻌــﻒ اﻷﺳــﺎﳼ ﻛﺎن ﰲ اﻟﺤــﻮار‬ ‫اﳌﴪﺣــﻲ ﺑــني اﻟﺒﻄﻠــني ﻟﻜﻨــﻲ أُﻗــﺪر‬ ‫ﻛــﻢ ﻫــﻮ ﺻﻌــﺐ أن ﻳﻌﺘﻤــﺪ اﻟﻨــﺺ‬ ‫ﻋــﲆ ﺑﻄﻠــني اﺛﻨــني ﻓﻘــﻂ‪«.‬‬ ‫اﻟﺠﺪﻳــﺮ ﺑﺎﻟﺬﻛــﺮ أن اﻟﻔﺮﻗــﺔ‬ ‫اﻟﻌﺎﻣﻠــﺔ ﻋــﲆ اﻟﻌــﺮض اﳌﴪﺣــﻲ‪،‬‬ ‫ﻓﺮﻗــﺔ اﻟﻠﻌﺒــﺔ اﳌﴪﺣﻴــﺔ‪ ،‬ﻫــﻲ ﻓﺮﻗــﺔ‬ ‫ﻣﺴــﺘﻘﻠﺔ ﺗﺘﻜﻔــﻞ مبﴫوﻓــﺎت اﻟﻌﻤــﻞ‬ ‫ﻛﺎﻣﻠــﺔ ﻏــري ﺣﺎﺻﻠــﺔ ﻋــﲆ دﻋــﻢ‬ ‫ﻣــﺎدي ﻣــﻦ أي ﺟﻬــﺔ ﺳــﻮاء ﺧﺎﺻــﺔ‬ ‫أو ﺣﻜﻮﻣﻴــﺔ‪.‬‬ ‫ﻗﺎﻟــﺖ ﺣﻤــﺰة‪» ،‬واﺟﻬﺘﻨــﺎ ﻣﺸــﺎﻛﻞ‬ ‫إﻧﺘﺎﺟﻴــﺔ ﻋــﺪة ﻛﻮﻧﻨــﺎ ﻓﺮﻗــﺔ ﻣﺴــﺘﻘﻠﺔ‬ ‫ﻓﻜﻨــﺎ ﺣﺮﻳﺼــني دوﻣــﺎ ﻋــﲆ ﺗﺒﺴــﻴﻂ‬ ‫اﳌﺘﻄﻠﺒــﺎت وﺗﻘﻠﻴــﻞ اﻟﺘﻜﺎﻟﻴــﻒ‬ ‫اﻹﻧﺘﺎﺟﻴــﺔ ﻗــﺪر اﳌﺴــﺘﻄﺎع دون أن‬ ‫ﻳﺆﺛــﺮ ذﻟــﻚ ﻋــﲆ اﻟﺸــﻜﻞ اﻷﺧــري‬ ‫اﻟــﺬي ﺧــﺮج اﻟﻌــﺮض ﺑــﻪ‪«.‬‬ ‫ﻗُــﺪم اﻟﻌــﺮض ﰲ اﻟﺜﺎﻣــﻦ واﻟﺘﺎﺳــﻊ‬ ‫ﻣــﻦ ﺷــﻬﺮ ﻓﱪاﻳــﺮ اﻟﺠــﺎري ﻋــﲆ‬ ‫أﻣــﻞ ﺗﻘﺪﻳــﻢ ﻣﻮﺳــﻢ راﺑــﻊ ﰲ ﻓــﱰة‬ ‫ﻗﺮﻳﺒــﺔ‪.‬‬

‫مســار الدراجات الهوائية على طريق العني الســخنة يشعل اخلالفات األمنية‬ ‫تقرير‪ :‬حنني قنديل‬

‫ﻗﺎﻣــﺖ ﻣﺠﻤﻮﻋــﺔ »رﻳﺎﺿﻴــﻮ اﳌﻌــﺎدي«‬ ‫ﺑﺎﻟﺤﺼــﻮل ﻋــﲆ ﻣﻮاﻓﻘــﺔ اﻟﴩﻛــﺔ‬ ‫اﻟﻮﻃﻨﻴــﺔ ﻟﻠﻄــﺮق ﺑﺈﻧﺸــﺎء ﻣﻤــﺮ ﺧــﺎص‬ ‫ﻟﺮﻛــﻮب اﻟﺪراﺟــﺎت اﻟﻬﻮاﺋﻴــﺔ ﻋــﲆ ﻃــﻮل‬ ‫ﻃﺮﻳــﻖ اﻟﻌــني اﻟﺴــﺨﻨﺔ ذﻫﺎﺑــﺎ و إﻳﺎﺑــﺎ‪,‬‬ ‫واﻟــﺬي ﻳﻌــﺪ أﻃــﻮل ﻣﺴــﺎر دراﺟــﺎت‬ ‫ﻫﻮاﺋﻴــﺔ ﰲ اﻟــﴩق اﻷوﺳــﻂ‪ ،‬و أدى‬ ‫ﻫــﺬا اﻟﻘــﺮار إﱄ ﻏﻀــﺐ اﻟﻜﺜــري ﻣــﻦ‬ ‫اﻟﻨــﺎس ﺧﻮﻓًــﺎ ﻋــﲆ ﺳــﻼﻣﺘﻬﻢ‪.‬‬ ‫ﺗﻌــﺪ ﻣﺠﻤﻮﻋــﺔ »رﻳﺎﺿﻴــﻮ اﳌﻌــﺎدي«‬ ‫ﻣــﻦ أﻛــﱪ اﳌﺠﻤﻮﻋــﺎت اﻟﺮﻳﺎﺿﻴــﺔ‬ ‫ﰲ ﻣــﴫ‪ ،‬وﺗﻘــﻮم اﳌﺠﻤﻮﻋــﺔ ﺑﻠﻌــﺐ‬ ‫رﻳﺎﺿــﺔ اﻟﱰاﻳﺜﻠــﻮن اﳌﻜﻮﻧــﺔ ﻣــﻦ ﺛــﻼث‬ ‫أﻟﻌــﺎب رﻳﺎﺿﻴــﺔ‪ ،‬اﻟﺠــﺮي‪ ،‬اﻟﺴــﺒﺎﺣﺔ‬ ‫ورﻛــﻮب اﻟﺪراﺟــﺎت اﻟﻬﻮاﺋﻴــﺔ ﻋــﲆ‬ ‫ﻣــﺪار ﺛﻼﺛــﺔ أﻳــﺎم ﰲ اﻷﺳــﺒﻮع‪.‬‬ ‫ﻳﻘــﻮم أﻓــﺮاد اﳌﺠﻤﻮﻋــﺔ ﺑﺎﻟﺘﺪرﻳــﺐ‬ ‫ﻋــﲆ رﻛــﻮب اﻟﺪراﺟــﺎت ﻛﻞ ﻳــﻮم ﺟﻤﻌﺔ‬ ‫ﻋــﲇ ﻃﺮﻳــﻖ اﻟﻌــني اﻟﺴــﺨﻨﺔ‪ ،‬وﻟﻜــﻦ‬ ‫إﺛــﺮ وﻓــﺎة زﻣﻴﻠﺘﻬــﻢ ﺑﺴــﻨﺖ ﻣﻌــﺎذ ﻣﻨــﺬ‬ ‫ﻋﺎﻣــني ﺑﻌﺪﻣــﺎ ﺻﺪﻣﺘﻬــﺎ ﺳــﻴﺎرة‪ ،‬ﻗــﺮروا‬ ‫ﻃﻠــﺐ ﻣﻤــﺮ ﺧــﺎص ﻟﺮﻛــﻮب اﻟﻌﺠــﻞ‬ ‫ﻋــﲆ ﻫــﺬا اﻟﻄﺮﻳــﻖ‪.‬‬ ‫ﻗــﺎل ﻣﺤﻤــﺪ اﻟﺠﻨــﺪي‪ ،‬أﺣــﺪ أﻋﻀــﺎء‬ ‫اﻟﻠﺠﻨــﺔ اﻟﻔﻨﻴــﺔ مبﺠﻤﻮﻋــﺔ »رﻳﺎﺿﻴــﻮ‬ ‫اﳌﻌــﺎدي‪» ،‬ﻛﻨــﺎ ﻧﻮاﺟــﻪ اﻟﻜﺜــري ﻣــﻦ‬ ‫اﳌﺸــﺎﻛﻞ ﻓــﻮر ﺑــﺪء رﻛــﻮب اﻟﻌﺠــﻞ‬ ‫ﻋــﲇ ﻃﺮﻳــﻖ اﻟﻌــني اﻟﺴــﺨﻨﺔ اﻟــﺬي‬ ‫ﻧــﺮاه أﻓﻀــﻞ ﻃــﺮق ﺗﺪرﻳﺒﺎﺗﻨــﺎ وﻛﻨــﺎ‬ ‫ﻧﻮاﺟــﻪ أﻳﻀً ــﺎ ﻣﻀﺎﻳﻘــﺎت ﻣــﻦ ﺳــﺎﺋﻘﻲ‬ ‫اﻟﺴــﻴﺎرات ﻋــﲆ اﻟﻄﺮﻳــﻖ وﻟﻴﺴــﺖ‬ ‫ﻣﻀﺎﻳﻘــﺎت ﻟﻔﻈﻴــﺔ ﻓﻘــﻂ وﻟﻜﻨﻬــﺎ‬ ‫ﺧﻄــرية وﻟﻸﺳــﻒ أدت إﱃ وﻓــﺎة زﻣﻴﻠﺘﻨــﺎ‬ ‫ﺑﺴــﻨﺖ‪«.‬‬ ‫ﺑــﺪأت اﳌﺠﻤﻮﻋــﺔ ﰲ اﻟﺘﻔﻜــري ﰲ‬ ‫ﻗــﺮارات ﺗﺤﻔــﻆ ﺳــﻼﻣﺘﻬﻢ وﺗﻌﻄﻴﻬــﻢ‬ ‫اﻟﺤــﻖ ﰲ ﻣامرﺳــﺔ اﻟﺮﻳﺎﺿــﺔ اﻟﺘــﻲ‬ ‫اﺧﺘﺎروﻫــﺎ ﺑﺎﳌﻮاﻓﻘــﺔ ﻣــﻦ وزارة‬

‫اﻟﺸــﺒﺎب واﻟﺮﻳﺎﺿــﺔ واﻟﴩﻛــﺔ اﻟﻮﻃﻨﻴــﺔ‬ ‫ﻹدارة اﻟﻄــﺮق‪ .‬وﺑﺎﻟﻔﻌــﻞ ﺗﻠﻘــﻮا ﺗﺮﺣﺎﺑًــﺎ‬ ‫ﺷــﺪﻳﺪًا ﻣــﻦ ﻛﻞ اﻷﻃــﺮاف اﻟﺤﻜﻮﻣﻴــﺔ‬ ‫ﳌﺴــﺎﻋﺪﺗﻬﻢ ﻋــﲆ ﺗﻨﻔﻴــﺬ ﻣﻄﻠﺒﻬــﻢ ﰲ‬ ‫رﻛــﻮب اﻟﺪراﺟــﺎت اﻟﻬﻮاﺋﻴــﺔ ﻋــﲆ ﻃﺮﻳﻖ‬ ‫ﴎﻳــﻊ ﻣﺜــﻞ ﻃﺮﻳــﻖ اﻟﻌــني اﻟﺴــﺨﻨﺔ‪.‬‬ ‫ﻋــﲇ اﻟﺠﺎﻧــﺐ اﻵﺧــﺮ‪ ،‬رﻓــﺾ اﻟﻜﺜــري‬ ‫ﻣــﻦ اﻟﻨــﺎس ﻋــﱪ ﻣﻮاﻗــﻊ اﻟﺘﻮاﺻــﻞ‬ ‫اﻻﺟﺘامﻋــﻲ ﻫــﺬا اﻟﻘــﺮار وأﺑــﺪوا‬ ‫اﻋﱰاﺿﻬــﻢ ﻣــﻦ ﺧــﻼل ﻧــﴩ اﻟﻘﻮاﻧــني‬ ‫اﳌﴫﻳــﺔ اﻟﺘــﻲ متﻨــﻊ وﺟــﻮد ﺣــﺎرة‬ ‫ﻣﺨﺼﺼــﺔ ﻟﻠﺪراﺟــﺎت اﻟﻬﻮاﺋﻴــﺔ ﻋــﲆ‬ ‫اﻟﻄــﺮق اﻟﴪﻳﻌــﺔ‪.‬‬ ‫ﻗــﺎل أميــﻦ ﺳــﻤري‪ ،‬أﺣــﺪ اﻟﻨﺸــﻄﺎء‬ ‫ﻋــﲆ ﻣﻮﻗــﻊ اﻟﺘﻮاﺻــﻞ اﻻﺟﺘامﻋــﻲ‬ ‫»ﻓﻴﺴــﺒﻮك«‪» ،‬أﻋــﱰض ﺑﺸــﺪة ﻋــﲆ‬ ‫ﺗﻨﻔﻴــﺬ ﻣﺴــﺎرات ﻟﻠﺪراﺟــﺎت اﻟﻬﻮاﺋﻴــﺔ‬ ‫ﻋــﲆ أي ﻃﺮﻳــﻖ ﴎﻳــﻊ دون ﻓﻮاﺻــﻞ‬ ‫ﺣﺮﻛﻴــﺔ‪ ،‬ﺑﻬــﺬا اﻟﺸــﻜﻞ ﻧﺤــﻦ ﻻ ﻧﺸــﺠﻊ‬ ‫اﻟﺮﻳﺎﺿﻴــني ﻋــﲆ اﺳــﺘﺨﺪام اﻟﺪراﺟــﺎت‬ ‫اﻟﻬﻮاﺋﻴــﺔ ﺑــﻞ ﻧﻘــﴤ ﻋﻠﻴﻬــﻢ‪«.‬‬ ‫ﻃﺒﻘــﺎ ﻟﻠﺘﴩﻳﻌــﺎت اﻟﻘﺎﻧﻮﻧﻴــﺔ اﳌﻮاﻓــﻖ‬ ‫ﻋﻠﻴﻬــﺎ ﻣــﻦ ﻗﺒــﻞ ﻣﺠﻠــﺲ اﻟﺸــﻌﺐ‬ ‫اﳌــﴫي‪ ،‬ﺗﻨــﺺ اﻟﻘﻮاﻧــني ﻋــﲆ ﻋــﺪم‬ ‫وﺟــﻮد ﻣﺴــﺎرات ﻟﻠﺪراﺟــﺎت اﻟﻬﻮاﺋﻴــﺔ‬ ‫ﻋــﲆ اﻟﻄــﺮق اﻟﴪﻳﻌــﺔ ﺣﻴــﺚ ﻳﺠــﺐ‬ ‫وﺟﻮدﻫــﺎ ﻓﻘــﻂ ﰲ وﺳــﻂ اﳌﺪﻳﻨــﺔ‪ .‬إن‬ ‫ﻣﺴــﺎرات اﻟﺪراﺟــﺎت ﺗﺸــﻤﻞ ﺛــﻼث‬ ‫درﺟــﺎت‪ ،‬اﻷوﱃ ﻣﻨﻬــﺎ ﺗﺨــﺺ وﺟــﻮد‬ ‫رﺻﻴــﻒ ﻓﺎﺻــﻞ ﺑــني ﻫــﺬا اﳌﺴــﺎر و‬ ‫ﻣﺴــﺎر اﳌﺮﻛﺒــﺎت‪ ،‬اﻟﺜﺎﻧﻴــﺔ ﺗﺨــﺺ ﺑﻌــﺪ‬ ‫ﺳــﻴﺎرات اﻟﻨﻘــﻞ متﺎﻣــﺎ ﻋــﻦ ﻫــﺬا اﳌﺴــﺎر‪،‬‬ ‫و اﻟﺜﺎﻟﺜــﺔ وﻫــﻰ اﻷﻫــﻢ ﻳﺨــﺺ اﻟﻄــﺮق‬ ‫اﻟﴪﻳﻌــﺔ واﻟــﺬي ﻳﻠﺰﻣــﻪ ﻓﺼــﻞ ﻛﺎﻣــﻞ‬ ‫ﻟﻠﺤﺮﻛــﺔ ﻋــﻦ ﺣﺮﻛــﺔ اﳌﺮﻛﺒــﺎت‪.‬‬ ‫ميﺜــﻞ ﺗﺨﺼﻴــﺺ ﻣﺴــﺎر ﻟﻠﺪراﺟــﺎت‬ ‫اﻟﻬﻮاﺋﻴــﺔ ﻋــﲆ ﻃﺮﻳــﻖ اﻟﻌــني اﻟﺴــﺨﻨﺔ‬ ‫ﺧﻄــﻮة إﻳﺠﺎﺑﻴــﺔ ﺣﻴــﺚ أن راﻛﺒــﻲ‬ ‫اﻟﺪراﺟــﺎت ﻳﺴــﺘﺨﺪﻣﻮﻧﻪ ﰲ أي وﻗــﺖ‬ ‫ﺑﻮﺟــﻮد ﻣﺴــﺎر أو ﻣــﻦ دوﻧــﻪ‪ ،‬و ﻟﻜــﻦ‬

