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‫ﻣﺠﻠﺔ ﺷﻬﺮﻳﺔ ‪ -‬ﺗﺼﺪر ﻋﻦ اﺗﺤﺎد ﻃﻼب اﻟﺠﺎﻣﻌﺔ اﳌﴫﻳﺔ اﻟﻴﺎﺑﺎﻧﻴﺔ ﻟﻠﻌﻠﻮم واﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬

‫اﻟﻌﺪد اﻷول ‪ -‬ﻣﺎﻳﻮ ‪2013‬‬


‫اﻟﻔﻬﺮس‬ ‫ﻣﺠﻠﺔ ﺷﻬﺮﻳﺔ ‪ -‬ﺗﺼﺪر ﻋﻦ اﺗﺤﺎد ﻃﻼب اﻟﺠﺎﻣﻌﺔ اﳌﴫﻳﺔ اﻟﻴﺎﺑﺎﻧﻴﺔ ﻟﻠﻌﻠﻮم واﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬

‫‪2‬‬ ‫اﻓﺘﺘﺎﺣﻴﺔ اﻟﻌﺪد اﻷول‬ ‫ﻛﻠﻤﺔ اﻟﺴﻴﺪ رﺋﻴﺲ اﻟﺠﺎﻣﻌﺔ ‪5‬‬ ‫ﺷﺨﺼﻴﺔ اﻟﻌﺪد‬ ‫ﻗﻄﻮف‬ ‫ﺑﺤﺜﻰ‬

‫ﺗﺤﺴﻴﻦ أداء اﻟﺤﻮﺳﺒﺔ اﻟﺴﺤﺎﺑﻴﺔ‬ ‫ﺗﻄﻮﻳﺮ اﻟﻤﻮاد اﻟﻨﺎﻧﻮﻣﺘﺮﻳﺔ‬

‫اﻟﻌﺪد اﻷول ‪ -‬ﻣﺎﻳﻮ ‪2013‬‬

‫ﻓﺮﻳﻖ اجملةل‬ ‫اﻟﺘﺤﺮﻳﺮ واﳌﺮاﺟﻌﺔ‬ ‫إﺳﻼم اﻟﺸﻌ ﺮاوى‬ ‫ﻏﺎدة ٔاﺑﻮ زﻳﺪ‬ ‫ﻣﺮوة ﻳﻮﺳﻒ‬ ‫رﱘ ﻋﺒﺪاﻟﻘﺎدر‬

‫اﻟﺘﺼﻤﲓ واﻻٕﺧﺮاج اﻟﻔﲎ‬ ‫ٔاﲪﺪ اﻟﺒـﻨﺎ‬ ‫ﻋﺒﺪﷲ ﶊﺪ‬

‫‪10‬‬ ‫‪10‬‬ ‫‪13‬‬

‫ﻧﺸﺮ ﺑﺎﻟﻔﻌﻞ‬ ‫ﻓﻰ ﺣﺐ ﻣﺼﺮ‬

‫‪14‬‬ ‫‪17‬‬

‫ﺻﻨﻊ ﻓﻰ ﻣﺼﺮ‬ ‫ﻓﻼش ﺑﺎك‬ ‫ﺧﻮاﻃﺮ و اراء‬

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‫ﺣﺐ اﻟﺪﻳﺎر ‪ ..‬أم ﺣﺐ ﻣﻦ ﺳﻜﻦ اﻟﺪﻳﺎر‪17‬‬

‫ﻣﺰرﻋﺔ اﻟﺤﻴﻮان‬ ‫ﻫﻞ ﺣﻘﺎ أرﻳﺪ أن أﺳﺎﻓﺮ‬

‫ﻟﻤﺤﺎت أدﺑﻴﺔ‬

‫ﻗﺼﻴﺪة اﻟﺠﺎﻣﻌﺔ اﻟﻴﺎﺑﺎﻧﻴﺔ‬ ‫ﻗﻔﺎز وﻣﻌﻄﻒ‬

‫ﺣﺪث ﻫﻨﺎ‬

‫ﺣﻔﻞ اﻟﺤﻀﺎﻧﺔ‬ ‫زﻳﺎرة ﻻﺑﻨﺘﻰ‬ ‫رﺣﻼت اﻟﺠﺎﻣﻌﺔ‬

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‫‪25‬‬ ‫‪25‬‬ ‫‪27‬‬

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‫ﻣﻊ ﺑﻌﺾ‬

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‫ﻣﺴﺎﺑﻘﺔ اﻟﻌﺪد‬

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‫ﺳﺆال اﻟﻌﺪد‬

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‫ﺗﻬﻨﺌﺔ ﺑﺎﻟﺰواج‬ ‫ﻋﺰاء واﺟﺐ‬

‫‪ | ١‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬

‫‪6‬‬ ‫‪9‬‬

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‫ﺑﺴﻢ اﻟﻠﻪ اﻟﺮﺣﻤﻦ اﻟﺮﺣﻴﻢ‬

‫اﻓﺘﺘﺎﺣﻴﺔ اﻟﻌﺪد اﻷول‬

‫ﻫــﺎ ﻧﺤــﻦ ‪-‬ﺑﻌــﻮن اﻟﻠــﻪ وﺗﻮﻓﻴﻘــﻪ‪ -‬ﻧﻀــﻊ ﺑــني أﻳﺪﻳﻜــﻢ ﺑﺎﻛــﻮرة إﺻــﺪارات‬ ‫ﻣﺠﻠــﺔ اﻟﺠﺎﻣﻌــﺔ اﳌﴫﻳﺔ‪-‬اﻟﻴﺎﺑﺎﻧﻴــﺔ ﻟﻠﻌﻠــﻮم واﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ )‪ (E-JUST‬واﻟﺘﻲ‬ ‫ﺗ ُﺼﺪرﻫــﺎ اﻟﻠﺠﻨــﺔ اﻻﻋﻼﻣﻴــﺔ اﻟﺘﺎﺑﻌــﺔ ﻟﺮاﺑﻄــﺔ اﺗﺤــﺎد اﻟﺪارﺳــني ﺑﺎﻟﺠﺎﻣﻌــﺔ‬ ‫اﳌﻜﻮﻧــﺔ ﻣــﻦ اﻟﺒﺎﺣﺜــﻮن واﻟﺒﺎﺣﺜــﺎت‪.‬‬ ‫ﻟﻘــﺪ ﻛﺎن اﻟﺪاﻓــﻊ اﻟﺮﺋﻴــﴘ ﻹﺻــﺪار ﻫــﺬه اﳌﺠﻠــﺔ ﻫــﻮ اﻟﺤﺎﺟــﺔ اﳌﺎﺳــﺔ‬ ‫ﻟﻮﺟــﻮد ﻣﺴــﺎﺣﺔ ﺣــﺮة ﻧﻌــﱪ ﻓﻴﻬــﺎ ﻋــﻦ أﻧﻔﺴــﻨﺎ‪ ،‬وﻣــﺮآة ﺻﺎﻓﻴــﺔ ﺗﻌﻜــﺲ‬ ‫ﺟﻮاﻧــﺐ إﻳﺠﺎﺑﻴــﺔ ‪-‬ﻟﻜﻨﻬــﺎ ﻗــﺪ ﺗﻜــﻮن ﺧﻔﻴــﺔ‪ -‬ﻣــﻦ ﺷــﺨﺼﻴﺘﻨﺎ‪ ،‬وﻣﺮﺟــﻊ أﻣــني‬ ‫ﻳــﺆرخ ﻷﻓﺮاﺣﻨــﺎ وﻧﺠﺎﺣﺎﺗﻨــﺎ وﺣﺘــﻰ ﻷﺗﺮاﺣﻨــﺎ وإﺧﻔﺎﻗﺎﺗﻨــﺎ ‪-‬ﻟﻨﻌﺘــﱪ وﻧﺘﻌﻠــﻢ‪،-‬‬ ‫وﺳــﺠﻞ دﻗﻴــﻖ ﻳﺮﺻــﺪ ﻣﺸــﺎﻛﻠﻨﺎ وﻳﻘﻴــﻢ أﺳــﺎﻟﻴﺐ ﺣﻠﻬــﺎ وﻳﺮاﻗــﺐ ﺗﻄﻮراﺗﻬــﺎ‪،‬‬ ‫وﻣﻨــﺎرة ﻋﺎﻟﻴــﺔ ﻳﺸــﻌﻞ ﻛﻞ ﻣﻨــﺎ ﻓﻴﻬــﺎ ﴎاﺟــﻪ ﻋــﴗ أن ﻳﻬﺘــﺪي ﺑــﻪ ﻏــريه‪،‬‬ ‫وأﺧ ـريا ً ﻧﺎﻓــﺬة ﺻﺎدﻗــﺔ ﻳُ ِﻄــﻞ ﻣﻨﻬــﺎ اﻟﻌــﺎمل ﻋﻠﻴﻨــﺎ‪.‬‬ ‫إن ﻣــﻦ أﻫــﻢ ﻣﻘﻮﻣــﺎت ﻧﺠــﺎح ﻫــﺬه اﳌﺠﻠــﺔ ﻫــﻮ اﻟﺘﻨــﻮع اﻟﺸــﺪﻳﺪ ﺑﻴﻨﻨــﺎ‬ ‫ﰲ اﻷﻓــﻜﺎر واﻟﺜﻘﺎﻓــﺎت واﺧﺘﻼﻓﻨــﺎ ﰲ اﻻﻫﺘامﻣــﺎت واﻟﺘﻮﺟﻬــﺎت‪ ،‬ﻟﺬﻟــﻚ ﻓﻠــﻦ‬ ‫ﻳﺘﻌــﺪى دور راﺑﻄــﺔ اﺗﺤــﺎد اﻟﺪارﺳــني اﻟﺘﻮﻓﻴــﻖ ﺑــني اﻷﻓــﻜﺎر واﻟﺜﻘﺎﻓــﺎت‬ ‫واﻟﺘﻨﺴــﻴﻖ ﺑــني اﻻﻫﺘامﻣــﺎت واﻟﺘﻮﺟﻬــﺎت مبــﺎ ﻳﻮﻇــﻒ اﻟﺘﻨــﻮع واﻻﺧﺘــﻼف‬ ‫ﻟﻠﺘﻜﺎﻣــﻞ واﻟﺒﻨــﺎء دون اﻟﺘﻨــﺎزع واﻟﻬــﺪم‪ ،‬أﺑﻌــﺪ ﻣــﻦ ذﻟــﻚ ﻟــﻦ ﻳﻜــﻮن ﻫﻨــﺎك‬ ‫أي ﻗﻴــﻮد أو رﻗﺎﺑــﺔ ﻣــﻦ اﺗﺤــﺎد اﻟﺪارﺳــني ﻋــﲆ اﳌﺸــﺎرﻛﺎت اﳌﺨﺘﻠﻔــﺔ‪.‬‬ ‫إﻧﻨــﺎ ﺟﻤﻴﻌــﺎ ﻧﺘﻔــﻖ ﻋــﲆ ﴐورة أن ﻳﻜــﻮن ﻟﻨــﺎ دور ﰲ ﺗﻮﻋﻴــﺔ وﺗﺜﻘﻴــﻒ‬ ‫أﻫــﻞ اﻟــﱪج وﺣــﻞ ﻣﺸــﻜﻼﺗﻬﻢ وأن ﻳﻜــﻮن ﻫﻨــﺎك أﺛــﺮ إﻳﺠــﺎيب ﻟﻮﺟﻮدﻧــﺎ‬ ‫ﻳﺘﻌــﺪى ﺣــﺪود وأﺳــﻮار اﻟﺠﺎﻣﻌــﺔ‪ ،‬رمبــﺎ ﻟﻴــﺲ اﻵن وﻟﻜــﻦ ﰲ اﳌﺴــﺘﻘﺒﻞ‬ ‫اﻟﻘﺮﻳــﺐ ﺑــﺈذن اﻟﻠــﻪ‪ ،‬وﻫــﺎ ﻫــﻲ اﻟﺒــﻮادر ﻗــﺪ ﻇﻬــﺮت ﰲ ﺻــﻮرة أﻧﺸــﻄﺔ‬ ‫ﺧريﻳــﺔ ﰲ دار اﻷﻳﺘــﺎم وأﻧﺸــﻄﺔ اﺟﺘامﻋﻴــﺔ ﰲ ﻣﺮﻛــﺰ اﻟﺸــﺒﺎب‪ ،‬وﺑــﺈذن اﻟﻠــﻪ‬ ‫ﺳــﺘﻜﻮن اﻟﺨﻄــﻮة اﻟﻘﺎدﻣــﺔ أﻧﺸــﻄﺔ ﺛﻘﺎﻓﻴــﺔ ﺑﺨــﺮوج ﻣﺠﻠــﺔ اﻟﺠﺎﻣﻌــﺔ أو‬ ‫ﻣﺠﻠــﺔ ﻣﻮازﻳــﺔ ﻟﻬــﺎ ﻟﺘﺼﺒــﺢ ﻣﺠﻠــﺔ أﻫــﻞ ﺑــﺮج اﻟﻌــﺮب ﺟﻤﻴﻌــﺎ وﻟﻴــﺲ ﻣﺠﻠــﺔ‬ ‫اﻟﺠﺎﻣﻌــﺔ ﻓﻘــﻂ‪.‬‬ ‫وﻋــﲆ اﻟﺮﻏــﻢ ﻣــﻦ اﻟﺠﻬــﺪ اﳌﺒــﺬول ﰲ اﳌﺮاﺟﻌــﺔ واﻟﺘﺪﻗﻴــﻖ ﰲ اﻟﺠﻮﻫــﺮ‬ ‫واﳌﻈﻬــﺮ؛ ﻓــﺈن ﻫــﺬه اﳌﺠﻠــﺔ ‪-‬ﻛﺄي ﻋﻤــﻞ ﺑــﴩي‪ -‬ﻻ ﺗﺨﻠــﻮ ﻣــﻦ ﻧﻘــﺺ وﻻ‬ ‫ﺗﺴــﻠﻢ ﻣــﻦ ﻋﻠــﺔ‪ ،‬ﻟﻜﻨﻨــﺎ ﻧﺄﻣــﻞ أن ﻧﺘﻌﻠــﻢ ﻣــﻦ أﺧﻄﺎﺋﻨــﺎ وأن ﻧﺘﺪارﻛﻬــﺎ ‪-‬ﺑــﺈذن‬ ‫اﻟﻠــﻪ‪ -‬ﰲ اﻷﻋــﺪاد اﻟﻘﺎدﻣــﺔ‪.‬‬ ‫وأﺧ ـريا ً ﻧﺴــﺄل اﻟﻠــﻪ أن ﻳﺠﻌــﻞ ﻋﻤﻠﻨــﺎ ﻫــﺬا ﺧﺎﻟﺼ ـﺎً ﻟﻮﺟﻬــﻪ اﻟﻜﺮﻳــﻢ‪ ،‬وأن‬ ‫ﻳﺮﻓﻌﻨــﺎ ﺑــﻪ وﻻ ﻳﻀﻌﻨــﺎ‪ ،‬وأن ﻳﺠﻤﻌﻨــﺎ ﺑــﻪ وﻻ ﻳﻔﺮﻗﻨــﺎ‪.‬‬ ‫ﺇﺳﻼﻡ ﺍﻟﺸﻌﺮﺍﻭﻱ‬ ‫‪ ٥‬رﺟﺐ ‪ ١٤٣٤‬اﳌﻮاﻓﻖ ‪ ١٥‬ﻣﺎﻳﻮ ‪٢٠١٣‬‬

‫‪ | ٢‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


┄⒙⚆ቛቑㄞ㠖 㦏ብ㏗㍁䂀ሰ䯭ቑ⚜቎ርሧ቉ᇭ 䯭ቑ⏷厌ቑ┸ሴ቎ቫቭ᧨䱐ቂቄቒ᧨ሶሶ቎ᇬ(-867ኻ኉ንዐ┄⒙⚆ት䤕㱧ቑር㓚⏒቎ር ⻙ሴሺቡሼᇭሶቑ┄⒙⚆ቒኅንኴእ㡴㦻䱠ⷵ㔏嫢⮶ⷵ᧤(-867᧥ቑ*6$᧤⮶ⷵ棱䞮◣ ↩᧨᧤*UDGXDWH 6WXGHQW $VVRFLDWLRQ᧶*6$᧥ቑኾኤኀቿⱣ❰↩ሯ偷楕ሺᇬ䤉嫛ሺ቉ሧቡ ሼᇭ (-867ኻ኉ንዐት䤉嫛ሼቮ⃊ቍ╤㳮ቒᇬ呹愺䱐ቂቄት拸⒖቎嫷䚍ሼቮ呹䟀ቍ⫃ሯ㉔尐ቋ 劒ራቂቂቤቊሼᇭ䚍⦷ᇬ䱐ቂቄ(-867ቑⷵ䞮቎ቒሧተሧተቍ䦮⸮ሯ拸⒖቎↬ቲቆ቉ሧቍ ሧቋ劒ራ቉ሧቡሼቑቊᇬሶቑ(-867ኻ኉ንዐሯ䱐ቂቄ(-867ቑⷵ䞮ቑⓜ⚠ሰቑⲎ╱ት䤓 䭉቎㢯ሼ晰቎ቍቯቓቋ㦮㈔ሺ቉ሧቡሼᇭ⚛㣑቎ᇬ㒠ᇰ䱐ቂቄሯሶቑኊዀዐኮኖቊ俛沢ሺቂ ㊬劒ቧⷵቖ቎ርሴቮ⠫ቖቧ㒟┮ᇬ㍁ሺቢቧ⯀㟦ᇬ䐮劒ቧⷵቖᇬቀሶቊቑ嵁櫛ቧ屲㼉䷥ት㷲 䭉቎岧旁ሼቮ㈈䥽ት㕔ሧᇬ浧ሲቀቖራቮ䋾♿ቑቫሩ቎ᇬ䤕ሯ呹⒕呹愺ቑ䋾ቭቊⅥቑⅉት⺝ ሰᇬቀሺ቉㦏俑䤓቎ቒᇬ₥䟛₼ቑⅉᇰሯ䱐ቂቄት层ቮቂቤቑሶቋቑቊሰቮ栚ሮቯቂ䴢ቋቍ ቮሶቋት㦮㈔ሺ቉ሧቡሼᇭᇫᇫ (-867ኻ኉ንዐሯ㒟┮ሼቮቂቤቑ቎㦏ብ⮶⒖ቍሶቋቒᇬ䱐ቂቄቑ㎞尚ቧ㠖▥ᇬቀሺ቉咗 ✂ቧ㡈⚠㊶ቑ⮩㱧㊶ት崜ቤቮሶቋቊሼᇭሺቂሯቆ቉ᇬ⮶ⷵ棱䞮◣↩*6$ቑ㈈━ቒᇬ㎞尚ቧ 㠖▥ት嵎㠃ሺ拝ሱቮሶቋቍሲᇬ⊚ⅉቑ咗✂ቧ㡈⚠㊶ት䚕屲ሺቂሩራቊᇬ䦇℡䚕屲ት♥ቭ㖐 ቇሶቋ቎ሥቭቡሼᇭ⮶ⷵ棱䞮◣↩*6$ቒᇬ㎞尚ቑ嫬䴐ቧ㠼倅ቫቭብᇬ倀⚗ቧ㱚乘ቋሧሩ⮩ 㱧㊶ቧぽ䟿ት⺙摜ሺ቉ሧሰቡሼᇭሶቑቫሩቍ劒ራ቎䵚ቄᇬ㔤䳎ሸቯቂ☮䳎቎≑ቮ䰐㷱ℚ檔 Ⓟ棟ቧ㮫桁ት⮶ⷵ棱䞮◣↩ቒ嵁ሺቡሾቶᇭ 䱐ቂቄ⮶ⷵ棱䞮◣↩*6$ቑኾዐክዙቒᇬ(-867ቑ⇜函ሼቮሯሥቮከዂዙኹወኍኅወቿ዆ ኳゑቑ䤕ሸቡ቎⺍ሺᇬቑ(-867ቛቑ䚕屲ት≒拁ሺᇬሸቬ቎䤕ሸቡቛ㟨殙ት㙟∪ት⟢在 ሺᇬ䤕ሸቡቑ嵁櫛ት屲㼉ሼቮ⮶ሰቍ㈈━ት㕔ቆ቉ሧቮሶቋት䚕屲ሺ቉ሧቡሼቋ劒ራ቉ሧቡ ሼᇭ⮶ⷵ棱䞮◣↩*6$ቒᇬ⅙ሼሳቊቒቍሲ扠ሧ⺕㧴ሮብ䩴ቯቡሾቶሯᇬ⮶ⷵቋሧሩቑ⭐ት ⃦ቭ怙ራ቉ᇬከዂዙኹወኍኅወቿ዆ኳゑ቎⺍ሺ቉弱䖽ሺ቉ሧሲ㉔尐ሯሥቭቡሼᇭሶቑ⏕ሺ ቒ㡱቎ᇬ槡⺠㄃ኘዐኜዙቊቑ䯍↩㿊╤ቧⷳ⏟棱ቑ㏗⠓㿊╤቎䚍ቯ቉ሧቡሼᇭ㶰ቑኖኣአኴ ቒ㠖▥㿊╤ቋሺ቉ᇬሶቑ(-867ኻ኉ንዐት⮶ⷵ⮥቎ብ揜をሺᇬ(-867ቑ楠崛ቋሺ቉ቃሴ ቊቍሲᇬከዂዙኹወኍኅወቿ዆ኳゑቑ䤕ሸቡ቎尹ሺቡቯቮ楠崛ቋሺ቉ᇬㄒሲ崜ቤቬቯ቉嫛 ሲሶቋ቎ቍቮቊሺቪሩቫሩ቎ሺቡሼᇭ 䱐ቂቄቒ┄⒙⚆ቑ偷楕ቧ㪰㷲቎⮶ሰቍ┹┪ት㽷ሱቡሺቂሯᇬⅉᇰቑ㿊╤ቋ⚛㱧቎ቫሲሥቮ ቫሩ቎ᇬቡቃ⸛⏷ቍብቑቊቒሥቭቡሾቶᇭሺሮሺቍሯቬᇬ䱐ቂቄቒ呹愺呹ቬቑ拝ቄሮቬⷵ ቖᇬ㶰⚆ⅴ棜቎ቒ⚛ሻ栢拤ሧት怆ሶሸቍሧሼሶቋቑ䎰ሧቫሩ቎┹┪ሺ቉ሧሰቡሼᇭ ᇫ㦏㈛቎ቍቭቡሼሯᇬ䯭ሯሶቑⅤℚት侣会቎䯭ቑ⏷厌ቑቂቤቋቍሺ᧨䱐ቂቄት⇝ቤቮቑቊ ቒቍሲ᧨浧ቤ᧨ሮቇ᧨䱐ቂቄት⒕孑ሸሾቮቑቊቒቍሲ᧨倀⚗ሸሾቮሶቋት㦪ቢቡሼ᧪ ኁኖ዆ኽ᧪ኅወኔዀ዆ኃኀ (-867*6$᧤⮶ⷵ棱䞮◣↩ ᇫኾኤኀቿⱣ❰↩ ӓӖӕӖ㄃዆ንዀኳӗ㡴 ӔӒӓӕ㄃ӗ㦗ӓӗ㡴

٢٠١٣ ‫ | ﻤﺎﻴﻭ‬٣


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٢٠١٣ â&#x20AC;« | ﻤïº&#x17D;ï»´ï»­â&#x20AC;¬Ù¤



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‫ﻛﻠﻤﺔ اﻟﺴﻴـﺪ رﺋﻴــﺲ‬ ‫اﻟﺠـﺎﻣﻌـﺔ‬

‫»ﻟﻌﻠﻨــﺎ اﻻﻣــﺔ اﻻوﱄ ﰲ اﻟﻌــﺎمل ﻟﺴــﺒﺐ ﺑﺴــﻴﻂ و ﻫــﻮ اﻧﻨــﺎ ﻏﺎﻟﺒــﺎ ﻣــﺎ‬ ‫ﻧﻔﺴــﺢ اﻟﺼﻔــﻮف ﻟــيك ﻳﺘﻘــﺪم اﻟﻨﺎﺑﻬــﻮن ﻣــﻦ ﺷــﺒﺎﺑﻨﺎ اﱄ اﻟﺼــﻒ‬ ‫اﻻول«‬ ‫ﻛﺎن ﻫــﺬا ﻫــﻮ اﻟﻮﺻــﻒ اﻟــﺬي ﴏح ﺑــﻪ اﺣــﺪ اﻛــﱪ اﻟﺮوؤﺳــﺎء‬ ‫اﻻﻣﺮﻳﻜﻴــني ﻋــﻦ ﺣﻘﻴﻘــﺔ ﻛﻴــﻒ ﺗﺘﻘــﺪم اﻟﺸــﻌﻮب! و اﻻﺣــﺮي ﺑﻨــﺎ‬ ‫ﰲ ﻣــﴫ ان ﻧﺤﺸــﺪ ﻛﺎﻓــﺔ اﻟﻘــﻮي و اﻟﻘــﺪرات يك ﻧﺼﻘــﻞ ﻗــﺪرات و‬ ‫ﻣﻬــﺎرات ﺷــﺒﺎﺑﻨﺎ و ان ﻳﺘﺒــﻮأ اﳌﻜﺎﻧــﺔ اﻟﻼﺋﻘــﺔ ﺑــﻪ ﰲ اﳌﺸــﺎرﻛﺔ ﰲ‬ ‫ﻣﺴرية اﻟﻴﻮم و ﻗﻴﺎدة اﻟﻐﺪ‪.‬‬ ‫و اﻧﺘــﻢ ﺷــﺒﺎب اﻟﺠﺎﻣﻌــﺔ اﳌﴫﻳــﺔ اﻟﻴﺎﺑﺎﻧﻴــﺔ ﻟﻠﻌﻠــﻮم و اﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ‬ ‫اﺟــﺪر ﺷــﺒﺎب ﻫــﺬا اﻟﻮﻃــﻦ ﻋــﲇ ان ﺗﺘﻄﻠﻌــﻮا ﻟﻠﻘﻴــﺎم ﺑﻬــﺬا اﻟــﺪور‬ ‫اﻟﻘﺎﺋــﺪ و اﻟﺮاﺋــﺪ و ﻟﻜــﻢ ان ﺗﺴــﺘﻔﻴﺪوا و ﺗﺴــﺘﺰﻳﺪوا ﻣــﻦ اﻟﻔــﺮص‬ ‫اﳌﺘﺎﺣــﺔ اﻣﺎﻣﻜــﻢ و ان ﺗﺘﻔﺎﻧــﻮ ﰲ اﻛﺘﺴــﺎب اﻟﻌﻠــﻢ و اﳌﻌﺮﻓــﺔ ﻻﻧﻬــام‬ ‫ﺣﻀــﺎرة اﻟﻴــﻮم و ﻗــﻮة ﻛﻞ ﻳــﻮم‪ .‬و ان ﺷــﺎء اﻟﻠــﻪ ﻧﺤــﻦ ﻟﻜــﻢ‬ ‫ﻣﺴﺎﻧﺪون و داﻋﻤﻮن‪.‬‬ ‫ﺃ‪ .‬ﺩ‪ .‬ﺃﲪﺪ ﺑﻬﺎﺀ ﺍﻟﺪﻳﻦ ﺧﲑﻱ‬

‫‪ | ٥‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﺷﺨﺼﻴﺔ اﻟﻌﺪد‬

‫رﺋﻴﺲ أول اﺗﺤﺎد ﻟﻠﺪارﺳﻴﻦ‬ ‫ﺑﺎﻟﺠﺎﻣﻌﺔ اﻟﻤﺼﺮﻳﺔ اﻟﻴﺎﺑﺎﻧﻴﺔ‬

‫اﳌﻬﻨﺪس‬ ‫أﺣﻤﺪ ﺷﻠﺒﻲ‬

‫ﻓﻲ ﻛﻞ ﻋﺪد ﻳﺘﻨﺎول ﻫﺬا اﻟﺒﺎب أﺣﺪ اﻟﺸﺨﺼﻴﺎت اﻟﺘﻲ ﻟﻬﺎ ﺗﺄﺛﻴﺮ واﺿﺢ ﻋﻠﻰ اﻟﻤﺠﺘﻤﻊ اﻟﻄﻼﺑﻲ أو اﻟﺘﻲ ﻟﻬﺎ ﺑﺼﻤﺎت واﺿﺤﺔ ﻓﻲ‬ ‫ﺣﻴﺎه اﻟﺪارﺳﻴﻦ ﻫﻨﺎ‪ ،‬و ﺑﻤﺎ ان اﻻﺗﺤﺎد اﻻول ﻟﻠﺪارﺳﻴﻦ ﻟﻪ اﻟﺴﺒﻖ ﻓﻲ ﻛﻮﻧﻪ اﻟﻜﻴﺎن اﻻول اﻟﺬي ﻳﻤﺜﻞ اﻟﻄﻼب اﻣﺎم ادارة اﻟﺠﺎﻣﻌﺔ؛‬ ‫ﻓﻘﺪ وﻗﻊ اﻻﺧﺘﻴﺎر ﻫﺬا اﻟﻌﺪد ﻋﻠﻰ رﺋﻴﺲ أول اﺗﺤﺎد ﻟﻠﺪارﺳﻴﻦ ﺑﺎﻟﺠﺎﻣﻌﺔ ﻟﻤﻌﺮﻓﺔ ﻛﺎﻓﺔ اﻟﻤﺸﺎﻛﻞ واﻟﺘﺤﺪﻳﺎت اﻟﺘﻲ واﺟﻬﺘﻪ أﺛﻨﺎء ﻓﺘﺮة‬ ‫ﻣﻤﺎرﺳﺔ ﻣﻬﺎﻣﻪ وﻛﺬﻟﻚ ﻟﻤﻌﺮﻓﺔ ﻧﻈﺮﺗﻪ اﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﺠﺎﻣﻌﺔ اﻟﻤﺼﺮﻳﺔ اﻟﻴﺎﺑﺎﻧﻴﺔ‪ ،‬واﻟﻴﻜﻢ اﻟﺤﻮار اﻟﺬي دار ﺑﻴﻨﻲ و ﺑﻴﻦ م ‪ /‬أﺣﻤﺪ ﺷﻠﺒﻲ‪:‬‬

‫‪١‬‬ ‫‪٢‬‬

‫ﻛﻴﻒ ﺑﺪأت ﻓﻜﺮة ﺗﻜﻮﻳﻦ اﺗﺤﺎد و ﻣﺎ اﻟﺼﻌﻮﺑﺎت اﻟﺘﻲ واﺟﻬﺘﻜﻢ ﻓﻲ اﻧﺸﺎﺋﻪ؟‬ ‫ﺑﺪأت اﻟﻔﻜﺮة ﻟﺘﻜﻮﻳﻦ اﺗﺤﺎد ﺑﻬﺪف اﻧﺸﺎء ﻗﻨﺎة رﺳﻤﻴﺔ ﻣﻌﺘﺮف ﺑﻬﺎ ﻣﻦ اﻟﺠﺎﻣﻌﺔ ﺗﻌﺒﺮ ﻋﻦ اﻟﻄﻼب وذﻟﻚ ﻟﻜﺜﺮة اﻟﻤﺸﺎﻛﻞ اﻟﺘﻲ ﻛﺎن ﻳﻌﺎﻧﻰ ﻣﻨﻬﺎ‬ ‫اﻟﺰﻣﻼء ﻓﻰ اﻟﺒﺪاﻳﺔ وﻛﺎﻧﺖ اﻟﺼﻌﻮﺑﺎت ﻫﻲ رﻓﺾ ﺑﻌﺾ اﻻدارﻳﻴﻦ و اﻟﺰﻣﻼء ﻟﻠﻔﻜﺮة‪.‬‬

