برنامج الترجمة لغة انجليزية

Simultaneous

Translation فصل دراسى ثانى –المستوى الرابع

(524كود )

Compiled by

Dr. Fatma El- shafey

Simultaneous

Translation

Compiled by

Dr. Fatma El-Shafey

2012

Table of Contents

Page

Definition and Kinds of Translation ……… 3

The Implication of Culture on Translation

Theory…………………………………… 14

How Do Simultaneous Translation Experts

Work Without a Hitch?.............................. . 49

Passages for Translation ………………...... 69

3

Definition and Kinds of Translation

According to Brislin (1976: 1) translation is a general term

referring to the transfer of thoughts and ideas from one

language to another, whether the language is in written or oral

form, whether the languages have established orthographies or

not; or whether one or both languages is based on signs, as

with signs of the deaf.

Another expert, Wilss (1982: 3), states that translation is a

transfer process which aims at the transformation of a written

source language text (SLT) into an optimally equivalent target

language text (TLT), and which requires the syntactic, the

semantic, and the pragmatic understanding and analytical

processing of the source text. Syntactic understanding is

related to style and meaning. Understanding of semantics is

meaning related activity. Finally, pragmatic understanding is

related to the message or implication of a sentence. This

definition does not states what is transferred. Rather, it states

the requirement of the process.

Nida and Taber (1982: 12) see translating as a process of

reproducing in the receptor language the closest natural

equivalent of the source language message, first in terms of

meaning and secondly in terms of style. In other words,

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translation is a transfer of meaning, message, and style from

one SLT to the TLT. In the order of priority, style is put the

last. Here the things to reproduce (transfer) is stated, message.

Newmark (1991: 27) defines the act of translating very briefly.

It is the act of transferring meaning of a stretch or a unit of

language, the whole or a part, from one language to another.

(The discussion on meaning can be seen at sub-point F.

Meaning, Message, and Style.)

According to the purpose, translation can be divided into four

types: (a) pragmatic, (b) aesthetic-poetic, (c) ethnographic,

and (d) linguistic translation (Brislin, 1976: 3-4). Pragmatic

translation is the translation of a message with an interest in

accuracy of the information meant to be communicated in the

target language form. Belonging to such translation is the

translation of technical information, such as repairing

instructions. The second type is aesthetic-poetic translation

that does not only focus on the information, but also the

emotion, feeling, beauty involved in the original writing. The

third is ethnographic translation that explicates the cultural

context of the source and second language versions. The last

type is linguistic translation, the one that is concerned with

equivalent meanings of the constituent morphemes of the

second language and with grammatical form. Seen from this

classification, the translation of literary work should be the

aesthetic-poetic one.

The other kinds of translation or translation approach

important to review are the ones related to the concept of

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dynamic translation, semantic translation, communicative

translation, and artistic translation.

Dynamic translation tries to transfer the messages or ideas into

a target language and to evoke in the target language readers

the responses that are substantially equivalent to those

experienced by the source text readers (Nida and Taber, 1982

:28). A definition of dynamic translation centers on the

concept of dynamic equivalence, that is the closest natural

equivalence to the source language message. Hohulin (1982:

15) notices that the definition of dynamic translation contains

three essential terms: (a) equivalent, which points toward the

source language message, (b) natural, which points toward the

receptor language, and (3) closest, which binds the two

orientations together on the basis of the highest degree of

approximation. Dynamic equivalence approach can be used in

the level of translating sentences or group of sentences,

because the whole message lies here.

Similar to the above concept is the idiomatic translation

developed by Beekman and Callow (in Gutt, 1991: 68). It

resembles the dynamic equivalence approach in the sense that

it rejects the form-oriented translation and emphasizes that a

translation should convey the meaning of the original. A

translation, according to this approach, should be faithful to

the „dynamics‟ of the original, or the SL‟s „naturalness‟ of

language use and ease of comprehension.

The idea of dynamic translation was first proposed by Nida

and Taber and the semantic and communicative translation

6

was by Newmark. He even states that the concepts represent

his main contribution to general theory of translation

(Newmark, 1991: 10). It seems to be a reaction to the concepts

of formal and dynamic equivalence, literal and free

translation. In the above dichotomy, the first “pole” of the

dichotomy (formal equivalence and literal translation) seems

to be condemned for being not be able to transfer the message.

Semantic and communicative translation seem to be in the

middle of the two poles formal and dynamic translation. (Here

formal translation is understood as translation that pursues the

formal equivalence and dynamic translation is the one that

seeks for the dynamic equivalence. Discussion on the issue of

equivalence can be seen in the next sub-point.)

Semantic translation emphasizes the “loyalty” to the original

text. It is more semantic and syntactic oriented and, therefore,

also author-centered. On the other hand, communicative

translation emphasizes the loyalty to the “readers” and more

reader-centered. The two concepts are not to be contrasted

with literal word-for-word translation which is criticized in the

concept of formal translation and literal translation. He sees it

as a translation procedure. He states that literal word-for-word

translation is not only the best in both communicative and

semantic translation, but it is the only valid method of

translation if equivalent effect is secured (Newmark, 1991: 10-

11).

He further maintains that, in fact, there is no pure

communicative or pure semantic method of translating a text.

There are overlapping bands of methods. A translation can be

7

more or less semantic as well as more or less communicative.

Even a part of a sentence can be treated more

communicatively or more semantically. Anyhow he maintains

that the more important the language of the text or units of

text, e.g. in the sacred texts, the more closely it should be

translated. Finally he points out that meaning is complicated,

many-leveled, a „network of relation‟. The more

generalization and simplification is done, the less meaning is

gotten. From this discussion, it can be argued that the choice

between semantic and communicative approach is done in the

level of translating sentences or even parts of sentence

(Newmark, 1991: 10).

In the area of literary translation, Chukovsky (1984) offers the

concept of artistic translation. Like the other types of

translation, meaning is a very important point to consider. Yet,

style is taken as importantly as the other aspects for style is the

portrait of the author; so when a translator distorts his style he

also distorts „his face‟ (Chukovsky, 1984: 20). Besides the

meaning, impression on the readers should also be kept the

same. This translation expert states that it is essential that the

readers of the translation should be carried into the very same

sphere as the readers of the original, and the translation must

act in the very same nerves (Chukovsky, 1984: 80).

To compare, formal and dynamic translation center on the

message of the original, the semantic and communicative

translation on whether author-centered or reader-centered, and

artistic translation does on the consideration of literary

aspects: ideas and style. The concepts are based on different

8

ground. It is clear that the concept of dynamic translation is

suitable for translating the Bible. It is so because the concept

of dynamic equivalence itself was developed from the practice

of Bible translation. As it is known, there are many kinds of

text some of which are with the characteristics different from

the Bible. The semantic and communicative ones, on the other

hand, can be applied at any kinds of text. The case of style is

also discussed by Newmark in his hint that “the more

important the language of the text or units of text, the more

closely it should be translated.” Finally, artistic translation is

probably most appropriate for translating certain literary

works, like poetry. Maintaining the author‟ style accurately is

very difficult in certain novels as the translator is confronted

with the syntactic system as well as literary convention of the

target language.

Styles of Translation

All translations seek to convey what was communicated in the

source text, but the translation style will depend on factors

such as:

1. the type of text being translated

2. the purpose of the translation

3. the intended audience

Translations are often described with such terms as literal or

idiomatic, formal or dynamic, etc. Literal translations, for

example, seek to follow closely the lexical and grammatical

forms of the source text, whereas idiomatic translations seek

9

to express the meaning of the source text in the most natural

and communicative way in the receptor language.

SIL trains translators and translation teams to evaluate factors

such as those listed above, in close consultation with language

communities and partner agencies. Accurate, natural, and

communicative translation is always the goal, but the style

may vary.

TYPES OF TRANSLATION

Due to the continuing evolvement of the translation industry

there are now certain terms used to define specialist

translations that do not fall under a general category. This

brief guide offers an explanation of some of the more common

translation terms used.

Administrative translation

The translation of administrative texts. Although

administrative has a very broad meaning, in terms of

translation it refers to common texts used within businesses

and organisations that are used in day to day management. It

can also be stretched to cover texts with similar functions in

government.

Commercial translation

10

Commercial translation or business translation covers any sort

of document used in the business world such as

correspondence, company accounts, tender documents,

reports, etc. Commercial translations require specialiast

translators with knowledge of terminology used in the

business world.

Computer translation

Not to be confused with CAT, computer assisted translations,

which refer to translations carried out by software. Computer

translation is the translation of anything to do with computers

such as software, manuals, help files, etc.

Economic translation

Similar to commercial or business translation, economic

translation is simply a more specific term used for the

translation of documents relating to the field of economics.

Such texts are usually a lot more academic in nature.

Financial translation

Financial translation is the translation of texts of a financial

nature. Anything from banking to asset management to stocks

11

and bonds could be covered.

General translation

A general translation is the simplest of translations. A general

text means that the language used is not high level and to a

certain extent could be in layman's terms. There is no specific

or technical terminology used. Most translations carried out

fall under this category.

Legal translation

Legal translations are one of the trickiest translations known.

At its simplest level it means the translation of legal

documents such as statutes, contracts and treaties.

A legal translation will always need specialist attention. This

is because law is culture-dependent and requires a translator

with an excellent understanding of both the source and target

cultures.

Most translation agencies would only ever use professional

legal to undertake such work. This is because there is no real

margin for error; the mistranslation of a passage in a contract

could, for example, have disastrous consequences.

12

When translating a text within the field of law, the translator

should keep the following in mind. The legal system of the

source text is structured in a way that suits that culture and this

is reflected in the legal language; similarly, the target text is to

be read by someone who is familiar with another legal system

and its language.

Literary translation

A literary translation is the translation of literature such as

novels, poems, plays and poems.

The translation of literary works is considered by many one of

the highest forms of translation as it involves so much more

than simply translating text. A literary translator must be

capable of also translating feelings, cultural nuances, humour

and other subtle elements of a piece of work.

Some go as far as to say that literary translations are not really

possible. In 1959 the Russian-born linguist Roman Jakobson

went as far as to declare that "poetry by definition [was]

untranslatable". In 1974 the American poet James Merrill

wrote a poem, "Lost in Translation," which in part explores

this subject.

Medical translation

13

A medical translation will cover anything from the medical

field from the packaging of medicine to manuals for medical

equipments to medical books.

Like legal translation, medical translation is specialisation

where a mistranslation can have grave consequences.

Technical translation

A technical translation has a broad meaning. It usually refers

to certain fields such as IT or manufacturing and deals with

texts such as manuals and instructions. Technical translations

are usually more expensive than general translations as they

contain a high amount of terminology that only a specialist

translator could deal with.

14

The Implication of Culture on

Translation Theory (Sugeng Hariyanto)

Language is an expression of culture and individuality of its

speakers. It influences the way the speakers perceive the

world. This principle has a far-reaching implication fro

translation. If language influences thought and culture, it

means that ultimate translation is impossible. The opposite

point of view, however, gives another perspective.

Humboldt‟s “inner” and “outer” forms in language and

Chomsky‟s “deep” and “surface” structures imply that

ultimate translation is anyhow possible.

In practice, however, the possibility depends on the purpose

and how deep the source text is embedded in the culture. The

more source-text-oriented a translation is, the more difficult it

is to do. Similarly, the deeper a text is embedded in its culture,

the more difficult it is to work on.

Related to translation, culture manifests in two ways. First, the

concept or reference of the vocabulary items is somehow

specific for the given culture. Second, the concept or reference

is actually general but expressed in a way specific to the

source language culture. In practice, however, it is suggested

that a translator should take into account the purpose of the

translation in translating the culturally-bound words or

expressions. The translation procedures discussed should also

be considered.

15

Key words: culture, language universals, translation purpose,

translation procedure, translation possibility

1. Cultural Consideration in Translation

It has been long taken for granted that translation deals only

with language. Cultural perspective, however, has never been

brought into discussion. This can be seen in most of the

following definitions.

The first definition is presented by Catford (1965: 20). He

states that translation is the replacement of textual material in

one language by equivalent textual material in another

language. In this definition, the most important thing is

equivalent textual material. Yet, it is still vague in terms of the

type of equivalence. Culture is not taken into account.

Very much similar to this definition is that by Savory (1968)

who maintains that translation is made possible by an

equivalent of thought that lies behind its different verbal

expressions.

Next, Nida and Taber (1969) explain the process of translating

as follows.

Translating consists of reproducing in the receptor language

the closest natural equivalent of the source language message,

first in terms of meaning and secondly in terms of style.

16

In Translation: Applications and Research, Brislin (1976: 1)

defines translation as:

“the general term referring to the transfer of thoughts and

ideas from one language (source) to another (target), whether

the languages are in written or oral form; whether the

languages have established orthographies or do not have such

standardization or whether one or both languages is based on

signs, as with sign languages of the deaf.”

Identical with the above definition is the one proposed by

Pinhhuck (1977: 38). He maintains that “Translation is a

process of finding a TL equivalent for an SL utterance”.

In the definitions appearing in 1960s-1970s, some similarities

have been found: (1) there is a change of expression from one

language to the other, (2) the meaning and message are

rendered in the TL, and (3) the translator has an obligation to

seek for the closest equivalent in the TL. Yet, there is no

indication that culture is taken into account except in that of

Nida and Taber.

Actually Nida and Taber themselves do not mention this

matter very explicitly. Following their explanation on “closest

natural equivalent“, however, we can infer that cultural

consideration is considered. They maintain that the equivalent

sought after in every effort of translating is the one that is so

close that the meaning/message can be transferred well.

17

The concept of closest natural equivalent is rooted in Nida‟s

concept of dynamic equivalent. His celebrated example is

taken from the Bible, that is the translation of “Lamb of God”

into the Eskimo language. Here “lamb” symbolizes innocence,

especially in the context of sacrifice. As a matter of fact,

Eskimo culture does not know “lamb”. Thus, the word does

not symbolize anything. Instead of “Lamb of God”, he prefers

“Seal of God” to transfer the message. Here he considers

cultural aspects.

The inclusion of cultural perspective in the definition of

translation unfortunately does not continue. The later ones

keep on not touching this matter. See the following definition.

“Translation involves the rendering of a source language (SL)

text into the target language (TL) so as to ensure that (1) the

surface meaning of the two will be approximately similar and

(2) the structure of the SL will be preserved as closely as

possible, but not so closely that the TL structure will be

seriously distorted (McGuire, 1980: 2).

In the following definition, Newmark does not state anything

about culture.

“Translation is a craft consisting in the attempt to replace a

written message and/or statement in one language by the same

message and/or statement in another language” (Newmark,

1981: 7).

18

Finally, Wills defines translation more or less similarly as

follows.

“Translation is a transfer process which aims at the

transformation of a written SL text into an optimally

equivalent TL text, and which requires the syntactic, the

semantic and the pragmatic understanding and analytical

processing of the SL” (Wills in Noss, 1982: 3).

It is known that out of 8 definitions above only one takes

cultural aspects into account, the one by Nida and Taber. This

definition is actually a specific one, rooted from the practice of

the Bible translation. By nature, it is understood that the

translation should be done to every language. As the content

addresses all walks of life and culture plays an important role

in human life, culture, therefore, should be considered.

The other definitions, however, are meant to explain the

experts‟ view on translation theory to be applied in the

translation of all types of material, including scientific or

technical texts which are not deeply embedded in any culture.

Thus, it can be momentarily hypothesized that cultural

consideration must be taken if the material to translate is

related to culture. For material that is not very much

embedded into a specific culture, cultural consideration may

not be necessary.

According to Snell-Hornby (1988: 39), however, this

exclusion of cultural aspect from the discussion of translation

theory is due to the view of the traditional approach in

19

linguistics which draws a sharp dividing-line between

language and “extralinguistic reality” (culture, situation, etc.).

The contemporary approach, according to her, sees language

as an integral part of culture. This view can be seen in Hymes

(1964) and Halliday and Hasan (1985), for example.

2. Language and Culture

Culture in this discussion should be seen in a broad sense, as

in anthropological studies. Culture is not only understood as

the advanced intellectual development of mankind as reflected

in the arts, but it refers to all socially conditioned aspects of

human life (cf. Snell-Hornby, 1988: Hymes, 1964). In

practical wordings, Goodenough (1964: 36) puts:

“As I see it, a society‟s culture consists of whatever it is one

has to know or believe in order to operate in a manner

acceptable to its members, and do so in any role that they

accept for any one of themselves. Culture, being what people

have to learn as distinct from their biological heritage, must

consist of the end product of learning: knowledge, in a most

general, if relative, sense of the term. By definition, we should

note that culture is not material phenomenon; it does not

consist of things, people, behavior, or emotions. It is rather an

organization of these things. It is the forms of things that

people have in mind, their models of perceiving and dealing

with their circumstances. To one who knows their culture,

these things and events are also signs signifying the cultural

forms or models of which they are material representation.”

20

It can be summarized that this definition suggests three things:

(a) culture seen as a totality of knowledge and model for

perceiving things, (b) immediate connection between culture

and behavior and events, and (c) culture‟s dependence on

norms. It should be noted also that some other definitions

claim that both knowledge and material things are parts of

culture. See, for example, Koentjaraningrat (1996: 80-81) and

Hoijer (1967: 106)

According to Snell-Hornby (1988: 40), the connection

between language and culture was first formally formulated by

Wilhelm Von Humboldt. For this German philosopher,

language was something dynamic: it was an activity (energia)

rather than a static inventory of items as the product of activity

(ergon). At the same time language is an expression of culture

and individuality of the speakers, who perceive the world

through language. Related to Goodenough‟s idea on culture as

the totality of knowledge, this present idea may see language

as the knowledge representation in the mind.

In 1973, Humboldt‟s view was echoed by Edward Sapir and

Benjamin Lee Whorf in their Sapir-Whorf hypothesis. This

principle states that thought does not “precede” language, but

on the contrary thought is conditioned by it. The system of

honorific style used in Javanese, for example, affects the

speakers‟ concepts of social status.

Halliday (in Halliday and Hasan (1985: 5) states that there was

the theory of context before the theory of text. In other words,

context precedes text. Context here means context of situation

21

and culture (Halliday and Hasan, 1985: 7). This context is

necessary for adequate understanding of the text, which

becomes the first requirement for translating. Thus, translating

without understanding text is non-sense, and understanding

text without understanding its culture is impossible.

Humboldt‟s idea, Sapir-Whorf hypothesis, and Halliday‟s idea

have a far-reaching implications for translation. In its extreme,

the notion that language conditions thought and that language

and thought is bound up with the individual culture of the

given community would mean that translation is impossible.

We cannot translate one‟s thought which is affected by and

stated in language specific for a certain community to another

different language because the system of thought in the two

languages (cultures) must be different. Each language is

unique. If it influences the thought and, therefore, the culture,

it would mean that ultimate translation is impossible.

Another point of view, however, asserts the opposite.

Ironically this also goes back to Humboldt‟s idea bout inner

and outer forms of language. Later it is developed into the

concepts of deep structure and surface structure by Chomsky.

Inner form and deep structure is what generally known as idea.

Following this concepts, all ideas are universal. What is

different is only the surface structure, the outer from. If it is

so, translation is only a change of surface structure to

represent the universal deep structure. Accordingly, translation

is theoretically always possible.

22

All in all, we are faced with two extremes. Which one is right?

The answer, according to Snell-Hornby (1988: 41) lies not in

choosing any of the two. If the extremes are put at the ends of

a cline, the answer lies between the two. In brief, theoretically

the degree of probability for perfect translation depends on

how far the source language text (SLT) is embedded in its

culture and the greater the distance between the culture

between SLT and target language text (TLT), the higher is the

degree of impossibility. See the following excerpts for

illustration. The source language (SL) is Indonesian and the

target language (TL) is English.

(1.) SL: Sebuah lembaga penelitian mengadakan penelitian

tentang jumlah tabungan perbulan dari para buruh sebuah

perusahaan negara di ibukota. Penelitian tersebut

menggunakan sampel yang terdiri dari 100 keluarga dan

hasilnya dinyatakan sebagai persentasi dari jumlah pendapatan

per bulan. (Anto Dajan, 1974: 18)

TL: A research institution conducted a research on the amount

of saving deposited by workers of a company located in a

capital city. The research took 100 family as a sample and the

result was presented in percentage of their monthly wages.

(2) SL: Dalam masyarakat Jawa bila seseorang wanita atau

istri sedang hamil, menurut tradisi perlu diadakan bermacam-

macam selamatan dan upacara-upacara lainnya. Hal ini perlu

dilaksanakan dengan maksud agar bayi yang dikandung akan

lahir dengan mudah dan selamat sehingga si anak akan

23

mendapat kebahagiaan hidup dikemudian hari. (Bratawidjaja,

1996: 11).

TL: In a Javanese community, based on traditions, a pregnant

woman or wife should be celebrated with various kinds of

selamatan (traditional fiest?) and rituals. These should be done

so that she can give a birth to a child easily and safely and the

newly-born will get happy life later.

(3) SL: Upacara siraman dilakukan pada pagi hari sekitar

pukul 09.00. Upacara siraman dilakukan oleh ibu dari anak

yang diruwat dengan air kembang setaman. Setelah

dibersihkan anak itu mengenakan busana adat Jawa yang

secara khusus dibuat. Anak yang diruwat diajak oleh Ki

Dalang serta didampingi oleh para pisisepuh (neneknya,

budenya, dan lain sebagainya) untuk bersujud di hadapan ayah

dan ibunya (Bratawidjaja, 1996: 49)

TL: Siraman (showering?) ceremony is held in the morning

around 09:00 o‟clock. This ritual is led by the mother of the

child being “ruwat“(cleansed?) by showering him with

“kembang setaman“ (flower??)water. After being cleansed,

the child is dresed in Javanese traditional clothes specially

designed for him. The (“ruwat“) child is then guided byKi

Dalang (the puppeteer??) and accompnied by the elders (the

grandmother, aunts, etc.) to pay a homage to by bowing down

to earth in front of the father and mother.

Reading the texts, we can imagine that translating the first text

is easier than the second, and the second is easier than the last.

24

The difficulty is caused by the culturally-bound words

(concepts) found in each text.

Practically, however, the depth of embededness of a text into

its culture is not the first consideration. The purpose of

translating is the first determinant. If the purpose of translating

text (2) and (3), for example, is to give general introduction of

a certain type of text or culture, the TL should not carry all the

meaning possessed by the SLT. The words underlined and put

in the brackets will do. In this case there are a lot of

possibilities for the TL.

However, if the purpose is to present the Javanese culture

before the English readership, the italicized words should be

used and accompanied with a lot of explanation. Supposed the

two paragraphs are parts of a novel, and the translator wants to

keep the local color, only the italicized words should be used.

These different purposes govern the choice of translation

procedures. Yet, if the purpose of translating text (2) and (3) is

to present all the meaning, beauty, and style contained in it,

then, translation is impossible.

3. Translation Procedures to Translate Culturally-bound

Words or Expressions

From the previous discussion, it is known that perfect

translation of culturally-bound text is impossible. The

translation focusing on the purpose of the SL text writing is,

however, always possible. This can be proven with the

translation of so many literary works into other languages.

25

One of them is the translation of Mangunwijaya‟s Burung-

burung Manyar into English by Thomas M. Hunter. Hariyanto

(1997) surveys both groups of SL and TL readers and comes

up with the result saying that the readers get the same

impressions in terms of the meaning, message and style.

Based on the result, Hariyanto (1999) studied further the

appropriate procedures used to translate culturally-bound

sentences, words, and expressions which are embedded in

Javanese culture into English using the same novel translation

as a case. The result shows that to translate culturally-bound

words or expressions, the translator used addition,

componential analysis, cultural equivalent, descriptive

equivalent, literal translation, modulation, recognized

translation, reduction, synonymy, transference, deletion, and

combination. Some, however, are typically appropriate for

certain classification of cultural words. For detailed

description about the translation procedures, see Newmark

(1988) or Hariyanto (1999). The brief description on the

procedures can be seen in Appendix 1.

On the appropriateness of the procedures to translate

culturally-bound words and expressions, these conclusions are

taken.

Recognized translation is best used to translate institutional

terms whose translation are already recognized, such as TNI,

kabupaten, kecamatan, and Kowilhan. The use of new

translation with whatever procedure will make the readers

may misinterpret, especially if they already have some degree

26

of knowledge of the source language. The establishment of

this recognized translation by the Indonesian Language Center

or the people themselves has, of course, undergone a certain

process of creation and acceptance. When something about

language has been accepted, it means it is a convention: that is

the heart of language or vocabulary.

Professions are appropriately translated with cultural

equivalents as they exist in both Javanese and English

cultures. There are some differences between the two, but they

are so minute. The examples can be seen in the following

quotations. The SL is Indonesian and the TL is English.

SL: Dan Nah, tentu saja tak mau ketinggalan si gelatik cantik

tetapipencuri-pencuri padi yang nakal itu, dengan pipinya

putih dan picinya biru hitam. (p. 17)

TL: And not to be left out were the Java finches. With their

white cheeks and their velvet-like caps of deep blue, they were

lovely to look at, but as rice thieves they were a troublesome

bunch. (p. 27)

The other professions and the translation found in the novel

are the following.

The SL words The translation

(4/1) babu-babu nursemaids

(8/1) sepandri privates

(22/4) jongos bellhop

(24/1) sepandri atau serdadu krocuk corporals or privates

27

(36/2) abdi dalem maid servants

(85/2) abdi servant

(101/2) pencuri- pencuri padi rice thieves

(103/2) penjahit tailor

(106/1) pemburu angkatan udara air force fighter

(122/1) tukang kebun gardener

(124/1) garong, perampok thieves and robbers

(135/5) Pak Lurah village chief

(145/2) jongos servant

(157/1) carik clerk

(157/2) ulu-ulu the waterworks overseer

(178/1) Pak Bupati the regent

(178/2) bupati penjabat acting regent

(191/2) maling thief

Descriptive equivalents are appropriate to translate culturally-

bound words or expressions that are not found in the English

culture but considered important enough in the text. When

they are not, synonyms will do. See this example.

