Zaman International School Newspaper Issue 34

NEWSPAPER

Volume 3 Issue 34

15 March 2006

Royal Palace diamonds weighing 90 kilograms. In the pagoda there are many other interesting artifacts and jewels. This is only one of a few temples that still remain intact after the Khmer Rouge regime.

All local people and foreigners can visit the Royal Palace everyday from 8:00 am to 11:00 am and from 2:30 pm to 5:00 pm.

Entrance fee US$ 3 per person.

Photography is allowed outside the exhibition areas only.

The visitors can buy souvenirs and post-cards from the stores inside and they can watch movies of the King's father. After visiting Royal Palace visitors can walk from there to the garden in front and view the river, they also can visit the museum next to the palace.

The Royal Palace is the best location to view the river. King Norodom built this palace in 1866.

ZAMAN NEWSPAPER Zaman, Publisher Elif Yavuz, Editor-in Chief Gurkan Cil, Editor at Large

Prepared by 11-E 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.

The palace is made up of many buildings.

French administrators and Khmer architects completed most of the buildings before World War I with involvement.

There are some European style buildings on the grounds. Now it is the official residence of King Norodom Sihamoni.

This place is used for special occasions including traditional ceremonies, national festivals, royal births, deaths, and weddings‌. etc. Most of the palace buildings are closed to the public. Internal walls are decorated with frescoes painted

by Khmer artists that show us about Cambodia's history.

There are many beautiful places in the Royal Palace such as the Throne Hall, the Elephant Pavilion, the Royal Treasury, Chan Chaya Pavilion, Silver Pagoda and others, but now we can visit only the Silver Pagoda

The Royal Palace attracts many visitors everyday and is an important part of tourism in Cambodia. When there is a national ceremony or special occasion, the Committee for organizing national-international ceremonies decorates around the gates and inside the palace with red light. It is very beautiful Also famous is the solid gold at night. It is looks like a gold Buddha encrusted with 9,584 temple. (the temple of the Emerald Buddha); this is a very special place. This building, formerly made of wood, was rebuilt in 1962 with concrete and marble.

The pagoda is floored with over 5,000 silver tiles, each tile weighing 1 kilogram.

15 March 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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GENERAL

The Effect of Television in the Early Years Among the greatest inventions of the twentieth century are devices of mass communications. Every invention can have either a positive or a negative effect, depending on how it is used. TV is one of these inventions that is found in the home.

The history of family life can be divided into two phases: “before TV” and “after TV.” Its affects on the whole family are so immense that they are outside the scope of this article. Instead, we will concentrate on the affects of television on children, and especially on children under the age of 3.

During our interviews with parents, almost all of them had one question: “What is the effect of television on our child?” The importance of this question can be better understood after we have studied the effects of television on our children. The effects of TV depend on how much the children watch TV, their personality, whether they watch alone or with adults, and whether their parents talk to them about what they have watched.

Therefore, it would not be true to say that television is absolutely harmful or beneficial. If the necessary precautions are taken, it can be a useful source for both the child's educational and social development, while, on the other hand, it can have very harmful and lasting effects on children if not properly monitored and if the child is left to decide when, how much and which TV programs to watch.

The effects also vary according to the child's age. This magic box has different effects on children of different age groups.

The worst, and unfortunately permanent, effects of television on children occur during the 0-3 age group. This is because some of the psycho-social attributes that are acquired in these years persist in a person's character throughout life. Any problem that originates from this period will affect the rest of a person's life.

The Effects of Television on m u c h t i m e i n f r o n t o f t h e c o m m u n i c a t i o n i s s p e e c h , children have to learn how to talk. the 0-3 Age Group television.