‫ﺧــﱪاء ﺳــﻼﻣﺔ اﻟﻄــﺮق أﺑــﺪوا اﻋﱰاﺿﻬــﻢ‬ ‫اﻟﺸــﺪﻳﺪ ﻋــﲆ ﺗﻨﻔﻴــﺬ ﻫــﺬا اﻟﻘــﺮار‬ ‫ﻟﺨﻄﻮرﺗــﻪ ﻋــﲆ ﺳــﻼﻣﺔ اﻟﻄﺮﻓــني‪:‬‬ ‫راﻛﺒــﻲ اﻟﺪراﺟــﺎت وﺳــﺎﺋﻘﻲ اﻟﺴــﻴﺎرات‬ ‫ﻋــﲆ اﻟﻄﺮﻳــﻖ اﻟﴪﻳــﻊ‪.‬‬ ‫ﻗــﺎل اﻟﺪﻛﺘــﻮر ﺧﺎﻟــﺪ ﻣﺼﻄﻔــﻲ‪،‬‬ ‫ﺧﺒــري اﻟﺴــﻼﻣﺔ ﻋــﲇ اﻟﻄــﺮق اﳌﴫﻳــﺔ‪،‬‬ ‫»اﻟﺤــﺎرة اﳌﺨﺼﺼــﺔ ﻟﻠﺪراﺟــﺎت ﻟﻸﺳــﻒ‬ ‫ﻟــﻦ ﺗﺤﻤﻴﻬــﻢ ﻷﻧﻬــﺎ ﺿﻴﻘــﺔ ﺟــﺪا ﻋــﲇ‬ ‫ﻫﺪﻓﻬــﺎ اﻷﺳــﺎﳼ‪ ،‬ﺳــﻴﺎرات اﻟﻨﻘــﻞ‬ ‫وﻏريﻫــﺎ ﺗﺴــري ﻋــﲆ ﴎﻋــﺔ ﻋﺎﻟﻴــﺔ‬ ‫وأﻳﻀــﺎ‪ ،‬اﻟﺤــﺎرة ﻻ ﺗﻄﺎﺑــﻖ أي ﻣﻮاﺻﻔــﺎت‬ ‫أو ﻣﻌﺎﻳــري ﻟﻸﻣــﻦ واﻟﺴــﻼﻣﺔ اﳌﻄﻠﻮﺑــﺔ‪،‬‬ ‫ﻓﻮﺟــﻮد ﺣــﺎرة ﻣــﻦ ﻫــﺬه اﻟﻨﻮﻋﻴــﺔ‬ ‫أﺧﻄــﺮ ﻣــﻦ ﻋــﺪم وﺟﻮدﻫــﺎ‪«.‬‬ ‫وأﺿــﺎف اﻟﺠﻨــﺪى ردا ً ﻋــﲇ ﻛﻞ ﻫــﺬه‬ ‫اﻵراء أﻧﻬــﻢ ﻋــﲆ ﻋﻠــﻢ ﺑﺎﻟﻘﺎﻧــﻮن وأن‬ ‫وﺟــﻮد ﻫــﺬا اﳌﺴــﺎر ﻣﺨﺎﻟــﻒ ﻟﻠﻘﺎﻧــﻮن‬ ‫و ﻟﻜﻨﻬــﻢ مل ﻳﺠــﺪوا أي ﻣﺴــﺎرات داﺧــﻞ‬ ‫اﳌﺪﻳﻨــﺔ ﻳﺘﺪرﺑــﻮن ﻋﻠﻴﻬــﺎ‪ ,‬ﻓﻠﺠــﺄوا‬ ‫ﻟﻠﻄــﺮق اﻟﴪﻳﻌــﺔ ﻛﺤــﻖ ﻣﻜﺘﺴــﺐ‬ ‫ﺑﺘﺸــﺠﻴﻊ ﻗــﻮي ﻣــﻦ ﻣﺪﻳﺮﻳــﺔ اﻟﻄــﺮق‪.‬‬ ‫ﻛــام أﺿــﺎف أن اﳌﻮﺿــﻮع وﺻــﻞ ﳌﻜﺘــﺐ‬ ‫اﻟﺮﺋﺎﺳــﺔ ﺣﺘــﻰ ﺣﺼﻠــﻮا ﻋــﲆ اﳌﻮاﻓﻘــﺔ‬ ‫ﻣﻨﻬــﻢ‪.‬‬ ‫ﻗــﺎل اﻟﺪﻛﺘــﻮر أﺣﻤــﺪ ﺷــﻠﺒﺎﻳﺔ‪ ،‬أﺣــﺪ‬ ‫ﻣﺆﺳــﴘ ﻣﺆﺳﺴــﺔ ﻧــﺪي ﻟﺴــﻼﻣﺔ‬ ‫اﻟﻄــﺮق‪» ،‬ﻟﻘــﺪ ﺧﴪﻧــﺎ اﺑﻨﺘﻨــﺎ ﻧــﺪي‬ ‫ﻋــﲇ إﺣــﺪي اﻟﻄــﺮق اﻟﴪﻳﻌــﺔ وﻻ‬ ‫ﻧﺮﻳــﺪ ﺧﺴــﺎرة أي أرواح ﺟﺪﻳــﺪة‪ ،‬إن‬ ‫ﺗﻨﻔﻴــﺬ ﻣﺜــﻞ ﻫــﺬا اﳌﺴــﺎر ﻣــﻦ أﺧﻄــﺮ‬ ‫اﻟﻘــﺮارات ﻋــﲇ أرواح اﻟﺸــﺒﺎب‪«.‬‬ ‫أﺿــﺎف ﺷــﻠﺒﺎﻳﺔ أﻧﻬــﻢ ﻛﻤﺆﺳﺴــﺔ‬ ‫ﻳﻄﺎﻟﺒــﻮن اﻟﺤﻜﻮﻣــﺔ اﳌﴫﻳــﺔ واﻟﴩﻛــﺔ‬ ‫اﻟﻮﻃﻨﻴــﺔ ﻟﻠﻄــﺮق ﺑﺎﻟﱰاﺟــﻊ ﻋــﻦ ﻫــﺬا‬ ‫اﻟﻘــﺮار ﺣﻔﺎﻇًــﺎ ﻋــﲇ أرواح اﻟﻨــﺎس‪،‬‬ ‫وﻳﻄﺎﻟﺒــﻮن أﻳﻀً ــﺎ اﳌﺠﻤﻮﻋــﺎت اﻟﺮﻳﺎﺿﻴــﺔ‬ ‫ﺑﺎﻻﻟﺘــﺰام ﺑﺎﻟﻘﻮاﻧــني اﳌﴫﻳــﺔ اﻟﺘــﻲ‬ ‫ﺗﺨــﺺ ﻫــﺬه اﳌﻮاﺿﻴــﻊ‪.‬‬

‫اﳌﻤــﺮ اﻟﺨــﺎص ﺑﺎﻟﺪاراﺟــﺎت ﻋــﲆ ﻃﺮﻳــﻖ اﻟﻌــني اﻟﺴــﺨﻨﺔ‬

‫ﺗﺼﻮﻳﺮ ﻫﺒﺔ ﻓﺆاد‬


‫‪ | 2‬أخـبار و تقارير‬

‫اﻷﺣﺪ ‪ ١٨‬ﻓﱪاﻳﺮ‪٢٠١٨ ،‬‬

‫اجلامعة األمريكية تطلق مشروع الطعام من أجل املستقبل‬

‫إﺣﺪى ﻣﺰارع ﻣﻌﻬﺪ اﻟﺒﺤﻮث ﻣﻦ أﺟﻞ ﺑﻴﺌﺔ ﻣﺴﺘﺪاﻣﺔ‬ ‫تقرير ‪ :‬سارة محمد‬

‫ﺗﺤﺴــني اﻹﻧﺘﺎج اﳌﺤــﲇ وﺗﺸــﺠﻴﻊ اﳌﻮاﻃﻨني‬ ‫ﻋــﲆ زراﻋــﺔ ﻃﻌﺎﻣﻬﻢ ﻫﻮ ﺑﻌــﺾ اﻟﺘﻜﺘﻴﻜﺎت‬ ‫اﻟﺘــﻲ ﺗﺘﺒﻌﻬــﺎ ﻣــﴫ واﻹﻣــﺎرات اﻟﻌﺮﺑﻴــﺔ‬ ‫اﳌﺘﺤــﺪة ﻟﻀــامن ﺗﻮﻓــري »اﻟﻐــﺬاء ﻣــﻦ أﺟــﻞ‬ ‫اﳌﺴــﺘﻘﺒﻞ« ﰲ اﻟــﴩق اﻷوﺳــﻂ‪.‬‬ ‫ﻣﻌﻬــﺪ اﻟﺒﺤﻮث ﻣــﻦ أﺟﻞ ﺑﻴﺌﺔ ﻣﺴــﺘﺪاﻣﺔ‬ ‫)‪ (RISE‬ﺑﺎﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة‪،‬‬ ‫ﺑﺎﻟﺘﻌــﺎون ﻣــﻊ اﳌﺮﻛــﺰ اﻟــﺪوﱄ ﻟﻠﺰراﻋــﺔ‬ ‫اﳌﻠﺤﻴــﺔ )‪ (ICBA‬ﰲ ديب‪ ،‬أﻃﻠﻘــﺖ ﺑﺮﻧﺎﻣــﺞ‬ ‫»اﻟﻐــﺬاء ﻣــﻦ أﺟــﻞ اﳌﺴــﺘﻘﺒﻞ« )‪Food for‬‬ ‫‪ (the Future‬اﻟﻌــﺎم اﳌــﺎﴈ ﺑﻬــﺪف ﺗﻮﻓــري‬ ‫اﻷﻣــﻦ اﻟﻐــﺬايئ ﰲ ﻣــﴫ واﻹﻣــﺎرات اﻟﻌﺮﺑﻴــﺔ‬

‫اﳌﺘﺤــﺪة‪.‬‬ ‫ﻗﺎﻟــﺖ أﻣــرية ﺧﻠﻴــﻞ‪ ،‬ﻣﺴــﺎﻋﺪ ﻣﺪﻳــﺮ‬ ‫ﻣﺸــﺎرﻛﺔ اﳌﺠﺘﻤــﻊ اﳌﺤــﲇ ﰲ ‪» ،RISE‬اﻷﻣﻦ‬ ‫اﻟﻐــﺬايئ ﻫــﻮ أن اﻟﺠﻤﻴــﻊ ﻳﺴــﺘﻄﻴﻌﻮن‬ ‫اﻟﺤﺼــﻮل ﻋــﲆ اﻟﻐــﺬاء اﳌﺘﻨــﻮع ذو أﺳــﻌﺎر‬ ‫وﺟــﻮدة ﺟﻴــﺪة ﻣــﻦ اﻟﻨﺎﺣﻴــﺔ اﳌﺎدﻳــﺔ‬ ‫واﻻﻗﺘﺼﺎدﻳــﺔ وﻋــﲆ ﻗــﺪم اﳌﺴــﺎواة‪«.‬‬ ‫وأدى ﺑﺮﻧﺎﻣــﺞ »اﻟﻐــﺬاء ﻣــﻦ أﺟــﻞ‬ ‫اﳌﺴــﺘﻘﺒﻞ« إﱃ ﺗﺮﻛﻴــﺐ مثــﺎين ﺣﺎﺿﻨــﺎت‬ ‫ﻟﻠﺪواﺟــﻦ ﺗﻌﻤــﻞ ﺑﺎﻟﻄﺎﻗــﺔ اﻟﺸﻤﺴــﻴﺔ ﰲ‬ ‫ﻣﻨــﺎزل ﻗﺮوﻳــﺔ ﺣــﻮل اﻟﻔﻴــﻮم‪ ،‬وﴎﻋــﺎن ﻣــﺎ‬ ‫ﺳــﻴﺘﺒﻌﻬﺎ ﺛﻼﺛــﺔ أﺧــﺮى‪.‬‬ ‫وأﺿﺎﻓــﺖ ﺧﻠﻴــﻞ أﻧــﻪ ﺗــﻢ إﺧﺘﻴــﺎر اﻟﻔﻴــﻮم‬ ‫ﺑﺸــﻜﻞ ﺧﺎص ﺑﺴــﺒﺐ دراﺳــﺔ أﺟﺮاﻫــﺎ ﻣﺮﻛﺰ‬