SL: Langsung ia berbahasa ngoko kepadanya, seperti kepada

jongos (Mangunwijaya, 1989: 106-107)

TL: He rudely ordered Karjo about, using language that one

might use with a servant. (Mangunwijaya, 1993: 136)

The example of this case is berbahasa ngoko which is

translated intowith language that one might use with a servant.

28

If this expression was not considered very important, the

synonym with hostile language could be used.

Literal translation can be used to translate a Javanese word

that refers to a general meaning such as sinyo Londo, which is

translated into a Dutch boy. This procedure, however, should

not be used to translate proper name.

Expansion is found not very significant. It means that without

it, the translation was still acceptable. See the following

quotation.

SL: Mana Si Karjo. Dikunjungi malah lari. Mandi barangkali.

Atau menggodog teh barangkali (p. 156)

TL: Where was Karjo? A person comes to visit and he

disappears. May be he was taking a bath, or boiling water for

tea?

In the above example, instead of translating menggodog teh

into boiling water for tea, the translator actually could

translates it into preparing for tea, which is more idiomatic.

Reduction is found to be useful to translate traditional address

+ proper name constructions as the terms of address are not

found in the TL and an explanation is not possible. The

examples are the translation of Kang Glati into Glati. See the

following excerpt.

29

SL: Pelpolisi Belanda dan resisir mantri polisi dengan cepat

melacak Si Bajingan dan Kang Glati masuk bui. (p. 111)

TL: … the Dutch detectives and constables had tracked him

down and thrown Glati into Jail. (p. 141)

Transference is very useful to translate tradition title, terms of

address, and proper name. In the context, a reduction of the

title or term of address would naturally distort the meaning or

message. Few of the examples can be seen below:

The SL words The translation

(37/1) Gusti Nurul Gusti Nurul

(43/2) Den Ayu Den Ayu

(53/3) Mbok Naya Mbok Naya

(57/1) Mbok Ranu Mbok Ranu

(119/1) Meener Antana Meener Antana

(123/1) Mbok Nem Mbok Nem

Next, modulation can be used best to handle a word that has

no exact equivalent in the TL and the context demands the

translator to emphasize the economy and smoothness of the

sentence flow. This situation usually happens in a direct

quotation where cultural notes are impossible. In addition,

with this procedure the translator can still recreate the smooth

flow and beauty of the text. The example is the translation of

mbak ayu into you and kakangmu into I.

SL: Mbakayu itu macam-macam saja usulnya. (p. 15)

30

TL: You do come up with some strange suggestions

sometimes,” Mbok Ranu commented.

SL: Maka Kakangmu pikir: ah, tidak baik membebani orang

dengan perkara-perkara yang lebih memberatkan (p. 160)

TL: So I thought to myself that it wouldn‟t be right to do

something that might make even more trouble. (p. 196)

In the following example the translator also employs

modulation and the combination of modulation and addition.

Read it closely.

SL: Bila mereka berkomentar ayam itu gemuk dan bertanya

apa betul itu ayam Kedu sungguh, maka petang harinya

seorang anak disuruh ayahnya mempersembahkan ayam itu

kepada mereka. Tetapi bagaimana bila mereka memuji Si

Tinem atau Piyah cantik? (p. 109)

TL: Or if one said that a certain hen looked plump and ready

for the pot, that same evening the owner would order his son

or daughter to offer the chicken to the soldiers. And, because

it hadn‟t been possible to evacuate all the young women of the

village, what about when the soldiers began to praise one of

the marriage-age girls? (p. 139)

Ayam Kedu in the SLT which means a type of chicken renown

for its tasty meat is replaced with ready for the pot. One sense

is replaced with another; this is an example of modulation. In

the following sentence, the modulation is combined with

31

addition. The reason for the action is added in. Si Tinem or Si

Piyah are general names which are here used to refer to

grown-up single women. The translator replaces them with the

referent marriage-age girls.

Some other modulations are of different types. See the

following example.

SL: Mereka meminta Mbok Rukem, janda nakal yang biasanya

mereka gerutui untuk menampung lahar birahi tentara itu. (p.

109)

TL: They went to Mbok Rukem, a divorcee whose rumored or

real dalliances had so often been the target of their

complaints, and asked her assistance in soothing the soldiers‟

passion. (p. 139)

In the example above, the phrase mereka gerutui is an action,

a cause. In the translation the translator gives the effect, the

consequence of the action, i.e. the target of their complaints.

This is also a modulation.

Finally, there are some culturally-bound words deleted or

dropped during the translation process. The translator seems to

take this strategy if the word‟s meaning is not found in the TL

culture and the importance is minor. Anyhow, he should try to

transfer to meaning or message, especially if it is not merely

terms of address. Such words or expressions that have been

deleted are:

32

The SL words

(160/4) ngono ya ngono, ning aja ngono

(168/3) lamat-lamat

(179/1) kepangrehannya

(213/1) basa-basi

(213/2) jiwa raga

(223/4) akal trenggiling

(235/1) berambut ijuk

(236/2) bermata bandeng

4. Conclusions

Finally, it can be concluded that theoretically a text which is

embedded in its culture is both possible and impossible to

translate into other languages. If practicality is considered

first, however, every translation is possible. The degree of its

closeness to its source culture and the extent to which the

meaning of its source text to be retained is very much

determined by the purpose of the translation. To close, it is

suggested that in the translator considered the procedures

explained above to translate culturally-bound words or

expressions.

33

REFERENCES

Pusat Pengembangan dan Pembinaan Bahasa, 1985. Pedoman

Pengindonesiaan Nama dan Kata Asing. Jakarta: Balai

Pustaka.

Bassnett-McGuire. 1980. Translation Studies. New York:

Mathuen & Co. Ltd.

Bell, Roger T. 1991. Translation and Translating: Theory and

Practice. London: Longman Group Ltd.

Bratawidjaja, T. Wiyasa. 1996. Upacara Tradisional

Masyarakat Jawa. Jakarta: Pustaka Sinar Harapan.

Brislin, Ricard. W. 1976. Translation: Application and

Research. New York: Gardner Press Inc.

Catford, J.C. 1965. A Linguistic Theory of Translation.

London: Oxford University Press.

Chudori, Leila S. 1991, 23 March. Burung Manyar Versi

Hunter. Tempo, p. 77.

Chukovsky, Kornei. 1984. The Art of Translation, transl. By

Lauren G. Leighton. Knoxville: The University of Tennessee

Press.

Duff, Alan. 1981. The Third Language: Recurrent Problems

of Translation into English. Oxford: Pergamon Press.

34

Eppert, Franz (ed.). 1983. Papers on Translation: Aspects,

Concepts, Implication. SEAMEO RELC, Singapore.

Frawley, William (ed.) 1952. Translation: Literary,

Linguistics, and Philosophical Perspectives. Cranbury:

Associated University Presses Inc.

Goodenough, Ward H. 1964. “Cultural Anthropology and

Linguistics” in D. Hymes (ed). Language in Culture and

Society. A Reader in Linguistics and Anthropology. New

York: Harper & Row.

Gentsler, Erwin. 1993. Contemporary Translation Theories.

London and New York: Routledge.

Gutt, Ernst-August. 1991. Translation and Relevance:

Cognition and Context. Oxford: Basil-Blackwell Inc.

Hariyanto, Sugeng. 1996. Of Poetry Translation. ELE Journal

2:1, 91-104.

Hariyanto, Sugeng. 1997. An Evaluation of the English

translation of An Indonesian Novel: A Case Study on the

Translation of Manguwijaya‟s “Burung-Burung Manyar“.

Singapore: Unpublished Project Report for Diploma in

Applied Linguistics, SEAMEO RELC Singapore.

Hatim, Basil and Mason, Ian. 1990. Discourse and the

Translator. Longman: Longman Group Limited.

35

Humboldt, Wilhem von. 1977. “Natur der Sprache uberhaupt”

in H.H. Christmann (ed.), Sparachwissenschaft des 19.

Jahrhunderts. Darmstadt: Wiss. Buchgesellschafts.

Hunter, Thomas M. 1991. 13 April. “Lebih Tepat Versi

Lontar?”. Tempo, p. 3.

Hymes. Dell. (ed). Language in Culture and Society. A Reader

in Linguistics and Anthropology. New York: Harper & Row.

Mangunwijaya, Y.B. 1993. Burung-Burung Manyar, 6th

edition. Jakarta: Penerbit Djambatan.

Mangunwijaya, Y.B. 1989. The Weaverbirds. Transl. By

Thomas M. Hunter. Jakarta: Lontar Foundation.

Mc Guire, S.B. 1980. Translation Studies. Methuen London

and New York.

Newmark, Peter. 1981. Approaches to Translation. Oxford:

Pergamon Press.

Newmark, Peter. 1988. Textbook of Translation. Oxford:

Pergamon Press.

Newmark, Peter. 1991. About Translation. Clevedon:

Multilingual Matters Ltd.

Newmark, Peter. 1993. Paragraph on Translation. Clevedon:

Multilingual Matters Ltd.

36

Nida, Eugene A., and taber, Charles R.. 1982. The Theory and

Practice of Translation. Leiden: E.J. Brill.

Noss, Richard B. (ed.). 1982. Ten Papers on Translation.

Singapore: SEAMEO Regiona; Language Centre.

Pinchuck, I. 1977. Scientific and Technical Translation. Andre

Deutsch.

Rachmadie, Sabrony., Suryawinata, Zuchridin., and Efendi,

Achmad. 1988. Materi Pokok Translation, Modul 1-6. Jakarta:

Penerbit Karunika dan Universitas Terbuka.

Rose, Marilyn G. (ed.) 1981. Translation Spectrum: Essays in

Theory and Practice. New York: State University of New

York.

Said, Mashadi. 1994. Socio-cultural Problems in the

Translation of Indonesian Poems into English: A Case Study

on “On Foreign Shore”. Unpublished Magister Thesis, Post-

Graduate School, IKIP Malang.

Savory, Theodore. 1969. The Art of Translation. London:

Jonathan Cape Ltd.

Snell-Hornby, Marry. 1988. Translation Studies: An

Integrated Approach. Amsterdam: John Benjamins B.V.

Suryawinata, Zuchridin. 1982. Analisis dan Evaluasi terhadap

Terjemahan Novel Sastra The Adventure of Huckleberry Finn

37

dari Bahasa Inggris ke dalam Bahasa Indonesia. Unpublished

Doctorate Dissertation, Post-Graduate School, IKIP Malang.

Suryawinata, Zuchridin. 1989a. Terjemahan: Pengantar Teori

dan Praktek. Jakarta: Depdikbud, Dirjen Dikti, PPLPTK.

Suryawinata, Zuchridin. 1989b. Kapita Selekta Bahasa,

Pengajaran dan Penerjemahan. Malang: PPS IKIP Malang.

Toury Gideon. 1980. In Search of a Translation Theory. Tel

Aviv: Porter Institute.

Whorf, Benjamin L. 1973. Language, Thought and Reality.

Selected Writings, ed. J.B. Carroll, Cambridge: MIT Press.

Wilss, Wolfram. 1982. The Science of Translation. Stuttgart:

Gunter Narr verlag Tubingen.

APPENDIX 1

BRIEF DESCRIPTION OF TRANSLATION

PROCEDURES

TO TRANSLATE CULTURALLY-BOUND WORDS OR

PHRASES

Translation procedures defined below do not have a clear-cut

division from one another. A particular procedure may contain

in some degrees the characteristics of other procedures. The

procedure is named based on its dominant characteristics.

38

When more than one procedures, through their characteristics,

equally dominate the translation of a word or expression, the

procedure is called combination procedure.

1. Transference

-The SL word is brought into the target language text (TLT).

2. Naturalization

-The SL word is brought into the TLT and the writing is

adjusted to the TLT writing system.

3. Using cultural equivalent

-The SL word is replaced with the TL cultural word.

4. Using synonym

-The SL word is translated into neutral TL word.

5. Using descriptive equivalent

The translator explains the description and/or function of the

idea embodied in the SL word. Usually it results in long

wording.

6. Using recognized translation

39

The SL word is replaced with previously recognized

translation of the SL word in the TL.

7. Using componential analysis

SL word is replaced with a more general TL word plus one or

more TL sense components to complete the meaning which is

not embodied within the first TL word. At a glance it is like

descriptive equivalent, but much shorter and does not involve

the function of the idea of the SL word.

8. Reduction

SL word or phrase, as a translation unit, is replaced with a TL

word or phrase which does not embrace part of the SL word

meaning.

9. Expansion

Sl word or phrase as a translation unit, is replaced with a TL

word or phrase which covers the SL word meaning plus

something else.

10. Addition and note

An addition or note is added after the translation of the TL

word or phrase. This addition is clearly not a part of the

translation.

11. Deletion

40

SL word or phrase, as a translation unit, is dropped in the

TLT.

12. Modulation

The SL word or phrase, as a translation unit, is translated into

a TL word or phrase; and this involves change in the point of

view.

The translator sees the phrase from different point of view,

perspective or very often category of thought in translating it.

The general types:

(a) abstract for concrete („sleep in the open‟ for „tidur beratap

langit‟)

(b) cause for effect („you are a stranger‟ for „saya tak

mengenal Anda‟)

(c) one part for another („from cover to cover‟ for „dari

halaman pertama sampai halaman terakhir‟)

(d) reversal of term (the French „assurance-maladie‟ for

English „health insurance‟).

13. Literal translation

If a SL word or phrase, as a translation unit, is translated into a

TL word or phrase, without breaking the TL syntactic rules.

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What is Translation?

Translation is the process in which a written communication

or a text in a first language is produced as the written

communication or text in the second language interpreting the

same meaning. Here the text in the first language is the

"source text" and the equivalent text that communicates the

same message is the "target text" or "translated text". Initially

translation has been a manual activity. Today, together with

manual translation, there is also automatic translation of

natural-language texts, which is referred to as machine

translation or computer-assisted translation which use

computers as an aid to translation. Translation is one way to

bring the world closer.

Origin of the term Etymologically, "translation" refers to "bringing across" or

"carrying across". Originated from the latin word "translatio" ,

the perfect passive participle of which is "translatum" or

"transferre". Trans implies "to transfer" and "ferre" implies to

"to carry to bring across". For the modern Roman, Germany

and Slavic European language, the word "traducere" is used

for translation which implies "to bring across" or "to lead

across" in English. The Greek term for translation is

"metaphrasis" which implies "a speaking across".

"Metaphrase" implies a word-for-word translation or literal

translation while "paraphrase" in Greek means a saying in

other words.

Factors to take in Consider for Translation

42

Translation is not so easy as it sounds to be. Moreover,

translation does not mean a simple word for word for

correspondence between any two languages. It is not a

mechanical process where each word is translated to the target

language. Rather, many factors are to be taken into

consideration to get the exact output in the target language.

The factors are as follows:

1. Actual context

2. The rules of grammar of the two languages

3. The spellings in the two languages

4. Their writing conventions

5. Meaning of idioms and phrases

6. The usage of points and commas to separate decimals

and thousands within numbers. This is to be noted that

some languages follow reverse style. For example,

while in English we write 1,000.01, the same is written

as 1.000,01 in Spanish languages, except for Panama,

Puerto Rico, Mexico, and the United States itself.

7. Again text translation also implies the translation of

right-to left alphabets (such as Arabic and Hebrew).

Beside the above factors, to get the final document all

activities are equally important like

1. The document needs to be read

2. The document needs to be translated

3. The document is then edited

4. The document is then proofread, not to mention

retyped and often reformatted.

43

5. Sometimes, research is also required for translation.

6. Thorough knowledge of the native language is required

by the translator.

Translation requires a complete understanding of the customs

and lifestyle of a group of people so as to translate in a manner

that communicates to that culture's world view.

Approaches to Translation There are two approaches to translation:

1. Formal equivalence: Formal equivalence implies

word for word translation or literal translation. It

translate not only the exact appearance of vocabulary

but also the idioms and grammatical structure used in

the original. This creates a problem because idioms are

expressions that have meaning which is quite different

from the actual meaning of the words used in the

idiom. For example, the idiom "top notch" implies

excellent while in simple English it represents the top

notch of a stick. The drawback of formal equivalence

is that idioms or phrases can mislead or confuse the

reader.

2. Dynamic equivalence: Dynamic equivalence, also

referred to as functional equivalence, implies the

essential thought expressed in the source text. This

include, if necessary, literality, original sememe and

word order, the text's active vs. passive voice, etc. It is

not following a word for word translation but

44

changing, adding, or subtracting from the original text

to make it look as the translator sees fit.

Success of Translation For the success of translation, four requirements are to be

fulfilled:

1. Making sense.

2. Displaying the spirit and manner of the original.

3. The translated document has a natural and easy form of

expression.

4. The translated document produces a similar response.

Types of Translation Services There are various types of translation services that can handle

various types of written work. Translators can be contacted

through language schools or universities. You can get in touch

with with freelance translators through such schools or

universities or there are staff in such universities who

regularly take on translation work. There are many translation

companies that can address one's needs. Also, you can use

translation software, which can cover more basic translation

needs. Further, one can also recruit translators through any of

the above resources to conduct oral translation as required.

The various translation services offered by translation

companies are as follows:

Document Translation Services

45

For all professional translation agencies, document translation

is always a part of the portfolio. Document translation services

involve the translation of written documents of every kind,

from letters, certificates, marketing materials, to detailed

technical brochures, manuals etc. in the target language . With

the increased competition in the global market,

communicating your message clearly and accurately is very

critical. Selecting a reputable and professional service for

document translation is very important as your company's

reputation and financial security is at stake. Professional

document translation services are the most sought after these

days.

Document Translation Process All standard document translation process passes through a

three-tier level of translation to ensure complete accuracy:

1. Initial translation

2. Proofreading and

3. Editing

Importance of Document Translation Global markets are growing. Global markets are highly

competitive. To remain competitive in the global market for

any business, communicating with your target audience using

their language is becoming increasingly important. Document

translation plays a vital role here. Inaccurate document

translation can lead to any of the following problems:

46

1. A scar on a brand's or company's otherwise good

name.

2. Non-compliance with strict requirements in a regulated

industry.

3. Expensive delays in bringing new projects/products to

market

4. Increased legal exposure etc.

Types of Document Translation Services

Notarized Document Translation Notarized document translation services involve translation of

official statutory documents that have to be presented to

official authorities for legal purposes. These translations are

governed by local laws in each country. Usually in a non-

certified translation, the translator is sometimes given the right

to write in his own personal style to make it more accurate for

the target audience. However, in notarized document

translation, it must be an exact translation of the source. Such

translated document should include a clause from the certifier

combined with a round seal affixed which only Notarized

Court translators make use of. The document must be certified

by the translator's signature, so that it can be accepted by the

courts and the authorities. Some notarized document

translations include:

1. Marriage Certificates Translation

2. Divorce Certificates Translation

3. Birth Certificate Translation

4. Wills Translation

47

5. Academic Degrees Translation

6. Judgment Translation

7. Diplomas Translation

8. Immigration Documents Translation

9. Naturalization Papers Translation

10. Adoption Papers Translation etc.

Technical Document Translation Document translation services involve translating technical &

scientific documents. The technical documentation that is

given with any product into your export markets is often your

most visible ambassador. The document must convey

important and complex technical and procedural information

concisely and correctly translated in several languages.

Technical document translations include:

1. Automotive technical translation

2. Hydraulics technical translation

3. Optics technical translation

4. Marine engineering technical translation

5. Patents technical translation

6. Building technology translation

7. Mechanical engineering translation

8. Civil engineering technical translation

9. Space technologies

10. Medical technical translation

11. Digital Imaging translation

12. Television technical translation

13. Water purification technical translation

14. Electrical engineering technical translation

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15. Science and Physics technical translation

16. Energy conservation technical translation

17. Oil & Gas technical translation

Patent Document Translation

Patent document translation refers to translation of intellectual

property patents which are used in Patent & trademark offices,

scientific & technological inventions and research &

development. These translations can be both manual human

and machine translation. Patent document translations can be

done exactly in the same format required by Patent and

Trademark Offices.

49

How Do Simultaneous Translation

Experts Work Without a Hitch? Gardner Wilkinson

The use of simultaneous translation has increased globally. Its

widespread use by the medical, legal and diplomatic fraternity

has made it an important tool for communication. They are

used in global conferences, seminars and boardroom meetings

where people of different cultures congregate to deal with

issues. What a word means in one language may have a

complete opposite meaning in another. Thereby one can easily

get lost on translation make embarrassing errors and lose face.

With the advent of simultaneous translation by professionals

the chances of a meeting running smooth are as good as 100%.

Now with the value addition of simultaneous translation

equipment there is better understanding with diverse human

groups.

How do simultaneous translation professionals function? They

rely on their gut feel, preparedness and local knowledge to

make the relevant difference in the meetings. When a client

gives the project well in advance it becomes easy for the

translator to prepare the groundwork. With this one can

produce tailor made or customize the entire project leaving no

room for error. There is a huge difference between translation

and interpretation and an experienced person understands the

job. To get a good quality job the use of simultaneous

translation equipment is extremely useful.

50

Clients can give their entire brief with the bunch of files that

need translation. The process is explained and timelines are

given too. Depending on the quantum of work the quotation is

also given. This allows clients to choose the kind of service

that they require. A good translator will be able to tell in

advance if certain part of the text needs to be tweaked in a

different manner to allow better understanding at the other

end.

When the documents have to translate in real time,

professional equipment is used. A simultaneous translator's

function is to convey every semantic element which is the tone

and register, and every intention and feeling of the message

that the source-language speaker is directing to the target-

language recipients. Digital conference equipment comes from

Philips Electronics and Bosch. They also provide professional

simultaneous conference interpreters and language staff in

over 40 languages. These days, conferences rely on

technology to bridge the many divides between presenter and

audience. Those divides may be linguistic, or due to hearing

loss. To help reach the members of the audience who would

otherwise be lost, simultaneous translation equipment, along

with a huge database of language professionals come handy.

Some companies specialize in multi-channel conference audio,

allowing listeners to select their language on their personal

receiver. They also carry an impressive inventory of assistive

listening devices and hearing assistance technology. There are

devices like Poketalker, Motiva, Teletalker which are ideal for

reducing background noise and reverberation to enhance

effective communication.

51

Consecutive vs. Simultaneous Interpreter

A simultaneous interpreter has to interpret the message being

said almost simultaneously as the speaker says it. A simultaneous

interpreter barely has a few seconds pause after the source

message is emitted before he or she should start interpreting.

Therefore, a simultaneous inerpreter has to be able to listen to the

source message and interpret in the target language at the same

time. He or she also has to have a very good hearing and a

pleasant voice. A simultaneous interpreter also has to build a

very wide and diverse vocabulary for each topic that he or she is

interpreting for. Being prepared before each assignment is crucial

for a successful simultaneous interpretation. A simultaneous

interpreter should make sure to get as much information as

possible about each assignment and to research the topic

extensively so as to be very well prepared for the interpretation.

Generally speaking, a simultaneous interpreter works in a booth

with another simultaneous interpreter, and has to use a

headphone and a microphone. A simultaneous interpreter always

works in pair with another simultaneous interpreter and they each

have to alternate optimally every half an hour.

As for the consecutive interpreter, his or her job consists of

listening to the speaker emit a message in the source language,

waiting for them to pause and then interpreting what they said in

52

a consecutive mode. Some say that a consecutive interpreter's job

is not as difficult as a simultaneous interpreter's job. This is not

completely true however, because both a consecutive and a

simultaneous interpreter share the same responsibility of making

sure they serve as conduits of communication bewteen a limited

english proficient client and their providers by staying as

accurate and as loyal to what has been said as possible. And this

is an equal challenge to both a consecutive interpreter and a

simultaneous interpreter.

TEXTS FOR TRANSLATION

POLITICAL SPEECHES

The following is a transcript of Senator Hillary Rodham

Clinton‟s speech to supporters after the New Hampshire

primary, as published by The Associated Press.

Hillary Clinton: Thank you. Thank you.

I come tonight with a very, very full heart.

And I want especially to thank New Hampshire. Over the last

week, I listened to you and, in the process, I found my own

voice.

53

I felt like we all spoke from our hearts, and I am so gratified

that you responded. Now, together, let's give America the kind

of comeback that New Hampshire has just given me.

For all the ups and downs of this campaign, you helped

remind everyone that politics isn't a game. This campaign is

about people, about making a difference in your lives, about

making sure that everyone in this country has the opportunity

to live up to his or her God-given potential. That has been the

work of my life.

We are facing a moment of so many big challenges.

We know we face challenges here at home, around the world,

so many challenges for the people whose lives I've been

privileged to be part of.

I've met families in this state and all over our country who've

lost their homes to foreclosures, men and women who work

day and night but can't pay the bills and hope they don't get

sick because they can't afford health insurance, young people

who can't afford to go to college to pursue their dreams.

Too many have been invisible for too long. Well, you are not

invisible to me.

Me: This is the victory speech that she won after crying (no

tears visable) on television. To me a working class Virginian

54

who has no favorite, right now I have Electorial Disorder,

can't give a hoot about any of them. Right back to it, to me a

working class Virginian, it was kinda obvious she would win

this state in the upper east coast that is full of women her age

who have a great deal more income than that of my household.

She found her own voice? Then ok after she cried but what

happened to it since then? I think what she found was a last

minute pick me up marketing strategy to pour out to the hearts

of her peers. Anyway that's my take.

What challenges besides what bad suit should I wear today

does Hillary face. She has made it through a scandalous

presidency and hey didn't she already have her 8 years in

office? According to her, Ireland wouldn't be at peace today if

she wasn't there watching tennis? Hmm try again.

Getting late in the game now, maybe she should try crying

again, or Bill should just bitch slap Obama in the face. The

negativity is pouring out of this campain and you can feel it

from thousands of miles away.

Would she be meeting these families if she wasn't out

campaining. Me thinks she would just be sitting on her ass on

the board of Wal-Mart the most evil coorporation in the world

not giving a dang about the average American. Which she is

not, was not ever and needs to stop pretending to be.

