Zaman International School Newspaper Issue 39

NEWSPAPER

Volume 4 Issue 39

2 October 2006

Graduation of ZIS Zaman International School said goodbye to the twelfth grade students with a grand graduation c e r e m o n y. T h i s i s t h e f i f t h generation of graduates and in 2005-2006 academic year, 82 students were graduated.

Secretary of State, Ministry of Education, Youth and Sport Mr I m S e t h y, t h e s c h o o l s t a ff , parents and students were present at the ceremony.

First of all, the Principle of Zaman International School, Mr Osman KARACA addressed to the audience. He started his words as: “Zaman Int'l School started with only 3 students in 1997. In spite of this, we were determined. After 9 years, with your support the number of students

ZAMAN NEWSPAPER Zaman, Publisher Ali Oksuzer, Editor-in Chief Gurkan Cil, Editor at Large

Prepared By 12-A

increased to more than 700.” He continued his speech “At the beginning of this academic year, we shifted to a new campus. In this campus, we have many facililities, such as; basketball and volleyball courts, a football field, cinema room, music room, chemistry and biology laboratory, physics laboratory, library, computer laboratory and so on. We're happy to serve you in better conditions and Zaman Int'l School will keep improving.”

Mr. Osman emphasized that studens of today are the future of Cambodia and they are succesors of the Angkor Civilization. Moreover he expressed his hope that Cambodians, who built Angkor Wat in the past, can do more and better in the future. He ended his words by wishing success for the graduate students.

Mr. Im Sethy, Secretary of State, Ministry of Education, Youth and Sports honoured the graduation ceremony. After he congratulated the school for their efforts to strengthen the education system by qualifying the activities of teaching and learning from pre-school to general secondary education.

He added that Zaman International School made every effort to improve the level of education.

In addition Mr. Imsethy stated that the progress of ZIS identified that the school has been participating the response to the learning need of the Cambodian children.

Finally Mr. Im Sethy finished his words as the following: “I would like to express my congratulation and sincere compliments for the education achievement in the academic year 2005-2006 come from the cooperation and students' parents. I wish Zaman International School to continue their activities with great success and make further cooperation and support for the next academic year 2006-2007 in order to qualify our human resource training in Cambodia.”

Turkish songs were sung. The students performed coconut dance. Also some talented pupils acted a funny drama. In the following session, the audience watched a presentation of photographs taken during 5 years, of the graduate students.

Towards to the final session, three students were awarded as the top three students and the first student made a speech mentioning about the days they spent throughout the school days. In the final session of the ceremony, diplomas were given.

After the speech of Mr. Im Sethy, B e f o r e l e a v i n g , s n a c k w a s a presentation about the school served to the guests. was shown. Khmer, English and

2 October 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

2

GENERAL

Turkish Schools, an Honor for Host Countries Turkish schools have been opened in different parts of the world with the efforts of Turkish entrepreneurs, and have been widely praised for their accomplishments.

Many state officials, academics and businessmen are eager to send their children to these schools.

Georgian Head of State Mihail Saakasvili's mother, Prof. Giuli Alasania Saakasvili, stated that these schools act as a bridge between Turkey and the host country.

University said that there were 26 times as many applications to Turkish schools in the country as there was capacity.

Attending the First International Social Sciences Congress at Kocaeli, Prof. Orozobek Moldaliyev, head of the Political and International Relations Department of the Kyrgyzstan F o r e i g n M i n i s t r y A c a d e m y, pointed out that Turkish schools raised a generation of students without being in conflict with Kyrgyz traditions and or denying its identity.

and Radio Administration Director Nushiravan Maharramov expressed his o p i n i o n r e g a r d i n g Tu r k i s h schools in his country: “We send our own children to these schools. Here they are taught good ethics and manners. They receive an education that meets world standards. When these elements are taken into consideration, children studying at these schools carry great importance for the future of Turkey. Turkey will be able to

Moldaliyev added, “There are expensive schools in our country opened by other countries; however, they do not teach the same degree of good manners as the Turkish schools.”

