Zaman International School Newspaper Issue 10

Volume 1 Issue 10

INTERNATIONAL SCHOOL NEWSPAPER

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

15 March 2004

Emmanuelle Nhean The Art of Dream A

r t i s a s o r t o f h o p e, a dream, a source of beauty, to show others what one has lived through,' says Cambodian artist Emmanuelle Nhean. Born in

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.

1952, Nhean originally studied medicine. In 1980, she fled to France. In the ensuing years, she went to art school and through her vivid, colourful paintings, created a new life f o r h e r s e l f.

N h e a n ' s career as an artist is one of inspiration, reflecting her determination to put the past behind her.

Although she resumed her m e d i c a l studies in Fr a n c e, s h e was no longer motivated and felt a need to express herself in other ways.

'I had always loved art, even as a small child,' she explained. Her sister had been an architect and she was fascinated by her drawings. She decided to follow her instincts and attended private art classes, financing them by working as a nurse. Eventually she gained a place at an art school in Montparnasse in Paris and abandoned medicine. There she studied Western art and was especially influenced by Vermeer and Matisse. By 1988, having married a French fellow art student, she was earning her living as a painter.

Echoing the ancient artistic traditions of her native Cambodia, her abstract paintings explore new forms of

"Life is an Art which invites you to discover a Style, A Culture, A People" - Emmanuel Nhean expression. She has moved away from her Cambodian heritage whereby artistic patterns consist of emulating and perfecting ancient art forms that reached their apogee in the 12th-century Khmer empire. Although art is u n i v e r s a l, s h e s a y s, e a c h culture has its own particular identity, but she no longer felt at ease with Khmer art. 'It's a culture which was halted a thousand years ago,' she said.

She was drawn instead to abstract art. 'Since 1998, I have devoted myself to researching Khmer art and its contemporary expression, she continued. 'I pushed hard towards abstraction and found

that liberating.' The result is a unique combination of past and present, which gives a power ful resonance to her paintings.

T h u s, t h r e e o i l p a i n t i n g s, identified by numbers, called Ban Teay Srei Dans L'Univers Cubiste No 1, No 2 and No 3 each reveal hints of the exquisite carvings of female deities and decorated lintels at the 10th century temple of Banteay Srei at Angkor. But juxtaposed with the images are cubistic forms, boldly outlined in black and filled with either muted or strong colours of blue and gold and red. The Continued page 2

15 March 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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AND ALSO subtlety of the ancient statuary is balanced against the immediacey of contemporary painting style.

Les Trois Graces (The Three Graces) is both witty and profound, echoing Western art by grouping three female figures together. But they are, in fact, images of apsaras, the celestial dancers carved in bas-relief on the walls of Angkor Wat, resplendent in elaborate head-dresses and l o n g e a r r i n g s. T h e s u b t l e colours of stone are here replaced by bright reds, royal blues and vivid yellows. As if to confuse the notion of identity, both cultural and personal, the faces of the figures are blank, unpainted. This adds rather than detracts from the allure of their otherness and exoticism.

Autant en Emporte le Vent

(Gone With The Wind) another cultural juxtaposition challenges the viewer. Against a deep blue background are rows of red and orange figures.

Too abstract to be positively identified as kneeling or sitting, they nevertheless recall rows of Buddhas in temples, not only by their numbers and arrangement, but because the red and orange recall the colours of Buddhist robes. Yet the title of the picture, with its filmic reference, also suggests a lost world and a culture that was almost wiped out. In La Danse (The Dance), a Khmer classical ballet dancer is shown in a typical pose, yet the picture is not at all Asian. It resembles the paintings of the dancers done by the French sculptor Auguste Rodin, when King Sisowat brought his retinue of dancers and musicians to Paris for the Great Exhibition at the

beginning of the 20th century.

Le Guerrier (The Warrior) is another Angkorian reference, an astonishingly virile image of a male figure in bejewelled belt slung low on the hips, his legs bent as if in a movement of Khmer ballet, yet his arms raised in a pose of aggression.

Once more, identity is both hidden and revealed, gleaned through cultural references while the face is almost blank, with only a few br ushstrokes to suggest eyebrows, nose and mouth.

