Fall 2017 - Issue 6 - November 12

CARRYING THE VOICE OF THE AMERICAN UNIVERSITY IN CAIRO COMMUNITY

SAUDI INTERFERENCE IN HARIRI’S RESIGNATION?

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BITCOIN: UNDERGROUND CURRENY IN EGYPT

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BETWEEN HARIRI, HAMAS AND HEZBOLLAH

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SUNDAY NOVEMBER 12, 2017 VOL 99 / ISSUE 6

Administration Agrees to Five Key Student Union Demands BY JOYA EL AGGAR AND OMAR EL MOR @JOYAELAGGAR @OMARKHALEDELMOR The Student Union (SU) announced through a post on their official Facebook page that negotiations with the administration have yielded a number of results regarding campus surveillance cameras, curfews and financial aid. This marks a significant turning point between the SU and the administration since the devaluation of the Egyptian Pound last November, culminating in a series of protests over the past year. The SU says that the administration agreed to five of sixteen demands voiced during the Student March on October 15. “When students are the most vital part of this community, students must make a stand,” SU Associate Chair of Political Representation Omar Rezk told The Caravan. One of the key demands agreed by administration was the elimination of the 10 pm curfew (highlighted in the Campus Accessibility Policy) in order to allow students who study or work late to freely use campus facilities. “We in the administration are always open for discussion of the

concerns raised by AUC students and seek to find solutions to these concerns on an ongoing basis,” said Executive Vice President for Administration and Financial Affairs Brian MacDougall. The video surveillance policy was also amended so that the “[cameras] shall not be used to monitor students for political disobedience reasons and the administration shall not facilitate the use of cameras against student civil movements,” the SU’s Facebook statement read. Any person who uses footage of the AUC community contrary to these guidelines, especially to threaten another community member, will be penalized according to University policy. “I have to be completely fair and honest, security cameras played a huge role in several cases on campus,” Rezk acknowledged. But the “excess” number of security cameras raised many questions. “We have around 20 cameras on campus, and the number was set to increase before we entered negotiations,” Rezk said. “That made us feel that something was not right.” Executive Director for Safety and Security Mohamed Ebeid told The Caravan that they refer to the

cameras when an incident gets reported, after which the security would review the footage before filing a case. This helped security personnel solve several cases of theft, Ebeid added. Ebeid confirmed that students have the right to freedom of expression and protest, so long as no policies are being violated, particularly vandalism. The administration also agreed that “no camera shall operate, be temporarily or permanently planted inside an educational building,” the SU said. “The cameras are not only related to students. They are more concerned about administrative issues. It also concerns the new workers on campus. It’s made mainly for general security of the AUC campus,” Rezk added. Not ones to rest on their laurels, the SU will pursue further talks with MacDougall - as well as the newly appointed Associate Vice-President for Finance and Chief Financial Officer (CFO) Gordon Handke - to reach a solution regarding tuition fees and the cost of bus tickets. The SU also plans on introducing two represnetatives to the Financial Aid Committee to oversee the process. “Conversations on issues such

The student body demanded a number of policy changes during their demonstration on October 15

as surveillance cameras and food services were already underway before the SU March and these conversations will continue so that there is better understanding of policies and also clarity regarding

the steps that can be taken to resolve concerns,” MacDougall said. “I think a general theme or underlying element to all of these demands relates to communication

Omar El Mor

and as often the case the only way to make meaningful progress is to sit together and listen to all perspectives; this is something I expect we will all continue to do,” MacDougall added.

Africa’s Refugees Caught between Nationality and Statelessness

Africa is home to some of the largest refugee diasporas and displaced persons populations in the world

BY NADA DARWISH @NADADARWISH_ Ever since the ‘refugee crisis’ hit global headlines in 2015, those fleeing war and instability have been detained - and their freedom of movement restricted - by host states, citing security concerns. Further exacerbating their plight is that refugees may find

that they are treated as peoples without citizenship. Bronwen Manby, an independent human rights consultant, says that refugees are trapped between nationality and statelessness. “If we go back to definition, a stateless person is one that is not considered as a national by any state, and is therefore not under the operation of its

Yasmeen Shaheen

law,” she said last week during the Center for Migration and Refugee Studies (CMRS) monthly seminar series. This ‘trap’ arises out of the discretionary power of states to assign nationality - a right that became intentionally recognized in the 1930s. “You have the situation in which every country sets its own rules and where every

country sets out who deserves to be Egyptian, who deserves to be British and who deserves to be Nigerian, but they’re not thinking about the people who have cracks in their connections,” Manby said. The 1948 Universal Declaration of Human Rights (UDHR) affirmed that everyone has the right to nationality and that no one shall be arbitrarily deprived of their nationality nor denied the right to change it. There are two international conventions, which establish regulatory frameworks as to which state should govern authority over stateless peoples. The first is the UN Convention Relating to the Status of Stateless Persons, signed in 1954, which affords protection to stateless persons and broadly mirrors the Convention Relating to the Status of Refugees. The second is the 1961 Convention on the Reduction of Statelessness, which provides basic minimum rules limiting state discretion on the acquisition or loss of nationality. The most important provisions concern children who would otherwise be stateless. The 1961 Convention mandates that they should acquire the

nationality of the state where he or she is born, in an effort to eliminate multigenerational statelessness. Manby also discussed the Convention on the Elimination of Racial Discrimination which obliges states to grant nationality irrespective of creed, color or race. “But nationality also, by definition, requires many forms of discrimination because it’s admitted that it comes from your parents, therefore there is a discrimination in nationality,” she added. The extent to which discrimination in nationality is allowed is an area of increasing concern in international law. In 2016, the UN Human Rights Council (HRC) passed a resolution expressing deep concern about arbitrary deprivation of nationality, “especially on discriminatory grounds such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status.” This was followed by the International Law Commission’s report which sought to institutionalize greater protection of stateless persons.

Manby said that there are gaps in the law that contribute to statelessness in Africa; some countries prohibit transmission of nationality and state succession following independence and the creation of new states. Other gaps in international law in Africa include the question of birthright as a precursor to nationality in a host country, and dual citizenship, which may be confused or misinterpreted. These issues become all the more challenging because of flawed - and sometimes nonexistent - civil registration procedures which leave newborns undocumented. However, Manby highlighted positive developments since the 1990s in the reduction of gender discrimination, and an increase in the tolerance of dual nationalities. More African countries afford protection to children with unknown parents in the naturalization process. “We now have a very large majority of 43 countries that have equal rights to transmit to children [from their parents], whether they are born in the [host] country or outside,” Manby said.

2 | ANALYSIS

Sunday November 12, 2017

CARAVAN DISPATCH: Lebanon Fears Renewed Conflict after Hariri’s Resignation

Many political pundits and commentators fear that Hariri’s resignation is a Saudi power play

BY MALAK SEKALY IN BEIRUT @MALAKSEKALY The Lebanese are angry and anxious following Prime Minister Saad Hariri’s sudden announcement of his resignation in a live broadcast from Saudi Arabia on November 4. Many see Hariri’s abrupt move as suspicious and odd, given his claims of foreign intervention and fears of assassination as the main reason behind his resignation. Even though Saudi Arabian officials have denied coercing Hariri into resignation, many Leabense believe Saudi Arabia twisted Hariri’s hand into stepping down.

“It becomes clear that Lebanon is fertile ground for Saudi policies if we consider that Lebanon is a Shiite power base in the region, and KSA used to count Lebanon as one of its main areas of influence since 1990,” said Media Studies Lecturer at the American University in Beirut (AUB), Hicham Tohme. Saudi Arabia hosting Hariri’s announcement is troubling for many Lebanese who see the Arab nation as meddlesome in their affairs. “Knowing that he resigned from Saudi Arabia I’m suspecting his resignation was a Saudi machination,” Political Studies sophomore at the American University of Beirut,

Malak Sekaly

Fouad El Amine said. The fear that Saudi Arabia manipulated the decision has trickled down to all segments of Lebanese society. “The resignation was obliged upon him,” said a middle aged Lebanese taxi driver that asked to remain anonymous. “There is a plan and agreement between the United States, Iran, and Saudi Arabia,” he added. Hassan Nasrallah, leader of Lebanon’s Hezbollah political party, also blames Saudi Arabia, labeling the resignation as a “Saudi-imposed decision.” Nasrallah then appeared on his organization’s television channel, Al Manar TV, saying that Hariri’s speech was

“written by Saudi Arabia.” Delivering such a significant message abroad, and especially in Saudi Arabia, conveys that Lebanese sovereignty “does not mean much” to Hariri, El Amine told The Caravan. It is still unclear if Hariri’s resignation will be accepted, as Lebanese President Michel Aoun clarified that he will not accept Hariri’s decision until he returns to Lebanon to explain his reasons, presidential palace sources announced a day after the announcement. Hariri, however, denounced Iran in his televised announcement for interfering in the affairs of many nations, including Lebanon. He also held Hezbollah accountable for Iranian intrusion, calling the Lebanese movement “Iran’s arm.” His word choice angered many Hezbollah supporters, as he implied the need to cut Iran’s Lebanese arm throughout the speech. “If he thinks that Hezbollah is Iran’s arm in Lebanon, and that we should cut that hand, he is waging war with Hezbollah,” said AUB Political Studies senior Issam Zeytoun. “If he wants to cancel out Hezbollah, he will cancel out almost 30 percent of the Lebanese population,” added Zeytoun. “This is not a reasonable opinion.” This is greatly problematic as Hezbollah supporters, being primarily Shiites, make up approximately 27 percent of the Lebanese population,

according to the 2012 Report on International Religious Freedom by the US Department of State. Yara Malke, a senior Business Marketing student at AUB fears an internal war. “I’d put fear and anxiety as my first options for what emotions I associate with his resignation,” she said. Exchange student at AUB, Sophie Tanha is worried about how the current situation will affect her trip to Iran next week. She fears tensions that could lead to violence in the short term. Malke further emphasized the shared anxiety amongst the Lebanese. “This resignation left a hole in the system where there’s a seat holding a great deal of power that’s been left empty,” she said. On the other hand, a faction of the Lebanese see this as just another example of the political unrest they claim to be used to. Concerning the impact of Hariri’s resignation, Tohme does not predict any major consequences. “This is neither the first time that he suddenly loses the position, nor is it the first time that the country finds itself with a caretaker government,” he said, referring to when Hariri’s government collapsed in 2011. “We are used to this,” said 65 year-old coffee shop cashier Fady Alsakf. Regarding the tensions between Hezbollah and Hariri, he added that political leaders

always fight and then forgive. Yara Kabalan, 24 year-old supermarket seller also said that she is not at all worried. “The situation is already bad and it can’t get worse,” she said. Even though a war is deemed unlikely by many, the Lebanese are united in opinion when it comes to Saudi Arabia’s interference in the country. “Saudi Arabia is trying to antagonize us, but nothing will happen because no one is willing to actually start a war,” she added. Yet Hariri’s resignation proves to be a critical event in understanding “how important it might be if used by Saudi Arabia to further fuel tensions in the country,” Tohme added. Hariri, representing the Sunni Muslim Lebanese sect, has had longstanding tension with Hezbollah, the leading Shiite Lebanese organization. This is primarily due to the fact that two leaders represent the major opposing Muslim confessions, both seeking to expand their influence in the Lebanese political sphere and society. This is further played out with Hariri’s close ties to Sunni Saudi Arabia, both as a dual national and as players in the region’s Sunni axis, and Hezbollah’s alliance with Shiite Iran. Son of former Prime Minister Rafic Hariri, who was assassinated in 2006, Saad Hariri followed in his father’s footsteps from 2009 to 2011. He then reassumed the role of Prime Minister in 2016.

Relics of Imperialism: 100 Years of Balfour and the Carving of Arab Nations BY OMAR EL MOR @ OMARKHALEDELMOR The Balfour Declaration may have outlined the makings of a future “national home for the Jewish people”, but at 67 words only it was intentionally left vague and open to interpretation, Visiting Assistant Professor of the Department of history David Speicher told The Caravan. This November 2 marked the 100th anniversary of one of the most controversial publications, that was the backbone of tension in the Middle East -- the Balfour Declaration. The Declaration was written by British Foreign Minister Arthur Balfour to Lord Lionel Rothschild, the unofficial leader of the British Jewish community (according to the Rothschild archives on November 2, 1917), just a year before the end of World War I. Addressing the issue of Jewish migration to Palestine, most historians agree that it was deliberately framed vaguely enough to create flexibility for the British government to negotiate the terms later on. A century later, they still remain divided over the interpretation and implications of the Declaration. The Department of History

held a conference to discuss these diverging perspectives from the standpoint of the British, the Arabs and the Zionists at the Tim Sullivan Conference Room on the Declaration’s centennial. “They didn’t state the type of homeland they were talking about,” said Speicher, who tackled the British perspective on the issue. Speicher added that this style of framing the issue was “consistent with [British] promises throughout World War I”. Mouannes Hojairi, assistant professor at the Department of History, agrees. “The British [were] sprinkling promises left and right but those promises are of different scales,” he said. He also added that Britain made many promises to several nations during the First World War in an attempt to secure its victory by any means. “France mattered more than any local enemy or ally. That’s why the Balfour Declaration doesn’t touch on the French sphere of influence,” Hojairi said. Hojairi added that the collapse of France in Europe would impede the momentum of the British. The British were therefore put in a situation where they respected French colonies in the Middle

East, but also propagated the Declaration. From an economic and military perspective, Iraqi oil became increasingly important for the British after they switched their navy from sail to diesel in 1911, Associate Professor of History Michael Reimer said. In addition, the collapse of the Ottoman Empire on October 31, 1918 made Britain interested in the region for several reasons. “The British feared Germany’s expansion in the Middle East and the consequences that it will pose if they impeded the trade routes between India and China. The second thing they feared was the rise of the Bolsheviks,” Speicher added. Running in parallel to that point, it was far more important for the British to maintain their Arab colonies without resorting to armed conflict, which eventually happened anyway after their failure in Iraq. “The pressures of Nazi Germany in the 1930s would force the British to this specific direction, which at the time was more important than allowing the non-Jewish population the right of self determination,” said Hojairi. “You definitely don’t want to deal with a demographic majority of a colony if you can deal with a non-

The Balfour Declaration received a lot of press controversy at the time it was issued over its ‘true’ meaning

native settler minority instead.” He further said that relying on the non-native settler minority to ensure stability in the region is more convenient for the British as they would be fully reliant on them and that they can trust them more than the natives, whose national aspirations contradicted Britain’s agenda. One of the most critical questions was addressing the balance of power in the region.

“You see this through fact that the “non-Jewish” population in Palestine was not designated as anything but ‘non-Jewish’,” Reimer added. This omission, amplified to that scale constituted an ‘active omission’, Hojairi said. Recognizing the peoplehood of a given population would give legitimate grounds for them to invoke nationalist ambitions and the ‘natural’ right to

Omar El Mor

self-determination. But by calling the native Palestinian population, which were predominantly Arabic-speaking Muslims and Christians, ‘nonJewish’, that right is overlooked, Hojairi said. “You’re avoiding calling them anything that gives them a political claim, and so the state could only recognize the political rights of Zionists. It’s an active denial of any political rights for Palestinians.”

Sunday November 12, 2017

ARTS AND CULTURE | 3

PAL Invites La Totfe2 El Shams Cast to Discuss Contemporary Issues BY YASMEEN MAMDOUH @YASMEENM19 An event organized by Peer Advising Leaders (PAL) to discuss Egyptian moral standards enarly unraveled due to technical difficulties on October 30. PAL invited the cast of the hit Ramadan TV series ‘La Totfe2 El Shams’ (The Sun Does Not Set) to discuss the show, society and art in Egypt at Bassily Hall on October 30. The event faced a number of technical difficulties from its outset, including issues with the sound and tardiness. There were not enough seats for everyone, so many people had to stand by the time they arrived. The sound system was also not working properly from the very beginning and would produce high bass and static sounds or stop working completely. This prompted a sarcastic remark by Shereen Reda, one of the guest stars. “Who’s in charge of this?” she said. “We did a soundcheck earlier that morning and everything was perfect. We have no idea what happened when the event started but we tried to deal with it as soon as possible,” Majdi added. The event itself was divided into three segments: a talk show simulation led by Ramez Amir, a Q&A session with the audience and a performance by Zap

Tharwat to end the night. The event was set to start at five p.m but, it was not until an hour and 15 minutes later that it finally began. Some stars arrived very late, some even in the middle of the event, and many attendees were also late to the point that the hall was still almost empty by the starting time. ‘La Totfe2 El Shams’, directed by Mohamed Shaker Khodier, is based on a novel by Ihsan Abdel Quddous, which was also turned into a film in 1961. The series follows a family and the problems of each member after the loss of their father Ibrahim Abuelmagd. The show revolves around his widow Eqbal (Mervat Amin) and her children; Fifi (Reham Abdelghafour) an introverted college student; Ahmed (Mohamed Mamdouh) who was forced to assume the role of the ‘man of the house’; Injy (Amina Khalil) who struggles with love throughout the series; Adam (Ahmed Malek)who rebels against the society’s restrictions; and Aya (Jamila Awad), the youngest, who was the most spoiled by her late father. Members of the cast who attended included Khalil, Awad and supporting actors Shereen Reda, Injy El Mokadem, Mai El Gheity, among others. “PAL held this event to create a space to talk about major societal issues in Egypt that are very controversial, especially with celebrities who tackled

them through their roles in the series,” PAL’s Social and Cultural Manager Abdelsalam Majdi told The Caravan. Among the topics discussed was the tendency to associate a certain immoral act, such as abusing drugs or alcohol, to a particular class. Both Khalil and Habib argued against this classist mentality and claimed that the issues raised in the series are not limited to a certain social group. “Film, TV and art are the reflection of society not the means to send a message to get people to act in a certain way, but people will continue to act however they want regardless,” said Habib in response to a question about the show’s effect on viewers. El Mokkadem added that as long as viewers are above the appropriate age of 18 or 21 they will not be as impressionable and can instead understand, process and analyze the content presented. The show was heavily centered on the theme of family dynamics and how those evolve over the course of time, as well as how they operate in times of crisis. “Amir was a good moderator. Some of the questions were not that interesting and had quite obvious answers but considering he is not a journalist I think he did pretty well,” said architecture freshman Hager Khaled. The talk show simulation took most of the event’s time so that

PAL brought the cast of La Totfe2 El Shams to discuss a number of issues regarding family life in Egypt

the Q&A was very rushed. Most people left after or even in the middle of the Q&A to catch the 9:15 bus, which left the hall looking empty. “Many people didn’t get to ask their questions, partly because the Q&A period was so short compared to the earlier part and also because Habib’s answers were very long and he barely let other members speak,” said Political Science junior Sarah Zalata. The attendees asked

questions concerning the show’s characters, their motives and hidden meanings behind their actions. “Why did Ayah forgive Adam so quickly after he came back unlike other members of his family?” one audience member asked. “She was just so happy to see him alive and well. Their bond was also very strong as siblings and they were even set out to be twins at one point so she understood his motives and

Joya El-Aggar

forgave him instantly,” said Jamila Awad. Khalil’s character, Injy, was given a lot of attention to her controversial role as an innocent but righteous woman at the beginning of the show, who then ends up cheating on her husband. “I never thought I would sympathize with a woman cheating on her husband let alone understand her motives as well,” said one of the attendees as he asked about Injy’s character.

Egyptian Feature Film Tackles Social Stigma of Women with AIDs

Asmaa narrates the difficulties of working-class, HIV positive women in Egypt

BY JOYA EL AGGAR @JOYAELAGGAR In a society where AIDs patients are often stigmatized and marginalized, Egyptian drama film Asmaa challenges this stereotype. The 2011 feature is the first

in Egyptian film history to humanize patients and depict their struggle in an empathetic light. The film, written and directed by Amr Salama, was screened in the Shafik Gabr Hall on October 25 by Heya: The Feminist Initiative.

The film’s storyline revolves around the protagonist Asmaa, an HIV patient who struggles to live with her disease in a society that has historically alienated AIDS patients. Asmaa’s struggle is hardened by her social standing; the lack of socioeconomic resources has

been documented to produce greater health risks, including exposure to HIV/AIDs, according to the American Psychological Association. The film tackles the stigma that those who suffer from AIDs engage in sex work and prostitution. Asmaa herself is constantly accused of promiscuity, which complicates her relationship with her daughter. Asmaa keeps the disease a secret from her daughter, Habiba, in order to avoid having to explain how she contract the disease from her husband. After she gets a gall bladder infection, doctors refuse to operate on her because of her HIV. According to the Egyptian Initiative for Personal Rights (EIPR), medical professionals are reluctant to treat HIV/AIDs both because of their lack of professional training on the issue and because of a fear of stigma by association. With widespread misconceptions that HIV can only be transmitted sexually, the film aims to raise awareness about the taboo surrounding the disease, specifically when women are affected. The film also tackles the negative effects HIV has on patients -- like the psychological and physical damage of both

the disease itself and the societal reaction. Throughout the movie, we see Asmaa resorting to several painkillers and injections to help her deal with her pain in light of the absence of professional medical treatment. Only 22 percent of Egyptian women with HIV/AIDs are receiving antireteroviral therapy (ART), according to UNAID’s 2016 country report on Egypt. Asmaa’s employer at the Cairo International Airport conitnuously demands to see her medical record after he notices a change in her behavior at work. After being assured that she cannot be legally fired for having AIDs, she agrees to share them with her employer. Although he does not in fact fire her, he reveals her disease to her fellow employers prior to asking them if they wanted to continue working with her. In the face of such social stigma, Asmaa leaves her job. A charitable foundation offers to treat her if she reveals how she contracted the disease, but Asmaa insisted on every person’s right to treatment regardless. Throughout the film, Asmaa finds solace in a HIV support group, led by talk-show host Mohsen el-Seesy, who tries to

persuade Asmaa to reveal her true identity and tell her story on his show. Although initially reluctant, the film ends with Asmaa’s decision to appear on the show and tell the world her story, prompting the anchor to give her EGP 300,000 to travel abroad for her surgery. Some believe that Asmaa’s decision to appear on television is an indirect message, calling on women to ask for their rights within the society. The storyline is based on a true story in which the woman eventually passes away. The film received several reactions from the attendees, who totalled just under 20 students. Some expressed their despair towards what Asmaa had to endure, while others stated how sad they are over the incorrect stereotypes prevalent in society that denies some people their basic rights. “She was afraid of how the people were going to look at her or think of her. She did not care about her pain because of her reputation,” said anthropology student Ahmed Ibrahim. “Heya’s vision this year is to contextualize feminist issues within the Egyptian framework,” Heya’s President Farah Abdul Gawad told The Caravan.

4 | BUSINESS SPOTLIGHT: The Underground World of Bitcoin Dealing in Egypt Sunday November 12, 2017

The Central Bank has yet to issue any regulations concerning online banking and virtual currencies

BY NADA DARWISH @NADADARWISH_ As Bitcoin global trading becomes more popular, a number of Egyptians - and AUC students - are joining the trend. Over the past few years, electronic banks have emerged as distinctive financial innovations and have gained popularity on the internet as one of the preferred tools of online transactions. Bitcoin, a cryptocurrency, however, has begun to

challenge the dominance enjoyed by these banks. It can be used for online transactions instead of real money. Bitcoins are obtained in one of three different ways: buying on an exchange, accepting them for goods and services and mining new ones. In theory, mining bitcoins is similar to mining natural resources. There is a finite number of bitcoins created, currently at 21 million, which are protected by cryptic codes and mathematical problems that can only be solved by

Caravan Archives

certain software. The ground-breaking payment network uses peerto-peer (P2P) technology to manage transactions. This means that the network is not controlled by a central authority or a bank, but by miners and fast international payments. This makes Bitcoin an independent currency that does not need an intermediary between users and traders to transfer money, nor does it deduct a percentage of the money transferred.

While many e-shops, like Microsoft, Google, PayPal and Amazon allow customers to use Bitcoins, the system is not legalized everywhere, with many countries banning it due to the controversy surrounding it. According to Bitcoin’s official website, the first country to legalize bitcoin was Estonia. It is also legal in Australia, Canada, Denmark, Finland, South Korea, Sweden, the UK and the US, which hosts the highest numbers of cryptocurrency users and Bitcoin ATMs. Bitcoin Egypt, founded by Khalil and Omar Abdelrasoul, however, has yet to gain popularity and acceptance. “We barely exist [in Egypt] since we are all afraid of getting caught by the police, like what happened to the dentist back in 2016,” Karim Salam, Bitcoin user and senior engineering manager, told The Caravan. While many countries have moved to either legalize or criminalize Bitcoin activity, Egypt has yet to set any laws on it. “We’re still waiting on the Egyptian government to set some kind of regulations. Without any laws, Bitcoin is not legal money in Egypt,” Bitcoin Egypt’s founder Rami Khalil said on the official website. The Caravan upon contacting the Central Bank of Egypt were referred to an

official statement made last June by deputy governor Gamal Negm. “For the stability of the Egyptian banking system, the banks deal in official currencies only and never deal in any virtual currency,” he said. The current Egyptian legal framework does not provide for the option to obtain a license for trading in virtual currencies as per the Egyptian Capital Markets Law (No. 95 of 1992). The value of Bitcoins is growing exponentially on a daily level. A year ago, one Bitcoin was worth less than $700, while at the time of writing, it now equates $7443.99. In 2016, a 30-yearold dentist referred to as Ahmed A. H, was arressted for conducting a Bitcoin transaction on LocalBitcoins. com, a popular digital currency trading portal. He was accused of trading in foreign currencies and, after admitting to buying Bitcoins worth $13,900, was presented to the Public Prosecutor’s Office. Eslam, the administrator of Bitcoin Egypt’s Facebook page, who asked to be referred told The Caravan that Egyptian Bitcoin users are extremely careful when carrying out transactions. Yasmin El-Dokkani, an AUC computer engineering graduate student, and two

alumni are currently working on their thesis project, which aims to create a block chain that transfers medical data between hospitals domestically and internationally through Bitcoins and other blockchains. Bitcoins transfer can also be done in the form of data or confidential information, she added. “The whole idea of Bitcoin is to eliminate the fact that online transactions deduct a percentage of money from the buyer as well as the seller. Normal online transactions are a lot less secure than Bitcoin mining and transactions,” she said. “I’m sure there are miners in Egypt but the point is that no one says that he or she is a miner. No one walks in the streets saying they’re miners,” she added. The value of bitcoins fluctuates dramatically over the course of one week, where one Bitcoin has increased from 100,000 EGP to 107,000 EGP. “Many people nowadays think that this is the ideal model for online transactions and that people might also start creating new blockchains, like Bitcoin,” El Dokkani told The Caravan. Bitcoin first emerged on the market in 2009 and was introduced by an anonymous person, or persons, operating under the pseudonym “Satoshi Nakamoto” in 2009.

Digital Technologies Game Changer in Commercial Industries BY SADIG EL TIGANI @SADIGWITHAG The future of banking in Egypt is in the use of mobile aps, which be ‘game changers’ in commercial industries, a senior banking official said last week. Digital and Middleware Delivery Head of Commercial International Bank (CIB) Sherif Singer gave a lecture in Mansour Hall on how digitalization has facilitated consumer-buyer behavior in several commercial industries on November 1. “If you look in places such as Nigeria or Kenya, their telecom operators are doing banking services. They already took a big portion of the mobile services and [are] including banking services,” said Singer. Singer added that such services could emerge in the coming three to five years in Egypt. Since banks in Egypt have become too cluttered, internet banking is slowly becoming the ideal route for banking services. One way to solve this issue is by establishing several financial technology (FinTech) startups, which have become a booming multi-million dollar

sector. FinTech businesses manage the application of technology to financial services, such as mobile banking. For the past 4 years, mobile banking was prohibited in Egypt due to concerns, such as money laundering and funding for terrorist organizations. However, according to the reissued regulations by the Central Bank of Egypt (CBE) that were implemented in late 2016, consumers can enjoy mobile banking services, such as depositing money in their accounts or transferring money from one account to another. Although these new regulations have facilitated the mobile payments services, it still does not allow other service providers, for example telecom services, to perform online banking services with the customer. According to Singer, the only way FinTech startups could have more exposure in Egypt is through the bank using technology that enhances financial activities. This is a step towards a ‘credit based economy’ instead of a ‘cash based economy.’ The turn towards digitalization by FinTech and other similar services will

decrease the direct access consumers have with banks. This will foster competition between FinTech and other banks who still use traditional banking methods. “Whenever we have a solid startup, such as an ‘Uber for banking’, if it and the CBE allow companies to lend money through the app, then other banks are being marginalized one way or the other,” he added. The lecture introduced the difference between digitization and how it is related to digitalization and how that affects the business world. Throughout the years, digitalization has been used by industries to reach a wider audience and provide valueproducing opportunities. It has also made it easier for consumers to voice their opinions about a product through forms of communications such as emails and social media. It has also made it easier for customers to order a service without facing any problems or errors while using the interface. For instance, transportation apps, such as Uber or Careem, allow users to order rides instantly.

There is a recent trend towards online and blended forms of transactions

Digitization is the conversion of any form of information, such as audio or text, into digital form so that it can be processed, stored and shared with a computer. On the other hand, digitalization is the process of integrating digital technologies into everyday life after it has

already been digitized. Singer then tackles how this concept is implemented in the internet banking systems in Egypt. “We saw the trend in other industries, such as taxis. You are not using a taxi, you are using Uber,” Singer said. Similarly, online TV and

movie app Netflix has impacted the media industry since consumers can watch a movie or a show at their fingertips. Singer then explored how digitalization has also impacted the financial sector. Other countries in the world have already been implementing such services.

