Zaman International School Newspaper Issue 03

Volume 1 Issue 3

INTERNATIONAL SCHOOL NEWSPAPER

“You’re going to reach the top with us.”

1 December 2003

Water Festival

T

he history of the Regatta Festival has been chronicled by the Cambodian people and also foreigners for a very long time. In fact, the festival is depicted in stones of the Angkorian period.

There are different histories to the festival 1. According to documentation written by Mr. Trach Pen, the lay teacher of the Academic Buddhist College in Kampuchea Kraom Kleang Khet, it is mentioned that: In the Longvek era (2071 BE. 1528 AD). Preah Bath Ang Chann I appointed Ponhea Tat to the position of King Tranh (District King) of Kampuchea K r a o m B a s s a k D i s t r i c t.

Racing at the junction allowed easier access for many provinces. The event became an annual tradition providing the navy with the opportunity to show its military prowess.

ZAMAN NEWSPAPER Zaman, Publisher Zulfi Erken, Editor -in-Chief Murat Tutumlu, Editor at Large Oum Vantharith, writer Malik Ates, writer Zaman International School Newspaper dedicated to educating students and training journalists.

Published 2 times a month in Zaman International School.

Copyright 2003 by the Zaman International School.

All rights reserved.

No part of this periodical may be reproduced in print or electronically without the consent of The Zaman International School.

2. It is said that the water festival is one of the most spectacular t r a d i t i o n a l e v e n t s. I t i s described as being similar to some festivals held in the north o f Europe t o d a y.

Some t r a d itionalist s claim the history of the festival lies in close c o nnectio n with the history of B u dd h a, h o wever, others translate that the festival represents a thanksgiving to the Gods of Water and Earth for providing the livelihood and welfare for the Cambodian people. One final translation relates to the festival following the tradition of Brahmanism and reflecting the daily life of the farming community.

The District King assigned a royal administration to defend his district. He divided his navy into three different types of boats with his troops trained in specific fighting styles: Group 1- The Vanguard A boat that is similar in shape to t o d a y ' s r a c i n g b o a t.

Group 2- The Reserve Army The rowing boats traveled two abreast.

Group 3- Bassak Army A large boat with a roof structure, fixed oars and sail. This

boat is similar in shape to the traditional “Junk” used on the Bassak. The boat was used primarily to store the army's supplies.

The navy was headed by the King on Earth and King Tranh who directed four ministers “Four Columns”. During the period of the full moon in November the four ministers mobilised their troops for a campaign for one day and one night. The navy was ordered to a boat race on the river Peam Kanthao in Khet Kleang at a junction of the river.

The three-day Water festival o f t h e reversal of the waters o f t h e Great Lake i s c e l ebrated in October or November d e p e n ding on when the w a t e r s reverse and flow

back into the Mekong River.

Boat races, the largest part of the festival, are held at the capital, Phnom Penh. Each village has the opportunity to join in the boat races and usually they do. The boats are usually dugout canoes with a prow and stern that curve upward. The boats are elaborately decorated and carved to represent the village.

The prow is painted with a large eye like those that decorated the war vessels of ancient times.

A boat can have as many as 40 rowers. Pairs of boats race each other for the first two days. A race including all the canoes takes place on the last day of the festival. The purpose of this race is to make the god of the river happy so that there will be many fish and the rice

Continued page 2

1 December 2003

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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AND ALSO

R

crop will be plentiful. The Water festival, while celebrating the reversal of the waters, also marks the beginning of the year's fishing season.

Up to a million people from all walks of life and from all over the country flock to the banks of the Tonle Sap to watch the boat races and to celebrate the Tonle Sap. With the city filled to full-capacity at this time, it's no surprise that it takes on a carnival air and feeling felt by everyone. Live concerts are held, food stands are set up, and children and adults alike take rides on ferris wheels to celebrate the joy; at night, fireworks light up the sky and people dance in the street.

People from the countryside throughout Cambodia come to the festival, many traveling down the three rivers that run through the city. Some come to race their long, handcarved boats. Others come to see the three days of boat races and take part in the festivities or to take advantage of the many things for sale. This is Cambodia's version of Mardi Gras and many throughout the world look forward to attending just the same.

