I 23, Vol 43

The American University of Beirut

Outlook |

Vol. XLIII, No. 23

Tuesday, April 5, 2011

|T

he

Independent Student Publication Since 1949

“Why do we write in bathrooms?”

A comparison of male and female inscriptions on AUB stalls Maya Sfeir News Executive

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f you are reading this article, chances are you have been to one of the many restrooms available on the AUB campus. Narrowing down your possibilities, you must have been to either one of the male or female restrooms at AUB and consequently laughed at, or were horrified by, the writing on the walls. Have you ever con-

Nour Jane Kachicho Contributing Writer Samia El Osta is a graduate student who has produced a thesis covering graffiti art in the girls’ bathroom stalls and thus was consequently interviewed by Outlook to dig deeper into her interest and opinion on the subject matter.

Why did you choose to study the girls’ bathroom walls at AUB? I found the sexual content of the graffiti and fact that students were asking questions or expressing their opinions

Don’t Miss!

‘Know the Truth or Dare to Ask’ interactive discussion

sidered what the other sex writes about in restrooms?

Have you wondered whether or not you share the same concerns—but were too shy to ask or discover for yourself?

A sociolinguistic study that was conducted last February about the writings on AUB stalls revealed that male and female AUBites express themselves differently on restroom walls. Indeed, the

The AUB Wellness Program invites you to an interactive discussion on the topics of sexually transmitted infections, HIV, birth control, cervical cancer vaccination and much, much more this Thursday April 7 at 5:00 p.m. at West Hall, Auditorium B (Photo by Nour Jane Kachicho)

continued on page 3

Interview with graduate student Samia El Osta on graffiti art in girls’ bathrooms on the bathrooms walls very interesting. I was most intrigued by the give-and-take, or the discussions that would arise when someone would ask a question and others would respond with advice, support, or criticism. I wanted to know more about the students behind the graffiti and about the social circumstances which contributed to them choosing the university bathroom walls as a space to discuss sexuality.

What did you find that most surprised/shocked/ continued on page 4

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Solidarity for Japan

Vandalism on AUB campus Nour Jane Kachicho Contributing Writer

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large number of students on the AUB campus mindlessly scratch their names on tables while in class. Others deliberately write their stories and comments on the bathroom walls.

Vandalism at the AUB has existed over the years in private forms, such as in bathrooms, and in public forms, such as in classrooms, and does not seem to cease.

An informal poll conducted on March 29 and 30 suggested that 50 percent of students have vandalized in the form of writing on chairs and desks, while 43 percent have vandalized in the toilets, 64 percent of whom are girls.

In the AUB student code

AUB Volunteering Fair 2011

(Photo by Nour Jane Kachicho)

of conduct, under ‘Destruction of Property/Endangering Public Safety,’ it is stated that “engaging in vandalism or other intentional damage

to property on campus or at university-events off campus,” is, “subject to disciplincontinued on page 4

Free training available with certification! (For more details see page 4)

INSIDE

The Center for Civic Engagement & Community Service (CCECS), in collaboration with Office of Students Affairs (OSA) and the Student Representative Committees (SRC), cordially invites you to participate in the AUB “Volunteering Fair 2011” to be held on Wednesday and Thursday April 27 and 28 respectively between 10 a.m. and 4 p.m.

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Entertainment Rebecca Black single “Friday” review

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April 5, 2011

Outlook

AUB Consulting Club holds case interview workshop

Timmy Malkoun Associate Editor

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pproximately 40 eager AUBites flocked to the Four Seasons Hotel on Saturday, April 2 at 10:00 pm to attend a case interview workshop. The workshop was organized by AUB’s Consulting Club and sponsored by Mckinsey and Company, one of the foremost consulting firms in the world.

Four consultants from the firm, Alex Sawaya, Bechara Abi Assi, Joanne Chehab and Cyril Koniski (the first three listed having graduated from AUB), led the discussion, with an introduction and conclusion by Mher Panossian, the club’s president.

Panossian detailed how he had initially underestimated the importance of practicing for such interviews; failing to do well on a particular interview, he said, propelled him to practice frequently and led to him being accepted into

Mckinsey. This provided an apt segue for the consultants to begin highlighting the salient points one must consider when interviewing.

Working in groups, and under the supervision of the consultants themselves, the students tackled a particular case question concerning the profitability of Manhattan taxis. The students were instructed to consider the three parts of case interviews, namely structure, analysis and recommendations. The workshop ended at 3:00 pm, leaving room for one on one questions and answers.

When asked why the workshop was held, Panossian stated, “AUB students usually don’t do well on the case [interview]... What the event is for is to improve case skills so they [AUB students] have a higher chance and better skills to tackle these interviews.”

Attendees ranged from economics majors to business

(Photo by Antoine Salloum)

majors to engineering majors; even philosophy students seemed to be interested in the world of consultancy.

Julia Newhide, a Philosophy sophomore commented on the workshop by saying, “It was a big eye opener to the creativity that can be involved in the business world.

I used to think business is only technical, but with con-

sulting you have to use critical thinking.”

Nael Halwani, a Business senior, said, “It was very interesting and very well-organized on behalf of the consulting club, and very insightful.”

Further, Nader Azad, a second year engineering student, added, “The session was really informative; as someone who knew nothing about

consulting, it was a thorough introduction.”

Panossian commented on the upcoming events of the club, stating that the club is “trying to establish contact with as many consulting firms as possible, aiming to do anything possible to help [the students] improve.”

Weekly meetings and case practices will be set up.

The Cultural Club of the South mini-football tournament Emile Zankoul Staff Writer

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he Cultural Club of the South organized their first mini-football tournament in AUB during a quizzes-period giving the students a chance to take a break from studying in the afternoons. The tournament took place over three days, on the March 31 and April 1 and 3. During these days, the games were scheduled between 3:00 pm and 8:00 pm, each game consisting of two halves of 15 minutes each.

The Green Field was divided into four smaller fields so four games could take place at the same time. Each team had to be composed of a goalkeeper along with four starting players and one substitute. All players had to be AUB students or alumni.

Sixteen teams registered, all competing for the first prize, which consisted of a package of $200 in cash, vouchers worth $300 from Adidas, four free lunches at Tasty, medals and a trophy. The second

and third positions weren’t to leave empty handed as the second team won $150, six free lunches at Tasty, free coffee and donuts at Dunkin Donuts, and the usual medals and trophy while the third positioned tean got $100 cash, and a breakfast at Dunkin Donuts. The 16 teams were divided into four groups of four teams each. From each group, the two leading teams would qualify to the playoffs in order to play the quarterfinals, semi-finals and the finals. The group-stage games took place the first two days, leaving the playoffs for the last day, Sunday.

The first phase of the tournament, the round robin, witnessed very diverse games as some were very close, ending with a tie whereas others were rather easy games ending with wide scores such as 4-0. In both cases, all teams presented a high level of skills proving that AUB students have an impressive potential in football. A beautiful crowd was also present, only adding to the excite-

(Photo by Mohammad Azzam)

ment of the competition. Michael Yehia, 2nd year ECE and one of the organizers of the event, stated: “The tournament was very well organized as everyone noticed.

I am glad to see that everything went well as planned.”

On Sunday, the games were determining, and with the games’ importance increasing, their levels and intensi-

ty increased as well. In the afternoon, the games had ended and the winners were crowned as follows: 1st place: Hussein Bachir, Baker Koumaty, Ahmad Hammoud, Ali Daher (Goalkeeper), Abdallah Tayyan, Tarek Hafez 2nd place: Ibrahim Deeb, Hussein Sabbah, Ali Al Moussawy (Goalkeeper), Ad-

ham Sabeh-Ayoun, Karim Naja, Karim Al-Ahmad, Abdallah Najdi (Coach) Best Goalkeeper: Ali Daher Most Valuable Player: Hussein Bachir Top Scorer: Ahmad Hammoud

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Campus news

April 5, 2011

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“Why do we write in bathrooms?”

A comparison of male and female inscriptions on AUB stalls continued from page 1

texts left on bathroom doors and walls were revealed to be more than mere spontaneous manifestations of boredom, aversion or enthusiasm. Rather, they stood as a replication of their writers’ distinct gender identities. As such, marking one of the restroom walls, the question “Why do we write in bathrooms?” must take into consideration whether the personal pronoun we refers to males or to females. A comparison of the two genders’ writing in AUB bathrooms has revealed that, in general, females ask more questions, seek more connections, use more prestige forms and are (relatively) more polite than men.

The majority of inscriptions on the ladies’ room were questions, ranging from the trivial (e.g. “Wat eye liner do you use?”) to the most critical (e.g. “I might be pregnant!

What shall I do? Please?”).

A number of questions had a humorous effect: “Did you ever objectively consider the benefits of legalizing cannabis products’ use? [sic]”. However, most of the writings on the girls’ stalls were intimate questions pertaining to sexuality (e.g. “Are you a virgin?”, “I am not sure if I am a virgin or not! How do I know?”), and others were inquiries for advice about relationships or problems (e.g. “What if you find out that your best friend is bisexual (as in also a lesbian), what would you do? [sic]”). Interestingly, although some of these queries did not receive any replies, most of them were earnestly answered.

While most of the writings on the ladies’ stalls were questions addressed to other women, nearly all of texts on the gentlemen’s walls were direct declarative statements and curse words. However, in the rare cases when questions were asked, men answered them themselves (e.g.

“You know what is funny?

Wednesday Comedy Night at ICE Bar”), or used them to insult and demean others (e.g. “And what are you

doing here, faggot?”). Large amounts of the writings on the males’ stalls were statements about political or religious opinions. Men either directly stated their own beliefs, or undermined one another’s faith and principles.

For instance, an exceedingly polite political text in the men’s restroom is “Tachnak w bass,” translated “Only Tashnak,” whereby the writer declares his allegiance to the Armenian Tachnak party. While the rest of the boys’ political writings were swear-words addressed to other Lebanese parties, girls never discussed politics. In the ladies’ stalls, the women shared their problems and comforted each other. Men, on the other hand, did not support one another. For example, if a man revealed he was not able to accomplish something; rather than support him, others began relating their own conquests.

Furthermore, many of the writings in the female bathrooms were characterized by an elaborate description of feelings. A particular one read, “I loved a guy from his hug. It was so warm, peaceful, long and very emotional and I don’t know him enough.

It was our first meeting and we felt like hugging each other and this is the first time I feel this way toward a guy. . . I’m scared to lose him and scared he would be lying. He hugged me and I was cured.

I love a stranger. . . Isn’t it strange? [sic].” Indeed, detailed expressions of tender and confused emotions, like the above quotation, were not found in the gentlemen’s restrooms.

Whereas females articulated their emotions effusively, males rarely expressed their feelings, and when men did convey their affections, they did so in a matter-offact way. The only expression of tender affection found among the males’ writings is the statement: “I love R[. . .]

A[. . .]” within the drawing of a heart.

Thus, the majority of the writings in the females’ restrooms expressed problems with their personal lives,

their relationships, friendships, sexuality and so on.

These inscriptions were relatively more polite than the men’s (compare the number of examples quoted for the article!). Moreover, females mainly wrote in English, a prestigious language in Lebanon. Although some of their inscriptions contained Arabic expressions, no text written entirely in Arabic was found in the female restrooms.

Also, unlike the majority of the texts in the women’s bathrooms, which were in English, writings in the males’ stalls were inscribed in Arabic and what is often referred to as “Arabizi,” a written form in which roman numerals stand for Arabic phonemes. Despite their many differences, the texts of both sexes shared a liking for obscenity and an open expression of sexuality—a subject still held taboo by the Lebanese society.

An analysis of the writings found in AUB bathrooms reveals that the young men’s and women’s texts do indeed conform to Deborah’s Tannen’s (1990) conclusions concerning male and female communication. Tannen is one of the major proponents of the “difference approach,” a sociolinguistic framework which

holds that men and women are raised dissimilarly during their childhood to fulfill disparate gender roles and for that reason develop different communication styles.

In Tannen’s opinion, men are trained to talk in public situations, and they seek to establish their independence and status in their conversations. Women, on the other hand, are more comfortable with private speaking and strive for intimacy and connection. Thus, keeping in

(Photo by Nour Jane Kachicho)

mind that men seek status in their conversations and women seek intimacy, one can better grasp the reasons why men and women write differently in AUB restrooms.

Hence, the next time nature calls at AUB, take the opportunity to appreciate what your fellow males or females have written on the restroom wall, and rest assured that your sex expresses itself in an exceptionally unique manner.

(Photo by Nour Jane Kachicho)

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Campus news

April 5, 2011

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Interview with graduate student Samia El Osta on graffiti art in girls’ bathrooms continued from page 1

moved you on the bathroom walls and in your study?

Initially, I was surprised that almost every graffito on the bathroom walls had to do with sexuality. I was moved by some of the sensitive responses a graffito would receive be it advice, support, or encouragement. I was also moved, and sometimes shocked, by the personal stories students shared with me. Many female students at AUB are experiencing the same social pressures. They have similar fears and anxieties, and similar questions and concerns, but they find it very difficult to confide in others.

What is your personal explanation for the vandalism/ graffiti found on the AUB campus (including the bathroom walls)?

I find it very difficult to call the graffiti on the bathroom walls vandalism. I do not think we can point to a graf-

fito wherein a young woman says she has lost her virginity and is no longer sure what her options are in the future ‘vandalism.’ Writing on the walls is a way for them to receive feedback about a subject that remains taboo while protecting their identity. Graffiti has always existed (since ancient times) as an alternative means of communication, and the writing on the bathroom walls is an excellent example of communicating with the public while remaining anonymous.

I argue that female students are concerned about being publicly shamed and losing their dignity or ‘honor’ within their community.