In order to be loved by people, During this period some parents Experiencing full emotional they have to understand people do not (or cannot) spend enough sensations and the complete a n d r e s p o n d t o e m o t i o n a l time with their children for a attention of the parents sets the s t i m u l a t i o n . C h i l d r e n n e e d variety of reasons, and they groundwork in the first three e n c o u r a g e m e n t i n o r d e r to leave their child alone with the years of life for a strong and socialize and develop communitelevision. Some of the reasons healthy psychological make-up. cation, especially from those for a lack of time being devoted to Physical contact, talking to the w h o a r e i n c h a r g e o f t h e the child may be socio-economic child, making him or her feel that upbringing. This encouragement factors, the life-style of a working he or she is loved, playing with and approval, attention to the child's needs (food, clothing, hygiene, safety, etc), paying attention to the child's problems, spending time with the child, kissing, caressing, talking and playing with the child all go towards helping the child feel that he or she is loved; these constitute an encouragement for the bio-psycho-social development of the child.

mother, problems between the parents themselves, the necessity of housework, parents working additional jobs, a chronic illness in the family, psychiatric problems of the parents, the child being the product of an unwanted pregnancy, the child's physical illness, or dozens of other reasons all of these can affect family life. Because of these, intentionally or not, some parents often cannot pay enough attention to their child; the only thing they are able to do being to keep up physical maintenance (i.e., feeding the child and keeping him or her clean). In these cases, TV comes in and fulfills the role of the parents, and the child ends up spending too

the child, spending time with the child all have a positive effect on the development of the psychosocial side of the child. Spending time with a baby prevents him or her from becoming alienated in relationships with other people and helps him or her to recognize the social environment, starting with the parents. Along with this relationship, a close tie between the child and the mother develops. This relationship starts in the mother's womb and continues during infancy. The child begins to be able to communicate and express his or her needs. As time goes on, the child starts to be able to establish a dialog with other people.

Since the basic foundation of

The reason we mention all these is so that we can better understand the television-child relationship. When the child is left for a long time in front of a device that does not respond to his or her words, looks and smiles a device devoid of sensual and social stimulants, without emotion - and when the child is deprived of physical closeness to the person with whom he or she has established close ties - problems will occur as time passes. Although television provides sounds and images, the child is not yet of an age to interpret, accept and benefit from these. The problems developed here will appear later in the form of an incompleteness or inadequateness in the socialization, individualization and the psycho-social aspects of this person.

Why is TV more harmful for children?

The child will not have friends or a social environment to make up for the social and sensual incompleteness mentioned above. He or she does not play a role in an interchange, and the child does not have a chance to contribute.

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15 March 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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GENERAL »»» continues from 2nd page Psycho-motor and psychosocial sufficiency has not had a chance to develop and he or she does not have an alternative environment in which to develop.

If a child is less than 3 years old and stays too long (how long changes from child to child, but generally for more than an hour) in front of a television, and particularly if the parents have any of the problems mentioned above that prevent them from spending more time with the child, then some insufficiency and delay can be witnessed in the child's psycho-social functions. These functions are those that are necessary for the development of social improvement (sensual interaction and responsiveness, adaptation to the social environment, taking an interest in people, showing sympathy to others, paying attention to other children of the same age, etc) and communication (talking, meaningful gestures and mimicry, spelling words out by syllables, percept ion, making sounds, forming sentences, etc). If such conditions occur, a child psychiatric must also investigate what other reasons may have caused such conditions. The replacement of time that should be spent with other people with time spent before the television has very serious drawbacks.

If the children stay too long in front of the television during this period, some psychiatric abnormalities may develop. The child may show symptoms of indifference to his or her surrounding, for example, he or she may not look around when called, the child may avoid making eye contact, or show indifference to other people and children of the same age, the child may experience difficulties in taking part in emotional or social communication, he or she may try to stay on his or her own, or may display repetitive behavior, like turning around or rocking back and forth, the child may become

obsessed with objects, he or she may be slow to speak and construct sentences, or may display problems in establishing dialogue, or the child may be unable to respond sentimentally.

Therefore, in order to prevent excesses, it would be appropriate for the parents to put a limit on television for the benefit of normal psycho-motor and psycho-social development in the child.

by a loud crack of thunder, the cattle ran off, creating a stampede. It was the cowboys job to round up the cattle and continue to move them along to their final destination.

Modern day cowboys can be found at the rodeo using the same skills as the early cowboys of America. Rodeo cowboys wear similar clothing when they ride horses or broncos and rope steers.

Memory Principles

Controlling the Amount and Form Selectivity-You must determine what is most important and select those parts to begin the process of studying and learning.