‫ﻤﺎ ﻫﻲ ﺍﻟﻤﺸﺎﺭﻴﻊ ﺍﻟﺘﻲ ﻜﻨﺕ ﺘﺘﻤﻨﻰ ﺍﻥ ﺘﺘﺤﻘﻕ ﻓﻰ ﻅﻝ ﺍﻭﻝ ﺍﺘﺤﺎﺩ‪ ..‬ﻭﻟﻜﻥ ﻟﻡ ﺘﺘﺤﻘﻕ ﺒﻌﺩ؟‬ ‫ﺗﻢ ﺣﺼﺮ ﻣﻌﻈﻢ اﻟﻤﺸﺎﻛﻞ واﻻﻣﺎل ﻓﻰ اﻟﺒﺪاﻳﺔ وﻳﻤﻜﻦ ﻟﻠﺠﻤﻴﻊ اﻻﻃﻼع ﻋﻠﻰ ﻃﻠﺒﺎت اﻻﺗﺤﺎد اﻻول )ﺣﻮاﻟﻰ ‪ 30‬ﻃﻠﺐ( واﻧﺠﺎزاﺗﻪ ﻣﻦ ﻫﺬه‬ ‫اﻟﻄﻠﺒﺎت ‪ .‬اﻫﻢ ﻣﺎ ﻟﻢ ﻳﺘﺤﻘﻖ ﻣﻦ ﻫﺬه اﻟﻄﻠﺒﺎت ﺣﺘﻰ اﻻن‪:‬‬ ‫‪ .1‬اﻟﺪورﻳﺎت اﻟﻌﻠﻤﻴﺔ‪.‬‬ ‫‪ .2‬اﻟﺘﻮزﻳﻊ اﻟﻌﺎدل ﻟﻠﺒﺎﺣﺜﻴﻦ ﻋﻠﻰ اﻋﻀﺎء ﻫﻴﺌﺔ اﻟﺘﺪرﻳﺲ )ﺑﺤﻴﺚ ﻳﻜﻮن ﻟﻜﻞ ﻣﺸﺮف ﻋﺪد ﻣﺤﺪود ﻣﻦ اﻟﻄﻼب(‪.‬‬ ‫‪ .3‬ﺗﻐﻄﻴﺔ اﻟﻨﻘﺺ ﻓﻰ اﻟﺨﺒﺮات اﻻﻛﺎدﻳﻤﻴﺔ ﻓﻰ ﺑﻌﺾ اﻻﻗﺴﺎم‪.‬‬ ‫‪ .4‬وﺟﻮد رؤﻳﺔ ﺑﺤﺜﻴﺔ ﻟﻼﻗﺴﺎم ﻣﻨﻔﺮدة اوﻻ وﻣﺸﺘﺮﻛﺔ وﻣﺤﺎوﻟﺔ رﺑﻄﻬﺎ ﺑﺎﻟﻤﺠﺘﻤﻊ وﻟﻴﺲ ﻓﻘﻂ اﺑﺤﺎث ﻟﻠﻨﺸﺮ‪.‬‬ ‫‪ .5‬ﻣﺸﻜﻠﺔ اﻟﺘﺄﻣﻴﻦ اﻟﺼﺤﻲ‬ ‫ﻤﺎ ﻫﻭ ﺍﻟﺩﻭﺭ ﺃﻭ ﺍﻟﺩﻋﻡ ﺍﻟﺫﻯ ﻜﻨﺕ ﺘﻨﺘﻅﺭﻩ ﻤﻥ ﺯﻤﻼﺀﻙ ‪ -‬ﻤﻥ ﺨﺎﺭﺝ ﺍﻻﺘﺤﺎﺩ ‪ -‬ﻭﻟﻡ ﺘﺠﺩﻩ؟‬ ‫اﻟﺪﻋﻢ اﻟﻤﻨﺘﻈﺮ ﻫﻮ اﻟﻤﺸﺎرﻛﺔ اﻻﻳﺠﺎﺑﻴﺔ ﻓﻰ ﺗﻘﺪﻳﻢ ﺣﻠﻮل ﻟﻠﻤﺸﺎﻛﻞ واﻻﺷﺘﺮاك ﻓﻰ اﻟﻌﻤﻞ اﻟﺘﻄﻮﻋﻲ ﻣﻦ اﺟﻞ ﻣﺠﺘﻤﻊ ﻃﻼﺑﻲ اﻓﻀﻞ ﻳﻮﻓﺮ ﻟﻠﺠﻤﻴﻊ‬ ‫اﻟﺮاﺣﺔ وﺑﻴﺌﺔ ﻋﻤﻞ اﻓﻀﻞ ‪ .‬ﻧﻌﺎﻧﻰ ﻣﻦ ﺳﻠﺒﻴﺔ ﻣﻦ اﻟﺰﻣﻼء واﻫﺘﻤﺎم ﻛﻞ زﻣﻴﻞ ﺑﻤﺼﻠﺤﺘﻪ اﻟﺸﺨﺼﻴﺔ ﻋﻠﻰ ﺣﺴﺎب اﻟﻤﺠﺘﻤﻊ اﻟﻄﻼﺑﻲ ﻣﻤﺎ ﻳﺘﺴﺒﺐ ﻓﻰ اﻟﻨﻬﺎﻳﺔ‬ ‫اﻟﻰ اﻫﻤﺎل ﻣﻦ اﻻدارة ﻟﻤﻄﺎﻟﺒﻨﺎ اﻟﻤﺸﺮوﻋﺔ‪.‬‬

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‫‪ | ٦‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﺷﺨﺼﻴﺔ اﻟﻌﺪد‬

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‫ﻤﺎ ﻫﻭ ﺍﻟﻤﻭﻗﻑ ﺍﻟﺫﻱ ﺘﻔﺎﺠﺄﺕ ﺒﺭﺩ ﻓﻌﻝ ﺯﻤﻼﺌﻙ ﻓﻴﻪ ؟‬ ‫داﺋﻤﺎ ﻳﻔﺎﺟﺌﻨﻲ اﻟﺰﻣﻼء ﻓﻰ اﻻﺟﺘﻤﺎﻋﺎت ﻣﻊ رﺋﻴﺲ اﻟﺠﺎﻣﻌﺔ ﻓﺒﺎﻟﺮﻏﻢ ﻣﻦ اﻟﺘﺤﻀﻴﺮ ﻟﻬﺬه اﻻﺟﺘﻤﺎﻋﺎت ﺑﺤﻴﺚ ﺗﻜﻮن اﻟﻤﻄﺎﻟﺐ واﺿﺤﺔ وﺗﺨﺪم‬ ‫اﻟﻤﺠﺘﻤﻊ اﻟﻄﻼﺑﻲ ﻛﻜﻞ و اﻟﺘﻨﺒﻴﻪ ﻋﻠﻰ ﻋﺪم اﻟﺘﻔﺮع ﻷي ﻣﺸﺎﻛﻞ ﺟﺎﻧﺒﻴﺔ؛ ﻳﻘﻮم اﻟﺰﻣﻼء ﺑﺎﻟﺨﺮوج ﻋﻠﻰ اﻻﺗﻔﺎق و ﻳﻘﻮم ﻛﻞ زﻣﻴﻞ ﺑﻌﺮض ﻣﺸﻜﻠﺘﻪ اﻟﺸﺨﺼﻴﺔ‬ ‫اﻟﺨﺎﺻﺔ ﺑﻪ وﺑﺎﻟﺘﺎﻟﻲ ﻳﻔﺸﻞ ﻛﻞ اﺟﺘﻤﺎع ﻓﻰ اﻟﻮﺻﻮل اﻟﻰ ﻧﻘﺎط ﻣﺤﺪده ﺑﺨﺼﻮص اﻟﻤﺸﺎﻛﻞ اﻟﻤﺠﺘﻤﻌﻴﺔ اﻟﻰ اﻟﻔﺮدﻳﺔ واﻟﻤﻔﺎﺟﺄة اﻻﻛﺒﺮ ﻫﻲ ﻋﺪم ﺣﻀﻮر‬ ‫اﻻﺧﺮﻳﻦ اﻟﺬﻳﻦ ﻳﻈﻨﻮن ان ﻟﻴﺲ ﻟﻬﻢ ﻣﺸﺎﻛﻞ‪.‬‬

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‫ﺒﻌﺩ ﺍﻨﺘﻬﺎﺀ ﻤﺩﺓ ﺘﻭﻟﻴﻙ ﻫﺫﺍ ﺍﻟﻤﻨﺼﺏ ﻤﺎ ﻫﻭ ﺍﺤﺴﺎﺴﻙ ﻓﻴﻤﺎ ﺍﻗﺩﻤﺕ ﻋﻠﻴﻪ؟‬ ‫اﻻﺣﺴﺎس اﻟﻌﺎم ﻣﻦ ﺗﺠﺮﺑﺔ اﻟﺠﺎﻣﻌﺔ اﻟﻴﺎﺑﺎﻧﻴﺔ ﻫﻮ اﻟﺤﺴﺮة و اﻟﻤﺸﻜﻠﺔ ﻟﻴﺴﺖ ﻓﻰ اﻟﻤﻮارد‪ .‬اﻟﻤﺸﻜﻠﺔ ﻟﻴﺴﺖ ﻓﻰ اﻟﺠﺎﻣﻌﺔ‪ .‬اﻟﻤﺸﻜﻠﺔ ﻓﻰ اﻻﻓﺮاد‬ ‫ﻛﻄﻼب اﻟﻰ ﻣﻮﻇﻔﻴﻦ اﻟﻰ اﻋﻀﺎء ﻫﻴﺌﺔ اﻟﺘﺪرﻳﺲ‪ .‬اﻟﻴﺎﺑﺎن ‪ 128‬ﻣﻠﻴﻮن ﻧﺴﻤﺔ‪-‬زﻻزل‪-‬ﺑﺮاﻛﻴﻦ‪ .‬ﻻ وﺟﻮد ﻟﻤﻮارد ﻃﺒﻴﻌﻴﺔ ‪ .‬ﻣﺴﺎﺣﺔ ﺛﻠﺚ ﻣﺴﺎﺣﺔ ﻣﺼﺮ وﻋﺒﺎرة ﻋﻦ‬ ‫ﺟﺰر ﻓﻰ اﻟﻤﺤﻴﻂ وﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ ذﻟﻚ ﻫﻲ ﺛﺎﻟﺚ اﻗﺘﺼﺎد ﻓﻰ اﻟﻌﺎﻟﻢ‪ .‬ﻟﻮ ﺗﻢ اﺳﺘﺒﺪال اﻟﺸﻌﺐ اﻟﻤﺼﺮي ﺑﺎﻟﺸﻌﺐ اﻟﻴﺎﺑﺎﻧﻲ ﻟﺼﺎرت ﻣﺼﺮ رﻗﻢ واﺣﺪ‪.‬ﻛﺬﻟﻚ‬ ‫اﻟﺠﺎﻣﻌﺔ ﻓﻰ رأﻳﻲ ﻻ ﺗﻮﺟﺪ ﻣﺸﺎﻛﻞ ﺣﻘﻴﻘﻴﺔ ﻟﺘﻘﺪﻳﻢ ﻧﻤﻮذج ﻟﺠﺎﻣﻌﺔ ﺑﺤﺜﻴﺔ ﺳﻮى اﻻﻓﺮاد‪ .‬اﺳﺄل اﻟﻔﺮد ﻓﻰ اﻟﻤﺠﺘﻤﻊ اﻟﻴﺎﺑﺎﻧﻲ ﻋﻦ اﻟﻌﻤﻞ ﻓﻰ اﻟﻴﺎﺑﺎن اﻟﻌﻤﻞ‬ ‫ﻣﻦ أﺟﻞ رﻓﻌﺔ اﻟﻴﺎﺑﺎن ام ﻓﻰ اﻟﺠﺎﻣﻌﺔ ﻋﻠﻴﻚ ان ﺗﺴﺄل اﻟﻄﻼب واﻟﻤﻮﻇﻔﻴﻦ وأﻋﻀﺎء ﻫﻴﺌﺔ اﻟﺘﺪرﻳﺲ ﻋﻦ اﻻﻧﺘﻤﺎء ﺳﻮاء ﻟﻠﺠﺎﻣﻌﺔ او اﻟﺒﻠﺪ‪ .‬اﻟﻜﻞ ﻳﺮﻳﺪ اﻟﺮﺣﻴﻞ‬ ‫اﻟﻴﻮم ﻗﺒﻞ اﻟﻐﺪ وﻟﻜﻦ ﻳﻨﺘﻈﺮ اﻟﻔﺮﺻﺔ اﻟﻤﻨﺎﺳﺒﺔ وﻫﺬا ﻳﻤﺜﻞ ﻓﺸﻞ اﻻدارة ﻓﻰ وﺿﻊ رؤﻳﺔ وﺗﺤﻔﻴﺰ اﻟﻨﺎس ﻟﻼرﺗﺒﺎط ﺑﻬﺎ‪.‬‬

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‫ﻤﺎﺫﺍ ﺘﻭﺩ ﺍﻥ ﺘﻘﻭﻝ ﻟﺯﻤﻼﺌﻙ ﺒﺎﻻﺘﺤﺎﺩ ﺍﻟﺤﺎﻟﻲ؟‬ ‫اﻻﺧﻼص ﺛﻢ اﻻﺧﻼص اﺣﺘﺴﺐ اﻻﺟﺮ ﻋﻨﺪ اﻟﻠﻪ‪ .‬وﻻ ﺗﻨﺘﻈﺮ ﻣﻦ اﻟﺰﻣﻼء ﺳﻮى اﻟﻨﻘﺪ واﻟﻜﻼم‪ .‬داﺋﻤﺎ اﺟﻌﻞ اﻟﻬﺪف ﻫﻮ ﺗﻄﻮﻳﺮ اﻟﺠﺎﻣﻌﺔ واﻟﻤﺠﺘﻤﻊ‬ ‫اﻟﻄﻼﺑﻲ ﺑﻐﺾ اﻟﻨﻈﺮ ﻋﻦ اﻟﻨﺘﻴﺠﺔ رﺑﻨﺎ ﻳﺘﻘﺒﻞ ﻣﻨﻜﻢ وﻳﺠﻌﻠﻪ ﺧﺎﻟﺼﺎ ﻟﻮﺟﻬﻪ‪.‬‬

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‫ﻤﺎ ﻫﻲ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﺘﻲ ﺍﺴﺘﻔﺩﺘﻬﺎ ﻤﻥ ﺨﻼﻝ ﻤﻤﺎﺭﺴﺘﻙ ﻟﻤﻬﺎﻡ ﺍﻹﺘﺤﺎﺩ؟ ﻭﻜﻴﻑ ﺘﺭﻯ ﺍﺴﺘﻔﺎﺩﺘﻙ ﻤﻥ ﻫﺫﻩ‬ ‫ﺍﻟﺨﺒﺭﺍﺕ ﻓﻰ ﺤﻴﺎﺘﻙ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ؟‬ ‫‪ .1‬اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﻬﻴﻜﻞ اﻹداري‪ .2 .‬اﻟﺼﺒﺮ ﻋﻠﻰ اﻟﻨﻘﺪ اﻟﻤﺴﺘﻤﺮ‪ .3 .‬ﻣﺤﺎوﻟﺔ ﺗﻘﺪﻳﻢ اﻻﻓﻀﻞ داﺋﻤﺎ‪.‬‬ ‫ﻤﺎ ﻫﻭ ﻤﻘﻴﺎﺱ ﺍﻟﺩﻴﻤﻭﻗﺭﺍﻁﻴﺔ ﺩﺍﺨﻝ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻷﻜﺎﺩﻴﻤﻲ؟ ﻭﻤﺎ ﻫﻲ ﺴﺒﻝ ﺯﻴﺎﺩﺓ ﺍﻹﻴﺠﺎﺒﻴﺔ ﻭﺘﺤﻤﻝ ﺍﻟﻤﺴﺅﻭﻟﻴﺔ ﺒﻴﻥ‬ ‫ﺃﻓﺭﺍﺩﻩ؟‬ ‫اﻟﺪﻳﻤﻘﺮاﻃﻴﺔ اﺳﺎﺳﺎ ﻛﻘﻴﻤﺔ ﻣﺨﺘﻠﻒ ﻋﻠﻴﻬﺎ‪ .‬ﻓﻠﻴﺲ رﺿﺎ اﻻﻏﻠﺒﻴﺔ ﻋﻦ اﻣﺮ ﻳﺠﻌﻞ ﻫﺬا اﻻﻣﺮ ﺻﺤﻴﺤﺎ ‪ .‬ﻓﻘﺪ ﻳﺮﺿﻰ اﻻﻏﻠﺒﻴﺔ ﻣﻦ اﻟﻤﺠﺘﻤﻊ اﻟﻄﻼﺑﻲ ﻋﻠﻰ اﻟﻐﺎء‬ ‫ﺷﺮط اﻟﻨﺸﺮ ﻣﻦ اﺟﻞ اﻟﺘﺨﺮج ﻫﻞ ﻳﻜﻮن ﻫﺬا ﺻﺤﻴﺤﺎ؟‬ ‫ان رﺿﺎ او ﺳﺨﻂ اﻻﻏﻠﺒﻴﺔ ﻻ ﻳﻌﻨﻲ اﻧﻚ ﻋﻠﻰ ﻃﺮﻳﻖ اﻟﺼﻮاب او اﻟﺨﻄﺄ وﻟﻜﻦ اﻋﺘﻘﺪ اﻧﻪ ﻓﻰ اﻟﻤﺠﺘﻤﻊ اﻟﻄﻼﺑﻲ ﺑﺎﻟﺠﺎﻣﻌﺔ ﻻ ﻳﻮﺟﺪ ﺳﺒﻴﻞ ﻟﻘﻴﺎس اﻟﺪﻳﻤﻘﺮاﻃﻴﺔ‬ ‫إﻻ ﻋﻦ ﻃﺮﻳﻖ رأى رؤﺳﺎء اﻟﻠﺠﺎن وأﻋﻀﺎء اﻻﺗﺤﺎد ورأى اﻻﻏﻠﺒﻴﺔ )ذﻟﻚ ﻟﺘﻘﺎرب ﻣﻌﻈﻢ أﻋﻀﺎء اﻟﻤﺠﺘﻤﻊ ﻓﻰ اﻟﻤﺴﺘﻮى اﻟﻔﻜﺮي واﻟﻤﺠﺘﻤﻌﻲ(‪.‬‬

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‫ﻫﻝ ﻤﻥ ﺍﻷﻓﻀﻝ ﺃﺕ ﻴﺘﻡ ﺍﻟﺭﺠﻭﻉ ﻹﺴﺘﻔﺘﺎﺀ ﺍﻟﻁﻠﺒﺔ ﻓﻲ ﺃﻤﻭﺭ ﻤﻌﻴﻨﺔ ﺃﻡ ﺃﻥ ﺇﺘﺨﺎﺫ ﻗﺭﺍﺭ ﻋﺎﺠﻝ ﻗﺩ ﻴﻀﺭ ﺒﺎﻟﺒﻌﺽ‬ ‫ﻫﻭ ﺍﻷﻓﻀﻝ ؟‬ ‫ﺗﻢ اﻧﺘﺨﺎب اﻻﺗﺤﺎد ﻟﻴﻜﻮن ﻣﻤﺜﻞ ﻟﻠﻄﻼب واﻟﻘﺮارات اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﺸﺄن اﻟﻌﺎم ﻫﻲ ﻣﻦ أﺳﺎس اﺧﺘﺼﺎﺻﺎﺗﻪ وﻻ ﻳﻤﻜﻦ اﻟﺮﺟﻮع ﻓﻰ ﻛﻞ ﻗﺮار اﻟﻰ اﺳﺘﻔﺘﺎء‬ ‫وﻟﻜﻦ ارى ان ﺣﺎﻟﺔ اﻻﺳﺘﻔﺘﺎء ﺗﻜﻮن ﺿﺮورﻳﺔ ﻓﻰ ﺣﺎل ﻗﺮار ﻳﻀﺮ ﺑﻔﺌﺔ ﻋﻠﻰ ﺣﺴﺎب اﺧﺮى )ﻣﺜﻼ اﻻﻧﺎث ﻋﻠﻰ ﺣﺴﺎب اﻟﺬﻛﻮر او اﻟﻌﺰاب ﻋﻠﻰ ﺣﺴﺎب‬ ‫اﻟﻤﺘﺰوﺟﻴﻦ( وﺑﺎﻟﺘﺎﻟﻲ ﻳﺠﺐ ﻃﺮح اﻟﻘﺮار ﻟﻼﺳﺘﻔﺘﺎء‪.‬‬ ‫ﺒﻤﺎﺫﺍ ﺘﻨﺼﺢ ﺯﻤﻼﺀﻙ ﻟﻜﻲ ﻴﻤﺭﻭﺍ ﺒﻔﺘﺭﺓ ﺍﻟﺩﺭﺍﺴﺔ ﺩﺍﺨﻝ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻟﻤﺼﺭﻴﺔ ﺍﻟﻴﺎﺒﺎﻨﻴﺔ ﺒﺄﻜﺜﺭ ﺇﺴﺘﻔﺎﺩﺓ ﻤﻤﻜﻨﺔ؟ ﻭﻻ‬ ‫ﻴﺘﺄﺜﺭﻭﺍ ﺒﺎﻟﻌﻘﺒﺎﺕ ﺍﻟﻨﻔﺴﻴﺔ ﻭﺍﻟﻤﺎﺩﻴﺔ ﺒﻤﺨﺘﻠﻑ ﺃﺴﺒﺎﺒﻬﺎ؟‬ ‫ﻫﻨﺎك ﻃﺮﻳﻘﺎن ﻟﻘﻀﺎء ﻓﺘﺮة اﻟﺪراﺳﺔ‪:‬‬ ‫‪ .1‬اﻟﺴﻠﺒﻲ ﻣﻊ ﻧﻔﺴﻚ )ﻣﻦ اﻟﻤﻌﻤﻞ اﻟﻰ اﻟﺴﻜﻦ وﻣﻦ اﻟﺴﻜﻦ اﻟﻰ اﻟﻤﻌﻤﻞ( ﺛﻢ ﻗﻀﺎء وﻗﺖ اﻷﺟﺎزة ﻓﻰ ﻣﻜﺎن ﺟﻤﻴﻞ ﺑﺎﻻﺳﻜﻨﺪرﻳﺔ وﺿﻊ ﻣﺜﺎﻟﻲ وﻟﻜﻦ ﻳﺎ‬ ‫زﻣﻴﻠﻲ ﻻ ﺗﺴﺄل ﺑﻌﺪ ذﻟﻚ ﻋﻦ ﺳﻮء أداء اﻻدارة او اﻟﻤﺸﺎﻛﻞ اﻟﺨﺎﺻﺔ ﺑﺎﻟﻤﻄﻌﻢ او اﻟﺘﺄﻣﻴﻦ اﻟﺼﺤﻲ او اﻟﺪورﻳﺎت اﻟﻌﻠﻤﻴﺔ اﺻﻼ ﻻ ﻳﺤﻖ ﻟﻚ اﻟﺴﺆال ﻓﻘﺪ‬

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‫‪ | ٧‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﺷﺨﺼﻴﺔ اﻟﻌﺪد‬ ‫اﺧﺘﺮت ﻧﻔﺴﻚ ﻋﻠﻰ ﺣﺴﺎب اﻟﻜﻞ‪.‬‬ ‫‪ .2‬اﻹﻳﺠﺎﺑﻲ‪-:‬اﻟﻤﺸﺎرﻛﺔ وﻟﻴﺴﺖ اﻟﺸﻜﻮى وﻧﺘﻴﺠﺔ ذﻟﻚ ﻛﺎن اﻟﻤﺴﺠﺪ واﻟﺤﻀﺎﻧﺔ وﻣﻴﺎه اﻟﺸﺮب وﻏﻴﺮه ﻣﻤﺎ ﺗﻈﻦ اﻧﻬﺎ ﻓﺮض ﻋﻴﻦ ﻋﻠﻰ اﻟﺠﺎﻣﻌﺔ ﻓﻰ ﺣﻴﻦ‬ ‫ﺗﻘﻮم ﺑﻬﺎ اﻟﺠﺎﻣﻌﺔ ﻋﻠﻰ ﺣﺪ اﻟﻜﻔﺎﻳﺔ ﻣﻌﻠﻮﻣﺔ اول ﻃﻠﺐ ﻻﻧﺸﺎء اﻟﻤﺴﺠﺪ اﻟﺤﺎﻟﻲ ﻛﺎن ﺷﻬﺮ اﻛﺘﻮﺑﺮ ﻟﻌﺎم ‪ 2010‬ﻣﻦ اﻟﺰﻣﻴﻞ أﺣﻤﺪ ﺣﻤﺪي )ﺣﺎﻟﻴﺎ ﻓﻰ ﻣﻨﺤﺔ‬ ‫دﻛﺘﻮراة ﻓﻰ ﻛﻨﺪا(‪.‬‬ ‫ﺑﺎﻟﻄﺒﻊ اﻟﻨﻤﻮذج اﻻﻳﺠﺎﺑﻲ ﻫﻮ اﻟﻨﻤﻮذج اﻻﺻﻌﺐ وﻟﻜﻦ اﻟﻨﻤﻮذج اﻟﺴﻠﺒﻲ ﻋﻀﻮ ﺟﻤﻬﻮرﻳﺔ وأﻧﺎ ﻣﺎﻟﻲ ﻫﻮ اﻟﺴﺒﺐ اﻟﺤﻘﻴﻘﻲ ﻟﻠﻔﺸﻞ ﻓﻴﻤﺎ وﺻﻠﻨﺎ اﻟﻴﻪ ﻛﺒﻠﺪ‪.‬‬ ‫ارﺟﻮ ﻣﻦ ﻛﻞ اﻟﺰﻣﻼء اﻟﻜﻒ ﻋﻦ اﻟﺸﻜﻮى وﻣﺤﺎوﻟﺔ ﺗﻘﺪﻳﻢ ﺑﺪاﺋﻞ او ﺣﻠﻮل ﻟﻴﻘﻮم اﻻﺗﺤﺎد ﺑﻄﺮﺣﻬﺎ ﻋﻠﻰ اﻻدارة وﻣﺤﺎوﻟﺔ ﺗﻨﻔﻴﺬﻫﺎ‪.‬‬ ‫أرﺟﻮ ﻣﻦ ﻛﻞ اﻟﺰﻣﻼء اﻟﻌﻤﻞ ﻋﻠﻰ ﺟﻌﻞ اﻟﺤﻴﺎة اﻟﺠﺎﻣﻌﻴﺔ أﻓﻀﻞ ﻣﻦ ﺧﻼل ‪1-‬ﺗﻄﻮﻳﺮ اﻟﺤﻴﺎة اﻻﺟﺘﻤﺎﻋﻴﺔ ‪2-‬ﺗﻄﻮﻳﺮ اﻟﻌﻼﻗﺎت ﻣﻊ اﻟﻤﻮﻇﻔﻴﻦ واﻋﻀﺎء ﻫﻴﺌﺔ‬ ‫اﻟﺘﺪرﻳﺲ‪.‬‬

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‫ﻤﺎ ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﺍﻻﺘﺤﺎﺩ ﺍﻴﺎﻤﻙ ﻭﺍﻻﻥ ؟ ﻭﻫﻝ ﺘﻐﻴﺭﺕ ﻤﻌﺎﻤﻠﺔ ﺭﺌﻴﺱ ﺍﻟﺠﺎﻤﻌﺔ ﺍﻡ ﻅﻠﺕ ﻜﻤﺎﻫﻲ ﻤﻥ ﺍﻴﺎﻤﻙ ؟‬ ‫ﻛﺎﻧﺖ اﻟﻤﺸﺎﻛﻞ واﻟﻌﻘﺒﺎت اﻛﺒﺮ ﻟﻢ ﺗﺘﻐﻴﺮ ﻣﻌﺎﻣﻠﺔ رﺋﻴﺲ اﻟﺠﺎﻣﻌﺔ ﻛﺎﻧﺖ وﻣﺎزاﻟﺖ وﻋﻮد ﺗﻌﺒﺮ ﻋﻦ اﻣﺎل وﻃﻤﻮﺣﺎت ﺗﺼﻄﺪم ﺑﻮاﻗﻊ ﻳﺤﺘﺎج اﻟﻰ‬ ‫ﺣﻠﻮل ﻏﻴﺮ ﺗﻘﻠﻴﺪﻳﺔ وﻣﺎزﻟﺖ أﺗﺬﻛﺮ‬ ‫‪ .1‬وﻋﺪ اﻟﺴﻔﺮ اﻟﻰ اﻟﻴﺎﺑﺎن ﻛﺎن ﻓﺘﺮة ﻣﺎ ﺑﻴﻦ ﺳﻨﺔ اﻟﻰ ﺳﻨﺔ وﻧﺼﻒ وﺻﺎرت ﻣﻦ ﺳﺘﺔ اﻟﻰ ﺗﺴﻌﺔ ﺷﻬﻮر ﻏﻴﺮ ﺷﺎﻣﻞ ﻃﻠﺒﺔ اﻟﻤﻨﺢ‪.‬‬ ‫‪ .2‬اﻟﺸﻬﺎدة ﻣﻦ ﺷﻬﺎدة ﻣﺰدوﺟﺔ ﻣﻌﺘﺮف ﺑﻬﺎ ﻣﻦ اﻟﻴﺎﺑﺎن وﻣﺼﺮ اﻟﻰ ﺷﻬﺎدة ﺗﺤﺘﺎج ﻣﻌﺎدﻟﺔ ﻣﻦ اﻟﻤﺠﻠﺲ اﻻﻋﻠﻰ ﻟﻠﺠﺎﻣﻌﺎت‪.‬‬

‫أﺧﻴﺮا اﻟﺸﻜﺮ ﻛﻞ اﻟﺸﻜﺮ ﻟﻜﻞ أﻋﻀﺎء اﻻﺗﺤﺎد اﻻول وﻫﻢ اﺣﻤﺪ ﺣﻤﺪي – ﻣﺤﻤﺪ ﺣﻤﻮدة – ﻣﺤﻤﺪ ﺣﺴﻦ – ﻣﺤﻤﺪ ﺧﺎﻟﺪ ﺟﻨﻴﺪي – ﻫﺎﻧﻲ ﺻﺎﺑﺮ – ﺧﻠﻴﻞ‬ ‫ﻋﻠﻰ – ﻣﺤﻤﺪ ﻣﻤﺪوح – ﺑﺴﻨﺖ ﻋﺒﺪ اﻟﺤﻤﻴﺪ – اﻣﻞ ﻟﻄﻔﻲ‪.‬‬ ‫اﻟﺸﻲء اﻻﻳﺠﺎﺑﻲ ﻫﻮ ان اﻟﻮﻋﻮد ﺗﺘﺤﻘﻖ ﺑﺸﻜﻞ ﺟﺰﺋﻲ ﻣﻤﺎ ﻳﺒﺸﺮ اﻧﻨﺎ ﺳﻨﺼﻞ ﻳﻮﻣﺎ ﻣﺎ‪.‬‬ ‫و اﻟﺠﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ اﻧﻪ ﺗﻢ ﺗﺸﻜﻴﻞ راﺑﻄﺔ اﺗﺤﺎد ﻃﻼب اﻟﺪراﺳﺎت اﻟﻌﻠﻴﺎ )‪ (GSA‬ﻓﻲ ﻣﺎرس ‪ 2011‬ﻣﻦ ﺧﻼل اﻧﺘﺨﺎﺑﺎت‬ ‫ﺷﻔﺎﻓﺔ ﻟﻴﻜﻮن ﺑﻤﺜﺎﺑﺔ وﺳﻴﻠﺔ ﻟﻠﺘﻨﺴﻴﻖ ﺑﻴﻦ ﻃﻼب اﻟﺪراﺳﺎت اﻟﻌﻠﻴﺎ وإدارة اﻟﺠﺎﻣﻌﺔ‪ .‬ﻛﻤﺎ أﻧﻬﺎ ﺗﻬﺘﻢ اﻳﻀﺎ ﺑﺘﻨﻈﻴﻢ أﻧﻮاع‬ ‫ﻣﺨﺘﻠﻔﺔ ﻣﻦ اﻷﻧﺸﻄﺔ ﻣﻦ أﺟﻞ ﺗﻌﺰﻳﺰ ﻣﻬﺎرات ﻃﻼب اﻟﺪراﺳﺎت اﻟﻌﻠﻴﺎ ﻓﻲ اﻟﺠﺎﻣﻌﺔ‪ .‬و ﻳﺘﻜﻮن اﻻﺗﺤﺎد ﻣﻦ ﻣﻜﺘﺐ ﺗﻨﻔﻴﺬي‬ ‫ﻣﻜﻮن ﻣﻦ ارﺑﻊ اﻋﻀﺎء ﻫﻢ رﺋﻴﺲ اﻻﺗﺤﺎد و ﻧﺎﺋﺒﻪ و ﺳﻜﺮﺗﻴﺮ و اﻣﻴﻦ اﻻﺗﺤﺎد‪.‬‬ ‫و ﻓﻲ ﻧﻬﺎﻳﺔ ﻫﺬا اﻟﺤﻮار ﻧﺘﻮﺟﻪ ﺑﺸﻜﺮ ﻛﺒﻴﺮ ﺟﺪا ﻟﻠﻤﻬﻨﺪس أﺣﻤﺪ ﺷﻠﺒﻲ و ﻟﻜﻞ اﻟﺰﻣﻼء اﻋﻀﺎء اﻻﺗﺤﺎد ﻣﻜﺘﺐ ﺗﻨﻔﻴﺬي و ﻣﻤﺜﻠﻮ اﻻﻗﺴﺎم اﻟﺬﻳﻦ ﺷﺎرﻛﻮه‬ ‫ﻫﺬا اﻟﺤﻤﻞ‪ .‬و ﻧﻨﺘﻈﺮ اﻣﺜﻠﺔ اﺧﺮي ﻣﺸﺮﻓﺔ ﺗﻜﻮن ﻣﻌﻨﺎ اﻟﻌﺪد اﻟﻘﺎدم‪.‬‬ ‫ﻗﺎم ﺑﺈﺟﺮاء اﻟﺤﻮار‬ ‫ﻡ‪ /‬ﺷﺮﻳﻒ ﻫﺸﻴﻤﺔ‬

