Zaman International School Newspaper Issue 19

Volume 2 Issue 19

INTERNATIONAL SCHOOL NEWSPAPER

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

15 December 2004

Martial Arts M

artial arts, also known as f i g h t i n g s y s t e m s, a r e bodies of codified practices or traditions of unarmed and armed combat, usually without the use of guns and other modern weapons. They are

ZAMAN NEWSPAPER Zaman, Publisher Atilla Şinik, Editor-in Chief Zulfi Erken, Editor at Large

Prepared by 11- B 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.

often taught for various reasons Aikido such as fitness, getting rid of aggressions, mental/character Date of Origin:1942 development, and self-defense. Country of Origin:Japan Technique:Bare Hands and Feet, SUB CATEGORIES OF MARTIAL Jo, Bokken and Tanto ARTS Aikido Taekwondo Capoeira Choy Li Fut Dim Mak Gojukai Karate Goju Ryu Karate Hapkido Hsing Iaido Jeet Kune Do Judo Jujutsu Ju Jitsu Kali Karate Kendo Kempo Karate Kickboxing Krav Maga Kung Fu Kyokushinkai Muay Thai Ninjutsu Pentjak Silat Pa Kua Sambo Savate Shito Ryu Karate Shorin Ryu Shorinji Kempo Shotokan Karate Shukokai Sumo Tai Chi Chuan Tang Soo Do Uechi Ryu Wado Ryu Karate Wing Chun Kung Fu Yoseikan

Loosely translated, Aikido means "way of accord."

Aikido emphasizes evasion and circular/spiral redirection of an attacker's aggressive force into throws, pins and immobilizations as a primary strategy rather than punches and kicks.

The primar y strategic foundations of Aikido are: 1. Moving into a position off of the line of attack 2. Seizing control of the attacker's balance by means of leverage and timing 3. Applying a throw, pin, or other sort of i m m o b i l i z ation (such as a wrist/arm lock) Strikes (atemi) are not absent altogether from the strategic arsenal of the Aikidoist, but their use is primarily (though not exclusively) as a means of distraction. A strike is delivered in order to provoke a reaction from t h e a g g r e s s o r, c r e a t i n g a window of opportunity, facilitating the application of a throw, pin, or other immobilization.

Many Aikido schools train in varying degrees with weapons, including the jo (a staff 4 or 5 feet in length), the bokken (a wooden sword), and the tanto (a knife, usually made of wood, for safety). These weapons are used not only to teach defenses against armed attacks, but also to illustrate principles of Aikido movement, distancing, and

15 December 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

2

GENERAL timing Taekwondo Date of Origin:57 B.C. - 936 A.D. Country of Origin:Korea Technique:Hand and Foot Taekwondo is a modern martial art, characterized by its fast, high and spinning kicks.

There are m u l t i p l e interpretations of the name Taekwondo.

Ta e k w o n d o i s often translated as 'the way of hand and foot.'

Tae = 'Foot' or 'to kick' or 'to jump'K'won = 'Fist' or 'to strike or block with hand' Do = 'The way of' or 'art' Put this together and Taekwondo means: "The art of kicking and punching" or "The art o f u n a r m e d c o mbat."

Disciplines of Taekwondo Taekwondo has four disciplines: 1- Patterns 2- Sparring 3- Self-defense 4- Break Test It is the combination of these four disciplines that make the art of Taekwondo.

The Origin of Taekwondo The origin of Taekwondo traces back to the three kingdoms of Koguryo (37 BC-668 AD), Paekche (18 BC-600 AD), and Silla (57 BC936 AD). Mural paintings on the royal tombs of the Koguryo dynasty, the stone sculptures of pagadas of temples of the Silla period,

and documents written in the Pa e k c h e d y n a s t y s h o w e d fighting stances, skills, and formalized movements similar to today's Taekwondo styles and forms.

All three kingdoms indulged in growing national strength with trained warriors. Therefore, the Korean history tells that there were militar y personalities among the well-known prominent national leaders of the three kingdoms, which proves the military tendency of ruling hierarchy.

A l t h o u g h Ta e k w o n d o f i r s t a p p e a r e d i n t h e Ko g u r y o kingdom, it is the Silla's Hwarang warriors that are credited with the growth and spread of Taekwondo throughout Korea.

