231321 by Hiba Dweib

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

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‫א‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫ﻣﺠﻠﺔ هﻨﺪﺳﻴﺔ ﺗﻘﻨﻴﺔ ﻣﺘﺨﺼﺼﺔ ﺗﺼﺪر آﻞ ﺷﻬﺮﻳﻦ‬

‫ﺷﺎرك ﻓﻲ هﺬا اﻟﻌﺪد‬

‫رﺋﻴﺲ اﻟﺘﺤﺮﻳﺮ‬ ‫اﻟﻤﻬﻨﺪس ﻋﻤﺮ اﻟﺘﻮﻣﻲ‬ ‫ﻧﺎﺋﺐ رﺋﻴﺲ اﻟﺘﺤﺮﻳﺮ‬ ‫اﻟﻤﻬﻨﺪس ﻣﺤﻤﺪ ﻋﺼﺎم اﻟﺪﻳﻦ‬ ‫ﺳﻜﺮﺗﻴﺮ اﻟﺘﺤﺮﻳﺮ‬ ‫اﻟﻤﻬﻨﺪس ﺳﻠﻴﻤﺎن اﻟﺨﻄﺎب‬ ‫اﻹﻋﻼن و اﻟﻌﻼﻗﺎت اﻟﻌﺎﻣﺔ‬ ‫اﻟﻤﻬﻨﺪس ﻧﻮر اﻟﺪﻳﻦ ﺣﻮاص‬ ‫أﻋﻀﺎء هﻴﺌﺔ اﻟﺘﺤﺮﻳﺮ‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬ ‫•‬

‫‪2007‬‬

‫اﻟﻤﻬﻨﺪس وﻟﻴﺪ اﻟﺴﻴﺪ ‪.‬‬ ‫اﻟﻤﻬﻨﺪﺳﺔ وﻓﺎء ﻓﺘﺤﻲ ‪.‬‬ ‫اﻟﻤﻬﻨﺪس ﻣﻬﻨﺪ اﻟﻜﺎﻃﻊ‬ ‫اﻟﻤﻬﻨﺪس ﻣﺤﻤﺪ هﺸﺎم زﻳﺎد أﺑﻮ اﻟﻘﻤﺒﺰ‬ ‫ﻣﺤﻤﻮد ﺣﻤﺪي هﻨﻴﺔ‬ ‫اﻟﻤﻬﻨﺪس هﺎﻧﻲ ﺟﻼل‬

‫ﺍﻟﻤﻬﻨﺩﺱ ‪:‬ﻭﻟﻴﺩ ﺍﻟﺴﻴﺩ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ‪ :‬ﻤﻬﻨﺩ ﺇﺒﺭﺍﻫﻴﻡ ﺍﻟﻜﺎﻁﻊ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ ‪ :‬ﻋﺒﺩ ﺍﻟﺴﻼﻡ ﺍﻟﺤﻔﺼﻲ‬ ‫ﻴﻭﺴﻑ ﺍﻟﻘﺎﺴﻤﻲ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ‪ :‬ﺤﻤﺯﺓ ﺃﺤﻤﺩ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ ‪ :‬ﻤﻬﻨﺩ ﺠﻤﻌﺔ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ‪ :‬ﻋﺒﺩ ﺍﻟﺴﻼﻡ ﻤﺤﻤﺩ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ ‪:‬ﻤﻬﻨﺩ ﻁﻼل ﺍﻟﻌﻔﺎﺵ‬ ‫ﻟﺩﻜﺘﻭﺭ ﺍﻟﻤﻬﻨﺩﺱ ‪:‬ﺃﻨﺩﺭﺍﻭﺱ ﺴﻌﻭﺩ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ‪ :‬ﻤﺤﻤﺩ ﻫﺸﺎﻡ ﺃﺒﻭ ﺍﻟﻘﻤﺒﺯ‬ ‫ﺍﻟﺩﻜﺘﻭﺭ ﺍﻟﻤﻬﻨﺩﺱ‪:‬ﺼﻼﺡ ﺼﺎﺩﻕ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ‪ :‬ﺴﻠﻴﻤﺎﻥ ﺨﻁﺎﺏ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ‪ :‬ﺨﺎﻟﺩ ﺼﻼﺡ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ ‪:‬ﺃﺤﻤﺩ ﺃﺒﻭﻋﺠﻴﻠﺔ ﺤﻤﺭﺍﻟﺸﻭﺸﺔ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ ‪:‬ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﺤﻭﺍﺹ‬ ‫ﺍﻟﺩﻜﺘﻭﺭ ‪ :‬ﻭﺩﺍﺩ ﺍﻷﺴﻁﻰ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ ‪ :‬ﺃﻤﺎل ﻴﻌﻘﻭﺏ‬ ‫ﺍﻟﻤﻬﻨﺩﺴﺔ ‪ :‬ﻭ ﻓﺎﺀ ﻓﺘﺤﻲ‬ ‫ﺍﻟﻤﻬﻨﺩﺱ ‪ :‬ﺃﺤﻤﺩ ﻤﻬﻴﺎﺭ‬ ‫‪HALABI SALEM MAHMUD, PhD, Professor‬‬ ‫‪KRIVOSHAPKO S.N., DSc, Professor‬‬

‫اﻟﻬﻴﺌﺔ اﻻﺳﺘﺸﺎرﻳﺔ‬ ‫رﺋﻴﺲ اﻟﻬﻴﺌﺔ‬ ‫• اﻟﻤﻬﻨﺪس اﺣﻤﺪ ﻋﺎدل اﻟﺪﻗﻲ‬ ‫أﻋﻀﺎء اﻟﻬﻴﺌﺔ‬ ‫• اﻟﺪآﺘﻮر ﻋﻠﻰ اﻟﻬﺎﺷﻤﻲ‬ ‫• اﻟﺪآﺘﻮر ﻣﺤﻤﺪ ﻋﺸﻴﻮﻧﻲ‬ ‫• اﻟﺪآﺘﻮر رﻣﻀﺎن ﻣﺤﻤﺪ‬ ‫• اﻟﻤﻬﻨﺪس أﺣﻤﺪ ﺣﻤﺮ اﻟﺸﻮﺷﺔ‬ ‫• اﻟﻤﻬﻨﺪس ﻣﺎﺟﺪ دهﻴﺶ‬

‫•‬ ‫•‬ ‫•‬

‫اﻟﻤﻘﺎﻻت و اﻟﻤﻮاﺿﻴﻊ اﻟﻤﻨﺸﻮرة ﺗﻌﺒﺮ ﻋ ﻦ أراء أﺻ ﺤ ﺎﺑ ﻬ ﺎ و ﻻ ﺗ ﻌ ﺒ ﺮ‬ ‫ﺑﺎﻟﻀﺮورة ﻋﻦ رأي اﻟﻤﺠﻠﺔ ‪.‬‬ ‫اﻟﻤﺎدة اﻟﻌﻠﻤﻴﺔ اﻟﻮاردة ﻓﻲ هﺬﻩ اﻟﻌﺪد و ﻏﻴﺮﻩ ﺗ ﻌ ﻮد ﻣ ﻠ ﻜ ﻴ ﺘ ﻬ ﺎ اﻟ ﻔ ﻜ ﺮﻳ ﺔ‬ ‫ﻷﺻﺤﺎﺑﻬﺎ و ﺣﻘﻮق ﻧﺸﺮهﺎ ﻓﻲ هﺬا اﻟﻌﺪد ﻟﻠﻤﺠﻠﺔ ‪.‬‬ ‫آﺎﻓﺔ ﺣﻘﻮق اﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ ﻟﻤﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ و ﻳﺴﻤﺢ ﺑﺎﻻﻗﺘﺒﺎس ﻣﻤﺎ ﻳﺮد ﻓﻲ‬ ‫اﻟﻤﺠﻠﺔ ﺑﺸﺮط اﻹﺷﺎرة إﻟﻰ اﻟﻤﺼﺪر ﻣﺮﻓﻖ ﺑﺎﻟﻌﺪد و اﻟﺘﺎرﻳﺦ ‪.‬‬

‫‪adm@tech.nical.ly‬‬ ‫ﻟﻤﺮاﺳﻠﺔ رﺋﻴﺲ اﻟﺘﺤﺮﻳﺮ‬ ‫‪info@tech.nical.ly‬‬ ‫ﻹرﺳﺎل اﻟﻤﻘﺎﻻت و اﻷﺑﺤﺎث أو اﻻﺳﺘﻔﺴﺎر‬ ‫‪corps@tech.nical.ly‬‬ ‫ﻟﻤﺮاﺳﻠﺔ اﻟﻬﻴﺌﺔ اﻟﻌﻠﻤﻴﺔ ﻟﻠﻤﺠﻠﺔ‬ ‫‪ads@tech.nical.ly‬‬ ‫اﻹﻋﻼن و اﻟﻌﻼﻗﺎت اﻟﻌﺎﻣﺔ‬

‫ﻣﻨﺪوﺑﻲ اﻟﻤﺠﻠﺔ‬ ‫اﻟﻤﻬﻨﺪس ﻋﺒﺪ اﻟﺴﻼم ﻣﺤﻤﺪ‬ ‫اﻟﻤﻬﻨﺪس ﻣﺤﻤﺪ ﺑﻦ ﺷﻤﻼن‪.‬‬ ‫اﻟﻤﻬﻨﺪس ﻣﻬﻨﺪ ﺟﻤﻌﺔ‬ ‫أﺳﺎﻣﺔ ﺟﻮاد ﺣﺴﻨﻲ اﺷﺘﻴﻮي‬ ‫اﻟﺪﻋﻢ و اﻟﺘﺼﻤﻴﻢ اﻟﻔﻨﻴﺔ‬ ‫ﻣﺆﺳﺴﺔ اﻟﺼﺪي ﻟﻠﺘﺼﻤﻴﻢ‬

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 ‫א‬‫א‬‫א‬‫א‬

‫ﻓﻲ هﺬا اﻟﻌﺪد‬

 ‫א‬‫א‬‫א‬

 ‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬  ‫א‬‫א‬‫א‬‫א‬‫א‬‫א‬

 ‫א‬‫א‬

 ‫א‬‫א‬‫א‬‫א‬Jpeg

 ‫א‬  ‫א‬‫א‬‫א‬‫א‬

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‫‪4‬‬ ‫اﻟﺘﻘﻨﻴﺔ‬ ‫ﻣﺠﻠﺔﻣﺠﻠﺔ‬ ‫اﻟﺘﻘﻨﻴﺔ‬

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‫‪5‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

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‫©‪‰ìİ@¿@òîäÔnÛa@òÜ‬‬ ‫ﻟﻤﺤﺔ ﻋﻦ اﻟﻤﺠﻠﺔ‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ هﻲ ﻣﺠﻠﺔ هﻨﺪﺳﻴﺔ ﺗﻘﻨﻴﺔ ﺗﻬﺘﻢ ﺑﻨﺸﺮ اﻟﻤﻌﻠﻮﻣﺔ اﻟﻬﻨﺪﺳﻴﺔ ﻓﻲ ﺻﻮرة أﺑﺤﺎث أو ﻣﻘﺎﻻت‪،‬‬ ‫أو ﻣﻠﺨﺼﺎت اﻷﺑﺤﺎث‪ ،‬آﻤﺎ ﺗﻬﺘﻢ اﻟﻤﺠﻠﺔ ﺑﺎﻟﻤﺎدة اﻟﻬﻨﺪﺳﻴﺔ أو اﻟﺘﻘﻨﻴﺔ اﻟﻤﺘﺮﺟﻤﺔ إﻟﻰ اﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪ ،‬و ﺗﻌﻄﻲ ﻟﻬﺎ أهﻤﻴﺔ‬ ‫ﺧﺎﺻﺔ‪ ،‬أﻧﺸﺄت اﻟﻤﺠﻠﺔ‪ ،‬ﻓﻲ ﺷﻬﺮ ﺷﻮال ﺳﻨﺔ ‪، 2005-10 ،1426‬و ﺻﺪر ﻣﻨﻬﺎ اﻟﻌﺪد اﻷول ﻓﻲ ﻧﻬﺎﻳﺔ ﻧﻔﺲ اﻟﺘﺎرﻳﺦ ‪ ،‬ﺗﻢ‬ ‫ﺗﺘﺎﻟﺖ اﻷﻋﺪاد إﻟﻰ اﻟﻌﺪد اﻟﺤﺎﻟﻲ ‪ .‬ﻳﺸﺎرك ﻓﻲ اﻟﻤﺠﻠﺔ ﻧﺨﺒﺔ ﻣﻦ اﻟﻤﺘﺨﺼﺼﻴﻦ ﻋﻠﻰ ﺻﻌﻴﺪ اﻟﻮﻃﻦ اﻟﻌﺮﺑﻲ ﻓﻲ ﺷﺘﻰ اﻟﻤﺠﺎﻻت‬ ‫اﻟﻬﻨﺪﺳﻴﺔ و اﻟﺘﻘﻨﻴﺔ‪ ،‬ﻳﺪﻳﺮ اﻟﻤﺠﻠﺔ ﻓﺮﻳﻖ اﻟﺘﺤﺮﻳﺮ ﺣﻴﺚ ﻳﺘﻮﻟﻰ ﻓﺮﻳﻖ اﻟﻌﻤﻞ ﻓﻴﻬﺎ آﺎﻓﺔ ﻣﻬﺎم اﻟﺘﺤﺮﻳﺮ‪ ،‬و ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﻬﺎ‬

‫أهﺪاف اﻟﻤﺠﻠﺔ‬ ‫ﻣﻨﺬ ﺗﺄﺳﻴﺲ اﻟﻤﺠﻠﺔ وﺿﻌﺖ أﻣﺎم أﻋﻴﻨﻬﺎ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷهﺪاف ﺗﺴﻌﻰ إﻟﻰ ﺗﺤﻘﻴﻘﻬﺎ‪ ،‬أﺧﺬة ﻓﻲ ﻋﻴﻦ اﻻﻋﺘﺒﺎر ﺧﺼﻮﺻﻴﺔ اﻟﻨ ﺸ ﺮ‬ ‫اﻻﻟﻜﺘﺮوﻧﻲ‪ ،‬و ﻣﺎ ﻳﺘﻌﻠﻖ ﺑﻬﺎ و ﻣﻦ ﺟﻤﻠﺔ هﺬﻩ اﻷهﺪاف‪:‬‬ ‫‪ .1‬ﺗﻜﻮﻳﻦ ﻣﺠﻠﺔ ﻋﺮﺑﻴﺔ اﻟﻜﺘﺮوﻧﻴﺔ ﻳﺸﺎرك ﻓﻴﻬﺎ اﻟﻨﺨﺒﺔ ﻣﻦ اﻟﻤﺘﺨﺼﺼﻴﻦ ﻓﻲ اﻟﻤﺠﺎل اﻟﻬﻨﺪﺳﻲ و اﻟﺘﻘﻨﻲ‪.‬‬ ‫‪ .2‬ﺗﻮﻓﻴﺮ ﻣﺼﺪر ﻋﺮﺑﻲ ﻟﻠﻤﻌﻠﻮﻣﺔ اﻟﻬﻨﺪﺳﻴﺔ و اﻟﺘﻘﻨﻴﺔ‪ ،‬ﻓﻲ ﺻﻮرة راﻗﻴﺔ‪.‬‬ ‫‪ .3‬ﺧﻠﻖ ﺑﻴﺌﺔ ﻣﺸﺠﻌﺔ و ﻣﺤﺘﻀﻨﺔ ﻟﻠﻤﺘﺨﺼﺼﻴﻦ ﻣﻦ اﺟﻞ ﻧﺸﺮ أﺑﺤﺎﺛﻬﻢ ﻣﻘﺎﻻﺗﻬﻢ اﻟﻬﻨﺪﺳﻴﺔ‪.‬‬ ‫‪ .4‬إﺗﺎﺣﺔ وﺗﻮﻓﻴﺮ اﻟﻤﻌﻠﻮﻣﺔ اﻟﻬﻨﺪﺳﻴﺔ ﻟﻜﻞ ﻣﺘﺨﺼﺺ أو ﻣﻬﺘﻢ‪.‬‬ ‫‪ .5‬ﺗﻮﻓﻴﺮ ﺑﻴﺌﺔ وﺻﻞ ﺑﻴﻦ اﻟﻤﺘﺨﺼﺼﻴﻦ و ﻣﺮاآﺰ اﻟﻌﻤﻞ و اﻹﻧﺘﺎج و اﻟﺘﻄﻮﻳﺮ ﻓﻲ آﻞ آﺎﻓﺔ اﻟﺤﻘﻮل اﻟﻬﻨﺪﺳﻴﺔ و اﻟﺘﻘﻨﻴﺔ‪.‬‬ ‫‪ .6‬ﺗﻐﻄﻴﺔ اﻷﺣﺪاث اﻟﻬﻨﺪﺳﻴﺔ و إﺑﺮاز اﻟﺸﺨﺼﻴﺎت اﻟﻬﻨﺪﺳﻴﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺘﻲ ﻗﺪﻣﺖ و ﺳﺎهﻤﺖ ﻓﻲ ﺗﻄﻮﻳﺮ هﺬﻩ اﻟﺤﻘﻮل‪.‬‬

‫اﻟﻤﺠﻠﺔ و اﻟﺘﻔﺎﻋﻞ ﻣﻊ ﻣﺤﻴﻄﻬﺎ‬ ‫اﻟﻤﺠﻠﺔ ﻣﻄﺒﻮﻋﺔ ﻣﻮﺟﺔ إﻟﻰ ﻓﺌﺔ ﻣﻌﻴﻨﺔ و إﻟﻰ ﻋﻤﻮم اﻟﻘﺮاء اﻟﻤﻬﺘﻤﻴﻦ ﺑﺎﻟﺠﺎﻧﺐ اﻟﺘﻘﻨﻲ و اﻟﻬﻨﺪﺳ ﻲ‪ ،‬و ﺗﺴ ﻌ ﻰ إﻟ ﻰ اﻟ ﺘ ﻮاﺻ ﻞ‬ ‫ﺑﻘﺪر اﻹﻣﻜﺎن ﻣﻊ آﻞ اﻟﻤﻬﺘﻤﻴﻦ ﺑﺎﻟﺸﺄن اﻟﻬﻨﺪﺳﻲ و اﻟﺘﻘﻲ ﺑﻤﺨﺘﻠﻒ ﺻﻮرهﻢ‪ ،‬ﺳﻮاء اﻟﻔﺮدي أو ﻓ ﻲ ﺻ ﻮرة ﻣ ﺆﺳ ﺴ ﺎت و ﻗ ﺪ‬ ‫ﺣﻘﺖ ﺧﻄﻮات ﺟﺪﻳﺔ ﻓﻲ هﺬا اﻟﻤﺠﺎل‪.‬‬

‫اﻟﻨﺸﺮ ﻓﻲ اﻟﻤﺠﻠﺔ‬ ‫ﻃﺒﻴﻌﺔ اﻟﻤﺠﻠﺔ هﻮ اﻟﺘﺨﺼﺺ اﻟﻬﻨﺪﺳﻲ و اﻟﺘﻘﻨﻲ‪ ،‬و اﻟﻤﺠﻠﺔ ﻣﻠﺘﺰﻣﺔ ﺑﻨﺸﺮ اﻟﻤﻌﻠﻮﻣﺔ ﻓﻲ ﺿﻮء هﺬﻩ اﻟﺴﻴﺎﺳﺔ ﺑﺸﺮط أن ﺗﺘﺤﻘﻖ‬ ‫ﻓﻲ اﻟﻤﻘﺎﻻت أو اﻟﻤﻮﺿﻮﻋﺎت أو اﻟﺒﺤﻮث أو أي ﻣﺸﺎرآﺔ اﻟﺸﺮوط اﻵﺗﻴﺔ ‪:‬‬ ‫‪ .1‬أن ﻳﻜﻮن اﻟﻤﻘﺎل أو اﻟﺒﺤﺚ ﻣﻦ إﻋﺪاد اﻟﻜﺎﺗﺐ ﻧﻔﺴﻪ‪.‬‬ ‫‪ .2‬ﺗﻮﻓﺮ ﺷﺮوط اﻟﻤﻘﺎل ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻟﻠﻐﻮﻳﺔ و اﻟﻔﻨﻴﺔ ﻓﻲ اﻟﻤﻘﺎﻻت اﻟﻤﺮﺳﻠﺔ‪.‬‬ ‫‪ .3‬ﺗﻮﻓﺮ ﺷﺮوط اﻟﺒﺤﺚ اﻟﻌﻠﻤﻲ ﻓﻲ آﻞ ﺑﺤﺚ ﻣﺮﺳﻞ إﻟﻰ اﻟﻤﺠﻠﺔ‪.‬‬ ‫‪ .4‬ﺗﻘﺒﻞ اﻟﻤﺠﻠﺔ آﻞ ﺑﺤﻮث ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ أو اﻻﻧﺠﻠﻴﺰﻳﺔ ﻧﻈﺮا ﻟﻄﺒﻴﻌﺔ اﻟﻤﺠﻠﺔ اﻟﻌﻠﻤﻴﺔ‪.‬‬ ‫‪ .5‬أﻻ ﻳﻘﻞ اﻟﺒﺤﺚ أو اﻟﻤﻘﺎﻟﺔ اﻟﻤﺮﺳﻠﺔ إﻟﻰ اﻟﻤﺠﻠﺔ ﻋﻦ ﺻﻔﺤﺘﻴﻦ ﻣﻦ ﺻﻔﺤﺎت ‪word‬و أﻻ ﻳﺰﻳﺪ ﻋﻦ ‪ 30‬ﺻ ﻔ ﺤ ﺎت ﺑ ﺨ ﻂ‬ ‫ﺣﺠﻤﻪ‪ 14‬ﺑﻤﺎ ﻓﻴﻪ اﻟﺮﺳﻮﻣﺎت و اﻟﺠﺪاول‪،‬و ﻓﻲ ﺣﺎﻟﺔ أن ﻋﺪد اﻟﺼﻔﺤﺎت أآﺒﺮ ﻣﻦ هﺬا ﻳﺘﻢ اﻟﺘﺸﺎور ﻣﻊ آ ﺎﺗ ﺐ اﻟ ﻤ ﻘ ﺎل ﻣ ﻦ‬ ‫أﺟﻞ ﺗﻘﺴﻴﻤﻪ إﻟﻰ ﻋﺪة أﺟﺰاء‪.‬‬ ‫‪ .6‬ﺗﻤﻨﺢ اﻷهﻤﻴﺔ ﻟﻠﻤﻘﺎﻻت اﻟﻤﺘﺮﺟﻤﺔ‪ ،‬ﻣﻦ اﺟﻞ ﺗﺸﺠﻴﻊ اﻟﺘﺮﺟﻤﺔ ﺑﺼﻔﺔ ﻋﺎﻣﺔ‪.‬‬ ‫‪ .7‬أن ﺗﻜﻮن اﻟﻤﻘﺎﻻت و اﻟﺒﺤﻮث ﻓﻲ ﺿﻮء ﻃﺒﻴﻌﺔ اﻟﻤﺠﻠﺔ اﻟﻌﻠﻤﻴﺔ و اﻟﻬﻨﺪﺳﻴﺔ‪.‬‬ ‫‪ .8‬ﻟﻠﻤﺠﻠﺔ اﻟﺤﻖ ﻓﻲ ﻧﺸﺮ أو ﻋﺪم ﻧﺸﺮ اﻟﻤﻘﺎل أو اﻟﺒﺤﻮث اﻟﻤﺮﺳﻠ ﺔ إﻟ ﻴ ﻬ ﺎ‪ ،‬ﻣ ﻊ إﺑ ﺪاء اﻷﺳ ﺒ ﺎب ﻟﺼ ﺎﺣ ﺐ اﻟ ﻌ ﻤ ﻞ ﻣ ﻦ اﺟ ﻞ‬ ‫اﻟﺘﻮﺿﻴﺢ‪.‬‬ ‫‪ .9‬ﻳﻔﻀﻞ إرﺳﺎل اﻟﺴﻴﺮة اﻟﺬاﺗﻴﺔ ﻟﻠﻤﺆﻟﻒ‬ ‫‪6‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﰲ ﳎﻠﺔ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﻌﺪﺩ ﺍﻟﺴﺎﺑﻊ‬ ‫ﺍﻟﻬﻴﺌﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻻﺴﺘﺸﺎﺭﻴﺔ ﻟﻤﺠﻠﺔ ﺍﻟﺘﻘﻨﻴﺔ‬ ‫ﻣﻘﺎﻻت ﺗﺤﻠﻴﻠﻴﺔ‬

‫ﺍﻟﻜﻴﺎﻨﺎﺕ ﺍﻟﻜﺒﺭﻯ ﻭ ﻓﺭﺹ ﺍﻹﺒﺩﺍﻉ ﺍﻟﻔﺭﺩﻱ‬

‫‪10‬‬ ‫‪12‬‬ ‫‪16‬‬ ‫‪19‬‬

‫ﺜﻭﺭﺓ ﺍﻟﺫﻫﺏ ﺍﻷﺨﻀﺭ ﻋﻠﻰ ﺍﻟﺫﻫﺏ ﺍﻷﺴﻭﺩ‬ ‫ﺍﻟﻁﺎﺒﻊ ﺍﻟﻤﻌﻤﺎﺭﻱ ﻭ ﺍﻟﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻟﻬﻭﻴﺔ‬ ‫ﺍﻻﻨﺘﺭﻨﻴﺕ ﻭ ﺴﺒل ﺘﻁﻭﻴﺭ ﺍﻟﻤﻬﻨﺩﺴﻴﻥ‬ ‫ﺷﺎﺷﺔ ﻋﺮض ﻣﺮﻧﺔ ﺑﻤﻘﺎس ‪ 2.5‬ﺑﻮﺻﺔ وﺳﻤﺎآﺔ ‪0.3‬ﻣﻢ‬

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‫ﺗﻮﺷﻴﺒﺎ ﺗﻄﻠﻖ اﻟﻜﻤﺒﻴﻮﺗﺮ اﻟﺪﻓﺘﺮي اﻷﺧﻒ ﻓﻲ اﻟﻌﺎﻟﻢ‬

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‫ﺁي ﺑﻲ ام ﺗﻄﺮح ﺟﻬﺎز اﻟﺨﺎدم اﻟﺠﺪﻳﺪ ﻳﺤﺘﻮي ‪ 4‬إﻟﻰ ‪ 16‬ﻣﻌﺎﻟﺞ‬

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‫ﺍﻟﺩﻜﺘﻭﺭ ﻤﺤﻤﺩ ﺍﻟﺭﺘﻴﻤﻲ ﻋﻁﺎﺀ ﻭ ﺠﻬﺩ ﺃﻜﺎﺩﻴﻤﻲ ﻻ ﻴﻨﻀﺏ‬

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‫ﺍﻟﺩﻜﺘﻭﺭ ﻤﺤﻤﺩ ﻋﻤﺎﺭ ﺍﻟﺴﻠﻜﺎ ﻟﻐﺔ ) ﺝ ( ﻭ ﺍﻟﻤﺴﺎﻋﻲ ﻤﻥ ﺃﺠل ﻟﻐﺔ ﺒﺭﻤﺠﺔ ﻋﺭﺒﻴﺔ ﻜﺎﻤﻠﺔ‬

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‫ﻣﻠﻒ اﻟﻌﺪد‬

‫ﺍﻷﻗﺭﺍﺹ ﺍﻟﺼﻠﺒﺔ ﺍﻟﺘﻜﻭﻴﻥ ﺍﻻﺴﺘﺨﺩﺍﻡ ﻭ ﺍﻹﺩﺍﺭﺓ‬

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‫ﻣﻘﺎﻻت ﺗﻘﻨﻴﺔ‬

‫ﺘﻘﻨﻴﺔ ﺍﻷﺠﺎﻜﺱ ﻭ ﺇﻤﻜﺎﻨﻴﺎﺕ ﺠﺩﻴﺩﺓ ﻟﺘﺼﻤﻴﻡ ﺍﻟﻤﻭﺍﻗﻊ‬

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‫ﺃﺴﺱ ﺘﺼﻤﻴﻡ ﺍﻟﺸﺒﻜﺎﺕ‬

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‫ﺍﻨﺘﺸﺎﺭ ﺘﻜﻨﻭﻟﻭﺠﻴﺎ ‪Wi fi‬‬

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‫‪ jpeg‬ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﻘﻴﺎﺴﻴﺔ ﻟﻀﻐﻁ ﺍﻟﺼﻭﺭ ﺍﻟﺭﻗﻤﻴﺔ‬

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‫ﻨﻅﺎﻡ ﺍﻟﻤﻌﺭﻓﺔ ﺍﻟﻌﻤﻴﻘﺔ‬

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‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﻭﺏ ﺍﻟﺘﺼﻤﻴﻡ ﺍﻷﻤﺜل ﻟﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ‬

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‫‪GEOMETRY AND APPLICATION OF DEVELOPABLE SURFACES WITH CUSPIDAL‬‬

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‫ﺘﺼﻤﻴﻡ ﺭﻴﺵ ﻟﺘﺭﺒﻴﻨﺎﺕ ﺭﻴﺤﻴﺔ ﺃﻓﻘﻴﺔ ﺍﻟﻤﺤﻭﺭ‬

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‫ﻃﺮﻳﻖ اﻟﻨﺠﺎح‬

‫اﻟﻤﺸﺎرﻳﻊ اﻻﻗﺘﺼﺎدﻳﺔ اﻟﺴﺒﻞ و اﻹﻣﻜﺎﻧﻴﺎت‬

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‫ﺟﺪﻳﺪ اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬

‫ﺁﺴﻴﺎ ﻭ ﺍﻟﻬﻴﻤﻨﺔ ﻋﻠﻰ ﺴﻭﻕ ﺍﻻﻟﻜﺘﺭﻭﻨﺎﺕ‬

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‫ﺍﻟﻴﺎﺒﺎﻥ ﺘﻔﻜﺭ ﻓﻲ ﺍﻨﺸﺎﺀ ﺠﺯﻴﺭﺓ ﻻﺴﻠﻜﻴﺔ‬

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‫ﺇﻴﻘﺎﻑ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺭﺼﺎﺹ ﻓﻲ ﺘﺼﻨﻴﻊ ﺍﻟﻤﻌﺎﻟﺠﺎﺕ‬

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‫ﺠﺎﺌﺯﺓ ﺍﻷﻟﻔﻴﺔ ﻟﻠﺘﻘﻨﻴﺔ ﻟﻴﺎﺒﺎﻨﻲ ﺍﺨﺘﺭﻉ "ﻀﻭﺀﺍ ﺠﺩﻴﺩﺍ"‬

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‫ﺃﺸﻌﺔ ﻟﻠﺩﻤﺎﻍ "ﺘﻘﺭﺃ ﺍﻷﻓﻜﺎﺭ"‬

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‫‪ EMC‬ﺘﻁﻠﻕ ﺸﺒﻜﺔ ﺃﺒﺤﺎﺙ ﻋﺎﻟﻤﻴﺔ ﻤﺸﺘﺭﻜﺔ‬

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‫اﻟﻨﺸﺮ اﻹﻟﻴﻜﺘﺮوﻧﻲ هﻞ هﻮ وﺳﻴﻠﻪ اﻟﻨﺸﺮ اﻟﻤﺴﺘﻘﺒﻠﻴﺔ ؟‬

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‫ﻋﺎﻟﻢ اﻟﻤﻨﺘﺠﺎت اﻟﻬﻨﺪﺳﻴﺔ و اﻟﺘﻘﻨﻴﺔ‬

‫ﻟﻘﺎءات و ﺷﺨﺼﻴﺎت‬

‫أﺑﺤﺎث دراﺳﺎت‬

‫‪FPGA implementation of Bluetooth 2.0‬‬

‫اﻟﺨﺎﺗﻤﺔ‬

‫‘‪@ @òÜßbØn½a@pbß†¨a@@@@@@@@@@@@òî½bÈÛa@ŠäÛa@ò×Š‬‬

‫اﻻﻓﺘﺘﺎﺣﻴﺔ‬

‫ﺴﻴﻤﻭﺒﻴﻭﺘﺭ ﺍﻟﻌﺭﺏ ﻭ ﺍﻟﻤﺼﺎﺩﺭ ﺍﻟﻤﻔﺘﻭﺤﺔ‬

‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻀﺎﻓﺔ‬

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‫ﺛﻘﺎﻓﺔ اﻻﻧﺘﺮﻧﻴﺖ ﻓﻲ اﻷراﺿﻲ اﻟﻤﺤﺘﻠﺔ‬

‫‪7‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫‪8‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻓﻲ ﺧﻄﻮة ﻣﻦ أﺟﻞ ﺗﺪﻋﻴﻢ اﻟﻨﺸﺮ اﻟﻌﻠﻤﻲ‬ ‫@@@@‪@ @óïåÕnÜa@óÝ@óîŠb“nýa@@óïáÝÉÜa@óøïa‬‬

‫اﻟﻘﻴﻤﺔ اﻟﻤﻀﺎﻓﺔ‬ ‫ﻓﻲ ﻣﻄﻠﻊ ﻋﺎم ‪ 2004‬ﻇﻬﺮ ﻓﻲ‬ ‫ﻓﻀﺎء اﻻﻧﺘﺮﻧﺖ ﻣﻮﻟﻮد ﺟﺪﻳﺪ‬ ‫ﻟﺨﺪﻣﺔ اﻟﻤﻬﻨﺪﺳﻴﻦ و اﻟﺘﻘﻨﻴﻴﻦ ﻓﻲ‬ ‫اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑﻲ هﻮ ﻣﻮﻗﻊ اﻟﺘﻘﻨﻴﺔ‬ ‫وﻣﻦ ﺣﻮﻟﻪ اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻤﻮاﻗﻊ‬ ‫اﻟﺘﻲ ﻗﺪ ﺳﺒﻘﻮﻩ إﻟﻰ ﻧﻔﺲ‬ ‫اﻟﻤﺠﺎل ‪.‬وﺧﻼل ﺗﻠﻚ اﻟﻔﺘﺮة اﻟﺘﻲ‬ ‫اﺳﺘﻤﺮت ‪ 3‬ﺳﻨﻮات هﻲ ﻋﻤﺮ‬ ‫اﻟﺘﻘﻨﻴﺔ اﺟﺘﻬﺪ ﻓﻴﻬﺎ اﻟﻘﺎﺋﻤﻮن ﻋﻠﻰ‬ ‫إدارة اﻟﻤﻮﻗﻊ و اﻟﻤﺸﺮﻓﻮن و‬ ‫اﻷﻋﻀﺎء ﻳﺴﻮدهﻢ ﻓﻜﺮ واﺣﺪ‬ ‫وروح واﺣﺪة وهﻰ اﻟﻤﺸﺎرآﺔ‬ ‫ﺑﺘﻄﻮﻳﺮ و ﺗﺤﺴﻴﻦ اﻟﺨﺪﻣﺎت اﻟﺘﻲ‬ ‫ﻳﻘﻮم ﺑﻬﺎ اﻟﻤﻮﻗﻊ وﻣﻦ أهﻤﻬﺎ ﻣﺠﻠﺔ‬ ‫اﻟﺘﻘﻨﻴﺔ ﻓﻲ أﻋﺪادهﺎ اﻟﺴﺘﺔ اﻷوﻟﻰ ‪.‬‬ ‫إﻟﻰ إن ﺗﻢ إﻗﺎﻣﺔ ﻧﺪوة اﻟﺘﻘﻨﻴﺔ‬ ‫اﻷوﻟﻰ وﺗﻢ ﻃﺮح أﻓﻜﺎر‬ ‫وﻣﺸﺎرآﺎت اﻟﻌﺪﻳﺪ ﻣﻦ إﻋﻼم‬ ‫اﻟﻮﻃﻦ اﻟﻌﺮﺑﻲ ﻓﻲ ﻣﺠﺎل اﻹﻋﻼم‬ ‫واﻟﻤﺠﺎل اﻟﺘﻘﻨﻲ ‪ ،‬ﺗﻤﻬﻴﺪا ﻟﻈﻬﻮر‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ آﻤﺎ هﻲ اﻵن ﻓﻲ‬ ‫ﻋﺪدهﺎ اﻟﺴﺎﺑﻊ ﻟﺘﻜﻮن إﺣﺪى‬ ‫اﻟﻤﺠﻼت اﻟﺘﻘﻨﻴﺔ اﻟﻤﺘﻤﻴﺰة ﻓﻲ اﻟﻌﺎﻟﻢ‬ ‫اﻟﻌﺮﺑﻲ واﻟﺘﻲ ﺗﻌﻨﻰ ﺑﺎﻟﻤﻮاﺿﻴﻊ‬ ‫اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻟﻘﻄﺎع اﻟﻬﻨﺪﺳﻲ و اﻟﺘﻘﻨﻲ‬ ‫‪ ،‬أﻳﻀﺎ ﺗﻬﺪف اﻟﻤﺠﻠﺔ إﻟﻰ وﺿﻊ‬ ‫اﻟﻘﺎرئ اﻟﻌﺮﺑﻲ ﻋﻠﻰ آﻞ ﺟﺪﻳﺪ ﻓﻲ‬ ‫اﻟﻤﺠﺎﻻت اﻟﺘﻘﻨﻴﺔ ﺑﻤﺨﺘﻠﻒ أﻧﻮاﻋﻬﺎ‪.‬‬ ‫وﻣﻊ ﻣﻴﻼد اﻟﻌﺪد اﻟﺴﺎﺑﻊ وﻟﺪت ﻣﻌﻪ‬ ‫اﻟﻬﻴﺌﺔ اﻻﺳﺘﺸﺎرﻳﺔ و اﻟﺘﻲ آﺎﻧﺖ‬ ‫إﺣﺪى ﺗﻮﺻﻴﺎت ﻧﺪوة اﻟﺘﻘﻨﻴﺔ‬ ‫اﻷوﻟﻰ ‪ ،‬واﻟﻬﺪف ﻣﻨﻬﺎ هﻮ ﺧﻠﻖ‬ ‫ﺟﻬﺔ ﻋﻠﻤﻴﺔ ذات ﺗﺨﺼﺼﺎت‬ ‫ﻣﺨﺘﻠﻔﺔ ﻓﻲ اﻟﻤﻴﺪان اﻟﻬﻨﺪﺳﻲ و‬ ‫اﻟﺘﻘﻨﻲ ﺗﻘﻮم ﺑﺎﻹﺷﺮاف اﻟﻌﻠﻤﻲ ﻗﺪر‬ ‫اﻟﻤﺴﺘﻄﺎع ﻋﻠﻰ ﻣﺎدة اﻟﻤﺠﻠﺔ ‪،‬‬ ‫ﻟﺘﻜﻮﻳﻦ ﻧﻮاة ﻟﻬﻴﺌﺔ ﺗﺤﻜﻴﻢ ﻋﻠﻤﻴﺔ‬ ‫ﺗﺨﺺ اﻟﻤﺠﻠﺔ‪ ،‬ﻓﺎﺗﺤﺔ ﺑﻬﺬا أول‬ ‫ﻧﺎﻓﺬة ﻋﺮﺑﻴﺔ ﻣﻦ ﻧﻮﻋﻬﺎ ﻋﻠﻰ‬ ‫ﺻﻌﻴﺪ اﻟﻮﻃﻦ اﻟﻌﺮﺑﻲ ﻓﻲ ﻣﺠﺎل‬

‫اﻟﻨﺸﺮ اﻻﻟﻜﺘﺮوﻧﻲ اﻟﻤﺘﺨﺼﺺ‬ ‫ذات اﻟﻄﺎﺑﻊ اﻷآﺎدﻳﻤﻲ و ﻟﻜﻲ‬ ‫ﺗﻔﺘﺢ أﻣﺎم آﻞ اﻟﺒﺎﺣﺜﻴﻦ و‬ ‫اﻟﻤﺘﺨﺼﺼﻴﻦ اﻟﻌﺮب اﻟﺬﻳﻦ‬ ‫ﻳﺮﻏﺒﻮن ﻓﻲ ﻧﺸﺮ أﺑﺤﺎﺛﻬﻢ اﻟﻌﻠﻤﻴﺔ‬ ‫ﻣﺴﺎﺣﺔ اﻟﻜﺘﺮوﻧﻴﺔ ﻟﻜﻲ ﻳﻄﻠﻊ ﻋﻠﻴﻬﺎ‬ ‫ﻧﻈﺮاءهﻢ ﻓﻲ ﻣﺨﺘﻠﻒ اﻟﻮﻃﻦ‬ ‫اﻟﻌﺮﺑﻲ‪ ،‬ﻓﺎﻟﻤﺘﺘﺒﻊ ﻟﻠﺴﺎﺣﺔ اﻟﻌﺮﺑﻴﺔ‬ ‫ﻳﺠﺐ اﻓﺘﻘﺎر ﺷﺪﻳﺪ ﻟﻜﻴﺎﻧﺎت أو‬ ‫دورﻳﺎت ﺗﻬﺘﻢ ﺑﻨﺸﺮ و ﺗﺸﺠﻴﻊ‬ ‫اﻷﺑﺤﺎث اﻟﻌﻠﻤﻴﺔ ذات اﻟﻄﺎﺑﻊ‬ ‫اﻟﻬﻨﺪﺳﻲ و اﻟﺘﻘﻨﻲ‪،‬و هﻨﺎﻟﻚ ﺷﻜﻮى‬ ‫ﻣﻦ آﺜﻴﺮ ﻣﻦ اﻟﺒﺎﺣﺜﻴﻦ اﻟﻌﺮب اﻟﺬي‬ ‫ﻻ ﻳﺠﺪون ﻣﺘﻨﻔﺴﺎ ﻷﺑﺤﺎﺛﻬﻢ‪.‬‬ ‫واﻟﻨﺎﻇﺮ إﻟﻰ اﻟﻮاﻗﻊ اﻟﻌﺮﺑﻲ ﻓﻲ‬ ‫اﻟﻤﺠﺎل اﻟﻬﻨﺪﺳﻲ و اﻟﺘﻘﻨﻲ ﻳﺮى أﻧﻨﺎ‬ ‫ﻣﺎزﻟﻨﺎ ﻣﺠﺮد ﻣﺴﺘﻬﻠﻚ وﻣﺘﻠﻖ ﻟﻬﺬﻩ‬ ‫اﻟﻤﺎدة ‪ ،‬ﻣﻊ دور ﻣﺤﺪود ﻓﻲ‬ ‫اﻹﺳﻬﺎم ﻓﻴﻬﺎ ﻳﻤﺜﻞ أآﺜﺮﻩ ﺟﻬﺪ‬ ‫أﻓﺮاد ‪ .‬وﻧﺄﻣﻞ إن ﺗﺴﻬﻢ ﻣﺠﻠﺔ‬ ‫اﻟﺘﻘﻨﻴﺔ ﻓﻲ زﻳﺎدة هﺬا اﻟﺪور ﻣﻦ‬ ‫ﺧﻼل ﻣﺎ ﻳﺘﻢ ﻋﺮﺿﺔ ﻣﻦ ﻣﻘﺎﻻت‬ ‫ﺗﻘﻨﻴﺔ و أﺑﺤﺎث ﻋﻠﻤﻴﺔ و ﻣﺸﺎرﻳﻊ‬ ‫ﺗﺨﺮج ﺑﺎﻟﺠﺎﻣﻌﺎت اﻟﻌﺮﺑﻴﺔ ‪ ،‬ﻳﻤﻜﻦ‬ ‫إن ﺗﺴﺎهﻢ ﻓﻲ إﻟﻘﺎء اﻟﻀﻮء ﻋﻠﻰ‬ ‫اﻟﺪور اﻟﻌﺮﺑﻲ وﻣﺎ ﻳﻤﻜﻦ اﻻﺳﺘﻔﺎدة‬ ‫ﻣﻨﺔ‪ ،‬ﻓﻸول ﻣﺮة ﻋﻠﻰ ﻣﺠﻠﺔ ﻋﺮﺑﻴﺔ‬ ‫اﻟﻜﺘﺮوﻧﻴﺔ ) و هﻨﺎ اﺷﺪد ﻋﻠﻰ ﻣﺠﻠﺔ‬ ‫اﻟﻜﺘﺮوﻧﻴﺔ و ﻟﻴﺴﺖ ورﻗﻴﺔ آﻤﺎ هﻮ‬ ‫ﻣﻌﺘﺎد ( ﺗﺘﻮاﺟﺪ هﻴﺌﺔ اﺳﺘﺸﺎرﻳﺔ‬ ‫ﻟﻜﻲ ﺗﻀﻴﻒ ﻟﻠﻤﺠﻠﺔ ﺑﻌﺪ ﻋﻠﻤﻲ‬ ‫دﻗﻴﻖ و ﺗﻘﻞ أآﺎدﻳﻤﻲ ﻳﻘﻴﻨﻨﺎ اﻧﻪ‬ ‫ﺳﻮف ﻳﺤﻈﻰ ﺑﺘﻘﺪﻳﺮ اﻟﺠﻤﻴﻊ ﻓﻲ‬ ‫اﻷﺟﻞ اﻟﻘﺮﻳﺐ أن وﻓﻖ اﷲ ﻋﺰ و‬ ‫ﺟﻞ‪.‬‬ ‫وﻓﻰ هﺬا اﻟﺴﻴﺎق ﻳﻤﻜﻦ أن ﻧﻨﻈﺮ‬ ‫إﻟﻰ اﻟﻘﻴﻤﺔ اﻟﻌﻠﻤﻴﺔ اﻟﻤﻀﺎﻓﺔ‬ ‫ﻟﺘﺪرﻳﺲ اﻟﻤﻘﺮر ﻓﻲ اﻟﻮﻗﺖ اﻟﺤﺎﻟﻲ‬ ‫وان ﺗﻘﻮم اﻟﺠﺎﻣﻌﺎت ﺑﻘﺮاءة واﻗﻌﻴﺔ‬ ‫ﻟﻤﺎ ﻳﺤﺘﺎﺟﻪ اﻟﻤﺠﺘﻤﻊ ﻣﻦ ﺧﺮﻳﺠﻲ‬

‫ﻻ ﻣﻦ اﻻﺳﺘﻤﺮار‬ ‫اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎﻟﻲ ﺑﺪ ً‬ ‫ﻓﻲ اﻟﺘﻌﻠﻴﻢ ﺑﻘﺮاءات وﻣﻨﺎهﺞ ﻗﺪﻳﻤﺔ‬ ‫ﻗﺪ ﻻ ﻳﻜﻮن اﻟﻤﺠﺘﻤﻊ وأﺳﻮاق‬ ‫اﻟﻌﻤﻞ ﺑﺤﺎﺟﺔ إﻟﻴﻬﺎ‪ .‬أﻻ ﻳﺆدي‬ ‫ﺗﻄﻮﻳﺮ اﻟﻤﻘﺮرات إﻟﻰ رﻓﻊ‬ ‫ﺟﺎهﺰﻳﺔ ﺧﺮﻳﺞ اﻟﺘﻌﻠﻴﻢ اﻟﻌﺎﻟﻲ‬ ‫ﻟﻠﻌﻤﻞ ﺑﺪﻻ ﻣﻦ اﺿﻄﺮارﻩ إﻟﻰ‬ ‫اﻟﺤﺼﻮل ﻋﻠﻰ ﻋﺪد آﺒﻴﺮ ﻣﻦ‬ ‫اﻟﺪورات ﻟﺘﺘﻨﺎﺳﺐ ﺣﺼﻴﻠﺘﻪ اﻟﻌﻠﻤﻴﺔ‬ ‫ﻣﻊ اﻟﺪرﺟﺔ اﻷآﺎدﻳﻤﻴﺔ ‪.‬‬ ‫ﻋﻠﻰ أﻳﺔ ﺣﺎل ﻓﺈﻧﻨﺎ ﻓﻲ اﻧﺘﻈﺎر‬ ‫ﻣﺸﺎرآﺔ أﺳﺎﺗﺬة اﻟﺠﺎﻣﻌﺎت اﻟﻌﺮﺑﻴﺔ‬ ‫ﻓﻲ هﺬﻩ اﻟﺪﻋﻮة ﻟﻠﻤﺸﺎرآﺔ ﻣﻊ‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ ﻓﻲ ﻓﺘﺢ ﻣﻠﻒ اﻟﺘﻌﻠﻴﻢ‬ ‫ﻓﻲ اﻟﻮﻃﻦ اﻟﻌﺮﺑﻲ ‪ ،‬ﻟﻠﻮﺻﻮل إﻟﻰ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﻤﻘﺘﺮﺣﺎت واﻟﻴﺎت‬ ‫اﻟﻌﻤﻞ اﻟﺘﻲ ﺗﺸﻜﻞ ﻧﻈﺎﻣﺎ و ﻧﻮاة‬ ‫ﻟﻨﻬﻀﺔ ﻋﺮﺑﻴﺔ ﻓﻲ ﻣﺠﺎل اﻟﺘﻌﻠﻴﻢ‬ ‫اﻟﺠﺎﻣﻌﻲ ‪.‬‬ ‫ﻓ ﻲ اﻟﻨﻬﺎﻳ ﺔ إن أﻋ ﻀﺎء اﻟﻬﻴﺌ ﺔ‬ ‫اﻻﺳﺘ ﺸﺎرﻳﺔ ﻳﻌﻤﻠ ﻮن ﺑﻨﻴ ﺔ اﻟﻤﺠﺘﻬ ﺪ‬ ‫اﻟ ﺬي إذا أﺻ ﺎب ﻓﻠ ﻪ أﺟ ﺮان وإذا‬ ‫اﺧﻄﺄ ﻓﻠﻪ اﺟﺮ واﺣ ﺪ ‪ ،‬وإذ ﻳﺮﺣ ﺐ‬ ‫اﻷﻋﻀﺎء ﺑﺄي ﻧﻘﺪ ﺑﻨﺎء ﻣ ﻦ اﻹﺧ ﻮة‬ ‫و اﻷﺧﻮات ﻗﺮاء و ﻗﺎرﺋﺎت اﻟﻤﺠﻠﺔ‬ ‫ﻗ ﺼﺪ ﺗﺤﻘﻴ ﻖ اﻟﺘﺤ ﺴﻴﻦ اﻟﻤ ﺴﺘﻤﺮ‬ ‫ﻟﻬﺬا اﻟﻤﻨﺘ ﺞ اﻟﻔﻜ ﺮي و اﻟﺘﻘ ﻨﻲ ﻓ ﺈن‬ ‫اﻟﻬﻴﺌﺔ اﻻﺳﺘﺸﺎرﻳﺔ ﻻ ﺗﺪﻋﻲ اﻟﻜﻤﺎل‬ ‫ﻓ ﻲ ﺧﺒﺮﺗﻬ ﺎ و ﻻ اﻟ ﺸﻤﻮﻟﻴﺔ ﻓ ﻲ‬ ‫ﻣﻌﺮﻓﺔ آﺎﻓﺔ اﻟﻤﺠﺎﻻت و إﻧﻤﺎ ﺗﻌﻤﻞ‬ ‫ﺑﻤﺒ ﺪأ ﺗﻮﻇﻴ ﻒ ﺟﻤﻴ ﻊ ﻃﺎﻗﺎﺗﻬ ﺎ و‬ ‫اﻻﺳ ﺘﻔﺎدة ﻣ ﻦ ﻃﺎﻗ ﺎت و ﺧ ﺒﺮات‬ ‫اﻹﺧ ﻮة و اﻷﺧ ﻮات اﻟﻤﻬﻨﺪﺳ ﻴﻦ و‬ ‫اﻟﺘﻘﻨﻴﻴ ﻦ اﻟﻌ ﺮب ﻟﺘﺤﻘﻴ ﻖ اﻟﺮﺳ ﺎﻟﺔ‬ ‫اﻟﻨﺒﻴﻠ ﺔ اﻟ ﺘﻲ رﺳ ﻤﺘﻬﺎ ﻣﺠﻠ ﺔ اﻟﺘﻘﻨﻴ ﺔ‬ ‫ﻟﻨﻔﺴﻬﺎ‪.‬‬

‫أﻋﻀﺎء اﻟﻬﻴﺌﺔ‬ ‫اﻻﺳﺘﺸﺎرﻳﺔ اﻟﻌﻠﻤﻴﺔ ﻟﻤﺠﻠﺔ‬ ‫اﻟﺘﻘﻨﻴﺔ‬

‫رﺋﻴﺲ اﻟﻬﻴﺌﺔ‬ ‫اﻟﻤﻬﻨﺪس أﺣﻤﺪ ﻋﺎدل‬

‫أﻋﻀﺎء اﻟﻬﻴﺌﺔ‬ ‫اﻟﺪآﺘﻮر ﻣﺤﻤﺪ ﻋﺸﻴﻮﻧﻲ‬ ‫اﻟﺪآﺘﻮر ﻋﻠﻰ اﻟﻬﺎﺷﻤﻲ‬ ‫اﻟﺪآﺘﻮر رﻣﻀﺎن ﻣﺤﻤﺪ‬ ‫اﻟﻤﻬﻨﺪس أﺣﻤﺪ ﺣﻤﺮ اﻟﺸﻮﺷﺔ‬ ‫اﻟﻤﻬﻨﺪس ﻣﺎﺟﺪ اﻟﺪهﻴﺶ‬

‫أﻋﻀﺎء اﻟﻬﻴﺌﺔ اﻻﺳﺘﺸﺎرﻳﺔ‬ ‫ﻳﻮﻧﻴﺔ ‪2007‬‬

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‫‪@ AòyìnÐ½a@‰…b–½a@ë@lŠÈÛa@Šmìîiìàî‬‬ ‫ازدادت أهﻤﻴ ﺔ اﻟﻤ ﺼﺎدر‬ ‫اﻟﻤﻔﺘﻮﺣﺔ ﺑ ﺸﻜﻞ آﺒ ﻴﺮ ﺟ ﺪا ﻧﻈ ﺮا‬ ‫ﻟﻠﺪور اﻟﻮاﺳﻊ و اﻟﻬﺎم اﻟ ﺬي ﺗﻄﻠ ﻊ‬ ‫ﺑﻪ ﻓﻲ ﺗﻘﺪم اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﺒﺮﻣﺠﻴﺎت‬ ‫و إﺗﺎﺣﺘﻬ ﺎ ﻟﻠﻤﻬﺘﻤﻴ ﻦ ﺑﻬ ﺎ‪ ،‬و ﻻ‬ ‫ﻳﻘ ﻒ اﻷﻣ ﺮ ﻋﻨ ﺪ اﻟﺒﺮﻣﺠﻴ ﺎت‬ ‫ﻓﺤﺴﺐ ﺑﻞ ﻳﺘﻌﺪاﻩ إﻟ ﻰ اﻟﻌﺪﻳ ﺪ ﻣ ﻦ‬ ‫اﻟﺘﻄﺒﻴﻘﺎت اﻟﻌﻠﻤﻴﺔ اﻟﻤﺨﺘﻠﻔ ﺔ‪ ،‬ﻟﻜ ﻦ‬ ‫أآﺜﺮه ﺎ اﻧﺘ ﺸﺎرا ه ﻮ ﻣ ﺎ ارﺗﺒ ﻂ‬ ‫ﺑﺎﻟﺒﺮﻣﺠﻴ ﺎت‪ ،‬ﻓﻮﺟ ﺪ ﻣﻨﺎﻓ ﺲ‬ ‫ﺣﻘﻴﻘ ﻲ ﻻﺣﺘﻜ ﺎر اﻟ ﺸﺮآﺎت ﻟﻤ ﺎ‬ ‫ﻳﻌ ﺮف ) ‪ (sours files‬أو‬ ‫اﻟﻤﻠﻒ اﻟﻤﺼﺪري ﻟﻠﻤﻨﺘﺞ ‪ ،‬و ه ﻮ‬ ‫ذات اﻷﻣﺮ اﻟﺬي أﺗﺎح ﺗﻄﻮﻳﺮ هﺬﻩ‬ ‫اﻟﻤ ﺼﺎدر ﺑ ﺸﻜﻞ ﻣﻠﺤ ﻮظ‪،‬‬ ‫ﻓﺎﻧﺘ ﺸﺮت ﻟﻬ ﺎ ﻣﻮاﻗ ﻊ ﻣﺘﺨﺼ ﺼﺔ‬ ‫ﺗﻬﺘﻢ ﺑﻬﺎ ‪ ،‬و رﺻﺪت ﻟﻬﺎ اﻟﺠﻮاﺋﺰ‬ ‫اﻟﻜﺒ ﻴﺮة اﻟﺘ ﺸﺠﻴﻌﻴﺔ‪ ،‬و ﺗﻌﺎﻇﻤ ﺖ‬ ‫أهﻤﻴﺘﻬ ﺎ ﻣ ﻊ ﻣ ﺮور اﻟﻮﻗ ﺖ‪ ،‬ﻓ ﻲ‬ ‫إﺗﺎﺣﺘﻬ ﺎ ﻟﻜ ﻞ اﻟﺒ ﺎﺣﺜﻴﻦ اﻟﺬﻳ ﻦ‬ ‫أﺳﻬﻤﻮا ﻓﻲ ﻧﻘﻞ ﻣﺨﺘﻠﻒ ﺗﻄﺒﻴﻘﺎﺗﻬﺎ‬ ‫ﻣﻦ ﻣﺮﺣﻠﺔ اﻟﺘﺠﺮﺑﺔ و إﺻ ﺪاراﺗﻬﺎ‬ ‫) إﺻ ﺪار ‪ (beta‬إﻟ ﻰ ﻣﺮﺣﻠ ﺔ‬ ‫اﻻﺣﺘﺮاﻓﻴ ﺔ ﻓ ﻲ اﻟﺘﻄﺒﻴﻘ ﺎت‪ ،‬ﻓﻤ ﻦ‬ ‫ﻧ ﺴﺦ اﻟﻤﻨﺘ ﺪﻳﺎت اﻟﻤﻔﺘﻮﺣ ﺔ‬ ‫اﻟﻤ ﺼﺪر ‪ ،‬إﻟ ﻰ اﻟﻤﺠ ﻼت‬ ‫اﻻﻟﻜﺘﺮوﻧﻴ ﺔ ‪PHP Nuke‬إﻟ ﻰ‬ ‫اﻟﺒﺮﻣﺠﻴ ﺎت ذات اﻟﺘﻄﺒﻴ ﻖ اﻟﺪﻗﻴ ﻖ‬ ‫و اﻟﻤﺘﺨﺼﺺ ﻣﺜ ﻞ ‪Math lab‬‬ ‫‪ ،‬ﺑ ﻞ إن اﻟﻜﺜ ﻴﺮ ﻣ ﻦ اﻟ ﺸﺮآﺎت‬ ‫اﻟﻜﺒﺮى ﻣﺜﻞ ﺷ ﺮآﺔ ) ‪(Google‬‬ ‫اﺳ ﺘﻔﺎدت إﻟ ﻰ درﺟ ﺔ أﺳ ﻄﻮرﻳﺔ‬ ‫ﻣ ﻦ ﺗ ﺴﺨﻴﺮ ﺳﻴﺎﺳ ﺔ اﻟﻤ ﺼﺪر‬ ‫اﻟﻤﻔﺘﻮﺣﺔ ﻓﻲ در ﻣﻮازﻧﺎت آ ﺒﺮى‬ ‫ﻋﻠﻴﻬ ﺎ‪ ،‬ﻣ ﻦ أﺟ ﻞ ﺿ ﻤﺎن‬

‫اﻟﻮﺻ ﻮل إﻟ ﻰ اﻟﻤﻼﻳﻴ ﻦ ﻣ ﻦ‬ ‫اﻟﻤﻬﺘﻤﻴﻦ ﻣﻤﺎ ﺧﻠﻖ ﻣﻌﺎدﻟ ﺔ ﺟﺪﻳ ﺪة‬ ‫ﻓﻲ ﻣﻔﻬﻮم اﻻﺳﺘﺜﻤﺎر‪Google ،‬‬ ‫ﻳﺘﻴ ﺢ ﻟﻠﺠﻤﻴ ﻊ اﻟﺤ ﺼﻮل ﻋﻠ ﻰ‬ ‫ﻣﻌﻠﻮﻣ ﺎت ﻓ ﻲ ﻣﺨﺘﻠ ﻒ‬ ‫اﻟﺘﺨﺼﺼﺎت ﻣ ﻦ ﺧ ﻼل ﻓﻬﺮﺳ ﺔ‬ ‫ﺿ ﺨﻤﺔ ﺿ ﻤﻦ أآ ﺒﺮ ﻣﺨ ﺰن‬ ‫ﻣﻌﻠﻮﻣﺎت ﺑﺸﺮي ﻋﺮﻓﻪ اﻟﺘ ﺎرﻳﺦ‪،‬‬ ‫ﻣﻨﻄﻠﻘ ﺎ ﻣﻨ ﻪ ﻓ ﻲ ﺗﻮﺳ ﻴﻊ ﻣﺘ ﺴﺎرع‬ ‫ﻟﻜﺎﻓ ﺔ ﻧ ﺸﺎﻃﺎﺗﻪ اﻟﻤﺨﺘﻠﻔ ﺔ ﺿ ﻤﻦ‬ ‫ذات اﻟ ﺴﻴﺎق‪ ،‬اﻟﻤ ﺼﺪر اﻟﻤﻔﺘ ﻮح‪،‬‬ ‫اﻟﺘﺠﺮﺑﺔ اﻟﺮاﺋﺪة ﻟﻪ ﺷﺠﻌﺖ اﻟﻌﺪﻳ ﺪ‬ ‫ﻣ ﻦ اﻟﻤﺆﺳ ﺴﺎت أن ﺗ ﺴﻴﺮ ﻋﻠ ﻰ‬ ‫ﻃﺮﻳﻘﻪ ﻓﻲ ﺗﺒﻨﻲ اﻟﻤﺼﺪر اﻟﻤﻔﺘﻮح‬ ‫آﺎﺳﺘﺜﻤﺎر‪.‬‬ ‫اﻟﻔﻜﺮة اﻷﺳﺎس ﺗﻘﻮم ﻋﻠﻰ ﺗﻮﻓﻴ ﺮ‬ ‫اﻟﻤﻌﻠﻮﻣ ﺔ ﻟﻜ ﻞ ﻣ ﻦ ﻳﺤﺘﺎﺟﻬ ﺎ و‬ ‫اﺳ ﺘﺜﻤﺎر اﻟﻮﺻ ﻮل إﻟ ﻰ ﻣﻼﻳﻴ ﻦ‬ ‫اﻷﺷ ﺨﺎص اﻟ ﺬي ه ﻮ اﻟﻤﻜ ﺴﺐ‬ ‫اﻟﺤﻘﻴﻘ ﻲ‪ ،‬ﻓﻜ ﺮة إن ﺗ ﺼﻞ‬ ‫اﻟﻤﻌﺮﻓﺔ إﻟﻰ ﻣﻦ ﻳﺮﻳﺪهﺎ‪ ،‬و إﺗﺎﺣ ﺔ‬ ‫اﻟﺘﻘﻨﻴﺎت اﻟﺤﺪﻳﺜ ﺔ إﻟ ﻰ أآ ﺒﺮ ﻋ ﺪد‬ ‫ﻣﻦ اﻟﻤﺴﺘﺨﺪﻣﻴﻦ‪ ،‬دﻓﻊ ﺑﺎﻟﻬﻨ ﺪ إﻟ ﻰ‬ ‫إﻃ ﻼق ﻣ ﺸﺮوﻋﻬﺎ اﻟﻜﺒﻴ ﺮ‬ ‫ﺳ ﻴﻤﻮﺑﻴﻮﺗﺮ )‪( sameputer‬‬ ‫ه ﻮ اﻟﺮﻏﺒ ﺔ ﻓ ﻲ اﻣﺘ ﻼك آ ﻞ‬ ‫ﺷ ﺨﺺ ﺟﻬ ﺎز آﻮﻣﺒﻴﻮﺗ ﺮ‪ ،‬ذي‬ ‫ﻣﻮاﺻﻔﺎت ﻣﻌﻘﻮﻟ ﺔ ﺑﺘﻜﻠﻔ ﺔ زهﻴ ﺪة‬ ‫ﻧ ﺴﺒﻴﺎ‪ ،‬ذات اﻷﻣ ﺮ اﻟ ﺬي ﺗﺒﻨﺘ ﻪ‬ ‫ﺑﻌ ﺾ اﻟﺠﺎﻣﻌ ﺎت اﻟﻐﺮﺑﻴ ﺔ‪ ،‬و‬ ‫ه ﺬا ﺿ ﺮوري ﻗﺒ ﻞ اﻟﺘﺤ ﺪث ﻋ ﻦ‬ ‫إﺗﺎﺣﺔ اﻟﻤ ﺼﺎدر اﻟﻤﻔﺘﻮﺣ ﺔ‪ ،‬ﻻﺑ ﺪ‬ ‫ﻣ ﻦ اﻟﺘﺤ ﺪث ﻋ ﻦ ﻣ ﺎ ﻳﻤ ّﻜ ﻦ ﻣ ﻦ‬ ‫اﻻﺳ ﺘﻔﺎدة ﻣ ﻦ اﻟﻤ ﺼﺎدر‬

‫اﻟﻤﻔﺘﻮﺣ ﺔ‪ ،‬ﻃﺒﻌ ﺎ اﻟﻮﺿ ﻊ ﻓ ﻲ‬ ‫اﻟﻬﻨ ﺪ ﻟ ﻪ ﺧﺼﻮﺻ ﻴﺎﺗﻪ ﻣ ﻦ ﺣﻴ ﺚ‬ ‫اﻟﻄﺒﻴﻌ ﺔ اﻻﻗﺘ ﺼﺎدﻳﺔ و ﻋ ﺪد‬ ‫اﻟ ﺴﻜﺎن و ﻏ ﻴﺮﻩ ﻣ ﻦ اﻟﻌﻮاﻣ ﻞ‪،‬‬ ‫ﻟﻜ ﻦ إﻃ ﻼق ﻣ ﺸﺮوع آﺒ ﻴﺮ ﺟ ﺪا‬ ‫ﻣﺜ ﻞ ه ﺬا ﺳ ﻴﻜﻮن ﻟ ﻪ ﻧﺘﺎﺋﺠ ﻪ‬ ‫اﻟﻤﻠﻤﻮﺳﺔ ﻓﻲ اﻷﻣﺪ اﻟﻘﺮﻳﺐ ﻋﻠ ﻰ‬ ‫دوﻟﺔ ﻣﺘﺴﺎرﻋﺔ اﻟﻨﻤ ﻮ ﻣﺜ ﻞ اﻟﻬﻨ ﺪ‪،‬‬ ‫و اﻟ ﺘﻲ ﺗ ﺸﻬﺪ ﺗﻄ ﻮر ﻣ ﺬهﻼ ﻓ ﻲ‬ ‫ﻣﺠ ﺎل اﻟﺒﺮﻣﺠﻴﺎﺗـ ‪ ،‬ﺗ ﺸﻴﺮ إﺣ ﺪى‬ ‫اﻟﺪراﺳ ﺎت أن اﻏﻠ ﺐ‬ ‫اﻟﻤﻬﻨﺪﺳ ﻴﻦ اﻟ ﺬﻳﻦ ﺗ ﺴﺘﻘﻄﺒﻬﻢ‬ ‫ﺷﺮآﺎت اﻟﺒﺮﻣﺠﻴﺎت اﻟﻤﺨﺘﻠﻔ ﺔ ه ﻢ‬ ‫ﻣ ﻦ اﻟﻬﻨ ﺪ‪ ،‬و أن ﻋﺎﺋ ﺪات اﻟﺪوﻟ ﺔ‬ ‫ﻣﻦ ﻓ ﻲ ه ﺬا اﻟﻤﺠ ﺎل ﻗ ﺪ ﻗﻔ ﺰ إﻟ ﻰ‬ ‫ﻗﺮاﺑﺔ ‪ 4‬ﻣﻠﻴﺎر دوﻻر ﺳﻨﻮﻳﺎ ﻓﻘ ﻂ‬ ‫ﻓﻲ ﻣﺠﺎل اﻟﺒﺮﻣﺠﻴﺎت‪ ،‬و هﻮ ذات‬ ‫اﻷﻣ ﺮ ﻓ ﻲ اﻟ ﺼﻴﻦ ﺗﻘﺮﻳﺒ ﺎ‪ ،‬ﻓ ﻲ‬ ‫ﺧﻀﻢ آﻞ هﺬا‪ ،‬ﻳﻈﻬﺮ ﺟﻠﻴﺎ اﻟ ﺪور‬ ‫اﻟﺬي ﻳﻄﻠ ﻊ ﺑ ﻪ اﻟﻤ ﺼﺪر اﻟﻤﻔﺘ ﻮح‬ ‫ﺑﻤﺨﺘﻠﻒ ﺻﻮرﻩ‪.‬‬ ‫اﻟ ﺴﺆال اﻟ ﺬي ﻳﻄ ﺮح ﻧﻔ ﺴﻪ و‬ ‫ﻧﺤﻦ ﻧﺘﺠﻮل ﺑﻴﻦ ه ﺬﻩ اﻟﻜﻠﻤ ﺎت و‬ ‫ﻟﻢ ﻳﻜﻦ ﻳﻔﺎرق ﺧﻴﺎﻟﻲ ﻣﻨﺬ آﺘﺎﺑﺘ ﻲ‬ ‫ﻟﻠﻜﻠﻤﺔ اﻷوﻟﻰ ﻓﻲ اﻓﺘﺘﺎﺣﻴﺘﻨﺎ ه ﺬﻩ‪،‬‬ ‫ﻣﺎ هﻮ ﻧﺼﻴﺒﻨﺎ ﻣﻦ آﻞ ه ﺬا؟ و ﻣ ﺎ‬ ‫هﻲ إﺳ ﻬﺎﻣﺎﺗﻨﺎ ﻓﻴ ﻪ؟ و ه ﻞ ﻧﺤ ﻦ‬ ‫ﺑﺤﺎﺟﺔ إﻟﻰ إﻃﻼق ﻣ ﺸﺮوع ﺷ ﺒﻴﻪ‬ ‫ﺑﻤﺎ ﻃﺮﺣﺘﻪ اﻟﻬﻨﺪ؟ ﻃﺒﻌ ﺎ اﻷﺳ ﺌﻠﺔ‬ ‫‪10‬‬

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‫آﺒ ﻴﺮة ﺟ ﺪا و ﻻ ﻳﻤﻜ ﻦ أن ﻳﺠ ﺐ‬ ‫ﻋﻠﻴﻬﺎ ﻣﻘﺎل واﺣﺪ‪ ،‬و ﻻ ﺣﺘﻰ ﻋ ﺪة‬ ‫ﻣﻘﺎﻻت‪ ،‬ﻓﻔ ﻲ اﻟﻮاﻗ ﻊ ﻻ ﻳﻤﻜ ﻦ أن‬ ‫ﻧﺤ ﺪد ﻣ ﺎ ه ﻲ ﻃﺒﻴﻌ ﺔ و ﻻ ﺣﺠ ﻢ‬ ‫اﻹﺳﻬﺎﻣﺎت اﻟﻌﺮﺑﻴ ﺔ ﻓ ﻲ اﻟﻤ ﺼﺪر‬ ‫اﻟﻤﻔﺘﻮح اﻟﺬي ﻳﻨﻄﻠﻖ ﻏﺎﻟﺒﻴﺘ ﻪ ﻣ ﻦ‬ ‫اﻟﺠﺎﻣﻌﺎت! ﻟﺴﺒﺐ واﺣ ﺪ ﺑ ﺴﻴﻂ ﻻ‬ ‫ﺗﻮﺟ ﺪ إﺣ ﺼﺎﺋﻴﺎت أو ﻣ ﺎ ﺷ ﺎﺑﻪ‬ ‫ﻳﻤﻜﻦ أن ﺗﻘﺪم‬ ‫ﻟﻨ ﺎ أرﻗ ﺎم‬ ‫ﻧ ﺴﺘﻨﺪ إﻟﻴﻬ ﺎ‬ ‫ﻟﻜﻦ ﻳﻤﻜ ﻦ أن‬ ‫ﺸﻒ‬ ‫ﻧﺴﺘ‬ ‫اﻟ ﺼﻮرة ﻣ ﻦ‬ ‫ﺧﻼل ﺗﻘﺮﻳ ﺮ‬ ‫ﺟﺎﻣﻌﺔ) ﺷ ﻨﻖ‬ ‫هﺎي (‪ ،‬اﻟ ﺬي‬ ‫ﺻ ﺪر ﺣﺪﻳﺜ ﺎ‬ ‫ﻋ ﻦ أﻓ ﻀﻞ‬ ‫‪ 500‬ﺟﺎﻣﻌ ﺔ‬ ‫ﻓ ﻲ اﻟﻌ ﺎﻟﻢ ﺗ ﻢ‬ ‫اﺧﺘﻴﺎره ﺎ ﻣ ﻦ‬ ‫ﺧ ﻼل وﺿ ﻊ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣ ﻦ اﻟﻤﻌ ﺎﻳﻴﺮ اﻷﺳﺎﺳ ﻴﺔ‬ ‫ﻓ ﻲ ه ﺬا اﻟ ﺼﺪد أﺑﺮزه ﺎ ﻣﻘ ﺪار‬ ‫ﻣ ﺴﺎهﻤﺔ ﺧﺮﻳﺠﻴﻬ ﺎ ﻓ ﻲ‬ ‫اﻻﻧﺠ ﺎزات اﻟﻌﻠﻤﻴ ﺔ اﻟﻜ ﺒﺮى و‬ ‫ﻏﻴﺮه ﺎ ﻣ ﻦ اﻟﻤﻌ ﺎﻳﻴﺮ‪ ،‬ﻣ ﻦ ﺑﻴ ﻦ‬ ‫‪ 500‬ﺟﺎﻣﻌ ﺔ ﻓ ﻲ اﻟﻌ ﺎﻟﻢ ﻟﺪﻳﻨ ﺎ‬ ‫ﺟﺎﻣﻌ ﺔ واﺣ ﺪة ﻓﻘ ﻂ ﻓ ﻲ ﻋﺎﻟﻤﻨ ﺎ‬ ‫اﻟﻌﺮب! و ه ﻲ ﺟﺎﻣﻌ ﺔ اﻟﻘ ﺎهﺮة‪،‬‬ ‫ﺑﻴﻨﻤ ﺎ ﻓ ﻲ إﺳ ﺮاﺋﻴﻞ ﺗﻮﺟ ﺪ ﺳ ﺒﻊ‬ ‫ﺟﺎﻣﻌ ﺎت ﺿ ﻤﻦ اﻟﺘﻘﺮﻳ ﺮ!! ﻃﺒﻌ ﺎ‬ ‫ﻟﻴ ﺲ وراء اﻟﺘﻘﺮﻳ ﺮ أي ﺧﻠﻔﻴ ﺔ‬ ‫ﺗﺂﻣﺮﻳ ﺔ ﻟﻌ ﺸﺎق ه ﺬا اﻟﻨ ﻮع ﻣ ﻦ‬ ‫اﻟﺘﻔﻜ ﻴﺮ أو ﻣﺤﺒﻴ ﻪ‪ ،‬و ﻟﻴ ﺲ‬ ‫اﻟﻤﻘﺼﺪ ﻣ ﻦ ﺣ ﺪﻳﺜﻨﺎ اﻟﺘﺤ ﺪث ﻋ ﻦ‬ ‫اﻟﺘﻘﺮﻳ ﺮ أو ﻋ ﻦ اﻟﺠﺎﻣﻌ ﺎت‪،‬‬ ‫ﻟﻨﺠﻌ ﻞ اﻟ ﺴﺆال اﻟﻤﺤ ﻮر ﻓ ﻲ‬

‫اﻓﺘﺘﺎﺣﻴﺘﻨ ﺎ‪ ،‬ه ﻞ ﻧﺤ ﻦ ﺑﺤﺎﺟ ﺔ إﻟ ﻰ‬ ‫ﻣ ﺸﺮوع ﺷ ﺒﻴﻪ ﺑﻤ ﺸﺮوع‬ ‫) ﺳ ﻴﻤﻮﺑﻴﻮﺗﺮ(؟ و آﻴ ﻒ ﻳﻤﻜ ﻦ‬ ‫رﺑﻄﻪ ﺑﺎﻟﻤﺼﺪر اﻟﻤﻔﺘﻮح؟‬ ‫اﻹﺟﺎﺑ ﺔ ﻋﻠﻴ ﻪ‪ ،‬ﺑﺎﻟﺘﺄآﻴ ﺪ ﻧﺤ ﻦ‬ ‫ﺑﺤﺎﺟ ﺔ إﻟ ﻰ ﻣ ﺸﺮوع ﻣﺜ ﻞ ه ﺬا‪،‬‬ ‫ﻟﻜ ﻦ ﻟﻴ ﺲ ﻓ ﻲ ﺗﻮﻓ ﻴﺮ أﺟﻬ ﺰة‬ ‫اﻟﻜﻮﻣﺒﻴﻮﺗ ﺮ إﻟ ﻰ اﻟﻤ ﺴﺘﺨﺪﻣﻴﻦ‬ ‫اﻟﻌ ﺮب و إن‬ ‫آﻨﺖ ﻻ أﻗﻠﻞ ﻣﻦ‬ ‫ﺷ ﺄن اﻷﺧ ﻴﺮة‪،‬‬ ‫ﻓﻲ اﻟﻮاﻗ ﻊ ﺑﺤﻜ ﻢ‬ ‫ﻊ‬ ‫اﻟﻮﺿ‬ ‫ﺼﺎدي‬ ‫اﻻﻗﺘ‬ ‫ﻟﻐﺎﻟﺒﻴ ﺔ اﻟ ﺸﻌﻮب‬ ‫اﻟﻌﺮﺑﻴ ﺔ ﻓﻬﻨﺎﻟ ﻚ‬ ‫اﻧﺘﻌﺎش ﺟﻴ ﺪ ﻓ ﻲ‬ ‫اﻹﻗﺒ ﺎل ﻋﻠ ﻰ‬ ‫ﺷ ﺮاء أﺟﻬ ﺰة‬ ‫ﺮ‬ ‫اﻟﻜﻮﻣﺒﻴﻮﺗ‬ ‫ﺼﻴﺔ‪،‬‬ ‫اﻟﺸﺨ‬ ‫ﺑﻐ ﺾ اﻟﻨﻈ ﺮ‬ ‫ﻋﻦ ﻓﻴﻤﺎ ﺗﺴﺘﺨﺪم‬ ‫و آﻴﻔﻴﺔ اﺳﺘﺨﺪاﻣﻬﺎ‪ ،‬ﻟﻜﻦ اﻷﺳ ﺎس‬ ‫ﻣﻮﺟ ﻮد‪ ،‬إذا ﻓﻨﺤ ﻦ ﻧﺤﺘ ﺎج إﻟ ﻰ‬ ‫ﺗﺤﻮﻳﺮ ﺑﻌﺾ اﻟﺸﻲء ﻓﻲ ﻣﺸﺮوع‬ ‫ﺳ ﻴﻤﻮﺑﻴﻮﺗﺮ اﻟﻌ ﺮب ‪ ،‬و ﻗﺒ ﻞ‬ ‫اﻟﺘﺤ ﺪث ﻋ ﻦ ﺗﻄﻮﻳ ﺮ اﻟﻤ ﺼﺎدر‬ ‫اﻟﻤﻔﺘﻮﺣ ﺔ ﻻﺑ ﺪ أوﻻ ﻣ ﻦ اﻟﺘﺤ ﺪث‬ ‫ﻣ ﺎ ﻳﻤ ّﻜ ﻦ ﻣ ﻦ اﻟﻤ ﺴﺎهﻤﺔ ﻓ ﻲ‬ ‫اﻟﻤ ﺼﺎدر اﻟﻤﻔﺘﻮﺣ ﺔ‪ ،‬و ه ﻲ‬ ‫اﻟﻤﻌﻠﻮﻣ ﺔ اﻟﻤﺘﺨﺼ ﺼﺔ‪ ،‬ﻓﻬﻨﺎﻟ ﻚ‬ ‫ﺷ ﺢ آﺒ ﻴﺮ ﺟ ﺪا ﻓ ﻲ اﻟﻤﻌﻠﻮﻣ ﺎت‬ ‫اﻟﺪﻗﻴﻘ ﺔ ﺑﺎﻟﻠﻐ ﺔ اﻟﻌﺮﺑﻴ ﺔ‪ ،‬ﻃﺒﻌ ﺎ‬ ‫اﻟ ﺪﻋﻮة ﻟﻴ ﺴﺖ ﻟﻠﺘﻌﺮﻳ ﺐ ﻋﻠ ﻰ‬ ‫أهﻤﻴﺘﻬﺎ‪ ،‬و ﻟﻜﻦ اﻟﺪﻋﻮة إﻟ ﻰ ﺧﻠ ﻖ‬ ‫آﻴ ﺎن ﻋﺮﺑ ﻲ ﻣﻮﺣ ﺪ ﻓ ﻲ ﺻ ﻮرة‬ ‫ﻣﻨﻈﻤﺔ ﻳﻬﺪف إﻟﻰ ﺗﻮﻓﻴﺮ و ﺗﺒﻨ ﻲ‬ ‫اﻟﻤ ﺼﺪر اﻟﻤﻔﺘ ﻮح‪ ،‬ﻓ ﻲ ﻣﺮﺣﻠﺘﻴ ﻦ‬

‫اﻷوﻟ ﻰ ﺗﻮﻓ ﻴﺮ ﻣ ﺼﺎدر ﻋﻠﻤﻴ ﺔ‬ ‫ﺗﺘﻌﻠ ﻖ ﺑﺎﻟﻤ ﺼﺪر اﻟﻤﻔﺘ ﻮح ﺑﻌ ﺪ‬ ‫ﻧﻘﻠﻬ ﺎ إﻟ ﻰ اﻟﻌﺮﺑﻴ ﺔ و اﻟﺜﺎﻧﻴ ﺔ ه ﻲ‬ ‫اﻟﻤ ﺴﺎهﻤﺔ ﻓ ﻲ اﻟﻤ ﺼﺪر اﻟﻤﻔﺘ ﻮح‬ ‫ﺑﺎﻻﺳ ﺘﻔﺎدة ﻣﻨ ﻪ أوﻻ و ﺗﻄﻮﻳﻌ ﻪ‬ ‫ﺛﺎﻧﻴﺎ ‪،‬ﻃﺒﻌﺎ ﻗﺪ ﻳﻘﻮل ﻗﺎﺋﻞ إن ﻣﺜﻞ‬ ‫هﺬﻩ ﻟﺪﻋﻮة ﺗﺤﺘﺎج إﻟ ﻰ ﺗﻜﺎﻟﻴ ﻒ‬ ‫آﺒﺮى‪ ،‬ﻟﻜ ﻦ ه ﺬا ﺑﺒ ﺴﺎﻃﺔ ﻳﺘﻨﺎﻓ ﻰ‬ ‫ﻣﻊ ﻃﺒﻴﻌﺔ اﻟﻤﺼﺪر اﻟﻤﻔﺘﻮح‪ ،‬ﻓﻬﻮ‬ ‫ﻓﻲ اﻷﺳ ﺎس ﻳﻌﺘﻤ ﺪ ﻋﻠ ﻰ اﻟﺘﻄ ﻮع‬ ‫ﻓ ﻲ ﺗﻄﻮﻳ ﺮ اﻟﺘﻄﺒﻴﻘ ﺎت اﻟﻌﻠﻤﻴ ﺔ‬ ‫اﻟﻤﺨﺘﻠﻔ ﺔ‪ ،‬ﻓﻠﻤ ﺎذا ﻳﻜ ﻮن هﻨﺎﻟ ﻚ‬ ‫آﻴ ﺎن ﻣﻨﻈ ﻢ ﻳﻘ ﻮم ﺑﺎﻹﺷ ﺮاف و‬ ‫اﻟﻤﺘﺎﺑﻌ ﺔ ﻟﻬ ﺬﻩ اﻟﺠﻬ ﻮد‪ ،‬ﺑﺎﻟﺘﺄآﻴ ﺪ‬ ‫هﻨﺎﻟﻚ اﻟﻜﺜﻴﺮ ﻣ ﻦ اﻟ ﺬﻳﻦ ﻳﺮﻏﺒ ﻮن‬ ‫ﻓﻲ اﻟﻤﺴﺎهﻤﺔ ‪ ،‬ﻓﺎﻟﻔ ﻀﺎء اﻟﻌﺮﺑ ﻲ‬ ‫اﻻﻟﻜﺘﺮوﻧ ﻲ ﻣﻠ ﻲء ﺑﺎﻟﻘ ﺪرات‬ ‫اﻟﻌﻠﻤﻴﺔ ﻓﻲ ﺷ ﺘﻰ اﻟﻤﺠ ﺎﻻت وﻣ ﺎ‬ ‫ﺗﺤﺘﺎﺟ ﻪ دﻋ ﻮة ﻣﺜ ﻞ ه ﺬﻩ ﻓ ﻲ‬ ‫اﻟﺼﻮرة اﻷوﻟﻴﺔ ﻟﻬ ﺎ ه ﻲ اﻟﺘﻨﻈﻴ ﻢ‬ ‫و أن ﻳﺘﺒﻨﺎه ﺎ اﻟ ﺸﺨﺺ ﻗﺒ ﻞ أي‬ ‫ﺟﻬﺔ آﺎﻧ ﺖ‪ ،‬و ﻓ ﻲ ذات اﻟﻮﻗ ﺖ‬ ‫ﻻ ﻳﺠﺐ أن ﻳﻨﻈﺮ إﻟﻴﻬ ﺎ آﻤ ﺸﺮوع‬ ‫اﺳﺘﺜﻤﺎري‪ ،‬ﻷﻧﻪ ﺑﺎﻟﺘﺄآﻴ ﺪ ﻟﻴ ﺲ ﻟ ﻪ‬ ‫ﻋﻮاﺋﺪ ﻣﺎدﻳﺔ وﻗﺘﻴﺔ‪ ،‬و ﻗﺒ ﻞ و ه ﺬا‬ ‫و ه ﺬا ﻳﺠ ﺐ أن ﺗﺨ ﻀﻊ ﻟﻠﻨﻘ ﺎش‬ ‫ﺑ ﺸﻜﻞ ﺟ ﺪي ﻣ ﻦ ﻗﺒ ﻞ آ ﻞ ﻣ ﻦ‬ ‫ﻳﺮﻏ ﺐ ﻓ ﻲ اﻟﻤ ﺴﺎهﻤﺔ ﻓﻴﻬ ﺎ‪،‬‬ ‫ﻓﻮﺟ ﻮد اﻟﻌ ﺸﺮات ﻣ ﻦ آﺒﺮﻳ ﺎت‬ ‫اﻟﻤﻜﺎﺗ ﺐ اﻻﻟﻜﺘﺮوﻧﻴ ﺔ اﻟ ﺘﻲ ﺗﻮﻓ ﺮ‬ ‫ﻣ ﺎدة ﻋﻠﻤﻴ ﺔ‪ ،‬ﻳ ﺴﺎهﻢ ﺑ ﺸﻜﻞ ﺟﻴ ﺪ‬ ‫ﻓﻲ اﻟﺘﻄﺒﻴﻖ اﻟﻌﻤﻠﻲ ﻟﻬﺬﻩ اﻟ ﺪﻋﻮة‪،‬‬ ‫ﻓﻬﻞ ﺳﻮف ﺗﻠﻘﻰ أذان ﺻﺎﻏﻴﺔ؟‬ ‫اﻟﻤﺤﺮر‬

‫‪11‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻣﻘﺎﻻت ﺗﺤﻠﻴﻠﻴﺔ‬

‫اﻟﻜﻴﺎﻧﺎت اﻟﻜﺒﺮى و ﻓﺮص اﻹﺑﺪاع اﻟﻔﺮدي‬

‫ﻋﻤﺮ ﻣﺤﻤﺪ اﻟﺘﻮﻣﻲ‬ ‫ﻣﻦ اﻟﺴﻤﺎت اﻟﻤﻤﻴﺰ ﻟﻌﺼﺮﻧﺎ اﻟﺤﺪﻳﺚ هﻲ اﻟﻤﺆﺳﺴﺎﺗﻴﺔ‪ ،‬ﺑﻤﺨﺘﻠﻒ ﺻﻮرهﺎ و أﺷﻜﺎﻟﻬﺎ‪ ،‬و ه ﺬا اﻟ ﺘ ﻨ ﻈ ﻴ ﻢ ه ﻮ‬ ‫اﻟﺬي أﺗﺎح ﻇﻬﻮر هﺬا اﻟﺘﻘﺪم اﻟﻌﻠﻤﻲ اﻟﻜﺒﻴﺮ و اﻟﺘﺴﺎرع اﻟﻀﺨﻢ ﻟﻤﺠﺮﻳﺎت اﻷﺣﺪاث اﻟﻌﻠﻤﻴﺔ ‪ ،‬ﻟ ﺪرﺟ ﺔ أﺻ ﺒ ﺢ‬ ‫اﻟﺸﺨﺺ ﻳﻌﺠﺰ ﻋﻦ ﻣﻮاآﺒﺘﻪ ﺑﺼﻮرة ﻣﺴﺘﻤﺮة‪ ،‬ﻗﺒﻞ اﻟﺨﻮض ﻓﻲ ﻏﻤﺎر ﻣ ﺎ ﻧ ﻨ ﻮى اﻹﺑ ﺤ ﺎر ﻓ ﻴ ﻪ‪ ،‬ﻟ ﻌﻠ ﻪ ﻣ ﻦ‬ ‫اﻟﻤﻔﻴﺪ أن ﻧﺴﺘﻌﺮض ﺳﻮﻳﺎ وﺟﻬﺖ ﻧﻈﺮ ﺗﺎرﻳﺨﻴﺔ ﺗﻔﻴﺪﻧﺎ ﻓﻲ إآﻤﺎل اﻟﺼ ﻮرة‪ ،‬ﻟ ﻨ ﻌ ﺪ إﻟ ﻰ ﺑ ﺪاﻳ ﺎت اﻟ ﻨ ﻬ ﻀ ﺔ‬ ‫اﻟﺤﺪﻳﺜﺔ‪ ،‬و أﻗﺼﺪ هﻨﺎ اﻟﻨﻬﻀﺔ اﻟﺼﻨﺎﻋﻴﺔ ﻓﻲ أوروﺑﺎ‪ ،‬ﻓﻘﺪ ﺑﺪأت ﺑﻤﺠﻬﻮدات ﺳﻠﺴ ﻠ ﺔ ﻣ ﻦ اﻷﻓ ﺮاد ﻟ ﻢ ﺗ ﻜ ﻦ‬ ‫ﺗﺮﺑﻄﻬﻢ ﺑﺎﻟﻤﺆﺳﺴﺎت اﻟﻌﻠﻤﻴﺔ ﻓﻲ ذات اﻟﻮﻗﺖ أي ﺻﻼة‪ ،‬ﺑﺒﺴﺎﻃﺔ ﻷﻧﻪ ﻟﻢ ﻳﻜﻦ ﻟﻠﻤﺆﺳﺴ ﺎت اﻟ ﻌ ﻠ ﻤ ﻴ ﺔ ﺗ ﻮاﺟ ﺪ‬ ‫ﻳﺬآﺮ‪ ،‬ﻓﺄﻣﺜﺎل ﺟﺎﻟﻴﻠﻴﻮ إﺳﺤﺎق ﻧﻴﻮﺗﻦ و ﺗﻮﻣﺴﻦ اﻟﻔﻦ ﺗﻮﻣﺎس ادﺳﻦ و ﻏﻴﺮهﻢ ﻣﻦ اﻟﻌﻠﻤﺎء اﻟﺬﻳﻦ وﺿ ﻌ ﻮا‬ ‫ﻣﻔﺎهﻴﻢ اﻟﻨﻬﻀﺔ اﻟﻌﻠﻤﻴﺔ اﻟﺤﺪﻳﺜﺔ اﻟﻤﺮﺗﺒﻄﺔ أﺳﺎﺳﺎ ﺑﺎﻟﻨﻬﻀﺔ اﻟﺼﻨﺎﻋﻴﺔ اﻟﺘﻲ وﻓﺮ اﻧﺘﻌﺎش اﻻﻗﺘﺼ ﺎد ﻓ ﻲ ﺗ ﻚ‬ ‫اﻟﻔﺘﺮة ﻣﻨﺎﺧﺎ ﺟﻴﺪا ﻟﻬﺎ ‪.‬‬ ‫ﺑﺪأت ﺑﻤﺠﻬﻮدات ﻓﺮدﻳﺔ ﺑﺤﺜﻪ ﻣﻦ‬ ‫ﻗﺒﻞ أﺷﺨﺎص ﺳﺨﺮوا ﺣﻴﺎﺗﻬﻢ و‬ ‫ﻣﺠﻬﻮداهﻢ ﻟﺨﺪﻣﺔ ﻣﻌﺎﻟﻢ هﺬﻩ‬ ‫اﻟﻨﻬﻀﺔ ﻓﻲ ﻓﺘﺮة ﻣﻦ ﻓﺘﺮاﺗﻬﺎ‪ ،‬و‬ ‫آﺎن ﻣﻦ اﻟﻄﺒﻴﻌﻲ أن ﺗﺄﺧﺬ هﺬﻩ‬ ‫اﻟﻤﺠﻬﻮدات ﻃﺎﺑﻌﺎ ﻣﺨﺘﻠﻔﺎ‪،‬‬ ‫ﻳﻤﻜﻨﻬﺎ ﻣﻦ اﻻﺳﺘﻤﺮار و هﻲ‬ ‫ﻃﺎﺑﻊ اﻟﻤﺆﺳﺴﺎت ‪ ،‬و إن ﻟﻢ ﺗﻜﻦ‬ ‫ﻓﻲ ﺻﻮرﺗﻬﺎ اﻟﺤﺎﻟﻴﺔ‪ ،‬ﻟﻜﻦ‬ ‫ﺗﺤﻮﻟﺖ ﻣﻦ ﻣﺠﻬﻮد ﻓﺮدي ﻣﻦ‬

‫ﻗﺒﻞ اﻟﺮواد اﻷواﺋﻞ إﻟﻰ آﻴﺎﻧﺎت‬ ‫ﺟﻤﺎﻋﻴﺔ ذات ﺗﻨﻈﻴﻢ‪ ،‬و هﺬﻩ هﻲ‬ ‫اﻟﺼﻮرة اﻟﻄﺒﻴﻌﺔ و اﻟﺘﺪرج اﻟﺬي‬ ‫ﻳﺼﻨﻊ اﻟﺘﻐﻴﻴﺮ اﻟﺤﻘﻴﻘﻲ‪.‬ﻻ ﻧﺮﻳﺪ‬ ‫اﻟﺨﻮض آﺜﻴﺮ ﻓﻲ اﻻﺳﺘﺪﻻل‬ ‫اﻟﺘﺎرﻳﺨﻲ و ﻟﻨﻌﺪ إﻟﻰ ﻋﺼﺮﻧﺎ‬

‫اﻟﺤﺪﻳﺚ‪.‬‬ ‫ﺑﺎﻟﺘﺄآﻴﺪ هﻨﺎﻟﻚ اﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫اﻟﻘﺪرات اﻟﻌﻠﻤﻴﺔ اﻟﻤﻨﺘﺸﺮة ﻓﻲ‬ ‫ﻓﻀﺎءﻧﺎ اﻻﻟﻜﺘﺮوﻧﻲ اﻟﻌﺮﺑﻲ‪ ،‬و‬ ‫هﺬا ﻻ ﻳﺨﺘﻠﻒ ﻋﻠﻴﻪ اﺛﻨﻴﻦ‪ ،‬و‬ ‫هﻨﺎﻟﻚ ﺑﻴﺌﺔ ﻋﻤﻞ ﻣﻴﺴﻮرة ﻋﻠﻰ‬ ‫ﻧﺤﻮ آﺒﻴﺮ ﺗﺘﻤﺜﻞ ﻓﻲ ﺑﻴﺌﺔ اﻟﻌﻤﻞ‬ ‫اﻻﻓﺘﺮاﺿﻲ ﻋﻠﻰ اﻟﺸﺒﻜﺔ اﻟﺪوﻟﻴﺔ‪،‬‬ ‫ﻧﺮﻏﺐ أن ﺗﺴﺘﻌﺮض ﻣﻌﺎ اﺑﺮز‬ ‫اﻟﻤﺠﻬﻮدات اﻟﻔﻜﺮﻳﺔ و اﻟﻌﻠﻤﻴﺔ‬ ‫ﻣﻦ اﻟﺸﺒﻜﺔ‬ ‫ﺗﺘﺨﺬ‬ ‫اﻟﺘﻲ‬ ‫اﻟﻌﻨﻜﺒﻮﺗﻴﺔ ﻣﻴﺪان ﻋﻤﻞ ﻟﻬﺎ ﺗﻔﺎدﻳﺎ‬ ‫ﻟﻌﺮاﻗﻴﻞ اﻟﻮاﻗﻊ و ﺗﻌﻘﻴﺪاﺗﻬﺎ‪،‬‬ ‫ﻓﻨﺠﺪ اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﺸﺨﺼﻴﺎت‬ ‫اﻟﻄﻤﻮﺣﺔ ﻗﺪ ﺳﻌﺖ إﻟﻰ ﺗﺤﻘﻴﻖ‬ ‫اﻟﻨﺠﺎح ﺑﻤﺨﺘﻠﻒ ﺻﻮرﻩ‪ -‬و هﻨﺎ‬ ‫أﺗﺤﺪث ﻋﻦ اﻟﻨﺠﺎح اﻟﻌﻠﻤﻲ و‬ ‫ﺑﻴﺌﺘﻪ ﻻ ﻋﻠﻰ اﻟﻨﺠﺎح اﻟﺘﺠﺎري أو‬ ‫ﻣﺎ ﺷﺎﺑﻪ ‪ -‬و إن آﻨﺎ ﻻ ﻧﺮﻳﺪ‬ ‫اﻟﺨﻮض ﻓﻲ ﻣﻘﺪار هﺬا اﻟﻨﺠﺎح‬ ‫ﺑﻘﺪر ﻣﺎ ﻧﺮﻏﺐ ﻓﻲ اﻟﺘﺮآﻴﺰ ﻋﻠﻰ‬ ‫ﻣﺎ ﻳﻮﻓﺮﻩ ﻣﻦ ﺑﻴﺌﺔ ﻋﻤﻞ آﺒﻴﺮة‬

‫ﺗﺴﺎﻋﺪ ﻓﻲ دﻋﻢ اﻟﻜﺜﻴﺮ ﻣﻦ‬ ‫ﺳﻮف‬ ‫اﻹﺑﺪاﻋﺎت اﻟﻔﺮدﻳﺔ‪،‬‬ ‫ﻧﺘﺤﺪث ﻋﻦ هﺬﻩ اﻟﻜﻴﺎﻧﺎت ﻣﻦ‬ ‫ﺣﻴﺚ اﻟﻨﺸﺄة ‪،‬و ﻣﻦ اﺑﺮز هﺬﻩ‬ ‫اﻟﻜﻴﺎﻧﺎت ‪:‬‬ ‫اﻟﻤﻮاﻗﻊ ذات اﻟﻄﺎﺑﻊ اﻟﻔﺮدي‬ ‫أوﻻ اﻟﻤﻨﺘﺪﻳﺎت‬ ‫ﺗﻮﺟﺪ اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﻤﻨﺘﺪﻳﺎت‬ ‫اﻟﺘﻲ‬ ‫اﻟﻌﺮﺑﻴﺔ اﻟﻤﺘﺨﺼﺼﺔ‬ ‫أﻧﺸﺎهﺎ أﻓﺮاد ﻟﺪﻳﻬﻢ ﻃﻤﻮﺣﺎت و‬ ‫هﺬا ﻳﺴﺎهﻢ ﻋﻠﻰ ﻧﺤﻮ آﺒﻴﺮ ﺟﺪا‬ ‫ﻓﻲ اﺳﺘﻤﺮار هﺬا اﻟﻌﻤﻞ و‬ ‫ﺑﺎﻷﺧﺺ ﺑﻌﺪ اﻧﺘﺸﺎر ﻇﺎهﺮة‬ ‫اﻟﻤﻨﺘﺪﻳﺎت ﻓﻲ اﻷوﺳﺎط اﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﻟﻤﺴﺘﻌﻠﻲ ﺷﺒﻜﺔ اﻟﻤﻌﻠﻮﻣﺎت‬ ‫اﻟﺪوﻟﻴﺔ‪ ،‬و هﻨﺎﻟﻚ اﻟﻜﺜﻴﺮ ﻣﻦ هﺬﻩ‬ ‫اﻟﻤﻨﺘﺪﻳﺎت اﻟﺘﻲ ﺗﻘﺪم ﺑﻴﺌﺔ ﻋﻤﻞ‬ ‫آﺒﻴﺮة ﺟﺪا و ﺗﺤﺘﻀﻦ اﻟﻨﺸﺎﻃﺎت‬ ‫اﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻓﻨﺮى إﻗﺒﺎﻻ آﺒﻴﺮا ﻣﻦ‬ ‫اﻟﻄﻼب ﻋﻠﻴﻬﺎ و أﻳﻀﺎ ﻣﻦ‬ ‫اﻟﻤﺘﺨﺼﺼﻴﻦ أو اﻟﻤﻬﺘﻤﻴﻦ ‪ ،‬و‬ ‫ﻗﺪ ﺑﻠﻐﺖ اﻟﻜﺜﻴﺮ ﻣﻨﻬﺎ درﺟﺔ ﻋﺎﻟﻴﺔ‬ ‫ﻣﻦ اﻹﻗﺒﺎل و اﻟﺮﻗﻲ ﻓﻲ‬ ‫‪12‬‬

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‫ﻣﺴﺘﻮاهﺎ‪ ،‬و اﻧﺘﻘﻠﺖ ﻣﻦ ﻣﺠﺮد‬ ‫ﺳﺎﺣﺎت ﺣﻮارﻳﺔ إﻟﻰ ﻣﻨﺎﺑﺮ‬ ‫ﻋﻠﻤﻴﺔ و ﺛﻘﺎﻓﻴﺔ‪ ،‬و هﻨﺎ اﺷﺪد ﻋﻠﻰ‬ ‫اﻟﻔﺮق ﺑﻴﻦ اﻟﻤﻨﺒﺮ و ﺳﺎﺣﺔ‬ ‫اﻟﺤﻮار‪ .‬ﻓﺒﺎﻟﺒﺪاﻳﺔ آﺎﻧﺖ ﻣﻊ‬ ‫ﺷﺨﺺ واﺣﺪ و اﻟﻨﺠﺎح‬ ‫ﺑﺎﻟﺤﻀﻮر اﻟﻔﻌﻠﻲ ﻟﻬﺬا اﻟﻤﻨﺘﺪى‬ ‫ﻟﺪى اﻟﻤﻬﺘﻤﻴﻦ‪ ،‬و هﺬا ﻣﺎ ﺟﻌﻞ‬ ‫اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﻤﻮاﻗﻊ اﻟﺸﺨﺼﻴﺔ‬ ‫ﺗﺴﺘﻤﺮ‪ ،‬و ﻗﺪ ﻻ ﻳﺘﻔﻖ ﻣﻌﻲ‬ ‫اﻟﺒﻌﺾ ﻓﻲ هﺬا اﻟﻠﻔﻆ ﻓﻴﻜﻒ‬ ‫ﻳﺠﻮز إن ﻧﻄﻠﻖ ﻋﻠﻰ ﻣﻨﺘﺪى‬ ‫ﻣﻮﻗﻊ ﺷﺨﺼﻲ! و هﻨﺎ أﺗﺤﺪث‬ ‫ﻋﻦ اﻟﻨﺸﺄة و اﻻﺳﺘﻤﺮار ﻓﻬﻲ‬ ‫ذات ﻃﺒﻴﻌﺔ ﺷﺨﺼﻴﺔ‪ ،‬ﻟﻜﻦ ﻓﻲ‬ ‫آﻞ اﻷﺣﻮال ﻓﻬﺬﻩ اﻹﺑﺪاﻋﺎت‬ ‫اﻟﺘﻲ ﺗﺴﺘﺤﻖ هﺬا اﻟﻠﻔﻆ ﻗﺪ ﺣﻘﻘﺖ‬ ‫ﻧﺠﺎﺣﺎ ﻓﻌﻼ و ﻳﺴﺘﻔﻴﺪ ﻣﻦ ﺛﻤﺮﺗﻬﺎ‬ ‫اﻟﻜﺜﻴﺮ‪ ،‬و ﻟﻬﺎ ﻣﻦ اﻟﺪواﻓﻊ ﻣﺎ‬ ‫ﻳﺠﻌﻠﻬﺎ ﺗﺴﺘﻤﺮ و رﺑﻤﺎ أآﺜﺮ‬ ‫اﻟﺪواﻓﻊ هﻲ دواﻓﻊ ﻧﻔﺴﻴﺔ و‬ ‫إدراك ﻟﻠﺪور اﻟﻜﺒﻴﺮ اﻟﺘﻲ ﺗﻤﺜﻠﻪ‪،‬‬ ‫إﺑﺪاﻋﺎت ﻓﺮدﻳﺔ ﻋﻠﻰ‬ ‫ﻓﻬﻲ‬ ‫اﻟﺸﺒﻜﺔ اﻟﻌﻨﻜﺒﻮﺗﻴﺔ و ﻣﺎ آﺎﻧﺖ‬ ‫إﻻ وﻟﻴﺪة اﻹﺻﺮار و اﻟﺠﻬﺪ‬ ‫اﻟﻜﺒﻴﺮ‪.‬‬ ‫ﺛﺎﻧﻴﺎ اﻟﻤﻮاﻗﻊ اﻟﺸﺨﺼﻴﺔ‬ ‫اﻟﻤﻮاﻗﻊ اﻟﺸﺨﺼﻴﺔ اﻟﺘﻲ أﻧﺸﺎهﺎ‬ ‫اﻟﻜﺜﻴﺮ ﻣﻦ اﻷﻓﺮاد و ﺗﺤﻤﻞ‬ ‫رﺳﺎﺋﻠﻬﻢ إﻟﻰ ﻣﺴﺘﺨﺪﻣﻲ اﻟﺸﺒﻜﺔ‬ ‫اﻟﻌﻨﻜﺒﻮﺗﻴﺔ ‪ ،‬ﻓﻲ ﻏﺎﻟﺐ اﻷوﻗﺎت‬ ‫ﻻ ﺗﻠﻘﻰ ﻧﺠﺎﺣﺎ أو إﻗﺒﺎﻻ آﺒﻴﺮة‬ ‫ﻟﻠﻌﺪﻳﺪ ﻣﻦ اﻷﺳﺒﺎب ﻟﻌﻞ أﺑﺮزهﺎ‬ ‫ﻣﻼﻳﻴﻦ‬ ‫هﻮ ﺿﻴﺎﻋﻬﺎ وﺳﻂ‬ ‫اﻟﻤﻮاﻗﻊ اﻟﻀﺨﻤﺔ‪ ،‬و ﻳﺬآﺮﻧﻲ‬ ‫هﻨﺎ اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﻜﻠﻤﺎت اﻟﺘﻲ‬ ‫ﻗﺮأﺗﻬﺎ ﻷﺻﺤﺎب اﻟﻤﻮﻗﻊ ‪ ،‬و‬ ‫آﻴﻒ أﻧﻬﻢ ﻳﻘﻀﻮن ﺳﺎﻋﺎت‬ ‫ﻃﻮﻳﻠﺔ و ﻳﻨﺘﺰﻋﻮن ﻣﻦ أوﻗﺎت‬

‫أهﻠﻬﻢ و أزواﺟﻬﻢ‬ ‫ﻳﻘﺪﻣﻮا‬ ‫ﻟﻜﻲ‬ ‫ﻟﻐﻴﺮهﻢ‪ ،‬و هﻨﺎ‬ ‫ﺣﺎﻟﺘﻴﻦ‬ ‫اذآﺮ‬ ‫وأﻧﺎ‬ ‫ﺷﺪﺗﻨﻲ‬ ‫أﺗﺼﻔﺢ‬ ‫اﻻﻧﺘﺮﻧﻴﺖ‪،‬‬ ‫اﺣﺪهﻤﺎ ﻟﻤﻐﺘﺮب‬ ‫ﻓﻲ‬ ‫ﻋﺮﺑﻲ‬ ‫ﻳﺪﻳﺮ‬ ‫اﻟﻐﺮب‪،‬‬ ‫ﻣﻮﻗﻊ ﺷﺨﺼﻲ‬ ‫ﻟﻪ و ﻳﺮﺳﻞ‬ ‫اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﺮﺳﺎﺋﻞ اﻟﺘﻲ ﺗﺤﻤﻞ‬ ‫أﺧﺒﺎر اﻟﺠﺎﻟﻴﺔ و ﻏﻴﺮهﺎ‪ ،‬و‬ ‫ﻓﻲ‬ ‫اﻵﺧﺮ ﻟﺪآﺘﻮر ﻋﺮﺑﻲ‬ ‫ﺑﻼدﻩ‪ ،‬ﻳﻨﺎﺷﺪ أن ﻻ ﻳﺒﻖ و‬ ‫وﺣﻴﺪا وﻣﺎ ﻗﺪﻣﻪ ﻻ ﻳﺴﺘﻔﻴﺪ ﻣﻨﻪ‬ ‫هﻮ إﻻ ﻓﻲ اﻟﻘﻠﻴﻞ ﻓﻌﻤﻠﻪ ﻟﻐﻴﺮﻩ‬ ‫ﻷﻧﻪ ﻋﻠﻢ‪.‬وﻣﺎ أﺻﻌﺒﻪ ﻣﻦ‬ ‫إﺣﺴﺎس ﻋﻨﺪﻣﺎ ﺗﺸﻌﺮ أن ﺟﻬﺪك‬ ‫ﻳﻀﻴﻊ وﺳﻂ هﺬﻩ اﻟﻤﻼﻳﻴﻦ ﻣﻦ‬ ‫اﻟﻤﺠﻬﻮدات اﻟﻀﺨﻤﺔ‪ ،‬اﻷﻣﺮ‬ ‫ﻳﺸﺒﻪ اﻟﻨﺪاء ﻓﻲ اﻟﺼﺤﺮاء‪ .‬و‬ ‫ﻻ أﺧﻔﻴﻜﻢ اﻧﻪ ﻣﻦ اﻟﺼﻌﺐ‬ ‫اﻻﺳﺘﻤﺮار ﻓﻲ ﺣﺎﻟﺔ ﻣﺜﻞ هﺬﻩ‪،‬‬ ‫ﻓﺈﻟﻰ ﻣﺘﻰ ﻳﺴﺘﻤﺮ و هﻮ ﻳﺮى أن‬ ‫ﺟﻬﺪﻩ آﺴﺮاب ﻻ ﻳﺮاﻩ إﻻ هﻮ !‬ ‫اﻟﻤﻮاﻗﻊ ﺷﺒﻪ اﻟﻔﺮدﻳﺔ‬ ‫ﻓﻲ اﻟﻐﺎﻟﺐ هﺬﻩ اﻟﻤﻮاﻗﻊ ﻧﺸﺄت‬ ‫ﻣﻦ اﺗﺤﺎد ﻣﺠﻤﻮﻋﺔ ﻣﻮاﻗﻊ‬ ‫ﻣﺘﺨﺼﺼﺔ أو اﺗﻔﺎق أﻓﺮاد ذات‬ ‫اهﺘﻤﺎم واﺣﺪ و ﺗﻮﺟﺪ ﻣﻦ هﺬﻩ‬ ‫اﻟﻤﻮاﻗﻊ ﻣﻦ ﺣﻘﻘﺖ ﻧﺠﺎﺣﺎ ‪،‬‬ ‫ﻓﻨﺠﺪ اﻟﺒﻌﺾ ﻣﻨﻬﺎ ﻗﺪ أﺻﺒﺢ‬ ‫ﻋﻠﻤﺎ ﻓﻲ ﻣﺠﺎﻟﻪ و ﻟﻪ روادﻩ و‬ ‫ﻣﺮﻳﺪﻳﻪ ‪ ،‬ﺳﻮاء إن آﺎن ﻣﻨﺘﺪى‬ ‫ﻧﺘﺞ ﻋﻦ اﺗﻔﺎق أﻓﺮاد ﻟﻬﻢ اهﺘﻤﺎم‬ ‫ﻣﺸﺘﺮك أو ﻣﺠﻤﻮﻋﺔ ﻣﻮاﻗﻊ‬

‫ﺷﺨﺼﻴﺔ ﻓﻲ ﻣﻮﻗﻊ واﺣﺪ ‪ ،‬و هﻨﺎ‬ ‫ﺗﻈﻬﺮ ﻣﻌﺎﻟﻢ اﻟﻨﺠﺎح ﺑﺼﻔﺔ اآﺒﺮ‬ ‫و ﻳﺒﺘﻌﺪ اﻟﻤﻮﻗﻊ ﻋﻦ اﻟﻄﺎﺑﻊ‬ ‫اﻟﻔﺮدي ﻟﻪ إﻟﻰ اﻻﻧﺘﻘﺎل إﻟﻰ‬ ‫آﻴﺎن ﺷﺒﻪ ﺟﻤﺎﻋﻲ ﻣﺘﻔﻖ ﻋﻠﻴﻪ‪،‬و‬ ‫هﺬا إﺑﺪاع ﻋﻠﻰ ﺑﻴﺌﺔ اﻟﻌﻤﻞ‬ ‫اﻻﻟﻜﺘﺮوﻧﻲ‪ ،‬ﻣﻦ ﻗﺒﻞ أﻓﺮاد‬ ‫ﺳﺨﺮوا أوﻗﺎﺗﻬﻢ وﺟﻬﻮدهﻢ ﻟﻜﻲ‬ ‫ﻳﺤﺼﺪ ﻓﻲ اﻟﻐﺎﻟﺐ ﺗﺮاآﻤﺎت‬ ‫هﺬﻩ اﻟﺠﻬﻮد رواد ﺗﻠﻚ اﻟﻤﻮاﻗﻊ ﻻ‬ ‫ﻣﺆﺳﺴﻴﻬﺎ‪.‬‬ ‫ﺳﺆال أوﺟﻬﻪ إﻟﻰ ﻗﺎرئ اﻟﻤﻘﺎل‪،‬‬ ‫اﻟﻢ ﺗﺴﺎل ﻧﻔﺴﻚ ﻳﻮﻣﺎ آﻴﻒ‬ ‫ﻇﻬﺮت هﺬﻩ اﻟﻤﻮاﻗﻊ اﻟﺘﻲ ﺗﺄﺧﺬ‬ ‫ﻣﻨﻬﺎ ﻣﺎ ﺗﺮﻳﺪ؟ اﻟﻢ ﺗﺴﺎل ﻧﻔﺴﻚ‬ ‫ﻳﻮﻣﺎ آﻴﻒ ﺗﻜﻮﻧﺖ هﺬﻩ اﻟﻤﻨﺘﺪﻳﺎت‬ ‫اﻟﺘﻲ ﺗﺠﺪ ﻓﻴﻬﺎ ﻣﺎ ﺗﺒﺤﺚ ﻋﻨﻪ‬ ‫ﺳﻮاء أن آﻨﺖ ﻃﺎﻟﺐ أو ﺑﺎﺣﺜﺎ أو‬ ‫ﻣﻬﺘﻢ ﻓﻘﻂ؟‬ ‫أي آﺎﻧﺖ اﻹﺟﺎﺑﺔ ﻓﺈﻧﻬﺎ ﻓﻲ آﻞ‬ ‫اﻷﺣﻮال ﺳﻮف ﺗﺘﺤﺪث ﻋﻦ‬ ‫إﺑﺪاﻋﺎت ﻓﺮدﻳﺔ آﻠﻔﺖ أﺻﺤﺎﺑﻬﺎ‬ ‫اﻟﻜﺜﻴﺮ و اﻟﻜﺜﻴﺮ ‪ ،‬ﻣﻨﻬﺎ ﻣﻦ ﻳﺄس‬ ‫و ﺗﺮك ﻣﻮﻗﻌﻪ إﻻ ﻣﻦ ﺑﻌﺾ‬ ‫اﻟﺰوار اﻟﻘﻼﺋﻞ‪ ،‬و اﻟﺒﻌﺾ‬ ‫‪13‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻟﻤﻮﻗﻌﻪ اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﺰوار ﻟﻜﻦ‬ ‫أرهﻘﻪ ﻣﺘﺎﺑﻌﺔ اﻟﻌﻤﻞ ﻓﻴﻪ ﻷن‬ ‫ﺗﻜﺎﻟﻴﻒ اﻟﻨﺸﺄة ﻏﻴﺮ ﺗﻜﺎﻟﻴﻒ‬ ‫اﻟﻨﺠﺎح‪ ،‬ﻟﻴﺪﺧﻞ ﻣﺆﺳﺲ اﻟﻤﻮﻗﻊ‬ ‫أو ﻣﺆﺳﺴﻴﻪ ﻓﻲ ﺳﻠﺴﻠﺔ ﻣﻦ‬ ‫اﻟﻤﺘﻄﻠﺒﺎت اﻟﺘﻲ ﻓﻲ اﻟﻐﺎﻟﺐ‬ ‫ﻳﻌﺠﺰون ﻋﻦ ﺳﺪادهﺎ‪ ،‬و هﻲ‬ ‫إﻣﺎ ﻣﺘﻄﻠﺒﺎت ﻣﺎﻟﻴﺔ و ﻗﺪ أﺗﻘﻞ‬ ‫ﻋﻠﻴﻬﻢ اﻟﺪهﺮ أﻳﻀﺎ‪ ،‬أو ﻣﻦ ﻧﺎﺣﻴﺔ‬ ‫اﻟﻮﻗﺖ ﻻن اﻟﻤﻮﻗﻊ ﻗﺪ آﺒﺮ ‪،‬و ﻣﻦ‬ ‫اﻟﻀﺮوري وﺟﻮد ﻣﺘﺎﺑﻌﺔ أﻓﻀﻞ‬ ‫ﺑﻜﺜﻴﺮ‪ ،‬و هﻨﺎ ﻳﺬآﺮﻧﻲ ذات ﻣﺮة‬ ‫و ﻗﺒﻞ ﺳﻨﻴﻦ ﻋﻨﺪﻣﺎ آﺘﺒﺖ‬ ‫ﻣﻮﺿﻮع ﻓﻲ أﺣﺪ اﻟﻤﻨﺘﺪﻳﺎت‬ ‫اﻟﻤﻬﺘﻤﺔ ﺑﺎﻟﻤﺠﺎل اﻟﺒﺮﻣﺠﻲ ﻟﻢ‬ ‫ﻳﻤﺾ إﻻ ﺳﺎﻋﺎت و ﻗﺪ وﺟﺪت‬ ‫ﺗﻔﺎﻋﻼ ؟ و ﺑﻌﺪ ﻣﻀﻲ وﻗﺖ‬ ‫ﻟﻴﺲ ﺑﺎﻟﻘﺼﻴﺮ ﻋﺪت ﻷﺟﺪ هﺬا‬ ‫اﻟﻤﻨﺘﺪى و ﻗﺪ أﺻﺒﺢ أﻋﻀﺎءﻩ‬ ‫آﺘﺒﺖ‬ ‫ﺑﻌﺸﺮات اﻵﻻف‪،‬‬ ‫إﻟﻴﻪ ﺑﻌﺪ‬ ‫ﻣﻮﺿﻮﻋﺎ ﻷرﺟﻊ‬ ‫أﺳﺒﻮع و ﻟﻢ أﺟﺪ أي رد ﻓﻴﻪ إﻻ‬ ‫ﻣﻦ ﻣﺸﺮف واﺣﺪ‪ ،‬و هﺬا ﻳﻈﻬﺮ‬ ‫ﻣﻘﺪار اﻹرهﺎق اﻟﺬي ﺑﻠﻐﻪ‬ ‫ﻣﺆﺳﺴﻲ اﻟﻤﻮﻗﻊ‪.‬‬ ‫و ﺑﻴﻦ هﺬا و ذﻟﻚ هﻨﺎﻟﻚ اﻟﻜﺜﻴﺮ‬ ‫ﻣﻦ اﻟﺨﺒﺮات و اﻟﺠﻬﻮد ﻣﻨﺘﺸﺮة‬ ‫اﻟﺘﻲ ﺗﺒﺤﺚ ﻋﻦ ﻣﺘﻨﻔﺲ ﻟﻬﺎ ﻟﻜﻲ‬ ‫ﺗﻌﺒﺮ ﻋﻦ ذاﺗﻬﺎ‪ ،‬و ﺗﺴﻬﻢ ﺑﻤﺎ‬

‫ﻳﺘﻮﻓﺮ ﻟﻬﺎ ‪ ،‬اﻟﺒﻌﺾ ﻗﺪ ﻣﺮ‬ ‫ﺑﻤﺮاﺣﻞ ﺗﻜﻮﻳﻦ ﻣﻮﻗﻊ و ﺗﺮآﻪ‪ ،‬و‬ ‫اﻟﺒﻌﺾ اﻵﺧﺮ ﻳﺮﻳﺪ اﻟﺘﻮاﺻﻞ‬ ‫ﻋﻠﻰ ﺷﺒﻜﺔ اﻻﻧﺘﺮﻧﻴﺖ‪ ،‬و ﻣﺎ‬ ‫إﻧﺸﺎء اﻟﻤﻮﻗﻊ أو اﻟﺘﻔﻜﻴﺮ ﻓﻴﻪ إﻻ‬ ‫ﻓﻜﺮة راودت ﻣﻦ ﻟﺪﻳﻬﻢ ﻗﺪرات‬ ‫ﻋﻠﻤﻴﺔ ﻟﻜﻲ ﻳﻌﺒﺮوا ﻋﻦ أﻧﻔﺴﻬﻢ‬ ‫ﺑﻪ؛ وﺳﻂ هﺬا اﻟﺰﺣﺎم ﻣﻦ اﻟﻮاﻗﻊ‬ ‫اﻟﻀﺨﻤﺔ اﻟﺘﻲ ﻳﻤﻼ اﺳﻤﻬﺎ ﻋﻨﺎن‬ ‫اﻟﺴﻤﺎء و ﻳﻌﺮﻓﻬﺎ اﻟﺪاﻧﻲ و‬ ‫اﻟﻘﺎﺿﻲ‪ ،‬و ﻟﻴﺲ هﺬا ﻓﻘﻂ ﺑﻞ إن‬

‫اﻟﻤﺨﺘﺮع اﻟﻬﻨﺪي ﻟﻪ‪ ،‬و هﻨﺎ‬ ‫أﺗﺤﺪث ﻋﻦ ﻣﻮاﻗﻊ أﺻﺒﺤﺖ‬ ‫ﺗﺪار ﺑﻤﻴﺰاﻧﻴﺎت دول‪ ،‬و ﻳﻌﻤﻞ‬ ‫ﻓﻴﻬﺎ اﻵﻻف و ﻳﻄﻠﺐ ودهﺎ‬ ‫اﻟﺠﻤﻴﻊ‪ ،‬و ﻳﺴﺘﻔﻴﺪ ﻣﻨﻬﺎ أﻳﻀﺎ‬ ‫اﻟﺠﻤﻴﻊ‪ ،‬ﻓﻼ ﻳﺨﻔﻰ ﻋﻠﻰ اﺣﺪ‬ ‫آﻴﻒ ﺳﺨﺮ اﻟﻘﻮﻗﻞ اﻟﻤﺼﺪر‬ ‫اﻟﻤﻔﺘﻮح ﻓﻲ اﻟﺒﺤﺚ و ﻃﻮع‬ ‫اﻹﻋﻼن اﻟﻨﺼﻲ ﻟﻴﺠﻨﻲ ﻣﻨﻬﺎ‬ ‫ﻣﺒﺎﻟﻎ ﺧﻴﺎﻟﻴﺔ‪ ،‬وﺳﻂ آﻞ هﺬا‪ ،‬ﻻ‬ ‫ﻧﺮى ﺗﺠﺮﺑﺔ ﻋﺮﺑﻴﺔ‪ ،‬ذات ﻃﺎﺑﻊ‬ ‫ﻓﺮدي ﻗﺪ ﺣﻘﻘﺖ ﻣﻦ اﻟﻨﺠﺎح ﻣﺎ‬ ‫ﻳﺠﻌﻠﻬﺎ ﺗﻨﺎﻓﺲ اﻟﻜﺒﺎر! ﻓﻬﻞ‬ ‫اﺧﺘﻔﻰ اﻹﺑﺪاع أم ﺗﻘﻠﺼﺖ‬ ‫ﻣﺴﺎﺣﺘﻪ و ﻟﻢ ﻳﺘﺮك ﻟﻨﺎ اﻟﻜﺒﺎر‬ ‫ﺷﻲء؟ ﺁم أن هﻲ اﻟﺒﺪاﻳﺔ اﻟﺘﻲ‬ ‫ﺗﺤﺘﺎج إﻟﻰ ﻣﺮاﺟﻌﻪ ﻷﻧﻪ ﻟﻢ ﻳﻌﺪ‬ ‫هﻨﺎﻟﻚ ﻣﻮﺿﻊ ﻟﻠﻤﺠﻬﻮدات‬ ‫اﻟﻔﺮدﻳﺔ ؟‬

‫اﻟﻀﺨﻤﺔ ذات‬ ‫ﻣﻦ اﻟﻤﻮاﻗﻊ‬ ‫اﻟﺼﻴﺖ اﻟﻜﺒﻴﺮ ﻣﻦ ﻳﻌﺮﻓﻪ ﻣﻦ‬ ‫ﻏﻴﺮ ﻣﺘﺼﻔﺤﻲ ﺷﺒﻜﺔ اﻟﻤﻌﻠﻮﻣﺎت‬ ‫اﻟﺪوﻟﻴﺔ أو اﻟﺬﻳﻦ ﻟﻢ ﻳﺘﻌﺎﻣﻠﻮا ﻣﻌﻬﺎ‬ ‫ﻣﻦ ﻗﺒﻞ‪ ،‬و آﻠﻨﺎ ﻳﻌﺮف ﻗﺼﺔ‬ ‫اﻟﻴﺎهﻮ و آﻴﻒ ﻧﺸﺄ ﻣﻦ ﺷﺨﺼﻴﻦ‬ ‫أﻳﻀﺎ‬ ‫و‬ ‫اﻟﺒﺪاﻳﺔ‪،‬‬ ‫ﻓﻲ‬ ‫ﻗﺼﺔ‬ ‫ﺑﺮﻳﺪ ‪ hotmail‬و‬ ‫‪14‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

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‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺻﺪر ﺣﺪﻳﺜﺎ‬

‫ﺿﺒﻂ اﻟﺠﻮدة‬

‫‪ISO‬‬

‫ﻋﻥ ﺍﻟﻤﺅﻟﻑ‬ ‫ﻳﻌﻤﻞ ﺩ‪ .‬ﳏﻤﺪ ﺃﲪﺪ ﻋﻴﺸﻮﱐ ﺣﺎﻟﻴﺎ ﺃﺳﺘﺎﺫﺍ ﻣﺴﺎﻋﺪﺍ ﻭﺭﺋﻴﺴـﺎ‬

‫ﺤﻭل ﺍﻟﻜﺘﺎﺏ‬

‫ﻟﻘﺴﻢ ﺍﻟﺘﻘﻨﻴﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﺑﺎﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﲝﺎﺋﻞ ﺑﺎﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ‬ ‫ﺍﻟﺴﻌﻮﺩﻳﺔ‪ .‬ﻋﻤﻞ ﻗﺒﻠﻬﺎ ﺃﺳﺘﺎﺫﺍ ﻣﺴﺎﻋﺪﺍ ) ‪1996 -1992‬ﻡ(‬ ‫ﰒ ﺃﺳﺘﺎﺫﺍ ﻣﺸﺎﺭﻛﺎ )‪2001-1996‬ﻡ( ﰲ ﻛﻠﻴﺔ ﺍﳍﻨـﺪﺳـﺔ‬ ‫ﲜﺎﻣﻌﺔ ﻣﺴﺘﻐﺎﱎ ﺑﺎﳉﺰﺍﺋﺮ‪ .‬ﺣﺼﻞ ﺍﳌﺆﻟﻒ ﻋﻠـﻰ ﺷـﻬـﺎﺩﺓ‬ ‫ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﰲ ﺍﳍﻨﺪﺳﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﻭﻋﻠﻮﻡ ﺍﻟﻄﲑﺍﻥ ﻣﻦ ﺟﺎﻣﻌـﺔ‬ ‫ﺻﺎﻟﻔﺮﺩ ﺑﱪﻳﻄﺎﻧﻴﺎ ﺳﻨﺔ ‪1992‬ﻡ ﻭﺗﻮﱃ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻨﺎﺻـﺐ‬ ‫ﺍﻷﻛﺎﺩﳝﻴﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﻟﻘﻴﺎﺩﻱ ﻣﻨﻬﺎ ﻧﺎﺋﺒﺎ ﻟﺮﺋﻴﺲ ﺟﺎﻣـﻌـﺔ‬ ‫ﻣﺴﺘﻐﺎﱎ ﻣﻜﻠﻔﺎ ﺑﺎﻟﺪﺭﺍﺳﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻭ ﺍﻟﺒﺤﺚ ﺍﻟـﻌـﻠـﻤـﻲ‬ ‫ﻭﺍﻟﻌﻼﻗﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ ) ‪2001 -1993‬ﻡ( ﻭﻣﺪﻳﺮﺍ ﻟﻮﺣـﺪﺓ‬ ‫ﺍﳉﻮﺩﺓ ﺑﺎﻟﻜﻠﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﲝﺎﺋﻞ )‪2007-2006‬ﻡ(‪ .‬ﺃﺷﺮﻑ ﺩ‪.‬‬ ‫ﳏﻤﺪ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺭﺳﺎﺋﻞ ﺍﻟﺪﻛﺘﻮﺭﺍﻩ ﻭ ﺍﳌﺎﺟﺴﺘﲑ ﻭﻧﺸـﺮ‬ ‫ﺃﻛﺜﺮ ﻣﻦ ﺛﻼﺛﲔ ﻭﺭﻗﺔ ﲝﺚ ﰲ ﳎﻼﺕ ﻋﻠﻤﻴﺔ ﳏﻜﻤﺔ ﻭﺣﺎﺿﺮ‬ ‫ﰲ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺆﲤﺮﺍﺕ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻟﻮﻻﻳﺎﺕ ﺍﳌـﺘـﺤـﺪﺓ‬ ‫ﺍﻷﻣﺮﻳﻜﻴﺔ ﻭ ﻛﻨﺪﺍ ﻭ ﺑﺮﻳﻄﺎﻧﻴﺎ ﻭ ﺃﳌﺎﻧﻴﺎ ﻭ ﻓﺮﻧﺴﺎ ﻭﺍﳉـﺰﺍﺋـﺮ‬ ‫ﻭﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ‪ .‬ﻟﻠﻤﺆﻟﻒ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺸﺎﺭﻛﺎﺕ‬ ‫ﰲ ﳉﺎﻥ ﻋﻠﻤﻴﺔ ﻭ ﺍﺳﺘﺸﺎﺭﻳﺔ ﻭﻃﻨﻴﺔ ﰲ ﳎﺎﻝ ﺍﻟﺘﻘﻴﻴﺲ ﻭﻧﻈـﻢ‬ ‫اﻟﺪآﺘﻮر ﻣﺤﻤﺪ ﻋﺸﻴﻮﻧﻲ‬ ‫ﻋﻀﻮ اﻟﻬﻴﺌﺔ اﻻﺳﺘﺸﺎرﻳﺔ ﻟﻤﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬ ‫اﻟﻤﻮﻗﻊ اﻟﺸﺨﺼﻲ‬ ‫‪http://aichouni.tripod.com‬‬

‫ﺍﳉﻮﺩﺓ ﰲ ﻛﻞ ﻣﻦ ﺍﳉﺰﺍﺋﺮ ) ﺍﻟﻠﺠﻨﺔ ﺍﻟﻮﻃﻨﻴﺔ ﻟﻠﻘـﻴـﺎﺳـﺎﺕ‬ ‫ﺍﻟﻘﺎﻧﻮﻧﻴﺔ ﺍﻟﻌﺎﻣﻠﺔ ﲢﺖ ﻣﻈﻠﺔ ﻭﺯﺍﺭﺓ ﺍﻟﺼﻨﺎﻋﺔ ﻭ ﺍﻟﻠﺠﻨﺔ ﺍﻟﻮﻃﻨﻴﺔ‬ ‫ﻟﺘﻄﻮﻳﺮ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ ﺍﻟﺘﺎﺑﻌﺔ ﻟﻮﺯﺍﺭﺓ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﻌﺎﱄ ﻭﺍﻟﺒﺤﺚ‬ ‫ﺍﻟﻌﻠﻤﻲ( ﻭ ﰲ ﺍﳌﻤﻠﻜﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻌﻮﺩﻳﺔ ) ﺍﳌﺆﺳﺴﺔ ﺍﻟﻌـﺎﻣـﺔ‬ ‫ﻟﻠﺘﻌﻠﻴﻢ ﺍﻟﻔﲏ ﻭ ﺍﻟﺘﺪﺭﻳﺐ ﺍﳌﻬﲏ ﻭ ﻣﺪﻳﻨﺔ ﺍﳌﻠﻚ ﻋﺒﺪ ﺍﻟﻌﺰﻳـﺰ‬ ‫ﻟﻠﻌﻠﻮﻡ ﻭ ﺍﻟﺘﻘﻨﻴﺔ(‪ .‬ﻛﻤﺎ ﺃﻋﻄﻰ ﻋﺪﺓ ﺩﻭﺭﺍﺕ ﺗﺪﺭﻳﺒﻴﺔ ﰲ ﳎـﺎﻝ‬ ‫ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ ﻭ ﺍﻟﺘﻘﻴﻴﺲ ﻟﻠﻤﻬﻨﺪﺳﲔ ﺍﻟﺼﻨﺎﻋﻴﲔ ﻭ ﺍﳌﺴﲑﻳـﻦ‬

‫ﻳﺘﻨﺎﻭﻝ ﺍﻟﻜﺘﺎﺏ ﺍﻷﺳﺲ ﺍﻟﻌﻠﻤـﻴـﺔ ﻹﺩﺍﺭﺓ‬ ‫ﺍﳉﻮﺩﺓ ﺍﻟﺸﺎﻣـﻠـﺔ )‬

‫‪Total Quality‬‬

‫‪ (Management‬ﻣﻊ ﺍﻹﺳﻬﺎﺏ ﰲ ﺗﻘـﺪﱘ‬

‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺴﺒﻊ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺠﻮﺩﺓ )‬

‫‪ (Seven Basic Quality Tools‬ﺍﻟﱵ ﲤﺜﻞ‬

‫ﺍﶈﻮﺭ ﺍﻷﺳﺎﺱ ﻟﻀﺒﻂ ﺍﳉﻮﺩﺓ‬

‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻹﻧﺘﺎﺟﻴﺔ )‪(Manufacturing‬‬ ‫ﻭﺍﳋﺪﻣﻴﺔ )‪.(Services‬‬

‫ﺍﻟﻜﺘﺎﺏ ﻣﻮﺟﻪ ﻟﻄﻠﺒﺔ ﻛﻠﻴﺎﺕ ﺍﳍﻨـﺪﺳـﺔ‬ ‫ﻭﺍﻹﺩﺍﺭﺓ ﻭ ﺍﻟﻄﺐ ﰲ ﺍﳉﺎﻣﻌﺎﺕ ﻭﺍﻟﻜﻠﻴﺎﺕ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ ﻭﻓﺌﺔ ﺍﻟﺒﺎﺣﺜﲔ ﺍﻷﻛﺎﺩﳝﻴﲔ ﰲ ﳎـﺎﻝ‬ ‫ﺇﺩﺍﺭﺓ ﺍﳉﻮﺩﺓ‪ ،‬ﻭﻛﺬﻟﻚ ﻟﻔﺌﺔ ﺍﳌﻬﻨـﺪﺳـﲔ‬

‫ﺍﻟﺼﻨﺎﻋﻴﲔ ﻭ ﺍﳌﻮﻇﻔﲔ ﻭﺍﻟﻘﻴﺎﺩﺍﺕ ﺍﻹﺩﺍﺭﻳﺔ‬

‫ﰲ ﺍﳌﺆﺳﺴﺎﺕ ﺍﻟﺬﻳﻦ ﺳﻴﺠﺪﻭﻥ ﻓﻴﻪ ﺩﻋﻤـﺎ‬ ‫ﻟﱪﺍﳎﻬﻢ ﺍﳍﺎﺩﻓﺔ ﺇﱃ ﲢﺴﲔ ﺍﻟﻌﻤـﻠـﻴـﺎﺕ‬

‫)‬

‫‪Process‬‬

‫‪Continuous‬‬

‫‪ (Improvement‬ﻭ ﲢﻘﻴﻖ ﺍﻟﺘﻤﻴـﺰ ﰲ‬ ‫ﺍﻷﺩﺍﺀ‪.‬‬

‫‪15‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫) ‪Quality‬‬

‫‪ (Control‬ﻣﻊ ﺗﻄﺒﻴﻘﺎ‪‬ﺎ ﰲ ﻣﺮﺍﻗﺒﺔ ﻭ ﲢﺴﲔ‬

‫ﺍﻹﺩﺍﺭﻳﲔ‪.‬‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪The‬‬

‫‪www.tech.nical.ly‬‬

‫‪@ @…ìþa@kçˆÛa@óÜÇ@Ššþa@kçˆÛa@ñ‰ìq‬‬ ‫اﻟﻤﻬﻨﺪس ﻣﻬﻨﺪ إﺑﺮاهﻴﻢ اﻟﻜﺎﻃﻊ‬ ‫‪Shrabe2002@hotmail.com‬‬

‫اﻟﺬهﺐ اﻷﺧﻀﺮ ﺗﺴ ﻤ ﻴ ﺔ أﻃ ﻠ ﻘ ﺖ‬ ‫ﺣ ﺪﻳ ﺜ ًﺎ ﻋ ﻠ ﻰ اﻟ ﻮﻗ ﻮد اﻟ ﺤ ﻴ ﻮي‬ ‫اﻟﻤﺴﺘﺨﺮج ﻣﻦ ﺑ ﺬور اﻟ ﻨ ﺒ ﺎﺗ ﺎت‬ ‫اﻟﺰﻳﺘﻴﺔ آ ﺎﻟ ﻠ ﻔ ﺖ واﻟ ﺬرة وﻋ ﺒ ﺎد‬ ‫اﻟﺸﻤﺲ واﻟﺒﻦ وأﺷﺠ ﺎر اﻟ ﻨ ﺨ ﻴ ﻞ‬ ‫أو ﻣﻦ ﻗﺼﺐ اﻟﺴﻜﺮ أو ﺷ ﺠ ﻴ ﺮة‬ ‫اﻟ ﻴ ﺎﺗ ﺮوﻓ ﺎ اﻟ ﻬ ﻨ ﺪﻳ ﺔ ‪ ،‬وﺗ ﻌ ﺎﻟ ﺖ‬ ‫اﻷﺻﻮات اﻟﻤﺆﻳﺪة ﻻﺳﺘﺨ ﺪام ه ﺬا‬ ‫اﻟ ﻮﻗ ﻮد ﻓ ﻲ اﻟﺴ ﻨ ﻮات اﻷﺧ ﻴ ﺮة‬ ‫ﻻ ﻣ ﻦ اﻟ ﻮﻗ ﻮد اﻷﺣ ﻔ ﻮري‬ ‫ﺑﺪ ً‬ ‫اﻟﺘﻘﻠﻴﺪي ‪ ،‬وﻋ ﻘ ﺪت ﻣ ﺆﺗ ﻤ ﺮات‬ ‫ﻋ ﻠ ﻰ ﻣﺴ ﺘ ﻮى اﻟ ﻌ ﺎﻟ ﻢ ﺗ ﻨ ﺎﻗ ﺶ‬ ‫اﻟﻤﺨﺎﻃ ﺮ اﻟ ﺘ ﻲ ﻳ ﺘ ﻌ ﺮض ﻟ ﻬ ﺎ‬ ‫آﻮآﺐ اﻷرض ﺑﺴ ﺒ ﺐ اﻟ ﻮﻗ ﻮد‬ ‫اﻷﺣﻔﻮري ﻣ ﺒ ﻴ ﻨ ﺔ ﻓ ﻲ اﻟ ﻮﻗ ﺖ‬ ‫ذاﺗﻪ أهﻤﻴ ﺔ اﺳ ﺘ ﺨ ﺪام اﻟ ﻮﻗ ﻮد‬ ‫اﻟﺤﻴﻮي آﺒﺪﻳﻞ ﻟﻠﻨﻔﻂ ‪ ،‬وﻳ ﻌ ﻮد‬ ‫هﺬا آﻠ ﻪ إﻟ ﻰ ﺗ ﻔ ﺎﻗ ﻢ اﻟ ﻤ ﺸ ﻜ ﻠ ﺔ‬ ‫اﻟﺒﻴﺌﻴﺔ وﺗﻐﻴﺮ اﻟﻤﻨﺎخ واﻻرﺗ ﻔ ﺎع‬ ‫اﻟﻐﻴﺮ ﻣﺴ ﺒ ﻮق ﻟ ﺪرﺟ ﺔ ﺣ ﺮارة‬ ‫اﻷرض أو ﻣ ﺎ ﺑ ﺎت ﻳ ﻌ ﺮف‬ ‫ﺑ ﺎﻻﺣ ﺘ ﺒ ﺎس اﻟ ﺤ ﺮاري ‪ ،‬اﻷﻣ ﺮ‬ ‫اﻟﺬي أﺳﻬﻢ ﻓﻲ اﻧﻘﺮاض ﻋﺪد ﻣ ﻦ‬ ‫اﻟ ﺤ ﻴ ﻮاﻧ ﺎت اﻟ ﺒ ﺮﻳ ﺔ وﻳ ﻬ ﺪد‬ ‫ﺑﺎﻧﻘﺮاض ﺣﻴﻮاﻧﺎت أﺧﺮى ‪ ،‬آ ﻤ ﺎ‬ ‫وأﺳﻬ ﻢ ﺑ ﺘ ﺰاﻳ ﺪ ﻋ ﺪد اﻟ ﺤ ﺸ ﺮات‬ ‫اﻟﻀﺎرة واﻟﺒ ﻜ ﺘ ﻴ ﺮﻳ ﺎ أﺿ ﻒ إﻟ ﻰ‬ ‫ذﻟﻚ اﻟﻀﺮر اﻟﺬي ﻟﺤ ﻖ ﺑﺼ ﺤ ﺔ‬ ‫اﻹﻧﺴﺎن ﻋﻠﻰ ﻣﺪى اﻟﺴﻨﻴ ﻦ ﺟ ﺮاء‬

‫هﺬا اﻟﺘﻐﻴﺮ‪.‬‬ ‫ﻓﺎﻟﻐﺎزات اﻟﺴﺎﻣﺔ اﻟﻤ ﻨ ﺒ ﻌ ﺜ ﺔ ﻣ ﻦ‬ ‫اﺣﺘﺮاق اﻟﻮﻗﻮد اﻷﺣ ﻔ ﻮري ﻓ ﻲ‬ ‫ﻣ ﺎآ ﻴ ﻨ ﺎت اﻟﺴ ﻴ ﺎرات و ﻣ ﻦ‬ ‫اﻟﻤﻌﺎﻣﻞ واﻟﻤﺼﺎﻧ ﻊ واﻟ ﻤ ﺘ ﻤ ﺜ ﻠ ﺔ‬ ‫ﺑﻐﺎزات ﺗﺤﻮي أرﺑﻊ ﺳﻤﻮم أهﻤﻬﺎ‬ ‫أول وﺛ ﺎﻧ ﻲ أوآﺴ ﻴ ﺪ اﻟ ﻜ ﺮﺑ ﻮن‬ ‫)اﻟﻘﺎﺗﻞ اﻟﺼﺎﻣﺖ( ﻏﺎزًا ﺳﺎﻣًﺎ ﺟ ﺪًا‬

‫وﻟ ﻪ ﺧ ﺎﺻ ﻴ ﺔ اﻻﺗ ﺤ ﺎد ﻣ ﻊ ﻣ ﺎدة‬ ‫)اﻟﻬﻴﻤﻮﺟﻠﻮﺑﻴﻦ( ﻓﻲ اﻟ ﺪم ﺑ ﻤ ﻌ ﺪل‬ ‫)‪ (200‬ﻣﺮة أآﺜﺮ ﻣﻦ اﻷآﺴ ﺠ ﻴ ﻦ‬ ‫ﻣﻤﺎ ﻳﺘ ﺴ ﺒ ﺐ ﻓ ﻲ إﻋ ﺎﻗ ﺔ وﻇ ﻴ ﻔ ﺔ‬ ‫اﻷآﺴﺠﻴﻦ ﻓﻲ اﻟﺪم وﻳ ﺤ ﻮ ﻟ ﻪ إﻟ ﻰ‬ ‫أآﺴﻴﺪ آ ﺮﺑ ﻮن اﻟ ﻬ ﻴ ﻤ ﻮﺟ ﻠ ﻮﺑ ﻴ ﻦ‬ ‫وﺗﺤﺪث اﻟﻮﻓﺎة ‪ ،‬وه ﺬﻩ اﻟ ﻐ ﺎزات‬ ‫ﺗﺴﺎهﻢ ﺑﺸﻜ ﻞ آ ﺒ ﻴ ﺮ ﻓ ﻲ ارﺗ ﻔ ﺎع‬ ‫درﺟﺔ ﺣﺮارة اﻷرض ) ‪Global‬‬

‫‪ ، (warming‬اﻷﻣﺮ اﻟﺬي ﻣ ﻦ‬ ‫ﺷ ﺄﻧ ﻪ أن ﻳ ﺆدي إﻟ ﻰ ارﺗ ﻔ ﺎع‬ ‫ﻣﻨﺴﻮب ﻣﻴﺎﻩ اﻟﺒﺤﺎر واﻟﻤﺤﻴ ﻄ ﺎت‬ ‫ﻧﻈﺮًا ﻟﺬوﺑﺎن أﻗﻄﺎب اﻟﺠﻠﻴﺪ ‪ ،‬ﻣﻤ ﺎ‬ ‫ﻳﺸﻜﻞ ﺗ ﻬ ﺪﻳ ﺪًا ﺣ ﻘ ﻴ ﻘ ﻴ ًﺎ ﺑ ﺈﻏ ﺮاق‬ ‫ﻣﺴﺎﺣﺎت ﺷﺎﺳﻌﺔ ﻣ ﻦ أراﺿ ﻲ‬ ‫ﻗﺎرات اﻟﻤﻌﻤﻮرة ‪ ،‬ﺣﻴﺚ ﺗ ﺆآ ﺪ‬ ‫دراﺳﺔ أﻋﺪﺗﻬ ﺎ ﺴﻭﺴﻤـﻴـﺘـﺎ‬ ‫ﺩﺍﺴﺠﻭﺒﺘﺎ اﻟﺨﺒﻴﺮة اﻻﻗﺘ ﺼ ﺎدﻳ ﺔ‬ ‫ﻓ ﻲ اﻟ ﺒ ﻨ ﻚ اﻟ ﺪوﻟ ﻲ أن زﻳ ﺎدة‬ ‫ﺑﺴﻴ ﻄ ﺔ ﻓ ﻲ ارﺗ ﻔ ﺎع ﻣ ﻨ ﺴ ﻮب‬ ‫ﻣﻴﺎﻩ اﻟﺒﺤﺎر ﻗﺪ ﺗﺤﻮل زهﺎء ‪56‬‬ ‫ﻣ ﻠ ﻴ ﻮن إﻧﺴ ﺎن ﻓ ﻲ اﻟ ﺒ ﻠ ﺪان‬ ‫اﻟﻨﺎﻣﻴﺔ إﻟ ﻰ ﻻﺟ ﺌ ﻴ ﻦ ‪ ،‬ﻓ ﻌ ﻠ ﻰ‬ ‫ﺳﺒﻴﻞ اﻟﻤﺜﺎل ﻓﺄن ﻤﺴـﺘـﻭﻯ‬ ‫ﻤﻴﺎﻩ ﺍﻟﺒﺤﺎﺭ ﺇﺫﺍ ﺍﺭﺘﻔﻊ ﺒﻨﺴﺒـﺔ‬ ‫ﻗﻠﻴﻠﺔ ﺘﺼل ﻟﺯﻫﺎﺀ ‪ 39‬ﺒﻭﺼـﺔ‬ ‫) ﻤﺘﺭ ﻭﺍﺤﺩ( ﻓﺈﻥ ﺍﻟﻤﻴﺎﻩ ﻴﻤﻜﻥ ﺃﻥ‬ ‫ﺘﻐﻤﺭ ﺭﺒﻊ ﺩﻟﺘﺎ ﺍﻟﻨﻴل ﺍﻟﻜﺜﻴـﻔـﺔ‬ ‫ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﻤﺼﺭ!‬ ‫وﺗﺸ ﻴ ﺮ اﻷرﻗ ﺎم اﻟ ﺘ ﻲ ﺗ ﻘ ﺪﻣ ﻬ ﺎ‬ ‫ﺟﻤﺎﻋﺎت اﻟﺪﻓﺎع ﻋﻦ اﻟ ﺒ ﻴ ﺌ ﺔ ﺑ ﺄن‬ ‫اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة ﺗﺴ ﺎه ﻢ ﺑ ﻨ ﺴ ﺒ ﺔ‬ ‫‪ 24‬ﺑﺎﻟﻤ ﺎﺋ ﺔ ﻣ ﻦ ﻧﺴ ﺒ ﺔ اﻟ ﻐ ﺎزات‬ ‫اﻟﻤﻨﺒﻌﺜﺔ واﻟﻤﺴﺎهﻤﺔ ﻓ ﻲ ارﺗ ﻔ ﺎع‬ ‫‪16‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﺘﻘﻨﻴﺔ‬ ‫اﻟﺴﺎﺑﻊ‬ ‫اﻟﻌﺪدﻣﺠﻠﺔ‬

‫اﻟﺴﺎﺑﻊ‬ ‫اﻟﻌﺪداﻟﺜﺎﻧﻴﺔ‬ ‫اﻟﺴﻨﺔ‬

‫‪www.tech.nical.ly‬‬ ‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫درﺟ ﺔ ﺣ ﺮارة اﻷرض ‪ ،‬ﻋ ﻠ ﻰ‬ ‫اﻟ ﺮﻏ ﻢ ﻣ ﻦ أن ﻋ ﺪد ﺳ ﻜ ﺎن‬ ‫اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤ ﺪة ﻳ ﻤ ﺜ ﻞ ﻓ ﻘ ﻂ ‪4‬‬ ‫ﺑ ﺎﻟ ﻤ ﺎﺋ ﺔ ﻣ ﻦ ﻣ ﺠ ﻤ ﻮع ﺳ ﻜ ﺎن‬ ‫اﻷرض ‪.‬‬ ‫وﺗ ﺠ ﺪر اﻹﺷ ﺎرة ﺑ ﺄن اﻟ ﻐ ﺎزات‬ ‫اﻟﻤﻨﺒﻌﺜﺔ ﻣﻦ اﻟﻮﻗﻮد اﻷﺣﻔﻮري ﻻ‬

‫ﺗﺘﻤﺜﻞ ﻓﻘﻂ ﻓﻲ أول وﺛﺎﻧﻲ أآﺴ ﻴ ﺪ‬ ‫اﻟﻜ ﺮﺑ ﻮن واﻟ ﺘ ﻲ ﻣ ﻦ ﺷ ﺄﻧ ﻬ ﺎ أن‬ ‫ﺗﺆﺛﺮ ﺳﻠﺒًﺎ ﻋﻠﻰ اﻟﺒﻴﺌﺔ واﻹﻧﺴﺎن و‬ ‫اﻟﻤﻨﺎخ ‪ ،‬ﻓﻬﻨﺎﻟﻚ اﻧﺒﻌﺎﺛ ﺎت أﺧ ﺮى‬ ‫ﺿﺎرة وﺧﻄﻴﺮة أﻳﻀًﺎ ﻋﻠﻰ اﻟﺒﻴﺌ ﺔ‬ ‫واﻹﻧﺴﺎن وﻣﻨﻬﺎ ﻏﺎز ﺛﺎﻧﻲ أآﺴ ﻴ ﺪ‬ ‫اﻟﻜﺒﺮﻳﺖ اﻟﻤﻨﺒﻌ ﺚ واﻟ ﺬي ﻳﺴ ﺒ ﺐ‬ ‫ﺗﺂآﻞ اﻟﻤﺒﺎﻧﻲ وﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺻ ﺪأ‬ ‫اﻟﻤﻌﺎدن آﻤﺎ ﻳﺸﻜﻞ أﻳﻀًﺎ اﻟﺴﺒﺐ‬ ‫اﻟﺮﺋﻴﺴﻲ ﻓﻲ اﻷﻣﻄﺎر اﻟﺤ ﻤ ﻀ ﻴ ﺔ‬ ‫اﻟﺘﻲ ﺗﺘﺴﺎﻗﻂ ﻋﻠﻰ آﺜﻴﺮ ﻣﻦ اﻟﺪول‬ ‫ﻣﺴﺒ ﺒ ﺔ ﺗ ﻠ ﻮث اﻟ ﺘ ﺮﺑ ﺔ واﻟ ﻤ ﻴ ﺎﻩ‬ ‫واﻟ ﺒ ﺤ ﻴ ﺮات ‪ ،‬وﻗ ﺪ ﺗ ﺆدي ﻓ ﻲ‬ ‫ﺑ ﻌ ﺾ اﻷﺣ ﻴ ﺎن إﻟ ﻰ وﻓ ﺎة‬ ‫اﻟﻤﺼﺎﺑ ﻴ ﻦ ﺑ ﻬ ﺎ ﺑﺴ ﺒ ﺐ ﺣ ﺪوث‬ ‫ﻣﺸﺎآﻞ ﻓﻲ اﻟﺠﻬﺎز اﻟﺘﻨﻔﺴ ﻲ أﺛ ﺮ‬ ‫ذﻟﻚ ‪ ،‬وهﻨﺎك أﻳﻀ ًﺎ ﺑ ﺮوﻣ ﻴ ﺪ‬ ‫اﻟﺮﺻﺎص اﻟﻤﺼﺎﺣﺐ اﻟﻤﺘﻄﺎﻳﺮ‬ ‫ﻣﻊ ﻏ ﺎزات اﻟ ﻌ ﺎدم واﻟ ﺬي ﻟ ﻪ‬ ‫ﺿﺮر ﺑﺎﻟﻎ ﻋﻠﻰ اﻹﻧﺴﺎن ‪.‬‬ ‫أن آ ﻞ ﻣ ﺎ ذآ ﺮﻧ ﺎﻩ ﺳ ﺎﺑ ﻘ ًﺎ ﻣ ﻦ‬ ‫ﻣ ﺨ ﺎﻃ ﺮ ﻣ ﺨ ﻠ ﻔ ﺎت اﻟ ﻮﻗ ﻮد‬ ‫اﻷﺣ ﻔ ﻮري أﺿ ﻒ إﻟ ﻰ ذﻟ ﻚ‬

‫ارﺗﻔﺎع اﻷﺳ ﻌ ﺎر اﻟ ﻤ ﺘ ﺰاﻳ ﺪ ﻓ ﻲ‬ ‫اﻟ ﻨ ﻔ ﻂ واﻟ ﺬي أﺻ ﺒ ﺢ ﺳ ﻌ ﺮﻩ‬ ‫ﻣﺮﺗﺒﻄًﺎ ﺑﺎﻟﺘﻐﻴﺮات ﻋ ﻠ ﻰ اﻟﺴ ﺎﺣ ﺔ‬ ‫اﻟﺴ ﻴ ﺎﺳ ﻴ ﺔ ‪ ،‬ه ﺬا ﻧ ﺎه ﻴ ﻚ ﻋ ﻦ‬ ‫اﻹﺷ ﺎرات اﻟ ﻤ ﺘ ﺰاﻳ ﺪة واﻟ ﺘ ﻲ‬ ‫ﺗ ﺘ ﺤ ﺪث ﻋ ﻦ اﻗ ﺘ ﺮاب ﻧﻀ ﻮب‬ ‫اﻟﻨﻔﻂ ﺧﻼل ﻋ ﻘ ﺪﻳ ﻦ ﻣ ﻦ اﻟ ﺰﻣ ﻦ‬ ‫آﻞ ذﻟ ﻚ دﻋ ﺎ إﻟ ﻰ اﻹﺳ ﺮاع ﻓ ﻲ‬ ‫اﻟﺒﺤﺚ ﻋﻦ اﻟﺒﺪاﺋﻞ ﻟﻬﺬا اﻟﻮﻗﻮد ‪،‬‬ ‫وﻗﺪ ﺗﻤﻜﻦ اﻟﺒﺎﺣﺜﻴﻦ ﻣﻦ أﻳﺠﺎد ﻋﺪة‬ ‫ﺑﺪاﺋﻞ وﻣﻦ أهﻤﻬﺎ اﻟﻄﺎﻗﺔ اﻟﺸﻤﺴﻴﺔ‬ ‫واﻟﺨﻼﻳﺎ اﻟﻬﻴﺪروﺟﻴ ﻨ ﻴ ﺔ ‪ ،‬إﻻ أن‬ ‫اﺳﺘﺨﺪاﻣﻬﺎ ﻻ ﻳﺰال ﻣﻘﻴﺪًا ﺑﺴ ﺒ ﺐ‬ ‫اﻟﺘﻜﻠﻔﺔ اﻟﺒﺎهﻈﺔ وﻷﻧ ﻬ ﺎ ﻣ ﺎ ﺗ ﺰال‬ ‫ﻗﻴﺪ اﻻﺧﺘﺒﺎر ‪.‬‬ ‫وﻟﻜﻦ اﻵن ﺗﻢ أﻳﺠﺎد اﻟﺒﺪﻳﻞ واﻟ ﺬي‬ ‫ﻳ ﻤ ﻜ ﻦ اﺳ ﺘ ﺨ ﺪاﻣ ﻪ ﻋ ﻠ ﻰ ﻧ ﻄ ﺎق‬ ‫واﺳﻊ ‪ ،‬وهﻮ ﻓﻲ ﻣ ﺘ ﻨ ﺎول اﻏ ﻠ ﺐ‬ ‫دول اﻟﻌﺎﻟﻢ ‪ ،‬اﻧﻪ اﻟﻮﻗﻮد اﻟ ﺤ ﻴ ﻮي‬ ‫)اﻟﺬهﺐ اﻷﺧﻀﺮ ( ‪ ،‬وه ﻮ آ ﻤ ﺎ‬ ‫ذآ ﺮﻧ ﺎ ﺳ ﺒ ﺎﻗ ًُﺎ ﻳﺴ ﺘ ﺨ ﺮج ﻣ ﻦ‬ ‫اﻟﻨﺒﺎﺗﺎت وﻳﺘﺨﺬ هﺬا اﻟﻮﻗﻮد ﺷﻜﻠﻴﻦ‬ ‫اﻷول هﻮ اﻷﻳﺜﺎﻧﻮل واﻟﻤﺴ ﺘ ﺨ ﺮج‬ ‫ﻣ ﻦ ﻗﺼ ﺐ اﻟﺴ ﻜ ﺮ أو اﻟ ﺤ ﺒ ﻮب‬ ‫واﻟﺜﺎﻧﻲ هﻮ ﻣ ﺎ ﻳ ﻌ ﺮف ﺑ ﺎﻟ ﺪﻳ ﺰل‬ ‫اﻟﺤﻴﻮي واﻟﻤﺴﺘﺨﺮج ﻣ ﻦ اﻟ ﺒ ﺬور‬ ‫اﻟﺰﻳﺘﻴﺔ‪.‬‬

‫ﺗﻨﺒﺆ اﻟﺒﺮازﻳﻞ ﻣ ﺮآ ﺰًا ه ﺎﻣ ًﺎ ﻓ ﻲ‬ ‫ﺳﻮق اﻟﻮﻗﻮد اﻟ ﺤ ﻴ ﻮي ﺑ ﺈﻧ ﺘ ﺎﺟ ﻬ ﺎ‬ ‫اﻟﻀﺨ ﻢ ﻣ ﻦ اﻟﺸ ﻜ ﻞ اﻷول ﻣ ﻨ ﻪ‬ ‫واﻟ ﻤ ﺘ ﻤ ﺜ ﻞ ﺑ ﺎﻷﻳ ﺜ ﺎﻧ ﻮل ﺣ ﻴ ﺚ‬ ‫ﺗﺴﺘﺨﺪم اﻟﺒﺮازﻳﻞ ‪ 13‬ﻣﻠ ﻴ ﺎر ﻟ ﺘ ﺮ‬ ‫ﺳﻨﻮﻳًﺎ ﻣ ﻦ ه ﺬا اﻟ ﻮﻗ ﻮد ﻣ ﺤ ﻠ ﻴ ًﺎ‬ ‫وﺗﻘﻮم ﺑﺘﺼﺪﻳﺮ أآﺜﺮ ﻣﻦ ﻣﻠﻴﺎرﻳ ﻦ‬ ‫ﻟ ﺘ ﺮ ﻣ ﻨ ﻪ ‪ ،‬وﻳ ﺘ ﻮﻗ ﻊ أن ﺗﺼ ﻞ‬ ‫ﺻﺎدراﺗﻬﺎ إﻟ ﻰ ﻋﺸ ﺮة ﻣ ﻠ ﻴ ﺎرات‬ ‫ﻓ ﻲ ﻏﻀ ﻮن اﻟﺴ ﻨ ﻮات اﻟ ﻘ ﻠ ﻴ ﻠ ﺔ‬ ‫اﻟﻘ ﺎدﻣ ﺔ ‪ ،‬واﻟ ﺠ ﺪﻳ ﺮ ﺑ ﺎﻟ ﺬآ ﺮ أن‬ ‫اﻟ ﺒ ﺮازﻳ ﻞ ﺗﺸ ﻬ ﺪ ﺑ ﻨ ﺎء ﻣﺼ ﻨ ﻊ‬ ‫ﻟﺘﻘﻄﻴﺮ اﻷﻳﺜﺎﻧﻮل آﻞ ﺷﻬﺮ ‪ ،‬وﻣﻦ‬ ‫اﻟﺒﺮازﻳﻞ ﻧﻨﺘﻘﻞ إﻟﻰ ﺳﻮرﻳﺎ ﺣ ﻴ ﺚ‬ ‫أوﻟﺖ اﻟﺠﻬﻮرﻳﺔ اﻟﻌﺮﺑﻴﺔ اﻟﺴﻮرﻳ ﺔ‬ ‫اهﺘﻤﺎﻣﺎ ﺧﺎﺻًﺎ ﺑﺎﻟ ﻮﻗ ﻮد اﻟ ﺤ ﻴ ﻮي‬ ‫ﺑﻌﺪ اﻧﺨﻔﺎض ﻣﺴﺘﻮى أﻧﺘﺎﺟﻬﺎ ﻣ ﻦ‬ ‫اﻟﻨﻔﻂ ﻟﻴﺼﻞ إﻟﻰ أدﻧﻰ ﻣﺴﺘﻮى ﻟ ﻪ‬ ‫ﻣﻨﺬ أآﺜﺮ ﻣﻦ ﺛﻼﺛﻴﻦ ﻋ ﺎﻣ ًﺎ ‪ ،‬ﻓ ﻘ ﺪ‬ ‫ﻗﺎﻣﺖ وزارة اﻟﻨﻘﻞ ﺑﺘﻮﻗﻴﻊ ﻣﺬآ ﺮة‬ ‫ﺗ ﻔ ﺎه ﻢ ﻳ ﺘ ﻢ ﺑ ﻤ ﻮﺟ ﺒ ﻬ ﺎ اﺳ ﺘ ﻴ ﺮاد‬ ‫‪ 1200‬ﺑﺎص ﺗﻌﻤﻞ ﻋﻠ ﻰ اﻟ ﺪﻳ ﺰل‬ ‫اﻟﺤﻴﻮي ‪ ،‬وﻗﺎﻣﺖ ﺑﺈﻧﺸﺎء ﻣ ﺮاآ ﺰ‬ ‫ﻟﺒﺤﻮث وﺗﻮﻗﻴﻊ اﺗﻔ ﺎﻗ ﻴ ﺎت ﺗ ﺆﻣ ﻦ‬ ‫ﺑ ﻨ ﺎء وﺣ ﺪات ﻹﻧ ﺘ ﺎج اﻟ ﺪﻳ ﺰل‬ ‫اﻟ ﺤ ﻴ ﻮي ‪ ،‬وﺗ ﺄﻣ ﻴ ﻦ أراﺿ ﻲ‬ ‫زراﻋﻴﺔ ﻟﻤﻨﺘﺠﺎت اﻟﺪﻳﺰل اﻟﺤﻴﻮي‬ ‫‪ ،‬ﻓ ﻜ ﻴ ﻒ ﻳ ﺘ ﻢ أﻧ ﺘ ﺎج اﻟ ﺪﻳ ﺰل‬ ‫اﻟﺤﻴﻮي وﻣﺎ هﻲ ﻣﻴﺰاﺗﻪ ؟‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﻳﺰل اﻟﺤﻴ ﻮي ﻓ ﺎﻟ ﻔ ﻜ ﺮة‬ ‫اﻷﺳﺎﺳﻴﺔ ﻓﻲ أﻧﺘﺎﺟ ﻪ ﻣ ﻦ اﻟ ﺰﻳ ﺖ‬ ‫اﻟ ﻨ ﺒ ﺎﺗ ﻲ أو ﻣ ﺎ ﻳ ﻌ ﺮف )ﺑ ﺰﻳ ﺖ‬ ‫اﻟ ﻘ ﻠ ﻲ ( ﺗ ﻌ ﺘ ﻤ ﺪ ﻋ ﻠ ﻰ ﺗ ﻔ ﺎﻋ ﻞ‬ ‫آﻴﻤﻴ ﺎﺋ ﻲ ﻳ ﺘ ﻢ ﺑ ﻤ ﻮﺟ ﺒ ﻪ ﺗ ﻜ ﺴ ﻴ ﺮ‬ ‫ﺟﺰﻳﺌﺎت اﻟﺰﻳﺖ ﺑﺎﺳﺘﺨﺪام آ ﺤ ﻮل‬ ‫اﻟﻤﻴﺜﺎﻧﻮل أو اﻷﻳﺜﺎﻧﻮل ﻣ ﻊ وﺟ ﻮد‬ ‫ﻋﺎﻣﻞ ﺣ ﻔ ﺰي ﻣ ﻦ ه ﻴ ﺪروآﺴ ﻴ ﺪ‬ ‫اﻟﺼ ﻮدﻳ ﻮم أو ه ﻴ ﺪروآﺴ ﻴ ﺪ‬ ‫‪17‬‬