55

Truthful Translations of Political Speech: Remixing the Bush

II Agenda

BUSH CULTURE REVIEW. Media collage uses the

targets of protest themselves as conduits to express dissent.

There is something doubly subversive in twisting the

words of such targets to attack them - especially when the

final products, in many respects, are closer to the truth

than the original rhetoric.

John Anderson

"For diplomacy to be effective, lies must be credible." ---

George W. Bush in The Bots' "Fuzzy Math"

The Truthful Translations project began somewhat as a lark.

Through my involvement in various microradio and

independent media projects I stumbled upon a shadow world

where art meets politics in a strangely beautiful and pointed

way.

Before exploring this world, a quick-and-dirty primer: what

we now call "media collage" was born from bona-fide artistes

who, decades ago, pushed the boundaries of reel-to-reel

recording technology using razor blades and splicing tape to

create works then known as "plunderphonics." Today, the

56

price of computers continues to decline while their processing

power rises, and the addition of cheap or open-source (free)

software has significantly democratized this art form. It is now

possible to create collage with a skillset more akin to word

processing: in the digital world, "cut-and-paste" is a moniker

not just limited to text.

The impetus for Truthful Translations began with the work of

the Department of Corrections, a loose collective of

programmers involved with the California pirate radio station

Free Radio Santa Cruz. FRSC has been on the air for nearly 10

years now; over this period the station's home has ranged from

a squat-house to a bicycle cart, and many of its volunteers

subscribe to anarchist ideology. With the help of donated

computers (generations behind the newest models) and a

mixture of free and copied software, the D.O.C. began cutting

up speeches of George W. Bush and sending me the results.

Intrigued by their creations, I began sleuthing around online to

see if anyone else had a penchant for "re-translating" our

Moron-in-Chief. Lo and behold, others dissatisfied with his

regime were mixing dissent and creativity in similar fashion. I

collected a few of these works and assembled the foundation

of the Truthful Translations gallery. Nearly two years later

57

there are more than 200 cuts online, with new material added

almost every week - most of it unsolicited. Of these, more than

two-thirds feature GWB as the centerpiece of criticism.

I can't say for sure what motivates these artists. Perhaps it is

disbelief at the widening gulf between Bush II's rhetoric and

the reality of his administration's policies, which culminates in

a desire to rectify the two (hence the moniker "Truthful

Translations"). It certainly helps that George W. Bush's stilted

speaking style lends itself to manipulation: of the several

politicos who have been lampooned in similar style, those

featuring GWB come off, on balance, as the most

"believable."

What follows is a guided tour through some of the best works

to be found in the Truthful Translations gallery. I've divided

the review along lines that mirror the categories to be found in

the George W. Bush section, in the interest of readers who will

hopefully be inspired to explore further.

Translated States of the Union

Often considered the keynote policy address of any sitting

President, in the case of George W. Bush each speech

58

represents a motherlode of translational fodder. It should come

as no surprise that his 2002 State of the Union has been the

most popular target of re-translation: as the SOTU speech

immediately following the terrorist attacks on New York and

Washington, D.C., the militaristic overtone focused the minds

of dissenters to US policy in the post-9/11 era and gave many

the impetus to dip their toes into the collage pool.

Interestingly, several of these translations also include

insertions of applause from Congress at strategic rhetorical

moments. This widens the critique beyond just the executive,

but also to include the legislative branch of the federal

government for its complicity in our most recent foreign

debacles.

Of the translated States of the Union, "DSMO (Ronan &

Friends vs. GWB)" is probably the most accessible and

entertaining. Created by an artist going by the moniker

Dubya's For War, this particular track uses music from the

industrial band VNV Nation and juxtaposes manipulated clips

of GWB with soundbites from The Simpsons television

program. This makes for a great twisting of comedy into

criticism. For example, after a constructed litany of American

military deployments (some real, some fictional), which

59

concludes with the manipulated quote, "And our war against

the Iraqi people is only beginning," Lisa Simpson chimes in:

"That is so 1991." Not only is this cleverly caustic, but you

can dance to it!

Similarly, National Cynical Network's "Rape of the Union"

comes in two flavors: a straight cut-up and a "dance mix."

NCN are longtime collage artists who hosted a found-sound

extravaganza for three years on a community radio station in

California. Although "Rape of the Union" used GWB's 2002

State of the Union speech, the constructed quotes NCN

developed are especially prescient given the outcome of U.S.

incursions in to Afghanistan and Iraq:

"Thousands of dangerous killers, schooled in the methods of

murder - thanks to the work of our law enforcement officials

and coalition partners - are now spread throughout the world

like ticking time bombs, set to go off without

warning....America is a regime arming with missiles and

weapons of mass destruction, while starving its citizens....It

costs a lot to fight this war, with the world's most destructive

weapons. And we need more of 'em."

Bush II's 2003 SOTU - which was more marketing hype for

Gulf War II than a summary of domestic development - has

60

also been the subject of extensive translation. The Department

of Corrections' "State of Disunion 2003" is an excellent

example. It manages to turn one of the speech's most

gruesome examples of Saddam's despotism into an attack on

the brutality of American imperialism: "The budget I send you

will propose almost six billion dollars to quickly make

available: electric shock; burning with hot irons; dripping acid

on the skin; mutilation with electric drills; cutting out tongues;

and rape. These good works deserve our praise, they deserve

our personal support, and, when appropriate, they deserve the

assistance of the federal government."

A web site called Fuckitall.com also produced a video collage

work of the 2003 SOTU. "State of the Union...Not Good"

features the clever use of cutaway shots to cover up the the

audio splice-work (which would normally result in jump-cuts

that would damage the "authenticity" of the constructed

dialogue). After GWB confesses to having been "trained by

Al-Qaida" and being "weak and materialistic," the next shot is

that of National Security Advisor Condolezza Rice and

Homeland Security Director Tom Ridge sitting side-by-side,

nodding their heads. And in a scathing indictment of the

puppy-dog style of lawmakers pressured to follow Bush's lead

61

into endless war, Bush's constructed proclamation, "We will

embrace tyranny and death as a cause and a creed," is

immediately followed by video of Congress rising as one in a

standing ovation.

Words on War and Fascism

This is by far the most popular section of the GWB

translations, featuring more than a third of all the tracks

collected to date.

One of the first pieces to make this gallery was a Department

of Corrections cut, "Drums of War." It, too, spreads the blame

around by referring to Bush's circle of advisers: "Every day I

make decisions influenced by the world's most dangerous

people." Using a speech originally designed to make the case

for a massive increase in defense spending, the D.O.C.

reinterprets this to paint the picture of a United States beefing

up its armaments in preparation for the implementation of a

police state, both at home and around the world.

Another notable D.O.C. moment is found in "Don't Tread on

Bush," where GWB becomes a backup vocalist to Metallica's

"Don't Tread on Me." Bush's infamous utterance, "Bring 'em

62

on," is used as an alternate percussion track to the music itself.

In this instance it is not so much Bush who carries the day, but

Metallica - a clever use of the music as the message,

regardless of whether or not that was Metallica's intent.

Poison Popcorn's "Presidential Address" samples audio from

one of GWB's early speeches given immediately after the

terrorist attacks of 2001. As a horror-movie synth line slinks

around a breakbeat rhythm, Bush is made to admit to the use

of 9/11 as a pretext to consolidate power in what this UK-

based collage artist clearly sees as an illegitimate regime: "I

have directed the full resources of our intelligence and law

enforcement communities to frighten our nation into chaos

and retreat." Also notable is V-Man's alternate reading of the

"with us or against us" dichotomy Bush presented early on in

the "war on terror" - "Who Attacked Us" flips the infamous

quote into an alternate rallying cry which redirects this blatant

attempt at the stoking nationalism back onto its source: "Either

you are with us, or you are with people everywhere that hate

the United States of America."

Several works in this section also feature Bush uttering

phrases which are uncanny for their elucidation of what was

on the minds of many as the nation geared up for its invasion

63

of Iraq. Tone Def and the Bots' "Bushwack 2" is especially

prescient in this regard, making Bush articulate the thoughts of

many who opposed Gulf War II: "The only way to become

less dependent on foreign sources of crude oil is to dominate

the Middle East."

Ravers Against War put its criticism to a techno beat which, if

you close your eyes while you listen to "Leave Iraq," conjures

images of jackboots stomping on pavement: "The United

States and other nations have defied [United Nations] Security

Council resolutions demanding peaceful efforts to disarm the

Iraqi regime, again and again." An anonymous artist submitted

"GWB Doctored Speech," which highlights the seemingly

incoherent aggression with which the White House executed

the invasion: "We will fight progress. And freedom. And

choice. And culture. And music. And laughter. And women.

And Christians. And Jews. And all Muslims."

The fallout and blowback from these military follies has only

increased the fodder available to collage critics. Value Village

People's "BU**SHIp" was the first submission to

recontextualize Bush's now-infamous "Mission

Accomplished" speech given on the flight deck of the USS

Abraham Lincoln in 2003. In this piece, Bush declares, "Any

64

person, organization, or government that supports, protects, or

harbors terrorists has a loyal friend in the United States of

America." Again, strategically-placed applause is spliced in

for punctuation and to spread the blame around. Then there is

a soundbite that was especially prescient, given what we know

know about the post-invasion workings of the Abu Ghraib

prison: "The use of force has been and remains America's

tradition. And this much is certain: your country is complicit

in the murder of the innocent and equally guilty of terrorist

crimes."

Even the belated damage control that the administration ham-

handedly undertook following the occupation of Iraq has been

turned against it. Polymixin's "The Civilized World" is the

unbelievably believable first attempt at collage by an

independent journalist in Madison, Wisconsin. It begins and

ends with the sounds of someone idly flipping TV channels

before settling on GWB's speech to the nation originally

broadcast in September, 2003. This speech was initially

designed to reassure the country that the U.S. had not stepped

into a quagmire, but Polymixin flips the intent to expose an

alternate reading, which may be closer to reality, especially in

the minds of many Iraqi civilians: "There is more at work in

65

these attacks than blind rage, which have shown America's

character to the world. And the Iraqi people can know that our

soldiers are hunting for them."

Closer to the present - and an excellent example of how the

accessibility of editing technology gives rise to near-instant

criticism - is National Corporate Radio's "Bush Convention

Speech," which warped his oration at the Republican National

Convention on September 1, 2004 in less than a week and spit

it back out into the wild. It specifically voiced the critique of

the GOP going to NYC to exploit the memory of 9/11: "My

fellow Americans, for as long as our country stands, people

will look to the resurrection of New York City and they will

say: here buildings fell; here a radical ideology of hate rose."

George W. Bush and His Crew

International condemnation of the actions of the Bush II

regime has also taken the form of creative collage. Australian

Tom Compagnoni, a photographer-cum-collagist, created "A

Day of Horror" and "W.M.D.: The Meaning of American

Justice" to assail not only Bush but the Prime Ministers of the

United Kingdom and Australia. He turned the three leaders'

66

justifications for the "war on terror" into very slick rap songs,

complete with wick-wack scratch action.

Norwegian artist Vidar Brennodden produced "Their Own

Destruction" as part of a series of political collage pieces

commissioned by NRK, the state-sponsored TV network. It

follows a similar pattern to Compagnoni's work, making Bush

the lead rapper in a crew that includes Pakistani "president"

Pervez Musharraf and cries of Arab protest directed against

the attacks on Afghanistan. One wonders, given Norway's

officially-stated opposition to America's bomb-and-bully

foreign policy, whether this is actually another instrument of

that country's diplomacy toward the United States. Either way,

it's a piece that definitely bumps the trunk.

Novelty and Nonsense

Not all collagists set out to explicitly attack the U.S. doctrine

of preemptive interventionism. Several simply wanted to

express disbelief that an internationally-recognized buffoon

could end up leading the world's most powerful country.

While these works tend to lampoon more than criticize, some

are extremely powerful simply because they use absurdity to

hammer home a message of dissent.

67

King of this turn-of-the-phrase is NYC-based collagist rx. His

first submission, "Dick Is A Killer," could certainly rock any

dance club scene. The title begins with an obvious double

meaning: on its face it is a blunt condemnation of Vice

President Dick Cheney and his past and present support for

construction projects and despotic regimes that stand accused

of a laundry list of human rights abuses. However, the tale

GWB tells in this track gets progressively dirtier, ending with

a startling confession: "I believe God made me a woman. I

feel it in my heart - and this bitch's voice must be heard." rx's

latest submission, "Sunday Bloody Sunday," remakes the

classic U2 song with Bush II as the unlikely vocalist; the fact

that Bush is singing a pro-peace song written by one of his

strongest rockstar critics has an irony all its own.

Sometimes the best way to express dissent is to be creative

about it: nobody likes to be screamed at or shouted down, and

marching en masse often gives mainstream media and

detractors of dissent alike a crutch by which to trot out old and

tired criticisms of those who desire to effect social and

political change. Media collage short-circuits these pitfalls by

using the targets of protest themselves as conduits to express

this dissent; the entertainment value certainly doesn't hurt,

68

either. There is something doubly subversive in twisting the

words of such targets to attack them - especially when the

final products, in many respects, are closer to the truth than the

original rhetoric.

69

PASSAGES

FOR TRANSLATION

70

Obama Inaugural Address

20th January 2009

My fellow citizens:

I stand here today humbled by the task before us, grateful

for the trust you have bestowed, mindful of the sacrifices

borne by our ancestors. I thank President Bush for his

service to our nation, as well as the generosity and

cooperation he has shown throughout this transition.

Forty-four Americans have now taken the presidential

oath. The words have been spoken during rising tides of

prosperity and the still waters of peace. Yet, every so

often the oath is taken amidst gathering clouds and raging

storms. At these moments, America has carried on not

simply because of the skill or vision of those in high

office, but because We the People have remained faithful

to the ideals of our forbearers, and true to our founding

documents.

71

So it has been. So it must be with this generation of

Americans.

That we are in the midst of crisis is now well understood.

Our nation is at war, against a far-reaching network of

violence and hatred. Our economy is badly weakened, a

consequence of greed and irresponsibility on the part of

some, but also our collective failure to make hard choices

and prepare the nation for a new age. Homes have been

lost; jobs shed; businesses shuttered. Our health care is

too costly; our schools fail too many; and each day brings

further evidence that the ways we use energy strengthen

our adversaries and threaten our planet.

These are the indicators of crisis, subject to data and

statistics. Less measurable but no less profound is a

sapping of confidence across our land - a nagging fear that

America's decline is inevitable, and that the next

generation must lower its sights.

Today I say to you that the challenges we face are real.

They are serious and they are many. They will not be met

72

easily or in a short span of time. But know this, America -

they will be met.

On this day, we gather because we have chosen hope over

fear, unity of purpose over conflict and discord.

On this day, we come to proclaim an end to the petty

grievances and false promises, the recriminations and

worn out dogmas, that for far too long have strangled our

politics.

We remain a young nation, but in the words of Scripture,

the time has come to set aside childish things. The time

has come to reaffirm our enduring spirit; to choose our

better history; to carry forward that precious gift, that

noble idea, passed on from generation to generation: the

God-given promise that all are equal, all are free, and all

deserve a chance to pursue their full measure of

happiness.

In reaffirming the greatness of our nation, we understand

that greatness is never a given. It must be earned. Our

73

journey has never been one of short-cuts or settling for

less. It has not been the path for the faint-hearted - for

those who prefer leisure over work, or seek only the

pleasures of riches and fame. Rather, it has been the risk-

takers, the doers, the makers of things - some celebrated

but more often men and women obscure in their labor,

who have carried us up the long, rugged path towards

prosperity and freedom.

For us, they packed up their few worldly possessions and

traveled across oceans in search of a new life.

For us, they toiled in sweatshops and settled the West;

endured the lash of the whip and plowed the hard earth.

For us, they fought and died, in places like Concord and

Gettysburg; Normandy and Khe Sahn.

Time and again these men and women struggled and

sacrificed and worked till their hands were raw so that we

might live a better life. They saw America as bigger than

the sum of our individual ambitions; greater than all the

74

differences of birth or wealth or faction.

This is the journey we continue today. We remain the

most prosperous, powerful nation on Earth. Our workers

are no less productive than when this crisis began. Our

minds are no less inventive, our goods and services no

less needed than they were last week or last month or last

year. Our capacity remains undiminished. But our time of

standing pat, of protecting narrow interests and putting off

unpleasant decisions - that time has surely passed.

Starting today, we must pick ourselves up, dust ourselves

off, and begin again the work of remaking America.

For everywhere we look, there is work to be done. The

state of the economy calls for action, bold and swift, and

we will act - not only to create new jobs, but to lay a new

foundation for growth. We will build the roads and

bridges, the electric grids and digital lines that feed our

commerce and bind us together. We will restore science to

its rightful place, and wield technology's wonders to raise

health care's quality and lower its cost. We will harness

the sun and the winds and the soil to fuel our cars and run

75

our factories. And we will transform our schools and

colleges and universities to meet the demands of a new

age. All this we can do. And all this we will do.

Now, there are some who question the scale of our

ambitions - who suggest that our system cannot tolerate

too many big plans. Their memories are short. For they

have forgotten what this country has already done; what

free men and women can achieve when imagination is

joined to common purpose, and necessity to courage.

What the cynics fail to understand is that the ground has

shifted beneath them - that the stale political arguments

that have consumed us for so long no longer apply. The

question we ask today is not whether our government is

too big or too small, but whether it works - whether it

helps families find jobs at a decent wage, care they can

afford, a retirement that is dignified. Where the answer is

yes, we intend to move forward. Where the answer is no,

programs will end. And those of us who manage the

public's dollars will be held to account - to spend wisely,

reform bad habits, and do our business in the light of day -

76

because only then can we restore the vital trust between a

people and their government.

Nor is the question before us whether the market is a force

for good or ill. Its power to generate wealth and expand

freedom is unmatched, but this crisis has reminded us that

without a watchful eye, the market can spin out of control

- and that a nation cannot prosper long when it favors only

the prosperous. The success of our economy has always

depended not just on the size of our Gross Domestic

Product, but on the reach of our prosperity; on the ability

to extend opportunity to every willing heart - not out of

charity, but because it is the surest route to our common

good.

As for our common defense, we reject as false the choice

between our safety and our ideals. Our Founding Fathers,

faced with perils we can scarcely imagine, drafted a

charter to assure the rule of law and the rights of man, a

charter expanded by the blood of generations. Those

ideals still light the world, and we will not give them up

for expedience's sake. And so to all other peoples and

governments who are watching today, from the grandest

77

capitals to the small village where my father was born:

know that America is a friend of each nation and every

man, woman, and child who seeks a future of peace and

dignity, and we are ready to lead once more.

Recall that earlier generations faced down fascism and

communism not just with missiles and tanks, but with the

sturdy alliances and enduring convictions. They

understood that our power alone cannot protect us, nor

does it entitle us to do as we please. Instead, they knew

that our power grows through its prudent use; our security

emanates from the justness of our cause, the force of our

example, the tempering qualities of humility and restraint.

We are the keepers of this legacy. Guided by these

principles once more, we can meet those new threats that

demand even greater effort - even greater cooperation and

understanding between nations. We will begin to

responsibly leave Iraq to its people, and forge a hard-

earned peace in Afghanistan. With old friends and former

foes, we‟ll work tirelessly to lessen the nuclear threat, and

roll back the specter of a warming planet. We will not

78

apologize for our way of life, nor will we waver in its

defense, and for those who seek to advance their aims by

inducing terror and slaughtering innocents, we say to you

now that our spirit is stronger and cannot be broken; you

cannot outlast us, and we will defeat you.

For we know that our patchwork heritage is a strength, not

a weakness. We are a nation of Christians and Muslims,

Jews and Hindus - and non-believers. We are shaped by

every language and culture, drawn from every end of this

Earth; and because we have tasted the bitter swill of civil

war and segregation, and emerged from that dark chapter

stronger and more united, we cannot help but believe that

the old hatreds shall someday pass; that the lines of tribe

shall soon dissolve; that as the world grows smaller, our

common humanity shall reveal itself; and that America

must play its role in ushering in a new era of peace.

To the Muslim world, we seek a new way forward, based

on mutual interest and mutual respect. To those leaders

around the globe who seek to sow conflict, or blame their

society's ills on the West - know that your people will

79

judge you on what you can build, not what you destroy.

To those who cling to power through corruption and

deceit and the silencing of dissent, know that you are on

the wrong side of history; but that we will extend a hand if

you are willing to unclench your fist.

To the people of poor nations, we pledge to work

alongside you to make your farms flourish and let clean

waters flow; to nourish starved bodies and feed hungry

minds. And to those nations like ours that enjoy relative

plenty, we say we can no longer afford indifference to the

suffering outside our borders; nor can we consume the

world's resources without regard to effect. For the world

has changed, and we must change with it.

As we consider the road that unfolds before us, we

remember with humble gratitude those brave Americans

who, at this very hour, patrol far-off deserts and distant

mountains. They have something to tell us, just as the

fallen heroes who lie in Arlington whisper through the

ages. We honor them not only because they are guardians

of our liberty, but because they embody the spirit of

80

service; a willingness to find meaning in something

greater than themselves. And yet, at this moment - a

moment that will define a generation - it is precisely this

spirit that must inhabit us all.

For as much as government can do and must do, it is

ultimately the faith and determination of the American

people upon which this nation relies. It is the kindness to

take in a stranger when the levees break, the selflessness

of workers who would rather cut their hours than see a

friend lose their job which sees us through our darkest

hours. It is the firefighter's courage to storm a stairway

filled with smoke, but also a parent's willingness to

nurture a child, that finally decides our fate.

Our challenges may be new. The instruments with which

we meet them may be new. But those values upon which

our success depends - honesty and hard work, courage and

fair play, tolerance and curiosity, loyalty and patriotism -

these things are old. These things are true. They have been

the quiet force of progress throughout our history. What is

demanded then is a return to these truths. What is required

81

of us now is a new era of responsibility - a recognition, on

the part of every American, that we have duties to

ourselves, our nation, and the world, duties that we do not

grudgingly accept but rather seize gladly, firm in the

knowledge that there is nothing so satisfying to the spirit,

so defining of our character, than giving our all to a

difficult task.

This is the price and the promise of citizenship.

This is the source of our confidence - the knowledge that

God calls on us to shape an uncertain destiny.

This is the meaning of our liberty and our creed - why

men and women and children of every race and every

faith can join in celebration across this magnificent mall,

and why a man whose father less than sixty years ago

might not have been served at a local restaurant can now

stand before you to take a most sacred oath.

So let us mark this day with remembrance, of who we are

and how far we have traveled. In the year of America's

82

birth, in the coldest of months, a small band of patriots

huddled by dying campfires on the shores of an icy river.

The capital was abandoned. The enemy was advancing.

The snow was stained with blood. At a moment when the

outcome of our revolution was most in doubt, the father of

our nation ordered these words be read to the people:

"Let it be told to the future world...that in the depth of

winter, when nothing but hope and virtue could

survive...that the city and the country, alarmed at one

common danger, came forth to meet [it]."

America. In the face of our common dangers, in this

winter of our hardship, let us remember these timeless

words. With hope and virtue, let us brave once more the

icy currents, and endure what storms may come. Let it be

said by our children's children that when we were tested

we refused to let this journey end, that we did not turn

back nor did we falter; and with eyes fixed on the horizon

and God's grace upon us, we carried forth that great gift of

freedom and delivered it safely to future generations.

Thank you. God bless you and God bless the United

83

States of America.

Gov. Rick Perry: America needs a New

Leadership

Howdy. Thank you, Erick (Erickson, editor of RedState). It is

great to be at RedState. And I‟ll tell you what, it‟s even better

to be governor of the largest red state in America.

It‟s sure good to be back in the Palmetto State, in South

Carolina. I enjoy coming to places where people elect folks

like Nikki Haley, true conservatives. And also where they love

the greatest fighting force on the face of the earth…the United

States Military.

And I want to take a moment and ask you to just take a

silence, think about those young Navy SEALs and the other

special operators who gave it all in the service of their

country. Just take a moment to say Thank you, Lord, that we

have those kind of selfless, sacrificial men and women. Their

sacrifice was immeasurable, their dedication profound, and we

will never, ever forget them.

I stand before you today as the governor of Texas. But I also

stand before you the son of two tenant farmers, Ray Perry,

who came home after 35 bombing missions over Europe to

work his little corner of land out there, and Amelia who made

84

sure my sister Milla and I had everything that we needed,

including hand-sewing my clothes until I went off to college.

I am also the product of a place called Paint Creek. Doesn‟t

have a zip code. It‟s too small to be called a town along the

rolling plains of Texas. We grew dryland cotton and wheat,

and when I wasn‟t farming or attending Paint Creek Rural

School, I was generally over at Troop 48 working on my

Eagle Scout award.

Around the age of 8, I was blessed – didn‟t realize it, but I was

blessed to meet my future wife, Anita Thigpen, at a piano

recital. We had our first date eight years later. And she finally

agreed to marry me 16 years after that. Nobody says I am not

persistent.

There is no greater way to live life than with someone you

love, and my first love is with us today, my lovely wife Anita.

We‟re also blessed to have two incredible children, Griffin

and Sydney, and they are also with us today, and our

wonderful daughter-in-law Meredith. I‟d just like to introduce

those two. Thank you.

What I learned growing up on the farm was a way of life that

was centered on hard work, and on faith and on thrift. Those

values have stuck with me my whole life. But it wasn‟t until I

graduated from Texas A&M University and joined the United

States Air Force, flying C-130‟s all around the globe, that I

truly appreciated the blessings of freedom.

85

To paraphrase Abraham Lincoln and Ronald Reagan, I

realized that the United States of America really is the last

great hope of mankind. What I saw was systems of

government that elevated rulers at the expense of the people.

Socialist systems cloaked maybe in good intentions but were

delivering misery and stagnation. And I learned that not

everyone values life like we do in America, or the rights that

are endowed to every human being by a loving God.