Sunday November 12, 2017

SCIENCE AND TECHNOLOGY | 5

AUC Hosts Workshop to Promote Data-Driven Gender Policymaking BY SADIG EL TIGANI @SADIGWITHAG A collaborative event at AUC’s Tahrir Campus has found that gender information and data journalism are becoming cornerstones of policymaking on women’s issues. The event hosted by databased agency InfoTimes is its first Data4Women hackathon, and included workshops to find solutions to women’s issues through data analytics. The goal of the hackathon was to provide NGOs and other agencies with results that would enable them to take datadriven steps towards addressing women’s issues. The workshop brought together a number of participants, ranging from graphic design to data scientists to civil society activists and journalists. To be accepted as a candidate, applicants had to meet several criteria, such as being fully equipped to use Microsoft Excel and Tableau as a journalist, and the ability to use HTML and JavaScript as a graphic designer. Inspired by Data4Change’s 2016 hackathon in Beirut, InfoTimes Co-Founder Amr El-Eraqi implemented the same concept in Egypt. “Most of the group activities that are made in Egypt are

workshops or seminars. So, I asked myself why don’t we make a different type of group activity that allows people to work together and learn from each other?” El-Eraqi told The Caravan. Data4Change is a workshop that pairs journalists and human rights organisations with data researchers, graphic designers and developers to produce visual data that can impact society. The first workshop was hosted in London in 2014. Inspired by the success of the Beirut workshop, he decided that InfoTimes should host Data4Change, revamped under a new theme, in Egypt. Out of 200 applicants, 25 were accepted and divided into four groups. Each group tackled a topic that reflected on women’s issues over four consecutive days. “The days were divided to include talks from speakers from different professions and activities. The remainder of the time was for the groups to work on their datasets,” El-Eraqi told The Caravan. Each group chose a topic concerning women’s issues, setting at: the search for safe and unsafe areas for women through their tweets about sexual harassment; the search of whether there is an equal distribution of job opportunities

and wages between the two sexes; what health problems women look up online and women’s positions in the parliament. “Gender data is key for making women’s stories actionable for policymakers. The availability of accurate, timely and disaggregated data ensures that policymakers have the information they need to design policies and programs to improve people’s lives,” Senior Director of Women and Girls Initiatives at the United Nations Emily Courey Pryor said on their official page. There were several mentors assigned to help out each group, including El-Eraqi, Columnist and Media Trainer Khaled Baramawy, Information Designer at Visualizing Impact Yosra Gamal and Freelance Middle East Correspondent Jannie Schipper. “The mentors were very helpful in guiding you whenever you faced any difficulties,” said Samia El Khodary, a participant and AUC alumna. The hackathon hosted a number of guest speakers, including Canadian Ambassador to Egypt Jess Dunton, Professor of Economics at AUC Nagla Rizk, Senior Program Officer at the International Development Research Centre (IDRC) Raed Sherif, Freelance Trainer Ehab

The workshop used data-based methods to address a number of women’s issues in contemporary Egypt

Sallam and Data Analyst at LG Egypt Ahmed Essam. Each dataset consisted of several elements that were designed to bring the diverse skills of the participants together. “I enrolled as a graphic designer in the event and I helped in the data visualization part. I spent the first two days gathering data for the campaign, helping my group find an

edge in naming the campaign and brainstorming,” said El Khodary. After finishing the work required for their presentations, the teams presented their work in front of the attendees. The team that got the “Best Project” was the one addressing women’s health problems online. El-Eraqi hopes to hold a hackathon annually that would

Sadig El Tigani

tackle different topics every two years. InfoTimes is a data-driven business that designs, creates and codes products for clients, specializing in data journalism and data visualization. In 2012, InfoTimes was the first and only website to produce data-driven content in Arabic and have since then expanded to provide trainings both in Egypt and abroad.

“Hidden Disabilities” Continue to Affect Millions of People

Hidden disabilities are those that do not have any physical manifestations that make them visible to others

BY SARA MOHAMED @SARAAASHRAF3 According to the World Health Organization (WHO), a billion people worldwide suffer from disabilities, some of which are psychological in nature and may be latent in the form of such conditions as major depression or anxiety. In late October, the Student Disability Services (SDS) unit held its second lecture focusing

on ‘Hidden Disabilities’, which may affect the way a student processes, retains and communicates information. According to Psychology Today, a hidden disability is a mental, physical or neurological condition that is correlated with impairment or distress. Psychological disabilities are referred to as hidden since they don’t reveal signs that may visually signal their disability like using clutches or wheelchair for walking, said Marwa Hussien,

Sara Mohamed

senior counselor at the Student Counseling Center (SCC). The American Psychiatric Association (APA) defines a psychological disability as a dysfunction that leads to significant distress in one’s life and greatly impairs an individual’s cognitive functions. Consequently, this causes the person to avoid social situations, which manifests in behaviors such as skipping classes and exams, oversleeping and loss of interest in meeting new people.

Alexandra Gazis, assistant director of the SDS unit of Student Wellbeing, told The Caravan that the lecture was designed to help students to recognize and deal with hidden disabilities. “When they read, they don’t read as quickly as they used to before. They’re very slow, and have to go back to re-read what they’ve just read because it doesn’t make sense with the other paragraphs,” Hussein added. The emotional distress associated with these impediments is often coupled by physical pain as well, she added. “They understand that they’re not functioning up to their potential. They don’t want others to notice that they have a problem, they get very embarrassed or very confused explaining to others what makes them go through this,” Hussein added. Psychological disabilities cover a wide range of conditions, including major depression, bipolar disorder, schizophrenia, anxiety disorders and posttraumatic stress disorder (PTSD). WHO says that depression is the leading cause of disabilities worldwide and affects more than 300 million people. “There are around 15 million Egyptians suffering from depression, and neither the public nor the private institutions are providing the proper mental health services to these people,” Dr. Ahmed Saber, a psychiatrist

at Dr. Ahmed Okasha Psychiatric Hospital, told The Caravan. Dr. Saber highlighted that the number of beds available in the private and public psychiatric facilities are approximately 11,000 beds in total. He also referred to a deficit in the number of psychiatrists and psychologists in Egypt which is an obstacle to providing proper mental health treatment. “There is a worldwide deficiency in psychology specialists in general, so they usually seek for opportunities overseas and they’re already in high demand,” he added. Among AUC students, meanwhile, the most common condition is anxiety disorder, specifically panic disorder, Hussein says. Panic disorder is a type of anxiety disorder in which an individual has recurrent unexpected panic attacks. Panic attacks are sudden episodes of intense fear accompanied with accelerated heart rates, shortness of breath, trembling, sweating and smothering - or, in other words, a sudden sense of impending death. “They could have studied very well for an exam and on the exam day, as soon as the exam starts, they just can’t remember anything and just leave the classroom because of an unexpected panic attack,” Hussein told The Caravan.

While some may recover from depression or anxiety to a certain degree, they may still have a baseline depression or anxiety in their personality. “You’ll deal with your problems, you’ll be better, with some disorders not all of them, but it can return again in times of stress,” she added. Hussein said that AUC is an American institution and therefore abides by US and Egyptian laws which state that provisions and accommodation should be made for students with disabilities. The SDS unit is currently offering services to 35 students with learning disabilities and around 30 students with psychological disabilities. “Accommodation letters are handed to the professors from the unit at the beginning of each semester. [The letters outline] all the requirements the student needs to succeed in [their] course such as extra time, taking exams in a quiet area, and having an alternative format for the exam like MCQ exams,” Gazis added. The accommodations offered depend on the disability of the person, the severity of the condition and the services needed to assist their academic performance. Although psychological disabilities may last a lifetime people learn to cope better with psychotherapy and medication, Gazis said.

6 | OPINION

Sunday November 12, 2017

Hariri, Hezbollah and the Hypocrisy of Peace in the Middle East

In the wake of Lebanese Prime Minister Saad Hariri’s announcement of his intention to resign, tensions have flared between Saudi Arabia and Iran. Saad’s announcement came during his visit to Saudi Arabia, causing many in Lebanon to fear political manoeuvring behind the decision. Hariri accused the Tehranbacked militant group Hezbollah of dominating Lebanon, citing fear over his life as grounds for his resignation. This prompted Iran’s President Hassan Rouhani to accuse Saudi Arabia of increasing aggression in Yemen, clandestinely strengthening the Islamic State and orchestrating Hariri’s resignation. The regional conflict between Iran and Saudi Arabia has a longstanding history as they

vie for hegemony as the leading Islamic power. Saudi Arabia’s Crown Prince Mohammed bin Salman accused Iran of “direct military aggression” in Yemen by suppling missiles to the Houthi rebels. This comes a day after a ballistic missile was launched from Yemen towards Riyadh. The missile was, however, intercepted before making contact. It is with these tensions simmering in the background that Egyptian President Abdel Fattah El-Sisi called for a regional ‘de-escalation’. “I am always against war,” he said during a speech delivered at the World Youth Forum that took place in Sharm El-Sheikh last week. “Gulf security is Egyptian national security,” he said, expressing confidence in Saudi Arabia’s leadership. But Saudi Arabia and Iran both seem more interested in establishing themselves as the dominant power than in pursuing peace. And this can be seen in how they have ravaged Yemen, fuelling domestic tensions to diminish their respective spheres of influence. The Saudi Arabian-Iranian conflict is often viewed from a religious lens, with political pundits and officials alike

framing it as a Sunni-Shia divide. And while that might be a valid analysis, it is also just as important to see it not as a religious war, but an ideological one. The two regional powers are far less interested in the religious character of the region but more so in the accumulation of power and influence. This can also be seen through the arrest of 36 Saudi crown princes, ministers and senior businessmen on allegations of corruption and money laundering. The media was quick to paint it as an attempted coup and an attempt by the Prince to consolidate power under his reign. These power plays all demonstrate just how insecure Middle Eastern states are, taking large steps towards securitization, alliances and military displays of force. President Sisi called for cooperation and communication as the key to solving the crises that have torn at the fabric of the Middle East. He also referred to the Israeli-Palestinian conflict as a case in point, articulating his faith in the two-state solution and long-term peace. President Sisi noted the

American, French and Arab efforts towards finding a solution to the Palestinian Question - reaffirming Egypt’s role, not as a player, but as a player in the equation. His speeches over the past week reflect a shift in Egypt’s foreign policy and national self-image. Egypt is no longer pursuing a role of regional leadership, but is instead scaling back. With an increased attention paid towards diplomacy and negotiation, this current foreign policy agenda leaves little room for action. President Sisi urged the Palestinian factions to consolidate around the new unity government, just as he implored Israel to pursue a peaceful solution. While this is an ambitious aspiration, it does reflect an unrealistic goal. There is simply too much history to conceive that negotiation alone, with the current status quo, will conceive a peaceful solution.

Mohamed Kouta Editor-in-Chief mohamedkouta@aucegypt.edu

The Only Two Certainties in the Circle of Life

Deena Sabry Managing English Editor I vividly remember my dad telling me that the only two certainties in life are sickness and death. No matter how hard I try, I will never be able to shake my memory enough for more detail

about that conversation nor give any more context. However, ever since then, his words have always been running in the back of my mind, a constant reminder of mortality. Even still, death continues to surprise me, unsettling my entire existence, no matter how ready I may think I am to take such news. It is the endless circle of life. I am always very well aware that death is inevitable; for me and everyone I know but it still continues to put my life on hold. Everything stops; time becomes obsolete; responsibilities seem to vanish, becoming so minute, even if for a little bit; finding refuge in getting closer to God, even if momentarily.

Every time, it takes me by surprise and reminds me of how fleeting life is - how deeply fragile the human soul is. And because time has the magical power to heal everything, I find myself grieving less and living more, going back to the same old routine, only until another life so dear to me is lost yet again. It is almost like I am in a constant state of denial, denying that thing that is always in the back of my mind. Even when it happens, it becomes common for me to pretend like it has not, burying myself in work and overwhelming myself with responsibilities as a means of coping with the loss of a soul so pure. This cycle becomes a means

for me to run away from the cruel reality that exists within my head, bottled inside in between the walls of my intricate brain. Regardless of how much I prepare myself for it, how many times I remember my dad’s words, how many times it crosses my mind, and how many times I am reminded of it when watching a show, I am never really ready for it. The truth is, there never really is a good time for anyone to die, no matter how much I - and everyone I know - keep repeating that the ‘place’ our departed beloved is now in a ‘better’ place. We would rather have our beloved in this terrible word, with its good, its bad and its ugly, right next to us, at least for as long as we breathe.

The Anxious writer: CHAPTER SIX

Mariam Mazhar Senior Arabic Editor There are various bumps on the way when you are trying to figure out the best way to deal with anxiety. As previously mentioned, you usually stumble on different paths before you know how to put your anxiety within context, and then ... how to deal with it. The people around you may not really understand what you are going through. And it may be difficult for you to accept what you are facing. Both are related to one another and on your way to acceptance you also learn to be accepting of the fact that maybe not everyone understands how your thoughts work. Some people may not be able to rationalize your fears and worries, and blaming them for it is not going to make them understand any better. For a time, I thought that not sharing my fears and anxieties with my family was the best option because even if they were there for me, they may not entirely know where I am coming from. It annoyed me when they asked questions and it made me feel so lonely when I tried to explain a feeling and their faces revealed they were clueless. But then I thought “why is it their fault?” If they do not have anxiety then it is only normal that they would not know what to do or what to say, which applies to almost everything. If you are an artist and you are trying to choose the best type of paint, I wouldn’t imagine your

family of doctors to be able to help you. It is as simple as that - they are not where you are and they do not see the world through your anxiety so they might not always be able to identify with you. But they are trying. And it is your role to keep trying to explain, to allow them in your zone. If they are not dealing with your fears and attacks in the right way, direct them. If they are making it worse, explain. This is one of your initial steps toward acceptance. Accepting that not everyone understands. Your second step toward acceptance is seeing the true size of your anxiety. Recently, I resumed therapy, this time with the purpose of understanding and developing myself. One day, I was complaining to my therapist about how much I really worry about traveling, especially without my family. And I usually get very anxious right before the trip. “Then, what happens?” he asked. “Nothing, I go and I enjoy it,” I replied. He then told me that you will always need a certain level of acceptance toward your anxiety, but this doesn’t mean you should not stop working on yourself/ You should realize that you will always have the tendency to be anxious. And you need to accept that. This was the first time I thought of it this way, I always focused on being afraid and how much I hated the feeling but I never actually realized that I always pushed through and overcame the fear. Being anxious, depressed, phobic or anything else could be a reality but it not your only reality. And being too focused on your fears and enslaving yourself in that dark room is never going to help you. Accept yourself, with the vulnerability of your soul. Accept yourself, with the loopholes in your fearlessness. Accept yourself, because you owe it to her.

Share Your Opinion If you would like to share your opinion contact us at: caravannews@aucegypt.edu or visit our newsroom at Jameel p008

MOHAMED KOUTA EDITOR-IN-CHIEF DEENA SABRY MANAGING ENGLISH EDITOR JAIDAA TAHA MANAGING ARABIC EDITOR AHMED HOSAM SENIOR ENGLISH EDITOR MARIAM MAZHAR SENIOR ARABIC EDITOR NOURAN ALLAM CAMPUS EDITOR MENNA EID SPOTLIGHT EDITOR MERNA SAKR AND DONIA EL MAGHRABY POLITICS EDITORS DINA EID BUSINESS EDITOR NADINE FAHMY AND DANAH AL ANSARI ARTS AND CULTURE EDITORS DOAA ABDELGHANY SCIENCE AND TECHNOLOGY EDITOR RANIA YEHIA, MARIAM EL MENOUFI, NOURA SHIBL ARABIC EDITORS MALAK SEKALY COLUMNIST NOUR IBRAHIM MULTIMEDIA MANAGER YASMINE BASSILY AND HUSSEIN MOATAZ RADIO PRODUCTION MENNA EID VIDEO PRODUCTION FIRAS AL ATRAQCHI MANAGING DIRECTOR AND FACULTY ADVISOR RASHA ALLAM ARABIC ADVISOR MAHER EL MELIGY ADMINISTRATIVE ASSISTANT

‫‪ | 4‬آراء و شـعــــــــــر‬

‫اﻷﺣﺪ ‪ ١٢‬ﻧﻮﻓﻤﱪ‪٢٠١٧ ،‬‬

‫سياســة مصر بن العسكرية والديبلوماسية يا صابــت يا خابت‬

‫أﻋﻠــﻦ ﺳــﻌﺪ اﻟﺤﺮﻳــﺮي‪ ،‬رﺋﻴــﺲ اﻟــﻮزراء‬ ‫اﻟﻠﺒﻨــﺎين‪ ،‬ﻧﻴﺘــﻪ اﻻﺳــﺘﻘﺎﻟﺔ ﻣــﻦ ﻣﻨﺼﺒــﻪ‪ ،‬وﰲ‬ ‫أﻋﻘــﺎب ذﻟــﻚ‪ ،‬ازدادت ﺣــﺪة اﻟﺘﻮﺗـﺮات ﺑــني‬ ‫اﻟﺴــﻌﻮدﻳﺔ وإﻳــﺮان‪.‬‬ ‫ﺟﺎء إﻋﻼن ﺳــﻌﺪ أﺛﻨــﺎء زﻳﺎرﺗﻪ ﻟﻠﺴــﻌﻮدﻳﺔ‪،‬‬ ‫ﻣــام ﺳــﺒﺐ ﻣﺨــﺎوف اﻟﻜﺜريﻳــﻦ ﰲ ﻟﺒﻨــﺎن أن‬ ‫ﻳﻜــﻮن اﻟﻘـﺮار وراءه ﻣﻨــﺎورات ﺳﻴﺎﺳــﻴﺔ‪ .‬ﻓﻘﺪ‬ ‫اﺗﻬــﻢ اﻟﺤﺮﻳــﺮي ﺟامﻋــﺔ ﺣــﺰب اﻟﻠــﻪ واﻟﺘــﻲ‬ ‫ﺗﺪﻋﻤﻬــﺎ ﻃﻬ ـﺮان‪ ،‬ﺑﺎﻟﺴــﻴﻄﺮة ﻋــﲆ ﻟﺒﻨــﺎن‪،‬‬ ‫وﺑــﺮر اﺳــﺘﻘﺎﻟﺘﻪ ﺑﺎﻟﺨــﻮف ﻋــﲆ ﺣﻴﺎﺗــﻪ‪.‬‬ ‫دﻓــﻊ ذﻟــﻚ ﺣﺴــﻦ روﺣــﺎين‪ ،‬اﻟﺮﺋﻴــﺲ‬ ‫اﻹﻳـﺮاين‪ ،‬ﺑﺎﺗﻬــﺎم اﻟﺴــﻌﻮدﻳﺔ ﺑﺰﻳــﺎدة اﻟﻌــﺪوان‬

‫ﰲ اﻟﻴﻤــﻦ‪ ،‬ﻣــام ﻳﻘــﻮي ﻣــﻦ ﺗﻨﻈﻴــﻢ اﻟﺪوﻟــﺔ‬ ‫وﻳﺪﺑــﺮ اﺳــﺘﻘﺎﻟﺔ اﻟﺤﺮﻳــﺮي‪ ،‬ﴎا‪.‬‬ ‫ميﺜــﻞ اﻟــﴫاع ﺑــني إﻳــﺮان واﻟﺴــﻌﻮدﻳﺔ‬ ‫ﺗﺎرﻳﺨــﺎ ﻃﻮﻳــﻼ ﻣــﻦ اﻟﺘﻨﺎﻓــﺲ ﻋــﲆ اﻟﻘﻴــﺎدة‬ ‫ﻛﺎﻟﺪوﻟــﺔ اﻹﺳــﻼﻣﻴﺔ ذات اﻟﺴــﻴﺎدة‪ .‬اﺗﻬــﻢ وﱄ‬ ‫اﻟﻌﻬﺪ اﻟﺴــﻌﻮدي‪ ،‬ﻣﺤﻤــﺪ ﺑﻦ ﺳــﻠامن‪ ،‬إﻳﺮان‬ ‫»ﺑﺎﻟﻌــﺪوان اﻟﻌﺴــﻜﺮي اﳌﺒــﺎﴍ« ﰲ اﻟﻴﻤــﻦ‬ ‫ﺑﺈﻣــﺪاد اﻟﺤﻮﺛﻴــني ﺑﺎﻟﺼﻮارﻳــﺦ‪ .‬وﻗــﺪ أىت ذﻟﻚ‬ ‫ﰲ اﻟﻴــﻮم اﻟﺘــﺎﱄ ﻹﻃــﻼق ﺻﺎروخ ﺑﺎﻟﺴــﺘﻲ ﻣﻦ‬ ‫اﻟﻴﻤــﻦ ﰲ اﺗﺠــﺎه اﻟﺮﻳــﺎض‪ ،‬وﻗــﺪ ﺗــﻢ إﻳﻘــﺎف‬ ‫اﻟﺼــﺎروخ ﻗﺒــﻞ وﺻﻮﻟــﻪ‪.‬‬ ‫ﰲ وﺳــﻂ ﻛﻞ ﻫــﺬه اﻟﺘﻮﺗـﺮات‪ ،‬دﻋﺎ اﻟﺮﺋﻴﺲ‬ ‫اﳌــﴫي ﻋﺒــﺪ اﻟﻔﺘــﺎح اﻟﺴــﻴﴘ إﱃ ﺗﻔــﺎدي‬ ‫ﻧﺸــﻮب ﻧـﺰاع ﻣﺴــﻠﺢ ﰲ اﳌﻨﻄﻘــﺔ‪.‬‬ ‫ﻗــﺎل اﻟﺴــﻴﴘ أﺛﻨــﺎء ﺧﻄــﺎب ﰲ ﻣﻨﺘــﺪى‬ ‫ﺷــﺒﺎب اﻟﻌــﺎمل ﰲ ﴍم اﻟﺸــﻴﺦ اﻷﺳــﺒﻮع‬ ‫اﳌــﺎﴈ‪» ،‬أﻧــﺎ دامئﺎ ﺿــﺪ اﻟﺤﺮب‪...‬أﻣﻦ اﻟﺨﻠﻴﺞ‬ ‫ﻫــﻮ اﻷﻣــﻦ اﻟﻮﻃﻨــﻲ اﳌــﴫي‪ «،‬وﻋــﱪ ﻋــﻦ‬ ‫ﺛﻘﺘــﻪ ﰲ اﻟﻘﻴــﺎدة اﻟﺴــﻌﻮدﻳﺔ‪.‬‬ ‫وﻟﻜــﻦ ﻳﺒــﺪو أن اﻟﺴــﻌﻮدﻳﺔ وإﻳــﺮان‬ ‫ﻳﻬﺘﻤــﻮن أﻛــرث ﺑــﺄن ﻳﺮﺳــﺨﻮا أﻧﻔﺴــﻬﻢ‬ ‫ﻛﺎﻟﺴــﻠﻄﺎت اﳌﻬﻴﻤﻨــﺔ أﻛــرث ﻣــﻦ اﻫﺘامﻣﻬــﻢ‬ ‫ﺑﺎﻟﺴــﻼم‪ .‬ميﻜــﻦ رؤﻳــﺔ ذﻟــﻚ ﰲ ﺗﺪﻣريﻫــﻢ‬ ‫ﻟﻠﻴﻤــﻦ‪ ،‬وإﺷــﻌﺎل اﻟﻨﺰاﻋــﺎت اﳌﺤﻠﻴﺔ ﻟﻠﺘﻘﻠﻴﻞ‬ ‫ﻣــﻦ اﻟﻨﻔــﻮذ اﻷﺧــﺮى‪.‬‬ ‫اﻟﻨ ـﺰاع اﻟﺴــﻌﻮدي اﻹﻳ ـﺮاين دامئــﺎ ﻣــﺎ ﻳﺘــﻢ‬ ‫اﻟﻨﻈــﺮ إﻟﻴــﻪ ﻣــﻦ اﻟﻨﺎﺣﻴــﺔ اﻟﺪﻳﻨﻴــﺔ‪ ،‬وﻳﻈﻬــﺮه‬ ‫اﻟﻨﻘــﺎد اﻟﺴﻴﺎﺳــﻴﻮن ﻛﺎﺧﺘــﻼف ﺑــني اﻟﺴــﻨﺔ‬

‫واﻟﺸــﻴﻌﺔ‪ ،‬وﻗﺪ ﻳﻜﻮن ﻫــﺬا اﻟﺘﺤﻠﻴﻞ ﺻﺤﻴﺢ‪،‬‬ ‫وﻟﻜــﻦ ﻣــﻦ اﳌﻬﻢ أﻳﻀﺎ اﻟﻨﻈــﺮ إﱃ ﻫــﺬا اﻟﻨﺰاع‬ ‫ﻛﺤــﺮب أﻳﺪﻳﻮﻟﻮﺟﻴــﺔ‪ ،‬وﻟﻴﺴــﺖ دﻳﻨﻴﺔ‪.‬‬ ‫اﻟﺪوﻟﺘــﺎن ﺗﻬﺘــامن ﺑﺎﻟﺴــﻠﻄﺔ واﻟﻘــﺪرة ﻋﲆ‬ ‫اﻟﺘﺄﺛــري أﻛــرث ﻣــﻦ اﻟﻄﺎﺑــﻊ اﻟﺪﻳﻨــﻲ‪ .‬ميﻜﻨﻨــﺎ أن‬ ‫ﻧــﺮى ذﻟــﻚ ﰲ ﺧــﱪ اﻋﺘﻘــﺎل اﺣــﺪى ﻋــﴩ‬ ‫أﻣــري ورﺟــﻞ أﻋــامل ﺳــﻌﻮدي ﺑﺘﻬــﻢ ﻓﺴــﺎد‬ ‫وﻏﺴــﻴﻞ أﻣ ـﻮال وﻗــﺪ ﺳــﺎرع اﻹﻋــﻼم ﺑﻨﻘــﻞ‬ ‫اﻟﺼــﻮرة ﻛﻤﺤﺎوﻟــﺔ اﻧﻘــﻼب وﻣﺤﺎوﻟــﺔ ﻣــﻦ‬ ‫اﻷﻣــري ﺑــﺄن ﻳﻌــﺰز ﻣــﻦ ﺳــﻠﻄﺘﻪ‪.‬‬ ‫متﺜــﻞ ﻫــﺬه اﻟﻨﺰاﻋــﺎت ﻣﺪى ﻫﺸﺎﺷــﺔ دول‬ ‫اﻟــﴩق اﻷوﺳــﻂ‪ ،‬ﻓﻴﺘــﻢ اﺗﺨــﺎذ ﺧﻄــﻮات‬ ‫ﺿﺨﻤــﺔ ﻧﺤﻮ اﻟﺘﺤﺎﻟﻔﺎت واﺳــﺘﻌﺮاض اﻟﻘﻮات‬ ‫اﻟﻌﺴﻜﺮﻳﺔ‪.‬‬ ‫دﻋــﺎ اﻟﺮﺋﻴــﺲ اﻟﺴــﻴﴘ إﱃ اﻟﺘﻌــﺎون‬ ‫واﻟﺘﻮاﺻــﻞ ﻟﺤــﻞ اﻷزﻣــﺎت اﻟﺘــﻲ ﻣﺰﻗــﺖ‬ ‫اﻟــﴩق اﻷوﺳــﻂ‪ ،‬ﻛــام أﺷــﺎر إﱃ اﻟــﴫاع‬ ‫اﻟﻌــﺮيب اﻹﴎاﺋﻴــﲇ ﻛﺪﻟﻴــﻞ ﻋــﲆ ذﻟــﻚ‪،‬‬ ‫ووﺿــﺢ إميﺎﻧــﻪ ﺑﺤــﻞ اﻟﺪوﻟﺘــني واﻟﺴــﻼم ﻋﲆ‬ ‫اﳌــﺪى اﻟﺒﻌﻴــﺪ‪.‬‬ ‫أﺷــﺎر اﻟﺮﺋﻴــﺲ اﻟﺴــﻴﴘ إﱃ أن اﻟﺠﻬــﻮد‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ واﻟﻔﺮﻧﺴــﻴﺔ واﻟﻌﺮﺑﻴﺔ ﻧﺤــﻮ إﻳﺠﺎد‬ ‫ﺣــﻞ ﻟﻠﻘﻀﻴــﺔ اﻟﻔﻠﺴــﻄﻴﻨﻴﺔ‪.‬‬ ‫ﺣﺚ اﻟﺮﺋﻴﺲ اﻟﺴــﻴﴘ اﻟﻘﻮى اﻟﻔﻠﺴﻄﻴﻨﻴﺔ‬ ‫ﻋــﲆ اﻻﻟﺘﻔــﺎف ﺣــﻮل اﻟﺤﻜﻮﻣــﺔ اﻟﺠﺪﻳــﺪة‪،‬‬ ‫وﻗــﺪ ﻧﺎﺷــﺪ إﴎاﺋﻴــﻞ أن ﺗﻌــﻰ وراء ﺣــﻞ‬ ‫ﺳــﻠﻤﻲ‪ .‬ﺑﺎﻟﺮﻏــﻢ ﻣــﻦ أن ﻫﺬا ﺳــﻌﻲ ﻃﻤﻮح‪،‬‬ ‫إﻻ أﻧــﻪ ﻳﻌﻜــﺲ ﻫــﺪف ﻏــري واﻗﻌــﻲ‪ .‬اﻟﺘﺎرﻳﺦ‬