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‫اﻟﻠﺰوﺟﺔ اﻟﻤﺮﺗﻔﻌﺔ ﻋﻨﺪ اﻟﺪﻳ ﺰل اﻟ ﺤ ﻴ ﻮي واﻟ ﺘ ﻲ ﻣ ﻦ‬ ‫ﺷﺄﻧﻬﺎ اﻟﻤﺤﺎﻓﻈﺔ ﻋ ﻠ ﻰ اﻟ ﻤ ﻜ ﻨ ﺎت أآ ﺜ ﺮ ﻣ ﻦ اﻟ ﺪﻳ ﺰل‬ ‫اﻟﻌﺎدي ‪.‬‬

‫اﻟﺒﻮﺗﺎﺳﻴﻮم ﻟﻠﺤﺼﻮل ﻋﻠﻰ اﻟﺠﻠﺴﺮﻳﻦ آﺨﺎرج ﺗ ﻔ ﺎﻋ ﻞ‬ ‫و أﺳ ﺘ ﺮات اﻷﻳ ﺜ ﻴ ﻞ )اﻟ ﺪﻳ ﺰل اﻟ ﺤ ﻴ ﻮي( وه ﻮ‬ ‫اﻟﻤﻄﻠﻮب ‪.‬‬ ‫اﻟﻮﻗﻮد اﻟﺤﻴﻮي أﺛﺒﺖ أﻧﻪ أﻧﻈﻒ ﻣﻦ اﻟﺪﻳﺰل اﻟ ﻌ ﺎدي‬ ‫ﻣﺮﺗﻴﻦ وهﻮ أﻗﻞ ﺿﺮرًا ﻋﻠﻰ اﻟﺒﻴﺌﺔ ﺣﻴﺚ أن ﺗﺮآﻴﺒﺘ ﻪ‬ ‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﺗﺤﻮي ﻋﻠﻰ ﻋﺪد اﻗﻞ ﻣﻦ ذرات اﻟ ﻜ ﺮﺑ ﻮن‬ ‫وﺑﺎﻟﺘﺎﻟﻲ ﺗﻜﻮن اﻧﺒﻌﺎﺛﺎﺗﻪ أﻗﻞ ‪ ،‬آ ﻤ ﺎ أن ه ﺬا اﻟ ﺪﻳ ﺰل‬

‫أﺧﻴﺮًا ‪ :‬ﻳ ﺠ ﺐ ﻋ ﻠ ﻴ ﻨ ﺎ إن ﻧ ﻜ ﻮن ﺟ ﺎدﻳ ﻦ ﻓ ﻲ‬ ‫اﻟﺒﺤﺚ ﻋﻦ ﺗﻄﻮﻳﺮ ﺗﻜﻨﻮﻟﻮﺟ ﻴ ﺔ أﻧ ﺘ ﺎج اﻟ ﻮﻗ ﻮد‬ ‫اﻟﺤﻴﻮي آﺒﺪﻳﻞ ﺣﻘﻴﻘﻲ ﻋﻦ اﻟﻮﻗﻮد اﻷﺣ ﻔ ﻮري‬ ‫‪ ،‬ﻷن اﻟﻮﻗﻮد اﻷﺣﻔﻮري واﻟﺬي ﻳﺸﻜﻞ ﻋﺼ ﺐ‬ ‫اﻟﺤﻴﺎة ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪول اﻟ ﻨ ﻔ ﻄ ﻴ ﺔ وﻣ ﻨ ﻬ ﺎ اﻏ ﻠ ﺐ‬ ‫اﻟﺪول اﻟﻌﺮﺑﻴﺔ ﺳﻴﻨﻀﺐ ﻻ ﻣﺤﺎل ‪ ،‬وهﻮ ﻳﺸﻜﻞ‬ ‫ﺧﻄﺮًا ﺣﻘﻴﻘﻴًﺎ آﻤﺎ أﺳﻠﻔﻨﺎ ﻋﻠﻰ اﻟﺒﻴﺌ ﺔ واﻹﻧﺴ ﺎن‬ ‫واﻷرض ‪ ،‬أﺿﻒ إﻟﻰ هﺬا ﺣﺘ ﻰ ﻻ ﻧ ﺘ ﺤ ﻮل‬ ‫ﺑﻌﺪ ﻋﺪة ﻋﻘﻮد ﻣﻦ دول ﻣﺼﺪرة ﻟ ﻠ ﻄ ﺎﻗ ﺔ إﻟ ﻰ‬ ‫دول ﻣﺴﺘﻮردة ﻟﻬﺎ !‬ ‫ﻟﺬﻟﻚ ﻳﺘﻮﺟﺐ ﻋﻠﻴﻨﺎ أن ﻧﺪﺧﻞ هﺬا اﻟ ﻤ ﻀ ﻤ ﺎر‬ ‫ﺑﻜﻞ ﺟﺪﻳﺔ ﺣﺘﻰ ﻻ ﻳﻘﻊ اﻟﻤﺤﻈﻮر ‪.‬‬ ‫وأﻋﺘﻘﺪ اﻧﻪ ﺳﻴﺄﺗﻲ ﻳﻮﻣًﺎ ﺗﻜﻮن ﻓﻴﻪ ﻗﻴﻤﺔ ﺣ ﺒ ﺎت‬ ‫اﻟﺬرة واﻟﻠﻔﺖ وﻋﺒﺎد اﻟﺸ ﻤ ﺲ آ ﻘ ﻴ ﻤ ﺔ دﻧ ﺎﻧ ﻴ ﺮ‬ ‫اﻟﺬهﺐ وﻋﻨﺪهﺎ ﺳﺘﻜﻮن ﺑﺪاﻳﺔ اﻟﻌ ﻬ ﺪ اﻟ ﺬه ﺒ ﻲ‬ ‫اﻷﺧﻀﺮ ﻟﻠﻮﻗﻮد اﻟﺤﻴﻮي ﻋﻠﻰ أﻧﻘﺎض اﻟﺬه ﺐ‬ ‫اﻷﺳﻮد اﻟﻤﻨﻘﺮض ‪.‬‬

‫اﻟﺤﻴﻮي ﻻ ﻳﺤﺘﻮي ﻋﻠﻰ اﻟﻜﺒﺮﻳﺖ اﻟﻤﺘﺴﺒﺐ ﺑﺎﻷﻣ ﻄ ﺎر‬ ‫اﻟﺤﻤﻀﻴﺔ ‪ ،‬أو اﻟ ﺮﺻ ﺎص أو ﻏ ﻴ ﺮه ﺎ ﻣ ﻦ اﻟ ﻤ ﻮاد‬ ‫اﻟﻀﺎرة واﻟﺴﺎﻣﺔ ‪ ،‬وهﺬا ﻳﺠﻌﻠﻪ اﻳﺠﺎﺑﻴًﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺒﻴ ﺌ ﺔ‬ ‫أآ ﺜ ﺮ ﻣ ﻦ اﻟ ﺪﻳ ﺰل اﻟ ﻌ ﺎدي ‪ ،‬ﻳﻀ ﺎف إﻟ ﻰ ذﻟ ﻚ‬ ‫اﻟﺘﻮﻗﻌﺎت ﺑﺄن ﺗﻜﻠﻔﺔ ﻟﺘﺮ ﻣﻨﻪ ﺳﺘﻜ ﻮن ﻣﺴ ﺎوﻳ ﺔ ‪25‬‬ ‫ﺳﻨﺘًﺎ أﻣﺮﻳﻜﻴﺎ ﻓﻘﻂ اﻷﻣﺮ اﻟ ﺬي ﻳ ﺮﺷ ﺤ ﻪ ﻷن ﻳ ﻜ ﻮن‬ ‫ﻣﻨﺎﻓﺴًﺎ ﺣﻘﻴﻘﻴًﺎ ﻓﻲ أﺳﻮاق اﻟﻮﻗﻮد ‪.‬‬ ‫واﻟﺪﻳﺰل اﻟﺤﻴﻮي اﻟﻤﺴﺘﺨﺮج ﻣ ﻦ زﻳ ﻮت اﻟ ﻨ ﺒ ﺎﺗ ﺎت‬ ‫أآﺜﺮ أﻣﺎﻧًﺎ ﻣﻦ اﻟﺪﻳﺰل اﻟﻌﺎدي ﺣﻴﺚ ﻳ ﺤ ﺘ ﺮق اﻟ ﺪﻳ ﺰل‬ ‫اﻟﺤﻴﻮي ﻋﻨﺪ اﻟﺪرﺟﺔ ‪ 167‬درﺟﺔ ﻣﺌ ﻮﻳ ﺔ ﻣ ﻘ ﺎﺑ ﻞ ‪70‬‬ ‫درﺟ ﺔ ﻣ ﺌ ﻮﻳ ﺔ ﻋ ﻨ ﺪ اﻟ ﺪﻳ ﺰل اﻟ ﻌ ﺎدي ‪ ،‬وﻻ ﻧ ﻨ ﺴ ﻰ‬ ‫‪18‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫اﻟﻄﺎﺑﻊ اﻟﻤﻌﻤﺎري و اﻟﺘﻌﺒﻴﺮ ﻋﻦ اﻟﻬﻮﻳﺔ‬

‫اﻟﻤﻬﻨﺪس أﺣﻤﺪ ﻣﻬﻴﺎر‬ ‫إﻟ ﻰ اﻟ ﻄ ﺎﺑ ﻊ اﻹﺳ ﻼﻣ ﻲ ﻓ ﻲ‬ ‫اﻟﺠﺰﻳﺮة ﻧﺠﺪ أن ﻓﻴﻪ اﺧﺘﻼﻓ ﺎ ﻋ ﻦ‬ ‫اﻟﻄﺎﺑﻊ اﻹﺳﻼﻣﻲ ﻓ ﻲ إﺳ ﺒ ﺎﻧ ﻴ ﺎ –‬ ‫اﻷﻧ ﺪﻟ ﺲ ﺳ ﺎﺑ ﻘ ﺎ – ﻣ ﻊ وﺟ ﻮد‬ ‫ﺛ ﻮاﺑ ﺖ أﺳ ﺎﺳ ﻴ ﺔ ﻓ ﻲ اﻟ ﻌ ﻤ ﺮان‬ ‫اﻹﺳ ﻼﻣ ﻲ ﺗ ﻤ ﻴ ﺰﻩ ﻋ ﻦ ﺑ ﺎﻗ ﻲ‬ ‫اﻟﺤﻀﺎرات ‪ ،‬ﻓﻠﺬﻟﻚ ﻓ ﺎن اﻟ ﻄ ﺎﺑ ﻊ‬ ‫اﻟﻤﻌﻤﺎري ﻳ ﺨ ﺘ ﻠ ﻒ ﻣ ﻦ ﻣ ﻨ ﻄ ﻘ ﺔ‬ ‫ﻷﺧﺮى ‪.‬‬

‫ﺗ ﺨ ﺘ ﻠ ﻒ اﻟ ﺪول‬ ‫واﻟﺤﻀﺎرات ﺑﺎﺧﺘﻼف ﺛﻘﺎﻓﺎﺗﻬ ﺎ ‪،‬‬ ‫ﻓﻜﻞ ﺣﻀﺎرة ﺗﺘﻤﻴﺰ ﻋﻦ اﻷﺧ ﺮى‬ ‫ﺑﻨﻮع أو أآﺜﺮ ﻣﻦ أﻧﻮاع اﻟﺜﻘﺎﻓ ﺔ ‪،‬‬ ‫وﻟﺬﻟﻚ ﻓ ﺈن ﻟ ﻜ ﻞ ﺣﻀ ﺎرة ﻃ ﺎﺑ ﻊ‬ ‫ﻣ ﻌ ﻤ ﺎري ﺧ ﺎص ﻳ ﻤ ﻴ ﺰه ﺎ ﻋ ﻦ‬ ‫ﻏﻴﺮهﺎ ﻣ ﻦ اﻟ ﺤ ﻀ ﺎرات ‪ ،‬وﻣ ﻦ‬ ‫هﺬا اﻟﻤﻨﻄﻠﻖ ﻓﺈن اﻟﻤ ﻌ ﻤ ﺎري ه ﻮ‬ ‫اﻟﺸﺨﺺ اﻟ ﺬي ﻳ ﺒ ﺮز ﺣﻀ ﺎرﺗ ﻪ‬ ‫وﺛﻘﺎﻓﺘﻪ وﻳﺠﺴﺪهﺎ ﻋﻠﻰ ﺗﺼﻤﻴﻤﺎﺗﻪ‬ ‫ﻟﻜﻲ ﻳﺒﺮزهﺎ أﻣﺎم اﻟﻌﺎﻟﻢ ‪.‬‬ ‫ﻓ ﻠ ﺬﻟ ﻚ ﻓ ﺈن اﻟ ﻄ ﺎﺑ ﻊ‬ ‫اﻟﻤﻌﻤﺎري ﺳﻴﻈﻬ ﺮ ﻋ ﺪة ﺻ ﻔ ﺎت‬ ‫ﻟﻠﺤ ﻀ ﺎرة اﻟ ﺘ ﻲ ﻳ ﻌ ﻨ ﻴ ﻬ ﺎ ‪ ،‬ﻓ ﻠ ﻮ‬ ‫ﻧﻈﺮﻧ ﺎ إﻟ ﻰ اﻟ ﻄ ﺎﺑ ﻊ اﻟ ﻤ ﻌ ﻤ ﺎري‬ ‫اﻹﺳ ﻼﻣ ﻲ ﻟ ﻮﺟ ﺪﻧ ﺎ اﻟ ﺤ ﺸ ﻤ ﺔ‬ ‫واﻟ ﺨ ﺼ ﻮﺻ ﻴ ﺔ ه ﻲ ﻣ ﻦ أه ﻢ‬ ‫اﻟﻘﻮاﻋﺪ اﻷﺳﺎﺳﻴﺔ ﻓﻲ اﻟﺘﺼﻤ ﻴ ﻢ ‪،‬‬ ‫أﻣﺎ اﻟ ﺤ ﻀ ﺎرات اﻟ ﻐ ﺮﺑ ﻴ ﺔ ﻓ ﻬ ﻲ‬ ‫ﻻﺗﺮآﺰ ﻋﻠﻰ اﻟ ﺤ ﺸ ﻤ ﺔ ‪ ،‬وﻟ ﺬﻟ ﻚ‬

‫ﻳﻼﺣﻆ أن أﺳﻮار اﻟﻤﻨﺎزل ﻟ ﺪﻳ ﻬ ﻢ‬ ‫ﻗﺼ ﻴ ﺮة ‪ ،‬وواﺟ ﻬ ﺎت اﻟ ﺰﺟ ﺎج‬ ‫آ ﺜ ﻴ ﺮة ‪ ،‬ﻓ ﻬ ﻢ ﻳ ﻌ ﻄ ﻮن اﻟ ﺮاﺣ ﺔ‬ ‫اﻟ ﻮﻇ ﻴ ﻔ ﻴ ﺔ واﻟ ﺠ ﻤ ﺎﻟ ﻴ ﺔ اﻷه ﻤ ﻴ ﺔ‬ ‫اﻟﻜﺒﺮى ﻋﻨﺪ اﻟﺘﺼﻤﻴﻢ ‪.‬‬ ‫وﻣﻦ اﻟﻤﻤ ﻜ ﻦ أن ﻳ ﻜ ﻮن‬ ‫هﻨﺎﻟﻚ ﻃﺎﺑﻊ ﻣﻌﻤﺎري ذات ﻗﻮاﻋ ﺪ‬ ‫ﺛﺎﺑﺘﺔ وﻳﺨﺘﻠ ﻒ ﺷ ﻜﻠ ﻪ ﻣ ﻦ ﻣ ﻜ ﺎن‬ ‫ﻵﺧﺮ ‪ ،‬وذﻟ ﻚ ﺣﺴ ﺐ اﻟ ﻈ ﺮوف‬

‫اﻟﻤﻨﺎﺧﻴﺔ ﻟﻠﻤﻨﻄﻘﺔ اﻟﺘﻲ ﻳ ﻤ ﺜ ﻠ ﻬ ﺎ ‪،‬‬ ‫ﻓ ﺎﻟ ﺪوﻟ ﺔ اﻹﺳ ﻼﻣ ﻴ ﺔ – ﺳ ﺎﺑ ﻘ ﺎ –‬ ‫آﺎﻧﺖ ﺗ ﻤ ﺘ ﺪ إﻟ ﻰ ﺣ ﺪود اﻟﺼ ﻴ ﻦ‬ ‫وﻣﻌﻈﻢ أوروﺑﺎ ‪ ،‬وﻋﻨﺪﻣ ﺎ ﻧ ﻨ ﻈ ﺮ‬

‫أﻣﺎ إذا أردﻧﺎ اﻟﺘ ﻜ ﻠ ﻢ ﻋ ﻦ‬ ‫ﻋﺼﺮﻧﺎ اﻟﺤﺎﺿﺮ ﻓﺴﻨﺠﺪ اﺧ ﺘ ﻼﻓ ﺎ‬ ‫آﺒﻴﺮا ﻋﻦ ﻣﺎ ﻣﻀﻰ ﻣﻦ اﻟﻌﺼ ﻮر‬ ‫اﻟﺴﺎﺑﻘﺔ ‪ ،‬ﻓﻈﻬﻮر اﻟﺪول اﻟﻌﻈ ﻤ ﻰ‬ ‫أدى إﻟﻰ ﺗ ﻘ ﺴ ﻴ ﻢ اﻟ ﻌ ﺎﻟ ﻢ ‪ ،‬وه ﺬا‬ ‫ﺑ ﺪورﻩ أدى إﻟ ﻰ إﺗ ﺒ ﺎع اﻟ ﻄ ﺮز‬ ‫اﻟ ﻤ ﻌ ﻤ ﺎرﻳ ﺔ ﻟ ﻠ ﺪول اﻟ ﻌ ﻈ ﻤ ﻰ ‪،‬‬ ‫وأﺑﺴﻂ ﻣﺜﺎل ﻋ ﻠ ﻰ ذﻟ ﻚ ﻟ ﻮ أﻧ ﻨ ﺎ‬ ‫ﻧﻈﺮﻧﺎ إﻟﻰ دوﻟﺔ اﻹﻣﺎرات آ ﺪوﻟ ﺔ‬ ‫إﺳﻼﻣﻴ ﺔ ﻋ ﺮﺑ ﻴ ﺔ ‪ ،‬ﺳ ﻨ ﺠ ﺪ أﻧ ﻬ ﺎ‬ ‫ﺗﻀ ﺎه ﻲ اﻟ ﺪول اﻟ ﻐ ﺮﺑ ﻴ ﺔ ﻓ ﻲ‬ ‫ﻃﺮزهﻢ اﻟ ﻤ ﻌ ﻤ ﺎرﻳ ﺔ ‪ ،‬ﻓ ﻈ ﻬ ﻮر‬ ‫اﻷﺑ ﺮاج اﻟﻀ ﺨ ﻤ ﺔ واﻷﺷ ﻜ ﺎل‬ ‫اﻟﻐﺮﻳﺒﺔ ﻓ ﻲ اﻟ ﺘ ﺼ ﻤ ﻴ ﻢ أدى إﻟ ﻰ‬ ‫ﺗﺴﻤ ﻴ ﺘ ﻬ ﺎ – ﻣ ﻨ ﻬ ﺎﺗ ﻦ اﻟ ﻌ ﺮب –‬ ‫وهﺬا ﺑﺎﻟﺘﺄآﻴ ﺪ ﺳ ﻴ ﺆﺛ ﺮ ﺳ ﻠ ﺒ ﺎ ﻓ ﻲ‬ ‫اﻟ ﺤ ﻔ ﺎظ ﻋ ﻠ ﻰ ﺣﻀ ﺎرﺗ ﻨ ﺎ‬ ‫وﺗﻄﻮﻳﺮهﺎ وﻧﻘﻠﻬﺎ إﻟﻰ اﻟﻌﺎﻟﻢ ‪ ،‬ﻓﻠﻮ‬ ‫ﻧﻈﺮﻧﺎ إﻟﻰ " ﺣﺴﻦ ﻓﺘﺤﻲ " آﺄﺣ ﺪ‬ ‫أﺷﻬﺮ اﻟﻤﻌﻤﺎرﻳﻴ ﻦ اﻟ ﻌ ﺮب اﻟ ﺬي‬ ‫ﺗﻤﻴﺰ ﻓﻲ أﻋﻤﺎﻟﻪ ﺑﺒﺴﺎﻃﺘﻬﺎ ‪ ،‬وﻗ ﺪ‬ ‫‪19‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫اﻟﻤﻌﻤﺎري ﺣﺴﻦ ﻓﺘﺤﻲ‬ ‫أﺑﺪع ﻓﻲ ﻣﻌﺎﻟﺠﺔ اﻟﻈﺮوف اﻟﺒﻴﺌﻴ ﺔ ﻓ ﻲ اﻟﺼ ﺤ ﺮاء ﻻ‬ ‫ﻓﻲ ﺑﻠﺪﻩ ﻓﻘﻂ ﺑﻞ ﻓﻲ ﻋﺪة دول ﻏ ﺮﺑ ﻴ ﺔ أﺧ ﺮى ‪ ،‬ﻓﻠ ﻪ‬ ‫ﺑﻌﺾ اﻷﻋﻤﺎل اﻟﻤﺸﻬﻮرة ﻓ ﻲ اﻟ ﻤ ﻜ ﺴ ﻴ ﻚ ‪ ،‬وآ ﺬﻟ ﻚ‬ ‫اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﻤﻌﻤﺎرﻳﻴﻦ آﺮاﺳ ﻢ ﺑ ﺪران وﻏ ﻴ ﺮﻩ ﻣ ﻤ ﻦ‬ ‫ﺳﺎﻋﺪوا ﻋﻠﻰ ﻧﻘﻞ ﻃﺎﺑﻌﻨﺎ وﺛﻘﺎﻓﺘﻨﺎ ﻟﻠﻌﺎﻟﻢ أﺟﻤﻊ ‪.‬‬

‫ﻓﻠﺬﻟﻚ ﺳﻨﺠﺪ أن اﻟﻤﻌﻤﺎري اﻟﻤﺴﻠﻢ ﺳﻮاء آ ﺎن ﻋ ﺮﺑ ﻲ‬ ‫أم ﻻ ‪ ،‬ﺳﻴﺮاﻋ ﻲ ﻣﺴ ﺄﻟ ﺔ اﻟ ﺤ ﺸ ﻤ ﺔ ﻓ ﻲ ﺗﺼ ﻤ ﻴ ﻤ ﺎﺗ ﻪ‬ ‫وﺳﻴﺒﺮز ﺗﺼ ﻤ ﻴ ﻤ ﻪ إذا آ ﺎن ﻓ ﻲ ﻣ ﺠ ﺘ ﻤ ﻊ ﺗ ﻨ ﻘ ﺼ ﻪ‬ ‫اﻷﺧﻼق اﻹﺳﻼﻣﻴﺔ ‪ ،‬وﺑﻬﺬﻩ اﻟﻄﺮﻳﻘﺔ ﻳ ﻜ ﻮن ﻗ ﺪ ﻧ ﻘ ﻞ‬ ‫ﺣﻀﺎرﺗﻪ ﻟﻠﻌﺎﻟﻢ أﺟﻤﻊ ‪ ،‬وﺑﺎﻟﺘﺎﻟﻲ ﻓ ﺈن اﻟ ﻤ ﻌ ﻤ ﺎري ﻻ‬ ‫ﻳﻌﺒﺮ ﻋﻦ ﺷﺨﺼﻴﺘﻪ وأﻓﻜﺎرﻩ ﻓﻘﻂ ‪ ،‬و إﻧﻤﺎ ﻳ ﻌ ﺒ ﺮ ﻋ ﻦ‬ ‫ﺛﻘﺎﻓﺘﻪ وﺛﻘ ﺎﻓ ﺔ ﺣﻀ ﺎرﺗ ﻪ ‪ ،‬ﻓ ﻬ ﻮ ﻣ ﻦ ﻳ ﺒ ﻨ ﻲ أﻓ ﻜ ﺎرﻩ‬ ‫وﻳﺸﻴﺪهﺎ ﻋﻠﻰ اﻟﻮاﻗﻊ ﻟﺘﻜﻮن ﺻﺮﻳﺤﺔ أﻣﺎم اﻟﻌﺎﻟ ﻢ ﺑ ﺄن‬ ‫هﺬا اﻟﻌﻤﻞ هﻮ رﻣﺰ ﺣﻀﺎرﺗﻪ ‪.‬‬

‫‪20‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫א‪‬א‪ ‬‬ ‫اﻟﻤﻬﻨﺪس ﻋﺒﺪ اﻟﺴﻼم اﻟﺤﻔﺼﻲ‬

‫إذا اﻋﺘـﺒﺮﻧـ ﺎ ﻣﻬﻤ ﺔ‬ ‫اﻟﻤﻬﻨ ﺪس اﻷﺳﺎﺳ ﻴﺔ ﺗﺤﻮﻳـ ﻞ‬ ‫اﻟﻤﻌـ ﺮﻓﺔ اﻟﻌﻠﻤﻴ ﺔ اﻟﻤﺠ ﺮدة إﻟ ﻰ‬ ‫اﺳ ﺘﺨﺪام ﻋﻤﻠ ﻲ ﻣﻔﻴ ﺪ‪ ،‬ﻳﻤﻜﻨﻨ ﺎ أن‬ ‫ﻧﻔﻬــ ﻢ ﻟﻤـ ﺎذا ﻳﻨﺨ ﺮط اﻟﻤﻬﻨﺪﺳ ﻮن‬ ‫ﻋﻠ ﻰ اﺧﺘــ ﻼف ﺗﺨﺼﺼﺎﺗـ ﻬﻢ‬ ‫ﻓــﻲ اﻟﺘ ﺼﻤﻴﻢ واﻟﺒﻨ ﺎء واﻟﺼﻴﺎﻧـ ﺔ‬ ‫واﻟﺘﻄﻮﻳــﺮ ‪ ،‬وهــﺬا ﺑﺪورﻩ ﻳﻔﺴـﺮ‬ ‫ﻧﺠﺎح اﻟﻬﻨﺪﺳـ ﺔ ﻓ ﻲ ﻓ ﺮض ﻗﻴﻤﻬ ﺎ‬ ‫وﻣﺘﻄﻠﺒﺎﺗﻬ ﺎ ﻋﻠ ﻰ اﻟﻤﻬﻨ ﺪس ﻓــ ﻲ‬ ‫اﻟﻤــﺮاﺣــ ﻞ اﻟﻤﺒﻜــ ﺮة ﻣــ ﻦ‬ ‫ﺣﻴﺎﺗﻪ اﻟﻤﻬﻨﻴﺔ ﺗـﻤﺘـﺪ ﺣــﺘﻰ ﺗ ﺼﻞ‬ ‫إﻟ ﻰ اﻟﻄﺎﻟ ﺐ ﻓـ ﻲ ﻣﻘﺎﻋـــ ﺪ‬ ‫اﻟﺪراﺳـ ﺔ ﻓـ ﻲ اﻟ ﺴﻨﻮات اﻷوﻟــ ﻰ‬ ‫ﻣ ﻦ ﺣﻴﺎﺗ ﻪ اﻟﺠﺎﻣﻌﻴ ﺔ ‪ ،‬ﻓﻠﻜ ﻲ‬ ‫ﻳﺼﺒﺢ اﻟﻄﺎﻟ ﺐ ﻣﻬﻨﺪﺳــ ًﺎ ﻧﺎﺟﺤــ ًﺎ‬ ‫وﻣﺘﻤ ﻴﺰًا ﻋﻠﻴ ﻪ اﻣﺘـ ﻼك ﻗ ﺪرات‬ ‫ﻋﺎﻟﻴ ﺔ ﻣــ ﻦ اﻻﻟ ﺘﺰام‪ ،‬واﻟﺘﻤﺘ ﻊ‬ ‫ﺑﺎﻟﺮﻏﺒ ﺔ ﻓ ﻲ اﻻﺳ ﺘﻤﺮار ﻓ ﻲ‬ ‫اﻟ ﺪرس واﻟﺘﺤ ﺼﻴﻞ اﻟﻌﻠﻤﻴﻴ ﻦ ‪.‬‬ ‫ﻓــ ﻲ ﺿـ ﻮء ذﻟ ﻚ ﻳﻤﻜﻨﻨ ﺎ اﻟﻘ ﻮل‬ ‫ﺑـﺄن اﻟﻬﻨﺪﺳﺔ هــﻲ " اﻟﻤﻬﻨ ﺔ اﻟﺘ ﻲ‬ ‫ﺗﺘﺤ ﻮل ﻓﻴﻬ ﺎ اﻟﻤﻌﺮﻓـ ﺔ اﻟﺮﻳﺎﺿ ﻴﺔ‬ ‫واﻟﻌﻠﻤﻴ ﺔ اﻟﻤﻜﺘ ﺴﺒﺔ ﻣــ ﻦ ﺧــ ﻼل‬ ‫اﻟﺪراﺳ ﺔ واﻟﺨ ﺒﺮة واﻟﻤﻤﺎرﺳــ ﺔ‬ ‫إﻟﻰ ﺗﻄﺒﻴﻘ ﺎت ﻣﺪروﺳـ ﺔ ﻟﺘﻄﻮﻳ ﺮ‬ ‫ﺗﻠ ﻚ اﻟ ﺴﺒﻞ واﻷﺳ ﺎﻟﻴﺐ اﻟﻘ ﺎدرة‬ ‫ﻋﻠ ﻰ ﺗ ﺴﺨﻴﺮ‪ -‬وﻋـﻠـ ﻰ ﻧﺤ ﻮ‬ ‫اﻗﺘﺼﺎدي ﻣﺜﻤﺮ ‪ -‬ﻣﻮارد وﻗـ ﻮى‬ ‫اﻟﻄﺒﻴﻌ ﺔ ﻟﺨــﺪﻣــ ﺔ اﻹﻧ ﺴﺎﻧﻴﺔ‬ ‫وﺗﻘﺪﻣــﻬﺎ وﺧــﻴﺮهـﺎ "‬

‫اﻟﺨــﺒﺮة اﻟﻬﻨــﺪﺳـــﻴﺔ‬ ‫ﻳﻤﻜ ﻦ ﺗﻠﻤ ﺲ ﺑﺮاﻋ ﺔ‬ ‫اﻟﻬــﻨﺪﺳــﺔ اﻟﻔﺎﺋﻘﺔ ﻓﻲ اﻷداء ﻣــ ﻦ‬ ‫ﺧــﻼل ﻓﻌﺎﻟﻴﺎت اﻟﻌﻤﻞ اﻟﻬﻨﺪﺳــ ﻲ‬ ‫وأداﺋـ ﻪ ﻓـ ﻲ ﻣﺨﺘﻠ ﻒ ﺟــ ﻮاﻧﺐ‬ ‫اﻷﻧ ﺸﻄﺔ اﻟﺒ ﺸﺮﻳﺔ وﺗ ﺪل ﻋﻠـ ﻰ‬ ‫ذﻟ ﻚ اﻟﺤﻘ ﺎﺋﻖ اﻟ ﺘﻲ ﺗ ﺼﻨﻌﻬﺎ‬ ‫أﻧ ﺸﻄﺔ ذﻟ ﻚ اﻟﻌﻤـ ﻞ اﻟ ﺘﻲ ﺗﺒﻨ ﻲ‬ ‫ﻃﺮﻳ ﻖ اﻟﻤ ﺮدود اﻹﻳﺠ ﺎﺑﻲ ﻋﻠ ﻰ‬ ‫اﻟﻤﻬﻨ ﺪس ﻣــ ﻦ ﺟﻬ ﺔ وﺗﺤ ﻮل‬ ‫اﻷﻓﻜ ﺎر إﻟ ﻰ ﺣﻘ ﺎﺋﻖ ﻣــ ﻦ ﺟﻬـ ﺔ‬ ‫ﺛﺎﻧﻴﺔ‪.‬‬

‫اﻟﻤــﺮدود اﻟﻤﻬﻨﻲ‬ ‫ﻳﺤﻘ ﻖ اﻟﻤﻬﻨ ﺪس اﻟﻄﻤ ﻮح‬ ‫اﻟـﺬاﺗـﻲ‪ ،‬وﻳﻜﺴﺐ اﻟﻨﺠ ﺎح اﻟﻤﻬﻨ ﻲ‬ ‫ﻣــﻦ ﺧـــﻼل‪:‬‬ ‫ اﻣــ ﺘﻼك اﻟﻤﻌﺮﻓ ﺔ واﻟﻤﻬ ﺎرة‬‫ﻓــ ﻲ ﺣﻘ ﻮل ﻣﺘﺨﺼ ﺼﺔ ﺗﺘﺠ ﺎوز‬ ‫إﻣﻜﺎﻧﺎت اﻟﻔﺮد اﻟﻌﺎدي‬ ‫ اﻟﺮﻏﺒﺔ اﻟﻤﺴﺘﻤﺮة ﻓﻲ ﺧـﺪﻣـ ﺔ‬‫اﻟ ﺼﺎﻟﺢ اﻟﻌ ﺎم واﻟ ﺴﻌﻲ ﻟﻤ ﺸﺎرآﺔ‬ ‫اﻵﺧــ ﺮﻳﻦ ﻓ ﻲ اﻻآﺘ ﺸﺎﻓﺎت آ ﻲ‬ ‫ﺗﻌﻢ اﻟﻔﺎﺋــﺪة اﻟـﻤـﺘﻮﺧﺎة ﻟﻠﺠﻤﻴﻊ‬ ‫ اﻟﺴﻠﻮك اﻟﺤﻜﻴﻢ اﻟﻤ ﺘﺰن اﻟﻤﺒﻨ ﻲ‬‫ﻋﻠ ﻰ اﻟﻨﺘ ﺎﺋﺞ اﻟﻤﺴﺘﺨﻠ ﺼﺔ ﻣ ﻦ‬ ‫اﻟﺪراﺳﺔ‬ ‫‪ -‬ﺑﻨ ﺎء وﺗﺮﺳ ﻴﺦ أﺳ ﺲ ﻋــﻼﻗـ ﺔ‬

‫ﻣﺘﻴﻨ ﺔ ﻣﺜﻤــ ﺮة ﺑﻴ ﻦ اﻟﻤﻬﻨ ﺪس‬ ‫وزﺑﺎﺋﻨﻪ أو زﻣــﻼﺋﻪ‬ ‫ ﻓــ ﺮض ﻣﻘ ﺎﻳﻴﺲ ﻣﻬﻨﻴ ﺔ‬‫ﺻ ﺎرﻣﺔ واﻟﺘﻘﻴ ﺪ ﺑﻬ ﺎ ﻣــ ﻦ أﺟ ﻞ‬ ‫ﺿﻤﺎن اﻻرﺗﻘﺎء ﺑﻜﻔﺎءة اﻷداء‬ ‫ﺗﺤﻮﻳ ﻞ اﻟﻤﻌــﺮﻓــ ﺔ إﻟ ﻰ ﺣـﻘﺎﺋـ ﻖ‬ ‫ﻣﻠﻤﻮﺳـﺔ‬ ‫ﻳﻨﻘ ﻞ اﻟﻤﻬﻨﺪﺳ ﻮن اﻟﺤﻘﺎﺋ ﻖ‬ ‫ﻣ ﻦ ﺣﺎﻻﺗﻬ ﺎ اﻟﻨﻈﺮﻳ ﺔ اﻟﺘﺠﺮﻳﺪﻳ ﺔ‬ ‫إﻟ ﻰ ﻣﻌﻠﻮﻣـ ﺎت وﻧﻈ ﻢ ﻣﻔﻴ ﺪة‬ ‫وﻓﺎﻋﻠ ﺔ وهـ ﻢ ﻳﺤﻘﻘ ﻮن ذﻟ ﻚ دون‬ ‫اﻹﺧﻼل ﺑﺄﺧــ ﻼق اﻟﻤﻬﻨ ﺔ وﻗﻴﻤﻬ ﺎ‬ ‫وﻣﻘﺎﻳﻴﺴﻬﺎ اﻟﺘﻲ ﺑﺪورهﺎ ﺗﻬﺒﻬﻢ ‪:‬‬ ‫ اﻟﺮﺿﺎ اﻟﻮﻇﻴﻔﻲ‬‫ اﻟﺘﻨ ﻮع ﻓــ ﻲ ﻓــ ﺮص‬‫اﻟﻌﻤﻞ‬ ‫ اﻟﺘﺤﺪي اﻟﻤﻬﻨﻲ‬‫ اﻟﺘﻄــﻮر اﻟـﺬهﻨﻲ‬‫ اﻟﻔ ﺮص ﻟﺨﺪﻣــ ﺔ اﻟﻤﺠﺘﻤ ﻊ‬‫وﺗﻄﻮﻳﺮﻩ‬ ‫ اﻷﻣــﻦ اﻟﻤﺎﻟــﻲ‬‫ اﻟﻤﻜﺎﻧــﺔ اﻻﺟﺘﻤﺎﻋــﻴﺔ‬‫ اﻟﺒﻴﺌ ﺔ اﻟﻤــﻼﺋﻤــ ﺔ ﻟﻠﻌﻤ ﻞ‬‫واﻹﻧﺘﺎج‬ ‫ اﻟﻔﺮﺻ ﺔ ﻟﻔﻬ ﻢ ﺁﻟﻴ ﺔ ﻋﻤ ﻞ‬‫اﻷﺷﻴﺎء‬ ‫ اﻟ ﺴﺒﻞ ﻟﻠﺘﻌﺒ ﻴﺮ ﻋــ ﻦ‬‫اﻹﺑﺪاع اﻟﻤﻬﻨﻲ‪.‬‬ ‫اﻹﻧﺘﺮﻧ ﺖ‪ ،‬اﻟﺒﺪﻳــ ﻞ‬ ‫اﻟﻤﺴﺘﻘﺒﻠـ ﻲ اﻷﻓﻀـ ﻞ ﻟﺒﻨ ﺎء‬ ‫اﻟــﺬات اﻟﻬﻨﺪﺳــﻴﺔ‬ ‫ﻳﻤﻜ ﻦ اﻟﻘ ﻮل إن اﻹﻧﺘﺮﻧ ﺖ‬ ‫‪21‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺑﺎﺗ ﺖ ﺗ ﺘﺮك ﺑ ﺼﻤﺎﺗﻬﺎ اﻟﻤﻌﺮﻓﻴ ﺔ‬ ‫واﻟﻤﻬﻨﻴﺔ ﻋﻠﻰ ﺣــ ﻘﻮل اﻷﻧﺸﻄــ ﺔ‬ ‫اﻟﻬﻨﺪﺳــ ﻴﺔ آـﺎﻓـ ﺔ‪ ،‬ﻓﺄﺻ ﺒﺤﺖ‬ ‫اﻟﺒﻴﺌ ﺔ اﻷآــ ﺜﺮ ﻣــ ﻼﺋﻤﺔ ﻟﺘﻄﻮﻳ ﺮ‬ ‫اﻟﻌﻤ ﻞ اﻟﻬﻨﺪﺳ ﻲ ﻋ ﺒﺮ أﻋﻤﺪﺗــ ﻪ‬ ‫اﻷرﺑــ ﻌﺔ اﻷﺳــ ﺎﺳﻴﺔ‪ :‬اﻟﻤﻬﻨ ﺪس‬ ‫اﻟﻄﺎﻟﺐ‪ ،‬اﻟﻤﻬﻨﺪس اﻟﺒﺎﺣﺚ ﻋــﻦ‬ ‫ﻋﻤ ﻞ‪ ،‬اﻟﻤﻬﻨ ﺪس اﻟــ ﺬي ﻳﻤ ﺎرس‬ ‫ﻣﻬﻨﺔ اﻟﻬﻨﺪﺳــﺔ‪ ،‬ﻣﺆﺳﺴﺎت اﻟﻌﻤ ﻞ‬

‫اﻟﻬﻨﺪﺳــﻲ وﻳﻤﻜﻦ ﺗﺴﻠﻴﻂ اﻟ ﻀﻮء‬ ‫ﻋﻠ ﻰ آ ﻞ واﺣ ﺪ ﻣﻨﻬ ﺎ ﻋﻠ ﻰ ﺣ ﺪة‬ ‫ﻋﻠــﻰ اﻟﻨﺤــﻮ اﻟﺘﺎﻟﻲ‬ ‫اﻟـﻄـﺎﻟــﺐ‬ ‫ﺗﺘﻄﻠ ﺐ اﻟﻬﻨﺪﺳ ﺔ ﻗ ﺪرة‬ ‫واﺳ ﺘﻌﺪاد ﻟﺘﺤ ﺼﻴﻞ اﻟﻌﻠ ﻢ ﻋﻠ ﻰ‬ ‫ﻧﺤ ﻮ ﻣ ﺴﺘﻤﺮ وداﺋ ﻢ ﺗﺒ ﺪأ ﻋـ ﻨﺪ‬ ‫اﻟﻤﺮاﺣ ﻞ اﻟﻤﺒﻜ ﺮة ﻣـ ﻦ اﻟﺘﺤ ﺎق‬ ‫اﻟﻤﺮء ﺑﺈﺣﺪى آﻠﻴﺎت اﻟﻬﻨﺪﺳﺔ ﺗﻠ ﻚ‬ ‫ﺗﻜ ﻮن ﻧﻘﻄ ﺔ اﻻﻧﻄ ﻼق اﻷوﻟ ﻰ‬ ‫ﺣﻴﺚ ﻳﺤﺮص اﻟﻄﺎﻟﺐ وه ﻮ ﻋﻠ ﻰ‬ ‫ﻣﻘﺎﻋـ ﺪ اﻟﺪراﺳ ﺔ أن ﻳﺤ ﻀﺮ‬ ‫وﻳﺸﺎرك ﻓ ﻲ اﻟﻤﺆﺗﻤ ﺮات وورش‬ ‫اﻟﻌﻤ ﻞ واﻟﻤﻌ ﺎرض اﻟ ﺦ ﺣ ﺴﺒﻤﺎ‬ ‫ﺗ ﺴﻤﺢ ﻟ ﻪ ﻇﺮوﻓ ﻪ اﻟﻤﺤﻴﻄ ﺔ ﺑــ ﻪ‬ ‫واﻟ ﺘﻲ ﻗــ ﺪ ﺗﻔ ﺮض ﻓـ ﻲ آﺜﻴ ﺮ‬ ‫ﻣـﻦ اﻷﺣــﻮال ﻗﻴ ﻮدًا ﺟﻐﺮاﻓﻴ ﺔ أو‬ ‫زﻣﻨﻴﺔ ﺗﺤﺪ ﻣــ ﻦ رﻏﺒ ﺔ اﻟﻄﺎﻟ ﺐ‬ ‫ﻓــﻲ ﺗﻄﻮﻳـﺮ ﻧﻔﺴﻪ وﻣﻬﺎراﺗﻪ‪.‬‬ ‫وﺣ ﺪهﺎ اﻹﻧﺘﺮﻧ ﺖ دون‬ ‫ﺳ ﻮاهﺎ ﻣ ﻦ ﻗﻨ ﻮات اﻟﺘﺤ ﺼﻴﻞ‬

‫اﻟﻤﻌﺮﻓﻲ ﺑﻮﺳﻌﻬﺎ أن ﺗﺘﺠﺎوز ﺗﻠ ﻚ‬ ‫اﻟﻘﻴﻮد دون اﻟﺘﻔﺮﻳﻂ ﻓﻲ اﻻﺳ ﺘﻔﺎدة‬ ‫ﻣ ﻦ ﺗﻠ ﻚ اﻟ ﺘﻲ ﺗﻘ ﻊ ﺿ ﻤﻦ داﺋ ﺮة‬ ‫اﻹﻣﻜﺎﻧ ﺎت اﻟ ﺘﻲ ﺗﺘﻴﺤﻬ ﺎ اﻟﻮﺳ ﺎﺋﻞ‬ ‫اﻟﺘﻘﻠﻴﺪﻳ ﺔ اﻟﻤﻌﺮوﻓـ ﺔ ﻓﻌﺒ ﺮ‬ ‫اﻹﻧﺘﺮﻧ ﺖ ﺑﻮﺳـ ﻊ اﻟﻄﺎﻟ ﺐ‬ ‫اﻟﻤﻬﻨ ﺪس أن ﻳ ﺴﺘﻤﺘﻊ ﺑﺎﻟﻔﻮاﺋــ ﺪ‬ ‫اﻟﺘﺎﻟــﻴﺔ‬ ‫ﻣــﻮﻗـﻊ ﻻﺳﺘﻌﺮاض اﻟﻤﺸﺎرﻳﻊ‬ ‫وﻋــﺮﺿﻬﺎ‬ ‫ﺗ ﻀﻊ اﻹﻧﺘﺮﻧ ﺖ ﺗﺤ ﺖ ﻳ ﺪي‬ ‫اﻟﻄﺎﻟ ﺐ ﻣﻮاﻗ ﻊ ﻣ ﺸﺮوﻋﺎت‬ ‫ﺗ ﺪﻳﺮهﺎ أو ﺗ ﺸﺮف ﻋﻠﻴﻬ ﺎ آﻠﻴ ﺎت‬ ‫أو ﻋــﻼﻗـ ﺔ ﺑﺎﻟﻌﻤ ﻞ اﻟﻬﻨﺪﺳ ﻲ ‪،‬‬ ‫ﻋﻠـ ﻰ ﺳ ﺒﻴﻞ اﻟﻤﺜ ﺎل ﻻ اﻟـ ﺤﺼﺮ‬ ‫ﺗـﺒـ ﻨﻲ اﻟﻜـﻠـ ﻴﺔ اﻟﺘﻘﻨﻴ ﺔ ﻓ ﻲ‬ ‫ﺳﻨﻐﺎﻓﻮرة ﻣﻮﻗﻌﺎ ﺧﺎﺻًﺎ ﻟﻤ ﺸﺮوع‬ ‫اﻟﺘﺨﺮج ﻓﻲ اﻟﺴﻨﺔ اﻟﻨﻬﺎﺋﻴﺔ ﻟﻄﻼب‬ ‫اﻟﻬﻨﺪﺳ ﺔ‪ ،‬ﻣ ﺸﺮوع هــ ﺬا اﻟﻌ ﺎم‬ ‫أﻃﻠﻘ ﺖ ﻋﻠﻴ ﻪ اﺳــ ﻢ اﻹﺑ ﺪاع‬ ‫اﻟﻬﻨﺪﺳﻲ وﻳﻤﻜ ﻦ اﻻﻃــ ﻼع ﻋﻠ ﻰ‬ ‫ﺗﻔﺎﺻﻴﻞ اﻟﻤﻮﻗﻊ ﻋﻠــ ﻰ اﻟﻌـﻨــ ﻮان‬ ‫اﻟﺘﺎﻟــﻲ‬ ‫‪http://www.tp.sg./‬‬ ‫‪default.asp‬‬ ‫ﻣﺜ ﻞ ذﻟ ﻚ اﻟﻌﻤ ﻞ ﻳﻮﻓ ﺮ‬ ‫ﻟﻠﻄﺎﻟ ﺐ ﻓ ﻲ آﻠﻴ ﺎت اﻟﻬﻨﺪﺳ ﺔ ﺑﻴﺌ ﺔ‬ ‫ﻋﺎﻟﻤﻴ ﺔ ﻻ ﻣﺤ ﺪودة ﺑﻮﺳ ﻌﻪ‬ ‫اﻻﻧﺨ ﺮاط ﻓﻴﻬ ﺎ واﻻﺳ ﺘﻔﺎدة ﻣﻨﻬ ﺎ‬ ‫ﻓﻲ أﻧﺸـﻄـﺘﻪ اﻟﺪراﺳﻴﺔ واﻟﻤﻬﻨﻴﺔ‬ ‫أداة ﻧـﻤﻮذﺟـﻴﺔ ﻟﻠﺒﺤﺚ اﻟﻌﻠﻤـﻲ‬ ‫ﺳ ﻬﻠﺖ اﻹﻧﺘﺮﻧ ﺖ أﺳ ﺎﻟﻴﺐ‬ ‫اﻟﺒﺤ ﺚ اﻟﻌﻠﻤ ﻲ وﺗﻄ ﻮرﻩ ﻣــ ﻦ‬ ‫ﺧــ ﻼل ﺑﻨ ﺎء اﻟﻤﻜﺘﺒ ﺎت اﻟﺘﺨﻴﻠﻴ ﺔ‬ ‫ﻋﻠ ﻰ اﻟ ﺸﺒﻜﺔ اﻟﻌﻨﻜﺒﻮﺗﻴ ﺔ اﻟﻌﺎﻟﻤﻴ ﺔ‬ ‫وﻳﺠ ﺪ اﻟﻤﺒﺤ ﺮون ﻋﻠ ﻰ اﻟ ﺸﺒﻜﺔ‬

‫ﻣﺌﺎت اﻟﻤﻮاﻗﻊ اﻟﻐﻨﻴﺔ ﺑﺎﻟﻤﻌﻠﻮﻣﺎت‬ ‫اﻟﻤﻔﻴ ﺪة اﻟﻤﺘﺪﻓﻘ ﺔ ﺗﻌﻴﻨﻬ ﻢ ﻋﻠ ﻰ‬ ‫ﺗﻮﺳ ﻴﻊ ﻣ ﺪارآﻬﻢ وﺗﻮﺻ ﻠﻬﻢ‬ ‫ﺑﺂﺧــ ﺮ ﻣ ﺎ ﺗﻮﺻ ﻠﺖ إﻟﻴ ﻪ ﺣﺮآ ﺔ‬

‫اﻟﺒﺤ ﺚ اﻟﻌﻠﻤ ﻲ ﻟﻴ ﺲ ﻓ ﻲ‬ ‫ﻣﺆﺳ ﺴﺎﺗﻬﻢ اﻟﻌﻠﻤﻴ ﺔ أو ﺑﻠﺪاﻧﻬ ﻢ‬ ‫ﻓﺤ ﺴﺐ‪ ،‬وإﻧﻤ ﺎ ﻋﻠ ﻰ اﻟﻤ ﺴﺘﻮى‬ ‫اﻟﻌﺎﻟﻤﻲ أﻳﻀًﺎ وﻳﻤﻜﻦ ﻟـﻤـ ﻦ ﻳﺮﻳ ﺪ‬ ‫أن ﻳ ﺰور ﺑﻌ ﺾ هــ ﺬﻩ اﻟﻤﻜﺘﺒ ﺎت‬ ‫أن ﻳﻌـ ﻮد إﻟـ ﻰ اﻟﻌﻨـﺎوﻳـ ﻦ‬ ‫اﻟﺘــﺎﻟﻴــﺔ‬ ‫‪www.mmse.napier.ac.uk‬‬ ‫‪/resource/revirt.html‬‬ ‫‪www.eevl.ac.uk‬‬ ‫‪wwwul/index-html‬‬

‫ﺣﻠــﻘﺎت اﻟﻤﻬﺎرات اﻟﺒﺤﺜﻴﺔ‬ ‫ﺗﻌﻘ ﺪ ﻣﺜ ﻞ هــ ﺬﻩ اﻟﺤﻠﻘ ﺎت‬ ‫ﻟﻄﻠﺒ ﺔ اﻟﺠﺎﻣﻌ ﺎت واﻟﺪراﺳ ﺎت‬ ‫اﻟﻌﻠﻴ ﺎ ﻋــ ﻦ ﻃــ ﺮﻳﻖ اﻟﻤﻜﺘﺒ ﺎت‬ ‫اﻟﺘﺨﻴﻠﻴ ﺔ‪ .‬واﻟﻬ ﺪف ﻣ ﻦ وراء‬ ‫ﻋــﻘـ ﺪ ﻣﺜ ﻞ هــ ﺬﻩ اﻟﺤﻠﻘ ﺎت هــ ﻮ‬ ‫ﺗﻨﻤﻴﺔ أهﻤﻴﺔ ﻣ ﺼﺎدر اﻟﻤﻌﻠﻮﻣ ﺎت‬ ‫ﻓــﻲ ﺣـﻘـﻞ ﻣﻌﻴﻦ‪ ،‬ﻋﺎدة ﻣﺎ ﻳﻜ ﻮن‬ ‫ﻟ ﻪ ﻋـﻼﻗـ ﺔ ﻣﺒﺎﺷ ﺮة ﺑﺒﺤ ﺚ‬ ‫ﻣﺤـﺪد ﺗﺒﺮز اﻹﻧﺘﺮﻧﺖ آﺄداة ﻣﻔﻴﺪة‬ ‫ﺣـ ﻴﻦ ﻳﺘﻌ ﺬر ﻋﻠـ ﻰ اﻟﻄﺎﻟ ﺐ‬ ‫ﻣﻌﺮﻓـﺔ ﻣﻌﻠﻮﻣﺎت‪:‬‬ ‫‪22‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻻ ﺗﺘﻮﻓـ ﺮ ﻓـ ﻲ اﻟﻜﺘ ﺐ‬‫اﻷآﺎدﻳﻤﻴﺔ أو اﻟﻤﻜﺘﺒﺎت اﻟﺠﺎﻣﻌﻴﺔ‬ ‫ ﻗﺎﻣـ ﺖ ﺑﺠﻤﻌﻬـ ﺎ إﺣ ﺪى‬‫ﻣﺆﺳ ﺴﺎت اﻟﺪوﻟ ﺔ أو ﻣﺠﻤﻮﻋ ﺎت‬ ‫ذات اهﺘﻤﺎﻣﺎت‬ ‫ ﺗﺤﺘ ﺎج إﻟ ﻰ ﻣﻬ ﺎرات أو‬‫ﺧﻠﻔﻴ ﺎت ﻋﻠﻤﻴ ﺔ ﻓ ﻲ ﻏﺎﻳ ﺔ‬ ‫اﻟﺘﺨﺼﺺ‬ ‫ﻻﻣﻦ‬ ‫ ﻻ ﻳﻤﻜ ﻦ ﻓﻬﻤﻬ ﺎ إ ّ‬‫ﺧﻼل ﺷﻬﻮد ﻋﻴﺎن‬ ‫ اﻷﺧﺒ ﺎر اﻟ ﺴﺮﻳﻌﺔ واﻵﻧـ ﻴﺔ‬‫ ﻧﺘ ﺎﺋﺞ ﺗ ﺼﻮﻳﺖ‪ ،‬ﺑ ﺮاآﻴﻦ‪،‬‬‫ﻣﻌﻠﻮﻣ ﺎت اﻗﺘ ﺼﺎدﻳﺔ ﻓــ ﺮص‬ ‫اﻟﺘﺪرﻳﺐ ﻓــﻲ اﻟﻮﻻﻳ ﺎت اﻟﻤﺘﺤ ﺪة‪،‬‬ ‫ﺗﺨﺘﺎر " زﻣﺎﻟﺔ واﺷ ﻨﻄﻦ ﻟﻄـ ﻼب‬ ‫اﻟﻬﻨﺪﺳـ ﺔ" ﻣ ﺎ ﺑﻴ ﻦ ‪16-14‬‬ ‫ﻣﻬﻨﺪﺳ ًﺎ ﻓـ ﻲ اﻟ ﺴﻨﺔ اﻟﺜﺎﻟﺜ ﺔ‬ ‫اﻟﺠﺎﻣﻌﻴ ﺔ آ ﻲ ﻳﻨﺨﺮﻃ ﻮا ﻓــ ﻲ‬ ‫ﺑﺮﻧﺎﻣـﺞ زﻣﺎﻟ ﺔ ﺧــ ﻼل اﻟ ﺼﻴﻒ‬ ‫ﻳﺠـ ﺪ اﻟﻄﻠﺒ ﺔ اﻟ ﺬﻳﻦ ﻳﺮﺷ ﺤﻮن‬ ‫أﻧﻔ ﺴﻬﻢ ﻟﻬ ﺬا اﻟﺒﺮﻧ ﺎﻣﺞ ﻣﻌﻠﻮﻣ ﺎت‬ ‫آﺎﻓﻴ ﺔ وﺗﻔ ﺼﻴﻠﻴﺔ ﻋ ﻦ ﺷ ﺮوط‬ ‫اﻻﻟﺘﺤ ﺎق ﺑــ ﻪ واﻟﻤ ﻮاد اﻟﺘ ﻲ‬ ‫ﺳ ﺘﺪرس وﻃﺒﻴﻌ ﺔ اﻷﻋـ ﻤﺎل‬ ‫اﻟﺘﺪرﻳﺒﻴﺔ اﻟ ﺘﻲ ﺳﻴﻤﺎرﺳ ﻮﻧﻬﺎ ﻓ ﻲ‬ ‫ﻣﻮﻗ ﻊ ه ﺬﻩ اﻟﺠﻤﻌﻴ ﺔ ﻋﻠ ﻰ‬ ‫اﻹﻧﺘﺮﻧﺖ وﻋﻨــ ﻮان هـ ﺬا اﻟﻤﻮﻗ ﻊ‬ ‫هـﻮ‬ ‫‪www.wise-intern.org‬‬ ‫ﻧﻤـﺎذج ﺣـﻴـﺔ ﻟﻠﺒﺮﻣﺠـﻴﺎت‬ ‫ﻳﺠـ ﺪ اﻟﻤﺒﺤـ ﺮون ﻋﻠ ﻰ‬ ‫اﻹﻧﺘﺮﻧ ﺖ ﻧﻤ ﺎذج ﻵﺧــ ﺮ‬ ‫ﺑﺮﻣﺠﻴ ﺎت اﻟﻌﻤ ﻞ اﻟﻬﻨﺪﺳ ﻲ‬ ‫ﻣﺘﻮﻓــﺮ ﻋﻠــﻰ ﻣـﻮاﻗـ ﻊ اﻟ ﺸﺮآﺎت‬ ‫واﻟﻤﺆﺳ ﺴﺎت اﻟ ﺘﻲ ﺗﻄ ﻮر أو‬ ‫ﺗ ﺮوج أو ﺗﺒﻴ ﻊ ﻣﺜ ﻞ ﺗﻠ ﻚ‬

‫اﻟﺒﺮﻣﺠﻴﺎت‪ .‬وﺑﺨــﻼف أﻳﺔ وﺳﻴﻠﺔ‬ ‫ﻋﺮض أﺧــﺮى ﻧﺠﺤﺖ اﻹﻧﺘﺮﻧﺖ‬ ‫ﻓ ﻲ ﺗﻮﻓ ﻴﺮ اﻟﻮﻗ ﺖ وﺗﺠ ﺎوز‬ ‫ﺣــ ﺪود اﻟﻤﻜ ﺎن آــ ﻲ ﺗﺠﻌـ ﻞ‬ ‫اﻟﻤﻬﺘﻤﻴﻦ ﺑﻤﺜ ﻞ هــ ﺬﻩ اﻟﺒﺮﻣﺠﻴ ﺎت‬ ‫ﻋﻠ ﻰ ﻗ ﺪم اﻟﻤ ﺴﺎواة ﺑﻐ ﺾ‬ ‫‪www.kamco.net.com‬‬ ‫‪www.engineersjob.com‬‬ ‫اﻟﻤﻬﻨﺪس اﻟﻤــﻮﻇــﻒ‬ ‫اﻟﻨــﻈـ ﺮ ﻋــ ﻦ أﻣﺎآــ ﻦ ﺗﻮاﺟﺪه ﻢ‬ ‫وهﻨ ﺎك ﻋــ ﺸﺮات اﻟﻤﻮاﻗ ﻊ اﻟﺘ ﻲ‬ ‫ﺗﻮﻓــ ﺮ ذﻟ ﻚ ﻣ ﻦ ﺑﻴﻨﻬ ﺎ اﻟﻤﻮاﻗــ ﻊ‬ ‫اﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪www.engcen.com/‬‬ ‫‪softwave.html‬‬ ‫‪www.engineers.com‬‬ ‫اﻟﻤﻬﻨﺪﺳــ ﻮن اﻟﺒﺎﺣـﺜـ ﻮن‬ ‫ﻋـﻦ ﻓـﺮص ﻋــﻤـﻞ‬ ‫ﻳ ﺴﺒﻖ اﻟﻤﻬﻨﺪﺳ ﻮن اﻟﺒ ﺎﺣﺜﻮن‬ ‫ﻋــﻦ ﻋﻤﻞ أﻗﺮاﻧﻬﻢ اﻟﻤﻨﺎﻓﺴﻴﻦ ﻟﻬ ﻢ‬ ‫ﻓــﻲ هﺬﻩ اﻟ ﺴﻮق ﺑﻘ ﺪرﺗﻬﻢ ﻋﻠ ﻰ‬ ‫ﻋ ﺮض ﺳﻴﺮهـ ﻢ اﻟﻤﻬﻨﻴ ﺔ اﻟﺬاﺗﻴ ﺔ‬ ‫ﻋﺒﺮ اﻹﻧﺘﺮﻧﺖ‪ ،‬إﻣــﺎ ﻣــﻦ ﺧــﻼل‬ ‫اﻟﻤﻮاﻗ ﻊ اﻟ ﺘﻲ ﺗﻘ ﺪم ﻣﺜ ﻞ هــ ﺬﻩ‬ ‫اﻟﺨ ﺪﻣﺎت أو ﺑﺈﻧ ﺸﺎء ﻣــ ﻮاﻗﻊ‬ ‫ﺷﺨ ﺼﻴﺔ ﺧﺎﺻ ﺔ ﺑﻜ ﻞ واﺣــ ﺪ‬ ‫ﻣﻨﻬ ﻢ وهﻨ ﺎك اﻟﻌ ﺸﺮات ﻣــ ﻦ‬ ‫أﻣﺜ ﺎل هــ ﺬﻩ اﻟﻤﻮاﻗ ﻊ وﻣــ ﻦ‬ ‫أآــﺜﺮهــﺎ ﺷﻬـﺮة‬ ‫‪www.ajob4engineers.co‬‬ ‫‪m/what.html‬‬

‫ﻣــ ﺎ أن ﻳﺤﺼـ ﻞ اﻟﻤﻬﻨ ﺪس‬ ‫ﻋﻠ ﻰ وﻇﻴﻔ ﺔ أو ﻳﻠـﺘﺤـ ﻖ ﺑﻌﻤ ﻞ‬ ‫ﺣــ ﺘﻰ ﺗﻔﺘ ﺢ ﻟـ ﻪ اﻹﻧﺘﺮﻧ ﺖ ﺁﻓﺎﻗ ًﺎ‬ ‫واﺳﻌﺔ ﻟﻢ ﻳﻜﻦ ﻳﺠﺪهﺎ أﻣﺎﻣــﻪ ﻣـ ﻦ‬ ‫ﻗـﺒـ ﻞ‪ .‬وﻣـ ﺘﻰ ﻣ ﺎ أﺣـﺴـ ﻦ هـ ﺬا‬ ‫اﻟﻤﻬﻨـﺪس اﻻﺳ ﺘﻔﺎدة ﻣ ﻦ اﻟﻔ ﺮص‬ ‫اﻟﺘﻲ ﺗﺘﻴﺤﻬﺎ ﻟــ ﻪ اﻹﻧﺘﺮﻧ ﺖ وأﺗﻘ ﻦ‬ ‫ﻗﻮاﻧﻴﻨﻬ ﺎ‪ ،‬ﻓﺎﻧ ﻪ ﺳﻴ ﺼﺒﺢ ﻗ ﺎدرًا‬ ‫ﻋــﻠـﻰ‪:‬‬ ‫ اﻟﻮﺻﻮل إﻟ ﻰ ﻧﺘﺎﺋـ ﺞ أآﺜ ﺮ‬‫ﻣﺼﺪاﻗﻴﺔ‬ ‫ اآﺘ ﺴﺎب ﻧﻈ ﺮات أآﺜ ﺮ‬‫ﻋﻤﻘﺎ‬ ‫ اﺗﺨ ﺎذ ﻗ ﺮارات أآﺜ ﺮ‬‫ﻋﻘــﻼﻧﻴﺔ‬ ‫ اآﺘ ﺴﺎب ﻣﻬ ﺎرات أآﺜ ﺮ‬‫ﺣـﺬﻗًﺎ‬ ‫ اﻣﺘــ ﻼك ﻗ ﺪرة إﺑﺪاﻋﻴ ﺔ‬‫أﺑﻌﺪ رؤﻳــﺔ‬ ‫ﺑﺎﻟﻤﻘﺎﺑـ ﻞ ﻳﻮاﺟ ﻪ اﻟﻤﻬﻨ ﺪس‬ ‫اﻟﻌﺎﻣــ ﻞ ﺗﺤ ﺪﻳﺎت ﺟﺪﻳ ﺪة ﺗ ﻀﻌﻬﺎ‬ ‫اﻹﻧﺘﺮﻧﺖ أﻣــﺎﻣــﻪ‪.‬‬ ‫وﻗـ ﺪ ﺗﻌﺮﺿ ﺖ اﻟﻜﺜ ﻴﺮ ﻣــ ﻦ‬ ‫اﻟﻤﺆﺗﻤ ﺮات وورش اﻟﻌﻤ ﻞ‬ ‫ﻟﻠﻌﻮاﻣـ ﻞ اﻟﺮﺋﻴـﺴـ ﻴﺔ اﻟ ﺘﻲ ﺗﺠﻌ ﻞ‬ ‫‪23‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫اﻹﻧﺘﺮﻧ ﺖ أداة ﻣﻔﻴ ﺪة ﻟﻠﻤﻬﻨ ﺪس‪،‬‬ ‫اﻟﺬي إذا ﺑــ ﺬل اﻟﺠﻬ ﻮد اﻟﻤﻄﻠﻮﺑ ﺔ‬ ‫ﻟﻤﻌﺮﻓ ﺔ اﻟ ﺜﺮوة اﻟﻤﻌﻠﻮﻣﺎﺗﻴ ﺔ‬ ‫واﻹﻣﻜﺎﻧ ﺎت اﻟﺘﻘﻨﻴ ﺔ اﻟ ﺘﻲ ﺑﺤ ﻮزة‬ ‫اﻹﻧﺘﺮﻧﺖ أﺻﺒﺢ ﺑﺈﻣﻜﺎﻧﻪ ﺗﻮﻇﻴﻔﻬ ﺎ‬ ‫ﻟﺘﺤﻘﻴﻖ اﻷهــﺪاف اﻟﺘﺎﻟﻴـﺔ‬ ‫‪ .1‬اﻟﺘﻌﺎون ﻣـ ﻦ اﻟﻤﺘﻌ ﺎرف‬ ‫ﻋﻠﻴ ﻪ أن أدوات اﻟﻌﻤ ﻞ اﻟﻬﻨﺪﺳ ﻲ‬ ‫ﺗ ﺴﺘﺨﺪم ﺑﻴﺌ ﺎت ﻋﻤ ﻞ ﻣﺘﺒﺎﻳﻨ ﺔ ﺑﻤ ﺎ‬ ‫ﻓﻴﻬ ﺎ ﻣﻨ ﺼﺎت اﻷدوات اﻷآﺜ ﺮ‬

‫ﺷﻴﻮﻋًﺎ وﻧﻈـﻢ اﻟﺘﺸﻐﻴﻞ واﻟ ﺸﺒﻜﺎت‬ ‫وآ ﺬﻟﻚ اﻟﺒﺮﻣﺠﻴ ﺎت‪ ،‬إن أدوات‬ ‫اﻷﺗﻤﺘ ﺔ اﻟ ﺘﻲ ﺗ ﺮﻏﻢ اﻟﻤﺆﺳ ﺴﺎت‬ ‫ﻋﻠ ﻰ اﻟﺘﻤ ﺴﻚ ﺑﺘﻠ ﻚ اﻷدوات‬

‫واﻻﺳ ﺘﻤﺮار ﻓـ ﻲ ﻋ ﺪم اﻟﺘﻮاﻓﻘﻴ ﺔ‬ ‫ﺗ ﺼﺒﺢ ﻋﻨ ﺼﺮًا ﻣﻨﺎه ﻀًﺎ‬ ‫ﻻ ﻣ ﻦ زﻳﺎدﺗﻬ ﺎ‪.‬‬ ‫ﻟﻺﻧﺘﺎﺟﻴ ﺔ ﺑ ﺪ ً‬ ‫وﻟﺘﺠﺎوز اﻟﻮﻗﻮع ﻓـﻲ أﻣــ ﺮ ﻋـ ﺪم‬ ‫اﻟﺘﻮاﻓﻘﻴ ﺔ أو ﻋ ﺪم اﻟﻘ ﺪرة ﻋﻠ ﻰ‬ ‫اﻟﺘﻄ ﻮر ﻻﺑـ ﺪ ﻷن ﺗﻤﺘﻠ ﻚ ﺑﻴﺌ ﺎت‬ ‫اﻷﺗﻤﺘ ﺔ اﻟﻘ ﺪرة ﻋﻠ ﻰ ﻣﺨﺎﻃﺒ ﺔ‬ ‫اﻟﺒﻴﺌ ﺎت اﻷﺧـ ﺮى ﻧﺎهﻴ ﻚ ﻋ ﻦ‬ ‫اﻟﺘﻮﺳﻊ اﻟﻤﺘﻮﺧﻰ ﻓﻲ‬ ‫اﻟﻤ ﺴﺘﻘﺒﻞ‪ .‬ﻣﺜ ﻞ ه ﺬﻩ‬ ‫اﻟﻤﺘﻄﻠﺒﺎت ﺗﻮﻓﺮهﺎ ﺑﻴﺌ ﺔ اﻹﻧﺘﺮﻧ ﺖ‬ ‫وﺑﺮﺗﻮآﻮﻻﺗﻬﺎ‬ ‫‪ .2‬ﺗﻮﺣﻴﺪ ﻧﻤﺎذج اﻟﻤﻌﻠﻮﻣﺎت‬ ‫آﻤ ﺎ هــ ﻮ اﻟﺤ ﺎل ﻓ ﻲ‬ ‫اﻟﺒﺮﻣﺠﻴ ﺎت اﻟ ﺘﻲ ﺗﻌـﻤـ ﻞ ﻋﻠ ﻰ‬ ‫ﻣﻨ ﺼﺎت ﻣﺨﺘﻠﻔ ﺔ‪ ،‬آ ﺬﻟﻚ اﻷﻣـ ﺮ‬ ‫ﺑﺎﻟﻨ ﺴﺒﺔ ﻟﻠﻤﻌﻠﻮﻣ ﺎت اﻟ ﺘﻲ ﻳﻨﺒﻐ ﻲ‬ ‫أن ﺗﺘﻮﺣـ ﺪ اﻟﻬﻴﺌ ﺎت اﻟ ﺘﻲ ﺗﺘﻮﻓـ ﺮ‬ ‫ﺑﻬﺎ آــ ﻲ ﻳﺘ ﺴﻨﻰ ﻟﻤ ﺴﺘﺨﺪﻣﻴﻬﺎ –‬ ‫ﻓـ ﻲ داﺧ ﻞ‬ ‫ﺴﺔ‬ ‫اﻟﻤﺆﺳ‬ ‫وﺧﺎرﺟﻬ ﺎ –‬ ‫اﻟﻮﺻ ﻮل إﻟﻴﻬ ﺎ‬ ‫ﺘﻌﺎدﺗﻬﺎ‬ ‫واﺳ‬ ‫واﻻﺳ ﺘﻔﺎدة ﻣﻨﻬ ﺎ‬ ‫ﻧﺎهﻴ ﻚ ﻋ ﻦ‬ ‫ﺗﺒﺎدﻟﻬ ﺎ‪ .‬ﻓﺘﻌ ﺬر‬ ‫ﺎل‬ ‫اﻧﺘﻘ‬ ‫ﺎت‬ ‫اﻟﻤﻌﻠﻮﻣ‬ ‫وﺗﺒﺎدﻟﻬ ﺎ ﻣ ﻦ‬ ‫ﺟــ ﺮاء ﻋــ ﺪم‬ ‫ﺗﻮاﻓﻘﻴﺘﻬ ﺎ ﻳﻔﻘﺪه ﺎ‬ ‫ﻗﻴﻤﺘﻬ ﺎ‪ ،‬ﺧﺎﺻ ﺔ‬ ‫ﻓﻲ ﻧﻄ ﺎق اﻟﻌﻤ ﻞ‬ ‫اﻟﻬﻨﺪﺳ ﻲ اﻷآﺜ ﺮ‬ ‫ﺣﺎﺟـﺔ ﻟﻠﺘﺤﺪﻳﺚ‬ ‫ﺮ‬ ‫‪ .3‬إﻃﺎﻟــ ﺔ ﻋﻤــ‬ ‫اﻟﻤﻌﻠﻮﻣﺎت‬ ‫ﺗﻘ ﺎس دورة ﺣﻴ ﺎة‬

‫اﻟﻤﺸﺮوﻋﺎت اﻟﻬﻨﺪﺳ ﻴﺔ ﺑﺎﻟ ﺴﻨﻮات‬ ‫وأﺣﻴﺎﻧﺎ ﺑ ﺎﻟﻌﻘﻮد ﻟ ﺬﻟﻚ ﻓ ﺎن أدوات‬ ‫اﻷﺗﻤﺘﺔ اﻟﻬﻨﺪﺳﻴﺔ ﻳﻨﺒﻐﻲ أن ﺗ ﺴﻤﺢ‬ ‫ﺑ ﺎﻟﺘﻮاﻓﻖ اﻟﻤ ﺴﺘﻘﺒﻠﻲ‪ .‬وﻟ ﺬﻟﻚ ﻓ ﺎن‬ ‫اﻻﺳ ﺘﺜﻤﺎر ﻓ ﻲ اﻟﻤﻌﻠﻮﻣ ﺎت‬ ‫اﻟﻬﻨﺪﺳﻴﺔ ﻻ ﻳﻨﺒﻐﻲ أن ﻳﻘ ﻒ ﺑﻌﻴ ﺪًا‬ ‫ﻋ ﻦ اﻟﻤ ﺴﺘﻘﺒﻞ ﻓﻴ ﺼﺒﺢ أﺳ ﻴﺮ‬ ‫اﻟﺤﺎﺿـﺮ‪ ،‬ﺑﻞ ﻋﻠﻴ ﻪ أن ﻳﺘﺠ ﺎوز‬ ‫ذﻟ ﻚ آ ﻲ ﻳ ﺴﻤﺢ ﺑﺈﻏﻨ ﺎء ه ﺬﻩ‬ ‫اﻟﻤﻌﻠﻮﻣﺎت ﻓﻲ ﻣﺮاﺣــﻞ ﻻﺣــﻘــﺔ‬ ‫وه ﺬا ﻣ ﺎ ﺗﻮﻓ ﺮﻩ ﺑﻴﺌ ﺔ اﻹﻧﺘﺮﻧ ﺖ‬ ‫اﻟﻤﻔﺘﻮﺣﺔ‬ ‫‪ .4‬اﻟﻘﻮﻟﺒﺔ اﻟﻤﻼﺋﻤــﺔ‬ ‫ﻻﺑ ﺪ أن ﺗ ﺴﻤﺢ ﺑﺮﻣﺠﻴ ﺎت‬ ‫أﺗﻤﺘ ﺔ اﻟﻌﻤ ﻞ اﻟﻬﻨﺪﺳ ﻲ اﻟﺘﻮﺳ ﻊ‬ ‫واﻟﺘﻄ ﻮر ﺑ ﺪءًا ﻣــ ﻦ ﻣ ﺴﺘﻮى‬ ‫اﻟﻤ ﺴﺘﺨﺪم اﻟﻌ ﺎدي ﻋ ﻦ ﻃﺮﻳ ﻖ‬ ‫اﻟﺘﻄﻮﻳ ﺮ اﻟﻤﺘﻘ ﺪم ﻟﻠﺘﻄﺒﻴﻘ ﺎت‬ ‫اﻟﻤﻄﻠﻮﺑ ﺔ‪ .‬إذ ﻻ ﻳﻮﺟ ﺪ ﻃﺮﻳﻘ ﺔ‬ ‫أﺧـ ﺮى ﺗ ﻀﻤﻦ اﻹﻧﺘ ﺎج اﻟﺮاﻗ ﻲ‬ ‫وﺗﻜﺎﻣ ﻞ اﻧ ﺴﻴﺎب اﻟﻤﻌﻠﻮﻣ ﺎت‬ ‫وﺗﺒﺎدﻟﻬﺎ ‪ ،‬ﻣﺜ ﻞ ﺗﻠ ﻚ اﻟ ﺘﻲ ﺑﺤ ﻮزة‬ ‫ﺑﻴﺌﺔ اﻹﻧﺘﺮﻧﺖ اﻟﻘﺎﺑﻠﺔ ﻟﻠﺘﻜﺎﻣ ﻞ ﻣ ﻊ‬ ‫اﻷﻧﻈﻤﺔ اﻷﺧﺮى اﻟﻤﻮروﺛﺔ‬ ‫‪ .5‬اﻟﺨــﺪﻣـﺎت‬ ‫ﻳﻨﺒﻐ ﻲ ﻋﻠ ﻰ وآــ ﻼء‬ ‫ﺑﺮﻣﺠﻴ ﺎت أﺗﻤﺘ ﺔ اﻟﻌﻤ ﻞ اﻟﻬﻨﺪﺳ ﻲ‬ ‫أن ﻳﺆﻣﻨﻮا اﻟﺨﺪﻣﺎت اﻟ ﺘﻲ ﺗ ﻀﻤﻦ‬ ‫اﻹﻧﺘﺎﺟﻴ ﺔ واﺳ ﺘﻤﺮارﻳﺔ اﻟﺘ ﺸﻐﻴﻞ‬ ‫ﻋﻨ ﺪﻣﺎ ﺗ ﺼﺒﺢ اﻟﺒﺮﻣﺠﻴ ﺎت ﺟ ﺰءًا‬ ‫ﻣﻦ ﺑﻴﺌﺔ اﻟﻌﻤ ﻞ‪ .‬وﻳﺘﻄﻠ ﺐ اﻷﻣـ ﺮ‬ ‫ل ﻣ ﻦ اﻟﺨ ﺪﻣﺎت‬ ‫ﻣ ﺴﺘﻮى ﻋ ﺎ ٍ‬ ‫ﻟ ﻀﻤﺎن ﻋﻮاﻣــ ﻞ اﻟﻨﺠ ﺎح‪ .‬وه ﺬا‬ ‫ﻣ ﺎ ﻳﺠ ﺪﻩ اﻟﻤ ﺴﺘﻔﻴﺪ ﻣ ﻦ ﺗﻠ ﻚ‬ ‫اﻟﺨﺪﻣﺎت ﻓﻲ ﺑﻴﺌﺔ ﻣﺜﻞ اﻹﻧﺘﺮﻧﺖ‬ ‫اﻟﻌﻤــ‬

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‫اﻟﻬــﻨﺪﺳـﻲ‬ ‫اﻟﺘــﺤﺪﻳــ ﺎت ﺗﻘﻨﻴ ﺎت اﻟﻌﻤ ﻞ‬ ‫اﻟﻬﻨﺪﺳ ﻲ هـ ﻮ ﻟ ﺐ اﻟﺘﻔ ﻮق اﻟ ﺬي‬ ‫ﻳﻤ ﻴﺰ هـ ﺬا اﻟﻌﻤ ﻞ ﻋـ ﻦ اﻟﻤﻬ ﻦ‬ ‫اﻷﺧـﺮى‪ ،‬وﺗﺴﺨﻴﺮ ه ﺬﻩ اﻟﺘﻘﻨﻴ ﺎت‬ ‫ﻟﺼﺎﻟﺢ هـﺬا اﻟﻌﻤﻞ ﻳﻌﺘﺒﺮ ﻋﻨﺼﺮًا‬ ‫أﺳﺎﺳﻴًﺎ ﻳﺴﺎﻋﺪ ﻋﻠ ﻰ اﻟﺘﻐﻠ ﺐ ﻋﻠ ﻰ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻟﺘﺤﺪﻳﺎت اﻟﺘﻲ ﻣــﻦ‬ ‫أهﻤﻬﺎ‪:‬‬ ‫‪ (1‬اﻟﺤﺎﺟ ﺔ إﻟ ﻰ ﻓﺘ ﺢ ﺁﻓ ﺎق‬ ‫ﺟﺪﻳﺪة ﻟﻔﺮص اﻟﻌﻤﻞ اﻟﺘﺠﺎري‬ ‫‪ (2‬اﻟﺤﺎﺟ ﺔ إﻟ ﻰ ﺗﻮﻓﻴ ﺮ‬ ‫ﻣﻨﺘﺠﺎت وﺧﺪﻣﺎت ﺟﺪﻳﺪة‬ ‫‪ (3‬اﻟﺤﺎﺟ ﺔ إﻟ ﻰ اﻟﻌﻤ ﻞ ﻓ ﻲ‬ ‫ﺑﻴﺌﺔ ﻣﺘﻌﺪدة اﻷﻧﻈﻤﺔ‬ ‫‪ (4‬اﻟﺤﺎﺟ ﺔ إﻟ ﻰ اﻟﻤﻌﻠﻮﻣ ﺎت‬ ‫اﻟﺘﺎﺑﻌ ﺔ ﻟﻠﻤﺆﺳ ﺴﺔ ﻣ ﻊ ﺑﺮﻣﺠﻴ ﺎت‬ ‫اﻟﻨﻈﺎم اﻟﻬﻨﺪﺳﻲ‬ ‫‪ (5‬اﻟﺤﺎﺟ ﺔ إﻟ ﻰ ﻣ ﺸﺎرآﺔ‬ ‫اﻟﻤﻌﻠﻮﻣﺎت اﻟﻬﻨﺪﺳﻴﺔ ﻣﻊ اﻟﺰﺑ ﺎﺋﻦ‪،‬‬ ‫اﻟﻤﻘ ﺎوﻟﻴﻦ‪ ،‬واﻷﻃــ ﺮاف‬ ‫اﻷﺧــﺮى ذات اﻟﻌﻼﻗﺔ‪.‬‬ ‫‪ (6‬اﻟﺤﺎﺟـﺔ إﻟﻰ ﺣﻠﻮل ﻓﻌﺎﻟ ﺔ‬ ‫وﻣﺮﻧﺔ ﻣﺒﺎﺷ ﺮة ﺗ ﺼﻞ إﻟ ﻰ ﺳ ﻄﺢ‬ ‫اﻟﻤﻜﺘﺐ‬ ‫‪ (7‬اﻟﺤﺎﺟﺔ إﻟﻰ اﻟﺤﻔﺎظ ﻋﻠ ﻰ‬ ‫اﻹﻧﺘﺎﺟﻴﺔ أﺛﻨﺎء ﺗﺮﻗﻴ ﺔ اﻟﺒﺮﻣﺠﻴ ﺎت‬ ‫واﻟﺘﻘﻨﻴﺎت‬ ‫‪ (8‬اﻟﺤﺎﺟ ﺔ إﻟ ﻰ ﺗﺄﻣﻴ ﻦ‬ ‫اﻟﻮﺻ ﻮل اﻟﻤﺒﺎﺷ ﺮ واﻟ ﺴﺮﻳﻊ إﻟ ﻰ‬ ‫ﻣﻠﻔﺎت اﻟﻤﺸﺎرﻳﻊ‬ ‫ﻓــﻮاﺋـﺪ اﻟﻤﻜﺎﺗﺐ اﻟﻬﻨﺪﺳﻴﺔ‬ ‫ﺗﻜﺘ ﺴﺐ اﻹﻧﺘﺮﻧ ﺖ وﻋﻠ ﻰ‬ ‫ﻧﺤﻮ ﺳﺮﻳﻊ ﺟﺪًا ﺣﻀﻮرًا ﻣﻠﺤﻮﻇًﺎ‬ ‫وﻣﺆﺛ ﺮًا ﻓ ﻲ ﺣﻴﺎﺗﻨ ﺎ اﻟﻴﻮﻣﻴ ﺔ‪.‬‬ ‫وﺑﺎﺗ ﺖ اﻟﻜﺜ ﻴﺮ ﻣ ﻦ اﻟﻤﺆﺳ ﺴﺎت‬ ‫ﺗـﺪرك إﻣﻜﺎﻧﺎت اﻹﻧﺘﺮﻧﺖ وﻣﻦ ﺛﻢ‬

‫راﺣﺖ ﺗﺴﺘﺜﻤﺮ ﻣﻮارد ﻓ ﻲ ﻏﺎﻳ ﺔ‬ ‫اﻷهﻤﻴ ﺔ ﻣ ﻦ أﺟ ﻞ ﺑﻨ ﺎء ﻣﻮاﻗ ﻊ‬ ‫راﻗﻴﺔ ﻋﻠﻰ اﻟﻮﻳ ﺐ ‪ .‬اﻷﻣـ ﺮ ذاﺗ ﻪ‬ ‫ﻳﻨﻄﺒ ﻖ ﻋﻠ ﻰ اﻟﻤﻜﺎﺗ ﺐ اﻟﻬﻨﺪﺳ ﻴﺔ‬ ‫ﻣ ﻦ ﻣ ﺰودﻳﻦ وﻣﻘ ﺎوﻟﻴﻦ اﻟﺬﻳ ﻦ‬ ‫ﻳﻨ ﺸﻄﻮن ﻓ ﻲ ﻣﺨﺘﻠ ﻒ اﻷوﺟ ﻪ‬ ‫اﻟﺘﺠﺎرﻳ ﺔ ﻟﻠﻌﻤ ﻞ اﻟﻬﻨﺪﺳ ﻲ‪ .‬ﻓﻤ ﻦ‬ ‫ﺧ ﻼل ﺗﻮاﺟ ﺪ ه ﺆﻻء ﻋﻠ ﻰ‬ ‫اﻹﻧﺘﺮﻧ ﺖ ﺑ ﺎﺗﻮا ﻗ ﺎدرﻳﻦ ﻋﻠ ﻰ‬ ‫ﺗﻠﻤﺲ وﻋﻲ اﻟﺴﻮق‪ .‬وﻋﻦ ﻃﺮﻳ ﻖ‬ ‫اﻹﻧﺘﺮﻧ ﺖ ﺗﻤﻜ ﻦ اﻟﻨﺎﺷ ﻄﻮن ﻓ ﻲ‬ ‫ﺗﻠﻚ اﻟ ﺴﻮق ﻣ ﻦ ﺗﻤﻠ ﻚ ﻗ ﺪرات‬ ‫ﻋﺎﻟﻴ ﺔ ﺳ ﻤﺤﺖ ﻟﻬ ﻢ ﺑﺎﻻﺳ ﺘﻔﺎدة‬ ‫اﻟﻘ ﺼﻮى ﻣ ﻦ اﻟ ﺴﻮق اﻟﻤﺒﺎﺷ ﺮة‬ ‫وﻧﺠ ﺪ أدﻧ ﺎﻩ ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ‬ ‫اﻟﻌﻨﺎﺻ ﺮ اﻟ ﺘﻲ إذا ﻣ ﺎ أﺣ ﺴﻦ‬ ‫اﺳ ﺘﺜﻤﺎرهﺎ ﻋﻠ ﻰ اﻟﻮﺟ ﻪ اﻷآﻤ ﻞ‬ ‫ﻓ ﺈن ﺑﻮﺳ ﻊ اﻟﻤﻜﺎﺗ ﺐ اﻟﻬﻨﺪﺳ ﻴﺔ‬ ‫ﺟﻨﻲ ﺛﻤﺎر أﻓﻀﻞ ﻋﺒﺮ اﻹﻧﺘﺮﻧﺖ‬ ‫‪ -1‬زﻳ ﺎدة اﻟﻮﻋ ﻲ ﺑﺎﻟﺨ ﺪﻣﺎت‬ ‫واﻟﻤﻨﺘﺠ ﺎت اﻟ ﺘﻲ ﺗﻮﻓﺮه ﺎ ﺗﻠ ﻚ‬ ‫اﻟﻤﻜﺎﺗ ﺐ ﻋ ﻦ ﻃﺮﻳ ﻖ ﺗﻨ ﺸﻴﻂ‬ ‫اﻟﻤﻮاﻗﻊ اﻟﺨﺎﺻﺔ ﺑﻬﺎ ﻋﻠﻰ اﻟﻮﻳﺐ‬ ‫‪ -2‬اﺳ ﺘﺨﺪام اﻟﻮﻳ ﺐ آﻮﺳ ﻴﻠﺔ‬ ‫ﻟﻠﺘﺮوﻳﺞ واﻟﺘﺴﻮﻳﻖ‬ ‫‪ -3‬اﻟﺘﻮاﺻ ﻞ ﻣ ﻊ اﻟﺰﺑ ﺎﺋﻦ ﻣ ﻦ‬ ‫ﺧ ﻼل ﻗ ﺴﺎﺋﻢ اﻟﺘﻐﺬﻳ ﺔ اﻟﺮاﺟﻌ ﺔ‬ ‫وآﺸﻮف اﻟﻤﺴﺢ اﻟﻤﺒﺎﺷﺮ‬ ‫‪ -4‬ﺗﻮﺳ ﻴﻊ ﺁﻓ ﺎق اﻟ ﺴﻮق اﻟﻌﺎﻟﻤﻴ ﺔ‬ ‫اﻟﺘﻲ ﺗﺘﺴﻢ ﺑﻬﺎ اﻹﻧﺘﺮﻧﺖ‬ ‫‪ -5‬ﺗ ﺴﻠﻴﻂ اﻷﺿ ﻮاء ﻋﻠ ﻰ‬ ‫اﻟﻜﻔ ﺎءات اﻟ ﺘﻲ ﺗﺘﻤﺘ ﻊ ﺑﻬ ﺎ‬ ‫اﻟﻤﺆﺳﺴﺔ واﻟﺨﺪﻣﺎت اﻟﺘﻲ ﺗﻘﺪﻣﻬﺎ‬ ‫‪ -6‬اﻻﺗ ﺼﺎل اﻟﻤﺒﺎﺷ ﺮ اﻟﻤ ﺴﺨﺮ‬ ‫ﻟﻠﻤﻮﻗﻊ اﻟﺬي ﺗﻤﻠﻜﻪ ﻣﺆﺳﺴﺔ اﻟﻌﻤﻞ‬ ‫اﻟﻬﻨﺪﺳﻲ‬

‫اﻟﻬــﻨﺪﺳـﻲ‬ ‫ﺑﺸﻜﻞ ﻋﺎم ﻓﺎن ﻣﻦ اﻷه ﺪاف‬ ‫اﻟﺮﺋﻴ ﺴﻴﺔ اﻟ ﺘﻲ ﺗﺤﻘﻘﻬ ﺎ اﻹﻧﺘﺮﻧ ﺖ‬ ‫هﻮ ﺑﻨﺎء وﺗﻄﻮﻳﺮ وﺳﻂ دﻳﻨﺎﻣﻴﻜﻲ‬ ‫ﻗﺎﺑ ﻞ ﻟﻠﺘﻮﺳ ﻊ ﻋﻠ ﻰ اﻟﻮﻳ ﺐ ﻗ ﺎدر‬ ‫ﻋﻠ ﻰ ﻧ ﺴﺞ ﻋﻼﻗ ﺔ ﺗ ﺄﺛﻴﺮ ﻣﺘﺒ ﺎدل‬ ‫ﺑﻴﻦ اﻟﻌﻤ ﻞ اﻟﻬﻨﺪﺳ ﻲ واﻷﻃ ﺮاف‬ ‫اﻷﺧ ﺮى ذات اﻟﻌﻼﻗ ﺔ ‪ .‬وهﻨ ﺎك‬

‫اﻟﻜﺜ ﻴﺮ ﻣ ﻦ اﻟﻔﻮاﺋ ﺪ اﻟ ﺘﻲ ﺗ ﻀﻌﻬﺎ‬ ‫ﻹﻧﺘﺮﻧﺖ ﺗﺤﺖ ﺗﺼﺮف ﻣﺆﺳﺴﺎت‬ ‫اﻟﻌﻤ ﻞ اﻟﻬﻨﺪﺳ ﻲ اﻟ ﺘﻲ ﺗ ﺴﺘﺨﺪﻣﻬﺎ‬ ‫واﻟﺘﻲ ﺑﻮﺳﻌﻨﺎ ﺳﺮد أهﻤﻬﺎ‪:‬‬ ‫‪ (1‬زﻳﺎدة اﻹﻧﺘﺎج‬ ‫ﺔ‬ ‫ﺾ اﻟﻜﻠﻔ‬ ‫‪ (2‬ﺧﻔ‬ ‫واﻟﻤﺼﺮوﻓﺎت‬ ‫‪ (3‬ﺗﺤﺪﻳ ﺪ اﻟﻤ ﺸﻜﻼت‬ ‫وﺗﺴﻠﻴﻂ اﻷﺿﻮاء ﻋﻠﻴﻬﺎ‬ ‫‪ (4‬ﺗﺤ ﺴﻴﻦ ﻋﻤﻠﻴ ﺎت اﻟﺘﺤﻜ ﻢ‬ ‫واﻟﻤﺮاﻗﺒﺔ‬ ‫‪ (5‬اﻟﺘﻮﻓﻴﺮ ﻓﻲ اﻟﻄﺎﻗﺔ‬ ‫‪ (6‬ﺗﺤ ﺴﻴﻦ ﺳ ﺒﻞ ﺗﺤﻠﻴ ﻞ‬ ‫اﻟﻤﻌﻠﻮﻣﺎت واﺗﺨﺎذ اﻟﻘﺮار‬ ‫‪ (7‬زﻳﺎدة رﺿﺎ اﻟﺰﺑﺎﺋﻦ‬ ‫‪ (8‬اﺗ ﺼﺎل اﻓ ﻀﻞ ﻣ ﻊ‬ ‫اﻟﺰﺑﺎﺋﻦ‬ ‫اﻟﻤﻨﻈﻤــ ﺎت اﻟﻬﻨﺪﺳــ ﻴﺔ‬ ‫واﻟﻤـﺆﺗﻤﺮات‬

‫اﻟﻔﻮاﺋــ ﺪ اﻟ ﺘﻲ ﻳﺤﻘﻘﻬ ﺎ اﻟﻌﻤ ﻞ‬ ‫‪25‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺗﺘﻴ ﺢ اﻹﻧﺘﺮﻧ ﺖ ﻋﻘ ﺪ‬ ‫اﻟﻤﺆﺗﻤ ﺮات اﻟﻬﻨﺪﺳ ﻴﺔ ﻋ ﻦ ﺑﻌ ﺪ‪،‬‬ ‫آﻤﺎ ﺗ ﺴﻤﺢ‪ ،‬ﺑﺎﻹﺿ ﺎﻓﺔ إﻟ ﻰ ذﻟ ﻚ‪،‬‬ ‫ﻟﻠﻤﺆﺳ ﺴﺎت اﻟﻬﻨﺪﺳ ﻴﺔ ﻣ ﻦ أن‬ ‫ﺗـﻨـﺴـﺞ ﻋﻼﻗﺎت ﺣﻤﻴﻤﺔ ﺑﻴﻨﻬﺎ ﻋﻦ‬ ‫ﻃﺮﻳ ﻖ اﻟﺘﻮاﺻ ﻞ ﻋ ﺒﺮ ﺷ ﺒﻜﺔ‬ ‫اﻟﻮﻳﺐ‪.‬‬ ‫رؤﻳــﺔ ﻣﺴﺘﻘﺒﻠــــﻴﺔ‬ ‫ﻳﻘ ﻒ اﻟﻌ ﺎﻟﻢ‪ ،‬وﻣﻌ ﻪ‬ ‫اﻟﻤﺆﺳﺴﺎت اﻟﻬﻨﺪﺳﻴﺔ أﻣ ﺎم ﻣﻔ ﺘﺮق‬ ‫ﻃ ﺮق ﺗﻜﺘﻨﻔﻬ ﺎ اﻟﻌﺪﻳ ﺪ ﻣ ﻦ‬ ‫اﻟﺘﻐ ﻴﺮات واﻟﺘﺤ ﻮﻻت اﻟﺘ ﻲ‬ ‫ﺗﻤ ﺎرس اﻹﻧﺘﺮﻧ ﺖ دورًا إﻳﺠﺎﺑﻴ ﺎ‬ ‫ﻣﻠﻤﻮﺳ ًﺎ وﻣﺆﺛ ﺮًا ﻓﻴﻬ ﺎ وﻣ ﻦ‬ ‫أهـﻤﻬﺎ‪:‬‬ ‫‪ -1‬ﻋﻮﻟﻤﺔ اﻟﻌﻤﻞ اﻟﻬﻨﺪﺳﻲ‬ ‫‪ -2‬ﻧﻬﺎﻳ ﺔ ﻋ ﺼﺮ اﻟﺤ ﺮب‬ ‫اﻟﺒﺎردة‬ ‫‪ -3‬اﻟﺘﻄ ﻮر ﻓ ﻲ ﺻ ﻨﺎﻋﺔ‬ ‫وﺗﻘﻨﻴﺎت اﻟﻜﻮﻣﺒﻴﻮﺗﺮ‬ ‫‪ -4‬اﻟﺘﻘﺪم ﻓ ﻲ ﺳ ﺒﻞ ووﺳ ﺎﺋﻞ‬ ‫اﻻﺗﺼﺎﻻت‬ ‫‪ -5‬اﻟﺘﺤ ﻮل ﻧﺤ ﻮ اﻗﺘ ﺼﺎد‬ ‫اﻟﺨﺪﻣﺎت‬ ‫‪ -6‬اﻻﻧﻔﺠ ﺎر اﻟ ﺴﻜﺎﻧﻲ‬ ‫اﻟﻌﺎﻟﻤﻲ‬ ‫إن ﻓﻬ ﻢ ه ﺬا اﻟﺘﺤ ﻮﻻت‬ ‫ﻳﺮﺷ ﺪﻧﺎ إﻟـ ﻰ ﺗﻠﻤ ﺲ أي ﺣﻘ ﻮل‬ ‫اﻟﻬﻨﺪﺳ ﺔ ﺳ ﺘﻜﻮن أآ ﺜﺮ أهﻤﻴ ﺔ‬ ‫وأﻳﻬ ﺎ ﺳ ﻴﻜﻮن اﻷﺷ ﺪ ﺗ ﺄﺛﺮًا‬ ‫ﺑﻈ ﺎهﺮة اﻹﻧﺘﺮﻧ ﺖ وأﻧ ﺸﻄﺘﻬﺎ‬ ‫وﺗﻘﻨﻴﺎﺗﻬ ﺎ‪ ،‬اﻟ ﺘﻲ رﺻ ﺪت أهﻤﻬ ﺎ‬ ‫اﻟﻤﺆﺳ ﺴﺔ اﻟﻮﻃﻨﻴ ﺔ ﻟﻠﻌﻠ ﻮم ﻓ ﻲ‬ ‫اﻟﻮﻻﻳﺎت اﻟﻤﺘﺤﺪة وﻣﻦ ﺑﻴﻨﻬﺎ‪:‬‬ ‫‪ -1‬اﻟﺘﻘ ﺪم ﻓ ﻲ ﺗﻘﻨﻴ ﺎت‬

‫اﻟﺘﺼﻨﻴﻊ‬ ‫‪ -2‬ﺗﻄﻮﻳﺮ ﺧ ﺪﻣﺎت وﺗﻘﻨﻴ ﺎت‬ ‫اﻟﻤﻌﻠﻮﻣﺎت واﻻﺗﺼﺎﻻت‬ ‫‪ -3‬اﻟﺘﻘ ﺪم ﻓ ﻲ ﺳ ﺒﻞ اﻟﺤﻴ ﺎة‬ ‫اﻟﻤﺎدﻳﺔ واﻟﻤﻌﻨﻮﻳﺔ‬ ‫‪ -4‬اﻟﺘﻘﺪم ﻓﻲ ﺗﻘﻨﻴﺎت اﻟﺤﻔ ﺎظ‬ ‫ﻋﻠﻰ اﻟﺒـﻴـﺌـﻴﺔ‬ ‫ﺗﺤــﺪﻳـ ﺎت ﺗـﻮاﺟـ ﻪ اﻟﻌﻤ ﻞ‬ ‫اﻟﻬﻨﺪﺳـﻲ اﻟﻌـﺮﺑـﻲ‬ ‫ﺷ ﺄﻧﻪ ﺷ ﺄن اﻟﻌﻤ ﻞ‬ ‫اﻟﻬﻨﺪﺳ ﻲ ﻓ ﻲ ﻣﻨ ﺎﻃﻖ أﺧ ﺮى ﻣ ﻦ‬ ‫اﻟﻌ ﺎﻟﻢ ﻋ ﺮف اﻟﻌﻤ ﻞ اﻟﻬﻨﺪﺳ ﻲ‬ ‫اﻟﻌﺮﺑ ﻲ ﺗﻄ ﻮرات ﻣﻠﻤﻮﺳ ﺔ ﺑﻤ ﺎ‬ ‫ﻓﻴﻬﺎ ﺗﻠﻚ اﻟﻤﺘﻌﻠﻘﺔ ﺑﺎﻹﻧﺘﺮﻧ ﺖ اﻟﺘ ﻲ‬ ‫ﻋﺮﻓ ﺖ ه ﻲ اﻷﺧ ﺮى اﻧﺘ ﺸﺎرًا‬ ‫واﺳ ﻌًﺎ ﻓ ﻲ اﻟﺒ ﻼد اﻟﻌﺮﺑﻴ ﺔ ﻟﻜ ﻦ‬ ‫رﻏـ ﻢ اﻟﺘﻄ ﻮر اﻹﻳﺠ ﺎﺑﻲ اﻟ ﺬي‬ ‫ﻋﺮﻓﻪ اﻟﻌﻤﻞ اﻟﻬﻨﺪﺳﻲ اﻟﻌﺮﺑﻲ ﻓﻲ‬ ‫ه ﺬا اﻟ ﺼﺪد ﻣ ﺎ زاﻟ ﺖ ﺗﻮاﺟﻬ ﻪ‬ ‫ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻟ ﺼﻌﺎب‬ ‫واﻟﺘﺤﺪﻳﺎت اﻟﺘﻲ ﻣـﻦ أهﻤﻬﺎ‬

‫وﻣ ﻦ ﺛ ﻢ ﺳ ﺘﻈﻞ ﻣ ﺪى اﻻﺳ ﺘﻔﺎدة‬ ‫ﻧﺎﻗﺼﺔ ورﺑﻤﺎ ﻣﺒﺘﻮرة‬ ‫اﻟﻜﻠﻔـــﺔ اﻟﻤﺎﻟــﻴﺔ‬ ‫ﺗ ﻀﻴﻒ اﻹﻧﺘﺮﻧ ﺖ أﻋﺒ ﺎ ًء‬ ‫ﻣﺎﻟﻴﺔ ﺟﺪﻳﺪة ﻋﻠﻰ اﻟﻌﻤﻞ اﻟﻬﻨﺪﺳ ﻲ‬ ‫ﺑ ﺪءًا ﻣ ﻦ اﻗﺘﻨ ﺎء اﻷﺟﻬ ﺰة‬ ‫واﻟﻤﻌ ﺪات وﻣ ﺮورًا ﺑﻤ ﺼﺎرﻳﻒ‬ ‫اﻻﺗ ﺼﺎل اﻧﺘﻬ ﺎء ﺑﺎﻟﺘﺪرﻳ ﺐ‬ ‫واﻟﺘﺄهﻴ ﻞ ﻟﻠﻤ ﻮﻇﻔﻴﻦ وﻣ ﻦ ﺛ ﻢ ﻻ‬ ‫ﺑــ ﺪ ﻣــ ﻦ إﺿ ﺎﻓﺔ اﻟﻤﻮازﻧـــ ﺔ‬ ‫اﻹﺿ ﺎﻓﻴﺔ اﻟ ﺘﻲ ﻳﺤﺘﺎﺟﻬ ﺎ اﻟﺘﺤ ﻮل‬ ‫ﻧﺤــ ﻮ اﺳﺘﺨــ ﺪام اﻹﻧﺘﺮﻧ ﺖ‬ ‫ﻻرﺗــﻘـﺎء ﺑﺎﻟﻤﺴــﺘﻮى اﻟﻤﻬﻨـﻲ ﻣ ﺎ‬ ‫ﺗ ﺰال ﻧ ﺴﺒﺔ ﻋﺎﻟﻴ ﺔ ﻣــ ﻦ اﻟﻌﻤ ﻞ‬ ‫اﻟﻬﻨﺪﺳـ ﻲ اﻟﻌﺮﺑ ﻲ ﺗﻌﻤـ ﻞ وﻓـ ﻖ‬ ‫ﻣﻘ ﺎﻳﻴﺲ وﻣﻔﺎهـ ﻴﻢ ﻣﺤـﻠـ ﻴﺔ أو‬ ‫إﻗﻠﻴﻤﻴﺔ‪.‬‬

‫اﻟﻔﺠـﻮة اﻟﺤـﻀـﺎرﻳــﺔ‬ ‫ﺟﺎءت اﻹﻧﺘﺮﻧﺖ إﻟﻰ اﻟﻐ ﺮب‬ ‫ﺑﻨ ﺎء ﻋﻠ ﻰ ﺣﺎﺟ ﺔ ﻣﺎﺳ ﺔ أﻓﺮزﺗﻬ ﺎ‬ ‫ﺗﻄﻮرات اﻟﻤﺠﺘﻤﻊ اﻟﻐﺮﺑﻲ‪ ،‬وﻣﻦ‬ ‫ﺛ ﻢ ﻓ ﺈن اﻧﺘﻘ ﺎل اﻹﻧﺘﺮﻧ ﺖ إﻟ ﻰ‬ ‫اﻟﻤﻨﻄﻘﺔ اﻟﻌﺮﺑﻴﺔ ﻻﺑـﺪ وأن ﺗﺮاﻓﻘ ﻪ‬ ‫اﻟﻜﺜ ﻴﺮ ﻣ ﻦ ﻣﻌ ﺎﻟﻢ اﻟﺤ ﻀﺎرة‬ ‫اﻟﻐﺮﺑﻴﺔ اﻟﺘﻲ ﻳﻨﻈﺮ إﻟﻴﻬ ﺎ اﻟﻤﺠﺘﻤ ﻊ‬ ‫اﻟﻌﺮﺑﻲ ﻣﻦ زاوﻳﺔ ﺳ ﻠﺒﻴﺔ‪ .‬وﻟﻬـ ﺬا‬ ‫ﻓﺎﻧ ﻪ ﻣ ﺎ ﻟ ﻢ ﺗﺘﻐ ﻴﺮ ه ﺬﻩ اﻟﻨﻈ ﺮة‬ ‫اﻟ ﺴﻠﺒﻴﺔ وﺗﺤ ﻞ ﻣﻜﺎﻧﻬ ﺎ اﻟﻨﻈ ﺮة‬ ‫اﻹﻳﺠﺎﺑﻴ ﺔ اﻟﻤﻄﻠﻮﺑ ﺔ واﻵﺧ ﺬة ﻓ ﻲ‬ ‫اﻻﻋﺘﺒ ﺎر اﻟﺠﻮاﻧ ﺐ اﻟ ﺴﻠﺒﻴﺔ آﺎﻓ ﺔ‪،‬‬ ‫ﻟ ﻦ ﻧ ﺴﺘﻄﻴﻊ أن ﻧﻠ ﺞ ﻋ ﺼﺮ‬ ‫اﻹﻧﺘﺮﻧ ﺖ ﺑﺎﻻﻧ ﺪﻓﺎع اﻟﻤﻄﻠ ﻮب‬ ‫‪26‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺟﺪﻳﺪ اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‬

‫ﻋﺎﻟﻢ اﻟﻤﻨﺘﺠﺎت اﻟﻬﻨﺪﺳﻴﺔ و اﻟﺘﻘﻨﻴﺔ‬ ‫ﺷ ﺎﺷ ﺔ ﻋ ﺮض ﻣ ﺮﻧ ﺔ ﺑ ﻤ ﻘ ﺎس ‪ 2.5‬ﺑ ﻮﺻ ﺔ‬ ‫وﺳﻤﺎآﺔ ‪0.3‬ﻣﻢ‬

‫وأآﺪت ﺳﻮﻧﻲ أﻧﻬﺎ ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﻄﻮﻳﺮ ﺗﻘﻨﻴﺔ اﻟ ﻌ ﺮض‬ ‫اﻟﺤﺪﻳﺜﺔ ﻟﺘﻌﺰﻳﺰ ﻣﻜﺎﻧﺘﻬﺎ ﻓ ﻲ ﺳ ﻮق اﻟ ﺘ ﻘ ﻨ ﻴ ﺔ‪ ،‬وأﺷ ﺎر‬ ‫ﺑﻌﺾ اﻟﻤﺤﻠ ﻠ ﻴ ﻦ إﻟ ﻰ أن ﺷ ﺮآ ﺔ ﺳ ﻮﻧ ﻲ ﺑ ﺪأت ﻓ ﻲ‬ ‫اﺳﺘﻌﺎدة ﻣﻜﺎﻧﺘﻬﺎ ﻓﻲ اﻟﺴﻮق ﺧﺼﻮﺻ ﺎ ﺑ ﻌ ﺪ ﺗ ﻘ ﻠ ﻴ ﺺ‬ ‫ﻋﺪد اﻟﻮﻇﺎﺋﻒ وإﻏﻼق اﻷﻗﺴﺎم اﻟﺨﺎﺳﺮة آﻤﺎ ﻋ ﺰزت‬ ‫ﻋﺮوﺿﻬﺎ ﻣﻦ ﺷﺎﺷﺎت اﻟﺘﻠﻔﺎز اﻟﻤﺴﻄﺤﺔ‪.‬‬ ‫واﻟﺠﺪﻳﺮ ﺑﺎﻟﺬآ ﺮ أن )‪(LG‬و )‪(Philips LCD‬و‬ ‫)‪(Seiko Epson‬ﺗ ﻌ ﻤ ﻞ ﻋ ﻠ ﻰ اﺳ ﺘ ﻐ ﻼل أﻧ ﻤ ﺎط‬ ‫ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺗﻘﻨﻴﺔ اﻟﻮرق اﻻﻟﻜﺘﺮوﻧ ﻲ ‪(electronic‬‬ ‫)‪paper‬وﻟﻜﻦ ﺳﻮﻧﻲ أآﺪت أن ﺗ ﻘ ﻨ ﻴ ﺔ ‪(organic‬‬ ‫)‪electroluminescent display‬ﺗ ﻮﻓ ﺮ ﻧ ﻘ ﺎء‬ ‫ووﺿﻮح ﺑﺸﻜﻞ أﻓﻀﻞ وهﻲ اﻷآﺜ ﺮ ﻣ ﻼﺋ ﻤ ﺔ ﻟ ﻤ ﻮاد‬ ‫اﻟﻔﻴﺪﻳﻮ‪.‬‬

‫أزاﺣﺖ ﺷﺮآﺔ ﺳﻮﻧﻲ )‪(Sony‬اﻟﺴ ﺘ ﺎر ﻋ ﻦ ﺷ ﺎﺷ ﺔ ﺗﻮﺷﻴﺒﺎ ﺗﻄﻠﻖ اﻟﻜﻤﺒﻴﻮﺗﺮ اﻟ ﺪﻓ ﺘ ﺮي اﻷﺧ ﻒ ﻓ ﻲ‬ ‫ﺟﺪﻳﺪة ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺗﻘﻨﻴﺔ اﻟﻌﺮض اﻟﺤﺪﻳﺜﺔ ‪ (organic‬اﻟﻌﺎﻟﻢ‬ ‫)‪electroluminescent display‬اﻟﻤﻼﺋﻤﺔ ﻟﻤ ﻮاد‬ ‫اﻟﻔﻴﺪﻳﻮ واﻟﺘﻲ ﺗﻌﺘﺒﺮ اﻟﻌﻨﺼﺮ اﻷﺳﺎﺳ ﻲ ﻓ ﻲ ﺻ ﻨ ﺎﻋ ﺔ‬ ‫اﻟﺸﺎﺷﺎت اﻟﻤﺮﻧﺔ‪.‬‬

‫وﺗﺘﻤﻴﺰ اﻟﺸﺎﺷﺔ ﺑﻤﻘﺎس ‪ 2.5‬ﺑﻮﺻﺔ ﻓﻀﻼ ﻋﻦ رﻗﺘ ﻬ ﺎ‬ ‫اﻟﺘﻲ ﺗﺒﻠﻎ ‪0.3‬ﻣ ﻢ‪ ،‬وﺑ ﺎﻟ ﺮﻏ ﻢ ﻣ ﻦ ﺗ ﻄ ﻮر اﻟﺸ ﺎﺷ ﺎت‬ ‫اﻟﻤﺴﻄﺤﺔ إﻻ أﻧﻬﺎ ﺗﻌﺘﺒﺮ اﻷﻓﻀﻞ ﺑﻴﻦ اﻟﺸﺎﺷﺎت‪.‬‬ ‫وﻓﻲ ﺗﻌﻠﻴﻖ ﻟﻪ ﺑ ﻬ ﺬﻩ اﻟ ﻤ ﻨ ﺎﺳ ﺒ ﺔ‪ ،‬ﻗ ﺎل اﻟ ﺒ ﺮوﻓ ﻴ ﺴ ﻮر‬ ‫ﺗﺎﺗﺴﻮﻣﻮري ﻣﻦ ﺟﺎﻣﻌﺔ ﻧﺎﺟ ﻮري‪ ":‬ﺗ ﻮاﺟ ﻪ اﻟ ﺘ ﻘ ﻨ ﻴ ﺔ‬ ‫اﻟﺠﺪﻳﺪة ﺑﻌﺾ اﻟﻤﺸﺎآﻞ ﻓﻤﻦ اﻟﺼﻌﺐ ﺗﻄﺒﻴ ﻘ ﻬ ﺎ ﻋ ﻠ ﻰ‬ ‫ﺷﺎﺷﺎت ‪LCD‬واﻟﺒﻼزﻣﺎ"‪.‬‬ ‫وآﺎن ﻋﺪد ﻣﻦ اﻟﻤﺤﻠﻠﻴﻦ ﻗﺪ أآﺪوا أن ﺳﻮﻧﻲ ﺗﺮاﺟﻌ ﺖ‬ ‫ﻓﻲ ﻋﺎﻟﻢ ﺗﻘﻨﻴﺔ اﻟﺸﺎﺷﺎت اﻟ ﻤ ﺴ ﻄ ﺤ ﺔ ﺧ ﻠ ﻒ آ ﻞ ﻣ ﻦ‬ ‫ﺳﺎﻣﺴﻮﻧﺞ اﻟﻜﻮرﻳﺔ اﻟﺠﻨﻮﺑﻴﺔ وﺷﺎرب اﻟﻴﺎﺑﺎﻧﻴ ﺔ وﻟ ﻜ ﻦ‬ ‫ﻣﻦ اﻟﻮاﺿﺢ أن ﺳﻮﻧﻲ ﺑﺪأت ﻓﻲ اﺳﺘﻌﺎدة ﻣﻜﺎﻧﺘﻬﺎ ﻓ ﻲ‬ ‫هﺬا اﻟﺴﻮق وذﻟﻚ ﺑ ﻌ ﺪ أن ﻗ ﻠ ﺼ ﺖ ﻋ ﺪد اﻟ ﻮﻇ ﺎﺋ ﻒ‬ ‫وأﻏﻠﻘﺖ اﻷﻗﺴﺎم اﻟﻐﻴﺮ ﻣﺮﺑﺤﺔ آﻤﺎ دﻋﻤﺖ ﻋﺮوﺿ ﻬ ﺎ‬ ‫ﻣﻦ ﺷﺎﺷﺎت اﻟﺘﻠﻔﺎز اﻟﻤﺴﻄﺤﺔ‪.‬‬

‫أﻋﻠﻦ ﻗﺴﻢ أﻧﻈﻤﺔ اﻟﻜﻤﺒﻴﻮﺗﺮ ﻓ ﻲ ﺗ ﻮﺷ ﻴ ﺒ ﺎ اﻟ ﻴ ﻮم ﻋ ﻦ‬ ‫إﻃ ﻼق اﻟ ﻜ ﻤ ﺒ ﻴ ﻮﺗ ﺮ اﻟ ﺪﻓ ﺘ ﺮي اﻷﺧ ﻒ ﻓ ﻲ اﻟ ﻌ ﺎﻟ ﻢ‬ ‫واﻟﻤﺰود ﺑﺴ ﻮاﻗ ﺔ أﻗ ﺮاص ﺿ ﻮﺋ ﻴ ﺔ‪ ،‬وه ﻮ اﻟ ﺠ ﻬ ﺎز‬ ‫‪Portege R500‬ﺷﺪﻳﺪ اﻟﻨﺤﺎﻓﺔ‪ .‬ﻓ ﻔ ﻲ إﻃ ﺎر اﻟ ﺘ ﺰام‬ ‫ﺗﻮﺷﻴﺒﺎ ﺑﻤﻮاﺻﻠﺔ رﻳﺎدﺗﻬﺎ ﻟﻺﺑﺪاع ﻓﻲ هﺬﻩ اﻟﺼ ﻨ ﺎﻋ ﺔ‪،‬‬ ‫ﺻُﻤﻢ اﻟﻜﻤﺒﻴﻮﺗﺮ اﻟﺠﺪﻳﺪ ﻟﻴﻨﻄﻠﻖ ﺑﺎﻟﺤﻮﺳﺒﺔ اﻟﻨﻘﺎﻟﺔ إﻟ ﻰ‬ ‫اﻟﻤﺴﺘﻮى اﻟﺘﺎﻟﻲ ﻣ ﻦ ﺧ ﻼل إﻋ ﺎدة ﺗ ﻌ ﺮﻳ ﻒ ﺳ ﻬ ﻮﻟ ﺔ‬ ‫اﻟﺤﻤﻞ واﻹﻧﺘﺎﺟﻴﺔ واﻟﺸﻜﻞ اﻷﻧﻴﻖ‪.‬‬ ‫ﻳﻌﺘﻤﺪ اﻟﻜﻤ ﺒ ﻴ ﻮﺗ ﺮ ‪Portege R500‬ﻋ ﻠ ﻰ اﻟ ﻨ ﺠ ﺎح‬ ‫اﻟﺴﺎﺑﻖ ﻓﻲ ﻣﺠﺎل اﻟ ﺘ ﺼ ﻤ ﻴ ﻢ اﻟ ﺬي ﺣ ﻘ ﻘ ﺘ ﻪ ﺳ ﻠ ﺴ ﻠ ﺔ‬ ‫‪27‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫‪Portege‬اﻟﺸﻬﻴﺮة‪ ،‬وهﻮ ﻳ ﺰود اﻟ ﻤ ﺴ ﺘ ﺨ ﺪﻣ ﻴ ﻦ ﻓ ﻲ‬ ‫اﻟﺸﺮآﺎت ﺑﺨﻴﺎر أﻧﻴﻖ ﻋﺎﻟﻲ اﻹﻧﺘﺎﺟﻴﺔ ﻷداء أﻋﻤﺎﻟﻬ ﻢ‪،‬‬ ‫ﺑﻴﻨﻤﺎ ﻳﻀﻤﻦ ﻓ ﻲ اﻟ ﻮﻗ ﺖ ذاﺗ ﻪ أﻣ ﻦ ﺑ ﻴ ﺎﻧ ﺎت اﻟ ﻌ ﻤ ﻞ‬ ‫واﻟﻤﻌﻠﻮﻣﺎت اﻟﺸﺨﺼﻴﺔ وﺣﻤﺎﻳﺘﻬﺎ‪.‬‬ ‫ﻳﺒﻠﻎ ﺳﻤﻚ اﻟﻜﻤﺒ ﻴ ﻮﺗ ﺮ اﻟ ﺪﻓ ﺘ ﺮي ‪Portege R500‬‬ ‫ﻓﻘﻂ ‪ 19.5/25.5‬ﻣﻴﻠﻠﻴﻤ ﺘ ﺮ‪ ،‬ﻣ ﺎ ﻳ ﺠ ﻌﻠ ﻪ واﺣ ﺪًا ﻣ ﻦ‬ ‫أﻧﺤ ﻒ اﻟ ﻜ ﻤ ﺒ ﻴ ﻮﺗ ﺮات اﻟ ﺪﻓ ﺘ ﺮﻳ ﺔ اﻟ ﻤ ﺰودة ﺑﺴ ﻮاﻗ ﺔ‬ ‫ﻼ ﻋﻦ أﻧ ﻪ ﻣ ﺰود‬ ‫أﻗﺮاص ﺿﻮﺋﻴﺔ ﻓﻲ هﺬﻩ اﻟﻔﺌﺔ‪ ،‬ﻓﻀ ً‬ ‫ﺑﺸﺎﺷﺔ وﻟﻮﺣﺔ ﻣﻔﺎﺗﻴ ﺢ آ ﺎﻣ ﻠ ﺘ ﻲ اﻟ ﺤ ﺠ ﻢ‪ .‬آ ﻤ ﺎ ﻳ ﻠ ﺒ ﻲ‬ ‫اﻟ ﻜ ﻤ ﺒ ﻴ ﻮﺗ ﺮ ﺣ ﺎﺟ ﺔ اﻟ ﻤ ﺴ ﺘ ﺨ ﺪم إﻟ ﻰ ﻋ ﻤ ﺮ أﻃ ﻮل‬ ‫ﻟﻠﺒﻄﺎرﻳﺔ‪ ،‬ﺣﻴﺚ ﻳ ﻘ ﺪم ﻣ ﺎ ﻳ ﺘ ﺮاوح ﺑ ﻴ ﻦ ‪ 7‬ﺳ ﺎﻋ ﺎت‬ ‫و‪ 12.5‬ﺳﺎﻋﺔ ﻋﻤﻞ‪ ،‬ﺣﺴﺐ ﻣﻮاﺻﻔﺎﺗﻪ‪.‬‬ ‫ﻳﻘﻮل ﺳﺎﻧﺘﻮش ﻓﺎرﻏﻴﺰ‪ ،‬اﻟﻤﺪﻳﺮ اﻟﻌﺎم اﻹﻗﻠﻴﻤ ﻲ ﻟ ﻘ ﺴ ﻢ‬ ‫أﻧﻈﻤ ﺔ اﻟ ﻜ ﻤ ﺒ ﻴ ﻮﺗ ﺮ ﻟ ﺪى ﺗ ﻮﺷ ﻴ ﺒ ﺎ اﻟﺸ ﺮق اﻷوﺳ ﻂ‬ ‫وإﻓﺮﻳﻘﻴﺎ‪" :‬ﺗﻮاﺻﻞ ﺗ ﻮﺷ ﻴ ﺒ ﺎ اﻟ ﺒ ﻨ ﺎء ﻋ ﻠ ﻰ ﺳ ﻤ ﻌ ﺘ ﻬ ﺎ‬ ‫آ ﺮاﺋ ﺪة ﻓ ﻲ اﻟﺼ ﻨ ﺎﻋ ﺔ ﻓ ﻲ ﻣ ﺠ ﺎل اﻹﺑ ﺪاع ﻓ ﻲ‬ ‫اﻟﻜﻤﺒﻴﻮﺗﺮات اﻟﺪﻓﺘﺮﻳﺔ‪ ،‬وﻳﻌﺘﺒ ﺮ اﻟ ﺠ ﻬ ﺎز ‪Portege‬‬ ‫ﻻ واﺿﺤًﺎ ﻋﻠﻰ رﻳﺎدﺗﻨﺎ ﻓﻲ ه ﺬا اﻟ ﻤ ﺠ ﺎل‪.‬‬ ‫‪R500‬ﻣﺜﺎ ً‬ ‫ﻓﻠﻘﺪ أﻋﺎدت اﻟﺴﻠﺴ ﻠ ﺔ اﻷﻧ ﻴ ﻘ ﺔ واﻟ ﺨ ﻔ ﻴ ﻔ ﺔ واﻟ ﻨ ﺤ ﻴ ﻔ ﺔ‬ ‫‪Portege‬ﺗﻌﺮﻳﻒ ﻣﻴﺰة ﺳﻬﻮﻟﺔ اﻟﺤﻤﻞ واﻟ ﺘ ﻨ ﻘ ﻞ ﻓ ﻲ‬ ‫ﺻﻨﺎﻋﺔ اﻟﻜﻤﺒﻴﻮﺗﺮات اﻟﺪﻓﺘﺮﻳﺔ"‪.‬‬ ‫وﻳﻀﻴﻒ‪" :‬ﻋﻨﺪ ﺗﺼﻤﻴﻢ ﺟﻬﺎز ﻧﻘﺎل ﺣﻘﺎً‪ ،‬ﻓﺈن اﻟﺘﺮآﻴﺰ‬ ‫اﻷوﻟﻲ ﻳﻨﺼﺐ داﺋﻤًﺎ ﻋﻠﻰ اﻟﻮزن واﻟﺤﺠﻢ‪ ،‬وهﺬﻩ ه ﻲ‬ ‫اﻟﻨﻘﺎط اﻟﺴﻬﻠﺔ‪ .‬وﻟﻜﻦ ﻟﺘﻮﻓ ﻴ ﺮ اﻟ ﻤ ﺰﻳ ﺪ ﻣ ﻦ اﻟ ﻔ ﺎﻋ ﻠ ﻴ ﺔ‬ ‫اﻟﻮﻇﻴﻔﻴﺔ ﻣ ﻊ اﻟ ﺤ ﻔ ﺎظ ﻋ ﻠ ﻰ اﻟ ﺠ ﻮدة‪ ،‬ﻓ ﻬ ﻨ ﺎ ﻳ ﻜ ﻤ ﻦ‬ ‫اﻟﺘﺤﺪي‪ .‬ﻗﺪ ﻳﺒﺪو اﻟﻜﻤﺒﻴﻮﺗﺮ ‪Portege R500‬ﺧﻔﻴ ﻔ ًﺎ‬ ‫وﻧﺤﻴﻔًﺎ ﻣﺎ ﻳﻮﺣﻲ ﺑﺄﻧﻪ ﻣﻨﺨﻔﺾ اﻟ ﻤ ﻮاﺻ ﻔ ﺎت ﺑﺸ ﻜ ﻞ‬ ‫ﻣﺨﺎدع‪ ،‬وﻟﻜﻨﻪ ﻳﺘﻤﺘﻊ ﺑﻤﺰاﻳﺎ ﺗﻘﻨﻴﺔ ﺗﻌﺎدل اﻟﻤﺰاﻳﺎ اﻟ ﺘ ﻲ‬ ‫ﺗﻮﻓﺮهﺎ ﻣﻌﻈﻢ اﻟﻜ ﻤ ﺒ ﻴ ﻮﺗ ﺮات اﻟ ﺪﻓ ﺘ ﺮﻳ ﺔ اﻟ ﺘ ﻲ ﺗ ﺒ ﻠ ﻎ‬ ‫ﺿﻌﻒ ﺣﺠﻤﻪ"‪.‬‬ ‫وﻳﺘﻮاﻓﺮ اﻟﻜﻤﺒﻴﻮﺗﺮ ‪Portege R500‬ﺑﻘﺮص ﺻﻠ ﺐ‬ ‫واﺣ ﺪ أو اﺛ ﻨ ﻴ ﻦ‪ .‬ﻓ ﺎﻟ ﻜ ﻤ ﺒ ﻴ ﻮﺗ ﺮ ‪Portege‬اﻟ ﻤ ﺰود‬ ‫ﺑﻘﺮص وﺣ ﻴ ﺪ ﻳ ﺰن ‪ 779‬ﻏ ﺮاﻣ ًﺎ ﻓ ﻘ ﻂ‪ ،‬وه ﻮ أول‬ ‫آﻤﺒﻴﻮﺗﺮ دﻓﺘﺮي ﻣﻦ ﺗﻮﺷﻴﺒﺎ ﻳﻘﺪم ﻗﺮﺻًﺎ ﺻﻠﺒًﺎ ﻳ ﻌ ﺘ ﻤ ﺪ‬ ‫ﻋﻠﻰ ﺗﻘﻨﻴﺔ ذاآﺮات اﻟﻔﻼش )إس إس دي(‪ ،‬ﻣﺎ ﻳﺠﻌﻠ ﻪ‬

‫أآﺜﺮ ﻣﻘﺎوﻣﺔ ﻟﻠﺼﺪﻣﺎت واﻻهﺘﺰاز‪ ،‬وأآﺜﺮ آﻔﺎءة ﻓ ﻲ‬ ‫اﺳﺘﻬﻼك اﻟﻄﺎﻗﺔ‪ ،‬وأآﺜﺮ هﺪوءاً‪ ،‬آﻤﺎ ﻳﻮﻓﺮ أﻧﻪ ﺳﺮﻋﺔ‬ ‫أﻋﻠﻰ ﻓﻲ ﻋﻤﻠﻴﺎت اﻹﻗﻼع واﻟﻘﺮاءة واﻟﻜﺘﺎﺑﺔ‪.‬‬ ‫أﻣﺎ اﻟﻜﻤﺒﻴﻮﺗﺮ ‪Portege R500‬اﻟﻤﺰود ﺑ ﻘ ﺮﺻ ﻴ ﻦ‪،‬‬ ‫ﻓﻴﺘﻀﻤﻦ أﻳﻀًﺎ أول ﺳﻮاﻗﺔ أﻗﺮاص ﺿﻮﺋﻴﺔ ﻓﻲ اﻟﻌﺎﻟ ﻢ‬ ‫ﻗﻴﺎس ‪ 7‬ﻣﻴﻠﻠﻴﻤﺘﺮ‪ ,‬وهﻲ ﻣﻴﺰة ﺗﺴﺎﻋﺪ ﻋﻠ ﻰ ﺗ ﺨ ﻔ ﻴ ﺾ‬ ‫وزﻧﻪ ﻟﻴﺼﺒﺢ "ﻓﺎﺋﻖ اﻟﺤﻤﻞ"‪ ،‬ﺑﻴﻨﻤﺎ ﻳ ﺘ ﺰاﻳ ﺪ ﻣﺴ ﺘ ﻮى‬ ‫إﻧﺘﺎﺟﻴﺘﻪ ﺑﺸﻜﻞ ﻋﺎم‪ .‬واﻟﺤﻘﻴﻘﺔ أن دﻣﺞ ﺳﻮاﻗﺔ أﻗﺮاص‬ ‫رﻗﻤﻴﺔ ﻣﺘﻜﺎﻣﻠﺔ ﻣﻦ اﻟ ﻨ ﻮع ‪DVD-Super Multi‬‬ ‫ﻓﻲ ﺟﻬﺎز ﺳﻤﺎآﺘﻪ ‪ 19.5‬ﻣﻴﻠﻠﻴﻤﺘﺮ ﻳﺨﻔﻒ اﻟﻌﺐء ﻋﻠﻰ‬ ‫اﻟﻤﺴﺘﺨﺪم وﻳﻠﻐﻲ اﻟﺤﺎﺟﺔ إﻟﻰ ﺣﻤﻞ ﺳﻮاﻗﺎت وآ ﺒ ﻼت‬ ‫ﺧﺎرﺟﻴﺔ‪ ،‬ﻣﺎ ﻳﺠﻌﻠﻪ اﻟ ﺤ ﻞ اﻟ ﺤ ﻮﺳ ﺒ ﻲ ﻓ ﺎﺋ ﻖ اﻟ ﺤ ﻤ ﻞ‬ ‫اﻷﻣﺜﻞ ﻣﻦ ﺗﻮﺷﻴﺒﺎ‪.‬‬ ‫وﺗﺘﻀﻤﻦ اﻟﻤﻴﺰات اﻹﺿﺎﻓﻴﺔ ﻓﻲ هﺬا اﻟ ﻨ ﻈ ﺎم ﺳ ﻮاﻗ ﺔ‬ ‫ﻗﺮص ﺻﻠﺐ ﺑﺴ ﻌ ﺔ ﺗﺼ ﻞ إﻟ ﻰ ‪ 120‬ﻏ ﻴ ﻐ ﺎﺑ ﺎﻳ ﺖ‪،‬‬ ‫ﻣﺰود ﺑﺤﻤﺎﻳﺔ ﻣﺒﻴﺘﺔ ﻣﻦ اﻟﺼﺪﻣﺎت‪ ،‬وﻣﻘﻴ ﺎس ﺗﺴ ﺎرع‬ ‫‪Accelerometer‬ﺛﻼﺛﻲ اﻷﺑﻌﺎد‪ ،‬ﻳ ﻤ ﻜ ﻨ ﻪ ﺗ ﺤ ﺴ ﺲ‬ ‫اﻟﺘﺴﺎرع ﻓﻲ آﺎﻓﺔ اﻻﺗﺠﺎه ﺎت وﻳﺴ ﺎﻋ ﺪ ﻋ ﻠ ﻰ وﻗ ﺎﻳ ﺔ‬ ‫اﻟﻘﺮص اﻟﺼﻠﺐ ﻣﻦ ﻣﺨﺎﻃﺮ اﻟﺴﻘﻮط اﻟﻌﺮﺿﻲ‪.‬‬ ‫وﺣ ﻴ ﺚ إﻧ ﻪ ﺻ ﻤ ﻢ ﻟ ﻴ ﺴ ﺘ ﻮﻋ ﺐ أﻧ ﻤ ﺎط اﻻﺳ ﺘ ﺨ ﺪام‬ ‫اﻟﻤﺘﻨﻮﻋﺔ اﻟﺘﻲ ﺗﻌﺰزهﺎ ﻗﺎﺑﻠﻴﺔ اﻟﺘﻨﻘﻞ‪ ،‬ﻳﻤﺘﺎز اﻟﻜﻤﺒﻴﻮﺗﺮ‬ ‫‪Portege R500‬أﻳﻀًﺎ ﺑﻜﻮﻧﻪ اﻟﻜﻤﺒﻴ ﻮﺗ ﺮ اﻟ ﺪﻓ ﺘ ﺮي‬ ‫اﻷول ﻓﻲ اﻟﻌﺎﻟﻢ اﻟﺬي ﻳ ﺘ ﻀ ﻤ ﻦ ﺷ ﺎﺷ ﺔ آ ﺮﻳﺴ ﺘ ﺎﻟ ﻴ ﺔ‬ ‫ﻋﺮﻳﻀﺔ ﻣﻦ اﻟﻨﻮع اﻻﻧ ﻌ ﻜ ﺎﺳ ﻲ )‪(transflective‬‬ ‫ﻳﻤ ﻜ ﻦ ﻣﺸ ﺎه ﺪﺗ ﻬ ﺎ ﺑ ﻮﺿ ﻮح ﺳ ﻮاء ﻓ ﻲ اﻟ ﺪاﺧ ﻞ أو‬ ‫اﻟﺨﺎرج‪ ،‬ﻗﻴﺎﺳﻬﺎ ‪ 12.1‬ﺑﻮﺻﺔ‪ ،‬وﺗﺘﻤﺘﻊ ﺑﺈﻧﺎرة ﺧﻠ ﻔ ﻴ ﺔ‬ ‫‪LED.‬وهﺬا اﻹﺑﺪاع اﻟﻔﺮﻳﺪ ﻣﺜﺎﻟﻲ ﻟﻼﺳﺘﺨﺪام ﻓﻲ أي‬ ‫ﺑﻴﺌﺔ ﻣﻦ ﺑﻴﺌﺎت اﻹﺿﺎءة ﻋﻤﻠﻴًﺎ‪ .‬ﻓ ﻔ ﻲ اﻟ ﺪاﺧ ﻞ‪ ،‬ﺗ ﻮﻓ ﺮ‬ ‫اﻟﺸﺎﺷﺔ اﻟﻤ ﻀ ﺎءة ﺧ ﻠ ﻔ ﻴ ًﺎ ﺻ ﻮرًا ﻏ ﻨ ﻴ ﺔ ﻣ ﻦ ﺣ ﻴ ﺚ‬ ‫اﻷﻟﻮان واﻟﻨﻮﻋﻴﺔ‪ .‬وﻓﻲ اﻟ ﺨ ﺎرج‪ ،‬ﺗﺴ ﺘ ﺨ ﺪم اﻟﺸ ﺎﺷ ﺔ‬ ‫اﻻﻧﻌﻜﺎﺳﻴﺔ ﺿﻮء اﻟﺸﻤﺲ اﻟﻄﺒﻴﻌﻲ ﻹﻇ ﻬ ﺎر اﻷﻟ ﻮان‬ ‫واﻟﺼﻮر ﻋﻠﻰ اﻟﺸﺎﺷﺔ ﺑﺼﻮرة أﻗﺮب إﻟﻰ اﻟﺤﻴﺎة‪ .‬وﻻ‬ ‫ﺷﻚ أن اﺳﺘﺨﺪام ﻣﺜﻞ هﺬﻩ اﻟﺸﺎﺷﺔ ﻳﻤﻜّﻦ اﻟﻤﺴﺘﺨﺪﻣ ﻴ ﻦ‬ ‫ﻣﻦ ﺗﻮﺳﻴﻊ ﺗﺠﺮﺑ ﺘ ﻬ ﻢ ﻣ ﻊ اﻟ ﻜ ﻤ ﺒ ﻴ ﻮﺗ ﺮات اﻟ ﺪﻓ ﺘ ﺮﻳ ﺔ‬ ‫ﻟﺘﺘﺠﺎوز اﻟﺤﻮاﺋﻂ اﻷرﺑﻌﺔ ﻓﻲ اﻟﻤﻜﺘﺐ أو اﻟ ﻤ ﻨ ﺰل أو‬ ‫اﻟﻤﻘﻬﻰ‪.‬‬ ‫‪28‬‬

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‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

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‫وﻳﺘﻮاﻓﺮ اﻟﻜﻤﺒﻴﻮﺗﺮ اﻟﺪﻓﺘﺮي ﺑﺘﺼﻤﻴﻢ ﻓﻀﻲ ﻣﺼ ﻘ ﻮل‬ ‫وﺷﺎﺷﺔ أﻣﺎﻣﻴﺔ ﻣﻀﺎءة ﺑﺎﻟﻠﻮن اﻷزرق‪ ،‬ﻟﻴﻌﺰز رؤﻳ ﺔ‬ ‫ﺗﻮﺷﻴﺒﺎ ﻓ ﻲ اﻟ ﺘ ﺮآ ﻴ ﺰ ﻋ ﻠ ﻰ إﺑ ﺮاز ﻋ ﺎﻣ ﻞ "اﻹﺛ ﺎرة‬ ‫واﻹﺑﻬﺎر" ﻓﻲ اﻟﺤﻮاﺳﻴﺐ اﻟﻤﻮﺟﻬﺔ ﻟﻸﻋﻤﺎل‪.‬‬ ‫وﻳ ﺘ ﻀ ﻤ ﻦ اﻟ ﻜ ﻤ ﺒ ﻴ ﻮﺗ ﺮ ‪Portege R500‬ﻧ ﻈ ﺎم‬ ‫اﻟ ﺘ ﺸ ﻐ ﻴ ﻞ ‪Windows Vista Premium‬ﻣ ﻦ‬ ‫ﻣﺎﻳﻜﺮوﺳﻮﻓﺖ ﻣﺮآﺒًﺎ ﺑﺸﻜﻞ ﻣﺴﺒﻖ آﻨﻈﺎم ﻗﻴﺎﺳﻲ‪.‬‬ ‫آﺸ ﻔ ﺖ )‪(IBM‬اﻟ ﻨ ﻘ ﺎب ﻋ ﻦ اﻟ ﺮﻗ ﺎﻗ ﺔ اﻟ ﺠ ﺪﻳ ﺪة‬

‫ﺁي ﺑﻲ ام ﺗﻄﺮح ﺟﻬﺎز اﻟﺨﺎدم اﻟﺠﺪﻳﺪ ﻳ ﺤ ﺘ ﻮي‬ ‫‪ 4‬إﻟﻰ ‪ 16‬ﻣﻌﺎﻟﺞ‬

‫وﻗﺪ ﺗﻢ ﺗﺼﻤﻴﻢ اﻟﻨﻈﺎم اﻟﺠﺪﻳ ﺪ ﻟ ﻴ ﺪﻋ ﻢ اﻻﺳ ﺘ ﺨ ﺪاﻣ ﺎت‬ ‫اﻟﻬﺎﺋﻠﺔ ﻟﻠﺘﻘﻨﻴﺔ اﻻﻓ ﺘ ﺮاﺿ ﻴ ﺔ ﺣ ﻴ ﺚ ﻗ ﺎﻣ ﺖ )‪(IBM‬‬ ‫ﺑﺎﻻﺳﺘﻌﺎﻧﺔ ﺑﺄﺳﻠﻮب ﺟﺪﻳﺪ ﻳﺴﻤﻰ ‪(Live Partition‬‬ ‫‪Mobility).‬‬ ‫وآﺎﻧﺖ )‪(IBM‬ﻗﺪ أﻃﻠﻘﺖ ﻣﺸﺮوع )‪(Big Green‬‬ ‫ﻣﻨﺬ أﺳﺒﻮﻋﻴﻦ وهﻮ ﻋﺒﺎرة ﻋ ﻦ ﻣ ﺠ ﻤ ﻮﻋ ﺔ ﻣ ﻨ ﺘ ﺠ ﺎت‬ ‫ﺗﻌﺎﻟﺞ اﻟﻤﺸﻜﻼت اﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﺴﺘﻮى اﺳﺘﻬﻼك اﻟ ﻄ ﺎﻗ ﺔ‪.‬‬ ‫واﻟﺮﻗﺎﻗﺔ اﻟﺠﺪﻳﺪة هﻲ ﺟﺰء ه ﺎم ﻣ ﻦ ه ﺬا اﻟ ﻤ ﺸ ﺮوع‬ ‫واﻟﺬي ﻳﺸﻤﻞ اﻟﺘﻘﻨﻴﺔ اﻻﻓﺘﺮاﺿﻴﺔ واﻟ ﻤ ﻌ ﺎﻟ ﺠ ﺎت اﻟ ﺘ ﻲ‬ ‫ﺗﺴﺘﻬﻠﻚ اﻟﻘﻠﻴﻞ ﻣﻦ اﻟﻄﺎﻗﺔ وآﺎﻧﺖ )‪(IBM‬ﻗﺪ أﻋﻠ ﻨ ﺖ‬ ‫ﻋﻦ ﻧ ﻴ ﺘ ﻬ ﺎ ﻹﻧ ﻔ ﺎق ﻧ ﺤ ﻮ ﻣ ﻠ ﻴ ﺎر دوﻻر ﻓ ﻲ ﻣ ﺠ ﺎل‬ ‫اﻷﺑﺤﺎث اﻟﻤﺘﻌﻠﻘﺔ ﺑﻤﺸﻜﻼت اﺳﺘﻬﻼك اﻟﻄﺎﻗﺔ‪.‬‬ ‫ﻳﺬآﺮ أن )‪(IBM‬ﺳ ﺘ ﻘ ﻮم ﺑ ﺘ ﺨ ﻔ ﻴ ﺾ ﺳ ﻌ ﺮ رﻗ ﺎﻗ ﺔ‬ ‫)‪(Power 5‬ﻓﻲ اﻷﺳﺎﺑﻴﻊ اﻟﻘﺎدﻣﺔ ﺑﻨﺴﺒﺔ ﻣﻦ ‪ 20‬إﻟ ﻰ‬ ‫‪. %25‬‬

‫)‪(Power 6‬ﺑﻤﻘﺎس ‪ 65‬ﻧ ﺎﻧ ﻮ ﻣ ﻴ ﺘ ﻴ ﺮ اﻟ ﺘ ﻲ ﺗ ﻌ ﻤ ﻞ‬ ‫ﺑﺴﺮﻋﺔ ‪ 407‬ﺟﻴﺠﺎ هﺮﺗ ﺰ وﻣ ﺰودة ﺑ ﺬاآ ﺮة ﻣ ﺆﻗ ﺘ ﺔ‬ ‫)‪(L2 cache‬ﺑﺴﻌﺔ ‪ 8‬ﻣﻴ ﺠ ﺎ ﺑ ﺎﻳ ﺖ و‪ 790‬ﻣ ﻠ ﻴ ﻮن‬ ‫ﺗﺮاﻧﺰﺳﺘﻮر ﻣﺪﻣﺞ‪.‬‬ ‫واﻟﺮﻗﺎﻗﺔ )‪(Power 6‬ﺗﻌﺘﺒﺮ اﻷﻗﻞ اﺳﺘﻬﻼآﺎ ﻟﻠ ﻄ ﺎﻗ ﺔ‬ ‫ﺣﻴﺚ ﺗﺴﺘﻬﻠﻚ ﻧﻔﺲ اﻟﻄﺎﻗﺔ اﻟﺘﻲ ﺗﺴﺘﻬﻠﻜﻬ ﺎ ‪(Power‬‬ ‫)‪5‬وﺗﺘﻔﻮق ﻋﻠﻴﻬﺎ ﺑﻀﻌﻒ ﻣﻌﺪل اﻷداء‪ ،‬آﻤ ﺎ ﺗ ﺘ ﻔ ﻮق‬ ‫ﺑﻤﻌﺪل اﻟﻀﻌﻒ ﻋﻠﻰ ﻧﻈﺎم ‪(Deep Blue).‬‬ ‫وﻗ ﺪ ﻗ ﺎﻣ ﺖ )‪(IBM‬ﺑ ﻮﺿ ﻊ اﻟ ﺮﻗ ﺎﻗ ﺔ اﻟ ﺠ ﺪﻳ ﺪة‬ ‫)‪(Power 6‬ﻓﻲ ﺟ ﻬ ﺎز اﻟ ﺨ ﺎدم اﻟ ﺠ ﺪﻳ ﺪ )‪(P570‬‬ ‫اﻟﺬي ﻳﺘﻤﺘﻊ ﺑﻘﺪرة اﺗﺼﺎل ﺗﺒﻠﻎ ‪ 300‬ﺟﻴﺠﺎ ﺑ ﺎﻳ ﺖ ﻓ ﻲ‬ ‫اﻟﺜﺎﻧﻴﺔ وﻳﺤ ﺘ ﻮي ﻣ ﻦ ‪ 4‬إﻟ ﻰ ‪ 16‬ﻣ ﻌ ﺎﻟ ﺞ‪ ،‬وﻳ ﻌ ﺘ ﺒ ﺮ‬ ‫اﻷﺳﺮع ﺑﻴﻦ أﺟﻬﺰة اﻟﺨﻮادم اﻟﺘﻲ ﺗﻨﺘﺠﻬﺎ اﻟﺸﺮآﺔ‪.‬‬ ‫‪29‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

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‫ﻟﻘﺎءات ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫ﺷﺨﺼﻴﺔ اﻟﻌﺪد‬

‫ﺣﺎورﻩ ﻋﻤﺮ ﻣﺤﻤﺪ اﻟﺘﻮﻣﻲ‬

‫@‪@ kšäí@ü@@ï¹…b×c@†èu@ë@õbİÇ@ïàîmŠÛa@†àª@‰ìn×†Ûa‬‬ ‫ﺗﺘﻮاﺻﻞ ﻟﻘﺎءات ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ ﻣ ﻊ اﻟﺸﺨ ﺼﻴﺎت‬ ‫اﻟﻌﺮﺑﻴ ﺔ اﻟﺒ ﺎرزة ﻓ ﻲ ﻣﺨﺘﻠ ﻒ اﻟﺘﺨﺼ ﺼﺎت‬ ‫اﻟﻌﻠﻤﻴﺔ و اﻟﻬﻨﺪﺳﻴﺔ ﻓﻲ أرﺟﺎء اﻟ ﻮﻃﻦ اﻟﻌﺮﺑ ﻲ‪،‬‬ ‫و ﺿﻴﻒ ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ ﻓﻲ ﻋﺪدهﺎ اﻟ ﺴﺎﺑﻊ ارﺗﺒ ﻂ‬ ‫اﺳ ﻤﻪ ﺑﺘﺄﺳ ﻴﺲ أول ﺟﻤﻌﻴ ﺔ ﻋﺮﺑﻴ ﺔ ﻟﻠ ﺬآﺎء‬ ‫اﻻﺻ ﻄﻨﺎﻋﻲ‪ ،‬و ﻧ ﺸﺎﻃﺎت أآﺎدﻳﻤﻴ ﺔ و ﻋﻠﻤﻴ ﺔ‬ ‫ﻏﺰﻳ ﺮة‪ ،‬و ﺗﺄﺳ ﻴﺲ اﻟﻌﺪﻳ ﺪ ﻣ ﻦ اﻟﻤﺆﺳ ﺴﺎت‬ ‫اﻟﺘﻌﻠﻴﻤﻴ ﺔ و اﻟﺠﺎﻣﻌﻴﺔ‪،‬ﺷﺨ ﺼﻴﺔ آ ﺎن ﻟﻬ ﺎ دور‬ ‫ﻃﻠﻴﻌﻲ ﻓ ﻲ اﻟﻌﺪﻳ ﺪ ﻣ ﻦ اﻟﻨ ﺸﺎﻃﺎت اﻟﻌﻠﻤﻴ ﺔ ﻋﻠ ﻰ‬ ‫اﻟ ﺼﻌﻴﺪ اﻟﻤﺤﻠ ﻲ و اﻟﻌﺮﺑ ﻲ‪ ،‬ﻣﻌ ﺮوف ﻋﻨ ﻪ‬ ‫ﺣﺮآﺘﻴ ﻪ اﻟﻜﺒ ﻴﺮة‪ ،‬و ﻧ ﺸﺎﻃﻪ اﻟﻮاﺳ ﻊ ‪ ،‬اﻧ ﻪ‬ ‫اﻟ ﺪآﺘﻮر ﻣﺤﻤ ﺪ اﻟﺮﺗﻴﻤ ﻲ‪ ،‬اﻟ ﺬي ﺣﻠﻠﻨ ﺎ ﺿ ﻴﻮﻓﺎ‬ ‫ﻋﻠﻴ ﻪ و آ ﺎن ﻟﻨ ﺎ ﻣﻌ ﻪ ه ﺬا اﻟﻠﻘ ﺎء ﻧﻨﻘ ﻞ إﻟﻴﻜ ﻢ‬ ‫ﺗﻔﺎﺻﻴﻠﻪ‪ ،‬اﻟﺘﻲ أﺗﻘﻠﺖ ﻋﻠﻴﻪ ﺑﻜﺜﺮة ﻣﺤﺎروهﺎ‬ ‫اﻟﺪآﺘﻮر ﻣﺤﻤﺪ اﻟﺮﺗﻴﻤﻲ ﻣﺮﺣﺒﺎ ﺑﻜﻢ ﻓﻲ ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‪،‬‬ ‫و ﻓﻲ هﺬا اﻟﺤﻮار اﻟﺬي ﻧﺠﺮﻳﻪ ﻣﻌﻜﻢ و ﺧﺼﺼﺘﻤﻮﻩ‬ ‫ﻟﻤﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‪ ،‬هﻞ ﻟﻜﻢ أن ﺗﻌﺮﻓﻮﻧﺎ ﺑﺸﺨﺼﻜﻢ اﻟﻜﺮﻳﻢ؟‬ ‫اﻟ ﺪآﺘﻮر ﻣﺤﻤ ﺪ اﻟﺮﺗﻴﻤ ﻲ ﻣ ﻦ ﻣﻮاﻟﻴ ﺪ ﻣﺪﻳﻨ ﺔ اﻟﺰاوﻳ ﺔ‬ ‫ﺑﺎﻟﺠﻤﺎهﻴﺮﻳ ﺔ اﻟﻠﻴﺒﻴ ﺔ ‪/16‬ﻳﻮﻧﻴ ﻮ ‪ ، 1959‬أﺳ ﺘﺎذ‬ ‫ﺑﺠﺎﻣﻌﺔ اﻟﺴﺎﺑﻊ ﻣﻦ اﺑﺮﻳﻞ و أﻣﻴﻦ ﻗﺴﻢ اﻟﺤﺎﺳﻮب ﻓ ﻲ‬ ‫آﻠﻴ ﺔ اﻟﻬﻨﺪﺳ ﺔ ﺑﻨﻔ ﺲ اﻟﺠﺎﻣﻌ ﺔ‪ ،‬و أﺳ ﺘﺎذ ﻣﺘﻌ ﺎون ﻣ ﻊ‬ ‫أآﺎدﻳﻤﻴﺔ اﻟﺪراﺳﺎت اﻟﻌﻠﻴﺎ‪.‬‬ ‫ﺳﺒﺐ اﺧﺘﻴﺎرآﻢ ﻟﻬﺬا اﻟﺘﺨﺼﺺ؟‪.‬‬ ‫ﺑﻌ ﺪ ﺣ ﺼﻮﻟﻲ ﻋﻠ ﻰ اﻟﺜﺎﻧﻮﻳ ﺔ اﻟﻌﺎﻣ ﺔ وﺟﻬ ﺖ ﻟﺪراﺳ ﺔ‬ ‫اﻟﻬﻨﺪﺳ ﺔ اﻻﻟﻜﺘﺮوﻧﻴ ﺔ ﺑﻤﺎﻟﻄ ﺎ ﻋ ﺎم ‪ 1977‬و‬ ‫ﺗﺨﺼﺼﺖ ﻓﻲ ﻗﺴﻢ اﻟﺤﺎﺳﺐ ﻣﻨﻬ ﺎ ﻧﻈ ﺮا ﻷهﻤﻴ ﺔ ه ﺬا‬ ‫اﻟﺘﺨﺼﺺ و آﺎﻧﺖ هﺬﻩ هﻲ اﻟﺒﺪاﻳﺔ ﻓﻲ هﺬا اﻟﻤﺠﺎل‪.‬‬ ‫آﻞ إﻧﺴﺎن ﻣﻨﺎ ﻳﺆﺛﺮ و ﻳﺘﺄﺛﺮ ‪ ،‬ﻣﻦ هﻲ اﻟﺸﺨﺼﻴﺎت‬ ‫اﻟ ﺘﻲ آ ﺎن ﻟﻬ ﺎ أﺛ ﺮ آﺒ ﻴﺮ ﻓ ﻲ ﺣﻴ ﺎة اﻟ ﺪآﺘﻮر ﻣﺤﻤ ﺪ‬

‫اﻟﺮﺗﻴﻤﻲ؟ و اﻗﺼﺪ هﻨﺎ ﻣﻦ اﻟﻨﺎﺣﻴﺔ اﻟﻌﻠﻤﻴﺔ ؟‬ ‫ﺑﻜ ﻞ ﺗﺄآﻴ ﺪ آ ﻞ إﻧ ﺴﺎن ﻣﻨ ﺎ ﻳﺘ ﺄﺛﺮ ﺧ ﻼل دراﺳ ﺘﻪ‬ ‫ﺑ ﺎﻟﻤﻌﻠﻤﻴﻦ و اﻟﻤﺪرﺳ ﻴﻦ اﻟ ﺬﻳﻦ ﻋﻠﻤ ﻮﻩ و اﻧﺘﻬ ﺰ‬ ‫اﻟﻔﺮﺻ ﺔ هﻨ ﺎ ﻷﻗ ﺪم ﻟﻬ ﻢ ﺟﻤﻴﻌ ﺎ اﻟ ﺸﻜﺮ و اﻟﺘﻘ ﺪﻳﺮ و‬ ‫أدﻋﻮ ﻟﻤﻦ ﺗﻮﻓﻰ ﻣﻨﻬﻢ ﺑﺎﻟﻤﻐﻔﺮة ‪ ،‬و ﻣﻦ أآﺜﺮ اﻷﺳﺎﺗﺬة‬ ‫اﻟﺬﻳﻦ ﺗ ﺄﺛﺮت ﺑﻬ ﻢ ﻓ ﻲ ﺣﻴ ﺎﺗﻲ اﻟﻤﻬﻨﻴ ﺔ و هﻤ ﺎ اﻟﻠ ﺬان‬ ‫اﺷﺮﻓﺎ ﻋﻠﻰ رﺳﺎﻟﺘﻲ اﻟﻤﺎﺟﺴﺘﻴﺮ و اﻟﺪآﺘﻮراﻩ و هﻤﺎ‬ ‫ا د ﻣﻮران ﺟﻮآﺮي‬ ‫ا د داﻓﻴﺪ ﻟﻮﻧﻴﺴﻜﻲ‬ ‫و هﻤﺎ ﻣﻦ رﺟﺎل اﻷﻋﻤﺎل اﻻﺳﺘﺸﺎرﻳﺔ اﻟﻌﺎﻟﻤﻴﺔ‪.‬‬ ‫اهﺘﻤﺎﻣ ﺎت اﻟ ﺪآﺘﻮر ﻣﺤﻤ ﺪ اﻟﺮﺗﻴﻤ ﻲ ﺧ ﺎرج اﻟﻌﻤ ﺎل‬ ‫اﻟﻌﻠﻤﻲ ؟‬ ‫ﻟﺪي إﻳﻤﺎن أن ﺣﻴﺎة اﻹﻧﺴﺎن ﺗﻄ ﻮل أو ﺗﻘ ﺼﺮ ﺑﻘ ﺪرﻩ‬ ‫اﻹﻧﺴﺎن ﻋﻠﻰ اﻟﻌﻄﺎء ﻟﻠﻤﺠﺘﻤ ﻊ اﻟ ﺬي ﻳﻌﻴ ﺶ ﻓﻴ ﻪ و‬ ‫أﻳﻀﺎ ﺑﻜﻢ اﻟﺨ ﺒﺮات اﻟ ﺘﻲ ﻳﻤﻜ ﻦ أن ﺗ ﺘﺮاآﻢ ﻟﺪﻳ ﻪ ﻟ ﺬا‬ ‫ﻓﺎن أﺣﺐ أن أﺷﺎرك اﻵﺧ ﺮﻳﻦ اﻷﻓﻜ ﺎر و اﻷﻋﻤ ﺎل و‬ ‫ﺗﺄﺳ ﻴﺲ ﻣﺆﺳ ﺴﺎت ﺟﺪﻳ ﺪة آﻤ ﺎ أﺣ ﺐ اﻟ ﺴﻔﺮ و‬ ‫اﻻﺧﺘﻼط ﻟﻤﻌﺮﻓﺔ اﻟﺒﻴﺌﺎت اﻟﻤﺨﺘﻠﻔﺔ و أﻧﻤ ﺎط اﻟﺤﻴ ﺎة و‬ ‫ﻃﺮق اﻟﺘﻌﻠﻢ ﻣﻨﻬﺎ و ﻣﻌﻬﺎ‪.‬‬ ‫اﻟﺘﻌﻠﻴﻢ اﻻﻟﻜﺘﺮوﻧﻲ‬ ‫اﻟﺠﻤﻌﻴ ﺔ اﻟﻌﻠﻤﻴ ﺔ ﻣﺜ ﻞ اﻟﺠﻤﻌﻴ ﺔ اﻷﻣﺮﻳﻜﻴ ﺔ ﻟﻠ ﺬآﺎء‬ ‫اﻻﺻﻄﻨﺎﻋﻲ ‪AAAI‬‬ ‫‪30‬‬

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‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻣﻮاﻗﻊ ﺗﻌﻠﻢ ﺑﻨﺎء اﻟﻤﻮاﻗﻊ‬ ‫ﻋﻠﻰ اﻟﻮﻳﺐ‪.‬‬ ‫ﻣﻌﺎﻟﺠ ﺔ اﻟﻠﻐ ﺎت‬ ‫اﻟﻄﺒﻴﻌﻴﺔ و ﻏﻴﺮه ﺎ ﻣ ﻦ‬ ‫اﻷﻣﻮر اﻟﺘﻲ ﺗﺘﻌﻠﻖ ‪.‬‬ ‫اﻟﻤ ﺴﻴﺮة اﻟﻌﻠﻤﻴ ﺔ‬ ‫ﻟﻠ ﺪآﺘﻮر ﻣﺤﻤ ﺪ‬ ‫اﻟﺮﺗﻴﻤ ﻲ‪ ،‬ه ﻞ ﻟﻜ ﻢ أن‬ ‫ﺗﺤﺪﺛﻮﻧﺎ ﻋﻨﻬﺎ ؟‬ ‫ﻓ ﻲ اﻟﺤﻘﻴﻘ ﺔ آﺎﻧ ﺖ و‬ ‫اﻟﺤﻤﺪ ﷲ ﺗﻌﺎﻟﻰ ﻣﺘﺘﺎﺑﻌ ﺔ‬ ‫و ﺳﻠﺴﻠﺔ ﺑﺸﻜﻞ ﺟﻴﺪ ﻓﻘ ﺪ‬ ‫ﺗﺤ ﺼﻠﺖ ﻋﻠ ﻰ‬ ‫اﻟﺒﻜ ﺎﻟﻮرﻳﻮس ﺑﺘﻘﺪﻳ ﺮ‬ ‫ﻋﺎم ﻣﻤﺘ ﺎز ﺳ ﻨﺔ ‪1981‬‬ ‫و ﻋﻠﻰ اﻟﻤﺎﺟ ﺴﺘﻴﺮ ﻣ ﻦ‬ ‫ﺟﺎﻣﻌﺔ اﻟ ﺸﺮق اﻷوﺳ ﻂ‬ ‫ﺳ ﻨﺔ ‪ 1988‬و ﻋﻠ ﻰ‬ ‫اﻟ ﺪآﺘﻮراﻩ ﻣ ﻦ ﺟﻨ ﻮب‬ ‫إﻓﺮﻳﻘﻴﺎ ﺳﻨﺔ ‪. 2000‬‬ ‫ﻣ ﺎ اﻟﻌﻮاﺋ ﻖ اﻟﺘ ﻲ‬ ‫واﺟﻬﺖ اﻟ ﺪآﺘﻮر ﻣﺤﻤ ﺪ‬ ‫اﻟﺮﺗﻴﻤ ﻲ ﻓ ﻲ ﺗﺤ ﺼﻴﻠﻪ‬ ‫اﻟﻌﻠﻤﻲ ؟‬ ‫ﻓ ﻲ اﻟﺤﻘﻴﻘ ﺔ ﻟ ﻢ ﺗﻜ ﻦ‬ ‫هﻨﺎﻟﻚ ﻋﻮاﺋﻖ ﺣﻘﻴﻘﺔ ﻓﻘﺪ‬ ‫آﺎﻧ ﺖ اﻟﺪراﺳ ﺔ ﺳﻠ ﺴﻠﺔ‬ ‫ووﺟ ﺪﻧﺎ آ ﻞ اﻟ ﺪﻋﻢ و‬ ‫اﻟﺮﻋﺎﻳﺔ‪.‬‬ ‫رﺳ ﺎﻟﺘﻲ اﻟﻤﺎﺟ ﺴﺘﻴﺮ و‬ ‫اﻟ ﺪآﺘﻮراﻩ‪ ،‬ه ﻞ ﻟﻜ ﻢ أن‬ ‫ﺗﺤﺪﺛﻮﻧﺎ ﻋﻨﻬﻤﺎ ؟‬ ‫رﺳﺎﻟﺔ اﻟﻤﺎﺟﺴﺘﻴﺮ آﺎﻧﺖ‬