‫‪ | ٨‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﻗﻄﻮف‬

Robert F. Kennedy

Source: http://en.wikiquote.org/wiki/Robert_F._Kennedy

٢٠١٣ ‫ | ﻤﺎﻴﻭ‬٩


‫ﺑﺤﺜﻰ‬

‫ﺗﺤﺴﻴﻦ أداء‬ ‫اﻟﺤﻮﺳﺒﺔ اﻟﺴﺤﺎﺑﻴﺔ‬ ‫ﻓﻲ اﻟﻤﺸﺎرﻳﻊ‬ ‫اﻟﺒﺤﺜﻴﺔ‬ ‫ﺗﻘــﻒ ﻗﻠــﺔ اﻻﻣﻜﺎﻧﻴــﺎت اﳌﺘﺎﺣــﺔ ﻟﻠﺒﺎﺣــﺚ ﻛﺤﺠــﺮ ﻋــرثة ﻛﺒــري‬ ‫أﻣــﺎم ﻃﻤﻮﺣــﻪ اﻟﺒﺤﺜــﻲ ﺣﻴــﺚ ﻳﻀﻴــﻊ اﻟﻜﺜــري ﻣــﻦ اﻟﻮﻗــﺖ ﰲ‬ ‫اﻟﺒﺤــﺚ ﻋــﻦ ﻣﻤــﻮل ﻻﺑﺤﺎﺛــﻪ ميﺪﻫــﺎ ﺑــﺎﻻدوات اﻟﺒﺤﺜﻴــﺔ اﻟﻼزﻣــﺔ‬ ‫واﻻﺟﻬــﺰة اﻟﺘــﻲ ﻳﺤﺘﺎﺟﻬــﺎ اﻟﺒﺎﺣــﺚ ﻹمتــﺎم ﻣﴩوﻋــﻪ اﻟﺒﺤﺜــﻲ‪.‬‬ ‫وﻗــﺪ ﻻﺣﻈﻨــﺎ ذﻟــﻚ ﰲ ﺑﻴﺌــﺔ ﻋﻤﻠﻨــﺎ ﻫﻨــﺎ ﰲ اﻟﺠﺎﻣﻌــﺔ اﳌﴫﻳــﺔ‬ ‫اﻟﻴﺎﺑﺎﻧﻴــﺔ ﻟﻠﻌﻠــﻮم واﻟﺘﻜﻨﻮﻟﻮﺟﻴــﺎ ﺣﻴــﺚ ﺳــﻤﻌﻨﺎ ﺷــﻜﻮي زﻣﻼﺋﻨــﺎ‬ ‫ﰲ أﻗﺴــﺎم ﻣﺨﺘﻠﻔــﺔ ﻣﺜــﻞ أﻗﺴــﺎم اﻟﻬﻨﺪﺳــﺔ اﻟﺒﻴﺌﻴــﺔ و ﻫﻨﺪﺳــﺔ‬ ‫اﻟﺮوﺑﻮﺗــﺎت واﳌﻴﻜﺎﺗﺮوﻧﻴــﻚ ﻣــﻦ ﺑــﻂء ﺗﺸــﻐﻴﻞ ﺗﺠﺎرﺑﻬــﻢ‬ ‫واﺣﺘﻴﺎﺟﻬــﻢ ﻷﺟﻬــﺰة ذات ﻗــﺪرات ﻋﺎﻟﻴــﺔ ﻟﺘﺸــﻐﻴﻞ ﺗﻠــﻚ اﻟﺘﺠﺎرب‬ ‫ﻟﺘﻘﻠﻴــﻞ ﻣــﺪة اﻟﺘﺠﺮﺑــﺔ واﻟﺘــﻲ ﺗﺴــﺘﻬﻠﻚ أﺣﻴﺎﻧــﺎ ﻣــﺎ ﻳﻘــﺎرب اﻟﻴــﻮم‬ ‫وأﺣﻴﺎﻧــﺎ ﻗــﺪ ﺗﺼــﻞ اﱄ أﺳــﺎﺑﻴﻊ ﻃﺒﻘــﺎ ﻟﺤﺠــﻢ وﻣﻌﻄﻴــﺎت اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫ﻣــﻦ ﻫــﺬا اﳌﻨﻄﻠــﻖ ﺑــﺪأت ﻓﻜﺮة ﻣــﴩوع اﳌﺎﺟﻴﺴــﺘري اﻟــﺬي أﻗﻮم‬ ‫ﻋــﲇ اﻋــﺪاده ﺗﺤــﺖ اﴍاف أ‪.‬م‪.‬د‪ /‬أﺣﻤــﺪ ﺣــﺎزم اﳌﻬﺪي ﰲ ﻗﺴــﻢ‬ ‫ﻋﻠــﻮم وﻫﻨﺪﺳــﺔ اﻟﺤﺎﺳــﺐ‪ ,‬ﺣﻴﺚ ﺗﻮﻓــﺮ ﻟﺪﻳﻨــﺎ اداة ﻫﺎﻣﺔ ﺟﺪا ﻣﻦ‬ ‫ادوات اﻟﺒﺤﺚ اﳌﺴــﺎﻋﺪة اﻻ وﻫﻲ ﺧﺎدﻣﺎت اﻟﺤﻮﺳــﺒﺔ اﻟﺴــﺤﺎﺑﻴﺔ‪.‬‬ ‫أﻋﻠــﻢ أن اﻻﺳــﻢ ﺻﻌــﺐ وﻏــري ﻣﺴﺘﺴــﺎغ ﻓﻬــﻮ ﺗﺮﺟﻤــﺔ ﻟﻠﻤﺼﻄﻠــﺢ‬ ‫»‪ “cloud computing servers‬وﻓﻴــام ﻳــﲇ ﺳــﺄﻗﻮم ﺑﺎﻟﺘﻌﺮﻳــﻒ‬ ‫مبﻌﻨــﻲ ﻫــﺬا اﳌﺼﻄﻠﺢ وﻓﺎﺋــﺪة وﺟﻮد ﻣﺜﻞ ﻫــﺬه اﻷداة ﰲ ﻣﺠﺘﻤﻊ‬ ‫أﻛﺎدميــﻲ ﺑﺤﺜــﻲ ﻣﺜــﻞ اﻟــﺬي ﻧﻌﻴــﺶ ﻓﻴــﻪ ﺛــﻢ ﺳــﺄﻗﻮم ﺑﺘﻮﺿﻴــﺢ‬ ‫ﻣﺸــﺎﻛﻞ اﺳــﺘﺨﺪام ﻣﺜــﻞ ﻫــﺬه اﻷداة اﳌﻔﻴــﺪة ﺟــﺪا ﻣﻮﺿﺤــﺎ ﻓﻜﺮة‬ ‫ﻣــﴩوع اﳌﺎﺟﻴﺴــﺘري ﻟﻠﻤﺴــﺎﻫﻤﺔ ﰲ ﺣــﻞ ﺑﻌــﺾ ﻫﺬه اﳌﺸــﻜﻼت‪.‬‬

‫ أوﻻ ﻣﺎذا ﻧﻌﻨﻲ ﺑﺎﻟﺤﻮﺳﺒﺔ اﻟﺴﺤﺎﺑﻴﺔ؟‬‫اﳌﺼﻄﻠــﺢ ﰲ ﺣــﺪ ذاﺗــﻪ ﺟﺪﻳــﺪ ﻋــﲇ اﻷﺳــامع ﺣﺘــﻲ ﻟﻠﻌﺎﻣﻠــني ﰲ‬ ‫اﳌﺠــﺎل ﺣﻴــﺚ ﻇﻬــﺮ اﳌﺼﻄﻠــﺢ ﻣــﻦ اﻟﻨﺎﺣﻴــﺔ اﻷﻛﺎدميﻴــﺔ ﰲ ﺧﻤﺴــﻴﻨﻴﺎت‬ ‫اﻟﻘــﺮن اﳌــﺎﴈ وﻟﻜــﻦ ﻇﻬــﻮره اﻟﺤﻘﻴﻘــﻲ ﰲ ﻋــﺎمل اﻷﻋــامل و ﺑﺸــﻜﻞ‬ ‫واﺳــﻊ ﺟــﺎء ﻣــﻊ اﻧﺸــﺎء ﴍﻛــﺔ أﻣــﺎزون ﻟﺨﺪﻣﺎﺗﻬــﺎ ﻋــﱪ اﻻﻧﱰﻧــﺖ‬ ‫اﳌﻌﺮوﻓــﺔ ﺑﺎﺳــﻢ »‪ “Amazon Web Service(AWS)TM‬ﻋــﺎم ‪٢٠٠٦‬‬ ‫ﺟــﺎءت ﻓﻜــﺮة اﺳــﺘﺨﺪام اﻟﺴــﺤﺎﺑﺔ اﳌﻮﺟــﻮدة ﰲ اﳌﺼﻄﻠــﺢ ﻣــﻦ‬ ‫اﺳــﺘﺨﺪام ﺷــﻜﻞ اﻟﺴــﺤﺎﺑﺔ ﰲ اﻟﺘﻌﺒــري ﻋــﻦ اﻻﻧﱰﻧــﺖ ﻛﺸــﺒﻜﺔ‬ ‫اﺗﺼــﺎل أو ﻛﻮﺳــﻴﻂ ﻟﺘﺄدﻳــﺔ ﺧﺪﻣــﺎت ﺑــني ﻣﺴــﺘﺨﺪم واﻟــﴩﻛﺎت‬ ‫أو اﳌﻮاﻗــﻊ اﻟﺘــﻲ متــﺪه ﺑﺎﻟﺨﺪﻣــﺎت اﻟﺘــﻲ ﻳﺤﺘــﺎج اﻟﻴﻬــﺎ‪.‬‬ ‫اﻟﻔﻜــﺮة ﺑﺒﺴــﺎﻃﺔ ﻫــﻲ ﺗﺄﺟــري ﻣــﻮرد ﻣــﻦ ﻣــﻮارد اﻟﺤﺎﺳــﺒﺎت اﻻﻟﻴــﺔ ﻛﺨﺪﻣــﺔ‬ ‫ﺗﻘــﺪم ﻋــﱪ اﻻﻧﱰﻧــﺖ؛ ﻫــﺬه اﳌــﻮارد ﻗــﺪ ﺗﻜــﻮن ﻣﺴــﺎﺣﺔ ﺗﺨﺰﻳﻨﻴــﺔ أو‬ ‫ﺟﻬــﺎز ﻳﻘــﺪم ﺧﺪﻣــﺎت اﻟﱪﻳــﺪ اﻹﻟﻴﻜــﱰوين ﻟﴩﻛــﺔ أو ﻣﺠﻤﻮﻋــﺔ ﻣــﻦ‬ ‫اﳌﺴــﺘﺨﺪﻣني أو ﻗــﺪ ﻳﻜــﻮن ﺑﻴﺌــﺔ ﺗﺸــﻐﻴﻞ ﻛﺎﻣﻠــﺔ ﻣﺘﻤﺜﻠــﺔ ﰲ ﺟﻬــﺎز ﻟــﻪ‬ ‫ﻣﻮاﺻﻔــﺎت ﻣﻌﻴﻨــﺔ و ﺟﺎﻫــﺰ ﻋﻠﻴــﻪ ﻟﻠﺘﺸــﻐﻴﻞ ﻣﺠﻤﻮﻋــﺔ ﻣــﻦ اﻟﱪاﻣــﺞ‬ ‫اﻟﺘﺠﺎرﻳــﺔ او ﻣﻔﺘﻮﺣــﺔ اﳌﺼــﺪر او ﺣﺘــﻲ ﻗــﺪ ﺗﻜــﻮن اﻟﺨﺪﻣــﺔ ﻫــﻮ‬ ‫ﺑﺮﻧﺎﻣــﺞ ﺗﺴــﺘﻀﻴﻔﻪ اﻟﴩﻛــﺔ اﳌﻘﺪﻣــﺔ ﻟﻠﺤﻮﺳــﺒﺔ اﻟﺴــﺤﺎﺑﻴﺔ وﻳﻌﻤــﻞ ﻋﻨــﺪ‬ ‫اﳌﺴــﺘﺨﺪﻣني ﻋــﻦ ﻃﺮﻳــﻖ اﻻﻧﱰﻧــﺖ ﻣﺜــﻞ ﺑﺮاﻣــﺞ ﺗﻘﺪﻳــﻢ ﺧﺪﻣــﺔ ﻣﻌﺮﻓــﺔ‬ ‫اﻷﺣــﻮال اﻟﺠﻮﻳــﺔ أو أﺳــﻌﺎر اﻟﻌﻤــﻼت ﺑﺸــﻜﻞ ﻳﻮﻣــﻲ واﻟــﺬي ﻗــﺪ ﺗﺠــﺪه‬ ‫ﻣﻬﻴﺌــﺎ ﻟﻠﻌﻤــﻞ ﻋــﲇ ﺑﻌــﺾ أﻧﻈﻤــﺔ اﻟﺘﺸــﻐﻴﻞ اﳌﻨﺘــﴩة ﺑﺸــﻜﻞ ﻛﺒــري‪.‬‬ ‫ ﻣﺎ اﻟﻔﺎﺋﺪة اﻟﺘﻲ ﻗﺪ ﺗﺪﻓﻊ اﳌﺴﺘﺨﺪﻣني ﻻﺳﺘﺨﺪام ﻣﺜﻞ ﻫﺬه اﻟﺨﺪﻣﺔ؟‬‫اﻟﻔﺎﺋــﺪة ﻣــﻦ اﳌﻤﻜــﻦ ﺗﻠﺨﻴﺼﻬــﺎ ﰲ ﻛﻠﻤــﺔ واﺣــﺪة »اﻟﺘﻮﻓــري«‬ ‫وﻟﻜــﻦ ﻟــﴩح اﳌﻘﺼــﻮد ﺑﺎﻟﺘﻮﻓــري ﻫﻨــﺎ دﻋﻨــﺎ ﻧﺴــﺘﻔﻴﺾ ﻗﻠﻴــﻼ‪:‬‬ ‫ﺗﺨﻴــﻞ ﴍﻛــﺔ ﺗﺤﺘــﺎج ﳌﺠﻤﻮﻋــﺔ ﻣــﻦ اﻷﺟﻬــﺰة ذات اﳌﻮاﺻﻔــﺎت‬ ‫اﻟﻌﺎﻟﻴــﺔ ﺟــﺪا ﻳﻌﻤــﻞ ﻋﻠﻴﻬــﺎ ﻣﺠﻤﻮﻋــﺔ ﻣــﻦ اﻟﱪاﻣــﺞ اﻟﺘﺠﺎرﻳــﺔ‬ ‫ﻣﺮﺗﻔﻌــﺔ اﻟﺜﻤــﻦ ﻟﺤﺴــﺎب ﻣــﴩوع ﻣﻌــني ﻣﺤــﺪد اﳌــﺪة اﻟﺰﻣﻨﻴــﺔ‪،‬‬ ‫‪ | ١٠‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﺑﺤﺜﻰ‬ ‫اﻟﴩﻛــﺔ ﺳــﺘﻘﻮم ﺑــﴩاء ﻫــﺬه اﻷﺟﻬــﺰة واﻟﱪاﻣــﺞ وﺗﻘــﻮم ﺑﺎﺿﺎﻓــﺔ مثﻨﻬــﺎ‬ ‫ﻋــﲇ اﻟﺘﻜﻠﻔــﺔ اﻻﺑﺘﺪاﺋﻴــﺔ ﻟﻬــﺬا اﳌــﴩوع ﻣــام ﺳــﻴﺰﻳﺪ ﻣــﻦ ﺳــﻌﺮ اﻟﺨﺪﻣــﺔ‬ ‫اﳌﻘﺪﻣــﺔ ﻣــام ﻗــﺪ ﻳﺴــﺒﺐ ﻧﻔــﻮر اﳌﺸــﱰي ﻣــﻦ اﻟﺨﺪﻣــﺔ واﻟﺒﺤــﺚ ﻋــﻦ‬ ‫ﺣﻠــﻮل ﺑﺪﻳﻠــﺔ ذات ﻛﻠﻔــﺔ أﻗــﻞ أو ﻋــﲇ أﻗــﻞ ﺗﻘﺪﻳــﺮ ﺳــﺘﻘﻠﻞ ﻣــﻦ ﺣﺠــﻢ‬ ‫ﻫﺎﻣــﺶ اﻟﺮﺑــﺢ اﻟــﺬي ﻗــﺪ ﺗﻀﻴﻔــﻪ اﻟﴩﻛــﺔ ﻟﺘﻘﻴﻴــﻢ ﺳــﻌﺮ ﺧﺪﻣﺘﻬــﺎ‪.‬‬ ‫ﺛــﻢ ان ﻫــﺬه اﻷﺟﻬــﺰة ﺑﻌــﺪ اﺳــﺘﺨﺪاﻣﻬﺎ ﰲ اﳌــﴩوع ﺗﻘــﻞ ﻗﻴﻤﺘﻬــﺎ و‬ ‫متﺜــﻞ ﻋﻨــﺪ ﺑﻴﻌﻬــﺎ ﻫﺎﻣﺸــﺎ ﻟﻠﺨﺴــﺎرة وﺣﺘــﻲ ﻟــﻮ مل ﺗﻘــﻢ اﻟﴩﻛــﺔ ﺑﺒﻴﻌﻬــﺎ‬ ‫ﻓﻬــﻲ ﺑﺬﻟــﻚ ﺗﺴــﺘﻬﻠﻚ أﺟﻬــﺰة وﺑﺮاﻣــﺞ ذات اﻣﻜﺎﻧﻴــﺎت وﻗــﺪرات‬ ‫ﻋﺎﻟﻴــﺔ ﰲ ﻏــري ﻣﺤﻠﻬــﺎ وﻫــﻮ اﻳﻀــﺎ اﻫــﺪار ﻟﻠﻤــﻮارد وﻫﺎﻣــﺶ ﺧﺴــﺎرة‪.‬‬ ‫أﻳﻀــﺎ ﻫﻨــﺎك ﻋﺎﻣــﻞ ﻣﻬــﻢ ﺟــﺪا ﳌﺜــﻞ ﻫــﺬه اﳌﺸــﺎرﻳﻊ اﻟﻜﺒــرية اﻻ‬ ‫وﻫــﻮ وﻗــﺖ اﻟﺘﻬﻴﺌــﺔ ﻟﺠﻤﻴــﻊ اﻟﱪاﻣــﺞ وأﻧﻈﻤــﺔ اﻟﺘﺸــﻐﻴﻞ ﻋــﲇ‬ ‫اﻷﺟﻬــﺰة اﳌﺴــﺘﺨﺪﻣﺔ وﻗــﺖ ﺗﻄﻮﻳــﺮ وﺗﺼﻤﻴــﻢ وﻛﺘﺎﺑــﺔ اﳌــﴩوع‬ ‫وأﻳﻀــﺎ ﺗﻬﻴﺌــﺔ ﻧﻔــﺲ ﺑﻴﺌــﺔ اﻟﻌﻤــﻞ ﺗﻘﺮﻳﺒــﺎ ﻋﻨــﺪ اﳌﺴــﺘﺨﺪم‪.‬‬

‫ﻫﻨــﺎ ﺗ ُﻘ ـ َﺪم اﻟﻴــﻚ ﺧﺪﻣــﺔ ﺗﺄﺟــري اﳌــﻮارد اﻟﺘــﻲ ﺗﺤﺘــﺎج اﻟﻴﻬــﺎ ﻻمتــﺎم‬ ‫ﻣﴩوﻋــﻚ ﺑﺎﻟﺴــﺎﻋﺔ وﺑﻬــﺬا ﻳﺘــﻢ ﺗﻮﻓــري مثــﻦ ﴍاء اﻻﺟﻬــﺰة اﻟﻼزﻣــﺔ‬ ‫ومثــﻦ ﴍاء اﻟﱪاﻣــﺞ اﻟﻼزﻣــﺔ وأﻳﻀــﺎ مثــﻦ اﻟﻄﺎﻗــﺔ اﳌﺴــﺘﺨﺪﻣﺔ‬ ‫وﺧﺪﻣــﺔ اﻟﺼﻴﺎﻧــﺔ ﻏــري ﺗﻮﻓــري اﻟﻮﻗــﺖ اﻟــﻼزم ﻟﻌﻤــﻞ ﻛﻞ ﻫــﺬه اﻷﻣــﻮر‪.‬‬ ‫ اﻟﺴﺆال اﻟﻘﺎدم ﻫﻮ ‪ :‬ﻣﺎذا ﺗﺴﺘﻔﻴﺪ اﻟﴩﻛﺎت اﻟﺘﻲ ﺗﻘﺪم ﺧﺪﻣﺎت‬‫اﻟﺤﻮﺳﺒﺔ اﻟﺴﺤﺎﺑﻴﺔ؟‬ ‫اﻻﺟﺎﺑــﺔ ﺑﺒﺴــﺎﻃﺔ ان ﻫــﺬه اﻟــﴩﻛﺎت متﺘﻠــﻚ ﻣﺠﻤﻮﻋــﺔ ﻛﺒــرية‬ ‫ﻣــﻦ اﳌﺼــﺎدر اﻟﺘــﻲ ﺗﺘﻤﺘــﻊ ﺑﺎﻣﻜﺎﻧﻴــﺎت وﻗــﺪرات ﻋﻤﻼﻗــﺔ ﺗﻘــﻮم‬ ‫ﺑﺘﻮزﻳــﻊ ﻫــﺬه اﻻﻣﻜﺎﻧﻴــﺎت ﺑــني اﳌﺴــﺘﺨﺪﻣني اﻟﺬﻳــﻦ ﻳﻄﻠﺒﻮﻧﻬــﺎ‬ ‫ﻛﻞ ﺣﺴــﺐ ﻃﻠﺒﺎﺗــﻪ ﺑﻨﻈــﺎم اﳌﺸــﺎرﻛﺔ اﻟﻮﻗﺘﻴــﺔ »‪“Time Sharing‬‬ ‫ومبــﺎ ﻳﺤﻘــﻖ ﻟﻬــﻢ اﻻﺳــﺘﺨﺪام اﻷﻣﺜــﻞ ﻟﻬــﺬه اﳌــﻮارد ﺑﺄﻋــﲇ‬ ‫ﻋﺎﺋــﺪ ﻣﻤﻜــﻦ ﻟﻬــﻢ وﺑﺄﻗــﻞ ﺳــﻌﺮ ﻟﻠﺘﺄﺟــري ﺑــني اﳌﺴــﺘﺨﺪﻣني‪.‬‬ ‫مبﻌﻨــﻲ أﺧــﺮ ﻫــﻮ ﻳﻘﺴــﻢ ﻧﻔــﺲ اﻻﺟﻬــﺰة ﺑﺤﻴــﺚ ﺗﺨــﺪم ﻣــﻮارد‬ ‫اﻟﺠﻬــﺎز اﻟﻮاﺣــﺪ ﻣﺠﻤﻮﻋــﺔ ﻣــﻦ اﳌﺴــﺘﺨﺪﻣني ﰲ ﻧﻔــﺲ اﻟﻮﻗــﺖ‬ ‫ﺑــﺪون اي ﺗﻌــﺎرض ﺑــني ﻋﻤــﻞ ﻛﻞ ﻣﺴــﺘﺨﺪم واﻻﺧــﺮ و ﺑﺸــﻜﻞ‬ ‫ﻳُﺸــﻌﺮ ﻛﻞ ﻣﺴــﺘﺨﺪم أن اﻟﺨﺪﻣــﺔ اﳌﺆﺟــﺮة ﻣﺨﺼﺼــﺔ ﻟــﻪ وﺣــﺪه‪.‬‬ ‫وﻫــﻲ ﻧﻔــﺲ اﻟﺘﻘﻨﻴــﺔ اﳌﺘﺒﻌــﺔ ﰲ اﻷﺟﻬــﺰة اﻟﺸــﺨﺼﻴﺔ اﻟﺘــﻲ ﺑــني‬ ‫أﻳﺪﻳﻨــﺎ ﺑﺘﺸــﻐﻴﻞ ﻣﺘﻌــﺪد ﻟﻠﻤﻬــﺎم ﰲ ﻧﻔــﺲ اﻟﻮﻗــﺖ »‪Multi‬‬ ‫‪“Threading‬واﻟﺘــﻲ ﻳﻘــﻮم اﻟﺠﻬــﺎز ﻓﻴﻬــﺎ ﺑﺎﻟﺘﺒﺪﻳــﻞ اﻟﴪﻳــﻊ‬ ‫ﺟــﺪا ﺑــني اﳌﻬــﺎم اﳌﺨﺘﻠﻔــﺔ اﻟﻘﺎمئــﺔ ﰲ ﻧﻔــﺲ اﻟﻮﻗــﺖ ﺑﺤﻴــﺚ‬ ‫ﻳﺸــﻌﺮ اﳌﺴــﺘﺨﺪم أن اﻟﺠﻬــﺎز ﻳﻘــﻮم ﺑﺘﺸــﻐﻴﻠﻬﻢ ﺟﻤﻴﻌــﺎ آﻧﻴــﺎ‪.‬‬ ‫ اذا ﻣﺎذا ميﻜﻦ أن ﺗﻘﺪم ﱄ ﻛﺒﺎﺣﺚ اﻟﺤﻮﺳﺒﺔ اﻟﺴﺤﺎﺑﻴﺔ ﻫﺬه؟‬‫ﰲ ﻣﺸــﺎرﻳﻊ ﺑﺤﺜﻴــﺔ ﻋﺪﻳﺪة ﻳﺤﺘﺎج اﻟﺒﺎﺣــﺚ ﻟﺘﺠﺮﺑﺔ ﻓﺮﺿﻴﺎﺗﻪ ﻋﲇ ﺑﺮاﻣﺞ‬ ‫‪ | ١١‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬

‫ﻣﺤــﺎﻛﺎة ﻟﺒﻴﺌــﺔ ﻋﻤﻠــﻪ ﺣﺘــﻲ ﻳﺴــﺘﻄﻴﻊ اﺛﺒــﺎت ﺻﺤــﺔ ﻫــﺬه اﻟﻔــﺮوض‪.‬‬ ‫اﻟﻌﺪﻳــﺪ ﻣــﻦ ﻫــﺬه اﳌﺤﺎﻛﻴــﺎت ﺗﺤﺘــﺎج اﱄ ﻗــﺪرة ﻛﺒــرية ﻋــﲇ‬ ‫وإﻻ ﺗﺴــﺘﻬﻠﻚ ﻫــﺬه اﳌﺤﺎﻛﻴــﺎت وﻗﺘــﺎ ﻛﺒــريا ﻻﺧــﺮاج‬ ‫اﻟﺤﺴــﺎﺑﺎت ً‬ ‫ﻧﻮاﺗــﺞ اﻟﺘﺠﺮﺑــﺔ وﺑﺎﻟﺘــﺎﱄ ﺗﺤﺘــﺎج ﻫــﺬه اﳌﺤﺎﻛﻴــﺎت اﱄ ﺣﻮاﺳــﺐ ذات‬ ‫ﻗــﺪرات ﻛﺒــرية ﺗﺴــﺘﻄﻴﻊ ﺗﺸــﻐﻴﻞ ﻫــﺬه اﻟﺘﺠــﺎرب ﰲ أوﻗــﺎت ﻗﻴﺎﺳــﻴﺔ‪.‬‬ ‫ﻫــﺬه اﻷﺟﻬــﺰة ﺑﺎﻫﻈــﺔ اﻟﺜﻤــﻦ وﻣﻜﻠﻔــﺔ ﺟــﺪا وﻏــري ﻣﺘﻮﻓــﺮة‬ ‫ﰲ اﻟﻌﺪﻳــﺪ ﻣــﻦ ﺑﻴﺌــﺎت اﻟﻌﻤــﻞ اﻷﻛﺎدميــﻲ ﻛــام اﻧﻬــﺎ أﺟﻬــﺰة‬ ‫ﻳﺘــﻢ اﺳــﺘﺨﺪاﻣﻬﺎ ﻣــﻊ ﻧﻮﻋﻴــﺎت ﻣﻌﻴﻨــﺔ ﻣــﻦ اﻟﺘﺠــﺎرب أو‬ ‫ﻋﻤﻠﻴــﺎت اﳌﺤــﺎﻛﺎة ﻟﺘﺤﻘﻴــﻖ أﻛــﱪ ﻋﺎﺋــﺪ ﻣﻨﻬــﺎ وﻏــري ذﻟــﻚ‬ ‫ﻓﻬــﻲ ﺗﻘﺮﻳﺒــﺎ ﺑــﻼ ﻋﻤــﻞ ﻳﺬﻛــﺮ ﻣــام ﻳﺰﻳــﺪ ﻣــﻦ ﻛﻠﻔــﺔ ﺗﺸــﻐﻴﻠﻬﺎ‪.‬‬ ‫ﺗﻮﻓــﺮ اﻟﺤﻮﺳــﺒﺔ اﻟﺴــﺤﺎﺑﻴﺔ ﻟﻠﺒﺎﺣــﺚ ﺑﻴﺌــﺔ ﻋﻤــﻞ وﻋــﺪد ﻣــﻦ اﻷﺟﻬــﺰة‬ ‫ﻛﺒــري ميﻜــﻦ اﺳــﺘﺌﺠﺎره ﺑﺎﻟﺴــﺎﻋﺔ وﺑﺴــﻌﺮ زﻫﻴﺪ ﺟــﺪا ﻣﻘﺎرﻧﺔ ﺑﺎﺳــﺘﺨﺪام‬ ‫وﺗﺸــﻐﻴﻞ أﺟﻬــﺰة ذات اﻣﻜﺎﻧﻴــﺎت ﻋﺎﻟﻴــﺔ ﻣﺨﺼﺼــﺔ ﻟﺘﺸــﻐﻴﻞ ﺗﺠﺎرﺑــﻪ‪.‬‬ ‫ ﻫﺬا ﻛﻠﻪ ﺟﻤﻴﻞ وﻣﻔﻬﻮم وﻟﻜﻨﻚ ذﻛﺮت ﰲ ﻣﻘﺪﻣﺔ اﳌﻘﺎﻟﺔ أن ﻫﻨﺎك‬‫ﻣﺸﺎﻛﻞ … ﺗﺮي ﻣﺎذا ﻗﺪ ﺗﻜﻮن ﺗﻠﻚ اﳌﺸﺎﻛﻞ؟‬ ‫ﺗﻨﻘﺴــﻢ اﳌﺸــﺎﻛﻞ اﱄ ﻣﺸــﺎﻛﻞ ﻗﺎمئــﺔ ﺑﺴــﺒﺐ ﻃﺒﻴﻌــﺔ‬ ‫ﻋﻤــﻞ ﻫــﺬه اﻟﺨﺪﻣــﺔ ﻧﻔﺴــﻬﺎ وأﺧــﺮي ﻧﺘﻴﺠــﺔ ﻫﻴــﻜﻞ‬ ‫وﺗﺼﻤﻴــﻢ اﻟﺨﺎدﻣــﺎت ﻋــﲇ اﻟﺤﻮﺳــﺒﺎت اﻟﺴــﺤﺎﺑﻴﺔ‪.‬‬ ‫أﻣــﺎ ﻣــﺎ ﻳﺨــﺺ ﻃﺒﻴﻌــﺔ اﻟﻌﻤــﻞ ﻓﻬــﻲ اﳌﺸــﺎﻛﻞ اﻟﻨﺎﺗﺠــﺔ ﻋــﻦ اﻟﺘﺸــﻐﻴﻞ‬ ‫ﻋــﱪ اﻻﻧﱰﻧــﺖ وﻣﺮﻛﺰﻳــﺔ اﻟﺨﺪﻣــﺔ ﻣﺜــﻞ ﻣﺸــﺎﻛﻞ اﻧﻘﻄــﺎع اﻻﺗﺼــﺎل‬ ‫ﺑــني اﳌﺴــﺘﺨﺪم و ﺧــﺎدم اﻟﺤﻮﺳــﺒﺔ اﻟﺴــﺤﺎﺑﻴﺔ اﳌﺴــﺘﻀﻴﻒ ﻟﻠﺨﺪﻣــﺔ‬ ‫أو ﺑــني ﺻﺎﺣــﺐ اﻟﺨﺪﻣــﺔ وﻣﻨﺘﺠﻬــﺎ و ﺧــﺎدم اﻟﺤﻮﺳــﺒﺔ اﻟﺴــﺤﺎﺑﻴﺔ‪.‬‬ ‫أﻣــﺎ ﻣــﺎ ﻳﺘﻌﻠــﻖ ﺑﻬﻴــﻜﻞ وﺗﺼﻤﻴــﻢ اﻟﺨﺎدﻣــﺎت اﳌﻘﺪﻣــﺔ ﻟﻠﺤﻮﺳــﺒﺔ‬ ‫اﻟﺴــﺤﺎﺑﻴﺔ ﻓﺎﳌﺸــﺎﻛﻞ ﻫﻨــﺎ ﺗﻜــﻮن ﺳــﻮء اداء ﻟﻠﺨﺪﻣــﺔ او دﻋــﻢ‬ ‫ﺿﻌﻴــﻒ ﻟﻠﱪاﻣــﺞ أو اﻷﻧﻈﻤــﺔ اﳌﺘﻮازﻳــﺔ أو اﳌﻮزﻋــﺔ واﻟﺘــﻲ ﺗﺤﺘــﺎج‬ ‫ﻻﺗﺼــﺎل ﻗــﻮي وﻛﺜﻴــﻒ ﺑــني ﻋﻨــﺎﴏ ﻫــﺬه اﻟﱪاﻣــﺞ أو اﻷﻧﻈﻤــﺔ‬ ‫وذﻟــﻚ ﻧﺎﺗــﺞ ﻋــﻦ ﺗﻮزﻳــﻊ ﻟﻠﺨﺪﻣــﺎت اﳌﺆﺟــﺮة ﻋــﲇ أﺟﻬــﺰة ﺑﻌﻴــﺪة‬ ‫ﻋــﻦ ﺑﻌﻀﻬــﺎ أو أﺟﻬــﺰة ﻋﻠﻴﻬــﺎ اﺳــﺘﺨﺪام ﻛﺜﻴــﻒ ﺑﺤﻴــﺚ اﻧــﻪ ﺣﺘــﻲ‬ ‫ﻣــﻊ ﺗﻘﺴــﻴﻢ اﻟﻮﻗــﺖ ﺑــني اﻟﺨﺪﻣــﺎت واﳌﺴــﺘﺨﺪﻣني اﳌﺨﺘﻠﻔــني‬ ‫ﻳﻜــﻮن اﻟﻮﻗــﺖ اﳌــﻮزع ﺑﻴﻨﻬــﻢ ﻏــري ﻛﺎﰲ ﻻﺷــﻌﺎر اﳌﺴــﺘﺨﺪم‬ ‫ﺑﺠــﻮدة اﻟﺨﺪﻣــﺔ وامتــﺎم اﻟﻌﻤﻠﻴــﺎت اﳌﻄﻠﻮﺑــﺔ ﺑﺸــﻜﻞ ُﻣــﺮﴈ‪.‬‬ ‫ﻧﺄيت اﻻن ﻟﻔﻜﺮة ﻣﴩوﻋﻨﺎ اﳌﻘﺪم ﻟﺤﻞ ﺑﻌﺾ ﻫﺬه اﳌﺸﻜﻼت‬ ‫اﻟﻔﻜــﺮة ﺗﺘﻠﺨــﺺ ﰲ ﺣﺠــﺰ ﻋــﺪد ﻛﺒــري ﻣــﻦ اﳌﺎﻛﻴﻨــﺎت اﻟﺘﺨﻴﻠﻴــﺔ‬ ‫ﻣــﻦ أﺣــﺪ ﻣﺪﻋﻤــﻲ ﺧﺪﻣــﺔ اﻟﺤﻮﺳــﺒﺔ اﻟﺴــﺤﺎﺑﻴﺔ ﺛــﻢ ﻧﻘــﻮم ﺑﻌﻤــﻞ‬ ‫منﺬﺟــﺔ ﻟﺨﺎدﻣــﺎت اﻟﺤﻮﺳــﺒﺔ اﻟﺴــﺤﺎﺑﻴﺔ اﻟﺘــﻲ ﻗﻤﻨــﺎ ﺑﺘﺎﺟــري ﺧﺪﻣﺎﺗﻬــﺎ‬ ‫واﺳــﺘﺨﺪام اﳌﻌﻠﻮﻣــﺎت اﻟﻨﺎﺗﺠــﺔ ﻣــﻦ ﻫــﺬه اﻟﻨﻤﺬﺟــﺔ ﰲ ﻋﻤــﻞ ﺗﺠﻤﻴــﻊ‬


‫ﺑﺤﺜﻰ‬ ‫ﻟﻠامﻛﻴﻨــﺎت اﻟﺘﺨﻴﻠﻴــﺔ ﰲ ﻣﺠﻤﻮﻋــﺎت ﻛﻞ ﻣﺠﻤﻮﻋــﺔ ﺗﻀــﻢ ﻣﺠﻤﻮﻋــﺔ‬ ‫ﻣﺎﻛﻴﻨــﺎت ﺑﻴﻨﻬــﻢ ﺗﻜﻠﻔــﺔ اﺗﺼــﺎل ﻣﻨﺨﻔﻀــﺔ ﺗﺴــﻤﺢ وﺗﺪﻋــﻢ ﺗﺸــﻐﻴﻞ‬ ‫اﻟﱪاﻣــﺞ واﻻﻧﻈﻤــﺔ ذات اﻟﺤﺎﺟــﺔ ﻟﻘــﺪرات اﺗﺼــﺎل ﻗﻮﻳــﺔ وﻛﺜﻴﻔــﺔ‪.‬‬ ‫ﻛــام ﺗﻘــﺪم ﻫــﺬه اﻟﻨﻤﺬﺟــﺔ ﻣﻌﻠﻮﻣــﺎت ﻋــﻦ ﻣــﺪي اﻧﺸــﻐﺎل‬ ‫اﻟﺠﻬــﺎز اﳌ ٌﺪ ِﻋــﻢ ﻟﻠامﻛﻴﻨــﺔ اﻟﺘﺨﻴﻠﻴــﺔ ﺑﺘﺸــﻐﻴﻞ ﻣﺎﻛﻴﻨــﺎت‬ ‫ﺗﺨﻴﻠﻴــﺔ أﺧــﺮي ﻣــام ﻳﻌﻄــﻲ رؤﻳــﺔ أوﺳــﻊ ﻻﺧﺘﻴــﺎر اﻷﺟﻬــﺰة‬ ‫اﻟﺘــﻲ ﻳﺘــﻢ اﺳــﺘﺨﺪاﻣﻬﺎ ﻻﻋﻄــﺎء أﻋــﲇ ﻛﻔــﺎءة ﻣﻤﻜﻨــﺔ‪.‬‬ ‫ﻟﻘــﺪ ﺣﺎوﻟﻨــﺎ ﰲ ﻫــﺬا اﳌــﴩوع اﻳﺠــﺎد ﻧــﻮع ﻣــﻦ أﻧــﻮاع اﻟﺤﻠــﻮل‬ ‫اﻟﺒﺪﻳﻠــﺔ ﻟﺘﺴــﻬﻴﻞ ﺗﺸــﻐﻴﻞ اﻟﱪاﻣــﺞ واﳌﺸــﺎرﻳﻊ اﻷﻛﺎدميﻴــﺔ اﻟﻜﺒــرية‬ ‫ﻋــﲇ ﺧﺎدﻣــﺎت اﻟﺤﻮﺳــﺒﺔ اﻟﺴــﺤﺎﺑﻴﺔ ﺑﺸــﻜﻞ ﻳﺤﻘــﻖ ﻛﻔــﺎءة اداء‬ ‫ﻣﺮﺿﻴــﺔ ﺗﻐﻨــﻲ ﻋــﻦ اﻟﺤﺎﺟــﺔ ﻟ ـﴩاء أﺟﻬــﺰة ﺣﺎﺳــﺐ ذات اﻣﻜﺎﻧﻴــﺎت‬ ‫وأﺳــﻌﺎر ﻛﺒــرية ﻗــﺪ ﻻ ﺗﺘﻮاﻓــﺮ – ﻋــﻦ اﻷﺳــﻌﺎر اﺗﺤــﺪث – ﻟﻠﺒﺎﺣــﺚ‪.‬‬ ‫ﻋﺒﺪﺍﷲ ﳏﻤﺪ‬ ‫ﻃﺎﻟﺐ ﻣﺎﺟﺴﺘري ﺑﻘﺴﻢ ﻫﻨﺪﺳﺔ و ﻋﻠﻮم اﻟﺤﺎﺳﺐ‬

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‫ﺑﺤﺜﻰ‬

‫ﺗﻄﻮﻳﺮ اﳌﻮاد اﻟﻨﺎﻧﻮﻣﱰﻳﺔ ذات اﻟﻄﺒﻘﺘﲔ ﻻﺳﺘﺨﺪاﻣﻬﺎ‬ ‫ﰱ ﺗﻄﺒﻴﻘﺎت اﻧﺘﺎج اﳌﺴﺎﺣﻴﻖ اﳌﻌﺪﻧﻴﺔ‬ ‫ﻳﺘﻠﺨــﺺ اﻟﺒﺤــﺚ اﻟﺨــﺎص يب ﰱ ﺗﺤﻀــري ﻣــﻮاد ﻧﺎﻧﻮﻣﱰﻳــﺔ ﺗﺤﺘــﻮى ﻋــﲆ ﻟــﺐ داﺧــﲇ ﻣــﻦ‬ ‫اﻟﺤﺪﻳــﺪ وﺳــﻄﺢ ﺧﺎرﺟــﻲ ﻣــﻦ اﻟﻨﺤــﺎس ﻻﺳــﺘﺨﺪاﻣﻬﺎ ﰱ ﺗﻄﺒﻴﻘــﺎت ﻫﻨﺪﺳــﺔ اﳌﺴــﺎﺣﻴﻖ ﻟﺼﻨﺎﻋــﺔ‬ ‫اﻟﺠﻠــﺐ اﳌﺴــﺘﺨﺪﻣﺔ ﰱ اﳌﺤــﺮﻛﺎت اﳌﻴﻜﺎﻧﻴﻜﻴــﺔ ﻋــﻦ ﻃﺮﻳــﻖ اﺳــﺘﺨﻼص اﻟﻨﺤــﺎس ﻣــﻦ اﳌﺨﻠﻔــﺎت‬ ‫اﻟﺼﻨﺎﻋﻴــﺔ وﻫــﺬا ميﺜــﻞ ﺑﻌــﺪا ﺑﻴﺌﻴــﺎ وﺻﻨﺎﻋﻴــﺎ ﻣﻬــام ﻧﻈـﺮا ﳌــﺎ ميﺜﻠــﻪ اﻟﻨﺤــﺎس ﻣــﻦ اﻫﻤﻴــﺔ ﺻﻨﺎﻋﻴﺔ‬ ‫ﻛــﱪى وﺧﺼﻮﺻــﺎ ﰱ وﻃﻨﻨــﺎ ﺣﻴــﺚ ﻳﻮﺟــﺪ اﻟﻨﺤــﺎس ﺑﻨــﺪرة ﺑﺎﻻﺿﺎﻓــﺔ اﱃ اﻟﻄﻠــﺐ اﳌﺘﺰاﻳــﺪ ﻋﻠﻴــﻪ‬ ‫ﻟﻠﺼﻨﺎﻋــﺔ اﳌﴫﻳــﺔ واﻫــﺪار ﻛﻤﻴــﺎت ﻛﺒــرية ﻣــﻦ اﻟﻨﺤــﺎس ﰱ اﻟﻌﻤﻠﻴــﺎت اﻻﻟﻜﱰوﻟﻴﺘﻴــﺔ ﻻﺳــﺘﺨﻼص‬ ‫اﻟﻨﺤــﺎس واﻟﺤﺼــﻮل ﻋــﲆ ﻛﺎﺛــﻮدات اﻟﻨﺤــﺎس ﻻﺳــﺘﺨﺪاﻣﻬﺎ ﻻﻧﺘــﺎج اﻟﻨﺤــﺎس اﻟﻨﻘــﻲ ﻋــﻦ ﻃﺮﻳــﻖ‬ ‫ﺻﻬﺮﻫــﺎ ﰱ اﻓــﺮان دوارة واﳌﻨﺘــﺞ اﻟﻨﻬــﺎيئ ﻧﺤــﺎس ﻧﻘــﻰ ﻳﺼــﻞ اﱃ ‪ ٪ ٩٩٫٩٩٩‬وﻫــﻰ اﻟﻨﺴــﺒﺔ‬ ‫اﳌﻄﻠﻮﺑــﺔ ﻟﻠﻤﻮﺻــﻼت اﻟﻜﻬﺮﺑﺎﺋﻴــﺔ اﻟﻔﺎﺋﻘــﺔ اﻟﺘﻮﺻﻴــﻞ اﻟﻜﻬــﺮيب وﺑﺎﻟﺘــﺎﱄ ﻧﺴــﺘﻄﻴﻊ ان ﻧﺴــﺘﺜﻤﺮ‬ ‫ﺗﻠــﻚ اﻟﻜﻤﻴــﺎت اﻟﻬﺎﺋﻠــﺔ ﻣــﻦ ﻧﻮاﺗــﺞ ﻋﻤﻠﻴــﺎت اﻟﱰﺳــﻴﺐ اﻟﻜﻬــﺮيب ﻻﺳــﺘﺨﻼص اﻟﻨﺤــﺎس وﻫــﺬا‬ ‫ﺑﻌــﺪا اﻗﺘﺼﺎدﻳــﺎ ﻛﺒ ـريا اﻣــﺎ اﻟﺒﻌــﺪ اﻟﺒﻴﺌــﻲ ﻓﻴﺘﻤﺜــﻞ ﰱ اﻟﺘﺨﻠــﺺ ﻣــﻦ اﻟﻨﺤــﺎس ﻛﻌﻨــﴫ ﺿــﺎر ﰱ‬ ‫اﳌﻴــﺎه وﺧﺼﻮﺻــﺎ ﻣﻴــﺎه اﻟــﴩب واﻓﺨــﺮ ﺑــﺎن ﻫــﺬا اﻟﺒﺤــﺚ اﻣﺘــﺪاد ﳌــﺎ ﻗــﺎم ﺑــﻪ اﻻﺳــﺘﺎذ اﻟﺪﻛﺘــﻮر‬ ‫ﴍﻳــﻒ اﻟﺼﻔﺘــﻲ اﳌﺮﺷــﺢ ﻟﺠﺎﺋــﺰة ﻧﻮﺑــﻞ ﰱ اﻟﻜﻴﻤﻴــﺎء ‪ ٢٠١٣‬ﻋــﻦ دوﻟــﺔ اﻟﻴﺎﺑــﺎن ﻟﻨﺠﺎﺣــﻪ ﰱ‬ ‫اﻟﺘﺨﻠــﺺ ﻣــﻦ اﻻﺷــﻌﺎع اﻟﻨﺎﺟــﻢ ﻋــﻦ ﺗﺼــﺪع ﻣﻔﺎﻋــﻞ ﻓﻮﻛﻴﺸــﻴام اﻟــﺬى ﻟــﻮث ﻣﻴــﺎه اﻻﻧﻬــﺎر ﰱ‬ ‫اﻟﻴﺎﺑــﺎن ﻋــﻦ ﻃﺮﻳــﻖ اﺳــﺘﺨﺪام اﳌــﻮاد اﻟﻨﺎﻧﻮﻣﱰﻳــﺔ وﻳﺘﻜــﻮن اﻟﺒﺤــﺚ ﻣــﻦ ﺛــﻼث ﻣﺮاﺣــﻞ رﺋﻴﺴــﻴﺔ ‪:‬‬ ‫اﳌﺮﺣﻠــﺔ اﻻوﱃ ‪ :‬ﺗﺤﻀــري اﳌــﻮاد اﳌﻴﻜﺮوﻣﱰﻳــﺔ واﻟﻨﺎﻧﻮﻣﱰﻳــﺔ ودارﺳــﺔ ﺧــﻮاص ﻛﻞ ﻣﻨﻬــام‬ ‫اﳌﺮﺣﻠــﺔ اﻟﺜﺎﻧﻴــﺔ ‪:‬اﺳــﺘﺨﺮاج اﻟﻨﺤــﺎس ﻣــﻦ اﳌﺨﻠﻔــﺎت اﻟﺼﻨﺎﻋﻴــﺔ ﻋــﻦ اﺿﺎﻓــﺔ اﳌــﻮاد اﳌﻴﻜﺮوﻣﱰﻳــﺔ‬ ‫واﻟﻨﺎﻧﻮﻣﱰﻳــﺔ ﻟﻠﻤﺨﻠﻔــﺎت واﺳــﺘﺨﺪام ﻃﺮﻳﻘــﺔ اﻟﺘﻘﻠﻴــﺐ ﺑﺎﳌﻮﺟــﺎت ﻓــﻮق اﻟﺼﻮﺗﻴــﺔ وﻣﻘﺎرﻧﺘﻬــﺎ‬ ‫ﺑﺎﻟﺘﻘﻠﻴــﺐ اﳌﻴﻜﺎﻧﻴــيك ودراﺳــﺔ اﻟﺨــﻮاص اﻟﻨﺎﺗﺠــﺔ ﻋــﻦ ﻛﻞ ﻣﻨﻬــام‬ ‫اﳌﺮﺣﻠــﺔ اﻟﺜﺎﻟﺜــﺔ ‪ :‬اﻟﺤﺼــﻮل ﻋــﲆ ﻣﻨﺘــﺞ ﻣﺘﻜــﻮن ﻣــﻦ ﻃﺒﻘﺘــني اﻟﺪاﺧﻠﻴــﺔ ﺣﺪﻳــﺪ واﻟﺨﺎرﺟﻴــﺔ‬ ‫ﻧﺤــﺎس ﺛــﻢ ﻳﺘــﻢ ﺗﻄﺒﻴــﻖ ﻋﻤﻠﻴــﺎت ﻫﻨﺪﺳــﺔ اﳌﺴــﺎﺣﻴﻖ ﻋﻠﻴﻬــﺎ ﻣــﻦ ﻃــﺮق اﻟﻜﺒــﺲ واﻟﺘﻠﺒﻴــﺪ‬ ‫ودراﺳــﺔ اﻟﺨــﻮاص اﻟﻨﺎﺗﺠــﺔ‬ ‫وﻗــﺪ ﺗــﻢ اﻧﺠــﺎز ﻣﺮﺣﻠــﺔ ﺗﺤﻀــري اﳌــﻮاد اﳌﻴﻜﺮوﻣﱰﻳــﺔ واﺳــﺘﺨﺪام ﻃﺮﻳﻘــﺔ اﺧﺘــﺰال اﻟﻨﺤــﺎس‬ ‫ﻋــﻦ ﻃﺮﻳــﻖ اﻟﺘﻘﻠﻴــﺐ اﳌﻴﻜﺎﻧﻴــيك واﻟﺤﺼــﻮل ﻋــﲆ ﻣﻨﺘــﺞ ﻣــﻦ ﻃﺒﻘﺘــني ودراﺳــﺔ ﺧﻮاﺻــﻪ وﺟــﺎر‬ ‫اﻟﻌﻤــﻞ ﻋــﲆ ﺑﺎﻗــﻲ اﳌﺮاﺣــﻞ‬ ‫ﳏﻤﺪ ﺍﲪﺪ ﻋﺒﺪ ﺍﻟﻘﻮﻯ‬ ‫ﻃﺎﻟﺐ دﻛﺘﻮراه ﺑﻘﺴﻢ اﻟﻬﻨﺪﺳﺔ اﻟﻜﻴﻤﻴﺎﺋﻴﺔ واﻟﺒﱰوﻛﻴاموﻳﺎت‬

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Already Published, is the section where we explore the latest research papers published by Our dear colleagues. We are pleased to congratulate Eng. Khalil Ismail Yousef, PhD student at Electronics and communications department, for his paper acceptance. The paper is buplished in :»International Journal of Microwave Science and Technology» CMOS Ultra-Wideband Low Noise Amplifier (UWB-LNA) Design Abstract: This paper illustrates the design of Ultra-Wideband Low Noise Amplifier (UWB LNA) in which two different UWB LNAs (LNA1 and LNA2) are presented. The postlayout simulation results of LNA1 and LNA2 demonstrate the performance improvement achieved through theses designs. LNA1 has high gain, minimized noise figure and good impedance match over the UWB range of frequencies. LNA2 has a wide range of operating frequency (2.5 GHz16- GHz). UWB LNA2 consists of a current reuse cascaded amplifier with shunt resistive feedback followed by a CG output stage with resistive termination. LNA2 input stage use series resonant impedance matching technique and employs a symmetric 3D RF integrated inductor as a load. LNA2 achieves a gain of 1.0 ± 11 dB and a NF less than 3.3 dB. It is designed for good input and output impedance matching and good isolation over the operating band of frequency. The proposed UWB LNAs are driven from a 1.8V supply. These UWB LNAs are designed and simulated in standard TSMC 0.18 µm CMOS technology process. ================================== We are pleased to congratulate Eng. Haitham El-Hussieny, PhD student in Mechatronics and Robotics Engineering Department, for his paper acceptance for publication in CICSyN,2013 5th Int. Conference on Computational Intelligence, Communication Systems and Networks- Madrid, Spain Improved Backtracking Algorithm for Efficient Sensor-based Random Tree Exploration Abstract: Mobile robots need to explore novel environments to build useful maps for later navigation and motion planning. Sensor-based Random Tree, (SRT), technique had been used for exploration but it is problematic since the robot may visit the same place more than one time during backtracking process. In this paper, we propose a new heuristic algorithm to reduce this backtracking problem using the obtained map data. This algorithm is tested through computer simulations for several scenarios. The performance is evaluated in terms of exploration time, traveled distance and number of visited nodes. Since these classical evaluation metrics are correlated, we propose a new evaluation metric, that combines the total performance. The new algorithm is confirmed to reduce the exploration time of up to 30 %. The new evaluation metric is also shown to encapsulate the exploration performance and can be regarded as a much better representative of the performance that facilitate comparisons. ٢٠١٣ ‫ | ﻤﺎﻴﻭ‬١٤

‫ﻧﴩ ﺑﺎﻟﻔﻌﻞ‬ We are pleased to congratulate Eng. Ahmed Alkafoury, PhD student in Electronics and communications department, for his paper acceptance for publication in The 23rd. International Conference On: Environmental Protection is a Must 13 – 11 May 2013 , Alexandria. Emissions Modeling for Road Transportation in Urban Areas: State-of-Art Review Abstract: Estimating and measuring emissions by road traffic is a key-issue for air pollution management in transportation sector. It introduces a good method for the environmental evaluation of the transportation system scenarios. Emission models are important issue in this respect. There are several emission models available worldwide. These models distinguish between static and dynamic models. It depends on the amount of data available for the transport fleet and its specifications. Monitoring emissions in a study area can, also, be a good method for calibration of such emission models. This paper presents an analysis of models used in estimating emissions from road transportation systems in urban areas. It compares between different emissions models that used in air pollution management of transportation scenarios. The study discusses, also the potential and limitation of each type. The difficulties of applying these models in developing countries are also discussed. Then, the study determines the required steps towards realistic transportation emission modeling in developing countries. ================================== We are pleased to congratulate Eng. Ahmed El-Banna, PhD student at Electronics and communications department, for his paper acceptance. The paper will be presented in First international workshop on modeling, measurements and optimization of video performance over wireless networks -In conjunction with Wiopt 2013. May 2013 ,17-13, Tsukuba Science City, Japan. CIR-based Adaptive K-Best Sphere Decoder for DVB-T2 Abstract: Multi–antenna processing first appeared in Digital Video Broadcasting in the 2nd generation terrestrial system DVB- T2 by defining an optional MISO processing based on modified version of Alamouti codes in frequency domain. Decoding methods recommended by the DVB-T2 is the linear methods ZF and MMSE. In this paper we propose to use a modified K-Best Sphere Decoder (SD), to enhance the system performance in a frequency selective time varying channel with some modification to target the reduction of the fixed K-Best SD complexity to be more suitable for hardware implementations over different platforms. The proposed modified K-Best SD that we name Adaptive K-Best SD (AKBSD) exploit the channel impulse response (CIR) to measure the channel selectivity as an indicator of the channel state. BER simulations show how the performance is enhanced when applying the AKBSD method rather than the linear methods defined by the DVB-T2 implementation guide with low extra added complexity.


‫ﻧﴩ ﺑﺎﻟﻔﻌﻞ‬ We are pleased to congratulate Eng. Lotfy S. Elbaghdady , PhD student in Electronics and communications department, for his paper acceptance for publication at Davos Atmosphere and Cryosphere Assembly 2013 (DACA13-) in Switzerland, Davos held on 12-8 July 2013

We are pleased to congratulate Eng. Basem El-Halawany, PhD student in Electronics and communications department, for his paper acceptance for publication in ISCE2013, The 17th IEEE International Symposium on Consumer Electronics. June ,6-3 2013, Taiwan,

One Site Three Dimensions Lightning Location System Using VHF Broadband Interferometers Abstract: The broadband radio interferometers have been developed to locate the sources of VHF/UHF radiation from lightning discharges in three spatial dimensions (3D) and time. A VHF broadband interferometer is a system to locate sources of the radiation events at VHF band by extracting the differences of phases at various frequency components of Fourier spectra between a pair of antennas. Lightning images are derived by sensing the electromagnetic waves radiated from lightning discharge process such as negative stepped leader. In this paper, VHF broadband digital interferometer has been used to estimate the 3D lightning location from only one site. The site consists of three broadband antennas and GPS receiver. As one of the observation results, a negative downward cloud-to-ground lightning flash will be presented and located using only one site

Adaptive Amplification for Two-Way Amplifyand-Forward Relaying with Analog Network Coding over Flat-Fading Channels. Abstract: This paper studies the application of a Zero- Forcing (ZF) concept for two-way amplify-and-forward adaptive gain relaying. The studied system uses the channels conditions to mitigate the effect of the interference and the multipath fading in the two-way cooperative communication with twotransmission phases Analog Network Coding. The system is studied and simulated for flat fading channel model.

================================== We are pleased to congratulate Eng. Mahmoud Elsamanty and Eng. Ahmed Khalifa PhD students in Mechatronics and Robotics Engineering Department, for their paper acceptance for publication in the IEEE/ASME International Conference on the Advanced Intelligent Mechatronics «AIM», it will be held on July 2013 ,12-9, will be hold in Wollongong- Sydney Australia Methodology for Identifying Quadrotor Parameters, Attitude Estimation and Control Abstract: This paper describes a methodology to identify all the parameters of a quadrotor system including the structure parameters and rotor assembly parameters. A CAD model is developed using SOLIDWORKS to calculate the mass moment of inertia and all the missing geometrical parameters. A three simple test rigs are built and used to identify the relationship between the motor input Pulse Width Modulation (PWM) signal and the angular velocity, the thrust force, and drag moment of the rotors. A simple algorithm is implemented to an inertial measurement unit (IMU) for estimating the attitude and altitude of the quadrotor. Experimental set up is built to verify and test the accuracy of these proposed techniques. A controller is designed based on the feedback linearization method such that the quadrotor attitude can be stabilized. Finally, the experimental results show the effectiveness of the proposed techniques and the controller design.

================================== We are pleased to congratulate Eng. Mohamed AbdElAziz Khamis, PhD student at computer science and engineering department, for his paper acceptance. The paper is published in :» International Scientific Journal Engineering Applications of Artificial Intelligence» Designing Multi-Agent Unit Tests Using Systematic Test Design Patterns Abstract: Software agents are the basic building blocks in many software systems especially those based on arti cial intelligence methods, e.g., reinforcement learning based multi-agent systems (MASs). However, testing software agents is considered a challenging problem. This is due to the special characteristics of agents which include its autonomy, distributed nature, intelligence, and heterogeneous communication protocols. Following the testdriven development (TDD) paradigm, we present a framework that allows MAS developers to write test scenarios that test each agent individually. The framework relies on the concepts of building mock agents and testing common agent interaction design patterns. We analyze the most common agent interaction patterns including pair and mediation patterns in order to provide stereotype implementation for their corresponding test cases. These implementations serve as test building blocks and are provided as a set of ready-for-reuse components in our repository. This way, the developer can concentrate on testing the business logic itself and spare him/her the burden of implementing tests for the underlying agent interaction patterns. Our framework is based on standard components such as the JADE agent platform, the JUnit framework, and the eclipse plug-in architecture. In this paper, we present in details the design and function of the framework. We demonstrate how we can use the proposed framework to de ne more stereotypes in the code repository and provide a detailed analysis of the code coverage for our designed stereotype test code implementations.

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‫ﻧﴩ ﺑﺎﻟﻔﻌﻞ‬ We are pleased to congratulate Eng. Ahmed El-Banna, PhD student at Electronics and communications department, for his paper acceptance. The paper will be presented in 12th Edition of IEEE Faible Tension Faible Consommation, held on June 2013 ,21-20 Paris, France VHDL Implementation of Adaptive Control Unit in CIR-based Adaptive K-Best Sphere Decoder for DVB-T2 Abstract: DVB-T2 defines an optional MISO processing in its transmission chain to increase the diversity of the system with linear decoding methodssuch as ZF and MMSE. In this paper we propose to adapt the decoding process to choose between the simple low performance ZF decoder for non selective channels.For Selective channels, we proposeCIR-based Adaptive K-Best SD (AKBSD) withsomemore complexity but enhanced performance. The adaptation process exploit the Channel Impulse Response to measure the channel selectivity and switch the decoding process between the ZF decoder and the KBSD with adaptive K paths chosen based on the selectivity of the channel. The BER and complexity simulations show suitable performance approaching ML for the AKBSD with acceptable complexity. The adaptive control unit is implemented using VHDL and the overhead to the implementation of the regular K-Best SD is estimated. ================================= We are pleased to congratulate Eng. Sherief Hashim, PhD student in Electronics and communications department, for his paper acceptance for publication in The 12th International Conference on Telecommunications, ConTEL 2013, will be held in Zagreb, Croatia, on June 2013 ,28–26. Analysis of Frequency Reuse Cellular systems Using worst Case Signal to Interference Ratio Abstract : Frequency reuse schemes are an interference management techniques well suited to OFDMA-based cellular networks. In this paper, analytical expressions are derived forthe worst case Signal to Interference Ratio (SIR) ratio for both Fractional Frequency Reuse (FFR), and Soft Frequency Reuse (SFR). Also analytical expressions are derived for the optimum inner radius using the worst SIR in both FFR, and SFR schemes.Theanalysis is performed in cellular network using exponent path loss model. The results showed that FFR with reuse four has the smallest interference hence better edge spectral efficiency than SFR with different power ratios. For SFR it is better to use power ratios between 4 ,2 as they achieve reasonable inner radii than other power ratios. The analysis showed that there is trade-off aspect between capacity and coverage related to SFR and FFR respectively.