Meaningful Organization--You can learn and remember better if you can group ideas into some sort of meaningful categories or groups.

Strengthening Neural Connections Recitation--Saying ideas aloud in your own words strengthens synaptic connections and gives you immediate feedback. The more feedback you get, the faster and more accurate your learning.

Visualization--The brain's quickest and probably the longest-lasting response is to images. By making a mental picture, you use an entirely different part of the brain than you did by reading or listening.

Association--Memory is increased when facts to be learned are consciously associated with something familiar to you. Memory is essentially formed by making neural connections. Begin by asking, “What is this like that I already know and understand?”

At the same time, it would be How to Study Model appropriate for both the father and the mother to spend as Quick Reference Guide for Brain much time as possible out of Compatible Learning Principles their normal daily life with the Below is a list of memory or child, playing with him or her, learning principles with a brief definition of each. speaking to the child, showing Making an Effort to Remember the child that he or she is loved, showing an affinity with him or Interest--The brain prioritizes her, taking the child out, paying by meaning, value and releattention to his or her physical vance. To have meaning, you needs, paying attention to his or must understand what you are her normal growth stages, laying learning. In order to remember the ground for communication something thoroughly, you must with other children, sparing be interested in it and think that it some time only to be with the has value and relevance in your child, telling him or her stories. In life. Intent to Remember-- Your short, parents do not have to attitude has much to do with b a n t e l e v i s i o n w a t c h i n g whether you remember something or not. A key factor to completely for their children, but remembering is having a positive the appropriate thing for the attitude that you get it right the good of the child is to restrict and first time. Attention is not the A l l o w i n g T i m e t o S o l i d i f y balance it with other activities. same as learning, but little Pathways Consolidation--Your brain learning takes place without must have time for new informaattention. tion to establish and solidify a The first cowboys came from B a s i c B a c k g r o u n d - - Yo u r neuronal pathway. When you Mexico. They were men who understanding of new materials make a list or review your notes rode on horses and took care of depends on what you already right after class, you are using herds of cattle. They were known know that you can connect it to. the principle of consolidation. a s v a q u e r o s w h i c h i s t h e The more you increase your Spanish word for "cowboys." basic knowledge, the easier it is Distributed Practice--A series When the vaqueros moved their to build new knowledge on this o f s h o r t e r s t u d y s e s s i o n s cattle north into America to background. distributed over several days is graze, American people watched preferable to fewer but longer the vaqueros and began to copy study sessions. them.

Cowboys in America wore PREPARED BY CHIN special clothing for their jobs.

CHANTERY AND MAO AMARA They wore hats with wide brims to hide their faces from the sun.

They wore chaps to protect their legs when they rode through the brush and cacti. Their boots had high heels so that their feet would not slip out of the stirrups.

Cowboys had to take their cattle to far away towns. These long trips were called cattle drives. Cattle drives were very hard and dangerous work for the cowboys. They had to make sure that all of the cattle stayed together. If the cattle got spooked

First Cowboys

15 March 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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HISTORY

IQ Test History IQ Test: Where Does It Come From and What Does It Measure?

The most important criterion in diagnosing a child as learning disabled is the IQ test. The aim of an IQ test is to measure the intelligence of a child, which supposedly is an indication of the child's potential. But where does the test come from and does it really measure potential?

Intelligence testing began in earnest in France, when in 1904 psychologist Alfred Binet was commissioned by the French government to find a method to differentiate between children who were intellectually normal and those who were inferior. The purpose was to put the latter into special schools where they would receive more individual attention. In this way the disruption they caused in the education of intellectually normal children could be avoided.

This led to the development of the Binet Scale, also known as the Simon-Binet Scale in recognition of Theophile Simon's assistance in its development. It constituted a revolutionary approach to the assessment of i n d i v i d u a l m e n t a l a b i l i t y.

However, Binet himself cautioned against misuse of the scale or misunderstanding of its implications. According to Binet, the scale was designed with a single purpose in mind; it was to serve as a guide to identify children in the schools who required special education. Its intention was not to be used as “a general device for ranking all pupils according to mental worth.” Binet also noted that “the scale, properly speaking, does not permit the measure of intelligence, because intellectual qualities are not superposable, and therefore cannot be measured as linear surfaces are measured.”