Silla was the smallest of the three kingdoms and was always under attack by Japanese pirates. Silla got help from King Gwanggaeto and his soldiers from the Koguryo kingdom to drive out the pirates.

During this time a few select Sillan warriors were given training in Taek Kyon by the early masters from Koguryo.

The Taek Kyon trained warriors became known as the Hwarang.

The Hwarang set up a military academy for the sons of royalty in Silla called Hwarang-do, which means "the way of flowering manhood." The guiding principles of the Hwarang warriors were loyalty, filial duty, trustworthiness, valor, and justice. The makeup of the Hwarang-do education was based on the Five Codes of Human Conduct written by a Buddhist scholar, fundamental education, Taek Kyon and social skills. Taek Kyon was spread throughout Korea because the Hwarang traveled all around the peninsula to learn about the other regions and people.

The modern period of Taekwondo began with the liberation of Korea in 1945 after World War II. Korea wanted to eliminate Japanese influences (in martial arts) and began to unite the various martial arts schools and styles into a single style and national sport. In 1965, t h e n a m e Ta e k w o n d o w a s chosen to represent this unified style of Korean martial arts.

Atilla Ĺžinik

15 December 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

3

CULTURE

Human Rights Day

NEAK PEAN TEMPLE

N

eak Pean is a tiny temple built during the reign of King Jayavarman VII, an energetic king who ruled in the late 12th century (for biographi-

O

n 10 December 1948, shown in the photo above, with a the United Nations single tower made of sandstone.

General Assembly The significance of Neak Pean is not known, but the Khmer kings a d o p t e d t h e U n i v e r s a l commonly placed islands at the Declaration of Human Rights, which has become a universal standard for defending and promoting human rights. Every year on 10 December, Human Rights Day marks the adoption of the Universal Declaration. On Human Rights Day it is celebrated around the globe that "All human beings are born with equal and inalienable rights and fundamental freedoms". Human Rights Day 2004 is dedicated to human

future initiatives for the enhance-

ment of human rights education worldwide. The Assembly is expected to proclaim a World Programme for Human Rights

Neak Pean temple, on a circular island in Preah Khan Baray cal details, see the Preah Khan page). The King ordered the construction of a vast baray (reservoir) east of Preah Khan temple to provide water to its hundred-thousand support w o r k e r s. S t r e t c h i n g a h a l f kilometer by 900 meters, the

center of barays. Some historians believe that Neak Pean represents Anavatapta, a mythical lake in the Himalayas whose waters are thought to cure all illness. Descriptions of Anavatapta include references to four springs spewing from the

artificial lake stored millions of cubic meters of water to irrigate the rice fields during the dry season. Neak Pean sits at the center of the reservoir. It once consisted of a square pond, measuring 70 meters to a side, surrounded by four smaller p o n d s, w h i c h w e r e i n t u r n surrounded by eight other ponds. At the very center of the complex was a tiny island,

mouths of a lion, an elephant, a horse, and an ox. This closely corresponds to Neak Peanits central pond drains into the four surrounding ponds through gargoyles shaped like a lion, an elephant, a horse, and a man respectively. If the theor y is correct, it is uncertain one gargoyle is a man and not an ox.

ATILLA SINIK

rights education. World leaders will meet in the UN General Assembly to mark the end of the United Nations Decade for Human Rights Education (19952004) and discuss possible

Education. The first phase of the Programme, to run from 2005 to 2007, is to be devoted to human rights education in the primary and secondary school systems.

Eang Roath Virak

15 December 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

4

EDUCATION

Leo Tolstoy Russia's greatest author Leo Tolstoy was born at Yasnaya Polyana, in Russia's Tula Province, the fourth of five children. The title of Count had been conferred on his ancestor in the early 18th century by Peter the Great.

His parents died when he was a child, and he was brought up by relatives. In 1844 Tolstoy started his studies of law and oriental languages at Kazan University, but he never took a degree.

Dissatisfied with the standard of education, he returned back to Yasnaya Polyana in the middle of his studies, and then spent much of his time in Moscow and St. Petersburg. In 1847 Tolstoy was treated for venereal disease. After contracting heavy debts, Tolstoy accompanied his elder brother to the Caucasus in 1851, and joined an artiller y regiment. In the 1850s Tolstoy also began his literary career, publishing the autobiographical trilogy Childhood (1852), Boyhood (1854), and Youth (1857).