٢٠١٣ ‫ | ﻤﺎﻴﻭ‬١٦

We are pleased to congratulate Eng. Haitham S. Khallaf and Eng. Ahmed E. Morra for their papers acceptance for publication. CLEO:2013 Performance of Multipulse PPM Techniques in Free-Space Optics with Gamma-Gamma Channels Abstract: We derive both exact and approximate expressions for the symbol-error rate of freespace optics systems adopting multipulse PPM technique in gamma-gamma channels. Our expressions are then verified using traditional lognormal and exponential channel expressions. NOC/OC&I 2013 An Exact Expression for Symbol-Error Rate of Multipulse PPM Technique in Free-Space Optics with GammaGamma Channels Abstract—Atmospheric turbulence, also called scintillation, is one of the major challenges that face free space optics (FSO) communications. In this paper, we derive both exact and approximate expressions for the average symbolerror rate (SER) of free-space optics systems adopting multipulse PPM (MPPM) technique in gamma-gamma channels. Our expressions are then verified by getting the same results using lognormal and exponential channel expressions where lognormal and exponential distributions are valid only for weak and strong turbulence, respectively. As the computation of the exact expression is time consuming, we get an approximate expression based on GaussLaguerre quadrature. Both expressions produce almost the same results. Finally, we make a comparison between the average SER performance of MPPM and PPM assuming equal average energy per bit and equal data rate. We found that the performance of MPPM is better than that of PPM in case of weak turbulence but at strong turbulence both MPPM and PPM have nearly the same performance. ICTON 2013 Performance Analysis of Free-Space Optics Systems Adopting Multi-pulse PPM Techniques in Gamma-Gamma Channels for Thermal Noise Limited Systems Abstract : Atmospheric turbulence has a strong effect on the performance of the terrestrial free space optics system and there are many statistical models that are used to describe the atmospheric turbulence but gamma-gamma is shown to be the most suitable model in both weak and strong turbulence. In this paper, we adopt gamma-gamma model and use the characteristics of Meijer G function to get a closed form expression for the average symbol error rate of multipulse PPM under gammagamma fading channel. Next, we use our derived form to study the effect of atmospheric conditions, operating wavelength and modulation level on the system performance.


‫ﰱ ﺣﺐ ﻣﺼــــﺮ‬

‫ﺣﺐ اﻟﺪﻳﺎر ‪ ..‬أم ﺣﺐ ﻣﻦ ﺳﻜﻦ اﻟﺪﻳﺎر‬ ‫أ َُﻣـﱡﺮ َﻋﻠَـﻰ اﻟﺪﱢﻳَـﺎ ِر ِدﻳَـﺎر ﻟَﻴـْﻠَــﻰ ‪ ..‬أﻗﺒ ُـﻞ ذا اﳉـَِﺪار و ذا اﳉـَِﺪار‬ ‫ـﺐ َﻣ ْﻦ َﺳ َﻜ َـﻦ اﻟﺪﱢﻳَـﺎر‬ ‫ـﺐ اﻟﺪﱢﻳَـﺎ ِر َﺷﻐَ ْﻔ َـﻦ ﻗـَْﻠﺒِـﻲ ‪ ..‬وﻟَ ِﻜ ْـﻦ ُﺣ ﱡ‬ ‫َوَﻣـﺎ ُﺣ ﱡ‬

‫ﻫﻜﺬا ﻧﻈﻢ ﻗﻴﺲ ﺷﻌﺮﻩ ‪ ..‬ﻓﻬﻞ ﻓﻌﻼً اﻷﻣﺮ ﻳﺘﻌﻠﻖ ﲟﻦ ﺳﻜﻦ اﻟﺪﻳﺎر و ﻟﻴﺲ ﺑﺎﻟﺪﻳﺎر ذات ﻧﻔﺴﻬﺎ ﻋﻨﺪ اﳊﺪﻳﺚ ﻋﻦ‬ ‫اﻟﻮﻃﻦ ؟ أﻧﺎ ﻻ اﲝﺚ ﻫﻨﺎ ﻋﻦ إﺟﺎﺑﺔ ﺑﻘﺪر ﻣﺎ أﻧﺎ اﺳﺘﺜﲑ ﺗﻠﻚ اﻟﻔﻜﺮة ﰲ ﻋﻘﻠﻲ و ﻗﻠﱯ و وﺟﺪاﱐ ‪ ..‬ﻣﺎذا ﻳﺮﺑﻄﲏ‬ ‫ﺑﺘﻠﻚ اﻷرض ؟‬ ‫أﻫﻲ ذﻛﺮﻳﺎﰐ أﻳﺎم اﻟﻄﻔﻮﻟﺔ و اﻟﺼﺒﺎ ﺑﻠﻌﺒﻬﺎ و ﺷﻐﺒﻬﺎ ؟ أم ﻫﻲ أﺣﻼم ﳕﺖ ﻣﺜﻠﻲ ﻋﻠﻰ ﺗﻠﻚ اﻷرض ﻓﻜﺎن ُﺟ ُﻞ ُﻣﺮ ِاﻣﻬﺎ‬ ‫أن ﺗﺘﺤﻘﻖ ﻋﻠﻰ ﺗﻠﻚ اﻷرض دون ﻏ ِﲑﻫﺎ ﻓﺼﺎرت ﻣﺮﺗﺒﻄﺔ …ﺎ ؟ أﻫﻲ ذﻛﺮي ﲡﻌﻠﲏ أﺑﺘﺴﻢ و ذﻛﺮي ﲡﻌﻠﲏ أﺑﻜﻲ و‬ ‫ﻛﻠﺘﺎﳘﺎ ﻛﺎن اﳌﻜﺎن ﻋﻨﺼﺮاً ﻻ ﳝﻜﻦ إﳘﺎﻟﻪ ﻓﻴﻬﻤﺎ ؟ أم أن ذﻟﻚ اﻟﻮﻃﻦ ﻳﻌﻴﺶ ﻓﻴﻪ أﻫﻠﻲ و أﺻﺪﻗﺎﺋﻲ و ﺟﲑاﱐ و‬ ‫أﺣﺒﱵ ﲨﻴﻌﻬﻢ ‪ ,‬ﻓﺄﺻﺒﺢ …ﻢ ﻫﻮ ﻛﻠﻬﻢ ‪ ,‬و ﺻﺎر ﺣﺒُﻪُ ﻣﻦ ﺣﺒِﻬﻢ ؟‬ ‫ﻫﻞ ﲣﺘﻠﻒ اﳉﻐﺮاﻓﻴﺎ ﺣﻘﺎ ﻣﻦ ﻣﻜﺎن ﳌﻜﺎن ؟ ﻫﻞ راﺋﺤﺔ اﳉﻮ ﰲ اﻟﻮﻃﻦ ﲣﺘﻠﻒ ﻋﻨﻬﺎ ﰲ ﻣﻜﺎن أﺧﺮ ﺣﱴ و إن‬ ‫ﺗﺸﺎ…ﺖ اﳊﺎﻟﺔ اﳉﻮﻳﺔ و اﻟﻄﻘﺲ ؟ ﻫﻞ ﳜﺘﻠﻒ ﻃﻌﻢ اﳌﺎء ﺣﱴ ﻟﻮ ﻛﺎن ﻣﻦ ﻧﻔﺲ اﻟﻨﻬﺮ ؟ ﻫﻞ ﳜﺘﻠﻒ ﺷﻜﻞ اﻟﻐﺮوب‬ ‫و ﻫﻲ ذات اﻟﺸﻤﺲ و ذات اﻷﻓﻖ ؟ أم أن ﺗﻠﻚ اﻷرض ﲣﺘﻠﻒ ﻷﱐ ﻣﻨﻬﺎ ‪ ,‬ﺟﺬوري ﺗﻀﺮب ﻓﻴﻬﺎ ‪ ,‬ﻓﺼﺎر‬ ‫إﻧﻘﻄﺎﻋﻲ ﻋﻨﻬﺎ ﻛﺈﻧﻘﻄﺎع اﻟﻨﺒﺎت ﻋﻦ ﺟﺬرﻩ ‪ ,‬ﻓﺄﺻﺒﺢ اﻟﻌﻴﺶ ‪ -‬ﺣﱴ و ﻟﻮ ﻛﺎن ﳑﻜﻨﺎً ‪ -‬ﻋﻴﺶ إﺻﻄﻨﺎﻋﻲ ﺑﻼ ﻃﻌﻢ‬ ‫ﺣﻘﻴﻘﻲ ‪ ,‬و ﺑﻼ ﻟﻮن ﻃﺒﻴﻌﻲ‪.‬‬ ‫أﻳﺎ ﻛﺎﻧﺖ اﻷﺳﺒﺎب و اﳌﺴﺒﺒﺎت ﻓﺎﻟﻨﺘﻴﺠﺔ واﺣﺪة ‪ ..‬ﺗﻠﻚ اﻟﻨﺘﻴﺠﺔ اﻟﱵ ﳋﺼﻬﺎ أﲪﺪ ﺷﻮﻗﻲ ﰲ ذﻟﻚ اﻟﺒﻴﺖ اﻟﺮأﺋﻊ‬ ‫ﺑﺎﳋﻠﺪ ﻋﻨﻪ ‪ ..‬ﻧﺎزﻋﺘﲏ إﻟﻴﻪ ﰲ اﳋ ِ‬ ‫وﻃﲏ ‪ ..‬ﻟﻮ ﺷﻐﻠﺖ ِ‬ ‫ﻠﺪ ﻧﻔﺴﻲ‬ ‫ُ‬ ‫ُ ُ‬ ‫ُ‬

‫ﻣﺎﻫﺮ ﻋﺒﺪ ﺍﻟﺮﺳﻮﻝ‬

‫‪ | ١٧‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﺻﻨﻊ ﰱ ﻣﺼــــــﺮ‬

‫ﺻﻨﻊ ﻓﻰ ﻣﺼﺮ‬ ‫ﻻ ﳜﺘﻠﻒ اﺛﻨﺎن ﻋﻠﻰ أن ﺷﻌﺎر »ﺻﻨﻊ ﰱ ﻣﺼﺮ« ﻫﻮ ﺣﻠﻢ ﻇﻞ ﻳﺮاود ﻛﻞ اﳌﺼﺮﻳﲔ‪ .‬ﳎﺮد ﻇﻬﻮر ﺗﻠﻚ اﻟﻌﺒﺎرة ﻋﻠﻰ ﻣﻨﺘﺞ ﻫﻮ ﺑﺎرﻗﺔ أﻣﻞ‪ .‬ﻫﻮ ﻟﻴﺲ إﳒﺎز ﺿﺨﻢ‬ ‫ﰱ ذاﺗﻪ وﻻ ﻫﻮ ﻣﻨﺘﻬﻰ اﻷﻣﻞ‪ ،‬وﻟﻜﻦ ﺑﺎﻟﻨﻈﺮ إﱃ ﻣﺎ وﺻﻠﻨﺎ إﻟﻴﻪ وﻗﺪ أﺻﺒﺤﺖ ﺣﱴ ﺳﺠﺎﺟﻴﺪ اﻟﺼﻼة واﻟﻔﻮاﻧﻴﺲ ﻣﻜﺘﻮب ﻋﻠﻴﻬﺎ »ﺻﻨﻊ ﰱ اﻟﺼﲔ« ﻓﺈن إﻧﺘﺎج‬ ‫ﺣﺎﺳﺐ ﻟﻮﺣﻰ »ﺻﻨﻊ ﰱ ﻣﺼﺮ« ﻫﻮ إﳒﺎز ﻳﺴﺘﺤﻖ اﻟﻔﺮح واﻟﺘﻔﺎؤل ﲟﺰﻳﺪ ﻣﻦ اﻹﳒﺎزات اﻟﱵ ﺗﻠﻴﻖ ﺑﺒﻠﺪﻧﺎ اﳊﺒﻴﺐ‪.‬‬ ‫”إﻳﻨﺎر« ﻫﻮ اﺳﻢ اﳊﺎﺳﺐ اﻟﻠﻮﺣﻲ اﻟﺬى »ﺻﻨﻊ ﰱ ﻣﺼﺮ« ﺑﻨﺴﺒﺔ ‪ .٪٨٠‬ﺻﻨﻊ اﳉﻬﺎز ﰱ ﺷﺮﻛﺔ ﺑﻨﻬﺎ ﻟﻠﺼﻨﺎﻋﺎت اﻹﻟﻜﱰوﻧﻴﺔ )‪(KATRON‬وﻫﻰ ﺷﺮﻛﺔ‬ ‫ﺗﺎﺑﻌﺔ ﳍﻴﺌﺔ اﻹﻧﺘﺎج اﳊﺮﰉ‪ .‬ﻳﺘﻢ ﺗﺼﻤﻴﻢ وﺗﺼﻨﻴﻊ اﻟﻠﻮﺣﺔ اﻷم ﺑﺎﻟﻜﺎﻣﻞ ﰱ ﻣﺼﻨﻊ ﺑﻨﻬﺎ‪ .‬ﻛﻤﺎ أن ﲨﻴﻊ اﳌﻜﻮﻧﺎت ﺑﺎﺳﺘﺜﻨﺎء اﻟﺸﺎﺷﺔ واﳌﻌﺎﰿ ﻳﺘﻢ ﺗﺼﻨﻴﻌﻬﺎ ﰱ ﻣﺼﺮ‪.‬‬ ‫اﳉﻬﺎز ﻳﺘﻢ ﺗﻮزﻳﻌﻪ اﻵن ﻋﻠﻰ اﳌﺪارس واﳉﺎﻣﻌﺎت و ﻣﺘﻮﻗﻊ ﺑﺪأ ﻋﺮﺿﻪ ﰱ اﻷﺳﻮاق ﺑﺪاﻳﺔ ﻣﻦ ﻣﻨﺘﺼﻒ ﺷﻬﺮ ﻣﺎﻳﻮ اﳊﺎﱄ ﺑﺴﻌﺮ ‪ ١٥٥٥‬ﺟﻨﻴﻪ ﻣﺼﺮى‪.‬‬ ‫ﻣﺮﻭﺓ ﻳﻮﺳﻒ‬

‫اﳌﺼﺎدر‪:‬‬ ‫‪https://www.facebook.com/INARtheTablet?ref=stream&hc_location=stream -١‬‬ ‫‪٨gKPqQsAGc٠=http://www.youtube.com/watch?v -٢‬‬ ‫‪ | ١٨‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﻓﻼش ﺑﺎك‬

‫‪ | ١٩‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﻓﻼش ﺑﺎك‬

‫ﻫﺬﻩ ﺧﺮﻳﻄﺔ ﻳﻈﻬﺮ ﻓﻴﻬﺎ ﻏﺮب اﻓﺮﻳﻘﻴﺎ وأوروﺑﺎ وﺷﺮق اﻷﻣﺮﻳﻜﺘﲔ وأﻳﻀﺎ ﴰﺎل أﻧﺘﺎرﻛﺘﻴﻜﺎ‬ ‫ﻫﻞ ﺗﻌﻠﻢ ﻣﱴ رﲰﺖ ﻫﺬﻩ اﳋﺮﻳﻄﺔ؟‬ ‫‪ ٩١٩‬ﻫﺠﺮﻳﺎ ‪ ١٥١٣ -‬ﻣﻴﻼدﻳﺎ‬ ‫وﻫﻞ ﺗﻌﻠﻢ ﻣﱴ وﺻﻞ ﻛﻮﻟﻮﻣﺒﻮس ﺳﻮاﺣﻞ اﻷﻣﺮﻳﻜﺘﲔ؟‬ ‫‪ ١٤٩٢‬ﻣﻴﻼدﻳﺎ‬ ‫ﻫﻞ ﺗﻌﻠﻢ أﻧﻪ ﻛﺎن ﻳﻈﻨﻬﺎ اﳍﻨﺪ؟‬ ‫ﻫﻞ ﺗﻌﻠﻢ أن أﻣﺮﳚﻮ ﻓﻴﺴﺒﻮﺗﺸﻲ ﻋﺮف أن ﻫﺬﻩ أرض ﺟﺪﻳﺪة ﻏﲑ اﳍﻨﺪ ﻋﺎم ‪ ١٥٠٢‬ﻣﻴﻼدﻳﺎ؟‬ ‫وﻫﻞ ﺗﻌﻠﻢ أن أﻧﺘﺎرﻛﺘﻴﻜﺎ اﻛﺘﺸﻔﺖ ﰲ اﻟﻘﺮن اﻟﺘﺎﺳﻊ ﻋﺸﺮ؟‬ ‫إذن اﻟﺴﺆال ﻫﻮ‪ :‬ﻣﻦ رﺳﻢ ﻫﺬﻩ اﳋﺮﻳﻄﺔ …ﺬﻩ اﻟﺪﻗﺔ؟‬ ‫إﻧﻪ اﻷﻣﲑ اﻟﺒﺤﺮي أﲪﺪ ﳏﻲ اﻟﺪﻳﻦ ﺑﲑي اﻟﺮﺋﻴﺲ أو )اﻟﺮﻳﺲ ﺑﲑي ( رﻳﺲ ﲝﺮي ﰲ اﻷﺳﻄﻮل‬ ‫اﻟﻌﺜﻤﺎﱐ وﻗﺎﺋﺪ أﺳﻄﻮل اﻟﺴﻮﻳﺲ اﳌﺼﺮي اﻟﻘﺎﺋﺪ اﻟﺒﺤﺮي ورﺳﺎم اﳋﺮاﺋﻂ اﳌﻌﺮوف‬ ‫وأﺧﲑا‪ ،‬ﻫﻞ ﺗﻌﻠﻢ أﻧﻪ رﺳﻢ ﺧﺮﻳﻄﺔ أﺧﺮى ﻷﻣﺮﻳﻜﺎ اﻟﺸﻤﺎﻟﻴﺔ واﻟﻘﻄﺐ اﻟﺸﻤﺎﱄ أدق ﻣﻦ ﻫﺬﻩ‬ ‫اﳋﺮﻳﻄﺔ؟‬ ‫ﻋﺒﺪﺍﷲ ﳏﻤﺪ‬

‫اﳌﺼﺎدر‪:‬‬ ‫‪htm.http://www.bibliotecapleyades.net/mapas_pirireis/mapaspirireis/PiriReis٠١‬‬ ‫‪http://www.lost-civilizations.net/possible-physical-evidence-atlantis.html-٢‬‬ ‫‪http://en.wikipedia.org/wiki/Piri_Reis_map -٣‬‬

‫‪ | ٢٠‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﺧﻮاﻃﺮ و اراء‬

‫ﻣﺰرﻋﺔ اﳊﻴﻮان‬ ‫ﻛﺎﻧــﺖ أﻏﻠــﺐ ﺣﻴﻮاﻧــﺎت ﻣﺰرﻋــﺔ اﻟﺴــﻴﺪ »ﺟﻮﻧــﺰ« راﺿﻴــﺔ‬ ‫ﲝﺎﳍــﺎ و ﺑﺎﻟﻔﺘــﺎت اﻟــﺬي ﻳﻌﻄﻴﻬــﺎ إﻳــﺎﻩ‪ .‬ذات ﻳــﻮم إﺳــﺘﺪﻋﻰ‬ ‫اﳋﻨﺰﻳــﺮ »ﻣﻴﺠــﺮ« اﻟﻌﺠــﻮز ﲨﻴــﻊ ﺣﻴﻮاﻧــﺎت اﳌﺰرﻋــﺔ ﻛــﻲ‬ ‫ـﺮوج ﺧﻀـﺮاء و أر ٍ‬ ‫اض‬ ‫ﳛﺪﺛﻬــﻢ ﻋــﻦ ﺣﻠــﻢ رأﻩ‪ .‬ﲢــﺪث ﻋــﻦ ﻣـ ٍ‬ ‫ﻣﻮﻓــﻮرة اﳋــﲑ و ﻋــﻦ ﺣﻴــﺎة ﻛﺮﳝــﺔ ﺑــﻼ ﻃﻐﻴــﺎن ‪ ,‬ﺑــﻼ إﻧﺴــﺎن‪.‬‬ ‫ﻛﺎﻧــﺖ ﻛﻠﻤــﺎت »ﻣﻴﺠــﺮ« ﺗــﺪوي ﰲ أذاــﻢ و ﺗﺘﻮﻏــﻞ‬ ‫ﰲ ﻳﺴــﺮ إﱃ ﺻﺪورﻫــﻢ و ﻋﻘﻮﳍــﻢ‪ .‬ﻣــﺮت أﻳــﺎم ﻗﻠﻴﻠــﺔ و‬ ‫ﻣــﺎت »ﻣﻴﺠــﺮ« اﻟﻌﺠــﻮز ﺗــﺎرﻛﺎً ﺣﻠﻤـﺎً ﻳﺪاﻋــﺐ ﳐﻴﻠــﺔ ﲨﻴــﻊ‬ ‫ﺣﻴﻮاﻧــﺎت اﳌﺰرﻋــﺔ‪.‬‬ ‫ﻛﺎن ﻛﻞ ﻣــﻦ »ﻧﺎﺑﻠﻴــﻮن« و »ﺳــﻨﻮﺑﻮل« اﳋﻨﺰﻳﺮﻳــﻦ ﻣﺘﻌﻠﻤـﺎً‬ ‫ﻓﺎﳘـﺎً و ﻗﺎﺋــﺪاً‪ ,‬ﻫﻜــﺬا إﻧﺘﺨﺒﺘﻬــﻢ ﻋﻘﻠﻴﺎــﻢ و ﺷــﺨﺼﻴﺎﻢ‬ ‫ﻟﻘﻴــﺎدة ﺛــﻮرة اﳊﻴ ـﻮان ﻋﻠــﻰ اﻟﺴــﻴﺪ »ﺟﻮﻧــﺰ« و ﻋﻠــﻰ ﻛﻞ‬ ‫اﻟﻘﻮاﻋــﺪ اﻟﻈﺎﳌــﺔ اﻟــﱵ أرﺳــﺎﻫﺎ ﻓﻄﺮدﺗــﻪ ﻫــﻮ و ﻛﻞ ﺑــﲏ‬ ‫اﻹﻧﺴــﺎن ﻣــﻦ اﳌﺰرﻋــﺔ‪ .‬ﻛﺎﻧــﺖ ﺛــﻮرة ﺿــﺪ اﻟﻈﻠــﻢ و اﻟﻘﻬــﺮ و‬ ‫اﳉــﻮع ‪ ,‬و رﻏــﻢ أن ﻣــﺎت ﰲ ﺳــﺒﻴﻠﻬﺎ ﺑﻌــﺾ اﳊﻴﻮاﻧــﺎت إﻻ‬ ‫أن دﻣﺎءﻫــﻢ اﻟــﱵ ﺳــﺎﻟﺖ ﻛﺎﻧــﺖ ﺗﺴــﻴﻞ ﻋــﻦ ﻃﻴــﺐ ﺧﺎﻃــﺮ‬ ‫ﻣــﻦ أﺟــﻞ إﻧﺒــﺎت ﺷــﺠﺮة اﳊــﻖ و اﻟﻌــﺪل اﻟــﱵ ‪ -‬وﻻ ﺷــﻚ‬ ‫ إن أﻇﻠــﺖ ﲨﻴــﻊ اﳊﻴﻮاﻧــﺎت ‪ ,‬ﺳﻴﻌﻴﺸــﻮن ﲨﻴﻌـﺎً ﰲ ﺧــﲑ‬‫و ﺳــﻌﺎدة و ﺑﺮﻛــﺔ‪ .‬و ﻣــﺎ أدل ﻋﻠــﻰ ذﻟــﻚ ﻣــﻦ ﻣﺒــﺎدئ ﺗﻠــﻚ‬ ‫اﻟﺜــﻮرة اﻟﻨﺒﻴﻠــﺔ اﻟــﱵ ﻧﺼــﺖ ﻋﻠــﻰ‬ ‫‪ -١‬ﻛﻞ ﻣﺎ ﻳﺪب ﻋﻠﻰ ﻗﺪﻣﲔ ﻓﻬﻮ ﻋﺪو اﳊﻴﻮاﻧﺎت‪.‬‬ ‫‪ -٢‬ﻛﻞ ﻣﺎ ﻳﺪب ﻋﻠﻰ أرﺑﻌﺔ أﻗﺪام أو ﻳﻄﲑ ﻓﻬﻮ ﺻﺪﻳﻖ‪.‬‬ ‫‪ -٣‬ﻻ ﳚﻮز ﻟﻠﺤﻴﻮاﻧﺎت ان ﺗﻠﺒﺲ ﻣﻼﺑﺲ‪.‬‬ ‫‪ -٤‬ﻻ ﻳﺴﻤﺢ ﻷي ﺣﻴﻮان ﺑﺎﻟﻨﻮم ﰲ ﺳﺮﻳﺮ‪.‬‬ ‫‪ -٥‬ﻻ ﳚﻮز ﻷي ﺣﻴﻮان ﺷﺮب اﻟﻜﺤﻮل‪.‬‬ ‫‪ -٦‬ﻻ ﳚﻮز ﻷي ﺣﻴﻮان ﻗﺘﻞ ﺣﻴﻮاﻧﺎ آﺧﺮ‪.‬‬ ‫‪ -٧‬ﲨﻴﻊ اﳊﻴﻮاﻧﺎت ﺳﻮاﺳﻴﺔ‪.‬‬ ‫و ﻗــﺪ ُﳋﺼــﺖ ﻣﺒــﺎدئ اﻟﺜــﻮرة ﲨﻴﻌﻬــﺎ ﰲ ﲨﻠــﺔ ﺟﺎﻣﻌــﺔ ﻟــﻜﻞ‬ ‫ﻣــﺎ ﺟــﺎء ﻓﻴﻬــﺎ ‪ ,‬ﻛﺎن ﻧﺼﻬــﺎ »اﳋــﲑ ﰲ اﻷﻗــﺪام اﻷرﺑﻌــﺔ ‪ ,‬و‬ ‫اﻟﺴــﻮء ﰲ اﻟﻘﺪﻣﲔ«‪.‬‬ ‫‪ | ٢١‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬

‫ﻛﺎن »ﻧﺎﺑﻠﻴــﻮن« ﻣﺘﺴــﻠﻄﺎً ﻃﺎﳏ ـﺎً ﰲ أن ﻳﺮﺗﻘــﻲ ﻫــﻮ و‬ ‫ﲨﺎﻋﺘــﻪ ﻋﻠــﻰ ﺑﺎﻗــﻲ ﺣﻴﻮاﻧــﺎت اﳌﺰرﻋــﺔ‪ .‬ﻓﻤــﺎ أن إﺳــﺘﻘﺮت‬ ‫اﻷﻣــﻮر ﺣــﱴ ﻗــﺎم ﺑﺄﺧــﺬ ﳎﻤﻮﻋــﺔ ﻣــﻦ اﳉ ـﺮاء اﻟﺼﻐــﲑة ﻣــﻦ‬ ‫أﻣﻬــﻢ ﲝﺠــﺔ ﺗﺮﺑﻴﺘﻬــﻢ ﺗﺮﺑﻴــﺔ أﻓﻀــﻞ و إﻋﺪادﻫــﻢ ﳌﻬــﺎم اﻋﻈﻢ‪.‬‬ ‫ﺣــﱴ ﺟــﺎء ذﻟــﻚ اﻟﻴــﻮم اﻟــﺬي ﻇﻬــﺮت ﻓﻴــﻪ ﺗﻠــﻚ اﳉـﺮاء ﺑﻌــﺪ‬ ‫أن أﺻﺒﺤــﺖ ﻛﻼﺑ ـﺎً ﻣﻔﱰﺳــﺔ إﺳــﺘﺨﺪﻣﻬﺎ »ﻧﺎﺑﻠﻴــﻮن« ﰲ‬ ‫اﻹﻃﺎﺣــﺔ ﺑﺸ ـﺮﻳﻚ اﻟﺜــﻮرة »ﺳــﻨﻮﺑﻮل« و ﻃــﺮدﻩ ﻣــﻦ اﳌﺰرﻋــﺔ‬ ‫و ﰲ إﺳــﻜﺎت ﻣــﻦ ﺟــﺮؤ ﻋﻠــﻰ اﻟﺘﺼﺮﻳــﺢ ﺑــﺄن ﻫــﺬا ﻇﻠــﻢ و‬ ‫إﻓﱰاء ‪ ,‬ﰒ ﻇﻬﺮ »ﺳــﻜﻮﻳﻠﺮ« ذﻟﻚ اﳋﻨﺰﻳﺮ اﻟﺬي ﻻ ﻳﻜﻒ‬ ‫ﻋــﻦ اﻟﻘﻔــﺰ ﳝﻴﻨـﺎً و ﻳﺴــﺎراً ﻣﺴــﺘﺨﺪﻣﺎً ﻟﺒﺎﻗﺘــﻪ ﰲ اﳊﺪﻳــﺚ ﰲ‬ ‫إﻗﻨــﺎع اﳊﻴﻮاﻧــﺎت أن »ﺳــﻨﻮﺑﻮل« ﰲ اﳊﻘﻴﻘــﺔ ﺧﺎﺋــﻦ ﻟﻠﺜــﻮرة‬ ‫و أﻧــﻪ ﻛﺎن ﻣــﻦ اﻟﺒﺪاﻳــﺔ ﺧﺎﺋﻨـﺎً ﳍــﺎ ﳌﺼﻠﺤــﺔ اﳌﺨﻠــﻮع اﻟﺴــﻴﺪ‬ ‫»ﺟﻮﻧــﺰ«‪.‬‬ ‫ﲤــﺮ اﻷﻳــﺎم و ﻻ ﳚــﺪ اﳊﻴﻮاﻧــﺎت اﳋــﲑ اﻟــﺬي ﺣﻠﻤ ـﻮا ﺑــﻪ‪,‬‬ ‫اﻟﻌﻤــﻞ ﻳﺰﻳــﺪ و اﻷﺟــﺮ زﻫﻴــﺪ‪ .‬ﻓﻘــﻂ »ﻧﺎﺑﻠﻴــﻮن« و ﲨﺎﻋﺘــﻪ‬ ‫ﻳﻈﻬــﺮ اﳋــﲑ ﻋﻠــﻰ ﺑﻄﻮــﻢ اﳌﻨﺘﻔﺨــﺔ و أوداﺟﻬــﻢ اﶈﻤــﺮة ‪,‬‬ ‫و »ﺳــﻜﻮﻳﻠﺮ« ﻳﻘــﻮل أن »ﻧﺎﺑﻠﻴــﻮن« و أﺗﺒﺎﻋــﻪ ﳛﺘﺎﺟــﻮن‬ ‫إﱃ اﻟﻄﻌــﺎم و اﻟﺮاﺣــﺔ ﻛــﻲ ﻳﺴــﺘﻄﻴﻌﻮا أن ﳜﻄﻄـﻮا و ﻳﺸــﺮﻓﻮا‬ ‫ﻋﻠــﻰ اﳌﺰرﻋــﺔ و ﻋﻠــﻰ ﺑﻘﺎﺋﻬــﺎ و ﻋﻠــﻰ اﳊﻔــﺎظ ﻋﻠــﻰ ﺛﻮرــﺎ‬ ‫ﻣﺪﻋﻴ ـﺎً داﺋﻤ ـﺎً أن »ﺟﻮﻧــﺰ« ﻳﻨﺘﻈــﺮ ﺧــﺎرج اﳌﺰرﻋــﺔ ﻣﱰﺑﺼ ـﺎً‬ ‫ﻳﺮﻳــﺪ اﻹﻧﻘﻀــﺎض ﻋﻠﻴﻬــﺎ و إﺳــﺘﻌﺎدة ﻣﻠﻜــﻪ اﳌﺴــﻠﻮب‪.‬‬ ‫ﻛﻠﻤــﺎ ﻛﺎﻧــﺖ ﲢــﺪث ﺣﺎدﺛــﺔ ﲣﺎﻟــﻒ ﻣﺒــﺎدئ اﻟﺜــﻮرة ‪,‬‬ ‫ﻛﺎن »ﺳــﻜﻮﻳﻠﺮ ﻳﻘﻨﻌﻬــﻢ ﺑــﺄن اﳊﻘﻴﻘــﺔ اــﺎ ﺗﺘﻤﺎﺷــﻲ ﻣــﻊ‬ ‫ﺪوﻧــﺔ‬ ‫ﻣﺒــﺎدئ اﻟﺜــﻮرة ‪ ,‬ﻓﻴﺬﻫــﺐ اﳊﻴﻮاﻧــﺎت إﱃ اﳊﺎﺋــﻂ اﳌُ ّ‬ ‫ﻋﻠﻴــﻪ ﻣﺒــﺎدئ اﻟﺜــﻮرة ﻓﻴﺠــﺪون أن »ﻧﺎﺑﻠﻴــﻮن« ﻋﻠــﻰ ﺣــﻖ ‪,‬‬ ‫ذﻟــﻚ ان اﳌﺒــﺎدئ ﻛﺎﻧــﺖ داﺋﻤـﺎً ﻳﺘــﻢ ﳏﻮﻫــﺎ و اﻟﺘﻌﺪﻳــﻞ ﻓﻴﻬــﺎ‬ ‫ﺣــﱵ ﺻــﺎرت ﰲ اﻟﻨﻬﺎﻳــﺔ ﻣﺒــﺎدءاً أﺧــﺮى ﻫــﻲ ﰲ اﳊﻘﻴﻘــﺔ‬ ‫ﻧﻘﻴــﺾ ﻣﺒــﺎدئ ﺗﻠــﻚ اﻟﺜــﻮرة اﻟﻨﺒﻴﻠــﺔ‪ .‬ﻋﻠــﻰ ﺳــﺒﻴﻞ اﳌﺜــﺎل ﻻ‬ ‫اﳊﺼــﺮ أﺻﺒــﺢ اﳌﺒــﺪأ اﳋﺎﻣــﺲ »ﻻ ﳚــﻮز ﻷي ﺣﻴـﻮان ﺷــﺮب‬ ‫اﻟﻜﺤﻮل ﺣﱴ ﻳﺴــﻜﺮ« و اﻟﺴــﺎدس »ﻻ ﳚﻮز ﻷي ﺣﻴﻮان‬ ‫ﻗﺘــﻞ ﺣﻴﻮاﻧــﺎ أﺧــﺮ إﻻ ﺑﺴــﺒﺐ« و اﻟﺴــﺎﺑﻊ »ﲨﻴــﻊ اﳊﻴﻮاﻧــﺎت‬