‫ﻻ ﻳﻌﻜــﺲ أن اﻟﺘﻔــﺎوض وﺣــﺪه أﺛﻨــﺎء اﻟﻮﺿﻊ‬ ‫اﻟﺮاﻫــﻦ ﺳــﻴﺤﻘﻖ ﺣﻞ ﺳــﻠﻤﻲ‪.‬‬ ‫أﻋــﺮب اﻟﺴــﻴﴘ ﻋــﻦ اﻫﻤﻴــﺔ دور ﻛﻞ‬ ‫ﻣــﻦ أﻣﺮﻳﻜــﺔ‪ ،‬ﻓﺮﻧﺴــﺎ واﻟﻌــﺮب ﻟﺤــﻞ اﻷزﻣــﺔ‬ ‫اﻟﻔﻠﺴــﻄﻴﻨﻴﺔ وأن ﻣــﴫ مل ﺗﻌــﺪ اﻟﺮاﺋــﺪة ﰲ‬ ‫ﻗﻴــﺎدة اﳌﺒــﺎدرة‪.‬‬ ‫متﺜــﻞ اﻟﺨﻄﺎﺑــﺎت اﻟﺘــﻲ أﻟﻘﺎﻫــﺎ اﻷﺳــﺒﻮع‬ ‫اﳌــﺎﴈ ﺗﻐﻴـريا ﰲ اﻟﺴﻴﺎﺳــﺔ اﻟﺨﺎرﺟﻴــﺔ ﳌــﴫ‬ ‫وﺻﻮرﺗﻬــﺎ اﻟﻮﻃﻨﻴﺔ‪ .‬ﻣﴫ مل ﺗﻌﺪ ﺗﺴــﻌﻰ وراء‬ ‫اﻟﻘﻴــﺎدة اﻹﻗﻠﻴﻤﻴــﺔ‪ ،‬وﻟﻜــﻦ ﺗﺤﺠﻢ ذﻟــﻚ‪ .‬ﻣﻊ‬ ‫زﻳــﺎدة اﻻﻧﺘﺒﺎه ﻧﺤﻮ اﻟﺪﺑﻠﻮﻣﺎﺳــﻴﺔ واﻟﺘﻔﺎوض‪،‬‬ ‫ﻫــﺬه اﻟﺴﻴﺎﺳــﺔ اﻟﺨﺎرﺟﻴــﺔ اﻟﺤﺎﻟﻴــﺔ ﺗــﱰك‬ ‫ﻣﺠــﺎﻻ ﺻﻐـريا ﻟﻸﻓﻌــﺎل‪.‬‬ ‫وميﻜﻨﻨﺎ أن ﻧﺴــﺘﻨﺘﺞ ﻣﻦ ﺧﻄﺎب اﻟﺴﻴﴘ‬ ‫ﺳﻴﺎﺳــﺔ ﻣﴫ اﻟﺠﺪﻳــﺪة ﰲ اﺳــﺘﺒﺪال اﻟﺰﻋﺎﻣﺔ‬ ‫اﻟﻌﺴــﻜﺮﻳﺔ ﰲ اﻟﺒــﻼد اﻻﺧــﺮى ﺑﺎﻹﺳـﱰاﺗﻴﺠﻴﺔ‬ ‫اﻟﺪﻳﺒﻠﻮﻣﺎﺳﻴﺔ ‪.‬‬

‫‪Mohamed Kouta‬‬ ‫‪Editor-in-Chief‬‬ ‫‪mohamedkouta@aucegypt.edu‬‬

‫«اشــتري للدكتــورة الفانيــة قهــوة وانتي طالعة احملاضــرة وهي هتحبــك وتديكي الدرجة…‪».‬‬

‫كتبت‪ :‬جيداء طه‬

‫ﺧــﻼل اﻟﻔــﱰة اﳌﺎﺿﻴــﺔ‪ ،‬ﻗﺎﺑﻠﺘﻨــﻲ‬ ‫اﻟﻌﺪﻳــﺪ ﻣــﻦ اﳌﻮاﻗــﻒ واﻟﻌﺪﻳــﺪ‬ ‫ﻣــﻦ اﻷﺷــﺨﺎص اﻟﺬﻳــﻦ ﻳﻠﺰﻣــﻮك ﻋــﲆ‬ ‫اﻟﻮﻗــﻮف ﻋﻨﺪﻫــﻢ واﻟﺘﻔﻜــري ﻣﻠﻴــﺎ‬ ‫ﰱ ﻣــﺎ وﺻﻠﻨــﺎ إﻟﻴــﻪ ﻋــﲆ ﻣــنت ﻫــﺬه‬ ‫اﻟﻜــﺮة اﻷرﺿﻴــﺔ‪.‬‬ ‫ﻧﻌــﻢ‪ ،‬ﺗﻌﻤــﺪت اﺳــﺘﺨﺪام ﻛﻠﻤــﺔ‬ ‫»اﻟﻜــﺮة اﻷرﺿﻴــﺔ« ﻷن ﺗﻠــﻚ اﻟﻈﻮاﻫــﺮ‬ ‫اﻟﺘــﻲ أﺗﺤــﺪث ﻋﻨﻬــﺎ ﻻ ﻋﻼﻗــﺔ ﻟﻬــﺎ‬ ‫ﺑﺎﳌــﻜﺎن‪ .‬ﻓﻔﺴــﺎد اﻟﺸــﺨﺼﻴﺎت ﺷــﻴﺌﺎ‬

‫وﺟﺪﺗــﻪ ﻣــﻦ اﻟﺘﻠﻔــﺎز إﱃ أﺻﻐــﺮ ﻏﺮﻓــﺔ‬ ‫ﺑﺎﻟﺠﺎﻣﻌــﺔ‪.‬‬ ‫ﻓﺄﺻﺒﺤــﺖ ﺟﻤــﻞ ﻣﺜــﻞ »اﺷــﱰي‬ ‫ﻟﻠﺪﻛﺘــﻮرة اﻟﻔﻼﻧﻴــﺔ ﻗﻬــﻮة واﻧﺘــﻲ‬ ‫ﻃﺎﻟﻌــﺔ اﳌﺤــﺎﴐة وﻫــﻲ ﻫﺘﺤﺒــﻚ‬ ‫وﺗﺪﻳــيك اﻟﺪرﺟــﺔ‪ «،‬ﺟﻤــﻼ ﻃﺒﻴﻌﻴــﺔ‬ ‫وﺑﺪﻳﻬﻴــﺔ ﺟــﺪا‪ ،‬ﺑــﻞ اﻟﻐــري ﻃﺒﻴﻌــﻲ‬ ‫ﻫــﻮ اﻟﺘﺸــﻜﻴﻚ ﰲ ﺻــﻮاب ﺗﻠــﻚ‬ ‫اﻷﻓﻌــﺎل أو ﻗــﺪرة ﻛــﻮب اﻟﻘﻬــﻮة‪.‬‬ ‫وﻏريﻫــﺎ اﻟﻜﺜــري ﻣــﻦ اﳌﻮاﻗــﻒ‬ ‫اﳌﺰرﻳــﺔ اﻟﺘــﻲ أﺻﺒﺤــﺖ ﻋــﺎدات ﻻ‬ ‫ﻳﺼــﺢ اﻟﺘﻔﻜــري ﻓﻴﻬــﺎ‪.‬‬ ‫ﻣﺸــﻜﻠﺘﻲ ﻣــﻊ ﻫــﺬه اﳌﻮاﻗــﻒ‬ ‫ﻟﻴﺴــﺖ ﻓﻘــﻂ ﰲ ﻛﻮﻧﻬــﺎ ﻣﺨﺎﻟﻔــﺎ‬ ‫ﻟﻠﻤﺒــﺎدئ‪ ،‬ﺑــﻞ ﺗﻜﻤــﻦ ﰲ ﻃﺮﻳﻘــﺔ ﺗﱪﻳــﺮ‬ ‫أﺻﺤﺎﺑﻬــﺎ ﻟﺪرﺟــﺔ ﺗﺤﻮﻳﻠﻬــﺎ إﱃ واﺟــﺐ‬ ‫اﺟﺘامﻋــﻲ‪ .‬ﻓﻬﻨــﺎك ﻓــﺮق ﺷﺎﺳــﻊ ﺑــني‬ ‫ﴍاء اﻟﻘﻬــﻮة ﻷﺳــﺘﺎذيت ﳌﺴــﺎﻋﺪﺗﻬﺎ‬ ‫أو ﴍاﺋﻬــﺎ ﺑﺎﻟﻘﻬــﻮة‪ ،‬ﺣﻴــﺚ ﻳﺼﺒــﺢ‬ ‫اﳌﺘﻌــﺎرف ﻋﻠﻴــﻪ ﻫــﻮ أن اﻟﻄــﻼب‬ ‫اﳌﺘﻔﻮﻗــﻮن ﻫــﻢ ﴍاه اﻟﻘﻬــﻮة‪.‬‬ ‫ﻛــام ﻳﻮﺟــﺪ ﻓــﺮق ﻛﺒــري ﺑــني ﻣﺴــﺎﻋﺪة‬ ‫أﺻﺪﻗــﺎيئ واﻟﻮﻗــﻮف ﺑﺠﺎﻧﺒﻬــﻢ أو‬ ‫ﺗﻔﻀﻴﻠﻬــﻢ مبﻨﺼــﺐ ﰱ ﻣﺆﺳﺴــﺔ ﻣــﺎ‬ ‫ﻋــﻦ أﺷــﺨﺎﺻﺎ أﻓﻀــﻞ‪ ،‬ﻓﻘــﻂ ﻷﻧﻬــﻢ‬ ‫ﻳﻨﺘﻤــﻮن إﱃ ﻧﻔــﺲ ﺣــﺰيب وﻓﻜــﺮي‬

‫اﻟﺴــﻴﺎﳼ‪.‬‬ ‫ﺗﻠــﻚ اﻟﺘﱪﻳــﺮات ﻫــﻲ اﻟﺴــﺒﺐ ﰲ ﻣــﺎ‬ ‫ﻧﻌــﺎين ﻣﻨــﻪ اﻵن‪ .‬ﻛﻞ ﳾء أﺻﺒــﺢ ﻣﺒــﺎح‬ ‫ﻟﺪرﺟــﺔ أن ﻣﺼﻄﻠــﺢ اﳌﺒــﺎدئ أﺻﺒــﺢ‬ ‫ﻣﺒﻬــام‪ .‬ﻓــام ﻫــﻲ اﳌﺒــﺎدئ ﺣﻘــﺎ؟ ﻫــﻞ‬ ‫ﻫــﻲ ﺷــﺊ ﺧﻴــﺎﱄ مل ﻳﻮﺟــﺪ ﻣــﻦ ﻗﺒــﻞ؟‬ ‫أم ﻫــﻲ ﻣــﺎ ﻧﺠﻌﻠــﻪ ﻧﺤــﻦ ﻣﺒــﺪأ؟‬ ‫ﻟــﻦ أزﻋــﻢ أﻧﻨــﻲ اﺳــﺘﻄﻴﻊ اﻻﺟﺎﺑــﺔ‬ ‫ﻋــﻦ ﻛﻞ ﺗﻠــﻚ اﻷﺳــﺌﻠﺔ‪ ،‬ﻟﻜــﻦ ﻣــﺎ‬ ‫أﻋﻠﻤــﻪ ﺟﻴــﺪا أن اﳌﺒــﺎدئ ﻳﺠــﺐ أن‬ ‫ﻳﻜــﻮن ﻟﻬــﺎ ﻣــﻜﺎن ودور ﰲ ﺣﻴﺎﺗﻨــﺎ‬ ‫ﺟﻤﻴﻌــﺎ ‪.‬‬ ‫ﻣــﺎ ﻫــﻮ اﳌﺒــﺪأ ﻧﻔﺴــﻪ ﻟﻴــﺲ ﺑﺄﻫﻤﻴــﺔ‪،‬‬ ‫اﳌﻬــﻢ وﺟــﻮد ﻗﻮاﻋــﺪ واﺿﺤــﺔ ﻳﺘﺒﻌﻬــﺎ‬ ‫اﻻﻧﺴــﺎن‪ ،‬ﻻ ﻟﺘﻘﻴــﺪة وﻟﻜــﻦ ﻟﺘﺤﻤﻴــﻪ‬ ‫ﻫــﻮ وﻛﺎﻓــﺔ اﻟﺒــﴩ ﻣــﻦ ﺣﻮﻟــﻪ‪.‬‬ ‫ﻓــﺄن ﺗﻜــﻮن ﻓــﺮدا ﻣﺘﺒﻌــﺎ ﳌﺒــﺪأ ﻣــﺎ‬ ‫ﻳﻔﻴــﺪك ﻗﺒــﻞ أن ﻳﻔﻴــﺪ ﻏــريك‪ .‬ﻟــﻦ‬ ‫أﻃﻴــﻞ اﻟﺤﺪﻳــﺚ ﻋــﻦ راﺣــﺔ اﻟﻀﻤــري‬ ‫اﻟﺘــﻲ ﺗﻨﺒﻌــﺚ ﻣــﻦ ﻓﻜــﺮة أن اﻹﻧﺴــﺎن‬ ‫ﻛﺎن ﺑﺎﻣﻜﺎﻧــﻪ ﻣﺨﺎﻟﻔــﺔ ﻣﺒﺎدﺋــﻪ‬ ‫ﻟﻠﺤﺼــﻮل ﻋــﲆ ﺷــﻴﺌﺎ ﻣــﺎ‪ ،‬ﻟﻜﻨــﻪ رﻓــﺾ‪،‬‬ ‫ﺣﻴــﺚ أن اﻟﻀﻤــري ﻧﻔﺴــﻪ مل ﻳﻌــﺪ‬ ‫ﺑــﺬات اﻷﻫﻤﻴــﺔ ﻟﻠﺒﻌــﺾ‪.‬‬ ‫ﺑــﻞ أود أن أوﺿــﺢ ﻟــﻜﻞ ﻣــﻦ ﻳﻈــﻦ‬ ‫أن ﺣﺼﻮﻟــﻪ ﻋــﲆ ﺷــﻴﺌﺎ ﻣــﺎ ﺑﻌــﺪ‬

‫ﻣﺨﺎﻟﻔﺘــﻪ ﳌﺒﺎدﺋــﻪ إﻧﺠــﺎز‪ ،‬أن ﻫــﺬا‬ ‫ﻳﻨــﻢ ﻓﻘــﻂ ﻋــﲆ ﺿﻌــﻒ ﺷــﺨﺼﻴﺘﻪ‪.‬‬ ‫ﻓــام أﺳــﻬﻞ اﺧــﱰاق اﻟﻘﻮاﻧــني! وﻣــﺎ‬ ‫أﺳــﻬﻞ اﻟﺨﻄــﺄ!‬ ‫أﻣــﺎ اﻟﺘﺤــﺪي اﻷﺻﻌــﺐ ﻫــﻮ اﳌﻌﺎﻓــﺮة‬ ‫واﻟﻮﺻــﻮل ﻣــﻊ اﺗﺒــﺎع اﳌﺒــﺎدئ‪ ،‬ﺣﻴﻨﻬــﺎ‬ ‫ﻓﻘــﻂ ﺗﺴــﻤﻲ ﻣــﺎ وﺻﻠــﺖ إﻟﻴــﻪ اﻧﺠــﺎز‪.‬‬ ‫ﻛــام أن اﺗﺒــﺎع اﳌﺒــﺎدئ ﻳﺤــﺪ ﻣــﻦ‬ ‫ﻓــﺮص اﻟﻈﻠــﻢ‪ ،‬ﻓﻴﺴــﻮد اﻟﻌــﺪل ﻧﺴــﺒﻴﺎ‬ ‫وﰲ ﻛﻠﺘــﺎ اﻟﺤــﺎﻻت ﺳــﻴﻄﻮل اﻟﺠﻤﻴــﻊ‬ ‫اﻟﻌــﺪل أو اﻟﻈﻠــﻢ‪ .‬ﻓﺎﻟﺨــﺮوج ﻣــﻦ‬ ‫ﻣﻮﻗﻔــﺎ ﻣــﺎ ﻇﻠــام ﻣــﺮة‪ ،‬ﻻ ﻳﻌﻨــﻲ‬ ‫اﻟﺨــﺮوج ﻣﻨــﺔ ﻛﻞ ﻣــﺮة‪.‬‬ ‫وان أﺻﻐــﺮ اﻷﺷــﻴﺎء اﻟﺘــﻲ ﻧﻔﻌﻠﻬــﺎ‬ ‫ﻣﺨﺎﻟﻔــني ﻓﻴﻬــﺎ ﻟﻠﻤﺒــﺎدئ ﻗــﺪ ﺗــﺆدي‬ ‫إﱃ اﻟﻜﺜــري ﻣــﻦ اﻟﺨﻠــﻞ ﰲ اﳌﻨﻈﻮﻣــﺔ‬ ‫اﳌﺠﺘﻤﻌﻴــﺔ‪.‬‬ ‫ﻓﺎﻟﺘﻨــﺎزﻻت اﻟﺘــﻲ ﻧﻘــﻮم ﺑﻬــﺎ ﻹرﺿــﺎء‬ ‫أﺷــﺨﺎﺻﺎ ﻣــﺎ واﻟﻮﺻــﻮل إﱃ أﻫﺪاﻓﻨــﺎ‪،‬‬ ‫ﺗﺠﻌﻠﻬــﻢ ﻳﺴــﺘﻤﺮون ﰲ متﺎدﻳﺘﻬــﻢ‬ ‫وﻳﺠﻌﻠﻨــﺎ دامئــﺎ ﺗﺤــﺖ رﺣﻤﺘﻬــﻢ‪.‬‬ ‫وﰲ اﻟﻨﻬﺎﻳــﺔ‪ ،‬أود أن ﻧﺘﺬﻛــﺮ ﺟﻤﻴﻌــﺎ‬ ‫أن اﻹﻧﺴــﺎن ذو ﻣﺒــﺪأ‪ ،‬ﻫــﻮ اﻹﻧﺴــﺎن‬ ‫اﻟــﺬي ﺗﺘــﺎح ﻟــﻪ ﻓﺮﺻــﺔ اﻟﺘﻘﺎﻋــﺲ‬ ‫ﻋــﻦ اﳌﺒــﺎدئ وﻟﻴــﺲ ﻣــﻦ ﻳﻈــﻦ أﻧــﻪ‬ ‫ﺻﺎﺣــﺐ ﻣﺒــﺪأ ﻟﺤــني إﺗﻴــﺎن اﻟﻔﺮﺻــﺔ‪.‬‬

‫ليـــس كل التـــغيير يـبــــدأ بـنـقـــطة تــحـــول‬

‫كتبت‪ :‬مرمي مظهر‬

‫ﻣﻨــﺬ ﺻﻐــﺮي اﺳــﻤﻊ اﻟﻨــﺎس‬ ‫ﻳﺘﻜﻠﻤــﻮن ﻋــﻦ ﻧﻘــﺎط اﻟﺘﺤــﻮل ﰲ‬ ‫ﺣﻴﺎﺗﻬــﻢ وﻋــﻦ ﺑﻌــﺾ اﳌﻮاﻗــﻒ‬ ‫واﻟﺘﺠــﺎرب اﻟﺘــﻲ ﺗﻘﻠــﺐ ﺣﻴﺎﺗﻬــﻢ‬ ‫رأﺳــﺎ ﻋــﲆ ﻋﻘــﺐ‪ ،‬وﻛﻨــﺖ دامئــﺎً‬ ‫ﰲ اﻧﺘﻈــﺎر ﻫــﺬه ﻧﻘﻄــﺔ اﻟﺘﺤــﻮل‬ ‫ﻟﺤﻴــﺎ يت ‪.‬‬ ‫ﻛﻨــﺖ دامئ ـﺎً ﻣﻨﺘﻈــﺮة ﺗﻐﻴــري ﺷــﺎﻣﻞ‪،‬‬ ‫وﻟﻜﻨــﻲ مل أﻋــﺮف ﻣــﺎ ﻫــﻮ اﻟﺘﻐﻴــري‬

‫اﻟــﺬي أﺑﺤــﺚ ﻋﻨــﻪ وﻣــﺎ ﻫــﻲ ﻧﻘﻄــﺔ‬ ‫اﻟﺘﺤــﻮل اﻟﺘــﻲ ﻋــﲆ أﺳﺎﺳــﻬﺎ ﺣﻴــﺎيت‬ ‫ﺳــﺘﺘﻐري‪.‬‬ ‫وﺑﺴــﺒﺐ ﻃــﻮل اﻹﻧﺘﻈــﺎر ﺗﺄﻛــﺪت‬ ‫أن ﻧﻘــﺎط اﻟﺘﺤــﻮل ﻟﻴﺴــﺖ ﻟﻠﺠﻤﻴــﻊ‪.‬‬ ‫وأن ﻻ ﻳﻮﺟــﺪ ﻣــﻜﺎن ﻟﺤﻴــﺎيت ﰲ‬ ‫ﻋــﺎمل اﻟﺘﻐﻴــري واﻟﺘﺤــﻮل‪ .‬وﺗﻘﺒﻠــﺖ‬ ‫ﻓﻜــﺮة أﻧﻨــﻲ ﺳــﺄﻇﻞ ﰲ ﻣــﻜﺎين وأن‬ ‫ﺣﻴــﺎيت ﺳــﺘﻈﻞ ﺛﺎﺑﺘــﺔ‪.‬‬ ‫وﺑﻌــﺪ ﺳــﻨني ﻣــﻦ اﻟﺘﺠــﺎرب‬ ‫اﳌﺨﺘﻠﻔــﺔ ﺗﻮﺻﻠــﺖ ﻟﺤﻘﻴﻘــﺔ اﻷﻣــﺮ‪،‬‬ ‫أﻛﺘﺸــﻒ أين ﻛﻨــﺖ ﰲ اﻧﺘﻈــﺎر‬ ‫ﺣــﺪث ﻛﺒــري ﻳﻐــري ﺣﻴــﺎيت ﺑــني ﻟﻴﻠــﺔ‬ ‫وﺿﺤﺎﻫــﺎ واﺳــﺘﻤﺮﻳﺖ ﰲ اﻻﻧﺘﻈــﺎر‬ ‫ﺑــﺪون ﺟــﺪوى‪.‬‬ ‫مل أﺟــﺪ ﰲ ﻧﻔــﴘ ﺗﻐﻴــري ﺟــﺬري‬ ‫ﺑﻌــﺪ دﺧــﻮﱄ اﻟﺠﺎﻣﻌــﺔ‪ ،‬وﻻ ﺑﻌــﺪ‬ ‫اﺧﺘﻴــﺎري ﳌﺠــﺎل دراﺳــﺘﻲ وﻻ ﺣﺘــﻰ‬ ‫وﻓــﺎة أﻗــﺮب اﻟﻨــﺎس إﱄ‪.‬‬ ‫ﻛﻨــﺖ أﻻﺣــﻆ ﺑﻌــﺾ اﻹﺧﺘﻼﻓــﺎت‬ ‫ﰲ ﺷــﺨﺼﻴﺘﻲ وﻃﺮﻳﻘــﺔ ﺗﻔﻜــريي‬ ‫وﻟﻜﻨــﻲ مل أﺷــﻌﺮ وﻻ ﻣــﺮة أين ﻣﺮﻳــﺖ‬ ‫ﺑﻨﻘﻄــﺔ ﺗﺤــﻮل ﺣﻘﻴﻘﻴــﺔ‪ .‬ﻓﺎﻛﺘﺸــﻔﺖ‬ ‫أن ﻣﻔﻬﻮﻣــﻲ ﻋــﻦ ﻫــﺬه اﻟﻨﻘﻄــﺔ ﻛﺎن‬ ‫ﻣﻔﻬــﻮم ﺧﺎﻃــﺊ‪ ،‬وأن إﻧﺘﻈــﺎر اﻟﺘﻐــري‬ ‫ﰲ ﻟﻴﻠــﺔ ﻣــﺎ ﻫــﻮ إﻻ ﻣﻨﻈــﻮر ﺳــﺎذج‬

‫ﻋــﲆ اﻟﺤﻴــﺎه‪.‬‬ ‫ﰲ اﳌﺠﻤــﻞ أﻧــﺎ ﻟﺴــﺖ ﻧﻔــﺲ‬ ‫اﻟﺸــﺨﺺ اﻟــﺬي ﻛﻨﺘــﻪ ﻣﻨــﺬ ﺛــﻼث أو‬ ‫أرﺑــﻊ أﻋــﻮام‪ ،‬ﰲ اﻟﻮاﻗــﻊ أﻧــﺎ ﻻ أ ّﻣــﺖ‬ ‫ﻟﻬــﺎ ﺑﺼﻠــﺔ‪ .‬وأﻧــﺎ ﻻ أﻋﻠــﻢ ﻣــﺎ ﺳــﺒﺐ‬ ‫ﻫــﺬا اﻟﺘﻐﻴــري اﻟﻜﺒــري‪ ،‬ﻗــﺪ ﻳﻜــﻮن‬ ‫ﻓﻘــﺪ أيب أو ﻧﻀﻮﺟــﻲ ﰲ اﻟﺠﺎﻣﻌــﺔ‬ ‫أو ﻗــﺪ ﻳﻜــﻮن ﺗﻐــري اﻟﻨــﺎس اﳌﻘﺮﺑــني‬ ‫ﻟﻘﻠﺒــﻲ ‪.‬‬ ‫وﻗــﺪ ﻳﻜــﻮن اﻟﺴــﺒﺐ ﻫــﻮ ﻛﻞ ﺗﻠــﻚ‬ ‫اﻷﺳــﺒﺎب ﻣﻌ ـﺎً‪ .‬وﻟﻜﻨــﻲ ﻻﺣﻈــﺖ أﺛــﺮ‬ ‫ﺗﻠــﻚ اﻟﺘﺠــﺎرب ﺑﻌــﺪ ﻣــﺮور ﺳــﻨني‬ ‫وﺗﺠــﺎرب ﻋــﺪة‪.‬‬ ‫وﻫﻨــﺎك أﻳــﺎم أﺳــﺘﻴﻘﻆ ﺑﺎﻷﻣــﻞ‬ ‫واﻟﺮﻏﺒــﺔ ﰲ اﻟﺘﻐﻴــري‪ ،‬وأﺳــﻌﻰ ﰲ‬ ‫اﺗﺨــﺎذ ﺧﻄــﻮات ﺗﺠــﺎه ﻫــﺬا اﻟﺘﻐــري‬ ‫اﻟــﺬي أمتﻨــﺎه‪ .‬وﰲ أﻳــﺎم أﺧــﺮى أﺟــﺪ‬ ‫ﻧﻔــﴘ أﺗﻐــري ﺑﺴــﺒﺐ أﺷــﻴﺎء ﺑﺴــﻴﻄﺔ‬ ‫أﺷــﻌﺮ ﺑﻬــﺎ‪.‬‬ ‫ﻓﺤﻴﺎﺗﻨــﺎ ﻟﻴﺴــﺖ ﻓﻴﻠــﻢ‪ ،‬اﻟﺒﻌــﺾ‬ ‫ميــﺮ مبﻮﻗــﻒ ﻳﻐــري ﻣﻮازﻳﻨﻬــﺎ وﻳﻜــﻮن‬ ‫مبﺜﺎﺑــﺔ ﻧﻘﻄــﺔ ﺗﺤــﻮل مبﻌﻨــﻰ اﻟﻜﻠﻤــﺔ‪.‬‬ ‫واﻟﺒﻌــﺾ اﻵﺧــﺮ ﻳﺘﻐــريوا ﻣــﻦ‬ ‫ﺧــﻼل ﻣﻮاﻗــﻒ وﻗــﺮارات ﺑﺴــﻴﻄﺔ‬ ‫ﺗﺠﻌﻠﻬــﻢ ﻳﻌﻴــﺪون اﻟﻨﻈــﺮ ﰲ‬ ‫أوﻟﻮﻳﺎﺗﻬــﻢ واﳌﻌﺎﻳــري اﻟﺘــﻲ ﻳﺮﻳــﺪون‬