‫ﺳﺎرة ﻣﺤﻤﺪ‬

‫‪ ICBA‬إﱃ أن ﻣﺌــﺔ ﻣــﻦ أﻓﻘــﺮ اﻟﻘــﺮى ﰲ‬ ‫ﻣــﴫ ﺗﻘــﻊ ﰲ اﻟﻔﻴــﻮم‪.‬‬ ‫وﺗﺎﺑﻌــﺖ‪» ،‬ﺗﻌﺘﻤــﺪ ﻗــﺮى اﻟﻔﻴــﻮم ﻋــﲆ‬ ‫ﺳــﻮق اﻟﺨﻤﻴــﺲ ﻟﻠﺪﺧــﻞ‪ ،‬وﻫــﻮ ﺳــﻮق‬ ‫ﻣﺤــﲇ ﻳﺒﻴــﻊ ﻓﻴــﻪ اﻟﻨــﺎس اﻟﺨﻀــﺎر واﻟﻔﻮاﻛــﻪ‬ ‫واﻟﺪواﺟﻦ اﻟﺘﻲ ﻳﻨﺘﺠﻮﻧﻬﺎ ﺑﺄﻧﻔﺴــﻬﻢ ﺑﺄﺳــﻌﺎر‬ ‫أﻗــﻞ‪ .‬وﻳﻬــﺪف اﻟﱪﻧﺎﻣــﺞ إﱃ ﺗﺰوﻳﺪﻫــﻢ‬ ‫ﺑﻮﺳــﺎﺋﻞ ومنــﺎذج إﻧﺘــﺎج اﻷﻏﺬﻳــﺔ ﻟﺒﻴﻌﻬــﺎ ﰲ‬ ‫ﻫــﺬا اﻟﺴــﻮق‪«.‬‬ ‫ﻳﺘــﻢ ﺗﺮﻛﻴــﺐ اﻷﻟــﻮاح اﻟﺸﻤﺴــﻴﺔ ﻋــﲆ‬ ‫أﺳــﻄﺢ ﻣﻨــﺎزل ﻗــﺮى اﻟﻔﻴﻮم ﻟﺘﻮﻟﻴــﺪ اﻟﻜﻬﺮﺑﺎء‬ ‫ﻟﺤﺎﺿﻨــﺎت اﻟﺪواﺟــﻦ ﺑﺎﻹﺿﺎﻓــﺔ إﱃ ﺗﻮﻟﻴــﺪ‬ ‫اﻟﻜﻬﺮﺑــﺎء ﻟﻠﺒﻴــﺖ ﻛﻠــﻪ أﻳﻀ ـﺎً‪.‬‬ ‫ﰲ اﻟﺴــﻴﺎق ذاﺗــﺔ‪ ،‬ﻗﺎﻟــﺖ ﺧﻠﻴــﻞ أن‬

‫اﻟﺤﺎﺿﻨــﺎت ﺗﻘــﻮم ﺑﺄﻛــرث ﻣــﻦ ﻣﺠــﺮد ﺗﻮﻓــري‬ ‫اﻟﻜﻬﺮﺑــﺎء واﻟﻜﺘﺎﻛﻴــﺖ ﻣﺠﺎﻧــﺎً ﻟﻬــﺬه اﻷﴎ‪.‬‬ ‫واﺳــﺘﻄﺮدت‪» ،‬ﰲ ﻣﻘــﱰح اﳌــﴩوع‪ ،‬ﺗــﻢ‬ ‫اﻹﺷــﺎرة ﻟــﺔ »ﻟﺘﻤﻜــني اﳌــﺮأة اﻗﺘﺼﺎدﻳــﺎ ﰲ‬ ‫اﳌﻨﺎﻃــﻖ اﻟﺮﻳﻔﻴــﺔ‪ «.‬إن ﻣﺸــﻜﻠﺔ اﻷﻣــﻦ‬ ‫اﻟﻐــﺬايئ ﻻ ﺗُﺤــﻞ ﻓﻘــﻂ ﻣــﻦ ﺧــﻼل ﺗﻨﻔﻴــﺬ‬ ‫ﺣﺎﺿﻨــﺎت اﻟﺪﺟــﺎج اﻟﺸﻤﺴــﻴﺔ‪ ،‬وﻟﻜــﻦ ميﻜﻦ‬ ‫متﻜــني اﻟﻨﺴــﺎء ﻣﻦ ﺧــﻼل ﺗﻮﻓري ﻟﻬــﻢ ﻣﺼﺪر‬ ‫ﻣــﻦ اﻟﺪﺧــﻞ‪«.‬‬ ‫ﺧــﻼل دورة اﻟﺤﻀﺎﻧــﺎت اﻟﺘــﻲ ﺗﻘﺘــﴤ ‪٢١‬‬ ‫ﻳﻮﻣ ـﺎً‪ ،‬ﺗ ُﻘﻠــﺪ اﻵﻻت ﺣــﺮﻛﺎت اﻟﺪﺟــﺎج ﻋــﲆ‬ ‫اﻟﺒﻴــﺾ‪ ،‬وﻟﻜــﻦ ﰲ اﻟﻴــﻮم ال ‪ ١٧‬ﻳﺠــﺐ أن‬ ‫ﻳﺘــﻢ ﻧﻘــﻞ اﻟﺒﻴــﺾ إﱃ اﻟﺠــﺰء اﻟﺴــﻔﲇ ﻣــﻦ‬ ‫اﻟﺤﺎﺿﻨــﺔ ﻣــﻦ أﺟــﻞ أن ﻳﻔﻘــﺲ ﺑﺤﺮﻳــﺔ ﰲ‬ ‫اﻟﻴــﻮم ال ‪.٢١‬‬ ‫وﻟﻜــﻦ ﺧﻼﻓــﺎً ﻟﻠﺪﺟــﺎج‪ ،‬ﻓــﺈن ﺣﺎﺿﻨــﺎت‬ ‫اﻟﺪواﺟــﻦ اﻟﺸﻤﺴــﻴﺔ ﺗﺴــﺘﻮﻋﺐ ‪ ٤٥٧‬ﺑﻴﻀــﺔ‬ ‫دﺟــﺎج وﺗﻌﻤــﻞ ﻋــﲆ ﻣــﺪار اﻟﺴــﻨﺔ‪.‬‬ ‫وأﺿﺎﻓــﺖ ﺧﻠﻴــﻞ‪» ،‬ﻟﺪﻳﻨــﺎ ﻧﺴــﺒﺔ ﻣــﻦ‬ ‫‪ ٨٠‬إﱃ ‪ ٩٠‬ﰲ اﳌﺌــﺔ ﻣــﻦ اﻟﺒﻴــﺾ اﳌﻔﻘــﺲ‪،‬‬ ‫وﻫــﺬا ﻳﻮﻓــﺮ ﻟﻠﺴــﻴﺪة ﺣ ـﻮاﱄ ‪ ١٥٠٠‬ﺟﻨﻴــﻪ‬ ‫ﻛﻞ ‪ ٢١‬ﻳﻮﻣ ـﺎً ﻣــام ﻳﺠﻌﻠﻬــﺎ أﻓﻀــﻞ ﻣﻜــﻮن‬ ‫ﻣــﻦ ﻣــﴩوع »اﻟﻐــﺬاء ﻣﻦ أﺟﻞ اﳌﺴــﺘﻘﺒﻞ«‬ ‫ﻷﻧﻬــﺎ أﴎع وﺳــﻴﻠﺔ ﻟﺘﺤﻘﻴــﻖ اﻟﺮﺑــﺢ‪«.‬‬ ‫وﻗــﺎل رﻳﺘﺸــﺎرد ﺗﻮﺗﻮﻳﻠــﺮ‪ ،‬ﻣﺪﻳــﺮ ‪،RISE‬‬ ‫»ﻳﺘــﻢ ﺗﻮﻓــري اﻟــﺪورة اﻷوﱃ ﻣــﻦ اﻟﺒﻴــﺾ‬ ‫ﻟﻠﺴــﻴﺪة ﻟﻀامن اﺳــﺘﺪاﻣﺔ اﳌــﴩوع ‪ ...‬ﻓﺈﻧﻬﺎ‬ ‫ﺳــﺘﺒﻴﻊ ﻫــﺬه اﻟﻜﺘﺎﻛﻴــﺖ ﺛــﻢ ﺗﺸــﱰي اﳌﺰﻳﺪ‬ ‫ﻣــﻦ اﻟﺒﻴــﺾ ﺑﺬﻟﻚ اﳌــﺎل واﻟﺪورة ﻣﺴــﺘﻤﺮة‪«.‬‬ ‫ووﻓﻘـﺎً ﻟﺘﻮﺗﻮﻳﻠــﺮ‪ ،‬ﻳﺘــﻢ ﺗﻌﻴني ﺧـﱪاء ﻋﻠﻮم‬ ‫اﻟﺪواﺟﻦ ﳌﺴــﺎﻋﺪة اﻟﻨﺴــﺎء ﻣــﻊ دورة اﻟﺒﻴﺾ‬ ‫اﻷوﱃ وﺗﻌﻠﻴﻤﻬــﻢ ﻛﻴﻔﻴــﺔ اﻟﺮﻋﺎﻳــﺔ اﻟﺠﻴــﺪة‬ ‫ﻟﻠﻜﺘﺎﻛﻴــﺖ ﻋﻨﺪﻣــﺎ ﺗﻔﻘــﺲ ﳌﻨﻌﻬــﻢ ﻣــﻦ‬ ‫اﳌــﻮت‪.‬‬ ‫ﻛــام ﴏﺣــﺖ ﺧﻠﻴــﻞ ﻟﻠﻘﺎﻓﻠــﺔ‪» ،‬ﻗﺒــﻞ‬ ‫ﺳــﻨﻮات ﻋﺪﻳــﺪة ﻛﺎﻧــﺖ اﻟﻔﻴــﻮم ﺗﺤﻈــﻰ‬ ‫ﺑﺸــﻌﺒﻴﺔ ﻛﺒــرية ﻟﺪﺟــﺎج ﺑﻴﺠــﺎوي‪ ،‬وﻫــﻮ‬ ‫ﻧــﻮع ﻗﺪﻳــﻢ ﺟــﺪا ً ﻣــﻦ اﻟﺪﺟــﺎج‪ ،‬وﻛﺎن ﻳﺘــﻢ‬ ‫ﺗﺼﺪﻳــﺮة ﻟﺠﻤﻴــﻊ أﻧﺤــﺎء اﻟﻌــﺎمل‪ ،‬وﻟﻜــﻦ اﻵن‬ ‫أﺻﺒــﺢ ﻧــﺎدرا ً ﺟــﺪا ً‪ .‬ﻟﻬــﺬا اﻟﺴــﺒﺐ ﺑﺪأﻧــﺎ‬ ‫ﺑﺮﻧﺎﻣﺠﻨــﺎ ﻫﻨــﺎك ﻟﺰﻳــﺎدة إﻧﺘــﺎج ﻫــﺬا اﻟﻨــﻮع‬ ‫ﻣــﻦ اﻟﺪﺟــﺎج‪«.‬‬ ‫إن اﻟﺤﻀﺎﻧــﺔ اﻻﺻﻄﻨﺎﻋﻴﺔ ﻟﺒﻴــﺾ اﻟﺪواﺟﻦ‬ ‫ﻫــﻲ ﻣامرﺳــﺔ ﻗﺪميــﺔ‪ ،‬ﻓــﺈن ﻛﺘﺎﺑﺔ أرﺳــﻄﻮ ﰲ‬ ‫اﻟﻌــﺎم ‪ ٤٠٠‬ﻗﺒــﻞ اﳌﻴﻼد‪ ،‬ﺗُﺸــري ﺑــﺄن اﳌﴫﻳني‬

‫اﻟﻘﺪﻣــﺎء ﻛﺎﻧ ـﻮا ﻳﺤﺘﻀﻨــﻮن اﻟﺒﻴــﺾ ﺑﺸــﻜﻞ‬ ‫ﻋﻔــﻮي وﻋــﲆ ﻣﻘﺎﻳﻴﺲ ﻛﺒــرية ﺑﻘــﺪرة ‪٣٦،٠٠‬‬ ‫ﺑﻴﻀــﺔ ﰲ اﻟــﺪورة اﻟﻮاﺣــﺪة‪.‬‬ ‫أﺣــﺪ اﻟﻌﻨــﺎﴏ اﻷﺧــﺮى ﻟﱪﻧﺎﻣــﺞ »اﻟﻐــﺬاء‬ ‫ﻣــﻦ أﺟــﻞ اﳌﺴــﺘﻘﺒﻞ« ﰲ زراﻋــﺔ اﻟﺤﺪاﺋــﻖ‬ ‫ﻋــﲆ أﺳــﻄﺢ اﳌﻨــﺎزل‪ ،‬وﻳﺘــﻢ ﺗﻨﻔﻴــﺬه‬ ‫ﰲ اﳌﻨﺎﻃــﻖ اﻟﺤﴬﻳــﺔ ﺑﺎﻟﻔﻴــﻮم ﻟﺰﻳــﺎدة‬ ‫اﳌﺴــﺎﺣﺎت اﻟﺨــﴬاء ﻫﻨــﺎك‪.‬‬ ‫وأﺷــﺎرت ﺧﻠﻴــﻞ‪» ،‬مبﻮاﻓﻘﺔ أﺻﺤــﺎب اﳌﺒﺎين‬ ‫و ﺑــﺄدوات ﺑﺴــﻴﻄﺔ ﺟــﺪاً‪ ،‬ﻗﻤﻨــﺎ ﺑﱰﻛﻴــﺐ‬ ‫مثﺎﻧﻴــﺔ أﺳــﻄﺢ ﻣــﻊ أﻧﻈﻤــﺔ ﺑﺴــﻴﻄﺔ ميﻜــﻦ‬ ‫ﻷي ﺷــﺨﺺ ﺗﻮﻓريﻫــﺎ‪«.‬‬ ‫وﺗﺎﺑﻌــﺖ‪» ،‬أن ﻫــﺬا اﳌــﴩوع اﻣﺘــﺪ أﻳﻀـﺎً‬ ‫اﱃ ﻣــﺮﳻ ﻋﻠــﻢ‪ ،‬وﻫــﻲ ﻣﺪﻳﻨــﺔ ﺻﻐــرية ﺗﻀﻢ‬ ‫مثﺎﻧﻴــﺔ آﻻف ﻣﻮاﻃــﻦ ﻻ ﻳﻮﺟﺪ ﻟﻬﻢ اي ﻣﺼﺪر‬ ‫ﻏﺬايئ‪ ،‬واﻻﻏﺬﻳﺔ اﻟﺘﻲ ﺗﺼﻠﻬﺎ اﺳــﺒﻮﻋﻴﺎً ﺗﻘﻄﻊ‬ ‫ﻣﺴــﺎﻓﺔ ﺗــﱰاوح ﺑــني ‪ ٣٠٠‬و‪ ٩٠٠‬ﻛــﻢ ﻣــﻦ‬ ‫ﻣﺤﺎﻓﻈــﺎت‪ :‬اﻟﻘﺎﻫــﺮة او اﻻﻗــﴫ أو ﻗﻨــﺎ‪«.‬‬ ‫وﻣــﻦ ﺳــﻠﺒﻴﺎت ﻫــﺬه اﻟﻄﺮﻳﻘــﺔ ﰲ ﺗﻮﻓــري‬ ‫اﻟﻐــﺬاء ﻷﻫــﺎﱄ ﻣــﺮﳻ ﻋﻠــﻢ ﻫــﻲ ﺗﺪﻫــﻮر‬ ‫ﻧﻮﻋﻴــﺔ اﻷﻏﺬﻳــﺔ أﺛﻨــﺎء ﻧﻘﻠﻬــﺎ وارﺗﻔﺎع أﺳــﻌﺎر‬ ‫اﳌﺨﺮﺟــﺎت اﳌ ُﺒﺎﻋــﺔ‪.‬‬ ‫أﻓﺼﺤــﺖ ﺧﻠﻴــﻞ ﻟﻠﻘﺎﻓﻠــﺔ‪» ،‬اﻟﻬــﺪف‬ ‫اﻟﺮﺋﻴــﴘ ﻟﺘﻨﻔﻴــﺬ ﻫــﺬا اﳌﻜــﻮن ﻣــﻦ اﳌﴩوع‬ ‫ﰲ ﻣــﺮﳻ ﻋﻠــﻢ ﻫــﻮ إﻧﺸــﺎء أول ﺳــﻮق ﻣﺤﲇ‬ ‫ﻫﻨــﺎك ‪ ...‬ﺑﺪأﻧــﺎ ﺑﺨﻤﺴــﺔ أﺳــﻄﺢ ﻣﻨﺰﻟﻴــﺔ‬ ‫ﺑﺤﻴــﺚ ان ﻛﻞ ﻳــﻮم ﺟﻤﻌﺔ واﻻﺛﻨني ﺳــﻴﻜﻮن‬ ‫ﻟﺪﻳﻬــﻢ ﺳــﻮق ﻣﺤــﲇ ﻟﺘﻤﻜــني اﻟﻨــﺎس ﻣــﻦ‬ ‫ﺑﻴــﻊ إﻧﺘﺎﺟﻬــﺎ اﻟﺨــﺎص ﻟﻠﻤــﺮة اﻻوﱃ ﻋــﲆ‬ ‫اﻻﻃــﻼق‪«.‬‬ ‫اﳌﻜــﻮن اﻟﺜﺎﻟــﺚ ﻣــﻦ اﻟﱪﻧﺎﻣﺞ ﻫــﻮ اﻟﺰراﻋﺔ‬ ‫اﳌﺴــﺘﺪاﻣﺔ‪ ،‬واﻟﻐــﺮض ﻣﻨﻪ ﻫﻮ ﺗﻨﻔﻴــﺬ اﳌﺰارع‬ ‫اﻟﻨﻤﻮذﺟﻴﺔ اﳌﺴــﺘﺪاﻣﺔ ﺣﻮل ﻣﴫ واﻹﻣﺎرات‬ ‫اﻟﻌﺮﺑﻴــﺔ اﳌﺘﺤــﺪة ﺣﻴــﺚ ان ﻫﻨــﺎك ﻧﻮﻋــﺎن‬ ‫ﻣــﻦ اﳌ ـﺰارع اﻟﻨﻤﻮذﺟﻴــﺔ ﰲ اﻟﻔﻴــﻮم واﺛﻨــني‬ ‫آﺧﺮﻳــﻦ ﰲ دوﻟــﺔ اﻹﻣــﺎرات اﻟﻌﺮﺑﻴــﺔ اﳌﺘﺤﺪة‬ ‫ﺣﺘــﻰ اﻵن‪.‬‬ ‫وﻗــﺎل ﺣﺴــﻦ ﺣﺴــﻴﻨﻰ‪ ،‬ﻣﺪﻳــﺮ ادارة اﳌﻴــﺎه‬ ‫ﰱ ‪» ،RISE‬إﻧﻨــﺎ ﻧﺤــﺎول ﺗﻨﻔﻴــﺬ منــﻮذج‬ ‫ﻣﺴــﺘﺪام متﺎﻣـﺎً ﻣــﻊ ﺑﺮﻛــﺔ ﺳــﻤﻜﻴﺔ وﺑﻴــﻮت‬ ‫اﳌﺤﻤﻴــﺔ وﺑﻴــﺖ ﻟﻠﺒــﻂ وري ﺑﺎﻟﺘﻨﻘﻴــﻂ‬ ‫وﺗﺮﻛﻴــﺐ أﻟـﻮاح ﺷﻤﺴــﻴﺔ ﻟﺘﻮﻟﻴﺪ اﻟﻜﻬﺮﺑــﺎء‪«.‬‬ ‫ﺗﻘــﻮم ﺷــﺒﻜﺎت اﻟــﺮي ﺑﺎﻟﺘﻨﻘﻴــﻂ ﺑﺘﻮزﻳــﻊ‬ ‫اﳌﻴــﺎه ﻣــﻦ ﺧــﻼل ﺷــﺒﻜﺔ ﻣﻜﻮﻧــﺔ ﻣــﻦ‬ ‫اﻟﺼامﻣــﺎت أو اﻷﻧﺎﺑﻴــﺐ اﻟﺘﻲ ﺗﺴــﻤﺢ ﻟﻠﻤﻴﺎه‬