Just like at Mardi Gras, the crowds at the Water festival are huge. To contain thousands of festival-goers, police barricades stop motorized traffic,

letting only bikes and people on foot through. Because it is a festival, school is canceled and many workers are off work.

This large crowd of people fills the streets of the city within ten blocks of the Tonle Sap and the Royal Palace and the city explodes with excitement.

The Water festival also coincides with the full moon of the Buddhist calendar month of Kadeuk. The Cambodians believe that the full moon is a good omen which promises a bountiful harvest. On this night, people gather to give thanks to the moon and to pray for the upcoming season. Special food is prepared for this occasion that includes fruits, vegetables and Ambok-a Cambodian specialty. Worshippers light candles and burn incest while offerings are given. The chief priest lights the candles and as it drips on the banana leaves spread beneath the candles, predictions are made. Cambodians believe that the shape of the melted wax created on the leaves, predicts the harvest of the coming year. But whatever the prediction, it does not dampen the spirit of the Water festival and people excitedly look forward to the upcoming fishing season and giving thanks to the ever-nourishing waters of the Tonle Sap.

The present historical juncture has been rightly called ‘the democratic moment,’ when human values are in the ascendant It is now a generally accepted thesis that at the heart of the development thrust must be respect and concern for the individual.

Samuel Insanally

Respect

espect begins within the individual. The original state of respect is based on awareness of the self as a unique entity, a life force within, a spiritual being, a soul. The elevated consciousness of knowing "who I am" arises from an authentic place of pure worth.

With such insight, there is faith in the self and wholeness and completeness within. With selfrealization, one experiences true self-respect.

Conflict is initiated when the awareness of one’s original nature and the original nature of the other is lacking. As a result, external negative influences rule supreme over respect. To be stabilized in the elevated stage of the self ensures genuine respect for and from others, since one acts in the consciousness that every human being has innate worth which is pure and virtuous. Such a mindset guarantees ultimate victory, since interaction on that basis assures that the inherent goodness of the self and the other emerges.

The beginning of all weakness is the absence of one word: self. When the word self is removed from self-respect, the void is filled by a variety of desires or expectations, each specifically designed to claim regard or respect from others.

The individual, having become dependent on external forces rather than internal powers, then measures respect by physical and material factors, such as caste, color, race, religion, sex, nationality, status, and popularity. The more respect is measured on the basis of something external, the greater the desire for recognition from others. The greater the desire, the more one falls victim and loses respect - for the self and from others. If individuals renounced the desire of receiving regard and stabilized themselves in the elevated stage of self-respect, then regard would follow like a shadow.

To develop the value of respect within the self and to give it practical expression in daily life is the challenge.

Obstacles are encountered to test the strength of respect, and these are often felt at the most vulnerable times. Selfconfidence is needed to deal with circumstances in an optimistic, hopeful, and selfassured manner. In situations when all supports seem to have vanished, what remains loyal is the extent to which one has been able to become selfreliant internally.

The power of discernment establishes a respectful environment in which attention is paid to the quality of intentions, attitude, behavior, thoughts, words, and actions. To the extent that there is the power of humility in respecting the self and the discernment and wisdom that affords in being just and fair to others - there will be success in the form of valuing individuality, appreciating diversity, and taking the complete task into consideration.

The balance of humility and self-respect results in selfless service, an honorable act, devoid of debilitating attitudes such as a r r o g a n c e a n d n a r r o wmindedness. Arrogance damages or destroys the uniqueness of others and violates their fundamental rights. Such a temperament hurts the violator as well. Original respect becomes subservient to an artificial one.

Thus, attempting to win respect without remaining conscious of one’s original worth and honor becomes the very method to lose respect. To know one’s own worth and to honor the worth of other is the true way to earn respect. Since such a principle originates in that pristine place of pure worth, others instinctively sense authenticity and sincerity. In the vision and attitude of equality, there is shared spirituality. Sharing creates a sense of belonging, a feeling of family.