‫ﻓ ﻲ ﻣﺠ ﺎل اﻟ ﺬآﺎء‬ ‫ﻄﻨﺎﻋﻲ‬ ‫اﻻﺻ‬ ‫‪heuristic search‬‬ ‫‪t e c hnol ogy i n‬‬ ‫‪problem Ridicule‬‬ ‫‪method‬و ﻓ ﻲ ه ﺬا‬ ‫اﻟﺒﺤ ﺚ اﺳ ﺘﺨﺪﻣﺖ‬ ‫أﺳﻠﻮب ﻳﺴﻤﻰ *‪A‬ﻣﻦ‬ ‫اﺟ ﻞ ﻣﻌﺎﻟﺠ ﺔ اﻟﺘﻜﺎﻣ ﻞ‬ ‫اﻟﺮﻣ ﺰي أي ﺑﻤﻌﻨ ﻰ‬ ‫إﻳﺠ ﺎد ﺗﻜﺎﻣ ﻞ ﻟﻠﻤ ﺴﺎﺋﻞ‬ ‫اﻟﺮﻳﺎﺿﻴﺔ‪.‬‬ ‫أﻣ ﺎ رﺳ ﺎﻟﺔ اﻟ ﺪآﺘﻮراﻩ‬ ‫ﻦ‬ ‫ﺎن ﻋ‬ ‫ﻓﻜ‬ ‫ﻮع‬ ‫ﻣﻮﺿ‬ ‫‪Refinement‬‬ ‫‪of‬‬ ‫‪i n d u c t i v e‬‬ ‫‪knowledge based‬‬ ‫ﻢ‬ ‫‪sinter‬و ﻳﻬﺘ‬ ‫ﺑﺘ ﺸﺨﻴﺺ ﺟ ﻮدة‬ ‫اﻟﻘﻮاﻋﺪ اﻟﻤ ﺴﺘﻘﺮأة ﻣ ﻦ‬ ‫ﻗﻮاﻋ ﺪ اﻟﻤﻌﺮﻓ ﺔ‬ ‫اﻟﻤ ﺴﺘﻘﺮأة ﻋ ﻦ ﻃﺮﻳ ﻖ‬ ‫اﻵﻟ ﺔ ‪machine‬‬ ‫‪.learning‬‬ ‫اﻷﺑﺤ ﺎث اﻟ ﺘﻲ ﺷ ﺎرآﺘﻢ‬ ‫ﻓﻴﻬ ﺎ ﻓ ﻲ ﻣﺆﺗﻤ ﺮات أو‬ ‫ﻧ ﺪوات ﻋﻠﻤﻴ ﺔ ه ﻞ ﻟﻜ ﻢ‬ ‫أن ﺗﺤﺪﺛﻮﻧﺎ ﻋﻠﻴﻬﺎ ؟‬

‫ﻣﻨﺎﻗﺸﺔ رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ ﺑﺄآﺎدﻳﻤﻴﺔ اﻟﺪراﺳﺎت اﻟﻌﻠﻴﺎ‬ ‫اﻟﺪآﺘﻮر ﻣﺤﻤﺪ اﻟﺮﺗﻴﻤﻲ‬ ‫اﻟﺪآﺘﻮر أﺑﻮ ﺑﻜﺮ اﻟﻬﺪﺷﻲ‬ ‫د ﻋﺒﺪ اﻟﺤﻤﻴﺪ اﻟﻤﻨﺼﻮري‬ ‫و اذآ ﺮ ﻣﻨﻬ ﺎ ﻣ ﻦ ﺑ ﺎب‬ ‫اﻟﺬآﺮ ﻻ اﻟﺤﺼﺮ‪:‬‬ ‫ورﻗ ﺔ ﺑ ﺤ ﺜ ﻴ ﺔ ﻓ ﻲ‬ ‫اﻟ ﻤ ﺆﺗ ﻤ ﺮ اﻟ ﺪوﻟ ﻲ‬ ‫ﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ اﻟﻤﻌ ﻠ ﻮﻣ ﺎت‬ ‫ﻋ ﺎم ‪ 2005‬و ﻋ ﻘ ﺪ‬ ‫ﺑﻤﺪﻳﻨﺔ ﻋﻤﺎن اﻷردن‬ ‫اﻟ ﻤ ﺆﺗ ﻤ ﺮ اﻟ ﺪوﻟ ﻲ‬ ‫اﻟﺨﺎﻣﺲ ﺣﻮل اﻟ ﺘ ﻌ ﻠ ﻴ ﻢ‬ ‫ﻋﺒﺮ اﻻﻧﺘ ﺮﻧ ﻴ ﺖ أﻗ ﻴ ﻢ‬ ‫ﺑﺎﻟﻘﺎهﺮة ‪2006‬‬ ‫ﺮ ‪ACIT‬‬ ‫ﻣﺆﺗﻤ‬ ‫ﺑﺎﻹﺳ ﻜﻨﺪرﻳﺔ ﻣ ﺼﺮ‬ ‫‪2003‬‬

‫اﻟﻨ ﺪوة اﻟﻌﺎﻟﻤﻴ ﺔ اﻷوﻟ ﻰ‬ ‫ﺣ ﻮل ﻧﻤﺪﺟ ﺔ ﺗﻌﻠﻴ ﻢ‬ ‫اﻟﻤﻌﻠﻮﻣ ﺎت ﺑﺄآﺎدﻳﻤﻴ ﺔ‬ ‫اﻟﺪراﺳ ﺎت اﻟﻌﻠﻴ ﺎ ﻟﻴﺒﻴ ﺎ‬ ‫‪.2006‬‬ ‫ﺑﺎﻹﺿ ﺎﻓﺔ إﻟ ﻰ اﻟﻌﺪﻳ ﺪ‬ ‫ﻣ ﻦ اﻟﻤﻘ ﺎﻻت اﻟﺘ ﻲ‬ ‫آﺘﺒﺘﻬ ﺎ ﻓ ﻲ اﻟﻜﺜ ﻴﺮ ﻣ ﻦ‬ ‫اﻟﻤﺠﻼت اﻟﻌﻠﻤﻴﺔ ‪.‬‬ ‫ﻧ ﺮى أن هﻨﺎﻟ ﻚ ﺛ ﺮاء‬ ‫آﺒ ﻴﺮ ﻓ ﻲ اﻟﻤ ﺸﺎرآﺎت‬ ‫اﻟﻌﺮﺑﻴ ﺔ و اﻟﺪوﻟﻴ ﺔ ﻓ ﻲ‬ ‫اﻟﻌﺪﻳ ﺪ ﻣ ﻦ اﻟﻤﺆﺗﻤ ﺮات‬ ‫اﻟ ﺘﻲ ﺣ ﻀﺮﺗﻤﻮهﺎ‪،‬‬ ‫ه ﻞ ﻟﻜ ﻢ أن ﺗﺤﺪﺛﻮﻧ ﺎ‬ ‫ﻋ ﻦ اﻟﻤﻨﺎﺻ ﺐ‬ ‫اﻹدارﻳ ﺔ و اﻟﻌﻠﻤﻴ ﺔ‬ ‫اﻟ ﺘﻲ ﺷ ﻐﻠﻬﺎ اﻟ ﺪآﺘﻮر‬ ‫ﻣﺤﻤﺪ اﻟﺮﺗﻴﻤﻲ ؟‬

‫ﻟﺪﻳﻨﺎ ﻣﺸﺎرآﺎت داﺋﻤ ﺔ‬ ‫ﻓ ﻲ اﻟﻤﺆﺗﻤ ﺮات و‬ ‫اﻟﻤﺤﺎﻓ ﻞ اﻟﺪوﻟﻴ ﺔ‬ ‫ووﺿ ﻌﻨﺎ اﻟﺒﻌ ﺾ ﻣﻨﻬ ﺎ‬ ‫ﻓﻲ اﻟﻤﻮﻗﻊ اﻟﺨ ﺎص ﺑ ﻲ‬ ‫و ه ﻮ ﺑﺤ ﺖ اﻻﻧﺠ ﺎز‬ ‫ﺣﺎﻟﻴ ﺎ و ﻋﻨﻮاﻧ ﻪ ه ﻮ‬ ‫اﻟﻤﺆﺗﻤﺮ اﻟﺮاﺑﻊ ﻟﺘﻘﻨﻴ ﺔ اﻟﻤﻌﻠﻮﻣﺎﺗﻴ ﺔ‬ ‫‪www.artimi.info‬‬ ‫ﻣﺪﻳﻨﺔ اﻹﺳﻜﻨﺪرﻳﺔ ‪2003‬‬

‫آﻤ ﺎ ذآ ﺮت ﺳ ﺎﺑﻘﺎ‬ ‫اﻋﻤ ﻞ ﺣﺎﻟﻴ ﺎ رﺋﻴ ﺲ‬ ‫ﻗ ﺴﻢ اﻟﺤﺎﺳ ﻮب‬ ‫ﺟﺎﻣﻌ ﺔ اﻟ ﺴﺎﺑﻊ ﻣ ﻦ‬ ‫اﺑﺮﻳﻞ آﻠﻴ ﺔ اﻟﻬﻨﺪﺳ ﺔ‪،‬‬ ‫‪31‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫و ﻃﺒﻌ ﺎ آﺄﺳ ﺘﺎذ‬ ‫ﻣﺤﺎﺿ ﺮ ﻓ ﻲ آﻠﻴ ﺔ‬ ‫اﻟﻬﻨﺪﺳﺔ و آﻠﻴﺔ اﻟﻌﻠﻮم ‪،‬‬ ‫و أﺳ ﺘﺎذ ﻣﺘﻌ ﺎون ﻣ ﻊ‬ ‫اﻷآﺎدﻳﻤﻴ ﺔ اﻟﻠﻴﺒﻴ ﺔ‬ ‫ﻟﻠﺪراﺳ ﺎت اﻟﻌﻠﻴ ﺎ و‬ ‫ﺟﺎﻣﻌ ﺔ اﻟﻔ ﺎﺗﺢ‪ ،‬آﻤ ﺎ‬ ‫اﺷ ﻐﻞ ﻣﻨ ﺼﺐ ﻣﺪﻳ ﺮ‬ ‫ﻣﻜﺘ ﺐ اﻟﺒﺤ ﻮث و‬ ‫اﻻﺳﺘ ﺸﺎرات اﻟﻬﻨﺪﺳ ﻴﺔ‬ ‫ﺑﺎﻟﺠﺎﻣﻌﺔ ﻓﺮع اﻟﺰاوﻳ ﺔ‪،‬‬ ‫و ﻗ ﺪ ﺗﻘﻠ ﺪت اﻟﻌﺪﻳ ﺪ ﻣ ﻦ‬ ‫اﻟﻤﻨﺎﺻ ﺐ اﻹدارﻳ ﺔ‬ ‫ﻣﻨﻬﺎ‪:‬‬ ‫آﻠﻔ ﺖ ﺑﺘﺄﺳ ﻴﺲ آﻠﻴ ﺔ‬ ‫اﻟﻬﻨﺪﺳﺔ ﺟﺎﻣﻌﻲ اﻟ ﺴﺎﺑﻊ‬ ‫ﻣﻦ اﺑﺮﻳ ﻞ ﺳ ﻨﺔ ‪2000‬‬ ‫و آﻨ ﺖ ﻋﻤﻴ ﺪا ﻟﻬ ﺎ ﻓ ﻲ‬ ‫ﺗﻠ ﻚ اﻟﻔ ﺘﺮة أي ﻟﻌﺎﻣ ﻲ‬ ‫‪. 2001 - 2000‬‬ ‫ﻗﺒ ﻞ ﺗﻠ ﻚ اﻟﻔ ﺘﺮة آﻨ ﺖ‬ ‫ﻋﻤﻴ ﺪ ﻟﻜﻠﻴ ﺔ اﻟﻌﻠ ﻮم‬ ‫‪. 1995 - 1991‬‬ ‫ﻋ ﻀﻮ اﻟﻠﺠﻨ ﺔ اﻟ ﺸﻌﺒﻴﺔ‬ ‫اﻟﻌﺎﻣ ﺔ ﻟﻠﺘﻜ ﻮﻳﻦ و‬ ‫اﻟﺘ ﺪرﻳﺐ اﻟﻤﻬﻨ ﻲ‬ ‫‪. 1990 – 1989‬‬ ‫رﺋﻴ ﺲ ﻗ ﺴﻢ اﻟﺤﺎﺳ ﻮب‬ ‫آﻠﻴ ﺔ اﻟﻬﻨﺪﺳ ﺔ‬ ‫اﻻﻟﻜﺘﺮوﻧﻴ ﺔ ‪– 1988‬‬ ‫‪. 1989‬‬ ‫ﻋ ﻀﻮ اﻟﻠﺠﻨ ﺔ اﻟﺪوﻟﻴ ﺔ‬ ‫ﺔ‬ ‫ﻹدارة اﻟﺠﻤﻌﻴ‬ ‫اﻟﻌﺮﺑﻴ ﺔ ﻟﻠﺤﺎﺳ ﺒﺎت و‬ ‫ﺗﺴﺘ ﻀﻴﻔﻬﺎ اﻟﺠﺎﻣﻌ ﺔ‬ ‫اﻷﻣﺮﻳﻜﻴﺔ ﻓﻲ ﺑ ﻴﺮوت‬ ‫‪.ACS‬‬ ‫ﻣﺤﻜ ﻢ ﻋﻠﻤ ﻲ ﻟ ﺪي‬ ‫اﻟﻤﺆﺗﻤ ﺮ اﻷوروﺑ ﻲ‬

‫ﻟﻠﺘﻌﻠﻴ ﻢ اﻻﻟﻜﺘﺮوﻧ ﻲ‬ ‫‪.ECEL‬‬ ‫ﻣﺤﻜﻢ ﻋﻠﻤﻲ ﻟﺪى ﻣﺠﻠ ﺔ‬ ‫دراﺳ ﺎت و ﻳ ﺼﺪرهﺎ‬ ‫ﻣﺮآﺰ و أﺑﺤﺎث اﻟﻜﺘﺎب‬ ‫اﻷﺧﻀﺮ ﻃﺮاﺑﻠﺲ ‪.‬‬ ‫ﻋ ﻀﻮ هﻴﺌ ﺔ اﻟﺘﺤﺮﻳ ﺮ‬ ‫اﻟﻤﺠﻠ ﺔ اﻟﺪوﻟﻴ ﺔ‬ ‫ﻟﺘﻜﻨﻮﻟﻮﺟﻴ ﺎ اﻟﻤﻌﻠﻮﻣ ﺎت‬ ‫و ﺗﺴﺘ ﻀﻴﻔﻬﺎ ﺟﺎﻣﻌ ﺔ‬ ‫اﻟﺰرﻗﺎء اﻷردن‪.‬‬ ‫ﺑﺎﻹﺿ ﺎﻓﺔ إﻟ ﻰ‬ ‫ﻣ ﺴﺎهﻤﺘﻲ ﻓ ﻲ اﻟﻌﺪﻳ ﺪ‬ ‫ﻣ ﻦ اﻟﻠﺠ ﺎن ﻓ ﻲ ﺟﺎﻣﻌ ﺔ‬ ‫اﻟ ﺴﺎﺑﻊ ﻣ ﻦ اﺑﺮﻳ ﻞ و‬ ‫أآﺎدﻳﻤﻴ ﺔ اﻟﺪراﺳ ﺎت‬ ‫اﻟﻌﻠﻴﺎ‪.‬‬ ‫أﺳ ﺲ اﻟ ﺪآﺘﻮر ﻣﺤﻤ ﺪ‬ ‫اﻟﺮﺗﻴﻤﻲ اﻟﺠﻤﻌﻴﺔ اﻟﻠﻴﺒﻴﺔ‬ ‫ﻟﻠﺬآﺎء اﻻﺻ ﻄﻨﺎﻋﻲ‪ ،‬و‬ ‫هﻲ أول ﺟﻤﻌﻴ ﺔ ﻋﺮﺑﻴ ﺔ‬ ‫ﻣﻦ ﻧﻮﻋﻬﺎ‪ ،‬ه ﻞ ﻟﻜ ﻢ أن‬ ‫ﺗﺤ ﺪﺛﻮﻧﺎ ﻋ ﻦ ه ﺬﻩ‬ ‫اﻟﺠﻤﻌﻴﺔ ؟‬ ‫أﺳ ﺴﺖ اﻟﺠﻤﻌﻴ ﺔ اﻟﻠﻴﺒﻴ ﺔ‬ ‫ﻟﻠ ﺬآﺎء اﻻﺻ ﻄﻨﺎﻋﻲ‬ ‫ﺗﺤﺖ رﻗﻢ ) ‪ (46‬ﺑﻘ ﺮار‬ ‫ﻣﻦ أﻣﻴﻦ اﻟﻬﻴﺌﺔ اﻟﻘﻮﻣﻴ ﺔ‬ ‫ﻟﻠﺒﺤ ﺚ اﻟﻌﻠﻤ ﻲ رﻗ ﻢ‬ ‫‪ 162‬ﻟ ﺴﻨﺔ ‪2002‬‬ ‫ﺗﺤﻘﻴﻘ ﺎ ﻟﻨ ﺪاء ﻋ ﺪد ﻣ ﻦ‬ ‫ﺼﻴﻦ و‬ ‫اﻟﻤﺘﺨﺼ‬ ‫اﻟﻤﻬﺘﻤﻴ ﻦ و ﺗﻌﺘ ﺒﺮ ه ﺬﻩ‬ ‫اﻟﺠﻤﻌﻴ ﺔ اﻷوﻟ ﻰ ﻣ ﻦ‬ ‫ﻧﻮﻋﺎ ﻓﻲ ﻋﺎﻟﻤﻨﺎ اﻟﻌﺮﺑﻲ‬ ‫آﻤ ﺎ أﺳ ﻠﻔﺖ‪ ،‬و ﺗﻬﺘ ﻢ‬ ‫ﺑﻤﻔﺎهﻴﻢ ﻣﺜﻞ‪:‬‬

‫ﻣﻨﺎﻗﺸﺔ رﺳﺎﻟﺔ دآﺘﻮراﻩ اﻟﺪآﺘﻮر ﻣﺤﻤﺪ اﻟﺮﺗﻴﻤﻲ و‬ ‫اﻟﺪآﺘﻮر أﺑﻮ ﺑﻜﺮ اﻟﻬﺪﺷﻲ أﻣﻴﻦ ﻗﺴﻢ اﻟﻤﻌﻠﻮﻣﺎت‬ ‫‪ -1‬ﻣﻌﺎﻟﺠ ﺔ اﻟﻠﻐ ﺔ‬ ‫اﻟﻌﺮﺑﻴ ﺔ ﺣﺎﺳ ﻮﺑﻴﺎ ﻣﺜ ﻞ‬ ‫ﻓﻬ ﻢ اﻟﻠﻐ ﺔ اﻟﻌﺮﺑﻴ ﺔ و‬ ‫اﻟﺘﺮﺟﻤ ﺔ ﻣ ﻦ و إﻟ ﻰ‬ ‫اﻟﻌﺮﺑﻴﺔ ‪.‬‬ ‫‪ -2‬اﻟﺘﻌﻠﻴ ﻢ اﻻﻟﻜﺘﺮوﻧ ﻲ‬ ‫و اﻟﺘﻌﻠﻴﻢ ﻋﻦ ﺑﻌﺪ‪.‬‬ ‫‪ -3‬ﺑﻨ ﺎء اﻟﻨﻈ ﻢ اﻟﺨﺒ ﻴﺮة‬ ‫ﻓ ﻲ ﻣﺨﺘﻠ ﻒ اﻟﻤﺠ ﺎﻻت‬ ‫ﻣﺨﺘﻠﻔ ﺔ ﻣﺜ ﻞ اﻟﻄ ﺐ و‬ ‫اﻟﺘﻌﻠﻴﻢ و ﻏﻴﺮهﺎ ‪.‬‬ ‫ﻣﻌﺎﻟﺔ اﻟﺼﻮر ﻟﻤﺠ ﺎﻻت‬ ‫اﻟﻄﺐ و ﻋﻠﻮم اﻟﻔﻀﺎء‬ ‫ﺗﻄﻮﻳ ﺮ ﻧﻈ ﻢ ﻗﻮاﻋ ﺪ‬ ‫اﻟﺒﻴﺎﻧ ﺎت اﻟﺬآﻴ ﺔ و‬ ‫اﻟﻤﺒﺘﻜﺮة ‪،‬و ﺗﻮﺟ ﺪ ﻟﺪﻳﻨ ﺎ‬

‫ﻣﺠﻤﻮﻋ ﺎت ﺑﺤﺜﻴ ﺔ‬ ‫ﻣﺨﺘﻠﻔ ﺔ ﻳﺮأﺳ ﻬﺎ أﺳ ﺎﺗﺬة‬ ‫ﻣﺘﻤﻴﺰون ‪.‬‬ ‫ﻟﻨﻨﺘﻘ ﻞ ﻣ ﻊ اﻟ ﺪآﺘﻮر‬ ‫ﻣﺤﻤ ﺪ اﻟﺮﺗﻴﻤ ﻲ إﻟ ﻰ‬ ‫ﻣﺤ ﻮر ﺁﺧ ﺮ و ه ﻮ‬ ‫اﻟﺘﻌﻠﻴﻢ اﻟﻬﻨﺪﺳﻲ اﻟﺘﻘ ﻨﻲ‪،‬‬ ‫ﻳﻌ ﺎب ﻋﻠ ﻰ ﺗﻌﻠﻤﻴﻨ ﺎ اﻧ ﻪ‬ ‫ﻏ ﻴﺮ ﻣﻮﺟ ﻪ إﻟ ﻰ ﺳ ﻮق‬ ‫اﻟﻌﻤ ﻞ‪ ،‬إﻟ ﻰ أي ﺣ ﺪ‬ ‫ﻳﺘﻔ ﻖ اﻟ ﺪآﺘﻮر ﻣﺤﻤ ﺪ‬ ‫اﻟﺮﺗﻴﻤﻲ ﻣﻊ هﺬا اﻟﻘﻮل؟‬ ‫أﻧﺎ ﻣﻘﺘﻨﻊ ﺑﺄن اﻟﺘﻌﻠﻴﻢ هﻮ‬ ‫اﻟﺬي ﻳﺨﻠﻖ ﻓﺮص ﻋﻤﻞ‬

‫اﻟﺪآﺘﻮر ﻣﺤﻤﺪ اﻟﺮﺗﻴﻤﻲ ﺑﺼﺤﺒﺔ ﻟﻔﻴ ﻒ ﻣ ﻦ أﻋ ﻀﺎء هﻴﺌ ﺔ‬ ‫اﻟﺘﺪرﻳﺲ ﻓﻲ اﻷآﺎدﻳﻤﻴﺔ اﻟﻠﻴﺒﻴﺔ ﻟﻠﺪراﺳﺎت اﻟﻌﻠﻴﺎ‬ ‫‪32‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺑ ﺎﻟﻤﺠﺘﻤﻊ و ﻻ ﻳﻜ ﻮن‬ ‫اﻟﺘﻌﻠﻴ ﻢ ﻣﻘﺘ ﺼﺮ ﻓﻘ ﻂ‬ ‫ﻋﻠ ﻰ ﺳ ﻮق اﻟﻌﻤ ﻞ ﺑ ﻞ‬ ‫ﻳﺠﺐ ﻓﺘﺢ أﺳﻮاق ﻋﻤ ﻞ‬ ‫ﺟﺪﻳ ﺪة و ﻧ ﺸﺎﻃﺎت‬ ‫ﺟﺪﻳﺪة و هﺬا ه ﻮ اﻟ ﺪور‬ ‫اﻟﺬي أرى أﻧﻪ ﻣﻦ اﻟﻤﻬﻢ‬ ‫أن ﺗﻄﻠﻊ ﻋﻠﻴ ﻪ اﻟﺠﺎﻣﻌ ﺔ‬ ‫ﻷﻧﻪ ﺑﺎﻟﺘﺄآﻴﺪ ﻻ ﻳﺠﺐ أن‬ ‫ﺗﺨ ﺮج اﻟﺠﺎﻣﻌ ﺔ أﻧ ﺎس‬ ‫ﻓﻘﻂ ﻟﺴﻮق اﻟﻌﻤ ﻞ و أن‬ ‫آﻨ ﺖ ﻻ اﻗﻠ ﻞ ﻣ ﻦ ه ﺬا‬ ‫ﻟﻜﻦ ﻻ ﻳﺠ ﺐ أن ﺗ ﺼﺒﺢ‬ ‫اﻟﺠﺎﻣﻌ ﺎت هﺪﻓﻬ ﺎ‬ ‫اﻷول ه ﻮ ﻣ ﺎ ﻳﻄﻠﺒ ﻪ‬ ‫اﻟ ﺴﻮق‪ ،‬ﻓﻬ ﻲ ﻣﺤﺎﻓ ﻞ‬ ‫ﻋﻠﻤﻴﺔ‪.‬‬ ‫إن ﺑﻘﻴﻨ ﺎ ﻓ ﻲ ﻧﻔ ﺲ‬ ‫اﻟ ﺴﻴﺎق و ه ﻮ اﻟﺤﺪﻳ ﺚ‬ ‫ﻋﻦ اﻟﺠﺎﻣﻌﺎت ﻣ ﺎ اﻟ ﺬي‬ ‫ﺗﻔﺘﻘ ﺪ إﻟﻴ ﻪ اﻟﺠﺎﻣﻌ ﺎت‬ ‫ﻟﻜ ﻲ ﻧﻠﺤ ﻆ ﺧ ﺬا‬ ‫اﻻﻧﻔﺼﺎل ﺑﻴﻦ ﻣﺎ ﻳﻄﻠﺒ ﻪ‬ ‫ﺳﻮق اﻟﻌﻤﻞ و ﻣﺎ ﺗﻘﺪﻣ ﻪ‬ ‫اﻟﺠﺎﻣﻌﺎت ؟‬ ‫اﻟﺠﺎﻣﻌ ﺎت اﻟﻌﺮﺑﻴ ﺔ‬ ‫ﺗﻔﺘﻘﺪ إﻟﻰ اﻟﺪﻋﻢ اﻟﻤﺎدي‪،‬‬ ‫و أﻳ ﻀﺎ إﻟ ﻰ اﻟﺮﺳ ﻤﻲ‬ ‫ﻣﻦ اﻟﺤﻜﻮﻣﺎت و ﻳﻨﻈﺮ‬ ‫اﻟﻜﺜ ﻴﺮ إﻟﻴﻬ ﺎ إﻧﻬ ﺎ‬ ‫ﻣﺆﺳ ﺴﺔ ﻟﻠﺘﻌﻠﻴ ﻢ ﻣﺜﻠﻬ ﺎ‬ ‫ﻣﺜﻞ اﻟﻤﺪرﺳﺔ اﻻﺑﺘﺪاﺋﻴ ﺔ‬ ‫و اﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﻓﻬﺬﻩ ﻧﻈ ﺮة‬ ‫ﻗﺎﺻ ﺮة ﻷن اﻟﺠﺎﻣﻌ ﺎت‬ ‫ه ﻲ ﻣﺮاآ ﺰ ﺑﺤﺜﻴ ﺔ و‬ ‫ﻳﺠ ﺐ أن ﻳﻜ ﻮن ﻟﻬ ﺎ‬ ‫ﻋﻼﻗ ﺔ ﺑﺎﻟ ﺼﻨﺎﻋﺔ و‬ ‫اﻟﻤﺆﺳ ﺴﺎت اﻟﺨﺪﻣﻴ ﺔ‬

‫اﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ اﻟﻤﺠﺘﻤ ﻊ ‪،‬‬ ‫آﻤ ﺎ ﻳﺠ ﺐ أن ﺗﻤﺘﻠ ﻚ‬ ‫اﻟﺠﺎﻣﻌ ﺔ اﻟﻤﺮوﻧ ﺔ‬ ‫اﻟﻜﺎﻣﻠ ﺔ ﻟﺨﻠ ﻖ رواﺑ ﻂ‬ ‫ﻣﻊ اﻟﺠﺎﻣﻌﺎت اﻷﺧﺮى‪،‬‬ ‫و ﺧﻠﻖ ﺗﻌﺎون ﻣ ﻦ أﺟ ﻞ‬ ‫ﺗﺨﺼﻴﺺ ﻣ ﻮارد ﻣﺎﻟﻴ ﺔ‬ ‫ﻟﻠﺒﺤﻮث اﻟﻤﺸﺘﺮآﺔ‪.‬‬ ‫ﻳﻌ ﺎب ﻋﻠ ﻰ اﻟﺠﺎﻣﻌ ﺎت‬ ‫اﻟﻌﺮﺑﻴ ﺔ ﻋ ﺪم اﻟﺘﻮﺟ ﻪ‬ ‫إﻟ ﻰ اﻟﺒﺤ ﺚ اﻟﻌﻠﻤ ﻲ‪ ،‬و‬ ‫آﺄﻧﻬ ﺎ أﺻ ﺒﺤﺖ ﻣﺮاآ ﺰ‬ ‫ﻟﺘﻠﻘﻲ أﺳﺎﺳﻴﺎت ﻧﻈﺮﻳ ﺔ‬ ‫ﻣﺠ ﺮدة‪ ،‬إﻟ ﻰ أي ﺣ ﺪ‬ ‫ﻳﺘﻔ ﻖ اﻟ ﺪآﺘﻮر ﻣﺤﻤ ﺪ‬ ‫اﻟﺮﺗﻴﻤ ﻲ ﻣ ﻊ ه ﺬا‬ ‫اﻟﺮأي؟‬ ‫ﻓ ﻲ اﻟﺤﻘﻴﻘ ﺔ هﻨﺎﻟ ﻚ‬ ‫اﻟﻜﺜ ﻴﺮ ﻣ ﻦ اﻷﺳ ﺒﺎب‬ ‫اﻟ ﺘﻲ ﺗ ﺆدي إﻟ ﻰ ه ﺬا‬ ‫اﻟﻮﺿ ﻊ و ﻗ ﺪ ذآ ﺮت‬ ‫ﺟ ﺰء ﻣﻨﻬ ﺎ ﻓ ﻲ اﻟ ﺴﺆال‬ ‫اﻟ ﺴﺎﺑﻖ‪ ،‬ﻓ ﻲ اﻹﺟﻤ ﺎل‬ ‫اﻟﻨﻈ ﺮة إﻟ ﻰ اﻟﺠﺎﻣﻌ ﺎت‬ ‫ﻳﺠ ﺐ أن ﺗﺨﺘﻠ ﻒ ﻣ ﻦ‬

‫ﻣﻨﺎﻗﺸﺔ رﺳﺎﻟﺔ ﻣﺎﺟﺴﺘﻴﺮ ﺑﺄآﺎدﻳﻤﻴﺔ اﻟﺪراﺳﺎت اﻟﻌﻠﻴﺎ‬ ‫د ﻣﺤﻤﺪ أﺑﻮ اﻟﻘﺎﺳﻢ اﻟﺮﺗﻴﻤﻲ‬ ‫د أﺑﻮ ﺑﻜﺮ اﻟﻬﺪﺷﻲ‬ ‫د ﻋﺒﺪ اﻟﺤﻤﻴﺪ اﻟﻤﻨﺼﻮري‬ ‫د ﻣﺒﺮوآﺔ ﻣﺤﻴﺮﻳﻒ أﻣﻴﻦ ﻋﺎم اﻻﺗﺤﺎد اﻟﻌﺮﺑﻲ‬ ‫ﻟﻠﻤﻌﻠﻮﻣﺎت و اﻟﻤﻜﺘﺒﺎت‬

‫ﻗﺒ ﻞ اﻟﺠﻤﻴ ﻊ ﻃ ﻼب و‬ ‫أﺳ ﺎﺗﺬة ﻣ ﺴﺆوﻟﻴﻦ و‬ ‫ﻏ ﻴﺮهﻢ‪ ،‬و ه ﺬا ﻣ ﺎ‬ ‫ﻧﺤﺘ ﺎج إﻟﻴ ﻪ ﻟﻜ ﻲ ﺗﻐﻴ ﺮ‬ ‫ﺟﺎﻣﻌﺎﺗﻨﺎ ﻣﺴﻴﺮﺗﻨﺎ‪.‬‬

‫اﻟﺘﻮاﺻ ﻞ ﻣﻌ ﻪ أو ﻣ ﻊ‬ ‫ﺷﺨ ﺼﻴﺎت ﻓﻴﻬ ﺎ ﻣ ﻦ‬ ‫أﻋ ﻀﺎء هﻴﺌ ﺔ اﻟﺘﺪرﻳ ﺲ‬ ‫و ﻏﻴﺮهﺎ و هﺬا ﺑﺎﻟﺘﺄآﻴ ﺪ‬ ‫ﻧﻘﻄﺔ ﺳﻠﺒﻴﺔ ‪.‬‬

‫اﻟﻤﺘﺘﺒ ﻊ ﻟﻠ ﺴﺎﺣﺎت‬ ‫اﻹﻟﻜﺘﺮوﻧﻴﺔ ﻳﺮى اﻓﺘﻘﺎر‬ ‫آﺒﻴﺮ ﻟﻠﻤﻮاﻗﻊ اﻟﺠﺎﻣﻌ ﺎت‬ ‫اﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ اﻟ ﺸﺒﻜﺔ و‬ ‫إن وﺟ ﺪت ﻓﻬ ﻲ ﺷ ﺒﻪ‬ ‫ﻣﻌﻄﻠ ﺔ ‪ ،‬إﻟ ﻰ أي ﺣ ﺪ‬ ‫ﻳﺆﺛﺮ هﺬا ﻋﻠ ﻰ ﻋﻄ ﺎء‬ ‫اﻟﺠﺎﻣﻌ ﺎت اﻟﻌﺮﺑﻴ ﺔ‬ ‫ﺑﺼﻔﺔ ﻋﺎﻣﺔ ؟‬ ‫آﻤﺎ ﻗﻠ ﺖ ﺳ ﺎﺑﻘﺎ ﻻزاﻟ ﺖ‬ ‫اﻟﺠﺎﻣﻌ ﺎت اﻟﻌﺮﺑﻴ ﺔ‬ ‫ﺗﻔﺘﻘ ﺮ إﻟ ﻰ اﻟﻜﺜ ﻴﺮ و‬ ‫ﺗﺘﺨﻠ ﻒ ﻋ ﻦ رآ ﺐ‬ ‫اﻟﺜ ﻮرة اﻟﻤﻌﻠﻮﻣﺎﺗﻴ ﺔ‪ ،‬و‬ ‫ﻻ ﺗﺤ ﺪﻳﺚ ﻟﻬ ﺎ و‬ ‫ﺑ ﻀﻌﻬﺎ ﻻ ﻳﻤﻜ ﻦ‬

‫ﻣﺠﻠ ﺔ اﻟﺘﻘﻨﻴ ﺔ إﺣ ﺪى‬ ‫اﻟﻤﺠ ﻼت اﻟﻘﻼﺋ ﻞ ﺟ ﺪا‬ ‫ﻓﻲ ﻋﺎﻟﻤﻨﺎ اﻟﻌﺮﺑﻲ اﻟﺘ ﻲ‬ ‫ﺗ ﺴﻠﻚ ﻣﺠ ﺎل اﻟﻨ ﺸﺮ‬ ‫اﻻﻟﻜﺘﺮوﻧ ﻲ‪ ،‬ﻣ ﺎ ه ﻲ‬ ‫اﻷﺳ ﺒﺎب ﻓ ﻲ رأي‬ ‫اﻟﺪآﺘﻮر ﻣﺤﻤﺪ اﻟﺮﺗﻴﻤ ﻲ‬ ‫ﻓ ﻲ ﻗﻠ ﺔ و ﻧ ﺪرة ه ﺬﻩ‬ ‫اﻟﻤﻄﺒﻮﻋ ﺎت اﻟﻌﺮﺑﻴ ﺔ‬ ‫اﻟﻤﺘﺨﺼﺼﺔ؟‬ ‫اﻟﻨ ﺸﺮ اﻻﻟﻜﺘﺮوﻧ ﻲ ه ﻮ‬ ‫اﻟﻨ ﺸﺮ اﻟ ﺬي ﺳ ﻮف‬ ‫ﻳﺴﻮد ﻣﺴﺘﻘﺒﻼ‪ ،‬وﺳ ﻮف‬ ‫ﻳ ﺴﺘﺤﻮذ ﻋﻠ ﻰ ﻧ ﺼﻴﺐ‬ ‫اﻷﺳ ﺪ ﻓ ﻲ اﻟﻌ ﺎﻟﻢ اﺟﻤ ﻊ‬ ‫‪33‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻟﻤﺎ ﺗﻮاﺟﻬﻪ اﻟﻤﻄﺒﻮﻋﺎت ﻣﻦ ﻗﻴ ﻮد‬ ‫و ﻋﺮاﻗﻴﻞ و ﻗﻠﺔ ﺧ ﺒﺮات و ﻋ ﺪم‬ ‫ﻣﺮوﻧﺔ‪.‬‬ ‫ﻟﻤ ﺎذا ﻧﻠﺤ ﻆ ه ﺬا اﻟﻨﻔ ﻮر ﻣ ﻦ ﻗﺒ ﻞ‬ ‫اﻟﺸﺮآﺎت و اﻟﻘﻄﺎع اﻟﺨ ﺎص ﻋ ﻦ‬ ‫اﻟﺠﺎﻣﻌﺎت ﻋﻜ ﺲ ﻣ ﺎ ه ﻮ ﻣﻮﺟ ﻮد‬ ‫ﻓﻲ اﻟﺪول اﻟﻤﺘﻘﺪﻣﺔ ؟‬

‫اﻟﺪآﺘﻮر ﻣﺤﻤﺪ اﻟﺮﺗﻴﻤﻲ ﺑﺼﺤﺒﺔ ﻃﻼب‬ ‫ﻣﻦ أآﺎدﻳﻤﻴﺔ اﻟﺪراﺳﺎت اﻟﻌﻠﻴﺎ‬

‫أوﻻ أﺷ ﻜﺮآﻢ ﺟﺰﻳ ﻞ اﻟ ﺸﻜﺮ و‬ ‫أﺗﻤﻨﻰ ﻟﻜ ﻢ اﻟﺘﻮﻓﻴ ﻖ ﻓ ﻲ ﻣ ﺴﻴﺮﺗﻜﻢ‬ ‫و أن ﻧﺮى ﻣﺠﻠ ﺔ اﻟﺘﻘﻨﻴ ﺔ ﻣ ﻦ ﺑﻴ ﻦ‬ ‫اﻟﻤﺠﻼت اﻟﻌﺎﻟﻤﻴﺔ‪.‬‬

‫ﺗﻜﺎﻣ ﻞ اﻟﻌﻤ ﻞ ﻣ ﻊ اﻟ ﺸﺮآﺎت أﻣ ﺮ‬ ‫ﻣﻬ ﻢ ﺟ ﺪا‪ ،‬و ﺗﻮﺟ ﺪ اﻟﻜﺜ ﻴﺮ ﻣ ﻦ‬ ‫اﻟﺘ ﺸﺮﻳﻌﺎت اﻟﻌﺮﺑﻴ ﺔ اﻟ ﺘﻲ ﺗﻨ ﺺ‬ ‫ﻋﻠﻰ ﺿﺮورة وﺟﻮد هﺬﻩ اﻟﻌﻼﻗ ﺔ‬ ‫‪ ،‬و ﻟﻜ ﻦ واﻗﻌﻨ ﺎ ﻳﺒ ﺪو أن هﻨﺎﻟ ﻚ‬ ‫ﻋﺮاﻗﻴﻞ ﺗﺤ ﺪ ﻣ ﻦ ه ﺬا و وﺿ ﻌﻪ‬ ‫ﻣﻮﺿ ﻊ اﻟﺘﻨﻔﻴ ﺬ‪ ،‬ﻓﻤﺜ ﻼ ﻻ ﺗﻮﺟ ﺪ‬ ‫ﻗ ﻮاﻧﻴﻦ ﺗ ﺸﺠﻴﻌﻴﺔ ﻟﻠ ﺸﺮآﺎت اﻟﺘ ﻲ‬ ‫ﺗﺨ ﺼﺺ ﺟ ﺰء ﻣ ﻦ ﻣﻴﺰاﻧﻴﺘﻬ ﺎ‬ ‫ﻟﻠﺒﺤ ﺚ اﻟﻌﻠﻤ ﻲ و اﻟﺘﻄﻮﻳ ﺮ‬ ‫ﺑﺎﻟﻤﺸﺎرآﺔ ﻣﻊ اﻟﺠﺎﻣﻌﺎت ‪ ،‬و ه ﺬا‬ ‫ﻋﻜﺴﻪ ﺗﻤﺎﻣﺎ ﻓﻲ اﻟﺪول اﻟ ﺼﻨﺎﻋﻴﺔ‬ ‫ﻧﺠ ﺪ أن اﻟﺪوﻟ ﺔ ﺗﺤﻔ ﺰ اﻟ ﺸﺮآﺎت‬ ‫ﻋﻠﻰ دﻓ ﻊ ﻣﺒ ﺎﻟﻎ ﻣ ﻦ ﻣﻴﺰاﻧﻴﺘﻬ ﺎ‬ ‫ﻟﺘﺸﺠﻴﻊ و دﻋ ﻢ اﻟﺒﺤ ﺚ اﻟﻌﻠﻤ ﻲ و‬ ‫هﺬا ﻣﻔﻘﻮد ﻟﺪﻳﻨﺎ ﻓﻲ اﻟﻌﺎﻟﻢ اﻟﻌﺮﺑ ﻲ‬ ‫ﺑﺸﻜﻞ آﺒﻴﺮ ﺟﺪا ‪.‬‬ ‫آﻠﻤ ﺔ أﺧ ﻴﺮﻩ ﺗﻮﺟﻬﻬ ﺎ ﻟﻘ ﺮاء و‬ ‫ﻣﺘﺘﺒﻌﻲ ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ ؟‬ ‫‪34‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

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‫ﺣﺎور ﻳﻮﺳﻒ اﻟﻘﺎﺳﻤﻲ‬

‫اﻟﻴﻤﻦ‬

‫ﻟﻐﺔ ) ﺝ ( ﻭ ﺍﳌﺴﺎﻋﻲ ﻣﻦ ﺃﺟﻞ ﻟﻐﺔ ﺑﺮﳎﺔ ﻋﺮﺑﻴﺔ ﻛﺎﻣﻠﺔ‬

‫ﻟﻐﺔ ﺑﺮﻣﺠﺔ ﻋﺮﺑﻴ ﺔ ‪ ,‬ﻇ ﻠ ﺖ‬ ‫ﺣﻠﻢ ﺻﻌﺐ اﻟﻤﻨﺎل ‪ ,‬ﻟﻜﻨﻬﺎ ﻟ ﻦ‬ ‫ﺗﻈﻞ آﺬﻟﻚ ﺑﺈذن اﷲ ‪ ,‬ﻇﻬﺮت‬ ‫ﺑﻮادر ﻣﻦ أﺟ ﻞ إﻧ ﺠ ﺎز ه ﺬا‬ ‫اﻟﻤﺸﺮوع ﻣﻦ ﻗ ﺒ ﻞ ﺑ ﻌ ﺾ‬ ‫اﻟﻤﺒﺮﻣﺠﻴﻦ‪ ,‬ﻟﻌﻞ أهﻤﻬﺎ ﻣ ﺎ‬ ‫ﻗﺎم ﺑﻪ اﻟﺪآﺘﻮر ﻣﺤﻤﺪ ﻋ ﻤ ﺎر‬ ‫اﻟﺴﻠﻜ ﺎ ﻣ ﺒ ﺮﻣ ﺞ ﻟ ﻐ ﺔ ﺟ ﻴ ﻢ‬ ‫واﻟ ﺘ ﻲ ﺗ ﻌ ﺘ ﻤ ﺪ ﻋ ﻠ ﻰ اﻟ ﻠ ﻐ ﺔ‬ ‫اﻟ ﻌ ﺮﺑ ﻴ ﺔ ﻗ ﻠ ﺒ ًﺎ وﻗ ﺎﻟ ﺒ ﺎً‪،‬‬ ‫وﻟﻠﺘﻌ ﺮف ﻋ ﻠ ﻰ ه ﺬﻩ اﻟ ﻠ ﻐ ﺔ‬ ‫ﻗﻤﻨﺎ ﺑﺈﺟﺮاء هﺬا اﻟﺤﻮار ‪.‬‬ ‫أﺣﺐ إن أﺷﻜﺮآ ﻢ ﻋ ﻠ ﻰ آ ﺮﻣ ﻚ‬ ‫وﻗﺒﻮﻟﻚ ﻟﺪﻋﻮﺗﻨﺎ ‪.‬‬ ‫ﻻ ﺷﻜﺮ ﻋﻠﻰ واﺟﺐ اﻟﻮاﻗﻊ أﻧ ﻨ ﻲ‬ ‫أﻧ ﺎ اﻟ ﺬي ﻳ ﺠ ﺐ أن أﺷ ﻜ ﺮك‬ ‫ﻻهﺘﻤﺎﻣﻜﻢ ﺑﻠﻐﺔ ج‪.‬‬ ‫ﻓﻲ اﻟﺒﺪاﻳﺔ أرﺟﻮ أن ﺗﻌ ﺮﻓ ﻨ ﺎ ﻋ ﻦ‬ ‫ﺷﺨﺼﻜﻢ اﻟﻜﺮﻳﻢ ؟‬ ‫اﺳﻤﻲ ﻣﺤﻤﺪ ﻋﻤﺎر اﻟﺴﻠ ﻜ ﺎ ﻣ ﻦ‬ ‫ﻣﻮاﻟﻴﺪ دﻣﺸﻖ ‪ ، 1965‬ﺗ ﺨ ﺮﺟ ﺖ‬ ‫ﻣﻦ آﻠﻴﺔ اﻟﻬ ﻨ ﺪﺳ ﺔ اﻟ ﻤ ﻴ ﻜ ﺎﻧ ﻴ ﻜ ﻴ ﺔ‬ ‫واﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﺠﺎﻣﻌﺔ دﻣﺸ ﻖ ﺳ ﻨ ﺔ‬ ‫‪ ، 1988‬ﺛ ﻢ ﺣﺼ ﻠ ﺖ ﻋ ﻠ ﻰ‬ ‫ﻣﺎﺟﺴﺘﻴﺮ ودآﺘ ﻮراﻩ ﻓ ﻲ ه ﻨ ﺪﺳ ﺔ‬ ‫اﻟ ﺘ ﺼ ﻤ ﻴ ﻢ ﻣ ﻦ ﺟ ﺎﻣ ﻌ ﺔ وﻳ ﻠ ﺰ‬ ‫)‪ (W ales‬ﺑﺒﺮﻳﻄﺎﻧﻴﺎ‪.‬‬ ‫أدرس ﻋ ﻠ ﻮم اﻟ ﺤ ﺎﺳ ﻮب ﻓ ﻲ‬

‫اﻟﺠ ﺎﻣ ﻌ ﺎت اﻟﺴ ﻮرﻳ ﺔ ‪ ،‬وأﻋﺸ ﻖ‬ ‫ﻣ ﻬ ﻨ ﺔ اﻟ ﺘ ﻌ ﻠ ﻴ ﻢ‪ .‬أه ﻮى اﻟ ﻌ ﻠ ﻮم‬ ‫اﻟﺘﻄﺒﻴﻘﻴ ﺔ ﺑ ﻤ ﺨ ﺘ ﻠ ﻒ ﻓ ﺮوﻋ ﻬ ﺎ ‪-‬‬ ‫وﺧﺎﺻﺔ اﻟﻔﻴﺰﻳﺎء واﻹﻟﻜﺘ ﺮوﻧ ﻴ ﺎت‬ ‫وﻋﻠﻮم اﻟﺤﺎﺳﻮب ‪ -‬وأﺳﻌﻰ دوﻣًﺎ‬ ‫إﻟﻰ ﻧﺸﺮ اﻟﻤﻌﺮﻓ ﺔ اﻟ ﻌ ﻠ ﻤ ﻴ ﺔ ﺑ ﻴ ﻦ‬ ‫اﻟﻨﺎﺷﺌﺔ‪.‬‬ ‫زادك اﷲ ﻣ ﻦ ﻓﻀ ﻠ ﻪ ‪ ,‬أﺳ ﺘ ﺎذي‬ ‫اﻟﻜﺮﻳﻢ ﻣﺎ هﻲ ﺳﺒﺐ ﺗﺴﻤﻴﺔ اﻟﻠ ﻐ ﺔ‬ ‫"ﺟﻴﻢ ؟ ﻟﻤﺎذا ﻻ ﺗﻜﻮن ض ؟‬ ‫ﻗ ﻤ ﺖ ﺑ ﺘ ﺴ ﻤ ﻴ ﺔ ﻟ ﻐ ﺔ اﻟ ﺒ ﺮﻣ ﺠ ﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ ﺑﺎﺳﻢ ﻟﻐﺔ ج ﻷﻧ ﻬ ﺎ ﺗﺸ ﺒ ﻪ‬ ‫ﻓﻲ ﺑﻌﺾ ﺟﻮاﻧﺒﻬﺎ ﻟﻐﺔ اﻟ ﺒ ﺮﻣ ﺠ ﺔ‬ ‫اﻟﻤﻌﺮوﻓﺔ ‪ ، C‬وﺧ ﺎﺻ ﺔ ﺑﺴ ﺒ ﺐ‬ ‫اﺳ ﺘ ﺨ ﺪام اﻟ ﻬ ﻼﻟ ﻴ ﻦ } {‬ ‫اﻟﺸﻬﻴﺮﻳﻦ‬ ‫ﻟ ﻠ ﺪﻻﻟ ﺔ ﻋ ﻠ ﻰ ﺑ ﺪاﻳ ﺔ ﺳ ﻴ ﺎق‬ ‫‪ context‬وﻧﻬﺎﻳﺘ ﻪ ﻓ ﻲ ﻟ ﻐ ﺔ ج‪،‬‬ ‫ﺑﻄﺮﻳﻘﺔ ﻣﺸﺎﺑﻬﺔ ﻟﻠﻐﺔ ‪ C‬آﻤﺎ ه ﻮ‬ ‫ﻓﻲ اﻟﻤﺜﺎل اﻟﺘﺎﻟﻲ‪.‬‬ ‫اﻟﻤﺜﺎل ‪:‬‬ ‫أآﺮر ﻣﻦ س = ‪ 1‬إﻟﻰ ‪100‬‬ ‫}‬ ‫أآﺘﺐ "س = " ‪ ،‬س‬ ‫{ !! ﻧﻬﺎﻳﺔ اﻟﺴﻴﺎق )ﻣ ﺠ ﻤ ﻮﻋ ﺔ‬ ‫اﻟﺠﻤﻞ(‪.‬‬ ‫وﻟﻢ اﺳﻢ هﺬﻩ اﻟﻠﻐ ﺔ اﻟ ﺠ ﺪﻳ ﺪة ﻟ ﻐ ﺔ‬ ‫ض )ﻋﻠﻤﺎ أﻧﻨﻲ ﺗ ﻠ ﻘ ﻴ ﺖ ﻋﺸ ﺮات‬ ‫اﻟﺮﺳﺎﺋﻞ اﻹﻟﻜﺘﺮوﻧ ﻴ ﺔ ﻣ ﻦ آ ﺜ ﻴ ﺮ‬ ‫ﻣﻦ اﻷﺷﺨﺎص اﻟﻤﻬﺘﻤﻴﻦ ﺑ ﻠ ﻐ ﺔ ج‬

‫ﻳﻘﺘﺮﺣﻮن ﺗﺴﻤﻴﺘﻬﺎ ﻟ ﻐ ﺔ ض( ﻷن‬ ‫هﺬا هﻮ اﻻﺳ ﻢ اﻟ ﻤ ﻌ ﺮوف ﻟ ﻠ ﻐ ﺔ‬ ‫اﻟﻌﺮﺑﻴﺔ ﺑﺤ ﺪ ذاﺗ ﻬ ﺎ وﻻ أرﻳ ﺪ أن‬ ‫ﻳﺤﺪث اﻟﺘﺒﺎس ﺑﻴﻦ ﻟﻐ ﺔ اﻟ ﺒ ﺮﻣ ﺠ ﺔ‬ ‫ج آﻠﻐﺔ ﺑﺮﻣﺠﺔ واﻟ ﻠ ﻐ ﺔ اﻟ ﻌ ﺮﺑ ﻴ ﺔ‬ ‫ﺑﻜﻠﻴﺘﻬﺎ‪.‬‬ ‫ه ﻞ ه ﻨ ﺎك ﺑ ﺎدرة ﻣ ﻦ ﻗ ﺒ ﻞ‬ ‫ﻣﺒﺮﻣﺠﻴﻦ ﻋﺮب ﻟ ﺘ ﻄ ﻮﻳ ﺮ ﻟ ﻐ ﺔ‬ ‫ﺟﻴﻢ ؟‬ ‫هﻨﺎك اﻟﻜﺜﻴﺮ ﻣﻦ اﻟﻤﻬﺘﻤﻴﻦ ﺑﻠﻐﺔ ج‬ ‫‪ ،‬وﻳﺼ ﻠ ﻨ ﻲ ﻳ ﻮﻣ ﻴ ﺎ اﻟ ﻌ ﺪﻳ ﺪ ﻣ ﻦ‬ ‫اﻟﺮﺳﺎﺋﻞ ‪ ،‬وﻗﺪ أﻋﺮب اﻟ ﻜ ﺜ ﻴ ﺮون‬ ‫ﻋﻦ رﻏﺒﺘﻬﻢ ﺑﺎﻟﻤﺴﺎهﻤﺔ ﺑ ﺘ ﻄ ﻮﻳ ﺮ‬ ‫ﻟﻐﺔ ج ‪ .‬ﻟﻜﻦ ذﻟﻚ ﻳﺘﻄﻠﺐ ﺗﺤﻀﻴﺮ‬ ‫ﻣﺴﺒﻖ وﺗﻨﺴﻴﻖ ﺟﻴ ﺪ ﺣ ﺘ ﻰ ﺗ ﺘ ﻤ ﺮ‬ ‫اﻟﺠﻬﻮد ‪.‬‬ ‫اﻟ ﺒ ﻌ ﺾ ﻳﺸ ﻜ ﻮ ﻣ ﻦ ﻗ ﻠ ﺔ‬ ‫اﻟﺪروس واﻷﻣﺜﻠﺔ ﻓﻲ اﻟ ﻤ ﻮﻗ ﻊ‪,‬‬ ‫ﺑﺮﻏﻢ أن اﻟﻠﻐﺔ ﺣﺪﻳﺜﺔ وﺑﺮﻏﻢ أﻧﻬ ﺎ‬ ‫اﻟﺒﺎدرة اﻷوﻟﻰ ﻣﻦ ﻧ ﻮﻋ ﻬ ﺎ‪ ،‬ﻣ ﺎ‬ ‫ﺗﻌﻠﻴﻘﻜﻢ؟‬ ‫‪35‬‬

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‫ﻧ ﻌ ﻢ ه ﺬا ﺻ ﺤ ﻴ ﺢ‪،‬‬ ‫وهﻨﺎك ﺗﻘﺼ ﻴ ﺮ واﺿ ﺢ‬ ‫ﻣﻦ هﺬﻩ اﻟﻨﺎﺣﻴﺔ ‪ ،‬ﺳﺒ ﺒ ﻪ‬ ‫ﻓﻲ آﺜ ﻴ ﺮ ﻣ ﻦ اﻷﺣ ﻴ ﺎن‬ ‫ﺿ ﻴ ﻖ اﻟ ﻮﻗ ﺖ وآ ﺜ ﺮة‬ ‫اﻷﻋﺒﺎء ‪ ،‬ﻟ ﻜ ﻦ آ ﺒ ﺪاﻳ ﺔ‬ ‫ﻳﺤ ﺘ ﻮي اﻟ ﻤ ﻮﻗ ﻊ ﻋ ﻠ ﻰ‬ ‫آﺘﺎب ﺗﻌﺮﻳﻔﻲ ﺑﻠﻐﺔ ج‬ ‫)ﻳ ﻤ ﻜ ﻦ ﺗ ﺤ ﻤ ﻴﻠ ﻪ ﻣ ﻦ‬ ‫اﻟﻤﻮﻗﻊ( ﻓﻴﻪ ﺷﺮح واف‬ ‫ﻟﻤﺨﺘﻠﻒ ﺟ ﻤ ﻞ ﻟ ﻐ ﺔ ج‬ ‫‪ ،‬واﻟﻜﺜﻴﺮ ﻣﻦ اﻷﻣﺜﻠ ﺔ ‪،‬‬ ‫آﻤﺎ ﻳﻮﺟﺪ ﻣﺠﻠﺪ ﻳ ﻤ ﻜ ﻨ ﻪ‬ ‫ﺗ ﺤ ﻤ ﻴﻠ ﻪ ﻣ ﻦ اﻟ ﻤ ﻮﻗ ﻊ‬ ‫ﻳﺤﺘﻮي ﻋﻠﻰ اﻟﻌﺪﻳﺪ ﻣﻦ‬ ‫اﻟﺒﺮاﻣﺞ اﻟﺠﺎه ﺰة ﺑ ﻠ ﻐ ﺔ‬ ‫ج‪.‬‬ ‫ﻣﺎ هﻲ اﻟﺼﻌﻮﺑﺎت اﻟﺘ ﻲ‬ ‫واﺟﻬﺘﻚ ﺧﻼل ﺑ ﺮﻣ ﺠ ﺔ‬ ‫ﻟﻐﺔ ﺟﻴﻢ ؟‬ ‫ه ﻲ اﻟﺼ ﻌ ﻮﺑ ﺎت‬ ‫اﻟﺘﻘﻠﻴﺪﻳﺔ اﻟﺘﻲ ﺗﻮاﺟﻪ أي‬ ‫ﻣ ﺒ ﺮﻣ ﺞ ﻣ ﻦ ﺣ ﻴ ﺚ‬ ‫اآﺘﺸ ﺎف اﻷﺧ ﻄ ﺎء ﻓ ﻲ‬ ‫اﻟﺒﺮﻧﺎﻣﺞ‪ ،‬وآﻤﺎ ﺗﻌﻠﻢ ﻗ ﺪ‬ ‫ﻳﺼﺮف اﻟﻤﺒﺮﻣﺞ أﺣﻴﺎﻧﺎ‬ ‫ﻳﻮم آﺎﻣﻞ ﻓﻲ ﻣ ﺤ ﺎوﻟ ﺘ ﻪ‬ ‫ﻹﻳ ﺠ ﺎد ﺧ ﻄ ﺄ ﻣ ﺎ‬ ‫‪BUG‬ﻓﻲ ﺑﺮﻧﺎﻣﺠﻪ‪.‬‬ ‫أﺳﺘﺎذي اﻟﻌﺰﻳﺰ ﺳ ﺒ ﻖ‬ ‫أن أوﺿﺤ ﺖ ﻓ ﻲ اﺣ ﺪ‬ ‫اﻟﻤﻨﺘﺪﻳﺎت أن ﻟ ﻐ ﺔ ﺟ ﻴ ﻢ‬ ‫ﺑﻠﻐﺘﻬﺎ اﻟﻌﺮﺑﻴﺔ ﺗ ﺨ ﺎﻃ ﺐ‬ ‫اﻟﺸﻲء ﺑ ﺮأﻳ ﻚ أﺳ ﺘ ﺎذي‬ ‫اﻟﻌﺰﻳﺰ ﻣﺎ هﻲ ﻣﻌﻮﻗ ﺎت‬

‫اﻟ ﻠ ﻐ ﺔ اﻟ ﻌ ﺮﺑ ﻴ ﺔ أو‬ ‫اﻟﻤﻌﻮﻗ ﺎت اﻟ ﺘ ﻲ ﺗ ﻌ ﻴ ﻖ‬ ‫ﺑﺮﻣﺠﺔ ﻟﻐﺔ ﻋﺮﺑﻴﺔ ؟‬ ‫أهﻲ ﻣﻌﻮﻗﺎت ﻣﻦ اﻟﻠﻐﺔ‬ ‫ذاﺗﻬﺎ ﺑﺮﻏﻢ ﺷ ﻤ ﻮﻟ ﻴ ﺘ ﻬ ﺎ‬ ‫وﻗﻮاﻋﺪهﺎ اﻟﻤﻌﺮوﻓﺔ إﻣﺎ‬ ‫ﻗ ﻠ ﺔ اﻟ ﻤ ﺒ ﺮﻣ ﺠ ﻴ ﻦ أه ﻢ‬ ‫اﻟﻤﻌ ﻮﻗ ﺎت اﻟ ﺘ ﻲ ﺗ ﻤ ﻨ ﻊ‬ ‫اﺳﺘﺨﺪام ﻟﻐﺎت اﻟﺒﺮﻣﺠ ﺔ‬ ‫اﻟ ﻌ ﺮﺑ ﻴ ﺔ ﻋ ﻠ ﻰ ﻧ ﻄ ﺎق‬ ‫واﺳ ﻊ ﻟ ﺒ ﺮﻣ ﺠ ﺔ‬ ‫اﻟﺘﻄﺒﻴﻘﺎت اﻟﺘﺠﺎرﻳﺔ ه ﻮ‬ ‫ﻋﺪم وﺟﻮد ﺑﻴﺌﺎت ﺗ ﺪﻋ ﻢ‬ ‫ﻟﻐﺎت اﻟﺒﺮﻣﺠﺔ اﻟﻌﺮﺑﻴﺔ‪،‬‬ ‫ﻓﻨﻈﻢ اﻟﺘﺸﻐﻴﻞ اﻟﻤﻌﺮوﻓﺔ‬ ‫ﻻ ﺗﻘﺪم ﻣﻜﺘﺒﺎت ﺑﺮﻣﺠﻴﺔ‬ ‫ﻳ ﻤ ﻜ ﻦ رﺑ ﻄ ﻬ ﺎ‬ ‫واﺳﺘﺨﺪاﻣﻬﺎ ﺑﺴﻬﻮﻟﺔ ﻣﻊ‬ ‫ﻟﻐﺔ ﺑ ﺮﻣ ﺠ ﺔ ﻋ ﺮﺑ ﻴ ﺔ ‪،‬‬ ‫وﻳﺘﻄﻠﺐ ذﻟﻚ أن ﺗ ﻜ ﻮن‬ ‫هﻨﺎك ﺷ ﺮآ ﺎت ﻋ ﺮﺑ ﻴ ﺔ‬ ‫ﻋ ﻤ ﻼﻗ ﺔ )ﺗﺸ ﺒ ﻪ‬ ‫ﻣﺎﻳﻜﺮوﺳ ﻮﻓ ﺖ( ﺗ ﻄ ﻮر‬ ‫ﻧﻈﻢ اﻟ ﺘ ﺸ ﻐ ﻴ ﻞ وﻟ ﻐ ﺎت‬ ‫اﻟﺒﺮﻣﺠﺔ اﻟﻌﺮﺑ ﻴ ﺔ‪ .‬ﻓ ﺈذا‬ ‫ﺗﻮﻓ ﺮت إﻣ ﻜ ﺎﻧ ﻴ ﺔ رﺑ ﻂ‬ ‫ﻟﻐﺎت اﻟﺒﺮﻣﺠﺔ اﻟﻌ ﺮﺑ ﻴ ﺔ‬ ‫ﺑﺎﻟﻤﻜ ﺘ ﺒ ﺎت اﻟ ﺒ ﺮﻣ ﺠ ﻴ ﺔ‬ ‫اﻟ ﻤ ﻬ ﻤ ﺔ ) ‪OPEN‬‬ ‫‪ ( GL‬ﻣﺜ ﻼ ﻋ ﻨ ﺪه ﺎ ﻻ‬ ‫ﻳ ﻮﺟ ﺪ ﻣ ﺎ ﻳ ﻤ ﻨ ﻊ ﻣ ﻦ‬ ‫اﺳﺘﺨﺪام ﻟﻐﺎت اﻟﺒﺮﻣﺠ ﺔ‬ ‫اﻟ ﻌ ﺮﺑ ﻴ ﺔ ﻓ ﻲ ﺗ ﻄ ﻮﻳ ﺮ‬ ‫ﺗﻄﺒﻴﻘﺎت ﺣﻘﻴﻘﺔ أﻣﺎ اﻵن‬ ‫وﺿ ﻤ ﻦ اﻟ ﻤ ﺴ ﺘ ﻘ ﺒ ﻞ‬ ‫اﻟﻤﻨ ﻈ ﻮر ﻓ ﻼ أرى أن‬ ‫ﻟﻐﺎت اﻟﺒﺮﻣﺠﺔ اﻟﻌ ﺮﺑ ﻴ ﺔ‬ ‫ﺗﺸﻜﻞ ﺑﺪﻳﻼ ﻟﻠﻤﺤﺘﺮﻓ ﻴ ﻦ‬

‫ﻋ ﻦ ﻟ ﻐ ﺎت اﻟ ﺒ ﺮﻣ ﺠ ﺔ‬ ‫اﻷﺟﻨﺒﻴﺔ اﻟﻤﻌﺮوﻓﺔ ﻣ ﺜ ﻞ‬ ‫‪ ،C#‬وﻏ ﻴ ﺮه ﺎ ﻣ ﻦ‬ ‫اﻟﻠﻐﺎت اﻟﺘﻲ ﺗﻘ ﻒ وراء‬ ‫ﺗ ﻄ ﻮﻳ ﺮه ﺎ ﺷ ﺮآ ﺎت‬ ‫ﻣ ﺘ ﺨ ﺼ ﺼ ﺔ ﺗ ﻮﻇ ﻒ‬ ‫ﺁﻻف اﻷﺷﺨﺎص اﻟ ﺬﻳ ﻦ‬ ‫ﻳﻌﻤﻠ ﻮن ﻋ ﻠ ﻰ ﺗ ﻄ ﻮﻳ ﺮ‬ ‫ﻟﻐﺎ اﻟﺒ ﺮﻣ ﺠ ﺔ واﻟ ﺘ ﻮاﺑ ﻊ‬ ‫)اﻹﺟﺮاءات( اﻟﻤﺨﺘ ﻠ ﻔ ﺔ‬ ‫وﻣﺎ إﻟﻰ ذﻟﻚ ﻟ ﻜ ﻨ ﻨ ﺎ إذا‬ ‫أردﻧ ﺎ أن ﻧ ﺒ ﺪأ ﺑ ﺘ ﻌ ﻠ ﻴ ﻢ‬ ‫اﻟﺒﺮﻣﺠﺔ ﻷﺑﻨﺎﺋﻨﺎ ﺑﻠﻐﺘ ﻬ ﻢ‬ ‫اﻷم ﻓﻼ ﺑﺪ ﻣ ﻦ اﻟ ﺒ ﺪاﻳ ﺔ‬ ‫ﺑ ﺨ ﻄ ﻮات ﻣ ﺘ ﻮاﺿ ﻌ ﺔ‬ ‫وﻟ ﻜ ﻨ ﻬ ﺎ أﺳ ﺎﺳ ﻴ ﺔ‪.‬‬ ‫وﺑﺎﻟﺨﻼﺻﺔ ﻓﺄﻧﺎ أﻋ ﺘ ﻘ ﺪ‬ ‫أن ﻟﻐ ﺔ ج ه ﻲ ﺧ ﻄ ﻮة‬ ‫ﺻ ﻐ ﻴ ﺮة ﺑ ﺎﻻﺗ ﺠ ﺎﻩ‬ ‫اﻟﺼﺤﻴﺢ‪.‬‬ ‫ﺑ ﺎﻋ ﺘ ﻘ ﺎدي وﺣﺴ ﺐ‬ ‫ﺗﺠﺮﺑﺘﻲ اﻟﺸ ﺨ ﺼ ﻴ ﺔ ﻻ‬ ‫ﻏ ﻨ ﻰ ﻟ ﻠ ﻤ ﺪرس ﻋ ﻦ‬ ‫ﺗﻌﻠﻴﻢ اﻟﻠﻐﺔ اﻻﻧ ﺠ ﻠ ﻴ ﺰﻳ ﺔ‬ ‫ﻟﻠﻨ ﺸ ﺄ ﻟﺴ ﺒ ﺐ أو ﻋ ﺪة‬ ‫أﺳ ﺒ ﺎب أه ﻤ ﻬ ﺎ ه ﻮ‬ ‫اﻟ ﻤ ﺮاﺟ ﻊ اﻻﻧ ﻜ ﻠ ﻴ ﺰﻳ ﺔ‬ ‫اﻟﻮﻓﻴﺮة ﻣﻘﺎرﻧﺔ ﺑﺎﻟﻌﺮﺑﻴﺔ‬

‫أو اﻟﻤﻌﺮﺑﺔ ! ﻃﺒﻌﺎ ﻧﺤﻦ‬ ‫ﻻ ﻳﻤﻜﻨ ﻨ ﺎ أن ﻧﺴ ﺘ ﻐ ﻨ ﻲ‬ ‫ﻋ ﻦ اﻟ ﺘ ﻌ ﻠ ﻴ ﻢ واﻟ ﺘ ﻌ ﻠ ﻢ‬ ‫ﺑ ﺎﻟ ﻠ ﻐ ﺔ اﻹﻧ ﻜ ﻠ ﻴ ﺰﻳ ﺔ ‪،‬‬ ‫وهﺬا ﻣ ﺎ أﻓ ﻌﻠ ﻪ ﻋ ﻨ ﺪﻣ ﺎ‬ ‫أدرس ﻋﻠﻮم اﻟﺤ ﺎﺳ ﻮب‬ ‫‪ ،‬ﻷﻧ ﻨ ﺎ وﻟ ﻸ ﺳ ﻒ ﻻ‬ ‫ﻧﻤﺘﻠ ﻚ زﻣ ﺎم اﻟ ﻤ ﻌ ﺮﻓ ﺔ‬ ‫اﻟﻌﻠ ﻤ ﻴ ﺔ اﻟ ﻤ ﻌ ﺎﺻ ﺮة ‪،‬‬ ‫وﻗﺪ ﻗﻴﻞ "اﻟ ﻠ ﻐ ﺔ ه ﻲ‬ ‫وﻋ ﺎء اﻟ ﺤ ﻀ ﺎرة" ‪،‬‬ ‫وﻧﺤﻦ ﻧﻌﻠﻢ أن وﻋﺎء‬ ‫اﻟﻠ ﻐ ﺔ اﻟ ﻌ ﺮﺑ ﻴ ﺔ ﺧ ﺎﻟ ﻴ ﺔ‬ ‫ﺗ ﻤ ﺎﻣ ﺎ ﻣ ﻦ اﻟ ﻤ ﻌ ﺎرف‬ ‫اﻟ ﺘ ﻘ ﻨ ﻴ ﺔ ‪ ،‬ﻟ ﺬﻟ ﻚ ﻻ‬ ‫ﻳﻤﻜﻦ ﻟﻠﻄﺎﻟ ﺐ اﻟ ﻌ ﺮﺑ ﻲ‬ ‫أن ﻳ ﺘ ﻌ ﻠ ﻢ اﻟ ﻌ ﻠ ﻮم‬ ‫اﻟ ﻤ ﻌ ﺎﺻ ﺮة ﻋ ﻠ ﻰ‬ ‫اﺧ ﺘ ﻼف ﺟ ﻮاﻧ ﺒ ﻬ ﺎ‬ ‫)ﺣ ﺎﺳ ﻮب ‪ ،‬ﻓ ﻴ ﺰﻳ ﺎء‬ ‫وﺣ ﺘ ﻰ اﻟ ﻄ ﺐ( إﻻ‬ ‫ﺑ ﺎﺳ ﺘ ﺨ ﺪام اﻟ ﻠ ﻐ ﺔ‬ ‫اﻹﻧﻜﻠﻴﺰﻳﺔ‪.‬‬ ‫أﺳ ﺘ ﺎذي اﻟ ﻌ ﺰﻳ ﺰ إﻻ‬ ‫ﺗ ﻮاﻓ ﻘ ﻨ ﻲ اﻟ ﺮأي ﺣ ﺘ ﻰ‬ ‫وإن ﺗﻮﻓﺮت اﻟ ﻤ ﻜ ﺘ ﺒ ﺎت‬ ‫واﻟ ﻤ ﻘ ﻮﻣ ﺎت ﻓﺴ ﺘ ﻈ ﻞ‬ ‫اﻟ ﻠ ﻐ ﺔ اﻟ ﻌ ﺮﺑ ﻴ ﺔ ﻓ ﻴ ﻬ ﺎ‬ ‫‪36‬‬

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‫ﻗﺼ ﻮر آ ﺒ ﻴ ﺮ‪ ،‬ﺑﺴ ﺒ ﺐ‬ ‫أﻧ ﻨ ﺎ اﻟ ﻌ ﺮب ﻟ ﻢ ﻧ ﻌ ﺪ‬ ‫ﻧﻌﺮف ﻟﻐﺘﻨﺎ اﻟﻌﺮﺑﻴﺔ؟‬ ‫ﻧ ﻌ ﻢ وﻟ ﺬﻟ ﻚ أﻧ ﺎ أﻋ ﻤ ﻞ‬ ‫دوﻣﺎ ﻋﻠﻰ ﺗﺮﺳﻴﺦ ﻣ ﺒ ﺪأ‬ ‫ﺗ ﻌ ﻠ ﻴ ﻢ اﻟ ﻌ ﻠ ﻮم ﻣ ﻦ‬ ‫اﻟ ﻤ ﺼ ﺎدر اﻷﺟ ﻨ ﺒ ﻴ ﺔ‬ ‫ﻣﺒﺎﺷﺮة ﺑﺪﻻ ﻣﻦ اﻧﺘﻈﺎر‬ ‫اﻟ ﺘ ﺮﺟ ﻤ ﺔ إﻟ ﻰ اﻟ ﻠ ﻐ ﺔ‬ ‫اﻟ ﻌ ﺮﺑ ﻴ ﺔ‪ .‬ﻟ ﻜ ﻦ ه ﺬا ﻻ‬ ‫ﻳﻌﻨﻲ أن ﻻ ﻧ ﺒ ﺪأ ﺑ ﻤ ﻸ‬ ‫إﻧ ﺎء اﻟ ﻠ ﻐ ﺔ اﻟ ﻌ ﺮﺑ ﻴ ﺔ‬ ‫ﺑﺎﻟﻤﻌﺮﻓﺔ وأن ﻧﺴ ﺘ ﺴ ﻠ ﻢ‬ ‫ﻟ ﺤ ﻘ ﻴ ﻘ ﺔ أن اﻟ ﻠ ﻐ ﺔ‬ ‫اﻹﻧ ﻜ ﻠ ﻴ ﺰﻳ ﺔ ه ﻲ ﻟ ﻐ ﺔ‬ ‫اﻟﻌﺼﺮ ‪ ،‬وﺑﺎﻟﺘﺎﻟﻲ ﻧ ﻔ ﻘ ﺪ‬ ‫ﻣ ﺎ ﺗ ﺒ ﻘ ﻰ ﻣ ﻦ آ ﻴ ﺎﻧ ﻨ ﺎ‬ ‫اﻟﺤﻀﺎري واﻹﻧﺴﺎﻧﻲ ‪،‬‬ ‫ﻧ ﺤ ﻦ ﻧ ﺮﻳ ﺪ أن ﻧ ﻄ ﻴ ﺮ‬ ‫ﺑﺠﻨﺎﺣﻴﻦ‪:‬‬ ‫ﺟﻨﺎح اﻟ ﻠ ﻐ ﺔ اﻷﺟ ﻨ ﺒ ﻴ ﺔ‬ ‫اﻟﺬي ﻧﺘﻌﻠﻢ ﻣﻨ ﻪ اﻟ ﻌ ﻠ ﻮم‬ ‫ﻣﻦ اﻷﻣﻢ اﻟﺘ ﻲ ﺳ ﺒ ﻘ ﺘ ﻨ ﺎ‬ ‫ﻓﻲ اﻹﻧﺠﺎزات اﻟﻌ ﻠ ﻤ ﻴ ﺔ‬ ‫وﺟﻨﺎح اﻟ ﻠ ﻐ ﺔ اﻟ ﻌ ﺮﺑ ﻴ ﺔ‬ ‫اﻟﺬي ﻧﻌﺰز ﺑ ﻪ ه ﻮﻳ ﺘ ﻨ ﺎ‬ ‫وﺣﻀﺎرﺗ ﻨ ﺎ وﻧ ﺄﻣ ﻞ أن‬ ‫ﻳ ﻌ ﻮد ﺑ ﻨ ﺎ إﻟ ﻰ ﺳ ﺪة‬ ‫اﻟﺤﻀﺎرة اﻹﻧﺴﺎﻧﻴﺔ ‪.‬‬ ‫ﻧ ﻌ ﻢ أﺳ ﺘ ﺎذي اﻟ ﻔ ﺎﺿ ﻞ‬ ‫‪،‬أﻧ ﺎ ﻣ ﻦ ﻋﺸ ﺎق اﻟ ﻠ ﻐ ﺔ‬ ‫اﻟﻌﺮﺑ ﻴ ﺔ وﻳ ﺆﺳ ﻒ ﻣ ﺎ‬ ‫وﺻﻠﺖ إﻟ ﻴ ﻪ وآ ﻞ ﻣ ﺎ‬ ‫أﺗﻤﻨﺎﻩ أن ﻳﻌﻮد ﻣﺠ ﺪﻧ ﺎ‬ ‫اﻟﻘﺪﻳﻢ ‪.‬‬ ‫أﻧﺖ ﻣﺤﻖ ﻟﻸﺳﻒ ﻧﺤ ﻦ‬

‫اﻟ ﻌ ﺮب ﻓ ﻘ ﺪﻧ ﺎ ﺣ ﺘ ﻰ‬ ‫ﻣﻌﺮﻓﺘﻨﺎ اﻟﺤﻘﻴﻘﻴﺔ ﺑﻠﻐ ﺘ ﻨ ﺎ‬ ‫اﻷم )آﻢ ﻣﻨﺎ ﻳﺴﺘﻄﻴﻊ أن‬ ‫ﻳ ﺘ ﺤ ﺪث ﻟ ﻐ ﺔ اﻟﻀ ﺎد ‪-‬‬ ‫اﻟﻠ ﻐ ﺔ اﻟ ﻔ ﺼ ﺤ ﻰ( دون‬ ‫أن ﻳﻠﺤﻦ وﻳﺨﻄ ﺊ‪ .‬ﻧ ﻌ ﻢ‬ ‫آﻠﻨﺎ ﻳﺘﻤﻨﻰ وﻳﺤﺘﺎج ذﻟ ﻚ‬ ‫وﻳ ﻨ ﺘ ﻈ ﺮ اﻟ ﻴ ﻮم اﻟ ﺬي‬ ‫ﻳ ﻌ ﻮد ﺑ ﻪ اﻟ ﻌ ﺮب إﻟ ﻰ‬ ‫ﻣﻜﺎﻧﻬ ﻢ اﻟﺼ ﺤ ﻴ ﺢ ﺑ ﻴ ﻦ‬ ‫أﻣ ﻢ اﻷرض ‪ ،‬وﻟ ﻜ ﻦ‬ ‫ﺣﺘﻰ ذﻟﻚ اﻟ ﺤ ﻴ ﻦ ﻧ ﺤ ﻦ‬ ‫ﺑ ﺤ ﺎﺟ ﺔ أن ﻧ ﺄﺧ ﺬ‬ ‫اﻟﻤﻌ ﺎرف ﻋ ﻦ اﻟ ﻐ ﺮب‬ ‫ﺑﻠﻐ ﺘ ﻬ ﻢ ‪ ،‬وﻧ ﻌ ﻤ ﻞ ﻓ ﻲ‬ ‫ﻧ ﻔ ﺲ اﻟ ﻮﻗ ﺖ ﻋ ﻠ ﻰ‬ ‫ﺗﻄﻮﻳﺮ ﻟﻐﺘﻨ ﺎ وﻋ ﻠ ﻮﻣ ﻨ ﺎ‬ ‫ﺑﺎﻟﻠﻐﺔ اﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫ﻟ ﻮ ﻋ ﺪﻧ ﺎ إﻟ ﻰ اﻟ ﻘ ﺮن‬ ‫اﻟﺴﺎﺑﻊ ﻋﺸﺮ أن ﻟﻢ آ ﺎن‬ ‫ﻣﺨﻄﺌﺎ ﻓﺴﻨﺠﺪ أن أورﺑﺎ‬ ‫ﻓ ﻲ ﺑ ﺪاﻳ ﺔ ﻋﺼ ﺮ‬ ‫اﻟﻨﻬﻀﺔ ﺑﻨﺖ ﺣﻀﺎرﺗﻬ ﺎ‬ ‫وﻣ ﺠ ﺪه ﺎ ﺑ ﻤ ﺴ ﺎه ﻤ ﺎت‬ ‫ﻋ ﺮﺑ ﻴ ﺔ وﻗ ﺪ آ ﺎن‬ ‫ﻟﻠﺘﺮﺟﻤﺔ اﻟﺪور اﻟ ﻜ ﺒ ﻴ ﺮ‬ ‫ﻓ ﻲ ذﻟ ﻚ‪،‬اﻟ ﻤ ﻄ ﻠ ﻮب‬ ‫ﻟﻤﺎذا ﻻ ﻧﺴﺘﻔﻴﺪ ﻣﻦ ه ﺬﻩ‬ ‫اﻟﺘﺠﺮﺑ ﺔ وﻧ ﻘ ﻮم ﻧ ﺤ ﻦ‬ ‫ﺑﺘﺮﺟﻤﺔ اﻟﻌﻠﻮم اﻟﺤﺪﻳ ﺜ ﺔ‬ ‫واﻟﻤﻘﺼﻮد ه ﻨ ﺎ ﺑ ﻜ ﻠ ﻤ ﺔ‬ ‫ﻧ ﺤ ﻦ أي "اﻟ ﻌ ﺮب"‬ ‫ﻋﻠﻰ اﺧﺘﻼف ﻣﻌﺎرﻓ ﻬ ﻢ‬ ‫اﻟﻌﻠﻤﻴ ﺔ )ﻣ ﺒ ﺮﻣ ﺠ ﻴ ﻦ‬ ‫وأآﺎدﻳﻤﻴﻴﻦ‪ (...‬؟‬ ‫ﻧ ﻌ ﻢ ذﻟ ﻚ ﺻ ﺤ ﻴ ﺢ ‪،‬‬ ‫وﻟﻜﻦ ﻳ ﺠ ﺐ أن ﻧ ﻨ ﺘ ﺒ ﻪ‬

‫إﻟﻰ أن اﻟﻜﻢ اﻟﻬﺎﺋ ﻞ ﻣ ﻦ‬ ‫اﻟ ﻤ ﻌ ﺮﻓ ﺔ اﻟ ﻌ ﻠ ﻤ ﻴ ﺔ‬ ‫اﻟﻤﻨﺸﻮر واﻟ ﺬي ﻳ ﻨ ﺸ ﺮ‬ ‫ﻳﻮﻣﻴﺎ ﺑﺎﻟﻠﻐﺎت اﻷﺟﻨ ﺒ ﻴ ﺔ‬ ‫)وﺧ ﺎﺻ ﺔ اﻟ ﻠ ﻐ ﺔ‬ ‫اﻹﻧﻜﻠﻴ ﺰﻳ ﺔ( ﻳ ﻌ ﻨ ﻲ أﻧ ﻪ‬ ‫ﻣﻦ اﻟﻤﺴﺘﺤﻴﻞ أن ﻧ ﻘ ﻮم‬ ‫ﺑﺘﺮﺟﻤﺔ آ ﻞ ﻣ ﺎ ﻳ ﻨ ﺸ ﺮ‬ ‫ﻣﻦ ﻣﻌﺎرف ﺑ ﺎﻟ ﻠ ﻐ ﺎت‬ ‫اﻷﺟ ﻨ ﺒ ﻴ ﺔ ‪ ،‬ﻓ ﻮﺿ ﻌ ﻨ ﺎ‬ ‫اﻵن ﻳﺨﺘﻠﻒ ﻋﻦ وﺿ ﻊ‬ ‫أوروﺑ ﺎ ﻓ ﻲ اﻟ ﻘ ﺮن‬ ‫اﻟﺴ ﺎﺑ ﻊ ﻋﺸ ﺮ‪ .‬ﻟ ﺬﻟ ﻚ‬ ‫ﻳﺠﺐ ﻋﻠ ﻰ آ ﻞ ﻣ ﺜ ﻘ ﻒ‬ ‫ﻋﺮﺑﻲ أن ﻳﺴ ﺘ ﻄ ﻴ ﻊ أن‬ ‫ﻳﻘﺮأ ﺑﺎﻟﻠﻐﺔ اﻹﻧ ﻜ ﻠ ﻴ ﺰﻳ ﺔ‬ ‫آﻤﺎ ﻳﻘﺮأ اﻟﻌﺮﺑﻴﺔ‪.‬‬ ‫أﺳﺘﺎذي اﻟﻌﺰﻳﺰ ﻗ ﻠ ﻴ ﻠ ﺔ‬ ‫أو رﺑﻤﺎ ﻗﻠﻴﻠﺔ ﺟﺪًُا ه ﻲ‬ ‫اﻟﻜﺘﺐ اﻟﻤﻌﺮﺑﺔ ‪ ,‬ﻧ ﺮﻳ ﺪ‬ ‫ﺗﻌﺮﻳﺐ اﻟﻜﺘ ﺐ اﻟ ﻤ ﻬ ﻤ ﺔ‬ ‫ﻓﻘﻂ !‬ ‫ﻧﻌﻢ اﻟﻜﺘﺐ اﻟ ﻤ ﻌ ﺮﺑ ﺔ ﻻ‬ ‫ﺗﺸﻜﻞ أآﺜﺮ ﻣﻦ ﻣ ﻠ ﻴ ﻮن‬ ‫ﻣ ﻦ ﻣ ﺠ ﻤ ﻞ اﻟ ﻜ ﺘ ﺐ‬ ‫واﻟ ﻤ ﻨ ﺸ ﻮرات اﻟ ﺘ ﻲ‬ ‫ﺗﺼ ﺪر ﺑ ﺎﻟ ﻠ ﻐ ﺔ‬ ‫اﻹﻧﻜﻠﻴ ﺰﻳ ﺔ‪ .‬وﻳ ﺠ ﺐ أن‬ ‫ﻧﻨﺘﺒﻪ أن اﻟﺘﻌﺮﻳﺐ ﻋ ﻤ ﻞ‬ ‫ﺻ ﻌ ﺐ وﻳ ﺤ ﺘ ﺎج إﻟ ﻰ‬ ‫ﻋﻠﻤﺎء‪ ،‬ﻓﻤﺠﺮد اﻟﺘﺮﺟﻤﺔ‬ ‫اﻟﺤﺮﻓﻴﺔ ﻟﻠﻜﺘﺐ اﻷﺟﻨﺒﻴﺔ‬ ‫ﻳﻨﺘﺞ ﻋﻨﻪ آﺘ ﺐ رآ ﻴ ﻜ ﺔ‬ ‫اﻟﻠﻐﺔ ﻣﻠﻴﺌﺔ ﺑﺎﻟﻤﺼﻠﺤ ﺎت‬ ‫اﻟ ﻤ ﻀ ﻄ ﺮﺑ ﺔ ‪ ،‬وﻓ ﻲ‬ ‫ﻣﻜﺘﺒﺘﻲ اﻟﺨﺎﺻﺔ ﺑ ﻌ ﺾ‬ ‫اﻷﻣ ﺜ ﻠ ﺔ ﻋ ﻦ آ ﺘ ﺐ‬

‫ﻣ ﺘ ﺮﺟ ﻤ ﺔ ﻻ ﺗﺼ ﻠ ﺢ‬ ‫ﻟﻠﻘﺮاءة ﻷﻧﻬ ﺎ ﺗ ﺮﺟ ﻤ ﺖ‬ ‫ﺑﺸﻜﻞ ﺗﺠﺎري ﻣ ﻦ ﻗ ﺒ ﻞ‬ ‫أﻧﺎس ﻏﻴﺮ أآﻔﺎء‪.‬‬ ‫هﻞ ﻟ ﻚ أن ﺗ ﺘ ﻔ ﻀ ﻞ‬ ‫ﻋ ﻠ ﻴ ﻨ ﺎ وﺗﺸ ﺮح ﻟ ﻨ ﺎ‬ ‫ﺑﺈﻳﺠﺎز ﻣﻜ ﻮﻧ ﺎت ﻟ ﻐ ﺎت‬ ‫اﻟﺒﺮﻣﺠﺔ ؟‬ ‫ﺗﺘﻜﻮن ﻟﻐﺔ اﻟﺒﺮﻣﺠﺔ ﻣ ﻦ‬ ‫ﻣﺠﻤﻮﻋ ﺔ ﻣ ﻦ اﻷواﻣ ﺮ‬ ‫واﻟﺠﻤﻞ اﻟﺘﻲ ﻳﻤﻜﻦ ﻣ ﻦ‬ ‫ﺧ ﻼﻟ ﻬ ﺎ آ ﺘ ﺎﺑ ﺔ أي‬ ‫ﺑﺮﻧﺎﻣﺞ أو ﺧ ﻮارزﻣ ﻴ ﺔ‪.‬‬ ‫وﻳ ﺠ ﺐ ﻋ ﻠ ﻰ أي ﻟ ﻐ ﺔ‬ ‫ﺑﺮﻣﺠﺔ رﻓﻴﻌﺔ اﻟﻤﺴﺘﻮى‬ ‫أن ﺗﺤﺘﻮي ﻋ ﻠ ﻰ اﻷﻗ ﻞ‬ ‫ﻋﻠﻰ ﻣﻦ اﻷﻧﻮاع اﻟﺘﺎﻟﻴ ﺔ‬ ‫ﻣﻦ اﻟﺠﻤﻞ‪:‬‬ ‫ﺟ ﻤ ﻞ ﻟ ﺘ ﻌ ﺮﻳ ﻒ‬ ‫اﻟ ﻤ ﺘ ﺤ ﻮﻻت ‪ ،‬ﺟ ﻤ ﻞ‬ ‫ﻟ ﺘ ﻌ ﺮﻳ ﻒ اﻟ ﺘ ﻮاﺑ ﻊ‬ ‫)اﻟﺨﻮارزﻣﻴﺎت(‪ ،‬ﺟ ﻤ ﻞ‬ ‫ﻟﺘﻌﺮﻳﻒ أﻧ ﻮاع ﺑ ﻴ ﺎﻧ ﺎت‬ ‫ﻣﺮآﺒﺔ أو أﻧﻤﺎط ﺟ ﺪﻳ ﺪة‬ ‫‪ ،‬ﺟﻤﻞ ﻹدﺧﺎل اﻟﺒﻴﺎﻧﺎت‬ ‫وإﺧ ﺮاﺟ ﻬ ﺎ ‪ ،‬ﺟ ﻤ ﻞ‬ ‫ﻟﻠﺘﺤﻜﻢ ﺑﻤ ﺴ ﺎر اﻟ ﺘ ﻨ ﻔ ﻴ ﺬ‬ ‫)ﺟﻤﻞ ﺷﺮﻃﻴﺔ ‪ ،‬ﺟ ﻤ ﻞ‬ ‫ﺗﻜﺮار( ‪ ،‬وﺟﻤﻞ ﻹﺳﻨﺎد‬ ‫اﻟ ﻘ ﻴ ﻢ اﻟ ﻤ ﺨ ﺘ ﻠ ﻔ ﺔ‪ .‬آ ﻤ ﺎ‬ ‫ﻳﺠﺐ أن ﺗﺘ ﻀ ﻤ ﻦ ﻟ ﻐ ﺔ‬ ‫اﻟﺒﺮﻣﺠﺔ ﻣﺠﻤ ﻮﻋ ﺔ ﻣ ﻦ‬ ‫اﻟﺘﻮاﺑﻊ اﻟﻤﺒﻴﺘﺔ ﻟﻸ ﺷ ﻴ ﺎء‬ ‫اﻟ ﻬ ﺎﻣ ﺔ ﻣ ﺜ ﻞ اﻟ ﺮﺳ ﻢ‪،‬‬ ‫واﻟﺘﻌﺎﻣﻞ ﻣ ﻊ اﻟ ﻤ ﻠ ﻔ ﺎت‬ ‫ﻋﻠﻰ اﻟﻘﺮص اﻟﺼﻠﺐ ‪،‬‬ ‫وﻣﺠﻤﻮﻋ ﺔ آ ﺒ ﻴ ﺮة ﻣ ﻦ‬ ‫‪37‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫اﻟ ﺘ ﻮاﺑ ﻊ اﻟ ﻤ ﺴ ﺎﻋ ﺪة‬ ‫اﻷﺧﺮى ‪ ،‬وﺗﻜ ﻤ ﻦ ﻗ ﻮة‬ ‫ﻟﻐﺎت اﻟﺒﺮﻣﺠﺔ اﻟﺤ ﺪﻳ ﺜ ﺔ‬ ‫ﺑ ﺘ ﻮﻓ ﺮ آ ﻢ ه ﺎﺋ ﻞ ﻣ ﻦ‬ ‫اﻟﺘﻮاﺑﻊ اﻟﻤﻌﺮﻓﺔ ﻣﺴ ﺒ ﻘ ﺎ‬ ‫اﻟﺘﻲ ﻳﻤﻜﻦ ﻟﻠﻤﺒﺮﻣ ﺞ أن‬ ‫ﻳﺴ ﺘ ﺨ ﺪﻣ ﻬ ﺎ ﻣ ﺒ ﺎﺷ ﺮة‬ ‫ﻹﻧ ﺠ ﺎز ﻣ ﻬ ﺎم آ ﺜ ﻴ ﺮة‬ ‫ﺑﺴﺮﻋﺔ وﺳﻬﻮﻟ ﺔ ‪ ،‬ﺧ ﺬ‬ ‫ﻣ ﺜ ﻼ ﻣ ﻜ ﺘ ﺒ ﺔ‬ ‫‪Microsoft‬‬ ‫‪Foundation‬‬ ‫‪Lib r ar y : MF C‬‬ ‫اﻟﺘﻲ ﻳﻤﻜ ﻦ ﻟ ﻤ ﺒ ﺮﻣ ﺠ ﻲ‬ ‫‪Visual C++‬أن‬ ‫ﻳﺴﺘ ﺨ ﺪﻣ ﻮﻧ ﻬ ﺎ ﻹﻧﺸ ﺎء‬ ‫ﺗ ﻄ ﺒ ﻴ ﻘ ﺎت ﻣ ﺘ ﻄ ﻮرة‬ ‫ﺑﺰﻣﻦ ﻗﺼﻴﺮ‪.‬‬ ‫ﻟ ﻤ ﺎ ذا ﻻ ﻳ ﺘ ﻢ ﺗ ﻮﺟ ﻴ ﻪ‬ ‫اﻟﺠﻬﻮد ﻣﻦ اﺟﻞ ﻟ ﻐ ﺔ‬ ‫ﺑ ﺮﻣ ﺠ ﻴ ﺔ ﺟ ﺪﻳ ﺪة‬ ‫ﺗﻀﺎهﻲ ﻟﻐﺔ ‪ ,C‬ﺣﺘ ﻰ‬ ‫وإن آ ﺎﻧ ﺖ ﺑ ﺎﻟ ﻐ ﺔ‬ ‫اﻻﻧ ﻜ ﻠ ﻴ ﺰﻳ ﺔ ّ؟ وإذا‬ ‫آﺎﻧﺖ اﻟﻠﻐﺔ ﻋ ﺎﺋ ﻖ ﻓ ﻼ‬ ‫ﺑ ﺄس ﻓ ﻲ أن ﻳ ﺘ ﺠ ﻤ ﻊ‬ ‫ﻣ ﺒ ﺮﻣ ﺠ ﻮﻧ ﺎ اﻟ ﻌ ﺮب‬ ‫ﻟ ﺒ ﺮﻣ ﺠ ﺔ ﻟ ﻐ ﺔ ﺟ ﺪﻳ ﺪة‬ ‫وﻗﻮﻳﺔ ﺗﺤ ﻔ ﻆ ﻟ ﻨ ﺎ ﻣ ﺎء‬ ‫اﻟ ﻮﺟ ﻪ ﺑ ﻴ ﻦ اﻻﻣ ﻢ‪ ،‬ﻻ‬ ‫ﻳ ﻮﺟ ﺪ ﻣ ﺎ ﻳ ﻤ ﻨ ﻊ ذﻟ ﻚ‪،‬‬ ‫وﻟﻜﻦ ﻳﺠ ﺐ أن ﻧ ﺘ ﺬآ ﺮ‬ ‫ﻣ ﻊ ذﻟ ﻚ أن ﻟ ﻐ ﺔ‬ ‫اﻟﺒﺮﻣﺠﺔ ﺑ ﺤ ﺪ ذاﺗ ﻬ ﺎ ﻻ‬ ‫ﻳﻤﻜﻦ أن ﺗﻨﺎﻓﺲ اﻟﻠ ﻐ ﺎت‬ ‫اﻷﺟ ﻨ ﺒ ﻴ ﺔ ﻣ ﻦ دون‬ ‫اﻟ ﺒ ﻴ ﺌ ﺎت اﻟ ﺒ ﺮﻣ ﺠ ﻴ ﺔ‬ ‫اﻟﺪاﻋﻤﺔ واﻟﻤﺤﻴﻄﺔ ﺑﻠﻐ ﺔ‬

‫اﻟﺒﺮﻣﺠﺔ )ﻣﺜﻞ ﻣﻜ ﺘ ﺒ ﺎت‬ ‫‪ ، ( DLL‬وﺑ ﻴ ﺌ ﺎت‬ ‫اﻟﺘﻄﻮﻳﺮ اﻟﻤﺘﻜﺎﻣﻠﺔ‪.‬‬ ‫أﻣﺎ أن ﻳﻘﻮم اﻟﻤﺒﺮﻣﺠﻮن‬ ‫اﻟ ﻌ ﺮب ﺑ ﻜ ﺘ ﺎﺑ ﺔ ﻟ ﻐ ﺔ‬ ‫ﺑ ﺮﻣ ﺠ ﻴ ﺔ ﺑ ﺎﻟ ﻠ ﻐ ﺔ‬ ‫اﻹﻧ ﻜ ﻠ ﻴ ﺰﻳ ﺔ ﺗ ﻨ ﺎﻓ ﺲ‬ ‫اﻟﻠﻐﺎت اﻟﻤﻌﺮوﻓﺔ ﻓ ﺬﻟ ﻚ‬ ‫ﻣ ﻤ ﻜ ﻦ ‪ ،‬ﻟ ﻜ ﻨ ﻪ أﻣ ﺮ‬ ‫ﻳﺤﺘﺎج إﻟﻰ إﺑﺪاع آﺒﻴﺮ ‪،‬‬ ‫وﺟﻬﻮد آﺒﻴﺮة ‪ ،‬وﻗ ﺪ ﻻ‬ ‫ﻳ ﺤ ﺪث ذﻟ ﻚ دوﻣ ﺎ‬ ‫اﻟﻤﺸﺮوﻋﺎت ﻣ ﻔ ﺘ ﻮﺣ ﺔ‬ ‫اﻟﻤﺼﺪر؟ هﻞ ﺳﺘﺪﻋﻤﻬﺎ‬ ‫؟ وه ﻞ ﺑ ﺮأﻳ ﻚ أن‬ ‫اﻟﺒﺮﻣﺠﻴﺎت ﻻ ﻳﺠ ﺐ أن‬ ‫ﻳﻜﻮن ﻟﻬﺎ ﻣﺎ ﻳﻜﻮن؟‬ ‫أﻧ ﺎ أدﻋ ﻢ اﻟ ﺒ ﺮﻣ ﺠ ﻴ ﺎت‬ ‫اﻟ ﻤ ﻔ ﺘ ﻮﺣ ﺔ اﻟ ﻤ ﺼ ﺪر‬ ‫ﺑﺸﺮط أن ﻳﻜ ﻮن ه ﻨ ﺎك‬ ‫ﺗﻨﻈﻴﻢ وﺗﻨﺴﻴﻖ ﻟ ﻌ ﻤ ﻠ ﻴ ﺔ‬ ‫ﺗ ﻄ ﻮﻳ ﺮ اﻟ ﺒ ﺮﻣ ﺠ ﻴ ﺎت‬ ‫ﺣﺘﻰ ﻻ ﻳﻨﺘﺞ ﻋﻦ‬ ‫اﻟﺘﻄﻮﻳﺮ اﻟﻌﺸﻮاﺋﻲ ﻧﺴﺦ‬ ‫ﻣﺸﻮهﺔ ﻋ ﻦ اﻟ ﺒ ﺮﻧ ﺎﻣ ﺞ‬ ‫اﻷﺻﻠﻲ‪.‬‬ ‫ﻣﻦ اﻟﻮاﺿﺢ اهﺘﻤﺎﻣ ﻚ‬ ‫ﺑ ﺎﻟ ﻬ ﻨ ﺪﺳ ﺔ وأﻳﻀ ﺎ‬ ‫اﻟﺒﺮﻣﺠ ﺔ ‪،‬أﻳ ﻬ ﻤ ﺎ أﺣ ﺐ‬ ‫أآﺜﺮ إﻟﻴﻚ ‪،‬اﻟﺒﺮﻣ ﺠ ﺔ أم‬ ‫اﻟﻬﻨﺪﺳﺔ ؟‬ ‫آ ﻼه ﻤ ﺎ ﻟ ﻪ ﻣ ﻜ ﺎﻧ ﺘ ﻪ‬ ‫اﻟﺨﺎﺻﺔ وهﻤﺎ ﺑ ﻨ ﻈ ﺮي‬ ‫ﻻ ﻳ ﻔ ﺘ ﺮﻗ ﺎن ﻋ ﻦ‬ ‫ﺑﻌﻀﻬﻤ ﺎ وآ ﻞ ﻣ ﻨ ﻬ ﻤ ﺎ‬

‫ﻳ ﻜ ﻤ ﻞ اﻵﺧ ﺮ ‪ ،‬وأﻧ ﺎ‬ ‫أرى أﻣ ﺎ اﻟ ﻌ ﻠ ﻮم‬ ‫اﻟﻬﻨﺪﺳﻴﺔ آﻞ ﻣﺘﻜﺎﻣﻞ ﻻ‬ ‫ﻳ ﺠ ﻮز ﺗ ﻔ ﺮﻗ ﺘ ﻪ ﻋ ﻦ‬ ‫ﺑﻌﻀﻪ‪.‬‬ ‫ﻣﺎ ﺳﺒﺐ هﺠﺮة اﻟﻌﻘ ﻮل‬ ‫اﻟﻌﺮﺑﻴﺔ ؟ وه ﻞ ﻓ ﻜ ﺮت‬ ‫ﻓﻲ اﻟﺮﺣﻴﻞ ؟‬ ‫ﻗﺪ ﻳﻌ ﻮد اﻟﺴ ﺒ ﺐ اﻷول‬ ‫ﻟﻬﺠﺮة اﻟﻌﻘﻮل اﻟ ﻌ ﺮﺑ ﻴ ﺔ‬ ‫ﻋﺪم ﺗﻮﻓﺮ ﻓﺮص اﻟﻌﻤﻞ‬ ‫اﻟ ﻼﺋ ﻘ ﺔ ﺑ ﻬ ﺬﻩ اﻟ ﻌ ﻘ ﻮل‬ ‫واﻟﺘﻲ ﺗﺤﻘﻖ ﻃ ﻤ ﻮﺣ ﺎت‬ ‫أﺻ ﺤ ﺎﺑ ﻬ ﺎ اﻟ ﻌ ﻠ ﻤ ﻴ ﺔ‬ ‫واﻟ ﻤ ﺎدﻳ ﺔ ‪ ،‬ﻟ ﻜ ﻨ ﻨ ﻲ ﻻ‬ ‫أﻓﻜﺮ ﻓﻲ اﻟﺮﺣﻴﻞ ﻷﻧ ﻨ ﻲ‬ ‫أؤﻣﻦ أن وﻃﻨﻲ ﻳﺤ ﺘ ﺎج‬ ‫إﻟﻰ أآﺜﺮ ﻣﻤﺎ ﺗﺤﺘﺎﺟ ﻨ ﻲ‬ ‫اﻟﺪول اﻷﺟﻨﺒﻴﺔ‬ ‫ﻣ ﺎ ﺗ ﻘ ﻴ ﻴ ﻤ ﻚ ﻟ ﻠ ﻤ ﻮاﻗ ﻊ‬ ‫اﻟ ﻌ ﺮﺑ ﻴ ﺔ ﻣ ﻦ ﺣ ﻴ ﺚ‬ ‫) اﻟﺒﺮﻣﺠﺔ ‪ -‬اﻟﺘﺼﻤﻴﻢ ‪-‬‬ ‫واﻻه ﻢ ﻣ ﻨ ﺬ ذﻟ ﻚ‬ ‫) اﻟﻤﺤﺘﻮى (‬

‫ﻟ ﻘ ﻠ ﺔ ﻣ ﻌ ﺮﻓ ﺘ ﻨ ﺎ ﻧ ﺤ ﻦ‬ ‫اﻟﻌﺮب ﺑﺎﻟﻌﻠﻮم اﻟﺤﺪﻳ ﺜ ﺔ‬ ‫وﻗﻠ ﺔ إﻧ ﺘ ﺎﺟ ﻨ ﺎ اﻟ ﻌ ﻠ ﻤ ﻲ‬ ‫ﺑ ﺎﻟ ﻠ ﻐ ﺔ اﻟ ﻌ ﺮﺑ ﻴ ﺔ‪ .‬وﻻ‬ ‫ﺗﺸ ﻜ ﻞ اﻟﺼ ﻔ ﺤ ﺎت‬ ‫اﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ اﻹﻧ ﺘ ﺮﻧ ﺖ‬ ‫اﻵن أآ ﺜ ﺮ ﻣ ﻦ ﺟ ﺰء‬ ‫ﻳﺴﻴﺮ ﺟﺪا ﻣ ﻦ إﺟ ﻤ ﺎﻟ ﻲ‬ ‫ﻋﺪد‬ ‫ﺻ ﻔ ﺤ ﺎت ﺷ ﺒ ﻜ ﺔ‬ ‫اﻹﻧﺘﺮﻧﺖ‪.‬‬ ‫آ ﻠ ﻤ ﺔ أﺧ ﻴ ﺮة ﺗ ﺤ ﺐ‬ ‫ﺗ ﻮﺟ ﻬ ﻬ ﺎ إﻟ ﻰ اﻟ ﻘ ﺮاء‬ ‫اﻷﻋﺰاء ؟‬ ‫أﺗﻤﻨﻰ أن ﻳﻌﻤ ﻞ اﻟ ﻘ ﺮاء‬ ‫ﻣﻌﻲ ﻋﻠﻰ ﻧﺸ ﺮ اﻟ ﻔ ﻜ ﺮ‬ ‫اﻟ ﻌ ﻠ ﻤ ﻲ واﻟ ﻤ ﻌ ﺮﻓ ﺔ‬ ‫اﻟﻌﻤﻴﻘﺔ ﺑﺎﻟﺒ ﺮﻣ ﺠ ﺔ ﺑ ﻴ ﻦ‬ ‫اﻟﺸﺒﺎب اﻟﻌﺮﺑﻲ اﻟﻨ ﺎﺷ ﺊ‬ ‫ﻋﺴ ﻰ أن ﺗ ﻜ ﻮن ﻋ ﻠ ﻰ‬ ‫أﻳﺪﻳﻬﻢ ﻧ ﻬ ﻀ ﺔ اﻷﻣ ﺔ‪ .‬و‬ ‫ﻟﻜﻢ ﺟﺰﻳﻞ اﻟﺸﻜﺮ ﻣ ﺮة‬ ‫أﺧ ﺮى وأﻗ ﺪر ﻟ ﻜ ﻢ‬ ‫اهﺘﻤﺎﻣﻜﻢ‪.‬‬

‫ﻟ ﻸ ﺳ ﻒ ﺣﺴ ﺐ رأﻳ ﻲ‬ ‫ﻓ ﺈن ﻣ ﻌ ﻈ ﻢ اﻟ ﻤ ﻮاﻗ ﻊ‬ ‫اﻟﻌﺮﺑﻴﺔ ﻋﻠﻰ اﻹﻧ ﺘ ﺮﻧ ﺖ‬ ‫ﻓﻘﻴﺮة ﺑﺎﻟﻤﻌﻠﻮﻣﺎت‪ ،‬وإن‬ ‫آ ﺎن ه ﻨ ﺎك ﺗﺼ ﺎﻣ ﻴ ﻢ‬ ‫ﺟﻴﺪة ﻟﻠﻤﻮاﻗﻊ ﻟﻜ ﻦ ذﻟ ﻚ‬ ‫أﻣﺮ ﺛﺎﻧﻮي ‪ ،‬واﻷهﻢ هﻮ‬ ‫ﻣﺎ ﺗﺤﺘﻮﻳﻪ اﻟﻤ ﻮاﻗ ﻊ ﻣ ﻦ‬ ‫ﻣ ﻌ ﻠ ﻮﻣ ﺎت ﻋ ﻠ ﻤ ﻴ ﺔ‬ ‫ﻣﻮﺛﻮﻗﺔ وﻟﻜﻦ ذﻟﻚ ﻗﻠﻴ ﻞ‬ ‫واﻟﺴ ﺒ ﺐ ﻳ ﻌ ﻮد أﺳ ﺎﺳ ﺎ‬ ‫‪38‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

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‫ﻣﻠﻒ اﻟﻌﺪد‬

‫‪@ @òjÜ–Ûa@˜aŠÓþa‬‬

‫@@@@@@‪@ @ñ‰a…⁄a@ë@@@@@@@@@âa†‚nüa@@@åíìØnÛa‬‬ ‫ﺃﺴﺎﺴﻴﺎﺕ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ‪:‬‬

‫اﻟﻤﻬﻨﺪس ﻣﻬﻨﺪ ﺟﻤﻌﺔ‬

‫ﻤﻤﺎ ﻻ ﺸﻙ ﻓﻴﻪ ﺃﻥ ﻜل ﺠﻬـﺎﺯ‬ ‫ﻜﻤﺒﻴﻭﺘﺭ ﺍﻵﻥ ﻴﺤﺘﻭﻱ ﻋـﻠـﻲ‬ ‫ﻗﺭﺹ ﺼﻠﺏ ) ‪(Hard Disk‬‬ ‫ﺇﻥ ﻟﻡ ﻴﻜﻥ ﺃﻜﺜﺭ‪ ,‬ﺒل ﺇﻥ ﺍﻟﻌﺩﻴـﺩ‬ ‫ﻤﻥ ﺍﻟﺤﺎﺴﺒﺎﺕ ﺍﻟـﻜـﺒـﻴـﺭﺓ‬ ‫ﻜﺎﻟﺴﻴﺭﻓﺭﺍﺕ ﻭ ﻏﻴﺭﻫﺎ ﺘﺤﺘـﻭﻱ‬ ‫ﻋﻠﻲ ﺍﻟﻤﺌﺎﺕ ﻤـﻥ ﺍﻷﻗـﺭﺍﺹ‬ ‫ﺍﻟﺼﻠﺒﺔ‪!! .‬‬ ‫ﻭ ﻴﺘﻤﺜل ﺍﻟﺩﺍﻓﻊ ﺍﻟﺭﺌﻴﺴﻲ ﻭﺭﺍﺀ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻨﺎ ﻟﻜل ﻫﺫﻩ ﺍﻟﺒﻼﻴﻴﻥ ﻤﻥ‬ ‫ﺍﻷﻗﺭﺍﺹ ﺍﻟﺼﻠﺒﺔ ﻓﻲ ﺸـﻲﺀ‬ ‫ﻭﺍﺤﺩ ‪ :‬ﻭﻫﻭ ﺃﻨﻬﺎ ﺘﺴﺘﻁـﻴـﻊ‬ ‫ﺍﻻﺤﺘﻔﺎﻅ ﺒﺎﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺒﻴﺎﻨـﺎﺕ‬ ‫ﺒﻌﺩ ﺃﻥ ﺘﻔﺼل ﺍﻟﻜﻬﺭﺒﺎﺀ ﻋـﻥ‬ ‫ﺍﻟﺤﺎﺴﺏ ﻋﻠﻰ ﻋﻜﺱ ﺍﻟـﺫﺍﻜـﺭﺓ‬ ‫‪ , ram‬ﺤﻴﺙ ﻴﺴﺘﻁﻴﻊ ﺍﻟﻘﺭﺹ‬ ‫ﺍﻟﺼﻠﺏ ﺃﻥ ﻴﺨﺯﻥ ﺍﻟﺒـﻴـﺎﻨـﺎﺕ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ ﻋﻠﻲ ﻫﻴﺌﺔ ﻤﻐﻨﺎﻁﻴﺴﻴﺔ‪.‬‬

‫ﺘﻡ ﺍﺨﺘﺭﺍﻉ ﺍﻷﻗﺭﺍﺹ ﺍﻟﺼﻠﺒﺔ ﻓﻲ‬ ‫ﺍﻟﺨﻤﺴﻴﻨﻴﺎﺕ ‪ ,‬ﻭﻜﺎﻨﺕ ﻋﺒﺎﺭﺓ ﻋﻥ‬ ‫ﺃﻗﺭﺍﺹ ﻜﺒﻴﺭﺓ ﻴﺼل ﻗﻁﺭﻫﺎ ﺇﻟﻰ‬ ‫ﺤﻭﺍﻟﻲ ‪ 20‬ﺒﻭﺼﺔ ﻭ ﻋـﻠـﻲ‬ ‫ﺍﻟﺭﻏﻡ ﻤﻥ ﺤﺠﻤﻬﺎ ﺍﻟﻜﺒﻴـﺭ ﺇﻻ‬ ‫ﺃﻨﻬﺎ ﻜﺎﻨﺕ ﺘﺘﺴﻊ ﻟﻠﻘﻠﻴـل ﻤـﻥ‬ ‫ﺃل ‪ Megabytes‬ﻓﻘﻁ!!‪ .‬ﻭﻟﻡ‬ ‫ﺘﻜﻥ ﺘﻌﺭﻑ ﻓﻲ ﺫﻟﻙ ﺍﻟﻭﻗﺕ ﺒﺎل‬ ‫‪Hard disk‬ﺒل ﻜﺎﻨﺕ ﺘﻌﺭﻑ‬ ‫ﺒﺎل ‪ Fixed disks‬ﺃﻭ ﺒـﺎل‬ ‫‪Winchesters,‬ﻭﺠـــﺎﺀﺕ‬ ‫ﺍﻟﺘﺴﻤﻴﺔ ‪ Hard Disk‬ﺒﻌﺩ ﺫﻟﻙ‬ ‫ﻟﻜﻲ ﻴﺘﻡ ﺍﻟﺘﻔﺭﻗﺔ ﺒﻴﻨﻬﺎ ﻭ ﺒـﻴـﻥ‬ ‫ﺍﻷﻗﺭﺍﺹ ﺍﻟﻤﺭﻨﺔ‪.‬‬ ‫ﻭﻜﻤﺎ ﻫﻭ ﻭﺍﻀﺢ ﻤﻥ ﺍﺴـﻤـﻪ‬

‫ﺍﻟﻤﺭﻨﺔ ﻭ ﺸﺭﺍﺌﻁ ﺍﻟﻜﺎﺴﻴـﺕ ‪,‬‬ ‫ﻭﻟﻜﻥ ﺍﻟﻔﺭﻕ ﻫﻭ ﺃﻥ ﺍﻷﻗـﺭﺍﺹ‬ ‫ﺍﻟﻤﺭﻨﺔ ﻭ ﺍﻟﻜﺎﺴﻴﺕ ﻴﺘﻡ ﻓﻴـﻬـﺎ‬ ‫ﻭﻀﻊ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ﻋﻠـﻲ‬ ‫ﻤﺎﺩﻩ ﺒﻼﺴﺘﻴﻜﻴﺔ ﻤﺭﻨﺔ‪.‬‬ ‫ﻭﻟﻜﻥ ﺒﺸﻜل ﻋﺎﻡ ﻓﺎﻥ ﺍﻟﻘـﺭﺹ‬ ‫ﺍﻟﺼﻠﺏ ﻻ ﻴﺨﺘﻠﻑ ﻓﻲ ﻁﺭﻴﻘـﻪ‬ ‫ﺘﺨﺯﻴﻨﻪ ﻟﻠﺒﻴﺎﻨﺎﺕ ﻋﻥ ﺸـﺭﺍﺌـﻁ‬ ‫ﺍﻟﻜﺎﺴﻴﺕ ﻭ ﺍﻷﻗﺭﺍﺹ ﺍﻟﻤـﺭﻨـﺔ‬ ‫ﻓﻜﻼﻫﻤﺎ ﻴﺴﺘﺨﺩﻡ ﻨﻔﺱ ﻁـﺭﻕ‬ ‫ﺍﻟﺘﺨﺯﻴﻥ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ‪ ,‬ﺘﺘﻤﻴـﺯ‬ ‫ﻁﺭﻕ ﺍﻟﺘﺨﺯﻴﻥ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ﻓﻲ‬ ‫ﺃﻨﻪ ﻤﻥ ﺍﻟﺴﻬل ﺍﻟﻜﺘﺎﺒﺔ ﻭ ﺍﻟﻤﺴﺢ‬ ‫ﻭ ﺇﻋﺎﺩﺓ ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻲ ﺍﻟـﻤـﺎﺩﺓ‬ ‫ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ‪ ,‬ﻭﻜﺫﻟﻙ ﻴﻤـﻜـﻥ‬ ‫ﻟﻠﻤﺎﺩﺓ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ﺃﻥ ﺘﺤﺘﻔـﻅ‬ ‫ﺒﺎﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﺨﺯﻨﺔ ﻋﻠﻴﻬﺎ ‪-‬‬ ‫ﻋﻠﻲ ﻫﻴﺌﺔ ﻓﻴﺽ ﻤﻐﻨﺎﻁﻴﺴﻲ‪-‬‬ ‫ﻟﻌﺩﺓ ﺴﻨﻭﺍﺕ‪.‬‬

‫ﻤﺎﺫﺍ ﻴﻭﺠﺩ ﺩﺍﺨل ﺍﻟﻘﺭﺹ‬ ‫ﺍﻟﺼﻠﺏ‪:‬‬

‫ﻴﺤﺘﻭﻱ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﻋﻠـﻰ‬ ‫"ﻗﺭﺹ ﺼﻠﺏ" ﺃﻭ ﻤﺎ ﻴﻌﺭﻑ ﺏ‬ ‫‪platter ,‬ﻫﺫﺍ ﺍﻟﻘﺭﺹ ﺘﻭﻀﻊ‬ ‫ﻋﻠﻴﻪ ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ﺍﻟﺘـﻲ‬ ‫ﺘﺴﺘﺨﺩﻡ ﻓﻲ ﺤﻔﻅ ﺍﻟﺒﻴﺎﻨﺎﺕ ‪ ,‬ﻫﺫﻩ‬ ‫ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ﻫﻲ ﻨﻔﺴﻬـﺎ‬ ‫ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻷﻗﺭﺍﺹ‬

‫ﺃﻭﻻ ﻴﻨﺒﻐﻲ ﺃﻥ ﻨﻌـﺭﻑ ﺃﻥ‬ ‫ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ‪-‬ﺒﺸﻜل ﻋﺎﻡ‪-‬‬ ‫ﻴﺤﺘﻭﻱ ﻋﻠﻲ ﺃﺠﺯﺍﺀ ﺍﻟﻜﺘﺭﻭﻨﻴﺔ‬ ‫ﻭ ﺃﺠﺯﺍﺀ ﻤﻴﻜﺎﻨﻴﻜﻴﺔ‪:‬‬ ‫ﺍﻷﺠﺯﺍﺀ ﺍﻟﻤﻴﻜﺎﻨﻴﻜﻴﺔ‪:‬‬ ‫ﻗﺭﺹ ﺘﺨﺯﻴﻨﻲ )ﺃﻭ ﻋﺩﻩ ﺃﻗﺭﺍﺹ‬ ‫ﻤﺘﺤﺩﺓ ﺍﻟﻤﺤﻭﺭ( ﻤﻐﻁﻲ ﺒﻤـﺎﺩﺓ‬ ‫ﻗﺎﺒﻠﺔ ﻟﻠﻤﻐﻨﻁﺔ‪.‬‬ ‫ﺭﺅﻭﺱ ﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺒﺔ‪.‬‬ ‫ﺫﺭﺍﻉ ﻴﺤﻤل ﺭﺅﻭﺱ ﺍﻟـﻘـﺭﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺒﺔ‪.‬‬ ‫ﻤﻨﻅﻭﻤﺔ ﻤﻴﻜﺎﻨﻴﻜﻴﺔ ﻟﺘﺤـﺭﻴـﻙ‬ ‫‪39‬‬

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‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺍﻟﺫﺭﺍﻉ‪.‬‬ ‫ﻤﻭﺘﻭﺭ ﻟﺘﺩﻭﻴـﺭ ﺍﻷﻗـﺭﺍﺹ‬ ‫ﺍﻟﺘﺨﺯﻴﻨﻴﺔ‪.‬‬ ‫ﺍﻷﺠﺯﺍﺀ ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ ‪ :‬ﻋﺒـﺎﺭﺓ‬ ‫ﻋﻥ ﻟﻭﺤﺔ ﺇﻟﻜﺘﺭﻭﻨﻴﺔ ﺘﻭﺠﺩ ﺃﺴﻔل‬ ‫ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ‪.‬‬ ‫ﺴﻨﺒﺩﺃ ﺍﻵﻥ ﺒﺘﺸﺭﻴﺢ ﺍﻟـﻘـﺭﺹ‬ ‫ﺍﻟﺼﻠﺏ‪:‬‬

‫ﻫﺫﺍ ﻫﻭ ﺍﻟﺸﻜل ﺍﻟﺨﺎﺭﺠﻲ ﺍﻟﻌـﺎﻡ‬ ‫ﻟﻠﻘﺭﺹ ﺍﻟﺼﻠﺏ )ﺍﻷﻭل ﻤﻥ ﻨﻭﻉ‬

‫ﻭ ﺒﺄﺴﻔل ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﻨـﺭﻯ‬ ‫ﻟﻭﺤﺔ ﺍﻟﺘﺤﻜﻡ ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺔ‪.‬‬ ‫ﻤﺴﺌﻭﻟﻴﺔ ﻤﺠﻤﻭﻋﺔ ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺎﺕ‬ ‫ﻫﺫﻩ ﻫﻲ ‪ :‬ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﻋﻤﻠـﻴـﺔ‬ ‫ﺍﻟﻘﺭﺍﺀﺓ ﻭ ﺍﻟﻜﺘﺎﺒﺔ ﻋﻠﻲ ﺍﻟﻘـﺭﺹ‬ ‫ﺍﻟﺼﻠﺏ ﻭ ﺃﻴﻀﺎ ﺍﻟﺘﺤﻜﻡ ﻓـﻲ‬ ‫ﺍﻟﻤﻭﺘﻭﺭ ﺍﻟﺫﻱ ﻴﻘﻭﻡ ﺒﺘﺩﻭﻴﺭ ﺇل‬ ‫‪platters ,‬ﺤﻴﺙ ﺘﻘﻭﻡ ﻫـﺫﻩ‬ ‫ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺎﺕ ﺒﺘﺠﻤﻴﻊ ﺍﻟﻤﺠﺎﻻﺕ‬ ‫ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ﺍﻟﻤﺨﺯﻨﺔ ﻋـﻠـﻰ‬ ‫ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ﻭ ﺘﺤﻭﻴﻠﻬـﺎ‬ ‫ﺇﻟﻰ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺇل ‪bytes‬‬ ‫(ﻋﻤﻠﻴﺔ ﺍﻟﻘﺭﺍﺀﺓ( ‪ ,‬ﻭ ﺃﻴﻀﺎ ﺘﻘـﻭﻡ‬ ‫ﺒﺘﺤﻭﻴل ﺃل ‪ bytes‬ﺍﻟـﻤـﺭﺍﺩ‬ ‫ﺘﺨﺯﻴﻨﻬﺎ ﻋﻠﻲ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠـﺏ‬ ‫ﺇﻟﻰ ﻤﺠﻤﻭﻋﻪ ﻤﻥ ﺍﻟﻤـﺠـﺎﻻﺕ‬ ‫ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ﻟﻜﻲ ﺘﺨﺯﻥ ﻋﻠـﻰ‬ ‫ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ )ﻋﻤـﻠـﻴـﺔ‬ ‫ﺍﻟﻜﺘﺎﺒﺔ(‪.‬‬ ‫ﻨﻘﻭﻡ ﺍﻵﻥ ﺒﺈﺯﺍﻟﺔ ﺍﻟـﻐـﻁـﺎﺀ‬ ‫ﺍﻷﻟﻤﻨﻴﻭﻡ ﻤﻥ ﻋﻠﻲ ﺍﻟـﻘـﺭﺹ‬ ‫ﺍﻟﺼﻠﺏ ﻓﻨﺭﻯ ﺍﻵﺘـﻲ ﺩﺍﺨـل‬ ‫ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ‪:‬‬ ‫ﻓﻲ ﺍﻟﺼﻭﺭﺓ ﺍﻟﺴﺎﺒﻘﺔ ﻨﺭﻯ ﺍﻵﺘﻲ‬

‫ﻫﻲ ﺍﻟﺘﻲ ﻴﺘﻡ ﺘﺨﺯﻴﻥ ﺍﻟﺒﻴﺎﻨـﺎﺕ‬ ‫ﻋﻠﻴﻬﺎ ﻜﻤﺎ ﺫﻜﺭﻨﺎ ﻤﻥ ﻗﺒـل ‪,‬‬ ‫ﻭﻋﺎﺩﺓ ﻤﺎ ﻴﺘﻡ ﺘﺩﻭﻴﺭﻫﺎ ﺒﺴﺭﻋـﺔ‬ ‫‪ 3600‬ﺃﻭ ‪ 7200‬ﻟﻔـﺔ ﻓـﻲ‬ ‫ﺍﻟﺩﻗﻴﻘﺔ ﺃﺜﻨﺎﺀ ﻋﻤـل ﺍﻟـﻘـﺭﺹ‬ ‫ﺍﻟﺼﻠﺏ ‪ ,‬ﻭ ﻴﻤﻜﻥ ﺃﻥ ﻴﺤﺘـﻭﻱ‬ ‫ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﻋﻠﻲ ﺃﻜﺜﺭ ﻤﻥ‬ ‫‪Platter‬ﺘﻜﻭ ﻥ ﻤﺘﺤﺩﺓ ﺍﻟﻤﺤﻭﺭ‬ ‫‪,‬ﻭﻜﻠﻤﺎ ﺯﺍﺩ ﻋﺩﺩ ﻫﺫﻩ ﺍﻷﻗﺭﺍﺹ‬ ‫ﻭ ﻜﺜﺎﻓﺔ ﺍﻟﺘﻘﺴﻴﻤﺎﺕ ﺍﻟﺘﻲ ﻋﻠﻴﻬﺎ ‪-‬‬ ‫ﺴﻨﻭﻀﺢ ﺫﻟﻙ ﻓﻴﻤﺎ ﺒﻌﺩ ‪ -‬ﺯﺍﺩﺕ‬ ‫ﺍﻟﺴﻌﺔ ﺍﻟﺘﺨﺯﻴﻨﻴﺔ ﻟـﻠـﻘـﺭﺹ‬ ‫ﺍﻟﺼﻠﺏ ‪ ,‬ﻭﺘﺼﻨﻊ ﻫﺫﻩ ﺍﻷﻗﺭﺍﺹ‬ ‫ﻤﻥ ﺍﻷﻟﻤﻭﻨﻴـﻭﻡ ﺃﻭ ‪ -‬ﻓـﻲ‬ ‫ﺍﻷﻗﺭﺍﺹ ﺍﻟﺤﺩﻴﺜﺔ ‪ -‬ﻤﻥ ﺍﻟﺯﺠﺎﺝ‬ ‫ﺍﻟﻤﻘﻭﻯ ﺒﺎﻟﺴﻴﺭﺍﻤﻴﻙ ﺍﻟﺫﻱ ﻴﻌﺘﺒﺭ‬ ‫ﺃﻓﻀل ﺃﺩﺍ ‪‬ﺀ ﺤﻴﺙ ﺃﻥ ﻤﻘﺎﻭﻤﺘـﻪ‬ ‫ﻟﻼﺭﺘﻔﺎﻉ ﻓﻲ ﺩﺭﺠﺔ ﺍﻟـﺤـﺭﺍﺭﺓ‬ ‫ﺃﻓﻀل ‪ ,‬ﻭﻴﺘﻡ ﺼـﻘـل ﻫـﺫﻩ‬ ‫ﺍﻷﻗﺭﺍﺹ ﺒﺤﻴﺙ ﺘﺼﺒﺢ ﻤﻠﺴـﺎﺀ‬ ‫ﺠﺩﺍ ﻜﺎﻟﻤﺭﺁﺓ‪.‬‬ ‫ﻭ ﻫﺫﻩ ﺍﻷﻗﺭﺍﺹ ﻻ ﻴﻤﻜﻨﻬﺎ ﺤﻔﻅ‬ ‫ﺍﻟﺸﺤﻨﺔ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ ﺍﻟـﻼﺯﻤـﺔ‬ ‫ﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﺨﺯﻴﻥ ﻓﻲ ﺤﺩ ﺫﺍﺘﻬـﺎ ‪,‬‬ ‫ﺒل ﻴﺠﺏ ﺃﻥ ﺘﻐـﻁـﻲ ﻫـﺫﻩ‬

‫‪Seagate‬ﻭﺍﻟﺜﺎﻨﻲ‪( WD) :‬‬ ‫ﻜﻤﺎ ﻨﺭﻯ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﻴﻜﻭﻥ‬

‫ﻤﺤﻤﻲ ﺒﻐﻁﺎﺀ ﻤﻥ ﺍﻷﻟﻤﻨﻴﻭﻡ‬

‫‪:‬‬ ‫‪Platters‬ﺃﻭ ﺃﻗﺭﺍﺹ ﺍﻟﺘﺨﺯﻴﻥ‬ ‫(ﻓﻲ ﺍﻟﺼﻭﺭﺓ ﻫﻭ ﺫﻟﻙ ﺍﻟﻘﺭﺹ‬ ‫ﺍﻟﺩﺍﺌﺭﻱ ﺍﻟﻼﻤﻊ( ‪ ,‬ﻫﺫﻩ ﺍﻷﻗﺭﺍﺹ‬

‫ﺍﻷﻗﺭﺍﺹ ﺒﻤﻭﺍﺩ ﻴﻤﻜﻨﻬﺎ ﺤـﻔـﻅ‬ ‫ﺍﻟﺸﺤﻨﺔ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ‪.‬‬ ‫ﺍﻟﺫﺭﺍﻉ ‪ arm‬ﺍﻟﺫﻱ ﻴـﺤـﻤـل‬ ‫ﺭﺅﻭﺱ ﺍﻟﻘﺭﺍﺀﺓ ﻭ ﺍﻟﻜـﺘـﺎﺒـﺔ‬ ‫‪40‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫‪Read Write heads ,‬ﻭ‬ ‫ﻴﻠﺯﻡ ﻟﻜل ﻗﺭﺹ ﺘﺨﺯﻴﻨﻲ ﺭﺃﺴﻴﻥ‬ ‫ﻭﺍﺤﺩ ﻟﻠﻘﺭﺍﺀﺓ ﻭ ﺍﻵﺨﺭ ﻟﻠﻜﺘﺎﺒﺔ ﻭ‬ ‫ـﻲ‪:‬‬ ‫ـﺎﻵﺘـ‬ ‫ـﻡ ﻜـ‬ ‫ـﻬـ‬ ‫ـﺎﻨـ‬ ‫ـﻜـ‬ ‫ﻤـ‬ ‫ﻭﺍﺤﺩ ﺃﺴﻔل ﺍﻟﻘﺭﺹ ﺍﻟﺘﺨﺯﻴﻨﻲ ﻭ‬ ‫ﺍﻵﺨﺭ ﺃﻋﻠﻰ ﺍﻟﻘﺭﺹ ﺍﻟﺘﺨﺯﻴﻨﻲ ‪,‬‬ ‫ﻓﻤﺜﻼ ﻟﻭ ﻜﺎﻥ ﻟﺩﻴﻨﺎ ‪ 3‬ﺃﻗـﺭﺍﺹ‬ ‫ﺘﺨﺯﻴﻨﻴﺔ ﻓﺈﻨﻨﺎ ﻨﺤﺘﺎﺝ ‪ 6‬ﺭﺅﻭﺱ‬ ‫ﻗﺭﺍﺀﺓ ﻭ ﻜﺘﺎﺒﺔ ‪ ,‬ﻭﻻ ﺘـﻜـﻭﻥ‬ ‫ﺭﺅﻭﺱ ﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺒﺔ ﻤﻼﻤﺴﺔ‬ ‫ﻟﺴﻁﺢ ﺃﻗﺭﺍﺹ ﺍﻟﺘﺨﺯﻴﻥ ﺒـل‬ ‫ﺘﻜﻭﻥ ﻤﺭﺘﻔﻌﻪ ﻋﻨﻬﺎ ﺒﻤـﻘـﺩﺍﺭ‬ ‫ﺼﻐﻴﺭ ﺠﺩﺍ ‪ ,‬ﺒل ﺇﻥ ﺍﻟﺭﺃﺱ ﺇﺫﺍ‬ ‫ﻻﻤﺴﺕ ﺍﻟﻘﺭﺹ ﺍﻟﺘﺨـﺯﻴـﻨـﻲ‬ ‫ﻓﺴﻴﺅﺩﻱ ﺫﻟﻙ ﻟﺘﻠﻑ ﺍﻟﺠﺯﺀ ﺍﻟﺫﻱ‬ ‫ﻻﻤﺴﺘﻪ ‪ -‬ﻴﺴﻤﻲ ﺍﻟﺠﺯﺀ ﺍﻟﺘﺎﻟﻑ‬

‫ﻴﺘﻡ ﺒﻨﺎﺀ ﻤﺜل ﻫﺫﻩ ﺍﻟﻤﻨﻅـﻭﻤـﺔ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻭﺘـﻭﺭ ﺨـﻁـﻲ‬ ‫‪Linear‬ﺴﺭﻴﻊ‪.‬‬ ‫ﻴﻭﺠﺩ ﺍﻵﻥ ﻨـﻭﻋـﺎﻥ ﻤـﻥ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻭﺠﻴﺎ ﺍﻟﺘﻲ ﺘﺴﺘﺨﺩﻤﻬﺎ ﻫﺫﻩ‬ ‫ﺍﻟﻤﻨﻅﻭﻤﺔ ﺍﻟﻤﻴﻜﺎﻨﻴﻜﻴﺔ‪:‬‬ ‫• ﺍﻷﻭﻟﻲ ‪ :‬ﺘﻌﺭﻑ ‪band‬‬ ‫‪stepper motor‬ﻭ ﺘﻌﺘﻤـﺩ‬ ‫ﻓﻲ ﻓﻜﺭﺘﻬﺎ ﻋﻠﻰ ﻜﻤﻴﺔ ﺍﻟﻜﻬﺭﺒﺎﺀ‬ ‫ﺍﻟﺘﻲ ﺘﺭﺴﻠﻬﺎ ﻟﻭﺤﺔ ﺍﻟﺘـﺤـﻜـﻡ‬ ‫ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ ‪ ,‬ﻭ ﻟـﻜـﻥ ﻫـﺫﻩ‬ ‫ﺍﻟﺘﻜﻨﻭﻟﻴﺠﻴﺎ ﻏﻴﺭ ﻤﺴﺘﺨﺩﻤﺔ ﻷﻨﻬﺎ‬ ‫ﻜﺜﻴﺭﺓ ﺍﻟﻤﺸﺎﻜل ﻨﺘﻴﺠﺔ ﻟﺘﺄﺜﺭﻫـﺎ‬ ‫ﺒﺩﺭﺠﺔ ﺍﻟﺤﺭﺍﺭﺓ ﻭ ﻷﻨﻬﺎ ﺘﺘﻠـﻑ‬ ‫ﺒﺴﺭﻋﺔ‪.‬‬

‫ﺘﺘﺤﻜﻡ ﺒﺎﻟﺫﺭﺍﻉ‪ -‬ﻋﻥ ﻁـﺭﻴـﻕ‬ ‫ﺍﻟﺘﺤﻜﻡ ﻓﻲ ﺸـﺩﺓ ﺍﻟـﺘـﻴـﺎﺭ‬ ‫ﺍﻟﻜﻬﺭﺒﺎﺌﻲ‪.‬‬

‫ﺘﺨﺯﻴﻥ ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ‪:‬‬

‫ﻋـﻠـﻲ‬

‫ﻴﺘﻡ ﺘﺨﺯﻴﻥ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻋـﻠـﻲ‬ ‫ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﻓﻲ ﻗﻁﺎﻋـﺎﺕ‬ ‫ـﺎﺭﺍﺕ‬ ‫ﻤﺴــ‬ ‫‪Sectors‬ﻭ‬ ‫‪Tracks ,‬ﺍﻟﻤﺴﺎﺭﺍﺕ ﻋﺒـﺎﺭﺓ‬ ‫ﻋﻥ ﺩﻭﺍﺌﺭ ﻤﺘﺤﺩﺓ ﺍﻟﻤﺭﻜﺯ ‪ ,‬ﻭ‬ ‫ﺍﻟﻘﻁﺎﻋﺎﺕ ﻫﻲ ﺃﺠـﺯﺍﺀ ﻤـﻥ‬ ‫ﺍﻟﻤﺴﺎﺭﺍﺕ ‪ ,‬ﺍﻟﺸﻜل ﺍﻟـﺘـﺎﻟـﻲ‬ ‫ﻴﻭﻀﺢ ﺫﻟﻙ‪:‬‬

‫‪،‬‬

‫ﺏ‪Bad Sector -.‬‬ ‫ﻭﻴﺘﻡ ﺘﺤﺭﻴﻙ ﻫـﺫﻩ ﺍﻟـﺫﺭﺍﻉ‪-‬‬ ‫ﺍﻟﺨﻔﻴﻔﺔ ﺍﻟﻭﺯﻥ ﺠﺩﺍ‪ -‬ﺒﻭﺍﺴﻁـﺔ‬ ‫ﻤﻨﻅﻭﻤﺔ ﻤﻴﻜﺎﻨﻴﻜﻴﺔ ﺩﻗﻴﻘﺔ ﺠﺩﺍ ﻭ‬ ‫ﺴﺭﻴﻌﺔ ﺠﺩﺍ ‪ ,‬ﻭﻴﻤﻜﻥ ﻟـﻬـﺫﻩ‬ ‫ﺍﻟﻤﻨﻅﻭﻤﺔ ﺃﻥ ﺘﺤﺭﻙ ﺍﻟﺫﺭﺍﻉ ﻤﻥ‬ ‫ﺩﺍﺨل ﻗﺭﺹ ﺍﻟﺘﺨﺯﻴﻥ ﺇﻟﻰ ﺤﺎﻓﺘﻪ‬ ‫ﻭﺍﻟﻌﻜﺱ ‪ 50‬ﻤﺭﺓ ﻓﻲ ﺍﻟﺜﺎﻨـﻴـﺔ‬ ‫ﺍﻟﻭﺍﺤﺩﺓ !!!!!!!!!! ‪ ,‬ﻭﻴﻤﻜﻥ ﺃﻥ‬

‫ﺍﻟﺜﺎﻨﻴﺔ ‪ : Voice Coil‬ﻓﻲ ﻫﺫﺍ‬ ‫ﺍﻟﻨﻭﻉ ﺘﻘﻭﻡ ﻟﻭﺤﺔ ﺍﻟـﺘـﺤـﻜـﻡ‬ ‫ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ ﺒﺈﺭﺴﺎل ﺘـﻴـﺎﺭ‬ ‫ﻜﻬﺭﺒﺎﺌﻲ ﺇﻟﻰ ﺍﻟﻤﺤﺭﻙ ﻭﻫـﺫﺍ‬ ‫ﺍﻟﺘﻴﺎﺭ ﻴﺴﺘﺨﺩﻡ ﻓﻲ ﺘﻭﻟﻴﺩ ﻤﺠـﺎل‬ ‫ﻤﻐﻨﺎﻁﻴﺴﻲ ﻟﺘﺤﺭﻴﻙ ﺍﻟﺫﺭﺍﻉ ﻀﺩ‬ ‫ﺯﻨﺒﺭﻙ ‪ ,‬ﻤﻤﺎ ﻴﺠﻌل ﻟـﻭﺤـﺔ‬ ‫ﺍﻟﺘﺤﻜﻡ ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ ﻗﺎﺩﺭﺓ ﻋﻠـﻰ‬ ‫ﺍﻟﺘﺤﻜﻡ ﺒﻤﻭﻗﻊ ﺍﻟﺭﺃﺱ‪-‬ﻷﻨـﻬـﺎ‬

‫ﺍﻟﻠﻭﻥ ﺍﻷﺤﻤﺭ ﻴﻤﺜل ﺍﻟﻤﺴﺎﺭ‬ ‫ﻭﺍﻟﻠﻭﻥ ﺍﻷﺯﺭﻕ ﻴﻤﺜل ﺍﻟﻘﻁﺎﻉ‪.‬‬ ‫ﻭﻜﻠﻤﺎ ﺘﻤﻜﻨﻨﺎ ﻤﻥ ﺯﻴﺎﺩﺓ ﻋـﺩﺩ‬ ‫ﺍﻟﻘﻁﺎﻋﺎﺕ ﻓﻲ ﺍﻟﻤﺴﺎﺭ ﺍﻟﻭﺍﺤـﺩ‬ ‫ﺯﺍﺩﺕ ﺍﻟﺴﻌﺔ ﺍﻟﺘﺨﺯﻴﻨﻴﺔ ﺍﻟﻜﻠﻴـﺔ‬ ‫ﻟﻠﻘﺭﺹ ﺍﻟﺼﻠﺏ‪ .‬ﻴﺤﺘﻭﻱ ﺍﻟﻘﻁﺎﻉ‬ ‫ﻋﻠﻲ ﻋﺩﺩ ﻤﺤﺩﺩ ﻤﻥ ﺃل ‪bytes‬‬ ‫ﻤﺜﻼ ‪ 256‬ﺃﻭ ‪ 512‬ﺒﺎﻴﺕ ‪ ,‬ﻭ‬ ‫ﻟﻜﻥ ﻨﻅﻡ ﺍﻟﺘﺸﻐﻴل ﻏﺎﻟﺒـﺎ ﻤـﺎ‬ ‫ﺘﺘﻌﺎﻤل ﻤﻊ ﺍﻟﻘﻁﺎﻋﺎﺕ ﺒﺄﻥ ﺘﻘﺴﻡ‬ ‫ﻜل ﻤﺠﻤﻭﻋﺔ ﻤﻨﻬﺎ ﺇﻟﻰ ﻤﺎ ﻴﻌﺭﻑ‬ ‫ﺏ ‪Cluster‬‬ ‫‪41‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ‬ ‫ﺍﻟﻭﻅﻴﻔﻴﺔ‬ ‫ﺴﻭﻑ ﻨﻨﺎﻗﺵ ﻫﻨﺎ ﺍﻟﻨـﺎﺤـﻴـﺔ‬ ‫ﺍﻟﻭﻅﻴﻔﻴﺔ ﻓﻲ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ‪،‬‬ ‫ﻭﺒﺴﻡ ﺍﷲ ﻨﺒﺩﺃ ‪.‬‬ ‫ﺍﻷﻗﺭﺍﺹ ﺍﻟﺼﻠﺒﺔ ﻭﺍﻷﻗﺴـﺎﻡ‬ ‫ﺍﻟﻤﻨﻁﻘﻴﺔ‬

‫ﻤﺎ ﺍﻟﻔﺭﻕ ﺒﻴـﻥ ﻫـﺫﻴـﻥ‬ ‫ﺍﻟﻤﺼﻁﻠﺤﻴﻥ ؟‬ ‫ﺘﻌﻨﻲ ﻜﻠﻤﺔ " ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ "‬ ‫ﺫﻟﻙ ﺍﻟﺼﻨﺩﻭﻕ ﺍﻟﺼﻐﻴﺭ ﺍﻟـﺫﻱ‬ ‫ﺘﺴﻤﻴﻪ ‪ hard disk‬ﺒﻜل ﻤـﺎ‬ ‫ﻴﺤﺘﻭﻴﻪ ﻤﻥ ﺃﺠﻬﺯﺓ ﻭﻤﻌﺩﺍﺕ ‪،‬‬ ‫ﻭﺍﻟﺫﻱ ﻴﺴﺘﺨﺩﻡ ﻟﺘﺨﺯﻴﻥ ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﻋﻠﻴﻪ‪.‬‬ ‫ﺃﻤﺎ ﺍﻟﻘﺴﻡ ﺍﻟﻤﻨﻁﻘﻲ ﻓﻬﻭ ﻓـﻲ‬ ‫ﺍﻟﻭﺍﻗﻊ ﺍﻟﺘﻘﺴﻴﻡ ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻘﺭﺹ‬ ‫ﺍﻟﺼﻠﺏ ‪ ،‬ﺃﻱ ﺃﻨﻪ ﻴﻤﻜﻥ ﺘﻘﺴﻴـﻡ‬ ‫ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﺇﻟـﻰ ﺃﻗﺴـﺎﻡ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺃﺤـﺩ ﺍﻟـﺒـﺭﺍﻤـﺞ‬ ‫ﺍﻟﻤﺨﺼﺼﺔ ﻟﻬﺫﺍ ﺍﻟﻐﺭﺽ ) ﻤﺜل‬ ‫ﺒﺭﻨﺎﻤﺞ ‪ FDISK‬ﺍﻟﻤﻀﻤﻥ ﻤﻊ‬ ‫ﺩﻭﺱ ﺃﻭ ﺒﺭﻨﺎﻤـﺞ ‪partition‬‬ ‫) ‪magic‬ﻓﺈﺫﺍ ﻜﺎﻥ ﻋـﻨـﺩﻙ‬ ‫ﻗﺭﺹ ﺼﻠﺏ ﻓﻴﻤﻜﻥ ﺘﻘﺴﻴﻤﻪ ﺇﻟﻰ‬ ‫ﻼ ﻤﻨﻬﻤﺎ‬ ‫ﻼ ﻭﻴﺴﻤﻰ ﻜ ﹰ‬ ‫‪c:‬ﻭ ‪ d:‬ﻤﺜ ﹰ‬

‫ﻗﺴﻡ ﻤﻨﻁﻘﻲ‪.‬‬ ‫ﻴﻌﺘﻤﺩ ﺍﻟﺤﺠﻡ ﺍﻷﻜﺒﺭ ﺍﻟﻤﺴﻤﻭﺡ ﺒﻪ‬ ‫ﻟﻠﻘﺭﺹ ﺍﻟﻤﻨﻁﻘﻲ ﻋﻠﻰ ﻨـﻅـﺎﻡ‬ ‫ﺍﻟﻤﻠﻔﺎﺕ ﻟﻠﻘﺭﺹ ‪ ،‬ﻴـﻭﻀـﺢ‬ ‫ﺍﻟﺸﻜل ﺍﻟﻤﻘﺎﺒل ﺭﺴﻡ ﺘﻤﺜﻴـﻠـﻲ‬ ‫ﻟﻘﺭﺹ ﺼﻠﺏ ﻏﻴﺭ ﻤﺠﺯﺃ ﺒﻴﻨﻤﺎ‬

‫ﻴﻤﺜل ﺍﻟﺸﻜل ) ‪ (2‬ﺍﻟﻘﺭﺹ ﺒﻌـﺩ‬ ‫ﺘﺠﺯﺌﺘﻪ ﺇﻟﻰ ‪c‬ﻭ ‪.d‬‬ ‫ﻴﻤﺜل ﺍﻟﻠﻭﻥ ﺍﻷﺤﻤﺭ ﻤﺴﺎﺤﺔ ﻏﻴﺭ‬ ‫ﻤﺴﺘﺨﺩﻤﺔ ﻤﻥ ﺍﻟﻘﺭﺹ‪ ،‬ﺍﻟﻠـﻭﻥ‬ ‫ﺍﻟﻭﺭﺩﻱ ﻴﻤﺜل ﺍل ‪ C‬ﺃﻤﺎ ﺍﻷﺯﺭﻕ‬ ‫ﻓﺎل ‪ D‬ﻭﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ ﺃﻥ ﺍﺴﺘﻐﻼل‬ ‫ﻜﺎﻤل ﻤﺴﺎﺤﺔ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠـﺏ‬ ‫ﻼ‬ ‫ﻟﻴﺱ ﺇﺠﺒﺎﺭﻴﹰﺎ ‪ ،‬ﺃﻨﻅﺭ ﻤـﺜـ ﹰ‬ ‫ﻟﻠﺸﻜل ﺭﻗﻡ ‪ 3‬ﺤﻴﺙ ﺘﻡ ﺍﺴﺘﻐﻼل‬ ‫ﺠﺯﺀ ﻤﻥ ﺍﻟﻤﺴﺎﺤﺔ ﺍﻟﻜـﻠـﻴـﺔ‬ ‫ﻟﻠﻘﺭﺹ ﻭﺒﻘﻲ ﺠﺯﺀ ﻤﻨﻬﺎ ﻏﻴـﺭ‬ ‫ﻤﺴﺘﻐل ‪ ،‬ﻭﻟﻜﻥ ﻓﻲ ﺍﻟـﻭﺍﻗـﻊ‬ ‫ﺍﻟﻌﻤﻠﻲ ﻻ ﺃﺤﺩ ﻴﻭﺩ ﻓﻌل ﺫﻟـﻙ‬ ‫ﺤﻴﺙ ﻴﺭﻏﺏ ﺍﻟﺠﻤﻴﻊ ﺒﺎﺴﺘﻐـﻼل‬ ‫ﻜﺎﻤل ﻤﺴﺎﺤﺔ ﺍﻟﻘﺭﺹ ‪ ،‬ﻤﺎﻋـﺩﺍ‬ ‫ﻓﻲ ﺒﻌﺽ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺨﺎﺼﺔ ‪.‬‬ ‫ﺘﻘﺴﻴﻡ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ‬ ‫ﺠﻤﻴﻊ ﺍﻷﻗﺭﺍﺹ ﺍﻟﺼﻠﺒﺔ ﺍﻟﺠﺩﻴﺩﺓ‬ ‫ﻻﺒﺩ ﻤﻥ ﺘﻘﺴﻴﻤﻬﺎ ﻭﺘﻬﻴﺌﺘﻬـﺎ )‬ ‫‪ (format‬ﻗﺒل ﺍﺴﺘﻌﻤﺎﻟﻬـﺎ ‪،‬‬ ‫ﻭﻓﻴﻬﺎ ﻨﻘﺴﻡ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﺇﻟﻰ‬ ‫ﺃﺠﺯﺍﺀ ﻴﺴﻤﻰ ﻜل ﺠﺯﺀ ﻤﻨﻬﺎ ﻗﺴﻡ‬ ‫ﻤﻨﻁﻘـﻲ ) ‪LDL=logical‬‬ ‫‪ (drive letter‬ﻤﺜل ‪ :c‬ﻭ ‪:d‬‬ ‫‪ ،‬ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﺴﻴﻡ ﻭﺍﻟﺘﻬـﻴـﺌـﺔ‬ ‫ﺍﻟﺴﺎﺒﻕ ﺫﻜﺭﻫﺎ ﻀﺭﻭﺭﻴﺔ ﺤﺘـﻰ‬ ‫ﻟﻭ ﻜﺎﻥ ﺍﻟﻘﺭﺹ ﺴﻴﺠﺯﺃ ﻟﻘـﺴـﻡ‬ ‫ﻭﺍﺤﺩ ﻓﻘﻁ ‪.‬‬

‫ﺘﻭﺠﺩ ﺒﺭﺍﻤﺞ ﻜﺜﻴـﺭﺓ‬ ‫ﻟﺘﻘﺴﻴﻡ ﺍﻟـﻘـﺭﺹ‬ ‫ﺍﻟﺼﻠﺏ ﻤﻨﻬﺎ ‪fdisk‬‬ ‫ﺍﻟﻤﺭﺍﻓﻕ ﻟـﻨـﻅـﺎﻡ‬ ‫ﺍﻟﺘﺸﻐﻴل " ﺩﻭﺱ" ‪،‬‬ ‫ﻜﻤﺎ ﻴﻭﺠﺩ ﻋﺩﺩ ﻤـﻥ‬ ‫ﺍﻟﺒﺭﺍﻤﺞ ﺍﻷﺨـﺭﻯ‬ ‫ﻤﺜل ‪partition‬‬ ‫ﻼ‪.‬‬ ‫‪ magic‬ﻤﺜ ﹰ‬ ‫ﻋﻨﺩ ﺘﻘﺴﻴﻡ ﻗﺭﺹ ﻤﺎ‬ ‫ﻓﺈﻥ ﺃﺤﺩ ﺍﻷﻗﺴﺎﻡ ) ﻋﺎﺩﺓ ﺘﻜـﻭﻥ‬ ‫‪ ( :c‬ﻴﻌﺭﻑ ﻜﻘﺴﻡ ﻨﺸﻁ ﻭﻫـﺫﺍ‬ ‫ﻤﻌﻨﺎﻩ ﻫﻭ ﺃﻥ ﺍﻟﺠﻬﺎﺯ ﻴﺠﺏ ﺃﻥ‬ ‫ﻴﻘﻠﻊ ﻤﻨﻪ ‪ ،‬ﻓﻴﻤﺎ ﺘﻜﻭﻥ ﺠﻤـﻴـﻊ‬ ‫ﺍﻷﻗﺴﺎﻡ ﺍﻷﺨﺭﻯ ﺃﻗﺴﺎﻡ ﻤﻤﺘﺩﺓ ‪.‬‬

‫ﺃﻨﻭﺍﻉ ﺘﻘﺴﻴﻤﺎﺕ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ‬ ‫ﺇﺫﺍ ﻜﺎﻥ ﻟﺩﻴﻙ ﻗﺭﺹ ﺼﻠﺏ ﻟﻨﻘل‬ ‫‪ 1 0‬ﺠﻴﺠﺎﺒﺎﻴﺕ ﻭﻗﺴﻤﺘﻪ ﺇﻟـﻰ‬ ‫ﺜﻼﺙ ﺃﻗﺴﺎﻡ ‪C‬ﻭ‪ D‬ﻭ ‪ E‬ﻓـﺈﻥ‬ ‫ﻫﺫﻩ ﺍﻷﻗﺴﺎﻡ ﻟﻴﺴﺕ ﻓﻲ ﺍﻟﻭﺍﻗـﻊ‬ ‫‪42‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻤﺘﻤﺎﺜﻠﺔ ﺒل ﺇﻨﻬﺎ ﺘﺨﺘﻠﻑ ﻋـﻥ‬ ‫ﺒﻌﻀﻬﺎ ‪ ،‬ﻴﻭﺠﺩ ﻟﺩﻴﻨﺎ ﺜـﻼﺙ‬ ‫ﺃﻨﻭﺍﻉ ﻤﻥ ﺍﻟﺘﻘﺴﻴﻤﺎﺕ‬ ‫‪ -1‬ﻗﺴﻡ ﺃﻭ ﺃﻗﺴﺎﻡ ﻤﻨﻁﻘﻴﺔ ‪ :‬ﻫﻲ‬ ‫ﺃﻗﺴﺎﻡ ﺘﻲ ﺘﻤﺜل ﻓﻲ ﻤﺠﻤﻭﻋﻬـﺎ‬ ‫ﻗﺭﺹ ﺼﻠﺏ ‪ ،‬ﻤﺜل ‪C D E F‬‬ ‫‪ .G H‬ﻴﺘﻜﻭﻥ ﺃﻱ ﻗﺴﻡ ﻤﻨﻁﻘـﻲ‬ ‫ﻤﻥ ﻤﻨﻁﻘﺔ ﺨﺎﺼﺔ ﻓﻲ ﺒـﺩﺍﻴـﺔ‬ ‫ﻗﺭﺹ ﺘﺴﻤﻰ "ﻤﻨﻁﻘﺔ ﻨﻅـﺎﻡ "‬ ‫‪ system area‬ﻭﺘﺨﺯﻥ ﻓﻴﻬﺎ‬ ‫ﻤﻌﻠﻭﻤﺎﺕ ﺘﻌﺎﻤل ﻤﻊ ﻗـﺭﺹ‬ ‫ﺼﻠﺏ‪.‬‬ ‫‪ -2‬ﻗﺴﻡ ﻤﻨﻁﻘـﻲ ﺃﺴـﺎﺴـﻲ‬ ‫‪ : primary‬ﻭﻫﻭ ﺩﺍﺌﻤﹰﺎ ﺃﻭل‬ ‫‪(c‬‬ ‫ﻗﺴﻡ ﻤﻥ ﺃﻗﺴﺎﻡ ) ﻋﺎﺩﺓ‬ ‫ﻭﻫﻭ ﻋﺒﺎﺭﺓ ﻋﻥ ﻗﺴﻡ ﻤﻨﻁﻘﻲ ﺃﻱ‬ ‫ﺃﻨﻪ ﻨﻭﻉ ﺨﺎﺹ ﻤـﻥ ﺃﻗﺴـﺎﻡ‬ ‫ﻤﻨﻁﻘﻴﺔ‬ ‫‪ -3‬ﻗﺴﻡ ﻤﻤﺘﺩ ‪: extended‬‬ ‫ﻭﻫﻭ ﻋﺒﺎﺭﺓ ﻋﻥ ﺠﻤﻴﻊ ﺃﻗﺴـﺎﻡ‬ ‫ﺃﺨﺭﻯ ﻏﻴﺭ ‪c‬‬ ‫ﻓﻠﻭ ﻓﺭﻀﻨﺎ ﺃﻥ ﻗﺭﺹ ﻤﻘﺴﻡ ﻯ‬ ‫ﺜﻼﺙ ﺃﻗﺴﺎﻡ ‪ C D E‬ﻓﺈﻥ ﻗﺴـﻡ‬ ‫ﺃﻭل ‪ C‬ﻴﻌﺘﺒﺭ ﻗﺴﻡ ﻤﻨـﻁـﻘـﻲ‬ ‫ﺃﺴﺎﺴﻲ ﻭﺁﺨﺭﻴﻥ ‪ D‬ﻭ ‪ E‬ﻴﻌﺘﺒﺭ‬ ‫ﻜل ﻭﺍﺤﺩ ﻤﻨﻬﻡ ﻗﺴﻡ ﻤﻨﻁﻘﻲ ﻓﻴﻤﺎ‬ ‫ﻴﻌﺘﺒﺭ ﻤﺠﻤﻭﻉ ‪ D + E‬ﻗﺴـﻡ‬ ‫ﻤﻤﺘﺩ ﻤﻥ ﻗﺭﺹ ‪.‬‬ ‫ﻭﻴﻤﻜﻥ ﺇﻋﻁﺎﺀ ﺃﻤﺜﻠﺔ ﻋﻥ ﻫـﺫﻩ‬ ‫ﺃﻗﺴﺎﻡ ﺒﺭﺴﻡ ﻤﻘﺎﺒل ﺤﻴﺙ ﻟﺩﻴﻨﺎ ‪6‬‬ ‫ﻤﺴﺘﻁﻴﻼﺕ ﻤﺭﻗﻤﺔ ﻤﻥ ‪ 1‬ﻯ ‪6‬‬ ‫ﻴﻤﺜل ﻜل ﻤﻨﻬﺎ ﻤﺙ ﻟـﻘـﺭﺹ‬ ‫ﺼﻠﺏ ﻭﻤﺴﺘﻁﻴﻼﺕ ﻤﻠﻭﻨﺔ ﺘﻤﺜل‬ ‫ﺃﻗﺴﺎﻡ ﻗﺭﺹ ﺼﻠﺏ ﻭﻴﻤﺜل ﻟﻭﻥ‬ ‫ﺃﺤﻤﺭ ﻗﺴﻡ ﺃﺴﺎﺴﻲ ) ‪ ( c‬ﺃﻤـﺎ‬ ‫ﺇﻁﺎﺭ ﺃﺨﻀﺭ ﻓﻴﻤﺜل ﻗﺴﻡ ﻤﻤﺘـﺩ‬ ‫ﻭﺒﺎﻗﻲ ﻭﺍﻥ ﺘﻤﺜل ﺃﻗﺴﺎﻡ ﻤﻨﻁﻘﻴـﺔ‬ ‫ﺃﺨﺭﻯ ‪ ،‬ﻻﺤﻅ ﺃﻴﻀﹰﺎ ﺃﻥ ﺒﺩﺍﻴـﺔ‬

‫ﻗﺭﺹ ﻤﻥ ﺠﻬﺔ ﻴﺴﺎﺭ ﻭﺃﻥ ﺤﺠﻡ‬ ‫ﺃﻗﺴﺎﻡ ﺘﻤﺜل ﻓﻲ ﺭﺴﻡ ﺒﺤـﺠـﻡ‬ ‫ﻤﺴﺘﻁﻴﻼﺕ ﻤﻠﻭﻨﺔ ‪.‬‬ ‫ﺃﻭﺩ ﺃﻥ ﺘﻼﺤﻅ ﻋﻠﻰ ﺭﺴﻡ ﺘﻤﺜﻴﻠﻲ‬ ‫ﻤﻘﺎﺒل ﻤﺎ ﻴﻠﻲ ‪:‬‬ ‫• ‪ C‬ﺩﺍﺌﻤﹰﺎ ﻓﻲ ﺒﺩﺍﻴﺔ ﻗﺭﺹ‬ ‫• ‪ C‬ﻴﻤﻜﻥ ﺃﻥ ﻴﻜﻭﻥ ﺼﻐﻴﺭﹰﺍ‬ ‫) ﻤﺙ ‪ ( 6‬ﺃﻭ ﻜﺒﻴﺭ ﺠﺩﹰﺍ ) ﺭﻗـﻡ‬ ‫‪ ( 5‬ﺃﻭ ﻤﺎ ﺒﻴﻥ ﺫﻟﻙ ﻜﻤﺎ ﻴﻤﻜـﻥ‬ ‫ﺃﻥ ﻴﺤﺘل ﻜﺎﻤل ﻤﺴﺎﺤﺔ ﻗـﺭﺹ‬ ‫)ﺭﻗﻡ ‪. ( 4‬‬ ‫• ﻗﺴﻡ ﻤﻤﺘﺩ ) ﻟﻭﻥ ﺃﺨﻀﺭ (‬ ‫ﻴﺤﺘل ﻤﺴﺎﺤﺔ ﻤﺘﺒﻘﻴﺔ ﻤﻥ ﻗﺭﺹ‬ ‫ﻤﻬﻤﺎ ﺼﻐﺭﺕ ) ﺭﻗـﻡ ‪ ( 5‬ﺃﻭ‬ ‫ﻜﺒﺭﺕ )ﺭﻗﻡ ‪(6‬‬ ‫• ﻴﻤﻜﻥ ﻟﻠﻘﺭﺹ ﺼﻠـﺏ ﺃﻥ‬ ‫ﻴﺤﻭﻱ ﻗﺴﻡ ﻭﺍﺤﺩ ﻓﻘﻁ ) ﺭﻗﻡ ‪(4‬‬ ‫ﻭﻓﻲ ﻫﺫﻩ ﺤﺔ ﻻ ﺤﺎﺠﺔ ﻟﻠﻘـﺴـﻡ‬ ‫ﻤﻤﺘﺩ‬ ‫• ﻴﻤﻜﻥ ﻟﻠﻘﺴﻡ ﻤﻤﺘﺩ ﺃﻥ ﻴﺤﺘﻭﻱ‬ ‫ﻋﻠﻰ ﻗﺴﻡ ﻭﺍﺤﺩ ) ﺭﻗﻡ ‪ ( 3‬ﺃﻭ‬ ‫ﺃﻜﺜﺭ ) ﺭﻗﻡ ‪ ، (6‬ﻭﺃﻗﺼﻰ ﻋـﺩﺩ‬ ‫ﻫﻭ ﺒﻌﺩﺩ ﺤﺭﻭﻑ ﺃﺒﺠﺩﻴﺔ ﻨﺎﻗﺹ‬ ‫ﻤﻨﻬﺎ ‪ 3‬ﺃﻋﺩﺍﺩ ) ﺠﻤﻴﻊ ﺤـﺭﻭﻑ‬ ‫ﻤﺎﻋﺩﺍ ‪ A B‬ﻭ ‪( C‬‬ ‫ﻴﻤﻜﻥ ﻟﻜل ﻗﺴﻡ ﻤـﻥ ﺃﻗﺴـﺎﻡ‬ ‫ﻤﻨﻁﻘﻴﺔ) ﺴﻭﺍﺀ ﻗﺴﻡ ﺃﺴﺎﺴﻲ ﺃﻭ‬ ‫ﺃﻗﺴﺎﻡ ﻤﻨﻁﻘﻴﺔ ﺃﺨﺭﻯ ( ﺃﻥ ﻴﻜﻭﻥ‬ ‫ﻜﺒﻴﺭﹰﺍ ) ﺭﻗﻡ ‪ ( 4‬ﺃﻭ ﺼﻐـﻴـﺭﹰﺍ‬ ‫) ﺤﺭﻑ ‪ I‬ﻓﻲ ﺭﻗﻡ ‪( 6‬‬ ‫ﺤﺩ ﺃﻗﺼﻰ ﻟﺘﺠﺯﺌﺔ ﻗﺭﺹ‬ ‫ﻴﻭﺠﺩ ﻓﻲ ﻋﺩﻴﺩ ﻤﻥ ﺤﺎﺴﺒﺎﺕ ﺤﺩﺍ‬ ‫ﺃﻋﻠﻰ ﻟﻠﻘﺭﺹ ﺼﻠﺏ ﺫﻱ ﻴﻤﻜﻥ‬ ‫ﺘﺭﻜﻴﺒﻪ ﺃﻭ ﺤﺩ ﺃﻋﻠﻰ ﻟﻠـﻘـﺴـﻡ‬ ‫ﻤﻨﻁﻘﻲ ﻭﺍﺤﺩ ﻤـﻥ ﻗـﺭﺹ‬ ‫ﻭﻨﺴﺘﻌﺭﺽ ﻫﻨﺎ ﻫـﺫﻩ ﺤـﺩﻭﺩ‬ ‫ﻭﺃﺴﺒﺎﺒﻬﺎ ‪:‬‬ ‫• ﺤﺎﺴﺒﺎﺕ ﻗﺩﻴﻤﺔ‪ :‬ﻓﻲ ﺃﻭﺍﺌـل‬