Nhean's unique artistic talent has resulted in a succession of solo and joint exhibitions in France, Austria and the USA. Her latest project is to promote the restoration of the Cambodian Pa v i l i o n a t t h e C i t y International University in Pa r i s. I n a u g u r a t e d i n 1957, the Cambodian

Pavilion is one of 37 student residences at the university.

Following the catastrophic political events in Cambodia, it was closed in January 1973.

The project is supported by U n e s c o, t h e C a m b o d i a n Embassy and the City International University. She will hold an exhibition of her work at the Hotel du Rond Point des Champs Elysee in 2003 to raise funds for the renovation, and to highlight, at the same t i m e, t h e m u c h n e e d e d restoration at the Museum of Fine Arts in Phnom Penh and at Angkor.

As yet, relatively little contemporary art is emerging from Cambodia, as it recovers not only from the violence within it but from its isolation from the rest of the world. This makes Nhean's work, exposed as it has been to cross-cultural i n f l u e n c e s, a l l t h e m o r e dynamic. In her art, as in her life, Nhean has acknowledged her past but embraced the future. 'I confronted the horrors, but without being destroyed, she concluded. 'It is through art that one is saved.'

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ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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EDUCATION

The Philosophy of Knowledge Epistemology Epistemology is the theory of human knowledge. It is concerned with the origin, structure, methods and validity of human knowledge. It deals such mental phenomena as thinking, perceiving, knowing and understanding.

A major assumption in epistemology that would seem obvious--but is still important--is that the logical structure of the human mind is unchanging.

Gathering knowledge There are several schools of thought or theories on how knowledge is gathered or attained in humans. To a degree, they should also apply to the knowledge in animals.

Empiricism Empiricism is the theory that the only source of human knowledge is experience.

Empiricism proclaims that experiments and observation are the main instruments for the acquisition of knowledge.

Experience includes inner experience reflection upon the mind and its operations as well as sense perception.

Knowledge of the physical world is considered a generalization from particular instances and can never reach more than a high degree of probability.

Empiricism accepts that there is some innate or a priori knowledge based on mathematical or logic rules.

Positivism Positivism--or logical positivism--is an extension of empiricism, in that that knowledge is derived from experience, but it also

"I think, therefore I am." Rene' Descartes tures of the mind. believes that nothing is innate and that only that which can be measured is worth worrying about.

Logical positivism is also known as scientific empiricism. It is a school of philosophy that uses the methodology and precision of mathematics and the natural sciences in the field of philosophy. It considers philosophy an analytical, rather than a speculative, inquiry.

Followers of this school try to clarify the language of science by showing that the content of scientific theories could be reduced to truths of logic and mathematics coupled with propositions referring to sense experience.

Positivism believes that metaphysical speculation is nonsensical, propositions of logic and mathematics tautological, and moral or value statements merely emotive. They believe that verification is essential and that a proposition has meaning only if some sense-experience would determine its truth.

On the other hand, the reflectionist view holds that we can have a priori knowledge of what exists as a result that the knowing subject and the objects of knowledge are in some sense and to some degree pre-tuned to each other.

Compromise The schools of thought on how knowledge is gathered seem to go to the extremes of the spectrum in saying it is all one way or nothing at all. A more likely explanation is a compromise between the extremes.

It is certainly obvious that babies and young animals have certain knowledge and skills that seems to be "hard-wired" into their systems. This is analogous to the computer that has part of its operating system built into the computer chips and hardware, before any software is installed.

As a person experiences life, he or she then gains knowledge empirically. This is also true for animals. The learning process is not quite trial and error, since the built in logical circuits of the brain allow for the basis of Apriorism reasoning and problem Apriorism is a school of solving. Still, experience thought that believes that can certainly enhance the knowledge is innate. This phi- reasoning skills. losophy believes that humans can acquire knowlIn conclusion edge of a special sort, Epistemology is the philosocalled "a priori knowledge" phy of knowledge, its via non-inductive means. sources, varieties and limits.