1 December 2003

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EDUCATION

Effective Study Skills Strategies Thinking skills Everybody has thinking skills, but few use them effectively.

Effective thinking skills cannot be studied, but must be built up over a period of time. Good thinkers see possibilities where others see only dead-ends. If you're not a good thinker, start now by developing habits that make you ask yourself questions as you read. Talk to other students who you feel are good thinkers. Ask them what it is they do when they think critically or creatively. Often times, you can pick up valuable insights to help you become a better thinker.

the margins of textbooks, on lecture notes, or wherever it makes sense.

Read - Reading is NOT running your eyes over a textbook.

When you read, read actively.

Read to answer questions you have asked yourself or questions the instructor or author has asked. Always be alert to bold or italicized print. The authors intend that this material receive special emphasis.

Also, when you read, be sure to read everything, including tables, graphs and illustrations.

Often times tables, graphs and illustrations can convey an idea more powerfully than written text.

Recite - When you recite, you stop reading periodically to The SQ3R method recall what you have read. Try to recall main headings, The SQ3R method has been a important ideas of concepts proven way to sharpen study presented in bold or italicized skills. SQ3R stands for Survey, type, and what graphs charts Question, Read, Recite, or illustrations indicate. Try to Review. Take a moment now develop an overall concept of and write SQ3R down. It is a what you have read in your good slogan to commit to own words and thoughts. Try to memory to carry out an effecconnect things you have just tive study strategy. read to things you already know. When you do this periodiSurvey - get the best overall piccally, the chances are you will ture of what you're going to remember much more and study BEFORE you study it an be able to recall material for any detail. It's like looking at a papers, essays and objective road map before going on a tests. trip. If you don't know the territory, studying a map is the best Review - A review is a survey of way to begin. what you have covered. It is a review of what you are supQuestion - ask questions for posed to accomplish, not learning. The important things what you are going to do. to learn are usually answers to Rereading is an important part questions. Questions should of the review process. Reread lead to emphasis on the what, with the idea that you are meawhy, how, when, who and suring what you have gained where of study content. Ask from the process. During yourself questions as you read review, it's a good time to go or study. As you answer them, over notes you have taken to you will help to make sense of help clarify points you may the material and remember it have missed or don't undermore easily because the prostand. The best time to review is cess will make an impression when you have just finished on you. Those things that make studying something. Don't wait impressions are more meanuntil just before an examinaingful, and therefore more eastion to begin the review proily remembered. Don't be cess. Before an examination, afraid to write your questions in do a final review. If you man-

age your time, the final review can thought of as a "finetuning" of your knowledge of the material. Thousands of high school students have followed the SQ3R steps to achieve higher grades with less stress.

Reading A primary means by which you acquire information is through reading. In high school you're expected to do much more reading than in high school.

Don't assume just because you're "read" the assignments that is the end of it. You must learn to read with a purpose. In studying, you may read the same assignment three or four times, each time with a different purpose. You must know before you begin reading what your purpose is, and read accordingly.

Getting the Main Idea Getting the main idea in reading is central to effective studying. You must learn what the author's central idea is, and understand it in your own way.

Every paragraph contains a main idea. Main ideas are perfect for outlining textbooks.

Make it a habit to find the main idea in each paragraph you read.

Extracting Important Details Extracting important details mean that you locate in your reading the basis for main ideas. There is usually one important detail associated with every main idea. The more important details you can identify, the easier it will be to review for examinations because you have made a link between an idea and information that supports it. The more links you can make between details and ideas, as well as ideas themselves, the more powerful will be the efforts of your study.

To be continued

Challenging Problems English Write a word that uses A, E, I, O, U, and Y in that order. ***

Mathematics A princess visits an island inhabited by two tribes.

Members of one tribe always tell the truth, and members of the other tribe always lie.

The princess comes to a fork in the road. She needs to know which road leads to the castle so as to avoid the firebreathing dragon and rescue the prince from the wizard holding him captive in the castle.

(Although the princess doesn't know it, the south road leads to the castle and the north road leads to the dragon.)