‫ﺃﻴﺎﻡ ﺤﺎﺴﺒﺎﺕ ﺸﺨﺼﻴﺔ ﻗﺩﻴـﻤـﺔ‬ ‫ﺠﺩﹰﺍ ) ﻋﺎﻡ ‪ 1982‬ﻡ( ﺤـﺩﺩﺕ‬ ‫ﺸﺭﻜﺔ ‪ IBM‬ﺤﺩ ﺃﻗﺼﻰ ﻟﻠﻘﺭﺹ‬ ‫ﺼﻠﺏ ﺒـ ‪ 1 0‬ﻤﻴﺠﺎﺒﺎﻴـﺕ ‪،‬‬ ‫ﻭﻜﺎﻨﺕ ﻫﺫﻩ ﺴﻌﺔ ﻓﻲ ﺫﻟﻙ ﻭﻗﺕ‬ ‫ﺘﻌﺘﺒﺭ ﻜﺒﻴﺭﺓ ﺠﺩﹰﺍ ‪ ،‬ﻜـﻤـﺎ ﺃﻥ‬ ‫ﻨﺴﺨﺔ ﺩﻭﺱ ﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺫﻟﻙ‬ ‫ﻭﻗﺕ ) ‪ ( DOS 2.0‬ﻜﺎﻨـﺕ‬ ‫ﺫﺍﺕ ‪ 12‬ﺒﺕ ﻟﺫﻟﻙ ﺤﺩﺩﺕ ﺤﺠﻡ‬ ‫ﺃﻗﺼﻰ ﻟﻠﻘﺭﺹ ﺒـ‪ 16‬ﻤﻴﺠﺎﺒﺎﻴﺕ‬ ‫‪ ،‬ﻜﻤﺎ ﺃﻥ ﻨﺴﺨﺔ ﺩﻭﺱ ﺘﻠﻙ ﻟـﻡ‬ ‫ﺘﻜﻥ ﺘﺩﻋﻡ ﺘﻌﺩﺩ ﺃﻗﺴﺎﻡ ﻤﻨﻁﻘﻴﺔ ‪،‬‬ ‫ﻭﻓﻴﻤﺎ ﺒﻌﺩ ﺠﺎﺀﺕ ﻨﺴﺨﺔ ‪3 .0‬‬ ‫ﻤﻥ ﺩﻭﺱ ﺒﺯﻴﺎﺩﺓ ﻟﻠﻘﺭﺹ ﺼﻠﺏ‬ ‫ﻤﺴﻤﻭﺡ ﺒﻪ ﻯ ‪ 32‬ﻤﻴﺠﺎﺒﺎﻴﺕ ‪،‬‬ ‫ﻭﻤﻥ ﺜﻡ ﺠﺎﺀﺕ ﻨﺴﺨـﺔ ‪4.0‬‬ ‫ﺒﺯﻴﺎﺩﺓ ﻯ ‪ 128‬ﻤﻴﺠﺎﺒﺎﻴﺕ ‪.‬‬ ‫• ‪ 504‬ﻤﻴﺠﺎﺒﺎﻴﺕ ‪ :‬ﻴﺤﺼـل‬ ‫ﻫﺫﺍ ﺤﺩ ﺒﻴﻨﻴﺔ ‪ IDE‬ﻭﺒﻴﻭﺱ ﻏﻴﺭ‬ ‫ﻤﺤﺩﺙ ‪ ،‬ﺩﻋـﻨـﻲ ﺃﻭﻀـﺢ‬ ‫ﺫﻟﻙ ‪ . . . .‬ﺤﺘﻰ ﻴﺴﺘﻁﻴﻊ ﻨﻅـﺎﻡ‬ ‫ﺘﺸﻐﻴل ﺘﻌﺭﻑ ﻋﻠـﻰ ﻗـﺭﺹ‬ ‫ﺼﻠﺏ ﻴﺠﺏ ﺃﻥ ﻴﺘﻌﺭﻑ ﺒﻴـﻭﺱ‬ ‫ﻻ ﻟﺫﻟـﻙ‬ ‫ﻋﻠﻰ ﻗﺭﺹ ﺼﻠﺏ ﺃﻭ ﹰ‬ ‫ﻋﻨﺩ ﻭﺠﻭﺩ ﺒﻴﻭﺱ ﻻ ﻴﺩﻋﻡ ﺴﻭﻯ‬ ‫ﻋﺩﺩ ﻤﺤﺩﻭﺩ ﻤﻥ ﺴﻠﻨـﺩﺭﺍﺕ ‪/‬‬ ‫ﺭﺅﻭﺱ‪ /‬ﻗﻁﺎﻋﺎﺕ ‪ +‬ﻭﺠﻭﺩ ﺒﻴﻨﻴﺔ‬ ‫‪ IDE‬ﺘﺩﻋﻡ ﻋﺩﺩ ﺃﻗﺼﻰ ﻤﻌﻴـﻥ‬ ‫ﻤﻥ ﺴﻠـﻨـﺩﺭﺍﺕ ‪ /‬ﺭﺅﻭﺱ‪/‬‬ ‫ﻗﻁﺎﻋﺎﺕ ﻓﺈﻥ ﻨﻅﺎﻡ ﺘﺸﻐﻴل ﻴﻜﻭﻥ‬ ‫ﻤﺤﺩﻭﺩﹰﺍ ﺒﻬﺫﻩ ﺃﻋﺩﺍﺩ ﻭﻴﻨﺘﺞ ﻋـﻥ‬ ‫ﺫﻟﻙ ﺤﺩ ﺃﻗﺼﻰ ﻤﻘﺩﺍﺭﻩ ‪504‬‬ ‫ﻤﻴﺠﺎﺒﺎﻴﺕ ﻟﻠﻘﺭﺹ ‪.‬‬ ‫• ‪ 2‬ﺠﻴﺠﺎﺒﺎﻴﺕ ﻟـﻠـﻘـﺴـﻡ‬ ‫ﻤﻨﻁﻘﻲ ‪ :‬ﻫﺫﺍ ﺤﺩ ﻴﻭﺠﺩ ﻤـﻊ‬ ‫ﺍﺴﺘﻌﻡ ﺃﻨﻅﻤﺔ ﺘﺸﻐﻴل ﻭﻴـﻨـﺩﻭﺯ‬ ‫) ﺩﻭﺱ ‪ 95 (7‬ﺃﻭ ﻤﺎ ﻫﻭ ﺃﻗﺩﻡ ‪،‬‬ ‫ﻭﻴﺄﺘﻲ ﻫﺫﺍ ﺤﺩ ﻤﻥ ﺘﺤﺩﻴﺩ ﺩﻭﺱ‬ ‫‪43‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫‪ 7‬ﺤﺩﹰﺍ ﺃﻗﺼﻰ ﻟﻠﻜﻠﺴﺘﺭ ﻭﺍﺤﺩ ﺒـ‬ ‫‪ 64‬ﻗﻁﺎﻉ ) ﺃﻱ ‪ 32‬ﻜﻴﻠﻭﺒﺎﻴﺕ (‬ ‫ﻭﻋﺩﺩ ﻜﻠﺴﺘﺭﺍﺕ ﺃﻗﺼﻰ ) ‪ 2‬ﺃﺱ‬ ‫‪ 65536 = ( 16‬ﻤﻤﺎ ﻴﻨﺘﺞ ﻋﻨﻪ‬ ‫‪ 2‬ﺠﻴﺠﺎﺒﺎﻴﺕ ﻟﻠﻘﺴﻡ ﻤﻨﻁـﻘـﻲ‬ ‫ﻭﺍﺤﺩ ‪.‬‬ ‫‪ 8‬ﺠﻴﺠﺎﺒﺎﻴﺕ ‪ :‬ﻋﻨﺩ ﺍﺴﺘﻌﻤـﺎل‬ ‫‪ LBA‬ﻓﺈﻥ ﺤﺩ ﺃﻗﺼـﻰ ﻷﻱ‬ ‫ﻗﺭﺹ ﻫﻭ ‪ 8‬ﺠﻴﺠﺎﺒﺎﻴﺕ‬

‫ﻜﻴﻔﻴﺔ ﺘﻌﻴﻴﻥ ﺃﺤﺭﻑ ﻟﻸﻗﺴﺎﻡ‬ ‫ﻤﻨﻁﻘﻴﺔ‬

‫ﻤﻨﻁﻘﻴﺔ ﻟﻸﻗﺭﺍﺹ ﺃﺨﺭﻯ‬ ‫ﺩﻋﻨﻲ ﺃﻭﻀﺢ ﺫﻟﻙ ﺒﻤﺜﻴﻥ ‪.‬‬ ‫ﻣﺚ أول هﻮ ﻣﺚ ﻋﻠﻮي ﻓﻲ رﺳ ﻢ‬ ‫ﻣﻘﺎﺑﻞ ﺣﻴﺚ ﺗﻢ ﺟ ﻌ ﻞ ﺣ ﺮف أول‬ ‫ﻟﻠﻘﺴﻢ ﻧﺸﻂ ﻣﻦ ﻗﺮص ﺻﻠﺐ أول‬ ‫وﺗ ﺒ ﻌ ﻪ ﻗﺴ ﻢ ﻧﺸ ﻂ ﻣ ﻦ ﻗ ﺮص‬ ‫ﺻﻠﺐ ﺛﺎﻧﻲ وﻣﻦ ﺛ ﻢ ﺗ ﺒ ﻌ ﻪ أﻗﺴ ﺎم‬ ‫ﻣﻨﻄﻘﻴ ﺔ ﻓ ﻲ ﻗ ﺮص أول ﺛ ﻢ ﻓ ﻲ‬ ‫ﻗﺮص ﺛﺎﻧﻲ ‪ ،‬وﻳ ﺘ ﺒ ﻊ ﻣ ﺚ ﺛ ﺎﻧ ﻲ‬ ‫ﻧﻔﺲ ﻗﻮاﻋﺪ ‪.‬‬

‫ﻟﻤﺎﺫﺍ ﻨﻘﺴﻡ ﻗﺭﺹ ﺼﻠﺏ‬

‫ﻋﻨﺩﻤﺎ ﻴﻘﻠﻊ ﺤﺎﺴﺏ ﻓﺈﻨﻪ ﻴﺤـﺩﺩ‬ ‫ﺃﺤﺭﻑ ﺃﻗﺴﺎﻡ ﻤﻨﻁﻘﻴﺔ ﺒﺎﺴﺘـﻌـﻡ‬ ‫ﺃﺴﺱ ﻤﻌﻴﻨﺔ ﻭﻫﻲ ﻋﻠﻰ ﺸﻜـل‬ ‫‪:T‬‬ ‫• ﻗﺴﻡ ﻤﻨﻁﻘﻲ ﻓﻊ ﻓﻲ ﻗـﺭﺹ‬ ‫ﺼﻠﺏ ﺃﻭل ﻴﻜﻭﻥ ﻫﻭ ‪C‬‬ ‫• ﻋﻨﺩ ﻭﺠﻭﺩ ﺃﻱ ﺃﻗﺴﺎﻡ ﻓـﻲ‬ ‫ﺃﻗﺭﺍﺹ ﺼﻠﺒﺔ ﺃﺨﺭﻯ ﻓـﺈﻨـﻪ‬ ‫ﻴﺠﻌﻠﻬﺎ ﺒﻌﺩ ‪C‬‬ ‫• ﺃﻗﺴﺎﻡ ﻤﻨﻁﻘﻴﺔ ﻟﻠﻘﺭﺹ ﺼﻠﺏ‬

‫ﺇﺫﺍ ﻜﺎﻥ ﻟﺩﻴﻙ ﻗﺭﺹ ﺼﻠﺏ ‪10‬‬ ‫ﺠﻴﺠﺎ ﺒﺎﻴﺕ ﻓﻠﻤﺎﺫﺍ ﺘﻭﺩ ﺘﻘﺴﻴﻤـﻪ‬ ‫ﻷﻜﺜﺭ ﻤﻥ ﻗﺴﻡ ) ‪ ( D ،C‬؟‬ ‫ﻫﻨﺎﻙ ﻋﺩﺓ ﺃﺴﺒﺎﺏ ﻗﺩ ﺘﺩﻓـﻌـﻙ‬ ‫ﻟﺫﻟﻙ ‪:‬‬ ‫‪ -1‬ﺇﺫﺍ ﻜﺎﻥ ﻨﻅﺎﻡ ﺘﺸﻐﻴل ﻤﺭﻜﺏ‬ ‫ﻓﻲ ﺠﻬﺎﺯﻙ ﻫﻭ ﻭﻴﻨﺩﻭﺯ ‪ 95‬ﻓﻼ‬ ‫ﺒﺩﻴل ﻋﻥ ﺘﻘﺴﻴﻡ ﻗﺭﺹ ﺼﻠﺏ ‪،‬‬ ‫ﻷﻥ ﺃﻜﺒﺭ ﺤﺠﻡ ﻟﻠﻘﺭﺹ ﻤﻨﻁﻘﻲ‬ ‫ﻭﺍﺤﺩ ﻫﻭ ‪ 2‬ﺠﻴﺠﺎ ﻜﻤﺎ ﺃﺴﻠﻔﻨﺎ ‪.‬‬

‫ﺃﻗﺴـﺎﻡ‬

‫‪ -2‬ﺇﻥ ﺘﻘﺴﻴﻡ ﻗﺭﺹ ﺼـﻠـﺏ‬

‫ﺃﻭل ﻟﻪ ﺃﻭﻟﻭﻴﺔ ‪ ،‬ﺜـﻡ‬

‫ﻷﻗﺴﺎﻡ ﻴﺴﺎﻋﺩ ﻋﻠﻰ ﺘـﺭﺘـﻴـﺏ‬ ‫ﻼ ﻗﺩ ﺘﺭﻏﺏ ﻓـﻲ‬ ‫ﺒﻴﺎﻨﺎﺕ ‪ ،‬ﻓﻤﺜ ﹰ‬ ‫ﺠﻌل ﺒﺭﺍﻤﺞ ﻓﻲ ‪ C‬ﻭﺒﻴﺎﻨـﺎﺕ‬ ‫ﺃﺨﺭﻯ ﻓﻲ ‪ D‬ﻭﻫﻜﺫﺍ ‪.‬‬ ‫‪ -3‬ﺭﺒﻤﺎ ﺘﺭﻏﺏ ﻓﻲ ﺘﺭﻜـﻴـﺏ‬ ‫ﺃﻜﺜﺭ ﻤﻥ ﻨﻅﺎﻡ ﺘﺸﻐﻴل ﻭﺍﺤﺩ ‪،‬‬ ‫ﻼ ﻤﻨﻬﺎ ﻓﻲ ﻗﺴﻡ ﻤﻨـﻁـﻘـﻲ‬ ‫ﻜﹰ‬ ‫ﻤﺨﺘﻠﻑ ‪.‬‬ ‫‪ -4‬ﺘﻘﺴﻴﻡ ﻗﺭﺹ ﺼﻠـﺏ ﻯ‬ ‫ﺃﻗﺴﺎﻡ ﻴﻭﻓﺭ ﻓﻲ ﻤﺴﺎﺤﺔ ﻗـﺭﺹ‬ ‫ﺼﻠﺏ ﻭﺫﻟﻙ ﻜﻭﻥ ﺤﺠﻡ ﻜﻠﺴﺘـﺭ‬ ‫ﺃﻗل ﺃﻨﻅﺭ ﻤﻭﻀﻭﻉ ﻜﻠﺴﺘﺭ‬ ‫ﻨﻅﺎﻡ ﻤﻠﻔﺎﺕ ﻗﺒل ﺃﻥ ﻨﺴﺘﻁـﻴـﻊ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﺃﻱ ﻗﺭﺹ ) ﻗـﺭﺹ‬ ‫ﺼﻠﺏ ‪ ،‬ﻤﺭﻥ ‪ ،‬ﻗﺭﺹ ‪ zip‬ﺃﻭ‬ ‫ﻏﻴﺭﻫﺎ ( ﻻﺒﺩ ﻤﻥ ﺘﻬﻴﺌﺔ ﺫﻟـﻙ‬ ‫ﻗﺭﺹ ‪ ،‬ﻭﻋﻨﺩﻤﺎ ﻨﻬﻴﺊ ﺫﻟـﻙ‬ ‫ﻗﺭﺹ ﻓﺈﻨﻤﺎ ﻨﻘﻭﻡ ﺒﺘﻘﺴﻴﻤﻪ ﻯ‬ ‫ﻭﺤﺩﺍﺕ ﺘﺨﺯﻴﻥ ﺼﻐﻴﺭﺓ ﺘﺴﻤـﻰ‬ ‫ﻜﻠﺴﺘﺭﺍﺕ ) ﺠﻤﻊ ﻜـﻠـﺴـﺘـﺭ‬ ‫‪ ،( cluster‬ﻭﻋﻨﺩﻤﺎ ﻨـﺨـﺯﻥ‬ ‫ﻤﻠﻑ ﻤﺎ ﻓﺈﻨﻪ ﻴﺨﺯﻥ ﻓﻲ ﻭﺍﺤـﺩ‬ ‫ﻤﻥ ﻫﺫﻩ ﻜﻠﺴﺘﺭﺍﺕ ‪ ،‬ﻭﺇﺫﺍ ﻜـﺎﻥ‬ ‫ﻤﻠﻑ ﻜﺒﻴﺭﹰﺍ ﻓﺈﻥ ﻗﺭﺹ ﺼﻠـﺏ‬ ‫ﻴﻘﺴﻤﻪ ﻯ ﻋﺩﺩ ﻤﻥ ﻜﻠﺴـﺘـﺭﺍﺕ‬ ‫ﻴﻜﻔﻲ ﻟﺘﺨﺯﻴﻥ ﻤﻠﻑ ‪.‬‬ ‫ﻭﻤﺠﻤﻭﻋﺔ ﻜﻠﺴﺘﺭﺍﺕ ﺍﻟﻤﻜﻭﻨـﺔ‬ ‫ﻟﻤﻠﻑ ﻤﺎ ﻻ ﻴﺸﺘﺭﻁ ﺒﺎﻟﻀﺭﻭﺭﺓ‬ ‫ﺃﻥ ﺘﻜﻭﻥ ﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺃﻤـﺎﻜـﻥ‬ ‫ﻤﺘﺠﺎﻭﺭﺓ ﻋﻠﻰ ﺍﻟﻘﺭﺹ ﺒل ﻴﻤﻜﻥ‬ ‫ﺃﻥ ﺘﻜﻭﻥ ﻤﺘﻔﺭﻗﺔ ‪ ،‬ﻭﻟﻜل ﻜﻠﺴﺘﺭ‬ ‫ﻤﻥ ﻜﻠﺴﺘﺭﺍﺕ ﺍﻟﻘﺭﺹ ﻟﻪ ﺭﻗـﻡ‬ ‫ﻤﻤﻴﺯ ﻋﻥ ﺍﻟﻜﻠﺴﺘﺭﺍﺕ ﺍﻷﺨـﺭﻯ‬ ‫ﻭﻨﻅﺎﻡ ﺍﻟﻤﻠﻔﺎﺕ ﻟﺩﻴﻪ ﺴـﺠـل‬ ‫) ﻴﺴﻤﻰ ‪ FAT‬ﺍﺨﺘﺼﺎﺭﹰﺍ ﻟـ‬ ‫‪( File Allocation Table‬‬ ‫ﺒﺠﻤﻴﻊ ﺍﻟﻤﻠﻔـﺎﺕ ﻭﺃﻤـﺎﻜـﻥ‬ ‫ﺍﻟﻜﻠﺴﺘﺭﺍﺕ ﺍﻟﻤﻜﻭﻨﺔ ﻟﻬﺎ ) ﺃﻱ‬ ‫‪44‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺃﻨﻬﺎ ﺨﺭﻴﻁﺔ ﻟﻠﻜﻠﺴﺘـﺭﺍﺕ ( ﻭ‬ ‫ﻋﻨﺩﻤﺎ ﻴﻭﺩ ﻨﻅﺎﻡ ﺍﻟﺘﺸﻐﻴل ) ﻤﺜل‬ ‫ﻭﻴﻨﺩﻭﺯ ( ﻗﺭﺍﺀﺓ ﻤﻠﻑ ﻤﺎ ﻤـﻥ‬ ‫ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﻓﻴﻤﻜﻨﻪ ﺫﻟـﻙ‬ ‫ﺒﺎﻻﺴﺘﻌﺎﻨﺔ ﺒﻨﻅﺎﻡ ﺍﻟﻤـﻠـﻔـﺎﺕ‬ ‫ﻟﻠﻘﺭﺹ ﺍﻟﺫﻱ ﻴﻤﻜﻨﻪ ﻤﻥ ﻤﻌﺭﻓﺔ‬ ‫ﺃﻴﻥ ﺘﻭﺠﺩ ﺍﻟﻜﻠﺴﺘﺭﺍﺕ ﺍﻟﻤﻜﻭﻨـﺔ‬ ‫ﻟﻤﻠﻑ ﻤﺎ ﻤﻤﺎ ﻴﻤﻜﻥ ﻨـﻅـﺎﻡ‬ ‫ﺍﻟﺘﺸﻐﻴل ﻤﻥ ﻗﺭﺍﺀﺓ ﺍﻟﻤﻠﻑ ‪.‬‬ ‫ﻭﻴﻘﻭﻡ ﻨﻅﺎﻡ ﺍﻟﺘﺸﻐﻴل ﺒـﻬـﺫﻩ‬ ‫ﺍﻟﻌﻤﻠﻴﺔ ﺒـﺩﻭﻥ ﺃﻥ ﻴﺸـﻌـﺭ‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻡ ﺒﺤﺼﻭﻟﻬـﺎ ﻭﻓـﻲ‬ ‫ﺍﻟﺤﻘﻴﻘﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻻ ﺘﺘﻡ ﻫـﻜـﺫﺍ‬ ‫ﺒﺎﻟﻀﺒﻁ ﺒل ﺇﻥ ﺍﻷﻤﺭ ﻤﺨﺘﻠـﻑ‬ ‫ﻼ ) ﺍﻨﻅﺭ ﺇﻟﻰ ﺠﺯﺀ ﻤﺒﺴﻁ ل‬ ‫ﻗﻠﻴ ﹰ‬ ‫‪FAT‬ﻓﻲ ﺍﻟﺠﺩﻭل ﺍﻟﻤﻘﺎﺒل ( ‪،‬‬ ‫ﻓﻠﻨﻔﺘﺭﺽ ﺃﻥ ﻨﻅﺎﻡ ﺍﻟﺘﺸﻐﻴل ﻴﻭﺩ‬ ‫ﻗﺭﺍﺀﺓ ﺍﻟﻤﻠـﻑ ‪msdos.sys‬‬ ‫ﻴﻘﻭﻡ ﻨﻅﺎﻡ ﺍﻟﺘﺸﻐﻴل ﺒﺎﻟﺒﺤﺙ ﻋﻥ‬ ‫ﺍﺴﻡ ﺍﻟﻤﻠﻑ ﻓﻲ ﺍﻟﺠﺩﻭل ﻓﻴﺠـﺩﻩ‬ ‫ﻋﻨﺩ ﺍﻟﺭﻗﻡ ‪ 253‬ﻓﻴﻌـﺭﻑ ﺃﻥ‬ ‫ﺍﻟﻜﻠﺴﺘﺭ ﺭﻗﻡ ‪ 253‬ﻫـﻭ ﺃﻭل‬ ‫ﺍﻟﻜﻠﺴﺘﺭﺍﺕ ﺍﻟﻤﻜﻭﻨﺔ ﻟﻬﺫﺍ ﺍﻟﻤﻠـﻑ‬ ‫ﻓﻴﻘﺭﺃﻩ ‪ ،‬ﺜﻡ ﻴﻘﻭﻡ ﺒﻘﺭﺍﺀﺓ ﺭﻗـﻡ‬ ‫ﻤﺩﺨل ﺫﻟﻙ ﺍﻟﻤﻠﻑ ﻭﻫﻭ ‪254‬‬ ‫ﻓﻬﻭ ﺍﻟﻜﻠﺴﺘﺭ ﺍﻟﺜﺎﻨﻲ ﺍﻟﺫﻱ ﺒﺩﻭﺭﻩ‬ ‫ﻴﻘﻭﺩﻨﺎ ﺇﻟﻰ ﺍﻟﻜﻠﺴﺘﺭ ‪ 260‬ﺍﻟـﺫﻱ‬ ‫ﺒﺩﻭﺭﻨﺎ ﻴﻘﻭﺩﻨﺎ ﺇﻟﻰ ‪ 261‬ﺍﻟـﺫﻱ‬ ‫ﻤﺩﺨﻠﻪ ﻫﻭ ‪OFF‬ﻤﻤﺎ ﻴﻌـﻨـﻲ‬ ‫ﻨﻬﺎﻴﺔ ﺍﻟﻤﻠﻑ ‪ ،‬ﻟﻬﺫﺍ ﻴﻤﻜﻨﻨﺎ ﺃﻥ‬ ‫ﻨﻘﻭل ﺒﺄﻥ ﺍﻟﻨﻅﺎﻡ ﻴﻘﻭﻡ ﺒﻔﺤﺹ ﺍل‬ ‫‪FAT‬ﺒﺤﺜﹰﺎ ﻋﻥ ﻤﻭﻗـﻊ ﺃﻭل‬ ‫ﻜﻠﺴﺘﺭ ﻤﻥ ﺍﻟﻜﻠﺴﺘﺭﺍﺕ ﺍﻟﻤﻜﻭﻨـﺔ‬ ‫ﻟﺫﻟﻙ ﺍﻟﻤﻠﻑ ﻟﻴﻘﺭﺃﻩ ﻭﻋﻨﺩ ﻗﺭﺍﺀﺓ‬ ‫ﺫﻟﻙ ﺍﻟﻜﻠﺴﺘﺭ ﻴﺠﺩ ﺍﻟﻨﻅﺎﻡ ﻤﻭﻗـﻊ‬ ‫ﺍﻟﻜﻠﺴﺘﺭ ﺍﻟﺘﺎﻟﻲ ﻭﻫﻜﺫﺍ ﺤﺘﻰ ﺁﺨﺭ‬ ‫ﻜﻠﺴﺘﺭ ﻤﻥ ﺍﻟﻤﻠﻑ‪.‬‬ ‫ﺒﻴﻨﻤﺎ ﻓﻲ ﺤﺎﻟﺔ ﺍﻟﻜﺘﺎﺒـﺔ ﺇﻟـﻰ‬

‫ﺍﻟﻘﺭﺹ ﻴﻘﻭﻡ ﺒﺎﻟﺒﺤـﺙ ﻋـﻥ‬ ‫ﻜﻠﺴﺘﺭﺍﺕ ﻻ ﺘﻨﺘﻤﻲ ﻷﻱ ﻤﻠـﻑ‬ ‫ﻓﻴﻘﻭﻡ ﺒﺎﻟﻜﺘﺎﺒﺔ ﻋﻠﻴﻬﺎ ﻭ ﺘﺤﺩﻴـﺙ‬ ‫‪ FAT‬ﻟﻴﺤﺘﻭﻱ ﻋﻠﻰ ﻤﻭﻗﻊ ﺃﻭل‬ ‫ﻜﻠﺴﺘﺭ ﻓﻲ ﺫﻟﻙ ﺍﻟﻤﻠﻑ ﻭﻫﻜﺫﺍ ‪.‬‬ ‫ﻭﻋﻨﺩﻤﺎ ﻴﻤﺴﺢ ﺍﻟﻤﺴﺘﺨﺩﻡ ﺃﺤـﺩ‬ ‫ﺍﻟﻤﻠﻔﺎﺕ ﻓﺈﻥ ﻨﻅﺎﻡ ﺍﻟﺘﺸﻐﻴل ﻻ‬ ‫ﻴﻤﺴﺢ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﻭﺠﻭﺩﺓ ﻓـﻲ‬ ‫ﺍﻟﻜﻠﺴﺘﺭﺍﺕ ﺒل ﺒﺒﺴﺎﻁﺔ ﻴﻜﺘﺏ ﻓﻲ‬ ‫‪ FAT‬ﺃﻥ ﻫﺫﻩ ﺍﻟﻜﻠﺴﺘﺭﺍﺕ ﻻ‬ ‫ﺘﻨﺘﻤﻲ ﻷﻱ ﻤﻠﻑ ﻭﺒﺎﻟـﺘـﺎﻟـﻲ‬ ‫ﻴﺴﺘﻁﻴﻊ ﻨﻅﺎﻡ ﺍﻟﺘﺸﻐﻴل ﻓﻴﻤﺎ ﺒﻌﺩ‬ ‫ﺇﺤﻼل ﺒﻴﺎﻨﺎﺕ ﻟﻤﻠﻔﺎﺕ ﺠـﺩﻴـﺩﺓ‬ ‫ﻤﻜﺎﻥ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻘﺩﻴﻤﺔ ‪ ،‬ﻭﺇﺫﺍ‬ ‫ﺃﺭﺍﺩ ﺍﻟﻨﻅﺎﻡ ﺘﺨﺯﻴﻥ ﺒـﻴـﺎﻨـﺎﺕ‬ ‫ﺠﺩﻴﺩﺓ ﻓﺈﻨﻪ ﻻ ﻴﺨﺯﻨﻬـﺎ ﻓـﻲ‬ ‫ﺍﻟﻜﻠﺴﺘﺭﺍﺕ ﺍﻟﺘﻲ ﺒﻬﺎ ﺒﻴـﺎﻨـﺎﺕ‬ ‫ﻗﺩﻴﻤﺔ ﺒل ﻴﺨﺘﺎﺭ ﻜﻠﺴﺘﺭﺍﺕ ﻟـﻡ‬ ‫ﻴﺨﺯﻥ ﻓﻴﻬﺎ ﻤﻠﻔﺎﺕ ﻤﻥ ﻗﺒـل ‪،‬‬ ‫ﻭﻓﺎﺌﺩﺓ ﻫﺫﻩ ﺍﻟﻁﺭﻴـﻘـﺔ ﻫـﻲ‬ ‫ﺸﻴﺌﻴﻥ ‪:‬‬ ‫• ﺃﻨﻪ ﺇﺫﺍ ﺃﺭﺍﺩ ﺍﻟﻤﺴـﺘـﺨـﺩﻡ‬ ‫ﺍﺴﺘﺭﺠﺎﻉ ﺒﻌﺽ ﺍﻟﻤﻠﻔﺎﺕ ﺍﻟﺘـﻲ‬ ‫ﻤﺴﺤﻬﺎ ﻓﻴﻤﻜﻥ ﻟـﺒـﺭﻨـﺎﻤـﺞ‬ ‫ﻤﺘﺨﺼﺹ ﻓﻲ ﻫﺫﺍ ﺃﻥ ﻴﻔﺤـﺹ‬ ‫ﺍﻟﻘﺭﺹ ﺒﺤﺜﹰﺎ ﻋﻥ ﻜﻠﺴﺘﺭﺍﺕ ﺒﻬﺎ‬ ‫ﺒﻴﺎﻨﺎﺕ ﻤﻥ ﻤﻠﻔﺎﺕ ﻗﺩﻴﻤﺔ ﻓﻴﻘـﻭﻡ‬ ‫ﺒﺎﺴﺘﺭﺠﺎﻉ ﺘﻠﻙ ﺍﻟﺒﻴﺎﻨﺎﺕ ‪.‬‬ ‫ﺃﻥ ﺍﺴﺘﻌﻤﺎل ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﺃﺴﺭﻉ‬ ‫ﻤﻥ ﻤﺴﺢ ﺍﻟﺒﻴﺎﻨﺎﺕ ‪ ،‬ﻓﻌﻤﻠـﻴـﺔ‬ ‫ﺘﻐﻴﻴﺭ ‪ FAT‬ﻟﻴﻠﻐﻲ ﻤـﻭﺍﻗـﻊ‬ ‫ﻜﻠﺴﺘﺭﺍﺕ ﺍﻟﻤﻠﻑ ﺃﺴﺭﻉ ﻤـﻥ‬ ‫ﺇﻟﻐﺎﺀ ﺠﻤﻴﻊ ﺍﻟﻜﻠﺴﺘﺭﺍﺕ ﻫﺫﺍ ﻷﻥ‬ ‫‪ FAT‬ﻟﻴﺤﺘﻭﻱ ﺴﻭﻯ ﻋﻠﻰ ﺃﺭﻗﺎﻡ‬ ‫ﻫﺫﻩ ﺍﻟﻜﻠﺴﺘﺭﺍﺕ ﺒﻴﻨﻤﺎ ﺍﻟﻜﻠﺴﺘﺭﺍﺕ‬ ‫ﺘﺤﻭﻱ ﺒﻴﺎﻨﺎﺕ ﻗﺩ ﺘﻜﻭﻥ ﻜﺒﻴـﺭﺓ‬ ‫ﺠﺩﹰﺍ‪.‬‬

‫ﺇﻥ ﺍﻟﻌﻼﻗﺔ ﺒﻴﻥ ﺃﻨﻅﻤﺔ ﺍﻟﺘﺸﻐﻴـل‬ ‫ﻭﺃﻨﻅﻤﺔ ﺍﻟﻤﻠﻔﺎﺕ ﻋﻼﻗﺔ ﻭﺜﻴﻘـﺔ‬

‫ﺤﻴﺙ ﻴﻤﻜﻥ ﻟﻜل ﻨﻅﺎﻡ ﺍﻟﻌـﻤـل‬ ‫ﻋﻠﻰ ﺃﻨﻅﻤﺔ ﻤﻠﻔﺎﺕ ﻤﻌﻴﻨﺔ ﻭﺫﻟﻙ‬ ‫ﻋﻠﻰ ﺍﻟﺸﻜل ﺍﻟﺘﺎﻟﻲ ‪:‬‬ ‫ﻼ‬ ‫ﻭﻫﻨﺎﻙ ﺘﻔﺎﺼﻴل ﺃﺨﺭﻯ ‪ ،‬ﻓﻤﺜـ ﹰ‬ ‫ﺒﻌﺽ ﺃﻨﻅﻤﺔ ﺍﻟﻤﻠﻔﺎﺕ ﺃﺴـﺭﻉ‬ ‫ﻭﺃﻓﻀل ﻤﻥ ﺍﻟﺒﻌﺽ ﺍﻵﺨﺭ ‪،‬‬ ‫ﻭﺒﻌﻀﻬﺎ ﺍﻵﺨﺭ ﺃﻜﺜﺭ ﺘﻭﺍﻓﻘﻴﺔ ‪،‬‬ ‫ﻓﻴﻤﺎ ﺘﻤﺘﺎﺯ ﺒﻌﺽ ﺃﻨﻅﻤﺔ ﺍﻟﺘﺸﻐﻴل‬ ‫ﻼ ﻴﻤـﻜـﻥ‬ ‫ﺒﻤﻤﻴﺯﺍﺕ ﻤﻌﻴﻨﺔ ﻓﻤﺜ ﹰ‬ ‫ﻟﻭﻴﻨﺩﻭﺯ ‪ N T‬ﺃﻥ ﻴﻌﻤل ﺒﻘﺭﺹ‬ ‫ﺤﺠﻤﻪ ‪ 8‬ﺠﻴﺠﺎﺒﺎﻴﺕ ﻤـﻊ ﺃﻥ‬ ‫ﻨﻭﻋﻪ ﻫﻭ ‪ FAT16‬ﻜﻤـﺎ ﺃﻥ‬ ‫ﻨﻅﺎﻡ " ﻨﺘﻭﻴﺭ" ﻋﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل‬ ‫ﻟﻪ ﻨﻅﺎﻡ ﺘﺸﻐﻴل ﺨﺎﺹ ﺒﻪ ‪.‬‬ ‫ﺒﻌﺽ ﺃﻨﻅﻤﺔ ﺍﻟﺘﺸﻐﻴل ﺍﻟﻘﺩﻴﻤﺔ ﻻ‬ ‫ﺘﻘﺒل ﺃﻗﺭﺹ ﺃﻜﺒﺭ ﻤﻥ ﺤـﺠـﻡ‬ ‫ﻤﻌﻴﻥ‪.‬‬ ‫ﻴﻤﻜﻥ ﻟﻜل ﻗﺴﻡ ﻤﻨﻁﻘﻲ ﺃﻥ ﻴﺯﻭﺩ‬ ‫ﺒﻨﻅﺎﻡ ﻤﻠﻔﺎﺕ ﻤﺨﺘﻠـﻑ ﻋـﻥ‬ ‫‪45‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺍﻷﻗﺴﺎﻡ ﺍﻷﺨﺭﻯ ﺤﺘﻰ ﻟﻭ ﻜـﺎﻥ‬ ‫ﻓﻲ ﻨﻔﺱ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ‪ ،‬ﻓﺈﺫﺍ‬ ‫ﻜﺎﻥ ﻟﺩﻴﻙ ‪ C D E‬ﻓﻴﻤﻜﻥ ﺃﻥ‬ ‫ﻴﻜﻭﻥ ‪ C‬ﻤﻥ ﻨﻭﻉ ‪FAT32‬‬ ‫ﺒﻴﻨﻤﺎ ﺍﻷﻗﺴﺎﻡ ﺍﻷﺨﺭﻯ ﻤﻥ ﻨـﻭﻉ‬ ‫ﻼ ‪ ،‬ﻭﻟﻜﻥ ﻻﺤـﻅ‬ ‫‪ FAT16‬ﻤﺜ ﹰ‬ ‫ﺃﻥ ﺒﻌﺽ ﺃﻨﻅﻤﺔ ﺍﻟﺘﺸﻐﻴل ﻗﺩ ﻻ‬ ‫ﺘﺘﻤﻜﻥ ﻤﻥ ﻗﺭﺍﺀﺓ ﺃﻨﻅﻤﺔ ﺍﻟﻤﻠﻔﺎﺕ‬ ‫ﻭﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ ﻟﻥ ﺘﺘﻤﻜﻥ ﻤـﻥ‬ ‫ﺍﻟﺘﻌﺭﻑ ﻋﻠﻰ ﻫﺫﻩ ﺍﻷﺠﺯﺍﺀ ﻤـﻥ‬ ‫ﺍﻟﻘﺭﺹ ‪.‬‬

‫ﺘﻬﻴﺌﺔ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ‬ ‫ﻴﻭﺠﺩ ﻟﺩﻴﻨﺎ ﻨﻭﻋﻴﻥ ﻤﻥ ﺍﻟﺘﻬﻴﺌـﺔ‬ ‫‪format‬‬ ‫ﺘﻬﻴﺌﺔ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﻨﺨﻔﺽ ‪low‬‬ ‫‪level format‬‬ ‫ﺘﻬﻴﺌﺔ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻌﺎﻟﻲ ‪high‬‬ ‫‪level format‬‬ ‫ﻓﻤﺎ ﺍﻟﻔﺭﻕ ﺒﻴﻨﻬﻤﺎ ؟ ﻓﻲ ﺍﻟﻭﺍﻗـﻊ‬ ‫ﺃﻭﺩ ﺃﻥ ﺃﻗﻭل ﻜﻠﻤﺔ ﻋﻥ ﻤﻌﻨـﻰ‬ ‫ﻜﻠﻤﺔ " ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟـﻌـﺎﻟـﻲ" ﻭ‬ ‫" ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﻨﺨﻔﺽ " ﻓﻲ ﻋﺎﻟﻡ‬ ‫ﺍﻟﺤﺎﺴﺏ ﺒﺸﻜل ﻋﺎﻡ ‪ ،‬ﻓﻤﻌﻨﻰ ﺃﻥ‬ ‫ﺸﻲﺀ ﻤﺎ ﺫﻭ " ﻤﺴﺘﻭﻯ ﻋﺎﻟﻲ" ﺃﻨﻪ‬

‫ﻗﻠﻴل ﺃﻭ ﺨﺎﻟﻲ ﻤﻥ ﺍﻟﺘﻌﻘـﻴـﺩﺍﺕ‬ ‫ﻭﻟﻴﺱ ﻓﻴﻪ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻟﺨﻴﺎﺭﺍﺕ‬ ‫ﻓﻬﻭ ﺒﺎﻟﺘﺎﻟﻲ ﺴﻬل ﺍﻻﺴﺘـﺨـﺩﺍﻡ‬ ‫ﻤﻘﺎﺭﻨﺔ ﻤﻊ ﺍﻟﺸﻲﺀ ﺍﻟﻤﻤﺎﺜل ﻟﻪ ﺫﻭ‬ ‫ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﻨﺨﻔﺽ ‪ ،‬ﻭﻜﻤﺜـﺎل‬ ‫ﻋﻠﻰ ﺫﻟﻙ ﻟﻐﺎﺕ ﺍﻟﺒﺭﻤﺠﺔ ﻜﻠﻐـﺔ‬ ‫" ‪ "c‬ﺍﻟﺘﻲ ﺘﻌﺘﺒﺭ ﺫﺍﺕ ﻤﺴـﺘـﻭﻯ‬ ‫ﻤﻨﺨﻔﺽ ﻤﻘﺎﺭﻨﺔ ﺒﻠﻐﺔ ﺃﺨـﺭﻯ‬ ‫ﻤﺜل " ‪ "vb‬ﺤﻴﺙ ﺃﻥ ﻓﺠﻭل ﺒﻴﺴﻙ‬ ‫ﺃﺴﻬل ﻜﺜﻴﺭﹰﺍ ﻭﻟﻜﻨﻬﺎ ﺃﻗل ﻤﺭﻭﻨـﺔ‬ ‫ﻭﺨﻴﺎﺭﺍﺘﻬﺎ ﺃﻗل ﺒﻜﺜﻴﺭ ‪.‬‬ ‫ﻭﺒﺸﻜل ﻋﺎﻡ ﻓﺈﻥ ﺍﻟﺸﻲﺀ ﻋﻨﺩﻤـﺎ‬ ‫ﻴﻭﺼﻑ ﺒﺄﻨﻪ ﺫﻭ ﻤﺴـﺘـﻭﻯ‬ ‫ﻤﻨﺨﻔﺽ ﻓﻬﻭ ﺫﻭ ﺘﻔﺎﺼﻴل ﻜﺜﻴﺭﺓ‬ ‫ﻭﻓﻴﻪ ﺇﻤﻜﺎﻨﻴﺎﺕ ﺍﻟﺘﺤﻜﻡ ﺍﻟﺩﻗﻴـﻕ‬ ‫ﺒﺫﻟﻙ ﺍﻟﻌﻤل ﻭﻫﻭ ﻋﺎﺩﺓ ﺼﻌـﺏ‬ ‫ﺍﻻﺴﺘﻌﻤﺎل ‪.‬‬ ‫ﻨﺭﺠﻊ ﺍﻵﻥ ﻟﻤﻭﻀﻭﻉ ﺍﻟﺘﻬﻴﺌﺔ ‪،‬‬ ‫ﻓﺎﻟﺘﻬﻴﺌﺔ ﺫﺍﺕ ﺍﻟـﻤـﺴـﺘـﻭﻯ‬ ‫ﺍﻟﻤﻨﺨﻔﺽ ﻤﺎ ﻫﻲ ﺇﻻ ﻋﻤﻠـﻴـﺔ‬ ‫ﺘﺤﺩﻴﺩ ﺃﻤﺎﻜﻥ ﺒﺩﺍﻴﺔ ﻭﻨـﻬـﺎﻴـﺔ‬ ‫ﺍﻟﻘﻁﺎﻋﺎﺕ ﻭﺍﻟﻤﺴﺎﺭﺍﺕ ﻋـﻠـﻰ‬ ‫ﺍﻟﻘﺭﺹ ﻭ ﻋﻤل ﻜل ﻤﺎ ﻴـﻠـﺯﻡ‬ ‫ﻟﺠﻌل ﺍﻟﻘﺭﺹ ﺠﺎﻫﺯﹰﺍ ﻟﻠﺘﻬﻴـﺌـﺔ‬ ‫ﺫﺍﺕ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﺭﺘـﻔـﻊ ‪،‬‬ ‫ﻓﺎﻟﺘﻬﻴﺌﺔ ﺫﺍﺕ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟﻤﺭﺘﻔﻊ‬ ‫ﺘﻘﻭﻡ ﺒﺘﺯﻭﻴﺩ ﺍﻟﻘﺭﺹ ﺒﻨـﻅـﺎﻡ‬ ‫ﻤﻠﻔﺎﺕ ) ﻤﺜل ‪ FAT‬ﺃﻭ ‪FAT‬‬ ‫‪ 32‬ﺃﻭ ‪ NTFS‬ﺃﻭ ﺃﻴﹰﺎ ﻤﻥ ﺃﻨﻭﺍﻉ‬ ‫ﺃﻨﻅﻤﺔ ﺍﻟﻤﻠﻔﺎﺕ ﺍﻟﺴﺎﺒﻕ ﺫﻜﺭﻫﺎ (‬ ‫ﻭ ﺘﺭﻗﻴﻡ ﺍﻟﻘﻁﺎﻋﺎﺕ ‪ ،‬ﻭﻻ ﻴﻤﻜﻥ‬ ‫ﺘﻁﺒﻴﻕ ﺍﻟﺘﻬﻴﺌﺔ ﺫﺍﺕ ﺍﻟﻤﺴـﺘـﻭﻯ‬ ‫ﺍﻟﻤﺭﺘﻔﻊ ﺇﻻ ﺒﻌﺩ ﺘﻬﻴﺌﺘﻪ ﺒﺎﻟﻤﺴﺘﻭﻯ‬ ‫ﻻ ‪،‬‬ ‫ﺍﻟﻤﻨﺨﻔﺽ ﺃﻭ ﹰ‬ ‫ﻷﻥ ﺘﻬﻴﺌﺔ ﺍﻟﻤﺴﺘﻭﻯ‬ ‫ﺘـﻘـﻭﻡ‬ ‫ﺍﻟﻤﺭﺘﻔﻊ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻘﻁﺎﻋﺎﺕ‬ ‫ﻭﺍﻟﻤﺴﺎﺭﺍﺕ ﺍﻟـﺘـﻲ‬

‫ﺼﻨﻌﺘﻬﺎ ﺍﻟﺘﻬﻴﺌﺔ ﺍﻟﻤﻨﺨﻔﻀﺔ ‪.‬‬ ‫ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﻬﻴﺌﺔ ﺍﻟﻤﻨﺨﻔﻀﺔ ﺘﺘـﻡ‬ ‫ﻓﻲ ﺍﻟﻤﺼﻨﻊ ﻗﺒل ﺨﺭﻭﺝ ﺍﻟﻘﺭﺹ‬ ‫ﻤﻨﻪ ‪ ،‬ﻭ ﻻ ﻴﻤﻜﻥ ﻟﻠﻤﺴﺘـﺨـﺩﻡ‬ ‫ﻜﺫﻟﻙ ﺍﻟﻘﻴﺎﻡ ﺒﻬﺎ ﻤﺭﺓ ﺃﺨﺭﻯ ﺤﺘﻰ‬ ‫ﺒﻭﺍﺴﻁﺔ ﺒﺭﺍﻤﺞ ﺨﺎﺼﺔ ﻋﺎﺩﺓ ﻤﺎ‬ ‫ﺘﺘﻭﻓﺭ ﻤﻥ ﺍﻟﺠﻬﺔ ﺍﻟﺼـﺎﻨـﻌـﺔ‬ ‫ﻟﻠﻘﺭﺹ ‪ -‬ﺒﺎﻟﺭﻏﻡ ﻤﻥ ﺍﻟﻤﻌﻠﻭﻤﺔ‬ ‫ﺍﻟﺸﺎﺌﻌﺔ ﺒﺄﻥ ﺫﻟﻙ ﻤﻤﻜﻥ ‪ -‬ﺤﻴﺙ‬ ‫ﺃﻥ ﺍﻷﻗﺭﺍﺹ ﺍﻟﺼﻠﺒﺔ ﺍﻟﻘﺩﻴـﻤـﺔ‬ ‫ﻓﻘﻁ ﻫﻲ ﺍﻟﺘﻲ ﺘﻘﺒل ﺍﻟﺘﻬـﻴـﺌـﺔ‬ ‫ﺍﻟﻤﻨﺨﻔﻀﺔ ﺍﻟﻤﺴﺘﻭﻯ ‪ ،‬ﻭﻴﻤﻜﻨﻨـﺎ‬ ‫ﺃﻥ ﻨﻘﻭل ﺃﻥ ﺍﻟﻘﺭﺹ ﺍﻟﺼـﻠـﺏ‬ ‫ﺍﻟﺤﺩﻴﺙ " ﻴﻤﺜل ﻋﻠﻴﻨﺎ " ﺃﻨﻪ ﺘـﻡ‬ ‫ﺘﻬﻴﺌﺘﻪ ﺘﻬﻴﺌﺔ ﻤﻨﺨﻔﻀﺔ ﺍﻟﻤﺴﺘﻭﻯ‪.‬‬ ‫ﺇﻥ ﺍﻟﺒﺘﺎﺕ ﻭﺍﻟـﻘـﻁـﺎﻋـﺎﺕ‬ ‫ﻭﺍﻟﻤﺴﺎﺭﺍﺕ ﻟﻴﺴﺕ ﻤﺤﻔﻭﺭﺓ ﻋﻠﻰ‬ ‫ﺴﻁﺢ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ‪ ،‬ﺒﻤﻌﻨﻰ‬ ‫ﺁﺨﺭ ﺃﻨﻨﺎ ﻟﻭ ﻨﻅﺭﻨﺎ ﻟﺴـﻁـﺢ‬ ‫ﺍﻟﻘﺭﺹ ﻤﻜﺒﺭﹰﺍ ﺒﺎﻟﻤﻴﻜﺭﻴﺴﻜـﻭﺏ‬ ‫ﻟﻭﺠﺩﻨﺎ ﺃﻨﻪ ﻻ ﻭﺠﻭﺩ ﻟﻔﺭﻭﻕ ﺒﻴﻥ‬ ‫ﻤﻭﺍﻗﻊ ﺍﻟﺒﺘﺎﺕ ﻭﺒﻴﻥ ﺍﻟﻤﻨـﺎﻁـﻕ‬ ‫ﺍﻟﻤﺤﻴﻁﺔ ﺒﻬﺎ ﺃﻱ ﺃﻥ ﺍﻟﺒﺘﺎﺕ ﻤـﺎ‬ ‫ﻫﻲ ﺇﻻ ﺸﺤﻨﺎﺕ ﻓﻘﻁ ﻻ ﻏﻴﺭ ‪،‬‬ ‫ﻭﺤﺘﻰ ﻴﺘﻤﻜﻥ ﺭﺃﺱ ﺍﻟـﻘـﺭﺍﺀﺓ‬ ‫ﻭﺍﻟﻜﺘﺎﺒﺔ ﻤﻥ ﺘﺨﺯﻴﻥ ﺍﻟﺒﻴـﺎﻨـﺎﺕ‬ ‫ﻻﺒﺩ ﻤﻥ ﺘﺤﺩﻴﺩ ﺒﺩﺍﻴﺔ ﻭﻨﻬﺎﻴﺔ ﻜل‬ ‫ﻗﻁﺎﻉ ﻭﺫﻟﻙ ﺒﻭﺍﺴﻁﺔ ﻋﻤﻠـﻴـﺔ‬ ‫ﺍﻟﺘﻬﻴﺌﺔ ﻤﻨﺨﻔﻀﺔ ﺍﻟﻤﺴﺘـﻭﻯ ‪،‬‬ ‫ﻭﻴﺘﻌﺭﻑ ﺭﺃﺱ ﺍﻟﻘﺭﺍﺀﺓ ﻭﺍﻟﻜﺘﺎﺒﺔ‬ ‫ﻋﻠﻰ ﻤﻭﺍﻗﻊ ﺍﻟﺒﺘﺎﺕ ﻋﻥ ﻁﺭﻴـﻕ‬ ‫ﺍﻟﺒﺤﺙ ﻋﻥ ﻫﻴﺌﺔ ﻤﻌﻴﻨﺔ ﻤـﻥ‬ ‫ﺍﻟﺒﺘﺎﺕ ﺍﻟﺘﻲ ﻜﺘﺒﺕ ﻓﻲ ﻋﻤﻠـﻴـﺔ‬ ‫ﺍﻟﺘﻬﻴﺌﺔ ﻜﻤﺎ ﺘﺘﻀﻤﻥ ﻫﺫﻩ ﺍﻟﺒﺘﺎﺕ‬ ‫ﺭﻗﻡ ﺍﻟﺘﻌﺭﻴﻑ ﻟﻠﻘﻁﺎﻉ ﺒﺤـﻴـﺙ‬ ‫ﻴﻤﻴﺯ ﻋﻥ ﺍﻟﻘﻁﺎﻋﺎﺕ ﺍﻷﺨﺭﻯ‪.‬‬

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‫‪ Asynchronous JavaScript And XML‬اﻟﻤﻬﻨﺪس ﺣﻤﺰة أﺣﻤﺪ‬

‫ﺗﻘﻨﻴﺔ اﻷﺟﺎآﺲ و إﻣﻜﺎﻧﻴﺎت ﺟﺪﻳﺪة ﻟﺘﺼﻤﻴﻢ اﻟﻤﻮاﻗﻊ‬ ‫ﻣﺎ هﻲ اﻷﺟﺎآﺲ‪AJAX‬‬ ‫اﻷﺟ ﺎآﺲ‪ AJAX‬ﻋﺒ ﺎرة ﻋ ﻦ‬ ‫ﺗﻘﻨﻴ ﺔ ﺣﺪﻳﺜ ﺔ ﻓ ﻲ ﺑﺮﻣﺠ ﺔ ﻣﻮاﻗ ﻊ‬ ‫اﻻﻧﺘﺮﻧﺖ‪ ,‬وهﻲ ﻟﻴﺴﺖ ﻟﻐﺔ ﺟﺪﻳ ﺪة‬ ‫أو ﻣ ﺘﺮﺟﻢ ‪ Compiler‬ﺟﺪﻳ ﺪ‪,‬‬ ‫إﻧﻤ ﺎ ه ﻲ ﺗﻘﻨﻴ ﺔ آﻮﻧ ﺖ ﻣ ﻦ ﻋ ﺪة‬ ‫ﺗﻘﻨﻴﺎت وﻟﻐﺎت ﻣﻮﺟﺪة ﻣ ﺴﺒﻘًﺎ آﻤ ﺎ‬ ‫ﺳﻨﺬآﺮ ﻻﺣﻘًﺎ‪ ,‬ﻇﻬﺮت هﺬﻩ اﻟﺘﻘﻨﻴﺔ‬ ‫ﻋ ﺎم ‪ ,2005‬ﺑﻌ ﺪﻣﺎ اﺑﺘﻜﺮﺗﻬ ﺎ‬ ‫ﻮﻓﺖ‬ ‫ﺮآﺔ ﻣﺎﻳﻜﺮوﺳ‬ ‫ﺷ‬ ‫‪ Microsoft‬وﺗ ﻢ اﻧﺘ ﺸﺎرهﺎ‬ ‫ﺑﻮاﺳ ﻄﺔ ﻣﻮاﻗ ﻊ ‪ Google‬وﻣ ﻦ‬ ‫أهﻤﻬ ﻢ ‪ Google Map‬و‬ ‫‪ , Google suggest‬وﺗﻌﻤ ﻞ‬ ‫اﻷﺟﺎآﺲ ﻣﻊ ﻣﻌﻈ ﻢ اﻟﻤﺘ ﺼﻔﺤﺎت‬ ‫‪Internet‬‬ ‫ﻞ‬ ‫ﻣﺜ‬ ‫‪Explorer,Mozilla‬‬ ‫…‪ , FireFox, Safari ,‬وﻳﺘ ﻢ‬ ‫ﺑﺮﻣﺠﺘﻬ ﺎ ﻓ ﻲ ﻣ ﻊ ﻟﻐ ﺎت اﻟﺒﺮﻣﺠ ﺔ‬ ‫اﻟﻤﻮﺟ ﻮدة ﻣﺜ ﻞ ‪PHP, ASP,‬‬ ‫‪.and JSP‬‬

‫ﻓ ﻲ ﻣﻌﻈ ﻢ اﻟﻤﻮاﻗ ﻊ أو ﺑﻤﻌﻨ ﻲ‬ ‫ﻗﺎﺋﻤﺔ ﺑﺄﺳﻤﺎء اﻟﺒ ﻼد ﻟﻴﺘ ﻢ اﺧﺘﻴ ﺎر‬ ‫أﺻ ﺢ اﻟ ﺘﻲ ﻻ ﺗ ﺴﺘﺨﺪم ﺗﻘﻨﻴ ﺔ‬ ‫ﺑﻠﺪ هﺬا اﻟﻤﺴﺘﺨﺪم‪ ,‬وﺑﻌﺪ اﻻﺧﺘﻴ ﺎر‬ ‫اﻷﺟ ﺎآﺲ ‪ AJAX‬ﻋﻨ ﺪ إﻋﻄ ﺎء‬ ‫ﻧﺠ ﺪ أن اﻟ ﺼﻔﺤﺔ ﻗ ﺪ ﺗ ﻢ إﻋ ﺎدة‬ ‫أي أﻣ ﺮ ﻟﻠﻤﻮﻗ ﻊ ﻳﺘ ﻢ اﻻﻧﺘﻈ ﺎر‬ ‫ﺗﺤﻤﻴﻠﻬ ﺎ ﻣ ﺮة أﺧ ﺮي‪ ,‬ﻟﺘﻌ ﺮض‬ ‫ﺣ ﺘﻰ ﻳﺘ ﻢ ﺗﻨﻔﻴ ﺬ اﻷﻣ ﺮ وإﻋ ﺎدة‬ ‫ﻗﺎﺋﻤ ﺔ ﺑﺄﺳ ﻤﺎء اﻟﻤ ﺪن اﻟﻤﻮﺟ ﻮدة‬ ‫ﺗﺤﻤﻴ ﻞ اﻟ ﺼﻔﺤﺔ ﻣ ﻦ ﺟﺪﻳ ﺪ‪ ,‬ﻟﻜ ﻦ‬ ‫ﻓ ﻲ ه ﺬﻩ اﻟﺒﻠ ﺪ‪ ,‬أﻣ ﺎ اﻟﺘﺤﻤﻴ ﻞ‬ ‫اﻟﺘﺤﻤﻴﻞ اﻟﺨﻠﻔﻲ أو اﻟﻐﻴﺮ ﻣﺘﺰاﻣﻦ‬ ‫اﻟﺠﺰﺋ ﻲ ‪ partial refresh‬ﻓﺈﻧ ﻪ‬ ‫‪Asynchronous‬ﻳﻘ ﻮم ﺑﺘﺤﻤﻴ ﻞ‬ ‫ﻳﻘ ﻮم ﺑﺘﺤ ﺪث ﻗﺎﺋﻤ ﺔ اﻟﻤ ﺪن ﻓﻘ ﻂ‬ ‫اﻟﺒﻴﺎﻧﺎت وﺗﻨﻔﻴﺬ اﻷﻣﺮ دون إﻋ ﺎدة‬ ‫وﻟﻴﺲ آﻞ اﻟ ﺼﻔﺤﺔ‪ ,‬وه ﺬا ﻳ ﺆدي‬ ‫ﺗﺤﻤﻴ ﻞ اﻟ ﺼﻔﺤﺔ ‪ ,‬وﻳ ﺴﺘﻄﻴﻊ‬ ‫إﻟ ﻲ زﻳ ﺎدة ﺳ ﺮﻋﺔ اﺳ ﺘﺠﺎﺑﺔ‬ ‫اﻟﻤ ﺴﺘﺨﺪم اﻟﺘﻌﺎﻣ ﻞ ﻣ ﻊ اﻟﻤﻮﻗ ﻊ‬ ‫اﻟﻤﻮﻗﻊ‪.‬‬ ‫واﻷﻣ ﺮ ﻳﺘ ﻢ ﺗﻨﻔﻴ ﺬﻩ ﻓ ﻲ اﻟﺨﻠ ﻒ‬ ‫اﻟﺘﺤﻤﻴﻞ اﻟﺨﻠﻔﻲ أو اﻟﻐﻴﺮ ﻣﺘﺰاﻣﻦ‬ ‫‪ .background‬وﻣﺜﻞ ذﻟﻚ ﻣﻮﻗﻊ‬ ‫‪ :Asynchronous‬اﻟﻤﻌ ﺮوف‬ ‫اﻟﺼﻮرة اﻟﺘﺎﻟﻴﺔ ﺗﻮﺿﺢ اﻟﻔﺮق ﺑﻴﻦ اﻟﻤﻮاﻗﻊ اﻟﺘﻲ‬ ‫ﺗﺴﺘﺨﺪم ﺗﻘﻨﻴﺔ اﻷﺟﺎآﺲ ‪ AJAX‬واﻟﻤﻮاﻗﻊ اﻟﻌﺎدﻳﺔ‬

‫ﺗﺘﻤ ﻴﺰ ﺗﻘﻨﻴ ﺔ اﻷﺟﺎآ ﺲ‬ ‫‪ AJAX‬ﺑﺨﺎﺻﻴﺘﻴﻦ رﺋﻴ ﺴﺘﻴﻦ –‬ ‫وهﻤ ﺎ ﺳ ﺒﺐ اﻧﺘ ﺸﺎرهﺎ‪ -‬ﻳﺠﻌ ﻼ‬ ‫ﺻ ﻔﺤﺔ اﻻﻧﺘﺮﻧ ﺖ أآ ﺜﺮ وأﺳ ﺮع‬ ‫اﺳﺘﺠﺎﺑﺔ أﻻ وهﻢ‪:‬‬ ‫اﻟﺘﺤﻤﻴ ﻞ أو اﻟﺘﺤ ﺪﻳﺚ اﻟﺠﺰﺋ ﻲ‬ ‫‪ :partial refresh‬وه ﻮ ﻋﺒ ﺎرة‬ ‫ﻋ ﻦ ﺗﺤ ﺪﻳﺚ ﺟ ﺰء ﻣ ﻦ اﻟﻤﻮﻗ ﻊ‬ ‫ﺑﻨﺎءًا ﻋﻠﻲ ﺑﻴﺎﻧﺎت ﻣﺪﺧﻠﺔ ﺑﻮاﺳﻄﺔ‬ ‫ﻼ‪ :‬ﻋﻨ ﺪﻣﺎ ﻳﺮﻳ ﺪ‬ ‫اﻟﻤ ﺴﺘﺨﺪم ﻓﻤﺜ ً‬ ‫اﻟﻤﺴﺘﺨﺪم اﻟﺘﺴﺠﻴﻞ ﻓﻲ ﻣﻮﻗ ﻊ ﻣ ﺎ‪,‬‬ ‫ﻓﻨﺠﺪ أن ﺻﻔﺤﺔ اﻟﺒﻴﺎﻧﺎت ﺗﻌ ﺮض‬ ‫‪47‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫‪ gmail‬ﻋﻨ ﺪﻣﺎ ﺗﺮﻳ ﺪ أن ﺗﺮﺳ ﻞ‬ ‫رﺳ ﺎﻟﺔ ﺟﺪﻳ ﺪة ﺗﺤﺘ ﻮي ﻋﻠ ﻲ‬ ‫ﻣﺮﻓﻘﺎت ‪ , Attachments‬ﻓﺄﻧﺖ‬ ‫ﺗﺤ ﺪد ﻣ ﺴﺎر اﻟﻤﺮﻓﻘ ﺎت ﻓ ﻲ‬ ‫ﺟﻬ ﺎزك‪ ,‬ﺛ ﻢ ﺗﺒ ﺪأ ﻓ ﻲ آﺘﺎﺑ ﺔ‬ ‫اﻟﺮﺳ ﺎﻟﺔ‪ ,‬ﻳﻘ ﻮم ﻣﻮﻗ ﻊ ‪gmail‬‬ ‫ﺑﺮﻓ ﻊ اﻟﻤﻠﻔ ﺎت اﻟﻤﺮﻓﻘ ﺔ إﻟ ﻲ‬ ‫ال‪ server‬دون أن ﺗ ﺸﻌﺮ أو أن‬ ‫ﻳﻘﻄﻊ ﻋﻠﻴﻚ آﺘﺎﺑﺔ اﻟﺮﺳ ﺎﻟﺔ‪ ,‬أو أن‬ ‫ﻳﻈﻬ ﺮ ﻟ ﻚ ﺻ ﻔﺤﺔ ﺗﺨ ﺒﺮك ﺑ ﺄن‬ ‫ﻋﻠﻴ ﻚ اﻻﻧﺘﻈ ﺎر ﺣ ﺘﻰ ﻳﺘ ﻢ رﻓ ﻊ‬ ‫اﻟﻤﻠﻔﺎت‪.‬‬ ‫وأﺣ ﺐ أن أذآ ﺮآﻢ أن اﻷﺟﺎآ ﺲ‬

‫ﻣﻌﻴﻦ‪ ,‬ﻓﻬﻲ ﺑ ﺬﻟﻚ ﺗﻘ ﺮب اﺳ ﺘﺠﺎﺑﺔ‬ ‫‪Web‬‬ ‫ﻊ‬ ‫اﻟﻤﻮاﻗ‬ ‫‪application‬ﻣﺜ ﻞ اﺳ ﺘﺠﺎﺑﺔ‬ ‫ﺒﺮاﻣﺞ ‪Desktop‬‬ ‫اﻟ‬ ‫‪.application‬‬ ‫ﺗﻘﻨﻴ ﺎت اﻷﺟ ﺎآﺲ ‪AJAX‬‬ ‫‪Technologies‬‬ ‫آﻤ ﺎ ذآﺮﻧ ﺎ أن اﻷﺟﺎآ ﺲ‬ ‫‪ AJAX‬ﻟﻴﺲ ﺑﺘﻘﻨﻴ ﺔ ﺟﺪﻳ ﺪة‪ ,‬إﻧﻤ ﺎ‬ ‫هﻮ ﺗﺠﻤﻴﻊ ﺗﻘﻨﻴﺎت ﻣﻮﺟ ﻮدة ﺳ ﺎﺑﻘًﺎ‬ ‫وهﻢ‪:‬‬ ‫‪Cascading Style Sheets‬‬

‫‪ :JavaScript‬وهﻲ ﻋﺒ ﺎرة ﻋ ﻦ‬ ‫‪ scripting language‬وأه ﻢ‬ ‫‪ object‬ﻓ ﻲ ه ﺬ اﻟﻠﻐ ﺔ ه ﻮ‬ ‫‪ , XMLHttpRequest‬ﺣﻴ ﺚ‬ ‫ﻳﻌﺘ ﺒﺮ اﻟﻤﺤ ﻮر اﻟﺮﺋﻴ ﺴﻲ اﻟ ﺬي‬ ‫ﻳﻌﺘﻤ ﺪ ﻋﻠﻴ ﻪ اﻷﺟ ﺎآﺲ ‪AJAX‬‬ ‫‪,‬وذﻟ ﻚ ﻷﻧ ﻪ اﻟﻤ ﺴﺆل ﻋ ﻦ‬ ‫اﻟﺘﻮاﺻﻞ ﻣﻊ اﻟﺴﻴﺮﻓﺮ ‪.Server‬‬ ‫‪Document Object‬‬ ‫)‪ :Model (DOM‬ﺣﻴ ﺚ ﻳﻘ ﺪم‬ ‫وﺻﻒ اﻟﻤﻮﻗﻊ ﻋﻠ ﻲ ﺷ ﻜﻞ ‪tree‬‬ ‫‪.structure‬‬ ‫‪ :XML‬وهﻲ ﻃﺮﻳﻘﺔ ﻓﻲ وﺻﻒ‬ ‫اﻟﺒﻴﺎﻧ ﺎت واﻟﺠ ﺪاول‪,‬‬ ‫وﺗﻌﺘﺒﺮ اﻟﻄﺮﻳﻘ ﺔ اﻟﺮﺋﻴ ﺴﺔ‬ ‫ﻓ ﻲ ﻧﻘ ﻞ اﻟﺒﻴﺎﻧ ﺎت ﻣ ﻦ‬ ‫اﻟﻤ ﺴﺘﺨﺪم و اﻟ ﺴﻴﺮﻓﺮ‪,‬‬ ‫وه ﺬا ﻻ ﻳﻌ ﻨﻲ أن‬ ‫اﻷﺟ ﺎآﺲ ﻳﻤﻨ ﻊ ارﺳ ﺎل‬ ‫اﻟﺒﻴﺎﻧﺎت ﻋﻠﻲ ﺷ ﻜﻞ ﻧ ﺺ‬ ‫‪.Text‬‬ ‫آﻴﻒ ﻳﺘﻢ ﻣﻌﺎﻟﺠﺔ اﻷواﻣ ﺮ‬ ‫ﺑ ﻮاﺳ ﻄ ﺔ اﻷﺟ ﺎآ ﺲ‬ ‫‪How‬‬ ‫‪AJAX‬‬ ‫‪Technology‬‬ ‫‪Handle a User‬‬ ‫‪:Action‬‬

‫ﻓﻲ اﻟﺼﻮرة اﻟﺴﺎﺑﻘﺔ ﻧ ﺮي‬ ‫اﻟﺨﻄﻮات اﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ AJAX‬ﺗﺘﻴ ﺢ ﻟﻤﺒﺮﻣﺠ ﻲ اﻟﺼﻮرة اﻟﺘﺎﻟﻴﺔ ﺗﻮﺿﺢ آﻴﻒ ﺗ ﻌ ﺎﻟ ﺞ ﺗ ﻘ ﻨ ﻴ ﺔ اﻟﻤ ﺴﺘﺨﺪم ﻳ ﺪﺧﻞ اﻷﻣ ﺮ وذﻟ ﻚ‬ ‫اﻟﻤﻮاﻗﻊ ﺗﻨﻔﻴﺬ اﻷواﻣﺮ ﻟﻴﺲ ﻓﻘﻂ اﻷﺟﺎآﺲ ‪ AJAX‬أواﻣﺮ اﻟﻤﺴﺘﺨﺪم ﺑ ﺤ ﻴ ﺚ ﻋﺒﺮ اﻟﻀﻐﻂ ﻋﻠﻲ زر ﻣﻌﻴ ﻦ أو‬ ‫ﻋﻨ ﺪﻣﺎ ﻳ ﻀﻐﻂ اﻟﻤ ﺴﺘﺨﺪم ﻋﻠ ﻲ ﺗﻮﻓﺮ ﺧﻮاص اﻷﺟﺎآﺲ آﻤﺎ ذآﺮﻧﺎ ﺳﺎﺑﻘﺎ‪.‬‬ ‫ﺗﺤﺮﻳ ﻚ ﻣﺆﺷ ﺮ اﻟﻤ ﺎوس ﻓ ﻮق‬ ‫ﺻﻮرة ﻣﻌﻴﻨﺔ آﻤﺎ ذآﺮﻧﺎ ﺳﺎﺑﻘًﺎ‪.‬‬ ‫زر‪ Button‬أو راﺑ ﻂ ‪Link‬‬ ‫)‪ :(CSS‬ﻋﺒﺎرة ﻋﻦ ﻟﻐﺔ ﻟﻮﺻﻒ‬ ‫ﻣﻌﻴ ﻦ‪ ,‬وﻟﻜﻨﻬ ﺎ ﺗﺰﻳ ﺪ ﻋﻠ ﻲ ذﻟ ﻚ‬ ‫ﺗﻘﻮم ﺗﻘﻨﻴﺔ ‪ JavaScript‬ﺑﺈﻧ ﺸﺎء‬ ‫ﺗﻨﺴﻴﻖ ﺻ ﻔﺤﺔ اﻟﻤﻮﻗ ﻊ ﻣ ﻦ ﺣﻴ ﺚ‬ ‫ﻼ ﻣﺠ ﺮد‬ ‫ﻃﺮق إدﺧﺎل أﺧﺮي ﻓﻤﺜ ً‬ ‫ﻦ‬ ‫‪ object‬ﻣ‬ ‫ﺣﺠ ﻢ اﻟﺨ ﻂ وﻟﻮﻧ ﻪ وﻧﻮﻋ ﻪ‪ ,‬ﻟ ﻮن‬ ‫أن ﻳﺘﺤ ﺮك ﻣﺆﺷ ﺮ اﻟﻤ ﺎوس ﻓ ﻮق‬ ‫‪ XMLHttpRequest‬ﻟﺒ ﺪء‬ ‫اﻟﺨﻠﻔﻴﺔ‪...‬‬ ‫ﺻ ﻮرة ﻣﻌﻴﻨ ﺔ‪ ,‬أو آﺘﺎﺑ ﺔ ﺣ ﺮف‬ ‫اﻻﺗ ﺼﺎل ﻣ ﻊ اﻟ ﺴﻴﺮﻓﺮ ‪server‬‬ ‫‪48‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫وﻳﻌ ﺮف اﻟﺪاﻟ ﺔ ‪ function‬اﻟﺘ ﻲ‬ ‫ﺳ ﻮف ﻳﺘ ﻢ ﺗﻨﻔﻴ ﺬهﺎ ﻋﻨ ﺪﻣﺎ ﻳ ﺮد‬ ‫اﻟﺴﻴﺮﻓﺮ ‪.server‬‬ ‫ﻳﻘ ﻮم ‪XMLHttpRequest‬‬ ‫ﺑﺎﻻﺗ ﺼﺎل ﻣ ﻊ اﻟ ﺴﻴﺮﻓﺮ ‪server‬‬ ‫ﻓﻲ اﻟﺨﻠﻒ ‪.background‬‬ ‫ﻳ ﺴﺘﻘﺒﻞ اﻟ ﺴﻴﺮﻓﺮ ‪server‬‬ ‫اﻷﻣﺮ وﻳﺒﺪأ ﺑﺘﻨﻔﻴ ﺬﻩ ﺛ ﻢ ﻳ ﺮد ﻋﻠ ﻲ‬ ‫‪ XMLHttpRequest‬ﺑﻤﻠ ﻒ‬ ‫‪ XML‬أو ﻣﻠﻒ ﻧﺼﻲ ﻋﺎدي ‪.‬‬ ‫ﻳﻘ ﻮم ‪XMLHttpRequest‬‬ ‫ﻳﺘﻨﻔﻴﺬ اﻟﺪاﻟ ﺔ ‪ function‬اﻟ ﺘﻲ ﺗ ﻢ‬ ‫ﺗﻌﺮﻳﻔﻬ ﺎ ﻣ ﺴﺒﻘًﺎ ﻓ ﻲ ﺧﻄ ﻮة ‪2‬‬ ‫ﻋﻨﺪﻣﺎ ﻳ ﺴﺘﻘﺒﻞ ﻣﻠ ﻒ ‪ XML‬ﻣ ﻦ‬ ‫اﻟﺴﻴﺮﻓﺮ‪.‬‬ ‫ﻳﺘ ﻢ ﻋ ﺮض اﻟﺒﻴﺎﻧ ﺎت اﻟﺠﺪﻳ ﺪة‬ ‫ﺴﻴﻖ اﻟـ‬ ‫ﺘﺨﺪام ﺗﻨ‬ ‫ﺑﺎﺳ‬ ‫‪Cascading Style Sheets‬‬ ‫)‪.(CSS‬‬ ‫ﻴﺰات ﺗﻘﻨﻴ‬ ‫ﻣﻤ‬ ‫اﻷﺟﺎآﺲ‪:AJAX‬‬

‫ﺔ‬

‫ﻳﺰﻳﺪ ﻣﻦ ﺳﺮﻋﺔ اﺳﺘﺠﺎﺑﺔ اﻟﻤﻮﻗﻊ‪.‬‬ ‫ﻻ ﻳﻘﻄ ﻊ اﺗ ﺼﺎل اﻟﻤﻮﻗ ﻊ‬ ‫ﺑﺎﻟﻤﺴﺘﺨﺪم‪.‬‬ ‫ﻳﻮﻓ ﺮ ﻣ ﻦ اﺳ ﺘﺨﺪام اﻟ ﺸﺒﻜﺔ‬ ‫اﻟﻌﻨﻜﻮﺑﺘﻴ ﺔ ﻓﻤﺜ ﻼ ﻓ ﻲ اﻟﻤﺜ ﺎل‬ ‫إﺧﺘﻴ ﺎر اﻟ ﺪول واﻟﻤﺪﻳﻨ ﺔ اﻟ ﺴﺎﺑﺚ‬ ‫آﺎن اﻟﻤﻮﻗﻊ ﻳﺮﺳﻞ اﻟ ﺼﻔﺤﺔ آﻠﻬ ﺎ‬ ‫اﻟﺘﻲ ﺗﺤﺘﻮي ﻋﻠﻲ ﺑﻴﺎﻧﺎﺗﻚ و اﻟﺒﻠ ﺪ‬ ‫ﻢ‬ ‫ﺎ‪ ,‬ﺛ‬ ‫ﺘﻲ اﺧﺘﺮﺗﻬ‬ ‫اﻟ‬ ‫اﻟﺴﻴﺮﻓﺮ‪ server‬ﻳﺮد ﺑﺄن ﻳﺮﺳ ﻞ‬ ‫اﻟ ﺼﻔﺤﺔ آﻠﻬ ﺎ ﻣ ﺮة أﺧ ﺮي ‪ ,‬آ ﻞ‬ ‫ه ﺬا ﻗ ﺪ ﺗ ﻢ ﻧﻘﻠ ﺔ وأﻧ ﺖ ﻻ ﺗﺤﺘ ﺎج‬ ‫إﻟ ﻲ أن ﺗﺮﺳ ﻞ اﻟﺒﻠ ﺪ وﺗ ﺴﺘﻘﺒﻞ‬ ‫أﺳﻤﺎء اﻟﻤﺪن اﻟﺨﺎﺻﺔ ﺑﻬﺬﻩ اﻟﺒﻠﺪ‪.‬‬

‫ﻋﻴ ﻮب ﺗﻘﻨﻴ ﺔ اﻷﺟﺎآ ﺲ‬ ‫‪:AJAX‬‬ ‫ﻻ ﻳ ﺪﻋﻢ زر ال‪ back‬اﻟﻤﻮﺟ ﻮد‬ ‫ﻓ ﻲ اﻟﻤﺘ ﺼﻔﺢ‪ ,‬ﻷﻧ ﻚ ﻟ ﻢ ﺗﺤﻤ ﻞ‬ ‫ﺻﻔﺤﺔ ﺟﺪﻳﺪة‪.‬‬ ‫ﻋﻨﻮان اﻟﻤﻮﻗﻊ ‪ URL‬ﻻ ﻳﺘﻐ ﻴﺮ ‪,‬‬ ‫وﺑ ﺬﻟﻚ ﻻ ﺗ ﺴﺘﻄﻴﻊ اﻻﺣﺘﻘ ﺎظ‬ ‫ﺑﻤﻜﺎن ﻣﻌﻴﻦ ﻓﻲ اﻟﻤﻮﻗﻊ‪.‬‬ ‫ﻣﻤﻜﻦ ﺗﻘﻨﻴﺔ ‪ JavaScript‬ﺗﻜ ﻮن‬ ‫ﻣﻐﻠﻘ ﺔ ﻷﺳ ﺒﺎب أﻣﻨﺘﻴ ﺔ‪ ,‬وﺑ ﺬﻟﻚ ﻻ‬ ‫ﺗﺴﺘﻄﻴﻊ ﺗﺼﻔﺢ اﻟﻤﻮﻗﻊ‪.‬‬ ‫أﻣﺜﻠﺔ ﻋﻠﻲ ﻣﻮاﻗ ﻊ اﻟ ﺘﻲ ﺗ ﺴﺘﺨﺪم‬ ‫ﺗﻘﻨﻴﺔ اﻷﺟﺎآﺲ ‪:AJAX‬‬ ‫‪www.arabteam2000.com‬‬

‫‪www.gmail.com.htlabs.‬‬ ‫‪google.com/suggest/‬‬ ‫اﻟﻤﺮاﺟﻊ ‪:Reference‬‬ ‫‪http://java.sun.com/‬‬ ‫‪d e v e l o p e r /‬‬ ‫‪technicalArticles/J2EE/‬‬ ‫‪AJAX/‬‬ ‫‪www.w3schools.com/‬‬ ‫‪ajax/default.asp‬‬ ‫‪www.wikipedia.com‬‬ ‫‪technical article :‬‬ ‫‪AJAXDesign Strategies,‬‬ ‫‪Sun Developer OCT 18,‬‬ ‫‪2006‬‬ ‫‪SUN web site: Asyn‬‬‫‪chronous JavaScript‬‬ ‫‪Technology and XML‬‬ ‫‪(AJAX) With the Java‬‬ ‫‪Platform.‬‬

‫‪49‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫اﻟﻤﻬﻨﺪس وﻟﻴﺪ اﻟﺴﻴﺪ‬

‫@‬ ‫آﺜﻴﺮا ﻣﺎ ﻧﺮى اﻟﺒﻌﺾ ﻣﻨﺎ ﻳﺘ ﻮﺟ ﻪ‬ ‫إﻟﻰ إﺣﺪى اﻟﺸﺮآﺎت اﻟﻤﺘﺨﺼﺼﺔ‬ ‫ﻓﻲ ﺗﺼﻤﻴﻢ اﻟﺸﺒ ﻜ ﺎت ﻟ ﻜ ﻲ ﺗ ﻘ ﻮم‬ ‫ﺑﺘﻨﻔﻴﺬ و إﻋﺪاد ﺷﺒﻜﺔ ﻣ ﺤ ﻠ ﻴ ﺔ ﻟ ﻪ‪،‬‬ ‫هﻞ ﺳﺄل اﻟﺒﻌﺾ ﻣﻨﺎ ﻟﻤﺎذا ﻻ أﻗﻮم‬ ‫أﻧﺎ ﺑﻬﺬا ؟ ﻓﻲ هﺬﻩ اﻟﻤ ﻘ ﺎﻟ ﺔ ﺳ ﻮف‬ ‫ﻧﺴ ﺘ ﻌ ﺮض ﻣ ﻌ ﺎ ﻃ ﺮق ﺗ ﻜ ﻮﻳ ﻦ‬ ‫ﺷﺒﻜﺔ‪.‬‬ ‫ﺗﺼﻤﻴﻢ اﻟﺸﺒﻜﺔ ﻳﻌﺘﻤﺪ و ﺑﺎﺧﺘﺼﺎر‬ ‫ﻋﻠﻰ وﺟﻮد ﺛﻼﺛﺔ أﺷﻴﺎء ﻣ ﻬ ﻤ ﺔ و‬ ‫هﻲ آﺎﻟﺘﺎﻟﻲ ‪:‬‬ ‫أﺟ ﻬ ﺰة اﻟ ﻜ ﻤ ﺒ ﻴ ﻮﺗ ﺮ اﻟ ﻤ ﻄ ﻠ ﻮب‬ ‫وﺿﻌﻬﺎ داﺧﻞ اﻟﺸﺒﻜﺔ‪.‬‬ ‫أﺟﻬ ﺰة اﻟ ﺮوﺗ ﺮ و اﻟﺴ ﻮﻳ ﺘ ﺸ ﺎت‬ ‫اﻟﻤﻨﻈﻤﺔ ﻟﻌﻤﻞ اﻟﺸﺒﻜﺔ‪.‬‬ ‫أﺳﻼك اﻟﺘﻮﺻﻴﻞ ‪.‬‬ ‫ﻟﻦ أﺗﻄﺮق ﻓ ﻲ ﻣ ﻘ ﺎﻟ ﻲ ه ﺬا إﻟ ﻰ‬ ‫أﺳ ﺎﺳ ﻴ ﺎت اﻟ ﺘ ﺸ ﺒ ﻴ ﻚ‪ ،‬و ﻟ ﻜ ﻨ ﻲ‬ ‫ﺳﺄوﺿﺢ ﻟﻜﻢ ﻣﺸ ﺮوع ﺗ ﻤ ﺜ ﻴ ﻞ و‬ ‫ﺗﻮزﻳﻊ ﻣﺎ ﻳﺠﻌﻞ أﺟﻬﺰة اﻟﻜﻤﺒﻴﻮﺗﺮ‬ ‫ﺗ ﺮى ﺑ ﻌ ﻀ ﻬ ﺎ ﻋ ﻦ ﻃ ﺮﻳ ﻖ ﻣ ﺎ‬ ‫ﻳﺴ ﻤ ﻰ ﺑ ﺒ ﺮوﺗ ﻮآ ﻮل اﻻﻧ ﺘ ﺮﻧ ﺖ‬ ‫) ‪. ( IP‬‬ ‫ﺣﻴﻨﻤﺎ ﻧﺒﺪأ ﻓﻲ اﻟﺘﻔﻜ ﻴ ﺮ ﺑ ﺘ ﺼ ﻤ ﻴ ﻢ‬ ‫ﺷﺒﻜﺔ ﻣﺤﻠﻴﺔ ‪ ،‬أول ﺧﻄ ﻮة ﺗ ﺆﺧ ﺬ‬ ‫ﺑﺎﻻﻋﺘﺒﺎر هﻲ اﺧ ﺘ ﻴ ﺎر ‪IP‬اﻟ ﺬي‬ ‫ﺳﺄﺟﻌ ﻞ ﺷ ﺒ ﻜ ﺘ ﻲ ﺗ ﺤ ﺘ ﻪ ‪ ،‬ﻧ ﻘ ﻮم‬ ‫ﺑﺸﺮاء ه ﺬا ‪IP‬ﻣ ﻦ أي ﻣ ﻮزع‬ ‫ﻣﻌﺘﻤﺪ ﻟﺬﻟﻚ ‪ ،‬و ﺑ ﻌ ﺪه ﺎ ﻧ ﺒ ﺪأ ﻓ ﻲ‬ ‫اﻟﺘﺼﻤﻴﻢ‪.‬‬

‫ﻣﺮﺣﻠﺔ اﻟﺘﺼﻤﻴﻢ ‪:‬‬ ‫ﻟﻨﻔﺘﺮض ﺳﻮﻳﺎ أﻧﻨ ﺎ ﻗ ﻤ ﻨ ﺎ‬ ‫ﺑﺸﺮاء اﻵي ﺑﻲ اﻟﺘﺎﻟﻲ ‪:‬‬ ‫‪IP address :‬‬ ‫‪217.52.5.0‬‬ ‫اﻟﻤﻄﻠﻮب اﻵن هﻮ آ ﻴ ﻔ ﻴ ﺔ ﻋ ﻤ ﻞ‬ ‫اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﺸﺒﻜﺎت ﺗﺤﺖ هﺬا ‪IP‬‬ ‫‪.‬‬ ‫ﻟﻨﻔﺘﺮض أﻳﻀﺎ أﻧ ﻨ ﺎ ﻧ ﺮﻳ ﺪ إﻧﺸ ﺎء‬ ‫ﺳﺒﻊ ﺷﺒﻜ ﺎت ﺗ ﺤ ﺖ ه ﺬا ‪IP‬آ ﻞ‬ ‫ﺷﺒﻜﺔ ﺗﺤﺘ ﻮي ﻋ ﻠ ﻰ اﻟ ﻌ ﺪﻳ ﺪ ﻣ ﻦ‬ ‫اﻟﻤﺴ ﺘ ﺨ ﺪﻣ ﻴ ﻦ ﻋ ﺪده ﻢ آ ﻤ ﺎ ه ﻮ‬ ‫ﻣﻮﺿﺢ ﺑﺎﻷﺳﻔﻞ ‪:‬‬ ‫اﻟﺸ ﺒ ﻜ ﺔ اﻷوﻟ ﻲ ‪ :‬ﺳ ﻴ ﻨ ﻀ ﻢ‬ ‫ﺗﺤﺘﻬﺎ ‪ 53‬ﻣﺴﺘﺨﺪم‪.‬‬ ‫اﻟﺸ ﺒ ﻜ ﺔ اﻟ ﺜ ﺎﻧ ﻴ ﺔ ‪ :‬ﺳ ﻴ ﻨ ﻀ ﻢ‬ ‫ﺗﺤﺘﻬﺎ ‪ 28‬ﻣﺴﺘﺨﺪم‪.‬‬ ‫اﻟﺸ ﺒ ﻜ ﺔ اﻟ ﺜ ﺎﻟ ﺜ ﺔ ‪ :‬ﺳ ﻴ ﻨ ﻀ ﻢ‬ ‫ﺗﺤﺘﻬﺎ ‪ 20‬ﻣﺴﺘﺨﺪم‪.‬‬ ‫اﻟﺸ ﺒ ﻜ ﺔ اﻟ ﺮاﺑ ﻌ ﺔ‪ :‬ﺳ ﻴ ﻨ ﻀ ﻢ‬ ‫ﺗﺤ ﺘ ﻬ ﺎ ‪ 2‬ﻣﺴ ﺘ ﺨ ﺪم ‪" .‬‬ ‫ﺷﺒﻜﺔ ﺗﻮﺻﻴﻞ ﺑﻴﻨﻴﺔ "‬ ‫اﻟﺸﺒ ﻜ ﺔ اﻟ ﺨ ﺎﻣﺴ ﺔ‪ :‬ﺳ ﻴ ﻨ ﻀ ﻢ‬ ‫ﺗﺤﺘﻬﺎ ‪ 18‬ﻣﺴﺘﺨﺪم‪.‬‬ ‫اﻟﺸ ﺒ ﻜ ﺔ اﻟﺴ ﺎدﺳ ﺔ‪ :‬ﺳ ﻴ ﻨ ﻀ ﻢ‬ ‫ﺗﺤﺘﻬﺎ ‪ 10‬ﻣﺴﺘﺨﺪﻣﻴﻦ‪.‬‬ ‫اﻟﺸﺒﻜ ﺔ اﻟﺴ ﺎﺑ ﻌ ﺔ ‪ :‬ﺳ ﻴ ﻨ ﻀ ﻢ‬ ‫ﺗ ﺤ ﺘ ﻬ ﺎ ‪ 2‬ﻣﺴ ﺘ ﺨ ﺪم‪" .‬‬ ‫ﺷﺒﻜﺔ ﺗﻮﺻﻴﻞ ﺑﻴﻨﻴﺔ "‬

‫ﻳﺘﻜﺮر هﺬا ‪IP‬ﻣﺎ ﺑﻴﻦ ﺟ ﻬ ﺎزﻳ ﻦ‬ ‫ﺣﺘﻰ ﻻ ﻳﺤﺪث ﺗﻀﺎرب ﺑﺎﻟﺸﺒﻜﺔ‪.‬‬ ‫ه ﻨ ﺎك ﻃ ﺮﻳ ﻘ ﺘ ﺎن ﻟ ﺘ ﺤ ﺪﻳ ﺪ ‪IP‬‬ ‫ﻷﺟﻬﺰة اﻟﻜﻤﺒﻴﻮﺗﺮ‪.‬‬ ‫اﻟ ﻄ ﺮﻳ ﻘ ﺔ اﻷوﻟ ﻲ ‪Fixed :‬‬ ‫‪ ،Subnetting‬و ه ﺬﻩ‬ ‫اﻟ ﻄ ﺮﻳ ﻘ ﺔ ﻟ ﻦ أﺳ ﺘ ﺨ ﺪﻣ ﻬ ﺎ ﻓ ﻲ‬ ‫ﺗﺼﻤﻴﻤﻲ هﺬا‪.‬‬ ‫اﻟﻄﺮﻳ ﻘ ﺔ اﻟ ﺜ ﺎﻧ ﻴ ﺔ ‪Variable :‬‬ ‫‪ ،Subnetting‬ه ﺬﻩ ه ﻲ‬ ‫اﻟﻄﺮﻳﻘﺔ اﻟﺘﻲ ﺳﺄﺳﺘﺨﺪﻣﻬﺎ هﻨﺎ‪.‬‬ ‫ﺳﻴﻄﺮأ ﻋﻠﻰ ذهﻨﻜﻢ اﻵن ﺳﺆال و‬ ‫هﻮ ‪ :‬ﻣﺎ هﻮ ‪Subnet‬هﺬا ؟‬ ‫هﻲ اﻟﻄﺮﻳ ﻘ ﺔ اﻟ ﺘ ﻲ ﺗ ﻤ ﻜ ﻨ ﻨ ﺎ ﻣ ﻦ‬ ‫ﺗﻮزﻳﻊ اﻟﻌﺪﻳﺪ ﻣﻦ اﻟﺸﺒﻜﺎت ﺗ ﺤ ﺖ‬ ‫‪IP‬ﺣ ﺘ ﻰ ﻻ ﻧﺸ ﺘ ﺮي‬ ‫ﻧﻔﺲ‬ ‫اﻟﻌﺪﻳﺪ ﻣﻦ ‪.IP‬‬ ‫إذن آﻴﻒ ﻳ ﻤ ﻜ ﻨ ﻨ ﺎ ﺗﺼ ﻤ ﻴ ﻢ ه ﺬﻩ‬ ‫اﻟﺸ ﺒ ﻜ ﺎت ﺗ ﺤ ﺖ ‪IP‬اﻷﺳ ﺎﺳ ﻲ‬ ‫اﻟﺬي ﻗ ﻤ ﺖ ﺑﺸ ﺮاﺋ ﻪ و ه ﻮ آ ﻤ ﺎ‬ ‫ذآﺮت ﻣﺴﺒﻘﺎ ) ‪( 217.52.5.0‬؟‬ ‫ﻟﻨﻔﺘﺮض ﻣﺜ ﻼ أن اﻟﺸ ﺒ ﻜ ﺔ اﻟ ﺘ ﻲ‬ ‫ﻧﺮﻳﺪ ﺗﺼﻤﻴﻤﻬﺎ ﺑﻬﺬا اﻟﺸﻜﻞ ‪:‬‬

‫ﻣﺎ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ ﻧﻈﺎم اﻟﺸﺒﻜﺎت ه ﻮ‬ ‫ﺗﺤﺪﻳﺪ ‪IP‬ﻟﻜﻞ اﻷﺟﻬﺰة ﺑﺤﻴﺚ ﻻ‬ ‫‪50‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺑﺎﺳﺘﺨﺪام اﻟﻄﺮﻳﻘﺔ اﻟﺜ ﺎﻧ ﻴ ﺔ ﺳ ﻮف‬ ‫ﻳﺼﺒﺢ ﻟﻨﺎ اﻟ ﻘ ﺪرة ﻓ ﻲ ﺗ ﻐ ﻴ ﻴ ﺮ اﻟـ‬

‫و ﺑﺎﻟﺘﺎﻟﻲ ﺣﻴﻨﻤ ﺎ ﻧ ﺮﻳ ﺪ ان ﻧ ﻮزع‬

‫‪Subnet mask‬أو ﻣﺎ ﻳ ﻌ ﺮف‬ ‫ﺑﻐﻄﺎء اﻟﺸﺒﻜﺔ اﻟ ﻔ ﺮﻋ ﻴ ﺔ و اﻟ ﺬي‬ ‫ﻳﺘﻴﺢ ﻟﻨﺎ إﻣﻜﺎﻧﻴﺔ ﺗﻮزﻳﻊ اﻟﻌﺪﻳﺪ ﻣ ﻦ‬ ‫اﻟﺸ ﺒ ﻜ ﺎت ﺑ ﻤ ﺨ ﺘ ﻠ ﻒ أﻋ ﺪاد‬ ‫اﻟﻤﺴﺘﺨﺪﻣﻴﻦ ﻋﻠﻴﻬﺎ ﺗﺤﺖ اﻟﻌ ﻨ ﻮان‬ ‫اﻟﺸﺒﻜﻲ اﻟﺮﺋﻴﺴﻲ ‪.‬‬

‫ﻟﻌﺪد ) ‪ 53‬ﻣﺴﺘﺨﺪم ﻣ ﺜ ﻼ ( آ ﻤ ﺎ‬ ‫هﻮ اﻟ ﻤ ﻄ ﻠ ﻮب ﺑ ﺎﻟﺸ ﺒ ﻜ ﺔ اﻷوﻟ ﻲ‬ ‫ﻋﻠﻰ ﺳﺒﻴﻞ اﻟ ﻤ ﺜ ﺎل ﻓ ﺈﻧ ﻨ ﺎ ﻧ ﺨ ﺘ ﺎر‬ ‫ﻏﻄﺎء اﻟﺸﺒﻜﺔ ‪Subnet mask‬‬ ‫اﻟﻤﻨﺎﺳﺐ ﻟﺬﻟﻚ و هﻮ‬ ‫) ‪. ( 255.255.255.192‬‬

‫ﺗﻌﺘﻤﺪ ﻋﻤﻠﻴﺔ ﺗﺤﺪﻳﺪ ﻏﻄﺎء اﻟﺸﺒﻜ ﺔ‬ ‫) ‪ ( Subnet mask‬ﻋ ﻠ ﻰ ﻋ ﺪد‬ ‫اﻟﻤﺴﺘﺨﺪﻣﻴﻦ ‪ ،‬و اﻟﺠ ﺪول اﻟ ﺘ ﺎﻟ ﻲ‬ ‫ﻳﻮﺿﺢ ﻋﺪد اﻟﻤﺴ ﺘ ﺨ ﺪﻣ ﻴ ﻦ اﻟ ﺬي‬ ‫ﻳﻮﻓﺮﻩ ﻏﻄﺎء اﻟﺸﺒﻜﺔ اﻟﻤﻘﺎﺑﻞ‪.‬‬

‫ﻋ ﻠ ﻴ ﻪ ﻓ ﺈﻧ ﻨ ﺎ ﻧﺴ ﺘ ﻄ ﻴ ﻊ ﺗ ﻮزﻳ ﻊ‬ ‫اﻷﻋﺪاد اﻟﻤ ﻄ ﻠ ﻮﺑ ﺔ ﻣ ﻦ ﺷ ﺒ ﻜ ﺎت‬ ‫ﺣﺴ ﺐ ﻋ ﺪد اﻟ ﻤ ﺴ ﺘ ﺨ ﺪﻣ ﻴ ﻦ‬ ‫ﺑﺎﺳﺘﺨﺪاﻣﻨﺎ اﻟﻤﺴﺎﻋﺪة اﻟﺘﻲ ﻳﻘﺪﻣﻬ ﺎ‬ ‫ﻏﻄﺎء اﻟﺸﺒﻜﺔ اﻟﻔﺮﻋﻴﺔ‬

‫) ‪. (Subnet mask‬‬ ‫و ﻋﻠﻴﻪ ﻓﺈﻧﻨﺎ ﺳﻨﻘﻮم ﺑﺘﻮزﻳﻊ أرﻗ ﺎم‬ ‫ﻋﻨﺎوﻳﻦ أﺟﻬﺰة اﻟ ﺤ ﺎﺳ ﺐ ﺿ ﻤ ﻦ‬ ‫اﻟﺸﺒﻜﺎت اﻟﻤﻮﺿﺤﺔ ﺑﺎﻟﻤﺜﺎل اﻟ ﺬي‬ ‫ﺗﻢ اﻻﺳﺘﻌﺎﻧﺔ ﺑﻪ ﻓﻲ هﺬا اﻟﻤﺸﺮوع‬ ‫ﻓﻲ اﻟﺠﺪول اﻟ ﺘ ﺎﻟ ﻲ و ﺳ ﻴ ﺤ ﺘ ﻮي‬ ‫اﻟﺠﺪول أﻳﻀﺎ ﻋ ﻠ ﻰ أول ﻋ ﻨ ﻮان‬ ‫ﺳﻴﺴﺘﺨﺪﻣﻪ أول ﺟ ﻬ ﺎز ﺣ ﺎﺳ ﻮب‬ ‫ﻓﻲ اﻟﺸﺒﻜﺔ ‪ ،‬و أﻳﻀﺎ ﺁﺧﺮ ﻋﻨ ﻮان‬ ‫ﻣﺴﺘﺨﺪم ﻓﻲ اﻟﺸﺒﻜﺔ ‪ ،‬آ ﻤ ﺎ ﺳ ﻴ ﺘ ﻢ‬ ‫وﺿ ﻊ ﺁﺧ ﺮ ﻋ ﻨ ﻮان ﻣ ﺘ ﺎح ﻓ ﻲ‬ ‫اﻟﺸﺒﻜﺔ و ﻟﻜﻨ ﻪ ﻟ ﻢ ﻳﺴ ﺘ ﺨ ﺪم ﺑ ﻌ ﺪ‬ ‫) ﺣﺴﺐ اﻟﻄﻠﺐ‪:‬‬ ‫أي ﻋﺪد اﻟﻤﺴﺘﺨﺪﻣ ﻴ ﻦ اﻟ ﻤ ﺬآ ﻮر‬ ‫ﺑﺎﻟﻤﺜﺎل ( ‪ ،‬و أﻳﻀﺎ ﻋﺪد اﻟﻌﻨﺎوﻳﻦ‬ ‫اﻟﻐﻴﺮ ﻣﺴﺘﺨﺪﻣﻪ ﻓﻲ هﺬﻩ اﻟﺸﺒﻜ ﺎت‬ ‫و اﻟﺘﻲ ﺗﻌﺘﺒﺮ ﻣ ﻔ ﻘ ﻮدة ‪ ،‬و أﻳﻀ ﺎ‬ ‫اﻟ ﻌ ﻨ ﻮان اﻟ ﻌ ﺎم ﻟ ﻠ ﺸ ﺒ ﻜ ﺔ ‪ ،‬آ ﻤ ﺎ‬ ‫ﺑﺎﻟﺠﺪول اﻟﺘﺎﻟﻲ‪.‬‬

‫‪ )Subnet mask‬ﻏﻄﺎء اﻟﺸﺒﻜﺔ اﻟﻔﺮﻋﻴﺔ (‬

‫‪ ) Number Of Hosts‬ﻋﺪد اﻟﻤﺴﺘﺨﺪﻣﻴﻦ اﻟﺬي‬ ‫ﻳﻮﻓﺮﻩ هﺬا اﻟﻐﻄﺎء (‬

‫‪255.255.255.252‬‬ ‫‪255.255.255.248‬‬ ‫‪255.255.255.240‬‬ ‫‪255.255.255.224‬‬ ‫‪255.255.255.192‬‬

‫‪ 2‬ﻣﺴﺘﺨﺪم‬ ‫‪ 6‬ﻣﺴﺘﺨﺪم‬ ‫‪ 14‬ﻣﺴﺘﺨﺪم‬ ‫‪ 30‬ﻣﺴﺘﺨﺪم‬ ‫‪ 62‬ﻣﺴﺘﺨﺪم‬

‫‪255.255.255.128‬‬

‫‪ 126‬ﻣﺴﺘﺨﺪم‬ ‫‪51‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻋﻨﻮان اﻟﺸﺒﻜﺔ‬ ‫‪Network ID‬‬

‫اﻟﺸﺒﻜﺔ اﻷوﻟﻲ‬ ‫‪Network 1‬‬ ‫‪Subnet:‬‬ ‫‪255.255.255.192‬‬

‫‪217.52.5.1‬‬

‫اﻟﺸﺒﻜﺔ اﻟﺜﺎﻧﻴﺔ‬ ‫‪Network 2‬‬ ‫‪Subnet:‬‬ ‫‪255.255.255.224‬‬

‫‪217.52.5.65‬‬

‫اﻟﺸﺒﻜﺔ اﻟﺜﺎﻟﺜﺔ‬ ‫‪Network 3‬‬ ‫‪Subnet:‬‬ ‫‪255.255.255.224‬‬

‫‪217.52.5.97‬‬

‫اﻟﺸﺒﻜﺔ اﻟﺮاﺑﻌﺔ‬ ‫‪Network 4‬‬ ‫‪Subnet:‬‬ ‫‪255.255.255.252‬‬

‫‪217.52.5.129‬‬

‫اﻟﺸﺒﻜﺔ اﻟﺨﺎﻣﺴﺔ‬ ‫‪Network 5‬‬ ‫‪Subnet:‬‬ ‫‪255.255.255.224‬‬

‫‪217.52.5.133‬‬

‫اﻟﺸﺒﻜﺔ اﻟﺴﺎدﺳﺔ‬ ‫‪Network 6‬‬ ‫‪Subnet:‬‬ ‫‪255.255.255.240‬‬

‫‪217.52.5.165‬‬

‫اﻟﺸﺒﻜﺔ اﻟﺴﺎﺑﻌﺔ‬ ‫‪Network 7‬‬ ‫‪Subnet:‬‬ ‫‪255.255.255.252‬‬

‫‪217.52.5.181‬‬

‫و ﺑﻬﺬا ﻧﻜﻮن ﻗ ﺪ ﻗ ﻤ ﻨ ﺎ ﺑ ﺘ ﺼ ﻤ ﻴ ﻢ‬ ‫اﻟﺠﺰء اﻷآ ﺜ ﺮ أه ﻤ ﻴ ﺔ و اﻷآ ﺜ ﺮ‬ ‫ﺻﻌﻮﺑﺔ ﻣ ﻦ وﺟ ﻬ ﺔ ﻧ ﻈ ﺮي ﻓ ﻲ‬ ‫ﺗﺼﻤﻴﻢ اﻟﺸﺒﻜﺎت ‪.‬‬

‫ﻋﻨﻮان اﻟﺠﻬﺎز اﻷول‬ ‫ﺑﺎﻟﺸﺒﻜﺔ‬ ‫‪First Host IP‬‬

‫ﻋﻨﻮان ﺁﺧﺮ ﺟﻬﺎز‬ ‫ﻣﺴﺘﺨﺪم ﻓﻲ اﻟﺸﺒﻜﺔ‬ ‫‪Last Host IP‬‬ ‫) ‪)Used‬‬

‫‪217.52.5.54‬‬

‫‪217.52.5.2‬‬

‫‪217.52.5.66‬‬

‫‪217.52.5.98‬‬

‫‪217.52.5.130‬‬

‫‪217.52.5.134‬‬

‫‪217.52.5.166‬‬

‫‪217.52.5.182‬‬

‫‪217.52.5.93‬‬

‫‪217.52.5.117‬‬

‫‪217.52.5.131‬‬

‫‪217.52.5.151‬‬

‫‪217.52.5.175‬‬

‫‪217.52.5.183‬‬

‫ﻋﻨﻮان ﺁﺧﺮ ﺟﻬﺎز ﻓﻲ‬ ‫اﻟﺸﺒﻜﺔ‬ ‫‪Last Host IP‬‬ ‫)‪)for this network‬‬

‫اﻟﻌﻨﻮان اﻟﻌﺎم ﻟﻠﺸﺒﻜﺔ‬ ‫‪Broadcast Ad‬‬‫‪dress‬‬

‫‪217.52.5.63‬‬ ‫اﻟﻌﻨﺎوﻳﻦ اﻟﻐﻴﺮ ﻣﺴﺘﺨﺪﻣﻪ‬ ‫‪Hosts Lost: 9‬‬

‫‪217.52.5.64‬‬

‫‪217.52.5.95‬‬ ‫‪Hosts Lost: 2‬‬

‫‪217.52.5.96‬‬

‫‪217.52.5.127‬‬ ‫‪Hosts Lost: 10‬‬

‫‪217.52.5.128‬‬

‫‪217.52.5.131‬‬ ‫‪Hosts Lost: 0‬‬

‫‪217.52.5.132‬‬

‫‪217.52.5.163‬‬ ‫‪Hosts Lost: 12‬‬

‫‪217.52.5.164‬‬

‫‪217.52.5.179‬‬ ‫‪Hosts Lost: 4‬‬

‫‪217.52.5.180‬‬

‫‪217.52.5.183‬‬ ‫‪Hosts Lost: 0‬‬

‫‪217.52.5.184‬‬

‫ﻟﻤﺜﻞ هﺬا اﻟﻨﻮع ‪ ،‬و ﻟﻜﻨ ﻲ ﻟ ﺠ ﺄت‬ ‫ﻷﺑﺴﻂ ﺗﺼﻤﻴﻢ آﺒﺪاﻳﺔ ﻟﻤﺸﺎرﻳ ﻌ ﻨ ﺎ‬ ‫ﻓﻲ ﻣﺠﻠﺘﻜﻢ اﻟﺘﻘﻨﻴﺔ ‪.‬‬

‫هﻨﺎك اﻟ ﻌ ﺪﻳ ﺪ ﻣ ﻦ اﻟ ﺘ ﺼ ﻤ ﻴ ﻤ ﺎت‬ ‫‪52‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫اﻟﻤﻬﻨﺪس ﻋﺒﺪ اﻟﺴﻼم ﻣﺤﻤﺪ‬

‫اﻧﺘﺸﺎر ﺗﻜﻨﻮﻟﻮﺟﻴﺎ ‪Wi-Fi‬‬ ‫ﻤﻊ ﺒﺩﺍﻴﺔ ﺍﻜﺘﺸﺎﻑ ﺍﻟﺒﻠﻭﺘﻭﺙ‬ ‫‪ Bluetooth‬ﺒﻜل ﺘﻁﺒﻴﻘﺎﺘـﻪ‪،‬‬ ‫ﻓﻲ ﻋﺎﻟﻡ ﺍﻻﺘﺼﺎﻻﺕ ﺍﻟﻼﺴﻠﻜﻴـﺔ‬ ‫ﻭﺒﺩﺍﻴﺔ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺘﻘﻨـﻴـﺔ‬ ‫ﻤﻨﺎﻓﺫ ﺍﻷﺸﻌﺔ ﺘﺤﺕ ﺍﻟﺤـﻤـﺭﺍﺀ‬ ‫‪ ،Infrared‬ﻟﻨﻘل ﺒـﻌـﺽ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﻴﻥ ﺍﻷﺠﻬﺯﺓ ﺍﻟﺼﻐﻴﺭﺓ‬ ‫ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﺍﻨﻁﻠﻘﺕ ﺘﻘـﻨـﻴـﺎﺕ‬ ‫ﺃﺨﺭﻯ ﺃﺨﺫﺕ ﺘﺯﺍﺤﻡ ﺴﺎﺒﻘﺎﺘﻬـﺎ‬ ‫ﻭﺘﻀﻌﻬﺎ ﺘﺤﺕ ﺨﺎﻨﺔ ﺍﻟﻤﻬﺩﺩﻴـﻥ‬ ‫ﺒﺎﻟﺘﺼﻔﻴﺔ‪ ،‬ﺨﺼﻭﺼ ﹰﺎ ﺃﻥ ﺘﻘﻨﻴﺎﺕ‬ ‫‪Bluetooth‬‬ ‫ﺍﻟﺒﻠﻭﺘـﻭﺙ‬ ‫ﻭﺍﻷﺸﻌﺔ ﺘﺤﺕ ﺍﻟﺤﻤﺭﺍﺀ ﺘﺒـﺩﻭ‬ ‫ﻫﺯﻴﻠﺔ ﻭﻗﺩﻴﻤﺔ ﺒﺠﺎﻨـﺏ ﻫـﺫﻩ‬ ‫ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﺜﻭﺭﻴﺔ ﺍﻟﺠﺩﻴﺩﺓ ﺍﻟﺘﻲ‬ ‫ﻤﻥ ﺍﻫﻤﻬﺎ ﺘﻘﻨﻴﺔ ﺍﻟﻭﺍﻱ ﻓﺎﻱ ‪.‬‬ ‫‪Wi-Fi‬‬ ‫ﻤﺎ ﻫﻲ ﺘﻘﻨﻴﺔ " ﻭﺍﻱ ﻓـﺎﻱ "‬ ‫‪Wi-Fi‬‬ ‫ﻭﺍﻱ ﻓـﺎﻱ ‪ ،Wi-Fi‬ﻫـﻲ‬ ‫ﺍﺨﺘﺼﺎﺭ ﻟــ ‪Wireless‬‬ ‫‪ ،Fidelity‬ﺃﻱ ﺍﻟﺒﺙ ﺍﻟﻼﺴﻠﻜﻲ‬ ‫ﺍﻟﻔﺎﺌﻕ ﺍﻟﺩﻗﺔ ﻭﺍﻟﺴﺭﻋﺔ‪ ،‬ﻭﻫـﻲ‬ ‫ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﺘﻲ ﺘﻘﻭﻡ ﻋﻠﻴﻬﺎ ﻤﻌﻅـﻡ‬ ‫ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﻼﺴﻠﻜﻴﺔ ﺍﻟﻴﻭﻡ‪ ،‬ﻓﻬـﻲ‬ ‫ﺘﺴﺘﺨﺩﻡ ﻤﻭﺠﺎﺕ ﺍﻟﺭﺍﺩﻴﻭ ﻟﺘﺒﺎﺩل‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﺩﻻ ﻤﻥ ﺍﻷﺴـﻼﻙ‬ ‫ﻭﺍﻟﻜﻭﺍﺒل‪ .،‬ﻭ ﻫﻲ ﺇﺤﺩﻯ ﺍﻟﻁﺭﻕ‬

‫ﺛﻮرة ﺟﺪﻳﺪة ﺗﺰﻳﺢ ﺗﻘﻨﻴﺔ اﻟﺒﻠﻮﺛﻮت‬ ‫ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﺘـﻲ‬ ‫ﺘﺭﺒﻁ ﺠﻬﺎﺯﻴﻥ ﺃﻭ ﺃﻜـﺜـﺭ‬ ‫ﺒﺒﻌﻀﻬﻤﺎ ﻻﺴﻠﻜﻴﺎ‪ .‬ﻭ ﺘﺴﺘﻌﻤـل‬ ‫ﺃﻴﻀﺎ ﻤﻥ ﻗﺒل ﺍﻟﺒﻌﺽ ﻟﺘﻭﻓﻴـﺭ‬ ‫ﺨﺩﻤﺔ ﺍﻟﺩﺨﻭل ﺇﻟﻰ ﺸـﺒـﻜـﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺩﻭﻟﻴﺔ ﺒﺄﻗل ﺘﻜﻠﻔـﺔ‬ ‫ﻤﻤﻜﻨﺔ ﻭﻫﻲ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﺨﺘﺭﺍﻕ‬ ‫ﺍﻟﺠﺩﺭﺍﻥ ﻭﺍﻟﺤﻭﺍﺠﺯ‪ .‬ﻭﺸﺒﻜـﺎﺕ‬ ‫ﻭﺍﻱ ﻓﺎﻱ ﺃﻭ ﻤﺎ ﻴﺴﻤﻰ ﺒﺎﻟﻨﻘـﺎﻁ‬ ‫ﺍﻟﺴﺎﺨﻨﺔ ‪ Hotspots‬ﻫـﻲ‬ ‫ﻋﺒﺎﺭﺓ ﻋﻥ ﺠﻬﺎﺯ ﻫـﻭﺍﺌـﻲ )‬ ‫‪ (antenna‬ﻤــﻭﺼــﻭل‬ ‫ﺒﺎﻹﻨﺘﺭﻨﺕ ﻭﻴﺘﺼل ﻻﺴﻠﻜﻴﹰﺎ ﻤـﻊ‬ ‫ﺃﺠﻬﺯﺓ ﺍﻟﻜﻤﺒﻴﻭﺘﺭ ﻓﻲ ﻤﺩﺍﻩ ﺍﻟﺫﻱ‬ ‫ﻗﺩ ﻴﺼل ﺇﻟﻰ ‪ 45‬ﻤﺘﺭﹰﺍ‪ .‬ﻭﻟﻜـﻲ‬ ‫ﻴﺴﺘﻁﻴﻊ ﺠﻬﺎﺯ ﺍﻟﻜﻤﺒـﻴـﻭﺘـﺭ‬ ‫ﻻ ﺃﻭ ﻏﻴﺭ ﻤﺤﻤـﻭل( ﺃﻥ‬ ‫) ﻤﺤﻤﻭ ﹰ‬ ‫ﻴﺘﺼل ﺒﺸﺒﻜﺔ ﻭﺍﻱ ﻓﺎﻱ‪ ،‬ﻴﺠـﺏ‬ ‫ﺘﻬﻴﺌﺘﻪ ﺒﺩﻋﻡ ﺘﻘﻨﻴﺔ ﻭﺍﻱ ﻓﺎﻱ‪.‬‬ ‫ﻜﻴﻑ ﺘﻌﻤل ﻭﺍﻱ ﻓﺎﻱ ‪Wi-Fi‬‬ ‫ﺘﺴﺘﺨﺩﻡ ﺍﻟﻭﺍﻱ ﻓﺎﻱ ‪ WiFi‬ﺘﺭﺩﺩ‬ ‫ﺍﻟﺭﺍﺩﻴﻭ ﻟﻨﻘل ﺍﻟﺒـﻴـﺎﻨـﺎﺕ ﻭ‬

‫ﺍﻹﺸﺎﺭﺍﺕ ﻭﺘﺴﻤ‪‬ـﻰ ‪b802.‬‬ ‫ـﻲ‬ ‫‪11‬ﻭ ‪ g802. 11‬ﻭﻫـــ‬ ‫ﻤﻘﺎﻴﻴﺱ ﺘﻨﻘل ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﺴﺭﻋـﺔ‬ ‫‪ 2.4GHz‬ﺠﻴﺠﺎ ﻫﺭﺘﺯ ﻭﻫﻤﺎ‬ ‫ﻴﺴﺘﺨﺩﻤﺎﻥ ﻁﺭﻴﻘﺔ ﺘﺴـﻤـﻰ‬ ‫‪OFDM‬ﻭﻫﺫﺍ ﺍﺨـﺘـﺼـﺎﺭ‬ ‫‪O r t h o g o n a l‬‬ ‫‪FrequencyDivision‬‬ ‫‪Multiplexing‬ﻭﻫﻨﺎﻙ ﻤﻘﻴﺎﺱ‬ ‫ﺁﺨﺭ ‪a802.11‬ﻴﻨﻘل ﺍﻟﺒﻴﺎﻨﺎﺕ‬ ‫ﺒﺴﺭﻋﺔ ﺘﺼل ‪ 5GHz‬ﺠﻴـﺠـﺎ‬ ‫ﻫﺭﺘﺯ‪.‬‬ ‫ﻓﻬﻲ ﺘﻌﻤل ﺘﻘﺭﻴﺒﺎ ﻜﺎﻟـﻬـﺎﺘـﻑ‬ ‫ﺍﻟﻼﺴﻠﻜﻲ ﺃﻭ ﺃﺠﻬﺯﺓ ﺍﻟـﻌـﺭﺽ‬ ‫ﺍﻟﻤﺭﺌﻲ‪.‬‬ ‫ﻓﻲ ﺍﻟﻭﺍﻗﻊ ﺇﻨﻬﺎ ﺘﺸﺒﻪ ﺇﻟﻰ ﺤـﺩ‬ ‫ﻜﺒﻴﺭ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺨﺎﻁﺏ ﻋـﺒـﺭ‬ ‫ﺠﻬﺎﺯ ﺭﺍﺩﻴﻭ ﻟﻼﺴﺘﻘـﺒـﺎل ﻭ‬ ‫ﺍﻹﺭﺴﺎل ) ﺠﻬﺎﺯ ﺍﻟﻼﺴـﻠـﻜـﻲ‬ ‫ﺍﻟﻴﺩﻭﻱ( ‪ .‬ﻭ ﻫﻲ ﺘﻌﻤل ﻜﺎﻟﺘﺎﻟﻲ ‪:‬‬ ‫‪ -1‬ﻴﻘﻭﻡ ﺍﻟﺠﻬﺎﺯ ﺍﻟﻼﺴـﻠـﻜـﻲ‬ ‫ﺒﺘﺭﺠﻤﺔ ﺒﻴﺎﻨﺎﺕ ﺍﻟﺤﺎﺴﻭﺏ ﺇﻟـﻰ‬ ‫‪53‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻤﻭﺠﺎﺕ ﺭﺍﺩﻴﻭ ﻭ ﻤﻥ ﺜﻡ ﻴـﺘـﻡ‬ ‫ﺇﺭﺴﺎﻟﻬﺎ ﻋﺒﺭ ﺍﻟـﻬـﻭﺍﺌـﻲ ‪.‬‬ ‫‪-2‬ﻴﺴﺘﻘﺒل ﺠﻬﺎﺯ ﺍﻟﺘﺤﻭﻴل ﺘﻠـﻙ‬ ‫ﺍﻟﻤﻭﺠﺎﺕ ﺍﻟﻤﺭﺴﻠﺔ ﻭ ﻴـﻔـﻙ‬ ‫ﺘﺸﻔﻴﺭﻫﺎ ) ﻴﻌﻴﺩ ﺘﺭﺠﻤﺘﻬﺎ ﺇﻟـﻰ‬ ‫ﺒﻴﺎﻨﺎﺕ ﺨﺎﺼﺔ ﺒﺎﻟﺤﺎﺴـﻭﺏ( ﻭ‬ ‫ﻴﺭﺴل ﺘﻠﻙ ﺍﻟﺒﻴﻨﺎﺕ ﻋﺒﺭ ﺴﻠـﻙ‬ ‫ﺇﻟﻰ ﺸﺒﻜﺔ ﺍﻟﻤﻌﻠﻭﻤـﺎﺕ‬ ‫ﺍﻟﺩﻭﻟﻴﺔ‪ .‬ﻭﻁﺒﻌﺎ ﺘﻌﻤـل‬ ‫ﻫﺫﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺒﺎﻟﻌـﻜـﺱ‬ ‫ﺃﻴﻀﺎ ﻓﻲ ﺤﺎل ﺇﺴﺘﻘﺒﺎل‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻤﻥ ﺸﺒﻜـﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺩﻭﻟﻴـﺔ ‪.‬‬ ‫ﺒﺈﺨﺘﺼﺎﺭ ﺘﺴﺘـﻁـﻴـﻊ‬ ‫ﺍﻷﺠﻬﺯﺓ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ‬ ‫ﺘﻘﻨﻴﺔ ﺍﻟﻭﺍﻱ ﻓـﺎﻱ ﺃﻥ‬ ‫ﺘﺭﺴل ﻭﺘﺴـﺘـﻘـﺒـل‬ ‫ﻤﻭﺠﺎﺕ ﺍﻟﺭﺍﺩﻴـﻭ‪ ،‬ﻭ‬ ‫ﻴﻤﻜﻨﻬﺎ ﺘﺤﻭﻴل ﺍﻟﺘﺭﺩﺩﺍﺕ‬ ‫ﺍﻟﺭﻗﻤﻴﺔ ﺇﻟﻰ ﺘﻤﺎﺜﻠـﻴـﺔ‬ ‫ﺃﻱ ﺇﻟﻰ ﻤﻭﺠﺎﺕ ﺭﺍﺩﻴﻭ‬ ‫ﻭ ﺒﺎﻟﻌﻜﺱ‪.‬‬ ‫ﻤﻤﻴﺯﺍﺕ ﻭﺍﻱ ﻓﺎﻱ‬ ‫ﻤﻤﻴﺯﺍﺕ ﻭﺍﻱ ﻓﺎﻱ ﻜﺜﻴﺭﺓ ﻭﺠﻤﺔ‪،‬‬ ‫ﻓﻌﻤﻠﻴﺔ ﺇﻋﺩﺍﺩ ﺸﺒﻜﺎﺘﻬﺎ ﺴﺭﻴﻌـﺔ‬ ‫ﻭﺴﻬﻠﺔ‪ ،‬ﻓﻬﻲ ﻻ ﺘﺤﺘﺎﺝ ﺇﻟـﻰ‬ ‫ﺘﻤﺩﻴﺩﺍﺕ ﻟﻸﺴـﻼﻙ ﻭﺤـﻔـﺭ‬ ‫ﻟﻠﺤﻴﻁﺎﻥ‪ ،‬ﻭﻴﻤﻜﻥ ﺘـﺤـﺭﻴـﻙ‬ ‫ﺍﻷﺠﻬﺯﺓ ﻓﻴﻬﺎ ﺒﺠﻤﻴﻊ ﺍﻻﺘﺠﺎﻫﺎﺕ‪،‬‬ ‫ﻭﺤﻤﻠﻬﺎ ﻭﺍﻟﺘﺠﻭ‪‬ل ﺒﻬﺎ ﺒﺤـﻴـﺙ‬ ‫ﻼ ﺒﺸﻜـل‬ ‫ﻴﻤﻜﻨﻙ ﺃﻥ ﺘﺒﻘﻰ ﻤﺘﺼ ﹰ‬ ‫ﺩﺍﺌﻡ ﺒﺎﻹﻨﺘﺭﻨﺕ‪ ،‬ﻤﻥ ﻤﻜﺘﺒﻙ ﺘﺎﺭﺓ‬ ‫ﻭﻏﺭﻓﺔ ﺍﻻﺠﺘﻤﺎﻋـﺎﺕ ﺘـﺎﺭﺓ‬ ‫ﻭﺍﻟﻤﻘﻬﻰ ﺘﺎﺭﺓ ﺃﺨﺭﻯ‪ .‬ﻓﻬﻲ ﺘﺘﻴﺢ‬ ‫ﻗﺩﺭﹰﺍ ﻜﺒﻴﺭﹰﺍ ﻤﻥ ﺍﻟﻤﺭﻭﻨﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ‬

‫ﺘﺯﻴﺩ ﺍﻹﻨﺘﺎﺠﻴﺔ‪ .‬ﻭﻫﻲ ﺘـﺘـﻴـﺢ‬ ‫ﻼ ﺃﺜـﻨـﺎﺀ‬ ‫ﻟﻠﻤﺴﺎﻓﺭ ﺍﻟﺒﻘﺎﺀ ﻤﺘﺼ ﹰ‬ ‫ﺍﻟﺴﻔﺭ‪ ،‬ﺤﺘﻰ ﺇﻥ ﻜﺜﻴـﺭﹰﺍ ﻤـﻥ‬ ‫ﺸﺭﻜﺎﺕ ﺍﻟﻁﻴﺭﺍﻥ ﺃﺼﺒﺤﺕ ﺘﻘﺩﻡ‬ ‫ﺨﺩﻤﺔ ﻭﺍﻱ ﻓﺎﻱ ﻋﻠﻰ ﻁﺎﺌﺭﺍﺘﻬـﺎ‬ ‫ﻟﻴﺘﻤﻜﻥ ﺍﻟﻤﺴﺎﻓﺭﻭﻥ ﻤﻥ ﺍﻻﺘﺼﺎل‬ ‫ﺒﺎﻹﻨﺘﺭﻨﺕ ﻋﻥ ﻁﺭﻴﻕ ﺃﺠﻬﺯﺘﻬﻡ‬

‫ﺍﻟﻤﺤﻤﻭﻟﺔ ﻤﻥ ﻋﻠـﻰ ﻤـﺘـﻥ‬ ‫ﺍﻟﻁﺎﺌﺭﺓ‪ .‬ﻭﺘﺼـل ﺴـﺭﻋـﺔ‬ ‫ﺍﻻﺘﺼﺎل ﻋﻥ ﻁﺭﻴﻕ ﻭﺍﻱ ﻓـﺎﻱ‬ ‫ﺇﻟﻰ ‪ 54Mbps‬ﻤﻴﻐﺎﺒﺎﻴﺕ ﻓـﻲ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ‪ ،‬ﻓﺴﺭﻋﺘﻬﺎ ﻻ ﺘﻘﺎﺭﻥ ﻤـﻊ‬ ‫ﺍﻟﻤﻭﺩﻡ ﺍﻟﻬﺎﺘﻑ‪ ،‬ﺒل ﻫﻲ ﺃﺴـﺭﻉ‬ ‫ﺒﻌﺩﺓ ﻤﺭﺍﺕ ﻤﻥ ﺍﻻﺘﺼﺎل ﻋـﻥ‬ ‫ﻁﺭﻴﻕ ﺍﻟﻜﻴﺒـل ﺃﻭ ‪،DSL‬‬ ‫ﻭﺇﻋﺩﺍﺩ ﺸﺒﻜﺎﺕ ﻭﺍﻱ ﻓـﺎﻱ‬ ‫ﺃﺭﺨﺹ ﻤﻥ ﺍﻟﺸﺒﻜﺎﺕ ﺍﻟﺴﻠﻜﻴـﺔ‪،‬‬ ‫ﻭﺒﺨﺎﺼﺔ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻟﺸﺭﻜﺎﺕ‬ ‫ﺍﻟﻜﺒﻴﺭﺓ‪،‬‬ ‫ﺍﻟﻔﺭﻕ ﺒﻴﻥ ﻤﻭﺠﺎﺕ ﺍﻟـﺭﺍﺩﻴـﻭ‬ ‫ﺍﻟﻌﺎﺩﻴﺔ ﻭﻤﻭﺠﺎﺕ ﺍﻟﻭﺍﻱ ﻓـﺎﻱ ‪:‬‬

‫‪-1‬ﻴﺘﻡ ﺒﺙ ﺃﻭ ﺃﺴﺎل ﻤﻭﺠـﺎﺕ‬ ‫ﺍﻟﻭﺍﻱ ﻓﺎﻱ ﻋﻠﻰ ﺘﺭﺩﺩﺍﺕ ﺘﺘﺭﺍﻭﺡ‬ ‫ﻤﺎ ﺒﻴﻥ ‪ 2.4‬ﻭ ‪ 5‬ﺠﻴﺠﺎ ﻫﺭﺘﺯ‪ ،‬ﻭ‬ ‫ﻫﻲ ﺃﻋﻠﻰ ﻨﺴﺒﻴﺎ ﻤﻥ ﺍﻟﺘـﺭﺩﺩﺍﺕ‬ ‫ﺍﻟﺘﻲ ﺘﺴﺘﻌﻤﻠﻬﺎ ﺍﻟـﻬـﻭﺍﺘـﻑ‬ ‫ﺍﻟﻼﺴﻠﻜﻴﺔ ﻭ ﺍﻷﺠﻬﺯﺓ ﺍﻟﻤﺭﺌﻴﺔ ﻭ‬ ‫ﺃﺠﻬﺯﺓ ﺍﻟﻼﺴﻠﻜﻲ ﺍﻟـﻴـﺩﻭﻴـﺔ‪.‬‬ ‫ﺍﻟﺘﺭﺩﺩﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ ﻫـﺫﻩ‬ ‫ﺘﺴﻤﺢ ﺒﺤﻤل ﺒﻴـﺎﻨـﺎﺕ‬ ‫ﺃﻜﺜﺭ‪. .‬‬ ‫‪-2‬ﺘﺴﺘﻌﻤل ﺘﻘﻨﻴﺔ ﺍﻟﻭﺍﻱ‬ ‫ﻓﺎﻱ ﺍﻟﻤﻌﺎﻴﻴﺭ ﺍﻟﻘﻴﺎﺴﻴـﺔ‬ ‫ﺭﻗﻡ ‪802.11‬ﻜـﻤـﺎ‬ ‫ﺃﺴﻠﻔﻨﺎ ) ﻭ ﻫﻲ ﻤﺠﻤﻭﻋﺔ‬ ‫ﻗﻭﺍﻋﺩ ﺩﻭﻟﻴﺔ ﻤـﻭﺤـﺩﺓ‬ ‫ﻟﻠﺸﺒﻜﺎﺕ ﺍﻟﻼﺴﻠﻜـﻴـﺔ(‬ ‫ﻟﺘﻭﺼﻴل ﺍﻟﺸـﺒـﻜـﺎﺕ‬ ‫ﺒﺤﻴﺙ ﻴﻤﻜﻨﻬﺎ ﻨـﻘـل‬ ‫ﺒﻴﺎﻨﺎﺕ ﺒﺴﺭﻋﺔ ﺘﺼـل‬ ‫ﺇﻟﻰ ‪ 11‬ﻤﻴﻐﺎ ﺒﻴﺕ ﻓـﻲ‬ ‫ﺍﻟﺜﺎﻨﻴﺔ ﺍﻟﻭﺍﺤﺩﺓ ﺒـﻬـﺫﻩ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‪ .‬ﻭﻫﻨﺎﻙ ﻤﻌﺎﻴﻴﺭ ﺃﺨﺭﻯ‬ ‫ﻤﻥ ﻨﻔﺱ ﺍﻟﻔﺌﺔ ﻴﻤﻜﻨﻬﺎ ﻨـﻘـل‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﺒﺴﺭﻋﺔ ﺘﺼل ﺇﻟﻰ ‪5 4‬‬ ‫ﻤﻴﻐﺎﺒﻴﺕ ﻓﻲ ﺍﻟﺜﺎﻨﻴﺔ‪ ،‬ﻭ ﻓـﻲ‬ ‫ﺍﻟﻁﺭﻴﻕ ﻫﻨﺎﻙ ﻤﻌﺎﻴﻴﺭ ﺃﻜـﺜـﺭ‬ ‫ﺴﺭﻋﺔ ﻹﺴﺘﻌﻤﺎﻟﻬﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻘﺒل‪.‬‬ ‫‪-3‬ﻴﻤﻜﻥ ﻟﻤﻭﺠﺎﺕ ﺍﻟﻭﺍﻱ ﻓـﺎﻱ‬ ‫ﺃﻥ ﺘﻨﺘﻘل ﺒﺴﺭﻋﺔ ﺒﺈﺴﺘﻌﻤﺎل ﺃﻱ‬ ‫ﻤﻭﺠﺔ ﺭﺍﺩﻴﻭ ﺜﻼﺜﻴﺔ ) ﻟﻬﺎ ﺜﻼﺙ‬ ‫ﺘﺭﺩﺩﺍﺕ( ﺒﺤﻴﺙ ﺃﻨﻬﺎ ﺘﻘﻔﺯ ﻤـﻥ‬ ‫ﺘﺭﺩﺩ ﺇﻟﻰ ﺁﺨﺭ ﻭ ﺒﻬﺫﺍ ﺘﻘﻠل ﻤـﻥ‬ ‫ﻓﺭﺹ ﺘﺩﺍﺨل ﺍﻟﻤﻭﺠﺎﺕ ﻭ ﺘﺴﻤﺢ‬ ‫ﺒﺈﺴﺘﻌﻤﺎل ﻨﻔﺱ ﺍﻟـﻭﺼـﻠـﺔ‬ ‫ﺍﻟﻼﺴﻠﻜﻴﺔ ﻟﻌﺩﺩ ﺃﻜـﺒـﺭ ﻤـﻥ‬ ‫ﺍﻷﺠﻬﺯﺓ ﻓﻲ ﻨﻔﺱ ﺍﻟـﻭﻗـﺕ‪.‬‬ ‫‪54‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻭﺒﺸﺭﻁ ﻭﺠﻭﺩ ﻭﺼﻠﺔ ﻤﻬﻴﺄﺓ ﺃﻭ‬ ‫ﻜﺭﺕ ﻻﺴﻠﻜﻲ ﻓﻲ ﺍﻷﺠـﻬـﺯﺓ‬ ‫ﺍﻟﻤﺭﺍﺩ ﺘﺭﻜﻴﺒﻬﺎ ﻓﻲ ﺍﻟﺸﺒـﻜـﺔ‪،‬‬ ‫ﻴﻤﻜﻨﻨﺎ ﺘﻭﺼﻴل ﺍﻟﻌﺩﻴـﺩ ﻤـﻥ‬ ‫ﺍﻷﺠﻬﺯﺓ ﺒﺎﺴﺘﻌﻤﺎل ﻤﺤﻭل ﻭﺍﺤﺩ‬ ‫ﻟﺘﻭﺼﻴﻠﻬﺎ ﺠﻤﻴﻌﺎ ﺒﺸـﺒـﻜـﺔ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﺩﻭﻟﻴﺔ‪ .‬ﻁﺭﻴـﻘـﺔ‬ ‫ﺍﻟﺘﻭﺼﻴل ﻫﺫﻩ ﺘﻌﺘﺒﺭ ﻜﺎﻓﻴـﺔ ﻭ‬ ‫ﻏﻴﺭ ﻤﺭﺌﻴﺔ ﻭ ﻴﻜﻤﻥ ﺍﻻﻋﺘﻤـﺎﺩ‬ ‫ﻋﻠﻴﻬﺎ ‪.‬‬ ‫ﻤﺴﺘﻭﻯ ﺍﻷﻤﺎﻥ ﻭﺍﻟﺤﻤﺎﻴﺔ ﻓـﻲ‬ ‫ﺘﻘـﻨـﻴـﺔ ﺍﻟـﻭﺍﻱ ﻓـﺎﻱ‬ ‫ﻜﻤﺎ ﺴﺒﻕ ﺍﻟﻘﻭل ﺇﻥ ﺘﻘﻨﻴﺔ ﺍﻟﻭﺍﻱ‬ ‫ﻓﺎﻱ ﺘﺘﻴﺢ ﻟﻠﻤﺴﺘﺨﺩﻡ ﺍﻟﻭﺼـﻭل‬ ‫ﺇﻟﻰ ﺨﺩﻤﺎﺕ ﺍﻻﻨﺘﺭﻨﺕ ﻋـﺒـﺭ‬ ‫ﺍﻟﻨﻘـﺎﻁ ﺍﻟﺴـﺎﺨـﻨـﺔ ‪WiFi‬‬ ‫‪hotspots‬ﻭﻫﻲ ﻨﻘﺎﻁ ﻤﻨﺘﺸﺭﺓ‬ ‫ﻓﻲ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺍﻷﻤﻜﻨﺔ ﻭﺒﺎﻟﺘﺎﻟﻲ‬ ‫ﻜل ﻤﻥ ﻟﺩﻴﺔ ﺠﻬﺎﺯ ﺤﺎﺴﺏ ﻨﻘﺎل‬ ‫‪Laptop‬ﺃﻭ ﺠﻬﺎﺯ ﻤﺴـﺎﻋـﺩ‬ ‫ﺭﻗﻤﻲ ‪ PDA‬ﻤﺤﻤﻭل ﻴﺘﻭﻓﺭ ﺒﻪ‬ ‫ﺒﻁﺎﻗﺔ ﻗﺎﺩﺭﺓ ﻋﻠﻰ ﺍﻟﻌﻤل ﺒﺘﻨﻘﻴـﺔ‬ ‫ﻭﺍﻱ ﻓﺎﻱ ‪ WiFi‬ﻴﺴﺘـﻁـﻴـﻊ‬ ‫ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﺍﻟﺨﺩﻤـﺎﺕ ﺩﻭﻥ‬ ‫ﺭﻗﺎﺒﺔ ﻭﻫﺫﺍ ﻓﻴﻪ ﺍﻟﻜﺜﻴـﺭ ﻤـﻥ‬ ‫ﺍﻟﻤﺨﺎﻁﺭ ﻭﻴﻌﻨﻲ ﻋﺩﻡ ﺘـﻭﻓـﺭ‬ ‫ﻤﺴﺘﻭﻯ ﺃﻤﺎﻥ ﻴﻁﻤﺌﻥ ﺇﻟـﻴـﻪ‬ ‫ﻤﺴﺘﺨﺩﻤﻲ ﻫﺫﻩ ﺍﻟﺘـﻘـﻨـﻴـﺔ‪.‬‬ ‫ﻭﺍﻟﺠﻭﺍﺏ ﻴﻜﻤﻥ ﻓﻲ ﺍﺴﺘـﺨـﺩﺍﻡ‬ ‫ﻤﻔﺘﺎﺡ ‪ WEP‬ﻭﻫﻭ ﺍﺨﺘﺼـﺎﺭ‬ ‫‪Wired Privacy‬ﻴﻭﻓﺭ ﻫﺫﺍ‬ ‫ﺍﻟﻨﻅﺎﻡ ﺤﻤﺎﻴﺔ ﻋﺒﺭ ﺘﺸﻔﻴﺭ ﻗﺒـل‬ ‫ﺍﻹﺭﺴﺎل ﻋﺒﺭ ﺍﻟﻬﻭﺍﺀ‪ .‬ﻴـﻘـﺩﻡ‬ ‫ﻤﻔﺘﺎﺡ ‪ WEP‬ﻨﻭﻋـﺎﻥ ﻤـﻥ‬ ‫ﺍﻟﺘﺸﻔﻴﺭ ‪ 64‬ﺒﺕ ﻭ‪ 128‬ﺒـﺕ‬

‫ﻭﺍﻷﺨﻴﺭ ﺃﻜﺜﺭ ﺃﻤﺎﻨﺎ ﻭﻴـﻭﻓـﺭ‬ ‫ﺘﺸﻔﻴﺭﺍ ﻋﻠﻰ ﻤﺴﺘـﻭﻯ ﻋـﺎل‬ ‫ﻴﺼﻌﺏ ﺍﺨﺘﺭﺍﻗﻪ ﻷﻥ ﻴﺘﻡ ﻋﻠـﻰ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻷﺠﻬﺯﺓ ﻓﻲ ﻨـﻤـﻭﺫﺝ‬ ‫ﺍﻻﺘﺼـــــــــــﺎل‪.‬‬ ‫ﺍﻟﻤﻔﺘـﻭﺡ ‪ OSI Model‬ﻓـﻲ‬ ‫ﺍﻟﻤﺴﺘﻭﻴﻴﻥ ﺍﻟﻤﺴﺘﻭﻯ ﺍﻟـﻤـﺎﺩﻱ‬ ‫ﺍﻟﻔﻴﺯﻴﺎﺌﻲ ‪physical layer‬‬ ‫ﻭﻤﺴﺘﻭﻯ ﺭﺒﻁ ﺍﻟﺒﻴﺎﻨﺎﺕ ‪data‬‬ ‫‪link‬‬

‫ﺍﻟﻤﺭﺍﺠﻊ‪:‬‬ ‫‪www.wifinder.com‬‬ ‫‪www.ce4arab.com‬‬ ‫‪w w w. a d s l g a t e . c o m /‬‬ ‫‪www.6eeba.net/‬‬ ‫‪www.asharqalawsat.com‬‬

‫ﻓﻭﺍﺌﺩ ﻭﺍﻱ ﻓﺎﻱ ‪Wi-Fi‬‬ ‫ﺍﻟﻬﺩﻑ ﻤﻥ ﺍﻨﺸﺎﺀ ﻭﺍﻱ ﻓـﺎﻱ‬ ‫‪ Wi-Fi‬ﻫﻭ ﺍﻟﺘﺨﻠـﺹ ﻤـﻥ‬ ‫ﺍﻟﻤﺸﺎﻜل ﺍﻟﺘـﻲ ﺘﺼـﺎﺤـﺏ‬ ‫ﺍﻻﺘﺼﺎﻻﺕ ﺍﻟﺴﻠﻜﻴﺔ ﻭﻋﻤﻠـﻴـﺔ‬ ‫ﺘﺯﺍﻤﻥ ﺍﻟـﻜـﺎﺒـل ‪c a b l e‬‬ ‫‪synchronizing‬‬ ‫ﻓﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭ ﺍﻟﻤﺴﺘـﺨـﺩﻡ‬ ‫ﺍﻟﻌﺎﺩﻱ‪ ،‬ﻓﺈﻥ ﻟﻠـ ﻭﺍﻱ ﻓـﺎﻱ‬ ‫‪ Wi-Fi‬ﻓﻭﺍﺌﺩ ﺘﻜﻤـﻥ ﻓـﻲ‬ ‫ﺍﻵﺘﻲ ‪-:‬‬ ‫‪ -1‬ﺴﻬﻠﺔ ﺍﻟﺘﺭﻜﻴﺏ ﻭ ﺍﻹﻋﺩﺍﺩ‪.‬‬ ‫‪ -2‬ﺘﻜﻠﻔﺘﻬﺎ ﻤﻘﺒﻭﻟﺔ ﻨﺴﺒـﻴـﺎ ‪.‬‬ ‫‪ -3‬ﻴﻤﻜﻥ ﻟﺠﻬﺎﺯ ﻻﺴﻠـﻜـﻲ‬ ‫ﻭﺍﺤﺩ ﺃﻥ ﻴﺭﺒﻁ ﻋﺩﺩﺍ ﻤﻥ ﺃﺠﻬﺯﺓ‬ ‫ﺍﻟﺤﺎﺴﻭﺏ‪.‬‬ ‫‪ - 4‬ﺘﻭﻓﺭ ﺍﺘﺼﺎﻻ ﺴﺭﻴـﻌـﺎ‬ ‫ﻴﺼل ﺇﻟﻰ ‪ 100‬ﻤﺭﺓ ﺃﺴﺭﻉ ﻤﻥ‬ ‫ﺍﻻﺘﺼﺎل ﻋﺒﺭ ﺍﻟﻤﻭﺍﺌﻡ ﻤـﻭﺩﻡ‬ ‫‪.56k dialup‬‬

‫‪55‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫‪@ óïáÔ‹Üa@Ší—Üa@ÂÍ›Ü@óïbïÕÜa@óÕî‹Üajpeg‬‬ ‫ﻤﻥ ﺍﻟﻤﻌﺭﻭﻑ ﺃﻥ ﺍﻟﺼﻭﺭ ﻭﺍﻟﻔﻴﺩﻴﻭ ﺘﺄﺨﺫ ﻤﻥ ﻤﺴﺎﺤﺔ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﺍﻟﻜﺜﻴﺭ ﻭﻫﻲ ﻤﻥ‬ ‫ﺃﻜﺜﺭ ﺍﻟﻤﻠﻔﺎﺕ ﺤﺠﻤﺎ ﻋﻠﻰ ﺍﻟﻘﺭﺹ ﺍﻟﺼﻠﺏ ﻟﺫﻟﻙ ﻜﺎﻥ ﻻﺒﺩ ﻤﻥ ﻀﻐﻁﻬﺎ ﺃﺜﻨﺎﺀ ﺍﻟﺘﺨﺯﻴـﻥ‬

‫ﻭﺍﻹﺭﺴﺎل ﻋﺒﺭ ﺍﻟﺸﺒﻜﺔ ﻭﻓﻙ ﺍﻟﻀﻐﻁ ﺃﺜﻨﺎﺀ ﻋﺭﻀﻬﺎ‪ .‬ﻭﺴﻨﺴﺘﻌﺭﺽ ﻫﻨﺎ ﺍﺤـﺩ ﻁـﺭﻕ‬ ‫ﺍﻟﻀﻐﻁ ﻭﺃﺸﻬﺭﻫﺎ ﺃﻻ ﻭﻫﻭ ‪jpeg‬ﻭﺍﻟﺫﻱ ﻴﺴﺘﺨﺩﻡ ﻟﻀﻐﻁ ﺍﻟﺼﻭﺭ ﺍﻟﺴﺎﻜﻨﺔ ﻭﺍﻟﻤﻌﺭﻭﻓﺔ‬

‫ﺼﻭﺭﻩ ﺒﺎﻟﻤﻠﺤﻕ ‪*.jpg .‬ﺃﻤﺎ ﺍﻟﻔﻴﺩﻴﻭ )ﺍﻟﺼﻭﺭ ﺍﻟﻤﺘﺤﺭﻜﺔ( ﻓﻤﻔﻬﻭﻤﻪ ﻴﺘﻭﺴﻊ ﻟﻴﺼﺒﺢ‬

‫ﻡ‪.‬ﺃﺤﻤﺩ ﺃﺒﻭﻋﺠﻴﻠﺔ ﺤﻤﺭﺍﻟﺸﻭﺸﺔ‬

‫‪.MPEG‬‬

‫‪ JPEG‬ﻁﺭﻴﻘﺔ ﻗﻴﺎﺴﻴﺔ ﻟﻀﻐـﻁ‬

‫ﻭﻤﻌﻠﻭﻤﺎﺕ ﺃﻗل – ﻤﻥ ﺍﻟﻤﻌﺭﻭﻑ‬

‫ﺯﺍﺌﺩﺓ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻐﻨﺎﺀ ﻋﻨﻬـﺎ‪.‬‬

‫ﺍﺨـﺘـﺼـﺎﺭ‬

‫ﺃﻥ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺘﺨﺘﻠـﻑ ﻋـﻥ‬

‫ﻭﻟﺫﻟﻙ ﻨﺴﺘﺨﺩﻡ ﺍﻟﺘﻤﺜﻴل ﻤﺘﻐﻴـﺭ‬

‫) ‪Joint Photographic‬‬

‫ﺍﻟﺒﻴﺎﻨﺎﺕ‪ -‬ﻭﻫﻲ ﺯﺍﺌﺩﺓ ﺒﺎﻟﻨﺴﺒـﺔ‬

‫ﺍﻟﻁﻭل ﻤﺜل ﺘﻤﺜﻴل ﻫـﺎﻓـﻤـﺎﻥ‬

‫ﺨـﺒـﺭﺍﺀ‬

‫ﺃﻨﻭﺍﻉ ﺍﻟﺒﻴـﺎﻨـﺎﺕ ﺍﻟـﺯﺍﺌـﺩﺓ‬ ‫‪Redundancy‬‬ ‫‪ :Coding Red.‬ﺍﻟﺘﻤﺜﻴـل‬

‫ـﻭ‬ ‫‪ : Interpixel Red.‬ﻭﻫـ‬

‫ﻭ‬

‫ﻤـﺎ‬

‫ﺍﻟﺼﻭﺭ‪ .‬ﻭﻫﻲ‬

‫‪ (Experts Group‬ﻭﻴﻘﺼﺩ‬

‫ﺒﻪ ﺍﺘﺤﺎﺩ ﻤﺠﻤﻭﻋﺔ‬

‫ﺍﻟﺼﻭﺭ ﺍﻟﻔﻭﺘﻭﻏﺭﺍﻓـﻴـﺔ‬

‫ﺃﻱ‬

‫ﺍﻻﺘﺤﺎﺩ ﺍﻟﻨﺎﺸﺊ ﺒﻴﻥ ﻤﻜـﻭﻨـﻲ‬ ‫‪ jpeg‬ﻭﻫـﻡ‬

‫‪CCITT‬‬

‫‪ISO .‬ﻓﻘﺩ ﺃُﻁﻠـﻕ‬

‫ﺃﻭﺍﺨـﺭ‬

‫ﺍﻟﺜﻤﺎﻨﻴﻨﺎﺕ ﻭﺃﺼﺒﺢ ‪standard‬‬ ‫ﺴﻨﺔ ‪ .1992‬ﻭﺍﻟﻀﻐﻁ ﺍﻟـﺫﻱ‬ ‫ﻨﺘﻜﻠﻡ ﻋﻨﻪ ﻴﺄﺘﻲ ﻤﻥ ﺨﻼل ﺘﻘﻠﻴل‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺯﺍﺌﺩﺓ ﻋﻥ ﺍﻟﺤـﺎﺠـﺔ‬

‫) ‪ . (Redundancy‬ﻓﺎﻟﺼﻭﺭ‬ ‫ﺘﻭﺠﺩ ﺒﻬﺎ ﺒﻴﺎﻨﺎﺕ‬

‫ﻜـﺜـﻴـﺭﺓ‬

‫ﻟﻨﺎ‪.‬‬

‫ﺍﻟﻤﻌﺭﻭﻑ ﻟﻠﺒﻴﺎﻨﺎﺕ ﻋﺎﺩﺓ‬

‫)‪.(hafman code‬‬ ‫ﺘﻜﺭﺍﺭ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻓﻲ‬

‫ﺍﻟﺼـﻭﺭﺓ‬

‫ﺒﺠﺎﻨﺏ ﺒﻌﻀﻬﺎ ﺍﻟﺒﻌﺽ‪ .‬ﻓﻤﺜـﻼ‬ ‫ﺼﻭﺭﺓ ﺘﺤﺘﻭﻱ ﻋﻠﻰ ﺴـﻤـﺎﺀ‬

‫ﻴﺴﺘﺨﺩﻡ ﺍﻟﻁﻭل ﺍﻟﺜﺎﺒﺕ ) ‪Fixed‬‬

‫ﺯﺭﻗﺎﺀ ﺒﻨﻔﺱ ﺍﻟﻠﻭﻥ ﻓﺈﻥ ﺘﺨﺯﻴﻥ‬

‫ﻤﻥ ﺍﻟﺤﺸﻭ) ‪ (Red.‬ﻓﻤﺜﻼ ﻴﻤﺜل‬

‫ﺍﻟﺨﺎﺼﺔ ﺒﺎﻟﺴﻤﺎﺀ ﻴﻌﺘﺒﺭ ﺯﻴـﺎﺩﺓ‪.‬‬

‫‪ (length‬ﺍﻟﺫﻱ ﻴﺤﺘﻭﻱ ﺍﻟﻜﺜﻴﺭ‬ ‫) ‪1‬ﺒـ ‪ 5 , 0001‬ﺒـ ‪(0101‬‬ ‫ﺃﻭ‬

‫) ‪, 00000001‬‬

‫‪ (00000101‬ﻓــﺘــﻜــﻭﻥ‬ ‫ﺍﻷﺼﻔﺎﺭ ﻴﺴﺎﺭ ﺍﻟﻭﺍﺤﺩ ﺍﻷﺨﻴـﺭ‬

‫ﻜل ﻨﻘﻁﺔ ﻤﻥ ﻨﻘﺎﻁ‬ ‫ﻟﺫﻟﻙ ﻨﺴﺘﺨـﺩﻡ‬

‫ﺍﻟﺼـﻭﺭﺓ‬

‫ﻁـﺭﻴـﻘـﺔ‬

‫‪Runlength‬ﺤﻴﺙ ﻴﻤـﺜـل‬ ‫ﺍﻟﻤﻭﻗﻊ ﻜﺯﻭﺝ ﻤﺭﺘﺏ )‪ (x,y‬ﺃﻱ‬

‫ﺍﻟﻠﻭﻥ ﻭﺒﺠﺎﻨﺒﻪ ﻋـﺩﺩ ﻤـﺭﺍﺕ‬ ‫‪56‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺜﺎﺒﺕ ﺃﻭ ﻤﺘﺩﺭﺝ‪ .‬ﻭﻴﻌﺭﻑ ﻫـﺫﺍ‬

‫ﻤﻥ ﻜﻤﻴﺔ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﻁﻠـﻭﺒـﺔ‬

‫‪Low frequency‬‬

‫ﻟﺘﻤﺜﻴل ﺍﻟﺼﻭﺭﺓ ﺘﻤﻬﻴﺩﺍ ﻟﺘﺨﺯﻴﻨﻬﺎ‬

‫ﺘﻜﺭﺍﺭﻩ‪.‬‬ ‫‪Psychovisual Red.‬‬ ‫ﺒﻌﺽ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻓﻲ ﺍﻟﺼـﻭﺭﺓ‬

‫‪ . information‬ﻭﺃﻴﻀـــﺎ‬

‫ﺍﻟﺒﺸﺭﻴﺔ ﻭﻻ ﺘﺅﺜﺭ ﻓﻲ ﺍﻟﺼﻭﺭﺓ‬

‫ﺍﻟﻘﻭﺍﻟﺏ ﺫﺍﺕ ﺍﻟﺘﻐﻴﺭ ﺍﻟﺤﺎﺩ ﻓـﻲ‬

‫ﻏﻴﺭ ﺫﺍﺕ ﺃﻫﻤﻴﺔ ﺒﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻴـﻥ‬ ‫ﺇﺫﺍ ﺍﺨﺘﻔﺕ‪ .‬ﻟﺫﻟﻙ ﺘﺴـﺘـﺨـﺩﻡ‬

‫ﺒـــ‬

‫ﺍﻟﺼﻭﺭﺓ ﺘﺤﺘﻭﻱ ﻋﻠﻰ ﻗﻠﺔ ﻤـﻥ‬ ‫ﻤﺴﺘﻭﻯ ﺍﻟﻠﻭﻥ ﻭﺍﻟﺘﻲ ﻋﺎﺩﺓ ﺘﻜﻭﻥ‬

‫ﺃﻭ ﺇﺭﺴﺎﻟﻬﺎ‪.‬‬

‫ﺍﻟﺨﻁــﻭﺍﺕ‪:‬‬ ‫‪ -1‬ﺘﻘﺴﻡ‬

‫ﺍﻟﺼـﻭﺭﺓ‬

‫ﺇﻟـﻰ‬

‫ﻤﺠﻤﻭﻋـﺎﺕ) ‪ (blocks‬ﻜـل‬

‫‪Quantization‬ﺃﻱ ﻋﻤﻠﻴﺔ‬

‫ﺍﻟﺤﻭﺍﻑ ﻭﺍﻟﺤﺩﻭﺩ ﻓﻲ ﺍﻷﺸﻜـﺎل‬

‫ﻤـﻥ‬

‫ﺒﺎﻟﺼﻭﺭﺓ‪.‬ﻭﻴﻌﺭﻑ ﻫـﺫﺍ ﺒـ‬ ‫‪High frequency‬‬ ‫‪. information‬‬

‫‪ -2‬ﺘﺯﺍﺡ ﻜل ﻤﺠﻤﻭﻋﺔ ﺒﻤﻘﺩﺍﺭ‬

‫‪ J p e g‬ﻴﺤﺎﻭل ﺍﺴـﺘـﺨـﺭﺍﺝ‬

‫) ‪ (bit‬ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻟﺘﻤﺜﻴل ﻜـل‬

‫ﺍﻟﻘﺴﻤﺔ‪.‬‬ ‫ﻓﻲ ‪ Jpeg‬ﺴﻨﺘﺨﻠـﺹ‬ ‫ﻜﻤﻴﺎﺕ ﻜﺒﻴﺭﺓ ﻤﻥ‬

‫ﺍﻟـﺯﻭﺍﺌـﺩ‬

‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻁﺭﻕ ﻭﺍﻟﺤﻠﻭل ﺍﻟﺫﻱ‬ ‫ﹶﺫُﻜﺭﺕ ﺁﻨﻔﺎ‪ ,‬ﻭﺒﺩﻤﺞ ﺍﻟﻁﺭﻕ ﺘﻠﻙ‬ ‫ﻨﺤﺼل ﻋﻠﻰ ‪.Jpeg‬‬

‫ﻭﻟﻠـ ‪ Jpeg‬ﻁﺭﻕ ﻤﺘﻌﺩﺩﺓ ﻟﻜﻨﻨﺎ‬ ‫ﺴﻨﺘﻨﺎﻭل ﺃﺸﻬـﺭﻫـﺎ ﻭﻫـﻲ‬ ‫‪Baseline Sequential‬‬ ‫‪ Encoding‬ﻭﻓﻴﻬﺎ ﻋﻨﺎﺼـﺭ‬ ‫ﺍﻟﺼﻭﺭﺓ ﺘﻤﺜل ﺒﻁﺭﻴﻘﺔ ﺘﻌﺎﻗﺒﻴـﺔ‬ ‫ﻤﻥ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻥ‬

‫ﻭﻤـﻥ‬

‫ﺍﻷﻋﻠﻰ ﺇﻟﻰ ﺍﻷﺴﻔل‪.‬‬ ‫ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﺴﺘﻘﺴﻡ ﺍﻟﺼـﻭﺭﺓ‬

‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬

‫‪215 215 213 212‬‬ ‫‪215 215 213 212‬‬ ‫‪215 215 212 213‬‬ ‫‪215 200 210‬‬

‫ﻴﺤﺘﻭﻱ ﺃﻏﻠﺒﻬﺎ ﻋﻠﻰ ﻨﻘﺎﻁ ﺫﺍﺕ‬

‫ﻤﺴﺘﻭﻯ ﻟﻭﻥ )‪(gray level‬‬ ‫ﺃﻭ ﺇﺸﺭﺍﻕ‬

‫) ‪(luminance‬‬

‫)‪ (Pixel‬ﺃﻱ ‪. 8×8‬‬ ‫‪ , 2n+1‬ﺤﻴﺙ ‪ n‬ﻋﺩﺩ ﺍﻟﺒـﺕ‬ ‫ﻨﻘﻁﺔ‪ .‬ﻭﻓﻲ ﻫﺫﻩ ﺍﻟﺤﺎﻟﺔ‬

‫‪n=8‬‬

‫ﻻﻥ ﻤﺴﺘﻭﻯ ﺍﻟﻠﻭﻥ ﻤﻥ ‪ 0‬ﺇﻟـﻰ‬ ‫‪ 2 5 5‬ﻓﺘﺯﺍﺡ ﺍﻟﻤﺠﻤﻭﻋﺔ ﺒﻤﻘﺩﺍﺭ‬

‫‪ 128‬ﺃﻱ ﻜل ﻗﻴﻤﺔ ﺒﺎﻟﻤﺠﻤﻭﻋـﺔ‬ ‫ﺘﻁﺭﺡ ﻤﻨﻬﺎ ‪ .128‬ﻭﻫﺫﺍ ﻴﺴﺎﻫﻡ‬

‫‪ 215‬ﻓﻲ ﺍﻟﻀﻐﻁ‪.‬‬

‫‪ -3‬ﻜل ﻤﺠﻤﻭﻋـﺔ ﺘـﺤـﻭل‬

‫‪60‬‬

‫‪215 215‬‬

‫‪60‬‬

‫‪215 215‬‬

‫‪60‬‬

‫‪ 215 215‬ﻭﻫﻲ ﻋﻤﻠﻴﺔ ﺘﺤﻭﻴل ‪ 64‬ﻋﻨﺼﺭ‬ ‫‪215 215‬‬

‫ﺇﻟﻰ ﻗﻭﺍﻟﺏ ﺃﻭ ﻤﺠـﻤـﻭﻋـﺎﺕ‬ ‫) ‪ (blocks‬ﺼﻐﻴﺭﺓ ﺍﻟـﺘـﻲ‬

‫ﺫﺍﺕ‬

‫ﺍﻟـﺘـﺭﺩﺩ‬

‫ﻤﺠﻤﻭﻋﺔ ﺘﺤﺘﻭﻱ ‪ 64‬ﻨﻘـﻁـﺔ‬

‫ﺒﺎﺴﺘﺨﺩﺍﻡ ‪Discrete ) DCT‬‬

‫‪(Cos ine T ran sform‬‬

‫اﻟﺸﻜﻞ ‪1‬‬ ‫ﺍﻟﻤﻨﺨﻔﺽ‬

‫‪ Low freq.‬ﻭ‬

‫ﺍﻟﻤﻬﻤﺔ ﻭﺇﻫﻤﺎل ﺍﻷﻗل ﺃﻫﻤـﻴـﺔ‬ ‫‪ High freq.‬ﻫﺫﺍ ﺍﻟﻔﻌل ﻴﻘﻠل‬ ‫اﻟﺸﻜﻞ ‪2‬‬ ‫‪57‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫)ﺍﻟﻤﺠﻤﻭﻋﺔ ﺍﻟﻭﺍﺤﺩﺓ( ﻤﻥ ﺍﻟﻤﺠﺎل‬ ‫ﺍﻟﻤﻜﺎﻨﻲ )‪(spatial domain‬‬ ‫ﺇﻟﻰ ﺍﻟﻤـﺠـﺎل‬

‫ﺍﻟـﺘـﺭﺩﺩﻱ‬

‫) ‪(frequency domain‬‬ ‫ﻭﻨﺴﺘﻔﻴﺩ ﻤﻥ ﻫﺫﺍ ﻜﻤﺎ ﻓﻲ ﺍﻟﺸﻜل‬

‫‪.0 ≤ u, v ≤ 7‬‬ ‫‪0 ≤ x, y ≤ 7‬‬ ‫ﻭﻋﻨﺩ ﺘﻁﺒﻴﻕ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻨﺤﺼـل‬ ‫ﻋﻠﻰ ﻤﺼﻔﻭﻓﺔ ‪ 8×8‬ﻜل ﻋﻨﺼﺭ‬

‫ﺩﺭﺠﺔ ﺍﻟﻀﻐﻁ ﺍﻟﻤﻁﻠﻭﺒﺔ ﻤـﻥ‬ ‫ﻀﻤﻥ ﻤﺼﻔﻭﻓﺎﺕ ﻤﻌـﺘـﻤـﺩﺓ‬ ‫ﻤﻌﺭﻭﻓﺔ ‪.‬‬

‫ﻓﻴﻬﺎ ﻫﻭ ﻤﺼﻔﻭﻓﺔ ‪ 8×8‬ﻜﺎﻵﺘﻲ‪:‬‬

‫‪ 2‬ﺃﻥ ﺍﻟﺘﺭﺩﺩﺍﺕ ﺍﻟﻤﻨﺨﻔـﻀـﺔ‬ ‫ﺘﺘﺭﻜﺯ ﻓﻲ ﺍﻟﺯﺍﻭﻴﺔ ﺍﻟﻴـﺴـﺭﻯ‬ ‫ﺍﻟﻌﻠﻭﻴﺔ ﻭﻫﻜﺫﺍ ﺘﺯﺩﺍﺩ ﺍﻟﺘـﺭﺩﺩﺍﺕ‬ ‫ﺍﺭﺘﻔﺎﻋﺎ ﻜﻠﻤﺎ ﺍﺒﺘﻌﺩﻨﺎ ﻋﻥ ﻫـﺫﻩ‬

‫ﺍﻟﺯﺍﻭﻴﺔ‪ .‬ﻭﻨﺤﻥ ﻨـﻌـﻠـﻡ‬

‫ﺃﻥ‬

‫ﺍﻟﺘﺭﺩﺩﺍﺕ ﺍﻟﻤﻨﺨﻔﻀﺔ ﺘـﻤـﺜـل‬

‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺍﻟﻤﻬﻤﺔ‪ .‬ﻭﻤﻥ ﻫﻨـﺎ‬ ‫ﻨﺴﺘﻁﻴﻊ ﺍﻟﺘﺨﻠﺹ ﻤﻥ ﻏﻴﺭﻫـﺎ‪.‬‬ ‫ﻜﻤﺎ ﺃﻥ ﺍﻟﻌﻴﻥ ﺍﻟﺒﺸﺭﻴﺔ‬