You see, as Americans we‟re not defined by class, and we will

never be told our place. What makes our nation exceptional is

that anyone, from any background, can climb the highest of

heights. As Americans, we don‟t see the role of government as

guaranteeing outcomes, but allowing free men and women to

flourish based on their own vision, their hard work and their

personal responsibility. And as Americans, we realize there is

no taxpayer money that wasn‟t first earned by the sweat and

toil of one of our citizens.

That‟s why we reject this President‟s unbridled fixation on

taking more money out of the wallets and pocketbooks of

American families and employers and giving it to a central

government. “Spreading the wealth” punishes success while

setting America on course to greater dependency on

government. Washington‟s insatiable desire to spend our

children‟s inheritance on failed “stimulus” plans and other

misguided economic theories have given us record debt and

left us with far too many unemployed.

But of course, now we‟re told we are in recovery. Yeah.

86

But this sure doesn‟t feel like a recovery to more than nine

percent of Americans out there who are unemployed, or the

sixteen percent of African Americans and 11 percent of

Hispanics in the same position, or the millions more who can

only find part-time work, or those who have stopped even

looking for a job.

One in six work-eligible Americans cannot find a full-time

job. That is not a recovery. That is an economic disaster.

If you think about it, for those Americans who do have full-

time jobs, they aren‟t experiencing economic recovery with

the rising fuel costs and the food prices that are going up.

Recovery is a meaningless word if the bank has foreclosed on

your home, if you are under water on your mortgage, or if you

are up to the max on your credit card debt. Those Americans

know that this President and his big-spending, big-government

policies have prolonged our national misery, not alleviated it.

And what do we say to our children? Y‟all figure it out? Don‟t

worry, Washington‟s created 17 debt and entitlement

commissions in 30 years, but the fact of the matter is they just

didn‟t have the courage to make the decisions to allow you to

have the future that you actually deserve? That Washington

wouldn‟t even make modest entitlement program reforms in

this last debate? And the President even refused to lay out a

plan, for fear of the next election? How can the wealthiest

nation in the history of civilization fail so miserably to pay its

bills? How does that happen?

87

Well, Mr. President, let us tell you something: you can‟t win

the future by selling America off to foreign creditors.

We cannot afford four more years of this rudderless

leadership. Last week, that leadership failed, and the tax and

spend and borrow agenda of this President led to the first ever

downgrade of the credit rating of the United States of

America.

In reality though, this is just the most recent downgrade. The

fact is for nearly three years President Obama has been

downgrading American jobs. He‟s been downgrading our

standing in the world. He‟s been downgrading our financial

stability. He‟s been downgrading our confidence, and

downgrading the hope for a better future for our children.

That‟s a fact.

His policies are not only a threat to this economy, so are his

appointees – a threat. You see he stacked the National Labor

Relations Board with anti-business cronies who want to

dictate to a private company, Boeing, where they can build a

plant. No president, no president should kill jobs in South

Carolina, or any other state for that matter, simply because

they choose to go to a right-to-work state.

You see, when the Obama Administration is not stifling

economic growth with over-regulation, they are achieving the

same through their reckless spending. Debt is not only a threat

to our economy, but also to our security.

88

America‟s standing in the world is in peril, not only because

of disastrous economic policies, but from the incoherent

muddle that they call foreign policy. Our president has

insulted our friends and he‟s encouraged our enemies,

thumbing his nose at traditional allies like Israel. He seeks to

dictate new borders for the Middle East and the oldest

democracy there, Israel, while he is an abject failure in his

constitutional duty to protect our borders in the United States.

His foreign policy seems to be based on alienating our

traditional allies, while basing our domestic agenda on

importing those failed Western European social values. We

don‟t need a president who apologizes for America. We need a

president who protects and projects those values.

Look, it‟s pretty simple: we‟re going to stand with those who

stand with us, and we will vigorously defend our interests.

And those who threaten our interests, harm our citizens – we

will simply not be scolding you, we will defeat you.

٣خص

زخى حاله٤ : ك٢ ه٠ ظخحص حظس هطخد حث٤

٤ حؼخ ػ٠ حظح٢ حكيحع حظالكوش ؿخء هطخد حث٤

ك٢ زخى ح٤ ٤٠٤ق ح٣ي حـ ح١ ٣ظق ط

ك٤غ حػ حظل٣ ح١ ح٢ ح٤ حكيحع حاله٤س،

زخى ػ يهز٤ خػظ٤ز ححػش هطخد حث٤ ..

خ ؿؼ حظخ حؼخ ؿ٤ؼخ ك٢ كخش طهذ ط خ ٣ ح

٣لظ٣ هطخد حث٤ ك٢ زخى ح٤ هخ ر٤ ؿع

89

حظظخ٣ ك٢ خكش حظل٣ ح٣ طلهح ح٠ حخ خيس هطخد

حث٤ زخى ٣زي رخ حزؼ خ ٣ؼظوي رخ هطخد حث٤ زخى

ك طل٤ ػ حطش٤ .

ك٢ حل٤ ح١ ؿخء ك٤ هطخد حث٤ زخى ظهؼخ طو٤خ ػ٠

حاله ظخرؼ٢ حكيحع حاله٤س ح ٣ؼك ٤خ ػ و٤ش

.حث٤ ح١ ك٢ زخى

ػز حث٤ زخى ػ ك٠ حإلػخ طذ حلظـ٤ رؼ

حل ،حو ح٤خ٤ش رخك٤ حل١ ػ

ك٢ حل٤ ل طؼي رؼي حظق ال٣ش ثخ٤ش ؿي٣يس حظ

ربىهخ حالكخص ؿ٣ش ػ٠ حيظ ظ٤غ هخػيس حؼخش

هخذ أ ٤ؼ لظس ح حو٤ش حظ٢ طزوض ال٣ظ ػ٠

.حللخظ ػ٠ حإلظوح ي ط٤يح و طش

١ ح٠ حؼذ هال خ طزو٠ ال٣ظ٢ ٢ ح ػي“أي هخثال

”حهظظخ رخ ٢٣ هللا ح١ حرخء

ق زخى ح ٤يػ حزخ رـكظ٤ ه٣زخ خهش االكخص

،رخ ٣ظ٤ق ط٤غ هخػيس 66 67ػ٤وش ػ٠ حيظ ط خىط٤

.حظق ػخء أكحد حؼخش حظو٤

ظؤػح ألكيحع حاله٤س ، أ ٣ ١٣ أي زخى ح١ ريح

١خذ “حظق الظوخرخص حوزش، ٣ ك٢ ٣ حأل٣خ

،٤٠لخ ح طلخ٠ ك٢ هيش هال كظحص حلد ”طش

ربـخحط ػ٠ ح٤ ك٢ هيش ”حال،٣ؼ رخلو

.”ؼزخ

طلـ حألش ا٠ ذ حط أ١حكخ ٤خش ٣خ رؤخ ؼض

ح٣ض ػ٠ حخ.هخ ح ك٠ وخ١زش حؼذ رؼي ح ك٠ض حو

.ح٤خ٤ش حؼخش ػخ لح

90

أخف أ رالى ٢ حخ ح١ ػخ ك٤ هخط ك٤ ىحكغ

أ٤خىط خق أ ٤ص ػ٠ ػ أح٤

أثش عه انحبئط

ػ٠ حلخث٢" وظخحص ه٤ش ي ػ ح حو٢ ظؿش، ظخد "أػ

(، طؿش طوي٣ حخػس 2492-2881ز٣طخ٤ش ححثيس كؿ٤٤خ ق )

ح٣ش كخ١ش خػص،

للش، ػطلخ 152، ح١ ٣وغ ك٢ كوخ ل٤لش "ح١" ح٣ظ٤ش ٠٣ حظخد

يهال لخط٤ق وحءس ق، حظ٢ ػ٠ حو، ط١جش طوي هالخ حظؿش لظخ رؤخ ش ٤ض ش. ي أ ق، ك٠ال ػ خ اكي حثيحص

يش ط٤خ حػ٢ حظ٢ ض ػس ػ٠ حى حظو٤ي١ حرخ حو حظخغ ػ،

حػ٢ خص كيحػ٤ش زش ؼ حظيحػ٢ حل ألكخ، ط٤خ خ ٣ل ر

ح ؽ حيحه٢، حظ حظؼيى١، حخ حظ٤٤خص حظ٢ ط٣ي حؼ

ط٤زخ، اال أ ق ط٤ص رظو٤خص ى٣ش أه ٢: حالظلخص ك٢ ح٠خث،

، حهظحم حألؿ٤ش حـ٣ش، اخكش ا٠ ظو٤ أش حـخى، ط٠ل٤ ححهؼ٢ رخ

ي ط ا٠ للخص، خ ٣٣ي أػخ ق حط حل١ ـظخ حى٣ش حظ٢ ه

ط٤زخ رخث٤خ ؼرش ك٢ حظو٢. ي طوي خػص وخة رؼ حلخط٤ق حظ٢

ط٤ ىه ػخ ق حلخط، ػ٠ ؼرظ، خ طظ ػ حألد ح١ ـظ

ك٢ طؿش ق.

impact, traceأػ

grammar حألؿ٤ش

Prelude ط١جش

attentionحالظلخص

pluralisticحظؼيى١

braiding ط٠ل٤

pronouns, consciences ح٠خث

91

structurally complex ط٤زخ رخث٤خ

penetrationحهظحم

التفكيك

حد حظل٤ي ؿخى ى٣يح حظس أ حظل٤ي ٤ ، رخ٠س ، رؿ ط٣لخص ػ

ظؤيح الك٤ش حظل٤ي زخ ك٢ حوي حألىر٢ ر ذ كل٢ ، أ ٤

حطالهظ حأل٠ طز رل رل خش وي٣ش ك٢ حألىد ، اال أ حظل٤ي

ري حظ٤ ػ٠ طق حظحط٤ـ٤ش ؿي٣يس ك٢ وخرش ح حألىر٤ش ، خ ال

حظل٤ي ؿ٤ؼخ ٣ك٠ ؼض "حالظحط٤ـ٤ش" حوظش رخظل٤ي أل ى٣يح أهطخد

ححذ حيح حظل٤ي رخذ أ حيش: أل ـ رزخ١ش ـ ٣ك٠

وخرخط ح ٤ ا٠ طلط٤ حوحػي حأل حظ٢ حػظخىخ حوخى ك٣٢

.حإلريحػ٤ش

ححذ حظ٢ ؼ٠ ا٠ طي٤خ. رؿ ٣ـذ أ ظز ا٠ أ حظل٤ي ال ٣وي ري٣ال

اال أ ٣ك٢ ، ر حألكح ، أ طق "حالظحط٤ـ٤ش" طق ػخث رؼ ح٢ء

اريحػ٢ ح١ ٣ل رخ٠س ظل٤٤ش طظخ رخش، أ رؤ حخش ح

رخإلخكش ا٠ ي ظ ا٠ ح١ حأل حظ٢ ٣و ػ٤خ ح حوي١ حوخر،

وخرش أ وي حوي١ حؿى ؿ أىر٢ وي١ ؿي٣ي "ح٤ظخوي" ػزخس ػ

خطذ 'ح٤ظخوي' ٣وأ ، حؿق أ، ٣ظؼ ـش وي٣ش ؿي٣يس )٤ظخـش(

حلـس حظ٢ طل ح ح حإلريحػ٢ حأل٢ ، خ ٣ئى١ رخ٠س ا٠ حى٣خى

حلو٤وش أ٢ أ١غ ػ٢ أ١ حإلريحػ٢ ػ ح حوي١ ، أ ح٤ظخوي١ ر أز ،

ؽ حظ٢ لخ ألخرخ حخ خؽ ػر٤ش خ ٣يػ٠ روي حوي )ح٤ظخوي( كظ٠ طي

ك٤غ حظو٤خص حظزؼش ، رخ٤ظخوي ك٢ أرؼي خ ط ػ ي ك٤غ حـش

92

ـخ٣ش ح٥ ، ك٢ ػوخكظخ حلو٤وش أ ح حوي١ حظل٢٤ ٣ظ ر حق ،

حيحش ٣ظطغ أ ٣طف ل حؼر٤ش ، كخوي خ ح ك٢ أىرخ حؼر٢ ٣ل ل٠

.خ ظوال ٤ظ

deconstruction التفكيك

flexibilityالمرونة

Godfather, sponsor, patron عراب

Godparent,

principle, ideology مذهبا

genre جنس أدبي

meta-criticism الميتانقد

فبد جدح: طهت ي يحد أ أعت ثقصبئذ األخشح

)رؼي ك رـخثس حظؿش ػ٠ ظخد وظخحص ي٣(

ػيخ ك٤ أكي

93

ططن س حخػ حظؿ حلط٢٤ كخى١ ؿىس كحؽ. كؼ٠ حؼ٤ي حؼ١

حؼ٤ش' رـخثس كخص ـػظ حؼ٣ش حأل٠ حظ٢ ح٠ص طلض ػح 'حأل ك٢

ض ك٢ حؼخ ؿخثس أىر٤ش ك٢ أ٣خ، ا أ 2424ش ٤٣ ؼحء حزخد، ٢ أهي

هز 'ىح ؿخؼش ٤٣' حظ٢ طق حـخثس ـػش حؼ٣ش حأل٠ ؼحء

حخػ حأل٣خ حزخد ح٣ ى حألرؼ٤. طؼى أ٤ش حـخثس ح٠ أ

-2496حز٣طخ٢ حز٤ ىر٤. اط. أى خ ث٤خ ـش طل٤ حـخثس ألػح '

' هي أزق أؿذ حؼحء حأل٤٤٣ حزخد ح٣ خح حـخثس أخء 2454

هش ك٢ حي حؼ١ حؼخ٢ أؼخ أى٣ ٣ظ، ؿ٤ ح٣ض، ىر٤. ح.

، ؿ آز١٤ ؿ ي. كال ؿحرش ك٢ أ ٣ظؤن ح كخى١ ؿىس ك٢

حخكظ٤ حؼوخك٤ظ٤ حأل٤٣ش حز٣طخ٤ش. هي طؼ ح حل٠ ك٤خ كخ ظخر

ظؿ 'ػذء حلحش' خػ ححك لى ى٣ رـخثس '٤ق ؿزخ رخ٤زخ -ح

ػض حـحث ػ٠ آد )حؿط( ح 14ظؿش' حظ٢ أػ ػخ ك٢ ك٤غ

لن حألىر٢ ٤ذ هز ح٤ ر٤ظ ظطخص، ل ح حلخث٣ حزؼش ك٢ كل

ل٤لش 'حظخ٣' حي٤ش ك٢ هخػش حش ا٤حر٤غ ك٢ ي. هي ي ظخد 'حلحش' ػ

ظؿ ل ػ ىح 'رى٣ ر' ك٢ ي خ ظص ١زؼش أ٤٣ش ظخد ح

٢ : ىح ' ر٤ ر' ح١ ٠٣ ػالع ـػخص ؼ٣ش لى ى٣

خ كؼض'. رؼي حظال حخػ حظؿ '٣ حـ٣زش'، 'كخش كخ' 'ال طؼظ ػ

1228كخى١ ؿىس ـخثس حظؿش ؼخ حظو٤خ خ خ ؼ ح حلح ح

ـخ٣س حظ٢ لظض حظزخ حوخث٤ ظؿش، آ٤ أ لخ ه٣زخ ك٢ طـرظ حؼ٣ش ح

ػ٠ ؿخثس ٤٣ حألىر٤ش حظ٢ يص حط٣ن أل ٣ أكي حألخء حؼكش ك٢

حي حؼ١ حأل٢٣ حؼخ.

خح حهظص لى ى٣ خىس ظؿش؟ خح هغ حهظ٤خى ػ٠ ـػخط

٣ش حؼالع '٣ حـ٣زش'، 'كخش كخ' 'ال طؼظ ػخ كؼض' ى ـػخط حؼ

حؼ٣ش حأله؟

هي ٣ حهظ٤خ١ ؼ لى ى٣ ري٤٣خ أل كؼال ظز٢ ػ ٣ل ك٢ ؼ

ؿيح حلى حـػش. وي طر٤خ ػ٠ ؼ كلظخ. ؼ طـرش حـرش، ؿى١

خ هي حىطخ ز حؼ ك٢ ك٢. ا خ ٣ل ك٢ ل٢ أ حؼ حؼر٢ ك٢ أ٣

حلي٣غ ٣ـ ك٠ح ه٣خ ك٢ حـش حال٣٤ش، ؼ لى ى٣ طلي٣يح

خ هخ ٢ أكي حالء ٣ظؿ ح٠ حـش حال٣٤ش رخلـ ح١ ٤٣ن ر رظـرظ. أط

94

يخخ ك٢ حؼ حلي٣غ ظحع حؼخ٢ حؼ. ٢ رؤ أر حأل٤خء حظ٢ ه

أطخء:

حى حؼ ك٢ حؼخ ؿ٤ ؿى٣ ك٢ حـش حال٣٤ش؟ أخ ٤ق ل

ػخ ر٤ ححص حع، ر٤ حوخ حؼخ. لط٢٤ ؼر٢ أػ٤ ك٢ حـرش

ػخ ح٥ه ر٤ أػظوي أ لى ى٣ خ ٣ؼخ٢ حش حطخ، ا خ

حألخ حل، ر٤ حو٢ حؼخ. أخ رخزش ـػخص حؼ٣ش حؼالع حظ٢ هغ

حهظ٤خ١ ػ٤خ كخى ززخ ح حالهظ٤خ، حأل أ لى ى٣ ك ػ٠ ؿخثس

ظخد زخ أؼخ حـ 'ال' ٢ ؿخثس ه٤ش ؿيح طق ؼ حح٣ش هي كخ رخ

٤رص ، ٤خ ط٣ل، ؿ ر٤ؿ، ى٣ل٤ي ؼف، خ كخ رخ حىحى ؼ٤ي ػ

ـ أػخ حل٣ش. ي هح أ ٣ح ظخرخ ؼ٣خ ظؿخ، هي طز٠ حظؿش

س. ي٣و ٤ ػ غ ظو٤ آه٣ رخحف طو٤ق خػس أ٤٣ش

هي ح حظخد وظخحص ؼ٣ش 'ى أه' ه٤يس 'حيي' 'ال طظح

حلخ ك٤يح'. ا ي حظؿش هي هلض كخثال أخ٢ أل٢ ال أ٣ي أ أػ٤ي

طؿش خ ظؿ. أخ حزذ حؼخ٢ ك٤ظؼ ك٢ أ لى ى٣، خ حط٠ق ٢

رظ حؼ٣ش، ؼكظ٢ رآحث حو٤ش ك٢ ح حيى، خ ٣لذ هحءحط٢ حظؼيىس ظـ

ظذ ك٢ ححك حظؤهس ك٤خط. ي كوي حػظ٤ض و٤خ رخيح٣ ؼ ح١

حأله٤س. حؼخ٣ش ٢ ع حالكظح حز٤ لى ى٣ خػح حخخ. كال

خ أ٣ي أخ. رخلؼ كوي هيض ؿءح طـرظ ؿحرش أ أظز ح٠ خ ٣٣ي ، ٤

حء حال٣٤ش حػظخىح ػ٠ ح حألخ . حؼ٣ش ح٠ ه

andot ح٠ص

barrier كخثال

divans حيح٣

collected works ـ أػخ

٤ذ grand solemn majestic

حى pioneers

95

pulseز

obviousري٤٣خ

revisionطو٤ق

انغبحشح انغتذشح

نبرا عشق كشح انقذو إن زا انحذ؟! نبرا ال جتع انصش إال عه

انغتذشح انغبحشح؟! نبرا ال تخت انصش انز ال زج إن صبدق االقتشاع

حغ شحبتخ صعب نقهثى؟! – ال جذ أفغى كثشا ثبنتفكش ف انغتقجم

نبرا صجح االتصبس ف ثطنخ كشح أ انصل نكأط انعبنى رج األيم انعم

انغتقجم؟! نبرا.. نبرا.. نبرا؟! أسجكى ال تفهغفا األيس.

فبنكتبثبد عتخشج، انفكش عتحذث، انكتئج ديب ععقذ ججى

إلجبض انغعبدح ثأ تفغش عخف يعقذ حجط « خخا»كشش ع أفكبسى

انكثش ي انفهغفخ! قن: أل ال تجذ دقشاطخ، ز األسض انحذح انت

بسط عهب دقشاطتب.. ألب شعت جبم ال حم ي أعهحخ انعهى أ انتقذو أ

انكشح تفشحب تحجطب.. أ أل انكشح أداح، ثبنتبن نظ نذب ع أقذايب هعت ثب..

نظ ثب حضة ط أ يعبسضخ.. انكم عه قهت سجم احذ، أ ألب طشقتب انحذح

نالتبء حت انجهذ، أ أل انغهطخ تشذ إنبءب ع األضبع انتشدخ فتك انكشح

انطشق.... إنخ..إنخ..إنخ.

طل٤حص ؼ٤س ال أظ أ أ٣خ خ حلو٤وش.. حلو٤وش رزخ١ش أخ س هي.. ٣خش،

ح٣ش، ػن، ػي حزؼ ؿ.. ٤ ك٠ كو٢ ك حؼخ.. ك٠

حزح٣، ك٠ أ٣خ حالط٤٤ش، ك٠ اـظح خ أىحى خ ٠ حس ي حـغ

ألؿ٤خء حلوحء.. حألؿ٤خء ٣ؼزخ رؼ٤ حإلـ٤، خ خى ٠ ؼزش ح

96

ك٠ كح ك٠ أهش ٣ى « حد»حالكظحف حـ٤ش، حلوحء ٣ؼزخ

ؿخ٤ حك٠ حألؿظ٤.

اخ ح٣خش.. ح٣ظ.. ك٠ أ٣خ ؼال ٣ؼو حز٤ز س حش.. ك٠

ذ ذ حـخ٤.. خح ػ حالظخء ا٠ س أرخ أك٣و٤خ ٠ س حوي حظ٠ ط

حوي؟! ري كلش طؼو٤يحص طل٤ ػخ طل٤ ل٠: خ.. خح ٤٠٣ ك٠ أ ط

حس أ ح٣خش كخكح الظخء.

magic انغبحشح

circularانغتذشح

ballot االقتشاع

professionalism حالكظحف

degraded انتشدخ

stardom حـ٤ش

complications طؼو٤يحص

robطذ

reflect lower طل٤ ل٠

! يبرا عحذث ... ن عهب أطفبنب انقشاءح

ػخث حو٢

97

أطق حظذحوحءس ىرخ ػ٠ حطخؼش ٣، حهظخ ػخ أ١لخخ

كلظح هظ، ظؼوح رخؼكش حـرح ا٠ حظخد، طؤىرح رؤك ح٥ىحد ألؼخ

حظخص ح٤٠خع ؿخء ، ح . حء كوخء حزخ١ ـح

حـحث ٣لظق رخد حخكش، ٤لظ٢ أد أ ٣يد أرخء ػ٠ حوحءس ٠٣غ

ظ ظزش ػخس رؤلغ حظذ،٣ـغ ك٢ ر٤

. ه٢ حإلخ ؼ٤ ك٢ أزخد حخ كح ى٤

ؿخي ل ك٢ ١ذ حؼ حخكغ ، ك٤ خى أػظ أى كن ر ، ػ

١ى حـ ػ ل رطخؼش آػخ حأل٤

حأل حظؼش كلع حخ ٣خىس حؼو ححف حي، ػ ا ٣ـي

.ك٢ ؿ حألـخ، ؿ١ حألخ، ٠ حو حي ٣ـيخ

full of ػخس

thrashingحظخص

loss ح٤٠خع

effectsآػخ

evil matesحء ؿخء

bad companions (wicked) كوخء حزخ١

feeling happy ححف حي

98

ار فبالسض كشخ ..احتشعا..

زلخ هللا ..

ػس .. حوالد .. ث٤ وع .. ك ػ١.. طؼط٤ حيظ .. ك ـ حؼذ

كوخ طؼز٤حص طلخص ؿي٣يس .. ح حط حخ ف طوخ.. كظو ري١

ػخ زخد حزالى ػ٢ )حظخ( حظ حال ي ححش حالخ٤ش كظزؼ كجخص

٤ؼح ػ٢ ي حخكح ػ٤ حلو ح٠ي ٤ؼح ػ٤ –طو٣زخ –حـظغ

ػخ حزخد كؼخ ..خض حؼس ػال .....٤ حؼخ " ؿ٤ق ك٣ش حش حخ٤ش "

؟؟

ح١خكح ر ر ك ك حطخؿ٤ش .. ػ٢ ؿ ى٣ظخط ..ػ٢ )حظخ(

–ؿخزخ .. وخش كخش ي٣يس هز طخرؼ٤ –يء حح خك٤ظ

طخرؼ٢ حظخ ) حي٣ظخط ؿش ظ (خح ؟؟

كظ٢ ط وظلش .. ؿ٤ق حؼ٤ رؼي ححش حل٣ش

ف ) ح٤ش ( طو٤ش ؿيح ز٤ش ػخىش ..ػس حص حيح

٣وظق ػ٤خ و ر رع )ك٢ حزيح٣ش(

حظ حظخ .. ريأ حظخ .. ك٢ ح٤ )ح٢ حؼح( رزؼ حالظـخرخص حظ٢ ؿخءص

ظخهس .. خ ؿ ت لخؿجش ؿيح .. ك ٣ؼظي )حظخ( ح ٣ظـ٤ذ طخذ

ي ٣ظـذ حريح طخذ ػ٣ش ؼز٤ش رخظخ٤

٣ؼظي حؼح ح طليع حظـخرش .. ح١ حظـخرش .. حخ ظخحص طؼز٣٤ش ػ حأ١

99

ي١ حظخ ي١ حؼح .. يظخ ؼخ ٣ؼي حظظخ٣ طي - ح ي٣

حه١ ؿ٤ حالظـخرخص ك٤غ حخ ط ظهؼش ح كظ رخ ظو٢ حظـخرخص

٣خ٣ ح ك٢ ٣ ٣15 –ظهؼش .. ٣ حؼ حظلخث٤ ر٤ ٣ظهغ ك٢ ح ٣

كزح٣ ف ٣ظل٢ حث٤ زخى .. 22

حى ح٠ـ٢ كحىص حالظـخرخص ظ٣ي حطخزخص ك٤ظل .. ٣و٢ حظخ رو١ أ

ـ٤ زس ؼظ حظظخ٣ حظخ..كظ٢ ٤ حال ح٢ حظخث حـ٤ وزش ح

ح حال طؼ ظ زخ ؿ ح٤ حخ حظخ ح أ

..ح..حى ـ٢ حؼح غ خ خكز كظق حـ حلخد ح١ش خ ػ٤خ

حظخ حـ٣ش حظش حؼحث٤ش ك٢ رع خخ ؿرخ .. كيع ح

طلض حهيح حظخ كو٢.. ٤ؼ ص " حػ٤ش كخظص حال ص

حؼ٣ش"٢ ش ح١وض ظ٠ل٢ ػ٤ش طوش ك٤يس ؼح ٤يح حظل٣ك٤غ ح

ححك٤٠ ؼس كظ٢ خح ال٤٣ ٣ ي٣ حـخػش ح حويس ػ٢ حؼس رخ

حخ ػ٤ش ػ٣ش ك٢ ؼح

طل٤خ حؼس

ح حوطض حػ٤ش حؼ٣ش أ حظخ .. رؼ حػح حور٤

حئ٣ي٣ ؼس حظؼ٣٤ ححك٤٠ خ حو٤٤ )ح٣ ك٠خ هكخ –كخ ؿ٤ؼخ

حل٢ ال حـ٤غ ٣ل ر١ حك٠ ( كخ ؿ٤ؼخ ر ؿي٣يس

حال حطخء

خ ؟؟؟؟؟؟؟؟؟؟؟؟؟رؼي ح و٢ أ حظخ .. و٢ حظ

٣و٢ –ك٢ ح٢٣ –حه٢ ح

ريءح رخؼح ١ حػ٤ش حطوش حك٤يس

100

ح٣ هح ٣خالق ح م ٣وطغ أ خ ئ٣ي ث٤ حخرن

هخ ػ٤ ح ٣وؽ لظخ هح خ خ ١ح ك٤خط

٣غ حػ ح الري حكظح أ حظخ

طد..