Standing at this fork in the road is a member of each tribe, but the princess can't tell which tribe each belongs to. What question should she ask to find the road to the castle? *** Science A passenger on a train traveling at 60 km/h observes that it requires 4 s for another train 100 m long to pass her by.

What is the speed of the second train? *** Answers of previous issue.

English: "Boldface" and "feedback". *** Mathematics: E I N S * 5 = F U N F (1049*5=5245) *** Science: Assume the distance between A and B was 600 km. It would take 6 hours to go there and 10 hours to come back. That’s a total of 16 h for a 1200 km trip.

Hence 1200/16 = 75 km/h. *** You can give your answers with in 7 days.

Rewards goes to; English: Oum Vantheara Science:Var Pheakdey Mathematics: Nobody found the correct answer

1 December 2003

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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SCIENCE

How The Electric Guitar Works

H

Question and Answer

ow long will the Sun be burning ?

dm = mH - mHe = 0.0286 u = 4.75*10-29 kg ?m / mH = 0.7 %

The energy of any star is produced by nuclear fusion, which converts 4 hydrogen nuclei to a helium nucleus:

According to Einstein's E = m * c2 (c = 2.9979*108 m/s) this loss of mass is equivalent to an energy E of

4 1H __> 4He

E = 4.75*10-29 kg * 9*1016 J = 4.27*10-12 J

The mass of 4 hydrogen atoms is - in atomic mass units u = 1.6604*10-27 kg: mH = 4 * 1.0078 u = 4.0312 u A helium atom has a mass of: mHe = 4.0026 u The mass difference dm is

This amount of energy is produced by 4 hydrogen atoms which have a mass of mH = 4.0312 u = 4.0312 * 1.6604*10-27 kg = 6.69*10-27 kg or 6.38*1014 J per kg of hydrogen

The total energy production of the Sun is 3.85*1026 Watt = 3.85*1026 Joule per second.

It's hydrogen mass will decrease per second by (3.85*1026 J / 4.27*10-12 J) * 6.69*10-27 kg = 6.03*1011 kg Supposed the current mass of the Sun (1.99*1030 kg) were all pure hydrogen, this will be sufficient (at current luminosity) for (1.99*1030 / 6.03*1011) seconds

= 3.30*1018 seconds = 1*1011 years = 100 billion years A more realistic value is 3 to 5 billion years, which is as long as the sun is already shining.

1 December 2003

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CULTURE

The Art of Turkish Calligraphy W

hen we speak of Turkish calligraphy, we refer to writing of aesthetic value in characters based on the Arabic script, which the Turks had adopted as their writing

medium after their conversion to Islam. The Arabic characters gradually assumed an aesthetic function after the advent of Islam, and this process gathered momentum from the mid-eighth century onwards, so that calligraphy was already a significant art discipline by the time the Turks joined the Islamic world. Therefore it is necessary to begin with a brief review of the structure of Arabic characters and their development during the early centuries of Islam. The most succinct definition of calligraphy formulated by Islamic writers is, "Calligraphy is a spiritual geometr y produced with material tools." The aesthetic values implied by this definition held true for centuries.

Under this writing system most of the letters underwent a change of form according to whether they were positioned at the beginning, middle or end of a word. When transformed into an art the characters took on highly elaborate shapes, and the rich visual impact attained when they were joined together, and above all the fact that the same word or phrase could be written in various ways opened the door to the infinite variety

and innovation which is a prerequisite of art. Just as the characters could be written singly in several different ways, so there was an astonishing diversity of different scripts or "hands".

At different periods, depending on the centre of calligraphy at the time, style of writing divided into two forms; the sharply angled form being reserved for Korans and important correspondence. Since this was most often used in the city of Kûfa, it became known as kûfî.

The other form, which did not have sharp angles and could be written at far greater speeds, was employed in dayto-day uses, and due to its rounded, flexible character was suited to artistic application.

From the end of the eighth century, as a result of the search for aesthetic values by calligraphers, writing forms according to specific proportions and symmetries became known as aslî hat and mevzûn hat. One of the calligraphers who contributed to the development of writing, and the most outstanding among those of this period was Ibn Mukle (? -328/940), who drew up rules for calligraphic composition. Lettering complying with these rules was called mensûh hatti, a term meaning "proportional writing".