What makes their situation ever more difficult is that they cannot easily confide in family, friends, or medical professionals because they constantly fear someone might tell. The four walls of the AUB bathroom stalls are thus a safe space where students can maintain their anonymity while exploring matters considered socially taboo with others caught in a similar dilemma.

(Photo by Nour Jane Kachicho)

Would you like to add anything else?

I would only add that AUB as an institution, including the AUB infirmary, needs to do more to inform students

about sexual reproduction, Sexually Transmitted Diseases (STDs), and general sexual education. The university has done nothing to educate students about sex – if anything, it has come against groups on campus that have advocat-

ed awareness. Additionally, I think the AUB Counseling Center should do a better job in advertising their trained professionals who will speak to students about any issue they might have, free of charge and confidentially.

Vandalism on campus continued from page 1

ary procedure.”

Despite the student code of conduct, some students continue to vandalize, and others find that the writings on the bathroom walls are entertaining.

“I haven’t written on the Jafet bathroom walls, but I have enjoyed reading the comments and stories,” said

Karla Haddad, an Economics junior.

Some people have seen enough and want a change.

“Sometimes the things written are offensive and its not just about it being vandalism, it’s also about people on a personal level,” said Dima Nasser, and English Literature sophomore. ‘’It looks like a common bathroom in Beirut,’’ she added.

Emil Wehbe, a former professor of chemistry at AUB who continues to walk every week on campus ever since his retirement in 1990, recalls several incidents of vandalism. “I entered several classrooms in Nicely Hall two weeks ago, and to my surprise the best chairs in all the universities of Beirut were mutilated by filthy writings and drawings,” said Wehbe.

In entering a bathroom cubicle, he saw, “the most filthy language you could ever see or hear of.”

Moreover, it pained and offended him deeply to find a bench near the oval with its copper plaque bearing the benefactor’s name, hanging by one nail. Wehbe knew the benefactor, Francois Bassil, Chairman and General Manager of Byblos Bank Group,

AUB Volunteering Fair 2011

and nailed back the plaque in its place himself.

Wehbe commented on the greenery of the AUB campus in that, “the most beautiful beds of flowers are either stepped on or torn and thrown all over.”

“The best should be kept the best, and if you leave a problem it will grow,” said Wehbe in reference to the vandalism found on campus.

This year the NGOs participating in the Volunteering Fair are ready and If you are interested to attend any training of the attached table, you are willing to offer training sessions to the AUB community free of charge! required to send an email to ccecs@aub.edu.lb before Monday April 18 with the Certificates of attendance will be distributed! information below in order to guarantee your place: The “Volunteering Fair” is an annual event that aims at connecting nonName (as it will appear on your certificate): governmental organizations (NGOs) and AUB centers or groups (involved in Contact Email: community work) with students, faculty, and staff. It will consist of a gathering Contact Number: of stands where NGOs and university partners will be able to spread their Preferred training(s): message, state their achievements, display their projects related to civic There is no registration fee for the training; and a certificate will be issued engagement and community service/development, and convey their future at the end of each session if you register before Monday April 18. Once you aspirations. In return, they will hopefully get hold of the support they need register and sufficient enrollment numbers are met, the CCECS will be send as well as eager volunteers who will mutually benefit by attaining relevant you more details concerning the time and place of training. experience in their fields.

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Campus news

April 5, 2011

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Green Architecture lecture by Edouard François

Rayane Zahreddine Staff Writer

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he Department of Architecture and Design organized a public lecture by French architect Edouard François entitled “Green Architecture.” The lecture was part of the architecture and design series and was held on March 30, 2011 at 6:30 pm in the Charles W. Hostler Student Center Auditorium. The auditorium was filled, mostly with architecture students, eager to listen to François’s innovative and green ideas.

During the lecture, François went over many of his accomplished projects, for example the “Tower Flower” (2004) and “Fouquet’s Barrière” (2005) and upcoming ones like a Club Med in Senegal, and a commercial center in France. He explained how he thought of the design and how each project was carried out in a sustainable man-

ner. He emphasized concepts such as building in relation with the landscape, staying invisible, understanding the context, the shape and the matter, not demolishing anything, conserving historic aspects, transforming ugliness into beautiful things, and benefiting from biodiversity.

Maria Achkar, a second year studio art major who attended the lecture commented: “I appreciated the relationship between the interior and the exterior, the building and the nature. It’s really good that his projects are ecological.” Wael Mashini, a second year architecture student added: “Very interesting approach to green architecture because he was so free spirited and he’s a funny guy.” In fact, François kept the audience laughing throughout the lecture due to his amusing comments and his original way of thinking. He gets his inspiration from cooking, designs peanut-shaped hotel

(Photo from Blogspot.com)

suites, organic shaped towers, which also defines his green architecture.

Edouard François studied architecture and urbanism at l’Ecole Nationale des Ponts et Chaussées and also at l’Ecole Nationale des Beaux Arts à Paris. He started his own architecture firm in 1998 af-

ter working with François Roche from 1990 to 1993 and Duncan Lewis from 1994 to 1997. François is noticed for his integrating architecture with landscape and he is now known as the pioneer of green architecture and publicly acclaimed for his commitment to the environment

and his contributions to sustainable building. Recently, François was named Créateur de l’Année (Creator of the Year) 2011 at the “Salon Maison & Objet” and awarded the 2011 Royal Institute of British Architects International Fellowship.

Professor Emeritus at McGill University School of Nursing Celeste Johnston lectures on neonatal pain management Ali Kassem Contributing Writer

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n Friday, April 1, Professor Emeritus Celeste Johnston presented a lecture entitled “Neonatal Pain Management Based on Evidence” at AUB’s Rafic Hariri School of Nursing.

Her lecture included a collection of trials and empirical evidence in support, as well as in opposition, of certain techniques that are currently used to relief neonates or babies from any pain they may feel.

Having worked for long years over research and excellence in the profession, Johnston is also a Registered Nurse (RN), a Doctor of Education (DEd) and an Fellow of the Canadian Academy of Health Sciences (FCAHS) at McGill University’s School of Nursing, Montreal. She has served McGill for 35 years and is also the president of

the Canadian Pain Society (CPS).

The lecture hall was home to many knowledge-hungry faces despite the lack of males. Johnstonm began by explaining children’s pain reception and how it differs from that of mature individuals’. She then went on to elaborate on the different techniques that are used to alleviate an adult’s pain and explained why such methods cannot be used for children. Drugs for example cannot be used because children have underdeveloped livers and kidneys; thus, it takes their bodies’ three-time the duration it takes an adult’s to process the medication. She then explained how sweet tastes, talking, touching, singing and non-nutritive sucking are all ways that can be used to make babies feel better. These techniques are not curative in themselves; they simply function as a

distracter from pain. Furthermore, none is a bulletproof technique. Indeed, some might even have negative consequences. Sugar, for example, can lead to developmental retardation in children and must always be used in moderation.

Another major topic discussed was a mother’s indispensability in releiving the newborn’s pain.

Studies actually show that many pain relieving techniques like kangaroo care, which involves embracing the baby with much proximity and affection, have a

significantly greater influence in decreasing the neonate’s pain if it is done by the mother rather than the father, the aunt, a stranger or even a grandmother.

The factors behind these remain unknown but it is suggested that a baby is born habituated and with an affinity to his mother’s physiological smell as well as to her voice.

Neonatal pain management is, so far, undiscovered territory. There is no clear-cut empirical evidence to support any single route of treatment nor the

underlying mechanisms behind a babies’ hypersensitivity and the perceived unresponsiveness to specific treatments. What is certain, nonetheless, is that the techniques used to relieve an adult cannot be applied on a newborn child. A major issue hence arise with children helplessly suffering from much pain. Hopefully Johnston’s work and her colleagues’ will help shed light on the matter and pave the way for a much less painful infancy.

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Alumni news

April 5, 2011

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Alumni classnotes ager. She writes that although she is very happy working at Holcim, she will always consider her years at AUB to be the best ever. [grace.elazar@gmail.com]

Grace El Azar (BS ’03, TD ’03, MS ’07) El Azar earned her BS in environmental health and her master’s in environmental sciences with an emphasis on environmental health. In 2009, El Azar joined Holcim Lebanon as a corporate social responsibility/sustainable development (CSR/SD) coordinator. She currently holds that position and is also communications man-

engineering at the Lebanese University in 2005 and an MS in irrigation at AUB in 2009. Bachour worked at GTZ-Lebanon as a conservation agriculture consultant in 2008-09. She is now finishing her doctorate in irrigation engineering at USU. She lives in Logan, Utah. [roulabachour@hotmail.com]

Ahmad Barazi (BE ’10) With his degree in civil engineering, Barazi went to work as a project engineer at Arabian Construction Company.

He writes, “I feel so confident and satisfied with my work.

I got promoted in my first two months. I am so grateful to have gone to AUB. It contributed a lot to making it possible for me to excel in life.” Barazi lives in Beirut. [ah.barazi@gmail.com]

Julie Haswani (BBA ’09) is a human resources officer at Deloitte & Touche in Beirut. In 2009 she earned her degree in business administration with an emphasis in human resources. She writes, “It is an honor for a relatively fresh graduate like me to be part of class notes.

It is always great to shed the light on AUBites’ achievements, whether it is in Lebanon or abroad.

Thank you to the MainGate team.” [Julie.haswani@gmail.com]

Roula Bachour (MS ’09) is a graduate research assistant in the Civil and Environmental Engineering Department at Utah State University (USU).

She earned a BS in agriculture

Alumni graduates of the 1980’s Nadia Jaroush de Massud (BS ’85) writes: “AREC class of 1985 was supposed to give us students a hands-on experience in agricultural applications while building student solidarity through the hard work of heavy farm chores, but war politics intervened.

What should have been a great bonding experience instead separated students into different niches in Jordan and the Beqa’a. I remember the nights at the Bustani dorms where we had to sleep with our blood type written on our wrists ‘just in case.’ Our dean, Thomas Southerland, was

kidnapped, and our graduation ceremony day was postponed until just last summer (2010) because of the chaos of the summer of ’85… Our class scattered all over the world, each of us carrying so many sad memories. But despite all of this, AUB remained a most important refuge where we had wonderful experiences at a time when Lebanon was falling apart and nothing seemed to make any sense. (Sadly, history repeats itself.) When I left for Argentina I had another type of struggle, the immigrant struggle, trying to fit in. In the 1990s, I took charge

of the language programs at the school of the Islamic Center, and worked as a liaison between the center and the school. I continued my education with a professional landscaping diploma from the Instituto Argentino de Paisajismo (IAP), although I have never had the opportunity to practice my new career.

For the past ten years, I have worked at the Kuwait Embassy. I want to thank MainGate again for reminding me of the honor I have in belonging to such a great community as AUB, my ‘Home Sweet Home’!” [jaroushn(at)hot-

mail.com] Sana Elache (BA ’85, MA ’88) is a training facilitator, educator, and business entrepreneur. Prior to becoming the executive director for Leadership Wood Buffalo, she worked as a young adult and adult educator for 15 years teaching college level courses. She has managed student services in higher education institutions in Dubai, consulted with the Dubai Ministry of Labor, designed professional development programs for adults and established work placement programs for

college students. Upon arriving in Canada, Elache established Sila Link, a consulting, training, and publishing company that provides world class outsourcing and training services to help businesses succeed. Elache enjoys learning with adults through facilitating workshops, retreats, and conferences. She loves making a positive difference in her community and paints in her free time. She is married to Anas Jamal (BS ’85). Their teenage son Luay Eljamal is a published author. [sana(at) eljamal.com]

Outlook

Entertainment

April 5, 2011

Single Review

T

he single “Friday”

by Rebecca Black has become a YouTube sensation with over 82 million views.

The song addresses the hardships of wanting and keeping the weekend, while celebrating that it is Friday. Though the song has become popular overnight, it has been met with fierce criticisms from every form of media and the social spectrum.

Many critics have posted videos on the Internet, by either attempting to express their anger or ridiculing the song.

One YouTube user compared Black’s singing to a “prematurely born parrot”, while many others have bashed the lyrical content of the song. The Internet hasn’t been the only source of mockery, but Black and her song have become the root of many jokes and Joseph Saba explained the rea-

Friday by Rebecca Black Mohammad Yaghi

son for this, saying sarcastically that “Fridays have lost their meaning because I don’t know what seat to take on the bus,” and John Hajjar also commented that, “She wrote her lyrics in ten minutes.”

The matter of the fact is that Black is thirteen years old and being at an age where many are oblivious to the realities of life, the subjects and issues that she could address are very limited.

Understanding the humor behind many of the jokes are innocent and some critiques are valid, as there are those who expect Black to sing about a twisted love affair or a traumatizing event and are shocked that she is even singing about being excited for the weekend.

Black’s song shouldn’t be taken as a national offence or insult to art.

Some people even have

been disgusted like Mazen Makkawi and he commented, “I don’t get how money is given to Black to sing about the weekend while millions are starving in Africa.” Makkawi’s anger is understood, but if Black’s song shouldn’t receive money, then that immediately applies for every other song.

In essence, before bashing or negatively criticizing a thirteen-yearold who’s excited for the weekend, attack and voice your opinion about the unfair political system many countries have, that over a billion people are starving, the huge unemployment rate, or about global warming.

Putting and adding your voice to these issues will help make the world a better place instead of bullying a child.

Crossword Puzzle

Test your knowledge on geography!