Together with Tajikistan Assistant Minister of Industry Abdulkerim Nigmetov, a group of Tajik businessmen who were f o r m e r s t u d e n t s a t Tu r k i s h schools, opened 14 years ago in Tajikistan, visited various Turkish Assistant Minister of Mongolia i n d u s t r i a l i s t s i n d i f f e r e n t National Education, D. Damba provinces.

Ochir explained, “There are five Turkish high schools in our They explained that although country. Turkish schools are products were cheaper in China, higher quality than other schools. they prefer doing business with Many of our students go to study Turkey due to their fluency in the in Turkey. Last April our minister Turkish language and their love of education made an agreement for Turkey, which they learned w i t h Tu r k e y i n t h e f i e l d o f from Turkish schools in their country. education.”

Mongolian Construction and Urban Development Minister, Janlav Narantsatsralt, said that, as a government, they supported the Turkish schools.

Prof. Damir Ishakov from Kazan Azerbaijan National Television

Tatar Professor Nadir Devlet, head of the History Department at the Seven Hills University Faculty of Arts and Sciences stated, “At these schools our youth are learning the Turkish language. They are learning to speak their native language.

There are many young people in the Russian Federation who do not know their mother tongue.

This is a very positive service.”

Two international awards on behalf of Cambodia

In June 2006, the 5th International Turkish Olympiad was held i n T u r k e y. M o r e t h a n 3 5 0 students from 82 countries all over the world from America to Japan attended to the competition. The organization was broadcasted worldwide thus millions of people had the chance to watch it.

She also remarked that Turkey's investments in education had begun to bear fruit in many countries, especially Georgia, expressing hope for the future of such investments.

reach the rest of the world through these students.”

Fortunately, two students from Zaman International School, Chhim Chan Daro from 11-B and Hong Sopheaktra from 12-A, participated in this great organization on behalf of Cambodia. The students performed well at the competition and were awarded with silver medals. Moreover, the each participant was granted $1000.

Mr. Orhan Keskin, Head of the Olympiad Committee and also

the director of Kaynak Cooperation visited Cambodia. On 18th of September 2006, a short ceremony was held and the school staff, the parents of the two participant students and other ZIS students were also present at the ceremony. After the national anthem, Mr. Orhan Keskin presented the honor rolls and the prize.

Having given the awards, he congratulated the students and their parents and wished them success all their life.

This organization provided an important contribution for the promotion and representation of Cambodia in international arena.

In addition, this has strengthened the relationships between the two countries.

2 October 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

3

GENERAL

Learn how to Express your Anger to Decrease Violence The gradual rise violence continues to increase concerns as it penetrates every day life, schools and the young, city streets, homes and televisions.

Regardless of how well a person is educated; their social background will be reflected in his attitudes and behaviors.

The reasons causing anger management problems can be related to a lack of love and interest in family, violence in the home, insufficient religious and moral education, disciplinary problems, society's failure to protect the individual, underlying cultural problems; television programming, unsuitable websites, computer games, alcohol, drugs, and stress. Any or all of these factors can lead to a loss of control and problems with expressing anger.

bad behavior provokes other unacceptable behavior. It is significant that the defense mechanism emerges as an emotion much more urgently than aggression as an expression of anger. A child should be educated on how to act in defensively without resorting to violence.

It is important to develop a consciousness of an appropriate and socially accep table code of

Hunger, thirst, exhaustion, some organic diseases and biochemical effects hastens the process by which anger turns into aggression.

The behavioral code that the individual tries to improve abruptly comes out when the individual is under stress.

Anger is one of five basic feelings that includes happiness, sadness, fear and hate, however, anger is often confused with aggressiveness, which is an attitude.

The ability to cope with stress needs extra improvement; behavioral education and learning to express anger in an appropriate manner; learning self-control also helps.