The most outstanding calligrapher of this period, Ibnü'lBevvâb (? -413/1022) introduced changes to the rules set

by Ibn Mukle and the style he initiated was widely used until the mid-thirteenth century. The calligrapher Ibnü'l-Hâzin (? 518/1124) contributed to the evolution of the tevkî' and rika' scripts, and finally Yâkûtü'lMusta'simî (? -698/1298) who developed the rules set by Ibnü'l-Bevvâb and wrote the finest thirteenth century forms of s ü l ü s, n e s i h, m u h a k ka k, reyhânî, tevkî' and rika'

appeared in Baghdad. The above six scripts are known as aklâm-i sitte ("the six hands").

The idea of cutting the nib of the reed pen at an angle instead of horizontally was his, and an innovation which contributed enormous elegance to writing. Once "the six hands" had taken their place in the art of calligraphy together with all their rules, many scripts apart from those mentioned above were abandoned, and no trace of them but their names remains today (for example, s i c i l l â t, d î b â c , z e n b û r, m u f a t t a h, h a r e m, l û l û î , muallâk and mürsel).

Following the death of Yâkût his conception of "the six hands" was carried by scribes who had trained under him from Baghdad to Anatolia, Egypt, Syria, Persia and Transoxania.

New generations of calligraphers who trained in these lands dedicated themselves to the path taken by Yâkût as far as their aptitude permitted.

However, as time passed changes crept in. In the hands of the Ottoman Turks, these six scripts were poised to begin the ascent to their zenith.

1 December 2003

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ENTERTAINMENT School puns JANE: Mum, I've been banned from cookery lessons because I burnt something.

MOTHER: Well that doesn't sound too terrible. What did you burn?

JANE: The school kitchen.

What happened when Moses had a headache?

God gave him some tablets.

What's the formula for water?

H I J K L M N O. What?

Teacher said it was H to O.

Which word of five letters has six left when you take two away?

I don't know.

Sixty.

Why is a banana skin on a pavement like music?

I don't know.

Because if you don't C sharp you'll B flat.

Did you hear about the scientist who crossed a parrot with an alligator?

No, what happened?

It bit his leg off and said, `Who's a pretty boy, then?’

Did you hear about the bowl of daffodils in the maths classroom?

No, what happened?

They grew square roots.

Why don't elephants ride bicycles?

They haven't got thumbs to ring the bell with.

Why did the schoolboy take a ladder to school?

It was high school.

My best friend isn't coming back to school, she's gone to the Caribbean.

Jamaica?

No, she went of her own accord.

What did the teacher say when he saw a herd of elephants coming over the hill wearing sunglasses?

Nothing. He didn't recognise them.

Why don't you like your new teacher?

Because she told me to come and sit at the front for the present, and she never gave me a present.

1 December 2003

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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ENTERTAINMENT

Cat Lovers

Lets laugh together Father: I hear you skipped school to play football Son: No I didn't, and I have the fish to prove it! *** Son: I'm never going back to school!

Dad: Why not?

Son: The teacher doesn't know a thing, all she does is ask questions! *** Teacher: If this class doesn't stop making so much noise I'll go crazy?

Class: Too late, we haven't made a sound for an hour! *** Pupil (on phone): My son has a bad cold and won't be able to come to school today.

School Secretary: Who is this?

Pupil: This is my father speaking! *** Teacher: I told you to stand at the end of the line?

Pupil: I tried, but there was someone already there! ***

The Word List Abyssinian Cougar Puma Alley Cat

Jaguar Racoon Angora Leopard Siamese Bobcat Lion

Answer of The Previous Issue

Tabby Calico Lynx Tiger Cheetah Manx Tomcat Chinchilla Persian Tortoise shell

Teacher: What a glum face, what would you say if I came to school with a face like yours?

Pupil: I'd be too polite to mention it! *** Teacher: What are you going to be when you get out of school?

Pupil: An old man! ***

1 December 2003

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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SPORT

Do We Know The Rules of Football?