‫ﺑﺎﻟﺘﻨﻘﻴﻂ ﺑﺒــﻂء إﱃ ﻣﻨﺎﻃﻖ ﺟــﺬور اﻟﻨﺒﺎﺗﺎت‬ ‫وﺑﺎﻟﺘــﺎﱄ ﺗﻘﻠﻴــﻞ اﻟﺘﺒﺨــﺮ‪.‬‬ ‫وأﺿــﺎف ﺣﺴــﻴﻨﻲ‪» ،‬ﻳﺘــﻢ ﺟﻤﻊ ﻣﻴــﺎه اﻟﺮي‬ ‫وﺗﺨﺰﻳﻨﻬــﺎ ﰲ اﳌـﺰارع اﻟﺴــﻤﻜﻴﺔ اﻟﺘــﻲ ﺗﻨﺘــﺞ‬ ‫ﺣ ـﻮاﱄ ‪ ١٠٠٠‬ﺳــﻤﻜﺔ ﰲ ﻛﻞ دورة ﺛــﻢ ﻳﺘــﻢ‬ ‫ﺿــﺦ اﳌﻴــﺎه ﻣــﺮة أﺧــﺮى إﱃ اﻟﻨﺒﺎﺗــﺎت ﻷﻧﻬــﺎ‬ ‫ﻣﻴــﺎه ﺳــامد ﺟﻴــﺪة‪ .‬اﻟﻬــﺪف اﻷﺳــﺎﳼ ﻫــﻮ‬ ‫إﻧﺘــﺎج اﳌﺰﻳــﺪ ﻟــﻜﻞ ﻗﻄﺮة ﻣــﻦ اﳌﻴــﺎه‪ ،‬وﺗﻮﻓري‬ ‫اﳌ ـﻮارد وزﻳــﺎدة اﻹﻧﺘــﺎج اﻟﻐــﺬايئ‪«.‬‬ ‫وﻃﺒﻘــﺎ ﻟﺨﻠﻴــﻞ‪ ،‬ﻓــﺈن اﳌﺰارﻋــني اﻟﻔﻴــﻮم‬ ‫ﻳﺴــﺘﺨﺪﻣﻮن ﻃﺮﻳﻘــﺔ اﻟــﺮي ﺑﺎﻟﻔﻴﻀﺎﻧــﺎت‬ ‫اﻟﺘــﻲ ﺗﻐﻤــﺮ اﻷرض ﻣــﻦ أﺟــﻞ ري اﳌﺤﺎﺻﻴﻞ‪،‬‬ ‫وﺑﺎﻟﺘــﺎﱄ ﺗﺴــﺘﻬﻠﻚ ﻛﻤﻴــﺎت واﻓﺮة ﻣــﻦ اﳌﻴﺎه‪.‬‬ ‫وأﺿﺎﻓــﺖ‪» :‬ﻣــﻦ ﺧــﻼل ﺗﻨﻔﻴــﺬ ﻫــﺬه‬ ‫اﳌ ـﺰارع اﻟﻨﻤﻮذﺟﻴــﺔ ﻳﺘــﻢ ﺗﻌﻠﻴــﻢ اﳌﺰارﻋــني‬ ‫أﺳــﺎﻟﻴﺐ ﻣﺨﺘﻠﻔــﺔ ﻹﻧﺘــﺎج اﻷﻏﺬﻳــﺔ ﻣــﻦ‬ ‫ﺧــﻼل دورة ﻣﺴــﺘﺪاﻣﺔ ﻣــﻦ أﺟﻞ ﺗﻜـﺮار ﻫﺬا‬ ‫اﻟﻨﻤــﻮذج ﺑﺄﻧﻔﺴــﻬﻢ‪«.‬‬ ‫ﰲ ﻳﻨﺎﻳــﺮ اﳌــﺎﴈ‪ ،‬اﺳــﺘﻀﺎﻓﺖ ‪RISE‬‬ ‫ﻣﺠﻤﻮﻋــﺔ ﻣــﻦ ﺣـﻮاﱄ ‪ ٥٠‬ﻃﺎﻟــﺐ ﰲ ﺟﻮﻟــﺔ‬ ‫ﺗﻌﻠﻴﻤﻴــﺔ ﰲ ﻣﺰرﻋــﺔ اﻟﻔﻴــﻮم‪ .‬وﻛﺎن اﻟﻄــﻼب‬ ‫ﻣــﻦ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة وﻛﺬﻟــﻚ‬ ‫ﻃــﻼب ﻣﻦ ﻣﺨﺘﻠــﻒ اﻟﺠﺎﻣﻌــﺎت اﻟﺼﻴﻨﻴﺔ ﰲ‬ ‫ﺑﻜــني ﻗﺎﻣـﻮا ﺑﺰﻳــﺎرة ﻣــﴫ ﳌــﺪة أﺳــﺒﻮع ﻣﻦ‬ ‫ﺧــﻼل ﻣﻜﺘــﺐ اﻟﱪاﻣــﺞ اﻟﺪوﻟﻴــﺔ ﰲ اﻟﺠﺎﻣﻌﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة‪.‬‬ ‫ﻋــﲆ اﻟﺠﺎﻧــﺐ اﳌــﴩق‪ ،‬وﺟــﺪ ﻣﻌﻈــﻢ‬ ‫ﻃــﻼب اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ زﻳﺎرﺗﻬــﻢ ﺗﺠﺮﺑﺔ‬ ‫ﻣﻔﻴــﺪة وﺗﺠﺮﺑــﺔ ﻣﻌﻠﻮﻣﺎﺗﻴــﺔ ﻣــﺪى اﻟﺤﻴــﺎة‪.‬‬ ‫ﻗﺎﻟــﺖ دﻳﻨــﺎ ﺻــﻼح‪ ،‬ﻃﺎﻟﺒــﺔ ﺑﻜﻠﻴــﺔ اﻟﻔﻨﻮن‬ ‫اﻟﺘﻄﺒﻴﻘﻴــﺔ‪» :‬ﻟﻘــﺪ ﻓﻮﺟﺌــﺖ ﺑﻬــﺬا اﻟﻨﻤــﻮذج‬ ‫اﳌﺴــﺘﺪام‪ .‬ﻳﺘﻌﻠــﻢ اﳌﺰارﻋــﻮن أن ﻳﺴــﺘﻔﻴﺪوا‬ ‫ﻓﻌﻠﻴـﺎً ﻣــﻦ ﻛﻞ اﳌـﻮارد اﻟﺘــﻲ ﻳﻀﻌﻮﻧﻬــﺎ ﻋﲆ‬ ‫أﻳﺪﻳﻬــﻢ‪ .‬أﻧــﺎ أمتﻨــﻰ ﺣﻘـﺎً أن ﻳﺘﻢ ﺗﻄﺒﻴﻖ ﺗﻠﻚ‬ ‫اﻵداب اﻟﺰراﻋﻴــﺔ ﰲ أراﴈ أﺧــﺮى ﰲ ﻣــﴫ‬ ‫أﻳﻀﺎً‪«.‬‬ ‫ﻛــام ﻗﺎﻟــﺖ ﻫﻨــﺎ ﻳــﺎﴎ‪ ،‬ﻃﺎﻟﺒــﺔ ﺑﻜﻠﻴــﺔ‬ ‫اﻟﻬﻨﺪﺳــﺔ اﳌﻌامرﻳــﺔ‪» :‬ﻛﻨــﺎ ﻗﺎدرﻳــﻦ ﻋــﲆ‬ ‫اﻟﺘﻔﺎﻋــﻞ ﻣــﻊ ﺗﻠــﻚ اﳌﺰرﻋــﺔ اﳌﺴــﺘﺪاﻣﺔ‬ ‫ﺣﻴــﺚ ﻗُﻤﻨــﺎ ﺑﺎﻟﺘﻌــﺮف ﻋــﲆ أﻧﻈﻤــﺔ اﻟــﺮي‬ ‫اﻟﺤﺪﻳﺜــﺔ اﻟﺘــﻲ ﺗﺴــﺘﻬﻠﻚ ﻛﻤﻴــﺎت أﻗــﻞ ﻣــﻦ‬ ‫اﳌﻴــﺎه‪ ،‬وﻋﻠِﻤﻨــﺎ اﻳﻀـﺎً أﻧــﻪ ﻣﻦ ﺧــﻼل اﻟﺒﻴﻮت‬ ‫اﳌﺤﻤﻴــﺔ ميﻜــﻦ ﻟﻠﻤﺰارﻋــني زراﻋــﺔ ﺷــﺘﻼت‬ ‫ﻣﺨﺘﻠﻔــﺔ ميﻜــﻦ ﺑﻴﻌﻬــﺎ ﻟﻶﺧﺮﻳــﻦ ﻟﺰراﻋــﺔ‬ ‫اﳌﺤﺎﺻﻴــﻞ‪«.‬‬

‫مـــعركة االنــــتقاالت تـشـتـعل بـني قـــطبي الكـرة الـمصرية‬ ‫تقرير‪ :‬أحمد زاده‬