ACROSS 3 Capital of Ukraine 7 Highest mountain peak in Africa 10 Largest river DOWN 1 Largest desert 2 Large group of Islands

7

4 Narrow piece of land connecting two larger land areas 5 Most populated city 6 Capital of Bavaria in Germany 8 Largest country by surface 9 Highest capital in the world (2 words)

(Photos from Facebook.com)

Sudoku

Rules of the game: Fill in the empty squares with numbers 1 to 9 such that each number appears exactly once in every row, column and box.

1 8

1

Out Loud

2

April 5, 2011

3

4

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5

Do we AUB students and Lebanese citizens alike have a responsibility towards the Japanese people amidst the natural disaster they are living today? If so, how can we help?

1) Razane Boustani (Law Student at USJ): The Lebanese people should feel responsible towards the Japanese catastrophe, and can help by volunteering through associations and NGO’s. The Lebanese people responded positively towards the Sumatra Tsunami that happened a few years ago, by sending a ship of supplies, clothing, food, and volunteers.

2) Myriam Haber (real-estate company Marketing Manager): We are responsible on the humanitarian level. The US Campaign focused on donations through SMS, non-profitable associations that raise funds and gather supplies. The Lebanese people cannot help much. They do not see it as a priority to help the Japanese. They have to sort out their own problems.

3) Mohsen Hajj Hassan (Mechanical Engineering): Japan is a global issue. We can help Japan by sending money, food supplies, or even by spreading the word.

4) Mike Safadi (Agriculture): Out of humanitarianism, we should help. However, in the case of Lebanon, our economy does not allow us to help.

5) Karim Khansa (Construction Engineering): I do not feel that the Lebanese people have any obligation on the national level. We have our own problems, and we should solve those first. We do have a humanitarian responsibility towards Japan, but we are economically incapable.

6) Christopher Hakimian (Physics): We have no responsibility towards Japan, because despite them being in crisis, they still have a better economy than we do.

7) Pierre Khouri Melki (Business): We do have a responsibility towards the Japanese people, but we can’t help them enough. Khouri Melki added: We can decrease taxes on the importation of Japanese goods, to help the Japanese economy.

Mahmoud Tannir (Economics): We can, and must help, out of humanitarianism. We can send medics, basic needs, provide them with clothing and (temporary) shelter.

8) Sahar Taher, a (Psychology Sophomore): Everyone has a certain responsibility to help Japan, but here in Lebanon, we’re not responsible towards ourselves. The Lebanese people should first be provided with medicine, insurance, and a proper standard of living, and only then we can effectively help.

Yet, we can organize charity events, and get people to donate things they don’t need. However, in that, we cannot rely on the Lebanese Government. We should seek the help of NGO’s.

9) Mira Batrawi (Freshman): We need to help ourselves. Nevertheless, we can supply them with resources, despite all the (Economical) difficulties we have. When there’s a will, there’s a way.

Figures on Japan’s natural disaster published on Sunday, April 3 Impact on Economy Reported by the Japanese government: The earthquake and tsunami are said to have cost Japan a net worth of 16 trillion to 25 trillion yen ($190 billion-$297 billion). Considering the upper boundary estimate as factual would make Japan’s natural disaster the world’s costliest natural disaster to date.

Number of Buildings Damaged Reported by the National Police Agency of Japan: 45,777 buildings are said to have been destroyed completely.

Households without Water Reported by Health Ministry: At least 200,000 households in nine prefectures were said to have been without running water as of early SundayHouseholds without Electricity Reported by Tohuku Electric Power Co: A total of 167,700 households in the north were said to have been without electricity as of 0700 GMT on Sunday.

Number of People Evacuated National Police Agency: A total of 161,600 people were in shelters around the country as of 1100 GMT on Sunday following evacuation.

Death Toll Reported by Japan’s National Police Agency: A total of 12,087 people were confirmed as of 1100 GMT on Sunday, with 15,552 people missing.

Source: Reuters News (http://af.reuters.com)

(Photo from BBC.co.uk)

Outlook

Sports

April 5, 2011

FSUL National Volleyball Championship final standings

O

9

n Thursday March 31, the FSUL national volleyball championship concluded successfully with AUB retaining its 2010 title and crowned as the 2011 national women’s volleyball champions.

The championship match between arch-rivals LAU and AUB was very exciting to watch and both teams showed some unusual fighting spirit. In the end, AUB prevailed and defeated LAU by the score of 25/20, 15/25 and 15/9. The match was officiated by Elias Tayeh with a good audience in attendance.

At the end trophies and medals were distributed to the winners and finalists, with the following two players receiving individual awards: · ·

Most Valuable Player (MVP): Myriam Soufi from AUB Sportsmanship: Noor Amhaz from LAU USJ took 3rd place by defeating UOB 2 – 0 (25/21, 25/20).

DATE

TIME/RES

MATCH

GROUP/SCORE

Tuesday March 15

"2-0"

AUB - BAU

25/11 - 25/19

"1-2"

BAU - UOB

25/17-19/25-15/11

"2-1"

USJ - AUB

25/21 - 25/20

"2-0"

AUB - UOB

25/15 - 25/20

"2-0"

USJ - LAU

25/0 - 25/0

"2-0"

LAU - BAU

25/11 - 25/23

"2-0"

BAU - USJ

25/17 - 25/22

"2-0"

LAU - UOB

25/21 - 25/21

"2-0"

UOB - USJ

25/20 - 25/21

"1-2"

LAU - AUB

25/20 - 15/25 - 15/9

Thursday March 17

Tuesday March 22 Thursday March 24 Tuesday March 29

Thursday March 31

POINTS

PA

PF

SA SF

L

W

P TEAM

8

151

214

1

8

0

4

4

AUB

7

136

204

2

7

1

3

4

LAU

6

180

141

4

4

2

2

4

USJ

5

212

168

7

2

3

1

4

UOB

4

209

161

8

1

4

0

4

BAU (Photo coutesy of the AUB’s Athletics Department)

Scorers for AUB: Hind Mebed, Elisse Koussaifi, Aksana Yordanov Université Saint Joseph: Reem Chalhoub 3 goals Most Valuable Player: Rbab Zaytouni Most Valuable Player: Reem Chalhoub

FSUL Futsal Championship 2011 Scoreboard Wednseday March 30

The AUB Women’s Futsal team played the Semi-Final game against the USJ in the FSUL Futsal Championship 2011, on Wednesday march 30 and defeated USJ by the score of 4-3 in Emile Lahoud Court, and by this result the AUB team qualified for the Final game that will be played on Wednesday April 6 at 6:30 p.m. at Emile Lahoud .

USJ V.a AUB

17:00

Emile Lahoud

3…3(3...4) Penalty

AUB women’s futsal final game Wednesday April 6 ,2011

AUB Vs. L.U.

18:30

Emile Lahoud

Final

The AUB Men’s Football team qualified for the Semi-Final game against the Military School (MS) in the FSUL Football Championship 2011, on Tuesday April 5 at the AUB Greenfield. All AUB students are welcomed to cheer their team.

10

Viewpoint

April 5, 2011

Opinion

Editor’s Corner

Why can’t we be like Japan?

Japan: When disaster strikes

Rami Diab Editor-in-Chief

D

amaged equipment, shards of glass randomly displaced, demolished houses, power shortages, limited connectivity to vital resources, sunken families, death by the thousands and carcasses strewn about concrete wreckage and debris. A horrific site and all just the tip of the ice berg in the unspeakable aftermath of what has arguably become the world’s most costly earthquake to date.

Who can say that the problems of our fellow Japanese people are not dismal and manifold? College students yet to graduate witness the downfall of their universities. Students lucky enough to escape with their lives now contemplate starting their educational pursuits all over again. Graduate students caught in the middle of onerous research now find themselves back to square one.

They must now worry about boosting their economy, revitalizing their urban infrastructure and digging out their dead from under all the water and rubble.

They must now worry about finding new homes, locating shelter however temporary, receiving news of their loved ones and working towards a stable future amidst a period of agonizing instability.

But all these problems, grim as they are, form the least of their worries.

Keeping the Japanese busy are thoughts for survival, concerns for making ends

“A mile away on the edge of the ocean, the once sleepy fishing town of Sakihama exists in name only.

The tsunami that followed the most powerful recorded earthquake to hit Japan has torn the town from its roots...”

(The Chronicle of Higher Education, April 3, 2011) meat, worries for finding their loved ones and fears of parting from what remains of their families.

All so heartbreaking and yet the Japanese people hold together, in selfless solidarity rounding up every inch of hope they can to make it through the dreadful storm.

The Japanese people are renowned for their sense of discipline, their stillness amidst disaster and their unity and kindness in the most dire of circumstances.

The culture of false promises and broken covenants is seemingly nonexistent. Upholding the ethic of loyalty, civility and integrity, they stick together in sickness and in health, in war and in peace, in safety and in peril. As a race deeply faithful, they hold fast to their morals and place the wellbeing of their comrades before that of their own.

In fact, Japan’s low crime figures are living testimony to the claim. In the last few weeks that have passed after the natural crisis first hit the country; but little evidence of crime was reported. Minimal cases of theft, almost no outbreaks of violence and debatably no incidents of the usurping of property. Remarkably enough, we see little evidence of human madness and non-virtuous demeanor when the time is most ripe for such happenings.

God bless these people, God bless this race.

Outlook

Nader Al Ahmadieh Staff Writer

R

ecently, a massive earthquake struck Japan, leading to a tsunami, and causing massive destruction and thousands of deaths and a possible nuclear crisis. The disaster had huge impacts worldwide, where many countries offered help and resources to the devastated Japanese people, whereas others took it as an opportunity to practice political competition by emphasizing their concern about the presence of nuclear capabilities in certain countries. One afternoon, while reading an online article on the latest country assistances and updates on the Japanese crisis, I started wondering “I haven’t really seen any gesture from my country towards the distressed Japanese, not any single act…

Some may argue sarcastically by saying: “What is it that we can actually do?” Well, everything starts by taking tiny little steps, and we could at least start from our own AUB community, which I’m sure has many creative minds and people with huge potential. So creating fundraising events, or donation drives, etc. won’t be a very hard task to accomplish, and although they would be tiny scale projects, small steps like these would lead to bigger ones and eventually if we put enough enthusiasm and effort into this we could actually create something significant.

The youth today has proven to have great potential, and has with its will power actually accomplished a lot, so instead of using this potential to “victor” those that claim to be the people’s solution, and “show each other who’s the boss,” why not actually

Opinion

combine this “spirit” and join each other in creating something useful and beneficial for once? We have shown that we are very “talented” at rooting against each other and doing the impossible to win elections or fight each other on the streets, and shown that we can sign huge petitions to support a rebel in a country…but can we actually cooperate and accomplish something beneficial and special for a change? The Japanese, although they have suffered a massive loss, quickly started re-organizing and getting ready to get back on their feet, proving that they are a great people despite the tragedy. So why don’t we do something great ourselves for once? Why not try to help, unite and not fight, cause a change instead of rioting for others to change? Why can’t we learn a lesson, and be like Japan?

Ganbare Nippon!

Dalia Hosn Staff Writer

W

ell, I just got back from an anime club meeting, I have karate class tomorrow, I own a Nokia phone, my parents own a Toyota, now I’m wearing my Hello Kitty slippers, and last month I dressed up as Yachiru from Bleach… so suffice to say: I’m crazy about Japan!

And, except for that last part about Bleach, the TV show not the detergent, I’m pretty sure that a lot of that sounds familiar, because guess what? Japan is everywhere, from the

dubbed Pokémon episodes you used to watch as a kid to the majestic samurai warriors that keep cropping up in movies and literature, not to mention the insane technological advancements they keep coming up with! Seriously, I know friends that have been to Tokyo and it’s like a sci-fi movie over there! And of course let’s not forget the greatest of all delicacies: SUSHI! Point being that Japan isn’t just an island at the edge of the map. This is a first world country that has become an intrinsic part of the global economy, infrastructure, and scientific progress. Maybe it seems ridiculous to help out a country that’s so far away and unrelated ethnically or religiously (which is how many of us think, unfortunately), but these are a people that have helped us in the past and are an intrinsic part of our global culture. Sure, they’re a first world country with better infrastructure and all that, but just because they don’t all live

in hovels doesn’t mean they don’t need our help. They need all the help they can get!

Japan’s economy was already largely indebted, and facing one of the largest earthquakes of all time, a tsunami, and a potential nuclear crisis is no joke. Thousands have been killed and many more are still missing! Just think that if Lebanon was facing a crisis like this (which is actually pretty likely since we live on a fault line too) the international community would definitely be there. And like it or not we are part of a global community, and even if we can’t provide much financial support as a nation, we can still do little things, even if it’s just a small “good luck” on a facebook group and a few prayers.

There’s no shame in doing what you can, as long as you actually do something.

For my part I will say to all Japanese, “Stay strong. With your disciple and your dignity you will make it through anything! Ganbare-

Outlook

April 5, 2011

The Outlook team

Out of the Box

Psyched Out

11

Rita Obeid Applied Behavioral Analysis

Chairperson

Talal Nizameddin

Faculty Advisor

Cleo Cacoulidis

Responsible Director

Antonios Francis

Editor-in-Chief

Rami Diab

Associate Editor

Timmy Malkoun

Editor at Large

Yahia Hamade

Arabic Editor

Mariam El Ali

Photography Editor

Salim Batlouni

Copy Editor

Joseph Saba

Layout Director

John Hajjar

Members at Large

Samer Bu Jawdeh Giovanny Reaidi

News Executives

Heather Jaber Maya Sfeir Mostafa Fadlallah

Webmaster

Mohamad Al Medawar

In my previous article, I spoke of Autism as a pervasive developmental disorder. I also stated that Applied Behavior Analysis (ABA) is the only scientifically or empirically supported intervention for people diagnosed with autism. In this article, as a change of style, I’ll briefly explain what ABA is about.