Since, according to Binet, intelligence could not be described as a single score, the use of the Intelligence Quotient (IQ) as a definite statement of a

Scale. His final product, published in 1916 as the Stanford Revision of the BinetSimon Scale of Intelligence (also known as the Stanford-Binet), became the standard intellichild's intellectual capability gence test in the United States would be a serious mistake. In for the next several decades. addition, Binet feared that IQ measurement would be used to Once American educators had condemn a child to a permanent been convinced of the need for “condition” of stupidity, thereby universal intelligence testing, negatively affecting his or her a n d t h e e ff i c i e n c y i t c o u l d contribute to school programeducation and livelihood: Some recent thinkers…[have ming, within a few years,the affirmed] that an individual's Simon-Binet Scale, originally intelligence is a fixed quantity, a designed for identification of q u a n t i t y t h a t c a n n o t b e i n- c h i l d r e n r e q u i r i n g s p e c i a l creased. We must protest and instructional attention, was react against this brutal pessi- transformed into an integral, farmism; we must try to demon- reaching component of the strate that it is founded on American educational structure.

Through Goddard's and nothing.

Terman's efforts the notion that

Binet's scale had a profound impact on educational development in the United States and e l s e w h e r e . H o w e v e r, t h e American educators and psychologists who championed and utilized the scale and its revisions failed to heed Binet's caveats concerning its limitations. Soon intelligence testing assumed an importance and respectability out of proportion to its actual value. H. H. Goddard, director of research at Vineland Training School in New Jersey, translated Binet's work into English and advocated a more general application of the SimonBinet Scale.

intelligence tests were accurate, scientific, and valuable tools for bringing efficiency to the schools resulted in assigning the IQ score an almost exalted position as a primary, definitive, and permanent representation of the quality of an individual. Hence, intelligence testing became entrenched in the schools over the next several decades.

Few people realize that the tests being used today of which the IQ test continues to be the most popular represent the end result of a historical process that has its origins in racial and cultural bigotry. Many of the founding fathers of the modern testing Unlike Binet, Goddard consid- industry including Goddard, ered intelligence a solitary, fixed Terman and Carl Brighan (the and inborn entity that could be developer of the Scholastic measured.

A p t i t u d e Te s t ) a d v o c a t e d eugenics.

While Goddard extolled the value and uses of the single IQ E u g e n i c s i s a m o v e m e n t score, Lewis M. Terman, who concerned with the selective also believed that intelligence breeding of human beings. was hereditary and fixed, worked Selected human beings would on revising the Simon-Binet be mated with each other in an

attempt to obtain certain traits in their offspring, much the same way that animal breeders work with champion stock. The eventual goal of eugenics is to create a better human race. The N a z i s to o k t h i s i d e a to t h e extreme. All “inferior” humans, especially Jews, retarded children or adults, and any individuals with genetic defects, were to be destroyed; and so many ill and retarded people, and many Jews, were killed during World War II. The founding fathers of the testing industry saw testing as one way of achieving the eugenicist aims. Goddard's belief in the innateness and inalterability of intelligence levels, for example, was so firm that he argued for the reconstruction of society along the lines dictated by IQ scores: If mental level plays anything like the role it seems to, and if in each human being it is the fixed quantity that many believe it is, then it is no useless speculation that tries to see what would happen if society were organized so as to recognize and make use of the doctrine of mental levels…

It is quite possible to restate practically all of our social problems in terms of mental level… Testing intelligence is no longer an experiment or of doubted value. It is fast becoming an exact science… Greater efficiency, we are always working for. Can these new facts be used to increase our efficiency? No question! We only await the Human Engineer who will undertake the work.

As a result of his views on i n t e l l i g e n c e a n d s o c i e t y, Goddard lobbied for restrictive immigration laws. Upon his “discovery” that all immigrants, except those from Northern Europe, were of “surprisingly low intelligence;” such tight immigration laws were enacted in the 1920s.

According to Harvard professor Steven Jay Gould in his acclaimed book The Mismeasure of Man, these tests were also influential in legitimizing forced sterilization of allegedly “defective” individuals in some states.