‫أن ﻳﻌﻴﺸــﻮا ﻋــﲆ أﺳﺎﺳــﻬﺎ‪.‬‬ ‫اﻟﻐــﺮض ﻣــﻦ ﻣﻌﺮﻓــﺔ ﺗﻠــﻚ اﻟﺘﻔﺮﻗــﺔ‬ ‫ﻫــﻲ ﻳﺘﺠﻨــﺐ اﻹﺣﺒــﺎط وﻓﻘــﺪان‬ ‫اﻷﻣــﻞ ﰲ أن ﺗﻜــﻮن ﺷــﺨﺺ ﻣﺨﺘﻠــﻒ‬ ‫أو ﰲ أﻧــﺖ متﺘﻠــﻚ اﻟﻘــﺪرة ﻋــﲆ‬ ‫اﻟﺘﻄــﻮر‪.‬‬ ‫ﻧﻘﻄــﺔ اﻟﺘﺤــﻮل ﺗﻜﻤــﻦ ﰲ ﻛﻞ ﻣــﺮة‬ ‫ﺗﺨﺘــﺎر أﻻ ﺗﺘﺒــﻊ ﻣﺨﺎوﻓــﻚ‪ ،‬ﻧﻘﻄــﺔ‬ ‫اﻟﺘﺤــﻮل ﺗﻈﻬــﺮ ﻣــﻊ ﻛﻞ ﻳــﻮم ﺗﻜــﻮن‬ ‫إﻧﺴــﺎن أﻓﻀــﻞ وﻧﻘﻄــﺔ ﺗﺤﻮﻟــﻚ‬ ‫ﻫــﻲ ﻛﻞ ﻳــﻮم ﺗﻐــري ﻓﻴــﻪ ﳾء ﺗــﺮى‬ ‫ﻧﻔﺴــﻚ ﻣﻘــﴫ ﻓﻴــﻪ أو ﺗﺠــﺪ ﻓﻴــﻪ‬ ‫ﻣﺠــﺎل ﻟﻠﺘﻘــﺪم‪.‬‬ ‫ﻧﻘﻄــﺔ ﺗﺤﻮﻟــﻚ ﻗــﺪ ﻻ ﺗﻜــﻮن ﰲ‬ ‫ﰲ ﺗﺠﺮﺑــﺔ ﻛﴪﺗــﻚ أو ﻏريﺗــﻚ ﺗﻐﻴــري‬ ‫ﺷــﺎﻣﻞ ﰲ ﺣﻴﺎﺗــﻚ ووﺟﻬــﺔ ﻧﻈــﺮك‬ ‫‪.‬ميﻜــﻦ أن ﺗﻜــﻮن ﻧﻘﻄــﺔ ﺣﻴــﺚ ﻗــﺮرت‬ ‫أﻧــﻚ ﺗﺤﺘــﺎج إﱃ ﺗﻐﻴــري وميﻜــﻦ أن‬ ‫ﺗﻜــﻮن ﻃﺮﻳــﻖ متﺸــﻴﻪ ﺗﺠــﺎه اﻟﺘﻐﻴــري‬ ‫أو ﻧﻀــﻮج ﺗﺼــﻞ إﻟﻴــﻪ ﺑﻌــﺪ ﻓــﱰة‪.‬‬ ‫ﰲ ﻛﻞ اﻷﺣــﻮال ﻣــﺎ ﻋﻠﻴــﻚ إﻻ‬ ‫ﺗﻘﺒــﻞ ﻃﺮﻳﻘــﻚ ﻧﺤــﻮ ﺗﻐــريك وأن‬ ‫ﺗــﱰك اﻟﺸــﻌﻮر ﺑﺄﻧــﻚ ﻟــﻦ ﺗﺘﻐــري‬ ‫أﺑــﺪا أو ﺗﺼﺒــﺢ ﺷــﺨﺼﺎ أﻓﻀــﻞ أو‬ ‫ﺣﺘــﻰ اﻟﺸــﺨﺺ اﻟــﺬي ﺗﺮﻏــﺐ ﰲ أن‬ ‫ﺗﻜﻮﻧــﻪ ‪.‬‬

‫العمر ضاع وال لسة فـي أمل‬ ‫أصل الصداع فـي دماغي ال يحتمل‬ ‫الدنيا دي عذبتنا كتير ياما‬ ‫سرقت مننا الفرحة واالبتسامة‬ ‫شوفت كتير قسية وتعبت من اجلراح‬ ‫شوفت بعنيا الدنيا ظلمها ليا مباح‬ ‫نفسي تضحكلي يوم وأنسي كل الي راح‬ ‫نفسي أنسى الهموم وأعيش حياتي مرتاح‬ ‫ليه يا دنيا قسوتك دى فيكي؟‬ ‫كفاية جراح بقى اللة يخليكي‬ ‫ولو انني مش كدة طيب مني مقويكي‬ ‫مني وزك عليا حرام يا دنيا عليكي‬ ‫قولي لنا بس يا دنيا رايحة بنا على فني؟‬ ‫الطيب بتعاديه وبتخديه فـي الرجلني‬ ‫ميهمكيش انك تشوفـي قصادك دموع العني‬ ‫قولي لي ايه حكايتك ورايحه بينا على فني‬ ‫كفاية يا دنيا قسوة فـي العمر الي فاضل لي‬ ‫دا اجلرح بيمل وانتي وال بتملي‬ ‫بحلم يكون فـي أمل فـي الضحكة الي غابت‬ ‫راضي بنصيبي وعلي خطايا ثابت‬ ‫وحياتي هعيشها يا صابت يا خابت‬ ‫مـحـمـود حـــــــاوة‬

‫اآلراء املنشــورة بالقافلــة‬ ‫ال تعبــر عــن وجهــة نظــر‬ ‫اجلريــدة أو مجتمــع‬ ‫اجلامعــي وتخــص أصحابهــا‬ ‫مطلــوب صحفيــن و محرريــن‬ ‫ومصوريــن للعمــل بالقســم العربــي‬ ‫إذا كنــت ترغــب ف ــي املشــاركة برأيــك جلريــدة‬ ‫القافلــة‪ ،‬ارســل لنــا علــى‬ ‫‪caravannews@aucegypt.edu‬‬

‫أو قم بزيارة مكتب التحرير‬ ‫‪jameel po28‬‬

‫ريــاضـــة | ‪3‬‬

‫اﻷﺣﺪ ‪ ١٢‬ﻧﻮﻓﻤﱪ‪٢٠١٧ ،‬‬

‫الزمـــالك يتـــوج بـــدوري األبـــطال األفـريـقـــي لـكـــرة اليــد‬

‫ﻓﺎز اﻟﺰﻣﺎك اﳌﴫي ‪ ٣١-٢٩‬ﻋﲆ اﻟﱰﺟﻰ اﻟﺘﻮﻧﴘ ﰲ ﻧﻬﺎيئ دوري ﻛﺮة اﻟﻴﺪ‬ ‫تقرير‪ :‬احمد زادة‬

‫ﺣﺼــﻞ ﻓﺮﻳــﻖ ﻛــﺮة اﻟﻴــﺪ ﺑﻨــﺎدي‬ ‫اﻟﺰﻣﺎﻟــﻚ ﻋــﲆ دوري أﺑﻄــﺎل‬ ‫أﻓﺮﻳﻘﻴــﺎ ﻟﻠﻌــﺎم اﻟﺜــﺎين ﻋــﲆ اﻟﺘــﻮاﱄ‬ ‫ﺑﻌــﺪ ﻓــﻮزه ﻋــﲆ اﻟﻔﺮﻳــﻖ اﻟﺘﻮﻧــﴘ‬ ‫اﻟﱰﺟــﻲ ﺑﻨﺘﻴﺠــﺔ ‪ .٢٩-٣١‬ﺑﻠــﻎ‬ ‫اﻟﺰﻣﺎﻟــﻚ دور اﻟﻨﻬــﺎيئ ﺑﻌــﺪ اﻟﻔــﻮز‬ ‫ﻋــﲇ ﻏﺮميــﻪ اﻟﺘﻘﻠﻴــﺪي اﻷﻫــﲇ‬ ‫اﳌــﴫي ‪.٢١-٢٦‬‬ ‫أﻗﻴﻤــﺖ اﻟﺒﻄﻮﻟــﺔ ﰲ ﻣﺪﻳﻨــﺔ‬

‫اﻟﺤامﻣــﺎت ﰲ ﺗﻮﻧــﺲ ﺣﻴــﺚ ﺗﻨﺎﻓــﺲ‬ ‫مثﺎﻧﻴــﺔ ﻓــﺮق ﻣــﻦ أﻓﺮﻳﻘﻴــﺎ ﺑﻌــﺪ أن‬ ‫ﺗــﻢ اﺧﺘﻴﺎرﻫــﻢ ﻣــﻦ ﻗﺒــﻞ اﻟﻠﺠﻨــﺔ‬ ‫اﳌﻨﻈﻤــﺔ ﻟﻠﺒﻄﻮﻟــﺔ‪.‬‬ ‫اﻟﺘﻘــﻰ اﻟﺰﻣﺎﻟــﻚ واﻷﻫــﲇ ﰲ‬ ‫اﻟــﺪور ﻧﺼــﻒ اﻟﻨﻬــﺎيئ ﺑﻌــﺪ أن‬ ‫اﺣﺘــﻞ ﻛﻼ اﻟﻔﺮﻳﻘــني اﳌﺮﻛــﺰ اﻷول‬ ‫ﰲ دور اﳌﺠﻤﻮﻋــﺎت‪ .‬ﺑــﺪأ اﻷﻫــﲇ‬ ‫ﺑﻘﻴــﺎدة اﳌــﺪرب ﻋﺎﺻــﻢ ﺣــامد‬ ‫اﳌﺒــﺎراة ﺑﺈﺳــﱰاﺗﻴﺠﻴﺔ ﻫﺠﻮﻣﻴــﺔ‬ ‫ﰲ ﺣــني اﺗﺒــﻊ ﻓﺮﻳــﻖ اﻟﺰﻣﺎﻟــﻚ‬

‫رﺣﺎب أﺑﻮ رﺟﻠﺔ‬

‫ﺑﻘﻴــﺎدة اﳌــﺪرب ﻣﺠــﺪي أﺑــﻮ اﳌﺠــﺪ‬ ‫اﺳــﱰاﺗﻴﺠﻴﺔ دﻓﺎﻋﻴــﺔ ﺗﺴــﺘﻔﻴﺪ ﻣــﻦ‬ ‫اﻟﺨﺼﺎﺋــﺺ اﻟﺒﺪﻧﻴــﺔ ﻟﻼﻋﺒــني‪.‬‬ ‫ﺑــﺪأ اﻷﻫــﲇ ﺑﺘﺴــﺠﻴﻞ اﻷﻫــﺪاف‬ ‫ﺑﺎﺳــﺘﺨﺪام ﻫﺠــامت ﻣﻨﻈﻤــﺔ‬ ‫ﻋــﻦ ﻃﺮﻳــﻖ اﻟﺘﺴــﺪﻳﺪ اﳌﺒــﺎﴍ ‪.‬‬ ‫أﻣــﺎ اﻟﺰﻣﺎﻟــﻚ ﻓﻘــﺪ اﻋﺘﻤــﺪ ﻋــﲆ‬ ‫اﻟﻬﺠــامت اﳌﻀــﺎدة ﻷن ﺣــﺎرس‬ ‫اﳌﺮﻣــﻰ ﻣﺤﻤــﺪ ﻋــﲇ ﻧﺠــﺢ ﰱ إﻧﻘــﺎذ‬ ‫اﻟﻌﺪﻳــﺪ ﻣــﻦ ﺗﺴــﺪﻳﺪات ﻻﻋﺒــﻲ‬ ‫اﻷﻫــﲇ أﺛﻨــﺎء اﻟﺸــﻮط اﻷول‪.‬‬

‫ﻛﺎن ﻧﺘــﺎج ﺗﺄﻟــﻖ ﻋــﲇ ﻫــﻮ ﺑﻨــﺎء‬ ‫ﻫﺠــامت ﻣﻀــﺎدة ﻣﻨﻈﻤــﺔ اﺳــﺘﻐﻠﻬﺎ‬ ‫ﻻﻋﺒــﻮ اﻟﺰﻣﺎﻟــﻚ ﻋــﲆ أﻓﻀــﻞ ﻣــﺎ‬ ‫ﻳﻜــﻮن إﱃ أن ﺗﻘــﺪم اﻟﺰﻣﺎﻟــﻚ‬ ‫ﺑﻔــﺮق ﺛﻼﺛــﺔ أﻫــﺪاف‪ .‬اﻧﺘﻬــﻰ‬ ‫اﻟﺸــﻮط اﻷول ﺑﺎﻟﺘﻌــﺎدل ‪١٢-١٢‬‬ ‫ﺑﻌــﺪ أن اﺳــﺘﻤﺮ ﺗﻘــﺪم اﻟﺰﻣﺎﻟــﻚ‬ ‫ﺣﺘــﻲ اﻟﺪﻗﺎﺋــﻖ اﻟﺨﻤــﺲ اﻷﺧــرية‬ ‫ﺑﺜﻼﺛــﺔ أﻫــﺪاف‪ ،‬إﱃ أن اﻧﺨﻔﻀــﺖ‬ ‫ﻣﺴــﺘﻮﻳﺎت اﻟﻠﻴﺎﻗــﺔ اﻟﺒﺪﻧﻴــﺔ ﰲ‬ ‫اﻟﺰﻣﺎﻟــﻚ ﻣــام أﻋﻄــﻲ اﻷﻓﻀﻠﻴــﺔ‬ ‫ﻟﻼﻋﺒــﻲ اﻷﻫــﲇ وﻣﻜﻨﻬــﻢ ﻣــﻦ‬ ‫ا ﻟﺘﻌــﺎ دل ‪.‬‬ ‫ﰲ اﻟﻨﺼــﻒ اﻟﺜــﺎين ﻣــﻦ اﻟﻠﻘــﺎء‪،‬‬ ‫أﺿــﺎع ﻻﻋﺒــﻮ اﻷﻫــﲇ اﻟﻌﺪﻳــﺪ ﻣــﻦ‬ ‫اﻟﻔــﺮص اﻟﺨﻄــرية ﺧــﻼل ﻣﺤﺎوﻻﺗــﻪ‬ ‫اﻟﻬﺠﻮﻣﻴــﺔ‪ .‬وﻋــﲆ اﻟﺠﺎﻧــﺐ اﻵﺧــﺮ‪،‬‬ ‫ﺗﻨﻈﻴــام ﻣــﻦ‬ ‫ﻋــﺎد اﻟﺰﻣﺎﻟــﻚ أﻛــرث‬ ‫ً‬ ‫اﻟﺸــﻮط اﻷول دﻓﺎﻋ ٍّﻴــﺎ وﻫﺠﻮﻣ ٍّﻴــﺎ‬ ‫ﺣﺘــﻰ ﺗﺴــﻴﺪ اﻟﻠﻘــﺎء ﻣــﻦ أول ‪١٥‬‬ ‫دﻗﻴﻘــﺔ ﰲ اﻟﻨﺼــﻒ اﻟﺜــﺎين‪.‬‬ ‫أﻫــﻢ أﺳــﺒﺎب ﻫــﺬا اﻟﺘﻘــﺪم ﻛﺎن‬ ‫اﻟﺘﻨﻈﻴــﻢ اﻟﺪﻓﺎﻋــﻲ ﻣــﻦ ﻧﺎﺣﻴــﺔ‬ ‫ﻓﺮﻳــﻖ اﻟﺰﻣﺎﻟــﻚ ﻣــﻊ ﺗﺄﻟــﻖ ﻻﻋــﺐ‬ ‫اﳌﻨﺘﺨــﺐ اﻟﺠﺰاﺋــﺮي واﻟﺰﻣﺎﻟــﻚ‬ ‫ﻣﺴــﻌﺪ ﺑﺮﻛــﻮس اﻟــﺬي أﺣــﺮز ﺳــﺒﻌﺔ‬ ‫أﻫــﺪاف ﰲ اﻟﺸــﻮط اﻟﺜــﺎين ﻋــﻦ‬ ‫ﻃﺮﻳــﻖ اﻟﺘﺴــﺪﻳﺪ ﻣــﻦ اﳌﺴــﺎﻓﺎت‬ ‫اﻟﺒﻌﻴــﺪه‪ .‬ﻛﺎن أﺣــﺪ أﻫــﻢ أﺳــﺒﺎب‬ ‫ﺧﺴــﺎرة اﻷﻫــﲇ ﻫــﻮ ﻋــﺪم اﻟﻔﺎﻋﻠﻴــﺔ‬ ‫ﻋــﲇ ﻣﺮﻣــﻲ اﻟﺰﻣﺎﻟــﻚ و ﻛــرثة‬ ‫اﻷﺧﻄــﺎء اﻟﻌﻜﺴــﻴﺔ ﻣــﻊ ﻫﺒــﻮط‬ ‫ﻣﺴــﺘﻮى اﻟﺤــﺎرس اﻟــﺪوﱄ و ﺣــﺎرس‬ ‫اﻷﻫــﲇ ﺳــﻴﺪ ﻣﺤﻤــﺪ اﻟــﺬي دﺧــﻞ‬ ‫ﻣﺮﻣــﺎه ‪ ٩‬أﻫــﺪاف ﰲ اﻟﺸــﻮط‬ ‫اﻟﺜــﺎين‪ .‬اﻧﺘﻬــﻲ اﻟﻠﻘــﺎء ‪٢١-٢٦‬‬ ‫ﻟﻠﺰﻣﺎﻟــﻚ ﻟﻴﻘﺎﺑــﻞ اﻟﱰﺟــﻲ اﻟﺘﻮﻧــﴘ‬ ‫ﰲ ﻧﻬــﺎيئ اﻟﺒﻄﻮﻟــﺔ‪.‬‬ ‫أﻗﻴــﻢ اﻟﻨﻬــﺎيئ ﻫــﺬا اﻟﻌــﺎم ﰲ ﺻﺎﻟــﺔ‬ ‫اﻟﺤامﻣــﺎت اﻟﺘﻮﻧﺴــﻴﺔ ﺑﺤﻀــﻮر اﻵﻻف‬ ‫ﻣــﻦ ﺟﻤﻬــﻮر اﻟﱰﺟــﻲ اﻟﺘﻮﻧــﴘ ﻣــام‬ ‫أﻋﻄــﻲ دﻓﻌــﺔ ﻣﻌﻨﻮﻳــﺔ ﻛﺒــرية ﻟﻬــﻢ‬ ‫ﺑﺎﻹﺿﺎﻓــﺔ إﱃ أن ﻗــﻮام اﻟﻔﺮﻳــﻖ‬ ‫اﻷﺳــﺎﳼ ﻳﻌــﺪ اﻟﻘــﻮام اﻟﺮﺳــﻤﻲ‬ ‫ﳌﻨﺘﺨــﺐ ﺗﻮﻧــﺲ ﻣــام أﺷــﻌﻞ اﻟﻠﻘــﺎء‪.‬‬

‫ﺑــﺪأ اﻟﻠﻘــﺎء ﺑﻬﺠــﻮم ﻣﻜﺜــﻒ ﻣــﻦ‬ ‫ﻗﺒــﻞ اﻟﻔﺮﻳــﻖ اﻟﺘﻮﻧــﴘ اﻟــﺬي‬ ‫اﺳــﺘﻔﺎد ﻣــﻦ اﻟﺘﺸــﺠﻴﻊ اﳌﻜﺜــﻒ‬ ‫ﻟﺠﻤﻬــﻮره واﺳــﺘﻄﺎع اﻟﺘﻘــﺪم ﺑﻔــﺮق‬ ‫ﺛﻼﺛــﺔ أﻫــﺪاف‪.‬‬ ‫ﻇﻬــﺮ ﻓﺮﻳــﻖ اﻟﺰﻣﺎﻟــﻚ ﺗﺎﺋ ًﻬــﺎ ﰲ‬ ‫اﳌﻠﻌــﺐ وﻏــﺎب اﻟﺘﻨﻈﻴــﻢ اﻟﺪﻓﺎﻋــﻲ‬ ‫إﱃ أن ﻃﻠــﺐ اﳌﺪﻳــﺮ اﻟﻔﻨــﻲ ﻟﻠﻔﺮﻳــﻖ‬ ‫ﻣﺠــﺪي أﺑــﻮ اﳌﺠــﺪ وﻗــﺖ ﻣﺴــﺘﻘﻄﻊ‪.‬‬ ‫اﺳــﺘﻄﺎع اﻟﺰﻣﺎﻟــﻚ أن ﻳــﺪرك‬ ‫اﻟﺘﻌــﺎدل ﰲ آﺧــﺮ دﻗﻴﻘﺘــني ﺑﻌــﺪ أن‬ ‫ﻣﻨﻈــام ﻫﺠﻮﻣﻴٍّــﺎ و دﻓﺎﻋﻴٍّــﺎ‪.‬‬ ‫ﻋــﺎد‬ ‫ً‬ ‫ﺳــﻴﻄﺮ اﻟﺰﻣﺎﻟــﻚ ﻋــﲆ زﻣــﺎم اﻷﻣــﻮر‬ ‫ﰲ اﻟﺸــﻮط اﻟﺜــﺎين واﺳــﺘﻄﺎع اﻟﺘﻘــﺪم‬ ‫ﻟﻔــﺮق ﻫﺪﻓــني إﱄ أن ﺗﻌــﺎدل ﻓﺮﻳــﻖ‬ ‫اﻟﱰﺟــﻲ ﰲ اﻟﻨﻬﺎﻳــﺔ ﻟﻴﻠﺠــﺄ اﻟﻔﺮﻳﻘــﺎن‬ ‫إﱃ اﻟﻮﻗــﺖ اﻹﺿــﺎﰲ‪ .‬اﺳــﺘﻤﺮ‬ ‫أداء اﻟﺰﻣﺎﻟــﻚ اﳌﻨﻈــﻢ و ﺗﻨﻮﻋــﺖ‬ ‫ﻫﺠامﺗــﻪ ﻣــﻦ اﻟﻌﻤــﻖ واﻷﻃــﺮاف‬ ‫ﺣﺘــﻰ أﻧﻬــﻚ دﻓﺎﻋــﺎت اﻟﻔﺮﻳــﻖ‬ ‫اﻟﺘﻮﻧــﴘ و اﺳــﺘﻄﺎع ﺣﺴــﻢ اﻟﻠﻘــﺎء‬ ‫‪.٢٩ -٣١‬‬ ‫أﻋــﺮب ﺣﺴــﺎم ﻏﺮﻳــﺐ‪ ،‬رﺋﻴــﺲ‬ ‫ﺟﻬــﺎز ﻛــﺮة اﻟﻴــﺪ ﺑﻨــﺎدي اﻟﺰﻣﺎﻟــﻚ‬ ‫ﻋــﻦ ﺳــﻌﺎدﺗﻪ ﺑﺘﺤﻘﻴــﻖ اﻟﺒﻄﻮﻟــﺔ‬ ‫اﻟﺘﻮاﱄ‪.‬ﻗﺎﺋــﻼ‬ ‫ً‬ ‫ﻟﻠﺴــﻨﺔ اﻟﺜﺎﻧﻴــﺔ ﻋــﲆ‬ ‫ﻟﺠﺮﻳــﺪة اﻟﻘﺎﻓﻠــﺔ‪» :‬ﻟﻘــﺪ ﺑﺬﻟﻨــﺎ‬ ‫اﻟﻜﺜــري ﻣــﻦ اﻟﺠﻬــﺪ ﻻﺳــﺘﻌﺎدة‬ ‫اﻟﺒﻄﻮﻟــﺔ‪ ،‬وﺗﻌﺎﻗﺪﻧــﺎ ﻣــﻊ أﻓﻀــﻞ‬ ‫اﻟﻼﻋﺒــني ﰲ ﻣــﴫ ﺑﺎﻹﺿﺎﻓــﺔ إﱃ أﻧﻨــﺎ‬ ‫ﻛﻨــﺎ ﰲ ﻣﻌﺴــﻜﺮ ﻣﻐﻠــﻖ ﰲ ﺗﻮﻧــﺲ‬ ‫ﻗﺒــﻞ اﻟﺒﻄﻮﻟــﺔ ﻟﺰﻳــﺎدة اﻟﺘﺠﺎﻧــﺲ‬ ‫ﺑــني ﻋﻨــﺎﴏ اﻟﻔﺮﻳــﻖ ﻷن ﻟﺪﻳﻨــﺎ‬ ‫ﺳــﺘﺔ ﻻﻋﺒــني ﺟــﺪد‪ ،‬ﺑﺎﻹﺿﺎﻓــﺔ إﱃ‬ ‫اﻟﱰﻛﻴــﺰ ﻋــﲆ اﻟﻮﻋــﻲ اﻟﺘﻜﺘﻴــيك و‬ ‫زﻳــﺎدة ﻣﺴــﺘﻮﻳﺎت اﻟﺘﺤﻤــﻞ اﻟﺒــﺪين‬ ‫ﻷﻧﻨــﺎ ﻧﺘﻨﺎﻓــﺲ ﻣــﻊ ﻓــﺮق ﻗﻮﻳــﺔ«‪.‬‬ ‫واﺧﺘﺘــﻢ ﻏﺮﻳــﺐ ﺑﺘﻮﺟﻴــﻪ اﻟﺸــﻜﺮ‬ ‫ﳌﺠﻠــﺲ اﻟﺰﻣﺎﻟــﻚ ﻟــﴩاء ﻛﻞ‬ ‫اﻟﻼﻋﺒــني اﻟﺬﻳــﻦ ﻃﻠﺒﻬــﻢ اﳌــﺪرب‬ ‫ﻣﺠــﺪي أﺑــﻮ اﳌﺠــﺪ ﻣﺘﻤﻨ ًﻴــﺎ اﻟﻔــﻮز‬ ‫ﰲ ﻣﺒــﺎراة اﻟﺴــﻮﺑﺮ اﻷﻓﺮﻳﻘــﻲ اﻟﻌــﺎم‬ ‫اﳌﻘﺒــﻞ ﻟﻠﻤﺸــﺎرﻛﺔ ﰲ ﻛﺄس اﻟﻌــﺎمل‬ ‫ﻟﻸﻧﺪﻳــﺔ‪.‬‬ ‫أﻛــﺪ رﺣــﺎب أﺑــﻮ رﺟﻴﻠــﺔ رﺋﻴــﺲ‬

‫ﺑﻌﺜــﺔ اﻟﺰﻣﺎﻟــﻚ ﰲ ﺗﻮﻧــﺲ أن اﻟﻔﺮﻳــﻖ‬ ‫واﺟــﻪ اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻟﺼﻌﻮﺑــﺎت‬ ‫أﺛﻨــﺎء اﻟﺒﻄﻮﻟــﺔ مبــﺎ ﰲ ذﻟــﻚ‬ ‫اﻹرﻫــﺎق اﻟﺸــﺪﻳﺪ اﻟﻨﺎﺟــﻢ ﻋــﻦ‬ ‫وﺻﻮﻟــﻪ ﻗﺒــﻞ ‪ ٢٤‬ﺳــﺎﻋﺔ ﻣــﻦ ﺑــﺪء‬ ‫اﳌﺒــﺎراة‪ .‬ﺑﺎﻹﺿﺎﻓــﺔ إﱃ أن اﻟﻔﺮﻳــﻖ‬ ‫ﻟﻌــﺐ ﻣﺒــﺎراة ﻛﻞ ﻳــﻮم ﻣــام ﻛﺎن‬ ‫ﻣﺮﻫﻘًــﺎ ﺑﻌــﺾ اﻟــﴚء‪.‬‬ ‫وﺗﺤــﺪث أﺑــﻮ رﺟﻠﻴــﺔ ﻟﻠﻘﺎﻓﻠــﺔ ﻋــﻦ‬ ‫ﻛﻴﻔﻴــﺔ دﻋــﻢ اﻟﻔﺮﻳــﻖ ﻣﺎﻟﻴٍّــﺎ ﻣــﻦ‬ ‫أﺟــﻞ اﺳــﺘﻌﺎدة اﻟﺰﻋﺎﻣــﺔ اﻹﻓﺮﻳﻘﻴــﺔ‬ ‫ﻣﺠــﺪ دًا ﺣﻴــﺚ ﻗــﺎل‪» :‬دﻓــﻊ ﻣﺠﻠــﺲ‬ ‫اﻟﺰﻣﺎﻟــﻚ ﺟﻤﻴــﻊ اﻟﺮﺳــﻮم اﳌﺘﻌﻠﻘــﺔ‬ ‫ﺑﺎﻟﺮﺣﻠــﺔ اﻟﺘــﻲ ﻛﺎﻧــﺖ ﺑﺎﻫﻈــﺔ‬ ‫اﻟﺜﻤــﻦ ﻣــﻊ اﻷﺧــﺬ ﺑﻌــني اﻻﻋﺘﺒــﺎر‬ ‫أﺳــﻌﺎر اﻟﺮﺣــﻼت واﻹﻗﺎﻣــﺔ ﺑﻌــﺪ‬ ‫ﺗﺤﺮﻳــﺮ ﺳــﻌﺮ اﻟــﴫف وﻟﻜﻨﻨــﺎ ﻻ‬ ‫ﻧﺒﺨــﻞ ﻋــﲆ ﻓﺮﻳﻘﻨــﺎ ﻟﻜــﺮة اﻟﻴــﺪ‬ ‫ﻷﻧﻬــﻢ ﻳﺴــﺘﺤﻘﻮن ﻛﻞ اﻟﺪﻋــﻢ‬ ‫ﻟﺒﺬﻟﻬــﻢ ﻛﻞ اﻟﺠﻬــﻮد ﻹرﺿــﺎء‬ ‫ا ﻟﺠام ﻫــري ‪« .‬‬ ‫واﺧﺘﺘــﻢ أﺑــﻮ رﺟﻴﻠــﺔ ﺑﺘﻮﺟﻴــﻪ‬ ‫اﻟﺸــﻜﺮ ﻟﻠﺴــﻠﻄﺎت اﻟﺘﻮﻧﺴــﻴﺔ‬ ‫وﺷــﻌﺒﻬﺎ ﻋــﲆ اﻟﱰﺣﻴــﺐ اﻟﺤــﺎر‬ ‫اﻟــﺬي ﻳﺸــﻌﺮون ﻓﻴــﻪ ﺑــﺄن ﺗﻮﻧــﺲ‬ ‫و ﻃﻨﻬــﻢ ‪.‬‬ ‫وﺟــﻪ ﻋﺎﺻــﻢ ﺣــامد ﻣــﺪرب‬ ‫اﻟﻨــﺎدي اﻷﻫــﲇ اﻟﺘﻬﻨﺌــﺔ ﻟﻔﺮﻳــﻖ‬ ‫اﻟﺰﻣﺎﻟــﻚ ﻋــﲇ اﻟﻔــﻮز ﺑﺎﻟﺒﻄﻮﻟــﺔ‬ ‫ﻣﺆﻛــ ًﺪ ا أن ﻣــﴫ دا مئًــﺎ راﺋــﺪة‪.‬‬ ‫ﻛــام أوﺿــﺢ ﺣــامد ﻟﻘﻨــﺎة اﻟﻮﻃﻨﻴــﺔ‬ ‫اﻟﺘﻮﻧﺴــﻴﺔ ﻋــﻦ أﺳــﺒﺎب اﻟﻬﺰميــﺔ ﻣــﻦ‬ ‫اﻟﺰﻣﺎﻟــﻚ ﻓﻘــﺎل‪› :‬اﻟﻼﻋﺒــﻮن ﻟﻴﺴــﻮا‬ ‫ﻣــﻦ ذوي اﻟﺨــﱪة ﺣﺘــﻰ اﻵن ﻷﻧﻬــﻢ‬ ‫ﻻ ﻳﺰاﻟــﻮن ﺻﻐــﺎ ًرا‪ ،‬ﺑﺎﻹﺿﺎﻓــﺔ إﱃ‬ ‫أن إﺻﺎﺑــﺔ ﻣﺤﻤــﺪ إﺑﺮاﻫﻴــﻢ ﻛﺎﺑــنت‬ ‫اﻟﻔﺮﻳــﻖ ﺧــﻼل ﻣﺒــﺎراة اﻟﺰﻣﺎﻟــﻚ‬ ‫أرﺑﻜــﺖ ﻛﻞ ﺣﺴــﺎﺑﺎيت و أرﻏﻤﺘﻨــﻲ‬ ‫ﻋــﲇ ﺗﻐﻴــري ﺧﻄــﺔ اﻟﻠﻘــﺎء‪.‬‬ ‫أﻧﻬــﻰ ﺣــامد ﺣﺪﻳﺜــﻪ ﺑﻮﻋــﺪ‬ ‫ﺟﻤﻬــﻮر اﻷﻫــﲇ ﺑﺎﻟﻔــﻮز ﺑــﻜﺄس‬ ‫اﻟﻜــﺆوس اﻷﻓﺮﻳﻘﻴــﺔ اﻟﺸــﻬﺮ‬ ‫اﻟﻘــﺎدم ﳌﺼﺎﻟﺤﺘﻬــﻢ ﻃﺎﻟ ًﺒــﺎ اﻟﺪﻋــﻢ‬ ‫اﻟﺠامﻫــريي ﻣــﻦ أﺟــﻞ اﺳــﺘﻌﺎدة‬ ‫اﻟﺘــﻮازن ﻣﺠــﺪ دًا‪.‬‬