As long as anger is expressed properly, it can be a positive, h e a l t h y, e n e r g e t i c , a n d sometimes stimulating experience; concealing anger may only lead to greater problems.

Examples of Ways to Express Anger

It is important to learn the proper way to express and benefit from anger from an early age, and family is most influential in this.

Parents should avoid violence or allowing children to use negative expression of anger such as hitting, screaming or insulting.

In some cases the family may not be influential on a child's bad behavior and the environment outside the house could be the main influencing factor. In such cases, it is extremely important for parents to monitor the situations where the child may come in contact with anger and then teach them how best to express it.

experience of dealing with These circumstances may truly exist, or the individual might hardships. create the impression that these Schools also offer opportunities exist when trust is lost in other for education and awareness in people, when generalizing the behavioral codes, or personifythis respect. ing such codes.

Guidance councilors, along with Pay attention to the following religious-oriented behavioral codes, since they teachers, create the impression that there c a n is someone else to blame: act t o Other people are always picking up on me. Since they do not trust me, anything I want is met with an objection.

!* Anger can emerge as an expression after a stressful experience has passed. !* Efforts are made to calm down when anger begins to show. !* behavior that curbs anger or aggression; religious and ethic education is important for reinforcing such a consciousness.

It is through close contact with others that individuals learn socially acceptable behavior, self-control, ways to indulge in the expression of feelings that However, there are times when does not result in trouble, and the

Showing empathy.

!* Acceptance of the reinforce the fact that human beings are education that comes from the family to help correct of bad fallible, and readiness for f o r g i v e n e s s . behavior.

Why Anger Leads to Aggression The expression of anger as !* Abidance by morality and aggression emerges for reasons laws. that relate to hindrances, a loss !* A readiness to walk away of prestige, a family blocking from a potentially volatile personal development, provoca- situation. tion, and to an inferiority complex.

2 October 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

4

HISTORY

The First of Mobilephone Actual Instructions Mobile rigs were the beginning of mobile phones, along with taxicab radios, two way radios in police cruisers, and the like. A large community of mobile radio users, known as the mobileers, popularized the technology that would eventually give way to the mobile phone.

Originally, mobile phones were permanently installed in vehicles, but later versions such as the so-called "bag phones" were equipped with a cigarette lighter plug so that they could also be carried, and thus could be used as either mobile or as portable phones.

What was possibly the first real mobile phone, in the sense that it was connected to the telephone network, was tested by the Swedish police in 1946 for use in police cruisers. A half dozen calls could be made before the police car's battery ran out.

R a d i o S e r v i c e , b u s i n e s s T H E F O L L O W I N G A R E FAV O U R I T E B R E A K FA S T conversations were prohibited ACTUAL INSTRUCTIONS ON CEREAL? VA R I O U S P R O D U C T S . . . from such calls.

On a Sears hairdryer One of the first truly successful DO NOT USE WHILE On a blanket from public commercial mobile phone SLEEPING. networks was the ARP network Taiwan - NOT TO BE USED AS in Finland, launched in 1971. P R O T E C T I O N F R O M A On a bag of Fritos - YOU Posthumously, ARP is some- TORNADO. COULD BE A WINNER! NO times viewed as a zeroth P U R C H A S E N E C E S S A RY. generation (0G) cellular network, On a helmet mounted DETAILS INSIDE being slightly above previous proprietary and limited coverage mirror used by US cyclistsOn a bar of Dial soap REMEMBER, OBJECTS IN THE networks.

M I R R O R A R E A C T U A L LY D I R E C T I O N S - U S E L I K E Dr. Martin Cooper of Motorola, BEHIND YOU. REGULAR SOAP. with the DynaTAC 8000X, first unveiled in 1983. Dr. Cooper O n a Ta i w a n e s e On Tesco's Tiramisu made the first analogue mobile shampoo - USE REPEATEDLY dessert (printed on bottom of the phone call on a larger prototype FOR SEVERE DAMAGE. box) - DO NOT TURN UPSIDE model in 1973.