‫ﻟـﻬـﺎ‬

‫ﺤﺴﺎﺴﻴﺔ ﺃﻗل ﻟﻠﺘﺭﺩﺩﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ‪.‬‬ ‫ﻭﺩﺍﻟﺔ ﺍﻟﺘﺤﻭﻴل ﻫﻲ ﻜﺎﻟﺘﺎﻟﻲ‪:‬‬

‫ﺒﻴﻨﻤﺎ ﺩﺍﻟﺔ ﺍﻟﺘﺤﻭﻴل ﺍﻟﻌﻜـﺴـﻲ‬

‫)‪Inverse DCT (IDCT‬‬ ‫ﺍﻟﺘﻲ ﺴﻨﺴﺘﺨﺩﻤﻬﺎ ﻋﻨـﺩ ﻓـﻙ‬ ‫ﺍﻟﻀﻐﻁ ﻫﻲ‪:‬‬

‫ﻋﻤﻠﻴﺔ ‪ DCT‬ﻻ ﺘﻘﺩﻡ ﺃﻱ ﻀﻐﻁ‬ ‫ﻓﻲ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻟﺫﻟﻙ ﻓﺎﻥ ﺍﻟﺼـﻭﺭﺓ‬ ‫ﻤﻥ ﻫﻨﺎ ﺘﻌﻭﺩ ﻜﻤﺎ ﻜﺎﻨﺕ‬ ‫ﻁﺒﻘﻨﺎ ‪ IDCT‬ﻭﻟﺫﻟﻙ‬

‫ﻟـﻭ‬ ‫ﺃﻴﻀـﹰﺎ‬

‫ﻓﻲ ﺍﻟﻤﺼﻔﻭﻓﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﻭﺍﻟﻐﺭﺽ‬

‫‪.Lossless‬‬

‫‪ : Quantization - 4‬ﻨﺎﺘﺞ‬

‫ﺍﻟﺘﺤﻭﻴل ﻴﻘﺴﻡ ﻋﻠﻰ ﻤﺼﻔـﻭﻓـﺔ‬ ‫ﺘﺴﻤـﻰ‬

‫ﻭ ‪c(i)=1 ; 0<i<8‬‬

‫‪ Jpeg‬ﻤﻥ ﺍﻟﻨﻭﻉ ‪ Lossy‬ﻜﻤﺎ‬

‫ﺘﺼﻨﻑ ‪ DCT‬ﻤـﻥ ﻨـﻭﻉ‬

‫ﺘﻜﻭﻥ ﺒﻨﻔﺱ ﺃﺒﻌﺎﺩ ﺍﻟﻤﺠﻤﻭﻋـﺎﺕ‬

‫ﺤﻴﺙ ‪c(0)=1/1.4142‬‬

‫ﻫﺫﻩ ﺍﻟﺨﻁﻭﺓ ﻫﻲ ﺍﻟﺘﻲ ﺘﺠـﻌـل‬

‫‪quantization‬‬

‫‪ ,table‬ﻭﻴﻌﺘﻤﺩ ﺍﺨﺘﻴﺎﺭﻫﺎ ﻋﻠﻰ‬

‫ﻤﻨﻬﺎ ﺠﻌل ﺍﻟﻘﻴﻡ ﺫﺍﺕ ﺍﻟﺘـﺭﺩﺩﺍﺕ‬

‫ﺍﻟﻌﺎﻟﻴﺔ ﻭﺍﻟﻐﻴﺭ ﻤﻬﻤـﺔ ﺘـﺅﻭل‬ ‫ﻟﻠﺼﻔﺭ ﻤﻥ ﺨﻼل ﺍﻟﻘﺴﻤﺔ‬

‫ﺜـﻡ‬

‫ﺍﻟﺘﻘﺭﻴﺏ‪ .‬ﻜﻤﺎ ﻨﻼﺤـﻅ‬

‫ﻓـﻲ‬

‫ﻤﺼﻔﻭﻓﺔ ﺍﻟﻘﺴﻤﺔ ﺃﻥ ﻋﻨﺎﺼﺭﻫـﺎ‬ ‫‪58‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺍﻟﺴﻔﻠﻴﺔ ﺍﻟﻴﻤﻨﻰ ﺃﻜﺒﺭ ﻤﻥ ﻏﻴﺭﻫﺎ‬

‫‪: (code‬‬

‫‪DC‬ﻭﺍﻷﺨﺭﻴﺎﺕ ‪.AC‬‬

‫ﻟﻠﻐﺭﺽ ﻨﻔﺴﻪ‪.‬ﻤﻊ ﺒﻘﺎﺌﻬﺎ ﻀﻤـﻥ‬

‫ﻴﺘﻡ ﺘﻤﺜﻴل ﻨﺎﺘﺞ ﻤﺎ ﺴﺒﻕ ﺒﻁﺭﻴﻘﺔ‬

‫‪ 0‬ﺇﻟﻰ ‪ . 255‬ﻭﺒﺫﻟﻙ ﻨﺤـﻘـﻕ‬

‫ﻫﺎﻓﻤﺎﻥ‪ ,‬ﺍﻟﺘﻲ ﺘﻌﺘﻤﺩ‬

‫ﺨﺼﺎﺌﺹ ﺍﻟﺼﻭﺭﺓ ﺍﻹﺤﺼﺎﺌﻴﺔ‪.‬‬

‫ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻭﺍﻟـﺒـﺩﺀ‬

‫‪-5‬ﻴﺭﺘﺏ ‪ 64‬ﻋﻨﺼﺭ ﺒﻁﺭﻴﻘـﺔ‬

‫ﻭﻫﻲ ﺇﻋﻁﺎﺀ ﺍﻗل ﺘﻤﺜﻴل ﻷﻜﺜـﺭ‬

‫ﺒﺂﺨﺭﻫﺎ ﻭﺍﻻﻨﺘﻬﺎﺀ ﺒـﺄﻭﻟـﻬـﺎ‪.‬‬

‫‪ Zigzag‬ﻭﻫﺫﺍ ﺍﻟﺘﺭﺘﻴﺏ ﻴﺴﻬل‬

‫ﺍﻟﻌﻨﺎﺼﺭ ﺘﻜﺭﺍﺭﹰﺍ ﻭﻫﻜﺫﺍ‪ .‬ﻭﺒﺫﻟﻙ‬

‫ﻭﺍﻟﺸﻜل ﺍﻟﺘﺎﻟﻲ ﻴﻭﻀﺢ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬

‫ﺍﻟﻀﻐﻁ‪.‬‬

‫ﻋـﻠـﻰ‬

‫ﻫﺫﻩ ﺍﻹﺠﺭﺍﺀﺍﺕ‬

‫ﻟﻀـﻐـﻁ‬

‫ﺍﻟﺼﻭﺭﺓ‪ .‬ﺃﻤﺎ ﻓﻜﻬﺎ ﻓﻴﺘﻡ ﺒﻌﻜـﺱ‬

‫ﻋﻤل ﺍﻟﺨﻁﻭﺓ ﺍﻟﺘﺎﻟﻴﺔ‪ ,‬ﺤـﻴـﺙ‬

‫ﺘﻜﻭﻥ ﺍﻟﻌﻨﺎﺼﺭ ﺫﺍﺕ ﺍﻟـﻘـﻴـﻡ‬ ‫ﺍﻟﻤﺘﺸﺎﺒﻬﺔ ﻤﺘﺠﺎﻭﺭﺓ ﻭﺨـﺎﺼـﺔ‬ ‫ﺍﻻﺼﻔﺭﺍﺭ‪.‬‬

‫اﻟﺸﻜﻞ ‪3‬‬

‫‪-6‬ﺇﺠﺭﺍﺀ ‪Run Length‬‬

‫ﻨﻌﺘﻤﺩ ﺘﻤﺜﻴل ﻤﺘﻐﻴﺭ ﺍﻟـﻁـﻭل‬

‫ﻫﻨﺎ ﻨﻤﺜل ﺍﻟﻘﻴﻡ ﻋﻠﻰ ﺸﻜل ﺃﺯﻭﺍﺝ‬

‫ﻭﻟﻴﺱ ﺜﺎﺒﺕ ﺍﻟﻁﻭل‪ .‬ﻤﻊ ﻀﻤﺎﻥ‬

‫) ‪ (a,b‬ﺤﻴﺙ ‪ a‬ﻗﻴﻤﺔ ﺍﻟﻌﻨﺼﺭ‪,‬‬

‫ﻋﺩﻡ ﻭﺠﻭﺩ ﺘﻤﺜﻴل ﻀﻤﻥ ﺒﺩﺍﻴـﺔ‬

‫‪ b‬ﻋﺩﺩ ﻤﺭﺍﺕ ﺘﻜﺭﺍﺭﻩ ﻤﺘﻌﺎﻗﺒﹰﺎ‪.‬‬

‫ﺁﺨﺭ ﺤﺘﻰ ﻻ ﻴﺤﺩﺙ ﺭﻴﺏ ﺃﺜﻨﺎﺀ‬

‫ﻭﻨﺴﺘﻔﻴﺩ ﻤﻥ ﻫﺫﺍ ﺍﻟﺘﺨﻠﺹ ﻤـﻥ‬

‫ﻋﻤﻠﻴﺔ ﺍﻻﺴﺘﺭﺠﺎﻉ‪.‬‬

‫ﺍﻷﺼﻔﺎﺭ ﺍﻟﻤﻜﺭﺭﺓ ﻜﺜﻴﺭﺍ ﻁﺒﻌـﺎ‬

‫ﻭﻴﻭﺠﺩ ﺠﺩﺍﻭل ﺜﺎﺒﺘﺔ ﻤﺴﺒـﻘـﺔ‬

‫ﻭﺘﻤﺜﻴﻠﻬﺎ ﺒﺸﻜل ﺃﻗل‪ .‬ﻭﺘﻌﺘﺒﺭ ﻫﺫﻩ‬

‫ﻟﻠﻬﺎﻓﻤﺎﻥ ﺨﺎﺼﺔ ﺒﺎﻟﺼﻭﺭ‪ ,‬ﻭﻴﺘﻡ‬

‫‪entropy‬‬

‫ﻭﺍﻟﻔﻙ‪ .‬ﻋﻠﻤﺎ ﺒﺄﻥ ﻫﺫﻩ ﺍﻟﺨﻁـﻭﺓ‬

‫‪ encoding‬ﻭﻨﺴﺘﺨـﺩﻡ‬

‫ﺘﻔﺭﻕ ﺒﻴﻥ ﺍﻟﻌﻨﺼﺭ ﺍﻟﺭﺌﻴﺴﻲ ﻓﻲ‬

‫) ‪Huffman‬‬

‫ﺍﻟﻤﺼﻔﻭﻓﺔ ) ‪ (0 , 0‬ﻭﺍﻟﻤﺴـﻤـﻰ‬

‫ﺍﻟﻌﻤﻠﻴﺔ ‪.Lossless‬‬ ‫‪ -7‬ﺇﺠــﺭﺍﺀ‬ ‫ـﺎ‬ ‫ـﻨـ‬ ‫ﻫـ‬

‫ﺍﺨﺘﻴﺎﺭ ﺍﺤﺩﻫﺎ ﻓﻲ‬

‫ﺍﻟﻀـﻐـﻁ‬

‫‪Jpeg header‬‬

‫ﻫﺫﺍ ﺍﻟﺠﺯﺀ ﻓﻲ ﺍﻟﺼﻭﺭﺓ ﻴﻜـﻭﻥ‬ ‫ﻓﻲ ﻤﻘﺩﻤﺔ ﺍﻟﺼﻭﺭﺓ ﺍﻟﻤﻀﻐﻭﻁﺔ‪.‬‬ ‫ﻭﻓﻴﻪ ﻨﺤﺩﺩ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬

‫ﺤـﻭل‬

‫ﺃﺒﻌﺎﺩ ﺍﻟﺼﻭﺭﺓ ﻭ ﻨﻭﻉ ﺍﻟﺘﻤﺜﻴـل‬ ‫‪59‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺍﻟﻤﺴﺘﺨﺩﻡ ﻭﻤﺼﻔﻭﻓﺔ ﺍﻟﻘﺴـﻤـﺔ‬ ‫ﻭﺠﺩﻭل ﻫﺎﻓﻤﺎﻥ‪.‬‬ ‫ﻗﺩ ﻻﻴﺘﻡ ﺇﺭﺴﺎل ﺒﻌـﺽ ﻫـﺫﻩ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﻋﻠﻰ ﺍﻋﺘﺒﺎﺭ ﺍﺴﺘﺨﺩﺍﻡ‬

‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬

‫ﺃﻭ‬

‫ﺍﻟـﺠـﺩﺍﻭل‬

‫ﺍﻟﻤﻌﺭﻭﻓﺔ‪ .‬ﻭﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻡ ﺃﻱ‬ ‫ﺠﺩﺍﻭل ﺠﺩﻴﺩﺓ ﻋﻠﻰ ﺃﻥ ﺘﺩﺭﺝ ﻓﻲ‬ ‫‪header‬‬ ‫ﺍﻟﺼﻭﺭﺓ ﺍﻟﻤﻠﻭﻨﺔ‪:‬‬ ‫ﺘﺴﺒﻕ ﺍﻹﺠﺭﺍﺀﺍﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻓـﻲ‬ ‫ﺤﺎﻟﺔ ﺍﻟﺼﻭﺭﺓ ﺍﻟﻤﻠﻭﻨﺔ ﺒﺨﻁـﻭﺓ‬ ‫ﺘﺤﻭﻴل ﻨﻅﺎﻡ ﺍﻷﻟﻭﺍﻥ ‪ RGB‬ﺇﻟﻰ‬ ‫ﻨﻅﺎﻡ ‪YUV (Y:luminance‬‬ ‫‪ (U,V:chrominance‬ﻭﺩﺍﻟﺔ‬ ‫ﺍﻟﺘﺤﻭﻴل ﻫﻲ‪:‬‬ ‫* ‪Y = 0.299 * R + 0.587‬‬ ‫‪G + 0.114 * B‬‬ ‫– ‪U = -0 . 1 6 8 7 * R‬‬ ‫‪0.3313* G + 0.5 * B +‬‬ ‫‪128‬‬ ‫* ‪V = 0.5 * R – 0.4187‬‬ ‫‪G – 0.813 * B + 128‬‬ ‫ﻭﻴﻤﻜﻨﻨﺎ ﺇﺠﺭﺍﺀ ﻤﺯﻴـﺩﺍ ﻤـﻥ‬

‫ﺷﻜﻞ ‪4‬‬ ‫ﻤﻥ ﺨﻼل ﺍﻟﺸﻜل ﺍﻟﺘﺎﻟﻲ‪ :‬ﻨﻼﺤﻅ‬ ‫ﺒﺯﻴﺎﺩﺓ ﺤﺠﻡ ﺍﻟﻤﺠﻤﻭﻋﺔ ﻴـﻘـل‬

‫‪Quantization‬ﻤﻌـﻴـﻥ‬

‫ﺍﻟﺨﻁﺄ ﻓﻲ ﺍﻟﺼﻭﺭﺓ ﻟﻜﻥ ﺒـﻌـﺩ‬

‫ﻨﺤﺼل ﻋﻠﻰ ﻨﺴﺒﺔ ﻀﻐـﻁ‬

‫‪ 8 ×8‬ﻴﺜﺒﺕ ﺍﻟﺨﻁﺄ‪ .‬ﻜﻤﺎ ﻨﻼﺤﻅ‬

‫= )‪Compression (CR‬‬

‫ﺍﻟﺨﻁﺄ ﻓﻲ ‪ DCT‬ﺃﻓﻀل ﻤـﻥ‬ ‫ﻏﻴﺭﻩ ﻤﻥ ﺍﻟﺘﺤﻭﻴﻼﺕ‪.‬‬

‫ﺍﻟﻀﻐﻁ ﺒﺈﻫﻤﺎل ﺒﻌﺽ ﻗﻴﻡ ‪U,V‬‬ ‫ﻭﻋﻨﺩﻫﺎ ﻴﻤﻜﻨﻨﺎ ﻤﻌﺎﻟﺠـﺔ ﻜـل‬ ‫‪ Y,V,U‬ﺒﺸﻜل ﻤﻨﻔﺼل‪ .‬ﻜﻤـﺎ‬ ‫ﻤﻭﻀﺢ ﺒﺎﻟﺸﻜل‪.‬‬

‫ﺍﻟﺘﺤﻭﻴل‪.‬‬

‫‪7.8:1 Ratio‬‬ ‫‪CR =7.8182‬‬

‫ﺷﻜﻞ ‪5‬‬ ‫ﺍﻟﻜﻠﻴﺔ ﻨﺴﺒﺔ ﺍﻟﻀﻐﻁ‬

‫ﺒﻌﺽ ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺒﺘﻨﻔﻴﺫ ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺫﻱ ﺘﻡ ﺘﻜﻭﻴﻨﻪ‬

‫ﺒﻭﺍﺴﻁﺔ ﺍﻟﻤـﺎﺘـﻼﺏ‬

‫ﺘﺄﺜﻴﺭ ﺤﺠﻡ ﺍﻟﻤﺠﻤﻭﻋﺔ ﻭﺩﺍﻟـﺔ‬

‫ـﺎﺭ‬ ‫ـﻴـ‬ ‫ـﺘـ‬ ‫ـﺎﺨـ‬ ‫ﺒـ‬

‫ـﺩﻭل‬ ‫ﺠـ‬

‫ﻭﺫﻟـﻙ‬

‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺨﻁﻭﺍﺕ ﺍﻟﺴﺎﻟـﻔـﺔ‪,‬‬ ‫ﺘﺒﻴﻥ ﺍﻵﺘﻲ‪:‬‬ ‫‪60‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫‪ Quant .=3.5305‬ﻨﺴــﺒــﺔ‬

‫ﺼﻔﺭﹰﺍ‪ .‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺼﻭﺭﺓ ﻤﺎﺯﺍﻟﺕ‬

‫ﺍﻟﻀﻐﻁ‬

‫ﻜﻔﺎﺀﺘﻬﺎ ﺠﻴﺩﺓ ﻭﻟﻜـﻥ ﺘﻨﻘـﺹ‬

‫‪ Huffman .=2.2145‬ﻨﺴﺒـﺔ‬

‫ﺍﻟﻜﻔﺎﺀﺓ ﺒﺯﻴﺎﺩﺓ ﺍﻟﻀﻐﻁ‪.‬‬

‫‪Digital Image Process‬‬‫‪ing, 2 Edition , pren‬‬‫‪tice Hall‬‬ ‫‪http://en.wikipedia.org/‬‬

‫ﺍﻟﺴﻠﺴﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻋﻴﻨﺔ ﻤﻥ ﺼﻭﺭﺓ‬

‫‪wiki/JPEG‬‬

‫ﺒﺎﺨﺘﻴﺎﺭ ﺠﺩﻭل ‪Quantization‬‬

‫ﻓﻲ ﻤﺭﺤﻠﺘﻬﺎ ﺍﻷﺨﻴﺭﺓ‪ ,‬ﻻﺤﻅ ﺃﻥ‬

‫‪w w w . g e o c i t i e s . c o m/‬‬

‫ﺁﺨﺭ ﻨﺤﺼل ﻋﻠﻰ ﻨﺴﺒﺔ ﻀﻐـﻁ‬

‫‪ 11001‬ﻫﻲ ﺘﻤﺜﻴل ﻟﻠـ ‪EOB‬‬

‫‪obashir/interests/jpeg/‬‬

‫‪10:1‬‬

‫ـﺔ‬ ‫)‪ (End Of Block‬ﻨﻬﺎﻴــ‬

‫‪JPEG.htm‬‬

‫‪ = 10.0315‬ﻨﺴﺒﺔ ﺍﻟﻀـﻐـﻁ‬

‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﻭﻓﻕ ﺠﺩﻭل ﻫﺎﻓﻤـﺎﻥ‬

‫‪www .cs .sfu .ca /CourseC‬‬

‫‪ Quant .=4.0955‬ﻨﺴــﺒــﺔ‬

‫ﺴﻠﺴﻠﺔ ﻟﻤﺠﻤﻭﻋﺘﻴﻥ ‪block2‬‬

‫ﺍﻟﻀﻐﻁ‬

‫ﺃﺨﻴــﺭﺍ‬

‫ﺍﻟﻀﻐﻁ‬

‫ﺍﻟﻜﻠﻴﺔ‬

‫‪ Huffman . =2.4494‬ﻨﺴﺒﺔ‬ ‫ﺍﻟﻀﻐﻁ‬

‫ـﺎﺭ‬ ‫ـﻴـ‬ ‫ـﺘـ‬ ‫ـﺎﺨـ‬ ‫ﺒـ‬

‫ـﺩﻭل‬ ‫ﺠـ‬

‫‪Quantization‬ﺁﺨــﺭ‬

‫ﺍﻟﻤ‪‬ﺨﺘﺎﺭ‪ .‬ﻋﻠﻤﺎ ﺒﺄﻥ ﺍﻟﺘﺎﻟﻲ ﻫـﻭ‬

‫ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﺘﻌﻁﻲ ﻨﺘﺎﺌﺞ ﺠﻴﺩﺓ‬ ‫ﻓﻲ ﺍﻟﺘﺨﻠﺹ ﻤﻥ ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺯﺍﺌﺩﺓ‬ ‫ﻭﺫﻟﻙ ﻓﻲ ﺴﺒﻴل ﺍﻟﺤﺼﻭل ﻋﻠـﻰ‬

‫‪e n t r a l 3 6 5 /‬‬ ‫‪/li/material/notes/Chap4‬‬ ‫‪/Chap4.2/Chap4.2.html‬‬ ‫‪www.compression‬‬‫‪l i n k s . i n f o‬‬ ‫‪www .websiteoptimizati‬‬ ‫‪on.com/‬‬

‫ﻨﺤﺼل ﻋﻠﻰ ﻨﺴﺒﺔ ﻀﻐﻁ‬

‫‪http //:en .wikipedia .org/‬‬

‫‪23.8:1‬‬

‫‪wiki/JPEG_2000‬‬

‫‪= 23.2717‬ﻨﺴﺒﺔ ﺍﻟﻀـﻐـﻁ‬ ‫ﺍﻟﻜﻠﻴﺔ‬ ‫ـﺔ‬ ‫ـﺒـ‬ ‫‪ Quant .=10.1386‬ﻨﺴـ‬

‫ﺍﻟﻀﻐﻁ‬

‫‪ Huffman .=2.2954‬ﻨﺴﺒـﺔ‬ ‫ﺍﻟﻀﻐﻁ‬ ‫ﻨﻼﺤﻅ ﺒﺯﻴﺎﺩﺓ ﻗﻴـﻡ ﻤـﺼﻔﻭﻓﺔ‬ ‫‪ quantization‬ﻓﺎﻥ ﺍﻟـﻀﻐﻁ‬

‫ﻴﺯﺩﺍﺩ ﻻﻥ ﻤﻌﻅﻡ ﺍﻟﻘﻴﻡ ﺘـﺼﺒﺢ‬

‫‪http //:en .wikipedia .org/‬‬ ‫ﺃﻓﻀل ﻀﻐﻁ ﻟﻠﺼﻭﺭﺓ ﻭﻨﻼﺤﻅ‬

‫‪wiki /Motion_JPEG/ / :‬‬

‫ﻤﻥ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻥ ﺍﻟﻀﻐﻁ ﺍﻟﻨﺎﺘـﺞ‬

‫‪www.jpeg.org‬‬

‫ﻤﻥ ﻤﺭﺤﻠﺔ ﺍﻟﻘﺴﻤﺔ ﺃﻜﺒﺭ ﺒﻜﺜﻴﺭ‬ ‫ﻤﻥ ﻤﺭﺤﻠﺔ ﻫﺎﻓﻤـﺎﻥ ﻭﺘـﺯﺩﺍﺩ‬ ‫ﺒﺘﻐﻴﻴﺭ ﺍﻟﺠﺩﻭل‪ ,‬ﺒﻴﻨﻤﺎ ﻤﺭﺤﻠـﺔ‬ ‫ﻫﺎﻓﻤﺎﻥ ﺜﺎﺒﺘﺔ ﻨﻭﻋﺎ ﻤﺎ‪.‬‬ ‫اﻟﻤﺮاﺟﻊ‬ ‫‪Rafael C. Gonzalez,‬‬ ‫‪Richard E. Woods ,‬‬

‫‪61‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫מא‬

‫א‬

‫ﺍﻟﻤﻬﻨﺩﺱ ﺴﻠﻴﻤﺎﻥ ﺨﻁﺎﺏ‬

‫‪The System of Profound knowledge‬‬

‫ﻋ ﻠ ﻰ اﻟ ﺮﻏ ﻢ ﻣ ﻦ أن اﻟﻀ ﺒ ﻂ‬ ‫اﻹﺣﺼﺎﺋﻲ ﻟﻠﻌﻤﻠ ﻴ ﺎت ) ‪( SPC‬‬ ‫ﻧ ﺠ ﺢ ﻓ ﻲ ﺑ ﻌ ﺾ اﻟﺸ ﺮآ ﺎت‬ ‫واﻟﻤﻨﻈﻤﺎت إﻻ أﻧﻪ ﻳﻮﺟﺪ اﻟ ﻜ ﺜ ﻴ ﺮ‬ ‫ﻣﻦ ﺣﺎﻻت اﻹﺧﻔﺎق ﻓ ﻲ ﺗ ﻄ ﺒ ﻴ ﻘ ﻪ‬ ‫ﻓﻰ ﺷﺮآ ﺎت وﻣ ﻨ ﻈ ﻤ ﺎت آ ﺜ ﻴ ﺮة‬ ‫أﺧﺮى‪ .‬واﻟﺴﺆال هﻨﺎ ﻣ ﺎ ه ﻮ ﺳ ﺮ‬ ‫ﻋ ﺪم ﻧ ﺠ ﺎح ﺗ ﻠ ﻚ اﻟ ﻤ ﻨ ﻈ ﻤ ﺎت‬ ‫واﻟﺸﺮآﺎت؟ ﻳ ﻌ ﺘ ﻘ ﺪ اﻟ ﻜ ﺜ ﻴ ﺮ ﻣ ﻦ‬ ‫ﻋﻠﻤﺎء اﻟﺠﻮدة أن اﻟﺴﺒﺐ اﻟﺮﺋﻴﺴﻲ‬ ‫ﻟ ﻬ ﺬا اﻹﺧ ﻔ ﺎق ه ﻮ ﻗ ﻴ ﺎدة ه ﺬﻩ‬ ‫اﻟﺸﺮآﺎت وأن ه ﺬﻩ اﻟ ﻘ ﻴ ﺎدات ﻻ‬ ‫ﺗﻌﻲ أن اﻟﺠﻮدة أآﺒﺮ ﻣ ﻦ ﻣ ﺠ ﺮد‬ ‫ﺿﺒﻂ إﺣﺼﺎﺋ ﻲ ﻟ ﻠ ﻌ ﻤ ﻠ ﻴ ﺎت وأن‬ ‫ﻣﺤﺎوﻟﺔ ﺗﻤﺜﻴﻞ دور أن ﺧ ﺮاﺋ ﻂ‬ ‫اﻟﻀﺒﻂ اﻹﺣﺼﺎﺋﻲ ﻟﻠﺠﻮدة ه ﻲ‬ ‫اﻟﺴﺒﻴﻞ ﻟﺘﺤﻘﻴﻖ ﺟﻮدة ﻋﺎﻟﻴﺔ ه ﻮ‬ ‫دور ﻗﺎﺻﺮ وﻣﺒﻨﻰ ﻋ ﻠ ﻰ ﻋ ﺪم‬ ‫دراﺳﺔ واﻗﻌﻴﺔ وﻋﺪم اﻟﻤ ﺤ ﺎوﻟ ﺔ‬ ‫اﻟﺠﺎدة ﻟﻔﻬﻢ ﻣﻦ أﻳﻦ ﺗﺒﺪأ اﻟﺒ ﺪاﻳ ﺔ‬ ‫اﻟﺼﺤﻴﺤﺔ واﻟﺘﻲ ﻳﻤﻜﻦ ﻟ ﻬ ﺎ أن‬ ‫ﺗﻀ ﻊ ﺗ ﻠ ﻚ اﻟﺸ ﺮآ ﺎت‬ ‫واﻟ ﻤ ﻨ ﻈ ﻤ ﺎت ﻋ ﻠ ﻰ اﻟ ﻄ ﺮﻳ ﻖ‬ ‫اﻟﺼﺤﻴﺢ‪.‬‬ ‫ﻓﺒﻌﺪ ﺳﻨﻴﻦ ﻣﻦ اﻟﻌﻤﻞ اﻟﻤﻀﻨﻲ‬ ‫واﻟﺸﺎق ﻓﻰ ﻣﺠﺎل اﻟﺠﻮدة‬ ‫ﺗ ﻮﺻ ﻞ اﻟ ﻌ ﺎﻟ ﻢ اﻷﻣ ﺮﻳ ﻜ ﻲ‬ ‫اﻟ ﻤ ﺸ ﻬ ﻮر اﻟ ﺪآ ﺘ ﻮر‪ /‬إدوارد‬ ‫دﻳﻤﻨﺞ‬ ‫اﻟﻰ ﻧﻈﺮﻳﺘﻪ اﻟﺘﻰ أﺣﺪﺛﺖ ﺗ ﺄﺛ ﻴ ﺮا‬ ‫ﻣﺪوي ﻓﻰ ﻋﺎﻟﻢ اﻟﺠﻮدة‬ ‫وإدارة اﻟﺸ ﺮآ ﺎت واﻟ ﻤ ﻨ ﻈ ﻤ ﺎت‬ ‫وهﻰ" ﻧﻈﺮﻳﺔ اﻟﻤﻌﺮﻓﺔ اﻟﻌﻤﻴﻘﺔ"‬ ‫وﻗﺪ آﺎن د ‪ /‬دﻳﻤ ﻨ ﺞ رﺟ ﻞ ﻗ ﻮى‬ ‫اﻟﻤﻼﺣﻈﺔ وﻳﺮﺟﻊ إﻟﻴﻪ اﻟﻔﻀﻞ‬

‫ﻓ ﻰ اﻟ ﻤ ﺴ ﺎﻋ ﺪة ﻋ ﻠ ﻰ اﻟ ﻨ ﻬ ﻀ ﺔ‬ ‫اﻟﺤﺪﻳﺜﺔ ﻟﻠﻴﺎﺑﺎن وإﻋﺎدة ﺑﻨﺎﺋﻬﺎ ﺑﻌﺪ‬ ‫اﻟﺤﺮب اﻟﻌﺎﻟﻤﻴﺔ اﻟﺜﺎﻧﻴﺔ‪.‬‬ ‫وﺗﺒﺪأ اﻟﻘﺼﺔ ﻋ ﻨ ﺪﻣ ﺎ ﻗ ﺎم إﺗ ﺤ ﺎد‬ ‫اﻟﻌﻠﻤﺎء واﻟﻤﻬﻨﺪﺳﻴﻦ اﻟﻴﺎﺑﺎﻧﻲ‬ ‫ﺑﺪﻋﻮة د ‪ /‬دﻳﻤﻨﺞ اﻟﻰ اﻟﻴﺎﺑﺎن ﻋ ﺎم‬ ‫‪ 1950‬ﺣﻴﺚ ﻗﺎم ﺑﺘﻌﻠﻴﻢ‬ ‫اﻟﻤﺪراء واﻟﻤﻬﻨﺪﺳﻴ ﻦ اﻟ ﻤ ﺴ ﺆﻟ ﻴ ﻦ‬ ‫اﻟﺘﻨﻔﻴﺬﻳﻴﻦ ﻓﻰ اﻟﺼﻨﺎﻋﺎت‬ ‫اﻟ ﻴ ﺎﺑ ﺎﻧ ﻴ ﺔ أﺳ ﺎﺳ ﻴ ﺎت اﻟﻀ ﺒ ﻂ‬ ‫اﻹﺣﺼﺎﺋﻲ ﻟﻠﻌﻤﻠﻴﺎت وﺗﺮك‬ ‫د ‪ /‬دﻳﻤﻨﺞ أﺛﺮ وﺑﺼ ﻤ ﺔ ﻋ ﻤ ﻴ ﻘ ﺔ‬ ‫ﻓﻰ ﻋﻘﻮل آﻞ اﻟﻤﺸﺎرآﻴﻦ‬ ‫وأﻋﻄﺎهﻢ ﻗﻮة دﻓﻊ هﺎﺋ ﻠ ﺔ وﺣ ﺎﻓ ﺰ‬

‫ﻣ ﻜ ﺎﻧ ﺎ ﻣ ﺮﻣ ﻮﻗ ﺎ ﺑ ﻴ ﻦ اﻟ ﻌ ﻠ ﻤ ﺎء‬ ‫اﻷﻣﺮﻳﻜﻴﻴﻦ‪ .‬وأﻣﻀﻰ د ‪ /‬دﻳ ﻤ ﻨ ﺞ‬ ‫أﻋ ﻮام ﻋ ﺪة ﻳ ﻄ ﻮر ﻓ ﻰ ﻃ ﺮﻳ ﻘ ﺔ‬ ‫ﺗﺴ ﺎﻋ ﺪ اﻟ ﻤ ﻨ ﻈ ﻤ ﺎت واﻟﺸ ﺮآ ﺎت‬ ‫ﻋ ﻠ ﻰ دﺧ ﻮل اﻟ ﻘ ﺮن اﻟ ﺤ ﺎدي‬ ‫واﻟﻌﺸﺮون ﺑﻔﻜﺮ ﺟﺪﻳﺪ وﻣﺘ ﻄ ﻮر‪.‬‬ ‫وﻣ ﺎ ﺗ ﺰال ه ﺬﻩ اﻟ ﻄ ﺮﻳ ﻘ ﺔ اﻟ ﺘ ﻲ‬ ‫ﺗﻮﺻﻞ إﻟﻴﻬﺎ ﻣﺴﺘﺨﺪﻣ ﺔ وﻣ ﻄ ﺒ ﻘ ﺔ‬ ‫ﺣ ﺘ ﻰ اﻟ ﻴ ﻮم‪ .‬وﻗ ﺪ ﺗ ﻮﺻ ﻞ د ‪/‬‬ ‫دﻳﻤﻨﺞ إﻟﻰ ﻣﻔﻬﻮم وﻃﺮﻳﻘﺔ ﺟ ﺪﻳ ﺪة‬ ‫وهﻰ " ﻧﻈﺎم اﻟﻤﻌﺮﻓﺔ اﻟﻌﻤ ﻴ ﻘ ﺔ "‬ ‫أو ) ‪The System of‬‬ ‫‪( Profound knowledge‬‬ ‫ﺣﻴﺚ أﺛﺒﺖ هﺬا اﻟﻨﻈﺎم ﻗﺪرة ﻋ ﻠ ﻰ‬ ‫اﻟﻨﺠﺎح واﻟﺘﻄﻮﻳﺮ اﻟ ﻤ ﺴ ﺘ ﻤ ﺮ‬ ‫ﻟﻠﺸﺮآﺎت واﻟﻤﻨﻈ ﻤ ﺎت اﻟ ﺘ ﻰ‬ ‫ﻗﺎﻣﺖ ﺑﺘﻄﺒﻴﻘ ﻪ‪.‬وﻳ ﺘ ﻜ ﻮن ه ﺬا‬ ‫اﻟﻨﻈﺎم ﻣﻦ أرﺑﻊ أﺟ ﺰاء ) أو‬ ‫ﻣﻨﺎﻃﻖ ( أﺳﺎﺳﻴﺔ وهﻰ ‪-:‬‬

‫‪ -1‬ﻣ ﻌ ﺮﻓ ﺔ اﻟ ﻨ ﻈ ﺎم‬ ‫‪knowledge of a‬‬ ‫‪system‬‬

‫‪ -2‬ﻣ ﻌ ﺮﻓ ﺔ اﻟ ﺘ ﺒ ﺎﻳ ﻦ‬

‫‪knowledge variation‬‬ ‫‪of‬‬

‫‪ -3‬ﻧ ﻈ ﺮﻳ ﺔ اﻟ ﻤ ﻌ ﺮﻓ ﺔ‬

‫‪k n o w l e d g e‬‬ ‫‪Theory of‬‬

‫ﻗﻮى ﻻﺳﺘﺨﺪام أﺳﺎﻟﻴﺐ‬ ‫اﻟﻀﺒﻂ اﻹﺣﺼﺎﺋﻲ ﻟﻠﻌﻤﻠﻴ ﺎت ﻓ ﻰ‬ ‫ﺿ ﺒ ﻂ اﻟ ﺠ ﻮدة ﻟ ﻠ ﺼ ﻨ ﺎﻋ ﺎت‬ ‫اﻟﻴﺎﺑﺎﻧﻴﺔ‪ .‬ﺛﻢ ﻋﺎد‬ ‫د ‪ /‬دﻳﻤﻨﺞ ﻣﺮة أﺧﺮ اﻟﻰ أﻣ ﺮﻳ ﻜ ﺎ‬ ‫وﺑﺪﺋﺖ ﺷﻬﺮﺗﻪ ﺗﺰداد وﻳ ﻜ ﻮن ﻟ ﻪ‬

‫‪ -4‬ﻣ ﻌ ﺮﻓ ﺔ اﻟ ﻨ ﻔ ﺴ ﻴ ﺔ‬ ‫‪knowledge‬‬ ‫‪of‬‬ ‫‪psychology‬‬ ‫وﻟﻔﻬﻢ ﻧﻈﺎم اﻟﻤﻌﺮﻓﺔ اﻟﻌﻤﻴﻘﺔ ﻳﺤﺐ‬ ‫ﻋﻠﻴﻨﺎ أن ﻧﻔﻬﻢ ﻣﺎ هﻮ اﻟ ﻨ ﻈ ﺎم وﻣ ﺎ‬ ‫ه ﻮ اﻟ ﻬ ﺪف ﻣ ﻦ اﻟ ﻨ ﻈ ﺎم‪ .‬آ ﺬﻟ ﻚ‬ ‫‪62‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻳﺠﺐ ﻋﻠﻴﻨﺎ ﻓﻬ ﻢ ﻣ ﺎ ه ﻮ اﻟ ﺘ ﺒ ﺎﻳ ﻦ‬ ‫وأن ﻧﺪرك أن اﻟﻔﺎﺋﺪة اﻟﺤﻘﻴﻘﻴﺔ ﻣﻦ‬ ‫وراء هﺬا اﻟﻔﻬﻢ ﺗﺄﺗﻰ ﻣﻦ إدراآ ﻨ ﺎ‬ ‫ﻟﺪور اﻟﻘﻴﺎدة وآﻴﻒ ﺗﺴﺘﻄﻴ ﻊ ه ﺬﻩ‬ ‫اﻟ ﻘ ﻴ ﺎدة اﻟ ﻨ ﺎﺟ ﺤ ﺔ اﻟ ﺘ ﺄﺛ ﻴ ﺮ ﻓ ﻰ‬ ‫اﻵﺧﺮﻳﻦ‪ .‬آﺬﻟﻚ ﻳﺠﺐ ﻋﻠﻴ ﻨ ﺎ ﻓ ﻬ ﻢ‬ ‫ﻧﻈ ﺮﻳ ﺔ اﻟ ﻤ ﻌ ﺮﻓ ﺔ وﻓ ﻰ اﻟ ﻨ ﻬ ﺎﻳ ﺔ‬ ‫ﻳﺠﺐ أن ﻳﻜﻮن ﻟﺪﻳﻨﺎ ﺗﻔﻬﻢ ﻟﻠ ﺪواﻓ ﻊ‬ ‫واﻟﺤﺎﻟﺔ اﻟﻨﻔﺴﻴﺔ‪.‬‬ ‫وﻣﺎ ﻧﻮد اﻟﺘﻨﻮﻳﻪ ﻋﻨﻪ هﻨ ﺎ ه ﻮ أﻧ ﻪ‬ ‫ﻟﻴﺲ ﺑﺎﻟﻀﺮورة أن ﻧﻜﻮن ﺧ ﺒ ﺮاء‬ ‫ﻓ ﻰ ه ﺬﻩ اﻟ ﻨ ﻘ ﺎط اﻷرﺑ ﻊ وﻟ ﻜ ﻦ‬ ‫ﻳﻜﻔﻴﻨﺎ أن ﻧﻌﺮف ﻗﺪرا ﻣﻨﺎﺳﺒﺎ ﻋ ﻦ‬ ‫آ ﻞ ﺟ ﺰء ﻣ ﻨ ﻬ ﺎ‪ .‬وذﻟ ﻚ ﻷﻧ ﻬ ﺎ‬ ‫ﻣﺘﺮاﺑﻄﺔ‪.‬‬ ‫وﺳﻮف ﻧﺘ ﻨ ﺎول ه ﺬا اﻟ ﻤ ﻮﺿ ﻮع‬ ‫ﻋﻠﻰ ﺣﻠ ﻘ ﺘ ﻴ ﻦ أو ﺛ ﻼث ﺣ ﻠ ﻘ ﺎت‬ ‫ﻣﺘﺘﺎﻟﻴ ﺔ وذﻟ ﻚ ﻟ ﻺ ﺳ ﺘ ﻔ ﺎﺿ ﺔ ﻓ ﻰ‬ ‫ﺷﺮﺣﻪ وﺗﻮﺿﻴ ﺤ ﻪ وﺳ ﻮف ﻧ ﺒ ﺪأ‬ ‫ﻣﻌﺎ هﺬﻩ اﻟﺤ ﻠ ﻘ ﺔ ﺑ ﺘ ﻨ ﺎول اﻟ ﺠ ﺰء‬ ‫اﻷول ﻣﻦ اﻟﻤﻮﺿﻮع وهﻮ‪-:‬‬ ‫מ ‪knowledge‬‬ ‫א‬ ‫‪of a system‬‬ ‫وﻗﺒﻞ أن ﻧﺒﺪأ هﺬﻩ اﻟﺤﻠﻘﺔ أﻗﺪم ﻟ ﻜ ﻢ‬ ‫هﺬﻩ اﻟﻤﻘ ﻮﻟ ﺔ اﻟﺸ ﻬ ﻴ ﺮة ﻟ ﺪآ ﺘ ﻮر‪/‬‬ ‫دﻳﻤﻨﺞ واﻟﺘﻲ ﻳﻘﻮل ﻓﻴﻬﺎ‬

‫) أن ﺗﻔﻌﻞ ﻣﺎ ﺑﻤ ﻘ ﺪورك ﻟ ﻢ ﻳ ﻌ ﺪ‬ ‫آﺎﻓﻴﺎ وﻟﻜﻦ ﻳﺠﺐ ﻋﻠﻴﻚ أن ﺗﻌﺮف‬ ‫ﻣﺎ ﺗﻔﻌﻞ وأﻧﻚ ﺗﺤﺎول ﻟﺘﻌﺮف ( ‪.‬‬ ‫מ ‪Defining‬‬ ‫א‬ ‫‪The System‬‬ ‫מ‬ ‫وﻗﺪ ﻋﺮف د ‪ /‬دﻳ ﻤ ﻨ ﺞ א‬

‫א‬ ‫א‬

‫)‬

‫א‬

‫מ(‬

‫وأﻏﻠﺐ اﻟﻨﺎس اﻟﻤﺘﻔﻘﻮن ﻓﻰ اﻟﺮأي‬ ‫ﻣ ﻌ ﻪ ﻳ ﺮون أن اﻟ ﻨ ﻈ ﺎم ه ﻮ‬ ‫اﻟﻤﻮردون واﻟﺰﺑ ﺎﺋ ﻦ واﻟ ﻤ ﻨ ﻈ ﻤ ﺔ‬ ‫واﻟﺬﻳﻦ ﻳﺠﺐ ﻋﻠﻴﻬﻢ اﻟﻌ ﻤ ﻞ ﺳ ﻮﻳ ﺎ‬ ‫ﻟﻠﻮﺻﻮل اﻟﻰ اﻟﻬﺪف اﻟﻤﻨﺸﻮد ﻣﻦ‬ ‫اﻟﻨ ﻈ ﺎم واﻟﺸ ﻜ ﻞ اﻟ ﺘ ﺎﻟ ﻲ ﻳ ﻌ ﻄ ﻰ‬ ‫ﺗﺼﻮر ﻟﻠﻨﻈﺎم‬

‫أﻧﻬﺎ ﺣﻘﺎ ﻣ ﺘ ﺮاﺑ ﻄ ﺔ ﻣ ﻌ ﺎ وﺗ ﺆدى‬ ‫ه ﺪف واﺣ ﺪ ﻟ ﻬ ﺎ وه ﻮ ﺧ ﺪﻣ ﺔ‬ ‫ﻣﺴ ﺎﻓ ﺮ وﻣ ﻦ اﻟ ﻤ ﻤ ﻜ ﻦ ﺟ ﺪا أن‬ ‫ﻳﻜﻮن هﺬا ﻧﻈﺎم ﻟﺼ ﻨ ﺎﻋ ﺔ ﺷ ﺮآ ﺔ‬ ‫ﻃﻴﺮان واﺣﺪة‪ .‬وﻟﻜﻦ ﻳﺠﺐ ﻋﻠ ﻴ ﻨ ﺎ‬ ‫أن ﻧﻼﺣﻆ أﻧﻪ ﻟﻴﺲ ﻧﻈﺎﻣﺎ ﻟ ﻜ ﺎﻣ ﻞ‬ ‫ﺻﻨﺎﻋﺔ ﺷﺮآﺎت اﻟﻄﻴﺮان‪.‬‬

‫وﺑﻨﺎءا ﻋﻠﻰ ه ﺬا اﻟ ﺘ ﺼ ﻮر ﻓ ﺈﻧ ﻨ ﺎ‬ ‫ﻧﺴﺘﻄﻴﻊ أن ﻧﻌﻄﻰ ﺑﻌﺾ اﻷﻣ ﺜ ﻠ ﺔ‬ ‫ﻟﻨﻤﺎذج ﺗﻮﺿﻴﺤﻴﺔ ﻟﻠﻨﻈﺎم ‪.‬‬ ‫وﻟ ﻨ ﺘ ﺤ ﺪث ﻣ ﺜ ﻼ ﻋ ﻦ ﺻ ﻨ ﺎﻋ ﺔ‬ ‫ﺷﺮآﺔ ﻃﻴﺮان واﻟﺘﻲ ﻣﻦ اﻟﻤﺤﺘﻤﻞ‬ ‫أﻧﻬﺎ ﺗﻤﺜﻞ ﻧ ﻈ ﺎم ﺣ ﻴ ﺚ ﻣ ﻜ ﻮﻧ ﺎت‬ ‫هﺬا اﻟﻨﻈﺎم هﻲ‪-:‬‬ ‫ﺷ ﺮآ ﺔ اﻟ ﻄ ﻴ ﺮان وﺗﺸ ﻤ ﻞ‬ ‫) اﻟ ﻤ ﻮﻇ ﻔ ﻮن ﻓ ﻰ اﻟﺸ ﺮآ ﺔ ﻣ ﻦ‬ ‫ﻃ ﻴ ﺎرون ‪ ,‬ﻣﻀ ﻴ ﻔ ﻮن ‪ ,‬ﻋ ﻤ ﺎل‬ ‫ﺧﺪﻣﺎت وﻏﻴﺮهﻢ (‬ ‫اﻟﻤﻮردون اﻟﻰ ﺷ ﺮآ ﺔ اﻟ ﻄ ﻴ ﺮان‬ ‫وه ﻢ ) اﻟﺸ ﺮآ ﺎت اﻟ ﻤ ﺼ ﻨ ﻌ ﺔ‬ ‫ﻟ ﻠ ﻄ ﺎﺋ ﺮات ‪ ,‬ﺷ ﺮآ ﺎت إﻣ ﺪاد‬ ‫اﻟ ﻄ ﻌ ﺎم واﻷﻏ ﺬﻳ ﺔ ‪ ,‬ﻣ ﻄ ﺎرات‬ ‫اﻟﻤﺪﻳﻨﺔ وﻏﻴﺮهﺎ (‬ ‫اﻟﺰﺑﺎﺋﻦ وهﻢ ) ﻣﺴﺎﻓﺮون ﻋ ﻤ ﻞ ‪,‬‬ ‫ﻣﺴﺎﻓﺮون ﻓﻰ رﺣﻼت ﺗ ﺮﻓ ﻴ ﻬ ﻴ ﺔ‬ ‫وﻏﻴﺮهﺎ (‬ ‫وآﺎﻻت ﺗﻨﻈﻴﻤﻴﺔ ﺣﻜﻮﻣﻴﺔ ) ﺗﻨﻈ ﻢ‬ ‫ﻗﻮاﻋﺪ وﻋﻼﻗﺎت اﻟﻄﻴﺮان وﺗ ﻮﻓ ﺮ‬ ‫اﻷﻣﺎن (‬ ‫ﻟﻮ ﻻﺣﻈﻨﺎ آﻞ هﺬﻩ اﻟﻤﻜﻮﻧﺎت ﻧﺠﺪ‬

‫ آﻞ ﻣﻨﻈﻤﺔ ه ﻲ ﻓ ﻰ ﺣ ﺪ ذاﺗ ﻬ ﺎ‬‫ﻧﻈﺎم وﻣﻦ اﻟﻤﻤﻜﻦ أن ﺗﻜﻮن ﺟﺰء‬ ‫ﻣﻦ ﻧﻈﺎم أوﺳﻊ وﻧﻼﺣ ﻆ ه ﻨ ﺎ أن‬ ‫اﻟﻤﻨﻈﻤﺔ اﻟﺘﻰ ﺗﺴ ﺘ ﻘ ﺒ ﻞ ﻣ ﺪﺧ ﻼت‬ ‫ﻣﻦ ﻣﻮردﻳﻬﺎ وﺗﻘﻮم ﺑﺘﺤﻮﻳﻠﻬﺎ اﻟ ﻰ‬ ‫ﻣﺨﺮﺟﺎت ﻣ ﻦ ﺧ ﻼل ﻋ ﻤ ﻠ ﻴ ﺎﺗ ﻬ ﺎ‬ ‫هﻲ ﻧﻈﺎم وه ﺬﻩ اﻟ ﺤ ﻘ ﻴ ﻘ ﺔ ﻳ ﻤ ﻜ ﻦ‬ ‫ﺗ ﻄ ﺒ ﻴ ﻘ ﻬ ﺎ ﻋ ﻠ ﻰ اﻟ ﺘ ﺼ ﻨ ﻴ ﻊ أو‬ ‫اﻟﺨﺪﻣﺎت أو اﻟﺘﻌﻠﻴ ﻢ أو اﻟ ﻬ ﻴ ﺌ ﺎت‬ ‫اﻟﺤﻜﻮﻣﻴﺔ‪.‬‬ ‫وﻟﻜﻞ ﻧﻈ ﺎم ﻋ ﻤ ﻠ ﻴ ﺎﺗ ﻪ وﺗ ﻌ ﺮﻳ ﻒ‬ ‫اﻟﻌﻤﻠﻴﺔ ﺑﺒﺴﺎﻃﺔ هﻲ ) ﻋﻤﻞ ﺑﺴﻴﻂ‬ ‫واﻟﺘﻲ ﻳﻤﻜﻦ أن ﺗﻜﻮن ﺟﺰء واﺣ ﺪ‬ ‫ﻣ ﻦ وﻇ ﻴ ﻔ ﺔ ﻟﺸ ﺨ ﺺ ﻣ ﺎ داﺧ ﻞ‬ ‫اﻟﻨﻈﺎم ( وﻟﻜﻞ ﻋ ﻤ ﻠ ﻴ ﺔ ﻣ ﺪﺧ ﻼت‬ ‫وﻣﺨﺮﺟﺎت‪ ,‬وﻣﺪﺧﻼت اﻟ ﻌ ﻤ ﻠ ﻴ ﺔ‬ ‫ﻳﻤﻜﻦ أن ﺗﻜﻮن ﻓﻰ ﺻ ﻮرة ﺳ ﻠ ﻊ‬ ‫أو ﺧﺪﻣﺎت أو ﻣ ﻌ ﻠ ﻮﻣ ﺎت واﻟ ﺘ ﻲ‬ ‫ﻳﺘﻢ ﺗﺤﻮﻳﻠﻬ ﺎ اﻟ ﻰ ﺻ ﻮرة أﺧ ﺮى‬ ‫ﺑﻮاﺳﻄﺔ اﻟ ﻌ ﻤ ﻠ ﻴ ﺔ ‪ ,‬وﻟ ﻠ ﺤ ﺼ ﻮل‬ ‫ﻋ ﻠ ﻰ ﺳ ﻠ ﻊ أو ﺧ ﺪﻣ ﺎت آ ﻤ ﻨ ﺘ ﺞ‬ ‫ﻧ ﻬ ﺎﺋ ﻲ ﻣ ﻦ ﻧ ﻈ ﺎم ﻧ ﺤ ﺘ ﺎج اﻟ ﻰ‬ ‫اﻟ ﻌ ﺪﻳ ﺪ ﻣ ﻦ ه ﺬﻩ اﻟ ﻌ ﻤ ﻠ ﻴ ﺎت‪,‬‬ ‫واﻟﺨﺮج ﻣ ﻦ ﻋ ﻤ ﻠ ﻴ ﺔ ﻳ ﻜ ﻮن ه ﻮ‬ ‫‪63‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫اﻟﺪﺧﻞ ﻟﻌﻤﻠﻴﺔ أو ﻋﻤﻠﻴﺎت أﺧﺮى ‪,‬‬ ‫وآﻞ هﺬﻩ اﻟﻌﻤﻠﻴﺎت‬ ‫ﻣ ﺘ ﺼ ﻠ ﺔ ﺑ ﺒ ﻌ ﺾ ﺗ ﻨ ﺸ ﺊ ﻧ ﻈ ﺎم‬ ‫ﻣﺮآﺐ وﻣﺘﻜﺎﻣﻞ وﻳ ﻜ ﻮن اﻟ ﻬ ﺪف‬ ‫ﻣﻦ اﻟﻨ ﻈ ﺎم ه ﻮ ﺗ ﻘ ﺪﻳ ﻢ ﻣ ﻨ ﺘ ﺞ أو‬ ‫ﺧﺪﻣﺔ ﻧ ﻬ ﺎﺋ ﻴ ﺔ ذات آ ﻔ ﺄﻩ ﻋ ﺎﻟ ﻴ ﺔ‬ ‫واﻗ ﺘ ﺼ ﺎدﻳ ﺔ‪ ,‬أي ﺑ ﺄﻗ ﻞ‬ ‫ﺗ ﻜ ﻠ ﻔ ﺔ‪.‬واﻟﺸ ﻜ ﻞ اﻟ ﺘ ﺎﻟ ﻲ ﻳ ﻌ ﻄ ﻰ‬ ‫ﺗﺼﻮر ﻣﺒﺴﻂ ﻟﻠﻌﻤﻠﻴﺔ‬

‫وﻳﺠﺐ ﻋﻠﻴﻨﺎ أن ﻧ ﻼﺣ ﻆ أﻧ ﻪ ﻓ ﻰ‬ ‫أى ﻧﻈﺎم اﻟﻌﻤﻠﻴﺎت اﻟﻔﺮدﻳﺔ ﻟﻴ ﺴ ﺖ‬ ‫ﻣﺴﺘﻘﻠﺔ ﻋﻦ ﺑﻌﻀﻬﺎ اﻟﺒﻌﺾ وﻟﻜﻦ‬ ‫ﻻﺑﺪ ﻣﻦ وﺟﻮد اﻋ ﺘ ﻤ ﺎدﻳ ﺔ ﺑ ﻴ ﻨ ﻬ ﻢ‬ ‫وإن آ ﺎﻧ ﺖ درﺟ ﺔ اﻻﻋ ﺘ ﻤ ﺎدﻳ ﺔ‬ ‫ﻣﺘﻐﻴﺮة ﻣﻦ ﺣﺎﻟﺔ اﻟﻰ أﺧﺮى‪.‬‬ ‫وأي ﺗﺄﺛﻴﺮ أو ﻓ ﻌ ﻞ ﻋ ﻠ ﻰ ﻧ ﻘ ﻄ ﺔ‬ ‫) ﻋ ﻤ ﻠ ﻴ ﺔ ( واﺣ ﺪة ﻓ ﻰ اﻟ ﻨ ﻈ ﺎم‬ ‫ﺳﻮف ﻳﻜﻮن ﻟﻬﺎ ﺗﺄﺛﻴﺮ ﻋﻠﻰ اﻟﻨﻘﺎط‬ ‫اﻷﺧ ﺮى ‪ ,‬ﻓ ﻌ ﻨ ﺪ ﺗ ﺄﺛ ﻴ ﺮﻧ ﺎ ﻋ ﻠ ﻰ‬ ‫ﻋﻤﻠﻴﺔ ﻣﺎ داﺧﻞ اﻟﻨﻈﺎم ﺑﺘ ﺄﺛ ﻴ ﺮ ﻣ ﺎ‬ ‫ﻓﻼﺑﺪ أن ﻳﺘﺒﻊ هﺬا اﻟﺘﺄﺛ ﻴ ﺮ ﺗ ﺄﺛ ﻴ ﺮا‬ ‫ﻋﻠﻰ اﻟﻨﻈﺎم آﻜﻞ‪ ,‬ﻟﻜﻦ هﺬا اﻟﺘﺄﺛﻴﺮ‬ ‫ﻗﺪ ﻳﺄﺧﺬ وﻗﺘ ﺎ ﻟ ﻜ ﻲ ﻳ ﺘ ﻀ ﺢ أﺛ ﺮﻩ‬ ‫وﻟﻦ ﻳ ﻜ ﻮن ه ﻨ ﺎك ﺗ ﻘ ﻴ ﻴ ﻢ ﻓ ﻮري‬ ‫ﻟﻬﺎ ‪.‬وذﻟﻚ ﻷن هﺬا اﻟﺘ ﺄﺛ ﻴ ﺮ رﺑ ﻤ ﺎ‬ ‫ﻳ ﻈ ﻬ ﺮ ﻓ ﻰ ﻣ ﻜ ﺎن ﺁﺧ ﺮ أو ﻓ ﻰ‬ ‫ﻋﻤﻠﻴﺔ ﺁﺧﺮي ﺑ ﻌ ﻴ ﺪة ﻋ ﻦ ﻧ ﻘ ﻄ ﺔ‬ ‫اﻟﺘﺄﺛﻴﺮ أو ﻳﻈﻬﺮ أﺛﺮﻩ آﻤﺎ ﻗﻠﻨﺎ ﺑﻌﺪ‬ ‫ﻓﺘﺮة ﻣﻦ اﻟﺰﻣﻦ‪ .‬واﻟﺸﻜ ﻞ اﻟ ﺘ ﺎﻟ ﻲ‬ ‫ﻳ ﻮﺿ ﺢ ﺗ ﺮاﺑ ﻂ اﻟ ﻌ ﻤ ﻠ ﻴ ﺎت‬ ‫وإﺗﺼﺎﻟﻬﺎ ﺑﺒﻌﺾ داﺧﻞ اﻟﻨﻈﺎم‬

‫מ‬

‫א‬ ‫‪ −2 −1‬א‬ ‫‪The Aim of a System‬‬ ‫ﻧﻌﻮد ﻣﺮة أﺧ ﺮى ﻟ ﻠ ﺤ ﺪﻳ ﺚ ﻋ ﻦ‬ ‫اﻟﻨﻈﺎم وﻣﺎ هﻮ اﻟﻬﺪف‬ ‫ﻣ ﻦ اﻟ ﻨ ﻈ ﺎم وه ﻞ‬ ‫ﺑ ﺎﻟﻀ ﺮورة أن آ ﻞ‬ ‫ﺗﺮآﻴﺒﺔ ﻣﻦ اﻟﻤﻮردون‬ ‫واﻟﻤﻨﻈﻤ ﺔ واﻟ ﻌ ﻤ ﻼء‬ ‫ه ﻲ ﻧ ﻈ ﺎم أم أﻧ ﻪ‬ ‫ﻹآﺘﻤﺎل ﺻﻮرة‬ ‫اﻟ ﻨ ﻈ ﺎم ﻓ ﺄن ه ﻨ ﺎك‬ ‫ﺑ ﻌ ﺾ اﻟ ﻤ ﻜ ﻮﻧ ﺎت أو‬ ‫اﻟﻌﻮاﻣﻞ اﻷﺧﺮى ‪.‬‬ ‫ﺗﺤﺪث د‪ /‬دﻳﻤﻨﺞ ﻋﻦ هﺬﻩ اﻟ ﻨ ﻘ ﻄ ﺔ‬ ‫وآﺎن رأﻳﻪ أن اﻟﻤﻔﺘﺎح‬

‫اﻷﺳﺎﺳﻲ ﻟ ﻔ ﻬ ﻢ ﻣ ﺎ ه ﻮ اﻟ ﻨ ﻈ ﺎم‬ ‫ﻳ ﻜ ﻤ ﻦ ﻓ ﻰ ﻣ ﻌ ﺮﻓ ﺔ ﻣ ﺎ ه ﻮ‬ ‫) اﻟﻬﺪف ( ﻣﻦ اﻟﻨﻈﺎم أو ﻣ ﺎ ه ﻮ‬ ‫اﻟﻐﺮض اﻷﺳ ﺎﺳ ﻲ ﻣ ﻦ اﻟ ﻨ ﻈ ﺎم‬ ‫واﻟﺬي ﺑﺪوﻧﻪ ﻻ ﻳﻜﻮن هﻨﺎك ﻧﻈ ﺎم‬ ‫ﺑﺎﻟﻤﻌﻨﻰ اﻟﻤﻘﺼﻮد‪.‬‬ ‫واﻟ ﻬ ﺪف ه ﻮ ) ﺷ ﺊ ﻣ ﺮﻣ ﻮق‬ ‫ﻳﺘﻄﻠﻊ إﻟ ﻴ ﻪ ( وﺑ ﻨ ﺎءا ﻋ ﻠ ﻴ ﻪ ﻓ ﺄن‬ ‫اﻟﻬﺪف ﻳﺠﺐ أن ﻳﺸﻤﻞ اﻟﻤﺴ ﺘ ﻘ ﺒ ﻞ‬ ‫وﺑ ﻌ ﺾ اﻷﺷ ﻴ ﺎء اﻷﺧ ﺮى ﻋ ﻦ‬ ‫اﻟﻌﺎﻣﻠﻴﻦ ﻓﻰ اﻟﻤﻨﻈﻤ ﺔ وﻳ ﺠ ﺐ أن‬ ‫ﻳﺒﻠﻎ اﻟﻰ آﻞ اﻟﻌﺎﻣﻠﻴﻦ ﺑ ﺎﻟ ﻤ ﻨ ﻈ ﻤ ﺔ‬ ‫ﻣﻊ اﻟﺘﺄآﻴﺪ ﻋﻠﻰ ﺗﻔﻬﻢ اﻟﻬﺪف ﻟ ﻜ ﻞ‬ ‫ﺷﺨﺺ ﺑﺎﻟﻤﻨﻈﻤﺔ ‪.‬‬ ‫وﻗﺪ ﻗﺎم د ‪ /‬دﻳﻤﻨﺞ ﺑﺎﻟﺘﺮآﻴﺰ ﻋ ﻠ ﻰ‬ ‫هﺬﻩ اﻟﻨﻘﻄﺔ آﺜﻴﺮا أﺛﻨﺎء ﻣﺴ ﺎﻋ ﺪﺗ ﻪ‬

‫ﻟﻠﻴﺎﺑﺎﻧﻴﻴﻦ وإﺳﺘﻄﺎع أن ﻳ ﻮﺻ ﻠ ﻬ ﺎ‬ ‫إﻟﻴﻬﻢ ﺗﻤﺎﻣﺎ ﻣﻤﺎ آﺎن ﻟﻪ أﺑﻠﻎ اﻷﺛ ﺮ‬ ‫ﺑﻌﺪ ذﻟﻚ ‪.‬ﻓﻘﺪ ﺗﻤﻜﻦ د ‪ /‬دﻳﻤﻨ ﺞ أن‬ ‫ﻳﻘﻨﻊ اﻟﻴﺎﺑﺎﻧﻴﻴ ﻦ " أن اﻟ ﻨ ﻈ ﺎم ه ﻮ‬ ‫اﻟﻴ ﺎﺑ ﺎن " وه ﺬا ه ﻮ اﻟﺴ ﺮ اﻟ ﺬي‬ ‫ﺳﺎﻋﺪ ﻋﻠﻰ دﻓﻊ اﻟﻴﺎﺑﺎن ﻷن ﺗﻜ ﻮن‬ ‫ﻗﻮة إﻗﺘﺼﺎدﻳﺔ ﻋﻈﻤﻰ وﻟﻜﻦ ﻟﻨﺄﺗﻲ‬ ‫ﻟ ﻠ ﺴ ﺆال اﻟ ﻬ ﺎم " اﻟ ﻴ ﺎﺑ ﺎن آ ﺎﻧ ﺖ‬ ‫اﻟﻨﻈﺎم " ﻓﻤﺎ هﻮ اﻟﻬﺪف ؟‬ ‫وﻗﺪ أﺟﺎب د ‪ /‬دﻳ ﻤ ﻨ ﺞ ﻋ ﻠ ﻰ ه ﺬا‬ ‫اﻟﺴ ﺆال ﺑ ﺄن اﻟ ﻬ ﺪف ﻳ ﺠ ﺐ أن‬ ‫ﻳﻜﻮن "اﻟ ﻤ ﺜ ﺎﻟ ﻴ ﺔ ﻟ ﻠ ﻨ ﻈ ﺎم ﻋ ﺒ ﺮ‬ ‫اﻟﻮﻗﺖ " واﻟ ﻤ ﺜ ﺎﻟ ﻴ ﺔ‬ ‫هﻲ " ﻋﻤﻠﻴﺔ ﺗﻨ ﺴ ﻴ ﻖ‬ ‫اﻟ ﺠ ﻬ ﻮد ﻟ ﻜ ﻞ‬ ‫ﻣﻜﻮﻧﺎت اﻟﻨﻈ ﺎم ﻣ ﻦ‬ ‫أﺟﻞ إﻧ ﺠ ﺎز اﻟ ﻬ ﺪف‬ ‫اﻟﻤﻨﺸﻮد" وﺷﺪد‬ ‫د ‪ /‬دﻳ ﻤ ﻨ ﺞ ﻋ ﻠ ﻰ‬ ‫ﺿ ﺮورة أن ﻳ ﻜ ﻮن‬ ‫ﻟﻠﻬﺪف " ﺗﻘﻴﻴﻢ ذاﺗﻲ" ‪.‬‬ ‫ وﻟﻨﺄﺧﺬ ﻣﺜﺎﻻ ﻟ ﺘ ﻮﺿ ﻴ ﺢ ﻣ ﻌ ﻨ ﻰ‬‫اﻟ ﻬ ﺪف وأن ﻧ ﺺ اﻟ ﻬ ﺪف ﻗ ﺪ‬ ‫ﻳﺤﻮى اﻟﻌﺪﻳﺪ واﻟﻌﺪﻳﺪ ﻣﻦ اﻟﻤﻌﺎﻧﻲ‬ ‫واﻟﺘﻲ ﺗﻔﻬﻢ ﺿﻤﻨﻴﺎ ﻣﻦ اﻟﻬﺪف ‪.‬‬ ‫ﻓﻠﻮ ﺗﺤﺪﺛﻨﺎ ﻣﺜﻼ ﻋﻦ ﺷﺮآ ﺔ ﻟ ﻨ ﻘ ﻞ‬ ‫اﻟﺒﻀﺎﺋﻊ وأﻃﻠ ﻌ ﻨ ﺎ ﻋ ﻠ ﻰ اﻟ ﻬ ﺪف‬ ‫اﻟﻤﻌﻠﻦ ﻟﻬﺬﻩ اﻟﺸﺮآﺔ وهﻮ‬ ‫" ﺗﻘﺪﻳﻢ ﺧﺪﻣ ﺔ أﻓﻀ ﻞ وأﻓﻀ ﻞ "‬ ‫ﻓﺄن ﻣﺎ ﻧﻔﻬﻤﻪ هﻮ ‪-:‬‬ ‫ﻧﻘﻞ وﺗﺴﻠﻴﻢ اﻟﺒﻀﺎﺋﻊ ﺑﺄﻣﺎن‬ ‫اﻟﺘﺤﺴﻴﻦ اﻟﻤﺴﺘﻤﺮ ﻹﺗﻤﺎم ﻋ ﻤ ﻠ ﻴ ﺔ‬ ‫اﻟﺘﺴﻠﻴﻢ ﻓﻰ اﻟﻮﻗﺖ اﻟﻤﺤﺪد‬ ‫ﺗﺤﻘﻴﻖ أﻗﻞ ﺗﻜﻠﻔﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺸ ﺮآ ﺔ‬ ‫اﻟﻨﺎﻗﻠﺔ ﻟﻠﺒﻀﺎﺋﻊ‬ ‫ﺗﻮﻓﻴﺮ ﺣﻴﺎة آﺮﻳﻤﺔ وﻋﻠﻰ ﻣﺴﺘﻮى‬ ‫ﻋﺎﻟﻲ ﻟﻠﻤﻮﻇ ﻔ ﻴ ﻦ اﻟ ﻌ ﺎﻣ ﻠ ﻴ ﻦ ﻓ ﻰ‬ ‫اﻟﺸﺤﻦ واﻟﻨﻘﻞ‪.‬‬

‫‪64‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺣﻤﺎﻳﺔ اﻟﺒﻴﺌﺔ‪.‬‬ ‫ ﻣ ﺜ ﺎل أﺧ ﺮ وه ﻮ ﻋ ﻦ ﻧ ﻈ ﺎم‬‫ﻟﺸﺮآﺔ ﺣﻜﻮﻣﻴﺔ ﻟ ﻺﻣ ﺪاد ﺑ ﺎﻟ ﺘ ﻴ ﺎر‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪ .‬ﻓﻤﺎ هﻮ هﺪف اﻟ ﻨ ﻈ ﺎم‬ ‫اﻟﻤﺘﻮﻗﻊ؟ ﻧﻌﻢ اﻟﻬﺪف اﻟﻤﺘﻮﻗ ﻊ ه ﻮ‬ ‫أن ﺗ ﻘ ﻮم اﻟﺸ ﺮآ ﺔ " ﺑ ﺈﻣ ﺪاد‬ ‫اﻟﻤﺴﺘﻬﻠﻜﻴﻦ ﺑﺎﻟ ﺘ ﻴ ﺎر اﻟ ﻜ ﻬ ﺮﺑ ﺎﺋ ﻲ‬ ‫ﺑﺪون إﻧﻘﻄﺎع " وهﺬا هﻮ اﻟ ﻬ ﺪف‬ ‫اﻷول ﻓﻰ اﻟ ﻌ ﻼﻗ ﺔ ﺑ ﻴ ﻦ اﻟﺸ ﺮآ ﺔ‬ ‫واﻟ ﻤ ﺴ ﺘ ﻬ ﻠ ﻜ ﻴ ﻦ‪ .‬ﺛ ﻢ ﺗ ﺄﺗ ﻰ أﻣ ﻮر‬ ‫أﺧﺮى ﻣﻜﻤﻠﺔ ﻟﻬ ﺬا اﻟ ﻬ ﺪف وه ﻰ‬ ‫أن اﻟ ﻤ ﺴ ﺘ ﻬ ﻠ ﻜ ﻴ ﻦ ﻳ ﻮدون أن‬ ‫ﻳﺤﺼﻠﻮا ﻋﻠﻰ هﺬﻩ اﻟ ﺨ ﺪﻣ ﺔ ﺑ ﺄﻗ ﻞ‬ ‫ﺗﻜﻠﻔﺔ ﻣﻤﻜﻨﺔ " ﻳﺎرﻳ ﺖ ﻟ ﻮ ﺗ ﻜ ﻮن‬ ‫ﻣﺠﺎﻧﻴﺔ " واﻟﺸﺮآ ﺔ ﻣ ﻦ ﺟ ﺎﻧ ﺒ ﻬ ﺎ‬ ‫ﺗﺮﻳﺪ أن ﺗﺰﻳﺪ ﻣﻌﺪﻻت اﻻﺳﺘﻬﻼك‬ ‫ﻷﻗﺼﻰ ﺣﺪ ﻣﻤﻜ ﻦ وأن ﺗ ﺨ ﻔ ﺾ‬ ‫اﻟﺘﻜﻠﻔﺔ ﻷﻗﻞ ﻗﻴﻤﺔ ﻣﻤﻜﻨﺔ‪ .‬وهﻜﺬا‪.‬‬ ‫آ ﻤ ﺎ ه ﻮ واﺿ ﺢ ﻣ ﻦ اﻟ ﻤ ﺜ ﺎﻟ ﻴ ﻦ‬ ‫اﻟﺴﺎﺑﻘﻴﻦ ﻟ ﻜ ﻲ ﻧﺴ ﺘ ﻄ ﻴ ﻊ ﺗ ﺤ ﺪﻳ ﺪ‬ ‫اﻟ ﻬ ﺪف ﻣ ﻦ اﻟ ﻨ ﻈ ﺎم ﻓ ﺄن ذﻟ ﻚ‬ ‫ﻳﺘﻄﻠﺐ ﻣﻨﺎ ﻋﻤﻞ ﻣﻮازﻧﺔ ﺑﻴﻦ آ ﻞ‬ ‫ﻣﻜﻮﻧﺎت اﻟﻨﻈﺎم وﺑﻨﺎءا ﻋ ﻠ ﻴ ﻪ ﻳ ﺘ ﻢ‬ ‫ﺗﺤﺪﻳﺪ اﻟﻬﺪف‪.‬‬ ‫מ ‪Boundaries‬‬ ‫א‬ ‫‪Of a System‬‬ ‫ﻟ ﻨ ﻨ ﺘ ﻘ ﻞ اﻟ ﻰ ﻧ ﻘ ﻄ ﺔ أﺧ ﺮى ﻓ ﻰ‬ ‫ﻣﻮﺿﻮع ﻣﻌﺮﻓﺔ اﻟﻨﻈﺎم‬ ‫ﺣﻴﺚ ﺗﻮﺟﺪ ﺟﺰﺋﻴ ﺘ ﻴ ﻦ ﻣ ﻬ ﻤ ﺘ ﻴ ﻦ‬ ‫ﺟﺪا وﻋﻠﻰ درﺟﺔ‬ ‫ﻋﺎﻟﻴﺔ ﻣﻦ اﻟﺘﺄﺛﻴﺮ ﻋﻠﻰ ﻣﺪى ﻓﻬﻤﻨﺎ‬ ‫ﻟﻠﻨﻈﺎم وهﻤﺎ‬ ‫ﻣﺆﺛﺮﺗﺎن ﺟﺪا ﻓﻰ ﺑﺪاﻳﺔ ﺗﻄﺒﻴﻖ‬ ‫) ﻧﻈﺎم اﻟﻤﻌ ﺮﻓ ﺔ اﻟ ﻌ ﻤ ﻴ ﻘ ﺔ ( أﻻ‬ ‫وهﻤﺎ‪-:‬‬ ‫ﺗ ﻌ ﺮﻳ ﻒ ﺣ ﺪود اﻟ ﻨ ﻈ ﺎم‬ ‫‪Defining‬‬ ‫‪The‬‬

‫‪Boundaries Of a System‬‬ ‫ﺗﻌﺮﻳﻒ اﻟﻬﺪف ‪Defining‬‬ ‫‪The Aim‬‬ ‫أوﻻ‪ -:‬ﺗ ﻌ ﺮﻳ ﻒ ﺣ ﺪود اﻟ ﻨ ﻈ ﺎم‬ ‫‪Defining‬‬ ‫‪The‬‬ ‫‪Boundaries Of a‬‬ ‫‪System‬‬ ‫ﺑﻔﺮض أن ﻟﺪﻳﻚ ﺷﺮآﺔ ﺷ ﺤ ﻦ‬

‫وﻧﻘﻞ ﻟﻤﻨﺘﺞ ﻣﺎ‪ .‬ﻓﺒﺪاﻳ ﺔ ﻧﺴ ﺄل ه ﻞ‬ ‫ﺗﻌ ﺘ ﺒ ﺮ ﻣ ﺜ ﻞ ه ﺬﻩ اﻟ ﻨ ﻮﻋ ﻴ ﺔ ﻣ ﻦ‬ ‫اﻟﺸﺮآﺎت ﻧﻈﺎم ‪ ,‬وإذا أﻓ ﺘ ﺮﺿ ﻨ ﺎ‬ ‫أﻧﻬﺎ ﻧﻈﺎم ﻓﻬﻞ هﺬا اﻟﻨﻈﺎم هﻮ هﺬﻩ‬ ‫اﻟﺸ ﺮآ ﺔ ﻓ ﻘ ﻂ ﻣ ﻊ ﻣ ﻮردﻳ ﻬ ﺎ‬ ‫وزﺑﺎﺋﻨﻬﺎ‪ .‬أم ه ﻞ اﻟ ﻨ ﻈ ﺎم ه ﻮ ﻣ ﺎ‬ ‫ﻳﺸﻤﻞ آﻞ ﺷﺮآ ﺎت ﺷ ﺤ ﻦ وﻧ ﻘ ﻞ‬ ‫ﻧﻔﺲ اﻟﻤﻨﺘﺞ أو ﻋ ﻤ ﻮﻣ ﺎ ﺷ ﺮآ ﺎت‬ ‫اﻟﺸ ﺤ ﻦ واﻟ ﻨ ﻘ ﻞ واﻟ ﻤ ﻮردون‬ ‫واﻟﺰﺑﺎﺋﻦ ؟ هﺬا اﻟﺴﺆال ﻏﺎﻳ ﺔ ﻓ ﻰ‬ ‫اﻷهﻤﻴﺔ واﻹﺟﺎﺑﺔ ﻋ ﻠ ﻴ ﻪ ﺟ ﺪ‬ ‫ه ﺎﻣ ﺔ‪ .‬وﻟ ﻮ آ ﺎﻧ ﺖ اﻹﺟ ﺎﺑ ﺔ‬ ‫هﻲ اﻟﺜﺎﻧﻴﺔ ﻓﺈﻧﻪ ﻳ ﺠ ﺐ ﻋ ﻠ ﻰ‬ ‫ﻣﺜﻞ هﺬﻩ اﻟﺸﺮآﺔ أن ﺗ ﻌ ﺮف‬ ‫أن هﻨﺎك ﻣﻨﺎﻓﺴﻴﻦ ﻟ ﻬ ﺎ وأﻧ ﻪ‬ ‫رﺑﻤﺎ ﻳ ﺠ ﺐ ﻋ ﻠ ﻴ ﻬ ﺎ اﻟ ﻌ ﻤ ﻞ‬ ‫ﺳﻮﻳﺎ ﻣﻊ هﺆﻻء اﻟ ﻤ ﻨ ﺎﻓﺴ ﻴ ﻦ‬ ‫ﻣﻦ أﺟﻞ ﺗﺤﺴﻴﻦ هﺬا اﻟ ﻨ ﻈ ﺎم‬ ‫آﻜﻞ‪.‬‬ ‫ وﻗﺪ آﺎن د ‪ /‬دﻳﻤﻨﺞ ﻣ ﻦ اﻟ ﻨ ﺎس‬‫اﻟ ﺬﻳ ﻦ ﻳ ﺪﻋ ﻤ ﻮن ﻓ ﻜ ﺮة ﻋ ﻤ ﻞ‬ ‫اﻟﺸ ﺮآ ﺎت وﺗ ﻌ ﺎوﻧ ﻬ ﻢ ﺣ ﺘ ﻰ ﻣ ﻊ‬ ‫ﻣﻨﺎﻓﺴﻴﻬﻢ وذﻟﻚ ﻣﻦ أﺟﻞ ﺗﺤ ﺴ ﻴ ﻦ‬

‫اﻟ ﻨ ﻈ ﺎم واﻟ ﺒ ﻘ ﺎء ﻋ ﻠ ﻲ اﻟ ﻤ ﺪى‬ ‫اﻟ ﻄ ﻮﻳ ﻞ وﻗ ﺪ آ ﺎن ﻳ ﻌ ﺘ ﻤ ﺪ ﻓ ﻰ‬ ‫ﻓﻠﺴﻔﺘﻪ هﺬﻩ ﻋﻠﻰ أن اﻟﺘﻌﺎون ﺑ ﻴ ﻦ‬ ‫اﻟﻤﻨﺎﻓﺴ ﻴ ﻦ ﻳ ﻤ ﻜ ﻦ أن ﻳﺴ ﺎﻋ ﺪه ﻢ‬ ‫ﻋﻠﻰ أﺷ ﻴ ﺎء آ ﺜ ﻴ ﺮة ﻣ ﻨ ﻬ ﺎ ﻣ ﺜ ﻼ‬ ‫ﺗ ﺜ ﺒ ﻴ ﺖ اﻟﺴ ﻌ ﺮ واﻻﺣ ﺘ ﻜ ﺎر‬ ‫ﻟﻠﻤﻨﺘﺠ ﺎت‪ .‬وﻃ ﺒ ﻘ ﺎ ﻟ ﻬ ﺬﻩ اﻟ ﺮؤﻳ ﺔ‬ ‫ﻟﺪآﺘﻮر ‪ /‬دﻳﻤﻨﺞ ﻓ ﺈن آ ﻞ ﺷ ﺮآ ﺔ‬ ‫ﺗﻌﺘﺒﺮ ﻣﻜ ﻮن واﺣ ﺪ ﻓ ﻰ اﻟ ﻨ ﻈ ﺎم‪.‬‬ ‫وﻳ ﺠ ﺐ أن ﻳ ﻜ ﻮﻧ ﻮا ﻟ ﻬ ﻢ ﻧ ﻔ ﺲ‬ ‫اﻟﻬ ﺪف وه ﻮ " اﻟ ﺒ ﻘ ﺎء ﻓ ﻰ دﻧ ﻴ ﺎ‬ ‫اﻷﻋ ﻤ ﺎل ﻷﻃ ﻮل ﻓ ﺘ ﺮة ﻣ ﻤ ﻜ ﻨ ﺔ‬ ‫واﻟﺤﺼﻮل ﻷﻧﻔﺴﻬﻢ وﻟﻤﺴﺘﻬﻠﻜﻴﻬ ﻢ‬ ‫وﻟﻤﻮردﻳﻬ ﻢ وﻟ ﻤ ﺠ ﺘ ﻤ ﻌ ﻬ ﻢ ﻋ ﻠ ﻰ‬ ‫أﻗﺼﻰ إﺳﺘﻔﺎدة ﻣﻤﻜﻨﺔ ﻟﻠﺠﻤﻴﻊ "‬ ‫ﺛ ﺎﻧ ﻴ ﺎ‪ -:‬ﺗ ﻌ ﺮﻳ ﻒ اﻟ ﻬ ﺪف‬ ‫‪Defining The Aim‬‬ ‫ﺗ ﻌ ﺮﻳ ﻒ اﻟ ﻬ ﺪف ﻣ ﻦ اﻟ ﻌ ﻮاﻣ ﻞ‬ ‫اﻟ ﻤ ﻬ ﻤ ﺔ ﺟ ﺪا ﻟ ﻨ ﺠ ﺎح أى ﻧ ﻈ ﺎم‬ ‫وﻳﺠﺐ‬ ‫أن ﻳﻜﻮن اﻟﻬﺪف واﺿﺢ ﻟ ﻠ ﺠ ﻤ ﻴ ﻊ‬ ‫وﻳﻌﺮﻓﻪ ﻷن هﺬﻩ اﻟﻨﻘﻄﺔ ﻋﻠﻰ‬ ‫وﺟﻪ اﻟﺘﺤﺪﻳﺪ ﻳﺤﺪث ﻓﻴﻬ ﺎ اﻟ ﻜ ﺜ ﻴ ﺮ‬ ‫ﻣﻦ أﻟﻠﺒﺚ ﻟﺪى اﻟﺒﻌﺾ‪.‬‬

‫ﻓﺒﻌﺾ اﻟﻤﻨﻈﻤﺎت ﺗﻀ ﻊ ﺳ ﻴ ﺎﺳ ﺔ‬ ‫اﻟﺠﻮدة ﻟﻬﺎ وﺗﺼﻴﻐﻬﺎ ﻓﻰ ﻣﻔﻬﻮم‬ ‫ﻗﺪ ﻳﻜ ﻮن ﻏ ﺎﻣ ﺾ ﺑ ﻌ ﺾ اﻟﺸ ﺊ‬ ‫واﻟ ﻤ ﺪﻗ ﻖ ﻟ ﻬ ﺬا اﻟ ﻤ ﻔ ﻬ ﻮم ﻗ ﺪ ﻻ‬ ‫‪65‬‬

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‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻳﻌﺮف‬ ‫ﻣﺎ هﻮ هﺪف هﺬﻩ اﻟﻤﻨ ﻈ ﻤ ﺔ‪ .‬وﻓ ﻰ‬ ‫اﻟﻮاﻗﻊ أن أﻏﻠﺐ هﺬﻩ اﻟﺴﻴﺎﺳﺎت‬ ‫واﻟﻌﺒ ﺎرات ﺗ ﻜ ﻮن ﻣ ﺘ ﺒ ﺎﻳ ﻨ ﺔ ﻣ ﻦ‬ ‫ﻣ ﻨ ﻈ ﻤ ﺔ اﻟ ﻰ أﺧ ﺮى وأﻏ ﻠ ﺐ‬ ‫اﻟﻤﻮﻇﻔﻴﻦ‬ ‫ﻏﻴﺮ ﻣﺘﻔ ﻬ ﻤ ﻴ ﻦ ﻟ ﻬ ﺬﻩ اﻟﺴ ﻴ ﺎﺳ ﺎت‬ ‫واﻟﻌﺒﺎرات وﺑﺎﻟﺘﺎﻟﻲ ﻓﻬﻢ ﻳﻔﺘﻘﺪون‬ ‫ﻣﻌﺮﻓﺔ اﻟﻬﺪف وﺑ ﺎﻟ ﺘ ﺎﻟ ﻲ دوره ﻢ‬ ‫ﻓﻰ إﻧﺠﺎزﻩ‪.‬‬ ‫ﻟ ﺬﻟ ﻚ ﻳ ﺠ ﺐ أن ﻳ ﻜ ﻮن اﻟ ﻬ ﺪف‬ ‫ﻣﺼﺎغ ﺑﺄﺳ ﻠ ﻮب ﺳ ﻬ ﻞ وواﺿ ﺢ‬ ‫ﻟﻴﺘﻤﻜﻦ آﻞ ﺷﺨﺺ ﺑﺎﻟﻤﻨﻈﻤﺔ ﻣ ﻦ‬ ‫ﻓﻬﻤﻪ وﻳﺠﺐ أن ﻳﺸﻤﻞ هﺬا اﻟﻬﺪف‬ ‫اﻟﻤﻮﻇﻔﻴﻦ واﻟﻤﻮردون واﻟﺰﺑﺎﺋﻦ‪.‬‬ ‫واﻟﺴ ﺆال اﻟ ﻬ ﺎم ﻟ ﻬ ﺬﻩ اﻟ ﺠ ﺰﺋ ﻴ ﺔ‬ ‫واﻟ ﻤ ﻮﺟ ﻪ ﻟ ﻜ ﻞ ﻣ ﻨ ﻈ ﻤ ﺔ ﺗﺴ ﻌ ﻰ‬ ‫ﻟﺘﺤﻘﻴﻖ اﻟﻨﺠﺎح واﻟﺒ ﻘ ﺎء ه ﻮ " ﻣ ﺎ‬ ‫هﻮ ﻋﻤﻠﻚ اﻷﺳﺎﺳﻲ " ؟ ه ﺬا ه ﻮ‬ ‫اﻟﺴ ﺆال اﻟ ﺬي ﻟ ﻮ أﺟ ﺒ ﺖ ﻋ ﻠ ﻴ ﻪ‬ ‫ﺑ ﻮﺿ ﻮح ﺗﺴ ﺘ ﻄ ﻴ ﻊ أن ﺗﻀ ﻊ‬ ‫هﺪﻓﻚ‪.‬‬ ‫وﻟﺘﻮﺿﻴﺢ هﺬﻩ اﻟﻨ ﻘ ﻄ ﺔ واﻹﺟ ﺎﺑ ﺔ‬ ‫ﻋﻠﻰ هﺬا اﻟﺴ ﺆال ﺳ ﻮف أﺧ ﺬآ ﻢ‬ ‫ﻣ ﻌ ﻲ اﻟ ﻰ ه ﺬا اﻟ ﻤ ﻮﻗ ﻒ اﻟﺸ ﺒ ﻪ‬ ‫ﻣ ﺄﺳ ﺎوي‪ .‬آ ﻠ ﻨ ﺎ ﻳ ﻌ ﻠ ﻢ أن آ ﻞ‬ ‫اﻟﺴ ﻴ ﺎرات ﻓ ﻰ ﻓ ﺘ ﺮة ﻣ ﺎ آ ﺎﻧ ﺖ‬ ‫ﺗﻌﻤﻞ ﺑﻨﻈﺎم اﻟ ﻜ ﺎرﺑ ﻴ ﺮاﺗ ﻴ ﺮ ﻓ ﻘ ﻂ‬ ‫آﻄﺮﻳﻘﺔ ﻣﺴﺘﺨﺪﻣﺔ ﻟﺨ ﻠ ﻂ اﻟ ﻮﻗ ﻮد‬ ‫اﻟ ﻤ ﻐ ﺬى اﻟ ﻰ ﻏ ﺮﻓ ﺔ اﻹﺣ ﺘ ﺮاق‬ ‫داﺧﻞ اﻟﻤﺤﺮك وﺑﻨ ﺎءا ﻋ ﻠ ﻰ ه ﺬﻩ‬ ‫اﻟﻤﺴﻠﻤﺔ ﻗﺎم ﻣﺼﻨﻌﻮ اﻟﻜﺎرﺑﻴﺮاﺗﻴﺮ‬ ‫ﺑ ﻮﺿ ﻊ أه ﺪاﻓ ﻬ ﻢ وﻧ ﻈ ﺎﻣ ﻬ ﻢ‬ ‫وواﺻ ﻠ ﻮ أﺑ ﺤ ﺎﺛ ﻬ ﻢ واﻟ ﻌ ﻤ ﻞ‬ ‫اﻟﻤﺴﺘﻤﺮ ﻋﻠﻰ ﺗﻄ ﻮﻳ ﺮ ﺻ ﻨ ﺎﻋ ﺘ ﻪ‬ ‫ﻓﻤﺎذا ﺣﺪث؟ ﺣﺪث إﺑﺘﻜ ﺎر ﺟ ﺪﻳ ﺪ‪,‬‬ ‫وهﻮ إﺑﺘﻜﺎر ﻧ ﻈ ﺎم ﺣ ﻘ ﻦ اﻟ ﻮﻗ ﻮد‬ ‫وأﺻﺒﺢ ﻧﻈﺎم اﻟﻜﺎرﺑ ﻴ ﺮاﺗ ﻴ ﺮ ﺷ ﺊ‬ ‫ﻣﻦ اﻟﻤﺎﺿﻲ ووﺟ ﺪت اﻟﺸ ﺮآ ﺎت‬

‫اﻟﻤﺼﻨﻌﺔ ﻟﻠﻜﺎرﺑﻴﺮاﺗﻴﺮ ﻧﻔﺴﻬﺎ ﻓ ﻰ‬ ‫ﻣﻮﺿﻊ ﻣﻨﺎﻓﺴﺔ ﺣﻘﻴﻘﻴﺔ ﺗﻜﺎد ﺗﻜﻮن‬ ‫ﻏ ﻴ ﺮ ﻣ ﺘ ﻜ ﺎﻓ ﺌ ﺔ وﻓ ﻜ ﺮوا ﻣ ﺎذا‬ ‫ﻳﺼ ﻨ ﻌ ﻮن إزاء ه ﺬا اﻟ ﻤ ﻮﻗ ﻒ‬ ‫اﻟﺠﺪﻳﺪ واﺗﺨﺬوا ﻗﺮارهﻢ اﻟ ﻤ ﺘ ﻮﻗ ﻊ‬ ‫واﻟﻤﺒﻨﻰ ﻋﻠﻰ ﺧﻄ ﺄ إﺳ ﺘ ﺮاﺗ ﻴ ﺠ ﻲ‬ ‫ﻣ ﻨ ﺬ اﻟ ﺒ ﺪاﻳ ﺔ وآ ﺎن اﻟ ﻘ ﺮار ه ﻮ‬ ‫ﻣﻮاﺻﻠﺔ ﺗ ﻄ ﻮﻳ ﺮ اﻟ ﻜ ﺎرﺑ ﻴ ﺮاﺗ ﻴ ﺮ‬ ‫ﻋﻠﻰ أﻣ ﻞ اﻟ ﻮﺻ ﻮل اﻟ ﻰ وﺿ ﻊ‬ ‫ﻳﻤﻜﻨﻬﻢ ﻣﻦ ﻣﻨﺎﻓﺴﺔ ﻧ ﻈ ﺎم اﻟ ﺤ ﻘ ﻦ‬ ‫اﻟﺠﺪﻳﺪ‪ .‬ﻟﻜﻦ ﻣﺎذا آﺎﻧﺖ اﻟﻨ ﺘ ﻴ ﺠ ﺔ؟‬ ‫اﻟﻨﺘﻴﺠﺔ أﻧﻬﻢ ﻓﻘﺪو أﺳﻮاﻗﻬﻢ واﻟ ﺘ ﻲ‬ ‫ذهﺒﺖ ﻟﺼﺎﻟﺢ اﻹﺑ ﺘ ﻜ ﺎر اﻟ ﺠ ﺪﻳ ﺪ‪.‬‬ ‫وﻟﻨﺘﻔﻜﺮ ﻗﻠﻴﻼ وﻧﺤﺎول أن ﻧﻔﻬﻢ ﻣ ﺎ‬ ‫هﻮ رد اﻟﻔﻌﻞ واﻟ ﻌ ﻤ ﻞ اﻟﺼ ﺤ ﻴ ﺢ‬ ‫اﻟﺬي آﺎن ﻳﺠﺐ ﻋﻠﻴﻬﻢ ﻓﻌﻠﻪ ‪ .‬ﻧ ﻌ ﻢ‬ ‫آﺎن ﻋﻠﻴﻬﻢ أن ﻳﻔﻜﺮوا ﻓ ﻰ إﻳ ﺠ ﺎد‬ ‫ﻃﺮق أﻓﻀﻞ‬ ‫" ﻟﻮﺿﻊ اﻟﺨ ﻠ ﻴ ﻂ اﻟﺼ ﺤ ﻴ ﺢ ﻣ ﻦ‬ ‫اﻟﻮﻗﻮد ﻓﻰ ﻏﺮﻓﺔ اﻹﺣﺘﺮاق " وﻗﺪ‬ ‫آﺎن اﻟﺨﻄﺄ اﻻﺳﺘﺮاﺗﻴ ﺠ ﻲ اﻟ ﻘ ﺎﺗ ﻞ‬ ‫اﻟ ﺬي وﻗ ﻊ ﻓ ﻴ ﻪ ﺻ ﺎﻧ ﻌ ﻮا‬ ‫اﻟﻜﺎرﺑﻴ ﺮاﺗ ﻴ ﺮ أﻧ ﻬ ﻢ ﺳ ﻠ ﻤ ﻮا ﺑ ﺄن‬ ‫اﻟﻜﺎرﺑﻴﺮاﺗﻴﺮ هﻮ اﻟﻮﺳﻴﻠﺔ اﻟﻮﺣﻴ ﺪة‬ ‫ﻟ ﺨ ﻠ ﻂ اﻟ ﻮﻗ ﻮد وﺑ ﻨ ﻮ ﻧ ﻈ ﻤ ﻬ ﻢ‬ ‫ووﺿ ﻌ ﻮا أه ﺪاﻓ ﻬ ﻢ ﻋ ﻠ ﻰ ذﻟ ﻚ‬ ‫ووﺿﻌﻮا اﻟﺨ ﻄ ﻂ ﻟ ﺘ ﻄ ﻮﻳ ﺮ ه ﺬا‬ ‫اﻟﻜﺎرﺑﻴﺮاﺗﻴﺮ وﻟﻜﻨﻬﻢ ﻓﻌﻼ ﻧﺴﻮا "‬ ‫ﻣ ﺎ ه ﻮ اﻟ ﻐ ﺮض و اﻹﺳ ﺘ ﺨ ﺪام‬ ‫اﻷﺻﻠﻲ ﻟﻠﻜﺎرﺑﻴ ﺮاﺗ ﻴ ﺮ " ﻧﺴ ﻮ "‬ ‫ﻣﺎ هﻮ ﻋﻤﻠﻬﻢ اﻷﺳﺎﺳﻲ "‪.‬‬ ‫ﻟﻬﺬا ﻓﺄن ﺗﻌﺮﻳﻒ ﻋﻤﻠﻚ اﻷﺳ ﺎﺳ ﻲ‬ ‫هﻮ اﻟ ﻤ ﻔ ﺘ ﺎح رﻗ ﻢ واﺣ ﺪ ﻟ ﻮﺿ ﻊ‬ ‫هﺪف ﻟﻨﻈﺎﻣﻚ ‪.‬‬ ‫) ‪Defining your‬‬ ‫‪basic business is‬‬ ‫‪one key to setting‬‬ ‫‪the aim of the‬‬ ‫‪ .(system.‬آﺬﻟﻚ ﻣﻦ اﻟ ﻤ ﻬ ﻢ‬

‫ﺟ ﺪا أن ﺗ ﻌ ﺮف ه ﺬا اﻟ ﻌ ﻤ ﻞ‬ ‫اﻷﺳ ﺎﺳ ﻲ ﻟ ﻜ ﻞ اﻟ ﻨ ﺎس اﻟ ﺬﻳ ﻦ‬ ‫ﻳﻌﻤﻠﻮن ﻣﻌﻚ وأن ﺗ ﻜ ﻮن ﻣ ﺘ ﻔ ﻬ ﻢ‬ ‫أﻧ ﻬ ﻢ ﻳ ﻌ ﻤ ﻠ ﻮن داﺧ ﻞ اﻟ ﻨ ﻈ ﺎم‪,‬‬ ‫واﻹدارة هﻲ اﻟ ﺘ ﻰ ﺗ ﻌ ﻤ ﻞ ﻋ ﻠ ﻰ‬ ‫اﻟﻨﻈﺎم‪ .‬ﻓﺄﻧﺖ ﻣﺜﻼ ﻗﺪ ﺗﺠﺪ ﻧ ﻔ ﺴ ﻚ‬ ‫ﺗﻌﻤﻞ ﻓﻰ ﻣﻨﻈﻤﺔ ﻣ ﺎ وﻻ ﺗ ﻌ ﺮف‬ ‫ﻣﺎ هﻮ دورك ﺑ ﺎﻟﻀ ﺒ ﻂ ﻓ ﻰ ه ﺬﻩ‬ ‫اﻟﻤﻨ ﻈ ﻤ ﺔ وﻣ ﺎ ه ﻮ دور إدارﺗ ﻚ‬ ‫وﻣﺎ هﻮ دور ﻣﻨﻈﻤ ﺘ ﻚ وأه ﺪاﻓ ﻬ ﺎ‬ ‫ﺑﺎﻷﺳﺎس وﻗﺪ ﺗﺠﺪ أن اﻟﻜﻞ ﻳ ﻌ ﻤ ﻞ‬ ‫ﺑ ﺎﻟ ﻤ ﻨ ﻈ ﻤ ﺔ ﻟ ﻤ ﺠ ﺮد اﻟ ﻌ ﻤ ﻞ‬ ‫واﻟﺤ ﺼ ﻮل ﻋ ﻠ ﻰ راﺗ ﺐ واﻟ ﻜ ﻞ‬ ‫ﻣﻨﺸﻐﻞ ﻓ ﻰ ﺳ ﺒ ﻴ ﻞ ﺗ ﺤ ﻘ ﻴ ﻖ ه ﺬﻩ‬ ‫اﻷهﺪاف اﻟﺨﺎﺻﺔ ﺟﺪا وﻟﻜﻦ ﻟﻴ ﺲ‬ ‫ﻓﻰ ﺳﺒﻴﻞ ﺗ ﺤ ﻘ ﻴ ﻖ اﻟ ﻬ ﺪف اﻟ ﻌ ﺎم‬ ‫ﻟﻠﻤﻨﻈﻤﺔ آﻜ ﻞ‪ .‬وﻗ ﺪ ﺗ ﺠ ﺪ ﻧ ﻔ ﺴ ﻚ‬ ‫آﺬﻟﻚ ﺗﻌﻤﻞ ﻓﻰ اﻟﻤﻨﻈﻤﺔ وأﻧﺖ ﻻ‬ ‫ﺗﻌﻠﻢ ﻋﻦ ﻣ ﻮﻗ ﻔ ﻬ ﺎ ﺷ ﺊ وﺧ ﺎﺻ ﺔ‬ ‫ﻓ ﻴ ﻤ ﺎ ﻳ ﺘ ﻌ ﻠ ﻖ ﺑ ﻨ ﺠ ﺎح أو ﻓﺸ ﻞ‬ ‫اﻟﻤﻨﻈﻤﺔ وﻗﺪ ﻳﻜﻮن ﻣ ﻦ اﻷﺳ ﺮار‬ ‫اﻟﺘ ﻰ ﻻ ﻳ ﺠ ﺐ أن ﻳ ﻌ ﻠ ﻤ ﻬ ﺎ أﺣ ﺪ‬ ‫ﺳ ﻮى اﻹدارة اﻟ ﻌ ﻠ ﻴ ﺎ وﺻ ﺎﺣ ﺐ‬ ‫اﻟﻤﻨﻈﻤﺔ ﻓﻘﻂ هﻮ اﻟﻤﻮﻗﻒ اﻟﻤﺎﻟ ﻲ‬ ‫واﻹﺳﺘﺮاﺗﻴﺠﻲ ﻟﻠﻤﻨﻈﻤﺔ وهﻞ هﻲ‬ ‫ﺗﺤﻘﻖ ﻧﺠﺎح وﻣ ﺎ ﻣ ﻘ ﺪارﻩ أم ه ﻲ‬ ‫ﻓﻰ ﻣﻮﻗﻒ ﻣﺘﺄزم وﻻ ﺗﺠﻨﻰ ﺳﻮى‬ ‫اﻟﻔﺸﻞ وه ﻮ ﻣ ﺎ ﺳ ﻮف ﻳ ﻨ ﻌ ﻜ ﺲ‬ ‫ﻋ ﻠ ﻰ آ ﻞ اﻟ ﻤ ﻮﻇ ﻔ ﻴ ﻦ وﻋ ﻠ ﻰ‬ ‫ﻣﺴﺘﻘﺒﻠﻬﻢ داﺧ ﻞ اﻟ ﻤ ﻨ ﻈ ﻤ ﺔ وﻓ ﻰ‬ ‫ﺣﻴﺎﺗﻬﻢ وارﺗﺒﺎﻃﺎﺗﻬ ﻢ اﻟ ﺨ ﺎرﺟ ﻴ ﺔ‪.‬‬ ‫ﻟﻌﻞ آﻞ ه ﺬﻩ أﺧ ﻄ ﺎء ﺗ ﻘ ﻊ ﻓ ﻴ ﻬ ﺎ‬ ‫اﻟﻤﻨﻈﻤﺎت وﻟﻌﻠﻨﺎ آﺬﻟﻚ ﻧﺮى ه ﺬا‬ ‫اﻟﺨﻄﺄ ﺑ ﻮﺿ ﻮح آ ﺒ ﻴ ﺮ ﺟ ﺪا ﻓ ﻰ‬ ‫أﻏﻠﺐ ﻣﻨﻈﻤ ﺎﺗ ﻨ ﺎ وﺷ ﺮآ ﺎﺗ ﻨ ﺎ ﻓ ﻰ‬ ‫ﻋ ﺎﻟ ﻤ ﻨ ﺎ اﻟ ﻌ ﺮﺑ ﻲ ﺑﺼ ﻔ ﺔ ﻋ ﺎﻣ ﺔ‬ ‫واﻟﻤﺼﺮي ﺑﺼﻔﺔ ﺧﺎﺻﺔ‪.‬‬ ‫‪−4 −1‬‬

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‫מ‬ ‫‪66‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫‪Optimize The System‬‬ ‫ﺑ ﻌ ﺪ ﺗ ﻌ ﺮﻳ ﻒ ﺣ ﺪود اﻟ ﻨ ﻈ ﺎم‬ ‫وﺗﻌﺮﻳﻔﻬﺎ ﺟﻴ ﺪا ﻳ ﺘ ﻢ‬ ‫وﺿﻊ اﻟﻬ ﺪف وﻣ ﻦ‬ ‫ﺛﻢ‬ ‫ﺗﺄﺗﻰ وﻇﻴﻔﺔ اﻹدارة‬ ‫ﻟﺘﺤﺴﻴﻦ هﺬا اﻟﻨ ﻈ ﺎم‬ ‫ﻟ ﺘ ﺸ ﻐ ﻴ ﻞ وﺗ ﻮﺟ ﻴ ﻪ‬ ‫اﻟﻤﻨﻈﻤﺔ‬ ‫اﻟﻰ اﻟﻌﻤﻞ آﻤﺎآ ﻴ ﻨ ﺔ‬ ‫وذﻟ ﻚ ﻟ ﻠ ﺴ ﻌ ﻲ ﻓ ﻰ‬ ‫ﻃ ﺮﻳ ﻖ ﺗ ﺤ ﻘ ﻴ ﻖ‬ ‫ﻣﺜﺎﻟﻴﺔ اﻟﻨﻈﺎم‬ ‫وهﺬﻩ اﻟﻤﺜﺎﻟﻴﺔ ﻟﻠ ﻨ ﻈ ﺎم ﻣ ﻤ ﻜ ﻦ أن‬ ‫ﻧﺸﺒﻬﺎ ﺑﻤﻨﻈﻮﻣﺔ ﺗﻌﻤﻞ ﻣﻊ ﺑﻌﻀﻬﺎ‬ ‫ﻓﻰ ﺗﻨﺎﻏﻢ وﺗﻮاﻓﻖ وأﺑﺴ ﻂ ﺗﺸ ﺒ ﻴ ﻪ‬ ‫ﻟﺬﻟﻚ هﻮ ﻣﻨﻈﻮﻣﺔ ﻣﻦ اﻟﺘﺮوس‬ ‫و اﻟﺘﻰ ﺗﻌﻤﻞ ﻣﻌﺎ ﻟﺘ ﺤ ﻘ ﻴ ﻖ ه ﺪف‬ ‫ﻣﻌﻴﻦ ﻓﻠﻜﻲ ﺗﻌﻤﻞ اﻟﻤﻨﻈﻮﻣﺔ ﻳﺠﺐ‬ ‫أن ﻳﻜﻮن هﻨ ﺎك ﻣﺼ ﺪر ﻟ ﻠ ﻘ ﻴ ﺎدة‬ ‫ﺑﻬﺎ وﻳﺠﺐ أن ﺗﻜﻮن آﻞ اﻟ ﺘ ﺮوس‬ ‫ﻓﻰ ﺣﺎﻟﺔ ﺗﻌﺸﻴﻖ ﻣﻌﺎ ﻋﻠ ﻰ ﺣﺴ ﺐ‬ ‫اﻟﺤﺮآﺔ اﻟﻤﻄﻠﻮﺑﺔ ﺑﺤﻴﺚ ﻳﺘ ﻢ ﻧ ﻘ ﻞ‬ ‫اﻟ ﺤ ﺮآ ﺔ ﻣ ﻦ ﺗ ﺮس اﻟ ﻰ أﺧ ﺮ‬ ‫ﺑﺴﻼﺳﺔ وﺗﻠﻘﺎﺋﻴ ﺔ ﺗ ﺎﻣ ﺔ‪ .‬وه ﺬا ﻣ ﺎ‬ ‫ﻳﺠﺐ‬ ‫ﻋﻠﻰ اﻟﻤﻨﻈﻤﺔ أن ﺗﺮاﻋﻴﻪ ﻓ ﻰ آ ﻞ‬ ‫أﻋ ﻤ ﺎﻟ ﻬ ﺎ وه ﻮ ﻣ ﺪى اﻟ ﺘ ﻮاﻓ ﻖ‬ ‫واﻹﻧﺴﻴ ﺎﺑ ﻴ ﺔ ﻓ ﻰ اﻷﻋ ﻤ ﺎل‪ .‬ﻟ ﻜ ﻦ‬ ‫ﻟﻸﺳﻒ هﺬا ﻏﺎﻟﺒ ﺎ ﻻ ﻳ ﺤ ﺪث ﻓ ﻰ‬ ‫أﻏﻠﺐ اﻟ ﻤ ﻨ ﻈ ﻤ ﺎت وأن أﻏ ﻠ ﺒ ﻬ ﺎ‬ ‫ﻳﻨﻈﺮ اﻟﻰ ﺟﻮدة وآﻔﺄة ﻋ ﻤ ﻠ ﻴ ﺎﺗ ﻬ ﺎ‬ ‫ﻋﻠﻰ اﻟﻤﺪى اﻟﻘﺼﻴﺮ وﻟﻴ ﺲ ﻋ ﻠ ﻰ‬ ‫اﻟﻤﺪى اﻟﻄﻮﻳﻞ‪.‬‬ ‫* وﻟ ﺘ ﺤ ﺴ ﻴ ﻦ اﻟ ﻨ ﻈ ﺎم واﻹدارة‬ ‫ﻳﺠﺐ ﻣﺮاﻋﺎة اﻷﺗﻲ‪-:‬‬ ‫ﻳ ﺠ ﺐ ﺗ ﻌ ﺮﻳ ﻒ اﻟ ﻘ ﻮى اﻟ ﻌ ﺎﻣ ﻠ ﺔ‬ ‫ﺑﺎﻟﻤﻨﻈﻤﺔ ﻋﻠﻰ ﻣﺎ هﻮ اﻟﻨﻈﺎم وﻣ ﺎ‬

‫ه ﻲ أدواره ﻢ اﻟ ﺘ ﻰ ﻳ ﺆدوﻧ ﻬ ﺎ‬ ‫داﺧﻞ اﻟ ﻨ ﻈ ﺎم وأن آ ﻞ ﺷ ﺨ ﺺ‬ ‫ﺑﺎﻟﻤﻨﻈﻤﺔ ﻳﺠﺐ ﻋﻠ ﻴ ﻪ أن ﻳ ﻌ ﺮف‬ ‫ﻣ ﺎذا ﻳ ﺆدى ﻓ ﻰ‬ ‫وﻇ ﻴ ﻔ ﺘ ﻪ وأن‬ ‫ﻳ ﻜ ﻮن ه ﻨ ﺎك‬ ‫ﺗ ﺪرﻳ ﺐ وﻇ ﻴ ﻔ ﻲ‬ ‫وأن ﻳ ﻮﺿ ﺢ ه ﺬا‬ ‫اﻟ ﺘ ﺪرﻳ ﺐ ﻟ ﻜ ﻞ‬ ‫ﺷﺨﺺ ﻣﺎ هﻮ‬ ‫ﻋﻤﻠﻪ وﻟﻴ ﺲ ﻓ ﻘ ﻂ‬ ‫آﻴﻒ ﻳﺆدى ﻋﻤﻠﻪ‬ ‫ﻳ ﺠ ﺐ أن ﺗ ﺪرس‬ ‫اﻟ ﻌ ﻼﻗ ﺔ ﺑ ﻴ ﻦ‬ ‫اﻟ ﻤ ﻜ ﻮﻧ ﺎت اﻟ ﻤ ﺨ ﺘ ﻠ ﻔ ﺔ ﻟ ﻠ ﻨ ﻈ ﺎم‪.‬‬ ‫واﻹدارة ﻳ ﺠ ﺐ أن ﺗ ﺪرك أن‬ ‫هﻨﺎك ﺗﻔﺎﻋﻞ ﺑﻴﻦ هﺬﻩ اﻟ ﻤ ﻜ ﻮﻧ ﺎت‬ ‫وأن اﻟﺘﺤﺴﻴﻦ ﻟ ﻜ ﻞ ﻣ ﻜ ﻮن ﻋ ﻠ ﻰ‬ ‫ﺣﺪا ﻟﻦ ﻳﻜﻮن ﻓﻰ ﻣﻌﻈﻢ اﻟ ﺤ ﺎﻻت‬ ‫ﺗﺤﺴﻴﻦ ﻟﻠ ﻨ ﻈ ﺎم‪ .‬وأﻧ ﻚ إذا أردت‬ ‫ﺗﺤﺴﻴﻦ اﻟﻨ ﻈ ﺎم ﻓ ﻼﺑ ﺪ أن ﻳ ﻜ ﻮن‬ ‫ذﻟﻚ ﻟﻜﻞ ﻣﻜﻮﻧﺎﺗﻪ اﻷﺳﺎﺳﻴﺔ‪.‬‬ ‫ﻳ ﺠ ﺐ ﻣ ﻌ ﺮﻓ ﺔ أن اﻟ ﻤ ﺜ ﺎﻟ ﻴ ﺔ‬ ‫واﻟﺘﺤﺴﻴﻦ ﻟﻠﻨﻈﺎم ﺗﻌﻨ ﻰ اﻹﻧ ﺘ ﻘ ﺎل‬ ‫ﻣﻦ ﺣﺎﻟﺔ اﻟﻤ ﻨ ﺎﻓﺴ ﺔ ﺑ ﻴ ﻦ اﻷﻗﺴ ﺎم‬ ‫واﻹدارات واﻟ ﻤ ﻮﻇ ﻔ ﻮن داﺧ ﻞ‬ ‫اﻟﻨﻈﺎم اﻟﻰ اﻟﺘﻌ ﺎون‪ ,‬وذﻟ ﻚ ﻋ ﻠ ﻰ‬ ‫اﻟﺮﻏﻢ ﻣﻦ أن اﻟ ﻤ ﻨ ﺎﻓﺴ ﺔ اﻟ ﺠ ﺎدة‬ ‫واﻟﺸ ﺮﻳ ﻔ ﺔ ه ﻲ ﻋ ﺎﻣ ﻞ ﺟ ﻴ ﺪ‬ ‫وﻣﻄﻠﻮب وﻟﻜﻦ ﻣ ﺎ ﻧ ﻘ ﺼ ﺪﻩ ه ﻨ ﺎ‬ ‫هﻮ ﺗﻐﻠﻴﺐ اﻟﻤﺼﻠﺤﺔ اﻟﻌﺎﻣﺔ ﻋ ﻠ ﻰ‬ ‫اﻟﻤﺼﻠﺤﺔ اﻟﺸﺨﺼﻴﺔ أو ﻣﺼ ﻠ ﺤ ﺔ‬ ‫اﻹدارة أو اﻟﻘﺴﻢ ﻣﻦ أﺟﻞ إﻧ ﺠ ﺎح‬ ‫اﻟﻨﻈﺎم‪.‬‬ ‫ﻳﺠﺐ أن ﻳﻜﻮن هﻨﺎك ﺗﻌﺎون ﺑﻴ ﻦ‬ ‫آﻞ ﻣﻜ ﻮﻧ ﺎت اﻟ ﻨ ﻈ ﺎم وﺗ ﻜ ﺴ ﻴ ﺮ‬ ‫اﻟ ﺤ ﻮاﺟ ﺰ ﺑ ﻴ ﻦ اﻷﻗﺴ ﺎم و‬ ‫اﻹدارات وأن ﻧﻌﻰ ﺟﻴﺪا أﻧﻪ ﻣ ﻦ‬ ‫اﻟﻨﻘﺎط اﻟﻤﺆﺛﺮة ﻟﺘﻄﻮﻳﺮ وﺗﺤﺴﻴ ﻦ‬

‫اﻟﻨﻈﺎم هﻲ آﺴﺮ اﻟ ﺤ ﻮاﺟ ﺰ ﺑ ﻴ ﻦ‬ ‫ﻋﻤﻠﻴﺎﺗﻪ اﻟﻤﺨﺘﻠﻔﺔ‪ .‬ﻟﻜ ﻦ ﻟ ﻸ ﺳ ﻒ‬ ‫ﻓﺈن هﺬا ﺻﻌﺐ ﺑﻌﺾ اﻟﺸﺊ ﻓ ﻰ‬ ‫أﻏﻠ ﺐ اﻟ ﻤ ﻨ ﻈ ﻤ ﺎت واﻟﺸ ﺮآ ﺎت‬ ‫وﻳﺄﺧﺬ وﻗﺖ‬ ‫و اﻟﺸ ﺊ اﻷﺻ ﻌ ﺐ ه ﻮ آﺴ ﺮ‬ ‫اﻟ ﺤ ﻮاﺟ ﺰ ﺑ ﻴ ﻦ اﻟ ﻤ ﻨ ﻈ ﻤ ﺔ و‬ ‫اﻟﻤﻮردﻳﻦ واﻟﻤﺴﺘﻬﻠﻜﻴﻦ‪.‬‬ ‫ﻳﺠﺐ ﻣﻌﺮﻓﺔ أﻧﻪ ﻟﻦ ﻳﻜﻮن ه ﻨ ﺎك‬ ‫ﺗﺤﺴﻴﻦ ﻟﻠﻨﻈﺎم ﺑﺪون ﺗﻮﺟﻴﻪ وهﻮ‬ ‫ﺟﺰء هﺎم و ﺣﻴﻮي ﻣﻦ ﻣﺴﺌﻮﻟ ﻴ ﺔ‬ ‫اﻹدارة‪ .‬ﻓﻌﻠﻰ اﻹدارة أن ﺗ ﻘ ﻴ ﻴ ﻢ‬ ‫ﺳﻴﺎﺳﺘﻬﺎ ﺑ ﺈﺳ ﺘ ﻤ ﺮار وذﻟ ﻚ ﻓ ﻰ‬ ‫ﺿﻮء ﺗﺤﺴﻴﻦ اﻟﻨﻈﺎم‪.‬‬ ‫ﻟﺘﺤﺴ ﻴ ﻦ اﻟ ﻨ ﻈ ﺎم وﺗ ﻄ ﻮﻳ ﺮﻩ ﻓ ﻰ‬ ‫أﻏﻠﺐ اﻷﺣﻴﺎن ﻗ ﺪ ﻳ ﻜ ﻮن ﻋ ﻠ ﻴ ﻨ ﺎ‬ ‫إﺗ ﺨ ﺎذ ﻗ ﺮارات ﻣﺼ ﻴ ﺮﻳ ﺔ ﻧ ﺤ ﻮ‬ ‫اﻟﺘﻐﻴﻴﺮ ﻣ ﻤ ﺎ ﻳ ﺘ ﻄ ﻠ ﺐ اﻟﺸ ﺠ ﺎﻋ ﺔ‬ ‫ﻋ ﻠ ﻰ إﺗ ﺨ ﺎذ اﻟ ﻘ ﺮارات وﻋ ﺪم‬ ‫اﻟﺘﺮدد‪.‬‬ ‫ﻋﻠ ﻰ اﻹدارة اﻟ ﻌ ﻠ ﻴ ﺎ واﻟ ﻘ ﻴ ﺎدات‬ ‫داﺧﻞ اﻟﻤﻨﻈﻤﺔ أن ﺗﻌﻠ ﻢ أن أآ ﺜ ﺮ‬ ‫اﻟﻤﺸﺎآ ﻞ ﻓ ﻰ اﻟ ﻤ ﻨ ﻈ ﻤ ﺔ ﺳ ﺒ ﺒ ﻬ ﺎ‬ ‫اﻟﺮﺋﻴﺴﻲ أن أﺟﺰاء اﻟﻨﻈﺎم ﺗ ﺨ ﻔ ﻖ‬ ‫ﻓﻰ اﻟﻌﻤﻞ ﺳﻮﻳ ﺎ ﻳﺸ ﻜ ﻞ ﺻ ﺤ ﻴ ﺢ‬ ‫وأن اﻟﻘﻠﻴﻞ ﻣﻦ هﺬﻩ اﻟﻤﺸﺎآﻞ ﻳﺄﺗﻲ‬ ‫ﻣﻦ اﻟﻌﺎﻣﻠﻴﻦ داﺧﻞ اﻟ ﻨ ﻈ ﺎم وه ﺬا‬ ‫ﻣﺎ ﻳﻌﻨﻰ أن اﻟ ﺠ ﺰء اﻷآ ﺒ ﺮ ﻣ ﻦ‬ ‫اﻟﻤﺸﺎآﻞ ﻳﻌﻮد اﻟﻰ اﻟﺬﻳﻦ وﺿﻌ ﻮا‬ ‫هﺬا اﻟﻨﻈﺎم وﻧﺸﻴ ﺮ ه ﻨ ﺎ ﺑ ﺄﺻ ﺎﺑ ﻊ‬ ‫اﻹﺗﻬ ﺎم ﻣ ﺒ ﺎﺷ ﺮة اﻟ ﻰ ﻣﺴ ﺌ ﻮﻟ ﻴ ﺔ‬ ‫اﻹدارة ﻋﻦ ذﻟﻚ‪.‬‬ ‫ﻳﺠﺐ ﻣﻌﺮﻓﺔ أن اﻹﻋ ﺘ ﻤ ﺎد ﻋ ﻠ ﻰ‬ ‫ﻣﺒﺪأ اﻟﺘﺮﺑﺢ ﻋﻠﻰ اﻟﻤﺪى اﻟﻘ ﺼ ﻴ ﺮ‬ ‫ﻟﻦ ﻳﺤﺴﻦ اﻟﻨﻈﺎم‪.‬‬ ‫ﻳ ﺠ ﺐ أن ﻳ ﻌ ﻠ ﻢ آ ﻞ اﻟ ﻌ ﺎﻣ ﻠ ﻮن‬ ‫ﺑ ﺎﻟ ﻤ ﻨ ﻈ ﻤ ﺔ أن ﺗ ﻄ ﻮﻳ ﺮ اﻟ ﻨ ﻈ ﺎم‬ ‫وﺗﺤﺴﻴﻨ ﻪ ه ﻮ ﻧ ﺠ ﺎح ﻟ ﻠ ﻜ ﻞ وأن‬ ‫اﻟ ﻜ ﻞ ﻓ ﻰ اﻟ ﻨ ﻬ ﺎﻳ ﺔ ﻓ ﺎﺋ ﺰون وﻻ‬ ‫‪67‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻳﻮﺟﺪ ﺧ ﺎﺳ ﺮ ﻣ ﻦ وراء ﺗ ﺤ ﺴ ﻦ‬ ‫اﻟﻨﻈﺎم‪.‬‬ ‫‪ −5 −1‬א‬ ‫‪steps‬‬

‫א א‬ ‫א‬

‫מ‬

‫‪Initial‬‬

‫ﻧﻌﺮض هﻨﺎ ﻣﻠ ﺨ ﺺ ﻟ ﻠ ﺨ ﻄ ﻮات‬ ‫اﻟﻤﺒﺪﺋﻴﺔ و اﻟﺘﻲ‬ ‫ﻳﺠﺐ أن ﺗ ﺘ ﺨ ﺬه ﺎ أى‬ ‫ﻣﻨﻈﻤ ﺔ ﻧ ﺤ ﻮ ﻣ ﻌ ﺮﻓ ﺔ‬ ‫اﻟﻨﻈﺎم‬ ‫وﺗﺤﺪﻳﺪ هﺪﻓﻪ وﻣ ﻦ ﺛ ﻢ‬ ‫ﺗﺤﺴﻴﻨﻪ‪-:‬‬ ‫‪ -1‬ﺗ ﻌ ﺮﻳ ﻒ ﺣ ﺪود‬ ‫اﻟﻨﻈﺎم هﻮ ﻧﻘﻄﺔ اﻟ ﺒ ﺪء‬ ‫اﻷوﻟﻰ‬ ‫وﻣ ﻦ اﻟ ﻤ ﺤ ﺘ ﻤ ﻞ أن‬ ‫ﻳ ﻜ ﻮن ﺣ ﺪ اﻟ ﻨ ﻈ ﺎم‬ ‫ﻟﻠﻤﻨﻈﻤﺔ هﻮ‬ ‫اﻟﻤﻨﻈﻤﺔ وﻣﺴﺘﻬﻠﻜﻴﻬ ﺎ وﻣ ﻮردﻳ ﻬ ﺎ‬ ‫واﻟﻌﺎﻣﻠﻮن ﻓﻴﻬﺎ‬ ‫وذﻟﻚ ﻓﻰ اﻟﻮﻗ ﺖ اﻟ ﺤ ﺎﻟ ﻲ ‪ ,‬وﻓ ﻰ‬ ‫اﻟﻤﺴﺘﻘﺒﻞ رﺑﻤﺎ‬ ‫ﺗﺘﻐﻴﺮ ﻟﺘﺸﻤﻞ أﻳﻀ ﺎ اﻟ ﻤ ﻨ ﺎﻓﺴ ﻴ ﻦ‪.‬‬ ‫واﻟﻌﻤﻞ ﻣﻊ‬ ‫ﻣﻮردون ﻳﻔﻬﻤﻮن ﻧﻈﺎم اﻟ ﻤ ﻌ ﺮﻓ ﺔ‬ ‫اﻟﻌﻤﻴﻘﺔ هﻮ‬ ‫ﺿﺮورة‪ .‬وﻗﺪ ﻳ ﺠ ﺐ ﻋ ﻠ ﻴ ﻚ أن‬ ‫ﺗﻌ ﻠ ﻢ ﻣ ﻮردﻳ ﻚ وزﺑ ﺎﺋ ﻨ ﻚ وذﻟ ﻚ‬ ‫ﺣ ﺮﺻ ﺎ ﻋ ﻠ ﻰ ﺗ ﺤ ﻘ ﻴ ﻖ أه ﺪاﻓ ﻚ‬ ‫وﻧﺠﺎح ﻧﻈﺎﻣﻚ‪.‬‬ ‫‪ -2‬ﻋ ﺮف اﻟ ﻬ ﺪف ﻣ ﻦ اﻟ ﻨ ﻈ ﺎم‪,‬‬ ‫واﻟﻬﺪف ﻋ ﺎدة ﻳﺸ ﻤ ﻞ اﻟ ﺘ ﺤ ﺴ ﻴ ﻦ‬ ‫اﻟﻤﺴﺘﻤﺮ ﻓﻲ أﻋ ﻤ ﺎﻟ ﻚ اﻷﺳ ﺎﺳ ﻴ ﺔ‬ ‫وﺧﻔﺾ اﻟﺘﻜﻠﻔﺔ وﺗﺤﺴﻴﻦ ﻣﺴﺘ ﻮى‬ ‫ﻣﻌﻴﺸﺔ اﻟﻤﻮﻇﻔﻴﻦ وﻋ ﻠ ﻰ اﻟ ﻬ ﺪف‬ ‫أن ﻳﺸ ﻤ ﻞ اﻹﺑ ﺪاع ﻟ ﻠ ﻤ ﺴ ﺘ ﻘ ﺒ ﻞ‪.‬‬ ‫واﻹدارة اﻟﻌﻠﻴ ﺎ ﻳ ﺠ ﺐ أن ﺗ ﻄ ﻮر‬

‫اﻟﻬﺪف وﻣﻦ ﺛﻢ ﺗﺴﺄل اﻟ ﻤ ﻮﻇ ﻔ ﻴ ﻦ‬ ‫واﻟﺰﺑﺎﺋﻦ واﻟﻤﻮردون ﻟﻠ ﻤ ﺴ ﺎه ﻤ ﺔ‬ ‫ﻓﻰ ﺗﻄﻮﻳﺮ اﻟ ﻬ ﺪف آ ﻠ ﻤ ﺎ أﻣ ﻜ ﻦ‪.‬‬ ‫واﻟﻬﺪف ﻳﺠﺐ ان ﻳﺮاﺟﻊ ﻟﻴ ﻌ ﻜ ﺲ‬ ‫هﺬﻩ اﻟﻤﺴﺎهﻤﺔ‪ .‬ﻧﻘﻄﺔ هﺎﻣﺔ أﺧﺮى‬ ‫وهﻰ ان اﻟﻬﺪف ﻳﺠﺐ أﻻ ﻳﺼ ﺎغ‬ ‫وﻳﺤﺪد ﻓﻰ ﺻﻮرة ﺻﻠ ﺒ ﺔ ﺟ ﺎﻣ ﺪة‬ ‫ﺣﺘﻰ إذا ﺣﺪﺛﺖ ﺗ ﻐ ﻴ ﺮات ﻣ ﺎ ﻓ ﻰ‬ ‫ﻇ ﺮوف اﻟ ﻤ ﻨ ﻈ ﻤ ﺔ ﻓ ﻴ ﻜ ﻮن ﻣ ﻦ‬ ‫اﻟﻤﻤﻜﻦ ﺗ ﺤ ﺪﻳ ﺚ ه ﺬا اﻟ ﻬ ﺪف أو‬

‫ﺗﻐﻴﺮﻩ‪ ,‬وأن ﻳ ﺤ ﺚ اﻟ ﻬ ﺪف ﻋ ﻠ ﻰ‬ ‫اﻟﺘﺤﺴﻴﻦ اﻟﻤﺴ ﺘ ﻤ ﺮ ﻋ ﻠ ﻰ اﻟ ﻤ ﺪى‬ ‫اﻟ ﻄ ﻮﻳ ﻞ وﻟ ﻴ ﺲ ﻋ ﻠ ﻰ اﻟ ﻤ ﺪى‬ ‫اﻟﻘﺼﻴﺮ ﻓﺤﺴﺐ‪.‬‬ ‫‪ -3‬أﻋﻠﻢ اﻟﻘﻮى اﻟﻌﺎﻣﻠﺔ ﻟﺪﻳ ﻚ ﺑ ﻤ ﺎ‬ ‫هﻮ اﻟﻨﻈﺎم‪ ,‬وﻣﺎ هﻮ اﻟﻬ ﺪف و ﻣ ﺎ‬ ‫ه ﻮ دوره ﻢ ﻟ ﺘ ﺤ ﻘ ﻴ ﻖ وإﻧ ﺠ ﺎز‬ ‫اﻟ ﻬ ﺪف وأﻋ ﻠ ﻢ أن ﺗ ﺒ ﻠ ﻴ ﻎ ه ﺬﻩ‬ ‫اﻟﻤﻌﻠﻮﻣﺎت ﺑﺼ ﻮرة ﻣ ﺠ ﺮدة ﻟ ﻦ‬ ‫ﻳﻜﻮن آﺎﻓﻲ‪ .‬ﻓﻜﻞ ﻣ ﻮﻇ ﻒ ﻳ ﺠ ﺐ‬ ‫أن ﻳﻜ ﻮن ﻟ ﺪﻳ ﻪ ﻓ ﻬ ﻢ ﺷ ﺎﻣ ﻞ ﻟ ﻤ ﺎ‬ ‫ﻳﻔﻌﻠﻪ ودورﻩ ﻓﻰ ﺗﺤ ﻘ ﻴ ﻖ اﻟ ﻬ ﺪف‬ ‫وﻧﺠﺎح اﻟﻨﻈﺎم‪.‬‬ ‫‪ -4‬أدرس اﻟﻨﻈ ﺎم ﻟ ﻔ ﻬ ﻢ اﻟ ﻌ ﻼﻗ ﺔ‬ ‫ﺑﻴﻦ ﻣ ﻜ ﻮﻧ ﺎﺗ ﻪ وﻏ ﻴ ﺮ اﻟ ﻌ ﻼﻗ ﺎت‬ ‫اﻟﺴ ﻠ ﺒ ﻴ ﺔ إﻟ ﻰ ﻋ ﻼﻗ ﺎت ﻣ ﻮﺟ ﺒ ﺔ‬ ‫وأﻋﻠﻢ أن اﻹدارة ﻳﺠﺐ ﻋﻠﻴ ﻬ ﺎ أن‬ ‫ﺗﺮاﺟﻊ ﺗﻮﻗﻌﺎﺗﻬﺎ ﻟ ﻤ ﺎ ه ﻮ ﻣ ﺄﻣ ﻮل‬

‫ﻣﻦ آﻞ ﻓﺮد ﻓﻰ اﻟ ﻤ ﻨ ﻈ ﻤ ﺔ ‪ ,‬وﻣ ﺎ‬ ‫هﻮ ﺗﺄﺛ ﻴ ﺮ ه ﺬﻩ اﻟ ﺘ ﻮﻗ ﻌ ﺎت ﻋ ﻠ ﻰ‬ ‫ﺗﺤﺴﻴﻦ اﻟﻨﻈﺎم ؟‬ ‫‪ -5‬راﺟ ﻊ آ ﻞ اﻟﺴ ﻴ ﺎﺳ ﺎت ﻓ ﻰ‬ ‫ﺿﻮء ﺗﺤﺴﻴﻦ اﻟ ﻨ ﻈ ﺎم وﻏ ﻴ ﺮ أو‬ ‫أﺣ ﺬف ﺗ ﻠ ﻚ اﻟ ﻌ ﻮاﻣ ﻞ اﻟ ﺘ ﻰ ﻻ‬ ‫ﺗﺴﺎﻋﺪ ﻋ ﻠ ﻰ ﺗ ﺤ ﺴ ﻴ ﻦ اﻟ ﻨ ﻈ ﺎم ‪,‬‬ ‫وه ﺬا ﺳ ﻮف ﻳ ﺘ ﻄ ﻠ ﺐ ﻣ ﻨ ﻚ أن‬ ‫ﺗﻜﻮن هﺠﻮﻣﻲ ﻃ ﺎﻟ ﻤ ﺎ آ ﺎن ذﻟ ﻚ‬ ‫ﻓﻲ ﻣﺼ ﻠ ﺤ ﺔ ﺗ ﺤ ﺴ ﻴ ﻦ اﻟ ﻨ ﻈ ﺎم ‪,‬‬ ‫وأﺧﻴﺮا اﻷوﺿﺎع اﻟﻘ ﺪﻳ ﻤ ﺔ ﻳ ﺠ ﺐ‬ ‫أن ﻳﺘﻢ ﺗﻜﺴ ﻴ ﺮه ﺎ وأﻋ ﻠ ﻢ أن ه ﺬا‬ ‫رﺑﻤﺎ ﻳﺄﺧﺬ ﻣﻨﻚ ﺑﻌﺾ اﻟﻮﻗﺖ‪.‬‬ ‫آﺎﻧﺖ هﺬﻩ هﻲ اﻟﺤﻠﻘﺔ اﻷوﻟﻰ ﻣ ﻦ‬ ‫ﻧﻈﺮﻳﺔ " ﻧﻈﺎم اﻟﻤﻌﺮﻓﺔ اﻟﻌﻤﻴﻘﺔ "‬ ‫ﻟﻠﻌﺎﻟﻢ اﻷﻣﺮﻳﻜﻲ اﻟﻤﺸﻬﻮر‬ ‫د ‪ /‬إدوارد دﻳ ﻤ ﻨ ﺞ وﺳ ﻮف‬ ‫ﻧﺴﺘﻜﻤﻞ اﻟﻤ ﻮﺿ ﻮع ﻓ ﻲ اﻷﻋ ﺪاد‬ ‫اﻟﻘﺎدﻣﺔ وﻣﺎ ﻋﻠﻴﻨﺎ اﻵن هﻮ اﻟﺘﻔﻜ ﺮ‬ ‫ﻓﻰ ﻣﻌﻨﻰ ﻣﻌﺮﻓﺔ اﻟﻨﻈﺎم وﻣ ﻌ ﺮﻓ ﺔ‬ ‫وﺗﺤ ﺪﻳ ﺪ ه ﺪف اﻟ ﻨ ﻈ ﺎم وﻣ ﻦ ﺛ ﻢ‬ ‫ﻧﺸﺮﻩ وﺗﻌﺮﻳﻔ ﻪ اﻟ ﻰ اﻟ ﻜ ﻞ وﺑ ﻌ ﺪ‬ ‫ذﻟﻚ ﻳﺠ ﺊ اﻟ ﺪور ﻋ ﻠ ﻰ ﺗ ﺤ ﺴ ﻴ ﻦ‬ ‫اﻟ ﻨ ﻈ ﺎم‪ .‬ﻟ ﻘ ﺪ ﻧ ﺠ ﺤ ﺖ اﻟ ﻴ ﺎﺑ ﺎن‬ ‫وﺗﻘﺪﻣﺖ اﻷﻣﺔ اﻟ ﻴ ﺎﺑ ﺎﻧ ﻴ ﺔ ﺑ ﺄﺛ ﺮه ﺎ‬ ‫ﻋﻨﺪﻣ ﺎ ﻋ ﻠ ﻤ ﻮا أن ﻧ ﻈ ﺎﻣ ﻬ ﻢ ه ﻮ‬ ‫اﻟﻴﺎﺑﺎن وأن ه ﺪﻓ ﻬ ﻢ ه ﻮ ﺗ ﺤ ﻘ ﻴ ﻖ‬ ‫اﻟﻤﺜﺎﻟﻴﺔ ﻟﻬﺬا اﻟﻨﻈﺎم وﻟ ﻜ ﻞ أﻓ ﺮادﻩ‬ ‫وﺗ ﻠ ﻚ ه ﻲ دﻋ ﻮﺗ ﻲ اﻟ ﻰ أﻣ ﺘ ﻨ ﺎ‬ ‫اﻟﻌﺮﺑﻴﺔ وﺷﻌﻮﺑﻨﺎ ﻋﻠﻴﻨﺎ أن ﻧ ﻮﺣ ﺪ‬ ‫ﺟﻬﻮدﻧﺎ وﻧﺤﺪد ﻧ ﻈ ﺎﻣ ﻨ ﺎ اﻟ ﻌ ﺮﺑ ﻲ‬ ‫وأن ﻧ ﺤ ﺎول أن ﻧ ﺠ ﺪ ﻟ ﻨ ﺎ ه ﺪف‬ ‫واﺣﺪ ﻣﺸﺘﺮك ﻧﺴﻌﻰ ﺟﻤ ﻴ ﻌ ﺎ اﻟ ﻰ‬ ‫ﺗﺤﻘ ﻴ ﻘ ﻪ ﻓ ﻨ ﺤ ﻦ أﻣ ﺔ ﻣ ﻤ ﺘ ﺪة ﻣ ﻦ‬ ‫اﻟﻤﺤﻴﻂ اﻟﻰ اﻟﺨﻠﻴﺞ وﻧﻤ ﻠ ﻚ أآ ﺜ ﺮ‬ ‫ﻣﻤﺎ آﺎﻧﺖ ﺗﻤﻠﻜﻪ اﻟﻴﺎﺑﺎن ﻓﻰ ﺑ ﺪاﻳ ﺔ‬ ‫ﻧﻬﻀﺘﻬﺎ‪ .‬وﻟﻜﻦ ﺣﻘﺎ ﻣ ﺎ ﻳ ﻨ ﻘ ﺼ ﻨ ﺎ‬ ‫هﻮ اﻟﻨﻈﺎم وﺗﺤﺪﻳﺪ اﻟﻬﺪف‪.‬‬

‫‪68‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺑﺎﺳﺘﺨﺪام اﻟﺤﺎﺳﻮب‬

‫@@@@@@@@@@@‪@ ç‹¾a@Ò–‹Üa@pbÕjÜ@Þràÿa@âïá—nÜa‬‬ ‫ﺍﻟﻤﻬﻨﺩﺱ ﻤﻬﻨﺩ ﻁﻼل ﺍﻟﻌﻔﺎﺵ‬ ‫ﻟﺩﻜﺘﻭﺭ ﺍﻟﻤﻬﻨﺩﺱ ‪:‬ﺃﻨﺩﺭﺍﻭﺱ ﺴﻌﻭﺩ‬ ‫ﺍﻟﺩﻜﺘﻭﺭ ﺍﻟﻤﻬﻨﺩﺱ‪:‬ﺼﻼﺡ ﺼﺎﺩﻕ‬ ‫ﺍﻟﻤﻘﺩﻤﺔ‪:‬‬ ‫ﺘﻌﺩ ﻋﻤﻠﻴﺔ ﺘﺼﻤﻴﻡ ﻁـﺒـﻘـﺎﺕ‬ ‫ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ﻋﻤﻠﻴﺔ ﻤﻌﻘـﺩﺓ‬ ‫ﻨﺴﺒﻴﹰﺎ ﻤﻥ ﺠﻬﺔ ﻻﺭﺘﺒـﺎﻁـﻬـﺎ‬

‫ﺒﻌﻭﺍﻤل ﻴﺼﻌﺏ ﺘﻘﺩﻴﺭ ﺘﻐﻴﺭﺍﺘﻬﺎ‬ ‫ﻤـﺜـل‬

‫ﻭ ﺘﺄﺜﻴﺭﺍﺘﻬﺎ ﺍﻟﻤﺘﺒﺎﺩﻟﺔ‬

‫ﺍﻟﻅﺭﻭﻑ ﺍﻟﻤﻨﺎﺨﻴﺔ ﻭﺍﻟﺤﻤـﻭﻻﺕ‬ ‫ﺍﻟﻤﺭﻭﺭﻴﺔ ﻭﻤﻭﺍﺼﻔﺎﺕ ﺍﻟﻤـﻭﺍﺩ‬ ‫ﻭﺍﻟﺘﺭﺏ ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓﺈﻨـﻪ‬

‫ﻤـﻥ‬

‫ﺍﻟﺼﻌﺏ ﺍﻟﺘﻭﺼل ﺇﻟﻰ ﺘﺤـﺩﻴـﺩ‬ ‫ﺩﻗﻴﻕ ﻟﻠﺤﻤﻭﻻﺕ ﺍﻟﺘﻲ ﻴﺘﻌـﺭﺽ‬ ‫ﻟﻪ ﻤﻘﻁﻊ ﺍﻟﻁﺭﻴﻕ‬

‫ﻭﻜـﺫﻟـﻙ‬

‫ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﻨﺎﺨﻴﺔ ﻭﺘﺄﺜﻴـﺭﻫـﺎ‬ ‫ﻋﻠﻰ ﺴﻠﻭﻜﻴﺔ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﺴﺘﻌﻤﻠـﺔ‬

‫ﻓﻲ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﻭﺒﺎﻟﺘﺎﻟـﻲ‬ ‫ﺇﻴﺠﺎﺩ ﻨﻤﻭﺫﺝ ﺭﻴﺎﻀﻲ ﻴﺴﺘﻁﻴـﻊ‬ ‫ﺭﺒﻁ ﻫﺫﻩ ﺍﻟﻌﻭﺍﻤل ﻭ ﺇﻋﻁﺎﺀ ﻗﻴﻡ‬ ‫ﺍﻹﺠﻬﺎﺩﺍﺕ ﻭﺍﻟﺘﺸﻭﻫﺎﺕ ﺍﻟـﺘـﻲ‬ ‫ﺘﺤﺩﺙ ﻓﻲ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺫﺍﺕ‬

‫ﺍﻟﺴﻠﻭﻜﻴﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭ ﻤﻥ ﺠﻬﺔ‬

‫ﺜﺎﻨﻴﺔ ﺼﻌﻭﺒﺔ ﺍﻟﺘﺤﺩﻴﺩ ﺍﻟﺩﻗـﻴـﻕ‬

‫ﻟﻤﻴﻜﺎﻨﻴﻜﻴﺎﺕ ﺍﻨﻬﻴﺎﺭ ﻫﺫﻩ ﺍﻟﻁﺒﻘﺎﺕ‬

‫ﻁﺒﻴﻌﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻭﺇﻥ ﺒﺩﺭﺠـﺎﺕ‬

‫ﻤﻥ ﺠﻬﺔ ﺜﺎﻨﻴﺔ‪ ،‬ﻭﺒﺎﻟﺘﺎﻟﻲ ﻓـﺈﻥ‬

‫ﻤﺘﻔﺎﻭﺘﺔ ﺇﻀﺎﻓﺔ ﺇﻟﻰ ﺍﻻﺨﺘﻼﻓﺎﺕ‬

‫ﻁﺭﻕ ﺍﻟﺘﺼﻤﻴﻡ ﻋﻠﻰ ﺍﻟﺭﻏﻡ ﻤﻥ‬

‫ﻭ‬

‫ﺍﻷﺨﺭﻯ ﻓﻲ ﻁﺭﻕ ﺍﻻﺨﺘﺒﺎﺭ‬

‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻨﻔﺱ ﺍﻟﻌﻭﺍﻤل ﺘﻘﺭﻴﺒﹰﺎ‬

‫ﺘﻘﻴﻴﻡ ﺍﻟﺘﺄﺜﻴﺭﺍﺕ ﺍﻟﺒﻴﺌﻴﺔ ﻭﺍﻟﺘﻌﺎﻤل‬

‫ﻤـﻭﺍﺩ‬

‫ﻤﻊ ﺍﻟﻤﺭﻭﺭ ﻭ ﺇﺩﺨﺎل ﺘﺄﺜﻴـﺭﺍﺕ‬

‫ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﻭﺍﻟـﻁـﺎﺒـﻕ‬

‫ﻓﻌﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﻀﻤﻥ ﻋـﻼﻗـﺎﺕ‬

‫ﺍﻟﺘﺭﺍﺒﻲ ﻭﺍﻟﺤﻤﻭﻻﺕ ﺍﻟﻤﺭﻭﺭﻴـﺔ‬

‫ﺍﻟﺘﺼﻤﻴﻡ ‪.‬‬

‫ﻭﺤﺠﻭﻤﻬﺎ ﻭﺃﺸﻜﺎﻟﻬﺎ ﻭﺍﻟﺸـﺭﻭﻁ‬

‫ﻟﻜﻥ ﺭﻏﻡ ﺠﻤﻴﻊ ﻫﺫﻩ ﺍﻻﺨﺘﻼﻓﺎﺕ‬

‫ﻤﻥ ﺤﻴﺙ ﺨﺼﺎﺌـﺹ‬

‫ﺍﻟﺒﻴﺌﻴﺔ ﻭ ﺍﻗﺘﺼﺎﺩﻴﺔ ﺍﻟﺘﺼﻤﻴﻡ‬

‫ﻭ‬

‫ﺍﻹﻨﺸﺎﺀ ﺇﻻ ﺃﻨﻬﺎ ﺘﺨﺘﻠﻑ ﻓﻴـﻤـﺎ‬

‫ﺒﻴﻥ ﻫﺫﻩ ﺍﻟﻁﺭﻕ ‪ ،‬ﻓﺈﻨﻬﺎ ﺠﻤﻴﻌـﹰﺎ‬ ‫ﻤﻌﺘﺭﻑ ﺒﻬﺎ ﻭ ﻴﺘﻡ ﺍﻟﻌﻤـل‬

‫ﻭ‬

‫ﺒﻴﻨﻬﺎ ﺍﺨﺘﻼﻓﺎﺕ ﻭﺍﻀﺤﺔ ﺘﺴﻤـﺢ‬

‫ﺍﻟﺘﺼﻤﻴﻡ ﻭ ﻓﻘﻬﺎ ﻋﺎﻟﻤﻴﺎﹰ‪،‬‬

‫ﺒﺎﻟﺤﺼﻭل ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﻤﺨﺘﻠﻔـﺔ‬

‫ﺘﻭﺠﺩ ﺃﻴﹰﺎ ﻤﻨﻬﺎ ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭﻫـﺎ‬

‫ﻤﻥ ﻁﺭﻕ ﺘﺼﻤﻴﻡ ﻤﺨﺘﻠﻔﺔ ﻤـﻥ‬

‫ﺨﺎﻁﺌﺔ ﻜﺫﻟﻙ ﻓﻲ ﺍﻟﻭﻗﺕ ﻨﻔﺴﻪ ﻻ‬

‫ﺃﺠل ﻨﻔﺱ ﺍﻟﻤﻌﻁﻴﺎﺕ‪.‬‬

‫ﻓـﻼ‬

‫ﻴﻭﺠﺩ ﺍﺘﻔﺎﻕ ﻋﺎﻟﻤﻲ ﻋﻠﻰ ﺃﻥ ﺃﻴﹰﺎ‬

‫ﻭ ﻴﻤﻜﻥ ﺃﻥ ﻴ‪‬ﻌﺯﺍ ﺠﺯﺀ ﻜﺒﻴﺭ ﻤﻥ‬

‫ﻤﻥ ﻫﺫﻩ ﺍﻟﻁﺭﻕ ﻫﻲ ﺍﻷﻓﻀل ﻭ‬

‫ﻫﺫﻩ ﺍﻻﺨﺘﻼﻓﺎﺕ ﺒﻴﻥ ﻫﺫﻩ ﺍﻟﻁﺭﻕ‬

‫ﻟﻜﻥ ﻟﻜل ﻤﻥ ﻫﺫﻩ ﺍﻟﻁﺭﻕ ﻤﻴﺯﺍﺕ‬

‫ﺇﻟﻰ ﺍﻟﻨﻘﺹ ﻓﻲ ﺍﻟﻭﺼﻑ ﺍﻟﻜﻤﻲ‬

‫ﻭ ﻋﻴﻭﺏ ﻭ ﻜل ﻤﻨﻬﺎ ﻴﻤـﻜـﻥ‬

‫ﺍﻟﺩﻗﻴﻕ ﻟﻤﻴﻜﺎﻨﻴﻜﻴﺎﺕ ﺍﻨـﻬـﻴـﺎﺭ‬

‫ﺍﻋﺘﺒﺎﺭﻫﺎ ﻫﻲ ﺍﻷﻓﻀل ﻋـﻨـﺩ‬

‫ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺃﻤﺎ ﺍﻟـﺠـﺯﺀ‬

‫ﺘﻁﺒﻴﻘﻬﺎ ﻀﻤﻥ ﺸﺭﻭﻁـﻬـﺎ ﻭ‬

‫ﺍﻟﻤﺘﺒﻘﻲ ﻓﻴﻨﺘﺞ ﻋﻥ ﺤﻘﻴﻘﺔ ﻜـﻭﻥ‬

‫ﻤﻌﺎﻴﻴﺭﻫﺎ ﻭ ﺍﻟﺸﺭﻭﻁ ﻭ ﺍﻟﻤﻌﺎﻴﻴﺭ‬

‫ﺫﺍﺕ‬

‫ﺍﻷﻗﺭﺏ ﻟﻬﺎ ‪،‬ﻟﺫﻟﻙ ﻓﺈﻥ ﺍﻗﺘﺭﺍﺤﻨﺎ‬

‫ﻤﻌﻅﻡ ﻁﺭﻕ ﺍﻟﺘﺼﻤﻴـﻡ‬

‫‪69‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻟﻁﺭﻴﻘﺔ ﺘﺼﻤﻴﻡ ﺒﺎﻋﺘﺒﺎﺭﻫﺎ ﻫـﻲ‬

‫ﺏ‪-‬ﻁﺭﻕ ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﻨﻅﺭﻴﺔ ‪ :‬ﻭ‬

‫ﺍﻟﻁﺭﻕ ‪ ،‬ﺜﻡ ﺘﻡ ﺘﻁﻭﻴﺭ ﺍﻟﻁﺭﻴﻘﺔ‬

‫ﺍﻷﻨﺴﺏ ﻟﻠﺸﺭﻭﻁ ﺍﻟﻤﺤـﻠـﻴـﺔ‬

‫ﻤﻥ ﺃﻫﻤﻬﺎ ‪:‬‬

‫ﻭ ﻨﺸﺭﻫﺎ ﻋﺎﻡ ‪ 1981‬ﻭ ﺘـﺒـﻊ‬

‫ﺍﻟﺴﻭﺭﻴﺔ ﻻ ﻴﻌﻨﻲ ﺃﺒﺩﹰﺍ ﺃﻥ ﻫـﺫﻩ‬

‫ﺍﻟﻁﺭﻴﻘﺔ ﻫﻲ ﺍﻷﻓﻀل ﻭ ﺇﻨـﻤـﺎ‬

‫‪-SHELL1 .‬ﻁﺭﻴﻘﺔ ﺘﺼﻤﻴـﻡ‬ ‫ﺸل‪:‬‬

‫ﺫﻟﻙ ﺇﺩﺨﺎل ﺘﻁﻭﻴﺭﺍﺕ ﻫﺎﻤﺔ ﻋﻠﻰ‬

‫ﻴﻌﻨﻲ ﻓﻘﻁ ﺃﻨﻬﺎ ﻤﻥ ﻭﺠﻬﺔ ﻨﻅﺭﻨﺎ‬

‫ﺝ‪-‬ﻁﺭﻕ ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪ :‬ﻭ‬

‫ﻤﻥ ﻤﻔﺎﻫﻴﻡ ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﻤﻴﻜﺎﻨﻴﻜﻴﺔ‬

‫ﻭ ﺍﻟﺘﻲ ﺘﺴﺘﻨﺩ ﻋﻠﻰ ﺘـﻘـﻴـﻴـﻡ‬

‫ﻤﻥ ﺃﻫﻤﻬﺎ‪:‬‬ ‫‪US ARMY CORP OF .‬‬ ‫‪-ENGINEERS1‬ﻁﺭﻴـﻘـﺔ‬

‫ﻓﻲ ﺘﻁﻭﻴﺭ ﻤﻭﺩﻴﻼﺕ ﻤﻴﻜﺎﻨﻴﻜﻴـﺔ‬

‫ﺍﻟﺸﺭﻭﻁ ﺍﻟﻤﺤﻠﻴـﺔ‬

‫ﺍﻷﻗـﺭﺏ‬

‫ﻟﻤﻌﻁﻴﺎﺘﻨﺎ ﺍﻟﻤﺤﻠﻴﺔ ﻭ‬

‫ﺍﻷﻨﺴـﺏ‬

‫ﻀﻤﻥ ﺇﻤﻜﺎﻨﻴﺎﺕ ﺍﻟﺘﻨﻔـﻴـﺫ‬

‫ﻭ‬

‫ﺍﻟﺼﻴﺎﻨﺔ ﺍﻟﻤﺘﻭﺍﻓﺭﺓ ﻓﻲ ﺴﻭﺭﻴﺔ ﻭ‬ ‫ﺃﻨﻬﺎ ﻤﺅﻫﻠﺔ ﻟﺘﺤﻘﻴﻕ ﺍﻟﻤﻭﺍﺼﻔﺎﺕ‬ ‫ﺍﻟﻔﻨﻴﺔ ﺍﻟﻤﻁﻠﻭﺒﺔ ﺒﺄﻋﻠﻰ ﺠـﺩﻭﻯ‬ ‫ﺍﻗﺘﺼﺎﺩﻴﺔ ﻤﻤﻜﻨﺔ ‪.‬‬

‫‪-1‬ﺍﺴﺘﻌﺭﺍﺽ ﻁﺭﻕ ﺍﻟﺘﺼﻤﻴـﻡ‬

‫ﺍﻟﻌﺎﻟﻤﻴﺔ‪:‬‬ ‫ﺒﺸﻜل ﻋﺎﻡ ﻴﻤﻜﻥ ﺘﺼـﻨـﻴـﻑ‬ ‫ﺍﻟﻁﺭﻕ ﺍﻟﻌﺎﻟﻤﻴﺔ ﻟﺘﺼﻤﻴﻡ ﻁﺒﻘﺎﺕ‬ ‫ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ﻀﻤﻥ ﺜـﻼﺙ‬ ‫ﻤﺠﻤﻭﻋﺎﺕ ﺭﺌﻴﺴﻴﺔ ﻫﻲ‪:‬‬

‫ﺃ‪ -‬ﻁﺭﻕ ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﻤﻴﻜﺎﻨﻴﻜﻴﺔ –‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ‪:‬ﻭﻤﻥ ﺃﻫﻤﻬﺎ‪:‬‬ ‫‪AASHTO1‬ﻁﺭﻴﻘﺔ ﺘﺼﻤﻴﻡ‬‫ﺍﻷﺸﺘﻭ‬ ‫‪A S P H A L T .‬‬ ‫ـﺔ‬ ‫ـﻘـ‬ ‫ـﺭﻴـ‬ ‫‪INSTITUTE:‬ﻁـ‬‫ﺘﺼﻤﻴﻡ ﻤﻌﻬـﺩ ﺍﻹﺴـﻔـﻠـﺕ‬ ‫ﺍﻷﻤﺭﻴﻜﻲ‪2‬‬

‫ﻓﻴﻠﻕ ﺍﻟﻤﻬﻨﺩﺴﻴﻥ ﻓﻲ ﺍﻟﺠـﻴـﺵ‬ ‫ﺍﻷﻤﺭﻴﻜﻲ‪:‬‬

‫ﻫﺫﺍ ﺍﻟﺩﻟﻴل ﺒﺤﻴﺙ ﺘﻡ ﺍﻻﺴﺘﻔـﺎﺩﺓ‬

‫ﻟﻠﺘﻨﺒﺅ ﺒﻔﻌﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﻓﻲ ﺍﻟﺨﺩﻤﺔ‬ ‫ﻭ ﺫﻟﻙ ﻓﻲ ﺩﻟﻴل ﺘﺼﻤﻴﻡ ﺍﻷﺸﺘﻭ‬

‫ﻟﻌﺎﻡ ‪ 1993‬ﻟﻜﻥ ﻤﻊ ﺫﻟﻙ ﺒﻘﻴﺕ‬ ‫ﻁﺭﻴﻘﺔ ﺍﻟﺘﺼﻤﻴﻡ ﻤﺴﺘﻨﺩﺓ ﺒﺸﻜـل‬

‫‪1 -1‬ﻁﺭﻴﻘﺔ ﺘﺼﻤﻴﻡ ﺍﻷﺸﺘﻭ )‪(4‬‬ ‫)‪: (11‬‬ ‫‪AASHTO FLEXIBLE‬‬ ‫‪PAVEMENT DESIGN‬‬ ‫‪METHOD‬‬ ‫ﺍﺴﺘﻨﺩﺕ ﻁﺭﻴﻘﺔ ﺘﺼﻤﻴﻡ ﺍﻷﺸﺘـﻭ‬ ‫ﻭ ﺍﻟﺘﻲ ﻨﹸﺸﺭﺕ ﻷﻭل ﻤﺭﺓ ﻋـﺎﻡ‬ ‫‪ 1972‬ﻀﻤﻥ ﺍﻟﺩﻟﻴل ﺍﻟﻤﺅﻗـﺕ‬ ‫ﻟﻠﺘﺼﻤﻴﻡ ﺍﻹﻨﺸﺎﺌﻲ ﻟﻁـﺒـﻘـﺎﺕ‬ ‫ﺍﻟﺭﺼﻑ ‪(the interim guide‬‬ ‫‪for the design of‬‬ ‫)‪ pavement structure‬ﻋﻠﻰ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﻟـﻐـﺯﻴـﺭﺓ‬ ‫‪(The‬‬ ‫ﻻﺨﺘﺒـﺎﺭ ﺍﻷﺸـﻭ‬ ‫‪AASHO‬‬ ‫‪ROAD‬‬ ‫)‪test‬ﺍﻟﻤﻨﻔﺫ ﺒﻴﻥ ﻋﺎﻤﻲ) ‪1960-‬‬ ‫‪ (1958‬ﻭ ﺍﻟﺫﻱ ﻴﻌﺘﺒﺭ ﺒﺭﻨﺎﻤـﺞ‬

‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻷﻭﺴﻊ ﻓﻲ ﺘﺎﺭﻴﺦ ﺒﻨﺎﺀ‬

‫ﺃﺴﺎﺴﻲ ﻋﻠﻰ ﻋﻼﻗﺎﺕ ﺘﺠﺭﻴﺒﻴـﺔ‬ ‫ﻤﺴﺘﻤﺩﺓ ﻤﻥ ﺍﺨﺘﺒـﺎﺭ‬

‫ﺍﻷﺸـﻭ‬

‫ﻟﻠﻁﺭﻕ ﻟﺫﻟﻙ ﻓﻘﺩ ﺘﻡ ﻓﻲ ﺩﻟـﻴـل‬ ‫ﻋﺎﻡ ‪ 2004‬ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻭﺩﻴﻼﺕ‬

‫ﺍﻟﻤﻴﻜﺎﻨﻴﻜﻴﺔ –ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻟﺘﺤﻠﻴـل‬ ‫ﻤﻌﻁﻴﺎﺕ ﺍﻹﺩﺨﺎل ﺍﻟﻤﺘﻌـﻠـﻘـﺔ‬ ‫ﺒﺎﻟﻤﺭﻭﺭ‪ ،‬ﺍﻟﻤﻨـﺎﺥ‪ ،‬ﺍﻟـﻤـﻭﺍﺩ‬ ‫ﻭﺍﻟﻤﻘﺎﻁﻊ ﺍﻹﻨﺸﺎﺌﻴﺔ ﺍﻟﻤﻘﺘﺭﺤـﺔ‬

‫ﻭﺘﻘﺩﻴﺭ ﺍﻟﻀﺭﺭ ﺍﻟﺘﺭﺍﻜﻤﻲ ﺨﻼل‬ ‫ﺍﻟﺨﺩﻤﺔ ‪،‬ﻟﻜﻥ ﻴ‪‬ﺅﺨﺫ ﻋﻠﻰ ﻁﺭﻴﻘﺔ‬ ‫ﺍﻷﺸﺘﻭ ﻋﺩﺓ ﻨﻘﺎﻁ ﺃﻫﻤﻬﺎ ‪:‬‬ ‫‪-1‬ﺍﻋﺘﻤﺎﺩ ﺍﻟﻁﺭﻴﻘﺔ‬

‫ﺒﺸـﻜـل‬

‫ﺃﺴﺎﺴﻲ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺍﺨﺘﺒﺎﺭ ﺍﻷﺸﻭ‬

‫ﻭ ﺍﻟﺫﻱ ﺭﻏﻡ ﻜﻭﻨﻪ ﺒـﺭﻨـﺎﻤـﺞ‬ ‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻷﻭﺴﻊ ﻓﻲ ﺘﺎﺭﻴﺦ ﺒﻨﺎﺀ‬ ‫ﺍﻟﻁﺭﻕ ﺇﻻ ﺃﻨﻪ ﻜﺎﻥ ﻤﺤﺩﻭﺩﹰﺍ ﺠﺩﹰﺍ‬ ‫ﻓﻲ ﻤﺠﺎﻟﻪ ﻤﻥ ﺤﻴﺙ ﺍﺴﺘـﺨـﺩﺍﻡ‬ ‫‪70‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻤﻭﺍﺩ ﻗﻠﻴﻠﺔ ﻭﻁﺎﺒﻕ ﺘﺭﺍﺒﻲ ﻭﺍﺤـﺩ‬

‫ﺍﻟﺸﺭﻭﻁ ﺍﻟﻤﺤﻠﻴﺔ ﺍﻟﺴﻭﺭﻴﺔ ﺒﻨﺎﺀﹰﺍ‬

‫ﺃﻫﻤﻬﺎ ‪:‬‬

‫ﻤﻜﻭﻥ ﻤﻥ ﺍﻟﺘﺭﺒﺔ )‪ (A-6‬ﺇﻀﺎﻓﺔ‬

‫ﻋﻠﻰ ﺒﺭﻨﺎﻤﺞ ﺍﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﺴـﻊ‬

‫‪-1‬ﺍﻨﺘﺸﺎﺭﻫﺎ ﺍﻟﻭﺍﺴﻊ ﺒﺤـﻴـﺙ‬

‫ﻟﻜﻭﻥ ﺍﻟﻤﺭﻭﺭ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻜـﺎﻥ‬

‫ﺠﺩﹰﺍ ‪ ،‬ﻗﺩ ﻴﻜﻭﻥ ﻤﻥ ﺍﻟﺼـﻌـﺏ‬

‫ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭﻫﺎ ﻁﺭﻴﻘﺔ ﺍﻟﺘﺼﻤﻴﻡ‬

‫ﻤﻘﺎﺭﻨﺔ ﺒﺎﻟﻤﺭﻭﺭ ﺍﻟﺤﺎﻟﻲ ‪ ،‬ﻜﺫﻟﻙ‬

‫‪-3‬ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﺘﻨﻔﻴﺫﻴﺔ ‪ ،‬ﺘﻌﺘﻤﺩ‬

‫ﺍﻟﻤﺘﺤﺩﺓ ﻭﺍﻟﻌﺎﻟﻡ‪.‬‬

‫ﻓﻘﺩ ﺘﻡ ﺇﺠﺭﺍﺀ ﺍﻻﺨﺘﺒﺎﺭ ﻓﻲ ﺒﻴﺌﺔ‬

‫ﺍﻹﺼﺩﺍﺭﺍﺕ ﺍﻷﺤﺩﺙ ﻤﻥ ﻁﺭﻴﻘﺔ‬

‫‪-2‬ﺘﻭﻓﺭ ﺨﺒﺭﺓ ﻤﺤﻠﻴـﺔ‬

‫ﻭﺍﺤﺩﺓ ﻭ ﻅﺭﻭﻑ ﻤﻨﺎﺨﻴﺔ ﻤﺘﻤﺎﺜﻠﺔ‬

‫ﺘﺼﻤﻴﻡ ﺍﻷﺸﺘﻭ ﻤﻌﺎﻤل ﺍﻟﻤﺭﻭﻨـﺔ‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ‬