‫بن مؤيد ومعارض‪ ،‬التعليم تعلن التربية الرياضية مادة جناح ورســوب وتضاف للمجموع‬ ‫تقرير‪ :‬نوران سليم‬

‫أﺻﺒﺤــﺖ ﻣــﺎدة اﻟﱰﺑﻴــﺔ اﻟﺮﻳﺎﺿﻴــﺔ‬ ‫ﻣــﺎدة ﻧﺠــﺎح ورﺳــﻮب ﺑﻨــﺎ ًء ﻋــﲆ‬ ‫دراﺳــﺎت وﺟــﻮﻻت ﻣﻴﺪاﻧﻴــﺔ ﰲ‬ ‫ﺑﻌــﺾ اﳌــﺪارس ﰲ ﻣﺤﺎﻓﻈــﺎت ﻣــﴫ‪،‬‬ ‫واﻟﺘــﻲ أﺛﺒﺘــﺖ أن ﺣﺼــﺺ اﻟﱰﺑﻴــﺔ‬ ‫اﻟﺮﻳﺎﺿﻴــﺔ أﺣــﺪ أﺳــﺒﺎب رﺑــﻂ‬ ‫اﻟﻄﺎﻟــﺐ ﺑﺎﳌﺪرﺳــﺔ‪ ،‬وﺗﺴــﺘﻬﺪف‬ ‫ﺑﻨــﺎء ﺟﻴــﻞ ﺟﺪﻳــﺪ ﻣــﻦ اﻷﺻﺤــﺎء‬ ‫ﺟﺴــامﻧ ٍّﻴﺎ وﻋﻘﻠ ٍّﻴــﺎ‬ ‫أﺻــﺪر ﻃــﺎرق ﺷــﻮﻗﻲ وزﻳــﺮ‬ ‫اﻟﱰﺑﻴــﺔ واﻟﺘﻌﻠﻴــﻢ ﻫــﺬا اﻟﻘــﺮار‬ ‫اﻟــﻮزاري رﻗــﻢ ‪ ٣٧٧‬ﻟﻌــﺎم ‪٢٠١٧‬‬ ‫ﻋــﲆ أن ﻳﺘــﻢ ﺗﻄﺒﻴﻘــﻪ ﻣــﻦ اﻟﻌــﺎم‬ ‫اﻟــﺪراﳼ اﻟﺤــﺎﱄ‪ ،‬ﻳﻨــﺺ ﻋــﲆ اﻋﺘﺒــﺎر‬ ‫ﻣــﺎدة اﻟﱰﺑﻴــﺔ اﻟﺮﻳﺎﺿﻴــﺔ ﰲ اﳌــﺪارس‬ ‫ﻣــﺎدة ﻧﺠــﺎح ورﺳــﻮب‪.‬‬ ‫ﻗــﺎل ﻣﺤﻤــﺪ ﻓﺎﻳــﺰ‪ ،‬ﻣﻨﺴــﻖ‬ ‫اﻷﻟﻌــﺎب اﻟﺮﻳﺎﺿﻴــﺔ ﺑﺎﻟﺠﺎﻣﻌــﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ ‪«:‬ﺗﻌــﺪ اﻟﺮﻳﺎﺿــﺔ ﻣــﻦ‬ ‫أﻫــﻢ اﻟﻌﻨــﺎﴏ اﻟﺘــﻲ ﺗﺴــﺎﻋﺪ‬ ‫اﻟﻄﻔــﻞ ﻋــﲆ اﻟﻨﻤــﻮ‪ .‬ﻓﻬــﻲ ﺗﺸــﻜﻞ‬ ‫ﺟﺴــﻢ اﻟﻄﻔــﻞ ﻣﻨــﺬ اﻟﺼﻐــﺮ ومتﻨﺤــﻪ‬ ‫اﻟﻘــﺪرة ﻋــﲆ ﻗﻴــﺎدة اﻟﻔﺮﻳــﻖ‬ ‫وﺗﺠﻌﻠــﻪ أﻛــرث ﺗﻮازﻧًــﺎ ﻣــﻦ ﺧــﻼل‬ ‫ﺗﻨﻈﻴﻤــﻪ ﻟﻮﻗﺘــﻪ ﺑــني اﻟﺘامرﻳــﻦ‬ ‫واﻟﺪراﺳــﺔ «‪.‬‬ ‫وﺗﻌــﺪ اﳌــﺎدة ﻣــﺎدة ﻧﺠــﺎح‬ ‫ورﺳــﻮب ﰲ اﳌﺮﺣﻠــﺔ اﻻﺑﺘﺪاﺋﻴــﺔ‪،‬‬ ‫ﻣــﻦ اﻟﺼــﻒ اﻷول ﺣﺘــﻰ اﻟﺼــﻒ‬ ‫اﻟﺴــﺎدس‪ ،‬وﺗﻀــﺎف إﱃ ﻣﺠﻤــﻮع‬ ‫اﻟﻄﺎﻟــﺐ‪ .‬أﻣــﺎ ﰲ اﳌﺮﺣﻠــﺔ اﻹﻋﺪادﻳــﺔ‬ ‫ﻓﻬــﻲ ﻻ ﺗﻀــﺎف ﻟﻠﻤﺠﻤــﻮع وﻟﻜــﻦ‬ ‫ﺗﻈــﻞ ﻣــﺎدة ﻧﺠــﺎح ورﺳــﻮب‪.‬‬ ‫وﻳﺘــﻢ ﺗﻘﻴﻴــﻢ اﻟﻄﺎﻟــﺐ ﺣﺴــﺐ‬ ‫أداﺋــﻪ ﰲ اﻣﺘﺤﺎﻧــﺎت ﻋﻤﻠﻴــﺔ ﻳﻘــﻮم‬ ‫ﺑﻬــﺎ‪ .‬ﻓﺎﻟﻄﺎﻟــﺐ ﻟــﻪ ﺣــﻖ اﺧﺘﻴــﺎر‬ ‫اﻷﻟﻌــﺎب اﻟﺮﻳﺎﺿﻴــﺔ اﻟﺘــﻲ ﺳــﻮف‬ ‫ﻳــﺪرب ﻋﻠﻴﻬــﺎ ﺧــﻼل اﻟﻌــﺎم اﻟــﺪراﳼ‬

‫وﻳﻘــﻮم اﻻﻣﺘﺤــﺎن ﻋــﲆ أﺳﺎﺳــﻬﺎ‪.‬‬ ‫ﻛــام ﻳﺨﺘــﺎر اﻟﻄﺎﻟــﺐ ﻣــﺎ ﻳﺮﻏــﺐ ﰲ‬ ‫اﺟﺘﻴــﺎزه ﻣــﻦ ﺑــني‪ :‬ﻟﻌﺒــﺔ ﺟامﻋﻴــﺔ‪،‬‬ ‫ﻟﻌﺒــﺔ ﻓﺮدﻳــﺔ‪ ،‬ﻣﺠﻤﻮﻋــﺔ متﺮﻳﻨــﺎت‬ ‫رﻳﺎﺿﻴــﺔ ﺣــﺮة‪ ،‬وﻋــﺮض رﻳــﺎﴈ‬ ‫ﺟامﻋــﻲ‪ ،‬وﺗﻜــﻮن ﻟﺠــﺎن اﻻﻣﺘﺤــﺎن‬ ‫ﻣــﻦ ﺧــﺎرج اﳌﺪرﺳــﺔ‪.‬‬ ‫ﻳﺘﻜــﻮن ﻣﺠﻤــﻮع درﺟــﺎت ﻣــﺎدة‬ ‫اﻟﱰﺑﻴــﺔ اﻟﺮﻳﺎﺿﻴــﺔ ﻣــﻦ ﻣﺎﺋــﺔ درﺟــﺔ‬ ‫ﻣﻘﺴــﻤﺔ ﻋــﲆ اﻟﻔﺼﻠــني اﻟﺪراﺳــﻴني‪.‬‬ ‫وﺳــﻮف ﻳﺘــﻢ ﺗﻘﺴــﻴﻢ اﻟﺪرﺟــﺎت‬ ‫ﻟﺘﻜــﻮن ‪ ٣٠‬درﺟــﺔ ﻟﻸﻧﺸــﻄﺔ‬ ‫اﻟﺘﻌﺎوﻧﻴــﺔ‪ ،‬و‪ ٢٠‬درﺟــﺔ ﻟﻠﺤﻀــﻮر‬ ‫واﻟﺴــﻠﻮك‪ ،‬و‪ ٥٠‬درﺟــﺔ ﻟﻼﺧﺘﺒــﺎر‬ ‫اﻟﻌﻤــﲇ ﰲ ﻛﻞ ﻓﺼــﻞ دراﳼ‪ .‬وﻳﺘــﻢ‬ ‫ﺗﺤﺪﻳــﺪ ﻣﺴــﺘﻮى اﻟﻄﺎﻟــﺐ ﰱ آﺧــﺮ‬ ‫اﻟﻌــﺎم وﻓﻘًــﺎ ﳌﺘﻮﺳــﻂ درﺟﺎﺗــﻪ ﰱ‬ ‫اﻟﻔﺼﻠــني اﻟﺪراﺳــﻴني‪.‬‬ ‫ﻳﺸــﻜﻞ ﻫــﺬا اﻟﻘــﺮار ﺟــﺰ ًء ا‬ ‫ﻣــﻦ ﺧﻄــﺔ ﺗﻄﻮﻳــﺮ اﻟﺘﻌﻠﻴــﻢ ﰲ‬ ‫ﻣــﴫ‪ ،‬وﻟﻜــﻦ ﻣــﻦ اﳌﻬــﻢ ﺗﺤﺪﻳــﺪ‬ ‫اﻹﻣﻜﺎﻧــﺎت اﻟﺤﻘﻴﻘﻴــﺔ ﻟﺘﻨﻔﻴــﺬ ﻫــﺬه‬ ‫ا ﻟﺨﻄــﺔ ‪.‬‬ ‫ﻗﺎﻟــﺖ إﺑﺘﺴــﺎم رﺑﻴــﻊ‪ ،‬ﻣﻌﻠﻤــﺔ‬ ‫اﻟﱰﺑﻴــﺔ اﻟﺮﻳﺎﺿﻴــﺔ ﰲ إﺣــﺪى‬ ‫اﳌــﺪارس اﻟﺪوﻟﻴــﺔ‪» :‬ﻳﺤﺘــﺎج ﻫــﺬا‬ ‫إﱃ ﻣﺠﻬــﻮد ﺟﺒــﺎر ﻷن اﻟﻜﺜــري ﻣــﻦ‬ ‫اﳌــﺪارس ﺧﺎﺻــﺔ اﻟﺤﻜﻮﻣﻴــﺔ ﻻ‬ ‫متﺘﻠــﻚ اﳌﻼﻋــﺐ ‪ ،‬وﻳﺠــﺐ أن ﺗﻜــﻮن‬ ‫اﳌﺪرﺳــﺔ وأﴎﺗﻬــﺎ ﻣﺘﻘﺒﻠــني ﻣﻬﻨــﺔ‬ ‫ﻣــﺪرس اﻷﻟﻌــﺎب و ﻳﺨﺼﺼــﻮن ﻟــﻪ‬ ‫ﺣﺼــﺺ ﺟﺪﻳــﺔ ﻛﺄي ﻣــﺎدة أﺧــﺮى«‪.‬‬ ‫وﺗﺆﻳــﺪ رﺑﻴــﻊ‪ ،‬ﻫــﺬا اﻟﻘــﺮار‬ ‫اﻟــﻮزاري ﻋــﲆ أن ﻳﻨﻔــﺬ ﺑﺸــﻜﻞ‬ ‫ﻣﺨﺘﻠــﻒ ﻣــﻦ ﺧــﻼل ﺛﻼﺛــﺔ ﻋﻨــﺎﴏ‪.‬‬ ‫أوﻟﻬــﺎ ‪:‬ﺗﻮاﻓــﺮ ﻣﻨﻬــﺞ ﻳﺘﻮاﻓــﻖ ﻣــﻊ‬ ‫اﺣﺘﻴﺎﺟــﺎت اﻟﻄﺎﻟــﺐ ﻣــﻦ اﻟﻨﻮاﺣــﻲ‬ ‫اﻟﺒﺪﻧﻴــﺔ واﻻﺟﺘامﻋﻴــﺔ واﻟﻨﻔﺴــﻴﺔ‪.‬‬ ‫ﺛﺎﻧ ًﻴــﺎ‪ :‬ﻳﺘــﻢ إﺿﺎﻓــﺔ ﺗﺪرﻳــﺐ ﻣﻜﺜــﻒ‬ ‫ﻟﻠﻤﺪرﺳــني ﰲ ﻃــﺮق اﻟﺘﺪرﻳــﺲ‬

‫واﻟﺘﺪرﻳــﺐ ‪.‬وﺛﺎﻟﺜًــﺎ‪ :‬ﺗﺘــﻢ ﻋﻤﻠﻴــﺔ‬ ‫اﻟﺘﻘﻴﻴــﻢ ﻣــﻦ ﺧــﻼل ﻣــﴩوع ﻳﻘــﻮم‬ ‫ﺑــﻪ اﻟﻄﻠﺒــﺔ‪.‬‬ ‫ﺣﻴــﺚ ﻗﺎﻟــﺖ رﺑﻴــﻊ‪ » :‬ان ﻫــﺬا‬ ‫اﳌــﴩوع ﺗﺪرﻳﺒــﻲ‪ ،‬ﺗﺄﻫﻴــﲇ‪،‬‬ ‫وﺗﺮوﻳﺠــﻲ ﺣﺴــﺐ اﳌﺮﺣﻠــﺔ اﻟﻌﻤﺮﻳــﺔ‬ ‫وﻣــﻊ ﺗﻮﺿﻴــﺢ اﻷدوار ﰲ اﳌﺠﻤﻮﻋــﺔ‬ ‫واﻟﻌﺎﺋــﺪ اﻟﺸــﺨﴢ اﳌﻜﺘﺴــﺐ ﻣــﻦ‬ ‫ﻫــﺬه اﻟﺘﺠﺮﺑــﺔ«‬ ‫وﺗﻌﺘﻘــﺪ أن ﻫــﺬه اﻟﻌﻨــﺎﴏ ﻗــﺪ‬ ‫ﺗﺰﻳــﺪ ﻣــﻦ اﻟﻮﻋــﻲ اﻟﺮﻳــﺎﴈ اﳌﻔﺘﻘــﺪ‬ ‫ﰲ ﺑﻌــﺾ ﻃﺒﻘــﺎت اﳌﺠﺘﻤــﻊ وﺗﺨﻠــﻖ‬ ‫ﺟﻴــﻼ ﺟﺪﻳــ ًﺪ ا ﻳﺤــﺐ اﻟﺮﻳﺎﺿــﺔ‬ ‫ً‬ ‫وﻳﺴــﻌﻰ إﱃ ﻣامرﺳــﺘﻬﺎ‪.‬‬ ‫ﻗﺎﻟــﺖ رﺑﻴــﻊ‪» :‬ﻳﺤﺘــﺎج ﻫــﺬا إﱃ‬ ‫ﻣﺠﻬــﻮد ﺟﺒــﺎر ﻷن اﻟﻜﺜــري ﻣــﻦ‬ ‫اﳌــﺪارس ‪-‬ﺧﺎﺻــﺔ اﻟﺤﻜﻮﻣﻴــﺔ ‪-‬ﻻ‬ ‫متﺘﻠــﻚ اﳌﻼﻋــﺐ ‪ ،‬وﻳﺠــﺐ أن ﺗﻜــﻮن‬ ‫اﳌﺪرﺳــﺔ وأﴎﺗﻬــﺎ ﻣﺘﻘﺒﻠــني ﻣﻬﻨــﺔ‬ ‫ﻣــﺪرس اﻷﻟﻌــﺎب و ﻳﺨﺼﺼــﻮن ﻟــﻪ‬ ‫ﺣﺼــﺺ ﺟﺪﻳــﺔ ﻛﺄي ﻣــﺎدة أﺧــﺮى«‪.‬‬ ‫ﺗــﺮى ﻟﻮﻳــﺰ ﺑﺮﻳﺘﻨــﻲ‪ ،‬ﻣﺪﻳــﺮة‬ ‫اﻷﻟﻌــﺎب اﻟﺮﻳﺎﺿﻴــﺔ ﰲ اﻟﺠﺎﻣﻌــﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ‪ ،‬أن ﻫــﺬا اﻟﻘــﺮار ﻳﻌــﺪ‬ ‫ﻣﻔﻴ ـ ًﺪ ا وﻳﺸــﺠﻊ ﻋــﲆ زﻳــﺎدة ﻧﺸــﺎط‬ ‫اﻟﻄــﻼب وﺣﺒﻬــﻢ ﻟﻠﺮﻳﺎﺿــﺔ وﻟﻜــﻦ‬ ‫ﻫﻨــﺎك ﴍﻃًــﺎ أﺳﺎﺳــ ٍّﻴﺎ‬ ‫ﻗﺎﻟــﺖ‪» ،‬ﻃﺎﳌــﺎ ﺗﺤــﺪد اﻟﺪرﺟــﺎت‬ ‫ﻋــﲆ أﺳــﺎس اﳌﺸــﺎرﻛﺔ اﻟﻔﻌﺎﻟــﺔ‬ ‫ﻟﻠﻄﺎﻟــﺐ ﰲ اﻟﺤﺼــﺔ‪ ،‬ﻻ ﻋــﲆ أﺳــﺎس‬ ‫ﺗﻔﻮﻗــﻪ أو ﻟﻴﺎﻗﺘــﻪ اﻟﺒﺪﻧﻴــﺔ ﰲ‬ ‫رﻳﺎﺿــﺔ ﻣﻌﻴﻨــﺔ ﺑﺎﻟﻨﺴــﺒﺔ ﻟﻐــريه«‪.‬‬ ‫وﻋﻨﺪﻣــﺎ ﻛﺎﻧــﺖ ﺑﺮﺗﻴﻨــﻲ ﻃﺎﻟﺒــﺔ‬ ‫ﰲ اﳌﺪرﺳــﺔ ﺑﺎﻟﻮﻻﻳــﺎت اﳌﺘﺤــﺪة‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ ﻛﺎﻧــﺖ اﻟﱰﺑﻴــﺔ اﻟﺮﻳﺎﺿﻴــﺔ‬ ‫دا مئًــﺎ ﺗﻀــﺎف ﻟﻠﻤﺠﻤــﻮع وﺣﺘــﻰ ﻣــﻊ‬ ‫دﺧﻮﻟﻬــﺎ اﻟﺠﺎﻣﻌــﺔ ﻛﺎﻧــﺖ إﺟﺒﺎرﻳــﺔ‬ ‫وﺗﺤﺴــﺐ ﻛــامدة ﻧﺠــﺎح ورﺳــﻮب‪.‬‬ ‫ﻗﺎﻟــﺖ رﺑﻴــﻊ إن ﻛﻠﻴــﺔ اﻟﱰﺑﻴــﺔ‬ ‫اﻟﺮﻳﺎﺿﻴــﺔ ﻟﻴﺴــﺖ أﻗــﻞ أﻫﻤﻴــﺔ‬

‫اﻫﺘــامم اﳌــﺪارس مبــﺪة اﻟﺮﻳﺎﺿــﺔ ﻛﻤــﺪة داﺧــﻞ اﳌﺠﻤــﻮع‬

‫ﻣــﻦ أي ﻛﻠﻴــﺔ أﺧــﺮى‪ ،‬ﺣﻴــﺚ‬ ‫ﺗﺸــﻤﻞ ﻣــﻮا ﱠد ﻋﺪﻳــﺪة ﺑﺠﺎﻧــﺐ‬ ‫اﻟﻨﻈــﺮي اﻟﺨــﺎص ﺑﺎﳌــﻮاد اﻟﻌﻤﻠﻴــﺔ‪،‬‬ ‫ﻣﺜــﻞ ﻋﻠــﻮم اﻟﺼﺤــﺔ اﻟﺮﻳﺎﺿﻴــﺔ‪،‬‬ ‫ﻓﺴــﻴﻮﻟﻮﺟﻲ‪ ،‬ﺗﴩﻳــﺢ ‪ ،‬اﻟﺘﻐﺬﻳــﺔ‪،‬‬ ‫إﺻﺎﺑــﺎت ﻣﻼﻋــﺐ‪ ،‬ﺗﺮوﻳــﺢ ‪،‬ﻋﻠــﻢ‬ ‫اﻹدارة‪ ،‬ﻋﻠــﻢ اﻟﻨﻔــﺲ اﻟﺮﻳــﺎﴈ‬ ‫واﻟﻌــﻼج اﻟﻄﺒﻴﻌــﻲ‪.‬‬ ‫وأﺿﺎﻓــﺖ‪» :‬ﻣــﻊ ﻛﻞ ﻫــﺬا اﻟﺠﻬــﺪ‬

‫اﻟــﺪراﳼ‪ ،‬ﻫــﻞ ﻣــﻦ اﻟﻌــﺪل أن‬ ‫ﺗﺒﻘــﻰ دراﺳــﺔ اﻟﺮﻳﺎﺿــﺔ ﻣﺠــﺮد‬ ‫ﺧﺎﻧــﺔ ﰲ ﺟــﺪول اﳌﺪرﺳــﺔ‪ ،‬ﺑــﻼ أي‬ ‫أﻫﻤﻴــﺔ ﻣــﻦ ﻧﺎﺣﻴــﺔ اﻟﻄــﻼب وإدارة‬ ‫اﳌﺪرﺳــﺔ وأوﻟﻴــﺎء اﻷﻣــﻮر؟«‬ ‫وﻟﻜــﻦ اﺧﺘﻠــﻒ رأي اﻟﻄــﻼب اﻟﺬﻳــﻦ‬ ‫ﻳــﺮون أن ﻫــﺬه اﻟﺨﻄــﻮة ﺟــﺎءت‬ ‫ﻣﺘﺄﺧــﺮة ﺣﻴــﺚ ﺑﺎﺗــﻮا ﻳﻌــﺪون ﺣﺼــﺔ‬ ‫اﻟﺮﻳﺎﺿــﺔ مبﺜﺎﺑــﺔ ﻓﺴــﺤﺔ ﻟﻬــﻢ‪.‬‬

‫ﺗﺼﻮﻳﺮ ﻫﺒﺔ ﻓﺆاد‬

‫ﻗﺎﻟــﺖ إﻧﺠــﻲ اﻳﻬــﺎب‪ ،‬ﻃﺎﻟﺒــﺔ ﰲ‬ ‫ﻣﺪرﺳــﺔ ﻣــﴫ ‪ ٢٠٠٠‬اﻟﺤﺪﻳﺜــﺔ‪» :‬ﻻ‬ ‫ﺗﻬﺘــﻢ اﳌﺪرﺳــﺔ ﺑﺤﺼــﺔ اﻟﺮﻳﺎﺿــﺔ‪،‬‬ ‫ﻓﺈﻣــﺎ ﻳﺴــﺘﻐﻞ وﻗﺘﻬــﺎ ﻣﺜــﻞ اﻟﻔﺴــﺤﺔ‬ ‫أو ﻧﻌــﻮد إﱃ اﻟﺒﻴــﺖ ﻣﺒﻜــ ًﺮا«‪.‬‬ ‫وﻳﺬﻛــﺮ أن ﻫــﺬا اﻟﻘــﺮار ﺣــﺎء‬ ‫ﺿﻤــﻦ ﺗﻌﺪﻳــﻞ ﻗــﺮار اﻟﺘﻘﻮﻳــﻢ‬ ‫اﻟﱰﺑــﻮي اﻟﺸــﺎﻣﻞ اﻟﺼــﺎدر ﻋــﺎم‬ ‫‪.٢ ٠ ١ ١‬‬

‫‪ | 2‬أخـبار و تقارير‬

‫اﻷﺣﺪ ‪ ١٢‬ﻧﻮﻓﻤﱪ‪٢٠١٧ ،‬‬

‫اجلامعــة األمريكيــة يف اللــون الزهري ملكافحة الســرطان‬

‫ﺟﻬﻮد ﻃﻼﺑﻴﺔ ﻟﻨﴩ اﻟﻮﻋﻲ ﺿﺪ ﻣﺮض اﻟﴪﻃﺎن‬ ‫تقرير ‪ :‬نوران العاشري‬

‫ﰲ ﻣﺤﺎوﻟــﺔ ﻟﺪﻋــﻢ اﻟﺸــﻬﺮ اﻟﻌﺎﳌــﻲ‬ ‫ﻟﻠﺘﻮﻋﻴــﺔ ﺿــﺪ ﴎﻃــﺎن اﻟﺜــﺪي‪،‬‬ ‫ﺗﺘﻌــﺎون ﺛــﻼث ﻣﺆﺳﺴــﺎت ﰲ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة ﰲ‬ ‫إﻃــﻼق ﺣﻤﻠــﺔ ‪) Go Pink‬اﻧﻄﻠــﻖ‬ ‫ﺑﺎﻟﺰﻫــﺮي( داﺧــﻞ اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‪.‬‬ ‫اﺷــﱰﻛﺖ ﺟﻤﻌﻴــﺔ ﺿــﺪ ﻣــﺮض‬ ‫اﻟﴪﻃــﺎن )‪Anti Cancer Team,‬‬ ‫‪ (ACT‬ﻣــﻊ ﻣﺆﺳﺴــﺔ ﻫــﻲ اﻟﻨﺴــﺎﺋﻴﺔ‬ ‫وﺟﻤﻌﻴــﺔ ﻣــﴩوع ﺧــري ﻹﻃــﻼق‬

‫أرﺷﻴﻒ‬

‫ﺣﻤﻠــﺔ ﺗﻮﻋﻴــﺔ ﺗﺴــﺘﻤﺮ ﳌــﺪة أﺳــﺒﻮع‬ ‫داﺧــﻞ اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‪.‬‬ ‫أُﻃﻠِﻘَــﺖ اﻟﺤﻤﻠــﺔ ﰲ اﻟﻔــﱰة ﺑــني‬ ‫‪ ١٥‬و‪ ١٩‬ﻣــﻦ ﺷــﻬﺮ أﻛﺘﻮﺑــﺮ ﰲ‬ ‫اﻟﺴــﺎﻋﺔ اﻟﻮاﺣــﺪة ﻇﻬــ ًﺮا وﻫــﻮ‬ ‫ﻣﻮﻋــﺪ ﺗﺠﻤــﻊ اﻟﻄــﻼب‪.‬‬ ‫ﻗﺎﻟــﺖ ﻫﺒــﺔ اﻟﱪﺑــﺮي‪ ،‬ﻣﺪﻳــﺮ‬ ‫ﻋــﺎم اﻟﺤﻤﻠــﺔ وﻣﺴــﺌﻮل اﻟﻌﻼﻗــﺎت‬ ‫اﻟﻌﺎﻣــﺔ ﺑﺠﻤﻌﻴــﺔ ‪: ACT‬إن ﻫــﺪف‬ ‫اﻟﺤﻤﻠــﺔ ﻛﺎن اﻟﺘﻮﻋﻴــﺔ ﺿــﺪ اﳌــﺮض‬ ‫ﺑﺠﺎﻧــﺐ ﻧــﴩ اﻷﻣــﻞ واﻟﺪﻋــﻢ ﺑــني‬ ‫اﻟﻨــﺎس‪.‬‬