‫ﺧﻮاﻃﺮ و اراء‬ ‫ﻣﺘﺴــﺎوﻳﺔ ‪ ,‬و ﻟﻜــﻦ ﺑﻌــﺾ اﳊﻴﻮاﻧــﺎت أﻛﺜــﺮ ﻣﺴــﺎواة ﻣــﻦ‬ ‫اﻷﺧﺮﻳــﻦ«‪.‬‬ ‫ﻛﺎﻧــﺖ اﻟﻨﻬﺎﻳــﺔ اﻏــﺮب ﻣــﻦ اﳋﻴــﺎل ﺣﻴــﺚ إﺳــﺘﻴﻘﻆ‬ ‫اﳊﻴﻮاﻧــﺎت ذات ﻟﻴﻠــﺔ ﻋﻠــﻰ ﻫــﺮج و ﺻـﺮاخ ﰲ ﻗﺼــﺮ اﳌﺰرﻋــﺔ‬ ‫و ﻣــﺎ أن أﻃــﻞ اﻟﺒﻌــﺾ ﺑﺮؤوﺳــﻬﻢ ﺧــﻼل ﻧﻮاﻓﺬﻫــﺎ ﺣــﱴ‬ ‫وﺟــﺪوا أن »ﻧﺎﺑﻠﻴــﻮن« و ﲨﺎﻋﺘــﻪ ﰲ ﺣﺎﻟــﺔ ﺳــﻜﺮ ﺷــﺪﻳﺪ‬ ‫ﻣﺮﺗﺪﻳﻦ ﺛﻴﺎﺑﺎً ﻣﺜﻞ اﻟﺒﺸــﺮ واﻗﻔﲔ ﻋﻠﻰ ﻗﺪﻣﲔ و ﻳﺘﺸــﺎﺣﻨﻮن‬ ‫ﻣــﻦ ﺑﻌــﺾ ﺑــﲏ اﻹﻧﺴــﺎن ﻛﻞ ﻣﻨﻬــﻢ ﻳﺘﻬــﻢ اﻷﺧــﺮ أﻧــﻪ ﻳﻐــﺶ‬ ‫ﰲ ﻟﻌﺒــﺔ اﻟﻘﻤــﺎر‪ .‬ﻓﺬﻫﺒ ـﻮا ﻓﺰﻋــﲔ إﱃ اﳊﺎﺋــﻂ ﻟﻴﺠــﺪوا ﻛﻞ‬ ‫ﻣﺒــﺎدئ اﻟﺜــﻮرة ﻗــﺪ ُﳏﻴَــﺖ و ﻣﻜﺘــﻮب ﻋﻠــﻰ اﳉــﺪار ﲨﻠــﺔ‬ ‫واﺣــﺪة ﻧﺼﻬــﺎ »اﳋــﲑ ﰲ اﻷﻗــﺪام اﻷرﺑﻌــﺔ و اﳋــﲑ اﻷﻛﺜــﺮ‬ ‫ﰲ اﻟﻘﺪﻣــﲔ«‪.‬‬ ‫ﻣــﺎ ﻓــﺎت ﻟﻴــﺲ ﻗﺼــﺔ ﻣــﻦ وﺣــﻲ ﺧﻴــﺎﱄ ﺑــﻞ ﻫــﻮ ﻣﻠﺨــﺺ‬ ‫ﺣﺎوﻟــﺖ أن أﺟﻌﻠــﻪ ﻣﺮﻛ ـﺰاً ﻗــﺪر اﻹﻣــﻜﺎن ﻟﺮواﻳــﺔ »ﻣﺰرﻋــﺔ‬ ‫اﳊﻴ ـﻮان« ﻟﻠﻜﺎﺗــﺐ اﻹﳒﻠﻴــﺰي »ﺟــﻮرج أورﻳــﻞ« ‪ ..‬ﻛﺎن‬ ‫ﺟــﻮرج ﻣﻌﺠﺒـﺎً ﺟــﺪاً ﺑﺎﻟﺜــﻮرة اﻟﺒﻠﺸــﻔﻴﺔ ﰲ روﺳــﻴﺎ ‪ ١٩١٧‬و‬ ‫ﻟﻜــﻦ ﻓﻴﻤــﺎ ﻳﺒــﺪو أن إﻋﺠﺎﺑــﻪ ﲢــﻮل إﱃ ﺣﺴــﺮة ﻛﺒــﲑة ﻋﻠــﻰ‬ ‫ﺗﻠــﻚ اﻟﺜــﻮرة اﻟــﱵ آﻟــﺖ إﱃ دﻛﺘﺎﺗﻮرﻳــﺔ ﳛﻜﻤﻬــﺎ »ﺳــﺘﺎﻟﲔ«‬ ‫ﻣﺘﺤﺼﻨـﺎً ﲜﻬــﺎز أﻣــﲏ ﻗﻤﻌــﻲ ﻋﻠــﻰ أﺳـﻮأ ﻣــﺎ ﻳﻜــﻮن و ﺟﻬــﺎز‬ ‫إﻋﻼﻣــﻲ ﻋﻠــﻰ أﻛــﺬب ﻣــﺎ ﻳﻜــﻮن‪.‬‬ ‫ا&ﺪ ﻟﻠﺸﻬﺪاء ‪ ..‬و اﻟﻌﺎر ﻛﻞ اﻟﻌﺎر ﻋﻠﻰ ﻣﻦ ﺑﺎع اﻟﺪم‬ ‫ﻣﺎﻫﺮ ﻋﺒﺪ ﺍﻟﺮﺳﻮﻝ‬

‫‪ | ٢٢‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﺧﻮاﻃﺮ و اراء‬

‫ﻫﻞ ﺣﻘﺎ أرﻳﺪ أن أﺳﺎﻓﺮ؟‬ ‫اﻧﺘﻬﻴــﺖ ﻣﺆﺧ ـﺮا ﻣــﻦ ﻗ ـﺮاءة رواﻳــﺔ »ﺳــﻔﻴﻨﺔ ﻧــﻮح« ﳋﺎﻟــﺪ‬ ‫اﳋﻤﻴﺴــﻲ ﻓﻴﻤــﺎ ﻋــﺪا ﺑﻀﻌــﺔ اﻧﺘﻘــﺎدات ﻟﻴــﺲ ﻫــﺬا ﳎﺎﳍــﺎ‬ ‫اﻵن ﻓــﺈن اﻟﺮواﻳــﺔ راﺋﻌــﺔ ﺗــﱰﻛﻚ ﰱ ﺣﺎﻟــﺔ روﺣﻴــﺔ و ﻓﻜﺮﻳــﺔ‬ ‫ﻏﺮﻳﺒــﺔ ﲝﻴــﺚ ﻻ ﺗﺴــﺘﻄﻴﻊ أن ﺗﺼــﺮف ذﻫﻨــﻚ ﻋﻨﻬــﺎ ﺑﻌــﺪ‬ ‫اﻻﻧﺘﻬــﺎء ﻣﻨﻬــﺎ ﺑــﻞ ﲡــﺪ ﻧﻔﺴــﻚ ﺗﺪﺧــﻞ ﰱ ﻣﻨﻮﻟــﻮج داﺧﻠــﻲ‬ ‫ﺗﺘﺤــﺎور ﻓﻴــﻪ ﻣــﻊ ﻧﻔﺴــﻚ و ﺗﺴــﺄل و ﺗﺒﺤــﺚ ﻋــﻦ إﺟﺎﺑــﺎت‬ ‫ﻗــﺪ ﻻ ﲡﺪﻫــﺎ‪.‬‬ ‫اﻟﺮواﻳــﺔ ﺗﺄﺧــﺬك ﻋــﱪ ﻋــﺪة ﻗﺼــﺺ ﻷﺷــﺨﺎص ﺧﺮﺟـﻮا ﻣــﻦ‬ ‫ﻣﺼــﺮ أو ﻋﻠــﻰ ﺣــﺪ ﺗﻌﺒــﲑ اﻟﺮواﻳــﺔ إﻧﻀﻤ ـﻮا ﻟﺴــﻔﻴﻨﺔ ﻧــﻮح و‬ ‫رﻛﺒﻮﻫــﺎ ﰱ ﺗﺸــﺒﻴﻪ واﺿــﺢ ﻟﻠﺨــﺮوج ﻣــﻦ ﻣﺼــﺮ ﺑﺎﻟﻨﺠــﺎة ﻣــﻦ‬ ‫اﻟﻐــﺮق‪ .‬و ﻋــﱪ ﺣﻜﺎﻳــﺎت ﻋــﺪة ﺷــﺨﺼﻴﺎت ﻧﻌﻴــﺶ ﻣﻌﻬــﻢ‬ ‫ﺣﻴﺎــﻢ ﰱ ﻣﺼــﺮ و ﻧــﺮى أﺳــﺒﺎب و دواﻓــﻊ ﺧﺮوﺟﻬــﻢ ﻓــﻼ‬ ‫ﳕﻠــﻚ إﻻ أن ﻧﺘﻌﺎﻃــﻒ ﻣــﻊ ﻣﻌﻈﻤﻬــﻢ ﺣــﱴ ﻣــﻦ ﺳــﺎﻓﺮوا‬ ‫ﺑﻄﺮﻳــﻖ ﻏــﲑ ﺷــﺮﻋﻲ ﺑــﻞ ﺧﺎﺻــﺔ ﻣــﻦ ﺳــﺎﻓﺮوا ﺑﻄﺮﻳــﻖ ﻏــﲑ‬ ‫ﺷــﺮﻋﻲ‪ .‬ﰱ اﻟﺮواﻳــﺔ ﺗﺘﻌــﺪد اﻟﺪواﻓــﻊ و اﳋﻠﻔﻴــﺎت و اﻟﻄــﺮق‬ ‫ﻟﻜــﻦ اﳍــﺪف واﺣــﺪ أن ﺗﻠﺤــﻖ ﺑﺎﻟﺴــﻔﻴﻨﺔ و ﲡــﺪ ﻣــﻜﺎن ﻟــﻚ‬ ‫ﻓﻴﻬــﺎ ﻟﺘﻐــﺎدر اﻟﺒــﻼد و ﺗﻨﺠــﻮ ﻣــﻦ اﻟﻐــﺮق أو ﲤــﻮت ﳏــﺎوﻻ‬ ‫و ﻳﺎﻟــﻪ ﻣــﻦ ﺗﺸــﺒﻴﻪ ﺻــﺎدم و ﻗﺎﺳــﻰ أن ﺗﺸــﺒﻪ وﺿــﻊ ﻣﺼــﺮ‬ ‫ﺑﻄﻮﻓــﺎن ﻧــﻮح و اﳋــﺮوج ﻣﻨﻬــﺎ ﺑﺎﻟﻨﺠــﺎة ﻣــﻦ اﻟﻐــﺮق‪.‬‬ ‫ﰱ اﻟﺮواﻳــﺔ ﲡــﺪ ﻧﻔﺴــﻚ ﰱ ﻛﻞ ﺷــﺨﻮﺻﻬﺎ ‪ .‬ﺗﻠﻤــﺢ ﺟــﺰء‬ ‫ﻣﻨﻬﺎ ﰱ ﻛﻞ ﺷــﺨﺼﻴﺔ ﻣﻦ ﺷــﺨﺼﻴﺎت اﻟﺮواﻳﺔ ﺣﱴ أﻛﺜﺮﻫﺎ‬ ‫اﺧﺘــﻼف و ﺗﺒﺎﻳــﻦ ﻋــﻦ ﺷــﺨﺼﻚ ﲡــﺪ ﺑــﻪ ﺧﻠﺠــﺔ أو ﻣﻠﻤــﺢ‬ ‫ﺻﻐﲑ ﻳﺸﺒﻬﻚ ﻳﺬﻛﺮك ﺑﻨﻔﺴﻚ أو ﺑﺸﺨﺺ ﻣﻦ ﻣﻌﺎرﻓﻚ‪.‬‬ ‫ﰱ اﻟﺮواﻳــﺔ ﺗــﺮى ﺟﺎﻧــﺐ إﻧﺴــﺎﱐ ﻟــﻜﻞ ﻣــﻦ ﺷــﺨﻮص اﻟﺮواﻳــﺔ‬ ‫ﳚﻌﻠــﻚ ﺗﺘﻌﺎﻃــﻒ ﻣﻌــﻪ ﺳـﻮاء أﻗــﺮرت ﺳــﻠﻮﻛﻪ و ﺗﺼﺮﻓﺎﺗــﻪ و‬ ‫ﰱ اﻟﻨﻬﺎﻳــﺔ ﻗـﺮارﻩ ﺑﺎﳋــﺮوج أو ﱂ ﺗﻔﻌــﻞ‪.‬‬ ‫ﲤــﺮ ﰱ ﲡﻮاﻟــﻚ ﺑــﲔ اﺷــﺨﺎص اﻟﺮواﻳــﺔ ﺑﺄوﺿــﺎع و أﺣ ـﻮال‬ ‫ﻣﺼــﺮ ﰱ رﺑﻮﻋﻬــﺎ اﳌﱰاﻣﻴــﺔ و اﳌﺨﺘﻠﻔــﺔ ﻟﺘﺸــﻌﺮ أن اﳌﺼــﺮي‬ ‫واﺣــﺪ …ﻤﻮﻣــﻪ و ﳐﺎوﻓــﻪ ﺳ ـﻮاء ﰱ اﻟﺮﻳــﻒ أو اﻟﺼﻌﻴــﺪ أو‬ ‫‪ | ٢٣‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬

‫اﳌﺪﻳﻨــﺔ أو اﻟﻘﺎﻫــﺮة و ﺗﺸــﻌﺮ أﻳﻀــﺎ ﺑﺎﳊــﺰن و اﳋــﻮف و‬ ‫اﻟﺸــﻔﻘﺔ‪ .‬اﳊــﺰن ﻋﻠــﻰ ﻣــﺎ آﻟــﺖ اﻟﻴــﻪ ﻣﺼــﺮ ﻣﻘﺎرﻧــﺔ ﲟــﺎ ﻛﺎﻧــﺖ‬ ‫و اﳋــﻮف ﻣــﻦ ﻣﺴــﺘﻘﺒﻞ ﻗــﺎدم ﻳﺒــﺪو ﳎﻬــﻮﻻ و ﳐﻴﻔــﺎ ﺣــﱴ‬ ‫ﺑﻌــﺪ اﻟﺜــﻮرة و اﻟﺸــﻔﻘﺔ ﲡــﺎﻩ اﳌﺼﺮﻳــﲔ اﻟﺬﻳــﻦ ﻋﺎﻧـﻮا و ﻣﺎزاﻟـﻮا‬ ‫ﺣــﱴ ﺻــﺎر اﻟﺒﻘــﺎء ﻣــﻮت ﻣﺆﺟــﻞ ﻣﺆﻛــﺪ و اﳋــﺮوج ﻣــﻮت‬ ‫ﻓــﻮرى ﳏﺘﻤــﻞ ﻓﺎﺧﺘــﺎروا ﺑــﲔ ﻣــﺮ و أﻣــﺮ‪.‬‬ ‫ﻻ أﻋﻠــﻢ ﳌــﺎذا أﺛــﺮت ﰱ ﻫــﺬﻩ اﻟﺮواﻳــﺔ ﺣــﱴ أﻗــﺮر أن أﻋــﻮد‬ ‫ﻟﻠﻜﺘﺎﺑــﺔ و ﺑﺎﻟﻌﺮﺑﻴــﺔ ﻣــﺮة أﺧــﺮى‪ .‬رﲟــﺎ ﻷــﺎ ﺗﻨﺎﻗــﺶ ﻣﻮﺿــﻮع‬ ‫اﳍﺠــﺮة أو اﳋــﺮوج ﻣــﻦ ﻣﺼــﺮ ﺑﻴﻨﻤــﺎ أﻧــﺎ ﺣﺎﻟﻴــﺎ أﲝــﺚ ﻋــﻦ‬ ‫ﳐــﺮج ﻟﻠﺨــﺮوج ﻻﺳــﺘﻜﻤﺎل دراﺳــﱵ‪ .‬ﰱ ﺎﻳــﺔ ﻗﺼــﺔ ﻛﻞ‬ ‫ﺷــﺨﺺ ﻣــﻦ ﺷــﺨﺼﻴﺎت اﻟﺮواﻳــﺔ ﻛﻨــﺖ أﺷــﻌﺮ ﺑﻐﺼــﺔ ﰱ‬ ‫ﺣﻠﻘــﻲ أﻧــﺎ أﻓﻀــﻞ ﺣــﺎﻻ ﻣــﻦ ﻣﻌﻈــﻢ ﻫــﺆﻻء ‪ .‬ﻫــﺆﻻء وﺻﻠـﻮا‬ ‫ﳌﺮﺣﻠــﺔ ﲡﻌــﻞ ﻣــﻦ ﺣﻘﻬــﻢ أن ﻳﻔﻜــﺮوا و ﳛﺎوﻟ ـﻮا اﳋــﺮوج‬ ‫ﻫــﺆﻻء ﻟﺪﻳﻬــﻢ ﻣــﻦ اﻟﺪواﻓــﻊ ﻣــﺎ ﻗــﺪ ﻳﺸــﻔﻊ ﳍــﻢ ﻟﻜــﻦ أﻧــﺎ ﳌــﺎذا‬ ‫أﻓﻜــﺮ ﰱ اﳋــﺮوج؟‬ ‫و ﻟﻜﻦ ﻫﻞ ﺣﻘﺎ ارﻳﺪ ان أﺳﺎﻓﺮ ﻛﻲ أدرس أم أن ﻫﺬﻩ ﻫﻲ‬ ‫ﺣﺠﱵ أﻣﺎم اﻟﻨﺎس ﻟﻠﺨﺮوج و إﻋﻼن اﻻﺳﺘﺴﻼم و ﻓﻘﺪان‬ ‫اﻷﻣــﻞ ﰱ ﺑــﻼدي؟ أم اﻷﺳــﻮء أن ﺗﻜــﻮن ﻫــﺬﻩ ﺣﺠــﱵ أﻣــﺎم‬ ‫ﻧﻔﺴــﻲ ﻛــﻲ أﺳــﺎﻓﺮ ﻣﺮﺗﺎﺣــﺔ اﻟﻀﻤــﲑ دون ﺷــﻌﻮر ﺑﺎﻟﺬﻧــﺐ‬ ‫ﻋﻠــﻰ ﻫــﺮوﰊ ﻣــﻦ ﲢﻤــﻞ ﻣﺴــﺌﻮﻟﻴﺎﰐ ﲡــﺎﻩ ﺑــﻼدي؟ ﻫــﻞ إذا‬ ‫اﺗﻴﺤــﺖ ﱄ اﻟﻔﺮﺻــﺔ ﻟﻠﺴــﻔﺮ ﻟﻠﺤﺼــﻮل ﻋﻠــﻰ اﻟﺪﻛﺘــﻮراﻩ ﻛﻤــﺎ‬ ‫أﲤــﲎ ﻓﻬــﻞ أﻋــﻮد ﻣــﺮة أﺧــﺮى إﱃ ﻣﺼــﺮ؟ أم أﻇــﻞ ﻫﻨــﺎك ﰱ‬ ‫ﻏﺮﺑــﺔ أﺑﺪﻳــﺔ؟ إذا ﻣــﺎ ﻋــﺪت ﻫــﻞ أﲢﻤــﻞ اﻟﺼﺪﻣــﺔ اﳊﻀﺎرﻳــﺔ‬ ‫اﻟﻌﻜﺴــﻴﺔ أم أﻋﻴــﺶ ﻛﺎرﻫــﺔ ﻻﻋﻨــﺔ ﻟﺒﻠــﺪي و ﻇﺮوﻓﻬــﺎ و‬ ‫أﻛــﻮن ﻛﻬــﻮﻻء اﻟﻌﺎﺋﺪﻳــﻦ ﻣــﻦ اﳋــﺎرج اﻟﺬﻳــﻦ ﻃﺎﳌــﺎ اﺳــﺘﻔﺰﱐ‬ ‫أﺳــﻠﻮ…ﻢ ﰱ اﻧﺘﻘــﺎد اﻟﻮﺿــﻊ ﻗﺎﺋﻠــﲔ »ﻋﻨﺪﻧــﺎ اﻟﺸـﻮارع أﻧﻈــﻒ‬ ‫و اﻟﺰﺣــﺎم أﻗــﻞ و اﻟﺘﻌﻠﻴــﻢ أﻓﻀــﻞ و اﳉــﻮ أروع« ﻛﻤــﺎ ﻟــﻮ‬ ‫ﻛﺎﻧـﻮا اﻧﺴــﻠﺨﻮا ﻣــﻦ ﺑﻠﺪﻧــﺎ و ﺻــﺎروا ﻣﺴــﻮخ ﻏﺮﻳﺒــﺔ ﻓــﻼ ﻫــﻢ‬ ‫ﻳﺸــﻌﺮوا ﺑﺎﻻﻧﺘﻤــﺎء ﳌﺼــﺮ و ﻻ ﻟﻠﺒــﻼد‬ ‫اﻟﱵ ﺳﺎﻓﺮوا ﳍﺎ ﻫﺬا إذا ﺗﻘﺒﻠﺘﻬﻢ ﻫﺬﻩ اﻟﺒﻼد و ﱂ ﺗﻠﻔﻈﻬﻢ‬ ‫ﻟﻜﻮﻢ ﻋﺮب أو ﻣﺴﻠﻤﲔ؟ أﻛﻮن ﰱ ﻏﺮﺑﺔ ﺳﻮاء ﻋﺪت‬


‫ﺧﻮاﻃﺮ و اراء‬ ‫ﳌﺼﺮ أم ﱂ أﻋﺪ؟ أﺳــﺌﻠﺔ ﻛﺜﲑة ﺗﺪور ﰱ ذﻫﲏ ﺑﻌﺪ اﻻﻧﺘﻬﺎء‬ ‫ﻣــﻦ ﻫــﺬﻩ اﻟﺮواﻳــﺔ و ﻟﻜــﻦ أﳘﻬــﺎ ﳌــﺎذا أرﻳــﺪ أن أﺳــﺎﻓﺮ؟ ﳌــﺎذا‬ ‫ﺣﻘﻴﻘــﺔ أرﻳــﺪ اﳋــﺮوج؟ و ﻫــﻞ إذا ﻣــﺎ ﺳــﺎﻓﺮت و ﰱ ﻇــﻞ‬ ‫اﻟﻈــﺮوف اﻟﺮاﻫﻨــﺔ و ﺑﻌــﺪ اﻟﺜــﻮرة اﻟﺮاﺋﻌــﺔ اﻟــﱵ أﺛﺒﺘــﺖ اﻧﻨــﺎ‬ ‫ﻧﺴــﺘﻄﻴﻊ إذا أردﻧــﺎ ﺑﻘــﻮة ﻫــﻞ أﻛــﻮن ﻣﺘﺨﺎذﻟــﺔ ؟ ﻫــﻞ أﻛــﻮن‬ ‫ﻛﻤــﻦ ﺑــﺎع اﻟﻘﻀﻴــﺔ و اﻷرض ؟ ﻫــﻞ اﺷــﻌﺮ ﺑﺮاﺣــﺔ ﺿﻤــﲑ‬ ‫أم اﺷــﻌﺮ ﺑﺎﻟﺬﻧــﺐ؟ اﻟﻐﺮﻳــﺐ أﻧــﲏ وﻗﻔــﺖ ﻋﺎﺟــﺰة أﻣــﺎم ﻫــﺬﻩ‬ ‫اﻷﺳــﺌﻠﺔ ﻋﺠــﺰت ﻋــﻦ ان أﺟﻴﺒﻬــﺎ إﺟﺎﺑــﺔ ﺷــﺎﻓﻴﺔ أﻣــﺎ اﻷﻏــﺮب‬ ‫أﻧــﲏ ﱂ أﺳــﺘﻄﻊ ﺣــﱴ أن أﺟﻴــﺐ ﻋﻠــﻰ أﺑﺴــﻂ ﺳـﺆال ﳑﻜــﻦ‬ ‫ﻫــﻞ أرﻳــﺪ ﺣﻘــﺎ أن أﺳــﺎﻓﺮ؟؟؟؟؟؟؟؟؟؟؟؟؟؟؟‬ ‫ﺃﻣﻞ ﻟﻄﻔﻲ‬

‫‪ | ٢٤‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﳌﺤﺎت أدﺑﻴﺔ‬

‫ﻗﺼﻴﺪة‬ ‫رﺳﺎﻟﺔ اﳉﺎﻣﻌﺔ اﳌﺼﺮﻳﺔ اﻟﻴﺎﺑﺎﻧﻴﺔ‬ ‫ﺗﺄﻟﻴﻒ وإﻟﻘﺎء‪ :‬ﻋﻠﻰ ﻧﺎﺻﺮ ﻋﺒﺪ ﺍﷲ‬ ‫اﻟﻌﻠﻢ ﻣﺎءٌ ﳚﺮى‬ ‫ﻳﺎ ﻣﻦ ﺗَ ُـﺮ ُ‬ ‫وم ٍاﻟﻌـﻠ َـﻢ ﺗﻘـﻄـﻒ َزْﻫَﺮﻩُ *** أﺧﻠﺺ ﻓﻠﻴﺲ َ‬ ‫وارﻛﺾ ﺑﻌﺰم ﰱ ﺻﻌﺎب دروﺑﻪ *** ﻓﺎﻟﻌـﻠـﻢ ﻋـﱠﺰ ﻋﻦ اﻟﻨﻮال اﻟﺴ ِ‬ ‫ـﻬﻞ‬ ‫ﻗـﺎل اﻟـﻨـﺒـﻰ ُﻣ َـﻌـﻠـﻤـﺎً ﺑـﺤــﺪﻳ ـﺜ ِـﻪ *** أﻫﻞ اﻟﺼﺪارِة ﻋـﱪ ﻣـﺮ اﻟـﺪﻫـ ِﺮ‬ ‫ﺼﺔ *** ﻛـﻌـﺰﻳـﺰ ٍ‬ ‫ﻗﻮم ﰱ ِﺳـﻤ ِ‬ ‫ﲰﺖ اﻟﻌﻠﻮم ﻋﻦ اﻟﻨﻮال ﺑﺮﺧ ٍ‬ ‫ـﺎت اﻟـﺒﺪ ِر‬ ‫ُْ‬ ‫أﻋﻄﺎك ﺑﻌﻀﺎً ﻣﻨـﻪ ﺑـﻌـﺪ اﻟﻌـﻤـ ِﺮ‬ ‫ﻓﻠﺌﻦ وﻫﺒﺖ اﻟﻌﻠﻢ ﻛـُﻠﱠـﻚ ﺟـﺎﻫـﺪاً ***‬ ‫َ‬ ‫وﻟﺌﻦ َِﲞ ْﻠﺖ ﺑﺒﻌﺾ ﺟﻬﺪك ﻣﺜﻘﻼً *** ﺑﺎﳌﺸﻜـﻼت وﻣـﻐـﺮﻳ ِ‬ ‫ـﺎت اﻟـﺪﻫـ ِﺮ‬ ‫َ‬ ‫ُ‬ ‫ُ‬ ‫ُ‬ ‫ِ‬ ‫ِ‬ ‫ﱂ ﻳـﻌ ِ‬ ‫ِ‬ ‫ـﺪوت ﺻـ ْﻔَﺮ اﻟﺒﺎدﻳﺎت اﳊُ ْﻤـ ِﺮ‬ ‫ﻏ‬ ‫و‬ ‫***‬ ‫ـﺎرﻩ‬ ‫ﻤ‬ ‫ـ‬ ‫ﺛ‬ ‫ـﺰ‬ ‫ﻳ‬ ‫ﺰ‬ ‫ـ‬ ‫ﻌ‬ ‫ـ‬ ‫ﻟ‬ ‫ا‬ ‫اﻟﻌﻠﻢ‬ ‫ﻚ‬ ‫ﻄ‬ ‫َ‬ ‫ُْ‬ ‫ُ‬ ‫ﻳـﺎ أﻫﻞ إﳚﺴﺖ اﻟﻜـﺮِام ﺗﺴﺎﺑﻘﻮا *** وﺗـﻨـﺎﻓـﺴـﻮا ﻗ ـﻤ َـﻢ اﻟـﺠﺒـﺎل اﻟـﻐُـﱢﺮ‬ ‫ﳓَﱡﻮاْ اﻟﻌﻮاﺋﻖ واﳌﺸﺎﻛﻞ ﺟﺎﻧـﺒـﺎً *** ﻓـﺎﻟـﻴـﺴـﺮ ٍ‬ ‫آت ﺑـﻌـﺪ ﻃـﻮل اﻟﻌـﺴـ ِﺮ‬ ‫َ‬ ‫ُ‬ ‫ُ ُ‬ ‫َ‬ ‫وﻟﺌﻦ ﺗﺒﺎرى اﻟﻠﻴﻞ ﻓﺎﺻﺪع ﺑﺎﲰﺎً *** ﻣﺎ ﺑﻌﺪ ﻃﻮﻟَﻚ ﻏـﻴـﺮ ﻧـﻮِر اﻟﻔـﺠـ ِﺮ‬ ‫وﻟﻘﺪ ﺳﺌِﻠﺖ ﻋﻦ اﻟﺪر ِ‬ ‫اﺳﺔ ﻫﻬـﻨـﺎ *** وﻋﻦ اﻹﻋـﺎرة ﰱ ﻧـﻮاﺣـﻰ اﻟـﺒﱠـ ِﺮ‬ ‫ُ ُ‬ ‫ِ‬ ‫اﻟﻮﻃ َـﻦ اﻟﻐﺮﻳ َـﻖ …ـَﺠـ ِﺮ‬ ‫ُ‬ ‫ﻓﺄﺟﺒﺖ ﺣﺘﻤﺎً ﻟﻴﺲ ﻋﺰﻣﺎً ﻣﺮﺿﻴﺎً *** أن ﻧَﻔﺠﻊ َ‬ ‫ِﻷَﻧ ِ‬ ‫ﺿ ِـﻤ َـﻦ اﻹﻟـﻪُ ﻧَـﻮاﻟُـﻪُ *** ﻓﺎﷲ ﻳﺮزق ﰱ ﺑـﻄـﻮن اﻟـﺼـﺨـﺮ‬ ‫ـﺎل ﻣـﺎ َ‬ ‫واﻟـﻌﻠـﻢ ﰱ ﺑـﻠـﺪى ﻗـﺪﻳـﻢ ﻋﻬﺪﻩ *** ﺗُـﺜـﻨـﻰ ﻋـﻠـﻴـﻪ اﻟـﻌﺎﻟـﻤـﻴـﻦ ﺑـﺨـﻴـ ِﺮ‬ ‫ِ‬ ‫ودﻧﺎ *** َﺳﺒﻘﻮا ْاﻷواﺋِ َﻞ ﰱ َﲰَ ِﺎء اﻟﻔـﺨـ ِﺮ‬ ‫ﻓﺄُوﱃ اﳊﻀﺎرة واﻟﻔﻨﻮن ُﺟ ُﺪ ُ‬ ‫اﻷرض اﻟﺘﱠﻠِﻴ ِ‬ ‫ِ‬ ‫ﰱ ﻫﺬﻩ‬ ‫ـﺪة ﻗـ ْﺪ ﺑَـﻨَ ْـﻮ *** أﻫـﺮ َام ِﻋـﱢﺰ ﻓـﻰ ِﺿـﻔـﺎف اﻟﻨـﱠْﻬ ِﺮ‬ ‫وﺑـﻨـﻮ ﺻﺮوح اﻟﻌﻠﻢ أ َْﻋﺠﺰ ِﺳـﱡﺮﻩ *** أﻫﻞ اﻟﺘﻘﺪم ﰱ ﺣ ِ‬ ‫ـﺪﻳﺚ اﻟﻌـﺼـ ِﺮ‬ ‫ََ ُ‬ ‫َ َْ ُ ُ َ‬ ‫َْ‬ ‫ﻫﻞ ﻳـﻌ ِ‬ ‫ِ‬ ‫اﻷﺣﻔﺎد‬ ‫ﺰ‬ ‫ﺠ‬ ‫ﺞ ُﺟ ُﺪودﻫﻢ *** ﻻ واﻟﺬى رﻓـﻊ اﻟـﺴﻤـﺎءَ ﺑِـ َﻘـ ْﺪ ِر‬ ‫ْ ُْ ُ‬ ‫َ َ‬