A good way to define ABA is through an article by Baer, Wolfe, and Risley (1968). In their article, they stated that APA has a number of characteristics including: a focus on behavior that is socially relevant, a demonstration of a functional relationship between events from the environment (external stimuli) and behavior, in addition to a clear description of procedures to be used, a relation to basic behavioral principles and finally, a production of meaningful and generalizable changes in behavior which are long lasting.

ABA might be empirically supported as a treatment for autism; however, it has shown its effectiveness in other numerous areas as well which include: parenting, spots, education, health, mental illness, self-management, prevention, and the list goes on.

This technique uses a variety of methods that include: reinforcement, punishment, extinction, shaping , discrimination, and generalization. A full understanding of these concepts is beyond the scope of this article but I will provide you with a couple of definitions. Reinforcement is a process used in ABA where the occurrence of a desirable behavior is followed by a reward which results in the future increase of this behavior, as opposed to extinction which states that a previously reinforced behavior is not reinforced anymore which would result in the decrease in the frequency of such a behavior. Shaping is a technique used to teach a new skill where small approximations of a behavior are reinforced until that target behavior is reached. At the expense of not making any sense, I will stop here, but I do believe that ABA as an approach is highly important and very efficient and any parent should know minimal ABA skills in order to help children overcome bed-wetting, temper tantrums, aggressive behaviors, stuttering, and other common problems.

Business Managers

Sally Khalifeh Lara Traboulsi

Reference: Miltinberger, R.G. (2008). Behavior modification: Principles and procedures. Wadsworth. Bemont: CA

Staff Writers Khodor Abu Daya Nader Al Ahmadieh Mona Ayoub Fouad Badaoui Caterina Belardi Amir Bitar Jackie Daoud Sarah Al Dirani Edrees Elrachidi Dalia Hosn Elie El Khoury Aziza Khalil Yasmin Fansa Yumna Ghandour Maryam Hoballah Photographers Mohamad Alameh Tariq Buhilaigah Dima Hajj Nadi Nassar Cartoonists

Lynn Itani Anis Kadado Tala Kardas Wajiha Jurdhi Kheir Marie Nakhoul Rita Obeid Rami Panayoti Yasmine Saab Joseph Saba Amer Sare Mohammad Yaghi Emile Fares Zankoul Rayane Zahreddine Lama Zakharia

Lotfi Al Salah Wael Salem Antoine Salloum Mohammad Azzam Deedee El Jilani Jamila Mehio

Outlook is a weekly publication of the American University of Beirut (AUB) and represents the voice of the student body.

It is an independent, non-affiliated publication that favors no ethnic, religious, or political group. All columns, articles, and reports are the property of Outlook and do not necessarily represent the views of Outlook or the AUB community.

Outlook welcomes all contributions. Authors please include full name, major, ranking, and contact information for verification. No part of this publication may be reproduced in any way, shape or form without the written consent of Outlook and/or higher authorities. Outlook reserves the right to edit all material. © Outlook 1949

Career and Placement Services guidance Dear AUB students and alumni,

“We are all inventors, each sailing out on a voyage of discovery, guided each by a private chart, of which there is no duplicate. The world is all gates, all opportunities” (Ralph Waldo Emerson).

The Career and Placement Services (CPS) at the American University of Beirut cordially invites you to attend its Annual Job Fair which will be held on Thursday, May 12 and Friday, May 13, 2011 on AUB’s upper campus.

Countless firms have recruited hundreds of AUB graduates through their participation in previous Job Fairs. The Job Fair provides a crucial gateway for graduating seniors and interested AUB alumni to meet representatives of prominent potential employers and discuss with them career concerns and opportunities.

Choosing a career remains one of the most important decisions one makes during his/her life.

As the Job Fair presents an opportunity for you to stand out, it is important that you present yourself as best as you can and bring with you updated and polished copies of your resume and cover letter.

More than 134 firms will partake in the AUB Annual Job Fair 2011 out of which 61 firms are multinational, 40 are regional and 33 are local. There will be more than 200 job opportunities (available on the below hyperlink) available during the two-day event, in addition to more than 20 recruitment presentations, on-campus interviews, aptitude and business case analysis tests.

The CPS urges all students seeking full-time/part-time jobs and internships to attend this valuable event, for education does not end upon obtaining your degree. Learning is a lifelong process and the Job Fair is a unique vantage point from which you may launch your career.

The AUB Annual Job Fair 2011 pools together endless prospects of infinite value. Use the resources at your disposal, make your opportunities a reality, and take the first step toward achieving a successful career.

Congratulations to the 2011 graduates and best wishes for a bright future.

For more info contact Career and Placement Services Director Dr. Maryam Ghandour at mg03@ aub.edu.lb (West Hall Rm 112E Ext. 3172). Anything discussed with the counselor is based on mutual trust, is kept confidential and will not be released to anyone without the student’s written consent.

‫اوتلوك‬

‫منوعات‬

‫نيسان ‪2011 ,5‬‬

‫ماذا بعد اسقاط النظام الطائفي؟ وما هو البديل؟‬

‫‪12‬‬

‫نهاد غازي عواد‬ ‫كاتبة صحفية‬ ‫انهاالثانيةعشرواحلضورقليل‪.‬انتظروا‬ ‫الطالب قليال في زاوية” الويست هال”‬ ‫وهو املكان اخملصص لزاوية املتحدثني‬ ‫الذي مت انشاؤه السنة املاضية من قبل‬ ‫اللجنة الطالبية والكلية في اجلامعة‪.‬‬ ‫كريستيل غندور وماريو أبو زيد يديرون‬ ‫جلسة ًموضوعها‪ :‬ماذا بعد اسقاط‬ ‫النظام الطائفي؟ وما هو البديل؟‬ ‫لم يتشجع أحد رغم محاوالت ماريو‬ ‫املتكررة حلثهم‪ .‬اسهب ماريو في‬ ‫التحدث عن مساؤ النظام احلالي من‬ ‫طائفية ورشاوى وحروب ومحسوبيات‪.‬‬ ‫واشتكى من انه اذا كان طالب اجلامعة‬ ‫األميركية ال أحالم لديهم وال رؤية‬ ‫للمستقبل‪ .‬فاي لبنان سيبقى‬

‫لنا؟وبدأتسلسلةاملتحثنيبنيمتفائل‬ ‫ومتشائم‪.‬‬ ‫كريستيل غندور‪ :‬أبدت تشجيعها‬ ‫للمظاهرات التي تطالب بإلغاء‬ ‫الطائفية واعتبرت أنه ال حق الحد‬ ‫أن يفرض على اآلخر طريقة عقد‬ ‫قرانه فلكل اخليار‪ .‬واعتبرت أن احملاكم‬ ‫الروحية هي املستفيد املادي األكبر من‬ ‫هذاالنظامالطائفي‪.‬‬ ‫فهد حسن‪ :‬دعا الطالب الى املشاركة‬ ‫في االعتصامات والنزول الى الشارع‬ ‫سلميالرفضالطائفية‪.‬وأبدىاستيائه‬ ‫من النظام الطائفي الذي يجبرنا على‬ ‫دفع رواتب موظفني من دون عمل وفقط‬ ‫من أجل التوازن الطائفي‪ .‬وكما أعلن‬

‫تشجيعه للنظام املدني والزواج املدني‪.‬‬ ‫محمد‪ :‬أبدى مالحظاته على‬ ‫النظام املدني وخصوصا في األحوال‬ ‫الشخصية من أرث وغيرها‪ .‬كما أبدى‬ ‫تخوفه ورفضه من أن يصبح لبنان‬ ‫كتركيا‪.‬‬ ‫نهاد عواد‪ :‬أعلنت ضرورة قيام نظام‬ ‫مدني مبني على مبدأ اإلختيار‪.‬‬ ‫فيحق للفرد أن يختار فيه طريقة عقد‬ ‫قرانه وبالتالي يصبح قانون األحوال‬ ‫الشخصية تابع ملا اختاره ‪-‬ردا على‬ ‫محمد‪ .‬كما أعلنت عن تقصير في‬ ‫األداء وغياب في املنهجية‪ .‬فماذا بعد‬ ‫هذه املظاهرات؟ وأين هي حمالت‬ ‫التوعية والبرامج اإلذاعية لتشر‬

‫الفكر املدني‪ .‬وملاذا ال يكون هناك قناة‬ ‫للعلمانني وخصوصا أن كل طرف في‬ ‫لبنان لديه قناة‪ .‬طالبت بطرق وحلول‬ ‫للتوعية املدنية فليس كل اللبنانني‬ ‫متعلمني وطالب جامعات‪ .‬واعتبرت‬ ‫أن املظاهرات السلمية لن توصل الى‬ ‫نتيجة‪.‬طريقالتغييريعبدبالدم‪.‬‬ ‫سالي بلوط‪ :‬اعتبرت أن ال أمل في تغيير‬ ‫لبنان‪ .‬لبنان الذي أخذ أحالمها وأهلها‬ ‫الى الغربة ‪ ،‬لن تسمح له بعد اآلن‬ ‫بأخذ أي شي حتى دقائق معدودة من‬ ‫أجل اإلعتصام‪ .‬رد عليها فهد بأن من‬ ‫اجليد حصول هذه املظاهرات حتى لو‬ ‫جاءت متأخرة وهي بوادر خير‪ .‬وواحتدم‬ ‫النقاش حول أهمية اإلعتصامات ولم‬

‫يتغير رأي أي منهما‪.‬‬ ‫حسني‪ :‬أعلن منذ البداية أنه سيتكلم‬ ‫خارج املوضوع ويعالج قضايا طرحت‬ ‫األسبوع املاضي‪ .‬وعرض موقف السيد‬ ‫موسى الصدر عن أهمية التعايش بني‬ ‫مختلف الطوائف وتطرق الى موضوع‬ ‫سالح املقاومة الذي اعتبره وسام شرف‬ ‫على صدر األمة العربية‪.‬‬ ‫جلسة حضرها العميد طالل نظام‬ ‫الدين والدكتور شربل طراف ولكنهما‬ ‫لم يبديا أي موقف‪ .‬ويبقى األمل بلبنان‪،‬‬ ‫وطناجلميع‪.‬‬

‫أدونيس‪ :‬علي أحمد سعيد إسبر‬

‫نهاد غازي عواد‬ ‫كاتبة صحفية‬

‫أدونيس هو اسم أحد اآللهة‬ ‫اليونانية ولقب اتّخذه علي‬ ‫ويرجح البعض‬ ‫إسبر منذ ‪ّ 1948‬‬ ‫أ ّن الزعيم السوري انطون سعادة‬ ‫هو من أطلق عليه هذا االسم‪.‬‬ ‫اسم لطاملا أثار اجلدل مبواقفه‬ ‫وتصريحاته وطموحاته‪ .‬اسم‬ ‫ّ‬ ‫مرشح جلائزة نوبل منذ عدة‬ ‫عدة‬ ‫سنوات وما زال‪ ،‬وهو نال ّ‬ ‫جوائز أخرى منها‪ :‬جائزة الشعر‬ ‫السوري اللبناني في منتدى‬ ‫الشعر الدولي في بيتسبرغ‬ ‫بالواليات املتحدة عام ‪،1971‬‬ ‫واجلائزة الكبرى في بروكسل‬ ‫عام ‪ ،1986‬وجائزة جان مارليو‬ ‫لآلداب األجنبية في فرنسا عام‬ ‫‪ ،1993‬وجائزة التاج الذهبي‬ ‫للشعر في مقدونيا عام ‪،1997‬‬ ‫وجائزة ليريس بيا في إيطاليا‬ ‫عام ‪ ،2000‬وجائزة سلطان‬ ‫العويس في دولة اإلمارات عام‬ ‫‪ .2004‬لم تقتصر كتاباته‬ ‫على الشعر احلديث بل في‬ ‫رصيده العديد من الدراسات‬ ‫من بينها‪ :‬أطروحة الثابت‬ ‫واملتح ّول‪ ،‬سياسة الشعر‪،‬‬ ‫‪ ،1985‬الشعرية العربية‪1985 ،‬‬ ‫‪ ،‬كالم البدايات‪ ،1990 ،‬الصوفية‬ ‫النص‬ ‫والسوريالية‪،1992 ،‬‬ ‫ّ‬ ‫القرآني و آفاق الكتابة‪.1993 ،‬‬ ‫شعره وصل إلى العاملية حتى‬ ‫أ ّن املفكر العربي إدوارد سعيد‬ ‫نعته بالشاعر العربي العاملي‬ ‫األول‪ .‬شاعر له مدرسته في‬ ‫احلداثة الشعرية والقصيدة‬ ‫املنثورة واجتاهاتها وصيغها‪.‬‬ ‫شاعر صعب التقليد واملراس‪،‬‬ ‫ناقد الذع‪ّ ،‬‬ ‫مفكر مفعم باألفكار‬ ‫فنّان الكلمة‬ ‫املشاكسة‪،‬‬ ‫والريشة‪ ،‬وطني عروبي حتى‬ ‫سجن عام ‪ 1954‬بسبب‬ ‫أنّه ُ‬ ‫انضمامه للحزب القومي‬ ‫السوري االجتماعي ولكنه تركه‬