‫وأﺿﺎﻓــﺖ‪» :‬أردﻧــﺎ أن ﻧﺒــني ﻟﻠﻨــﺎس‬ ‫أن اﻹﺻﺎﺑــﺔ مبــﺮض اﻟﴪﻃــﺎن ﻟﻴﺴــﺖ‬ ‫ﻧﻬﺎﻳــﺔ اﻟﻌــﺎمل«‪.‬‬ ‫ﻗﺎﻟــﺖ اﻟﱪﺑــﺮي إن ﻛﺜــ ًريا ﻣــﻦ‬ ‫اﻟﻨــﺎس ﻳﺠﻬﻠــﻮن ﻣﻌﻠﻮﻣــﺎت ﻣﻬﻤــﺔ‬ ‫ﻋــﻦ ﴎﻃــﺎن اﻟﺜــﺪي‪ ،‬ﺗﻜﻮﻳﻨــﻪ‬ ‫وأﻋﺮاﺿــﻪ وﻳــﺄيت دور اﻟﺠﻤﻌﻴــﺔ ﰲ‬ ‫ﻧــﴩ ﺗﻠــﻚ اﳌﻌﻠﻮﻣــﺎت ﺑــني اﻟﻨــﺎس‬ ‫ﺧﺎﺻــﺔ ﻣﺠﺘﻤــﻊ اﻟﺠﺎﻣﻌــﺔ‪.‬‬ ‫ﻇﻬــﺮت ﺣﻤﻠــﺔ اﻟﺘﻮﻋﻴــﺔ ﺿــﺪ‬ ‫ﻣــﺮض اﻟﴪﻃــﺎن ﰲ ﺷــﻜﻠني‪ ،‬ﺣﻤﻠــﺔ‬ ‫دﻋﺎﺋﻴــﺔ ﻋــﲆ ﻣﻮاﻗــﻊ اﻟﺘﻮاﺻــﻞ‬

‫اﻻﺟﺘامﻋــﻲ وأﺧــﺮى أﻗﻴﻤــﺖ داﺧــﻞ‬ ‫اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‪.‬‬ ‫ﺗﻘــﻮل ﻋﺒــﺪ اﻟﺠــﻮاد إن اﻟﺠﻤﻌﻴﺘــني‬ ‫»ﻫــﻲ« و »ﻣــﴩوع ﺧــري« ﺷــﺎرﻛﺘﺎ‬ ‫ﰱ اﻟﺤﻤﻠــﺔ اﻟﺪﻋﺎﺋﻴــﺔ ﺑﺸــﻜﻞ أﻛــﱪ‪.‬‬ ‫وﺗﻀﻤﻨــﺖ ﻣﻨﺸــﻮرات ﺗﺤﺘــﻮي‬ ‫ﻋــﲆ ﻧﺼﺎﺋــﺢ ﺗﺤــﺚ اﻟﻔﺘﻴــﺎت ﻋــﲆ‬ ‫اﻟﺨﻀــﻮع ﻟﻠﻜﺸــﻒ اﳌﺒﻜــﺮ ﻟﴪﻃــﺎن‬ ‫اﻟﺜــﺪي ﻟﺘﻔــﺎدي ﺧﻄــﻮرة اﳌــﺮض‪.‬‬ ‫أﻳﻀً ــﺎ‬ ‫اﻟﺤﻤﻠــﺔ‬ ‫ﺗﻀﻤﻨــﺖ‬ ‫ﻣﻨﺸــﻮرات ﺗﺤﺘــﻮي ﻋــﲆ ﻣﻌﻠﻮﻣــﺎت‬ ‫ذات ﺻﻠــﺔ ﺑﺎﳌــﺮض ﻛﺎﻟﻜﺸــﻒ ﻋــﻦ‬

‫اﻟﺒــﻼد اﻟﻌﺮﺑﻴــﺔ اﻷﻛــرث اﻧﺘﺸــﺎ ًرا‬ ‫ﰲ اﳌــﺮض ﻟﻨــﴩ اﻟﻮﻋــﻲ وإﺑــﺮاز‬ ‫ﺧﻄــﻮرة وﺟﺪﻳــﺔ اﳌﻮﺿــﻮع‪.‬‬ ‫ﻋﻤﻠــﺖ اﻟﺤﻤﻠــﺔ اﳌﺎدﻳــﺔ ﻋــﲆ‬ ‫ﻧــﴩ ﻣﻨﺸــﻮرات‪ ،‬ﻻﺻﻘــﺎت وﴍاﺋــﻂ‬ ‫زﻫﺮﻳــﺔ واﻟﺘــﻲ ﺗــﻢ ﺗﻮزﻳﻌﻬــﺎ ﻋــﲆ‬ ‫اﳌﺎرﻳــﻦ داﺧــﻞ اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‬ ‫واﻟﺘــﻲ ﺗﺴــﺎﻋﺪﻫﻢ ﻋﻠــــﻲ إدراك‬ ‫اﻟﻔﻜــﺮة و ُﻋﻠﻘــﺖ اﳌﻨﺸــﻮرات ﻋــﲆ‬ ‫ﺣﻮاﺋــﻂ اﻟﺤــﺮم وﺣﻮاﺋــﻂ اﻟﻔﺼــﻮل‪.‬‬ ‫ﻗﺎﻟــﺖ ﻋﺒــﺪ اﻟﺠــﻮاد ‪«:‬ﻗﻤﻨــﺎ‬ ‫ﺑﻨــﴩ ﻣﻨﺸــﻮرات ﺑﺎﻟﻠﻐــﺔ اﻟﻌﺮﺑﻴــﺔ‬ ‫أﻳﻀً ــﺎ ﻟﻨــﴩ اﻟﺘﻮﻋﻴــﺔ ﺑــني اﻟﻌﺎﻣــﻼت‬ ‫واﳌﻮﻇﻔــﺎت اﻟــﻼيت ﻻ ﻳُﺘْ ِﻘــ ﱠﻦ اﻟﻠﻐــﺔ‬ ‫ا ﻹﻧﺠﻠﻴﺰ ﻳــﺔ « ‪.‬‬ ‫وأﺿﺎﻓــﺖ أن اﻟﺤﻤﻠــﺔ ﺧﺎﻃﺒــﺖ‬ ‫اﻟﺮﺟــﺎل أﻳﻀً ــﺎ ورﻛــﺰت ﻋــﲆ ﻧــﴩ‬ ‫ﻓﻜــﺮة اﺣﺘامﻟﻴــﺔ وﺟــﻮد اﳌــﺮض‬ ‫ﴏاﻋــﲆ‬ ‫ﻋﻨــﺪ اﻟﺮﺟــﺎل وأﻧــﻪ ﻟﻴــﺲ ﻗﺎ ً‬ ‫اﻟﻨﺴــﺎء ﻓﻘــﻂ ﻋﻜــﺲ ﻣــﺎ ﻳﻈﻨــﻪ‬ ‫ا ﻟﻜﺜــري ‪.‬‬ ‫ﺗﻘــﻮل ﻋﺒــﺪ اﻟﺠــﻮاد إن ﻧﺴــﺒﺔ‬ ‫اﻧﺘﺸــﺎر اﳌــﺮض ﺗــﺰداد ﻣــﻊ ﻛــﱪ‬ ‫اﻟﺴــﻦ ﺧﺎﺻــﺔ ﺑﻌــﺪ اﻷرﺑﻌﻴﻨﻴــﺎت‬ ‫وﻟﺬﻟــﻚ ﻛﺎن ﻣــﻦ اﻟــﴬوري‬ ‫اﻟﻌــامل‬ ‫ﻓﺌﺘــﻲ‬ ‫اﺳــﺘﻬﺪاف‬ ‫واﳌﻮﻇﻔــني واﻟﺤــﺮص ﻋــﲆ ﺗﻮﻋﻴﺘﻬــﻢ‬ ‫ﺿــﺪ اﳌــﺮض‪.‬‬ ‫ﺑﻴﻨــام ﻓﻜــﺮت اﻟﱪﺑــﺮي ﰲ إدﺧــﺎل‬ ‫ﻓﻜــﺮة ﺟﺪﻳــﺪة ﻋــﲆ اﻟﺤﻤﻠــﺔ‪ ،‬وﻫــﻲ‬ ‫اﺳــﺘﻀﺎﻓﺔ إﺣــﺪى اﳌﺸــﺎﻫري اﻟــﻼيت‬ ‫ﺣﺎرﺑــﻦ اﳌــﺮض‪ .‬وﻟﺬﻟــﻚ اﺳــﺘﻀﺎﻓﺖ‬ ‫ﺟﻤﻌﻴــﺔ ‪ ACT‬ﻳﺎﺳــﻤني ﻏﻴــﺚ‪،‬‬ ‫إﺣــﺪى ﻣﺤﺎرﺑــﺎت اﳌــﺮض‪ ،‬ﻟﻠﺘﺤــﺪث‬ ‫ﻋــﻦ رﺣﻠﺘﻬــﺎ ﻣــﻊ اﳌــﺮض ﰲ اﻟﺜــﺎين‬ ‫واﻟﻌﴩﻳــﻦ ﻣــﻦ أﻛﺘﻮﺑــﺮ‪.‬‬ ‫أﺻﻴﺒــﺖ ﻏﻴــﺚ مبــﺮض ﴎﻃــﺎن‬ ‫اﻟﺜــﺪي ﰲ أواﺧــﺮ ﻋــﺎم ‪٢٠١٦‬‬ ‫وﺗﻌﺎﻓــﺖ ﻣﻨــﻪ ﻛــام ﺷــﺎرﻛﺖ ﰲ‬ ‫ﻣﺴﻠﺴــﻞ »ﺣــﻼوة اﻟﺪﻧﻴــﺎ« ﻟﺘﻌــﺮض‬ ‫ﻗﺼــﺔ ﻣﺸــﺎﺑﻬﺔ ﻟﺘﺠﺮﺑﺘﻬــﺎ اﻟﺤﻘﻴﻘﻴــﺔ‬ ‫ﻣــﻊ اﳌــﺮض واﻟــﺬي ُﻋــﺮض ﰲ‬ ‫رﻣﻀــﺎن اﳌــﺎﴈ‪.‬‬ ‫ﻗﺎﻟــﺖ اﻟﱪﺑــﺮي إن ﻟﻐﻴــﺚ ﻗﺼــﺔ‬ ‫ﻣﻠﻬﻤــﺔ ﻣــﻊ اﳌــﺮض ﺣﻴــﺚ أﻧﻬــﺎ‬

‫ﻋﺎﻧــﺖ ﻣﻨــﻪ ﻛﺜــ ًريا ﺣﺘــﻰ اﺳــﺘﻄﺎﻋﺖ‬ ‫أن ﺗﺘﻐﻠــﺐ ﻋﻠﻴــﻪ ﰲ ﻧﻬﺎﻳــﺔ اﻷﻣــﺮ‪.‬‬ ‫ﺗﻘــﻮل اﻟﱪﺑــﺮي أﻳﻀـًــﺎ إن ﻫــﺪف‬ ‫اﻟﺤﻤﻠــﺔ مل ﻳﻜــﻦ ﺟﻤــﻊ ﺗﱪﻋــﺎت‬ ‫ﳌﺴــﺎﻧﺪة ﻣــﺮﴇ اﻟﴪﻃــﺎن‪ ،‬رﻏــﻢ أن‬ ‫اﻟﺠﻤﻌﻴــﺔ ﺗﻄﻠــﻖ ﺣﻤــﻼت ﻣﺨﺘﻠﻔــﺔ‬ ‫ﺧــﻼل اﻟﻔﺼــﻞ اﻟــﺪراﳼ ﺗﻬــﺪف إﱃ‬ ‫ﺟﻤــﻊ اﻟﺘﱪﻋــﺎت واﻟﺘــﻲ ﺗﺬﻫــﺐ‬ ‫ﳌﺴﺘﺸــﻔﻰ ‪ ٥٧٣٥٧‬ﻟﻌــﻼج اﻟﴪﻃــﺎن‪.‬‬ ‫اﺗﺨــﺬت ﺟﻤﻌﻴــﺔ ‪ ACT‬ﻣﺒــﺎدرات‬ ‫أﺧــﺮى ﻟﻨــﴩ اﻟﻮﻋــﻲ ﺑــني أﴐار‬ ‫اﻟﺠﺎﻣﻌــﺔ‪ ،‬ﻓﻮﻓــﺮت ﺟﻠﺴــﺔ ﻟﻴﺎﻗــﺔ‬ ‫ﺑﺪﻧﻴــﺔ ﻟﻔﺘﻴــﺎت اﻟﺠﺎﻣﻌــﺔ ﻳــﻮم‬ ‫‪ ٢٣‬ﻣــﻦ ﺷــﻬﺮ أﻛﺘﻮﺑــﺮ ﰲ ﻣﺠﻤــﻊ‬ ‫اﻟﺮﻳﺎﺿــﺔ ﺑﺎﻟﺠﺎﻣﻌــﺔ ﻷن اﻟﺮﻳﺎﺿــﺔ‬ ‫ﺗﺴــﺎﻋﺪ ﰲ اﻟﻮﻗﺎﻳــﺔ ﻣــﻦ اﻷﻣــﺮاض‪.‬‬ ‫ﺗﻌﻤــﻞ اﻟﺠﻤﻌﻴــﺔ ذاﺗﻬــﺎ ﻋــﲆ‬ ‫إﻃــﻼق ﺣﻤﻠــﺔ أﺧــﺮى ﰲ ﺷــﻬﺮ‬ ‫ﻧﻮﻓﻤــﱪ ﺗﺸــﺎرك ﻓﻴﻬــﺎ ﻣﻨﻈﻤــﺔ‬ ‫اﻟﺼﺤــﺔ ﻟﻠﻤــﺮأة واﻟﺘــﻲ ﺳــﺘﻮﻓﺮ ﻣــﻦ‬ ‫ﺧﻼﻟﻬــﺎ ﻛﺸــﻮﻓﺎت ﻣﺒﻜــﺮة ﻟﴪﻃــﺎن‬ ‫اﻟﺜــﺪي‪.‬‬ ‫ﺗﻘــﻮل اﻟﱪﺑــﺮي إن ﺟﻤﻴــﻊ ﺣﻤــﻼت‬ ‫اﻟﺠﻤﻌﻴــﺔ ﻫــﺬا اﻟﻔﺼــﻞ ُﻣﻬــﺪاة إﱃ‬ ‫روح زﻣﻴﻠﺘﻬــﻢ ﻧــﻮر أﻧــﻮر‪ ،‬ﻣﺴــﺌﻮل‬ ‫اﻹﻋــﻼم ﺑﺎﻟﺠﻤﻌﻴــﺔ اﻟﻌــﺎم اﳌــﺎﴈ‪،‬‬ ‫واﻟﺘــﻲ ﺗﻮﻓﻴــﺖ إﺛــﺮ ﺣــﺎدث ﺳــﻴﺎرة‬ ‫ﰲ ﺷــﻬﺮ ﻣﺎﻳــﻮ اﳌــﺎﴈ‪.‬‬ ‫ﻧﻘــﻼ ﻋــﻦ ﻣﻨﻈﻤــﺔ اﻟﺼﺤــﺔ‬ ‫ً‬ ‫و‬ ‫اﻟﻌﺎﳌﻴــﺔ‪ ،‬ﻳﻘــﺎم ﺷــﻬﺮ اﻟﺘﻮﻋﻴــﺔ‬ ‫ﺿــﺪ ﻣــﺮض اﻟﴪﻃــﺎن ﰲ ﻣﺨﺘﻠــﻒ‬ ‫ﺑــﻼد اﻟﻌــﺎمل ﰲ أﻛﺘﻮﺑــﺮ ﻟﻠﻤﺴــﺎﻋﺪة‬ ‫ﰲ ﺗﻮﺟﻴــﻪ اﻻﻫﺘــامم ﻋــﲆ اﳌــﺮض‬ ‫واﻟﺘﺸــﺠﻴﻊ ﻋــﲆ ﴐورة اﻟﻜﺸــﻒ‬ ‫اﳌﺒﻜــﺮ ﻟﻠﻤــﺮض واﻟﻌــﻼج‪.‬‬ ‫ﺗﺬﻛــﺮ اﳌﻨﻈﻤــﺔ أﻳﻀً ــﺎ أﻧــﻪ ﻳﻮﺟــﺪ‬ ‫ﻣــﺎ ﻳﻘــﺮب ﻣــﻦ ‪ ١.٣٨‬ﻣﻠﻴــﻮن ﺣﺎﻟــﺔ‬ ‫ﺟﺪﻳــﺪة وأﻛــرث ﻣــﻦ ‪ ٤٥٠‬أﻟــﻒ ﺣﺎﻟــﺔ‬ ‫وﻓــﺎة ﺑﺴــﺒﺐ ﻣــﺮض اﻟﴪﻃــﺎن ﻛﻞ‬ ‫ﻋــﺎم‪ .‬ﻛــام ﻳﻌــﺪ ﴎﻃــﺎن اﻟﺜــﺪي‬ ‫ﺣﺘــﻰ اﻵن أﻛــرث أﻧــﻮاع اﻟﴪﻃــﺎن‬ ‫اﻧﺘﺸــﺎ ًرا ﺑــني اﻟﻨﺴــﺎء ﰲ ﺟﻤﻴــﻊ‬ ‫أﻧﺤــﺎء اﻟﻌــﺎمل ﻣــﻦ ﺿﻤﻨﻬــﻢ اﻟﺒــﻼد‬ ‫اﳌﺘﻄــﻮرة واﻟﻨﺎﻣﻴــﺔ وﺗﺴــﺘﻤﺮ أﻋــﺪاد‬ ‫اﻟﺤــﺎﻻت ﰲ اﻟﺘﺰاﻳــﺪ‪.‬‬

‫فريق عمل ال تطفئ الشمس ومناقشة القضايا املجتمعية‬ ‫تقرير‪ :‬جويا العجار‬

‫ﺗــﻢ اﺳــﺘﻀﺎﻓﺔ ﻓﺮﻳــﻖ ﻋﻤــﻞ ﻣﺴﻠﺴــﻞ‬ ‫ﻻ ﺗﻄﻔــﺊ اﻟﺸــﻤﺲ ﰲ ﻗﺎﻋــﺔ ﺑﺎﺳــﻴﲇ‬ ‫ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة ﻳــﻮم‬ ‫اﻹﺛﻨــني اﳌﻮاﻓــﻖ ‪ ٣٠‬أﻛﺘﻮﺑــﺮ‪ ،‬ﺣﻴــﺚ‬ ‫ﺣــﴬ اﻟﻜﺎﺗــﺐ ﺗﺎﻣــﺮ ﺣﺒﻴــﺐ ‪ ،‬وﻋــﺪد‬ ‫ﻣــﻦ أﺑﻄــﺎل اﻟﻌﻤــﻞ‪ .‬ﻛــام ﺣــﴬ ﻫــﺬا‬ ‫اﻟﺤــﺪث ﻋــﺪد ﻛﺒــري ﻣــﻦ اﻟﻄــﻼب‬ ‫وﺻــﻞ إﱃ أﻛــرث ﻣــﻦ أﻟــﻒ ﻃﺎﻟــﺐ‬ ‫ﺑﺘﻨﻈﻴــﻢ ﻣــﻦ اﻟﻨــﺎدي اﻟﺠﺎﻣﻌــﻲ‬ ‫)‪.(PAL‬‬ ‫ﻻ ﺗﻄﻔــﺊ اﻟﺸــﻤﺲ ﻫــﻲ‬ ‫رواﻳــﺔ ﻟﻠﻜﺎﺗــﺐ اﻟﺮاﺣــﻞ إﺣﺴــﺎن‬ ‫ﻋﺒﺪاﻟﻘــﺪوس ﻧﴩﻫــﺎ ﻋــﺎم ‪١٩٦١‬‬ ‫وﻗــﺎم اﻟﻜﺎﺗــﺐ واﻟﺴﻴﻨﺎرﻳﺴــﺖ ﺗﺎﻣــﺮ‬ ‫ﺣﺒﻴــﺐ ﺑﺈﻋــﺎدة ﻛﺘﺎﺑــﺔ اﻟﺮواﻳــﺔ ﺑﻠﻐﺘﻨــﺎ‬ ‫اﳌﻌــﺎﴏة‪ ،‬وﻣــﻦ إﺧــﺮاج ﻣﺤﻤــﺪ ﺷــﺎﻛﺮ‬ ‫ﺧﻀــري ‪.‬‬ ‫ﺗــﻢ ﻋــﺮض اﳌﺴﻠﺴــﻞ ﰲ رﻣﻀــﺎن‬ ‫ﻣــﻦ ﻫــﺬا اﻟﻌــﺎم ﰲ ﺛﻼﺛــني ﺣﻠﻘــﺔ‬ ‫ﻣــﻦ ﺑﻄﻮﻟــﺔ ﻋــﺪد ﻣــﻦ اﻟﻔﻨﺎﻧني‪،‬ﻣــﻦ‬ ‫ﺿﻤﻨﻬــﻢ اﻟﻔﻨﺎﻧــﺔ ﻣريﻓــﺖ أﻣــني وﻫــﻲ‬ ‫اﻷم ﻟﺨﻤﺴــﺔ أوﻻد؛ﺛــﻼث ﺑﻨــﺎت‬ ‫ووﻟﺪﻳــﻦ‪ ،‬إﱃ ﺟﺎﻧــﺐ ﻛﻞ ﻣــﻦ أﻣﻴﻨــﺔ‬ ‫ﺧﻠﻴــﻞ‪ ،‬وﺟﻤﻴﻠــﺔ ﻋــﻮض‪ ،‬و ﺷــريﻳﻦ‬ ‫رﺿــﺎ‪ ،‬وﺧﺎﻟــﺪ ﻛــامل ‪،‬وﻣﺤﻤــﻮد‬ ‫اﻟﻠﻴﺜــﻰ‪ ،‬وﻣﻬــﺎ أﺑﻮﻋــﻮف‪.‬‬ ‫ﻗــﺪم اﻟﻨــﺪوة اﻟﻔﻨــﺎن راﻣــﺰ أﻣــري‬ ‫وﻛﺎن اﻟﻄﺎﻟــﺐ ﺑﺎﺳــﻢ ﻣﻴﺸــﻴﻞ ﻫــﻮ‬ ‫اﳌﺴــﺌﻮل ﻋــﻦ اﻟﻨــﺪوة‪.‬‬ ‫اﻧﻘﺴــﻤﺖ اﻟﻨــﺪوة إﱃ ﻓﻘﺮﺗــني‪،‬‬ ‫ﻓﻔــﻲ اﻷوﱃ ﻗــﺎم أﻣــري ﺑﺴــﺆال ﻓﺮﻳــﻖ‬ ‫اﻟﻌﻤــﻞ ﻋــﻦ اﳌﺴﻠﺴــﻞ وﻣــﺪى ﺗﺄﺛــريه‬ ‫ﻋــﲆ اﳌﺸــﺎﻫﺪﻳﻦ‪ .‬ﺣﻴــﺚ ﻛﺎﻧــﺖ‬ ‫ﺧﻠﻴــﻞ )اﻧﺠــﻲ( ﻓﺘــﺎة ﻣﺘﺰوﺟــﺔ ﺗﺨــﻮن‬ ‫زوﺟﻬــﺎ اﻟﺘــﻲ ﺗﺰوﺟﺘــﻪ ﺑﻌــﺪ ﻗﺼــﺔ‬ ‫ﺣــﺐ ﻓﺎﺷــﻠﺔ ﻣــﻊ ﺷــﺎب ﻣــﻦ ﻣﺴــﺘﻮى‬ ‫اﺟﺘامﻋــﻲ وﻣــﺎدي ﻣﺨﺘﻠــﻒ ﺑﺎﻹﺿﺎﻓــﺔ‬ ‫إﱃ أن ﻣﻌﻈــﻢ أﻓــﺮاد اﻷﴎة ﻛﺎﻧــﻮا‬

‫ﻳﴩﺑــﻮا اﻟﺨﻤــﺮ واﻟــﺬي ﻳُﻌــﺪ ﻏــري‬ ‫ﻣﻘﺒــﻮل ﻣــﻦ ِﻗﺒــﻞ اﳌﺠﺘﻤــﻊ اﳌــﴫي‬ ‫وأﺟــﺎب ﻋــﻦ ﻫــﺬا اﻟﺴــﺆال اﻟﻠﻴﺜــﻲ‬ ‫ﻗﺎﺋـ ًـﻼ ‪» :‬اﻟﱰﺑﻴــﺔ ﻫــﻲ اﻷﺳــﺎس وﻟﻜــﻦ‬ ‫اﻟﻔــﻦ ﻣﺎﻫــﻮ إﻻ اﻧﻌــﻜﺎس اﻟﻮاﻗــﻊ ﰲ‬ ‫ﻋﻤــﻞ ﻓﻨــﻲ«‪.‬‬ ‫ﻗــﺎل ﻣﻴﺸــﻴﻞ‪» :‬اﻟﻬــﺪف ﻣــﻦ‬ ‫اﻟﻨــﺪوة ﻫــﻮ إﺑــﺮاز اﳌﺸــﺎﻛﻞ‬ ‫اﻻﺟﺘامﻋﻴــﺔ واﻟﺜﻘﺎﻓﻴــﺔ اﻟﺘــﻲ ﻣــﺮ ﺑﻬــﺎ‬ ‫أﺑﻄــﺎل اﻟﻌﻤــﻞ و ﺗــﻢ اﺳــﺘﻀﺎﻓﺔ ﻓﺮﻳــﻖ‬ ‫اﻟﻌﻤــﻞ ﻟﻜﻮﻧﻬــﻢ ﺷــﺨﺼﻴﺎت ﻋﺎﻣــﺔ‬ ‫وﻗــﺪوة ﻟﻜﺜــري ﻣــﻦ اﻟﻨــﺎس ورأﻳﻬــﻢ‬ ‫ﰲ ﺗﻠــﻚ اﳌﺸــﻜﻼت ﻣــﻦ اﳌﻤﻜــﻦ أن‬ ‫ﻳﻔﻴــﺪ اﳌﺴــﺘﻤﻌني«‪.‬‬ ‫ﺗﺤــﺪث أﻣــري ﻋــﻦ ﻃﺒﻴﻌــﺔ اﻟﻌﻼﻗــﺔ‬ ‫ﺑــني أﻓــﺮاد اﻷﴎة ﰲ اﳌﺴﻠﺴــﻞ‪ ،‬ﺣﻴــﺚ‬ ‫أﻧﻬــﻢ مل ﻳﻜﻮﻧــﻮا ﻋــﲆ ﺗﻮاﺻــﻞ‪ ،‬ﻓﺴــﺄل‬ ‫أﻣــري ﻓﺮﻳــﻖ اﻟﻌﻤــﻞ ﻋــام إذا ﻛﺎن ﺳــﻮء‬ ‫اﻟﱰاﺑــﻂ اﻷﴎي ﻫــﻮ أﺣــﺪ أﺳــﺒﺎب‬ ‫ﻣﺸــﺎﻛﻞ ﻫــﺬه اﻷﴎة‪.‬‬ ‫ﻓﻌﻠــﻖ ﺣﺒﻴــﺐ ُﻣﺠِﻴ ًﺒــﺎ أن ﺳــﻮء‬ ‫اﻟﱰاﺑــﻂ اﻷﴎي دامئًــﺎ ﻣــﺎ ﻳﺨﻠــﻖ‬ ‫اﻟﻜــﺬب واﳌﺸــﺎﻛﻞ ﻣﻮﺿ ًﺤــﺎ أن ﰲ‬ ‫ﺑﻌــﺾ ﻣﺸــﺎﻫﺪ اﳌﺴﻠﺴــﻞ ﻛﺎﻧــﺖ‬ ‫آﻣــني )اﻷم( ﻻ ﺗﻌﻠــﻢ أن اﺑﻨﻬــﺎ اﻷﺻﻐــﺮ‬ ‫مل ﻳَ ِﺒــﺖ ﰲ اﳌﻨــﺰل وﻫــﺬا ﻣــﻦ اﻟﺪﻻﺋــﻞ‬ ‫ﻋــﲆ ﻋــﺪم وﺟــﻮد أي ﻋﻼﻗــﺔ ﻟﻠﱰاﺑــﻂ‬ ‫ﺑــني ﻫــﺬه اﻟﻌﺎﺋﻠــﺔ‪.‬‬ ‫ﺑﺎﻹﺿﺎﻓــﺔ إﱃ ذﻟــﻚ‪ ،‬ﻗﺎﻟــﺖ ﺧﻠﻴــﻞ‬ ‫إن ﻣﻌﻈــﻢ اﻟﺸــﺒﺎب ﻻ ﻳﴫﺣــﻮن‬ ‫ﻷﻫﻠﻬــﻢ ﺑــﻜﻞ ﺗﻔﺎﺻﻴــﻞ ﺣﻴﺎﺗﻬــﻢ‪ ،‬وأن‬ ‫اﻷﻫــﻞ ﻳﻠﻌﺒــﻮن دو ًرا ﰲ ﺣﻴــﺎة اﻷوﻻد‬ ‫إﱃ ﺳــﻦ ﻣﻌﻴﻨــﺔ ﺛــﻢ ﻳﻨﺘﻬــﻲ دورﻫــﻢ‬ ‫و ﻳﺒــﺪأ اﻷوﻻد ﰲ ﻋﻴــﺶ اﻟﺤﻴــﺎة اﻟﺘــﻲ‬ ‫ﻳﺮﻏﺒﻮﻧﻬــﺎ ﻷﻧﻔﺴــﻬﻢ‪.‬‬ ‫ومل ﻳﻘﺘــﴫ اﻟﺤﺪﻳــﺚ ﻋــﲆ ذﻟــﻚ‪،‬‬ ‫ـﺆاﻻ ﻋــﻦ اﻟﺰوﺟــﺔ‬ ‫ﻓﻘــﺪ أﺿــﺎف أﻣــري ﺳـ ً‬ ‫اﻟﺘــﻲ ﺗﻌﻴــﺶ ﻋــﲆ دراﻳــﺔ ﺑﺨﻴﺎﻧــﺔ‬ ‫زوﺟﻬــﺎ وﻻ ﺗﻌــﱰض ﻋــﲆ ﻫــﺬه‬ ‫اﻟﺨﻴﺎﻧــﺔ‪ ،‬وﻫــﻮ اﻟــﺪور اﻟــﺬي ﻟﻌﺒﺘــﻪ‬