During the Crimean War Tolstoy c o m m a n d e d a b a t t e r y, witnessing the siege of Sebastopol (1854-55). In 1857 he visited France, Switzerland, and Germany. After his travels To l s t o y s e t t l e d i n Ya s n a y a Polyana, where he started a school for peasant children. He saw that the secret of changing the world lay in education. He investigated educational theory and practice during further travels to Europe (1860-61), and published magazines and textbooks on the subject. In 1862 he married Sonya Andreyevna Behrs (1844-1919); she bore him 13 children. Sonya also acted as her husband's devoted secretary.

Tolstoy's fiction grew originally out of his diaries, in which he tried to understand his own feelings and actions so as to control them. He read fiction and philosophy widely. In the Caucasus he read Plato and Rousseau, Dickens and Sterne; through the 1850s he also read and admired Goethe, Stendhal, Thackeray, and George Eliot.

Tolstoy's major work, War and Peace, appeared between the years 1865 and 1869. The epic

tale depicted the story of five families against the background of Napoleon's invasion of Russia.

Its vast canvas includes 580 characters, many historical,

others fictional. War and Peace reflected Tolstoy's view that all is predestined, but we cannot live unless we imagine that we have free will.

Tolstoy's other masterpiece, Anna Karenina (1873-77), told a tragic story of a married woman, who follows her lover, but finally at a station throws herself in front of an incoming train.

The novel opens with t h e f a m o u s s e ntence: "Happy families are all alike, every unhappy family is unhappy in its own way." Anna Karenina has been filmed in Hollywood several times. One of the most famous v e r s i o n s, s t a r r i n g Greta Garbo, was born during the period when film industr y was under the censorial agencies of the Catholic Legion of Decency and the Production Code Administration. Thus the love affair of Anna and Vronsky was strongly condemned in the film and all references to the illegitimate child were removed.

After finishing A n n a Karenina T o l s t o y renounced all his earlier works. "I w r o t e ever ything into Anna Ka r e n i n a, " he later confessed, "and nothing was left o v e r . " Voskresenie ( 1 8 9 9 , Resurrection) was Tolstoy's last major novel, which affirmed Tolstoy's belief in the primacy of the individu a l c o nscience over the collective morality of the group.

According to Tolstoy's wife Sonia, the idea for The Kreutzer Sonata (1890) was given to Tolstoy by the actor V.N. Andreev-Burlak during his visit at Yasnaya Polyana in June 1887. In the spring of 1888 an amateur performance of Beethoven's Kreutzer Sonata took place in Tolstoy's home and it made the author to return to an idea he had had in the 1860s.

The Kreutzer Sonata is written in the form of a frame-story and set on a train. The conversations among the passengers develop into a discussion of the institution of marriage. After writing the novel Tolstoy was accused of preaching immorality. The Chief Procurator of the Holy Synod wrote to the tsar, and this marked the beginning of the process that led ultimately to Tolstoy's excommunication. In 1890, Tolstoy was forced to write a p o s t s c r i p t i n w h i c h h e a ttempted to explain his unorthodox views.

In the 1880s Tolstoy wrote such philosophical works as A Confession and What I Believe, which was banned in 1884. He started to see himself more as a sage and moral leader than an artist. In 1884 occurred his first attempt to leave home. He gave up his estate to his family, and tried to live as a poor, celibate peasant. Attracted by To l s t o y ' s w r i t i n g s, Ya s n a y a Polyana was visited by hundreds of people from all over the world.

In 1901 the Russian Orthodox Church excommunicated the author. Tolstoy became seriously ill and he recuperated in Crimea.

Tolstoy's teachings influenced Gandhi in India, and the kibbutz movement in Palestine, and in Russia his moral authority rivaled that of the tsar. After leaving his estate with his disciple Vladimir Chertkov on the urge to live as a wandering ascetic, Tolstoy died of pneumonia on November 7 (Nov. 20, New Style) in 1910, at a remote railway junction. Tolstoy's collected works, which were published in the Soviet Union in 1928-58, consisted of 90 volumes.

Yun Sovanarith

15 December 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

5

HISTORY

The Korean War

O

n 25 June 1950, the young Cold War suddenly turned hot, bloody and expensive.

Within a few days, North Korea's invasion of South Korea brought about a United Nations' "police action" against the aggressors.