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On April 3, 1973, Motorola employee Dr. Martin Cooper placed a call to rival Joel Engel, head of research at AT&T's Bell Labs, while walking the streets of New York City talking on the first Motorola DynaTAC prototype.

Motorola has a long history of making automotive radio, especially two-way radios for taxicabs and police cruisers.

Radiophones began to be publicly available in the US at the end of the 1940s[1], though the distinction between such phones and a two-way radio becomes blurry since special systems are By Sereyvirak DY required to "patch" into the phone network with the assistance of human operators.

Recognizable mobile phones with direct dialing have existed at least since the 1950s.

In the 1954 movie Sabrina, the playboy Linus Larrabee (played

by Humphrey Bogart) makes a call from the phone in the back of his limosine.

For a discussion of the history of the Mobile Radio Service (MRS), and Improved Mobile Radio Service (IMRS) prior to the cellular mobile telephone AMPS in the US, see [2] Because of the long waiting time to be issued an MRS or IMRS radio telephone in the 1960's and 1970's, "autopatch" telephone conversations became popular among amateur radio operators with the advent of FM repeaters.

Because of Federal Communications Commission rules concerning the Amateur

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On a Korean kitchen insect spray - THIS PRODUCT NOT TESTED ON ANIMALS. knife - WARNING KEEP OUT OF CHILDREN. In a US guide to setting

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up a new computer - TO AVOID CONDENSATION FORMING, ALLOW THE BOXES TO WARM UP TO ROOM TEMPERATURE BEFORE OPENING. (Sensible, but the instruction was INSIDE the box.)

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used to relieve painful haemorrhoids - LIE DOWN ON BED AND INSERT POSCOOL SLOWLY UP TO THE PROJECTED PORTION LIKE A SWORD-GUARD INTO ANAL D U C T. W H I L E I N S E RT I N G POSCOOL FOR APPROXIMATELY 5 MINUTES, KEEP QUIET.

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packet of nuts - INSTRUCTIONS - OPEN PACKET, EAT NUTS.

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On a child's superman the bottom of Coke bottles costume - WEARING OF THIS OPEN OTHER END. GARMENT DOES NOT On a packet of Sunmaid E N A B L E Y O U T O F L Y . raisins - WHY NOT TRY T O S S I N G O V E R Y O U R By Bunthon Soth

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2 October 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

5

HISTORY

The fifteenth day of the tenth month, of the Khmer calendar marks the Pchum Ben festival.

This is a time when the spirits of the dead ancestors walk the Earth. And the living can ease their suffering by offering them food to eat.

Buddhist scholars say the festival or the dead stems from the tree-month period when Buddha went into retreat during the rainy season. During that time, monks were not allowed to leave the Pagoda overnight, unless their parents were seriously ill, the abbot said. In Buddha's time, the festival of the dead lasted for about one month. In later year, it was reduced to 15 days because many families were busy with farming. This year Pchum Ben day celebrate on 22 September 2006.

as well.” As a monk Mey Sameth and others looked forward to this period all year long, “because we could get new clothing and good food.”

At 10:00 the people return with more food, which will be shared between monks and poor people. Many of the Buddhist traditions seem to relate to f e e d i n g t h e p o o r. D i s a b l e d people also crowd around the pagoda, begging alms. To give help to the less-fortunate, particularly during Pchum Ben, is to acquire merit. Many people explained that the offerings they

Like many other Cambodians, Im Roeung said she can't go to seven pagodas, as Buddha taught, due to economic hardship and transportation problems. But, she added the “Buddha also did not require people to go to all the seven, only one is enough. But the more, the better.”

infraction during the festival, then we would not be permitted to take part, which would mean that we wouldn't get any offerings.”