‫مل ﻳﻘﺘــﴫ اﻟﺘﻨﺎﻓــﺲ ﰲ اﻟــﺪوري‬ ‫اﳌــﴫي ﻋــﲇ اﻟﻔــﻮز ﺑﺎﳌﺒﺎرﻳــﺎت ﺑــﻞ‬ ‫إﻣﺘــﺪ ﻟﻠﻔــﻮز ﺑﺎﻟﺼﻔﻘــﺎت اﻟﺨﺎﺻــﺔ‬ ‫ﺑﻜــﺮة اﻟﻘــﺪم‪ .‬ﻗﻄﺒــﺎ اﻟﻜــﺮة اﳌﴫﻳــﺔ‬ ‫اﻷﻫــﲇ واﻟﺰﻣﺎﻟــﻚ إﺳــﺘﻐﻼ ﺗﺤﺮﻳــﺮ‬ ‫اﻟــﴫف وواﻓﻘــﺎ ﻋــﲆ إﻋــﺎرة اﻟﻜﺜــري‬ ‫ﻣــﻦ اﻟﻼﻋﺒــني اﱄ أﻧﺪﻳــﺔ اﻟﺨﻠﻴــﺞ‬ ‫مبﺒﺎﻟــﻎ ﻛﺒــرية‪.‬‬ ‫ﺑــﺪأت ﻫــﺬه اﻟﺤﺮﻛــﺔ ﻋﻨﺪﻣــﺎ‬ ‫واﻓــﻖ رﺋﻴــﺲ اﻟﺰﻣﺎﻟــﻚ ﻣﺮﺗــﴣ‬ ‫ﻣﻨﺼــﻮر ﻋــﲆ إﻋــﺎرة ﻻﻋــﺐ اﻟﺰﻣﺎﻟــﻚ‬ ‫ﻣﺤﻤــﻮد ﻛﻬﺮﺑــﺎ إﱃ اﻹﺗﺤــﺎد‬ ‫اﻟﺴــﻌﻮدي‪ .‬ﻳﺘﻀﻤــﻦ ﻋﻘــﺪ اﻹﻋــﺎرة‬ ‫ﺑﻨــ ًﺪ ا ﻳﻌﻄــﻲ اﻟﻔﺮﻳــﻖ اﻟﺴــﻌﻮدي‬ ‫ﺣــﻖ ﴍاء ﻋﻘــﺪ اﳌﻬﺎﺟــﻢ اﻟــﺪوﱄ‬ ‫ﻧﻬﺎﺋﻴــﺎ ﻣﻘﺎﺑــﻞ اﺛﻨــني ﻣﻠﻴــﻮن دوﻻر‪.‬‬ ‫وﺷــﺠﻊ ﻫــﺬا اﻹﺗﻔــﺎق اﻟﻔــﺮق‬ ‫اﻷﺧــﺮى ﻋــﲆ اﳌﺸــﺎرﻛﺔ واﺗﺨــﺎذ‬ ‫ﻧﻔــﺲ اﻹﺟــﺮاءات‪ ،‬واﻧﻀــﻢ اﻟﻨــﺎدي‬ ‫اﻷﻫــﲇ أﻳﻀً ــﺎ ﻟﻬــﺬه اﻟﺤﺮﻛــﺔ واﺗﻔــﻖ‬ ‫ﻋــﲆ ﻋــﺪة ﻋــﺮوض ﻟﺒﻴــﻊ وإﻋــﺎرة‬ ‫ﻻﻋﺒﻴــﻪ ‪.‬‬ ‫ﺗﻮﺻــﻞ ﻣﺤﻤــﻮد اﻟﺨﻄﻴــﺐ رﺋﻴــﺲ‬ ‫اﻟﻨــﺎدي اﻷﻫــﲇ إﱃ إﺗﻔــﺎق ﻣــﻊ‬ ‫ﻋــﺪة أﻧﺪﻳــﺔ ﰲ اﳌﻤﻠﻜــﺔ اﻟﻌﺮﺑﻴــﺔ‬ ‫اﻟﺴــﻌﻮدﻳﺔ ﻟﺒﻴــﻊ اﻟﻌﺪﻳــﺪ ﻣــﻦ‬ ‫اﻟﻼﻋﺒــني‪ ،‬وﻛﺎن أﺑﺮزﻫــﻢ ﻣﻬﺎﺟﻤــﻲ‬ ‫اﳌﻨﺘﺨــﺐ ﻣﺆﻣــﻦ زﻛﺮﻳــﺎ وأﺣﻤــﺪ‬ ‫اﻟﺸــﻴﺦ وﻋــامد ﻣﺘﻌــﺐ‪.‬‬ ‫ﺑﺎﻹﺿﺎﻓــﺔ إﱃ اﻷﻫــﲇ واﻟﺰﻣﺎﻟــﻚ‪،‬‬ ‫إﺗﻔــﻖ ﻓﺮﻳــﻖ ﻣــﴫ اﳌﻘﺎﺻــﺔ أﻳﻀً ــﺎ‬ ‫ﻣــﻊ ﻓﺮﻳــﻖ اﻟﻌــني اﻹﻣــﺎرايت ﻋــﲆ‬ ‫إﻋــﺎرة ﻫــﺪاف اﻟﻔﺮﻳــﻖ ﺣﺴــني‬ ‫اﻟﺸــﺤﺎت ﳌــﺪة ﺳﺘﺔأﺷــﻬﺮ ﺑﻘﻴﻤــﺔ‬ ‫‪ ٦٠٠،٠٠٠‬دوﻻر ﻣــﻊ ﴍط أن اﻟﻌﻘــﺪ‬ ‫ﻳﻌﻄــﻲ اﻟﻌــني اﻷوﻟﻮﻳــﺔ ﰲ اﻟﺤﺼــﻮل‬ ‫ﻋــﲇ ﺧﺪﻣــﺎت اﻟﻼﻋــﺐ ﻧﻬﺎﺋ ًﻴــﺎً‬ ‫ﻣﻘﺎﺑــﻞ ﻣﺒﻠــﻎ ﻣﻠﻴــﻮن دوﻻر‪.‬‬

‫ﺳــﺎﻋﺪت ﻋﻤﻠﻴــﺔ ﺑﻴــﻊ اﻟﻼﻋﺒــني‬ ‫ﻟﻠﺨﻠﻴــﺞ ﻋــﲆ إﻧﺘﻌــﺎش ﺧﺰاﺋــﻦ‬ ‫اﻷﻧﺪﻳــﺔ وﺷــﺠﻌﺖ اﻟﻜﺜريﻳــﻦ ﻋــﲆ‬ ‫ﻋﻤﻠﻴــﺔ اﻟﺒﻴــﻊ ﻣــﻦ أﺟــﻞ إﻋــﺎدة‬ ‫ﺗﻨﻈﻴــﻢ اﻟﻬﻴــﻜﻞ اﻟﻌــﺎم وﺑﻨــﺎء ﻓــﺮق‬ ‫أﻗــﻮى‪ .‬وﺑــﺪأت ﺣــﺮب اﻟﺼﻔﻘــﺎت‬ ‫ﴎﻳ ًﻌــﺎ ﺑــني اﻷﻫــﲇ واﻟﺰﻣﺎﻟــﻚ ﻣــﻦ‬ ‫أﺟــﻞ ﴍاء أﺑــﺮز اﻟﻼﻋﺒــني ﰲ اﻟــﺪوري‬ ‫اﳌــﴫي ﻣﻨﻬــﻢ ﻣﺤﻤــﺪ ﻋﻨــﱰ ﺻﺎﻧــﻊ‬ ‫أﻟﻌــﺎب ﻓﺮﻳــﻖ اﻷﺳــﻴﻮﻃﻲ وﺻــﻼح‬ ‫ﻣﺤﺴــﻦ ﻣﻬﺎﺟــﻢ ﻓﺮﻳــﻖ إﻧﺒــﻲ‪.‬‬ ‫ﻧﻘﻠــﺖ وﺳــﺎﺋﻞ اﻹﻋــﻼم أن‬ ‫اﻟﺨﻄﻴــﺐ ﺗﻮﺻــﻞ إﱃ إﺗﻔــﺎق ﺣــﻮل‬ ‫ﺗﻮﻗﻴــﻊ ﻋﻨــﱰ ﻋــﲆ ﻋﻘــﻮد اﻻﺳــﺘﻐﻨﺎء‬ ‫ﻣﻘﺎﺑــﻞ ﺛﻼﺛــﺔ ﻋــﴩ ﻣﻠﻴــﻮن‬ ‫ﺟﻨﻴــﻪ ﻣــﴫي إﻻ أﻧــﻪ ﺑﻌــﺪ ﻫــﺬه‬ ‫اﻷﻧﺒــﺎء ﺑﺴــﺎﻋﺘني ﻓﻘــﻂ‪ ،‬أﻋﻠﻨــﺖ‬ ‫ﺻﻔﺤــﺔ اﳌﺴﺘﺸــﺎر ﻣﺮﺗــﴣ ﻣﻨﺼــﻮر‬ ‫رﺋﻴــﺲ ﻧــﺎدي اﻟﺰﻣﺎﻟــﻚ اﻟﺮﺳــﻤﻴﺔ‬ ‫ﻋــﲆ ﻣﻮﻗــﻊ اﻟﺘﻮاﺻــﻞ اﻻﺟﺘامﻋــﻲ‬ ‫ﻓﻴﺴــﺒﻮك ﻧﻘــﻞ ﻋﻨــﱰ إﱃ اﻟﺰﻣﺎﻟــﻚ‬ ‫ﺑﻌــﺪ اﻟﺘﻮﺻــﻞ إﱃ إﺗﻔــﺎق ﻣــﻊ ﻓﺮﻳــﻖ‬ ‫اﻷﺳــﻴﻮﻃﻲ ﻣﻘﺎﺑــﻞ ﺧﻤﺴــﺔ ﻋــﴩ‬ ‫ﻣﻠﻴــﻮن ﺟﻨﻴــﻪ ﻣــﴫي‪ .‬وإﻋﺘــﱪ ﻫــﺬا‬ ‫اﻟﻌﻘــﺪ اﻷﻏــﲆ ﰲ ﺗﺎرﻳــﺦ اﻟــﺪوري‬ ‫اﳌــﴫي ﺣﻴــﺚ مل ﻳﺘــﻢ اﻟﻮﺻــﻮل إﱃ‬ ‫ﺗﻠــﻚ اﻷرﻗــﺎم اﻟﺘــﻲ ﺗﺠــﺎوزت ﻋــﴩة‬ ‫ﻣﻼﻳــني ﺟﻨﻴــﻪ ﻣــﴫي ﻣــﻦ ﻗﺒــﻞ‪.‬‬ ‫ﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ ﺿﻌــﻒ أداء‬ ‫اﻟﺰﻣﺎﻟــﻚ ﰲ ﻣﺴــﺎﺑﻘﺎت اﻟــﺪوري‬ ‫وإﺣﺒــﺎط اﳌﺸــﺠﻌني ﻣــﻦ ﺳﻴﺎﺳــﺔ‬ ‫اﻹدارة اﻟﺤﺎﻟﻴــﺔ‪ ،‬اﺳــﺘﻌﺎدة ﺣــﺮب‬ ‫اﻟﺼﻔﻘــﺎت ﺑﻌــﺾ اﻟﻬﻴﺒــﻪ ﻟﻠﺠامﻫــري‬ ‫ﰲ ﻧــﺎدي اﻟﺰﻣﺎﻟــﻚ وﻧﺘﻴﺠــﺔ ﻟﺬﻟــﻚ‪،‬‬ ‫أﻋﻠــﻦ ﻣﺴــﺆوﻟﻮن ﰲ اﻟﻨــﺎدي‬ ‫اﻷﻫــﲇ ﺑﻘﻴــﺎدة اﻟﺨﻄﻴــﺐ ﴍاء‬ ‫ﻣﻬﺎﺟــﻢ إﻧﺒــﻲ ﺻــﻼح ﻣﺤﺴــﻦ‬ ‫ﻣﻘﺎﺑــﻞ ﺧﻤﺴــﺔ وﺛﻼﺛــني ﻣﻠﻴــﻮن‬ ‫ﺟﻨﻴــﻪ ﻣــﴫي‪.‬‬ ‫وﻟﻜــﻦ ﻫــﺬه اﻟﺨﻄــﻮة ﺗــﻢ اﻟﻘﻴــﺎم‬

‫ﻣﺮﺗــﴣ ﻣﻨﺼــﻮر ﻳﻠﻘــﻲ ﺧﻄﺎﺑــﺎ ﻟﻔﺮﻳﻘــﻪ‬

‫ﺑﻬــﺎ ﻣــﻦ أﺟــﻞ ﻣﻨــﻊ ﻣﺴــﺎرات‬ ‫اﻟﺰﻣﺎﻟــﻚ ﻋــﲆ ﺗﻮﻗﻴــﻊ اﳌﻬﺎﺟــﻢ‬ ‫اﻟــﺬي ﻳﺒﻠــﻎ ﻣــﻦ اﻟﻌﻤــﺮ ‪ ١٩‬ﻋﺎﻣــﺎ‪.‬‬ ‫أﻣــﺎ اﻟﺼﻔﻘــﺎت اﻷﺧــﺮي اﻟﺒــﺎرزة ﰲ‬ ‫اﻟــﺪوري اﳌــﴫي‪ ،‬ﻓﻜﺎﻧــﺖ اﻟﺘﻮﻧــﴘ‬ ‫اﻟــﺪوﱄ ﺣﻤــﺪي اﻟﻨﺠــﺎز اﻟــﺬي ﻧﻘــﻞ‬ ‫ﻣــﻦ اﻟﻨﺠــﻢ اﻟﺴــﺎﺣﲇ اﻟﺘﻮﻧــﴘ إﱃ‬ ‫اﻟﺰﻣﺎﻟــﻚ مبﺒﻠــﻎ ‪ ٧٠٠،٠٠٠‬دوﻻر‪.‬‬ ‫واﻋﺘــﱪت ﻫــﺬه اﻟﺼﻔﻘــﺔ اﻷﻛــرث‬ ‫دراﻣﺎﺗﻴﻜﻴــﺔ ﰲ ﻳﻨﺎﻳــﺮ ‪ ٢٠١٨‬ﻣﻨــﺬ‬

‫أﺣﻤﺪ ﻣﺨﻠﻮف‬

‫أوﻻ‬ ‫أن ﺟــﺎء اﻟﻨﺠــﺎز إﱃ ﻣــﴫ ً‬ ‫ﻟﻠﺘﻔــﺎوض ﻋــﲆ ﴍوط ﻋﻘــﺪه‬ ‫وﻟﻜــﻦ ﺑﻌــﺪ ﻋــﺪة أﻳــﺎم إﺧﺘﻔــﻰ‪،‬‬ ‫وأﻋﻠﻨــﺖ وﺳــﺎﺋﻞ اﻹﻋــﻼم ﰲ ﺗﻮﻧــﺲ‬ ‫أن اﻟﻼﻋــﺐ ﻳﺒﺤــﺚ ﻋــﻦ ﻋــﺮوض‬ ‫إﺣــﱰاف ﰲ اﻟــﺪوري اﻷورويب‪ .‬ﺑﻌــﺪ‬ ‫ذﻟــﻚ ﻇﻬــﺮ اﻟﻨﺠــﺎز ﻓﺠــﺄة ﻣــﺮة‬ ‫أﺧــﺮى ﰲ ﻧــﺎدي اﻟﺰﻣﺎﻟــﻚ ﻟﻴﻨﻬــﻲ‬ ‫ﻫــﺬا اﻟﺠــﺪل ﻣــﻦ ﺧــﻼل ﺗﻮﻗﻴــﻊ‬ ‫ﻋﻘــﺪ ﳌــﺪة ﺛﻼﺛــﺔ أﻋــﻮام ﻣــﻊ‬ ‫اﻟﻔﺮﻳــﻖ اﳌــﴫي‪.‬‬

‫ﺑﺎﻹﺿﺎﻓــﺔ إﱃ اﻧﻀــامم اﻟﻨﺠــﺎز‬ ‫ﻟﻠﺰﻣﺎﻟــﻚ ﻓﻘــﺪ اﻧﻀــﻢ ﻋــﲇ ﺟــﱪ‬ ‫اﳌﺪاﻓــﻊ اﻟــﺪوﱄ ﻟﻠﺰﻣﺎﻟــﻚ إﱃ‬ ‫ﺑﺮوﻣﻴﺘــﺶ اﻟﺒﻴــﻮن ﰲ إﻧﺠﻠــﱰا‪.‬‬ ‫اﻹﺗﻔــﺎق ﺗﻀﻤــﻦ ﻋﻘــﺪ اﻟﺤﺼــﻮل‬ ‫ﻋــﲇ ﺧﺪﻣــﺎت ﺟــﱪ ﳌــﺪة ﺳــﺘﺔ‬ ‫أﺷــﻬﺮ ﻣﻘﺎﺑــﻞ ‪ ٥٠٠،٠٠٠‬ﻳــﻮرو‪.‬‬ ‫ﻳﻨﻀــﻢ ﺟــﱪ إﱃ ﺻﺪﻳﻘــﻪ اﳌــﴫي‬ ‫أﺣﻤــﺪ ﺣﺠــﺎزي ﰲ اﻟﻔﺮﻳــﻖ‬ ‫اﻹﻧﺠﻠﻴــﺰي اﻟــﺬي ﻳﺰﻳــﺪ ﻣــﻦ ﻋــﺪد‬ ‫اﻟﻼﻋﺒــني اﳌﴫﻳــني ﰲ اﻟــﺪوري‬