‫‪ | ٢٥‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﳌﺤﺎت أدﺑﻴﺔ‬

‫ﻧﺴﻴﺞ ُﻣﻐﺮى‬ ‫ﻀ ِـﻔـﻰ ﻗـُﺮﺑَ ُـﻬـﻢ *** ﻃـَْﻮَر اﻟـﺘﱠﻘﺪم ﰱ ٍ‬ ‫وﻫﻨﺎ اﻟﻴﺒﺎﻧﻴﻮن ﻳُ ْ‬ ‫ُ‬ ‫َﲨﻊ اﻷﺻﺎﻟﺔَ واﻟـﻌـﺮاﻗﺔَ ِﻋـْﻨﺪﻧﺎ *** وﻛﺬا اﳊﻤﺎﺳﺔ واﻟﺮﻗِﻰ ِ‬ ‫اﻟﻔ ْﻜ ِﺮى‬ ‫ُﱠ‬ ‫ََ‬ ‫ف ﲰﺘﻬﻢ *** ﻫﻢ ﻋـﻠﻤﻮﻧﺎ اﻟﻨـﺼﺮ ﺑـﻌﺪ اﻟﺼ ِﱪ‬ ‫ُﺷﺮﻛﺎؤﻧﺎ ﺑﺎﻟﺒِ ْﺸ ِﺮ ﻳـُْﻌَﺮ ُ‬ ‫ـﺤـﻮ اﻟـﺘﱠـﻘ ِ‬ ‫ﻓَـﺒِ‬ ‫ِ‬ ‫***‬ ‫ﺎ‬ ‫ﻨ‬ ‫ـ‬ ‫ﻧ‬ ‫ﺄ‬ ‫ﺷ‬ ‫ﻠﻮ‬ ‫ﻌ‬ ‫ـ‬ ‫ﻳ‬ ‫ـﻨﻴﻞ‬ ‫ﻟ‬ ‫ا‬ ‫ﺎب‬ ‫ـﺒ‬ ‫ﺷ‬ ‫ـﻬﻢ‬ ‫ﻧ‬ ‫ـﺪم واﻟﻌُـﻼ واﻟــﻨﺼ ِﺮ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫َ‬ ‫ْ‬ ‫ْ‬ ‫َ‬ ‫َ‬ ‫ُ‬ ‫َ‬ ‫َ‬ ‫ﺑِـﻘﻴـﺎد ٍة ﻣـﻦ ﺻ ٍ‬ ‫ـﻔﻮة ِﻣـﺼـﺮﻳ ٍـﺔ *** ﻣـﻦ ِ‬ ‫ـﻴﻞ اﻟﻨﺼﺮ‬ ‫ﺟ‬ ‫اد‬ ‫و‬ ‫ـﺮ‬ ‫ﻟ‬ ‫ا‬ ‫ـﺮة‬ ‫ﻴ‬ ‫ـ‬ ‫ﺧ‬ ‫َ‬ ‫ُ‬ ‫َب واﳌﻌـﻠِ‬ ‫ﺑﺮﻋﺎﻳﺔ اﻷ ِ‬ ‫ِ‬ ‫ُ‬ ‫***‬ ‫ﺎ‬ ‫ـ‬ ‫ﻤ‬ ‫ـ‬ ‫ﺋ‬ ‫دا‬ ‫ﻢ‬ ‫ـ‬ ‫ـﺘﻮر )أﺣـﻤ ْﺪ َﺧ ِﲑى(‬ ‫ﻛ‬ ‫ـﺪ‬ ‫ﻟ‬ ‫ا‬ ‫ـﺎ‬ ‫ﻧ‬ ‫ذ‬ ‫ـﺘﺎ‬ ‫ﺳ‬ ‫أ‬ ‫ُ‬ ‫ً‬ ‫َ‬ ‫ُ‬ ‫ﺳﺘُـﻀـﺊ أرﺟﺎء ُاﻟﺒﻼد ﻃَﻠِﻴﻌﺔٌ *** ﻣﻦ ِ‬ ‫ـﲑِة اﻟـﻄﻼب أﻫ ُـﻞ اﻟـﻔـﻜـ ِﺮ‬ ‫ﺧ‬ ‫َ‬ ‫َ ُ‬ ‫َ‬ ‫وﻳﺼﻮُﻢ *** وﻳـَ ِﺰﻳ ُـﺪ ُﻫ ْـﻢ ﺑـﺎﻟـﻌـﻠـﻢ ﺛـ ﱠﻢ اﻟ ـﺼـﺒـ ِﺮ‬ ‫اﷲ ﻛـﻠﱠ َـﻞ ُﺟ ْـﻬ َﺪ ُﻫ ْـﻢ ُ‬ ‫ـﺎق ﺑِـ َﻘ ـ ْﺪ ِر‬ ‫ﱠﱮ إِ َﻣ ُﺎﻣﻨَﺎ *** ﻣـ ْـﻦ َﻋـﻠﱠ َـﻢ اﻟـ ﱡﺪﻧـﻴـﺎ و ﻓَ َ‬ ‫ﰒ اﻟﺼﻼةُ ﻋﻠﻰ اﻟﻨ ﱢ‬ ‫ﻛﺘﺒﺖ واﻟﻘﻴﺖ ﲝﻤﺪ اﷲ ﺗﻌﺎﱃ ﰱ ﻳﻮم اﻷرﺑﻌﺎء اﳌﻮاﻓﻖ ‪٢٠١٣/٤/٣‬‬ ‫ﰱ ﺣﻔﻞ اﻟﻐﺪاء اﻷﺳﺮى ﻷﺑﻨﺎء اﳉﺎﻣﻌﺔ اﳌﺼﺮﻳﺔ اﻟﻴﺎﺑﺎﻧﻴﺔ‬ ‫ﲝﻀﻮر اﻟﺪﻛﺘﻮر‪ /‬ﻳﺴﺮى اﳉﻤﻞ رﺋﻴﺲ ﳎﻠﺲ أﻣﻨﺎء اﳉﺎﻣﻌﺔ‬ ‫واﻷﺳﺘﺎذ اﻟﺪﻛﺘﻮر‪ /‬أﲪﺪ …ﺎء اﻟﺪﻳﻦ ﺧﲑى رﺋﻴﺲ اﳉﺎﻣﻌﺔ‬ ‫وأﻋﻀﺎء ﻫﻴﺌﺔ اﻟﺘﺪرﻳﺲ واﻟﺪارﺳﲔ ﺑﺎﳉﺎﻣﻌﺔ‬

‫‪ | ٢٦‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﳌﺤﺎت أدﺑﻴﺔ‬

‫ﻗﻔﺎز وﻣﻌﻄﻒ‬ ‫أﻃﻠــﺖ ﺑﺮأﺳــﻬﺎ ﺧــﺎرج ﻧﺎﻓــﺬة ﺣﺠﺮــﺎ ﲝــﺬر ﺗﺮﻳــﺪ أن ﺗــﺮى‬ ‫اﻷﻣﻄﺎر اﻟﱵ ﻟﻄﺎﳌﺎ أﺣﺒﺖ أن ﺗﺘﺎﺑﻊ ﻗﻄﺮاﺎ ﺗﺴﻘﻂ ﰲ ﺗﻨﺎﻏﻢ‬ ‫ﻣﺜﲑ‪ .‬و ﻛﺄن اﳌﻄﺮ ﻛﺎن ﻳﺪﻋﻮﻫﺎ ﻋﻠﻰ أﺳــﺘﺤﻴﺎء ﺑﺄن ﺗﺸــﺎﻫﺪﻩ‬ ‫ﻓﺄرﺳــﻞ ﳍــﺎ دﻋــﻮة رﻗﻴﻘــﺔ ﻣــﻦ ﻧﻘــﺮ ﺧﻔﻴــﻒ ﻋﻠــﻰ زﺟــﺎج ﺷــﺮﻓﺘﻬﺎ‪.‬‬ ‫ﺗﺬﻛــﺮت ﺗﻠــﻚ اﻷﻳــﺎم اﻟــﱴ ﻟﻄﺎﳌــﺎ أﺣﺒــﺖ أن ﺗﺮﻛــﺾ ﲢــﺖ اﳌﻄــﺮ‬ ‫ﻣﻌــﻪ ‪ ,‬وﻗــﺖ ﻛﺎن ﻳﺼﻨــﻊ ﻣــﻦ ﻣﻌﻄﻔــﻪ درع واق ﻳﻘﻴﻬــﻢ ﻣــﻦ‬ ‫ﻗﻄ ـﺮات اﳌﻄــﺮ اﻟــﱴ أﺑــﺪاَ ﱂ ﻳﺸــﻌﺮوا ﺑﱪودــﺎ‪ .‬ﻛﺎﻧ ـﻮا ﻳﻌﺸــﻘﻮن‬ ‫اﳌﻄــﺮ ﻷﻧــﻪ ﻳﺴــﻤﺢ ﳍــﻢ ﺑــﺄن ﺗﻘــﱰب أﺟﺴــﺎدﻫﻢ ﲢــﺖ اﳌﻌﻄــﻒ‬ ‫ﻓﻴﺸــﻌﺮون ﺑــﺪفء أﻧﻔﺎﺳــﻬﻢ ﻓﻴﻀﺤﻜــﻮن وﻳﺮﻛﻀــﻮن‪ .‬ﺗﻘــﻮل‬ ‫ﻟﻨﻔﺴــﻬﺎ ﳏﺎوﻟــﺔ أن ﺗﺴــﻜﺖ أﺻـﻮات ذﻛﺮﻳﺎــﺎ ﻣﻌــﻪ »وﻟﻜﻨﻨــﺎ‬ ‫ﱂ ﻧﻌــﺪ ﺣﺒﻴﺒــﲔ«‪ .‬ﺷــﻌﺮت ﺑــﺄﱂ ﰱ ﻗﻠﺒﻬــﺎ وﳍﻴــﺐ ﻣــﻦ ﻧــﺎر ﰱ‬ ‫ﺻﺪرﻫــﺎ ﺗﺼﻌــﺪ أﻟﺴــﻨﺘﻪ ﻛﻠﻤــﺎ ﺗﺬﻛﺮﺗــﻪ أو ﻛﻠﻤــﺎ ﺷــﺎﻫﺪت ﺗﻠــﻚ‬ ‫اﻟﻘﻄـﺮات اﻟﺼﻐــﲑة اﳌﺘﺴــﺎﻗﻄﺔ ﻋﻠــﻰ ﻧﺎﻓﺬــﺎ‪..‬‬ ‫أﺳــﺮﻋﺖ ﺑﺈﻏــﻼق ﺗﻠــﻚ اﻟﻨﺎﻓــﺬة وﻛﺄﳕــﺎ ﺗﻐﻠــﻖ ﻧﺎﻓــﺬﻩ ذﻛﺮﻳﺎــﺎ‬ ‫ﻣﻌــﻪ ﻓﻬــﻢ ﱂ ﻳﻌــﻮدوا ﺣﺒﻴﺒــﲔ ﺑﻌــﺪ اﻷن ﺣــﱴ ﺗﺘﺬﻛــﺮﻩ ﻓﻘــﺪ‬ ‫أﻓﱰﻗﻮا ﻣﻨﺬ زﻣﻦ ﺑﻌﻴﺪ »ﳌﺎذا ﻳﺄﰐ ﻋﻠﻰ ﺑﺎﳍﺎ ذﻛﺮاﻩ إذن؟؟ ‪ ,‬ﳌﺎذا ﻻ ﺗﺴــﺘﻄﻴﻊ أن ﺗﻨﺴــﺎﻩ؟؟« ﻋﻘﺪت اﻟﻌﺰم أن ﺗﻨﺰل ﻟﻜﻲ ﺗﺘﺴــﻮق‬ ‫ﰱ ﻫــﺬا اﻟﻮﻗــﺖ!! ﻧﻌــﻢ ﰲ ﻫــﺬا اﻟﻮﻗــﺖ‪ .‬ﻷــﺎ ﻛﺎﻧــﺖ ﺗــﺮى ﺑــﻪ أﻧﺴــﺐ وﻗــﺖ ﻟﻠﺸـﺮاء ﺣﻴــﺚ ﲣﻠــﻮ اﻟﺸـﻮارع ﻣــﻦ اﳌــﺎرة واﻟﺴــﻴﺎرات‬ ‫واﻟﺰﺣــﺎم‪ ..‬ارﺗــﺪت أﻓﻀــﻞ ﺛﻴﺎ…ــﺎ ﻋﻠــﻰ أﻣــﻞ أن ﺗﻠﻘــﺎﻩ ﻓﻤــﺎ زال ﻫــﺬا اﻷﻣــﻞ اﻟﺴــﺎﻛﻦ ﰲ ﻗﻠﺒﻬــﺎ ﻳــﺄﰉ أن ﻳﻐــﺎدرﻩ ﳑﻨﻴ ـﺎً إﻳﺎﻫــﺎ ﺑﺄــﺎ‬ ‫ﺣﺘﻤــﺎ ﻳﻮﻣ ـﺎً ﻣــﺎ ﺳــﺘﻠﻘﺎﻩ‪.‬‬ ‫ﻧﺰﻟــﺖ إﱃ اﻟﺸــﺎرع ‪ ,‬وﻣــﺎ إن وﻃــﺄت أﻗﺪاﻣﻬــﺎ أرﺿــﻪ وﺻﺎﻓﺤــﺖ ﻧﺴــﻤﺎت اﳍ ـﻮاء اﻟﺒــﺎرد ﻣﻼﻣــﺢ وﺟﻬﻬــﺎ ﺣــﱴ ﺷــﻌﺮت ﺑﺄــﺎ ﰱ‬ ‫ﺣﺎﺟــﻪ إﻟﻴــﻪ ‪ -‬ﻧﻌــﻢ ‪ -‬ﰲ ﺣﺎﺟــﻪ إﻟﻴــﻪ ﻫــﻮ ﻟﻜــﻰ ﻳﻌﻴــﺪ اﻟﺪﻓــﺊ إﱃ ﻗﻠﺒﻬــﺎ ﺑﻌــﺪ أن ﻋﺼﻔــﺖ ﺑــﻪ رﻳــﺎح ﻣــﻦ ﺷــﺘﺎء ﻗــﺎرص‪ .‬وﺑﻌــﺪ‬ ‫ﳊﻈــﺎت ﺣﺎوﻟــﺖ أن ﺗﺼﺮﻓــﻪ ﻋــﻦ ﻓﻜﺮﻫــﺎ ﻓﻘﺼــﺪت ﻫــﺬا اﶈــﻞ وﳏــﻞ أﺧــﺮ وﻟﻜﻨــﻪ ﻣــﺎزال ﻳﻠــﻮح ﳍــﺎ ﺑﺬﻛ ـﺮاﻩ ﻣــﻦ ﺑﻌﻴــﺪ ﻛﻤﺴــﺎﻓﺮ‬ ‫ﻋﻠــﻰ ﳏﻄــﻪ ﻗﻄــﺎر‪ .‬ﺷــﻌﺮت ﺑــﺄن ﻳﺪﻳﻬــﺎ ﺗــﻜﺎد أن ﺗﺘﺠﻤــﺪ ﻓﺘﺬﻛــﺮت ﺑﺄــﺎ ﻛﺎﻧــﺖ ﺗــﺪع ﻛﻔــﻪ ﳛﻤــﻞ ﻛﻔﻬــﺎ وأﺻﺎﺑﻌــﻪ ﺗﺘﺨــﻞ أﺻﺎﺑﻌﻬــﺎ‬ ‫وأﻧﺎﻣﻠــﻪ ﺗﻼﻣــﺲ أﻧﺎﻣﻠﻬــﺎ ﻣﺘﺪﺛﺮﻳــﻦ ﰱ ﺟﻴــﺐ ﻣﻌﻄﻔــﻪ ﻛﻠﻤــﺎ ﺷــﻌﺮت ﺑﺎﻟــﱪد‪ .‬ﻛﺎﻧــﺖ أﻧﺎﻣﻠــﻪ ﺗﻌﺸــﻖ ﻣﻨﺎﺟــﺎة أﻧﺎﻣﻠﻬــﺎ و أﺻﺎﺑﻌــﻪ ﺗﻌﺸــﻖ‬ ‫أن ﲢﻀــﻦ أﺻﺎﺑﻌﻬــﺎ وﺗﻨﺎﻣــﺎ ﻣﻌ ـﺎً ﰱ ﺟﻴــﺐ ﻣﻌﻄﻔــﻪ ﻣﺘﺤﺎﺑــﲔ ﻳﺘﻜﻠﻤــﻮن دون ﻛﻠﻤــﺎت ﻳﺘﻬﺎﻣﺴــﻮن دون ﺻــﻮت ﺑﻌﻴــﺪاَ ﻋــﻦ أﻋــﲔ‬ ‫اﻟﻨــﺎس واﳌــﺎرة‪ .‬داﺋﻤ ـﺎً ﻣــﺎ ﻛﺎن ﻳﻨــﺰع ﻗﻔــﺎزﻩ وﻳﻌﻄﻴــﻪ ﳍــﺎ ﻟﱰﺗﺪﻳــﻪ ﰱ ﻳﺪﻫــﺎ اﻷﺧــﺮى وﻳﻨــﺰع ﻋﻨــﻪ ﻛﻮﻓﻴﺘــﻪ ﻟﻴﻄــﻮق ﺑــﻪ ﻋﻨﻘﻬــﺎ‪ .‬ﱂ ﺗﻜــﻦ‬ ‫ﺗــﺄﰐ ﺑﻘﻔﺎزﻫــﺎ و ﻛﻮﻓﻴﺘﻬــﺎ رﻏﺒــﺔ ﻣﻨﻬــﺎ أن ﺗﺸــﻌﺮ ﺑــﺪفء ﺣﻨﺎﻧــﻪ اﻟــﺬي ﳝﻨﺤﻬــﺎ إﻳــﺎﻩ و اﻟــﺬي ﻫــﻮ أﻛﺜــﺮ دﻓﺌـﺎَ ﻣــﻦ ذﻟــﻚ اﻟــﺬي ﳝﻨﺤــﻪ‬ ‫ﳍــﺎ ﻗﻔــﺎز وﻛﻮﻓﻴــﻪ ﻣــﻦ اﻟﺼــﻮف‪ .‬أﺧــﺬت ﺗــﺮدد ﰲ ﻧﻔﺴــﻬﺎ ﻛﺄــﺎ ﺗﺰﺟﺮﻫــﺎ وﺗﻨﻬﺎﻫــﺎ ﻋــﻦ اﻟﺘﻔﻜــﲑ ﺑــﻪ »وﻟﻜﻨﻨــﺎ ﱂ ﻧﻌــﺪ ﺣﺒﻴﺒــﲔ ﺣــﱴ‬ ‫ﺗﺘﺬﻛﺮﻳــﻦ ﻛﻞ ﻫــﺬا‪ .‬ﳌــﺎذا ﺗﻌﺬﺑﻴﻨــﲏ ﺑﺬﻛ ـﺮاﻩ؟؟«‬ ‫‪ | ٢٧‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﳌﺤﺎت أدﺑﻴﺔ‬ ‫ﻧﻈــﺮت إﱃ ﺑﻌﻴــﺪ ﻓﻮﺟــﺪت اﶈــﻞ اﻟــﺬى ﻟﻄﺎﳌــﺎ اﺑﺘــﺎع ﳍــﺎ ﻣﻨــﻪ ﻛﻮﻓﻴــﺎت وﻗﺒﻌــﺎت ﻣــﻦ اﻟﺼــﻮف ﻓــﻜﺎن ﻣﻮﻟــﻊ …ــﻢ ﻓﺄﻫﺪاﻫــﺎ اﻟﻜﺜــﲑ‬ ‫ﻣﻨﻬــﻢ ‪ ..‬ﺷــﻌﺮت ﺑﺎﳊﻨــﲔ ﻳــﺪق ﻗﻠﺒﻬــﺎ وأﺧــﺬ ﻳﺴــﻴﻄﺮ ﻋﻠــﻰ ﺧﻄﻮاــﺎ وﻳﺄﻣﺮﻫــﺎ أن ﲣﻄــﻮ ﻧﺎﺣﻴﺘــﻪ‪ .‬ﺷــﻌﺮت ﺑﺄــﺎ ﺗﺮﻳــﺪ أن ﺗﻨﻈــﺮ ﻓﻘــﻂ‬ ‫إﱃ ﻧﺎﻓﺬﺗــﻪ ﻟﻌﻠﻬــﺎ ﲡــﺪﻩ وﺗﺒﺤــﺚ ﻋﻨــﻪ ﺑﻌﻴﻮــﺎ آﻣﻠــﺔ ﰲ أن ﲡــﺪﻩ ‪» ..‬ﻫــﻞ ﻣــﻦ اﳌﻤﻜــﻦ أن ﲡــﺪﻩ؟؟«‪ .‬ﲤﻠﻜﺘﻬــﺎ ﺗﻠــﻚ اﻟﺮﻏﺒــﻪ ﰱ‬ ‫أن ﲡــﺪﻩ ﻫﻨــﺎك ﰲ ﳏــﻞ اﻟﺬﻛﺮﻳــﺎت ‪ ,‬ﻫﻜــﺬا أﲰﺘــﻪ‪ .‬اﺳــﺘﺠﺎﺑﺖ إﱃ رﻏﺒــﺎت ﻗﻠﺒﻬــﺎ اﳌﺸــﺘﺎق وأﺧــﺬت ﺗﻘــﱰب ﰱ ﺧﻄـﻮات ﺳـﺮﻳﻌﺔ‬ ‫ﻣــﻦ واﺟﻬــﺔ اﶈــﻞ ﰒ زﺟﺮﻫــﺎ ﻋﻘﻠﻬــﺎ ﺑــﺄن ﺗﺘﻤﻬــﻞ ﰱ ﺗﻠــﻚ اﳋﻄـﻮات ﻟﺮﲟــﺎ ﲡــﺪﻩ »ﻣــﺎذا ﺳــﻴﻘﻮل ﻋﻨﻬــﺎ أن ﺷــﺎﻫﺪﻫﺎ ﺗﺄﺗــﻰ إﱃ ذﻛـﺮاﻩ‬ ‫ﻣﺴــﺮﻋﺔ« ﲤﻬﻠــﺖ ﺧﻄـﻮات أﻗﺪاﻣﻬــﺎ وﻟﻜــﻦ دﻗــﺎت ﻗﻠﺒﻬــﺎ ﱂ ﺗﺘﻤﻬــﻞ ‪ .‬ﻧﻈــﺮت ﻣــﻦ اﻟﺰﺟــﺎج ﻓﻮﺟﺪﺗــﻪ »ﻳــﺎ إﳍــﻰ أﻳﻌﻘــﻞ أن ﻳﻜــﻮن‬ ‫ﻫــﻮ!!«‪ .‬أﺳــﺮﻋﺖ دﻗــﺎت ﻗﻠﺒﻬــﺎ ‪ ,‬ــﺪج ﺻﺪرﻫــﺎ‪ ,‬و إرﺗﻌﺸــﺖ اﺑﺘﺴــﺎﻣﺘﻬﺎ ﻓــﻮق ﺷــﻔﺘﻴﻬﺎ‪ ..‬ﱂ ﺗﺴــﺘﻄﻊ أن ﲤﺴــﻚ ﺑﺎﻟﺒــﺎب ﻟﺘﺪﻓﻌــﻪ‬ ‫ﻟﺘﺪﺧــﻞ إﻟﻴــﻪ ﳌﻼﻗﺎﺗــﻪ ‪ ,‬ﳚــﺐ أن ﻳﺮاﻫــﺎ ﻫــﻮ أوﻻَ‪.‬‬ ‫وﻗﻔــﺖ ﲜﺎﻧــﺐ اﶈــﻞ ﺗﻨﺘﻈــﺮ ﺧﺮوﺟــﻪ‪ .‬ﳊﻈــﺎت وﲰﻌــﺖ اﻟﺒــﺎب ﻳﻔﺘــﺢ‪ .‬أﺳــﺮﻋﺖ ﺧﻄﻮاــﺎ ودﻗــﺎت ﻗﻠﺒﻬــﺎ أﻳﻀـﺎً وﻟﻜﻨﻬــﺎ ﺗﻮﻗﻔــﺖ‬ ‫ﻧﻌــﻢ ﺗﻮﻗﻔــﺖ ﺣــﲔ ﺷــﺎﻫﺪﺗﻪ ﳜــﺮج ﻣــﻊ أﺧــﺮى ﺗﻀــﻊ ﻳﺪﻳﻬــﺎ ﺑﺪاﺧــﻞ ﺟﻴــﺐ ﻣﻌﻄﻔــﻪ وﻛﻔﻬــﺎ اﻷﺧــﺮ ﻳﺮﺗــﺪى ﻗﻔــﺎزﻩ وﻋﻨﻘﻬــﺎ ﻣﻄــﻮق‬ ‫ﺑﻜﻮﻓﻴﺘــﻪ اﻟﺼــﻮف وﰱ ﻳﺪﻳﻬــﺎ ﺣﻘﻴﺒــﻪ ﲢﻤــﻞ أﺳــﻢ اﶈــﻞ‪ .‬ﻋﻠــﺖ ﺷــﻔﺘﻴﻬﺎ اﺑﺘﺴــﺎﻣﻪ ﺣﺰﻳﻨــﺔ ﺣــﲔ رأــﻢ ﻳﺮﻛﻀــﻮن ﲢــﺖ ﻣﻴــﺎﻩ اﳌﻄــﺮ‬ ‫وﻣﻌﻄﻔــﻪ ﻓــﻮق رؤوﺳــﻬﻢ‪ .‬اﺳــﺘﺪارت ﻗﺒــﻞ أن ﻳﺮاﻫــﺎ ‪ ,‬وﰱ داﺧﻠﻬــﺎ دوى ﺻــﻮت ﻋﻘﻠﻬــﺎ ﻗﺎﺋــﻼ ﻟﻘﻠﺒﻬــﺎ اﳌﻨﻔﻄــﺮ »أرأﻳــﺖ أﻧﻨــﺎ ﱂ ﻧﻌــﺪ‬ ‫ﺣﺒﻴﺒــﲔ ؟؟«‬ ‫ﻣﻬﺎ ﺭﺷﺎﺩ‬