و ..

و طؤه ك٢ حريحء أ٣ كظ٢ حطـ ح٢ أ٣ ك٢ حخ٣ش

ػوح حؼوخص ٤يح هخثش ىحء رخخء حػيحء حؼس

هخثش ف زؼ حؼح

هح كح كخح !!

حهز حػحث٢ ح حرخء ػ٤٤ ث٤ زخى ظخ

.. ح خ حػظالخ و ٣خ خ كالري ح ٣ح٣ ػحخحال ٣ش

ح خ ح خ كيع رؼي ح و٢ أ حظخ زخس ك٤زي حخ هي ريخ ى٣ظخطح

حكيح رخؼ حكي رـػش حؼ٤٣ ١ حػ٤ش حك٤يس حظ٢ حػطخ

رخه٢ ح٤٣ زح الل حظ٢ روظ٠خخ لزح كن حح١ش حأ١ ػ

حل ح٤خء ال كظ٢ كي حؼوخد

حح خ حال ي كخخ حخى١ خ رخؼس

رخوخ١ حظخ

101

ك٢ هخثش حظخ ح١ ٣ـؼ حأ١ حاله حوخق ؿ٣ش طظلن طـ٤ حو

ىحء

حظخ ح١ حػخى ٣ؼخ ح٢ رخـ حخؿق ٤لـذ حه ك طـ٤

حظخ

حظخ ح١ ١٣ حالهظالف كخى

كخ حالهظالف ح؟

ي هللا ٣خ

خض ح١ ح ر٤خ ر٤ حي٣هح٤١ش حص حص

حخ ػ ح٢٣ ح٣ق .. كخخ غ حؼس ػ٢ حظ حالطخى

٣خ٣ طخخ ٢ 15حيح ححش ,, ض ظلوش غ حكخ

ؿ خ ؼظ ػ حث٤ ؿ ت حهظق ك٢ حخ٣ش

ح١ ح خ ٣ظلن هؿخ حك٠ يس ال ث٤ حز ىش

ػر٤ش خ ال ٣ظؼخ ػ٢ ح حالخ..

22ش كخى .. حخ ح١ حخ رخظض حه 02ال ح١ ح خ

٤ ر طو٣زخ حىػ٢ ح حث٤ ى ك٢ ح حؽ

حلخى ...

102

خ حكوش ػ٢ حظ٤ـش حخث٤ش ػ٢ ح١ كخ حط٢ رـي ح رخ ح

٣ي٣خ ػ٢ رؼ ٣هخ رث٤ ػخى ٣ظلن حخي

حـ٤غ حوخ٣ش حز٠٤خء حوخ٣ش حىحء .. خ ٤٣ لخ٣ش

لي يس .. زط ظ رؼ رخو٤خش حلخى ؼ ػ٢

ي طؼض حال حه٤حلش ريخ كؼال ؿ٤ ػ

٣sphericalش

wary حكظ

revolution ػس

coup حوالد

deposed president ث٤ وع

military rule ك ػ١

suspending the constitution طؼط٤ حيظ

dissolve parliamentك ـ حؼذ

human dignity ححش حالخ٤ش

hardship ح٠ي

103

deserve ٣ظلن

welfare لش

claim حىػ٢

مفردات سياسية

حي٣وح٤١ش: ك حؼذ ؼذ.

ظ٢. حي٣ظخ ط٣ش: ك حلى ح

ؼظي. حزحؿخط٤ش: حؾ ح

حإلز٣خ٤ش: ٤خش حخق رظو٤ حؼخ ا٠ خ١ن ل.

ك٢ حظؼخ أ حظل حو ح٤زح٤ش: حألد حل

حإلهطخػ٤ش.

حـخػ٤ش. ح٤ش حالظح٤ش:

حأخ٤ش: ح٤ش حل٣ش.

حؼ : هش حكف كض حؼخ ح٠ ه٣ش ـ٤

ححى٣خ٤ : ححى٣خ٠ )أ٣ي٣ؿ٤خ( حخػ٠ ح٠ حظـ٤٤

ظخر "هحءس ى كذ طؼ٣ق أط٠ ؿ٤ي ك٠حـ حلخ

١خغ ح٤خخص ححى٣خ٤".

104

وي أ١ض كس ححى٣خ٤ش ح٤خ٤ش ٣١ ـ٤ش

الش ل حالظح٠ خ ؼ٠ أ ٣ حء حى٣خ٤خ أ

طظحك ي٣ إ٣ش ؼ٤ش ػ حالخ٤خص حخش ك٠ حظخ٣ن ح خض

حى٣خ٤ش طؼ٠ حاللالص أ هز٠ش حخ٠ ..... ح

ػ...خ رؼ ححى٣خ٤٤ ػ٤٣ ح زح ح٠ أ حؼس رخ

حؼس كيخ ٠ حوخىس ػ٠ طلو٤ن ي حل حلخى حلخى

ح ٣ؼ ح٤ و٠خء ػ٠ خة حخ٠...... ٣زي أ

حوش حليىس حى٣خ٤ش ح٤خ٤ش ر كس حؼس ط أريح

خض هظخ ك٠ ػظخ حظوي٤ ح أ حظخ٣ن ؿى ي ر

ظل ك٤ ؿ كن أؿح ر٣ش طخخ ؼخ حػظويص

ـظؼخص ك٠ حؼى حخروش أ حح٣خ حظ٠ ٣ؼ رخ ٠ زش

طط٣خ حخء أ حظ٤خحص حلس حأله٤ش ٣

طظ٤خ لش حـ٤غ.

حك٤٤ : حـ ك٢ ح٤١ش. طؼز٤ ٣وي ر روخش ح٤١ش

حظؼزش حص حطخرغ حؼيح٢ أ حؼ١ أ حالظؼخ١ أ

Nicolasحؼه٢. حلظش ؿش ح ٤وال ك٤

Chauvin ؿي١ ك٢ ػف ر٤١ظ حل١ش ربػـخر

حي٣ي رخر٤ رخرص اهال حألط١

dictatorship حي٣ظخ ط٣ش

105

democracy حي٣وح٤١ش

pragmatism حزحؿخط٤ش

authoritarian ظ٢ ح

imperialism حإلز٣خ٤ش

moderate ؼظي ح

interests خق

spheres of influence خ١ن ل

liberalism ح٤زح٤ش

feudalism حإلهطخػ٤ش

socialism حالظح٤ش

collective ownership ح٤ش حـخػ٤ش

capitalism حأخ٤ش

individual ownership ٤ش حلى٣ش ح

globalisation حؼ

radicalism ححى٣خ٤

overhaul change حظـ٤٤ حـ

106

severe حلخى

escape حاللالص

grip هز٠ش

Chauvinism حك٤٤

over-patriotism حـ ك٢ ح٤١ش

control ظل٣

Societies ـظؼخص

Previous periods حؼى حخروش

admiration اػـخد

.........القادم الخطر

ك٢ حؼحم حظخء حالطح حخر ىه حظخء حلد

حالحء حالػال ٣ حم حال٢ حظؼزج س حهة كزيأ

كخ ح ػت ح٣ح ريأخ ؼف ح٣ح ر حؼ

107

كظت حزلخ ـ رخ ح٣ح ٢ حؼي حال حالز خ حزق

حم ػت حوخى الخطر ٤ كي٣غ ال خؿ حال حـ٤غ

حم

خى ١غ ل١ كوي كخ٢ ؼ ال ٣ظط٤غ حكي ح ٣ رخ

خ ػر٢ ػت

ح حال ٤ رخـي٣ي ح٤ حؼ كخ ال خ

ي حط٤ حال٣ح٤ حظخػش ظـ٤ي ح٤١ زن ٣ظ٠ق

حخ حي حظــ ك٢ ك٢ طوش حـ٣ حؼر٤

ى حوخؿ٤ ػت ـظؼخطخ حيػ حخى١ حؼ١ ئالء

حوحص حل٠خث٤ يػ هق ي ى حطو كم

حال٣ح٢ )خى ىش ٣ش( طؼـ٤ حظو٤ذ ح حظق

ري ؿخ ـ حء ح١ كظت طظي هطخ ر٤يخ ظ

خ ػ٤خ ح خ

حؿ ححث٤ ح٤٣ حظؼزج ي ح٣ح ٤خش

ح ط٤ي لد يخ خ كؼ الخطر ؿؼ حطو ىحثش

خروخ؟ رخؼحم

ح خ ٣وخ ػ حلش ح٣ح حظالخ و ح٣ خ حال

ؿى ٣ؼش ـخ ري ح٣خ ط هي ح٢٣ حؿ د

حو٤ؾ حـ٣ طوشحكض ٤ططخ ػت

حؼر٤ . خ ٣زيح طلو٤ن حل ح٢٤ ريش ححث٤

.........حزة حل حظخ٣و٢ حلحص حت ح٤

هط ح٣ح٢ ل١ كخ٢ ٣ل ك حطوش ال ي ح خى

108

ح١الهخ كخوط حالحث٢٤ الي ك٤ ال ال ٣وخ رخحث٤

حال ٠ي ح٣ح خ ك كخ ال لخش حظؼزجظ

ف حظ ػ ححث٤ رؿ خ طلؼ ىش حخ٣ ر

طـخطخ ػي كيع طو ر كخ حالظخ رػش كخثو طل

.لظؼش ل ه٤٠شحهة

ث٢٤ ظ حهذ ال ي حخ حالح حال٣ح٢ الخطر ر٤

حالهزخ رخ ح٣ح ي٣خ الف ٢ كخ هطح ال٤خ حح لض

ح١ ٣طف ل ح٣خ حئح حال ك٢ حال٣خ. ١ كو٤و٢

حهط ح٣ح ح ححث٤؟

Safavi ل١

Persian كخ٢

propose ٣طف

obsession خؿ

comprehensiveness

penetration حظــ

satellite channels حوحص حل٠خث٤

Zionist ح٢٤

109

Euphrates حلحص

nuclear weapon الف ١

permanently dangerous حوط ىحثش

انتهث انجئ.. انخطش انقبدو ؼي١ػ٢ ػزى

٠ أى حظط حخػ٢ ا٠ حظخ حؼ٤ حخغ حظ٢

ع ز٤جش ك٢ حؼخ رط )٤ط( ح١ أػيط حأل

حظليس لي ظخس حطلخع ىؿش كحس حؼخ رػ أ

حالطلخم ق ـخ٣ش، رؼ خ ٣ح أخ حالطلخم ح١ ٠٣

ىش أ هطس أ٠ أؿ طـذ خ هي ٣ أؼ طلش 252

ؿخص حـلخف حل حطلخع ؼ ح٣ي حؼحق

خ٤ذ حزلخ حظ٢ هي طئى١ ا٠ حوح آالف حالالص رل

.ك٢ طوظخ ال ٠ أ آالف حأل١خ ححى 1222ػخ

حظلـس هي أو٤ض ػ٠ حؼحم خ ه٤ حظؼخ حـحس

٤ح٤ ح٠ذ ح١ ٣زذ طػخ هط٤ح ٣ط أي.

global warming حطلخع ىؿش كحس حؼخ

Curb حلي

110

droughts ؿخص حـلخف

extinction حوح

strains حالالص

Explosives ححى حظلـس

depleted uranium ٤ح٤ ح٠ذح

invaders حـحس

! انقبدوانفببد اإلنكتشخ.. انخطش

رظ٤غ حظو٤ش خ، ك٢ حل٤ ح١ ريص ك٤ ى حؼخ ـش

٣زي ػخخ ح٥ أؼ أ١ هض ٠٠ ـال ر٣خىس كظ

ى حظي ٣لح أ حظو٤خص حظىس، حؼ٤ أ ح

خ٣ش كش طخ٤ش، ٢ خ ٤ حألؿس حظو٤ش رؼي ٣وططخ

حالكظح٢ ألؿس حز٤ط ريأ ٣ظو الك٤ظخ؟ اح خ حؼ

وظلش أرخ حألؿ٤خ ر ز٤ ك٢ حي حظويش رزذ ػح

حـخلش ك٢ حـي٣يس حظو٤ش حظ٢ طظحكي رخظح، طي حؿزش

111

حهظخء حألكيع، كب حؼ حالكظح٢ خ ٣ح أ١ حظهغ ك٢

حؼر٢ أ ك٢ حي ؿ٤ حخػ٤ش ػخش. ح ؤ أ خخػ

٣ئؿخ ا٠ ك٤ خ. خح ل ٣٣ي كـ حوخف خى،

حظو٤ش؟ حلخ٣خص طي ظليع ػ وخف رؤ لخ٣خص حز٤ط

ك٤ق ؼخ حؼخغ ! اح خ ح كخ حلخ٣خص زؾ هططخ

خ رؤخ حألع ٤ ٤خ هخ ك٢ حي حـر٤ش، ػ

حلخ٣خص حزي٣ش ك٢ حزيح حخػ٤ش؛ خ ٣ـؼ ح ر٤ أحع

أ٣ش ر٤ج٤ش. ٣لظ حوزحء أ حلخ٣خص حإلظ٤ش حخش

هخرؼش ك٢ حوخ. حـخز٤ش طط، أ طلم، أ طي، أ طظى

طي٣خ ٣ؼذ يخ كظ٠ حأله٤ش حظ٢ ٣ؼخى

waste-Eحلخ٣خص حإلظ٤ش

appearedريص

Preoccupiedـش

manufacturing technologyرظ٤غ حظو٤ش

dissemination

mported technologies i حظو٤خص حظىس

supplier ى ح

112

Validity الك٤ظخ

lifetime حؼ حالكظح٢

Shrink ٣ظو

industrialized countries -non حي ؿ٤ حخػ٤ش

Concerns وخف

Recycled ٣ؼخى طي٣خ

difficult to monitor ٣ؼذ يخ

warehouses حوخ

غ حخء رؼي ػس أظر

خض خء ٤خ حو٣٤ش، ؿش ظ حوخ، ـى اخء

ألحؿ. كذ حوخ حو١٤: » ٣ـذ ػ٠ حأس أ طط٤غ

ؿخ، رخػظزخ أ حؼخثش، أ طؼخ رلذ حكظح ١خػش

طوش، أ طوي حويخص، طؼز ػ حظخ، رخػظزخخ

ؿش.« هي أي رخؾ حلد ح٤ػ٢، ش 2424، أ: » ش

113

حلد ك٢ حهض حلخ٢ ٢ ك٢ حوخ حأل حؼ ك٢ كو حألكخ

حظؼ٤ أؿ أ ي، ر خ ك٢ حش ؼ٠، ؿ٤غ

ولخص حالخحس حإلؿلخف، هخش ر٤ لف ح٣لش حظولش

حز٤ظخ٣خ حلالك٤. ى أ ٣ل ل ك٢ ـى حخحس

ح٤ش خء، ٣خكق حلد أؿ طل حألػزخء حخى٣ش

ؼ حز٤ظ٢ حوي٣ ػز طؼ٠٣ رخخ حؼز٤ش حطخػ

حؼ٤ش ئخص ؿ حالر ى حل٠خش، حن.«

حويس ػ٠ ططز٤ن ح حزخؾ خض ٤ش رخظ حؼخ

ؼ٤ش حؼوخكش ك٢ حـظغ، خ زن ظط٢ أ ف ك٢ وخ:

" حؼخثش حوي٣ش ا٠ حؼخثش حـي٣يس"، ح١ ي ك٢ ؿ٣يس

حزحكيح، ٣ 20 ٤٣ 2410، ك٤غ هخ: » س أه ال ٣

حل ك٤غ حـ ر٤ حظل٤٠ حخى١ ١ ك٤خس ؿي٣يس

ػخثش ؿي٣يس، ر٤ حؼ حؼخ أؿ حزخء حالظح٢. ٣ـذ ػ٠

حيش حؼخ٤ش أ طزق أؿ٠ ٢ ٤٣ ح ر ؿي١

ؼخـش ؤش حظؼ٤ حؼ٢ أل١لخ طو٤ حألس أػزخء

حطزن حـ٤. حظل٤ ط٣ي حؼ حز٤ظ٢ حأل١ طؼ٤

حظؼ٤ حؼ٢ ػ٠ حأل١لخ ى طل حق الهظخىخ .

ل ك٢ كخؿش ا٠ ح٣ي حإلؿحءحص حالهظخى٣ش حالظح٤ش.

٣خ، اال ك٢ ظ طي ح١، أ ل حألس حألػخ

114

حالظخخص حظ٢ طلوخ ح٥ طلخ. ٣ـذ أ طـ ش ؿ

حالر ك٢ ئخص ؿ الر ػ٤ش، أ طـ ش

طل٤٠ حطؼخ ١ف طخػ ػ٤ش أ طـ ش حو٤خ١ش

١ف خص ػ٤ش. ٣ـذ أ ٣ظؼ حأل١لخ ػ٠ ٣ي ؼ٤

ػ٤٤ ؿ٤ي٣ ٣ظظؼ رخلخءس و٤خ رح حؼ. ػيخ ظزق

حؼالهش ر٤ حؽ حؿش ظلس حؼح حوخؿ٤ش

حؼ٤ش، ٤ظهق أكيخ ػ حظخ ك٤خس ح٥ه.

ػيخ أه٤ح ٤ظ ط٤٤ي ف حخحس حلو٤و٤ش. ظ حؼالهش

ز٤ش ػ٠ هخػيس حلذ حظزخى. ظذ، ح حزذ هخ،

حظوحح ىحه٤خ، ٣ ل ي حـ٤غ، رطز٤ؼش حلخ، ر ؿ٤

اح٢ أل١ خ.«

ؼض حؼس حزل٤ش حألخ أؿ حظل حالؿظخػ٢ خء،

رخؿ أ ح٤خش حظخ٤٤ش حؿؼ٤ش ض طحؿؼخ ؿث٤خ، كب

ال ٣ اخ كو٤وش أ حخء ك٢ حالطلخى حك٤٤ظ٢ كوو هطحص

ؿزخس ا٠ حألخ ك٢ ح٠خ أؿ حخحس. طزو٠ حخء

ـزحص ػ٠ حؼ٤ غ أحؿ أ حكوظ اح خ أى طـ٤٤

حؼ ا٠ طـ٤٤ حز٤ض. وي أػط٤ كوهخ ظخ٣ش ٤ رخص حز٤ض

ك ػ٠ أؿ ظخ. وي أػط٢ حظخ ز٤ ي حإلـخر٢

ح١ طو ر حخء ط ايح هح٤ ك٠خش هخش طغ خػخص

115

حؼ حط٣ش حؼ ح٢٤ ض اؿخس الىس يكػش حألؿ

ح حؼخ٣ش رخألس ػخ٣ش حأل١لخ. ط حالػظحف هخخ رخلن

ك٢ حإلؿخ ش 2412، ط ط٤ اؿحءحص حطالم ط٣غ

ححؽ حي٢. هي ط أ٠٣خ اـخء ل حأل١لخ حـ٤ ػ٤٤.

رظؼز٤ ٤٤: » اخ زو٢، رخؼ٠ حلك٢ ش، أ١ كـ ػ٠

كـ حوح٤ حلو٤س حظ٢ ؼض حخء ك٢ كخش أى٠

رخوخش غ حؿ.«

ط طلو٤ن طوي خى١ ك٢ ٣١ن ط٤ حالوح١ ح٢ خء ك٢

ؿ٤غ ـخالص حـظغ، حل٤خس حالهظخى٣ش ح٤خ٤ش: طك٤ ؿزخص

ؿحث٤ش ـخ٤ش ك٢ حيح، حل٤ذ أل١لخ ؼخص هخش ك٢ خ

٣ظؼن رخطؼخ حز أل١لخ حلظخؿ٤، ح حالظخس

حطز٤ش أػخء حل ظل٤خص حالىس ى حل٠خش ؿ٤خ

حويخص.

ظذ طط٢ ك٢ حؼس حـيس خ ٢٣: » وي رص ػس أظر

رػىخ حظؼوش رخأس. طظق حطش حـي٣يس رق حأس ؿ٤غ

حلوم ح٤خ٤ش حوخ٤ش ػ٠ هي حخحس غ حؿ، ر ح٢ء

حألؼ أ٤ش أخ هخض ر خ رؼخ، ك٢ ؿ٤غ حلخالص،

أؼ رخ ال ٣وخ خ هخ ر أ١ ظخ آه ػ٠ حإل١الم، أؿ أ

ط٠ خ حيه ا٠ أخ حؼ حالهظخى١ حؼوخك٢.

116

كظ٠ أه حؼحص ػخؿس، ؼخ ؼ حزخ حز٣طخ٢ حـ "٢

حويس"، ػ ؿؼ حأس خثخ خرخ ؿ. أ رؼ٠ آه ػخؿس

ػ أ طع ر٤خ ر٤ ك٤وخ ظخػذ حل حالىس حخػش

طر٤ش حأل١لخ. وي رض حؼس ؿيح رط٤خ أؿ طي٤ خ

٠٣ رـ "حز٤ض حؼخث٢" ح٥. طي حئش حوي٣ش حلخيس

ححيس حظ٢ ك ك٤خ ػ٠ خء حطزوخص حخىكش رخألـخ حخهش

حطلش كظ٠ حص. خ حلظ حظزيح حألس،

ك٤غ ٢ ئش ـ٤س ـوش، رظخ ظ ويخص حظـ٤حص

حالؿظخػ٤ش: ح أش، ك٠خخص، كيحثن أل١لخ، طخػ،

ئخص طظ٤ق حؼ٤خد، ظلخص، ظل٤خص، ح وخش،

ظخص ٣خ٤ش، ى ٤خ خف، حن. ا حالظخ حخ

خ طير٤ حئ ح٤ش حظ٢ طو ر حألس ١ف

ئخص حـظغ حالظح٢، رـ٤ش طك٤ي حألؿ٤خ رحرطش

حظ٠خ حظؼخ حظزخى، خ ٤لون أس، رخظخ٢ ؿ٤

حظلخر٤، طلح كو٤و٤خ حو٤ى حألري٣ش.« )طط٢، حؼس

حـيس ]ك: حألس، حز٤زش، حؼوخكش، حظ٤ي ك٢ حألس[(

117

حالكظزخ حلح١.... حوط حوخى

حى حالكظزخ حلح١ ح٠ حى٣خى ىؿش حلحس حطل٤ش

ظطش ك٢ حؼخ غ ٣خىس ٤ش ػخ٢ أ٤ي حر،

ح٤ؼخ، رؼ حـخحص حأله ك٢ حـ. حـخحص

طؼف رـخحص حز٤ض حؿخؿ٢ ألخ طخ ك٢ طيكجش ؿ حأل

حطل٢، ٤٣ طق حالكظزخ حلح١ ا٠ ح٣خىس حظ٢

كيػض رخأله ك٢ حخثظ٢ ػخخ حأله٤س ك٢ ىؿش كحس طق

حس حأل٤ش، ٣ؼظزخ حؼ٤ حؼخء ش هط٤س

رخزش ؼخ.

ىؿش حلحس ح٤ ٢ طو٣زخ ق حيؿش هز 122 ػخخ .

أزخد كيع حالكظح حؼخ٢ وظلش، ٣و رؼ حؼخء أ

حظع حزذ حث٢٤، ر٤خ ٣و حزؼ ح٥ه أ طـ٤

ك٢ حطز٤ؼش.

لش ؿـخ

يص ػ ح حو٢ ظؿش ح ٣ف ػ٤ حيظ

ؿخر ػل ش ٤حص حظؿش "لش ؿـخ"

حظ٠ طؿخ ا٠ حؼر٤ش حيظ ػزيحـلخ خ١ حؿؼش

ػ٢ ػزي حإف ح ٣و ا حلش ٠ حألػخ

حألىر٤ش حألىر٤ش حـ٤ش حلش وش ا٠ وطػخص خ

118

ر أرؼش أط. ٣ق حيظ ػزيحـلخ خ١ حلش

رؤخ ىس حي ك٠خس حى ححكي٣ ٠ طؿغ ا٠ ػي

آه حى ح٤٣٥ حؼظخ أرخ ٤زخ 778 ا٠

716 هز ح٤الى.