‫ﺒﺎﻟﻘﺭﺏ ﻤﻥ‬ ‫‪.OTTAWA‬‬ ‫‪-2‬ﺍﻋﺘﻤﺎﺩ ﺍﻟﻁﺭﻴﻘـﺔ ﻋـﻠـﻰ‬

‫ﺍﻟﺭﺠﻭﻋﻲ‬

‫ﻤﺭﻭﺭﹰﺍ ﻏﻴﺭ ﻤﺨﺘﻠﻁ ﻭ ﻤﺘﻭﺴـﻁ‬

‫‪،ILLINOIS‬‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﻟﻨﺎﺘﺠﺔ ﻋﻥ‬

‫ﺍﺨﺘﺒﺎﺭ ﺍﻷﺸﻭ ﻭ ﺍﻟـﻤـﺤـﺩﻭﺩﺓ‬ ‫ﺒﺸﺭﻭﻁ ﺍﺨﺘﺒﺎﺭﻩ ﻴﺤﺩ ﻤﻥ ﺩﻗﺘﻬـﺎ‬ ‫ﻭ ﻓﻌﺎﻟﻴﺘﻬﺎ ﻀﻤﻥ ﺸﺭﻭﻁ ﻤﺨﺘﻠﻔﺔ‬ ‫ﻋﻥ ﺸﺭﻭﻁ ﺘﺠﺭﺒﺔ ﺍﻷﺸـﻭ‬

‫‪،‬‬

‫ﻜﺫﻟﻙ ﻓﺈﻥ ﺍﻟﻁﺒﻴﻌﺔ ﺍﻟﺘﺠﺭﻴﺒـﻴـﺔ‬ ‫ﻟﻠﻁﺭﻴﻘﺔ ﻻ ﺘﺴﻤﺢ ﺒﺘﻁﻭﻴﺭ ﻫـﺫﻩ‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﺒﻨﺎﺀﹰﺍ ﻋﻠﻰ ﺘﺤﻠﻴـﻼﺕ‬ ‫ﺭﻴﺎﻀﻴﺔ ﻭ ﻤﻨﻁﻘﻴﺔ ‪ ،‬ﻟﺫﻟﻙ ﻓﺈﻨﻪ‬ ‫ﻴﺠﺏ ﺘﻁﻭﻴﺭ ﻫﺫﻩ ﺍﻟﻌـﻼﻗـﺎﺕ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺒﺸﻜل ﻴﻨﺎﺴﺏ ﺍﻟﺸﺭﻭﻁ‬

‫ﺍﻟﺘﻲ ﺴﺘﻁﺒﻕ ﻓﻴﻬﺎ ﻭ ﻫﺫﺍ‬

‫ﻤـﺎ‬

‫ﻗﺎﻤﺕ ﺒﻪ ﻭﻻﻴﺎﺕ ﻜﺜﻴﺭﺓ‬

‫ﻓـﻲ‬

‫ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ‪ ،‬ﻭ‬ ‫ﺒﺎﻟﺘﺎﻟﻲ ﻟﺘﻁﺒﻴﻕ ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﻓﻲ‬ ‫ﺴﻭﺭﻴﺔ ﺒﺸﻜل ﺩﻗﻴﻕ ﻭ ﻓـﻌـﺎل‬

‫ﻴﺠﺏ ﺘﻁﻭﻴﺭ ﻫﺫﻩ ﺍﻟﻌﻼﻗﺎﺕ ﻭﻓﻕ‬

‫ﺘﻨﻔﻴﺫﻩ ﺒﺎﻹﻤﻜﺎﻨﻴﺎﺕ ﺍﻟﻤﺘﻭﻓﺭﺓ ‪.‬‬

‫‪RESIELIENT‬‬

‫ﺍﻷﻜﺜﺭ ﺍﻨﺘﺸﺎﺭﺍ ﻓﻲ ﺍﻟـﻭﻻﻴـﺎﺕ‬ ‫ﻓـﻲ‬ ‫ﻭ‬

‫ﺇﻥ‬

‫ﺒﺸﻜل ﻤﺤﺩﻭﺩ‪.‬‬

‫‪MODULUS‬ﻜﻤﺩﺨل ﺃﺴﺎﺴﻲ‬

‫‪-3‬ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺃﻭﺴـﻊ‬

‫ﻭ‬

‫ﻓـﻲ‬

‫ﻟﺘﻭﺼﻴﻑ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬

‫ﺒﺭﻨﺎﻤﺞ ﺍﺨﺘﺒﺎﺭﺍﺕ ﻁﺭﻕ‬

‫ﺘﺭﺒﺔ ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ﻭ ﺒﺴﺒـﺏ‬

‫ﺍﻟﻌﺎﻟﻡ ﻭ ﺍﻟﺘﻁﻭﻴﺭ ﺍﻟﻤﺴـﺘـﻤـﺭ‬

‫ﻋﺩﻡ ﺘﻭﻓﺭ ﺍﻷﺠﻬﺯﺓ ﺍﻟـﻼﺯﻤـﺔ‬

‫ﻟﻠﻁﺭﻴﻘﺔ ﺒﺎﻹﻀﺎﻓﺔ ﺇﻟﻰ ﺇﺩﺨـﺎل‬

‫ﻹﺠﺭﺍﺀ ﻤﺜل ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻓـﻲ‬

‫ﻤﻔﺎﻫﻴﻡ ﺠﺩﻴﺩﺓ ﻟﺘﻘﻴﻴﻡ ﺍﻟﻔﻌﺎﻟﻴﺔ ﻤﺜل‬

‫ﺍﻟﻤﺨﺎﺒﺭ ﺍﻟﺴﻭﺭﻴﺔ ﺤﺎﻟﻴﹰﺎ ﺇﻀﺎﻓـﺔ‬ ‫ﺇﻟﻰ ﺼﻌﻭﺒﺔ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻨﺴﺒﻴﹰﺎ‬ ‫ﻭ ﻋﺩﻡ ﺘﻭﻓﺭ ﺨﺒﺭﺍﺕ ﻤﺤﻠﻴﺔ ﻓﻲ‬ ‫ﺍﻟﺘﻌﺎﻤل ﻤﻊ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ ﻟﺫﻟـﻙ‬ ‫ﻓﺈﻨﻪ ﻀﻤﻥ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﺤﺎﻟﻴـﺔ‬ ‫ﻤﻥ ﺍﻟﺼﻌﺏ ﺘﻨﻔﻴﺫ ﻫﺫﺍ ﺍﻻﺨﺘﺒﺎﺭ‬

‫ﻀﻤﻥ ﺍﻟﻤﺨﺎﺒـﺭ‬

‫ﺍﻟﺴـﻭﺭﻴـﺔ‬

‫ﻭﺍﻟﺤﺼﻭل ﻋﻠﻰ ﻫﺫﻩ ﺍﻟﻘﻴـﻤـﺔ‬ ‫ﺍﻟﻀﺭﻭﺭﻴﺔ ﻻﺴﺘﺨـﺩﺍﻡ‬

‫ﻫـﺫﻩ‬

‫ﺍﻟﻁﺭﻴﻘﺔ ‪ ،‬ﻤﻤﺎ ﻴﺤﺩ ﻜﺜﻴﺭﹰﺍ ﻤـﻥ‬

‫ﺍﻹﻤﻜﺎﻨﻴﺔ ﺍﻟﻌﻤﻠﻴﺔ ﻟﺘﻁﺒﻴﻕ ﻫـﺫﻩ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ‪.‬‬ ‫ﻤﻥ ﺠﻬﺔ ﺃﺨﺭﻯ ﻓـﺈﻥ‬

‫ﻫـﺫﻩ‬

‫ﺍﻟﻁﺭﻴﻘﺔ ﺘﺘﻤﻴﺯ ﺒﻌﺩﺓ ﻨﻘﺎﻁ ﻤـﻥ‬

‫ﻤﻔﻬﻭﻡ ﻓﻌﺎﻟﻴﺔ ﻗﺎﺒﻠﻴﺔ ﺍﻟﺨـﺩﻤـﺔ‬ ‫‪PERFORMANCE‬‬ ‫‪SERVICEABILITY‬‬ ‫‪INDEX‬ﻭﻤﻔﻬﻭﻡ ﺍﻟﻤﻭﺜﻭﻗﻴـﺔ‬ ‫‪.RELIABILITY‬‬

‫‪ 1 -1 -1‬ﺨﻁﻭﺍﺕ ﺘﺼـﻤـﻴـﻡ‬ ‫ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ﻭﻓـﻕ‬ ‫ﺍﻷﺸﺘﻭ ‪:‬‬ ‫‪F L E X I B L E‬‬ ‫‪PAVEMENT DESIGN‬‬ ‫‪STEPS ACCORDING‬‬ ‫‪AASHTO:‬‬ ‫ﻴﻤﻜﻥ ﺘﻠﺨﻴﺹ ﺍﻟـﺨـﻁـﻭﺍﺕ‬ ‫ﺍﻟﻀﺭﻭﺭﻴﺔ ﻓﻲ ﻁﺭﻴﻘﺔ ﺍﻷﺸﺘـﻭ‬ ‫ﻟﺘﺼﻤﻴﻡ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ‬ ‫ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬ ‫‪71‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫‪-1‬ﺘﺤﺩﻴﺩ ﻤﻌﺎﻤل ﺍﻟـﻤـﺭﻭﻨـﺔ‬

‫ﺍﻋﺘﻤﺩ ﻓﻲ ﻫﺫﻩ ﺍﻹﺼﺩﺍﺭﺍﺕ ﻋﻠﻰ‬

‫ﻤﻴﻜﺎﻨﻴﻜﻴﺔ –ﺘﺠﺭﻴﺒﻴﺔ ﺒﺎﺴﺘﺨـﺩﺍﻡ‬

‫ﺍﻟﺭﺠﻭﻋﻲ ﺍﻟﻔﻌﺎل ‪ Mr‬ﻟﺘﺭﺒـﺔ‬

‫ﻤﻌﻁﻴﺎﺕ ﺘﺠﺎﺭﺏ )‪(AASHO‬‬

‫ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻤﻴﻜﺎﻨﻴﻜﻴﺔ ﺒﺎﻻﺭﺘﺒـﺎﻁ‬

‫ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ‪.‬‬

‫)‪ (WASHO‬ﻭﺒﻌﺽ ﺍﻟﺘﺠﺎﺭﺏ‬

‫ﻤﻊ ﻤﻌﻴﺎﺭ ﺍﻻﻨﻬﻴﺎﺭ ﺍﻟﺘﺠﺭﻴـﺒـﻲ‬

‫‪-2‬ﺍﺨﺘﻴﺎﺭ ﻀﻴﺎﻉ ﻗﺎﺒﻠﻴﺔ ﺍﻟﺨﺩﻤﺔ‬

‫ﺍﻟﺘﻲ ﺃُﺠﺭﻴﺕ ﻋﻠﻰ‬

‫ﺍﻟﺘﺼﻤﻴﻤﻴﺔ ‪∆PSI‬‬

‫ﺍﻟﺒﺭﻴﻁﺎﻨﻴﺔ ‪ ،‬ﻜﺫﻟـﻙ‬

‫‪-3‬ﺘﺤﺩﻴﺩ ﻤﺴﺘﻭﻯ ﺍﻟﻤﻭﺜﻭﻗﻴﺔ ﻭ‬ ‫ﺍﻻﻨﺤﺭﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﺍﻹﺠﻤﺎﻟﻲ ‪.‬‬ ‫‪-4‬ﺘﺤﺩﻴﺩ ﺍﻟﻌﺩﺩ ﺍﻟﻜﻠﻲ ﻟﻠﺤﻤﻭﻻﺕ‬

‫ﺍﻟﻤﺤﻭﺭﻴـﺔ‬

‫ﺍﻟـﻤـﻨـﻔـﺭﺩﺓ‬

‫ﺍﻟﻤﻜﺎﻓﺌـﺔ)‪ESAL (18-KIP‬‬ ‫ﺍﻟﻤﻁﺒﻘﺔ ﺨـﻼل‬

‫ﺍﻟـﻔـﺘـﺭﺓ‬

‫ﺍﻟﺘﺼﻤﻴﻤﻴﺔ ‪.‬‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﻘﻴﻡ ﺍﻷﺭﺒﻌﺔ ﺍﻟﺴﺎﺒﻘﺔ ﻭ‬

‫ﻨﻭﻤﻭﻏﺭﺍﻑ ﺘﺼﻤﻴﻡ ﺍﻷﺸـﺘـﻭ‬ ‫ﺍﻟﻤﺒﻴﻥ ﻓﻲ ﺍﻟﺸﻜل )‪ (1،1‬ﻴـﺘـﻡ‬

‫ﺘﺤﺩﻴﺩ ﺍﻟﺭﻗﻡ ﺍﻹﻨﺸﺎﺌﻲ ‪SN‬ﺜـﻡ‬ ‫ﻴﺘﻡ ﺤﺴﺎﺏ ﺍﻟﺭﻗﻡ ﺍﻹﻨﺸﺎﺌﻲ ﻤـﻥ‬ ‫ﺍﻟﻌﻼﻗﺔ ﺍﻟﻨﻅﺭﻴﺔ ‪:‬‬ ‫‪A S P H A L T‬‬ ‫) ‪I N S T I T UT E ( 2‬‬ ‫‪(13)1-2‬ﻁﺭﻴﻘﺔ ﻤﻌﻬﺩ‬

‫ﺍﻟـﻁـﺭﻕ‬ ‫ﻋـﻠـﻰ‬

‫ﻟﺘﺤﺩﻴﺩ ﺴﻤﺎﻜﺎﺕ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ‬ ‫ﺍﻟﻤﺭﻥ ‪.‬‬

‫ﻤﻌﻁﻴﺎﺕ ﺍﻟﻤﻘﺎﺭﻨﺎﺕ ﻤﻊ ﻁـﺭﻕ‬

‫ﻭ ﻓﻲ ﻋﺎﻡ ‪ 1991‬ﺘﻡ ﺇﺠـﺭﺍﺀ‬

‫ﺍﻟﺘﺼﻤﻴﻡ ﺍﻷﺨﺭﻯ ﻤﺜل ﻁﺭﻴﻘـﺔ‬

‫ﻤﺭﺍﺠﻌﺔ ﻓﻲ ﺍﻹﺼﺩﺍﺭ ﺍﻟﺘﺎﺴـﻊ‬

‫ﺘﺼﻤﻴﻡ ﻓﻴﻠﻕ ﺍﻟﻤﻬﻨﺩﺴﻴﻥ‬

‫ﻓـﻲ‬

‫ﻟﻠﻁﺭﻴﻘﺔ‬

‫)‪ (MS-1‬ﻭﺍﻟـﺫﻱ‬

‫ﺍﻟﺠﻴﺵ ﺍﻷﻤﺭﻴﻜﻲ ﻭ ﺒـﻌـﺽ‬

‫ﺘﻀﻤﻥ ﺴﻠﺴﻠﺔ ﻤﻥ ﻤﺨﻁﻁـﺎﺕ‬

‫ﻁﺭﻕ ﺍﻟﻭﻻﻴﺎﺕ‪.‬‬

‫ﺍﻟﺘﺼﻤﻴﻡ ﻭ ﺍﻟﺘﻲ ﺘﻐﻁﻲ ﺜﻼﺜـﺔ‬

‫ﻓﻲ ﻋﺎﻡ ‪ 1981‬ﺘـﻡ ﻨﺸـﺭ‬

‫ﺃﻨﻅﻤﺔ ﺩﺭﺠﺎﺕ ﺤﺭﺍﺭﺓ ﻤﺨﺘﻠﻔـﺔ‬ ‫هﻲ )ْ ‪C ْ ,C 15.5 ْ ,C 7‬‬ ‫‪ 24 ( .‬ﻭ ﻗﺩ ﺍﻋﺘﻤﺩﺕ ﻁﺭﻴﻘﺔ‬

‫ﺍﻹﺼﺩﺍﺭ ﺍﻟﺜﺎﻤﻥ ﻤﻥ ﺩﻟﻴل ﻤﻌﻬﺩ‬ ‫ﺍﻹﺴﻔﻠﺕ ﻟﺘﺼﻤﻴﻡ ﻁـﺒـﻘـﺎﺕ‬ ‫ﺍﻟــــــﺭﺼــــــﻑ‬

‫ﺍﻟﻤﺭﻥ)‪ (MS-1‬ﻭﺒـﻌـﻜـﺱ‬ ‫ﺍﻹﺼﺩﺍﺭﺍﺕ ﺍﻟﺴﺎﺒﻘﺔ ﻓﻘﺩ ﺍﺴﺘﻨـﺩ‬ ‫ﺍﻹﺼﺩﺍﺭ ﺍﻟﺜﺎﻤﻥ ﻋﻠﻰ ﻤﻨﻬﺠﻴـﺔ‬

‫ﺘﺼﻤﻴﻡ ﻤﻌﻬﺩ ﺍﻹﺴﻔﻠﺕ ﻤﻌﻴﺎﺭﻱ‬ ‫ﺍﻟﺘﺸﻭﻩ ﻭ ﺍﻟﺘﻌﺏ ﻜﻤﻌـﻴـﺎﺭﻴـﻥ‬ ‫ﻟﻠﺘﺼﻤﻴﻡ ‪.‬‬

‫ﻭ ﺘﺘﻤﻴﺯ ﻁﺭﻴﻘﺔ ﻤﻌﻬﺩ ﺍﻹﺴﻔﻠـﺕ‬

‫‪SN = D 1 * a 1 + D 2 * a 2 * m 2 + D 3 * a 3 * m 3‬‬

‫ﺒﻌﺩﺓ ﻨﻘﺎﻁ ﺃﻫﻤﻬﺎ‪:‬‬

‫ﺍﻹﺴﻔﻠﺕ‪:‬‬ ‫ﻨﺸﺭ ﻤﻌﻬﺩ ﺍﻹﺴﻔـﻠـﺕ‬ ‫ﺨﻼل ﺍﻟﻔﺘﺭﺓ ﺍﻟﻭﺍﻗﻌﺔ ﺒﻴﻥ‬ ‫ﻋﺎﻤﻲ ) ‪(1969 -1954‬‬

‫ﺴﺕ ﺇﺼﺩﺍﺭﺍﺕ ﻟﺩﻟـﻴـل‬ ‫ﺘﺼﻤﻴﻡ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ‬ ‫ﺍﻟﻤـﺭﻥ )‪،(MS-1‬ﻭﻗـﺩ‬

‫ﺍﻟﺸﻜل )‪ (1،1‬ﻨﻭﻤﻭﻏﺭﺍﻑ ﺍﻟﺘﺼﻤﻴﻡ ﻭ ﻓﻕ ﻁﺭﻴﻘﺔ ﺍﻷﺸﺘﻭ‬

‫‪72‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺘﻲ ﺍﻋﺘﻤﺩﺕ ﻋﻠﻴﻬﺎ‬ ‫ﻭ ﺒﺎﻟﺘﺎﻟﻲ ﻓﺈﻨﻪ ﻴﺠﺏ ﺘﻁﻭﻴـﺭ‬ ‫ﺍﻟﻌﻼﻗﺎﺕ ﻟﺘﻨﺎﺴﺏ ﺃﻱ ﺸﺭﻭﻁ‬ ‫ﻭ ﻤﻭﺍﺩ ﺠﺩﻴﺩﺓ‪.‬‬

‫‪-3‬ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﺘﻨﻔﻴﺫﻴﺔ ﺘﻌﺘﻤﺩ‬ ‫ﺍﻹﺼﺩﺍﺭﺍﺕ ﺍﻟﺤﺩﻴﺜـﺔ ﻤـﻥ‬ ‫ﻁﺭﻴﻘﺔ ﺘﺼﻤﻴﻡ ﻤﻌﻬﺩ ﺍﻹﺴﻔﻠﺕ‬ ‫ـﺔ‬ ‫ـﺭﻭﻨـ‬ ‫ـﻤـ‬ ‫ـل ﺍﻟـ‬ ‫ـﺎﻤـ‬ ‫ـﻌـ‬ ‫ﻤـ‬ ‫ﺍﻟﺭﺠﻭﻋﻲ ‪(RESILIENT‬‬ ‫)‪ MODULUS‬ﻜﻤـﺩﺨـل‬ ‫ﺃﺴﺎﺴﻲ ﻟﺘﻭﺼﻴﻑ ﺘﺭﺒﺔ ﺍﻟﻁﺎﺒﻕ‬ ‫‪-1‬ﻁﺭﻴﻘﺔ ﻤﻌﻬﺩ ﺍﻹﺴﻔﻠﺕ ﻫـﻲ‬

‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻭ ﺇﻥ ﻜﺎﻨﺕ ﺒﺩﺭﺠـﺔ‬

‫ﺍﻟﺘﺭﺍﺒﻲ ﻭ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻭ‬

‫ﺍﻟﻁﺭﻴﻘﺔ ﺍﻟﻭﺤﻴﺩﺓ ﺒﻴﻥ ﺠﻤـﻴـﻊ‬

‫ﺃﻗل ﻤﻥ ﺍﻟﺨﺒﺭﺓ ﺍﻟﻤﺤﻠﻴﺔ‬

‫ﻓـﻲ‬

‫ﺒﺎﻟﺘﺎﻟﻲ ﻓﺈﻨﻪ ﻤﻥ ﺍﻟﺼﻌﺏ ﺘﻁﺒﻴﻘﻬﺎ‬

‫ﺍﻟﻤﺭﻥ ﺍﻟﺘﻲ ﺘﺴﻤﺢ ﺒﺘﺼﻤﻴﻡ ﻜﺎﻤل‬

‫ﻟﻜﻥ ﺒﺎﻟﻤﻘﺎﺒل ﻴ‪‬ﺅﺨﺫ ﻋﻠﻴﻬﺎ ﻋـﺩﺓ‬

‫ﺍﻟﺘﺠﻬﻴﺯﺍﺕ ﻭﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻼﺯﻤـﺔ‬

‫ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ﻋـﻠـﻰ‬

‫ﻨﻘﺎﻁ ﻤﻥ ﺃﻫﻤﻬﺎ‪:‬‬

‫ﻹﺠﺭﺍﺀ ﻫﺫﺍ ﺍﻟـﻨـﻭﻉ ﻤـﻥ‬

‫‪(FULL‬‬

‫‪-1‬ﺍﻋﺘﻤﺎﺩﻫﺎ ﻜﻤﺎ ﻁﺭﻴﻘﺔ ﺍﻷﺸﺘﻭ‬

‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ ﻀﻤﻥ ﺍﻹﻤﻜﺎﻨﻴـﺎﺕ‬

‫)‪ DEPTH‬ﻤﻥ ﺍﻟﺨﻠـﻁـﺎﺕ‬

‫ﻋﻠﻰ ﺍﻟﻨﺘﺎﺌﺞ ﺍﻟﺘـﺠـﺭﻴـﺒـﻴـﺔ‬

‫ﺍﻟﻤﺘﺎﺤﺔ ﺤﺎﻟﻴﹰﺎ‪.‬‬

‫ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﺨﺘﺒﺎﺭﺍﺕ ﻭﺍﺴﻌﺔ‬

‫)‪ (WASHO‬ﻭ ﺒﺎﻟﺘﺎﻟﻲ ﻴ‪‬ﺅﺨـﺫ‬

‫ﺍﻟﻨﻁﺎﻕ ﺒﻴﻨﺕ ﺃﻨﻪ ﻴﻤﻜﻥ ﺃﻥ ﺘﺤل‬

‫ﻋﻠﻴﻬﺎ ﻓﻲ ﻫﺫﺍ ﺍﻟﻤﺠﺎل ﻨـﻔـﺱ‬

‫ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ﻭﻓـﻕ‬

‫ﺍﻟﺨﻠﻁﺎﺕ ﺍﻹﺴﻔﻠﺘﻴﺔ ﺒﻨﺠﺎﺡ ﻤﻜﺎﻥ‬

‫ﺍﻟﻤﺂﺨﺫ ﻋﻠﻰ ﻁﺭﻴﻘﺔ ﺍﻷﺸﺘﻭ ‪.‬‬

‫ﻁﺒﻘﺎﺕ ﺍﻷﺴﺎﺱ ﻭ ﻤﺎ ﺘـﺤـﺕ‬

‫‪-2‬ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﻨﺘﺎﺌﺞ ﺘﺠﺭﻴﺒﻴﺔ‬

‫ﻁﺭﻕ ﺘﺼﻤﻴﻡ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼـﻑ‬

‫ﻜﺎﻤل ﺍﻟﻤـﻘـﻁـﻊ‬ ‫ﺍﻹﺴﻔﻠﺘﻴﺔ ﺒﺎﻟﻜﺎﻤل‬

‫‪،‬ﻭ‬

‫ﺫﻟـﻙ‬

‫ﺍﻷﺴﺎﺱ ﺍﻟﺤﺼﻭﻴﺔ ﺒـﻨـﺴـﺏ‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﻁﺭﻴﻘﺔ ﺍﻷﺸﺘﻭ ‪.‬‬

‫ﻟﺘـﺠـﺎﺭﺏ )‪(AASHO‬‬

‫ﻭ‬

‫ﻴﺤﺩ ﻤﻥ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺘﻨـﺒـﺅ‬

‫ﺍﺴﺘﺒﺩﺍل ﻤﻌﻴﻨﺔ ‪.‬‬

‫ﺒﻔﻌﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﻟﻤﻭﺍﺩ ﻤﺨﺘﻠﻔﺔ‬

‫‪-2‬ﺍﻨﺘﺸﺎﺭﻫﺎ ﺍﻟﻭﺍﺴﻊ ﻨﺴﺒﻴـﹰﺎ ﻭ‬

‫ﻀﻤﻥ ﺸﺭﻭﻁ ﻤﺨﺘﻠﻔﺔ ﻋﻥ ﺍﻟﻤﻭﺍﺩ‬

‫ﻓـﻲ‬

‫ﻭ ﺍﻟﺸﺭﻭﻁ ﺍﻟﺘﻲ ﺍﹸﺴﺘﺨﺩﻤﺕ ﻓـﻲ‬

‫ﻭﺠﻭﺩ ﺨﺒﺭﺓ ﻤﺤﻠـﻴـﺔ‬

‫ﻭ‬

‫ﺤﺎﻟﻴﹰﺎ ﻓﻲ ﺴﻭﺭﻴﺔ ﻟﻌﺩﻡ ﺘـﻭﻓـﺭ‬

‫‪ 1 -2 -1‬ﺨﻁﻭﺍﺕ ﺘﺼـﻤـﻴـﻡ‬

‫ﻁﺭﻴﻘﺔ ﻤﻌﻬﺩ ﺍﻹﺴﻔﻠﺕ‪:‬‬ ‫‪F L E X I B L E‬‬ ‫‪PAVEMENT DESIGN‬‬ ‫‪STEPS ACCORDING‬‬ ‫‪ASPHALT INSTITUTE‬‬ ‫‪METHOD:‬‬ ‫ﻴﻤﻜﻥ ﺘﻠﺨﻴﺹ ﺍﻟـﺨـﻁـﻭﺍﺕ‬ ‫ﺍﻟﻼﺯﻤﺔ ﻟﺘﺼﻤﻴﻡ‬

‫ﻁـﺒـﻘـﺎﺕ‬

‫ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ﻭﻓﻕ ﻁﺭﻴـﻘـﺔ‬ ‫‪73‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻟـﻜـﻥ‬

‫ﻤﻌﻬﺩ ﺍﻹﺴﻔﻠﺕ ﻜﻤﺎ ﻴﻠﻲ ‪:‬‬

‫‪300‬ﻤﻡ ﺃﻭ ‪150‬ﻤﻡ( ﻜﻤﺎ ﻓـﻲ‬

‫ﻟﻌﺩﺩ ﻤﻥ ﺍﻟﺴﻨﻭﺍﺕ ‪،‬‬

‫‪-1‬ﺘﺤﺩﻴﺩ ﺍﻟﻤﺭﻭﺭ ﺍﻟﺘﺼﻤﻴﻤـﻲ‬

‫ﺍﻟﺸﻜل )‪. (1،2‬‬

‫ﺍﻟﺘﻁﻭﺭﺍﺕ ﺍﻟﺴﺭﻴﻌﺔ ﻓﻲ ﺍﻟﺤﺎﺴﺏ‬

‫ﻤﻘﺩﺭﹰﺍ )‪ ESAL(80KN‬ﺨﻼل‬

‫‪-6‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﻗﻴﻡ‬

‫‪ESALs‬‬

‫ﺍﻟﺘﺼﻤﻴﻤﻴﺔ ﻭ ﻗـﻴـﻡ ‪Mr‬‬

‫ﻭ ﺘﻜﻨﻭﻟﻭﺠﻴﺔ ﺍﺨﺘﺒﺎﺭ ﺍﻟـﻤـﻭﺍﺩ‬ ‫ﺴﺭﻋﺕ ﺘﻁﻭﺭ ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ‬

‫ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ‪.‬‬

‫ﺍﻟﺘﺼﻤﻴﻤﻴﺔ ‪ ،‬ﻴﺘﻡ ﺍﻟﺤﺼﻭل ﻤـﻥ‬

‫ﻓﺒﺩﺃ ﻴﺘﺭﻜﺯ ﻋﻠﻴﻬﺎ ﺍﻻﻫﺘﻤﺎﻡ ﻤﻨـﺫ‬

‫‪-2‬ﺘﺤﺩﻴﺩ ﻤﻌﺎﻤل ﺍﻟـﻤـﺭﻭﻨـﺔ‬

‫ﻤﺨﻁﻁ ﺍﻟﺘﺼﻤﻴﻡ ﻋﻠﻰ ﺴﻤﺎﻜـﺔ‬

‫ﻋﺎﻡ ‪ 1962‬ﻓﻲ ﺍﻟﻤﺅﺘﻤﺭ ﺍﻟﻌﺎﻟﻤﻲ‬

‫ﺍﻟﺭﺠﻭﻋﻲ ﺍﻟﺘﺼﻤﻴـﻤـﻲ ‪Mr‬‬

‫ﺍﻟﺨﻠﻁﺔ ﺍﻹﺴﻔﻠﺘﻴﺔ ﺍﻷﺼﻐﺭﻴﺔ ﻭ‬

‫ﺍﻟﺜﺎﻨﻲ ﻟﻠﺘﺼﻤﻴﻡ‬

‫ﺍﻹﻨﺸـﺎﺌـﻲ‬

‫ﻟﻠﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ‪.‬‬

‫ﺍﻟﺘﻲ ﺘﺤﻘﻕ ﺍﻟﺸﺭﻭﻁ ﺍﻟﺴﺎﺒﻘﺔ ‪.‬‬

‫ﻟﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺜﻡ ﻓﻲ ﻋـﺎﻡ‬

‫‪ 3-1‬ﻁﺭﻴﻘﺔ ﺸل ﻟﺘﺼـﻤـﻴـﻡ‬

‫ﻤﺨﻁﻁﺎﺕ ﺘﺼﻤﻴﻡ ﺸل ﻭ ﺍﻟﺘـﻲ‬

‫ﺍﻟﻌﻤﺭ ﺍﻟﺘﺼﻤﻴﻤﻲ ﻟﻁـﺒـﻘـﺎﺕ‬

‫‪-3‬ﺘﺤﺩﻴﺩ ﻨﻭﻋﻴﺔ‬

‫ﻁـﺒـﻘـﺎﺕ‬

‫ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ﺃﻱ ﺴﺘـﻜـﻭﻥ‬ ‫ﻤﻜﻭﻨﺔ ﻤﻥ ﺨﻠﻁﺔ ﺇﺴﻔﻠﺘﻴﺔ ﻋﻠـﻰ‬ ‫ﻜﺎﻤل ﺍﻟﻤﻘﻁﻊ ﺃﻡ ﺴﻴﺘﻡ ﺍﺴﺘﺨـﺩﺍﻡ‬ ‫ﻤﻭﺍﺩ ﺤﺼﻭﻴﺔ ﻟﻁﺒﻘﺎﺕ ﺍﻷﺴـﺎﺱ‬ ‫ﻭ ﻤﺎ ﺘﺤﺕ ﺍﻷﺴﺎﺱ‪.‬‬

‫‪-4‬ﺘﺤﺩﻴﺩ ﻓﻴﻤﺎ ﺇﺫﺍ ﻜﺎﻥ ﺃﻴﹰﺎ ﻤـﻥ‬ ‫ﻤﺘﻭﺴﻁﺎﺕ ﺩﺭﺠﺔ ﺤﺭﺍﺭﺓ ﺍﻟﻬﻭﺍﺀ‬ ‫)‪ (MAAT‬ﺍﻟﺜﻼﺜﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﻓﻲ ﻤﺨﻁﻁﺎﺕ ﺍﻟﺘﺼﻤﻴﻡ )ْ ‪,C 7‬‬

‫ْ ‪C 24 ( ْ ,C 15.5‬ﻴﺤﺎﻜـﻲ‬ ‫ﺍﻟﺸﺭﻭﻁ ﺍﻟﻤﻨﺎﺨﻴﺔ ﺍﻟﻔﻌﻠﻴﺔ‪.‬‬ ‫‪-5‬ﺘﺤﺩﻴﺩ ﻤﺨﻁﻁ ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﺫﻱ‬ ‫ﺴﻴﺘﻡ ﺍﺴﺘﺨﺩﺍﻤﻪ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠـﻰ‬ ‫ﻗﻴﻡ )‪ (MAAT‬ﻭ ﻨﻭﻋﻴﺔ ﻤـﺎﺩﺓ‬ ‫ﺍﻷﺴﺎﺱ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬

‫) ﺨﻠﻁﺔ‬

‫ﺇﺴﻔﻠﺘﻴﺔ ﺃﻭ ﻤﺎﺩﺓ ﺤﺒﻴﺒﻴﺔ ﻤﻌﺎﻟﺠـﺔ‬ ‫ﺃﻭ ﻏﻴﺭ ﻤﻌﺎﻟﺠﺔ ( ﻭ ﻗﻴﻡ ﺴﻤﺎﻜﺔ‬ ‫ﺍﻷﺴﺎﺱ ﺍﻟﺤﺒﻴﺒﻲ ﺍﻟﻤﺴﺘﺨـﺩﻡ )‬

‫‪ 1963‬ﻋﻨﺩﻤـﺎ ﺘـﻡ ﻨﺸـﺭ‬

‫ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤـﺭﻥ‪(10) :‬‬ ‫)‪(13‬‬ ‫‪SHELL METHOD FOR‬‬ ‫‪F L E X I B L E‬‬ ‫‪PAVEMENT DESIGN:‬‬ ‫ﻭ ﻫﻲ ﺘﻌﺘﺒﺭ ﻤﻥ ﺃﻫﻡ ﺍﻟـﻁـﺭﻕ‬ ‫ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﺤﺎﻟﻴﹰﺎ ﻓـﻲ‬ ‫ﺘﺼﻤﻴﻡ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ‬ ‫‪ ،‬ﻭ ﺘﺘﻤﻴﺯ ﺒﺎﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﻁﺭﻕ‬ ‫ﺭﻴﺎﻀﻴﺔ ﻤﻨﻁﻘﻴﺔ ﻟﻜﻥ ﺭﻏﻡ ﺘﻭﻓﺭ‬

‫ﺍﻷﺴﺱ ﺍﻟﻨﻅﺭﻴﺔ ﺍﻟﺘﻲ ﺍﺴﺘﺨﺩﻤﺘﻬﺎ‬ ‫ﻓﻲ ﺤﺴﺎﺏ ﺍﻹﺠـﻬـﺎﺩﺍﺕ‬

‫‪،‬‬

‫ﻭ‬

‫ﺍﻟﺘﺸﻭﻫﺎﺕ ﻓﻲ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ‬ ‫ﺍﻟﻤﺭﻥ ﻤﻨﺫ ﺍﻷﺭﺒﻌﻴﻨﺎﺕ ‪ ،‬ﻓـﺈﻥ‬ ‫ﺘﻌﻘﻴﺩ ﺍﻟﻨﻅﺭﻴﺔ ﻭ ﺒﺎﻟﺘﺎﻟﻲ ﺍﻟﺯﻤـﻥ‬

‫ﺍﻟﻼﺯﻡ ﻹﻨﺠﺎﺯ ﺍﻟﺤﺴﺎﺒﺎﺕ ﺃﻋـﺎﻕ‬ ‫ﺘﻁﺒﻴﻘﻬﺎ ﻋﻠﻰ ﻨﻁﺎﻕ ﻭﺍﺴﻊ ﻓـﻲ‬ ‫ﺘﺼﻤﻴﻡ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ‬

‫ﺘﻡ ﺍﺴﺘﻨﺘﺎﺠﻬﺎ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋـﻠـﻰ‬ ‫ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻹﻨﺸﺎﺌﻴﺔ ‪ ،‬ﺜﻡ ﻟﻭﺤﻅ‬ ‫ﻓﻲ ﺍﻟﻤﺅﺘﻤﺭ ﺍﻟﻌﺎﻟﻤﻲ ﺍﻟﺜـﺎﻟـﺙ‬ ‫ﻟﻠﺘﺼﻤﻴﻡ ﺍﻹﻨﺸﺎﺌﻲ ﻟﻁـﺒـﻘـﺎﺕ‬

‫ﺍﻟﺭﺼﻑ ﺍﻟﺫﻱ ﻋ‪‬ﻘﺩ ﻓﻲ ﻟﻨﺩﻥ ﻋﺎﻡ‬ ‫‪ 1972‬ﻋﺩﻡ ﻜﻔﺎﻴﺔ ﺍﻟـﻁـﺭﻕ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﺤﻴﻨﺫﺍﻙ ﻤﻤﺎ‬ ‫ﺃﺩﻯ ﺇﻟﻰ ﺘﻌﺎﻅﻡ ﺍﻻﻫﺘﻤﺎﻡ ﺒﻁﺭﻴﻘﺔ‬

‫ﺸل ﻓﺘﻡ ﺘﺤﺩﻴﺜﻬﺎ ﻟﺘﺘـﻀـﻤـﻥ‬

‫ﻤﺘﻐﻴﺭﺍﺕ ﺇﻀﺎﻓﻴﺔ ﻭ ﻟﻴﺘﻡ ﻋـﺎﻡ‬ ‫‪ 1977‬ﺘﻘﺩﻴﻡ ﺩﻟﻴل ﺘﺼـﻤـﻴـﻡ‬ ‫ﻁﺭﻴﻘﺔ ﺸل ‪ ،‬ﻭ ﺍﺴـﺘـﻤـﺭﺕ‬ ‫ﺍﻷﺒﺤﺎﺙ ﻓﻴﻤﺎ ﺒﻌﺩ ﻟﺘـﻁـﻭﻴـﺭ‬

‫ﺍﻟﻁﺭﻴﻘﺔ ﻭ ﺘﺤﺴﻴﻨﻬﺎ ﻓـﺘـﻤـﺕ‬ ‫ﻤﻨﺎﻗﺸﺔ ﻋﺩﺓ ﻨﻤﺎﺫﺝ ﺭﻴﺎﻀـﻴـﺔ‬ ‫ﻴﻤﻜﻥ ﻤﻥ ﺨﻼﻟـﻬـﺎ‬

‫ﺇﺩﺨـﺎل‬

‫ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﻠﺤﻤﻭﻻﺕ ﻭ‬ ‫‪74‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺴﻠﻭﻜﻴﺔ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼـﻑ‬

‫ﻭ‬

‫ﺍﻟﺘﻐﻴﺭﺍﺕ ﺍﻟﻤﻨﺎﺨﻴﺔ ﻭ ﺇﻤﻜﺎﻨـﻴـﺔ‬ ‫ﺇﺩﺨﺎل ﻋﺩﺩ ﺃﻜﺒﺭ ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ‬

‫ﻤﻥ ﺍﻟﻤﻤﻜﻥ ﺃﻥ ﺘﺘﻀﻤﻥ ﺃﻴﻀـﹰﺎ‬

‫ﺤﻴﺙ‪:‬‬ ‫‪ :L‬ﺍﻟﺤﻤﻭﻟﺔ ﺍﻟﻤـﺤـﻭﺭﻴـﺔ‬ ‫ﻤﻘﺩﺭﺓ ﺏ ‪.KN‬‬

‫ﺘﺄﺜﻴﺭﺍﺕ ﺍﺨﺘـﻼﻑ‬

‫ﻗﺴـﺎﻭﺍﺕ‬

‫ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ﻭ ﺍﻟﺘﻲ ﻗﺩ ﺘﻨﺘﺞ‬

‫ﻜﺎﻟﻤﻘﺎﻭﻤﺔ ﻋﻠﻰ ﺍﻟﺘﻌﺏ ﻭ ﻜﻠﻔـﺔ‬

‫ﻭ ﻴﺘﻡ ﻤﻌﺎﻤﻠﺔ ﺍﻟﻤﺤﺎﻭﺭ ﺍﻟﺜﻨﺎﺌﻴـﺔ‬

‫ﻋﻥ ﺘﺄﺜﻴﺭﺍﺕ ﺒﻴﺌﻴﺔ ﻤﺨﺘﻠﻔﺔ ﻤﺜـل‬

‫ﺍﻟﺼﻴﺎﻨﺔ ﻭ ﻏﻴﺭﻫﺎ ﻤﻥ ﺍﻟﻌﻭﺍﻤـل‬

‫ﻜﻤﺤﻭﺭﻴﻴﻥ ﻤﻨﻔﺼﻠﻴﻥ ﻭ ﺘﻌﺘﺒـﺭ‬

‫ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﺃﺩﺍﺀ ﻁـﺒـﻘـﺎﺕ‬

‫ﻤﺩﺓ ﺍﻟﺘﺤﻤﻴل ) ‪ (0.02‬ﺜﺎﻨﻴﺔ ﻤﻥ‬

‫ﻋـﻤـﺭﻫـﺎ‬

‫ﺃﺠل ﺴﺭﻋﺔ ‪.50-60 km/h‬‬ ‫‪I N P U T S‬‬ ‫‪ENVIRONMENTAL1-‬‬

‫ﺍﻟﺘﺠﻤﺩ ﻭ ﺍﻟﺫﻭﺒﺎﻥ ‪.‬‬ ‫‪STRUCTURAL‬‬ ‫‪3-3 -A N A L Y S I S 1‬‬

‫ﺍﻟﺭﺼﻑ ﺨﻼل‬

‫ﺍﻟﺘﺼﻤﻴﻤﻲ ﻟﻴﺘﻡ ﻓﻲ ﻋﺎﻡ ‪1985‬‬

‫ﺇﺼﺩﺍﺭ ﻤﻠﺤﻕ ﻟﺩﻟﻴل ﺍﻟﺘﺼﻤﻴـﻡ‬ ‫ﻴﻐﻁﻲ ﻫﺫﻩ ﺍﻟﺘﻁﻭﺭﺍﺕ ‪.‬‬

‫‪ 3-2‬ﺍﻟﻤﺩﺨﻼﺕ ﺍﻟﺒﻴﺌﻴﺔ‪:‬‬ ‫ﻴﺘﻡ ﺇﺩﺨﺎل ﺘﺄﺜﻴﺭ ﺍﻟﻤﻨﺎﺥ‬

‫‪I N P U T S‬‬ ‫‪ENVIRONMENTAL1-‬‬

‫ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻹﻨﺸﺎﺌﻴﺔ‪:‬‬ ‫ﺍﻋﺘﻤﺩﺕ ﻁﺭﻴﻘﺔ ﺸل‬

‫ﻋـﻠـﻰ‬

‫ﺍﻟﻨﻅﺭﻴﺎﺕ ﺍﻟﺘﻲ ﻋﺎﻟﺠﺕ ﺘﺤﻠﻴﻼﺕ‬ ‫ﻤـﻥ‬

‫ﺃﻨﻅﻤﺔ ﺍﻟﻁﺒﻘﺘﻴﻥ ﻭ ﺍﻟﺜﻼﺜﺔ ﻁﺒﻘﺎﺕ‬

‫ﺨﻼل ﺍﺴﺘﺨﺩﺍﻡ ﻤﺘﻭﺴﻁ ﺩﺭﺠـﺔ‬

‫ﻭ ﺍﻟﺘﻲ ﻜﺎﻥ ﻤﻥ ﺃﻫﻤﻬﺎ ﻨﻅﺭﻴـﺔ‬

‫ﺤﺭﺍﺭﺓ ﺍﻟﻬﻭﺍﺀ ﺍﻟﺴﻨﻭﻴﺔ ﺍﻟﻤﻭﺯﻭﻨﺔ‬

‫‪ BURMISTER‬ﻭ ﺍﻟﺫﻱ ﻗﺩﻡ‬

‫)‪(W-MATT‬ﻭ ﺘﺴﺘﻨﺘﺞ ﻫـﺫﻩ‬

‫ﺼﻴﻐﺔ ﻨﻅﺭﻴﺔ ﻟﺘﺤﻠﻴﻼﺕ ﺃﻨﻅﻤـﺔ‬

‫ﺩﺭﺠـﺎﺕ‬

‫ﺍﻟﻁﺒﻘﺘﻴﻥ ﻭ ﺍﻟﺜﻼﺙ ﻁﺒﻘـﺎﺕ ﻭ‬

‫ﻋﻠﻰ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤـﺭﻥ‬

‫ﺤﺭﺍﺭﺓ ﺍﻟﻬﻭﺍﺀ‬

‫ﺍﻟﺸـﻬـﺭﻴـﺔ‬

‫ﻤﻔﺎﻫﻴﻡ ‪ PAPER‬ﻓـﻲ ﻋـﺎﻡ‬

‫ﻤﻥ ﺨﻼل ﻋﺩﺩ ﻤﺭﺍﺕ ﺘـﻜـﺭﺍﺭ‬

‫)‪ (MAAT‬ﻟﻤﻭﻗﻊ ﻤﺤـﺩﺩ ﻭ‬

‫‪1962‬ﻭ ﺍﻟﺘﻲ ﻋﺎﻟﺞ ﻓـﻴـﻬـﺎ‬

‫ﺇﻁـﺎﺭﻴـﻥ‬

‫ﺍﻟﻔﻌﺎﻟﺔ ﻭ ﺒﺎﻟﺘـﺎﻟـﻲ ﺼـﻼﺩﺓ‬

‫ﻤﺸﺎﻜل ﺍﻟﺘﺼﻤﻴﻡ ﻭ ﺍﻟﺘﻨﻔﻴﺫ ﻤﻤـﺎ‬

‫ﻤﻀﺎﻋﻔﻴﻥ ﻤﻊ ﺇﺠﻬﺎﺩ ﺍﺤﺘﻜـﺎﻙ‬

‫ﺍﻹﺴﻔﻠﺕ ﺍﻟﻔﻌﺎﻟﺔ ‪ ،‬ﻭ ﻗـﺩ ﺘـﻡ‬

‫ﺴﻤﺢ ﻟﻁﺭﻴﻘﺔ ﺸل ﺒﺘـﻁـﻭﻴـﺭ‬

‫‪600KN/M‬ﻭ ﻴﺘﻡ ﺘﺤﻭﻴـل‬

‫ﺍﺴﺘﻨﺘﺎﺝ ﻋﻭﺍﻤل ﻤﻜﺎﻓﺌﺔ ﺒﺤﻴـﺙ‬

‫ﻤﻭﺩﻴﻼﺕ ﻨﻅﺭﻴﺔ ﺘﺄﺨﺫ ﺒﺎﻻﻋﺘﺒﺎﺭ‬

‫ﻴﺘﻡ ﻤﻜﺎﻓﺌﺔ )‪ (MATT‬ﻭ ﺒﺎﻟﺘﺎﻟﻲ‬

‫ﻋﺩﺩ ﻤﻥ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻀـﻤـﻥ‬

‫‪3-1‬ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻟﻤﺭﻭﺭﻴﺔ‪:‬‬ ‫ﻴﺘﻡ ﺘﻤﺜﻴل ﺍﻟﺤﻤﻭﻻﺕ ﺍﻟﻤﺭﻭﺭﻴـﺔ‬

‫ﺍﻟﺤﻤﻭﻻﺕ ﺍﻟﻤﺤﻭﺭﻴﺔ ﺍﻟﻘﻴﺎﺴﻴـﺔ‬ ‫‪80 KN‬ﻋﻠـﻰ‬ ‫‪2‬‬

‫ﺍﻟﺤﻤﻭﻻﺕ ﺍﻟﻤﺤﻭﺭﻴﺔ ﺍﻷﺨـﺭﻯ‬ ‫ﺇﻟﻰ ﻋﺩﺩ ﻤﺭﺍﺕ ﺘﻜـﺭﺍﺭ ﻤـﻥ‬ ‫ﺍﻟﺤﻤﻭﻟﺔ ﺍﻟﻤﺤﻭﺭﻴﺔ ﺍﻟﻘﻴﺎﺴﻴﺔ ﻭﻓﻕ‬ ‫ﺍﻟﻌﻼﻗﺔ ‪:‬‬

‫‪N = 2 . 2 * 10 − 8 * L 4‬‬

‫ﺍﻟﻘﻴﻤﺔ ﻤﻥ ﻤﺘﻭﺴﻁ‬

‫ﺘﺭﺒﻁ ﻤﻊ ﺩﺭﺠﺔ ﺤﺭﺍﺭﺓ ﺍﻹﺴﻔﻠﺕ‬

‫ﻓﺈﻥ ﺩﺭﺠﺔ ﺍﻟﺤﺭﺍﺭﺓ ﺍﻟﺴﻨـﻭﻴـﺔ‬

‫ﺸﺭﻭﻁ ﻤﺘﻨﻭﻋﺔ ‪ ،‬ﻭ ﻗﺩ ﺴﻤﺤﺕ‬

‫ﺍﻟﻭﺤﻴﺩﺓ ﺴﺘﻨﺘﺞ ﻨﻔﺱ‬

‫ﺍﻟﻀـﺭﺭ‬

‫ﻫﺫﻩ ﺍﻟﻤﻭﺩﻴﻼﺕ ﺒﺤﺴﺎﺏ ﻗـﻴـﻡ‬

‫ﺍﻟﺫﻱ ﺴﻴﻨﺘﺞ ﻋـﻥ‬

‫ﺩﺭﺠـﺎﺕ‬

‫ﺍﻹﺠﻬﺎﺩﺍﺕ ‪ ،‬ﺍﻟﺘﺸﻭﻫﺎﺕ ﺍﻟﻨﺴﺒﻴﺔ‬

‫ﺍﻟﺤﺭﺍﺭﺓ ﺍﻟﺸﻬﺭﻴﺔ‬

‫ﺍل‬

‫) ‪(12‬‬

‫ﺍﻟﻤﺠﻤﻭﻋﺔ ﻋﻠﻰ ﻤﺩﺍﺭ ﺍﻟﺴﻨﺔ‬

‫) ‪(1،2‬‬

‫ﺘﺤﻠﻴﻼﺕ ﺍﻟﻨﻅﺎﻡ ﺍﻟﻁﺒﻘﻲ‬

‫ﻤـﻊ‬

‫ﻭ ﺍﻻﻨﻌﻁﺎﻑ ‪.‬‬

‫ﻭ‬

‫‪75‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺴﻤﺎﻜﺔ ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ﻤﻘﺩﺭﺓ ﺏ ‪ in‬ﻤﻥ ﺃﺠل ﻨﺴﺒﺔ ﺍﻟﺭﺹ ﺍﻟﻤﺌﻭﻴﺔ‬

‫‪ 4 -3 -1‬ﺍﻟـﻤـﻌـﻴـﺎﺭ‬ ‫ﺍﻟﺘﺼﻤﻴﻤﻲ ﺍﻟﻤﺴﺘﺨﺩﻡ ﻓﻲ‬ ‫ﻁﺭﻴﻘﺔ ﺸل‪:‬‬ ‫‪D E S I G N‬‬ ‫‪CRITERIA USED‬‬ ‫‪IN‬‬ ‫‪SHELL‬‬ ‫‪PROCEDURE‬‬ ‫ﺘﻌﺘﺒﺭ ﻁﺭﻴﻘﺔ ﺸل ﻁﺒﻘﺎﺕ‬ ‫ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ﻜﻨﻅـﺎﻡ‬ ‫ﻤﺭﻥ ﻤﻜﻭﻥ ﻤﻥ‬

‫ﻋـﺩﺓ‬

‫ﺍﺴﺘﻤﺭﺍﺭﻴﺔ ﻜﺎﻤﻠﺔ‬

‫ﻓـﻲ‬

‫ﻁﺒﻘـﺎﺕ‬

‫ﻤﺴـﺘـﻤـﺭﺓ‬

‫‪LL≤PI≤ 5،25‬‬

‫‪PI>5،LL>25‬‬

‫ﺘﺭﺒﺔ ﻤﻔﻜﻜﺔ‬

‫ﺘﺭﺒﺔ ﻤﺘﻤﺎﺴﻜﺔ‬

‫ﻗﺭﻴﻨﺔ‬ ‫ﺍﻟﺘﺼﻤﻴﻡ‬

‫‪80‬‬

‫‪85‬‬

‫‪90‬‬

‫‪95‬‬

‫‪100‬‬

‫‪80‬‬

‫‪85‬‬

‫‪90‬‬

‫‪95‬‬

‫‪100‬‬

‫‪33‬‬

‫‪25‬‬

‫‪19‬‬

‫‪13‬‬

‫‪7‬‬

‫‪17‬‬

‫‪14‬‬

‫‪10‬‬

‫‪7‬‬

‫‪3‬‬

‫‪1‬‬

‫‪38‬‬

‫‪29‬‬

‫‪22‬‬

‫‪15‬‬

‫‪8‬‬

‫‪20‬‬

‫‪16‬‬

‫‪12‬‬

‫‪8‬‬

‫‪4‬‬

‫‪2‬‬

‫‪43‬‬

‫‪33‬‬

‫‪25‬‬

‫‪17‬‬

‫‪9‬‬

‫‪23‬‬

‫‪18‬‬

‫‪14‬‬

‫‪9‬‬

‫‪4‬‬

‫‪3‬‬

‫‪48‬‬

‫‪37‬‬

‫‪28‬‬

‫‪20‬‬

‫‪11‬‬

‫‪26‬‬

‫‪21‬‬

‫‪16‬‬

‫‪11‬‬

‫‪5‬‬

‫‪4‬‬

‫‪68‬‬

‫‪40‬‬

‫‪31‬‬

‫‪22‬‬

‫‪12‬‬

‫‪28‬‬

‫‪23‬‬

‫‪18‬‬

‫‪12‬‬

‫‪6‬‬

‫‪5‬‬

‫‪58‬‬

‫‪44‬‬

‫‪35‬‬

‫‪24‬‬

‫‪14‬‬

‫‪31‬‬

‫‪25‬‬

‫‪19‬‬

‫‪14‬‬

‫‪7‬‬

‫‪6‬‬

‫‪63‬‬

‫‪48‬‬

‫‪38‬‬

‫‪26‬‬

‫‪15‬‬

‫‪34‬‬

‫‪28‬‬

‫‪21‬‬

‫‪15‬‬

‫‪7‬‬

‫‪68‬‬

‫‪52‬‬

‫‪41‬‬

‫‪29‬‬

‫‪16‬‬

‫‪37‬‬

‫‪30‬‬

‫‪23‬‬

‫‪16‬‬

‫‪8‬‬

‫‪74‬‬

‫‪56‬‬

‫‪44‬‬

‫‪81‬‬

‫‪18‬‬

‫‪40‬‬

‫‪32‬‬

‫‪25‬‬

‫‪18‬‬

‫‪9‬‬

‫‪77‬‬

‫‪59‬‬

‫‪47‬‬

‫‪84‬‬

‫‪20‬‬

‫‪43‬‬

‫‪35‬‬

‫‪28‬‬

‫‪20‬‬

‫‪10‬‬

‫ﺍﻟﺠﺩﻭل) ‪ ( 2 ،1‬ﺴﻤﺎﻜﺔ ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ﻤﻥ ﺃﺠل ﻁﻭﺍﺒﻕ ﺘﺭﺍﺒﻴﺔ ﻤﺨﺘﺎﺭﺓ )‪( CBR≤20‬‬

‫ﺍﻟﺴﻁﺢ ﺍﻟﺒﻴﻨﻲ ﻟﻜل ﻤﻨﻬﺎ ‪،‬‬ ‫ﻭ ﺘﺨﻀﻊ ﻫﺫﻩ ﺍﻟﻁﺒﻘﺎﺕ ﻟﻨﻅـﺎﻡ‬

‫ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ﺒﺸﻜل ﻤﺘﺴـﺎﺭﻉ‬

‫ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ‬

‫ﻭ ﺒﺎﻟﺘﺎﻟﻲ ﺨﻠﻕ ﻅﺭﻭﻑ ﻤﻬﻴﺌـﺔ‬

‫ﻫﻲ ﻨﻭﻋﺎﻥ ‪:‬‬

‫‪ STRESSES‬ﻭ ﺍﻟﺘﺸﻭﻫـﺎﺕ‬

‫ﻟﻠﺘﺨﺭﺏ ﺍﻟﺴﺭﻴﻊ ﻓـﺘـﻅـﻬـﺭ‬

‫‪-1‬ﺘﺸﻭﻩ ﺍﻟﺸﺩ ﺍﻷﻓﻘﻲ ﻓﻲ ﺃﺴﻔل‬

‫ﺍﻟﺘﺸﻘﻘﺎﺕ ﻓﻲ ﺍﻟﻁﺒﻘﺔ ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ‬

‫ﺍﻟﻁﺒﻘﺔ ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ ‪.Єt‬‬

‫ﺤﺩﻭﺙ ﺘﺄﺜﻴﺭ ﺘﺭﺍﻜﻤﻲ ﻴﺴﻬﻡ ﻓﻲ‬

‫ﺍﻹﻁﺎﺭﺍﺕ ﺘﺤﺕ ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟﺤﺭﻜﻲ‬

‫ﻓﻲ ﺴﻁﺢ ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ‪. Єc‬‬

‫ﻟﻠﻤﺭﻭﺭ ‪ ،‬ﻟﺫﻟﻙ‬

‫ﻭ ﻗﺩ ﺍﺴﺘﺨﺩﻤﺕ ﺸل ﺘﺸﻭﻩ ﺍﻟﺸﺩ‬

‫ﺍﻋــﺘــﺒــﺭﺕ‬

‫‪Єt‬ﻟﻠﺘﺤﻜﻡ ﻓﻲ ﺘﺸﻘﻘﺎﺕ ﺍﻟﻁﺒﻘـﺔ‬

‫ﻤﺨﻁـﻁـﺎﺕ‬

‫ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ ﺒﻴﻨﻤﺎ ﻴﺘﻡ ﺍﺴﺘـﺨـﺩﺍﻡ‬

‫ﺘﻜﺭﺍﺭﻱ ﻤﻌﻘﺩ ﻤـﻥ‬

‫ﺍﻻﻨﻌﻁﺎﻑ‬

‫ﻭ‬

‫ﻋـﺯﻭﻡ‬

‫ﺍﻻﺠـﻬـﺎﺩﺍﺕ‬

‫‪ STRAINS‬ﻭ ﺍﻟﺘﻲ ﺘﺅﺩﻱ ﺇﻟﻰ‬ ‫ﺇﻀﻌﺎﻑ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼـﻑ‬

‫ﻭ ﺍﻟﺘﺨﺩﺩﺍﺕ ﻓـﻲ‬

‫ﻭ‬

‫ﻤﺴـﺎﺭﺍﺕ‬

‫‪-2‬ﺘﺸﻭﻩ ﺍﻻﻨﻀﻐﺎﻁ ﺍﻟﺸﺎﻗﻭﻟـﻲ‬

‫ﺸـل‬

‫ﺘﺸﻭﻩ ﺍﻻﻨﻀﻐﺎﻁ ‪Єc‬ﻟﻠﺤﺩ ﻤـﻥ‬

‫ﻟﻌﺎﻡ ‪ 1963‬ﺃﻥ‬

‫ﺍﻟﺘﺸﻭﻩ ﺍﻟﺩﺍﺌﻡ ﻓﻲ ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ‬

‫ﺍﻟﺘﺸـﻭﻫـﺎﺕ‬

‫ﻭ ﺒﺎﻟﺘﺎﻟﻲ ﻓﻲ ﺴﻁﺢ ﻁﺒـﻘـﺎﺕ‬

‫ﺘﺼﻤﻴﻡ‬

‫ﻫـﻲ‬

‫ﺍﻟﺭﺼﻑ ‪ ،‬ﻭ ﻗﺩ ﺘﺒﻨـﺕ ﺸـل‬

‫ﺫﺍﺕ ﺍﻟﺘﺄﺜـﻴـﺭ‬

‫‪ SHELL‬ﺘﺸﻭﻩ ﺍﻻﻨﻀـﻐـﺎﻁ‬

‫ﺍﻟﻨﺴﺒﻴﺔ‬

‫ﺍﻟﺸﻜل )‪(3، 1‬‬

‫ﻭ‬

‫ﺍﻷﺴﺎﺴﻲ ﻋﻠﻰ‬

‫ﻻ ﻤﻥ ﺍﻹﺠﻬـﺎﺩ‬ ‫ﺍﻟﺸﺎﻗﻭﻟﻲ ‪Єc‬ﺒﺩ ﹰ‬ ‫‪76‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺼﻨﻑ )ﻓﺌﺔ( ﺍﻟﻤﺭﻭﺭ‬

‫ﻗﺭﻴﻨﺔ ﺘﺼﻤﻴﻡ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﻟﺘﺼﻨﻴﻑ ﺍﻟﻁﺭﻕ ﻭﺍﻟﺸﻭﺍﺭﻉ‬ ‫‪F‬‬

‫‪E‬‬

‫‪D‬‬

‫‪C‬‬

‫‪B‬‬

‫‪A‬‬

‫‪1‬‬

‫‪2‬‬

‫‪I‬‬

‫‪1‬‬

‫‪2‬‬

‫‪3‬‬

‫‪II‬‬

‫‪2‬‬

‫‪3‬‬

‫‪4‬‬

‫‪III‬‬

‫‪3‬‬

‫‪4‬‬

‫‪5‬‬

‫‪IV‬‬

‫‪4‬‬

‫‪5‬‬

‫‪6‬‬

‫‪IVA‬‬

‫ﺒﺎﻟﺤﺴﺒﺎﻥ ﺍﻟﺘﺸﻭﻩ ﺍﻟﺩﺍﺌـﻡ‬ ‫ﺍﻟﺫﻱ ﻴﺤﺩﺙ ﻓﻲ ﺍﻟﻁﺒﻘﺎﺕ‬ ‫ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ ﻟﺫﻟﻙ ﻓـﻘـﺩ‬ ‫ﻋﻤﺩﺕ ﻁﺭﻴﻘﺔ ﺸل ﺇﻟـﻰ‬

‫ﺇﺠﺭﺍﺀ ﺘﻘﻴﻴﻡ ﻟﻜل ﻤﻘﻁـﻊ‬ ‫ﺇﻨﺸﺎﺌﻲ ﻤﺭﺸﺢ ﻟﻠﺘـﺸـﻭﻩ‬

‫)‪ (V‬ﻤﺭﻜﺒﺎﺕ ﻤﺠﻨﺯﺭﺓ ‪ 60‬ﻜﻴﻠﻭ ﺒﺎﻭﻨﺩ ﺃﻭ ﺸﺎﺤﻨﺎﺕ ﻤﺠﻬﺯﺓ ﺒﺭﻭﺍﻓﻊ ﺸﻭﻜﻴﺔ ‪15‬ﻜﻴﻠﻭ ﺒﺎﻭﻨﺩ‬ ‫*‬

‫‪7‬‬

‫)‪(V‬‬

‫*‬

‫‪6‬‬

‫‪500/day‬‬

‫*‬

‫‪6‬‬

‫‪200/day‬‬

‫‪6‬‬

‫‪100/day‬‬

‫‪5‬‬

‫‪6‬‬

‫‪40/day‬‬

‫‪5‬‬

‫‪10/day‬‬

‫‪4‬‬

‫‪5‬‬

‫‪4/day‬‬

‫‪4‬‬

‫‪5‬‬

‫‪1/day‬‬

‫ﺍﻟﺩﺍﺌﻡ ﻓﻲ ﺍﻟﻁـﺒـﻘـﺎﺕ‬ ‫ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ ﺨﻼل ﺍﻟﻌﻤـﺭ‬ ‫ﺍﻟﺘﺼﻤﻴﻤﻲ ‪.‬‬

‫ﻭ ﺘﺘﻤﻴﺯ ﻫﺫﻩ ﺍﻟﻁﺭﻴـﻘـﺔ‬ ‫ﺒﻌﺩﺓ ﻤﻴﺯﺍﺕ ﺃﻫﻤﻬﺎ‪:‬‬ ‫‪-1‬ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﺍﻟﻁﺭﻕ‬

‫)‪ (VI‬ﻤﺭﻜﺒﺎﺕ ﻤﺠﻨﺯﺭﺓ ‪90‬ﻜﻴﻠﻭ ﺒﺎﻭﻨﺩ ﺃﻭ ﻤﺭﻜﺒﺎﺕ ﻤﺠﻬﺯﺓ ﺒﺭﻭﺍﻓﻊ ﺸﻭﻜﻴﺔ ‪ 25‬ﻜﻴﻠﻭ ﺒﺎﻭﻨﺩ‬ ‫*‬

‫‪9‬‬

‫‪200/day‬‬

‫‪8‬‬

‫‪100/day‬‬

‫‪7‬‬

‫‪40/day‬‬

‫‪6‬‬

‫‪10/day‬‬

‫‪6‬‬

‫‪4/day‬‬

‫‪5‬‬

‫‪1/day‬‬

‫‪4‬‬

‫‪5‬‬

‫‪1/week‬‬

‫ﺍﻟﺭﻴﺎﻀﻴﺔ ﺍﻟﻤﻨﻁﻘﻴـﺔ‬

‫ﺍﻟﺘﺤﻠﻴﻼﺕ ﺍﻹﻨﺸـﺎﺌـﻴـﺔ‬

‫ﺍﻟﻨﻅﺭﻴﺔ ﻭ ﺍﺒﺘﻌﺎﺩﻫﺎ ﻋـﻥ‬ ‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺨـﺒـﺭﺓ‬ ‫ﺍﻟﺤﻘﻠﻴﺔ ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﻜﻤﺎ ﻓﻲ‬ ‫ﻁﺭﻴﻘﺘﻲ ﻤﻌﻬﺩ ﺍﻹﺴﻔﻠﺕ ﻭ‬

‫)‪ (VII‬ﻤﺭﻜﺒﺎﺕ ﻤﺠﻨﺯﺭﺓ ‪ 120‬ﻜﻴﻠﻭ ﺒﺎﻭﻨﺩ‬ ‫‪10‬‬

‫‪10‬‬

‫‪100/day‬‬

‫‪9‬‬

‫‪40/day‬‬

‫‪8‬‬

‫‪10/day‬‬

‫‪7‬‬

‫‪4/day‬‬

‫‪6‬‬

‫‪1/day‬‬

‫‪5‬‬

‫‪1/week‬‬

‫ﺍﻟﺠﺩﻭل ) ‪( 1، 1‬‬

‫ﻓــﻲ‬

‫ﺍﻟﺘﺭﺍﺒﻲ ﻟﻠﺤﺩ ﻤﻥ‬

‫ﻭ‬

‫ﺘـﺨـﺩﺩﺍﺕ‬

‫ﺍﻻﺸﺘﻭ ﻤﻤﺎ ﻴﻭﻓﺭ ﻟـﻬـﺎ‬ ‫ﺍﻹﻤﻜﺎﻨﻴﺔ ﻻﺴﺘﺨﺩﺍﻡ ﻤﻭﺍﺩ‬

‫ﺠﺩﻴﺩﺓ ﻭ ﺍﻟﺘﻨﺒﺅ ﺒﻔﻌﺎﻟﻴـﺔ‬ ‫ﺃﺩﺍﺀ ﺍﻟﻁﺭﻴﻕ ﺘﺤﺕ ﺘﺄﺜﻴﺭ‬ ‫ﻋﻠﻴﻪ‪.‬‬

‫ﺤﺭﻜﺔ ﺍﻟﻤﺭﻭﺭ ﺍﻟﻤﺘﻭﻗﻌـﺔ‬

‫ﻤﺨﻁﻁﺎﺕ ﺘﺼﻤﻴﻡ ﺍﻟﺴﻤﺎﻜﺔ ﻟﻌﺎﻡ‬

‫ﻤﺴﺎﺭﺍﺕ ﺍﻹﻁﺎﺭﺍﺕ ﻓﻲ ﻤﻌﻅـﻡ‬

‫‪-2‬ﺍﻫﺘﻤﺕ ﻁﺭﻴﻘﺔ ﺸل ﺒﺎﻟﻔﻬـﻡ‬

‫‪، 1963‬ﺒﻴﻨﻤﺎ ﻋﺎﺩﺓ ﻴﺴﺘـﺨـﺩﻡ‬

‫ﺍﻟﻁﺭﻕ ﺍﻟﻨﻅﺭﻴﺔ ﻭ ﻟﻜﻥ ﻨﻅـﺭﹰﺍ‬

‫ﺍﻟﺘﺎﻡ ﻟﺴﻠﻭﻜﻴﺔ ﺍﻟﺒﻴﺘﻭﻤﻴﻨـﺎﺕ‬

‫ﻭ‬

‫ﺘﺸﻭﻩ ﺍﻻﻨﻀﻐﺎﻁ ‪Єc‬ﻓﻲ ﺍﻟﻁﺎﺒﻕ‬

‫ﻷﻥ ﻫﺫﺍ ﺍﻟﻤﻌﻴﺎﺭ ﻻ ﻴـﺄﺨـﺫ‬

‫ﺍﻟﺨﻼﺌﻁ ﺍﻹﺴﻔﻠﺘﻴﺔ ‪،‬ﻟﺫﻟﻙ ﻓـﻘـﺩ‬ ‫‪77‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺃﺠﺭﺕ ﺃﺒﺤﺎﺙ ﻤﺴﺘﻔﻴﻀﺔ ﻋـﻥ‬ ‫ﻋﻭﺍﻤل ﺍﻟﻤﺭﻭﻨﺔ ﺍﻟﺤـﺭﻜـﻴـﺔ‬ ‫ﻟﻠﺨﻼﺌﻁ ﺍﻟﺒﻴـﺘـﻭﻤـﻴـﻨـﻴـﺔ‬ ‫‪D Y N A M I C‬‬ ‫‪ MODULUS‬ﻭﺴﻠﻭﻜﻬﺎ ﻋﻨـﺩ‬ ‫ﺒﻠﻭﻏﻬﺎ ﺤﺩ ﺍﻟﺘﻌﺏ ‪FATIGUE‬‬ ‫‪.‬‬

‫ﻭ ﻴﺅﺨﺫ ﻋﻠﻴﻬﺎ ﺒﺎﻟﻤﻘﺎﺒل‬

‫ﻋـﺩﺓ‬

‫ﻨﻘﺎﻁ ﺃﻫﻤﻬﺎ ‪:‬‬ ‫‪-1‬ﺍﻋﺘﻤﺎﺩﻫﺎ ﻋﻠﻰ ﻤﻔﺎﻫﻴﻡ ﻤﺘﻘﺩﻤﺔ‬ ‫ﻟﻠﺨﻼﺌﻁ ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ ﻭ ﻟﺴﻠﻭﻜﻴـﺔ‬

‫ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺎﺕ ﻗﺩ ﻴﺤﺩ ﻤﻥ ﺇﻤﻜﺎﻨﻴﺔ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﻤﺤﻠﻴـﹰﺎ‬

‫ﺒﺴـﺒـﺏ‬

‫ﺍﻋﺘﻤﺎﺩﻫﺎ ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺼﻤـﻴـﻡ‬ ‫ﻋﻠﻰ ﻋﻭﺍﻤل ﺨﺎﺼﺔ ﻤﺜل ﺍﻟﻘﺴﺎﻭﺓ‬ ‫ﺃﻭ ﺍﻟﺼﻼﺩﺓ ﻟﻠﺒﻴﺘﻭﻤﻴﻥ ﻭ ﺍﻟﺨﻼﺌﻁ‬ ‫ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ ‪.‬‬

‫‪-2‬ﺼﻌﻭﺒﺔ ﺍﺴﺘﺨﺩﺍﻤﻬـﺎ‬

‫ﺩﻭﻥ‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ‪ ،‬ﺇﻀﺎﻓﺔ ﺇﻟـﻰ‬ ‫ﺍﻨﺘﺸﺎﺭﻫﺎ ﺍﻟﻤﺤﺩﻭﺩ ﺠـﺩﹰﺍ ﻓـﻲ‬ ‫ﺴﻭﺭﻴﺔ ﻭ ﻋﺩﻡ ﺘﻭﻓﺭ ﺨـﺒـﺭﺓ‬

‫ﻤﺤﻠﻴﺔ ﻓﻲ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‪.‬‬

‫‪ 4 -1‬ﻁﺭﻴﻘﺔ ﻓﻴﻠﻕ ﺍﻟﻤﻬﻨﺩﺴﻴﻥ‬ ‫ﻓﻲ ﺍﻟﺠﻴﺵ ﺍﻷﻤﺭﻴﻜﻲ ﻟﺘﺼﻤﻴـﻡ‬ ‫ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ‬ ‫‪US .ARMY CORP OF‬‬ ‫‪ENGINEERS DESIGN‬‬ ‫‪P R O C E D U R E‬‬ ‫‪F L E X I B L E‬‬

‫)‪PAVEMENT :(3) (5‬‬ ‫)‪(9‬‬ ‫ﻭ ﻫﻲ ﺇﺤﺩﻯ ﺃﻫﻡ ﺍﻟـﻁـﺭﻕ‬

‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻡ‬

‫ﺤﺎﻟﻴﹰﺎ ﻭ ﻫﻲ ﺘﺘﻤﻴﺯ ﻜﻤﺎ ﺍﻟﻁـﺭﻕ‬ ‫ﺍﻟﺘﺠﺭﻴﺒﻴﺔ ﺒﺎﻋﺘﻤﺎﺩﻫﺎ‬

‫ﻋـﻠـﻰ‬

‫ﺍﻟﻤﻼﺤﻅﺎﺕ ﺍﻟﻌﻤﻠـﻴـﺔ‬ ‫ﺍﻟﺘﺭﻜﻴﺯ ﺒﺸﻜل ﺩﻗﻴﻕ‬

‫ﺩﻭﻥ‬

‫ﻋـﻠـﻰ‬

‫ﻋﻭﺍﻤل ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﻨﻅﺭﻴـﺔ‬

‫ﻭ‬

‫ﺒﺎﻟﺘﺎﻟﻲ ﻓﻬﻲ ﺴﻬﻠﺔ ﺍﻟﺘﻁﺒﻴﻕ ‪ ،‬ﻭ‬ ‫ﺘﺘﻤﻴﺯ ﻁﺭﻴﻘﺔ ﺘﺼﻤﻴﻡ ﻓـﻴـﻠـﻕ‬ ‫ﺍﻟﻤﻬﻨﺩﺴﻴﻥ ﺒﺄﻨﻬﺎ ﻤﺴﺘﻤﺩﺓ ﺒﺸﻜـل‬ ‫ﺃﺴﺎﺴﻲ‬

‫ﻤـﻥ‬

‫ﻁـﺭﻴـﻘـﺔ‬

‫ﺘﺼﻤﻴﻡ ‪ CBR‬ﺜﻡ ﺘﻡ ﺘﻁﻭﻴﺭﻫـﺎ‬

‫ﻨﺘﻴﺠﺔ ﺍﻟﺩﺭﺍﺴﺎﺕ ﺍﻟﺘﻲ ﺃﺠﺭﺍﻫـﺎ‬ ‫ﺴﻼﺡ ﺍﻟﻤﻬﻨﺩﺴﻴﻥ ﺍﻷﻤﺭﻴﻜﻲ‬

‫‪،‬‬

‫ﺤﻴﺙ ﺃﻭﺠﺩ ﺴﻼﺡ ﺍﻟﻤﻬﻨﺩﺴﻴـﻥ‬ ‫ﻤﻨﺤﻨﻴﺎﺕ ﻴﻤﻜﻥ ﺍﺴﺘﺨـﺩﺍﻤـﻬـﺎ‬

‫ﻹﻴﺠﺎﺩ ﺴﻤﺎﻜﺔ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ‬

‫ﻭ ﺫﻟﻙ ﺒﻨﺎﺀﹰﺍ ﻋﻠﻰ ﻗﻴﻤﺔ ‪CBR‬‬ ‫ﻟﺘﺭﺒﺔ ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ﻭ ﻗﻴﻤـﺔ‬ ‫ﻗﺭﻴﻨﺔ ﺍﻟﺘﺼﻤﻴـﻡ‬

‫‪INDEX‬‬

‫‪ DESIGN‬ﻭ ﺍﻟﺘﻲ ﺘﺘـﻌـﻠـﻕ‬

‫ﺒﺘﺼﻨﻴﻑ ﺍﻟﻁﺭﻕ ﻭ ﺍﻟﺸﻭﺍﺭﻉ ﻭ‬ ‫ﺍﻟﺤﻤﻭﻻﺕ ﺍﻟﻤﺭﻭﺭﻴﺔ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬ ‫ﻟﻬﺎ ﺨﻼل ﺍﻟﻌﻤﺭ ﺍﻟﺘﺼﻤﻴﻤﻲ ‪.‬‬ ‫‪ 1 -4 -1‬ﺃﺴﺱ ﺍﻟﺘﺼﻤﻴـﻡ‪:‬‬ ‫‪DESIGN PRINCIPLES‬‬

‫ﺍﻟﻌﺎﻤل ﺍﻷﺴﺎﺴﻲ ﺍﻟﻤﺅﺜﺭ‬

‫ﻓـﻲ‬

‫ﺍﻟﺘﺼﻤﻴﻡ ﺍﻹﻨﺸﺎﺌﻲ ﻟﻁـﺒـﻘـﺎﺕ‬ ‫ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ﻫﻭ ﻗﺩﺭﺘﻬﺎ ﻋﻠﻰ‬

‫ﺘﺤﻤل ﺍﻟﺤﻤﻭﻟﺔ ﺍﻟﺘﺼﻤﻴﻤﻴـﺔ ﻭ‬

‫ﺘﻜﺭﺍﺭﺍﺘﻬﺎ ﻭ ﺒﺎﻟﺘﺎﻟﻲ ﺘـﺭﺘـﺒـﻁ‬ ‫ﺴﻤﺎﻜﺔ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻼﺯﻤﺔ‬ ‫ﻟﺘﻭﻓﻴﺭ ﻗﺩﺭﺓ ﺍﻟﺘﺤﻤل ﻫﺫﻩ ﺒﺨﻤﺴﺔ‬ ‫ﻤﺘﻐﻴﺭﺍﺕ ﺃﺴﺎﺴﻴﺔ ﻫﻲ ‪:‬‬

‫ﺃﻭ‬

‫‪-1‬ﺤﻤﻭﻟﺔ ﺇﻁﺎﺭ ﺍﻟﻤﺭﻜﺒـﺔ‬

‫ﺍﻟﺤﻤﻭﻟﺔ ﺍﻟﺘﺼﻤﻴﻤﻴﺔ ‪.‬‬ ‫‪-2‬ﺼﻴﻐﺔ ﺇﻁﺎﺭﺍﺕ ﺍﻟﻤﺭﻜﺒﺔ ‪.‬‬ ‫‪-3‬ﺤﺠﻡ ﺍﻟﻤﺭﻭﺭ ﺨﻼل ﺍﻟﻌﻤـﺭ‬ ‫ﺍﻟﺘﺼﻤﻴﻤﻲ ﻟﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ‪.‬‬ ‫‪-4‬ﻗﺩﺭﺓ ﺘﺤﻤل ﺍﻟﺘﺭﺒﺔ‪.‬‬ ‫‪-5‬ﻤﻌﺎﻤل ﺍﻻﻨﻬﻴﺎﺭ‪.‬‬ ‫ﻭ ﻴﺘﻡ ﺨﻼل ﻋﻤﻠﻴﺔ ﺍﻟﺘﺼﻤـﻴـﻡ‬ ‫ﺍﻻﺴﺘﻌﺎﻀﺔ ﻋﻥ ﺍﻟﻌﻭﺍﻤل ﺍﻟﺜﻼﺜﺔ‬ ‫ﺍﻷﻭﻟﻰ ﺒﻘﺭﻴﻨﺔ ﺍﻟﺘﺼﻤﻴﻡ ﺒﻴﻨـﻤـﺎ‬ ‫ﺘﻌﺒﺭ ﻗﻴﻤﺔ ‪ CBR‬ﻋﻥ ﺍﻟﻌﺎﻤﻠﻴـﻥ‬

‫ﺍﻟﺭﺍﺒﻊ ﻭ ﺍﻟﺨﺎﻤﺱ‪.‬‬ ‫‪D E S I G N‬‬ ‫‪2-4 - P R O C E D U R E 1‬‬ ‫ﻁﺭﻴﻘﺔ ﺍﻟﺘﺼﻤﻴﻡ‪:‬‬ ‫ﺘﺘﻤﻴﺯ ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﺒﺒﺴﺎﻁﺔ‬

‫ﻭ‬

‫ﺴﻬﻭﻟﺔ ﺍﺴﺘﺨﺩﺍﻤﻬﺎ ﺒﺤﻴﺙ ﻴﻜﻔـﻲ‬ ‫ﻻﺴﺘﺨﺩﺍﻤﻬﺎ ﺘﻭﻓﺭ ﻤﻌﻁـﻴـﻴـﻥ‬ ‫ﺃﺴﺎﺴﻴﻴﻥ ﻫﻤﺎ‪:‬‬

‫‪78‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫‪SUBBASE :‬‬

‫ﻻ‪ :‬ﻗﺭﻴﻨﺔ ﺍﻟﺘﺼﻤﻴﻡ ﻭ ﺍﻟـﺘـﻲ‬ ‫ﺃﻭ ﹰ‬ ‫ﺘﻤﺜل ﺍﻟﻤﺭﻭﺭ ﺍﻟﻤﺘﻭﻗﻊ‬ ‫ﺍﻟﻌﻤﺭ ﺍﻟﺘﺼﻤﻴﻤـﻲ‬

‫ﺨـﻼل‬ ‫ﻤـﻘـﺩﺭﹰﺍ‬

‫ﺒﺎﻟﺤﻤﻭﻟﺔ ﺍﻟﻤﺤﻭﺭﻴﺔ ﺍﻟﻤـﻔـﺭﺩﺓ‬

‫ﺍﻟﻤﻜﺎﻓﺌﺔ )‪ESAL(18-KIP‬ﻭ‬ ‫ﻗﻴﻤﺔ ‪ CBR‬ﻟﺘﺭﺒﺔ ﺍﻟـﻁـﺎﺒـﻕ‬ ‫ﺍﻟﺘﺭﺍﺒﻲ ﻭ ﺒﺎﺴﺘﺨﺩﺍﻡ ﻤﻨﺤﻨﻴـﺎﺕ‬ ‫ﺍﻟﺘﺼﻤﻴﻡ ﻓﻲ ﺍﻟﺸﻜل ) ‪ ( 1،3‬ﻴﺘﻡ‬

‫ـﻕ‬ ‫ـﺎﺒـــ‬ ‫ـﻁـــ‬ ‫‪4-4-1‬ﺍﻟـــ‬ ‫ﺍﻟﺘﺭﺍﺒﻲ‪SUBGRADE :‬‬ ‫ﻭ ﻴﺘﻡ ﺇﻴﺠﺎﺩ ﺴﻤﺎﻜﺔ ﺍﻟﻁـﺎﺒـﻕ‬

‫ﺍﻟﺘﺭﺍﺒﻲ ﺍﻟﻼﺯﻤﺔ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬ ‫ﻼ ﻤﻥ ﻤﻨﺤﻨﻴﺎﺕ ﺍﻟﺘﺼـﻤـﻴـﻡ‬ ‫ﻜﹰ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ ﻭ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ﺍﻟـﺫﻱ‬ ‫ﻴﺭﺒﻁ ﺒﻴﻥ ﻨﻭﻋﻴﺔ ﺍﻟﺘﺭﺒﺔ ﻭ ﻗﺭﻴﻨﺔ‬

‫ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺍﻟﺴﻤﺎﻜﺔ ﺍﻟﻜﻠﻴـﺔ‬

‫ﺍﻟﺘﺼﻤﻴﻡ ﻭ ﻋﻤﻕ ﺍﻟﺭﺹ ﺍﻟﻼﺯﻡ‬

‫ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ‪.‬‬ ‫‪SELECTION INDEX‬‬ ‫‪DESIGN1-4-3‬ﺍﺨﺘﻴـﺎﺭ‬

‫ﺴﻁﺢ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ‪.‬‬

‫ﻟﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻼﺯﻤﺔ ﻓـﻭﻕ‬

‫ﻗﺭﻴﻨﺔ ﺍﻟﺘﺼﻤﻴﻡ‪:‬‬ ‫ﻴﺘﻡ ﺍﺨﺘﻴﺎﺭ ﻗﺭﻴﻨﺔ ﺍﻟﺘﺼﻤﻴـﻡ ﻭ‬ ‫ﺍﻟﺘﻲ ﺘﻤﺜل ﺍﻟﺘﺄﺜﻴﺭ ﺍﻟـﻤـﺭﻜـﺏ‬ ‫ﻟﻠﺤﻤﻭﻻﺕ ﺍﻟﻤﺭﻭﺭﻴﺔ ﺍﻟﻤﺘﺭﺍﻓﻘـﺔ‬

‫ﻤﻊ ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﻤﺴﺘـﺨـﺩﻤـﺔ‬ ‫ﻟﻠﻁﺭﻕ ﻭ ﺍﻟﺸﻭﺍﺭﻉ ﻭ ﺘﺘـﺭﺍﻭﺡ‬ ‫ﻗﻴﻡ ﻫﺫﻩ ﺍﻟﻘﺭﻴﻨﺔ ﻤﻥ ) ‪ (1‬ﻭ ﺤﺘﻰ‬ ‫) ‪ (10‬ﻭ ﻴﻘﺩﻡ ﺍﻟﺠﺩﻭل ) ‪(1 ،1‬‬ ‫ﻗﻴﻡ ﻗﺭﻴﻨﺔ ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﻤﻨﺎﺴـﺒـﺔ‬ ‫ﻟﺘﺭﻜﻴﺒﺎﺕ ﻤﻥ ﺃﺼﻨﺎﻑ ﺍﻟﻤـﺭﻭﺭ‬ ‫ﺍﻟﺜﻤﺎﻨﻴﺔ ﺒﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺘـﻭﺯﻉ‬ ‫ﺍﻟﻤﺭﻭﺭ ‪ ،‬ﻨﻭﻋﻴﺔ ﺍﻟﻤﺭﻜﺒﺔ‬

‫‪،‬ﻭ‬

‫ﺍﻟﺘﺼﻨﻴﻔﺎﺕ ﺍﻟﺴﺘﺔ ﻟﻠﻁـﺭﻕ‬

‫ﻭ‬

‫ﺍﻟﺸﻭﺍﺭﻉ ‪.‬‬

‫ﻟﺘﺭﺒﺔ ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ﻤﻘﺎﺴﹰﺎ ﻤﻥ‬

‫‪ ( 3‬ﺍﻟﻘﻴﻡ ﺍﻷﻋﻅﻤﻴﺔ ﺍﻟﻤﺴﻤﻭﺤﺔ‬ ‫ﻟﻤﻭﺍﺩ ﻁﺒﻘﺔ ﻤﺎ ﺘﺤﺕ ﺍﻷﺴﺎﺱ ‪.‬‬ ‫‪6-4-1‬ﺍﻟﺴﻤﺎﻜﺎﺕ ﺍﻷﺼﻐﺭﻴﺔ‪:‬‬ ‫ﺘﻡ ﺘﺤﺩﻴﺩ ﺍﻟﺴﻤﺎﻜﺎﺕ ﺍﻷﺼﻐﺭﻴـﺔ‬

‫ﻟﻠﻁﺒﻘﺔ ﺍﻟﺴﻁﺤﻴﺔ ﻭ‬

‫ﺍﻷﺴـﺎﺱ‬

‫ﻟﺘﺠﺎﻭﺯ ﺍﻟﺤﺎﺠﺔ ﻟﻁﺒﻘﺎﺕ ﻤﺎ ﺘﺤﺕ‬ ‫ﺍﻷﺴﺎﺱ ﻓﻲ ﺤﺎﻟﺔ )‪(CBR>50‬‬ ‫‪ ،‬ﻭ ﻭﻓﻕ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ) ‪،1‬‬ ‫‪ (4‬ﻓﺈﻥ ﺍﻟﺴﻤﺎﻜﺔ ﺍﻷﺼﻐـﺭﻴـﺔ‬

‫ﻓﺤﺴﺏ ﻁﺭﻴﻘﺔ ﻓﻴﻠﻕ ﺍﻟﻤﻬﻨﺩﺴﻴﻥ‬ ‫ﺘﺼﻨﻑ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﻲ ﺘﻜﻭﻥ ﻓﻴﻬـﺎ‬

‫ﻗﻴﻡ )‪(CBR‬ﺍﻟﺘﺼﻤﻴﻤﻴﺔ ﺘﺴﺎﻭﻱ‬ ‫ﺃﻭ ﺃﻗل ﻤﻥ )‪(20‬ﻜﻤﻭﺍﺩ ﻤﻤﺘﺎﺯﺓ‬ ‫ﻟﻠﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ﺃﻤﺎ ﺍﻟﻤﻭﺍﺩ ﺍﻟﺘﻲ‬ ‫ﺘﻜﻭﻥ ﻓﻴﻬﺎ ﻗﻴﻡ )‪(CBR‬ﺃﻜﺒـﺭ‬ ‫ﻤﻥ )‪(20‬ﻓﺘﺴﺘﺨﺩﻡ ﻜﻁﺒﻘﺔ ﻤـﺎ‬

‫ﺘﺤﺕ ﺃﺴﺎﺱ ﻭ ﻗﺩ ﻴﺘﻡ ﺍﻻﺴﺘﻐﻨﺎﺀ‬ ‫ﻋﻥ ﻁﺒﻘﺔ ﻤﺎ ﺘﺤﺕ‬

‫ﺍﻷﺴـﺎﺱ‬

‫ﻋﻨﺩﻤﺎ ﺘﻜﻭﻥ ﻗﻴﻤـﺔ‬

‫)‪(CBR‬‬

‫ﻟﻠﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ﻀﻤﻥ ﺍﻟﻤﺠـﺎل‬ ‫)‪(20-50‬ﺃﻤﺎ ﻓـﻲ‬

‫ﺍﻷﺴــﺎﺱ‬ ‫‪LAYER‬‬ ‫ﻭ ﻴﻠﺨﺹ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ ) ‪،1‬‬

‫ﺤـﺎﻟـﺔ‬

‫‪CBR>50‬ﻓﺈﻨﻪ ﻻ ﺘﻜﻭﻥ ﻫﻨﺎﻙ‬

‫ﺤﺎﺠﺔ ﻟﻁﺒﻘﺔ ﻤﺎ ﺘﺤﺕ ﺍﻷﺴﺎﺱ ‪.‬‬ ‫‪5-4-1‬ﻁﺒﻘﺔ ﻤـﺎ ﺘـﺤـﺕ‬

‫ﺍﻟﻤﺴﻤﻭﺤﺔ ﻟﻁﺒﻘﺔ ﺍﻷﺴﺎﺱ‬

‫‪(4‬‬

‫)‪in‬ﻭ ﺒﺤﻴﺙ ﻻ ﺘﻘل ﺍﻟﺴﻤﺎﻜـﺔ‬ ‫ﺍﻟﻜﻠﻴﺔ ﻟﻠﻁﺭﻕ ﻭ ﺍﻟﺸﻭﺍﺭﻉ ﺩﻭﻥ‬ ‫ﺴﻤﺎﻜﺔ ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒـﻲ ﻤـﻥ‬ ‫ﺍﻟﺼﻨﻑ )‪(A‬ﻭ ﺤﺘﻰ ﺍﻟﺼﻨـﻑ‬ ‫)‪(D‬ﻋﻥ‬

‫) ‪. (6 in‬‬

‫* ‪:‬ﺒﺸﻜل ﻋﺎﻡ ﻋﻨﺩﻤﺎ ﺘـﻜـﻭﻥ‬ ‫‪CBR‬ﻟﻁﺒﻘﺔ ﺍﻷﺴﺎﺱ ﻤﺴﺎﻭﻴـﺔ‬ ‫)‪(50‬ﺘﺴﺘﺨﺩﻡ ﻓﻘﻁ ﻟﻠﻁﺭﻕ ﻭ‬ ‫ﺍﻟﺸﻭﺍﺭﻉ‬

‫ﻤﻥ ﺍﻷﺼﻨﺎﻑ ‪. E-F‬‬

‫‪:ST BITUMINOUS + +‬‬ ‫‪S U R F A C E‬‬ ‫‪TREATEMENT‬ﺍﻟﻤﻌﺎﻟﺠﺔ‬ ‫ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ ﺍﻟﺴﻁﺤﻴﺔ ‪.‬‬ ‫‪:+‬ﺍﻟﺴﻤﺎﻜﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻷﺼﻐـﺭﻴـﺔ‬ ‫‪79‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻟﻠﻁﺒﻘﺔ ﺍﻟﺴﻁﺤﻴﺔ ﺇﻀﺎﻓﺔ ﻟﻸﺴﺎﺱ‬ ‫ﻟﻠﻁﺭﻕ ﻭ‬

‫ﻤـﻥ‬

‫ﺍﻟﺸـﻭﺍﺭﻉ‬

‫ﺍﻷﺼﻨﺎﻑ ‪A‬ﻭ ﺤﺘﻰ ‪D‬ﺴﺘﻜﻭﻥ‬

‫)‪.(6 in‬‬ ‫‪M U L T I P L E‬‬ ‫‪B I T U M I N O U S‬‬ ‫‪S U R F A C E‬‬ ‫‪TREATEMENT‬‬ ‫‪( S P R A Y‬‬ ‫‪APPLICATION):MST‬‬ ‫‪++‬‬ ‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ ﺍﻟﺴﻁﺤﻴـﺔ‬ ‫ﺍﻟﻤﻀﺎﻋﻔﺔ ‪.‬‬ ‫ﻭﺘﺘﻤﻴﺯ ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ‬

‫ﺒـﻌـﺩﺓ‬

‫ﻤﻴﺯﺍﺕ ﺃﻫﻤﻬﺎ ‪:‬‬ ‫‪-1‬ﺨﺒﺭﺓ‬

‫ﺍﻟـﺠـﻴـﺵ‬

‫ﺍﻟـﻁـﺭﻕ‬

‫ﺍﻟﺘﻌﺎﻤل ﻤﻌﻬﺎ‪ ،‬ﻟﻜﻥ ﻴﻤﻜﻥ ﺘﺠﺎﻭﺯ‬

‫ﻟﺤﻤﻭﻻﺕ ﻤﺤﻭﺭﻴﺔ ﻋﺎﻟﻴﺔ ﺘﺘﻌﻠﻕ‬

‫ﺫﻟﻙ ﻨﺘﻴﺠﺔ ﺴﻬﻭﻟﺔ ﻭ ﺒﺴـﺎﻁـﺔ‬

‫ﺒﺎﻟﺤﻤﻭﻻﺕ ﺍﻟﻌﺴﻜﺭﻴﺔ‪.‬‬

‫ﺍﺴﺘﺨﺩﺍﻤﻬﺎ‪.‬‬

‫ﻤﻥ ﺘﻌﺭﺽ ﻫـﺫﻩ‬

‫‪-2‬ﺘﺘﻤﻴﺯ ﻫﺫﻩ ﺍﻟﻁﺭﻴﻘﺔ ﺒﺄﻨـﻬـﺎ‬

‫‪-2‬ﻜﻭﻨﻬﺎ ﻁﺭﻴﻘﺔ ﺘﺠﺭﻴﺒﻴﺔ ﻴﺤـﺩ‬

‫ﻭ‬

‫ﻤﻥ ﺇﻤﻜﺎﻨﻴﺎﺘﻬﺎ ﻋﻠﻰ ﺍﺴﺘﺨﺩﺍﻡ ﻭ‬

‫ﺴﻬﻭﻟﺔ ﺒﺤﻴﺙ ﻴﻜﻔﻲ ﻻﺴﺘﺨﺩﺍﻤﻬﺎ‬

‫ﺘﻁﻭﻴﺭ ﻤﻭﺍﺩ ﺠﺩﻴﺩﺓ ‪.‬‬ ‫‪LOCAL SYRIAN‬‬ ‫‪CONDITIONS2-‬ﺍﻟﺸﺭﻭﻁ‬

‫ﺃﻜﺜﺭ ﻁﺭﻕ ﺍﻟﺘﺼﻤﻴﻡ ﺒﺴﺎﻁﺔ‬

‫ﺘﻭﻓﺭ ﻗﺭﻴﻨﺔ ﺍﻟﺘﺼﻤﻴﻡ ﻭ ﻗﻴـﻤـﺔ‬ ‫‪CBR‬ﻟﺘﺭﺒﺔ ﺍﻟﻁﺎﺒﻕ ﺍﻟﺘﺭﺍﺒﻲ ﻭ‬

‫ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻤﻤﺎ ﻴﺴـﻬـل‬ ‫ﻜﺜﻴﺭﹰﺍ ﻤﻥ ﺇﻤﻜﺎﻨﻴﺔ ﺍﺴﺘﺨﺩﺍﻤـﻬـﺎ‬ ‫ﻀﻤﻥ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻤﺤﻠﻴﺔ ﻤـﻥ‬

‫ﺤﻴﺙ ﺘﺠﻬﻴﺯﺍﺕ ﺍﻟﻤﺨـﺎﺒـﺭ ﻭ‬

‫ﺍﻟﻤﺤﻠﻴﺔ ﺍﻟﺴﻭﺭﻴﺔ‪:‬‬ ‫ﻭ ﻫﻲ ﺘﺘﻀﻤﻥ ‪:‬‬ ‫‪-1‬ﺍﻟﺸﺭﻭﻁ ﺍﻟﻤﻨﺎﺨﻴﺔ ﻓﻲ ﻤﺨﺘﻠﻑ‬ ‫ﺍﻟﻤﻨﺎﻁﻕ ﺍﻟﺴﻭﺭﻴﺔ‪.‬‬

‫ﻤﺘﻁﻠﺒﺎﺕ ﺍﻟﺘﺩﺭﺝ ‪ ،‬ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻭﻴﺔ ﺍﻟﻤﺎﺭﺓ ‪%‬‬

‫ﺍﻟﻤﺎﺩﺓ‬

‫ﻗﺭﻴﻨﺔ ﺍﻟﻠﺩﻭﻨﺔ‬

‫ﺤﺩ ﺍﻟﺴﻴﻭﻟﺔ‬

‫‪NO.20‬‬

‫‪NO.10‬‬

‫ﺍﻟﺤﺠﻡ‬ ‫‪in‬‬

‫‪CBR‬‬ ‫ﺍﻟﺘﺼﻤﻴﻤﻴﺔ‬

‫ﺍﻟﻁﺭﻕ ﻻ ﺘﻘﺘﺼﺭ ﻋﻠـﻰ‬

‫‪5‬‬

‫‪25‬‬

‫‪15‬‬

‫‪50‬‬

‫‪3‬‬

‫‪50‬‬

‫ﻤﺎ ﺘﺤﺕ ﺍﻷﺴﺎﺱ‬

‫ﺍﻟﻭﻻﻴﺎﺕ ﺍﻟـﻤـﺘـﺤـﺩﺓ‬

‫‪5‬‬

‫‪25‬‬

‫‪15‬‬

‫‪80‬‬

‫‪3‬‬

‫‪40‬‬

‫ﻤﺎ ﺘﺤﺕ ﺍﻷﺴﺎﺱ‬

‫‪5‬‬

‫‪25‬‬

‫‪15‬‬

‫‪100‬‬

‫‪3‬‬

‫‪30‬‬

‫ﻤﺎ ﺘﺤﺕ ﺍﻷﺴﺎﺱ‬

‫‪12‬‬

‫‪25‬‬

‫‪---‬‬

‫‪3‬‬

‫‪20‬‬

‫ﺍﻟﻤﺎﺩﺓ ﺍﻟﻤﺨﺘﺎﺭﺓ‬

‫ﺍﻷﻤﺭﻴﻜﻲ ﻓﻲ‬

‫ﺇﻨﺸـﺎﺀ‬

‫ﺍﻷﻤﺭﻴﻜﻴﺔ ﻭ ﺇﻨﻤﺎ ﺘﻤﺘـﺩ‬ ‫ﻟﺘﺸﻤل ﺍﻟﻘﻭﺍﻋﺩ ﺍﻟﻌﺴﻜﺭﻴﺔ‬

‫ﺍﻷﻤﺭﻴﻜﻴﺔ ﻓﻲ ﺠﻤﻴﻊ ﺃﻨﺤﺎﺀ ﺍﻟﻌﺎﻟﻡ‬

‫‪ ،‬ﻤﻤﺎ ﻭﻓﺭ ﺍﻟﻔﺭﺼﺔ ﻻﺴﺘﺨﺩﺍﻤﻬﺎ‬ ‫ﻓﻲ ﺘﺼﻤﻴﻡ ﺍﻟﻁﺭﻕ ﻤﻥ‬

‫ﺃﺠـل‬

‫ﺍﻟﺨﺒﺭﺍﺕ ﺍﻟﻔﻨﻴﺔ ﺍﻟﻤﺘﻭﺍﻓﺭﺓ‪.‬‬ ‫‪-3‬ﺘﺤﻘﻴﻘﻬﺎ ﺠﺩﻭﻯ ﺍﻗﺘﺼـﺎﺩﻴـﺔ‬ ‫ﻋﺎﻟﻴﺔ ﻨﻅﺭﹰﺍ ﻟﻔﻌﺎﻟﻴﺔ ﺃﺩﺍﺌﻬﺎ ﺍﻟﺠﻴﺩﺓ‬

‫ﻤﺨﺘﻠﻑ ﺃﻨﻭﺍﻉ ﺍﻟﺘﺭﺏ ﻭ ﺍﻟﻤﻭﺍﺩ ﻭ‬

‫ﻀﻤﻥ ﻤﺨـﺘـﻠـﻑ‬

‫ﺤﻘﻘﺕ ﻨﺘﺎﺌﺞ ﺠﻴﺩﺓ ﻟﻠﻐﺎﻴﺔ ﺒﺤﺴﺏ‬

‫ﻭ ﺒﺎﻟﻤﻘﺎﺒل ﻴﺅﺨﺫ ﻋﻠﻴﻬﺎ ‪:‬‬

‫ﺍﻟﺸﺭﻭﻁ ﺍﻟﻤﻨﺎﺨﻴﺔ ﻓﻲ ﺍﻟﻌﺎﻟﻡ ﻭ ﻗﺩ‬ ‫ﺘﻘﺎﺭﻴﺭ ﻓﻌﺎﻟﻴﺔ ﺍﻷﺩﺍﺀ ﻭ ﺍﻟﺨﺩﻤـﺔ‬

‫ﻟﻠﺠﻴﺵ ﺍﻷﻤﺭﻴﻜﻲ ﻋﻠﻰ ﺍﻟﺭﻏـﻡ‬

‫‪-2‬ﺘﻭﺯﻉ ﺍﻟﺘﺭﺏ ﻓﻲ ﺴﻭﺭﻴﺔ ﻭ‬

‫ﺍﻻﺴﺘﺜﻤﺎﺭ‪.‬‬

‫ﺸـﺭﻭﻁ‬

‫ﺨﺼﺎﺌﺼﻬﺎ ‪.‬‬ ‫‪-3‬ﺘﻭﺯﻉ ﺍﻟﺤﺼﻭﻴـﺎﺕ‬

‫ﺴﻭﺭﻴﺔ ﻭ ﺨﺼﺎﺌﺼﻬﺎ ‪.‬‬

‫ﻓـﻲ‬

‫‪ 1 -2‬ﺍﻟﺸﺭﻭﻁ ﺍﻟﻤﻨﺎﺨﻴﺔ ﻓـﻲ‬ ‫ﻤﺨﺘﻠﻑ ﻤﻨﺎﻁﻕ ﺴﻭﺭﻴﺔ‪:‬‬

‫‪-1‬ﻋﺩﻡ ﺍﻨﺘﺸﺎﺭﻫﺎ ﺍﻟﻭﺍﺴﻊ ﻭ ﻋﺩﻡ‬ ‫ﺘﻭﻓﺭ ﺨﺒﺭﺓ ﻤﺤﻠﻴﺔ ﻭﺍﺴﻌﺔ ﻓـﻲ‬

‫ﺍﻟﻌﺎﻤﻠﻴﻥ ﺍﻷﺴﺎﺴﻴﻴﻥ ﺍﻟﻤﺅﺜﺭﻴـﻥ‬ ‫ﻋﻠﻰ ﻓﻌﺎﻟﻴﺔ ﺃﺩﺍﺀ‬

‫ﻁـﺒـﻘـﺎﺕ‬

‫‪80‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫‪ CBR‬ﺍﻷﺼﻐﺭﻴﺔ ﻟﻁﺒﻘﺔ ﺍﻷﺴﺎﺱ‬ ‫‪80‬‬

‫*‪50‬‬

‫ﻗﺭﻴﻨﺔ‬

‫‪100‬‬

‫ﺍﻟﺘﺼﻤﻴﻡ‬

‫ﺍﻟﻜﻠﻲ‬ ‫‪in‬‬

‫ﺍﻷﺴﺎﺱ‬ ‫‪in‬‬

‫ﺍﻟﻐﻁﺎﺀ‬ ‫‪in‬‬

‫ﺍﻟﻜﻠﻲ‬ ‫‪in‬‬

‫ﺍﻷﺴﺎﺱ‬ ‫‪in‬‬

‫ﺍﻟﻐﻁﺎﺀ‬ ‫‪in‬‬

‫ﺍﻟﻜﻠﻲ‬ ‫‪in‬‬

‫ﺍﻷﺴﺎﺱ‬ ‫‪in‬‬

‫ﺍﻟﻐﻁﺎﺀ‬ ‫‪in‬‬

‫‪6‬‬

‫‪4‬‬

‫‪2‬‬

‫‪4-1/2+‬‬

‫‪4‬‬

‫‪MST++‬‬

‫‪4-1/2+‬‬

‫‪4‬‬

‫‪ST++‬‬

‫‪1‬‬

‫‪6-1/2‬‬

‫‪4‬‬

‫‪2-1/2‬‬

‫‪5-1/2+‬‬

‫‪4‬‬

‫‪1-1/2‬‬

‫‪5+‬‬

‫‪4‬‬

‫‪MST++‬‬

‫‪2‬‬

‫‪6-1/2‬‬

‫‪4‬‬

‫‪2-1/2‬‬

‫‪5-1/2+‬‬

‫‪4‬‬

‫‪1-1/2‬‬

‫‪5-1/2+‬‬

‫‪4‬‬

‫‪1-1/2‬‬

‫‪3‬‬

‫‪7‬‬

‫‪4‬‬

‫‪3‬‬

‫‪6‬‬

‫‪4‬‬

‫‪2‬‬

‫‪5-1/2+‬‬

‫‪4‬‬

‫‪1-1/2‬‬

‫‪4‬‬

‫‪7-1/2‬‬

‫‪4‬‬

‫‪3-1/2‬‬

‫‪6-1/2‬‬

‫‪4‬‬

‫‪6‬‬

‫‪4‬‬

‫‪2‬‬

‫‪5‬‬

‫‪8‬‬

‫‪4‬‬

‫‪7‬‬

‫‪4‬‬

‫‪3‬‬

‫‪6-1/2‬‬

‫‪4‬‬

‫‪2-1/2‬‬

‫‪6‬‬

‫‪8‬‬

‫‪4‬‬

‫‪7‬‬

‫‪4‬‬

‫‪3‬‬

‫‪6-1/2‬‬

‫‪4‬‬

‫‪2-1/2‬‬

‫‪7‬‬

‫‪8-1/2‬‬

‫‪4‬‬

‫‪4-1/2‬‬

‫‪7-1/2‬‬

‫‪4‬‬

‫‪3-1/2‬‬

‫‪7‬‬

‫‪4‬‬

‫‪3‬‬

‫‪8‬‬

‫‪8-1/2‬‬

‫‪4‬‬

‫‪4-1/2‬‬

‫‪7-1/2‬‬

‫‪4‬‬

‫‪3-1/2‬‬

‫‪7‬‬

‫‪4‬‬

‫‪3‬‬

‫‪9‬‬

‫‪4‬‬

‫‪5‬‬

‫‪8‬‬

‫‪4‬‬

‫‪7‬‬

‫‪4‬‬

‫‪3-1/2‬‬

‫‪10‬‬

‫ﺍﻟﺠﺩﻭل ) ‪ ( 4،1‬ﺍﻟﺴﻤﺎﻜﺎﺕ ﺍﻷﺼﻐﺭﻴﺔ ﻟﻠﻁﺒﻘﺔ ﺍﻟﺴﻁﺤﻴﺔ ﻭ ﻁﺒﻘﺔ ﺍﻷﺴﺎﺱ‬

‫ﺍﻟﻔﻌل ﻋﻠﻰ ﺍﻟﺤﻤﻭﻟﺔ ﻻ‬ ‫ﻴﻤﻜﻥ ﺍﻋﺘﺒﺎﺭﻩ ﻤﺭﻥ ﺒﺸﻜل‬

‫ﺍﻟﺭﺼﻑ ﻫﻤﺎ ‪ :‬ﺘﻐﻴﺭﺍﺕ ﺩﺭﺠـﺔ‬

‫ﺘﻐﻴﺭ ﻜﺒﻴﺭ ﻓﻲ ﺤﺠﻭﻡ ﺍﻟـﺘـﺭﺏ‬

‫ﻜﺎﻤل ‪،‬ﺤﻴﺙ ﻴﺘﻀﻤﻥ ﺘﺸﻭﻩ‬

‫ﺍﻟﺤﺭﺍﺭﺓ ﻭ ﺍﻟﺘﻲ ﺘﺅﺜﺭ ﻋـﻠـﻰ‬

‫ﺍﻟﻐﻀﺎﺭﻴﺔ ﻭ ﻴﺒﻴﻥ ﺍﻟﺠﺩﻭل ﺍﻟﺘﺎﻟﻲ‬

‫ﺍﻟﻤﻭﺍﺩ ﺍﻟﺤﺒﻴﺒﻴﺔ ﻏﻴﺭ ﺍﻟﻤﺤﺼﻭﺭﺓ‬

‫ﺍﻟﻁﺒﻘﺎﺕ ﺍﻟﻤﻜﻭﻨﺔ ﻤﻥ ﺍﻟﺨﻠﻁـﺎﺕ‬

‫) ‪ ( 5 ,1‬ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻤﻨﺎﺨﻴﺔ ﻓﻲ‬

‫ﻭ ﺍﻟﻤﺘﺭﺍﺒﻁﺔ ﻤﻜﻭﻥ ﺩﺍﺌﻡ ﻏﻴﺭ‬

‫ﺍﻹﺴﻔﻠﺘﻴﺔ ﺤﻴﺙ ﺘﺴﺒﺏ ﺩﺭﺠـﺎﺕ‬

‫ﻭﻓـﻕ‬

‫ﻤﺭﻥ ‪ ،‬ﻓﻴﻤﺎ ﻴﺘﻀﻤﻥ ﺘﺸﻭﻩ‬

‫ﺒﻴﺎﻨﺎﺕ ﺍﻟﻬﻴﺌﺔ ﺍﻟﻌﺎﻤﺔ ﻟﻸﺭﺼـﺎﺩ‬

‫ﺍﻟﻤﻭﺍﺩ ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ ﻤﻜﻭﻨﺎﺕ ﻤﺭﻨﺔ‬

‫ﺍﻟﺤﺭﺍﺭﺓ ﺍﻟﻤﺭﺘﻔﻌﺔ ﻨﻘﺹ‬

‫ﻓـﻲ‬

‫ﺜﺒﺎﺕ ﺍﻟﺨﻠﻁﺔ ﺍﻹﺴﻔﻠﺘﻴﺔ ﺒﻴﻨـﻤـﺎ‬ ‫ﺘﺴﺒﺏ ﺩﺭﺠـﺎﺕ‬

‫ﺍﻟـﺤـﺭﺍﺭﺓ‬

‫ﻤﺨﺘﻠﻑ ﻤﻨﺎﻁﻕ ﺴﻭﺭﻴﺔ‬ ‫ﺍﻟﺠﻭﻴﺔ ﺒﻴﻥ ﻋﺎﻤﻲ‬

‫) ‪-1980‬‬

‫‪. (2004‬‬

‫ﺍﻟﺘﺤﻤﻴل‬

‫ﺍﻟﻤﻨﺨﻔﻀﺔ ﺘﺼﻠﺏ ﺍﻟﺨﻠﻁـﺔ ﻭ‬ ‫ﺍﺯﺩﻴﺎﺩ ﻗﺴﺎﻭﺘﻬﺎ ﺒﺸﻜل ﻜﺒﻴﺭ‬

‫‪،‬‬

‫ﻜﺫﻟﻙ ﺘﺅﺜﺭ ﺍﻟﺭﻁﻭﺒﺔ ﻭ ﺘﻐـﻴـﺭ‬

‫‪ 2-2‬ﺘﻭﺯﻉ ﺍﻟﺘﺭﺏ ﻓﻲ ﺴﻭﺭﻴﺔ‬ ‫ﻭ ﺨﺼﺎﺌﺼﻬﺎ‪:‬‬

‫ﻨﺴﺒﺔ ﺍﻟﻤﻴﺎﻩ ﻓﻲ ﺍﻟﺘﺭﺒﺔ ﺒﺸـﻜـل‬

‫ﺤﻴﺙ ﺘﺅﺩﻱ ﺇﻟﻰ ﺇﻀﻌﺎﻑ ﻁﺒﻘﺎﺕ‬

‫ﺨﻁﻴﺔ ﻋﻼﻗﺔ ﺍﻹﺠﻬﺎﺩ – ﺍﻟﺘﺸﻭﻩ‬

‫ﺍﻷﺴﺎﺱ ﻭ ﻤﺎ ﺘﺤﺕ ﺍﻷﺴﺎﺱ ﻭ‬

‫ﻭ‬

‫ﺩﺭﺠﺔ‬

‫ﺍﻟﺤﺭﺍﺭﺓ‬

‫ﺍﻟﻤﻁﺒﻘﺔ ﻭ ﻟﻠﺘﻤﻴﻴﺯ ﺒﻴﻥ ﺃﻨﻤﺎﻁ‬

‫ﻤﻴﺯﺓ ﻤﻌﻅﻡ ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ‬

‫ﻜﺒﻴﺭ ﻋﻠﻰ ﻤﻭﺍﺼﻔﺎﺕ ﺍﻟﺘـﺭﺒـﺔ‬

‫ﻭ ﻟﺩﻨﺔ ﻭ ﺫﻟﻙ ﺤﺴﺏ ﻤﺩﺓ‬

‫ﻓﻲ ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ﺍﻟﻤﺭﻥ ﻋﺩﻡ‬ ‫ﺍﻟﺩﻴﻨﺎﻤﻴﻜﻴﺔ ‪ ،‬ﻭ ﻜﺫﻟﻙ ﻓﺈﻥ ﺭﺩ‬

‫ﺍﻟﺘﺸﻭﻫﺎﺕ ﻫﺫﻩ ﺘﻡ ﺍﺴﺘﺨﺩﺍﻡ‬ ‫ﻤﺼﻁﻠﺤﺎﺕ ﻤﺘﻨﻭﻋﺔ ﻟﻭﺼﻑ‬ ‫ﻋﻼﻗﺔ ﺍﻹﺠﻬﺎﺩ –ﺍﻟﺘﺸﻭﻩ ﻟﻤﻭﺍﺩ‬ ‫ﺍﻟﻐﻁﺎﺀ ﻓﺒﻴﻨﻤﺎ ﺍﺴﺘﺨﺩﻤﺕ ﻤﻌﻅﻡ‬ ‫ﻁﺭﻕ ﺍﻟﺘﺼﻤﻴﻡ ﻤﻌﺎﻤل ﺍﻟﻤﺭﻭﻨﺔ‬ ‫ﺍﻟﺭﺠﻭﻋﻲ‬

‫‪RESILIENT‬‬ ‫‪81‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺍﻟﺠﺩﻭل )‪(6،1‬‬ ‫ﻤﻌﺒﺭ ﻭﺍﺩﻱ ﺍﻟﺯﻴﺩﻱ ﻓﻲ ﺩﺭﻋﺎ‬

‫‪3.18‬‬

‫ﺤﻠﺏ‪- -‬ﺴﺭﺍﻗﺏ‬

‫‪22.6‬‬

‫ﺘﺤﻭﻴﻠﺔ ﺤﺼﻴﻥ ﺍﻟﺒﺤﺭ ﻓﻲ ﻁﺭﻁﻭﺱ‬

‫‪13‬‬

‫ﺍﻟﻤﺤﻠﻕ ﺍﻟﺸﻤﺎﻟﻲ ﻓﻲ ﺍﻟﻼﺫﻗﻴﺔ‬

‫‪2.56‬‬

‫ﺘﺤﻭﻴﻠﺔ ﺤﺼﻴﻥ ﺍﻟﺒﺤﺭ ﻓﻲ ﻁﺭﻁﻭﺱ‬

‫‪20‬‬

‫ﺍﻟﻤﺤﻠﻕ ﺍﻟﺸﻤﺎﻟﻲ ﻓﻲ ﺍﻟﻼﺫﻗﻴﺔ‬

‫‪2.61‬‬

‫ﺘﺤﻭﻴﻠﺔ ﺤﺼﻴﻥ ﺍﻟﺒﺤﺭ ﻓﻲ ﻁﺭﻁﻭﺱ‬

‫‪9‬‬

‫ﺍﻟﻤﻨﻁﻘﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻓﻲ ﻋﺩﺭﺍ‬

‫‪2.8‬‬

‫ﺘﺤﻭﻴﻠﺔ ﺍﻟﺴﻭﺩﺍ ﻓﻲ ﻁﺭﻁﻭﺱ‬

‫‪7‬‬

‫ﺍﻟﻤﻨﻁﻘﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻓﻲ ﻋﺩﺭﺍ‬

‫‪7.07‬‬

‫ﺘﺤﻭﻴﻠﺔ ﺍﻟﺴﻭﺩﺍ ﻓﻲ ﻁﺭﻁﻭﺱ‬

‫‪2‬‬

‫ﺍﻟﻤﻨﻁﻘﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻓﻲ ﻋﺩﺭﺍ‬

‫‪11.8‬‬

‫ﻁﺭﻴﻕ ﺍﻟﺴﻭﻴﺩﺍﺀ‪ -‬ﺍﻟﺤﺩﻭﺩ ﺍﻷﺭﺩﻨﻴﺔ‬

‫‪2.56‬‬

‫ﺍﻟﻤﻨﻁﻘﺔ ﺍﻟﺼﻨﺎﻋﻴﺔ ﻓﻲ ﻋﺩﺭﺍ‬

‫‪47‬‬

‫ﻁﺭﻴﻕ ﺍﻟﺴﻭﻴﺩﺍﺀ‪ -‬ﺍﻟﺤﺩﻭﺩ ﺍﻷﺭﺩﻨﻴﺔ‬

‫‪9.42‬‬

‫ﻁﺭﻴﻕ ﺩﻴﺭ ﺍﻟﺯﻭﺭ‪ -‬ﺍﻟﺤﺴﻜﺔ‬

‫‪29‬‬

‫ﻁﺭﻴﻕ ﺘل ﺤﻤﺭﺍ‪-‬ﻋﺎﻤﻭﺩﺍ ﻓﻲ ﺍﻟﺤﺴﻜﺔ‬

‫‪3.54‬‬

‫ﻁﺭﻴﻕ ﺩﻴﺭ ﺍﻟﺯﻭﺭ‪ -‬ﺍﻟﺤﺴﻜﺔ‬

‫‪39‬‬

‫ﻁﺭﻴﻕ ﺘل ﺤﻤﺭﺍ‪-‬ﻋﺎﻤﻭﺩﺍ ﻓﻲ ﺍﻟﺤﺴﻜﺔ‬

‫‪12.36‬‬

‫ﻁﺭﻴﻕ ﺍﻟﻼﺫﻗﻴﺔ ‪-‬ﺃﺭﻴﺤﺎ‬

‫‪10‬‬

‫ﻤﻁﺎﺭ ﺍﻟﻤﺯﺓ‬

‫‪11.02‬‬

‫ﻁﺭﻴﻕ ﺍﻟﻼﺫﻗﻴﺔ ‪-‬ﺃﺭﻴﺤﺎ‬

‫‪41‬‬

‫ﻤﻁﺎﺭ ﺍﻟﻤﺯﺓ‬

‫‪18.60‬‬

‫ﺠﺴﺭ ﺩﻴﺭ ﺍﻟﺯﻭﺭ‬

‫‪1.8‬‬

‫ﻤﻁﺎﺭ ﺍﻟﻤﺯﺓ‬

‫‪27.91‬‬

‫ﻁﺭﻴﻕ ﺍﻟﺭﻗﺔ – ﺩﻴﺭ ﺍﻟﺯﻭﺭ‬

‫‪3.7‬‬

‫ﺘﺤﻭﻴﻠﺔ ﺒﻭﺭﻤﺎﻥ ﺭﻋﺩ ﻓﻲ ﻁﺭﻁﻭﺱ‬

‫‪9.3‬‬

‫ﻁﺭﻴﻕ ﺍﻟﺭﻗﺔ – ﺩﻴﺭ ﺍﻟﺯﻭﺭ‬

‫‪4.20‬‬

‫ﻟﻭﺼﻑ‬

‫‪MODULUS‬‬

‫ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﺘﺭﺍﺒﻁﺔ ﻭ ﺍﻟﺤﺒﻴﺒﻴﺔ‬ ‫ﻏﻴﺭ‬

‫ﺍﻟﻤﺸﺭﻭﻉ ﺃﻭ ﺍﻟﻤﻭﻗﻊ‬

‫‪CBR%‬‬

‫ﺍﻟﻤﺸﺭﻭﻉ ﺃﻭ ﺍﻟﻤﻭﻗﻊ‬

‫‪CBR%‬‬

‫ﺍﻟﻤﺤﺼﻭﺭﺓ‬

‫ﻜﻤﺎ‬

‫ﺍﺴﺘﺨﺩﻤﺕ ﻁﺭﻴﻘﺔ ﺸل ﻤﻌﺎﻤل‬ ‫ﺃﺨﺭ ﻫﻭ ﻤﻌﺎﻤل ﺍﻟﻘﺴﺎﻭﺓ‬ ‫‪STIFFNESS‬‬ ‫ﻟﻭﺼﻑ‬ ‫‪MODULUS‬‬ ‫ﻋﻼﻗﺔ ﺍﻹﺠﻬﺎﺩ – ﺍﻟﺘﺸﻭﻩ‬ ‫ﻟﻠﻤﺎﺩﺓ ﺍﻟﺒﻴﺘﻭﻤﻴﻨﻴﺔ ‪ ،‬ﻟﻜﻥ‬ ‫ﺒﺴﺒﺏ ﻋﺩﻡ ﺘﻭﻓﺭ ﺃﺠﻬﺯﺓ‬ ‫ﺍﻻﺨﺘﺒﺎﺭ ﺍﻟﻼﺯﻤﺔ ﻟﻠﺤﺼﻭل‬ ‫ﻋﻠﻰ ﻗﻴﻡ ﻤﻌﺎﻤل ﺍﻟﻤﺭﻭﻨﺔ‬

‫ﺍﻟﺭﺠﻭﻋﻲ‬

‫ﻟﺫﻟﻙ ﻓﻘﺩ ﺘﻡ‬

‫ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺇﺠﺭﺍﺀ ﺘﺠﺎﺭﺏ‬ ‫‪ CBR‬ﻟﺘﻭﺼﻴﻑ ﺍﻟﺘﺭﺒﺔ ﻭ ﻴﺒﻴﻥ‬ ‫ﺍﻟﺠﺩﻭل )‪ ( 6 , 1‬ﻋﺩﺩ ﻤﻥ‬ ‫ﻨﺘﺎﺌﺞ‬

‫ﺘﺠﺭﺒﺔ‬

‫‪CBR‬‬

‫ﺘﻡ ﺨﻼل ﺍﻟﺒﺤﺙ ﺇﺠﺭﺍﺀ ﻤﺴﺢ‬

‫ﺴﻭﺭﻴﺔ ﺒﺤﻴﺙ ﺘﻡ ﺇﺠﺭﺍﺀ ﺩﺭﺍﺴﺔ‬

‫ﺸﺎﻤل ﻟﻠﻤﻘﺎﻟﻊ ﺍﻟﻤﻭﺠﻭﺩﺓ ﻓﻲ‬

‫ﻜﺎﻤﻠﺔ‬

‫ﻟﺘﺭﺏ ﻤﻥ ﻤﺨﺘﻠﻑ ﻤﻨﺎﻁﻕ‬

‫ﺍﻟﻤﺩﻴﻨﺔ‬

‫ﺍﻟﻬﻁﻭل ﺍﻷﻋﻅﻤﻲ‬

‫ﺃﻭ ﺍﻟﻤﻨﻁﻘﺔ‬

‫ﺨﻼل ﻴﻭﻡ) ﻤﻡ(‬

‫ﺩﺭﺠﺔ ﺍﻟﺤﺭﺍﺭﺓ‬

‫ﺍﻟﺠﺩﻭل )‪(5،1‬‬

‫ﺩﺭﺠﺔ ﺍﻟﺤﺭﺍﺭﺓ‬

‫ﺍﻟﺠﺎﻓﺔ ﺍﻷﺼﻐﺭﻴﺔ ﺍﻟﺠﺎﻓﺔ ﺍﻷﻋﻅﻤﻴﺔ‬

‫ﺍﻟﺭﻁﻭﺒﺔ ﺍﻟﻨﺴﺒﻴﺔ‬ ‫ﺍﻷﻋﻅﻤﻴﺔ ﺸﺘﺎﺀﹰﺍ‬

‫ﺍﻷﺼﻐﺭﻴﺔ ﺼﻴﻔﹰﺎ‬ ‫‪2‬‬

‫ﺴﻭﺭﻴﺔ ﻜﻤﺅﺸﺭ ﻟﺘﻭﺯﻉ ﻭ‬

‫ﺸﺘﺎ ‪‬ﺀ‬

‫ﺼﻴﻔﹰﺎ‬

‫ﺩﻤﺸﻕ‬

‫‪41.4‬‬

‫‪2-‬‬

‫‪42.7‬‬

‫‪100‬‬

‫ﻓﻲ‬

‫ﺤﻠﺏ‬

‫‪60‬‬

‫‪3.6-‬‬

‫‪42‬‬

‫‪100‬‬

‫‪3‬‬

‫ﺤﻤﺹ‬

‫‪102.6‬‬

‫‪3-‬‬

‫‪38‬‬

‫‪100‬‬

‫‪5‬‬

‫ﺤﻤﺎﺓ‬

‫‪----‬‬

‫‪4-‬‬

‫‪43.4‬‬

‫‪----‬‬

‫ﺍﻟﻼﺫﻗﻴﺔ‬

‫‪131.8‬‬

‫‪3.2‬‬

‫‪36‬‬

‫‪100‬‬

‫‪3‬‬

‫ﻁﺭﻁﻭﺱ‬

‫‪----‬‬

‫‪4‬‬

‫‪36‬‬

‫‪----‬‬

‫ﺇﺩﻟﺏ‬

‫‪----‬‬

‫‪2-‬‬

‫‪38‬‬

‫‪----‬‬

‫ﺩﺭﻋﺎ‬

‫‪----‬‬

‫‪2-‬‬

‫‪40.4‬‬

‫‪----‬‬

‫ﺍﻟﺴﻭﻴﺩﺍﺀ‬

‫‪71.2‬‬

‫‪2-‬‬

‫‪38‬‬

‫‪100‬‬

‫‪2‬‬

‫ﺍﻟﻘﻨﻴﻁﺭﺓ‬

‫‪----‬‬

‫‪2-‬‬

‫‪37‬‬

‫‪----‬‬

‫ﺍﻟﺤﺴﻜﺔ‬

‫‪64.0‬‬

‫‪3-‬‬

‫‪42‬‬

‫‪100‬‬

‫‪3‬‬

‫ﺩﻴﺭﺍﻟﺯﻭﺭ‬

‫‪38.0‬‬

‫‪4.6-‬‬

‫‪45.3‬‬

‫‪100‬‬

‫‪2‬‬

‫ﺍﻟﺭﻗﺔ‬

‫‪----‬‬

‫‪3-‬‬

‫‪40‬‬

‫‪----‬‬

‫ﻤﻭﺍﺼﻔﺎﺕ‬ ‫ﺴﻭﺭﻴﺔ‬

‫ﺍﻟﺘﺭﺏ‬ ‫ﺤﻴﺙ‬

‫ﻨﻼﺤﻅ‬

‫ﺍﻟﺘﻨﻭﻉ ﺍﻟﻜﺒﻴﺭ ﻟﻤﻭﺍﺼﻔﺎﺕ‬ ‫ﺍﻟﺘﺭﺏ ﻓﻲ ﺴﻭﺭﻴﺔ‪.‬‬ ‫‪ 3 -2‬ﺘﻭﺯﻉ ﺍﻟﺤﺼﻭﻴـﺎﺕ‬ ‫ﻓﻲ ﺴﻭﺭﻴﺔ ﻭ ﺨﺼﺎﺌﺼﻬﺎ‪:‬‬

‫‪82‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻨﻭﻉ‬

‫ﻤﻭﻗﻊ‬

‫ﻓﺘﺤﺔ ﺍﻟﻤﻨﺨل‬

‫ﻟﻭﺱ‬

‫ﺍﻟﻌﻴﻨﺔ‬

‫ﺍﻟﻤﻘﻠﻊ‬

‫ﺃﻨﺠﻠﻭﺱ‬

‫‪2‬‬

‫‪1.5‬‬

‫‪1‬‬

‫‪4/3‬‬

‫‪2/1‬‬

‫‪8/3‬‬

‫‪4/3‬‬

‫‪8‬‬

‫‪16‬‬

‫‪200‬‬

‫ﺴﺘﻭﻙ‬

‫ﺤﻔﻴﺭ‬

‫‪20.84‬‬

‫‪100‬‬

‫‪98.68‬‬

‫‪7.38‬‬

‫‪58.6‬‬

‫‪23.3‬‬

‫‪10.1‬‬

‫‪0.64‬‬

‫‪0.44‬‬

‫‪0.42‬‬

‫‪0.24‬‬

‫‪18.56‬‬

‫‪100‬‬

‫‪98.04‬‬

‫‪96.28‬‬

‫‪85.2‬‬

‫‪61.4‬‬

‫‪39.76‬‬

‫‪8.32‬‬

‫‪2.98‬‬

‫‪1.72‬‬

‫‪0.7‬‬

‫‪19.4‬‬

‫‪100‬‬

‫‪92.74‬‬

‫‪84.08‬‬

‫‪67.02‬‬

‫‪52.82‬‬

‫‪24.98‬‬

‫‪12.72‬‬

‫‪7.36‬‬

‫‪1.38‬‬

‫ﺴﺘﻭﻙ‬

‫ﺍﻟﻤﺭﺍﺡ‬

‫‪----‬‬

‫‪100‬‬

‫‪86.1‬‬

‫‪72.8‬‬

‫‪58.04‬‬

‫‪50.68‬‬

‫‪31.22‬‬

‫‪13.52‬‬

‫‪8.16‬‬

‫‪1.96‬‬

‫ﺴﺘﻭﻙ‬

‫ﺍﻟﻘﺴﻁل‬

‫‪27.24‬‬

‫‪100‬‬

‫‪95.2‬‬

‫‪82.46‬‬

‫‪57.9‬‬

‫‪44.62‬‬

‫‪25.66‬‬

‫‪15.52‬‬

‫‪11.06‬‬

‫‪2.98‬‬

‫ﺒﻘﺎﻴﺎ ﻤﻘﺎﻟﻊ‬

‫ﺤﺴﻴﺔ‬

‫‪17.86‬‬

‫‪100‬‬

‫‪84.0‬‬

‫‪71.05‬‬

‫‪37.23‬‬

‫‪13.33‬‬

‫‪0.18‬‬

‫ﺴﺘﻭﻙ‬

‫ﺤﺴﻴﺔ‬

‫‪15.36‬‬

‫‪100‬‬

‫‪98.88‬‬

‫‪90.8‬‬

‫‪80.02‬‬

‫‪41.08‬‬

‫ﺤﺴﻴﺔ‬

‫‪----‬‬

‫‪100‬‬

‫‪98.32‬‬

‫‪92.36‬‬

‫‪77.26‬‬

‫ﺤﺴﻴﺔ‬

‫‪14.3‬‬

‫‪100‬‬

‫‪87.7‬‬

‫‪15.78‬‬

‫‪0.48‬‬

‫‪0.15‬‬

‫ﺴﺘﻭﻙ‬

‫ﺤﻤﺎﺓ‬

‫‪30.5‬‬

‫‪100‬‬

‫‪90.71‬‬

‫‪67.1‬‬

‫‪25.73‬‬

‫‪6.2‬‬

‫‪0.38‬‬

‫ﺠﻤﺎﺵ‬

‫ﺤﻤﺎﺓ‬

‫‪29.8‬‬

‫‪100‬‬

‫‪97.4‬‬

‫‪83.48‬‬

‫‪39.11‬‬

‫‪16.83‬‬

‫‪1.13‬‬

‫ﺒﺤﺹ ﺒﺩﻤﻭ‬

‫ﺤﻤﺎﺓ‬

‫‪----‬‬

‫‪95.8‬‬

‫‪86.80‬‬

‫‪71.82‬‬

‫‪58.82‬‬

‫‪37.22‬‬

‫‪26.82‬‬

‫‪13.06‬‬

‫‪8.7‬‬

‫‪6.6‬‬

‫‪2.86‬‬

‫‪20.8‬‬

‫‪100‬‬

‫‪96.2‬‬

‫‪65.66‬‬

‫‪42.96‬‬

‫‪13.02‬‬

‫‪5.02‬‬

‫‪0.22‬‬

‫ﺒﻘﺎﻴﺎ ﺍﻟﻤﻘﺎﻟﻊ‬

‫ﺍﻟﻨﺒﻙ‬

‫‪----‬‬

‫‪100‬‬

‫‪91.38‬‬

‫‪78.6‬‬

‫‪66.28‬‬

‫‪49.8‬‬

‫‪43.36‬‬

‫‪26.24‬‬

‫‪18.92‬‬

‫‪14.16‬‬

‫‪3.26‬‬

‫ﺒﻘﺎﻴﺎ ﺍﻟﻤﻘﺎﻟﻊ‬

‫ﺍﻟﻤﺸﺭﻓﺔ‬

‫‪29.48‬‬

‫‪100‬‬

‫‪93.36‬‬

‫‪77.1‬‬

‫‪45.74‬‬

‫‪31.18‬‬

‫‪9.66‬‬

‫‪4.36‬‬

‫‪2.84‬‬

‫‪0.54‬‬

‫ﺒﺤﺹ‬

‫ﺍﻟﻘﺼﻴﺭ‬

‫‪16.7‬‬

‫‪100‬‬

‫‪96.94‬‬

‫‪73.57‬‬

‫‪16.37‬‬

‫ﺒﺤﺹ‬

‫ﺍﻟﻼﺫﻗﻴﺔ‬

‫‪----‬‬

‫‪100‬‬

‫‪68.75‬‬

‫‪4.08‬‬

‫‪0.53‬‬

‫‪0.43‬‬

‫ﺠﻤﺎﺵ‬

‫ﺤﻤﺎﺓ‬

‫‪29.8‬‬

‫‪100‬‬

‫‪97.48‬‬

‫‪83.48‬‬

‫‪39.11‬‬

‫‪16.83‬‬

‫‪1.13‬‬

‫ﺴﺘﻭﻙ‬ ‫ﺴﺘﻭﻙ‬

‫ﻤﺠﺎﺒل‬

‫ﺍﻻﺴﻔﻠﺕ‬ ‫ﺯﺭﺩﻱ ﺨﺸﻥ‬ ‫ﺒﺩﻤﻭ‬

‫ﺴﺘﻭﻙ‬

‫ﺤﻔﻴﺭ‬

‫ﺸﺭﻗﻲ‬ ‫ﺤﻔﻴﺭ‬

‫ﺸﺭﻗﻲ‬

‫ﺠﺒﺎﺘﺎ‬

‫ﺍﻟﺨﺸﺏ‬

‫ـﺞ ﻭ‬ ‫ـﺎﺌـ‬ ‫ـﺘـ‬ ‫ـﻨـ‬ ‫‪-4‬ﺍﻟـ‬ ‫ﺍﻟﺘﻭﺼﻴﺎﺕ‪:‬‬ ‫‪-1‬ﺃﻅﻬﺭﺕ ﻨﺘـﺎﺌـﺞ‬

‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬

‫ﺍﻟـﺘـﻲ‬

‫ـﻰ‬ ‫ـﻠـ‬ ‫ـﺕ ﻋـ‬ ‫ـﺭﻴـ‬ ‫ﺃﺠـ‬ ‫ﺍﻟﺤﺼﻭﻴﺎﺕ ﺍﻟﻤﻨﺘﺠـﺔ‬

‫ﻓﻲ ﺠﻤﻴﻊ ﺍﻟﻤـﻘـﺎﻟـﻊ‬ ‫ﺍﻟﺴﻭﺭﻴﺔ ‪ ،‬ﺃﻥ ﻤﻌﻅـﻡ‬

‫ﺍﻟﺤﺼﻭﻴﺎﺕ ﺍﻟﻤﻨﺘﺠـﺔ‬ ‫ﺘﺤﻘﻕ ﺸﺭﻁ ﺍﻹﻫﺘـﺭﺍﺀ‬ ‫ﻭ ﻟﻜﻨﻬﺎ ﺒﺎﻟﻤﻘﺎﺒـل ﻻ‬ ‫ﺘﺤﻘﻕ ﺍﻟﺘﺩﺭﺠﺎﺕ ﺍﻟﺤﺒﻴﺔ‬ ‫‪83‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺍﻟﻤﻁﻠﻭﺒﺔ ﻓﻲ ﺍﻟﺸﺭﻭﻁ‬

‫ﻁﺭﻴﻘﺘﻲ‬

‫ﺘﺼﻤﻴﻡ‬

‫)‬

‫‪،‬ﻤﻌﻬﺩ‬

‫ﺍﻷﺸﺘﻭ‬

‫ﻭ ﺍﻟﻤﻭﺍﺼﻔﺎﺕ ﺍﻟﻔﻨﻴـﺔ‬

‫ﺍﻷﺸﺘﻭ‬

‫ﻤﻌﻬﺩ‬

‫ﺍﻹﺴﻔﻠﺕ ‪ ،‬ﺸل ‪ ،‬ﻓﻴﻠﻕ‬

‫ﺍﻟﺴﻭﺭﻴﺔ ‪.‬‬

‫ﺍﻹﺴﻔﻠﺕ ‪،‬ﻜﺫﻟﻙ ﻓﺈﻨﻪ ﻻ‬

‫ﺍﻟﻤﻬﻨﺩﺴﻴﻥ ﻓﻲ ﺍﻟﺠﻴﺵ‬

‫ﺃﻭ‬

‫ﺍﻷﻤﺭﻴﻜﻲ(‬

‫ﻓﺈﻨﻪ‬

‫‪-2‬ﺘﻅﻬﺭ ﻗﻴﻡ ‪CBR‬‬

‫ﻴﻤﻜﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ‬

‫ﻟﻠﺘﺭﺏ ﺍﻟﻤﺄﺨﻭﺫﺓ ﻤﻥ‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﻘﺭﻴﺒﻴﺔ ﺍﻟﺘﻲ‬

‫ﻀﻤﻥ‬

‫ﻤﺨﺘﻠﻑ ﻤﻨﺎﻁﻕ ﺴﻭﺭﻴﺔ‬

‫ﺘﺭﺒﻁ ﻤﻌﺎﻤل ﺍﻟﻤﺭﻭﻨﺔ‬

‫ﺍﻟﻤﺤﻠﻴﺔ‬

‫ﻭﺠﻭﺩ ﺘﺒﺎﻴﻥ ﻭﺍﻀﺢ ﻓﻲ‬

‫ﺍﻟﺭﺠﻭﻋﻲ ‪ Mr‬ﺒﻘﻴﻤﺔ‬

‫ﺘﻜﻭﻥ ﻁﺭﻴﻘﺔ ﺘﺼﻤﻴﻡ‬

‫ﻫﺫﻩ ﺍﻟﻘﻴﻡ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ‬

‫‪CBR‬ﻷﻥ‬

‫ﻫﺫﻩ‬

‫ﺍﻟﺠﻴﺵ ﺍﻷﻤﺭﻴﻜﻲ ﻫﻲ‬

‫ﻨﻭﻋﻴﺔ ﻭ ﻤﻭﺍﺼﻔﺎﺕ‬

‫ﺩﻭﻤﹰﺎ ‪ ،‬ﻭ ﻫﻲ ﺼﺤﻴﺤﺔ‬

‫ﺍﻟﻤﺤﻠﻴﺔ ﺍﻟﺴﻭﺭﻴﺔ‪.‬‬

‫ﻫﺫﻩ ﺍﻟﺘﺭﺏ‪.‬‬

‫ﻓﻘﻁ ﻀﻤﻥ ﻤﺠﺎل ﻤﻌﻴﻥ‬

‫‪-5‬ﺘﻤﺕ ﺒﺭﻤﺠﺔ ﻁﺭﻴﻘﺔ‬

‫ﻤﻥ‬

‫ﺍﻟﺠﻴﺵ ﺍﻷﻤﺭﻴﻜﻲ ﻓﻲ‬

‫ﻜﻭﻥ ﻤﻌﺎﻤل ﺍﻟﻤﺭﻭﻨﺔ‬

‫ﺍﻟﺼﻌﺏ‬

‫ﺇﺠﺭﺍﺀ‬

‫ﺒﺭﻨﺎﻤﺞ ﺨﺎﺹ ﺒﺴﻭﺭﻴﺔ‬

‫ﺘﻭﺼﻴﻔﹰﺎ ﺩﻗﻴﻘﹰﺎ ﻟﺴﻠﻭﻙ ﻭ‬

‫ﻟﻠﺤﺼﻭل ﻋﻠﻰ ﻤﻌﺎﻤل‬

‫ﻤﻥ ﺍﻟﻤﻌﻁﻴﺎﺕ ﺍﻟﻤﺤﻠﻴﺔ‬

‫ﻤﻭﺍﺼﻔﺎﺕ ﺍﻟﺘﺭﺏ ﻭ‬

‫ﺍﻟﻘﺴﺎﻭﺓ‬ ‫‪STIFFNESS‬‬ ‫‪MODULUS‬‬ ‫ﺍﻟﻼﺯﻡ ﻓﻲ ﻁﺭﻴﻘﺔ ﺸل‬

‫ﻭﻓﻕ ﻨﻅﻡ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‬

‫ﻭﺠﻭﺩ ﺘﻨﻭﻉ ﻜﺒﻴﺭ ﻓﻲ‬

‫‪-3‬ﻋﻠﻰ‬

‫ﺍﻟﺭﻏﻡ‬

‫ﺍﻟﺭﺠﻭﻋﻲ‬

‫ﻤﻥ‬ ‫ﻴﻭﻓﺭ‬

‫ﺍﻟﻤﻭﺍﺩ ﺍﻟﻤﺴﺘﺨﺩﻤﺔ ﻓﻲ‬ ‫ﻁﺒﻘﺎﺕ ﺍﻟﺭﺼﻑ ‪ ،‬ﻓﺈﻨﻪ‬ ‫ﻤﻥ ﺍﻟﻨﺎﺤﻴﺔ ﺍﻟﺘﻨﻔﻴﺫﻴﺔ ﻻ‬

‫ﺘﻭﺠﺩ ﺇﻤﻜﺎﻨﻴﺔ ﻋﻤﻠﻴﺔ‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺍﻟﺘﺠﻬﻴﺯﺍﺕ ﻭ‬ ‫ﺍﻟﻔﻨﻴﺔ‬

‫ﺍﻟﺨﺒﺭﺍﺕ‬

‫ﺍﻟﻤﺘﻭﺍﻓﺭﺓ ﺤﺎﻟﻴﹰﺎ ﻹﺠﺭﺍﺀ‬ ‫ﺍﻟﻼﺯﻤﺔ‬

‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬

‫ﻫﺫﺍ‬

‫ﻟﻠﺤﺼﻭل‬

‫ﻋﻠﻰ‬

‫ﺍﻟﻤﻌﺎﻤل‬

‫ﺍﻟﻀﺭﻭﺭﻱ‬

‫ﻋﻨﺩ ﺍﺴﺘﺨﺩﺍﻡ ﺃﻴﹰﺎ ﻤﻥ‬

‫ﺍﻟﻌﻼﻗﺎﺕ ﻏﻴﺭ ﺼﺤﻴﺤﺔ‬

‫ﻓﺈﻨﻪ‬

‫ﺒﺎﻟﻤﺜل‬ ‫ﺍﻻﺨﺘﺒﺎﺭﺍﺕ‬

‫ﺍﻟﻼﺯﻤﺔ‬

‫‪،‬ﻫﺫﺍ ﻋﺩﺍ ﺃﻨﻪ ﻤﻥ‬ ‫ﺍﻟﺼﻌﺏ ﺠﺩﹰﺍ ﺘﻁﻴﺒﻕ‬ ‫ﻫﺫﻩ‬

‫ﺍﻟﻁﺭﻴﻘﺔ‬

‫ﺩﻭﻥ‬

‫ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺤﺎﺴﺏ ﻭ‬

‫ﺍﻟﺒﺭﻨﺎﻤﺞ ﺍﻟﺨﺎﺹ ﺒﻬﺫﻩ‬ ‫ﺍﻟﻁﺭﻴﻘﺔ ‪.‬‬ ‫‪-4‬ﺒﻨﺎﺀﹰﺍ ﻋﻠﻰ ﻤﺎ ﺴﺒﻕ‬

‫ﻭ ﻋﻠﻰ ﺍﻻﺴﺘﻌﺭﺍﺽ‬ ‫ﺍﻟﺴﺎﺒﻕ ﻟﻁﺭﻕ ﺘﺼﻤﻴﻡ‬

‫‪،‬‬

‫ﺍﻟﻤﻌﻁﻴﺎﺕ‬ ‫ﺍﻟﺤﺎﻟﻴﺔ‬

‫ﻗﺩ‬

‫ﺍﻷﻜﺜﺭ ﻤﻼﺌﻤﺔ ﻟﻠﺸﺭﻭﻁ‬

‫ﻴﻭﻓﺭ ﺃﻜﺒﺭ ﺤﺩ ﻤﻤﻜﻥ‬

‫ﺍﻟﺤﺩﻴﺜﺔ ‪ ،‬ﻭ ﻗﺩ ﺘﻡ‬ ‫ﺍﺨﺘﺒﺎﺭ‬

‫ﺍﻟﺒﺭﻨﺎﻤﺞ‬

‫ﻭ‬

‫ﺘﻁﻭﻴﺭﻩ ﺒﺤﻴﺙ ﺤﻘﻕ‬

‫ﺩﻗﺔ ﻭ ﻤﻭﺜﻭﻗﻴﺔ ﻋﺎﻟﻴﺔ ‪.‬‬ ‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻷﺠﻨﺒﻴﺔ‪:‬‬ ‫‪-1YODER, E.J,‬‬ ‫‪PRINCIPALES‬‬ ‫‪OF PAVEMENT‬‬ ‫‪DESIGN, 1987.‬‬ ‫‪-2T‬‬ ‫‪H‬‬ ‫‪E‬‬ ‫‪A S P H A LT‬‬ ‫‪HANDBOOK‬‬ ‫‪ASPHALT IN-‬‬

‫‪STITUTE MAN‬‬‫‪UAL‬‬ ‫‪SERIES‬‬ ‫‪NO.4 (MS-1),‬‬ ‫‪1989EDITION.‬‬ ‫‪-3PAV E M E N T‬‬ ‫‪DESIGN FOR‬‬ ‫‪R O A D S ,‬‬ ‫‪STREETS,‬‬ ‫‪WALKS AND‬‬ ‫‪OPEN‬‬ ‫‪STOR‬‬‫‪AGE AREAS,‬‬ ‫‪WASHINGTON:‬‬ ‫ ‪D E P A R T‬‬‫‪MENTS‬‬ ‫‪OF‬‬ ‫‪THE‬‬ ‫‪ARMY‬‬ ‫‪AND THE AIR‬‬ ‫‪FRCE TM 5-22‬‬‫‪5, JUNE 1992.‬‬ ‫‪-4A A S H T O‬‬ ‫‪GUIDE‬‬ ‫‪FOR‬‬ ‫‪DESIGN‬‬ ‫‪OF‬‬ ‫‪P AV E M E N T‬‬ ‫ ‪S T R U C‬‬‫‪TURES :AMERI‬‬ ‫‪CAN ASSOCIA‬‬‫‪TION‬‬ ‫‪OF‬‬ ‫‪STATE‬‬ ‫‪AND‬‬ ‫‪H I G H WAY‬‬ ‫‪TRANSPORTA‬‬‫‪TION‬‬ ‫‪OFFI‬‬‫‪CIALS, 01 JAN‬‬ ‫‪1993.‬‬ ‫‪-5PAV E M E N T‬‬ ‫‪DESIGN FOR‬‬ ‫‪R O A D S ,‬‬ ‫‪STREETSAND‬‬ ‫‪OPEN‬‬ ‫‪STOR‬‬‫‪AGE AREAS,‬‬ ‫‪ELASTIC LAY‬‬‫‪84‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

PRACTICAL GUIDE TO DESIGN PRODUCTION AND M A I N T E NANCE FOR ENGINEERING AND ARCHITECTS: SPON PRESS, 2003. -11GUIDE FOR MECHANITIC – EMPIRICAL DESIGN OF NEW AND REHABILITATION PAVEMENT STRUCTURES, ILLINOIS: NATIONAL COOPE R A T I V E HIGHWAY RESEARCH PROGRAM TRANSPORT RE MARCH 2004. :‫ﺍﻟﻤﺭﺍﺠﻊ ﺍﻟﻌﺭﺒﻴﺔ‬ ‫ ﻤﺭﻭﺍﻥ‬، ‫ﻋﺎﺼﻲ‬-1 2 ‫( ﺘﺼﻤﻴـﻡ‬2 ) ‫ﺍﻟﻁﺭﻕ‬، ,‫ﺍﻟـﺭﺼـﻑ‬

‫ﻁﺒﻘﺎﺕ‬

.1990 ، ‫ﺠﺎﻤﻌﺔ ﺤﻠﺏ‬ ‫ ﺃﺤـﻤـﺩ‬، ‫ﻋﺒﺎﺱ‬-13 ‫ﺘﺼﻤﻴﻡ ﻭ ﺘﻨﻔﻴـﺫ‬، ‫ﻓﺅﺍﺩ‬ ،

‫ﺃﻋﻤﺎل ﺍﻟـﻁـﺭﻕ‬

‫ ﻤﻜﺘﺒﺔ ﺍﻟﻬﻨﺩﺴﺔ‬:‫ﺍﻟﻘﺎﻫﺭﺓ‬ .1994

ERED, WASHINGTON: DEPA RT M E N T S OF THE ARMY AND AIR FORCE TM 5822-13, OCTOBER 1994. -6 SATTER, R.J, H I G H WAY T R A F F I C A N A LY S I S AND DESIGN, 1996. -7W R I G H T , PAUL.H, HIGHWAY ENGINEERING, 1996. -8MANNERING , FREDI, PRINCIPALES OF HIGHWAY ENGINEERING AND TRAFFIC A N A LY S I S , 1998. -9U N I F I E D FA C I L I T I E S CRITERIA (UFC), WASHINGTON: DEPARTMENT OF THE ARMY, US ARMY CORP OF ENGIN E E R S , 30JAUNE 2001. -1 0 H A V I N , PATRICK, PAVEMENTS, A

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‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

FPGA implementation of Bluetooth 2.0 (GFSK&DPSK) Transceiver

Khaled salah ABSTRACT In our project we aim at combining three different types of modulation techniques,GFSK , PI/4DQPSK and 8DPSK on one common hardware platform. Goal of our project is to implement Bluetooth 2.0 on FPGA. Bluetooth 2.0 uses Gaussian Frequency Shift Keying )GFSK) as modulation technique for the header and access code and PI/4DQPSK for data (2Mpbs) and 8DPSK for data (3Mpbs). So, whereas most commercial Bluetooth chips are low cost and inflexible, in our project flexibility and re-use of hardware is important. It is for that reason the Bluetooth modem will be done in the digital domain. Table1.1 shows Bluetooth core versions and the transmission rates The choice of the demodulation algorithm determines the channel selection requirements (better demodulation algorithms require less SNR).A simulation model was built to measure the performance of these algorithms. In our simulation model, Bluetooth signals are sampled with 16 MHz. To obtain a BER (Bit Error Rate) of 0.1%, speci- fied by the Bluetooth standard, requires an SNR of about 15 dB.the design was synthesized using

NU HORIZONS ELECTRONICS Spartan3 development board. )spartan3 400g208) . I. INTRODUCTION In our project we are focussing on the low area implementation of bluetooth2.0 modem using FPGA. We had a lot of choices in implementation of different components of the modem. we choiced the best one based on the lowest area criteria . This paper will discuss modulation and demodulation algorithms for Bluetooth GFSK, PI/4DQPSK and 8DPSK signals. In order to evaluate the performance of the algorithm, a Bluetooth simulation model has been built. In this model, Bluetooth packets are generated and transmitted and demodulated by demodulation algo-

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‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

rithm.we took into consideration frequency offset and phase offset and timing offset and noise impairments. we choiced phas discrimination algorithm as demodulation algorithm because it can be used with GFSK, PI/4DQPSK and 8DPSK signals . First this paper will discuss the Bluetooth GFSK modulation and demodulation technique.then PSK modulationand demodulation technique .and finally how to combine both algorithm . The Bluetooth standard requires a

maximum Bit Error Rate (BER) of 10−3 . we can obtain it using SNR of 15 dB any Bluetooth 2 device gives a two fold improvement in the data rate and thereby allows a maximum speed of 2 Mbps. This is achieved by using pi/4 differential quaternary phase shift keying (pi/4 DQPSK). This form of modulation is significantly different to the GFSK that was used on previous Bluetooth standards in that the new standard uses a form of phase modulation, whereas the previous ones used on frequency modulation. Using quaternary phase shift modulation means that there are four possible phase positions for each symbol. Accordingly this means

that two bits can be encoded per symbol, and this provides the two fold data increase over the frequency shift keying used for the previous versions of Bluetooth. To enable the full three fold increase in data rate to be achieved a further form of modulation is used. Eight phase differential phase shift keying (8DPSK) enables eight positions to be defined with 45 degrees between each of them. By using this form of modulation eight positions are possible and three bits can be encoded per symbol. This enables the data rate of 3 Mbps to be achieved. 2.BLUETOOTH 2.0 MODULATION In normal continuous phase Frequency Shift Keying(FSK) a ’0’ is represented by an harmonic signal with frequency f0 and a ’1’ by frequency f1 , both per inter- val of T s. Continuous FSK uses an numerically-Controlled Oscillator (NCO) that is driven by the bit signal. In this implementation no phase shifts occur between bit transi tions, which explains the name continuous phase FSK. However due to the binary nature of the input signal, fast frequency transitions occur and therefore results ina large bandwidth. It is for that reason that GFSK uses a Gaussian pre-modulation filter.

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‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

Fig. 1 shows aBluetooth2.0 modulator. First the bits are con verted to signal elements. A ’0’ is being represented by a signal with value -1 and a ’1’ by a signal with value1, each with a duration of T seconds. The filter output is then connected to annumerically controlled oscillator (NCO) that translates the amplitude of the filtered bits into an frequency shift. n. The Gaussian filter reduces the bandwidth of the input signal of the NCO. This reduces also the bandwidth of the output signal and therefore GFSK is more spectrum efficient compared to normal Frequency Shift Keying (FSK) at the cost of an increased BER, al- though the noise is also reduced by the smaller band. For FSK signals with a modulation index, h = 0.3 in an Additive White Gaussian Noise (AWGN) channel, the required SNR for a BER of 0.1% is about 15dB. The Gaussian premodulation filter, however, removes higher frequencies of the modulating signal. This reduces the bandwidth of the NCO output signal but also reduces the bit energy which has a negative effect on the BER. In Bluetooth systems, the modulation index h may vary between 0.28 and 0.35 [2]. The modulation index h is defined as: 2 fd/R For the DPSK modulator. First the bits are converted to Symbols using serial to parallel converter then i&q map-

ping .then RRC filtering The filter output is then connected to a numerically controlled oscillator (NCO) that translates the amplitude of the filtered bits into an phase shift. The RRC filter reduces the bandwidth of the input signal of the NCO.the Bluetooth2.0 transmitter is shown below. BLUETOOTH2.0 DEMODULA-

TION the phase-shift discrimination method The phase-shift discrimination, utilizes only the phase of the signal, the ampl tude is not used. Fig.3 shows a phase-shift discriminator. The first step is to down convert the incoming IF signal The two paths, In-phase (I) and Quadrature (Q) path, are low-passed filtered to eliminate the high frequency products caused by mixing. Then the phase is extracted by the arctan block In order to retrieve

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the NRZ signal, the output of the arctan block has to be differentiated Fig2.Bluetooth2.0 Receiver

model. The t ransmitter creates packets Then, the packet is transmitted according theBluetooth specs using a carrier frequency of 8MHz. To get realistic performances we assumed that the Bluetooth signal was sampled with a sample rate of16 MHz. Noise and phase offset and frequency offset is added and the distorted signal is filtered by an64-taps Finite Impulse Response (FIR) filter which has a 1 MHz bandwidth with center frequency of 16MHZ Fig4.Simulink model for Bluetooth2.0 transmitter

The carrier recovery and timing recovery block digrams are shown below where the carrier recovery consist of (Numerically controlled oscillator and phase detector and second order loop filterand the symbol recovery consist of(numerically controlled clock and timing error detector (using gardner algorithm) and second order loop filter Fig3.bluetooth2.0 timing and carrier recovery . 4. SIM ULINK MODEL

. Simulink model for Bluetooth2.0 receiver

This section discusses the Bluetooth2.0 simulation model we used to evaluate the bluetooth2.0 modem .Fig. shows the top view of the simulation 89 www.tech.nical.ly

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‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

Bluetooth spec

This simulation without timing recovery

Modulation format: GFSK BT:

GFSK 0.5

0.5

Modulation data rate Frequency deviation (khz) Modulation index Input power

1E6

175

0.28-0.35

0.35

1mW

If center frequency (MHZ) Frequency offset (KHZ) Phase offset (RAD) Timing offset (µS) SNR (db):

0.05

0.3

0.05

0.5

0.1%

BER:

GFSK

This simulation With timing recovery GFSK

Table3.Bluetooth2.0hardware system specification 4.1Simuink results simulink simulation results are shown in the following figures Fig6.simulink results for GFSK

Table2.Bluetooth1.1 hardware system specification Bluetoot h spec

Modulatio n format: Modulatio n data rate Input power If center frequency (MHZ) Frequency offset (KHZ) Phase offset (RAD) Timing offset (µS) SNR (db): BER:

This simulation without timing/carrier recovery 8DPSK, π/4DQPSK

this simulation with timing/ carrier recovery

3E6, ,2E6

1mW

0.05

0.01

0.5

0.05

0.5

-2

0.1%

8DPSK, π/4DQPS K 3E6,2E6

8DPSK, π/4DQPSK

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‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

Fig6.simulink results for π/4DQPSK

Fig8.simulink results for 8DQPSK 5-VHDL MODEL

Fig9. vhdl model for Bluetooth2.0 Transceiver 5.1 vhdl model details The numerical controlled oscillator and arctan function was built using Rotation mode Xi+1 = xi-si 2(-2i) yi yi+1 = yi+si 2(-2i) xi Фi+1 = Фi-si arctan 2(-2i) Si =1 if Фi>0 else -1 0.6

cosØ

xi+1

yi+1

zi+1

sinØ

cordic theory Fig10.rotation mode cordic algorithm to generate sine and cosine Vectoring mode The difference from rotation mode is that direction of rotation is determined by the sign of y instead of Ф Si =1 if yi<0 else -1

xi+1

y 0

yi+1

zi+1

tan-1(y/x)

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‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

fig11.vectoring mode cordic algorithm to arctan function fig11.vectoring mode cordic algorithm to arctan function 2-the FIR filter coefficient and vhdl code was generated using FDATOOL in matlab as shown

Fig12.fdatool in matlab to generate vhdl code .6RESULTS 1-implementation of (nco) and( arctan) function using cordic algorithm is better than using LUT 2- Implementation of ( DTAN-1) is better than (tan-1 then differentiate it) if we implement gfsk modem only but because we implement bluetooth2.0 we should have arctan block for 8psk 3-implementation of fir filters using core generator of xilinx is better than hand-made filter or fdatool in matlab in area consumption 4-implementation of carrier recovery and symbol recovery improve the BER at the same SNR.

In this paper we have analyzed implementation of bluetooth2.0 modulation and demodulation algorithm and the phase-shift discriminator algo rithm, for the use in Bluetooth systems. Two scenarios were investigated, a scenario in which 1 No carrier recovery or symbol recovery is used And 2nd scenario where both are used For FSK signals with a modulation index, h = 0.3, in an Additive White Gaussian Noise (AWGN) channel, the required SNR for a BER of 0.1% is about 15dB And for 8dpsk with full synchronizatioin we need-3dB 8-REFERENCES [1] Project Description: TES5177: Development of a Software-Radio Based Embedded Mobile Termi- nal, 2000. http:// www.stw.nl/progress/ onderzoek/ index.html. [2] Bluetooth SIG. Specification of the Bluetooth Sys- tem - Core. Technical Specification Version 1.1, Bluetooth SIG, February 2001. [3] ETSI. Broadband Radio Access Networks (BRAN); HIPERLAN Type 2; Physical (PHY) layer. Tech- nical Specification ETSI TS 101 475 V1.2.2 (200102), ETSI, 650 Route des Lucioles Sophia Antipo- lis, Valbonne FRANCE, February 2001.

CONCLUSIONS 92 www.tech.nical.ly

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‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

GEOMETRY AND APPLICATION OF DEVELOPABLE SURFACES WITH CUSPIDAL EDGE KRIVOSHAPKO S.N., DSc, Professor HALABI SALEM MAHMUD, PhD, Professor Peoples' Friendship University of Russia, Moscow, Russia

This review article is an attempt to collect and to systematize all cardinal scientific results of geometrical investigations of non-degenerate developable surfaces with a cuspidor edge. Information about the applica-tion of thinwalled developable constructions and developable surfaces in some branches of economy and science is also re-presented. Wide choices of design methods of the developable surfaces provide not only necessary shapes and special properties; they also prove to be convenient to apply. The most part of theoretical computations from the published literature are illustrated by examples or by figures. This review article contains 159 references. Introduction The extensive review on applied geometry of surfaces was published by N.N. Ri-jov et al [1]. Among its 397 references, a not great proportion (20 references) was devoted to developable surfa-ces. 23 years later, another review was presented by S.N. Krivoshapko [2]. This review is

utterly oriented towards developable shells and contains information about 350 references. One of the present authors in his paper [3] tried to enumerate geometricians having significant achievements in geometry of developable surfaces with cuspidal edge. This paper was assumed as a basis of the present review. Shells in the

form of developable surfaces are the cheapest constructions among different geometrical models of thin-walled spatial constructions because their fabrication is the simplest due to their ability to be developed on a plane without any lap fold or rupture (break). The authors made a careful study of all available scientific and technical

books and papers on geometrical investi-gations and on the stressstrain state of developable shells, on the applications of the shells at issue. Patents and dissertations ha-ve been also looked over. Having studied all this material, the authors offer to divide it into 8 groups:

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‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

1. Geometry and design of developable surfaces with a cuspidal edge Good results in this field were received by G. Monge,V.F. Kagan, M.Y. Wigodskiy, N.N. Rijov, V.S. Obukhova, S.P. Finikov, E.P. Utishev, V.Y. B u l g a k o v, M . Y. Gromov, S.N. Krivoshapko, S . F. Pilipaka, Auman Gunter, J.J. Stoker, M.St. Botez, J.P. Cleave, R. Deaux, W. Dedonder, A. Dobrescu, O. Gie-ring, Kl. Meirer, Fr. Myard, Th. Poschl, A.W. Marris, S.L. Passman. 2. Construction of the surface developments on plane; common ben-ding the fragments of intersecting developable surfaces; moving some plane curve into a plane section of a developable surface; parabolic bending of developable surfaces Such scientists like R.U. Alimov, K.M. Belov, I.P. Gershman, J.N. Gor-batovich, A.L.