‫اﻹﻧﺠﻠﻴــﺰي اﳌﻤﺘــﺎز إﱃ أرﺑﻌــﺔ‬ ‫ﻻ ﻋﺒــني ‪.‬‬ ‫ﻳﻨﺎﻳــﺮ ‪ ٢٠١٨‬ﻫــﻮ ﻣﻮﺳــﻢ اﻟﻨﻘــﻞ‬ ‫اﻟــﺬي ﺳــﻴﻜﻮن دا مئًــﺎ ﻣﻠﺤﻮﻇًــﺎ ﰲ‬ ‫ﺗﺎرﻳــﺦ إﻳﺒــﻞ‪ ،‬مل ﻳﺘــﻢ ﺗﺴــﺠﻴﻞ ﻣﺜــﻞ‬ ‫ﻫــﺬه اﳌﺒﺎﻟــﻎ اﻟــﻮاردة ﻣــﻦ اﳌــﺎل‬ ‫واﻟﺨــﺮوج ﰲ أي ﻣﻔﺎوﺿــﺎت ﺑــني‬ ‫اﻟﻔــﺮق ﻗﺒــﻞ‪ ،‬وﻟﻜــﻦ ﻟﻼﺗﺠــﺎه اﻷﺧــري‬ ‫ﻣــﻦ ﺑﻴــﻊ اﻟﻼﻋﺒــني اﳌﺤﻠﻴــني ﻟﻔــﺮق‬ ‫اﻟﻐﻮﻟــﻒ‪ ،‬وﺳــﻮف ﺗﺴــﺘﻤﺮ أو ﻗــﺪ‬ ‫ﻳﻈﻬــﺮ اﺗﺠــﺎه آﺧــﺮ‪.‬‬


‫«مفتاح شــهرة» على املســرح الفلكي‬

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‫الدراجــات الهوائيــة علــى طريق العني الســخنة‬

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‫فخــر املصريــني ليــس باألهرامــات فقــط‬

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‫اﻷﺣﺪ ‪ ١٨‬ﻓﱪاﻳﺮ‪ ٢.١٨ ،‬اﳌﺠﻠﺪ ‪ ٩٩‬اﻟﻌﺪد ‪٩‬‬

‫تـــطبيق خـطة لـــمنع التـدخـني متاما عن الـجامعة‬

‫اﻷﻣــﻜﺎن اﳌﺨﺼﺼــﺔ ﻟﻠﺘﺪﺧــني ﺑﺎﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‬ ‫تقرير‪ :‬حسني املعتز‬

‫ﺗــﻢ إرﺳــﺎل ﺑﺮﻳــﺪ إﻟﻜــﱰوين ﻟﻠﻄــﻼب ﰲ‬ ‫ﻳﻨﺎﻳــﺮ اﳌــﺎﴈ ﻻﺧﻄﺎرﻫــﻢ أن اﻟﺠﺎﻣﻌــﺔ‬ ‫ﺳــﺘﻜﻮن ﺧﺎﻟﻴــﺔ متﺎﻣــﺎ ﻣــﻦ اﻟﺘﺒــﻎ‬ ‫واﻟﺘﺪﺧــني ﰲ ﺣﻠــﻮل ﻓﱪاﻳــﺮ ﻋــﺎم ‪٢٠١٩‬‬ ‫ﻛﻨــﻮع ﻣــﻦ أﻧــﻮاع اﻻﺣﺘﻔــﺎﻻت مبﺌﻮﻳــﺔ‬ ‫اﻟﺠﺎﻣﻌــﺔ‪ .‬أُرﺳــﻞ ﻫــﺬا اﻟﺒﻴــﺎن ﺑﻮاﺳــﻄﺔ‬ ‫ﻟﺠﻨــﺔ ﻣﻜﻮﻧــﺔ ﻣــﻦ أﻋﻀــﺎء ﰲ ﻣﺠﺘﻤــﻊ‬ ‫اﻟﺠﺎﻣﻌــﺔ ﻣــﻦ ﻣﺨﺘﻠــﻒ اﳌﺠــﺎﻻت‪.‬‬

‫وأوﺿﺤــﺖ اﻟﻠﺠﻨــﺔ ﰲ ﺑﻴﺎﻧﻬــﺎ أن اﻟﻘﺎﻧــﻮن‬ ‫اﻟﺠﺪﻳــﺪ ﺳــﻴﻄﺒﻖ ﻋــﲆ ﻣﺮاﺣــﻞ ﻣﺨﺘﻠﻔــﺔ‪.‬‬ ‫ﻗــﺎل ﻟﻄﻔــﻲ ﺟﻌﻔــﺮ‪ ،‬رﺋﻴــﺲ ﻗﺴــﻢ‬ ‫ﻫﻨﺪﺳــﺔ اﳌﻴﻜﺎﻧﻴــﻜﺎ وﻋﻀــﻮ ﺑﺎﻟﻠﺠﻨــﺔ‬ ‫ﻟﻠﻘﺎﻓﻠــﺔ‪» ،‬ﺑــﺪأت اﻟﻠﺠﻨــﺔ ﰲ اﻹﻧﻌﻘــﺎد‬ ‫ﻣﻨــﺬ ﺛﻼﺛــﺔ أو أرﺑﻌــﺔ أﺷــﻬﺮ ﻟﺘﺠﻌــﻞ‬ ‫اﻟﺠﺎﻣﻌــﺔ ﺧﺎﻟﻴــﺔ ﻣــﻦ اﻟﺘﺪﺧــني ﻣــﻊ‬ ‫ﺣﻠــﻮل ﻣﺌﻮﻳــﺔ اﻟﺠﺎﻣﻌــﺔ ﰲ ﻓﱪاﻳــﺮ ‪٢٠١٩‬‬ ‫اﻟﻘــﺎدم‪«.‬‬ ‫ذﻛــﺮ اﻟﱪﻳــﺪ أن اﳌﺮﺣﻠــﺔ اﻷوﱄ ﻣــﻦ‬

‫ﻣﻠﻚ ﺻﻴﻘﲇ‬

‫اﻟﺨﻄــﺔ ﺳــﺘﺒﺪأ ﺑﺘﺨﺼﻴــﺺ أﻣﺎﻛــﻦ داﺧــﻞ‬ ‫اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ ﻟﻠﺘﺪﺧــني ﻋﻨــﺪ ﻣﺪاﺧــﻞ‬ ‫اﳌﺸــﺎة ﺑﺪاﻳــﺔ ﻣــﻦ ﻓﱪاﻳــﺮ اﻟﺠــﺎري‪.‬‬ ‫اﻧﻘﺴــﻤﺖ آراء اﻟﻄــﻼب ﺣــﻮل ﻋﺪاﻟــﺔ‬ ‫اﻟﻘـﺮار واﻟﻘــﺪرة ﻋــﲆ ﺗﻨﻔﻴــﺬه ﺑﺎﻟﺠﺎﻣﻌــﺔ‪،‬‬ ‫ﺧﺎﺻــﺔ ﺑــني اﳌﺪﺧﻨــني وﻣﺪﻣﻨــﻲ‬ ‫اﻟﺘﺪﺧــني‪.‬‬ ‫وﻗــﺎل ﻛــامل ﻋﺒــﺪ اﻟﻐﻨــﻲ ﻃﺎﻟــﺐ‬ ‫ﺑﺎﻟﻔﺮﻗــﺔ اﻟﺮاﺑﻌــﺔ ﰲ ﻫﻨﺪﺳــﺔ‬ ‫اﻟﻜﻤﺒﻴﻮﺗﺮ‪»،‬أﻧــﺎ ﻣﻮاﻓــﻖ ﻋــﲆ اﳌﺮﺣﻠــﺔ‬

‫اﻷوﱄ ﻣــﻦ اﻟﺨﻄــﺔ رﻏــﻢ اﻧﻨــﻲ ﻣﺪﺧــﻦ‪،‬‬ ‫أﻋﺘﻘــﺪ أﻧﻬــﺎ ﺳــﺘﺠﻠﺐ اﻟﻌﺪﻳــﺪ ﻣــﻦ‬ ‫اﻟﻔﻮاﺋــﺪ ﳌﺠﺘﻤــﻊ اﻟﺠﺎﻣﻌــﺔ‪ .‬ﺑﻌــﺾ‬ ‫اﻟﻨــﺎس ﺗﺪﺧــﻦ داﺧــﻞ اﻟﻔﺼــﻮل واﳌﺒــﺎين‬ ‫وﺑﺎﻟﻘــﺮب ﻣــﻦ ﻫــﺆﻻء اﻟﺬﻳــﻦ ﻳﻌﺎﻧــﻮن‬ ‫ﻣــﻦ اﻷزﻣــﺎت واﻟﺤﺴﺎﺳــﻴﺔ‪«.‬‬ ‫ﺗﺒﻨــﺖ اﻟﻜﺜــري ﻣــﻦ اﻟﺠﺎﻣﻌــﺎت ﺑﺄﻣﺮﻳــﻜﺎ‬ ‫ﺳﻴﺎﺳــﺔ ﻣﻨــﻊ اﻟﺘﺪﺧــني داﺧــﻞ اﻟﺤــﺮم‬ ‫اﻟﺠﺎﻣﻌــﻲ ﻣــﻦ أﺟــﻞ اﻟﺤﻔــﺎظ ﻋــﲆ‬ ‫اﻟﺼﺤــﺔ واﻟﺒﻴﺌــﺔ‪.‬‬

‫أﺿــﺎف ﺟﻌﻔﺮ‪«،‬ﻋﺎﻧﻴــﺖ ﻛﺜــريا ﻣــﻦ‬ ‫اﻟﺘﺪﺧــني ﺑﺎﻟﺠﺎﻣﻌــﺔ‪ ،‬اﺿﻄــﺮرت ﻷﺧــﺬ‬ ‫ﻋﺎﻣــﺎ ﻟﻠﻌﻄﻠــﺔ وﺗﺒﻌــﻪ ﻋﺎﻣــﺎً آﺧــﺮ ﻷين‬ ‫مل أﺗﺤﻤــﻞ ﻣﺴــﺘﻮى اﻟﺪﺧــﺎن ﺑﺎﻟﺤــﺮم‬ ‫اﻟﺠﺎﻣﻌــﻲ‪«.‬‬ ‫وأﻟﺤﻘــﺖ اﻟﻠﺠﻨــﺔ ﺑﺒﻴﺎﻧﻬــﺎ ﻋــﻦ ﻃﺮﻳــﻖ‬ ‫اﻟﱪﻳــﺪ اﻹﻟﻜــﱰوين ﺧﺮﻳﻄــﺔ ﺑﻬــﺎ اﻷﻣﺎﻛــﻦ‬ ‫اﻟﺴــﺘﺔ اﳌﺨﺼﺼــﺔ ﻟﻠﺘﺪﺧــني وﻛﻠﻬــﻢ‬ ‫ﻳﻘﻌــﻮن ﺑﺠــﻮار اﻟﺤﺪاﺋــﻖ‪.‬‬ ‫وﻗــﺎل ﻋــﻼء ﻋﺒﺪاﻟﻐﻨــﻲ ﻋﻀــﻮ ﻫﻴﺌــﺔ‬ ‫اﻟﺘﺪرﻳــﺲ ﺑﻘﺴــﻢ اﻹﻋــﻼم‪» ،‬اﻷﻣﺎﻛــﻦ‬ ‫اﳌﺨﺼﺼــﺔ ﻟﻠﺘﺪﺧــني ﺑﺎﳌﺮﺣﻠــﺔ اﻷوﱃ‬ ‫ﻛﻠﻬــﺎ ﺑﺠﺎﻧــﺐ اﳌﻨﺎﻃــﻖ اﻟﺨـﴬاء ﺑﺎﻟﺤــﺮم‬ ‫اﻟﺠﺎﻣﻌــﻲ‪ ،‬وﺑﺬﻟــﻚ ﺳــﻮف ﺗﻔﺴــﺪﻫﺎ‪.‬‬ ‫اﻟﺠﻤﻴــﻊ ﺳــﻮاء ﻣﺪﺧﻨــني أو ﻏــري ﻣﺪﺧﻨــني‬ ‫ﻳﺤﺒــﻮن اﻻﺳــﺘﻤﺘﺎع ﺑﺎﳌﻨﺎﻃــﻖ اﻟﺨ ـﴬاء‪«.‬‬ ‫وﺳــﺘﺒﺪأ اﳌﺮﺣﻠــﺔ اﻟﺜﺎﻧﻴــﺔ ﻣــﻦ اﻟﻘــﺮار‬ ‫ﺑﺪاﻳــﺔ ﻣــﻦ ﺳــﺒﺘﻤﱪ اﻟﻘــﺎدم مبﻨــﻊ‬ ‫اﻟﺘﺪﺧــني داﺧــﻞ ﺣــﺮم اﻟﺠﺎﻣﻌــﺔ اﻟﺪاﺧــﲇ‬ ‫واﻟﺴــامح ﺑﺎﻟﺘﺪﺧــني داﺧــﻞ أﻣﺎﻛــﻦ‬ ‫إﻧﺘﻈــﺎر اﻟﺴــﻴﺎرات‪.‬‬ ‫وأﺿــﺎف ﻋﺒــﺪ اﻟﻐﻨــﻲ‪» ،‬أﺗﻔﻬــﻢ ﻣﻨــﻊ‬ ‫اﻟﺘﺪﺧــني داﺧــﻞ اﳌﺒــﺎين‪ ،‬ﻟﻜــﻦ ﻻ أﺟــﺪ‬ ‫ﻣــﱪر ﳌﻨــﻊ اﻟﺘﺪﺧــني ﺧــﺎرج اﳌﺒــﺎين‪ ،‬ﻓﻔــﻲ‬ ‫أوروﺑــﺎ وأﻣﺮﻳــﻜﺎ اﻟﻘﺎﻧــﻮن ﺣــﺎزم ﺟــﺪا‬ ‫وﻟﻜﻨــﻪ داﺧــﻞ اﳌﺒــﺎين ﻓﻘــﻂ‪ ،‬ﻓﻴﻤﻜﻨــﻚ‬ ‫اﻟﺘﺪﺧــني ﰲ أي ﻣــﻜﺎن ﺑﺎﻟﺨــﺎرج‪«.‬‬ ‫وﺳــﺘﻄﺒﻖ اﳌﺮﺣﻠــﺔ اﻷﺧــرية مبﻨــﻊ‬ ‫اﻟﺘﺪﺧــني متﺎﻣــﺎ داﺧــﻞ اﻟﺠﺎﻣﻌــﺔ ﻛﻠﻬــﺎ‬ ‫اﺣﺘﻔــﺎﻻ مبﺌﻮﻳــﺔ اﻟﺠﺎﻣﻌــﺔ‪.‬‬ ‫وأﺿــﺎف ﺟﻌﻔﺮ‪”،‬ﺟــﺰء ﻣــﻦ اﻟﻘﺎﻧــﻮن‬ ‫اﻟﺠﺪﻳــﺪ ﻫــﻮ ﻣﺴــﺎﻋﺪة اﻟﻨــﺎس ﻋــﲆ‬ ‫اﻟﺘﻮﻗــﻒ ﻋــﻦ اﻟﺘﺪﺧــني‪ ،‬وﺳــﻮف ﺗﻘــﻮم‬ ‫ﻋﻴــﺎدة اﻟﺠﺎﻣﻌــﺔ مبﺴــﺎﻋﺪة اﻟﻨــﺎس ﻋــﲆ‬ ‫اﻟﺘﻮﻗــﻒ ﻣﺠﺎﻧــﺎ‪ «.‬وﺑﻬــﺬا ﻳﺼﺒــﺢ اﻟﺤــﺮم‬ ‫اﻟﺠﺎﻣﻌــﻲ أﻛــرث ﻧﻘــﺎءا ً‪.‬‬ ‫وﻗــﺎل ﺟﺎميــﻲ ﻣﻨــﺪوزا‪ ،‬أﺳــﺘﺎذ‬ ‫ﻣﺴــﺎﻋﺪ ﺑﻘﺴــﻢ ﻋﻠــﻢ اﻟﻨﻔــﺲ وﻋﻀــﻮ‬ ‫اﻟﻠﺠﻨﺔ‪»،‬ﺳــﻮف ﺗﺴــﺎﻋﺪ اﻟﻌﻴﺎدة اﻟﻨﻔﺴــﻴﺔ‬ ‫ﺑﺎﻟﺠﺎﻣﻌــﺔ وﺑﺮﻧﺎﻣــﺞ ﺿﺒــﻂ اﻟﺘﻮﺗــﺮ أﻋﻀﺎء‬ ‫ﻣﺠﺘﻤــﻊ اﻟﺠﺎﻣﻌــﺔ اﳌﺪﺧﻨــني ﻣﺠﺎﻧــﺎ‪«.‬‬ ‫وﻋــﲇ اﻟﺮﻏــﻢ ﻣــﻦ ذﻟــﻚ ﻟــﻦ ﻳﻜــﻮن‬