٤٠٣ق أ حلش أػص ػ٠ ػوخكخص حم حألى٢ حوي٣

حالظخ حء كيى، لخ أ ؿ حلش حزخر٤ش

حأل٤ش ظيس ك٠ ػم حؼوخكش ح٣ش.

٣ق حيظ ػزي حـلخ خ أ ؿـخ خ خ يش

ي٤ش ٠ "أى" ك٠ ؿد رخر هي طح ك و٤ش

ؿـخ ؤػ و حو حلخ٣خص حؼـ٤زش

ـخحط ألخ، رح ٣ؼي أ رط اخ٢ أل أ

رط ؤخ١ ك٠ طخ٣ن حألىد حؼخ٢ ٣ؼي ك ك٠ حل

ػ٠ حوى ح١ خ ٣ي رطظ اخ٤ظ حظ٠ طـؼ

أهد خ ؼ٤ أرطخ حآ٢ حوي٣ش حلي٣ؼش.

٣ي حيظ ػزيحـلخ خ١، أ لخش ظؿش

حلش حظ٠ هخ رخ ١ رخه غ ٤ ر٤ ك٤ ص

ك٠ ـش "" ػخ 2452 هز أ ط ١زؼظخ ححرؼش ش

.2469

119

أ٤

خطذ ١ رخ، ي ػخ 2419 ك٢ لخكظش حيه٤ش

ح٣ش، طأ طل٣ حؼي٣ي حـالص حلق خ:

حـ٤، ٠، آه خػش، أظر، حؼس حػو٠، خ٣،

خ٣خط٤، حخطذ، ػ يخ للش حلي٣ؼش ر٤ش ح٥ىحد،

ؿخؼش ػ٤ ػخ 2459 كظ٠ ػخ 2470، ػخى

٣ظذ كخ٤خ وخال ٤٣خ رؼح .ظي٣ س أه ػخ 2465

)حهق( ك٢ ل٤لش )حألح(، أق حؼي٣ي حظذ ك٢ أىد

حكالص ح٤ظخك٣٤و٤خ حل٤خس حؼوخك٤ش ح٣ش ك٠ال ػ ظخرش

حك٤خص حظؿخص، حطز٢ رالص ػ٤وش رزخ ل١

ػ أر ػزخ لى حؼوخى، خ ي٣وخ ورخ

ث٤ ح١ ححك لي أ حخىحص، ك ػ٠

ؿخثس حيش حظـ٤ؼ٤ش ك٢ ح٥ىحد حـ حألػ٠ ػخ٣ش

حل ح٥ىحد حؼ حالؿظخػ٤ش ػخ 2470، ؿخثس حيش

حظوي٣٣ش ك٢ ح٥ىحد ػخ 2482 ؿخثس زخى ك٢ ح٥ىحد

ػخ1222

ئلخط

حزخ ٠٣ل أ٠٣خ

ح٣ زطح حخء

ح٣ ػخىح ا٠ حخء

حل

120

ك٢ خ حؼوخى خض خ أ٣خ ؿ٤خ

خك أ٤ ىح حي٤خ ك٢ حطـخ، كظذ حؼ٤ ف

١ أىد حكالص، رخ خ حأل ك٢ أىد حكالص، أق

:ظزخ ػي٣يس خ

.ك حؼخ ك٢ 122 ٣

رالى هللا ون هللا

حألح ك٢ ف حألؼخ

ال طوخ د حألؼخ ط٠

حألؼخ ٢ ػزخحص ط٠د ك٢ كحىع خرش لحىع

حال٤ش حظ٢ ؿخءص ك٤خ ، ٢ طؼز٤ ػخ طه ر حل

حز٣ش ػ هزس كوخثن حهؼ٤ش رؼ٤يس حزؼي ػ ح

حو٤خ . ا حألؼخ ك٢ أش ٢ هالش طـخر

ل هزط .

طظ٤ حألؼخ ػ خث حال رخإل٣ـخ طق حخ٣ش ؿخ

حزالؿش ، ال طظـ٤ ر طـ١ خ ؿخءص ػ٠ حألش ا

هخلض حل هحػي حظ٣ق . خ ٣ـ ك٤خ حلف

ح٠حص خ ال ٣ـ ك٢ خث حال .

طظق رؼ حألؼخ رؤخ هخ٤ش حل حز٤خ ، ؿغ

ح ح٠ أخ طـ١ ك٢ ـش حظوخ١ذ أكخى٣غ حخ ح٤٤ش

حؼخى٣ش .

121

حأل ك٢ حألؼخ أ ال ط وش ال ػش ، ألخ

ـش حؼذ ، هخ ن حؼذ ك٢ ـظ .

رخإلخكش ح٠ ػخش حخ كب حلجش حألؼ ػوخكش ػخ

طؤػ٤ح طيحألؼخ أ٠٣خ ، ح ي حالهظال١ كز٤خ ـي

أؼخال ؿ٤ وش ـي حه طل ألخرخ ك٢ ؿخ

اهحؿخ ك٢ حد ك٢ ر٤ؾ .

٣و حلخحر٢ ػ حألؼخ حخ أرؾ حلش ، ٣و حر

حولغ اخ أن غ ، ر٤خ ٣و حظخ اخ خ٣ش حزالؿش خ

طظ ػ٤ ك حظز٤ ؿىس حخ٣ش .

ه٤ حألؼخ خ ز ؿخ ر٤ي أ أؼخ حلش ،

ر٤ش ، ٣ طيحخ حظويحخ ػ٠ حؿ اهظالف

حظ حظؼ٢٤ حؼوخك٢ خ.

( ك٢ كي٣وظ ىس) 2كي٣غ حى

رو اكخ ل٢

طلؼ حو٤يس كؼ حخص حؼطس ، حظ٢ طؤط٢ ي

.. حزخط٤ حطف حـ ك٢ ؿخرش

هخخ لذ ك٤ أهي ١خزخ ٣ي أكذ ، " ك٢ كي٣وظ ىس "

؟ ..ك ٢ روز ٢ حػ٤خ خ: طخرغ ـ حؼ١ خثال

طحهض حىس خ ػكض رخ ؤ ، طحهض حوخثي

.. حـ٤ش حألؿخ٢ كخ خلحخص

122

حـ٤ ح١ ؿىص ر هد خ طص حىس ي حال

حلز٤ حظ٤٤ ىظ ك٢ يظخ ػكض أ حؼ ٤

.. رخص للس ك٢ و ، ر خص لش رؼط

ػيخ ك حخء ػخىص حط٤ ح٠ أخخ ؿخءص زظش

ا٠ أر٤خ ، ح١ رخى حلذ حؼل٤ق ، ؿض ا٠ ؿخز

؟..خ حؼ ي أ طؼف ٢ : ؤظ

.. حؼ أض خ ر طؼ٣ : كؤؿخد ػ٤ ط رخؼخىس

حؼ ك٠ : ض ه٤ال ٤ـي ك٢ ػ٤ طؼ٣لخ آه ، ػ هخ

...ك٤ ؿ٤خد ك٤ حظجخد

...ؿيح ٣خ ىط٢ كب لي٣غ حـــى ش

(حىس حـ٤ش ) 1كي٣غ حى

٠ؾ رخـخ ، طظ٤ رخهش حؼش ، كبخ خ أ حىس ط

.. طؼزن رخؼط ظ طوظخ ر ى خث حخثخص

طـؼ حىس لخ ٤يس حهق حؼخ١ل٢ حإلخ٢ ك٤

طظل ك٢ حهض حخذ ح٠ خش كذ ر٤ كز٤ز٤ أ ش

.. ي٣ن ار أل أ ٤ـش حػظح ي٣ن

حىس ؿ٤ش ك٤ طئ ـخ حألكحف ؤخ ؤ ٣و٤ ح٤

ؿ٤ش أ٠٣خ ك٤ طغ ػ٠ هز ٤ي ؤخ اخ ... ححؽ

... ٣و٤ الس ؿخثذ

هي ظص حىس ر أح وظلش أكظض خخ ٤ح

كؤ ػخخ .. ر٤ حكخص حو ػ٠ حألهش حألحم

.. وم ى

أىض حىس حـخ٤ش حاللحى٣ش ، حظ٤ طظ٤ رخ ،

123

... خ هزض اال أ ط ىس

. أخ حؼ ك ى حال ال حى

هي اهظق حألىرخء ك٢ طؼ٣ق حؼ ، حطلوح ػ٠ أ

ك٢ ك٤ أ ... ػط حى ٣ خ أ ك٢ ه٤يس ؿ٤ش

ؿ٤ ح أ حؼط ر ط٤زظ ح٤٤خث٤ش أ رف

.. خ ٣ أ طظؼ هال٣خ ح

ػخ حؼ ك حال ح١ ٣ـؼ حوذ خر٠خ رخلذ

ري ٣وخ ا٠ ... ػ حي ، ك٤لؼ ك٢ حؼو خ ٣لؼ حل

.. ػ٢ ؿي٣ي ال ا٤ ربحىس حػ٤ش

٤ حإلخف أ ـ رظؼ٣ق حكي طن ؼ ، ال

. أ ي حألكخ ك٢ خ ٣ؤط٢ ر زيػ

ا حىس حظ٢ ٣حخ حزؼ ؿ٤ش ، ٢ ٤ض ي ػي

ؾ حم ٣يحػزخ ػ٤ و٤ظ .. ح٥ه حزؼ ... ك

... لي٣غ حـــى ــــش

كوحء حؼس حخػ٤ش حؼ حلي٣غ ظخؽ حهظخى حكس

حهخء اىخخ

ؿخى خ١

ح٠ 2812ك . ي حلو حلي٣غ ػس حكس حهخء

ؼلخ 12ش رؤرخ حـر٤ش ح٤، طؼخظض حوس ححث٤

حى ظ٢ حؼ حظهغ (. لظزش ػ٠ حؼ حؼخرض)

124

ػخخ، طو حظلخص ر٤ حألؿ٤خء 92حؿ ػي حالىس

. حــلوحء ح٠ ي خ خ ك٢ طخغ حو حظخغ ػ

٣ذ رؼ حيح٤ ححهز٤ ح٠ أ حإلـخ حز٤ ح

، «اىخ ح»كخ رخلو ك٢ ـظؼخص خرش رـ ٣و حإل

كخه حؼ رخإلكزخ١، ل٠ رخأل ػ٠ خثيس ك٠خس

.خى٣ش ش

٣ؼى حرظيحء حظس حؤ٣ش حلي٣ؼش ح٠ حلو، ح٠

، ح٠ ظ أػح حؼس حخػ٤ش 2892 - 2812حألػح

هؼض . 2682 2662ك٢ حػخء ػوي١ ( حؼظ٠)ك٢ ر٣طخ٤خ

« طظؾ»حظش ػ٠ ػس حليحػش حخػ٤ش حالهظخى٣ش هز أ

« حإلىهخع حظؼخظ»ىهض لظش . «حـيى»كوحءخ

، وال 2811ك٢ ( حل٢)، أ حزئ، حظيح حؼخ (رر٣٤)

ؿؼض حلظش ػظ٤ ليػظ٤ ؿي٣يط٤ . ػ حإل٣٤ش لظخ

هخلض حلخ . حؼخش كس حغ حل١شخ كو ح٤ي

كل٢ ػي ؿزش حظخ ححػ٢ حوي٣، خ . حـي٣يس حلخ حخروش

كو خ ؿخث حؼخ٤٣ ؿحؿخ، . ؼ٣٤« حلوحء»

خ، ؿ آه، هش ػخش ٤٣ش ط٤ذ . ؿ

خ٤ش حهظخىح ـظؼخ طلض كش حح حطز٤ؼ٤ش ح

ػ٠ ح، ػ٢ ط٤٤ حلوحء ؿش حؼخ٤ . حطخثش

.حلك٤٤ ح٤خ٤ ظظ حز٤س

اكي حوحث ػ٠ ػ حظ٤٤ ص حثق حد حـؼ٤ش

، (حرظيحء حؼس حل٤ش حز) 2684حزخ٤ش حؼ٤ش، ك٢

ض آحء حألخ٢ ك٢ ححثق ى. ػ ؤش حلو حلوحء

125

ك٢ ٤ح أ١ ػخ ك٢ ١ حظ . حأل٣خف حخث٤ش، وظخ

رؼ حالهظخى٤٣ حؼخ٣ هخىط . طز حؼزخس

حظوخءحط حإلكخث٤ش ح٠ حالكظش أ ظ ؼ٤ش حؼزي

حه٤ن حخ٢ ال ٣وظق حهظالكخ ر٤خ ػ ظ ؼ٤ش كالف

ك٢ حو حخرغ ػ، أ ػ ظ ؼ٤ش ح٣ق حل٢

كل . ػخ حخػش حز٤س ك٢ أحث حو حظخغ ػ

ح٤خ حؼظ٤ش، أ١ ه٤خ هخخص ألخرخ، ٣ي ػ٠ آش

حلم ر٤خ ػ ح٤ي حوطخف ح٠ طخغ حو حظخغ

.ػ

خ٤ش، ك٢ ر كى٣خ الخ، أكي هخىس حلش حؼخ٤ش حأل

٣ . «حلال١( حألؿ)هخ »ػ٠ خ خ 2852

ػ٠ أ أؿ حؼخ، ك٢ حألكح حؼ خ، ال « حوخ»

٣ظؼي حو٤خ رؤى حكظ٤خؿخص حؼخ حل٣٤ش، حء خ ٣ي٣

.حؼ٤ أ حزوخء ػ٠ حـــظ حألى٠ ح

حل٢، طؿ، أق ك٢ « حالهظخى حخ»خ ٣

أ أؿ حؼخ طلي خكش حؼخ ػ٠ حؼ، ٣وظ، 2677

ك ح٠س، . ؿحء حخكش، ػ٠ طحك حوص ح١٠

حىف حلال٣ش، ٤٣ حلو حـي٣ي حخػ٢ حلو

ك٢ ـظؼخص حظخ حوي٣، . حوي٣، ححػ٢ ك٢ ؼظ

س حخػ٤ش، خ ظ حلو حزخ حالظؼطخء ػـــ٤ش حؼ

حطض خص كو خىف، خؿ ػ . أ حـــلخس حئح

حؼ حـي حط٣، ػ ه٤ى، ٤ ػ حـخػخص

ح حلم حزخ ر٤ حلو . حألرجش حزطخش حظى

126

.خػشحوي٣ ر٤ حلو حلخىع حى ػس ح

طق اكخءحص حيح٤ حؼخ٣ حلو حلخىع رخألهخ،

، لظزخ 2897كزؾ حألؿ ح١ ح١ خ ٣ظوخخ حؼخ ك٢

ىالح أ٤٤خ 252، ل (حؼخرظش)ػ٠ هس حوي ححث٤ش

٣و حزؾ ح ػ ظ٤ ك٢ ( ٣1228 رو٤ش 226)

٣ؼى ح٠ ػوي (. ٣ 210) ىالح 262، خ ل 2817

حرظيحء حلخ حلو، حوطحص حأل٠ ػ٠ ٣١ن 2852

حى حألؿ حظ٢ 2420 2897كز٤ . ا١لخء حالىهخع حزئ

رؾ ظ٢ . حؼخ٢ ح١، ك٢ كخ، ؼل٢ ه٤ظ حإل٤ش

٣خىس هس حألؿ حؼخ٢ ححث٤ش، ك٢ أػخء حؼ٣ ش

ك٢ حجش ك٢ حش ححكيس، 2.0حو حظخغ ػ، حأله٤س

. ك٢ حجش 2.6، 2861 - 2897رؾ ظ٢ ح٣خىس، ك٢

- 2495حؼخس، « حألػح حؼالػ٤ حـ٤يس» ح ظ٤

ر٤ ( حلالك٢)حى ظ٢ حألؿ حال٢ ححػ٢ . 2460

.ك٢ حجش 222، خ ال ٣و ػ 2426 2852

22، ر٤ ظ٢ حؼخثي حلى١، ك٢ كجش حـ2842رؾ حلم ك٢

ك٢ حجش 22ك٢ حجش حألؿ٠ حخ، ر٤ ظ٤ ك٢ كجش حـ

زن أ خ حلم ر٤ حلجظ٤، ك٢ . أؼخف 22.8حألي كوح،

٣ؼ رؼ ح حالىخ ح٠ ظف . ؼلخ 24، 2682

خؿ ذ رؤظح٤خ حهظخى١ حظؼخث٢ ـ ػ حظخف

حطؼض ٤خش . 2852 - 2898خ٤ل٤خ، ك٢

ك . حالزح١ حل٢، خر٤ حؼخغ، رط حإلـخ

حػظ٠ رظ٣ حخ حؼخ٤ش، ٤ حأل٣ظخ، ط٣غ حطؼخ

127

« حألكح حالهظخى٣ش»ػ٠ حلظخؿ٤ ٣١ن خ ٢ رـ

ػخخ ػي 12ك٢ أػخء . (حـخ٤ش« طخػ حوذ»)

طؼخظ حظالى ل حرخثق ك٢ أخ١ ( 2862 - 2852)

ؾ لى ح٠ 0.0ك٢ حجش، حظالى ح 92ح٣ل٤٤

.ؾ 6.1

رؼ زخ حخػ٤٤، أؼخ ٣ي خ٣ي ىل

ى ى٣ظ٣، كظ أر٣ظ حالؿظخػ٤ش، حػظوخى حي٢٣،

ػ٠ ط٢ رؼ أػزخء رخء خ ػخ، اخء خى٣ن

حظؼخي حظخك أظش حظوخػي ػ حؼ، ط٤٤ي حيح

( غ حـحث٤شلخ ز٤غ ح)حظل٤خص ى حـحء

ظذ أكي ىح٢ حالهظخى حزخ٣، ك٣ي٣٣ي . حظزخص

٣ال١، أكي ظخ١ خر٤ حؼخغ ئ ؿؼ٤ش

، ح حإلـخحص حالؿظخػ٤ش (2857)حالهظخى حالؿظخػ٢

طظ٣ـخ هظخخ 2684ح٤ش حك٤يس ظـ٤ي ػس »٢

.«حوظخ ح١ طظلو

ػي أط ك ر٤خى، ظخ أخ٤خ حكيس حأل ك٢

، ح٠ اخء حزخص حأل٠ ىش حػخ٣ش، ح 2862

ىػخ . طوزخطخ« خش حل٤خس»ا٤خ كخ٣ش ح٠ؼلخء

ح٠ ٤خظ حالؿظخػ٤ش حزظس طؼخظ « حلي٣ي١»حظخ

أحى طؼ٣ ؾ حوغ . حي٣هح٢١ -هس حلد حالظح٢

25كؤ هخ . ح٤خ٢ حظيى ر٤خش حؿظخػ٤ش طش

حخػخص خ حؼخ ح٣ 2880( ٤٣)ك٣ح

حزؾ ؼلخ ظ٢ )خى 1222ال ٣ظوط٠ أؿ ح١

128

ؿز٠ ـــيم ح٠خ (. حألؿ حؼخ٢ ح١ ٣حى

حؼخ حؼغ حأله٤ حل٢ حإلح٢ ػؼ٢ حالظحى

ط٠ حؼخ اىحس ـــخى٣ن ح٠خ . ألخد حؼ

، ك٢ 2889أ هخ . حالؿظخػ٢، ؿخز٤ش ـخخ

ك٢ حجش أؿ 77.7كحىع حؼ، ألخد حؼ ف

ك٢ حجش 12حؼخ حخد رؼـ خ ػ حؼ، ف

ك٢ حجش ي ححكي 25اخك٤ش ح٠ أش حؼخ حظك٠، ح٠

ك٢ خ 2884أؤ هخ . ش 25حزخؾ أه

ح٤وهش حؼطخش أ ظخ طوخػي١ ٣ـ٣ حؼخ ألخد

.حؼ خلش

حز٣طخ٢، ك٢ « ح٣٤ش»حهظف ؿ خ٣خ ٤، خكذ

خ٢ حو حؼ٣، ط٣غ حؼس ٣خىس أحث حؼغ حؼ

حإللخم ػ٠ حالظالى حـخ١ ػالؿخ لو ح١ ٣حكن حكس

طو٣ح ح٠ حزخ » 2491ظذ ٣ى ر٤ل٣٤يؽ ك٢ . حهخء

حهظف ك٤ « ك٢ ح٠خ حالؿظخػ٢ حويخص حظش ر

ك٢ م خ ظ ؼ٢٤ ألكحى رؼ ل

، 2495 . حؼ، ال ٣ـ أ ٣ؼ٤ أكي ى حظ ح

طو كم ظ٢ ىه . أؼخف 5حى ظ٢ ىه حل٢

ك٢ حجش حألي كوح ح٠ 22ك٢ حجش حألؿ٠ ظ٤ ك٢ حـ 22حـ

ك٢ حجش 6(. 2414أؼخف ك٢ 4خ )ػالػش أؼخف

ك٢ حجش ظ٢ 52 حأل حل٤ش ٣ؼظخ رؤه

ال٤٣ ح٠ 9ػ٤، ٣زؾ ػيى ٣ؼي كوحء . حيه ح٢١

ال ٣ظظؼ ر خذ، ال ٣ظخ . ال٤٣ 8

129

حـحء حخك٢، ٣ل ك٢ حظزؼي٣ حلظو٣ ح٠ حلوم

.«ال ٣ز٤ظ طلض وق ػخرض»

خ ح٠ حخػيس، أ ح٠ ك٢ حجش ح 22ح٠ ٣8لظخؽ

ح حظؼ٣ق حـخغ ح١ حظ٠ . حـخ٤ش «حظوي٣خص»

، حزخكغ حألخ٢ ك٢ حالؿظخػ٤خص، ؿؽ 2426ا٤، ك٢

٤ ٣لظو ح٠ ح ح٢ء أ « حؼخ»كخلو٤ . ٤٤

حى، ر ٣لظخؽ، ك٢ أػخء يس ح أ ػ٠ حيح، ح٠

ط طز٤ش حكظ٤خؿخص ػخش طو حؼخ٤٣ حخثس طوي٣خص

« كحىع حل٤خس»حلوحء طؼه . ػخ، حلن ك٤خ

ؼظ، حزخد ح٣ . ػ حؼ، ٤ح ػخ حخػش

ال ي ػخث٤خ ، أ طح حيش ؿ٤ طؤ٤،

حؼخ١ل٤ش حـ٤ حخرو٤، لخ٣خ طوطغ حألح

حالص حل٤ش حالظجخد، أالى حأل حظ٢ ٣ػخخ

ػغ حأل حلو٤س ٣وؿ . حكي ححي٣« حي»

ك٢ حجش ٣ح، 7حلو حؼخ حظخ٢، ٣وذ ح٠ حلو

٣ؼ٠ حل ٤ق ٣ؼـ ػ ؼخـش حلو . حؼخ حلخثض، كوحء

حليى »ك٤ق ك٢ ظخ . جش ػطك٢ ح 52ري ٣وظطغ

. حظوي٣خص حـخ٤ش ح حط خ« حي٤خ حالؿظخػ٤ش

كش ك٢ ك٤خس حالؿ٤خء حـيى : ٣ظظخ

لي أ٤: اػيحى

130

خى حؼ طؼش ال٤٣ حس ح حلخد حال٤٣ ك٢

٤حص ٣لم ػيى ح٤خ، كل٢ حال٣خص حظليس ػيى ح٤

طـ٠ زش ححكي ك٢ حخثش ١زوش حالػ٣خء . ك٢ حرخ

زؾ . ط٤٣ ىال ك٢ حؼخ 2.0حال٤٤٤ كح٢

. ٣ظوط٠ حؿخ٢ حيه حو٢ كخ ح ح٣طخ٤خ ح يح

ح غ ؿي٣ي، ح ٣و ئق حظخد رص كحي ح

٤خ ؿؼض هال ححص حؼ ق حؿخ٢ ػس ح'

.'حخ٤ش

ظز٣ ه٤خ ر حيحش، ٣و حئق ه حالهظخى١

ح حالػ٣خء، ر٤ ؿ٤غ 'ح٤ ؿ ٤٤غ ؿخز٣غ

حطزوخص، ٣ؼي حالؼ س، حاله طؼخ لل

.'حيحش

' حالكظح٤شحيش '٣ذ حخطذ ك٢ كش ح٠ خ ٣طن ػ٤

٢ حيش حظ٢ ط٠ حي٣ش . حظ٢ ٣وطخ حالػ٣خء حر

حـق ك٢ ك٣يح، ظـؼخص حظؾ ػ٠ حـ٤ي ك٢ آز

.رال٣ش حى، حون حظؼيىس حطحرن ك٢ خخط

Richistanح١ حيش حظ٢ ٣طن ػ٤خ ح ح

ظـغ حل٢ ح١ ٣طخى حػ٣خثظخ، ط كخطس هيخص ح

٣ظ . آالف ىال ك٢ حؼخ ك٢ حظ٢ 226ح٠

.حق ىال 722خػخص طزؾ ه٤ظخ

131

خ ح ر٤ط حظ٢ ٣و٠ ك٤خ ح ح٤ق ك٤خ ؼذ ط،

ال ٠ ح٤وص، . ، ح١ ؽ حؿش'خ'حؼخ٢ ' 'حكي

٣وض خ ك٢ حال ل٤ش كي ؿ حالػخ رخص رط

إلحش حؼؽ كخ ح٠ ٣وض ك٢ ل٤ش وحش ريحكؼخ

.هخػش ز ه حللالص

٠٣ حظخد رؼ حلححص حـ٣زش غ رؼ حو٤خص

خػش ك٢ حالزع غ 55ح يكخ ه٠خء 'ؼ ه حكي

.'ح١لخخ خ كووخ كخ٤خ

لخهش ك٢ ح ئالء حو، كؼ٠ حؿ ؿ٤ ح خى

: ٣و حخطذ' هف حو١'ػحث، حال حي طـي ٣ؼخ

ر٤خ ٣ظ حالػ٣خء حـيى هن ػحص حؼش هال هض '

.ه٤خ٢، هي ٣لويخ ح٠٣خ رخػش حطخ حظ٢ طلووض رخ

ح٤٤خ ك٢ ػخ ٤خى٣ح ٣20و حئق ح خ خى

1225ك٢ ػخ . حزلح ح٤ حؼ حق 2485،

حق ٤٤ ؿي٣ي، ح١ رـض ػط 116ظ ك٢ ح٤خ

خى ػيى . حؿخ حخء حؼ ٤ ىال

حلخد حال٤٣ ك٢ ال٣ش ع خ٤خ ٣لم ػيى

حطزوش طؼي ؿ٣زش ٣ؼظز حئق ح. ح٤٤حص ك٢ حي

ك٢ ي٣خ ظخخ . ح حؿز٤ش ح١ طظ٢ ح٠ ري حؿز٢ هخ رخ

حل٢ حوخ رخ حال١زخء حالهظخ٤٤ ٣ ك٢

خػش، زش ل حوخش رحطش حطخثحص 19حويش

132

حظ٢ طظ رخخش ح حطخثحص حلخػش حوخش، ؿخط

.حوخشح٤خك٤ش

ال٤٣ ٤٣22 حئق ح٠ ح ححكي خ ٣لظخؽ ح٠ كح٢

٣ي حه . ىال، ٢ ٣ظلن رخلوش حالى٠ ك٢ حطزوش

كخ . ح١ ح ٤ ػ٣خ' ح٣' ي ك رظؼز٤

٣وى ٤خس ٤ي ر٤خ ٣وى حؼ١ ٤خس خ٣زخم

Maybach.