Martirosov, V.S. Obukhova, S.F. Pilipaka, I.A. Skidan, V.V. Vanin have scientific achievements in this sphere. 3. Approximation of developable surfaces by a system of pla-nes; approximation of complex surfaces by a system of developab-le surfaces This subject was touched upon in the papers of V.S. Obukhova, S.N. Krivoshapko, A.I. Volkov, A.V. Pavlov, N.N. Rijov, J.S. Zaviyalov. 4. Rolling the developable surfaces on each other This problem was studied by A.L. Martirosov, V.S. Obukhova, S.F. Pilipaka, G.S. Rachkovskaya. 5. The application of developable surfaces' theory for geometrical in-vestigations of complex surfaces Various aspects of this problem were studied by S.N. Krivoshapko. First, Russian geometricians N.I. Makarov and V.I. Kurdyumov have begun to investigate a problem

of transition between two surfaces with the help of the third surface. Presented in [4, 5, 6] shows that developable surfaces can be assumed as the transitional surfaces. 6. The application of the thin-walled developable constructions 7. Moment and membrane theories of developable shells Yuhanio Marulanda Arb., Fares Milad J., Barbagelata Andrea, G.Ch. Bajoria, Salman A. Duheisat, S.N. Krivoshapko, M.F. Kopitko, Yar.G. Savula studied a stress-strain state of thin developable shells. The results of investigations obtained by these and some other scientists were in detail described by S.N. Krivoshapko in his review [7]. Experimental data for the stress-strain state of these shells were not found out. 8.The generalization of developable surface's concept for multidimensional spaces This part of the investigations is pre-

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‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

sented by the scholar-ly works of Auman Gunter, R. Bereis, Portnoy Esther, C. Thas, H. Vogler and by the works of Russian scientists like V.M. Savitsky, K.N. Gayu-bov, A.G. Mizin. Something about 80% of publications are dedicated to g e o m e t r i c a l investigations of developable surfaces. The problems of static a n a l y s i s o f developable shells are inves-tigated in 15% of scholarly works and the rest of the works are dedicated to description of application of the t h i n -w a l l e d constructions in the shape of developable surfaces. L e t us demonstrate in order the main results obtained on developable surfaces and shells. In what fol-lows,

we shall use the following notations: x, y, z = C a r t e s i a n r e c t a n g u l a r coordinates i, j, k = unit vectors in the direction of the axes x, y, z α ,β

= curvilinear coordinates in lines of principal curvatures u, v = curvilinear non-orthogonal coordinates of the surface ku, kv = curvatures of the curvilinear coordinates u, v Ru, Rv = radiuses of curvatures of the curvilinear coordinates u,v k1, k2 = principal curvatures of the surface A, B = Gaussian quantities of the first order in the theory of surfaces (coefficients of the first fundamental form) L, M, N= Gaussian quantities of the second order in the theory of surfaces (coefficients of the second fundamental form) k, κ = cur-

vature and torsion of the cuspidal edge l, b = unit vectors in the direction of a tangent to the cuspidal edge and in the direction of the binormal n = unit vector of the normal to the surface. 1.Geometry and design of developable surfaces A surface is called a developable surface if it can be develo-ped on a plane without any lap fold or break. During this process, the lengths of the curves and the angles between two curves belon-ging to the developable surface remain unchanged. Cylinders and cones are the simplest developable surfaces, being degenerate. Let us put down some well known theorems and the definitions for developable surfaces without proofs. Those who want to know the proofs may find them in the books [8, 9]. Theorem 1. Any surface of tangent

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‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

lines is a developable sur-face. Theorem 2 [10]. Any developable surface is either a cylindri-cal (Fig 1, a) or conic surface (Fig 1, b), or else a surface of tangent lines (Fig 1, c). Theorem 3. A developable surface is generated by tangent lines of its edge of regression ( cuspidal edge). Any spatial curve can be taken as an edge of regression and the tangent lines of this curve will generate the particular deve-lopable surface. The cuspidal edge of a cone is a point (vertex of the cone). A cuspidal edge of a cylinder is an improper point, a meant point of which was moved off to infinity. A surface of the prin -cipal normals and that of the binormals of any spatial curve cannot be a developable surface [8]. Only cylindrical surface is a deve-lopable surface generated by binormals of some plane curve. G.A. Dmitrieva [11] tried to find a family of

straight lines bound up with a curve lying on any surface. These straight lines had to generate a developable surface. Having taken a plane curve as an edge of regression one can generate the degenerated developable surface in the form of a plane. The tangent lines to an edge of regression of a developable surface were studied by J.P. Cleave [12]. Theorem 4 [10]. Only degenerated developable surface in the form of a plane may be a minimal surface. Theorem 5. The curvature of a cuspidal edge remains constant in every its point if in the process of bending the developable surface the rectilinear generators remain the rectilinear generators. Reducing the torsion of a cuspidal edge but keeping constant its curvature, it is possible to generate the developable surface on a plane [13]. The rectilinear generatrixes of developable sur-face will remain rectilinear and

tangent to the degenerated plane cuspidal edge. The rectilinear generatrixes of a plane development of the developable general surface are not intersecting at one point as cone generators and they are not parallel lines as cylin-der generators [14]. Theorem 6. Every single-parametric system of planes (with the exception of a pencil of planes passing through any axis or paral-lel to each other) has an envelope surface, which is a developable surface. The planes of the system are the osculating planes of a cuspi-dal edge, which contain the tangent lines and the principal nor-mals to the cuspidal edge. V.V. Vanin [15] studied polar developable surfaces generated by a oneparameter family of normal planes of any curve. Theorem 7. Every point of a cuspidal edge of a surface of tangents is a limit of a

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‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

point of intersection of three infinitely near tangent planes of the developable surface. Theorem 8. After bending of a developable surface on a plane all its geodesic lines become the straight lines. Theorem 9. A geodesic line can be drawn through every point of every developable surface in every direction. Geodesic lines of open helicoids were studied by R. Deaux [16]. He has shown that principal normals of every geodesic line make a constant angle with characteristic of the rectifying planes of the cuspidal edge. Theorem 10 [17]. Two surfaces can be moved up by bending from one into another surface if Gaussian curvature of both surfaces has the same constant value. Therefore, all surfaces having a zero Gaussian curvature K = k1 k2 = 0 may be produced by bending a

fragment of a plane. This asser-tion has been proved by S.P. Finikov [18] in 1952, and later by Dobres-cu [19] in 1958. So if any surface has zero Gaussian curvature in every point then it is the required and sufficient condition for a deve-lopable surface. Rectilinear generatrixes of developable surface are asymptotic lines. Developable surfaces have only parabolic points in which k1 k2 = 0, and that is why rectilinear generatrixes are the lines of principal curvatures. The single asymptotic line (a rectilinear generatrix), passing through every point of the surface, will be conjugate to any other line passing through the same point. Theorem 11 [13]. The normals to a surface along principal cur-vatures' lines form the developable surface, a cuspidal edge of which generates the applicable principal center of curvature [20]. Theorem 12

[17]. A developable surface in contrast to another ruled nondevelopable warped surfaces has two adjoining rectilinear generatrixes which intersect each other, while rectilinear generat-rixes of ruled non-developable surface are skew lines. Theorem 13 (J.H. Jellett's theorem) [21]. An analytical surface cannot be bent with some rigid curve if this curve is not an asymptotical line. Theorem 14 [10]. If two developable surfaces are touching each other along some line then this line presents a common generatrix. Theorem 15. The evolute L is the cuspidal edge of a developab-le surface S formed by normals of the evolvent l. So the l evolvent is an orthogonal trajectory of a tangent line of the L evolute. Theorem 16. After bending of a rectifying surface of a line L in a plane, this line L becomes a straight line.

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‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

The developable surface rounding the system of rectified planes of a line L is called a rectifying surface of the L line. A rectifying surface of a spiral line L is a cylindrical surface on which the L line is placed. Theorem 17 [22]. If at any point of a developable surface one of the normal sections not registering with a principal direction has a singular point with curvature equal to zero then all normal sections of this point have zero curvatures. Theorem 18 [23]. Ratio (k/ κ )C = k/ κ examined on a spatial geodesic line C of a developable surface F2 is equal to tangent of the ang-le of the C curve with a rectilinear generatrix of the F2 surface. Here k is curvature and κ is torsion of the geodesic line C of a developable surface. Z.T. Makarova [23] has presented equations for determination of the curvature and the torsion of geodesic lines of devel-

opable surfaces. These parameters depend on the curvature and the torsion of a cuspidal edge of the developable surface. Taking in view the given theorems one can start doing the consideration of design methods of developable surfaces. Some developab-le surfaces were named in honour of the scientists [24, 25, 26]. 1.1. The design of developable surfaces enveloping a single-parametric system of planes Let us take two spatial curves r1 = x1i + y1j + z1k = f1 (z)i + F1(z)j + zk = f1( β

)i + F1( )j + k, r2 = x2i + y2j +z2 k = f2(z)i + F2(z)j + zk = f2( +

)i + F2(

k. (1) If a tangent plane touches two c u r v e s ( 1 ) simultaneously then it is obvious that

[r1/(

– (2)

), r2/( r2(

)]

), r1(

=0.

So the condition of uniqueness of developable surface can be obtained. It follows from formula (2) that γ = ϕ( β )

β = Φ(γ )

or .If these functions are continuous and one-valued of β or γ then and only then the single developable surface passing over the two given curves can be constructed, otherwise one shall have several developable surfaces [27]. Having the equations of two curves (1) it is possible to find the equation of a single-parametric system of the planes M (x,y,z,γ) = 0 after elimination of three parameters from four algebraic equations obtained by G. Monge [28]. Having excepted γ from two equations M(x,y,z,γ) = 0 and dM/ dγ = 0 (3) it is possible to derive an implicit equation of the developab-le sur-

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)

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face. Solving three equations M(x,y,z, γ) = 0, dM/dγ = 0, and d2M/ dγ2 = 0 jointly one can obtain the equation of the cuspidal edge as x = x(γ), y = y(γ), z = z(γ) [28]. If two directrix curves are given by the parametric equations x = x1(t1), y = y1(t1), z = z1 (t1) and x = x2(t2), y = y2 (t2), z = z2(t2) then, rewriting them in a vector form as r1 = r1(t1) and r2 = r2(t2), it is easy to write the condition of complanarlity of three vectors in the form [r1 – r2, r1/, r2/] = 0.This condition of uniqueness of de-velopable surfaces gives an opportunity to find [27] t1 = f(t2) or t2 = F(t1). After this it is easy to obtain an equation of the sing-le-parametric system of planes as a normal equation of the plane perpendicular to the unit normal vector of the surface in the form n = r1(f(t2)) × r2(t2)/|r1 × r2|. After some manipulations it is possible to get the equation of the single- parametric

system of planes [29]. If needed, one may use the order of the calculation considered before. The listed equations were used in paper [30] where the equations of the cuspidal edges of developable surfaces with two given plane directrix curves (1) were obtained. For example, the directrix cur-ves were assumed in the shape of two parabolas with intersecting axes (Fig 3); two parabolas on vertical intersecting planes (Fig 4); two parabolas with one common axis; in the form of two parabo-las of the n and m-power: x = 0, y = azn and x = l, y = bzm; two ellipses, placed in parallel planes (Fig 5), and in the form of a parabola and a circumference. A monograph [31] contains an information about eleven developable surfaces with two plane directrix curves. Two parabolas placed in perpendicular planes [29] x = (z – 2 q) /(2p2), y = 0 and x

= 0, y = z2/(2p1) (4) have been taken as the directix curves (1) too. For example, the parametric equations of a cuspidal edge of the developable surface having the curves (4) are the following [29]: x=–( y=(

– q)3/(4p2q),

+ q)3/(4p1q), z

/2 + q/2,

where = z but z belongs to the parabola placed in the xz plane. Condition (2) gives γ = β

+ q. Assume two parabolas x = 0, y = az2 and x = l, y = bz2 placed in parallel planes, then condition (2) will give γ β

= a /b [32] and parametric equations of a cuspidal edge will be as x = bl/(b – a), y = z = 0. This is a cone if by chance b ≠ a and this is a cylinder if b = a. The degenerated developable surface is available too if we assume the directrices (1) in the form of the hyperbolas x = 0, y = a/z and x = l, y = b/z. Then from

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formula (2) we have γ a/b

= , and equations of the edge of regression will take the following form: So a cone is available if by chance b ≠ a or a cylinder is if a = b [29]. An interesting example can be presented if we take the curves (1) as x = z2/(2p1), y = 0 and x = 0, y = z2/(2p2). Then due to expression (2) we have β = γ, and using Monge's four algebraic equations one may find the singleparametric system of planes [29]: γ

curves were also studied by G.E. Pavlenko [27], V.Y. Bulgakov [33], P.I. Vorobkevich [34], N.G. Olhovichenko [35, 36, 37], Sh. Muradov [38], and by others. I.V. Kashina [39] presented a new design method for developable and ruled nondevelopable surfaces dealing with a rolling of sphere on two support curves. The developable surfaces are generated by a one-parameter family of planes passing through the center of the rolling sphere. Some analytical expressions are given in [40] for design of developable surfaces formed as a result of rolling the sphere on

– 2 – 2xp1 – 2yp2 = 0. Having excepted the γ parameter from two equations (3) it x = al / a − ab , y = z = 0. is easy to determine the equation of the two skew straight lines. de-velopable surface as z2 = 2xp1 + 2yp2. This 1.2. N.N. Rijov's developable surface is a method of developable cylinder because it doessurfaces' design n't have a cuspidal edge. N.N. Rijov has preThe same result can be sented a new method for obtained after using the the design of develoformulas (4) with q = 0. pable surfaces [41, 42]. The properties of He recommended repredevelopable surfaces desenting a ruled sur-face signed on two plane M = 2z

(

)

with the help of the equations of its generatrixes y = kx + l, z = mx + n, (5) where k, l, m, n were functions only of one parameter. It was demons-trated that a surface given by rectilinear generatrixes would be a developable surface if dl/dk = dn/dm or l//k/ = n//m/, (6) where k/,l/,n/,m/ are the derivatives of the functions with the respect to the one parameter. Condition (6) is called as the con-dition of developability. In this case, the parametrical equations of a cuspidal edge may be written as x = –dl/dk = –dn/dm, y = kx + l, z = mx + n.. A developable surface degenerates to cone if by chance x = –dl/dk = –dn/dm = const, or to cylinder if x = –dl/dk = –dn/dm = ∞ [42]. 1.3. Design of developable surface having only one given line

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of curvature α and one known line of curvature β The following theorem was proved in paper [43] on the basis of theorem 11: Theorem. If a straight line and a curve, orthogonal to this straight line and intersecting it, are given then a single parabo-lic surface exists and it has these lines as lines of principal cur-vatures. For example, R. Alimov [44] constructed a developable surface with a given line of curvature a, which had the parametrical equations x = x(

), y = y(

), z =

z( ). First he has assumed a condition of intersection and a condition of orthogo-nality with the curve a for a system of straight lines (5) but afterwards he used the condition (6). This condition of developability gives a differential equation β

dk/d = (p/ + kq/)(pk – q)/(1 + p2 + q2),

(7) where symbols p = x//z/, q = y//z/ are used. Solving this equation (7) it is possible to find k = k (β,c), where c is any constant. Having known this constant c one may determine equations of a continued network of the straight lines (5) of the developable surface. A developable surface with a given line of curvature in the form of parabola x = 0, y = u, z = – au2 was researched in [45], where differen-tial equation (7) was written as dk/du – k/(u + 4a2u3) = 0. The solution of this equation was assumed in the following form: k = uc / 1 + 4a 2u 2

, where c = const. Having presented the equation of a tangent to the parabola as (x – 0)/0 = (y – u)/1 = (z + au2)/( –2au) it is possible to write an equation of a normal to this tangent line of the parabola as (x – 0)/l1 = (y – u)/ (2aun1) = (z + au2)/n1 or 2aun1x/l1 + u = y and n1x/l1 – au2 = z. Comparing the last expres-

sion and (5) Alimov and Vohidov [45] found that k = uc / 1 + 4 a 2 u 2

, l = u, m = k/(2au), n = – au2. Parametrical equations of the cuspidal edge of the considering developable surface they determined as x = – (4a2u2 + 1)3/2/c, y = –4a2u3, z = –3au2 – 1/ (2a). The c parameter is linked with a φ angle of a principal normal with a rectilinear generatrix passing through the parabola's top as c = 2a/ tan

[44]. It is possibly to prove the next theorem: Theorem [8]. If all rectilinear generatrixes of a developable surface of normals of any curve ζ to turn round in the appointed normal planes on a constant angle then a new surface of normals will be developable one too. One paper [46] is available presenting a design method of developable surfaces when the ζ line is given with the help of its tabular discrete meanings as a

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function of the arc length. 1.4. Analytical methods of L.V. Gyachev L.V. Gyachev [47] presented two analytical methods for the design of developable surfaces. He recommended representing a developable surface with the help of a given directrix and the equation of a curve of spherical representation of the designed surface. Gyachev also has described in detail the analytical method of design with the help of a given directrix and the equation of a spherical indicatrix of the tangent straight lines to geodesic lines of designed developable surface. 1.5. A geometrical design of developable surface with the help of known cuspidal edge This method is widely used in graphical design. We shall consider only analytical methods. Those who want to use graphical met-hods may study the

papers [48, 49, 50]. According to theorems 1, 2, 3 it is possible to write the equation of a developable surface in the vector form [8, 9, 10, 13] r = r(u,v) = p(v) + ul(v), (8) where p(v) is the radiusvector of a cuspidal edge, p(v) = x(v)i + y(v)j + z (v)k; x(v), y(v), z(v) are the parametric coordinates of the cuspidal edge, l (v) is a unit tangent vector, given at every point of the cuspidal edge by l(v) (9)

p(v)/|p(v)/|.

Thus a developable surface with the curvilinear coordinates u, v is obtained. The u coordinates (v = const) are the rectilinear gene-ratrixes of the surface and a curve u = 0 is a cuspidal edge. H. Vogler [51] studied the lines u = const of developable surfaces. If we take as the v parameter the length s of a cuspidal edge, then we have the

following parametric equations of the cuspidal edge: x = x(s), y = y (s), z = z(s). In this case Eq.(8) is: r = r(u,s) = p(s) + ul(s) = p(s) + up/(s). (10) The developable surfaces of constant slope generated by tangent lines of helixes lying on the 2-nd order surfaces were pre-sented in Zamyatin's dissertation [52]. S.V. Beskopilnaya [53] has demonstrated a method of automatic modeling the developable surfaces of constant slope with cuspidal edges in the form of helices lying on a one-sheet hyperboloid of revolution (Fig 1, c). Once more developable surface of constant slope was presented by Wunderlich W. [54] (Fig 6) who also studied an interesting developable surface with cuspidal edge on a one-sheet hyperboloid of revolution (Fig 7). A monograph [31] contains an information about 13 developable surfaces with

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‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

given cuspidal edges. 1.6. A kinematic method of rotation of plane with a straight line around a cone or around a cylinder Assume, P is a tangent plane to a cylinder with radius r, u is an angle of the x axis with a normal to the plane P; t, v are the rectangular coordinates shown in Fig 8. Due to Fig 8 parametric equations of a developable surface shown in Fig 9 can be determined as x= rcosu – tsinu, y = rsinu + tcosu, z = v, (11) where t = cv + b – ru, the lines u = const and v = const are the lines of principal curvatures. This surface has the cuspidal edge x = rcosu, y = rsinu, z = (ru – b)/c in the shape of a helix on a circular cylinder with the r radius. The similar research may be performed if we ta-ke a tangent plane to a circular cone (Fig 10, 11) [31]. This kinematic method is described

adequately in the scholarly works of I.A. Skidan [55–57 ]. 1.7. Design of a developable surface as an envelope surface of a family of circular cones A.G. Varvaritsa [8] has demonstrated the method of design by the following example: Let' s take the cone tan2α [(x – a)2 + (y – b)2] – z2 = 0 where α is an angle of a rectilinear generatrix with a plane H; a, b are the coordinates of the cone vertex. Assume the equation of a curve along which the vertex of a cone is moving as y = f(x) or b = f(a) and then one may write F(x,y,z,a) = tan2α{(x – a)2 + [y – f(a)]2} – z2 = 0. After differentiating on the a parameter Varvaritsa [58] has found дF/дa = f/(a)[y – f(a)]+ x – a = 0. Having excepted a from the both equati-ons he obtained an equation of an envelope surface in the form: R(x,y,z) = 0. Theorem [59].The

horizontal projections of rectilinear genera-trixes of a constant slope surface, directrix curve of which is a curve of invariable slope to the H plane, constitute the constant angles with tangent lines to the horizontal projection of a directrix curve. Complementary information is available in [60, 61, 62, 63]. 1.8. Design of a developable surface resting on an isolated space curve Choosing a support contour the investigators have to take account of two factors: 1) a support contour must have not more then two points of tan-gensy with any plane and 2) a support contour is a smooth curve and the form of its plan is a convex isolated curve. Theorem. For a given spatial curve, only two developable surfaces resting on it exist and every rectilinear generatrix of these surfaces intersects the given isolated curve in two points [64].

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An example of geometrical design of a developable sur-face resting on an isolated space curve was given by A.I. Volkov [65]. He has taken an isolated curve defined as a result of inter-section of a cylinder and a hyperbolic paraboloid. Two cylindrical surfaces were constructed on this spatial curve. An analogous problem was studied in [66]. L. Bourget noted that this problem was bound up with a problem of manufacture of a package in the shape of a cylindrical tube. 1.9. Vector and parametrical equations of developable surfaces If an equation of a cuspidal edge is known one may use vector equation of a developable surface (8) or (10). Let us take a helix on a cylinder x = acosv, y = asinv, z = bv (12) as a cuspidal edge. Then we have from Eq. (8) x = acosv – ausinv/m, y = asinv + aucosv/m, z

= bv+bu/m, m2 = a2 + b2. (13) The arc length s of the cuspidal edge is determined by the formula 2

s = a + b v = mv, so v = s/m. Having substituted v into Eq. (12) we obtain x= acos(s/m), y = asin(s/ m), z = bs/m (14) and then using formulae (13) or Eq.(10) we may find x = acos(s/m) – ausin (s/m)/m, y = asin(s/m) + aucos(s/m)/m, z = b (s+u)/m. (15) So, a curvilinear coordinate s = const is a rectilinear generat-rix tangent to a curve (14) and a line u = const is a helix on a cy-linder with 2

radius r = a 1 + u / m . The equation of a developable surface can be obtained without preliminary determination of the edge of regression. So if one assumes two director curves r1 = r1(u) and r2 = r2(v) we may write a vec-tor equation of the developable surface as

r(u,λ) = r1(u) + λ[r2(v) – r1(u)] where 0 ≤ λ ≤ 1. According to the condition (2) B. Bhattacharya [32] pre-sented r2(v) = r2[v(u)] = R(u), m(u) = R(u) – r1(u) and then he obtained r(u,λ) = r1(u) + λm(u). (16) An equation of a developable surface designed with only one line of curvature α and with one line of curvature β, taken as the direct-rix curve a, can be presented in the vector form [67]: r(α,β) = p(β)+ αeo(β), where p(β) is a radiusvector of the line of curvature a; eo(β) = ncos Θ + bsin Θ , where n

is a unit vector of a normal to the curve p(β); b is a unit vector of a binormal, eo(β) is a unit vec-tor coinciding with a rectilinear generatrix of the developable surface,

Θ = ∫ s′ κ d β + V , β s′

where =|dp/d |, κ is torsion of the a cur-

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ve; V is a constant of integration. The scholarly work [68] is available considering developable surfaces with generatrixes coin-ciding with vectors of G. Darboux. G. Zlatanov and B. Tsareva [69] offe-red a new vector equation of a single-parametric system of pla-nes bound up with some curve. So, an opportunity occurs to use for-mulae (3). The same problem is studied in the paper [70]. A well-known developable conic helicoid (Fig. 12) has a cuspidal edge in the form of a conic spiral [71]: x = x(v) = rosinλcosv·ekv, y = rosinλsinv·ekv, z = rocosλ·ekv, where λ = const is an angle of the oz axis with the cone generatrix. A developable surface of constant slope [72] (Fig 13) x = acost + atsint + uatcost; y = asint – atcost + uatsint; z = 0,5at2tanβ + uattanβ has a spiral edge of regression on a paraboloid of rotation (u = 0).

Vector or parametrical equations of 28 developable surfaces are given in the monograph [31]. 1.10. Gaussian quantities of the first and the second orders Using an equation of a developable surface (8) and the expressions ds2 = drdr = A2du2 + 2Fdudv + B2dv2 and –drdn = d2r·n = Ldu2 + 2Mdudv + Ndv2 one can obtain 2 2 /2 A = 1, F = x + y/2 + z/2, B2 = F2 + u2[F2(x//2 + y//2 + z//2) – (x/x// + y/y// + z/z//)2]/F4, (17) (18) The values of Gaussian quantities (17) and (18) can be rewritten in the following form [29] A2 = 1, F2 = x/2 + y/2 + z/2, B2 = F2( 1 + u2k2), L = M = 0, N = uF2k κ . (19) Using a formula (10) S.P. Finikov [13] has obtained A2 = 1, F = 1, B2 = 1 + u2k2, L =

M = 0, N = uk κ . (20) For the developable surface (16) with curvilinear coordinates u, λ, B. Bhattacharya [32] has derived A2 = [m(u)]2, B2 = ruru = [dr1/du + λm(u)]2, F = m(u)dr1/du + λm(u)mu (u), N= 2 2 nruu = n[d r1/du + λmuu (u)], L = M = 0. (21) It follows from Eqs (17) – (21) that the curvilinear coordinates u, v in (8); u, s in (10), and u,λ in (16) are nonorthogonal (F ≠ 0), conjugate (M = 0) coordinates. According to the formula cosχ = F/(AB) and to Eq (21), where χ is an angle between two intersecting cur-vilinear coordinates, it is easy to prove that if two directrix curves are in parallel planes, then the coordinate lines u (λ = const) intersect any fixed generatrix λ at a constant angle, ie, the angle χ does not depend on the parameter λ [94] or dχ/dλ = 0.

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tance |u| from a cuspidal V.N. Ivanov [67] edge to some point on determined the Gaussian the surface. quantities 2 /// / // u of de- L = M = 0, N = u ( p p p ) . Having 2 2 2 → ∞ velopable F B −F , we surfaces find that with one given straight χ →π /2 and the nonline of curvature α and orthogonal coordinates with one given line of u, v would be assocurvature β. ciated with the lines of The ratios of quadprincipal curvatures. So ratic forms of surface we have k1 = ku = 0, k2 = have to satisfy the two κ/tanχ. equations of Peterson – It is known that a Codazzi and the one helix (12) or (14) has k equation of C.F. Gauss. = a/(a2 + b2) and κ = According to Fig. 14 b/(a2 + b2). Hence, due S.N. Krivoshapko has to formulae (19) it can obtained a new form of be found that representation of Gauss' A = 1, F2 = a2 + s equation [29]: b2, B2 = F2 + u2a2/F2, N = uab/F2, L = M = 0 or for developable sur(22) faces: д2(χ + Ψ u + Ψ for an open helicoid v)/дuдv = 0. (13), and due to formuKnowing ku = –L/ lae (20) one can obtain A2, kv = –N/B2 or for deA = F = 1, B2 = velopable surfaces ku = 2 2 2 2 2 1 + u a /(a + b ) ,L= 2 0, kv = –N/B , it is possi2 2 M = 0, N = abu/(a + b ) ble to obtain the princi2 (23) pal curvatures of develfor an open helicoid opable surfaces as ku = (15). k1 = 0 and k2 = κ/(uk). Substituting coorThe expression tanχ = dinates x, y, z of the deuk derived by S.N. velopable surface (11) Krivoshapko with the into the formulae for dehelp of Eq (19), shows termination of Gaussian that tanχ increases proquantities of the first portionally with the dis-

and the second order one may obtain [56] A2 = ruru = (cv + b – ru)2 = t2, F = 0, B2 = rvrv = 1 + c2, M = N = 0, L = A/B. These expressions show that curvilinear coordinates u, v of a surface (11) are the coordinates in lines of principal curvatures. A fragment of an open helicoid (Fig 15) limited by two lines α = α1 = const and α = α2 = const and by two li-nes β = β1 = const and β = β2 = const may be presented by the following vector equ-ation r(α, β) = ae + (α0 – α +βcos Θ )g +βsin Θ k

(24) where

β=

λ = β cosΘ

β sinΘ g+ k|, λ is the radius-vector of a recti-

linear generatrix, Θ is an angle of the vector g with the (LN − M 2 ) = ∂ 2 (χ + Ψu + Ψv ) vec∂u∂v A2 B2 − F 2 tor λ . For this case, Yu-

hanio Marulanda [24] has determined

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A2 = r

rα = (

α 0 − α + β cosΘ

0, B2 = r

)2/a2, F = β

= 1,

L = (r αα r α r β

)/A = –A sinΘ /a, M =

0, N = (r ββ r α r β )/ A=0. (25) Hence here α and β are the curvilinear coordinates in lines of principal curvatures. The parametrical equations of a developable surface of constant slope with a cuspidal edge on a paraboloid of rotation (Fig 13) were given at the end of the part 1.9. Ga-ussian quantities for these surface were determined in the following form A2 = rtrt = a2[(u + t)2/ cos2

+ u2t2], F = rtru β

= a2t(u + t)/cos2 , B2 = ruru = a2t2/cos2 β

, L = (rttrtru)/

A2 B 2 − F 2 = autsin β

, M = N = 0. F.S. Sulukmanov [73] has presented new parametrical equations of a developable helical

surface as x = x(u,v) = ucosv, y = y(u,v) = usinv, z = z(u,v) = pv + f (u) where p is the spiral parameter, f(u) is unknown function for the present. He has used the expression LN – M2 = 0 and after substi-tutions he has obtained the differential equation u3f // (u)f /(u) = p2 and its solution as : where c, d are any constants of integration. Giving some numerical values to p, c, and to d one may construct the developable helical surfaces with different meridians. 2. Construction of the surface developments on a plane; a common bending the fragments of intersecting developable surfaces; movement of any plane curve into the section of a developable surface; parabolic bending of developable surfaces 2.1. Parabolic bending of an open helicoid Let us take an annulus with inside radius

ao (Fig.16) and cut it along a straight line passing through the point with coor-dinates x = ao, y = 0 and parallel to the y axis. This straight line is the tangent line to the inside contour. Parabolic bending transforms the annulus into an open helicoid with a cuspidal edge in the form of a helix, lying on the cylinder with radius a (a = aocos2φ) [74, 75] where φ is a helix angle. An open helicoid (13) or (15) has tanφ = b/a and b = atanφ = aosinφcosφ. Substituting b into the parametrical equations (15) S.N. Krivoshapko [76] obtained x = aocos2φ [cos(s/m) – usin(s/m)/m], z = sinφ ( s + u), y = ao2 cos φ [sin(s/m) + ucos (s/m)/m], m = aocosφ. (26) Hence, taking an annulus cut along a tangent to the inside contour, we can write the equations of the all class of open heli-coids, constructed by the parabolic bending of this annulus.

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Every helicoid shown in Fig17 has the same plane circle development shown in Fig. 16. A design, developing, and manufacture of open heli- f ( u ) = coidal surfaces from sheet materials are set forth by O. Kienzle [6]. He studied the opportunities of construction of continuous helical surfaces from fragments of elementary helical surfaces both in the axial direction and in the radial direction. Let us consider the paths of the moving rectilinear generators of an open helicoid during its parabolic bending. Knowing the equation of an rectilinear generatrix passing through the po-ints with s = 2πao, u = 0 and s = 2πao, u = uk (Fig 16) it is easily to determine a trajectory of this generatrix due to formulae (26). By analogy it may be made with other rectilinear generatrixes. Parametric equations (26) make possible to calculate the components of the vector of

elastic displacement U (u,s) = ruuu/A + rsus/B + nuz during the parabolic bending of an open helicoid with 4 moving

with conservation of lines of principal curvatures.

2.2. Construction of surface develop± u 2 / c 2 − 1 m p arccos (c / u ) + d ments on a plane Construction of shells with developable sides. These 4 boundary middle surfaces foresees sides change the slope a process of drawing of of their tangent lines developments of their too. middle surfa-ces. As a If we take an annurule, methods of conlus for the first position struction of the surface then it is pos-sible to obdevelop-ments are based tain [76] ϕ on the invariance of uz = (s + u)sin = z, us Lame coefficients in 2 2 theory of surfaces. = ao 1 + u / a0 [1 – ϕ Theorem [78]. If cos2 (cossi + usinsi/ only one rectilinear genm)]/u, eratrix of a develo-pable ϕ 2 surface transforms into [ao(1/ uu = cos 2 a rectilinear generatrix ϕ cos – 1)sinsi + (a 0 /u of other developable 2 surface then it is the reϕ + u/cos )cossi] – a 0 / quired and sufficient u – u, condi-tion for the paraϕ – 1)s/ where si = (cos bolic bending of any m. Parabolic bending of ruled surface. the annulus into an open Theorem [78]. If the helicoid can be realized bending of any surface with one rectilinear genF1 into a surface F2 is eratrix (s = 0) fixed (Fig parabolic then the sur2). faces F1 and F2 are Nakayama Kazuaki ruled surfaces. and Wadati Niki [77] It is necessary to investigated the motion pay attention also to of de-velopable surfaces theorems 5, 8, 10, 13,

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16. Let us examine only analytical methods of design of de-velopable surfaces' developments. A coordinate method. The xp, yp coordinates of the points of a development are obtained with the help of the formulas [8] where k(s) is a curvature of the cuspidal edge. As an example we can take an open helicoid with k = k(s) = a/(a2 + b2) = const and then xp= (m2/a)sin(as/m2) + ucos(as/m2), yp = –(m2/ a)cos(as/m2) + (m2/a) + usin(as/m2). Let us limit the development by a curve of intersection of an open helicoid (15) with the xOy plane (z = 0). This procedure gives the following equation: z = b(s + u)/m2 = 0 and then we shall have u = –s. Hence, taking u = 0 one may find the equations of a plane cuspidal edge xpc = (m2/a)sin(as/m2), ypc = –(m2/a)cos(as/m2) + (m2/a) which are the equations of a circumference with

radius R = 1/k = m/a. Taking u = –s one can determine the equations for the developed-on--aplane curve of intersection of the helicoid with the plane z = 0. A method of consistent calculation of lengths and angles was described in the paper [79]. Its essence consists in the follo-wing. After determining an equation of a cuspidal edge it is necessary to write the equations of contour lines in the form u1 = u1 (v) and u2 = u2(v). Lengths L of rectilinear generatrixes are obtained with the help of the formula L = u2(v) – u1(v). Angles betwe-en the contour lines and the rectilinear generatrixes can be found from the formula where i = 1; 2. The lengths of the contour line between two rectilinear generatrixes are determined from the following formula where i = 1; 2. Let us examine this method. As an example, let equations (13) represent the open helicoid

[80]. Assume a = 2 m, b = 1 m then, accor-ding to formulae (22), we obtain F2 = 5, B2 = 5 + 4u2/5. Let us assume the coordinate lines u = u1 = 3 m and u = u2 = 6 m as the contour lines. Hence, we may derive the following linear and angular numerical parame-ters: L = u2 – u1 = 3 m and cos 5 + 4u15 / 5

5 /

= 0.6401 or

= 50o12', cos ϕ

0.3846 or 2 = 67 24', s1 = 3.49(vj – vk), s2 = 5.81(vj – vk). Assume ∆ v = vj – vk = π/12. In that case we have s1 = 0.91 m and s2 = 1.52 m. On the basis of the aboveobtained values one can draw the development (Fig.18). Using the same approach G.C. Bajoria [81] offered to use the formulae of analytical geometry for calculation of L,

ϕi

and si. R.U. Alimov's method. This method is used for developable sur -faces defined by formulae (5). Using the invari-

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ance of parabo-lic bending, N.N. Rijov and R.U. Alimov have de-

is necessary to calculate ω = av/

a 2 + b2 .

An additional review of methods of making the developments. I.A. Skidan offered methods for a developable surface (11) and for a develo-pable surface with a cuspidal edge lying on a cone [56, 57]. For the application of these methods it is necessary to know the equa-tions of the cuspidal edges. We must mention the well known method of triangulation. This is an approximate method with change of a developable surface by a

In that case, s ⎛s ⎞ ⎛s ⎞ due to Alix p = ∫ cos⎜⎜ ∫ k ( s ) ds ⎟⎟ ds + u cos⎜⎜ ∫ k ( s ) ds ⎟⎟; for0 ⎝0 ⎠ ⎝0 ⎠ mov's mulae we s ⎛s ⎞ ⎛s ⎞ may find y p = ∫ sin ⎜⎜ ∫ k ( s ) ds ⎟⎟ ds + u sin ⎜⎜ ∫ k ( s ) ds ⎟⎟; xp = (x – 0 ⎝0 ⎠ ⎝0 ⎠ acosv)mcos (av/m)/(asinv) – m2sin rived the equations for a (av/m)/a, mathematical model of yp = (x – developable surface's cosv)msin(av/m)/(asinv) development [42, 82] in + m2cos(av/m)/a.. the following form (27) At last, it is neceswhere . sary to substitute the x An illustration will coordinate of the cuspimake this clear. Let us dal edge draw a develop-ment of / /2 / 2 from formu- cos ϕ i = (F + u i ) / u i + 2 Fu i + B i , one turn of an open helilae (12) into coid with the edge of formulae (27) and then system of plane trianregression (12). Equa2 x = –m sin(av/m)/ p gles [14, 83]. Devetions of a continued net2 a and y = m cos(av/ p lopments of polar and work of rectilinear genm)/a. rectifying developable eratrixes can be found These are the parasurfaces are also known from the formulae (13) metrical equations of a [84, 85]. A.L. Martiroafter eliminating the u circumference. If somesov [86] uses director parameter from the secbody wants to draw a cones for construction ond and third equations, curvili-near coordinate u of the developments of so = u = i the 4-th order dey = a/sinv – x/tanv; z vi const on velopable surfaces = b(v + 1/tanv) – bx/ si = ∫ ui/ 2 + 2Fui/ + Bi2dv, the plane with two di-rectrix (asinv). vj developplane curves. L.S. So we have k = –1/ ment he must subs-titute Panasyuk [87] supposes tanv, l = a/sinv, m = –b/ u = ui into the formulae that his paratra-ce' (asinv), n = b(v + 1/ (13) but the result he method simplifies geotanv). Then it must substi-tute into the metrical calculation of expressions (27). 110 www.tech.nical.ly

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u the developments. / / 2 2 / / / 2 2 O. Kienzle [88] y p = (x + l / k ) 1 + k + m sin ω − ∫ (l / k ) 1 + k + m sin ωdu, u0 devoted much attention to the consurfaces of conu / / 2 /2 /2 k m km k m − + + struction of devel- ω = du stant slope of their 2 2 ∫ k m 1 + + opments of comrectilinear generau0 pound developtrixes. bent surfaces. able surfaces and preAn analytical soluA problem was forsented a new method for tion of this problem was mulated in [1] in the foltheir construction. Some given by I.P. Gersh-man lowing way. A devediagrams, graphs and in his paper [90]. He oflopable surface Ф1 is schemes of the devices fered to take an equation was prepared by of a surface Ф1 as P given and a line l on it is A.K.Gitis [89] to given too. It is necessary (x,y,z,t) = 0, Pt(x,y,z,t) = mechanize the process to find another develop0 by analogy with the of design of developable surface Ф2 which Eq. (3). Let us present ments of the developany line l lying on a surwill inter-sect Ф1 along able slope surfaces. She face Ф1 as P(x,y,z,t) = 0, the line l. These two surused formulae of the cofaces Ф1 and Ф2 must be Pt(x,y,z,t) = 0, F(x,y,z) = ordinate method. de-veloped on a plane 0 and let us write its Several graphical by common bending. equation in the parametmethods are presented Let us assume some rical form as x = x(t), y in the reference book well known conclusion: = y(t), z = z(t). An equa[29]. 1. if a line of intertion of a singlesection of two surfaces parametric system of osФ1 and Ф2 is a straight cu-lating planes for the 2.3. Common bending curve l can be written as line then it is obviously of fragments of interA2(t)x + B2(t)y + C2(t)z that this is a rectilinear secting developable surge-neratrix and it will be + D2(t) = 0 or Q(x,y,z,t) faces Common bending not separating; = 0, where of intersecting develop2. not separating A2(t) = y/z// – z/y//; B2(t) able surfaces' fragline of intersection of = z/x// – x/z//; C2(t) = x/y// ments is such simultanetwo developable sur– y/x//; ous bending when their faces may be a principal D2(t) = –A2x(t) – B2y(t) line of intersection is curvature line for both – C2z(t). transformed into the line surfaces Ф1 and Ф2 if Then, an equation of intersection of the of a sing-le-parametric these surfaces are the system of planes u / / 2 2 / / / 2 2 x p = (x + l / k ) 1 + k + m cosω − ∫ (l / k ) 1 + k + m cosωdu, passing through the

(

)

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tangents to the line l lying on the given surface Ф1 is compiled as P(x,y,z,t)+ λQ(x,y,z,t) = 0 or G(x,y,z,t, λ) = 0. After determination of cos

ϕ1

and cos

ϕ2

where 1 is an angle between the tangent plane of Ф1 and the osculating plane of the line ϕ

l, but 2 is an angle between the osculating plane of the li-ne l and a plane from the singleparametric system of the planes passing through the tangents to the line l, it is necessary to asϕ

sume cos 1 = cos 2 and after it to find λ = λ (t). Having substituted λ into the equation of the planes passing through the tangents to the line l one can obtain R(x,y,z,t) = 0. This expression is an equ-ation of the single-parametric system of planes shaping the surfa -ce Ф2. Solving together two equations R(x,y,z,t) = 0 and Rt(x,y,z,t) = 0 one can obtain an equation of the surface Ф2. Sol-ving jointly three equations R(x,y,z,t) = 0,

Rt(x,y,z,t) = 0, and Rtt (x,y,z,t) = 0 one can find parametrical equations of a cuspidal edge of the developable surface Ф2. 2.4. Motion of some plane curve into the section of a developable surface Let us consider the non-orthogonal coordinates u, s on a plane. We shall suppose that the lines on a development are given as u = u(s). Assume two smooth continuous curves l and L. The curve l will be considered as a development of any cuspidal edge but L is a plane development of any space curve lying on a developable sur-face. After bending of a plane into a developable surface S (10), the plane curves L and l are transformed into spatial curves L* and x = x(s), y = y(s), z = z(s), accordingly. If we shall intersect the developable surface S by a plane Ax + By + Cz + D = 0 then an equation of the line of intersection will be the following [91]

u(s) = – [D + Ax(s) + By(s) + Cz(s)]/[Ax/(s) + By/(s) + Cz/(s)]. Supposing that the line L is transformed into a plane line L* lying in the xOy plane it is necessary to assume A = B = D = 0 and due to the last formula one may derive u(s) = -z(s)/z/(s) and afterwards z = z(s). In view of invariance of cuspidal edge's curvature and La-me's coefficients along the line u = 0, Gorbatovich [91] obtained the system of two equations x//2(s) + y//2(s) + z//2(s) = k2(s); x/2(s) + y/2(s) + z/2(s) = 1 (28) for the determination of coordinates x = x(s), y = y(s) of the cuspidal edge. So, the adduced formulae give an opportunity to obtain parametrical equations of a cuspidal edge of a developable surface made from a given plane development. They suppose that values of u(s), k(s) are known. Design problems of a developable surface are researched in Myard's papers [92, 93]

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also. F. Myard showed how to superimpose a plane circle area on an open helicoid. V.S. Obukhova and S.F. Pilipaka [94] represented new solution of the problem in question. They used the condition of equality of arc lengths of two curves L and L* and proved that not every plane curve L may be transformed into the plane curve L* lying on a developable surface. 2.5. Flexural rigidity of developable surfaces Some scientists research bending of developable surfaces from the point of view of infinitesimal bending of developable surfaces [95]. P.L. Simokin [96] proved, that developable surface is rigid if its edge of regression is rigidly fixed. Infinitesimal bending of a developable surface with a curve intersecting all rectilinear generatrixes of the surface was researched under condition of admission of

displacements of the points of this curve only along the given constant direction [97]. Indications of ri-gidity are given for a developable surface limited by two rectili-near generatrixes and by two curves intersecting all rectilinear generatrixes [98]. Let a surface Ф is a regular developable surface not having plane areas and singular points. This surface may be separated by rectilinear generatrixes into strips. A line g is a regular line intersecting every rectilinear generatrix of the surface Ф in only one point. Having fixed this surface Ф along the curve g relative to any two points of the space one may have the analytically unbending surface Ф [99]. Such scientists like P.L. Simokin [96], S.T. Khineva [98], V.I. Mikhailovsky, M. Sherkuziev [99], J. Uteuliev [100], K.N. Gayubova [101] have scientific achievements in this field. 3.Approximation of

developable surfaces by a system of planes; approximation of general surfaces by a system of developable surfaces 3.1. Approximation of developable surfaces by a system of planes It is easy to bring off such approximation for developable surfaces because they are formed by a single-parametric system of planes. A principle of design of polyhedral surfaces is the same one and does not depend on geometrical form of a developable sur-face [80]. Let us consider developable surfaces with two plane contour curves. We may obtain the coordinates of angular points of a polyhedral surface as coordinates of points of intersection of three planes. Two adjacent planes of the polyhedral construction are the first two planes. The third plane is a plane with a contour curve. Knowing the coordinates of the angular points of construction it is easy to calculate all necessary lin-

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ear and angular parameters for the polyhedral surface development. Consider a specific example of application of this method [102]. Let's take a developable surface with directrixes (1) in the form of a circle and

y2 + z2 = R2 ,

x = l ellipse

y2 z2 + = 1, b2 a2 x = 0 (Fig

19) which are lying in the parallel planes. Assume l = 5 m, b = 6 m, a = 4 m, R = 2 m and then a sing-leparametric system of planes will have the equation M(x,y,z,v) = (4 – 2 36 − 5v 2 )x – 5 4 − v 2 y – 5vz + 10 36 − 5v 2 = 0,

v = z, where z is a coordinate of the circumference placed in the plane x = 5 m. Let us take two planes with v = 2 m and v = 1.5 m (Fig 19) but as the third plane we shall have the plane with x = 0 containing the ellipse. In that case we shall use

three equations M(v = 2) = 0, M(v = 1.5) = 0, and x = 0. Solving them jointly one can obtain the coor-dinates of the point of intersection of the three planes as x = 0, y = 3, z = 4. By analogy, one can find the coordinates of all other angular points and afterwards one may draw the development (Fig.20). Additional information can be found in papers [103, 104, 105, 106]. 3.2. Approximation of general surfaces by a system of developable surfaces A problem of approximation is the change of a complex sur -face by a system of simple technological and easily described surfaces. Approximation of complex surfaces with the help of de-velopable surfaces should preferably be used [1, 107]. If a discrete linear framework is chosen one can take every two adjacent lines as directrices (1) and then one can construct deve-

lopable surfaces on them [74]. So a given surface will be approximated by parts of different developable surfaces. Presented in [105, 108, 109] are examples of graphical approximation of complicated surfaces by the system of developable surfaces. 4. The rolling of developable surfaces on each other Every motion may be represented by one rotation about specific axis and by one displacement along this axis, i.e. by spiral motion. Two ruled surfaces may osculate along a rectilinear generatrix only if this rectilinear generatrix has the same parameter of distribution p = lim(δ/ω) where δ is the least distance between a fixed rectilinear generatrix l and a infinitesimally close rectilinear generatrix l*, ω is an angle between l and l*. A cylindri-cal surface has p = ∞ but a developable surface has p = 0 [20]. Ruled surfaces may roll only on ruled

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surfaces and developable surfaces may roll only on developable surfaces. Let us take two developable surfaces with their cuspidal edges given in the following form x = x, y = f1(x), z = f2(x) and X = X, Y = F1(X), Z = F2(X). The first invariance of bending supposes equality of differen-tials of cuspidal edges' lengths ds = (1 + y/2 + z/2)1/2dx = dS = (1 + Y /2 + Z/2) 1/2 dX. The second condition supposes equality of curvatures of the cuspidal edges in every their point. Having fulfilled these two conditions one can obtain the parametrical equations X = f3(x), Y = f4(x), Z = f5 (x) of a cuspidal edge of the second developable sur-face as a function of the x parameter of the first surface [110]. A.L. Martirosov [110] demonstrated his method by the following example: Let us take an open helicoid with the

cuspidal edge (12). A cuspidal edge of the rolling surface let us take also as a helix X = ccosV, Y = csinV, Z = dV on a cylinder. Arc lengths of the cuspidal edges can be obtained from formula

α and α are the helix angles of slope of rectilinear generatrixes of the open helicoids: tg α

2 2 s = v a +b = S =

= b/a and tg α = d/c

V c + d or from (V/v) 2 = (a2 + b2)/(c2 + d2). Having equated the curvatures of the cuspidal edges A.L. Martirosov [110] determined a/c = (a2 + b2)/(c2 + d2) and after comparison of the two last formulae, at last, he derived V2 = v2a/ c. A value c for the second open helicoid may be selected arbitrarily but a lead of a spiral cuspidal edge d must be obtai-ned from the expression d2 = (a2 + b2)c/ a – c2. Finally, the equations of the cuspidal edge of a rolling open helicoid were written as X = ccosAv, Y = csinAv, Z = Avd, where a new parameter A was assumed as A2 = a/c. A.L. Martirosov offered also to present an angle γ of in-tersection of open

helicoids' axes in the following form:

(

γ = π − α + α∗

where

∗

α∗

/cos2 but c = acos α . So, due to the given formulae the rolling open helicoid can be defined. But it should be noted that rolling a developable sur-face on its bending is limited in practical purposes for real phy-sical models [111]. Martirosov and Rachkovskaya [112] proved also that any cone with a vertex in one point of a cuspidal edge of any developable surface and having a rectilinear generatrix coincident with developable surface's generatrix can roll on this developable surface, changing continuously parameters of a cone. The vertex of the cone must reside on the cus-

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pidal edge all time. 5.The using of developable surface theory for geometrical investigations of complicated surfaces Analytical description method for kinematic surfaces with a de -velopable surface as a stationary axoid surface was offered in the paper [113]. If every rectilinear generatrix of any ruled surface Фo to rotate around the edge of regression in a tangent plane on the same angle ω then we shall have a ruled surface Ф1. The surfa-ce Ф1 is called a Pirondini surface. One may assume developable sur-faces as the surfaces Фo. Wunderlich [114] has studied a surface Фo in the form of an algebraic developable surface of the 3-d or-der with the cuspidal edge x = v – v3/3, y = v2, z = a (v + v3/3). He has proved that surfaces Ф1 would be the 5-th order surfaces. The spe-cial isometric representations of developable surfaces of constant slope

are demonstrated in [115]. Developable surfaces as central developable surfaces were used for construction of oblique ruled surfaces of appointed class [116, 117]. The theory of developable surfaces is applied for ma-king the developments for not developed on a plane surfaces [74, 118]. Some papers are known where a one-sided developable surface (Mobius surface) is researched [119, 120, 121, 122]. Some scientists consider that A.F. Mobius's surface is a closed regular system of developable surfaces [119]. Developable surfaces can be used for design of branched canals' models [105]. Researches made by V.A. Sladkov give a chance to construct awning surfaces of appoin-ted class as ruled surfaces [1]. 6. Generalization of developable surface's concept for multidimensional spaces In some scholarly

works, an idea of a developable surface is generalized to multidimensional spaces. A surface Ф, formed by a single-parametric system of the k-dimensional planes in Euclid space Em, is examined in paper [123]. Aumann Gunter [124] has also published the review dealing with the single-parametric system of the kdimensional planes of Euclid space. It follows from the work [125] that three types of developable surfaces in hyperbolic space are available, i.e., conic and tangential surfaces, geodesic cylin-ders. The (m + 1)-dimensional diversity M generated by the sing-le-parametric system of the mdimensional planes of descriptive space was studied by C. Thas [126]. V.M. Savitskiy [127] adduced a classification of developable surfaces of Lobachevskiy's space. The properties of every class were studied by him. He has researc-hed also a regular bending of these

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‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

surfaces [128]. Various aspects of presentation of developable surfaces in Lobachevskiy's space can also be found in V.M. Savitskiy's paper [129]. A presentation of developable surfaces in descriptive space Pn can be found in [130]. K.N. Gayubova [101] studied developable surfaces in pseudo-euclidian space, S.I. Kisner [131] examined them in Hilbert space. Additional information about developable surfaces in the affine space can be found in [132]. The problem in question is presented in papers [133, 134, 135] too. 7.Application of the thin-walled developable constructions It was noted at the beginning of this article that shells in the shape of developable surfaces are the cheapest constructions among many geometrical models. For example, reinforced concrete shells in the shape of developable

surfaces can be reinforced by plane or roll meshes and shutter can be made from rectilinear or sheet elements [120]. Some sketches of buildings in the shape of developable shells are represented in [29, 112, 136, 137, 138]. 5 types of ruled helicoids were presented for the application as helical ramps for multistory garages [139]. S.M. Halabi [140] proposed several developable surfaces for covering arbitrary trapeziform plane. Several examples of thin-walled developable constructions for naval engineering system were given in [79]. Developable surfaces can be geometrical models of technical constructions from sheet materials [141, 142]. Such constructions are widely used for diverse conduits and pipelines [105, 143]. Mechanical engineering is the main sphere of application of open helicoidal shells. These shells are used in screw conveyers [144]

which consist of a trough, a rotating shaft on fixed bearings, and a long helix fastened on the shaft. The full length of a screw conveyer can reach 76 m. A section of a helical surface maybe bent from a steel sheet with a thickness of 4-8 mm. A helical conveyer in the form of developable surface with a conic helical cuspidal edge was described in [145]. An open helicoid is used in blast-furnaces as a director surface in gas pipelines [29]. Mathematical calculation of profile of a spiral evolvent surface made by worm-cutters was given in papers [146, 147]. New methods of design of the cylindrical gearing with teeth having a work surface in the shape of a developable surface were presented in [148, 149, 150]. V.S. Luks-hin [151] supposed to finish machining a spiral developable sur-face of the cutting tool with the help of method of rolling. The information about initial stages of the develop-

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‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

ment of geometry of involute hob and gear teeth can be found in the paper [152]. The application of developable surfaces in agricultural mecha-nical engineering was first offered by V.P. Goryachkin [14]. This problem has attracted considerable attention from J.N. Gorbatovich [91], L.V. Gyachev [47], Y.G. Kardashevskaya [153], N.P. Raevskiy [50], A.G. Zakharov [62] and from many others. Archimedes designed his screw for the transport of water [29]. The geometrical properties of a developable surface of constant slope can be used for the approximation of a topographical surface [154], they can be used also for the design of slopes of em-bankments of main roads [59]. Results of geometrical researches of developable surfaces are also exploited in the light and food in-dustry (package [66], an automatized process of clothe design [154]), in coal engineering indus-

try [155]. Some works are devoted to the application of developable surfaces in aircraft construction [108]. G.E. Pavlenko [27] has proposed the theoretical bases of construction of a ship hull of the simplified shape from fragments of developable surfaces. This problem also has attracted the attention of some geometricians [74, 156, 157]. A.L. Podgorniy, N.I. Snisarenko [158] and I.V. Voloshina [159] investigated the rays' set reflected from developable surfaces. It's possible to list many examples about possibility of using of developable constructions but we shall limit ourselves by adduced examples. Conclusions and future researches Developable surfaces and shells are attractive due to their ability to form different configurations in a plan and in space. These surfaces can satisfy the

various requirements of designers and geometricians who work in civil and industrial engineering, road building, aircraft construction, and shipbuilding. In this work we touched upon geometric problems in the main and represented some spheres of the application of developable shells and surfaces. It was shown that developable surfaces has been investigated widely. Yet, many open problems remain. For ins-tance, designers do not have a wide enough selection of specific developable surfaces. In general, all methods are illustrated for open helicoids. The most part of methods of the construction of developments on a plane are also illustrated for open helicoids or for cones and cylinders. The problems of rolling of developable surfaces on each other requires the subsequent development. Few papers are devoted to the parabolic bending of developable surfa-ces (Fig 2) and to

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‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫@‬

‫اﻟﻄﺎﻗﺎت اﻟﺒﺪﻳﻠﺔ‬

‫ﻡ‪ .‬ﻋﺒﺩ ﺍﻟﺤﻤﻴﺩ ﺤﻭﺍﺹ‬ ‫ﺩ‪ .‬ﻭﺩﺍﺩ ﺍﻷﺴﻁﻰ‬

‫ﻡ‪ .‬ﺃﻤﺎل ﻴﻌﻘﻭﺏ‬

‫‪a_hamid66@hotmail.com‬‬

‫‪.1‬ﻤﻘﺩﻤﺔ‬ ‫ﻟﻘﺩ ﺍﻨﺘﺸﺭﺕ ﻤﻨﻅﻭﻤﺎﺕ ﺘﺤﻭﻴـل‬ ‫ﻁﺎﻗﺔ ﺍﻟﺭﻴﺎﺡ ﻓﻲ ﺍﻟﻜﺜﻴﺭ ﻤﻥ ﺩﻭل‬ ‫ﺍﻟﻌﺎﻟﻡ ﻭﺘﻁﻭﺭﺕ ﺘﻘﻨﻴﺎﺘﻬﺎ ﺒﺸﻜـل‬ ‫ﻤﺘﺴﺎﺭﻉ‪ ،‬ﻭﺃﺼﺒﺤﺕ ﺠﺯﺀﹰﺍ ﻤﻬﻤﹰﺎ‬ ‫ﻤﻥ ﻤﺼﺎﺩﺭ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻤﺤﻠﻴﺔ ﺍﻟﺘﻲ‬ ‫ﻴﻤﻜﻥ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻴﻬﺎ ﻓﻲ ﻫـﺫﻩ‬ ‫ﺍﻟﺩﻭل‪ ،‬ﻭﺠﺯﺀﺍ ﻻ ﻴﺘﺠﺯﺃ ﻤـﻥ‬ ‫ﺨﻠﻴﻁﻬﺎ ﺍﻟﻁﺎﻗﻲ ﺤﺘﻰ ﻭﻟﻭ ﺒﻨﺴﺏ‬ ‫ﺼﻐﻴﺭﺓ ﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺤﻠﻲ‪ .‬ﻭﻟﻘﺩ‬ ‫ﺃﺼﺒﺤﺕ ﻤﺼﺎﺩﺭ ﺍﻟﻁﺎﻗﺔ ﺍﻟﺒﺩﻴﻠﺔ‬ ‫ﺒﺸﻜل ﻋﺎﻡ‪ ،‬ﻭﺨﺎﺼﺔ ﻁـﺎﻗـﺔ‬ ‫ﺍﻟﺭﻴﺎﺡ ﺘـﺩﺨـل ﻀـﻤـﻥ‬ ‫ﺍﺴﺘﺭﺍﺘﻴﺠﻴﺎﺕ ﺍﻟﻌﺩﻴﺩ ﻤﻥ ﺍﻟـﺩﻭل‬ ‫ﺍﻟﺼﻨﺎﻋﻴﺔ ﻭﺍﻟﺩﻭل ﺍﻟﻨﺎﻤﻴﺔ ﻋﻠـﻰ‬ ‫ﺤﺩ ﺴﻭﺍﺀ ﻟﺴﺩ ﺠـﺯﺀ ﻤـﻥ‬ ‫ﺍﻻﺤﺘﻴﺎﺝ ﺍﻟﻁﺎﻗﻭﻱ ﺴﻭﺍﺀ ﻓـﻲ‬ ‫ﺇﻨﺘﺎﺝ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻜﻬﺭﺒﺎﺌﻴﺔ ﺒﺈﻗﺎﻤـﺔ‬ ‫ﻤﺎ ﻴﻌﺭﻑ ﺒﻤﺯﺍﺭﻉ ﺍﻟﺭﻴﺎﺡ‪ ،‬ﺃﻭ‬ ‫ﺒﻌﺽ ﺍﻟﺘﻁﺒﻴﻘـﺎﺕ ﺍﻷﺨـﺭﻯ‪.‬‬ ‫ﻭﻋﺒﺭ ﺍﻟﺘﺎﺭﻴﺦ ﻨﺠﺩ ﺃﻥ ﻁـﺎﻗـﺔ‬ ‫ﺍﻟﺭﻴﺎﺡ ﺸﻬﺩﺕ ﻋﺼﻭﺭ ﻤـﻥ‬ ‫ﺍﻟﺭﺨﺎﺀ ﻭﺍﻻﺯﺩﻫﺎﺭ ﻭﻋﺼﻭﺭ ﻤﻥ‬ ‫ﺍﻟﺭﻜﻭﺩ‪ .‬ﻭﻗﺩ ﺸﻬﺩ ﺍﻟﻌـﻘـﺩﻴـﻥ‬ ‫ﺍﻷﺨﻴﺭﻴﻥ ﺍﺯﺩﻫﺎﺭﺍ ﻜﺒﻴﺭ ﻟﺘﻘﻨﻴـﺔ‬ ‫ﻁﺎﻗﺔ ﺍﻟﺭﻴﺎﺡ ﻟﻡ ﻴﺸﻬﺩﻩ ﻤﻥ ﻗﺒل‪،‬‬ ‫ﺨﺎﺼﺔ ﻓﻲ ﺍﻟﺩﻭل ﺍﻟﺼﻨﺎﻋـﻴـﺔ‪.‬‬ ‫ﻭﺍﻨﺘﻘﻠﺕ ﻫﺫﻩ ﺍﻟﺘﻘﻨﻴﺔ ﻤـﻥ ﺩﻭل‬ ‫ﺍﻟﻌﺎﻟﻡ ﺍﻟﺼﻨﺎﻋﻲ‪ ،‬ﺍﻟﺘﻲ ﻁـﻭﺭﺕ‬ ‫ﻫﺫﻩ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻰ ﺩﻭل ﺍﻟﻌـﺎﻟـﻡ‬ ‫ﺍﻟﺜﺎﻟﺙ ﺘﺩﺭﻴﺠﻴﺎ‪ .‬ﻟﺫﺍ ﺘﻨﺎﻭﻟﺕ ﻫﺫﻩ‬

‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺃﺤـﺩ‬ ‫ﺠﻭﺍﻨﺏ ﻫﺫﻩ ﺍﻟﺘﻘﻨﻴﺎﺕ ﻟﻤﻨﻅﻭﻤﺎﺕ‬ ‫ﺘﺤﻭﻴل ﻁﺎﻗﺔ ﺍﻟﺭﻴﺎﺡ‪ ،‬ﻭﺍﻟﻤﺘﻤﺜـل‬ ‫ﻓﻲ ﺍﻟﻁﺭﻕ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺘﺼﻤﻴـﻡ‬ ‫ﺭﻴﺵ ﻤﻨﻅﻭﻤﺎﺕ ﺘﺤﻭﻴل ﻁﺎﻗـﺔ‬ ‫ﺍﻟﺭﻴﺎﺡ ﻭﺘﻘﻴﻴﻡ ﺃﺩﺍﺌﻬﺎ‪ .‬ﻜﺒﺩﺍﺌـﻴـﺔ‬ ‫ﻟﺒﺤﻭﺙ ﺃﺨﺭﻯ ﺃﻜﺜﺭ ﺘﻌﻤﻘﹰﺎ ﻓـﻲ‬ ‫ﻤﺠﺎل ﺘﺼﻤﻴﻡ ﻤﻨﻅﻭﻤﺎﺕ ﺘﺤﻭﻴل‬ ‫ﻁﺎﻗﺔ ﺍﻟﺭﻴﺎﺡ‪ ،‬ﺒﻬﺩﻑ ﻜﺴـﺏ‬ ‫ﺍﻟﺨﺒﺭﺓ ﻓﻲ ﻤﺠﺎل ﺘﺼﻨﻴﻊ ﻭ‪ /‬ﺃﻭ‬ ‫ﺘﻘﻴﻴﻡ ﻤﻨﻅﻭﻤﺎﺕ ﺘﺤﻭﻴل ﻁﺎﻗـﺔ‬ ‫ﺍﻟﺭﻴﺎﺡ‪.‬‬ ‫ﻟﻘﺩ ﺘﻡ ﺘﺼﻤﻴﻡ ﻋﺩﺩ ﺨﻤﺱ ﻨﻤﺎﺫﺝ‬ ‫ﻟﺭﻴﺵ ﻤﻨﻅﻭﻤﺔ ﺘﺤﻭﻴل ﻁـﺎﻗـﺔ‬ ‫ﺭﻴﺎﺡ‪ ،‬ﺒﻘﺩﺭﺓ ‪ 1000‬ﻙ‪ .‬ﻭﺍﺕ‬ ‫ﻋﻨﺩ ﻨﺴﺏ ﺴﺭﻋﺎﺕ ﻁـﺭﻓـﻴـﺔ‬ ‫ﺘﺼﻤﻴﻤﻴﻪ ﻤﻥ ‪ 5‬ﺇﻟﻰ ‪ ) 9‬ﺘﻤﺜـل‬ ‫ﻜل ﺍﻻﺨﺘﻴﺎﺭﺍﺕ ﻋﻨﺩ ﺍﻟﺘﺼﻤﻴﻡ( ‪،‬‬ ‫ﻭﺤﺩﺩﺕ ﺃﺒﻌﺎﺩﻫﺎ ﺒﺎﺴـﺘـﺨـﺩﺍﻡ‬ ‫ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺭﻴﺎﻀﻴﺔ‪ ،‬ﻭﺃﺩﺨﻠـﺕ‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﻜل ﻨﻤـﻭﺫﺝ‬ ‫ﺇﻟﻰ ﺒﺭﻨﺎﻤـﺞ ﺍﻟـﺤـﺎﺴـﻭﺏ‬ ‫" ‪ ) "BLADES‬ﻭﻫﻭ ﺒﺭﻨﺎﻤـﺞ‬ ‫ﻤﺘﺨﺼﺹ ﻓﻲ ﺘﺤﻠﻴل ﺍﻟـﻘـﻭﻯ‬ ‫ﺍﻟﺩﻴﻨﺎﻤﻴﻜﺎ ﺍﻟﻬﻭﺍﺌﻴﺔ ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ‬ ‫ﺍﻟﺭﻴﺸﺔ ﻭﺤﺴﺎﺏ ﻤﻨﺤﻨﻰ ﺍﻟﻘـﺩﺭﺓ‬ ‫ﻭﺍﻟﻁﺎﻗﺔ ﺍﻟﻤﻭﻟﺩﺓ ﺴﻨﻭﻴـﹰﺎ ﻤـﻥ‬ ‫ﻤﻨﻅﻭﻤﺔ ﻁﺎﻗﺔ ﺍﻟﺭﻴﺎﺡ ﺒﻨﺎﺀ ﻋﻠﻰ‬ ‫ﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﻭﻗﻊ( ‪ ،‬ﺤﻴﺙ ﺘﻡ ﻋـﻥ‬ ‫ﻁﺭﻴﻘﻪ ﺤﺴﺎﺏ ﺍﻷﺩﺍﺀ ﻋـﻠـﻰ‬

‫ﺍﻤﺘﺩﺍﺩ ﺍﻟﺭﻴﺸﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﻗﺴـﻤـﺕ‬ ‫ﺇﻟﻰ ﻋﺸﺭﺓ ﺃﺠﺯﺍﺀ ﻹﺠﺭﺍﺀ ﻫـﺫﻩ‬ ‫ﺍﻟﺘﺤﻠﻴﻼﺕ‪ .‬ﻭﻗﺩ ﺭﺴﻡ ﻤﻨﺤـﻨـﻰ‬ ‫ﻤﻌﺎﻤل ﺍﻟﻘﺩﺭﺓ ﻭﻤﻌﺎﻤل ﺍﻟﺩﻓﻊ ﻟﻜل‬ ‫ﻨﻤﻭﺫﺝ ﻭﺫﻟﻙ ﻟـﺘـﻭﻀـﻴـﺢ‬ ‫ﺍﻻﺨﺘﻼﻑ ﻓﻲ ﺍﻟﻜﻔﺎﺀﺓ ﻭﻗـﻭﻯ‬ ‫ﺍﻟﺩﻓﻊ ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﺍﻟﺭﻴﺸﺔ‪.‬‬ ‫ﻭﻟﻘﺩ ﺃﻓﺘﺭﺽ ﺒﺄﻥ ﺍﻟﺭﻴﺵ ﺴﻭﻑ‬ ‫ﺘﺭﻜﺏ ﻟﻤﻨﻅﻭﻤﺎﺕ ﺘﺤﻭﻴل ﻁﺎﻗﺔ‬ ‫ﺍﻟﺭﻴﺎﺡ ﻟﻌﺩﺩ ﻤﻥ ﺍﻟﻤﻨﺎﻁﻕ ﻓـﻲ‬ ‫ﺍﻟﺠﻤﺎﻫﻴﺭﻴﺔ ﺘﺘﻤﻴﺯ ﺒﺴﺭﻋﺔ ﺭﻴﺎﺡ‬ ‫ﺠﻴﺩﺓ‪ ،‬ﻓﻘﺩ ﺤﺴﺒﺕ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻤﻭﻟﺩﺓ‬ ‫ﺴﻨﻭﻴﺎ ﻟﻜل ﻨﻤﻭﺫﺝ‪ .‬ﻭﺫﻟﻙ ﻋـﻥ‬ ‫ﻁﺭﻴﻕ ﺇﺩﺨﺎل ﻤﻌﺎﻤل ﺍﻟﺸـﻜـل‬ ‫ﻭﻤﻌﺎﻤل ﺍﻟﻘﻴﺎﺱ ﻟﺩﺍﻟﺔ ﻭ ﻴﺒل ﻟﻬﺫﻩ‬ ‫ﺍﻟﻤﻨﺎﻁﻕ ﺒﻨﺎ ‪‬ﺀ ﻋﻠﻰ ﺒـﻴـﺎﻨـﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﺡ ﺍﻟﻤﺘﺎﺤﺔ ﻤﻥ ﻤﺤـﻁـﺎﺕ‬ ‫ﺍﻷﺭﺼﺎﺩ ﺍﻟﻤﻭﺠﻭﺩ ﺒﻬﺎ ﺍﻟﻤﻭﻗـﻊ‬ ‫ﺫﻱ ﺍﻟﻌﻼﻗﺔ‪ .‬ﻭﻫﺫﻩ ﺍﻟﺒﻴـﺎﻨـﺎﺕ‬ ‫ﺘﺘﻤﺜل ﻓﻲ ﺴﺭﻋﺔ ﻭﺍﺘﺠﺎﻩ ﺍﻟﺭﻴﺎﺡ‬ ‫ﻭﺫﻟﻙ ﻟﻔﺘﺭﺍﺕ ﺯﻤﻨﻴﺔ ﺘﻤﺘﺩ ﻟﻤـﺩﺓ‬ ‫ﻋﺸﺭ ﺴﻨﻭﺍﺕ‪ .‬ﻭﻗﺩ ﺃﺒـﺭﺯﺕ‬ ‫ﺍﻟﻨﺘﺎﺌﺞ ﺒﺼﻭﺭﺓ ﺘﺴﻤﺢ ﺒﺎﻟﻤﻘﺎﺭﻨﺔ‬ ‫ﺒﻴﻥ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻭﻤﻥ ﺜـﻡ‬ ‫ﺍﻟﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺍﺘﺨﺎﺫ ﺍﻟـﻘـﺭﺍﺭ‬ ‫ﻻﺨﺘﻴﺎﺭ ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﻤﻨﺎﺴﺏ ﻟﻜل‬ ‫ﻤﻨﻁﻘﺔ ﻤﻥ ﻤﻨﺎﻁﻕ ﺍﻟﺠﻤﺎﻫﻴﺭﻴـﺔ‬ ‫ﺍﻟﺘﻲ ﺸﻤﻠﺘﻬﺎ ﺍﻟﺩﺭﺍﺴﺔ‪.‬‬

‫‪119‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

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‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻟﺘﺤﺩﻴﺩ ﺃﻓﻀل ﻗﻴﻡ ﻟﻜـل ﻤـﻥ‬ ‫ﺍﻟﺴﺭﻋﺔ ﺍﻻﺴﻤﻴﺔ ) ) ‪Vr‬ﻭﺴﺭﻋﺔ‬ ‫ﺒﺩﺃ ﺍﻟﺤـﺭﻙ )‪(Vc‬ﺒـﻔـﺭﺽ‬ ‫ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺃﻓﻀل ﻁـﺎﻗـﺔ‬ ‫ﻤﻨﺘﺠﺔ ﺴﻨﻭﻴﹰﺎ‪ .‬ﻜﻤﺎ ﺃﻓﺘﺭﺽ ﺒﺄﻥ‬ ‫ﺨﺸﻭﻨﺔ ﺍﻟﺴﻁﺢ ﻟﻤـﺤـﻁـﺎﺕ‬ ‫ﺍﻷﺭﺼﺎﺩ ﺃﻭ ﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﺭﺸﺤـﺔ‬ ‫ﻟﻤﻭﺍﻗﻊ ﻤﻨﻅﻭﻤﺔ ﺘﺤﻭﻴل ﻁﺎﻗـﺔ‬ ‫ﺍﻟﺭﻴﺎﺡ ﺘﺘﺭﺍﻭﺡ ﺒﻴﻥ ‪0.1 - 0.03‬‬ ‫ﻤﺘﺭ‪ ،‬ﻭﺫﻟﻙ ﺤﺴﺏ ﻁﺒـﻴـﻌـﺔ‬ ‫ﺍﻟﻤﻨﻁﻘﺔ ﺍﻟﻤﺨﺘﺎﺭﺓ ﻓـﻰ ﻫـﺫﻩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‪ .‬ﻜﻤﺎ ﺘﻡ ﺤﺴﺎﺏ ﻤﻌﺎﻤل‬ ‫ﺍﻟﺸﻜل )‪ (K‬ﻭﻤﻌﺎﻤل ﺍﻟﻘﻴﺎﺱ ) ‪C‬‬ ‫( ﻟﺩﺍﻟﺔ ﻭﻴﺒل ﺒﻨﺎﺀ ﻋﻠﻰ ﻫـﺫﻩ‬ ‫ﺍﻻﻓﺘﺭﺍﻀﺎﺕ‪ ،‬ﻭﺩﻭﻨﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻓﻰ‬ ‫ﻭﺍﻟـﺫﻯ‬ ‫ﺍﻟﺠﺩﻭل ﺭﻗﻡ ) ‪،(1‬‬ ‫ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﺴﺭﻋﺎﺕ ﺍﻟﺭﻴـﺎﺡ‬ ‫ﺍﻟﺘﻲ ﺜﻤﺘل ﻜل ﻤﻥ ﻤـﺘـﻭﺴـﻁ‬ ‫ﺴﺭﻋﺔ ﺍﻟﺭﻴﺎﺡ ﻭﺃﻓﻀل ﻗﻴـﻤـﺔ‬

‫‪ .2‬ﺘﺼﻤﻴﻡ ﺍﻟﺭﻴﺵ‬ ‫ﻟﺘﺼﻤﻴﻡ ﺃﻯ ﺭﻴﺸﺔ ﻴﺠﺏ ﺘﺤﺩﻴﺩ‬ ‫ﺒﻌﺽ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻭﺫﻟﻙ ﻜـﻤـﺎ‬ ‫ﻴﻠﻰ‪:‬‬ ‫‪ .1.2‬ﺍﻟﺴﺭﻋﺔ ﺍﻟﺘﺼﻤﻴـﻤـﻴـﺔ‬ ‫)ﺍﻟﺴﺭﻋﺔ ﺍﻻﺴﻤﻴﺔ(‬ ‫ﻟﻘﺩ ﺘﻡ ﺍﻴﺠﺎﺩ ﻗﻴﻤﺔ ﺍﻟﻨﺴﺒﺔ ﺒـﻴـﻥ‬ ‫ﺍﻟﺴﺭﻋﺔ ﺍﻻﺴﻤﻴﺔ ﻟﻤﻨـﻅـﻭﻤـﺔ‬ ‫ﺘﺤﻭﻴل ﻁﺎﻗﺔ ﺍﻟﺭﻴﺎﺡ ﻭﻤﺘﻭﺴـﻁ‬ ‫ﺴﺭﻋﺔ ﺍﻟﺭﻴﺎﺡ ﻓﻰ ﺍﻟﻤﻭﻗﻊ ) ‪V r /‬‬ ‫‪ (Vavr‬ﻋﻥ ﻁﺭﻴﻕ ﺍﻟﻤﻌﺎﺩﻟﺔ )‪،(1‬‬ ‫ﻭﺫﻟﻙ ﺒﺎﺴﺘﺨﺩﺍﻡ ﺒـﺭﻨـﺎﻤـﺞ‬ ‫‪.Mathcad‬ﻭﺒﺈﻓﺘﺭﺽ ﻨﻤـﻭﺫﺝ‬ ‫ﺍﻟﺘﺠﺎﻭﺏ ﺍﻟﺘﻜﻌﻴﺒﻲ ‪(Cubic‬‬ ‫)‪ Response Model‬ﻟﻤﻨﺤﻨﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ ﻟﻤﻨﻅﻭﻤﺔ ﺍﻟﺭﻴﺎﺡ‪ ،‬ﺍﻟﻭﺍﻗﻊ‬ ‫ﺒﻴﻥ ﺴﺭﻋﺔ ﺒﺩﺃ ﺍﻟـﺤـﺭﻜـﺔ‬ ‫ﻭﺍﻟﺴﺭﻋﺔ ﺍﻻﺴﻤﻴﺔ ]‪ ،[1‬ﻭﺫﻟﻙ‬ ‫ﻤﺘﻭﺴﻁ ﻗﻴﻡ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻋﻨﺩ ﺍﺭﺘﻔﺎﻉ ‪ 10‬ﻡ‬

‫‪Vavr‬‬

‫‪Vr‬‬

‫‪Vc‬‬

‫)ﻡ‪/‬ﺙ(‬

‫ﺘﺼﻤﻴﻤﻴﺔ ﻟﻜل ﻤﻥ ﺍﻟﺴـﺭﻋـﺔ‬ ‫ﺍﻻﺴﻤﻴﺔ ﻭﺴﺭﻋﺔ ﺒﺩﺃ ﺍﻟﺤﺭﻜـﺔ‪،‬‬ ‫ﻭﻜﺫﻟﻙ ﻤﻌﺎﻤل ﺍﻟﺸﻜل ﻭﻤﻌﺎﻤـل‬ ‫ﺍﻟﻘﻴﺎﺱ ﻟﺩﺍﻟﺔ ﻭﻴﺒل‪.‬‬ ‫‪[(a-h3)k hk dk -3a]exp[(1‬‬ ‫)‪-hk) dk]+3=0.0 ---(1‬‬ ‫ﺤﻴﺙ ﺃﻥ‪:‬‬ ‫‪b‬‬ ‫‪b +1‬‬

‫‪Vr‬‬ ‫‪Vavr‬‬ ‫‪Vc‬‬ ‫‪Vr‬‬

‫‪Vavr‬‬

‫‪Vr‬‬

‫‪Vc‬‬

‫)ﻡ‪/‬ﺙ(‬

‫=‪h‬‬

‫‪ :b‬ﻤﻌﺎﻤل ﺍﻟﺘﺠﻭﺏ ﺍﻟﺘﻜﻌﻴﺒﻲ‬ ‫ﺠﺩﻭل )‪ (1‬ﺨﺼﺎﺌﺹ ﺍﻟـﺭﻴـﺎﺡ‬ ‫ﺒﺎﻟﻤﻨﺎﻁﻕ ﺍﻟﻤﺨﺘﺎﺭﺓ‬

‫ﻗﻴﻡ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻋﻨﺩ ﺨﺸﻭﻨﺔ ﺍﻟﺴﻁﺢ ‪ 0.03‬ﻡ‬ ‫ﻭﺍﺭﺘﻔﺎﻉ ‪ 50‬ﻡ‬ ‫‪C‬‬ ‫)ﻡ‪/‬ﺙ(‬

‫‪K‬‬

‫ﻗﻴﻡ ﺍﻟﻤﺘﻐﻴﺭﺍﺕ ﻋﻨﺩ ﺨﺸﻭﻨﺔﺍﻟﺴﻁﺢ‪ 0.1‬ﻡ‬ ‫ﻭﺍﺭﺘﻔﺎﻉ ‪ 50‬ﻡ‬ ‫‪Vavr‬‬ ‫)ﻡ‪/‬ﺙ(‬

‫‪Vr‬‬ ‫)ﻡ‪/‬ﺙ(‬

‫‪Vc‬‬

‫‪C‬‬

‫)ﻡ‪/‬ﺙ(‬

‫ﺯﻭﺍﺭﻩ‬

‫‪5.2‬‬

‫‪10.89‬‬

‫‪3.3‬‬

‫‪6.6‬‬

‫‪13.9‬‬

‫‪4.2‬‬

‫‪7.5‬‬

‫‪2.4‬‬

‫‪7.0‬‬

‫‪14.‬‬ ‫‪7‬‬

‫‪4.5‬‬

‫‪7.9‬‬

‫ﺴﺭﺕ‬

‫‪4.7‬‬

‫‪10.91‬‬

‫‪3.2‬‬

‫‪6.0‬‬

‫‪13.9‬‬

‫‪4.2‬‬

‫‪6.8‬‬

‫‪2.2‬‬

‫‪6.3‬‬

‫‪14.‬‬ ‫‪7‬‬

‫‪4.5‬‬

‫‪7.2‬‬

‫ﺍﺠﺩﺍﺒﻴﺎ‬

‫‪4.6‬‬

‫‪10.51‬‬

‫‪3.2‬‬

‫‪5.9‬‬

‫‪13.4‬‬

‫‪4.0‬‬

‫‪6.5‬‬

‫‪2.2‬‬

‫‪6.2‬‬

‫‪14.‬‬ ‫‪2‬‬

‫‪4.2‬‬

‫‪6.9‬‬

‫ﺒﻨﻐﺎﺯﻯ‬

‫‪4.7‬‬

‫‪10.02‬‬

‫‪3‬‬

‫‪6.1‬‬

‫‪12.8‬‬

‫‪3.8‬‬

‫‪7.5‬‬

‫‪2.7‬‬

‫‪6.5‬‬

‫‪13.‬‬ ‫‪5‬‬

‫‪4.0‬‬

‫‪7.9‬‬

‫ﺸﺤﺎﺕ‬

‫‪4.7‬‬

‫‪10.92‬‬

‫‪3.2‬‬

‫‪6.1‬‬

‫‪13.6‬‬

‫‪4.2‬‬

‫‪6.8‬‬

‫‪2.2‬‬

‫‪6.5‬‬

‫‪14.‬‬ ‫‪7‬‬

‫‪4.5‬‬

‫‪7.2‬‬

‫‪13.6‬‬

‫‪4.0‬‬

‫‪7.0‬‬ ‫‪2‬‬

‫‪2.3‬‬ ‫‪4‬‬

‫‪14.‬‬ ‫‪4‬‬

‫‪4.3‬‬

‫‪7.4‬‬

‫ﺍﻟﻤﺘﻭﺴﻁ‬

‫=‪a‬‬

‫‪K‬‬ ‫‪2‬‬ ‫‪.‬‬ ‫‪6‬‬ ‫‪2‬‬ ‫‪.‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪.‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪.‬‬ ‫‪8‬‬ ‫‪2‬‬ ‫‪.‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪.‬‬ ‫‪4‬‬

‫‪120‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫= ‪d‬‬

‫ﻤﻥ ﺍﻟﺠﺩﻭل ﺍﻟﻤﻭﻀﺢ ﺃﻋـﻼﻩ‬ ‫ﻨﺴﺘﻨﺘﺞ ﺃﻥ ﻤﺘﻭﺴﻁ ﺍﻟﺴـﺭﻋـﺔ‬ ‫ﺍﻻﺴﻤﻴﺔ ‪ 14‬ﻡ‪ /‬ﺙ‪ ،‬ﻭﺃﻗل ﺴﺭﻋﺔ‬ ‫ﻟﺒﺩﺃ ﺍﻟﺤﺭﻜﺔ هـﻲ ‪ 3.8‬ﻡ‪ /‬ﺙ‪.‬‬ ‫ﺒﺎﻟﺘﺎﻟﻲ ﺍﺴﺘﺨﺩﻤﺕ ﻫﺫﻩ ﺍﻟﻘﻴﻡ ﻓﻰ‬ ‫ﻋﻤﻠﻴﺎﺕ ﺍﻟﺘﺼﻤﻴﻡ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬ ‫‪ .2.2‬ﻨﺼﻑ ﺍﻟﻘﻁﺭ ﻟﺘﺭﺒﻴﻨﺔ‬ ‫ﻟﺘﺤﺩﻴﺩ ﻨﺼﻑ ﻗﻁﺭ ﺍﻟـﺩﻭﺍﺭ‪،‬‬ ‫ﻴﺘﻌﻴﻥ ﺘﺤﺩﻴﺩ ﺍﻟﻘﺩﺭﺓ ﺍﻟﻤﻁﻠـﻭﺏ‬ ‫ﺍﻨﺘﺎﺠﻬﺎ ﻟﻠﺘﻭﺭﺒﻴﻨﺔ ﺍﻟﺭﻴﺤﻴﺔ ‪ ،‬ﻭﻗﺩ‬ ‫ﺘﻡ ﺍﻓﺘﺭﺍﺽ ﺍﻟﺘﺎﻟﻲ‪:‬‬ ‫ﺘﻡ ﺍﺨﺘﻴﺎﺭﻋﺩﺩ ﺭﻴﺵ ﺍﻟﺩﻭﺍﺭ‬ ‫ﺜﻼﺜﺔ )ﺤﻴﺙ ﺃﻥ ﺃﻜﺜـﺭ‬ ‫ﺍﻷﻨﻭﺍﻉ ﺸـﻴـﻭﻋـﺎ‬ ‫ﻭﺍﺴﺘﺨـﺩﺍﻤـﹰﺎ ﻫـﻰ‬ ‫ﺫﺍﺕ‬ ‫ﺍﻟﺘﻭﺭﺒﻴﻨـﺎﺕ‬ ‫ﺍﻟﺜﻼﺙ ﺭﻴﺵ ﻭﺫﻟﻙ ﻟﻤﺎ‬ ‫ﺘﺘﻤﻴﺯ ﺒﻪ ﻤﻥ ﺃﺘـﺯﺍﻥ‬ ‫ﻭﻗﻠﺔ ﺃﻫﺘﺯﺍﺯﺍﺕ ﻭﻗـﺩ‬ ‫ﺩﻟﺕ ﺍﻟﺘﺠﺎﺭﺏ ﻋـﻠـﻰ‬ ‫ﺃﻓﻀﻠﻴﺘﻬﺎ ﻓﻰ ﺍﻟﺘﻁﺒﻴﻘﺎﺕ‬ ‫ﻋﻠﻰ ﺍﻟﻴﺎﺒﺴﺔ(‪.‬‬ ‫ﺍﻟﻘﺩﺭﺓ ﺍﻟﻤﻨﺘـﺠـﺔ ‪1000‬‬ ‫ﻙ‪.‬ﻭﺍﺕ‬ ‫ﺍﺴﺘﺨﺩﻡ ﻓﻰ ﺍﻟﺤﺴﺎﺒﺎﺕ ﺠﻨﻴﺢ‬ ‫ﺫﻭ ﺭﻗﻡ ﻨﺎﺴﺎ ‪NACA‬‬ ‫‪4418, NACA‬‬ ‫]‪ .4415 [2‬ﻭﺫﻟــﻙ‬ ‫ﻨﺘﻴﺠﺔ ﻟﺘﻔﻭﻕ ﻤﻨﺤـﻨـﻰ‬ ‫ﻤﻌﺎﻤل ﺍﻟﺭﻓﻊ ﻋﻠﻰ ﻜﺜﻴﺭ‬ ‫ﻤﻥ ﺍﻟﺠـﻨـﻴـﺤـﺎﺕ‬ ‫ﺍﻷﺨﺭﻯ‪ ،‬ﻭﻴﺴﺘﺨﺩﻡ ﻫﺫﺍ‬ ‫ﺍﻟﺠﻨﻴﺢ ﻓﻰ ﻋﻤﻠـﻴـﺎﺕ‬ ‫ﺍﻟﺘﺼﻨﻴﻊ ﻓﻲ ﻜﺜﻴﺭ ﻤـﻥ‬ ‫ﻤﻨﻅﻭﻤﺎﺕ ﺍﻟﺭﻴﺎﺡ‪.‬‬

‫ﻭﻗﺩ ﺤﺴﺒﺕ ﻗﻴﻤﺔ ﻨﺼـﻑ‬ ‫ﺍﻟﻘﻁﺭ ﻟﻠﺘﻭﺭﺒﻴﻨﺔ ﻤـﻥ‬ ‫ﻤﻌﺎﺩﻟﺔ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻨﺎﺘﺠـﺔ‬ ‫ﻭﺫﻟﻙ ﻜﺎﻷﺘﻲ ‪:‬‬ ‫‪2P‬‬ ‫‪π ρ Vr cpηd ηg‬‬

‫=‪R‬‬

‫‪(2) -‬‬

‫ﺤﻴﺙ ﺃﻥ‪:‬‬ ‫‪ : p‬ﺍﻟﻁﺎﻗﺔ ﺍﻟﻨﺎﺘﺠﺔ‬ ‫‪ : Cp‬ﻤﻌﺎﻤل ﺍﻟﻘﺩﺭﺓ‬ ‫‪ :ρo‬ﻜﺜﺎﻓﺔ ﺍﻟﻬﻭﺍﺀ‬ ‫‪ :η d‬ﻜﻔﺎﺀﺓ ﻨﻘل ﺍﻟﺤﺭﻜﺔ ﻤـﻥ‬ ‫ﺍﻟﺩﻭﺍﺭ ﺍﻟﻰ ﺍﻟﻤﻭﻟﺩ‬ ‫‪ :ηg‬ﻜﻔﺎﺀﺓ ﺍﻟﻤﻭﻟﺩ‬ ‫ﻭﻨﻅﺭﹰﺍ ﻟﻠﺘﻁﻭﺭﺍﺕ ﺍﻟﺤﺩﻴﺜﺔ ﻓـﻰ‬ ‫ﻤﺠﺎل ﺘﺼﻤﻴﻡ ﺭﻴﺵ ﻤﻨﻅﻭﻤـﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﺡ‪ ،‬ﻴﻤﻜﻥ ﻤﻼﺤـﻅـﺔ ﺃﻥ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻘﺼﻭﻯ ﻟﻤﻌﺎﻤل ﺍﻟﻘﺩﺭﺓ )‬ ‫‪ (Cp Max‬ﻓﻰ ﻤﻨﻅﻭﻤﺎﺕ ﻁﺎﻗﺔ‬ ‫ﺍﻟﺭﻴﺎﺡ ﺍﻟﻤﺘﺎﺤﺔ ﺤﺎﻟﻴﹰﺎ ﻓﻰ ﺍﻟﺴﻭﻕ‬ ‫ﻟﻤﻨﻅﻭﻤﺔ ﺒﻤﺜل ﺤﺠﻡ ﺍﻟﻤﻨﻅﻭﻤﺔ‬ ‫ﻤﻭﻀﻭﻉ ﺍﻟﺩﺭﺍﺴﺔ ﻴﺼل ﺇﻟـﻰ‬ ‫‪ 0.48‬ﺘﻘﺭﻴﺒﺎ‪ .‬ﻭﻤﻨﻬﺎ ﻴﻤـﻜـﻥ‬ ‫ﺘﺤﺩﻴﺩ ﻤﻌﺎﻤل ﺍﻟﻘﺩﺭﺓ ﺍﻟﺘﺼﻤﻴﻤﻲ‬ ‫ﻋﻥ ﻁﺭﻴﻕ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﻤﻌـﺎﺩﻟـﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪= 0.8 Cp Max = 0.384‬‬ ‫‪(3) ---Cp‬‬ ‫ﻭﺒﻤﺎ ﺃﻥ ﻜﺜﺎﻓﺔ ﺍﻟﻬﻭﺍﺀ ﺘﺘﻐﻴﺭ ﻤﻊ‬ ‫ﺍﻻﺭﺘﻔﺎﻉ ﻭﺩﺭﺠﺔ ﺍﻟﺤﺭﺍﺭﺓ ﻓﻘﺩ ﺘﻡ‬ ‫ﺘﺼﺤﻴﺢ ﻗﻴﻤﺔ ﺍﻟﻜﺜﺎﻓﺔ ﺒﺎﻟﺘﻌﻭﻴﺽ‬ ‫ﻓﻰ ﺍﻟﻤﻌﺎﺩﻟﺔ )‪ ،[3] (4‬ﺤـﻴـﺙ‬ ‫ﺤﺴﺒﺕ ﻜﺜﺎﻓﺔ ﺍﻟﻬﻭﺍﺀ ﻋﻨﺩ ﺍﺭﺘﻔﺎﻉ‬ ‫‪ 50‬ﻤﺘﺭ‪.‬‬

‫⎞‪⎛ 0.297H‬‬ ‫⎟‬ ‫⎠ ‪⎝ 3048‬‬

‫‪ρ = ρ0 Exp⎜−‬‬ ‫‪(4)-‬‬

‫ﺤﻴﺙ ﺃﻥ‪:‬‬ ‫‪ :ρ Ο‬ﻜﺜﺎﻓﺔ ﺍﻟﻬﻭﺍﺀ ﻋﻨﺩ ﺴﻁـﺢ‬ ‫‪3‬‬ ‫ﺍﻷﺭﺽ = ‪ 1.22496‬ﻜﻡ‪/‬ﻡ‬ ‫‪:H‬ﺍﻻﺭﺘﻔﺎﻉ ﻋـﻥ ﺴـﻁـﺢ‬ ‫ﺍﻷﺭﺽ ‪ 50‬ﻤﺘﺭ‪.‬‬ ‫ﻭﻤﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ) ‪ (4‬ﺘﻜﻭﻥ ﻜﺜﺎﻓـﺔ‬ ‫ﺍﻟﻬﻭﺍﺀ ﻋﻨﺩ ﺍﺭﺘﻔﺎﻉ ‪ 50‬ﻤـﺘـﺭ‬ ‫‪ 1.215‬ﻜﺠﻡ‪/‬ﻡ‪. 3‬‬ ‫ﻜﻤﺎ ﻭﻀﻌﺕ ﺍﻻﻓﺘﺭﺍﻀﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﺒﺎﻟﻨﺴﺒﺔ ﻟﻜﻔﺎﺀﺓ ﻤـﻜـﻭﻨـﺎﺕ‬ ‫ﺍﻟﺘﻭﺭﺒﻴﻨﺔ‪:‬‬ ‫‪ηd‬‬

‫=‪0.8‬‬

‫‪η‬‬

‫‪0.76= g‬‬ ‫ﻭﻟﻠﺤﺼﻭل ﻋﻠﻰ ﻨﺼﻑ ﻗـﻁـﺭ‬ ‫ﺍﻟﺩﻭﺍﺭ ﻴﻤﻜﻥ ﺍﻟﺘﻌﻭﻴﺽ ﻓـﻰ‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ )‪ .(2‬ﻤـﻥ ﻫـﺫﻩ‬ ‫ﺍﻟﺤﺴﺎﺒﺎﺕ ﻭﺠﺩ ﺃﻥ ﻨﺼﻑ ﻗﻁﺭ‬ ‫ﺍﻟﺩﻭﺍﺭ ‪ 28.6‬ﻤﺘﺭ‪.‬‬ ‫‪.3.2‬ﺘﺤﺩﻴﺩ ﺍﻟﻭﺘﺭ )‪(Chord‬‬ ‫ﻭﻗﺩ ﺘﻡ ﺤﺴﺎﺏ ﻁﻭل ﺍﻟـﻭﺘـﺭ‬ ‫ﻟﻠﺭﻴﺵ ﻋﻨﺩ ﻤﻭﺍﻀﻊ ﻤﺨﺘﻠﻔﺔ ﻤﻥ‬ ‫ﺍﻟﺭﻴﺸﺔ ﻋﻥ ﻁﺭﻴﻕ ﺍﻟﻤﻌـﺎﺩﻟـﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪8Π r‬‬ ‫) ‪(1 − cos Φ‬‬ ‫‪B Cl‬‬

‫=‪C‬‬

‫‪(5)-‬‬

‫‪121‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﺤﻴﺙ ﺃﻥ‪ :‬ﻁﻭل ﺍﻟﺭﻴﺸـﺔ ﺘـﻡ‬ ‫ﺘﻘﺴﻴﻤﻪ ﻟﺤﺴﺎﺏ ﺍﻟﻭﺘﺭ ﻋـﻨـﺩ‬ ‫ﻤﻭﺍﻀﻊ ﻤﺨﺘﻠﻔﺔ ﻤﻥ ﻤـﺭﻜـﺯ‬ ‫ﺍﻟﺭﻴﺸﺔ ﺇﻟﻰ ﻁﺭﻓﻬﺎ ﻋﻠﻰ ﺍﻤﺘﺩﺍﺩ‬ ‫ﺍﻟﺭﻴﺸﺔ )ﻤﻥ ‪0‬ﺇﻟﻰ ‪ 28.6‬ﻤﺘﺭ(‪.‬‬

‫‪ : Φ‬ﺯﺍﻭﻴﺔ ﺍﻨﺴـﻴـﺎﺏ‬ ‫ﻤﺤﺼﻠﺔ ﺍﻟﺭﻴﺎﺡ ﻋﻠﻰ ﻤﺴﺘـﻭﻯ‬ ‫ﺍﻟﺩﻭﺭﺍﻥ ﺘﺤﺴﺏ ﻤـﻥ ﺨـﻼل‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫⎞ ‪⎛ 1‬‬ ‫⎟‬ ‫⎜‬ ‫⎠ ‪⎝ λr‬‬

‫‪−1‬‬

‫‪2‬‬ ‫‪tan‬‬ ‫‪3‬‬

‫= ‪Φ‬‬

‫‪-‬‬

‫ )‪(6‬‬‫ﺤﻴﺙ ﺃﻥ‪:‬‬

‫‪ :λr‬ﻫﻲ ﻨﺴﺒﺔ ﺍﻟﺴﺭﻋﺔ ﺍﻟﻁﺭﻓﻴﺔ‬ ‫ﻋﻨﺩ ﻨﺼﻑ ﺍﻟﻘﻁﺭ ‪.r‬‬ ‫ﻭﻟﺤﺴﺎﺏ ﻫﺫﻩ ﺍﻟﺯﺍﻭﻴﺔ ﻋـﻨـﺩ‬ ‫ﺍﻟﻤﺴﺎﻓﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻋﻠﻰ ﻁـﻭل‬

‫ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻟﺘﺩﺍﺨل ﺍﻟﻤﺤـﻭﺭﻱ‬ ‫)‪ (a‬ﻫﻲ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺜﺎﻟـﻴـﺔ‪،‬‬

‫‪6‬‬

‫‪2‬‬ ‫ﻭﺘﺴﺎﻭﻱ ‪. 3‬‬

‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬

‫ﺍﻫﻤﺎل ﻗﻴﻤﺔ ﻤﻌﺎﻤل ﺍﻟﺘـﺩﺍﺨـل‬ ‫ﺍﻟﻤﻤﺎﺴﻴﺔ ) \‪ (a‬ﺤﻴـﺙ ﺃﻥ‬ ‫ﻗﻴﻤﺘﻪ ﺼﻐﻴﺭﺓ ﺠﺩﹰﺍ ﺃﻗل ﻤﻥ ‪.‬‬ ‫‪0.1‬‬ ‫‪.4.2‬ﺘﻌﻴﻴﻥ ﻗﻴﻤﺔ ﺭﻗﻡ ﺭﻴﻨﻭﻟـﺩ‬ ‫)‪( Re‬‬ ‫ﻟﺘﺤﺩﻴﺩ ﺍﻟﻤﻨﺤﻰ ﺍﻟـﻤـﻨـﺎﺴـﺏ‬ ‫ﻟﻤﻌﺎﻤﻼﺕ ﺍﻟﺭﻓﻊ ﻭﺍﻟﻜﺒﺢ‪ ،‬ﺘـﻡ‬ ‫ﺤﺴﺎﺏ ﻗﻴﻡ ﺭﻴﻨﻭﻟﺩ ﻤﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ ]‪:[3‬‬ ‫ﺤﻴﺙ ﺃﻥ‬ ‫‪ ) R e =69000 W C l‬ﻟﻠﻬـﻭﺍﺀ‬ ‫ﻋﻨﺩ ﻤﺴﺘﻭﻯ ﺴﻁﺢ ﺍﻟﺒﺤﺭ(‪.‬‬ ‫‪ :γ‬ﻤﻌﺎﻤل ﺍﻟﻠﺯﻭﺠﺔ‬ ‫ﻭﺒﺎﻟﺘﻌﻭﻴﺽ ﻓﻰ ﺍﻟﻤـﻌـﺎﺩﻻﺕ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ ﻋﻨﺩ ﻨﺴﺏ ﺴـﺭﻋـﺎﺕ‬

‫‪0‬‬ ‫‪1.0‬‬

‫‪0.9‬‬

‫‪0.8‬‬

‫‪0.6‬‬

‫‪0.7‬‬

‫‪0.5‬‬

‫‪0.3‬‬

‫‪0.4‬‬

‫‪0.2‬‬

‫‪5‬‬

‫‪4‬‬

‫‪3‬‬

‫‪2‬‬

‫‪1‬‬

‫ﺷﻜﻞ )‪ (2‬ﻃﻮل اﻟﻮﺗﺮ ﻋﻠﻰ اﻣﺘﺪاد اﻟﺮﻳﺸﺔ ﻟﻠﻨﻤﺎدج اﻟﻤﺨﺘﻠﻔﺔ‬

‫ﺍﺸﺘﻤﻠﺕ ﻋﻠﻰ ﻤﺘﻭﺴﻁ ﺴﺭﻋـﺔ‬ ‫ﺍﻟﺭﻴﺎﺡ ﻭﻤﻌﺎﻤل ﺍﻟﻘﻴﺎﺱ ﻭﻤﻌﺎﻤل‬ ‫ﺍﻟﺸﻜل ﻟﺩﺍﻟﺔ ﻭﻴﺒل ﻋﻨﺩ ﺍﺭﺘﻔـﺎﻉ‬ ‫‪ 50‬ﻤﺘﺭ ﻓﻭﻕ ﺴﻁﺢ ﺍﻷﺭﺽ‪،‬‬ ‫ﻭﺫﻟﻙ ﻓﻰ ﺍﻟﻤﻨﺎﻁﻕ ﺫﺍﺕ ﺩﺭﺠـﺔ‬ ‫ﺨﺸﻭﻨﺔ ‪ 0.1‬ﻭ ‪ 0.03‬ﻭﺍﻟﺘـﻲ‬ ‫ﺘﻤﺜل ﻁﺒﻴﻌﺔ ﺍﻟﻤﻭﺍﻗﻊ ﻟﻤﺤﻁـﺎﺕ‬ ‫ﺍﻷﺭﺼﺎﺩ ﺃﻭ ﺍﻷﻤﺎﻜﻥ ﺍﻟﻤﺯﻤـﻊ‬ ‫ﺘﺭﻜﻴﺏ ﻤﻨﻅﻭﻤﺎﺕ ﺘﺤﻭﻴل ﻁﺎﻗﺔ‬ ‫ﺍﻟﺭﻴﺎﺡ ﻓﻴﻬﺎ‪ .‬ﻴﻭﻀﺢ ﺍﻟﺸﻜل )‪(3‬‬ ‫ﺍﻟﻁﺎﻗﺔ ﺍﻟﻤﺘﻭﻗﻊ ﺘﻭﻟﻴﺩﻫﺎ ﺴﻨﻭﻴـﹰﺎ‬ ‫ﻓﻰ ﺍﻟﻤﻨﺎﻁﻕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟـﻜـل‬ ‫ﻨﻤﻭﺫﺝ‪.‬‬

‫‪122‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫‪0.1‬‬

‫‪0.0‬‬

‫‪r%‬‬

‫‪2‬‬ ‫ﻭﻟﺘﺤﺩﻴـﺩ ﺍﻟـﻘـﻭﺓ‬ ‫‪W C 8π r V0 ⎛ 2‬‬ ‫⎞‬ ‫‪R‬‬ ‫=‬ ‫=‬ ‫‪+‬‬ ‫‪λ‬‬ ‫‪r‬‬ ‫) ‪(1 − CosΦ‬‬ ‫⎜‬ ‫⎟‬ ‫‪ e‬ﺍﻟﻤﺅﺜﺭﺓ ﻋﻠﻰ ﺍﻟﺠﻨﻴﺢ‬ ‫‪γ‬‬ ‫‪B Cl γ ⎝ 3‬‬ ‫⎠‬ ‫ﻗﺴﻤﺕ ﺍﻟﺭﻴﺸﺔ ﺍﻟـﻰ‬ ‫ﻁﺭﻓﻴـﺔ ‪ ،9,8,7,6,5‬ﺘـﻡ‬ ‫ﻋﺸﺭﺓ ﺃﺠﺯﺍﺀ ﺒﻨﺴﺏ ﻤﺌـﻭﻴـﺔ‬ ‫ﺍﻟﺤﺼﻭل ﻋﻠﻰ ﺨﻤﺴﺔ ﻨـﻤـﺎﺫﺝ‬ ‫ﻤﺘﺴﺎﻭﻴﺔ‪ ،‬ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﻓـﻰ‬ ‫ﻟﺭﻴﺵ ﻤﺨﺘﻠﻔﺔ ﻭﺫﻟﻙ ﻜﻤﺎ ﻫـﻭ‬ ‫ﺍﻟﺠﺩﻭل )‪ .(2‬ﻜﻤﺎ ﺘﻡ ﺍﺩﺨـﺎل‬ ‫ﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺸﻜل ) ‪.( 2‬‬ ‫ﺍﻟﺒﻴﺎﻨﺎﺕ ﺍﻟﺨﺎﺼﺔ ﺒﻜل ﻨﻤـﻭﺩﺝ‬ ‫ﺍﻟﻰ ﺒﺭﻨﺎﻤـﺞ ﺍﻟـﺤـﺎﺴـﻭﺏ‬ ‫“ ‪ ”BLADES‬ﻭﺍﻟﺫﻯ ﻁﻭﺭ ﻤﻥ‬ ‫‪ .3‬ﺍﻷﺩﺍﺀ ﺍﻟﻨﻅﺭﻱ‪:‬‬ ‫ﻗﺒل ﻤﻭﺴﺴﺔ ﺠﺭﺍﺩ ﺠﺭﺍﺩ ﺤﺴﺎﻥ‪،‬‬ ‫ﻟﻠﺘﻨﺒﺄ ﺒﺎﻟﻘﺩﺭﺓ ﺍﻟﺘﻰ ﻴـﻤـﻜـﻥ‬ ‫ﻭﺍﺴﺘﺨﺭﺠﺕ ﺍﻟﻨﺘﺎﺌﺞ ﻭﺘﻡ ﺘﻤﺜﻴﻠﻬﺎ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫) ‪C (m‬‬

‫ﺤﻴﺙ ﺃﻥ‪:‬‬ ‫‪ : r‬ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻨﺼﻑ ﻗﻁﺭﻴﺔ‬ ‫)ﻤﻥ ‪ 0‬ﺍﻟﻰ ‪ 28.6‬ﻤﺘﺭ(‪.‬‬ ‫‪: B‬ﻋﺩﺩ ﺍﻟﺭﻴﺵ‪.‬‬ ‫‪ : C l‬ﺃﻗﺼﻰ ﻗﻴﻤﺔ ﻟﻤﻌﺎﻤل‬ ‫ﺍﻟﺭﻓﻊ ) ‪(Left force‬‬

‫ﻨﺼﻑ ﺍﻟﻘﻁﺭ ﺘﻡ‬ ‫ﺍﻟﺘﺎﻟﻲ‪:‬‬

‫ﺍﻓـﺘـﺭﺍﺽ‬

‫ﺍﻟﺤﺼﻭل ﻋﻠﻴﻬﺎ ﻤﻥ ﺍﻟﺘﺭﺒﻴﻨﺔ‪ ،‬ﺘﻡ‬ ‫ﺇﺩﺨﺎل ﺒﻴﺎﻨﺎﺕ ﺍﻟﻤﻨﺎﻁﻕ ﺍﻟﻤﺒﻴﻨـﺔ‬ ‫ﻓﻲ ﺠﺩﻭل ) ‪ (1‬ﻓﻲ ﺒﺭﻨـﺎﻤـﺞ‬ ‫ﺍﻟﺤﺴﻭﺏ “ ‪ ،”BLADES‬ﻭﺍﻟﺘﻰ‬

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‫ﻋﻠﻰ ﻫﺌﻴﺔ ﺭﺴﻭﻡ ﺒﻴﺎﻨﻴﺔ ﺍﻟﻤﺒﻴﻨـﺔ‬ ‫ﻓﻰ ﺍﻷﺸﻜﺎل ﻤﻥ )‪ (4‬ﺇﻟﻰ )‪.(6‬‬ ‫‪.4‬ﺍﻟﺘﻌﻠﻴﻕ ﻋﻠﻰ ﺍﻟﻨﺘﺎﺌﺞ‬ ‫ﺒﺎﻟﻨﻅﺭ ﺇﻟﻰ ﺸﻜل ) ‪ ( 3‬ﺍﻟـﺫﻱ‬ ‫ﻴﻤﺜل ﺍﻟﻁﺎﻗﺔ ﺍﻟﺴﻨﻭﻴﺔ ﺍﻟﻤﺘﻭﻗـﻊ‬ ‫ﺍﻟﺤﺼﻭل ﻋﻠﻴﻬﺎ ﻤﻥ ﺍﻟﻨـﻤـﺎﺫﺝ‬ ‫ﺍﻟﺨﻤﺴﺔ ﺍﻟﺘﻲ ﺘﻡ ﺘﻨﺎﻭﻟﻬﺎ ﻓﻲ ﻫﺫﻩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﻴﺘﻀﺢ ﺃﻥ ﺍﻟﻁـﺎﻗـﺔ‬ ‫ﺍﻟﻤﺘﻭﻗﻊ ﺘﻭﻟﻴﺩﻫﺎ ﺴﻨﻭﻴﹰﺎ ﻤـﻥ‬ ‫ﺍﻟﻨﻤﻭﺫﺠﻴﻥ ﺭﻗﻡ ﺜﻼﺜﺔ ﻭﺃﺭﺒﻌـﺔ‬ ‫ﺘﻜﻭﻥ ﺍﻜﺒﺭ ﻤﻥ ﺍﻟـﻨـﻤـﺎﺩﺝ‬ ‫ﺍﻷﺨﺭﻯ‪ ،‬ﻜﻤﺎ ﺃﻥ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻤﻭﻟﺩﺓ‬ ‫ﻤﻥ ﺍﻟﻨﻤﻭﺩ ﺠﻴﻥ ﻤﺘﺴﺎﻭﻴ ﹰﺔ ﻓـﻲ‬ ‫ﻜل ﻤﻥ ﻤﻨﻁﻘﺔ ﺴﺭﺕ ﻭﺒﻨﻐﺎﺯﻱ‬ ‫ﻭ ﺸﺤﺎﺕ ‪ ،‬ﺒﻴﻨﻤﺎ ﻴﻭﺠﺩ ﺘﻔـﺎﻭﺕ‬ ‫ﺒﺴﻴﻁ ﻻ ﻴﺘﺠﺎﻭﺯ ﻨﺴﺒﺔ ‪ %1‬ﻓﻲ‬ ‫ﻤﻨﻁﻘﺔ ﺯﻭﺍﺭﻩ ﻭ ﺍﺠﺩﺍﺒﻴﺎ‪ .‬ﻭﻴﺭﺠﻊ‬ ‫ﺴﺒﺏ ﺍﻻﺨﺘﻼﻑ ﻓﻲ ﺍﻹﻨﺘﺎﺠﻴـﺔ‬ ‫ﺇﻟﻰ ﻜل ﻤﻥ ﺍﻟﺘﺒﺎﻴﻥ ﻓﻲ ﻤﻨﺤﻨـﻰ‬ ‫ﺍﻟﻘﺩﺭﺓ ﺍﻟﻤﻭﻀﺢ ﻓﻰ ﺍﻟﺸﻜل ) ‪،(6‬‬ ‫ﻭﻤﻨﺤﻨﻰ ﺍﻟﺘﻭﺯﻴﻊ ﺍﻟﺘﻜﺭﺍﺭﻱ ﻟﺩﺍﻟﺔ‬ ‫ﻭﻴﺒل ﺍﻟﻤﻭﻀﺢ ﻓﻲ ﺍﻟﺸﻜل) ‪، ( 7‬‬ ‫ﻭﻤﺜﺎل ﻋﻠﻰ ﺫﻟﻙ ﻋﻨﺩ ﻤﻘـﺎﺭﻨـﺔ‬ ‫ﻤﻨﺤﻨﻰ ﺍﻟﺘﻭﺯﻴﻊ ﺩﺍﻟﺔ ﻭﻴﺒل ﻟﻜـل‬ ‫ﻤﻥ ﻤﻨﻁﻘﺔ ﺯﻭﺍﺭﻩ ﻭﺍﺠﺩﺍﺒﻴﺎ ﻤـﻊ‬ ‫ﻤﻨﺤﻨﻰ ﺍﻟﻘﺩﺭﺓ ﻴﻼﺤﻅ ‪:‬‬ ‫ﺍﻟﺘﻭﺯﻴﻊ ﺍﻟﺘﻜﺭﺍﺭﻱ ﻟﺩﺍﻟﺔ ﻭﺒﻴـل‬ ‫ﺸﻜل ) ‪ ، (7‬ﺒﻤﻨﻁﻘـﺔ ﺯﻭﺍﺭﻩ‬ ‫ﻴﻜﻭﻥ ﺍﻟﻤﻨﻭﺍل ﻋﻨﺩ ﺴـﺭﻋـﺔ‬ ‫ﺍﻟﺭﻴﺎﺡ ‪ 6‬ﻡ‪/‬ﺙ ‪.‬ﺒﻴﻨﻤﺎ ﻓﻲ ﻤﻨﻁﻘﺔ‬ ‫ﺍﺠﺩﺍﺒﻴﺎ ﻴﻜﻭﻥ ﺍﻟﻤﻨﻭﺍل ﻋﻨﺩ ‪5‬‬ ‫ﻡ‪ /‬ﺙ‪ .‬ﻜﻤﺎ ﺃﻥ ﺍﻟﺸﻜل ﺍﻟـﻌـﺎﻡ‬ ‫ﻟﻤﻨﺤﻨﻰ ﺍﻟﺘﻭﺯﻴﻊ ﺍﻟﺘﻜﺭﺍﺭﻱ ﻟﻬـﺎ‬ ‫ﻴﻜﻭﻥ ﺍﻜﺜﺭ ﺘﺤﺩﺒﹰﺎ ﻭﺍﻗل ﺍﺘﺴﺎﻋـﹰﺎ‬

‫‪.‬‬ ‫ﺍﻟﻔﺭﻭﻕ ﺍﻟﻤﺫﻜﻭﺭﺓ ﻓﻲ ﺍﻟﻨﻘـﻁـﺔ‬ ‫ﺍﻟﺴﺎﺒﻘﺔ ﺍﻨﻌﻜﺴﺕ ﻋﻠﻰ ﻜﻤـﻴـﺔ‬ ‫ﺍﻟﻁﺎﻗﺔ ﺍﻟﻤﻨﺘﺠﺔ‪ ،‬ﻭﻴﺘﻀﺢ ﻫـﺫﺍ‬ ‫ﺒﺎﻟﻨﻅﺭ ﺍﻟﻰ ﻤﻨﺤﻨﻰ ﺍﻟﻘﺩﺭﺓ‪ ،‬ﺤﻴﺙ‬ ‫ﻴﻼﺤﻅ ﺍﻥ ﻨﻤﻭﺫﺝ ﺭﻗﻡ ﻭﺍﺤـﺩ‬ ‫ﻭﺍﺜﻨﻴﻥ ﻜﺫﻟﻙ ﺭﻗﻡ ﺨﻤﺴﺔ ﺘﻜـﻭﻥ‬ ‫ﺍﻟﻘﺩﺭﺓ ﺍﻟﻤﻭﻟﺩﺓ ﺃﻗل ﻋﻨﺩ ﺴﺭﻋﺎﺕ‬ ‫ﺍﻟﺭﻴﺎﺡ ﺍﻷﻗل ﻤﻥ ‪ 12‬ﻡ‪ /‬ﺙ‪.‬‬ ‫ﻭﻴﺘﻨﺎﺴﺏ ﻫﺫﺍ ﺍﻻﻨﺨﻔﺎﺽ ﻓـﻲ‬ ‫ﺃﺩﺍﺀ ﻫﺫﻩ ﺍﻟﻤﻨﺤﻨﻴـﺎﺕ ﻋـﻨـﺩ‬ ‫ﻤﻘﺎﺭﻨﺘﻬﺎ ﻤﻊ ﺍﻟﻁﺎﻗﺔ ﺍﻟﻨﺎﺘـﺠـﺔ‬ ‫ﺴﻨﻭﻴﹰﺎ ﺍﻟﻤﺘﻭﻗﻊ ﺍﻟﺤﺼﻭل ﻋﻠﻴﻬﺎ‪.‬‬ ‫‪.5‬ﺍﻟﺨﻼﺼﺔ‬ ‫ﻤﻤﺎ ﺴﺒﻕ ﻴﺘﻀﺢ ﺃﻥ ﻨﻤﻭﺫﺠﻴـﻥ‬ ‫ﺭﻗﻡ ﺜﻼﺜـﺔ ﻭﺃﺭﺒﻌـﺔ ﻫﻤـﺎ‬ ‫ﺍﻷﻓﻀل‪ .‬ﻭﻟﻜﻥ ﻓﻰ ﺤﺎﻟﺔ ﺍﻋﺘﻤﺎﺩ‬ ‫ﻨﻤﻭﺫﺝ ﻭﺍﺤﺩ ﻓﻘـﻁ ﻟﻠﺘـﺼﻨﻴﻊ‬ ‫ﻴﻔﻀل ﻨﻤﻭﺫﺝ ﺭﻗﻡ ﺃﺭﺒﻌﺔ ﺍﻟـﺫﻱ‬ ‫ﺼﻤﻡ ﻋﻨﺩ ﻨﺴﺒﺔ ﺴﺭﻋﺔ ﻁﺭﻓﻴـﺔ‬ ‫‪ ،9‬ﻷﻨﻪ ﻴﻌﻁﻲ ﻁﺎﻗـﺔ ﺴـﻨﻭﻴﺔ‬ ‫ﺃﻋﻠﻰ‪ ،‬ﻭﺘﻨﺨﻔﺽ ﻫﺫﻩ ﺍﻟﻁﺎﻗﺔ ﻓﻰ‬ ‫ﺍﻟﻨﻤﻭﺫﺝ ﺭﻗﻡ )‪ (3‬ﺒﻤﻨﻁﻘﺔ ﺯﻭﺍﺭﺓ‬ ‫ﺒﻨﺴﺒﺔ ‪ ،% 1‬ﺇﻻ ﺃﻥ ﻗﻭﺓ ﺍﻟﺩﻓـﻊ‬ ‫ﺍﻟﻤﺘﻌﺭﺽ ﻟﻬﺎ ﻫـﺫﺍ ﺍﻟﻨﻤـﻭﺫﺝ‬ ‫ﺘﻜﻭﻥ ﺍﻜﺒﺭ‪ ،‬ﻤﺜﺎل ﻋﻠـﻰ ﺫﻟـﻙ‬ ‫ﺘﻜﻭﻥ ﻨﺴﺒﺔ ﺍﻟﺯﻴﺎﺩﺓ ﻓـﻲ ﻗﻴﻤـﺔ‬ ‫ﻤﻌﺎﻤل ﺍﻟﺩﻓﻊ ﻟﻠﻨﻤﻭﺩﺝ ﺭﻗـﻡ ‪3‬‬ ‫ﻋﻨﻬﺎ ﻓﻲ ﺍﻟﻨﻤﻭﺩﺝ ﺭﻗﻡ ‪ 4‬ﻋﻨـﺩ‬ ‫ﺴﺭﻋﺔ ‪6‬ﻡ‪/‬ﺙ ‪ % 26‬ﻤﻤﺎ ﻴﺅﺜﺭ‬ ‫ﻋﻠﻰ ﻤﻨﻅﻭﻤﺔ ﺍﻟﺭﻴﺎﺡ ﺴﻠﺒﹰﺎ‪ .‬ﻜﻤﺎ‬ ‫ﺃﺜﺒﺜﺕ ﺍﻟﻨﺘﺎﺌﺞ ﺃﻨﻪ ﻋﻨﺩﻤﺎ ﻴﻜـﻭﻥ‬ ‫ﺴﻤﻙ ﺍﻟﺭﻴﺸﺔ ﺃﻗل ﺘﻌﻁـﻲ ﺃﺩﺍﺀ‬ ‫ﺃﻓﻀل ﺒﺴﺒﺏ ﺍﻟﻨﻘﺹ ﻓﻰ ﻗـﻭﺓ‬ ‫ﺍﻟﻜﺒﺢ ﺍﻟﻤﻌﺭﻀﺔ ﻟﻬﺎ ﺍﻟﺭﻴـﺸﺔ‪،‬‬ ‫ﻤﺜﺎل ﻋﻠﻰ ﺫﻟﻙ ﻋﻨـﺩﻡ ﺘﻜـﻭﻥ‬

‫ﺍﻟﺭﻴﺸﺔ ﺼﻤﻤﺕ ﺒﻨﺎﺀ ﻋﻠﻰ ﺭﻗـﻡ‬ ‫‪NACA 4415‬ﺘﻌﻁــﻲ ﺃﺩﺍﺀ‬ ‫ﺃﻓﻀل ﻤﻥ ﺍﻟﺘﻰ ﺼﻤﻤﺕ ﺒﻨـﺎﺀ‬ ‫ﻋﻠﻰ ﺭﻗﻡ ‪.NACA 4418‬‬ ‫ﻜﻤﺎ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻔﺎﺩﺓ ﻤﻥ ﻫـﺫﻩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺍﻴﻀﺎ ﻓـﻰ ﻤﻨﺎﻁـﻕ‬ ‫ﺃﺨﺭﻯ ﺫﺍﺕ ﻤﻭﺍﺼﻔﺎﺕ ﻤﺸﺎﺒﻬﺔ‬ ‫ﻟﻠﻤﻭﺍﺼﻔﺎﺕ ﺍﻟﻤﻭﻀـﺤﺔ ﻓـﻰ‬ ‫ﺠﺩﻭل )‪ .(1‬ﺤﻴﺙ ﺃﺜﺒﺘﺙ ﻫـﺫﻩ‬ ‫ﺍﻟﺩﺭﺍﺴﺔ ﺃﻥ ﺍﻻﺨﺘﻼﻓﺎﺕ ﺍﻟﺒﺴﻴﻁﺔ‬ ‫ﻓﻰ ﻤﻭﺍﺼﻔﺎﺕ ﺍﻟﻤﻨﺎﻁﻕ ﻻﻴﻭﺜـﺭ‬ ‫ﺒﻨﺴﺒﺔ ﻜﺒﻴﺭﺓ ﻓﻰ ﻋﻤﻠﻴﺔ ﺃﺨﺘﻴـﺎﺭ‬ ‫ﺍﻟﺘﺭﺒﻴﻨﺔ‪ ،‬ﻭﺨﺼﻭﺼﹰﺎ ﻋﻨﺩ ﺃﺨـﺩ‬ ‫ﺍﻟﺠﻭﺍﻨﺏ ﺍﻵﻗﺘـﺼﺎﺩﻴﺔ ﻭﺍﻟﻔﻨﻴـﺔ‬ ‫ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ‪.‬‬ ‫‪.6Refences‬‬ ‫‪A. Yagob,‬‬ ‫‪“Determination of‬‬ ‫‪WECS`S Design‬‬ ‫‪wind Speeds”, Al‬‬‫‪Fatah University,‬‬ ‫‪1997.‬‬ ‫‪C. N. Jones, "Notes on‬‬ ‫‪the effects of site‬‬ ‫‪W.S frequency distri‬‬‫‪bution and machine‬‬ ‫‪performance charac‬‬‫‪teristics on the an‬‬‫‪nual energy output of‬‬ ‫‪a WECS"Wind engi‬‬‫‪neering, Vol. 10,‬‬ ‫‪No.1, 1986, Pp 31‬‬‫‪46.‬‬ ‫‪M. Eggleston, S.‬‬ ‫‪Stoddard, "Wind Tur‬‬‫‪bine Engineering De‬‬‫‪123‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

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‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫‪sign", van Nostrand‬‬ ‫ﺍﻟﻨﻤﺎﺫﺝ‬

‫‪1‬‬

‫ﺭﻗﻡ‬ ‫‪NACA‬‬

‫‪θ‬‬

‫ﺠﺩﻭل )‪ (2‬ﺃﺒﻌﺎﺩ ﺍﻟﻨﻤﺎﺫﺝ‬ ‫‪2‬‬ ‫‪θ‬‬

‫‪C‬‬ ‫)ﻡ(‬

‫‪λ‬‬

‫) ‪(o‬‬

‫‪0‬‬

‫‪-‬‬

‫‪0‬‬

‫‪4.5‬‬

‫‪0.8‬‬

‫‪0‬‬

‫‪5.7‬‬

‫‪0.8‬‬

‫‪0.1‬‬

‫‪4418‬‬

‫‪0.5‬‬

‫‪0.2‬‬

‫‪4418‬‬

‫‪1‬‬

‫‪0.3‬‬

‫‪4418‬‬

‫‪1.5‬‬

‫‪0.4‬‬

‫‪4418‬‬

‫‪0.5‬‬

‫‪4418‬‬

‫‪0.6‬‬

‫‪4415‬‬

‫‪0.7‬‬

‫‪4415‬‬

‫‪0.8‬‬

‫‪4415‬‬

‫‪0.9‬‬

‫‪4415‬‬

‫‪1‬‬

‫‪4415‬‬

‫‪r‬‬ ‫)‪(%‬‬

‫‪λ‬‬

‫) ‪(o‬‬

‫‪2‬‬ ‫‪2.5‬‬ ‫‪3‬‬ ‫‪3.5‬‬ ‫‪4‬‬ ‫‪4.5‬‬ ‫‪5‬‬

‫‪C‬‬ ‫)ﻡ(‬

‫‪3‬‬

‫‪4‬‬

‫‪θ‬‬

‫‪)C‬ﻡ(‬

‫‪λ‬‬

‫) ‪(o‬‬

‫‪0‬‬

‫‪6.6‬‬

‫‪0.8‬‬

‫‪5‬‬ ‫‪C‬‬ ‫)ﻡ(‬

‫‪λ‬‬

‫) ‪(o‬‬

‫‪0‬‬

‫‪7.2‬‬

‫‪0.8‬‬

‫‪θ‬‬

‫‪λ‬‬

‫) ‪(o‬‬

‫‪C‬‬ ‫)ﻡ (‬

‫‪0‬‬

‫‪7.8‬‬

‫‪0.8‬‬

‫‪31.3‬‬

‫‪4.6‬‬

‫‪0.6‬‬

‫‪28.4‬‬

‫‪4‬‬

‫‪0.7‬‬

‫‪25.7‬‬

‫‪3.51‬‬

‫‪0.8‬‬

‫‪23.2‬‬

‫‪3.1‬‬

‫‪0.9‬‬

‫‪21‬‬

‫‪2.7‬‬

‫‪19‬‬

‫‪4.8‬‬

‫‪1.2‬‬

‫‪15.6‬‬

‫‪3.7‬‬

‫‪1.4‬‬

‫‪12.7‬‬

‫‪2.99‬‬

‫‪1.6‬‬

‫‪10.3‬‬

‫‪2.4‬‬

‫‪1.8‬‬

‫‪8.4‬‬

‫‪2.01‬‬

‫‪4‬‬

‫‪1.8‬‬

‫‪8.38‬‬

‫‪3‬‬

‫‪2.1‬‬

‫‪5.98‬‬

‫‪2.32‬‬

‫‪2.4‬‬

‫‪4.09‬‬

‫‪1.8‬‬

‫‪2.7‬‬

‫‪2.6‬‬

‫‪1.48‬‬

‫‪3.4‬‬

‫‪2.4‬‬

‫‪2.8‬‬

‫‪1.85‬‬

‫‪3.2‬‬

‫‪1.4‬‬

‫‪3.6‬‬

‫‪0.6-‬‬

‫‪1.15‬‬

‫‪2.8‬‬

‫‪3‬‬

‫‪2‬‬

‫‪3.5‬‬

‫‪1.52‬‬

‫‪4‬‬

‫‪1.2‬‬

‫‪4.5‬‬

‫‪2.6-‬‬

‫‪0.94‬‬

‫‪2.3‬‬

‫‪3.6‬‬

‫‪1.6‬‬

‫‪4.2‬‬

‫‪1.23‬‬

‫‪4.8‬‬

‫‪0.9‬‬

‫‪5.4‬‬

‫‪5-‬‬

‫‪0.75‬‬

‫‪2‬‬

‫‪4.2‬‬

‫‪1.4‬‬

‫‪4.9‬‬

‫‪1.06‬‬

‫‪5.6‬‬

‫‪0.8‬‬

‫‪6.3‬‬

‫‪6-‬‬

‫‪0.65‬‬

‫‪1.8‬‬

‫‪4.8‬‬

‫‪1.3‬‬

‫‪5.6‬‬

‫‪0.94‬‬

‫‪6.4‬‬

‫‪0.7‬‬

‫‪7.2‬‬

‫‪6.7-‬‬

‫‪0.57‬‬

‫‪1.6‬‬

‫‪5.4‬‬

‫‪1.1‬‬

‫‪6.3‬‬

‫‪0.84‬‬

‫‪7.2‬‬

‫‪0.6‬‬

‫‪8.1‬‬

‫‪7.3-‬‬

‫‪0.51‬‬

‫‪1.5‬‬

‫‪6‬‬

‫‪1‬‬

‫‪7‬‬

‫‪0.75‬‬

‫‪8‬‬

‫‪0.6‬‬

‫‪9‬‬

‫‪7.8-‬‬

‫‪0.46‬‬

‫‪11.5‬‬ ‫‪6.72‬‬ ‫‪3.54‬‬ ‫‪0.3‬‬ ‫‪1.4‬‬‫‪2.6‬‬‫‪3.6‬‬‫‪4.5-‬‬

‫‪4.09‬‬ ‫‪1.3‬‬ ‫‪1.6‬‬‫‪3.1‬‬‫‪4.2‬‬‫‪5‬‬‫‪5.7-‬‬

‫‪2.11‬‬ ‫‪0.4‬‬‫‪3.1‬‬‫‪4.3‬‬‫‪5.2‬‬‫‪6‬‬‫‪6.6-‬‬

‫‪0.58‬‬ ‫‪1.6‬‬‫‪4.2‬‬‫‪5.2‬‬‫‪6.1‬‬‫‪6.7‬‬‫‪7.2-‬‬

‫‪0.50‬‬

‫‪2000‬‬

‫‪1000‬‬

‫‪0.30‬‬ ‫‪Cp‬‬

‫‪500‬‬

‫‪P ( M W H ) in y e a r‬‬

‫‪1500‬‬

‫‪0.40‬‬

‫‪0‬‬

‫‪0.20‬‬ ‫‪0.10‬‬

‫‪5‬‬

‫‪4‬‬

‫‪3‬‬

‫‪2‬‬

‫‪1‬‬

‫‪1515‬‬

‫‪1616‬‬

‫‪1632‬‬

‫‪1540‬‬

‫‪1333‬‬

‫زوارة‬

‫‪1228‬‬

‫‪1302‬‬

‫‪1216‬‬

‫‪1039‬‬

‫ﺳﺮت‬

‫‪1083‬‬

‫‪1141‬‬

‫‪1130‬‬

‫‪1043‬‬

‫‪875‬‬

‫اﺟﺪاﺑﻴﺎ‬

‫‪1469‬‬

‫‪1558‬‬

‫‪1454‬‬

‫‪1234‬‬

‫ﺑﻨﻐﺎزي‬

‫‪10 11 12‬‬

‫‪1219‬‬

‫‪1292‬‬

‫‪1205‬‬

‫‪1029‬‬

‫ﺷﺤﺎت‬

‫‪Tip speed ratio‬‬

‫ﺷﺤﺎت‬

‫ﺑﻨﻐﺎزي‬

‫اﺟﺪاﺑﻴﺎ‬

‫ﺳﺮت‬

‫‪0.00‬‬

‫زوارة‬

‫اﻟﻄﺎﻗﺔ اﻟﻤﺘﻮﻗﻊ اﺳﺘﺨﻼﺻﻬﺎ ﻣﻦ اﻟﺮﻳﺎح ﻣﻦ اﻟﻨﻤﺎدج اﻟﻤﺨﺘﻠﻔﺔ ﻓﻰ )‪(3‬ﺷﻜﻞ‬ ‫ﻣﻨﺎﻃﻖ ﻣﻮﺿﻮع اﻟﺪراﺳﺔ‬

‫‪9‬‬

‫‪8‬‬ ‫‪5‬‬

‫‪7‬‬ ‫‪4‬‬

‫‪6‬‬ ‫‪3‬‬

‫‪5‬‬

‫‪4‬‬ ‫‪2‬‬

‫‪3‬‬

‫‪2‬‬

‫‪0‬‬

‫‪1‬‬

‫ﺷﻜﻞ )‪ (4‬ﻣﻨﺤﻨﻲ ﻣﻌﺎﻣﻞ اﻟﻘﺪرة ﻟﻠﻨﻤﺎدج اﻟﻤﺨﺘﻠﻔﺔ‬

‫‪Reinhold company‬‬ ‫‪inc, new York, 1986.‬‬

‫‪124‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫‪1.2‬‬ ‫‪1‬‬ ‫‪0.8‬‬ ‫‪Ct‬‬

‫‪0.6‬‬ ‫‪0.4‬‬ ‫‪0.2‬‬ ‫‪0‬‬ ‫‪12‬‬

‫‪10‬‬

‫‪11‬‬

‫‪9‬‬

‫‪Tip speed ratio‬‬ ‫‪5‬‬

‫‪8‬‬ ‫‪4‬‬

‫‪6‬‬

‫‪7‬‬ ‫‪3‬‬

‫‪5‬‬

‫‪2‬‬

‫‪4‬‬

‫‪2‬‬

‫‪3‬‬

‫‪1‬‬

‫ﺷﻜﻞ )‪ (5‬ﻣﻨﺤﻨﻰ ﻣﻌﺎﻣﻞ اﻟﺪﻓﻊ ﻟﻠﻨﻤﺎدج اﻟﻤﺨﺘﻠﻔﺔ‬ ‫‪1.2‬‬ ‫‪1‬‬

‫‪0.6‬‬ ‫‪0.4‬‬

‫)‪P (MW‬‬

‫‪0.8‬‬

‫‪0.2‬‬ ‫‪5‬‬ ‫‪26‬‬

‫‪24‬‬

‫‪22‬‬

‫‪20‬‬

‫‪18‬‬

‫‪4‬‬ ‫‪16‬‬

‫‪14‬‬

‫‪3‬‬ ‫‪12‬‬

‫‪2‬‬ ‫‪10‬‬

‫‪1‬‬ ‫‪8‬‬

‫‪6‬‬

‫‪0‬‬ ‫‪2‬‬

‫‪4‬‬

‫‪0‬‬

‫)‪Wind speed (m /s‬‬

‫ﺷﻜﻞ )‪ (6‬ﻣﻨﺤﲎ ﺍﻟﻘﺪﺭﺓ ﻟﻠﻨﻤﺎﺩﺝ ﺍﳋﻤﺴﺔ‬ ‫‪0.16‬‬

‫‪0.12‬‬ ‫‪0.1‬‬ ‫‪0.08‬‬ ‫‪0.06‬‬ ‫‪0.04‬‬ ‫‪0.02‬‬

‫)‪Weibull distribution (%‬‬

‫‪0.14‬‬

‫‪0‬‬ ‫‪11 13 15 17 19 21 23‬‬ ‫)‪Wind speed (m/s‬‬ ‫ﺑﻨﻐﺎزي‬ ‫ﺷﺤﺎت‬

‫‪9‬‬

‫اﺟﺪاﺑﻴﺎ‬

‫‪7‬‬

‫‪5‬‬

‫ﺳﺮت‬

‫‪3‬‬

‫‪1‬‬

‫زوارة‬

‫ﺷﻜﻞ )‪ (7‬ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻟﺪﺍﻟﺔ ﻭﻳﺒﻞ ﻟﻠﻤﻨﺎﻃﻖ ﺍﳌﺨﺘﻠﻔﺔ‬

‫‪125‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫ﻃﺮﻳﻖ اﻟﻨﺠﺎح‬

‫‪@ pbjÜİn½a@ë@ÝjÛa@òí…b–nÓüa@Éí‰b’½a‬‬ ‫اﻟﻤﻬﻨﺪﺳﺔ وﻓﺎء ﻓﺘﺤﻲ‬ ‫ﻣﻦ ﻣﻨﺎ ﻻ ﻳ ﺮاودﻩ ﺣ ﻠ ﻢ ﺗ ﺄﺳ ﻴ ﺲ‬ ‫ﻣﺸ ﺮوع ﺧ ﺎص ﺑ ﻪ ﻳ ﻜ ﻮن ه ﻮ‬ ‫ﻣﺎﻟﻜﻪ وﻣﺪﻳﺮ ﻧﻔﺴﻪ‪ ,‬ﺑﺎﻟﻄﺒﻊ اﻟﻜﺜﻴﺮ‬ ‫ﻣﻨﺎ ﻳﺤﻠﻢ ﺑﻬﺬا‪ ,‬ﻓﻌﻨﺪﻣﺎ ﻳﻜﻮن ﻟﺪﻳ ﻚ‬ ‫ﻣﺸﺮوﻋﺎ ﺧﺎﺻﺎ ﻓ ﺈن ذﻟ ﻚ ﻳ ﺘ ﻴ ﺢ‬ ‫ﺣ ﺮﻳ ﺔ أآ ﺒ ﺮ ﻟ ﺪﻳ ﻚ آﺼ ﺎﺣ ﺐ‬ ‫ﻟﻠﻤﺸﺮوع و ﺑﺎﻟﺘﺎﻟﻲ ﺗﺘ ﺤ ﺮر ﻣ ﻦ‬ ‫ﻗﻴﻮد اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﻤ ﻮردﻳ ﻦ‪ ,‬آ ﻤ ﺎ‬ ‫وﻳﻤﻜﻨﻚ وﺿﻊ اﻻﺳ ﺘ ﺮاﺗ ﻴ ﺠ ﻴ ﺎت‬ ‫واﻟﺨﻄ ﻂ و اﻟ ﺒ ﺮاﻣ ﺞ اﻟ ﻤ ﺘ ﻌ ﻠ ﻘ ﺔ‬ ‫ﺑ ﺎﻟ ﻤ ﺸ ﺮوع‪ ,‬وﻣ ﻤ ﺎ ه ﻮ ﺟ ﺪﻳ ﺮ‬ ‫ﺑ ﺎﻟ ﺬآ ﺮ ﻓ ﺎن ﺷ ﻌ ﻮرك ﺑ ﺎﻣ ﺘ ﻼك‬ ‫اﻟ ﻤ ﺸ ﺮوع ﻳ ﺪﻓ ﻌ ﻚ ﻟ ﻠ ﻤ ﺜ ﺎﺑ ﺮة و‬ ‫اﻟ ﺒ ﺤ ﺚ ﻋ ﻦ اﻷﻓﻀ ﻞ داﺋ ﻤ ﺎ‪ ,‬و‬ ‫ﻳﺤﻔﺰك ﻟﻠ ﺴ ﻌ ﻲ اﻟ ﺠ ﺎد ﻟ ﺘ ﺤ ﻘ ﻴ ﻖ‬ ‫ﻣﺴ ﺘ ﻮى أﻓﻀ ﻞ ﻣ ﻦ اﻟ ﺪﺧ ﻞ و‬ ‫اﻟﻤﻌﻴﺸﺔ‪ ,‬وﻣﻦ ه ﻨ ﺎ ﺗ ﻜ ﻮن ﻟ ﺪﻳ ﻚ‬ ‫ﺳ ﻴ ﻄ ﺮة آ ﺎﻣ ﻠ ﺔ ﻋ ﻠ ﻰ وﻗ ﺘ ﻚ‬ ‫وﻧﺸﺎﻃﺎﺗﻚ‪ ,‬ﻓﻮق آﻞ ذﻟ ﻚ ﻳ ﺘ ﻮﻟ ﺪ‬ ‫ﻟﺪﻳﻚ ﺷﻌﻮر ﺑﺄﻧﻚ ﺗﻌﻤ ﻞ ﻟ ﺤ ﺴ ﺎب‬ ‫ﻧ ﻔ ﺴ ﻚ وان ﻣ ﺎ ﺳ ﻮف ﺗ ﺤ ﻘ ﻘ ﻪ‬ ‫ﺳﻴﻌﻮد إﻟﻴﻚ ﻓﻲ اﻟﻨﻬﺎﻳﺔ‪.‬‬ ‫ﻋﻠﻰ اﻟﺮﻏﻢ ﻣﻦ آﻞ ﻣ ﺎ ﺗ ﻘ ﺪم ﻣ ﻦ‬ ‫ﻣﺰاﻳﺎ ﺗﺄﺳﻴﺲ ﻣﺸﺮوع ﺧ ﺎص إﻻ‬ ‫أن ﻗﺮار اﻟﺒﺪء ﻓﻲ اﻟ ﻤ ﺸ ﺮوع ﻗ ﺪ‬ ‫ﻳ ﻜ ﻮن ﻣ ﻦ أﺧ ﻄ ﺮ اﻟ ﻘ ﺮارات‬ ‫اﻟﻤﻤﻜﻦ اﺗﺨﺎذهﺎ ﻓﻲ ﺣﻴﺎﺗﻚ إﻻ اﻧﻪ‬ ‫ﻣﻊ ذﻟﻚ ﻳﻌﺘﺒﺮ ﻗﺮار ﻣﻤﺘﻊ و ﺷﻴ ﻖ‬ ‫ﻟﻤﺎ ﻓﻴﻪ ﻣﻦ‬ ‫إﺛ ﺒ ﺎت اﻟ ﺬات‬ ‫و إﻇ ﻬ ﺎر‬ ‫اﻟ ﻘ ﺪرة ﻋ ﻠ ﻰ‬ ‫اﺗ ﺨ ﺎذ‬

‫اﻟﻘﺮارات‪.‬‬ ‫ﻟ ﻠ ﺒ ﺪء ﺑ ﺄي ﻣﺸ ﺮوع‪ ,‬ﻓ ﻼﺑ ﺪ‬ ‫ﻷﺻ ﺤ ﺎب اﻟ ﻤ ﺸ ﺮوع ﻣ ﻌ ﺮﻓ ﺔ‬ ‫ﺑﻌﺾ اﻷﻣﻮر ﻗﺒﻞ اﻟ ﺒ ﺪء ﺑ ﺘ ﻨ ﻔ ﻴ ﺬ‬ ‫اﻟﻤﺸﺮوع و هﻲ آﺎﻟﺘﺎﻟﻲ‪:‬‬ ‫ﻣﺎ هﻲ اﻟﺨﺒﺮات اﻟﺘﻲ ﻳﻤﺘ ﻠ ﻜ ﻮﻧ ﻬ ﺎ‬ ‫و ﺗﺨﺪم اﻟﻤﺸﺮوع؟‬ ‫ﻣﺎ هﻲ اﻟﺪواﻓﻊ اﻟﺸ ﺨ ﺼ ﻴ ﺔ اﻟ ﺘ ﻲ‬ ‫ﺳﺘﻀﻤﻦ ﻧﺠﺎح اﻟﻤﺸﺮوع؟‬

‫ﻣﺎ ه ﻲ اﻟﺼ ﻔ ﺎت اﻟﺸ ﺨ ﺼ ﻴ ﺔ‬ ‫اﻟ ﺘ ﻲ ﺳ ﺘ ﻌ ﻤ ﻞ ﻋ ﻠ ﻰ ﻗ ﻴ ﺎدﺗ ﻚ‬ ‫اﻟﻤﺸﺮوع؟‬ ‫وﻣﻦ هﻨﺎ ﻳﺠﺐ ﺗﺤﺪﻳﺪ اﻷﺷ ﺨ ﺎص‬ ‫اﻟﻤﺸﺎرآﻴﻦ ﺑﺎﻟﻤﺸﺮوع و ﻣ ﻌ ﺮﻓ ﺔ‬ ‫اﻟﻤﻬﺎرات اﻟﺘﻲ ﻳﻤ ﺘ ﻠ ﻜ ﻮﻧ ﻬ ﺎ )ﻣ ﻦ‬ ‫ﻧ ﺎﺣ ﻴ ﺔ اﻻﺗﺼ ﺎل‪ ,‬اﻹﺷ ﺮاف‪,‬‬ ‫اﻟ ﺘ ﻨ ﻈ ﻴ ﻢ‪ (...,‬و اﻟﺼ ﻔ ﺎت‬ ‫اﻟﺸﺨﺼﻴﺔ اﻟﺘﻲ ﻳﺘﻤﺘﻌﻮن ﺑ ﻬ ﺎ ﻣ ﻦ‬ ‫) ﻟﺒﺎﻗﺔ‪ ,‬ﺣﻤﺎﺳﺔ‪ ,‬ﺻ ﺒ ﺮ‪ ,‬اﻧﻀ ﺒ ﺎط‬ ‫و اﻟﺘﺰام‪ (.....‬وﻣﻌﺮﻓﺔ اﻟ ﺨ ﺒ ﺮات‬ ‫اﻟﺴﺎﺑﻘﺔ و اﻟﻤﺴﺘﻮى اﻟﺘﻌﻠﻴﻤﻲ‪.‬‬ ‫ﻣﻤﺎ ﻻ ﺷﻚ ﻓ ﻴ ﻪ أن اﻟ ﻌ ﺎﺋ ﻖ أﻣ ﺎم‬ ‫إﻗ ﺎﻣ ﺔ أي ﻣﺸ ﺮوع ﺧ ﺎص ه ﻮ‬ ‫اﻟﺨﻮف ﻣﻦ اﻟﻤﺨﺎﻃﺮة‪ ,‬و ﻟ ﺘ ﺒ ﺪﻳ ﺪ‬ ‫هﺬا اﻟﺨﻮف ﻻ ﺑﺪ أن ﻧﻜ ﻮن ﻋ ﻠ ﻰ‬ ‫ﻳﻘﻴ ﻦ ﺑ ﺄن أه ﻢ ﺧ ﻄ ﻮات إﻧ ﺠ ﺎح‬ ‫اﻟﻤﺸﺎرﻳﻊ اﻻﻗﺘﺼﺎدﻳﺔ ﻳ ﻜ ﻤ ﻦ ﻓ ﻲ‬ ‫اﻹﻋﺪاد اﻟﺴﻠﻴﻢ‪ ,‬ﻓﺎﻟﺘﺨﻄﻴﻂ اﻟﺴ ﻠ ﻴ ﻢ‬ ‫ﻟ ﻠ ﻤ ﺸ ﺎرﻳ ﻊ ﻳﻀ ﻤ ﻦ ﻧ ﺠ ﺎﺣ ﻬ ﺎ و‬ ‫ﺑﻘﺎءهﺎ‪ .‬ﻟﺬﻟﻚ آﺎن ﻣﻦ اﻟﻀ ﺮوري‬ ‫أن ﻧﺴﺘﻌﺮض ﺳﻮﻳﺎ ﻣﺮاﺣﻞ إﻧﺸﺎء‬

‫وﺗﺄﺳﻴﺲ اﻟﻤﺸﺮوع اﻻﻗﺘ ﺼ ﺎدي‪,‬‬ ‫ﺑﺪءا ﺑﺄول ﻣﺮاﺣﻞ اﻟﺘﺄﺳﻴﺲ أﻻ و‬ ‫ه ﻲ ﻣ ﺮﺣ ﻠ ﺔ ﺗ ﻮﻟ ﻴ ﺪ أﻓ ﻜ ﺎر‬ ‫اﻟﻤﺸﺎرﻳﻊ‪.‬‬ ‫آﻤﺎ هﻮ ﻣﻌﻠﻮم ﻟﺪى اﻟ ﺠ ﻤ ﻴ ﻊ ﺑ ﺎن‬ ‫أي ﻣﺸﺮوع ﻳﺒﺪأ آﻔﻜﺮة ﻓﻲ اﻟﺬهﻦ‬ ‫وﻣ ﻦ ﺛ ﻢ ﺗ ﺘ ﻄ ﻮر ه ﺬﻩ اﻟ ﻔ ﻜ ﺮة‬ ‫ﺗﺪرﻳﺠﻴﺎ ﻟﻴﻨﺒﺜﻖ ﻋﻨﻬ ﺎ اﻟ ﻤ ﺸ ﺮوع‪,‬‬ ‫ﻓ ﺎﻟ ﻔ ﻜ ﺮة ه ﻲ اﻟﺸ ﺮارة اﻷوﻟ ﻰ‬ ‫ﻟ ﻠ ﻤ ﺸ ﺮوع‪ ,‬ﻗ ﺪ ﺗ ﺨ ﻄ ﺄ اﻟ ﺘ ﻘ ﺪﻳ ﺮ‬ ‫ﻋﻨﺪﻣﺎ ﺗﻌﺘﻘ ﺪ ﺑ ﺄﻧ ﻚ ﻋ ﺎﺟ ﺰ ﻋ ﻦ‬ ‫إﻳﺠﺎد أﻓﻜﺎر ﺟﺪﻳﺪة ﻓﻘﺪ ﻳﻜﻮن ﻟ ﺪى‬ ‫آﻞ ﻣﻨﺎ اﻟﻌﺪﻳﺪ ﻣ ﻦ اﻷﻓ ﻜ ﺎر اﻟ ﺘ ﻲ‬ ‫ﻳ ﻤ ﻜ ﻦ أن ﺗ ﺨ ﺮج ﺑ ﻤ ﺸ ﺮوﻋ ﺎت‬ ‫ﻧﺎﺟﺤﺔ‪ ,‬ﻓ ﺎﻷﻓ ﻜ ﺎر ﻻ ﺗ ﺨ ﻠ ﻖ ﻣ ﻦ‬ ‫اﻟﻌﺪم ﻓﻤﻌﻈﻢ أﺻﺤﺎب اﻟﻤ ﺸ ﺎرﻳ ﻊ‬ ‫اﻟﻨﺎﺟﺤﻴﻦ ﻳﻘﻀﻮن وﻗﺘﺎ ﻃﻮﻳﻼ ﻓﻲ‬ ‫اﻟﺒﺤﺚ ﻋﻦ اﻷﻓﻜﺎر و ﺗ ﻄ ﻮﻳ ﺮه ﺎ‬ ‫ﻟﺘﺼﺒﺢ ﻣﺸ ﺎرﻳ ﻊ ﻧ ﺎﺟ ﺤ ﺔ ﻳ ﻤ ﻜ ﻦ‬ ‫ﺗﺤﻘﻴﻖ ذﻟﻚ ﺑﺴﻬ ﻮﻟ ﺔ ﻣ ﻦ ﺧ ﻼل‬ ‫ﺗﺪرﻳﺐ ﻧﻔﺴﻚ ﻋ ﻠ ﻰ اﻟ ﺒ ﺤ ﺚ ﻋ ﻦ‬ ‫اﻟ ﻔ ﺮص و اﻷﻓ ﻜ ﺎر و اﻟ ﺘ ﻔ ﻜ ﻴ ﺮ‬ ‫ﺑﻄﺮق ﺟ ﺪﻳ ﺪة ﺑ ﻞ و اﻻﺳ ﺘ ﻌ ﺪاد‬ ‫داﺋﻤﺎ ﻟﺘﻄﻮﻳﺮ ﺗﻠﻚ اﻷﻓﻜﺎر‪.‬‬ ‫‪126‬‬

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‫اﻟﺴﺆال اﻟﺬي ﻳ ﻄ ﺮح ﻧ ﻔ ﺴ ﻪ ه ﻨ ﺎ‬ ‫وﻳ ﺪور ﻓ ﻲ أذه ﺎن اﻟ ﺠ ﻤ ﻴ ﻊ‪ ,‬ﻣ ﺎ‬ ‫ﻣﺼﺪر هﺬﻩ اﻷﻓﻜﺎر؟ أو ﺑ ﻤ ﻌ ﻨ ﻰ‬ ‫ﺁﺧﺮ ﻣﻦ أﻳﻦ ﺗ ﺄﺗ ﻲ اﻷﻓ ﻜ ﺎر؟‪ ,‬ﻟ ﻮ‬ ‫ﻧ ﻈ ﺮﻧ ﺎ ﺣ ﻮﻟ ﻨ ﺎ‬ ‫ﺳﻮف ﻧﺠﺪ أﻓﻜﺎرا‬ ‫آﺜﻴﺮة و ﻣﺘﻨﻮﻋ ﺔ‪,‬‬ ‫ﻓ ﺎﻷﺷ ﻴ ﺎء اﻟ ﺘ ﻲ‬ ‫ﻧﻤﻠﻜﻬﺎ ﻣﻤ ﻜ ﻦ أن‬ ‫ﺗ ﻜ ﻮن ﻣ ﻮﺿ ﻊ‬ ‫أﻓﻜ ﺎر ﻟ ﻤ ﺸ ﺎرﻳ ﻊ‬ ‫ﺟﺪﻳﺪة آﺎﻟﻤ ﻼﺑ ﺲ‬ ‫اﻟﻘﺪﻳﻤﺔ‪ ,‬اﻟ ﺪراﺟ ﺔ‬ ‫اﻟﻬ ﻮاﺋ ﻴ ﺔ‪ ,‬ﺟ ﻬ ﺎز‬ ‫اﻟ ﺤ ﺎﺳ ﻮب‪......‬وﻏ ﻴ ﺮه ﺎ ﻣ ﻦ‬ ‫اﻟﻤﻤﺘﻠﻜﺎت واﻟﻤﻘﺘﻨﻴ ﺎت‪ ,‬آ ﺬﻟ ﻚ ﻗ ﺪ‬ ‫ﺗﺄﺗﻲ اﻟﻔﻜﺮة ﻣﻦ ﻣﻬﺎرة ﻧﺘﻘﻨﻬﺎ ﻣ ﻦ‬ ‫ﺧﻼل ﺗﺮﺟﻤﺔ هﺬﻩ اﻟﻤﻬﺎرات إﻟ ﻰ‬ ‫أﻓﻜﺎر ﻟﻤﺸﺎرﻳﻊ ﻧ ﺎﺟ ﺤ ﺔ آ ﻤ ﻬ ﺎرة‬ ‫اﻟ ﻄ ﺒ ﺎﻋ ﺔ أو اﻟ ﻄ ﺒ ﺦ أو ﻗ ﻴ ﺎدة‬ ‫اﻟﺴ ﻴ ﺎرة‪..‬إن اﻟ ﻤ ﻌ ﺮﻓ ﺔ اﻟ ﺠ ﻴ ﺪة‬ ‫ﺑ ﺎﺣ ﺘ ﻴ ﺎﺟ ﺎت اﻟ ﻨ ﺎس و ﻣ ﺤ ﺎوﻟ ﺔ‬ ‫ﺗﺤﺪﻳﺪ اﺣﺘﻴ ﺎﺟ ﺎﺗ ﻬ ﻢ اﻷﺳ ﺎﺳ ﻴ ﺔ و‬ ‫ﺗﺼﻨﻴﻔﻬﻢ ﺣﺴﺐ اﺣﺘﻴﺎﺟ ﺎﺗ ﻬ ﻢ إﻟ ﻰ‬ ‫ﻣﺠﻤﻮﻋﺎت ﺗﺴﺎﻋﺪ ﻓ ﻲ اﻟ ﻮﺻ ﻮل‬ ‫إﻟ ﻰ ﻓ ﻜ ﺮة ﻣﺸ ﺮوع ﺟ ﺪﻳ ﺪ‪ ,‬ﻗ ﺪ‬ ‫ﻧﻌﺠﺐ إذا ﻗﻠﻨﺎ أن اﻟﻤﺸﺎآﻞ اﻟ ﺘ ﻲ‬ ‫ﻳ ﻌ ﺎﻧ ﻲ ﻣ ﻨ ﻬ ﺎ اﻟ ﻨ ﺎس ﻗ ﺪ ﺗ ﻜ ﻮن‬ ‫ﻣﺼﺪرا ﻷﻓﻜﺎر ﻣﺸﺎرﻳﻊ ﺟﺪﻳﺪة‪.‬‬ ‫ﻓﻲ ﻇ ﻞ اﻟ ﻤ ﻨ ﺎﻓﺴ ﺔ اﻟﺸ ﺪﻳ ﺪة ﻓ ﻲ‬ ‫ﻋﺼﺮﻧﺎ اﻟﺤﺎﻟﻲ‪ ,‬وﺣ ﻴ ﺚ اﻟ ﺰﺑ ﻮن‬ ‫هﻮ ﻣ ﻮﺿ ﻊ اﻻه ﺘ ﻤ ﺎم و ﻳ ﺒ ﺤ ﺚ‬ ‫داﺋ ﻤ ﺎ ﻋ ﻦ اﻷﻓﻀ ﻞ‪ ,‬اﻗ ﺘ ﻀ ﺖ‬ ‫اﻟﺤﺎﺟﺔ اﻟﺴﻌﻲ اﻟﺪاﺋﻢ ﻧﺤﻮ اﻟﺘﻐﻴﻴ ﺮ‬ ‫و اﻟ ﺒ ﺤ ﺚ ﻋ ﻦ أﻓ ﻜ ﺎر‬ ‫ﻟﻠﻤﺸﺮوﻋﺎت‪ ,‬ﻓﺒﺎﻹﻣ ﻜ ﺎن اﻟ ﺒ ﺤ ﺚ‬ ‫ﻋﻦ أﻓﻜﺎر اﻟﻤﺸﺮوﻋﺎت ﻣﻦ ﺧﻼل‬ ‫اﻟﻔ ﺠ ﻮات ﻓ ﻲ اﻷﺳ ﻮاق‪ ,‬اﻟ ﺒ ﺤ ﺚ‬

‫ﻋ ﻦ أﺳ ﻮاق ﺟ ﺪﻳ ﺪة‪ ,‬أو اﺑ ﺘ ﻜ ﺎر‬ ‫ﻣﻨﺘﺞ ﺟﺪﻳﺪ‪ ,‬آﻤﺎ أن إﺿﺎﻓﺔ ﻣ ﺰاﻳ ﺎ‬ ‫ﺟﺪﻳﺪة ﻟﻤﻨﺘﺠﺎت ﻣ ﻮﺟ ﻮدة ﻳ ﻌ ﺘ ﺒ ﺮ‬ ‫ﻓﻜﺮة ﻟﻤﺸ ﺮوع ﻓ ﻲ ﺣ ﺪ ذاﺗ ﻪ‪ ,‬أو‬ ‫ﻣ ﻦ ﺧ ﻼل‬ ‫ﺗﻄﻮﻳﺮ اﻟﻤﻨﺘﺞ‬ ‫او اﻟﺨﺪﻣﺔ‪ ,‬أو‬ ‫إﻋﺎدة ﺑﻨ ﺎء أو‬ ‫ﺗﺼ ﻨ ﻴ ﻊ‬ ‫اﻟ ﻤ ﻨ ﺘ ﺠ ﺎت‬ ‫اﻟ ﻤ ﻌ ﺮوﻓ ﺔ‪,‬‬ ‫آ ﺬﻟ ﻚ ﻓ ﺈن‬ ‫اﻟ ﺤ ﺼ ﻮل‬ ‫ﻋ ﻠ ﻰ اﻣ ﺘ ﻴ ﺎز‬ ‫أو وآﺎﻟﺔ ﻷﺣﺪ اﻟﻤﻨﺘ ﺠ ﺎت ﻳ ﻌ ﺘ ﺒ ﺮ‬ ‫ﻓ ﻜ ﺮة‪ ,‬أو ﻣ ﻦ ﺧ ﻼل إﺣ ﻼل‬ ‫اﻟ ﻮاردات‪ ,‬أو اﻟ ﺒ ﺤ ﺚ ﻋ ﻦ‬ ‫اﺳ ﺘ ﺨ ﺪاﻣ ﺎت ﺟ ﺪﻳ ﺪة ﻟ ﻤ ﻨ ﺘ ﺠ ﺎت‬ ‫ﻣﻌﺮوﻓﺔ‪.‬‬ ‫و ﺑﻌﺪ ﺗﺤﺪﻳﺪ اﻟﻔﻜﺮة ﻳﺘﻢ دراﺳ ﺘ ﻬ ﺎ‬ ‫و ﺗﻘﻴﻴﻤﻬﺎ ﻣﻦ ﺧﻼل إﻋﺪاد دراﺳ ﺔ‬ ‫ﻣﺒﺪﺋ ﻴ ﺔ ﻟ ﻠ ﺘ ﺄآ ﺪ ﻣ ﻦ ﻋ ﺪم وﺟ ﻮد‬ ‫ﻣﻮاﻧﻊ ﺟﻮهﺮﻳﺔ ﺗﺤﻮل دون ﺗﻨﻔ ﻴ ﺬ‬ ‫اﻟﻔﻜ ﺮة اﻻﺳ ﺘ ﺜ ﻤ ﺎرﻳ ﺔ‪ ,‬وﻣ ﻦ أه ﻢ‬ ‫اﻟ ﺪواﻓ ﻊ ﻟ ﻌ ﻤ ﻞ دراﺳ ﺔ ﺟ ﺪوى‬ ‫ﻣﺒﺪﺋﻴﺔ أﻧﻬﺎ ﺗﺴﺘﻐﺮق وﻗﺖ وﺟ ﻬ ﺪ‬ ‫اﻗ ﻞ إذا ﻣ ﺎ ﻗ ﻮرﻧ ﺖ ﺑ ﺪراﺳ ﺔ‬ ‫اﻟ ﺠ ﺪوى اﻟ ﺘ ﻔ ﺼ ﻴ ﻠ ﻴ ﺔ‪ ,‬ﻓ ﻬ ﻲ ﻻ‬ ‫ﺗ ﺘ ﻄ ﻠ ﺐ ﻓ ﺤ ﺼ ﺎ دﻗ ﻴ ﻘ ﺎ‬ ‫اﻷﻣ ﺮ اﻟ ﺬي ﻳ ﺆدي إﻟ ﻰ‬ ‫ﻋﺪم ﺗﺤﻤﻞ ﻣﻦ ﻳﻘﻮم ﺑ ﻬ ﺎ‬ ‫ﻧ ﻔ ﻘ ﺎت آ ﺒ ﻴ ﺮة ﺑ ﻌ ﻜ ﺲ‬ ‫دراﺳ ﺔ اﻟ ﺠ ﺪوى‬ ‫اﻻﻗ ﺘ ﺼ ﺎدﻳ ﺔ‪ ,‬أﻣ ﺎ ﻋ ﻦ‬ ‫اﻷﻣﻮر اﻟﺘﻲ ﺗ ﺘ ﻀ ﻤ ﻨ ﻬ ﺎ‬ ‫اﻟ ﺪراﺳ ﺔ اﻟ ﻤ ﺒ ﺪﺋ ﻴ ﺔ‬ ‫ﻟ ﻠ ﺠ ﺪوى‪ ,‬ﻓ ﺈﻧ ﻬ ﺎ ﺗﺸ ﻤ ﻞ‬ ‫وﺻ ﻒ و دراﺳ ﺔ اﻟ ﻔ ﻜ ﺮة‬