‫اﻟﺘﻮﻗــﻒ ﻋــﻦ اﻟﺘﺪﺧــني اﻟﺤــﻞ اﻻﻣﺜــﻞ‬ ‫ﻟﻠﻤﺪﺧﻨــني‪.‬‬ ‫وﻗــﺎل ﻋﺒــﺪ اﻟﻐﻨــﻲ‪ »،‬أﻧــﺎ ﻣﺪﺧــﻦ ﴍه‬ ‫ﻣﻨــﺬ ‪ ٤٥‬ﻋــﺎم‪ ،‬ﻓﺒﺎﻟﻄﺒــﻊ ﺳــﺄﺗﺄﺛﺮ ﺑﻬــﺬا‬ ‫اﻟﻘﺎﻧــﻮن‪ .‬ﻣــﻦ اﻟﻮاﺿــﺢ ان أﺻﺤــﺎب‬ ‫اﻟﻘــﺮار ﻏــري ﻣﺪﺧﻨــني وﻳﺠــﺐ ﻋﻠﻴﻬــﻢ‬ ‫ﺗﻔﻬــﻢ اﻵﺛــﺎر اﳌﱰﺗﺒــﺔ ﻋــﲆ اﳌﺪﺧﻨــني‪،‬‬ ‫ﻓﺎﳌﺪﺧﻨــني ﻟــﻦ ﻳﺘﻮﻗﻔــﻮا ﻋــﻦ اﻟﺘﺪﺧــني‬ ‫ﺑﻬــﺬه اﻟﺴــﻬﻮﻟﺔ‪«.‬‬ ‫وﻗــﺎل ﻣﻨــﺪوزا‪» ،‬ﻧﺼــﻒ اﳌﺪﺧﻨــني ﰲ‬ ‫اﻟﺠﺎﻣﻌــﺔ ﺳــﻴﺘﻮﻗﻔﻮا ﻋــﻦ اﻟﺘﺪﺧــني ﺑﻌــﺪ‬ ‫ﻫــﺬا اﻟﻘ ـﺮار واﻟﻨﺼــﻒ اﻷﺧــﺮ ﺳــﻴﺒﺤﺚ‬ ‫ﻋــﻦ أﻣﺎﻛــﻦ أﺧــﺮى ﻟﻠﺘﺪﺧــني ﺑﻬــﺎ‪«.‬‬ ‫وﰲ ﺣﺎﻟــﺔ ﻣﺨﺎﻟﻔــﺔ ﻫــﺬا اﻟﻘـﺮار ﺳــﻴﺘﻢ‬ ‫إﺣﺎﻟــﺔ اﳌﺨﺎﻟﻔــني ﻣــﻦ اﻻﺳــﺎﺗﺬة ﻟﻌﻤﻴــﺪ‬ ‫اﻟﺠﺎﻣﻌــﺔ وﺳــﻴﺘﻢ اﺣﺎﻟــﺔ اﳌﺨﺎﻟﻔــني ﻣــﻦ‬ ‫اﳌﻮﻇﻔــني ﻟﻠﻤــﻮارد اﻟﺒﴩﻳــﺔ واﻟﻄــﻼب‬ ‫ﻟﻠﺠﻨــﺔ ﺗﻘﻴﻴــﻢ اﻟﻄــﻼب‪.‬‬ ‫وﻗــﺎل ﺟﻌﻔــﺮ‪»،‬ﰲ رأﻳــﻲ أن اﳌﺨﺎﻟﻔــني‬ ‫ﻣــﻦ اﻷﺳــﺎﺗﺬة ﻳﺠــﺐ أن ﺗﺘــﻢ إﺣﺎﻟﺘﻬــﻢ‬ ‫ﻟﻌﻤﻴــﺪ اﻟﺠﺎﻣﻌــﺔ وﻳﺘــﻢ اﻟﺘﺼﻌﻴــﺪ ﺟﺰﺋﻴــﺎ‬ ‫ﺣﺘــﻲ ﻳﺘــﻢ ﻃﺮدﻫــﻢ ﻣــﻦ اﻟﺠﺎﻣﻌــﺔ‪«.‬‬ ‫ﺳــﻴﺘﻮﱃ رﺟــﺎل اﻷﻣــﻦ ﻣﺴــﺆوﻟﻴﺔ‬ ‫ﺗﻄﺒﻴــﻖ ﺗﻠــﻚ اﻟﺴﻴﺎﺳــﺔ‪.‬‬ ‫وﻗــﺎل ﻣﺤﻤــﺪ ﻋﺒﻴــﺪ اﳌﺪﻳــﺮ اﻟﺘﻨﻔﻴــﺬي‬ ‫ﻟﻸﻣــﻦ واﻟﺤامﻳــﺔ ﻟﻠﻘﺎﻓﻠــﺔ‪» ،‬ﻗــﻮات اﻷﻣﻦ‬ ‫مبﺴــﺎﻋﺪة ﻗــﻮات اﻟﺤامﻳــﺔ واﻷﻣــﺎن‬ ‫ﺳــﻮف ﻳﻄﺒﻘــﻮن اﻟﻘ ـﺮار ﺑﺤــﺰم ﺷــﺪﻳﺪ‪«.‬‬ ‫ﻣــﻊ اﻟﺴﻴﺎﺳــﺎت واﻟﻘ ـﺮارات اﻟﺠﺪﻳــﺪة‪،‬‬ ‫إﻧﺨﻔﻀــﺖ ﻣﺮﺗﺒــﺔ اﻟﺠﺎﻣﻌــﺔ ﺑﺎﻟﱰﺗﻴﺒــﺎت‬ ‫اﻟﻌﺎﳌﻴــﺔ‪ ،‬ﻛــام أن اﻟﺘﻐﻴــري اﳌﻔﺎﺟــﺊ‬ ‫ﺑﺴﻴﺎﺳــﺔ ﺗﻮاﺟــﺪت ﻟﻌﻘــﻮد ﺟﻌﻠــﺖ‬ ‫اﻟﻜﺜــريون ﻳﺘﺴــﺎءﻟﻮن ﻋــﻦ ﺳــﺒﺐ ﺗﻄﺒﻴــﻖ‬ ‫ﻫــﺬا اﻟﻘﺎﻧــﻮن اﻻن ﻓﻘــﻂ‪.‬‬ ‫ﻗــﺎل ﻋﺒﺪاﻟﻐﻨــﻲ‪» ،‬ان ادارة اﻟﺠﺎﻣﻌــﺔ‬ ‫اﻟﺠﺪﻳــﺪة ﺗﺴــﻌﻰ إﱃ اﻟﻈﻬــﻮر ﻛﻤﺆﺳﺴــﺔ‬ ‫ﻧﺎﺟﺤــﺔ مبﺠــﺎل أو ﺑﺂﺧــﺮ وﻛﻞ ذﻟــﻚ‬ ‫ﻟﻠﺘﺴــﻮﻳﻖ واﻟﺪﻋﺎﻳــﺔ ﻟﻴــﺲ ﻟﺴــﺒﺐ آﺧــﺮ‪.‬‬ ‫ﰲ رأﻳــﻲ‪ ،‬ان ﻣﻬﻤﺘﻬــﻢ اﻷوﱃ ﻫــﻲ ﺗﻄﻮﻳــﺮ‬ ‫اﻟﺘﻌﻠﻴــﻢ ﺑﺎﻟﺠﺎﻣﻌــﺔ وﻣــﻊ ذﻟــﻚ ﻻ أرى‬ ‫أي ﺗﺮﻛﻴــﺰ ﻋــﲆ ذﻟــﻚ رﻏــﻢ اﻟﺘﺪﻫــﻮرات‬ ‫اﻻﺧــرية‪«.‬‬

‫منظومــة التأمــني اجلديدة تتســبب يف جــدل بني الطالب‬ ‫تقرير‪ :‬حسني املعتز‬

‫ﺗﻔﺎﺟــﺄ ﻃــﻼب اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺈﺿﺎﻓــﺔ‬ ‫ﻣﺒﻠــﻎ ‪ ٦٠٠‬ﺟﻨﻴﻪ ﳌﺼﺎرﻓﻴﻬﻢ اﻟﺴــﻨﻮﻳﺔ ﺗﺤﺖ‬ ‫ﺑﻨــﺪ اﻟﺘﺄﻣــني اﻟﺼﺤــﻲ ﻣــام أﺛــﺎر ﺟــﺪﻻ ﻛﺒـريا‬ ‫ﻓﻴــام ﺑﻴﻨﻬﻢ‪.‬‬ ‫ﻛﺎن ﻋﻤﻴــﺪ اﻟﻄــﻼب ﺟــﻮرج ﻣــﺎريك ﻗــﺪ‬ ‫أرﺳــﻞ ﺑﺮﻳــﺪا إﻟﻜﱰوﻧﻴــﺎ ﻟﻜﺎﻓــﺔ اﻟﻄــﻼب‬ ‫ﻳــﻮم ‪ ٢٤‬ﻳﻨﺎﻳــﺮ ﻟﻴــﴩح ﻟﻬــﻢ ﻓﻜــﺮة اﻟﺘﺄﻣــني‬ ‫اﻟﺼﺤﻲ‪.‬أوﺿــﺢ اﻟﱪﻳــﺪ أﻧــﻪ ﻣــﻦ ﺧــﻼل‬ ‫اﳌﴫوﻓــﺎت‪ ،‬ﻳﻐﻄــﻲ اﻟﺘﺄﻣــني ‪ ١٠٠‬ﺑﺎﳌﺌــﺔ‬ ‫ﻣــﻦ ﺗﻜﺎﻟﻴــﻒ اﻹﻗﺎﻣــﺔ واﻹﺳــﻌﺎف واﻟﻜﺸــﻒ‬ ‫ﰲ اﳌﺴﺘﺸــﻔﻴﺎت اﻟﺘــﻲ ﺗﻘــﻊ ﰲ ﻗﺎمئــﺔ ﴍﻛــﺔ‬ ‫اﻟﺘﺄﻣــني‪ ،‬وﺗﻐﻄــﻲ أﻳﻀــﺎ ‪ ٨٠‬ﺑﺎﳌﺌــﺔ ﻣــﻦ‬ ‫اﳌﺼﺎرﻳــﻒ اﻟﻄﺒﻴــﺔ ﺧــﺎرج اﻟﻘﺎمئــﺔ‪.‬‬ ‫ﻗــﺎل ﻣﺎريك ﻟﻠﻘﺎﻓﻠﺔ‪» ،‬إن إﺳــﺘﺨﺪام اﻟﺘﺄﻣني‬ ‫اﻟﺼﺤــﻲ ﻫــﻮ ﺷــﺊ ﻣﻌﺘــﺎد ﺑﺎﻟﺠﺎﻣﻌــﺎت‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ‪ .‬وﻟﻜــﻦ ﻳﺠــﺐ أن ﺗﺘﺄﻛــﺪ أﻣــﻦ‬ ‫ﻓﻌﺎﻟﻴــﺔ اﺳــﺘﺨﺪام اﻟﺘﺄﻣــني اﻟﺼﺤــﻲ‪«. ،‬‬ ‫ﻛﺎن اﻟﺘﺄﻣــني اﻟﺼﺤــﻲ ﻗﺒــﻞ ﻫــﺬا اﻟﻔﺼــﻞ‬ ‫اﻟــﺪراﳼ ﺧﻴﺎرﻳــﺎ وﻟﻜﻨــﻪ أﺻﺒــﺢ إﺟﺒﺎرﻳــﺎ‬ ‫اﻵن ﺣﻴــﺚ أﺻﺒﺤــﺖ اﻟﺠﺎﻣﻌــﺔ ﻗــﺎدرة ﻋــﲆ‬ ‫ﺧﻔــﺾ اﻟﺘﻜﺎﻟﻴــﻒ‪.‬‬ ‫أﺿــﺎف ﻣــﺎريك‪ »،‬ﻛﺎﻧــﺖ اﻟﺴﻴﺎﺳــﺔ ﻣﺤﴬة‬ ‫ﻣﻨــﺬ ﺛﻼﺛــﺔ أﻋ ـﻮام‪ ،‬وﻟﻜﻨﻬــﺎ ﺟﻬــﺰت ﻗﺒــﻞ‬ ‫ﺑﺪاﻳــﺔ ﻫــﺬا اﻟﻔﺼــﻞ اﻟــﺪراﳼ‪ .‬ﺑﺒﻌــﺾ‬ ‫اﻟﺠﺎﻣﻌــﺎت‪ ،‬ﺳــﻌﺮ اﻟﺮﻋﺎﻳــﺔ اﻟﻄﺒﻴــﺔ ﻏــﺎﱄ‬ ‫وﻟﻜــﻦ ﻣﺎ ﻳﺠﻌــﻞ اﻟﺘﺄﻣــني اﻟﺼﺤﻲ أﻗــﻞ ﻏﻼء‬ ‫ﻫــﻮ ﺗﺄﻣــني ﻋــﺪدا ﻛﺒ ـريا ﻣــﻦ اﻟﻄــﻼب ﻛــام‬ ‫أﻧﻬــﺎ ﻃﺮﻳﻘــﺔ ﻓﻌﺎﻟــﺔ ﻟﺤامﻳــﺔ اﻟﻄــﻼب‪.‬‬ ‫ﻟﺠــﺄ اﻟﻄــﻼب اﱃ ﻣﻮﻗــﻊ اﻟﺘﻮاﺻــﻞ‬