The last for days of the festival were public holidays in Cambodia. And most Khmers visited the province where they were born, where they had family reunions.

Mey Sameth, explains more about the festival. “The Buddha commanded that the monks remain in doors and do nothing for these three months,” he says.

“It was good time for monks to pray and meditate, and go

In observing friends and colleagues, it was amazing to see that even people who considered themselves only marginally religious still took the Pchum Ben festival seriously.

They felt a real obligation to feed their ancestor, lest their suffering should continue.

Even friends who claimed to have converted to C h r i s t i a n i t y, a n d w h o attended church regularly, took time out of their schedule to make the early morning pilgrimage to the temple, and feed the ancestors.

It was as if they were saying that their choice to convert was a personal decision, but one that shouldn't be imposed on the souls who died before.

At 4:00 in the morning, nearly all of people gather at pagoda with offerings of rice, Which they toss on the ground, feeding the dead ancestors, “Some of the ghosts have small mouths,” one man explains, “So we have to use special rice.” Many of the people throw sticky rice, which, apparently is easier for the spirits to consume.

According to Buddhist beliefs, the lives that we live, after death, are predicated by the actions that we took when we were living. Minor infractions would be punished with small punishments, such as being an unattractive ghost or having a small mouth. With a small mouth, it is hard to eat. Other, more severe, punishments could include being crippled or having no mouth at all.

At 8:00 AM, people return to the pagoda, with offerings for the monks. “They don't just give food,” explains Mey Sameth, who was a monk for seven years, “they bring money and other things as well. “As a monk Mey sameth and others looked forward to this and other things

made during the festival were to deeper into their practice of Buddhism. But it also had a cancel out past sins. practical effect. In the past, poor Between 5:00-7:00 PM there will people were invited to plant be more prayers for dead. “At crops inside of the pagoda 8:00 the monks had to go to bad,” grounds, to supplement their laughs Sameth, fondly remem- diet. If the monks were active, bering his days of obedience and walking around, they could simplicity. “Because the people destroy the young plants. So, would be coming back to the they were commanded to stay in pagoda at 4:00 the next morning, doors.” we had to be up at 3:00.”

For the monks, the festival During the festival, people also represents as special time of build sand mountains, which reflection, during which they represents the release of the sins could concentrate on purifying they have committed during the their minds. “We want to be free past years, said 65-year-old Im o f v i c e . A n d r e m e m b e r t h e Roeung. She said some people commandments.” The comalso build little boats, made of mandments include: do not to plastic or banana leaves, to carry harm (kill); no sex; do not lie; no Alcohol; and no stealing. “If the offerings to the dead. young monks committed an

Historic records show that even under the Khmer Rouge, and later under the communists, prohibitions against religious worship were unenforceable during Pchum Ben. In fact, the prohibitions were eventually lifted, with the result that high ranking party members felt obligate to attend pagoda with their superiors.

The Buddhist religion is such as an integral part of the Khmer culture that neither political upheaval, economic crisis, the spread of foreign religions, or the intervention of modern society will shake the fundamentals of Khmer beliefs. It is refreshing to see that, although many aspects of the Khmer culture were lost during the Regime, the Khmers have managed to maintain their religious devotion and their family-centered way of life.

By Kimthong Hak

2 October 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

6

SCIENCE

How is college mathematics different from high school math?

In high school mathematics much of your time was spent learning algorithms and manipulative techniques which you were expected to be able to apply in certain well-defined situations. This limitation of material and expectations for your performance has probably led you to develop study habits which were appropriate for high school mathematics but may be insufficient for college mathematics. This can be a source of much frustration for you and for your instructors. My object in writing this essay is to help ease this frustration by describing some study strategies which may help you channel your abilities and energies in a productive direction.

teach both and ask you to decide which was the better approach for particular problems. To be sure, you learn individual techniques well in this approach, but you are unlikely to learn how to attack a problem for which you are not told what technique to use or which is not exactly like other applications you have seen. College mathematics will offer many techniques which can be applied for a particular type of problem---individual problems may have many possible approaches, some of which work better than others. Part of the task of working such a problem lies in choosing the appropriate technique. This requires study habits which develop judgment as well as technical competence.