15 March 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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GENERAL

HOW TO PLAY THE GAME OF BASKETBALL

How To Play Basketball

into you. Go up strong! Bump him a little with your shoulder, or forearm to prevent him from blocking your shot. Often your man will foul you and you get a three-point play out of the move.

First, you have the ball in your hand. Then, you have to dribble the ball close to the hoop. Last, you try to shoot the ball in the hoop. If you make the shot, you Crossover get two points.

Where Do You Play Basketball?

(and not just the center), who can post their man, receive a pass in the paint, or down low "in traffic" and then turn it into a highpercentage shot and a possible three-point play.

1.Make a strong step in the direction away from the ball.

The more players a team has like 2.Come back quickly and step in front of your defender with the foot nearest the ball.

3.You can keep the man sealed off by keeping low and leaning against his leg and hip. This will keep him from getting around you again. Put your arm up and call for the ball.

Yo u p l a y b a s k e t b a l l o n a basketball court. You can also play basketball in your driveway if you have a hoop to play with.

What Players Wear If you are on a basketball team you would wear a uniform. Your uniform would be a pair of shorts and a tank top. You would also need a good pair of basketball sneakers. Charles Smith, a college basketball player, says, “A good pair of basketball sneakers is the most important thing you need to play a good This is another power move that game of basketball.” will help get you past your H o w To M a k e B a s k e t b a l l defender after you have given up your dribble. Do the following to Easier For a Beginner execute the move: It is important to practice at home and with your team and your 1.Make a one-count stop. coach. Charles Smith also says, 2.Make a crossover step.

“Start playing basketball at a 3.Go past your defender and young age and practice as much shoot a lay-up. as you possibly can.” Basketball Since this is a power move, is a great sport and you should making the shot will depend a lot on getting jumping power and have fun while you are playing. positioning from your lower body.

The school psychologists and Be prepared to be fouled as you special-education teachers were go to the hoop. Protect the ball able to differentiate between LD from your man with the elbow as students and low achievers with you go up.

Step-Through Move only 50 percent accuracy.

To execute this move do the following: The Shot Fake And Jump Shot To execute this move, do the 1.Come to a one-count stop. following: 2. Fake a jump shot.

1.Start with a one-count stop. 3.If you want to go to the left, take Bring the ball up toward your a quick step to the side of the head to give the defensive man defender with your right foot. the impression that you are going Protect the ball as you go toward to take a jump shot. He will lunge the hoop. toward you at this moment.

Inside Moves With and Without 2.Crouch down with your legs to the Ball gather your strength.

It's a necessity in winning 3.Go up with your jump shot just basketball that a team have as your defensive man moves players with good, solid inside moves. These are the player

can get back in front of your man.

The best way to do this is to do the following:

The Reverse If you are positioned down low on the ball side, but your man is keeping you from getting a pass, a good way to free yourself is with a reverse move. To make the reverse work for you, do the following: 1.Take a hard step toward the this, the better off it will be. A passer. team that can rely on good inside movement for many of its points 2.Then make a drop step with the h a s t h e s e p o s i t i v e f a c t o r s foot nearest the baseline. working in its favor: 3.Hook the defender's foot with 1.It can count on getting most of your foot and lean into his hip its points from shots taken only a with your hip and forearm. This few feet away from the hoop will hold him in his spot and keep instead of having to depend on him from going around you. With your free hand call for the ball long-range jump shots. and be ready to go right to the 2.Three-point plays, (a field goal hoop with it. and a foul shot), occur more The Lob Pass frequently "in the paint.”

Timing between you and the passer is critical if this play is going to work. The pass has to be accurate and out of reach of the defender; and, you have to hold h i m o ff b e f o r e b r e a k i n g t o receive the pass and take it to the 4.A player with good inside hoop. moves will cause the defense to double up and help out to keep The lob pass is best used when him from scoring. This defensive your man is fronting you low on maneuvering often results in the ball side. When this happens, freeing offensive forwards and do the following: guards for their outside shots.

1.Turn and face the basket and lean your hip and butt into the The Step Across back of the defender.