ظخد ىحش طل٤ حؿظخػ٢ ؿخى ؼوخكش حخ حه٤ح، كب ح

حئق ٣ق حوخة رؼي حالظخ رح . حال٤٤ش حـي٣يس

.حظل٤، حظؿ زخس ح٠ حح٣خص حـ٣زش ك حطزوش

حوط حوخى

ا طح٣ي حػخص رس ز٤س هي حلن حألح رخز٤جش، حػ

كوي حظص . ل٤ش ر زخ أ ؿ٤ زخػ٠ حخثخص ح

أح حلخ٤ش حـخ حظل٢ حألح حؼي٣ش،

أح ح١خ، أح حزخطخص حخطـش ػ حألطخ

حل٤٠ش حز٤يحص حل٣ش حأليس ح٤٤خث٤ش حص حظؤػ٤

٠ حوخط ػ٠ حزظ٣٤خ، خ طو رظل٤ ححى حؼ٣٠ش ا

زخص ٤٤خث٤ش ٣ظخ حزخص، كظو هرش حظرش ػ٠

133

ح هي طظد ا٠ ؿ حإلخ هال حـحء ح حىحىص

. حظل٣حص حظ٢ طخى١ رؼي حظؼخ حز٤يحص

ال ٠ خ أظـظ حظؿ٤خ حإلظ٤ش ع هخ

حألؿس حإلظ٤ش حظع، هال حـخالص حظ٢ طظؾ ك

حرظيحء ح٣خع حظل٣ حخطق حـح حظخء رخألهخ

حخػ٤ش، كؤزق حل٠خء كخ ٣ه رخؿخص حإلؼخػ٤ش

حؿخص حـخ٤٤١ش ا٠ طئػ زخ ػ٠ حز٤جش ػ٠

. لش حإلخ

ػي ؼ أأ خ ك٢ ح حؤ ػخى حي حز

طؼخخ ك٢ ز٤ حلي ح حوط هخش حال٣خص حظليس

أهؽ حث٤ ر رالى ٢ أز 1222كل٢ ػخ . حأل٤٣ش

ىش ٣ظؾ ػخ ؼ٤ حػخص حزش حخثش حـخ٣ش، خ

أ حكظحم حهى حظوي ك٢ خث حو لطخص ط٤ي

. ـخحص ح٤٤خث٤ش ا٠ ححء حـ١حرخء ٤٠٣ق حؼي٣ي ح

رخإلخكش ا٠ طع ٤خ حد ك٢ حي ؿ٤ حظويش ح١

٣ؼظز أ حخ حز٤ج٤ش حظ٢ طؼخ٢ خ طي حزيح، ك٤غ

. ٣ئى١ ا٠ حظخ حؼي٣ي حألح حرخث٤ش

ه حألؿ٤خء طـظخف حي حـي٣يس

حؿ ػ٠ أ حأل٤٣ش" طخ٣ ى٣٤" ل٤لش أكخىص

ؿخ- حؼحث٤خص كوحء آالف ر٠ؼش ح٣ش حلش و

134

ح٤٣ هش كب أ١حكخ، ك٢ حـي٣يس حي ا٠ -ػ

طلظ حظ٢ حخ١ن، طي ل حلش طظ أ ٣ظهؼ

. حؼخش خكش ق

هخض حل٤لش ا هط٢ حلش حأل٤ش طهؼض أ طظػذ

ال٤٣ أ 9ال٤٣ ش حوخس حـي٣يس 0أظر 7ي٣ظ٢

، ؿ٤ أ حألؿز٤ش 1212طخ ـؤ طزوش حؼخش رل

. حخلش حخ حـيى ض ح٣لش حالهظخى٣ش حؼ٤خ

وض حل٤لش ػ ػزي حل٤ ارح٤ ػزي حل٤ حي

ح١ حل حـخؼ٢ حه٢ حـي٣ي رخـخؼش –حؼخ١

حو، ا طي حآص طظ ؿغ -حأل٤٣ش ك٢ حوخس

. حألؿ٤خء

ألض حل٤لش أ حلش ألوض ال٤٣ حيالحص ن

حخء ا٠ حخ١ن حلح٣ش، ١م ؿي٣يس ط٤ حرخء

خ رخػض أح٢ خؼش وش ليى١ حيه ك٢

لوخص زش، ر٤خ حػظيص حػظخىح أخ٤خ ػ٠ حوطخع

حوخ طف حل٤الص حح حظـخ٣ش حخطذ حألؿ٠

. ؼح

، ح١ ؿ " ٤ظ٢"رض حل٤لش ؼال رع

يه حؼخ حلك٤٤ ط٤ ه٤خ ليى١ ح

135

حؼ٣ كظ حلش ا٠ طي حطوش حخث٤ش،

٤٠لش أ ٣ؼخ كخ٤خ حؼش حطلخع خ٣ق حظوال

. حلخكالص، حظ٢ طظف أهحط

حوط حوخى .... حالكظزخ حلح١

٤ش حى حالكظزخ حلح١ ح٠ حى٣خى ىؿش حلحس حطل

حظطش ك٢ حؼخ غ ٣خىس ٤ش ػخ٢ أ٤ي حر،

حـخحص . ح٤ؼخ، رؼ حـخحص حأله ك٢ حـ

طؼف رـخحص حز٤ض حؿخؿ٢ ألخ طخ ك٢ طيكجش ؿ حأل

حطل٢، ٤٣ طق حالكظزخ حلح١ ا٠ ح٣خىس حظ٢

ىؿش كحس طق كيػض رخأله ك٢ حخثظ٢ ػخخ حأله٤س ك٢

حس حأل٤ش، ٣ؼظزخ حؼ٤ حؼخء ش هط٤س

.رخزش ؼخ

. ػخخ 122ىؿش حلحس ح٤ ٢ طو٣زخ ق حيؿش هز

أزخد كيع حالكظح حؼخ٢ وظلش، ٣و رؼ حؼخء أ

حظع حزذ حث٢٤، ر٤خ ٣و حزؼ ح٥ه أ طـ٤

.٢ حطز٤ؼشك

136

ق ح٤خ ك٢ ح١ حؼر٢.. حوط حوخى

ك٢ ال طؼ . حألهخ حظؼوش رخ٤خ حؼرش ك٢ حؼخ طيػ ون

كو٢ ـ ح٤خ حؿىس ك٢ زخ % 0أؼ

% 12.8 حزش ػ٠ ٤جش ؿ٤ي، % 66.7حأل٢،

% ٤2.7خ ؿك٤ش، ح٤ش حظزو٤ش رؼي ي حظ٢ ال طظـخ

٢ حئش ػ طز٤ش حكظ٤خؿخص أؼ ظش ٤خحص

حز ك٢ خ ٣ظؼن رخخ١ ححػ٢ حخػ٢ خث

. حالكظ٤خؿخص ح٤٤ش

أخ ػ ح٤خ ك٢ ح١ حؼر٢ كزخؿ أ ٠٣ ػ

٣ق ػ٠ أ حخ١ن حلو٤س ك٢ خكش ح٤خرش كب

كو٢ % 2خى ح٤خ حؼرش، ا ال ٣لظ اال ػ٠ أه

اؿخ٢ حألطخ % 1 حـ٣خ حطل٢ ٤خ، كح٢

. ك٢ حؼخ

كو ح١ حؼر٢ ك٤خ ٣ظؼن رخى ح٤خ حؼ ػ٠ حظؤ٤

ق ظ ؼذ ٣خ حخث٢ لى ح١ ٣ـذ أ ال ٣و ػ أ

كوخ ؼي حؼخ٢، ك ظ٢ كش حإلخ حؼر٢ ك٢

ؿ حزالى حؼر٤ش ا٠ خ ٣وخد هخثش ظ ؼذ ك٢ حؼخ،

هي رـض أػيحى حي حؼر٤ش ححهؼش طلض ه٢ حلو حخث٢

ىش 29ىش خ 24 (أه أق ظ ؼذ لى ٣خ)

٤خ ك٢ ح٤خ ا ال طل٢ ح٤خ ي حالكظ٤خؿخص طؼخ٢ لخ كو٤و

حألخ٤ش ح٤١خ، أل حطوش حؼر٤ش طوغ ؿـحك٤خ

أح٤خ حخلش % 02حخ١ن حـخكش ز حـخكش كب

137

.و ح٤خ حػش ؼش ظل رزذ

٣ؤط٢ ح ك٢ هض ال ٣ظـ حؼخ حؼر٢ حى

كو٢ % 52 ٤خ ظ ؼذ 092كح٢ حزخـش حخث٤ش

حزخه٢ ؼ ي ح٤٠خع، خ طزغ أ٤ش حالظلخص ا٠

ح٤خخص حظؼوش رخظويحخ ط٤يخ ه٤٠ش ح٤خ، غ

. ٣خىس ٤خطخ

138

138

Romantic Art and Music

Folk songs and Art songs. The Romantic Era is marked

by ‎changes in the balance between form and content. The

Romantics ‎expanded and altered the pre-existing forms as

a means of ‎expressing the ideals of the new era. The

―natural‖‎world‎‎becomes a source of mysterious powers,

and interest in ‎supernatural themes develops. The rise of

program music and ‎the search for national identity

challenged the "supremacy" of ‎‎"absolute" music. Folk

songs, art songs, and other popular ‎themes are

incorporated into some of the music of the period. ‎

Song, either an actual singing performance, or in

a ‎literary sense a short metrical composition adapted

for ‎singing or actually set to music. In the second sense of

the ‎word it must strictly be lyrical in its nature; but

others ‎musicians frequently use the word in the wider

sense of any ‎short poem set to music. A song, as a form

139

of poem, usually ‎turns on some single thought or

emotion, expressed ‎subjectively in a number of stanzas or

strophes.‎

The history of song as a musical form falls into two

main ‎divisions, the one belonging to the folk-song, the

other to ‎the art song. Though the line of demarcation

between the two ‎cannot be definitely drawn, for they have

acted and reacted ‎upon each other ever since music

existed as a cultivated art, ‎yet it may reasonably be

maintained that the folk-song, which ‎lies at the base of all

music, preserves, and has in all ages ‎preserved,

characteristics such as must always distinguish the ‎rude

and unconscious products of the human mind. Almost

every ‎nation is in possession of an immense store of old

simple ‎ballads, which are the spontaneous outcome of the

inspiration ‎of the songs.

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Race, Gender, and Class

Many factors have played a crucial role in education.

These factors are race, gender, and class. As we dive

deeper into each factor we realise that it has strongly

impacted education. Race has had an impact on education

from preventing children from going to school. To

opening opportunities to life also it has divided student in

schools and activates. As we look into gender we realize

it also has made an impact on education. Over the years

gender has allowed the growth of playing certain sports in

the university setting. Also it has made an impact of test

scores. In the way of how teachers teach gender has

impacted the ways of teaching. As we grow up and

realize‎and‎come‎to‎terms‎of‎our‎family‎SES.‎We‎don’t‎

realize then but class. Does affect each individual in

getting an education. Depending on which class your

were in it gives you opportunities of money for school. it

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gives student on chose sing going to private or public

schooling. And gives a personal image of who you are as

a person. As we see these socio-cultural factors affect

education race, gender, and class it has broaden my

insight in life from a micro setting to a macro setting.

As we look deeper into race. I gave examples of how race

affected education. The first point I made was how race

can prevent someone from getting an education. As I

have learned over the semester. Race can effect

admission into certain schools. Or Evan not allowing

education as example the little rock nine. It was a group

of kids that were prevented from entering a racially

segregated school. It also changes the face on education

in the United States. Race has also impacted how student

continue on with their careers in life and opening

opportunities in school. As of example here in the state of

Texas as I noticed among my peers throughout my four

years here since I was Asian American. As a senior in

high school I was not aware of a state program that helps

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student prepare to get into Med school. As I found out

later on they mainly recruit minority students mainly the

Texas valley. If I knew about the program I would be on

the right track for med school by now. As of how race

influences the social aspects in the school and education.

It can also divide a school in half by the activates and

clubs in school As of example here at the university of

Texas. There are clubs that are catered to a specific race

of students. Which so offer certain incentives to members

and opportunities to future life as of my friend here as a

student. He is part of ABSA. Asian business student

association. A company allowed them to take a tour of

there facility. Which ended up at the end of there tour had

a interview with the company. Which gave my friend a

plus among his other friends. As we see here in these

examples race can affected the lives of people and their

education. The idea of colorblind ideology that race does

not exist in education it does exist. I see things differently

now‎you‎can’t‎judge‎a‎person‎by‎there‎own‎skin‎color.‎

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But there skin color does have an impact on their

education and others.

The use of gender in education can cover many broad

topics. But how have gender-impacted schooling over the

years. We see gender as male or female as a closer look

one or the other and give an advantage or disadvantage in

education or create doors to allow better education in

school. As mentioned gender has help paved the way in

offering more sports into the university setting? As

example of this would be the creation of the title 9 ruling

in collegiate athletics Title 9 has changed the face of ncaa

athletics. It has paved the way for more female to get an

education while playing sports. And has leveled the

playing field. Sexism is out of the question who is better

then who. Leading into test scores and how has gender

made an impact on them. As we generally see overall test

scores females out performs males in education. This has

just been an idea. But as we read an article gender does

play a factor in education as example the article about six

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young girls attending an elite high school they were lined

to go to certain elite university because of there gender.

As of the teaching aspects how does gender affect the

roles of teacher and teaching methods? As I have learned

gender does affected the perspective of teachers. From

what we learned in class to articles we read. As a example

to draw from two articles caught my attention. One is

about girls being ignored in class because of the problems

caused by the males in the classroom draw more

attention. As one of our classmates shared the same

experience as the article the second article talks about

how African American males being looked at and

perceived by the teacher as disruptive because from past

teaching experience. The Ideal of gender and how we

approach this topic in education cannot be overlooked.

We as a society reflect the use of gender and education.

Has made great strives and down falls. As I see gender

has defined my normalcy in life.

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As I discussed from above education is affected by many

influences. All of which the culture that has affected

education the most has been class. Class effects education

in many ways from each individual in getting an

education. Depending on which class your were in it

gives you opportunities of money for school. It gives

student on chose sing going to private or public

schooling. And gives a personal image of who you are as

a person. As of going to school and selecting a school

from my surrounding I have noticed in many cases

student select the school depending by how much money

they get from the school. This hinders really bright

students coming from a low-income household. To top-

notch schools. What make class so important is because

by coming from a high-income household you will have

you route set for you in life. This relates to an article from

class where top elite school; and university where barting

admission due to the family SES. So education was given

to you depending on your SES. As we see how SES can

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cause disruption in education. What about personal image

relating to class. As I learned from this semester. Class is

also about how the way we act and the way we dress can

affect education. As I see it more often now I was not

aware of it until I can to UT. As of an example I was able

to‎experience‎it‎here‎myself.‎As‎a‎freshmen‎I‎didn’t‎have‎

a self-image yet. I looked more like a middle class

student. As I progressed through my classes I was

required to do more interships, which made me, be neater.

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My Dream Job

My dream job is to become an optometrist whom

examines people's eyes to diagnose vision problems, eye

diseases, and other conditions. To start off my mission of

perusing this job I would have to take as many science

and biology courses in high school. Find a college where

I can take three years of pre-optometry courses. Take the

Optometry Admissions Test during my second or third

year in college. The test will measure my academic and

scientific knowledge. Apply for my license after

receiving my O.D. degree. I may also consider a one-year

postgraduate program if I want to become a specialist. In

addition to being an optometrist, I would have to develop

my communication skills and social skills. I have a clear

vision of my destination in mine, and in return I would

love to make everyone's vision just as clear.

To be accepted into optometry school, I must first

complete at least 2 or 3 years of studies at university,

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including courses in chemistry, organic chemistry,

biology, calculus, English, and psychology. Most

applicants, however, hold a 4 year Bachelor of Science

degree. I am also considering doing the same as well to

keep up with the high competition. I must also pass the

Optometry Admissions Test (OAT) before applying.

Optometry programs take 4 years to complete, at the end

of which you will receive a Doctor of Optometry (OD)

degree. Programs include classroom and laboratory study,

as well as clinical training in diagnosis and treatment.

Subjects covered include optics, vision science,

biochemistry, systemic disease, and pharmacology. In

Canada, there are only a couple of institutions that offer

this program, though there are more programs in the US. I

would have to contact the school that I would be

interested in to find out their exact admission

requirements. After becoming an OD, I must obtain a

license in the province where I intend to practice. This

involves passing national and provincial/territorial exams.

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On a Hot Day, You Can Play Forever

On a very hot day, it can be hard to know what to do to

feel good. If we run around, we may feel dizzy and sick

to‎our‎stomachs.‎This‎is‎because‎our‎bodies‎can’t‎get‎rid‎

of the extra heat. However, if we just sit and do nothing,

we may feel restless and bored. Are there things we

can‎do‎to‎feel‎good‎and‎have‎fun‎when‎we’re‎hot?‎Yes!

Playing in water is one way to feel cooler. Of course,

people with a pool, river, brook, lake, or ocean nearby

can play in the water very easily. People who do not have

a body of water can still play in water, though. Playing in

water from a sprinkler on the end of a hose can be cooling

and fun (make sure the water is clean, first). Sometimes

in the city, fire fighters will open a hydrant and let

children play in the water. Taking a cool bath or shower,

or even washing toys in a pan of cool water can feel good

on a hot day.

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It’s‎also‎important‎for‎all‎animals,‎including‎humans,‎to‎

drink water, especially in hot weather. If you feel thirsty,

you‎are‎already‎dehydrated,‎so‎don’t‎wait‎for‎thirst‎before‎

you start to drink. On hot days, you can lose two gallons

of water in one day, so many doctors agree that

you should try to drink at least that much every day

(that’s‎about‎16‎glasses‎of‎water!).‎Drinks with caffeine

and a lot of sugar are not good for you in general, and are

even worse on hot days.Mixing a little fruit juice into

your water is a fun way to help you drink plenty of water.

On a hot day, you can learn how to say water in many

different languages, or you might have fun making

up exotic sounding names for water. The food we eat also

makes a difference in how we feel in the heat. Cold

foods, such as ice cream, sherbet, flavored gelatin, and

drinks with some ice can cool down our bodies. Fruits

and vegetables are easy for the body and refreshing. Hot

food and foods that are hard for the body to digest (like

most proteins) make our bodies warmer. Plan a healthy

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menu for a hot day…one‎that‎doesn’t‎involve‎any‎

cooking, and is refreshing and cooling.

The clothes we wear can help us feel cooler, as well.

Light-colored, light-weight clothes feel cooler in the sun

than dark, heavy clothing. Loose sleeves and baggy pants

are more comfortable in the heat than tight clothes.

Natural‎fibers‎that‎―breathe‖,‎such‎as‎cotton,‎are‎cooler

than polyester or other synthetic fabrics. What if you

were a clothing designer? What kinds of clothes would

you design for a hot day?

Even‎though‎it‎isn’t‎healthy‎to‎run‎around‎during‎the‎

hottest‎parts‎of‎the‎day,‎that‎doesn’t mean‎a‎hot‎day‎isn’t‎

fun! You can play school, library, bank, and office while

sitting still. You can look at books and read stories in

front of a fan. You can paint, sculpt, color, or draw

without moving your body very much. You can make up

stories or poems and write them down. These are just

some of many cool things to do on a hot day.

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In many countries where it is very hot, people stay inside

during the hottest part of the day (between noon and 4

p.m. usually). They sit quietly and rest (and even the

grown-ups take naps!) during the hot part of the day.

Then, they can stay outside in the cool of the evening, or

get up in the morning before the sun is too hot, to do the

activities that they want to do. Maybe some hot day, you

can pretend you are in one of these countries, and spend

the day doing what they do (prepare some typical meal,

for example)—and‎don’t‎forget‎to‎have the afternoon

rest!

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Making the Team

It has been my lifelong dream to play on the middle

school softball team. I began playing softball when I was

in the second grade. My older brother taught me to play.

He is three years older than I am. He practices with me

every afternoon and always attends my games

with my parents.

This year, I started sixth grade. The middle school

softball team tryouts were announced last month. Every

day since the announcement, my brother has helped me

prepare for the team tryouts. The tryouts were held last

Saturday morning. Twenty-three students from my grade

tried out for the team. The team only has spaces for five

sixth grade students. I know I worked as hard as I could

to prepare for the tryouts. I felt like I had done a good job

at the tryouts, but I was still nervous on Saturday night

and Sunday morning, waiting for the team list to be

posted. On Sunday afternoon, my parents took me to the

school to see who had made the team. I was so happy

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when I saw my name on the list. It is so exciting to be a

part of the team. When we left the school, my parents

said we should go out for pizza. It would just be a little

family celebration in my honor. They called my brother,

and he met us at the restaurant. He walked in with a big

smile on his face. He was really proud of me. My parents

were very proud too, although they warned me about

keeping my grades up and making sure I did all my

homework every day. They do not need to worry about

those‎things.‎I’ll‎work‎very‎hard

to stay on the team.

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THE PRINCESS EASTER

Once upon a time, on a faraway island, there lived a little

princess. Her name was Princess Easter. She was named

Easter because she was born on Easter Day.

Princess Easter loved the spring. She was so excited when

the flowers began to bloom. She liked watching the baby

birds hatch and learn to fly. The beautiful butterflies

always made her smile. Of course, the thing she loved

most about the spring was Easter.

Princess Easter worked very hard every year to get ready

for Easter. There was an Easter party at the castle on

Easter Day. Everyone on the island would come to the

castle‎to‎spend‎the‎day‎celebrating‎Princess‎Easter’s‎

birthday. They would have an Easter Egg hunt and a

birthday party for Princess Easter.

One year, Princess Easter went to see the royal chickens

to make sure they were laying eggs for the egg hunt. She

was surprised to see that all of the royal chickens had

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been stolen from the chicken coop. Princess Easter was

very upset. She ran all the way back to the castle to tell

her father, King Lewis. King Lewis called his royal army.

The royal army went all over the island, but they could

not find the royal chickens. Princess Easter sat on her

mother’s‎lap‎and‎cried.‎The‎royal‎chickens‎had‎been‎

taken from the island and could not be found. King Lewis

sent out his royal army again, to tell all the

people living on the island about the problem.

A young boy that lived on the island told the royal army

to take his three chickens to Princess Easter. The royal

army did not think that this would help, but they took the

three chickens back to the castle, anyway. Princess Easter

wanted thousands of eggs, enough to feed everyone on

the island. She usually needed all of her one hundred

chickens to lay the eggs for the egg hunt. Still, Princess

Easter was very happy to see the three chickens. At least

there would be some eggs. Princess Easter took the

chickens to the chicken coop. The next morning, Princess

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Easter went out to the chicken coop. There were one

thousand eggs in the chicken coop! Princess Easter ran all

the way back to the castle to get help to bring all the eggs

to the kitchen. Princess

Easter and the cooks boiled and dyed all of the eggs for

the egg hunt. The young boy who had shared his magical

chickens was the guest of honor on Easter Day at the

castle. Princess Easter and the young boy had a wonderful

Easter Day. They would be friends forever.

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Valentine’s Day

Do‎you‎know‎why‎we‎celebrate‎Valentine’s‎Day?‎Now‎it‎

is mainly so that we can tell people that we care about

them, give and receive cards, and enjoy chocolate and

candy. But‎according‎to‎one‎legend,‎St.‎Valentine’s‎Day‎

is meant for people to remember a brave man, a martyr*

whose name was Valentine The Story of St. Valentine

The Roman Emperor Claudius II was fighting many wars.

He wanted a strong army, but many men did not want to

be soldiers. Claudius thought the men wanted to stay

home to be with their wives and children instead of

leaving to fight wars. Claudius thought of an awful

solution to his problem. He decided to cancel all

marriages! No one in all of Rome could get married.

Claudius thought that‎if‎the‎men‎couldn’t‎get‎married,‎the‎

men would ignore the women and want to be soldiers.

Valentine, who was a priest, believed that people needed

to get married. He thought that if they were not married,

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they would be tempted to sin by living together without

being married. So he secretly and illegally married

couples anyway! He performed the weddings in secret

places, so the Roman soldiers would not find out.