‫اﳌﻘــﺪم )زﻳــﺰي(‪.‬‬ ‫ﻋﻠﻘــﺖ اﳌﻘــﺪم ﻋــﲆ أن ﻫﻨــﺎك‬ ‫ﺳــﻴﺪات ﰲ اﻟﺤﻴــﺎة ﻋــﲆ دراﻳــﺔ ﺑﺨﻴﺎﻧــﺔ‬ ‫أزواﺟﻬــﻦ ﻟﻬــﻦ وﻳﻌﺸــﻦ ﻟﻠﺤﻔــﺎظ‬ ‫ﻋــﲆ اﻟﺒﻴــﺖ ‪ .‬وﻳﻌــﻮد اﻟﺴــﺒﺐ ﰱ‬ ‫ذﻟــﻚ إﱃ اﻟﺤــﺐ‪ ،‬وﺿﺤﻜــﺖ ﻗﺎﺋﻠــﺔ‬ ‫إﻧﻬــﺎ ﰲ ﺣﻴﺎﺗﻬــﺎ اﻟﺨﺎﺻــﺔ ﻻ ﺗﻮاﻓــﻖ‬ ‫زﻳــﺰي اﻟﺘــﻲ ﻣﺜﻠﺘﻬــﺎ ﰲ اﳌﺴﻠﺴــﻞ‪.‬‬ ‫وأﺿﺎﻓــﺖ ﻣﺮﻳــﻢ اﻟﺨﺸــﺖ‪ ،‬اﻟﺘــﻲ‬ ‫ﻟﻌﺒــﺖ دور ﺷــﻬرية‪ ،‬إن دراﻳــﺔ اﻟﺰوﺟــﺔ‬ ‫ﺑﺨﻴﺎﻧــﺔ زوﺟﻬــﺎ ﻟﻬــﺎ ﻫــﻮ ﳾء ﻻ‬ ‫ﻳﻐﺘﻔــﺮ ﻟﺬﻟــﻚ ﺗﺮﻛــﺖ زﻳــﺰي اﳌﻨــﺰل‬ ‫ﰲ آﺧــﺮ اﳌﺴﻠﺴــﻞ ﻟﺰوﺟﻬــﺎ اﻟﺪﻛﺘــﻮر‬ ‫ﻫﺸــﺎم‪ ،‬واﻟــﺬي ﻟﻌــﺐ دوره اﻟﻔﻨــﺎن‬ ‫ﻓﺘﺤــﻲ ﻋﺒﺪاﻟﻮﻫــﺎب‪ ،‬وأن زﻳــﺰي مل‬ ‫ﺗﻜــﻦ ﻗــﺎدرة ﻋــﲆ ﺗﺤﻤــﻞ اﳌﺰﻳــﺪ ﻣــﻦ‬ ‫اﻟﺨﻴﺎﻧــﺔ‪.‬‬ ‫أﻣــﺎ ﻋــﻦ اﻟﻔﻘــﺮة اﻟﺜﺎﻧﻴــﺔ ﻣــﻦ‬ ‫اﻟﻨــﺪوة‪ ،‬ﻓﻜﺎﻧــﺖ أﺳــﺌﻠﺔ ﻣﻮﺟﻬــﺔ ﻣــﻦ‬ ‫اﻟﻄــﻼب ﻟﻔﺮﻳــﻖ اﻟﻌﻤــﻞ واﻟﺘــﻲ ﻓﺎﺟــﺄ‬ ‫ﺧﻼﻟﻬــﺎ اﻟﻄــﻼب ﺧﻠﻴــﻞ ﺑﺎﻟﻐﻨــﺎء ﻟﻬــﺎ‬ ‫اﺣﺘﻔــﺎﻻ ﺑﻌﻴــﺪ ﻣﻴﻼدﻫــﺎ وﺷــﺎرك ﻛﻞ‬ ‫ً‬ ‫اﻟﺤﻀــﻮر ﰲ اﻟﻐﻨــﺎء‪.‬‬ ‫ﺳــﺄل أﺣــﺪ اﻟﺤﻀــﻮر ﺣﺒﻴــﺐ‬ ‫ﰲ ﻓﻜــﺮة اﻟﺜﻼﺛــني ﺣﻠﻘــﺔ ﻟﻠﻌﻤــﻞ‬ ‫اﻟﺘﻠﻴﻔﺰﻳــﻮين ﻣﻮﺿ ًﺤــﺎ أن ﻫﻨــﺎك‬ ‫ﻣﺴﻠﺴــﻼت أﺟﻨﺒﻴــﺔ ﺗﻘﺘــﴫ ﻋــﲆ أﻗــﻞ‬ ‫ﻣــﻦ ﻋــﴩ ﺣﻠﻘــﺎت وﺗﻜــﻮن ﻣﺆﺛــﺮة‬ ‫وﺗﺜﺒــﺖ ﻧﺴــﺒﺔ ﻣﺸــﺎﻫﺪة ﻋﺎﻟﻴــﺔ‪.‬‬ ‫ﻓــﺮد ﺣﺒﻴــﺐ ﻋــﲆ ﻫــﺬا اﻟﺴــﺆال‬ ‫ﻣﻮﺿ ًﺤــﺎ أﻧــﻪ ﺟــﺮى اﻟﻌــﺮف ﻋــﲆ‬ ‫اﻟﺜﻼﺛــني ﺣﻠﻘــﺔ‪ ،‬ﻷن اﻟــﴩﻛﺎت اﳌﻮزﻋــﺔ‬ ‫ﻟﻠﻤﺴﻠﺴــﻼت ﺗﺮﻳــﺪ أن ﺗﺠﻤــﻊ إﻋﻼﻧــﺎت‬ ‫اﻟﺜﻼﺛــني ﻳﻮ ًﻣــﺎ ﺧــﻼل ﺷــﻬﺮ رﻣﻀــﺎن‪،‬‬ ‫وﻟﻜــﻦ ﻗــﺎل ﺣﺒﻴــﺐ إﻧــﻪ ﺳــﻮف ﻳﺒــﺪأ‬ ‫ﰲ اﻟﻌﻤــﻞ ﻋــﲆ اﳌﺴﻠﺴــﻼت اﻟﺘــﻲ‬ ‫ﺗﺘﻜــﻮن ﻣــﻦ ﻋــﴩ أو ﺧﻤــﺲ ﻋــﴩة‬ ‫ﺣﻠﻘــﺔ‪.‬‬ ‫ﻗــﺎل ﺣﺒﻴــﺐ إن اﻟﻬــﺪف ﻣــﻦ‬ ‫ﻫــﺬه اﻟﻨــﺪوة ﻫــﻮ إﻇﻬــﺎر أﺑﻌــﺎد ﻛﻞ‬

‫ﻓﺮﻳﻖ ﻋﻤﻞ ﻣﺴﻠﺴــﻞ ﻻ ﺗﻄﻔﺊ اﻟﺸــﻤﺲ ﻋﲆ ﻣﴪح ﺑﺎﺳــﻴﲇ ﺑﺎﻟﺠﺎﻣﻌﺔ‬

‫ﺷــﺨﺼﻴﺔ ﰲ اﳌﺴﻠﺴــﻞ ﻋــﲆ ﺣــﺪة‪،‬‬ ‫وﺗﻮﺿﻴــﺢ ﻧﻘــﺎط ﺿﻌﻔــﻪ وﻗﻮﺗــﻪ اﻟﺘــﻲ‬ ‫ﻣــﻦ اﳌﻤﻜــﻦ أن ﺗﻜــﻮن ﻣﻼمئــﺔ ﻟــﻜﻞ‬ ‫ﺷــﺨﺺ ﺷــﺎﻫﺪ اﳌﺴﻠﺴــﻞ‪.‬‬ ‫ﻗــﺎل ﻣﺤﻤــﺪ ﻣﺎﺟــﺪ ﻃﺎﻟــﺐ‬ ‫ﺑﺎﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﻗﺴــﻢ ﺳﻴﺎﺳــﺔ‪:‬‬ ‫»ﺗﻌــﺪ اﻟﻨــﺪوة ﻣﻔﻴــﺪة ﺣﻴــﺚ أﻧﻬــﺎ‬ ‫أوﺿﺤــﺖ اﻟﺸــﺨﺼﻴﺎت وﺑﻌﺪﻫــﺎ‬ ‫وأﻳﻀُ ــﺎ ﻋﻤــﻖ ﻛﻞ ﻣﻨﻬــﺎ‪ ،‬وﺟﻌﻠــﺖ ﻟﻨــﺎ‬ ‫ﻓﺮﺻــﺔ ﰲ اﻟﻨﻘــﺎش ﻣــﻊ ﻓﺮﻳــﻖ اﻟﻌﻤــﻞ‪.‬‬ ‫ﻛــام أن اﺧﺘﻴــﺎر اﺳــﺘﻀﺎﻓﺔ ﻓﺮﻳــﻖ‬

‫ﻋﻤــﻞ ﻻ ﺗﻄﻔــﺊ اﻟﺸــﻤﺲ ﻫــﻮ اﺧﺘﻴــﺎر‬ ‫ﻣﻮﻓــﻖ ﻷن ﻫــﺬا اﻟﻌﻤــﻞ ﻫــﻮ أﻓﻀــﻞ‬ ‫اﻧﻌــﻜﺎس ﻟﻠﻮاﻗــﻊ ﻷﻧــﻪ ﻳﺤﺘــﻮي ﻋــﲆ‬ ‫ﻛﻞ اﻟﻄﺒﻘــﺎت اﻻﺟﺘامﻋﻴــﺔ واﻟﺘﻌﻠﻴﻤﻴــﺔ‬ ‫واﻟﺘــﻲ ﺳــﱰﺑﻂ ﻛﻞ ﻣﺘﻔــﺮج ﺑﺸــﺨﺺ‬ ‫ﻣــﻦ ﻓﺮﻳــﻖ اﻟﻌﻤــﻞ ﻋــﲆ ﺣــﺪة«‪.‬‬ ‫واﺣــﺪة ﻣــﻦ اﳌﺸــﺎﻛﻞ اﻟﺘــﻲ ﻋﻠــﻖ‬ ‫ﻋﻠﻴﻬــﺎ ﻓﺮﻳــﻖ اﻟﻌﻤــﻞ ﻫــﻲ ﻣﺸــﻜﻠﺔ‬ ‫اﻟﺼــﻮت‪ ،‬ﺣﻴــﺚ أن اﳌﻴﻜﺮوﻓﻮﻧــﺎت مل‬ ‫ﺗﻜــﻦ ﺗﻌﻤــﻞ ﺑﺠــﻮدة ﻋﺎﻟﻴــﺔ ﻓــﻜﺎن‬ ‫ﻣﻌﻈﻤﻬــﺎ ﻻ ﻳﻌﻤــﻞ ﻋــﲆ اﻹﻃــﻼق‪.‬‬

‫ﺟﻮﻳﺎ اﻟﻌﺠﺎر‬

‫ﻋﻠﻘــﺖ رﺿــﺎ‪» ،‬ﻛﻴــﻒ ﻳﻜــﻮن اﻟﺼــﻮت‬ ‫ﻟــﺪى اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ ﺑﻬــﺬا‬ ‫اﻟﺴــﻮء«‪.‬‬ ‫ﺗــﻢ اﻟﺘﻮاﺻــﻞ ﻣــﻊ اﻟﺸــﺨﺺ‬ ‫اﳌﺴــﺆول ﻋــﻦ اﻟﺼﻮﺗﻴــﺎت ﻟﻠﻨــﺪوة‬ ‫وﻟﻜﻨــﻪ رﻓــﺾ اﻹﻓﺼــﺎح ﻋــﻦ اﻟﺴــﺒﺐ‬ ‫وراء ﺳــﻮء ﺣﺎﻟــﺔ اﻟﺼــﻮت‪.‬‬ ‫و اﻧﺘﻬــﺖ اﻟﻨــﺪوة ﺑﺤﻀــﻮر اﳌﻄــﺮب‬ ‫زاب ﺛــﺮوت ﻣﻐﻨــﻲ اﻟــﺮاب ‪ ،‬اﻟــﺬي‬ ‫ﻏﻨــﻰ ﺑﻌــﺾ اﻷﻏــﺎين ﻣﻨﻬــﺎ )ﻧــﻮر( و‬ ‫اﻟﺘــﻲ ﺷــﺎرﻛﺘﻪ ﰲ ﻏﻨﺎﺋﻬــﺎ اﻣﻴﻨــﺔ ﺧﻠﻴــﻞ‪.‬‬

‫اجلامعــة األمريكية يف الون الزهري‬

‫ص‪٢‬‬

‫الرياضــة مادة جناح ورســوب باملدارس‬

‫ص‪٣‬‬

‫بــن حريــري‪ ،‬حماس وحزب اهلل‬

‫ص‪٤‬‬

‫اﻷﺣﺪ ‪ ١٢‬ﻧﻮﻓﻤﱪ‪ ٢.١٧ ،‬اﳌﺠﻠﺪ ‪ ٩٩‬اﻟﻌﺪد ‪٦‬‬

‫احتاد الطــاب وإدارة اجلامعة على طاولة املفاوضة‬

‫ﻣﻔﺎوﺿــﺔ اﺗﺤــﺎد اﻟﻄــﻼب ﻣــﻊ ادارة اﻟﺠﺎﻣﻌــﺔ ﺣــﻮل اﳌﺸــﺎﻛﻞ اﻟﺠﺎﻣﻌﻴــﺔ‬ ‫تقرير‪ :‬جويا العجار وعمر املر‬

‫أﻋﻠــﻦ اﺗﺤــﺎد اﻟﻄــﻼب ﻣﻦ ﺧــﻼل ﺻﻔﺤﺘﻪ‬ ‫اﻟﺮﺳــﻤﻴﺔ ﻋﲆ ﻣﻮﻗﻊ اﻟﻔﻴﺴــﺒﻮك ﰲ ‪ ٣‬ﻧﻮﻓﻤﱪ‬ ‫أن اﳌﻔﺎوﺿــﺎت ﻣــﻊ اﻹدارة ﻗــﺪ أﺳــﻔﺮت ﻋــﻦ‬ ‫ﻧﺘﺎﺋﺞ ﻓﻴام ﻳﺘﻌﻠﻖ ﺑﻘﻀﺎﻳﺎ ﻛﺎﻣـريات اﳌﺮاﻗﺒﺔ‪،‬‬ ‫ﻣﻨــﻊ دﺧــﻮل اﻟﻄــﻼب اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ ﺑﻌﺪ‬ ‫اﻟﻌــﺎﴍة ﻣﺴــﺎ ًء‪ ،‬وﺳــﻌﺮ ﺗﺬﻛــﺮة اﻟﺤﺎﻓــﻼت‬ ‫و ﺿــﻢ ﻣﻤﺜــﲇ ﻣــﻦ اﺗﺤــﺎد اﻟﻄــﻼب ﻟﻠﺠﻨــﺔ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﳌﺎﻟﻴﺔ‪.‬‬

‫وﻧﺘﻴﺠــﺔ ﻟﺬﻟــﻚ‪ ،‬إﺗﻔــﻖ اﺗﺤﺎد اﻟﻄــﻼب ﻣﻊ‬ ‫اﻹدارة ﻋــﲆ ﺧﻤﺴــﺔ ﻣﻄﺎﻟﺐ ﻣﻦ أﺻﻞ ﺳــﺘﺔ‬ ‫ﻋــﴩ ﻣﻄﻠ ًﺒــﺎ ﺗــﻢ ﺗﻘﺪميﻬــﺎ ﺧــﻼل اﻟﺤﺮﻛــﺔ‬ ‫اﻟﻄﻼﺑﻴــﺔ ﰲ اﻟﺨﺎﻣــﺲ ﻋــﴩ ﻣــﻦ أﻛﺘﻮﺑــﺮ‪.‬‬ ‫ﻗﺎل ﻋﻤﺮ رزق‪ ،‬ﻣﺴــﺆول اﻟﺘﻤﺜﻴﻞ اﻟﺴــﻴﺎﳼ‬ ‫ﺑﺎﻻﺗﺤــﺎد‪» :‬اﻹدارة وﻛﻞ ﻋﻀــﻮ ﰲ اﳌﺠﺘﻤــﻊ ﰲ‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ أﻣﺮﻫــﻢ ﻣﻬــﻢ ﺑﺎﻟﺘﺄﻛﻴﺪ‪.‬‬ ‫وﻣــﻊ ذﻟــﻚ ﺗــﻢ إﻧﺸــﺎء ﻫــﺬه اﻟﺠﺎﻣﻌــﺔ‬ ‫ﻟﻠﻄــﻼب‪ .‬إﻧﻬــﺎ ﺑﻨﻴــﺖ ﻟﻠﻄــﻼب‪ .‬اﻟﺠﺎﻧــﺐ‬ ‫اﻟﺮﺋﻴــﴘ ﻫﻨــﺎ ﻫــﻮ ﺗﺜﻘﻴــﻒ اﻟﻄﺎﻟــﺐ‪ .‬إﻧﻨــﻲ‬

‫ﻫﺒﺔ ﻓﺆاد‬

‫ﻻ أﻣﻴــﺰ‪ ،‬وﻟﻜــﻦ ﻛﻮﻧــﻪ واﻗﻌ ٍّﻴــﺎ‪ ،‬ﻋﻨﺪﻣــﺎ ﻳﻜــﻮن‬ ‫اﻟﻄــﻼب ﻫــﻢ اﻟﺠــﺰء اﻟﺤﻴــﻮي ﰲ اﳌﺠﺘﻤــﻊ‪،‬‬ ‫ﻳﺠــﺐ ﻋﻠﻴﻬــﻢ أن ﻳﻘﻔــﻮا إذا واﺟﻬﺘﻬــﻢ‬ ‫ﻣﺸــﺎﻛﻞ‪«.‬‬ ‫ﺗــﻢ اﻟﻘﻀــﺎء ﻋــﲆ ﻗﺎﻋــﺪة ﻣﻨــﻊ دﺧــﻮل‬ ‫اﻟﻄــﻼب ﻟﻠﺤــﺮم اﻟﺠﺎﻣﻌــﻲ ﺑﻌــﺪ اﻟﺴــﺎﻋﺔ‬ ‫اﻟﻌــﺎﴍة ﻣﺴــﺎ ًء‪ ،‬وذﻟــﻚ ﳌﺴــﺎﻋﺪة اﻟﻄــﻼب‬ ‫ﰲ اﻟﺪﺧــﻮل واﻟﺨــﺮوج ﻣــﻦ اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‬ ‫ﰲ أي وﻗــﺖ ﺣﺘــﻰ ﻳﻌﻤﻠـﻮا ﻋﲆ ﻣﺸــﺎرﻳﻌﻬﻢ‬ ‫ﺑــﺪون ﺗﻮﺗــﺮ وﺗﻘﻴﻴــﺪ ﺑﻮﻗــﺖ ﻣﺤــﺪد‪.‬‬

‫ﻗــﺎل ﺑﺮاﻳــﻦ ﻣﺎﻛﺪوﻏــﺎل ﻧﺎﺋــﺐ رﺋﻴــﺲ‬ ‫اﻟﻠﺠﻨــﺔ اﳌﺎﻟﻴــﺔ ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‬ ‫ﺑﺎﻟﻘﺎﻫــﺮة‪» ،‬ﻧﺤــﻦ ﰲ اﻹدارة دامئــﺎ ﻣﻨﻔﺘﺤــﻮن‬ ‫ﳌﻨﺎﻗﺸــﺔ اﳌﺨــﺎوف اﻟﺘــﻲ أﺛﺎرﻫــﺎ ﻃــﻼب‬ ‫اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴﺔ‪ ،‬واﻟﺴــﻌﻲ ﻹﻳﺠﺎد ﺣﻠﻮل‬ ‫ﻟﻬــﺬه اﳌﺨــﺎوف ﻋــﲆ أﺳــﺎس ﻣﺴــﺘﻤﺮ«‪.‬‬ ‫ﺑﺎﻹﺿﺎﻓــﺔ إﱃ ذﻟــﻚ ‪،‬ﺗــﻢ ﺗﻌﺪﻳــﻞ ﺗﺮﺗﻴﺒــﺎت‬ ‫»ﻛﺎﻣـريات اﳌﺮاﻗﺒﺔ اﳌﺮﺋﻴﺔ« اﳌﻮﺟﻮدة رﺳــﻤﻴٍّﺎ‪.‬‬ ‫وﻗــﺎل اﺗﺤــﺎد اﻟﻄــﻼب‪» ،‬ﻻ ﻳﺠﻮز اﺳــﺘﺨﺪام‬ ‫اﻟﻜﺎﻣـريات ﳌﺮاﻗﺒــﺔ اﻟﻄــﻼب ﻷﺳــﺒﺎب ﺗﺘﻌﻠﻖ‬

‫ﺑﺎﻟﻌﺼﻴــﺎن اﻟﺴــﻴﺎﳼ‪ ،‬وﻻ ﻳﺠــﻮز ﻟــﻺدارة‬ ‫اﺳــﺘﺨﺪام اﻟﻜﺎﻣـريات ﺿــﺪ اﻟﺤــﺮﻛﺎت اﳌﺪﻧﻴﺔ‬ ‫اﻟﻄﻼﺑﻴﺔ‪«.‬‬ ‫ﻟﻴــﺲ ذﻟــﻚ ﻓﺤﺴــﺐ‪ ،‬ﺑــﻞ ﻳﺠــﺐ ﻋــﲆ‬ ‫اﻟﺠﺎﻣﻌــﺔ أﻳﻀً ــﺎ اﺣ ـﱰام اﻟﺤﺮﻳــﺔ اﻟﺸــﺨﺼﻴﺔ‬ ‫ﻟﻠﻄﺎﻟــﺐ وﻻ ﻳﺠــﻮز ﻟﻬــﺎ اﺳــﺘﺨﺪام اﻟﻜﺎﻣريات‬ ‫ﻛﺪﻟﻴــﻞ ﻣﻘﺒــﻮل‪ -‬ﻣﺒــﺎﴍ أو ﻏــري ﻣﺒــﺎﴍ ‪ -‬إﻻ‬ ‫ﰲ ﺣــﺎﻻت اﻻﻋﺘــﺪاء اﻟﺠﻨــﴘ‪ /‬اﻟﺠﺴــﺪي‬ ‫واﻟﴪﻗــﺔ واﻟﺘﻬﺪﻳــﺪات اﻟﻠﻔﻈﻴــﺔ‪.‬‬ ‫ﻗــﺎل رزق‪» ،‬ﻳﺠــﺐ أن أﻛــﻮن ﻋﺎدﻻً وﻧﺰﻳﻬـًــﺎ‬ ‫متﺎ ًﻣــﺎ‪ ،‬ﻟﻘــﺪ ﻟﻌﺒــﺖ اﻟﻜﺎﻣ ـريات اﻷﻣﻨﻴــﺔ دو ًرا‬ ‫ﻛﺒـ ًريا ﰲ اﻟﻌﺪﻳــﺪ ﻣــﻦ اﻟﺤــﺎﻻت داﺧــﻞ اﻟﺤﺮم‬ ‫اﻟﺠﺎﻣﻌــﻲ‪ .‬وﻣــﻊ ذﻟــﻚ‪ ،‬ﻓــﺈن اﻟﻜﻤﻴــﺔ اﻟﺰاﺋــﺪة‬ ‫ﻣــﻦ ﻋــﺪد اﻟﻜﺎﻣـريات اﻷﻣﻨﻴــﺔ ﺗﺜــري اﻟﻌﺪﻳــﺪ‬ ‫ﻣــﻦ اﻷﺳــﺌﻠﺔ‪ .‬ﻓﺎﻟﺠﺎﻣﻌــﺔ ﻟﺪﻳﻬــﺎ ﺣ ـﻮاﱄ ‪٢٠‬‬ ‫ﻛﺎﻣ ـريا ﺗﺮاﻗــﺐ اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ وﻛﺎن ﻣــﻦ‬ ‫اﳌﺘﻮﻗــﻊ أن ﺗﺰﻳــﺪ ﻗﺒــﻞ اﳌﻔﺎوﺿــﺎت اﻟﺘــﻲ‬ ‫متــﺖ‪ ،‬ﻣام ﺟﻌﻠﺘﻨــﺎ ﻧﺤﻦ‪-‬اﻟﻄﻼب‪ -‬ﻧﺸــﻌﺮ أن‬ ‫ﻫﻨــﺎك ﺷــﻴﺌًﺎ ﻏــري ﺻﺤﻴــﺢ ﻳــﺪور‪ .‬و ﺟﻌﻠﺘﻨــﺎ‬ ‫ﻧﺘﺴــﺎءل ﻣــﻦ ﻳﺮاﻗﺒﻨﻲ؟ ﻛﻴﻒ ﻳﻜــﻮن ﺑﺈﻣﻜﺎﻧﻪ‬ ‫اﺳــﺘﺨﺪام ﺗﻠــﻚ اﻷﺷــﻴﺎء ؟«‬ ‫ﺑﺎﻹﺿﺎﻓــﺔ إﱃ أﻧــﻪ ﻳﺠــﺐ اﻟﺤﻔــﺎظ دامئًــﺎ‬ ‫ﻋــﲆ اﳌﺒــﺎين اﻟﺘﻌﻠﻴﻤﻴــﺔ ﻛﻤﻨﺎﻃــﻖ ﺧﺎﻟﻴﺔ ﻣﻦ‬ ‫اﳌﺮاﻗﺒــﺔ‪ .‬وﻫــﺬا ﻳﻌﻨــﻲ أﻧــﻪ ﻻ ﺗﻮﺟــﺪ ﻛﺎﻣـريا‬ ‫ﺗﻌﻤــﻞ‪ ،‬ﻳﺘــﻢ زراﻋﺘﻬﺎ ﺑﺸــﻜﻞ ﻣﺆﻗــﺖ أو داﺋﻢ‬ ‫داﺧــﻞ ﻣﺒﻨــﻰ ﺗﻌﻠﻴﻤﻲ‪.‬‬ ‫وأوﺿــﺢ اﻟﻠــﻮاء ﻣﺤﻤــﺪ ﻋﺒﻴــﺪ اﳌﺪﻳــﺮ‬ ‫اﻟﺘﻨﻔﻴــﺬي ﻟﻸﻣــﻦ ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‬ ‫ﺑﺎﻟﻘﺎﻫــﺮة أﻧﻬﻢ ﻳﻠﺠــﺄون إﱃ اﻟﻜﺎﻣريات ﻋﻨﺪﻣﺎ‬ ‫ﻳﺘــﻢ اﻹﺑــﻼغ ﻋــﻦ ﺣﺎدﺛــﺔ‪ ،‬ﻛــام أن اﻷﻣــﻦ‬ ‫ﻳــﺪرس اﻟﻠﻘﻄــﺎت اﻟﺘــﻲ ﺳــﺎﻋﺪﺗﻬﻢ ﻋــﲆ ﺣﻞ‬ ‫اﻟﻌﺪﻳــﺪ ﻣــﻦ ﺣــﺎﻻت اﻟﴪﻗــﺔ ﻣﻦ ﻗﺒــﻞ‪ .‬وأﻛﺪ‬ ‫ﻋﺒﻴــﺪ ﻋــﲆ ﺣــﻖ اﻟﻄــﻼب ﰲ ﺣﺮﻳــﺔ اﻟﺘﻌﺒري‪.‬‬ ‫وأوﺿــﺢ أﻳﻀً ــﺎ أن اﻟﻄــﻼب أﺣــﺮار ﰲ ﻓﻌــﻞ‬ ‫ﻣــﺎ ﻳﺮﻳــﺪون ﻃﺎﳌــﺎ أﻧــﻪ مل ﻳﺘــﻢ اﻧﺘﻬــﺎك أي‬ ‫ﺳﻴﺎﺳــﺎت‪ ،‬وﺧﺎﺻــﺔ اﻟﺘﺨﺮﻳــﺐ‪.‬‬ ‫وﴏح اﺗﺤــﺎد اﻟﻄــﻼب أﻳﻀً ــﺎ ﻋــﲆ أن‬ ‫أي ﻋﻀــﻮ ﻣــﻦ أﻋﻀــﺎء اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‬ ‫ﺳﻴﺴــﺘﺨﺪم اﻟﻜﺎﻣريات أو أي ﻣﻮاد ﺗﻢ ﺟﻤﻌﻬﺎ‬ ‫ﻟﺘﻬﺪﻳــﺪ أي ﻋﻀــﻮ آﺧــﺮ ﰲ ﻣﺠﺘﻤــﻊ اﻟﺠﺎﻣﻌﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ ﺑﺎﻟﻘﺎﻫــﺮة‪ ،‬ﺳــﻮف ﻳﻌﺎﻗــﺐ ﻗﺎﻧﻮﻧ ٍّﻴﺎ‬ ‫وﻓﻘـــﺎ ﻟﺴﻴﺎﺳــﺎت اﻟﺠﺎﻣﻌﺔ‪.‬‬