‫اﻻﺟﺘامﻋﻲ ﻓﻴﺴﺒﻮك ﻟﻴﻨﺎﻗﺸـﻮا اﻟﻘﺮار‪ .‬ﻛﺎﻧﺖ‬ ‫أﺑــﺮز اﻻﻋﱰاﺿــﺎت ﻫــﻲ ﻋﺪم ﻣﻌﺮﻓــﺔ اﻟﻄﻼب‬ ‫مبﺜــﻞ ﻫــﺬه اﻟﻘـﺮارات ﻗﺒــﻞ ﺗﻄﺒﻴﻘﻬــﺎ‪ .‬وﻗــﺎل‬ ‫ﻣﺼــﺪر إداري رﻓــﺾ ذﻛــﺮ اﺳــﻤﻪ أن اﻹدارة‬ ‫دامئــﺎ ﺗﺒﻠــﻎ إﺗﺤﺎد اﻟﻄــﻼب ﺑﺠﻤﻴﻊ اﻟﻘـﺮارات‬ ‫ﻋــﲆ اﻷﻗﻞ ﺑﺸــﻬﺮ ﻗﺒــﻞ اﻟﺘﻨﻔﻴﺬ‪ ،‬وﻟﻜــﻦ ذﻟﻚ‬ ‫مل ﻳﺼــﻞ اﱄ ﺑﺎﻗــﻲ اﻟﻄــﻼب‪.‬‬ ‫وﻗﺎﻟــﺖ اﺳــﻴﻞ ﻋــﺰب‪ ،‬ﻃﺎﻟﺒــﺔ ﺑﺎﻟﻔﺮﻗــﺔ‬ ‫اﻟﺮاﺑﻌــﺔ ﰲ ﻛﻠﻴــﺔ اﻟﻌﻠــﻮم اﻟﺴﻴﺎﺳــﻴﺔ‪ ،‬أن‬ ‫اﻟﺠﺎﻣﻌﺔ ﻣﺴــﺘﻤﺮة ﰲ ﻓــﺮض اﻟﻘـﺮارات ﺑﺪون‬ ‫ﺳــﺎﺑﻖ اﺧﻄــﺎر ﻟﻠﻄــﻼب ﻣﺜــﻞ ﻣــﺎ ﺣــﺪث‬ ‫ﰲ ﻗــﺮار ﻣﻨــﻊ اﻟﻨﻘــﺎب وﻗﺎﻧــﻮن اﳌﺨــﺪرات‬ ‫اﻟﺠﺪﻳــﺪ‪.‬‬ ‫ﻗــﺎل ﻋﻤﻴﺪ اﻟﻄــﻼب ﺟﻮرج ﻣــﺎريك ﻟﻠﻘﺎﻓﻠﺔ‪،‬‬ ‫»أﺧﱪﻧــﺎ إﺗﺤــﺎد اﻟﻄــﻼب ﺑﻘﺎﻧــﻮن اﻟﺘﺄﻣــني‬ ‫ﺑﺸــﻬﺮ ﻗﺒــﻞ ﺗﻨﻔﻴــﺬه‪ «.‬وأﻛــﺪ ذﻟــﻚ ﻣﺤﻤــﺪ‬ ‫ﺟــﺎد اﻟﻠــﻪ رﺋﻴــﺲ اﺗﺤــﺎد اﻟﻄــﻼب ﻗﺎﺋــﻼ‪» ،‬ﺗﻢ‬ ‫إﺧﻄﺎرﻧــﺎ أﺛﻨــﺎء اﻟﻌﻤﻞ ﻋﲆ اﻟﻘﺎﻧــﻮن‪ .‬إن ﻧﻈﺎم‬ ‫اﻟﺘﺄﻣــني ﻣﻔﻴــﺪ ﺟــﺪا وﻟﺪﻳــﻪ اﻣﺘﻴــﺎزات ﻛﺜــرية‬ ‫ﺑﺄﺳــﻌﺎر ﻗﻠﻴﻠــﺔ‪ ،‬أراه ﺟﻴــﺪا ﻃﺎﳌــﺎ ﻳﻌﻔــﻲ ﻣﻨﻪ‬ ‫ﻣــﻦ ﻻ ﻳﺮﻳــﺪه‪«.‬‬ ‫ﻛــام اﻋــﱰض اﻟﻄــﻼب اﻟﺬﻳــﻦ ﻟﺪﻳﻬــﻢ‬ ‫ﺑﺎﻟﻔﻌــﻞ ﺗﺄﻣــني ﺻﺤــﻲ ﻣــﻦ ﻣﺼــﺎدر أﺧــﺮى‪،‬‬ ‫وﻟﻜــﻦ أﻛــﺪت ادارة اﻟﺠﺎﻣﻌــﺔ ﺧــﻼل اﻟﱪﻳــﺪ‬ ‫اﻹﻟﻜــﱰوين أﻧــﻪ ﺳــﻴﺘﻢ إﻋﻔــﺎء ﻛﻞ ﻣــﻦ ﻳﻘــﺪم‬ ‫ﺑﺮﻫﺎﻧــﺎ ﺑﺤﻮزﺗــﻪ ﻋــﲆ اﻟﺘﺄﻣني أﻳــﺎ ﻛﺎن اﳌﺼﺪر‬ ‫ﻋــﻦ ﻃﺮﻳــﻖ اﺳــﺘامرة ﺗﻌﻔﻴــﻪ ﻣــﻦ اﻟﺪﻓــﻊ‪.‬‬ ‫أﺿــﺎف ﻣــﺎريك‪» ،‬إن اﻟﺘﺄﻣــني اﻟﺼﺤــﻲ‬ ‫أﺻﺒــﺢ ﻣﺜــﻞ أي ﻃﻠــﺐ ﻣــﻦ ﻣﺘﻄﻠﺒــﺎت‬ ‫اﻟﺘﻘﺪﻳــﻢ ﺑﺎﻟﺠﺎﻣﻌــﺔ ﻣﺜــﻞ ﻣﺴــﺘﻮي اﻟﻄــﻼب‬ ‫وﻣﴫوﻓــﺎت اﳌﻌﺎﻣــﻞ وﻏريﻫــﺎ‪«.‬‬

‫وﻋــﱪ ﺑﻌــﺾ اﻟﻄــﻼب اﳌﻌﱰﺿــني ﻋــﻦ‬ ‫رﻓﻀﻬــﻢ ﻟﻠﻘـﺮار ﻷﺳــﺒﺎب ﺑﻌﻀﻬــﺎ اﻳﺪﻟﻮﺟﻴﺔ‪،‬‬ ‫أﺧﻼﻗﻴــﺔ ودﻳﻨﻴــﺔ‪ ،‬وزﻋــﻢ اﻟﺒﻌــﺾ أن اﻟﺘﺄﻣــني‬ ‫ﻳﻌــﺪ ﺟــﺰءا ﻣــﻦ ﻣﺨﻄــﻂ ﻟﻜﺴــﺐ اﻷرﺑــﺎح‬ ‫ﻣــﻦ اﻟﻄــﻼب‪.‬‬ ‫أوﺿﺤــﺖ ﻋــﺰب أن اﻹﺧﺘﻼﻓــﺎت‬ ‫اﻹﻳﺪﻳﻮﻟﻮﺟﻴــﺔ ﺗﻜﻤــﻦ ﰲ أن ﻧﻈــﺎم اﻟﺘﺄﻣــني‬ ‫ﻳﻌــﺪ رأس ﻣــﺎﱄ ﺑﺤــﺖ وﻳﻮﺟــﺪ اﻟﻌﺪﻳــﺪ ﻣﻦ‬ ‫اﻟﻄــﻼب اﻟﻐــري راﻏﺒــني ﰲ اﻻﻧﺪﻣــﺎج ﰲ ﻣﺜــﻞ‬ ‫ﻫــﺬه اﻷﻧﺸــﻄﺔ اﻟﺮأﺳــامﻟﻴﺔ‪.‬‬ ‫ﻋــﲆ ﺻﻌﻴــﺪ آﺧــﺮ‪ ،‬ﻋﻠــﻖ ﻣــﺎريك ﻗﺎﺋــﻼ‪،‬‬ ‫»ﻋﻨﺪﻣــﺎ ﻳﺆﻣــﻦ اﻟﻄــﻼب‪ ،‬اﺣﺘامﻟﻴــﺔ ﻟﺠﻮﺋﻬﻢ‬ ‫إﱃ اﻟﺮﻋﺎﻳــﺔ اﻟﻄﺒﻴــﺔ أﴎع ﻣــﻦ اﻟﻄﺒﻴﻌــﻲ‬ ‫ﺗﺼﺒــﺢ أﻛــﱪ‪ .‬إن اﳌﻌﺘﻘــﺪات اﻻﻳﺪﻳﻮﻟﻮﺟﻴــﺔ‬ ‫ﻟﻠﺒﻘــﺎء ﺑــﺪون ﺗﺄﻣــني ﻟــﻦ ﻳﺴــﺎﻋﺪﻫﻢ ﻋﻨﺪﻣﺎ‬ ‫ميﺮﺿــﻮن ﺑــﺪون ﺗﺄﻣــني‪ .‬ﻋﻨﺪﻣــﺎ ﻻ ﻳﻌﺎﻟــﺞ‬ ‫اﻟﻄــﻼب‪ ،‬اﺣﺘامﻟﻴــﺔ زﻳﺎدة ﻣﺮﺿﻬــﻢ أو ﻧﻘﻠﻬﻢ‬ ‫ﻟﻠﻌــﺪوى ﻫــﻮ ﻣﺎ ﻳﻘﻠﻘﻨــﺎ‪ .‬إن اﻹﻧﻔﻠﻮﻧـﺰا زاﺋﺪة‬ ‫ﻫــﺬا اﻟﻌــﺎم ﺣﻴــﺚ ﺗــﻮﰲ اﺛﺮﻫــﺎ اﻟﻌﺪﻳــﺪ‬ ‫ﻣــﻦ اﻷﺻﺤــﺎء‪ ،‬وﻫــﺬا ﻣﺜــﺎل ﺣــﻲ ﻟــﴬورة‬ ‫إﺣﺘﻴﺎﺟﻨــﺎ إﱄ ﻫــﺬا اﻟﺘﺄﻣــني‪«.‬‬ ‫ﻛــام أﻗــﺮت ﻋــﺰب أن اﳌﺰﻳﺪ ﻣﻦ اﻟﺸــﻔﺎﻓﻴﺔ‬ ‫ﻣﻄﻠﻮﺑــﺔ ﻣــﻦ اﻟﺠﺎﻣﻌــﺔ ﰲ ﻃﺮﻳﻘــﺔ اﺧﺘﻴــﺎر‬ ‫ﻣﺜــﻞ ﻫــﺬه اﻟــﴩﻛﺎت وأﻧــﻪ ﻳﺠــﺐ ﻋــﺮض‬ ‫ﻣﺜــﻞ ﻫــﺬه اﻟﻘ ـﺮارات ﻋــﲆ اﻟﻄــﻼب أوﻻً‪.‬‬ ‫وﻗــﺎل ﻣﺴــﺎﻋﺪ رﺋﻴــﺲ ﻟﺠﻨــﺔ اﻟﺘﻤﺜﻴــﻞ‬ ‫اﻟﺴــﻴﺎﳼ ﺑﺈﺗﺤــﺎد اﻟﻄــﻼب ﻋﻤﺮ ﻋﺎﻃــﻒ‪ ،‬أن‬ ‫اﻟﻨﻈــﺎم ﻳﺘﻤﺘــﻊ ﺑﺎﻟﻌﺪﻳــﺪ ﻣــﻦ اﻹﻣﺘﻴــﺎزات ﻣﺎ‬ ‫دام ﻻﻳــﺆذي اﺣــﺪ‪ .‬وأﺿــﺎف اﻧــﻪ ﻻ ﻳﻌــﺮف اذا‬ ‫ﺗــﻢ ﻋــﺮض اﻟﻘﺎﻧــﻮن ﻋــﲆ ﻣﺠﻠــﺲ اﻟﺠﺎﻣﻌــﺔ‬ ‫أم ﻻ‪.‬‬

‫اﻟﺘﺄﻣــني اﻟﺼﺤــﻲ ﻟﻠﻄــﻼب ﻣــﻦ ﻣﺘﺘﻄﻠﺒــﺎت اﻟﺠﺎﻣﻌــﺔ‬

‫وﺗﻌــﺪ اﻟﴩﻛــﺔ اﳌﺆﻣــﻦ »ﻟﻴﺒﺎﻧــﻮ ﺳــﻮﳼ«‬ ‫ﻣــﻦ أﻛــﱪ ﴍﻛﺎت اﻟﺘﺄﻣــني مبــﴫ‪ ،‬ﻣﻐﻄﻴــﺔ‬ ‫ﺧﺪﻣــﺎت ﺻﺤﻴــﺔ ﻛﺒــرية ﻣﺜــﻞ ﻣﺠﻤﻮﻋــﺔ‬ ‫ﻣﺴﺘﺸــﻔﻴﺎت ﻛﻠﻴﻮﺑ ـﱰا‪.‬‬ ‫وﻗــﺎل أﺣــﺪ اﳌﻮﻇﻔــني ﺑﺎﻟﴩﻛــﺔ‪ ،‬واﻟﺘــﻲ‬ ‫ﻓﻀﻠــﺖ ﻋــﺪم ذﻛــﺮ اﺳــﻤﻬﺎ‪ ،‬أن ﻫــﺬا ﻟﻴــﺲ‬

‫اﻟﺘﻌــﺎون اﻷول ﺑــني اﻟﺠﺎﻣﻌــﺔ واﻟﴩﻛــﺔ‬ ‫وأن ﺑﻌــﺾ اﳌﻮﻇﻔــني ﺑﺎﻟﺠﺎﻣﻌــﺔ ﻣﺸــﱰﻛني‬ ‫ﺑﺎﻟﺘﺄﻣــني ﻣــﻦ »ﻟﻴﺒﺎﻧــﻮ ﺳــﻮﳼ‪«.‬‬ ‫ﻗﺎﻟــﺖ إميــﺎن أﺣﻤــﺪ‪ ،‬أﺣــﺪ اﳌﻮﻇﻔــﺎت‬ ‫اﳌﺸــﱰﻛني ﺳــﺎﺑﻘﺎ ﻣــﻊ »ﻟﻴﺒﺎﻧــﻮ ﺳــﻮﳼ«‬ ‫ﻟﻠﻘﺎﻓﻠــﺔ‪ ،‬أن ﺧﺪﻣــﺎت اﻟﴩﻛــﺔ ﺟﻴــﺪة ﻟﻜﻨﻬﻢ‬

‫ﻣﻠﻚ ﺻﻴﻘﲇ‬

‫ﻳﻌﺎﻧــﻮن ﻣﻦ ﺑﻌــﺾ اﳌﺸــﺎﻛﻞ ﰲ اﻟﺘﻮاﺻﻞ ﻣﻊ‬ ‫اﳌﺸــﱰﻛني‪.‬‬ ‫إن اﻟﺴﻴﺎﺳــﺔ اﻟﺤﺎﻟﻴــﺔ ﻻ ﺗﻐﻄــﻲ اﻟﻄــﻼب‬ ‫ﻓــﻮق اﻟﺜﻼﺛــني‪ .‬وﻟﻜــﻦ ﺗﻘــﻮم اﻟﺠﺎﻣﻌــﺔ‬ ‫مبﻨﺎﻗﺸــﺔ ﺳﻴﺎﺳــﺔ ﺟﺪﻳــﺪة ﻟﺘﺄﻣــني ﻫــﺆﻻء‬ ‫اﻟﻄــﻼب أﻳﻀــﺎ‪.‬‬

Spring 2018 - February 18 - Issue 1  
Spring 2018 - February 18 - Issue 1  
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