But they did find out. Valentine was arrested and brought

before the Emperor. The Emperor thought Valentine was

a well spoken and wise young man, and encouraged him

to stop being a Christian and become a

loyal Roman. Valentine would not deny his beliefs, and

he refused. He was sent to prison until he could be

executed. While he was in prison, he sent out letters to his

friends and asked to be prayed for by writing Remember

your Valentine.

Valentine was killed on the 14th or the 24th of February

in the year 269 or 270.‎We‎celebrate‎Valentine’s‎Day‎on‎

February 14th in honor of St. Valentine.

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THE WORLD’S LONGEST BRIDGE

The Akashi Kaiyko Bridge in southern Japan is the

world’s‎longest bridge. The Akashi Kaiyko Bridge spans

the Akashi Strait, connecting Awaji Island to Kobe, an

important industrial center. The bridge has a span of 5973

feet (1991 meters), making it over 25% longer than its

nearest competition: the Humber Bridge in England.

Strangely, there may be longer bridges in the world,

but the Guinness Book of World Records measures the

longest bridges according to their record-breaking spans.

The Akashi Kaiyko Bridge is a suspension bridge. This

means that the roadway is suspended from pillars by

cables. The concrete pillars have to be tall enough to

support the whole weight of the bridge. The pillars on the

Akashi Kaiyko Bridge are 900 feet tall. These pillars had

to be built to withstand not only huge waves but also

high-speed winds, and possibly even violent earthquakes,

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which are not uncommon in the area. The bridge has

survived one earthquake already: its span was extended

by more than 3 feet by the Kobe earthquake of 1995.

The cables weigh 50,000 tons and have a diameter of

almost four feet each. Each cable contains 290 hexagonal

strands; each strand is composed of 127 steel wires. The

total length of the wire used is more than 200,000 miles,

enough to circle the Earth 7.5 times!

The first plans to connect Kobe to Naruto via Awaji

Island were voiced in 1955, but it took the government

thirty years to decide to really build the bridge.

The next three years were spent surveying the site and

construction commenced in 1988. In designing the

bridge, special consideration was given to its effect on the

surroundings, great emphasis was‎placed‎on‎a‎―pleasing‎

balance between light‎and‎shade‖‎and‎also‎on‎the‎choice‎

of the perfect color. The construction of the bridge was a

very complicated and technologically draining process,

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which took ten years to complete. Casting concrete in 300

feet of water, installing special pilot ropes over the strait

by helicopter, and finally stretching the gigantic steel

cables‎surely‎wasn’t‎an‎easy job. Ten years after

construction commenced in 1988, the bridge was finished

and the six-lane highway finally opened to traffic.

The bridge has made the transportation from island to

island much easier, so in addition to breaking a record,

the Akashi Kaiyko Bridge achieves the main goal of a

bridge: to connect two places.

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Gold Found In California

Every morning, James Marshall, who lived and built saw

mills in the Mexican territory known as

California, walked along the millrace and studied the

wheel of the sawmill he had constructed. He wanted to be

able‎to‎tell‎the‎mill’s‎owner,‎John‎Sutter,‎when‎the‎water

in the race was deep and‎swift‎enough‎to‎turn‎the‎mill’s‎

wheel.

On the morning of January 24, 1848, Marshall noticed

something unusual in one of the deep pools along the

bank. Under the clear water lay a yellow lump: a gold-

colored, chewed-up piece of rock, sitting on top of a

smooth and flat rock. He reached into the cold water and

snatched up the strange rock. Then he stood by the bank,

pondering what his next step should be. Was it really

gold? James Marshall knew several tests for gold, but

only one such test could be conducted there by the

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riverbank. Marshall decided to perform this one simple

test. He laid the stone on a smooth rock, and then he

picked up another rock that he felt would make a good

hammer. He hammered at the gold-colored lump. He

noticed that it did not break, but careful inspection

showed that it had changed shape. He put the lump in his

pocket and took it to the mill. There the mill crew

conducted another test. They placed the lump on an anvil

and beat it with a hammer. When the lump flattened but

did not become fragmented, the mill crew knew that the

lump was not iron pyrite, also known as

fools’‎gold.

Three more tests were used in order to ascertain the exact

composition of that gold lump. The mill cook threw it

into a kettle of lye, where it was boiled for a day. The

prolonged boiling did not‎change‎the‎lump’s‎color:‎it‎

remained‎the‎color‎of‎gold.‎John‎Sutter,‎the‎mill’s‎owner,‎

was shown the lump on January 28, 1848, five days

before his land became part of the United States. He

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performed two different tests on the gold-colored lump.

After the first test, John Sutter

observed‎that‎nitric‎acid‎did‎not‎damage‎the‎lump’s‎

appearance. Then he placed the lump on a scale. Its

weight showed that it was much denser than silver.

John Sutter and James Marshall were then sure that they

had in their possession a gold nugget. They decided to

keep the find a secret, and they told the mill crew to keep

quiet about the news. However, one mill hand wrote to

his friends about his own efforts at gold mining. A

storeowner overheard another mill hand bragging about a

piece of gold he kept in a small buckskin bag. When a

deliveryman got a look at a handful of gold dust, shown

to him by a small boy at the

mill, the arrival of a California Gold Rush was almost

unavoidable. Its occurrence was made a certainty with the

publication of a San Francisco news headline reading

―GOLD‎MINE FOUND.‖‎Over‎ninety‎percent‎of‎the‎

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people in San Francisco took off in the direction of

Sutter’s Mill.

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The United Nations

The United Nations (UN) is an international organization

that aims to ease cooperation in international law,

international security, economic development, social

progress, human rights, and achieving world peace. It was

founded as a successor to the League of Nations, which

many people thought had failed as an international

governing body, since it had not prevented World War II.

On April 25th, 1945, the UN Conference on International

Organization began in San Francisco. It was attended by

50 governments and a number of non-governmental

organizations. The UN officially came into existence on

October 24th, 1945, when the Charter was ratified by the

five permanent members of the Security Council —

France, the Republic of China, the Soviet Union, the

United Kingdom, and the United States — and by a

majority of the other 46 signatories. There are currently

192 member states, including nearly every recognized

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independent state in the world. The United Nations

system is based on five principal administrative bodies:

the General Assembly (the main deliberative assembly,

composed of all member states); the Security Council

(decides resolutions for peace and security, composed of

the five permanent members and ten other member

states); the Economic and Social Council (assists in

promoting international economic and social cooperation

and development); the Secretariat (provides studies,

information, and facilities needed by the UN); and the

International Court of Justice (the primary judicial organ).

Four of the five principal organs are located at the main

United Nations headquarters, which is on international

territory in New York City. They hold regular meetings

throughout the year to discuss and decide on a variety of

issues. The International Court of Justice is located in The

Hague, where it hears cases related to war crimes, illegal

state interference, and ethnic cleansing. Other major

agencies are based in the UN offices in Geneva, Vienna,

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and Nairobi. Other UN institutions are located throughout

the world. The six official languages of the United

Nations, used in

intergovernmental meetings and documents, are Arabic,

Chinese, English, French, Russian, and Spanish. The

Secretariat uses two working languages: English and

French. The Security Council is dedicated to maintaining

peace and security among countries. While other organs

of the United Nations can only make recommendations to

member governments, the Security Council can make

binding decisions that member governments have agreed

to carry out, under the terms of Charter Article 25. The

decisions of the Council are known as United Nations

Security Council resolutions.

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Ten Revolutions

A revolution‎(from‎the‎Latin‎revolutio,‎―a‎turnaround‖)‎is‎

a fundamental change in power or organizational

structures that takes place over a relatively short period of

time. It is mostly used to refer to political change.

Revolutions have occurred throughout human history and

vary widely in terms of methods, duration and motivating

ideology. Their results include major changes in culture,

economy and socio-political institutions. Here are what I

consider to be the ten most influential revolutions. I may

have missed some important ones, so feel free to add

yours. There is some overlap between this list and the list

of significant‎coups‎d’etat,‎which‎is‎to‎be‎expected.‎

Nevertheless, this list adds more information and a

different‎perspective‎to‎the‎first…

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10

The Haitian Revolution

On 22 August, 1791, the slaves of Saint Domingue rose

in revolt and plunged the colony into civil war. The signal

to begin the revolt was given by Dutty Boukman, a high

priest of vodoo and leader of the Maroon slaves, during a

religious ceremony at Bois Caïman, on the night of

August 14th. Within the next ten days, slaves had taken

control of the entire Northern Province in an

unprecedented slave revolt. Whites kept control of only a

few isolated, fortified camps. The slaves sought revenge

on their masters through‎―pillage,‎rape,‎torture,‎

mutilation,‎and‎death‖.‎Because‎the‎plantation‎owners‎

had long feared a revolt like this, they were well armed

and prepared to defend themselves. Nonetheless, within

weeks, the number of slaves who joined the revolt

reached approximately 100,000. Within the next two

months, as the violence escalated, the slaves killed 4,000

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whites and burned or destroyed 180 sugar plantations and

hundreds of coffee and indigo plantations.

By 1792, the slaves controlled a third of the island. The

success of the slave rebellion caused the newly elected

Legislative Assembly in France to realize it was facing an

ominous‎situation.‎To‎protect‎France’s‎economic‎

interests, the Legislative Assembly needed to grant civil

and political rights to free men of color in the colonies.

In March of 1792, the Legislative Assembly did just that.

Countries throughout Europe as well as the United States

were shocked by the decision of the Legislative

Assembly, whose members were determined to stop the

revolt. Apart from granting rights to the free people of

color, they dispatched 6,000 French soldiers to the island.

Meanwhile, in 1793, France declared war on Great

Britain. The white planters in Saint Domingue made

agreements with Great Britain to declare British

sovereignty over the islands. Spain, who controlled the

rest of the island of Hispaniola, would also join the

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conflict and fight with Great Britain against France. The

Spanish forces invaded Saint Domingue and were joined

by the slave forces. By August of 1793, there were only

3,500 French soldiers on the island. To prevent military

disaster, the French commissioner, Sonthonax, freed the

slaves in his jurisdiction. The decision was confirmed and

extended by the National Convention in 1794, when they

formally abolished slavery and granted civil and political

rights to all black men in the colonies. It is estimated that

the slave rebellion resulted in the deaths of 100,000

blacks and 24,000 whites.

9

The Iranian Revolution

The Islamic Revolution refers to events involving the

overthrow‎of‎Iran’s‎monarchy‎(Pahlavi‎dynasty)‎under‎

Shah Mohammad Reza Pahlavi, and its replacement with

an Islamic republic under Ayatollah Khomeini, the leader

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of the revolution. The first major demonstrations against

the Shah began in January, 1978. Between August and

December of 1978, strikes and demonstrations paralyzed

the country. The Shah left Iran for exile in mid-January of

1979, and the resulting power vacuum was filled two

weeks later when Ayatollah Khomeini returned to Tehran

to a greeting by several million Iranians. The royal

regime collapsed shortly after that, on February 11, when

guerrillas and rebel troops took to armed street fighting

and overwhelmed any troops still loyal to the Shah.

Iran voted, by national referendum, to become an Islamic

Republic on April 1st, 1979, and later approved a new

theocratic constitution whereby Khomeini became

Supreme Leader of the country in December, 1979.

The revolution was unusual and it created a lot of surprise

throughout the world: it lacked many of the customary

causes of revolution (defeat at war, a financial crisis,

peasant rebellion, or disgruntled military); produced

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profound change at great speed; was massively popular;

overthrew a regime heavily protected by a lavishly

financed army and security service; and replaced a

modernizing monarchy with a theocracy based on the

Guardianship of the Islamic Jurists. Its outcome—an

Islamic‎Republic‎―under‎the‎guidance‎of‎an‎80-year-old

exiled‎religious‎scholar‎from‎Qom‖—was, as one scholar

put‎it,‎―clearly‎an‎occurrence‎that‎had‎to‎be‎explained.‖

8

Cuban Revolution

On March 10th, 1952, General Fulgencio Batista

overthrew the president of Cuba, Carlos Prìo Socarrás,

and canceled all elections. This angered a young lawyer,

Fidel Castro, and for the next seven years he led attempts

to‎overthrow‎Batista’s‎government.‎On‎July 26th, 1953,

Castro led an attack against the military barracks in

Santiago, but he was defeated and arrested. Although

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Castro was sentenced to 15 years in prison, Batista

released him in 1955 in a show of supreme power. Castro

did not back down and gathered a new group of rebels in

Mexico. On December 2nd, 1956, he was again defeated

by‎Batista’s‎army‎and‎fled‎to‎the‎Sierra‎Maestra.‎He‎

began‎using‎guerrilla‎tactics‎to‎fight‎Batista’s‎armed‎

forces, and, with the aid of other rebellions throughout

Cuba, he forced Batista to resign and flee the country on

January 1st, 1959. Castro became the Prime Minister of

Cuba‎in‎February‎and‎had‎about‎550‎of‎Batista’s‎

associates executed.

He soon suspended all elections and named himself

―President‎for‎Life‖,‎jailing‎or executing all who opposed

him. He established a communist government with

himself as a dictator and began relations with the Soviet

Union.

The Cuban revolution was a turning point in recent

history.‎With‎Castro’s‎regime‎in‎place,‎Cuba‎became‎an‎

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important source of support for the global power of the

Soviet Union, and thus affected the severity of the Cold

War. Castro was involved in unsuccessful rebellions in

Venezuela, Guatemala and Bolivia, which caused Cuba to

isolate itself from the surrounding world. The communist

regime in Cuba gave the U.S.S.R. an ally neighboring the

United States during the Cold War, thus bringing the

threat of nuclear war to an all time high.

7

Chinese Revolution(s)

The Chinese revolution was a series of great political

upheavals in China between 1911 and 1949, which

eventually led to Communist Party rule and the

establishment‎of‎the‎People’s‎Republic‎of‎China.‎In‎1912,‎

a nationalist revolt overthrew the imperial Manchu

dynasty. Under the leaders Sun Yat-sen and Chiang Kai-

shek, the Nationalists, or Kuomintang, were increasingly

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challenged by the growing communist movement. The

10,000-km Long March to the northwest, undertaken by

the communists from 1934 to 1935, to escape

Kuomintang harassment, resulted in the emergence of

Mao Zedong as a communist leader. During World War

II the various Chinese political groups pooled military

resources against the Japanese invaders, but, in 1946, the

conflict‎reignited‎into‎open‎civil‎war.‎Mao’s‎troops‎

formed the basis of the Red Army that renewed the civil

war against the nationalists and emerged victorious after

defeating them at Huai-Hai and Nanjing in 1949. In 1949,

the Kuomintang were defeated at Nanjing and forced to

flee to Taiwan. Communist rule was established in the

People’s‎Republic‎of China under the leadership of Mao

Zedong.

6

Young Turk Revolution

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The Young Turk Revolution of July, 1908, reversed the

suspension of the Ottoman parliament that had been

enacted by Sultan Abdul Hamid II, who abdicated in a

move that marked the return to Constitutional

government. The Young Turk movement brought

together various intellectuals and dissidents, many of

whom were living in exile or as officers in the army,

especially those based at the headquarters of the Third

Army Corps in Salonika. Although it was inspired by the

nationalist spirit that was sweeping through Europe at the

time, which had already had cost the Empire most of its

Balkan provinces, the movement promoted a vision of a

democratic multi-national state. Some support for the

movement came from Bulgarians, Arabs, Jews,

Armenians and Greeks.

The Revolution restored the parliament, which had been

suspended by the Sultan in 1878. However, the process of

replacing existing institutions with constitutional

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institutions proved to be much more difficult than

expected. Before long, power was vested in a new elite

group led by the Grand Vizier. On one hand, the

movement wanted to modernize and democratize, while

on the other, it wanted to preserve what was left of the

empire. The promised policy of decentralization was

abandoned when the leaders realized that this

compromised security. In fact, the periphery of the

Empire continued to splinter under pressure from local

revolutions. Indifference from former allies such as the

British, who, along with France, had ambitions in the

region, compelled the Young Turks to embrace Germany

as an ally in hopes that this would preserve the empire.

Instead, this alliance led to the Ottoman defeat in World

War I, and to the decline of their power after the war.

However, they laid some of the groundwork upon which

the new nation-state of Turkey would be built, under the

leadership of Mustafa Kemal Atatürk, himself a Young

Turk.

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The potential democratization project represented by the

Young Turk Revolution had no parallel at the time among

other imperial powers, such as the British and French,

whose leaders were nowhere near contemplating granting

self-determination to their African and Asian possessions.

For as long as man has inhabited the Earth, people have

waged wars. Some battles were fought for resources,

while others were for land or power. Other battles are the

result of disagreements because of a difference in

religious beliefs, while still others are waged over ideas

and technology. History has witnessed multiple examples

of each kind of battle, and, regardless of the outcome, the

world was changed as a result. Some of these battles can

be classified as revolutions. Revolutions have occurred on

virtually every continent. For students studying US, Latin

American, Asian or European history, revolutions figure

prominently.

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It is important for students to be able to compare and

contrast the causes and effects of different revolutions.

For example, in comparing the French revolution to

the Russian Revolution, it is important to consider the

plight of the lower class (the Third Estate in France and

proletariat in Russia). What were they hoping to achieve

and why? How did they go about it?

Studying the art of revolutionary eras is one of the most

effective ways to gain insight into the culture being

studied. The art of Claude Manet, Eugene Delacroix and

Jean-Auguste Ingres shows the impact the revolution had

on the French lower class, and reflects the sentiment of

the people. The art of Diego Rivera and Frida Khalo

reflect the mood of theMexican revolution. After studying

the artwork of these revolutions, students should be

encouraged to paint or draw in the style of one of these

artists - reflecting a modern social or political issue that

they feel is important.

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A great way to familiarize students with the various

revolutions is to have them study and create political

cartoons. Not only can students learn about the

individuals involved in the revolutions, but they can

also develop an understanding of how those individuals

and the pertinent issues at hand were perceived by others.

It is critical that students read the literature and primary

documents related to the revolutions they are studying.

Excerpts from Leon‎Trotsky’s "Literature and

Revolution," Karl‎Marx’s "Communist Manifesto,"

Victor‎Hugo’s‎"Les‎Miserables,"‎and‎Samuel‎Ramos’

"Profile of Man and Culture in Mexico" should be read

and analyzed. Students can compare and contrast the

issues presented in both fiction and non-fiction. Below

are some lesson plans on world revolutions.

Revolutions Around the World:

The Evolution of Revolution

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This comprehensive lesson allows students to draw on

their understanding of the importance of and need for

government, and how it is affected by popular uprisings

and other revolutionary movements. Students examine

revolutions in India, the United States and Germany

through the lens of an individual who led these dramatic

events: Mohandas Gandhi, Martin Luther King, Jr., and

Christian Fuhrer in East Germany.

So You Say You Want a Revolution

Students compare and contrast the causes and effects of

the American and French Revolutions. In the process,

they become familiar with the political figures and issues

that led the Third Estate to revolt in late eighteenth

century France. This lesson is particularly well-suited for

teachers looking for some self-guided research

opportunities.

How Revolting!

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This exceptionally creative unit allows an analysis of

political, cultural, intellectual and industrial revolutions.

Students become acquainted with the leaders of a variety

of revolutionary movements and their motivations.

Students also explore the impact of revolutionary

thoughts and ideas on the world and that revolutions

don’t‎always‎involve‎bloodshed.

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The New Horizon

The New Horizon process is designed to:

Assess the major policy and strategy dilemmas

facing UN Peacekeeping today and over the

coming years; and

Reinvigorate the ongoing dialogue with

stakeholders on possible solutions to better

calibrate UN Peacekeeping to meet current and

future requirements.

A New Partnership Agenda: Charting a New Horizon for

UN Peacekeeping is an internal document prepared as

part‎of‎the‎―New‎Horizon‖‎process‎of‎developing‎a‎

forward agenda for UN Peacekeeping. It reflects both the

perspectives of the Department of Peacekeeping

Operations (DPKO) and the Department of Field Support

(DFS).

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The paper, which was released to Member States and

peacekeeping partners in July 2009, supported a

reinvigorated dialogue with the aim of forging a

peacekeeping policy agenda that reflects the perspectives

of all stakeholders in the global peacekeeping partnership.

Building on previous peacekeeping reform efforts, the

paper highlighted achievements in improving the

peacekeeping tool and identified outstanding, as well as

new, dilemmas that require the attention of the

peacekeeping partnership.

Key elements of the paper were taken up by the

Secretary-General in his Report to the Special Committee

on Peacekeeping Operations [A/64/573]. These have

informed formal and informal deliberations among

members of the peacekeeping partnership to help

crystallize a common vision of the requirements to bolster

peacekeeping to more effectively fulfil its role in support

of international peace and security.

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New Horizon Initiative: Progress Reports

Since the issuance of the New Horizon document, DPKO

and DFS have issued periodic progress reports

summarizing the principal outcomes of the peacekeeping

dialogue and implementation efforts in the context of the

New Horizon process.

The most recent progress report, The New Horizon

Initiative: Progress Report No. 2 was issued in

December 2011. It outlines progress on implementation

of reform priorities since the issuance of The New

Horizon Initiative: Progress Report No. 1 in October

2010 and highlights ongoing efforts to improve the

effectiveness of UN Peacekeeping.

Background

In the more than sixty years of its existence, UN

Peacekeeping has evolved significantly as a tool of

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international crisis response. UN peacekeepers have

served across the globe to prevent the outbreak of

conflict, to manage and contain violence and to support

national actors in protecting and building peace after

conflict.

The New Horizon initiative was launched by DPKO and

DFS against a backdrop of considerable strain on United

Nations peacekeeping. Peacekeeping found itself

stretched like never before and increasingly called upon

to deploy to remote, uncertain operating environments

and into volatile political contexts. It faced a varied set of

challenges, including challenges to deliver on its largest,

most expensive and increasingly complex missions,

challenges to design and execute viable transition

strategies for missions where a degree of stability has

been attained, and challenges to prepare for an uncertain

future and set of requirements.

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These challenges remain pertinent as UN Peacekeeping

has begun to move from a period of unprecedented surge

to a period of consolidation, in which the global

peacekeeping partnership is called upon to realize the

ambitious goals it has identified to strengthen the

effectiveness and efficiency of UN Peacekeeping.

As part of the New Horizon initiative, in early 2009,

DPKO and DFS commissioned an external think-piece by

the Center of International Cooperation (CIC), "Building

on Brahimi: a Coalition for Peacekeeping in an era of

Strategic Uncertainty" to help stimulate discussion on

the challenges and opportunities for UN Peacekeeping.

The CIC piece is an independent, external contribution to

the process. It does not reflect or prejudice the views of

DPKO and DFS.

Frequently Asked Questions

Why is there another Peacekeeping Review?

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Periodic review and continuous improvement are the

hallmarks of a strong, professional institution, particularly

when operating at the scale and tempo of modern UN

Peacekeeping. UN Peacekeeping must adjust and adapt to

meet new and emerging challenges. It can only do so if

the peacekeeping partnership – comprised of the Security

Council, the troop- and police-contributing countries, the

General Assembly, the UN Secretariat, and the

Secretariat’s‎many‎partners‎– are able to collectively

determine its future direction.

The New Horizon process does not replace previous

reform initiatives, including the 2000 Brahimi Review,

Peace Operations 2010 and restructuring of DPKO and

DFS. It builds on past reforms to realize outstanding

recommendations and develop fresh thinking on how to

manage the new complexities and growing scale of UN

Peacekeeping.

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What are the main elements of the July 2009 New

Horizon non-paper?

The non-paper calls for a renewed global partnership for

UN peacekeeping that encompasses the Secretariat,

members of the Security Council, the General Assembly,

contributors of personnel and financial resources, and our

many partners from within and outside the UN system.

This global partnership has three dimensions:

A partnership in purpose: a shared vision of the

purpose of UN Peacekeeping and a more inclusive

approach to designing, planning and managing UN

Peacekeeping missions.

A partnership in action: agreed approaches and

capacities required to implement this vision on the

ground and to deliver critical tasks, as well as

manage crises.

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A partnership for the future: a collective

dedication to building and sustaining the right

capabilities for UN peacekeeping into the future,

by examining new ways of drawing on global

resources and flexible, innovative measures to

deploy, support and sustain peacekeepers in the

field.

It exhorts the partners to reinvigorate their relationship

with UN peacekeeping and lay out a common set of goals

in all of these areas.

What reform priorities has the New Horizon process

identified?

In-depth discussions among Member States, the

Secretariat, and partners within and beyond the United

Nations system have revealed a series of high-priority

requirements to bolster the effectiveness and efficiency of

peacekeeping in the medium term. These elements were

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reflected in the Secretary-General’s‎Report‎to‎the‎Special‎

Committee on Peacekeeping Operations [A/64/573]

and include the following broad dimensions:

Policy Development: Clarifying the critical roles

and responsibilities of peacekeepers and

developing practical guidance in specific areas,

including the protection of civilians, peacebuilding

roles of peacekeepers, and effective and robust

response to threats.

Capability Development: Filling critical

capability gaps in peacekeeping missions in a

forward-looking and sustainable manner and

ensuring peacekeepers are prepared, equipped, and

enabled to deliver against reasonable performance

expectations.

Global Field Support Strategy: Transforming,

within the framework of the Global Field Support

Strategy [A/64/633] , service delivery in the field

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through efficient and effective support

arrangements and improved accountability and

resource stewardship.

Planning and oversight: Bolstering consultations

among peacekeeping stakeholders and ensuring

more effective and inclusive arrangements for

planning, management, and oversight of missions.

How will this process impact the future of

peacekeeping operations?

The goal of the New Horizon initiative is to help forge a

greater consensus on the future direction of UN

Peacekeeping. It seeks to bring the different members of

the peacekeeping partnership together around a set of

shared immediate, medium and long-term objectives to

strengthen the peacekeeping enterprise. The achievement

of these objectives will bring greater clarity, predictability

196

and capacity to the way in which UN Peacekeeping

missions operate.

Without a common direction and strategy for

strengthening UN Peacekeeping for the future, the day-to-

day challenges of running complex peacekeeping

missions may lead to a strategic drift within the

peacekeeping partnership that prevents it from preparing

for tomorrow.