That immediately produced heavy militar y and naval involvement by the United

States. While there were no illusions that the task would be easy, nobody expected that this violent conflict would continue for more than three years.

Throughout the summer of 1950, the U.S. and the other involved

United Nations' states scrambled to contain North Korea's fastmoving army, assemble the forces necessary to defeat it and simultaneously begin to respond to what was seen as a global military challenge from the Communist world.

Though America's Armed Forces had suffered from several years'

of punishing fiscal constraints, the end of World War II just five years earlier had left a vast potential for recover y. U.S. materiel reserves held large quantities of relatively modern ships, aircraft, military equip-

The Nobel Price

ment and production capacity that could be reactivated in a fraction of the time necessary to build them anew. More importantly, the organized Reserve forces included tens of thousands of trained people, whose Wo r l d Wa r I I e x p e r i e n c e s remained reasonably fresh and relevant.

In mid-September 1950 a daring amphibous invasion at Inchon fractured the North Korean war machine. In the following two months UN armies pushed swiftly through North Korea.

However, with victor y seemingly in sight, China intervened openly, and the Soviet Union not-soopenly, on the side of their defeated fellow Communist neighbor.

The UN was thrown back midway into South Korea.

Early in the new year, the Chinese army was in turn contained and forced to retreat.

By the middle of 1951, the front lines had stabilized near where the war started twelve m o n t h s e a r l i e r.

Negotiations began amid hopes that an early tr uce could be arranged. But this took two more fr ustrating years, during which the contending forces fought on, with the U.S. Navy providing extensive air and gunfire s u p p o r t, a c o n s t a n t a m p h i b i o u s t h r e a t, r e l e n t l e s s minesweeping and a large logistics effort.

Finally, on 27 July 1953, with a new regime in the USSR and the blunting of a final Communist offensive, negotiations concluded and fighting ended. However, the Cold War, considerably warmed up by the Ko r e a n e x p e r i e n c e, w o u l d would maintain its costly existence for nearly four more decades.

Yun sovanarith

T

he Nobel Price which is an international award given yearly since 1901 for achievements in physics, chemistr y, medicine, literature and for peace. In 1968, the Bank of Sweden instituted the Prize in Economic Sciences in Memory of Alfred Nobel, founder of the Nobel Prize.

The prizes, which include an amount (SEK 10 million, around euro 1.1 million or US$1.3 million per prize categor y shared equally among the Laureates), a gold medal and a diploma, are presented on Dec. 10, the anniversary of Nobel's death in 1896.

MAN BEHIND THE PRIZE Alfred Nobel was born in 1833 in Stockholm, Sweden. His family was descended from Olof Rudbeck, the best-known technical genius of Sweden's 17th centur y era as a great power in northern Europe.

Nobel invented dynamite in 1866 and later built up companies and laboratories in more than 20 countries all over the world.

On November 27, 1895, Nobel signed his last will providing for the establishment of the Nobel P r i z e. H e d i e d o f c e r e b r a l haemorrhage in his home in San Remo, Italy on December 10, 1896.

Nobel prize winners in 2004 Chemistry, Aaron Ciechanover Chemistry, Avram Hershko Chemistry, Irwin Rose Economics, Finn E. Kydland Economics, Edward C. Prescott Literature, Elfriede Jelinek Medicine, Richard Axel Medicine, Linda B. Buck Peace, Wangari Maathai Physics, David J. Gross Physics, H. David Politzer Physics, Frank Wilczek

Tan Phonsela

15 December 2004

6

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

CULTURE

TURKISH HOUSES What is a Turkish House?

The Turkish House can be defined as the types of houses which Turks have lived in throughout history. Since they first appeared on the stage of history , their settlement areas have been greately diversified: They have spread from Central Asia to the Balkans, from North Africa to

of the room, which instead of being adjacent is separated from the other with the extentions of the sofa, Plan types with central sofas emerge in the later periods.

Multi-storey buildings: Most houses have at least two storeys.

The upper storey is the living area and has the to suit plan layout. The ground floor

and horizontal.

Construction: The basic system of construction is the timber frame with infilling material or the lathe and plaster.

All these characteristics are the same for all houses, regardlesss of the societal class of their owner. Wealth is only reflected in

Arabia and right up to the north coast of the Black Sea, and have evolved into several different forms. In our definition of the Turkish House, for the purpose of this study, we have onl included those that were inherited from the Ottoman Empire, remaining examples some of which can be traced back to the 17th century. A typical Turkish House should have the following characteristics: Original room arrangement: The room is the main component of the Turkish House. Throughout the studied period its characteristics have barely changed.