They differ, however, in their There are several schools of accounts of where such thought on how that knowlknowledge comes from. edge is gathered. They Two broad families of include empiricism, logical apriorist views can be distin- positivism, and apriorism. In guished in this regard. general, a compromise on The impositionist view holds the schools of thought is the that a priori knowledge best way to go. reflects the logical struc-

Challenging Problems English: Write down a sentence containing nine ways the combination "ough" can be pronounced ***

Mathematics What is one-half of two-thirds of three-quarters of four-fifths of five-sixths of six-sevenths of seven-eights of eight-ninths of nine-tenths of one hundred? ***

Science: Take two glasses of water at room temperature. Heat one glass of water up to let's say 80 degrees Celsius. Put both glasses in the freezer. Which glass of water will be frozen first (supposing the glass will not break of course)? Why? *** Answers of previous issue.

English: The word 'news' did not come about because it was the plural of 'new.' It came from the first letters of the words North, East, West and South.

This was because information was being gathered from all different directions. *** Mathematics: Each person paid $9, totalling $27. The manager has $25 and the bellboy $2. The bellboy's $2 should be added to the manager's $25 or subtracted from the tenants' $27, not added to the tenants' $27. *** Science: The two cups end with the same volume of liquid they started with. The same amount of tea was moved to the coffee cup as coffee cup to the teacup. Therefore each cup contains the same amount of its original contents. *** You can give your answers with in 7 days.

Rewards goes to; English: Var Pheakdey Science: No correct answer Maths: No correct answer

15 March 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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SCIENCE

How The Things Work

Question and Answer

I

understand that atoms are mostly empty space, so is the solidity of objects an illusion? If I am looking at a chair, am I looking mostly at empty space?

Y

ou are right, atoms are mostly empty space.

However, we cannot see this because we look at everything with visible light. Light waves have a characteristic size that is bigger than an atom, so they cannot tell us anything about the tiny structure of an atom.

Light waves passing through atoms behave similarly to water waves passing over pebbles on the beach. The characteristic size of the wave is known as the wavelength. This

is the distance between one crest and the next. If a water wave has a wavelength of a few feet, it will be unaffected by pebbles as it approaches the beach. The wavelength is bigger than the pebbles. If we watch these waves, we won't know the pebbles are there.

However, if the waves encounter a large boat, they will be diverted around the hull, and we can easily see that.

The light waves we use to look at everything have a short wavelength, but they are still bigger than an atom. For example, yellow light has a wavelength of about 0.58 micrometers. In comparison, an atom has a radius of about

0.00005 micrometers. People have used X-rays to image crystals, because X-rays have wavelengths about 500-1000 times smaller than light. These images can show the location of the atoms, but not their contents.

You make a good point about the chair. It appears to be solid, but it is mostly empty space. It resists c r u s h i n g because the electrons of the chair atoms cannot easily be com-

pressed together. Charged particles repel other particles of the same charge.

15 March 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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CULTURE

I

REVIVAL OF IZNIK TILES AFTER 300 YEARS

znik is located on the banks of the lake of the same name in the province of Bursa in the northwestern part of Anatolia.

In antiquity it lay within the borders of the Bithynian region.

One legend says that the town was established on the return of the God Dionysus from India. According to another legend, Iznik was colonized by the soldiers who escorted Alexander the Great (356-323 B.C.) during his conquests.

exported to other countries via the Island of Rhodes, which was then under Turkish rule.

The Characteristics of Iznik Tiles

painstaking research, the problem of the fluctuating thermal behavior of the tiles due to their quartz and rock crystal composition is solved.

The result is a tile made primarily out of a semi-

In the course of its history from 316 B.C. to the present day, Iznik presents a picture of a city which has undergone great cultural and architectural changes. In the true sense of the word, Iznik is an archaeological and historical art laboratory of the Romans, B y z a n t i n e s, S e l j u k a n d Ottoman Turks.

The latest research and analysis have revealed that the white pasted hard ceramic consists of the same material as the soft porcelain used in the Ottoman Period. At first, blue and white were the prevailing colors in the pots and wall tiles in this category.

During the 16th century, the turquoise was introduced. The embossed red of the wall tiles of the mihrab of Suleymaniye Mosque (1555) marks the peak of Ottoman tiles and ceramics. During the Ottoman era, the Iznik tiles and pottery were

Iznik Tiles are made on a very clean white base with hard backs and underglazed decorations in a unique technique.