‫َسوي يعتبر املرأة‬ ‫فيما بعد‪ .‬ن َ‬ ‫العربية أكثر وع ًيا من الرجل‬ ‫فهي األنثى الكون وهو الريح‬ ‫العابرة‪ .‬تأ ّثر لغويًا ببدوي اجلبل‬ ‫وسعيد عقل‪ .‬بدايته الشعرية‬ ‫كانت في مجلة شعر بالتعاون‬ ‫مع يوسف اخلال من عام ‪1957‬‬ ‫إلى ‪ . 1963‬وكانت شعر عالمة‬ ‫بارزة في جتديد الشعر العربي‬ ‫وفي تغيير معنى الشعر‪ .‬سنة‬ ‫‪ 1973‬حصل أدونيس على‬ ‫الدكتوراه من جامعة القديس‬ ‫يوسف في بيروت‪ .‬وهو اآلن‬ ‫يُدعى كأستاذ زائر إلى العديد‬ ‫من اجلامعات في أميركا وفرنسا‬ ‫ثم غادر أدونيس بيروت‬ ‫وغيرها‪ّ .‬‬ ‫سنة ‪ 1985‬بسبب ظروف‬ ‫متوج ًها إلى العاصمة‬ ‫احلرب‬ ‫ّ‬ ‫الفرنسية‪ .‬وفي عام ‪1995‬‬ ‫ُفصل أدونيس من احتاد الكتّاب‬ ‫العرب في سورية ألنه حضر‬ ‫ضم كتابًا‬ ‫لقا ًءا في غرناطة ّ‬ ‫وسياسيني إسرائيليني وغير‬ ‫وتعددت املواقف‬ ‫إسرائيليني‪.‬‬ ‫ّ‬ ‫بني مؤيد للقرار حيث اعتبر‬ ‫املوضوع تطبي ًعا وبني رافض‬ ‫وخصوصا أ ّن موقف أدونيس‬ ‫له‬ ‫ً‬ ‫واضحا فقد قال‪:‬‬ ‫في املؤمتر كان‬ ‫ً‬ ‫«وطرحت على «إسرائيل» أمام‬ ‫اجلميع في املؤمتر سؤال هل‬ ‫ستعيد «إسرائيل» النظر في‬ ‫ثقافتها وال أعتقد أ ّن لديها‬ ‫ثقافة في هويتها وهل ستظل‬ ‫ذات هوية مغلقة‪ ،‬ال ميكن أن‬ ‫يكون هناك سالم بني هوية‬ ‫منفتحة حضارية تعترف باآلخر‬ ‫وهوية مغلقة تريد من اجلميع‬ ‫أن يكونوا تابعني أو خاضعني لها‬ ‫بشكل أو بآخر‪ ،‬من دون إعادة‬ ‫النظر هذه ال يكون السالم‪ ،‬هذا‬ ‫جوهر ما قلته وهناك غضب‬ ‫اليهود مني غض ًبا شدي ًدا‬ ‫ألنهم أُحرجوا فلم يستطيعوا‬

‫(صورة‪)Manbaralrai.com :‬‬

‫القول بنعم أو ال فصمتوا صمتًا‬ ‫كامالً»‪ .‬فكيف ميكن لشخص‬ ‫ضد التطبيع داخل اللغة‬ ‫ّ‬ ‫العربية أن يكون مع تطبيع‬ ‫لغتني وثقافتني مختلفتني‬ ‫وعدوتني‪.‬‬ ‫ينتقد أدونيس كثيرًا املستوى‬ ‫الثقافي في البلدان العربية‬ ‫ويعتبر الثقافة العربية مج ّرد‬

‫حالة نفسية بعيدة عن احلرية‬ ‫واالستقالل ومرهونة بالوضع‬ ‫السياسي‪ .‬كما يرى أ ّن ربط‬ ‫الدين بالسياسة يوهن اجملتمع‬ ‫ويضعف الشباب في واقع‬ ‫قائم على االزدواجية والنفاق‬ ‫االجتماعي‪ .‬فال مرجعية وال‬ ‫مقدسات وقد أعلن عن ذلك‬ ‫ّ‬ ‫في مجلة مواقف التي تُعتبر‬

‫منبر أدونيس‪ .‬ويبقى السؤال‪:‬‬ ‫هل الفكر واإلبداع وتسمية إله‬ ‫إلها؟ ومن يطلب‬ ‫جتعل اإلنسان ً‬ ‫من اآلخرين تق ّبله واالنفتاح‬ ‫عليه بدوره تق ّبلهم واالنفتاح‬ ‫عليهم‪.‬‬

‫‪13‬‬

‫وجهة نظر‬

‫نيسان ‪2011 ,5‬‬

‫رأي‬

‫اوتلوك‬

‫«لكم لبنانكم ولي لبناني»‬

‫نورا أنور سوبره‬ ‫مساهمة صحفية‬

‫«لكم لبنانكم ولي لبناني»‪،‬‬ ‫قالها جبران خليل جبران في‬ ‫يوم من األيام لكنّها أبت إلاّ أن‬ ‫تبقى خالدة إلى مدى األزمان‪.‬‬ ‫واملضحك في األمر أ ّن «لبناني»‬ ‫قد يختلف عن لبنان جبران‪ ،‬لبنان‬ ‫لكن‬ ‫الطبيعة والضيعة واحملبة‪ّ ،‬‬ ‫«لبنانكم» لم يتغ ّير‪ ،‬منذ كتبها‬ ‫جبران إلى اليوم لم يتغ ّير وها‬ ‫هو‪« :‬لكم لبنانكم ومعضالته‪،‬‬ ‫لبنانكم عقدة سياسية حتاول‬ ‫ح ّلها األيام‪ ،‬لبنانكم مشكلة‬ ‫دول ّية تتقاذفها الليالي‪ ،‬لبنانكم‬ ‫صراع بني رجل جاء من املغرب‬ ‫ورجل جاء من اجلنوب‪ ،‬لبنانكم‬ ‫ذا رؤوس ال عدد لها‪ ،‬لبنانكم‬ ‫حيلة يستخدمها الثعلب حني‬ ‫يلتقي الضبع والضبع حينما‬ ‫يجتمع ّ‬ ‫بالذئب‪ ،‬لبنانكم مربعات‬ ‫شطرجن بني رئيس دين وقائد‬ ‫جيش‪ ،‬لبنانكم رجالن ‪ :‬رجل يؤدي‬

‫جاد شمس الدين‬

‫فالنقطة الصغيرة على‬ ‫اخلريطة التي حتتوي على حوالي‬ ‫اربع ماليني نسمة حتتضن ما ال‬ ‫حتتضنه البقاع الكبيرة والسيما‬ ‫تلك التي حتتوي على اكثر من‬ ‫مليار ونصف مليار نسمة‪.‬‬ ‫انها النقطة التي ك ّونتها عبر‬ ‫التاريخ احلضارات التي عبرت‬ ‫منها واليها‪ ،‬كما ان حضارتها‬ ‫ّ‬ ‫تشكلت من اثار تلك احلضارات‬ ‫‪.‬‬ ‫انها النّقطة التي حتتضن‬ ‫ثمانية عشر طائفة والتي هي‬ ‫للدميقراطية منوذج وللعيش‬ ‫املشترك مثال‪.‬‬ ‫انها النقطة التي تشهد اليوم‬ ‫ثورة شباب ّية اللغاء نظامها‬ ‫الطائفي بعد ان اصبح هاجسا ً‬ ‫ّ‬ ‫لهم وسببا ً لهجرتهم ‪.‬انهم‬ ‫الشباب املثقف الواعي و‬ ‫الطامح الذي يتطلع لغد‬ ‫افضل‪ .‬انهم الشباب الذين‬ ‫حاولو التع ّلم في جامعتهم‬ ‫الوطنية اال انها رفضتهم رغم‬ ‫وضعهم املعيشي الصعب‪.‬‬ ‫ورمتهم بوجه رياح احلياة‬ ‫العاتية يتخبطون بظالم اليل‬ ‫الظالم وذلك بسبب عدم‬ ‫وجود الواسطة التي اساسها‬ ‫النظام الطائفي‪ .‬انهم ّ‬ ‫الشباب‬ ‫الذين تخ ّرجوا و بحثو عن عمل‬ ‫و لم يجدو او باالحرى رُفضوا‬ ‫بسبب عدم قدرتهم للحصول‬ ‫على الواسطة‪ .‬انهم الشباب‬ ‫الذين حاولو خدمة وطنهم عبر‬ ‫املؤسسات االمنية والعسكرية‬ ‫اال انهم رفضو ايضا ً وايضا ً‪,‬ومرة‬ ‫اخرى السبب هوعدم وجود‬ ‫وأيضا‪.‬‬ ‫أيضا ً‬ ‫الواسطة ً‬

‫املكوس ورجل يقبضها‪ ،‬لبنانكم‬ ‫موظفون وعمال ومديرون‪،‬‬ ‫لبنانكم وفود وجلان‪ ،‬لبنانكم‬ ‫طوائف وأحزاب‪ ،‬لبنانكم خطب‬ ‫ومحاضرات ومناقشات‪ ،‬لبنانكم‬ ‫كذب يحتجب وراء نقاب من‬ ‫الذكاء املستعار ورياء يختبئ‬ ‫في رداء من التقليد والتصنع‪،‬‬ ‫لبنانكم بنود على أوراق وعقود‬ ‫في دفاتر‪ ،‬لبنانكم ينفصل آنا‬ ‫عن األشقاء ويتصل بهم آونة‬ ‫ثم يحتال على طرفيه ليكون بني‬ ‫معقود ومحلول‪ ،‬لكم لبنانكم‬ ‫ولي لبناني‪.‬‬ ‫لكم لبنانكم وأبناؤه ولي لبناني‬ ‫وأبناؤه‪ ،‬ومن هم يا ترى أبناء‬ ‫لبنانكم؟ أال فانظروا هنيهة‬ ‫ألريكم حقيقتهم‪ :‬هم تلك‬ ‫القضبان اللينة التي متيل إلى‬ ‫اليمني وإلى اليسار ولكن بدون‬ ‫إرادة وترتعش في الصباح واملساء‬ ‫ولكنها ال تدري أنها ترتعش‪ ،‬هم‬ ‫األشداء الفصحاء البلغاء ولكن‬ ‫بعضهم لدى بعض والعفاء‬

‫اخلرساء أمام الطامعني في‬ ‫أحالمنا‪ ،‬هم األحرار املصلحون‬ ‫املتحمسون ولكن في صحفهم‬ ‫وفوق منابرهم واملنقادون أمام‬ ‫الغربيني‪ ،‬هم أولئك العبيد الذين‬ ‫تبدل األيام قيودهم املصدأة‬ ‫ّ‬ ‫بقيود المعة فيظنون أنهم‬ ‫أصبحوا أحرارا مطلقني ‪.‬‬ ‫هؤالء هم بعض أبناء لبنانكم‬ ‫فهل بينهم من ميثل العزم‬ ‫في صخور لبنان أم النبل في‬ ‫ارتفاعه أم العذوبة في مائه أم‬ ‫العطر في هوائه؟ هل بينهم‬ ‫من يتجرأ أن يقول ‪ :‬إذا ما مت‬ ‫تركت وطني أفضل قليال مما‬ ‫وجدته عندما ولدت؟ هل بينهم‬ ‫من يتجرأ أن يقول ‪ :‬لقد كانت‬ ‫حياتي قطرة من الدم في عروق‬ ‫لبنان أو دمعة في أجفانه أو‬ ‫ابتسامة على ثغره؟ هؤالء هم‬ ‫أبناء لبنانكم فما أكبرهم في‬ ‫عيونكم وما أصغرهم في عيني‬ ‫!ولو كنتم تعلمون أنكم لستم‬ ‫على شيء لتحول اشمئزازي‬

‫جبران خليل جبران‬

‫منكم إلى شكل من العطف‬ ‫واحلنان ولكنكم ال تعلمون‪.‬‬ ‫لكم لبنانكم ولي لبناني‪.‬‬ ‫لكم لبنانكم وأبناء لبنانكم‬ ‫فاقتنعوا به وبهم إن استطعتم‬ ‫االقتناع بالفقاقيع الفارغة‬ ‫أما أنا فمقتنع بلبناني وأبنائه‬ ‫وفي اقتناعي عذوبة وسكينة‬ ‫وطمأنينة‪( ».‬بتصرف)‪.‬‬

‫رأي‬

‫النقطة والطائفية‬ ‫هؤالء الشباب يثورون اليوم على‬ ‫بدد‬ ‫هذا النظام الفاسد الذي ّ‬ ‫الكثير من احالمهم واجبرهم‬ ‫على اتخاذ قرارات صعبة‪.‬‬ ‫رغم اندفاع هؤالء الشباب‬ ‫واصرارهم على حتقيق اهدافهم‬ ‫اال ا ّن هناك محاوالت عديدة‬ ‫الفشال هذه الثورة ان كان ذلك‬ ‫عبر زرع الفنت بني املنظمني‬ ‫او اظهار نقاط االختالف في‬ ‫وجهات النظر و حتويلها الى‬ ‫مشاكل عالقة عبر تسليط‬ ‫الضوء عليها و تعميمها‪.‬‬ ‫حتمسي لهذه الثورة اال انني‬ ‫رغم ّ‬ ‫لم اشارك باي نشاط لها حتى‬ ‫االن والسبب هو اقتناعي بان‬ ‫هناك عددًا كبيرا ً من املشاركني‬ ‫محسوبون على تيارات احزاب‬ ‫معينة يدارون وينفذون ما يطلب‬ ‫منهم والذين لن يترددوا في يوم‬ ‫من االيام باملشاركة في مظاهرة‬ ‫لالعتراض على عدم وجود‬ ‫رمزهم الطائفي في احلكم‪.‬‬ ‫حالي كحال الكثير من الشباب‬ ‫املتحمسني للمشاركة اال ان‬ ‫ّ‬ ‫نفس االسباب تقف عائقا ً امام‬ ‫مشاركتهم‪.‬‬ ‫هذه النقطة عانت كثيرا ً من‬ ‫الطائفية‪ ،‬فهي التي تشوهت‬ ‫و اصبحت نقطة سوداء على‬ ‫مدى خمسة عشر عاما ً بعد‬ ‫ان كانت نقطة خضراء تتنافس‬ ‫اكبر البقع على االلتصاق‬ ‫بها‪ ،‬االن و بعد ان تذ ّوق اجليل‬ ‫الذي عاش تلك الفترة الكأس‬ ‫امل ّرة يحاول ان يتذوق الطعم‬ ‫االخر للكاس عبر الشباب‪ ،‬الن‬ ‫الشباب احرار‪ ،‬ليسو مرتبطني‬ ‫بعائلة‪ ،‬باوالد‪ ،‬وليسو مديونني‬