Plan Layout: The most characteristic plan types are those with outer or open sofas, utilizing projections and eyvans. The authentic aspect of these plan types is the independent nature

generally has a high, solid stone wall, almost like a fortification.

The upper floor extends over the street with projections.

Form of the roof: The roof slopes on all four sides and has a simple form, avoiding indents or extentions. The eaves are wide

the number of rooms and the decoration. This house type is like a seal the Turkish culture has stamped wherever it has set foot. It can immediately be discriminated from the houses belonging to other cultures, and makes its presence felt. Few

people have made thorough studies of the Turkish House.

Sedad Hakk覺 Eldem, who was quick to notice the significance of the Turkish House and began to put together all documentation he could find as a young professional, made the earliest, most comprehensive and competent studies in this field. Some of these were published only a short time before his death. Thus we can study the last significant examples of the Turkish House from his books.

Archeologist Mahmut Akok has also contributed to the field with his measured drawings and articles on houses from various regions.

In the 1950 s, several thesis were prepared in the Faculty of Architecture of the Technical University of Istanbul, on the domestic architecture of important towns. After a mute period of almost 20 years, recently doctoral thesis or student studies have once again taken up the subject, and using more scientific methods they are mainly concentrating on studies of the smaller towns.

The main reason for this recent interest is the recognition of the fact that the traditional housing pattern is rapidly disappearing and losing character as new buildings emerge. Nevertheless, the Turkish House is still an astonishing subject. Wandering among Turkish houses you may come across some admirable ones not yet discovered. Most of these may not have measurec drawings; may not even have been photographed properly

Ouk Pasarak

15 December 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

7

ENTERTAINMENT

Criss Cross Puzzle

Atilla Şinik

15 December 2004

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

8

HEALTH

Vitamin C Your Ultimate Health Insurance Vitamin C is a water-soluble vitamin. Water-soluble vitamins are carried throughout the body in the bloodstream. They are, for the most part, not stored in the body. The body uses what it needs and the rest is passed in the urine.

What food source is the nutrient found in?

The best sources of vitamin C are

How does the nutrient affect the body?

Vitamin C is important to many body functions. It helps the body do the following: build and maintain collagen, which are fibers that connect tendons, ligaments, bones, and cartilage heal wounds and bruises keep the immune system healthy maintain healthy bones, teeth,

Information Scurvy is a disease caused by a d e f i c i e n c y o f v i t a m i n C. I t causes open sores in the mouth, loose teeth, and soft gums. In the 1700s, it was discovered that sailors who often drank lime juice did not get scurvy. Sailors who did not drink lime juice had a 50% chance of dying from scurvy. It was not until 200 years

excess alcohol intake smoking stress Pr e g n a n c y, b r e a s t f e e d i n g, gastrointestinal diseases, and hyperthyroidism increase the need for vitamin C. Inflammatory diseases, burns, and surgery can also increase a person's need for vitamin C. Following are signs of vitamin C deficiency: inflamed gums

Vitamin C Structure

reduced resistance to colds and infections skin problems slow fruits and vegetables. Citrus fruits gums, red blood cells, and later that vitamin C was found to w o u n d h e aling stomach such as oranges, grapefruit, and blood vessels repair bone prevent scurvy.

Severe deficiency of vitamin C disorders t a n g e r i n e s a r e e x c e l l e n t fractures It is unclear from studies whether

Vitamin C Sources sources. Other good sources of vitamin C are as follows: broccoli, cabbage, and brussels sprouts melons, kiwifruit, and strawberries sweet peppers, potatoes with skin, and tomatoes

Vitamin C may reduce the risk of certain chronic diseases by a c t i n g a s a n a n t i o x i d a n t.

Antioxidants help the body fight the effects of free radicals, which can damage the body's cells.

can lead to scurvy. However, severe deficiency and scurvy are rare in developed nations.

Vitamin C deficiency is often caused by the following factors: a diet that does not include enough fruits and vegetables

physical activity increases a person's requirement for vitamin C. There is no substantial evidence that mental or emotional stress increases the need for vitamin C for healthy people.

EANG ROTH VIRAK