70-80 percent of an Iznik tile is composed of quartz and quartzite. Its beauty arises from the harmonious composition of three successive quartz layers and a paste-slip-glaze combination which i s extremely difficult to b r i n g t o g e t h e r.

The mixture of quartz, clay and g l a z e disperses in a very wide thermic spectr um at 900 c e n t ig r a d e.

A f t e r

precious stone: quartz.

Even though it may appear to be against the principle of “ceramic textural unity”, the porous structure of the tiles cause dilatation or shrinkage in hot, cold or freezing conditions. It is said that this particular aspect of the structure “allows it to breathe”.

In Iznik tiles, one can obser ve colors resembling those of semi-precious stones such as the dark blue of lapis lazuli, the b l u e o f turquoise, the redness of coral, the g r e e n o f emerald.

Some of the c o l o r s obser ved on the tiles and u t e n s i l s , particularly the

coral red, are very hard to obtain and apply. To obtain all of these colors, the cornea white and opaque sheen glazes are required. The slightly opaque quality of the glaze on the tiles absorbs light and reduces strain on the eyes. It not only protects the tile but also help it breathe.

The figures on the tiles and utensils reflect allegorical and symbolic characteristics and the flora and fauna of the region. The geometrical designs can be interpreted almost cosmologically as a general description or depiction of the world or the Universe. They blend beautifully with the surrounding architectural constructions in which they are found, and are never overpowering or overstated, but always tend towards a timeless discretion and moderation.

The Foundation researchers have been using the classical Iznik tile designs on the productions, reviving the mystery of the creation of the Iznik tile. Throughout the production processes, the main objective is to master the traditional technological methods rather than embrace those of our own day. In order to preserve the authenticity of the Iznik tiles, the Iznik Fo u n d a t i o n u t i l i z e s r a w materials that are akin to those of the 16th century.

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ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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ENTERTAINMENT

Disorder In The Court!

H

ere are favorite transquips, all recorded

by America's keepers of the word Q: What is your brother-in-law's name?

A: Borofkin Q: What is his first name?

A: I can't remember.

Q: He's been your brother-inlaw for 45 years, and you can't remember his first name?

A: No. I tell you I'm too excited.

(Rising from the witness chair and pointing to Mr. Borofkin).

Nathan, for God's sake, tell them your first name!

Q: Did you stay all night with this man in New York?

A: I refuse to answer that question.

Q: Did you stay all night with this man in Chicago?

A: I refuse to answer that question.

Q: Did you ever stay all night with this man in Miami?

A: No. Q: Doctor, did you say he was shot in the woods?

A: No, I said he was shot in the lumber region.

Q: Now, Mrs. Johnson, how was your first marriage terminated?

A: By death.

Q: And, by whose death was it terminated?

Q: What is your name?

A: Ernestine Mc Dowell.

Q: What is your marrital status?

A: Fair.

Q: Are you married?

A: No, I'm divorced.

Q: What did your husband do before you divorced him?

A: A lot of things that I didn't know about.

Q: How did you happen to go to Dr. Cheney?

A: Well, a gal down by the road had had several of her children by Dr. Cheney and said he was really good.

Q: Mrs. Smith, you do believe that you are emotionally unstable?

A: I used to be.

Q: How many times have you committed suicide?

A: Four times.

A: No. Q: Did he pick the dog up by the ears?

A: No. Q: What was he doing with the dog's ears?

A: Picking them up in the air.

Q: Where was the dog at the time?

A: Attached to the ears.

Q: Doctor, how many autopsies have you performed on dead people?

A: All my autoppsies have been on dead people.

Q: Were you acquainted with the decedent?

A: Yes, sir.

Q: Before or after he died?

Q: Officer, what led you to believe the defendant was under the influence?

A: Because he was argumentary, and he couldn't pronunciate his words.

Q: What happened then?

A: He told me, he says, "I have to kill you because you can identify me."

Q: Did he kill you?

Q: Mrs. Jones, is your appearance this morning pursuant to a deposition notice which I sent to your attorney?