‫‪ | ٢٨‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﺣﺪث ﻫﻨﺎ‬ ‫ﳉﻨﺔ اﳊﻀﺎﻧﺔ‬ ‫ﻟﻘــﺪ ﻗﺎﻣــﺖ ﺣﻀﺎﻧــﺔ اﳉﺎﻣﻌــﺔ ﺑﻨــﺎء ﻋﻠــﻲ ﺟﻬــﻮد ذاﺗﻴــﺔ ﻣــﻦ اﻟﺰﻣﻴــﻼت و‬ ‫اﻟﺰﻣــﻼء ﺑﺎﻹﺿﺎﻓــﺔ ﻟﺪﻋــﻢ اﳉﺎﻣﻌــﺔ ﳍــﻢ ﺑﺘﻮﻓــﲑ اﳌــﻜﺎن‪ .‬ﺑــﺪأت اﳊﻀﺎﻧــﺔ‬ ‫اﻟﻌﻤــﻞ ﰲ ﻳﻨﺎﻳــﺮ ‪ ٢٠١٢‬ﺑﺈﲨــﺎﱄ أرﺑﻌــﺔ أﻃﻔــﺎل‪ .‬وﺻــﻞ اﻟﻌــﺪد اﻷن‬ ‫إﱄ ‪ ١٨‬ﻃﻔــﻞ ﻏــﲑ أرﺑﻌــﺔ أﻃﻔــﺎل أﻋﻤﺎرﻫــﻢ أﻗــﻞ ﻣــﻦ ﻋــﺎم واﺣــﺪ‪ .‬و ﻻ‬ ‫ﺗ ـﺰال إﱄ اﻷن اﳊﻀﺎﻧــﺔ ﺗــﺪار ﻋــﻦ ﻃﺮﻳــﻖ اﻟﺰﻣــﻼء اﳌﺘﻄﻮﻋــﲔ ﻹدارــﺎ‬ ‫ﺑﺎﻟﻜﺎﻣــﻞ إدارﻳــﺎ و ﻣﺎﻟﻴ ـﺎً‪.‬‬ ‫و ﺣﻴــﺚ أن اﳊﻀﺎﻧــﺔ أﺻﺒﺤــﺖ ﻛﻴــﺎن ﻳﻌﻴــﺶ ﻓﻴــﻪ أﻃﻔﺎﻟﻨــﺎ ﺟــﺰء‬ ‫ﻛﺒــﲑ ﻣــﻦ ﻳﻮﻣﻬــﻢ ﻓــﻜﺎن ﻻﺑــﺪ ﻣــﻦ أن ﺗﻘــﻮم اﳊﻀﺎﻧــﺔ ﺑﺘﻨﻈﻴــﻢ ﺣــﺪث‬ ‫اﺟﺘﻤﺎﻋــﻲ ﻳﻠﺘــﻒ ﺣﻮﻟــﻪ ﻛﻞ اﳌﻘﻴﻤــﲔ ﺑﺎﳌﺪﻳﻨــﺔ اﳉﺎﻣﻌﻴــﺔ ﺧﺎﺻــﺔ ﻣــﻦ‬ ‫ﻳﺸــﱰك أﻃﻔﺎﳍــﻢ ﰲ اﳊﻀﺎﻧــﺔ‪.‬‬ ‫ﻗﺎﻣــﺖ ﺣﻀﺎﻧــﺔ ﻧــﺎدي اﻟﻄﻔــﻞ اﳌﻮﺟــﻮدة داﺧــﻞ ﺣــﺮم اﳉﺎﻣﻌــﺔ ﺑﻌﻤــﻞ‬ ‫ﺣﻔــﻞ ﻳــﻮم ‪ ٣٠‬ﻣــﺎرس ‪ ٢٠١٣‬ﲝﺪﻳﻘــﺔ اﳌﺪﻳﻨــﺔ اﳉﺎﻣﻌــﺔ‪.‬‬ ‫و ﻗــﺪ ﺗﻀﻤﻨــﺖ اﳊﻔﻠــﺔ ﺑﺮﻧﺎﻣــﺞ ﺷــﻴﻖ ﻣــﻦ اﳌﺴــﺎﺑﻘﺎت و اﻟﻌــﺮوض اﳌﺴــﺮﺣﻴﺔ و اﻟﻐﻨﺎﺋﻴــﺔ ﻗــﺎم …ــﺎ أﻃﻔﺎﻟﻨــﺎ اﻟﺼﻐــﺎر ﲢــﺖ إﺷ ـﺮاف و ﺗﺪرﻳــﺐ اﳌﺪرﺳــﺎت‬ ‫اﻟﻘﺎﺋﻤــﺎت ﻋﻠــﻲ اﳊﻀﺎﻧــﺔ و ﻫــﻦ اﻷﺳــﺘﺎذة ‪ /‬ﺳــﻌﻴﺪة ﻣﺪﻳــﺮة اﳊﻀﺎﻧــﺔ و اﻷﺳــﺘﺎذة ‪ /‬ﻋﺒــﲑ و اﻷﺳــﺘﺎذة ‪ /‬آﻳــﺎت و اﻟﺴــﻴﺪة ‪ /‬ﳘــﺖ‪.‬‬ ‫ﻟﻘــﺪ ﻛﺎﻧــﺖ اﳊﻔﻠــﺔ ﻣﻜﻮﻧــﺔ ﻣــﻦ ﺟﺰﺋــﲔ ﺟــﺰء ﺷــﺎرك ﻓﻴــﻪ اﻵﺑــﺎء واﻷﻣﻬــﺎت أﻃﻔﺎﳍــﻢ ﰲ اﳌﺴــﺎﺑﻘﺎت‪ .‬ﻫــﺬﻩ اﳌﺴــﺎﺑﻘﺎت ﺷــﺎرك ﻓﻴﻬــﺎ ﺑﻨﺴــﺒﺔ أﻛــﱪ اﻵﺑــﺎء‬ ‫أﻃﻔﺎﳍــﻢ اﻟﻠﻌــﺐ و اﻻﺳــﺘﻤﺘﺎع ﺑﺎﳊﻔــﻞ‪ .‬و اﳉــﺰء اﻟﺜــﺎﱐ ﻛﺎن ﳐﺼﺼـﺎً ﻟﻸﻣﻬــﺎت و أﻃﻔﺎﳍــﻢ ﻓﻘــﻂ‪ ،‬ﳑــﺎ أﺗــﺎح ﻟﻸﻣﻬــﺎت اﻟﻔﺮﺻــﺔ ﻟﻼﺳــﺘﻤﺘﺎع ﻣــﻊ أﻃﻔﺎﳍــﻢ‬ ‫ﰲ اﳌﺴــﺎﺑﻘﺎت و اﻟﻌــﺮوض اﳌﺴــﺮﺣﻴﺔ‪.‬‬ ‫ﻗــﺎم ﻋﻠــﻲ ﺗﻘــﺪﱘ اﳊﻔــﻞ م ‪ /‬ﻋﺒــﺪاﷲ ﳏﻤــﺪ ﺳــﻌﺪ و م ‪ /‬ﻣــﺮوة ﻳﻮﺳــﻒ‪ .‬و ﺷــﺎرك ﻛﻞ اﻵﺑــﺎء و اﻷﻣﻬــﺎت ﰲ اﻟﺘﻘــﺎط اﻟﺼــﻮر اﻟﺘﺬﻛﺎرﻳــﺔ‪ .‬ﻓﻠﻬــﻢ ﲨﻴﻌــﺎ ﻣﻨــﺎ‬ ‫ﻛﻞ اﻟﺸــﻜﺮ‪ .‬و ﻧــﻮد أن ﻧﺸــﺎرﻛﻜﻢ ﺑﻌــﺾ اﻟﺼــﻮر اﻟﺘﺬﻛﺎرﻳــﺔ اﻟــﱵ ﰎ اﻟﺘﻘﺎﻃﻬــﺎ ﰲ ذﻟــﻚ اﻟﻴــﻮم‪.‬‬ ‫واﻧﺘﻈــﺮوا ﻗﺮﻳﺒــﺎ ﺣﻔــﻞ اﳊﻀﺎﻧــﺔ اﻟﻘــﺎدم ﺑﻌــﺪ اﻧﺘﻬــﺎء اﻟﻌــﺎم اﻟﺪراﺳــﻲ ﺑــﺈذن اﷲ ﺗﻌــﺎﱄ‪ .‬و أﻳﻀــﺎ ﺑﻨــﺎءا ﻋﻠــﻲ ﺗﻌــﺎون اﻟﻠﺠﻨــﺔ ﻣــﻊ اﻟﻠﺠﻨــﺔ اﻻﺟﺘﻤﺎﻋﻴــﺔ ﻣــﻦ‬ ‫اﳌﺨﻄــﻂ ﻋﻤــﻞ ﺣﻔــﻞ ﻣﺸــﱰك ﳉﻤــﻊ أﻃﻔﺎﻟﻨــﺎ و ﻧﺴــﺘﻀﻴﻒ ﻓﻴــﻪ اﻷﻃﻔــﺎل اﻷﻳﺘــﺎم ﻣــﻦ اﳌﻠﺠــﺄ اﻟــﺬي ﲜـﻮار اﳉﺎﻣﻌــﺔ و اﻟــﺬي ﻗــﺎم اﻟﺰﻣــﻼء ﻓﻌــﻼ ﺑﺰﻳﺎرﺗــﻪ‪.‬‬

‫ﳉﻨﺔ اﳊﻀﺎﻧﺔ‬ ‫رﺷﺎ ﺻﻼح‬

‫‪ | ٢٩‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬

‫ﺧﺪﳚﺔ اﻟﻌﺴﻴﻠﻲ‬

‫ﻏﺎدة اﺑﻮزﻳﺪ‬

‫ﻏﺎﺩﺓ ﺍﺑﻮﺯﻳﺪ‬


‫ﺣﺪث ﻫﻨﺎ‬


‫ﺣﺪث ﻫﻨﺎ‬ ‫اﻟﻌﺪد‬ ‫ﺷﺨﺼﻴﺔ‬

‫زﻳﺎرة ﻻﺑﻨﱵ )ﻛﻴﻒ ﻫﻲ اﺑﺘﺴﺎﻣﺘﻚ(‬ ‫ﻣــﺮت ﺳــﻨﻮات ﱂ أرى ﻓﻴﻬــﺎ اﺑﻨــﱵ وأﻧــﺎ اﻵن ﻛﻬــﻞ ﰱ اﻟﺴــﺒﻌﲔ ﻣــﻦ اﻟﻌﻤــﺮ ﺗــﺮى ﻛﻴــﻒ‬ ‫ﻫــﻲ اﺑﺘﺴــﺎﻣﺘﻚ اﻵن‪ .‬أذﻛــﺮ ﺣﻴﻨﻤــﺎ ﻛﻨــﺖ أﻻﻋﺒــﻚ ﺑﻌــﺪ أﻳــﺎم ﻣــﻦ وﻻدﺗــﻚ و أﻧــﺖ‬ ‫ﺗﺒﺘﺴــﻤﻲ ﱄ ﺣﻴﻨﻤــﺎ أﻣــﺮ ﻋﻠــﻰ ﺧــﺪك ﺑﻴــﺪي‪.‬‬ ‫ﻣﺮت ﰱ ﺧﺎﻃﺮي ﻫﺬﻩ اﻟﻜﻠﻤﺎت ﻋﻨﺪﻣﺎ رأﻳﺖ ﺑﻨﺘﺎً ﺗﺸﺒﻪ اﺑﻨﱵ ﰱ دار اﻳﺘﺎم اﻟﺼﺤﺒﺔ‬ ‫اﻟﻄﻴﺒــﺔ ﺑــﱪج اﻟﻌــﺮب‪ ،‬و ﻛﻴــﻒ ﳍــﺎ ﻫــﺬﻩ اﻟﺒﻨــﺖ أن ﻻ ﲡــﺪ ﻣــﻦ ﳛﻨــﻮ ﻋﻠﻴﻬــﺎ و ﻳﻼﻋﺒﻬــﺎ‬ ‫ﻛﺈﺑﻨــﱵ ذات ﻧﻔــﺲ اﻟﻌﻤــﺮ‪ .‬ﻛﻴــﻒ ﻻﺑﻨــﱵ اﻟــﱵ ﺗﺜــﻖ ﰊ ﻛﻞ اﻟﺜﻘــﺔ ﺣﻴﻨﻤــﺎ أرﻓﻌﻬــﺎ ﻋﺎﻟﻴــﺎ‬ ‫و ﺗﺜــﻖ أــﺎ ﺗﻘــﻒ ﺑــﲔ ﻳــﺪي و ﻟــﻦ ﺗﻔﻠــﺖ ﻣــﻦ ﻳــﺪي‪ .‬و ﻋﻠــﻰ اﻟﻨﻘﻴــﺾ أﻳــﻦ ﻣــﻦ ﳝﺴــﻚ‬ ‫ﺑﺎﻻﻃﻔــﺎل ﰱ دور اﻻﻳﺘــﺎم‪ ،‬ﻫــﻞ ﱄ أن أﻛــﻮن أﺑـﺎً ﻟﻄﻔﻠــﺔ ﻟﻴــﻮم و أﺳــﻌﺪﻫﺎ ﻛﻄﻔﻠــﱵ‪ ،‬و‬ ‫أﻳــﻦ أﻧــﺎ ﳑــﻦ ﻳﻘﻮﻣـﻮا ﻋﻠــﻰ ﺧﺪﻣــﺔ و إﺳــﻌﺎد اﻷﻃﻔــﺎل ﻳﻮﻣﻴــﺎ‪.‬‬ ‫ﻧﻌــﻢ إــﺎ اﳊﻴــﺎﻩ اﻟــﱵ ﺗﺴــﲑ ﺑﻨــﺎ ﻓــﺈذا ﺑﻨــﺎ ﻧﻨﺴــﻰ ﻧﻌﻤــﺔ اﷲ اﻟــﱵ وﻫﺒﻬــﺎ ﻟﻨــﺎ و ﻋﻨﺪﻣــﺎ‬ ‫ﻧــﺮى اﻟﻨﻘﻴــﺾ ﻧﻌﻠــﻢ ﻛــﻢ ﻫــﻲ ﻋﻈﻴﻤــﺔ ﻫــﺬﻩ اﻟﻨﻌــﻢ‪ .‬ﻫــﻞ ﱄ أن أﻛــﻮن ﺳــﺒﺒﺎً ﰱ إﺳــﻌﺎد‬ ‫ﻃﻔﻠــﻪ و اﻛﺘﺴــﺎب و ﻟــﻮ اﺑﺘﺴــﺎﻣﺔ ﻣﻨﻬــﺎ و ﻛﻴــﻒ ﻟﻨــﺎ أن ﳓﺎﻓــﻆ ﻋﻠــﻰ ﻫــﺬﻩ اﻻﺑﺘﺴــﺎﻣﺔ‬ ‫و ﻧﺴــﺘﻤﺮ ﺑﺎﻟﻌﻤــﻞ اﳉــﺎد ﰱ ﺧﻠــﻖ ﻗﻨـﻮات اﺗﺼــﺎل ﺑﻴﻨﻨــﺎ و ﺑــﲔ ا&ﺘﻤــﻊ ﺧــﺎرج أﺳـﻮار‬ ‫اﳉﺎﻣﻌــﺔ و اﻟــﱵ ﺑــﺪات ﺑﺎﻗـﱰاح ﻣــﻦ أﺣــﺪ اﻟﺰﻣــﻼء ﺑﺰﻳــﺎرة ﻟــﺪار اﻷﻳﺘــﺎم‪.‬‬ ‫اﳌﺸــﺎرﻛﺔ اﻟﻔﻌﺎﻟــﺔ ﻟﺸــﺒﺎب اﻟﺒﺎﺣﺜــﲔ ﺑﺎﳉﺎﻣﻌــﺔ اﳌﺼﺮﻳــﺔ اﻟﻴﺎﺑﺎﻧﻴــﺔ ﻫــﻲ ﻣــﺎ أذﻫﻠﺘــﲏ ﻓﻜــﻢ‬ ‫أﻣﺎ و أﺑﺎ وﺟﺪت ﺑﻴﻨﻬﻢ‪ .‬أذﻛﺮ أن إﺣﺪى اﻟﺰﻣﻴﻼت ﺳﺄﻟﺖ ﻋﻦ ﺗﺒﲎ ﻃﻔﻠﺔ و ﻟﻔﺖ‬ ‫ﻧﻈــﺮي آﺑــﺎء ﻻ ﳚــﺪو أﺑﻨــﺎء و ﻛــﻢ اﻟﺘﻌــﺎون ﻣﻨﻬــﻢ ﰱ إﺳــﻌﺎد اﻷﻃﻔــﺎل‪ .‬ﻣﺸــﺎرﻛﺔ ﻃﻠﺒــﺔ‬ ‫اﳉﺎﻣﻌﺔ ﰱ اﻻﻧﺸــﻄﺔ اﻻﺟﺘﻤﺎﻋﻴﺔ اﻟﻔﻌﺎﻟﺔ ﻫﻲ ﻣﺎ ﺑﻌﺜﺖ اﻷﻣﻞ ﺑﺄن أﺟﺪ ﺳــﻌﺎدﺗﻨﺎ ﰱ‬ ‫إﺳــﻌﺎد اﻷﻃﻔــﺎل و ﻟــﻮ ﳋﻤــﺲ دﻗﺎﺋــﻖ‪ ،‬ﺣــﱴ ﳒــﺪ ﻣــﻦ ﻳﺴــﻌﺪﻧﺎ ﳋﻤــﺲ دﻗﺎﺋــﻖ ﻋﻨﺪﻣــﺎ‬ ‫ﻧﺼــﻞ ﻟﻠﺴــﺒﻌﲔ‪ .‬إﲝــﺚ ﻋــﻦ اﺑﻨﺘــﻚ ﻣــﻦ اﻵن‪.‬‬ ‫ﺃﲪﺪ ﺑﻴﻮﻣﻰ ﺫﻛﻰ‬

‫اﻟﻠﺠﻨﺔ اﻹﺟﺘﻤﺎﻋﻴﺔ‬ ‫اﲪﺪ ﺑﻴﻮﻣﻰ زﻛﻰ‬ ‫وﻻء ﺟﻮدﻩ‬ ‫ﻋﺼﺎم اﳉﻴﺰاوى‬

‫‪ | ٣١‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬

‫ﻋﻤﺮ ﳏﺮز‬ ‫ﳏﻤﺪ ﺣﺸﻤﺖ‬ ‫أﲪﺪ ﺑﻴﻮﻣﻲ اﻟﺸﺮﻳﻒ‬


‫ﺣﺪث ﻫﻨﺎ‬

‫‪ | ٣٢‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫أحمد فارس‬ ‫و‪.‬ء جودة‬ ‫أحمد البنا‬ ‫يح‪5‬‬ ‫محمد نور شادى ‪4‬‬ ‫<‬ ‫الحسي‪5‬‬ ‫حسام قاسم هيثم‬


‫ﺣﺪث ﻫﻨﺎ‬

‫ﻣﻨﺬ اﻟﻴﻮم اﻷول ﻣﻦ ﺗﺸﻜﻴﻞ ﻟﺠﻨﺔ اﻟﺮﺣﻼت ‪ ،‬ﺷﺮﻋﺖ اﻟﻠﺠﻨﺔ‬ ‫ﻓﻰ اﻹﻋﺪاد ﻷول رﺣﻠﺔ ﺗﺮﻓﻴﻬﻴﺔ ﻏﻴﺮ ﻣﺪﻋﻮﻣﺔ ﻣﻦ اﻟﺠﺎﻣﻌﺔ ﻓﻰ‬ ‫ﺷﻬﺮ ﻣﺎرس اﻟﻰ درﻳﻢ ﺑﺎرك ﺑﻤﺪﻳﻨﺔ اﻟﺴﺎدس ﻣﻦ اﻛﺘﻮﺑﺮ وﻛﺎﻧﺖ‬ ‫ﻟﻤﺪة ﻳﻮم واﺣﺪ ﺑﻤﺸﺎرﻛﺔ ‪ ٢٠‬دارس وﻣﺮاﻓﻖ‪ .‬واﻟﺠﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ‬ ‫ﻣﺸﺎرﻛﺔ أﺣﺪ أﻋﻀﺎء ﻫﻴﺌﺔ اﻟﺘﺪرﻳﺲ ) د‪ /‬ﺣﺴﺎم ﻣﻦ ﻗﺴﻢ‬ ‫اﻟﻤﻴﻜﺎﺗﺮوﻧﻴﻜﺲ( وأﺳﺮﺗﻪ ﻹﺧﻮاﻧﻪ ﻣﻦ اﻟﺪارﺳﻴﻦ‪.‬‬ ‫واﻳﻀﺎ ﺗﻨﻈﻴﻢ رﺣﻠﺔ ﻣﻨﺘﺼﻒ اﻟﻌﺎم ﻳﻮم ‪ ١٩‬اﺑﺮﻳﻞ و ﻛﺎﻧﺖ ﻟﻤﺪة‬ ‫ﻳﻮﻣﻴﻦ اﻟﻲ ﻣﺪﻳﻨﺔ اﻟﻌﻴﻦ اﻟﺴﺨﻨﺔ ﺑﻔﻨﺪق ﻻﺳﻴﺮﻳﻨﺎ *** ﺑﻤﺸﺎرﻛﺔ‬ ‫‪ ٤٠‬دارس وذوﻳﻬﻢ وﻗﺎﻣﻮا ﺑﺎﻻﺳﺘﻤﺘﺎع ﺑﺄوﻗﺎت ﺷﻴﻘﺔ ﻋﻠﻰ‬ ‫ﺷﺎﻃﻰء اﻟﺒﺤﺮ اﻷﺣﻤﺮ ﻣﺘﻀﻤﻨﺎ ﻟﻌﺐ اﻟﻜﺮة اﻟﻄﺎﺋﺮة ﺑﺎﻻﺿﺎﻓﺔ‬ ‫اﻟﻰ ﻟﻌﺐ ﻛﺮة اﻟﻤﺎء داﺧﻞ ﺣﻤﺎم اﻟﺴﺒﺎﺣﺔ ﻋﻼوة ﻋﻠﻰ ﺗﻨﻈﻴﻢ‬ ‫ﺣﻔﻠﺔ ﺳﻤﺮ ﺑﻬﺪف ﺗﻮﻃﻴﺪ اﻟﻌﻼﻗﺎت ﺑﻴﻦ اﻟﺪارﺳﻴﻦ ﻣﻦ ﻣﺨﺘﻠﻒ‬ ‫اﻷﻗﺴﺎم وذوﻳﻬﻢ وذﻟﻚ ﻗﺒﻞ ﺻﻌﻮد ﺳﻔﺢ اﻟﺠﺒﻞ ﺑﻘﺮﻳﺔ ﺑﻮرﺗﻮ‬ ‫اﻟﺴﺨﻨﺔ ﺑﻮاﺳﻄﺔ اﻟﺘﻠﻴﻔﺮﻳﻚ وذﻟﻚ ﻟﻼﺳﺘﻤﺘﺎع ﺑﺎﻟﻄﺒﻴﻌﺔ اﻟﺨﻼﺑﺔ‬ ‫واﻟﻤﻨﻈﺮ اﻟﻌﻠﻮى ﻟﻜﺎﻣﻞ اﻟﻤﺪﻳﻨﺔ‪ .‬اﻟﺠﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ اﻟﻤﺮوﻧﺔ ﻓﻰ‬ ‫ﺗﺤﻘﻴﻖ رﻏﺒﺎت اﻟﺪارﺳﻴﻦ ﻓﻰ اﻻﺧﺘﻴﺎر ﺑﻴﻦ ﺧﺪﻣﺎت ﻣﺨﺘﻠﻔﺔ‬ ‫ﺧﻼل ﻧﻔﺲ اﻟﺮﺣﻠﺔ‪.‬‬ ‫وﻣﻤﺎ ﻳﺤﺴﺐ ﻟﻠﺠﻨﺔ ﻓﻰ ﻫﺬﻩ اﻟﻔﺘﺮة اﻟﻘﺼﻴﺮة اﻟﺤﺼﻮل ﻋﻠﻰ‬ ‫ﻣﻮاﻓﻘﺔ اﻟﺠﺎﻣﻌﺔ ﺑﺰﻳﺎدة ﻓﺘﺮة رﺣﻠﺔ اﻟﻤﻴﺪﺗﺮم اﻟﻰ ﻳﻮﻣﻴﻦ ﺑﺎﻻﺿﺎﻓﺔ‬ ‫اﻟﻰ اﻣﻜﺎﻧﻴﺔ اﻟﻘﻴﺎم ﺑﺮﺣﻠﺘﻴﻦ اﻟﻰ ﻣﻜﺎﻧﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻓﻰ ﻧﻔﺲ‬ ‫اﻟﻔﺘﺮة ﻣﻤﺎ ﻳﺠﻌﻞ اﻟﺮﺣﻠﺔ ﻣﻨﺎﺳﺒﺔ ﻟﻌﺪد أﻛﺒﺮ ﻣﻦ اﻟﺪارﺳﻴﻦ‪.‬‬ ‫ﻛﻤﺎ ﺗﻢ ﺗﻨﻈﻴﻢ رﺣﻠﺔ أﺧﺮى ﺧﻼل ﺷﻬﺮ ﻣﺎﻳﻮ اﻟﻰ اﺣﺪى ﻗﺮى‬ ‫اﻟﺴﺎﺣﻞ اﻟﺸﻤﺎﻟﻰ )ﻓﻨﺪق ﻋﺎﻳﺪة ﺑﻴﺘﺶ(‪.‬‬ ‫وﺳﻴﻜﺘﺐ اﻟﺘﺎرﻳﺦ ﻣﺎﻟﻨﺎ وﻣﺎ ﻋﻠﻴﻨﺎ‪.‬‬

‫‪ | ٣٤‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﻣﻊ ﺑﻌﺾ‬

‫ﺗﻬﻨﺌﺔ ﺑﺎﻟﺰواج‬

‫ﻧﺘﻘﺪم ﺑﺎﻟﺘﻬﻨﺌﺔ و اﳌﺒﺎرﻛﺔ ﺑﺎﻟﺰواج اﻟﺴﻌﻴﺪ‬ ‫ﻟﻠﺰﻣﻴﻞ اﻟﺴﻴﺪ‪ /‬ﺧﻠﻴﻞ اﺳامﻋﻴﻞ ﺧﻠﻴﻞ‬ ‫)دارس ﺑﻘﺴﻢ ﻫﻨﺪﺳﺔ اﻻﻟﻜﱰوﻧﻴﺎت و اﻻﺗﺼﺎﻻت(‬

‫و اﻳﻀﺎ ﻧﺘﻘﺪم ﺑﺎﻟﺘﻬﻨﺌﺔ و اﳌﺒﺎرﻛﺔ ﺑﺎﻟﺰواج اﻟﺴﻌﻴﺪ‬ ‫ﻟﻠﺰﻣﻴﻞ اﻟﺴﻴﺪ‪ /‬ﺑﺎﺳﻢ ﻣﻤﺪوح اﻟﺤﻠﻮاين‬ ‫)دارس ﺑﻘﺴﻢ ﻫﻨﺪﺳﺔ اﻻﻟﻜﱰوﻧﻴﺎت و اﻻﺗﺼﺎﻻت (‬ ‫ﻧﺘﻘﺪم ﺑﺎﻟﺘﻬﻨﺌﺔ و اﳌﺒﺎرﻛﺔ ﺑﺎﻟﺰواج اﻟﺴﻌﻴﺪ‬ ‫ﻟﻠﺰﻣﻴﻞ اﻟﺴﻴﺪ‪ /‬أﺣﻤﺪ ﻛﺮم‬ ‫)دارس ﺑﻘﺴﻢ اﻟﻬﻨﺪﺳﺔ اﻟﺼﻨﺎﻋﻴﺔ (‬

‫ﻧﺘﻘﺪم ﺑﺎﻟﺘﻬﻨﺌﺔ و اﳌﺒﺎرﻛﺔ ﺑﺎﻟﺰواج اﻟﺴﻌﻴﺪ‬ ‫ﻟﻠﺰﻣﻴﻞ اﻟﺴﻴﺪ‪ /‬ﺣﺴﺎم ﻓﻀﻴﻞ‬ ‫)دارس ﺑﻘﺴﻢ ﻫﻨﺪﺳﺔ اﻻﻟﻜﱰوﻧﻴﺎت و اﻻﺗﺼﺎﻻت (‬ ‫ﻛام ﻧﺮﺣﺐ ﺑﺎﻷﻋﻀﺎء اﻟﺠﺪد ﰲ اﳌﺠﺘﻤﻊ اﻻﻳﺠﺎﺳﺘﺎوي‬ ‫و ﺗﻬﻨﺌﺔ ﻟﻠﺰﻣﻴﻞ م ‪ /‬اﻳﻬﺎب اﻟﺸﺎذﱄ )دارس ﺑﻘﺴﻢ‬ ‫ﻫﻨﺪﺳﺔ اﻻﻟﻜﱰوﻧﻴﺎت و اﻻﺗﺼﺎﻻت ( ﻋﲇ ﻣﺎ ﺣﺒﺎه اﻟﻠﻪ‬ ‫ﻣﻦ ﻃﻔﻠﺔ ﺟﻤﻴﻠﺔ و ﻫﻲ ﻳﺎرا اﻳﻬﺎب اﻟﺸﺎذﱄ‬ ‫و ﺗﻬﻨﺌﺔ ﻟﻠﺰﻣﻴﻞ م ‪ /‬ﻣﺤﻤﺪ ﻛامل )دارس ﺑﻘﺴﻢ‬ ‫ﻫﻨﺪﺳﺔ و ﻋﻠﻮم اﳌﻮاد ( ﻋﲇ ﻣﺎ ﺣﺒﺎه اﻟﻠﻪ ﻣﻦ ﻃﻔﻞ‬ ‫ﲨﻴﻞ و ﻫﻮ ﻋﻤﺮ ﳏﻤﺪ ﻛﻤﺎل‬ ‫‪ ..‬ﺑﺎرك اﷲ اﳌﻮﻫﻮب وﺷﻜﺮت اﻟﻮاﻫﺐ ورزﻗﺖ ﺑﺮﻩ‬ ‫وﺑﻠﻎ اﺷﺪﻩ‬

‫‪ | ٣٥‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﻣﻊ ﺑﻌﺾ‬

‫ﻋﺰاء واﺟﺐ‬

‫ﻧﺘﻮﺟﻪ ﺑﺨﺎﻟﺺ اﻟﻌﺰاء ﻟﻠﺰﻣﻴﻠﺔ م‪ /‬رﺷﺎ ﺻﻼح دارﺳﺔ ﺑﻘﺴﻢ ﻫﻨﺪﺳﺔ و ﻋﻠﻮم اﻟﺤﺎﺳﺒﺎت وزوﺟﻬﺎ م‪ /‬ﻣﺤﻤﺪ رﻳﺤﺎن‬ ‫دارس ﺑﻘﺴﻢ ﻫﻨﺪﺳﺔ اﻻﻛﱰوﻧﻴﺎت و اﻻﺗﺼﺎﻻت ﻟﻮﻓﺎة واﻟﺪﻫﺎ ﺗﻐﻤﺪه اﻟﻠﻪ ﺑﺮﺣﻤﺘﻪ و ﻣﻐﻔﺮﺗﻪ‬

‫‪ | ٣٦‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﻣﺴﺎﺑﻘﺔ اﻟﻌﺪد‬

‫ﻣﺴﺎﺑﻘﺔ اﻟﻌﺪد‬ ‫ﺳﺎﻓﺮ ﻃﺒﻴﺐ ‪-‬ﻣﴫي‪ -‬إﱃ أﻣﺮﻳﻜﺎ ﻟﻠﺤﺼﻮل ﻋﲆ درﺟﺔ اﻟﺪﻛﺘﻮراه وﺗﺰوج ﻫﻨﺎك ﻣﻦ ﻣﻬﻨﺪﺳﺔ ‪-‬ﻣﴫﻳﺔ‪ -‬دﻗﻴﻘﺔ ﺟﺪا ً‪ ،‬وﻋﻨﺪﻣﺎ‬ ‫ﻃﻠﺐ ﻣﻨﻬﺎ أن ﺗﻌﺪ ﻟﻪ ﻗﺎﻟﺐ ﺣﻠﻮى‪ ،‬ﺑﺤﺜﺖ ﻋﻦ وﺻﻔﺔ ﺟﻴﺪة ﻋﲆ اﻹﻧﱰﻧﺖ‪ ،‬وﻋﻨﺪﻣﺎ ﺑﺪأت ﰲ اﻟﺘﻨﻔﻴﺬ ﻛﺎن أول اﳌﻘﺎدﻳﺮ رﺑﻊ‬ ‫ﻟﱰ ﻟنب‪ ،‬ﻟﻜﻨﻬﺎ مل ﺗﺠﺪ ﺳﻮى ﺛﻼث ﻋﺒﻮات ﻟنب ﺳﻌﺔ رﺑﻊ ﺟﺎﻟﻮن ﰲ اﻟﺜﻼﺟﺔ‪ ،‬ﻓﺒﺤﺜﺖ ﻋﻦ ﻣﻜﻴﺎل ﻟﺘﻌﺎﻳﺮ ﺑﻪ اﻟﻠنب ومل ﺗﺠﺪ ﺳﻮى‬ ‫ﻣﻜﻴﺎل ﻏري ﻣﺪرج ﺳﻌﺔ ﺛﻠﺚ ﺟﺎﻟﻮن وإﻧﺎء ﻛﺒري ﻟﻠﺘﺤﻀري‪.‬‬ ‫ﻓﻜﻴﻒ ﺗﻌﺎﻳﺮ اﻟﻠنب؟ وأي ﻓﺮوع اﳌﻌﺮﻓﺔ ﻳﻨﻔﻌﻬﺎ ﰲ ﺣﻞ ﻣﺜﻞ ﻫﺬه اﳌﺸﻜﻠﺔ؟‬ ‫ﺟﺎﺋﺰة ﻗﻴﻤﺔ ﻣﻘﺪﻣﺔ ﻣﻦ اﻻﺗﺤﺎد ﻷﻓﻀﻞ ﺣﻞ!‬

‫‪ | ٣٧‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


‫ﺳﺆال اﻟﻌﺪد‬

‫اﻻﲢﺎد ﺑﲔ ﳑﺜﻞ و ﺣﺎﻛﻢ‬ ‫ﻫﻞ اﲢﺎد اﻟﻄﻠﺒﺔ – ﺑﻠﺠﺎﻧﻪ اﳌﺨﺘﻠﻔﺔ ‪ -‬ﳑﺜﻞ أم ﺣﺎﻛﻢ؟‬ ‫ﲟﻌﲎ ﻣﺎذا إن ﺗﻌﺎرض ﻗﺮار اﻻﲢﺎد – أو أﺣﺪ ﳉﺎﻧﻪ ‪ -‬ﻣﻊ ﻗﺮار أﻏﻠﺒﻴﺔ‬ ‫اﻟﻄﻠﺒﺔ )ﻣﻦ ﺧﻼل اﺳﺘﻔﺘﺎء ﻣﺜﻼ(؟‬ ‫وﻣﺎ ﻫﻰ اﳌﻮاﻗﻒ اﻟﱴ ﻳﻠﺰم ﻓﻴﻬﺎ أن ﻳﺴﺘﺸﲑ اﻻﲢﺎد اﻟﻄﻠﺒﺔ ﻣﻦ ﺧﻼل‬ ‫اﺳﺘﻔﺘﺎء؟‬ ‫آﺧﺮ ﻣﻮﻋﺪ ﻟﻺﺟﺎﺑﺔ ‪ ١٠‬ﻳﻮﻧﻴﻮ ‪٢٠١٣‬‬ ‫‪https://docs.google.com/forms/d/١VoSOr٧tkusYhFa٦QbrzKmXUWLVuZqd٥N_F_ugSDOwxk/viewform?pli=١‬‬

‫‪ | ٣٨‬ﻤﺎﻴﻭ ‪٢٠١٣‬‬


thank you!

We are very grateful to Prof. Ikuo Takeuchi and Eng. GOTO Ko. Also special thanks to Ms. Neamah Osman and Ms. Mariam Elshafie for their great efforts in translating the Magazine preface into Japanese. We also wanna thank our colleagues Eng. Maher Abdelrasoul and Eng. Lotfy Samy for their continous help during the design phases of the magazine.

٢٠١٣ ‫ | ﻤﺎﻴﻭ‬٣٩


Μαπ το Ε−ϑΥΣΤ

Source: http://www.ejust.edu.eg/main/profile/maps-and-directions ٢٠١٣ ‫ | ﻤﺎﻴﻭ‬٤٠


EJUSTians  

First Issue for EJUST student magazine