The first major difference between high school mathematics and college mathematics is the amount of emphasis on what the student would call theory--the precise statement of definitions and theorems and the logical processes by which those theorems are established. To the mathematician this material, together with examples showing why the definitions chosen are the correct ones and how the theorems can be put to practical use, is the essence of mathematics. A course description using the term ``rigorous'' indicates that considerable care will be taken in the statement of definitions and theorems and that proofs will be given for the theorems rather than just plausibility arguments. If your approach is to go straight to the problems with only cursory reading of the ``theory'' this aspect of college math will cause difficulties for you.

We will take up the problem of how to study mathematics by considering specific aspects individually. First we will consider definitions---first because they form the foundation for any part of mathematics and are essential for understanding theorems.

Then we'll take up theorems,

The second difference between college mathematics and high school mathematics comes in the approach to technique and application problems. In high school you studied one technique at a time---a problem set or unit might deal, for instance, with solution of quadratic equations by factoring or by use of the quadratic formula, but it wouldn't

lemmas, propositions, and corollaries and how to study the way the subject fits together. The subject of proofs, how to decipher them and why we need them, comes next. And finally, we will discuss development of judgment in problem solving.

To contents What should you do with a definition?

A definition in mathematics is a precise statement delineating and naming a concept by relating it to previously defined concepts or such undefined concepts as ``number'' or ``set.'' Careful definitions are necessary so that we know exactly what we are talking about. Unfortunately, for

many of the concepts in undergraduate mathematics the definition is rather difficult to understand, so often at low levels an intuitive feeling for the meaning of a term is all that is given or required. This intuitive feeling, while necessary, is not sufficient at the college level.

This means that you need to grapple with and master the formal statement of definitions and their meanings. How do you do it?

Step 1. Make sure you understand what the definition says.

This sounds obvious, but it can cause some difficulties, particularly for definitions with complicated logical structure (like the definition of the limit of a function at a point in its domain).

Definitions are not a good place to practice your speed reading.

In general there are no wasted words or extraneous symbols in established definitions and the easily overlooked small words like and, or, if ... then, for all, and there is are your clues to the logical structure of the definition.

First determine what general class of things is being talked about: the definition of a polynomial describes a particular kind of algebraic expression; the definition of a continuous function specifies a kind of function; the definition of a basis for a vector space specifies a kind of set of vectors.

examples that do satisfy the definition but which are as different as possible from each other; find two examples of items in the general class described by the definition which do not satisfy it. Prove that your five examples do what you think they do---such

proofs are usually short, follow the structure of the definition q u i t e c l o s e l y, a n d h e l p i mmensely in understanding the definition. These examples should be neatly written up so that you can refer to them later.

Your own examples will have more meaning for you than mine or the book's when it comes time to review.

Step 3. Memorize the exact wording of the definition.

This step may sound petty, but the use of definitions demands knowledge of exactly what they say. For this reason you can count on being asked for the statement of any definition on an exam. The importance of precise wording should have been made N e x t d e c i p h e r t h e l o g i c a l clear by your examples in step 2 structure of the definition. What and it certainly is essential in the do you have to do to show that a proof of theorems. member of your general class of things satisfies the definition: Solid knowledge of definitions is what do you have to do to show more than a third of the battle. that an expression is a polyno- T i m e s p e n t g a i n i n g s u c h mial, or a function is continuous, knowledge is not wasted. or a set of vectors is a basis.

To c o n t e n t s T h e o r e m s , Step 2. Determine the scope of Propositions, Lemmas, and the definition with examples.