A: No. This is how I dress when I go to work.

Q: Now, I'm going to show you what has been marked as State's Exhibit No. 2 and ask if you recognize the picture?

A: John Fletecher.

Q: That's you?

A: Yes, sir.

Q: And you were present when the picture was taken, right?

Q: Please state the location of your right foot immediately prior to impact.

A: Immediately before the impact, my right foot was located at the immediate end of my right leg.

Q: What can you tell us about the truthfulness and veracity of this defendant?

A: Oh, she'll tell you the truth.

She said she was going to kill the son of a gun -- and she did.

15 March 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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ENTERTAINMENT

Electricity Word Search Puzzle Word List

Active Ammeter Amperes Capacitor Charging Circuit Circuit breaker Current Diode Discharging Dry cell Earth Electrode Electrolyte Electroscope Emf Fuse Insulator Parallel Power Rechargeable Series Short circuit Solar cell Conductor Static electricity Switch Voltmeter Volts Watt Wet cell

15 March 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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SPORT

A Brief History of Badminton Badminton History Badminton has a surprisingly long history given its relatively recent introduction onto the Olympic scene. Badminton was invented long ago; its origins date back at least two thousand years to the game of battledore and shuttlecock played in ancient Greece, India and China. Badminton took its name from Badminton House in Gloucestershire, the home of the Duke of Beaufort, where the sport was played in the last century. By coinci-

dence, Gloucestershire is now the base for the International Badminton Federation.

Founded in 1934 with nine members - Canada, Denmark, England, France, Ireland, Netherlands, New Zealand, Scotland and Wales, membership of the International Badminton Federation has risen steadily.

There was a notable increase in new members after badminton's Olympic debut at Barcelona. Development in the sport continues to grow and the current 142 members is expected to increase further.

The first major IBF tournament was the Thomas Cup (world

men's team championships) in 1948. Since then, the number of world events has increased with the addition of the Uber Cup (ladies' team), World Championships, Sudirman Cup (mixed team), World Juniors and the World Grand Prix Finals. 1996 saw the last of a highly successful invitational event, the World Cup. Started in 1981 the World Cup was established to provide top players with an opportunity to earn greater levels of prize money. As the World Grand Prix

circuit has grown and prize money has increased it was felt that the World Cup had served its purpose.

New competitions are planned including one-off spectaculars and the development of a SuperSeries. It is anticipated that these will attract greater sponsorship, prize money and television. In these days of mass communications, the importance of television to a world sport is selfevident. Television brings the action, the excitement, the explosive power of badminton into homes around the world. It pulls in the crowd to see the

action live; it pulls in major sponsors.

147 countries are members of the IBF. Badminton is the world's fastest racket sport: a shuttle can leave the racket at a speed of almost 300 km/hour.

A badminton player can cover more than 2 km in just one match.

A shuttlecock weighs between 4.74 and 5.50 grams.

USA in 1957, 1960 and 1963; other holders are China, Indonesia and Japan.

It is an American, Judy Hashman, who holds the record number of All-England titles 17 in total.

Famous personalities who play badminton include Paul Newman, Diego Maradonna and Nick Faldo.

Badminton's history dates back to Ancient Greece and the early Far-Eastern civilisations; versions of the game, sometimes using a foot instead of a

The best shuttles are made from the feathers from the left wing of a goose.

16 feathers are used to make a shuttle.

The biggest shuttle in the world can be found on the lawns of the Kansas City Museum 48 times larger than the real thing, 18 feet tall and weighing 2500 kilo.

The Thomas Cup, the men's world team championships, has been won by only three countries since it began in 1948 - Malaysia, Indonesia and China. The only time the Uber Cup, the women's world team championships, was won outside Asia was by the

racket, have been depicted on pottery around 3000 years ago, in China.

Once known as battledore and shuttlecock, the game as we know it today took its name from Badminton House in Gloucestershire, England home of the Duke of Beaufort.

Badminton's first Olympics was in 1992.

The two most successful badminton countries are China and Indonesia which between them have won 70% of all IBF events.

Crowds of up to 15000 are common for major badminton tournaments in Malaysia and Indonesia.

Did you know...