‫الحد‪ ،‬بكل بساطة ليس لديهم‬ ‫ما يخسروه‪.‬‬ ‫فانا ارى من وحهة نطري‬ ‫الشخصية ان الطائفية ليست‬ ‫بنظام بل هي باختصار منط حياة‬ ‫عندما يتغير‪ ،‬يتغيرالنظام‪.‬‬ ‫كلنا نأمل بنجاح الثورة ولكن‬ ‫السؤال في حال جنحت ماذا‬ ‫ّ‬ ‫بعد؟ هل ستقبل االقل ّيات‬ ‫بعدم متثيلهم بشكل مباشر‬ ‫بالسلطة ؟ وهل ‪...‬‬ ‫*هو طالب علوم الكمبيوتر في‬ ‫كلية العلوم والفنون‬

‫(صور‪)Facebook.com :‬‬

‫برأيي‪ ،‬جبران عاش احللم‪ ،‬ألنّه لم‬ ‫أما نحن‪ ،‬فعلينا‬ ‫يعش في لبنان‪ّ ،‬‬ ‫حتويل الواقع إلى ما نحلم به‪،‬‬ ‫نتمكن من عيشه‪ ،‬فهلاّ‬ ‫ّ‬ ‫حتى‬ ‫اجتمعنا على حلم واحد جميل‪،‬‬ ‫واقعي يرضي ال ّلبنانيني‬ ‫حلم‬ ‫ّ‬ ‫جمي ًعا‪ ،‬ليصبح «لبنانكم» من‬ ‫املاضي؟‬

‫اوتلوك‬

‫نيسان ‪2011 ,5‬‬

‫وجهة نظر‬

‫رأي‬

‫تعالوا يا أح ّباء نزار‬

‫ملك احللبي‬

‫في فصلي األ ّول في اجلامعة‬ ‫الحظت‬ ‫األميركية في بيروت‪،‬‬ ‫ُ‬ ‫أ َّن طالب اجلامعة األميركية‬ ‫لديهم عادة الركض من مبنى‬ ‫إلى آخر وأ َّن عددًا ضئيالً منهم‬ ‫توقفه احلشرية أمام لوحات‬ ‫اإلعالنات التي تعرض األحداث‬ ‫القادمة‪.‬‬ ‫ولكن منذ ما يقارب‬ ‫األسبوعني وأنا جالسة قرب‬ ‫مبنى «الوست» في حالة‬ ‫ضجر كانت قد اعترتني منذ‬ ‫الحظت‬ ‫وقت ليس بالقليل‪،‬‬ ‫ُ‬ ‫ٍ‬ ‫ظاهرة غريبة ألغت العادة‬ ‫التي ألصقتها بهم‪ :‬معظم‬ ‫الطالب الذين كان يهرولون‬ ‫إلى مبنى «نايسلي» أو مبنى‬

‫«فيسك» أو حتَّى «بليس»‬ ‫تو ّقفوا عند صورة نزار ق َّباني‪،‬‬ ‫صورة تزيِّن إعالن مباراة الشعر‬ ‫التي ِّ‬ ‫ينظمها النادي الثقافي‬ ‫السوري لتكرمي الشاعر الكبير‪،‬‬ ‫حتَّى أ َّن البعض لصدمتي‬ ‫الكبرى سبحت أعينه ما بني‬ ‫السطور!‬ ‫نزار‪ ،‬س ّيد اللون األحمر‪ ،‬من‬ ‫احلب حتَّى سفك الدماء‪ .‬نزار‪،‬‬ ‫ِّ‬ ‫س ّيد العشق وثورة األفكار‬ ‫املتحجرة‪ .‬س ّيد املشاعر‪ ،‬من‬ ‫ّ‬ ‫احلنني إلى الشهوة إلى احلزن‬ ‫إلى الغضب إلى الفرح إلى‬ ‫الغيرة إلى اخليانة إلى الغدر‬ ‫حتى‪..‬‬ ‫َّ‬ ‫نزار «عاشق الكلمات»‪ ،‬الذي‬ ‫بسالسة لغته وبساطتها‬ ‫جعل من شعره كتابًا‬

‫رأي‬

‫مفتوحا للمراهقني والكهالء‪،‬‬ ‫ً‬ ‫ولفالسفة اللغة وللذين‬ ‫ّ‬ ‫فك احلرف‬ ‫تع ّلموا مج ّرد‬ ‫باملدرسة‪ ..‬نزار‪ ،‬قصائد للنساء‬ ‫وللرجال‪..‬‬ ‫هو الذي لم تترك قصائده‬ ‫إحساسا وما عاجلته‪ ..‬هو‬ ‫ً‬ ‫ّ‬ ‫كل‬ ‫الذي أشعاره تكفي‬ ‫احلضارات دهرًا بأكمله‪ ..‬هو‬ ‫الذي دخل قلوب حتَّى الذين‬ ‫ميقتون أشعاره فتجدهم‬ ‫يرتلون إحدى قصائده جاهلني‬ ‫أنّه هو كاتبها‪ ..‬هو الذي ترك‬ ‫بصمته على ّ‬ ‫كل حرف من‬ ‫حروف األبجدية وكان االنتقال‬ ‫اجلذري ما بني الشعر القدمي‬ ‫والشعر احلديث‪..‬‬ ‫أمام الذي ولد ولن يولد له‬ ‫مثيل‪ ،‬من ال يقف احترا ًما أمام‬

‫«قصتي» لسمير القنطار‬

‫عامر الص ّريع‬ ‫كاتب صحفي‬

‫هي قص ٌة لفتًى كان شبابُه‬ ‫رخيصا في سبيل القضية‬ ‫ً‬ ‫األكبر‪ .‬هو سمير القنطار‪ ،‬عميد‬ ‫األسرى احمل ّررين في السجون‬ ‫اإلسرائيلية‪ .‬يصوغ الصحافي‬ ‫حسان الزين بقلمه‬ ‫اللبناني‬ ‫ّ‬ ‫كتاب قصتي على لسان األسير‬ ‫احمل ّرر سمير القنطار الصادر‬ ‫عن دار الساقي‪ ،‬ليروي أكثر من‬ ‫مجرد قصة‪ ،‬بل رواية وثائقية‬ ‫لقضية األرض الفلسطينية‬ ‫فبالرغم من أ ّن القص َة‬ ‫احملتلة‪.‬ألسير ِ‬ ‫في سجنه‪ ،‬إال أ ّن‬ ‫فردي ٌة‬ ‫القصد منها تسيلط الضوء‬ ‫على السجون اإلسرائيلية‬ ‫بأسراها وح ّراسها في منط‬ ‫حياتهم وتنظيمهم وإجنازاتهم‬ ‫ومعاناتاهم وهواجسهم‪.‬‬ ‫هجر سمير القنطار صفوف‬ ‫سن الرابعة عشر‬ ‫املدرسة في ّ‬ ‫ليلتحق بصفوف املقاومة‪.‬‬ ‫فكان أن فشلت عمليته األولى‬ ‫بالتسلل إلى األراضي احملتلة‬ ‫عبر األردن ليسجن ملا يقارب‬ ‫السنة بسببها‪ .‬لم ييأس‪ ،‬بل‬ ‫عاود الك ّرة بعد بضع سنوات‬ ‫بحرًا بعملية أدانته لـ‪ 542‬سنة‬ ‫ونصف السنة‪.‬‬ ‫لم تكن عملية التحقيق معه‬ ‫أمرًا سهالً‪ ،‬ال بل ذاق من امل ّر فيها‬ ‫ما ال يحتمله بشر‪ ،‬ومع ذلك‬ ‫كان يسخر من اإلسرائيليني‬ ‫ويشمئز من العرب اخلائنني‪.‬‬ ‫فقد حاول اإلسرائيليون كسره‬ ‫مر ًة وترغيبه مر ًة أخرى إال أنّه‬ ‫لم يتأثر‪ .‬لم يكن ّ‬ ‫كل هذا‬ ‫اجلهد ليجبره على االعتراف‪،‬‬ ‫فقد اعترف القنطار بقتله‬ ‫اجلنود اإلسرائيليني‪ ،‬ال بل وع ّبر‬

‫عن انزعاجه عندما علم أنّه لم‬ ‫يقتل إال خمس ًة منهم‪ ،‬لكن‬ ‫ما أراد اإلسرائيليون إتهامه به‬ ‫هو قتل طفلة كانت قد ُقتلت‬ ‫برصاص إسرائيلي إلظهاره‬ ‫ٍ‬ ‫كوحوش تقتل‬ ‫والفدائيني العرب‬ ‫ٍ‬ ‫األبرياء‪.‬‬ ‫لم تكن فترة السجن نهاي ًة‬ ‫بالنسبة لألسير‪ ،‬بل كانت‬ ‫نضال‬ ‫مرحل ًة أخرى على درب‬ ‫ٍ‬ ‫تعدد‬ ‫طويل‪ .‬فالغرض من‬ ‫ّ‬ ‫ٍ‬ ‫السجون واألقسام والزنانزين‬ ‫الفدائيني‬ ‫لزعزعة‬ ‫كان‬ ‫وتقسيمهم ومعاقبة أهلهم‬ ‫أثناء وقت الزيارة على ما أجنبوا‪.‬‬ ‫لذلك كان الهاجس الوحيد‬ ‫في رأس القيادين واخمللصني‬ ‫ّ‬ ‫الصف‬ ‫لقضيتهم هو تنظيم‬ ‫وتوحيد السجون والتواصل‬ ‫فيما بينها وبني املنظمات‬ ‫خارج السجن‪ .‬فبجبه ٍة قوية‬ ‫يستطيع األسرى الضغط على‬ ‫إدارة السجون وإبعاد اخلونة‬ ‫واملندسني‪ ،‬فتتعادل بذلك‬ ‫ّ‬ ‫ويتمكن األسرى‬ ‫موازين القوى‪،‬‬ ‫من احلصول على مطالبهم‬ ‫لكن اإلدارة‬ ‫وحماية مكاسبهم‪ّ .‬‬ ‫اإلسرائيلية وإلحباط مساعي‬ ‫األسرى كانت تعمد للنقل‬ ‫الدائم لألسرى بني األقسام‬ ‫والسجون‪ ،‬كما وزَر ْ ِع املتعاملني‬ ‫كمحاولة الختراق القيادة‬ ‫األسرية‪.‬‬ ‫أهم ما يخلص الكتاب له‬ ‫هو وحدة الصراع بني الصهاينة‬ ‫وأصحاب األراضي احملتلة التاركني‬ ‫بذلك ّ‬ ‫كل االختالفات الطائفية‬ ‫واملذهبية واملناطقية‪ .‬فالقتا ُل‬ ‫ليس واج ًبا منحصرًا بالفرد‬ ‫الفلسطيني واإلسرائيلي‪ ،‬بل‬ ‫يتعدى ذلك ليشمل ّ‬ ‫كل من‬ ‫ّ‬ ‫آمن بوحدة الظلم واملظلومية‪.‬‬

‫(صورة‪)Discover-syria.com :‬‬

‫يتأمل وجهه وال‬ ‫صورته؟ من ال ّ‬ ‫ّ‬ ‫يتذكر هذا البيت من قصيدة‬ ‫ِّ‬ ‫يشكل‬ ‫من كتاب احلب الذي‬ ‫كتابه العاشر‪« :‬عمر وجهي‬ ‫مثل عمر األرض‪»..‬؟ من الذي‬ ‫لن تتملكه احلشرية كي‬ ‫يقرأ اإلعالن الذي يعلن مباراة‬ ‫ينظمها النادي الثقافي‬ ‫شعر‬ ‫ّ‬ ‫يتضمن‬ ‫السوري؟ والذي كان‬ ‫ّ‬ ‫التالي‪ ،‬أ َّن من بو ّده أن يشارك‪،‬‬ ‫فعليه أن يرسل قصيدة من‬ ‫أعماله وحسب معلومات‬ ‫وردتنا ُق ِّدمت حتَّى اآلن ‪15‬‬ ‫قصيدة وهي قصائد حديثة‬ ‫سوف تُرسل إلى جلنة حتكيم‬ ‫منها الدكتور خيراهلل ودكتور‬ ‫أيضا في تقييم ونقد‬ ‫آخر خبير ً‬ ‫الشعر احلديث العربي من دون‬ ‫ذكر األسماء حتَّى ال يحدث أي‬

‫‪14‬‬

‫انحياز أيَّا ً كان وسوف تختار‬ ‫جلنة التحكيم ثالث قصائد‬ ‫فائزة والتي سينال أصحابها‬ ‫«أي بودز» تقدمة «أي ستايل»‪.‬‬ ‫احلفلة ستُقام في ‪ 13‬نيسان‬ ‫في قاعة «بطحيش» حيث‬ ‫سيكون هناك ناطقون وفرقة‬ ‫متخصصة قادمة من‬ ‫رقص‬ ‫ّ‬ ‫خصيصا للتك ّلم عن‬ ‫سوريا‬ ‫ً‬ ‫نزار ولتقدمة أعماله‪.‬‬ ‫فمن الذي سيسمح له برنامج‬ ‫أعماله باحلضور وسيتجاهل‬ ‫واجب تكرمي هذا العقل العظيم‬ ‫قدم لروح اإلنسانية عم ًقا‬ ‫الذي ّ‬ ‫عمي ًقا عمي ًقا‪..‬؟‬ ‫ملك احللبي هي طالبة إدارة‬ ‫األعمال في كلية اإلدارة في‬ ‫اجلامعة األميركية في بيروت‬