When your defender is playing in 2.Place your forearm on his back front of you on the ball side in the and with your other hand make a low post, you will never be able to target for the incoming pass. receive a good pass unless you 3.Strong continuous offensive play underneath the basket and the resulting personal fouls committed by the defense will quickly change the complexion of any game.

15 March 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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SCIENCE

General Science by observing their effects. Let's take a trip on an imaginary spacecraft to see what's happening around a black hole.

Sun a yellow star. It is placed in the middle of the H-R diagram, a middle-aged star. Never look at the Sun directly. Its brightness can harm your eyes.  Past the photosphere is the interior of the Sun. Energy travels outward the Sun's surface by means of radiation and convection.  The core, or center, of the Sun is the source of all the Sun's energy. The core is about the size of Jupiter.

As you approach the back hole, you see that it has a companion star.(Many black holes may have companions, in fact.) Gas from the star is streaming toward it in an orbit that keeps getting smaller. As the material spirals inward, it heats up. It gets hotter as it gets closer to the black hole.

Just before the gas enters the The Sun is 92 percent hydrogen. black hole, it emits X rays.

It is slowly being changed into What kind of Star Is a Sun? helium through nuclear reacThe Sun has 99.8 percent of all tions. Hydrogen atoms are fused

What Is a Supernova?

makes the star exploded is a supernova. Depending on the original mass of the star, the core, or center, of the supernova will become a neutron star or a black hole. Stars with the most mass become black hole.

A supernova is an extremely powerful explosion in the universe. Some supernovas are so bright that they have seen during the daytime, when the Sun was shining! What conditions are needed for a star to What is a Black Hole?

After a supernova explosion, the become a supernova? leftover star collapses.

Stars more massive than ten Sometimes a star has too much Suns become supergiant stars. mass to stop collapsing at the These stars make heavier and neutron star stage. Its gravity is heavier elements as they burn. too strong. As a result, the star Eventually the element iron is continues to collapse. Eventually formed. Elements heavier than it becomes so small that it warps, iron require more energy to be or bends, the space around it.

The star's gravity becomes so produced than is available. powerful that not even light No heavier elements are made, escapes it. The star has become the reaction stops, and no more a black hole. energy is sent out. No more energy is available to balance Black holes don't give off light. the pull of gravity. Suddenly the They cannot be seen directly. star collapses. This collapse The only way they can be seen is

he mass in the solar system.

together, producing helium a t o m s a n d l i g h t e n e r g y.  The outermost part of Scientists estimate the Sun has the Sun, the corona, can be seen enough hydrogen to last another from Earth only during a total five billion years! solar eclipse. Temperatures in The Sun has a diameter the corona can reach 10 million o f 1 , 3 9 2 , 0 0 0 k i l o m e t e r s degrees Celsius.

(865,000 miles). The distance  The next layer in is the f r o m E a r t h t o t h e S u n i s chromosphere. Like the corona, 1 4 9 , 0 0 0 , 0 0 0 k i l o m e t e r s the chromosphere can be seen (92,960,000 miles). Like Earth, only during a total eclipse. The the Sun rotates on its axis. It chromosphere appears pinkish. takes 27 days to complete one  Beneath the chromo- rotation. sphere is photosphere. This is the part of the Sun that is visible.

The photosphere is about 6,000 degree Celsius. That makes the

15 March 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

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MORAL STORY

The Cage Bird's Escape The Proud Red Rose Once upon a time, there was a bird in a cage who sang for her merchant owner. He took delight in her song day and night, and was so fond of her that he served her water in a golden dish.

Before he left for a business trip, he asked the bird if she had a wish: "I will go through the forest where you were born, past the birds of your old neighborhood.

What message should I take for them?"

The bird said, "Tell them I sit full of sorrow in a cage singing my captive song. Day and night, my heart is full of grief. I hope it will not be long before I see my friends again and fly freely through the trees. Bring me a message from the lovely forest, that will set my heart at ease. Oh, I yearn for my Beloved, to fly with Him, and spread my wings. Until then there is no joy for me, and I am cut off from all of life's sweet things."

The merchant travelled on his donkey through the dense forest.