‫وﻗــﺎل رزق‪» ،‬ﻻ ﺗﺮﺗﺒــﻂ اﻟﻜﺎﻣـريات ﻓﻘــﻂ‬ ‫ﺑﺎﻟﻄــﻼب‪ .‬اﻹدارة أﻛــرث ﻗﻠﻘـًــﺎ ﺑﺸــﺄن اﻟﻘﻀﺎﻳــﺎ‬ ‫اﻹدارﻳــﺔ واﻟﺘــﻲ ﺗﺘﻌﻠــﻖ ﺑﺎﻟﻌــامل اﻟﺠــﺪد‬ ‫داﺧــﻞ اﻟﺤﺮم اﻟﺠﺎﻣﻌــﻲ‪ .‬ﻓﺎﻟﻜﺎﻣريات أﺳﺎﺳـًــﺎ‬ ‫ﻟﻸﻣــﻦ اﻟﻌــﺎم ﺑﺎﻟﺠﺎﻣﻌــﺔ‪«.‬‬ ‫وﻣــﻊ ذﻟــﻚ‪ ،‬ﻣــﻦ اﳌﻘــﺮر أن ﻳﻌﻘــﺪ اﻻﺗﺤــﺎد‬ ‫اﻟﻄــﻼيب ﻣﻔﺎوﺿــﺎت ﻣــﻊ ﺑﺮﻳــﺎن ﻣــﺎك‬ ‫دوﻏﺎل‪،‬اﳌﺪﻳــﺮ اﳌــﺎﱄ ﻟﻠﺠﺎﻣﻌــﺔ ﻟﻠﻮﺻــﻮل إﱃ‬ ‫ﻗﺮار ﺑﺸــﺄن رﺳﻮم اﻟﺘﻜﻠﻔﺔ اﻟﺘﻌﻠﻴﻤﻴﺔ اﻟﺼﺎدرة‬ ‫ﰲ اﻟﻮﻗــﺖ اﻟﺤــﺎﴐ‪ ،‬ﻓﻀـ ًـﻼ ﻋﻦ ﺗﻌﺰﻳﺰ ﺗﻜﻠﻔﺔ‬ ‫ﺗﺬﻛــﺮة اﻟﺤﺎﻓﻠــﺔ‪ ،‬إﺿﺎﻓــﺔ إﱃ ﺗﻘﺪﻳــﻢ ﻣﻤﺜﻠني‬ ‫اﺛﻨــني ﻣــﻦ اﳌﺎﻟﻴــﺔ‪.‬‬ ‫وﻗــﺎل ﻣﺎﻛﺪوﻏــﺎل‪» ،‬إن اﳌﺤﺎدﺛــﺎت ﺣــﻮل‬ ‫ﻗﻀﺎﻳــﺎ ﻣﺜــﻞ ﻛﺎﻣ ـريات اﳌﺮاﻗﺒــﺔ وﺧﺪﻣــﺎت‬ ‫اﻷﻏﺬﻳــﺔ ﻛﺎﻧــﺖ ﺟﺎرﻳــﺔ ﺑﺎﻟﻔﻌــﻞ ﻗﺒــﻞ ﻣﺎرس‬ ‫اﻟﻘــﺎدم وﺳﺘﺴــﺘﻤﺮ ﻫــﺬه اﳌﺤﺎدﺛــﺎت ﺣﺘــﻰ‬ ‫ﻳﻜــﻮن ﻫﻨﺎك ﻓﻬــﻢ أﻓﻀﻞ ﻟﻠﺴﻴﺎﺳــﺎت وأﻳﻀً ﺎ‬ ‫ﺗﻮﺿﻴــﺢ اﻟﺨﻄ ـﻮات اﻟﺘــﻲ ميﻜــﻦ اﺗﺨﺎذﻫــﺎ‬ ‫ﻟﺤــﻞ اﳌﺨــﺎوف‪«.‬‬ ‫إن اﺗﺤــﺎد اﻟﻄــﻼب ﻻ ﻳﺴــﺘﻤﺪ ﻗﻮﺗــﻪ‬ ‫ﻣــﻦ ﺻــﻮت اﻟﻄــﻼب ﻓﻘــﻂ وﻟﻜــﻦ ﺗﻠﻌــﺐ‬ ‫اﻷﺣــﺰاب اﻟﺴﻴﺎﺳــﻴﺔ داﺧــﻞ اﻟﺠﺎﻣﻌــﺔ دو ًرا‬ ‫ﻛﺒــ ًريا ﰲ ﻣﺴــﺎﻧﺪﺗﻪ ﰲ اﺗﺨــﺎذ ﻗﺮاراﺗــﻪ‪.‬‬ ‫ﻗــﺎل ﻣﺼﻄﻔــﻰ اﻟﻜــﻮردي اﳌﺘﺤــﺪث‬ ‫اﻟﺮﺳــﻤﻲ ﺑﺈﺳــﻢ اﻟﺤــﺰب اﻟﺴــﻴﺎﳻ اﻷﺣﻤــﺮ‪:‬‬ ‫» ﻧﺤــﻦ ﻛﺄﺣ ـﺰاب ﺳﻴﺎﺳــﻴﺔ ﻧﻘــﻒ ﺑﺠﺎﻧــﺐ‬ ‫اﺗﺤــﺎد اﻟﻄــﻼب ﰲ ﻛﻞ ﺧﻄــﻮة ﺑﻌــﺪ أن‬ ‫ﻧﺘﻔــﻖ ﺳــﻮﻳٍّﺎ ﻋــﲆ ﻛﻞ ﳾء و ﻋــﲆ ﻣــﺎ ﻳﺘــﻢ‬ ‫ﺑﺎﻟﺘﻔﺼﻴــﻞ ﺣﺘــﻰ ﻧﻜــﻮن ﻳـﺪًا واﺣــﺪة ﺗﺴــﻨﺪ‬ ‫ﺑﻌﻀﻬــﺎ ﺑﻌﻀً ــﺎ‪«.‬‬ ‫وﺑﺎﻹﺿﺎﻓــﺔ إﱃ ذﻟــﻚ‪ ،‬ﻓــﺈن إدارة اﻟﺠﺎﻣﻌــﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ ﺗﺪﻋــﻢ ﻧﻈﺮﻳــﺔ اﳌﺤﺎدﺛــﺔ ﺑــني‬ ‫اﻟﻄــﻼب ﻟﻠﻮﺻــﻮل إﱃ ﺣﻠــﻮل ﻣﻨﺎﺳــﺒﺔ‬ ‫ﳌﻄﺎﻟﺒﻬــﻢ اﻵن وﰲ اﳌﺴــﺘﻘﺒﻞ ﺑﻄﺮﻳﻘــﺔ‬ ‫دميﻘﺮاﻃﻴــﺔ وﻣﺘﻘﺪﻣــﺔ‪.‬‬ ‫ﴫا‬ ‫ﻗــﺎل ﻣﺎﻛﺪوﺟــﺎل‪» ،‬أﻋﺘﻘــﺪ أن ﻋﻨــ ً‬ ‫أﺳﺎﺳـ ٍّﻴﺎ ﻟﺤــﻞ ﺟﻤﻴــﻊ ﻫــﺬه اﳌﻄﺎﻟﺐ ﻳﺘﻌﻠﻖ‬ ‫ﺑﺎﻟﺘﻮاﺻــﻞ‪ ،‬ﻓﻜﺜــ ًريا ﻣــﺎ ﺗﻜــﻮن اﻟﻄﺮﻳﻘــﺔ‬ ‫اﻟﻮﺣﻴــﺪة ﻟﺘﺤﻘﻴــﻖ ﺗﻘــﺪم ﻣﻠﻤــﻮس ﻫــﻲ‬ ‫اﻟﺠﻠــﻮس ﻣ ًﻌــﺎ واﻻﺳــﺘامع إﱃ ﺟﻤﻴﻊ وﺟﻬﺎت‬ ‫اﻟﻨﻈــﺮ؛ ﻫــﺬا ﳾء أﺗﻮﻗــﻊ أﻧﻨــﺎ ﺳــﻨﻮاﺻﻞ‬ ‫ﺟﻤﻴ ًﻌــﺎ اﻟﻘﻴــﺎم ﺑــﻪ‪«.‬‬

‫مؤسـســـة حـلـــم ودمـــج ذوي االحــتـياجـــات الفـائـقـــة‬ ‫تقرير‪ :‬سارة محمد‬

‫ﰲ ﻣﺤﺎوﻟــﺔ ﻟﺘﺴــﻬﻴﻞ ﺣﺮﻛــﺔ ذوي‬ ‫اﻟﻘــﺪرات اﻟﻔﺎﺋﻘــﺔ ﰲ ﻣــﴫ‪ ،‬أﻃﻠﻘــﺖ‬ ‫ﻣﺆﺳﺴــﺔ ﺣﻠــﻢ ﻳــﻮم ‪ ٢٧‬أﻛﺘﻮﺑــﺮ‪ ،‬ﺣﻤﻠــﺔ‬ ‫»اﻟﺤﺮﻛــﺔ ﺑﻜﻠﻴــﻚ« ﻣــﻦ ﺧــﻼل ﻧــﴩ ﻓﻴﺪﻳﻮ‬ ‫ﻋــﲆ اﻟﻔﻴــﺲ ﺑــﻮك ﻟﻠﺘﻮﻋﻴــﺔ ﺑﺎﳌ ُﻌﺎﻧــﺎة اﻟﺘﻲ‬ ‫ﺗﻮاﺟــﻪ ذوي اﻟﻘــﺪرات اﻟﻔﺎﺋﻘــﺔ ﺑﺸــﻜﻞ‬ ‫ﻳﻮﻣــﻲ‪.‬‬ ‫أﻃﻠﻘــﺖ اﳌﺆﺳﺴــﺔ اﻟﺤﻤﻠــﺔ ﺑﺎﻟﺘﻌــﺎون‬ ‫ﻣــﻊ ﻛﻠﻴﻚ‪-‬ﻓﻨﺪﻧــﺞ )‪،(Click-Funding‬‬ ‫ﻟﻠﺘﺤﺴــني ﻣــﻦ ﻣﺤﻴــﻂ ﺟﺎﻣﻌــﺔ اﻟﻘﺎﻫــﺮة‬ ‫ﻟــيك ﻳﻜــﻮن ﻣﺘﺎ ًﺣــﺎ ﻟﻸﺷــﺨﺎص ذوي‬ ‫اﻟﻘــﺪرات اﻟﻔﺎﺋﻘــﺔ‪.‬‬ ‫إن ﺗﻘﻨﻴــﺔ اﻟﺤﻤﻠــﺔ ﺗﻌﻤــﻞ ﻋــﲆ ﻧﻈــﺎم‬ ‫ﺗﺠﻤﻴــﻊ ﻧِﻘــﺎط ﻣــﻦ ﺧــﻼل اﳌﺸــﺎﻫﺪة‬ ‫واﻟﺘﻔﺎﻋــﻞ ﻣــﻊ ﻫــﺬا اﻟﻔﻴﺪﻳــﻮ‪ .‬ﻟــﻜﻞ ﻧﻘﻄﺔ‪،‬‬ ‫ﺳــﻴﺘﻢ ﺗﺤﻮﻳــﻞ أرﺑﻌــﺔ ﺟﻨﻴﻬﺎت ﻟﻠﻤﺆﺳﺴــﺔ‬ ‫ﻟﻌﻤــﻞ ﻣﻨﺤــﺪرات )راﻣﺒــﺎت(‪ ،‬وﺑــﻼط ﻧﺎﻓــﺮ‬ ‫ﻟــﺬوي اﻹﻋﺎﻗــﺔ اﻟﺒﴫﻳﱠــﺔ وأﻳﻀً ــﺎ ﺗﻄﻮﻳــﺮ‬ ‫ﻣﺤﻄﺘــﻲ ﻣــﱰو ﻓﻴﺼــﻞ وﺟﺎﻣﻌــﺔ اﻟﻘﺎﻫــﺮة‬ ‫وﻣﺤﻄــﺔ أوﺗﻮﺑﻴــﺲ ﰲ ﻣﺤﻴــﻂ ﺟﺎﻣﻌــﺔ‬ ‫اﻟﻘﺎﻫــﺮة‪.‬‬ ‫وﻳﻌﻤــﻞ ﻧﻈــﺎم اﻟﻨﻘــﺎط ﻛﺎﻵيت‪ :‬اﻟﻜﻮﻣﻨﺖ‬ ‫ميﻨــﺢ ﺧﻤــﺲ ﻧﻘــﺎط‪ ،‬واﻟﺸــري ﺛــﻼث ﻧﻘﺎط‪،‬‬ ‫واﻟﻼﻳــﻚ ﻧﻘﻄﺘــني‪ ،‬واﳌﺸــﺎﻫﺪة ﻧﻘﻄﺔ‬ ‫ووﻓ ًﻘــﺎ ﻟﻠﻤﻮﻗﻊ اﻟﺮﺳــﻤﻲ ﻟﻜﻠﻴﻚ‪-‬ﻓﻨﺪﻧﺞ‪،‬‬ ‫ﻣــﺆﴍ ﺗﻘــﺪم اﻟﺤﻤﻠــﺔ ﻳُﺸــري أﻧــﻪ ﺗــﻢ‬ ‫ﺗﺠﻤﻴــﻊ ﻣــﺎ ﻳﻔــﻮق اﻟﺨﻤﺴــﺔ ﻣﻼﻳــني ﻧﻘﻄﺔ‬ ‫ﺣﺘــﻰ اﻵن‪ ،‬ﻣــام ﻳﻌﻨــﻲ أﻧــﻪ ﺗــﻢ ﺗﺤﻮﻳــﻞ‬ ‫أرﺑﻌــﺔ ﻣﻼﻳــني ﺟﻨﻴــﺔ ﻣــﴫي ﳌﺆﺳﺴــﺔ‬

‫ِﺣﻠــﻢ ﻟﺘﻄﻮﻳــﺮ ُﻣﺤﻴــﻂ ﺟﺎﻣﻌــﺔ اﻟﻘﺎﻫــﺮة‬ ‫ﻟﻴﻜــﻮن أﻛــرث إﺗﺎﺣــﺔ ﻟﻠﺠﻤﻴــﻊ‪.‬‬ ‫ﺗﺴــﻌﻰ ﻣﺆﺳﺴــﺔ ﺣﻠــﻢ ﻟﺠﻌــﻞ‬ ‫اﻷﻣﺎﻛــﻦ اﻟﻌﺎﻣــﺔ ﻛﺎﻓﱠ ـ ًﺔ ﻣﺆﻫﻠــﺔ ﻻﺳــﺘﻘﺒﺎل‬ ‫أي ﺷــﺨﺺ‪ ،‬مبــﺎ ﻓﻴﻬــﻢ اﻷﺷــﺨﺎص ذوي‬ ‫اﻹﻋﺎﻗــﺔ‪ .‬وﻣــﻦ ﺛ َـ ﱠﻢ‪ ،‬ﻓﻘــﺪ أﺻــﺪرت ﺗﻄﺒﻴــﻖ‬ ‫وﻣﻮﻗــﻊ »اﻧﻄﻠــﻖ« ﻋــﲆ اﻟﻬﻮاﺗــﻒ اﻟﺬﻛﻴــﺔ‬ ‫ﰲ ‪.٢٠١٦‬‬ ‫وﻗــﺎل ﻣﺠــﺪي ﻋﺒــﺪ اﻟﺴــﻴﺪ‪ ،‬ﺳــﻔري‬ ‫ﻣﺆﺳﺴــﺔ ﺣﻠــﻢ‪» :‬ﻫــﺬا اﻟﺘﻄﺒﻴــﻖ ُ َميﻜﱢــﻦ‬ ‫اﻷﺷــﺨﺎص ذوي اﻟﻘــﺪرات اﻟﻔﺎﺋﻘــﺔ ﻣــﻦ‬ ‫اﻟﺘﺼﻔــﺢ وﺗﺤﺪﻳــﺪ اﻷﻣﺎﻛــﻦ اﳌﺆﻫﻠــﺔ ﰲ‬ ‫اﻟﻘﺎﻫــﺮة‪ ،‬وﻓ ًﻘــﺎ ﻟﻠ ُﻘــﺪرات اﻟﺨﺎﺻــﺔ ﻟــﻜﻞ‬ ‫ﺷــﺨﺺ«‪.‬‬ ‫وأﺷــﺎر ﻋﺒــﺪ اﻟﺴــﻴﺪ أﻧــﻪ ﺳــﻴﺘﻢ ﺗﻨﻈﻴــﻢ‬ ‫ﺟﻠﺴــﺔ ﻟﺘﻠﻘــﻲ ردود أﻓﻌــﺎل اﻷﻓــﺮاد‬ ‫ﻟﻠﺘﺤــﺪث ﻋــﻦ ﺗﺠﺮﺑﺘﻬــﻢ ﻣــﻊ اﻟﺘﻄﺒﻴﻖ ﻟيك‬ ‫ﻳﺘــﻢ ﺗﻄﻮﻳﺮﻫﺎ ﺑﺸــﻜﻞ أﻓﻀــﻞ‪ .‬وأﺿــﺎف أﻧﻪ‬ ‫ﻳﺘــﻢ ﺗﺤﺪﻳــﺪ اﻷﻣﺎﻛــﻦ اﳌﺆﻫﻠــﺔ ﰲ اﻟﻘﺎﻫــﺮة‬ ‫ﻛﺒﺪاﻳــﺔ‪ ،‬ﻟﻜﻨــﻪ ﺳــﻴﻤﺘﺪ ﻗﺮﻳ ًﺒــﺎ ﻟﻴﺸــﻤﻞ‬ ‫أﻧﺤــﺎء اﻟﺠﻤﻬﻮرﻳــﺔ ﻛﺎﻓﱠ ـﺔً‪.‬‬ ‫ﻗﺎﻟــﺖ أﻟﻜﺴــﺎﻧﺪرا ﺟــﺎزس‪ ،‬رﺋﻴــﺲ‬ ‫ﺷــﺌﻮن اﻟﻄــﻼب ذوي اﻟﻘــﺪرات اﻟﻔﺎﺋﻘــﺔ‬ ‫ﰲ اﻟﺠﺎﻣﻌــﺔ اﻷﻣﺮﻳﻜﻴــﺔ‪ ،‬إن ﻣﺆﺳﺴــﺔ ِﺣﻠــﻢ‬ ‫ﺑــﺪأت ﻛﻤﺆﺳﺴــﺔ ﻃﻼﺑﻴــﺔ ﺑﺎﻟﺠﺎﻣﻌــﺔ وﻛﺎن‬ ‫اﺳــﻤﻪ ﺣﻠــﻢ أﻳﻀً ــﺎ‪ ،‬وﻗــﺎم ﻣﺆﺳﺴــﻮ اﻟﻨــﺎدي‬ ‫ﺑﺈﻧﺸــﺎء اﳌ ُﻨﻈﻤــﺔ اﻟﺨﺎﺻــﺔ ﺑِﻬــﻢ ﺑﻌــﺪ‬ ‫ﺗﺨﺮﺟﻬــﻢ ﰱ اﻟﺠﺎﻣﻌــﺔ‪.‬‬ ‫ﺗﺄﺳﺴــﺖ ﻣﺆﺳﺴــﺔ ِﺣﻠــﻢ ﰲ ﻋــﺎم ‪،٢٠١٢‬‬ ‫وﻫــﻲ ﻣﺒــﺎدرة ﻏري ﻫﺎدﻓــﺔ ﻟﻠﺮﺑــﺢ‪ ،‬ﺗﺄﻣﻞ ﰲ‬ ‫ﺗﺴــﻬﻴﻞ ﻋﻤﻠﻴﺔ اﻟﺘﻮﻇﻴــﻒ ﻟــﺬوي اﻟﻘﺪرات‬

‫اﻟﻔﺎﺋﻘــﺔ وإﺗﺎﺣــﺔ ﻓــﺮص ﻋﻤــﻞ ﻟﻬــﻢ ﰲ‬ ‫اﳌﺆﺳﺴــﺎت اﻟﺤﻜﻮﻣﻴــﺔ واﻟﻘﻄــﺎع اﻟﺨــﺎص‪.‬‬ ‫ﺗﻌﺎوﻧــﺖ ﻣﺆﺳﺴــﺔ ِﺣﻠــﻢ ﻣــﻊ وﺣــﺪة‬ ‫ﺧﺪﻣــﺎت إﻋﺎﻗــﺔ اﻟﻄــﻼب ﺑﺎﻟﺠﺎﻣﻌــﺔ‬ ‫اﻷﻣﺮﻳﻜﻴــﺔ اﻟﻌﺪﻳــﺪ ﻣــﻦ اﳌــﺮات‪ ،‬داﺧــﻞ‬ ‫وﺧــﺎرج اﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‪ ،‬ﻟﻠﺘﻮﻋﻴــﺔ‬ ‫ﺑﺤﻘــﻮق ذوي اﻟﻘــﺪرات اﻟﻔﺎﺋﻘــﺔ وذﻟــﻚ‬ ‫ﻣﺜــﻞ اﻻﺣﺘﻔــﺎل ﺑﺎﻟﻴــﻮم اﻟﻌﺎﳌــﻲ ﻟﻬــﻢ‪.‬‬ ‫ﰲ اﻟﺴــﻴﺎق ذاﺗــﻪ‪ ،‬ﺗﻮﻓــﺮ وﺣــﺪة ﺧﺪﻣﺎت‬ ‫إﻋﺎﻗــﺔ اﻟﻄــﻼب ﺑﺎﻟﺠﺎﻣﻌــﺔ ﺧﺪﻣــﺎت ﻟﺬوي‬ ‫اﻟﻘــﺪرات اﻟﻔﺎﺋﻘــﺔ ﻟﻀــامن متﻜﻨﻬــﻢ ﻣــﻦ‬ ‫اﻟﻮﺻــﻮل إﱃ ﺟﻤﻴــﻊ اﻷﻧﺸــﻄﺔ واﻟﱪاﻣــﺞ‬ ‫ﺑﺎﻟﺤــﺮم اﻟﺠﺎﻣﻌــﻲ‪ ،‬وذﻟــﻚ ﻟﺘﻌﺰﻳــﺰ ﻓــﺮص‬ ‫اﻟﻨﺠــﺎح اﻷﻛﺎدميــﻲ‪.‬‬ ‫وﺗﻘــﻮم اﻟﻮﺣــﺪة ﺑﺈرﺳــﺎل ِﺧﻄﺎﺑــﺎت‬ ‫ﻣﻮﺟﻬــﺔ ﻷﻋﻀــﺎء ﻫﻴﺌــﺔ اﻟﺘﺪرﻳــﺲ ﰲ ﺣﺎﻟﺔ‬ ‫وﺟــﻮد ﻃُــﻼب ذوي ﻗُــﺪرات ﻓﺎﺋﻘــﺔ ﰲ‬ ‫اﻟﻔﺼــﻮل‪ ،‬ﻟﻺﻓــﺎدة ﻣــﻦ وﺟــﻮد ﺣــﺎﻻت‬ ‫ﺗﺴــﺘﺪﻋﻲ ﳌﻌﺎﻣﻠﺔ ﺧﺎﺻــﺔ أو وﻗــﺖ إﺿﺎﰲ‪.‬‬ ‫ﻋــﲆ اﻟﺼﻌﻴــﺪ اﻵﺧــﺮ‪ ،‬أﺿﺎﻓــﺖ ﺟــﺎزس‬ ‫أن ذوي اﻟﻘــﺪرات اﻟﻔﺎﺋﻘــﺔ ﻳﻌﺎﻧــﻮن ﻣــﻦ‬ ‫اﻟ ُﻌﻨﴫﻳــﺔ ﰲ ﺑﻌــﺾ اﳌﺠــﺎﻻت ﰲ ﻣــﴫ‬ ‫ﺧﺎﺻ ًﺔ ﰲ‬ ‫وأﻧــﻪ دامئـًــﺎ ﻣﺎ ﻳﺘــﻢ اﺳــﺘﺒﻌﺎدﻫﻢ ﱠ‬ ‫أﻣﺎﻛــﻦ اﻟﻌﻤــﻞ‪.‬‬ ‫ﻗﺎﻟــﺖ ﺟــﺎزس‪» ،‬إن اﳌﺠﺘﻤــﻊ اﳌــﴫي‬ ‫ﻳﻨﻈُــﺮ ﻟــﺬوي اﻟﻘُــﺪرات اﻟﻔﺎﺋﻘــﺔ ﻣــﻦ‬ ‫ﻣﻨﻈــﻮر اﻟﺸــﻔﻘﺔ واﻟﺘﻌﺎﻃــﻒ أو ﻣــﻦ‬ ‫ﻣﻨﻈــﻮر اﻹﻧــﻜﺎر واﻻﺳــﺘﺨﻔﺎف ﻣــﻦ اﻟﻮﺿﻊ‪،‬‬ ‫وذﻟــﻚ ميﻨــﻊ اﻟﻜﺜــري ﻣــﻦ اﻟﺤﺼــﻮل ﻋــﲆ‬ ‫ﻣــﺎ ﻳﺤﺘﺎﺟﻮﻧــﻪ ﻣــﻦ اﻟﻌﺪاﻟــﺔ اﻻﺟﺘامﻋﻴــﺔ‬ ‫ﺣﻴــﺚ ﻳُﻌﺎ َﻣﻠــﻮن ﻋــﺎدة ﻛﺄﻗﻠﻴــﺔ‪ «.‬ﻃﺒﻘًــﺎ‬

‫ﺣﻤﻠــﺔ ﻣﺆﺳﺴــﺔ ﺣﻠــﻢ ﻟﺪﻣــﺞ ذوي اﻻﺣﺘﻴﺎﺟــﺎت اﻟﻔﺎﺋﻘــﺔ ﺑﺎﳌﺠﺘﻤــﻊ اﳌــﴫي‬

‫ﻟﻠــامدة رﻗــﻢ ‪ ١٣‬ﻣــﻦ اﻟﻘﺎﻧــﻮن ‪ ٨١‬ﻟﺴــﻨﺔ‬ ‫‪» ،٢٠١٦‬ﺗﻠﺘــﺰم ﻛﻞ وﺣﺪة ﺑﺘﺨﺼﻴﺺ ﻧﺴــﺒﺔ‬ ‫ﺧﻤﺴــﺔ ﰲ اﳌﺎﺋــﺔ ﻣــﻦ ﻣﺠﻤــﻮع اﻟﻮﻇﺎﺋــﻒ‬ ‫ﺑﻬــﺎ ﻟﻸﺷــﺨﺎص ذوي اﻹﻋﺎﻗــﺔ وذﻟــﻚ ﻋﻨــﺪ‬

‫ﺟﻮﻳﺎ اﻟﻌﺠﺎر‬

‫ﻟﻠﻤﻮﻇﻔــني ذوي اﻻﺣﺘﻴﺎﺟــﺎت اﻟﺨﺎﺻــﺔ‬ ‫اﻟﺘﻌﻴــني«‪.‬‬ ‫و ﺑﺸــﺄن ﻃﺮﻳﻘــﺔ ﺗﻄﺒﻴــﻖ اﻟﻘﺎﻧــﻮن‪ ،‬ﻟﻠﺒﻘــﺎء ﺑﺎﳌﻨــﺰل‪ ،‬وذﻟــﻚ ﻷن أﺻﺤــﺎب‬ ‫ﴏﺣــﺖ ﺟــﺎزس‪» ،‬ﻳﺘــﻢ ﺗﻄﺒﻴــﻖ اﻟﻘﺎﻧــﻮن اﻟــﴩﻛﺎت ﻳﻌﺘﻘــﺪون أﻧﻬــﻢ ﻏــري ﻗﺎدرﻳــﻦ‬ ‫ﺑﺸــﻜﻞ ﺧﺎﻃــﺊ‪ .‬ﺣﻴــﺚ ﻳﺘــﻢ ﴏف رواﺗﺐ ﻋــﲆ ﺗﻨﻔﻴــﺬ ﻣﻬــﺎم اﻟﻮﻇﻴﻔــﺔ«‪.‬‬