‫‪15‬‬

‫وجهة نظر‬

‫مدى الدبس‬

‫حرصا من أوتلوك على الرأي‬ ‫ً‬ ‫والرأي اآلخر‪ ،‬ننشر فيما يلي‬ ‫ردًا للطالبة مدى الدبس على‬ ‫مقالة الزميل خضر أبو د ّية‬ ‫التي تناول فيها الديوان الصادر‬ ‫حدي ًثا للطالب علي بدران‪ .‬وإذ‬ ‫ننشر هذه املقالة كما وردتنا‬ ‫ونرحب بها على منبر‬ ‫حرف ًيا‪،‬‬ ‫ّ‬ ‫اجلريدة ّ‬ ‫نؤكد أنّها تع ّبر فقط عن‬ ‫رأي كاتبتها‪:‬‬ ‫استأنف علي بدران طالب‬ ‫الهندسة املدنية في اجلامعة‬ ‫األميركية في بيروت‪ ،‬حفل‬ ‫توقيع كتابه األخير بقراءة‬ ‫حضرت في قاعة‬ ‫اإلهداء‪ ،‬ولو‬ ‫َ‬ ‫غصت‬ ‫عصام فارس التي‬ ‫ّ‬ ‫لشد َ‬ ‫تك وقفته على‬ ‫باحلاضرين‬ ‫ّ‬ ‫املسرح أمام السامعني بعيون‬ ‫ت َدمع‪ ،‬ولكانت جذبتك بعض‬ ‫الوجوه في املقاعد اخللفية التي‬ ‫بكت حني قرنت نفسها بشعر‬ ‫إحساسا واحلازم‬ ‫بدران املرهف‬ ‫ً‬ ‫نتاجا‪.‬‬ ‫موق ًفا واخل ّير ً‬ ‫لو حضرت حفل توقيعه‬ ‫لكنت تعجبت عند استماعك‬ ‫إلى ما كان يتناقله احلضور‬ ‫عن ذلك الشاب الذي لم يبلغ‬ ‫احلادية والعشرين من العمر‬ ‫بعد! هو الذي أصدر كتابه‬ ‫األ ّول وهو في الثامنة عشر من‬ ‫العمر‪ ،‬وانتسب إلى احتاد الكتّاب‬

‫خضر أبو دية‬ ‫كاتب صحفي‬

‫مع بدء شهر نيسان‪ ،‬يبدأ تالميذ‬ ‫اجلامعة بالتخييم في املكتبة أو‬ ‫مختبرات الكمبيوتر‪ .‬بعضهم‬ ‫يقلق من عدم استطاعتهم إنهاء‬ ‫مواد اإلمتحان الفصلي في الوقت‬ ‫املناسب‪ .‬البعض اآلخر يتوتّر من‬ ‫كثرة االمتحانات وعدد ال بأس به‬ ‫من التالميذ ّ‬ ‫يخطط إلمضاء لياله‬ ‫امللخصات‪.‬‬ ‫يقرأ الكتب ويحفظ ّ‬ ‫في هذا املشهد الذي اعتاد عليه‬ ‫جميع أفراد اجلامعة هناك شيء‬ ‫ينقص‪.‬‬ ‫هناكمأساةحقيق ّيةيعيشهاما‬ ‫يقارب مئة وثالثون مليون مخلوق‬ ‫بشري ّ‬ ‫يتنفسوننفسالهواءالذي‬ ‫ّ‬ ‫نتنفسه ويأكلون نفس الطعام‬ ‫الذي نأكله‪ .‬هؤالء الضحايا ألقوى‬ ‫زلزال نشهده في عاملنا املعاصر‬ ‫كان لديهم آفاق وآمال‪ ،‬كان لديهم‬ ‫طموحات وأحالم‪ .‬شاء القدر أن‬ ‫يسلبهم ّ‬ ‫كل ما نعتبره سب ًبا‬ ‫والتقدم‪ .‬ونحن لم ّ‬ ‫يرف‬ ‫للعيش‬ ‫ّ‬ ‫لنا جفن عندما سمعنا اخلبر‬ ‫ولم نح ّرك أجسادنا في سبيل‬ ‫تخفيفوطئاملصيبةعلىأهلها‪.‬‬ ‫حتّى على املستوى الرسمي ّ‬ ‫كل‬

‫نيسان ‪2011 ,5‬‬

‫رسالة إلى احملرر‬

‫اوتلوك‬

‫قتل حبيبته و ال ينتظر محاكمة وهم ّية‬ ‫اللبنانيني في التاسعة عشر من‬ ‫العمر‪ .‬وها هو اليوم ينشر كتابه‬ ‫قتلت حبيبتي وأنتظر‪.‬‬ ‫الثاني‬ ‫ُ‬ ‫إحدى القصائد في الكتاب‬ ‫حتمل عنوان فاقد الشيء‬ ‫ال يعطيه‪ .‬وكم وصلنا إلى‬ ‫ذلك اليقني بعد قراءة ركاكة‬ ‫املوقف واللغة في آخر تعليق‬ ‫على الكتاب فاجأتنا بنشره‬ ‫األوتلوك‪.‬‬ ‫تترصد كات ًبا‬ ‫إ ّن الشعوب احل ّرة‬ ‫ّ‬ ‫أو فنان ًا أو مفكرًا ميارس االلتزام‬ ‫في أدبه أو فنّه أو فكره‪ .‬وااللتزام‬ ‫يعني أن يتجاوز اإلنسان ذاته من‬ ‫أما عدم االلتزام‬ ‫أجل قضية‪ّ .‬‬ ‫فيعني أن يق ّزم اإلنسان قضية‬ ‫كبرى من أجل ذاته الصغرى‪.‬‬ ‫من هنا نستغرب جلوء أحدهم‬ ‫إلى مصادرة آراء «معظمهم»‬ ‫و»أغلبهم» و»أكثرهم»‪ .‬من‬ ‫تعجبنا من استغراب‬ ‫ثم نضيف ّ‬ ‫ّ‬ ‫الشخص نفسه إلدراج علي‬ ‫بدران قصائد تتك ّلم عن «اجلنوب‬ ‫واملقاومة»‪ ،‬أليس األدب املقاوم‬ ‫مأثرة وطنية وأخالقية؟ أليست‬ ‫املقاومة واج ًبا تفرضه شرعة‬ ‫حقوق اإلنسان واملواثيق الدولية‬ ‫والواجبات البديهية للمواطن؟‬ ‫فبدران الذي يعتبر الكتاب‬ ‫قدس العطاء‬ ‫حقيقة معرفية‪ّ ،‬‬ ‫وأسمى العطاء هو الشعر‪.‬‬ ‫يقول هيغيل‪»:‬عندما يزول ّ‬ ‫كل‬ ‫شيء يبقى الشعر»‪.‬‬

‫نحن أردنا في مقالتنا الغوص‬ ‫في الكتاب وليس مج ّرد احلكم‬ ‫السطحي عليه‪ .‬نبدأ بوضع‬ ‫فعلي ال‬ ‫النقاط على احلروف‪.‬‬ ‫ٌ‬ ‫يقف في قصيدة قل هو احلب‬ ‫أحد‪ ،‬بل يكمل و يقول‪« ،‬وانتظروا‬ ‫املوت في جحيم حقيبتها»‪.‬‬ ‫كما أنّنا نسأل لِ َم ُغ ِفل ذكر‬ ‫الـ‪ 280‬نسخة املشتراة في‬ ‫حفل التوقيع؟ وما يقارب األلف‬ ‫اخملصصة‬ ‫مشترك في الصفحة ّ‬ ‫لشعر علي على الـ»فيسبوك»؟‬ ‫وحقيقة أ ّن الديوان كان أكثر‬ ‫الكتب مبي ًعا في مكتبة‬ ‫«مالك»؟‬ ‫ما من عبقري إالّ وبنى رؤاه على‬ ‫منجزات أجيال سابقة‪ .‬فبدران‬ ‫التجدد بد ًءا‬ ‫ل ّبى الدعوة إلى‬ ‫ّ‬ ‫بالعنوان املبدع‪ .‬يقول علي في‬ ‫قصيدة أل ّن احلب ال دين له‪:‬‬ ‫أخاطبك بلغتي األصيلة‬ ‫ألوضح تفاصيل صغيرة‬ ‫وأق ّر عن حب عنيد‬ ‫ّ‬ ‫وأبشر بنوع جديد‬ ‫علي انتقد‪ ،‬مثالً‪ ،‬مدينة النساء‬ ‫وانتفض ينادي باملرأة الواحدة‬ ‫التي تبرق أنوثتها على وجهه‪.‬‬ ‫وهو يصف قلبه «بالنابض‬ ‫جذورًا» ولكنه في بحث‬ ‫مستمر‪ .‬فهو لم يرد للقارئ أن‬ ‫يكون «نازحا ً هادئًا»‪ ،‬ويذكر ذلك‬ ‫في التمهيد‪« :‬ال أريده أن يكون‬ ‫كباقي الكتب الكالسيكية‬

‫رأي‬

‫موح َد األبعاد أو منتظم اإليقاع‬ ‫ّ‬ ‫ومتجانس األبيات»‪ ...‬أوليس‬ ‫الصراع امتحان النفوس؟‬ ‫حد القول‬ ‫وصلت بـ»أحدهم» ّ‬ ‫أ ّن صرخة األلم واآلهات لم تكن‬ ‫إال مصدر ازعاج‪ .‬فأين البرهان‬ ‫ثم أولسيت امليثولوجيا‬ ‫أوالً؟ ّ‬ ‫الكالسيكية مبنية على‬ ‫النزعة املأساوية؟ أليس أكبر‬ ‫شعراء األلم أغناهم؟ من أبو‬ ‫العالء إلى ابن الرومي واألخطل‬ ‫الصغير وأبو القاسم الشابي‪.‬‬ ‫مرورًا بأدونيس الذي حمل راية‬ ‫الرفض والتم ّرد وص ّور احلزن‬ ‫واليأس واأللم‪ .‬فليسمحوا لنا‪،‬‬ ‫فقد كان الكتاب مصدر راحة‬ ‫نفسية للقارئ فضالً عن كونه‬ ‫سب ًبا للفرح والفخر‪ ،‬أل ّن آهات‬ ‫الشاعر اختلجت بآهات القارئ‬ ‫الذي ّ‬ ‫شكل له علي جسرًا مدي ًدا‬ ‫معطا ًءا من العاطفة الصادقة‬ ‫واملوهبة النادرة‪.‬‬ ‫في بداية «املقال» املعني‬ ‫يُقال «منهم من أح ّبه»‬ ‫واملقصود هنا الكتاب‪ .‬فأين ذكر‬ ‫التقدير واإلعجاب في مقالة‬ ‫األوتلوك؟ كما أ ّن الذي حكم‬ ‫على املستوى اللغوي في كتابة‬ ‫علي يبرهن عبر مقالته بأ ّن لغته‬ ‫جدا ً ومثل ذلك قوله‪:‬‬ ‫ركيكة ّ‬ ‫«الذي فشل الق ّراء في إيجاد‬ ‫له معنى أو سيا ًقا واح ًدا» وفي‬ ‫اجلملة‪ ،‬باإلضافة إلى ركاكتها‪،‬‬

‫اليابان إمتحان لإلنسانية‬ ‫قدمه لبنان لليابان هو رفض‬ ‫ما ّ‬ ‫الستيرادالبضائعاليابانية‪.‬‬ ‫قد يناقش البعض أ ّن اليابان بعيدة‬ ‫عن عاملنا الشرق أوسطي الواقع‬ ‫في ّ‬ ‫ظل ال ّثورات العربية و التهديد‬ ‫اإلسرائيلي املتواصل والفراغ‬ ‫السياسي‪ .‬ولكن أهذا سبب‬ ‫كاف حتّى لعدم إرسال الدعاء أو‬ ‫ٍ‬ ‫رمزي كأضعف‬ ‫املواساة أو مبلغ‬ ‫ّ‬ ‫اإلميان؟‬ ‫طب ًعا ال‪ .‬لذلك علينا اجتياز هذا‬ ‫األهم في نيسان وفي‬ ‫االختبار‬ ‫ّ‬ ‫ّ‬ ‫كل شهر إلنسانيتنا عبر تقدمي ما‬ ‫وباحلداألدنىرفعمعنويات‬ ‫نستطيع‬ ‫ّ‬ ‫ّ‬ ‫الياباني الذي يبرهن يو ًما‬ ‫الشعب‬ ‫ّ‬ ‫بعد يوم أ ّن لديه حضارة وقيم‬ ‫ّ‬ ‫تتخطى ّ‬ ‫كل حدود السطحية‬ ‫التيتطغىعلىفكرنااحلالي‪.‬وأبرز‬ ‫مثال على ذلك هو ما حصل مع‬ ‫املراسلة إرين كوكس من جريدة‬ ‫العاصمة (‪ )the capital‬التي‬ ‫لم تق َو عن البكاء عندما رأت رجالً‬ ‫عجوزًا يدفع برقة وبيده الوحيدة‬ ‫كرسي عجلة زوجته‪ .‬وقد عنونت‬ ‫ّ‬ ‫حتدثت فيها عن هذا‬ ‫الفقرة التي ّ‬ ‫يتحمل»‪ .‬فهل‬ ‫بـ»احلب‬ ‫املشهد‬ ‫ّ‬ ‫ّ‬ ‫بعضامن‬ ‫يقدم ً‬ ‫يتحملاللبنانيأن ّ‬ ‫ّ‬ ‫ح ّبه املتضائل لإلنسان إلى اليابان‬