‫اﻻﺳ ﺘ ﺜ ﻤ ﺎرﻳ ﺔ ﻣ ﺜ ﻞ‪ :‬اﻟ ﺘ ﺄآ ﺪ ﻣ ﻦ‬ ‫وﺟﻮد ﺣﺎﺟﺔ ﻟﻤﻨﺘﺠﺎت اﻟﻤﺸ ﺮوع‪,‬‬ ‫ودراﺳﺔ ﻣﺪى إﻗﺒﺎل اﻟﻤﺴﺘ ﺜ ﻤ ﺮﻳ ﻦ‬ ‫ﻋ ﻠ ﻰ اﻻﺳ ﺘ ﺜ ﻤ ﺎر ﻓ ﻲ ﻣ ﺠ ﺎل‬ ‫اﻟﻤﺸﺮوع‪ ,‬وﻣﺎ هﻮ ﺣﺠﻢ اﻟﺘﻤ ﻮﻳ ﻞ‬ ‫اﻟﻤﻘﺘﺮح‪ ,‬ﺑﺎﻹﺿ ﺎﻓ ﺔ إﻟ ﻰ وﺻ ﻒ‬ ‫ودراﺳﺔ اﻟﺼﻨﺎﻋ ﺔ اﻟ ﺘ ﻲ ﻳ ﻨ ﺘ ﻤ ﻲ‬ ‫إﻟﻴﻬﺎ اﻟﻤﺸﺮوع وﺗﺤﺪﻳﺪ أهﻢ ﻣﻌﺎﻟ ﻢ‬ ‫هﺬﻩ اﻟﺼﻨﺎﻋﺔ ﻣﺜﻞ ﻣﺘﻮﺳ ﻂ ﺣ ﺠ ﻢ‬ ‫اﻷرﺑﺎح أو ﻣ ﻌ ﺪل اﻟ ﻌ ﺎﺋ ﺪ ﻋ ﻠ ﻰ‬ ‫اﻻﺳ ﺘ ﺜ ﻤ ﺎر‪ ,‬آ ﻤ ﺎ و ﺗ ﺘ ﻀ ﻤ ﻦ‬ ‫اﻟ ﺪراﺳ ﺔ ﺗ ﺤ ﺪﻳ ﺪ اﻟ ﻤ ﺘ ﻄ ﻠ ﺒ ﺎت‬ ‫اﻟﻘﺎﻧﻮﻧﻴﺔ اﻟﺘﻲ ﻗﺪ ﺗﻤﻨﻊ ﻣ ﻦ ﺗ ﻨ ﻔ ﻴ ﺬ‬ ‫اﻟﻤﺸﺮوع وذﻟﻚ ﻓﻲ ﻇﻞ اﻟﻘﻮاﻧ ﻴ ﻦ‬ ‫اﻟ ﻘ ﺎﺋ ﻤ ﺔ ﺣ ﺎﻟ ﻴ ﺎ ﺑ ﺎﻹﺿ ﺎﻓ ﺔ إﻟ ﻰ‬ ‫دراﺳﺔ اﺣﺘﻤﺎل ﻇﻬﻮر ﻗﻮاﻧﻴﻦ ﻓ ﻲ‬ ‫اﻟ ﻤ ﺴ ﺘ ﻘ ﺒ ﻞ ﺗ ﻤ ﻨ ﻊ ﻣ ﻦ ﺗ ﻨ ﻔ ﻴ ﺬ‬ ‫اﻟﻤﺸﺮوع أو ﺗﺆﺛﺮ ﻋ ﻠ ﻰ أرﺑ ﺎﺣ ﻪ‬ ‫أو إﻣﻜﺎﻧﻴﺔ ﺗﻮﺳ ﻌ ﻪ‪ ,‬ﺑ ﺠ ﺎﻧ ﺐ ذﻟ ﻚ‬ ‫آﻠﻪ ﻓﺈﻧﻬﺎ ﺗﻬﺘ ﻢ ﺑ ﺘ ﺤ ﺪﻳ ﺪ اﻟ ﻤ ﻌ ﺎﻟ ﻢ‬ ‫اﻻﺟﺘﻤﺎﻋﻴﺔ و اﻟﺴﻴﺎﺳﻴ ﺔ اﻟ ﺘ ﻲ ﻗ ﺪ‬ ‫ﺗﺆﺛﺮ ﻋﻠﻰ اﻟﻤﺸﺮوع ﻋﻨﺪ إﻧﺸ ﺎﺋ ﻪ‬ ‫و ﺗﺸﻐﻴﻠﻪ‪ ,‬و ﺗﺤﺪﻳﺪ آﺎﻓﺔ اﻟ ﻤ ﻌ ﺎﻟ ﻢ‬ ‫اﻷﺧﺮى اﻟﺘﻲ ﻗﺪ ﻳﺮى اﻟﻤﺴ ﺘ ﺜ ﻤ ﺮ‬ ‫أو اﻟﻤﻌﺪ ﻟﻠﺪراﺳﺔ أﻧ ﻬ ﺎ ﻣ ﺮﺗ ﺒ ﻄ ﺔ‬ ‫ﺑﺎﻟﻤﺸﺮوع‪.‬‬ ‫اﻋ ﺘ ﻤ ﺎدا ﻋ ﻠ ﻰ ﻧ ﺘ ﻴ ﺠ ﺔ اﻟ ﺪراﺳ ﺔ‬ ‫اﻟﻤﺒﺪﺋ ﻴ ﺔ ﻳ ﻤ ﻜ ﻨ ﻨ ﺎ اﺗ ﺨ ﺎذ اﻟ ﻘ ﺮار‬ ‫ﺑﺎﻟﻌﺰوف ﻋ ﻦ اﻟ ﻔ ﻜ ﺮة‬ ‫إذا آ ﺎﻧ ﺖ اﻟ ﺪراﺳ ﺔ‬ ‫اﻟﻤﺒﺪﺋﻴﺔ ﻏ ﻴ ﺮ ﻣﺸ ﺠ ﻌ ﺔ‬ ‫أو اﻻﺳ ﺘ ﻤ ﺮار ﻓ ﻲ‬ ‫ﻣ ﺮاﺣ ﻞ اﻟ ﺘ ﺄﺳ ﻴ ﺲ و‬ ‫اﻟﺒﺪء ﻓﻲ إﻋ ﺪاد دراﺳ ﺔ‬ ‫ﺟﺪوى ﺑﻴﺌﻴﺔ ﻟﻠﻤﺸ ﺮوع‪,‬‬ ‫ﺣ ﻴ ﺚ أﻧ ﻪ ﻣ ﻦ‬ ‫اﻟﻀﺮوري دراﺳﺔ ﺁﺛﺎر‬ ‫اﻟﻤﺸﺮوع ﻋ ﻠ ﻰ اﻟ ﺒ ﻴ ﺌ ﺔ ودراﺳ ﺔ‬ ‫‪127‬‬

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‫ﺁﺛﺎر اﻟﺒﻴﺌﺔ ﻋﻠﻰ اﻟﻤﺸﺮوع‪ ,‬ﺑﻤﻌﻨﻰ‬ ‫ﺁﺧﺮ دراﺳﺔ اﻟﺘﻔﺎﻋﻞ ﺑﻴﻦ اﻟﺒﻴ ﺌ ﺔ و‬ ‫اﻟﻤﺸﺮوع‪ ,‬و هﺬا ﻳﺘﻄ ﻠ ﺐ دراﺳ ﺔ‬ ‫آﻞ اﻟﻌﻮاﻣﻞ اﻟﻤﺘﻌﻠﻘﺔ ﺑ ﺎﻟ ﻤ ﺠ ﺘ ﻤ ﻊ‬ ‫اﻟﺬي ﺳﻮف ﻳﺘﻌﺎﻣﻞ‬ ‫ﻣﻊ اﻟﻤ ﺸ ﺮوع ﻣ ﻦ‬ ‫ﻗ ﻴ ﻢ و ﻋ ﺎدات‬ ‫ﺳﺎﺋﺪة ﻓﻲ اﻟﻤﺠﺘ ﻤ ﻊ‬ ‫ﺳ ﻮاء ﻓ ﻲ اﻟ ﻮﻗ ﺖ‬ ‫اﻟ ﺤ ﺎﻟ ﻲ أو‬ ‫اﻟ ﺘ ﻄ ﻮرات‬ ‫اﻟﻤﺘﻮﻗﻌﺔ ﻣﺴ ﺘ ﻘ ﺒ ﻼ‬ ‫ﻓﻴﻬﺎ‪ ,‬ﻟﻤﺎ ﻟﺬﻟﻚ ﻣﻦ أﺛﺮ آﺒﻴﺮ ﻋ ﻠ ﻰ‬ ‫ﻧﻮع اﻹﻧﺘﺎج و ﻣﻮاﺻ ﻔ ﺎﺗ ﻪ ﺣ ﻴ ﺚ‬ ‫ﺗﺘﻐﻴﺮ اﺣﺘﻴﺎﺟﺎت اﻟﻨﺎس ﻣ ﻦ وﻗ ﺖ‬ ‫ﺁﺧﺮ ﺗﺒﻌﺎ ﻟﻠﺘﻄﻮر اﻻﺟ ﺘ ﻤ ﺎﻋ ﻲ و‬ ‫اﻻﻗﺘﺼﺎدي ﻟﻠﺴﻜﺎن وه ﺬا ﺑ ﺪورﻩ‬ ‫ﻳﺆﺛﺮ ﻋﻠﻰ آﻤﻴﺔ و ﻧﻮﻋﻴﺔ اﻟ ﻄ ﻠ ﺐ‬ ‫اﻟﻤﺘﻮﻗﻊ‪ .‬وﻣ ﻦ ﺿ ﻤ ﻦ اﻟ ﺠ ﻮاﻧ ﺐ‬ ‫اﻟﺒﻴﺌﻴﺔ أﻳﻀﺎ دراﺳﺔ ﻣﻌﺎﻟﻢ اﻟﻨ ﻈ ﺎم‬ ‫اﻻﻗﺘﺼﺎدي اﻟﺴﺎﺋﺪ وﻣﺪى ﺗ ﺄﺛ ﻴ ﺮﻩ‬ ‫ﻋﻠ ﻰ اﻻﺳ ﺘ ﺜ ﻤ ﺎر‪ ,‬آ ﺬﻟ ﻚ دراﺳ ﺔ‬ ‫ﻟﻠﺴﻴﺎﺳﺎت اﻟﺤﻜﻮﻣﻴﺔ ﻓﻲ اﻟﻤﻨ ﻄ ﻘ ﺔ‬ ‫ﻣﻦ ﺳﻴﺎﺳﺎت اﻟﺘﺴﻌﻴﺮ و اﻟ ﺘ ﻤ ﻮﻳ ﻞ‬ ‫و ﺁﺛﺎرهﺎ ﻋﻠﻰ اﻷرﺑﺎح‪ ,‬ﺑﺎﻹﺿﺎﻓﺔ‬ ‫إﻟ ﻰ ﺳ ﻴ ﺎﺳ ﺎت‬ ‫و‬ ‫اﻷﺟ ﻮر‬ ‫اﻟﻀ ﺮاﺋ ﺐ‪,‬‬ ‫وﺳ ﻴ ﺎﺳ ﺎت‬ ‫اﻟ ﺘ ﺮﺧ ﻴ ﺺ و‬ ‫اﻟﺴﻴﺎﺳﺎت اﻟﻨﻘﺪﻳﺔ‪.‬‬ ‫ﻟﺘﻜﺘﻤﻞ اﻟﺮؤﻳﺔ ﻋﻦ‬ ‫اﻟﺪراﺳﺔ اﻟﺒﻴﺌﻴﺔ‪ ,‬ﻻ ﺑﺪ ﻣﻦ دراﺳ ﺔ‬ ‫ﻗ ﻮاﻧ ﻴ ﻦ اﻻﺳ ﺘ ﺜ ﻤ ﺎر اﻟ ﻌ ﺎﻣ ﺔ و‬ ‫اﻟﺨﺎﺻﺔ ﻓﻲ اﻟﻤﺠﺎﻻت اﻟﺼﻨﺎﻋ ﻴ ﺔ‬ ‫و اﻟ ﺘ ﺠ ﺎرﻳ ﺔ ﻣ ﺜ ﻞ ﻗ ﻮاﻧ ﻴ ﻦ‬ ‫اﻟﻀﺮاﺋﺐ‪ ,‬ﻗﻮاﻧ ﻴ ﻦ اﻻﺳ ﺘ ﻴ ﺮاد و‬ ‫اﻟﺘﺼﺪﻳﺮ‪ ,‬ﻗﻮاﻧﻴﻦ اﻷﺟﻮر‪ ,‬ﻗﻮاﻧﻴﻦ‬

‫ﺗﺤ ﻮﻳ ﻼت اﻟ ﻌ ﻤ ﻠ ﺔ‪......,‬اﻟ ﺦ ﻣ ﻦ‬ ‫هﺬﻩ اﻟﻘﻮاﻧﻴﻦ‪ ,‬ﻟﻤﻌﺮﻓﺔ ﻣﺪى ﺗﺄﺛ ﻴ ﺮ‬ ‫ه ﺬﻩ اﻟ ﻘ ﻮاﻧ ﻴ ﻦ ﻋ ﻠ ﻰ إﻧﺸ ﺎء و‬ ‫ﺗﺸ ﻐ ﻴ ﻞ اﻟ ﻤ ﺸ ﺮوع و اﻷرﺑ ﺎح‬ ‫اﻟﻤﺘﻮﻗﻌﺔ‪.‬‬ ‫ﺑﺠ ﺎﻧ ﺐ ذﻟ ﻚ‬ ‫آﻠ ﻪ ﻳ ﺠ ﺐ‬ ‫اﻟﺘﻌﺮف ﻋﻠ ﻰ‬ ‫اﻟ ﺤ ﻮاﻓ ﺰ و‬ ‫اﻟ ﻘ ﻴ ﻮد‬ ‫اﻻﺳﺘﺜ ﻤ ﺎرﻳ ﺔ‪,‬‬ ‫ﺑﻤﻌﻨﻰ هﻞ‬ ‫ه ﻨ ﺎك ﺣ ﻮاﻓ ﺰ ﺗ ﺘ ﻌ ﻠ ﻖ ﺑ ﻘ ﻮاﻧ ﻴ ﻦ‬ ‫ﺗﻬﺪف إﻟﻰ ﺗﺸﺠﻴﻊ ﻧﻮع ﻣﻌﻴﻦ ﻣ ﻦ‬ ‫اﻻﺳ ﺘ ﺜ ﻤ ﺎر‪ ,‬وﻓ ﻲ اﻟ ﻤ ﻘ ﺎﺑ ﻞ ه ﻞ‬ ‫هﻨﺎك ﻗﻴﻮد ﺗﻤﻨﻊ ﻣ ﺰاوﻟ ﺔ أﻧﺸ ﻄ ﺔ‬ ‫ﻣﻌ ﻴ ﻨ ﺔ‪ ,‬أو ﻗ ﻴ ﻮد ﻣ ﺘ ﻌ ﻠ ﻘ ﺔ ﺑ ﻨ ﻘ ﻞ‬ ‫اﻟ ﺘ ﻜ ﻨ ﻮﻟ ﻮﺟ ﻴ ﺎ‪ ,‬أو ﺑ ﺎﻻﺳ ﺘ ﺜ ﻤ ﺎر‬ ‫اﻷﺟ ﻨ ﺒ ﻲ؛ ﻟ ﺬﻟ ﻚ آ ﺎن ﻣ ﻦ‬ ‫اﻟﻀﺮورة اﻟﻘﻴﺎم ﺑﺎﻟﺪراﺳﺔ اﻟﺒﻴ ﺌ ﻴ ﺔ‬ ‫ﻗﺒﻞ اﻟﺸﺮوع ﺑﺎﻟﺘﻨﻔﻴﺬ‪.‬‬ ‫ﺑﻨﺎء ﻋﻠﻰ هﺬﻩ اﻟﺪراﺳﺔ اﻟﺒﻴﺌﻴﺔ‪ ,‬إذا‬ ‫آﺎن اﻟﻤﺸﺮوع ﻣﻘﺒﻮﻻ ﻣﻦ ﻧ ﺎﺣ ﻴ ﺔ‬ ‫ﺑﻴﺌﻴﺔ ﻓﻴﺘﻮﺟﺐ ﻋﻠﻴﻨﺎ اﻟﺒﺪء ﺑ ﺈﻋ ﺪاد‬ ‫دراﺳﺔ اﻟﺠﺪوى اﻻﻗﺘﺼﺎدﻳﺔ ‪ ,‬ﻓ ﻲ‬ ‫اﻟ ﺤ ﻘ ﻴ ﻘ ﺔ ﻻ‬ ‫ﻳﺘﺴ ﻊ اﻟ ﻤ ﺠ ﺎل‬ ‫ه ﻨ ﺎ ﻟ ﻠ ﺨ ﻮض‬ ‫ﻓ ﻲ اﻟ ﺤ ﺪﻳ ﺚ‬ ‫ﻋ ﻦ دراﺳ ﺔ‬ ‫اﻟ ﺠ ﺪوى‬ ‫اﻻﻗ ﺘ ﺼ ﺎدﻳ ﺔ‬ ‫ﻷﻧ ﻪ ﻣ ﺠ ﺎل‬ ‫ﻳﻄﻮل اﻟﺤﺪﻳﺚ ﻓﻴﻪ إذا آ ﻨ ﺎ ﻧ ﺮﻳ ﺪ‬ ‫ﻣ ﻌ ﺮﻓ ﺔ أدق اﻟ ﺘ ﻔ ﺎﺻ ﻴ ﻞ‪ ,‬ﻟ ﺬﻟ ﻚ‬ ‫ﺳﻨﻜﺘﻔﻲ هﻨﺎ ﺑﻌﺮض ﻟ ﻤ ﺤ ﺔ ﻋ ﻦ‬ ‫دراﺳﺔ اﻟﺠﺪوى اﻻﻗﺘﺼﺎدﻳﺔ‪.‬‬ ‫ﺗ ﻌ ﺮف دراﺳ ﺔ اﻟ ﺠ ﺪوى‬

‫اﻻﻗﺘﺼﺎدﻳﺔ ﺑﺄﻧ ﻬ ﺎ‪ :‬ﻋ ﻤ ﻠ ﻴ ﺔ ﺟ ﻤ ﻊ‬ ‫ﻣ ﻌ ﻠ ﻮﻣ ﺎت و ﺑ ﻴ ﺎﻧ ﺎت ﻋ ﻦ‬ ‫اﻟ ﻤ ﺸ ﺮوع اﻟ ﻤ ﻘ ﺘ ﺮح وﻣ ﻦ ﺛ ﻢ‬ ‫ﺗﺤﻠﻴﻠﻬﺎ ﻟﻤﻌ ﺮﻓ ﺔ إﻣ ﻜ ﺎﻧ ﻴ ﺔ ﺗ ﻨ ﻔ ﻴ ﺬ‬ ‫اﻟ ﻤ ﺸ ﺮوع ﺑ ﻬ ﺪف اﻟ ﺘ ﻘ ﻠ ﻴ ﻞ ﻣ ﻦ‬ ‫اﻟ ﻤ ﺨ ﺎﻃ ﺮة وزﻳ ﺎدة اﻷرﺑ ﺎح‪,‬‬ ‫ﺑ ﺎﻟ ﺘ ﺎﻟ ﻲ ﻳ ﻤ ﻜ ﻦ اﻟ ﺘ ﻌ ﺮف ﻋ ﻠ ﻰ‬ ‫إﻣﻜﺎﻧﻴﺔ ﻧﺠﺎح اﻟﻤﺸﺮوع ﻓ ﻲ ﻇ ﻞ‬ ‫اﻟ ﺒ ﻴ ﺌ ﺔ اﻟ ﺪاﺧ ﻠ ﻴ ﺔ و اﻟ ﺨ ﺎرﺟ ﻴ ﺔ‬ ‫ﻣﻘ ﺎرﻧ ﺔ ﻣ ﻊ اﻟﺴ ﻮق اﻟ ﻤ ﺤ ﻠ ﻲ و‬ ‫ﻣﺘﻄﻠﺒﺎﺗﻪ‪.‬‬ ‫ﺗ ﺘ ﻀ ﻤ ﻦ دراﺳ ﺔ اﻟ ﺠ ﺪوى‬ ‫اﻻﻗ ﺘ ﺼ ﺎدﻳ ﺔ دراﺳ ﺔ اﻟﺴ ﻮق‪,‬‬ ‫اﻟﺪراﺳﺔ اﻟ ﻔ ﻨ ﻴ ﺔ و اﻟ ﻬ ﻨ ﺪﺳ ﻴ ﺔ‪ ,‬و‬ ‫اﻟﺪراﺳﺔ اﻟﻤﺎﻟﻴﺔ و اﻻﻗﺘﺼﺎدﻳﺔ‪.‬‬

‫اﻟﺪراﺳﺔ اﻟﺘﺴﻮﻳﻘﻴﺔ‪:‬‬ ‫ﻳﻤﻜﻨﻨﻚ دراﺳﺔ اﻟﺴﻮق ﻣ ﻦ ﺧ ﻼل‬ ‫اﻟﺘﻌﺮف ﻋ ﻠ ﻰ ﺧﺼ ﺎﺋ ﺺ ﺳ ﻮق‬ ‫ﻣﻨﺘﺠﻚ‪ ,‬وهﻞ اﻟﻤﻨﺎﻓﺴﺔ آ ﺎﻣ ﻠ ﺔ أم‬ ‫أن ه ﻨ ﺎك اﺣ ﺘ ﻜ ﺎر ﻣ ﻄ ﻠ ﻖ أم‬ ‫اﺣ ﺘ ﻜ ﺎر ﻗ ﻠ ﺔ و ﻏ ﻴ ﺮه ﺎ ﻣ ﻦ‬ ‫اﻷﺳ ﻮاق‪ ,‬آ ﻤ ﺎ ﺗ ﻬ ﺪف دراﺳ ﺔ‬ ‫اﻟﺴ ﻮق إﻟ ﻰ ﻣ ﻌ ﺮﻓ ﺔ اﻟ ﺤ ﺼ ﺔ‬ ‫اﻟﺴﻮﻗﻴﺔ‪ ,‬وﻃﺮق اﻟ ﺒ ﻴ ﻊ اﻟ ﻤ ﺘ ﺒ ﻌ ﺔ‬ ‫ﻟ ﻠ ﺪﺧ ﻮل ﺑ ﺤ ﺼ ﺔ ﻓ ﻲ اﻟﺴ ﻮق‬ ‫وﺗﺤ ﺪﻳ ﺪ اﻷﺳ ﺎﻟ ﻴ ﺐ اﻟ ﺪﻋ ﺎﺋ ﻴ ﺔ و‬ ‫اﻟﺘﺴﻮﻳﻘﻴﺔ اﻟﻜﻔﻴﻠﺔ ﺑﺎﻟﺤﺼﻮل ﻋ ﻠ ﻰ‬ ‫هﺬﻩ اﻟﺤﺼﺔ اﻟﺴﻮﻗﻴﺔ‪.‬‬

‫اﻟﺪراﺳﺔ اﻟﻔﻨﻴﺔ‪:‬‬ ‫ﻣﻦ ﺣﻴﺚ دراﺳﺔ اﻷﺻﻮل اﻟﺜﺎﺑ ﺘ ﺔ‬ ‫اﻟ ﺘ ﻲ ﻳ ﺤ ﺘ ﺎﺟ ﻬ ﺎ اﻟ ﻤ ﺸ ﺮوع‪,‬‬ ‫وﻣ ﺘ ﻄ ﻠ ﺒ ﺎت اﻹﻧ ﺘ ﺎج‪ ,‬و ﺗ ﺤ ﺪﻳ ﺪ‬ ‫ﻣﺮاﺣﻞ اﻹﻧ ﺘ ﺎج‪ ,‬ﺗ ﺤ ﺪﻳ ﺪ اﻟ ﻤ ﻮﻗ ﻊ‬ ‫اﻟ ﻤ ﻘ ﺘ ﺮح ﻟ ﺘ ﺄﺳ ﻴ ﺲ ﻟ ﻠ ﻤ ﺸ ﺮوع‪,‬‬ ‫ﺑ ﺎﻹﺿ ﺎﻓ ﺔ إﻟ ﻰ ﻣ ﺪى ﺗ ﻮﻓ ﺮ‬ ‫اﻟﺨﺪﻣﺎت ﻣﻦ ﻣﻴﺎﻩ و آ ﻬ ﺮﺑ ﺎء‪ ,‬و‬ ‫ﻣﻮاﺻ ﻼت‪ ,‬و ﺗ ﺤ ﺪﻳ ﺪ اﻵﻻت و‬ ‫‪128‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫اﻟﻤﻌﺪات اﻟﻼزﻣﺔ‪ ,‬آﺬﻟﻚ ﺑﺎﻟ ﻨ ﺴ ﺒ ﺔ‬ ‫ﻷﺟﻮر اﻟﻌﻤﺎل و ﻣﺮاﺣﻞ اﻹﻧ ﺘ ﺎج‬ ‫وأﻣﻮر أﺧﺮى ﻣﺘﻌﻠﻘ ﺔ ﺑ ﺎﻟ ﻨ ﻮاﺣ ﻲ‬ ‫اﻟﻔﻨﻴﺔ‪.‬‬

‫اﻟﺪراﺳﺔ اﻟﻤﺎﻟﻴﺔ‪:‬‬ ‫ﺗﺘﻀﻤﻦ اﻟﺪراﺳﺔ اﻟﻤﺎﻟﻴﺔ ﺗﺤﺪﻳﺪ ﻣ ﺎ‬ ‫إذا آﺎن اﻟﻤﺸﺮوع ﻣﺮﺑﺤﺎ أم ﻻ‪ ,‬و‬ ‫اﻟﺘﻌﺮف ﻋﻠ ﻰ ﻣﺼ ﺎدر اﻷﻣ ﻮال‪,‬‬ ‫ﺑ ﺎﻹﺿ ﺎﻓ ﺔ إﻟ ﻰ ﺣﺴ ﺎب ﺗ ﻜ ﻠ ﻔ ﺔ‬ ‫اﻟ ﻤ ﺸ ﺮوع ﻣ ﻦ أﻣ ﻮال‪ ,‬ﺗ ﺤ ﺪﻳ ﺪ‬ ‫اﻟﻨﻔﻘﺎت اﻟﻨﻘﺪﻳﺔ اﻟﻤﺘﻮﻗ ﻌ ﺔ‪ ,‬ﺣﺴ ﺎب‬ ‫ﻓﺘﺮة اﻻﺳﺘﺮداد اﻟﺘﻲ ﺳﺘﺴﺘﺮد ﻓﻴﻬﺎ‬ ‫رأس اﻟ ﻤ ﺎل‪ ,‬وآ ﻢ ه ﻲ ﻣ ﻌ ﺪﻻت‬ ‫اﻟﺮﺑﺢ اﻟﻤﺘﻮﻗﻌﺔ‪ ,‬وﻣﻦ ﺛﻢ ﺗﺴﺘﻄ ﻴ ﻊ‬ ‫ﺗﺤﺪﻳﺪ اﻟﺘﻜﻠﻔﺔ اﻟﻜﻠ ﻴ ﺔ ﻟ ﻠ ﻤ ﺸ ﺮوع‪,‬‬ ‫اﻟ ﻌ ﺎﺋ ﺪ اﻟﺸ ﻬ ﺮي و اﻹﺟ ﻤ ﺎﻟ ﻲ‪,‬‬ ‫وﻟﻘ ﻴ ﺎس ﺟ ﺪوى اﻟ ﻤ ﺸ ﺮوع ﻣ ﻦ‬ ‫ﻧ ﺎﺣ ﻴ ﺔ ﻣ ﺎﻟ ﻴ ﺔ ه ﻨ ﺎك ﺑ ﻌ ﺾ‬ ‫اﻻﺧﺘﺒﺎرات اﻟﻤﺎﻟﻴﺔ ﻳﻤﻜﻦ ﻋ ﻤ ﻠ ﻬ ﺎ‬ ‫ﻟﻠﺘﺄآﺪ ﻣﻨﺬ ذﻟﻚ‪.‬‬ ‫اﻧ ﻄ ﻼﻗ ﺎ ﻣ ﻦ دراﺳ ﺔ اﻟ ﺠ ﺪوى‬ ‫اﻻﻗﺘﺼﺎدﻳﺔ‪ ,‬ﻳﻤﻜﻨﻨﺎ ﺗﺤﺪﻳ ﺪ ﻣ ﺎ إذا‬ ‫آﺎﻧﺖ ﻓﻜﺮة اﻟﻤﺸﺮوع ﻣ ﺠ ﺪﻳ ﺔ أم‬ ‫ﻻ ﻓﺈذا آﺎﻧﺖ اﻟﻔﻜﺮة ﻏﻴﺮ ﻣ ﺠ ﺪﻳ ﺔ‬ ‫ﻧﻠﻘﻲ اﻟﻔﻜﺮة اﻷوﻟﻰ و ﻧﺒﺤﺚ ﻋ ﻦ‬ ‫ﻓ ﻜ ﺮة ﻣﺸ ﺮوع أﺧ ﺮى ﺗ ﻜ ﻮن‬ ‫أﻧﺠﺢ‪ ,‬أﻣﺎ إذا آﺎﻧﺖ اﻟﻔﻜﺮة ﻣﺠﺪﻳﺔ‬ ‫ﻣﻦ ﻧﺎﺣﻴﺔ اﻗ ﺘ ﺼ ﺎدﻳ ﺔ ﻓ ﺈﻧ ﻨ ﺎ ﻧ ﺒ ﺪأ‬ ‫ﺑﺘﺤﻀﻴﺮ وﻋﻤﻞ ﺧﻄﺔ اﻟﻌﻤﻞ‪.‬‬ ‫ﻟﻌﻞ أﻣﺮ اﻟﺘﻔﺮﻳﻖ ﺑﻴﻦ ﺧﻄﺔ اﻟﻌﻤﻞ‬ ‫و دراﺳﺔ اﻟ ﺠ ﺪوى ﻳ ﺨ ﺘ ﻠ ﻂ ﻋ ﻨ ﺪ‬ ‫اﻟﺒﻌﺾ‪ ,‬ﻟﺬﻟﻚ ﻳ ﻘ ﺘ ﻀ ﻰ اﻟ ﺘ ﻨ ﻮﻳ ﻪ‬ ‫ﻟ ﻠ ﺘ ﻤ ﻴ ﻴ ﺰ ﺑ ﻴ ﻨ ﻬ ﻤ ﺎ‪ ,‬إن دراﺳ ﺔ‬ ‫اﻟﺠﺪوى ﺗﺮآﺰ ﻋﻠﻰ إﻣﻜﺎﻧﻴﺔ ﺗﻨﻔﻴ ﺬ‬ ‫ﻓﻜﺮة اﻟﻤ ﺸ ﺮوع ﺑ ﻬ ﺪف ﺗ ﺤ ﻘ ﻴ ﻖ‬ ‫اﻷرﺑﺎح‪ ,‬ﻟ ﻜ ﻨ ﻬ ﺎ ﻻ ﺗ ﺮآ ﺰ ﻋ ﻠ ﻰ‬

‫اﺧﺘﻴﺎر اﻻﺳﺘ ﺮاﺗ ﻴ ﺠ ﻴ ﺎت ووﺿ ﻊ‬ ‫ﺑﺮاﻣﺞ اﻟﻌﻤﻞ اﻟﻼزﻣﺔ ﻟﺘﻨﻔﻴﺬ دورة‬ ‫اﻟﻔﻜﺮة وهﻮ ﻣﺎ ﺗﺮآﺰ ﻋﻠﻴﻪ ﺧ ﻄ ﺔ‬ ‫اﻟﻤﺸﺮوع‪.‬‬ ‫اﻟﻬﺪف ﻣﻦ إﻋﺪاد ﺧﻄﺔ ﻟﻠﻤﺸ ﺮوع‬ ‫هﻮ إﻟ ﻘ ﺎء اﻟﻀ ﻮء‬ ‫ﻋ ﻠ ﻰ ﻓ ﻜ ﺮة‬ ‫اﻟ ﻤ ﺸ ﺮوع و‬ ‫ﺑ ﻠ ﻮرﺗ ﻬ ﺎ ﺑﺸ ﻜ ﻞ‬ ‫ﻣ ﻮﺿ ﻮﻋ ﻲ‪ ,‬آ ﻤ ﺎ‬ ‫ﻳﻤﻜﻦ ﻣﻦ ﺧ ﻼﻟ ﻬ ﺎ‬ ‫ﻗ ﻴ ﺎس ﻣﺴ ﺘ ﻮى‬ ‫اﻷداء اﻟﻔﻌﻠﻲ‪ ,‬آﻤﺎ‬ ‫ﺗﻌﻤﻞ ﻋﻠﻰ ﺗ ﻮﻓ ﻴ ﺮ‬ ‫اﻟ ﻤ ﻮارد اﻟ ﻤ ﺎﻟ ﻴ ﺔ‬ ‫اﻟﻼزﻣﺔ ﻟﺘﻨﻔﻴﺬ اﻟﻔ ﻜ ﺮة ﻣ ﻦ ﺧ ﻼل‬ ‫ﺗ ﻘ ﺪﻳ ﻤ ﻬ ﺎ ﻟ ﻠ ﺠ ﻬ ﺎت اﻟ ﻤ ﺎﻧ ﺤ ﺔ‪,‬‬ ‫ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ذﻟ ﻚ ﻓ ﺈﻧ ﻬ ﺎ ﺗ ﻮﺟ ﻪ‬ ‫ﻋﻤﻠ ﻴ ﺎت اﻟ ﻤ ﺸ ﺮوع ﺣ ﻴ ﺚ أﻧ ﻬ ﺎ‬ ‫ﺗﺤﺪد ﻣﺎ ﻳﺠﺐ ﻋﻤﻠﻪ وآﻴﻒ وﻣﺘ ﻰ‬ ‫ﺳﻴﺘﻢ اﻟﻘﻴﺎم ﺑﻪ وﻣﻦ ﺳﻴﻘﻮم ﺑﻪ وﻣ ﺎ‬ ‫ﺗﻜﻠﻔﺘﻪ‪.‬‬ ‫ﻟﻜﻲ ﻧﻌﺪ ﺧﻄ ﺔ ﺟ ﻴ ﺪة ﻓ ﻼ ﺑ ﺪ أن‬ ‫ﻳ ﻜ ﻮن ﻟ ﺪﻳ ﻨ ﺎ اﻻﺳ ﺘ ﻌ ﺪاد ﻟ ﻘ ﺒ ﻮل‬ ‫اﻟﻨﺼﻴﺤﺔ أوﻻ‪ ,‬و ﻳﺠﺐ أن ﺗ ﻜ ﻮن‬ ‫اﻟ ﺨ ﻄ ﺔ واﺿ ﺤ ﺔ‪ ,‬ﻣ ﻜ ﺘ ﻮﺑ ﺔ و‬ ‫ﻣﺨﺘﺼﺮة‪ ,‬ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ذﻟ ﻚ أن‬ ‫ﺗﻜﻮن اﻟﺨﻄﺔ ﻣﺘﻜﺎﻣﻠﺔ وان ﺗ ﻘ ﺴ ﻢ‬ ‫إﻟ ﻰ ﻋ ﻨ ﺎﺻ ﺮ ﺗ ﺘ ﻀ ﻤ ﻦ آ ﺎﻓ ﺔ‬ ‫اﻟﺠﻮاﻧﺐ اﻟﻤﻔﺘﺮض أن ﺗﺘ ﻨ ﺎوﻟ ﻬ ﺎ‪,‬‬ ‫وهﻨﺎ ﺳﻨﺴ ﺘ ﻌ ﺮض ﻣ ﺎ ﻳ ﺠ ﺐ أن‬ ‫ﺗﺘﻀﻤﻨﻪ اﻟﺨﻄﺔ‪:‬‬

‫أوﻻ‪ :‬ﺗﺤﺪﻳﺪ هﺪف و رﺳ ﺎﻟ ﺔ‬ ‫اﻟﻤﺸﺮوع‪.‬‬ ‫ﻣﻦ اﻷﻣﻮر اﻟ ﻬ ﺎﻣ ﺔ ﻓ ﻲ ﺗ ﺄﺳ ﻴ ﺲ‬ ‫اﻟ ﻤ ﺸ ﺮوع اﻟ ﺨ ﺎص ه ﻮ ﺗ ﺤ ﺪﻳ ﺪ‬ ‫اﻟ ﻬ ﺪف ﻣ ﻦ ه ﺬا اﻟ ﻤ ﺸ ﺮوع‪,‬‬ ‫ﻓﺎﻟﻬﺪف هﻮ اﻟﻨﺘﻴﺠﺔ اﻟ ﺬي ﻳﺴ ﻌ ﻰ‬

‫اﻟ ﻤ ﺸ ﺮوع ﻟ ﻠ ﻮﺻ ﻮل إﻟ ﻴ ﻪ ﻣ ﻦ‬ ‫ﺧﻼل اﺳﺘﻐﻼل اﻟﻤﻮارد اﻟ ﻤ ﺘ ﺎﺣ ﺔ‬ ‫أﻓﻀﻞ اﺳ ﺘ ﻐ ﻼل‪ ,‬و ﻟ ﻜ ﻲ ﻧ ﻜ ﻮن‬ ‫ﺟﺎدﻳﻦ ﻓﻲ ﺗﺤﺪﻳﺪ اﻟ ﻬ ﺪف‪ ,‬ﻋ ﻠ ﻴ ﻨ ﺎ‬ ‫أن ﻧﺴﺎل أﻧﻔﺴ ﻨ ﺎ ﺑ ﻌ ﺾ اﻷﺳ ﺌ ﻠ ﺔ‬ ‫اﻟ ﺘ ﻲ ﺑ ﺪوره ﺎ‬ ‫ﺗ ﻮﺻ ﻠ ﻨ ﺎ إﻟ ﻰ‬ ‫اﻟﻬﺪف وﻣ ﻦ ه ﺬﻩ‬ ‫اﻷﺳﺌﻠﺔ‪ :‬ﻣﺎذا ﺗﺮﻳﺪ‬ ‫أن ﺗ ﻔ ﻌ ﻞ؟ و ﻣ ﺎ‬ ‫اﻟﺬي ﺗﺴ ﻌ ﻰ إﻟ ﻲ‬ ‫ﺗﺤﻘﻴﻘﻪ ﻣ ﻦ ﺧ ﻼل‬ ‫ه ﺬا اﻟ ﻤ ﺸ ﺮوع؟‬ ‫وﻣﺎ اﻟﺬي ﺗﺄﻣﻞ أن‬ ‫ﺗﺼﻞ إﻟ ﻴ ﻪ ﺧ ﻼل‬ ‫اﻷﻋﻮام اﻷوﻟﻰ )ﺑﻌﺪ ﻋﺎم‪,‬ﻋﺎﻣﻴ ﻦ‪,‬‬ ‫ﺧﻤﺴﺔ أﻋﻮام( ﺛﻢ ﻓ ﻲ اﻟ ﻤ ﺴ ﺘ ﻘ ﺒ ﻞ‬ ‫اﻟﺒﻌﻴﺪ‪.‬‬ ‫ﺗﺘﺸﺎﺑﻪ ﻣﻌﻈ ﻢ ﻣ ﻨ ﺸ ﺎت اﻷﻋ ﻤ ﺎل‬ ‫ﻓ ﻲ ﺑ ﻌ ﺾ اﻷه ﺪاف ﻣ ﺜ ﻞ‪:‬‬ ‫اﻟﺮﺑﺤﻴﺔ‪ ,‬اﻟﻜﻔﺎﻳﺔ‪ ,‬ﺗﺤﻘﻴﻖ ﻣﺴ ﺘ ﻮى‬ ‫ﺟﻮدة ﻋﺎﻟﻲ‪ ,‬اﻻﺳﺘﻤﺮار و اﻟ ﻨ ﻤ ﻮ‬ ‫)اآ ﺒ ﺮ ﺣ ﺠ ﻢ ﻣ ﺒ ﻴ ﻌ ﺎت(‪ ,‬وه ﻨ ﺎ‬ ‫ﻧﺘﻮﻗ ﻒ ﻋ ﻨ ﺪ ه ﺬا اﻟﺴ ﺆال ﻟ ﻤ ﺎذا‬ ‫ﻳ ﺠ ﺐ أن ﺗ ﻜ ﻮن ه ﻨ ﺎك أه ﺪاف‬ ‫واﺿﺤ ﺔ ﻟ ﻠ ﻤ ﺸ ﺮوع‪ ,‬إن أه ﻤ ﻴ ﺔ‬ ‫ﺗﺤﺪﻳﺪ أهﺪاف اﻟﻤﺸﺮوع ﺗﻜﻤﻦ ﻓﻲ‬ ‫اﻟﻤﺴﺎﻋﺪة ﻓﻲ ﺗﻌﺮﻳ ﻒ اﻟ ﻤ ﺸ ﺮوع‬ ‫إﻟﻰ اﻟﺒﻴﺌﺔ اﻟﺘﻲ ﻳﺨﺪﻣﻬﺎ‪ ,‬ﺑﺎﻹﺿﺎﻓﺔ‬ ‫إﻟﻰ ﺗﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ اﺗﺨﺎذ اﻟﻘﺮار و‬ ‫ﺗ ﻜ ﻮﻳ ﻦ ﻗ ﺮارات ﻣ ﺘ ﺠ ﺎﻧﺴ ﺔ‬ ‫وﻣﺘﻜﺎﻣﻠﺔ آﻤﺎ أن اﻷهﺪاف ﺗ ﻤ ﺜ ﻞ‬ ‫ﻣﻌﺎﻳﻴﺮ ﻟﺘﻘﻴﻴﻢ اﻷداء‪.‬‬ ‫ﻳﻘ ﺼ ﺪ ﺑ ﺮﺳ ﺎﻟ ﺔ اﻟ ﻤ ﺸ ﺮوع ه ﻲ‬ ‫اﻟﻤﻬﻤﺔ و اﻟﻐﺮض ﻣﻦ اﻟ ﻤ ﺸ ﺮوع‬ ‫وﻳﻤﻜﻦ اﻟﺘﻌﺒﻴﺮ ﻋ ﻨ ﻬ ﺎ ﻣ ﻦ ﺧ ﻼل‬ ‫اﻟﺘﻌﺮﻳﻒ ﺑﺎﻟﻤﺆﺳﺴ ﺔ‪ ,‬وﻣ ﺎذا ﺗ ﻘ ﺪم‬ ‫‪129‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫وآﻴﻒ ﺗﻘﺪم اﻟﻤ ﻨ ﺘ ﺞ أو اﻟ ﺨ ﺪﻣ ﺔ؟‬ ‫وﻣﻦ ﺗﺴ ﺘ ﻬ ﺪف؟‪ ,‬آ ﻤ ﺎ ﺗ ﺘ ﻀ ﻤ ﻦ‬ ‫اﻟﺮﺳﺎﻟﺔ ﺗﺤﺪﻳﺪ اﻟﻌﻤ ﻼء وﻣ ﻌ ﺮﻓ ﺔ‬ ‫اﺣﺘﻴﺎﺟﺎﺗﻬﻢ و اﻟﻌﻤﻞ ﻋﻠﻰ ﺗﻠﺒ ﻴ ﺘ ﻬ ﺎ‬ ‫و إﺷﺒﺎﻋﻬﺎ‪ ,‬وﻣ ﻦ اﻟﻀ ﺮوري أن‬ ‫ﺗﺸﺘﻤﻞ اﻟﺮﺳﺎﻟﺔ ﻋﻠ ﻰ اﻟ ﻤ ﻨ ﺘ ﺠ ﺎت‬ ‫أي اﻟﺴﻠ ﻊ اﻟ ﻤ ﺎدﻳ ﺔ أو اﻟ ﺨ ﺪﻣ ﺎت‬ ‫اﻟﺘﻲ ﻳﻘﺪﻣﻬﺎ اﻟ ﻤ ﺸ ﺮوع‪ ,‬و أﻳﻀ ﺎ‬ ‫ﺗ ﺤ ﺪﻳ ﺪ اﻟﺴ ﻮق و ﺗ ﻘ ﺴ ﻴ ﻤ ﻪ‬ ‫ﻟ ﻤ ﺠ ﻤ ﻮﻋ ﺎت وﻓ ﻘ ﺎ ﻻﻋ ﺘ ﺒ ﺎرات‬ ‫ﻣﺨﺘﻠﻔﺔ‪ ,‬وﻣﻦ اﻷﻣﻮر اﻟﻬﺎﻣﺔ اﻟﺘ ﻲ‬ ‫ﻳﺠﺐ أن ﺗﺬآﺮ ﻓ ﻲ اﻟ ﺮﺳ ﺎﻟ ﺔ ه ﻲ‬ ‫اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ اﻟﻤﺴﺘ ﺨ ﺪﻣ ﺔ و اﻟ ﺘ ﻲ‬ ‫ﺗﻌﺮف ﺑﺄﻧﻬﺎ" ﻣﺤﺼﻠﺔ اﻟ ﻤ ﻌ ﺎرف‬ ‫و اﻟﻮﺳﺎﺋﻞ اﻟﻤﺴﺘﺨﺪﻣﺔ ﻓﻲ ﺗﺤﻮﻳ ﻞ‬ ‫اﻟ ﻤ ﺪﺧ ﻼت ﻟ ﻤ ﺨ ﺮﺟ ﺎت ﻟ ﺮاﺣ ﺔ‬ ‫اﻹﻧﺴﺎن" وﺗﺸ ﻤ ﻞ اﻟ ﺘ ﻜ ﻨ ﻮﻟ ﻮﺟ ﻴ ﺎ‬ ‫ﺑ ﻌ ﺪﻳ ﻦ ه ﻤ ﺎ‪ :‬اﻟ ﻤ ﻌ ﺮﻓ ﺔ اﻟ ﻔ ﻨ ﻴ ﺔ‬ ‫وأﺳﺮار اﻟﺼﻨﺎﻋﺔ ﻣ ﺜ ﻞ ﺗ ﺮآ ﻴ ﺐ‬ ‫اﻟﺪواء أو اﻟ ﻨ ﻜ ﻬ ﺔ اﻟ ﻤ ﺴ ﺘ ﺨ ﺪﻣ ﺔ‪,‬‬ ‫ﺑﺎﻹﺿﺎﻓ ﺔ إﻟ ﻰ اﻟ ﺠ ﺎﻧ ﺐ اﻟ ﻤ ﺎدي‬ ‫ﻟﻠﺘﻜﻨﻮﻟﻮﺟﻴ ﺎ ﻣ ﻦ ﺁﻻت وﻣ ﻌ ﺪات‬ ‫ووﺳﺎﺋﻞ إﻧ ﺘ ﺎج‪ ,‬و ﻳ ﻤ ﻜ ﻦ إدراج‬ ‫ه ﺪف و رﺳ ﺎﻟ ﺔ اﻟ ﻤ ﺸ ﺮوع ﻓ ﻲ‬ ‫ﺷ ﻜ ﻞ ﺑ ﻄ ﺎﻗ ﺔ ه ﻮﻳ ﺔ ﺧ ﺎﺻ ﺔ‬ ‫ﺑﺎﻟﻤﺸﺮوع و ﺑﻤﺠﺮد اﻻﻧﺘﻬﺎء ﻣ ﻦ‬ ‫ﺗﺤﺪﻳﺪ ﺑﻄﺎﻗﺔ اﻟﻬﻮﻳ ﺔ‪ ,‬ﻧ ﻨ ﺘ ﻘ ﻞ إﻟ ﻰ‬ ‫ﺑﻘﻴﺔ ﻣﻜﻮﻧﺎت اﻟﺨﻄﺔ‪.‬‬

‫ﺛﺎﻧﻴﺎ‪ :‬ﺗﺤﺪﻳﺪ ﻧ ﻈ ﺎم اﻹﻧ ﺘ ﺎج‬ ‫اﻟﻤﺴﺘﺨﺪم‪:‬‬ ‫إن ﻗﺮار اﻹﻧﺘﺎج ﻳﺆﺛﺮ ﻋﻠ ﻰ ﻗ ﺪرة‬ ‫اﻟﻤﺸﺮوع ﻋﻠﻰ ﺗﺤ ﻘ ﻴ ﻖ اﻷه ﺪاف‬ ‫ﺑ ﻌ ﻴ ﺪة اﻟ ﻤ ﺪى‪ ,‬و ﻳ ﺘ ﺮﺗ ﺐ ﻋ ﻠ ﻰ‬ ‫ﺗﺤﺪﻳ ﺪ ﻧ ﻈ ﺎم اﻹﻧ ﺘ ﺎج اﻟ ﻤ ﻨ ﺎﺳ ﺐ‬ ‫ﺗﺤ ﺪﻳ ﺪ اﻟ ﺘ ﺠ ﻬ ﻴ ﺰات اﻟ ﻼزﻣ ﺔ و‬ ‫ﺗﺤﺪﻳﺪ اﻟﻄﺎﻗﺔ اﻹﻧﺘ ﺎﺟ ﻴ ﺔ واﻷﻳ ﺪي‬ ‫اﻟﻌﺎﻣﻠﺔ اﻟﻼزﻣﺔ‪ .‬ه ﻨ ﺎك ﻧ ﻈ ﺎﻣ ﻴ ﻦ‬ ‫ﻟﻺﻧﺘﺎج ﻳﻤﻜﻦ إﺗﺒﺎﻋﻬﻤﺎ هﻤﺎ ﻧ ﻈ ﺎم‬ ‫اﻹﻧﺘﺎج اﻟﻤﺴﺘﻤﺮ و ﻧﻈ ﺎم اﻹﻧ ﺘ ﺎج‬

‫اﻟﻤﻨﻘﻄﻊ ﺣﺴﺐ ﻃﺒ ﻴ ﻌ ﺔ اﻟ ﻌ ﻤ ﻠ ﻴ ﺔ‬ ‫اﻹﻧﺘﺎﺟﻴﺔ و ﺣﺴﺐ ﻃﺒﻴﻌﺔ اﻟﻄﻠﺐ‪.‬‬

‫ﺛ ﺎﻟ ﺜ ﺎ‪ :‬اﺧ ﺘ ﻴ ﺎر اﻷﺳ ﻠ ﻮب‬ ‫اﻟﻤﻨﺎﺳﺐ ﻹﻧﺸﺎء اﻟﻤﺸﺮوع‪:‬‬ ‫ﻳﺘﻢ اﻻﺧ ﺘ ﻴ ﺎر ﻣ ﻦ ﺧ ﻼل إﺟ ﺮاء‬ ‫ﻣﻘﺎرﻧﺔ ﺑﻴ ﻦ اﻟ ﺒ ﺪاﺋ ﻞ ﻣ ﻦ ﻧ ﺎﺣ ﻴ ﺔ‬ ‫اﻟ ﻤ ﺰاﻳ ﺎ و اﻟ ﻌ ﻴ ﻮب ﻓ ﻲ ﺿ ﻮء‬ ‫إﻣﻜﺎﻧﻴﺎت اﻟ ﻤ ﺸ ﺮوع‪ ,‬و اﻟ ﺒ ﺪاﺋ ﻞ‬ ‫اﻟﻤﺘﺎﺣﺔ ﻗﺪ ﺗﻜﻮن ﺷ ﺮاء ﻣﺸ ﺮوع‬ ‫ﻗﺎﺋﻢ ﺑ ﺎﻟ ﻔ ﻌ ﻞ‪ ,‬أو إﻧﺸ ﺎء ﻣﺸ ﺮوع‬ ‫ﺟ ﺪﻳ ﺪ‪ ,‬أو اﻟ ﺤ ﺼ ﻮل ﻋ ﻠ ﻰ ﺣ ﻖ‬ ‫اﻣﺘﻴﺎز‪.‬‬

‫راﺑ ﻌ ﺎ‪ :‬إﻋ ﺪاد اﻟ ﻬ ﻴ ﻜ ﻞ‬ ‫اﻟﺘﻨﻈﻴﻤﻲ‪:‬‬ ‫ﺑﻤﺎ أن ﺗﻘﺪﻳﺮ اﺣﺘﻴﺎﺟﺎت اﻟﻤﺸﺮوع‬ ‫ﻣ ﻦ اﻷﻣ ﻮال اﻟ ﻌ ﺎﻣ ﻠ ﺔ أﻣ ﺮ‬ ‫ﺿﺮوري وﻣﻬﻢ ﻟﻠﻐﺎﻳﺔ ﻣﻦ ﻧﺎﺣ ﻴ ﺔ‬ ‫اﻟﻜﻢ و اﻟﻨﻮع‪ ,‬ﻟﺬﻟﻚ ﻳﺘﻮﺟﺐ ﺗﺤﺪﻳﺪ‬ ‫اﻟﻤﻬﺎم اﻟﻼزﻣﺔ ﻻﻧ ﺠ ﺎز اﻷﻋ ﻤ ﺎل‬ ‫اﻟ ﻤ ﺮﺗ ﺒ ﻄ ﺔ ﺑ ﻮﻇ ﻴ ﻔ ﺔ ﻣ ﻌ ﻴ ﻨ ﺔ‪ ,‬و‬ ‫ﺗ ﺤ ﻠ ﻴ ﻞ ﻣ ﻜ ﻮﻧ ﺎت اﻟ ﻮﻇ ﻴ ﻔ ﺔ‬ ‫ووﺻﻔﻬﺎ‪ ,‬وﺗﺤ ﺪﻳ ﺪ اﻟ ﻤ ﻮاﺻ ﻔ ﺎت‬ ‫اﻟﻮﻇﻴﻔﻴﺔ‪.‬‬ ‫ﺑﻌﺪ ﺗﺤﺪﻳﺪ اﻟﻮﻇﺎﺋ ﻒ ﻳ ﺘ ﻢ ﺗ ﻘ ﺴ ﻴ ﻢ‬ ‫اﻷﻋ ﻤ ﺎل ووﺿ ﻌ ﻬ ﺎ ﻓ ﻲ‬ ‫ﻣ ﺠ ﻤ ﻮﻋ ﺎت ﻋ ﻤ ﻞ‪,‬وﻣ ﻦ‬ ‫اﻟﻀﺮوري أﻳﻀ ﺎ ﺗ ﺤ ﺪﻳ ﺪ ﻧ ﻄ ﺎق‬ ‫اﻹﺷ ﺮاف‪ ,‬وﻣ ﻦ ﺛ ﻢ إﻋ ﻄ ﺎء‬ ‫اﻵﺧ ﺮﻳ ﻦ ﺑ ﻌ ﺾ اﻟﺼ ﻼﺣ ﻴ ﺎت‬ ‫اﻟﺘﻨﻔﻴﺬﻳﺔ ﺑ ﻴ ﻨ ﻤ ﺎ ﺗ ﺒ ﻘ ﻰ اﻟ ﻘ ﺮارات‬ ‫اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ و اﻟﺘﺨﻄﻴﻄﻴﺔ ﺗﺤ ﺖ‬ ‫ﺳﻴﻄﺮة ﻣﺎﻟﻚ اﻟﻤ ﺸ ﺮوع‪ .‬ﺑ ﻌ ﺪ أن‬ ‫ﺗ ﺘ ﻀ ﺢ ﻣ ﻼﻣ ﺢ ﻣﺴ ﺌ ﻮﻟ ﻴ ﺔ و‬ ‫اﺧ ﺘ ﺼ ﺎص آ ﻞ ﻓ ﺮد داﺧ ﻞ‬ ‫اﻟﻤﺸﺮوع ﻳﺘﻢ ﺗﺮﺟﻤﺘﻬﺎ ﻋﻠﻰ ﺷﻜﻞ‬ ‫ﻣﺨﻄﻂ ﻳﻮﺿﺢ هﺬﻩ اﻟﻤﺴ ﺌ ﻮﻟ ﻴ ﺎت‬ ‫و اﻟﺴﻠﻄﺎت داﺧﻞ اﻟﻤﺸﺮوع ﻓﻴ ﻤ ﺎ‬ ‫ﻳﻌﺮف ﺑﺎﻟﻬﻴﻜﻞ اﻟﺘﻨﻈﻴﻤﻲ‪.‬‬

‫ﺧﺎﻣﺴﺎ‪ :‬ﺗﻘﺪﻳ ﺮ اﻻﺣ ﺘ ﻴ ﺎﺟ ﺎت‬ ‫اﻟ ﻤ ﺎﻟ ﻴ ﺔ و ﺗ ﺤ ﺪﻳ ﺪ ﻣﺼ ﺎدر‬ ‫اﻟﺘﻤﻮﻳﻞ‪:‬‬ ‫ﻓﻲ ﺿﻮء ﻣﺎ ﺗﻘﺪم ﻳ ﺘ ﻌ ﻴ ﻦ ﻋ ﻠ ﻴ ﻨ ﺎ‬ ‫ﺗﻘﺪﻳﺮ اﻻﺣﺘﻴﺎﺟﺎت اﻟﻤﺎﻟﻴﺔ اﻟﻼزﻣﺔ‬ ‫ﻟ ﻠ ﻤ ﺸ ﺮوع‪ ,‬ﺳ ﻮاء اﻟ ﺘ ﻤ ﻮﻳ ﻞ‬ ‫اﻟﺮأﺳﻤﺎﻟﻲ اﻟﺬي ﻳﺴﺘﺨﺪم ﻟﺘﻐ ﻄ ﻴ ﺔ‬ ‫اﻟﺘﻜﺎﻟﻴﻒ اﻻﺳﺘﺜﻤﺎرﻳﺔ اﻟﺘﻲ ﺗﺘﻌ ﻠ ﻖ‬ ‫ﺑ ﺎﻷﺻ ﻮل اﻟ ﺜ ﺎﺑ ﺘ ﺔ)ﻣ ﻦ ﺁﻻت‬ ‫وﻣ ﻌ ﺪات وأﺛ ﺎث‪.........‬اﻟ ﺦ(‪ ,‬أو‬ ‫اﻟﺘﻤﻮﻳﻞ اﻟﺘﺸﻐ ﻴ ﻠ ﻲ اﻟ ﺬي ﻳ ﻐ ﻄ ﻲ‬ ‫اﻟﺘﻜﺎﻟﻴﻒ اﻟﺘﺸﻐﻴﻠﻴﺔ ﻣﻦ ﻣ ﻮاد ﺧ ﺎم‬ ‫وأﺟﻮر ﻋﻤﺎل وﻏﻴﺮهﺎ‪.‬‬ ‫وﻗ ﺪ ﺗ ﻜ ﻮن ﻣﺼ ﺎدر اﻟ ﺘ ﻤ ﻮﻳ ﻞ‬ ‫داﺧﻠﻴﺔ ذاﺗﻴﺔ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻣﺪﺧﺮات‬ ‫ﺻﺎﺣﺐ اﻟﻤﺸﺮوع‪ ,‬وﻣﻨﻬﺎ ﻣ ﺎ ه ﻮ‬ ‫ﺧ ﺎرﺟ ﻲ آ ﺎﻻﺋ ﺘ ﻤ ﺎن اﻟ ﺘ ﺠ ﺎري‪,‬‬ ‫اﻻﺋﺘﻤﺎن اﻟ ﻤ ﺼ ﺮﻓ ﻲ أو ﻗ ﺮوض‬ ‫ﻣﻦ ﻣﺆﺳ ﺴ ﺎت ﻣ ﺘ ﺨ ﺼ ﺼ ﺔ ﻓ ﻲ‬ ‫اﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺜﻞ هﺬﻩ اﻟﻤﺸﺎرﻳﻊ‪.‬‬ ‫وﺑﻬﺬا ﻧﻜﻮن ﻗﺪ ﺣﺼﻠﻨﺎ ﻋﻠﻰ ﺧﻄﺔ‬ ‫واﺿﺤﺔ ﻟ ﻠ ﻌ ﻤ ﻞ‪ ,‬و ﻣ ﻦ ﺛ ﻢ ﻳ ﺘ ﻢ‬ ‫اﻻﻧﺘ ﻘ ﺎل ﻟ ﻠ ﻤ ﺮﺣ ﻠ ﺔ اﻟ ﺘ ﺎﻟ ﻴ ﺔ ﻣ ﻦ‬ ‫اﻟﺘﺄﺳ ﻴ ﺲ وه ﻲ اﻹﻋ ﺪاد ﻟ ﺘ ﻨ ﻔ ﻴ ﺬ‬ ‫اﻟﻤﺸﺮوع‪ ,‬وﻣﻦ ﺛﻢ اﻟﺒﺪء ﻓﻲ ﺗﻨﻔﻴﺬ‬ ‫اﻟﻤﺸﺮوع و ﺗﺠﻬ ﻴ ﺰﻩ ﻣ ﻦ ﺗﺸ ﻴ ﻴ ﺪ‬ ‫وﺷﺮاء و ﺗﺮآﻴﺐ اﻵﻻت وأﺧ ﻴ ﺮا‬ ‫ﺑﺪء ﺗﺸ ﻐ ﻴ ﻞ اﻟ ﻤ ﺸ ﺮوع‪ ,‬وﻧ ﻜ ﻮن‬ ‫ﺑﺬﻟﻚ ﻗﺪ ﺣﻮﻟﻨﺎ اﻟﺤﻠﻢ إﻟﻰ ﺣ ﻘ ﻴ ﻘ ﺔ‪,‬‬ ‫و ﻟﻜﻦ ﻟﻴﺲ ﻣﻌﻨﻰ هﺬا أن ﻧ ﺮآ ﻦ‬ ‫إﻟﻰ ﻣﺎ وﺻﻠﻨﺎ إﻟﻴ ﻪ‪ ,‬وإﻧ ﻤ ﺎ ﻳ ﺠ ﺐ‬ ‫أن ﻳﺘﻮﻟﺪ ﻟﺪﻳ ﻨ ﺎ اﻻﺳ ﺘ ﻌ ﺪاد اﻟ ﺪاﺋ ﻢ‬ ‫ﻧﺤﻮ اﻟﺘﻄ ﻮﻳ ﺮ و اﻟ ﺘ ﻐ ﻴ ﻴ ﺮ ﺣ ﺘ ﻰ‬ ‫ﻧﺤﺎﻓﻆ ﻋﻠﻰ ﺣﺼﺘﻨﺎ ﺑ ﺎﻟﺴ ﻮق ﺑ ﻞ‬ ‫اﻟﻌﻤﻞ ﻋﻠﻰ زﻳ ﺎدة ه ﺬﻩ اﻟ ﺤ ﺼ ﺔ‬ ‫وإﺷﺒﺎع رﻏﺒﺎت اﻟﺰﺑﻮن اﻟﻤﺘﺠ ﺪدة‬ ‫ﻣﻦ ﺣﻴﻦ ﻵﺧﺮ‪.‬‬ ‫‪130‬‬

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‫ﺑﺎﻟﺘﻌﺎون ﻣﻊ اﻟﺒﻮاﺑﺔ اﻟﻌﺮﺑﻴﺔ ﻟﻸﺧﺒﺎر اﻟﺘﻘﻨﻴﺔ‬

‫وﺗﺘﻮﻗﻊ )‪ (In-Stat‬أن اﻟﻨﻤﻮ اﻟﺴﺮﻳﻊ ﺳ ﻴ ﺄﺗ ﻲ ﻋ ﺒ ﺮ‬ ‫ﺷﺮآﺎت ﺑﻴﻊ اﻹﻟﻜﺘﺮوﻧﻴﺎت ﻟﻠﻤﺴﺘﻬﻠﻜﻴ ﻦ ﻓ ﻲ اﻟ ﻤ ﻘ ﺎم‬ ‫اﻷول ﺛﻢ ﻣﻦ ﺧﻼل ﺷﺮآﺎت اﻻﺗﺼﺎﻻت ﻓﻲ اﻟ ﻤ ﻘ ﺎم‬ ‫اﻟﺜﺎﻧﻲ‪ .‬وﺗﻮﻗ ﻌ ﺖ )‪(In-Stat‬أن ﺁﺳ ﻴ ﺎ ﺳ ﺘ ﺤ ﺼ ﻞ‬ ‫ﻋﻠﻰ اﻟﻨﺼﻴﺐ اﻷآﺒﺮ ﻣﻦ هﺬا اﻟ ﻨ ﻤ ﻮ اﻟ ﻤ ﺘ ﻮﻗ ﻊ ﻓ ﻲ‬ ‫اﻟﺴﻮق واﻟﺬي ﺳﺘﺼﻞ ﻧﺴﺒﺘﻪ إﻟﻰ ‪ %55.1‬ﻓ ﻲ ﻋ ﺎم‬ ‫‪.2011‬‬ ‫وﺑﺸﻜﻞ أآﺜﺮ ﺧﺼﻮﺻﻴﺔ ﻓﻤ ﻦ اﻟ ﻤ ﺘ ﻮﻗ ﻊ أن ﺗ ﻜ ﻮن‬ ‫اﻟﺼﻴﻦ ﺻﺎﺣﺒﺔ ﻧﺼﻴﺐ اﻷﺳﺪ ﻓﻲ هﺬا اﻟﺴﻮق ﺑﻨﺴﺒﺔ‬ ‫ﺗﺼﻞ إﻟﻰ ‪ %76‬وهﻮ اﻟﺴﻮق اﻟ ﺬي ﺳ ﻴ ﺒ ﻠ ﻎ ﺣ ﺠ ﻢ‬ ‫ﺗﻌﺎﻣﻼﺗﻪ ﺳﻨﻮﻳﺎ أآﺜﺮ ﻣﻦ ‪ 210‬ﻣ ﻠ ﻴ ﺎر دوﻻر وﻣ ﻦ‬ ‫اﻟﻤﺘﻮﻗﻊ آﺬﻟﻚ اﻧﻀﻤﺎم دول ﺟﺪﻳ ﺪة ﻟﺴ ﻮق ﺗﺼ ﻨ ﻴ ﻊ‬ ‫اﻹﻟﻜﺘﺮوﻧﻴﺎت ﻟﺘﻠﻌﺐ دور رﺋﻴﺴﻲ ﻓﻲ اﻟﺴﻮق وﻣﻨﻬ ﺎ‬ ‫اﻟﻬﻨﺪ وﺗﺎﻳﻼﻧﺪ وﻓﻴﺘﻨﺎم‪.‬‬

‫ﺁﺳﻴﺎ و اﻟﻬﻴﻤﻨﺔ ﻋﻠﻰ ﺳﻮق اﻻﻟﻜﺘﺮوﻧﺎت‬ ‫أﺷﺎرت أﺣﺪث اﻟﺘﻘﺎرﻳﺮ إﻟﻰ ﻗﺎرة ﺁﺳﻴﺎ وﺗﺤﺖ ﻗ ﻴ ﺎدة‬ ‫اﻟﺼﻴﻦ ﺳﺘﻮاﺻﻞ ﺗﻮﺳﻌﻬﺎ وﺳﻴﻄﺮﺗﻬﺎ ﻋ ﻠ ﻰ اﻟﺴ ﻮق‬ ‫اﻟ ﻌ ﺎﻟ ﻤ ﻲ ﻓ ﻲ ﻣ ﺠ ﺎل ﺗﺼ ﻨ ﻴ ﻊ اﻹﻟ ﻜ ﺘ ﺮوﻧ ﻴ ﺎت ‪.‬‬

‫اﻟﻴﺎﺑﺎن ﺗﺨﻄﻂ ﻹﻧﺸﺎء ﺟﺰﻳﺮة ﻻﺳﻠﻜﻴﺔ‬

‫وﺗﺸﻴ ﺮ ﻣ ﺆﺳ ﺴ ﺔ أﺑ ﺤ ﺎث اﻟﺴ ﻮق )‪ (In-Stat‬إﻟ ﻰ‬ ‫ﺗﻮﻗﻌﺎﺗﻬﺎ ﺑﺄن اﻟ ﻘ ﻴ ﻤ ﺔ اﻟﺴ ﻨ ﻮﻳ ﺔ ﻟ ﻠ ﺴ ﻮق ﻓ ﻲ ﺁﺳ ﻴ ﺎ‬ ‫ﺳﺘﺘﻀﺎﻋﻒ ﻓﻲ اﻟ ﺨ ﻤ ﺲ ﺳ ﻨ ﻮات اﻟ ﻤ ﻘ ﺒ ﻠ ﺔ ﻟ ﺘ ﺒ ﻠ ﻎ‬ ‫‪ 281.8‬ﻣﻠﻴﺎر دوﻻر ﻓﻲ ﻋ ﺎم ‪ 2011‬ﻓ ﻲ ارﺗ ﻔ ﺎع‬ ‫آﺒﻴﺮ ﺑﺎﻟﻤﻘﺎرﻧﺔ ﻣﻊ ﻗﻴﻤﺔ اﻟﻌﺎم اﻟﻤﺎﺿﻲ اﻟﺘ ﻲ ﺑ ﻠ ﻐ ﺖ‬ ‫‪ 121.5‬ﻣﻠﻴﺎر دوﻻر ‪.‬‬ ‫وﺗ ﻘ ﻮم اﻟ ﻤ ﺼ ﺎﻧ ﻊ اﻟ ﻤ ﺘ ﻌ ﺎﻗ ﺪة ﻋ ﻠ ﻰ ﺗﺼ ﻨ ﻴ ﻊ‬ ‫اﻹﻟﻜﺘﺮوﻧﻴﺎت ﺑﺘﻮﻓﻴﺮ آﻢ آﺒﻴﺮ ﻣﻦ اﻟﻤﻨ ﺘ ﺠ ﺎت ﻟ ﻌ ﺪد‬ ‫ﻣﻦ أﺷﻬﺮ اﻟﺸﺮآﺎت اﻟﺘﻘﻨﻴﺔ واﻟﻤﺸ ﻬ ﻮرة ﺑ ﻌ ﻼﻣ ﺘ ﻬ ﺎ‬ ‫اﻟﺘﺠﺎرﻳﺔ ﻋﻠﻰ اﻟﺼﻌﻴﺪ اﻟﻌﺎﻟﻤﻲ ﻣ ﺜ ﻞ )‪ (Apple‬و‬ ‫)‪(Dell‬و ‪ (Microsoft).‬وﻳﻤﻜﻦ أن ﺗ ﻜ ﻮن ﺗ ﻠ ﻚ‬ ‫اﻟﻌﻼﻣﺎت اﻟﺘﺠﺎرﻳﺔ ﻣﺸﻬﻮرة أﻣﺎ ﺷﺮآﺎت اﻟﺘ ﺼ ﻨ ﻴ ﻊ‬ ‫اﻟ ﺤ ﻘ ﻴ ﻘ ﻴ ﺔ ﻓ ﻬ ﻲ أﻗ ﻞ ﺷ ﻬ ﺮة وﻣ ﻨ ﻬ ﺎ ﺷ ﺮآ ﺎت‬ ‫)‪(Foxconn‬و )‪ (Jabil Circuit‬و ‪(Quanta‬‬ ‫‪Computer).‬‬

‫ﻗﺮرت اﻟﻴﺎﺑﺎن إﻗﺎﻣﺔ ﻣﻨﻄﻘﺔ ﻻﺳﻠﻜﻴﺔ ﺗﻘﻨ ﻴ ﺔ ﻣ ﺘ ﻘ ﺪﻣ ﺔ‬ ‫ﻓﻲ إﺣﺪى ﺟﺰرهﺎ ﺑﺤﻠﻮل اﻟ ﻌ ﺎم ‪ 2008‬ﺣ ﻴ ﺚ ﻣ ﻦ‬ ‫اﻟﻤﻘﺮر أن ﻳ ﺘ ﻢ ﺗ ﻨ ﻔ ﻴ ﺬ ﺑ ﻌ ﺾ اﻟ ﻤ ﻬ ﺎم ﻣ ﻦ ﺧ ﻼل‬ ‫اﻟﺘﻘﻨﻴﺎت اﻟﻌﺎﻟﻴﺔ ﻓﻲ اﻟﻤﺸﺮوع وذﻟﻚ ﺑﻬﺪف ﻣﺴﺎﻋ ﺪة‬ ‫ﺳﻜﺎن اﻟﺠﺰﻳﺮة‪ .‬وﻟﻜﻲ ﺗﺒﺪأ ﺑﺎﻟ ﻔ ﻌ ﻞ ﻓ ﻲ اﻟ ﺨ ﻄ ﻮات‬ ‫اﻟﺘﻨﻔﻴﺬﻳﺔ ﻓﻘﺪ ﻗ ﺎﻣ ﺖ اﻟ ﺤ ﻜ ﻮﻣ ﺔ اﻟ ﻴ ﺎﺑ ﺎﻧ ﻴ ﺔ ﺑ ﺘ ﻨ ﻈ ﻴ ﻢ‬ ‫اﻻﺳﺘﻌﺪادات وﺗﺮﺗﻴﺐ اﻷﻣﻮر آ ﺎﻓ ﺔ ﻣ ﻊ اﻟﺸ ﺮآ ﺎت‬ ‫اﻟﻤﺼﻨﻌﺔ ﻟﻺﻟﻜﺘﺮوﻧﻴﺎت وﺷ ﺮآ ﺎت ﺗ ﻘ ﺪﻳ ﻢ اﻟ ﺨ ﺪﻣ ﺔ‬ ‫وﺷﺮآﺎت ﺗﺼﻨﻴﻊ اﻟﺴﻴﺎرات وﺷﺮآﺎت ﺗﻘﻨﻴﺔ أﺧ ﺮى‬ ‫وهﻮ اﻟﺘﻘﺎرﻳﺮ اﻟﺘﻲ أآﺪﺗﻬﺎ وآﺎﻟﺔ )‪(Kyodo New‬‬ ‫‪131‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫وﻣﻦ اﻟﻤﻘﺮر أن ﺗﻘﻮم أﺟﻬﺰة اﻹﺣﺴﺎس ﻓﻲ اﻟﻤﺸ ﺮوع‬ ‫ﺑﻤﺮاﻗﺒﺔ ﺣﺮآﺔ اﻟﻤﺸﺎة وذﻟﻚ ﻗ ﺒ ﻞ أن ﺗ ﻘ ﻮم ﺑ ﺘ ﺤ ﺬﻳ ﺮ‬ ‫ﺳﺎﺋﻘﻲ اﻟﺴﻴﺎرات آﻤﺎ ﺳﺘﺴﻤﺢ ﺗﻠﻚ اﻷﺟﻬﺰة اﻟﻤﺘ ﻘ ﺪﻣ ﺔ‬ ‫ﻟﻠﻤﺴﺘﺸﻔﻴﺎت ﺑﻤﺮاﻗﺒﺔ ﺻ ﺤ ﺔ اﻟ ﻤ ﻮاﻃ ﻨ ﻴ ﻦ ﻣ ﻦ آ ﺒ ﺎر‬ ‫اﻟﺴﻦ اﻟﻤﻮﺟﻮدﻳﻦ ﻓﻲ اﻟﻤﻨﻄﻘﺔ‪.‬‬ ‫وﺑﺪﻻ ﻣﻦ أن ﺗﺴﺘﻌﻴﻦ اﻟﻴﺎﺑﺎن ﺑﻌﻼﻣﺔ ﺗﻌﺮﻳﻒ ﻣﻮﺟ ﺎت‬ ‫اﻟﺮادﻳﻮ ﻓﻘﺪ ﻗﺮرت اﻻﺳﺘﻌﺎﻧﺔ ﻓﻲ اﻟﻤﺸﺮوع ﺑﻌ ﻼﻣ ﺎت‬ ‫ﺧﺎﺻﺔ ﺑﺪاﺋﺮة آﻬﺮﺑﻴﺔ ﻣﺘﻜﺎﻣﻠﺔ وهﻲ اﻟﻌﻼﻣ ﺎت اﻟ ﺘ ﻲ‬ ‫ﺗﺘﻤﻴﺰ ﺑﻌﺪد ﻣﻦ أوﺟﻪ اﻟﺸﺒﻪ ﻣﻊ ﺗﻘﻨﻴﺔ )‪(RFID‬ﺣﻴ ﺚ‬ ‫أﻧﻬﺎ ﺗﺸﺒﻪ آﺜﻴﺮا اﻟﻌﻼﻣﺎت اﻟﺨﺎﺻﺔ ﺑﺘﻘﻨﻴﺔ ‪(RFID).‬‬ ‫ﻳﺬآﺮ أن ﻋﻼﻣﺎت اﻟﺪاﺋﺮة اﻟﻜﻬﺮﺑﻴﺔ اﻟﻤﺘﻜﺎﻣﻠﺔ أو ‪(IC‬‬ ‫)‪Tags‬هﻲ ﻋﺒﺎرة ﻋﻦ رﻗ ﺎﺋ ﻖ آ ﻤ ﺒ ﻴ ﻮﺗ ﺮ ﺻ ﻐ ﻴ ﺮة‬ ‫ﻣﺰودة ﺑﻬﻮاﺋﻴﺎت ﺗﻮﻓﺮ إﻣﻜﺎﻧﻴﺔ ﻣﺮاﻗﺒﺘﻬﺎ ﻣﻦ ﻋﻦ ﺑﻌﺪ‪.‬‬ ‫وﻣﻦ اﻟﻤﻌﺮوف أن اﺳﺘﺨﺪام أﺟﻬﺰة ﺗ ﻌ ﻤ ﻞ ﺑ ﺘ ﻘ ﻨ ﻴ ﺎت‬ ‫ﻣ ﺜ ﻞ )‪(IC Tags‬و )‪(RFID‬ﺗ ﻨ ﻄ ﻮي ﻋ ﻠ ﻰ‬ ‫ﻣﺨﺎﻃﺮة آﺒﻴﺮة وﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﺧﻮل اﻟ ﻐ ﻴ ﺮ ﻣﺼ ﺮح ﺑ ﻪ‬ ‫إﻟﻰ )‪(IC Tag‬ﻓﺄﻧ ﻪ واﺣ ﺪ ﻣ ﻦ أﻋ ﻈ ﻢ اﻟ ﻤ ﺨ ﺎﻃ ﺮ‪.‬‬ ‫وﻋﻠﻰ ﺳﺒﻴﻞ اﻟﻤﺜﺎل ﻳﻮﺟﺪ ﻣﺸﺮوع ﺣ ﺎﻟ ﻲ ﻓ ﻲ إﺣ ﺪى‬ ‫ﻣﻨﺎﻃﻖ اﻟﺘﺴﻮق ﻓﻲ ﻃ ﻮآ ﻴ ﻮ وﻳ ﻘ ﻮم ه ﺬا اﻟ ﻤ ﺸ ﺮوع‬ ‫ﺑﺎﺳﺘﺨﺪام ‪ 1200‬رﻗﺎﻗﺔ ﺧﺎﺻ ﺔ ﺑ ﺨ ﺮاﺋ ﻂ اﻟ ﻤ ﺸ ﺮوع‬ ‫واﻟﻜﺘﺐ اﻹرﺷﺎدﻳﺔ ﻟﻠﻤﺘﺎﺟﺮ‪.‬‬

‫وأزاﻟ ﺖ إﻧ ﺘ ﻞ ‪ %95‬ﻣ ﻦ اﻟ ﻤ ﻌ ﺎدن اﻟﺴ ﺎﻣ ﺔ ﻣ ﻦ‬ ‫ﺻﻨﺎﻋﺘﻬﺎ ﻓ ﻲ ﻋ ﺎم ‪ ، 2004‬آ ﻤ ﺎ ﻗ ﻠ ﺼ ﺖ اﻟ ﻨ ﺴ ﺒ ﺔ‬ ‫ﻣﺆﺧﺮا إﻟﻰ ‪ 0.02‬ﺟﻢ ﻣﻊ إﻃﻼﻗﻬﺎ ﻟﺨﻂ إﻧ ﺘ ﺎج ﺟ ﺪﻳ ﺪ‬ ‫ﺧﻼل اﻟﻌﺎم اﻟﺤﺎﻟﻲ‪.‬‬ ‫وأآ ﺪت اﻟﺸ ﺮآ ﺔ أن ﻗ ﺮاره ﺎ ﻧ ﺎﺑ ﻊ ﻣ ﻦ اﻻه ﺘ ﻤ ﺎم‬ ‫ﺑ ﺎﻟ ﻤ ﺸ ﻜ ﻼت اﻟ ﺒ ﻴ ﺌ ﻴ ﺔ واﻟﺼ ﺤ ﻴ ﺔ اﻟ ﺘ ﻲ ﻳﺴ ﺒ ﺒ ﻬ ﺎ‬ ‫اﻟﻤﻌﺪن‪،‬وﺗﺴﺘﺨﺪم ﺷﺮآﺔ إﻧﺘﻞ ﻣﻮاد ﺗﺮاﻧﺰﻳﺴﺘﻮر ﺗﻘﻠ ﻞ‬ ‫ﻣﻦ ﺗﺴﺮب اﻟﻄﺎﻗﺔ إﻟﻰ ﺟﺎﻧﺐ دﻋﻢ اﻷداء وﺗ ﻘ ﻠ ﻞ ﻣ ﻦ‬ ‫اﻧﺒﻌﺎث اﻟﻤﻠﻮﺛﺎت‪.‬‬ ‫واﻟﺠﺪﻳﺮ ﺑﺎﻟﺬآﺮ أن ﺷﺮآﺔ إﻧﺘﻞ ﻟﻴﺴﺖ اﻟﻮﺣ ﻴ ﺪة اﻟ ﺘ ﻲ‬ ‫ﺗﺒﺬل ﺟﻬﺪا ﻟﻠﺤ ﻔ ﺎظ ﻋ ﻠ ﻰ اﻟ ﺒ ﻴ ﺌ ﺔ‪ ،‬ﻓﺸ ﺮآ ﺔ ﺗﺼ ﻨ ﻴ ﻊ‬ ‫اﻟﺸﺮاﺋﺢ اﻟﻤﻨﺎﻓﺴﺔ ‪ AMD‬ﺗﻌﻤﻞ ﻋ ﻠ ﻰ ﺗ ﻘ ﻠ ﻴ ﻞ ﻧﺴ ﺒ ﺔ‬ ‫اﻟﺮﺻﺎص ﻓﻲ اﻟﻤﻌﺎﻟ ﺠ ﺎت ﺑ ﺪاﻳ ﺔ ﻣ ﻦ اﻧ ﻄ ﻼق ﺧ ﻂ‬ ‫اﻹﻧﺘﺎج ﻟﻌﺎم ‪.2005‬‬

‫ﺠﺎﺌﺯﺓ ﺍﻷﻟﻔﻴﺔ ﻟﻠﺘﻘﻨﻴﺔ ﻟﻴﺎﺒﺎﻨﻲ ﺍﺨﺘﺭﻉ‬ ‫"ﻀﻭﺀﺍ ﺠﺩﻴﺩﺍ"‬

‫ﺇﻴﻘﺎﻑ ﺍﺴﺘﺨﺩﺍﻡ ﺍﻟﺭﺼﺎﺹ ﻓﻲ ﺘﺼﻨﻴﻊ‬ ‫ﺍﻟﻤﻌﺎﻟﺠﺎﺕ‬ ‫أﻋﻠﻨﺖ ﺷﺮآﺔ إﻧ ﺘ ﻞ اﻟ ﺘ ﻮﻗ ﻒ ﻋ ﻦ اﺳ ﺘ ﺨ ﺪام ﻣ ﻌ ﺪن‬

‫اﻟﺮﺻﺎص ﻓﻲ ﺻﻨ ﺎﻋ ﺔ ﺷ ﺮاﺋ ﺢ اﻟ ﻜ ﻤ ﺒ ﻴ ﻮﺗ ﺮ‪ ،‬اﻟ ﺬي‬ ‫ﻳﺴ ﺘ ﻐ ﻞ ﻟ ﺘ ﻮﺻ ﻴ ﻞ اﻟ ﻤ ﻌ ﺎﻟ ﺞ ﺑ ﺎﻟ ﻠ ﻮﺣ ﺔ اﻟ ﺮﺋ ﻴ ﺴ ﻴ ﺔ‪.‬‬

‫ﻤﻨﺤﺕ ﺠﺎﺌﺯﺓ ﺍﻷﻟﻔﻴﺔ ﺍﻟﺘﻘﻨﻴﺔ ﻟﻠﻌﺎﻡ ﺍﻟﺠـﺎﺭﻱ ﻓـﻲ‬ ‫ﻫﻠﺴﻨﻜﻲ ﻟﻤﺨﺘﺭﻉ ﻴﺎﺒﺎﻨﻲ ﻟﻨﻭﻉ ﻤﻥ ﺍﻟﻀﻭﺀ ﺍﻟﻘﺎﺒـل‬ ‫ﻟﻠﺘﻐﺫﻴﺔ‪.‬‬ ‫ﻭﻴﻌﺘﺒﺭ ﻤﺼﺩﺭ ﺍﻟﻀﻭﺀ ﺍﻟﺫﻱ ﺍﺨﺘﺭﻩ ﺍﻟﺒﺭﻭﻓﻴﺴـﻭﺭ‬ ‫ﺸﻭﺠﻲ ﻨﺎﻜﺎﻤﻭﺭﺍ ﻤﻨﺎﺴﺒﺎ ﻟﻠﺒﻴﺌﺔ‪.‬‬ ‫ﻭﺘﻌﺎﺩل ﺍﻟﺠﺎﺌﺯﺓ ﻭﻫﻲ ﺍﻷﻜﺒﺭ ﻓﻲ ﻤﺠﺎل ﺍﻟﺘﻘﻨـﻴـﺔ‬ ‫ﺠﺎﺌﺯﺓ ﻨﻭﺒل ﻓﻲ ﺍﻟﻌﻠﻭﻡ‪ ،‬ﻭﺘﺼل ﻗﻴﻤﺘﻬﺎ ﺇﻟﻰ ‪680‬‬ ‫ﺃﻟﻑ ﺠﻨﻴﻪ ﺍﺴﺘﺭﻟﻴﻨﻲ‪.‬‬ ‫ﻭﻴﻌﺭﻑ ﻋﻥ ﻨﺎﻜﺎﺭﻭﻤﺎ ﺃﻨﻪ ﻤﻥ ﺒﺩﺃ ﻤﺎ ﺴﻤﻲ ﺒﺜـﻭﺭﺓ‬ ‫ﺍﻟﻀﻭﺀ ﺍﻷﺯﺭﻕ ﻗﺒل ﻋﺸﺭ ﺴﻨﻭﺍﺕ‪.‬‬ ‫‪132‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻭﻴﻌﺭﻑ ﻫﺫﺍ ﺍﻟﻤﺨﺘﺭﻉ ﺒﺈﻨﺠﺎﺯﺍﺘﻪ ﺍﻟﺘﻲ ﺃﺫﻫﻠﺕ ﺍﻟﻌﺎﻟﻡ‬ ‫ﻋﻨﺩﻤﺎ ﺴﺒﻕ ﻭﺍﺨﺘﺭﻉ ﺍﻟﺼﻤﺎﻤﺎﺕ ﺍﻟﺜﻨﺎﺌﻴﺔ ﺍﻟـﺘـﻲ‬ ‫ﺘﺼﺩﺭ ﺍﻟﻀﻭﺀ ﺍﻷﺒﻴﺽ ﻭﺼﻤﺎﻤﺎﺕ ﺜﻨﺎﺌﻴﺔ ﺘﺼـﺩﺭ‬ ‫ﺃﺸﻌﺔ ﻟﻴﺯﺭ ﺯﺭﻗﺎﺀ ﻓﻀﻼ ﻋﻥ ﺃﺸﺒﺎﻩ ﻤـﻭﺼـﻼﺕ‬ ‫ﺘﺼﺩﺭ ﺍﻟﻀﻭﺌﻴﻥ ﺍﻷﺯﺭﻕ ﻭﺍﻷﺨﻀﺭ‪.‬‬ ‫ﻭﻤﻨﺫ ﺍﺨﺘﺭﺍﻋﻪ ﺍﻟﻀﻭﺀ ﺍﻷﺯﺭﻕ ﺍﻨﻔﺘﺤﺕ ﻓـﺭﺹ‬ ‫ﺍﺴﺘﺨﺩﺍﻤﺎﺕ ﺠﺩﻴﺩﺓ‪ ،‬ﻓﻌﻠﻰ ﺴﺒﻴل ﺍﻟﻤﺜﺎل ﺘﺴﺘـﺨـﺩﻡ‬ ‫ﺍﻟﺼﻤﺎﻤﺎﺕ ﺍﻟﺜﻨﺎﺌﻴﺔ ﺍﻟﻤﺼﺩﺭﺓ ﻟﻠﻀﻭﺀ ﺍﻷﺯﺭﻕ ﻓـﻲ‬ ‫ﺍﻟﺸﺎﺸﺎﺕ ﺍﻟﻤﺴﺤﻁﺔ ﺫﺍﺕ ﺍﻷﻟﻭﺍﻥ ﺍﻟﻜﺎﻤﻠﺔ‪ ،‬ﺒﻴﻨـﻤـﺎ‬ ‫ﻴﺭﻯ ﺁﺨﺭﻭﻥ ﺃﻥ ﺃﺸﻌﺔ ﺍﻟﻠﻴﺯﺭ ﺍﻟﺯﺭﻗﺎﺀ ﺴﻭﻑ ﺘﻐﻴﺭ‬ ‫ﻭﺠﻪ ﺘﻘﻨﻴﺔ ﺍﻟﻤﻌﻠﻭﻤﺎﺕ‪.‬‬ ‫ﻭﻗﺎل ﺍﻟﻤﺨﺘﺭﻉ ﺍﻟﻴﺎﺒﺎﻨﻲ ﻟﺩﻯ ﺘﺴﻠﻤﻪ ﺍﻟﺠﺎﺌﺯﺓ ﻋﻠـﻰ‬ ‫ﺍﻻﺨﺘﺭﺍﻉ ﺍﻟﺫﻱ ﻴﻤﻜﻥ ﺃﻥ ﻴﻔﻴﺩ ﻤﻼﻴﻴﻥ ﺍﻟﺒﺸﺭ ﻓـﻲ‬ ‫ﺍﻟﺩﻭل ﺍﻟﻨﺎﻤﻴﺔ‪ " :‬ﻫﺫﺍ ﻟﻴﺱ ﻤﺠﺭﺩ ﻤﺼﺩﺭ ﻟﻠـﻀـﻭﺀ‬ ‫ﻴﻭﻓﺭ ﻗﺩﺭﺍ ﻜﺒﻴﺭﺍ ﻤﻥ ﺍﻟﻁﺎﻗﺔ‪ ،‬ﺒل ﻫﻭ ﺃﻴﻀﺎ ﺍﺨﺘﺭﺍﻉ‬ ‫ﻴﻤﻜﻥ ﺍﺴﺘﺨﺩﺍﻤﻪ ﻓﻲ ﺘﻌﻘﻴﻡ ﻤﻴﺎﻩ ﺍﻟﺸﺭﺏ ﻭﻓﻲ ﺨـﺯﻥ‬ ‫ﺍﻟﻤﻌﻠﻭﻤﺎﺕ ﺒﻁﺭﻕ ﺃﻜﺜﺭ ﻓﺎﻋﻠﻴﺔ ﺒﻜﺜﻴﺭ ﻤﻤﺎ ﻫﻭ ﺴﺎﺌﺩ‬ ‫ﺤﺎﻟﻴﺎ‪".‬‬ ‫ﺍﻟﻀﻭﺀ ﺍﻷﺯﺭﻕ‬ ‫ﻭﻴﺭﻯ ﺍﻟﺒﻌﺽ ﺃﻥ ﺍﺨﺘﺭﺍﻉ " ﻨﺎﻜﺎﺭﻭﻤﻲ" ﻟﻠـﻀـﻭﺀ‬ ‫ﺍﻷﺯﺭﻕ ﻴﻌﺎﺩل ﺍﺨﺘﺭﺍﻉ " ﺘﻭﻤﺎﺱ ﺇﺩﻴﺴﻭﻥ" ﻟﻤﺼﺒﺎﺡ‬ ‫ﺍﻟﺘﻭﻨﺠﺴﻴﺘﻴﻥ ﺍﻟﻜﻬﺭﺒﺎﺌﻲ‪.‬‬ ‫ﻭﺘﻌﺘﺒﺭ ﺍﻟﺼﻤﺎﻤﺎﺕ ﺍﻟﺜﻨﺎﺌﻴﺔ ﺍﻟﻀﻭﺌﻴﺔ ﺃﻜﺜﺭ ﻜـﻔـﺎﺀﺓ‬ ‫ﻭﻓﺎﻋﻠﻴﺔ ﻤﻥ ﺍﻟﻤﺼﺎﺒﻴﺢ ﺍﻟﻀﻭﺌﻴﺔ ﺍﻟﺘﻘﻠﻴﺩﻴﺔ ﻭﺘﺴﺘﻬﻠﻙ‬ ‫ﻗﺩﺭﺍ ﺃﻗل ﻤﻥ ﺍﻟﻁﺎﻗﺔ ﻨﺴﺒﻴﺎ ﻭﻴﻤﻜﻥ ﺒﺴﻬﻭﻟﺔ ﺩﻤﺠﻬـﺎ‬ ‫ﻤﻊ ﺃﻟﻭﺍﺡ ﺘﻌﻤل ﻻﺴﺘﻘﺒﺎل ﺍﻟﻁﺎﻗﺔ ﺍﻟﺸﻤﺴﻴﺔ ﻟﺘﺄﻤﻴـﻥ‬ ‫ﺍﻹﻨﺎﺭﺓ ﻓﻲ ﺍﻟﻤﻨﺎﻁﻕ ﺍﻟﻨﺎﺌﻴﺔ ﻓﻲ ﺍﻟﺒﻠﺩﺍﻥ ﺍﻟﻔـﻘـﻴـﺭﺓ‬ ‫ﻭﺍﻟﻨﺎﻤﻴﺔ‪.‬‬ ‫ﻭﻗﺎل ﺍﻟﺒﺭﻭﻓﻴﺴﻭﺭ ﺇﻨﻪ ﺴﻴﻘﺩﻡ ﺠﺯﺀﺍ ﻤﻥ ﻗﻴﻤﺔ ﺠﺎﺌﺯﺘﻪ‬ ‫ﻟﻠﻬﻴﺌﺎﺕ ﺍﻟﺘﻲ ﺘﻌﻨﻰ ﺒﺎﻟﺘﺭﻭﻴﺞ ﻻﺴﺘﺨﺩﺍﻡ ﺍﻟﺼﻤﺎﻤﺎﺕ‬ ‫ﺍﻟﺜﻨﺎﺌﻴﺔ ﺍﻟﻀﻭﺌﻴﺔ ﻓﻲ ﻤﺜل ﺘﻠﻙ ﺍﻷﻤﺎﻜﻥ‪.‬‬ ‫ﻭﻴﻌﻤل ﺍﻟﻤﺨﺘﺭﻉ ﺍﻟﻴﺎﺒﺎﻨﻲ ﻓﻲ ﺠﺎﻤﻌﺔ ﻜﺎﻟﻴﻔﻭﺭﻨﻴﺎ ﻓﻲ‬ ‫"ﺴﺎﻨﺘﺎ ﺒﺎﺭﺒﺭﺍ"‪ ،‬ﺤﻴﺙ ﻴﻭﺍﺼل ﺃﺒﺤﺎﺜﻪ ﻋﻠﻰ ﻤﺯﻴﺩ ﻤﻥ‬ ‫ﻤﺼﺎﺩﺭ ﺍﻟﻀﻭﺀ ﺍﻟﺠﺩﻴﺩﺓ‪.‬‬

‫ﺃﺸﻌﺔ ﻟﻠﺩﻤﺎﻍ "ﺘﻘﺭﺃ ﺍﻷﻓﻜﺎﺭ"‬ ‫ﻱﻗﻭل ﺍﻟﻌﻠﻤﺎﺀ ﺇﻨﻬﻡ ﺘﻤﻜﻨﻭﺍ ﻤﻥ ﺭﺼﺩ ﺃﻓﻜﺎﺭ ﺍﻟﺒﺸـﺭ‬ ‫ﻋﺒﺭ ﺃﺸﻌﺔ ﻤﻌﻴﻨﺔ ﻟﻠﻤﺦ‪.‬‬ ‫ﻓﺒﺤﺴﺏ ﺘﻘﺩﻴﺭ ﺍﻟﺒﺎﺤﺜﻴﻥ ﻤﻥ ﺠﺎﻤﻌﺔ ﻴﻭﻨﻴﻔﺭﺴﻴـﺘـﻲ‬ ‫ﻜﻭﻟﻴﺩﺝ ﻟﻨﺩﻥ ﻭﺠﺎﻤﻌﺔ ﻴﻭﻨﻴﻔﺭﺴﻴﺘﻲ ﻜﻭﻟﻴﺩﺝ ﻟـﻭﺱ‬ ‫ﺃﻨﺠﻠﻴﺱ ﻓﺈﻥ ﺒﺈﻤﻜﺎﻨﻬﻡ ﺃﻥ ﻴﺤﺩﺩﻭﺍ ﺍﻟﺼﻭﺭ ﺍﻟـﺘـﻲ‬

‫ﻜـﺎﻨـﻭﺍ‬

‫ﺸﺎﻫﺩﻫﺎ ﺍﻷﺸﺨﺎﺹ ﺃﻭ ﺍﻷﺼﻭﺍﺕ ﺍﻟﺘﻲ‬ ‫ﻴﺴﺘﻤﻌﻭﻥ ﻟﻬﺎ‪.‬‬ ‫ﻭﻴﻘﻭل ﺍﻟﻔﺭﻴﻕ ﺍﻷﻤﺭﻴﻜﻲ ﺇﻥ ﺩﺭﺍﺴﺘﻬﻡ ﺘﺜﺒـﺕ ﺃﻥ‬ ‫ﺃﺸﻌﺔ ﺍﻟﺩﻤﺎﻍ ﺘﺭﺘﺒﻁ ﻓﻌﻼ ﺒﺎﻟﻨﺸﺎﻁ ﺍﻟﻜﻬﺭﺒﻲ ﻟﺨﻼﻴـﺎ‬ ‫ﺍﻟﻤﺦ‪.‬‬ ‫ﻭﻴﻘﻭل ﺍﻟﻔﺭﻴﻕ ﺍﻟﺒﺭﻴﻁﺎﻨﻲ ﺇﻥ ﻫﺫﺍ ﺍﻟﺒﺤﺙ ﻗﺩ ﻴﺴﺎﻋﺩ‬ ‫ﺍﻷﺸﺨﺎﺹ ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻟﺸﻠل ﻓﻲ ﺍﻟـﺘـﻭﺍﺼـل‪،‬‬ ‫ﺒﺎﺴﺘﺨﺩﺍﻡ ﺠﻬﺎﺯ ﻜﻤﺒﻴﻭﺘﺭ "ﻟﺘﺭﺠﻤﺔ ﺍﻷﻓﻜﺎﺭ"‪.‬‬ ‫ﻭﻤﻥ ﺨﻼل ﺍﻟﺩﺭﺍﺴﺔ‪ ،‬ﺍﻟﺘﻲ ﻤﻭﻟﺘﻬﺎ ﻤﺅﺴﺴﺔ ﻭﻴﻠﻜﻭﻡ‪،‬‬ ‫ﻋﺭﺽ ﻋﻠﻰ ﺃﺸﺨﺎﺹ ﺼﻭﺭﺘﻴﻥ ﻤﺨﺘﻠﻔﺘﻴﻥ ﻓﻲ ﻨﻔﺱ‬ ‫ﺍﻟﻭﻗﺕ ‪ -‬ﺼﻭﺭﺓ ﻟﻨﻤﻭﺫﺝ ﻤﺨﻁﻁ ﺃﺤﻤﺭ ﺃﻤﺎﻡ ﺍﻟﻌﻴﻥ‬ ‫ﺍﻟﻴﻤﻨﻰ‪ ،‬ﻭﺃﺨﺭﻯ ﻟﻨﻤﻭﺫﺝ ﻤﺨﻁﻁ ﺃﺯﺭﻕ ﺃﻤﺎﻡ ﺍﻟﻌﻴﻥ‬ ‫ﺍﻟﻴﺴﺭﻯ‪.‬‬ ‫ﻭﺍﺭﺘﺩﻯ ﺍﻟﻤﺘﻁﻭﻋﻭﻥ ﻨﻅﺎﺭﺍﺕ ﻤﻌﻴﻨﺔ ﺘﺠﻌل ﻜـل‬ ‫ﻋﻴﻥ ﺘﺭﻯ ﻓﻘﻁ ﻤﺎ ﻴﻭﻀﻊ ﺃﻤﺎﻤﻬﺎ ﺩﻭﻥ ﻤﺎ ﻴﻭﻀـﻊ‬ ‫ﺃﻤﺎﻡ ﺍﻟﻌﻴﻥ ﺍﻷﺨﺭﻯ‪.‬‬ ‫ﻭﻓﻲ ﻫﺫﺍ ﺍﻟﻭﻀﻊ‪ ،‬ﺘﻨﺎﻭﺏ ﺍﻟﻤﺦ ﺍﻟﻭﻋﻲ ﻤﺎ ﺒـﻴـﻥ‬ ‫ﺼﻭﺭﺓ ﻭﺍﻷﺨﺭﻯ‪ ،‬ﻓﺄﺼﺒﺢ ﺃﺤﻴﺎﻨﺎ ﻴـﺭﻯ ﺇﺤـﺩﻯ‬ ‫ﺍﻟﺼﻭﺭﺘﻴﻥ ﻭﺃﺤﻴﺎﻨﺎ ﻴﺭﻯ ﺍﻟﺼﻭﺭﺓ ﺍﻷﺨﺭﻯ‪.‬‬ ‫ﻭﻓﻲ ﺍﻟﻭﻗﺕ ﺍﻟﺫﻱ ﻜﺎﻥ ﺍﻻﻨﺘﺒﺎﻩ ﻴﻨﺘﻘل ﺒﻴﻥ ﺍﻟﺼﻭﺭﺘﻴﻥ‬ ‫ﺍﺴﺘﻌﺎﻥ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺒﺄﺸﻌﺔ ﺍﻟﺭﻨﻴﻥ ﺍﻟﻤﻐﻨﺎﻁـﻴـﺴـﻲ‬ ‫ﺍﻟﻭﻅﻴﻔﻲ ﻟﻠﻤﺦ ﻟﺭﺼﺩ ﺍﻟﻨﺸﺎﻁ ﻓﻲ ﺍﻟﺠﺯﺀ ﺍﻟﺨـﺎﺹ‬ ‫ﺒﺎﻟﺭﺅﻴﺔ ﻓﻲ ﺍﻟﻘﺸﺭﺓ ﺍﻟﺩﻤﺎﻏﻴﺔ‪.‬‬ ‫ﻭﻭﺠﺩ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺃﻥ ﺍﻟﺘﺭﻜﻴﺯ ﻋﻠﻰ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻷﺤﻤﺭ‪،‬‬ ‫ﺃﻭ ﺍﻟﻨﻤﻭﺫﺝ ﺍﻷﺯﺭﻕ‪ ،‬ﻗﺎﺩ ﺇﻟﻰ ﺃﻨﻤﺎﻁ ﻤـﺤـﺩﺩﺓ‪،‬‬ ‫ﻭﻤﺨﺘﻠﻔﺔ ﺒﺸﻜل ﻭﺍﻀﺢ ﻟﻠﻨﺸﺎﻁ ﺍﻟﺩﻤﺎﻏﻲ‪.‬‬ ‫ﻭﻴﻘﻭل ﺍﻟﺒﺎﺤﺜﻭﻥ ﺇﻨﻪ ﻴﻤﻜﻥ ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﻬﺫﺍ ﺍﻟﻨﻭﻉ ﻤﻥ‬ ‫ﺃﺸﻌﺔ ﺍﻟﻤﺦ ﻟﻠﺘﻜﻬﻥ ﺒﺄﻱ ﻤﻥ ﺍﻟﺼﻭﺭﺘـﻴـﻥ ﻜـﺎﻥ‬ ‫ﺍﻟﻤﺘﻁﻭﻉ ﻴﻨﻅﺭ ﺇﻟﻴﻬﺎ‪.‬‬ ‫ﻤﺜﻴﺭ ﻟﻠﺘﻔﻜﻴﺭ؟‬ ‫ﻭﻗﺩ ﺃﺨﺫﺕ ﺍﻟﺩﺭﺍﺴﺔ ﺍﻷﻤﺭﻴﻜﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﻨﺸﺭﺕ ﻓـﻲ‬ ‫ﻤﻁﺒﻭﻋﺔ ﺴﺎﻴﻨﺱ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻨﻔﺱ ﺍﻟﻨﻅﺭﻴﺔ ﻭﻁﺒﻘﺘﻬـﺎ‬ ‫ﻋﻠﻰ ﻤﺜﺎل ﻴﻭﻤﻲ‪.‬‬ ‫ﻓﻘﺩ ﺍﺴﺘﻌﺎﻥ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺍﻷﻤﺭﻴﻜﻴﻭﻥ ﺒﺄﻗﻁﺎﺏ ﻜﻬﺭﺒﻴـﺔ‬ ‫‪133‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﻭﻀﻌﺕ ﺩﺍﺨل ﺍﻟﺠﻤﺠﻤﺔ ﻟﺭﺼﺩ ﺍﻻﺴﺘﺠﺎﺒﺎﺕ ﺍﻟﺘـﻲ‬ ‫ﺘﺼﺩﺭ ﻋﻥ ﺍﻟﺨﻼﻴﺎ ﺍﻟﻤﺨﻴﺔ ﻓﻲ ﺍﻟﺠﺯﺀ ﺍﻟـﺨـﺎﺹ‬ ‫ﺒﺎﻟﺴﻤﻊ ﻋﻠﻰ ﺍﻟﻘﺸﺭﺓ ﺍﻟﻤﺨﻴﺔ ﻟﻤﺭﻴﻀﻴﻥ ﺠﺭﺍﺤﻴﻴـﻥ‬ ‫ﺒﻴﻨﻤﺎ ﻜﺎﻨﺎ ﻴﺘﺎﺒﻌﺎﻥ ﺠﺯﺀﺍ ﻤﻥ ﻓﻴﻠﻡ " ﺍﻟﻁﻴﺏ ﻭﺍﻟﺸﺭﺱ‬ ‫ﻭﺍﻟﻘﺒﻴﺢ"‪.‬‬ ‫ﻭﺍﺴﺘﻌﺎﻥ ﺍﻟﺒﺎﺤﺜﻭﻥ ﺒﻬﺫﻩ ﺍﻟﺒﻴﺎﻨﺎﺕ ﻟﻠﺘﻜﻬﻥ ﺒﺸـﻜـل‬ ‫ﺩﻗﻴﻕ ﺒﺎﻹﺸﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺘﺭﺼﺩﻫﺎ ﺃﺸﻌﺔ ﺍﻟـﺭﻨـﻴـﻥ‬ ‫ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻲ ﺍﻟﻭﻅﻴﻔﻲ ﻤﻥ ﺃﻤﺨﺎﺥ ‪ 11‬ﺸـﺨـﺼـﺎ‬ ‫ﺁﺨﺭﻴﻥ ﺒﺼﺤﺔ ﺠﻴﺩﺓ ﺸﺎﻫﺩﻭﺍ ﻨﻔﺱ ﺍﻟﺠﺯﺀ ﻤﻥ ﺍﻟﻔﻴﻠﻡ‬ ‫ﺒﻴﻨﻤﺎ ﻜﺎﻨﺕ ﺘﺠﺭﻯ ﻟﻬﻡ ﺍﻷﺸﻌﺔ ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻴﺔ‪.‬‬ ‫ﻭﻗﺎل ﺍﻟﺒﺭﻭﻓﻴﺴﻭﺭ ﺇﻴﺘﺯﺍﻙ ﻓﺭﺍﻴﺩ‪ ،‬ﺠﺭﺍﺡ ﺍﻷﻋﺼﺎﺏ‬ ‫ﺍﻟﺫﻱ ﻗﺎﺩ ﺍﻟﺒﺤﺙ‪ " :‬ﺍﺴﺘﻁﻌﻨﺎ ﺃﻥ ﻨﻤﻴﺯ ﺠﺯﺀﺍ ﻤـﻥ‬ ‫ﺍﻟﻤﺸﻬﺩ ﻋﻥ ﺠﺯﺀ ﺁﺨﺭ‪ ،‬ﻜﻤﺎ ﺘﻤﻜﻨﺎ ﻤﻥ ﺘﻤﻴﻴﺯ ﻤﻘﻁﻊ‬ ‫ﻤﻥ ﺍﻟﺼﻭﺕ ﻋﻥ ﺁﺨﺭ"‪.‬‬ ‫ﻭﻗﺎل ﺩ ﺠﻭﻥ‪-‬ﺩﻴﻼﻥ ﻫﻴﻨﺯ ﻤﻥ ﻤﻌﻬﺩ ﺒـﺤـﻭﺙ‬ ‫ﺍﻷﻋﺼﺎﺏ ﺒﺠﺎﻤﻌﺔ ﻴﻭﻨﻴﻔﺭﺴﻴﺘﻲ ﻜﻭﻟﻴﺞ ﻟﻨﺩﻥ‪ ،‬ﻭﺍﻟﺫﻱ‬ ‫ﻗﺎﺩ ﺍﻟﺒﺤﺙ ﺍﻟﺒﺭﻴﻁﺎﻨﻲ‪ ،‬ﻟﻤﻭﻗﻊ ﺒﻲ ﺒﻲ ﺴـﻲ "ﻤـﺎ‬ ‫ﻨﺤﺘﺎﺝ ﺃﻥ ﻨﻔﻌﻠﻪ ﺍﻵﻥ ﻫﻭ ﺘﻁﻭﻴﺭ ﺒﺭﻨﺎﻤﺞ ﻜﻤﺒﻴﻭﺘـﺭ‬ ‫ﻴﻤﻴﺯ ﺍﻟﺤﺩﻴﺙ‪ ،‬ﻭﻴﺭﺼﺩ ﺃﻱ ﺃﺠﺯﺍﺀ ﻤﻥ ﺍﻟﻤﺦ ﺘﻨﺸـﻁ‬ ‫ﺩﻭﻥ ﻏﻴﺭﻫﺎ ﻓﻲ ﺍﻟﺸﺨﺹ" ﻷﺩﺍﺀ ﻭﻅﻴﻔﺔ ﻤﻌﻴﻨﺔ‪.‬‬ ‫ﻭﻗﺎل ﺇﻥ ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺘﺜﺒﺕ ﻤﺒﺩﺃ ﺃﻥ ﺃﺸﻌﺔ ﺍﻟﺭﻨﻴﻥ‬ ‫ﺍﻟﻤﻐﻨﺎﻁﻴﺴﻲ ﺍﻟﻭﻅﻴﻔﻲ ﻴﻤﻜﻥ ﺃﻥ " ﺘﻘﺭﺃ ﺍﻷﻓـﻜـﺎﺭ" ‪،‬‬ ‫ﻭﻟﻜﻨﻪ ﻗﺎل ﺇﻥ ﺍﻟﻁﺭﻴﻕ ﻤﺎﺯﺍل ﻁﻭﻴﻼ ﺤﺘﻰ ﻴـﺘـﻡ‬ ‫ﺍﻟﻭﺼﻭل ﺇﻟﻰ ﻤﺎﻜﻴﻨﺔ ﺘﺴﺘﻁﻴﻊ ﻗﺭﺍﺀﺓ ﻤﺎ ﻴﺩﻭﺭ ﺒﺨﻠﺩ‬ ‫ﺃﻱ ﺸﺨﺹ‪.‬‬ ‫ﻭﻟﻜﻥ ﺩ ﻫﻴﻨﺯ ﻗﺎل " ﻨﺴﺘﻁﻴﻊ ﺃﻥ ﻨﻤﻴﺯ ﺒﻴﻥ ﻤﺠﻤﻭﻋﺔ‬ ‫ﻤﺤﺩﻭﺩﺓ ﻟﻠﻐﺎﻴﺔ ﻤﻥ ﺃﺸﻴﺎﺀ ﺭﺒﻤﺎ ﻴﺸﺎﻫﺩﻫﺎ ﺍﻟﺸﺨﺹ"‪.‬‬ ‫ﻭﺃﻀﺎﻑ ﻗﺎﺌﻼ "ﻴﻭﻤﺎ ﻤﺎ ﺴﻴﺨﺘﺭﻉ ﺸﺨﺹ ﻤﺎﻜﻴﻨﺔ ﻓﻲ‬ ‫ﻁﺎﻗﻴﺔ ﺒﻴﺴﺒﻭل‪ ..‬ﻭﺴﺘﻜﻭﻥ ﻟﻬﺎ ﺘﻁﺒﻴﻘﺎﺕ ﻴﻭﻤﻴﺔ"‪.‬‬ ‫ﻭﺍﺴﺘﻁﺭﺩ " ﺩﺭﺍﺴﺘﻨﺎ ﺘﻤﺜل ﻤﺭﺤﻠﺔ ﻫﺎﻤﺔ ﻭﻟﻜـﻨـﻬـﺎ‬ ‫ﻤﺒﻜﺭﺓ ﻟﻠﻐﺎﻴﺔ ﻓﻲ ﻤﻁﺎﻑ ﻗﺩ ﻴﻨﺘﻬﻲ ﺒﺎﺨﺘﺭﺍﻉ ﺁﻟـﺔ‬ ‫ﻴﻤﻜﻥ ﺃﻥ ﺘﺭﺼﺩ ﻭﺘﺘﺎﺒﻊ ﻭﻋﻲ ﺍﻟﺸﺨﺹ ﻤﻥ ﺜﺎﻨﻴـﺔ‬ ‫ﺇﻟﻰ ﺃﺨﺭﻯ"‪.‬‬ ‫ﻭﺘﺎﺒﻊ ﺒﺎﻟﻘﻭل " ﻴﻤﻜﻥ ﺍﻻﺴﺘﻌﺎﻨﺔ ﺒﺘﻠﻙ ﺍﻟﻨﺘﺎﺌﺞ ﻓـﻲ‬ ‫ﺍﻟﻤﺴﺎﻋﺩﺓ ﻋﻠﻰ ﺘﻁﻭﻴﺭ ﺃﻭ ﺘﺤﺴﻴﻥ ﻭﺴﺎﺌل ﺘﺴﺎﻋـﺩ‬ ‫ﺍﻟﻤﺼﺎﺒﻴﻥ ﺒﺎﻟﺸﻠل ﻓﻲ ﺍﻟﺘﻭﺍﺼل ﻋﺒﺭ ﻗﻴﺎﺱ ﻨﺸﺎﻁﻬﻡ‬ ‫ﺍﻟﺩﻤﺎﻏﻲ"‪.‬‬ ‫ﻭﻟﻜﻨﻪ ﺸﺩﺩ ﻗﺎﺌﻼ " ﻤﺎﺯﻟﻨﺎ ﺒﻌﻴﺩﻴﻥ ﻋﻥ ﺍﻟﻭﺼﻭل ﺇﻟﻰ‬ ‫ﺍﺨﺘﺭﺍﻉ ﻴﻘﺭﺃ ﺃﻓﻜﺎﺭ ﺍﻟﺒﺸﺭ ﺃﺠﻤﻌﻴﻥ"‪.‬‬ ‫ﻭﻗﺎل ﺩ‪ .‬ﻓﺭﺍﻴﺩ " ﻋﺭﻑ ﻤﻥ ﻗﺒل ﺃﻥ ﺃﺠﺯﺍﺀ ﻤﺨﺘﻠﻔـﺔ‬ ‫ﻓﻲ ﺍﻟﻔﺹ ﺍﻟﺼﺩﻏﻲ ﺘﻨﺸﻁ ﻋﻨﺩ ﻤﺸﺎﻫﺩﺓ ﺍﻟﻭﺠﻭﻩ ﺃﻭ‬ ‫ﺍﻟﻤﻨﺎﺯل"‪.‬‬ ‫"ﻨﺘﺎﺌﺞ ﺍﻟﺩﺭﺍﺴﺔ ﺘﻌﻨﻲ ﺃﻨﻪ ﻟﻴﺱ ﻤـﻥ ﺍﻟﻀـﺭﻭﺭﻱ‬ ‫ﺍﺴﺘﺨﺩﺍﻡ ﻤﺤﻔﺯﺍﺕ ﻤﺨﺘﻠﻔﺔ ﺘﻤﺎﻡ ﺍﻻﺨﺘﻼﻑ ﻟﺘﻤﻴﻴﺯ ﻤﺎ‬ ‫ﻴﻨﺸﱢﻁ ﺃﺠﺯﺍﺀ ﻤﻌﻴﻨﺔ ﻓﻲ ﺍﻟﻤﺦ"‪.‬‬

‫‪EMC‬ﺗﻄﻠﻖ ﺷﺒﻜﺔ أﺑﺤﺎث ﻋﺎﻟﻤﻴﺔ‬ ‫ﻣﺸﺘﺮآﺔ‬

‫ﺟﻴﻒ ﻧﻚ‪،‬‬ ‫ﻧﺎﺋﺐ اﻟﺮﺋﻴﺲ وﻣﺪﻳﺮ ﺗﻘﻨﻴﺔ اﻟﻤﻌﻠﻮﻣﺎت‬ ‫ﻟﺪى ﺋﻲ إم ﺳﻲ‬

‫أﻋﻠﻨﺖ اﻟ ﻴ ﻮم ﺷ ﺮآ ﺔ ﺋ ﻲ إم ﺳ ﻲ‪ ، EMC‬اﻟﺸ ﺮآ ﺔ‬ ‫اﻟﺮاﺋﺪة ﻋﺎﻟﻤﻴًﺎ ﻓﻲ ﻣﺠﺎل إدارة وﺗﺨﺰﻳﻦ اﻟﻤﻌ ﻠ ﻮﻣ ﺎت‪،‬‬ ‫ﻋﻦ ﺗﺸﻜﻴﻞ ﺷ ﺒ ﻜ ﺔ ﺋ ﻲ إم ﺳ ﻲ اﻟ ﺠ ﺪﻳ ﺪة ﻟ ﻼﺑ ﺘ ﻜ ﺎر‪.‬‬ ‫وﺗﺸﻤﻞ اﻟﻤﺠﻤﻮﻋﺔ اﻟﻌﺎﻟﻤﻴﺔ اﻟﻤﺸﺘﺮآ ﺔ‪ ،‬واﻟ ﺘ ﻲ ﺗﻀ ﻢ‬ ‫ﻋﺪدًا ﻣﻦ أﻟﻤﻊ اﻟﻌﻘﻮل ﻓﻲ ﻣﺠﺎل اﻟﺘ ﻜ ﻨ ﻮﻟ ﻮﺟ ﻴ ﺎ ﻋ ﻠ ﻰ‬ ‫ﺻ ﻌ ﻴ ﺪ اﻟ ﻌ ﺎﻟ ﻢ‪ ،‬ﻗﺴ ﻢ اﻷﺑ ﺤ ﺎث ﻟ ﺪى ﺋ ﻲ إم ﺳ ﻲ‪،‬‬ ‫وﻣﺼﺎدر اﻟﺘﻄﻮﻳﺮ اﻟﻤﺘﻘﺪﻣﺔ‪ ،‬وﺷﺮآﺎء اﻷﺑ ﺤ ﺎث ﻣ ﻦ‬ ‫اﻟﺠﺎﻣﻌﺎت‪ ،‬وﻋﺪدًا ﻣﻦ أه ﻢ اﻟ ﻌ ﻤ ﻼء ﻣ ﻤ ﻦ ﻳﺴ ﻌ ﻮن‬ ‫ﻟﺪﻋﻢ ﺗﺤﺮي واآﺘﺸﺎف وﺗﻄﺒﻴﻖ اﻟﺘﻘﻨﻴﺎت اﻟﺠﺪﻳﺪة اﻟﺘﻲ‬ ‫ﺳ ﺘ ﻌ ﻤ ﻞ ﻋ ﻠ ﻰ ﺗﺸ ﻜ ﻴ ﻞ ﻣ ﻼﻣ ﺢ ﻣﺴ ﺘ ﻘ ﺒ ﻞ اﻟ ﺒ ﻨ ﻴ ﺔ‬ ‫اﻟﻤﻌﻠﻮﻣﺎﺗﻴﺔ ‪.‬‬ ‫وإﻟ ﻰ ﺟ ﺎﻧ ﺐ اﻟ ﻤ ﺠ ﻤ ﻮﻋ ﺔ اﻟ ﻮاﺳ ﻌ ﺔ ﻣ ﻦ اﻷﺑ ﺤ ﺎث‬ ‫اﻟﻤﺘﻘﺪﻣﺔ واﻟﻤﺘﻮاﺻﻠﺔ اﻟ ﺘ ﻲ ﺗ ﻘ ﻮم ﺑ ﻬ ﺎ ﺋ ﻲ إم ﺳ ﻲ‪،‬‬ ‫ﺳﺘﻌﻤﻞ ﺷﺒ ﻜ ﺔ ﺋ ﻲ إم ﺳ ﻲ ﻟ ﻼﺑ ﺘ ﻜ ﺎر ﻋ ﻠ ﻰ ﺗ ﺤ ﺮي‬ ‫ودراﺳﺔ ﻧﻮاﺣﻲ أﺳﺎﺳﻴﺔ ﺣﻮل آﻴﻔﻴﺔ ﻃﺮح ﺗﻜﻨﻮﻟﻮﺟﻴ ﺎ‬ ‫اﻟﻤﻌﻠﻮﻣﺎت‪ ،‬ﺗ ﺤ ﺪﻳ ﺪًا ﻣ ﻦ ﺣ ﻴ ﺚ ﻋ ﻼﻗ ﺘ ﻬ ﺎ ﺑ ﺎﻹدارة‬ ‫واﺳﺘﺨﺪام اﻟﻤﻌﻠﻮﻣﺎت‪ .‬وﺳﺘﻘﻮم ﺷﺮآﺔ ﺋﻲ إم ﺳﻲ ﻣ ﻦ‬ ‫ﺧﻼل ﺷﺒﻜﺔ ﺋﻲ إم ﺳﻲ ﻟﻼﺑﺘﻜ ﺎر‪ ،‬ﺑ ﺪراﺳ ﺔ ﻣ ﺠ ﺎﻻت‬ ‫ﻣﺘﻌﺪدة ﻣ ﻨ ﻬ ﺎ اﻟﺸ ﺒ ﻜ ﺔ اﻟ ﺪﻻﻟ ﻴ ﺔ واﻟ ﺒ ﺤ ﺚ واﻟﺴ ﻴ ﺎق‬ ‫ووﺟ ﻬ ﺎت اﻟ ﻨ ﻈ ﺮ اﻟ ﻮﺟ ﻮدﻳ ﺔ‪.‬‬ ‫•اﻟﺒﻨﻰ اﻟﺘﺤﺘﻴﺔ اﻟﺨﺪﻣﻴﺔ اﻟﺨﺎﺻﺔ ﺑﺘﻘﻨﻴ ﺔ اﻟ ﻤ ﻌ ﻠ ﻮﻣ ﺎت‬ ‫‪134‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺎل‪.‬‬ ‫ﻤ‬ ‫اﻷﻋ‬ ‫ﺎت‬ ‫ﻬ‬ ‫ﻮﺟ‬ ‫وﺗ‬ ‫•أﻣ ﻦ وﺣ ﻤ ﺎﻳ ﺔ اﻟ ﻤ ﻌ ﻠ ﻮﻣ ﺎت‪.‬‬ ‫•ﺗﺨﺰﻳﻦ "‪ "Web 2.0‬اﻟﻘﺎﺑﻞ ﻟﻠﺘﻮﺳﻊ ﺑﺸ ﻜ ﻞ آ ﺒ ﻴ ﺮ‬ ‫ﻻﺳ ﺘ ﻴ ﻌ ﺎب ﻣ ﻼﻳ ﻴ ﻦ اﻟ ﻤ ﺴ ﺘ ﺨ ﺪﻣ ﻴ ﻦ‪.‬‬ ‫•ﺷﺒﻜﺔ ﻣﻌﻠﻮﻣﺎت ﻟﺘﺤﻠﻴﻞ اﻟﻤﻌﻠﻮﻣﺎت اﻟﻤﻌ ﻘ ﺪة ﺑﺸ ﻜ ﻞ‬ ‫ﻓﻮري ‪.‬‬ ‫اﻟﻮاﻗﻌﻴﺔ اﻻﻓﺘﺮاﺿﻴﺔ ﻟﻠﺒﻨﻴﺔ اﻟﻤﻌﻠﻮﻣﺎﺗﻴﺔ ﺿﻤ ﻦ ﺣ ﺪود‬ ‫اﻟﻤﺆﺳﺴﺎت وﻋﺒﺮهﺎ ‪.‬وﺳﺘﺘﻤﻜﻦ ﺷﺮآﺔ ﺋﻲ إم ﺳﻲ ﻣ ﻦ‬ ‫ﺧﻼل ﺷ ﺒ ﻜ ﺔ ﺋ ﻲ إم ﺳ ﻲ ﻟ ﻼﺑ ﺘ ﻜ ﺎر ﻣ ﻦ اﺳ ﺘ ﺨ ﺪام‬ ‫اﻷﺑﺤﺎث اﻟﻤﺸﺘﺮآﺔ ﻟﻤﺎ ﻳﻘﺎرب ‪ 5,000‬ﻣ ﻦ ﻣ ﻮﻇ ﻔ ﻲ‬ ‫اﻟﺒﺤﺚ واﻟﺘﻄﻮﻳﺮ‪ ،‬وﺟﻤﻊ ﻣﻮارد اﻷﺑﺤﺎث ﻣ ﻦ أﻧ ﺤ ﺎء‬ ‫اﻟﻌﺎﻟﻢ‪ ،‬ﺑﻤﺎ ﻓﻴﻬﺎ ﺗﻠﻚ اﻟﻤ ﻮﺟ ﻮدة ﻓ ﻲ ﻣ ﺮاآ ﺰ اﻟ ﺘ ﻤ ّﻴ ﺰ‬ ‫اﻟ ﺘ ﺎﺑ ﻌ ﺔ ﻟﺸ ﺮآ ﺔ ﺋ ﻲ إم ﺳ ﻲ ﻓ ﻲ اﻟ ﻬ ﻨ ﺪ واﻟﺼ ﻴ ﻦ‬ ‫وروﺳﻴﺎ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ إﻟﻰ ﺗﻌﺰﻳﺰ اﻟ ﺘ ﻌ ﺎون اﻷآ ﺎدﻳ ﻤ ﻲ‬ ‫ﻣﻦ ﺧﻼل اﻟﻌﻼﻗﺎت اﻟﺠﺪﻳﺪة واﻟﻤﺘﻜﻮﻧﺔ ﻣﻊ اﻟﺠﺎﻣﻌ ﺎت‬ ‫واﻟﺘﺤﺎﻟﻔﺎت‪ .‬وﺳﻴﺴﺘﻔﻴﺪ اﻟﺘﻌﺎون اﻟﻌﺎﻟﻤﻲ ﻣﻦ ﻣ ﻌ ﺎرف‬ ‫ﻣﺠﺘﻤﻊ اﻷﺑﺤﺎث اﻟﻤﻤﺘﺪ اﻟﺘ ﺎﺑ ﻊ ﻟﺸ ﺮآ ﺔ ﺋ ﻲ إم ﺳ ﻲ‪،‬‬ ‫واﻟﺘﻮﺳﻊ ﻓﻲ ﻗﻴﻤﺔ اﺳﺘﺜﻤﺎرات ﺋﻲ إم ﺳ ﻲ ﻓ ﻲ ﻣ ﺠ ﺎل‬ ‫اﻟﺒﺤﺚ واﻟﺘﻄﻮﻳﺮ‪ ،‬واﻟﺘﻲ ﺗﻔﻮق اﻟﻤﻠﻴﺎر دوﻻر ﺳﻨﻮﻳًﺎ ‪.‬‬ ‫وﺳﺘﻌﻤﻞ ﺷﺒﻜﺔ اﻻﺑﺘﻜﺎر اﻟﺘﺎﺑﻌ ﺔ ﻟﺸ ﺮآ ﺔ ﺋ ﻲ إم ﺳ ﻲ‬ ‫ﻋﻠﻰ ﺗﻌﺰﻳﺰ اﻧﺨﺮاط اﻟﺸ ﺮآ ﺔ ﻣ ﻊ ﺑ ﺮاﻣ ﺞ اﻷﺑ ﺤ ﺎث‬ ‫اﻟﺠﺎﻣﻌﻴﺔ واﻻﺋﺘﻼﻓﺎت اﻟﺒﺤﺜﻴﺔ ﻓﻲ هﺬا اﻟ ﻤ ﺠ ﺎل اﻟ ﺘ ﻲ‬ ‫ﺗﺸﻤﻞ ﻣﺨﺘﺒﺮ اﻟ ﺒ ﻴ ﺎﻧ ﺎت اﻟ ﻤ ﻮازﻳ ﺔ اﻟ ﺘ ﺎﺑ ﻊ ﻟ ﺠ ﺎﻣ ﻌ ﺔ‬ ‫آﺎرﻧﻴﺠﻲ ﻣﻴﻠﻮن‪ ،‬وﻣﻌﻬﺪ اﻟﺒﻴﺎﻧﺎت واﻷﺑ ﺤ ﺎث اﻟ ﺘ ﺎﺑ ﻊ‬ ‫ﻟﺠﺎﻣﻌﺔ إﻧﺪﻳﺎﻧﺎ‪ ،‬واﺗﺤﺎد ‪ RFID‬ﻟﻸﻣﻦ واﻟﺨﺼﻮﺻﻴ ﺔ‬ ‫اﻟﺬي ﻳﻀﻢ ﻓﻲ ﻋﻀﻮﻳﺘﻪ ﻋﺪد ﻣﻦ اﻟﻜﻠﻴﺎت ﻣﻦ ﺟﺎﻣﻌ ﺔ‬ ‫ﺟﻮﻧﺰ هﻮﺑﻜﻨﺰ‪ ،‬وﺟﺎﻣﻌﺔ ﻣﺎﺳﺎﺷﻮﺳﺘﺲ‪ ،‬وأه ﻴ ﺮﺳ ﺖ‪،‬‬ ‫وﻣ ﺠ ﻤ ﻮﻋ ﺔ اﻟﺸ ﻴ ﻔ ﺮات اﻟ ﺘ ﻄ ﺒ ﻴ ﻘ ﻴ ﺔ ﻣ ﻦ ﺟ ﺎﻣ ﻌ ﺔ‬ ‫ﺳ ﺘ ﺎﻧ ﻔ ﻮرد‪ ،‬ﺑ ﺎﻹﺿ ﺎﻓ ﺔ إﻟ ﻰ ﻣ ﺮآ ﺰ ﺗ ﻜ ﺎﻣ ﻞ ﺗ ﻘ ﻨ ﻴ ﺔ‬ ‫اﻟﻤﻌﻠﻮﻣﺎت ﻓﻲ ﺟﺎﻣﻌﺔ ﻣﻴﺘﺸﻐﺎن‪ .‬وﺗﻘﺪم ﺷﺮآﺔ ﺋ ﻲ إم‬ ‫ﺳﻲ ﺑﺮاﻣﺞ اﻟ ﺮﻋ ﺎﻳ ﺔ اﻟ ﺒ ﺤ ﺜ ﻴ ﺔ ﻓ ﻲ ﺟ ﺎﻣ ﻌ ﺔ ﻧ ﻮرث‬ ‫إﻳﺴﺘﺮن وﻣﻌﻬﺪ ورﺗﺸﺴﺘﺮ ﻟﻠﺒﻮﻟﻴﺘﻴ ﻜ ﻨ ﻚ‪ ،‬إﻟ ﻰ ﺟ ﺎﻧ ﺐ‬ ‫اﻟﻌﺪﻳﺪ ﻣﻦ ﺑﺮاﻣﺞ اﻟﺮﻋﺎﻳﺔ اﻟﺘﻲ ﺗﻀﻢ ﺟﺎﻣﻌﺔ آﺎﻟﺘ ﻴ ﻚ‪،‬‬ ‫وﺟﺎﻣﻌﺔ ﻣﺎﺳﺎﺷﻮﺳﻴﺘﺲ‪ ،‬وﺟﺎﻣﻌﺔ ﻧ ﻮرث آ ﺎروﻟ ﻴ ﻨ ﺎ‪،‬‬ ‫واﻟ ﻌ ﺪﻳ ﺪ ﻣ ﻦ اﻟ ﺠ ﺎﻣ ﻌ ﺎت اﻷﺧ ﺮى‪.‬‬

‫اﻟﺴﺎﺑﻖ ﻓﻲ ﻣﺨﺘﺒﺮات ﺷﺮآﺔ ﺁر إس أﻳﻪ‪ ،‬ﻗﺴ ﻢ اﻷﻣ ﻦ‬ ‫واﻟﺤﻤﺎﻳﺔ ﻟﺪى ﺷﺮآﺔ ﺋﻲ إم ﺳﻲ‪ ،‬إﻟﻰ اﻟﺘﺄﺛ ﻴ ﺮ اﻟ ﻘ ﻮي‬ ‫ﻟﺸﺒﻜﺔ اﻻﺑﺘﻜ ﺎر اﻟ ﺘ ﺎﺑ ﻌ ﺔ ﻟﺸ ﺮآ ﺔ ﺋ ﻲ إم ﺳ ﻲ ﻋ ﻠ ﻰ‬ ‫إﺿﺎﻓﺔ اﻟﻘﻴﻤﺔ ﻟﻌﻤﻼء اﻟﺸﺮآ ﺔ اﻟ ﺤ ﺎﻟ ﻴ ﻴ ﻦ ﻣ ﻦ ﺧ ﻼل‬ ‫ﺗﺤﻮﻳﻞ اﻻﺑﺘﻜﺎرات إﻟﻰ ﺣﻠﻮل ﻋﻤﻠﻴﺔ‪ .‬وﻳﻘﻮم اﻟﺪآ ﺘ ﻮر‬ ‫آﺎﻟﻴﺴﻜﻲ ﺑﺮﻓﻊ اﻟﺘﻘﺎرﻳﺮ ﻟﻠﺴﻴﺪ ﺟﻴﻒ ﻧﻚ‪ ،‬ﻣﺪﻳﺮ ﺗﻘ ﻨ ﻴ ﺔ‬ ‫اﻟﻤﻌﻠﻮﻣﺎت ﻟﺪى ﺷﺮآﺔ ﺋﻲ إم ﺳﻲ‪ .‬وﻳﺤﻈﻰ اﻟ ﺪآ ﺘ ﻮر‬ ‫آﺎﻟﻴﺴﻜﻲ ﺑﺪﻋﻢ ﻓﺮﻳﻖ ﻋﻤﻞ ﻳﻀﻢ أﺳﻤ ﺎع آ ﺒ ﻴ ﺮة ﺟ ﺪًا‬ ‫ﻓﻲ اﻟﻘﻄﺎع‪ ،‬ﺣﻴﺚ ﻳﻀﻢ ﻓﺮﻳﻖ اﻟﻌ ﻤ ﻞ اﻟ ﺪآ ﺘ ﻮر ﺁري‬ ‫ﺟ ﻮﻟ ﺰ‪ ،‬رﺋ ﻴ ﺲ ﻣ ﺨ ﺘ ﺒ ﺮات ﺷ ﺮآ ﺔ ﺁر إس أﻳ ﻪ‪،‬‬ ‫واﻟﺪآﺘﻮر وﻳ ﻨ ﺒ ﻮ ﻣ ﺎو‪ ،‬اﻟ ﺒ ﺎﺣ ﺚ اﻟ ﻤ ﺘ ﺨ ﺼ ﺺ ﻓ ﻲ‬ ‫اﻟﻘﻄﺎع واﻟﺬي اﻧﻀﻢ ﻟﺸﺮآﺔ ﺋﻲ إم ﺳﻲ ﻣﺆﺧﺮًا ﻟﻴﻘ ﻮد‬ ‫ﻣﺠﻤﻮﻋﺔ اﻟﺒﺤﺚ اﻟﺘﺎﺑﻌﺔ ﻟ ﻠ ﺸ ﺮآ ﺔ واﻟ ﺘ ﻲ ﺗ ﺘ ﺨ ﺬ ﻣ ﻦ‬ ‫اﻟﺼﻴﻦ ﻣﻘﺮًا ﻟﻬﺎ‪.‬‬ ‫وﻗ ﺎل ﺟ ﻴ ﻒ ﻧ ﻚ‪ ،‬ﻧ ﺎﺋ ﺐ اﻟ ﺮﺋ ﻴ ﺲ وﻣ ﺪﻳ ﺮ ﺗ ﻘ ﻨ ﻴ ﺔ‬ ‫اﻟﻤﻌ ﻠ ﻮﻣ ﺎت ﻟ ﺪى ﺋ ﻲ إم ﺳ ﻲ‪" :‬ﻟ ﻘ ﺪ أدى اﻟ ﺘ ﻌ ﺎون‬ ‫اﻟﻌﺎﻟﻤﻲ إﻟﻰ ﻧﺴ ﻴ ﺎن اﻟ ﻨ ﻤ ﻮذج اﻟ ﺘ ﻘ ﻠ ﻴ ﺪي ﻟ ﻸﺑ ﺤ ﺎث‬ ‫واﻟﺘﻄﻮﻳﺮ‪ .‬ﺣﻴﺚ ﺳﺘﻮﻓﺮ اﻟﻘﻮة اﻟﺘﻲ ﺗﺘﻤﺘﻊ ﺑ ﻬ ﺎ ﺷ ﺒ ﻜ ﺔ‬ ‫اﻻﺑﺘﻜﺎر اﻟﺘﺎﺑ ﻌ ﺔ ﻟ ﻠ ﺸ ﺮآ ﺔ ﻋ ﻤ ﻠ ﻴ ﺔ اآ ﺘ ﺸ ﺎف أوﺳ ﻊ‬ ‫وأﺳﺮع‪ ،‬آﻤﺎ ﺳﺘﺴﻬﻞ ﺗ ﻄ ﻮﻳ ﺮ اﻟ ﺘ ﻘ ﻨ ﻴ ﺎت اﻷﺳ ﺎﺳ ﻴ ﺔ‬ ‫ﻟﻠﺒﻨﻴﺔ اﻟﻬﻴﻜﻠﻴﺔ اﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎت‪".‬‬ ‫وﻣ ﻦ ﻧ ﺎﺣ ﻴ ﺘ ﻪ ﻗ ﺎل روﺑ ﺮت ﺟ ﺎي‪ ،‬ﻧ ﺎﺋ ﺐ رﺋ ﻴ ﺲ‬ ‫اﻷﺑﺤﺎث ﻟﺪى ﻣﺆﺳﺴﺔ ﺁي دي ﺳﻲ‪" :‬ﺗ ﻌ ﺮف ﺷ ﺮآ ﺔ‬ ‫ﺋﻲ إم ﺳﻲ ﺑﺴﻤﻌﺘﻬﺎ وﻗﺪرﺗﻬﺎ ﻋ ﻠ ﻰ إدارة اﻟ ﺘ ﻐ ﻴ ﺮات‬ ‫اﻟﻮاﺳﻌﺔ ﻓﻲ اﻟﻮﻗﺖ اﻟﻤﻼﺋﻢ‪ .‬وﺗﻤ ﺜ ﻞ ﺷ ﺒ ﻜ ﺔ اﻻﺑ ﺘ ﻜ ﺎر‬ ‫ﻻ ﻋﻠﻰ ﻣﺒﺎدرة اﻟ ﺘ ﻌ ﺎون‬ ‫اﻟﺘﺎﺑﻌﺔ ﻟﺸﺮآﺔ ﺋﻲ إم ﺳﻲ ﻣﺜﺎ ً‬ ‫اﻟﻌﺎﻟﻤﻲ اﻟﻤﺸﺘﺮك اﻟﺘﻲ ﺳﺘﻤ ﻜ ﻦ اﻟﺸ ﺮآ ﺔ ﻣ ﻦ ﺗ ﻘ ﺪﻳ ﻢ‬ ‫اﻻﺑﺘﻜﺎرات ﻟﻠﺴﻮق ﺑﺸﻜﻞ أﺳ ﺮع واﻟ ﻤ ﺤ ﺎﻓ ﻈ ﺔ ﻋ ﻠ ﻰ‬ ‫ﺣﻴﻮﻳﺘﻬﺎ اﻹﺳﺘﺮاﺗﻴﺠﻴﺔ‪".‬‬

‫وأﺷﺎر اﻟﺪآﺘﻮر ﺑ ﻴ ﺮت آ ﺎﻟ ﻴ ﺴ ﻜ ﻲ‪ ،‬آ ﺒ ﻴ ﺮ اﻟ ﻌ ﻠ ﻤ ﺎء‬ ‫‪135‬‬ ‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

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‫ﺜﻘﺎﻓﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻓﻲ ﺍﻻﺭﺍﻀﻰ ﺍﻟﻤﺤﺘﻠﺔ‬

‫ﻡ‪ .‬ﻤﺤﻤﺩ ﻫﺸﺎﻡ ﺃﺒﻭ ﺍﻟﻘﻤﺒﺯ‬

‫ﻓﻲ ﺃﻭل ﻤﻘـﺎل‬

‫ﻋﻥ ﺍﻟﻤﻭﺍﻗﻊ ﺍﻹﺨﺒﺎﺭﻴﺔ ﻭﻤﺘﺎﺒﻌﺔ ﺃﺨـﺭ ﺍﻟﻤـﺴﺘﺠﺩﺍﺕ‬

‫ﺍﻜﺘﺒﻪ ﺇﻟﻰ ﻤﺠﻠـﺔ‬

‫ﻭﺍﻷﻭﻀﺎﻉ ﻤﻥ ﺨﻼل ﺘﺼﻔﺢ ﺘﻠﻙ ﺍﻟﻤﻭﺍﻗﻊ ‪ ,‬ﻓﺎﻟﺸﺎﺭﻉ‬

‫ﺍﻟﺘﻘﻨﻴــﺔ ﺃﻭﺩ ﺃﻥ‬

‫ﺍﻟﻔﻠﺴﻁﻴﻨﻲ ﻤﺘﺎﺒﻊ ﺒﺸﻜل ﻜﺒـﻴﺭ ﻟﻺﺨﺒـﺎﺭ ﻭﺨﺎﺼـﺔ‬

‫ﺍﺭﺴﻡ ﻟﻜﻡ ﺼﻭﺭﺓ‬

‫ﺍﻷﺨﺒﺎﺭ ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ ﻋﻠﻰ ﺸﺒﻜﺔ ﺍﻻﻨﺘﺭﻨﺕ‪ ,‬ﻭﺘﻌﺘﺒـﺭ‬

‫ﺜﻘﺎﻓﺔ ﺍﻻﻨﺘﺭﻨـﺕ‬

‫ﺍﻟﻤﻭﺍﻗﻊ ﺍﻹﺨﺒﺎﺭﻴﺔ ﻤﻥ ﺃﻜﺜﺭ ﺍﻟﻤﻭﺍﻗﻊ ﺘـﺼﻔﺤﺎ ﻋﻠـﻰ‬

‫ﻭﻤﻅﺎﻫﺭﻫﺎ ﻓـﻲ‬

‫ﺍﻻﺭﺍﻀﻰ ﺍﻟﻤﺤﺘﻠﺔ ﻭﻴﺄﺘﻲ ﺒﻌﺩﻫﺎ ﺍﻟﻤﻨﺘﺩﻴﺎﺕ ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ‬

‫ﺍﻻﺭﺍﻀﻰ ﺍﻟﻤﺤﺘﻠﺔ‬

‫ﻭﺫﻟﻙ ﻋﻠﻰ ﺘﺭﺘﻴﺏ ‪Alexa .‬‬

‫ﻭﻤﺩﻯ ﺍﻨﺘـﺸﺎﺭﻫﺎ‬ ‫ﺍﻟﺴﺭﻴﻊ ﻭﺍﻟﺘﻁﻭﺭ ﺍﻟﺫﻱ ﻭﺼﻠﺕ ﺇﻟﻴـﻪ ﻤـﻥ ﺜﻘﺎﻓـﺔ‬

‫ﻭﻫﻨﺎﻙ ﻤﻅﺎﻫﺭ ﺃﺨﺭﻯ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻭﻤﻨﻬﺎ ﻅﺎﻫﺭﺓ‬

‫ﺃﺼﺒﺤﺕ ﺘﺘﺩﺍﻭل ﺒﻴﻥ ﺍﻷﻁﻔﺎل ﻭﺍﻟﺸﺒﺎﺏ ﻭ ﺍﻟﻜﺒـﺎﺭ ‪,‬‬

‫ﺍﻟﻌﺩﺩ ﺍﻟﻜﺒﻴﺭ ﻤﻥ ﺍﻟﻤﻭﺍﻗﻊ ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ ﻋﻠﻰ ﺍﻟـﺸﺒﻜﺔ‬

‫ﺤﺘﻰ ﺃﺼﺒﺢ ﻤﻥ ﻤﺤﺎﻭﺭ ﻜـﻼﻡ ﺍﻟـﺸﺎﺭﻉ‬

‫ﺍﻟﻌﻨﻜﺒﻭﺘﻴﺔ ﺍﻟﺘﻲ ﻴﻤﺘﻠﻜﻬﺎ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﻭﻥ ‪,‬‬

‫ﺍﻟﻔﻠﺴﻁﻴﻨﻲ ﻋﻥ ﺘﺼﻔﺢ ﺼﻔﺤﺎﺕ ﺍﻻﻨﺘﺭﻨﺕ ﻭ‬

‫ﻭﻴــﺫﻜﺭ ﺃﻥ ﺍﻟﻤﻭﺍﻗــﻊ ﺍﻻﻟﻜﺘﺭﻭﻨﻴــﺔ‬

‫ـﺼﺤﻑ‬ ‫ـﺭﺍﺀﺓ ﺍﻟـ‬ ‫ـﺎﺭ ﻭﻗـ‬ ‫ـﺔ ﺍﻹﺨﺒـ‬ ‫ﻤﺘﺎﺒﻌـ‬

‫ﺍﻟﻔﻠﺴﻁﻴﻨﻴﺔ ﺘﺯﻴﺩ ﻋﻥ ﺍﻟﻌـﺸﺭﺓ ﺍﻵﻟـﻑ‬

‫ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ ‪,‬‬

‫ﻤﻭﻗﻊ ﺍﻻﻟﻜﺘﺭﻭﻨﻲ ﻭﻫﺫﺍ ﺍﻟﻌﺩﺩ ﺍﻟﻜﺒﻴـﺭ‬

‫ﻭﻤﺎ ﺩﻋﺎﻨﻲ ﻟﻠﻜﺘﺎﺒﺔ ﻋﻥ ﺜﻘﺎﻓـﺔ ﺍﻻﻨﺘﺭﻨـﺕ‬

‫ﻴﺅﻜﺩ ﻤﺩﻯ ﺍﻨﺘﺸﺎﺭ ﻫﺫﻩ ﺍﻟﺜﻘﺎﻓـﺔ ﻓـﻲ‬

‫ﺤﺎﺩﺜﺔ ﺸﺎﻫﺩﺘﻬﺎ ﺒﻌﻴﻨﻲ "ﻓﻌﻨﺩﻤﺎ ﻜﻨﺕ ﺭﺍﻜﺏ‬

‫ﻓﻠﺴﻁﻴﻥ ‪ ,‬ﻭﻫﻨﺎﻙ ﻁﻔل ﻓﻠﺴﻁﻴﻨﻲ ﻴﺭﺃﺱ‬

‫ﺍﻟﺘﺎﻜﺴﻲ ﺴﻤﻌﺕ ﺍﻟﺴﺎﺌﻕ ﻴﺭﻭﻱ ﻤـﺸﻜﻠﺘﻪ‬

‫ﻤﻭﻗﻊ ﺍﻻﻟﻜﺘﺭﻭﻨﻲ ﻭﻫـﺫﺍ ﺍﻟﻁﻔـل ﻟـﻡ‬

‫ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﻭﻫﻰ ﻋﺩﻡ ﺍﺘﺼﺎل ﺠﻬﺎﺯﻩ ﺒﺎﻻﻨﺘﺭﻨﺕ‬

‫ﻴﺘﺠﺎﻭﺯ ‪ 13‬ﻋﺎﻤﺎ ‪ ,‬ﻭﻫﻨﺎﻙ ﺃﻤﺜﻠﺔ ﻜﺜﻴﺭﺓ ﻭﻤﺘﻌﺩﺩﺓ ﺘﺅﻜﺩ‬

‫ﻭﺍﻟﺭﺍﻜﺏ ﺒﺩﻭﺭﻩ ﻜﺎﻟﻌﺎﻟﻡ ﺘﺤﺩﺙ ﻗﺩ ﺘﻜﻭﻥ ﺍﻟﻤﺸﻜﻠﺔ ﻓﻲ‬

‫ﺍﻨﺘﺸﺎﺭ ﻫﺫﻩ ﺍﻟﺜﻘﺎﻓﺔ ‪.‬‬

‫ﺃﺴﻼﻙ ﺍﻟﺸﺒﻜﺔ ﺃﻭ ﻓﻲ ‪ , Switch‬ﺍﺠﺘﻬﺩ ﺍﻟﺭﺍﻜﺏ ﻓﻲ‬ ‫ﺤل ﻤﺸﻜﻠﺔ ﺍﻟﺴﺎﺌﻕ "‬

‫ﻭﻤﻥ ﻤﻅﺎﻫﺭ ﺍﻨﺘﺸﺎﺭ ﺜﻘﺎﻓﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻓـﻲ ﻓﻠـﺴﻁﻴﻥ‬

‫ﻓﻬﺫﻩ ﻗﺼﺔ ﻤﻥ ﺤﺩﻴﺙ ﺍﻟﺸﺎﺭﻉ ﺍﻟﻔﻠﺴﻁﻴﻨﻲ ﻗﺩ ﺘﻜﻭﻥ‬

‫ﺍﻟﺘﻘﺭﻴﺭ ﺍﻷﺨﻴﺭ ﺍﻟﺫﻱ ﺼﺩﺭ ﻋﻥ ﻤﺭﻜـﺯ ﺍﻹﺤـﺼﺎﺀ‬

‫ﻋﺎﺩﻴﺔ ﻟﺒﻌﺽ ﻭﻟﻜﻥ ﻭﺼﻭل ﺍﻟﺤﺩﻴﺙ ﺍﻟﻴﻭﻤـﻲ ﻋـﻥ‬

‫ﺍﻟﻔﻠﺴﻁﻴﻨﻲ ﺒﺄﻥ ﺍﻟﻔﻠﺴﻁﻴﻨﻴﻭﻥ ﺃﻨﻔﻘﻭﺍ ﻤﺎ ﻴﺯﻴﺩ ﻋﻥ ‪166‬‬

‫ﺍﻟﻤﻭﺍﻗﻊ ﺍﻹﻟﻜﺘﺭﻭﻨﻴﺔ ﻭﺍﻟﻤﻨﺘﺩﻴﺎﺕ ﺍﻻﻟﻜﺘﺭﻭﻨﻴﺔ ﺇﻟﻰ ﻫﺫﺍ‬

‫ﻤﻠﻴﻭﻥ ﺸﻴﻜل ﻓﻲ ﻋﺎﻡ ‪ 2006‬ﺃﻭ ﻤـﺎ ﻴﻘـﺎﺭﺏ ‪80‬‬

‫ﺍﻟﺤﺩ ﻫﺫﺍ ﻴﻌﻨﻰ ﺇﻨﺘﺸﺎﺭ ﺜﻘﺎﻓﺔ ﺍﻹﻨﺘﺭﻨـﺕ ‪ ,‬ﻭﻫﻨـﺎﻙ‬

‫ﻤﻠﻴﻭﻥ ﺩﻭﻻﺭ ﻓﻰ ﺍﻟﻌﺎﻡ ﺍﻟﻭﺍﺤﺩ ‪ ,‬ﻭﻫﺫﺍ ﺍﻟﻤﺒﻠﻎ ﺍﻟﻜﺒﻴـﺭ‬

‫ﻤﻅﺎﻫﺭ ﻟﻠﺜﻘﺎﻓﺔ ﺍﻻﻨﺘﺭﻨﺕ ﻭﻤﻨﻬـﺎ ﺤـﺩﻴﺙ ﺍﻟـﺸﺎﺭﻉ‬

‫ﺭﻏﻡ ﺍﻟﻅﺭﻭﻑ ﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﺍﻟﺘﻲ ﻴﻌﺎﻨﻲ ﻤﻨﻬﺎ ﺸـﻌﺏ‬

‫ﺍﻟﻴﻭﻤﻲ ﻋﻥ ﺍﻷﻭﻀﺎﻉ ﺍﻟﺼﻌﺒﺔ ﺍﻟﺘﻲ ﻴﻌـﺎﻨﻰ ﻤﻨﻬـﺎ‬

‫ﻓﻠﺴﻁﻴﻥ ﻴﺅﻜﺩ ﻤﺩﻯ ﺘﻭﻏل ﺘﻠﻙ ﺍﻟﺜﻘﺎﻓﺔ ﻭﺍﻨﺘﺸﺎﺭﻫﺎ ﻓﻲ‬

‫ﺍﻟﺸﻌﺏ ﺍﻟﻔﻠﺴﻁﻴﻨﻲ ﻟﻡ ﻴﺨﻠﻭ ﻫﺫﺍ ﺍﻟﺤﺩﻴﺙ ﻤﻥ ﺍﻟﺘﺤﺩﺙ‬

‫ﻓﻠﺴﻁﻴﻥ ‪.‬‬ ‫‪136‬‬

‫ﻣﺠﻠﺔ اﻟﺘﻘﻨﻴﺔ‬

‫اﻟﻌﺪد اﻟﺴﺎﺑﻊ‬

‫اﻟﺴﻨﺔ اﻟﺜﺎﻧﻴﺔ‬

‫‪www.tech.nical.ly‬‬

‫اﻟﺨﺎﺗﻤﺔ‬ ‫ﺑﻘﻠﻢ اﻟﻤﻬﻨﺪس ﻣﺤﻤﺪ ﻋﺼﺎم اﻟﺪﻳﻦ‬

‫اﻟﻨﺸﺮ اﻹﻟﻴﻜﺘﺮوﻧﻲ هﻞ هﻮ وﺳﻴﻠﻪ اﻟﻨﺸﺮ اﻟﻤﺴﺘﻘﺒﻠﻴﺔ ؟‬ ‫و ﻋﻠ ﻰ اﻟ ﺮﻏﻢ ﻣ ﻦ اﺗ ﺴﺎع ﻣﻔﻬ ﻮم و ﻧﻤ ﻮ اﻟﻨ ﺸﺮ‬ ‫اﻹﻟﻴﻜﺘﺮوﻧﻲ ﻓﻼ ﻳ ﺰال اﻟﻨ ﺸﺮ اﻟﺘﻘﻠﻴ ﺪي اﻟﻤﻄﺒ ﻮع ه ﻮ‬ ‫اﻷآ ﺜﺮ رواﺟ ﺎ و اﻧﺘ ﺸﺎرا و ﻣ ﺎ زال ﻳﺤﺘﻔ ﻆ ﺑ ﺎﻟﺠﺰء‬ ‫اﻟﻜﺒﻴﺮ ﻣﻦ اﻟﻘﺮاء ‪.‬‬

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‫اﻟﻨﺸﺮ اﻹﻟﻴﻜﺘﺮوﻧﻲ هﻮ أﺣﺪ أﺳﺎﻟﻴﺐ اﻟﻨﺸﺮ اﻟﺤﺪﻳﺜﺔ و‬ ‫اﻟ ﺘﻲ اﻗﺘﺮﻧ ﺖ ﺑﻨﻤ ﻮ و ازده ﺎر اﻹﻧﺘﺮﻧ ﺖ و ﻗﻄ ﺎع‬ ‫اﻻﺗ ﺼﺎﻻت و اﻟﻤﻌﻠﻮﻣ ﺎت و ﻗ ﺪ أﺗ ﺴﻊ و ﺗﻨ ﺎﻣﻲ دور‬ ‫اﻟﻨﺸﺮ اﻹﻟﻴﻜﺘﺮوﻧﻲ ﻣﺆﺧﺮا ﻓﻲ ﻋﺎﻟﻤﻨﺎ اﻟﻌﺮﺑ ﻲ ﺑ ﺴﺒﺐ‬ ‫ﻋ ﺪﻩ ﻋﻮاﻣ ﻞ ﻣ ﻦ أهﻤﻬ ﺎ زﻳ ﺎدة ﻋ ﺪد اﻟﻤ ﺴﺘﺨﺪﻣﻴﻦ‬ ‫اﻟﻌ ﺮب ﻟﻺﻧﺘﺮﻧ ﺖ و اﻻﻧﺨﻔ ﺎض اﻟﻤ ﺴﺘﻤﺮ ﻓ ﻲ ﺗﻜﻠﻔ ﻪ‬ ‫اﺳﺘﺨﺪام اﻹﻧﺘﺮﻧﺖ ) و إن آﺎﻧﺖ ﻻ ﺗﺰال أﻋﻠﻰ ﺑﻜﺜﻴ ﺮ‬ ‫و أﻗ ﻞ ﺟ ﻮدﻩ ﻣ ﻦ ﻧﻈﻴﺮاﺗﻬ ﺎ ﻓ ﻲ اﻟ ﺪول اﻟﻤﺘﻘﺪﻣ ﺔ ( و‬ ‫زﻳﺎدة اﻟﻮﻋﻲ ﻟﺪى اﻟﻤﺴﺘﺨﺪم اﻟﻌﺮﺑﻲ أﺿﻒ إﻟ ﻰ ذﻟ ﻚ‬ ‫ﻋﺎﻣ ﻞ ه ﺎم ﺟ ﺪا و ه ﻮ ﺣﺮﻳ ﺔ اﻟﺘﻌﺒ ﻴﺮ و ﻋ ﺪم وﺟ ﻮد‬ ‫ﺣﻮاﺟ ﺰ أو ﺣ ﺪود ﻟﻠﻨ ﺸﺮ اﻹﻟﻴﻜﺘﺮوﻧ ﻲ ﻓﺒﺈﻣﻜ ﺎن أي‬ ‫ﺷ ﺨﺺ أن ﻳﻌ ﺒﺮ ﻋ ﻦ رأﻳ ﻪ ﺑﺤﺮﻳ ﻪ آﺒ ﻴﺮﻩ ﻋﻠ ﻰ‬ ‫اﻹﻧﺘﺮﻧﺖ ) رﺑﻤﺎ ﺑﺪرﺟﻪ أآﺒﺮ ﻣﻦ ﺗﻠ ﻚ اﻟﻤ ﺴﻤﻮح ﺑﻬ ﺎ‬ ‫ﻓﻲ اﻟﻨﺸﺮ اﻟﺘﻘﻠﻴﺪي اﻟﻤﻄﺒﻮع و اﻟﺬي ﺗ ﺴﻴﻄﺮ اﻟﺠﻬ ﺎت‬ ‫اﻟﺤﻜﻮﻣﻴ ﺔ اﻟﺮﺳ ﻤﻴﺔ ﻋﻠ ﻰ ﺟ ﺰأ آﺒ ﻴﺮ ﻣﻨ ﻪ( آ ﻞ ه ﺬﻩ‬ ‫اﻟﻌﻮاﻣﻞ آﺎن ﻟﻬ ﺎ ﺗ ﺄﺛﻴﺮ آﺒ ﻴﺮ ﻓ ﻲ ﻧﻤ ﻮ ﻣﻔﻬ ﻮم اﻟﻨ ﺸﺮ‬ ‫اﻹﻟﻴﻜﺘﺮوﻧ ﻲ و اﻟ ﺬي أﺧ ﺬ أآ ﺜﺮ ﻣ ﻦ ﺻ ﻮرﻩ و أآﺜ ﺮ‬ ‫ﻣﻦ ﺷﻜﻞ ﻓﻤﺜﻼ هﻨﺎك اﻟﻤﻮاﻗ ﻊ اﻟﺸﺨ ﺼﻴﺔ ﻟﻸﺷ ﺨﺎص‬ ‫و اﻟﻤﺠﻼت و اﻟﻤ ﺪوﻧﺎت واﻟﻤﺠﻤﻮﻋ ﺎت اﻟﺒﺮﻳﺪﻳ ﺔ و‬ ‫اﻟﻤﻨﺘﺪﻳﺎت و ﻏﻴﺮهﺎ و اﻟﺘﻲ زاد ﻋﺪدهﺎ ﻋﺮﺑﻴﺎ ‪.‬‬

‫و اﻟﺴﺆال اﻟﻤﻬﻢ اﻵن هﻞ ﺳﻴﺼﺒﺢ اﻟﻨﺸﺮ اﻹﻟﻴﻜﺘﺮوﻧﻲ‬ ‫ه ﻮ وﺳ ﻴﻠﻪ اﻟﻨ ﺸﺮ اﻟﻤ ﺴﺘﻘﺒﻠﻴﺔ اﻟﺮﺋﻴ ﺴﻴﺔ ﻟﻴﺤ ﻞ ﻣﺤ ﻞ‬ ‫اﻟﻨ ﺸﺮ اﻟﺘﻘﻠﻴ ﺪي ؟ أم ﺳ ﻴﻈﻞ اﻟﻨ ﺸﺮ اﻟﻤﻄﺒ ﻮع ه ﻮ‬ ‫اﻟﻮﺳ ﻴﻠﺔ اﻟﺮﺋﻴ ﺴﻴﺔ ﺣ ﺘﻰ ﻓ ﻲ اﻟﻤ ﺴﺘﻘﺒﻞ ؟ و إذا آ ﺎن‬ ‫اﻟﻨﺸﺮ اﻟﺘﻘﻠﻴﺪي ﺳﻴﺼﻤﺪ ﻓﻠﻜﻢ ﻣﻦ اﻟﻮﻗﺖ و هﻞ ﺳ ﻴﻈﻞ‬ ‫اﻟﻨﺸﺮ ﻋﻠﻰ ﻃﺒﻴﻌﺘﻪ أم ﺳﻴﺘﻐﻴﺮ ؟‬ ‫ﻓﻲ إﻋﺘﻘﺎدى أن اﻟﻨﺸﺮ اﻟﻨﺎﺟﺢ ﻓﻲ اﻟﻤﺴﺘﻘﺒﻞ هﻮ اﻟﻨﺸﺮ‬ ‫اﻟﻤﺘﺨﺼﺺ و أن اﻟﻨﺸﺮ اﻹﻟﻴﻜﺘﺮوﻧﻲ ﺳﻴﻜﻮن ﻟﻪ دور‬ ‫هﺎم ﺟ ﺪا ﻓ ﻲ اﻟﻤ ﺴﺘﻘﺒﻞ و أﻋﺘﻘ ﺪ اﻧ ﻪ ﺳ ﻴﻜﻮن ﻣﻼزﻣ ﺎ‬ ‫ﻟﻠﻨ ﺸﺮ اﻟﺘﻘﻠﻴ ﺪي و ﻟ ﻦ ﻳﺤ ﻞ ﻣﺤﻠ ﻪ ﻋﻠ ﻰ اﻷﻗ ﻞ ﻓ ﻲ‬ ‫اﻟﻤﺴﺘﻘﺒﻞ اﻟﻘﺮﻳﺐ ‪.‬‬ ‫ﻣﺠﻠ ﻪ اﻟﺘﻘﻨﻴ ﺔ ه ﻲ ﻣﺠﻠ ﻪ راﻋ ﺖ ذﻟ ﻚ اﻟﺒﻌ ﺪ ﻓﻨ ﺸﺄت‬ ‫إﻟﻴﻜﺘﺮوﻧﻴ ﻪ و ه ﻮ ﻣ ﺎ آ ﺎن ﻳﺘﻨﺎﺳ ﺐ ﻣ ﻊ إﻣﻜﺎﻧﻴ ﺎت‬ ‫اﻟﻤﺠﻠﺔ و ﻗﺪراﺗﻬﺎ ﻋﻨﺪﻣﺎ ﻧ ﺸﺄت ﻓﻘﻠ ﻪ اﻟﺘﻜﻠﻔ ﺔ و زﻳ ﺎدة‬ ‫اﻻﻧﺘﺸﺎر اﻟﺬي ﻳﻮﻓﺮﻩ اﻟﻨ ﺸﺮ اﻹﻟﻴﻜﺘﺮوﻧ ﻲ آ ﺎن ﺣﺎﻓ ﺰ‬ ‫ﻟﻬﺎ ﻟﻼﺗﺠﺎﻩ ﻟﻬﺬا اﻟﻨﻮع ﻣﻦ اﻟﻨﺸﺮ و ﺗﻤﺎﺷ ﻴﺎ أﻳ ﻀﺎ ﻣ ﻊ‬ ‫اﻟﻮاﻗ ﻊ و اﻟﻤ ﺴﺘﻘﺒﻞ و ﺳ ﻌﺖ ﻟﻤﻠ ﻲء ﻓ ﺮاغ ﻣﻮﺟ ﻮد و‬ ‫هﻮ اﻟﻨﺸﺮ اﻟﻌﻠﻤﻲ اﻟﻤﺘﺨ ﺼﺺ ﻓ ﻲ ﻋﺎﻟﻤﻨ ﺎ اﻟﻌﺮﺑ ﻲ و‬ ‫ﻟ ﺬﻟﻚ آﺎﻧ ﺖ أول ﻣﺠﻠ ﻪ ﻋﺮﺑﻴ ﻪ هﻨﺪﺳ ﻴﻪ إﻟﻴﻜﺘﺮوﻧﻴ ﻪ‬ ‫ﻣﺘﺨﺼﺼﺔ ﺗﺴﻌﻰ ﻟﻤﻠﻲء ﺟﺰأ ﻣﻦ اﻟﻔ ﺮاغ اﻟﺘﻘ ﻨﻲ ﻓ ﻲ‬ ‫ﻋﺎﻟﻢ اﻟﻨﺸﺮ اﻟﻌﺮﺑﻲ ‪.‬‬

‫ﻣﺠﻠﻪ اﻟﺘﻘﻨﻴﺔ ﻟﻴﺴﺖ ﺑﻌﻴﺪﻩ ﻋﻦ آ ﻞ ذﻟ ﻚ ﻓﻤﺠﻠ ﻪ اﻟﺘﻘﻨﻴ ﺔ‬ ‫ه ﻲ ﻣﺠﻠ ﻪ إﻟﻴﻜﺘﺮوﻧﻴ ﻪ ﺧﺎﻟ ﺼﺔ ﻧ ﺸﺄت إﻟﻴﻜﺘﺮوﻧﻴ ﻪ و‬ ‫ﻧﺸﺮت إﻟﻴﻜﺘﺮوﻧﻴﺎ و هﻲ ﺑﺬﻟﻚ ﺗﺨﺘﻠﻒ ﻋﻦ اﻟﻜﺜﻴﺮ ﻣ ﻦ‬ ‫اﻟﻤﺠﻼت و اﻟﻤﻄﺒﻮﻋﺎت اﻟﻌﺮﺑﻴ ﺔ اﻷﺧ ﺮى ﻣ ﻦ ﺣﻴ ﺚ‬ ‫اﻟﻨﺸﺄة ‪.‬‬

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