Corollaries Most definitions have standard examples that go with them. Occasionally definitions are While these are useful, they may useful in and of themselves, but l e a d y o u t o e x p e c t t h a t a l l usually we need to relate them to examples look like the standard e a c h o t h e r a n d t o g e n e r a l e x a m p l e . To u n d e r s t a n d a problems before they can be definition you should make up made to work for us. This is the your own examples: find three role of theory.

2 October 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

7

MORAL STORY

The Hare And The Tortoise What is a Family?

A tortoise one day met a hare who made fun of her. "My, my, you move so slowly, you will never get far!”

slowly but steadily. By the time the hare woke up, the tortoise was near the finishing line. He ran as fast as he could, but he could not catch up with the The tortoise, upset by the hare's tortoise. manner, said, "Let's have a race and see who is faster.”

MORAL The hare laughed and said, "You Slow and steady can win the must be joking! But all right, we'll race. see who reaches the other side of the hill first." Off he ran, leaving the tortoise far behind.

After a while, the hare stopped to wait for the tortoise to come long.

He waited and waited till he felt sleepy. " I might as well take a nap," he thought. " Even if she catches up with me, I can easily win the race." So he lay down under a shady tree and closed his eyes.

When the tortoise passed the sleeping hare, she walked on

A man came home from work Then, reaching under his pillow late, tired and irritated, to find his he pulled out some crumpled up 5-year old son waiting for him at bills. the door.

The man, seeing that the boy SON: "Daddy, may I ask you a already had money, started to get angry again. question?"

DAD: "Yeah sure, what is it?"

The little boy slowly counted out replied the man.

SON: "Daddy, how much do you his money, and then looked up at his father. make an hour?"

DAD: "That's none of your business. Why do you ask such a "Why do you want more money if you already have some?" the thing?" the man said angrily.

SON: "I just want to know. Please father grumbled. tell me, how much do you make "Because I didn't have enough, an hour?"

DAD: "If you must know, I make but now I do," the little boy replied. $20 an hour."

"Oh," the little boy replied, with his head down. Looking up, he "Daddy, I have $20 now. Can I said, "Daddy, may I please buy an hour of your time? Please come home early tomorrow. I borrow $10?” would like to have dinner with The father was furious, "If the you." only reason you asked that is so you can borrow some money to buy a silly toy or some other THE MORAL OF THIS STORY: nonsense, then you march yourself straight to your room Share this story with someone and go to bed. Think about why you like.... But even better, share you are being so selfish. I work $20 worth of time with someone hard everyday for such this y o u l o v e . I t ' s j u s t a s h o r t reminder to all of you working so childish behavior.” hard in life.

The little boy quietly went to his room and shut the door. The man We should not let time slip sat down and started to get even through our fingers without angrier about the little boy's having spent some time with questions. How dare he ask such those who really matter to us, questions only to get some those close to our hearts. money? After about an hour or so, the man had calmed down, If we die tomorrow, the company and started to think: Maybe there that we are working for could was something he really needed easily replace us in a matter of to buy with that $10 and he really days. didn't ask for money very often.

The man went to the door of the But the family & friends we leave little boy's room and opened the behind will feel the loss for the rest of their lives. And come to door. think of it, we pour ourselves " A r e y o u a s l e e p , s o n ? " H e more into work than to our family.

An unwise investment indeed! asked.

"No daddy, I'm awake," replied So what is the moral of the story??? the boy.

"I've been thinking, maybe I was too hard on you earlier," said the Don't work too hard...and you man. "It's been a long day and I know what's the full word of took out my aggravation on you. FAMILY? Here's the $10 you asked for."

The little boy sat straight up, FAMILY = (F)ATHER (A)ND smiling. "Oh, thank you daddy!" (M)OTHER,(I)(L)OVE (Y)OU! He yelled.

2 October 2006

ZAMAN INTERNATIONAL SCHOOL NEWSPAPER

ENTERTAINMENT

Put the digits 1 through 9, each used once, into the circles so that the three equations reading left to right are true.

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