He listened to the melodies of many birds. When the merchant reached the forest where his bird came from, he stopped, pushed his hood back, and said, "O you birds! Greetings to you all from my pretty bird locked in her cage.

She sends tidings of her love to you and wants to tell of her plight.

She asks for a reply that will ease her heart.

My love for her keeps her captive with bars all around her. She wants to join her Beloved and sing her songs through the air with a free heart, but I would miss her beautiful songs and cannot let her go."

All the birds listened to the merchant's words. Suddenly one bird shrieked and fell from a tree brunch to the ground. The merchant froze to the spot where he stood. Nothing could astound him more than this did. One bird had fallen down dead!

The merchant continued on to the city and traded his goods. At last he returned to his home. He did not know what to tell his bird when she asked what message he had brought. He stood before her cage and said, "Oh, nothing to speak of "no, no," The bird cried, "I must know at once" I do not know what happened," said the merchant. "I told them your message. Then, one of them fell down dead."

Suddenly the merchant's bird let out a terrible shriek and fell on her head to the bottom of the cage.

The merchant was horrified. He wept in despair, "Oh, what have I done?" He cried, "What Have I done? Now my life means nothing. My moon has gone and so has my sun. Now my own bird is dead."

H e o p e n e d t h e c a g e d o o r, reached in, and took her into his hands gently and carefully. "I will have to bury her now," he said; "poor thing is dead."

Suddenly, the moment he had lifted the bird out of the cage, she swooped up, flew out of the window and landed on the nearest roof slope. She turned to him and said, gratefully, "Thank y o u , m e r c h a n t m a s t e r, f o r delivering my message. That bird's reply instructed me how to win my freedom. All I had to do was to be dead. I gained my freedom when I chose to die."

"So now I fly to my Beloved who waits for me. Good-bye, goodbye, my master no longer." "My bird was wise; she taught me secret," the merchant reflected.

One beautiful spring day a red

things, like: This plant is useless? How sorry I am to be his neighbor."

The cactus never got upset and he even tried to advise the rose, saying, "God did not create any form of life without a purpose."

rose blossomed in a forest. Many kinds of trees and plants grew there. As the rose looked around, a pine tree nearby said, "What a beautiful flower. I wish I was that lovely." Another tree said, "Dear pine, do not be sad, we can not have everything."

The rose turned its head and remarked, "It seems that I am the most beautiful plant in this forest." A sunflower raised its yellow head and asked, "Why do you say that? In this forest there are many beautiful plants. You are just one of them." The red rose replied, "I see everyone looking at me and admiring me."

Then the rose looked at a cactus and said, "Look at that ugly plant full of thorns!" The pine tree said, "Red rose, what kind of talk is this? Who can say what beauty is? You have thorns too."

The proud red rose looked angrily at the pine and said, "I thought you had good taste! You do not know what beauty is at all.

Yo u c a n n o t compare my thorns to that of the cactus."

"What a proud flower", thought the trees.

The rose tried to move its roots away from the cactus, but it could not move.

As the days passed, the red rose would look at the cactus and say insulting

Spring passed, and the weather became very warm. Life became difficult in the forest, as the plants and animals needed water and no rain fell. The red rose began to wilt. One day the rose saw sparrows stick their beaks into the cactus and then fly away, refreshed. This was puzzling, and the red rose asked the pine tree what the birds were doing.

The pine tree explained that the birds got water from the cactus.

"Does it not hurt when they make holes?" asked the rose.

"Yes, but the cactus does not like to see any birds suffer," replied the pine.

The rose opened its eyes in wonder and said, "The cactus has water?"

"Yes you can also drink from it.

The sparrow can bring water to you if you ask the cactus for help."

The red rose felt too ashamed of its past words and behavior to ask for water from the cactus, but then it finally did ask the cactus for help. The cactus kindly agreed and the birds filled their beaks with water and watered the rose's roots. Thus the rose learned a lesson and never judged anyone by their appearance again.

15 March 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

ENTERTAINMENT

Middle\High Vocabulary Word Search Directions: Find and circle each of the words listed below the puzzle.

Word Bank absurd deference dispute indulge rational Treachery

bias discern emulate innocuous reciprocate liable

circumlocution disdain finite paradox kleptomaniac architecture

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