Law 4 - Players' Equipment 1. The basic compulsor y equipment of a player shall consist of a jersey or shirt, shorts, stockings, shinguards and footwear.

2. A player shall not wear anything which is dangerous to another player.

2. Shinguards, which must be covered entirely by the stockings, shall be made of a suitable material (rubber, plastic, polyurethane or similar substance) and shall afford a reasonable degree of protection.

3. The goalkeeper shall wear colors which distinguish him from the other players and from the referee.

Punishment: For any infringement of this Law, the player at fault shall be instructed to leave the field of play by the referee, to adjust his equipment or obtain any missing equipment, when the ball next ceases to be in play; unless by then the player has already corrected his equipment. Play shall not be stopped immediately for an infringement of this Law. A player who is instructed to leave the field to adjust his equipment or obtain missing equipment shall not return without first reporting to the referee, who shall satisfy himself that the player's equipment is in order. The player shall only reenter the game at a moment when the ball has ceased to be in play.

Decisions of the

International F.A. Board 1. In international matches, international competitions, international club competitions and friendly matches between clubs of different National Associations, the referee, prior to the start of the game, shall inspect the players' equipment and prevent any player whose equipment does not conform to the requirements from playing until such time as it does comply.

The rules of any competition may include a similar provision.

2. If the referee finds that a player is wearing articles not permitted by the Laws and which may constitute a danger to other players, he shall order him to take them off. If he fails to carry out the referee's instruction, the player shall not take part in the match.

3. A player who has been prevented from taking part in the game or a player who has been sent off the field for infringing Law 4 must report to the referee during a stoppage of the game and may not enter or re-enter the field of play unless and until the referee has satisfied himself that the player is no longer infringing Law 4.

4. A player who has been prevented from taking part in a game or who has been sent off because of an infringement of Law 4, and who enters or reenters the field of play to join or re-join his team, shall be cautioned.

If the referee stops the g a m e t o administer the caution, the game shall be restarted by an IFK, taken by a player of the opposing side, from the place where the ball was when the r e f e r e e stopped the game.

Law 5 Referees A referee shall be appointed to officiate in each game. His authority and the exercise of the powers granted to him by the Laws of the Game commence as soon as he enters the field of play.

His power of penalizing shall extend to offenses committed when play has been temporarily suspended, or when the ball is out of p l a y. H i s decision on points of fact connected with the play shall be final, so far as the result o f t h e game is c o ncerned. He shall: 1. enforce the Laws.

2. refrain from penalizing in cases where he is satisfied that, by doing so, he would be giving an advantage to the offending team.

3. keep a record of the game; act as timekeeper and allow the full or agreed time, adding thereto all time lost through accident or other cause.

4. have discretionary power to stop the game for any infringement of the Laws and to suspend or terminate the game whenever, by reason of the elements, interference by spectators, or other cause, he deems such stoppage necessary. In such a case he shall submit a detailed report to the competent authority, within the stipulated time, and in accordance with the provisions set up by the National Association under whose jurisdiction the match was played. Reports will be deemed to be made when received in the ordinary course of post.

5. from the time he enters the field of play, caution and show

a yellow card to any player guilty of misconduct or ungentlemanly behavior. In such cases the referee shall send the name of the offender to the competent authority, within the stipulated time, and in accordance with the provisions set up by the National Association u n d e r whose jurisdiction the match was played.

Reports will b e deemed to be made w h e n received in t h e o r d inary course of post.

6. allow no p e r s o n other than the players and linesmen to enter the field of play without his permission.

7. stop the game if, in his opinion, a player has been seriously injured; have the player removed as soon as possible from the field of play, and immediately resume the game. If a player is slightly injured, the game shall not be stopped until the ball has ceased to be in play. A player who is able to go to the touchor goal-line for attention of any kind, shall not be treated on the field of play.

8. send off the field of play and show a red card to any player who, in his opinion, is guilty of violent conduct, serious foul play, the use of foul or abusive language, or who persists in misconduct after having received a caution.

9. signal for recommencement of the game after all stoppages.

10. decide that the ball provided for a match meets with the requirements of Law 2.