‫(صورة‪)Aljazeera.net :‬‬

‫خطأ نحوي‪ ،‬فالصحيح أن‬ ‫للسياق واضح ‪ .‬ومن‬ ‫يقول‬ ‫ٍ‬ ‫األخطاء النحوية الكثيرة نذكر‬ ‫«في اعتبار الديوان مبتذل»‬ ‫وصحيحها «مبتذال ً»؛ الذي يتم‬ ‫مراجعته صحيحها «تتم»؛ «إن‬ ‫ما كتبته‪...‬كتاب» وصحيحها‬ ‫كتابًا أو حتّى شعرًا‪ .‬وفضيحة‬ ‫لغوية أخرى هي قوله الشعر‬ ‫ليس قالب وصحيحها قال ًبا‪.‬‬ ‫واإلمالء في املقالة ليس أفضل‬ ‫من النحو‪ -‬مثل كتابه يهدء‬ ‫وصحيحها يهدئ‪ .‬وفي معظم‬ ‫ذلك يُنسب الكالم إلى علي‪،‬‬ ‫يتحدث شفه ًيا ولم‬ ‫الذي كان‬ ‫ّ‬ ‫يكن يعلم في أي سياق سيتم‬ ‫عرض أجوبته على األسئلة‬ ‫املطروحة‪.‬‬ ‫فل ُيدرس الشعر كما‬ ‫الصحافة ول ُت ْعتَمد موضوعية‬ ‫احلق‪ .‬لقد ص ّوب علي بدران‬ ‫بوصلة االحساس في مدى احلقّ‬ ‫واجلمال‪...‬ماذا فعل غيره؟‬ ‫قال مفكر نهضوي من بالدي‬ ‫‪»:‬إ ّن مأساة احلرية الكبرى‬ ‫ليست احملاكم وال السجون‬ ‫‪...‬إنّها اقالم العبودية في‬ ‫معارك احلرية‪».‬‬ ‫الدبس هي طالبة العلوم‬ ‫مدى ّ‬ ‫السياس ّية واإلدارة العامة في‬ ‫اجلامعة األميركية في بيروت‬

‫أ وتلو ك‬

‫اجلامعة األميركية في بيروت‬

‫املنشورة الطالبية املستقلة منذ عام ‪ | ١٩٤٩‬الثالثاء ‪ 5‬نيسان ‪| 2011‬‬

‫‪14‬‬

‫جزء ‪ ٬٤٣‬عدد ‪23‬‬

‫«قصتي» لسمير القنطار‬

‫‪13‬‬

‫«لكم لبنانكم ولي لبناني»‬

‫«زاوية املتك ّلمني» حقّ ال ّتعبير‪ ...‬عن لبنان‬

‫نورا أنور سوبره‬ ‫مساهمة صحفية‬

‫يتناقشون‪ ،‬يبدون آراءهم‪،‬‬ ‫لبنان‪.‬‬ ‫ينفعلون‪...‬ألجل‬ ‫اجتمعوا‪ ،‬فأصبح ّ‬ ‫كل أربعاء‬ ‫موعدهم‪ ،‬عند الواحدة ظهرًا‪،‬‬ ‫يهتمون‪ .‬إنّها‬ ‫ليتك ّلموا‪ ،‬ألنّهم‬ ‫ّ‬ ‫«زاوية املتك ّلمني» التي متحورت‬ ‫مواضيها في األسابيع املاضية‬ ‫حول لبنان‪ .‬ففي األسبوع األ ّول‪،‬‬ ‫السؤال املطروح مواك ًبا‬ ‫كان ّ‬ ‫عاملنا‬ ‫في‬ ‫لل ّثورات‬ ‫العربي‪ :‬في‬ ‫ّ‬ ‫ّ‬ ‫ظل هذه ال ّثورات التي اتخذت‬ ‫الدومينو»‪ ،‬هل‬ ‫طابع «تأثير ّ‬ ‫سيتأ ّثر لبنان بدوره ليثور‬ ‫شعبه؟‬ ‫اختلفت ألجوبة بني موافق‬ ‫ومعارض‪ ،‬فمن اعتقد أ ّن الثروة‬ ‫ستحصل‪ ،‬اعتبر أ ّن النّظام‬ ‫في لبنان ليس دميقراط ًيا‪ ،‬إنمّ ا‬ ‫هو يحمل طابع «دكتاتور ّية‬ ‫الدميقراط ّية»‪.‬كما أشار املؤيدون‬ ‫ّ‬ ‫ّ‬ ‫ّ‬ ‫ائفي‬ ‫الط‬ ‫ّظام‬ ‫ن‬ ‫ال‬ ‫ن‬ ‫أ‬ ‫إلى‬ ‫ورة‬ ‫ث‬ ‫لل‬ ‫ّ‬ ‫ّ‬ ‫يجب أن يتغ ّير ألنّه يساهم في‬ ‫احلد من الدميقراط ّية وتقسيم‬ ‫ّ‬ ‫ّ‬ ‫الشعب‪ .‬لذلك‪ ،‬فال ّثورة في‬ ‫لبنان ستكون مختلفة عن باقي‬ ‫الدول العرب ّية ألنّها يجب أن‬ ‫ّ‬

‫منى أيوب‬ ‫كاتبة صحافية‬

‫أهمها ال ّثورة‬ ‫تأخذ أبعادًا أخرى ّ‬ ‫على ّ‬ ‫الذات لتنقيتها من األفكار‬ ‫ّ‬ ‫الطائف ّية ووجود سلطة تتمتّع‬ ‫ّ‬ ‫بالشفافية ‪ .‬وقد أشاد أصحاب‬ ‫هذا ال ّرأي بالتّحركات املطالبة‬ ‫ّ‬ ‫ائفي‪،‬‬ ‫بإسقاط النّظام‬ ‫الط ّ‬ ‫داعني ّ‬ ‫الشباب للمشاركة فيها‬ ‫تأكي ًدا على دور اجلامعات التي‬ ‫مت ّثل ال ّثقافة والفكر‪ ،‬والتي‬ ‫لطاملا لعبت دورًا مه ًّما في‬ ‫ثورات ّ‬ ‫الشعوب‪.‬‬ ‫أما معارضو ال ّثورة‪ ،‬فقد اعتبروا‬ ‫ّ‬ ‫أ ّن لبنان لن يتأ ّثر بهذه ال ّثورات‪،‬‬ ‫بناني يختلف عن‬ ‫كون النّظام ال ّل‬ ‫ّ‬ ‫باقي الدول العرب ّية ذي األنظمة‬ ‫السلطة‬ ‫الدكتاتور ّية‪ .‬فتداول ّ‬ ‫وتغيير احلكومة هما من أشكال‬ ‫الدميقراط ّية ا ّلتي يتمتّع بها‬ ‫ّ‬ ‫لبنان‪ .‬إضافة إلى ذلك‪ ،‬فقد‬ ‫اعترف قسم آخر من ّ‬ ‫الطالب‬ ‫املعارضني بسلب ّية النّظام‬ ‫ّ‬ ‫ائفي‪ ،‬لكنّهم اعتبروه ّ‬ ‫احلل‬ ‫الط ّ‬ ‫الوحيد في بلد لن تنجح فيه‬ ‫متعددين‪ ،‬ال‬ ‫ضد زعماء‬ ‫ثورة‬ ‫ّ‬ ‫ّ‬ ‫زعيم واحد‪.‬‬ ‫أما األسبوع ال ّثاني‪ ،‬فكان لبنان‬ ‫ّ‬ ‫احللم‪ :‬كيف يرى شباب اليوم‬ ‫لبنان بعد عشر سنوات من‬ ‫اليوم‪ ،‬على مختلف املستويات‬ ‫االقتصاد ّية‪،‬‬ ‫السياسية‪،‬‬ ‫ّ‬

‫(صورة‪)Salim Batlouni :‬‬

‫لكن‬ ‫االجتماع ّية والبيئ ّية؟‬ ‫ّ‬ ‫اجلواب لم يكن كاف ًيا‪ .‬يبدو أ ّن‬ ‫شباب اليوم فقدوا اجلرأة على‬ ‫احللم‪ ،‬احللم الذي ال يسيطر‬ ‫عليه إلاّ صاحبه‪ .‬فقدوه بسبب‬ ‫ما عانوه من فقدان أحالمهم‬ ‫اخلاصة التي لم ّ‬ ‫حتقق بسبب‬ ‫أوضاع بالدهم!‬ ‫األسبوع ال ّثالث شهد حماس ًة‬ ‫ً‬ ‫ونقاشا حادًّا‪ ،‬فاملوضوع كان‬ ‫عن االحتماالت املطروحة في‬

‫حال سقوط النّظام ّ‬ ‫ائفي‬ ‫الط ّ‬ ‫احلالي‪ .‬وما تس ّبب في زياد‬ ‫ّ‬ ‫حدة النّقاش كان االختالف‬ ‫ّ‬ ‫حول مفهوم العلمان ّية وقانون‬ ‫األحوال ّ‬ ‫الشخص ّية‪ .‬فقد أبدى‬ ‫البعض تخ ّوفهم من فرض قانون‬ ‫مدني مينع ممارسة التّشريعات‬ ‫ّ‬ ‫الدين ّية كال ّزواج واإلرث وغيرها‬ ‫ّ‬ ‫ّ‬ ‫خطة مرحل ّية‬ ‫أو عدم وجود‬ ‫لالنتقال دون حصول فوضى‬ ‫باإلضافة إلى سيطرة االكثر ّية‬

‫لكن املؤ ّيدين‬ ‫وتهميش األقل ّية‪ّ .‬‬ ‫ّ‬ ‫ائفي‬ ‫الط‬ ‫إلسقاط النّظام‬ ‫ّ‬ ‫طمأنوا أصدقائهم بالقول‬ ‫املدني سيكون‬ ‫أ ّن القانون‬ ‫ّ‬ ‫اختياريًّا وأ ّن العمل جارٍ لوضع‬ ‫ّ‬ ‫اخلطة املرحل ّية والقوانني التي‬ ‫حتمي األقل ّيات وتعالج هواجس‬ ‫ال ّلبنان ّيني‪ .‬كما ّ‬ ‫أكد هؤالء على‬ ‫ضرورة التّغيير الذي يقوده‬ ‫الشباب‪ ،‬جيل املستقبل‪.‬‬

‫تالمذة األميركية في اخمل ّيمات الفلسطينية‬

‫مشهد قاس‪ .‬بعينيك ترى‬ ‫الفقر بأقسى صوره‪ .‬أمام‬ ‫ناظريك يتج ّلى الظلم بأبشع‬ ‫مظاهره‪ .‬مشهد قاس‪ .‬يتو ّقف‬ ‫دوامة‬ ‫عنده الزمن ويدخلك في ّ‬ ‫نفسك‪ .‬كثيرة هي األسئلة‬ ‫التي تدور في بالك‪ ،‬ك ّلها تصغر‬ ‫أمام سؤال واحد ‪ :‬أهو القدر أم‬ ‫ظلم البشر؟‬ ‫من صوت أحدهم يتر ّدد صدى‬ ‫صراخ طفل في كوخ ما في‬ ‫مكان ما في العالم يبكي‬ ‫جو ًعا‪ ...‬وبعيون أحدهم ترى‬ ‫كثرة البؤس في األرض‪ :‬تشعر أ ّن‬ ‫الغرفة الصغيرة التي يقطنها‬ ‫تسعة أشخاص و»األحياء»‬ ‫ّ‬ ‫تتدلى منها‬ ‫املكتظة التي ّ‬ ‫األسالك الشائكة ما هي إال‬ ‫جنّة‪...‬‬ ‫كثير هو اجلوع في هذا العالم‪.‬‬ ‫كثير هو الفقر‪ .‬كثير هو‬ ‫الظلم‪.‬‬

‫تتأمله كأنّك‬ ‫تعود إلى بيتك‪.‬‬ ‫ّ‬ ‫تدخله للم ّرة األولى‪ .‬اآلن أنت‬ ‫تعرف قيمة هذا املنزل و قيمة‬ ‫ّ‬ ‫وكل ما في‬ ‫أكلك وشرابك‬ ‫حياتك‪ .‬رؤية النقيض كانت‬ ‫كافية لكس نبدأ م ًعا حالة‬ ‫جديدة‪ :‬االمتنان‪...‬‬ ‫صعب هو الشعور بالذنب‪ ،‬و‬ ‫األصعب هو الشعور بالعجز‪ :‬أال‬ ‫فعلت شيئًا؟ أي شيء؟‬ ‫سجلناه من زيارتينا‬ ‫هذا ما‬ ‫ّ‬ ‫خمليمي «برج البراجنة» و» صبرا‬ ‫و شاتيال» في األسابيع الفائتة‬ ‫و هي من تنظيم ‪Insight‬‬ ‫‪ Club‬وجزء من مشروع جمع‬ ‫تبرعات لتحسني أوضاع بضع‬ ‫عائالت‪.‬‬ ‫الزيارات مستم ّرة في األسابيع‬ ‫املقبلة و هي ُمتاحة ّ‬ ‫لكل تالمذة‬ ‫اجلامعة‪.‬‬ ‫( ‪www.insightclub.‬‬ ‫‪)org‬‬

‫(صورة‪)Facebook.com :‬‬